人教版英语七年级上册 Unit2 Is this your pencil？ 第2课时.doc

Unit 2 Is this your pencil？
第二课时
　　Teaching aims and demands
　　Knowledge: Demonstratives this, that;
　　What questions;
　　Yes/No questions and short answers
　　How do you spell pencil?
　　Moral education: care more about others, be polite and friendly to each other.
　　Ability: Identify ownership.
　　Key points:
　　Is this your/his/her book?
　　Yes, it is./No, it isn’t.
　　What’s this/that in English?
　　It’s an eraser/a notebook.
　　How do you spell it?
　　Difficult points
　　Is that Mary’s sharpener?  Yes, it is.
　　What’s this/that in English? It’s a/an…….
　　Teaching methods: Task based
　　Step 1
　　Lead-in: What’s this in English?
　　It’s a/an………
　　Is this your pencil?
　　Yes, it is./No, it isn’t.
　　Ask Ss to ask group mates about this.
　　Give them a sample dialogue by listening to the tape.
　　Step 2
　　Before listening, give Ss 4 questions:
　　1.Is that pencil Sonia’s?
　　2.That’s Tim’s eraser, isn’t it?
　　3.Is this Jane’s ruler?
　　4.This is Tim’s pencil-case, isn’t it?
　　Listen to a dialogue. Ask the students to take notes. Then answer the questions.
　　Step 3 Listen to the dialogue again.
　　Ask the students some sentences they’ve got from the dialogue.
　　Write down the key sentences down on the blackboard
　　Step 4 Group work:
　　Ask the students to ask the group mates. Fill in a form as below.
　　stationery
　　owner
　　pencil-case

　　notebook

　　pencil sharpener

　　.

　　Step 5
　　Ask the group leader to do a report, and the other students take notes.
　　Ask Ss to think about the reports the other students do.
　　Step 6 Homework：
　　To make a dialogue by using the target language.
　　To write a “Lost and found case”.
　　Blackboard writing:
Unit 2 Is this your pencil?
　　Is this/that your pencil?     Yes, it is./ No, it isn’t.
　　What’s this/that in English?  It’s a/an……….
　　How do you spell…….?
　　教案点评:
　　本节课主要从调动学生学习兴趣出发，为学生创设尽可能真实的情境，给学生充分发挥自我的空间。让学生在做中学。虽然教学内容本身并不难，但学生差异极大，若按照传统教学方法讲授知识，单纯教单词和句型，课堂会显得很枯燥。学生若没有兴趣，学生效果将大打折扣。
　　本课除了为学生创设了贴近他们实际生活的活动，而且将学生分成不同的小组，这样既加强了学生之间的合作，为学生提供了互相学习和互相帮助的机会，同时又使得学生的个性特长得以发挥, 也为更多的学生提供了参与活动、提高语言运用能力的机会。教学过程中，尽可能对学生的表现进行激励评价，进一步培养学生学习英语的自信心。