人教新目标 (Go for it) 版七年级下册Section A教案设计

Unit 3 Is this your pencil? Section A1（1a-2c）

教学设计

一、教学目标：

1. 语言知识技能目标：

   1）掌握以下词汇：pencil, pencil box,schoolbag,book,eraser,dictionary etc.

2)    掌握辨认物品的所有者时所用的句型：

   ① —Excuse me. Is this/that your/her/his…?  —Yes, it is. / No, it isn’t.

   ② —Excuse me. Are these/those your/his/her …? —Yes, they are. / No, they aren’t.

3) 根据不同对话场景，能用英语对物品的所属进行提问和回答。

2. 情感态度价值观目标：

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，培养学生的集体合作和拾金不昧意识。

二、教学重难点：

1. 总结归纳辨认物品的所有者所用的句型。

2. 通过进行不同形式的对话练习来熟练运用辨认物品所有者的句型，同时巩固所学的文具用品词汇。

三、教学方法：

Task-based Language Teaching （任务型教学法）& Communicative Teaching（交际教学）

四、教学用具：Multimedia （多媒体）

五、教学过程：

Step 1: Warming-up and Presentation

Teacher: Good morning, everyone! I found a school thing on my way to our classroom just now. Do you want to know what it is?

S: Yes.

T: (Take out a pencil. ) Look! What’s this? 

S: 铅笔。

T: Yes. But do you know what’s this in English? (Stress “this”.)

S: It’s a pencil.

T:Do you have a pencil? (Hold the pencil up and point to it.)

S: Yes.

T: Show it to me, OK?

S: OK.

T: Now, hold your pencil up (Stress “pencil”) and say after me “What’s this in English”?

S: What’s this in English?

T: It is a pencil. (Write down “What’s this in English? It’s a/an...” on the blackboard.)

S:It is a pencil.

T: Is this your pencil? (Point to the pencil and ask the students. Then write down the title of unit 3 “Is this your pencil?” on the blackboard.)

S: No, it isn’t.

T: Good. You’re so honest (诚实). Now, let’s enjoy a sweet song “What’s this” and then sing together. (Play the video and enjoy the song.)

Step 2: Vocabularies teaching

    After singing the song “What’s this”, teach students the new words of school things one by one by showing pictures and playing a guessing game.

1. Show students some pictures of school things and ask them “what’s this in English?”. Students are expected to use the sentence structure “It’s a/an...” to answer. They are also required to spell the words aloud to help memorize the new words. Then have students read all the news one by one after me and later by themselves.

2．In order to help students further master the new words, a guessing game is designed to motivate students’ interest in memorizing words. In the game, students can just see a little part of the pictures of school things and need to guess what it is as quickly as possible. The teacher will ask them “Is this a/an...”. Students will answer by using the structures “Yes, it is.”or “No, it isn’t” according to their judgments.

3. Have students match the words with the school things in 1a and then discuss with their partners to check whether their answers are the same. Check the answers together.

Step 3: Oral practice

Identify the ownership of school things by oral practice. Guide students to use the sentence structures “Is this/that your/her/his…? ” or “Are these/those your/his/her …?” to raise questions and use the sentence structures “Yes, it is. / No, it isn’t. ” or “Yes, they are. / No, they aren’t.” to answer according to what they see in the pictures on PPT.

Make a short summary of the sentence structures which are used to identify the ownership of objects.

(1) 第一类为辨认单个物品所属时，较近处的用Is this…; 较远处的用Is that…;肯定回答用：Yes, it is. 否定回答用： No, it isn’t. 

(2) 第二类为介绍多个物品所属时，较近处的用Are these …; 较远处的用Are those …； 肯定回答用：Yes, they are.  否定回答用：No, they aren’t.

Step 4:  Listening practice. (section A 1b 2a 2b听力集中练习)

1．Listening task one : Listen and number the conversations in 1b.

a. Listen to the tape and number the conversations from 1 to 3 while listening.

b．Check the answers together.

Answers: 3　 2　 1

Listening task two: Listen and check the things they hear in 2a.

The things that are checked: pencil case; eraser; book; pencil; ruler

3.Listening task three：Listen again and complete the conversation with the words in the box in 2b.

a. Have students listen for the first time and fill in the blanks as possible as they can.

b. Listen for a second time and check the answers by themselves.

C. Check the answers by asking some students to share their opinions.

Answers: pencil, erasers, ruler, books, pencil box.

Step 5: Role-play conversations: Find the owner (找物主)

1. Have students work in groups (2-6 persons each group);

2. Take out their school things ;

3. Mix their things and try to find out the owners of these things.

4. Ask some groups to perform their conversations and make some comments on their performances.

Before students role play the conversation by themselves, the teacher would set an example for them by making conversation with some students. Then a conversation sample and some useful expressions are provided for them to imitate.

For example:

A: Excuse me. Is this your eraser?

B: No, it isn’t. Maybe(或许) it’s her / his eraser.

A: Excuse me. Is this your eraser?

C: No, it isn’t. Maybe/I think it’s hers / his.

A: Is this your eraser?

D: Yes, it is. It’s my eraser/mine.

A: Here you are（给你）.

D: Thank you/thanks.

A：You're welcome(不客气).

Useful structures:

— Is this/that your …  — Yes, it is. It's mine. — No, it isn’t. It’s his / hers.

— Are these/those your/his/her … — Yes, they are. They're mine/his/hers.

— No, they aren't. They're...

Excuse me(打扰一下).  Here you are（给你）. Thank you/thanks.  You're welcome(不客气).

Step 6： Summary

Help students to summarize what they have learned in this period. First, do some exercises to review the words we’ve learned. Students are required to write down the new words according to the pictures. Then read the useful sentence structure that used to identify the ownership aloud to memorize.

Step 7: Homework

(1) Review the words and sentence structures.

(2) Make your own dialogues with your classmates by using the words and

sentences. Then write them down on your exercise book.

Step 8： Self-assessment (自我评价)

根据本节课表现给自己打，一共________ 。