Is this your skirt教学案例.doc

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1、Is this your skirt? A Lets talk PEP Book 4B Unit 3 陈素娟【教学目标】让学生能听懂、会说：Is this your skirt ? Yes, it is./ Is that your T-shirt ? No, its not./ Whose is it ? Its my T-shirt.并能运用于实际情境中。【教具重点】让学生理解“ Is this your.? Yes, it is./ No, its not.”等句型在实际情境中的运用。【教学难点】本课对话形式灵活，句型多变，具有发散性特点，要求学生能根据事物的特征分析问题。让学生感知名词

2、所有格的正确使用。【教具准备】1 教师准备教材配套的光盘。2 教师收集几位学生设计的衣服，不要写上姓名。【教学过程】Step1: Warm-up & review（1） Sing a song:Who is wearing yellow today? T: Who is wearing yellow/blue/black.today? Ss: Im wearing yellow/blue/black.today! (Stand up and sing.) (2 ) Review the vocabulary T：Whats this? S1:Its a jacket/sweater/T-shi

3、rt/dress/sweater/shirt. T: What colour is it? S1: Its brown/red/blue. (3）Lets chant.A shirt, a shirt, a blue blue shirt.A T-shirt, a T-shirt, a red red T-shirt.A skirt, a skirt, a green green skirt.A dress, a dress, a yellow yellow dress.A jacket, a jacket, a brown brown jacket.A sweater, a sweater,

4、 a pink pink sweater. (4) Introduce your clothes and my clothes.介绍上节课自己设计的服装图。This is my jacket. That is your jacket.This is my sweater. That is your sweater.This is my . That is your.(5) A game: Im a judge.T：Im a judge. I like the green skirt. What about you ? You are a judge now! 请学生评选自己喜欢的衣服，要求使用

5、响应的句型，如：I like . 进行评选。Step2: Presentation (1 ) 教学 Is this your skirt ? Yes, it is./ No, its not.A. 游戏引入教师指着展览的衣服说：I have a skirt here. Where is my skirt ? Can you guess ? 引导学生边指边问：Is this your skirt ? 教师根据实际情况回答：No, its not./ Yes, it is.B. 呈现当学生屡猜不中时，教师可提示学生：My skirt is blue. 学生根据教师提供的信息很快找出来。引导学生主动

6、询问：What colour is it ?C. 用两只老虎的曲调唱：Is this your skirt?Yes, it is. Yes, it is.What colour is it ? What colour is it ?Its blue. Its blue.D. 活动：谁是小神探？教师引导有设计图参展的同学问：Where is my dress?请其他同学猜。鼓励学生动脑筋，主动使用句子：What colour is it ? 来找特征，缩小范围，当个真正的小神探。（2） 教学“Whose is this/it ? Its As.” A. 引入教师指着票数最多的设计图说：Look,

7、 1,2,3,.,So many stars! Its No.1.Whose is this ?引导设计图的主人回答：Its my skirt/dress.教师面向全体学生说：Oh, its As skirt. You are the best. Congratulations!(奖励最佳设计师)板书 As ,并举例稍作解释。如：Its Bs dress. Its Cs skirt. B. 寻物启示教师拿出几件学生的衣物，并逐件问：Whose is it ?同时呈现几个学生的照片，让全般同学猜一猜：Its As. Its Bs. Its Cs. Step3: Lets talk(1) Lead

8、 in Present a small T-shirt and ask：Whose is it ?(2) Listen to the tape and answer the question.(3) Read after the tape, than read in four. 设计意图 落实了词句教学后，再通过听录音、看Flash、跟读、同桌对练表演多形式来操练对话，学生掌握起来就水到渠成了。Step3: Extension (Story time )Enjoy the story and act.The background of the story: Snoopy has a prett

9、y kite.He invites Kitty to his home to have a look at it. Then, they will go to the park together. But, when Kitty comes, Snoopy cant find his kite!Snoopy: Hello, Kitty. Welcome to my home.Kitty: Hello. Where is your beautiful kite?Snoopy: Its in the box.Kitty: No, its not. Look, whose is it ? Is th

10、at your kite ?Snoopy: Oh! Yes, it is. Lets go!Step4: ConsolidationMake a dialogue with the sentence structure:A: Where is my .B: Is this yours?A: No, its not.B: Whose is it?A: Its Cs.设计意图根据学生的心理特征，选用他们熟悉的动画人物作为故事的主角，激发了他们的兴趣，学起故事来津津有味。同时配合生动直观的图片，能够帮助他们有效地理解故事内容。（4）Brief summary：Do not make a mess,

11、acquire good habits.(东西不乱放，养成好习惯。) 设计意图 有针对性、目的性、多样化的游戏，不仅能起到活跃学习气氛，培养学生兴趣，使学生主动开口、主动思考等作用，它还把游戏与教学内容有机地结合起来，有利于复习词汇、常用表达方式与习惯用语，提高学生听音、辩音能力和观察能力，培养语感、增强记忆，学以致用，提高语言交际能力。 Step5: Homework: 1. Practice the dialogue in pairs. 2. Tide up your clothes.【教学反思】 本节课是借班上课。笔者始终把激发、促进和呵护学生的兴趣放在首位，努力让学生在有意义的、生动有趣的情景和游戏中操练和运用所学语言，并注意新旧知识的联系，使教学活动符合学生的心理特点和知识水平。 新课程标准指出，教学活动要有明确的目的并具有可操作性，要以学生的生活经验和兴趣为出发点，把英语教学与情感教育有机地结合起来，创设各种合作学习的活动，促使学生互相学习、互相帮助，体验集体荣誉感和成就感，发展合作精神。本堂课的任务型的教学模式，很好地体现了这一点。学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。