Unit 3 Grammar Focus 教案3
英语人教版八年级上册unit3 Grammar focus-3a
Unit3 I’m more outgoing than my sisterSection A (Grammar focus-3c)一、教学目标：1. 语言知识目标：1) 巩固复习形容词、副词比较级的用法。
2) 总结两者进行比较的句式结构。
3) 能运用学过的句型，进行说与写的活动，完成相关任务。
二、教学重难点1. 教学重点：1) 总结形容词及副词比较级的构成方式。
2) 总结对两者进行比较的句式结构。
2. 教学难点：1) 总结形容词及副词比较级的构成方式。
2) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
三、教学过程Step 1. Warming- up and revision完成“四维学案”任务：复习上一课时的单词部分一.复习单词（在“四维学案”上填上所缺单词）1.友好的，外向的(adj)_________2.两个，两个都(adj,pron)_______3.（good和well的比较级）较好的，更好的(adj,adv)_______4.大声地(adv)________5.轻声地(adv)________6.工作努力的(adj)________7.比赛，竞赛(n)__________8.极好的(adj)_________ 9.哪一个,哪一些(pron,adj)__________10. 清楚地，清晰地(adv)_________ 11.不过，可是(adv,conj)___________12..获胜，赢(v)_________过去式形式_________二. 复习形容词和副词比较级的规则形式和不规则形式。
1.形容词和副词比较级的不规则形式。
good / well – better - best bad / badly – worse - worstmany / much – more- most little – less - leastfar – farther / further – farthest/ furthest2.用交互式电子白板复习形容词和副词比较级的规则变化。
Unit3_SectionA(Grammar_Focus-3c)名师教案
T: Jim, are these your erasers?
S4: Yes, they are. They are mine.
T: Here you are.
S4: Thank you.
1.通过实物展示“学习用品”，运用目标词句，询问物品的所属者。
Teacher: And the eraser? ___________?
Anna: Yes, it is.
Teacher: _____________________, Anna.
Anna: You’re welcome.
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。
.那是你的书包吗？__ ____ your schoolbag?
是的。Yes, ___ ___.
不是。是他的。No, __ ____. _____ his.
.这些是你的书吗？____ ______ your books?
是的。Yes, ____ ____.
不是。它们是她的。No, _____ ______. _______ hers.
____ ____ Mike’s ______.
3. That is his photo. (改为复数形式)
_______ ______ their ________.
4. Are these your jackets? (作肯定回答)
_____, ______ _____.
5. Is that Bob’s ruler? (作否定回答)
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。
新教材人教版七年级上册英语Unit 3 Lesson 3 Grammar Focus (GF-3d)
Yes, there is. / No, there isn’t.
There are some trees in front of the sports field. Are there any trees in front of the sports field? Yes, there are. / No, there aren’t.
5. A: Where __i_s__ the school hall? B: __I_t_is___ between the classroom building and the science building.
6. There __a_r_e__ some pictures of famous people on the wall.
Read the sentences. Underline the verbs in there be structure and circle the prepositions of positions.
W classroom building.
Look at the picture. Ask and answer more questions using the following strcutures:
— Where is / are ...? — It is / They are ... — Is there / Are there ...? — Yes, there is. /
There be各种句型的转换
➢ 一般疑问句 There be句型的一般疑问句是把be动词调整到句首，再在 句尾加上问号。 注意：变为一般疑问句时，肯定句中的some要变为any。
人教版七年级上册英语教案Unit 3 Section A Grammar Focus-3c带教学反思
Step 4
Language points
(PPT 19-29)
1.Explain the usage of possessive case.
a.Is that/this …?
b.Are these/those …?
c.possessive case.
中考链接
(PPT 35)
Do some exercises to practice the words:
mine.
挑选考查中考题的名词性物主代词，练习该词的用法，使学生认识该知识点在中考中的重要性。
Step 7
Summary
(PPT 36)
1. Read the form about thepossessiveobjective.
Step 2
Presentation
(PPT 9-11)
1. Ask one studenttosummarize the sentences.
2. Show thegrammar focusandwork on Grammar Focus.
3.Ask students to read the sentences in this part and pay attention to thepossessive.
2. Practice it.
通过单选和完成句子等形式练习所学的形容词性物主代词。
Step 8
Homework
(PPT 37)
1. Finish the exercises.
2. Preview the new words and expressions.
3. Preview 1a-1e.
人教版英语八年级上册 Unit 3 Section A -Grammar focus 3a—3c-教案
Unit 3 I’m more outgoing than my sister.Section A Grammar Focus一、教学目标1.谈论学生感兴趣的话题，总结如何对两者进行比较，能够综合运用所学的知识来对两个事物或人物进行比对。
2.学生根据班级的真实情况，通过任务和抽号游戏，培养学生的自信心，发现生活的美。
二、学情分析通过前面2个课时的学习，学生已经掌握了如何描述人物，用适当的形容词描述人物之间的对比，本课时对前面所学知识进行总结运用，同时达到价值观的升华。
三、教学重、难点1.Teaching important points（教学重点）：比较级结构的句子描述。
2.Teaching difficult points（教学难点）：能够综合运用所学知识来对两个事物或人物进行对比，注意比较级在使用过程中应该遵循的规则和特殊用法。
四、教学过程活动1. 【导入】城市之声节目导入,呼吁发现生活中的美。
As a radio host, a stranger named sad and fourteen sent me a message. he is unhappy, because his friends are better than him.【设计亮点】:通过电台主持人收到匿名微信，发现本班一个自卑的学生，激发学生兴趣。
活动2. 【引入】视频展示，捕捉信息。
Show why this student is not confident (compare his 4 friends with him) 【设计亮点】: 视频展示教学法是呈现知识最简单有效的方法之一，学生通过视频，能够更直观的理解比较级句型。
活动3. 【讲授】探索任务，逐步深入。
After watching the VCR ask the students to guess who he is and why he is not confident. Ask students to help him by finishing 3 tasks which are behind 3 boxes. Every time they finished, they can get a word on the box. Finally, they can get a big surprise.Task 1: find the differences between his friends and Wang. (Cue word: you)Task 2: find the advantages/beauty of Wang. (Cue word: are)Task 3: find the beauty of “bad” students. (Cue word: beautiful) 【设计亮点】:根据任务探索来复述比较级结构的句子描述①朋友和王同学的差异，②王同学的优点，帮助王同学找回自信。
Unit+3+SectionA+Grammar+Focus-3c+教学设计+2023-2024学年
附件1-3教学设计表姓名学校（片区）年级七年级科目英语教学设计标题：Unit 3 How do you get to school?SectionA（Grammar Focus-3c）学情分析：According to the last lesson,the students initially perceived and tried to use the valence phrases to express the travel mode,and use the English tens and hundreds digits to express the time and distance.Students in Grade7 are highly motivated in class and willing to participate and cooperate actively in learning.They should create specific context .Guide students to further observe and explore language phenomenon, try to sum up some grammar rules actively to form independent learning ability.教学目标：Language ability：1.Phrases: take the bus/subway/train/taxi,ride a bike/walk.2.Sentences:--How do you get to school?--I walk/take the bus…to school.--How long does it take to get home? --It takes ... to get home.--How far is it from here?--It’s about …kilometers/meters.--Do +主语go to school by +交通方式?--Yes, they do./No, they don’t. They go to school by +交通方式…It takes sb. sometime to do sth.Learning skills：According to talking about the travel mode,improve the interest of English learning and independent learning ability.Thinking traits:According to observing the sentences in Grammar Focus and try to sum up some grammar rules actively,improve logical thinking and deep thinking.Cultural awareness：Establish the awareness of green travel教学重难点：Important parts：1.How questions:how/how far/how long2.Expressions about the travel mode.3.It takes sb.sometime to do sth..Difficult parts：1.How questions:how/how far/how long2.Expressions about the travel mode.教学过程：Step 1 .Revision1.Let’s look at the pictures and say the names of vehicles.2.Practice two means of expressing modes of trip.3.Make a summary4.Guessing gamePractice”How, How long, How far”Step 2 .Grammar Focus1.Observe the sentences in Grammar Focus and try to sum up some grammar rules by themselves. They can discuss with their partners. And then share their conclusions in class.nguage points about the sentence pattern：“It takes sb. sometime to do sth.”and How questions:how/how far/how long3.Practice the target sentences.Step 3 .Work on 3a&3b.1.Do activity 3a. Match the questions with the answers.2.Check the answers by asking and answering questions in pairs.3.Do activity 3b. Use the words to make questions. Then answer them.Check the answers by asking and answering questions with partnersStep 4. Work on 3c.1. Read and translate the sentences in the chart.2.Ask and answer these questions with their classmates:Sa: How far is it from your home to school, Peter?Sb: It's about ten kilometers.Sa: Oh, no. How far is it from your home to school, Tina?Sc: It's about five kilometers.Sa: Oh, yeah. …Step 5.SummaryHow questions:“how ”“how far”“how long”.Step 6.Homework1.Students(LevelA): Write about how your friends get to school.2.Students(LevelB): Preview 1a-1e on page 16.3.Students(LevelC): Preview the new words and expressions.Step 7.Blackboard DesignUnit 3 How do you get to school?--How do you get to school?--I walk/take the bus…to school.--How long does it take to get home?--It takes ... to get home.--How far is it from here?--It’s about …kilometers/meters.--Do +主语go to school by +交通方式?--Yes, they do./No, they don’t. They go to school by +交通方式…It takes sb. sometime to do sth.。
度人教版八年级英语上册教案：Unit 3 (Grammar focus3c)第3课
池河中学2017-2018学年度第一学期教学设计年级八年级科目英语任课教师刘子艳授课时间9.27课题Unit 3 Section A Grammar Focus-3c 授课类型语法课课标依据理解附录“语法项目表”中所列语法项目并能在特定语境合作使用;了解常用语言形式的基本结构和常用表意功能;在实际运用中体会和领悟语言形式的表意功能。
教学目标知识与技能1.复习巩固形容词和副词的比较级的构成。
2观察，分析，总结比较级的句式结构和as…as句式结构3.运用所学的目标语言,进行说与写的活动,完成相关任务。
过程与方法通过对话展示、自主探究等活动，熟练使用Grammar Focus 的重点句型情感态度与价值观在小组活动中养成合作探究意识。
教学重点难点教学重点观察，分析，总结比较级的句式结构和as…as句式结构复习巩固形容词和副词的比较级的构成。
教学难点运用所学的目标语言,正确完成说与写的活动。
教学师生活动设计意图编号过程Step1.Warm-up and revision复习上节课的目标句(师生以问答的形式回顾本单元的目标语言。
)Step2. Grammar Focus(1) Read through the sentences.(2) Have Ss focus on the form ,functions.(3)compare the two tenses（学生在小组活动中完成语法任务，教师点拔关键部分。
）Step3.Exercise写出下列形容词的比较tall______ thin_______ loudly______smart______ friendly______ outgoing________hard _____ funny_______ fast________（学生独立完成练习，教师巡视指导。
）Step4. Work on 3a(小组合作完成，然后核对答案）Step5. Work on 3b（同桌完成后表演）Step6. Summary.（学生在教师的引导说出关键内容，教师再补充。
人教版英语八年级上册教案：Unit3 SectionA(Grammar Focus-3c)
Unit3 SectionA（Grammar Focus-3c）教案【教材版本与册数】新目标人教版八年级上册【单元名称】Unit3 I’m more outgoing than my sister.【课时】Section A Grammar Focus-3c （第2课时）【课型】Grammar（语法课）教材分析本单元围绕“personal traits”这一话题，展开形式多样的听、说、读、写学习活动来人物性格并做出比较。
主要学习英语中关于人物个性特征的形容词和副词比较级的表达方式和运用；结合“as … as, than, both”等词汇，学会在情境中正确描述和评价自己及他人。
本节课型定位为以话题为核心的“语法课型”。
主要在以单元话题牵引下，在学生脑海中建立起英语-(i)er和more相当于汉语“更”的概念，同时拓展学生相关的形容词及副词词汇，训练学生比较级句型的运用及培养他们的语言结构意识。
在语言技能上，同时通过问答及表格调查的形式，运用所学知识，学会正确跟同伴谈论自己及家人的个性特征，在情感态度上，学会准确谈论自己及他人并学会关心身边的家人及朋友，在文化意识上，了解个性性格差异，学会尊重，培养社交意识。
语言知识目标：1. 通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用含形容词及副词比较级用法的句型：-- Is Tom smarter than Sam?1 / 9第 1 页教学目标-- No, he isn’t. Sam is smarter than Tom.-- Is Tara more outgoing than Tina?-- No, she isn’t. Tina is more outgoing than Tara.-- Are you as friendly as your sister?-- No, I’m not. I’m friendlier.-- Does Tara work as hard as Tom?-- Yes, she does.-- Who’s more hard-working at school?-- Tina thinks she works harder than me.语言技能：2. 通过核心句型的集中学习，学生能正确使用形容词及副词比较级。
人教版七年级上Unit3 SectionA(Grammar_Focus3c)教案
Unit3 SectionA（Grammar Focus-3c）教案一、教材内容分析及设计思路本单元的话题是“教室里的物品”，语言目标是确认物主关系。
本单元由SectionA, SectionB和Self Check三部分组成。
SectionA提供了单元教学的基本词汇和语言结构（一般疑问句及对应的肯定或否定回答），为本单元的目标句型示例和指导性练习，并通过听说读写等语言活动进行操练和巩固。
SectionA中的Grammar Focus聚焦了以一般疑问句来确认物主关系这一语法，其中还设计到形容词性物主代词和名词性物主代词的用法。
SectionB的教学是在SectionA基础上展开的，许多知识点都是以旧带新，但学习任务的难度在逐渐上升，从口头训练到阅读训练，写作训练，要求学生掌握失物招领和寻物启事的写法。
Self Check 是课后自我检测和评价，包括对所学词汇的检测，代词的复习和以一般疑问句来确认物主关系这一语言目标的检测。
本课所学的内容是SectionA（Grammar Focus-3c)，要求学生能够通过一般疑问句谈论教室里的物品来确认物主关系，同时掌握形容词性物主代词和名词性物主代词的用法，并进一步来了解指示代词this, that, these, those的用法。
由于学生们刚入初中，大部分学生掌握的词汇，语句还比较少，表达的句子也比较单一，对任务的完成有一定的难度，对本单元前面刚学完的单词，句型需要进一步的练习，巩固和运用，并从中总结出语法。
但是该年龄段的学生有很强的记忆力和模仿能力。
本单元的主题是确认物品的所属关系，学生对“教室里的物品”这个话题也并不陌生。
由此，我采用了“任务型”教学方法，设计小组活动，并遵循“任务”层层递进原则；我还采用了“情景教学法”，精心设计歌曲，chant,游戏，竞赛，情景剧等为学生创造真实的情景来练习目标句型，；我还采用“5P”教学模式，有效将语言与实践相结合，从语言练习中归纳出语言现象，从而提高了学生的综合运用语言的能力，贯彻“在学中用，在用中学”的原则。
Unit 3(Section A Grammar Focus)教学设计七年级英语上册(人教2024)
本课语篇文章使用简单明了的语言描述了教室的布局和物品。例如，“There is a screen in front of the wall”、“A whiteboard is next to the screen”、“The teacher's desk is in the corner, across from a window”等句子都使用了简单的句式和直接的词汇，让读者能够清晰地理解教室的布置。此外，作者还使用了一些描写性的词汇，如“behind them”、“in the corner”等，来提供更详细的描述。这篇语篇通过描述英国教室的布局和设施，传达了关于教室的信息。通过阅读这篇文章，读者可以了解英国教室的一些特点和常见的布置方式。文章的语言设置简单明了，使用了直接的词汇和简单的句式，使读者能够清晰地理解教室的布局和物品。这篇语篇的意义在于让读者能够从中获得对英国教室的了解，并增进对教育环境的跨文化理解。
核心语言
【语法知识】
总结there be结构的用法
总结区分方位介词
【核心句型】
Is there ... ? Yes, there is. / No, there isn’t.
Where is ...?
It’s in .../behind .../ across from ...
This is...
It's between A and B.
学生在教师的指导下，分析做题步骤并完成任务，在教师的指导下核对答案。
学生阅读文章主题图和文章，根据图片的内容，选择文章中适当的方位介词，圈画出正确的答案，并在老师的指导下，核对答案。
促进语言内化，从学习理解过渡到应用实践，为后面的真实表达做准备。
效果评价：观察学生能否安静、认真地听取听力内容，完成句子的内容是否准确。观察学生能否准确地对听力材料的发音进行跟读，关注单词的正确发音。观察学生在小组讨论和小组展示中能否准确地角色扮演，包括教室设施和位置的相关信息，能否在小组内有效合作，礼貌得体地完成角色扮演，语言运用得体、正确。
人教版英语七年级下册Unit3第三课时SectionA(GrammarFocus-3c)教案
Unit 3 How do you get to school?The Third PeriodSection A (Grammar Focus3c)I.Teaching aims1.Key words:drive,car,live2.Key phrases:drive (one’s car) to workII.Important points:1.学习how对交通方式的提问的特殊疑问句及答语2.how long对时间段的提问3.how far对距离和路程的提问III.Difficult points:take the bus 与by bus的区别IV.Teaching processStep 1 Lead inHello,boys and girls.I get to school by bike.It takes me ten minutes to get to our school.It’s about two kilometers from here.Now please tell your partner something about you like me.Step 2 Work on Grammar Focus教师列举几个含有how,how long,how far的句子,学生分小组讨论其规律,并发言,教师最后进行总结补充。
Step 3 Work on 3a3c1.认真读3a的两组句子,并将问题和答案匹配,集体核对答案。
2. 让学生利用所给的单词组成句子,并让学生将答案展示在黑板上,要求学生两人一组互相提问,完成3b。
3. 以小组为单位,每个学生采访其他的学生(表格的问题),并把采访相符的学生的名字写在对应的name下面,然后利用采访的结果完成一篇小短文。
In our group, Jim lives about five kilometers. Mary and Kate walk toschool. Sally takes a bus to school. Tom goes to school by bike. Jim needs about an hour to get to school. Mary and Kate need about ten minutes to get to school.Language points1.drive的用法drive 动词，意为“开车；驾驶”。
七年级上册Unit 3 Is this your pencil七年级上册3单元教案
Unit3 Is this your pencil?Section A Grammar Focus-3c一、内容：Grammar Focus二、课型：语法课三、教学内容分析1. 本单元让学生学会使用物主代词确认所属关系。
2. 本课时是本单元的第三课时，是一节语法总结复习课。
通过本节课的教学，一方面使学生复习本单元的重点词汇和目标语言；另一方面引导学生观察Grammar Focus的表格，进行探究，总结出本单元的语言规律。
四、教学对象分析本课的教学对象是初一学生。
他们学习目标明确，求知欲望强烈，思想活跃。
能较好领会老师的指令，并尽力配合老师完成各种任务。
但本节课的内容是教材改版以后的新内容，有一定难度，需要学生增强信心，进行深度思考和学习。
五、教法学法分析针对学生的实际情况并结合我校对“四自”课堂的研究，本节课围绕营造一种轻松愉快的学习氛围、激发学生学习的积极性，引导学生进行自主学习和自我反自省、增强学生学习自信心进行设计。
学生通过小组活动，在特定语言中进行交流，观察语言现象，总结语言规律，再以游戏的形式进行语言实践。
六、教学目标1.知识目标：（1）学生复习以下单词：schoolbag/pencil box/book/dictionary/pen/pencil/eraser/ruler（2）学生复习以下句型:Is this / that your (his / her)…?Yes, it is. It’s mine / his / hers. 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 his / hers.（3）学生总结以下语法规律：Be 动词与指示代词保持一致含有Be动词的一般疑问句的基本结构和声调简略回答用it代替this / that , 用they代替these / those形容词性物主代词+名词=名词性物主代词询问所属关系的句型和简略回答观察Be动词的缩写形式，总结其拼写规律和发音规律2. 能力目标：（1）学生能正确使用重点词汇和目标语言确认所属关系。
人教新目标七年级英语上册：Unit 3 Section A [Grammar Focus 3a-3c]教案
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Unit 3 Is this your pencil?Section A Grammar Focus 3a-3c一、教学基本信息：二、学情分析：【学情分析】我所带的两个班级中，部分学生在小学学过英语，部分学生来自农村，所以小学英语基础较差。
七年级上是英语学习的过度期，主要表现在两个方面。
知识上：由于初中每一单元的词汇、句型和语法的增多，加之部分学生学习方法欠佳，刚刚学完的单词、句子，学生很快就容易忘记。
课堂上，小学基本上是“游戏课堂”，而初中更多的是“知识课堂”，在这一过度时期，学生还没来得及适应。
但是，学生也有较强的求知欲和表现欲，所以教师必须从这一时期学生的特点出发，选择恰当的教学方法，有的放矢的进行教学。
【单元及本课时分析】本单元的标题是Unit 3 Is this your pencil? ，主要话题（SectionA）是谈论教室内学生身边的常用学习用品以及物品的所属，即运用my, his, her,等形容词物主代词，mine, his, hers等名词性物主代词确认物主关系，进一步巩固指示代词this, that, these, those的用法及一般疑问句的问答。
Section B主要是语言输出部分，如何写寻物启事。
本课时的内容是本单元第二课时SectionA 3a-3c部分，可以说是一节语法课，主要教学内容包括：熟悉教室物品；一般疑问句句型的复习；指示代词this, that, these, those的巩固及练习；形容词物主代词my, his, her,名词性物主代词mine, his, hers 的巩固及关系并确认物品归属。
三、核心素养：（Key competence）【知识素养】1.词汇的复习：pencil, pen, book, eraser, ruler, pencil box, dictionary,schoolbag, watch, key2.句型的复习：Is this /that …? Yes, it is. / No, it isn’t.Are these /those ...? Yes, they are ./ No they aren’t.3.指示代词的学习：this, that, these, those4.物主代词的学习：形容词物主代词（your, his, her），名词性物主代词(mine, hers, his),及它们之间的关系。
人教版九年级上册英语Unit3 Section A3 (Grammar Focus-4c)教案
Section A 3 (Grammar Focus-4c)Step 1 Revision1. How did Alice and He Wei think of the new ride？Students say the sentences together?Alice thought that it looked pretty scary. He Wei thought that it would be fun.2. After the ride, Alice and He Wei talked about their feeling. Alice thought that was fun! She was scared at first, but shouting really did help. He Wei told Alice that “You never know until you try something.”3. Alice and He Wei talked about Uncle Bob’s.Alice thought this restaurant looked interesting. It seemed a rock band plays there every evening. He Wei suggested that they could have dinner there.Step 2 Grammar Focus1) Let students complete the sentences.1. 打扰了，你知道我能在哪买到一些药?Excuse me, do you know where ____ _____ buy some medicine?2. 当然，顺着这条街有个超市。
Sure. There is a supermarket the street.3. 请你告诉我怎样到邮局好吗？Could you please tell me _____ ____ get to the post office?4. 对不起，我不确定怎样到那。
Unit3+Grammar+Focus课件2023-2024学年人教版七年级英语上册
Yes, it is. It’s mine./No, it isn’t. It’s hers. Yes, it is./No, it isn’t. The blue pen is his. Yes, it is./No, it isn’t. It’s his. Yes, they are./No, they aren’t. They’re hers. Yes, they are./No, they aren’t. They’re mine.
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单击输入您的封面副标题
Grmmar Focus
Unit 3 Is This Your Pencil?
Review Choose one apple. Then say the word or phrase in English.
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劳请emxe驾原c6u;谅se
物主代词的分类
数/人称 类别
单数
第一 第二 人称 人称
第三人称
第一 人称
复数
第二人 称
第三 人称
2形. 容fi词nd性物th主e代o词wnemrys ofyotuhr e shicshohoerl iteitms s inourthe cyloaurssroomthe;ir
名词性物主代词 mine yours his hers its ours yours
This is__m__y___pencil. It’s__m_i_n_e__. That is__y_o_u_r__pencil. It’s__y_o_u_r_s_. These are___h_i_s__pencils. They are__h_i_s___. Those are___h_e_r__pencils. They are__h_e_r_s__. This is___i_ts___pencil. It’s____it_s__. That is__o__u_r__pencil. It’s__o_u__rs__. These are__th_e__ir__pencils. They are_t_h_e_i_rs__.
Unit3SectionAGrammarFocus-3c教案人教版英语七年级上册
Unit 3 Section A Grammar Focus 3c 教学目标1、掌握词汇。
本课词汇多为物品名词，学会用英语询问物品的归属关系。
2、掌握以be动词引导的一般疑问句。
3、掌握名词性物主代词的用法。
核心素养理解失物招领和寻物启事，同时可以写出两则类似的启事。
重难点1、掌握词汇。
本课词汇多为物品名词，学会用英语询问物品的归属关系。
2、掌握以be动词引导的一般疑问句。
教学过程Revision:Is this your schoolbag?Yes, it is. It’s mine.my schoolbag询问物品所属关系的一般疑问句这是你的铅笔吗？____ ____ your pencil?是的，它是我的。
Yes, ____ ____. It’s ______.不是，它是她的。
No, ____ ______. It’s _____.2. 这是他的绿色钢笔吗？ ____ this ____ green pen?是的。
/ 不是。
Yes, ___ ___. / No, ___ _____.蓝色钢笔是他的。
The _____ _____ is _____.3. 那是你的书包吗？____ _____ your schoolbag?是的。
Yes, ___ ___.不是，是他的。
No, ____ _____. _____ his.4. 这些是你的书吗？ ______ ______ your books?是的。
Yes, _____ ____.不是，它们是她的。
No, _____ ______. ________ hers.5. 那些是她的钥匙吗？____ _____ her _____?是的。
Yes, ____ ____.不是，它们是我的。
No, _____ ______. ________ mine. Grammar Focusit’s ＝ it isisn’t＝is notaren’t＝are not写出下列表达方式的缩写形式。
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Unit 3 Is this your pencil? Grammar Focus
教案
Teaching aims:
Master the Yes/ No questions sentences.
Teaching keys:
1.The Yes/ No questions sentences.
2.Asking the owner of things.
Teaching difficulties:
1.The usage of “Yes / No” questions sentences.
2.The usage of possessive pronouns.
Teaching methods:
1.Task-based Language Teaching
2.Visual teaching method
3.Situational teaching method
Teaching steps:
Step 1 Warming up
Greet the class and ask some daily questions.
Step 2 Revision
Review the words by asking and answering questions.
T: What’s this?
S1: It’s a pencil.
T: Is this your pencil?
S1: Yes, it is. It’s mine.
T: What’s that?
S2: It’s a dictionary.
T: Is this your dictionary?
S2: No, it isn’t. It’s his.
Step 3 Role-play
1.Have two Ss read the conversation first.
2.Explain the conversation and ask Ss to read by themselves.
3.Several minutes later, call some pairs to practice it.
4.Correct theirs pronunciation if they make mistakes.
Step 4 Grammar Focus
1.Write the sentences on the blackboard and ask Ss to read.
2.Explain the sentences and point the key grammar.
Is this your pencil? Yes, it is. It’s mine. / No, it isn’t. It’s hers.
Are these your books? Yes, they are. / No, they aren’t
3.Make more examples about the usage of the Yes/No questions sentences and possessive
pronouns.
Is that his green pen? No, it isn’t. It’s mine.
Notice: Here mine means my green pen.
Step 5 Practice
1.Work on 3a. Read the instruction to the class and them to finish it by themselves.
2.Ask some students to speak out their answers and check them.
3.Give students some time to practice the conversation and then ask some pairs to practice. Step 6 Work on 3b
1.Give Ss 4 minutes to finish this part.
2.Walk around the classroom and give help if possible.
3.Check the answer and read together.
Step 8 Game
1.Prepare a box and some things and put them into the box.
2.Ss take one thing out of the box and find the owner by asking questions, only twice.
E.g.: Is this your eraser? No, it isn’t.
Is this Li Ming’s eraser? Yes, it is.
Step 9 Homework：
1.Read and copy Grammar Focus twice.
2.Remember the words learned today.
3.Listen to the tape for at least 30 minutes.感谢您的阅读，祝您生活愉快。