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1、外研社英语三年级起第五册 Module5 Unit 1 It s mine教学设计与反思课题 外研社新标准英语三年级起始第五册 Module5Unit 1It s mine广西平果县第一小学 农桂庆作者及工作单位教材分析本课选自外研社新标准英语三年级起始第五册 Module 4 Unit 1本节课是学习一些物品所属格名词性物主代词的表达法。学情分析五年级学生年龄十一、十二岁左右，生性活泼好动，喜欢直观形象思维，这时学生对英语学习已经有了一定的经验并养成了良好的学习习惯，形成了有效的学习策略，他们对英语学习有着浓厚的兴趣。他们渴望获得更多的锻炼机会。因此“采用活动途径，倡导体验参与”将是本课的主
2、要学习方法。 教学目标学生能够听、说Its mine /Its his/Its hers/Its Linglings/ It isnt hers/It isnt his并能综合运用新、旧知识组织对话完成一定交际任务。教学重点和难点 1、掌握描述他人或自己的东西的句型Its mine /Its his/Its hers/Its Iinglings/ It isnt hers/It isnt2、 教学难点：名词性物主代词的运用教学过程Step 1: Greeting.Hello! Boys and girls.Ss：Hello! Miss Nong.T：Did you have a good ti
3、me on holiday?Ss：Yes!T：Me, too. I bought a new T-shirt on this holiday. Look! I wear my new T-shirt. (呈现wear)T：Because my cloth is new, its clean. (呈现clean)T：I wear my clean T-shirt.Step 2: Presentation.1.利用身边的实物导出mine, yours, his, hers.T：Look at me, this is my book. Its mine. This is my cloth. Its
4、mine. This is my pen. Its mine.(呈现mine)(强调mine并做动作，让学生拿起自己的东西say and do. 反复操练，是学生明白如何表达Its mine. 板书：This is my book. Its mine.)T：（走到一个学生面前拿起他的笔问）Is this your pen?S：Yes! Its mine.T：Very good! So this is your pen. Its yours.This is your pencil. Its yours.( 拿起另外一个学生的物品，并对他说，学生跟着说。呈现yours) 板书：This is yo
5、ur pen. Its yours.T：Just now, we knew this is xxxs pen. Its his. This is xxxs pencil. Its his.( 呈现his) 板书：This is his pencil. Its his.T：Is this your bag? （拿起学生的东西问）S：No, it isnt mine! Its xxxs.T：Is this your bag?S：Yes! Its mine.T：This is xxxs bag. Its hers.板书：This is her bag. Its hers.(呈现hers)（设计意图：
6、通过现有资源-学生身边的实物来进行反复操练，学生更容易理解并掌握Its mine/yours/hers/his的正确表达。）3.操练T：Now, lets chant. （根据板书,配上节拍）My book, my book. This is my book. Its mine.Your pen, your pen. This is your pen. Its yours.His bag, his bag. This is his bag. Its his.Her box, her box. This is her box. Its hers.（设计意图：通过这个chant可以使课堂不至于太枯
7、燥，同时，还从总体上复习巩固句型Its mine. / Its yours /Its his. / Its hers.T：Now open your book and turu to page 14. Look at picture 1.Who are they?S：They are Ms Smart, Sam and Amy.T：What are they doing?S：他们在吵架。（学生可能不会说argue，用中文代替）T：Look at Sam and Amys faces. Are they happy?S：No！T：Yes! They are very angry! Because
8、 they are arguing. （呈现新词argue）T：What dose Ms Smart say?T：Dont argue! Whats the matter?(学生跟读这句话)T：Listen to the tape and find out the answer.T：OK! Who can answer the question? Whats the matter?S：Sam took a T-shirt. He wants to wear it.（强调wear）T：Is this Sams T-shirt?S：No！T：Very good!T：Where are Sam an
9、d Amys T-shirts?Read after the tape and answer the questions.（强调跟读的时候，注意模仿）T：Where are Sam and Amys T-shirts?S：They are on the line.T：Wonderful! They are on the line. (呈现on the line 做动作) Ms Smart washed them.（教授wash，配上动作，学生可能忘了这个单词）T：Did Ms Smart wash Linglings T-shirt?S：No!T：Why?S：Because Linglings
10、 T-shirt is clean.T：Yes! Linglings T-shirt is clean.（学生复述这一句话）T：So this T-shirt is Linglings. Sam and Amy took the wrong T-shirt.T：What do they say to Lingling at last?T：Read paragragh 3.S：I am sorry.T：Yes! 因此，当我们拿错别人的东西的时候，不要盲目的争吵。首先弄清楚事情的原委，然后要记得向别人道歉。T：Read after the tape.（设计意图：学生已基本掌握句型，这时进入到课本，
11、内容知识就比较容易了。通过每个问题循循善诱，把整个故事情节梳理清楚。）Step 3: Practice1.分角色朗读课文。T：Now, read the text in roles. Im Ms Smart, boys are Sam, girls are Amy. Clear?(设计意图：通过分角色朗读课文，学生初步了解在怎样的情境中运用这一句型，并更进一步理解课文的内容。)2.Imitation showT：Read the text by yourself, then act the dialogue out. I need 4 students to come here.（分小组来表演，说明可以选择某个精彩片段来表演，也可以表演整篇）（设计意图：act the dialogue out难度增大，进一步拓展学生的思维能力，提高口语交际能力。同时采用任务教学法，使学生的语言知识得到运用，也有利于调动学生的积极性。）Step4: Summery and homework.板书设计（需要一直留在黑板上主板书）Module 4Unit 1 Its mine!Its mine.Its LinglingsIts his/hersIts isnt hers/his
