Unit3 Welcome to Sunshine Town! Grammar 教案
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| 名称 | Unit3 Welcome to Sunshine Town! Grammar 教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2022-06-07 17:52:12 | ||
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英语（七年级下册）
Unit 3 Welcome to Sunshine Town!
Grammar
I. 教学目标：
1． 能正确使用名词所有格。
2． 能正确使用形容词性物主代词。
3． 能正确使用名词性无主代词。
4． 掌握这些单词和短语： postcard, key, ring, key ring, yours, ours, theirs, hers, all over, pencil case
II. 教学重、难点：
重点：How to use noun + ’s and possessive adjectives and possessive pronouns .
难点：正确使用noun + ’s and possessive adjectives and possessive pronouns 。
III. 情感态度目标：
培养学生学习英语的兴趣。
IV. 教学方法：
任务型教学
V. 教学准备：
多媒体课件
VI. 教学过程：
A Noun + ’s
Step 1 Lead-in
T: We know that a group of exchange students are coming to visit Sunshine Town. How much do you remember about them
(1) Where are the exchange students from
The exchange students are from the UK.
The exchange _______ homes are in the UK.
T: The Class 1, Grade 7 students suggest some activities for these exchange students.
(2) I would like to take the boys to our ________ football field.
T: Neil, one of the exchange students, is making a call.
(3) _________ mother is calling him from the UK. (Neil)
T: Pay attention to the answers.
【设计意图：通过提问，在已学语篇中引起学生对Noun + ’s的注意，快速导入到本节课的教学内容。】
Step 2 Presentation
1. The meaning of Noun + ’s.
T: In English, we use Noun + ’s to express the idea of belonging.
2. Watch a short video.
T: Let’s watch a video about it. After watching, please help me complete some sentences.
3. Work out the rule.
T: Look at the words in red. Can you tell me how to add ’s correctly Have a discussion with your partner.
(1) Add ’s to a singular noun.
(2) Add ’ to a plural noun ending in –s.
(3) Add ’s to plural nouns that do not end in –s, such as children’s, people’s, men’s, women’s.
(4) We use ’s with names. When a name ends in –s, we can add ’s or ’.
【设计意图：从视频引入本课主题，并让学生小组讨论总结用法，这有利于他们养成合作意识，同时增强学生的主人翁意识和英语学习的自信。】
Step 3 Practice
Presents for the students.
T: Help Amy complete the answers.
T: Make up more dialogues according to the pictures.
【设计意图：利用书上的练习来操练Noun+ ’s的用法，同时为下面的学习做铺垫。】
B Possessive adjectives and pronouns
Step 1 Presentation
1. Possessive adjectives.
(1) Lead-in.
Picture 1 T: Whose is this This cup is Millie’s. This is her cup.
Picture 2 T: Whose is this This chocolate is the twins’. This is their chocolate.
Picture 3 T: Whose are these These are our postcards.
T: Look at the words in red. They are possessive adjectives.
(2) The usage of possessive adjectives.
T: In English, we can use possessive adjectives to express the idea of belonging.
T: Do we need to put a noun after a possessive adjective
We ________ (need, do not need) to put a noun after a possessive adjective.
(3) Fill in the table.
【设计意图：将图片与教学内容相结合，使学生在自然情境中感受用法，并水到渠成地总结规律，体现学生为学习主体的内涵。】
2. Possessive pronouns.
(1) Lead-in.
T: Look at the following sentences.
Picture 1 T: This cup is Millie’s. This is her cup.
T: We can also say This cup is hers.
Picture 2 T: This chocolate is the twins’. This is their chocolate.
T: We can also say This chocolate is theirs.
Picture 3 T: These are our postcards.
T: That is to say These postcards are ours.
T: Look at the words in red. They are possessive adjectives. After them, we need a noun. What about the words in blue We call them possessive pronouns.
(2) The usage of possessive nouns.
T: In English, we can also use possessive pronouns to express the idea of belonging.
T: Do we need to put a noun after a possessive pronoun
We ________ (need, do not need) to put a noun after a possessive adjective.
(3) Fill in the table.
【设计意图：利用同一个语境，以简单的问答形式向学生呈现名词性物主代词，让学生在熟悉的语境和简单的句子中感知名词性物主代词和形容词性物主代词的区别，并让学生自己总结用法。】
Step 2 Practice
1. Complete the conversation on Page 36.
2. Make a summary.
T: We’ve learnt possessive adjectives and pronouns. Do you still remember them What are they How should we use them
3. Fill in the table.
【设计意图：教授完形容词性物主代词和名词性物主代词，让学生自己整理归纳，对其做一个总结，并完成表格，加深其对教学内容的记忆。】
4. Have a competition.
T: I will divide you into three teams and let’s have a competition. Please make up sentences including possessive adjectives and pronouns. Each sentence will bring 10 points for your team. You will have 1 minute to prepare. Ready Go!
【设计意图：利用竞赛形式激发学生的好胜心，巩固语法点，寓教于乐。】
5. True or False.
T: There are some sentences on the screen. Read them carefully and correct the wrong ones.
【设计意图：将易错的知识点通过改错的形式呈现出来，强化学生的理解和认识。】
Step3. Homework
1. Review Grammar.
2. Write five sentences with possessive adjectives and pronouns.
VII. 板书设计
名词的所有格Noun+’s 形容词性物主代词和名词性物主代词的区别
名词所有格表示所属关系， 形容词性物主代词：位于名词前，用作定语
即表示某物是“谁的” 在句中充当主语，宾语或表语相当于“形容
词性物主代词+名词”，后面不能再跟名词。
VIII.教学反思:
教师的“教”和学生的“学”的关系：教师应更多地关注如何教会学生去归纳总结，寻找规律，而不是仅向学生灌输大量的语法知识。教学过程是学生在教师的帮助和指导下掌握知识和形成技能的过程。教师应让学生在活动中发挥其主体地位，让学生自己去发现问题、分析问题和解决问题。引导学生合作探究，让学生共同提高。本课以素质教育为目的，结合教材重、难点，利用任务型教学模式，学生能积极主动地参与英语教学活动。同时，多媒体课件的应用，以学生为主体，以学生为中心，轻松、愉快地训练学生的语言技能，充分挖掘了学生的学习潜能，调动了学生的学习兴趣，使他们形成了积极的情感态度。本课利用同一个语境，以简单的问答形式向学生呈现名词性物主代词，让学生在熟悉的语境和简单的句子中感知名词性物主代词和形容词性物主代词的区别，并让学生自己总结用法。
不足之处：在教授新新课时，学生只练、写没有听说的教学模式，学生容易疲乏，有点像传统教学中的机械性操练。因此，在今后的教学中，力求在课堂教学上变化多种教学形式，在与学生的交流中习得语言，运用听、说、读、写、唱、演等形式，教会学生与人交流、合作。
Unit 3 Welcome to Sunshine Town!
Grammar
I. 教学目标：
1． 能正确使用名词所有格。
2． 能正确使用形容词性物主代词。
3． 能正确使用名词性无主代词。
4． 掌握这些单词和短语： postcard, key, ring, key ring, yours, ours, theirs, hers, all over, pencil case
II. 教学重、难点：
重点：How to use noun + ’s and possessive adjectives and possessive pronouns .
难点：正确使用noun + ’s and possessive adjectives and possessive pronouns 。
III. 情感态度目标：
培养学生学习英语的兴趣。
IV. 教学方法：
任务型教学
V. 教学准备：
多媒体课件
VI. 教学过程：
A Noun + ’s
Step 1 Lead-in
T: We know that a group of exchange students are coming to visit Sunshine Town. How much do you remember about them
(1) Where are the exchange students from
The exchange students are from the UK.
The exchange _______ homes are in the UK.
T: The Class 1, Grade 7 students suggest some activities for these exchange students.
(2) I would like to take the boys to our ________ football field.
T: Neil, one of the exchange students, is making a call.
(3) _________ mother is calling him from the UK. (Neil)
T: Pay attention to the answers.
【设计意图：通过提问，在已学语篇中引起学生对Noun + ’s的注意，快速导入到本节课的教学内容。】
Step 2 Presentation
1. The meaning of Noun + ’s.
T: In English, we use Noun + ’s to express the idea of belonging.
2. Watch a short video.
T: Let’s watch a video about it. After watching, please help me complete some sentences.
3. Work out the rule.
T: Look at the words in red. Can you tell me how to add ’s correctly Have a discussion with your partner.
(1) Add ’s to a singular noun.
(2) Add ’ to a plural noun ending in –s.
(3) Add ’s to plural nouns that do not end in –s, such as children’s, people’s, men’s, women’s.
(4) We use ’s with names. When a name ends in –s, we can add ’s or ’.
【设计意图：从视频引入本课主题，并让学生小组讨论总结用法，这有利于他们养成合作意识，同时增强学生的主人翁意识和英语学习的自信。】
Step 3 Practice
Presents for the students.
T: Help Amy complete the answers.
T: Make up more dialogues according to the pictures.
【设计意图：利用书上的练习来操练Noun+ ’s的用法，同时为下面的学习做铺垫。】
B Possessive adjectives and pronouns
Step 1 Presentation
1. Possessive adjectives.
(1) Lead-in.
Picture 1 T: Whose is this This cup is Millie’s. This is her cup.
Picture 2 T: Whose is this This chocolate is the twins’. This is their chocolate.
Picture 3 T: Whose are these These are our postcards.
T: Look at the words in red. They are possessive adjectives.
(2) The usage of possessive adjectives.
T: In English, we can use possessive adjectives to express the idea of belonging.
T: Do we need to put a noun after a possessive adjective
We ________ (need, do not need) to put a noun after a possessive adjective.
(3) Fill in the table.
【设计意图：将图片与教学内容相结合，使学生在自然情境中感受用法，并水到渠成地总结规律，体现学生为学习主体的内涵。】
2. Possessive pronouns.
(1) Lead-in.
T: Look at the following sentences.
Picture 1 T: This cup is Millie’s. This is her cup.
T: We can also say This cup is hers.
Picture 2 T: This chocolate is the twins’. This is their chocolate.
T: We can also say This chocolate is theirs.
Picture 3 T: These are our postcards.
T: That is to say These postcards are ours.
T: Look at the words in red. They are possessive adjectives. After them, we need a noun. What about the words in blue We call them possessive pronouns.
(2) The usage of possessive nouns.
T: In English, we can also use possessive pronouns to express the idea of belonging.
T: Do we need to put a noun after a possessive pronoun
We ________ (need, do not need) to put a noun after a possessive adjective.
(3) Fill in the table.
【设计意图：利用同一个语境，以简单的问答形式向学生呈现名词性物主代词，让学生在熟悉的语境和简单的句子中感知名词性物主代词和形容词性物主代词的区别，并让学生自己总结用法。】
Step 2 Practice
1. Complete the conversation on Page 36.
2. Make a summary.
T: We’ve learnt possessive adjectives and pronouns. Do you still remember them What are they How should we use them
3. Fill in the table.
【设计意图：教授完形容词性物主代词和名词性物主代词，让学生自己整理归纳，对其做一个总结，并完成表格，加深其对教学内容的记忆。】
4. Have a competition.
T: I will divide you into three teams and let’s have a competition. Please make up sentences including possessive adjectives and pronouns. Each sentence will bring 10 points for your team. You will have 1 minute to prepare. Ready Go!
【设计意图：利用竞赛形式激发学生的好胜心，巩固语法点，寓教于乐。】
5. True or False.
T: There are some sentences on the screen. Read them carefully and correct the wrong ones.
【设计意图：将易错的知识点通过改错的形式呈现出来，强化学生的理解和认识。】
Step3. Homework
1. Review Grammar.
2. Write five sentences with possessive adjectives and pronouns.
VII. 板书设计
名词的所有格Noun+’s 形容词性物主代词和名词性物主代词的区别
名词所有格表示所属关系， 形容词性物主代词：位于名词前，用作定语
即表示某物是“谁的” 在句中充当主语，宾语或表语相当于“形容
词性物主代词+名词”，后面不能再跟名词。
VIII.教学反思:
教师的“教”和学生的“学”的关系：教师应更多地关注如何教会学生去归纳总结，寻找规律，而不是仅向学生灌输大量的语法知识。教学过程是学生在教师的帮助和指导下掌握知识和形成技能的过程。教师应让学生在活动中发挥其主体地位，让学生自己去发现问题、分析问题和解决问题。引导学生合作探究，让学生共同提高。本课以素质教育为目的，结合教材重、难点，利用任务型教学模式，学生能积极主动地参与英语教学活动。同时，多媒体课件的应用，以学生为主体，以学生为中心，轻松、愉快地训练学生的语言技能，充分挖掘了学生的学习潜能，调动了学生的学习兴趣，使他们形成了积极的情感态度。本课利用同一个语境，以简单的问答形式向学生呈现名词性物主代词，让学生在熟悉的语境和简单的句子中感知名词性物主代词和形容词性物主代词的区别，并让学生自己总结用法。
不足之处：在教授新新课时，学生只练、写没有听说的教学模式，学生容易疲乏，有点像传统教学中的机械性操练。因此，在今后的教学中，力求在课堂教学上变化多种教学形式，在与学生的交流中习得语言，运用听、说、读、写、唱、演等形式，教会学生与人交流、合作。