初中英語-U6 Is this your pencil Section A Period 1教學(xué)設(shè)計學(xué)情分析教材分析課后反思

Unit6Isthisyourpencil?Period1TeachingAims1．本單元我們將學(xué)習(xí)物品的所屬者是誰？2．根據(jù)場景詢問英語中對應(yīng)的表達(dá)法。ImportantPoints1．要求掌握以下句式：（1）What'sthis/that（inEnglish）?It'sa/an…（2）Isthisyourpencil?Yes,itis.It'smypencil./No,itisn't.It'shis.2．要求掌握以下詞匯：pencil,pencilbox,schoolbag,book,easer,notebook,dictionary,mine,your,his,hersDifficultPointsHowtoidentifyownership.TeachingProceduresStep1:WarmingupandPresentationGoodmorning,everyone!Todaywearegoingtoteachanewunit,Unit6.Prepareaboxofschoolthingsbeforeclassandaskthestudentstolearntodemonstratethings.Let'slookatthetitleofUnit6.Isthisyourpencil?Whatistheunitabout?T:(Takeoutaboxfilledwithschoolthingsandpickoutapencil.Tcanputsomepencils,somepencil-cases,andsomerulersandsooninthebox.)Apencil,apencil,thisisapencil.(Stress“this”and“pencil”.)What'sthisinEnglish?(Writethesentenceontheblackboardandstress“this”.)S:(repeat)Apencil.T:Yes,itisapencil.What'sthisinEnglish?(Stress“this”.)S:Apencil.T:Doyouhaveapencil?(Holdthepencilupandpointtoit.)S:Yes.T:Showittome,OK?(Showtheposeof“OK”andtrytoleadtheSs'todoitasT.)OK?(Stress“OK”.)S:OK.T:Now,holdyourpencilup(Stress“pencil”)andsayafterme“What'sthisinEnglish”?S:What'sthisinEnglish?T:Thisisapencil.(Write“Thisis…”ontheblackboard.)S:Thisisapencil.T:Itisapencil.(Write“Itis…”ontheblackboard.)S:Itisapencil.T:Good.What'sthatinEnglish?(PointtoS1'spencilandwritetheword“that”undertheword“this”ontheblackboardandstressit.)S:Apencil.T:What'sthatinEnglish?(PointtoS2'spencilandstress“that”.)S:Apencil.T:Good.Pointtoyourfriend'spencilandsayafterme“What'sthatinEnglish?”(Stress“that”.)S:What'sthatinEnglish?T:That'sapencil.(Write“Thatis…”.)S:That'sapencil.T:Itisapencil.S:Itisapencil.T:(Putthepencilasideandpickoutapen.)Apen,apen,what'sthisinEnglish?S:Apen.T:Thisisapen.(Pointto“Thisis…”ontheblackboard.)S:Thisisapen.T:Itisapen.(Pointto“Itis…”ontheblackboard.)S:Itisapen.用實物引出新單詞、新句型，分層次處理新單詞。Inthisway,theteachertakesalltheschoolthingsoutoftheboxandteachesthestudentshowtosayschoolthingsinEnglish.Letoneortwostudents,iftimepermits,letmorestudentscometothefronttoputtheschoolthingsintotheboxorpickthemoutoftheboxandsaythenamesofthethings.Ifthestudentsdon'tmakeanymistakes,Tcangivesomesmallgiftstothem.Step2:SectionA1aOK,let'shavetoday'snewunit.Pleaseopenyourbooksandlookatactivity1d.1．LookandfindPleaselookatthepictureinactivity1d.Whatcanyoufind?2．Matchanddiscuss（1）Wouldyoupleasematchthewordswiththethingsinthepicture?（2）Howmanywordsdoyouknow?Canyousharethewordsyouknowwithyourpartners?（3）Pleasediscusswithyourpartnersandcheckwhetheryouranswersarethesame.3．ChecktheanswersLet'schecktheanswerstogether.4．Read（1）Pleasereadthewordsafterme.Pencil...（2）Iwouldlikeyoutoreadthewordstogetherandonewordtwice.Pencilonetwo...（3）Whowouldliketoreadthewordsinclass?（4）Let'sreadthewordsonebyone.采用Usingcontestguessing和Roleplaying的學(xué)習(xí)策略，利用教學(xué)圖片或制作多媒體課件來展開課堂Pairwork，Groupwork的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。Step3:SectionA1b1．Listenandnumber（1）Listentothetapeforthefirsttime.（2）Numbertheconversationsfrom1to3whileyoulistentothemforthesecondtime.2．ChecktheanswersLet'schecktheanswers.Answers:3213．Read（1）Iwouldlikeyoutoreadtheconversationstogether.（2）Wouldyoupleasereadtheminpairs?（3）Whowouldliketoreadinclass?4．Translateandexplain（1）Let'stranslatetheconversationsintoChinese.Wouldyoupleaseworkinpairs?（2）Let'stranslatetheconversationstogethernow.（3）Whendoyouaskthequestionslike:Isthisyou're...?Oristhatyou're...?Canyoutellme?制作la部分的插圖和人物對話的課件，人物以動畫片的形式呈現(xiàn)，將聽力部分的內(nèi)容插入，使學(xué)生學(xué)會詢問物品的主人的基本句型；同時復(fù)習(xí)單詞pencil,pen,book,eraser,ruler,pencil,case，學(xué)習(xí)詞匯backpack,pencil,sharpener,dictionary。Step4:SectionA1c1．Practice（1）Wouldyoupleasepracticetheconversationwiththethingsyouandyourpartnerhave?（2）Iwillgiveyouanexamplefirst.Example:T:Mary,isthisyourpen?S:No,itisn't.It'sherpen.（3）Pleasepracticeinclass.Whowouldliketohaveatry?拓展練習(xí)“找主人”:課前教師收集一些學(xué)生的物品并展示，問學(xué)生這些東西是誰的;先詢問幾個學(xué)生某些物品是誰的，然后把名字填在表格里，再讓學(xué)生互相詢問。這種活動可練習(xí)運用what特殊疑問句和yes/no問句進(jìn)行物體所屬的問答。Step5:SectionA2a1．Listenandcheck（1）Let'smovetoactivity2anow.Therearesixthingsinthepicture.Let'slookatthem.Canyoutellmewhattheyare?（2）Yes.OK.Let'slistentothetapeforthefirsttime.（3）Areyoureadytodotheactivity2a?Pleasecheckthemwhilelistening.2．ChecktheanswersHaveyougotyouranswers?Whowouldliketotellustheanswers?Whathaveyouchecked?Answers:Thethingsthatarechecked:pencilcase;eraser;book;pencil;ruler1．利用插圖或?qū)嵨锟ㄆ?，讓學(xué)生將單詞與實物相連復(fù)習(xí)一些單詞、學(xué)一些生詞。然后教師引導(dǎo)學(xué)習(xí)詢問物品的主人的基本句型"Isthis/thatyour/her/hispencil?Yes,itis.No,itisn't."2．讓學(xué)生聽對話，練習(xí)并模仿對話。識別物品的所屬。Step6:SectionA2b1．ListenandcompleteListentotheconversationsagainandcompletetheconversationwiththewordsinthebox.2．ChecktheanswersFinished?Let'scheckthem.Answers:1．pencil2．eraser3．ruler4．book5．pencilcase3．Readtheconversation（1）Let'sreadtheconversationstogether.（2）Iwouldlikeyoutoreadthemingroups.（3）Whowouldliketoreadtheminclass?播放2a部分的錄音讓學(xué)生聽，引導(dǎo)學(xué)生通過聽錄音熟悉物品名稱"pencil,pen,book,eraser,ruler,pencil,case"，完成2a，2b部分的教學(xué)任務(wù)。引導(dǎo)學(xué)生重復(fù)他們所聽到的，模仿對話，識別物品的所屬，完成2c部分的教學(xué)任務(wù)（Isthis/thatyour/her/hispencil?Yes,itis.No,itisn't.）.Step7:SectionA2c1．ReadLet'smovetotheactivity2c.Shallwereadtheconversationtogether?2．Practice（1）Now,class,wecanseesomethingsinthepictureontheright.Let'spracticetheconversationsinpairswiththem.Thenmakethestudents'conversationsusingthethingsintheclassroom.（2）Whowouldliketopracticeinclass?Step8:SectionA2dRole-playtheconversation.分角色表演對話。采用Roleplaying的學(xué)習(xí)策略，利用教學(xué)圖片來展開課堂Pairwork的口語交際活動，使學(xué)生學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法。Step9:SummarizeLet'ssummarizewhatwelearntinthisperiod.Showthefollowingontheblackboard.Writingontheblackboard1．What'sthisinEnglish?This/That/Itis…2．Isthisyour/my…?Yes,itis./No,itisn't.Homework1．Copythewordsinactivity1aandthesentencesingrammarbox.2．Readthetapescriptofactivity2aand2b.初一的學(xué)生對英語既感新鮮，又有所畏懼。他們希望在新的環(huán)境中，通過學(xué)好英語這門課得到他人的認(rèn)可，從而得到內(nèi)心的滿足。但由于小學(xué)英語課程的實施，很多學(xué)生新鮮感減少，而畏懼感增加，特別是男生，兩極分化從一開始就凸顯出來。我所任教的兩個班的學(xué)生聽說能力普遍較差，大部分學(xué)生雖然在小學(xué)接觸過英語，但應(yīng)用能力十分薄弱。本節(jié)課的教學(xué)過程中通過問答、游戲及Pairwork等活動形式，有效調(diào)動了學(xué)生參與學(xué)習(xí)的積極性，學(xué)生發(fā)言積極，并能有效地進(jìn)行合作學(xué)習(xí)。通過問答“What’sthis/thatinEnglish?”來引出本單元需要掌握的新詞，情景真實自然，緊密聯(lián)系學(xué)生生活實際，即復(fù)習(xí)已知又有助于下一步課堂教學(xué)活動的推進(jìn)。通過游戲、對話活動等課堂教學(xué)方式，能使學(xué)生扎實地掌握新的詞匯、語法和句型，在鍛煉學(xué)生聽說讀寫的同時，也提高了學(xué)生英語學(xué)習(xí)的信心和興趣。本課對于知識的運用拓展還不夠，如何讓生活走進(jìn)英語課堂是我今后努力的方向。本節(jié)課為魯教版英語六年級上冊第六單元的第一課時。本單元圍繞Isthisyourpencil?這一話題展開聽說讀寫多種教學(xué)活動，讓學(xué)生學(xué)習(xí)掌握與學(xué)校生活貼近的物品的英文名稱，及物品的所有者的表達(dá)方式。在整冊教材中起到承上啟下的作用。預(yù)備單元已經(jīng)學(xué)過“What’sthis/that?”“Whatarethese/those?及其回答。本節(jié)課繼續(xù)運用這個句型介紹出本節(jié)課的大量重點詞匯。通過詞匯進(jìn)而學(xué)習(xí)句型“Isthis/that…?”“Arethese/those…?”及其肯定與否定回答。在這一過程中熟練運用形容詞性物主代詞及名詞性物主代詞。Ⅰ.重新排列字母順序，寫出正確的單詞。1.yctnidorai___________2.rsaere_______3.okob________ 4.eshr_________ 5.obx_____6.inme_______7.gabooslch___________8.ipcnel________Ⅱ.將下列對話補(bǔ)充完整。1.——這是你的字典嗎?——是的,它是。它是我的。—______yourdictionary?—Yes,itis.It’s_____.2.——那是你的尺子嗎?——不,它不是。它是他的?！猒_____yourruler?—No,itisn’t.It’s_____.3.——這些是你的橡皮嗎?——是的,它們是。它們是我的?！猒________yourerasers?—Yes,theyare.They're______.4.——那些是你的書嗎?——不,它們不是。它們是她的?！猒________yourbooks?—No,theyaren't.They're_____.反思本節(jié)課的課堂實際教學(xué)，本堂課存在以下可取及有待改進(jìn)之處：可取之處：本節(jié)課通過問答“What’sthis/thatinEnglish