Where's my backpack英語教案：

　　2. Teaching procedure:

　　Stage 1: Leading-in

　　Step 1: Greetings and lead-in with revision.

　　a. review words of lesson1 by showing pictures.(table, bookcase, chair, sofa, dresser, drawer, plant)

　　b. review the sentence patterns: a.Where's the_____? It's on/ in/ under the______. b. Where're the _____? They're on /in /under the_____. by talking about the pictures of a room.

　　Step 2: sentences preparation

　　T: Let's see what is in it? (The teacher presents the words: pen, pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, dictionary by showing them one by one.)

　　Step 3: Match the words with the things in the picture.(1a)

　　T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)

　　Stage 2: Learning & practicing vocabulary through drilling

　　Step 1: present the drills

　　a. present the drill "Is this …? Yes/ No, it is / isn't." with the things mentioned above.

　　b. Ss ask and answer about their own school things in pair with "Is this …? Yes/ No, it is / isn't."

　　(The teacher asks a few pairs to practice.)

　　c. present the drill "Is that …? Yes/ No, it is / isn't." to identify "this" and "that"

　　d. Ss ask and answer about their own school things in pairs with "Is that …? Yes/ No, it is / isn't."

　　(The teacher ask some pairs to practice. )

　　Step2: listen to 1b and number the conversations

　　Step3 Ss say after the tape. Then work in pairs to read the dialogue.

　　Stage 3 Using & practicing vocabulary through game

　　Step 1: T. introduces the game "Find the owner"

　　T: Look at this box. They are the things I borrowed from you. Now I want to give them back to you. Do you like to help me?

　　(game rules: a. guess the thing you pick up. b. find the owner)

　　Step 2 Ss play the game.

　　Stage4 Summaries and Homework

　　1. Summaries:

　　a. Go over the words Ss have learned with school things.

　　b. Go over the sentence pattern by saying a chant.

　　Is this your pencil? Yes, it is.

　　Is this my pen? No, it isn't.

　　Is that his book? Yes, it is.

　　Is that her eraser? No, it isn't.

　　2. Homework:

　　a. mark the school things with English names.

　　b. read 1b with three classmates and practice to say the chant

　　Where's my backpack教學反思：

　　本節可主要學習作為本單元的第一節內容，重點是通過教學工作使得學生能夠盡快了解本單元學習的主題和重要內容以及難點。針對學生英語基礎比較弱的情況，在第一課時中加入適當的簡單句型操練是很有必要的。所以在整節課的教學過程中，教師設計的任務都是圍繞著Where句型展開的。目的是讓學生能掌握基本的表達方式和重點單詞和短語，為以后三節課中任務的順利完成做準備。

　　本節課的第一個任務屬于引入部分。教師通過小游戲讓學生迅速進入學習狀態，并為下一個任務的完成做鋪墊。當學生的學習積極性被調動起來后，讓他們逐漸平靜下來整理剛剛涉及到的內容是十分必要的。對于程度較差一些的同學，可以他們一些例句讓他們對于本單元所學的方位介詞有一個直觀的認識。在第二任務中，我們將學生非常熟悉的教室作為我們參考的對象，運用本單元涉及到的表達方式向他人介紹自己的教室。在必要的時候提醒學生注意名詞單、復數的變化對于句子中BE動詞的影響。然后，我們為學生設置一個場景，假設某同學的文具丟失了，希望學生能夠幫助他找到自己丟失的文具。學生在猜測的過程中很自然地使用了一般疑問句以及能夠顯示查找結果的肯定回答和否定回答。完成此部分內容之后請同學就語音室的具體位置向盲人同學做介紹，既能讓他們進一步熟練所學的內容，又能培養他們樂于助人的精神。最后完成書中的部分練習。

　　課堂設計的三個任務從簡單的句型練習到與實際相聯系的任務，現實意義逐漸突顯。使學生能夠將課堂中所學習的內容自然地與現實生活相結合，幫助學生認識到英語學習的重要作用。本節課主要練習學生的聽說能力，任務設計也以聽說為主，任務能夠貼近學生生活，吸引她們的興趣，最后進行必要的小結。整個課程設計完整，氣氛活躍，同時重視學生對基礎知識的掌握。

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