七上英语《Unit3 Is this your pencil》教学设计教案免费下载23
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Unit 3 Is this your pencil

一、教学目标:

  知识与技能:

1、让学生继续了解如何确认物主关系。

2、使学生能够看懂寻物启事和失物招领启事。

  过程与方法:

1、掌握以下词汇:baseball,watch,computer,game,card,notebook,ring,bag,in,library,ask,find,some,classroom,e­mail,at,call,lost,must

2、能在教师指导下通过抓关键词,完成有关物品归属的听力任务。

  情感态度价值观:

学习写作失物招领启事和寻物启事,将所学应用到日常生活中。

二、教学重点与难点:

1、词汇:baseball,watch,computer,game,card,notebook,ring,bag,in,library,ask,find,some,classroom,e­mail,at,call,lost,must

2、让学生能够看懂寻物启事和失物招领启事。

三、教学准备:

1、多媒体课件。

2、录音机。

  

教学过程 学生活动 设计意图   Step 1:Greetings and talking

  通过师生问答进行自由交际。

  教师提问多个学生问题,让学生回答,目的是为了训练学生开口说英语的能力,

  提高学生学习英语的兴趣。教师在与学生对话时要结合本单元已经学过的语言

  项目进行自由交际,要围绕这个课时的句型

  "What's this?How do you spell it?"展开。

  For example:

  S1:What's this?

  S2:It's a pencil.

  S1:How do you spell it?

  S2:P­E­N­C­I­L.

  S1:Is this yours?

  S2:Yes,it is. It's mine.

  Step 2:Check the homework

1.检查上节课的家庭作业。

  找几位同学站起来,向全体同学朗读自己所编写的对话,目的是了解学生

  对上节课所学语言项目的掌握情况。

2.让学生小组内相互交换家庭作业,检查有无语言错误,然后小组内同学分角色

表演,并评选出表演最好的小组,目的是检查家庭作业,并培养学生的动口能力,

激发学生学习英语的兴趣。

  Step 3:Present the new words

  建议1:利用多媒体图片或实物复习上节课的语言项目,并导入新课。

  教师出示表格,根据表格信息进行提问,对上节课的语言项目进行复习,

  并导入新课。

物品 pencil watch computer baseball ... 物品主人 mine Bob's Anna's Helen's ...   For example:

  T:Excuse me,S1.Is this your pencil?

  S1:Yes,it's mine.

  T:And is this your watch?

  S1:No,it's Bob's.

  T:What about this baseball?

  S1:It's Helen's.

  T:Thank you for your help,S1.

  S1:You're welcome.

  Step 4:Practice the new words

1. 教师展示出所学新单词的图片或实物,让学生仿照1b,利用所学过的语言项目

对新单词进行操练。教师可以先和一名学生对话,给其他同学做个示范。

  For example:

  T:What's this?

  S1:It's a watch.

  T:How do you spell it?

  S1:W­A­T­C­H.

  Then let the students practice in pairs.

  Step 5:Listening

1. 练习听力之前,先让学生说出1a中图片中物品的英文名称,进一步强化

重点单词。

  For example:

  T:Please look at the picture in 1a.Can you say their

  English names?(The teacher asks the students to name each one

  individually.)

  S1:This is...

  S2:This is...

  ...

  然后让学生看着课本听并在1a中圈出所听到的物品。

  T:Now let's check the answers. Please pick out the things you hear and say their English names.

  (Make sure the students hold the things to show them to the

  other students.)

  2.让学生再听一遍录音,完成1d的卡片。教师也可以把卡片用多媒体

  课件展示出来。

  T:Please look at the two pictures in 1d.One is Linda,and the

   other is Mike. Listen to the conversation again. This

  time you will pay attention to the things Linda and Mike are

  looking for. Then write down the names of the things beside e

  ach person's picture.

  (Play the recording for the students to write down the words.)

  T:Well,what is Linda looking for?

  S1:...

  T:What about Mike?What is he looking for?

  S2:...

  Step 6:Practice the new sentences

  根据1d中卡片的信息,让学生分别扮演琳达和迈克,编写对话

  并表演出来,然后交换角色。(教师可先和一名学生做示范)

  For example:(L=Linda,T=Teacher)

  L:I'm looking for my watch.

  T:Is this your watch?

  L:No,it isn't. That is my watch.

  T:Here you are.

  L:Oh,and that is my notebook.

  T:What's your name?

  L:Linda.

  T:OK. Here you are.

  L:Thank you.

  T:You're welcome.

2:让学生仿照1d的卡片,为自己做出类似的卡片,并把所拥有的物品

  写在卡片上,根据小组内同学的卡片信息,进行对话练习。

  For example:

  S1:I lost my baseball.

  S2:What color?

  S1:Black and red.

  S2:OK. Is this yours?

  S1:Yes,it is. And that is my ID card.

  S2:What's your name,please?

  S1:Mike.

  S2:Here you are.

  S1:Thank you.

  S2:You're welcome.

  Step 7:Task

1:让学生在课本2a部分写出自己经常丢失的物品,再次对所学单词进行巩固。

2:小组内同学互相查看2a的完成情况,一是检查单词的拼写,二是了解彼此

的信息。同时把物品放在课桌上,利用所学语言项目进行对话练习。

  For example:

  S1:What's this?

  S2:It's a pencil.

  S1:How do you spell it?

  S2:P­E­N­C­I­L.

  S1:Is this yours?

  S2:No,it isn't. It's hers. Is this pencil yours?

  S3:Yes,thank you.

  ...

  Step 8:Read the notices

  1.设置情景,激发学生的思维。

  从学生生活中常丢失物品的现象出发,引导学生学会处理这类问题。

  For example:

  T:Most of us may pick up others' things or lost something. If

  you pick up or lost something,what should you do?You can

  discuss with your partners.

  (The students discuss the problem.)

  S1:Tell the teacher about it.

  S2:Ask my friends to help me look for it.

  S3:Tell my parents.

  ...

  T:All of you are right. Maybe we should learn how to read

  the notices on the board. From Lost and Found,we can find out

  lots of important information.

  2.寻找重要信息。

  给学生展现出课本2b的公告栏信息,让学生圈出丢失的物品。

Lin Hai, A computer game is in the school library. Is it yours?Ask the teacher for it.

Mike Found:

  

Is this your watch?

  My phone number is

  495­3539.Call me.

John Lost:

  I lost my school ID card.

  I must find it. Call me at

  685­6034.Thanks.

Tom   Step 9:Practice

1:让学生再读一遍2b的信息公告栏启事,写出丢失的物品,并在课本2c的Lost 或Found下打勾。

  Item Lost Found

  ______

  ______

  ______

  ______

2:让学生在课本2b的图片上标明Lost 或Found,让学生能够正确判断寻物启事和失物招领启事。

  Step 10:Homework

  1.正确阅读所在学校的公告栏信息。

  2.小组内讨论如何书写寻物启事和失物招领启事,并试着用卡片分别写出。

互相问候,复习旧的知识。

 

小组内的成员互相检查作业的完成情况。

跟读并记忆新单词。

复习物主代词的用法,回答老师的问题。

复习单词,完成1a。

认真听,完成听力练习。

再听录音,完成听力练习。

练习对话。

把自己经常弄丢的东西写下来。

学习阅读寻物启事和失物招领。

完成2c的练习。

每节课都用学习过的日常用语开始,为学生创设一个语言环境。

让学生自己在检查中发现问题,这对他们也是知识的再一次巩固。

 

 利用实物或图片学习新单词,学生记忆更加深刻。

 

 复习上节课的重点语法。

利用图片和实物复习新单词。

提高学生的听力水平。这一阶段必须在学生熟悉了新单词之后进行。

将这节课的单词和句型用于具体的应用中。

为下面的阅读做好铺垫。

学习阅读寻物启事和失物招领启事,把这节课的语言用于日常生活中。

根据所读的内容,完成2c,检查学生寻找有用信息的能力。