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1、新标准英语第五册 Module 4 Unit1 Its mine教学设计一、 教学目标： （1）语言知识目标：A、掌握单词mine/yours/hers/his。 B、掌握句型Its mine/yours/hers/his 。 （2）语言技能目标：使学生在语境、合作、交流中体会、理解mine/yours/hers/his的意思，并能用Its mine/yours/hers/his表明物品的所属关系。 二、教学重点：能清晰准确地发出本课所教单词的音。 三、教学难点：理解运用名词性物主代词mine; yours; his; hers；Ling lings。 四、教学准备：教学图片、录音机 五、教学
2、过程： （一）热身 T：Hello! Boys and girls! Good morning! First, lets play the“Simon says”game. If youre wrong, youll stand here and replace me. Clear? T： Now, lets begin, Simon says touch your ear. Simon says point to your head. Nod you head. Simon says touch your partners shoulder. Point to her desk. Simon
3、 says pick up you pen and say its my pen. T：OK! Youre wonderful! （通过游戏活跃课堂气氛并复习形容词性物主代词，为学习名词性物主代词作铺垫。） (二)呈现mine, yours, his, hers. Its mine/yours/hers/his. It isnt mine/yours/hers/his T：Where is my coat? I feel a little cold.（教师事先放一件外套在教室某个角落） S： Oh, Its your coat. Here you are! T：Thank you! Oh, I
4、ts my coat! Its mine. Now, boys and girls, please touch your coat and say“Its my coat, its mine. ” Read one more time. T：Its my coat, its mine.(板书) T：Who can use “book”make a sentence like this. Who can try? S1：Its my book, its mine. T：Clever boy! Any more? S2： Its my book, its mine. T：How clever yo
5、u are! 老师走到讲台下，随意拿起一位同学的铅笔。 T: Is it your pen ? S：Yes ,its my pen. T：Its your pen, its yours.（示意其他同学指着这位同学说：“Its your pen, its yours.”重复几次。用类似方法呈现hers his） ( 创设情境，在真实情境中导入单词，让学生理解和明白单词的含义。) （三）操练 T：拿出服装图片(图片正面为服装，背后写有Tams 或 Amys )和两个人物头像。 Now, lets introduce two friends for you, Tom and Amy . There
6、are some clothes on my hands, lets guess which one is Amys and which one is Toms. T：出示T-shirt , 示范学生读. This T-shirt is s. T：展示卡片的背面，针对学生的答案 No, it isnt Amys, its Toms. Its his. Yes, its Amys, its hers. 用 sweater, trousers, skirt, dress 继续操练“Its hers/ his”“ It isnt hers/ his”句型 (四)巩固 （师从学生那儿借来一些书、笔、文
7、具盒） T：（拿起一支铅笔） Is this Xiaomings pencil? 指导示范学生用Yes, its his./No, it isnt his. Its Xiaofangs.回答，重复两次，让学生跟读。 T：（拿起一本书）Is this Linglings book? S：Yes, its hers./ No, it isnt hers. Its As. (老师可以跟学生一起回答，以提醒学生，发现学生错误及时纠正) T：师拿起自己的一支钢笔，走下讲台，向某个学生问道：“XX，Is this your pen?” S：No, it isnt mine. T：Yes, it isnt
8、yours, its mine.（示意学生跟读） 老师让一个学生上台充当小老师，继续用桌上的文具问学生，在实际操作中培养学生的语感，并检查学生对所学知识的掌握情况。 （五）、课文教学 （1）教单词wear, line, clean, matter, argue. (老师拿出教学挂图)Look at the picture 1,whats the matter?（板书单词：matter） T：（指着正好请病假同学的座位）Whats the matter with XX? S：他生病请假了。 T：Oh, he is ill. whats the matter with XX? He is ill.
9、 whats the matter with XX? He is ill.(生跟读) T：Now, look at the picture, whats the matter with Sam and Amy? S：They are 吵架。 T：Yes, they are arguing.（板书：arguing argue并让学生用argue造句） e.g： Dont argue with your mother. T：They are arguing for a T-shirt. Both Sam and Amy want to wear the T-shirt. （板书：wear） （师指
10、着自己的衣服）Today, I wear a red coat. What about you? S：I wear a （通过举例让学生明白wear的意思） T： The T-shirt isnt Sams and Amys, its . S：Its Linglings. T：How clever you are. But where is Sams and Amys T-shirt?(出示教学挂图2) S：They are on the 绳子。 T：They are on the line. (板书line ) line ，line ，louder, please. Sams and Amy
11、s clean T-shirt on the line.( 板书：clean.) Clean, clean, the clean coats on the line. （2）放录音或读对话。学生看书听录音。放录音时教师要举起书指着图上说相应话语的人物。再放录音，要求学生们指着相应的说话的人物。 （3）朗读课文 1、老师读出前两幅图的对话，要求学生跟读。 2、教师和全体学生分角色朗读Sam, Amy, mother，Lingling的说话内容。 3、全班分为四大组，朗读对话，比一比哪组读得比较好。 4、请学生四人一组，朗读练习。 5、请几组学生表演课文内容。 T： Thats all for today. The class is over. 板书设计Its mine.He wants to wear itYour red T-shirts are on the line.
