31七年级上册 （教案7）Unit 3 Section A（1a-2d）

skybamboo

Unit 3  Is this your pencil?
Section A (1a-2d)

Teaching Aims	Language goals   Ss can know the possessive pronouns and how to identify ownership. Key words and phrases pencil; book; eraser; box; pencil box; schoolbag; dictionary; his; mine; hers; excuse; me; thank; teacher; about; What about ...? yours; for; thank you for; help; welcome; You're welcome. Key sentences 1. —Is this your pencil?             —Yes, it is. It’s mine. 2. —Are these your books?      —No, they aren’t. They’re hers. 3. —What about this dictionary?      —It’s Helen’s. 4. —Thank you for your help.        —You’re welcome.
Teaching Difficulties	Ss are able to use the possessive pronouns to identify ownership.
Teaching Aids	multimedia courseware or other realia that the T needs for teaching

Teaching Procedures	Tips
Step 1 Lead in	通过Q&A 的形式引入主题，进入单词学习，教师课上对重点或易错单词用拼读或音标的形式进行纠音或拼写帮助学生更快速的掌握。
Show Ss teaching goals in this class. T: Morning everyone. Today we are going to learn to use the possessive pronouns to identify ownership. Show Ss pictures and ask them to answer the questions on PPT P5-P6. Q1: What things are there in your schoolbag? Q2: What things are there in your pencil box? (T show Ss a picture of a schoolbag, and use some instructive languages like: Open your schoolbag, and see what is in your schoolbag. or let’s open your pencil box and see what is in your pencil box. Wow, books, a pencil-box, a dictionary. And ask them to read these words after T. If necessary, T can show Ss the syllables to help Ss to pronounce the difficult words like eraser and dictionary.) T Show Ss a desk and ask them to tell the school things on the desk. (T set a situation: This is Tom’s desk. There are many school things on it. What are they? After Ss say the names of the school things, T lead Ss to read the words and ask them to read together or individually to check if they can read correctly. While Ss are reading, T must correct their pronunciation to make sure they can read correctly. ) Ask Ss to see and say quickly. (T can choose four or five Ss to have a PK. The quickest one can get a star. T show pictures one by one and ask Ss to say the word quickly. Tell Ss to say it as quickly as possible.)
Step 2Presentation & Practice	在听力环节开始之前，将单词融入情景进行对话练习，帮助学生复习单词，降低了听力部分的难度。 听力环节过后进行本单元重点知识点讲解帮助学生提前了解重难点，降低后期学习难度。 再通过跟读听力材料，在材料中理解名词性物主代词的意思，加深学生对语法的理解。同时让学生两两对话更加充分的练习了听力能力。
Ask Ss to observe the picture in 1a and say the school things in the picture. T: Look! There are many school things in this picture. What can you see? (Encourage B level Ss to answer easy questions to build their confidence. They can share one by one in groups or they can ask one S member to share. T must encourage them to share, because they just enter middle school and they need more oral practice to give themselves encouragement and confidence.) 1a   Ask Ss to match the words with the things in the picture in 1a. (Ask Ss to share the words one by one to make sure they can say the school things correctly and can spell the words correctly.) Answers: egbhcfad Ask Ss to ask and answer questions in pairs. (Remind Ss to use the sentence patterns: —What’s this/that?  —It’s … —Is it yours?  —Yes, it is mine. /No, it's his/hers. —What’s these/those?  —They're … 4. —Are they yours? —Yes, they are mine./No, they are his/hers. T must correct their grammar mistakes when Ss share their conversation in class. ) 1b & 1c Ask Ss to listen and number the conversations [1-3] in 1b. T: We have talk about so many school things you use at school. Now let’s listen and number the conversations [1-3] in 1b. (After checking the answers as a class,T can invite some Ss to role-play these conversations in class.) Answers: 3 2 1 Ask Ss to make their own conversations with their partners using the school things and then show in class. (The sentence patterns in 1b are too short and easy. To make it more real and vivid, T can add more sentences to set a real situation and ask Ss to make the conversation in pairs. Or ask Ss to make a similar conversation with their partner. If the class is strong, T can ask Ss to start the conversation directly.) 2a Ask Ss to see the pictures of school things and write their English names on the blackboard. T can check if Ss have remembered these target words. Then play the recording and ask Ss to check (√) the things they hear. Answers:pencil, eraser, ruler, books, pencil box 2b & 2c Ask Ss to listen again and complete the conversation with the words in the box in 2b. (T can check answers by having Ss to role-play the conversation.) Ask Ss to read the listening scripts so that they can have a better understanding of the conversation. The T should explain some difficult sentences or phrases that Ss can’t understand clearly. Answers:pencil, eraser, ruler, books, pencil box     At last, Ss can be encouraged to make their own conversations using the school things around them.
Step 3Presentation & Reading
2d The T can ask Ss to read the conversation silently first and explain the sentences that Ss can’t understand.Then the T can focus Ss’ attention on the target structure appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases.Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs.	2d的对话部分对知识点进行了再一次总结和练习，让学生在真实情境中感知语言的运用。
Step 4 Language points
1.含be动词的一般疑问句 （1）结构：Be动词(am/is/are)+主语+其他? （2）肯否回答：Yes, 主语+be动词(am/is/are).                               No, 主语+be动词(am/is/are)+not. （3）一般疑问句主语是this, that, these, those，回答时用it指代this/that；用they指代these/those。 名词性物主代词 3. Excuse me, Grace. (1) excuse me用于礼貌地引起他人注意，尤其是问路、问姓名等。 (2) 对打断别人等失礼行为表示歉意。 (3) 用于婉转地表示不赞成对方的观点。 4. me pron.（I 的宾格）我 me是I的宾格形式， 用在动词或介词后面作宾语。 5. What about this dictionary? . “What about ...?” 等同于 “How about ...?”，是口语中常用的句型， 常用于以下情景： 1) 向对方提出建议或请求； 2) 征求对方的看法或意见； 3) 用以将注意力转向另一人或物。 6. about prep.关于 adv.大约 （1）about在此处作介词，意为“关于”，后常接名词、代词或动词-ing形式作宾语。 （2）about还可作副词，意为“大约” 。 7. Thank you for your help, Anna. thank you for … 意为“为······感谢你”,等于Thanks for …,都是表达感谢的方式。for是介词，后加名词、代词或动词-ing 形式，表示感谢的内容或原因，即  thank you for sth. 或 thank you for doing sth.
Step 5Exercises & Homework	Exercises的任务是对本节课重点知识点的总结与回顾，如果学生水平较高，老师也可以根据学生情况适当增加练习量。
Exercises Ask Ss to do the exercises on PPT P33-P35. T ask Ss to make a summary about what we have learned today. Homework 1. Recite the conversation in 2d. 2. Do the exercises in students’ book.
Teaching Reflection	In this period, the key and difficult part is to help Ss to use the possessive pronouns well and can tell what these pronouns refer to in a passage. The most difficult thing is to help them transform adjective pronouns (my, your, his, her, their…) + n. into the possessive pronouns (mine, yours, hers, theirs …). Actually some weak Ss still can’t master their meaning so well. So more practice and exercise must be done to help them understand possessive pronouns.