Its mine! 教学设计

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It's mine! 教学设计

一、教学目标

1.知识目标

句型:Its mine / yours / hers / his / Lingling’s.

新单词:matter, wear, line, argue.

2.能力目标:说明物品所属关系。

3.情感目标:让学生感悟到生活中应该处处充满友爱,不应该有争吵。

二、教具

多媒体课件、自制的衣服模型。

三、教学过程

Step Ⅰ Talking with students

1.T: Hello, boys and girls. You’re very nice today. Look at my sweater. I washed it yesterday, so its very clean now. (问一个衣服干净的学生) Your school uniform is very clean. Did you wash it yesterday?

S1: Yes, I did.

T: Oh, I like you.

2.让同桌两人互相问一问。

A: Did you wash your school uniform yesterday?

B: Yes, I did. / No, I didn’t.

3.T: If your school uniform isn’t clean, please wash it tomorrow. OK?

(设计说明:在上课初始,看似教师与学生很随意的谈话,其实已经解决了本课的新单词clean,并为学习Did you wash Lingling’s T-shirt? No, I didn’t. Ms Smart washed them做好了准备。)

Step Ⅱ Presentation

1.T: Would you like to see a cartoon film? Today, I’ll show a film to you. Please look and listen.

多媒体课件播放flash 动画: 棒棒英语中的Its mine. What’s the matter?

Two mice are arguing for a sausage.

Mouse 1: 这是我的。Its mine.

Mouse 2: 不,这不是你的。No, It isn’t yours.

Jimmy: 怎么了?What’s the matter?

2.T: Please look and listen again and tell me what they said.

3.T: What did he say?

S1: Its mine. (回答正确的学生可以作为小老师教其他学生读)

S2: No, it isn’t yours. (教读的方法同上)

S3: What’s the matter? (教读的方法同上)

(设计说明:小学生特别喜欢动画flash,用多媒体播放动画,能激发学生学习英语的兴趣;而且flash内容贴近课文内容,语言环境真实,直接进入本课的学习,让学生从整体上感知了新的语言现象。)

3.教师用两个手指的碰撞表示argue。

T: Look at them, they are arguing. Lets say “Don’t argue” to them together.

Ss: Don’t argue.

Step Ⅲ Practise “It’s mine. It’s yours. ”

1.T: (指着自己的书) Look. It’s my book. It’s mine. (指着一名学生的书) It isn’t mine. It’s your book. Its yours.

2.与另外两名学生做同样的练习。

T: Its mine. It’s yours.

Ss: Its mine. It’s yours.

3.让同桌做类似的练习,学生要指着自己和同桌的书或其他的物品进行表达。

A: Hi, ... . It’s mine. It’s yours.

B: Hi, ... . It’s mine. It’s yours.

4.展示他们的对话。

Step Ⅳ Learn and practise “hers, his and Ling lings”

1.走到学生们中间,拿起一本女生的书。

T: Please look at the book. Whose book is this?

Ss: It’s her book.

T: Yes, it’s hers. It’s Amys.

2.再拿起一本男生的书。

T: Please look at this book. Whose book is this?

Ss: It’s his book.

T: Yes, it’s his. Its Peters.

3.做相似的两个练习。

4.同桌练习,鼓励学生指着物品来表达。

A: Whose book is that?

B: It’s hers. It’s his. It’s ...s.

(设计说明:从学生们各自的生活背景出发,创设真实的情境,让学生投入到情境中习得语言,而且充分利用教室里的实物,这种情景创设简单、方便。最初的习得由老师和学生进行对话,而后由同桌进行操练,让学生们能够全员参与到说英语中。)

Step Ⅴ Play a game: Can you remember?

1.出示衣服卡片。

T: I have got some cards. Look! What’s this?

Ss: It’s T-shirt / dress / skirt / trousers / coat / cap.

2.教师将一张卡片夹到书里,让学生猜。

T: I’ll put one card into the book, please guess what’s in the book. Let’s start. What’s in the book?

Ss: T-shirt / dress / skirt / trousers / coat / cap.

T: Yes, you’re right. Its yours. (学生猜得正确,将卡片送给学生) / Sorry, you’re wrong. It isn’t yours. (学生猜得不正确,表示遗憾)

Ss: Oh, Its mine.(帮助学生回答)

3.做同样的练习,直到将六张卡片都发到学生手中。

4.T: Please remember who has got cards.

T: (把六张卡片收上来) Whose T-shirt / dress / skirt / trousers / coat / cap ... is this?

Ss: Its ...s. It’s hers / his.

(设计说明:课本的第三部分是让学生使用课本上的图片T-shirt, dress, skirt, trousers, coat, cap练习mine, yours, hers, his。怎样能吸引学生学习呢?我根据授课内容和学生的年龄特点,设计了游戏“你还记得吗”。为学生设置了信息差,在游戏中进行了练习,使教学变得轻松愉快,并达到事半功倍的效果。)

Step Ⅵ Play a game: Do you know?

游戏前,教师收集几个学生的铅笔盒。

T: Whose pencil-box is this?

Ss: Its hers / his / ...s.

T: Sorry, you’re wrong. / Yes, you’re right. Its yours.

Step Ⅶ Text

1.教师出示三张红色的T-shirt 卡片。

T: Look.What are they?

Ss: They are red T-shirts.

2.教师将两件T-shirts横排贴在黑板上,然后在黑板上画上衣架,绳子和太阳。

T: (手指卡片)Look at the two T-shirts. Ms Smart washed them. They are hanging outside.

教师边画线边教读on the line。

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