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Lesson 3 Is this your bag?一、教学重点1.语音元音音标/H/2.词汇和短语book, good, pen, pencil (听说认写)pencil box (听说认)3.句式1)—Is this your...?—Yes, it is. / No, it isn’t.2) —What’s in it?—A ... and a ...二、PPT使用说明第一课时Warm upP2 英文歌曲Head, shoulders, knees and toes? 在文件包里有相应的歌曲视频。
ReviewP3 复习上节课学习过的单词。
Listen, point and readP4 先呈现中间的音标/H/, 教师教授学生发音规则，并告知字母oo组合有时发短音/H/。
再依次呈现含有本音标读音的单词及相应图片，带领学生拼读单词并感知中文释义。
P5 呈现更多含有该音标读音的单词，让孩子自己练习拼读。
P6 游戏：小熊回家。
让孩子先记忆每只小熊音标所对应的单词位置，然后点击鼠标（盖上房子），让学生根据自己的记忆帮每只小熊找到自己的家。
P7 根据所给图片提示完成句子。
既复习了本课所学单词。
又将单词放在了句子中。
为下一课时句式的学习做铺垫。
SummaryP8 本课时小结。
第二课时ReviewP10 复习上节课所学音标和单词：根据手指所指方向说出对应单词。
Lead inP11 用之前所学习的What’s this? It’s ... 句型引出Is this ...?句型。
Let’s talkP12 学习Let’s talk模块的第一个重点句型Is this ...? Yes, it is./No, it isn’t.P13 学习Let’s talk模块的第二个重点句型What’s in it? It’s a ...P14-P15 学生听录音跟读对话，然后进行齐读——分组朗读——单人朗读等朗读训练。
P16 用图片替换对话中的名词，让学生根据图片提示完成对话。
Lesson 3 Is this your bag?Teaching Hours3课时Period OneTeaching Aims1．知识与技能:学习元音音标/u/和辅音音标/ð/,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2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.Teaching Important Points and Difficult Points1．元音音标/u/和辅音音标/ð/正确的发音.2．能正确拼读包含这2个音素的单词音标.Teaching Aids音标卡,单词卡片,录音机,相关磁带及含有单词的动物头饰.Teaching ProceduresⅠ．Warming up1．Free talk2．Sing the song "The short vowel song".Teacher and students sing together.Ⅱ．Presentation1．Teacher Shows the short vowel cards.Let students read.2．Teacher shows the word cards.Let students spell together.3．Learn a new short vowel /u/.Teacher shows the card "/u/".Teacher shows the card "–oo–/u/".Teacher shows the word cards "look /luk/, cook /kuk/, good/gud/, book/buk/".4．Teacher shows the vowel cards "/e/, /u/, /i/, /כ/, /۸/"again.再次让学生读这些元音音标.老师再次出示卡片"/e/"让生再次读,同时又出示单词及音标卡.Ⅲ．DrillsPlay games1．Listen and do师说音标,生举卡片2．Looking for friends让学生以组的形式到前面来,老师每人发一个上面有词及音标的头饰foot /fut/, good/gud/, this /ðis/, desk /desk/…学生看了该词之后,戴到头上,然后师分别说音标/e/, /u/, /ð/.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.Ⅳ．Consolidation and development1．让学生朗读本课学习的音标.2．绕口令.(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 likes his cookery book.He will read his cookery book.Period TwoTeaching Aims1．知识与技能:学习单词,让学生能听懂,会说,会读,能正确理解,掌握对话内容,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 isn't."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.Teaching Important Points and Difficult Points1．能听懂,认读单词,能正确理解对话内容,并能朗读和初步表演对话.2．能运用句型Is this(that)your…? Yes, it is. / No, it isn't.于日常交际中.Teaching Aids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Teaching ProceduresⅠ．Warming up1．Free talk2．Sing the song "Is this a cat?"Teacher and students sing together.Ⅱ．PresentationT: Today we'll learn Lesson 3 Is this your bag?Now look at the cards1．Learn new words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.Teacher says, students 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．Teacher and students 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. (老师反复大小声领读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.T: Ah!4．Students listen and read after the recorder.Ⅲ．Drills1．Teacher and students have a talk in different role.2．Desk mates have a talk in different role.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．Students act in different role.Ⅳ．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 isn't."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.Homework同桌设置场景,用"Is this(that) your…? Yes, it is. / No, it isn't"自编自演对话.Period ThreeTeaching Aims1．知识与技能:学习单词,学习句型Is this(that) your…? Yes, it is. / No, it isn't.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 isn't. 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. Teaching Important Points and Difficult Points1．能听懂,认读单词.2．能用主题句型Is this(that) your…? Yes, it is. / No, it isn't. 于日常交际.Teaching Aids单词卡片,录音机及相关磁带,尺子,卷笔刀,橡皮,小刀等文具.Teaching ProceduresⅠ．Warming up1．Free talk2．Play a gameListen and do.Teacher says and students do.T: Touch your pen. Touch your pencil. Show me your pencil-box. Show me your book. Show me your bag.Ⅱ．Presentation1．T: Now look at the cards.教师分别出示单词卡片并配合实物反复教学生读这些词.2．老师手持这些文具,以chant形式教学生学这些词.Ruler, ruler, ruler, this is a ruler.Eraser, eraser, eraser, this is an eraser.Sharpener, sharpener, sharpener, this is a sharpener.Knife, knife, knife, this is a knife.3．老师拿着一名学生的橡皮.T: Hi, xxx! Is this your eraser?S: Yes, it is.老师再拿一名学生的尺子.T: Hi, xxx! Is this your ruler?S: Yes, it is.老师再拿一名学生的卷笔刀.T: Hi, xxx! Is this your sharpener?S: Yes, it is.Ⅲ．Drills1．以"chant"形式操练Let's learn内容.2．Students 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.另一名学生用"Is this/ that your…?" 蒙上眼睛的学生答: "Yes, it is. / No, it isn't."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?"Students sing after the recorder.Ⅳ．Consolidation and developmentPlay 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 students picked up some stationeries in our classroom. Who lost them?" 然后拿起一样文具问一名学生"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.Homework运用句型"Is this (that) your…? Yes, it is. / No, it isn't."与同学进行交际.。
Lesson 3 Is this your bag同步练习（)1. Is this ____ pencil-box?A. youB. yourC. he（)2. 一Is this a crayon?一Yes , ____ is.A. itB. thisC. he（)3. 一Is that a ruler?一No , _ isn't.A. thatB. thisC. it（)4. _______in it?A. WhatB. What'sC. How（) 5. It's ______book.A. a goodB. good aC. Good1. Your Is bag that ?①②③④⑤_____________________________2. Is a cook He .①②③④⑤_______________________________-3. Book a good It is ．①②③④⑤⑥_______________________________4. In it What is ?①②③④⑤_________________________________（) What colour is it ?（) A pen.（) What's in it?（) Oh , yes , it is.（) It's red.（) Hello, Tom ! Is this your pencil-box?( )1. 当你想知道这是不是Tom的书包时，你该怎么去问Tom？A. Hello,Tom! Is this your bag?B. Hello, Tom! What's in your bag?( )2. 当你想知道同学的自行车是什么颜色时，你会怎么问他?A. What colour is your bike?B.It's black.( )3. 当你想让同学猜猜你文具盒里有什么时，你会怎么对大家说？A. Is this your pencil-box?B. What's in my pencil-box7 Please guess.( )4. 当别人问你那是不是你的椅子时，你会怎么回答？A. Is that your chair?B.Yes, it is.1. o o l k ______.2. o b o k _______.答案和解析1.B2. A3. C4. B5. A1. ②④①③⑤2. ④①②③⑤3. ④⑤②③①4. ③④①②⑤5432611. A2. A3. B4. B1.look 看2. book书。
小学英语科普版四年级上册《Lesson 3 Is this your bag?》优质课公开课教案教师资格证面试试讲教案
1教学目标
1学习单词:look book good pencil-box pen pencil, eraser, sharpener, knife, crayon
Drills: Is this / that your… ? Yes, it is. / No, it isn’t.
2.让学生能听懂,会说,会读,能正确理解,掌握对话内容,并能朗读,初步表演对话。
2学情分析
从学生的好奇心和求知欲入手,我先利用文具设疑激趣,通过猜谜游戏为学生营造一个自然、有效的情景,很好地导入了本课的教学重点,再通过学生的自主学习make sentences加以操练,从浅入深,不断拓展,有效地培养了学生的发散性思维及创新能力,然后由词过渡到短语,然后再融合到句型中,以此来培养学生实际运用语言的能力。
最后又利用课件设计一个“说说猜猜”的游戏,也极大地激发了学生的主动参与性与学习热情,真正做到学以致用。
3重点难点
重点:能够听懂,认读单词eraser,sharpener,knife,crayon、能正确理解对话内容,并能朗读和初步表演对话。
难点:能理解答的句并灵活运用。
4教学过程
4.1第一学时
教学活动
1【导入】Lesson 3 Is this your bag
Step 1. Warming-up 热身
Sing the English song ‘If you’re happy.’together.
[ 热身环节充分抓住小学生活泼好动的特点,让他们马上融入到老师为他们精心营造的英语学习氛围中,激发学习兴趣与求知欲。
同时为今天的学习做好了铺垫。
]
Step 2. Presentation呈现
1.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.
3、通过以前学过句型:Is this a sharpener? 和Show me your ruler.引出今天的两个重要单词:this, your. 从而进一步引出本课的重点句型: Is this your knife? 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)
2、听听读读猜猜,让学生猜出今天要讲的新词汇:eraser, sharpener, knife.
3、师走进学生,用学生的文具或小刀进行提问,引导出该句型的回答:
Yes, it is. No, it isn’t.
4、带领学生进一步熟悉掌握该问答句型,并在此基础上加以拓展。
5、利用课件,以This is a pencil-box. 对比 That is a pencil-box. 请生自我理解,并讲出this 和 that 的用法区别。
[ 授新环节由浅入深,层层递进,并以生自主学习的形式充分发挥学生的想象力和创造力,使每位学生都对这个句型结构有了一定的感知,同时适时的评价极大地增强各小组的参与和竞争意识,以评价促思维,利于知识的拓展。
]
Step 3. Practice 操练
Make sentences by yourselves. (发挥学生的想象力和创造力,真正使用英语。
)
Work in two.(二人合作,根据句式练习问句及其回答)。
Ask and answer.(根据课文内容师问生答。
回答正确者提出表扬并奖励其所在组。
) Read the drills---role play---act(齐读句型、同桌合作问答,表现突出的小组再进行奖励。
[ 操练起到了发展学生智力,培养学生能力的作用。
学生能做到平淡之中见创新,进一步掌握并学会本课问句来进行交际运用。
]
Step 4. Consolidation 巩固
A game.“ What’s behind it? Do you know?”
[ 这个环节的设计紧紧抓住学生的兴趣点,让学生学在其中,乐在其中,有效巩固新学句型。
]
Step 5. Homework
同桌设置场景,用Is this(that)your …?Yes,it is./No, it i snˊt,自编自演对话。
