七年级上册Unit3 Is this your pencil教案

Unit3Isthisyourpencil?教案

一、单元教材分析

本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Isihis/that

your/her/hispencil?Yes,itis.No,itisn't.;Arethese/thoseyour/her/hispens?Yes,theyare.No,they

arcnt”，体会一般疑问句的用法；由形容词性物主代词的用法，到初步学习名词性物主代词的用

法：学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“Howdoyouspellpen?P-E-N.”。

通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对

应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语

言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础。本单元与第二单元衔接紧密，由

this,that的学习过渡至hhese,those的学习，由指示一个人、物过渡到指示多个人、物，使学生学

会区分远近单复数。

二、单元学情分析

本单元的主题是识别物品的所属，同时引导学生采用实物演示、课件模拟、小组合作学习和

Roleplaying的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似诃题(失物招

领、寻物启事)，既能提高学生解决问题的能力，乂能巩固所学知识。该部分学习内容贴近学生的

生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。培养学生拾金不昧

的精神和助人为乐、团结友爱的品德。

三、单元教学建议

采用Usingcontestguessing和Roleplaying的学习策略，利用实物演示、教学图片或制作多媒

体课件来展开课堂Pairwork,Groupwork的口语交际活动，识别物品的所属，体会指示代词、一般

疑问句的用法。

四、单元课时分配

本单元可用4课时完成教学任务：

SectionA(1a-2d)用1课时

SectionA(GrammarFocus-3c)用1课时

SectionB(1a-2c)用1课时

SectionB(3a-SelfCheck)用1课时

SectionA(la-2d)

一、教学目标:

1.语言知识目标：

1)能掌握下歹(I词汇：pencil,book,eraser,box,pencilbox,schoolbag,dictionary,his,hers,mine,

yours,teacher,excuseme,You'rewelcome.

2)能掌握以下句型：

①一Excuseme.Isthis/that...?—Yes,itis./No,itisn't.

②一Excuseme.Arethese/those...?—Yes,theyare./No,theyaren't.

③Whatabout...?

3)能初运用名词性物主代词mine,yours,his,hers；理解名词性物主代词和形容词性物主代词在

用法上的区别。

2.情感态度价值观目标：

通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的

好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论

的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。

二、教学重难点

1.教学重点：

1)能口头应用以下句型：

①一Excuseme.Isthis/that...?一Yes,itis./No,itisn't.

②一Excuseme.Arcthese/those...?一Yes,theyarc./No,theyaren't.

③Whatabout...?

2)能初步运用名词性物主代词mine,yours,his,hers；理解名词性物主代词和形容词性物主代词在

用法上的区别。

2.教学难点：

能初步运用名词性物主代词mine,yours,his,hers；理解名词性物主代词和形容词性物主代词在

用法上的区别。

三、教学过程

I,Warming-upandrevision

1.GreetingtheSs.Goodmorning!/Hello!/Hi!...

2.LetsomeSsshowtheirfamilyphoto.Ask:

一Isthisyour...?一Yes,she/heis./No,she/heisn^.

一Arethese/lhoseyour...?一Yes,theyare./No,theyaren't.

3.Collectsomeitems(pen,ruler,cup,book,pencil...)fromthestudentsandask:

What'sthisinEnglish?

What'sthatinEnglish?

(Helpthemanswerlikethis:Ifsa/an...)

Havethemworkinpairstopracticethequestions.

4.Providemorewordsbyshowingthestudentsthepictureinla.

T:Whatcanyouseeinthepicture?Collecttheiranswers.Alsoaskthemtofinishlabythemselves.

Checktheiranswers.

4.LetSsreadthenewwordsaloudaftertheteacher.Thentrytorememberthenewwords.

II.Presentation

1.Pretendthatyoudon'tknowwhosethesethingsareandaskA:

“Isthisyourbook?”Andleadhim/hertoanswer:"Yes,itis.It'smine.”

Thentakeanotheroneandaskitsowne亡"Isthisyourschoolbag?”Helphim/hertoanswer:"No,it

isn't.It'shis."

Havethestudentsaskandanswerinpairs.(Maybewhentheydothis,they'llmakemistakes,sothe

teachercometothemandgivethemhelpifnecessary.)Thenaskthemtoacttheirdialoguesout.

-Isthisyourbook?

一Yes,itis.It\mine.

一Isthisyourschoolbag?

一No,itisn't.It'shis/hers.

2.TellSs:mybook=mine;hisbook=his;herbook=hers

IH.Listening

T:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthis

timeyoulistenandnumbertheconversations.

(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthe

tapeandstudentslistentoitandfinishlb.)

T:Let'schecktheanswers.OK?

Ss:...(fromlefttoright)

T:Thankyou.

IV.Pairwork

I.Getthestudentstoworkinpairstopracticetheseconversations.

2.Askthemtopracticeingroups.Walkaroundtheclassroomtocheckpronunciationandintonation.

Thencallsomegroupstoperformtheirconversationsinfrontoftheclass.

V.Listening

T:ThisisnotLiMing'spen.It'sSunTao'spen.

(WriteLiMing's,SunTao'sontheblackboard.TellSsthisknowledgeis”名词所有格“，Itisthesame

asmy,his,her,your...)

T:Thenwhataboutthisdictionary?Isthisyourdictionary,LiMing?

S2:No,itisn't.It'sSunTao\.(ThistimehelpS2answerthequestionwith“SunTao's")

2.LetSsunderstandtheusingof”名词所有格”,andrepeatthesentences:

ThisisnotLiMing'spen.It'sSunTao's.

Whataboutthisdictionary?It'sSunTao's.

VU・Role-play

1.Readtheconversationandunderlinetheschoolthingsinthedialog.

(Ssreadthedialogandunderlinetheschoolthings.Checktheiranswerswiththeirpartner.)

2.Nowlookatthescreen.Readtheconversationagainandmatchthethingswithitsowner.

(Ssreadtheconversationandmatchthethingswithitsowner.Checktheiranswerswiththeir

partner.)

3.LetSsreadthedialogueaftertheteacher.ThenletSspracticetheconversation.

4.Asksomepairstoactouttheconversationinfrontoftheclass.

5.评价：(让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出

最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。)

Homework:

1.LetSscollecttheirschoolthingsandtrytosaytheminEnglish.

2.Collectsomethingsfromyourclassmates.Andmakeaconversationwithyourpartner.

板书设计：

SectionA(1a-2d)

1.Newwordsandexpressions:

pencil,book,eraser,box.pencilbox,schoolbag,dictionary,his,hers,

mine,yours,teacher,excuseme

2.Sentencestructures:

①一Excuseme.Isthis/that...?-Yes,itis./No,itisn't.

②一Excuseme.Arethese/those...?

一Yes,theyare./No,theyaren't.

③Whatabout...?

⑤一Thankyoufor...一You'rewelcome.

3.mybook=mine;hisbook=his;herbook=hers

4.2b:erasers:ruler,books,ocncilbox

SectionA(GrammarFocus-3c)

一、教学目标：

1.语言知识目标：

1)总结归纳辨认物品的所有者所用的句型。

①一Excuseme.Isthis/that...?—Yes,itis./No,itisn't.

②——Excuseme.Arethese/those...?——Yes,theyare./No,theyaren't.

2〕根据不同场景,能用英语对物品的所属进行提问和回答。

3)培养学生听、说、读、写的能力及创新思维能力。

2.情感态度价值观目标：

通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务。

二、教学重难点

1.教学重点：

1)总结归纳辨认物品的所有者所用的句型。

2)通过进行不同形式的对话练习来熟练运用辨认物品所有者的句型，同时复习所学的学习用

品的词汇。

2.教学难点：

总结归纳辨认物品的所有者所用的句型；熟练运用这些句型。

三、教学过程

I,Warming-upandrevision

1.GreetingtheSsandCheckthehomework.

2.(AskSstoputsomeschoolthingsontheirdesks.)

LetsomeSsstandupandsaywhatschoolthingstheyhave.

3.Twalksaroundtheclassroom,pickupthethingsandaskaboutthem.

T:Isthisyourpen?

SI:Yes,itis.It'smine.

T:Isthisyoureraser?

S2:No,itisntIt'shers.

T:Aretheseyourbooks?

S3:Yes,theyare.

T:Arethoseyourrulers?

S4:No,theyaren't.Theyarehis.

II・GrammarFocus.

1.阅读指导：

1）老师总结己学过的辨认物品的所有者所用的句型。

第一类为辨认单个物品时，较近处的用Isthis...;较远处的用Isthat...；回答用Yes,itis./No,

itisn,t.

第二类为介绍多个物品时，较近处的用Arethese…；较远处的用Arethose...回答用Yes,they

are./No,theyaren't.

2）物主代词分为两类，一类是形容词性物主代词，另一类为名词性物主代词。

在用法上形容词性物主代词+名词二名词性物主代词

2.学生阅读并完成下列句子。（可借助课件来完成此任务）

①这是你的铅笔吗？yourpencil?

②是的。它是我的。Yes,.Ifs.

③那是你的书包吗？yourschoolbag?

④不是。它是他/她的。No,.Ifs

⑤这是他的绿色钢笔吗？thispen?

®不是。那只蓝色钢笔是他的。

No,.Theis.

⑦这些是你的书吗？yourbooks?

⑧是的。/不是。Yes.________./No.__________.

⑨那些是她的钥匙吗？her?

⑩不是。它们是她的。No.hers.

3.掌握下列缩写形式

①itis=②theyare=

③isnot=④arenot=

@thatis=®nameis=

HI.Practice

1.T:Let'sworkon3a.Lookatthepicturesin3a.Wecanseethefirstpictureisclosetous,butthe

secondpictureisalittlefarfromus.Whenweaskaboutthem,wemustpayattentiontotheuseofthis,

that,theseandthose.

2.Nowtrytocompletethequestionsandanswersabouteachpicture.

3.Checktheanswerswiththeclass.

4.Explanation:

①this/these"这，这个/这些”，用于指代在时间或空间上说话人较近的人或物。

②that/those"那，那个/那些”，用于指代在时间或空间上说话人较远的人或物。

IV.Practice

1.Lei'sworkon3b.

T:Readthequestionsandcompletetheanswers.Youshouldpayattentiontothis/thatandthese/those。

2.Ssreadthequestionsandanswerthequestionswiththeirpartner.Thenwritedowntheiranswersinthe

blanks.

3.Checktheanswerswiththeclass.

V.Game

1.DividetheSsintofiveorsixgroups.Eachgrouphassixtoeightstudents.Allthestudentsinagroup

pulsomeoftheirschoolthingsintoabox.

(TmakesamodelfortheSs.)

T:Ihavemanythingsinthisbox.ButI'msorryIdon'tknowwhosetheseare.Couldyouhelpmefind

theowners?Let'sseewhocanfindalltheownersfirstandwritetheowners'namesinthechart.Youonly

havetwoguesses.

Languageusedforthetask:

T:Isthisyourmathbook?

SI:Yes,itis.Il'smine.

T:Isthatyourruler?

S2:No,itisn't.It'shers.Myrulerisblue.

T:Kim,isthisyourdictionary?

S3:No,itisn't.It'shis.

T:Jim,aretheseyourerasers?

S4:Yes,theyare.Theyaremine.

T:Hereyouare.

S4:Tliankyou.

VI.Exercises

Dosomemoreexercises.

（使用多媒体课件来做更多的练习题来巩固所学的知识）

Homework

1.ReviewtheGrammarFocusagain.

2.Playthegamewithyourfriendsafterclass.Thenwritedowntheconversationonyourworkbook.

板书设计

SectionAGrammarFocus-3c

1.——Isthis/that...?——Yes,itis.No,itisn't.

Arethese/those...?—Yes,theyare.No,theyaren't.

2.it's=itis,isn't=isnot,aren't=arenot

3.3a:this;isn't;these;they;that;is;those;aren't

4.3b:1.itis;hers2.itisn't;It's

SectionI3.theyare;his4.theyaren't;They're

1.语言知识目标：

1）掌握下列词汇：baseball,watch,computergame,IDcard,notebook,ring,bag,library,lost,at,call

理解卜列加汇：ask,some,found,classroom,e-mail

2）掌握下列句型：

一What'sthis?—It'sawatch.

一Howdoyouspellit?—W-A-T-C-H.

3）能够使用目标语言询问东西的所属，或者寻找物品的主人。

4）能够读懂一些简单的招领和寻物启示。

2.情感态度价值观目标：

通过学习“询问物品所属”及阅读“寻物启事和失物招领”。既可以提高学生遇到类似挫折时

的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团

结友爱的品德。

二、教学重难点

1.教学重点：

I）学习新词汇及询问如何拼写词汇的句型。

2）通过听、说的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。

3）阅读一些简单的招领和寻物启示，并能获得相关信息。

2.教学难点：

阅读一些简单的招领和寻物启示，并能获得相关信息。

三、教学过程

I,Warming-upandrevision

1.GreetingtheSs.Checkthehomework.

2.ReviewtheschoolthingswelearnedinSectionA.LetSssaytheschoolthingstheyhave.

3.Pickupsomeschoolthingsfromthestudents'deskandaskaboutthem.(Usingthis,that,these,

those)Letotherstudentsanswerthequestions.Theymustsaytheownerthethings.

T:IsthisLiMei'sruler?

Ss:Yes,itis.Il'shers.

T:IsthatLiMei'spencil?

Ss:No,itisn't.It'sWuMing's.

T:AretheseLiMei'spens?

Ss:Yes,theyare.They'rehers.

T:ArethoseLiTao'sbooks?

Ss:No,theyaren't.They'reZhangBin's.

II,Presentation

1.T:Lookatthepicture.

(Showstudentsapictureofawatch.)

T:What'sthisinEnglish?It'sawatch.

(Askastudent)What'sthisinEnglish?

SI:It'sawatch.

T:Good.(Askanotherstudent.)What'sthisinEnglish?

S2:It'sawatch.

T:Howdowcspellwatch?(Showstudentsthespelling.)

W-A-T-C-H,watch.Readafterme,please.

S3:W-A-T-C-H,watch.

2.(Teachtheotherwords“baseball,computergame,key,notebook,ringandIDcard…"inthesame

way.)

T:Lei'ssaythewordsagain.What'sthisinEnglish?

(Showthewordsrandom.Askquestionslikethis.)

S4:It'sakey.

T:Howdoyouspellit?

S4:K-E-Y.

HLPractice

I.T:Nowlookatthela.Herearesomenewwordsintheboxandsomepicturesbelowthebox.Match

thewordswiththethingsinthepicture.

Ss:OK.(Ssworkwiththeirpartnerstrytomatchthewordswiththethingsinthepicture.)

2.Checktheanswers.

3.T:Nowpleaseworkwithyourpartner,practicetheconversationinlb.Usethepicturesinla.

(Studentspracticetheconversation.Asstudentswork,theteachermovesaroundandhelpthem.)

4.Asksomepairstoactouttheconversation.

IV.Listening

1.Workon1c.

T:Listentotheconversation.Payspecialattentiontothenamesofobjects.Youwillhearsomeofthe

names,notallofthem.Circleonthepictureeachitemwhosenameismentionedintheconversations.

(Playtherecordingtwice.Studentslistenandcircletheitems.)

T:Let'schecktheanswers,OK?

SI:...

T:Whowouldliketosaythecircledwordsagain?

S2:...

(Checktheanswerswiththeclass)

2.WorkonId.

T:Pleaselookatthetwopicturesin2b.OneisLinda,andtheotherisMike.Listentotheconversations

again.ThistimeyouwillpayattentiontothethingsLindaandMikearelookingfor.Thenwritedownthe

namesofthethingsundereachperson'spicture.

(Playtherecordingforthestudentstowritedownthewords.)

T:Well,whatisLindalookingfor?

S3:...

T:WhataboutMike?Whatishelookingfor?

S4:...

(Checktheanswerswiththeclass)

V・Pairwork

1.Nowlet'smakeconversationsaboutthethingsinId.SupposeyouareLindaandyourpartnerisMike.

Makeaconversationandpracticeit.Thenyoucanchangeroles.YourpartnerisLindaandyouareMike.

Makeanotherconversationagainandpracticeit.

2.Ssmakeconversationsastheteacherasks.

3.Letsomepairsactouttheirconversations.

VI.Writing

1.Weallhavemanyschoolthings.Wealwayslosesomeschoolthingseasily.Nowdiscusstheschool

thingsyouloseeasilywithyourpartner.Writethemdownonyourworkbook.Thenreportthemtothe

class.

2.Ssworkwiththeirpartners.

3.LetsomeSsreporttheirthingstotheclass.

VII.Presentation

(UsingpicturesorshowingSspicturesonthescreen)

1.T:Nowlookatthescreen.Thisisourschoollibrary.Isitanicelibrary?

Ss:Yes,itis.

T:Thisisourclassroom.Isthisaniceclassroom?

Ss:Yes,itis.

(Writelibraryandclassroomontheblackboard)

2.T:MyphonenumberiSoyoucancallmeaAndmye-mailaddressis

Engteacher@.Soyoucane-mailmeatEngteacher@.right?

(Write“callmeat..."and"e-mailmeat...”ontheblackboard)

3.Letthestudentsreadandtryrememberthenewwordsandexpressions.

VU・Reading

1.T:Haveyoueverpickedupothers,thingsorlostanything?Whatarethey?

S1:Ilostabackpack.

S2:Ipickedupapen.

T:Good.Whatwillyoudowiththesethings?Howdidyoureturnorfindthem?Haveadiscussionwith

yourpartner.

T:Ifyoulostsomething,whatshouldyoudo?YoucanansweritinEnglishorChinese.

SI:Call“110”.

S2:Telltheteacheraboutit.

S3:Askmyclassmatetohelpmelookforit.

S4:Tellmyparents.

S5:寻物启事。

T:Youaregreat!Herearefournoticesontheboard.Readthenoticesandcirclethelostthings.

2.LetsomeSssaytheanswers.

3.Readthenoticesagainandwritedowntheitems.Thencheck(V)LostorFound.

4.阅读指导

①在第一条信息中，开头是LinHai,结尾是Mike,由常识可知是Mike给LinHai的留言条，

关键句“Isityours?它是你的吗？"，可知是Mike拾到的该物。故此条是Found条。

②由第二条信息中的第一句话“Isthisyourwatch?”,可知是John捡到的手表。故此条也是Found

条。

③第三条和第四信息中明确有Found和Lost的说明，故较容易确定。

5.Checktheanswerswiththeclass.

Homework

1.Rememberthenewwordswelearnedtoday.

2.认真阅读下面“失物启事”与“招领启事”并完成后面的句子。

LostMyschoolIDcard.MynameisMik已Pleasecall263-1412.

FoundNewwatch.Isthisyourwatch?PleasecallAnn.Phone553-7618.

①losttheschoolIDcard?

②Youcancalltogetthenewwatchback?

(3)IVHke'stelephonenumberis?

④foundthenewwatch?

板书设计：

SectionBla-2c

1.baseball,watch,computergame,IDcard,notebook,ring,bag

2.5.i6,g

3.一What'sthis?一It'sawatch.

一Howdoyouspellit?—W-A-T-C-H.

4.callmeat...e-mailmeat...

5.computergame(found),watch(found),somekeys(found),schoolIDcard(lost)

SectionB3a-SelfCheck

一、教学目标：

1.语言知识目标：

1）总结复习所学过的有关学习用品的英语词汇。

2）总结复习形容词性物主代词与名词性物主代词，并了解它们的用法。

3）能够使用目标语言询问东西的所属，或者寻找物品的主人。

4）在老师的指点帮助下能够写一些简单的招领和寻物启示。

2.情感态度价值观目标：

通过学习“询问物品所属”及写作“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的

解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结

友爱的品德。

二、教学重难点

1.教学重点：

1）总结复习有关学习用品的词汇。

2）通过读、写的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。

3）写作一些简单的招领和寻物启示。

2.教学难点：

指导学生写作一些简单的招领和寻物启示。

三、教学过程

I,Warmingupandrevision

1.GreetingtheSs.Checkthehomework.

2.ReviewtheschoolthingswelearnedinSectionB.LetSssaytheschoolthingstheyhave.

3.Pickupsomeschoolthings（learnedinSectionB）fromthestudents'deskandaskaboutthem.

（Usingthis,that,these,those）Letotherstudentsanswerthequestions.Theymustsaytheownerthe

things.

T:IsthisLiMei'sschoolbag?

SI:Yes.itis.It'shers.

T:IsthatLiMei'snotebook?

Ss:No,itisn't.It'sWuMing's.

T:AretheseLiMei'sIDcard?

Ss:Yes,theyare.They'rehers.

T:ArethoseLiTao'scomputergames?

Ss:No,theyaren't.They'reZhangBin's.

II,Presentation

(ShowasetofkeystotheSs.)

T:Thesearesomekeys.Thisisasetofkeys.

(Writeontheblackboard.)

asetof一套；一幅；一组asetofstamps一套邮票

abagof一袋子....abagofrice一袋大米

abagofapples一袋苹果

III.Writing

I.Let'sworkon3a.Herearetwonoticesbutsomewordsinthenotesaremissing.Readthenoticesand

completethenoticeswiththewordsorphonenumberinthebox.

2.AsksomeSsreadthewordsinthebox.OnereadtheminEnglish.TheotherreadtheminChinese.

3.Ssreadandcompletethenotices.

4.Checktheanswers.

IV.Writing

1.写作指导：

T:Haveyoueverpickedupothers,thingsorlostanything?Whatarethey?

SI:Ilostadictionary.

S2:1pickedupawatch.

T:Good.Whatwillyoudowiththesethings?

Ss:...Writeanoticeandputupinthelostandfound.

T:Allofyouareright.Todaywearegoingtolearnhowtowrite“Lost"and“Found“notices.Lookatthe

“Lost"and“Found”noticesin3aandfindouttheimportantinformationaboutit.

S1:Thelostthingandfoundthing.

S2:Thenameoftheowner.

S3:Color.

S4:Telephonenumber.

S5:Picture.

T:Yes.Youhavedoneverywell.Ifwewrite“Lost"or"Found”,wemustwritethelostthing,thefound

thing,theperson'sname,telephonenumberandcolor,wecanalsoputapictureofthethingonit.

2.T:OK.Nowlei'strytowriteit.Youmayusetheonein2bortheonein3aasamodel.

(Studentswritetheirbulletinboardnoticesandtheteachermovesaroundtheroomofferinglanguage

supportasneeded.)

T:Let'sreadsomeofyournotices.

（Asksomestudentsreadtheirmessagealoud.Andotherstohe：pcorrecttheirwork.）

V.SelfCheck1

1.T:We'velearnedmanyschoolthings.Nowfirstreviewalltheschoolthingsinthreeminutes.Then

let'shaveacompetition.We'llwritetheschoolthingsyoucanrememberinapieceofpaper.Let'ssee

whocanrememberthemost.

2.Ssreviewthewordsoftheschoolthingsquickly.Thenhaveacompetition.

3.Checkthenumbersofthewordsontheirpapertoseewhodoesthebest.

VI.SelfCheck2

1.物主代词即代指事物的主人（我的，你的，他的），分为形容词性物主代词（名词前）和名词

性物主代词（后无名词）。

形容词性物主形容词性物主mypen我的钢等

%代词：形