英语阅读课教学设计Un it2Topic3Sectio nDI . Teach ing aims and dema nds 教学目标1. (1)Lear n the consonan ts:(2) Lear n some new words:find, help, us, him2. Review how to describe a pers on:(1) He is tall and he has brow n hair.(2) He has small eyes, a big nose and a wide mouth.(3) He is in black clothes.3. Review the possessive pronouns:(1) —Whose cap is it?—It' Sally '.(2) —Whose bananas are these?—They 're their bananas/theirs.4. Review some useful expressi ons:(1) 1 thi nk it ' Kan gka ng '/Li Mi ng '.(2) We look the same, but we are in different clothes.(3) Please help us find him.n . Teaching aids 教具白纸/实物/幻灯片/教学挂图/录音机/小黑板/彩笔川.Five-fi nger Teachi ng Pla n 五指教学方案Step 1 Review通过游戏表演，复习上节课所学语言点，创设情境，以师生对话形式导入本课生词和话题。
激发学生的学习兴趣。
1. 利用课前从学生那里借来的服装和学习用品等，通过师生互动，复习whose句式和物主代词以及名词所有格。
T: What 'this?Ss: It 'a cap.T: What color is it?Ss: It 'yellow.(接下去询问个别学生。
)T: Is this your cap, S1?S1: No, it 'not mine.T: Is this yours, S2?S2: Yes, it 'mine.T: Here you are.S2: Tha nks.(以类似的方式复习其他物品的询问，速度要快，物主代词复习面要广，同时也需要学生积极广泛参与。
)2. (1)(利用幻灯片展示一个画面：一个男孩在水中大喊“Help!…”。
让学生猜其含义，然后教师给予相关的解释。
）（板书并要求学生掌握。
）helpT: I think we can help him. A nd later he will help us^o.(板书并要求学生掌握。
)him, us(2) (教师事先把自己的钢笔夹在书里，然后假装找东西，让学生体会find的含义。
)T: Oh, where is my pen? I can 'find it. Can you help me?(板书并要求学生掌握。
)findSs: Yes. Is it i n your desk?T: No.Ss: Is it in your jacket?T: No. Oh, it's here. It's in my book. Thank you all the same.(3) (出示2图片，师生对话导入新课。
)T: Look at the picture in 2. The policeman can 'find the man in the picture. Can you help him? Ss: Yes.T: Good. Thank you. Now, let 'slearn more information about the man.Step 2 Prese ntati on通过听和读，获取短文全面信息，然后运用所学功能用语进行问答复述，培养学生综合运用语言的能力。
1. (播放2录音，让学生完成小黑板给出的问题。
)T: Liste n to 2. Choose the right an swers.(1) Where is the man from?A.Chi na.B.Ca nada.C.Japa n.(2) How old is he?A.20.B.21.C.22.(3) What color is his hair?A.Red.B.Black.C.Brown.（再放2录音并核对答案。
）2. （让学生仔细阅读2，对文章内容有较详细了解，完成表格并核对答案。
）T: Please read 2 carefully. Then fill out the table in 2.3. （让学生听2录音并跟读，注意模仿语音语调。
）T: Please listen to 2 and repeat. Pay attention to the pronunciation and intonation.4. （教师连续不断地根据2内容提问，学生用一句话回答每个问题，训练学生的反应速度。
）T: Where is the man from, S1? Si: He 'from Can ada.T: Is he twenty-one years old? S2: No, he isn '.T: How old is he? S3: Twen ty.T: Is he tall? S4: Yes, he is.T: What color is his hair? S5:...5.（让学生根据2中的表格复述短文。
）T: Please retell the passage accord ing to the table in 2.Step 3 Con solidati on通过讲解语音和训练学生的听力，培养其语感和归纳推理能力。
1. （利用幻灯片呈现1的例词，让学生注意画线部分的读音。
学生听录音，体会画线字母的、十&■\读曰。
）（引导学生归纳总结。
板书并鼓励学生尝试着给每组音标再举出一两个例子，巩固字母的发音规律。
）（让学生听1录音跟读，练习字母发音。
）2. （听3录音，完成练习。
核对答案。
）T: Liste n and match the things with the own ers.3. （学生两人一组，运用whose句型谈论3中四幅图画的内容。
）S1: Whose pen cils are these?S2: They are Michael 'S1: Whose ruler is this?S2: It 'Peter's.S1: Whose knife is this?S2: It 'sJa ne's.Step 4 Practice通过总结本话题的语法和功能用语，使目标语言得以强化，同时培养学生的归纳能力。
1. （听3录音，跟读并模仿。
四人一组，用自己的实物进行对话操练。
）S1: Excuse me, S2. Is this your book?S2: No, it isn 'mine.S1: Whose book is this?S2: I think it 'sS3‘s.S1: Excuse me, S3. Is this book yours?S3: Yes, it 'mi ne.S1: Here you are.S3: Thank you. Whose pen is this? Is it yours, S 4? S4: No, I th ink it 'sS1‘s.S3: Excuse me, S1. Is it yours?（请操练过程中表现较好的学生到讲台前表演对话。
(核对答案。
)3. （完成4b ，放录音跟读，注意模仿语音语调。
然后教师用幻灯片出示练习。
（核对答案。
）Step 5 Project通过游戏和造句，练习本话题所学的目标语言，提高学生综合运用语言的能力。
1.（让学生拿出上节课布置要带的画画工具，按要求做： （1）在白纸上画出一个你喜欢的人的简笔画，最好是全身像，然后涂上颜色； （2）三分钟内完成作品，然后四人一小组，谈论你所画的人以及这个人的服装和长相； （3）小组谈论之后，每组选出一幅图画贴在黑板上，学生通过和教师或彼此之间的对话，拿回自己的作品。
完成 5。
）Example:T: Is he/she your classmate? he/she is.T: Does he/she have a round face/l ong hair? he/she does. T: What color are his/her pan ts/shoes? are ...T: Oh. Is this picture yours?从n 栏中找出I 栏问句的答语。
I(1) I s this cap yours? (2) Whose eraser is this? (3) What color is this jacket? (4) What does he look like?(5) Are these her apples? (6) Whose apples are these? na. They are ours.b. Yes, it 'mine.c. No, they aren '.d. I think it is Kangkang '.e. It's black.f. He has a round face.S 1: Yes,S 1: Yes,S 1: TheyS 1: Yes, it 'S 1: Thanks.mine.T: Oh, it 'very beautiful. You 're clever.2. （设计活动，听词造句比赛。
操作形式：（1）以组为单位；⑵链条式进行，各组竖排第一位学生，各组竖排第二位学生，……依次轮流； （3）教师给出一个词，要求学生在二十秒钟之内 完成一个句子，在规定时间内完成的学生坐下； （4）哪一个组坐下的人多，哪一组获胜。
通过竞赛活动，使学生进一步巩固本单元的词汇及句式，融入竞争意识，调动其学习情绪,培养他们捕捉信息、拓展思维的能力。
）T: OK, class. Are you ready? Now begi n! T: Jacket.（从第一组竖排第一位学生开始。