初中英語教案：Is this your pencil

1、Word - 12 -初中英語教案：Is this your pencil Unit 2 Is this your pencil? 教學內容 本單元圍圍著“Is this your pencil?”這一主題開展聽、說、讀、寫等多種教學活動，其教學核心內容是“確認物主”。通過本單元的教學，使同學學會辨認物品的全部者，學會依據(jù)場景詢問物品的所屬，以及英語中對應的表達法，學會寫尋物啟事和失物招領。老師應著力培育同學能在日常交際交往中有效地使用語言進行表達，與他人溝通信息，為今后學習打下堅實的語言基礎. 教學目標 1)學問目標： A.學習并把握指示代詞: this、that; B.學習What引導的特

2、別疑問句; C.學會Yes/No問句及其簡潔回答; D.學會句型：How do you spell pen? P-E-N. 2)力量目標： A.能辨認物品的全部者; B.依據(jù)不同場景,能用英語對物品的所屬進行提問和回答; C.能識別不同句式的語調(陳述句,疑問句); D.培育同學聽、說、讀、寫的力量及創(chuàng)新思維力量. 3)情感目標： A.通過查找仆人的嬉戲和失物招領等活動,培育同學拾金不昧的良好的品德及健康向上的人格; B.通過開展小組活動,指導同學樂觀與他人合作,相互學習、相互關心,共同完成學習任務. 教學重點、難點 重點：A.把握批示代詞this、that用法; B.把握特別疑問句和Yes/

3、No問句及其簡潔回答. 難點：學會寫尋物啟事和失物招領. 課時支配 第一課時Section A 1a-1c 其次課時Section A 2a-4b 第三課時Section B 1a-2c 第四課時Section B 3a-4 Self-check 1-3 Period One 課前預備 老師：錄音機，圖片，物品實物. 同學:實物(學習用品). 教學設計 Step One: Warming up.(通過復習形容詞性物主代詞，把同學引入學習英語的 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.(利用實物教學，使得教學過程自然、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.”(利用實物引入句型，使用不同人的物品來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.(利用學習用品操練句型，并加深對物主代詞的理解。) 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引入批示代詞that的用法，并從位置關系上讓同學精確理解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.(通過練習，區(qū)分兩個批示代詞的用法。) S6:Is that your? S7: Its my . S6:Is that your? S7: Its his/her (The teacher asks some pairs to practice.) 5. Listening.(進行聽力練習，鞏固所學的句型。) 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”.(設置情景，使同學在情景中精確運用物主代詞his或her。) (Show students four pictures like the followings.見課件。) Step Four: Task “Have a contest”.(把兩個同學的文具混在一起，然后請他們分別 挑 出自己和同伴的物品，用的時間少者為勝者。選擇物品的同時，要求同學用英語說出：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Chant ，便于同學進一步識記本節(jié)課所學的重點詞匯和語言項目。留意應強調Chant 的節(jié)奏和一般疑問句的語調。) 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 課前預備 老師：錄音機，所學物品的圖片，一個書包(里面裝著事先收集的學習文具)，表格若干張。 同學：一張硬紙寫上自己的姓名和電話號碼，學習的物品。 教學設計 Step One: Revision. 1. Review the drills.(用同學的姓名和電話號碼來復習句型：Is this (that) your (his/her)?及簡短回答：Yes, it is./No, it isnt.留意老師提問的同時，用手勢來關心同學給出你預想的答案。) (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習物品的圖片，來復習所學的單詞和句型。) (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). (練習聽力前，先讓同學再一次說出圖片中物品的英文，進一步強化重點單詞。) 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.) (讓同學把聽到的物品選出來，放在自己的桌子上，讓同學動手去做，比單純的單詞辨聽更易引起同學學習的愛好。) 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). (進一步強化重點詞匯后，進行聽力練習，要求完成單詞的拼寫。) 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. (用實物引入新句型，關心同學用正確的句子來回答。) (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. (同學分組練