学 科
英语
年 级
七年级
设计者
时 间
课 题
Unit 3 Section A 1a—1c
计划学时
1课时
重 点
1.学会本单元表示学习用品的词汇,名词性物主代词以及正确运用名词的单复数形式。
2.能够运用含有指示代词的一般疑问句、名词性物主代词和单元基本词汇来确认物品的所有者。
3.理解名词性物主代词与形容词性物主代词的区别和用法
课 标
要 求
能够正确使用名词性物主代词和由指示代词构成主语的一般疑问句及其回答。正确使用单复数名词。
课 时
目 标
1.记忆单词pencil,book,eraser,box,schoolbag,dictionary,his,mine,hers;缩写词 it’s,
isn’t,aren’t
2.掌握和运用确认物品所属关系的句型:
A:Is this your pencil?
B:Yes,it is.It’s mine.
A:Is that your schoolbag?
B:No,it isn’t.It’s his.
A:Are these your books?
B:No,they aren’t.They’re hers.
引 桥
突 破
通过单元主题图片学习表示学习用品的单词,利用图片提供语境进行听力训练,通过两人一组合作角色扮演的方式,在图片情景或真实语境中练习句型,提高英语听、说能力
教 法
多媒体课件
学 法
教师引导，学生自主学习，教师再总结
教学内容
及过程
群体智慧设计
个性化批注
StepⅠ.Lead in
T:(Show two pictures,one is a family picture and the other is a picture of a classroom.)What’s this picture?
S1:It’s a picture of a family.
T:Yes.What about this picture?
S1:It’s…(Ss may not know the word “classroom”.So the teacher should tell them.)
T:It’s a picture of a classroom.What things do you have in the classroom?
Ss:Pens,rulers,maps,…
Then the teacher leads the students to learn the new words in 1a.
StepⅡ.New words (1a)
T:Please read the words in 1a and look at the things in the picture.Match the words with the things in the picture.
Ss read and learn the new words in 1a,match the words with the things in the picture by themselves and then check their work in class.
StepⅢ.Listening activities(1b)
1.T:Listen to three conversations,please.For the first time,listen and tell which is the first,second,or the third.
Play the recording of the conversation.Get the Ss to perceive the situation of the conversation and pay attention to the words and sentence patterns.
The teacher asks questions to see if they hear the words his/hers/mine and teaches the students how to do the listening tests.
2.Play the conversations again,ask the students to focus on the possessive pronouns mine/his/hers and repeat the conversations.
The teacher should emphasize the possessive pronouns and the simple questions.
☆教材解读☆
Is this your pencil?/Are these your books??
这是英语中的一般疑问句(General Questions)。一般疑问句是可以用Yes或No回答的疑问句。
—Is this/that your pen?
—Yes,it is.(肯定回答)
—No,it isn’t.(否定回答)
—Are these/those your books?
—Yes,they are.(肯定回答)
—No,they aren’t.(否定回答)
一般疑问句的特点及注意事项:问句使用升调;this/that的问句用it回答,简略回答时,肯定回答的Yes,it is.不能缩写成Yes,it’s.;these/those的问句用they回答,简略回答时,肯定回答的Yes,they are.也不缩写成Yes,they’re。
StepⅣ.Post-listening Activities
After listening to the conversations,ask the class to read them aloud.
Ss read the conversations aloud.Then practice the conversations.
A:Is this/that your…?
B:Yes,it is./No,it isn’t.It’s mine/his/hers.
Or:
A:Are these your…?
B:Yes,they are./No,they aren’t.They’re mine/his/hers.
A:Is this your pencil?
B:Yes,it is.It’s mine./No,it isn’t.It’s his.
A:Are these your books?
B:Yes,they are.They’re mine./No,they aren’t.They’re hers.
Get the Ss to practice talking about the school things in pairs and in small groups.Then ask pairs of students to act out in class,using the things they have.
StepⅤ.Summary and Assignment
T:Today we learn a lot of new words about school things.Please learn them and practice using the new words.
StepⅥ.Homework
基础训练
Talk about pictures1):I t is an
Eraser.
2)five dictionaries.(辅音字母加y结尾的名词变复数时将y变为i加es.
3)two pencil boxes
(名词作定语时通常用单数)
一般疑问句的特点及注意事项:问句使用升调;this/that的问句用it回答,简略回答时,肯定回答的Yes,it is.不能缩写成Yes,it’s.;these/those的问句用they回答,简略回答时,肯定回答的Yes,they are.也不缩写成Yes,they’re。
教学反思
本节课比较重视的是单词的学习，从正式篇第一单元开始我一直教学生来用音标拼读单词，虽然有些单词学生早已熟悉，这样拼读起来有些啰嗦和麻烦，可我认为通过熟悉的单词这样拼读，学生才能较容易掌握这样一种方法，这对于他们今后的单词学习，词汇记忆有很大的帮助。在拼读中让学生掌握规律，并且使学生会形成由读音知道其拼写，这对以后的英语学习十分重要。但我在操作时发现学生这样学习的意识需要不断地加强，而且学习的具体方法，程序需要学生慢慢的熟悉。
本节中名词的学习也是关键，名词中复数的使用规则也要让学生掌握：辅音字母加y结尾的名词变复数时将y变为i加es.注意：元音字母加y结尾的名词变复数时直接加s.(如 keys,boys等)
学 科
英语
年 级
七年级
设计者
时 间
课 题
Unit 3 Section A 2a—3c
计划学时
1课时
重 点
1.正确使用指示代词和物主代词来指代单、复数物品。强化学生对名词单复数的概念的理解。
2.让学生重点感知完整的语境,并从中学习语言知识。
课 标
要 求
正确使用指示代词和物主代词来指代单、复数物品。理解名词单复数概念
课 时
目 标
1.记忆单词 excuse,me,thank,teacher,about,yours,for,help,welcome;短语 excuse me,thank you for…;缩写词 Bob’s,Sally’s
2.学会运用确认物品的所属关系的句型和表示感谢的话语:
3.能够使用名词性物主代词mine,yours,his和hers。
4.通过听力训练,两人一组口语练习和角色扮演的方式,在情景交际中练习确认物品所属关系的语言点。用图片和学生自己的物品进行英语练习。
5.帮助学生确认其他同学的物品。
引 桥
突 破
引导学生利用课本上的图片所创设的语境,进行目标语言的训练。训练以听力和对话活动的方式展开,引起学生的兴趣,以任务驱动学生, 并总结本单元的重点词汇和句型。
教 法
多媒体课件
学 法
教师引导，学生自主学习，教师再总结
教学内容
及过程
群体智慧设计
个性化批注
StepⅠ.Lead in
Leading in
Warming up by reviewing the new words.
T:Let’s review the words about school things.What’s this in English?(Point to a pencil.)
Ss:It’s a pencil.
T:Can you spell it?
Ss:Yes.P-E-N-C-I-L.
Review other words,paying attention to “an eraser”.Then review the words in plural forms.
StepⅡ.Listening (2a-2b)
1.Before listening
T:Please look at the pictures.What are they in English?
Pointing to each picture and asking students to say the words
2.Listening activities
T:Listen to the conversation for the first time.The students are talking about things in the classroom.What are they talking about?Please tick the things in 2a.
Play the tape and get the students to listen to the conversation and check the things they hear.
3.T:Look at the picture in 2b.This is a classroom.Look!The things are on the floor.Now listen to the recording again.This time pay attention to the missing words in the conversation.Read the words in the box and the conversation in 2b before listening.
T:Now,listen and fill in the blanks.While you are listening,you can write down the words,or only write down the first letter of the words.
4.After listening
T:Now let’s repeat the dialogue.You should follow the teachers’ pronunciation and intonation.
StepⅢ.Practice(2c)
The teacher asks some students about their things and gets students to answer as a model.Then ask the class to ask and answer. Remind the students to use “excuse me”.
StepⅣ.Reading and role-playing (2d)
1.Discuss the picture in 2d.
T:Look at the picture in 2d.What can you see in the picture?
2.The students listen and imitate the pronunciation and intonation.Remind them of the rising tone for general questions and the falling tone for special questions and statements in “What about the dictionary?” and “The blue pen is his.”
3.T:Open your books and practice the conversation in 2d in pairs.
Teach to learn the meaning of the sentences.The teacher should explain some words,phrases and sentences,such as “They’re Bob’s./The blue pen is his./What about the dictionary?/Thank you for your help./You’re welcome.”
4.Read aloud then role-play.
StepⅤ.Grammar Focus
1.T:Please read the sentences in Grammar Focus.(Play the PPT and getting the students to read them aloud.)Learn the grammar.
.Pay attention to“it’s,isn’t,aren’t”.
StepⅥ.Practice (3a)
T:Now,let’s do some exercises to practice the grammar.
StepⅦ.Practice (3b)
T:Please finish the answers in 3b.Pay attention to Yes/No.We can use more words in some blanks.
(Get the students to finish the task.Then ask some students to read their answers in class.)
.T:Please read the questions and answers aloud.Then practice in pairs.
StepⅧ Homework
基础训练
能够使用名词性物主代词mine,yours,his和hers。
名词性物主代词使用注意：相当于名词，所以后不能跟名词，它相当于一个形容词性物主代词加上一个名词。
为了让学生区分两种物主代词，进行下面两种活动：
1 做选词填空
从直观上让学生明白：后面有名词用形容词性物主代词；后面没有名词，用名词性物主代词。从而让学生形成这样的心里定势。
2 实际运用：
拿起学生或教室内可以利用的物品，进行实境化的操练：
The teacher asks some students about their things and gets students to answer such as a model.Then ask the class to ask and answer. Remind the students to use “excuse me”.
教学反思
本节课重点讲的是两种物主代词，从做题和实际操练两方面让学生明白其区别，掌握其用法。实际操练阶段，有一学生一再的犯错，他很惭愧，因为这是一直强调的，他也清楚，但总是紧张表达时出错，我也感觉到了，因此我耐心的一次次让他练，我没有着急，自己觉得是个进步，想到了这句话：孩子，别急，您慢慢来！静等花开，我感觉到了归真教育带给我一种幸福的职业体现。
学 科
英语
年 级
七年级
设计者
时 间
课 题
Unit 3 Section B 1a—2c
计划学时
1课时
重 点
1.学习运用更多的表示物品的单复数名词,运用更多的与询问物品有关的英文句子。
2.在真实的语境中进行语言练习和运用,学习失物招领和寻物启事的英文表达。
课 标
要 求
能够正确使用指示代词、物主代词、名词的单复数形式和谓语动词的适当形式谈论物品的物主。
课 时
目 标
1.掌握单词baseball,watch,computer,game,card,notebook,ring,bag,in,library,ask,find(found),some,classroom,e-mail (=email),at,call,lose(lost),must;短语a computer game,ID card,ask for,call at,in the Classroom 7E
2.能够拓展运用本单元词汇、句型,进行听、说、读、写综合训练:
How do you spell it?
Ask the teacher for it.
E-mail me at maryg2@gfimail.com.
Call me at 685-6034.
3.通过本课时学习,熟记并能够使用更多的表示身边物品名称的英语单词,运用图片作语境进行听说读写训练;丰富询问物品物主的英语表达,熟悉失物招领和寻物启事的英文表达法。
引 桥
突 破
以图片与单词配对、听力和阅读活动任务驱动学生,引起学生的课堂学习兴趣
教 法
多媒体课件
学 法
教师引导，学生自主学习，教师再总结
教学内容
及过程
群体智慧设计
个性化批注
StepⅠ.Lead in
1.Warming up and reviewing the words.
T:Good morning/afternoon,boys and girls.
Ss:Good morning,Mr./Ms.XX.
T:How many things can you say in English?(Ask the students to touch their things with or around them and say the English words in small groups.)
2.(Quickly show pictures and asking)
T:What’s this in English?
Ss:It’s a map/key/ruler/…
T:Can you spell it,please?
Ss:Yes.M-A-P/…
T:(Then show some things.)What are these in English?
Ss:They’re keys/books/pencils/…
Get Ss to review the words we have learnt and spell them.
StepⅡ.Presentation (1a)
1.Use real things,or play the PPT showing the things to teach the new words.
2.T:Now,please match the words with the things in the picture.
Let the students work by themselves.Then check by asking some of them to say the sentences like this:
Ss:Picture a is an ID card.Picture b is a watch.…
StepⅢ Ask and answer (1b)
1.Use real things to practice the new words and make conversations.The teacher does an example with one student.
T:(Show a watch.)Is this a ring?
S1:No,it isn’t.
T:What is it in English?
S1:It’s a watch.
T:Spell it,please.
S1:W-A-T-C-H.
T:“Spell it,please.” is the same as “How do you spell it?” (Write “Spell it,please.=How do you spell it?”)
Get Ss to practice spelling the new words by making conversations like that.
2.Ask two students to read the short conversation in 1b.The class read it aloud.
3.Ss ask and answer in pairs.Then the teacher asks some pairs to act out in class.
StepⅣ Oral practice (1c-1d)
Tell the class to listen and circle the things in the picture of 1a. Play the tape for the students to finish 1c
2.T:Look at Linda’s and Mike’s forms.they are talking in the conversation.Listen again and fill in the forms.
Play the tape for the third time.Ss finish the task.Then ask:
T:What are they doing?…They’re looking for their lost things.(Use gestures to show the meaning.)
Play the tape once more for them to repeat.Get the students’ attention to the sentences “Here you are.” and “Here’s your…”.The teacher explains them with gestures,handing something to somebody.
StepⅤ.Reading practice (2a-2c)
1.Divide the students into teams.Make a competition to see which team writes the most words about lost things.
2.T:How can we find the lost things at school?(The teacher asks the question to lead the class to think.)
Ss:…(The students may think of many ways of finding lost things.They may say in Chinese.)
T:Look at 2b.These are notices on the school notice board.Please read these notices and circle the lost things.Scan the picture,please.How many notices are there?
Ss:Four.
T:Read these short passages and quickly find the answers.What’s lost/found?
Ss:A computer game,a watch,keys,a school ID card.
T:How can you find these things?(Remind them of the first sentence of each notice.)
The teacher should explain the meanings of the words “Lost and Found”
3.Read these lost and found messages.Finish the task in 2c
4.Ask the class to read these notices aloud.
The teacher should explain language points in the passages.
☆教材解读☆
1.Ask the teacher for it. ?
ask…for…“向某人索取某物”。
You can ask him for the dictionary.你可以找他要那本字典。
Don’t ask me for it.Go and ask your father.别找我要(它)。找你爸爸去。
2.E-mail me at maryg2@gfimail.com.?
◆at放在电子邮箱的地址或电话号码前面,表示“在……;按照……;根据……”。
Please meet me at No.2 Feicui Road.请在翡翠路2号与我见面。
◆maryg2@gfimail.com是一个邮箱地址,@是at的缩写,com前的实心点读作/d?t/。
3.I must find it.?
该句中的must 的含义是“必须,一定”,属于情态动词。
I must go now.现在我必须走了。
StepⅥ.Summary
T:Today,we do a lot of reading practice about lost and found things.Let’s look at these notices again and learn how to write one.
How to write a bulletin board message:
Lost:
I lost my bag.I must find it.Call me at 456-7890.Thanks.
Eric
Found:
Some keys are in Ms Liu’s office.Are they yours?Ask the teacher for them.
Alice
StepⅦ.Homework
1.Recite the new words and read the notices in 2b aloud.
2.基础训练
How do you spell it?
Ask the teacher for it.
E-mail me at maryg2@gfimail.com.
Call me at 685-6034.
重点词组归纳：
Ask sh. For sth.
Ask parents for money
Call sb.at….
写作指导：
1 引入:if you lost or found sth.
What should you
do?
You can write a lost or a found .
2 Read a lost and a found.
Try to understand it. the difficult words and sentences.
3 the forms of a notice/a found:
The title;
The things;
The name of the loser/founder; the number
4 Try to write (ask one s write on the blackboard,correct it)
must 的含义是“必须,一定”,属于情态动词
联想情态动词can
用法：
后跟动词原形
I must find it
教学反思
本节学习本单元的写作话题——lost or found.通过学习听力内容，使学生感官上认知：lost /found 的大致内容。然后阅读两则文章，是学生更直接更鲜明的掌握其写法读法。在此基础上，让学生总结归纳要点，老师做总结性补充性的点拨，然后让学生去写，写完改。从而让学生能够比较清晰全面的进行写作方面的提高。
学 科
英语
年 级
七年级
设计者
时 间
课 题
Unit 3 Section B 3a—Self Check
计划学时
1课时
重 点
.熟练运用本单元词汇和句型,运用本单元的知识写出寻物启事和失物招领。
课 标
要 求
能够运用询问物品所有者的句型和说明联系方式的句型
课 时
目 标
1.复习运用表示身边物品的词汇和相关短语。如:a set of keys
2.能够运用询问物品所有者的句型和说明联系方式的句型:
Are these keys yours?
Call me at…
E-mail me at…
3.会写寻物启事和失物招领。
引 桥
突 破
引导学生补全短文中的单词,进行控制性训练,再通过模仿联系实际进行写作训练。
教 法
多媒体课件
学 法
教师引导，学生自主学习，教师再总结
教学内容
及过程
群体智慧设计
个性化批注
StepⅠ.Lead in
1.Warm up and review the new words in 1a.
T:Good morning/afternoon,boys and girls.
Ss:Good morning/afternoon,Mr./Ms.XX.
T:What’s this in English?
Ss:It’s a watch.
T:How do you spell it?
S1:W-A-T-C-H.
2.T:If you lose your ring,how can you find it?You can write a notice.Let’s review the notices in 2b.Read them,please.
Ss read the notices in 2b.
StepⅡ.Reading with tasks (3a)
1.The teacher shows one key and then a set of keys to teach the new word “set”.
T:Look!This is a key.And these are some keys.They are a set of keys.A set of…
Write it on the blackboard and teach the phrase.
Ss:A set of.
The teacher explains the words.
2:Now read the notices. use the words and the phone number in the box to fill in the blanks.then asks two students to read the notices to the class aloud.
T:Now read the notices again.And pay attention to the writing marks and the capital letters in lost and found notices.
StepⅢ.Writing practice (3b)
1.Discuss how to write a lost and found notice in groups.
T:Now,please read 2b and 3a again and find out what we can write to finish a lost and found notice.
Ss discuss in groups.Then the teacher helps them sum up the languages.
2.The students write their own lost and found notices.The teacher walks around and gives help if needed.
3.The teacher gives the students enough time and then asks two students to write their notices on the blackboard.And the teacher gets others to see if there are any mistakes.Ss check the writings.If there are any,the teacher asks students to correct them. The teacher asks some students to read out their lost and found notices in class.
StepⅣ.Self Check
1.Finish Activity 1.
2.T:Please do Activity 2.First finish it by yourselves.Fill in the chart with pronouns.
Get the students to work on their own.Then discuss the rule of them.Point out the change of words.
3.Activity 3
T:Look at the picture.Pay attention to the thing or things near or far from them.Then use “this/that/these/those” and “is/are”.Say “your” or “yours” correctly.
Ss ask and answer orally first,then write the sentences in their books.
StepⅤ.Summary and Assignment
T:Today,we review school things,pronouns and practice writing a lost and found notice.Now,please do some exercises to review some other things.
StepⅥ.Homework
基础训练
就上节课基训作业批改出现的问题进行强调：：
手写印刷区别：p 的大小写；J的大小写；人名的正确写法.
语法的错误：单复数一致；代词的正确使用
复习代词时用到的活动：pk;考眼力；做题。
2 作文方面训练：
use the words and the phone number in the box to fill in the blanks.then asks two students to read the notices to the class aloud.
3 summary：
1）review school things,pronouns
2）practice writing a lost and found notice.Now,please do some exercises to review some other things.
教学反思
本节复习中发现：代词对于一部分学生而言还是一个难点，这是一个习惯的培养，更是让学生有这种不同代词使用不同意识的形成过程，要在今后的上课和练习中继续的强化，因为英语学习中并没有这样的区别。同时设计的考眼力环节，本来活动形式新颖，很吸引学生的眼球，可由于设计的过多，给学生造成了视觉的疲劳。使得举手的同学后来变得少了，发言不积极了，这个在备课阶段我也注意到了，可由于自己不会修改课件，又怕麻烦，最后没有修改，造成了上课时麻烦，影响了上课的效果，学生的积极性。今后要求自己更专业一点，做课前准备更充分一些！
