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1、Unit 3 Is this your pencil?Story timeTeaching contents 教学内容Story timeTeaching aims & learning objectives 教学目标1. 学生能理解Story time的内容，并能够有感情地朗读。2. 学生能听懂、会说、会读单词pen, pencil和pencil case。3. 学生能听懂、会说、会读日常用语和句型Is this/that your ? Yes, it is./No, it isnt.4. 学生通过各种合作学习，培养合作学习的意识，激发学习兴趣。Focus of the lesson and
2、 Predicted area of difficulty 教学重点和难点教学重点：1. 学生能理解Story time的内容，并能够有感情地朗读。2. 学生能听懂、会说、会读单词pen, pencil和pencil case。教学难点：学生能听懂、会说、会读日常用语和句型Is this/that your ? Yes, it is. /No, it isnt.Teaching procedures教学过程Before classEnjoy a song Whats this?Step 1 Warm-up1. Greetings 2. Lets play!T: Pay attention to
3、 the rules: If you see a phrase, read it and do it. If you see a tiger, shout “Ahh”! (学生做游戏)【设计意图：通过歌曲、游戏激发学生学习英语的兴趣，同时复习旧知，为学习新知做好准备。】Step 2 Presentation and practice1. Guessing game (1) Yellow boxclothes (旨在新授Is this a ?)T: There are so many beautiful clothes. What are the presents? Lets guess.S:
4、A T-shirt./T: You can come here and guess like this, “Is this a ?”(引导学生来到投影仪前进行猜测，并出示新授句型Is this a ?)S: Is this a ?(前两幅引导学生用新授句型一起猜测，最后的一幅图转为学生同桌合作进行猜测。)(2) Blue box (旨在新授Is that ?)T: Letter “b”.S: Is this a ?T: Its far away from you. So you can say: Is that a ?S: Is that a ?(前两幅引导学生用新授句型一起猜测，最后的一幅图
5、转为学生同桌合作，猜测练习。)(3) Green box (旨在新授Yes, it is./No, it isnt.)T: Can you guess?S: Is that a ?T: Yes or no? If you think it is, you can say “Yes, it is.” But if you dont think so, you can say “No, it isnt.” S: Is that a pen?T: Yes, it is. Its a pen. (新授pen，同法教学pencil )T: The last picture, please guess w
6、ith you partners.S1: Is that a ?S2: Yes, it is./No, it isnt. T: (教学pencil case。)【设计意图：通过“猜猜礼品盒里的小礼物”这一活动设计，以旧引新，由扶到放，逐步学习本课教学重点，即文具类单词pen, pencil, pencil case和一般疑问句的问答。】2. Story time (1) Lead-in T: I have a picture here. Can you guess?S: Is that a ?T: Yes, it is./No, it isnt. T: (出示Story time 中的铅笔图片
7、) I have a story about this picture. Do you want to have a look?(2) Watch and choose What is the story about?A: The pencil is lost. (丢失)B: The pencil is broken. (弄坏)C: The pencil is stolen. (偷掉)S: A.T: Is this Mikes pencil? (出示第一幅图片)S: No, it isnt. T: So Mike says: This isnt my pencil.(教师指导朗读)(3) Li
8、sten and underlineT: Who helps Mike?S: Liu Tao and Yang Ling.T: What do they say?S: Is this your pencil?/Is that your pencil?T: (新授Is this/that your pencil?)T: No, they are not Mikes pencil. Where is the pencil? (出示最后一幅图片)Find the sentence and read loudly. S: Oh, thats my pencil.T: (教thats = that is
9、 )(4) Lets read.a. Read after the computer.b. Read after the teacher.c. Read together.(5) Show time (出示Story time的图片，打乱顺序，通过重新排序，带着学生说说这个故事。)【设计意图：在故事情境中，通过对Story time的听、猜、读，初步运用新句型帮助Mike寻找丢失的铅笔，最后一起对整个故事进行复述。】Step 3 Production and consolidationT: Mike cant find his stationery. Lets help him. (出示两幅图
10、片pen和pencil case )T: I am Mike. Who can help me?S: I can.T: This isnt my pen.S: Is this your pen?T: No, it isnt.S: Is that your pen?T: No, it isnt. Oh, thats my pen. (学生两人小组，模仿对话)T: Mike is careless. He lost his pen. We must take good care of our things.【设计意图：通过再次帮助Mike寻找丢失的钢笔，引导学生在实际情境中运用新句型，并适时进行相
11、关的学习习惯教育我们应该保管好自己的文具。】Homework 家庭作业1. 听录音，大声朗读story time并能表演。2. 抄写story time里的新单词。Teaching aids 教学准备（含板书设计）教学准备：PPT板书设计： Unit 3 Is this your pencil ?pen Is this/that a ? Yes, it is.pencil Is this/that your? No, it isnt.pencil case说课在本课导入环节，通过歌曲Whats this?和游戏“Lets play”帮助复习旧知识（文具类单词和特殊疑问句句型），为新故事的学习做
12、好知识和情感两个方面的准备。 在新授环节，通过“猜猜礼品盒里的小礼物”这一活动设计，引导学生在较为真实的游戏情境中逐步学习本课的重点内容即一般疑问句的问答和pen、pencil、pencil case这三个文具类单词，并通过同桌合作学习，由扶到放，能够对新知识进行初步运用。教学过程中，教师应该引导学生对学习难点Is this/that ?的意义理解和一般疑问句的回答进行重点体验和关注，学习文具类单词时也体现了教师对音、形、义三个维度的关注。在故事学习环节，则通过对故事的听、猜、读，引导学生在故事情境中帮助Mike寻找丢失的铅笔。这里分三个层次展开，第一层次是先整体理解故事的主题“Mike的铅笔丢失了”；第二个层次是帮助Mike寻找丢失的铅笔；第三个层次是找到铅笔后Mike说了些什么。最后通过对故事的排序，引导学生对故事的整体理解和细节把握。对故事的教学，由整体进入到分块理解再到整体复述，通过不同层次的听、猜、读、说，学生不断地学习新知识。 在故事学习后，设计“帮助Mike寻找丢失的钢笔”这一活动，引导学生再次运用新知识解决生活中的问题，并适时进行相关的学习习惯教育，提醒学生保管好自己的文具。作业布置主要是对课内学习的复习、巩固，并最终落实到书面，同时关注学生模仿、朗读能力的培养。特别分享：培养学生看图猜测、表达的能力。培养学生小组合作学习的意识和能力。关注学生学习习惯的培养。 5
