Unit2Isthisyourpencil教学设计

1、Unit2 Is this your pencil?sectionA(1a-1c)（义务教育课程标准实验教科书新目标七年级上册）一、教材分析：1.教学内容：本节课所上的内容是新目标七年级上第二单元section A( 1a -1c )。这节课是第二单元的第一课时，主要内容是围绕“识别物品的所属”而展开的，使学生学会询问物品主人的基本句型：“Is this that your ?并进行简短的回答： Yes, it is. It's my .或No, it isn't. It's herhis .2.教材的地位及作用：本节课为本单元教学提供了基本词汇和语言结构，为本单元的目

2、标句型提供示例和指导性练习。二、学情分析： 知识基础：大部分学生掌握的词汇、语句较少，对刚刚学完的字母、数字和单词也需要进一步地练习、巩固和运用。 认知心理：大多数学生都有较强的求知欲和表现欲，但小学基础参差不齐，因此部分学生会有不自信，害怕表达等思想顾虑。 思维能力：该年龄段学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用能力。三、目标分析：1、教学目标知识目标：1.Word goals：book, eraser, ruler, case, pencil case, backpack, pencil sharpener,dictionary, that, yes, no, not, i

3、sn't2.Language structures：-Is this your pencil?-Yes, it is. It's my pencil.-Is that your backpack?-No, it isn't. It's his/her backpack.能力目标：1.听：能识别一般疑问句的语调，并根据句意作出正确的回答。2.说：能够询问教室物品或文具名称,对物品的所属进行提问和回答; 能体会指示代词的用法；能在本课的任务型活动如:猜词游戏、寻找失主等游戏中进行简单有效的交流。3.读：能用正确的语音、语调朗读1a的单词和1b的句型。情感目标：1.通

4、过一系列的任务，鼓舞学生积极参与活动和积极学习英语的兴趣，增加学生用英语表达的自信。2.通过小组活动，培养学生的合作意识和团队精神。3.培养学生拾金不昧的做人原则和助人为乐的优良品质。2、教学重点、难点教学重点：使学生能够用英语询问教室物品或文具名称，对物品的所属进行提问和回答。教学难点：一般疑问句的运用突破难点的策略通过小组游戏Find the Owners和Guessing Game使学生能熟练运用询问物品的主人的基本句型，体会一般疑句的用法。四、教学方法：我将运用任务型教学途径，而学生也相应地采取自主、合作、探究的学习方式。利用多媒体和实物来展开课堂Pair work, Group wo

5、rk等口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法；并安排大量的游戏word jumping, find the owners, guessing game,来激发学生的学习英语的兴趣，让学生在参与游戏的过程中不知不觉的掌握本节课的词汇和句子结构。五、教学媒介：多媒体、文具、录音机、卡片六、教学程序：教学环节教学流程Step One: Warm upSing a song “Ten Little Indian Boys”【设计意图】师生共唱一首歌，使学生迅速热身，为课堂营造出轻松的学习英语的环境。Step Two：Lead in and present the new word

6、sShow a picture of a little girl and say “This is a picture of my sister. She is 7 years old. She is going to be a pupil of YU TING Primary School. So what should I buy for her if she goes to school. Can you help me?”【设计意图】创设情境,自然过渡,导入新课教学；该情境贴近学生生活，能迅速引起学生共鸣。T: (Present backpack) My sister wants to

7、 go to school, what does she need first? (S1: pen S2: pencil S3: backpack) Yeah, you are very clever. First of all, she needs a backpack. (Show a real backpack and point to the backpack )Look. What's this? Yeah, it's a backpack. And it's the backpack I want to buy for my sister .Write do

8、wn the word “backpack ”on the blackboard and ask the student to read after me .T: Now my sister has a beautiful backpack but there's nothing in her backpack. What should I put into her backpack? Do you have a backpack?S: Yes.T: Please show me your back pack. Let me see what's in your backpac

9、k.(接过一个学生的书包，拿出一个文具盒并询问学生What's this ?带领学生回答It's a pencil case.(板书并朗读) 随后用同样的方式教授其他新单词pen, ruler, pencil, pencil case, pencil sharpener, eraser, book, dictionary【设计意图】这一环节教授单词的方法比较新颖，不是那种死板的传统的呈现单词的方式，而是创设一个贴近学生日常生活的情境，来吸引学生的注意力，充分调动他们学习新单词的热情。Step Three: Practice the new words1.Finish activ

10、ity 1a2.Play a game called “word jumping”T: I'll ask 9 students to stand in a row in front of the class to stand for each new word and do it like this. (Pencil jump, pencil jump, pencil jump then dictionary jump)【设计意图】设计该游戏来巩固单词一方面可以调动学生的学习热情，另一方面使学生在游戏中对学习任务有进一步的体验，使学生获得了学习的乐趣，为下一环节学习句型做好铺垫。Ste

11、p Four: Present the language structuresT: (手里拿起一个学生的铅笔盒) What's this? S1: It's a pencil case.T: This is your pencil case. Is this your pencil case? S1: Yes, it is. It's my pencil case. (点头示意学生，并帮助他回答)拿其他几个学生的物品进行师生对话后，然后让学生work in pairs.T: (指着一个学生的双肩包)Is this your backpack? S1: Yes, it i

12、s. It's my backpack.T: (转向问另一个学生)Is this your backpack?S2: No, it isn't. It's herhis backpack.(摇头示意学生,并帮助他回答)进行几组师生操练后，让学生work in pairsT: (手里拿着一张地图)What's this?S: It's a map.T: (用手指着一张贴在墙上的地图)What's that?S: It's a map.T: (手里拿着一本字典)What's this?S: It's a dictionary.

13、T: (用手指着一个学生桌上的字典)What's that?S: It's a dictionary.T: Is that your dictionary?S1: Yes, it is .It's my dictionary.T: Is that your dictionary?S2: No, it isn't. It's hisher dictionary.通过手势让学生理解指示代词this指离说话人较近的人或物,that指离说话人较远的人或物. 进行几组师生操练后,让学生work in pairs.【设计意图】通过实物展示句型；进行面-线-点的操练；

14、给每个学生展示自己的机会，并加以鼓励。进行小组讨论之后，以pairs的形式进行对话。最大限度地调动学生积极参与的热情和学习的兴趣。通过反复强化，帮助学生搞好从书本到“实际运用”的过渡。Step Five: Practice the language structures1.Finish activity 1b2.Find the owners(Practice in groups of four)T: Now please mix your school things together and try to find the owners of them. (Let the students

15、discuss in groups by using the patterns learnt before.) Then get them to show their dialogues group by group.【设计意图】这一活动设计较为贴近学生的生活，谈论的主题是“识别物品的所属”使学生能比较好地解决类似问题，一方面既能提高学生解决问题的能力，又能巩固所学知识，实现教学重、难点的突破；另一方面通过小组活动培养学生的合作精神。Step Six: Play a guessing gameT: Now let's play a guessing game. Let's ha

16、ve a competition. I'll show you some pictures. You can use these sentences “Is thisthat your?” If you guess, You will have a chance to get one present. Please look at the blackboard, there are nine number cards on it, and each number card stands for each present. 【设计意图】设计一个猜学习用品的游戏，让学生使用本节课所学习的词

17、汇和句型来进行猜词游戏，最大限度的调动全班同学的参与热情，如果学生猜对答案以后设计一个用数字卡片抽奖的环节，既复习了上个单元数字的英语表达法又充分的激发了学生学习英语的热情。Step Seven: Summary and Moral educationT: Today we have learnt some new words about school things and how to identify ownership. (边总结边指着黑板上板书的单词和句型)And at last please remember to take good care of your school thin

18、gs. If you pick up others' things, you can try to find the owners and return them. It's also happy to help others.【设计意图】这一环节是对整节课所学内容的一个总结，并对学生在通过对本节课的学习后，提出一个寄语，希望他们能在平时的学习生活中保管好自己的物品，并培养乐于助人的精神。七.板书设计：Unit2 Is this your pencil? sectionA (1a-1c)New Words:backpackpencil casepencil sharpenereraserbookdictionarySentences:-Is this your pencil? -Yes, it is. Its my pencil. -Is that your backpack? -No, it isn't. It's his/her backpack. （副板书）（主板书）Unit2 Is this your pencil?八教学反思：本节课主要从调动学生学习兴趣出发，为学生创设尽可能真实的情境，给学生充分发挥自我的空间。让学生在做中学。虽然教学内容本身并不难，但学生差异极大，若按照传统教学方法讲授知识，单纯教单词和句型，课堂会显得很枯燥。学生若