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外研版小学英语三年级起点第二册教案Ⅰ

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外研版小学英语三年级起点第二册教案Ⅰ

篇1：外研版小学英语三年级起点第二册教案Ⅲ

外研版小学英语三年级起点第二册教案Ⅲ

Module8 Unit1 It’s hot in summer. 一、教材分析本课是《新标准英语》三年级起点第二册第八模块第一单元：《It’s hot in summer》，学生要学习并掌握季节和天气的单词，并通过一系列的课堂活动，创造语境，让学生把单词运用于句子中，学会用天气的单词描述季节，并介绍在该季节中适合进行的活动。二、教学内容本课是《新标准英语》三年级起点第二册第八模块第一单元《It is hot in summer》，学生要了解四季的表达法:spring/summer/autumn/winter，同时要了解四季的主要天气特征：warm/hot/cool/cold，懂得四季中人们常见的活动：We fly kites in sping.等等。三、教学对象分析三年级的学生活泼好动，好奇心强，喜欢表现自己，通过一段时间的学习，初步掌握了一些基本的单词。能根据教师的简单的个人指令做游戏，做动作，能交流简单的个人信息，对新语言表现出好奇心与兴趣，但是，他们也存在着稳定性较差，注意力不易长时间集中，掌握的知识不牢固。需要通过各种教学方式反复的练习，不断强化才能巩固所学的知识。四、教学目标 1、知识目标：能听、说、读本节课的新单词、新句型。 2、情感目标：在语言教学中培养学生热爱生活，热爱大自然，积极乐观的生活情感态度。 3、能力目标：在语言教学中培养学生探究、自主、合作的学习方法以及在实际生活中运用语言的能力。 4、学习策略目标：培养学生主动学习的能力和合作学习的策略，在一定的语境中能用学过的英语进行交流。五、教学重点：学习认识有关季节和天气的单词：spring, summer, autumn, winter, warm, hot, cool, cold. 掌握 “It’s spring. It’s warm in spring. We fly kites in spring.”等新句型。六、教学难点：句型在生活中的灵活运用。七、教学准备：CAI，图片，四季名胜的图片作为奖品。八、教学设计总思路以“为了每一位学生的发展”的宗旨，在教学中借助网络教学，运用了TPR教学法、情景教学法、快乐教学法、任务型教学法等，强调语言运用，注重能力培养，突出兴趣激发，重视双向交流，重视知识的灵活拓展，通过说一说、唱一唱、做一做、画一画等形式将英语教学与音乐、美术、信息技术有机地整合，从而引导学生探究式、自主式、合作式地参与整个教学活动。让学生在活动中感知，在情景中体验，在运用中实践，充分发挥学生的自主性，创造性，使学生主动参与到求知的行列中来。九、Teaching steps:(教学步骤) Step One: Warm up（课前热身） 1、Greetings. What ’ s the weather like today?What do you do at the weekend?等 2、Sing a song----We wish you a happy Christmas. (设计意图：以歌曲激发学生的学习兴趣,调动学习积极性。创设情景，通过师生，生生交流，帮助学生温习旧知，同时训练学生的听说能力，激发学生兴趣，培养学生在实际生活中运用语言的能力，为新课教学打下伏笔。) Step two：Look at the CAI. （欣赏四季,引入课题.）自动呈现教学主题“Seasons and weather”学生通过看卡通短片，浏览了一年当中四个季节的.变换，认识有关季节和天气的单词， spring, summer, autumn, winter, warm, hot, cool, cold. 教师板书课题： SEASONS AND WEATHER (设计意图：课件采用动画的形式进行教学。美丽的画面及可爱的人物形象，令人赏心悦目，使学生有如身临其境，从而激发学生的学习兴趣。学生可以一边欣赏动画，一边反复跟读操练。以这种方式引出新单词的学习，不但使学生感到有兴趣不觉得枯燥做作，而且给学生营造了一种相应的氛围。) Step Three: Presentation（新课学习） 1、看完卡通短片后，提出问题： T: Now. Everybody, Who can answer my questions? How many seasons are there in a year? Ss: Four seasons. T: Very good! There are four seasons in a year. Now, What are they? Please say it in Chinese. Ss: 春, 夏, 秋, 冬. T: Yes! They are spring , summer, autumn and winter. 教师板书： spring ,summer , autumn , winter 1、教师出示单词卡片,教授单词.并且采用多种方法进行练习,如开火车,回音壁,升降调, 看口型猜单词等. (设计意图：通过单词卡片、采用课件动画的形式进行教学。在教师的指导下学会这些单词。 ) 2、助多媒课件做游戏：猜猜看 What ’ s the season? 学习句型:It’s spring/summer/autumn/winter. (设计意图：利用课件巧妙、自然地引出本课与天气有关的新句型，学生初步从音、形、意上整体感知所学单词和句型。) 3、T：How do you feel in spring/summer/autumn/winter? Who can tell me？ Ss: (学生做出很舒服的样子) T: Good! It’s warm in Spring! Follow me ’warm’(出示单词卡片,教授单词warm.并且一边读单词一边做出很舒服,暖和的表情,动作). 学习：It’s warm in spring.It’s hot in summer. It’s cool in autumn.It’s cold in winter. (设计意图：通过形象有趣的表情，让学生理解不同天气有关的英语表达。整合学生所学知识，将活动与各个季节的特点相联系。在整体感知、学习的基础上，教师设计各种活动，帮助学生不断复习巩固新词，感知新句，学生在活动中运用所学语言进行交际，体验语言学习的过程，学生的思维能力，创新能力，合作能力在活动的过程中同时得到发展。) Step Four: Practices.（朗读操练） 1、Let’s chant Spring, spring, spring, spring is warm. Summer, summer, summer ,summer is hot. Autumn, autumn, autumn, autumn is cool. Winter, winter, winter, winter is cold. (设计意图：设计这个活动，主要是帮助学生不断复习巩固新词。学生跟着节奏边拍手边读，简单易学，琅琅上口，同时轻松地复习巩固了单词。) 2、Play a game First time, the teacher do some actions, ask the students to guess it, what is teacher doing? go swimming, go cycling, play football, play basketball, play table tennis, watch TV. T: Then, this time, I say the words, you do the actions.T: Now, Please answer my question. What do you do at the weekend? S1: We go swimming at the weekend. S2: We play football at the weekend. S3: We... T: What do you do in Spring? S1:We go clcying in Spring. S3: We... (设计意图：教师根据教学内容的特点，采用了全身动作法、让学生根据自己的生活经验自主表演、大胆模仿踢球、投篮、乒乓球、游泳、骑车、看电视等各种运动动作，让学生在不知不觉中运用What do you do in…?句型，并能大方自然地运用于交际中。让学生自主选择自己喜欢的运动并主动与他人交流让学生在兴趣盎然的积极情感中习得语言。 ) Step Five:学习课文 1、Listen to the tape. Ask them to open their books. Look at activity 1: Listen, say and point.The first time, ask them just listen. The second time, ask them listen, point and repeat. 完整地听对话一次，让学生尽可能记下主要句型的语音语调，并在书上标出。这样做，有助于语感的形成。 2、Read after the tape. Sentence by sentence （一句一句跟机仿读，帮助学生强化对语音语调及内容的记忆。齐声朗读，巩固、强化语音语调。） 3、Get some pairs to read. 活动形式：请几对学生朗读，开展语音语调的仿读评价。通过评价，加强学生对语音语调的重视。 4、Listen and do it利用课件让学生听句子，然后选择正确的季节图片并说出所听到的句子。 (设计意图：游戏是英语课堂教学不可缺少的教学手段之一。“ Copy 不走样”是英语游戏中的经典，每一次都能极大地刺激学生的视听器，引导学生说一说，做一做，达到“教学做”统一。) Step Six: Make similar dialogues.（知识活用） 1、转盘游戏：围绕本课的主题季节与天气，转盘游戏包括春、夏、秋、冬四个部分。让学生在转盘游戏中，根据所转到的季节进行口语交际。 (设计意图：采用课件游戏的形式，为学生创设一个轻松、愉快的课堂氛围。转盘游戏，整合学生所学知识，将活动与各个季节的特点相联系。引导学生围绕本课话题展开讨论，培养学生的口语交际能力，激发学生爱英语、学英语、说英语的学习热情。，进一步巩固本课所学知识，发挥学生的想象力和动手动口能力。进一步扩宽学生的视野，陶冶情操.一堂成功的英语课，必须能够给与学生的思维一个自由驰骋的平台。按部就班的传授，只会使学生丧失创造能力和自我学习的能力。) 2、请用What’s your name? What’s your favorite season? What do you do in…? 完成这份调查表。 name favorite season What do you do in…? (设计意图：《新课标》倡导要探究、自主、合作式的学习。在学习本课新句型时，这三者达到了高度地统一。“ 任务型教学”是一种“为用而学，用中学，学了就用”的新的教学途径。本课的扩展活动是要求学生表达自己在四季中进行的活动，在这里我采用自由互问法来讨论，尊重了学生的个人情感，并能更准确的体验知识语言。) Step Seven:Homework 1、家人及同学谈论喜爱的季节和天气。 2、Paint the four seasons.。 (设计意图：英语学习需要语境 ,发挥家庭的特殊作用,既有利于孩子与父母的交流,也可以监控学生学习情况。自制画（相）册能将课堂所学向课外延伸，提高学习兴趣“四季”是丰富多彩的，让学生在合作学习的基础上，动手调画出树在四季的不同颜色，答案可以是不一样的，教育学生热爱生活，保护大自然。) 十、板书设计 Unit 1 It’s hot in summer . spring summer autumn winter warm hot cool cold Module8 Unit2 It’s hot and sunny today. 一、教学内容本课是《新标准英语》三年级起点第二册第八模块第二单元《It is hot and sunny today》，学生能认读单词：sunny/windy/rain/snow,能用“It is …today”描述天气，表演唱歌曲：Rain,rain,go away. 二、教学对象三年级学生三、教学目标

篇2：外研版小学英语三年级起点第二册教案Ⅰ

外研版小学英语三年级起点第二册教案Ⅰ

Module 1 Unit 1 It’s the ABC songs. Teaching aim: Describing the alphabets Teaching importance and difficulty: alphabets Vocabulary: favourite, song. Letters: A--Z Teaching steps: 一、Warming up: 1. Sing songs: Good morning! Please stand up! 二、Revisions: Free talk 1. T: Hello,…, how are you? S1: …. 2. T: Hi, good morning! What’s your name? S2: …. How old are you? … 3. T: Hello, …, how are you? S3: …. Point to the window, please. … Point to the door, please. … 4. T: Hi, good morning! S4: …. What’s this ? …. What colour is it ? …. T: Oh, yes, it’s …. Do you like …? I like …, too. We can also say, My favourite colour is …. What’s your favourite colour? 你最喜欢的颜色是什么？启发学生用It’s ….来回答问题。教授新词favourite.再问: What’s your favourite song? 你最喜欢的歌曲是什么？教授新词song. 三、New lessons: 1. T : My favourite song is the ABC song. OK, today we’ll learn the new lesson: Module 1 Unit 1 It’s the ABC song.（板书课题）Now turn to page 2, listen to the tape carefully. Ok, Can you find the new words: favourite and song. Ask the kids to underline the new words. 2. T: OK! Look at the screen, read the letters after me. 先按字母表顺序教读，再按歌词的顺序教读。Ask the kids to read the letters together, then ask some of them to read. 2. T: Now listen to the tape again, read and sing together. (twice) 四、Games: 1. 快速说出字母：(1) 让学生快速读出容易混淆的字母。(2) 教师说出一个字母，让学生快速说出后一个字母。 2. 读字母游戏：教师出示一组组字母，让学生大声朗读出来, 看看是否正确。 3. 猜字母：只给出字母的一小部分让学生猜。五、Homework: 1. Listen to the tape 3 times and read or sing the song loudly. 2. Recite the letters. 3. Prepare Unit 2. Module 1 Unit 2 My favourite toy is a car. Teaching aim: Talking about favourite things. Teaching importance and difficulty: My favourite toy is a car. Vocabulary: toy, car, ship, doll Teaching steps: 一、Warming up: 1. Sing ABC song. 二、Revisions: 1. Recite the letters together. 2. Recite the letters one by one. 3. 教师出示字母卡片，学生快速读出字母。 4. 教师说出一个字母，学生快速说出后一个字母。 5. 快速读出字母。屏幕上一个一个出示字母，每个字母用不同的颜色表示, 每出现一个字母, 问What’s this? What colour is it ? f, a, v, o, u, r, i, t, e, yes, it’s favourite. My favourite colour is red. What’s your favourite colour? 启发学生用It’s ….来回答问题。同样方法出现 t, o, y, yes, it’s a toy. 三、New lessons: 1. T: Do you know toy? （出示卡片）Teach the new word: toy and my favourite toy. 2. T: There are lots of toys, doll, ship, car, computer game. Teach the new words. (game: What’s missing?) 最后一次时，教师说：My favourite toy is …. 问学生: What’s your favourite toy? 启发学生用It’s a ….来回答问题，引入新课你知道Amy最喜欢的玩具是什么吗？（板书）My favourite toy is a car. 3. Open the books and turn to page 4, listen to the tape first, underline the new words. 看幻灯片，将单词与相对应的汉语连线，请学生到前面来完成练习，边做边问，What’s your favourite colour? Now listen, point and read. (twice) 4. Ask the kids to read the sentences one by one. 5. Ask the kids to talk about their favourite things, using: My name is …. My favourite toy is …. After talking, teacher says, This is …. Her / His favourite toy is …. 四、Teach the chant in Students Book P5. Listen and do. 五、Homework: 1. Listen to the tape 3 times. 2. Read the text loudly. 3. Prepare Module 2. Module 2 Unit 1 they’re monkeys 一、教学内容分析作为第一课时，本节新授课的学习内容是关于动物的Dialogue ，由于内容比较简单，教师可以抓住时机，把本课时变成新授，听力及拓展学习相结合的学习过程。本课时基本不存在比较难的新句型，主要设计到了描述动物的句型：What’s this?It’s…/What are they?They’re…句型，学会日常用语交际，重点要操练其用法。二、教学目标 1、语言知识目标（1）能听、说、读、写本节课的词语。（2）能听、说、读本节课的课文内容。（3）进一步巩固What’s this?It’s…/What are they?They’re…句型。 2、语言技能目标（1）能用所学的知识描述不同动物名称及其特征。（2）学生通过学习，能流利朗读和背诵课文。 3、学习策略目标通过玩游戏、猜动物和小组合作等方式，完成本节课的学习。 4、情感态度目标变被动学习为主动学习，在英语学习活动中形成主动开口说英语的习惯，体验用英语进行交际的乐趣。三、教学重点 1、本节词语和句型 2、在情景中运用big,small,fat.3、课文对话的理解与运用。四、教学难点描述动物的特征人称的变化，能运用所学单词句型谈论各种动物，让学生在练习中得以掌握。五、课型听说读写综合运用六、课时安排一课时七、教具准备 1、教师准备教材配套的录音带。2、教师准备教学课件。3、教师准备所学动物类单词卡片（或玩具）、图片和动物头饰。4、学生准备相关的动物玩具及面具。（每人至少一个）八、教学过程（一）热身／复习（Warm-up/Revision）教师用动作比划单词，孩子看一看，举出相应的单词卡片。孩子在小组中做游戏。 (二) 呈现新课（Presentation） 1、导入：熊猫来跟大家打招呼，欢迎小朋友去zoo参观：Good morning, I’m Jingjing. Nice to meet you.让生也跟熊猫打招呼，复习hello,I’m…,nice to meet you.句型。让生跟着熊猫一起去公园走一走，看一看。 2、齐读课题：Module 2 zoo/Unit 1 They’re monkeys 3、出示一张有着很多动物的动物园照片，问生都知道他们分别是谁？然后展示动物是如何介绍自己的，让生学会注意倾听，学会动物名称。 4、让生自学单词，师范读，教读，学生个别读，小组读，掌握其读音。 5、Guessing game （1）孩子们把自己的毛绒玩具都摆到讲台桌上，请一个孩子描述自己的玩具，大家猜一猜。小组比赛的形式进行，哪组在规定的时间里猜到的多，就获胜。（2）出示一张张的动物图片，遮住大部分部位，让学生猜是什么动物。用英文猜出，在玩游戏的同时掌握单词。 6、Look at this animal.What’s this?(幻灯片出示：老虎) Yes,It’s tiger.Look at it.It’s big. （板书出示单词：big It’s big.）教读（OK，now follow me带动作big。） OK，there is another animal coming.what’s this?(狮子、大象，举一反三) 幻灯片出示猴子图片，look at the animal，What are they?they’re monkeys,学生说出：It’s small. 同样，教师做出“小”的手势。让学生明白动物特征。幻灯片出示熊猫图片，Look ，it’s panda,it’s fat.让生学会fat的意思和用法。 7、Read the text with partners. Try to recite the dialogue. 展现课件，上面很清晰地打出对话，跟一个学生做一个例子给全班孩子看，然后出示四张图片，请孩子仿照老师的例子跟同桌造对话。（图片上会出现一些新的动物单词，拓展学生的单词量）。 8、趣味操练 (Practice) （1）将课件中的声音关闭，为其中的人物配音。（2）让学生拿出事先准备好的'玩具。先将学生手中的各个玩具单词说一说，然后教师做示范请一名学生上讲台前，教师指着学生手中的玩具说： Look ！It’s tiger.It’s big，之后，请几个能力较强的学生说说手中动物玩具。（3）让学生以小组为单位，继续练习简单小动物的句子。在此处，教师提示学生注意What’s this?It’s…/What are they?They’re…句型，教师请每组派两名学生到讲台前表述组里的人或小动物玩具。（4）做Let’s play 部分的练习。按照课本中所呈现的方式，教师先拿出一个小猪的面具，请一名学生到讲台前戴上面具，扮演“小猪”，让另两名学生问关于“小猪”的话，教师带领学生做游戏，通过游戏的形式让学生连锁记忆，从而复习小动物情况的句子。 9、课堂评价 (Assessment)做活动手册练习。 10、扩展性活动(Add-activities) 教师把学生带到室外，做传球说物的游戏。将学生分为3―4组，每组围成一个圈，每圈的学生分一个气球，学生听音乐传球活动，当音乐停止时，手中拿到球的学生则抽取问题，问题的内容为：介绍某某人或某某小动物。回答问题的同学用Look ！It’s…的句子来表述。（三）表扬总结，结束全课。（四）Homework: 抄写本节课的单词： (课前让学生准备动物玩具、头饰，采用游戏形式把学生迅速带入到英语课堂。由于教学内容比较简单，单词只是四种动物及其三个形容词，新句型有：What’s this?It’s…/What are they?They’re…所以在进行本课时的教学设计的时候，我把新课内容变成了兴趣操作内容，改变了传统的教学方式，让学生既能在学习新课的同时又能进行有趣而生动的游戏及对话操作训练。新课的难点部分则设计在游戏当中解决并操练，为接下来的课文朗读练习做好铺垫。本课时主要操练内容的侧重点放在What’s this?It’s…/What are they?They’re…句型的熟练掌握上，因此，在本节课的教学设计里，请学生发挥其主动性，最后延伸到其他我们生活中常见的动物练习。整节课的每个教学环节力求做到过渡自然，一环紧扣一环，层层铺垫，层层加深，学生在做中学，学中做，真正做到有兴趣学，学有所得。 (课前让学生准备动物玩具、头饰，采用游戏形式把学生迅速带入到英语课堂。由于教学内容比较简

篇3：外研版小学英语三年级起点第二册教案Ⅱ

外研版小学英语三年级起点第二册教案Ⅱ

Module 4 Food Unit 1 Do you like meat？ Teaching aims(教学目标): 1.Get the students to master the following words and sentences:meat,rice,noodles,fish milk. Do you like…? Yes, I do. No, I don’t. 2.Get the students to use the sentence patterns to ask about likes and dislikes. 3.Through activities, the teacher should cultivate the students’ spirit of competition and cooperation. Important points(教学重点): The mastery of the new words and sentences. Difficult points(教学难点): The students can use the sentence patterns to ask about likes and dislikes. Teaching aids(教学准备)： Multimedia computer, tape recorder, some objects ( meat, a pear, an orange, an apple, pencils, pens, table tennis) cards( fruits cards, basketball, football, teddy , cars, ships and so on) Teaching procedures(教学过程)： Step1 Warm-up Activities 1. Greetings. 2. Sing a song.(old Macdonald song) 3. Have a competition between groups. Step2 Presentation and Practice 1. Yes, I do./ No, I don’t. (1) Yes, I do. T: (熊猫头饰) I’m a…. Look, I’m very fat.(with gestures) So, I like basketball. Do you like basketball? S: Yes… T: Yes, I do. CAI―Yes, I do. 贴卡片Yes, I do. (2) No, I don’t. T: Do you like…? S: No… T: No, I don’t. (Have the students answer the question.) CAI―No, I don’t.. 贴卡片No, I don’t. (3) Little chant. T: Follow me, Do, do, do. Yes, I do. Don’t, don’t, don’t. No, I don’t.(With gestures) 2.New words―meat, rice, fish, noodles,milk .. (1) meat (2) T: Do you like meat? (CAI present meat.) S: Yes, I do./ No, I don’t. T: What’ this? (CAI present noodle.) S: It’s noodles. Let many students answer the same question. T: Do you like noodles? S:… Writing on Bb: noodles. Read after the teacher. High―low voice. T: Point to the bananas. (3) pear. T: What color is it? (Point to the banana) S: It’s yellow. T: Any other yellow fruits? ( With gesture) S: Pear. T: What’s this? What’s that? S:… T: Do you like fish? Writing on Bb: fish Read after the teacher. Point to… (4) milk T: What does Ms Li like? Guess with “Do you like…?” S: Do you like…? T: I like milk. Do you like milk? Ss:… T: milk, can you read? Apple: … T: Anymore? S: … T: Do you like milk ? Writing on Bb: milk . Read after the teacher. Point to… (5) rice T: (CAI present rice) Are they meat? Ss: No, they are’t. They’re rice. Writing on Bb: rice. Read after the teacher. Point to… T: rice, rice, do you like rice? S: Yes, I do. T: rice, rice, do you like rice? S: No, I don’t. (6) Fast reaction. T: Little teacher. Who can try? （叫一名学生发令，其他学生在下面指。） (7) Play a game.（大脑风暴） T: Let’s play a game. Guess, Stop at which picture? （屏幕上的物体出现后马上消失，让学生猜最后哪张图片不会消失，会停下来。） 3.Sentence: Do you like…? T: Do you like pears?（接上面的游戏最后梨子停下来。） Ss:… T: Make sentence.(Right hand: Do you like… Left hand: picture) S:… 贴卡片：Do you like T: Magic eyes. (手持一张图片快速闪过，让学生用Do you like… 这个句型和他所看到的单词联合成一个完整的句子。) Step3 Consolidation 1. Play a game. (猜卡通人物的喜好―屏幕上有各种物体，学生随意选择一种并用句型Do you like…?提问。猜对了，课件出示声音: Yes, I do. 反之：No, I don’t.) 2. Output. (1)Listen to the tape, point and tick. (2)Check the answers. (3)Listen and repeat. Step4 Task 1. Chain game. (1)T: Boys and girls. You did a good job. Now, Let’s play a game. First, Who wants to play with me. (2)The teacher play with students. (3)Let the students play the game.（老师手持秒表制造紧张气氛） (4)T: Which group is the winner? Step5 End 1. Count the fruits. 2. T: Class is over. Bye-bye, boys and girls. Module 4 Unit 2 Does Daming likes bananas? 教学程序：Teaching Procedures （一）Revision: 请学生展示自己制作的食物类新单词卡片，并把新单词教给全班同学。（二）Warmer: 1．教师事先准备一些水果的实物，出示实物，看学生能否说出这些水果的英文名称。 2．教师指着香蕉说：This is a banana.请学生重复句子。 3．以相同的方式介绍新单词：pear,orange,apple. 4.教师可以编成儿歌的形式，带领学生熟练单词，如：Pear,pear,pear,do you like pears? （三）New lesson: 1．教师拿着苹果，对一位女生说：Do you like apples?该女生回答：Yes,I do./No,I don’t.接着教师指着该女生，问全班学生：Does she like apples?引导全班学生回答Yes,she does./No,she doesn’t. 2.教师以同样的方式出示不同的水果，带领学生继续操练句型：Does he/she like…?及其回答：Yes,he/she does./No,he/she doesn’t. 3.出示挂图，请学生听SB Unit 2活动1的录音。放第一遍录音时，请学生看着图听一听，课文录音针对哪些人物哪些水果提出了哪些 4.请学生上前指着挂图提出问题，其他学生试着回答。 5．放第二遍录音，请学生边听边指向相应的图片。 6．请学生合上书，再放录音，每个问题后停顿，看学生是否记得答案。 7．继续放录音，让学生检查自己的回答是否正确。 8．二人一组读课文的示范对话，请学生根据活动1中不同人物的喜好进行问答。 9．学生SB Unit 2活动4的韵诗。学生跟录音机逐行朗读韵诗。将全班分为两组，每组读一段韵诗。比如，在读到第一段中的Mmm时学生可以做揉肚子的动作，读到第二段中的No时，可以在嘴边扇动手表示很辣。放录音时，请每组说对应的部分。 10．学生SB Unit 2活动6的字母。请学生摹写字母单词并默写。然后可以编儿歌：G is for girl.H is for hat.I is for in.请学生进行单词的.扩展练习，比一比谁扩展的单词最多。任务完成： 1．完成运用任务1：请学生读SB Unit 2活动3的示范对话。教师板书游戏的对话模式，提醒学生注意第一人称与第三三人称单数的转换。同时出示一些水果类的单词在黑板上，便于学生做替换练习。请学生三人一组分别扮演Xiaoyong.Tingting和Lili开展游戏. Xiaoyong:I like….Do you like…? Tingting:Yes,I do./No,I don’t. Lili:Does Tingting lies rice? Xiaoyong:Yes,she does./No,she doesn’t. 2.完成运用任务2：请学生四人一组完成游戏。学生A指着学生D，问学生B和C：Does …like…?学生B和C进行猜测。并回答：Yes,he/she does./No,he/she doesn’t.然后A问D：Do you like…?学生D根据自己的喜好做出回答。猜对的学生获胜。扩展活动： 1．出示课件共五组单词卡片，每组包含五个单词。 2．教师先出示其中的一组，请学生认真看，并试着记住它们。然后教师说出其中的四个单词，请学生说出教师没有提到的是哪一个单词。 3．比一比谁最快猜出遗漏的单词。 4．此项游戏活动可以训练学生熟练记忆单词的能力。 Homework: 1.听录音，朗读SB Unit 2活动1的课文，并试着背诵。 2．把学过的语言：Does…like…?Yes,he/she does.No,he/she doesn’t.编排成韵诗，演唱给教师和全班同学听。 Module 5 Time Unit 1 I get up at seven o’clock. Function: 1.Talking about “time”. 2. Enable the Ss to say “get up” “go to school” “have lunch” “go home” “watch TV” “go to bed”. Teaching points: Grasp the important words and phrases. 一、 Warming up 1. Greetings: T: Hello, boys and girls. Ss: Hello, Miss Yang. T: What day is it today? Ss: Today is ……. T: Are you happy? Ss: Yes, we are. 2. Saying a chant One, two, three, four. Come in please and close the door. Five, six, seven, eight. Go to school and don’t be late. Nine, ten, nine, ten. Learn English again and again. 3. Singing: “Good morning Sam?’’ 二、 New concept. 1. T: Oh, you are so clever. Today, let us learn Module 5 Time Unit 1 I get up at seven O’clock. (Writing and Reading) T: Hello, boys and girls. What’s this? Ss：It’s a clock. T: You are so clever. T: Do you know? What’s the time? (Explain in Chinese) Ss: 8: 10 T: How to say in English? Ss: I don’t know. T: Ok, I will tell you. Its eight ten .表示8点过10 分。或

篇4：关于外研版小学英语第二册期末考试卷

一、选出你听到的。(18分)

(1)boxfoxfrog (2)rosenoseno (3)peacockpeachpig

(4)fruitflowerface(5)vasevestviolin (6)cakesnakeapple

(7)lowslowgo (8)kitenineright (9)dbe

三、根据你听到的连线。(16分)

Mr.YangAmericasunflowers

Mrs.WuAustralialilies

MissGreenFranceroses

Mr.BrownCanadacarnations

四、听短文后判断。(正确的打“T”，错误的打“F”。)(10分)

(1)Thepeopleisagirl.( )

(2)SheisfromMacao.( )

(3)Shelikescarnations.( )

(4)Shedoesn‘tlikepanda.( )

(5)Pandaisveryfat.( )

五、选择。(12分)

1、Thisis orange. A.aB.anC.some

2、Whatare .Theyarerose.A.thisB.theseC.those

3、Whatis .It’safootball.A.thisB.theseC.those

4、I coffee.A.amB.likeC.likes

5、He butterfly.A.isB.likeC.likes

6、A：Idon‘tlikelitchis.B：

A.YesIam.B.Not.Ilikeit.C.Metoo.

六、把方框内的单词或句子的正确填入下列的对话中。(16分)

ant that is Yes，Ido.You’rewelcomeNicetomeetyoutoo. Myname‘sLiLei.Thankyou!

A：Hi!What’syourname，please?

B：

A：Hollow，LiLei.I‘mLucy.Hownicetomeetyou!

B：

A：LiLei，look!What this?

B：Thisisan .

A：What’s ?

B：Thatisadragonfly.

A：Doyoulikedragonfly?

B：

A：Ihavesomecomfits.Hereyouare.

B：

A：

七、照例子连线并任意选择其中两个单词各写一句话。(20分)

short big good stand low yucky

bad sit long yummy slow high small

[关于外研版小学英语第二册期末考试卷]

篇5：新标准英语三年级起点第二册教案

新标准英语三年级起点第二册教案

新标准英语三年级起点第二册教案 Module 1 Alphabet Unit 1 it’s the ABC Song Teaching aims and demands (1) The alphabet Learn to sing the ABC Song. What’s your favourite song? It’s the ABC Song. (2) To foster students’ consciousness of good co-operation Teaching key points and difficult points (1) Sing the ABC Song (2) What’s your favourite song? It’s the ABC Song. Teaching methods (1) Total Physical Response (2) Games Teaching aids: cards audiotape wall map Teaching procedures Step 1: Warm up Free talk with the students about their holiday. Step2: Leading Have the students sing one or two songs they’ve learned before .Then ask”What’s your favourite song/” Explain the meaning and pronunciation of the word favourite Step3 Presentation (1) Put the wall map on the blackboard .Have the students observe the letters .Compare the difference between the big letters and the small letters .Play the tape several times, the students listen, point and sing. (2) Show a set of cards about letters. Help the students read them. Play attention to correct the students’ pronunciation. (3) Finish SB Unit 1 Activity 3 .The students sing and point the relevant pictures. Step 4 practice (1) Play the game Count with the letters, Show the letters with gesture and Hold up the cards of the letters. (2) Do AB Unit 1 exercise 1 Step5: Homework Sing the ABC Song to your family. 新标准英语三年级起点第二册教案 Module 1 Alphabet Unit 2 My favourite toy is a car. Teaching aims and demands (1) MyHisHer favourite toy is a car. (2) Vocabulary: toy car ship doll computer game Teaching Functions: Talk about your favourite objects. Key points: My favourite toy is… Difficult point: HisHerfavourite… Teaching methods: Task-based; Games Teaching procedures: Step 1: warm up Sing the ABC Song and A Rainbow Step2: Leading Have the students draw a picture of the rainbow. Then ask: What’s your favourite colour? Step 3: New Concepts (1) Hold up some markers and choose one of them , Say: My favourite colour is … write it on the blackboard. Have the students introduce their favourite colour by using this structure. Choose three or four students , point to them, say: HisHer favourite colour is… (2) Play the tape, the students listen and circle the new words, guess the meaning of them. (3) Explain toy, computer game, car, ship, and doll by drawing simple figures on the blackboard. (4) Play the tape again. The students listen and repeat. (5) Have the students introduce the contents of the text by using the structure This is…HisHer favourite toy is… Step 4: Practice (1) Have the students make a survey in groups. Each one would finish the form by asking and answering what’s your favourite… namesthings car doll ship Computer game kite bear Xiao wei Play the game what’s missing? Do the AB Unit 2 exercise 1 and 2 Step 5: Chant Play the tape. Help the students with the chant. Step 6: Homework Ask your family or friends’ favourite toy and colour. 新标准英语三年级起点第二册教案 Module 2 Zoo Unit 1 they’re monkey Teaching aims and demands: 1. Describe animals. 2. What’s this? It’s…. What’re they? They’re…. Teaching key points and difficult points: What’s this? It’s …. What’re they? They’re…. Teaching methods: 1. Total Physical Response. 2. Play games to go over animals. Teaching aids: TV, Tape-recorder, pictures Teaching procedures: Step 1 Warm-up 1. Sings a English song “the ABC song” 2. Let’s watch TV about animals 3. Revision （复习）： Play a game “Point to animals” Teacher do action and let students guess animals Step 2 Presentation 1. 创设情景，呈现任务。创设“世界动物园需要招聘英语小导游”的情景Presentation，提出一定的任务及要求。 2. 观看动画，整体感知。 3. 教师展示声音及画面，让学生做听音猜动物的游戏，检查学生的自学情况。纠正个别单词错误发音，示范单词、句型的用法。 4. 小组协作，并创编表演对话。让学生自己去探索、去发现描述动物特征的基本规律。 5. Let students listen to the tape follow the tape 6. let students act the text Step 3 Homework: 1. Draw a picture about zoo. 2. Make a dialogue in the zoo. 新标准英语三年级起点第二册教案 Module 2 Zoo Unit 2 that monkey is fat. Teaching objectives: 1. Words and phrases: tree tall short thin 2. Sentences: This tree is tall. That tree is short. This monkey is thin. That monkey is fat. 3. Grammar: describe animals Teaching procedures: cards, pictures, projection, Tape-recorder Teaching procedures: A .song: The ABC song B .Free talk: What’s your favorite color /animal/toy/food? C New concepts: Step 1 warm-up: 1. Greet. 2. Do it. Review the commands from Module 2 unit 1 (1) Look at the picture: What are they? (2) Listen to the tape guess what the animal it is. 3. Play a game. Sad face or happy face. Step 2 learn a text 1. Take out two apples one is big the other is small say this is big and that is small. 2. Take out a picture of tree tell them how to read “tree” and say “look at the trees. This tree is tall. That tree is short” Take out another picture of monkey tell them how to read “thin” and say “this monkey is fat. That monkey is thin.” 3. Let students act animals let students guess what animals it is. 4. let students listen to the tape follow the tape and then make groups read the chant 5. let students listen to the tape follow the tape to learn the song and then let student make voice let student sing a song. Step 3 homework 1. Recites the text. 2. Sing English song 新标准英语三年级起点第二册教案 Module 3 Playground Unit 1 I like football. Teaching content: Module 3 Playground Unit 1 I like football. Teaching objectives: 1. Word and phrases: football, basketball table tennis, morning exercises 2. Sentences: I like … I don’t like … Teaching properties: Tape-recorder, objects Teaching procedures: A. Song: Old MacDonald has a zoo. B. Free talk: 描述一下你家里的宠物或你画的小动物 C. New concepts: 一. 老师对同学们说今年9月县里要举办九运会,学校为了响应九运会的号召,准备在学校举办体育课外小组,今天派我来调查一下你们都想参加什么项目,并统计一下人数.那么让我们来看看都有什么项目吧. 老师出示足球,问What’s this ?引导同学们说football,找会的同学当小老师,教其他同学说此单词.然后老师将单词写在黑板上,让同学们一起书写,用同样的方法教basketball ,morning exercises, table tennis 游戏:老师说出任意三个单词,同学们找出老师没读的那个,也可以同桌的`同学玩此游戏. 二. 老师再拿起足球,边玩边高兴的说I like football.然后将足球扔给接受较快的同学,让他模仿说此句型,再由他扔给其他任何一个同学,以此类推来操练此句型.老师将句型写在黑板上并画上笑脸. 老师再在黑板上写上I don’t like …的句型.并画上哭脸,然后拿篮球说 I don’t like basketball .以同样的传球游戏操练此句型. 三．老师让同学们听录音，听听Panpan的喜好变化，听听他最终喜欢什么体育项目，并引导同学们发现Panpan 是一个有困难就退缩的人，鼓励同学们要不怕困难，做事要坚持到底。再让同学们听音模仿跟读课文，并练习表演课文。四．现在我们已经学完了四个体育项目，那么你们帮我来完成学校安排给我的任务吧。安排四个组长拿好他们各自的球，分别到各组调查同学们喜欢的项目，如果该同学喜欢就说 I like … 并站到该组长的后面，如果不喜欢就说I don’t like…并等待下一位组长的到来，最后统计一下人数。 Homework: 1. 表演课文 2. 按照单词表拼读新单词 Module 3 Unit 1 football. I like basketball I don’t like table tennis morning exercises. Design: 新标准英语三年级起点第二册教案 Module 3 Playground Unit 2 I don’t like riding bikes Teaching content: Module3 Playground Unit2 I don’t like riding bikes. Teaching objectives: 1．Words and phrases: swimming, skipping, riding bikes 2．Sentences: I like… I don’t like … Teaching properties: Tape-

篇6：外研版小学英语四年级教案

教学内容：

Look and say & Ask and answer

教学目标：

1.Basic aims:

a. Using verbs to describe actions. e.g. paint, read

b. Using interrogatives to ask ‘yes/no’ -questions to obtain simple responses. e.g. Can you swim?

c. Using modals to talk about ability. e.g. Yes, I can. / No, I can’t.

2 .Developing aims:

a. Asking about ability.

b. Do a survey in class.

3.Education aims:

Talking about ability to establish friendly relations with your classmates.

教学准备：

pictures, word cards, cassette player,

教学过程：

一、Warming-up

1. Song

2. Responding to simple instructions e.g. Sing a song. Draw a circle. Pre-task

二、preparation

1. Revision Invite individual students to come

2.Presentation to the board and choose a Picture Card and mime whether they can do or can’t do a particular action.

The rest of the class say: He/She can/can’t… Invite individual students to stand up.

Point to the pictures and ask: Can you …?

And prompt them to use: Yes, I can. /No, I can’t. to answer your questions.

三、While-task procedure

(1) Introduce: paint

1. Introduce: paint by miming a painting action, and then stick the Word and Picture Cards on the board.

2. Read the word with action.

3. Ask individual students: Can you paint? to elicit: Yes, I can./No, I can’t,

4. Ask and answer in pairs.

(2)Introduce: read

1. Draw a picture on the board. Ask: What can she do? to elicit: She can read.

2. Read the word in different voices.

3. Ask individual students: Can you read? What can you read? to elicit: I can read English/a story.

(3) Listen and say

1. Play the cassette: Look and say. Students listen.

2. Play the cassette again. The students follow in their books and, in groups of four, practice the dialogue.

3. Invite individuals to read the dialogue to the class.

四、Post-task activities

(1)Production

1. Show a photo album. Tell students that it is your album. Encourage them to ask about your photograph using ‘Can you …?’ 2. Students work in pairs using the pictures in Ask and answer to find out what their partner can and cannot do.

3. Do a survey: Ask students to walk around the class and interview three to five classmates. Students are to find their classmates who can or cannot do a certain thing. Invite individual students to report back to the class.

(2)Assignment

1. Complete Workbook page two.

2. Write about your ability using ‘I can…’

外研版小学英语四年级教案

篇7：外研版小学英语第三册教案

外研版小学英语第三册教案

Module 3 Activities 学习目标： 1．知识学习：句型： 1)---What are you doing? ---I m … 2)---What is heshe doing? ---HeShe is … 2．习惯养成：培养学生积极主动的学习态度，能大胆开口，积极参与各项学习活动，善于与同学交流。 3.能力培养：培养学生用英语进行交流，养成用英语思维的良好习惯，提高学生的创造力和实践能力。 4.品德培养：培养学生团结合作的精神，养成良好的文明习惯。教学重点难点：学习如何表述及问答正在发生的动作。 1 、词组： watching TV talking to … taking pictures reading a book writing a letter playing with listening to music 2 、句型： 1)---What are you doing? ---I m … 2)---What is heshe doing? ---HeShe is … 教学方法： A 、 TPR 法学习词组，学唱 P13 的歌曲来巩固。 B 、学习顺口溜：“我”用“ am ”，“你”用“ are ”，“ is ”跟着“他、她、它” , 两个以上都用“ are ”。 C 、直观演示帮助理解。教具准备：录音机磁带第一课时Unit 1 Shes writing a letter. 1． Warm―up a. Greeting b. Ask and answer检查上节课学过的对话。 c.让学生根据以前学过的内容做动作。如：play table tennis ,swimming, cycling 2. Leading-up 准备阶段以后，教师问:Do you know other actions? 出示Lingling 正在写信的图片，学习单词write ， letter然后根据词组作出动作。或者教师做动作学生说句子。同学之间练习。同样学习其他的单词、词组。 3.情景操练单词的学习过程中，教师或者磁带领读，纠正发音。小组练习。同桌练习等。在练习正确发音之后，句型的练习，教师根据学生的掌握情况采取I do you say ,I say you do ,I do you draw等形式，巩固所学的词组。 4．课文学习出示课本,大家看一下Sam给大家带来了许多图片,我们来一起学一下他是怎么来向大家介绍的. （1）Listen and point.播放录音，主要培养学生的认读能力，至少听两遍。（2）Listen and repeat.再次拨放录音，学生边指边读。（3）Listen and answer What is lingling doing ? What is Daming doing ? What is Amy doing ? What is Tom doing ? 找同学回答。 (4)再次放录音,学生跟读. (5)看课本图片,从第一幅图片开始,找同学帮Sam介绍.直到最后一幅. (6)分组或男女生分别介绍一幅. 同桌或小组练习. 5．小结归纳归纳总结本课内容,强调如何描述某人正在做某事. 巩固所学的动词词组. 第二课时Unit 2 What are you doing? 1． Warm―up a.Greeting b.Ask and Answer复习上节课学过的内容，出示挂图根据挂图的内容,说出句子,可找个人说,或小组代表,或集体说. 2. Leading-up a.找同学做动作,其他同学介绍他在做什么? b.同学做动作.老师问What are you doing?多说几遍,找同学回答,然后让学生试着说 What are you doing?可以师生问答,或生生问答. 掌握好之后变换人称What is he /she doing ?三人一小组进行练习. 学习新单词 listen to ,music, read ,掌握词组listen to music, read a book,根据卡片练习句子I’m listening to music /reading a book ./ watchingTV, 3.情景操练根据上节课学过及新学的词组,句型同桌练习，或者小组练习.根据图片或者动作进行对话练习:如: What are you doing? I’m listening to music 4．课文学习大家看一下Sam的一家在忙什么, （1）Listen and point.播放录音，主要培养学生的认读能力，至少听两遍。（2）Listen and repeat.再次拨放录音，学生边指边读。 (3)小组对话练习.分角色朗读. 练习2,point and sa 对话练习: What is sam doing? He ’s listening to music 同桌问答.找同学起来说. 练习3 .Act it out . What is he /she doing ?的问答. 找同学到讲台上每一个人做一个动作不动.其他同学进行问答. 练习5 仍旧是对正在进行的动作进行描述.巩固练习. 也可以采取you say I do ,you do I say ,you say I draw等形式. 5．小结归纳归纳总结本节课的所学的内容. What are you doing? I’m listening to music What is he /she doing ? Module 4 In the Park 第一课时Unit 1 What are they doing ? 教学内容：Unit 1 What are they doing ? 教学目的： 1）学习询问他人正在做什么事情。 2）描述他人正在做的事情。 3）学生能够听、说、认boat chess row soybean milk drink hungry 。 4）通过创设和谐的氛围，让孩子们轻松愉快地学习英语，并形成良好的英语语感。教学重点：1）学说问句What are they doing? 2）掌握句型They’re 动词+ing [+宾语] 教学难点：能清晰准确地发出本课所教的单词的音，并自如地应用。教学准备：卡片、象棋、豆奶教学过程：一、Warming up 师生齐唱M2 中的小诗，并配以动作。二、Revision 1.教师快速向学生出示几组词，每组包含一个动词，请学生说出这个动词。师板书：read , write ,listen ，play , talk … 2.请学生说这些动词的.-ing形式。 3．齐读黑板上的动词及其-ing形式。三、Presentation （一）学习新句型 1.请一学生挑选黑板上所提供的任一动词，做出相应的动作。 2.教师通过提问：What is he/ she doing ?复习He’s/ She’s 动词+ing [+ 宾语]。 3.请该生所在组的成员模仿该生的动作，并做动作边说：I’m动词+ing [+宾语]。 4.教师故作不解状问：What are they doing ? 后又释然说：Oh. They’re 动词+ing [+宾语],并板书。 5.教师指着黑板上的句子，请学生跟说多遍。 6.再请一组学生挑选黑板上所提供的任一动词（不能重复），做出相应的动作，教师请其他学生回答问题：What are they doing ? 然后教师把正确答案写在黑板上。 7.请学生一起认读黑板上的句子。（二）学习新动词 1.告诉学生，教师将要模仿一个动作，他们要猜猜教师正在做什么。 2.教师模仿动作后提问：What am I doing? (我正做什么？)引入句子： I’m doing taijiquan.。 3.请全体学生一起边做动作，边说：I’m doing taijiquan.教师通过提问：What are they doing ?引入句子：They’re doing taijiquan. 并板书。 4.用类似方法教They’re row a dragon boat.并板书。 5.教师拿出一副国际象棋问学生What’s this ? Do you want to play ? 并告诉他们老师将邀请他们一起玩，但玩之前必须先学会说 play chess, 并板书。 6.教说chess, play chess。 7.教师做饥饿状说：I’m hungry. I’m hungry.板书hungry（饿的）并重复说多遍，再提问学生：What’s the matter with me?由此教单词hungry（饿的）。 8.教师从包中拿出一瓶豆奶说：I want to drink soybean milk. 边“喝边说：drink drink , I’m drinking.让学生模仿跟着教师重复句子并模仿动作。 9.教师拿着豆奶走到学生中，到边“喝”边说：Soybean milk is very nice. Soybean milk is very nice.提问学生What am I drink? 由此教说soybean milk（豆奶）并板书。 10.请一些学生模仿喝豆奶的动作，比比谁表演的最好。其间老师可以适时用What is he/ she doing ? What are they doing ?提问其余学生。四、Consolidation （一）快速反应 1.请几位学生到教室前，由教师说动词词组，学生模仿动作，比比谁的反应最灵敏。 2.让学生在小组内进行训练。（二）表演 1.请学生打开课本P15，教师指着人们划船的图问学生：What are they doing ? 学生应回答：They are rowing a boat. 2.四人小组中，请学生A 和B向学生C和D模仿一个动作，然后由C和D提问：A 和B在做什么？ 3.让小组内学生互换角色。 4.请几位学生到教室前模仿动作，教师提问：What are they doing ?然后让全班或个别学生回答。（三）游戏 1.教师在黑板上贴上正面写有数字，反面写有： do taijiquan, row a boat, play chess等动词词组的卡片。 2.请自愿上台的学生背朝大家，选择其中的一个数字，教师翻开此卡片的反面示以台下的同学，台下学生根据卡片上的内容做出相应的动作。 3.台上的同学必须用英语They’re 动词+ing [+宾语]来猜测台下同学所做的动作。如果说对了，台下同学要说“Yes”，若连猜3次不中，可用What are they doing?请求他的朋友，帮忙回答。五、Homework 1. 抄写单词：row , play, drink, boat, milk 2. 收集有关人物或动物正在进行某种动作行为的照片、图片、图案，并用英语说说他们正在做什么？ 3. 预习M4 UI 课文。第二课时Unit 1 What are they doing ? 教学内容：Unit 1 What are they doing ? 教学目的： 1) 学生能够听、说、认park lake thing interesting people men get on lots of let’s 2) 能听懂、会说本课对话。 3）能够运用所学英语句子，进行简单的扩展性交流。 4）通过描述人物行为，简要说明一处场景。教学重点：1）继续掌握句型They’re 动词+ing [+宾语] 2）描述地点位置教学难点：通过描述人物行为，简要说明一处场景。教学准备：多媒体设备、电脑光盘、卡片、实物教学过程：一、Warming up 师生互相打招呼，问好。二、Revision 1．教师说动名词：swimming, singing, dancing, rowing…请学生作出相应动作。 2． Free talk. 以小组为单位选派一名代表，用英语描述本组成员收集的有关人物或动物正在进行的某种动作的照片、图片等。三、Presentation （一）单词教学 1．教师留下学生收集的资料，并指着它们说：Look, there are lots of pictures.用声调变化突出强调lots of，并板书lots of（许多）。 2．教师可利用身边的物体，用lots of造句，使学生明白词组的意思。 3．教说lots of 4．请学生造句（告诉他们可

篇8：外研版小学英语优秀教案

Module 1 Unit1

We lived in a small house.

教学目标：

1、知识目标：

(1)New words: life ,different, ago, any, television, grandchildren, us, grandmother, lady

(2)New sentences：There were/weren’t …. There are….

We lived…many years ago. We live…now.

2、能力目标：

(1)能根据情境正确使用There be ……,We lived…many years ago. We live…now.句型谈论生活、学习中的事物

(2)培养学生听、说、读、写的能力。

教学重点：：如何让学生在课堂上学会 There be …, We lived…many years ago. We live…now.句型并能在生活中灵活运用该句型。

教学过程：

一.预习检测

写出下列动词的过去式。

do_____ is____ are_____

live_____ have______ watch____

二.合作探究，学习课文。

1)播放课文录音，让学生在听录音的同时找出课文中出现的新单词与新句型。

2)进行游戏“火眼金睛找生词新句”。让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。

3)在让学生初步了解了课文内容后，教师再次播放录音，让学生大声跟读课文。

巩固练习;

重点句式操练Listen and say。先让学生听录音，跟读句子，明确本课的重点句式，然后让他们灵活运用句式：There is/are……/There was/were……造句。

练习检测：

拓展延伸

让学生准备，谈论图中内容，然后选择几个代表来讲给全班同学听。回忆课文内容，试着用重点句复述课文。

引导学生对本节所学内容进行归纳总结：运用句式…There be.We lived…many years ago . We live …now.谈论及比较过去和现在的生活。

课后反思：

Module 1 Unit 2

She didn’t have a television.

教学目标：

能听说读写单词：lady fire radio field telephone hope

1. 能熟练运用这类句子”She didn’t…She worked…谈论人们过去的生活。

2. 学会归纳动词的过去式，并能灵活运用。

3. 教学重点：

学会归纳动词的过去式，并能灵活运用。

教学过程：

一. 预习检测

英汉互译并连线。

有关中国的节目 many years ago

许多年以前 programme about China

谈论 last night

在田野里 on a fire

昨天晚上 in the fields

在火上 talk about

二.合作探究，学习课文。

1.听课文录音，圈出文中出现的动词过去式。

2.同桌学习课文。

3.师讲解“or”的用法.

三.巩固练习

完成课本第二部分。

练习检测

篇9：外研版英语指导教案

姓名_________ 班级_________

一.选出每组不同类的一项。(5分)

( ) 1. A. email B. e-book C. library

( ) 2. A. books B. dictionaries C. sandwiches

( ) 3. A. China B. Chinese C. English

( ) 4. A. had B. bought C. send

( ) 5. A. make B. find C. card

二.单项选择。(15分)

( ) 1. Amy is going to ____ Chinese food tonight.

A. eat B. ate C. eating

( ) 2. I watched a programme about China ______.

A. last night B. tonight C. tomorrow

( ) 3. Daming wants to ____ a birthday card for his mother.

A. made B. make C. making

( ) 4. ---- Did you ____ English two years ago?

---- No, but I am _____ English now.

A. learnt; learnt B. learnt; learning; C. learn; learning

( ) 5. There ___ any buses or televisions then.

A. wasn’t B. were C. weren’t

( ) 6. ____ old woman talked about her life many years ago.

A. An B. A C. The

( ) 7. The dag is _____. I can’t carry it.

A. light B. heavy C. hard

( ) 8. Sam didn’t ____ hamburgers yesterday.

A. had B. has C. have

( ) 9. The bag ____ got four wheels.

A. has B. have C. had

( ) 10. ---- Have you got a small one?

----- _________

A. Yes, I have. B. No, I have C. Yes, I haven’t.

( ) 11. The T-shirt has got a panda ___ it.

A. on B. in C. about

( ) 12. We can ____ information from books and CDs.

A. find B. found C. finding

( ) 13. It’s too hard ____ you.

A. from B. for C. of

( ) 14. Let’s ____ football after school.

A. played B. playing C. play

( ) 15. ____ are the books about science?

A. Where B. What C. How

三.选词填空，补全句子。(20分)

1. Yesterday I ____ a book about England. I like ____. (read, reading)

2. He didn’t ______ Chinese before. But he is _____ Chinese now. (learn, learning)

3. Last week I _____ a letter to my friend. But he didn’t ______ me back. (write, wrote)

4. This morning I had three _____, so I didn’t have a ______ for lunch. (sandwiches, sandwich)

5. The bag is _____ for the little girl. She can’t _____it. (heavy, light, carry, to carry)

A. Yes, she does.

B. No, she didn’t.

C. I was in Beijing.

D. They are on Shelf B.

E. I had fish and chips.

四.给下列句子选择合适的答语。(10分)

( ) 1. Where were you three days ago?

( ) 2. Did she make a card yesterday?

( ) 3. What did you have for dinner?

( ) 4. Does Amy like Chinese food?

( ) 5. Where are the books about sports?

五.按要求改写句子。(10分)

1. He had some new books. (改为否定句)

He _____ _____ any new books.

2. She could read and write. (改为否定句)

She ____ read ____ write.

3. I lived in Shanghai ten years ago. (对画线部分提问)

_____ did you ____ ten years ago?

4. They are my parents. (对画线部分提问)

____ ____ they?

5. you, have, a, small, got, one (?) (连词成句)

六.阅读短文，选择正确的答案。(10分)

Ms Smart and Amy went to a department store last week. Ms Smart wanted to buy a coat for Amy. They looked at a blue coat. Blue is Amy’s favorite colour. The coat was nice. But it was too big for Amy. The sales assistant took a small one. But it was white. Amy tried it. That was lovely. Amy liked it very much. So they took it.

( ) 1. Where did Ms Smart and Amy go last week?

A. A department store. B. A supermarket. C. Amy’s school.

( ) 2. Ms Smart wanted to buy a ____ for Amy.

A. coat B. T-shirt C. dress

( ) 3. What is Amy’s favorite colour?

A. Black. B. White. C. Blue.

( ) 4. The blue coat was too ___ for Amy.

A. small B. big C. nice

( ) 5. Ms Smart and Amy took the ____ coat.

A. black B. white C. Blue

七. 仿写。

Name: Lily

Age: 10

Color: green blue

Language: English

Hello, my name is Lily. I’m ten years old. My favorite colors are green and blue. My favorite language is English. I have many friends. I am a happy girl!

Name: Tom

Age: 12

Sports: playing basketball, play computer games

Language: Chinese

篇10：九年级英语外研版初中起点第六册Module3教案

九年级英语外研版初中起点第六册Module3教案

Module 3 Mother’s Day 课题 Module 3 Mother’s Day Unit1 The black ones don’t look as warm as the red ones 教学目标德育目标：To know something about Mother’s Day in different countries 知识目标：To talk about different Mother’s Day festival around the world 能力目标：choosing presents for Mother’s Day Revision of comparative and superlative degrees of adjectives and adverbs 重点 Vocabulary Mother’s Day presents Scarf, gloves, match, decide 难点 the ways of comparing things using ‘as…as…， …than…. …. the most….’ 课型 Listening and speaking 教法 PWP approach Teaching Steps: Step 1. Let’s talk When is Mother’s Day? What can you get your mother’s for Mother’s Day? Step 2 Listen and read. Then say. The black ones don’t look as warm as the red ones 1) Grammar points: Read and find the following words 比较级 better They are better than the black ones. nicer but the black ones look nicer. thinner They are thinner than the red ones 与……(不)一样…. The blacks ones do not look as warm as the red ones. They’re as thick as the red ones. 最高级 They are the cheapest ones as well. 2) Language points: 1. decide 决定，决心 decide to do/that…. 决定做…… decide wh- 决定…… decide about (between)… 2. whether …… or……. 是……或者…… 3.spend…..on……花费……在…… 花费 Sb. spend 时间/金钱 on sth./(in) doing sth Sb. pay 金钱 for sth Sth. cost sb. 金钱 It takes sb. 时间 to do sth. 4. prefer= like better 更喜欢……，宁选…… prefer sth/doing sth to sth./doing…… prefer to do sth rather than do sth. 5. as well 也 too, either, also, as well , as well , as, neither 1. He didn’t know the answer, I didn’t,_________. 2. His father is ________ a famouse doctor. 3. Jim went to Beijing ____________Tom. 4. Jim went toBeijing, and Tom went there __________ 5. Jim went toBeijing, and Tom went there, __________ 6. He didn’t know the answer,and ________ did I. Step 3 Listen and write. Listen and fill in the missing information in the table. Mother’s Day Celebrations Country Date Country Date France Japan South AfricaNoway England Step 4 Listen and circle Listen and circle the correct answers to complete the sentences 1. In Thailand, Mother’s Day is celebrate on_________. A. the second Sunday in May B. August 10th C. August 12th 2. Mother’s Day in the USA started in _________.1872 B. 1782 C. 1927 3. Mother’s Dayin the USA was started by __________. A. England people B. President Wilson C. Julia Howe Step 5 Work in pairs Use the table to make comparisons Country Date Country Date France Japan South AfricaNoway England Is Mother’s Day in France he same as in Japan? No, it’s not. In Japan, Mother’s Day is celebrated… In France , it’s on…… Step 6 Look and say Look at the picture and use the following to talk about it. Shorter /longer/ thinner/ fatter than as…as… different from… as same as… like… not as…as… 1.Sarah/ Amy: T-shirt------ Sarah’s T-shirt is the same as Amy’s 2. Amy/Gina: skirt 3.Bob/David: shoes 4. Gina/Sarah: hair 5. Kevin/ Bob: weight Step 7 Homework； 1） finish off the exercise of unit 1 2） revise the dialogue 课题 Module 3 Mother’s Day Unit 2 Many countries celabrate Mother’s Day 教学目标德育目标：to talk about different Mother’s day festival around the world 知识目标：Revision of adjectives and adverbs 能力目标：Read text and undersatand people talking about what they do on Mother’s Day 重点 Read text and undersatand people talking about what they do on Mother’s Day 难点 Read text and undersatand people talking about what they do on Mother’s Day 课型 Reading and writing 教法 PWP approach Teaching Steps: Step 1. Work in pairs . Discuss the following questions 1. What is your mother like? 2. What important things has your mother done for you? 3. What would be the best present you could give your mother? Step 2 Listen and read Read through the text and find all the countries: England Argentina Norway France Japan Language Box Encouage European Europe together present large everywhere Language points 1. work as servants 做佣人 as, 介词 “作为…….” 例如: My father works as a enginior in a factory 我父亲在一家工厂作工程师. 其他的`词组: be famous/ known as 以…….而著称/闻名 as far as 至于,就…… as if 好像 as long as 只要 as well (as ) 也,还有 2. used to live with….. 曾经与……住在一起 used to do “曾经, 过去经常” 例如: My father used to be an enginior in a factory 我父亲曾经是一家工厂的工程师. 其他的词组: be/get used to sth/doing sth 习惯于(做)某事 be used to do /for doing 被用来…… 3.They were encouraged to go home…. “鼓励他们回家……” encourage sb to do sth.鼓励某人作某事 be encouraged to do (被动语态)被鼓励 4. on the same day 在同一天 5. In the same way 以同样的方式 6. every four years 每四年 every other four years 每隔四年 Step 3 L Read and complete History: In the UK, started as _________ which was the second Sunday in May.______ _would go home to visit their mothers and bring them a special cake called ___________ _ Europe: Norway: Not celebratedon the first Sunday of May but on the _________________ of February. France: The mother receives a ______________ from her family after _____________ South America: Argentina: Unlike Norway, it’s not celebrated in ____________. Mother’s Day is in _____________, on the second Sunday. Asia: Japan: Every __________ years, the Japanese have an exhibition where __________ draw pictures to celebrate the day. Step 4 Complete this summary of the passage with the words in the box. places, everywhere celebration day off love celebrate gifts rest promise happiness People ___1__ Mother’s Day in many ___2____ all over the worls. In England Mother’s Day probably started when servants were given a ___3__ to celebrate Mothering Sunday. The servants often took a special cake home to their motherson their day off. Nowadays, Mother’s Day is a popular ____4___ worldwide.It is not celebrated in the same way ____5___ , but the reasonFor celebrating it is the same---- to show ___6__ for one’s Mother. People ___1__ Mother’s Day in many ___2____ all over the worls. In England Mother’s Day probably started when servants were given a ___3__ to celebrate Mothering Sunday.The servants often took a special cake home to their mothers on their day off. Nowadays, Mother’s Day is a popular ____4___ worldwide. It is not celebrated in the same way ____5___ , but the reason For celebrating it is the same---- to show ___6__ for one’s Mother. Step 5 Supplied reading The history of Mothers Day The earliest Mothers Day celebrations are traced back to the spring celebrations of ancient Greece in honor of Rhea, the Mother of the Gods. During the 1600s, England celebrated a day called Mothering Sunday, celebrated on the 4th Sunday of Lent . Mothering Sunday honored the mothers of England. During this time many of the Englands poor worked as servants for the wealthy. As most jobs were located far from their homes, the servants would live at the houses of their employers. On Mothering Sunday the servants would have the day off and were encouraged to return home and spend the day with their mothers. A special cake, called the mothering cake, was often brought along to pro

篇11：小学英语外研版课件

小学英语外研版课件

【学生情况分析】

三年级学生，年龄处在九、十岁左右。这个年龄段的儿童观察能力明显提高，自制性品质发展趋于平稳，是理解能力、有意识记发展的关键时期，思维能力处于从具体形象思维向逻辑思维过渡时期，注意力可以连续集中20分钟左右，具有爱玩、好动、求知欲望强、模仿表演能力强、渴望得到肯定等特点，对英语学习有着浓厚的兴趣。

三年级的学生刚刚开启英语学习，在前面四个单元中，已经学习了表示文具、颜色、身体部位以及动物的词汇及相关句型。对于基本的课堂用语、教师的简单指令学生基本可以掌握，在图片、教师的肢体语言或多媒体课件的辅助下基本能听懂、读准英语单词和句子，并在教师的指导下完成一系列的英语课堂活动。

【教学目标】

教学目标是学生能理解对话，并能用正确的语音语调朗读对话;根据对话的情景进行对话角色表演;能在语境中初步运用I’d like some… Have some…,too.来交流食物信息。

1. 能够在图片和教师的帮助下理解对话大意。

2. 能够听、说、认读三个有关食物的单词juice, egg, bread。

3. 能够在语境中运用I’d like some … Have some… 句型表达自己想吃的食物以及为别人提供食物建议，交流有关食物的信息。

4. 能够按照正确的语音、语调及意群朗读对话，并能根据对话的情景进行对话角色表演。

【教学重难点】

教学重点：

1. 理解对话意义，并能用正确的语音语调朗读对话。

2. 初步运用新句型I’d like some… Have some…, too. 来交流食物信息。

教学难点：

1. 学生能够在教师的带动下，自主地调动关于食物的词汇储备，复习相关词汇运用。

2. 学生能够在语境中理解生词juice, bread的意思，并能够正确发音。

【教学步骤】

1.热身

(1)Let’s sing

Sing a song: Old MacDonald. 教师播放歌曲，与学生齐唱，通过歌曲帮助学生复习已学过的与动物相关的单词。

T: Good morning, boys and girls.

Ss: Good morning, Selena.

T: Before the class, let’s sing a song, Old MacDonald.

(2)情景创设

教师使用课件展示主情景图，师生就情景图进行对话，就图中人物及其对食物的喜好进行提问，引导学生将已有的知识和生活经历结合运用，帮助学生了解本课时将要学习的主要内容。

T: Look! In this picture, I see some people near the farm. Who are they?

Ss: Sarah, Chen Jie, John, Chen Jie’s father and mother.

T: Yes. What are they doing?

Ss: They are having a picnic.

T: Good! They have a picnic. Can you see some food? What are they?

Ss: milk, eggs …

T: Yes, they have milk, eggs. What else? Look at the bottle, what’s in it?

Ss: 果汁、橙汁、juice …

T: Good! It is juice. 果汁。Please, read after me, juice.

Ss: juice

教师可领读2-3遍后，请单个学生或学生集体再领读、朗读。(此方法同样用于对单词bread的教学)

T: Would you like some juice? Would you like some bread? Can you guess what we are going to learn? Please choose from the topic below. 1.颜色 2.动物 3.介绍他人 4.食物

(教师板书：1. 颜色 2. 动物 3. 介绍他人 4. 食物)

(3)Main scene

教师播放主情景动画，引出本课题目Let’s eat!

设计意图：课前通过唱轻松愉快的歌曲，在复习已学单词的基础上激发学生的学习兴趣，提高复习效果。通过主情景图，引出本单元主要句型的语境，让孩子们初步感受语镜、感知句型的意思。

2. 呈现

(1)单词和句型

教师使用课件呈现单词juice，并由juice导出句型：I’d like some juice. 并在板书中明确juice和some juice，提示学生juice的不可数复数形式。

(2)Brainstorm

利用Brainstorm头脑风暴的形式，引导学生说出一些学过或自己知道的关于食物的单词，如egg, ice cream, juice, apple, pear, noodles等，从而引出并学习新单词bread。鼓励学生尝试用I’d like some … 说出自己想吃的食物，进一步练习使用句型：I’d like some … 教师再把相应的食物图片发给学生，在交给学生的时候，教师使用句型Here you are.

(3)对话教学

①看图猜想

教师播放Let’s talk板块的图片，引出Mike和Mum在吃东西的情景，组织学生看图猜想，猜猜图中人物在说什么。

T: Well done! Look! Who are they? Yes, they are Mike and Mike’s Mum. They are eating, too. Can you guess, what are they talking about? Look at the picture, what may Mike say? Will Mike say “What’s your name?” And what may he say? Now discuss in groups. Let’s go!

T: Maybe. / Good try. / It could be …

②教师对学生的回答给予反馈，并展示全文内容。师生再一次重温对话内容。

T: Now let’s check. Mike says, I’d like some juice, please. What may mum answer? Read after the tape.

③Role play

教师播放录音，学生跟读、朗读后，分角色表演对话。

T: Well done! Now let’s act.

设计意图：在正式学习课文前的看图猜想活动，有效地激发学生的思维，让学生发挥想象，对图片进行预测。带着问题去听录音，帮助学生的注意力更加集中，达到有针对性地注意对话内容、理解课文。再通过跟读、朗读、分角色表演，有意识地培养学生按照争取的语音、语调及意群朗读的习惯，并进一步加深巩固本节课的重点句型I’d like …

3. 操练活动

(1)Passing the message

游戏：Passing the message传悄悄话。

按照座位顺序，每一列学生为一组。每组的第一位学生上台抽取一张图片(不得让其他学生看到)，明确图片内容后放下图片回到座位，听到教师说One! Two! Three! Start! 后，以说悄悄话的方式，运用句型I’d like some … Have some …, too. 将图片上的食物信息传递给下一个学生。每组的最后一名学生到讲台处找出对应的`食物图片并说出该句子。速度快又准的小组获胜。

设计意图：此教学步骤的目的是操练句子I’d like some juice/bread, please. 和Have some bread, too. 通过传悄悄话这一游戏，既可以帮助学生加深对单词的音形掌握，又培养学生的良性竞争和团队合作意识。

(2)句子接龙

游戏句子接龙：每个学生说出的句子要多加一个食物单词。如果连续四个学生顺利过关，第五位学生重新说一个新句子起头，开始新一轮句子。教师可先请五名口语较好的学生进行示范，然后组织全班五人为一小组，展开活动。

设计意图：通过句子接龙这个游戏，帮助学生复习、巩固、运用关于食物的单词及句型I’d like some …

4. 拓展

以四人小组为单位，做小演员，运用句型I’d like some … 和Have some … 看图设计Mike和Chen Jie的对话，渗透中西方早餐文化的异同。每组可设计多组对话，每位组员将Mike和Chen Jie的角色各演一次。

T: Good job! Look at the picture, can you act Mike and Chen Jie? Four people a group, try to act it!

T: Well done! Can you find out the differences between Mike and Chen Jie?

T: What do you have for breakfast every day?

设计意图：通过中西方早餐文化异同的比较活动，实现跨文化交际教学，也对学生跨文化意识的树立加以渗透，并对教学资源进行了一定的扩充。

5. 小结与评价

(1)学生先设计自己喜欢的早餐食谱，与同桌交流，再相互评分、展示。

(2)教师针对学生的早餐食谱设计进行反馈，再一次使用I’d like some … Here you are. 加深学生对本课时单词和句型的感知，同时也作为本课的小结。

T: Do you want to be healthy? Can you design a menu for your breakfast? Now design and talk about it with your neighbor.

设计意图：通过设计早餐食谱比赛，运用新句型，为学生留下更多的创作空间，同时也可渗透下一节课要学习的食物，为下一节课做铺垫。

6. 作业

(1)同桌两人一组，表演Let’s talk对话。

(2)制作第二天早餐的食谱。为家人制作一份健康的早餐食谱。

设计意图：设计符合孩子们的性格特点的作业，让学生乐做作业，在玩中学习知识。

篇12：外研版小学英语六年级上册教案

1、能听懂、会说、会读、会写本单元的单词duck, noisy, picnic

2、能听懂会说：

When are we going to eat?

We’re going to eat at half past twelve.

What are we going to do?

We are going to walk around the lake.等句子。

3、能模仿课文，用be going to谈论意图和计划。

教学步骤：

Step 1：Warm-up and show the learning aims

1. Sing an English song.

2. Ask the children: What do you like doing in your spare time? (Let more students answer)

3. The teacher says: Boys and girls, today we are going to learn Module2 Unit1 We’re going to have a picnic. (板书课题) First，please look at our learning aims. (出示本课学习目标，教师慢慢读，学生仔细看、认真听。)

Step 2: Learn the new words and the key sentences.

Ask the students to learn the new words by themselves.

① Try to read by themselves.

② Listen to the tape and read after the tape.

③Let Ss read the words in their own small groups.

2. T: I’m going to go to the park with my friends this weekend. I’m going to go at nine. How about you, children? (师一边慢慢地说，一边板书重点句型)

What are you going to do? I’m going to….

When are you going to go? I’m going to go at….

3. Practice the sentences by different ways.

4. Finish activity 3 of Page7. Ask the children to ask and answer in pairs.

Step 3: Learn the text

T: Do you want to know what did Daming, Simon and Simon’s mother do during the weekend?

1、 Put the picture on the blackboard and ask the children to look at the picture carefully.

2、 Play the tape and circle the new words.

3、 Pause after each sentence for the children to repeat.

4、 Practice in groups and act out the dialogue.

Step 4：Summary

1、请学生自己总结“be going to”的用法。

2、创设情景，结对子用“be going to”进行对话练习，并进行展示。

Step 5：Finish a Task

1. Read the text in roles.

2. Recite the new words and the key sentences correctly and skillfully in 5 minutes.

3. Copy the new words and the key sentences correctly three times. (要求：①在四线格内书写②用手写体书写③书写要认真、细心、端正、漂亮)

Blackboard Writing:

We’re going to have a picnic

New words：duck, noisy, picnic

What are you going to do?

I’m going to….

When are you going to go?

I’m going to go

教学反思：

篇13：外研版小学英语五年级上册教案

教学内容：

SB(学生用书)和AB(课堂活动用书)

学习任务：

It’s mine hishersJimmy’s.

运用任务：

1.做练习

2.参加“失物招领”的游戏

教学程序：

一、热身复习

表演上一节课的课后作业，教师对表演出色的表扬.

二、课文导入

上节课我们在失物招领处找回自己的东西.我们看课文中还有谁的东西.

三、课文教学

利用简笔画吸引学生的注意力.教师先画出书包的一部分，向学生提问：“What’s this?”然后问：“Whose bag is this?”听课文录音，请学生边看插图边跟读，模仿语音语调.学生几人一组分角色表演对话，教师做必要的指导.

完成练习，听录音，试着自己连线.

四、任务完成

完成运用任务1.学生两人一组，一人指着图片问，一人回答，完成对话练习.

完成运用任务3.请一名学生读出几个表示所属关系的单词，然后在规定时间让学生根据插图完成选择填空.

五、课文学习

教师播放录音歌曲，让学生整体感知歌曲大意，再放一遍，鼓励学生跟唱，教师同时教唱歌曲.

六、课后作业

篇14：外研版小学英语五年级上册教案

教材分析：

本课是新标准英语三年级起点第五册第四模块第一单元《It’s mine》。本单元主要学习物品所属和名词物主代词的表达方法。学生通过学习掌握mine、yours、argue、matter等单词。掌握并灵活运用句型It’s mine./It’s his/It’s lingling’s./It isn’t his来达到学习目的。

教学目标：

基于学生的实际学习水平，新课标的具体要求和本册教材的特点，我将教学目标设计如下。

1.知识目标：学生理解并掌握单词mine、yours、argue、matter、wear等。

2.能力目标：学生能够运用所学句型对自己或他人的所属物品进行描述。

3.情感目标：学生在活动中学会运用所学知识进行交流，并在交流中学会与他人合作，敢于开口说英语的能力。

教法学法：

1.从儿童的年龄特点、学习兴趣和好奇心求知欲考虑，根据小学生的心理特征。我借助“任务型”教学模式，以听说、游戏活动为主线组织教学，并通过小组合作，角色扮演等来加深对学习内容的理解，培养综合运用英语的.能力。

2.学生通过游戏和小组活动，使他们在交际中理解和运用语言，促进学生听、说、读的练习，是学生在快乐的学习氛围中学到更多知识。

教学过程：

一、Warming-up热身环节

在这一环节中我设计了一个chant，由学生共同拍手来完成。

I I I，my my my

He He He, his his his

热身环节是英语教学过程的首要环节。采用节奏感很强的chant不仅能够凝聚学生的注意力，还能提高兴趣，将学生很快的带入到学习氛围中。同时复习了以前学过的主格代词和形容词性物主代词，引出了新知识名词性物主代词，为下面的学习做好了铺垫。

二、presentation新知呈现

首先，我拿起自己的书，问学生Whose book is it? It’s my book.可用It’s mine.来代替，然后带领学生多读几遍，练习这个句型。再拿起Mingming的铅笔盒，询问LingHang(学生)Whose pencil-box is it?引导学生回答：It’s Mingming’s pencil-box.告诉学生It’s Mingming’s pencil-box可用It’s Mingming’s来代替，用同样的方式教授his、hers。

接下来是课文教学

首先，让学生听一遍录音，理解课文大意，并让学生初步感知语音、语调。让学生再次听录音，跟读课文，回答我提问的问题。

It’s Amy’s T-shirt? No,it isn’t.

What colour is Sam’s T-shirt? It’s red.

让学生听第三遍录音，并且跟读，录音播放完毕后，请2~3名学生分角色朗读课文。

本环节是新知识的呈现和练习，充分利用课堂中有限的资源，给学生创设了一种真实的教学环境，培养了他们的兴趣。这样，让学生在快乐的过程中不知不觉地掌握了本课的重点句型。反复的听读课文，加强了学生对课文的理解和记忆。

三、Practice趣味操练、巩固新知

用多媒体课件呈现Prat 3的四幅图片，图下面分别注明Ms Smart’s sweater Lingling’s skirt Amy’s skirt Sam’s trousers分别显示。老师问学生答或者学生问学生答，来练习句型Is this Ms Smart’s sweater? Yes,it’s hers./No,isn’t hers.

这一句型也是本课的重点，是一种否定表达方法。这样师生合作完成教学曾今了师生之间的感情达到了师生互动、生生互动的效果。本环节通过反复练习巩固并掌握了所学知识，小组合作联系培养了学生的合作交流能力。

四、Consoludation拓展延伸

把学生分成四个小组，各组学生把在家带来的书包、外套、裙子等物品放在一起，利用今天所学的句型进行对话，找出物品的主人。如果找对了物品的主人就给小组加分，进行奖励，还可以去别组给物品找主人。

拓展延伸对于学生更好地理解和御用所学知识具有重要作用，它有利于开发学生思维，提高英语的交际运用能力，培养了学生的学习兴趣。

五、Summary and Homework

带领学生一起回顾本节课所学的重点单词和句型。

让学生将各种熟悉的物品画在一张纸上，并且用英语标明这个物品是谁的。让学生自己动手画，培养了学生的动手能力，也进一步巩固了所学知识。