人教版七年級英語上冊unit2教案.doc

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1、Go for it Unit 2 Is this your pencil? 一、本單元教學結構分析 與其他每個單元一樣，本單元共六頁（6 pages），其中包括Section A，Section B和Self check。 Section A (Pages1,2&3) 提供了本單元教學的基本詞匯和語言結構，為本單元的目標句型提供示例和指導性練習，并通過簡單的語言活動進行操練和鞏固；Page1,2,有聽、說、讀和Grammar focus, Page3是語言運用。 Section B (Pages4&5) 的教學是在已有的基礎上開展的，許多知識點都是以舊帶新，但學習任務的難

2、度在逐漸遞升，口頭訓練也過度到筆頭訓練，通過這部分的學習，使學生能夠對已學過的目標句型運用自如。 Self check是課后自我檢測和評價，包括對本單元所學詞匯的檢測，詞匯擴展訓練，以及語言運用能力的檢測和評價。通過這部分內容的訓練，使學生對本單元的語言目標的掌握程度有較為明確的認識。 二、本單元教學內容 本單元的語言功能是辨別物品的所有者 “Is this your/her/his…?”， 中心話題是Things in the classroom (P.1,BooKI（上冊）,Go for it), 學習和掌握新詞匯：pencil, pen, book, eraser, rule

3、r, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring . 語言結構有：指示代詞this & that, What questions, Yes/No questions and short answers, How do you spell it? 語言目標是掌握句型： Is this your…? Yes, it is./ No, it isn’t. What’s this in English? It’s a… How do you spell it?

4、 P-E-N. 三、教學重點和難點 1．重點： A） 詞匯： pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring . B）語言結構：指示代詞this & that, What questions, Yes/No questions and short answers, How do you spell it? C）語言功能：詢問物品屬性What’s this/that…?和辨別物品所有者 Is

5、 this your/her/his…?” 2．難點： 詞匯的教和學，多種語言結構的綜合運用。 四、學生學情分析 1．知識基礎： 絕大部分學生掌握的詞匯、語句還很少，缺少語言基礎，表達的句子也較單一，對任務的完成還會有一定的難度，對剛剛學完的字母、數字和單詞也需要進一步地練習、鞏固和運用。 2．認知心理：一般都有較強的求知欲和表現欲，但小學基礎參差不齊，因此部分學生會有不自信，害怕表達等思想顧慮。 3．思維能力： 該年齡段的學生有很強的記憶力和模仿能力，有待培養(yǎng)知識的擴展和運用的能力。 五、教學目標確定 1． 語言知識目標： A）詞匯：pe

6、ncil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring . B）句型： Is this your…? Yes, it is./ No, it isn’t. What’s this in English? It’s a… How do you spell it? P-E-N. 2． 語言技能目標：通過各種活動，培養(yǎng)學生靈活運用語言知識和創(chuàng)新的能力。 3． 情感目標： A) 激發(fā)學

7、生學習英語的興趣，發(fā)揮學生學習英語的主動性。 B) 通過小組活動、組間競賽等，培養(yǎng)學生的合作意識和團隊精神。 C) 學習英語文明禮貌的詢問和回答方式，拾金不昧的做人原則和助人為樂的優(yōu)良品質。 4．學習策略： A）認知策略：為完成學習任務而自覺采取一些適合自己的學習方法和手段。 B）交際策略：學會與他人合作交流，并能把語言材料用到真實的生活情景中去。 C）資源策略：學會利用一切可利用的學習資源，如學習用品，字典，錄音機和網絡等獲取更多的信息。 D）調控策略：在學習的過程中，通過自我評價和反思，不斷調整自己的學習方法。 六、教學策略與建議

8、 1．對初學者應注重興趣的培養(yǎng)，宜采用游戲、唱歌、競賽、小組合作等多種活動方式。 2．注重因材施教，對基礎不同的學生，在開始階段應有不同層次的要求，多鼓勵，少批評，甚至不批評，以充分調動每個學生學習英語的積極性。 3．本教材一個很大的特點就是詞匯豐富，教師應教會學生記憶單詞的基本方法，同時，在教學中宜采用多種方式再現，幫助學生鞏固記憶。 4．采用“任務型”教學方法，遵循“任務”的遞進原則，把“任務鏈”的各個環(huán)節(jié)合理分置于各個課時當中；在設計任務型教學活動時，活動要有明確的目的和可操作性。 5．從實際出發(fā)，選擇不同的教學輔助工具和手段，但任何一種教法，都

9、應考慮如何創(chuàng)設語言情景，讓學生盡可能在真實的語言環(huán)境中學習和體會語言。 七、分課時教案 Period One (Section A 1a,1b. Self check1,2) Step1. Warming-up Listen to a song “Is this your pencil-box?” 讓學生從聽歌的過程中感受新的語言項目: Is this your… ? Ss listen to it and learn to sing it.

10、 Step2. Presentation Show and learn our shool things. 復習句型： What’s this in English? It’s a/an…, Teacher show some things first and ask 引入新句型：Is this / that your…? Yes, it is./ No,it “What’s this in English?”, and then every isn’t. 鼓勵學生主動參與，開口說英語， 增強 stu

11、dent is asked to say a sentence in English 初學者用英語表達意思的愿望，激發(fā)興趣，提高 one by one ,like “This is my/his/her…” 自信心，也體現了聽說領先的原則。 Step3. Practice Section A--1a 學生還是剛剛熟悉字母，朗讀單詞和句子， After doing it, read the new words and

12、 可以幫助學生了解單詞的發(fā)音，熟悉句型，為下 sentences. 一步的學習打好基礎。 Step4.Word challenge Show the things as quickly as possible, 活動有效訓練學生的注意力和瞬間記憶力，同時 have a competition between boys and 在真實的語境使所學的語言知識得到強化。 girls. Get them to name the things they see. Step5.

13、 Listen, number them and read Section A -- 1b 訓練聽的能力，培養(yǎng)語感。 Step6. Practice Do self-check 1. 通過學生自我檢測，自我評價，進一步鞏固單詞 。 Step7 .Pair work Practise the conversations in 1b, then 結對合作學習，嘗試

14、用英語交際，體會合作帶來 make own conversations. 的快樂。 Step8. Group task: A game Group of four, find the owner. Each student 小組合作學習單詞，增強趣味性。 put one or two things on the desk, then ask questions one another. Using: Is this your/his/ her…? Homework Write the new words they l

15、earned today 激勵每個學生不甘落后，學有所獲。 without looking at the books,see who will be the best. Period 2 (Section A 2a,2b,2c, 3, 4a,4b,Grammar focus) Step1.Warming-up: A word game Read the letters, and then form the right 通過游戲形式來檢查學生已學知識的掌握情 words, see who is the best

16、. 況，在輕松愉快的課堂氣氛中，學生的積極性 e.g , K,O,O,B →book, 容易被調動，思維容易被激活。 E,N,P →pen. To remind Ss of the Vowel Alphabet. Step2. Greetings and revision Good morning, Hi, Excuse me, Is 師生互動，既促進了師生情誼，溝通了情感， this your/her/his…?What’s thi

17、s 也復習鞏固了語言項目。 /that in English? How do you spell it? Step3. Listen and say 1) Section A,2a 2a的單句聽力，復習鞏固，2b的情景聽力， 2) Section A, 2b 體會語言的交際功能，學生開始接觸較長對 Advice: to read the conversations 話，可通過說、讀，培養(yǎng)語感。 some times, and the

18、n make the similar conversations. Step4.Pairwork Section A, 2c 學生在結對合作和小組合作的學生過程中， 用英語進行交際，使語言知識在完成任務 Step5. Group work 的過程中得到運用和鞏固。教師可鼓勵學生 Section A, 3

19、 提問、獲得幫助，培養(yǎng)主動學習的好習慣。 Step6. Grammar Focus To remind Ss of the use of the Personal 初學者容易把“Is this/that…”回答成 Pronoun it. “Yes, this/that is”等，適當的語法講解有助 于學生更好地掌握新的語言項目。 St

20、ep7. Game 1) Section A,4a 在游戲中，學生運用語言知識解決實際問 To use : This is my …, here you are. 題，也再次復習鞏固了語言項目，活躍了 2) Section A, 4b, group work. 氣氛，把整節(jié)課推向高潮。 Homework: 1) To write down at least 5 words about shool things 學生自我小結與評估，同時為發(fā)展語言 which

21、they think are the most important. 打好基礎。 2) To write the sentences they learnt today, like “What’s this/that…?” “Is this/that…?” Period 3(Section B, 1a, 1b, 2a, 2b, 2c, Self check3) Step1.Warming-up: Play a game Listen to the words read by teacher on the 在游戲中檢查學生對已學單詞的掌握

22、 flashcards and show left or right with your 情況。此活動帶來的愉快感受能讓學 hands. See who is better at judging left or 生積極地投入到接下去的學習中。 right. Step2. Look and say Section B, 1a. 師生互動，活躍課堂氣氛，加強學習效 Teacher show the pictures one by one, Ss 果，學生從中掌握

23、單詞。 say them in English. Then match the words in SB. Step3. Do pair work Section B, 1b. Do it in pair first. Then ask some demonstration 學生用英語在真實的情景中進行交際， pair to show their dialogues before the whole 使語言在完成任務的過程中得到運用和 class. 鞏固。教師應鼓勵學

24、生大膽開口，不怕出錯。 Step4. Listening Section B, 2a 通過此活動，發(fā)展學生的聽、寫技能， Section B, 2b 使學生能對已學過的知識運用自如，從而調動積極性，提高自信心。 Step5. Do pair work again Section B, 2c 再次通過結對合作活動，既訓練學生的注意力，又鞏固了單詞，并復習了his,

25、 her的用法。 Step6. Practice Do Self check 3. 發(fā)展寫的技能，熟練掌握本單元語言項目，同時，也為下節(jié)課的內容做好鋪墊。 Step7. Group work: To fill in the school things that you often 通過此活動，讓學生在小組合作中體會 lost, see who has the same

26、 ones as yours. 學習的快樂。 Name 1 2 3 S1 watch football computer game S2 S3 S4 Homework: 1.Introduce the things in your pencil case and in your 學會自我小結，自我評估。 backpack / schoolbag. Write down the words of the things in the exercise books: In my school bag:… I

27、n my pencil case:… 2. Try to write a Lost & Found notice. Period 4.( Section B,3a,3b,3c,4) Step1.Warming-up 1）According to the picture which is yet unfinished, 豐富學生的想象力，有效激活學生的探究 guess what it is in English. See who is quicker 欲望，很快把學生卷入到單詞記憶的記憶 in guessing them right.

28、 中，也檢查了學生的知識掌握情況。 2）Number chant: Three two one o, Let’s go! Let’s go. 在這一步中，培養(yǎng)學生對數字的反應能力。 One two three four, Please go and close the door. 也較好地培養(yǎng)學生的語感。 Five six seven eight, Hurry up! Don’t be late. Nine ten nine ten, Get a ruler and a pen. Step2. Group work Se

29、ction B, 4 Get Ss to draw a picture , the other students 小組活動，合作探究，充分體現“做中學” guess what it is. 原則。 Using: What is it in English? Is it a/an…? Step3. Presentation To learn “Found Notice” and “Lost Notice”. 通過教師呈現的情景對話，讓學生領會其 Make two co

30、nversations like: 含義，為進一步學習作好鋪墊。 1) “Excuse me, Mr Liu, that is my book..My name is…” “Here you are.” “Thanks.”… 2) Oh, where’s my watch? Do you see my watch?... Step4. Practice 1) Do Section B, 3a. 培養(yǎng)學生自主學習能力和探究精神。在完 Here are four

31、notices in this part. 成此任務的過程中，體現了“做中學”的 T: For Notice1 and Notice2, if necessary, 原則，而游戲的形式更增強了趣味性，激 help Ss read and understand the messages after 發(fā)了學生的求知欲望。 they learn themselves first. For Notice3 and Notice4, give Ss some questions about name and phone nu

32、mber to help them understand better. 2) Group work: Do Section B, 3b. A game: In each group of four , everyone has a hogged piece on which there is the incomplete message, then put them together to make a whole message. Make a “Lost message” like this. Step5. Group task: Act about “Lost

33、 and Found” 情景編演劇 “Lost and Found”,該任務需要 Reference language: 學生綜合運用本單元語言知識，需要小組 I found/ lost a… Who lost/found it? 做出盡快反應，能提高學生的合作意識， Is this your…? What color is it? What’s 反應能力和發(fā)散思維，培養(yǎng)學生拾金不 in it?...

34、 昧，助人為樂的優(yōu)良品質。 Ask four demonstration groups to act out 發(fā)展語言技能，學以致用。 their own dialogues, then Ss are required to write a message about one of the dialogues. Homework: Section B,3c 學生的基礎和能力存在差異，允許他們將

35、 To finish writing your own message 課內未完成的內容在課后完成。這個任 according to what you learnt today. 務也是將課內學到的內容，在課外鞏固發(fā)展， 讓所有學生學有所得。 Period 4 Reading, speaking and writing Target language目標語言 1. Words & expressions生詞和短語 at, in, the, lost, found, lost and found, pl

36、ease, school, a set of, of 2. Key sentences重點句子 Call Alan at 495-3539. Please call Mary. Ability goals能力目標 Enable the students to write found and lost Learning ability goals學能目標 Help the students learn how to write found and lost. Teaching important / difficult points教學重難點 How to write

37、 found and lost. Teaching aids教具準備 Little blackboard Teaching procedures and ways教學過程與方式 Step I Revision and Lead-in Give a short greeting, and then check the homework. T: Please practice the dialogue you made before class. Sample conversations: 1) S1: What’s this in English? S2: It’s

38、a … S1: How do you spell it? S2: … S1: Is it your …? S2: Yes, it is. /No, it isn’t. 2) S3: Excuse me. Is this your …? S4: Yes, it is. S3: Here you are. S4: Thank you. T: Good. Now look here. What’s this? Show them a set of keys. S: It’s a set of keys. T: This is my keys.

39、I lost yesterday, but someone found it and gave it back to me. Teach the words “l(fā)ost and found” and “a set of keys. Step II Reading T: Well. Have you ever picked up others’ things or lost anything? What will you do with these things? Help to answer. S: I’ll give them to the police. S: I

40、’ll try to find the owner. S: I’ll give them to the head teacher. … T: You are right. And one of the ways is to write a bulletin board message, that is Found and Lost, and put it up on the wall. Today we’ll read and learn how to write “Found and lost”. Now, please open your books and look at 3a

41、. Read 3a first and circle the words from activity 1a. Check the answers by asking students to read these words out. Then ask them to do the following exercises. T: Please read 3a again and fill in the blanks. Show the following on the screen. 1. _______ found a watch. 2. _______ lost hi

42、s school ID card. 3. Mike lost a notebook. He may call the phone _______. 4. Tony’s telephone number is ________. Give them a few minutes to read, and then check the answers. After that, ask students to read the message in 3b and put the pieces in order. T: OK. Here is another Found. But it’

43、s not a full one. Please look at 3b and put these pieces in order to make a message. Let them read, then check the answers. Step III Writing T: Well. If you want to find the owner of the things. You can write “Found”. Please read the “Found” in 3a and 3b again. And tell me how to write “Foun

44、d”. Help them to answer. S: We should write the thing, the telephone number and the name of the person . Add other things to write on: color, picture etc. T: Excellent. Can you tell me how to write “Lost”? S: We also should write the thing, the telephone number, the name, the address and so

45、 on. T: Now I found a red jacket on the playground, my phone is 6701072. Please help me write a “Found” Ask one student to write down on the blackboard. A sample version: Found Is this your red jacket? Is it on the playground? Please call Mr. Xu Phone #6701072. T: Well done. Now Li Min

46、g lost a black bike. His phone is 6701063. Please read 3a and write a “Lost” for him. A sample version: Lost My black bike. My name is Li Ming Please call me at 6701063. Thanks. T: Now, think over: Have you ever found or lost something? Write “Found” or “Lost” for yourselves. After student

47、s finish writing, ask them to read some out. Step IV Groupwork Draw a circle on the blackboard and the other students guess what it is. S1: What’s this? S2: Is it a watch? T: Yes, it is. Now you can hide one school thing in your box, the other students guess what it is. You can use the follow

48、ing patterns. Show the following. Is it …? Yes, it is. /No, it isn’t. Sample conversation: S1: Is it a pen? S2: No, it isn’t. S1: Is it a watch? S2: No, it isn’t. S1: Is it a ruler. S2: Yes, it is. S1: Is it your ruler? S2: No, it isn’t. It’s her ruler. Step V Homework T: After c

49、lass, you have two tasks: 1. Write your own bulletin board notice according to the instructions below. (1) There is a black and white cat in your home. It isn’t your cat. Your telephone number is 8889996. Your father’s name is Alan Brown. (2) Bob lost his dictionary. It is red. It is new. His pho

50、ne number is 236-9978 2. Collect your school things. If you take something new to the other classmates, I will be glad. Take your school things here next class. I’d like you to show them to the other classmates. Period 5 Revision and testing Target language目標語言 1. Words & expressions生詞和短語 b

51、ackpack, computer game, ring, dictionary 2. Key sentences重點句子 Is that your backpack? Yes, it is. /No, it isn’t. Ability goals能力目標 Enable the students to identify ownership. Learning ability goals學能目標 Help the students learn how to identify ownership, get the information they need and write

52、 a bulletin board message. Teaching important / difficult points教學重難點 How to identify ownership, get the information they need and write a bulletin board message. Teaching aids教具準備 A small blackboard or some exercise paper. Teaching procedures and ways教學過程與方式 Step I Revision Ask students to

53、 show their homework. T: I asked you to write “Found & Lost” last class. Have you finished it? Who’d like to share your work? Sample versions: Found: A cat. Is this your cat? It’s black and white. Please call Alan Brown. Phone # 8889996 Lost: My red dictionary. It’s new. My name is Bob.

54、 Please call me at 236-9978. Thank you. T: Good. Well done. And I also asked you to take some school things here, have you …? Good. Thank you. Now a job for you. Take out a piece of paper and write some sentences about one or some of your school things. Here is an example: Show the following.

55、This is a fan in English. Fan, F-A-N. When I am hot, I like my fan. Do you have a fan? This is a light. Light, L-I-G-H-T. When it is dark, I like it. When I study, I need it. Do you have a light? Walk around the classroom and helps Ss with any difficult or new words. After students finish writ

56、ing, ask them to read them out and do some gestures while reading. For example, a student writes about a fan. When he comes to “When I am hot, I like my fan”, he can move the fan as if he was really hot. Step II Vocabulary First ask students to check the words. T: This unit we learned many ne

57、w words about some school things. Can you say some of them? S: Yes. backpack, notebook, pen, pencil, pencil case … T: Good. Now read and check the words you know in 1 on page 12. Then choose some words and make sentences with them. Please add my, his, her, your before them. Sample sentences: 1)

58、 Hello! This is my pen. That is her pen. My pen is black and her pen is red. 2) Look at the dictionary. This is my dictionary. It’s very thick. 3) Look here. Is this your ruler? It’s long and blue. Then ask them to write some new words in the notebooks. T: Now please turn to page 12. Look at 2

59、. In this Vocab-Builder, you should write five new words in your notebooks. You can talk about them or you can use a Chinese-English dictionary to help you. After a few minutes, ask the students to share their lists with other students. Sample list: textbook, exercise-book, ball-pen, compass, g

60、lue, color-pen, sticker, ball-point, scissors, chalk, file, blackboard, ink, paper, pamphlet. T: Draw a picture for each thing on a paper and talk about them with your partner using the sentences: What’s this in English? How do you spell…? Is this your …? Step III Speaking and Writing T: No

61、w, let’s look at the picture in 3. What things can you see? S: A watch, a baseball, a basketball. T: Good. They are found and lost things. Can you find their owners? You can use the following patters. Show the following. Is this your …? Yes, it is. /No, it isn’t. Is that your / his / her

62、 …? Yes, it is. / No, it isn’t. Sample conversations: 1) S1: Excuse me. Is this your watch? S2: No, it isn’t. It’s her watch. Her watch is this color. 2) S3: …. Is this your book? S4: Yes, it is. Thanks 3) S5: What’s that? S6: It’s a backpack. S5: Is that your backpack? S6: No, i

63、t isn’t. My backpack is here. T: Now, you can fill in the blanks. Give them a few minutes to write down their answers. Step IV Practice Show the following exercises and ask students to finish them. A. Choose the word that does not belong to the group.（選出下列不同類的一項。） 1. A. pencil B. pen

64、 C. ruler D. orange 2. A. call B. ring B. baseball D. watch 3. A. this B. that C. it D. yes B. Complete the conversations with right words.（用適當的詞完成對話。） 1. — What’s this? — It’s _____ _____. 2. — Is this a pencil? — No, it _____. It’s a _____. 3. — Is it a______? —Yes, i

65、t is. 4. — Is it a bag? — No, it isn’t. It’s _____ _____. Key: A. 1. D 2. B 3. D B. 1. a ruler 2. isn’t, watch 3. baseball 4. a book/ a dictionary If time permits, check up the answers to the test. Step V Homework 1. Revise all the new words in this unit in your notebook. 2. Revise al

66、l the important sentences and write them in your notebook. 3. Write a bulletin board message. Teaching Resources 教學資源庫 I. Americans’ greeting and introduction Americans often greet each other simply with “Hello!” or “Hi!”. They think such an informal greeting usually implies a close and friendly relationship. To Americans, a friendly and informal relationship is very important. Americans’ introductions are usually very simple. In the United States, most people don’t like using “Mr.” “M