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Module 6 单元分析教学目标分析语言知识目标功能询问物品名称，说明物品及所属。语法 1. 全体学生能初步运用：What’s this? It’s a pen. It’s a schoolbag. 词汇 1. 全体学生能理解：schoolbag, book, pen, pencil, ruler, eraser, pencil case, crayon 2．全体学生能初步运用：schoolbag, book, pen, pencil 3. 部分学生能初步运用：ruler, eraser, pencil case, crayon 语音感知英语的韵律。语言技能目标听全体学生能听懂：What’s this? It’s my schoolbag. It’s a pen. It’s a book. It’s a pencil. It’s a ruler. 说全体学生能说：What’s this? It’s my schoolbag. It’s a pen. 读全体学生能初步整体感知：schoolbag, book, pen, pencil 写全体学生能初步视觉感知：schoolbag, book, pen, pencil 运用全体学生能运用“What’s this?”询问物品；用“It’s a pen.”说明物品；能用“It’s my schoolbag.”说明物品所属。学习策略兴趣对不认识的物品具有好奇心，乐于进行询问。交际询问与回应文化意识了解英语也有两个单独的词结合在一起构成新词的现象，如：school+bag=schoolbag,与汉语的“鱼+羊=鲜”相似。情感态度养成爱提问的好习惯任务 Unit 1：就自己不认识的物品进行询问，针对别人的相关询问给予回答。 Unit 2:在“失物招领处“领取自己的物品。教学内容分析 l 本模块的教学内容是询问物品名称和介绍自己的物品。 l Unit 1的课文情境是Tom在翻看Amy的书包，因不认识姐姐书包里的物品，Tom不断地提问，姐姐很耐心地告诉Tom这些物品是什么，最后通Tom在本子上给Amy画了一张像。可以看出，“It’s…”可以用于介绍物品，最后出现的“It’s you, Amy!”是在介绍画像，而不是人。当然，“It’s …“也是可以用于介绍人的。 l Unit 2的课文情境是在学校的失物招领处，学生纷纷指认自己的丢失的物品，说明哪件物品是自己的。第一课时总第22课时课题 Unit 1 What’s this? （新授课）教学目标知识技能目标 1. 全体学生能初步运用：What’s this? It’s a pen. It’s a schoolbag. 2．全体学生能初步运用：schoolbag, book, pen, pencil 3. 全体学生能初步整体感知：schoolbag, book, pen, pencil 情感目标养成爱提问的好习惯教学重点词汇：schoolbag, book, pen, pencil 句型：What’s this? It’s a pen. It’s a schoolbag. 难点能够正确运用完整的句子进行提问和回答。课前准备点读机，单词卡片：school, classroom, teacher, desk, chair, cat, dog, panda, bird, boy, girl, fox, ruler, snake, cow, window, door, apple, balloon, schoolbag, book, pen, pencil实物：书包，钢笔，铅笔，书，尺子教学过程设计教学步骤教学活动设计意图 Step1 Warming up 1. Greeting. 2. Let’s chant. Bob, Bob, Bob is an orange dog. I’m a cat, cat, cat in a cap, cap, cap. 3. Play a guessing game. Show a part of the word card to the class and let them guess: What’s this? Elicit them to answer in this way: It’s a … 利用两个韵诗来激发学生的兴趣和良好的学习情绪。再通过猜一猜游戏，既复习已学单词，又渗透了本节课的重点句子。 Step2 Presentation 1. Write the structures on the blackboard. 2. Teach the children to read. 3. Practise the sentences with the word cards. 4. Show the objects and ask the children: What’s this? Teach the new words. Such as: schoolbag, book, pen, pencil, ruler 5. Write the words on the blackboard and teach them to read again. 用已学过的句子来引出新词进行新授的自然导入，会比较容易让学生理解语言的含义。板书生词让学生能从视觉上感知单词的构成，引导认读。 Step 4 Drills 1. High and low voice to practice the words: schoolbag, book, pen, pencil, ruler 2. Read my mouth 3. Read after me only if I am right. 4. Practice the structure. I ask: What’s this? Ask individuals to answer. 5. Ask two pupils to ask and answer. 6. Ask the children to ask and answer in pairs. 7. Ask the children to open their activity books on page 22 and ask them to point and ask and answer in pairs. 8. Listen, circle and say on page 23 of activity book. 通过几个游戏来帮助学生掌握新词。再通过两两问答练习来强化句型。板书设计 Module 6 Unit 1 What’s this? A: What’s this? schoolbag book B: It’s a … pen pencil ruler 作业设计 1．拿着今天所学的物品问家长“What’s this?”并让他们回答，如果他们不会就教他们说。 2．跟磁带朗读第32—33页课文三遍。第二课时总第23课时课题 Unit 1 What’s this? （认读课）教学目标知识技能目标 1.学生能够正确指读课文。 2.能够对单词的结构有初步的印象。情感目标教学重点词汇：schoolbag, book, pen, pencil 句型：What’s this? It’s a pen. It’s a schoolbag. 指读第32—33页课文：What’s this? 教学难点正确认读课文课前准备点读机教学过程设计教学步骤教学活动设计意图 Step1 Warming up and revision 1 Let’s chant. Bob, Bob, Bob is an orange dog.. I’m a cat, cat, cat. 2. Review the words and structures: What’s this? It’s a schoolbag. 3. Ask individuals to ask and answer with their own things. 在复习新句型的同时，大量复习了前面所学过的名词。对于初始年级的小孩子，这样大量地重复练习会有效。 Step2 Presentation. 1. Ask the children to open their books on page32and ask the children to look at activity 1. Then, ask: “What are the teacher and the students doing?” in Chinese and ask volunteers to answer. 2. Play the tape and ask the children to point to the sentences they hear. 3. Ask volunteers to be a little teacher to lead the class to read the sentence they heard just now. 4. Ask the children to look at the activity 2 and point to Tom and ask: Who is this? What’s is he doing?in Chinese. Ask volunteers to answer. Then point to the things of Amy and ask: What’s this? Then, ask volunteers to answer. 5. Play the tape and ask the children to point to the sentences they hear. 6. Play the tape and ask the children to point and repeat. 7. Ask volunteers to be a little teacher to lead the class to read the sentence they repeated just now. 通过听、指；听、指、读；叫学生当小老师领读等各种方式来帮助学生认读课文。板书设计 Module 6 Unit 1 What’s this? A: What’s this? schoolbag book B: It’s a … pen pencil ruler 作业设计跟随磁带朗读第32—33页课文五遍。第三课时总第24课时课题 Unit 2 It’s my ruler. （新授课）教学目标知识技能目标 1．全体学生能理解：schoolbag, book, pen, pencil, ruler, eraser, pencil case, crayon 2．全体学生能初步运用：schoolbag, book, pen, pencil 3. 部分学生能初步运用：ruler, eraser, pencil case, crayon 4. 全体学生能用“It’s my schoolbag.”说明物品所属。情感目标能够理解物品所属的意义教学重点词汇：schoolbag, book, pen, pencil, ruler, eraser, pencil case, crayon 句型：It’s my schoolbag. 教学难点能够正确运用句子来表达物品所属。课前准备点读机，单词卡片：school, classroom, teacher, desk, chair, cat, dog, panda, bird, boy, girl, fox, ruler, snake, cow, window, door, apple, balloon, schoolbag, book, pen, pencil实物：蜡笔，铅笔盒，橡皮教学过程设计教学步骤教学活动设计意图 Step1 Revision 1． Greeting. 2． Let’s chant. Bob, Bob, Bob is an orange dog. I’m a cat, cat, cat in a cap, cap, cap. 3．Show one of the word cards and ask an individual to stand up. Ask all the pupils to ask him or her: What’s this? And let the individual to answer. Review the other words in the same way. 通过这样一个全体问一人答的有趣方式来使全体学生共同复习所学句子和词汇。 Step2 Presentation. !. Show the new things such as: eraser, crayon, pencil case and ask: What’s this? Then, teach the new words. 2. Write the words on the blackboard and teacher them to read. 3. Play some games to practice the new words. 4. Show my own eraser, point to myself and tell the class: This is my eraser. Do the same with the book, pen, pencil, ruler and pencil case. 5. Ask some volunteers to do the same. 6. Collect the things of some of the children and ask them to me to take back their thing when they say: This is my …. 通过老师示范、学生示范和失物招领游戏来练习句型，让学生理解并能运用所学句子。 Step 3 Let’s chant. 1. Take a pen and a pencil and ask the children: What’s this? 2. Let them answer: It’s a pen. It’s a pencil. 3. Say the chant: Pen and pencil, pencil and pen. Pen and pencil. Say it again. 4. Play the tape and ask the children to say along with the tape. 这个chant比较简单，只要学生认识我手中的两个物品，就不难说，再配以节奏，韵律就出来了。学生会觉得简单而有趣。板书设计 Module 6 Unit 2 It’s my ruler. schoolbag book pen It’s my… pencil ruler eraser crayon pencil case 作业设计 1．唱第6页歌曲五遍。并唱给家长听，边唱边做动作。 2．跟随磁带朗读第35---36页课文三遍。第四课时总第25课时课题 Unit 2 It’s my ruler （认读课）教学目标知识技能目标 1.学生能够正确指读课文。 2.能够对单词的结构有初步的印象。情感目标教学重点词汇：schoolbag, book, pen, pencil,ruler, crayon, eraser, schoolbag 句型：It’s my ruler. 指读第32—33页课文：It’s my ruler. 教学难点正确认读课文课前准备点读机教学过程设计教学步骤教学活动设计意图 Step1 Warming up and revision 1 Let’s chant. Bob, Bob, Bob is an orange dog.. I’m a cat, cat, cat. 2. Review the words and structures: What’s this? It’s a schoolbag. 3. Ask individuals to ask and answer with their own things. 在复习新句型的同时，大量复习了前面所学过的名词。对于初始年级的小孩子，这样大量地重复练习会有效。 Step2 Presentation. 1. Ask the children to open their books on page 35and ask the children to look at activity 1. Then, ask: “What are they doing?” in Chinese and ask volunteers to answer. 2. Play the tape and ask the children to point to the sentences they hear. 3. Ask volunteers to be a little teacher to lead the class to read the sentence they heard just now. 4. Ask the children to look at the activity 2 and point to the cat and ask: What are they doing? in Chinese. Then, ask volunteers to answer in Chinese too. 5. Play the tape and ask the children to point to the sentences they hear. 6. Play the tape and ask the children to point and repeat. 7. Ask volunteers to be a little teacher to lead the class to read the sentence they repeated just now. 通过听、指；听、指、读；叫学生当小老师领读等各种方式来帮助学生认读课文。板书设计 Module 6 Unit 2 It’s my ruler. schoolbag book pen It’s my… pencil ruler eraser crayon pencil case 作业设计跟随磁带朗读第35—36页课文五遍。

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