《Unit 2 Is this your pencil》教學設計（精選2篇）
《Unit 2 Is this your pencil》教學設計 篇1
一、教學目標
● 辨認物品的所有者
● 根據場景詢問英語中對應的表達法
● 根據上下文培養學生劇本的邏輯思維能力
二、教學目標
語言目標
學習策略與思維技巧
重點詞匯
1. is this your pencil?
yes, it is.
no, it isn't.
2. what's this in english?
it's a pencil.
3. how do you spell pencil?* 通過上下文內在的邏輯關系，完成對話等練習。
* 運用猜測這一練習，復習字母和單詞拼寫。*the alphabet
*pencil, pen, book, eraser, ruler, notebook, ring, key, pencil case, backpack, id card, baseball, watch, computer game
語言結構
語言功能
跨學科學習
1. 指示代詞：this,that
2. what 引導的問句
3. yes/no 簡單回答
4. 句型：how do you spell ...?
* 辨認物品的所有者
* 詢問英語中對應的表達法
* 藝術：畫出所學物品并依此編寫對話
* 文學/語言藝術：利用卡通畫學習單詞和句型
三、教學設計的思路及教學建議
第二單元的主題是“確認物品的所有權”，物品主要圍繞著教室內學生身邊的常用物品，在教學時老師能夠使用實物進行教學，增強學生的學習效果。事實表明，如果將真實的語言材料引入學習環境，并與社會的語言活動結合起來，學生的學習效果將是事半功倍的。也就是說，作為授課的老師，我們要結合所授內容，努力為學生創造真實的、貼近生活的情境。正是基于這一原因，教材圍繞著這一主題，為我們可以設計了游戲，即找到一些物品的主人，同時我們還可以根據本單元的主要句型，將這些游戲擴展，從而達到練習這些重點句型的目的。
建議：
things in the classroom
task onetask twogame: find the ownergame: join pieces and read the notices and find the things from “lost & found”
四、需要說明的問題
1.學習者的參與與語言熟練程度關系很大。所以課上是十分重要的，我們應抓住學生在課上的每一分鐘，將學生吸引到聽英語、說英語、讀英語、寫英語的活動中來，從而爭取在最短的時間內提高對所學內容的掌握的熟練程度。
2. 充分調動學生學習英語的主觀能動性，要做好學生的思想工作。
任務型教學在很大程度上以學生的個體活動或小組活動為主要形式，因此，如何才能做到充分調動學生學習英語的積極性以及充分發揮個體活動的最高水平是至關重要的，即教師如何才能做到既放得開學生，讓學生們自己去開展小組內的學習活動，又能控制住每一組學生都能夠保證注意力在課堂上。我想我們可以嘗試成立固定的小組，選好組長，加強小組的力量，發揮小組長的作用，做好學生的思想工作。但我們要在課前對小組長進行培訓，如：使他們明白自己身為小組長的責任，重要性；教給小組長如何組織活動？當組員不會說英語時怎么辦？等等。小組長是老師的助手，要在自己學會的同時，還要以自己學習的體會教給同學學習英語的方法。
五、具體教案設計：
unit 2 is this your pencil?
課時安排：四課時。
第一課時：p7—p8
第二課時：p9—p10
第三課時：p11
第四課時：p12 及處理練習冊
第一課時：p7—p8
step i. 講授 1a 中的新單詞
1. 老師在講授單詞時，使用的句型是：what's this in english? (此時，只需學生能夠理解該句型，不必會說，老師多次的重復是為學生下一節課提供大量的語言輸入做準備) 這一步是針對一般學校來設計的，如果好一點的學生，我們可以直接進入 1a，讓學生直接完成 match 的任務，然后訂正答案。
值得注意的是：假如學生在小學沒有學習過這些英語單詞，他們將根據什么來完成老師布置的這一任務？我們可以讓學生分析以下他們的思考過程，進而加以歸納，對有貢獻的學生加以鼓勵及表揚。我想這就是對學生學習方法或策略的指導，學生定會非常喜歡。
2. 朗讀 p7-1a 中的新單詞。（先是全班，然后分小組檢查、補漏）
3. 聽錄音，完成 p8-2a 的聽力練習，訂正答案。
step ii. presentation
1. 看 p7-1a 圖, 聽對話 (最好讓學生看一張大圖片，以便老師能夠抓住學生的注意力，此時是加深對所聽對話的理解。）
2. 再聽對話，完成書上要求標號的任務，訂正答案。
3. 跟讀對話，以小組為單位朗讀對話。（互相檢查、幫助）
4. 進行小組對話練習，可以更改有關的詞，編出自己的對話。
5. 給學生 3-5 分鐘的時間，準備新單詞和句型。
step iii. listening
1聽對話，要求學生最好不看方框中所給的單詞，填入橫線上。糾正答案。
2再聽錄音，跟讀 1-2 遍之后，分角色對話。
step iv. games
1做游戲 (p8-2b)
注明：老師將學生的一些物品收集上來，放在一個箱子里，請一個學生上前來，蒙上眼睛，從箱子里取出一樣物品，全班學生一同發問，“what's this in english?”，這名學生猜，使用句型為“is it a/an ...?”猜到之后，可以回座位，每位學生有兩次機會猜，否則就視為失敗。
step v. grammar focus
1. is this your pencil? yes, it is.
2. is this my pen? no, it isn't.
3. is that his book? yes, it is.
4. is that her eraser? no, it isn't.
step vi. homework.
說明：可以適當布置一些筆頭作業。把學生的精力放在多聽，多讀，記憶單詞和句型上。（因此老師可以根據不同的學生類型進行布置作業。）
第二課時：p9—p10
step i. revision
1. 用游戲的形式復習上一節課的新單詞和句型。將所要復習的單詞物品放入一個布袋子中，讓學生伸手進去摸，由一個學生或全班學生發問，該學生猜。所用的句型是：
what's this in english?
it's a ...
how do you spell that?
2. 用實物講授 p10-1a 中的單詞，學生準備幾分鐘后，將字母填好。
step ii. ask and answer
1. 以小組為單位，做 section b-1b 的對話練習。
2. 口頭檢查學生所練的對話。
step iii. listening
1. 聽對話，圈出 p10-1a 中的物品。
2. 再聽一遍，填表格寫出單詞。
step iv. games
老師收集一些學生的學習用品，請學生到前邊來發問，找到用具的主人，給兩次機會。
step v. the alphabet
1. 糾正 26 個字母的讀音，學唱新的字母歌。
2. 請學生將 26 個字母下面標上阿拉伯數字，練習數字 1-26 的說法。
3. 再進行一個游戲。
step vi. practice
一個學生看 p94，另一個學生看 p98。根據圖片所顯示，進行問答練習。
step vi. homework
第三課時：p11
step i. revision
1. 復習前邊所學的單詞及句型，可以采取實物或游戲的形式，然后可以適當進行筆頭檢查，如：聽寫或補全對話。
2. 復習數字的說法，可以做數字游戲。如：七的倍數不說，或七的倍數及帶有七的數字都不說，也可以數字接龍等等。
step ii. ask and answer
繼續復習學過的句型，以小組形式檢查對所學句型掌握的情況，到此可以做一個小結。下一步就要進行另一個主題：適當閱讀文段。
step iii. task 1
1. 老師給每一組學生一張碎字條 （這些碎片是老師提前寫好的“失物招領”“尋物啟示” ，讓學生以小組為單位，拼好，并能夠理解紙條上的意思，然后將字條粘好并張貼在黑板上，看哪一組拼得快，快者為勝）老師在黑板上字條的上方寫上“失物招領” 或“尋物啟示”。
2. 請學生派出代表講解所拼出的告示之意思，有不明白的地方學生們已經在小組范圍內分析。然后將注解中 p113a 中的各種告示，在理解的基礎上，圈出 p10-1a 中的物品。（學生只要明白該告示的意思，可以仿照寫，不需朗讀。）
step iv. task 2
1. 請學生仿照寫“失物招領”或“尋物啟示”，老師巡視，抽查出有代表性的作品進行全班范圍內訂正普遍性的錯誤。
2. 課后讓學生將自己的作品進行更改。
step v. homework
第四課時：p12 及處理練習冊
step i. revision
1. 復習整個單元的單詞及句型。
2. 復習 1-26 數字。
step ii. exercises
1. 練習一的檢查方式可以是以英譯漢的形式，也可以適當擴展為請學生造句或回憶當時在什么句子中見到的，說出來。
step iii. game
由一個學生說出數字，其他學生說出單詞。先以小組為單位練習，然后請兩位學生展開競賽，為勝利的小組加分。
step iv. reading
閱讀 “just for fun!”
《Unit 2 Is this your pencil》教學設計 篇2
Unit 1 My name’s Gina
Period One
課前準備
教師：準備游戲時所用的圖片（食物、蔬菜、動物）。
學生：準備表演時所需道具（服裝、假發）。
教學設計
Step One :Present the sentence patterns.
1. Play a game “How many words do you know?”(利用小游戲調動學生的積極性，同時通過對冠軍的介紹引出本課。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.
(Divide all the students into several groups and show a picture（圖片略）to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group. They can write 11 words.)
2. Introduce the champion group to the class.（引課方式貼近生活，學生易于接受）
Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?
S1& S2:Yes.
S1:Hello.My name is Li Lei. Nice to meet you.
Ss: Hello, Li Lei. Nice to meet you ,too.
Ss: Hello! What’s your name?
S2:I’m Sun Ping. How do you do?
Ss: How do you do ?
Step Two: Drills.
1. Make introductions.（通過句型的操練使學生更加熟練掌握所學的句式。）
Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.
Example:
Sa: Hello! I’m Li Lei. What’s your name?
Sb: My name’s Zhang Feng. Nice to meet you.
Sa: Nice to meet you, too. And what’s your name, please?
Sc: Lin Li. How do you do?
Sa：How do you do?
2. Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.)
Step Three: Make friends.
1. Make new friends.（用談話的方式完成任務，生動活潑，同時更容易向學生進行美德教育。）
Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Ss: OK.
Example:
Sa: This is my new friend. His name is Sun Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.
Ss: How do you do?
Sd: How do you do?
(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)
2. The New comers.（以表演的形式完成，使課堂氣氛達到高潮。）
Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.
(Three “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China. Would you like to listen to their introductions?
Ss: Yes.
(Three students can make introductions and act out the dialogue vividly.)
Step Three: Sum up.
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.
Homework
“How do you meet new visitors at home?
Period Two
課前準備
教師：準備歌曲磁帶（歌詞）、情景圖片及上課所需表格。
學生：需要向父母了解自已名字的含義。
教學設計
Step One: Revise the sentence patterns.
1. Sing an English song.（用唱歌的方式既帶動了氣氛，又復習了所學內容。）
Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.
Hello! Hello! What’s your name? My name’s Gina.
Hello! Hello! What’s his name? His name’s Peter.
Hello! Hello! What’s her name? Her name’s Anna.
2. Listen to the conversations and finish the exercises.
Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.
(Students listen to the tape and give the right answers.)
3. Act out the dialogues.（在特定的情景下表演對話更符合實際，更貼近生活。）
Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.)
Example:
(At a party)
Sa: Hello! I’m Lucy Green. What’s your name?
Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.
Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.
Sb: Thanks, I will.
Step Two: Choose English names.
1. Play a name game.（有效引出“英文名字”這一主題。）
Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.
Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.
Example:
S1: My name’s Tony.
S2: His name’s Tony. My name’s Linda.
S3: His name’s Tony. Her name’s Linda. My name’s Nick.
S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.
S5:…….
2. Choose English names.
1).Find out first names and last names.（用小組的方式完成名字的識別。）
Teacher: Congratulations to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?
Jenny Gina Alan Mary Jim Tony Tom Bob Mike
Green Miller Jack Smith Brown Linda Nick Kim Hand
Period Three
課前準備
教師：準備所需的歌曲磁帶、名片樣本及各項表格。
學生：制作名片所需的紙張、畫筆等。
教學設計
Step One: Present the English numbers.
1. Sing the song “Ten Little Indian Boys”.（歌曲歡快有趣，比起單純教授單詞更為有效。）
Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?
S1: A telephone call.
T: But you don’t have their telephone numbers.
S1: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.
Words
One little, two little, three little Indisns,
Four little, five little, six little Indians,
Seven little, eight little, nine little Indians,
Ten little Indian boys.
(After singing the song, tell the students not to forget “zero”.)
T: Count the number together from zero to nine.
S2: Zero…
2. Listen to the conversation and write the telephone number.（通過聽力復習單詞。）
Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.)
Step Two: Drills.
1. Make a survey about your partners’ telephone numbers.（調查組內成員的電話號碼，重點練習所學句式。）
Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.
Name
Telephone numbers
Li Lei
Liu Yu
Lin Fang
Yin Kailin
S1: Hello, Liu Yu. What’s your telephone number?
S2: My telephone number is …
S1: Oh, thank you. What about yours, Lin Fang?
S3: It’s…
S1: … And may I know your phone number, Yin Kailin?
S4: …
S1: Thank you very much. Oh, I nearly forgot. My telephone number is…
2. Report it to the class.
(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…
3. Listen and match the names and telephone numbers.（制作電話號碼簿這一任務能夠大面積調動學生裝的參與意識。）
Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.
(Students listen to the tape .)
T: Next, I’ll play the recording again. This time, fill in the missing numbers.
(Students listen to the tape again .)
T: Can you find out whose telephone numbers they are ?
S:…
4. Make an address book.
Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”