Unit3Isthisyourpencil?StorytimeTeachingcontents教学内容StorytimeTeachingaims&learningobjectives教学目标1.学生能理解Storytime的内容，并能够有感情地朗读。2.学生能听懂、会说、会读单词pen,pencil和pencilcase。3.学生能听懂、会说、会读日常用语和句型Isthis/thatyour…?Yes,itis./No,itisn’t.4.学生通过各种合作学习，培养合作学习的意识，激发学习兴趣。FocusofthelessonandPredictedareaofdifficulty教学重点和难点教学重点：1.学生能理解Storytime的内容，并能够有感情地朗读。2.学生能听懂、会说、会读单词pen,pencil和pencilcase。教学难点：学生能听懂、会说、会读日常用语和句型Isthis/thatyour…?Yes,itis./No,itisn’t.Teachingprocedures教学过程Beforeclass—EnjoyasongWhat’sthis?Step1Warm-up1.Greetings2.Let’splay!T:Payattentiontotherules:Ifyouseeaphrase,readitanddoit.Ifyouseeatiger,shout“Ahh”!(学生做游戏)【设计意图：通过歌曲、游戏激发学生学习英语的兴趣，同时复习旧知，为学习新知做好准备。】Step2Presentationandpractice1.Guessinggame(1)Yellowbox—clothes(旨在新授Isthisa…?)T:Therearesomanybeautifulclothes.Whatarethepresents?Let’sguess.S:AT-shirt./…T:Youcancomehereandguesslikethis,“Isthisa…?”(引导学生来到投影仪前进行猜测，并出示新授句型Isthisa…?)S:Isthisa…?(前两幅引导学生用新授句型一起猜测，最后的一幅图转为学生同桌合作进行猜测。)(2)Bluebox(旨在新授Isthat…?)T:Letter“b”.S:Isthisa…?T:It’sfarawayfromyou.Soyoucansay:Isthata…?S:Isthata…?(前两幅引导学生用新授句型一起猜测，最后的一幅图转为学生同桌合作，猜测练习。)(3)Greenbox(旨在新授Yes,itis./No,itisn’t.)T:Canyouguess?S:Isthata…?T:Yesorno?Ifyouthinkitis,youcansay“Yes,itis.”Butifyoudon’tthinkso,youcansay“No,itisn’t.”S:Isthatapen?T:Yes,itis.It’sapen.(新授pen，同法教学pencil)T:Thelastpicture,pleaseguesswithyoupartners.S1:Isthata…?S2:Yes,itis./No,itisn’t.T:(教学pencilcase。)【设计意图：通过“猜猜礼品盒里的小礼物”这一活动设计，以旧引新，由扶到放，逐步学习本课教学重点，即文具类单词pen,pencil,pencilcase和一般疑问句的问答。】2.Storytime(1)Lead-inT:Ihaveapicturehere.Canyouguess?S:Isthata…?T:Yes,itis./No,itisn’t.T:(出示Storytime中的铅笔图片)Ihaveastoryaboutthispicture.Doyouwanttohavealook?(2)WatchandchooseWhatisthestoryabout?A:Thepencilislost.(丢失)B:Thepencilisbroken.(弄坏)C:Thepencilisstolen.(偷掉)S:A.T:IsthisMike’spencil?(出示第一幅图片)S:No,itisn’t.T:SoMikesays:Thisisn’tmypencil.(教师指导朗读)(3)ListenandunderlineT:WhohelpsMike?S:LiuTaoandYangLing.T:Whatdotheysay?S:Isthisyourpencil?/Isthatyourpencil?T:(新授Isthis/thatyourpencil?)T:No,theyarenotMike’spencil.Whereisthepencil?(出示最后一幅图片)Findthesentenceandreadloudly.S:Oh,that’smypencil.T:(教that’s=thatis)(4)Let’sread.a.Readafterthecomputer.b.Readaftertheteacher.c.Readtogether.(5)Showtime(出示Storytime的图片，打乱顺序，通过重新排序，带着学生说说这个故事。)【设计意图：在故事情境中，通过对Storytime的听、猜、读，初步运用新句型帮助Mike寻找丢失的铅笔，最后一起对整个故事进行复述。】Step3ProductionandconsolidationT:Mikecan’tfindhisstationery.Let’shelphim.(出示两幅图片pen和pencilcase)T:IamMike.Whocanhelpme?S:Ican.T:Thisisn’tmypen.S:Isthisyourpen?T:No,itisn’t.S:Isthatyourpen?T:No,itisn’t.Oh,that’smypen.(学生两人小组，模仿对话)T:Mikeiscareless.Helosthispen.Wemusttakegoodcareofourthings.【设计意图：通过再次帮助Mike寻找丢失的钢笔，引导学生在实际情境中运用新句型，并适时进行相关的学习习惯教育——我们应该保管好自己的文具。】Homework家庭作业1.听录音，大声朗读storytime并能表演。2.抄写storyt...
