新目标英语上册/Unit 2 Is this your pencil?

发布时间:2016-7-10编辑:互联网

第一课时教案示例

教学目标

能够掌握常见物品的英文表达

能够询问教室物品或文具名称并找到物主

能够综合运用所学句型汇报活动结果

教学向导

语言目标 学习策略与思维技巧 重点词汇

运用this /that 的一般疑问句及其答句;What 引导的特殊疑问句及其简略回答。 以游戏的形式,做出推理与判断,培养综合分析能力。 pencil, pen, book, eraser, pencil-case, backpack, ruler, key,ID card, baseball, watch, game, ring, computer, notebook

语言结构 语言功能 跨学科学习

Demonstratives this, that;What questions;Yes/No questions and short answersHow do you spell pencil?(Formulaic) 寻找物主 培养学生绘画和写作能力

主题词表

pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook

Extensive words:

textbook; exercise-book; ball-pen; compass; sharpener; rubber; glue; color-pen; sticker; highlight; ball-point; scissors; chalk; file; blackboard; ink; set- square; paper; pamphlet; peg.

重点句型

(1)Is this your pencil? Yes, it is./No, it isn’t.

(2)Is that my book? Yes, it is./ No, it isn’t.

(3)Is this/that her/his eraser? Yes, it is./ No, it isn’t.

(4) What’s this/ that in English? It’s a/an ……

(5)How do you spell pen? P-E-N.

主题思维图及任务型活动

课前准备

让学生收集并自学有关文具或教室物品的名词,并准备一些实物或图片。教师事先应对学生常用的文具有所了解,同时收集部分同学的物品,对于不能出示实物的用具则应准备一些简图。让学生挑选一件自己喜欢的物品或图片并为它制作一个英文标签,即写出该物品的英文名称;教师也可根据将学生学习新词时感觉困难的词语,制作自己的标签,将其放入学生的物品中;同时为各小组准备好活动用的纸盒或袋子。

Task One: Lead in---Learning words.

教学目的:学习有关文具的英文表达方式

需要学习和掌握的新单词与新句型:pencil, pen, book, eraser, pencil-case, backpack(背包), ruler, key, ID card, baseball, watch, game, ring, computer, notebook

1.Is this your pencil? Yes, it is./No, it isn’t.

2.Is that my book? Yes, it is./ No, it isn’t.

3.Is this/that her/his eraser? Yes, it is./ No, it isn’t.

4.What’s this/ that in English? It’s a/an ……

5.How do you spell pen? P-E-N.

Step 1: 出示实物或图片,问学生What’s this/ that in English?导入Task One中新词。(pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook )板书目标词汇。

Step 2: 抽取学生中的文具由学生问,学生答;复习上一步所学单词。

Step 3: 从学生中收取一部分文具,引入句型Is this your pencil? Yes, it is./No, it isn’t.

或Is that my book? Yes, it is./ No, it isn’t. etc.

Task Two: Guessing game( Finding the owners)

教学目的:巩固目标词汇和Is this your pencil?

Yes, it is./No, it isn’t. etc.

复习What’s this/ that in English? It’s a/an ……

How do you spell pen? P-E-N.

Step 1: 每位学生将自己准备好的物品放进一个袋子里。

Step 2: 教师与一位学生做示范。为接下来的Group work 作铺垫。需要用到的句型打在屏幕

上。

Step 3: 学生开始做Group work。

Step 4: 展示各小组统计的结果,看哪组同学在规定时间内猜出的物品的主人最多。

Task Three: Competition.

教学目的:培养学生在一定语境下综合运用目标语的能力。

Step 1: 在小组内部将各自的文具汇集到一处。运用句型:This is my …….

Step 2: 交换小组成员。来自外组的同学负责寻找相关文具的主人。运用句型:Is this

your…..? Is this Jane’s ……?

Step 3: 完成下表并由Group Leader 进行汇报。

stationeryOwner sharpener Pencil-case eraser dictionary

Homework:

Write down a dialogue using the words and the target languages.

Preview the content of the next period.

Blackboard writing

Unit 2 Is this your pencil?

What’s this /that in English? It’s a/an……

How do you spell….?

Is this your/Tina’s backpack? Yes, it is. / No, it isn’t. It’s his/Mary’s.

教学点评:

本课是以寻找物主为主线,用实物或实物简图为学生提供尽可能真实的场景,让学生产生一定的体验,并在体验中学习、探究,课堂气氛活跃,学生学习兴趣高,学习效果也较好。同时教师为学生设计了一个任务链,加强了活动之间的联系,同时活动之间的层次分明,学生易于接受。本堂课成功的关键是教师课前准备到位,每一个环节都使学生感到新鲜、好奇,在这样一种心理因素的驱使下,学生乐学、好学,教学效果倍增。

第二课时教案示例

Teaching aims and demands

Knowledge: Demonstratives this, that;

What questions;

Yes/No questions and short answers

How do you spell pencil?

Moral education: care more about others, be polite and friendly to each other.

Ability: Identify ownership.

Key points:

Is this your/his/her book?

Yes, it is./No, it isn’t.

What’s this/that in English?

It’s an eraser/a notebook.

How do you spell it?

Difficult points

Is that Mary’s sharpener? Yes, it is.

What’s this/that in English? It’s a/an…….

Teaching methods: Task based

Step 1

Lead-in: What’s this in English?

It’s a/an………

Is this your pencil?

Yes, it is./No, it isn’t.

Ask Ss to ask group mates about this.

Give them a sample dialogue by listening to the tape.

Step 2

Before listening, give Ss 4 questions:

1.Is that pencil Sonia’s?

2.That’s Tim’s eraser, isn’t it?

3.Is this Jane’s ruler?

4.This is Tim’s pencil-case, isn’t it?

Listen to a dialogue. Ask the students to take notes. Then answer the questions.

Step 3 Listen to the dialogue again.

Ask the students some sentences they’ve got from the dialogue.

Write down the key sentences down on the blackboard

Step 4 Group work:

Ask the students to ask the group mates. Fill in a form as below.

stationery owner

pencil-case

notebook

pencil sharpener

.

Step 5

Ask the group leader to do a report, and the other students take notes.

Ask Ss to think about the reports the other students do.

Step 6 Homework:

To make a dialogue by using the target language.

To write a “Lost and found case”.

Blackboard writing:

Unit 2 Is this your pencil?

Is this/that your pencil? Yes, it is./ No, it isn’t.

What’s this/that in English? It’s a/an……….

How do you spell…….?

教学点评:

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。让学生在活动中学习英语。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。学生若没有兴趣,学生效果将大打折扣。

本课除了为学生创设了贴近他们实际生活的活动,而且将学生分成不同的小组,这样既加强了学生之间的合作,为学生提供了互相学习和互相帮助的机会,同时又使得学生的个性特长得以发挥, 也为更多的学生提供了参与活动、提高语言运用能力的机会。教学过程中,尽可能对学生的表现进行激励评价,进一步培养学生学习英语的自信心。