初一年级上学期课件英语教案

教学目标1）知识目标：学习并掌握指示代词:this、that；学习What引导的特殊疑问句；学会Yes/No问句及其简单回答；学会句型：Howdoyouspellpen?P-E-N・2）能力目标：能辨认物品的所有者；根据不同场景，能用英语对物品的所属进行提问和回答;能识别不同句式的语调（陈述句，疑问句）；培养学生听、说、读、写的能力及创新思维能力.A.通过寻找主人的游戏和失物招领等活动，培养学生拾金不昧的良好的品德及健康向上的人格;B.通过开展小组活动，指导学生积极与他人合作，相互学习、相互帮助，精心整理精心整理共同完成学习任务.教学重点、难点重点：A.掌握批示代词this、that用法；B.掌握特殊疑问句和Yes/No问句及其简单回答.难点：学会写寻物启事和失物招领.课时安排第一课时SectionAlaTc第二课时SectionA2a-4b第三课时SectionB1a-2c第四课时SectionB3a-4Self-check1-3PeriodOne课前准备教师：录音机，图片，物品实物.学生:实物（学习用品）.教学设计StepOne:Warmingup.（通过复习形容词性物主代词，把学生引入学习英语的情境中。）Learnthechant.T:Let'ssingthechanttogether.my是我的,your是你的，男他的是his,女她的是her；名词前面常站岗,限定所属有功劳.StepTwo：Newwords・（利用实物教学，使得教学过程自然、形象。Presentthenewwords.T：Boysandgirls,lookatthisplease.What'sthisinEnglish?(TeacherholdsapenintheEnglish・)S1:Apen.(SsmaysayitinEnglish・)T：Yeah.It'sapen.Andwhat'sthis?(Theteacherholdsaneraserinthehand・)S2：It'saneraser・(Teachtheotherwordssuchas“pencil,book,eraser,ruler,pencilcase,backpack,pencilsharpener,anddictionary”inthesameway・)2・Practicethenewwords・T：Now,pleaselookatthepicturesinyourbooks・Canyouputthewordswiththeobjectsintherightpictures?Writethelettersnexttothewords,please・(GiveSsabouttwominutestofinish1a・)T:OK,let'schecktheanswers.Whocantellustheanswers?S2：…StepThree:Presentthedrills.Presentthedrill“Isthis…？Yes/No,itis/isn't・”(利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。(Holdtheteacher'spen.)T：Thisismypen・Isthisyourpen?S1:No,itisn't.It'syourpen.T:(Holdthestudent'spen.)Thisisyourpen・Isthisyourpen?S1:Yes,itis.lt'smypen.T：(Holdagirl'spen・)Thisisherpen・Isthisyourpen?S1:No,itisn't.It'sherpen.T：(Holdaboy'spen・)Thisishispen.Isthisyourpen?S1:No,itisn't.It'shispen.T:Thankyou・Practicethedrill“Isthisyour…？"inpairswithyourownschoolthings.Payattentiontotheuseofmy,your,hisorher.(利用学习用品操练句型，并加深对物主代词的理解。）S3：Isthisyour…？S4：・・・It'smy…S3：Isthis…?S4：・・・It'shis/her…(Theteacherasksafewpairstopractice・)3・Presentthedrill“Isthat…？Yes/No,itis/isn't・"(利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this，that的区别。)T：Thatismybook.Isthatmybook?(Putabookontheteacher'stablesothattheSscanseeitclearly,andtheteacherstandsalittlefarfromthetable・)S5:Yes,itis.It'syourbook・T：Thatishisbook.Isthatyourbook?(Putaboy'sbookonthetableandtheteacherinthesameplace・)S5:No,itisn't・It'shisbook・T:Thatisherbook・Isthatyourbook?(Putagirl'sbookonthetableandtheteacherinthesameplace・)S5:No,itisn't.It'sherbook(Teachandpracticethedrill“Isthat…？"anditsanswer・)4・Practicethedrill“Isthatyour…？”inpairswithyourownschoolthings・(通过练习，区别两个批示代词的用法。S6：Isthatyour…？S7：・・・It'smy….S6:Isthatyour…？S7:・・・It'shis/her…(Theteacheraskssomepairstopractice・)5・Listening.(进行听力练习，巩固所学的句型。T：Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)T:Let'schecktheanswers,OK？S8:(fromlefttoright)T:Thankyou.6.Practicethedrillsaccordingtothepicturesusing“hisorher”.（设置情景，使学生在情景中准确运用物主代词his或her。（Showstudentsfourpictureslikethefollowings・见课件。）StepFour：Task“Haveacontest"・（把两个学生的文具混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：Thisismy・・・Thatisher/his…）T：I'llputyourthingsandyourfriends'thingstogether.Iwanttoseeifyoucanidentifywhichisyoursandwhichishersorhis・（Putthesamenumberofthethingstogether,andfirstaskthemtopickouttheirownthingsandtheirpartners'things.Thenaskthemtogiveareport,usingthekeywordsandtargetlanguage.Onestudentpicksupthethingswhiletheothercountsthetimeaswell・）Languagesusedforthetask：1.Thisismy…2・Thatisher/his…StepFive：Summary.（编一个Chant,便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant的节奏和一般疑问句的语调。）Chant・T：Inthisclass,we'velearnedthenamesofsomecommonpersonalpossessionsandhowtoidentifyownership.Let'slearntosaythischant.Isthismybook?Yes,itis.Isthatyourruler?No,itisn't.Isthisherpencil?Yes,itis.Isthathiseraser?No,itisn't・Homework・ReadthenewwordsandthetargetlanguagespresentedinthisclassandsaythechanttoimproveyourspokenEnglish・PeriodTwo课前准备教师：录音机，所学物品的图片，一个书包(里面装着事先收集的学习文具)，表格若干张。学生：一张硬纸写上自己的姓名和电话号码，学习的物品。教学设计StepOne:Revision・1・Reviewthedrills・(用学生的姓名和电话号码来复习句型：Isthis(that)your(his/her)…？及简短回答：Yes,itis./No,itisn't.注意教师提问的同时，用手势来帮助学生给出你预想的答案。)(Putsomepaperwiththenamesandtelephonenumbersontheblackboard.)T:Pleaselookattheblackboard.Andanswermyquestions,please.Isthisyourfirstname?S1：No,itisn't・T：Isthatherlastname?S2：Yes,itis.T：Isthishistelephonenumber?S3：Yes,itis・T:Good・Thistime,whowouldliketocometotheblackboardandaskquestionslikeme?(Studentsinturncometotheblackboard,pointtothepaperandaskquestions,thenaskotherstudentstoanswer・)2・Reviewthevocabulary・(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。)(Putsomepicturesofthingsstudentshavelearnedinclassnexttothenamesofthestudents・)T：Isthisyourruler?(PointtoPicture1・)S4：No,itisn'tT:Isthisherruler?(PointtoJennyChen.)S4:Yes,itis.T:Isthatyourpencilcase?(PointtoPicture2.)S5:No,itisn't.T：Isthathispencilcase?(PointtoJimWang・)S5：Yes,itis.(Getthestudentstoaskthequestionsinturn,makesuretheyusetheitemstheylike.)StepTwo：Listining.Listening(2a)・(练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。T：Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneindividually・)S6：Thisis…・S7：Thisis…T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk・Youwilllistenadialogueandpleasepickupthethingsyouhear.Let'sseewhowilldofastestandbest・(Playtherecordingforthestudentstolisten.)(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易引起学生学习的兴趣。)T:Nowlet'schecktheanswers.PleaseholdthethingsyouhearandsaytheirEnglishnames,OK?(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)S8：Pencil.S9：……2・Listening(2b)・(进一步强化重点词汇后，进行听力练习，要求完成单词的拼写。T：Nowpleasereadthewords.Oneholdsthethings,theothersreadthemaloudonebyone・(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)T：Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.(Playtherecording.Studentslistenandcompletetheconversation.)T:Let'schecktheanswers.I'dliketoaskthreestudentstoreadtheconversationinrole.(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)StepThree:Newdrills.Presentthenewdrills.(用实物引入新句型，帮助学生用正确的句子来回答。(Theteachershowsstudentsapencil・)T：What'sthisinEnglish?S：It'sapencil・T：Howdoyouspellit?S：P-E-N-CT-L・(Changeaneraser.Askandanswerinthesameway・)Practicethedrills.(学生分组练习新句型。T：Nowpleasepracticetheconversationwithyourpartner.Usethewordsshownin3a・SA：What'sthisinEnglish?SB：It'saruler・SA:Howdoyouspellit?SB:R-U-L-E-R（Asstudentspractice,theteachermovesaroundtheclassroomcheckingprogressandofferingpronunciationandintonationsupportasneeded.）T：I'llasksomepairsofstudentstopracticetheconversations・SA：…SB：…3・Playthegame：Aspellinggame・（进行一个拼写游戏比赛，进一步操练新句型。T:Nowlet'splayaspellinggame.Wedivideourclassintotwogroups.Eachteamwilltaketurnsaskingtheothergrouptothespellwelearnedinclass.Theteamwhoisthefirsttogettenpointsisthewinner.Let'sstart.SA：Howdoyouspellbackpack?SB：B-A-C-K-P-A-C-K・T：GroupB,onepoint.It'syourturntoask,p