2019-2020年七年級英語Is this your pencil教案2 新課標 人教版.doc

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2019-2020年七年級英語Is this your pencil教案2 新課標 人教版 教學內(nèi)容 本單元圍繞著“Is this your pencil?”這一主題開展聽、說、讀、寫等多種教學活動，其教學核心內(nèi)容是“確認物主”。通過本單元的教學，使學生學會辨認物品的所有者，學會根據(jù)場景詢問物品的所屬，以及英語中對應的表達法，學會寫尋物啟事和失物招領。教師應著力培養(yǎng)學生能在日常交際交往中有效地使用語言進行表達，與他人溝通信息，為今后學習打下堅實的語言基礎. 教學目標 1） 知識目標：A.學習并掌握指示代詞: this、 that； B.學習What引導的特殊疑問句； C.學會Yes/No問句及其簡單回答； D.學會句型：---How do you spell pen? P-E-N. 2)能力目標：A.能辨認物品的所有者; B.根據(jù)不同場景,能用英語對物品的所屬進行提問和回答; C.能識別不同句式的語調(diào)(陳述句,疑問句); D.培養(yǎng)學生聽、說、讀、寫的能力及創(chuàng)新思維能力. 3）情感目標：A.通過尋找主人的游戲和失物招領等活動,培養(yǎng)學生拾金不昧的良好的品德及健康向上的人格; B.通過開展小組活動,指導學生積極與他人合作,相互學習、相互幫助,共同完成學習任務. 教學重點、難點 重點：A.掌握批示代詞this、 that用法； B.掌握特殊疑問句和Yes/No問句及其簡單回答. 難點：學會寫尋物啟事和失物招領. 課時安排 第一課時 Section A 1a-1c 第二課時 Section A 2a-4b 第三課時 Section B 1a-2c 第四課時 Section B 3a-4 Self-check 1-3 Period One 課前準備 教師：錄音機，圖片，物品實物. 學生:實物(學習用品). 教學設計 Step One: Warming up.（通過復習形容詞性物主代詞，把學生引入學習英語的 情境中。） Learn the chant. T:Let’s sing the chant together. my 是我的,your是你的,男他的是his,女她的是her; 名詞前面常站崗,限定所 屬有功勞. Step Two: New words.（利用實物教學，使得教學過程自然、形象。） 1. Present the new words. T:Boys and girls, look at this please. What’s this in English? (Teacher holds a pen in the English.) S1:A pen.(Ss may say it in English.) T:Yeah.It’s a pen.And what’s this? (The teacher holds an eraser in the hand.) S2:It’s an eraser. (Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.) 2. Practice the new words. T:Now,please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.) T:OK,let’s check the answers.Who can tell us the answers? S2:… Step Three: Present the drills. 1. Present the drill “Is this…?Yes/No,it is/isn’t.”（利用實物引入句型，使用不同人的物品來引入形容詞性物主代詞和名詞的搭配的用法。） (Hold the teacher’s pen.) T:This is my pen.Is this your pen? S1:No,it isn’t.It’s your pen. T:(Hold the student’s pen.) This is your pen. Is this your pen? S1:Yes,it is. It’s my pen. T:(Hold a girl’s pen.) This is her pen. Is this your pen? S1:No,it isn’t.It’s her pen. T:(Hold a boy’s pen.) This is his pen. Is this your pen? S1:No,it isn’t. It’s his pen. T:Thank you. 2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your,his or her.（利用學習用品操練句型，并加深對物主代詞的理解。） S3:Is this your…? S4:…It’s my… S3:Is this…? S4:…It’s his/her… (The teacher asks a few pairs to practice.) 3. Present the drill “Is that …? Yes/ No, it is/isn’t.”（利用教師所站位置的不同來引入批示代詞that的用法，并從位置關系上讓學生準確理解this ，that的區(qū)別。） T:That is my book. Is that my book? (Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.) S5:Yes, it is .It’s your book. T:That is his book.Is that your book? (Put a boy’s book on the table and the teacher in the same place.) S5:No, it isn’t.It’s his book. T:That is her book.Is that your book? (Put a girl’s book on the table and the teacher in the same place.) S5:No,it isn’t.It’s her book. (Teach and practice the drill “Is that …?” and its answer.) 4. Practice the drill “Is that your…?” in pairs with your own school things.（通過練習，區(qū)別兩個批示代詞的用法。） S6:Is that your…? S7:… It’s my …. S6:Is that your…? S7: …It’s his/her… (The teacher asks some pairs to practice.) 5. Listening.（進行聽力練習，鞏固所學的句型。） T:Now please listen to the three conversations,the first time you only listen.Then I play again. 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:Let’s check the answers, OK? S8:(from left to right) T:Thank you. 6. Practice the drills according to the pictures using“his or her”.（設置情景，使學生在情景中準確運用物主代詞his或her。） (Show students four pictures like the followings.見課件。) Step Four: Task “Have a contest”.（把兩個學生的文具混在一起，然后請他們分別 挑 出自己和同伴的物品，用的時間少者為勝者。挑選物品的同時，要求學生用英語說出：This is my…That is her/his…） T:I’ll put your things and your friends’ things together.I want to see if you can identify which is yours and which is hers or his. (Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.) Languages used for the task: 1. This is my… 2. That is her/his… Step Five: Summary.（編一個Chant ，便于學生進一步識記本節(jié)課所學的重點詞匯和語言項目。注意應強調(diào)Chant 的節(jié)奏和一般疑問句的語調(diào)。） Chant. T: In this class, we’ve learned the names of some mon personal possessions and how to identify ownership. Let’s learn to say this chant. Is this my book? Yes, it is. Is that your ruler? No,it isn’t. Is this her pencil? Yes, it is. Is that his erase r? No,it isn’t. Homework. Read the new words and the target languages presented in this class and say the chant to improve your spoken English. Period Two 課前準備 教師：錄音機，所學物品的圖片，一個書包（里面裝著事先收集的學習文具），表格若干張。 學生：一張硬紙寫上自己的姓名和電話號碼，學習的物品。 教學設計 Step One: Revision. 1. Review the drills.（用學生的姓名和電話號碼來復習句型：Is this (that) your (his/her)…?及簡短回答：Yes, it is./No, it isn’t.注意教師提問的同時，用手勢來幫助學生給出你預想的答案。） (Put some paper with the names and telephone numbers on the blackboard.) T: Please look at the blackboard. And answer my questions , please . Is this your first name? S1: No , it isn’t. T: Is that her last name? S2: Yes, it is. T: Is this his telephone number? S3: Yes, it is. T: Good. This time, who would like to e to the blackboard and ask questions like me? (Students in turn e to the blackboard, point to the paper and ask questions, then ask other students to answer.) 2. Review the vocabulary.(在黑板的名字旁邊貼上學習物品的圖片，來復習所學的單詞和句型。) (Put some pictures of things students have learned in class next to the names of the students.) T: Is this your ruler? (Point to Picture 1.) S4: No,it isn’t. T: Is this her ruler? (Point to Jenny Chen.) S4: Yes, it is. T: Is that your pencil case? (Point to Picture 2.) S5: No, it isn’t. T: Is that his pencil case ? ( Point to Jim Wang.) S5: Yes, it is. (Get the students to ask the questions in turn, make sure they use the items they like.) Step Two: Listining. 1. Listening (2a). （練習聽力前，先讓學生再一次說出圖片中物品的英文，進一步強化重點單詞。） T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.) S6: This is… S7: This is … …… T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Let’s see who will do fastest and best. ( Play the recording for the students to listen.) （讓學生把聽到的物品選出來，放在自己的桌子上，讓學生動手去做，比單純的單詞辨聽更易引起學生學習的興趣。） T: Now let’s 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.) S8: Pencil. S9: …… 2. Listening (2b). （進一步強化重點詞匯后，進行聽力練習，要求完成單詞的拼寫。） T: Now please read the words. One holds the things, the others read them aloud one by one. (One student holds the things, and the other students say the words aloud.) T: This 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 plete the conversation.) T: Let’s check the answers. I’d like to ask three students to read the conversation in role. (Three students read the conversation, filling the missing words. The rest of the students check their answers.) Step Three: New drills. 1. Present the new drills. （用實物引入新句型，幫助學生用正確的句子來回答。） (The teacher shows students a pencil.) T: What’s this in English? S: It’s a pencil. T: How do you spell it ? S: P-E-N-C-I-L. (Change an eraser. Ask and answer in the same way.) 2. Practice the drills. （學生分組練習新句型。） T: Now please practice the conversation with your partner. Use the words shown in 3a. SA: What’s this in English? SB: It’s a ruler. SA: How do you spell it ? SB: R-U-L-E-R. (As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.) T: I’ll ask some pairs of students to practice the conversations. SA: … SB: … 3. Play the game : A spelling game. （進行一個拼寫游戲比賽，進一步操練新句型 。） T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start. SA: How do you spell backpack? SB: B-A-C-K-P-A-C-K. T: Group B, one point. It’s your turn to ask, please. Step Four: Task 2: Find the owner. （此任務主要進行了聽、說、寫的訓練，并復習了一般疑問句及其簡短的回答，以及物主代詞的用法。） T: I have some things. But I’m sorry I don’t know whose these are. Could you help me find the owers ? Let’s see who can find all the owners first and write the owners’ names in the chart. Language used for the task: 1. Is this your math book? Yes, it is. It’s my math book. 2. Is that your ruler? No, it isn’t. It’s her ruler. My ruler is blue. 3. Kim, is this your dictionary? Yes, it is. It’s my dictionary. Here you are. Thank you. Step Five: Summary and homework.（錄音作業(yè)，要求學生使用準確的語調(diào)來讀一般疑問句和特殊疑問句。） In this class, we’ve learned what, how and yes-no questions mainly. And we also revised the possessive adjectives and key words. After class, please practice what, how and yes-no questions using their own possessions with your partner. When you say the conversation fluently, tape records some of them and then play. 2)Discuss about the differences between English names and Chinese names.（通過小組討論、總結(jié)的方式進行，使學生掌握中英文名字的異同。） Teacher: Thank you for your job. I think they are all good English names. For example,“Susan” is a first name. “Brown” is a last name. “Susan Brown” is a beautiful girl’s name.Who wants to have this name? A: I do. T:OK. Now you have an English name Susan Brown. And your Chinese name is Sun Ping.Can you find the differences between them? Let’s look at the next two pictures and have a discussion about the differences between Chinese names and English names. A boy: Im a Chinese boy. My name is Zhang Nan. Zhang is my first name. Its also my family name. Nan is my last name. Its also my given name. A girl: Im Mary Brown. Im English. Mary is my first name. Brown is last name. Parents usually call me Mary Brown. But I like to be called Miss Brown. 3)Exchange the information.（需要在課前有所準備的情況下進行。） Teacher: Now everyone can choose an English name.But you must pay attention to its meaning.For example,Susan means Molihua in Chinese. Do you know The meanings of your names? If you do, please exchange the information in your group. 4)Report the result to the class. (Some students are asked to give a report to the class.) Example: Sa: Im Rose White. Rose is my first name. White is my last name. Rose is a kind of beautiful flower. In Chinese it means Meigui. I like my name because I like roses very much. And maybe parents call me Rose because they want me to be beautiful. Homework. Ask the students to sum up the meanings of English names after class. They can read books or search the internet. Period Three 課前準備 教師：錄音機，圖片，實物。 學生：實物。 教學設計 Step One: Revision.(讓學生放錄音作業(yè)，選擇兩個最好的，給予獎勵，從而幫助學生樹立學習的信心。) T: Let’s listen to the tapes you recorded. Who is the best? OK, let’s start. (Select the best two. Award a prize to their work.) Step Two: New words. 1. Present the new words. （運用多媒體或圖片，教新的重點詞匯，同時復習了本單元重點句型；在教學新單詞的同時，注意復習剛學過的單詞。） T: Look at the picture. (Show students a picture of a watch.) T: What’s this in English? It’s a watch. (Ask a student) What’s this in English? S1: It’s a watch. T: Good. (Ask another student.) What’s this in English? S2: It’s a watch. T: How do we spell watch? (Show students the spelling.) W-A-T-C-H, watch. Read after me, please. S3: W-A-T-C-H, watch. (Teach the other words “baseball, puter game, key, notebook, ring and ID card” in the same way.) T: Let’s say the words again. What’s this in English? (Show the words random. Ask questions like this.) S4: It’s a key. T: How do you spell it? S4: K-E-Y. 2. Practice the new words.（此活動練習了學生們的口語，同時又進一步鞏固了新單詞和已學句型。） T: Good. Please look at the pictures in 1a. Match the words with the things in the picture. Do it by yourself.(Students find them in the pictures and objects in the picture.) T: Well, let’s check the answers. Who can tell us the answers? S5: … T: Now please work with your partner, say the conversation in 1b. Use the pictures in 1a. (Students practice the conversation. As students work, the teacher moves around and help them.) Step Three: Listening. 1. Listening (2a).（通過聽力練習，加深對所學單詞的記憶。） T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations. (Play the recording twice. Students listen and circle the items.) T: Let’s check the answers, OK? S6: … T: Who would like to say the circled words again? S7: … 2. Listening(2b).（通過聽力練習，強化學生對單詞和句型的理解，同時訓練學生寫的技能。） T: Please look at the two pictures in 2b. One is Kelsey, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Kelsey and Mike are looking for. Then write down the names of the things under each person’s pictures. (Play the recording for the students to write down the words.) T: Well, what is Kelsey looking for? S8: … T: What about Mike? What is he looking for? S9: … Step Four: Pair work.（這個活動運用信息差，訓練了學生用重點詞匯和句型進行聽、說、寫的練習。） T: Now let’s play a game. You are Student A and your partner is Student B. Student A looks at page 81, while Student B looks at page 82. Each student has only part of the information needed to plete the activity. First Student A asks Student B questions, using the words in the box; Student B answers the questions and writes the words in the chart below. (Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure and of fering help.) A sample: SA: Is this her pencil case ? SB: No, it isnt. Its his pencil case. SA: Is this his key? SB: Yes, it is. Its his key. SA: Is this his backpack? SB: No, it isnt. Its her backpack. (Students practice in pairs.) T: This time Student B asks Student A questions, using the words in the box; Student A answers the questions and writes the words in the chart below. (Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure again and providing help.) SB: Is this her pen? SA: No, it isnt. Its his pen. SB: Is this her book? SA: Yes, it is. Its her book. SB: Is this his puter game? SA: No, it isnt. Its her puter game. T: Let’s check the answers. One from Group A and the other from Group B e to the blackboard to fill in the chart. Step Five: Summary and homework. In this case, we’ve learned the names of some possessions. After class, please use some of these words to write out a conversation and practice with your partner. Period Four 課前準備 教師：錄音機，圖片，錄好的磁帶，教學課件。 學生：收集一些英文的失物招領。 教學設計 Step One: Revision.(檢查學生的作業(yè)，找?guī)捉M學生表演，訓練學生的口語表達能力。) T: First I’ll check your homework. Practice the dialogue you made. And you should use the pictures or the objects that are mentioned in your dialogue. I’ll invite some of you to e to the front to say the dialogue. Dialogue One: Sa: What’s this in English? Sb: It’s a … Sa: How do you spell it? Sb: … Dialogue Two: Sa: Is this your…? Sb: No,it isn’t. It’s not my … Sa: Is this her…? Sb: Yes, it is. It’s her… Step Two: New words. 1. Present the new words. T: Please look at the pictures and learn the new words.（用多媒體展示新單詞效果較好。） 1．a(chǎn)t prep. 在（里面或附近）；在（點刻）； 2．the art. 表示特指的人、物、事或群體 3．lost adj. 丟失的；遺失的 4．Found adj. （find的過去式、過去分詞）找回的 5．lost and found 失物招領 6．please adv. 請 7．school n. 學校 8．a(chǎn) set of 一套；一副 (Teach students to read the words.) 2. Practice the new words. （事先錄制一段短的聽力，讓學生通過聽的訓練來強化所學的新單詞，并為學習寫尋物啟示和失物招領作好準備。） T: Please listen to a short passage twice then fill the blanks using the words we learned. (Show students a short passage and play the recording for the students to listen.) There are many things in (1)_____________________in my (2)__________. Look, here’s (3)_________keys. Is this yours? (4)__________call Jim (5)___________753-2289. Typescript: There are many things in the Lost and Found in my school. Look, here’s a set of keys. Is this yours? Please call Jim at 753-2289. T: Well, who would like to tell us the answers? S: … T: Good. Let’s read the passage together. (Students read the passage and the teacher pays more attention to their pronunciation.) Step Three: Reading. 1. Present “Lost and Found”. （設置情景，激發(fā)學生的思維。從學生生活中常發(fā)生丟失物品的現(xiàn)象出發(fā)，引導學生學會處理這種問題方法。） T: Have you ever picked up others’ things or lost anything? What are they? S1: I lost a backpack. S2: I picked up a pen. T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner. (Students discuss the problem. Maybe you will get the answer, “we’ll learn how to write a lost and found.”) T: If you lost something, what should you do ? You can answer it in English or Chinese. S1: Call “110”. S2: Tell the teacher about it. S3: Ask my classmate to help me look for it. S4: Tell my parents. S5: 尋物啟事。 T: All of you are right. Today we are going to learn how to write “Lost”.Look at “Lost” below and find out the important information about it.（讓學生通過教師展示的失物啟示，發(fā)現(xiàn)寫失物啟示的要點。） Lost: My baseball. Yellow and red. Call Tom at 405-6678 Lost: My school ID card. My name is Mike. Please call 843-9096 S6: The lost thing. S7: Name. S8: Color. S9: Telephone number. S10: Picture. T: Yes. You have done very well. If we write “Lost”, we must write the lost thing, the person’s name, telephone number and color, we can also put a picture of the thing on it. Next, if you pick up something, what should you do? （通過和學生的交流，探討拾到物品時，應如何處理。） S11: Give it to our teacher. S12: 交給警察。 S13：找到失主。 T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”? Ss: 失物招領。 T: Good. How to write “Found”? Look at “Found” and then tell me the way to write “Found”.（讓學生通過教師展示的失物招領，發(fā)現(xiàn)寫失物招領的要點。） Found: Backpack Is this your backpack? Please call Mana. Phone # 556-0203. David, Is that your pencil case in the lost and found case? Alice. S14: The found thing. S15: Telephone number. S16: 聯(lián)系人。 S17: Place. T: Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is. 2. Practice. （這個活動目的在于訓練學生的閱讀能力。） T: Please look at the notices on the bulletin board in 3a. Who would like to read it ? (Ask four students in turn to read the notices.) S: … T: It’s time for you to read the notices yourself and circle the words from Activity 1a. (Students finish the work alone.) T: Who would like to give us your answer? Please read the words. S7: … Step Four: Make a message. (Show students a message.) ( ) at 529-6403 ( ) call David ( ) A set of keys. Please ( ) Found: T: This is a bulletin board message. But they are in the wrong order. You should make it clearly by putting them in the right order. The first one is done for you. (Show students the first part with the word “Found”) This is the first part of the message. Write number 2, 3, and 4 in the boxes to plete the message. (Students plete the message and write the numbers in the boxes in 3b.) T: Well, who would like to read the message? S8: … Step Five: Writing.（用英文寫簡