七下UNIT教学设计焦成艳定稿

1、新目标英语七年级Unit 2 Ii this your pencil?Section A 1a1c教案设计焦成艳【教材版本】义务教育课程标准实验教科书英语（新目标）七年级（上）【课题名称】 Unit 2 Section A（ 1a-1c ）【授课年级】 Grade 7【教材分析】本单元是新目标七年级上册正式篇的第二单元，围绕“确认物品关系”来展开话题的。要求学生掌握如何用英语来描述学习用品，学会辨认物品的所有者，并会写失物招领和寻物启事。学会礼貌地与他人交往。学习由be 动词构成的一般疑问句及其回答，与此同时，了解并会运用一些简单的生活用语。第一课时重点学习确认物品的所有者的句型“Is thi

2、s your ruler ?”和“ Is that her/his.? ”及其简略的答语。在本单元的教案中，这些内容就显得尤为重要，因为从交际的角度来看，人与人的沟通交往通常都是以此为开头逐步展开的。通过这部分内容的学习，可以大大激发学生学习英语的兴趣，树立他们的自信心。教案重点是记住一些学习用具的单词以及学会如何确认物主关系。教案难点是能够自由地使用英语进行交际，敢于开口说英语。【课标分析】英语新课程标准明确指出，激发和培养学生学习英语的兴趣，使学生树立自信心，发展自主学习的能力和合作精神，使学生掌握一定的英语基础知识和听说读写技能，形成一定的综合语言运用能力，培养学生的观察、记忆、思维能力

3、是本阶段英语课程的任务。【学生分析】本课的教案对象是刚刚进入初中的七年级新生，他们大部分没学过英语，对英语会有极大的兴趣和好奇心，乐于学习新知识，乐于发言，乐于参加教师设计的任务。教师应该抓住学生的这方面心里，设计让学生感兴趣的话题，尽量让任务贴近他们的生活，采用丰富多彩的、直观的、新颖的教案手段，激发学生的学习兴趣，努力保持学生对英语的热情。但是由于许多学生没学过英语，英语在各个方面都与之前的各科不同，所以他们会觉得很陌生，甚至是无从下手。作为英语教师，我们一定要保护他们对英语学习的热情。所以，本节课，要给予他们自信，帮助他们建立起学习英语的热情，设置有趣的活动来调动他们学习英语的积极性。，

4、努力设置真实的、贴近生活的情境，让学生在用英语做事的过程中自然操练单元的重点词汇和句型，充分实践，展示个性，让学生运用所学知识来解决问题 , 调动学生的学习积极性，发展学生学习英语的能力。【教案目标】知识与能力：1.掌握四会单词 :book,pen,pencil,eraser,ruler,dictionary,this,that,yes,no 了解下面的单词 : backpack, pencil case, pencil sharpener.2.能够熟练地使用句型“Is this/that your?”以及它的肯定回答和否定回答来确认物主关系。3. 进一步熟悉物主代词的用法。过程与方法：通过创

5、设的情景“给学生丢失的用具找主人”来导入新课，带着真实的任务去学习，会让教案事半功倍，而且极大的调动学生的积极性。1 / 6情感态度与价值观：号召学生照管好自己的东西，拾到的东西要交公，并且尽量的给予别人帮助，使用礼貌用语和别人沟通、交流。【教案重点】是记住一些学习用具的单词以及学会如何用英语确认物主关系。【教案难点】能够自由地使用英语进行交际，敢于开口说英语。【教案设想】由于本人所任教的学校是一所农村中学，平时上课很少使用多媒体，所以这节课我设计了一节常规课，只使用学生和老师手头有的东西来展开教案。整节课我一直在尽量使用手头的东西来调动学生的学习积极性，使绝大多数同学有所收获，希望大部分同学

6、掌握四会单词，能简单地用英语进行交流，寻找物主。【教案媒体】1. 橙子、尺子、钢笔、（导入新课时使用）书包、书、字典、文具盒。（教新单词使用）2. 录音机（学生做 1b 听力时使用）【教案流程】Step 1 Warming-up（ 2 mins ）T: Good morning ,everyone.I bring some presents to you .If you know their names and their colors,I will give them to you ,OK?Ss:OK.T:(Hold an orange)What s this in English?S1:I

7、t s an orange.T: how do you spell it? S1:O-R-A-N-G-E.T:Very good .It s for you.(Repeat with pen and ruler)【设计思路】通过赢礼物复习了以前学过的单词和句型，有让整节课在轻松愉快的气氛中开始，为下面的教案做一个好的铺垫。Step 2 Pre-task1. Lead-in( 2 mins )T:(Hold a pencil)What s this in English,do you know?S2: I think it s a pencil.T: How clever! I want to

8、give it to you .But this isn t my pencil.(Askonestudent)AndIdon tknow whoseitis.Isthisyourpencil?(Thenwrite the sentence on the Bb)And I have so many school things here andIdon tknowtheowners.Thisclasswe willlearnhow tofindtheowners in English.【设计思路】由上文的赢礼物到这个礼物不属于老师，要寻找主人，自然地过渡到新课中，引出这节课的主要任务。2.Lea

9、rn the new words(7 mins )T:(Hold a backpack)What s this in English? It s a backpack.Read afterme.B-A-C-K-P-A-C-K,backpack.(Andwritethewordontherightpartofthe blackboard. Open the backpack,take out the things in it and learnthenames oftheschoolthings.Writetheimportantwordsintheleftpart and the unimpo

10、rtant words in the right part.)2 / 6T:Nowreadthewordsaftermeonebyone.P-E-N,pen,P-E-N-C-I-L,pencilNow read the words by yourselves.Ss:【设计思路】看着老师一件一件的把书包中的东西往外拿，学生们猜不到下次老师会拿出什么，看着他们的东西能变成老师的教具，他们是非常有兴趣参与进来的。3 Finish the task in Activity 1a.(2 mins )T: Open your books and turn to Page 19. Read the word

11、s and match the words with the pictures.(Students do it by themselves.)【设计思路】进一步熟悉新单词。Step 3 While-task1.Present the new language and the yes-answer.(3 mins )T:(Come to a student and put up the student s pen)Is this your pen?S3:Yes,it is.It s my pen.(If he can t ,help him)T： (To the whole class)Righ

12、t,read after me. Yes,it is.It s my pen.Ss:Yes,it is.It s my pen.T：（ Ask his partner） Is this his pencil?S4:Yes,it is. Its his pen.T： (Put one student s pen on the table and ask him)Is that your pen?S5:Yes,it is.It s my pen.T: （ Ask the whole class） Is that his pencil?Ss:Yes,it is. It s his pen.(The

13、teacher goes back to the Bb and write the sentence pattern on theBb)T： Now please read after meSs:2.Present the no-answer.(2 mins )T: (Ask one student with another one s book.) Is this your book?S6: No, it isn t. It s his book.(Help if necessary.)T: (Repeat with another student and another thing. Th

14、en write the answer on the blackboard and ask the students to repeat. )3.Practice the new language.(2 mins )T: (Point to a book far away.) Ask about the backpack. Ss: Is that your backpack?T: (Nod.)Ss: Yes, it is. It s my backpack.T: (Hold a pencil case.)Ask again. Ss: Is this your pencil case?T: (S

15、hake the head and point to a girl.)Ss: No, it isn t. It s her pencil case.(Talk about other things, ask and answer several times.)【设计思路】利用学生手里的东西创设情景，直观地呈现新句型，使学生在语境中理解句子的含义 . 利用直观教具引出本课重点句型 , 学生容易理解接受 .3 / 64.Listening practice.(3 mins )T: Look at 2a.Read the conversations by yourselves once as qui

16、ckly as youcan.Ss: (Read the conversations.)T:Now Iwillplaytherecording.Pleaselistenand number them.(Playthe recording.)Ss: (Listen and number.)T: Next I will ask one student to tell us the answer. (It s easy for thestudents. So listening once is enough.)S7:【设计思路】在听之前让学生熟悉所听内容，会让学生有侧重点，提高听力效果。5.Prac

17、tice the new language.(8 mins )T:Askand answerinpairstotalkaboutthethingsaroundyou.Ifyouwant me to help you,please put up your hands and call me.Ss: (Work in pairs.)T: I have a flower here. You need to keep passing it on. At the same time,I will ask one student to knock at the blackboard. When he st

18、ops, ifthe flower is in your hand,you and your partner have to act out yourconversation. OK? OK, let s begin. (To a boy.) You,come here please,facetheblackboardandknockattheblackboard.Ifyouwanttostop,just stop.(Ask 6 pairs.)【设计思路】击鼓传花这个活动的引入极大地调动了学生的积极性，为了在这一环节中有好的表现，他们会认真的练习。Step 4 Post-task1.Play

19、a game.(7 mins )T:I know you all feel a little tired after the new language. Now let splay a game for a rest. You see I have so many school things here. AndI don t know whose they are. Now I need your help. If you want to help me, please come here and choose one of the things. Each of you can askfou

20、rquestions.Thestudentwhofindstheownerwiththeleastquestions will be the winner. Then the beautiful will be yours, OK? Who will try first?Ss: (Ask their classmates and find the owner)Is this your?T: (To the winner) Congratulations to you! Now the pencil case is yours. I hope you can learn English bett

21、er and better.【设计思路】七年级的学生愿意做游戏，也愿意把所学的知识应用到交际中，这个环节还解决了在课前设计的主任务。2.Sum up the language in this lesson.(2 mins )T:Welldone!Let ssum up whatwe havelearnt.Firstthewords,readthem together, P-E-N, penThen the sentence patterns, together【设计思路】让学生自己总结本课所学知识，既巩固了所学内容，又培养了学生的能力。3. Do some exercise.(3 mins)4

22、 / 6T: Let s do some exercise to check if you have mastered the knowledge.一单项选择。1.Is this your pen? Yes, it is. It s _ pen.A. myB. yourC. hisD. her2. Is that his eraser? Yes, _.A. it sB. is itC. It isD. it is二连词成句。1 that your is ruler_?2. it isn tno _.三汉译英1. 这是你的书吗？ _2. 那是他的字典。 _【设计思路】通过课堂检测能够发现问题，以迷补不足，争取让学生当堂达标。4.Tell them something important for their future.(1 min )T: Some of you left