新目标七年级英语上Unit2 Is this your pencil同步学案
（人教版七年级上）英语：Unit2《Isthisyourpencil》教案和练习
（人教版七年级上）英语：Unit2《Isthisyourpencil》教案和练习2011-2012学年七年级英语（人教新目标）上册同步素材（含教案和练习）Unit 2 Is this your pencil一、学习目标知识目标:1. Is ?thatthisyour /his /her pencil? —Yes, it is. / No, it isn’t.2. —What’s this/that in English？—It’s an eraser.3. —How do you spell it? —R-U-L-E-R学会三个重点短语和三个重要句型。
能力目标：Identify ownership 确认物主关系二、重点、难点重点：1. 重点单词：dictionary，call，watch，baseball，school，book，backpack，2. 重点短语：in English，a set of，lost and found3. 重点句型：—Is this / that your / his /her …? —Yes, it is. /No, it isn’t.Excuse me.Thank you.难点：be动词的用法（二）三、知能提升（一）重点单词1. dictionary n.词典，字典【考查点】a Chinese-English dictionary 一本汉英词典an English-Chinese dictionary 一本英汉词典dictionary→dictionaries单数形式复数形式【例句】This is my dictionary. 这是我的字（词）典。
These are my dictionaries. 这些是我的字（词）典。
【交际运用】A: You can use a Chinese-English dictionary. 你可以用汉英词典。
B: Thanks. 谢谢。
新目标英语七年级上教案Unit 2 Is this your, pencil
Unit 2 Is this your, pencil?No. 110 Middle School by Cao Yi单元整体说明单元教材分析本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。
通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。
本单元与第三单元衔接紧密：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。
单元知识系统（树）Is this/that your/her/his pencil? Yes, it is. No, it isn’t.How do you spell pen? P-E-N. What’s this in English? It’s a pen.Lost and Found单元总体目标运用Using contest guessing的学习策略，引导学生学会询问物品的主人的基本句型；体会一般疑问句的用法；学习如何写“失物招领”，“寻物启事”。
单元教学、难点一览单元学情分析本单元的主题是识别物品的所属，同时引导学生采用Using contest guessing和Role playing 的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。
单元教学建议采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。
七年级英语上册Unit 2 Is this your pencil教案人教新目标版
精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit 2 Is this your pencil?(The first period)Teaching aims:A. Learn to use the drills of this lesson and make full use of it in daily conversations.1.-Is this your pencil?-Yes, it is. It’s my pencil.2.-Is that your backpack?-No, it isn’t.It’s his backpack.B. Learn the following words and phrases:Backpack; ruler; pencil sharpener; thankyou; baseball; computer; key; notebook; ring…C. Practise the conversations.Teaching methods:Discussion; A short playTeaching aids:Cards and real objectsTeaching process:Step1. GreetingsStep2.Presentation1. Let the Ss write a few words they know about school things2. Learn the words with the help of the cards.3. Listen and number the conversations.4. Discuss in groups:- Is this /that…?- Yes, it is. /No, it isn’t.Step3.Group workIdentify ownership by giving the Ss a real scene and make up a dialogue.Step4. ExercisesHand out a piece of test paper.Step5.HomeworkWrite a dialogue of 60 words or so according to the drills in this lesson.第二课时一、任务设计展示1．能准确听出所学学习用具的单词。
Unit2_Is_this_your_pencil新目标七年级上
C、No,that isn’t.
3、What’s this? A、Yes,it is. D
D、No,it isn’t.
B、No,it isn’t.
C、It’s a eraser.
4、What’s A name? A、your ; My C、your ; I
D、It’s an eraser.
name is Ma Ling. B、your ; my D、you ; my
2
1
P8
• 2a
listen and check( √ ) the things you hear.
2b
listen and complete
2b
Listen and complete the conversation with the words in the box eraser pencil ruler pencil case book
Gina: My________Gina.______to______you. name’s Nice meet
Nice Bob:_____to meet you,_____._____this your Is too
ruler?
isn’t it his Gina:No,____ ______Ask Eric,It's______ruler. this your Bob:Eric,Is _____ ______ruler? Thank you it Eli :Yes,___is .______ ____.
P 7,1b Listen and number(1-3)
3
A: Is this your pencil? B: Yes, it is. It’s my pencil. A: Is that your backpack? B: No, it isn’t. It’s his backpack.
七年级英语新目标上Unit2.Isthisyourpencil教案
七年级英语新目标上 Unit 2 Is this urpenil?教案七年级英语新目标上Unit2Isthisurpenil?教案Unit2Isthisurpenil?Teahinggals●Learnsebasirds●Learnseeasphrases●LearnsesiplebutusefulexpressinsLanguagegals:IdentifnershipVabularNerdspenil,b,ruler,ditinar,eraser,penilase,penilsharpener,bap a,exusee,baseball,nteb,putergae,shl,spell,ring,ath, Nephraseslstandfundase,asetf,inEnglishExpressinsIprtantsentenesIsthisurpenil?–-es,it’spenil2N,itisn’tIt’sherruler3hat’sthisinEnglish?--It’sapen4Hduspellit?EverdaEnglishhat’sthis（inEnglish）?--It’sapen 2Hduspellit?3es,itis/N,itisn’t一重难点解析hat’sthisinEnglish?Ans:It’sapen2Isthis/thaturpenil?Ans：确信回答–-es,it’spenil否定回答---N,itisn’tIt’sherruler 3Hduspeellit?Ans:R-u-l-e-r二．语法知识Isthisurpen?--es,itis/N,itisn’t三．练习。
．翻译电脑游戏____________字典_____________铅笔盒_____________拼写_____________失物招领___________我的橡皮___________ 他的戒指____________用英语____________2．选择-Isthisursister?-________ThisisfriendAN,itisBN,itisn’tes,itisDes,itisn’t2—H______uspellit?—P-E-NAareBaisDd3—hat'sthis?—It'saditinar—____________Ah,esBes,itisThanu4—Isthisureraser?—N,itisn'tIthin___________ AithereraserBitshereraserit'shereraserIsthis___________exerise-b?AuBheher3用所给词的适当形式填空N,it_________It’sherruler2hat’sthisin_________?3Thisispenandthatis________pen4That’sLiLei________penilisld________isEnglishteaher6Ihavet________4填空ExuseeIsthisurp__________?2N,itisn’tIt’sherr__________3Hdus_________it?4hat'sthisi____________English?四、依照要求完成句子。
七年级新目标上Unit2Isthisyourpencil教案(精)
Unit 2 Is this your pencil?I．Teaching objectives单元教学目标II. Teaching materials analyzing and rearranging 教材分析与重组1. 教材分析本单元以school things为话题，设计了三个部分的内容。
旨在通过单元教学使学生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，学会写寻物启事和招领启事。
Section A学会询问物品的所属。
1a, 1b, 1c 重点学习一些表示学习用具的词，学会询问物品的所属。
2a, 2b, 2c继续学习表示学习用具的词。
重点学习运用询问物品所属的句型。
3, 4a, 4b 学会用英语询问物品的名称，进一步巩固询问物品所属的句型。
Section B 学会写招领启事和寻物启事。
1a, 1b, 2a, 2b, 2c学会判断物品的所属。
3a, 3b, 3c, 4学会写招领启事和寻物启事。
Self check 检测本单元所学词汇知识，学会询问物品的所属，学会询问物品的名称。
2. 教材重组与课时分配Period 1 （Section A：1a, 2c, 4a, 4b）SpeakingPeriod 2 （Section A：1b, 1c, 2a, 2b, 3）Listening and speaking (I)Period 3 （SectionＢ：1a, 1b, 2a, 2b, 2c）Listening and speaking (II)Period 4 （SectionＢ：3a, 3b, 3c, 4）Reading, speaking and writingPeriod 5 （Self Check）Revision and testingIII. Teaching plans for each period分课时教案Period 1 SpeakingTarget language目标语言1. Words & expressions生词和短语this, pencil, pen, book, eraser, ruler, dictionary, that, yes, no, not, case, pencil case, pencil sharpener, isn’t=is not2. Key sentences重点句子(1) Is this your pencil?Yes, it is. It’s my pencil.No, it isn’t. It’s his backpack.(2) What’s this/that in English?This/That/It is…Ability goals能力目标Enable the students to learn to identify ownershipLearning ability goals学能目标Help the students learn how to identify ownership.Teaching important / difficult points教学重难点How to identify ownershipTeaching aids教具准备A box filled with some school thingsTeaching procedures and ways教学过程与方式StepⅠ Greetings (revision) and content explanationGreeting the students and give more students chances to introduce themselves. Then show the picture on the blackboard.T: From this picture and the sentences, you will find out what we’re going to learn in this unit. Read the sentences after me, OK?Show the pose of―OK‖T: Can you follow me?S: Yes.T: Good. This time, I will say these sentences with gestures. Please follow me, OK? S: OK.T says these sentences with gestures and the students follow. T and Ss say while moving. For example, when T comes to ―点头yes‖, T nods his or her head; when T comes to ―摇头no‖, T shakes his or her head. If T thinks it is necessary, T can repeat this several times.T: Do you feel it’s interesting? From the picture and the sentences, can you tell me what we’re going to learn in this unit?S: We’ll learn how to say school things.S: We’ll learn how to write Lost and Found.4 and try to lead the students to do it as the teacher.T: Yes, you’re right. We’ll also learn some useful sentences such as, What’s this in English? How do you spell it? Is that your ruler and so on.Step Ⅱ Warming up and Lead-in (1a: P7)Prepare a box of school things before class and ask the students to learn to demonstrate things.T: (Take out a box filled with school things and pick out a pencil. T can put some pencils, some pencil-cases, and some rulers and so on in the box.) A pencil, a pencil, this is a pencil. (Stress ―this‖ and ―pencil‖.) What’s this in English? (Write the sentence on the blackboard and stress ―this‖.)S: （repeat）A pencil.T: Yes, it is a pencil. What’s this in English? (Stress ―this‖.)S: A pencil.T: Do you have a pencil? (Hold the pencil up and point to it.)S: Yes.T: Show it to me, OK? (Show the pose of ―OK‖T.) OK? (Stress ―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: This is a pencil. (Write ―This is…‖ on the blackboard.)S: This is a pencil.T: It is a pencil. (Write ―It is…‖ on the blackboard.)S: It is a pencil.T: Good. What’s that in English? (Point to S1’s pencil and write the word ―that‖ under the word ―this‖ on the blackboard and stress it.)S: A pencil.T: What’s that in English? (Point to S2’s pencil and stress ―that‖.)5 and try to lead the Ss to do it asS: A pencil.T: Good. Point to your friend’s pencil and say after me ―What’s that in English?‖ (Stress ―that‖.)S: What’s that in English?T: That’s a pencil. (Write ―That is …‖.)S: That’s a pencil.T: It is a pencil.S: It is a pencil.T: (Put the pencil aside and pick out a pen.) A pen, a pen, what’s this in English? S: A pen.T: This is a pen. (Point to ―This is …‖ on th e blackboard.)S: This is a pen.T: It is a pen. (Point to ―It is…‖ on the blackboard.)S: It is a pen.In this way, the teacher takes all the school things out of the box and teaches the students how to say school things in English. Let one or two students, if time permits, let more to come to the front to put the school things into the box or pick them out of the box and say the names of the things.T: Lin Tao, please come here and put the school things back into the box, OK? Show the pose of ―OK‖.S: OK.T: Lin Tao, when you pick up one and put it back, please tell us what it is in English. Just like this. (T does the task. T picks a pencil up and shows it to the students, saying ―A pencil, this is a pencil.‖ And put it back into the box. T picks a pen up and shows it to the students, saying ―A pen, this is a pen.‖ and put it into the box.) Can you understand me?S: Yes.T: And the other students, say after Lin Tao, OK? (Show the pose of ―OK‖.) But when Lin Tao says ―This is a ruler.‖, other students should say ―That is a ruler.‖, because the ruler is near to Lin Tao, but far from you. Can you understand me?S: Yes.S: (Pick up a ruler.) A ruler. This is a ruler.S: A ruler. That is a ruler.S: (Pick up an eraser.) An eraser. This is an eraser.S: An eraser. That is an eraser.…Matching and talking about the pictureIf the students don’t make any mistakes, T can give some small gifts to them.T: Well done. You must be tired. Let’s listen to some soft music and at the same time, look at the pictures in your books. (Point to the pictures in 1a.) Match the words with the things in the picture. It’s an easy job, yes?Check the answers with the students.Step ⅢPractice (2c:P8; 4a: P8)Ask the students to practice asking about the things in the picture in 2c. Then go on practicing with the students’ school things.T: Good. Thank you. (Give a sweet to S1. T walks down to the students and picks up some school things of the students.) Excuse me, (Stress ―Excuse me.‖.) Betty, is this your pen?Betty: Yes, it is.T: Can I use it, please? (Stress ―please‖.)Betty: Yes.T: Thank you. (Stress ―Thank you.‖.) You’re so kind.In this way, T borrows some school things from the students and puts them into the box, mixes the school things in the box and then takes out a dictionary.Note: T should decide how many things to borrow according to the time.T: What’s this in English?S: This is a dictionary.T: Zhang Tao, is this your dictionary?Show the following on the blackboard.Writing on the blackboard(1) What’s this in English?(2) Is this your / my…?that thatThis /That / It is… Yes, it is.No, it isn’t.形容词性物主代词我的你的/您的他(她，它)的我们的你们的/您们他们 / 她们 /的myWhile saying ―your‖, T points to ―your‖ in the form. And write the sentence ―is this your …‖ on the blackboard.Zhang Tao: N o, it isn’t.Write ―No, it isn’t.‖ on the blackboard.T: Good. You’re honest. It is my dictionary and it isn’t your dictionary.Write the sentences ―It is…/ It isn’t…‖ on the blackboard. While saying ―my‖, T points to ―my‖ in the form.T: Is this my dictionary?Zhang Tao: Yes, it is.Write ―Yes, it is.‖ on the blackboard.T: Liu Liang, is this her backpack? (Point to Liu Fang.)Liu Liang: Yes, it is. It is her backpack.T: Liu Fang, is this his ruler? (Point to Wu Zhen.)Liu Fang: No, it isn’t. It is my rul er.Further practice (4b: P9)If time permits, do more practice with the students in the following way.T sends all the school things in the box to some students and asks them to do group work to find their owners.T: Now, work in groups of six. I’ve give each group some school bags. Please help me 8 它们的 their your his, her, its our yourfind their owners.Act out the following conversation with some students or only show it on the screen. Sample conversations of Group 1:S1: Is this her eraser?S2: No, it isn’t.S3: Is that his book?S2: No, it isn’t.S4: Is that your ruler?S2: Yes, it is. Thank you.S5: Is this her backpack?S6: I don’t know. Lily, is that your backpack?Lily: Yes, it is. Thank you.Let the students do close or open group work or even let the students walk around the classroom to find the owner for the school things after group discussion. T can walk around the classroom to control the students.T: Good. Thank you for helping me to give the school things back to their owner. You must be ti red now. Let’s have a rest. Listen to some soft music. While listening, please write down what you learn in this class without looking at your books.Students listen to the music and write down what they learn in this class. Then T asks them to read out what they have written and praise who does well.Step IV Summary and HomeworkT: You’re so clever. You remember the names of the school things and the sentences so well. I’m very glad. Yes, there are two main parts in this class. The first one is words for t he names of the school things. The second is sentences such as, What’s this in English? This is… Is this your book? Yes, it is. … That’s all for today. Today’s homework: try to learn all the new words in this unit by heart and finish Exercises 3, 6 and 8 of this unit in Workbook.Period 2 Listening and speaking (I)Target language目标语言1. Words & expressions生词和短语OK, spell, baseball, watch, computer, notebook, ink, ink bottle, compass, ball pen, soccer, paper, test tube, knife, blackboard, excuse me, thank you, in English2. Key sentences重点句子Excuse me. Thank you. OK.How do you spell it?What’s this in English?Ability goals能力目标Enable the students to identify ownership.Learning ability goals学能目标Help the students learn how to identify ownership politely.Teaching important / difficult points教学重难点How to identify ownership and get information.Teaching aids教具准备A tape recorder and some objects.Teaching procedures and ways教学过程与方式Step I RevisionCheck the homework by asking some students to sing the ABC song and spell some words.T: Good morning, class! It’s time for English class again. Nice to meet you here! S: Nice to meet you, too!T: First, let’s check the homework. Now, open your workbook. Look at Exercise 3. Who sings very well in our class?S: Yuan Yuan.T: OK. Yuan Yuan, please sing the ABC song for us, OK?Yuan Yuan: OK. (Begin to sing.)Ask the other students to sing together and ask some to write down these letters on the blackboard. Then check the answers to Exercises 2, 6 and 8.Step II Warming up and Lead-inCard GameFirst, act out a conversation with a student and then ask them to practice the conversation.A sample conversation:T: Now, I have some cards here. I will give them to you. Do it as I do, OK? Show a card to a student.T: Excuse me, Xu Feng. What’s this in English?Xu Feng: It’s an eraser.T: How do you spell eraser?Xu Feng: E-R-A-S-E-R.T: Is it your eraser?Xu Feng: Yes, it is.T: Here you are.Xu Feng: Thank you.T: Not at all.School thingsTake out a soccer from under the desk.T: What’s this in English?S: A soccer.Write down the word on the blackboard and ask the students to repeat.T: How do you spell soccer?S: S-O-C-C-E-R.In this way, teach them the new words of the school things such as, ink, ink bottles, compass and so on. Write all of them down on the blackboard. Then ask the students to read these words repeatedly and try to remember them.Practice (3: P9)Ask some pairs of students to practice the conversation in 3 in Section A.T: Now look at Exercise 3 in Section A. Ask and answer in pairs to talk about these 11 pictures. OK?Step III Listening (1b: P7; 2a, 2c: P8)In this procedure, students will listen to some conversations and identify some objects mentioned in the conversations. First ask them to listen to three short conversations in 1b and number them in order; and then go on with a longer one in 2a and 2b and check the things they hear and complete the conversation.First do Activity 1b in the following way.Ask students to look at the pictures in 1a first and focus attention on each of the three conversations. Ask students to identify the object the person in each conversations holding or pointing to.T: Look at the picture in 1a and identify the object the person in each conversation is holding or pointing to. The boy is holding a pencil, a girl is holding a ruler, and the teacher is pointing to a backpack. Pay attention to the use of ―this‖, ―that‖and ―his‖ , ―her‖ during your listening.Play the recording and ask students to number the conversations.Check the answers and then ask them to read the conversations after the recording. Then go on with Activity 2a.T: Let’s come to 2a. Look at the pictures and name each one.S: Pencil-box, eraser, book …Then play the recording and ask students to check the things they hear.T: Well, can you see the six boxes beside the pictures? After listening, put (√) in the box, OK? Now listen.Play the recording, check the answers and then go on with Activity 2b.T: Look at 2b. There are some words in the box. Listen to the tape again and complete the conversation with them.Play the recording. Then check the answers by asking three students to read the completed conversation.Then ask students to repeat after the recording.Step IV Grammar FocusAsk the students to read the sentences in the grammar box.T: Read the sentences in the box. Point out which words show ownership.S: Your, my, his and her.T: Good. These words often comes before the item we are talking about. For example, my pen, your nose, his book, her father.Ask students to pay attention to the short answers. Explain that the words Yes and No are always followed by a comma when they are used at the beginning of a sentence. After this, ask students to do the following exercises.Show the following.A: 按要求完成下列句子。
【K12学习】七年级英语新目标上Unit2.Isthisyourpencil-教案
七年级英语新目标上Unit2.Isthisyourpencil?教案Unit2.Isthisyourpencil?Teachinggoals●Learnsoebasicords●Learnsoeeasyphrases●LearnsoesiplebutusefulexpressionsLanguagegoals:Identifyonership.VocabularyNeordspencil,boo,ruler,dictionary,eraser,pencilcase,penci lsharpener,bacpac,excusee,baseball,noteboo,putergae ,school,spell,ring,atch,Nephraseslostandfoundcase,asetof,inEnglishExpressionsIportantsentencesIsthisyourpencil?–-yes,it’sypencil.No,itisn’t.It’sherruler.hat’sthisinEnglish?--It’sapen.Hodoyouspellit?EverydayEnglishhat’sthis?--It’sapen Hodoyouspellit?yes,itis./No,itisn’t.一.重难点解析hat’sthisinEnglish?Ans:It’sapenIsthis/thatyourpencil?Ans：肯定回答–-yes,it’sypencil.否定回答---No,itisn’t.It’sherruler. Hodoyouspeellit?Ans:R-u-l-e-r.二．语法知识Isthisyourpen?--yes,itis./No,itisn’t.三．练习。
．翻译电脑游戏____________字典_____________ 铅笔盒_____________拼写_____________ 失物招领___________我的橡皮___________ 他的戒指____________用英语____________ ．选择-Isthisyoursister?-________.Thisisyfriend.A.No,itisB.No,itisn’t.c.yes,itisD.yes,itisn’t—Ho______youspellit?—P-E-N.A.areB.ac.isD.do—hat'sthis?—It'sadictionary.—____________.A.oh,yesB.yes,itis.c.Thanyou.—Isthisyoureraser?—No,itisn't.Ithin___________.A.ithereraser.B.itshereraser.c.it'shereraser.Isthis___________exercise-boo?A.youB.hec.her用所给词的适当形式填空No,it_________.It’sherruler.hat’sthisin_________?Thisisypenandthatis________pen.That’sLiLei.________pencilisold.________isyEnglishteacher.Ihaveto________填空Excusee.Isthisyourp__________?No,itisn’t.It’sherr__________.Hodoyous_________it?hat'sthisi____________English?四、根据要求完成句子。
七年级英语Isthisyoupencil教案
七年级英语"Is this your pencil?" 教案一、教学目标：1. 知识目标：学生能够听懂、会说、会读"Is this your pencil?" 这个句子。
学生能够理解并运用"Yes, it is." 和"No, it isn't." 这两个回答。
学生能够正确使用疑问词"whose" 来询问物品的所有者。
2. 能力目标：学生能够在日常生活中用英语询问和回答关于物品所有权的问题。
学生能够在小组活动中用英语进行简单的交流和互动。
3. 情感目标：学生能够培养对英语学习的兴趣和热情。
学生能够通过英语学习，增强自信心和团队合作精神。
二、教学重点与难点：重点：学生能够正确使用"Is this your pencil?" 这个句子进行物品所有权的询问。
学生能够理解和运用"Yes, it is." 和"No, it isn't." 这两个回答。
难点：学生能够正确使用疑问词"whose" 来询问物品的所有者。
学生能够在实际情境中灵活运用所学的句子和回答。
三、教学方法：情境教学法：通过设置真实的生活情境，让学生在实际情境中学习和使用英语。
互动教学法：通过小组活动和小游戏，让学生积极参与，增强口语表达能力。
任务型教学法：通过完成具体的任务，让学生在实践中学习和运用英语。
四、教学准备：教学材料：教材、课件、小礼品等。
教学环境：教室布置成情境教室，设置不同的学习区域。
五、教学过程：1. 热身活动（5分钟）：教师与学生进行简单的英语对话，引导学生进入学习状态。
学生进行小组活动，相互问候并用英语介绍自己。
2. 引入新课（10分钟）：教师展示一幅图片，引导学生观察并猜测图片中的物品是谁的。
学生用英语表达自己的猜测，教师给予肯定或否定的回答。
七年级英语新目标上 Unit 2 .Is this your pencil-教案
七年级英语新目标上 Unit 2 Is this urpenil?教案七年级英语新目标上Unit2Isthisurpenil?教案Unit2Isthisurpenil?Teahinggals●Learnsebasirds●Learnseeasphrases●LearnsesiplebutusefulexpressinsLanguagegals:IdentifnershipVabularNerdspenil,b,ruler,ditinar,eraser,penilase,penilsharpene r,bapa,exusee,baseball,nteb,putergae,shl,spell,ring,ath,Nephraseslstandfundase,asetf,inEnglishExpressinsIprtantsentenesIsthisurpenil?–-es,it’spenil2N,itisn’tIt’sherruler3hat’sthisinEnglish?--It’sapen4Hduspellit?EverdaEnglishhat’sthis（inEnglish）?--It’sapen 2Hduspellit?3es,itis/N,itisn’t一重难点解析hat’sthisinEnglish?Ans:It’sapen2Isthis/thaturpenil?Ans：肯定回答–-es,it’spenil否定回答---N,itisn’tIt’sherruler 3Hduspeellit?Ans:R-u-l-e-r二．语法知识Isthisurpen?--es,itis/N,itisn’t三．练习。
．翻译电脑游戏____________字典_____________铅笔盒_____________拼写_____________ 失物招领___________我的橡皮___________ 他的戒指____________用英语____________2．选择-Isthisursister?-________ThisisfriendAN,itisBN,itisn’tes,itisDes,itisn’t2—H______uspellit?—P-E-NAareBaisDd3—hat'sthis?—It'saditinar—____________ Ah,esBes,itisThanu4—Isthisureraser?—N,itisn'tIthin___________ AithereraserBitshereraserit'shereraserIsthis___________exerise-b?AuBheher3用所给词的适当形式填空N,it_________It’sherruler2hat’sthisin_________?3Thisispenandthatis________pen4That’sLiLei________penilisld________isEnglishteaher6Ihavet________4填空ExuseeIsthisurp__________?2N,itisn’tIt’sherr__________3Hdus_________it?4hat'sthisi____________English?四、根据要求完成句子。
七年级英语上册 Unit 2《Is this you pencil》教案 人教新目标版
Unit2Is this your pencil?Language goals:In this unit students learn to talk about ownership.New languages:Is this your pencil? Yes, it is.Is that her eraser? No, it isn’t.What’s this in English? It’s a pen.How do you spell it?Difficult points:1. Sentences begin with “Is this/that …?”2. I mprove the students’ reading, listening, speaking and writing skills.3. How to write notices about Lost and Found.Teaching aids:real objects (watch, pencil, pencil case, eraser, pencil sharpener …), recorder, picturesTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: /Section A 3 /4a /4bPeriod 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 /Self CheckPeriod 1Teaching aims:1. Learn the words on page7 and page8.2. Use target languages:Is this your pencil?Yes, it is. / No, it isn’t.Is that her eraser?Yes, it is. /No, it isn’t.3. Train the listening and speaking skills.Teaching procedure:Step 1 Revision1. Have a dictation (words and phrases in Unit 1).2. Make conversations in pairs (go over the dialogues in Unit 1). For example:What’s your name?What’s your first name?What’s your last name?What’s your telephone number?What’s his name?What’s her name?What’s this in English?Step 2 PresentationShow some objects or pictures (pen, pencil, eraser, backpack, ruler, dictionary, pencil case)to the students. Have students say them in English. Step 3Section A 1a(1)T: (take up a pen) W hat’s this in English?Ss: It’s a pen.(The teacher says “pen” again and have students repeat it. Learn theother words like this.)(2)Students read the words on the left again and again. Ask some studentsto read them to the class.(3)T: Now look at the picture. What can you see in it? Find the objects thatyou read just now.(4)Then ask one student to read his/her answer to the class. The others checktheir answers.Step 4 Section A 1b(1) T: (hold up a pen and ask a student) Is this your pen?S: No, it isn’t.T: (hold up a pencil from a student’s pencil case and ask the student)Is this your pencil?S: Yes, it is.(2) Point to the picture. Ask students to look at the picture carefully andread the sentences in it.(3) Play the recording for the first time. Students only listen.(4) T: (play the recording for the second time)Listen again and number the conversations.(5) Give the answers and students check their answers.Step 5 Section A 1c(1) T: Work in pairs and practice the conversations in 1b.(2) Write the following on the board:1. pencil (Yes)2. backpack (No, his)3. ruler (No, her)Ask the students to look at the board and act out the three conversationswith their books closed.(3) Let several pairs e to the front of the class and act out theirconversations.Step 6 Section A 2a(1)Show a pencil case, an eraser, a book, a pencil, a backpack and a rulerto the students. Have students say their names in English.(2) T: Now look at the six pictures in 2a. Listen carefully and check thethings you hear.(3) Play the recording. Students check the things.(4) Check the answers.Step 7Section A 2b(1) T: Look at the picture on the left. What can you see on the floor?(Have some students say the names of the objects.)(2) Read the words in the box and have students repeat them.(3) T: Listen and fill in the blanks with the words in the box.(Play the recording. Students listen and plete the conversation.)(4) Check the answers.(5) Practice the conversation in groups of three.Step 8 Section A 2c(1)T: (Point to an object in the picture and ask a student)What’s this in English?S: It’s a backpack (ruler, pencil eraser …)(2) Let students work in pairs to practice the conversation.(3) Have several pairs of students present their conversations to the class. Step 9Grammar FocusDivide the class into two groups to say the questions and responses.Step 10 Conclusion(1) Learn and master the vocabulary words.(2) Master the target languages.Is this your pencil? Yes, it is.Is that her eraser? No, it isn’t.Step 11 Homework(1) Learn the vocabulary words by heart.(2) Practice the conversations in 2b and Grammar Focus.(3) Do some preparing.Period 2Teaching aims:1. Memorize the words and phrases: how, do, spell, baseball2. Use the sentences “What’s this in English?”“How do you spell it?”3. Train speaking skills.Teaching procedure:Step 1 Revision(1)Go over the words in last class. Show some pictures or real objects tothe students. Have them say their names and spell them.(2)Ask students to make conversations:Is this/that your …?Yes it is. /No, it isn’t.Step 2 Presentation (a game)(5)Put a pencil sharpener, a dictionary, a pen, an eraser and a ruler ina bag.(6)T: I have some things in this bag. You often use these things in class.Try to guess what they are.(When one student guesses the right object, give the object to him/her.) Step3 SectionA 3(1) T: Look at the five pictures. Who can say the names of the objects?(2) Demonstrate the conversation with a student:T: What’s this in English?S: It’s a pen.T: How do you spell it?S: P-E-N.(7)T: (write the names of the objects on the board: pencil sharpener,dictionary, pen, eraser, ruler)Now work in pairs and make up five conversations like this.(8)Have five pairs present their conversations to the class.Step4 SectionA 4aTake out a box. Say:Put your school things, such as pens, pencils, rulers, n erasers into the box.Step5 Section A 4b(2)T: (Take out a pen from the box and ask one student) Is this your pen?S:Yes, it is. /No, it isn’t.(3)T: Now work in pairs. Do it like this to guess the owner of one object.You only have two guesses.Step 6 Conclusion(1) Learn the words and phrases in this class.(2) Grasp the target languages:What’s this in English?It’s a …How do you spell it?Step 7 Homework(1) Memorize the words.(2) Act out the dialogues in activity 3.(3) Prepare next lesson.Period 3Teaching aims:1. Learn the vocabulary words.2. Target languages:What’s this?How do you spell it?3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkAsk students to have conversations in pairs freely.Step 2 Section B 1a(1) T: Look at the picture in 1a. What things can you see? Say their names.(Ask some students to say the names of the objects.)(2) Read the words in the box and have students repeat them.(3) T: Can you match the words with the things in the picture?See who does the most quickly.(4) Ask one student to say his/her answers.Step3 Section B 1b(1) T: (Point to the watch in the picture and ask one student.)What’s this?S: It’s a watch.T: How do you spell it?S: W-A-T-C-H.(2) T: Now work in pairs and talk about the things in the picture. (Writedown the names of the objects on the board when the students aretalking.)(3) Ask some pairs of students to present their conversations to the class.Encourage them to say their conversations with their books closed. Step 4 Section B 2a(1)Call attention to the words and phrases in 1a and ask students to readeach one.(2) T: Now le t’s listen to the recording. You’ll hear some things in 1a.Circle the things when you hear them.(3) Play the recording, students listen and circle the things.(4) Have some students say their answers.Step 5Section B 2b(1) T: What are Kelsey and Mike looking for? Now listen to the conversationagain. Then write the names of the things in the chart.(2) Play the recording, students listen and write the words under Kelsey andMike.(3) Give the answers:Kelsey: watch, ID cardMike: pen, baseballStep 6 Section B 2c Pairwork(1) Read the instruction to the class. Take the first question and answer asanexample. Demonstrate it with a student.(2) Have students work in pairs. One student in each pair looks at page 82and the other looks at page 86. Take turns asking and answering thequestions.Step 7 Homework(1) Remember words in this lesson.(2) Make a conversation.(3) Do some preparing.Period 4Teaching aims:1. Memorize the words and phrases on page 11.2. Learn to write a notice about Lost and Found.3. Train writing skill.Teaching procedure:Step 1 Revision(1) Have a dictation of the words in last class.(2) Act out the conversation:A: What’s this?B: It’s a …A: How do you spell it?B: …Step 2 Section B 3a(1) T: Look at the notices. Read them by yourselves.(2) Ask the students if they have any questions about the notices. Ifnecessary, explain some difficult sentences. Teach the students how towrite this kind of notice.(3) T: Now read the notices again, and circle the words in 1a.(4) Give the answers:watch, puter game, notebook, ID cardStep 3 Section B 3b(1) T: Look at the four parts in the box. They are in the wrong order, putthem in the right order to make a plete message.(2) Students do the exercise by themselves.(3) Ask one student to read his /her answer to the class.(4) Students practice reading the notice.Step 6 Self Check 1 & 2(1)T: Look at the words in the box. Do you know all the words? Check thewords you know.(2)T: If you don’t know the meanings of some words, look them up in yourbook or ask your classmates for help.(3)Have students write five new words in their Vocab-Builder.Step 7 Self Check 3(1) T: Look at the picture on the left. Whose things are they?(2) Give an example with a student:T: Is that your key?S: Yes, it is. /No, it isn’t.(3) Ask students to plete the questions and answers individually.(4) Check the answers.Step 8 Homework1. Memorize the words in Unit2.2. Write a notice about Lost and Found.word 11 / 11。
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新目标七年级英语上Unit2 Is this your pencil同步学案Unit2 Is this your pencil?一、单词导航台1．backpackn. 双肩背包【记忆法】back(后背)＋pack(背包)2．baseballn. 垒球【记忆法】base(出发点)＋ball(球)3．computern. 电子计算机【记忆法】compute＋r(后缀)，compute译为“计算，估计”。
【引申】PC个人电脑；mouse鼠标。
4．dictionaryn. 词典，字典【引申】encyclopedia百科全书；lexicon词典。
5．gamen. 游戏，运动：play game做游戏；sports competition运动会。
【考点】辨析game和sport的用法：game指户内或户外的“游戏，比赛”，脑力的或体力的皆可，且有一定规则，要求参加者遵守；而sport只指“户外运动”，是娱乐性的或竞赛性的体育活动项目。
【引申】同义词：amusement, competition, match。
Game cock斗鸡；(gambler)赌徒。
6．how/hau/adv. ①怎样，用何方法；②多么，何等【考点】how far多远：How far is it? 那有多远？how long多久：How long does the film last? 这场电影放映多久？how many多少：How many books do you have? 你有多少书？how much多少：How much does the skirt cost? 这条裙子多少钱？How old几岁：How old are you? 你多大了？how soon多久之后：How soon can you be ready? How about…怎么样，……行吗(后接名词或动名词)：How about going for a walk?7．key/ki:/n. ①钥匙；②答案；③关键：the key to success成功的秘诀【引申】key money保证金；keyboard键盘；keypunch打孔机。
8．notebookn. 笔记本9．rulern. ①统治者：a wise ruler英明的统治者；②尺，直尺：a 50-centimeter 50厘米长的尺子。
【记忆法】rule(规则)＋r。
10．spell/spel/v. 拼写：How do you spell your name? 你的名字怎样拼写？【引申】spelling n. 拼写。
二、句子破译站1．“Is this your pencil?”和“Is that your backpack?”“这是你的钢笔吗？”和“那是你的背包吗？”这两个句型都是一般疑问句，Is this…？指问话人问较近的人或物，Is that…？指问话人问较远的人或物，回答都是用it来代替this和that，以避免重复使用this和that。
2. What’s th is in English? 这个用英语怎么说？这是一个含有特殊疑问词“What(什么)”的特殊疑问句。
in English 可作“在英语中”或“用英语”解。
“in＋某种语言”表示“用……语言说”的意思。
3. How do you spell pencil? 你怎样拼“pencil”这个词？(1)此句为特殊疑问句，do是助动词用来帮助构成疑问句或否定句的。
一般疑问句结构为：do＋主语＋动词原形＋？，其肯定回答为Yes，I do. ，否定回答为No，I don’t. 。
don’t是do not的缩写形式。
特殊疑问句结构为：疑问词＋do ＋主语＋动词原形＋？，否定句结构为：主语＋do＋not＋动词原形。
第三人称单数作主语时应将do改为does。
(2)how疑问副词，在本句中是对某种方式、方法的提问，意思是“怎么样”。
how还可用来表示对健康情况、程度、数量以及价钱等的提问。
三、考点工具箱1．this，that和it(1)this和that是指示代词，it是人称代词。
(2)距离说话人近的人或物用this, 距离说话人远的人或物用that。
如：This is a flower. 这是一朵花。
(近处)That is a tree. 那是一棵树。
(远处)(3)放在一起的两样东西，先说this, 后说that。
如：This is a pen. That is a pencil. 这是一支钢笔。
那是一支铅笔。
(4)向别人介绍某人时说This is…, 不说That is…。
如：This is Helen. Helen, this is Tom. 这是海伦，海伦，这是汤姆。
(5)This is 不能缩写, 而That is可以缩写。
如：This is a bike. That’s a car. 这是一辆自行车。
那是一辆轿车。
(6)打电话时，介绍自己用this, 询问对方用that。
如：—Hello! Is that Miss Green? 喂，是格林小姐吗？—Yes, this is. Who’s that? 是的，我是，你是谁？注意：虽然汉语中使用“我”和“你”，但英语中打电话时绝不可以说：I am…, Are you…？/Who are you?(7)在回答this或that作主语的疑问句时, 要用it代替this或that。
如：①—Is this a notebook? 这是笔记本吗？—Yes, it is. 是的，它是。
②—What’s that? 那是什么？—It’s a kite. 是只风筝。
(8)it可以指天气、时间、距离或人，也常用来代替前文中所提到的东西。
如：①It’s a fine day today. 今天是个好天。
②What’s the time? It’s six. 几点了？六点。
③It’s not far from here. 离这儿不远。
④—Who is it? 谁呀？—It’s me. 是我。
⑤This is a pen. It’s Lily’s. 这是一支钢笔。
它是莉莉的。
2．不定冠词a和ana和an都是不定冠词，表示一(个，支，本，块……)的意思，但不强调数量概念，而是强调类别，用来限定名词。
a 用在辅音素开头的单数名词前，如：a pencil(一支铅笔)，a book(一本书)；an用在元音音素开头的名词前，如an eraser(一块橡皮)。
如果名词前有修饰语，用a还是用an，则以该修饰语的第一音素决定用a还是用an。
如：a clock 一座钟 an old clock 一座旧钟a book 一本书 an English book 一本英语书a nice apple 一个可爱的苹果 an apple 一个苹果四、重难点密室一般疑问句和特殊疑问句(1)一般疑问句有两种，一种是由be动词引导的疑问句，另一种是由助动词或情态动词引导的疑问句，本单元主要讲前一种。
动词be的一般疑问句的构成是在肯定句的基础上，将动词be(am, is, are)移至主语之前，这时动词be已在句首，第一字母应变为大写，句末用问号。
肯定句变疑问句的方法可以用口诀“一调二变三问号”来帮助同学们记忆，“一调”是把be提至主语前；“二变”是原主语的大写改小写和人称的改变，1变2、2变1、3自身，即：第一人称变为第二人称，第二人称变为第一人称，第三人称不变；“三问号”是句末用问号，用升调读。
对一般疑问句的回答分为肯定和否定回答：作肯定回答先说Yes, 再作简单叙述，作否定回答先说No, 再作简单的补充回答。
如：①I’m Li Ming. 我是李明。
Are you Li Ming? 你是李明吗？Yes, I am. 是的，我是。
②You are twelve. 你12岁。
Are you twelve? 你是12岁吗？No, I’m not twelve. I’m eleven. 不，我不是12岁，我11岁。
③It’s Polly. 它是波利。
Is it Polly? 它是波利吗？④She is an English teacher. 她是英语老师。
Is she an English teacher? 她是英语老师吗？Yes, she is. 是的，她是。
No, she isn’t. 不，她不是。
(2)特殊疑问句的构成及其回答：特殊疑问句是由疑问词what, where, how, how old来引导的。
其结构是疑问词＋be/助动词/情态动词＋主语，回答时要根据所问的情况回答，不能用Yes或No。
如：①What’s this? 这是什么？It’s a computer. 这是一台计算机。
②What’s that? 那是什么？It’s a TV. 那是一台电视。
口语交际在日常生活中，当你碰到一些东西时，你可能会问：“这个用英语怎么说”？其实，学好英语，拥有这样的好奇心是大有必要的。
下面就来学学用英语辨认物品吧。
一、语言话题1．—What’s this/that in English?—It’s a…2．—What’s the English for“电脑”“电脑”用英语怎么说？—It’s “computer”.3．—Is this/that a…? —Yes, it is. /No, it isn’t.二、注意事项学习了上述句型，我们就可以用英语来询问周围的物品，做到随时随地学英语。
如在上学或放学的路上，你可以和你的同伴进行如下练习：—What’s this in English?—It’s a car.—Is this an English car?—No, it’s a Chinese car.当然，要注意交通安全啊!相关资料检索含Be的陈述句变一般疑问句技巧将一个陈述句变成一般疑问句通常遵循三变一换原则，那么三变一换原则又指什么呢？一换：将陈述句中的主语与be位置交换，也就是说把be(am, is, are)提到句首。
三变：1．将am，is，are的第一个字母由小写变为大写形式。
2．将陈述句中第一个单词的字母由大写变为小写形式。
3．将句号变成问号。
例如：The girls are students.变成一般疑问句为：Are the girls students?(注意：若含有第一人称的陈述句变一般疑问句，在按照三变一换原则做题的同时，一般把第一人称改为第二人称。
例如：This is my coat. →Is this your coat? Iam in Class Three. →Are you in Class Three?)我们已经学会了有关Be动词的陈述句变一般疑问句的用法。
那么一般疑问句的答语又如何呢？告诉你几条规律：1.要用Yes或No来回答。