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1、Lesson E Whats This ?主备人张爱微课时第一课时审核人课标要求Master the words and daily expressions, culture the students interest in speaking English, form good learning habit.导学目标知识目标1. Master the words ：fox, panda, pig, rabbit, snake.2. The structure: Whats this? Its a.3. Lets talk.4. Understand expressions in class.
2、能力目标1. Be able to use the new words and structure. 2. Be able to bring the students imagination and creativity into full play.情感目标1. To culture the students interest to learn English.2. Love animals.导学重 难 点重点：1. The right pronunciation of the new words. 2. The structure: Whats this? Its a.难点： 本课单词fo
3、x, panda, pig, rabbit, snake的整体认读。 教 法Communicative Teaching. The Situational Approach teaching method. TPR学 法Corporation learning. Talking.导学准备Cards, PPT, the reading machine, ect.教案来源Designed by myself The first period： Leading Step导学环节教 师 活 动Step OneEstablishmentI. Warm-up. 1. Daily greetings.T:
4、Good morning, boys and girls! Ps: Good morning! T: How are you?Ps: Fine, thank you. And you?T: Im fine, too. Thanks.2. Sing the song “Good morning”.II. Learn the new words and structure. 1. Review the words we learned.T: Boys and girls, look at this picture. Whats this? (教师手指拿着的图片。着重强调this并用手势语言，让学生
5、领会this的意思，为后面的句型操练做准备。）Ps: Its a bird. T: What colour is the bird?Ps: Its white.T: Do you like it?Ps: Yes. / No.T: (Then paste the animal cards on the blackboard one by one according to the answers from the students.)2. Learn the new words “fox, pig”.T: These are all animals. Do you like animals?Ps:
6、 Yes.T: Today we will learn some new words about animals. Just guess, its not big but it runs very fast. And its so clever. What is it? Good. “fox”.（引出单词fox）Lets go on guessing another animal. It like eating and sleeping. Its very fat. What is it? “pig”. (这两个单词是单音节词，让学生从易到难，增强学习信心。教师教学辅音字母f,p,g的读音。让
7、学生开火车读这两个单词。）3. Learn the structure “Whats this? Its a .”.T: Show “Whats this?” on the blackboard. Help them answer “Its a fox.”Ps: Its a fox.T: Yes. Its a red fox.T: Look at this. Whats this?（关灯，通过投影仪或电筒的光线，做出猫的手影，引导学生说出 cat. Its a cat. 同时教师板书“Whats this ? Its a cat. ”，讲解表示“这个”，指离自己近的位置。）4. Learn t
8、he new words “panda, rabbit, snake”.T：（出示图片panda，提问学生）What this ?Ps: Its a panda.T: panda, panda, 胖胖的. Its a big panda. (教师示范做一个胖胖的动作，加强学生的形象记忆。)T: (用简笔画画出一半兔子的图形，让学生猜。先教读 ra，再画完整个兔子，补充完rabbit，小组横列练习单词。)T：（TPR教学，学生猜测动物，引出单词snake，强调字母a在此单词中的发音。）5. Consolidation设计活动：Drive the train（学生分竖列比赛单词的拼读速度。）Ste
9、p Two:ComprehensionI. Learn “Lets chant”.1. Lets chant together.Whats this?Whats this?Whats this?Its a snake.Its a snake.Its a green snake.1. 将单词卡片贴在黑板上，再听，学生听录音，选择听见的单词。并复述所听句子。给学生提出任务，看谁听三遍就能背诵，激励学生积极动脑。2. Sum up Whats this? Its a fox. Whats this? Its a pig.Whats this? Its a panda. / rabbit / snake.Step ThreePractice1. Listen, tick and say on page 11.2. 改编，把这节课学习的 fox, panda, pig, rabbit替换进去。Homework: 1. Listen and tick the correct answers in the workbook.2. Remember the words and structure. 板 书 设 计导 学 反 思Lesson E Whats this ?Whats this ? foxIts a pig . panda rabbit snake1、 本节亮点：2、待改进处：
