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1、 新目標(biāo)初中英語七年級上冊Unit 2《Is this your pencil?》教案 Plan for the whole unit Teaching objectives 學(xué)完本單元后，學(xué)生應(yīng)能： 1.能夠掌握常見物品的英文表達(dá); 2.能夠詢問教室物品或文具名稱并找到物主 3.體會一般疑問句的用法 4.鞏固所學(xué)單詞的拼寫“How do you spell pen? P-E-N.” 5.學(xué)習(xí)如何寫“失物招領(lǐng)、尋物啟事” 6. 運(yùn)用this /that 的一般疑問句及其答句；What 引導(dǎo)的特殊疑問句及其簡略回答。以游戲的形式，做出推理與判斷，培養(yǎng)綜合分析能力。 7

2、.能夠綜合運(yùn)用所學(xué)句型This/That is my/his /her……匯報(bào)活動結(jié)果. Period arrangement Period Contents & pages or sources TO SA Textbook Exercises (Source) Supplementary (Source) Section Page 1 A 1a, 1b, 1c，2a, 2b, 2c 7,8 P6 Period1 1, 2,3, 6 5 2 A 3，4a, 4b 9 P6-7 Period2 湘教版 省教科院組編 《課程基礎(chǔ)訓(xùn)練

3、 七年級上冊》 1,2,3,4 5 3 B 1a,1b, 2a, 2b2c 10 P.7 Period3 1,2,4,6 4 4 B 3a, 3b,3a,4, Self Check 11, 12 P7-8 Period4 5,7 4 5 Test P.8-9 Period5 5 Total All 6 4 1-7 92 ⑤ Very confident ④ Quite confident ③ Confident ② Slightly confident ① Not confident Feedback

4、 本單元教學(xué)自評92分，表明教學(xué)目標(biāo)達(dá)成度較高。整個(gè)單元教學(xué)回歸教材，緊緊圍繞“詢問常見物品，主人及如何拼寫”這一主題，由淺入深、由簡單到復(fù)雜，從談?wù)撐锲访Q到拼寫到詢問物品的主人最終到書寫失物招領(lǐng)啟示，教學(xué)活動形式多樣，教學(xué)步驟步步遞進(jìn)、環(huán)環(huán)相扣，形成合力，從聽、說、讀、寫諸方面培養(yǎng)學(xué)生這一話題的表達(dá)能力。由于教學(xué)內(nèi)容緊扣學(xué)生實(shí)際，學(xué)生積極投入各項(xiàng)學(xué)習(xí)活動，樂于表達(dá)自己。同時(shí)，在談?wù)摰倪^程中，體會到了成功的艱辛，從而樹立了努力學(xué)習(xí)、積極向上的人生觀。為了減輕學(xué)生課余學(xué)業(yè)負(fù)擔(dān)，提高教學(xué)效率，教材所涉及的所有練習(xí)，包括增加了多個(gè)寫作練習(xí)且都安排在課堂內(nèi)完成。就其成功原因主要在于，課前認(rèn)真研讀了教

5、材，盡可能吸取了與教材配套的《教師教學(xué)用書》提供的中英文教學(xué)建議，并結(jié)合學(xué)生的實(shí)際，從單元整體備課，細(xì)化單元及課時(shí)教學(xué)目的，合理安排課時(shí)教學(xué)內(nèi)容，并在盡可能多的預(yù)設(shè)教學(xué)活動的前提下，關(guān)注課堂生成，隨時(shí)根據(jù)學(xué)情調(diào)整教學(xué)活動，因而教學(xué)收到了事半功倍的效果。 但課后在不增加學(xué)生過重課業(yè)負(fù)擔(dān)的前提下，如何指導(dǎo)學(xué)生復(fù)習(xí)、開展預(yù)習(xí)、課外閱讀提高聽力等活動，盡快培養(yǎng)學(xué)生如何從小學(xué)英語學(xué)習(xí)向中學(xué)英語學(xué)習(xí)模式平穩(wěn)過渡等方面還有待研究。 Plan for every period Period 1 Section A 1a,1b,1c ，2a,2b,2c→ Teaching aims 學(xué)完本課后，學(xué)

6、生應(yīng)能： 1 談?wù)撐锲芳拔锲返闹魅耍? 2 掌握目標(biāo)語言： 生詞和詞組：pencil sharpener book eraser ruler backpack, dictionary 句型： Is this/that your pencil? Yes, it is /No, it isn’t. Teaching aids CAI Teaching procedures： Chart 復(fù)習(xí)舊詞匯操練已學(xué)句型→教學(xué)新單詞與句型→操練句型與單詞→回歸教材→聽力練習(xí)→結(jié)對活動→總結(jié)→布置作業(yè) 1.Revision and Presentation (6’) Bring

7、some real objects such as a book, ruler, a pen ,a key, a pencil, a pencil case, pencil sharpener, backpack, eraser, dictionary etc and ask :What’s this in English? Help them answer: It’s a…… Then watch the media to teach the new words: pencil, pencil case, pencil sharpener, backpack, eraser, dic

8、tionary Then practice the new words and the sentence patterns: What’s this in English? Spell it ,please until the Ss are very familiar with them. 2. Presentation (6’) By using the real objects on the Ss’ desks and ask: What’s this in English? Is this your ……? Help them answer like Yes, it is /

9、Yes, it is. It’s my……/No, it isn’t. It’s her/his …… 3.Presentation (6’) By using the real objects on one student’s desk, practice with: Excuse me. What’s that in English? It’s a…… Is that your ……? Yes, it is/ No, it isn’t. It’s her/his ……Practice with the media. 4.1a (5’) Let the Ss match th

10、e words with the things in the picture first ,and then check their answers. 5. 1b Listening practice (5’) Listen and number the conversations (1-3) first and listen again and check the answers. 錄音原文： Conversation1 Girl: Is this your ruler? Boy: No ,it isn’t. It’s her ruler. Conversation2 Te

11、acher: Is that your backpack? Boy: No ,it isn’t. It’s his backpack . Conversation3 Boy: Is this your pencil? Girl: No ,it isn’t. It’s my pencil. 6.1c (4) Let the Ss practice the conversations in 1b and make up their own conversations. 7.In-class exercises (2’) Let the Ss fill in the blan

12、ks in the media. 8.2a,2b Listening practice (6’) Let the Ss listen to the conversation and check the things they hear first and then complete the conversation with the words in the box. Listen twice and check their answers. 錄音原文： Tim: Excuse me, Sonia. Is this your pencil? Sonia: Yes, thank

13、you. And that is my eraser. Tim: And Jane, is this your ruler? Jane: No, it isn’t. It’s her ruler. Tim: OK, and this is my book. And this is your pencil case, Jane. 9.2c (4’) Let the Ss ask about the things in the picture in pairs. 10.Grammar focus (1’) Go through the grammar points toget

14、her and summarize the usages of “be” 11.Homework: Memorize the new words ,and make up 3 conversations and finish the workbook Period 1.. Feedback 個(gè)人認(rèn)為本堂課教學(xué)目標(biāo)基本達(dá)成，學(xué)生學(xué)習(xí)積極主動，熱情投入，課堂氛圍非常熱烈。就其成功原因主要在于教學(xué)情境生活化，這課堂緊緊圍繞教學(xué)目標(biāo)What’s this /that in English?和Is /that your/his /her…? 的用法，創(chuàng)設(shè)情境并結(jié)合學(xué)生的實(shí)際，由淺入深展開多種形式

15、的教學(xué)活動，其中許多活動與學(xué)生實(shí)際運(yùn)用語言的形式一致，學(xué)以致用，收效很好。 但在聽力教學(xué)方面學(xué)生還有待加強(qiáng)訓(xùn)練，單詞句型有待進(jìn)一步鞏固,時(shí)間倉促了點(diǎn)。 Period 2 Section A 3, 4a,4b→ Teaching aims 學(xué)完本課后，學(xué)生應(yīng)能： 1 .用英語詢問并表達(dá)常見物品及如何拼寫 2.做游戲，用英語猜測詢問物品的主人 Teaching aids CAI Teaching procedures Chart 復(fù)習(xí)詞匯操練已學(xué)句型→教學(xué)新句型→操練句型→口頭運(yùn)用句型→ 游戲→小組活動→布置作業(yè) Step 1 Warming-

16、up (10’) Greet the Ss and revise the new words and the sentence patterns they’ve learnt :What’s this/that in English? Spell it ,please. Is this /that your ……? Step 2 Part 3 Pairwork (10’) Let the Ss work in pairs to practice the conversations about the things in the picture below. Learn to u

17、se the pattern :How do you spell it? instead of Spell it ,please Step 3 4a,4b Game(10’) Ask the Ss to put some of their things in my big box first ,then ask them to take something out of the box and find the owner and each of them has only two guesses. Step 4 Groupwork (10’) Practice the conve

18、rsations in groups of 3-4persons. Then ask several groups to act their conversations in front of the whole class. Step 5 Homework (1’) 1. Copy the new words of P7-9 five times; 2. Make up 3 conversations in Part 3 3. Finish Workbook Period 2 Feedback 個(gè)人認(rèn)為本堂課教學(xué)目標(biāo)達(dá)成度較高，教學(xué)步驟循序漸進(jìn)，鋪墊有序，學(xué)生樂于參加游

19、戲，寓教于樂，寓學(xué)于樂為本堂課的特色環(huán)節(jié)，也為學(xué)生下節(jié)課的學(xué)習(xí)打下了堅(jiān)實(shí)的基礎(chǔ)，教學(xué)效果真實(shí)、有趣，激發(fā)了學(xué)生進(jìn)一步學(xué)習(xí)的積極性。 Period 3 Section B 1a, 1b, 2a, 2b,2c → Teaching aims 學(xué)完本課后，學(xué)生應(yīng)能： 1 談?wù)撔聦W(xué)物品及物品的拼寫； 2 掌握目標(biāo)語言： 3．有目標(biāo)的聽力訓(xùn)練 Teaching procedures Chart 利用媒體與實(shí)物復(fù)習(xí)單詞與句型 → 復(fù)習(xí)詢問物品的拼寫與主人→呈現(xiàn)新詞匯→用已學(xué)句型操練所教詞匯→ 聽力練習(xí)→結(jié)對活動 → 家庭作業(yè) Step 1 Lead-in ( 7’)

20、 Greet the Ss and revise the new words and the sentence patterns they’ve learnt in Section A. by asking :What’s this/that in English? Spell it ,please. Is this /that your ……? Step 2 Presentation (8’) Use the real objects and the media to teach the new words: baseball, ID card, ring , watch , not

21、ebook ,computer game etc. Step 3 1a (4’) Let the Ss match the words with the things in the picture first ,then check their answers. Step 4 1b Pairwork (5’) Let the Ss ask questions about the things in the picture like: Look at Picture A. What’s this ? It’s a … How do you spell it? P-E-N Ask s

22、everal pairs to act before the whole class. Step 5 2a,2b Listening practice (8’) Let the Ss look at the words in 1a, listen and circle the things they hear first and then write the things in the chart. Listen twice and check their answers. Then listen and repeat after the tape. 錄音原文： Conversat

23、ion1 Kelsey: I’m looking for my watch. Teacher: OK. Is this your watch? Kelsey: No, it isn’t. That’s my watch. Teacher: Here you are. Kelsey: And that’s my ID card. Teacher: OK. What’s your name? Kelsey: Kelsey. Conversation2 Mike: That’s my watch. Teacher: This? Mike: Yes…and that’s my b

24、aseball. Teacher: All right. What’s your name? Mike: Mike. Teacher: Ok. Here’s your baseball. Mike: Thank you. Step 6 Pairwork (7’) Student A looks at Page 81 and Student B looks at Page 82.Pratice with the patterns: Is this her/his key ? Yes, it is /No, it isn’t Step7 Homework (1’) 1.Co

25、py the new words of P10 five times; 2. Find out the English words of school things you know; 3. Finish the workbook Period 3. Feedback 總體感覺這課堂進(jìn)展得比較自然，順利，學(xué)生始終處在主動參與和積極配合的狀態(tài)之中，達(dá)到了預(yù)期的設(shè)想，體現(xiàn)了“學(xué)中用，用中學(xué)”的任務(wù)型語言教學(xué)理念。任務(wù)貼近生活且有意義，趣味性強(qiáng)，易于承載語言和提高能力，體現(xiàn)了語言的工具性。 但在聽力訓(xùn)練方面還有待進(jìn)一步加強(qiáng)。 Period 4 Section B 3a, 3b,

26、 3c ，4，Self check → Teaching aims 學(xué)完本課后，學(xué)生應(yīng)能： 1 閱讀布告回答簡單問題并能理解其寫法 2．撰寫招領(lǐng)與尋物啟示 Teaching procedures Chart 利用媒體與實(shí)物復(fù)習(xí)單詞與句型 → 復(fù)習(xí)詢問物品的拼寫與主人→學(xué)習(xí)理解 → 回答問題→ 寫作練習(xí)→小組游戲活動→小組調(diào)查→ 家庭作業(yè) Step 1 Lead-in ( 7’) Greet the Ss and revise the new words and the sentence patterns they’ve learnt What’s this/t

27、hat in English? How do you spell it. Is this /that your ……? Step 2 Presentation (5’) Look at the notices in the CAI and learn the new words, like lost and found ,call ,school ID card ,please ,a set of keys, in the lost and found case Step3 3a (12’) Let the Ss read the bulletin board notices

28、 and circle the words from 1a. Check their answers and their understanding. Read them one by one . Step 4 3b (5’) Let the Ss go through these pieces and put them in order to make a message. Write numbers in the boxes. Step 5 3c (5’) Let the Ss write their own bulletin board messages. Ask some

29、 Ss to read theirs . Step6 Groupwork (5’) Task: One student draws pictures and the other Ss guess what it is by using Is it a …? Step7 Survey Self Check Part3 (5’) Look at the pictures in CAI then survey the owner of the objects by asking and answering. Step8 Homework (1’) 1.Write their o

30、wn bulletin board message; 2. Finish Period4 ,Period 5 3. Check the key words in groups 4．Just for fun P12(Self check) Feedback 本人認(rèn)為這堂課教學(xué)目標(biāo)基本達(dá)成,學(xué)生比較積極投入學(xué)習(xí)活動。就其成功原因主要是對教材內(nèi)容做了適當(dāng)?shù)难a(bǔ)充，有利于學(xué)生深入學(xué)習(xí)。但時(shí)間把握不太好，學(xué)生游戲時(shí)間過少。然而，如何有效地利用課堂45分鐘來提高課堂教學(xué)效益，如何開展小組合作學(xué)習(xí)，調(diào)動大多數(shù)學(xué)生的積極性，還有待進(jìn)一步研究并解決。 5