本单元教学结构分析.docx
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本单元教学结构分析.docx
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本单元教学结构分析
Unit2Isthisyourpencil?
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(6pages),其中包括SectionA,SectionB和Selfcheck。
SectionA(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Grammarfocus,Page3是语言运用。
SectionB(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。
Selfcheck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“Isthisyour/her/his…?
”,中心话题是Thingsintheclassroom(P.1,BooKI(上册),Goforit),学习和掌握新词汇:
pencil,pen,book,eraser,ruler,pencilcase,dictionary,backpack,baseball,watch,key,computergame,notebook,ring.
语言结构有:
指示代词this&that,Whatquestions,Yes/Noquestionsandshortanswers,Howdoyouspellit?
语言目标是掌握句型:
Isthisyour…?
Yes,itis./No,itisn’t.What’sthisinEnglish?
It’sa…Howdoyouspellit?
P-E-N.
三、教学重点和难点
1.重点:
A)词汇:
pencil,pen,book,eraser,ruler,pencilcase,dictionary,backpack,baseball,watch,key,computergame,notebook,ring.
B)语言结构:
指示代词this&that,Whatquestions,Yes/Noquestionsandshortanswers,Howdoyouspellit?
C)语言功能:
询问物品属性What’sthis/that…?
和辨别物品所有者Isthisyour/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,pencilcase,dictionary,backpack,baseball,watch,key,computergame,notebook,ring.
B)句型:
Isthisyour…?
Yes,itis./No,itisn’t.
What’sthisinEnglish?
It’sa…
Howdoyouspellit?
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。
PeriodOne
Ⅰ.Teachingaimsanddemands:
A)keyvocabulary:
pencil,pen,book,eraser,ruler,pencilcase,dictionary,backpack,baseball,watch,key,computergame,notebook,ring.
B)targetlanguage:
Isthisyour…?
Yes,itis./No,itisn’t.
What’sthisinEnglish?
It’sa…
Howdoyouspellit?
P-E-N.
Ⅱ.Teachingkeypoints:
Thenamesofsomecommonpersonalpossessions.
Howtoidentifyownership.
Ⅲ.Teachingdifficultpoint:
Studentcancommunicatewithothersusingthekeyvocabularyandthetargetlanguagelearnedinthisclassineverydaysituation.
Ⅳ.Teachingmethods:
Sceneteachingmethod.
Pairwork.
Ⅴ.Teachingaids
Ataperecorder.
Blackdrawings.
Ⅵ.Teachingprocedures:
Step1.Warming-up
Listentoasong“Isthisyourpencil-box?
”
Sslistentoitandlearntosingit.
Step2.Presentation
Showandlearnourschoolthings.
Teachershowsomethingsfirstandask“What’sthisinEnglish?
”,andtheneverystudentisaskedtosayasentenceinEnglishonebyone,like“Thisismy/his/her…pencil,pen,book,eraser,ruler,pencilcase,dictionary,backpack,baseball,watch,key,computergame,notebook,ring.”
A:
What’sthisinEnglish?
B:
Thisismy/his/her...….
Step3.Practice
SectionA--1a
Afterdoingit,readthenewwordsandsentences.
Pointtothenumberedlistofwords.Tellstudentstomatchthewordsandobjectsinthepicturesbywritingtheletteroftheobjectinthespaceafteritsname.
Step4.Wordchallenge
Showthethingsasquicklyaspossible,haveacompetitionbetweenboysandgirls.Getthemtonamethethingstheysee.
Step5.Listen,numberthemandread
SectionA--1b
Pointouttheboxeswherestudentswillwriteanumberforeachconversation.
Askstudentstoidentifytheobjectthepersonineachconversationisholdingorpointingto.Guidethemtoanswer,aboyisholdingapencil,agirlisholdingarulerandtheteacherispointingtoabackpack.
Playtherecordingforthefirsttime.
Studentsonlylisten.
Playtherecordingagain.Thistime,studentslistenandnumbertheconversations.Step6.Practice
Doself-check1.
Step7.Pairwork
Practicetheconversationsin1b,thenmakeownconversations.
Step8.Grouptask:
Agame
Groupoffour,findtheowner.Eachstudentputoneortwothingsonthedesk,thenaskquestionsoneanother.Using:
Isthisyour/his/her…?
Step9.summary
Inthisclass,we’velearnedthenamesofsomepersonalpossessionsandhowtoidentifyownership.
Homework
Writethenewwordstheylearnedtodaywithoutlookingatthebooks;seewhowillbethebest.
PeriodTwo
Ⅰ.Teachingaimsanddemands
A)Keyobjects:
what’sthisinEnglish?
It’sa…
Yes/Noquestionsandshortanswers.
2.Abilityobjects:
Trainstudents’abilityoflisteningforandwritingthevocabularywords.
3.Moralobject
Youmusttakegoodcareofyourpersonalpossessions.
Ⅱ.Teachingkeypoints
Whatquestions.
Yes/Noquestionsandshortanswers.
Ⅲ.Teachingdifficultpoint
Yes/Noquestionsandshortanswers.
Whatquestions.
Ⅳ.Teachingmethods:
Sceneteachingmethod.
Pairwork.
Ⅴ.Teachingaids
Ataperecorder.
Blackdrawings.
Ⅵ.Teachingprocedures:
Step1.Warming-up:
Awordgame
Readtheletters,andthenformtherightwords,seewhothebestis.E.g.K,O,O,B→book,
E,N,P→pen.
ToremindSsoftheVowelAlphabet.
Step2.Greetingsandrevision
Goodmorning,Hi,Excuseme,isthisyour/her/his…?
What’sthis/thatinEnglish?
Howdoyouspellit?
Step3.Listenandsay
1)SectionA,2a
Focusattentionontheobjectsintheillustration.Studentnameeachoneinpairs.Tellstudentstoputacheckmarkintheboxaftereachitemwhosenameismentionedintheconversation.
Playtherecordingforthefirsttime.
Studentsonlylisten.
Playtherecordingagain.Studentslistenandputacheckmark.
2)SectionA,2b
LetStudentspointtothewordsinthebox.Askstudentstoreadtheconversationssometimesloudly,andthenmakethesimilarconversations.
Step4.Pairwork
SectionA,2c
Inviteapairofstudentstosaytheconversationinspeechbubbles.Writetheconversationontheblackboard.
Holdupabackpackofastudentandask:
T:
Isthisyourbackpack?
S:
Yes,itis./No,itisn’t.
Studentsworkinpairs.Talkaboutthethingsinthepicturefirst,themtheirownpossessions.Readytoacttheirconversationsinfrontoftheclass.
Asstudentspractice,movearoundtheclassroomtomakesurethattheirpronunciationandintonationarecorrect.
Calloutseveralpairsinturntoactouttheirconversations,holdinguptheitemstheyaretalkingabout.
Step6.GrammarFocus
Askoneortwopairstosaythequestionsandanswers.Pickupmistakesinpronunciationandintonationifthereareany.Studentsworkinpairs.FirstAandB,andthenBandA.
Pointoutthatyes/noquestionsuserisingintonation.Voicerisesattheendofthesequestions.Writesomequestionsandanswersontheblackboard
Step7.summary
Inthisclass,we’velearnedwhatquestionsandyes/noquestionsmainly.Meanwhile,we’verevivedthepossessiveadjectivesandkeyvocabulary.
Step8.Homework
Afterclass,studentspracticewhatquestionandyes/noquestionsusingtheirownpossessionswithaclassmate.Whentheycansaytheconversationsfluently,taperecordssomeofthem.Andthenplay.
PeriodThree
Ⅰ.Teachingaimsanddemands:
1.Keyobjects:
thealphabet.
Targetlanguage:
what’sthisinEnglish?
It’sapen.
Howdoyouspellit?
P-E-N.
2.Abilityobjects:
Trainstudents’communicativecompetence.
3.Moralobject
ItisagreathelpforthepersonwhoislearningEnglishtoknowsomehistoryofEnglish,becausethelanguageiscloselyassociatedwithit.
Ⅱ.Teachingkeypoints:
Thealphabet.
Targetlanguage
Ⅲ.Teachingdifficultpoints:
Readthelettersofthealphabetintherandomorder.
Communicatewithothersusingtargetlanguageinreallife.
Ⅳ.Teachingmethods:
Games
Sceneteachingmethod.
Pairwork.
Ⅴ.Teachingaids
Ataperecorder.
Cards.
Ⅵ.Teachingprocedures:
Step1.Warming-up:
Playagame
Listentothewordsreadbyteacherontheflashcardsandshowleftorrightwithyourhands.Seewhoisbetteratjudgingleftorright.
Step2.3
Letstudentspointtothepictures.Askastudenttosaythenameofeachpicture.Askseveralpairsofstudentstosaytheconversationinthebox.Writeitontheblackboard.
Showstudentshowtosubstituteswordsshowninthepictures.Demonstrateaconversationwithastudent.Usetheworderaserinplaceofthewordpen.
T:
what’sthisinEnglish?
S:
it’saneraser.
T:
howdoyouspellit?
S:
E-R-A-S-E-R.
Studentspracticetheconversationsinpairs,substitutingthewordsshowninthepictureonebyone.
Studentsmaketheirownconversationsusingonlythingswhosenamestheyhavestudiedinclass.
Asstudentspractice,movearoundtheclassroomcheckingprogressandofferingpronunciationsandintonationsupportasneeded.
Inviteseveralpairstoactouttheirconversations.
Step3.4aand4b
Callattentiontothepicturethatshowstheactivity.Say,we’regoingtoplayagamewithourpersonalpossessions.
Askapairtosaytheconversationinspeechbubbles.
Collectquiteafewpersonalpossessionsfromstudentsandputthemallinabox.
Putsomethingoftheteacherwithoutnoticingintheboxtoaddinterest.
Offertheboxtoastudentandhavehim/hertakeoutoneoftheobjects.Thestudentdecideswhohe/shewillask:
“isthisyour
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