新目标七年级上第二单元Unit2Isthisyourpencil教学设计.docx

名师归纳总结 精品word资料 - - - - - - - - - - - - - - -Unit2 Is this your pencil.sectionA〔1a-1c〕（义务训练课程标准试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其次单元 section A〔 1a -1c 〕；这节课是其次单元的第一课时，主要内容是环绕“识别物品的所属”而绽开的，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 her\his , .2. 教材的位置及作用：本节课为本单元教学供应了基本词汇和语言结构， 为本单元的目标句型供应示例和指导性练习；二、学情分析：● 学问基础 ：大部分同学把握的词汇、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： 大多数同学都有较强的求知欲和表现欲，但学校基础参差不齐，因此部分同学会有不自信，可怕表达等思想顾虑；● 思维才能： 该年龄段同学有很强的记忆力和仿照才能，有待培育学问的扩展和运用才能；三、目标分析：1、教学目标● 学问目标：1. Word goals：book, eraser, ruler, case, pencil case, backpack, pencil sharpener, 第 1 页，共 7 页 - - - - - - - - -名师归纳总结 精品word资料 - - - - - - - - - - - - - - -dictionary, that, yes, no, not, isn'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.● 才能目标：1.听：能识别一般疑问句的语调，并依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 :猜词嬉戏、查找失主等嬉戏中进行简洁 有效的沟通；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.通过一系列的任务，勉励同学积极参加活动和积极学习英语的爱好，增加同学用英语表达的自信；2.通过小组活动，培育同学的合作意识和团队精神；3.培育同学拾金不昧的做人原就和助人为乐的优良品质；2、教学重点、难点● 教学重点：使同学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嬉戏 Find the Owners和 Guessing Game使同学能娴熟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， 而同学也相应地实行自主、 合作、探究的学习方式；利用多媒体和实物来绽开课堂 Pair work, Group work 等口语交际活动，识别 第 2 页，共 7 页 - - - - - - - - -名师归纳总结 精品word资料 - - - - - - - - - - - - - - -物品的所属，体会指示代词、一般疑问句的用法； 并支配大量的嬉戏 word jumping,find the owners, guessing game来,激发同学的学习英语的爱好， 让同学在参加嬉戏的过程中不知不觉的把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， 使同学快速热身， 为课堂营造出轻松的学习英语的环境；Step Two： Lead in and present the new wordsShow 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；该情境贴近同学生活，能快速引起同学共鸣；T: 〔Present backpack〕 My sister wants to 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 down the 第 3 页，共 7 页 - - - - - - - - -名师归纳总结 精品word资料 - - - - - - - - - - - - - - -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 backpack接.〔过一个学生的书包，拿出一个文具盒并询问同学 What's this .带领同学回答 It's a pencilcase.〔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奇， 不是那种死板的传统的出现单词的方式， 而是创设一个贴近同学日常生活的情境， 来吸引同学的留意力， 充分调动他们学习新单词的热忱；Step Three: Practice the new words1. Finish activity 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 】设计该嬉戏来巩固单词一方面可以调动同学的学习热忱， 另一方面使同学在嬉戏中对学习任务有进一步的体验， 使同学获得了学习的乐趣， 为下一环节学习句型做好铺垫；Step Four: Present the language structuresT: 〔手里拿起一个同学的铅笔盒 〕 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〔 头示意同学，并帮忙他回答 〕拿其他几个同学的物品进行师生对话后，然后让同学 work in pairs. T: 〔指着一个同学的双肩包 〕Is this your backpack.S1: Yes, it is. It's my backpack.T: 〔转向问另一个同学 〕Is this your backpack. 第 4 页，共 7 页 - - - - - - - - -名师归纳总结 精品word资料 - - - - - - - - - - - - - - -S2: No, it isn't. It's her\his backpack.〔摇头示意同学 ,并帮忙他回答 〕进行几组师生操练后，让同学 work in pairs T: 〔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.T: 〔用手指着一个同学桌上的字典 〕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 his\her dictionary.通过手势让同学懂得指示代词 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 ,让同学 work in pairs.【设计意图 】通过实物展现句型；进行面 -线-点的操练；给每个同学展现自己的机会，并加以勉励；进行小组争论之后，以 pairs 的形式进行对话；最大限度地调动同学积极参加的热忱和学习的爱好； 通过反复强化， 帮忙同学搞好从书本到“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。