湖南省地质中学-英语-高珊-教学设计.doc

长沙市中（小）学教师统一备课用纸
科目
英语
年级
七年级
班级
C1501，C1502
时间

课题
Unit 3 Is this your pencil? Period 3（Section B 1a-2c）
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1．让学生继续了解如何确认物主关系。
2．使学生能够看懂寻物启事和失物招领启事。
3．学习本课的知识点。
(1)词汇：baseball，watch，computer，game，card，notebook，ring，bag，in，library，ask，find，some，classroom，e­mail，at，call，lost，must
(2)句型：—What's this？—It's a watch.—How do you spell it？—W­A­T­C­H.
Ask the teacher for it.
I lost my school ID card. I must find it. Call me at 685­6034.
4．使学生在听录音时听懂基本的英语对话。
5．帮助学生来确认其他同学的物品。

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教学重点
(1)词汇：baseball，watch，computer，game，card，notebook，ring，bag，in，library，ask，find，some，classroom，e­mail，at，call，lost，must
(2)句型：—What's this？—It's a watch.—How do you spell it？—W­A­T­C­H.
Ask the teacher for it.
I lost my school ID card. I must find it. Call me at 685­6034.
教学难点
1．让学生能够熟练运用所学知识进行完整的对话练习。
2．让学生能够看懂寻物启事和失物招领启事。

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Step 1：Greetings and talking
通过学生互相问答进行自由交际。让学生之间互相提问问题，训练他们的口语交际能力。
For example：
S1：What's this?
S2：It's a pencil.
S1：How do you spell it?
S2：P­E­N­C­I­L.
S1：Is this yours?
S2：Yes，it is. It's mine.
Step 2：Present the new words
利用多媒体图片或实物复习上节课的语言项目，并导入新课。
教师出示表格，根据表格信息进行提问，对上节课的语言项目进行复习，并导入新课。
物品
pencil
watch
computer
baseball
...
物品主人
mine
Bob's
Anna's
Helen's
...
For example：
T：Excuse me，S1.Is this your pencil?
S1：Yes，it's mine.
T：And is this your watch?
S1：No，it's Bob's.
T：What about this baseball?
S1：It's Helen's.
T：Thank you for your help，S1.
S1：You're welcome.
Step 3：Practice the new words
通过处理课本1a部分来练习新单词。教师可以让学生直接在课本上完成，也可以通过多媒体课件把1a部分展现出来，让学生一起来做。
Step 5：Listening
1．课本1c的处理。
练习听力之前，先让学生说出1a中图片中物品的英文名称，进一步强化重点单词。
For example：
T：Please look at the picture in 1a.Can you say their English names？(The teacher asks the students to name each one individually.)
S1：This is...
S2：This is...
...
然后让学生看着课本听并在1a中圈出所听到的物品。
2．让学生再听一遍录音，完成1d的卡片。教师也可以把卡片用多媒体课件展示出来。
T：Please look at the two pictures in 1d.One is Linda，and the other is Mike. Listen to the conversation again. This time you will pay attention to the things Linda and Mike are looking for. Then write down the names of the things beside each person's picture.
(Play the recording for the students to write down the words.)
T：Well，what is Linda looking for?
S1：...
T：What about Mike？What is he looking for?
S2：...
Step 5：Practice the new sentences
根据1d中卡片的信息，让学生分别扮演琳达和迈克，编写对话并表演出来，然后交换角色。(教师可先和一名学生做示范)
For example：(L＝Linda，T＝Teacher)
L：I'm looking for my watch.
T：Is this your watch?
L：No，it isn't. That is my watch.
T：Here you are.
L：Oh，and that is my notebook.
T：What's your name?
L：Linda.
T：OK. Here you are.
L：Thank you.
T：You're welcome.
Step 6：Task
小组内同学互相查看2a的完成情况，一是检查单词的拼写，二是了解彼此的信息。同时把物品放在课桌上，利用所学语言项目进行对话练习。
For example：
S1：What's this?
S2：It's a pencil.
S1：How do you spell it?
S2：P­E­N­C­I­L.
S1：Is this yours?
S2：No，it isn't. It's hers. Is this pencil yours?
S3：Yes，thank you.
...
Step 7：Read the notices
1．设置情景，激发学生的思维。
从学生生活中常丢失物品的现象出发，引导学生学会处理这类问题。
For example：
T：Most of us may pick up others' things or lost something. If you pick up or lost something，what should you do？You can discuss with your partners.
(The students discuss the problem.)
S1：Tell the teacher about it.
S2：Ask my friends to help me look for it.
S3：Tell my parents.
...
T：All of you are right. Maybe we should learn how to read the notices on the board. From Lost and Found，we can find out lots of important information.
2．寻找重要信息。
给学生展现出课本2b的公告栏信息，让学生圈出丢失的物品。
Step 8：Practice
让学生再读一遍2b的信息公告栏启事，写出丢失的物品，并在课本2c的Lost 或Found下打勾。

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