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a: too big,too small,just right.
b: Whose … is this/ are these?
It’s / They’re my / his / her…
Is this / Are these your / his / her…?
Yes, it is. / they are. / No, it’s not / they’re not.
3)Students can talk about the items in the “Lost and Found” using the structures “Is this / Are these your…? No, it’s not / they’re not. Whose … is this/ are these? It’s / They’re xx’s…”
2.过程与策略:
1)通过完成结对活动任务,学会与他人合作,并能把学到的语言运用到真实的语境中去。
2)通过参与课堂活动,提高学生学习英语的积极性和自信心。
3.情感态度与价值观:
1)通过与他人合作学习,培养学生的合作意识。
2)通过谈论物品主人,教育学生妥善保管好自己的物品,养成良好日常生活习惯,以体现学生的情感态度和价值观念。
四.教学重点:
1)Students can master the new words: scarf, glove, maybe, just
2)Students can use the useful expressions:
a: too big,too small,just right.
b: Whose … is this/ are these?
It’s / They’re my / his / her…
Is this / Are these your / his / her…?
Yes, it is. / they are. / No, it’s not / they’re not.
3)Students can talk about the items in the “Lost and Found” using the structures “Is this / Are these your…? No, it’s not / they’re not. Whose … is this/ are these? It’s / They’re xx’s…”
五.教学难点:
Students can differentiate the structures “Is this your…? No, it’s not. Whose … is this? It’s xx’s…” and the structures “Are these your…? No, they’re not. Whose … are these? They’re xx’s…”
六、教学策略选择与设计:
我以衣物为线索,通过介绍衣物名称、谈论衣物特征和衣物主人,逐步展现本课的新单词、新词组和新句型。在介绍新知的过程中,我尽量将学习内容与实际生活相结合,使学生产生对学习内容的好奇和兴趣,从而加强他们对所学新知的记忆和对所学新知的运用欲望。
在处理教材的过程中,我根据语言学习的规律,对教材进行了整合,从听、说、读、写、练各个方面,由简单到复杂设计教学活动,并把知识与技能、过程与方法、情感态度与价值观融入到了教学活动中,从而全面提高学生综合运用语言的能力,以促进学生的心智发展。
七.课前资源准备:
PPT课件(自制);一件大衣(事先向学生借的)。
八.教学过程:
Step1: Class opening