Section A教学设计案例

姓名：李杨

学科：英语

年级：七年级

电子信箱：271206303@qq.com

一．教学设计思想

1．指导思想及设计理念

我校实施了“赏识、引学、互助”高效课堂课堂教学改革之后，对于教师的教学在思想方面有了很大的指导，首先赏识即是对学生要有赏识的眼光，引学即是引导学生自主学习，互助不仅仅是师友之间的互助，师傅和师傅之间也可以互助，全班同学都可以互助学习，因此本次教学设计遵循“赏识、引学、互助”进行教学设计，体现教师个人风格和个性教学特点，同时注重对学生进行情感态度与价值观的教育。

2.教材分析与学生分析

本课时围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.; Are these/those your pens? Yes, they are. No, they aren't.”，体会一般疑问句的用法；由形容词性物主代词的用法，到初步学习名词性物主代词的用法；通过本课时的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信

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息，为今后学习打下坚实的语言基础。本单元与第二单元衔接紧密，由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。

本课时的主题是识别物品的所属，同时引导学生采用实物演示、课件模拟、小组合作学习和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题，既能提高学生解决问题的能力，又能巩固所学知识。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。培养学生拾金不昧的精神和助人为乐、团结友爱的品德。

二．教学设计方案

Unit 3 Is this your pencil?

Period 1 Section A (1a-1c) 一.教学目标

1. 语言知识目标：

1) 能掌握下列词汇: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours

2) 能掌握以下句型：

①

—

Is this/that…?

—

Yes, it is. / No, it isn’t.

②

—.Are these/those…? — Yes, they are. / No, they aren't. 3) 能初运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。

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2. 情感态度价值观目标：

通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。

二、教学重难点

1. 教学重点：

1）能口头应用以下句型：

①

—Is this/that …?

—

Yes, it is. / No, it isn’t.

②

—Are these/those …?

—

Yes, they are. / No, they aren’t.

2）能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。

2. 教学难点：

能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。

三．教学策略设计

采用Using guessing game和Role playing的学习策略，利用实物演示、教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。

四.教学媒体与资源选择

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多媒体课件。白板教学，实物教学。

五、教学过程

Ⅰ. Lead-in

1. Greeting the Ss. Good morning! /Hello!/ Hi! ...

2. teacher asks ss “are you students? As a student, you must have many school things.”then take a student’s pencil,and ask is this your pencil? Then lead in today’s lesson.

Ⅱ. Presentation 1.show some pictures on the white board (pen, ruler, eraser, book, pencil…),and let Ss guess what it is.

What’s this in English?

What’s that in English?

(Help them answer like this: It’s a/an …)

Teach them these new words. 2. then play another game , show pictures on the white board, let ss say these things as quickly as possible.

Ⅲ.Consolidation 1. Provide more words by showing the students the picture in 1a.

T: What can you see in the picture? Collect their answers. Also ask them to finish 1a by themselves. Check their answers.

2. Let Ss read the new words aloud after the teacher. Then try to remember the new words.

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3. Pretend that you don’t know whose these things are and ask A:

“Is this your book?” And lead him/her to answer: “Yes, it is. It’s mine.”

Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isn’t. It’s his.”

Have the students ask and answer in pairs. (Maybe when they do this, they’ll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out.

— Is this your book? —

Yes, it is. It’s mine.

— Is this your schoolbag? —

No, it isn’t. It’s his/hers.

2. Tell Ss: my book = mine;

his book = his;

her book = hers

Ⅳ.Listening T: Now please listen to the three conversations, the first 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: Let’s check the answers, OK?

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Ss: … (from left to right)

T: Thank you.

Ⅴ.

Pair work 1.

T: Now please practice the conversation with your partner.

2.

Ask some pairs to act out the dialogue in front of the class.

3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation. 4. Ask some pairs stand up and act out their dialogue using the school things they collected. Ⅵ. Enjoy an English song

“Pen and pencil”

Let Ss find what school things in this song Ⅶ.

Summary Sum up the key words ,key phrases and key sentences. Ⅷ. Exercise

Do some exercise ,let some groups of Ss to finish them ,one write the answers,the other check the answers and correct them. Ⅷ.Homework:

1. Let Ss collect their school things and try to say them in English. 2. Collect some things from your classmates. And make a conversation with your partner.

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六.教学板书

A: Is this/that your schoolbag? B: Yes,it is. It’s mine.

No, it isn’t. It’s hers/his.

A:Are these/those your books? B: Yes,they are. They’re mine.

No,they aren’t. They’re hers/his.

七. 教学评价与教学总结反思

这节课整体来说气氛活跃，教学过程中通过猜谜活动，考眼力，情景对话，学唱英文歌等形式去吸引学生的注意力，但是或许是形式太多样，只注重了课堂气氛，没有深刻的引导学生去读去练，有些基础较差的学生没有跟上节奏，在做晕车，只知道跟着热闹，没有真正掌握所要学习的重点词汇，短语，句型，因此在以后的备课过程中要充分体现十五中学的赏识，引学，互助的高效课堂模式，争取最大程度的赏识每一位学生，引导他们学习，并且多设计一些师友互助，师生互助的环节。作为教学经验不足的年轻教师，还应该多向经验丰富的教师请教，争取最大的进步！

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