教学设计Unit3Isthisyourpencil？.doc

Unit 3 Is this your pencil ?Section A (1a-2d)赵 艳 昌吉州呼图壁县第五中学一、教材分析1本单元的语言功能是辨别物品的所有者 “Is this your/her/his?”， 中心话题是Things in the classroom 学习和掌握新词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, baseball, watch, key, computer game, notebook, ring . mine ,yours, hers.语言结构有：指示代词this & that, What questions, Yes/No questions and short answers, How do you spell it? 语言目标是掌握句型： Is this your? Yes, it is./ No, it isnt. Its his/hers.2. Section A 提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，并通过简单的语言活动进行操练和巩固；有听、说、读和Grammar focus是语言运用。Section B 的教学是在Section A已有的基础上开展的，许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。二、学情分析1知识基础： 绝大部分学生掌握的词汇、语句还很少，缺少语言基础，表达的句子也较单一，对任务的完成还会有一定的难度，对刚刚学完的字母、数字和单词也需要进一步地练习、巩固和运用。2认知心理：一般都有较强的求知欲和表现欲，但小学基础参差不齐，因此部分学生会有不自信，害怕表达等思想顾虑。3思维能力： 该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。三、教学目标： 1. 语言知识目标：1) 能掌握下列词汇: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, your, teacher, excuse me, Youre welcome. 2) 能掌握以下句型： Excuse me. Is this/that? Yes, it is. / No, it isnt. Are these/those? Yes, they are. / No, they arent. What about ?3) 能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。2. 情感态度价值观目标：通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。四、教学重难点1. 教学重点：1）能口头应用以下句型： Excuse me. Is this/that ? Yes, it is. / No, it isnt. Are these/those ? Yes, they are. / No, they arent. What about ?2）能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。2. 教学难点：能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。五、教学过程. Warming-up and revision 1. Greeting the Ss. 2. Chant(设计目的：环节课堂气氛，使学生理解什么是chant ，为后面学生自编chant任务做铺垫。). Presentation1. New wordsT: Whats this in English ?Ss: Its a schoolbag.T: Yes , you are right .I found lots of school things on the floor , the school things are very sad, they want to find their owners, let us help them. Open and see, what are they in it ? (多媒体展示新单词。设计目的：帮丢失的学习物品找主人，设计悬念，激发学习兴趣。)2. Let Ss read the new words aloud after the teacher. Then try to remember the new words.（设计目的：跟读、齐读可消除学生的为难情绪） 3. Game Whats missing .（设计目的：通过游戏加强学生对新单词的记忆，让学生在玩中学。）4. Finish 1a quickly .III. Listening 1. Work on 2a.T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)S1: This is S2: This is S3: T: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Lets see who will do fastest and best.(Play the recording for the students to listen.) （设计目的：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: Now lets check the answers. Please hold the things you hear and say their English names, OK?(Make sure students hold the things to show them to the other students.)2.Work on 1b.T: boys and girls , look at the students ,what are they talking about ? Lets listen and finish activity 1b.Target language“Is this your ?” And lead him/her to answer: “Yes, it is.”Then take another one and ask its owner: “Is that your schoolbag?” Help him/her to answer: “No, it isnt.” “Its his/her +名词”= Its his/hers .Are these/those your ?Yes , they are. No, they arent . they are his/her+名词= they are his/hers .5. Tell Ss: my book = mine; his book = his; her book = hers IV. Pair workHave the students ask and answer in pairs. Is this/that your? Yes, it is. Its my+名词.=Its mine . Is that your? No, it isnt. Its his/her+名词.= Its his/hers. Are these/those your ? Yes , they are. They are my +名词。= They are mine. No, they arent . They are his/her+名词= They are his/hersWalk around the classroom to check pronunciation and intonation. Then call some groups to perform their conversations in front of the class. （设计目的：让学生身临其境的操练帮助丢失的学习用具找到主人，此举意在培养学生在用中学的意识，在找到失主的过程中成功的喜悦，同时教育孩子们要爱护学习用具。）. Listening 1. Work on 2b. T: Now please read the words. One holds the things, the others read them aloud one by one. (One student holds the things, and the other students say the words aloud.)T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line. (Play the recording. Students listen and complete the conversation.设计目的：合理有效的使用听力材料。)T: Lets check the answers. Id like to ask boys and girls to read the conversation in role together. Im Jane.(Read the conversation, filling the missing words. check the answers.) VI. Reading1. Read the conversation and underline the school things in the dialogue, and match the school things with the owners. (设计目的：role-play只让学生作为一项简单的阅读任务来完成没深挖，为下节课的语法学习做热身。)VII. Game 我展示 我精彩设计不同的任务链接链，让学生自主选取任务，小组合作完成本组任务并展示。（设计目的：锻炼学生的小组合作精神和创新能力）VIII. Summary拼拼看 小结部分的内容是课前事先准备好的单词碎片，请学生以小组合作的方式把它们以拼句子的方式展示出来。（设计目的：此举意在培养学生的组织能力、协调能力和合作精神。）情感教育： 我们学习时离不开学习用品，它就像我们的好朋友、好伙伴。我们要爱惜学习用品，做到不损坏、不乱扔。Homework: 写一篇找寻丢失学习用具的对话。并思考如何写寻物启示。板书设计：Unit 3 Is this your pencil ?Section A (1a-2d) Is this/that your? Yes, it is. Its my+名词.=Its mine . No, it isnt. Its his/her+名词.= Its his/hers. Are these/those your ? Yes , they are. They are my +名词。= They are mine. No, they arent . They are his/her+名词= They are his/hers教学反思： 这节课的内容为七（上）Unit3 Is this your pencil?第一课时。本课主要围绕学习用品展开一系列教学活动，要求学生掌握一些关于学习用品的新名词，学会用询问物品的归属，并能用Yes, it is./No, it isnt.来回答。通过讨论物品归属，培养学生捡到物品及时归还的良好品德。在教学过程中，我先设计悬念，从帮助丢失的学习用具找主人开始，唤起学生兴趣；接下来用照片及常用物品，引出本课的内容：学习用品后，我一一呈现本课的重点生词关于学习用品的名词，紧接着使用实物让学生进行操练，及时巩固新词。之后，课堂进入句型操练阶段，采用多种形式及情景力求让学生多说多练。最后通过合作创新和游戏来巩固本堂课的知识点。反思这堂课的整个教学流程以及收到的一些教学反馈，本堂课存在以下可取和不足之处：可取之处：1. 在导入部分，设计悬念，从帮助丢失的学习用具找主人开始，激发学生的学习兴趣。设置新颖，情景真实自然。一方面调动了学生的积极性，活跃课堂气氛，另一方面也恰当地引出本课的话题，为最后的情感教育做铺垫。2. 在巩固单词部分，用真实物品再现，火眼金睛游戏直观且易于被学生接受。让学生手口并用，介绍学习用品，更有利于学生记忆新词。3. 本堂课英语教学方式多样，有师生互动、同桌操练、小组合作，融合了英语的听说读写技能，调动学生眼、耳、口、手。4. 本课堂情景