英语4A unit3教案
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4A unit3 A purse
The First Period （第一课时）
一、教学内容：
4A第三单元A Read and say
二、教学目标：
1能听懂、会说、会读单词a purse .
2能听懂、会说、会读日常交际用语Come here .Let me see .Not at all .Excuse
me ,„? I’m sorry .Sorry ,I don’t know .Where’s „? Perhaps he’s
/she’s in „where are you ?I’m „
三、教学重、难点：
1能听懂、会说、会读日常交际用语Come here .Let me see .Not at all .Excuse
me ,„? I’m sorry .Sorry ,I don’t know .Where’s „? Perhaps he’s
/she’s in „where are you ?I’m „
四、课前准备：
1．事先板书好课题Unit3 A purse
2．教学图片和卡片。
3．磁带、录音机、PPT
五、教学过程：
Step 1 Free talk
1.Greetings (师生之间常规问好)
2.Sing a song : 《We are happy bees .》
3.Free talk .(通过师生之间交谈，复习巩固1-2单元所学句型)
Step2 Presentation and practice
1. Sing a song <>
2. T: What a nice ruler! Xx, is this your ruler?
3. S: No, it isn’t.（3—4人）
4. T: Whose ruler is this? Let’s guess! First, let me try. I think it’s
Wang Shixuan’s. “Wang Shixuan’s”, can you guess what’s the
meaning?
S: 王诗萱的。
T: Yes. ’s表示某某人的。For example: 刘涛的，you can say
S：Liu Tao’s.
„. 修改案： T: Can you guess?
S: I think it’s „’s.
T: Oh, perhaps it’s „’s.
„
T: Teach“perhaps”Let’s continue to guess.
S: Perhaps it’s „’s
T: You can ask „
S1: Is this your ruler?
S2: No, it isn’t. Perhaps it’s „’s
Work in pairs：Is this your „? No, it isn’t. Perhaps it’s „’s.
5. T:（拿一学生的尺）Is this your ruler?
S1: No，it isn’t. It’s „’s.
T: „, is this your ruler?
S2: Yes, it is.
T: Here you are.
S2: Thank you.
T: Not at all. (Teach)
6. T: This ruler is „’s. But whose ruler is this? Perhaps it’s
Doraemon’s. Let’s ask Doraemon together.
S: Is that your ruler?
D: Yes, it is.
7. T: Oh, the ruler is Doraemon’s. But where’s he? Look.
S: 在教室里
T: He’s in the classroom.
Teach: in the classroom
T—S Practice
8. Doraemon has a big pocket. There are many things in his pocket. Do
you want to have a look?
You can say: Let me see (Teach)
9 . T: What’s this?
S: It’s a key. (Teach: key)
T: The key can open the door of the castle. Let’s go to the castle
and have a happy tour. OK?
S: OK.
10. Tour1: Happy guessing
Teach: purse
11. Tour2: Happy watching
It’s time to watch a cartoon. Pay attention, when you watch it, think
about the 3 questions.
(1). What’s that over there? (Teach: over there)
(2). Is that Nancy’s purse?
(3). Where’s Yang Ling?
Discuss with your partner.
12. Tour3: Happy reading First, read after the tape. Pay attention to your Pronunciation and
intonation.
Then read in roles.
12. Tour4: Happy trying
Liu Tao: Mike, what’s _______ over there?
Mike: _______ a storybook.
Liu Tao: Is that _______ _______?
Mike: No, it _______. Perhaps it’s David’s.
Liu Tao: _______ David?
Mike: _______ in the classroom. Let’s go and find him (找到他).
Liu Tao: Come _______, David. _______ this your storybook?
David: Let _______ _______. Oh, yes, it is. Thank you.
Liu Tao: _______ _______ _______.
13. Tour5: Happy helping
If you pick up something in the castle, can you find the owner? You can
choose one thing, use these sentences and make a dialogue.
A: Excuse me，＊＊, is this your„?
B: No, it isn’t. Perhaps it’s ＊＊’s.
A: ＊＊, is this your „?
C: Let me see. Yes, it is.
A: Here you are.
C: Thank you.
A: Not at all.
14. You are so kind. Let’s do this people. OK?
15. Today we have a happy tour. Are you happy? Sing a song
bees>.
Step 4 Homework .
1. 跟录音读A部分5遍。
2. 自编对话。
教学反思：
小学英语教学的主要途径是课堂教学，而课堂教学又是在教学活动中得以体现的。因此，设计有效的课堂教学活动是顺利达到教育目标的可靠保障。今天我所教授的内容是牛津小学英语Unit 3 A purse的第一课时，整个活动设计的围绕“.Not at all ..Where’s „? Perhaps
he’s /she’s in „where are you ?I’m „Perhaps it’s XXX’s.”这几个重点句型。在教授过程中，我摈弃了传统的填鸭式教学，为学生营造了一个轻松，愉悦的学习环境。
在课前热身阶段，我有意识的安排了《We are happy bees .》这首快歌曲的演唱，以此减轻学生对上公开课的紧张感。接着我以三年级学过的一首歌<>导入今天所要教授的内容，引出了新知识，为下文做了很好的铺垫。
在呈现新知阶段，我引用了之前歌曲中的出现的ruler,问：Whose ruler is this？很自然的引出了一个重要句型：Perhaps it’s XXX’s.并且让学生进行了操练。在操练中又引出了：Not at all.但是由于操练的不够，学生似懂非懂，Perhaps it’s XXX’s 这个句型学生掌握的不是很好。还是弄不清XXX’s就是某某人的。
由于考虑到学生的实际情况，注意力不能高度集中在一件事情上，于是我创设了一个情景让学生去问Doraemon，小尺是不是他的。立刻，学生的积极性就提高了。在问Doraemon的过程中，掌握了新句型：where are you ?I’m „紧接着，由Doraemon的口袋，引发了学生拿钥匙去城堡探险：Tour1 Tour2 Tour3和Tour4四个环节。由易到难，让学生在轻松的氛围中掌握了今天的新知。并且在最后一个环节Happy trying中，让学生对于今天的知识进一步巩固和吸收，不仅仅只是书本上的知识，而是能够融会贯通。
最后的Homework,我布置学生根据今天所学的句型，编一个对话，以此为学生提供更多的操练机会和充分展示的空间，引导他们讲所学知识和实际生活相结合，加大了语言的输出量
,使他们身临其境,各抒己见,从而达到学以致用的目的。
在上完课之后，我也意识到了一些需要改进的地方：一、语音语调方面，教授新单词时一定要注意培养学生静听、细看、再模仿的习惯，当学生朗读单词是，老师一定要观察学生的口型，以便及时纠正错误读音。对于语调的培养，可以采用升降符号，手势语来吸引学生的注意和模仿。二、重点句型方面，操练的不够。三、总结方面，对于课堂知识的最后总结，
也应少采取惯用的老师说，学生听的方法，而应多设计一些老师问学生答的过程，在这过程中，不光使学生主动投入到再次巩固复习本课时的教学内容中，也让老师再次了解学生对本课时教学目标的掌握情况。
