【正文】 3）背背夾教師現(xiàn)將學(xué)生分成兩組，每次每組派一名同學(xué)到講臺(tái)前，面對(duì)黑板站好，教師將隨意拿出本課單詞中的兩張，給底下在座的同學(xué)看過之后，分別夾在這兩個(gè)同學(xué)的背后，兩個(gè)同學(xué)在老師的指令下轉(zhuǎn)身面對(duì)面站好，手背后，通過移動(dòng)腳步，盡自己最大的努力去看對(duì)方背后的卡片，但是不可以動(dòng)手，先看到的并且說的正確的將為該組贏得一分。這里教師可以先以較慢的速度依次展示，然后隨機(jī)快速閃動(dòng)，充分調(diào)動(dòng)學(xué)生的積極性，有利于學(xué)生注意力的有效集中，但該活動(dòng)不宜占用太多時(shí)間。這里希望教師給學(xué)生講明白：在英語里我們經(jīng)常會(huì)用到一些介詞，一些表示方位的介詞：如on在……上，in在……里面，under在……下面。教學(xué)過程：（Warming up）教師可以仿照Lesson 8中Let’s guess部分，和學(xué)生一起一邊猜測(cè)一邊問答進(jìn)行上節(jié)課內(nèi)容的簡(jiǎn)單復(fù)習(xí)和本節(jié)課的熱身活動(dòng)。Lesson 9 Where is my cat? 教學(xué)目標(biāo)及重難點(diǎn)分析：、說、讀、寫單詞:cat, umbrella, box, rabbit, bed,on, under, in, : where, don’t, know, ：What’s this?It’s a that a rabbit?Yes, it do you have?I have an is my cat?It’s under the umbrella is under the desk?Sorry, I don’t , under, in的用法，以及方位的問答。本活動(dòng)很有意思，教師在猜測(cè)的過程中故意猜錯(cuò)幾次，做出很無奈的表情，有助于吸引學(xué)生的注意力。3）背背夾教師先將學(xué)生分成兩組，每次每組派一名同學(xué)到講臺(tái)前，面對(duì)黑板站好，教師將隨意拿出本課中的四會(huì)單詞其中兩張，給底下在座的同學(xué)看過之后，分別夾在這兩個(gè)同學(xué)的背后，兩個(gè)同學(xué)在老師的指令下轉(zhuǎn)身面對(duì)面站好，手背后，通過移動(dòng)腳步，盡自己最大的努力去看對(duì)方背后的卡片，但是不可以動(dòng)手，先看到的并且說的正確的將為該組贏得一分。教師可以通過Let’s guess部分的猜猜看和學(xué)生一起進(jìn)行訓(xùn)練、鞏固和復(fù)習(xí)： A: Whose bag is this? B: Let me …, is it Robin’s bag? C: No, it isn’：（小組游戲）1)Flash cards 教師拿出課前準(zhǔn)備好的英語單詞卡片，在學(xué)生面前或快速或慢速的閃動(dòng)，讓學(xué)生一起說出該單詞。（操場(chǎng)上）Tom: Hi!Jerry!Is this your sweater? Jerry: No, it’s Jack’s : Whose jacket is that? Jerry: Oh, it’s my jacket!Wow!Whose shoes are these? Are they your shoes? Tom: Yes, they are my you!Jerry: You’re , cap, shirt, sweater, trousers, shoes, socks以及句型Whose jacket is this?/Is that your sweater?No, it’s Li Dong’s./Whose socks are thses?/Are they your socks?No, they are Robin’s ： 在教師進(jìn)教室之前，先收集3個(gè)或者幾個(gè)學(xué)生的衣服或者小玩具，一進(jìn)教室就問Whose cap is it? Jack, is it your cap? Lily, is it your doll?...在這樣一個(gè)大語境里，學(xué)生會(huì)很快理解本課重點(diǎn)句型Whose…is it?的意思，教師馬上引導(dǎo)學(xué)生說：Yes，it’s my…/No, it39。課前準(zhǔn)備: , cap, skirt, sweater, trousers, shoes, socks等教學(xué)圖片。做Let’s ’s practise部分進(jìn)行問答練習(xí)。 you like…(包括一些科目)? do you like it?（分為：Very much和 Just so so, no三個(gè)等級(jí)））發(fā)給每個(gè)同學(xué)，讓孩子們隨意的去采訪自己的小伙伴，看看他們都喜歡什么課程，喜歡的程度如何，然后在同桌之間相互交流。2)Show me your books as quickly as you can!這個(gè)游戲需要教師和孩子們共同完成。a dog, a cat, a music book, a 。Jerry: Hi！Tom, what are you doing? Tom: I’m reading a : What book is this? Tom: It’s an English : Wow!An English book!Do you like English?Tom: Of course yes!How about you? Jerry: Me, do you like it? Tom: I like it very much!And I like about you? Do you like maths? Jerry: No, I don’t like I like .(可以適當(dāng)?shù)募尤胍恍﹦?dòng)作), Chinese, maths, book is this?It’s an English/ a maths book./Do you like English?Yes, and I like Chinese, too./How do you like it?I like it very ：教師首先拿著一本英語書進(jìn)入課堂，然后高舉著書問同學(xué)們:What book is this?學(xué)生肯定會(huì)回答English！教師先對(duì)學(xué)生的回答予以肯定，然后要引導(dǎo)學(xué)生盡量說出完整的句子It’s an English ，在學(xué)生基本掌握的情況下，教師隨口問出Do you like English?引導(dǎo)學(xué)生回答Yes, I , I don’ do you like it?這個(gè)對(duì)于學(xué)生來說有一定的難度，所以教師可以先自己回答說I like it very much./Just so like it very 。，如：梨、蘋果、桃子、香蕉、草莓等。Lesson 7 Do you like English? 教學(xué)目標(biāo)及重難點(diǎn)分析：、說、讀、寫單詞:English, Chinese, maths, , , very, much, ：What book is this?It’s an English/ a maths you like English?Yes, and I like Chinese, do you like it?I like it very ，并能對(duì)句子How about you? Me, 。，并跟讀：（1）Listen, look and repeatⅠ,Ⅱ（播放該部分的錄音）（2）Listen, look and say(Ⅰ)（播放對(duì)話部分錄音）A: Who’s this?B: This is my teacher, Miss : She is : Who’s that?B: That is my teacher, : Oh, he’s : Who’s he?B: He is my is : Who’s she?B: She is my is fat.(3)Listen, look and say(Ⅱ)（播放對(duì)話部分錄音）A: Hello, Miss is my friend Li Dong, this is my teacher, Miss : Good morning, Miss to see : Morning, Li to see you, ，并能在句型的使用中熟練運(yùn)用所學(xué)單詞，能在日常生活中自如運(yùn)用。4）High and Low ，學(xué)生做出與教師相反的反應(yīng)，如：如果教師大聲的說my teacher!學(xué)生則要非常小聲的重復(fù)my ，特別是教師小聲說的時(shí)候，學(xué)生的注意力全都集中在教師的口型上。對(duì)反應(yīng)較快的學(xué)生教師要提出表揚(yáng)和鼓勵(lì)。然后，再用一些孩子們熟悉的動(dòng)畫人物的外貌特征來舉例讓學(xué)生加深記憶。（New Presentation），教師可以通過同學(xué)們喜聞樂見又非常熟悉的兩個(gè)卡通人物Jerry，Tom的對(duì)話引出本課重點(diǎn)句型和詞匯學(xué)習(xí)。S1: May I e in? S2: Who’s it?S1:I’m you Li Xiao?S2? Yes, I : Is this your book? S2: Yes, it : Here you : Thank 6 This is my ：、說、讀、寫單詞:teacher, father, mother，fat, thin, tall, ，認(rèn)讀單詞: she, he, Miss King, glad, see, ,并能掌握he, she的熟練使用: Who is she? She is…Who is he? He is …He/She is fat/thin/tall/,并能用所學(xué)形容詞來描述人物的特征?；蛘甙才艑W(xué)生自由組合進(jìn)行小對(duì)話的自編自演。2)What’s the name?這個(gè)游戲需要教師和孩子們共同完成。再向同學(xué)們介紹三個(gè)字姓名的寫法：將姓氏作為一個(gè)詞，大寫首字母，將名的幾個(gè)字連在一起寫成一個(gè)詞，大寫首字母,如：Han Jianfeng.。而當(dāng)你做錯(cuò)了事或者說錯(cuò)了話等，則用sorry向別人道歉。（New Presentation）。Lesson 5 Are you Helen? 教學(xué)目標(biāo)及重難點(diǎn)分析：、說、讀、寫問答句：Are you …? Yes, I am./No, I’m ：Excuse me, ：Alice, Robin, Jack, Helen, Bruce, David, 。對(duì)表演好、猜單詞快的學(xué)生要進(jìn)行表揚(yáng)，加以鼓勵(lì)！，并跟讀：（1）Listen, look and repeatⅠ,Ⅱ（播放該部分的錄音）（2）Listen, look and say（Ⅰ）（播放對(duì)話部分錄音）A: Do you e to school by bike?.B: Yes, I e by bike.(2)Listen, look and say（Ⅱ）（播放對(duì)話部分錄音）A: How do you e to school? B: I e to school on about you? A: I e by do you…? I …by/on…的問答，能在句型的使用中熟練運(yùn)用所學(xué)單詞，了解他們的固定搭配，能在日常生活中自如運(yùn)用。教師先將孩子們安排圍圈坐好，教師播放快節(jié)奏的音樂，學(xué)生傳遞小熊玩具，音樂停止時(shí)，誰剛好拿到小熊將需要站起來回答老師提出的How do you e to school?問題。)：（小組游戲）1)Flash cards 教師拿出課前準(zhǔn)備好的單詞卡片，在學(xué)生面前或快速或慢速的閃動(dòng)，讓學(xué)生一起說出該單詞或相應(yīng)的短語。How do you e to school? Do you e by bus? How about you?及短語by bike/bus/ car/taxi, on foot的學(xué)習(xí)：教師先拿著課前準(zhǔn)備好的bike卡片問道：“What’s this?” 學(xué)生回答說: “It’s a bike.” 教師再說出: “Yes, it’s a bike.”同時(shí)將school的教學(xué)圖片貼在黑板上，教師拿著bike的卡片走到教室的后方，然后做出騎自行車的動(dòng)作，邊做動(dòng)作邊向黑板前的school卡片移動(dòng)，嘴上不斷重復(fù)I e to school by 。Tom: Good morning, Alice!Alice: Morning!How do you e to school? Tom: I e to school by about you? Alice: I e to school by how about you, Jerry? Jerry: I e to school on foot!Oh!Look!!Tomamp。Lesson 4 How do you e to school? 教學(xué)目標(biāo)及重難點(diǎn)分析：、說、讀、寫單詞:bike, bus, foot, car, 、會(huì)說單詞：e, about ：by bike, by bus, by car, by taxi, on : I go to …by/on…Let’s go to…by/on…并能初步掌握on和by的區(qū)別用法。，并跟讀：（1）Listen, look and repeatⅠ,Ⅱ（播放該部分的錄音）(2)Listen, look and sayⅠ（播放對(duì)話部分錄音）A: Who are they? B: They are my : What a nice picture!(3)Listen, look and say(Ⅱ)A: Who are they? B: They are my : May I have a look? B: Sure!Here you are they? They are…的問答，能在句型的使用中熟練運(yùn)用所學(xué)單詞，能用who對(duì)人物身份進(jìn)行提問，并能在日常生活中自如運(yùn)用。對(duì)于那些掌握較好，接受較快的學(xué)生，教師可以適當(dāng)?shù)暮推溥M(jìn)行語言對(duì)話交流。在這三個(gè)詞中，classmate, schoolmate 是合成詞，分別是由class和mate, school和mate合成的。借助一些漂亮的圖片，可以鼓勵(lì)學(xué)生用上一節(jié)課所學(xué)過的感嘆句進(jìn)行語言輸出表達(dá)訓(xùn)練：How nice the picture is!然后與此同時(shí)教師引出今天要學(xué)的另一個(gè)由what引導(dǎo)的感嘆句句型What a nice picture!讓學(xué)生通過比較了解到how后面跟形容詞，而what引導(dǎo)的感嘆句后面跟名詞短語。Tom: So we are in the same class in our school , we are classmates.(兩人手拉手走進(jìn)三年級(jí)四班)(下課的時(shí)候Tom )Tom: Hi!Alice!Nice to meet you!