1、Unit3 Section B(1a-1e)【Learning Goals】Ss learn some new words and some sentences “whats this in English? Its How do you spell it?” Ss can ask the things that belongs to the owner and teach ss to make conversations about the things through this topic learning (listening practice and language training
2、 ) and do well in daily oral communication. Train students integrating skills.【Teaching procedures】Step1 Previewing and testing. 预习检测Write them down without looking at the text.一、根据首字母及汉字写出单词。1. This c_ is very nice.2. The r_ is very expensive.（昂贵的）3. This is Lindas n_.4. Is this your school _ _（身份证
3、）二、完成句子。1. 你怎样拼写铅笔。_ do you _ “pencil”?2.这是什么？它是一块手表。_ this?_ a _.3.这是你的身份证吗？_ this your _ _ ?(Ask some ss to write the answers on the blackboard and check the answers.)（教学设计目的：检测学生对新知识的预习程度如何，体现了以学生为中心的思想，强调学生的参与、感知、实践和交流，以学定教。）Step2 Warming-up and leading in 热身导入1. Ss chant togetherPen, pen, show
4、me your pen.Ruler, ruler, show me your ruler.Eraser, eraser, I have an eraser.Pencil, pencil, I have a pencil.Key, key, this is my key.Book, book, that is your book.Backpack, backpack, that is her backpack.Watch, watch, it is his watch.One, two, three, look after our things.2. Review the school thin
5、gs we learned in Section A.（由flash内容导入预习单词及句型，使学生自然而然地进入新课的学习。）Let ss say the school things they have. (Show some pictures.)T: Whats this in English?Ss: ItsT: Spell it, please.Ss: . Step3 Pre-listening activities 听前活动1. ( Show some pictures of baseball, watch, computer game, notebook, bag, ID card,
6、ring, watch, key, pen).T: Look! There are many things in the picture. What are they?T: Whats this in English?Ss: Its a watch.T: Spell it, please.Ss: W-A-T-C-H.(Ask Ss to spell new words one by one according to the picture.)T: Lets read the words two times together.T: Well done!T: “Spell it, please.”
7、 We can also say “How do you spell it?”呈现：T: Whats this in English?Ss: Its a baseball.T: How do you spell it?Ss: B-A-S-E-B-A-L-L, baseball.(Teach the other words “baseball, computer game, key, notebook, ring, and ID card” in the same way.)2. Play a game.（迅速播放单词图片，让学生说出并拼读单词）（教学设计目的：在游戏中检查学生对已学单词的掌握情
8、况。此活动带来的愉快感受能让学生积极地投入到接下去的学习中。师生互动，活跃课堂气氛，加强学习效果，学生从中掌握单词。）3. T: Lets come to 1a.Here are some new words in the box and some pictures below the box.Match the words with the things in the picture.1a Match the words with the things in the picture.Ss: OK.(Ss work with their partners, try to match the w
9、ords with the things in the picture and check the answers.)Step 4 While-listening activities 听中活动Listening for the general idea听取大意The main idea of the conversation is to _.A. spell the words of the thingsB. identify the ownership of the thingsC. identify people in the picture.Listening for the spec
10、ific ideas听取细节T:Read the questions in 2b one by one first. Then listen to the tape and fill in the blanks in the survey. 1. Work on 1c.Listen and circle the things you hear in 1a.Then check the answers with the class.2. Work on 1d.Please look at the two pictures in 1d. One is Linda, and the other is
11、 Mike. Listen to the conversation again, paying attention for the things Linda and Mike are looking for. Then write the names of things.(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:(check the answer
12、s with the class)3. Listen to the tape and fill in the blanks.Conversation1Linda: I _ my _ in the morning.Teacher: OK. _ _ your watch?Linda:_,_ _. Thats my watch.Teacher: Here you are.Linda: And thats my _ _.Teacher: OK. Whats your name?Linda: Linda.Conversation2Mike: Thats _ _.Teacher: This?Mike: Y
13、esand _ my _.Teacher: All right. Whats your name?Mike: Mike.Teacher: OK. _ your baseball.Mike: Thank you.Step5 Post-listening activities听后活动1. Now lets make conversations about the things in 1d. Suppose you are Linda and your partner is Mike. Make a conversation and practice it. Then you can change
14、roles. Your partner is Linda and you are Mike. Make another conversation again and practice it.Then let some pairs act out their conversations.2. A game: “Whose are they?”T: Each group get a box ready with school things of them. Then talk about these things with other members.For example: A: Whats t
15、his?T: Its a pencil case.A: How do you spell it?T: P-E-N-C-I-L C-A-S-E.A: Is this her pencil case? T: No. Its his pencil case. Then let some groups act out their conversations in front of the classroom.（教学设计目的：学生用英语在真实的情景中进行交际，使语言在完成任务的过程中得到运用和巩固。教师应鼓励学生大胆开口，不怕出错。）Step6 Inquiry into knowledge by tra
16、nslation 翻译探究一、How do you spell it? 你怎么拼写它？W-A-T-C-H. W-A-T-C-H。how是_疑问词, 意为“_”；此句型是how引导的特殊疑问句, 意为“你怎样？”。对此类问句的回答, 要针对所问的内容据实回答。 do 在此作_动词, 用来辅助构成疑问句, 无具体意义。补全句子, 每空一词。1. _ _ you? Im fine, thanks.2. _ _ you spell the word? P-E-N.二、Is this/that your/his/her?Are these/those your/his/her?是_的句型：他们都是_疑问
17、句。肯定回答是“_”否定回答是“_”Step7 The end of class test 当堂检测一、根据句意和首字母或汉语提示完成句子1. This is a (棒球).2. Is that her (手表)?3. What color is the (电脑).4. Is it your (包)? 6. I have a new (笔记本). 7. Is this her (戒指)?二、补全对话，每空一词。A:Excuse me, Mary. Is this your book?B:Yes, _ _.A:Mary, is this your pencil?B:No,it _. It,s _
18、(he) pencil.A:What,s this _ English?B:_ _ eraser.A:_ do you spell it?B:_.【教学反思】亮点：1本课是人教版七年级上册正式篇第三单元的第三课时，是一篇以听说为主体的新授课，内容是以学习拼读单词和听力练习为主，整篇知识点不多，因而主要是以听为主，辅以对话操作。2. 对初一新生应注重兴趣的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活动方式。3注重因材施教，对基础不同的学生，在开始阶段应有不同层次的要求，多鼓励，少批评，甚至不批评，以充分调动每个学生学习英语的积极性。4本教材一个很大的特点就是词汇丰富，教师应教会学生记忆单词的基
19、本方法，同时，在教学中宜采用多种方式再现，帮助学生巩固记忆。5从实际出发，选择不同的教学辅助工具和手段，但任何一种教法，都应考虑如何创设语言情景，让学生尽可能在真实的语言环境中学习和体会语言。不足：在小组活动时，由于选择表演的小组数多，占用时间稍长的原因，在听后活动这一环节时间显得稍紧，课堂显得匆忙。Keys:Previewing and testing. 预习检测一、puter 2.ring 3.notebook 4. ID card二、1. How, spell 2. Whats, Its, watch 3. Is, ID cardListening for the specific id
20、eas听取细节3. Listen to the tape and fill in the blanks.Conversation1: lost, watch, Is this, No, it isnt, ID card.Conversation2: my pen, thats, baseball, HeresInquiry into knowledge by translation 翻译探究一、特殊，“怎样，如何”，助，How are, How do二、确认物主关系，一般，Yes, it is/ Yes, they are. No, it isnt/ they arent.The end of class test 当堂检测一、baseball, watch, computer, bag, notebook, ring二、it is, isnt, his, in, Its, an, How, E-R-A-S-E-R.
