Unit3IsthisyourpencilPeriod2SectionA2a—3c .doc

教学设计Period 2 Section A 2a3c.教学准备1教师：录音机和录音磁带、多媒体课件、图片和物品实物。2学生：关于学习用品的图片以及学习用品实物。.教学目标1让学生进一步了解如何确认物主关系。2使学生能够利用所学物品进行完整的英语对话。3学习本课的知识点。(1)词汇：excuse，me，thank，teacher，about，yours，for，help，welcome(2)句型：Excuse me.Is this your pencil？Yes，thank you.Are these your pencils？No，theyre Bobs.What about this dictionary？Its Helens.Thank you for your help.Youre welcome.4训练学生在听录音时听懂基本的英语会话的能力。5帮助学生来确认其他同学的物品。.教学重点(1)词汇：excuse，me，thank，teacher，about，yours，for，help，welcome(2)句型：Are these your pencils？No，theyre Bobs.What about this dictionary？Its Helens.Thank you for your help.Youre welcome.教学难点1培养学生运用所学知识进行完整的对话练习的能力。2让学生能够正确的确认物主关系。.教学步骤Step 1：Greetings and talking建议1：学生小组成员之间对话表演学生利用自己的学习物品，以及上节课所学语言知识进行小组成员之间的对话。(要求表演的学生到教室前面来表演，训练学生对语言知识掌握的熟练程度，激发学生的兴趣，培养他们的自信。)For example：S1：Is this your dictionary?S2：No，it isnt.Its his.Is that her eraser?S3：Yes，it is.Its hers.Are these your rulers?S4：No，they arent.They are hers.Are those your pens?S1：Yes，they are.Theyre mine.建议2：值日生报告让值日生利用上节课所学的物主代词，对同学的学习用品进行简单的物主确认，并做成报告形式向同学们汇报。教师根据值日生报告的内容进行简单的提问，目的是检查学生的家庭作业，同时也训练学生听短文获取关键信息的能力，从而提高学生的听力能力。(也可让值日生自己设计与报告有关的问题，并在作报告前板书到黑板上，让其他学生带着问题听报告，如能坚持使用此方法，效果很好。)新*课*标*第*一*网For example：S：Hello，everyone！Im Li Lei.This is my book.That is my eraser.And these pencils are mine.This is Toms dictionary.The pens are his，too.That is Lucys schoolbag.And those rulers are hers.T：Now I will ask you some questions.Is this Li Leis book?S1：Yes，it is.T：Are those Lucys pens?S2：No，they arent.They are Toms.T：Are these Li Leis pencils?S3：Yes，they are.建议3：复习单词和句型教师在黑板上写出几个学生的名字，并在名字旁边贴上学习用品的图片，来复习所学的单词和句型。For example： T：Is this your schoolbag？(Point to Picture 1.)S1：No，it isnt.T：Is this her schoolbag？(Point to Alice.)S2：Yes，it is.Its hers.T：Are those your erasers？(Point to Picture 2.)S3：No，they arent.T：Are those his erasers？(Point to Bob.)S4：Yes，they are.Theyre his.(Get the students to ask the questions in turn.)Step 2：Present the new words教师主动选择一位学生与其作对话，在对话中侧重于：学生说出上节课所学的句型，教师说出本课的新词汇，让学生在情境中理解新词汇的意思。For example：T：Excuse me，Wang Tao.Is this your pencil?S：No，it isnt.Its his.T：And is this his book?S：No，it isnt.Its hers.T：What about this dictionary？Is this yours?S：Yes，its mine.T：Thank you for your help.The teacher helps the student say：Youre welcome.让学生在对话中猜测新词汇的意思，并学会使用这些词汇。(First ask the students to read the new words by themselves.Then ask them to read after the teacher.)Step 3：Practice the new words建议1：训练学生拼读单词具体操作建议：先让学生跟着听力磁带读，然后让学生进行操练：先让学生齐读，再分组齐读，最后单个学生试读。通过这种从整体到部分再到个体的机械操练，让学生熟练掌握本课所学词汇。建议2：单词拼读竞赛把学生分成若干小组，让学生先在小组内竞赛拼读单词，然后教师给出单词的汉语意思，学生以抢答的形式拼读单词，回答出最多的为获胜组。(通过抢答，不仅可以帮学生记忆单词，更调动了学生学习单词的积极性。)Step 4：Listening1课本2a的处理。建议1：练习听力之前，先让学生说出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 pictures in 2a.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2a中选出所听到的物品。建议2：让学生把听到的物品选出来，放在自己的桌子上。让学生动手去做，比单纯的单词辨听更容易引起学生的兴趣。For example：T：Now please take out the objects in 2a and put them on the desk.You will listen to a dialogue and please pick out the things you hear.(Play the recording for the students to listen.)T：Now lets check the answers.Please hold the things you hear and say their English names.(Make sure the students hold the things to show them to the other students.)2让学生再听一遍录音，完成2b的对话。教师也可以把对话用多媒体课件展示出来。Tom：Excuse me，Grace.Is this your pencil?Grace：Yes，thank you.And those are my _.Tom：And Jane，is this your _？Jane：No，it isnt.Its hers.Tom：OK，and these are my _.This is your _，Jane.Check the answers in class.3让学生跟读2a/2b部分的听力材料，目的是让学生熟练掌握句型“Excuse me.Is this your pencil？”和“These are my./Those are my.”。4对学生进行由集体到个人的机械操练，先让学生齐读，进行集体操练，然后再让学生三个人一组进行小组操练。Step 5：Practice the sentences1让学生根据2b中的对话，小组之间进行对话操练。(选出几组同学在班级内表演。)2教师可以设计一个表格，并以多媒体课件的形式展现出来，让学生根据表格信息，仿照2b的对话，进行对话练习。物品pencilpencil boxerasersrulerbooks物品主人S2S3S1S2S2For example：S1：Excuse me，S2.Is this your pencil?S2：Yes，thank you.And those are my books.S1：And S3，is this your ruler?S3：No，it isnt.Its hers.S1：OK，and these are my erasers.This is your pencil box，S3.3让学生利用教室里的物品编出新的对话并进行操练。w w w .x k b 1.c o mStep 6：Present the new sentences教师先与一名学生做示范，然后让学生根据表格所给信息，进行对话练习，并加上新学的单词和短语。物品pencilpencil boxerasersrulerbooks物品主人mine(Sam)BobsAnnasHelensmine (Sam)For example：T：Excuse me，Sam.Is this your pencil?X K B 1.C O MS：Yes，its mine.T：And is this your pencil box?S：No，its Bobs.T：What about this ruler?S：Its Helens.T：And the books？Are these yours?S：Yes，they are.T：Thank you for your help，Sam.S：Youre welcome.Then let the students practice the dialogue in pairs.Step 7：Roleplay the conversation1教师可以把2d的信息设计成表格，通过多媒体课件的形式展示给学生，让学生根据表格信息分角色表演对话。2学生根据2d的对话，利用实际物品编写出自己的对话并进行表演。Step 8：Grammar Focus让学生把课本Grammar Focus表格中的内容进行熟练朗读，再一次区分this与that，these与those，区分形容词性物主代词和名词性物主代词。注意三个缩写词：its it is，isnt is not，arent are not。Step 9：Task1让学生完成课本3a的表格，进一步操练所学的语言项目，也是对Grammar Focus的再次熟悉和巩固。教师可以通过多媒体课件把3a的表格展现给学生。(斜体字为课件中鼠标点击后出现的内容)Is thisyour book？Yes，it is.No，it isnt.w w w .x k b 1.c o mAre these my pencils？Yes，they are.No，they arent.Is that his ruler？Yes，it is.No，it isnt.Are those her pens？Yes，they are.No，they arent.2.教师也可让学生利用身边的实际物品进行问答。3让学生阅读问句并补全答语。(处理3b)教师可以通过多媒体课件把3b的内容展现给学生。(画线部分为课件中鼠标点击后出现的内容)1Is this her ruler？ Yes，it is.Its hers.2Is that Erics schoolbag？ No，it isnt.Its Sallys.3Are these his pencils？ Yes，they are.Theyre his.4Are those Annas books？ No，they arent.Theyre mine.Step 10：Play a game教师在盒子里放入学生的一些物品，然后让学生任意取出一件物品并找到物品的主人。每个学生只能猜两次。For example：T：I have some things.But Im sorry I dont know whose these things are.Could you help me find the owners？Lets see who can find all the owners first and write the owners names in the chart.Objectmath bookred pengreen ruler.OwnerStep 11：Homework利用所学语句编写寻找物品主人的对话，并在小组内分角色表演。下节课在全班进行评比，表演最精彩的小组为获胜组。(要求：注意读一般疑问句的语音语调)Unit 3 Is this your pencil？Section A 2a3cWordsSentencesexcuse methankteacheraboutyoursfor help welcomeExcuse me.Is this your pencil？Yes，thank you.Are these your pencils？No，theyre Bobs.What about this dictionary？Its Helens.Thank you for your help.Your