Where's my backpack英语教案

　　Where's my backpack英语教案：

　　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教学反思：

　　本节可主要学习作为本单元的第一节内容，重点是通过教学工作使得学生能够尽快了解本单元学习的主题和重要内容以及难点。针对学生英语基础比较弱的情况，在第一课时中加入适当的简单句型操练是很有必要的。所以在整节课的教学过程中，教师设计的任务都是围绕着Where句型展开的。目的是让学生能掌握基本的表达方式和重点单词和短语，为以后三节课中任务的顺利完成做准备。

　　本节课的第一个任务属于引入部分。教师通过小游戏让学生迅速进入学习状态，并为下一个任务的完成做铺垫。当学生的学习积极性被调动起来后，让他们逐渐平静下来整理刚刚涉及到的内容是十分必要的。对于程度较差一些的同学，可以他们一些例句让他们对于本单元所学的方位介词有一个直观的认识。在第二任务中，我们将学生非常熟悉的教室作为我们参考的对象，运用本单元涉及到的表达方式向他人介绍自己的教室。在必要的时候提醒学生注意名词单、复数的变化对于句子中BE动词的影响。然后，我们为学生设置一个场景，假设某同学的文具丢失了，希望学生能够帮助他找到自己丢失的文具。学生在猜测的过程中很自然地使用了一般疑问句以及能够显示查找结果的肯定回答和否定回答。完成此部分内容之后请同学就语音室的具体位置向盲人同学做介绍，既能让他们进一步熟练所学的内容，又能培养他们乐于助人的精神。最后完成书中的部分练习。

　　课堂设计的三个任务从简单的句型练习到与实际相联系的任务，现实意义逐渐突显。使学生能够将课堂中所学习的内容自然地与现实生活相结合，帮助学生认识到英语学习的重要作用。本节课主要练习学生的听说能力，任务设计也以听说为主，任务能够贴近学生生活，吸引她们的兴趣，最后进行必要的小结。整个课程设计完整，气氛活跃，同时重视学生对基础知识的掌握。

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