Unit 2 Is this your pencil?课时教案

Unit 2 Is this your pencil?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 answers　　How 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该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, 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。stationery Owner          sharpener Pencilcase 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：　　本课时以寻找物主为主线，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　　Section ThreeTask Three Draw their own family treeTeaching aims 1. Use the language in the true life.2. Learn to write the language structures.Import and difficult points How to use language in their lifeTeaching methods Listening and speaking; discussing and guessingTeaching apparatuses Tape recorder, pictures, cards, some pictures and photos.Teaching ProcessionDesigns for the class Teacher’s activities Students’ activitiesRevision Is this your father?Is that your mother? Yes, it is.No, it isn’t.Leading Are they your parents? Yes, they are.Presentation         Ask students to present their family tree        Add the words in the box to the family tree.        Play the tape.        Ask students to read the letter in 3a and then help them to write a letter to Emma      Pair work Draw a picture of their family and friends Tell your partner about your picture         Ask them to show their letters and correct their mistakes.         Help Ss finish 3b. 　Present their family tree in the group, and then in the class　Use the language:　This is my father. His name is…　This is my mother. Her name is…　Finish Ex 1 . Add the words in the box to the family tree.　Ask students to listen again , and choose which pictures are Dace and Lin Hai talking about?　Read the letter. Draw a picture of Emma’s family. And then write a letter to Emma　Read their letter to the class.　Draw a picture of their family and friends Tell their partner about their picture　Take out their family photo. Write an 　　introduction about the people on the back of the photo.Homework Make their photo Album with some simple introduction. 教案点评：　　整节课设计思路清晰，符合学生的认知能力和认知规律。导入自然，任务衔接较好，给学生一个真实的大任务，以小组为单位，在完成一系列的小任务的同时，完成大任务，在完成任务的同时学会语言。课堂教学形式多样，且以学生活动为主体；能关注学生的情感，整个过程以激励评价为主，以评价促学生发展。　　由于新教材试教时间很短，对任务型教学研究还很不够，学生在做汇报的时候，如何让全体学生用心去听，是一个急需重视的问题。