Where's my backpack英語教案：

　　2. Teaching procedure:

　　Stage 1: Leading-in

　　Step 1: Greetings and lead-in with revision.

　　a. review words of lesson1 by showing pictures.(table, bookcase, chair, sofa, dresser, drawer, plant)

　　b. review the sentence patterns: a.Where's the_____? It's on/ in/ under the______. b. Where're the _____? They're on /in /under the_____. by talking about the pictures of a room.

　　Step 2: sentences preparation

　　T: Let's see what is in it? (The teacher presents the words: pen, pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, dictionary by showing them one by one.)

　　Step 3: Match the words with the things in the picture.(1a)

　　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.)

　　Stage 2: Learning & practicing vocabulary through drilling

　　Step 1: present the drills

　　a. present the drill "Is this …? Yes/ No, it is / isn't." with the things mentioned above.

　　b. Ss ask and answer about their own school things in pair with "Is this …? Yes/ No, it is / isn't."

　　(The teacher asks a few pairs to practice.)

　　c. present the drill "Is that …? Yes/ No, it is / isn't." to identify "this" and "that"

　　d. Ss ask and answer about their own school things in pairs with "Is that …? Yes/ No, it is / isn't."

　　(The teacher ask some pairs to practice. )

　　Step2: listen to 1b and number the conversations

　　Step3 Ss say after the tape. Then work in pairs to read the dialogue.

　　Stage 3 Using & practicing vocabulary through game

　　Step 1: T. introduces the game "Find the owner"

　　T: Look at this box. They are the things I borrowed from you. Now I want to give them back to you. Do you like to help me?

　　(game rules: a. guess the thing you pick up. b. find the owner)

　　Step 2 Ss play the game.

　　Stage4 Summaries and Homework

　　1. Summaries:

　　a. Go over the words Ss have learned with school things.

　　b. Go over the sentence pattern by saying a chant.

　　Is this your pencil? Yes, it is.

　　Is this my pen? No, it isn't.

　　Is that his book? Yes, it is.

　　Is that her eraser? No, it isn't.

　　2. Homework:

　　a. mark the school things with English names.

　　b. read 1b with three classmates and practice to say the chant

　　Where's my backpack教學(xué)反思：

　　本節(jié)可主要學(xué)習(xí)作為本單元的第一節(jié)內(nèi)容，重點是通過教學(xué)工作使得學(xué)生能夠盡快了解本單元學(xué)習(xí)的主題和重要內(nèi)容以及難點。針對學(xué)生英語基礎(chǔ)比較弱的情況，在第一課時中加入適當(dāng)?shù)暮唵尉湫筒倬毷呛苡斜匾摹Ｋ栽谡?jié)課的教學(xué)過程中，教師設(shè)計的任務(wù)都是圍繞著Where句型展開的。目的是讓學(xué)生能掌握基本的表達(dá)方式和重點單詞和短語，為以后三節(jié)課中任務(wù)的順利完成做準(zhǔn)備。

　　本節(jié)課的第一個任務(wù)屬于引入部分。教師通過小游戲讓學(xué)生迅速進(jìn)入學(xué)習(xí)狀態(tài)，并為下一個任務(wù)的完成做鋪墊。當(dāng)學(xué)生的學(xué)習(xí)積極性被調(diào)動起來后，讓他們逐漸平靜下來整理剛剛涉及到的內(nèi)容是十分必要的。對于程度較差一些的同學(xué)，可以他們一些例句讓他們對于本單元所學(xué)的方位介詞有一個直觀的認(rèn)識。在第二任務(wù)中，我們將學(xué)生非常熟悉的教室作為我們參考的對象，運用本單元涉及到的表達(dá)方式向他人介紹自己的教室。在必要的時候提醒學(xué)生注意名詞單、復(fù)數(shù)的變化對于句子中BE動詞的影響。然后，我們?yōu)閷W(xué)生設(shè)置一個場景，假設(shè)某同學(xué)的文具丟失了，希望學(xué)生能夠幫助他找到自己丟失的文具。學(xué)生在猜測的過程中很自然地使用了一般疑問句以及能夠顯示查找結(jié)果的肯定回答和否定回答。完成此部分內(nèi)容之后請同學(xué)就語音室的具體位置向盲人同學(xué)做介紹，既能讓他們進(jìn)一步熟練所學(xué)的內(nèi)容，又能培養(yǎng)他們樂于助人的精神。最后完成書中的部分練習(xí)。

　　課堂設(shè)計的三個任務(wù)從簡單的句型練習(xí)到與實際相聯(lián)系的任務(wù)，現(xiàn)實意義逐漸突顯。使學(xué)生能夠?qū)⒄n堂中所學(xué)習(xí)的內(nèi)容自然地與現(xiàn)實生活相結(jié)合，幫助學(xué)生認(rèn)識到英語學(xué)習(xí)的重要作用。本節(jié)課主要練習(xí)學(xué)生的聽說能力，任務(wù)設(shè)計也以聽說為主，任務(wù)能夠貼近學(xué)生生活，吸引她們的興趣，最后進(jìn)行必要的小結(jié)。整個課程設(shè)計完整，氣氛活躍，同時重視學(xué)生對基礎(chǔ)知識的掌握。

Wheres my backpack英語教案相關(guān)