Unit 3 Is this your pencil 单元教案5课时.docx
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Unit 3 Is this your pencil 单元教案5课时.docx
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Unit3Isthisyourpencil单元教案5课时
Unit3教案
年级
学科
授课内容
备课教师
授课时间
七年级
英语
Unit3Isthisyourpencil?
Unit3Isthisyourpencil?
教学内容:
本单元围绕着“Isthisyourpencil?
”这一主题开展听、说、读、写等多种教学活动,其教学核心内容是“确认物主”。
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.
教学目标
1)知识目标:
A.学习并掌握指示代词:
this、that;
B.学习What引导的特殊疑问句;
C.学会Yes/No问句及其简单回答;
D.学会句型:
---Howdoyouspellpen?
P-E-N.
2)能力目标:
A.能辨认物品的所有者;
B.根据不同场景,能用英语对物品的所属进行提问和回答;
C.能识别不同句式的语调(陈述句,疑问句);
D.培养学生听、说、读、写的能力及创新思维能力.
3)情感目标:
A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;
B.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.
4)教学重点、难点
重点:
A.掌握批示代词this、that用法;
B.掌握特殊疑问句和Yes/No问句及其简单回答.
难点:
学会写寻物启事和失物招领.
课时安排
第一课时SectionA1a-1c
第二课时SectionA2a-4b
第三课时SectionB1a-2c
第四课时SectionB3a-4Self-check1-3
第五课时单元检测题
课前准备:
audiotape,flashcards,pictures
PeriodI
教学目标:
1.LearnthewordsandphrasesinUnit2
2.日常交际用语
Isthisyour/my/his/herpencil-box?
Yes,itis./No,itisn’t.
3.运用my,your,his,her,its
教学重点:
1.LearnthewordsandphrasesinUnit2
2.日常交际用语
Isthisyour/my/his/herpencil-box?
Yes,itis./No,itisn’t.
教学难点:
运用my,your,his,her,its
课前准备:
audiotape,flashcards,pictures
教学设计:
StepI:
Warmingup.(通过复习形容词性物主代词,把学生引入学习英语的情境中。
)
Learnthechant.
T:
Let’ssingthechanttogether.
my是我的,your是你的,男他的是his,女她的是her;名词前面常站岗,限定所属有功劳.
StepII:
Newwords.(利用实物教学,使得教学过程自然、形象。
)
1.Presentthenewwords.
T:
Boysandgirls,lookatthisplease.What’sthisinEnglish?
(TeacherholdsapenintheEnglish.)
S1:
Apen.(SsmaysayitinEnglish.)
T:
Yeah.It’sapen.Andwhat’sthis?
(Theteacherholdsaneraserinthehand.)
S2:
It’saneraser.
(Teachtheotherwordssuchas“pencil,book,eraser,ruler,pencilcase,backpack,pencilsharpener,anddictionary”inthesameway.)
2.Practicethenewwords.
T:
Now,pleaselookatthepicturesinyourbooks.Canyouputthewordswiththeobjectsintherightpictures?
Writethelettersnexttothewords,please.(GiveSsabouttwominutestofinish1a.)
T:
OK,let’schecktheanswers.Whocantellustheanswers?
S2:
…
StepIII:
Presentthedrills.
1.Presentthedrill“Isthis…?
Yes/No,itis/isn’t.”(利用实物引入句型,使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。
)
(Holdtheteacher’spen.)
T:
Thisismypen.Isthisyourpen?
S1:
No,itisn’t.It’syourpen.
T:
(Holdthestudent’spen.)Thisisyourpen.Isthisyourpen?
S1:
Yes,itis.It’smypen.
T:
(Holdagirl’spen.)Thisisherpen.Isthisyourpen?
S1:
No,itisn’t.It’sherpen.
T:
(Holdaboy’spen.)Thisishispen.Isthisyourpen?
S1:
No,itisn’t.It’shispen.
T:
Thankyou.
2.Practicethedrill“Isthisyour…?
”inpairswithyourownschoolthings.Payattentiontotheuseofmy,your,hisorher.(利用学习用品操练句型,并加深对物主代词的理解。
)
S3:
Isthisyour…?
S4:
…It’smy…
S3:
Isthis…?
S4:
…It’shis/her…
(Theteacherasksafewpairstopractice.)
3.Presentthedrill“Isthat…?
Yes/No,itis/isn’t.”(利用教师所站位置的不同来引入批示代词that的用法,并从位置关系上让学生准确理解this,that的区别。
)
T:
Thatismybook.Isthatmybook?
(Putabookontheteacher’stablesothattheSscanseeitclearly,andtheteacherstandsalittlefarfromthetable.)
S5:
Yes,itis.It’syourbook.
T:
Thatishisbook.Isthatyourbook?
(Putaboy’sbookonthetableandtheteacherinthesameplace.)
S5:
No,itisn’t.It’shisbook.
T:
Thatisherbook.Isthatyourbook?
(Putagirl’sbookonthetableandtheteacherinthesameplace.)
S5:
No,itisn’t.It’sherbook.
(Teachandpracticethedrill“Isthat…?
”anditsanswer.)
4.Practicethedrill“Isthatyour…?
”inpairswithyourownschoolthings.(通过练习,区别两个批示代词的用法。
)
S6:
Isthatyour…?
S7:
…It’smy….
S6:
Isthatyour…?
S7:
…It’shis/her…
(Theteacheraskssomepairstopractice.)
5.Listening.(进行听力练习,巩固所学的句型。
)
T:
Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.
(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)
T:
Let’schecktheanswers,OK?
S8:
(fromlefttoright)
T:
Thankyou.
6.Practicethedrillsaccordingtothepicturesusing“hisorher”.(设置情景,使学生在情景中准确运用物主代词his或her。
)
(Showstudentsfourpictureslikethefollowings.见课件。
)
StepIV:
Task“Haveacontest”.(把两个学生的文具混在一起,然后请他们分别挑出自己和同伴的物品,用的时间少者为胜者。
挑选物品的同时,要求学生用英语说出:
Thisismy…Thatisher/his…)
T:
I’llputyourthingsandyourfriends’thingstogether.Iwanttoseeifyoucanidentifywhichisyoursandwhichishersorhis.
(Putthesamenumberofthethingstogether,andfirstaskthemtopickouttheirownthingsandtheirpartners’things.Thenaskthemtogiveareport,usingthekeywordsandtargetlanguage.Onestudentpicksupthethingswhiletheothercountsthetimeaswell.)
Languagesusedforthetask:
1.Thisismy…
2.Thatisher/his…
StepV:
Summary.(编一个Chant,便于学生进一步识记本节课所学的重点词汇和语言项目。
注意应强调Chant的节奏和一般疑问句的语调。
)
Chant.
T:
Inthisclass,we’velearnedthenamesofsomecommonpersonalpossessionsandhowtoidentifyownership.Let’slearntosaythischant.
Isthismybook?
Yes,itis.
Isthatyourruler?
No,itisn’t.
Isthisherpencil?
Yes,itis.
Isthathiseraser?
No,itisn’t.
Homework.
ReadthenewwordsandthetargetlanguagespresentedinthisclassandsaythechanttoimproveyourspokenEnglish.
BlackboardDesign
Unit2Isthisyourpencil?
A:
Isthisyour/my/his/her……?
B:
Yes,itis./No,itisn’t.
A:
Hereyouare.
B:
Thankyou!
课后反思
PeriodⅡ
教学目标:
1.LearnthewordsandphrasesinUnit2
2.日常交际用语
Isthisyour/my/his/herpencil-box?
Yes,itis./No,itisn’t.
3.运用my,your,his,her,its
教学重点:
1.LearnthewordsandphrasesinUnit2
2.日常交际用语
Isthisyour/my/his/herpencil-box?
Yes,itis./No,itisn’t.
教学难点:
运用my,your,his,her,its
教学设计:
StepI:
Revision.(让学生放录音作业,选择两个最好的,给予奖励,从而帮助学生树立学习的信心。
)
T:
Let’slistentothetapesyourecorded.Whoisthebest?
OK,let’sstart.
(Selectthebesttwo.Awardaprizetotheirwork.)
StepII:
Newwords.
1.Presentthenewwords.(运用多媒体或图片,教新的重点词汇,同时复习了本单元重点句型;在教学新单词的同时,注意复习刚学过的单词。
)
T:
Lookatthepicture.
(Showstudentsapictureofawatch.)
T:
What’sthisinEnglish?
It’sawatch.
(Askastudent)What’sthisinEnglish?
S1:
It’sawatch.
T:
Good.(Askanotherstudent.)What’sthisinEnglish?
S2:
It’sawatch.
T:
Howdowespellwatch?
(Showstudentsthespelling.)
W-A-T-C-H,watch.Readafterme,please.
S3:
W-A-T-C-H,watch.
(Teachtheotherwords“baseball,computergame,key,notebook,ringandIDcard”inthesameway.)
T:
Let’ssaythewordsagain.What’sthisinEnglish?
(Showthewordsrandom.Askquestionslikethis.)
S4:
It’sakey.
T:
Howdoyouspellit?
S4:
K-E-Y.
2.Practicethenewwords.(此活动练习了学生们的口语,同时又进一步巩固了新单词和已学句型。
)
T:
Good.Pleaselookatthepicturesin1a.Matchthewordswiththethingsinthepicture.Doitbyyourself.(Studentsfindtheminthepicturesandobjectsinthepicture.)
T:
Well,let’schecktheanswers.Whocantellustheanswers?
S5:
…
T:
Nowpleaseworkwithyourpartner,saytheconversationin1b.Usethepicturesin1a.
(Studentspracticetheconversation.Asstudentswork,theteachermovesaroundandhelpthem.)
StepIII:
Listening.
1.Listening(2a).(通过听力练习,加深对所学单词的记忆。
)
T:
Listentotheconversation.Payspecialattentiontothenamesofobjects.Youwillhearsomeofthenames,notallofthem.Circleonthepictureeachitemwhosenameismentionedintheconversations.
(Playtherecordingtwice.Studentslistenandcircletheitems.)
T:
Let’schecktheanswers,OK?
S6:
…
T:
Whowouldliketosaythecircledwordsagain?
S7:
…
2.Listening(2b).(通过听力练习,强化学生对单词和句型的理解,同时训练学生写的技能。
)
T:
Pleaselookatthetwopicturesin2b.OneisKelsey,andtheotherisMike.Listentotheconversationsagain.ThistimeyouwillpayattentiontothethingsKelseyandMikearelookingfor.Thenwritedownthenamesofthethingsundereachperson’spictures.
(Playtherecordingforthestudentstowritedownthewords.)
T:
Well,whatisKelseylookingfor?
S8:
…
T:
WhataboutMike?
Whatishelookingfor?
S9:
…
StepIV:
Pairwork.(这个活动运用信息差,训练了学生用重点词汇和句型进行听、说、写的练习。
)
T:
Nowlet’splayagame.YouareStudentAandyourpartnerisStudentB.StudentAlooksatpage81,whileStudentBlooksatpage82.Eachstudenthasonlypartoftheinformationneededtocompletetheactivity.FirstStudentAasksStudentBquestions,usingthewordsinthebox;StudentBanswersthequestionsandwritesthewordsinthechartbelow.
(Studentspracticeinpairs,askingandansweringquestionsandfillingthecharts.Andtheteachermovesaroundexplainingtheprocedureandofferinghelp.)
Asample:
SA:
Isthisherpencilcase?
SB:
No,itisn't.It'shispencilcase.SA:
Isthishiskey?
SB:
Yes,itis.It'shiskey.SA:
Isthishisbackpack?
SB:
No,itisn't.It'sherbackpack.
(Studentspracticeinpairs.)
T:
ThistimeStudentBasksStudentAquestions,usingthewordsinthebox;StudentAanswersthequestionsandwritesthewordsinthechartbelow.
(Studentspracticeinpairs,askingandansweringquestionsandfillingthecharts.Andtheteachermovesaroundexplainingtheprocedureagainandprovidinghelp.)
SB:
Isthisherpen?
SA:
No,itisn't.It'shispen.SB:
Isthisherbook?
SA:
Yes,itis.It'sherbook.SB:
Isthishiscomputergame?
SA:
No,itisn't.It'shercomputergame.
T:
Let’schecktheanswers.OnefromGroupAandtheotherfromGroupBcometotheblackboardtofillinthechart.
StepV:
Summaryandhomework.
Inthiscase,we’velearnedthenamesofsomepossessions.Afterclass,pleaseusesomeofthesewordstowriteoutaconversationandpracticewithyourpartner.
BlackboardDesign
Unit2Isthisyourpencil?
A:
What’sthis?
B:
It’sa/an…….
A:
Thisyour/my/his/her……?
B:
Yes,itis./No,itisn’t,it’syour/my/his/her……
---I
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