unit2教案設(shè)計(jì)：

1、五、具體教案設(shè)計(jì)： Unit 2 Is this your pencil? 課時(shí)安排：四課時(shí)。 第一課時(shí)： P7P8 第二課時(shí)： P9P10 第三課時(shí)： P11 第四課時(shí)： P12及處理練習(xí)冊(cè) 第一課時(shí)： P7P8 Step 1. Warming-up T: Good morning. My name is . Whats your name? S: Good morning. My name is . T: Nice to meet you. S: Nice to meet you, too. Step 2. 講授1a中的新單詞。 1、老師可利用實(shí)物進(jìn)行教授單詞，使用的句型是： Whats

2、this in English?（此時(shí)，只需學(xué)生能夠理解該句型，不必會(huì)說，老師多次的重復(fù)是為學(xué)生下一節(jié)課掌握提供大量的語(yǔ)言輸入做準(zhǔn)備）這一步是針對(duì)一般學(xué)校來設(shè)計(jì)的，如果好一點(diǎn)的學(xué)生，我們可以直接進(jìn)入1A，讓學(xué)生直接完成match的任務(wù)，然后訂正答案。 值得注意的是：假如學(xué)生在小學(xué)沒有學(xué)習(xí)過這些英語(yǔ)單詞，他們將根據(jù)什么來完成老師布置的這一任務(wù)？也許會(huì)做對(duì)幾個(gè)，或許有什么小竅門，我們可以讓學(xué)生分析以下他們的思考過程，進(jìn)而加以歸納，對(duì)有貢獻(xiàn)的學(xué)生加以鼓勵(lì)及表?yè)P(yáng)。我想這就是對(duì)學(xué)生學(xué)習(xí)方法或策略的指導(dǎo)，學(xué)生定會(huì)非常喜歡。 2、朗讀P71a中的新單詞。（先是全班，然后分小組檢查、補(bǔ)漏） 3、聽錄音，完成P

3、82a的聽力練習(xí)，然后訂正答案。 Step 3. Presentation 1、看P71a圖，聽對(duì)話（最好讓學(xué)生看一張大圖片，以便教師能夠抓住學(xué)生的注意力，此時(shí)是加深對(duì)所聽對(duì)話的理解。） 2、再聽對(duì)話，完成書上要求標(biāo)號(hào)的任務(wù)，訂正答案。 3、跟讀對(duì)話，以小組為單位朗讀對(duì)話。（互相檢查、幫助） 4、進(jìn)行小組對(duì)話練習(xí)，可以更改有關(guān)的詞，編出自己的對(duì)話。 5、給學(xué)生35分鐘的時(shí)間，準(zhǔn)備新單詞和句型。 Step 4. Listening 1、聽對(duì)話，要求學(xué)生最好不看方框中所給的單詞，填入橫線上。訂正答案。 2、再聽錄音，跟讀12遍之后，分角色對(duì)話。 Step 5. Games 1、做游戲（P82b）

4、注明：老師對(duì)學(xué)生的一些物品收集上來，放在一個(gè)箱子里，請(qǐng)一個(gè)學(xué)生上前來，蒙上眼睛，從箱子里取出一樣物品，全班學(xué)生一同發(fā)問，“Whats this in English?”，這名學(xué)生猜，使用句型為“Is it a/an？”猜到之后，可以回座位，每位學(xué)生有兩次機(jī)會(huì)猜，否則就視為失敗。 Step 6. Grammar focus 1. Is this your pencil ? Yes, it is. 2. Is this my pen ? No, it isnt. 3. Is that his book ? Yes, it is. 4. Is that her eraser ? No, it isn

5、t. Step 7. Homework. 說明：可以適當(dāng)布置一些筆頭作業(yè)，但是，目的在于練習(xí)書法，而不是為了背單詞。所以，不應(yīng)太多，應(yīng)把學(xué)生的精力放在多聽，多讀，記憶單詞和句型上。（因此老師可以根據(jù)不同的學(xué)生類型進(jìn)行布置作業(yè)。）七年級(jí)上冊(cè) Unit2 Is this your pencil? 教學(xué)設(shè)計(jì)及反思Language goal: identifying ownershipWords and expressions: pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, excuse meKey sente

6、nces: 1. Is this your pencil?                   Yes, it is. Its my pencil.2. Is that your backpack?                    &

7、#160; No, it isnt. Its his backpack.Ability objectives:To learn to use the demonstratives “this, that”.To learn to use the sentences “Is this？ Is that？And its answers.Morality objectives:Learn to love the school things. And return the lost things to other people if we find them.Teaching difficu

8、lties: Words:  dictionary  pencil  sharpener  backpackPossessive pronouns:  my  your  his  her .Teaching procedures:Step1 Greeting / RevisionT: Boys and girls, look! Whats this in English? Yes, its a book.How do you spell it?Step 2 PresentationT: A book, a pen

9、, they are all the school things. Can you say a few words you know about school things? etc. pen, ruler. Then learn the words with the help of the pictures.Present the target sentences:    1. Is this your pencil?            &

10、#160;                      Yes, it is. Its my pencil.2. Is that your backpack?                     &

11、#160;               No, it isnt. Its his backpack.Ask students to change the underlined words with the new words and practice.Step 3 Match Look at the picture in 1a and find these things in the picture. Match the words with t

12、he things in the picture. Then check the answers.Step 4 Listening Listen and number the conversations. First, just listen carefully. Then, play the tape again. And this time the students listen and number the conversations (1-3). At last, have the students follow the tape and read together.Step 5 Pa

13、ir workWell, lets go on asking questions about the things in the picture.You may also ask and answer like this:Excuse me. Is this your ?   Yes, it is. Its my . Thank you. Mary, Is that your ?      No, it isnt. Its his .   Step 6 Game time (Find

14、the owner)T: I have some your classmates school things here. Now please come here and take something out of the box, try to find the owner.  “Is this your ruler?” (You have only two chances to guess!)Step 7 SummarySummary of this period. Tell the students to love the school things and return th

15、e lost things to other people if we find them.Step 8 Homework(1) Copy the new words and sentences three times.(2) Make your own dialogues with your classmates.                       

16、60;教學(xué)反思：本課時(shí)為人教版新目標(biāo)七年級(jí)上冊(cè)Unit2 SectionA。本課主要圍繞學(xué)習(xí)用品展開一系列教學(xué)活動(dòng)，要求學(xué)生掌握一些關(guān)于學(xué)習(xí)用品的新名詞，學(xué)會(huì)用“Is this / that?”來詢問物品的所屬并能用“Yes，it is./ No, it isnt.”來回答。通過討論物品歸屬，培養(yǎng)學(xué)生愛護(hù)學(xué)習(xí)用品并養(yǎng)成拾金不昧的好品質(zhì)。反思本課的課堂實(shí)際教學(xué)，本堂課存在以下可取及不足之處：一、可取之處1、本課我通過運(yùn)用實(shí)物（學(xué)習(xí)用品）問，學(xué)生回答來復(fù)習(xí)句型“Whats this/that in English? How do you spell it?”來引出“What school thin

17、gs do you know?” 情景真實(shí)自然，緊密聯(lián)系學(xué)生生活實(shí)際，即復(fù)習(xí)已知又有助于下一步課堂教學(xué)活動(dòng)的推進(jìn)。2、詞匯教學(xué)部分關(guān)注學(xué)習(xí)策略（文具歸類），使用真實(shí)物品、卡片游戲操練詞匯。有效地吸引了學(xué)生的興趣、注意力，有助于幫助學(xué)生更輕松地記憶。3、“this / that”為本課的重難點(diǎn)，為了更好的讓學(xué)生區(qū)分開來，我運(yùn)用教授歌謠“This and that”,并結(jié)合肢體語(yǔ)言，充分調(diào)動(dòng)了學(xué)生的積極性，更有利于讓學(xué)生區(qū)別記憶。4、男女同學(xué)分組競(jìng)賽。競(jìng)賽活動(dòng)始終貫穿于整個(gè)教學(xué)活動(dòng)，學(xué)生舉手發(fā)言的積極性大大提高，學(xué)生參與積極、廣泛。5.通過活動(dòng)“Find the owner”，學(xué)生尋找失主等一系列

18、活動(dòng)，循序漸進(jìn)地重點(diǎn)操練一般疑問句及識(shí)別物品所屬。培養(yǎng)學(xué)生禮貌用語(yǔ)的規(guī)范化及拾金不昧的優(yōu)良品質(zhì)。二、不足之處1、在“his / her”的操練句型上活動(dòng)單一，操練的時(shí)間不夠，導(dǎo)致仍有部分同學(xué)沒有區(qū)分開來人稱代詞的用法。如果能把“his / her”系統(tǒng)、混合來操練，會(huì)幫助學(xué)生更好的區(qū)分并運(yùn)用。2、在設(shè)計(jì)不同層次的教學(xué)活動(dòng)中，重點(diǎn)突出了，但難點(diǎn)沒有注意到。在運(yùn)用語(yǔ)言時(shí)，沒有注意語(yǔ)言的多樣化，檢測(cè)活動(dòng)仍不夠豐富。應(yīng)設(shè)計(jì)多種合作方式或活動(dòng)內(nèi)容，多思考怎樣做到讓每個(gè)孩子都說話，每個(gè)任務(wù)都有話說。3、由于競(jìng)賽方式貫穿整個(gè)課堂，整體學(xué)生積極性都較高，但不足之處是，搶答活動(dòng)中沒能照顧到更多同學(xué)，容易讓反復(fù)舉

19、手卻沒機(jī)會(huì)回答到的同學(xué)產(chǎn)生氣餒的心理。同時(shí)反復(fù)讓學(xué)生起立搶答，會(huì)耽誤一些課堂時(shí)間。這環(huán)節(jié)，如何才能做到更好還需多加思考、加以改進(jìn)。4、本課對(duì)于知識(shí)的運(yùn)用拓展仍然不夠，還停留在課本上。如何讓生活走進(jìn)課堂？把探究延續(xù)到40分鐘之外，是我今后努力的方向。 3、教學(xué)過程（Teaching procedure）Step 1 GreetingStep2 Lead in         Hold up some personal possessions and say. This is my pen, this is

20、my book. Point to some things students have brought to class and say. That is her pen. That is his book. Hold up your pen and ask a student, Is this your pen?Step3 1a          This activity introduces the names of some common personal possessions.  &

21、#160;     Start by locating actual items in the classroom. Hold up each one and say its name. Ask students to repeat. pencil, pen ,book, eraser, ruler, pencil case , backpack, pencil sharpener,   dictionary. After they say each word ,help students find it their books.Th

22、en ask students to match the words and objects in the picture by writing the letter of the objects on the blank line after the word. Check the answers.Step4 1b This activity introduces the target language: Is this your   ? Yes, it is. No, it isnt. Its my   . Its her   .Its his   .      Focus attention on each the three conversations. Ask students to identify the object the person in each conversation is holding or pointing to.      Play the recording the first time. Students only listen. Point out t