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初中英語公開課教案
作為一名優秀的教育工作者，編寫教案是必不可少的，借助教案可以讓教學工作更科學化。快來參考教案是怎么寫的吧！下面是小編收集整理的初中英語公開課教案，歡迎閱讀，希望大家能夠喜歡。
初中英語公開課教案1
【教材分析】
Module 8的主要內容為運用賓語從句和定語從句來描述畢業生晚會上的對話和寫作畢業晚會上的發言。從全書來看，本模塊是對以前賓語從句和定語從句的.總結和運用，著重引導詞的使用，讓同學們通過課堂學習活動來掌握其用法。
Unit 1 Here’s to our friendship!
【教學目標】
Knowledge objective
1. Words: handbag, beat, pardon, intend, fetch, pancake
2. Expressions: intend to do sth, for long, even ifAbility objective
能聽懂和閱讀關于介紹畢業生晚會的語言材料，能通過相關詞匯和圖片描述自己和他人的感受和打算;能編寫關于畢業晚會的對話。
Moral objective
學會傾聽他人畢業前的感受;感受同學之間的深厚友誼;培養對母校的熱愛之情。
【教學難點】
The use of “intend to do sth.”
【教學方法】
PWP method, task-based method and interactive approach
【教學手段】
A tape recorder, multimedia and some pictures
【教學過程】
Teaching Procedures:
Step 1 Lead-in
Ss look at the pictures and answer the questions.
How will you feel at the school-leavers’ party?
What are you going to show for your classmates?
Will you wear beautiful clothes to take part in the party?
What do you want to say at the school-leavers’ party?
Step 2 Consolidate new words
Look and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.
handbag n. 女用小提包
beat n. 節拍，拍子
pardon 請再說一遍
intend v. 計劃，打算
fetch v. 取來，拿來
pancake n. 薄烤餅，薄煎餅
Step 3 Look and say
Look at the pictures and answer the questions.
1. What is the special event?
2. What is everybody doing?
Step 4 Listening
1. Listen and answer the questions.
Where is Betty going tonight?
What are Betty and Tony going to do?
Why does Betty refuse to eat before she leaves?
2. Listen to Part 3 and answer the questions.
Is Lingling enjoying the party?
Who hang international flags on the wall?
Step 5 Reading
1. Read the dialogue and complete the notes.
Their feelings __________________________
The hall _______________________________
The music _____________________________
Their plans __________________________________________________________________
____________________________________________________________________________
The food and drink _________________________________________________________
2. Read the passage again and answer the questions.
1 Why is Lingling sad?
2 What makes the hall look wonderful?
3 What do they think of the music?
4 What are Tony’s plans?
5 What is on the menu?
6 What do they wish for when they raise their glasses?
Step 6 Complete the questions with the words in the box.
1. Read the questions carefully.
2. Complete the questions with the words in the box.
1 If you say ________, does it mean “Please say that again” or “I’m sorry”?
2 Do you think a(n) _________ is something to eat or something to drink?
3 If you ______ to do something, do you want to do it or not?
4 Do you think the ______ will be better than the past?
3. Ask and answer the questions in pairs.
Step 7 Everyday English
Let Ss say the everyday English that they have learnt in the passage.
? Pardon? 對不起，請原諒(用于禮貌請求別人重復自己沒聽清或不理解的話)
? I hope so. 在簡略句中，表示希望某事發生
? Good for you!(稱贊某人)真行，真棒
? Here’s to …(祝酒詞)為……的健康(或勝利)干杯
? Cheers! 用作祝酒語, 意為“干杯”
Step 8 Language points
Ss should master the main points from the passage in Part 3.If possible, let the students to say at first.
1. That’s a nice handbag.
handbag表示“(女用)小手提包”。
e.g. You’ll be more beautiful if you wear the red handbag.
如果拎上這個手提包，你會更漂亮。
2. Yes, I am, but I feel a bit sad.
a bit表示“有點…”。用來修飾形容詞或副詞。
e.g. It’s a bit cold today, isn’t it? 今天有點冷，不是嗎?
3. It’s got a great beat! 節奏太棒了!
beat指“(音樂、詩歌等的)節奏，節拍”。
e.g. Follow the beat, please. 請跟上節拍。
4. Pardon?
pardon表示“對不起，請原諒”。用于禮貌地請求別人重復沒聽清或沒聽懂的話。
e.g. -Where is the post office?
-Pardon?
5. Do you intend to stay in China for long,Tony? 托尼，你打算在中國待很長時間嗎?
intend to do sth. 表示“打算做某事”。
e.g. Finney intends to go to Australia next year if all goes well.
如果一起順利，芬尼打算明年去澳大利亞。
for long相當于 for a long period of time, 表示“很長時間”。
例如：-Have you been waiting for long?
-No, not for long. Only a few minutes.
6. And even if I go back to the UK, I’ll come back and visit you all.
即使我回到英國，我也會回來看你們的。
even if表示“雖然，盡管”, 相當于even though。
e.g. Even if I fail this time, I would try again.
即使我這次失敗了，我還要再試試。
7. Let’s fetch something to eat.
fetch表示“(去)取來，拿來”。
e.g. Your schoolbag is not here. Please go downstairs and fetch it.
你的書包不在這。請到樓下把它拿上來。
something to eat表示“吃的東西”。
Step 9 Listening
1. Listen and mark the pauses.
I’ll finish my high school education here, but I want to go back to my home
town one day. What are your plans, Daming?
2. Listen again and repeat.
Step 10 Read and listen
1. Read and mark the pauses.
Let’s raise our glasses. Here’s to our friendship, everyone … and to the future!
2. Listen and check.
Step 11 Ask and answer
Ask and answer the questions in Part 8 in pairs.
1 What are your plans and hopes for the future?
2 Are you going to have a school-leavers’ party?
3 What will you do on your holiday?
4 Will you miss your friends and classmates? Why or why not?
Step 12 Exercises
Let students do more exercises to master the language points.
1 -Would you mind lending me your pen?
- _________
A. Pardon? B. Let’s go.
C. I hope so. D. Cheers.
2 I like listening to the song because it has a great ________.
A. look B. pancake C. handbag D. beat
3 Betty intends ______ for America next month.
A. leave B. leaving C. to leave D. left
4 The cake is over there, ____ it for me, please.
A. take B. fetch C. carry D. with
Keys: ADCB
Step 13 Homework
仿照課文中的對話，用英文介紹一下你畢業后的打算。60詞左右
初中英語公開課教案2
一.教學內容：
復習Unit 7
二.教學重點：
1.復習一般過去時和過去進行時及區別。
2.反身代詞的用法。
3.頻度副詞在一般現在時中的應用。
4.重點詞組解析。
三.具體內容
(一)一般過去時和過去進行時的區別：
1.一般過去時常表示在過去某時發生的動作或存在的狀態(包括過去的習慣動作)，常與一般過去時連用的時間狀語有：just now, a moment ago, yesterday, last week/month/year, the day before yesterday及表示過去的時間狀語從句。
e.g. I met her in the street the day before yesterday.
Ex. Hangzhou is a nice city. My dad me there when I was about ten years old.
A. pulled B. caught C. took D. brought
2.過去進行時常用的'時間狀語有：at that time/moment, at this time yesterday, at +點鐘+yesterday,時間狀語從句。
e.g. What were you doing at seven yesterday?
Ex. I on the computer when Jim came to see me yesterday evening.
A. draw B. drew C. was drawing D. am drawing
3.一般過去時往往表示某一動作已經發生，而過去進行時卻表示動作在持續。
e.g. She wrote a letter to her friend last night.
She was writing a letter to her friend at nine last night.
Ex. –Why didn’t you give me a phone call?
-- I . But nobody answered the phone.
A. do B. did C. will D. have
注意：下面幾種情況不用一般過去時而要用過去時：
1)表示過去某一階段的經常性動作。
Tom was studying in Paris last term.
2)與always連用表示贊美，厭煩等感情色彩時。
e.g. John was always coming to school late.
3)用來描寫故事發生的情景。
It was a dark night. The wind was blowing hard and the rain was falling heavily. A young man suddenly appeared on the riverbank. He wanted to cross the river.
4)when作并列連詞，表示“這時(突然)”之意時，第一個并列分句用過去進行時，when引導的并列分句用一般過去時。
I was taking a walk when I met him.
5)go, come, leave, start, arrive等動詞可用過去進行時表示過去將來的含義。
I was leaving for Wuhan that day.
Ex. (1)It was warm, so I (take) off my coat.
(2)John (take) a photograph of me while I (read).
(3)Jane (wait) for me when I (arrive).
(4)Sue wasn’t hungry, so she (not eat) anything.
(5)It was hard work to carry the bags. They (be) very heavy.
(6)When I was young, I (want) to be a bus driver.
(二)頻度副詞在一般現在時中的應用。
表示動作發生的頻率程度的副詞叫做頻度副詞，如seldom, always, often, sometimes等。一般常用在一般現在時中，放在be動詞，情態動詞及第一個助動詞之后，實義動詞之前。
e.g He is seldom ill.
You must always remember this.
Do you usually go to school on foot?
有時為了加強語氣，頻度副詞也可以放在句首。
e.g. Sometimes she goes to school by bus and sometimes she goes to school by bike.
Ex.
1.– Does Liu Hua ever guess the meanings of English words?
– No, he guesses the meanings of new words. He uses his dictionary all the time.
A. usually B. always C. never D. sometimes
2. English people use Mr. Before a man’s first name.
A. never B. usually C. often D. sometimes
3. If you want to learn English well, you must use it as as possible.
A. often B. long C. hard D. soon
4. She always gets up early and so she is late for school.
A. sometimes B. usually C. never D. often
5. I believe what he says.
A. don’t always B. always don’t C. not always D. always not
6. –I hate vegetables. I eat them.
– But they’re good for your health. You should often eat them.
A. seldom B. often C. usually D. always
7. The sun rises in the east and sets in the west.
A. never B. often C. seldom D. always
8. –Does Liu Hui do his homework in the afternoon after supper?
– . He does his homework after supper.
A. Yes, usually B. Yes, always C. Never, always D. No, sometimes
9. The rich are not happy.
A. never B. sometimes C. usually D. always
10. She always finishes her homework on time. She leaves it for tomorrow.
A. never B. sometimes C. usually D. seldom
(三)反身代詞的用法三忌。
1.反身代詞不能表示“某人的(東西)”之意，因為反身代詞沒有所有格形式，不能作定語。表示“某人自己的”，須用one’s own.
e.g. I saw the accident with myself eyes.(F)
I saw the accident with my own eyes.(T)
2.反身代詞不能作主語，但可以作主語的同位語，起強調作用。
Herself is a teacher.(F)
She herself is a teacher.(T)
3.反身代詞作賓語同位語時，只能放在賓語之后，做主語同位語時既可放在主語之后也可放在句末。當主語和賓語在人稱,數和性別方面相同時，反身代詞只能放在主語之后，否則，強調的重點將發生轉移。
e.g. He himself went to see the artist.(F)
He went to see the artist himself.(T)
有用的詞組：
teach oneself自學enjoy oneself玩得高興help oneself隨便吃
say to oneself自言自語hurt oneself傷著自己dress oneself自己穿衣
by oneself獨自地for oneself為自己Ex.
1. Be careful not to hurt . It’s a new knife.
2. I don’t need any help. I can do it all by .
3. –Did you enjoy ?
– Yes, we enjoyed very much.
4. She thinks more of others than of .
5. He is too young to teach English.
6. Help to some cakes, children.
(四)重點解析。
1. I hope to see you next week.
hope to do sth./that從句
e.g. She hopes to get a job overseas.
I hope you won’t be late.
2. There are many different ways to show respect to older people.
show respect to …
e.g. I have the greatest respect for you.
I respect you for your honesty.
3. All the buildings are supposed to provide special facilities for people in wheelchairs.
be supposed to do
e.g. You’re supposed to pay the bill by Friday.
provide sth. for sb.
Can you provide some drinks for us?
4. Do you give up your seat to an older person on a bus or a subway?
give up sth.
e.g. She didn’t give up her job when she got married.
5. Don’t you say “Please” when asking someone for something?
ask sb. for sth.
e.g. Jim always asks mom for some money.
Ex.
1. He hopes a doctor when he grows up.
A. / B. to being C. to be D. being
2. There are some people who don’t show respect the old in society.
A. to B. in C. at D. of
3. Bill give a lecture on Saturday afternoon.
A. is supposed to B. was supposed to C. be supposed to D. supposed to
4. The government will provide food and drinks the people who suffer poverty.
A. to B. for C. with D. on
5. The doctor asks the old man to smoking for it is bad for his health.
A. give up B. put up C. get off D. put down
6. She always asks her mother something to eat.
A. to B. for C. at D. on
[課堂練習]
連詞組句，適當變換詞形。
1. doesn’t, she, early, get up , mind
_______________________________________
2. likes, by, brother, my, travel, train
_______________________________________________
3. like, take, to, I, a, bus
________________________________________________
4. in, live, they, the, prefer, country
________________________________________________
5. at, home, I, today, stay, to, prefer
_______________________________________________
6. feel, like, I, grandparents, my, visit
_______________________________________________
初中英語公開課教案3
教學目標
知識與能力
Section A的主要內容是學習“詢問和談論別人或自己喜好的學科并給出理由”;學會合理地安排自己的作息時間。
過程與方法
采用Imitating and repeating,Practicing,Comparing和Role playing的學習策略,利用教學圖片、幻燈片或制作多媒體課件來展開課堂Pairwork問答式的口語交際活動或調查活動,談論各自所喜歡的學科或其它的事情并給出理由。
情感態度價值觀
Section A的學習內容貼近學生的學習生活,談論的話題是喜歡的學科。通過互相詢問和談論彼此所喜歡的學科,可以增進同學之間的了解和友情并培養學生熱愛學習、熱愛科學的思想和良好的學習、生活習慣。
教學重、難點及教學突破
重點
學習“詢問和談論別人或自己喜好的學科并給出理由”。
語法難點
What,Who和Why引導的特殊疑問句的構成和使用。
教學突破
Section A重在通過使用what和why引導的特殊疑問句,對彼此所喜歡的學科進行詢問和談論以及對理由進行詢問和談論。對于what引導的疑問句學生已經學習過,基本掌握其結構,通過比較異同,學生可容易接受why引導的疑問句結構和用法。
教學準備
教師準備
準備各學科的教科書或圖片或幻燈片;設計課后鞏固練習的幻燈片;制作反映各門學科特征的課件,將聽力部分的內容插入,通過介紹學科來引入新課。
學生準備
準備一份班級的課程表;制作一份英語課程表。
教學步驟
(1課時)
一、第一教學環節:情景創設。導入新課
教師活動
學生活動
Section A的主要內容是學習“詢問和談論所喜歡的學科”和“詢問并給出理由”的語言結構。在導人新課時,可采取視聽導入法和提問式導人法。
1.出示各門學科的教科書或封面圖畫或幻燈片或播放課件,教學或回顧一些學科名詞:What subject is it? It’s English/…。
2.出示各門學科的教科書或封面圖畫或幻燈片,然后說:My favorite subject is English.,再詢問學生:What’s your favorite subject?,引導學生作出回答,從而引出本部分的重點目標語言結構。
3.引導學生將1a部分的學科名詞與圖畫中的活動場景進行搭配,完成1a部分的教學任務。
4.一邊仔細觀看各門學科的教科書或封面圖畫或幻燈片,一邊聽老師的介紹,或一邊觀看課件,一邊聽介紹,回答老師的'問題,跟著老師讀,學習一些學科名詞。
5.一邊觀看各門學科的教科書或封面圖畫或幻燈片,一邊認真聽老師的陳述,然后回答:My favorite subject is …,開始學習目標語言。
6.將la部分的學科名詞與圖畫中的活動場景進行搭配,完成la部分的學習任務。
二、第二教學環節:師生互動,學習探究
教師活動
學生活動
1.播放lb部分的錄音讓學生聽,引導學生根據所聽到的內容,圈出所聽到的學科名詞,完成1b部分的教學任務。
2.引導學生展開Pairwork活動,完成lc部分口語交際的教學任務,學會運用What引導的特殊疑問句詢問和談論喜歡的學科。
3.播放2a部分的錄音,引導學生根據所聽到的內容整理對話,完成2a部分的教學任務。
4.播放2b部分的錄音,引導學生完成對話,將學科名詞與描述性形容詞進行搭配,完成2b部分中的聽力訓練任務。
5.引導學生根據自己的看法將表格中的學科名詞與描述性形容詞進行搭配,完成2c部分的教學任務。
6.引導學生展開Pairwork活動,完成2d部分口語交際的教學任務。讓學生先閱讀對話,再進行問答練習,運用What’s your favorite subject? Why do you like…? Because it’s…等目標語言,完成2d部分的教學任務。
7.引導學生閱讀對話,根據提示從方框內選擇適當的詞語完成對話,學習Who is your science teacher?等目標句型,完成3a部分的教學任務。
8.引導學生展開Pairwork活動,完成3b部分口語交際的教學任務。要求學生先通過調查,詢問同伴最喜歡的學科和教師,然后填寫表格,復習運用所學的目標語言。
1.聽lb部分的錄音,根據所聽到的內容,圈出所聽到的學科名詞,完成lb部分的學習任務。
2.展開Pairwork活動,完成1c部分口語交際的學習任務,學會運用What引導的特殊疑問句詢問和談論喜歡的學科。
3.聽2a部分的錄音,根據所聽到的內容整理對話,完成2a部分的學習任務。
4.聽2b部分的錄音,根據所聽到的內容完成對話,將學科名詞與描述性形容詞進行搭配,完成2b部分中的聽力訓練任務。
5.根據自己的看法將表格中的學科名詞與描述性形容詞進行搭配,完成2c部分的學習任務。
6.展開Pmrwo~活動,完成2d部分口語交際的教學任務。先閱讀對話,再進行問答練習,運用What’s your favorite subject? Why do you like…? Because it’s…等目標語言,完成2d部分的學習任務。
7.閱讀對話,根據提示從方框內選擇適當的詞語完成對話,學習Who is your science teacher?等目標句型,完成3a部分的學習任務。
8.展開Pairwork活動,完成3b部分口 語交際的學習任務。先通過調查,詢問同伴最喜歡的學科和教師,然后填寫表格,復習運用所學的目標語言。
三、第三教學環節:合作交流。鞏固提高
教師活動
學生活動
引導學生進行調查活動,讓學生調查父母最喜歡的一些事情,然后填寫表格;再向全班同學介紹或互相談論。通過這種方式,練習運用所學目標語言,完成4部分的教學任務。
進行調查活動,調查父母最喜歡的一些事情,然后填寫表格;再向全班同學介紹或互相談論。通過這種方式,練習運用所學目標語言,完成4部分的學習任務。
本課總結
本課采用Imitating and repeating、Practicing、Comparing和Role playing的學習策, 利用教學圖片、幻燈片或制作多媒體課件來展開課堂Pairwork問答式的口語交兩動或調查活動,談論各自所喜歡的學科或其它的事情并給出理由。通過互相詢問、談論彼此所喜歡的學科,可以增進同學之間的了解和友情并培養學生熱愛學習愛科學的思想和良好的學習、生活習慣。
初中英語公開課教案4
一、教材分析：
1、教材的地位及作用：
第二冊第五單元第二節課，本單元圍繞做“比較”( Makingcomparison) 這個題材開展多種教學活動，它與上一單元聯系緊密，是它的延續。本節課是本單元的重點，表示數量的some,few的比較。通過學習的比較等級，進一步加 深對比較等級的語法現象的理解和運用。同時通過some,few比較等級在陳述句與疑問句中的操練，進一步提高學生聽、說、讀、寫綜合素質能力。
2、教學目標：(知識目標、能力目標、德育目標)
知識目標：
(1)學習、掌握some,few的比較等級;
(2)學習單詞strong。
能力目標：提高學生聽、說、讀、寫及知識自學的綜合能力。
德育目標：教育學生熱愛勞動。不勞無獲(No pains,no gains)。
確立教學目標的依據：
根據英語教學大綱規定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎知識和為交際初步運用英語的能力，激發學生的學習興趣，為進一步學習打好初步的基 礎。此外，根據我國國情和外語教學大綱的`要求，現階段外語教學的素質教育主要包括思想素質教育、目的語素質教育、潛在外語能力的培養、非智力因素的培養等四方面。
3、重點與難點：
重點：學習表示數量some, a few的比較等級。
難點：some, a few的比較等級在實際生活中的應用。
確立重點與難點的依據：
根據教學大綱的要求，及本課在教材中所處的地位和作用。
二、教材處理：
根據以上對教材的分析，同時針對中國學生學習外語存在一定困難的實際情況。首先給學生創造外語語言氛圍，身臨其境地把學生帶到農場里。同時激發學生學習興 趣，使學生在參與農場的一系列活動中，掌握知識。最后通過做游戲對學生所學知識點進行訓練，從而達到鞏固知識的目的。
三、教學方法：
通過五步教學法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內容。展開以教師為主導，以學生為主體的師生雙邊活動。
四、教學手段：
主要以現代化電教手段--多媒體輔助教學，貫穿整個教學過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。
五、教學程序：
1、新課導入
為了激發學生的學習興趣，引起注意，拉近師生距離，首先告訴學生這節課我將帶他們去一個有趣的地方，并請他們依據我的提示猜測要去哪里?當學生猜出去農場 時， 我們便“上車”， 一路歡歌(PickingApples)去農場。隨著“嘎”的剎車聲，電腦打出農場全景， 給學生一種身臨其境的感覺，導入正課。
2、新課的講解
本課利用多媒體教學手段展示了一幅幅色彩逼真、形象生動的畫面，配有汽車聲、動物的叫聲，栩栩如生。以學生在農場里勞動為主線，通過樹上結多少蘋果，學生 摘多少蘋果，卡車運多少蘋果筐，以及勞動后學生吃多少蘋果的比較，將some,few的比較等級在一系列既關聯又相對獨立的語境中詳細講解，反復演練，使 學生全面掌握。其中多媒體展示的動畫部分更具特色，充分地調動了學生的積極性，吸引了全體學生的注意力，達到了教育教學目的，培養學生思想素質、情感素質 和英語語言素質。
3、反復操練和鞏固應用
為了調動學生的積極性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多種不同方式操練鞏固。使學生處于積極思維的狀態之中，全方位、多角度培養學生運用英語的能力。
4、反饋練習
本課的又一次高潮是將游戲與練習有機結合，融為一體。設計下棋游戲，棋盤為20個格，每格均為在蘋果園里勞動的情景，并配有本課的重點--比較等級的練習 題。棋盤的上一男一女分別代表男生和女生兩大組，值得一提的是決定男女生在棋盤上走幾步的轉盤，是用本課重點詞匯fewest,fewer,a few,some,more和most組成，使學生在玩中進一步體會數量some,a few的比較等級的運用。學生通過轉輪，邊做游戲邊做練習，寓教于樂，極大地激發學生學習興趣，同時鞏固了學生所學的知識。
5、歸納總結
本課除了板書所呈現的重點內容外，又把本課內容濃縮成韻律詩形式，巧妙地總結本課重點、難點，學生又通過優美的旋律、音韻動力聽的節奏。進一步鞏固，加強對本課內容的理解和運用。
6、展示板書
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
本課以素質教育為目的，結合教材重點、難點及英語學科特點，利用多媒體輔助教學，從視、聽、說等方面使學生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達到初步運用英語交際的能力。
初中英語公開課教案5
教學內容
本單元圍繞著“Is this your pencil?”這一主題開展聽、說、讀、寫等多種教學活動，其教學核心內容是“確認物主”。通過本單元的教學，使學生學會辨認物品的所有者，學會根據場景詢問物品的所屬，以及英語中對應的表達法，學會寫尋物啟事和失物招領。教師應著力培養學生能在日常交際交往中有效地使用語言進行表達，與他人溝通信息，為今后學習打下堅實的語言基礎.
教學目標
1)知識目標：
A.學習并掌握指示代詞: this、that;
B.學習What引導的特殊疑問句;
C.學會Yes/No問句及其簡單回答;
D.學會句型：---How do you spell pen? P-E-N.
2)能力目標：
A.能辨認物品的所有者;
B.根據不同場景,能用英語對物品的所屬進行提問和回答;
C.能識別不同句式的語調(陳述句,疑問句);
D.培養學生聽、說、讀、寫的能力及創新思維能力.
3)情感目標：
A.通過尋找主人的游戲和失物招領等活動,培養學生拾金不昧的良好的品德及健康向上的人格;
B.通過開展小組活動,指導學生積極與他人合作,相互學習、相互幫助,共同完成學習任務.
教學重點、難點
重點：A.掌握批示代詞this、that用法;
B.掌握特殊疑問句和Yes/No問句及其簡單回答.
難點：學會寫尋物啟事和失物招領.
課時安排
第一課時Section A 1a-1c
第二課時Section A 2a-4b
第三課時Section B 1a-2c
第四課時Section B 3a-4 Self-check 1-3
Period One
課前準備
教師：錄音機，圖片，物品實物.
學生:實物(學習用品).
教學設計
Step One: Warming up.(通過復習形容詞性物主代詞，把學生引入學習英語的情境中。)
Learn the chant.
T:Let’s sing the chant together.
my 是我的,your是你的,男他的是his,女她的是her; 名詞前面常站崗,限定所屬有功勞.
Step Two: New words.(利用實物教學，使得教學過程自然、形象。)
1. Present the new words.
T: Boys and girls, look at this please. What’s this in English?
(Teacher holds a pen in the English.)
S1:A pen.(Ss may say it in English.)
T: Yeah. It’s a pen. And what’s this?
(The teacher holds an eraser in the hand.)
S2:It’s an eraser.
(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)
2. Practice the new words.
T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)
T: OK,let’s check the answers. Who can tell us the answers?
S2:…
Step Three: Present the drills.
1. Present the drill “Is this…?Yes/ No,it is/isn’t.”(利用實物引入句型，使用不同人的物品來引入形容詞性物主代詞和名詞的`搭配的用法。)
(Hold the teacher’s pen.)
T:This is my pen.Is this your pen?
S1:No,it isn’t.It’s your pen.
T:(Hold the student’s pen.) This is your pen. Is this your pen?
S1:Yes,it is. It’s my pen.
T:(Hold a girl’s pen.) This is her pen. Is this your pen?
S1:No,it isn’t. It’s her pen.
T:(Hold a boy’s pen.) This is his pen. Is this your pen?
S1:No,it isn’t. It’s his pen.
T: Thank you.
2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your, his or her.(利用學習用品操練句型，并加深對物主代詞的理解。)
S3:Is this your…?
S4:…It’s my…
S3:Is this…?
S4:…It’s his/her…
(The teacher asks a few pairs to practice.)
3. Present the drill “Is that …? Yes/ No, it is/isn’t.”(利用教師所站位置的不同來引入批示代詞that的用法，并從位置關系上讓學生準確理解this ，that的區別。)
T:That is my book. Is that my book?
(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)
S5:Yes, it is .It’s your book.
T:That is his book.Is that your book?
(Put a boy’s book on the table and the teacher in the same place.)
S5:No, it isn’t.It’s his book.
T:That is her book.Is that your book?
(Put a girl’s book on the table and the teacher in the same place.)
S5:No,it isn’t.It’s her book.
(Teach and practice the drill “Is that …?” and its answer.)
4. Practice the drill “Is that your…?” in pairs with your own school things.(通過練習，區別兩個批示代詞的用法。)
S6:Is that your…?
S7:… It’s my ….
S6:Is that your…?
S7: …It’s his/her…
(The teacher asks some pairs to practice.)
5. Listening.(進行聽力練習，鞏固所學的句型。)
T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)
T: Let’s check the answers, OK?
S8:(from left to right)
T: Thank you.
6. Practice the drills according to the pictures using“his or her”.(設置情景，使學生在情景中準確運用物主代詞his或her。)
(Show students four pictures like the followings.見課件。)
Step Four: Task “Have a contest”.(把兩個學生的文具混在一起，然后請他們分別 挑 出自己和同伴的物品，用的時間少者為勝者。挑選物品的同時，要求學生用英語說出：This is my…That is her/his…)
T:I’ll put your things and your friends’ things together. I want to see if you can identify which is yours and which is hers or his.
(Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)
Languages used for the task:
1. This is my…
2. That is her/his…
Step Five: Summary.(編一個Chant ，便于學生進一步識記本節課所學的重點詞匯和語言項目。注意應強調Chant 的節奏和一般疑問句的語調。)
Chant.
T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.
Is this my book? Yes, it is.
Is that your ruler? No,it isn’t.
Is this her pencil? Yes, it is.
Is that his erase r? No,it isn’t.
Homework.
Read the new words and the target languages presented in this class and say the chant to improve your spoken English.
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