人教版英语七年级上册 Unit 3 Section B 教案

1 Unit 3 Is this your pencil?

Section B (1a-1e)

Teaching

Aims

1.语言能力：能听懂失物招领处有关物品丢失的语句。

2.文化意识：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。

3.思维品质：能提取、整理、概括语篇的关键信息、主要内容。

4.学习能力：能在学习活动中积极与他人合作，共同完成学习任务。

Teaching

Difficulties

用合适的句型谈论物品的所属。

Teaching

Aids

multimedia courseware or other realia that the T needs for teaching

Teaching Procedures Tips

Step 1 Lead in

复习环节让学生写在练习本上效果比口头回答效果好。

通过设置情景，让学生在真实的场景中说单词。学生通过用完整句子回答问题，实现了从单词到句子的练习。

➢ Revision

T can help Ss review what they have learned by having them do the exercises

on P5-P6. T can highlight the difficult points that Ss often make mistakes in.

➢ Lead in

T pre-teach the new words by using the corresponding pictures so that Ss can

master these words quickly. T can have Ss read after him/her.

( T can ask Ss the questions: Do you know these things? Then ask Ss to say the

things one by one in a line or a row . But it’s better for T to encourage them to

answer with complete sentences: It’s a/an ... )

Ask Ss to say the things in English as quickly as possible on P9 to practice Ss’

fast memory.

2 Step 2 Presentation & Practice

➢ 1a

This activity is to help Ss recognize the target vocabulary in a different

context. In order to make Ss more aware of the contents of a picture, give Ss

60 seconds to study the picture. Then have Ss close their books and draw the

picture from memory. Ss then compare their drawings with a classmate’s. In

regard to the picture in this activity, the T might challenge Ss by asking them

to draw the picture with the objects and letters.

Answers: 1.e, 2.b, 3.h, 4.a, 5.i, 6.g, 7.c , 8.d, 9.f

➢ 1b

Ask Ss to answer questions about the things in the picture in 1a.

(First T show an example to tell students how to make a conversation. Then T

give students some time to practice in pairs and ask two or three pairsto share

in class. T highlight the key sentence patterns: How do you spell it?

W-A-T-C-H. and tell a similar sentence: Can you spell it? Spell it, please. T ask

students to pay more attention to the punctuation in the sentence: Spell it,

please.)

Optional Approach: Mystery Object Spelling

After reviewing the conversation in 1b as a class, try this fun activity. Tell Ss

they will play a game using the conversation in 1b and their own belongings.

Have Ss work in pairs. Have one S close their eyes. The other S will place a

belonging(e.g.a watch or ruler) in the hands of their partner and will ask, “What's

this?” Keeping their eyes shut,the S will try to guess what the thing is that they

are holding. They will guess and say,“It's a watch.”When they guess correctly,they

can open their eyes and spell the word,“W-A-T-C-H!”

➢ 1c

The activity is to provide guided listening and writing practice with the target

language. Before Ss listen,have them try to identify the contents of the related

picture without referring to the list of words. In the picture in this activity, have Ss

cover the box containing the words and try to name the items from a to i.Then

have them do the listening activity. T can check answers as a class.

Answers:

circled: b.watch, a. ID card, d.pen, e. baseball

➢ 1d

Play the recording again and have Ss do the task in 1d. Then the T can check

answers by asking Ss to say a full sentence with the answer like this:

Linda lost her watch and ID card.

Answers:

3 Linda: watch, ID card,

Mike: pen, baseball

(After Ss finish the listening tasks, T can ask them to read the listening scripts by

themselves. T highlight the key sentence patterns: : I lost my watch this morning.

Here you are. All right. to make sure Ss pay more attention. Also T can translate the

key sentences for Ss if necessary.)

➢ 1e

Teaching tip: Standing and Sitting Role-plays

Once Ss are in pairs, you can use this procedure to help assign roles. Ask one S

in each pair to stand. Assign roles to Ss who are standing. Then assign roles to

Ss who are sitting. When Ss switch roles, they can also switch their standing or

sitting position. This helps the T to monitor how quickly or slowly different Ss

are completing the task.

While Ss are speaking, T can observe and offer help to Ss in need. Ss should pay

attention to the accuracy of Ss’ speaking.

Step 3 Language points

1. watch 可数名词，复数：watches。

拓展：

英语中以s, x, sh, ch结尾的名词，在变复数时末尾加-es。

bus—buses 公共汽车 box—boxes 盒子

dish—dishes 盘；碟 match—matches 比赛

watch clock (钟表)

手表、怀表或秒表 指钟表、挂钟、闹钟等，常用来掌握时间，多带有闹钟的功能，以提醒人们注意时间

2.How do you spell it? 你怎么拼写它？

这是一个特殊疑问句，用来询问拼写方法。注意：回答拼写单词时每个字母都要大写，而且字母与字母之间用连字符连接。

英语中常用代词代替已知的名词，而不重复该词。本句中it代替需要拼写的单词。

同义句型：

Can you spell it, please?请你把它拼写出来，好吗？