文库初中英语教案Isthisyourpencil.docx
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文库初中英语教案Isthisyourpencil.docx
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文库初中英语教案Isthisyourpencil
初中英语教案Isthisyourpencil
unit2isthisyourpencil?
教学内容
本单元围绕着“isthisyourpencil?
”这一主题开展听、说、读、写等多种教学活动,其教学核心内容是“确认物主”。
通过本单元的教学,使学生学会辨认物品的所有者,学会根据场景询问物品的所属,以及英语中对应的表达法,学会写寻物启事和失物招领。
教师应着力培养学生能在日常交际交往中有效地使用语言进行表达,与他人沟通信息,为今后学习打下坚实的语言基础.
教学目标
1)知识目标:
a.学习并掌握指示代词:
this、that;
b.学习what引导的特殊疑问句;
c.学会yes/no问句及其简单回答;
d.学会句型:
---howdoyouspellpen?
p-e-n.
2)能力目标:
a.能辨认物品的所有者;
b.根据不同场景,能用英语对物品的所属进行提问和回答;
c.能识别不同句式的语调(陈述句,疑问句);
d.培养学生听、说、读、写的能力及创新思维能力.
3)情感目标:
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,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sectiona1a-1c
第二课时sectiona2a-4b
第三课时sectionb1a-2c
第四课时sectionb3a-4self-check1-3
periodone
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。
)
1.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.
1.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.it’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.
2.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’t.
t:
isthisherruler?
(pointtojennychen.)
s4:
yes,itis.
t:
isthatyourpencilcase?
(pointtopicture2.)
s5:
no,itisn’t.
t:
isthathispencilcase?
(pointtojimwang.)
s5:
yes,itis.
(getthestudentstoaskthequestionsinturn,makesuretheyusetheitemstheylike.)steptwo:
listining.
1.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.
1.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-c-i-l.
(changeaneraser.askandanswerinthesameway.)
2.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,please.
stepfour:
task2:
findtheowner.
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