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      新目標英語上冊/Unit 2 Is this your pencil?

      發布時間:2016-7-10 編輯:互聯網 手機版

      第一課時教案示例

      教學目標

      能夠掌握常見物品的英文表達

      能夠詢問教室物品或文具名稱并找到物主

      能夠綜合運用所學句型匯報活動結果

      教學向導

      語言目標 學習策略與思維技巧 重點詞匯

      運用this /that 的一般疑問句及其答句;What 引導的特殊疑問句及其簡略回答。 以游戲的形式,做出推理與判斷,培養綜合分析能力。 pencil, pen, book, eraser, pencil-case, backpack, ruler, key,ID card, baseball, watch, game, ring, computer, notebook

      語言結構 語言功能 跨學科學習

      Demonstratives this, that;What questions;Yes/No questions and short answersHow do you spell pencil?(Formulaic) 尋找物主 培養學生繪畫和寫作能力

      主題詞表

      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.

      重點句型

      (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.

      主題思維圖及任務型活動

      課前準備

      讓學生收集并自學有關文具或教室物品的名詞,并準備一些實物或圖片。教師事先應對學生常用的文具有所了解,同時收集部分同學的物品,對于不能出示實物的用具則應準備一些簡圖。讓學生挑選一件自己喜歡的物品或圖片并為它制作一個英文標簽,即寫出該物品的英文名稱;教師也可根據將學生學習新詞時感覺困難的詞語,制作自己的標簽,將其放入學生的物品中;同時為各小組準備好活動用的紙盒或袋子。

      Task One: Lead in---Learning words.

      教學目的:學習有關文具的英文表達方式

      需要學習和掌握的新單詞與新句型: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: 出示實物或圖片,問學生What’s this/ that in English?導入Task One中新詞。(pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook )板書目標詞匯。

      Step 2: 抽取學生中的文具由學生問,學生答;復習上一步所學單詞。

      Step 3: 從學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)

      教學目的:鞏固目標詞匯和Is this your pencil?

      Yes, it is./No, it isn’t. etc.

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

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

      Step 1: 每位學生將自己準備好的物品放進一個袋子里。

      Step 2: 教師與一位學生做示范。為接下來的Group work 作鋪墊。需要用到的句型打在屏幕

      上。

      Step 3: 學生開始做Group work。

      Step 4: 展示各小組統計的結果,看哪組同學在規定時間內猜出的物品的主人最多。

      Task Three: Competition.

      教學目的:培養學生在一定語境下綜合運用目標語的能力。

      Step 1: 在小組內部將各自的文具匯集到一處。運用句型:This is my …….

      Step 2: 交換小組成員。來自外組的同學負責尋找相關文具的主人。運用句型:Is this

      your…..? Is this Jane’s ……?

      Step 3: 完成下表并由Group Leader 進行匯報。

      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.

      教學點評:

      本課是以尋找物主為主線,用實物或實物簡圖為學生提供盡可能真實的場景,讓學生產生一定的體驗,并在體驗中學習、探究,課堂氣氛活躍,學生學習興趣高,學習效果也較好。同時教師為學生設計了一個任務鏈,加強了活動之間的聯系,同時活動之間的層次分明,學生易于接受。本堂課成功的關鍵是教師課前準備到位,每一個環節都使學生感到新鮮、好奇,在這樣一種心理因素的驅使下,學生樂學、好學,教學效果倍增。

      第二課時教案示例

      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…….?

      教學點評:

      本節課主要從調動學生學習興趣出發,為學生創設盡可能真實的情境,給學生充分發揮自我的空間。讓學生在活動中學習英語。雖然教學內容本身并不難,但學生差異極大,若按照傳統教學方法講授知識,單純教單詞和句型,課堂會顯得很枯燥。學生若沒有興趣,學生效果將大打折扣。

      本課除了為學生創設了貼近他們實際生活的活動,而且將學生分成不同的小組,這樣既加強了學生之間的合作,為學生提供了互相學習和互相幫助的機會,同時又使得學生的個性特長得以發揮, 也為更多的學生提供了參與活動、提高語言運用能力的機會。教學過程中,盡可能對學生的表現進行激勵評價,進一步培養學生學習英語的自信心。

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