湘桥区城西中学戴延红教学设计

人教版新目标英语七年级上册Unit3Isthisyourpencil?SectionA1(1a-2d)教学设计潮州市湘桥区城西中学戴延红一、教学背景分析教材分析本单元围绕谈论“识别物品的所属”，引导学生学习掌握基本句型“Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t.;Arethese/thoseyour/her/hispens?Yes,theyare.No,theyaren't.”，学会询问物品的主人，理解一般疑问句的结构，辨别形容词性物主代词、名词性物主代词的基本用法。从知识的连贯性来看，它是第二单元的延伸，由this，that过渡到these,those的学习，由指示一个物过渡到指示多个物，使学生学会区分远近单复数。同时，本节课所涉及的词汇多数是学习用品，话题与学生日常生活息息相关，更能培养学生在日常交际交往中有效地使用语言进行表达，提高学生的口语能力。学情分析初一的学生小学基础参差不齐，掌握的语句、词汇较少，语言基础比较薄弱，表达的句子也比较单一，要完成任务有一定的难度，但这个年龄段的学生有很强的求知欲和表现欲，很强的记忆力和模仿力。因此，在教学过程中，教师采用实物演示、课件模拟、小组合作学习和Roleplaying的学习策略，引导学生学习新词汇，掌握重点句型，激发学生的学习主动性和学习兴趣，让他们主动参与课堂活动，学会用目标语言，与他人沟通。二、教学目标：1.语言知识目标：1)能掌握下列词汇:pencil,book,eraser,box,pencilbox,schoolbag,dictionary,his,hers,mine,yours,teacher,excuseme,You'rewelcome.2)能掌握以下句型：①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren't.3)能初步运用名词性物主代词mine,yours,his,hers；理解名词性物主代词和形容词性物主代词在用法上的区别。2.情感态度价值观目标：通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的学习主动性和学习兴趣。三、教学重难点1.教学重点：1)能口头应用以下句型：①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.2)能初步运用名词性物主代词mine,yours,his,hers；理解名词性物主代词和形容词性物主代词在用法上的区别。2.教学难点：能初步运用名词性物主代词mine,yours,his,hers；理解名词性物主代词和形容词性物主代词在用法上的区别。四、教学方法情景教学法，小组合作教学法，游戏教学法，任务教学法。五、教学过程Step1WarmingupT:Hello,boysandgirls.Welcometomyclass.Nowlet’senjoyasong.Whatcanyouhear?Whatwordscanyouhear?Whatpronounscanyoucatch?Helpthestudentstoanswer:my,yours,mine,your,his,hers,her,our,theirs,their,ours.T:Todaywewilllearnthesepronouns.Thentalkaboutsomeschoolthingsandtrytofindtheownersoftheschoolthings.（设计意图：通过歌曲引入这节课的重点：名词性物主代词和形容词性物主代词，让学生有目的性地进行学习，以达到事半功倍的效果）Step2NewwordslearningT:Let’slearnthenewwordsfirst.Doyouoftenlosethings?Andwhataretheschoolthingsyouoftenlose?S:Yes,wedo.welosepencils,erasers…T:Yes,someschoolthings.Nowlookatthepicture,therearesomeschoolthings.Whichismissing?S:apencil-box.T:Readthewordafterme:pencil-box,apencil-box.Teachershowstheword“pencil-box”ontheblackboard.Letthestudentspayattentiontothesoundsofthevowelletters.Teachtheothernewwordssuchasabook,urnslikethis.(Letthestudentspayattentiontothephrase“aneraser”.（设计意图：结合图片教授新单词让学生更直观的感知单词的意义，掌握单词的发音特点）Prepareaboxofschoolthingsbeforeclassandcollectsomeitems(pen,ruler,cup,book,pencil…)fromthestudents.Theteachertakeoutapen,thenaskthestudents:WhatisthisinEnglish?Helpthestudentsanswer:It’saneraser.（Letthestudentspayattentiontothesingularformof“eraser”）T:Howdoyouspellit?Ss:E-R-A-S-E-R.T:Isthisyoureraser?S1:No,it’snot.It’syoureraser.TheteachergoesontotakealltheschoolthingsoutoftheboxandteachthestudentshowtosaythevariousschoolthingsinEnglish.3.Providemorewordsbyshowingthestudentsthepicturein1a.T:Whatcanyouseeinthepicture?(Collecttheiranswers.ThenaskthemtofinishTask1(Page13)bythemselves.Checktheiranswers.)Letthestudentsreadthenewwordsaloudaftertheteacher.Thentrytorememberthenewwords.（设计意图：帮助学生掌握单词，为进一步的学习打好基础）thepluralformoftheschoolthingsbyusingsomepictures.T:Nowcouldyoutellmetheschoolthingsinthepicture?Lookatthepicture,whatschoolthingsarethese?Ss:Theyarebooks.T:Thewholeclassreadafterme,books,books.(Teachthepluralformofthenounlikebooks,dictionaries,,…)(设计意图：巩固新单词，教授新单词的复数形式，引出新句型及名词性物主代词，为下一步的学习做铺垫）Step3PresentationFindtheowneroftheschoolthingsTeachershowsomestudents’schoolthingsandaskthestudentsonebyone,“Isthisyour…?”Andhelpthestudentanswer,“Yes,itit.It’smine./No,itisn’t.It’shis(hers)”T:Isthisyourbook？S1:No,itisn't.It'shis.(hisbook)T:Isthisyourruler?S2:Yes,itis.It'smine.(myruler)T:Isthisyourpencil?S3:No,itisn’t.It’shers(herpencil)Theteacherpresentsthesentencepatternandtrytohelpthestudentsunderstandhowtolookfortheownerandhowtogivetheanswer.2.Playagame--HelpmefindtheownerTheteacheraskstwostudentstofindtheowneroftwoschoolthings.Let’sseewhocanfindtheownermorequickly.（设计意图：教师通过使用学生的学习用品引入新句型，教授学生询问物主的句子及应答，更能调动学生参与的热情，通过游戏的形式再次引导学生学习新句型，鼓励学生主动参与，开口说英语）Step4Listening1b、2a、2b:Look!Herearethreeconversationsinthepicture.Theyaretalkingaboutthelostthings.Listentothetapeforthefirsttime.Thennumbertheconversationsfrom1—3whileyouarelisteningtothemforthesecondtime.2.Checktheanswersin1b:3213.Lookatthepicturein2a,writedownthewordsnexttothepicture,payattentiontothepluralforms.4.Listenandcheckthethingsyouhear.（设计意图：知道听力技巧，培养捕捉信息的能力及理解能力）Step5PracticepracticeTeachershowsomepicturesonthescreenandaskthestudentspracticeinpairs.(设计意图：结合图片及句型，引导学生进行句型操练，巩固问答结构及单复数的区别)2.WorkinpairsAskthestudenttousethethingsintheclassroomandmaketheirownconversationsHelpthemtoimitatetheconversationin2b.A:Excuseme,…Isthis\Arethese…?B:Yes,itis\Yes,theyare.(No,itisn’t\No,theyaren’t…)A:Thankyou.B:Youarewelcome.(设计意图：通过更加生活化的交际，更能让学生把所学知识融入生活中，达到语言交际的目的）Step6Role-playtheconversationLetthestudentslookatthepictureandanswer：Whoarethey?Wherearethey?Whatcanyouseeonthedesk?Ss:Theyareteacherandstudent.Theyareintheclassroom.Wecanseeabook,twopens,threepencils,aneraser.T:Yes,that’sright.Whosethingsarethese?Let’slistentothetapeandmatchtherightthings.Checktheanswers.(Bob’sbluepenandpencils,Helen’sgreenpenanddictionary,Anna’seraser.)Listenandrepeattheconversation.Letthestudentpayattentiontothepronounciationandintonation.Askoneortwostudentstorole-playtheconversationaccordingtotheChinesetips.Thenthewholeclassrecitetheconversationtogether.AsksomepairstocometotheBbandrole-playtheconversationswithoutbooks.（设计意图：训练学生的注意力和瞬间记忆力，并在真实的语境中强化所学的语言知识）Step5AffectivevalueT:Allinall,wemustprotectourthings,lookafterthem.Ifwefindthelostthings,wemustgivethembackintime.weshouldbeapersonwhowillnotpocketthemoneyhepicksup.(设计意图：对学生进行情感教育，使学生学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，及时归还物品的主人。)Step7Findtherules(突破语法难点)Teachershowthesentencepatternonthescreen,andaskthestudenttofindtherules