Unit 3 Is this your pencil? Section A 1a-1c 教案 （表格式）人教版七年级英语上册

Unit 3 Is this your pencil 教学设计
一、目标确定的依据：
1.课程标准相关要求：
学生能够理解段落中各句子之间的逻辑关系，能根据不同的阅读目的运用简单的阅读策略获取信息。能有效的询问信息，能在小组活动中积极与他人合作，相互帮忙，共同完成学习任务。
2.教材分析
本节课围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“ Is this/that... Yes, it is. It’s mine/yours/hers/his. Are these/those... No, they aren’t. They’re mine/yours/hers/his.”，由形容词性物主代词的用法，到初步学习名词性物主代词的用法；教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础。本单元与第二单元衔接紧密，由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。
3.学情分析
本单元的主题是识别物品的所属，同时引导学生采用实物演示、课件模拟、小组合作学习和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。培养学生拾金不昧的精神和助人为乐、团结友爱的品德。
但本班学生基础较差，26个英文字母不认识的大有人在，全英授课进展较慢，课程设计侧重于课本重点，较少拓展，降低难度和预期，增强学生们学习积极性。
Learning Aims
Students can grasp the following words by watching a video and practice:
pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, You're welcome.
2. Students can make sentences with possessive pronouns by listening and pair work.
①—Excuse me. Is this/that… —Yes, it is. It’s mine/ No, it isn’t.It’s hers.
②—Excuse me. Are these/those… —Yes, they are. They are mine / No, they aren't. They are his/hers.
3.通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成
照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。
三、评价任务：
1.Students read and spell some school things.（指向目标1）
2.Students make sentences with possessive pronouns.（指向目标2）
3.Answer the questions, ss say something according to the pictures.(指向目标3)
Important and difficult points:
Important points:
1.Use the possessive pronouns: mine, yours, his, hers
2.Use the sentences to identify ownership
1)-Is this/that your ruler -Yes, it is. It’s mine./No,it isn’t. It’s hers.
2)-Are these/those your/his/her dictionaries
-Yes, they are. They are mine/his/hers./No, they aren’t. They are...
Difficult points:
Use the possessive pronouns. Use the sentences to identify ownership correctly.
Teaching Aids:
multimedia,some envelopes with tasks.
Teaching Methods:
Task based teaching method, group work, role play
Teaching procedure:
Teacher Students Design purpose
Step1 Warm-up Let's watch a video about school things. Review some school things. 通过视频引出学生已学的学校用品，帮助学生回顾已学知识，为本课时的学习运用奠定基础。
Step2 New words Let's say the school things. And finish 1a 1.Say it as quickly as you can 2.Read and spell 3.Finish 1a 通过快速认读，检测学生对学习用品的认知程度。通过整体拼读加强学生对单词的理解。
Step3 Presentation Let’s learn possessive pronouns. 1.Review sentences 2.Use possessive pronouns “mine, yours, his, hers,”to make sentences with things. 通过复习旧知识 What’s this/that What’re these/those 引出今天所学Is this/that... Yes, it is. It’s mine/yours/hers/his. Are these/those... No, they aren’t. 新内容。检测学生对形容词性物主代词和名词性物主代词的使用，感知和使用相结合。
Step4 Listening Listen to the tape Listen and number the conversations [1-3]. 通过听力练习，检测学生对学习用具和重点句型的使用。
Step5 Pair work Let’s practice in pairs. work in pairs to practice these conversations. 通过单复数感知变化的形式，通过第二单元的复数句型和物主代词的新知，同伴展示加强和巩固新旧知识。
Step7 Summary Summarize what they have learned. 通过总结回顾所学单词和重点句型，合作完成对话练习，增进同学情感及合作意识。
Step8 Exercise 巩固本节课所学的形容词性物主代词和名词性物主代词。
Step9 Homework finish two of them 1. Remember the new words. 2. Practice the new sentences in pairs (2b) 3. Make your own conversations with your friend. 分层作业，学生根据自己的水平完成任务，减轻学习心理负担。