【詳細版】七年級上冊Unit 3 Is this your pencil教學設計

1、教學設計課題名稱：Unit3 Is this your pencil?(section B 1a-1e)姓名：袁思淇 工作單位：思源實驗學校學科年級：七年級 教材版本：人教版新課標一、教學內(nèi)容分析本節(jié)以school things為話題，主題是“確認物品的所有權(quán)”，物品主要圍繞著教室內(nèi)學生身邊的常用物品，在教學時老師能夠使用實物進行教學，增強學生的學習效果。教學目標詞匯：baseball，watch，computer，game，card，notebook，ring，bag句型：Whats this？Its a watch.How do you spell it？WATCH.能夠使用目標語言詢問東

2、西的所屬，或者尋找物品的主人。三、學習者特征分析 七年級學生學習英語的特點：初一學生對英語既感到新鮮又有所畏懼，他們希望在新的環(huán)境中通過學好英語這門新科目來獲得他人的認可。四、教學策略選擇與設計一節(jié)成功的英語課取決于一個優(yōu)秀的設計思想。初一英語的聽說課是提高學生基礎的最重要的階段。新課程的教學實施在教學應當如何適應課程培養(yǎng)目標的要求中指出：要強調(diào)與學生生活世界的密切結(jié)合。也就意味著，要改變“過于注重書本知識的現(xiàn)狀”，要“加強課程內(nèi)容與學生生活以及現(xiàn)代社會和科技發(fā)展的聯(lián)系，關注學生興趣和經(jīng)驗”，增強“提高生命生活質(zhì)量”的意識。將以上理論結(jié)合本班學生實際情況，對教材進行了操作性強的處理。只有從組織

3、教學活動入手，大量地進行語言實踐，使英語課堂交際化，才能有效地培養(yǎng)學生運用英語進行交際的能力。教學重點及難點教學重點詞匯：baseball，watch，computer，game，card，notebook，ring，bag(2)句型：Whats this？Its a watch.How do you spell it？WATCH.教學難點1讓學生能夠熟練運用所學知識進行完整的對話練習。2讓學生能夠看懂尋物啟事和失物招領啟事。教學過程Step1. Warmimg upT: Lets meet two new friends in the picture. They lost some thin

4、gs in the school What should they do? Ss: They can go to the Lost and Found.Step2. Pre-listeningT: Lets check whats in the Lost and FoundT: Whats this ? Ss: Its a key Ss learn the new words after the teacher.Step3. GameT: Lets play a game: Which is missing? Please tell me which thing is missing on t

5、he screenSs: Baseball BagStep4. Presentation 1.T: Look at the 1a. Here are the things in the Lost and Found. Match the words with the things in the picture. Ss try to match the words with the things in the picture. the answers. Ss: Picture a is .Step5. Pair-work1. T: Now please work with your partne

6、r, practice the conversation in 1b. Use the pictures in 1a.(Students practice the conversation. As students work, move around and help them.) 2. Ask some pairs to act out the conversation. T: Listen to the conversation for the first time and find out what things Linda and Mike lost. Before listening

7、, read the words together.2. Work on 1c. T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.(Play the recording twice. Students listen and circle

8、the items.)T: Lets check the answers, OK?S1: T: Who would like to say the circled words again?S2: (Check the answers with the class)3. Work on 1d.T: Please look at the two pictures in 1d. One is Linda, and the other is Mike. Listen to the conversations again. This time you will pay attention to the

9、things Linda and Mike are looking for. Then write down the names of the things under each persons picture.(Play the recording for the students to write down the words.) T: Well, what is Linda looking for?S3: T: What about Mike? What is he looking for?S4: (Check the answers with the class) T: Listen

10、again and fill in the blanks. You can write your answers on your papers.Step7. Group work 1. T: Now lets make a conversation about one thing in 1d. Suppose one student is Linda and one student is Mike. Another student is the teacher in the Lost and Found. Please make conversation and practice it. 2.

11、 Ss make conversations as the teacher asks. 3. Let some pairs act out their conversations. Step8. Summary1. A: Whats this?B: Its a . Step9. Homework all the new words the conversation after class七、教學評價設計本節(jié)課我通過不同的任務設置，讓學生在小組活動中通過合作和探究來完成各個任務，不同的任務設置激發(fā)了學生的學習興趣和用英語表達的欲望，本節(jié)課充分體現(xiàn)了在生活中創(chuàng)設情境，在情景中升華生活的主題，在角色表演階段達到了高潮，高潮迭起，生動，活化了整個課堂