北师大初中英语七上《Unit 3 Home》word教案 (3)

课题名称： Lesson 8 Whose ball is this?                      教材版本：北师大版

教师姓名：             学校：       

教学指导思想与理论依据

    一、2011版《英语新课程标准》中指出：英语课程要面向全体学生，关注语言学习者的不同特点和个体差异，要充分考虑语言学习的渐进性和持续性。《英语新课程标准》中关于“听说”的三级技能的要求是：关于“听”和 “说”的三级技能的要求是：“能识别语段中句子之间的联系”，“能就熟悉的话题进行简单交流”，“能在教师的指导下进行简单的角色扮演”。

二、 根据“以人为本”的教学理念，本节听力课的设计除注重完成相关的知识目标外，也同时注重通过生生、师生之间的互动交流，使学生能在真实的语境中，熟练运用所学词汇和句型进行交际。

教学内容分析

本节课的教学内容源于北京师范大学出版社七年级英语上册Unit 3 Lesson 8的内容。本单元以居室、家具和家庭用品、整理房间、社区环境展开话题，本节课是 Lesson 8的第一课时，是一节听说课，将继续学习家庭用品中的私人物品以及运用名词性物主代词讨论其所属情况，目的是培养学生根据获取的关键信息推断对话者的关系；通过上下句的联系推断物品的所属情况；也使学生们掌握一些关于描述物品的所属情况的交际用语，以便能在实际生活中真实地表达和运用。基于教学的需要和学生的基础，本课除完成教材设计的教学活动，对听、说练习做了更多的设计。在听前活动中，先教会学生听力活动中涉及到的私人物品词汇读音及含义，降低了听力理解的难度；在听力活动中，引导学生提取对话中的人物关系、听并讨论物品的所属情况以及选择询问物品所属情况的句式，为最后的语言输出——角色扮演奠定了基础。

学生情况分析

本课所教授的学生为密云七中初一（4）班的学生，他们在本册书的第一单元第一课中学会了形容词性物主代词的用法，并在本单元第七课的学习中又进行了巩固训练；在第一单元第三课中学会了whose 的使用；因此通过预设的听力活动，学生将容易理解对话的含义。然而学生在使用名词性物主代词进行交际时容易与形容词性物主代词混淆，因此使用名词性物主代词进行交际将是本课的难点，本课将通过角色扮演、情景交际等方式重点训练学生对名词性物主代词的使用，从而对难点进行突破。

教学目标

在本课学习结束时，学生将能够：

1.正确说出并听懂对话中出现的7个私人物品的词汇，并通过获取的关键信息，推断出对话的大意、对话者的关系和这些物品的所属情况。

2. 恰当使用听力活动中获取的询问物品所属情况的3种表达方法和his, hers, mine, yours在真实情境中进行角色扮演。

3.培养学生用英语交际的意识。

教学重点和难点

重点：体会名词性物主代词的意义和用法并为对话中提到的物品找到它们的主人。

难点：运用询问物品所属关系的语句和his, hers, mine, yours进行角色扮演。

教学流程图

教学过程

教学环节

教师活动

学生活动

教学资源

设计意图

Pre-listening 5’

Step 1

Step 2

While-listening (25’)

Step 3

Step 4

Step 5

[来源:Z#xx#k.Com]

Step 6

Post-Listening

(15’)

Step 7

Step 8

Step 9

[来源:学§科§网]

Lead in

Show the pictures and ask::

“Have you got these things at home?”

“But do you know what they are in English?”

“Please follow me to learn to read.”

Learn the new words.

1) Teach the new words with the pictures.

2) Teach yours, mine, hers, his.

“Have you got a ball at home?”

“Is this your ball? Is this yours?”

“Is is mine? No, it isn’t. Because I haven’t got a ball.”

(Show the photo of Ben and his mum)

“Is it hers?”

“Is it his?”

“Because there is a ball in front of the boy.”

“I guess you must want to know who are the two people and what they are talking about, then please listen to the tape to get the answers. OK?”

Main idea.

Ask students to listen to the tape and find out:

1) Who are the two people?

2) What are they talking about?

A: Their family.

B:The things. 

C: The things of the family members.

““ OK, Let’s listening to the tape. let’s see what things they are talking? ”

Tick.

1）Ask students to listen to the tape and tick the things they hear.

2）Check the answer.

 “What are the things your hear?”

Match

1）Ask students to listen to the tape and match: (Ex.2)

2）Check the answer with:

“Example A:

A: Whose ball is this?

B: It’s Ben’s.

Example B:

A: Whose shoes are these?

B: They’re--- .”

3) Show the answers.

4) Discuss the things again with

“Example C:
A: Whose ball is this?
B: It’s Ben’s ball.

    The shoes are his ,too.

Example D:
A: Whose diary is this?
B: It’s Linda’s diary.

    The crayons are hers ,too.”

Listen and read.

1）Ask students to choose and complete the dialogue with the questions Mum asks blank.

Mum: Ben, _________________?

Ben: This ball is mine and those shoes are mine, too.

Mum: _________________?

Ben: No, Mum. That’s Linda’s. I haven’t got a dairy. And those are Linda’s crayons.

Mum: _________________?

Ben: No, they’re dad’s. Well, I think they are his. Maybe I’m wrong.

Mum: Yes, they are. And the keys are his, too. _________?

Ben: They aren’t mine. These are girl’s glasses.

Mum: Oh, sorry. They’re mine.

2) Ask students to listen to the tape, read after it and check the answer.

Reading

Read the underlined sentences.[来源:Z§xx§k.Com]

Act the dialogue with the teacher..

Role play

1.Talk about Ben’s family things.

Divide the dialogue into three parts.”

2. Role play the dialogue.

Homework:

1)      Read the dialogue and recite them to prepare for the dictation the next day.

2)      Finish Exercises 5and 6 on Page 53.

“Yes, we have.”

Listen to the teacher.

Try to read the words and learn to read one by one.

“Yes, I have.”

“No, it isn’t.”

Listen ,answer the questions and try to catch the teacher’s words.

“Yes, Miss Guo.”

Listen to the tape and try to answer the questions.

Listen to the tape and tick the things while listening.

 “They are a ball, a dairy, crayons, shoes, scissors, keys, and glasses.”

Listen and match.

Check the answer in groups.

Try to follow the model to talk about other things in groups.

Check the answers.

Talk about the things again.

[来源:学科网]

Report.

Complete the dialogue.

Listen to the tape, read after it and check the answer.

Read the sentences with the possessive pronouns together.

Answer the teacher’s questions and the talk about each part pair by pair.

Prepare for the role play with the  key information in the table.

PPT

PPT

PPT and handout

PPT and Paper

PPT

由单元话题直接导入单词的学习。为听力做铺垫。

理解四个名词性物主代词，为理解听力做好铺垫。

通过第一遍听，获取对话人物的关系以及对话的主要大意为下面环节的听物品做铺垫。

[来源:学。科。网]

通过第二遍听，获取对话中所提到的物品，为下面环节的把物品和人物匹配做铺垫。

通过第三遍听，找出对话中物品的所属关系。

并学习运用名词性物主代词his, hers讨论物品所属关系。

听前尝试选择；

让学生了解在日常交际中询问物品所属关系的句式。为理解对话和角色扮演奠定基础。

通过第四遍听，检查答案；听录音模仿并纠正发音。

体会名词性物主代词的用法。

通过角色扮演体会询问物品所属关系的句式和名词性物主代词在日常交际中的使用。

学习效果评价设计

评价方式：

1. 在课堂每个环节关注学生表现，及时发现他们的闪光点，及时鼓励，使学生在学习过程中不断体验进步与成功，认识自我，建立自信。

2. 组内互评量表：