Section A Grammar focus 3a—3c教学实录与评析

Unit3

Section A（1a-2b）教案

平江县三阳中学

李冬青

【教材版本与册数】新目标人教版七年级上册

【单元名称】

Unit 3 Is this your pencil?

【课时】Section A 1a-2d （第1课时）

【课型】Listening and Speaking（听说课）

教材分析

【本单元话题】本单元围绕“学习用品”, 使学生学会辨认物品的所属者。

【本单元重点掌握目标】主要学习学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础。

【教材内容拆分分析】Section A要求学生掌握各指示代词，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。

【通过本单元的学习学生需掌握哪些综合技能】通过本单元的学习使学生学会询问生活中的日常用品，介绍自己的所属物品；巩固复习失物招领句型。

教学目标

1. 语言知识目标：

1) 能掌握下列词汇: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, You're welcome.

2) 能掌握以下句型：

①

—

Excuse me. Is this/that…?

—

Yes, it is. / No, it isn’t.

②

—

Excuse me. Are these/those…?

— Yes, they are. / No, they aren't. ③

What about …?

3) 能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。

2. 情感态度价值观目标：

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，

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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。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。

教学重难1. 教学重点：

点

1) 能口头应用以下句型：

①

— Excuse me. Is this/that …?

—

Yes, it is. / No, it isn’t.

②

—

Excuse me. Are these/those …?

—

Yes, they are. / No, they aren’t.

③

What about …?

2) 能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。

2. 教学难点：

能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。

建议教法

情景交际法，任务型教学法，听说课的“3P”教学模式

：

P--呈现（语言输入）

P--操练（1.机械操练2. 听力训练）

P--运用（语言输出）

设置情景意义操练

设计听后活动任务，先模仿再迁移

总结，听后设置任务提升学生语言运用能力

教学流程

教学评价

（详见相应教学设计）

1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。

2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。

3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。

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（附：教学活动设计）

步骤

过程

1 Step 1

预备Lead in

与激活先期知识

措施

1. Show some pictures of items (pen, ruler, cup, book, pencil…) and ask:

What’s this in English?

What’s that in English?

How do you spell it?

Have them work in pairs to practice the questions.

2. Work on 1a.

T: What can you see in the picture? Collect their answers.

Ask them to finish 1a by themselves. Check their answers.

3. Let Ss read the new words aloud after the teacher. Then try to remember the new words.

目的

1. 通过教室场景和学生自己的学习用品，营造与学生生活密切相关的语言学习气氛，由实物引出单词，激起学生兴趣。

2. 通过读图找出图中学习用品，同时呈现实物，加深学生对单词意义的理解，引导学生在真实语境中感知和模仿新的语言。

2 获取新知

Step 2

Pre- 1. Pretend that you don’t know whose these things are 1. 教授核心句型Is and ask A:

this your …?

listening “Is this your book?” And lead him/her to answer: “Yes, 2. 教授核心词汇

it is. It’s mine.”

pencil, book, Then take another one and ask its owner: “Is this your eraser, box, pencil schoolbag?” Help him/her to answer: “No, it isn’t. It’s box, his.”

schoolbag, his, dictionary, Have the students ask and answer in pairs. (Maybe hers, mine, yours…

when they do this, they’ll make mistakes, so the 3. 通过书上练习巩固teacher come to them and give them help if necessary.) 所学词汇

Then ask them to act their dialogues out.

— Is this your book? —

Yes, it is. It’s mine.

— Is this your schoolbag?

3

—

No, it isn’t. It’s his/hers.

2. Tell Ss: my book = mine;

his book = his; her book = hers

Step 3

While-listening

Work on 1b.

1. 通过听力练习，T: Now please listen to the three conversations, the 达到语言输入的first time you only listen. Then I play again. And this 目的。

time you listen and number the conversations. 2. 听第一遍完成(Point to the boxes to show where students write the 教材基本要求，听numbers for the conversations. Teacher plays the tape 第二遍提高难度，and students listen to it and finish 1b.) T: Let’s check the answers, OK?

Ss: … (from left to right)

T: Thank you.

要求学生用本课目标词汇及句型完成回答问题。

3. 通过听音模仿，加大语言输入量以及强化语音语调学习。

3 深度加工知识

Step 4

Post- Work on 1c. 1. 学生通过反复1. Get the students to work in pairs to practice these 模仿原文对话，巩固目标语言。

listening conversations.

2. Ask them to practice in pairs. Walk around the 2. 利用所学目标classroom to check pronunciation and intonation. Then 词汇，自己创编新call some pairs to perform their conversations in front 的对话，拓展学生of the class.

词汇及语言能力。

1. 通过听力练习巩固Step 5

While- 1. Work on 2a. T: Please look at the pictures in 2a. Can you say their 并检测学生所学的目标词汇及句型是否掌listening

English name?

(Teacher asks the students to name each one 握。

individually.) S1: This is …

2. 通过听力原文听音模仿，进一步4

S2: This is …

S3: …

巩固所学的目标语言。

T: Now please take out the objects in 2a and put them

on the desk. You will listen to a dialogue and please pick up the things you hear. Let’s see who will do fastest and best. (Play the recording for the students to listen.)

（让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）

T: Now let’s check the answers. Please hold the things you hear and say their English names, OK? (Make sure students hold the things to show them to the other students.)

2. Work on 2b.

T: Now please read the words. This time you will listen to the recording again, and you will write one of the words from the box on each blank line.

(Play the recording. Students listen and complete the conversation.) T: Let’s check the answers. I’d like to ask three students to read the conversation in role. (Three students read the conversation, filling the missing words. The rest of the students check their answers.)

Step 6 Post-listening

Work on 2c.

结合之前所学的物主1. T: Now please practice the conversation with your 代词，将其带入本课partner.

目标句型，进行目标2. Ask some pairs to act out the dialogue in front of the 句型学习与操练。

class.

5 —

Is this / that

3. T: Now collect some more school things from your your …?

classmates. Then make a new conversation with your partner. Then practice your conversation. 4. Ask some pairs stand up and act out their dialogue using the school things they collected.

4 Step 8 评价Summa学生ry

的学习

1. —

Excuse me. Is this/that…?

—

Yes, it is. / No, it isn’t.

2. —

Excuse me. Are these/those…?

— Yes, they are. / No, they aren't. 3. What about …?

4 Step 9

评价Homew学生ork 的学习

Make your own conversations using the things in your 巩固所学词汇及句型。

classroom.

—

Yes, it is. / No, it isn’t.

—

Are these / those your …?

—

Yes, they are. / No, they aren’t.

总结巩固课时所学内容。

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