下载文档原格式
Unit 3 Is this your pencil？Ⅰ.Teachin g AimsKnowledge ObjectsKey vocabulary: pencil, pen, book, eraser, ruler, pencil box, schoolbag，dictionaryTarget language: Is this your pencil?Yes, it is. I t’s mine.Is that your backpack?No, it isn’t. It’s his.Are these your books?No, they aren’t. They’re hers.Ability ObjectsTrain students’ listening skill.Train students’ communicative competence using key vocabulary and target language.Moral ObjectIf something doesn’t belong to you, give it back to its owner.Ⅱ.Key PointsThe names of some common personal possessions.How to identify ownership.Ⅲ.Difficult PointStudents can communicate wit h others using the key vocabulary and the target language learned in this class in everyday situations.Ⅳ.Teaching Method sScene teaching method.Singing method.PairworkⅤ.Teaching AidsMultimediaⅥ.Teaching Procedures.Step1 RevisionListen to a song “Hi, hello, what’s your name?”Students listen to the song and try to sing it, and then answer with “my name is…”Point at a boy who has said his name and ask other students “What’s his name?” The other students may use “His name is…” to answer.Point at a girl and ask the students “What’s her name?” Students may use “Her name is…” to answer.Step2 Lead-inShow a pencil, ask students “What’s its name?”——“Pencil”“Is this your pencil?” …Step3 New words learningAsk the students “Where do you put your pencil in?” students must think about “pencil box”. Then learn this word.Ask students to take out the things in their pencil box. Learn the words: pen, eraser, ruler.“Where do you put your pencil box in?” Lead to the learning of “schoolbag”.“What are the other things in you schoolbag except the pencil box?” This sentence will lead to the learning of “book”, “dictionary”.Read the words for several times. Pay attention to the pronunciations.Give each pair of students an object. Ask them to make conversations using the words they have learned just now.(What’s this/that/these?---This is/That is/These are… Match the words with the things in the picture, and then check the answers (e g b h c f a d )Listen to a song “show me”.Get the students to sing the song and show their things.Step54Practice the target language.Show several pictures and ask the students to make conversations according to the pictures by themselves. Support following target language:Is this your … ? ——Yes, it is. It’s mine.——No, it isn’t. It’s his/hers.Is that your… ? ——Yes, it is. It’s mine.——No, it isn’t, It’s his/hers.Are these your… ?——Yes, they’re mine——No, they aren’t. They’rehis/hers.Read the conversations. Girls ask and boys answer.Step6 listeningListen to the conversations carefully.Listen to the conversations again, and number the conversations.Check the answers (3.2.1.)Listen for the third time and repeat the conversations.Teaching aims学完本课后，学生应能：学生应能掌握关于文具用品的单词（听和写）。
人教版新目标七年级英语上册语法聚焦单元主题写作训练题Unit 3 Is this your pencil[一般疑问句和名词性物主代词的用法]1．—Is this his green pen? 这是他的绿色钢笔吗？—No, it isn't. 不，它不是。
2．—Is that your schoolbag? 那是你的书包吗？—Yes, it is. 是的，它是。
3．—Are these your pencils? 这些是你的铅笔吗？—No, they're Bob's. 不，它们是鲍勃的。
4．—Are those her keys? 那些是她的钥匙吗？—Yes, they are. 是的，它们是。
5．The blue pen is his.这支蓝色的钢笔是他的。
6．And the green pen is hers, too.这支绿色的钢笔也是她的。
7．—Is that yours?那是你的吗？—Yes, it is. 是的，它是。
8．—Are those Anna's books?那些是安娜的书吗？—No, they aren't. They're mine.不，它们不是。
它们是我的。
1．一般疑问句(1)一般疑问句的用法询问事物或某种情况是否属实，需要对方作出肯定或否定回答。
(2)含有系动词be的一般疑问句的结构Be动词 (Am, Is, Are)＋主语＋其他？肯定回答用“________，主语＋be.”；否定回答用“________，主语＋be＋not.”。
be 和not 常用缩写形式。
如：—Is this your English book?这是你的英语书吗？—Yes, ________ ________．/No, ________________．是的，它是。
/不，它不是。
(3)含be动词的陈述句变为一般疑问句的步骤第一步：要将be动词提到句首，并且大写第一个字母。
人教新目标英语七年级上册Unit 3 Is this your pencil?The First PeriodSection A (1a—2d)I. Teaching aims1. Knowledge aims:⑴ Key words: pencil, book, eraser, box, schoolbag, dictionary⑵ Target language:A: Is this your pencil?B: Yes, it is. It’s mine. / No, it isn’t. It’s hers.A: Is that your schoolbag?B: Yes, it is. / No, it isn’t. It’s his.A: Are these your books?B: Yes, they are. / No, they aren’t. They’re hers.A: Are those her keys?B: Yes, they are. / No, they aren’t. They’re mine.2. Ability aims:Learn to identify ownership .3. Emotion aims: Learn to use English in their daily life .II . Main Points1. V ocabulary: his, mine, hers, excuse, me, thank, teacher, about,yours, for, help, welcome, thank you for ...2. Yes/No questions and short answersIII. Difficult pointsPossessive Pronouns: mine, yours, his, hersIV. Teaching MethodTask-based teaching method, consolidationV. Teaching aidsTape recording, CAIThe Second PeriodSection A (Grammar Focus – 3c )Ⅰ. Teaching aims1. Knowledge aims:⑴Key words: it’s = it is, isn’t = is not, aren’t = are not⑵Target language:A: Is this your pencil?B: Yes, it is. / No, it isn’t.A: Is that your schoolbag?B: Yes, it is. / No, it isn’t. It’s his.A: Are these your books?B: Yes, they are. / No, they aren’t. They’re hers.A: Are those her keys?B: Yes, they are. / No, they aren’t. They’re mine.2. Ability aims:Learn to talk about their school things .3. Emotion aims: Practict makes perfect .II. Main PointsTalk about school things.III. Difficult pointsLearn to say school things in English.IV.Teaching MethodTask-based teaching method , groupworkV. Teaching aidsTape recording, pictures.The Third PeriodSection B ( 1a –1e )I. Teaching aims1. Knowledge aims:⑴Key vocabulary: baseball, watch, computer, game, card, IDcard, notebook, ring, bag⑵Target language:--- What’s this?--- It’s a …--- How do you spell it?--- W-A-T-C-H.2. Ability aims:⑴ Get the students to talk the things in English freely.⑵ Get the students to learn to find the owners of the things.3. Emotion aims: Learn to know the meaning of some specialnumbers like 110, 121, etc.II . Main Points1 .Teach the new words.2. Have the students know the meaning of some things in dailylife.III. Difficult pointsGet the students to use the words freely.IV. Teaching MethodTask-based teaching methodV. Teaching aidsTape recording, CAI VI. Teaching proceduresThe Fourth PeriodSection B (2a – 2c )Ⅰ. Teaching aims1. Knowledge aims:⑴ Key words: in, library, ask, find, some, classroom, e-mail,at, call, lost, must⑵ Target language:--- Is it yours?--- Is this your watch?--- Call me at 685-6034.2. Ability aims: Train students’ reading and writing skills.3. Emotion aims: To be interested in taking part in activities inEnglish classes.II. Main Points1. Key vocabulary: ask…for…, call…at…III. Difficult pointsGet the students to write Lost and Found.IV. Teaching MethodTask-based teaching methodV. Teaching aidsTape recording, pictures.VI. Teaching ProceduresThe Fifth Period(3a--Self Check)I.Teaching aims1.Knowledge aims:⑴ Key words: set, a set of…⑵ Target language:----Please call me at ….----Are these yours?2.Ability aims:To train Ss’ writing skills .3. Emoyion aims:Please be a careful person and look after your things well. II. Main Points1. New words: set, a set of2. Write their own lost or found notes.III. Difficult pointsGet the students to read and write the notes. IV. Teaching MethodTask-based teaching methodV. Teaching aidsTape recording, pictures.。
人教版新目标英语七年级上册第三单元Unit3知识要点汇总教案Unit3Is this your pencil？一.重点单词pencil铅笔book书eraser橡皮box盒子dictionary词典his他的hers她的mine我的yours你的excuse原谅thank感谢help帮助teacher老师about关于welcome受欢迎的computer电脑for为了watch手表game游戏baseball棒球ring戒指ask请求find找到some一些library图书馆call打电话lost丢失must必须card卡片notebook笔记本a set of一套二.重点句型Is this your…？Is this his…？Is this her…？Yes,it is./No,it isn't.Is that your…？Is that his…？Is that her…？Yes,it is./No,it isn't.Are these y our…？Are these his…？Are these her…？Yes,they are./No,they aren't.Are those your…？Are those his…？Are those her…？Yes,they are./No,they aren't.It is mine.They are mine.It is yours.They are yours.It is his.They are his.It is hers.They are hers.It is Sb's.They are Sb's.What about…？How about…？Thank you.Thank you for your help.You are welcome.例句Examples-Is this your pencil？-Yes,it is.-Are those Bob's books？-No,they aren't.They are Sally's.-Thank you.-You are welcome.-Is that her watch？-No,it isn't.It is John's.-What about the blue cup？-It's mine.The green cup is hers.-Thank you for your help.-You are welcome.三.语法要点1.一般疑问句General Questions助动词/BE动词/情态动词+主语+其他（实意谓语、表语等）助动词：do does did have has hadBE动词：am is are was were情态动词：can could may shall should will would一般疑问句通常用Yes或No来回答，后跟相应的简短主谓略写。
【英语】人教新目标：七年级上册第3讲第三单元教师版教案知识点归纳1. ---Look! What’s _______ i n the sky? ---It looks like a kite. A. this B. that C. those2. ---Do you know Alice?---Yes. I know ________ very well. A. she B. her C. herself D. hers 3. --What time do you usually get up at weekends? ---_________ around eight.A. AtB. OnC. InD. For4. ---_______ Mr. Wang. Can you pass the dictionary to me, please? ---Certainly. A. I’m sorry.B. Pardon?C. Thank you. D. Excuse me. 5.“Do you want to go to ________ action movie?” “No, I don’t want to.”---Certainly.A. aB. anC. /6. name, how, do, spell, you, your, last（连词成句） __________________________________________________? 7. That is a ruler in English.（对画线部分提问）_______ _______ in English?8. It is Tanya’s dict ionary. （变为否定句）It ________ ________ Tanya’s dictionary.第三讲人教版初一上 第三单元本讲内容考点透视答案：1. B 2. B 3. A 4. D 5. B 6. How do you spell your last name? 7. What’s that 8. is notⅠ. 重点单词解析 1. dictionary 字典，词典a Chinese-English dictionary an English-Chinese dictionary◆ look up the new words in the dictionary2. call① 打电话 【同义词】 telephonePlease call me this afternoon.请今天下午给我打电话。
七年级英语Unit 3 This is my sister.人教版（新目标）【本讲教育信息】一. 教学内容：Unit 3 This is my sister.同学们，经过了一个月的学习生活，你们彼此之间一定熟悉了吧！也许你们已经开始互相介绍彼此的家人和朋友了吧！那么如何去介绍他（她）们呢？如何识别他们呢，本单元让我们一块来学习一下相关的用语和语法吧。
［教学过程］一. 语言目标（Language Goals）介绍人（Introduce people）识别人（Identify people）二. 语言功能以家庭为话题，学会用英语介绍和辨认家庭成员及朋友。
学习并记忆有关家庭成员称谓的英语词。
三. 重点句型1. Is this / that…? Yes, it is./ No, it isn’t. It’s …2. This is my brother. That is （That’s）my sister.3. These are his brothers. Those are my friends.4. Is she / he your sister? Yes, she / （he）is. / No, she / he isn’t.5. Are they …? Yes, they are. / No, they aren’t.6. She is （She’s）/ He is （He’s）…They are…7. Is Guo Peng your…? Yes, he is. / No, he isn’t.四. 主题词表五. 目标语言1. This is my brother.2. These are my friends.3. That’s my brother.4. Those are my brothers.5. －Is that your sister?－No, she isn’t.6. Thanks for the photo of your family.六. 口语交际：1. 介绍他人：This is …That is …These are …Those are …2. 识别他人（1）－Is this / that Lisa / Mike…?－Yes, she / he is.No, she / he isn’t.（2）－Are these / those your friends…? －Yes, they are.－No, they aren’t.七. 重点词汇及短语词组：thanks for 为……而感谢very much 非常see you soon回头见pen friend（penpal）笔友family tree家谱八.1. 指示代词，this这，that那，these这些，those那些的用法。
人教版新目标初中英语七年级上册Unit3教学设计方案Unit 3: This is my sister.教学设计方案课程目标一、知识和能力目标通过本单元教学，使学生能运用所学英语，正确地描述物体的颜色；同时进一步学习分辨人物的用语，并加以运用。
二、过程和方法目标本单元口语训练应当自始至终在一种鲜明的色彩背景下进行，旨在营造那种为学生所喜爱的欢快气氛，教师应当在十种颜色上大做文章；在使用实物时要使颜色醒目；在组合图画时，要尽量用大色块；在使用投影时要使颜色突出来。
教师可以从教室环境上入手营造色彩气氛，如：选取十种颜色的硬色板，剪成各个大写字母；或者将色板剪成各种卡通动物形象，悬挂在教室当中或在墙上，注明各种颜色的英语字块。
三、情感态度和价值观目标用各种可以调动学生积极性的活动来提高学生的活跃性，激发他们参与讨论的热情。
同时可以对学生进行美育教育，从小培养他们对美的正确认识。
学情分析“What color"学生在学习的过程中很容易把它错写成或错读成“What’s color”，因此在练习中要反复强调。
教学准备A tape-recorder, 一张白纸和各种颜色的彩笔四.课时安排:5课时Period 1Objectives:1.To learn to introduce people2.To learn to use this, these, thatProcedures:Step1 Warming up by studying the titleHello, class. What is this in English? Yes, it is. It is a photo. It is a photo of my sister. This is my sister. Read after me. This is my sister. 这是我的妹妹。
Now turn to page 101. Look at the words and expressions from Unit 3 and make sentences with me.This is my mother. That is my father. This is my brother. That is my friend. Etc.Step2 1a Finding and matchingPlease open your books and turn to page 13. Look at the picture in 1a. Find these people in the picture. Match the words with the people in the picture.Step3 1b Listening and circlingLook at the picture in 1a, and listen to the tape. You are going to listen to the conversation twice and circle the people in the picture. Then you shall read the conversation after the tape. One of you good at drawing shall come to draw the picture in 1a.S tep4 1c PAIRWORKTake turns to talk about your family.Here is an example in the book. First read it after me and then read it loudly several times on your own.Step5 SummaryStep6 HomeworkPeriod 2Objectives:1. To learn the names for family members2. To learn to use plural nounsProcedures:Step1 Warming up by greeting and introducingHello, class. Look at this table and number the six sentences in the same order as they come in this book.Read after me these six sentences. And make a conversation with them.Step2 2a Listening and circlingTurn to page 14. Listen to the tape. First just listen, and then listen again and circle the words you hear. Check the answers by asking two students to show their answers.Step 3 2b Listening and matchingPlease listen to the tape again and match the names with the people in the picture in Part 2b. Check the answers.Now go to page 85. Read the tapescript. While reading try to cut/ the sentence into thought groups, study all the predicates and underline all the expressions. That’s grammar study, indeed. Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read. Step 4 2c PAIRWORKLet’s play a game. Student A covers the names. Ask about the people in the picture. Student B answers the questions.Now look at a photo of our class students. Make a dialogue like the one above.Step 5 SummaryStep6 HomeworkFinish off the Wb exercises of SectionA.Period 3Objectives:1.To learn to introduce people2.To learn the names for family members Procedures:Step 1 Warming up by studying the grammar focusReview the grammar focus. Go Page14 and read after me these questions and answers. Get several students to translate these sentences.Step 2 3a Reading and fillingLook at the picture on page 15. Put a word from on the left into the blank. Ask several students to write their answers down on the Bb. Check as a class.Let the Ss read the conversation .Step 3 3b PAIRWORKNow read the conversation above together with me. Then practice the conversation in pairs.Step 43c Writing and guessingNow boys and girls, let’s play a guessing game.I will ask one student to come to the blackboard to write a name on the blackboard, and the others shall guess who the person is.For example ,A:Is Guo Peng your brother? B:No, he isn’t.Draw a picture of your family member, and write some sentences to introduce your family member to your classmates.Step5 4 GROUPWORKLet’s ask and answer in groups of four. Show the others your family photos. Take turns to ask and answer questions about the photos. You have to use all the sentences patterns you learn so far. Step6 HomeworkPeriod 4Objectives:1.To learn to use subject pronoun she2.To learn to use Yes/No questions and short answers Procedures:Step 1 Warming up by asking and answeringHi, class. Let’s read these sentences and complete them with one word,.1. Your father's sister is your ___. (aunt)2. Your mother's mother is your ___. (grandmother)3. Your sister's brother is your ___. (brother)4. Your mother's brother is your ___. (uncle)5. Your uncle's son is your ___. (cousin)6. Your mother's father is your ___. (grandfather)To know more about names for family members,let’s go to page 16. Step2 1 Reading and addingFirst read after me these words on page 16 at the top.Then put the right word in the right place in the family tree. The answers should be:Could you make your own family tree? Have a try!Step3 2a Listening and checkingThis activity gives you practice in recognizing specific vocabulary words in spoken conversation. First time I play the tape, and you just listen. Then listen and check the word you hear.Step4 2b Listening and choosingLook at the pictures in 2b. Listen to the tape for the third time. This time you listen and pick the picture Dave and Lin Hai are talking about. (Picture 1)Now turn to page 85. Read the conversation and underline all the useful expressions. Copy them in your notebook after class. Step5 2c PAIRWORKBoys and girls! Look here. Look at this picture. Look at these people. They are members of my family. This is my mother. And this is my sister.Now please work in pairs to talk about your family with your family photo or a picture you draw. Get several students to talk about their family.Step6 SummaryStep7 HomeworkPeriod 5Objectives:1.To learn to use demonstratives this and these2.To learn to make and use plural nounsProcedures:Step1 Warming up by acting out the conversationsGood morning, class. Let’s go to page 8. Let’s read aloud the two conversations from this unit.Now let’s act them out in groups of four.Could we make some changes to the conversations? Let’s have a try.Step4 3a Reading and drawingOn page 17 is a letter from Emma to Mary. What does Emma say to Mary? Now read the letter after me and translate it into Chinese.Now draw a picture of Emma’s family.Next let’s read the letter again to find out and underline all the useful expressions. Copy them in your notebook after class.Step5 3b Looking and writingLook at the family photo in 3b. Suppose this is your family photo. Write about the people in the photo. Ask several students to share their answers with the class.Step6 4a Looking and writingWhere is your family photo? Now look at your photo and write a letter about it.Step7 SummaryStep8 HomeworkFinish off the Wb. exercises of Section B.。
Unit3 Is this your pencil?一、单元分析本单元的标题为 Is this your pencil? 话题为 Things in the classroom.。
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。
本单元围绕“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 your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。
通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。
根据教材内容我把该单元的教学目标定为：1语言知识⑴语言结构：复习指示代词this, that，these，those和What 引导的特殊疑问句用法学习Yes/No问句及其简单回答学习句型How do you spell pencil?的用法⑵语言功能：学会辨认物品的所有者询问物品的所属，对物品的所属进行提问和回答能够使用目标语言写失物招领和寻物启事2语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，作出较得体的回答。
说：能在本课的任务型活动如：失物招领、制作海报、编写谜语等中进行简单有效的交流。
读：能正确朗读本单元课文；能查阅工具书为完成任务做准备；能阅读有关外国学校简单的背景材料。
写：能使用简单的句子和短语参照范例写出“寻物启示”、“失物招领”等语言材料。
3学习策略目标：•使学生明确自己学习的需要，自觉完成课前任务。
•通过Contest Guessing 和Role playing，使他们能主动积极地参与课堂活动。
·通过完成任务, 培养一种群体意识, 自主学习及合作学习的意识.※跨学科学习:·艺术：画出所学物品并依此支持完成失物招领和寻物启事。
