“以自学为主的课堂教学模式”学教案
课 题 | Unit2 Is this your pencil ? | 授课时间 | 9.22 |
学习目标 | 1. 掌握指示代词: this, that 2.学会句型:Is this/that---? 以及回答Yes, it is./ No, it isn't. | ||
学习重难点 | Key vocabulary：pen, pencil, book, ruler, eraser, backpack, pencil case, pencil sharpener, dictionary | ||
学习过程设计（学案）www.xkb1.com | 教学过程设计（教案） | ||
（一）选择题 1. This is _____eraser. A. a B. an C. the D. / 2.—Is that your book? —__________. A. That isn't B. It isn't. C. Yes, that isn't D. No, it isn't. 3. This ____ my key. A. is B. isn't C. not D. no 4.—Is this your backpack? —___________. A. Yes, it is. B. Yes, it isn't. C. No, it is. D. It isn't. （二）根据中文写出单词 1. 铅笔____________ 2.那，那个___________ 3. 书__________ 4.橡皮__________ 5. 这，这个__________ 6.（表示肯定）是_________ 7.尺___________ （三）翻译下列句子 1.这是一本书.__________________________ 2.那是你的尺子吗?______________________ 不,它不是.______ , _______________ 3.这是你的笔吗? _______________________ 是的，它是。_____，_______________
| Step1. Warming-up Listen to a song “Is this your pencil-box?” Is this your… ? Ss listen to it and learn to sing it. 让学生从听歌的过程中感受新的语言项目: Step2. Presentation Show and learn our shool things. Teacher show some things first and ask “What’s this in English?”, and then every student is asked to say a sentence in English one by one ,like “This is my/his/her…” Step3. Practice Section A--1a 学生还是刚刚熟悉字母，朗读单词和句子， After doing it, read the new words and sentences. 帮助学生了解单词的发音，熟悉句型，为下 一步的学习打好基础。新课标第一网 Step4.Word challenge Show the things as quickly as possible, have a competition between boys and girls. Get them to name the things they see. 活动有效训练学生的注意力和瞬间记忆力，同时在真实的语境使所学的语言知识得到强化。 Step5. Listen, number them and read Section A -- 1b 训练听的能力，培养语感。 Step6. Practice Do self-check 1. 通过学生自我检测，自我评价，进一步巩固单词 。 Step7 .Pair work Practise the conversations in 1b, then make own conversations. 结对合作学习，尝试用英语交际，体会合作带来 的快乐。 Step8. Group task: A game Group of four, find the owner. Each student put one or two things on the desk, then ask questions one another. Using: Is this your/his/ her…? Homework
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教后反思 | 在教简单的一般疑问句时，给学生单纯的讲解句型结构，不如先让学生背会对话。否则，教师越讲学生越糊涂。通过本节课后的感觉，还是先给学生简单介绍其句型基本结构后，就让学生背对话。通过背会后再让学生细细品味和带着理解后去分析其句式结构，这样学生会恍然大悟，原来那么神秘的一般疑问句原来是这么回事啊！所以，教师的讲解有时候不但不能是学生明白，反而可能会使学生更糊涂和迷惑。放开手吧！让学生大胆的去自主探究和分析问题，静下来去思考吧！爱讲的老师们！
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