Unit 4 Whose football is it?教学内容概述

Teaching design Title Unit 4 Whose football 课型/课时

is it ? New/The first period 1.

Ss can master the new words“kite,robot”,the new phrases

Teaching aims

“toy car ,his football”and the new dialogue “Whose …is it ?It’s…”s.His …is….”by making situation. 2.Ss can read and act the new dialogue of “Listen and say”by working in groups.

3.Foster the Ss’ability of cooperation with others. Important Ss can use the new dialogue“Whose …is it ? point It’s…’s.His …is…. ”correctly and freely. Difficult Ss use “his”and “her”in real situation. point Knowledge Ss know the difference between “his”and “her”. links 教

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教学内容及教师指导

学生活动及设计意图

Step1.

Warming up and

Revision. 1:T says “Hello”to Ss. 2.T directs Ss to play.

Ss say “Hello”to T Ss play a game.

旧知的复习3:T shows CAI and directs Ss to Ss look at the pictures and 激活了学生say.

make sentences.

的思维，为新知的呈现起

“It’s …’s…. Her…is….”

到了很的铺垫作用。

Step2 Drill. Presentation and

Ss practice the new word

“football”

利用多媒体Ss guess:It’s Li Ming’s 课件创设情football/Bob’sfootball/Liu 境，学生探索Gang’s football. 新知的欲望

非常强烈，积Ss read the sentence: “It’s Bob’s.”

Ss answer“It’s Bob’s.”

极主动地进行学习。真实的情境可以更好地帮助学生理解、感知单词、短语和句型，教学中词不离句，句不离目标，目标与实际T does the action and say a Ss guess :It’s a football. riddle.

T makes situation and directs Ss to guess whose football.

T shows the answer:It’s Bob’s.

T asks Ss“Whose football is it ?”and directs Ss to answer and understand the new

T directs Ss to practise.

sentence“Whose football is it ?”

Ss practise the new sentence“Whose football is it ?”

T directs Ss to make the Ss make the dialogue: Whose 紧密结合，便dialogue.

football is it ?It’s Bob’s. 于学生更好

地掌握. T asks Ss “What color is the Ss answer“It’s black and

football ?”

white.”

T says “Yes.His football is Ss practise the new phrase

black and white”and teaches Ss “his football”. “his football”

Ss read the sentence“His

football is black and white”

T shows CAI and teaches Ss the Ss practise the new phrase

new phrase“toy car”

“toy car”.

answer “It’s Li Ming’s”

T makes situation and asks Ss Ss “Whose toy car is it ?”

T shows a sentence

Ss fill in the blanks: His toy car is green.

为学生创设对话情景，学愉T directs Ss to make the Ss make the dialogue“Whose 生在自由、dialogue.

toy car is it ?It’s Li 快的氛围中Ming’s.His toy car is 与同伴儿展green.”

开会话练习，

T leads Ss to look at

the Ss answer “A kite.”

screen and asks Ss “What is Ss it ?”

practise the 使所学语言new 得到了灵活实际应用。

word“ kite.”

T makes situation and asks Ss Ss answer “It’s Liu

“Whose kite is it ?”

T shows a sentence

Gang’s”

Ss fill in the blanks:

His kite is yellow and black.

T directs Ss to make the Ss make the dialogue“Whose

dialogue.

kite is it ?It’s Liu

Gang’s.His kite is yellow

and black.”

T shows CAI and teaches Ss the Ss practise the new word new word“robot”

“robot”.

T makes situation and asks Ss Ss answer “It’s Henry’s.”“Whose robot is it ?”

T directs Ss to say the Ss say the sentence: sentence

His robot is red.

T directs Ss to make the Ss make the dialogue“Whose

dialogue.

Step 3. Practice robot is it ?It’s Henry’s.

His robot is red.”

T directs Ss to listen and Ss listen first and then 各种形式的answer“Whose football is it ?”

answer “It’s Billy’s.”

练习全方位

T plays the recorder T directs Ss to practise.

T directs Ss to read.

Ss listen and repeat.

有效地提高学生的听、说、读的技Ss practise the new dialogue 能，小组间的in groups.

合作更好地提高了综合Ss read the new dialogue with 语言运用能their partners. 力,培养了学

T directs Ss to guess the Ss guess the missing words 生与他人合missing words.

and read the dialogue 作交流的能力，体现了教学面向全体。

together.

Step4. Consolidation and

Extension

T shows CAI and directe Ss to Ss find and try to practice

find and say

the

dialogue“Whose …is 拓展环节的it ?It’s…’s.His/Her…isFind and Say…”

可以使所学

Ss make new dialogues with 内容得以活their partners. 用。Guessing game让学生在玩中巩固新知，记忆深T shows CAI and plays a game Ss guess whose pet is it. with Ss

T directs Ss to sum up.

T shows the homework:

Ss sum up the importance and 刻。

read together.

1.

Write the new phrases and Ss finish the homework after 有效的作业words. class. 可以帮助学生更好地掌握和巩固重点，强化记忆，使课堂教学得以延伸和补充。

板

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2.

Read the new dialogue with

partners.

Unit 4 Whose football is it ? Whose ..is it ? It’s …’s. His /Her…is…

教

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反

思

本节课的教学重点是单词“kite,robot”,短语“toy car ,his football”和句型“Whose ..is it ?It’s …’s.His /Her…is …”.从单词、句型的复习，到新知的呈现，再到练习、巩固环节的构思和设计

，都十分严密。学生在猜、玩、游戏中掌握了知识点，活化了难点，可以灵活地把单词、句型应用到实际生活当中进行交流。这节课基本达到了预期的教学目的。整节课我都力争抓住学生，吸引学生，让学生积极参与到课堂活动中来。鼓励他们在合作中学会与他人交流，从而使学生的思维协作和创新精神等综合素质得到发展。。

“教学永远是一门遗憾的艺术”，整节课下来还是感觉有好多地方不尽如人意。在细节方面的处理还不够巧妙，如：在整个的教学过程中，与部分学生的互动不是很顺畅，自身不能兼顾所有学生，特别是对学困生的引导与点播不够好。

请各位老师多提宝贵意见，以助我快速成长提高！

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Unit 4

Whose football is it ?

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绥中县实验小学

赵春宏

2017年9月