Unit 1 Lesson 1 Whose Book Is It教案

Unit1 lesson1: Whose Book Is It
Background information
1.Students: 30 primary school students ,Grade 5. They are students in the town primary school, and their English language foundation is not very good. But they are very interested in learning English.
2.Textbook: Unit1 lesson1: Whose Book Is It ,from Sichuan Education Press English book of Grade 5.
3.Time allocation:40 min.
4.Type of this lesson: a new lesson
Teaching aims:
Knowledge aims: by the end of this lesson, students should be able to :
know the meaning of these new words: textbook、notebook、workbook and storybook.
know the new sentence pattern:
A:Whose textbook is it?
B: It’s my/your/her/his textbook.
and use it to ask the belonging of sth correctly.
Skill aims: after learning, students should be able to :
(1) use it to ask the belonging of sth correctly.
(2) improve their speaking ability.
Moral aims: after learning, students should be able to:
respect others.
improve their cooperation ability.
Important points: the new sentence pattern:
A:Whose book is it?
B: It抯 my/your/her/his book.
Difficult points: how to use it to ask the belonging of sth correctly.
Teaching methods: five-step teaching method and communicative teaching method.
Teaching aids: some books, a blackboard and chalks.
Prepare work: divide the students into four groups.
Teaching procedures:
Step 1. Greetings and warm up (2min)
Greeting.
Sing a song I Love Books.
T: Which word have you heard again and again?
Ss: Book.
设计意图：通过演唱歌曲，不仅能够调动学生的积极性，还复习了已学单词book，并能初步感知不同种类的书籍，与本单元重点单词相联系，起到承上启下的作用。
Step 2. lead in (2min)
T:Look here. What’s this?(show them my English book)
Ss: A book.
(2) T: Guess whose textbook is it?
Ss: ...
T: Today we’re going to learn Unit 1, lesson 1 Whose textbook is it?(板书课题）
设计意图：由已掌握的知识过渡到新知识，再配合guessing game，即能够充分地调动学生的学习积极性，又能自然地引入本节课的主题。
Step3. Presentation

T: Look, it’s an English book. We also can call it textbook.(point
to my English book,too)
Ss: textbook.
Show them a math book and speak out “textbook”.
Ss: textbook.
T: Clever! Can you show me other textbooks?
Ss: textbook.(raise their other textbooks and practise the new word again and again)
T: Whose textbook is it? (随意抽取两位同学的教科书和老师的
科书打乱顺序放在一起，抽出其中一本让学生猜)
Ss: 是Tingting的/ Peter的/ 老师你的... (encourage students to guess)
T: Well done! It’s her textbook. It’s hers.(板书对话）
It’s his textbook. It’s his.
It’s my textbook. It’s mine.
设计意图：通过实物教具让学生直观感受textbook的意义，并利用guessing game激发学生的求知欲，鼓励学生大胆表达。
Step 4.Practice
work in groups to practise the dialogue.
Lost and found(创设情境：一位同学扮演失物招领处工作人员，其余三位同学扮演认领物品的人，练习以上对话）
设计意图：意义练习与机械练习相结合。创设真实的情景，制造信息沟，有利于增强学生的表达欲望，也达到了巩固练习的目的。
Step 5. Presentation
Show them a real notebook to teach the new word. And practise that dialogue.
Teach the other new words in the same way.
设计意图：通过实物教具，充分调动学生的生活经验，把教学内容与实际生活联系起来。在反复练习句子的同时也巩固了新单词。
Step 6. Consolidation
Match the words with their pictures.
Multiple choice.
设计意图：通过不同类型的练习题，巩固所学知识。
Lay out on the blackboard
Lesson1 Whose Textbook Is It?
textbook
notebook
workbook
storybook
my textbook / mine.
your notebook / yours.
her workbook / hers.
his storybook / his.
After lesson reflection:
创新之处：
利用实物教具，让学生直观地感受了本节课的重点单词，有利于加深记忆
创设了真实的情景，巧妙地设置了信息沟，激发了学生表达的欲望，让学生敢于大胆开口。
不足之处：
最后两个练习的内容含量比较大，但间隔时间很短，可能会造成学生的抵触情绪。
本节课教授的内容比较多，对学生的注意力和自我控制能力有很高的要求