1.Is this your pencil?　 Yes, it is./No, it isn’t.

2.　　　 Learn to write the language structures.

Import and difficult points How to use language in their life

Teaching methods Listening and speaking; discussing and guessing

Teaching apparatuses Tape recorder, pictures, cards, some pictures and photos.

　Teaching Procession

Designs for the class Teacher’s activities Students’ activities

Revision Is this your father?

Is that your mother? Yes, it is.

No, it isn’t.

Leading Are they your parents? Yes, they are.

Presentation　　　　 Ask students to present their family tree

　　　　 Add the words in the box to the family tree.

　　　　 Play the tape.

　　　　 Ask students to read the letter in 3a and then help them to write a letter to Emma

　　　 Pair work Draw a picture of their family and friends Tell your partner about your picture

　　　　 Ask them to show their letters and correct their mistakes.

　　　　 Help Ss finish 3b. 　Present their family tree in the group, and then in the class

　Use the language:

　This is my father. His name is…

　This is my mother. Her name is…

　Finish Ex 1 . Add the words in the box to the family tree.

　Ask students to listen again , and choose which pictures are Dace and Lin Hai talking about?

　Read the letter. Draw a picture of Emma’s family. And then write a letter to Emma

　Read their letter to the class.

　Draw a picture of their family and friends Tell their partner about their picture

　Take out their family photo. Write an 　introduction about the people on the back of the photo.

Homework Make their photo Album with some simple introduction.

教案点评：

　整节课设计思路清晰，符合学生的认知能力和认知规律。导入自然，任务衔接较好，给学生一个真实的大任务，以小组为单位，在完成一系列的小任务的同时，完成大任务，在完成任务的同时学会语言。课堂教学形式多样，且以学生活动为主体；能关注学生的情感，整个过程以激励评价为主，以评价促学生发展。

　由于新教材试教时间很短，对任务型教学研究还很不够，学生在做汇报的时候，如何让全体学生用心去听，是一个急需重视的问题。

5.How do you spell pen?　 P-E-N.

　Step 1: 出示实物或图片，问学生What’s this/ that in English?导入Task One中新词。(pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card,　

　baseball, watch, game, ring, computer,　 notebook )板书目标词汇。

　Step 2: 抽取学生中的文具由学生问，学生答；复习上一步所学单词。

　Step 3: 从学生中收取一部分文具，引入句型Is this your pencil?　 Yes, it is./No, it isn’t.

　或Is that my book?　 Yes, it is./ No, it isn’t. etc.

　Task Two: Guessing game( Finding the owners)

　教学目的：巩固目标词汇和Is this your pencil?

　Yes, it is./No, it isn’t. etc.

　复习What’s this/ that in English?　 It’s a/an ……

　How do you spell pen?　 P-E-N.

　Step 1: 每位学生将自己准备好的物品放进一个袋子里。

　Step 2: 教师与一位学生做示范。为接下来的Group work 作铺垫。需要用到的句型打在屏幕上。

　Step 3: 学生开始做Group work。

　Step 4: 展示各小组统计的结果，看哪组同学在规定时间内猜出的物品的主人最多。

　Task Three: Competition.

　教学目的：培养学生在一定语境下综合运用目标语的能力。

　Step 1: 在小组内部将各自的文具汇集到一处。运用句型：This is my …….

　Step 2: 交换小组成员。来自外组的同学负责寻找相关文具的主人。运用句型：Is this your…..? Is this Jane’s ……?

　Step 3: 完成下表并由Group Leader 进行汇报。

stationery

Owner　　　　　 sharpener Pencilcase eraser dictionary

　Homework:

　Write down a dialogue using the words and the target languages.

　Preview the content of the next period.

　Blackboard writing

　Unit 2 Is this your pencil?

　What’s this /that in English?　 It’s a/an……

　How do you spell….?

　Is this your/Tina’s backpack?　

　Yes, it is. / No, it isn’t. It’s his/Mary’s.

　教学点评：

　本课时以寻找物主为主线，用实物或实物简图为学生提供尽可能真实的场景，让学生产生一定的体验，并在体验中学习、探究，课堂气氛活跃，学生学习兴趣高，学习效果也较好。同时教师为学生设计了一个任务链，加强了活动之间的联系，同时活动之间的层次分明，学生易于接受。本堂课成功的关键是教师课前准备到位，每一个环节都使学生感到新鲜、好奇，在这样一种心理因素的驱使下，学生乐学、好学，教学效果倍增。

第二课时教案示例

　Section Three

Task Three Draw their own family tree

Teaching aims 1.　　　 Use the language in the true life.

4.What’s this/ that in English?　 It’s a/an ……

3.Is this/that her/his eraser?　 Yes, it is./ No, it isn’t.

2.Is that my book?　 Yes, it is./ No, it isn’t.

1.Is this your pencil?　 Yes, it is./No, it isn’t.

2.　　　 Write your own bulletin board message.

如果你拾到了一块手表，你该如何写一张失物招领的启事呢？如果你想找到你丢失的自行车，又该如何写一张寻物启事呢？

Step 8 The Design of the writing on the blackboard.

Unit2 Is this your pencil?

call, phone, lost, found,

in the lost and found case, lost and found, a set of keys

Found:

A set of keys. Is it your key? Please call John at 345-9812.

Lost:

My pencil case. It’s yellow. It’s new. Please call 668-7249.

The Fourth Period

Check the homework.

Do some more exercises.

1.　　　 Do Self check1-3.

2.　　　 Ask four students to read them in front of the class. Then ask two students to write their messages on the blackboard. The rest exchange their messages with a deskmate to correct each other’s work. Then correct mistakes on the blackboard if there are any.

Step 5 Groupwork.

We’ll play a game. Demonstrate how to play the game. Draw a small part of an item they’ve studied in class.

T: What’s this?

S: Is it a baseball?

T: No, it isn’t.

Draw a more part of the item.

S1: Is it a key?

T: Yes, it is.

　　　 Ask students to take turns of the vocabulary presented in this unit on the blackboard and ask: What’s this?

Students make a guess. See who can guess it within less guesses.

Divide the class into several groups. This way, several games can go on at the same time. They may draw pictures in their exercise books instead of on the blackboard.

Step 6 Just for Fun

Ask all the students to read the conversation. Ask: Why is the cartoon story funny? Guide the students to say: When the first man asks, how do you spell that? He really means “ How do you spell watch?” But the second man spells out the word T-H-A-T instead. Invite several pairs to act out the conversation in front of the classroom.

Step 7 Homework