七年级上册Unit3IsthisyourpencilLessonPlan.doc

第 1 页 共 20 页Unit 3 Is this your pencil?Learning ObjectivesIn this unit,students will learn to identify ownership of personal belongings.They will alsobe able to spell the name of the object for confirmation.一、一、Topics（话题）（话题）:Things in the classroom二、二、Functions(功能功能)Identify ownership三、三、Structures(结构结构)Possessive pronouns mine,yours,his,hersYes/no questions and short answersLost and found四、四、Target Language(目标语言目标语言)Is this your pencil?Yes,it is.Its mine.Are these your books?No,they arent.Theyre hers.五、五、Vocabulary（词汇）（词汇）pencil,pencil box,schoolbag,book,easer,notebook,dictionary,bag,baseball,computergame,ID card,watch,ring,mine,your,his,hersThank you for.,ask.for.,a set of六、六、Skills(技能技能)Listening and reading for specific information七、七、Recycling（复习巩固）（复习巩固）Whats this?Its.How do you spell it?八、八、教材分析教材分析本单元以 school things 为话题，主题是“确认物品的所有权”，物品主要围绕着教室内第 2 页 共 20 页学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真实的语言材料引入学习环境，并与社会的语言活动结合起来，学生的学习效果将是事半功倍的。也就是说，作为授课的老师，我们要结合所授内容，努力为学生创造真实的、贴近生活的情境。通过单元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，以及学会写寻物启事和招领启事。与其他单元一样，本单元共六页（6 pages），其中包括 Section A，Section B 和 Self Check。Section A(Pages 1315)学会询问物品的所属。提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，通过简单的语言活动进行操练和巩固；Page 13,14 有听、说、读。1a,1b,1c 重点学习一些表示学习用具的词，学会询问物品的所属。2a,2b,2c,2d 继续学习表示学习用具的词。重点学习运用询问物品所属的句型。3a,3b,3c 学会用英语询问物品的名称，进一步巩固询问物品所属的句型。Section B(Pages 16&17)学会写招领启事和寻物启事。在已有的基础上开展的，GrammarFocus,Page 3 是语言运用。许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。1a,1b,1c,1d,1e 学会判断物品的所属。2a,2b,2c 学会写招领启事和寻物启事。Self Check 检测本单元所学词汇知识，学会询问物品的所属，学会询问物品的名称。课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。通过这部分内容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。九、学情分析九、学情分析1）初一学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。2）初一学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。分层次教学，因材施教迫在眉睫。3）思维能力：该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。十、课时安排十、课时安排第 3 页 共 20 页The first period（Section A：1a2d）ListeningThe second period（Section A：Grammar Focus3c）Listening and speaking(I)The third period（Section B:1a1e）Listening and speaking(II)The fourth period（Section B:2a2c）Reading,speaking and writingThe fifth period（Self Check）Revision and testingThe First Period:SectionA(1a2d)Teaching aims（教学目标）（教学目标）1本单元我们将学习物品的所属者是谁？2根据场景询问英语中对应的表达法。Language points（语言点）（语言点）1.要求掌握以下句式：(1)Whats this/that(in English)?Its a/an(2)Is this your pencil?Yes,it is.Its my pencil./No,it isnt.Its his.2要求掌握以下词汇：pencil,pencil box,schoolbag,book,easer,notebook,dictionary,mine,your,his,hersDifficulties（难点（难点）：How to identify ownershipTeaching steps（教学步骤）（教学步骤）Step 1:Warm up and Presentation(1a:P13)Good morning,everyone!Last week,we finished Unit 2.Today we are going to start on Unit3.Prepare a box of school things before class and ask the students to learn to demonstrate things.Lets look at the title of Unit 3.Is this your pencil?What is the unit about?T:(Take a box filled with school things and pick out a pencil.T can put some pencils,somepencil-boxes,some rulers and so on in the box.)A pencil,a pencil,this is a pencil.(Stress“this”and“pencil”.)Whats this in English?(Write the sentence on the blackboard and stress“this”.)S:（repeat）Apencil.T:Yes,it is a pencil.Whats this in English?(Stress“this”.)S:Apencil.T:Do you have a pencil?(Hold the pencil up and point to it.)第 4 页 共 20 页S:Yes.T:Show it to me,OK?(Show the pose of“OK”and try to lead the Ss to do it.)OK?(Stress“OK”.)S:OK.T:Now,hold your pencil up(Stress“pencil”)and say after me“Whats this in English”?S:Whats this in English?T:This is a pencil.(Write“This is”on the blackboard.)S:This is a pencil.T:It is a pencil.(Write“It is”on the blackboard.)S:It is a pencil.T:Good.Whats that in English?(Point to S1s pencil and write the word“that”under theword“this”on the blackboard and stress it.)S:Apencil.T:Whats that in English?(Point to S2s pencil and stress“that”.)S:Apencil.T:Good.Point to your friends pencil and say after me“Whats that in English?”(Stress“that”.)S:Whats that in English?T:Thats a pencil.(Write“That is”.)S:Thats a pencil.T:It is a pencil.S:It is a pencil.T:(Put the pencil aside and pick out a pen.)A pen,a pen,whats this in English?S:Apen.T:This is a pen.(Point to“This is”on the blackboard.)S:This is a pen.T:It is a pen.(Point to“It is”on the blackboard.)S:It is a pen.【教学设计说明】用实物引出新单词、新句型，分层次处理新单词。The teacher goes on to take all the school things out of the box and teach the students how to第 5 页 共 20 页say the various school things in English.Let one or two students,or if time permits,three or four tocome to the front to put the school things into the box or pick them out of the box and say thenames of the things.If the students get them right,T can give some small gifts to them.Step 2:Section A1aOK,lets take a look at todays new unit.Please open your books to page 13 and look atactivity 1a.1Look and findT:Please look at the picture in activity 1a.What can you find?2Match and discussa.T:Would you please match the words with the things in the picture?b.T:How many words do you know?Can you share the words you know with yourpartners?c.T:Please discuss with your partners and check whether your answers are the same.3Check the answersT:Lets check the answers together.4Reada.T:Please read the words after me.Pencil.b.T:I would like you to read the words together and read each word twice.Pencil,pencil.c.T:Who would like to read the words to the class?d.T:Lets read the words one by one again together.【教学设计说明】采用 Using contest guessing 和 Role playing 的学习策略，利用教学图片或制作多媒体课件来展开课堂 Pair work,Group work 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。Step 3:Section A1b1Listen and numbera.T:Listen to the recording for the first time.b.T:Number the conversations from 13 while you listen to them for the second time.2Check the answersT:Lets check the answers.第 6 页 共 20 页Answers:3213Reada.T:I would like you to read the conversations together.b.T:Would you please read them in pairs?c.T:Who would like to read to the class?4Translate and explaina.T:Lets translate the conversations into Chinese.Would you please work in pairs?b.T:Lets translate the conversations together now.c.Can you tell me when we ask questions“Is this your.?”or“Is that your.?”【教学设计说明】制作 la 部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词 pencil pen bookeraser ruler pencil box，学习词汇 schoolbag pencil sharpener dictionary.Step 3:Section A1c1Practicea.T:Would you please practice the conversation with the things you and your partner have?b.T:I will give you an example first.Example:T:Mary,is this your pen?S:No,it isnt.Its her pen.c.Please present your conversation to the class.Who would like to have a try?【教学设计说明】拓展练习“找主人找主人”：课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用 what 特殊疑问句和 yes/no 问句进行物体所属的问答。Step 4:Section A2a1Listen and checka.T:Lets move to activity 2a now.There are six things in the picture.Lets look at them.Can you tell me what they are?b.T:Yes.OK.Lets listen to the recording for the first time.c.T:Are you ready to do activity 2a?Please check them while listening.2Check the answers.Do you have the answers?Lets check them together.第 7 页 共 20 页Answers:The things that are checked:pencil box;eraser;book;pencil;ruler【教学设计说明】1.利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。然后教师引导学习询问物品的主人的基本句型Is this/that your/her/his pencil?Yes,it is.No,itisnt”。2.让学生听对话，练习并模仿对话。识别物品的所属。Step 5:Section A2b1Listen and completeT:Listen to the recording again and complete the conversation with the words in the box.2Check the answers.T:Finished?Lets check the answers.Answers:1pencil2erasers3ruler4books5pencil box3Read the conversationa.T:Lets read the conversations together.b.T:I would like you to read them in groups.c.T:Who would like to read them in class?【教学设计说明】1.播放 2a 部分的录音让学生听，引导学生通过听录音熟悉物品名称pencil pen bookeraser ruler pencil box”，完成 2a,2b 部分的教学任务。2.引导学生重复他们所听到的，模仿对话，识别物品的所属，完成 2c 部分的教学任务（Is this/that your/her/his pencil?Yes,it is.No,it isnt.）。Step 6:Section A2c1ReadT:Lets move to the activity 2c.Shall we read the conversation together?2Practicea.T:Now,class,lets practice the conversations in pairs.Then make conversation using thethings around you in the classroom.b.T:Who would like to present your conversation to the class?第 8 页 共 20 页Step 7:Section A2dT:Role-play the conversation.分角色表演对话。采用 Role playing 的学习策略，利用教学图片来展开课堂 Pair work 的口语交际活动，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。Step 8:SummarizeT:Lets summarize what we learned in this period.Write the following on the blackboard.Step 9:Homework1Copy the words in activity 1a and the sentences in the grammar box.2Read the tape script of activities 2a and 2b.The Second Period:(SectionAGrammar focus3c)Teaching aims（教学目标）（教学目标）1 语言知识目标：A)词汇：pencil,pen,book,eraser,ruler,pencil box,dictionary,schoolbag,baseball,watch,key,computer game,notebook,ring.B)句型：Is this your?Yes,it is./No,it isnt.Whats this in English?Its a How do you spell it?P-E-N.(1)Whats this in English?(2)Is this your/my?thatthatThis/That/It is Yes,it is.No,it isnt.形容词性物主代词我的你的/的他(她，它)的我们的你们的/您们的他们/她们/它们的myyourhis,her,itsouryourtheir第 9 页 共 20 页2 语言技能目标：通过各种活动，培养学生灵活运用语言知识和创新的能力。3 情感目标：A)激发学生学习英语的兴趣，发挥学生学习英语的主动性。B)通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。C)学习文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。4学习策略：A）认知策略：为完成学习任务而自觉采取一些适合自己的学习方法和手段。B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网络等获取更多的信息。D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。Language points（语言点）（语言点）1.词汇：pencil,pen,book,eraser,ruler,pencil box,dictionary,schoolbag,baseball,watch,key,computer game,notebook,ring.2.语言结构：指示代词 this&that,What questions,Yes/No questions and short answers,How do you spell it?3.语 言 功 能：询 问 物 品 属 性 Whats this/that?和 辨 别 物 品 所 有 者Is thisyour/her/his?”Difficulties（难点（难点）：词汇的教和学，多种语言结构的综合运用。Teaching steps（教学步骤）（教学步骤）Lead in:T:Yesterday we learned how to ask about ownership.Do you still remember how do that?OK.Lets review it first.Step 1:Revision1Ask and answera.T:Would you please make some conversations with“Is this/that.?”b.T:Who would like to have a try in class?2Dictation第 10 页 共 20 页T:Read the sentences in grammar box.3Point out the notes物主代词的用法；this 与 that 的区别；Is this/that.?的答语用 it is。【教学设计说明】用游戏的形式复习上一节课的新单词和句型。将所要复习的单词物品放入一个布袋子中，让学生伸手进去摸，由一个学生或全班学生发问，该学生猜。使用的句型是：Whats thisin English?Its a.How do you spell that?Is this your pencil?值得注意的是:假如学生在小学没有学习过这些英语单词，他们将根据什么来完成老师布置的这一任务？我们可以让学生分析以下他们的思考过程，进而加以归纳，对有贡献的学生加以鼓励及表扬。我想这就是对学生学习方法或策略的指导，学生定会非常喜欢。Section A3a1Explaina.T:Lets go to activity 3 on page 15.Please fill in the blanks to complete theconversations.2Check the answers.a.T:Have you finished?Please check your answers with your classmates.Answers:1.A:Is that your book?B:No,it isnt.2.A:Are these my pencils?B:Yes,they are.3.A:Is that his ruler?B:Yes,it is.4.A:Are those her pens?B:No,they arent.3Reada.T:Lets read the conversations together.b.T:Who would like to read them for the class?【教学设计说明】老师将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“Whats this in English?”，这名学生猜，使用句型为“Is it a/an.?”猜到之后，可以回座位，每位学生有两次机会猜，否则就视为失败。Step 3:Section A3ba.T:Lets play a game now.Get into groups of three or four.b.T:Every group member put第 11 页 共 20 页one school thing into a box.c.T:After that,please take one thing out of the box and ask your group members“Is thisyour.?”If he/she answers“Yes,it is.”that means you win.If he/she answers“No,it isnt.”that means you lose and have another try.Remember you just have two guesses!d.T:Are you clear about the rules?Lets start!【教学设计说明】1.以小组为单位，做 Section B 1b 的对话练习。2.口头检查学生所练的对话。【教学设计说明】老师收集一些学生的学习用品，请学生到前边来发问，找到用具的主人，给两次机会。Lets summarize what we learned in this period.Step 5:HomeworkTry to memorize the conversations in 3a.【教学设计说明】1对初学者应注重兴趣的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活动方式。2注重因材施教，对基础不同的学生，在开始阶段应有不同层次的要求，多鼓励，少批评，甚至不批评，以充分调动每个学生学习英语的积极性。3本教材一个很大的特点就是词汇丰富，教师应教会学生记忆单词的基本方法，同时，在教学中宜采用多种方式再现，帮助学生巩固记忆。4采用“任务型”教学方法，遵循“任务”的递进原则，把“任务链”的各个环节合理分置于各个课时当中；在设计任务型教学活动时，活动要有明确的目的和可操作性。5从实际出发，选择不同的教学辅助工具和手段，但任何一种教法，都应考虑如何创设语言情景，让学生尽可能在真实的语言环境中学习和体会语言。The Third Period:Section B(1a1f)Teaching aims（教学目标）（教学目标）1学习 Section B 的新单词；2进一步巩固 Is this your pencil?Yes,it is.Its my pencil./No,it isnt.Its his.句型。Language points（语言点）（语言点）5.要求掌握以下句式：第 12 页 共 20 页Is this your pencil?Yes,it is.Its my pencil./No,it isnt.Its his.2要求掌握以下词汇：baseball,ID card,ring,bag,watch,key,computer game,notebook.Difficulties（难点（难点）：How to identify ownershipTeaching steps（教学步骤）（教学步骤）Lead in:T:Good morning,boys and girls.Shall we continue our lessons?Could you please tell mewhat we learned in Section A?Yes.We learned to as about ownership.Step 1:Revision1Review some school thingsa.T:I will show you some pictures.Please answer my questions by looking at them.Questions:1Whats this in English?2Whats that in English?3How do you spell it?b.T:I would like some of you to ask the questions and the others answer them according tothe pictures.2Review making conversations about ownershipT:Can you make conversations using the things you and your friends have?Example:Is this your.?Yes,/No,.Its.Is that your.?Yes,/No,.Its.Step 2:Section B1a1Look and matcha.T:Open your books to page 16.Would you please look at the picture in activity 1a?b.T:There are some things in it.Can you match the words with the things in the picture?OK.Lets start.第 13 页 共 20 页2Check the answersT:Finished,everyone?Lets check the answers now.Answers:1baseballa2watchb3computer gameh 4ID carda5keyi6notebookg7ringc8pend3Introduce them to your classmatesT:Could you please introduce the things to your classmates with the sentence like:This isa.Example:This is a ring.This is an ID card.【教学设计说明】在游戏中检查学生对已学单词的掌握情况。此活动带来的愉快感受能让学生积极地投入到接下去的学习中。师生互动，活跃课堂气氛，加强学习效果，学生从中掌握单词。Step 3:Section B1b1Reada.T:Please look at the conversation in 1b.b.T:Shall we read it together?c.T:Very good.Lets read it again.But this time,boys read asAand girls read as B.!2Ask and answera.T:Just now we read the conversation twice.I want you to ask and answer questions aboutthe things in the picture in 1a.b.T:Who would like to present your questions and answers to the class?【教学设计说明】学生用英语在真实的情景中进行交际，使语言在完成任务的过程中得到运用和巩固。教师应鼓励学生大胆开口，不怕出错。Step 4:Section B1c第 14 页 共 20 页1Listen and circlea.T:Lets move to activity 1c now.It is a listening exercise.For the first time,I would likeyou to listen only.b.T:Now,for the second time,please listen again and circle the things in the picture in 1a.2Check the answersT:I think most of you have finished.Lets check the answers together.Answers:circled items:watch,ID card,pen,baseball【教学设计说明】通过此活动，发展学生的听、写技能，使学生能对已学过的知识运用自如，从而调动积极性，提高自信心。Step 5:Section B1d1ListenT:Listen to the conversations again.Just listen.2Listen and fill the charta.T:Listen to the conversations and fill in the chart.b.T:Listen to the conversations and check the answers by yourselves.3Check the answersT:Lets check the answers together.Answers:Linda:watch,ID cardMike:pen,baseball4Read the tape scripta.T:Lets read the tape script together.b.T:Would you please read the tape script in pairs?c.T:Who would like to read it for the class?Step 6:Section B 1eTaskWhose are they?第 15 页 共 20 页【教学设计说明】下面我们来完成一个任务。任务是两人一组来进行。请 A 同学翻开书第81 页，B 同学翻开书第 82 页。同学们