卜芽英语教学设计.doc

初中英语教学设计第二册Unit5 Lesson 17 一、教材分析 1、本单元及本课在教材中的地位与作用。上一单元的核心教学内容是认物，本单元则是认人，这一交际项目涉及到的具体内容包括： A姓 名 Whats his/her/its name? B身 份 Whos he/she/it/this/that? C年 龄 How old is he/she/it? D所在处所 Where is he/she? 二、教学目标的确立 1、知识目标 本单元选取了学生比较熟悉的认人场景或情景，进行具体的训练。而本课着重体现和要掌握的是室外场景；识别人物，这些场景都是日常生活中容易涉及到认人，这一话题的，即说话人相互交换或了解人物的有关信息。在这一单元中有意回避了谈话双方直接询问年龄的情景。这样安排既是为了突出语法教学关于he/she/it的内容，也是为了适应英美人的文化礼仪习惯。 2、能力目标：培养学生听、说、写的能力，以说为主。 3、德育目标：通过认人贯输礼貌教育。 4、情感目标：培养合作、友好的情感。 三、教学法分析 1、口语训练 本单元的口语训练与前一单元有相似之处。为了加强课堂教学的交际性，教师应当充分利用教材所提供的典型情景，务必使学生熟悉这些情景，进而使他们学会在日常交际中作出恰当得体的反应。在运用情景进行认人方面的口语训练时，要特别重视引入情景的技巧，情景引入必须有助于刺激学生的交际动机，也就是说见到某种情景时应当产生询问的欲望。我采用简笔画，与实物相结合的方法。 2、笔头训练 在英语教学的起始阶段，口语训练多于笔头训练是合理的，但每课时都应有适量的笔头活动。为此我采用让学生画小人，或拿照片的方式一面认人，（口语）一面在画面上添加必要的文字，以引起学生的注意。这样既练了口语又练了笔头功夫。 3、语法教学 本单元语法教学是介绍人称代词，he,she,it。其着重点在于运用。没必要特意安排关于人称代词的语法讲解及引入相关的概念。重要的是把这三个代词用好。为此我采用的如下教学措施： （1）用现场人物显示代词的特点； （2）用句型显示语法功能（作主语）主语用淡蓝色，is用红色，表语用淡黄色。 四、教学手段 本节课我采用了简笔画，实物和多媒体展示不同环境下的人物介绍，为求使学生全面掌握不同交际情况下英语交际的方式与特点。 采用五步教学法。 五、教学过程 Note: 1.Make sure students pronounce girl and bird correctly.The/ u/ sound in dont,know and old may also cause problems. 2.Special attention should be paid to the difference between he and she,and its and its. Step 1 Revision 1. Revise the new vocabulary in Unit 4. 2. Revise:Whats your name? Can you spell it,please? How old are you? 3. Revise the numbers 0-20.Teach 21. Step 2 Presentation Draw a boy,a girl and a bird on the Bb,or use wall pictures.Point to the boy and ask Whos this? This is David Smith.Write David Smith under the drawing. Then point to the drawing of the girl and ask Whos this? This is Joy smith.Write Joy Smith under the drawing. Ask How old is he? Hes twelve.How old is she? Shes seven. Draw Polly on the Bb,and say: This is a bird.Its name is Polly. (Write a bird on the Bb.) Ask How old is it? I dont know.I think its six.(Teach I dont Know and I think by gesture if possible.If not,translate.)Pay Particular attention to the / u/sound.Write I dont know on the Bb and explain that nt is short for not.Also,explain that the k in know is silent.It is NOT pronounced. Step 3 Drill Note:Explain to the class that in English people,especially young people,are often referred to by their first names only. Joy Smith and David Smith would usually be called Joy And David. Get the class to ask and answer as follows: Teacher: Joy Smith-Group 1 Group 1: How old is Joy? Teacher: Group 3. Group 3: Shes seven. Teacher: David Smith-Group 4! Group 4: How old is David? Etc. Now ask the same question about boys and girls in the class, And get students to do the same. Step 4 Read,ask and answer SB Page 21,Part 1.Read Part 1 with the class. Get them to answer the questions.Say: Look at Picture 1. Who is this? (This is Joy Smith.) How old is she? (Shes seven.) Now look at Picture 2.Whos this? (Hes David Smith.) How old is he? (Hes twelve.) Now look at Picture 3.Whats this?(Its Polly.) Yes,its Polly. Note:Polly has a female name.It is not incorrect to refer to Polly as she but animals are usually referred to as it.For example,Shes six years old would be acceptable but not likely Shes Polly.As well,the question Whos that/this? Is often answered with Its even when the subject is a person if the sex is not relevant.This is not true,however,for any other question.For example How old is she?would never be worded How old is it?and is always answered,Shes,NEVER Its Step 5 Ask and answer SB Page 21,Part 2,Picture 4,Speech Cassette Lesson 17.Play the tape once.Then play it again and get the class to repeat,using the pause button.Half the class can be A and the other half B. Then change them around. Step 6 Pair practice Get the students to read the dialogues in pairs.They can continue Practicing using pictures of people they know or pointing to Their classmates. Step 7 Workbook SB Page 105,Wb Lesson 17,Exx.1-3. Ex. 1 is listening comprehension.See Foreword Pages 7-8 Of the TB for advice on how to deal with listening practice. Listening text David:Hello! My name is David Smith.Im twelve.This is my Sister,Joy.Shes seven. Joy:Hi!