本單元教學(xué)結(jié)構(gòu)分析

1、Unit 2 Is this your pencil?一、本單元教學(xué)結(jié)構(gòu)分析與其他每個(gè)單元一樣，本單元共六頁（6 pages），其中包括Section A，Section B和Self check。Section A (Pages1,2&3) 提供了本單元教學(xué)的基本詞匯和語言結(jié)構(gòu)，為本單元的目標(biāo)句型提供示例和指導(dǎo)性練習(xí)，并通過簡(jiǎn)單的語言活動(dòng)進(jìn)行操練和鞏固；Page1,2,有聽、說、讀和Grammar focus, Page3是語言運(yùn)用。 Section B (Pages4&5) 的教學(xué)是在已有的基礎(chǔ)上開展的，許多知識(shí)點(diǎn)都是以舊帶新，但學(xué)習(xí)任務(wù)的難度在逐漸遞升，口頭訓(xùn)練也過度到筆

2、頭訓(xùn)練，通過這部分的學(xué)習(xí)，使學(xué)生能夠?qū)σ褜W(xué)過的目標(biāo)句型運(yùn)用自如。 Self check是課后自我檢測(cè)和評(píng)價(jià)，包括對(duì)本單元所學(xué)詞匯的檢測(cè)，詞匯擴(kuò)展訓(xùn)練，以及語言運(yùn)用能力的檢測(cè)和評(píng)價(jià)。通過這部分內(nèi)容的訓(xùn)練，使學(xué)生對(duì)本單元的語言目標(biāo)的掌握程度有較為明確的認(rèn)識(shí)。二、本單元教學(xué)內(nèi)容本單元的語言功能是辨別物品的所有者 “Is this your/her/his?”， 中心話題是Things in the classroom (P.1,BooKI（上冊(cè)）,Go for it), 學(xué)習(xí)和掌握新詞匯：pencil, pen, book, eraser, ruler, pencil case, dictionar

3、y, backpack, baseball, watch, key, computer game, notebook, ring . 語言結(jié)構(gòu)有：指示代詞this & that, What questions, Yes/No questions and short answers, How do you spell it? 語言目標(biāo)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、教學(xué)重點(diǎn)和難點(diǎn)1重點(diǎn)：A） 詞匯： pencil

4、, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .B）語言結(jié)構(gòu)：指示代詞this & that, What questions, Yes/No questions and short answers, How do you spell it?C）語言功能：詢問物品屬性Whats this/that?和辨別物品所有者 Is this your/her/his?” 2難點(diǎn)： 詞匯的教和學(xué)，多種語言結(jié)構(gòu)的綜合運(yùn)用

5、。四、學(xué)生學(xué)情分析1知識(shí)基礎(chǔ)： 絕大部分學(xué)生掌握的詞匯、語句還很少，缺少語言基礎(chǔ)，表達(dá)的句子也較單一，對(duì)任務(wù)的完成還會(huì)有一定的難度，對(duì)剛剛學(xué)完的字母、數(shù)字和單詞也需要進(jìn)一步地練習(xí)、鞏固和運(yùn)用。2認(rèn)知心理：一般都有較強(qiáng)的求知欲和表現(xiàn)欲，但小學(xué)基礎(chǔ)參差不齊，因此部分學(xué)生會(huì)有不自信，害怕表達(dá)等思想顧慮。3思維能力： 該年齡段的學(xué)生有很強(qiáng)的記憶力和模仿能力，有待培養(yǎng)知識(shí)的擴(kuò)展和運(yùn)用的能力。五、教學(xué)目標(biāo)確定1 語言知識(shí)目標(biāo)： A）詞匯：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch,

6、 key, computer 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 語言技能目標(biāo)：通過各種活動(dòng)，培養(yǎng)學(xué)生靈活運(yùn)用語言知識(shí)和創(chuàng)新的能力。3 情感目標(biāo)： A) 激發(fā)學(xué)生學(xué)習(xí)英語的興趣，發(fā)揮學(xué)生學(xué)習(xí)英語的主動(dòng)性。B) 通過小組活動(dòng)、組間競(jìng)賽等，培養(yǎng)學(xué)生的合作意識(shí)和團(tuán)隊(duì)精神。C) 學(xué)習(xí)英語文明禮貌的詢問和回答方式，拾金不昧的做人原則和助人為樂的優(yōu)良品質(zhì)。4學(xué)習(xí)策略： A）認(rèn)知策略：為完成學(xué)習(xí)

7、任務(wù)而自覺采取一些適合自己的學(xué)習(xí)方法和手段。 B）交際策略：學(xué)會(huì)與他人合作交流，并能把語言材料用到真實(shí)的生活情景中去。 C）資源策略：學(xué)會(huì)利用一切可利用的學(xué)習(xí)資源，如學(xué)習(xí)用品，字典，錄音機(jī)和網(wǎng)絡(luò)等獲取更多的信息。 D）調(diào)控策略：在學(xué)習(xí)的過程中，通過自我評(píng)價(jià)和反思，不斷調(diào)整自己的學(xué)習(xí)方法。六、教學(xué)策略與建議 1對(duì)初學(xué)者應(yīng)注重興趣的培養(yǎng)，宜采用游戲、唱歌、競(jìng)賽、小組合作等多種活動(dòng)方式。 2注重因材施教，對(duì)基礎(chǔ)不同的學(xué)生，在開始階段應(yīng)有不同層次的要求，多鼓勵(lì)，少批評(píng)，甚至不批評(píng)，以充分調(diào)動(dòng)每個(gè)學(xué)生學(xué)習(xí)英語的積極性。 3本教材一個(gè)很大的特點(diǎn)就是詞匯豐富，教師應(yīng)教會(huì)學(xué)生記憶單詞的基本方法，同時(shí)，在教學(xué)中

8、宜采用多種方式再現(xiàn)，幫助學(xué)生鞏固記憶。 4采用“任務(wù)型”教學(xué)方法，遵循“任務(wù)”的遞進(jìn)原則，把“任務(wù)鏈”的各個(gè)環(huán)節(jié)合理分置于各個(gè)課時(shí)當(dāng)中；在設(shè)計(jì)任務(wù)型教學(xué)活動(dòng)時(shí)，活動(dòng)要有明確的目的和可操作性。 5從實(shí)際出發(fā)，選擇不同的教學(xué)輔助工具和手段，但任何一種教法，都應(yīng)考慮如何創(chuàng)設(shè)語言情景，讓學(xué)生盡可能在真實(shí)的語言環(huán)境中學(xué)習(xí)和體會(huì)語言。Period One .Teaching aims and demands:A）key vocabulary ：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, wat

9、ch, key, 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 wi

10、th others 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

11、learn to 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

12、, baseball, 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 let

13、ter of 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

14、 conversation.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 recordi

15、ng again. 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 question

16、s one another. 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 o

17、bjects：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 answer

18、s. Teaching 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,

19、 O, O, 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

20、one in 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 bo

21、x. Ask 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 back

22、pack?S: 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.

23、Call out 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 a

24、nd A.Point 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 voca

25、bulary.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 lan

26、guage: 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 p

27、oints: 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.Warmin

28、g-up: Play 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 i

29、n the box. 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 conver

30、sations 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.Invit

31、e several 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

32、 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 (pen)?” the student being asked must tell the truth: yes, it is / no, it isnt.He/she

33、has only two guesses to identity the owner.If a student chooses him/her own object, take it back and ask his/her to choose another one.Step4. Summary In this class, weve learned the alphabet and what and how questions. Weve also revised yes/no questions and possessive adjectives.Homework 1. Make a l

34、ist of as many abbreviations known to everybody as possible, such as CCTV, UN, DNA, etc.2. Draw a picture of a classmate and one of his/her personal possessions. Make up a conversation with him/her and write it down.3. Finish off the exercises on pages 5 and 6 of the workbook.Period Four.Teaching ai

35、ms and demands1.Key objects：baseball, watch, key, computer game, notebook, ring .Target language: whats this in English? Its a watch. How do you spell it? W-A-T-C-H.2. Ability objects: Listening skill.Writing skill.Train students ability of listening for and writing the vocabulary words.3. Moral obj

36、ect A computer is quiets a help to your study.Not just play games with it.Teaching key points Target language Key vocabulary. Teaching difficult point Listen and Write the vocabulary words. Say conversation using Target language. Teaching methods:Scene teaching method.Inductive teaching method.Teach

37、ing aidsA tape recorder.Teaching procedures: Step1. Greeting Greeting the whole class as usual.Step2. Look and saySection B,Students hand in their written homework. Select a few copies whose writing and contents are the best. Put them up on the blackboard newspaper.Students share their lists of abbr

38、eviations in pairs or in small groups.These abbreviations have many advantages. Place students into two teams. See which team says more advantages. Step3. 1a. Using cards teach and practice key, watch, and notebook. Teacher show the pictures one by one, Ss say them in English. Then match the words i

39、n SB.Use the same approach to teach and practice computer game, ID card, baseball, ring and pen.Focus attention on the words in the box and the illustration in Activity 1a.Students work in pairs. After they say each word, find it in the picture. Then match the words and objects in the picture by wri

40、ting the letter of the object in the space after its name. Step4. Do pair workSection B, 1b. Do it in pair first. Then ask some demonstration pair to show their dialogues before the whole class. Step5. ListeningSection B, 2a Say, Listen to the conversations. Pay special attention to the names of obj

41、ects. You will hear some of the names, not all them.Play the recording twice. Students Listen and circle the items as the teacher play a second time. Section B, 2b Ask Students to say the circled items 2a.Call students attention to the pictures of Kelsey and Mike.Listen to the conversations again. T

42、his time, you will pay attention to who looking for what. Then write down the names of the things that Kelsey and Mike are looking for under each persons picture.Play the recording for students to write down the wordsStep6. Do pair work again Section B, 2c Divide the class into pairs. One person in

43、each pair looks at Page 86 and the other Page 82. each students has only part of the information needed to complete the activity.Step7. SummaryIn this class, weve learned the names of some personal possessions. Afer class, ask students to draw one of these possessions and write out a conversation ab

44、out the object. Homework:1. Introduce the things in your pencil case and in your backpack / schoolbag2. Have students tape record themselves having a conversation with a partner.Period Five .Teaching aims and demands1. Read and write bulletin board message.2. Ability objects: Develop students readin

45、g skill.Develop students writing skill.Guess the words meanings.Works out problems using context.3. Moral object If you find something that doesnt belong to you, you take it to a lost and found office. People can go this office to get their lost things.Teaching key points Bulletin board message. Tea

46、ching difficult point Read and write bulletin board message using target language. Teaching methods:Illuminative teaching method.Teaching aidsA projector.Teaching procedures: Step1. Greeting Greeting the whole class as usual.Step2.Warming-up1）According to the picture which is yet unfinished, guess w

47、hat it is in English. See who is quicker in guessing them right. 2）Number chant:Three two one o, lets go! Lets go. One two three four, Please go and close the door. Five six seven eight, Hurry up! Dont be late.Nine ten nine ten, Get a ruler and a pen.Step3. Group workSection B, 4Get Ss to draw a pic

48、ture, the other students guess what it is. Using: What is it in English? Is it a/an?Step4. PresentationTo learn “Found Notice” and “Lost Notice”. Make two conversations like: 1) “Excuse me, Mr. Liu that is my book. My name is” “Here you are.” “Thanks.”2) Oh, wheres my watch? Do you see my watch?.Ste

49、p4. Practice1) Do Section B, 3a. Tell students to look at the notices on the bulletin board. Invite four students in turn to read the notices. Then all the students read the bulletin board notices and circle the things from Activity 1a. 2) Here are four notices in this part. T: For Notice1 and Notic

50、e2, if necessary, help Ss read and understand the messages after they learn themselves first.For Notice3 and Notice4, give Ss some questions about name and phone number to help them understand better.3) Group work: Do Section B, 3b.A game: In each group of four, everyone has a hogged piece on which

51、there is the incomplete message, then put them together to make a whole message.Make a “Lost message” like this. Step5 3c Students read the notices on the bulletin board in Activity 3alondly. Move around the room to offer pronunciation, intonation and vocabulary support as needed.Have you ever lost

52、anything or picked up others things? Try to write a lost or a found to find what youre picked up back to the owner. You may use the one in Activity 3a or the one in Activity 3b as a model.Step6. Group task: Act about “Lost and Found” Reference language: I found/ lost a Who lost/found it? Is this you

53、r?What color is it? Whats in it? Ask four demonstration groups to act out their own dialogues, and then Ss are required to write a message about one of the dialogues.Step7. Summary and Homework In this class, weve learned how to write a lost and a found. After class, students each draw pictures of two items and write a Lost and a Found using real names and telephone.Period Six.Teaching aims and demands1.Knowledge objects：revise all key vocabulary presented in this unit. Identify ownership using the target language. 2. Ability objects: Writing skill. Solve problems by oneself