管理员初中英语公开课教案 作为一名优秀的教育工作者，编写教案是必不可少的，借助教案可以让教学工作更科学化。快来参考教案是怎么写的吧！下面是小编收集整理的初中英语公开课教案，欢迎阅读，希望大家能够喜欢。初中英语公开课教案1 【教材分析】 Module 8的主要内容为……
初中英语公开课教案
作为一名优秀的教育工作者，编写教案是必不可少的，借助教案可以让教学工作更科学化。快来参考教案是怎么写的吧！下面是小编收集整理的初中英语公开课教案，欢迎阅读，希望大家能够喜欢。
初中英语公开课教案1
【教材分析】
Module 8的主要内容为运用宾语从句和定语从句来描述毕业生晚会上的对话和写作毕业晚会上的发言。从全书来看，本模块是对以前宾语从句和定语从句的.总结和运用，着重引导词的使用，让同学们通过课堂学习活动来掌握其用法。
Unit 1 Here’s to our friendship!
【教学目标】
Knowledge objective
1. Words: handbag, beat, pardon, intend, fetch, pancake
2. Expressions: intend to do sth, for long, even ifAbility objective
能听懂和阅读关于介绍毕业生晚会的语言材料，能通过相关词汇和图片描述自己和他人的感受和打算;能编写关于毕业晚会的对话。
Moral objective
学会倾听他人毕业前的感受;感受同学之间的深厚友谊;培养对母校的热爱之情。
【教学难点】
The use of “intend to do sth.”
【教学方法】
PWP method, task-based method and interactive approach
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Lead-in
Ss look at the pictures and answer the questions.
How will you feel at the school-leavers’ party?
What are you going to show for your classmates?
Will you wear beautiful clothes to take part in the party?
What do you want to say at the school-leavers’ party?
Step 2 Consolidate new words
Look and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.
handbag n. 女用小提包
beat n. 节拍，拍子
pardon 请再说一遍
intend v. 计划，打算
fetch v. 取来，拿来
pancake n. 薄烤饼，薄煎饼
Step 3 Look and say
Look at the pictures and answer the questions.
1. What is the special event?
2. What is everybody doing?
Step 4 Listening
1. Listen and answer the questions.
Where is Betty going tonight?
What are Betty and Tony going to do?
Why does Betty refuse to eat before she leaves?
2. Listen to Part 3 and answer the questions.
Is Lingling enjoying the party?
Who hang international flags on the wall?
Step 5 Reading
1. Read the dialogue and complete the notes.
Their feelings __________________________
The hall _______________________________
The music _____________________________
Their plans __________________________________________________________________
____________________________________________________________________________
The food and drink _________________________________________________________
2. Read the passage again and answer the questions.
1 Why is Lingling sad?
2 What makes the hall look wonderful?
3 What do they think of the music?
4 What are Tony’s plans?
5 What is on the menu?
6 What do they wish for when they raise their glasses?
Step 6 Complete the questions with the words in the box.
1. Read the questions carefully.
2. Complete the questions with the words in the box.
1 If you say ________, does it mean “Please say that again” or “I’m sorry”?
2 Do you think a(n) _________ is something to eat or something to drink?
3 If you ______ to do something, do you want to do it or not?
4 Do you think the ______ will be better than the past?
3. Ask and answer the questions in pairs.
Step 7 Everyday English
Let Ss say the everyday English that they have learnt in the passage.
? Pardon? 对不起，请原谅(用于礼貌请求别人重复自己没听清或不理解的话)
? I hope so. 在简略句中，表示希望某事发生
? Good for you!(称赞某人)真行，真棒
? Here’s to …(祝酒词)为……的健康(或胜利)干杯
? Cheers! 用作祝酒语, 意为“干杯”
Step 8 Language points
Ss should master the main points from the passage in Part 3.If possible, let the students to say at first.
1. That’s a nice handbag.
handbag表示“(女用)小手提包”。
e.g. You’ll be more beautiful if you wear the red handbag.
如果拎上这个手提包，你会更漂亮。
2. Yes, I am, but I feel a bit sad.
a bit表示“有点…”。用来修饰形容词或副词。
e.g. It’s a bit cold today, isn’t it? 今天有点冷，不是吗?
3. It’s got a great beat! 节奏太棒了!
beat指“(音乐、诗歌等的)节奏，节拍”。
e.g. Follow the beat, please. 请跟上节拍。
4. Pardon?
pardon表示“对不起，请原谅”。用于礼貌地请求别人重复没听清或没听懂的话。
e.g. -Where is the post office?
-Pardon?
5. Do you intend to stay in China for long,Tony? 托尼，你打算在中国待很长时间吗?
intend to do sth. 表示“打算做某事”。
e.g. Finney intends to go to Australia next year if all goes well.
如果一起顺利，芬尼打算明年去澳大利亚。
for long相当于 for a long period of time, 表示“很长时间”。
例如：-Have you been waiting for long?
-No, not for long. Only a few minutes.
6. And even if I go back to the UK, I’ll come back and visit you all.
即使我回到英国，我也会回来看你们的。
even if表示“虽然，尽管”, 相当于even though。
e.g. Even if I fail this time, I would try again.
即使我这次失败了，我还要再试试。
7. Let’s fetch something to eat.
fetch表示“(去)取来，拿来”。
e.g. Your schoolbag is not here. Please go downstairs and fetch it.
你的书包不在这。请到楼下把它拿上来。
something to eat表示“吃的东西”。
Step 9 Listening
1. Listen and mark the pauses.
I’ll finish my high school education here, but I want to go back to my home
town one day. What are your plans, Daming?
2. Listen again and repeat.
Step 10 Read and listen
1. Read and mark the pauses.
Let’s raise our glasses. Here’s to our friendship, everyone … and to the future!
2. Listen and check.
Step 11 Ask and answer
Ask and answer the questions in Part 8 in pairs.
1 What are your plans and hopes for the future?
2 Are you going to have a school-leavers’ party?
3 What will you do on your holiday?
4 Will you miss your friends and classmates? Why or why not?
Step 12 Exercises
Let students do more exercises to master the language points.
1 -Would you mind lending me your pen?
- _________
A. Pardon? B. Let’s go.
C. I hope so. D. Cheers.
2 I like listening to the song because it has a great ________.
A. look B. pancake C. handbag D. beat
3 Betty intends ______ for America next month.
A. leave B. leaving C. to leave D. left
4 The cake is over there, ____ it for me, please.
A. take B. fetch C. carry D. with
Keys: ADCB
Step 13 Homework
仿照课文中的对话，用英文介绍一下你毕业后的打算。60词左右
初中英语公开课教案2
一.教学内容：
复习Unit 7
二.教学重点：
1.复习一般过去时和过去进行时及区别。
2.反身代词的用法。
3.频度副词在一般现在时中的应用。
4.重点词组解析。
三.具体内容
(一)一般过去时和过去进行时的区别：
1.一般过去时常表示在过去某时发生的动作或存在的状态(包括过去的习惯动作)，常与一般过去时连用的时间状语有：just now, a moment ago, yesterday, last week/month/year, the day before yesterday及表示过去的时间状语从句。
e.g. I met her in the street the day before yesterday.
Ex. Hangzhou is a nice city. My dad me there when I was about ten years old.
A. pulled B. caught C. took D. brought
2.过去进行时常用的'时间状语有：at that time/moment, at this time yesterday, at +点钟+yesterday,时间状语从句。
e.g. What were you doing at seven yesterday?
Ex. I on the computer when Jim came to see me yesterday evening.
A. draw B. drew C. was drawing D. am drawing
3.一般过去时往往表示某一动作已经发生，而过去进行时却表示动作在持续。
e.g. She wrote a letter to her friend last night.
She was writing a letter to her friend at nine last night.
Ex. –Why didn’t you give me a phone call?
-- I . But nobody answered the phone.
A. do B. did C. will D. have
注意：下面几种情况不用一般过去时而要用过去时：
1)表示过去某一阶段的经常性动作。
Tom was studying in Paris last term.
2)与always连用表示赞美，厌烦等感情色彩时。
e.g. John was always coming to school late.
3)用来描写故事发生的情景。
It was a dark night. The wind was blowing hard and the rain was falling heavily. A young man suddenly appeared on the riverbank. He wanted to cross the river.
4)when作并列连词，表示“这时(突然)”之意时，第一个并列分句用过去进行时，when引导的并列分句用一般过去时。
I was taking a walk when I met him.
5)go, come, leave, start, arrive等动词可用过去进行时表示过去将来的含义。
I was leaving for Wuhan that day.
Ex. (1)It was warm, so I (take) off my coat.
(2)John (take) a photograph of me while I (read).
(3)Jane (wait) for me when I (arrive).
(4)Sue wasn’t hungry, so she (not eat) anything.
(5)It was hard work to carry the bags. They (be) very heavy.
(6)When I was young, I (want) to be a bus driver.
(二)频度副词在一般现在时中的应用。
表示动作发生的频率程度的副词叫做频度副词，如seldom, always, often, sometimes等。一般常用在一般现在时中，放在be动词，情态动词及第一个助动词之后，实义动词之前。
e.g He is seldom ill.
You must always remember this.
Do you usually go to school on foot?
有时为了加强语气，频度副词也可以放在句首。
e.g. Sometimes she goes to school by bus and sometimes she goes to school by bike.
Ex.
1.– Does Liu Hua ever guess the meanings of English words?
– No, he guesses the meanings of new words. He uses his dictionary all the time.
A. usually B. always C. never D. sometimes
2. English people use Mr. Before a man’s first name.
A. never B. usually C. often D. sometimes
3. If you want to learn English well, you must use it as as possible.
A. often B. long C. hard D. soon
4. She always gets up early and so she is late for school.
A. sometimes B. usually C. never D. often
5. I believe what he says.
A. don’t always B. always don’t C. not always D. always not
6. –I hate vegetables. I eat them.
– But they’re good for your health. You should often eat them.
A. seldom B. often C. usually D. always
7. The sun rises in the east and sets in the west.
A. never B. often C. seldom D. always
8. –Does Liu Hui do his homework in the afternoon after supper?
– . He does his homework after supper.
A. Yes, usually B. Yes, always C. Never, always D. No, sometimes
9. The rich are not happy.
A. never B. sometimes C. usually D. always
10. She always finishes her homework on time. She leaves it for tomorrow.
A. never B. sometimes C. usually D. seldom
(三)反身代词的用法三忌。
1.反身代词不能表示“某人的(东西)”之意，因为反身代词没有所有格形式，不能作定语。表示“某人自己的”，须用one’s own.
e.g. I saw the accident with myself eyes.(F)
I saw the accident with my own eyes.(T)
2.反身代词不能作主语，但可以作主语的同位语，起强调作用。
Herself is a teacher.(F)
She herself is a teacher.(T)
3.反身代词作宾语同位语时，只能放在宾语之后，做主语同位语时既可放在主语之后也可放在句末。当主语和宾语在人称,数和性别方面相同时，反身代词只能放在主语之后，否则，强调的重点将发生转移。
e.g. He himself went to see the artist.(F)
He went to see the artist himself.(T)
有用的词组：
teach oneself自学enjoy oneself玩得高兴help oneself随便吃
say to oneself自言自语hurt oneself伤着自己dress oneself自己穿衣
by oneself独自地for oneself为自己Ex.
1. Be careful not to hurt . It’s a new knife.
2. I don’t need any help. I can do it all by .
3. –Did you enjoy ?
– Yes, we enjoyed very much.
4. She thinks more of others than of .
5. He is too young to teach English.
6. Help to some cakes, children.
(四)重点解析。
1. I hope to see you next week.
hope to do sth./that从句
e.g. She hopes to get a job overseas.
I hope you won’t be late.
2. There are many different ways to show respect to older people.
show respect to …
e.g. I have the greatest respect for you.
I respect you for your honesty.
3. All the buildings are supposed to provide special facilities for people in wheelchairs.
be supposed to do
e.g. You’re supposed to pay the bill by Friday.
provide sth. for sb.
Can you provide some drinks for us?
4. Do you give up your seat to an older person on a bus or a subway?
give up sth.
e.g. She didn’t give up her job when she got married.
5. Don’t you say “Please” when asking someone for something?
ask sb. for sth.
e.g. Jim always asks mom for some money.
Ex.
1. He hopes a doctor when he grows up.
A. / B. to being C. to be D. being
2. There are some people who don’t show respect the old in society.
A. to B. in C. at D. of
3. Bill give a lecture on Saturday afternoon.
A. is supposed to B. was supposed to C. be supposed to D. supposed to
4. The government will provide food and drinks the people who suffer poverty.
A. to B. for C. with D. on
5. The doctor asks the old man to smoking for it is bad for his health.
A. give up B. put up C. get off D. put down
6. She always asks her mother something to eat.
A. to B. for C. at D. on
[课堂练习]
连词组句，适当变换词形。
1. doesn’t, she, early, get up , mind
_______________________________________
2. likes, by, brother, my, travel, train
_______________________________________________
3. like, take, to, I, a, bus
________________________________________________
4. in, live, they, the, prefer, country
________________________________________________
5. at, home, I, today, stay, to, prefer
_______________________________________________
6. feel, like, I, grandparents, my, visit
_______________________________________________
初中英语公开课教案3
教学目标
知识与能力
Section A的主要内容是学习“询问和谈论别人或自己喜好的学科并给出理由”;学会合理地安排自己的作息时间。
过程与方法
采用Imitating and repeating,Practicing,Comparing和Role playing的学习策略,利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动或调查活动,谈论各自所喜欢的学科或其它的事情并给出理由。
情感态度价值观
Section A的学习内容贴近学生的学习生活,谈论的话题是喜欢的学科。通过互相询问和谈论彼此所喜欢的学科,可以增进同学之间的了解和友情并培养学生热爱学习、热爱科学的思想和良好的学习、生活习惯。
教学重、难点及教学突破
重点
学习“询问和谈论别人或自己喜好的学科并给出理由”。
语法难点
What,Who和Why引导的特殊疑问句的构成和使用。
教学突破
Section A重在通过使用what和why引导的特殊疑问句,对彼此所喜欢的学科进行询问和谈论以及对理由进行询问和谈论。对于what引导的疑问句学生已经学习过,基本掌握其结构,通过比较异同,学生可容易接受why引导的疑问句结构和用法。
教学准备
教师准备
准备各学科的教科书或图片或幻灯片;设计课后巩固练习的幻灯片;制作反映各门学科特征的课件,将听力部分的内容插入,通过介绍学科来引入新课。
学生准备
准备一份班级的课程表;制作一份英语课程表。
教学步骤
(1课时)
一、第一教学环节:情景创设。导入新课
教师活动
学生活动
Section A的主要内容是学习“询问和谈论所喜欢的学科”和“询问并给出理由”的语言结构。在导人新课时,可采取视听导入法和提问式导人法。
1.出示各门学科的教科书或封面图画或幻灯片或播放课件,教学或回顾一些学科名词:What subject is it? It’s English/…。
2.出示各门学科的教科书或封面图画或幻灯片,然后说:My favorite subject is English.,再询问学生:What’s your favorite subject?,引导学生作出回答,从而引出本部分的重点目标语言结构。
3.引导学生将1a部分的学科名词与图画中的活动场景进行搭配,完成1a部分的教学任务。
4.一边仔细观看各门学科的教科书或封面图画或幻灯片,一边听老师的介绍,或一边观看课件,一边听介绍,回答老师的'问题,跟着老师读,学习一些学科名词。
5.一边观看各门学科的教科书或封面图画或幻灯片,一边认真听老师的陈述,然后回答:My favorite subject is …,开始学习目标语言。
6.将la部分的学科名词与图画中的活动场景进行搭配,完成la部分的学习任务。
二、第二教学环节:师生互动,学习探究
教师活动
学生活动
1.播放lb部分的录音让学生听,引导学生根据所听到的内容,圈出所听到的学科名词,完成1b部分的教学任务。
2.引导学生展开Pairwork活动,完成lc部分口语交际的教学任务,学会运用What引导的特殊疑问句询问和谈论喜欢的学科。
3.播放2a部分的录音,引导学生根据所听到的内容整理对话,完成2a部分的教学任务。
4.播放2b部分的录音,引导学生完成对话,将学科名词与描述性形容词进行搭配,完成2b部分中的听力训练任务。
5.引导学生根据自己的看法将表格中的学科名词与描述性形容词进行搭配,完成2c部分的教学任务。
6.引导学生展开Pairwork活动,完成2d部分口语交际的教学任务。让学生先阅读对话,再进行问答练习,运用What’s your favorite subject? Why do you like…? Because it’s…等目标语言,完成2d部分的教学任务。
7.引导学生阅读对话,根据提示从方框内选择适当的词语完成对话,学习Who is your science teacher?等目标句型,完成3a部分的教学任务。
8.引导学生展开Pairwork活动,完成3b部分口语交际的教学任务。要求学生先通过调查,询问同伴最喜欢的学科和教师,然后填写表格,复习运用所学的目标语言。
1.听lb部分的录音,根据所听到的内容,圈出所听到的学科名词,完成lb部分的学习任务。
2.展开Pairwork活动,完成1c部分口语交际的学习任务,学会运用What引导的特殊疑问句询问和谈论喜欢的学科。
3.听2a部分的录音,根据所听到的内容整理对话,完成2a部分的学习任务。
4.听2b部分的录音,根据所听到的内容完成对话,将学科名词与描述性形容词进行搭配,完成2b部分中的听力训练任务。
5.根据自己的看法将表格中的学科名词与描述性形容词进行搭配,完成2c部分的学习任务。
6.展开Pmrwo~活动,完成2d部分口语交际的教学任务。先阅读对话,再进行问答练习,运用What’s your favorite subject? Why do you like…? Because it’s…等目标语言,完成2d部分的学习任务。
7.阅读对话,根据提示从方框内选择适当的词语完成对话,学习Who is your science teacher?等目标句型,完成3a部分的学习任务。
8.展开Pairwork活动,完成3b部分口 语交际的学习任务。先通过调查,询问同伴最喜欢的学科和教师,然后填写表格,复习运用所学的目标语言。
三、第三教学环节:合作交流。巩固提高
教师活动
学生活动
引导学生进行调查活动,让学生调查父母最喜欢的一些事情,然后填写表格;再向全班同学介绍或互相谈论。通过这种方式,练习运用所学目标语言,完成4部分的教学任务。
进行调查活动,调查父母最喜欢的一些事情,然后填写表格;再向全班同学介绍或互相谈论。通过这种方式,练习运用所学目标语言,完成4部分的学习任务。
本课总结
本课采用Imitating and repeating、Practicing、Comparing和Role playing的学习策, 利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交两动或调查活动,谈论各自所喜欢的学科或其它的事情并给出理由。通过互相询问、谈论彼此所喜欢的学科,可以增进同学之间的了解和友情并培养学生热爱学习爱科学的思想和良好的学习、生活习惯。
初中英语公开课教案4
一、教材分析：
1、教材的地位及作用：
第二册第五单元第二节课，本单元围绕做“比较”( Makingcomparison) 这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点，表示数量的some,few的比较。通过学习的比较等级，进一步加 深对比较等级的语法现象的理解和运用。同时通过some,few比较等级在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。
2、教学目标：(知识目标、能力目标、德育目标)
知识目标：
(1)学习、掌握some,few的比较等级;
(2)学习单词strong。
能力目标：提高学生听、说、读、写及知识自学的综合能力。
德育目标：教育学生热爱劳动。不劳无获(No pains,no gains)。
确立教学目标的依据：
根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基 础。此外，根据我国国情和外语教学大纲的`要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
3、重点与难点：
重点：学习表示数量some, a few的比较等级。
难点：some, a few的比较等级在实际生活中的应用。
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。
二、教材处理：
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到农场里。同时激发学生学习兴 趣，使学生在参与农场的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。
三、教学方法：
通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。
四、教学手段：
主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五、教学程序：
1、新课导入
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个有趣的地方，并请他们依据我的提示猜测要去哪里?当学生猜出去农场 时， 我们便“上车”， 一路欢歌(PickingApples)去农场。随着“嘎”的刹车声，电脑打出农场全景， 给学生一种身临其境的感觉，导入正课。
2、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物的叫声，栩栩如生。以学生在农场里劳动为主线，通过树上结多少苹果，学生 摘多少苹果，卡车运多少苹果筐，以及劳动后学生吃多少苹果的比较，将some,few的比较等级在一系列既关联又相对独立的语境中详细讲解，反复演练，使 学生全面掌握。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质 和英语语言素质。
3、反复操练和巩固应用
为了调动学生的积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。
4、反馈练习
本课的又一次高潮是将游戏与练习有机结合，融为一体。设计下棋游戏，棋盘为20个格，每格均为在苹果园里劳动的情景，并配有本课的重点--比较等级的练习 题。棋盘的上一男一女分别代表男生和女生两大组，值得一提的是决定男女生在棋盘上走几步的转盘，是用本课重点词汇fewest,fewer,a few,some,more和most组成，使学生在玩中进一步体会数量some,a few的比较等级的运用。学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。
5、归纳总结
本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课重点、难点，学生又通过优美的旋律、音韵动力听的节奏。进一步巩固，加强对本课内容的理解和运用。
6、展示板书
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。
初中英语公开课教案5
教学内容
本单元围绕着“Is this your pencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础.
教学目标
1)知识目标：
A.学习并掌握指示代词: this、that;
B.学习What引导的特殊疑问句;
C.学会Yes/No问句及其简单回答;
D.学会句型：---How do you spell pen? P-E-N.
2)能力目标：
A.能辨认物品的所有者;
B.根据不同场景,能用英语对物品的所属进行提问和回答;
C.能识别不同句式的语调(陈述句,疑问句);
D.培养学生听、说、读、写的能力及创新思维能力.
3)情感目标：
A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;
B.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务.
教学重点、难点
重点：A.掌握批示代词this、that用法;
B.掌握特殊疑问句和Yes/No问句及其简单回答.
难点：学会写寻物启事和失物招领.
课时安排
第一课时Section A 1a-1c
第二课时Section A 2a-4b
第三课时Section B 1a-2c
第四课时Section B 3a-4 Self-check 1-3
Period One
课前准备
教师：录音机，图片，物品实物.
学生:实物(学习用品).
教学设计
Step One: Warming up.(通过复习形容词性物主代词，把学生引入学习英语的情境中。)
Learn the chant.
T:Let’s sing the chant together.
my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所属有功劳.
Step Two: New words.(利用实物教学，使得教学过程自然、形象。)
1. Present the new words.
T: Boys and girls, look at this please. What’s this in English?
(Teacher holds a pen in the English.)
S1:A pen.(Ss may say it in English.)
T: Yeah. It’s a pen. And what’s this?
(The teacher holds an eraser in the hand.)
S2:It’s an eraser.
(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)
2. Practice the new words.
T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)
T: OK,let’s check the answers. Who can tell us the answers?
S2:…
Step Three: Present the drills.
1. Present the drill “Is this…?Yes/ No,it is/isn’t.”(利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的`搭配的用法。)
(Hold the teacher’s pen.)
T:This is my pen.Is this your pen?
S1:No,it isn’t.It’s your pen.
T:(Hold the student’s pen.) This is your pen. Is this your pen?
S1:Yes,it is. It’s my pen.
T:(Hold a girl’s pen.) This is her pen. Is this your pen?
S1:No,it isn’t. It’s her pen.
T:(Hold a boy’s pen.) This is his pen. Is this your pen?
S1:No,it isn’t. It’s his pen.
T: Thank you.
2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your, his or her.(利用学习用品操练句型，并加深对物主代词的理解。)
S3:Is this your…?
S4:…It’s my…
S3:Is this…?
S4:…It’s his/her…
(The teacher asks a few pairs to practice.)
3. Present the drill “Is that …? Yes/ No, it is/isn’t.”(利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that的区别。)
T:That is my book. Is that my book?
(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)
S5:Yes, it is .It’s your book.
T:That is his book.Is that your book?
(Put a boy’s book on the table and the teacher in the same place.)
S5:No, it isn’t.It’s his book.
T:That is her book.Is that your book?
(Put a girl’s book on the table and the teacher in the same place.)
S5:No,it isn’t.It’s her book.
(Teach and practice the drill “Is that …?” and its answer.)
4. Practice the drill “Is that your…?” in pairs with your own school things.(通过练习，区别两个批示代词的用法。)
S6:Is that your…?
S7:… It’s my ….
S6:Is that your…?
S7: …It’s his/her…
(The teacher asks some pairs to practice.)
5. Listening.(进行听力练习，巩固所学的句型。)
T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)
T: Let’s check the answers, OK?
S8:(from left to right)
T: Thank you.
6. Practice the drills according to the pictures using“his or her”.(设置情景，使学生在情景中准确运用物主代词his或her。)
(Show students four pictures like the followings.见课件。)
Step Four: Task “Have a contest”.(把两个学生的文具混在一起，然后请他们分别 挑 出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：This is my…That is her/his…)
T:I’ll put your things and your friends’ things together. I want to see if you can identify which is yours and which is hers or his.
(Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)
Languages used for the task:
1. This is my…
2. That is her/his…
Step Five: Summary.(编一个Chant ，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant 的节奏和一般疑问句的语调。)
Chant.
T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.
Is this my book? Yes, it is.
Is that your ruler? No,it isn’t.
Is this her pencil? Yes, it is.
Is that his erase r? No,it isn’t.
Homework.
Read the new words and the target languages presented in this class and say the chant to improve your spoken English.