Lesson 3 They are in Class Three课件配套优秀教案案例

单元备课

单元名称

教

材

分

析

教

法

与

学

法

Lesson 3.Is this your bag?

This lesson is aimed at talking about asking others if it’s his pencil-box.Such a topic is closely related to out daily life and practical, so it’s easy to arouse students’ interests in English learning.It’s also helpful for Ss to improve their integrating skill, especially speaking skill. I will mainly adopt game activity method, the situational method, task-based method, TPR method in my class for better understanding.At the same time, I will foster Ss to experience, participate, cooperate and communicate in groups.

1.Knowledge aims

To master 5 new words: book

good

pencil-box

pen

pencil,and to master the key sentence pattern: “Is this(that)your …?Yes,it is./No,it isnˊt”

2.Ability aims 教

学

目

标

To cultivate the Ss’ listening and speaking abilities and develop their abilities of communication by learning the useful structures. 3.Emotion aims

The Ss should learn how to express their own ideas and how to work with others.Further more, they need to improve their interests in English learning.

拓

展

活

动

I will design two game activities and a chant to consolidate and expand what we learn in this lesson. 课时教学设计

课题名称

Lesson 3.Is this your bag ?

课时安排

第

1

课时

教学目标

1.知识与技能：学习元音音标/u/,让学生能听懂，掌握正确的发音方法。

2.过程与方法：训练学生通过学习这个音标的正确发音,进行拼读包含这些音素的单词音标的能力。

3.情感态度与价值观：培养学生学习英语的兴趣和热情及合

作意识。

重点难点

教具的使用

1、元音音标/u/正确的发音。

2、能正确拼读包含这个音素的单词音标。

音标卡片,单词卡片,录音机,相关磁带及含有单词的动物头饰

教学方法

Game activity method, the situational method, task-based method, TPR method 教 学 流 程

二次备课

Step 1 Warming up 1．

Free talk 2. Sing the song “The short vowel song”

录音机播放“The short vowel song”

T and Ss sing together。

Step 2 presentation

1.T Shows the short vowel cards.

/e/

/i/

/כ /

/۸/

Let Ss read.

2.T shows the word cards.

vest/vest/

wet/wet/

bed/bed/

cock/k כ k/

boss/b כs/

box /b כks/

sit /sit/

miss/mis/

swim/swim/ nut /n ۸t/

cup /k۸p/

must /m۸st/ Let Ss spell together.

3. Learn a new short vowel/u/

T shows the card “/u/”,并教学生读，然后指生读。

T shows the card “–oo–/u/”,并教学生读。

T shows the word cards “look/luk/ cook /kuk/

good/gud/ book/buk/”并让学生拼读,教学生有节奏地起读。

Step 1 Warming up 复习上两节所学音标

复习含/u/音单词

师播放读音标视频，生跟读，老师板书

4. T shows the vowel cards “/e//u//i//כ//۸/”again.

再次让生读这些元音音标

师再次出示卡片“/e/”让生再次读，同时又出示单词

及音标卡。

“–e–/e/ pen /pen/”“

–e–/e/ desk /desk/”让

学生拼读，并教生读，然后指名读。

Step 3 Drills

Play games

1.

Listen and do

师说音标，生举卡片

/e/

/u/

/desk/

/buk/

/luk/

/wud/

/i/

/gud/

/pen/

/kuk/

2.

looking for friends

让学生以组的形式到前面来，师每人发一个上面有

词及音标的头饰foot /fut/ 、good/gud/ 、

desk

/desk/…学生看了该词之后，戴到头上，然后师分别说

音标/e/、

/u/。戴着含/e/音素的头饰的学生相互握手，

站到一起，戴着含/u/音素的头饰的学生相互握手，站

到一起，戴着含/ð/音素的头饰的学生相互握手，站到

一起，最后生按顺序拼读自己头饰上的单词音标，全

部找对且拼读对的组奖励红花一朵。

Step 4 Consolidation and

development 对照朗读，将单词和音标1、让学生朗读音标。

进行对照。朗读单词

foot/fut/ 2、绕口令。

Wood/wud/ （Mr

Brook

is

a good cook. He goes

to

work

on foot. This

is

Mr

brook. That

is

his cookery book. He likes his cookery book. He will

read

his cookery book.）

book/buk/ good/gud/ pull/pul/ Put/put/ wool/wul/ fool/ful/

Step 5 Homework

Read the words with /u/

板

书

设

计

Lesson 3.Is this your bag ?

vest/vest/

wet/wet/

bed/bed/

cock/k כ k/

boss/b כs/

box /b כks/

sit /sit/

miss/mis/

swim/swim/ nut /n ۸t/

cup /k۸p/

must /m۸st/

大部分学生对于老师通过各种方式练习音标非常感兴趣，教

学

反

思

所以课堂效果比较明显，但是有一些学生还是不能掌握，需要课后多加学习。

课时教学设计

课题名称

Lesson 3.Is this your pencil-box?

课时安排

第

2

课时

1知识与技能：学习单词book

good

pencil-box pen pencil，让学生能听懂，会说，会读，能正确理解，掌握对话内容，教学目标

并能朗读，初步表演对话。2、过程与方法：通过实物练习，使学生能够熟练运用句型：“Is this(that)your …?Yes,it is./No,it isnˊt”，来进行日常交际。3.情感态度与价值观：培养学

生运用所学句型进行日常交谈的能力。

1、能听懂，认读单词book

good

pencil-box

pen

pencil，能正确理解对话内容，并能朗读和初步表演对话。

重点难点

2、能运用句型“Is this(that)your …?Yes,it is./No,it isnˊt”.于日常交际中。

教具的使用

单词图片，录音机及相关磁带、配套图画、钢笔、铅笔、文具盒、书包等文具

教学方法

Game activity method, the situational method, task-based method, TPR method 教 学 流 程

二次备课

Step 1 Warming up Step 1 Warming up

1 Free talk 朗读音标，含/u/音单词

2 Sing the song “Is this a cat?”

根据音标朗读本课生词

录音机播放“Is this a cat?”T and Ss sing together.

Step 2 Presentation

T:Today weˊll learn Lesson 3.Is this your bag?

Let′

s

talk Say after me“

pencil-box

pencil-box Is this 师采用实物情景导入法对your pencil-box? Yes,it is.”(师边说边拿一个学生的文具话。

盒)

Now look at the cards1．Learn new words

look/luk/

book/buk/

good/gud/

pencil-box/'penslbכks/

pen/pen/

pencil/'pensl/

教师展示单词卡片，并配合实物铅笔、文具盒、钢笔、

书分别让学生拼读，并有节奏地教读生词。

2.Play 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

师拿着一个学生的书包（里面有一本书）

T：Hi,xxx！Is this your bag?

S: Yes,it is.(师反复大小声领读Yes,it is.)

T：What's

in

it ?

S: A book .

T：Oh! It's

a

good

book.

教师再拿起那个学生的文具盒，并放在较远的地

方，指着文具盒。

T：Is that your pencil-box?

S: Yes,it is..

T：What's

in

it ?

S: A

pen

and

a pencil.(文具盒里事先放着一支

钢笔和一支式样新奇的铅笔)

T：Ah!

4.Ss listen and read after

the recorder.

T:Now Letˊs listen to the recorder.

Ss read after the recorder.

Ss read after T.

Step 3 Drills

（T and Ss have a talk in different role.(师生利用文

具分角色对话问答) 2. Deskmate have a talk in different role.(同桌两人利

用文具分角色对话问答) 根据关键词复述对话

3. 师出示Let′s

talk的配套图画，让学生复述。先集体复述，再指名复述。）

4. Ss act in different role.

Step 4 Consolidation and

development 抛学习用具游戏：教师事先收集一些学生的学习用品。让学生坐在座位上，老师背向学生抛学具物品，物品离手后转身面对学生。谁接到物品就和老师进行对话练习。Is this(that)your …?Yes,it is./No,it isnˊt，对话结束后，由他取代老师的位置，上前抛文具物品继续游戏。

此方法可扩展到其他需要两个人进行对话练习的语言点。

Step 5 Homework 同桌设置场景，用Is this(that)your …?Yes, it is./No, it isnˊt，自编自演对话。

Lesson 3.Is this your bag ? 板

Is

this

your

bag?

Yes, it

is. 书

Is

that

your

pencil-box? 设

计

Yes, it

is.

课堂氛围活跃，但是有些学生对于This和That发音不教

学

反

思

太标准，教师要多带读几遍，而且有些学生上课容易走神，教师需要经常关注她们，并随时提醒她们。

课时教学设计

课题名称

Lesson 3.Is this your bag?

课时安排

第

3

课时

教学目标

1、知识与技能：学习单词ruler

book

knife crayon，学习

句型Is this your …?Yes, it is./No,

it

isnˊt. 2.过程与方法：通过实物练习，使学生能够熟练运用句型：“Is this your …?Yes,it is./No,it isnˊt. 于日常交际。

3.情感态度与价值观：培养学生运用所学内容进行日常交际的能力和积极英语表达的习惯。

1、能听懂，认读单词ruler book

knife crayon

2、能用主题句型“Is this your …?Yes,it is./No,it isnˊt. 于日常交际。

重点难点

教具的使用

单词卡片，录音机及相关磁带、尺子、书、蜡笔、小刀等文具

教学方法

Game activity method, the situational method, task-based method, TPR method 教 学 流 程

二次备课

Step 1 Warming up

1 Free talk

2 Play a game Listen

and

do T says and Ss do T:Touch your pen. Touch your pencil.

Show me your pencil-box. Show me your book.

Show me your bag. Step 2 Presentation 1. T: Now look at the cards. 教师分别出示单词卡片ruler

book

knife crayon并配合实物反复教生读这些词

2.师手持这些文具，以Chant形式教学生学这些词

ruler ruler ruler

This is a ruler.

Book book book

This is a book. knife knife knife

This is a knife.

Crayon crayon crayon This is a crayon.

3. 师拿着一名学生的书

T：Hi,xxx！Is this your book? S: Yes,it is.

师再拿一名学生的尺子

T：Hi,xxx！Is this your ruler? S: Yes,it is. 师再拿一名学生的蜡笔

T：Hi,xxx！Is this your crayon? S: Yes,it is. 师再拿一名学生的小刀

T：Hi,xxx！Is this your knife? S: Yes,it is. Step 3 Drills 1.以“Chant”形式操练Let 's

learn内容。

ruler

ruler

ruler

Is this your ruler? Yes,it is. Book book book Is this your book? Yes,it is. Crayon crayon crayon Is this your Crayon? Yes,it is. knife knife knife Is this your knife? Yes，it is. 2.Ss take out their stationeries and have a talk in pairs 3.Play a game （猜自己的文具）

学生两人一组，师逐组让他们到前面分别把自己的文具

放到讲桌上。然后蒙上一名学生的眼睛。另一名学

Step 1 Warming up 表演对话

复习生词

生用

Is this your …?问，蒙上眼睛的学生答Yes,it is./No,it

isnˊt.答对了，提问的学生说“Yes”，下面的同学掌

声鼓励,老师奖励他Kitty Cat贴画一张。错了说“No”，

然后两人交换问答。

4.Sing the song “Is this a cat?”

Ss sing after the recorder.

用句型“Is this your knife

/my book/ his ruler/ her

crayon? Yes,it is.替换歌词，再次演唱。

Step 4 Consolidation and

development

Play a game (找失主)

教师事先收集一些班上学生的学习用品，放在讲桌上。

游戏开始教师说“Some Ss picked up some stationeries in

our classroom.Who lost them?”然后拿起一样文具问一名

课后找朋友表演对话

学生“Excuse me.Is this your …?”学生回答“Yes,it is./No,it

isn′t .”如果是，教师说“Here you are.”学生表示感谢

说“Thank you .”并且代替教师继续问，寻

找其它文

具的失主。

Step 5 Homework

运用句型：“Is this your …?Yes,it is./No,it isnˊt.与同学进行交际。

Lesson 3.Is this your bag ? 板

Is this your knife /my book/ his ruler/ her 书

crayon? 设

计

Yes，it is./ No,it isn′t.

本节课学生非常热情，而且积极回答老师问题，并且能够同教

学

反

思

桌之间互相提问题，堂课效果非常好。