人教版英语七年级上册教案：Unit3 SectionA（1a-2d）.doc

1、Unit3 SectionA（1a-2d） 教案【教材版本与册数】新目标人教版七年级上册 【单元名称】 Unit 3 Is this your pencil?【课时】Section A 1a-2d （第1、2课时）【课型】Listening and Speaking（听说课）教材分析【本单元话题】本单元围绕“学习用品”, 使学生学会辨认物品的所属者。【本单元重点掌握目标】主要学习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。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。【教材内容拆分分析】S

2、ection A要求学生掌握各指示代词，由this，that的学习过渡到these, 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。【通过本单元的学习学生需掌握哪些综合技能】通过本单元的学习使学生学会询问生活中的日常用品，介绍自己的所属物品；巩固复习失物招领句型。教学目标1. 语言知识目标：1) 能掌握下列词汇: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, Youre welcome. 2)

3、能掌握以下句型： Excuse me. Is this/that? Yes, it is. / No, it isnt. Excuse me. Are these/those? Yes, they are. / No, they arent. What about ?3) 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. 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

4、学生最关心的问题，极易于激发学生的主动性和学习兴趣。教学重难点1. 教学重点：1) 能口头应用以下句型： Excuse me. Is this/that ? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent. What about ?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

5、性物主代词在用法上的区别。建议教法情景交际法，任务型教学法，听说课的“3P”教学模式 ： P-呈现（语言输入）P-操练（1.机械操练2. 听力训练）P-运用（语言输出）设置情景意义操练 设计听后活动任务，先模仿再迁移总结，听后设置任务提升学生语言运用能力教学流程（详见相应教学设计）教学评价1. 本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。 2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。 3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。（附：教学活动设计）步骤过程措施 目的持续性评价1预备与

6、激活先期知识Step 1 Lead in 1. Show some pictures of items (pen, ruler, cup, book, pencil) and ask: Whats this in English? Whats that in English? How do you spell it? Have them work in pairs to practice the questions. 2. Work on 1a. T: What can you see in the picture? Collect their answers. Ask them to fin

7、ish 1a by themselves. Check their answers. 3. Let Ss read the new words aloud after the teacher. Then try to remember the new words. 1. 通过教室场景和学生自己的学习用品，营造与学生生活密切相关的语言学习气氛，由实物引出单词，激起学生兴趣。2. 通过读图找出图中学习用品，同时呈现实物，加深学生对单词意义的理解，引导学生在真实语境中感知和模仿新的语言。通过辨认事物，检查学生是否能用已经学过的词汇回答问题2获取新知Step 2 Pre- listening1. Pr

8、etend that you dont know whose these things are and ask A: “Is this your book?” And lead him/her to answer: “Yes, it is. Its mine.”Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isnt. Its his.” Have the students ask and answer in pairs. (Maybe when

9、 they do this, theyll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out. Is this your book? Yes, it is. Its mine. Is this your schoolbag? No, it isnt. Its his/hers.2. Tell Ss: my book = mine; his book = his; her book = hers 1. 教授核心句

10、型Is this your ?2. 教授核心词汇pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours3. 通过书上练习巩固所学词汇1.通过所给图画，练习学生对之前所学单词的掌握情况。2.并通过对话进一步巩固核心句型。Step 3 While-listeningWork on 1b. T: Now please listen to the three conversations, the first time you only listen. Then I play again.

11、And this time you listen and number the conversations.(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)T: Lets check the answers, OK? Ss: (from left to right) T: Thank you. 1. 通过听力练习，达到语言输入的目的。2. 听第一遍完

12、成教材基本要求，听第二遍提高难度，要求学生用本课目标词汇及句型完成回答问题。3. 通过听音模仿，加大语言输入量以及强化语音语调学习。1. 通过听力练习，检查学生是否能听懂目标词汇与基本句型2. 通过听力练习，检查学生是否能用目标词汇回答问题3. 通过听力练习，检查学生是否能通过听音模仿朗读课文Step 4 Post-listeningWork on 1c.1. Get the students to work in pairs to practice these conversations.2. Ask them to practice in pairs. Walk around the cl

13、assroom to check pronunciation and intonation. Then call some pairs to perform their conversations in front of the class. 1. 学生通过反复模仿原文对话，巩固目标语言。2. 利用所学目标词汇，自己创编新的对话，拓展学生词汇及语言能力。检查学生是否能够通过反复朗诵课文，用目标词汇和语言创编新的对话3深度加工知识Step 5 While-listening 1. Work on 2a.T: Please look at the pictures in 2a. Can you s

14、ay their English name?(Teacher asks the students to name each one individually.)S1: This is S2: This is S3: T: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Lets see who will do fastest and best.(Play the recordi

15、ng for the students to listen.) （让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）T: Now lets check the answers. Please hold the things you hear and say their English names, OK?(Make sure students hold the things to show them to the other students.) 2. Work on 2b. T: Now please read the words. Thi

16、s time you will listen to the recording again, and you will write one of the words from the box on each blank line. (Play the recording. Students listen and complete the conversation.)T: Lets check the answers. Id like to ask three students to read the conversation in role.(Three students read the c

17、onversation, filling the missing words. The rest of the students check their answers.) 1. 通过听力练习巩固并检测学生所学的目标词汇及句型是否掌握。2. 通过听力原文听音模仿，进一步巩固所学的目标语言。1. 通过听力练习，检查学生是否能听懂目标词汇与基本句型2. 通过听力练习，检查学生是否能用目标词汇回答问题3. 通过听力练习，检查学生是否能通过听音模仿朗读课文Step 6Post-listening Work on 2c. 1. T: Now please practice the conversatio

18、n with your partner. 2. Ask some pairs to act out the dialogue in front of the class. 3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation.4. Ask some pairs stand up and act out their dialogue using the school

19、 things they collected. 结合之前所学的物主代词，将其带入本课目标句型，进行目标句型学习与操练。 Is this / that your ? Yes, it is. / No, it isnt. Are these / those your ? Yes, they are. / No, they arent.1. 通过对话练习，检查学生是否能够通过学习目标句型，运用一般疑问句，并作出相应的肯定或否定回答2. 通过对话练习，检查学生是否可以利用目标句型，结合新的话题谈论“学习用品”4评价学生的学习Step 7 Role-playWork on 2d. 1. T: Look

20、at the picture and tell me the school things in the picture. (Ss look and say the school things. Check their answers with their partner.)2. Now look at the screen. Read the conversation again and match the things with its owner. (Ss read the conversation and match the things with its owner. Check th

21、eir answers with their partner.) 3. Let Ss practice the conversation. 4. Ask some pairs to act out the conversation in front of the class. 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。）1. 通过阅读Role play，学生能通过寻找细节，达到掌握对话大意。2. 通过模仿朗读，以及表演对话，达到语言真实运用的目的。3. 有能力的学生可以在对话原文的基础上创编

22、新的对话，并进行表演，进一步培养巩固学生英语学习兴趣，也检查学生是否掌握当堂课要求达到的教学目标。4. 学生利用所学目标词汇，创编新的对话，巩固拓展学生词汇及语言能力。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。Step 8Summary1. Excuse me. Is this/that? Yes, it is. / No, it isnt.2. Excuse me. Are these/those? Yes, they are. / No, they arent.3. What about ?总结巩固课时所学内容。Step 9 HomeworkMake your own conversations using the things in your classroom.巩固所学词汇及句型。学生是否能够通过所学完成家庭作业