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視頻課題：初中英語人教版七年級下冊Unit 3 How do you get to school Section A1（1a-2c）北海
教學設計、課堂實錄及教案：初中英語人教版七年級下冊Unit 3 How do you get to school Section A1（1a-2c）北海市實驗學校
Unit 3 Is this your pencil? Section A1（1a-2c）
教學設計
一、教學目標：
1. 語言知識技能目標：
1）掌握以下詞匯：pencil, pencil box,schoolbag,book,eraser,dictionary etc. 2) 掌握辨認物品的所有者時所用的句型：
① —Excuse me. Is this/that your/her/his…?—Yes, it is./ No, it isn’t.
② —Excuse me. Are these/those your/his/her…? —Yes,they are./ No,they aren’t. 3) 根據不同對話場景，能用英語對物品的所屬進行提問和回答。
2. 情感態度價值觀目標：
通過開展小組活動，指導學生積極與他人合作，相互學習、相互幫助，共同完成學習任務，培養學生的集體合作和拾金不昧意識。
二、教學重難點：
1. 總結歸納辨認物品的所有者所用的句型。
2. 通過進行不同形式的對話練習來熟練運用辨認物品所有者的句型，同時鞏固所學的文具用品詞匯。
三、教學方法：
Task-based Language Teaching （任務型教學法）& Communicative Teaching（交際教學）
四、教學用具：Multimedia （多媒體） 五、教學過程：
Step 1: Warming-up and Presentation
Teacher: Good morning, everyone! I found a school thing on my way to our classroom just now. Do you want to know what it is? S: Yes.
T: (Take out a pencil. ) Look! What’s this? S: 鉛筆。
T: Yes. But do you know what’s this in English? (Stress “this”.) S: It’s a pencil.
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T:Do you have a pencil? (Hold the pencil up and point to it.) S: Yes.
T: Show it to me, OK? S: OK.
T: Now, hold your pencil up (Stress “pencil”) and say after me “What’s this in English”?
S: What’s this in English?
T: It is a pencil. (Write down “What’s this in English? It’s a/an...” on the blackboard.) S:It is a pencil.
T: Is this your pencil? (Point to the pencil and ask the students. Then write down the title of unit 3 “Is this your pencil?” on the blackboard.) S: No, it isn’t.
T: Good. You’re so honest (誠實). Now, let’s enjoy a sweet song “What’s this” and then sing together. (Play the video and enjoy the song.)
Step 2: Vocabularies teaching
After singing the song “What’s this”, teach students the new words of school things one by one by showing pictures and playing a guessing game.
1. Show students some pictures of school things and ask them “what’s this in English?”. Students are expected to use the sentence structure “It’s a/an...” to answer. They are also required to spell the words aloud to help memorize the new words. Then have students read all the news one by one after me and later by themselves.
2．In order to help students further master the new words, a guessing game is designed to motivate students’ interest in memorizing words. In the game, students can just see a little part of the pictures of school things and need to guess what it is as quickly as possible. The teacher will ask them “Is this a/an...”. Students will answer by using the structures “Yes, it is.”or “No, it isn’t” according to their judgments.
3. Have students match the words with the school things in 1a and then discuss with their partners to check whether their answers are the same. Check the answers together.
Step 3: Oral practice
Identify the ownership of school things by oral practice. Guide students to use the sentence structures “Is this/that your/her/his…? ” or “Are these/those your/his/her …?” to raise questions and use the sentence structures “Yes, it is. / No, it isn’t. ” or “Yes, they are. / No, they aren’t.” to answer according to what they see in the pictures on PPT.
Make a short summary of the sentence structures which are used to identify the ownership of objects.
(1) 第一類為辨認單個物品所屬時，較近處的用Is this…; 較遠處的用Is that…;肯
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定回答用：Yes, it is. 否定回答用： No, it isn’t.
(2) 第二類為介紹多個物品所屬時，較近處的用Are these …; 較遠處的用Are those …； 肯定回答用：Yes, they are. 否定回答用：No, they aren’t. 單數 復數 this these (指代離說話人較近的多個人或物) that those(指代離說話人較遠的多個人或物) is
are
Step 4: Listening practice. (section A 1b 2a 2b聽力集中練習)
1．Listening task one : Listen and number the conversations in 1b.
a. Listen to the tape and number the conversations from 1 to 3 while listening. b．Check the answers together. Answers: 3 2 1
Listening task two: Listen and check the things they hear in 2a. The things that are checked: pencil case; eraser; book; pencil; ruler
3.Listening task three：Listen again and complete the conversation with the words in the box in 2b.
a. Have students listen for the first time and fill in the blanks as possible as they can. b. Listen for a second time and check the answers by themselves.
C. Check the answers by asking some students to share their opinions. Answers: pencil, erasers, ruler, books, pencil box.
Step 5: Role-play conversations: Find the owner (找物主)
1. Have students work in groups (2-6 persons each group); 2. Take out their school things
3. Mix their things and try to find out the owners of these things.
4. Ask some groups to perform their conversations and make some comments on their performances.
Before students role play the conversation by themselves, the teacher would set an example for them by making conversation with some students. Then a conversation sample and some useful expressions are provided for them to imitate. For example:
A: Excuse me. Is this your eraser?
B: No, it isn’t. Maybe(或許) it’s her / his eraser. A: Excuse me. Is this your eraser?
C: No, it isn’t. Maybe/I think it’s hers / his. A: Is this your eraser?
D: Yes, it is. It’s my eraser/mine. A: Here you are（給你）.
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D: Thank you/thanks.
A：You're welcome(不客氣). Useful structures:
— Is this/that your … — Yes, it is. It's mine.— No, it isn’t. It’s his / hers. — Are these/those your/his/her …— Yes, they are. They're mine/his/hers. — No, they aren't. They're...
Excuse me(打擾一下).Here you are（給你）.Thank you/thanks. You're welcome(不客氣).
Step 6： Summary
Help students to summarize what they have learned in this period. First, do some exercises to review the words we’ve learned. Students are required to write down the new words according to the pictures. Then read the useful sentence structure that used to identify the ownership aloud to memorize.
Step 7: Homework
(1) Review the words and sentence structures.
(2) Make your own dialogues with your classmatesby using the words and sentences. Then write them down on your exercise book.
Step 8： Self-assessment (自我評價)
根據本節課表現給自己打，一共________ 。
內容
認真聽講 積極發言 合作默契 表達流暢
六．教學反思：
本節課主要利用多媒體教學，采用任務性語言教學和交際教學模式。以學生為主體，運用自主學習和小組合作的學習方式，培養學生良好的學習習慣和創新精神。我所設計的教學活動非常貼近學生生活，能調動起學生的學習積極性。尤其是猜學生物品這個游戲環節，更是能達到本節課的高潮。我把課內的語言學習和生活的語言活動結合起來，創造性地完成教學任務。
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