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1、-1-1.I can swim 第一课时 教学目标 1.知识与技能：学习 16 个辅音音标及两个元音音标e i，让学生能听懂，能正确地发音。2.过程与方法：训练学生通过学习这 18 个音标的正确发音，拼读包含这些音素的单词音标的能力。3.情感态度与价值观：培养学生学习英语的兴趣、热情，以及小组之间的合作意识。教学重难点 1、能正确读出这 18 个音标。2、能正确拼读包含这 18 个音素的单词音标。教具：字母卡片、音标卡片、单词卡片、录音机及磁带、头饰 教学过程 Step 1 Warming up 1、Free talk.2、Sing the song A B C.录音机播放A B Csong.
2、T and Ss sing together.Step 2 Presentation 1、T:We learnt vowel letters.What are they?Ss:a e i o u T:How do you pronunce them in closed Syllable?Ss:/e/i/T:Look at letters“e”“and”“i”We pronunce /e/and /i/in closed syllable.板书 -e-/e/-i-/i/让学生有节奏性读/e/e/e/i/i/i/2、T shows letter cards“b p m f d t n l g k
3、h r s z v w”让学生用英汉对照方法复习其在单词中的读音。3、师出示音标卡片，教学生有节奏地读卡片中的音标。4、Ss listen and read after the tape.Step3 Drills 1、Play a game “Get the apples”.板书简笔画（画一棵苹果树，树上每一个苹果上面都粘贴一个音标），教师任意读一个音标，让一些学生去摘掉，摘对的学生奖励苹果贴画一个。学生摘完后，教师再次教学生有节奏地读这些音标。2、T:Look at the word “vest/vest/”.Who can spell?教师指名让学生有节奏性拼读 教师依次板书，学生有节奏进
4、行拼读。-ea-/e/-e-/e/-i-/i/bread/bred/vest/vest/skip/skip/head/hed/hen/hen/swim/swim/legs/legz/gift/gift/3、T shows some word cards.让学生有节奏地拼读。egg/eg/friend/frend/little/litl/-2-next/nekst/bend/bend/desk/desk/ready/redi/milk/milk/hill/hil/pig/pig/dead/ded/six/siks/4、Play a game 让学生戴上有上面音标的水果头饰，教师说单词音标，戴有这
5、个单词所包含的音的头饰的学生主动按序站在相应的位置，下面学生有节奏地拼读。/bed/hed/bend/desk/hil/siks/gift/sit/red/frend/leg/vest/men/hen/hiz/Step4 Consolidation and development 分小组轮流到前台，让组里每名同学戴上教师事先准备好的单词及音标卡片头饰，这些单词是我们以前没有接触过的。但是，这些音标包含我们今天学过的 16 个辅音音标和 2 个元音音标，让小组中两个捞单词及音标的同学面对面握住对方双手，并向上方抬起；其余人试图从这两个同学中间穿过。捞单词及音标的同学要问：What is your
6、 name？被捞的同学说：My name is desk desk说对的就可以让他过去。Step5 Homework 朗读练习册 Ex.1 音标.。Step6 练习 1、Play a game “Get the apples”.板书简笔画（画一棵苹果树，树上每一个苹果上面都粘贴一个音标），教师任意读一个音标，让一些学生去摘掉，摘对的学生奖励苹果贴画一个。学生摘完后，教师再次教学生有节奏地读这些音标。2、让学生戴上有上面音标的水果头饰，教师说单词音标，戴有这个单词所包含的音的头饰的学生主动按序站在相应的位置，下面学生有节奏地拼读。/bed/hed/bend/desk/hil/siks/gift/
7、sit/red/frend/leg/vest/men/hen/hiz/板书设计 Lesson 1 I can swim b p m f d t n l g k /b/p/m/f/d/t/n/l/g/k/h r s z v w e i/h/r/s/z/v/w/e/i/-ea-/e/-e-/e/-i-/i/bread/bred/vest/vest/skip/skip/head/hed/hen/hen/swim/swim/legs/legz/gift/gift/第二课时 -3-教学目标 1、知识与技能：学习单词 little friend swim,bend，leg，head，hill让学生能听懂，
8、会说，会读，能正确地理解，掌握对话内容，并能朗读，初步表演对话。2.过程与方法：通过教与练使学生能够熟练运用句型：I can.Can you?Yes,I (we)can./No,I (we)cant.来进行日常交际。3.情感态度与价值观：在课堂中培养学生积极用英语表达的习惯，并正确运用所学的内容进行日常交际。教学重难点 1、能听懂，认读单词 little friend swim，bend leg head hill，能正确理解对话内容，并能朗读和表演对话。2、能把句型 I can.Can you?Yes,I (we)can./No,I (we)cant.运用于日常交谈。教具 单词卡片、录音机及
9、教学磁带、头饰、图片 教 学 过 程 Step 1 Warming up 1、Free talk.2、Sing a song“How are you?”3、Lets move and chant.Walk Walk Walk I can walk.Run Run Run I can run.Skip Skip Skip I can skip.Jump Jump Jump I can jump.Swim Swim Swim I can swim.Step 2 Presentation T:Today well learn“Lesson 1 I can swim”.Paragraph1 and p
10、aragraph2 in“Lets talk”.Say after me“Swim！Swim！I can swim.”师配合肢体动作教生说。1、Learn new words T:Now look at some cards.T shows new words“little/litl/friend/frend/swim/swim/”bend/bend/leg/leg/head/hed/让学生拼读，并以 chant形式有节奏地教学生学习这些单词。little little little He is little.(教师边教读边指班上个子最矮小的男孩)friend friend friend Yo
11、u are my friend.(教师边教读边做握手动作)Swim swim swim I can swim.(教师边教边做游泳动作)2、T and Ss ask and answer T:Hello，xxx!I can swim.Can you?S:Yes,I can.(师 反复有节奏地教学生读)T:Hello，xxx!I can swim.Can you?S:No,I can t.(师 反复有节奏地教学生读)T:Hello，xxx and xxx!I can swim.Can you?S:Yes,we can.(师 反复有节奏地教学生读)T:Hello，xxx and xxx!I can
12、swim.Can you?-4-S:No,we can t.(师 反复有节奏地教学生读)3.Ss listen and read after the recorder.4.Ss read after T.(师配合肢体动作，教学生读 Lettalk前半部分)Step 3.Drills 1.T and Ss have a talk in different role.2.Ss put on the headgears and have a talk.3、师展示 Let s talk的第一、二、三、四幅画面，并板书关键词。Let Ss retell.4.Ss put on the headgears
13、 and act in groups.Step 4 Consolidation and development 学生运用句型 I can.Can you?Yes,I (we)can./No,I (we)cant.分组自编对话表演。如 XXX同学能歌善舞，她随意走到别的同学面前炫耀自己，“Hi,my friendsI can dance.Can you?”边说边得意洋洋地做跳舞的动作,不会跳舞的同学很无奈地回答“No,I cant.”那个能歌善舞的同学便嘲笑他们“Haha”从演技和语言上看，哪一组表演得最出色，哪一组便获胜。Step5 Homework 1、用句型 I can.Can you?Y
14、es,I(we)can./No,I(we)cant 与你熟悉的人进行日常交际。2、师展示 Let s talk的第一、二幅画面，并板书关键词。Let Ss retell.Hi,my little friends Hi,Miss Fish Look Ican swim.Can you？No,we cant.Haha 板书设计 Lesson 1 I can swim little/litl/friend/frend/swim/swim/Hi,friends/Fish Look,swim.Can/No/Haha look,bend,Can,Look,run,Can/No,Haha!第三课时 教学目标
15、 1、知识与技能：学习单词 hop skate swim 及词组 ride a bike,学习句型“Can you?Yes,I can.”让学生能听懂，会说，会用此 句型与别人交谈。2.过程与方法：通过问答法，使学生能够熟练运用句型“Can you？Yes I can.于日常交谈。3.情感态度与价值观：培养学生能够正确运用所学内容进行日常交际 和积极用英语表达的习惯。教学重难点 1、能听懂，认读单词 hop skate swim 及词组 ride a bike。2、能用主题句型“Can you？Yes，I（we）can./No,I（we）can t.-5-与别人交谈。教具 图片、录音机及相关磁
16、带、投影器、球 教 学 过程 Step1 Warming up Free talk.Step2 Presentation 1、师出示两张人物图片,并张贴黑板。T:I have two friends.He is Bob.She is Kate.然后教师扮演 Kate并面向 Bob图片问“Hi，Bob!Can you hop?”再扮演 Bob，并配合肢体动作答“Yes，I can.”2、师教生用手指木偶法问和答。3、生分两部分，配合肢体动作，跟老师说“hop hop hop Can you hop?Yes,I can.”4、师生配合肢体动作问答。T:Hello,xxx!Can you hop?S
17、:Yes,I can.T:Hello,xxx!Can you hop?S:Yes,I can.T:Hello,xxx!Can you hop?S:Yes,I can.师画简笔画“skate，幷出示词卡配合肢体动作教学生读 skate skate skate。T:Hello,xxx!Can you skate?S:Yes，I can.T:Hello,xxx!Can you skate?S:No，I cant.师画简笔画“swim，幷出示词卡,配合肢体动作教生读 swim swim swim。T:Hello,xxx!Can you swim?S:Yes。I can.T:Hello,xxx!Can
18、you swim?S:No，I cant.师画简笔画“ride a bike，幷出示短语卡片,配合肢体动作教生读 ride a bike ride a bike T:Hello,xxx!Can you ride a bike?S:Yes，I can.T:Hello,xxx!Can you ride a bike?S:No，I cant.5、师教生以 Chant形式，伴随肢体动作，学习生词及词组,并感知句型。hop hop hop Can you hop?Yes，I can.skate skate skate Can you skate?Yes,I can.swim swim swim Can
19、you swim?Yes,I can.ride a bike ride a bike Can you ride a bike?Yes,I can.Step3 Drills 1、学生两人一组问和答。Can you hop?Yes，I can./No,I can t.-6-Can you skate?Yes,I can./No,I can t.Can you swim?Yes,I can./No,I can t.Can you ride a bike?Yes,I can./No,I can t.2.Sing the song“Can you swim?”（1）Ss sing after T.（2）
20、Ss sing after the recorder.（3）师教生 用 hop skate swim ride a bike 替换歌词，再唱这首歌曲 3、Play a game 唱歌传球，歌声停时，谁传给谁球，他们就用型“Can you?Yes,I can./No,I cant.问答。Step4 Consolidation and development 1、3.Listen and tick放录音，让一名学生通过投影片写答案，其它同学评判对错。2、让生分组用“Can you?Yes,I can./No,I can t”自编对话表演。Step5 Homework Play a game 唱歌传
21、球，歌声停时，谁传给谁球，他们就用句型 “Can you?Yes,I can./No,I cant.问答。板书设计 Lesson 1 I can swim Can you hop/skate/swim/ride a bike?Yes,I can.Whats on the desk?第一课时 教学目标 1、知识与技能：学习 2 个元音音标/，让学生能听懂，能正确地发音。2.过程与方法：训练学生通过学习这 2 个音标的正确发音，拼读包含这两个音素的单词音标的能力。3.情感态度与价值观：在课堂中培养学生学习英语的兴趣，热情，及合作意识。教学重难点 1、能正确读出这 2 个元音音标。2、能正确拼读包含
22、这两个音素的单词音标。教具 字母卡片，音标卡片，单词卡片，录音机及相关磁带 教 学 过程 Step 1 Warming up 1.Free talk 2.Sing the song“AEIOU song”录音机播放“AEIOU song”T and Ss sing together.-7-Step 2 Presentation 1.师出示字母卡片“e”“i”“o”and“u”。T:Look at these letters.How to pronunce in closed syllable?Ss：e/e/i/i/o/u/板书 e i o u/e/i/2.T shows the cards./
23、e/i/并让学生有节奏地读 /e/e/e/i/i/i/先集体读，再分组读，再指名读。3、Ss listen and read after the tape.Step 3 Drills 1.Listen and do T says and Ss do T:show me /e/show me/i/show me/show me/教师反复说，让学生反复举起这些卡片。2、T:Look at the word“clock/klk/”.Who can spell?指名让生拼读，并依次板书-o-/-/u-/-o-/clock/klk/cup/kp/son/sn/doll/d l/hut/ht/money/
24、m ni/教师告诉学生 o 在 m,n,ther 前读/。3.T shows some word cards.Let Ss spell.hot/h t/doll/d l/what/w t/sorry/s ri/frog/frg/fox/fks/want/wnt/body/b di/hut/ht/duck/dk/some/sm/Sunday/s ndi/must/mst/cut/kt/come/km/hurry/h ri/4、Play a game 听单词找音标，老师把学过的元音音标卡片分两组贴 在黑板上，把学生分成两组。老师说单词。分别让每组的每名学生摘下该单词所含的元音音标，并且读出来，摘得
25、对而快的奖励红旗一面，最后得红旗最多的组获胜。Step4 Consolidation and development 1、分组朗读本课练习册 Ex.1的音标/kl k/w t/s ri/d l/l st/f ks/n t/p nd/f g/m p/gt/dg/pt/wnt/kst/kp/nt/bt/sn/sm/fn/dn/kt/nn/wri/mst/swm/lk/bs/vn/2、看音标抢读单词游戏 将全班分成若干小组，然后教师逐个出示一些单词及音标卡片(如 Sunday/s ndi/)学生们举手抢读，这些单词为学生没有学过的新词，教师让最先举手的学生读出该单词，并拼读出音标，读对的给该组记 1
26、0 分，-8-得分最多的组为优胜。Step5 Homework 1、听，辨，读本课练习册中的 Ex.2 中的音标。2、做本课练习册中的 Ex.3。板书设计 Lesson 2 Whats on the desk?e i o u/e/i/-o-/-/u-/-o-/clock/klk/cup/kp/son/sn/doll/d l/hut/ht/money/m ni/第二课时 教学目标 1、1、知识与技能：学习单词 what desk some cup guess clock sorry，desk clock bed doll room table box watch 让学生能听懂，会说，会读，能正确
27、地理解，掌握对话内容，并能朗读，初步表演对话。2.过程与方法：通过教和练，使学生能够熟练运用句型“What s on/in?A(An)/Some来进行日常交际。3、情感态度与价值观：在课堂中培养学生积极用英语表达的习惯，并能够正确运用所学内容进行日常交际。教学重难点 2、1、能听懂，认读单词 what desk some cup guess clock sorry,desk clock bed doll room table box watch 能正确理解对话内容，并能朗读和初步表演对话。2、能把句型“Whats on/in?A(An)/Some 运用于日常交谈。教具 单词卡片、录音机及教学磁
28、带、盒子、手提袋子、图片、茶杯、橡皮泥捏的齐齐、钟表 教 学 过程 Step 1 Warming up 1、Free talk 2.Sing the song“My bedroom”录音机播放，T and Ss sing together.Step 2 presentation 1.师在讲桌上放上几个茶杯。T：Look!What s on the desk?Ss:Some cups.T：OKToday well learn Lesson 2 What s on the desk?Lets talk Say after me“desk desk.Whats on the desk?2.Learn
29、 new words T：Now look at the cards.T 出示单词卡片及实物“桌子，茶杯，钟表。what/w t/desk/desk/some/sm/cup/kt/guess/ges/clock/kl k/-9-sorry/sri/教师让学生先分别拼读。然后再有节奏地教学生读生词 3.Play a game(摸宝)老师事先把准备好的单词卡片，有的写中文，有的写英文，有的画图，有的写音标，装在一只不透明的袋子里。游戏开始，老师说袋子里装的是许多宝物，让学生上来轮流摸宝。摸到宝的学生将卡片举起，给全班学生看，如果摸到的是英文，则要读出来，并说出中文，如果摸到的是中文，则要说出英文，
30、并拼出字母组合。如果摸到的是图片，则要说出中英文，并拼出字母组合，如果摸到的是音标，要拼读出来，并且说出字母组合及中文。说对的奖励红花一朵。4.T and Ss have a talk 师出示一张房间示意图 T:Look!This is a picture.Its Lulus room.Whats in it?Ss:A desk，a bed，a box and some cups.T:Oh,Yes.What s on the desk?Ss:Some cups.T:What s on the bed?Ss:A box.T:What s in the box?Please guess!5.Ss
31、listen to the tape.Ss read after the tape.Ss read after T.T:Oh,Yes.教师出示单词卡片“doll”、“bed”。T：Say after me“doll doll bed bed Whats on the bed?A doll.”Now look at Picture2 师出示钟表在书桌上的图片 T:Whats on the desk?Ss:A clock.T:OK.Today well learn Lesson 2 Whats on the desk?Let s learn Look at the cards“clock”、“de
32、sk”.Say after me“clock clock desk desk Whats on the desk?A clock.”.师出示桌子在房间里的图片 T:Now look at Picture3 Hello,x x x!Whats in the room?S:A table.T:Yes,Now say after me“table table room room Whats in the room?A table.”师出示手表在盒子里的图片 T:Now look at Picture4 Hi!x x x.Whats in the box?S:A watch T:Good!Now sa
33、y after me“watch watch box box Whats in the box?A watch.”Step 3 Drills 1.T and Ss have a talk in different role.2.Ss have a talk in pairs.3、Play a game 教师让学生 2 人一组到前面去，把一名学生的眼睛蒙上，然后再把一些学习用品放在相应位置，让另一名学生用 What s on/in?提问问题，眼睛被蒙上的学生回答，回答正确的奖一张小动物贴画。-10-4、T shows the pictures Let Ss retell.先集体复述，在分组复述，
34、最后指名复述 5、Ss act in different role.师布置场景，把讲桌充当书桌（T:This is my desk.）把椅子充当床（T:This is my bed.）在书桌上放几只茶杯，床上放一只盒子（盒子里装着用橡皮泥捏的齐齐）Step4 Consolidation and development 教师把学生分成若干小组，每小组发一张空白房间示意图，及书桌、床、钟表、椅子、书等物品图片，让小组中的学生合作，把这些物品粘贴在房间相应的位置，用句型 What s on/in?A(An)/Some来进行对话。板书设计 Lesson2 Whats on the desk?What
35、s on the desk?Some cups.What s on the bed?A box.Lesson 3.Is this your pencil-box?第一课时 教学目标 1、知识与技能：学习元音音标/u/和辅音音标,让学生能听懂，掌握正确的发音方法。2.过程与方法：训练学生通过学习这 2 个音标的正确发音,进行拼读包含这些音素的单词音标的能力。3.情感态度与价值观：培养学生学习英语的兴趣和热情及合作意识。教学重难点 1、元音音标/u/和辅音音标正确的发音。2、能正确拼读包含这 2 个音素的单词音标。教具 音标卡片,单词卡片,录音机,相关磁带及含有单词的动物头饰 教 学 过程 Ste
36、p 1 Warming up 1 Free talk 2.Sing the song“The short vowel song”录音机播放“The short vowel song”T and Ss sing together。Step 2 presentation 1.T Shows the short vowel cards./e/i/Let Ss read.2.T shows the word cards.vest/vest/wet/wet/bed/bed/cock/k k/boss/b s/box/b ks/sit/sit/miss/mis/swim/swim/nut/n t/cup/
37、kp/must/mst/-11-Let Ss spell together.3.Learn a new short vowel/u/T shows the card“/u/”,并教学生读，然后指生读。T shows the card“oo/u/”,并教学生读。T shows the word cards“look/luk/cook/kuk/good/gud/book/buk/”并让学生拼读,教学生有节奏地起读。4.Learn a new consonant T shows the card“”.Let Ss look at Ts mouth and read after T.最后指生读，分组读
38、 T shows the card“th”,并教生读 T shows the word cards“this/is/thattthenenwithwi”.并让生拼读，然后指名读。再教学生有节奏性地读，最后让生分组读。5.T shows the vowel cards“/e/u/i/”/again.再次让生读这些元音音标 师再次出示卡片“/e/”让生再次读，同时又出示单词及音标卡。“e/e/pen/pen/”“e/e/desk/desk/”让学生拼读，并教生读，然后指名读。Step 3 Drills Play games 1.Listen and do 师说音标，生举卡片/e/u/is /des
39、k/t/buk/luk/wud/i/gud/wi/pen/en/kuk/2.looking for friends 让学生以组的形式到前面来，师每人发一个上面有词及音标的头饰 foot/fut/、good/gud/、this/is/、desk/desk/学生看了该词之后，戴到头上，然后师分别说音标/e/、/u/、。戴着含/e/音素的头饰的学生相互握手，站到一起，戴着含/u/音素的头饰的学生相互握手，站到一起，戴着含/音素的头饰的学生相互握手，站到一起，最后生按顺序拼读自己头饰上的单词音标，全部找对且拼读对的组奖励红花一朵。Step 4 Consolidation and development
40、 1、让学生朗读练习册 Ex.1中的音标 2、绕口令。（小黑板出示）Mr Brook is a good cook.He goes to work on foot.This is Mr brook.That is his cookery book.He likes his cookery book.He will read his cookery book.Step 5 Homework 做练习册中的 Ex.2 第二课时 教学目标 1、知识与技能：学习单词 look book good pencil-box pen pencil，让学生能听懂，会说，会读，能正确理解，掌握对话内容，并能朗读，初
41、步表演对话。2、过程与方法：通过实物练习，使学生能够熟练运用句型：“Is this(that)-12-your?Yes,it is./No,it isnt”，来进行日常交际。3.情感态度与价值观：培养学生运用所学句型进行日常交谈的能力。教学重难点 1、能听懂，认读单词 look book good pencil-box pen pencil，能正确理解对话内容，并能朗读和初步表演对话。2、能运用句型“Is this(that)your?Yes,it is./No,it isnt”.于日常交际中。教具 单词图片，录音机及相关磁带、配套图画、钢笔、铅笔、文具盒、书包等文具 教 学 过程 Step
42、1 Warming up 1 Free talk 2 Sing the song“Is this a cat?”录音机播放“Is this a cat?”T and Ss sing together.Step 2 Presentation T:Today well learn Lesson 3.Is this your pencil-box?Lets talk Say after me“pencil-box pencil-box Is this your pencil-box?Yes,it is.”(师边说边拿一个学生的文具盒)Now look at the cards 1 Learn new
43、 words look/luk/book/buk/good/gud/pencil-box/penslbks/pen/pen/pencil/pensl/教师展示单词卡片，并配合实物铅笔、文具盒、钢笔、书分别让学生拼读，并有节奏地教读生词。2.Play a game.Listen and do T says,Ss do.T:Look at your book.Show me your book.Show me your pen.Show me your pencil.Show me your pencil-box.Show me your bag.3.T and Ss have a talk 师拿
44、着一个学生的书包（里面有一本书）T：Hi,xxx！Is this your bag?S:Yes,it is.(师反复大小声领读 Yes,it is.)T：Whats in it?S:A book.T：Oh!Its a good book.教师再拿起那个学生的文具盒，并放在较远的地方，指着文具盒。T：Is that your pencil-box?S:Yes,it is.T：Whats in it?S:A pen and a pencil.(文具盒里事先放着一支钢笔和一支式样新奇的铅笔)T：Ah!-13-4.Ss listen and read after the recorder.T:Now
45、Lets listen to the recorder.Ss read after the recorder.Ss read after T.Step 3 Drills 1.T and Ss have a talk in different role.(师生利用文具分角色对话问答)2.Deskmate have a talk in different role.(同桌两人利用文具分角色对话问答)3.师出示 Let s talk的配套图画，让学生复述。先集体复述，再指名复述。4.Ss act in different role.Step 4 Consolidation and developme
46、nt 抛学习用具游戏：教师事先收集一些学生的学习用品。让学生坐在座位上，老师背向学生抛学具物品，物品离手后转身面对学生。谁接到物品就和老师进行对话练习。Is this(that)your?Yes,it is./No,it isnt，对话结束后，由他取代老师的位置，上前抛文具物品继续游戏。此方法可扩展到其他需要两个人进行对话练习的语言点。Step 5 Homework 同桌设置场景，用 Is this(that)your?Yes,it is./No,i snt，自编自演对话。step 板书设计 Lesson 3.Is this your pencil-box?Is this your bag?Y
47、es,it is.Is that your pencil-box?Yes,it is.第三课时 教学目标 1、知识与技能：学习单词 ruler eraser sharpener knife，学习 句型 Is this(that)your?Yes,it is./No,it i snt.2.过程与方法：通过实物练习，使学生能够熟练运用句型：“Is this(that)your?Yes,it is./No,it isnt.于日常交际。3.情感态度与价值观：培养学生运用所学内容进行日常交际的能力和积极英语表达的习惯。教学重难点 1、能听懂，认读单词 ruler eraser sharpener kni
48、fe 2、能用主题句型“Is this(that)your?Yes,it is./No,it isnt.于日常交际。教具 单词卡片，录音机及相关磁带、尺子、卷笔刀、橡皮、小刀等文具 教 学 过程 Step 1 Warming up 1 Free talk 2 Play a game Listen and do T says and Ss do T:Touch your pen.Touch your pencil.Show me your pencil-box.Show me your book.Show me your bag.-14-Step 2 Presentation 1.T:Now l
49、ook at the cards.教师分别出示单词卡片 ruler eraser sharpener knife并配合实物反复教生读这些词 2.师手持这些文具，以 Chant形式教学生学这些词 ruler ruler ruler This is a ruler.eraser eraser eraser This is an eraser.sharpener sharpener sharpener This is a sharpener.knife knife knife This is a knife.3.师拿着一名学生的橡皮 T：Hi,xxx！Is this your eraser?S:Ye
50、s,it is.师再拿一名学生的尺子 T：Hi,xxx！Is this your ruler?S:Yes,it is.师再拿一名学生的卷笔刀 T：Hi,xxx！Is this your sharpener?S:Yes,it is.师再拿一名学生的小刀 T：Hi,xxx！Is this your knife?S:Yes,it is.Step 3 Drills 1.以“Chant”形式操练 Let s learn 内容。ruler ruler ruler Is this your ruler?Yes,it is.eraser eraser eraser Is this your eraser?Ye