第一課時教案示例
教學目標
能夠掌握常見物品的英文表達
能夠詢問教室物品或文具名稱并找到物主
能夠綜合運用所學句型匯報活動結(jié)果
教學向?qū)?/p>
語言目標 學習策略與思維技巧 重點詞匯
運用this /that 的一般疑問句及其答句；What 引導(dǎo)的特殊疑問句及其簡略回答。 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
語言結(jié)構(gòu) 語言功能 跨學科學習
Demonstratives this, that;What questions;Yes/No questions and short answersHow do you spell pencil?(Formulaic) 尋找物主 培養(yǎng)學生繪畫和寫作能力
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
課前準備
讓學生收集并自學有關(guān)文具或教室物品的名詞，并準備一些實物或圖片。教師事先應(yīng)對學生常用的文具有所了解，同時收集部分同學的物品，對于不能出示實物的用具則應(yīng)準備一些簡圖。讓學生挑選一件自己喜歡的物品或圖片并為它制作一個英文標簽，即寫出該物品的英文名稱；教師也可根據(jù)將學生學習新詞時感覺困難的詞語，制作自己的標簽，將其放入學生的物品中；同時為各小組準備好活動用的紙盒或袋子。
Task One: Lead in---Learning words.
教學目的：學習有關(guān)文具的英文表達方式
需要學習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: 出示實物或圖片，問學生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 ）板書目標詞匯。
Step 2: 抽取學生中的文具由學生問，學生答；復(fù)習上一步所學單詞。
Step 3: 從學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)
教學目的：鞏固目標詞匯和Is this your pencil?
Yes, it is./No, it isn’t. etc.
復(fù)習What’s this/ that in English? It’s a/an ……
How do you spell pen? P-E-N.
Step 1: 每位學生將自己準備好的物品放進一個袋子里。
Step 2: 教師與一位學生做示范。為接下來的Group work 作鋪墊。需要用到的句型打在屏幕
上。
Step 3: 學生開始做Group work。
Step 4: 展示各小組統(tǒng)計的結(jié)果，看哪組同學在規(guī)定時間內(nèi)猜出的物品的主人最多。
Task Three: Competition.
教學目的：培養(yǎng)學生在一定語境下綜合運用目標語的能力。
Step 1: 在小組內(nèi)部將各自的文具匯集到一處。運用句型：This is my …….
Step 2: 交換小組成員。來自外組的同學負責尋找相關(guān)文具的主人。運用句型：Is this
your…..? Is this Jane’s ……?
Step 3: 完成下表并由Group Leader 進行匯報。
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.
教學點評：
本課是以尋找物主為主線，用實物或?qū)嵨锖唸D為學生提供盡可能真實的場景，讓學生產(chǎn)生一定的體驗，并在體驗中學習、探究，課堂氣氛活躍，學生學習興趣高，學習效果也較好。同時教師為學生設(shè)計了一個任務(wù)鏈，加強了活動之間的聯(lián)系，同時活動之間的層次分明，學生易于接受。本堂課成功的關(guān)鍵是教師課前準備到位，每一個環(huán)節(jié)都使學生感到新鮮、好奇，在這樣一種心理因素的驅(qū)使下，學生樂學、好學，教學效果倍增。
第二課時教案示例
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…….?
教學點評:
本節(jié)課主要從調(diào)動學生學習興趣出發(fā)，為學生創(chuàng)設(shè)盡可能真實的情境，給學生充分發(fā)揮自我的空間。讓學生在活動中學習英語。雖然教學內(nèi)容本身并不難，但學生差異極大，若按照傳統(tǒng)教學方法講授知識，單純教單詞和句型，課堂會顯得很枯燥。學生若沒有興趣，學生效果將大打折扣。
本課除了為學生創(chuàng)設(shè)了貼近他們實際生活的活動，而且將學生分成不同的小組，這樣既加強了學生之間的合作，為學生提供了互相學習和互相幫助的機會，同時又使得學生的個性特長得以發(fā)揮, 也為更多的學生提供了參與活動、提高語言運用能力的機會。教學過程中，盡可能對學生的表現(xiàn)進行激勵評價，進一步培養(yǎng)學生學習英語的自信心。