第一课时教案示例
教学目标
能够掌握常见物品的英文表达
能够询问教室物品或文具名称并找到物主
能够综合运用所学句型汇报活动结果
教学向导
语言目标 学习策略与思维技巧 重点词汇
运用this /that 的一般疑问句及其答句；What 引导的特殊疑问句及其简略回答。 以游戏的形式，做出推理与判断，培养综合分析能力。 pencil, pen, book, eraser, pencil-case, backpack, ruler, key,ID card, baseball, watch, game, ring, computer, notebook
语言结构 语言功能 跨学科学习
Demonstratives this, that;What questions;Yes/No questions and short answersHow do you spell pencil?(Formulaic) 寻找物主 培养学生绘画和写作能力
主题词表
pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook
Extensive words:
textbook; exercise-book; ball-pen; compass; sharpener; rubber; glue; color-pen; sticker; highlight; ball-point; scissors; chalk; file; blackboard; ink; set- square; paper; pamphlet; peg.
重点句型
（1）Is this your pencil? Yes, it is./No, it isn’t.
（2）Is that my book? Yes, it is./ No, it isn’t.
（3）Is this/that her/his eraser? Yes, it is./ No, it isn’t.
（4） What’s this/ that in English? It’s a/an ……
（5）How do you spell pen? P-E-N.
主题思维图及任务型活动
课前准备
让学生收集并自学有关文具或教室物品的名词，并准备一些实物或图片。教师事先应对学生常用的文具有所了解，同时收集部分同学的物品，对于不能出示实物的用具则应准备一些简图。让学生挑选一件自己喜欢的物品或图片并为它制作一个英文标签，即写出该物品的英文名称；教师也可根据将学生学习新词时感觉困难的词语，制作自己的标签，将其放入学生的物品中；同时为各小组准备好活动用的纸盒或袋子。
Task One: Lead in---Learning words.
教学目的：学习有关文具的英文表达方式
需要学习和掌握的新单词与新句型：pencil, pen, book, eraser, pencil-case, backpack(背包), ruler, key, ID card, baseball, watch, game, ring, computer, notebook
1.Is this your pencil? Yes, it is./No, it isn’t.
2.Is that my book? Yes, it is./ No, it isn’t.
3.Is this/that her/his eraser? Yes, it is./ No, it isn’t.
4.What’s this/ that in English? It’s a/an ……
5.How do you spell pen? P-E-N.
Step 1: 出示实物或图片，问学生What’s this/ that in English?导入Task One中新词。（pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook ）板书目标词汇。
Step 2: 抽取学生中的文具由学生问，学生答；复习上一步所学单词。
Step 3: 从学生中收取一部分文具，引入句型Is this your pencil? Yes, it is./No, it isn’t.
或Is that my book? Yes, it is./ No, it isn’t. etc.
Task Two: Guessing game( Finding the owners)
教学目的：巩固目标词汇和Is this your pencil?
Yes, it is./No, it isn’t. etc.
复习What’s this/ that in English? It’s a/an ……
How do you spell pen? P-E-N.
Step 1: 每位学生将自己准备好的物品放进一个袋子里。
Step 2: 教师与一位学生做示范。为接下来的Group work 作铺垫。需要用到的句型打在屏幕
上。
Step 3: 学生开始做Group work。
Step 4: 展示各小组统计的结果，看哪组同学在规定时间内猜出的物品的主人最多。
Task Three: Competition.
教学目的：培养学生在一定语境下综合运用目标语的能力。
Step 1: 在小组内部将各自的文具汇集到一处。运用句型：This is my …….
Step 2: 交换小组成员。来自外组的同学负责寻找相关文具的主人。运用句型：Is this
your…..? Is this Jane’s ……?
Step 3: 完成下表并由Group Leader 进行汇报。
stationeryOwner sharpener Pencil-case eraser dictionary
Homework:
Write down a dialogue using the words and the target languages.
Preview the content of the next period.
Blackboard writing
Unit 2 Is this your pencil?
What’s this /that in English? It’s a/an……
How do you spell….?
Is this your/Tina’s backpack? Yes, it is. / No, it isn’t. It’s his/Mary’s.
教学点评：
本课是以寻找物主为主线，用实物或实物简图为学生提供尽可能真实的场景，让学生产生一定的体验，并在体验中学习、探究，课堂气氛活跃，学生学习兴趣高，学习效果也较好。同时教师为学生设计了一个任务链，加强了活动之间的联系，同时活动之间的层次分明，学生易于接受。本堂课成功的关键是教师课前准备到位，每一个环节都使学生感到新鲜、好奇，在这样一种心理因素的驱使下，学生乐学、好学，教学效果倍增。
第二课时教案示例
Teaching aims and demands
Knowledge: Demonstratives this, that;
What questions;
Yes/No questions and short answers
How do you spell pencil?
Moral education: care more about others, be polite and friendly to each other.
Ability: Identify ownership.
Key points:
Is this your/his/her book?
Yes, it is./No, it isn’t.
What’s this/that in English?
It’s an eraser/a notebook.
How do you spell it?
Difficult points
Is that Mary’s sharpener? Yes, it is.
What’s this/that in English? It’s a/an…….
Teaching methods: Task based
Step 1
Lead-in: What’s this in English?
It’s a/an………
Is this your pencil?
Yes, it is./No, it isn’t.
Ask Ss to ask group mates about this.
Give them a sample dialogue by listening to the tape.
Step 2
Before listening, give Ss 4 questions:
1.Is that pencil Sonia’s?
2.That’s Tim’s eraser, isn’t it?
3.Is this Jane’s ruler?
4.This is Tim’s pencil-case, isn’t it?
Listen to a dialogue. Ask the students to take notes. Then answer the questions.
Step 3 Listen to the dialogue again.
Ask the students some sentences they’ve got from the dialogue.
Write down the key sentences down on the blackboard
Step 4 Group work:
Ask the students to ask the group mates. Fill in a form as below.
stationery owner
pencil-case
notebook
pencil sharpener
.
Step 5
Ask the group leader to do a report, and the other students take notes.
Ask Ss to think about the reports the other students do.
Step 6 Homework：
To make a dialogue by using the target language.
To write a “Lost and found case”.
Blackboard writing:
Unit 2 Is this your pencil?
Is this/that your pencil? Yes, it is./ No, it isn’t.
What’s this/that in English? It’s a/an……….
How do you spell…….?
教学点评:
本节课主要从调动学生学习兴趣出发，为学生创设尽可能真实的情境，给学生充分发挥自我的空间。让学生在活动中学习英语。虽然教学内容本身并不难，但学生差异极大，若按照传统教学方法讲授知识，单纯教单词和句型，课堂会显得很枯燥。学生若没有兴趣，学生效果将大打折扣。
本课除了为学生创设了贴近他们实际生活的活动，而且将学生分成不同的小组，这样既加强了学生之间的合作，为学生提供了互相学习和互相帮助的机会，同时又使得学生的个性特长得以发挥, 也为更多的学生提供了参与活动、提高语言运用能力的机会。教学过程中，尽可能对学生的表现进行激励评价，进一步培养学生学习英语的自信心。