我才工作一个月,没什么经验,另外因为条件限制不能用多媒体.
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教学内容：Unit 3   A purse    Part   A  第一课时
教材简析：本段对话描述的是Su Yang捡到皮夹子，去寻找失主的情景。对话中出现了新单词a purse,新句型Is this \that…?  Where’s …? 和新的交际用Come here. Let me see. Not at all.
教学目标：１．能听懂、会说、会读、会拼写单词a purse
            2．能听懂、会读、会说日常交际用语Come here. Let me see. Not at all. Where’s…? Perhaps he’s/she’s in…
              3.激发学生学习英语的兴趣，帮助他们建立学习的成就感和自信心，培养他们在学习过程中敢开口、乐于用英语交谈的习惯。学会用英语表达如何归还失物。
教学重点和难点：能听懂、会读、会说、会拼写单词a purse；能听懂、会读、会说本课的日常交际用语。
教具准备：磁带、录音机、挂图、实物
教学过程：
A  Free talk
a  T: Good morning\afternoon, boys and girls.
    Ss: Good morning\afternoon, Miss Wu.
b  T: Look, there are some teachers in our class, we can say …
    Ss: Hello/Nice to meet you/Good morning.
B  Review
    T: xx, may I have a rubber/ruler/ball pen?
    S1: Yes/Sure. Here you are.
   T: Let me see. Oh, it’s nice/pretty/lovely/smart. Thank you.
     操练三到四组
C  Teach
a 教学perhaps
T: So much for this, boys and girls, do you like songs, yes or no?
   Let’s listen to a song‘perhaps’.
   Read after me ‘perhaps’, p-e-r-h-a-p-s.
  It means“也许可能”。 If you are not sure of something, you can say‘perhaps’.
  Read one by one.
T: Let’s listen this song, please.听两遍
T: It’s so beautiful. Do you like it?
Ss: Yes, we do.
T: I like this song, too.
b 教学 Is this your…？Perhaps it’s ...
T: Boys and girls , now look carefully, what’s in my hand?  A book?
Ss: No, it’s a copybook.
T: Yes, it’s a copybook. But whose copybook is this?
T: Is this your copybook? (教师问S1)
S1: No, it isn’t. Perhaps it’s xx’s.(教师指着S2引导S1说这句话)
轮流操练四到五组。
   T: Boys and girls, please look at the blackboard. Try to use the sentence’ Is this your…?’and the answer’No, it isn’t. Perhaps it’s… ’
     Work in pairs, try to ask your partner.
     喊两组来操练
c 教学句型 where’s … ?及词组 in the classroom  
   T: Now ,you can ask me .
   Ss: Is this your copybook?
   T:  No, it isn’t. Perhaps it’s xx’s.
     But where is XX ? Is she in the classroom?
   Ss: Yes, she is in the classroom.
    教师和学生连续操练几次
    教读句型where’s … ?及词组 in the classroom
    Work in pairs and try to practice
    喊两组来操练
  d 教学come here, let me see.
   T: Answer my question together, where is xx?(抄写本的主人)
   Ss: She is in the classroom.
   T: Come here, XX. Is  this your copybook?
   S: Let me see .Yes, it is. Thank you.引导学生说 Let me see. Thank you.
   T: Not at all.
   教读Let me see.让我看看。
   通过发苹果贴纸的形式练习Come here,xx.Thank you. Not at all.
  e 教学What’s that over there? It’s a purse.
   T: Boys and girls, look, what’s that over there?
   S: It’s a purse.
   揭示课题，教学a purse.
D Read and say
T: Look at the picture, who is the girl? Who’s the boy? Who’s she?
Ss: She is Su Yang. He is Gao Shan. She is Nancy. She is Yang Ling.
T: Listen to the tape （the first time）
T: listen again ,this time you must answer a question.
   Read this question together.
Ss:  Where is Yang Ling?(the second time)
T: Listen again and answer the other two questions.(the third time)
   1. What’s that over there?
2. Is that Nancy’s purse?
  T: This time listen and repeat, pay attention to your pronunciation.(the forth time)
  T: Read by yourself then read together.
  T: There are four groups in our class, let’s read this passage  (A-Su Yang, B-Gao Shan ,C-Nancy ,D-Yang Ling)
E practice and say
老师今天早上在学校门口的信息栏看到一则寻物启示。
寻物启事
本人在四（１）教室丢失了a storybook，心里非常着急，望捡到者速与失主联系。
                                                           倪科
                                                     2006年10月11日
如果你恰巧捡到了他的故事书，你该怎样还给他。
编一个小对话模仿一下当时的情景。（可以两个人，也可以三个人，或四个人）
F Homework
listen to the tape and try to recite this passage
板书设计：  Unit 3   A  purse
         What’s that over there?  
         Is this\that your purse?
         Perhaps it’s…
Let me see.
Come here
Not at all.
教后记：

设计比较完整，不过我担心时间不够，时间要掐准！

这也是我现在所担心的事

为何不在课中设计游戏?这样有利于调动课中气氛.

歌曲设计的目的是什么?如果仅仅为了引出学习perhaps, 那这个设计是不成功的，因为，听了两遍音带,又说了一堆学生听不太明白的课堂用语,只为了学习单词perhaps，真的太奢侈了，要知道课堂上的每分钟都是非常宝贵的。
如果需要讲究过渡自然不露痕迹的话，可以把前面从学生处拿到很多的学习用品再还给他们，但因为数量多，弄不清楚它们是谁的，老师先问：Is this your..? 再帮助和启发学生在回答No, it isn't.后，用Perhaps it's...来回答。然后再学习该词的认读，拼读。

perhaps 可以说是本课的一个难点，学生不容易掌握，通过歌曲的形式，是不是可以克服这个难点呢

我上的时候是设计了一个失物认领的环节,充分的练习了所学句型,效果还行,就是时间不够用的

原帖由 手有余香 于 2006-10-7 22:14 发表
如果需要讲究过渡自然不露痕迹的话，可以把前面从学生处拿到很多的学习用品再还给他们，但因为数量多，弄不清楚它们是谁的，老师先问：Is this your..? 再帮助和启发学生在回答No, it isn't.后，用Perhaps it's...来回答。然后再学习该词的认读，拼读。  

这个主意不错。另外，我也提一点：环节与环节之间的过渡一定要注意自然、流畅，尽量避免类似“So much for this ."的语言。

还好啦
比我好多了
环节之间的过渡自然点就行了