初中英語(yǔ)教案：Is this your pencil

1、Word - 12 -初中英語(yǔ)教案：Is this your pencil Unit 2 Is this your pencil? 教學(xué)內(nèi)容 本單元圍圍著“Is this your pencil?”這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)等多種教學(xué)活動(dòng)，其教學(xué)核心內(nèi)容是“確認(rèn)物主”。通過(guò)本單元的教學(xué)，使同學(xué)學(xué)會(huì)辨認(rèn)物品的全部者，學(xué)會(huì)依據(jù)場(chǎng)景詢(xún)問(wèn)物品的所屬，以及英語(yǔ)中對(duì)應(yīng)的表達(dá)法，學(xué)會(huì)寫(xiě)尋物啟事和失物招領(lǐng)。老師應(yīng)著力培育同學(xué)能在日常交際交往中有效地使用語(yǔ)言進(jìn)行表達(dá)，與他人溝通信息，為今后學(xué)習(xí)打下堅(jiān)實(shí)的語(yǔ)言基礎(chǔ). 教學(xué)目標(biāo) 1)學(xué)問(wèn)目標(biāo)： A.學(xué)習(xí)并把握指示代詞: this、that; B.學(xué)習(xí)What引導(dǎo)的特

2、別疑問(wèn)句; C.學(xué)會(huì)Yes/No問(wèn)句及其簡(jiǎn)潔回答; D.學(xué)會(huì)句型：How do you spell pen? P-E-N. 2)力量目標(biāo)： A.能辨認(rèn)物品的全部者; B.依據(jù)不同場(chǎng)景,能用英語(yǔ)對(duì)物品的所屬進(jìn)行提問(wèn)和回答; C.能識(shí)別不同句式的語(yǔ)調(diào)(陳述句,疑問(wèn)句); D.培育同學(xué)聽(tīng)、說(shuō)、讀、寫(xiě)的力量及創(chuàng)新思維力量. 3)情感目標(biāo)： A.通過(guò)查找仆人的嬉戲和失物招領(lǐng)等活動(dòng),培育同學(xué)拾金不昧的良好的品德及健康向上的人格; B.通過(guò)開(kāi)展小組活動(dòng),指導(dǎo)同學(xué)樂(lè)觀與他人合作,相互學(xué)習(xí)、相互關(guān)心,共同完成學(xué)習(xí)任務(wù). 教學(xué)重點(diǎn)、難點(diǎn) 重點(diǎn)：A.把握批示代詞this、that用法; B.把握特別疑問(wèn)句和Yes/

3、No問(wèn)句及其簡(jiǎn)潔回答. 難點(diǎn)：學(xué)會(huì)寫(xiě)尋物啟事和失物招領(lǐng). 課時(shí)支配 第一課時(shí)Section A 1a-1c 其次課時(shí)Section A 2a-4b 第三課時(shí)Section B 1a-2c 第四課時(shí)Section B 3a-4 Self-check 1-3 Period One 課前預(yù)備 老師：錄音機(jī)，圖片，物品實(shí)物. 同學(xué):實(shí)物(學(xué)習(xí)用品). 教學(xué)設(shè)計(jì) Step One: Warming up.(通過(guò)復(fù)習(xí)形容詞性物主代詞，把同學(xué)引入學(xué)習(xí)英語(yǔ)的 情境中。) Learn the chant. T:Lets sing the chant together. my 是我的,your是你的,男他的是hi

4、s,女她的是her; 名詞前面常站崗,限定所屬有功勞. Step Two: New words.(利用實(shí)物教學(xué)，使得教學(xué)過(guò)程自然、形象。) 1. Present the new words. T: Boys and girls, look at this please. Whats this in English? (Teacher holds a pen in the English.) S1:A pen.(Ss may say it in English.) T: Yeah. Its a pen. And whats this? (The teacher holds an eraser i

5、n the hand.) S2:Its an eraser. (Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.) 2. Practice the new words. T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pic

6、tures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.) T: OK,lets check the answers. Who can tell us the answers? S2: Step Three: Present the drills. 1. Present the drill “Is this?Yes/ No,it is/isnt.”(利用實(shí)物引入句型，使用不同人的物品來(lái)引入形容詞性物主代詞和名詞的搭配的用法。) (Hold the teachers pe

7、n.) T:This is my pen.Is this your pen? S1:No,it isnt.Its your pen. T:(Hold the students pen.) This is your pen. Is this your pen? S1:Yes,it is. Its my pen. T:(Hold a girls pen.) This is her pen. Is this your pen? S1:No,it isnt. Its her pen. T:(Hold a boys pen.) This is his pen. Is this your pen? S1:

8、No,it isnt. Its his pen. T: Thank you. 2. Practice the drill “Is this your?” in pairs with your own school things.Pay attention to the use of my, your, his or her.(利用學(xué)習(xí)用品操練句型，并加深對(duì)物主代詞的理解。) S3:Is this your? S4:Its my S3:Is this? S4:Its his/her (The teacher asks a few pairs to practice.) 3. Present th

9、e drill “Is that ? Yes/ No, it is/isnt.”(利用老師所站位置的不同來(lái)引入批示代詞that的用法，并從位置關(guān)系上讓同學(xué)精確理解this ，that的區(qū)分。) T:That is my book. Is that my book? (Put a book on the teachers table so that the Ss can see it clearly, and the teacher stands a little far from the table.) S5:Yes, it is .Its your book. T:That is his b

10、ook.Is that your book? (Put a boys book on the table and the teacher in the same place.) S5:No, it isnt.Its his book. T:That is her book.Is that your book? (Put a girls book on the table and the teacher in the same place.) S5:No,it isnt.Its her book. (Teach and practice the drill “Is that ?” and its

11、 answer.) 4. Practice the drill “Is that your?” in pairs with your own school things.(通過(guò)練習(xí)，區(qū)分兩個(gè)批示代詞的用法。) S6:Is that your? S7: Its my . S6:Is that your? S7: Its his/her (The teacher asks some pairs to practice.) 5. Listening.(進(jìn)行聽(tīng)力練習(xí)，鞏固所學(xué)的句型。) T: Now please listen to the three conversations, the first

12、 time you only listen. Then I play again. And this time you listen and number the conversations. (Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.) T: Lets check the answers, OK? S8:(from left to right)

13、 T: Thank you. 6. Practice the drills according to the pictures using“his or her”.(設(shè)置情景，使同學(xué)在情景中精確運(yùn)用物主代詞his或her。) (Show students four pictures like the followings.見(jiàn)課件。) Step Four: Task “Have a contest”.(把兩個(gè)同學(xué)的文具混在一起，然后請(qǐng)他們分別 挑 出自己和同伴的物品，用的時(shí)間少者為勝者。選擇物品的同時(shí)，要求同學(xué)用英語(yǔ)說(shuō)出：This is myThat is her/his) T:Ill put

14、your things and your friends things together. I want to see if you can identify which is yours and which is hers or his. (Put the same number of the things together, and first ask them to pick out their own things and their partners things. Then ask them to give a report, using the key words and tar

15、get language. One student picks up the things while the other counts the time as well.) Languages used for the task: 1. This is my 2. That is her/his Step Five: Summary.(編一個(gè)Chant ，便于同學(xué)進(jìn)一步識(shí)記本節(jié)課所學(xué)的重點(diǎn)詞匯和語(yǔ)言項(xiàng)目。留意應(yīng)強(qiáng)調(diào)Chant 的節(jié)奏和一般疑問(wèn)句的語(yǔ)調(diào)。) Chant. T: In this class, weve learned the names of some common person

16、al possessions and how to identify ownership. Lets learn to say this chant. Is this my book? Yes, it is. Is that your ruler? No,it isnt. Is this her pencil? Yes, it is. Is that his erase r? No,it isnt. Homework. Read the new words and the target languages presented in this class and say the chant to

17、 improve your spoken English. Period Two 課前預(yù)備 老師：錄音機(jī)，所學(xué)物品的圖片，一個(gè)書(shū)包(里面裝著事先收集的學(xué)習(xí)文具)，表格若干張。 同學(xué)：一張硬紙寫(xiě)上自己的姓名和電話號(hào)碼，學(xué)習(xí)的物品。 教學(xué)設(shè)計(jì) Step One: Revision. 1. Review the drills.(用同學(xué)的姓名和電話號(hào)碼來(lái)復(fù)習(xí)句型：Is this (that) your (his/her)?及簡(jiǎn)短回答：Yes, it is./No, it isnt.留意老師提問(wèn)的同時(shí)，用手勢(shì)來(lái)關(guān)心同學(xué)給出你預(yù)想的答案。) (Put some paper with the names a

18、nd telephone numbers on the blackboard.) T: Please look at the blackboard. And answer my questions , please . Is this your first name? S1: No , it isnt. T: Is that her last name? S2: Yes, it is. T: Is this his telephone number? S3: Yes, it is. T: Good. This time, who would like to come to the blackb

19、oard and ask questions like me? (Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.) 2. Review the vocabulary.(在黑板的名字旁邊貼上學(xué)習(xí)物品的圖片，來(lái)復(fù)習(xí)所學(xué)的單詞和句型。) (Put some pictures of things students have learned in class next to the names of the students.

20、) T: Is this your ruler? (Point to Picture 1.) S4: No,it isnt. T: Is this her ruler? (Point to Jenny Chen.) S4: Yes, it is. T: Is that your pencil case? (Point to Picture 2.) S5: No, it isnt. T: Is that his pencil case ? ( Point to Jim Wang.) S5: Yes, it is. (Get the students to ask the questions in

21、 turn, make sure they use the items they like.) Step Two: Listining. 1. Listening (2a). (練習(xí)聽(tīng)力前，先讓同學(xué)再一次說(shuō)出圖片中物品的英文，進(jìn)一步強(qiáng)化重點(diǎn)單詞。) T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.) S6: This is S7: This is T: Now please take out

22、 the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Lets see who will do fastest and best. ( Play the recording for the students to listen.) (讓同學(xué)把聽(tīng)到的物品選出來(lái)，放在自己的桌子上，讓同學(xué)動(dòng)手去做，比單純的單詞辨聽(tīng)更易引起同學(xué)學(xué)習(xí)的愛(ài)好。) T: Now lets check the answers. Please hold the

23、 things you hear and say their English names,OK? (Make sure students hold the things to show them to the other students.) S8: Pencil. S9: 2. Listening (2b). (進(jìn)一步強(qiáng)化重點(diǎn)詞匯后，進(jìn)行聽(tīng)力練習(xí)，要求完成單詞的拼寫(xiě)。) T: Now please read the words. One holds the things, the others read them aloud one by one. (One student holds th

24、e things, and the other students say the words aloud.) T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line. (Play the recording. Students listen and complete the conversation.) T: Lets check the answers. Id like to ask three studen

25、ts to read the conversation in role. (Three students read the conversation, filling the missing words. The rest of the students check their answers.) Step Three: New drills. 1. Present the new drills. (用實(shí)物引入新句型，關(guān)心同學(xué)用正確的句子來(lái)回答。) (The teacher shows students a pencil.) T: Whats this in English? S: Its a pencil. T: How do you spell it ? S: P-E-N-C-I-L. (Change an eraser. Ask and answer in the same way.) 2. Practice the drills. (同學(xué)分組練