科普版四年级上册英语教案.doc

_1.I can swim 第一课时教学目标1. 知识与技能：学习16个辅音音标及两个元音音标ei，让学生能听懂，能正确地发音。2. 过程与方法：训练学生通过学习这18个音标的正确发音，拼读包含这些音素的单词音标的能力。3. 情感态度与价值观：培养学生学习英语的兴趣、热情，以及小组之间的合作意识。教学重难点1、能正确读出这18个音标。2、能正确拼读包含这18个音素的单词音标。教具：字母卡片、音标卡片、单词卡片、录音机及磁带、头饰教学过程Step 1 Warming up 1、 Free talk.2、 Sing the song A B C. 录音机播放A B Csong. T and Ss sing together.Step 2 Presentation1、 T: We learnt vowel letters. What are they? Ss: a e i o u T: How do you pronunce them in closed Syllable? Ss: / /e/ /i/ / /T: Look at letters “e” “and” “i” We pronunce /e/ and /i/ in closed syllable.板书 -e- /e/ -i- /i/让学生有节奏性读/e/ /e/ /e/ /i/ /i/ /i/2、T shows letter cards “b p m f d t n l g k h r s z v w”让学生用英汉对照方法复习其在单词中的读音。3、 师出示音标卡片，教学生有节奏地读卡片中的音标。4、Ss listen and read after the tape.Step3 Drills1、Play a game “Get the apples”. 板书简笔画（画一棵苹果树，树上每一个苹果上面都粘贴一个音标），教师任意读一个音标，让一些学生去摘掉，摘对的学生奖励苹果贴画一个。 学生摘完后，教师再次教学生有节奏地读这些音标。2、 T: Look at the word “vest/vest/”. Who can spell? 教师指名让学生有节奏性拼读教师依次板书，学生有节奏进行拼读。 -ea- /e/ -e- /e/ -i- /i/ bread /bred/ vest /vest/ skip /skip/ head /hed/ hen/hen / swim/swim/ legs/legz/ gift/gift/3、T shows some word cards. 让学生有节奏地拼读。 egg/eg/ friend/frend/ little/litl/next/nekst/ bend/bend/ desk/desk/ ready/redi/ milk/milk/ hill/hil/pig/pig/ dead/ded/ six/siks/4、Play a game让学生戴上有上面音标的水果头饰，教师说单词音标，戴有这个单词所包含的音的头饰的学生主动按序站在相应的位置，下面学生有节奏地拼读。 /bed/ /hed/ /bend/ /desk/ /hil/ /siks/ / gift/ /sit/ /red/ /frend/ /leg/ /vest/ /men/ /hen/ /hiz/ Step4 Consolidation and development分小组轮流到前台，让组里每名同学戴上教师事先准备好的单词及音标卡片头饰，这些单词是我们以前没有接触过的。但是，这些音标包含我们今天学过的16个辅音音标和2个元音音标，让小组中两个捞单词及音标的同学面对面握住对方双手，并向上方抬起；其余人试图从这两个同学中间穿过。捞单词及音标的同学要问：What is your name？被捞的同学说：My name is desk desk说对的就可以让他过去。Step5 Homework朗读练习册Ex.1音标.。Step6 练习1、Play a game “Get the apples”. 板书简笔画（画一棵苹果树，树上每一个苹果上面都粘贴一个音标），教师任意读一个音标，让一些学生去摘掉，摘对的学生奖励苹果贴画一个。学生摘完后，教师再次教学生有节奏地读这些音标。2、让学生戴上有上面音标的水果头饰，教师说单词音标，戴有这个单词所包含的音的头饰的学生主动按序站在相应的位置，下面学生有节奏地拼读。 /bed/ /hed/ /bend/ /desk/ /hil/ /siks/ / gift/ /sit/ /red/ /frend/ /leg/ /vest/ /men/ /hen/ /hiz/ 板书设计 Lesson 1 I can swimb p m f d t n l g k /b/ /p/ /m/ /f/ /d/ /t/ /n/ /l/ /g/ /k/ h r s z v w e i/h/ /r/ /s/ /z/ /v/ /w/ /e/ /i/-ea- /e/ -e- /e/ -i- /i/ bread /bred/ vest /vest/ skip /skip/ head /hed/ hen/hen / swim/swim/ legs/legz/ gift/gift/第二课时教学目标1、知识与技能：学习单词little friend swim, bend， leg， head， hill让学生能听懂，会说，会读，能正确地理解，掌握对话内容，并能朗读，初步表演对话。2.过程与方法：通过教与练使学生能够熟练运用句型：I can.Can you? Yes,I (we) can./ No , I (we) cant.来进行日常交际。3.情感态度与价值观：在课堂中培养学生积极用英语表达的习惯，并正确运用所学的内容进行日常交际。教学重难点1、能听懂，认读单词little friend swim，bend leg head hill，能正确理解对话内容，并能朗读和表演对话。2、能把句型 I can .Can you? Yes,I (we) can./ No , I (we) cant.运用于日常交谈。教具单词卡片、录音机及教学磁带、头饰、图片教 学 过 程 Step 1 Warming up1、Free talk.2、Sing a song “How are you?” 3、Lets move and chant.Walk Walk Walk I can walk.Run Run Run I can run.Skip Skip Skip I can skip.Jump Jump Jump I can jump.Swim Swim Swim I can swim.Step 2 PresentationT:Today well learn “ Lesson 1 I can swim”. Paragraph1 and paragraph2 in “Lets talk”. Say after me“Swim！ Swim！ I can swim.”师配合肢体动作教生说。1、Learn new words T: Now look at some cards.T shows new words “little/litl/ friend/frend/ swim/swim/” bend/bend/ leg/leg/ head/hed/ 让学生拼读，并以chant形式有节奏地教学生学习这些单词。 little little little He is little.(教师边教读边指班上个子最矮小的男孩)friend friend friend You are my friend.(教师边教读边做握手动作)Swim swim swim I can swim.(教师边教边做游泳动作)2、T and Ss ask and answerT: Hello， xxx ! I can swim .Can you? S:Yes,I can. (师 反复有节奏地教学生读) T: Hello， xxx ! I can swim .Can you? S: No,I cant. (师 反复有节奏地教学生读)T: Hello， xxx and xxx! I can swim .Can you? S: Yes,we can. (师 反复有节奏地教学生读)T: Hello， xxx and xxx! I can swim .Can you? S: No,we cant. (师 反复有节奏地教学生读)3.Ss listen and read after the recorder.4.Ss read after T. (师配合肢体动作，教学生读Lettalk前半部分)Step 3.Drills1.T and Ss have a talk in different role.2.Ss put on the headgears and have a talk.3、师展示Lets talk的第一、二、三、四幅画面，并板书关键词。Let Ss retell.4.Ss put on the headgears and act in groups.Step 4 Consolidation and development学生运用句型I can.Can you? Yes,I (we) can./ No , I (we) cant.分组自编对话表演。如XXX同学能歌善舞，她随意走到别的同学面前炫耀自己，“Hi, my friendsI can dance. Can you?”边说边得意洋洋地做跳舞的动作,不会跳舞的同学很无奈地回答“No,I cant.”那个能歌善舞的同学便嘲笑他们“Haha”从演技和语言上看，哪一组表演得最出色，哪一组便获胜。Step5 Homework 1、 用句型I can. Can you? Yes,I(we)can./No,I (we)cant 与你熟悉的人进行日常交际。 2、师展示Lets talk的第一、二幅画面，并板书关键词。 Let Ss retell. Hi,my little friends Hi,Miss Fish Look Ican swim.Can you？ No,we cant. Haha板书设计Lesson 1 I can swim little/litl/ friend/frend/ swim/swim/ Hi,friends/Fish Look,swim.Can/No/ Hahalook, bend,Can, Look,run,Can/No,Haha!第三课时教学目标1、 知识与技能：学习单词hop skate swim 及词组ride a bike,学习句型“Can you?Yes, I can.”让学生能听懂，会说，会用此句型与别人交谈。2.过程与方法： 通过问答法，使学生能够熟练运用句型“Can you？ Yes I can.”于日常交谈。3.情感态度与价值观：培养学生能够正确运用所学内容进行日常交际和积极用英语表达的习惯。教学重难点1、 能听懂，认读单词hop skate swim 及词组ride a bike 。2、 能用主题句型“Can you？ Yes， I（we）can./No,I（we）cant.”与别人交谈。教具图片、录音机及相关磁带、 投影器、球教 学 过程 Step1 Warming up Free talk.Step2 Presentation 1、 师出示两张人物图片,并张贴黑板。 T: I have two friends. He is Bob.She is Kate. 然后教师扮演Kate并面向Bob图片问“Hi， Bob! Can you hop?”再扮演Bob，并配合肢体动作答“Yes， I can.” 2、 师教生用手指木偶法问和答。 3、 生分两部分，配合肢体动作，跟老师说“hop hop hop Can you hop?Yes,I can.” 4、 师生配合肢体动作问答。 T: Hello ,xxx! Can you hop? S: Yes, I can. T: Hello, xxx! Can you hop? S: Yes, I can.T: Hello ,xxx! Can you hop? S: Yes, I can.师画简笔画“skate”，幷出示词卡配合肢体动作教学生读skate skate skate 。T: Hello ,xxx! Can you skate? S: Yes， I can. T: Hello, xxx! Can you skate? S: No， I cant. 师画简笔画“swim”，幷出示词卡,配合肢体动作教生读swim swim swim。T: Hello ,xxx! Can you swim? S: Yes。 I can. T: Hello, xxx! Can you swim? S: No， I cant.师画简笔画“ride a bike”，幷出示短语卡片,配合肢体动作教生读ride a bike ride a bike T: Hello ,xxx! Can you ride a bike? S: Yes， I can. T: Hello, xxx! Can you ride a bike? S: No， I cant.5、师教生以Chant形式，伴随肢体动作，学习生词及词组,并感知句型。 hop hop hop Can you hop? Yes，I can. skate skate skate Can you skate? Yes, I can. swim swim swim Can you swim? Yes, I can. ride a bike ride a bike Can you ride a bike?Yes,I can.Step3 Drills1、学生两人一组问和答。 Can you hop?Yes， I can./No, I cant. Can you skate? Yes , I can./ No, I cant. Can you swim? Yes, I can./ No, I cant. Can you ride a bike?Yes, I can./ No, I cant.2.Sing the song “Can you swim?” （1） Ss sing after T. （2） Ss sing after the recorder.（3） 师教生 用hop skate swim ride a bike替换歌词，再唱这首歌曲3、Play a game唱歌传球，歌声停时，谁传给谁球，他们就用型“Can you?Yes,I can./No,I cant.问答。 Step4 Consolidation and development1、3.Listen and tick放录音，让一名学生通过投影片写答案，其它同学评判对错。2、让生分组用“Can you?Yes, I can./No,I cant”自编对话表演。Step5 Homework Play a game 唱歌传球，歌声停时，谁传给谁球，他们就用句型 “Can you?Yes,I can./No,I cant.问答。板书设计 Lesson 1 I can swim Can you hop/skate/swim/ride a bike?Yes, I can. Whats on the desk?第一课时教学目标1、知识与技能：学习2个元音音标/，让学生能听懂，能正确地发音。2.过程与方法：训练学生通过学习这2个音标的正确发音，拼读包含这两个音素的单词音标的能力。 3.情感态度与价值观：在课堂中培养学生学习英语的兴趣，热情，及合作意识。教学重难点1、能正确读出这2个元音音标。2、能正确拼读包含这两个音素的单词音标。教具字母卡片，音标卡片，单词卡片，录音机及相关磁带教 学 过程 Step 1 Warming up1. Free talk 2. Sing the song“AEIOU song”录音机播放“AEIOU song” T and Ss sing together.Step 2 Presentation 1.师出示字母卡片“e”“i”“o”and“u”。 T:Look at these letters. How to pronunce in closed syllable? Ss： e/e/ i/i/ o/ u/板书e i o u/e/ /i/ / / /2.T shows the cards. /e/ /i/ / / 并让学生有节奏地读 /e/ /e/ /e/ /i/ /i/ /i/ / / / / / /先集体读，再分组读，再指名读。3、Ss listen and read after the tape.Step 3 Drills1. Listen and doT says and Ss doT: show me /e/ show me /i/ show me / show me /教师反复说，让学生反复举起这些卡片。2、T:Look at the word“clock/klk/” .Who can spell?指名让生拼读，并依次板书-o- / / -u- / -o-/ clock /klk/ cup /kp/ son /sn/ doll /d l/ hut /ht/ money /mni/教师告诉学生o在m,n,ther 前读/。3.T shows some word cards.Let Ss spell.hot /h t/ doll/d l/ what/w t/ sorry/s ri/frog/frg/ fox/fks/ want/wnt/ body/bdi/hut /ht/ duck/dk/ some/sm/ Sunday/sndi/must/mst/ cut/kt/ come/km/ hurry/hri/4、Play a game听单词找音标，老师把学过的元音音标卡片分两组贴在黑板上，把学生分成两组。老师说单词。分别让每组的每名学生摘下该单词所含的元音音标，并且读出来，摘得对而快的奖励红旗一面，最后得红旗最多的组获胜。Step4 Consolidation and development1、分组朗读本课练习册Ex.1的音标/kl k/ /w t/ /s ri/ /d l/ /l st/ / /f ks / /n t/ / p nd/ /f g/ /m p/ /gt/ /dg/ /pt/ /wnt/ /kst/ /kp/ /nt/ /bt/ /sn/ /sm/ /fn/ /dn/ /kt/ /nn/ /wri/ /mst/ /swm/ /lk/ /bs/ /vn/2、 看音标抢读单词游戏将全班分成若干小组，然后教师逐个出示一些单词及音标卡片(如Sunday/sndi/)学生们举手抢读，这些单词为学生没有学过的新词，教师让最先举手的学生读出该单词，并拼读出音标，读对的给该组记10分，得分最多的组为优胜。Step5 Homework 1、听，辨，读本课练习册中的Ex.2中的音标。 2、做本课练习册中的Ex.3。板书设计 Lesson 2 Whats on the desk? e i o u/e/ /i/ / / / -o-/ / -u- / -o-/clock /klk/ cup /kp/ son /sn/doll /d l/ hut /ht/ money /mni/第二课时教学目标1、 1、知识与技能：学习单词what desk some cup guess clock sorry，desk clock bed doll room table box watch让学生能听懂，会说，会读，能正确地理解，掌握对话内容，并能朗读， 初步表演对话。2.过程与方法：通过教和练，使学生能够熟练运用句型“Whats on/in? A(An)/Some”来进行日常交际。 3、情感态度与价值观：在课堂中培养学生积极用英语表达的习惯，并能够正确运用所学内容进行日常交际。教学重难点2、 1、能听懂，认读单词what desk some cup guess clock sorry, desk clock bed doll room table box watch能正确理解对话内容，并能朗读和初步表演对话。2、能把句型“Whats on/in? A(An)/Some” 运用于日常交谈。教具单词卡片、录音机及教学磁带、盒子、手提袋子、图片、茶杯、橡皮泥捏的齐齐、钟表教 学 过程 Step 1 Warming up1、Free talk2.Sing the song“My bedroom”录音机播放， T and Ss sing together.Step 2 presentation1.师在讲桌上放上几个茶杯。T：Look! Whats on the desk?Ss: Some cups.T：OKToday well learn Lesson 2 Whats on the desk?Lets talk Say after me “desk desk . Whats on the desk?2.Learn new wordsT：Now look at the cards.T 出示单词卡片及实物“桌子， 茶杯，钟表。what/w t/ desk/desk/ some/sm/ cup /kt/ guess/ges/ clock/kl k/ sorry/sri/教师让学生先分别拼读。然后再有节奏地教学生读生词3.Play a game(摸宝)老师事先把准备好的单词卡片，有的写中文，有的写英文，有的画图，有的写音标，装在一只不透明的袋子里。游戏开始，老师说袋子里装的是许多宝物，让学生上来轮流摸宝。摸到宝的学生将卡片举起，给全班学生看，如果摸到的是英文，则要读出来，并说出中文，如果摸到的是中文，则要说出英文，并拼出字母组合。如果摸到的是图片，则要说出中英文，并拼出字母组合，如果摸到的是音标，要拼读出来，并且说出字母组合及中文。说对的奖励红花一朵。4.T and Ss have a talk师出示一张房间示意图T:Look!This is a picture. Its Lulus room. Whats in it?Ss: A desk， a bed， a box and some cups.T: Oh,Yes. Whats on the desk?Ss:Some cups.T: Whats on the bed?Ss: A box.T: Whats in the box? Please guess!5. Ss listen to the tape.Ss read after the tape.Ss read after T.T:Oh,Yes.教师出示单词卡片“doll”、“bed”。T：Say after me“doll doll bed bed Whats on the bed? A doll.” Now look at Picture2师出示钟表在书桌上的图片T: Whats on the desk?Ss:A clock.T:OK.Today well learn Lesson 2 Whats on the desk? Lets learn Look at the cards “clock” 、“ desk”.Say after me“clock clock desk desk Whats on the desk? A clock. ”. 师出示桌子在房间里的图片T:Now look at Picture3 Hello,x x x! Whats in the room?S:A table.T:Yes,Now say after me“table table room roomWhats in the room? A table.”师出示手表在盒子里的图片T:Now look at Picture4Hi!x x x. Whats in the box?S:A watchT:Good!Now say after me “watch watch box boxWhats in the box? A watch.”Step 3 Drills1. T and Ss have a talk in different role. 2. Ss have a talk in pairs. 3、 Play a game 教师让学生2人一组到前面去，把一名学生的眼睛蒙上，然后再把一些学习用品放在相应位置，让另一名学生用Whats on/in? 提问问题，眼睛被蒙上的学生回答，回答正确的奖一张小动物贴画。4、T shows the pictures Let Ss retell.先集体复述，在分组复述，最后指名复述5、 Ss act in different role.师布置场景，把讲桌充当书桌（T: This is my desk.）把椅子充当床（T: This is my bed.）在书桌上放几只茶杯，床上放一只盒子（盒子里装着用橡皮泥捏的齐齐）Step4 Consolidation and development教师把学生分成若干小组，每小组发一张空白房间示意图，及书桌、床、钟表、椅子、书等物品图片，让小组中的学生合作，把这些物品粘贴在房间相应的位置，用句型Whats on/in? A(An)/Some”来进行对话。板书设计 Lesson2 Whats on the desk? Whats on the desk? Some cups. Whats on the bed? A box.Lesson 3.Is this your pencil-box?第一课时教学目标1、知识与技能：学习元音音标/u/和辅音音标,让学生能听懂，掌握正确的发音方法。2.过程与方法：训练学生通过学习这2个音标的正确发音,进行拼读包含这些音素的单词音标的能力。 3.情感态度与价值观：培养学生学习英语的兴趣和热情及合作意识。教学重难点1、元音音标/u/和辅音音标正确的发音。2、能正确拼读包含这2个音素的单词音标。教具音标卡片,单词卡片,录音机,相关磁带及含有单词的动物头饰教 学 过程 Step 1 Warming up1 Free talk2. Sing the song “The short vowel song”录音机播放“The short vowel song” T and Ss sing together。Step 2 presentation 1.T Shows the short vowel cards. /e/ /i/ / / / Let Ss read. 2.T shows the word cards. vest/vest/ wet/wet/ bed/bed/ cock/k k/ boss/b s/ box /b ks/ sit /sit/ miss/mis/ swim/swim/nut /n t/ cup /kp/ must /mst/Let Ss spell together. 3. Learn a new short vowel/u/ T shows the card “/u/”,并教学生读，然后指生读。 T shows the card “oo/u/”,并教学生读。 T shows the word cards “look/luk/ cook /kuk/ good/gud/ book/buk/”并让学生拼读,教学生有节奏地起读。4. Learn a new consonant T shows the card“”. Let Ss look at Ts mouth and read after T.最后指生读，分组读 T shows the card “th”,并教生读 T shows the word cards “this/ is/ thattthenenwithwi”.并让生拼读，然后指名读。再教学生有节奏性地读，最后让生分组读。5. T shows the vowel cards “/e/u/i/”again. 再次让生读这些元音音标 师再次出示卡片“/e/”让生再次读，同时又出示单词及音标卡。“e/e/ pen /pen/”“ e/e/ desk /desk/”让学生拼读，并教生读，然后指名读。Step 3 Drills Play games1. Listen and do师说音标，生举卡片/e/ /u/ is /desk/t/ /buk/ /luk/ /wud/ /i/ /gud/ /wi/ /pen/ /en/ /kuk/2. looking for friends 让学生以组的形式到前面来，师每人发一个上面有词及音标的头饰foot /fut/ 、good/gud/ 、 this /is/、desk /desk/学生看了该词之后，戴到头上，然后师分别说音标/e/、 /u/ 、。戴着含/e/音素的头饰的学生相互握手，站到一起，戴着含/u/音素的头饰的学生相互握手，站到一起，戴着含/音素的头饰的学生相互握手，站到一起，最后生按顺序拼读自己头饰上的单词音标，全部找对且拼读对的组奖励红花一朵。Step 4 Consolidation and development1、让学生朗读练习册Ex.1中的音标2、绕口令。（小黑板出示）Mr Brook is a good cook.He goes to work on foot.This is Mr brook.That is his cookery book.He likes his cookery book.He will read his cookery book.Step 5 Homework 做练习册中的Ex.2 第二课时教学目标1、 知识与技能：学习单词look book good pencil-box pen pencil，让学生能听懂，会说，会读，能正确理解，掌握对话内容，并能朗读，初步表演对话。2、过程与方法：通过实物练习，使学生能够熟练运用句型：“Is this(that)your ?Yes,it is./No,it isnt”，来进行日常交际。3.情感态度与价值观：培养学生运用所学句型进行日常交谈的能力。教学重难点1、能听懂，认读单词look book good pencil-box pen pencil，能正确理解对话内容，并能朗读和初步表演对话。2、能运用句型“Is this(that)your ?Yes,it is./No,it isnt”.于日常交际中。 教具单词图片，录音机及相关磁带、配套图画、钢笔、铅笔、文具盒、书包等文具教 学 过程 Step 1 Warming up 1 Free talk 2 Sing the song “Is this a cat?”录音机播放“Is this a cat?”T and Ss sing together.Step 2 Presentation T:Today well learn Lesson 3.Is this your pencil-box? Lets talk Say after me“ pencil-box pencil-box Is this your pencil-box?Yes,it is.”(师边说边拿一个学生的文具盒)Now look at the cards1Learn new words look/luk/ book/buk/ good/gud/ pencil-box/penslbks/ pen/pen/ pencil/pensl/教师展示单词卡片，并配合实物铅笔、文具盒、钢笔、书分别让学生拼读，并有节奏地教读生词。 2.Play a game. Listen and do T says, Ss do. T:Look at your book. Show me your book. Show me your pen. Show me your pencil. Show me your pencil-box. Show me your bag.3. T and Ss have a talk 师拿着一个学生的书包（里面有一本书） T：Hi,xxx！Is this your bag?S: Yes,it is.(师反复大小声领读Yes,it is.) T：Whats in it ?S: A book . T：Oh! Its a good book.教师再拿起那个学生的文具盒，并放在较远的地方，指着文具盒。 T：Is that your pencil-box?S: Yes,it is. T：Whats in it ?S: A pen and a pencil.(文具盒里事先放着一支钢笔和一支式样新奇的铅笔)T：Ah!4.Ss listen and read after the recorder. T:Now Lets listen to the recorder. Ss read after the recorder. Ss read after T.Step 3 Drills1. T and Ss have a talk in different role.(师生利用文具分角色对话问答)2. Deskmate have a talk in different role.(同桌两人利用文具分角色对话问答)3. 师出示Lets talk的配套图画，让学生复述。先集体复述，再指名复述。4. Ss act in different role. Step 4 Consolidation and development抛学习用具游戏：教师事先收集一些学生的学习用品。让学生坐在座位上，老师背向学生抛学具物品，物品离手后转身面对学生。谁接到物品就和老师进行对话练习。Is this(that)your ?Yes,it is./No,it isnt，对话结束后，由他取代老师的位置，上前抛文具物品继续游戏。 此方法可扩展到其他需要两个人进行对话练习的语言点。Step 5 Homework同桌设置场景，用Is this(that)your ?Yes,it is./No, i snt，自编自演对话。step板书设计 Lesson 3.Is this your pencil-box? Is this your bag? Yes, it is. Is that your pencil-box? Yes, it is.第三课时教学目标1、知识与技能：学习单词ruler eraser sharpener knife，学习句型Is this(that)your ?Yes,it is./No, it i snt.2.过程与方法：通过实物练习，使学生能够熟练运用句型：“Is this(that)your ?Yes,it is./No,it isnt. 于日常交际。 3.情感态度与价值观：培养学生运用所学内容进行日常交际的能力和积极英语表达的习惯。教学重难点1、能听懂，认读单词ruler eraser sharpener knife 2、能用主题句型“Is this(that)your ?Yes,it is./No,it isnt. 于日常交际。教具单词卡片，录音机及相关磁带、尺子、卷笔刀、橡皮、小刀等文具教 学 过程 Step 1 Warming up 1 Free talk 2 Play a gameListen and doT says and Ss doT:Touch your pen. T