第一課時(shí)教案示例

教學(xué)目標(biāo)

能夠掌握常見(jiàn)物品的英文表達(dá)

能夠詢問(wèn)教室物品或文具名稱(chēng)并找到物主

能夠綜合運(yùn)用所學(xué)句型匯報(bào)活動(dòng)結(jié)果

教學(xué)向?qū)?/p>

語(yǔ)言目標(biāo) 學(xué)習(xí)策略與思維技巧 重點(diǎn)詞匯

運(yùn)用this /that 的一般疑問(wèn)句及其答句；What 引導(dǎo)的特殊疑問(wèn)句及其簡(jiǎn)略回答。 以游戲的形式，做出推理與判斷，培養(yǎng)綜合分析能力。 pencil, pen, book, eraser, pencil-case, backpack, ruler, key,ID card, baseball, watch, game, ring, computer, notebook

語(yǔ)言結(jié)構(gòu) 語(yǔ)言功能 跨學(xué)科學(xué)習(xí)

Demonstratives this, that;What questions;Yes/No questions and short answersHow do you spell pencil?(Formulaic) 尋找物主 培養(yǎng)學(xué)生繪畫(huà)和寫(xiě)作能力

主題詞表

pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook

Extensive words:

textbook; exercise-book; ball-pen; compass; sharpener; rubber; glue; color-pen; sticker; highlight; ball-point; scissors; chalk; file; blackboard; ink; set- square; paper; pamphlet; peg.

重點(diǎn)句型

（1）Is this your pencil? Yes, it is./No, it isn’t.

（2）Is that my book? Yes, it is./ No, it isn’t.

（3）Is this/that her/his eraser? Yes, it is./ No, it isn’t.

（4） What’s this/ that in English? It’s a/an ……

（5）How do you spell pen? P-E-N.

主題思維圖及任務(wù)型活動(dòng)

課前準(zhǔn)備

讓學(xué)生收集并自學(xué)有關(guān)文具或教室物品的名詞，并準(zhǔn)備一些實(shí)物或圖片。教師事先應(yīng)對(duì)學(xué)生常用的文具有所了解，同時(shí)收集部分同學(xué)的物品，對(duì)于不能出示實(shí)物的用具則應(yīng)準(zhǔn)備一些簡(jiǎn)圖。讓學(xué)生挑選一件自己喜歡的物品或圖片并為它制作一個(gè)英文標(biāo)簽，即寫(xiě)出該物品的英文名稱(chēng)；教師也可根據(jù)將學(xué)生學(xué)習(xí)新詞時(shí)感覺(jué)困難的詞語(yǔ)，制作自己的標(biāo)簽，將其放入學(xué)生的物品中；同時(shí)為各小組準(zhǔn)備好活動(dòng)用的紙盒或袋子。

Task One: Lead in---Learning words.

教學(xué)目的：學(xué)習(xí)有關(guān)文具的英文表達(dá)方式

需要學(xué)習(xí)和掌握的新單詞與新句型：pencil, pen, book, eraser, pencil-case, backpack(背包), ruler, key, ID card, baseball, watch, game, ring, computer, notebook

1.Is this your pencil? Yes, it is./No, it isn’t.

2.Is that my book? Yes, it is./ No, it isn’t.

3.Is this/that her/his eraser? Yes, it is./ No, it isn’t.

4.What’s this/ that in English? It’s a/an ……

5.How do you spell pen? P-E-N.

Step 1: 出示實(shí)物或圖片，問(wèn)學(xué)生What’s this/ that in English?導(dǎo)入Task One中新詞。（pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook ）板書(shū)目標(biāo)詞匯。

Step 2: 抽取學(xué)生中的文具由學(xué)生問(wèn)，學(xué)生答；復(fù)習(xí)上一步所學(xué)單詞。

Step 3: 從學(xué)生中收取一部分文具，引入句型Is this your pencil? Yes, it is./No, it isn’t.

或Is that my book? Yes, it is./ No, it isn’t. etc.

Task Two: Guessing game( Finding the owners)

教學(xué)目的：鞏固目標(biāo)詞匯和Is this your pencil?

Yes, it is./No, it isn’t. etc.

復(fù)習(xí)What’s this/ that in English? It’s a/an ……

How do you spell pen? P-E-N.

Step 1: 每位學(xué)生將自己準(zhǔn)備好的物品放進(jìn)一個(gè)袋子里。

Step 2: 教師與一位學(xué)生做示范。為接下來(lái)的Group work 作鋪墊。需要用到的句型打在屏幕

上。

Step 3: 學(xué)生開(kāi)始做Group work。

Step 4: 展示各小組統(tǒng)計(jì)的結(jié)果，看哪組同學(xué)在規(guī)定時(shí)間內(nèi)猜出的物品的主人最多。

Task Three: Competition.

教學(xué)目的：培養(yǎng)學(xué)生在一定語(yǔ)境下綜合運(yùn)用目標(biāo)語(yǔ)的能力。

Step 1: 在小組內(nèi)部將各自的文具匯集到一處。運(yùn)用句型：This is my …….

Step 2: 交換小組成員。來(lái)自外組的同學(xué)負(fù)責(zé)尋找相關(guān)文具的主人。運(yùn)用句型：Is this

your…..? Is this Jane’s ……?

Step 3: 完成下表并由Group Leader 進(jìn)行匯報(bào)。

stationeryOwner sharpener Pencil-case eraser dictionary

Homework:

Write down a dialogue using the words and the target languages.

Preview the content of the next period.

Blackboard writing

Unit 2 Is this your pencil?

What’s this /that in English? It’s a/an……

How do you spell….?

Is this your/Tina’s backpack? Yes, it is. / No, it isn’t. It’s his/Mary’s.

教學(xué)點(diǎn)評(píng)：

本課是以尋找物主為主線，用實(shí)物或?qū)嵨锖?jiǎn)圖為學(xué)生提供盡可能真實(shí)的場(chǎng)景，讓學(xué)生產(chǎn)生一定的體驗(yàn)，并在體驗(yàn)中學(xué)習(xí)、探究，課堂氣氛活躍，學(xué)生學(xué)習(xí)興趣高，學(xué)習(xí)效果也較好。同時(shí)教師為學(xué)生設(shè)計(jì)了一個(gè)任務(wù)鏈，加強(qiáng)了活動(dòng)之間的聯(lián)系，同時(shí)活動(dòng)之間的層次分明，學(xué)生易于接受。本堂課成功的關(guān)鍵是教師課前準(zhǔn)備到位，每一個(gè)環(huán)節(jié)都使學(xué)生感到新鮮、好奇，在這樣一種心理因素的驅(qū)使下，學(xué)生樂(lè)學(xué)、好學(xué)，教學(xué)效果倍增。

第二課時(shí)教案示例

Teaching aims and demands

Knowledge: Demonstratives this, that;

What questions;

Yes/No questions and short answers

How do you spell pencil?

Moral education: care more about others, be polite and friendly to each other.

Ability: Identify ownership.

Key points:

Is this your/his/her book?

Yes, it is./No, it isn’t.

What’s this/that in English?

It’s an eraser/a notebook.

How do you spell it?

Difficult points

Is that Mary’s sharpener? Yes, it is.

What’s this/that in English? It’s a/an…….

Teaching methods: Task based

Step 1

Lead-in: What’s this in English?

It’s a/an………

Is this your pencil?

Yes, it is./No, it isn’t.

Ask Ss to ask group mates about this.

Give them a sample dialogue by listening to the tape.

Step 2

Before listening, give Ss 4 questions:

1.Is that pencil Sonia’s?

2.That’s Tim’s eraser, isn’t it?

3.Is this Jane’s ruler?

4.This is Tim’s pencil-case, isn’t it?

Listen to a dialogue. Ask the students to take notes. Then answer the questions.

Step 3 Listen to the dialogue again.

Ask the students some sentences they’ve got from the dialogue.

Write down the key sentences down on the blackboard

Step 4 Group work:

Ask the students to ask the group mates. Fill in a form as below.

stationery owner

pencil-case

notebook

pencil sharpener

.

Step 5

Ask the group leader to do a report, and the other students take notes.

Ask Ss to think about the reports the other students do.

Step 6 Homework：

To make a dialogue by using the target language.

To write a “Lost and found case”.

Blackboard writing:

Unit 2 Is this your pencil?

Is this/that your pencil? Yes, it is./ No, it isn’t.

What’s this/that in English? It’s a/an……….

How do you spell…….?

教學(xué)點(diǎn)評(píng):

本節(jié)課主要從調(diào)動(dòng)學(xué)生學(xué)習(xí)興趣出發(fā)，為學(xué)生創(chuàng)設(shè)盡可能真實(shí)的情境，給學(xué)生充分發(fā)揮自我的空間。讓學(xué)生在活動(dòng)中學(xué)習(xí)英語(yǔ)。雖然教學(xué)內(nèi)容本身并不難，但學(xué)生差異極大，若按照傳統(tǒng)教學(xué)方法講授知識(shí)，單純教單詞和句型，課堂會(huì)顯得很枯燥。學(xué)生若沒(méi)有興趣，學(xué)生效果將大打折扣。

本課除了為學(xué)生創(chuàng)設(shè)了貼近他們實(shí)際生活的活動(dòng)，而且將學(xué)生分成不同的小組，這樣既加強(qiáng)了學(xué)生之間的合作，為學(xué)生提供了互相學(xué)習(xí)和互相幫助的機(jī)會(huì)，同時(shí)又使得學(xué)生的個(gè)性特長(zhǎng)得以發(fā)揮, 也為更多的學(xué)生提供了參與活動(dòng)、提高語(yǔ)言運(yùn)用能力的機(jī)會(huì)。教學(xué)過(guò)程中，盡可能對(duì)學(xué)生的表現(xiàn)進(jìn)行激勵(lì)評(píng)價(jià)，進(jìn)一步培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的自信心。