1、Unit 3 Is this your pencil?Story timeTeaching contents 教学内容Cartoon timeTeaching aims and learning objectives 教学目标1. 能正确理解、朗读 Cartoon time 中的故事，能读懂其中的趣味之处，在教师的引导和训练下，养成良好的阅读习惯；2. 能合作表演对话；3. 能理解和运用句型 Wheres ? Its over there.Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确理解、朗诵并表演故事
2、；教学难点：能询问物品的位置。Teaching procedures 教学过程:Step1 Greeting & Revision1Sing a song together. (教师可在此处插入与单元主题相关的英文歌曲)2RevisionT: I have a box here. What is it in the box? Can you guess?S: Is it a . in the box?T: Lets open and have a look. Oh, theres some rice. Its a lunch box.【设计意图:进一步巩固上节课所学的主要句型，并为新课做铺垫。
3、 】Step 2 Cartoon timeT: Whose lunch box is it? Please watch a cartoon and tell me.S: Its Sams lunch box.T: Yes. And its time for lunch. Sam and Bobby have lunch together.T: What questions does Bobby ask? Read and find the sentences.S: Wheres your lunch box? What is in your lunch box?T: Now lets read
4、 the dialogue and try to ask and answer in pairs.S: Wheres your lunch box? Its over there. What is in your lunch box? Cakes.T: Good. But Bobby doesnt want to eat the cakes. Why?S: .T: If you were Bobby, what would you say?S: Dont eat my family, Sam./ Oh, my God./.【设计意图：让学生带着问题看卡通，采用听、看的方式对课文进行整体感知，并
5、在阅读过程中把握新的句型，后续拓展想象环节培养学生的综合语言表达能力。】Step 3 ProductionT: Is the story funny? Lets read together.T: Now its Bobbys turn to share his lunch. Lets imagine and try to act out the dialogue. (教师可以最后请 45 组学生上台表演，可引导他们运用更多的句型 )【设计意图：为学生运用语言提供了舞台，学生在真实交流中中运用语言。】Homework 家庭作业1. 熟练朗读 Cartoon tome 并能表演。2. 会简单询问物
6、品位置。Teaching aids 教学准备（含板书设计）教学准备：多媒体板书设计： Unit 3 Is this your pencil?Is this/that a .in the box?Wheres .? Its over there.说课首先通过歌曲活跃课堂气氛，接下来采用猜谜的形式继续巩固一般疑问句的运用。然后自然而然提出问题并让学生带着这个疑问通过看卡通，找出答案。这是一个整体感知的过程，培养学生听故事的能力。接着让学生自读故事，并找出 Bobby 的问题，旨在引导学生关注课文的细节信息，培养学生结合插图理解大意和看故事的能力。接下来以图文相配的形式带领学生逐句读课文并表演，培养学生的朗读能力，养成良好的语音语调。最后让学生自己阅读或表演课文或继续创编，教师可提出不同层次的表演要求，并让学生参与评价。在朗读和表演故事的过程中，教师需提醒学生注意模仿语音语调，并可以配上相应的表情和动作。特别分享：关注学生对课文的整体感知和细节信息的获取关注学生的过程性体验关注对话的理解和表演，指导怎样读
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