Unit 3 Is this your skirt? 教案（通用5篇）
Unit 3 Is this your skirt? 教案 篇1
b let’s learn let’s chant c good to know let’s sing
aims:
1. listen, say and write the main words: jeans, shorts, shoes, socks and pants.
2. master the sentences: where are my socks? what colour? white.
3. master the part of let’s chant.
4. know good to know.
the analysis of teaching
important points:
listen, say, read the new words in b let’s learn.
difficult points:
1. know the usage of the new words.
2. understand the sentence: where are my shoes? what colour? white.
knowledge points:
plural nouns
the analysis of the ss
the ss should master the new words. they are very difficult for them to pronounce. pay attention to the usage of the new words.
teaching aids
1. a tape recorder, a tape
2. the cards of the words: jeans, shorts, shoes, socks, pants.
3. the real things of the words of this lesson.
teaching procedure
step one warm-up
1. review the part of let’s do.
2. to let the ss act out the dialogue.
3. the free talk and the daily talk.
what’s this?
it’s a dress.
what colour is it?
it’s green.
is this your dress?
yes, it is.
but where is my dress?
my dress is blue.
is this your dress?
yes, it is. thank you.
(teaching intention: firstly, the students can be interested in english by singing and acting. secondly, review the old knowledge and lay a foundation. )
4. preview
a. let the ss listen to the contents of the recycle let’s play.
b. game: read the words quickly.
c. game: what’s missing?
(teaching intention: lay a foundation for the next learn)
step two presentation
1. the t shows the picture of shoes and then teaches the word.
t: what’s this?
s: shoes.
t: yes, they are shoes. look at my shoes, they are black. what about you?
ss: …
t: my shoes are old, what about you?
ss: …
(then t teaches: my shoes are old.)
2. teach socks.
show the socks, they are new.
3. teach shorts and pants.
the pants are long. the shorts are short. (show the word cards)
4. game:
what’s missing?
(use the word-cards)
5. practice the dialogue by using the dialogue :
t: where are my socks?
s: what colour?
t: white.
6. pay attention to the usage of are.
the ss should know the difference of is and are.
where is my skirt?
where are my socks?
step three practice
1. listen, read and repeat.
2. let’s chant.
my shirt is red. my jacket is blue.
my dress is old. my sweater is new.
my socks are white. my shoes are too.
my pants are old. my shorts are new.
3. game: the matching game
(teaching intention: the students can study happily, can foster the spirits of cooperation.)
4. good to know
magic time
there are many clothes in the box. let the students guess “what’s in the box?”
know jeans
step four consolidation and extension
1. let’s sing “my clothes”
2. game:
four in group. say the clothes, for example：her pants are blue. his jacket is white. his shoes are black.
3. a little text.
read and match. （連線。）
red jeans 白鞋子
white shoes 藍(lán)襪子
blue socks 紅牛仔褲
yellow shorts 紫色長褲
purple pants 黃色短褲
homework
1. listen to the tape for 3 times.
2. to act the story.
on the blackboard
unit 3 is this your skirt?
jeans pants shoes socks shorts
where are my socks?
what colour?
white.
teacher’s notes:
本課充分發(fā)揮學(xué)生的主體作用 ， 培養(yǎng)學(xué)生的自主學(xué)習(xí)能力， 學(xué)生學(xué)習(xí)興趣濃厚 ， 能夠在輕松的語言環(huán)境中掌握主要的單詞 ， 在運(yùn)用語言上， 在于學(xué)生的交流中， 學(xué)會(huì)主要單詞， 形式多樣 ， 學(xué)生感興趣， 能熟練的運(yùn)用語言
Unit 3 Is this your skirt? 教案 篇2
a let’s talk let’s play
aims:
1. to understand the contents of let’s talk: is this your skirt?
yes, it is. whose is it? it’s my skirt.
2. to use the sentences in a certain situation, and invent the new dialogue instead of the other words.
analysis of the teaching
important points
the main sentences: is this your skirt? no, it’s not.
whose is it? it’s my t-shirt.
difficult points
the sentences: whose is it? it’s my … is that your …? no, it’s not.
knowledge points:
the usage of log stowage
analysis of the students:
the students can read the words fluently in the last class, so it will be easy for them to learn the dialogue. pay attention to “whose”.
teaching aids
1. the courseware of let’s talk
2. the ss should prepare the models of the clothes.
3. some stars.
teaching procedure
step one warm – up
1. the ss listen to a song and the t says:
t: boys and girls, it’s time for our english show. 1, 2, 3,
ss: english show. come on, come on, english show.
the ss act the part of let’s talk.
t: oh, look at here. what time is it?
ss: it’s 8 o’clock. it’s time for english class.
t: shall we begin our class?
ss: ok!
t: class begins. good morning to you.
ss: good morning to you.
t: good morning to you
ss: good morning to you.
t: sit down, please.
2. let’s do
t: first, let’s do, ok?
ss: ok! let’s do, let’s do, i’m ready!
put on your t-shirt.
hang up your skirt.
take off your jacket.
fold your dress.
wash your shirt.
put away your sweater.
(teaching intention: firstly: make the students be interested in english by singing a song, saying a chant. secondly: revise the old knowledge and lay a foundation.)
step two presentation
1. fashion show
t: boys and girls, i have good news.
the fashion show of class 2 begins.
group 1: this is my green skirt. that is my blue t-shirt ….
group 2: this is my purple dress. that is my yellow shirt.
group 3 ……… group 4: ……
2. t: oh, there are so many beautiful clothes. i like this green skirt. what color is it?
s: green.
t: is this your skirt?
s1: yes, it is.
then teach: is this your skirt? then the ss read after the t.
all the boys: is this your skirt?
all the girls: is this your skirt?
t: is this your skirt?
s1: yes, it is.
s1: is this your skirt?
s2: yes, it is.
3. practice one by one.
t: is this your skirt?
s: no, it’s not.
t: whose is it?
s: it’s my skirt.
teach “whose is it?”
practice two by two.
s3: whose is it?
t: it’s my t-shirt.
exchange
t: whose is it?
s: it’s my t-shirt.
practice in two, one is: whose is it? the other one: it’s my t-shirt.
t: whose is this? it’s so small.
s: it’s my baby brother’s!
(teaching intention: presentation of the new lesson
4. listen and imitate
listen to the tape and imitate one by one.
step three practice
1. let’s chant
t: follow me, where is my skirt? skirt, skirt, skirt
what colour is it? blue, blue, blue
is this your skirt? yes, it is. yes, it is.
where is my t-shirt? t-shirt, t-shirt, t-shirt.
is that your t-shirt? no, it’s not. no, it’s not.
whose is it?
it’s my t-shirt. it’s my t-shirt.
2.t：who wants to be alice?
who wants to be mike?
who wants to be dad?
who wants to be mom?
then practice in four.
(teaching intention: firstly: make the students be interested in practice by different games. secondly: consolidate the new lesson.)
step four consolidation and extension
1. game: guessing: is this your ….?
is this your skirt?
yes, it is. no, it’s not.
2. game: guessing whose is it?
is this your dress, mike?
mike: no, it’s not.
whose is it?
s4: it’s my dress.
3. a little text
read and choose. （選擇填空。）
( ) 1. what colour _____ it? it’s green.
a. is b. am
( ) 2. is this your skirt? ____________.
a. yes, it isn’t. b. yes, it is.
( ) 3. is that your t-shirt, mom? ______.
a. no, it is. b. no, it’s not.
( ) 4. whose is it? _______.
a. it’s my dress. b. yes, it is.
( ) 5. whose shirt is this? _________.
a. it’s your baby sister. b. it’s amy’s.
4. let’s sing
t: boys and girls, the fashion show of class 2 has well done!
you all did a good job!
ok! it’s time to relax.
next, let’s sing. ok?
s: let’s sing, let’s sing, i’m ready!
t: time is up! class is over.
goodbye to you, goodbye to you
ss: goodbye to you, good bye to you.
homework
1. listen to the tape for 3 times.
2. act out the dialogue with your partners.
3. talk about your clothes with your friends.
on the blackboard
unit 3 is this your skirt ?
a let’s talk
is this your skirt?
no, it’s not.
whose is it?
it’s my t-shirt.
teacher’s notes:
本課主要讓學(xué)生掌握let’s talk 中的主要句型： is this your skirt ? yes , it is . no , it’s not . whose is it? it’s my t-shirt . 通過創(chuàng)設(shè)情景，學(xué)生在真實(shí)的語言環(huán)境中，直接比較容易的接受 主要句型。在情景中練習(xí)語言，創(chuàng)造語言。通過小組合作的學(xué)習(xí) 方式，分角色的任務(wù)型教學(xué)方式，提高了學(xué)生的綜合素質(zhì)。
Unit 3 Is this your skirt? 教案 篇3
b read and write c pronunciation let’s check
aims:
1. listen, say, read, write the main words: skirt, shirt, jacket, dress, t- shirt.
2. use the sentences to describe the clothes: what colour is it? it’s white.
3. read the talk easily.
4. understanding i vowel in the alphabet opens and closes the syllable pronunciation rules.
analysis of the teaching
important points:
1. the four-skilled words of read and write.
2. understanding i vowel in the alphabet opens and closes the syllable pronunciation rules.
difficult points:
the four-skilled words of read and write .
knowledge points:
understanding i vowel in the alphabet opens and closes the syllable pronunciation rules.
analysis of the students:
the ss should master the right writing form of the four-skilled words: skirt, shirt, jacket, dress, t-shirt
the sentences: what color is it? it’s white.
teaching aids:
1. a tape recorder, a tape
2. the t prepares the pictures of the cards: skirt, shirt, jacket, dress, t-shirt
3. to prepare the pictures of the different clothes.
teaching procedure
step one warm-up
1. the daily talk and the free-talk.
2. the ss will act the dialogue of let’s talk.
(teaching intention: firstly, the students can be interested in english by singing and acting. secondly, review the old knowledge and lay a foundation.)
preview
1. to review the new words of let’s learn. say as quickly as possible.
brown jacket, white sweater, green skirt, blue dress, red shirt, yellow t-shirt
t: i like the white sweater and the green skirt.
ss: i like the blue skirt.
2. let’s chant
my shirt is red.
my socks are white.
(teaching intention: lay a foundation for the next learn)
3. let’s chant
what colour is it? it’s white. it’s white.
what colour is it? it’s red. it’s red.
step two presentation
1. t writes the chant on the board. let the ss know how to spell the sentences.
2. read and put the words in order.
it, is, what, colour, red, green, white, blue, yellow
3. let the ss write the sentences on their paper.
4. teach them how to spell the words.
a. watch vcd
the first time, guess: blue skirt? yellow dress? green jacket? and so on.
when they guess the phrase, t can write them on the board.
the second time: teach the sentence: i have a new dress for my birthday.
b. listen to the tape and repeat.
c. spell the words
1. game: what’s missing?
the t makes the words together; let the ss look at the picture quickly. and then make one word miss, and then ask the ss what’s missing? and then review the words.
2. the t writes the words in the four-skilled words, and the ss should write correctly.
(teaching intention: can review the new words in time and is good for the students to master the new contents.)
step three practice
1. game: let’s play
the ss make a house by four pictures, and then describe the house.
(teaching intention: the students can study happily, can foster the spirits of cooperation.)
2. act out the passage by four.
master the knowledge by cooperation.
then remember the four-skilled words by helping each other.
3. let’s check.
step four consolidation and extension
1. pronunciation
a. watch vcd, they can find the rules by themselves.
b. let’s chant
bike, bike, ride a bike.
rice, rice, buy some rice.
kite, kite, fly a kite.
ice-cream, ice-cream, i like ice-cream.
milk, milk, drink some milk.
fish, fish, eat some fish.
pig, pig, walk like a pig.
window, window, open the window.
2. a little text.
a. translate （漢譯英）
藍(lán)色裙子 ___________ 紅色襯衫___________
黃色夾克 ____________ 綠色連衣裙 __________
你的t恤衫是什么顏色？白色的。
_____________________________
b. tick or cross, （下面每組此畫線部分的讀音是否相同，相同的在后面的括號內(nèi)打√，不同的打×。）
1. five fish ( ) 2. big his ( )
3. this pig ( ) 4. it kite ( )
homework:
1. listen to the tape for 3 times
2. design your clothes and show to your desk mate.
3. write the four-skilled words for 3 times
on the blackboard
read and write
skirt shirt jacket
dress t-shirt
what color is it?
it’s white.
teacher’s notes:
本課主要是讓學(xué)生會(huì)讀相應(yīng)的單詞， 多認(rèn)讀單詞， 為以后的學(xué)習(xí)奠定基礎(chǔ)。并掌握四個(gè)四會(huì)單詞的書寫。教師一定要緊抓寫的功夫 ， 這是以后學(xué)習(xí)的基石。并讓學(xué)生掌握四會(huì)句子的書寫，并注意大小寫及標(biāo)點(diǎn)符號。
Unit 3 Is this your skirt? 教案 篇4
unit 3 is this your skirt?
teaching aims:
ability objects:
1. enable to describe the size of clothing, old and new, colour and so on, for example: “my jacket is gray. they’re so small.”
2. enable to know the sentences of asking clothes and know how to answer it: is this your skirt? is that your t-shirt?
3. enable to know the actions about the clothes: put on your t-shirt.
4. enable to sing the song: my clothes.
knowledge objects:
1. ss must master the words: brown jacket, white sweater, green skirt, blue dress, red shirt, yellow t-shirt and the sentences.
2. read and point the words and sentences of let’s learn and let’s talk.
3. understand let’s do and let’s chant, in the teacher's guide and audio tapes to listen to the accompaniment of masses and will be completed singing the objectives and requirements.
4. know the story time and good to know.
affection, strategies, culture awareness objects
1. to foster the interests of learning english, to bring up the feelings of having a good attitude of study.
2. to have a good arrangement of their clothes.
3. to form a good hobbit of value time, and love their clothes.
analysis of the contents
important points
1. the master of the main sentences and the four-skilled words.
2. learning, as well as single-name clothing, the use of the plural habits.
difficult points
the expression of the main sentences:
is this your t-shirt?
no, it’s not.
what colour is it?
it’s white.
the teaching arrangement: 6 times
1. a let’s learn let’s do c task time
2. a let’s talk let’s play
3. a read and write
4. b let’s learn let’s chant c good to know let’s sing
5. b let’s talk let’s find out c story time
6. b read and write c pronunciation let’s check
unit 3 is this your skirt? 教案 (1)
a let’s learn let’s do c task time
aims:
1. the ss can listen, say the words: brown jacket, white sweater, green skirt, blue dress, red shirt , yellow t-shirt .
2. the ss can master the main sentences: i like the white sweater with the green skirt.
3. sing the part of let’s do.
4. cultivate the creativity and imagination of students can design their own bold like clothing.
analysis of the teaching
important points:
the words: brown jacket, white sweater, green skirt, blue dress, red shirt, yellow t-shirt.
the sentences: i like the white sweater with the green skirt. i like the blue dress.
difficult points:
the sentences: i like the white sweater with the green skirt. i like the blue dress.
knowledge points:
1. the usage of “with”
2. adjectives
analysis of the students:
it is difficult for the students to use the new words freely.
describe the clothes is very difficult, too.
teaching aids:
1. the teaching picture of the clothes.
2. the cards of the new words
3. a tape recorder, a tape.
4. the clothes of this lesson.
5. a box.
teaching procedure
step one warm –up
1. the free-talk
t: what’s this?
ss: it’s an english book.
t: how many ss are there in your class?
ss: forty –five.
t: what time is it?
ss: it’s 9 o’clock. it’s time for english class.
(teaching intention: firstly, the students can be interested in english by singing and acting. secondly, review the old knowledge and lay a foundation. )
2. review the colours use the word-cards.
3. let’s chant ( book1 let’s chant)
i like red. me too.
i like green. me too.
….
i like yellow and white. me too.
4. let’s sing “colour song”
step two presentation
1. teach “dress”
a. sing the song: who’s wearing yellow today?
b. when sing the “who’s wearing the blue today?” show cai (cai yilin is wearing a blue dress.)
c. the students read the words: dress, blue dress, the blue dress, i like the blue dress.
d. what’s this? (various color skirt)
2. teach “skirt”
a. look, is this a dress? (point a skirt)
no, it’s a skirt.
b. read the words: skirt, green skirt, the green skirt, i like the green skirt.
c. practice “dress and skirt” (pay attention the differences)
3. teach “shirt”
look, it’s a shirt. what colour is it?
it’s a red shirt.
4. what’s this？
it’s a t-shirt.
i’m a model.
the students themselves with clothes, and teach the sentence
i like the… and the …
5. teach “sweater and jacket”
t: what’s in my box? guess.
ss: books.
t: no, look at here .what’s this?
t: what’s this?
s: it’s a sweater.
t: what colour is it?
ss: …
t: so we call it….
step three practice
1. listen to the tape and imitate.
2. practice one by one.
3. game: touch the words as quickly as possible.
to have a competition between the boys and the girls.
4. to use the cards of the ss to practice in groups.
5. i like the green skirt, what about you?
i like the brown jacket.
6. let’s do
t: what’s this?
ss: it’s a t – shirt.
t: look at me, put on your t-shirt.
the ss should do the action followed by the t.
put on your t-shirt.
hang up your skirt.
take off your jacket.
fold your dress.
wash your shirt.
put away your sweater.
practice the let’s do by different ways.
the boys say the request, the girls do the actions.
then exchange.
at last, the boys and girls do together.
step four consolidation and extension
1. use the other sentences to practice the new words.
i have a new green skirt. me, too!
i have a white sweater. me, too!
i have a ….. me, too!
i have a white sweater with the green skirt. me too!
2. task time
students design their own favorite clothes.
3. a little text.
read and match. ( 連線，英漢配對。)
red jacket 黃色連衣裙
brown shirt 白裙子
white skirt 藍(lán)色t恤衫
green sweater 紅色夾克
blue t- shirt 棕色襯衣
yellow dress 綠毛衣
home work
1. listen to the tape and imitate
2. practice the new words with your partners.
3. review the part of let’s do.
on the blackboard
unit three is this your skirt ?
boys girls brown jacket green skirt white sweater
* * red shirt yellow t-shirt
i like the white sweater with the green skirt .
i like the blue shirt.
teacher’s notes
本課是單詞的教授課， 對學(xué)生來說比較容易， 采用多種形式的游戲活動(dòng)積極地?cái)噭?dòng)了學(xué)生得積極性，本課注重了對課程資源的開發(fā)，充分利用學(xué)生生活實(shí)際中的物品這樣比較好的做到了與英語與生活中。
Unit 3 Is this your skirt? 教案 篇5
b let’s talk let’s find out c story time
aims:
1. listen, say the sentences: what are they? these are my baby pants. and those are my shoes? yes. but what for? our neighbor has a new baby.
2. use the contents to finish the part of let’s find out.
3. to invent a new environment to a new dialogue.
that is my dress. it’s pink.
these are my jeans. they‘re blue.
4. know the story time.
analysis of the teaching
important points:
the asking sentences of: what are they? these are my baby pants.
and those are my pants? yes. what for?
our neighbor has a new baby.
difficult points:
know the story time.
knowledge points:
the usage of “these are… / those are …”
analysis of the students:
the ss should master the contents: the asking sentences of: what are they? and be able to answer the questions.
teaching aids
1. a tape recorder, a tape.
2. the t prepares several boxes and the keys.
3. the t prepares the cards of their baby clothes, and the head ware.
4. the cards of different clothes.
teaching procedure
step one warm-up
1. review the part of b let’s do, listen and do the actions.
2. review the dialogue of a let’s talk.
3. the daily talk and the free-talk.
(teaching intention: firstly, the students can be interested in english by singing and acting. secondly, review the old knowledge and lay a foundation. )
step two presentation
1. teach these and those
a. presentation and practice for “these”
when having free talk with ss, teacher points to a card and asks: look at this. what’s this?
ss: it’s a skirt.
ask and answer for several times, then go on as follows:
t: look at these. what are they?
ss: these are pants.
b. presentation and practice for “those”
when ask and answer with “these”, t points to something a little far away and asks:
look at those, what are they?
those are shoes.
ask and answer with other cards.
and now teacher can point to those baby pants or baby shoes consciously and teach baby pants and baby shoes.
c. ss use let’s find out, ask and answer in pairs.
look at it, what’s this?
look at these, what are they?
look at those, what are they?
…
2. teach the dialogue
a. presentation
show a pair of baby shoes
look at these. what are they?
these are baby shoes.
whose are these baby shoes? can you guess?
look, they are my baby shoes. but what for?
our neighbor has a new baby！
teach neighbor
step three practice
1. now t can ask the class:
who has baby clothes here?
ss show their baby clothes and say:
i have baby pants, etc.
choose a student and make a talk with teacher like?
are these your baby pants?
yes.
but what for?
my neighbor has a new baby.
(then practice two in groups)
2. let’s talk
listen to the tape.
john has baby pants and baby shoes, let’s have a look, what for?
3. divide the class into two, read this talk.
4. ss practice this talk in pairs.
step four consolidation and extension
1. guess
(teaching intention: can review the new words in time and is good for the students to master the new contents.)
2. story time
a. watch vcd, try to guess what the story tells.
b. watch again, repeat some sentences if they can.
3. a little text.
fill in the blanks. （選詞填空，每空填一詞。）
these, are, those, has, at
1. and ______ are my shoes?
2. what ______ they?
3. ______ are your baby shoes.
4. look _____ these, amy.
5. our neighbor ______a new baby.
homework:
listen to the tape for 3 times.
act out the dialogue.
play a game using the sentences we have learned.
on the blackboard
unit 3 is this your skirt?
baby pants, baby shoes, neighbor
what are they?
these are your baby pants.
what are they?
those are your baby shoes.
what for?
our neighbor has a new baby.
teacher’s notes:
本課利用多種教學(xué)手段 ， 通過創(chuàng)設(shè)真實(shí)的情景， 讓學(xué)生在情景中學(xué)， 在情景中練 ， 采用‘ 聽、說、唱、演’等多種形式 ， 全提高學(xué)生的綜合素質(zhì)。 教學(xué)中， 注重文化知識的滲透 。