本单元教学结构分析.docx

1、本单元教学结构分析Unit 2 Is this your pencil?一、本单元教学结构分析与其他每个单元一样，本单元共六页（6 pages），其中包括Section A，Section B和Self check。Section A (Pages1,2&3) 提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，并通过简单的语言活动进行操练和巩固；Page1,2,有听、说、读和Grammar focus, Page3是语言运用。 Section B (Pages4&5) 的教学是在已有的基础上开展的，许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到

2、笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。 Self check是课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。通过这部分内容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。二、本单元教学内容本单元的语言功能是辨别物品的所有者 “Is this your/her/his?”， 中心话题是Things in the classroom (P.1,BooKI（上册）,Go for it), 学习和掌握新词汇：pencil, pen, book, eraser, ruler, pencil case, dictiona

3、ry, backpack, baseball, watch, key, computer game, notebook, ring . 语言结构有：指示代词this & that, What questions, Yes/No questions and short answers, How do you spell it? 语言目标是掌握句型： Is this your? Yes, it is./ No, it isnt. Whats this in English? Its a How do you spell it? P-E-N.三、教学重点和难点1重点：A） 词汇： pencil, p

4、en, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .B）语言结构：指示代词this & that, What questions, Yes/No questions and short answers, How do you spell it?C）语言功能：询问物品属性Whats this/that?和辨别物品所有者 Is this your/her/his?” 2难点： 词汇的教和学，多种语言结构的综合运用。四、学生学情

5、分析1知识基础： 绝大部分学生掌握的词汇、语句还很少，缺少语言基础，表达的句子也较单一，对任务的完成还会有一定的难度，对刚刚学完的字母、数字和单词也需要进一步地练习、巩固和运用。2认知心理：一般都有较强的求知欲和表现欲，但小学基础参差不齐，因此部分学生会有不自信，害怕表达等思想顾虑。3思维能力： 该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。五、教学目标确定1 语言知识目标： A）词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, c

6、omputer game, notebook, ring . B）句型：Is this your? Yes, it is./ No, it isnt. Whats this in English? Its a How do you spell it? P-E-N.2 语言技能目标：通过各种活动，培养学生灵活运用语言知识和创新的能力。3 情感目标： A) 激发学生学习英语的兴趣，发挥学生学习英语的主动性。B) 通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。C) 学习英语文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。4学习策略： A）认知策略：为完成学习任务而自觉采取

7、一些适合自己的学习方法和手段。 B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。 C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网络等获取更多的信息。 D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。六、教学策略与建议 1对初学者应注重兴趣的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活动方式。 2注重因材施教，对基础不同的学生，在开始阶段应有不同层次的要求，多鼓励，少批评，甚至不批评，以充分调动每个学生学习英语的积极性。 3本教材一个很大的特点就是词汇丰富，教师应教会学生记忆单词的基本方法，同时，在教学中宜采用多种方式

8、再现，帮助学生巩固记忆。 4采用“任务型”教学方法，遵循“任务”的递进原则，把“任务链”的各个环节合理分置于各个课时当中；在设计任务型教学活动时，活动要有明确的目的和可操作性。 5从实际出发，选择不同的教学辅助工具和手段，但任何一种教法，都应考虑如何创设语言情景，让学生尽可能在真实的语言环境中学习和体会语言。Period One .Teaching aims and demands:A）key vocabulary ：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key

9、, computer game, notebook, ring .B）target language ：Is this your? Yes, it is. / No, it isnt. Whats this in English? Its a How do you spell it? P-E-N.Teaching key points:The names of some common personal possessions.How to identify ownership. Teaching difficult point:Student can communicate with othe

10、rs using the key vocabulary and the target language learned in this class in everyday situation. Teaching methods:Scene teaching method.Pair work.Teaching aidsA tape recorder.Black drawings.Teaching procedures: Step1. Warming-up Listen to a song “Is this your pencil-box?” Ss listen to it and learn t

11、o sing it. Step2. PresentationShow and learn our school things. Teacher show some things first and ask “Whats this in English?”, and then every student is asked to say a sentence in English one by one, like “This is my/his/herpencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseb

12、all, watch, key, computer game, notebook, ring .” A: Whats this in English? B: This is my/his/her. Step3. Practice Section A-1a After doing it, read the new words and sentences.Point to the numbered list of words. Tell students to match the words and objects in the pictures by writing the letter of

13、the object in the space after its name.Step4.Word challengeShow the things as quickly as possible, have a competition between boys and girls. Get them to name the things they see.Step5. Listen, number them and read Section A - 1b Point out the boxes where students will write a number for each conver

14、sation.Ask students to identify the object the person in each conversation is holding or pointing to. Guide them to answer, a boy is holding a pencil, agirl is holding a ruler and the teacher is pointing to a backpack.Play the recording for the first time.Students only listen.Play the recording agai

15、n. This time, students listen and number the conversations. Step6. Practice Do self-check 1. Step7 .Pair work Practice the conversations in 1b, then make own conversations.Step8. Group task: A gameGroup of four, find the owner. Each student put one or two things on the desk, then ask questions one a

16、nother. Using: Is this your/his/her?Step9.summary In this class, weve learned the names of some personal possessions and how to identify ownership.Homework Write the new words they learned today without looking at the books; see who will be the best.Period Two.Teaching aims and demandsA）Key objects：

17、whats this in English? Its a Yes/No questions and short answers.2. Ability objects: Train students ability of listening for and writing the vocabulary words.3. Moral object You must take good care of your personal possessions.Teaching key pointsWhat questions.Yes/No questions and short answers. Teac

18、hing difficult point Yes/No questions and short answers.What questions. Teaching methods:Scene teaching method.Pair work.Teaching aidsA tape recorder.Black drawings.Teaching procedures: Step1.Warming-up: A word game Read the letters, and then form the right words, see who the best is. E.g. K, O, O,

19、B book, E,N,P pen. To remind Ss of the Vowel Alphabet.Step2. Greetings and revision Good morning, Hi, Excuse me, is this your/her/his?Whats this / that in English? How do you spell it?Step3. Listen and say 1) Section A, 2a Focus attention on the objects in the illustration .Student name each one in

20、pairs. Tell students to put a checkmark in the box after each item whose name is mentioned in the conversation. Play the recording for the first time. Students only listen.Play the recording again. Students listen and put a checkmark. 2) Section A, 2b Let Students point to the words in the box. Ask

21、students to read the conversations some times loudly, and then make the similar conversations. Step4.Pairwork SectionA, 2cInvite a pair of students to say the conversation in speech bubbles. Write the conversation on the blackboard.Hold up a backpack of a student and ask: T: Is this your backpack?S:

22、 Yes, it is. / No, it isnt.Students work in pairs. Talk about the things in the picture first, them their own possessions. Ready to act their conversations in front of the class. As students practice, move around the classroom to make sure that their pronunciation and intonation are correct. Call ou

23、t several pairs in turn to act out their conversations, holding up the items they are talking about.Step6. Grammar FocusAsk one or two pairs to say the questions and answers. Pick up mistakes in pronunciation and intonation if there are any. Students work in pairs. First A and B, and then B and A.Po

24、int out that yes/no questions use rising intonation. Voice rises at the end of these questions. Write some questions and answers on the blackboardStep7.summaryIn this class, weve learned what questions and yes/no questions mainly. Meanwhile, weve revived the possessive adjectives and key vocabulary.

25、Step8. Homework After class, students practice what question and yes/no questions using their own possessions with a classmate. When they can say the conversations fluently, tape records some of them. And then play.Period Three .Teaching aims and demands:1. Key objects：the alphabet.Target language:

26、whats this in English? Its a pen. How do you spell it? P-E-N.2. Ability objects: Train students communicative competence.3. Moral object It is a great help for the person who is learning English to know some history of English, because the language is closely associated with it.Teaching key points:

27、The alphabet. Target language. Teaching difficult points: Read the letters of the alphabet in the random order. Communicate with others using target language in real life. Teaching methods:GamesScene teaching method.Pair work.Teaching aidsA tape recorder.Cards.Teaching procedures:Step1.Warming-up: P

28、lay a gameListen to the words read by teacher on the flashcards and show left or right with your hands. See who is better at judging left or right.Step2. 3Let students point to the pictures. Ask a student to say the name of each picture. Ask several pairs of students to say the conversation in the b

29、ox. Write it on the blackboard.Show students how to substitutes words shown in the pictures. Demonstrate a conversation with a student. Use the word eraser in place of the word pen. T: whats this in English? S: its an eraser. T: how do you spell it? S: E-R-A-S-E-R.Students practice the conversations

30、 in pairs, substituting the words shown in the picture one by one.Students make their own conversations using only things whose names they have studied in class.As students practice, move around the classroom checking progress and offering pronunciations and intonation support as needed.Invite sever

31、al pairs to act out their conversations.Step3. 4a and 4b Call attention to the picture that shows the activity. Say, were going to play a game with our personal possessions.Ask a pair to say the conversation in speech bubbles.Collect quite a few personal possessions from students and put them all in a box.Put something of the teacher without noticing in the box to add interest.Offer the box to a student and have him/her take out one of the objects. The student decides who he/she will ask: “is this your