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七年级英语Is this you pencil教案

七年级英语Is this you pencil教案

unit 2 is this you pencil

第一课时教案  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。3页,当前第1123

七年级英语Is this you pencil教案

  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 tw 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         sharpenerpencilcaseeraserdictionary                                          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  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…….3页,当前第2123

七年级英语Is this you pencil教案

  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…….?  教学点评:  本节课主要从调动学生学习兴趣出发,为学生创设尽可能真实的情境,给学生充分发挥自我的空间。让学生在做中学。虽然教学内容本身并不难,但学生差异极大,若按照传统教学方法讲授知识,单纯教单词和句型,课堂会显得很枯燥。学生若没有兴趣,学生效果将大打折扣。  本课除了为学生创设了贴近他们实际生活的活动,而且将学生分成不同的小组,这样既加强了学生之间的合作,为学生提供了互相学习和互相帮助的机会,同时又使得学生的个性特长得以发挥, 也为更多的学生提供了参与活动、提高语言运用能力的机会。教学过程中,尽可能对学生的表现进行激励评价,进一步培养学生学习英语的自信心。3页,当前第3123