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。共3页，当前第1页123
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。stationeryowner 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…….共3页，当前第2页123
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。共3页，当前第3页123