英语课文教学方案参考

———英语课文教学方案参考2）本领目标：A.能辨认物品的全部者；B.依据不同场景,能用英语对物品的所属进行提问和回答；C.能识别不同句式的语调（叙述句,疑问句）；D.培养学生听、说、读、写的本领及创新思维本领.3）情感目标：A.通过找寻主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格；B.通过开展小组活动,引导学生乐观与他人合作,相互学习、相互帮忙,共同完成学习任务.教学重点、难点重点：A.掌握批示代词this、that用法；B.掌握特殊疑问句和Yes/No问句及其简单回答.难点：学会写寻物启事和失物招领.课时布置第一课时SectionA1a—1c第二课时SectionA2a—4b第三课时SectionB1a—2c第四课时SectionB3a—4Self—check1—3PeriodOne课前准备老师：录音机，图片，物品实物.学生:实物（学习用品）.教学设计StepOne:Warmingup.（通过复习形容词性物主代词，把学生引入学习英语的情境中。）Learnthechant.T:Letssingthechanttogether.my是我的,your是你的,男他的是his,女她的是her；名词前面常站岗,限定所属有功劳.StepTwo:Newwords.（利用实物教学，使得教学过程自然、形象。）1.Presentthenewwords.T:Boysandgirls,lookatthisplease.WhatsthisinEnglish？（TeacherholdsapenintheEnglish.）S1:Apen.（SsmaysayitinEnglish.）T:Yeah.Itsapen.Andwhatsthis？（Theteacherholdsaneraserinthehand.）S2:Itsaneraser.（Teachtheotherwordssuchas“pencil,book,eraser,ruler,pencilcase,backpack,pencilsharpener,anddictionary”inthesameway.）2.Practicethenewwords.T:Now,pleaselookatthepicturesinyourbooks.Canyouputthewordswiththeobjectsintherightpictures？Writethelettersnexttothewords,please.（GiveSsabouttwominutestofinish1a.）T:OK,letschecktheanswers.Whocantellustheanswers？S2:…StepThree:Presentthedrills.1.Presentthedrill“Isthis…？Yes/No,itis/isnt.”（利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。）（Holdtheteacherspen.）T:Thisismypen.Isthisyourpen？S1:No,itisnt.Itsyourpen.T:（Holdthestudentspen.）Thisisyourpen.Isthisyourpen？S1:Yes,itis.Itsmypen.T:（Holdagirlspen.）Thisisherpen.Isthisyourpen？S1:No,itisnt.Itsherpen.T:（Holdaboyspen.）Thisishispen.Isthisyourpen？S1:No,itisnt.Itshispen.T:Thankyou.2.Practicethedrill“Isthisyour…？”inpairswithyourownschoolthings.Payattentiontotheuseofmy,your,hisorher.（利用学习用品练习句型，并加深对物主代词的理解。）S3:Isthisyour…？S4:…Itsmy…S3:Isthis…？S4:…Itshis/her…（Theteacherasksafewpairstopractice.）3.Presentthedrill“Isthat…？Yes/No,itis/isnt.”（利用老师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this，that的区别。）T:Thatismybook.Isthatmybook？（PutabookontheteacherstablesothattheSscanseeitclearly,andtheteacherstandsalittlefarfromthetable.）S5:Yes,itis.Itsyourbook.T:Thatishisbook.Isthatyourbook？（Putaboysbookonthetableandtheteacherinthesameplace.）S5:No,itisnt.Itshisbook.T:Thatisherbook.Isthatyourbook？（Putagirlsbookonthetableandtheteacherinthesameplace.）S5:No,itisnt.Itsherbook.（Teachandpracticethedrill“Isthat…？”anditsanswer.）4.Practicethedrill“Isthatyour…？”inpairswithyourownschoolthings.（通过练习，区别两个批示代词的用法。）S6:Isthatyour…？S7:…Itsmy….S6:Isthatyour…？S7:…Itshis/her…（Theteacheraskssomepairstopractice.）5.Listening.（进行听力练习，巩固所学的句型。）T:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.（Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.）T:Letschecktheanswers,OK？S8:（fromlefttoright）T:Thankyou.6.Practicethedrillsaccordingtothepicturesusing“hisorher”.（设置情景，使学生在情景中准确运用物主代词his或her。）（Showstudentsfourpictureslikethefollowings.见课件。）StepFour:Task“Haveacontest”.（把两个学生的文具混在一起，然后请他们分别挑出本身和同伴的物品，用的时间少者为胜者。选择物品的同时，要求学生用英语说出：Thisismy…Thatisher/his…）T:Illputyourthingsandyourfriendsthingstogether.Iwanttoseeifyoucanidentifywhichisyoursandwhichishersorhis.（Putthesamenumberofthethingstogether,andfirstaskthemtopickouttheirownthingsandtheirpartnersthings.Thenaskthemtogiveareport,usingthekeywordsandtargetlanguage.Onestudentpicksupthethingswhiletheothercountsthetimeaswell.）Languagesusedforthetask:1.Thisismy…2.Thatisher/his…StepFive:Summary.（编一个Chant，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant的节奏和一般疑问句的语调。）Chant.T:Inthisclass,wevelearnedthenamesofsomecommonpersonalpossessionsandhowtoidentifyownership.Letslearntosaythischant.Isthismybook？Ye