七年級英語Unit2教案

Unit2Isthisyourpencil?

教學內(nèi)容

本單元圍繞著"Isthisyourpencil?v這一主題開展聽、說、讀、寫等多

種教學活動，其教學核心內(nèi)容是“確認物主”。通過本單元的教學，使學生學會

辨認物品的所有者，學會根據(jù)場景詢問物品的所屬，以及英語中對應的表達法，

學會寫尋物啟事和失物招領。教師應著力培養(yǎng)學生能在日常交際交往中有效地使

用語言進行表達，與他人溝通信息，為今后學習打下堅實的語言基礎.

教學目標

1）知識目標：

A.學習并掌握指示代詞：this、that;

B.學習What引導的特殊疑問句；

C.學會Yes/No問句及其簡單回答；

D.學會句型：Howdoyouspellpen?P-E-N.

2）能力目標：

A.能辨認物品的所有者；

B.根據(jù)不同場景,能用英語對物品的所屬進行提問和回答；

C.能識別不同句式的語調(diào)（陳述句,疑問句）；

D.培養(yǎng)學生聽、說、讀、寫的能力及創(chuàng)新思維能力.

3）情感目標：

A.通過尋找主人的游戲和失物招領等活動，培養(yǎng)學生拾金不昧的良好的品德

及健康向上的人格；

B.通過開展小組活動,指導學生積極與他人合作,相互學習、相互幫助,共同

完成學習任務.

教學重點、難點

重點:A.掌握批示代詞this、that用法；

B.掌握特殊疑問句和Yes/No問句及其簡單回答.

難點：學會寫尋物啟事和失物招領.

課時安排

第一■課時SectionAla-lc

第二課時SectionA2a-4b

第三課時SectionBla-2c

第四課時SectionB3a-4Self-check1-3

PeriodOne

課前準備

教師：錄音機，圖片，物品實物.

學生:實物（學習用品）.

教學設計

StepOne:Warmingup.（通過復習形容詞性物主代詞，把學生引入學習英

語的

情境中。）

Learnthechant.

T:Let'ssingthechanttogether.

my是我的，your是你的，男他的是his,女她的是her;名詞前面常站崗，限

定所屬有功勞.

StepTwo:Newwords.(利用實物教學，使得教學過程自然、形象。)

1.Presentthenewwords.

T:Boysandgirls,lookatthisplease.What'sthisinEnglish?

(TeacherholdsapenintheEnglish.)

SI:Apen.(SsmaysayitinEnglish.)

T:Yeah.It'sapen.Andwhat'sthis?

(Theteacherholdsaneraserinthehand.)

S2:ItJsaneraser.

(Teachtheotherwordssuchasupencil,book,eraser,ruler,pencil

case,backpack,pencilsharpener,anddictionary,,inthesameway.)

2.Practicethenewwords.

T:Now,pleaselookatthepicturesinyourbooks.Canyouputthe

wordswiththeobjectsintherightpictures?Writethelettersnextto

thewords,please.(GiveSsabouttwominutestofinishla.)

T:OK,let'schecktheanswers.Whocantellustheanswers?

S2:??

StepThree:Presentthedrills.

1.Presentthedrill“Isthis…？Yes/No,itis/isn,t."(利用實物

引入句型，使用不同人的物品來引入形容詞性物主代詞和名詞的搭配的用法。)

(Holdtheteacherspen.)

T:Thisismypen.Isthisyourpen?

SI:No,itisn,t?It'syourpen.

T:(Holdthestudent?spen.)Thisisyourpen.Isthisyourpen?

SI:Yes,itis.It'smypen.

T:(HoldagirlJspen.)Thisisherpen.Isthisyourpen?

SI:No,itisn,t.It'sherpen.

T:(Holdaboy'spen.)Thisishispen.Isthisyourpen?

SI:No,itisn't.It'shispen.

T:Thankyou.

2.Practicethedrill“Isthisyour????”inpairswithyourown

schoolthings.Payattentiontotheuseofmy,your,hisorher.(利用

學習用品操練句型，并加深對物主代詞的理解。)

S3:Isthisyour***?

S4:???It'smy>

S3:Isthis-?

S4:…It'shis/her***

(Theteacherasksafewpairstopractice.)

3.Presentthedrill"Isthat????Yes/No,itis/isn't.”(利用

教師所站位置的不同來引入批示代詞that的用法，并從位置關系上讓學生準確

理解this,that的區(qū)別。)

T:Thatismybook.Isthatmybook?

(Putabookontheteacher'stablesothattheSscanseeitclearly,

andtheteacherstandsalittlefarfromthetable.)

S5:Yes,itis?It'syourbook.

T:Thatishisbook.Isthatyourbook?

(Putaboy'sbookonthetableandtheteacherinthesameplace.)

S5:No,itisn,t.It'shisbook.

T:Thatisherbook.Isthatyourbook?

(Putagirl'sbookonthetableandtheteacherinthesameplace.)

S5:No,itisn,t.It'sherbook.

(Teachandpracticethedrill“Isthat,???”anditsanswer.)

4.Practicethedrill“Isthatyour????”inpairswithyourown

schoolthings.(通過練習，區(qū)別兩個批示代詞的用法。)

S6:Isthatyour***?

S7:???It'smy….

S6:Isthatyour?一？

S7:shis/her--*

(Theteacheraskssomepairstopractice.)

5.Listening.(進行聽力練習，鞏固所學的句型。)

T:Nowpleaselistentothethreeconversations,thefirsttimeyou

onlylisten.ThenIplayagain.Andthistimeyoulistenandnumberthe

conversations.

(Pointtotheboxestoshowwherestudentswritethenumbersforthe

conversations.Teacherplaysthetapeandstudentslistentoitandfinish

lb.)

T:Let'schecktheanswers,OK?

S8:(fromlefttoright)

T:Thankyou.

6.Practicethedrillsaccordingtothepicturesusing“hisor

her”.(設置情景，使學生在情景中準確運用物主代詞his或her。)

(Showstudentsfourpictureslikethefollowings.見課件。)

StepFour:Task“Haveacontest”.(把兩個學生的文具混在一起，然

后請他們分別挑出自己和同伴的物品，用的時間少者為勝者。挑選物品的同

時,要求學生用英語說出:Thisismy…Thatisher/his…)

T:P11putyourthingsandyourfriends,thingstogether.Iwant

toseeifyoucanidentifywhichisyoursandwhichishersorhis.

(Putthesamenumberofthethingstogether,andfirstaskthemto

pickouttheirownthingsandtheirpartnersJthings.Thenaskthemto

giveareport,usingthekeywordsandtargetlanguage.Onestudentpicks

upthethingswhiletheothercountsthetimeaswell.)

Languagesusedforthetask:

1.Thisismy???

2.Thatisher/his***

StepFive:Summary.(編一個Chant,便于學生進一步識記本節(jié)課所學的

重點詞匯和語言項目。注意應強調(diào)Chant的節(jié)奏和一般疑問句的語調(diào)。)

Chant.

T:Inthisclass,we'velearnedthenamesofsomecommonpersonal

possessionsandhowtoidentifyownership.Let'slearntosaythischant.

Isthismybook?Yes,itis.

Isthatyourruler?No,itisn't.

Isthisherpencil?Yes,itis.

Isthathiseraser?No,itisn,t.

Homework.

Readthenewwordsandthetargetlanguagespresentedinthisclass

andsaythechanttoimproveyourspokenEnglish.

PeriodTwo

課前準備

教師：錄音機，所學物品的圖片，一個書包(里面裝著事先收集的學習文具)，

表格若干張。

學生：一張硬紙寫上自己的姓名和電話號碼，學習的物品。

教學設計

StepOne:Revision.

1.Reviewthedrills.(用學生的姓名和電話號碼來復習句型：Isthis

(that)your(his/her)…?及簡短回答:Yes,itis./No,itisn't.注意教

師提問的同時，用手勢來幫助學生給出你預想的答案。)

(Putsomepaperwiththenamesandtelephonenumbersonthe

blackboard.)

T:Pleaselookattheblackboard.Andanswermyquestions,please.

Isthisyourfirstname?

SI:No,itisn't.

T:Isthatherlastname?

S2:Yes,itis.

T:Isthishistelephonenumber?

S3:Yes,itis.

T:Good.Thistime,whowouldliketocometotheblackboardandask

questionslikeme?

(Studentsinturncometotheblackboard,pointtothepaperandask

questions,thenaskotherstudentstoanswer.)

2.Reviewthevocabulary.(在黑板的名字旁邊貼上學習物品的圖片，來

復習所學的單詞和句型。)

(Putsomepicturesofthingsstudentshavelearnedinclassnextto

thenamesofthestudents.)

T:Isthisyourruler?(PointtoPicture1.)

S4:No,itisn't.

T:Isthisherruler?(PointtoJennyChen.)

S4:Yes,itis.

T:Isthatyourpencilcase?(PointtoPicture2.)

S5:No,itisn't.

T:Isthathispencilcase?(PointtoJimWang.)

S5:Yes,itis.

(Getthestudentstoaskthequestionsinturn,makesuretheyuse

theitemstheylike.)

StepTwo:Listining.

1.Listening(2a).(練習聽力前，先讓學生再一次說出圖片中物品的英

文，進一步強化重點單詞。)

T:Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?

(Teacherasksthestudentstonameeachoneindividually.)

S6:Thisis???

S7:Thisis???

T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.

Youwilllistenadialogueandpleasepickupthethingsyouhear.Let's

seewhowilldofastestandbest.

(Playtherecordingforthestudentstolisten.)(讓學生把聽到的

物品選出來，放在自己的桌子上，讓學生動手去做，比單純的單詞辨聽更易引起

學生學習的興趣。)

T:Nowlet'schecktheanswers.Pleaseholdthethingsyouhearand

saytheirEnglishnames,OK?

(Makesurestudentsholdthethingstoshowthemtotheother

students.)

S8:Pencil.

S9:

2.Listening(2b).(進一步強化重點詞匯后，進行聽力練習，要求完成

單詞的拼寫。)

T:Nowpleasereadthewords.Oneholdsthethings,theothersread

themaloudonebyone.

(Onestudentholdsthethings,andtheotherstudentssaythewords

aloud.)

T:Thistimeyouwilllistentotherecordingagain,andyouwillwrite

oneofthewordsfromtheboxoneachblankline.

(Playtherecording.Studentslistenandcompletetheconversation.)

T:Let'schecktheanswers.I'dliketoaskthreestudentstoread

theconversationinrole.

(Threestudentsreadtheconversation,fillingthemissingwords.The

restofthestudentschecktheiranswers.)

StepThree:Newdrills.

1.Presentthenewdrills.(用實物引入新句型，幫助學生用正確的句

子來回答。)

(Theteachershowsstudentsapencil.)

T:What'sthisinEnglish?

S:It'sapencil.

T:Howdoyouspellit?

S:P-E-N-C-I-L.

(Changeaneraser.Askandanswerinthesameway.)

2.Practicethedrills.(學生分組練習新句型。)

T:Nowpleasepracticetheconversationwithyourpartner.Usethe

wordsshownin3a.

SA:What'sthisinEnglish?

SB:It'saruler.

SA:Howdoyouspellit?

SB:R-U-L-E-R.

（Asstudentspractice,theteachermovesaroundtheclassroom

checkingprogressandofferingpronunciationandintonationsupportas

needed.）

T:I'11asksomepairsofstudentstopracticetheconversations.

SA:…

SB:???

3.Playthegame:Aspellinggame.（進行一個拼寫游戲比賽，進一步

操練新句型。）

T:Nowlet'splayaspellinggame.Wedivideourclassintotwogroups.

Eachteamwilltaketurnsaskingtheothergrouptothespellwelearned

inclass.Theteamwhoisthefirsttogettenpointsisthewinner.Let's

start.

SA:Howdoyouspellbackpack?

SB:B-A-C-K-P-A-C-K.

T:GroupB,onepoint.It'syourturntoask,please.

StepFour:Task2:Findtheowner.（此任務主要進行了聽、說、寫的

訓練，并復習了一般疑問句及其簡短的回答，以及物主代詞的用法。）

T:Ihavesomethings.ButI'msorryIdon,tknowwhosetheseare.

Couldyouhelpmefindtheowers?Let'sseewhocanfindalltheowners

firstandwritetheowners'namesinthechart.

Languageusedforthetask:

1.Isthisyourmathbook?

Yes,itis.It'smymathbook.

2.Isthatyourruler?

No,itisn,t.It'sherruler.Myrulerisblue.

3.Kim,isthisyourdictionary?

Yes,itis.It'smydictionary.

Hereyouare.

Thankyou.

StepFive:Summaryandhomework.（錄音作業(yè)，要求學生使用準確的語調(diào)

來讀一般疑問句和特殊疑問句。）

Inthisclass,we'velearnedwhat,howandyes-noquestionsmainly.

Andwealsorevisedthepossessiveadjectivesandkeywords.

Afterclass,pleasepracticewhat,howandyes-noquestionsusing

theirownpossessionswithyourpartner.Whenyousaytheconversation

fluently,taperecordssomeofthemandthenplay.

2）DiscussaboutthedifferencesbetweenEnglishnamesandChinese

names.（通過小組討論、總結的方式進行，使學生掌握中英文名字的異同。）

Teacher:Thankyouforyourjob.IthinktheyareallgoodEnglish

names.Forexample,“Susan“isafirstname."Brown“isalastname.

“SusanBrown”isabeautifulgirl'sname.Whowantstohavethisname?

A:Ido.

T:0K.NowyouhaveanEnglishnameSusanBrown.AndyourChinesename

isSunPing.Canyoufindthedifferencesbetweenthem?Let'slookatthe

nexttwopicturesandhaveadiscussionaboutthedifferencesbetween

ChinesenamesandEnglishnames.

Aboy:rmaChineseboy.MynameisZhangNan.Zhangismyfirstname.

It'salsomyfamilyname.Nanismylastname.It'salsomygivenname.

Agirl:rmMaryBrown.I'mEnglish.Maryismyfirstname.

Brownislastname.ParentsusuallycallmeMaryBrown.But

IliketobecalledMissBrown.

3)Exchangetheinformation.(需要在課前有所準備的情況下進行。)

Teacher:NoweveryonecanchooseanEnglishname.Butyoumustpay

attentiontoitsmeaning.Forexample,SusanmeansMolihuainChinese.

DoyouknowThemeaningsofyournames?Ifyoudo,pleaseexchangethe

informationinyourgroup.

4)Reporttheresulttotheclass.

(Somestudentsareaskedtogiveareporttotheclass.)

Example:

Sa:rmRoseWhite.Roseismyfirstname.Whiteismylastname.

Roseisakindofbeautifulflower.InChineseitmeansMeigui.

IlikemynamebecauseIlikerosesverymuch.Andmaybeparents

callmeRosebecausetheywantmetobebeautiful.

Homework.

AskthestudentstosumupthemeaningsofEnglishnamesafter

class.Theycanreadbooksorsearchtheinternet.

PeriodThree

課前準備

教師：錄音機，圖片，實物。

學生：實物。

教學設計

StepOne:Revision.（讓學生放錄音作業(yè)，選擇兩個最好的，給予獎勵，

從而幫助學生樹立學習的信心。）

T:Let'slistentothetapesyourecorded.Whoisthebest?OK,let's

start.

（Selectthebesttwo.Awardaprizetotheirwork.）

StepTwo:Newwords.

1.Presentthenewwords.（運用多媒體或圖片，教新的重點詞匯，同時

復習了本單元重點句型;在教學新單詞的同時，注意復習剛學過的單詞。）

T:Lookatthepicture.

(Showstudentsapictureofawatch.)

T:What'sthisinEnglish?It'sawatch.

(Askastudent)What'sthisinEnglish?

SI:It'sawatch.

T:Good.(Askanotherstudent.)What'sthisinEnglish?

S2:It'sawatch.

T:Howdowespellwatch?(Showstudentsthespelling.)

W-A-T-C-H,watch.Readafterme,please.

S3:W_A_T_C-H,watch.

(Teachtheotherwords“baseball,computergame,key,notebook,ring

andIDcard”inthesameway.)

T:Let'ssaythewordsagain.What'sthisinEnglish?

(Showthewordsrandom.Askquestionslikethis.)

S4:It'sakey.

T:Howdoyouspellit?

S4:K-E-Y.

2.Practicethenewwords.（此活動練習了學生們的口語，同時又進一步

鞏固了新單詞和已學句型。）

T:Good.Pleaselookatthepicturesinla.Matchthewordswiththe

thingsinthepicture.Doitbyyourself.(Studentsfindtheminthe

picturesandobjectsinthepicture.)

T:Well,let'schecktheanswers.Whocantellustheanswers?

S5:

T:Nowpleaseworkwithyourpartner,saytheconversationinlb.Use

thepicturesinla.

(Studentspracticetheconversation.Asstudentswork,theteacher

movesaroundandhelpthem.)

StepThree:Listening.

1.Listening(2a).(通過聽力練習,加深對所學單詞的記憶。)

T:Listentotheconversation.Payspecialattentiontothenamesof

objects.Youwillhearsomeofthenames,notallofthem.Circleonthe

pictureeachitemwhosenameismentionedintheconversations.

(Playtherecordingtwice.Studentslistenandcircletheitems.)

T:Let'schecktheanswers,OK?

S6:

T:Whowouldliketosaythecircledwordsagain?

S7:…

2.Listening(2b).(通過聽力練習，強化學生對單詞和句型的理解，同時訓

練學生寫的技能。)

T:Pleaselookatthetwopicturesin2b.OneisKelsey,andtheother

isMike.Listentotheconversationsagain.Thistimeyouwillpay

attentiontothethingsKelseyandMikearelookingfor.Thenwritedown

thenamesofthethingsundereachpersonJspictures.

(Playtherecordingforthestudentstowritedownthewords.)

T:Well,whatisKelseylookingfor?

S8:

T:WhataboutMike?Whatishelookingfor?

S9:…

StepFour:Pairwork.(這個活動運用信息差，訓練了學生用重點詞匯和

句型進行聽、說、寫的練習。)

T:Nowlet,splayagame.YouareStudentAandyourpartnerisStudent

B.StudentAlooksatpage81,whileStudentBlooksatpage82.Each

studenthasonlypartoftheinformationneededtocompletetheactivity.

FirstStudentAasksStudentBquestions,usingthewordsinthebox;

StudentBanswersthequestionsandwritesthewordsinthechartbelow.

(Studentspracticeinpairs,askingandansweringquestionsand

fillingthecharts.Andtheteachermovesaroundexplainingtheprocedure

andofferinghelp.)

Asample:

SA:Isthisherpencilcase?

SB:No,itisn't?It'shispencilcase.

SA:Isthishiskey?

SB:Yes,itis.It'shiskey.

SA:Isthishisbackpack?

SB:No,itisn't.It'sherbackpack.

(Studentspracticeinpairs.)

T:ThistimeStudentBasksStudentAquestions,usingthewordsin

thebox;StudentAanswersthequestionsandwritesthewordsinthechart

below.

(Studentspracticeinpairs,askingandansweringquestionsand

fillingthecharts.Andtheteachermovesaroundexplainingtheprocedure

againandprovidinghelp.)

SB:Isthisherpen?

SA:No,itisn，t.It'shispen.

SB:Isthisherbook?

SA:Yes,itis.It'sherbook.

SB:Isthishiscomputergame?

SA:No,itisn，t.It'shercomputergame.

T:Let'schecktheanswers.OnefromGroupAandtheotherfromGroup

Bcometotheblackboardtofillinthechart.

StepFive:Summaryandhomework.

Inthiscase,we'velearnedthenamesofsomepossessions.After

class,pleaseusesomeofthesewordstowriteoutaconversationand

practicewithyourpartner.

PeriodFour

課前準備

教師：錄音機，圖片，錄好的磁帶，教學課件。

學生：收集一些英文的失物招領。

教學設計

StepOne:Revision.（檢查學生的作業(yè)，找?guī)捉M學生表演，訓練學生的口

語表達能力。）

T:FirstF11checkyourhomework.Practicethedialogueyoumade.

Andyoushouldusethepicturesortheobjectsthatarementionedinyour

dialogue.I'11invitesomeofyoutocometothefronttosaythedialogue.

DialogueOne:

Sa:What'sthisinEnglish?

Sb:It'sa

Sa:Howdoyouspellit?

Sb:…

DialogueTwo:

Sa:Isthisyour***?

Sb:No,itisn't.It'snotmy…

Sa:Isthisher???？

Sb:Yes,itis.It'sher…

StepTwo:Newwords.

1.Presentthenewwords.

T:Pleaselookatthepicturesandlearnthenewwords.（用多媒體展

示新單詞效果較好。）

1.atprep.在（里面或附近）；在（點刻）；

2.theart.表示特指的人、物、事或群體

3.lostadj.丟失的；遺失的

4.Foundadj.（find的過去式、過去分詞）找回的

5.lostandfound失物招領

6.pleaseadv.請

7.schooln.學校

8.asetof一套；一副

(Teachstudentstoreadthewords.)

2.Practicethenewwords.(事先錄制一段短的聽力，讓學生通過聽的訓

練來強化所學的新單詞，并為學習寫尋物啟示和失物招領作好準備。)

T:Pleaselistentoashortpassagetwicethenfilltheblanksusing

thewordswelearned.

(Showstudentsashortpassageandplaytherecordingforthestudents

tolisten.)

Therearemanythingsin(1)inmy(2).

Look,here's(3)keys.Isthisyours?(4)callJim

(5)753-2289.

Typescript:

TherearemanythingsintheLostandFoundinmyschool.Look,here's

asetofkeys.Isthisyours?PleasecallJimat753-2289.

T:Well,whowouldliketotellustheanswers?

s：???

T:Good.Let'sreadthepassagetogether.

(Studentsreadthepassageandtheteacherpaysmoreattentionto

theirpronunciation.)

StepThree:Reading.

1.Present“LostandFound".(設置情景，激發(fā)學生的思維。從學生

生活中常發(fā)生丟失物品的現(xiàn)象出發(fā)，引導學生學會處理這種問題方法。)

T:Haveyoueverpickedupothers'thingsorlostanything?

Whatarethey?

SI:Ilostabackpack.

S2:Ipickedupapen.

T:Good.Whatwillyoudowiththesethings?Howdidyoureturnor

findthem?Haveadiscussionwithyourpartner.

(Studentsdiscusstheproblem.Maybeyouwillgettheanswer,"we'11

learnhowtowritealostandfound.")

T:Ifyoulostsomething,whatshouldyoudo?Youcanansweritin

EnglishorChinese.

SI:Call“110”.

S2:Telltheteacheraboutit.

S3:Askmyclassmatetohelpmelookforit.

S4:Tellmyparents.

S5:尋物啟事。

T:Allofyouareright.Todaywearegoingtolearnhowtowrite

“Lost”,Lookat“Lost"belowandfindouttheimportantinformation

aboutit.（讓學生通過教師展示的失物啟示，發(fā)現(xiàn)寫失物啟示的要點。）

Lost:

Mybaseball.

Yellowandred.

CallTomat405-6678

Lost:

MyschoolIDcard.

MynameisMike.

Pleasecall843-9096

S6:Thelostthing.

S7:Name.

S8:Color.

S9:Telephonenumber.

S10:Picture.

T:Yes.Youhavedoneverywell.Ifwewrite“Lost”,wemustwrite

thelostthing,theperson?sname,telephonenumberandcolor,wecan

alsoputapictureofthethingonit.Next,ifyoupickupsomething,

whatshouldyoudo?（通過和學生的交流,探討拾到物品時,應如何處理。）

SI1:Giveittoourteacher.

S12:交給警察。

S13：找到失主。

T:Howtofindtheownerofthething?Ithinkwecanwrite“Found”,

Canyouguessthemeaningof“Found”?

Ss:失物招領。

T:Good.Howtowrite“Found"?Lookat“Found”andthentellme

thewaytowrite“Found”.（讓學生通過教師展示的失物招領，發(fā)現(xiàn)寫失物招

領的要點。）

Found:Backpack

Isthisyourbackpack?

PleasecallMana.

Phone#556-0203.

David,

Isthatyourpencilcasein

thelostandfound

case?

Alice.

S14:Thefoundthing.

S15:Telephonenumber.

S16:聯(lián)系人。

S17:Place.

T:Excellent.Allofyouareveryclever.Ifwewrite"Found”,we

shouldwritethething,telephonenumber,thepeoplewhotheownershould

call,alsowritetheplacethatthethingis.

2.Practice.(這個活動目的在于訓練學生的閱讀能力。)