科普版 四年級上冊英語教案

1、1.I can swim 第一課時教學目標1. 知識與技能：學習16個輔音音標及兩個元音音標ei，讓學生能聽懂，能正確地發(fā)音。2. 過程與方法：訓練學生通過學習這18個音標的正確發(fā)音，拼讀包含這些音素的單詞音標的能力。3. 情感態(tài)度與價值觀：培養(yǎng)學生學習英語的興趣、熱情，以及小組之間的合作意識。教學重難點1、能正確讀出這18個音標。2、能正確拼讀包含這18個音素的單詞音標。教具：字母卡片、音標卡片、單詞卡片、錄音機及磁帶、頭飾教學過程Step 1 Warming up 1、 Free talk.2、 Sing the song A B C. 錄音機播放A B Csong. T and Ss s

2、ing together.Step 2 Presentation1、 T: We learnt vowel letters. What are they? Ss: a e i o u T: How do you pronunce them in closed Syllable? Ss: /æ/ /e/ /i/ / /T: Look at letters “e” “and” “i” We pronunce /e/ and /i/ in closed syllable.板書 -e- /e/ -i- /i/讓學生有節(jié)奏性讀/e/ /e/ /e/ /i/ /i/ /i/2、T shows l

3、etter cards “b p m f d t n l g k h r s z v w”讓學生用英漢對照方法復習其在單詞中的讀音。3、 師出示音標卡片，教學生有節(jié)奏地讀卡片中的音標。4、Ss listen and read after the tape.Step3 Drills1、Play a game “Get the apples”. 板書簡筆畫（畫一棵蘋果樹，樹上每一個蘋果上面都粘貼一個音標），教師任意讀一個音標，讓一些學生去摘掉，摘對的學生獎勵蘋果貼畫一個。 學生摘完后，教師再次教學生有節(jié)奏地讀這些音標。2、 T: Look at the word “vest/vest/”. Who

4、 can spell? 教師指名讓學生有節(jié)奏性拼讀教師依次板書，學生有節(jié)奏進行拼讀。 -ea- /e/ -e- /e/ -i- /i/ bread /bred/ vest /vest/ skip /skip/ head /hed/ hen/hen / swim/swim/ legs/legz/ gift/gift/3、T shows some word cards. 讓學生有節(jié)奏地拼讀。 egg/eg/ friend/frend/ little/litl/next/nekst/ bend/bend/ desk/desk/ ready/redi/ milk/milk/ hill/hil/pig/

5、pig/ dead/ded/ six/siks/4、Play a game讓學生戴上有上面音標的水果頭飾，教師說單詞音標，戴有這個單詞所包含的音的頭飾的學生主動按序站在相應的位置，下面學生有節(jié)奏地拼讀。 /bed/ /hed/ /bend/ /desk/ /hil/ /siks/ / gift/ /sit/ /red/ /frend/ /leg/ /vest/ /men/ /hen/ /hiz/ Step4 Consolidation and development分小組輪流到前臺，讓組里每名同學戴上教師事先準備好的單詞及音標卡片頭飾，這些單詞是我們以前沒有接觸過的。但是，這些音標包含我們今天

6、學過的16個輔音音標和2個元音音標，讓小組中兩個撈單詞及音標的同學面對面握住對方雙手，并向上方抬起；其余人試圖從這兩個同學中間穿過。撈單詞及音標的同學要問：What is your name？被撈的同學說：My name is desk desk說對的就可以讓他過去。Step5 Homework朗讀練習冊Ex.1音標.。Step6 練習1、Play a game “Get the apples”. 板書簡筆畫（畫一棵蘋果樹，樹上每一個蘋果上面都粘貼一個音標），教師任意讀一個音標，讓一些學生去摘掉，摘對的學生獎勵蘋果貼畫一個。學生摘完后，教師再次教學生有節(jié)奏地讀這些音標。2、讓學生戴上有上面音標

7、的水果頭飾，教師說單詞音標，戴有這個單詞所包含的音的頭飾的學生主動按序站在相應的位置，下面學生有節(jié)奏地拼讀。 /bed/ /hed/ /bend/ /desk/ /hil/ /siks/ / gift/ /sit/ /red/ /frend/ /leg/ /vest/ /men/ /hen/ /hiz/ 板書設計 Lesson 1 I can swimb p m f d t n l g k /b/ /p/ /m/ /f/ /d/ /t/ /n/ /l/ /g/ /k/ h r s z v w e i/h/ /r/ /s/ /z/ /v/ /w/ /e/ /i/-ea- /e/ -e- /e/

8、-i- /i/ bread /bred/ vest /vest/ skip /skip/ head /hed/ hen/hen / swim/swim/ legs/legz/ gift/gift/第二課時教學目標1、知識與技能：學習單詞little friend swim, bend， leg， head， hill讓學生能聽懂，會說，會讀，能正確地理解，掌握對話內(nèi)容，并能朗讀，初步表演對話。2.過程與方法：通過教與練使學生能夠熟練運用句型：I can.Can you? Yes,I (we) can./ No , I (we) cant.來進行日常交際。3.情感態(tài)度與價值觀：在課堂中培養(yǎng)學生積

9、極用英語表達的習慣，并正確運用所學的內(nèi)容進行日常交際。教學重難點1、能聽懂，認讀單詞little friend swim，bend leg head hill，能正確理解對話內(nèi)容，并能朗讀和表演對話。2、能把句型 I can .Can you? Yes,I (we) can./ No , I (we) cant.運用于日常交談。教具單詞卡片、錄音機及教學磁帶、頭飾、圖片教 學 過 程 Step 1 Warming up1、Free talk.2、Sing a song “How are you?” 3、Lets move and chant.Walk Walk Walk I can walk.

10、Run Run Run I can run.Skip Skip Skip I can skip.Jump Jump Jump I can jump.Swim Swim Swim I can swim.Step 2 PresentationT:Today well learn “ Lesson 1 I can swim”. Paragraph1 and paragraph2 in “Lets talk”. Say after me“Swim！ Swim！ I can swim.”師配合肢體動作教生說。1、Learn new words T: Now look at some cards.T sh

11、ows new words “l(fā)ittle/litl/ friend/frend/ swim/swim/” bend/bend/ leg/leg/ head/hed/ 讓學生拼讀，并以chant形式有節(jié)奏地教學生學習這些單詞。 little little little He is little.(教師邊教讀邊指班上個子最矮小的男孩)friend friend friend You are my friend.(教師邊教讀邊做握手動作)Swim swim swim I can swim.(教師邊教邊做游泳動作)2、T and Ss ask and answerT: Hello， xxx ! I

12、can swim .Can you? S:Yes,I can. (師 反復有節(jié)奏地教學生讀) T: Hello， xxx ! I can swim .Can you? S: No,I cant. (師 反復有節(jié)奏地教學生讀)T: Hello， xxx and xxx! I can swim .Can you? S: Yes,we can. (師 反復有節(jié)奏地教學生讀)T: Hello， xxx and xxx! I can swim .Can you? S: No,we cant. (師 反復有節(jié)奏地教學生讀)3.Ss listen and read after the recorder.4.

13、Ss read after T. (師配合肢體動作，教學生讀Lettalk前半部分)Step 3.Drills1.T and Ss have a talk in different role.2.Ss put on the headgears and have a talk.3、師展示Lets talk的第一、二、三、四幅畫面，并板書關鍵詞。Let Ss retell.4.Ss put on the headgears and act in groups.Step 4 Consolidation and development學生運用句型I can.Can you? Yes,I (we) ca

14、n./ No , I (we) cant.分組自編對話表演。如XXX同學能歌善舞，她隨意走到別的同學面前炫耀自己，“Hi, my friendsI can dance. Can you?”邊說邊得意洋洋地做跳舞的動作,不會跳舞的同學很無奈地回答“No,I cant.”那個能歌善舞的同學便嘲笑他們“Haha”從演技和語言上看，哪一組表演得最出色，哪一組便獲勝。Step5 Homework 1、 用句型I can. Can you? Yes,I(we)can./No,I (we)cant 與你熟悉的人進行日常交際。 2、師展示Lets talk的第一、二幅畫面，并板書關鍵詞。 Let Ss ret

15、ell. Hi,my little friends Hi,Miss Fish Look Ican swim.Can you？ No,we cant. Haha板書設計Lesson 1 I can swim little/litl/ friend/frend/ swim/swim/ Hi,friends/Fish Look,swim.Can/No/ Hahalook, bend,Can, Look,run,Can/No,Haha!第三課時教學目標1、 知識與技能：學習單詞hop skate swim 及詞組ride a bike,學習句型“Can you?Yes, I can.”讓學生能聽懂，會

16、說，會用此句型與別人交談。2.過程與方法： 通過問答法，使學生能夠熟練運用句型“Can you？ Yes I can.”于日常交談。3.情感態(tài)度與價值觀：培養(yǎng)學生能夠正確運用所學內(nèi)容進行日常交際和積極用英語表達的習慣。教學重難點1、 能聽懂，認讀單詞hop skate swim 及詞組ride a bike 。2、 能用主題句型“Can you？ Yes， I（we）can./No,I（we）can't.”與別人交談。教具圖片、錄音機及相關磁帶、 投影器、球教 學 過程 Step1 Warming up Free talk.Step2 Presentation 1、 師出示兩張人物圖片

17、,并張貼黑板。 T: I have two friends. He is Bob.She is Kate. 然后教師扮演Kate并面向Bob圖片問“Hi， Bob! Can you hop?”再扮演Bob，并配合肢體動作答“Yes， I can.” 2、 師教生用手指木偶法問和答。 3、 生分兩部分，配合肢體動作，跟老師說“hop hop hop Can you hop?Yes,I can.” 4、 師生配合肢體動作問答。 T: Hello ,xxx! Can you hop? S: Yes, I can. T: Hello, xxx! Can you hop? S: Yes, I can.T

18、: Hello ,xxx! Can you hop? S: Yes, I can.師畫簡筆畫“skate”，幷出示詞卡配合肢體動作教學生讀skate skate skate 。T: Hello ,xxx! Can you skate? S: Yes， I can. T: Hello, xxx! Can you skate? S: No， I cant. 師畫簡筆畫“swim”，幷出示詞卡,配合肢體動作教生讀swim swim swim。T: Hello ,xxx! Can you swim? S: Yes。 I can. T: Hello, xxx! Can you swim? S: No，

19、I cant.師畫簡筆畫“ride a bike”，幷出示短語卡片,配合肢體動作教生讀ride a bike ride a bike T: Hello ,xxx! Can you ride a bike? S: Yes， I can. T: Hello, xxx! Can you ride a bike? S: No， I cant.5、師教生以Chant形式，伴隨肢體動作，學習生詞及詞組,并感知句型。 hop hop hop Can you hop? Yes，I can. skate skate skate Can you skate? Yes, I can. swim swim swim

20、Can you swim? Yes, I can. ride a bike ride a bike Can you ride a bike?Yes,I can.Step3 Drills1、學生兩人一組問和答。 Can you hop?Yes， I can./No, I can't. Can you skate? Yes , I can./ No, I can't. Can you swim? Yes, I can./ No, I can't. Can you ride a bike?Yes, I can./ No, I can't.2.Sing the song

21、 “Can you swim?” （1） Ss sing after T. （2） Ss sing after the recorder.（3） 師教生 用hop skate swim ride a bike替換歌詞，再唱這首歌曲3、Play a game唱歌傳球，歌聲停時，誰傳給誰球，他們就用型“Can you?Yes,I can./No,I cant.問答。 Step4 Consolidation and development1、3.Listen and tick放錄音，讓一名學生通過投影片寫答案，其它同學評判對錯。2、讓生分組用“Can you?Yes, I can./No,I can

22、't”自編對話表演。Step5 Homework Play a game 唱歌傳球，歌聲停時，誰傳給誰球，他們就用句型 “Can you?Yes,I can./No,I cant.問答。板書設計 Lesson 1 I can swim Can you hop/skate/swim/ride a bike?Yes, I can. Whats on the desk?第一課時教學目標1、知識與技能：學習2個元音音標/，讓學生能聽懂，能正確地發(fā)音。2.過程與方法：訓練學生通過學習這2個音標的正確發(fā)音，拼讀包含這兩個音素的單詞音標的能力。 3.情感態(tài)度與價值觀：在課堂中培養(yǎng)學生學習英語的興趣，

23、熱情，及合作意識。教學重難點1、能正確讀出這2個元音音標。2、能正確拼讀包含這兩個音素的單詞音標。教具字母卡片，音標卡片，單詞卡片，錄音機及相關磁帶教 學 過程 Step 1 Warming up1. Free talk 2. Sing the song“AEIOU song”錄音機播放“AEIOU song” T and Ss sing together.Step 2 Presentation 1.師出示字母卡片“e”“i”“o”and“u”。 T:Look at these letters. How to pronunce in closed syllable? Ss： e/e/ i/i/

24、 o/ u/板書e i o u/e/ /i/ / / /2.T shows the cards. /e/ /i/ / / 并讓學生有節(jié)奏地讀 /e/ /e/ /e/ /i/ /i/ /i/ / / / / / /先集體讀，再分組讀，再指名讀。3、Ss listen and read after the tape.Step 3 Drills1. Listen and doT says and Ss doT: show me /e/ show me /i/ show me / show me /教師反復說，讓學生反復舉起這些卡片。2、T:Look at the word“clock/klk/” .

25、Who can spell?指名讓生拼讀，并依次板書-o- / / -u- / -o-/ clock /klk/ cup /kp/ son /sn/ doll /d l/ hut /ht/ money /mni/教師告訴學生o在m,n,ther 前讀/。3.T shows some word cards.Let Ss spell.hot /h t/ doll/d l/ what/w t/ sorry/s ri/frog/frg/ fox/fks/ want/wnt/ body/bdi/hut /ht/ duck/dk/ some/sm/ Sunday/sndi/must/mst/ cut/kt

26、/ come/km/ hurry/hri/4、Play a game聽單詞找音標，老師把學過的元音音標卡片分兩組貼在黑板上，把學生分成兩組。老師說單詞。分別讓每組的每名學生摘下該單詞所含的元音音標，并且讀出來，摘得對而快的獎勵紅旗一面，最后得紅旗最多的組獲勝。Step4 Consolidation and development1、分組朗讀本課練習冊Ex.1的音標/kl k/ /w t/ /'s ri/ /d l/ /l st/ / /f ks / /n t/ / p nd/ /f g/ /m p/ /gt/ /dg/ /pt/ /wnt/ /kst/ /kp/ /nt/ /bt/ /

27、sn/ /sm/ /fn/ /dn/ /kt/ /nn/ /'wri/ /mst/ /swm/ /lk/ /bs/ /vn/2、 看音標搶讀單詞游戲?qū)⑷喾殖扇舾尚〗M，然后教師逐個出示一些單詞及音標卡片(如Sunday/sndi/)學生們舉手搶讀，這些單詞為學生沒有學過的新詞，教師讓最先舉手的學生讀出該單詞，并拼讀出音標，讀對的給該組記10分，得分最多的組為優(yōu)勝。Step5 Homework 1、聽，辨，讀本課練習冊中的Ex.2中的音標。 2、做本課練習冊中的Ex.3。板書設計 Lesson 2 Whats on the desk? e i o u/e/ /i/ / / / -o-/

28、/ -u- / -o-/clock /klk/ cup /kp/ son /sn/doll /d l/ hut /ht/ money /mni/第二課時教學目標1、 1、知識與技能：學習單詞what desk some cup guess clock sorry，desk clock bed doll room table box watch讓學生能聽懂，會說，會讀，能正確地理解，掌握對話內(nèi)容，并能朗讀， 初步表演對話。2.過程與方法：通過教和練，使學生能夠熟練運用句型“What's on/in? A(An)/Some”來進行日常交際。 3、情感態(tài)度與價值觀：在課堂中培養(yǎng)學生積極用英語

29、表達的習慣，并能夠正確運用所學內(nèi)容進行日常交際。教學重難點2、 1、能聽懂，認讀單詞what desk some cup guess clock sorry, desk clock bed doll room table box watch能正確理解對話內(nèi)容，并能朗讀和初步表演對話。2、能把句型“Whats on/in? A(An)/Some” 運用于日常交談。教具單詞卡片、錄音機及教學磁帶、盒子、手提袋子、圖片、茶杯、橡皮泥捏的齊齊、鐘表教 學 過程 Step 1 Warming up1、Free talk2.Sing the song“My bedroom”錄音機播放， T and Ss

30、sing together.Step 2 presentation1.師在講桌上放上幾個茶杯。T：Look! What's on the desk?Ss: Some cups.T：OKToday we'll learn Lesson 2 What's on the desk?Let's talk Say after me “desk desk . Whats on the desk?2.Learn new wordsT：Now look at the cards.T 出示單詞卡片及實物“桌子， 茶杯，鐘表。what/w t/ desk/desk/ some/sm

31、/ cup /kt/ guess/ges/ clock/kl k/ sorry/'sri/教師讓學生先分別拼讀。然后再有節(jié)奏地教學生讀生詞3.Play a game(摸寶)老師事先把準備好的單詞卡片，有的寫中文，有的寫英文，有的畫圖，有的寫音標，裝在一只不透明的袋子里。游戲開始，老師說袋子里裝的是許多寶物，讓學生上來輪流摸寶。摸到寶的學生將卡片舉起，給全班學生看，如果摸到的是英文，則要讀出來，并說出中文，如果摸到的是中文，則要說出英文，并拼出字母組合。如果摸到的是圖片，則要說出中英文，并拼出字母組合，如果摸到的是音標，要拼讀出來，并且說出字母組合及中文。說對的獎勵紅花一朵。4.T an

32、d Ss have a talk師出示一張房間示意圖T:Look!This is a picture. It's Lulu's room. What's in it?Ss: A desk， a bed， a box and some cups.T: Oh,Yes. What's on the desk?Ss:Some cups.T: What's on the bed?Ss: A box.T: What's in the box? Please guess!5. Ss listen to the tape.Ss read after the ta

33、pe.Ss read after T.T:Oh,Yes.教師出示單詞卡片“doll”、“bed”。T：Say after me“doll doll bed bed Whats on the bed? A doll.” Now look at Picture2師出示鐘表在書桌上的圖片T: Whats on the desk?Ss:A clock.T:OK.Today well learn Lesson 2 Whats on the desk? Lets learn Look at the cards “clock” 、“ desk”.Say after me“clock clock desk d

34、esk Whats on the desk? A clock. ”. 師出示桌子在房間里的圖片T:Now look at Picture3 Hello,x x x! Whats in the room?S:A table.T:Yes,Now say after me“table table room roomWhats in the room? A table.”師出示手表在盒子里的圖片T:Now look at Picture4Hi!x x x. Whats in the box?S:A watchT:Good!Now say after me “watch watch box boxWha

35、ts in the box? A watch.”Step 3 Drills1. T and Ss have a talk in different role. 2. Ss have a talk in pairs. 3、 Play a game 教師讓學生2人一組到前面去，把一名學生的眼睛蒙上，然后再把一些學習用品放在相應位置，讓另一名學生用What's on/in? 提問問題，眼睛被蒙上的學生回答，回答正確的獎一張小動物貼畫。4、T shows the pictures Let Ss retell.先集體復述，在分組復述，最后指名復述5、 Ss act in different ro

36、le.師布置場景，把講桌充當書桌（T: This is my desk.）把椅子充當床（T: This is my bed.）在書桌上放幾只茶杯，床上放一只盒子（盒子里裝著用橡皮泥捏的齊齊）Step4 Consolidation and development教師把學生分成若干小組，每小組發(fā)一張空白房間示意圖，及書桌、床、鐘表、椅子、書等物品圖片，讓小組中的學生合作，把這些物品粘貼在房間相應的位置，用句型What's on/in? A(An)/Some”來進行對話。板書設計 Lesson2 Whats on the desk? What's on the desk? Some

37、cups. What's on the bed? A box.Lesson 3.Is this your pencil-box?第一課時教學目標1、知識與技能：學習元音音標/u/和輔音音標ð,讓學生能聽懂，掌握正確的發(fā)音方法。2.過程與方法：訓練學生通過學習這2個音標的正確發(fā)音,進行拼讀包含這些音素的單詞音標的能力。 3.情感態(tài)度與價值觀：培養(yǎng)學生學習英語的興趣和熱情及合作意識。教學重難點1、元音音標/u/和輔音音標ð正確的發(fā)音。2、能正確拼讀包含這2個音素的單詞音標。教具音標卡片,單詞卡片,錄音機,相關磁帶及含有單詞的動物頭飾教 學 過程 Step 1 Warmi

38、ng up1 Free talk2. Sing the song “The short vowel song”錄音機播放“The short vowel song” T and Ss sing together。Step 2 presentation 1.T Shows the short vowel cards. /e/ /i/ / / / Let Ss read. 2.T shows the word cards. vest/vest/ wet/wet/ bed/bed/ cock/k k/ boss/b s/ box /b ks/ sit /sit/ miss/mis/ swim/swi

39、m/nut /n t/ cup /kp/ must /mst/Let Ss spell together. 3. Learn a new short vowel/u/ T shows the card “/u/”,并教學生讀，然后指生讀。 T shows the card “oo/u/”,并教學生讀。 T shows the word cards “l(fā)ook/luk/ cook /kuk/ good/gud/ book/buk/”并讓學生拼讀,教學生有節(jié)奏地起讀。4. Learn a new consonantð T shows the card“ð”. Let Ss lo

40、ok at Ts mouth and read after T.最后指生讀，分組讀 T shows the card “thð”,并教生讀 T shows the word cards “this/ð is/ thatðætthenðenwithwið”.并讓生拼讀，然后指名讀。再教學生有節(jié)奏性地讀，最后讓生分組讀。5. T shows the vowel cards “/e/u/i/”again. 再次讓生讀這些元音音標 師再次出示卡片“/e/”讓生再次讀，同時又出示單詞及音標卡。“e/e/ pen /pen/”“ e/e/ des

41、k /desk/”讓學生拼讀，并教生讀，然后指名讀。Step 3 Drills Play games1. Listen and do師說音標，生舉卡片/e/ /u/ ð ðis /desk/ðæt/ /buk/ /luk/ /wud/ /i/ /gud/ /wið/ /pen/ /ðen/ /kuk/2. looking for friends 讓學生以組的形式到前面來，師每人發(fā)一個上面有詞及音標的頭飾foot /fut/ 、good/gud/ 、 this /ðis/、desk /desk/學生看了該詞之后，戴到頭上，然后

42、師分別說音標/e/、 /u/ 、ð。戴著含/e/音素的頭飾的學生相互握手，站到一起，戴著含/u/音素的頭飾的學生相互握手，站到一起，戴著含/ð/音素的頭飾的學生相互握手，站到一起，最后生按順序拼讀自己頭飾上的單詞音標，全部找對且拼讀對的組獎勵紅花一朵。Step 4 Consolidation and development1、讓學生朗讀練習冊Ex.1中的音標2、繞口令。（小黑板出示）Mr Brook is a good cook.He goes to work on foot.This is Mr brook.That is his cookery book.He like

43、s his cookery book.He will read his cookery book.Step 5 Homework 做練習冊中的Ex.2 第二課時教學目標1、 知識與技能：學習單詞look book good pencil-box pen pencil，讓學生能聽懂，會說，會讀，能正確理解，掌握對話內(nèi)容，并能朗讀，初步表演對話。2、過程與方法：通過實物練習，使學生能夠熟練運用句型：“Is this(that)your ?Yes,it is./No,it isnt”，來進行日常交際。3.情感態(tài)度與價值觀：培養(yǎng)學生運用所學句型進行日常交談的能力。教學重難點1、能聽懂，認讀單詞look

44、 book good pencil-box pen pencil，能正確理解對話內(nèi)容，并能朗讀和初步表演對話。2、能運用句型“Is this(that)your ?Yes,it is./No,it isnt”.于日常交際中。 教具單詞圖片，錄音機及相關磁帶、配套圖畫、鋼筆、鉛筆、文具盒、書包等文具教 學 過程 Step 1 Warming up 1 Free talk 2 Sing the song “Is this a cat?”錄音機播放“Is this a cat?”T and Ss sing together.Step 2 Presentation T:Today well learn

45、 Lesson 3.Is this your pencil-box? Lets talk Say after me“ pencil-box pencil-box Is this your pencil-box?Yes,it is.”(師邊說邊拿一個學生的文具盒)Now look at the cards1Learn new words look/luk/ book/buk/ good/gud/ pencil-box/'penslbks/ pen/pen/ pencil/'pensl/教師展示單詞卡片，并配合實物鉛筆、文具盒、鋼筆、書分別讓學生拼讀，并有節(jié)奏地教讀生詞。 2.Pl

46、ay a game. Listen and do T says, Ss do. T:Look at your book. Show me your book. Show me your pen. Show me your pencil. Show me your pencil-box. Show me your bag.3. T and Ss have a talk 師拿著一個學生的書包（里面有一本書） T：Hi,xxx！Is this your bag?S: Yes,it is.(師反復大小聲領讀Yes,it is.) T：What's in it ?S: A book . T：Oh

47、! It's a good book.教師再拿起那個學生的文具盒，并放在較遠的地方，指著文具盒。 T：Is that your pencil-box?S: Yes,it is. T：What's in it ?S: A pen and a pencil.(文具盒里事先放著一支鋼筆和一支式樣新奇的鉛筆)T：Ah!4.Ss listen and read after the recorder. T:Now Lets listen to the recorder. Ss read after the recorder. Ss read after T.Step 3 Drills1.

48、T and Ss have a talk in different role.(師生利用文具分角色對話問答)2. Deskmate have a talk in different role.(同桌兩人利用文具分角色對話問答)3. 師出示Lets talk的配套圖畫，讓學生復述。先集體復述，再指名復述。4. Ss act in different role. Step 4 Consolidation and development拋學習用具游戲：教師事先收集一些學生的學習用品。讓學生坐在座位上，老師背向?qū)W生拋學具物品，物品離手后轉(zhuǎn)身面對學生。誰接到物品就和老師進行對話練習。Is this(th

49、at)your ?Yes,it is./No,it isnt，對話結(jié)束后，由他取代老師的位置，上前拋文具物品繼續(xù)游戲。 此方法可擴展到其他需要兩個人進行對話練習的語言點。Step 5 Homework同桌設置場景，用Is this(that)your ?Yes,it is./No, i snt，自編自演對話。step板書設計 Lesson 3.Is this your pencil-box? Is this your bag? Yes, it is. Is that your pencil-box? Yes, it is.第三課時教學目標1、知識與技能：學習單詞ruler eraser sha

50、rpener knife，學習句型Is this(that)your ?Yes,it is./No, it i snt.2.過程與方法：通過實物練習，使學生能夠熟練運用句型：“Is this(that)your ?Yes,it is./No,it isnt. 于日常交際。 3.情感態(tài)度與價值觀：培養(yǎng)學生運用所學內(nèi)容進行日常交際的能力和積極英語表達的習慣。教學重難點1、能聽懂，認讀單詞ruler eraser sharpener knife 2、能用主題句型“Is this(that)your ?Yes,it is./No,it isnt. 于日常交際。教具單詞卡片，錄音機及相關磁帶、尺子、卷筆刀、橡皮、小刀等文具教 學 過程 Step 1 Warming up 1 Free talk 2 Play a gameListen and doT says and Ss doT:Touch your pen. Touch your pe