沪教版（五四制）（2024）一年级上册（2024）Unit 3 My schoolbag优秀教案设计

这是一份沪教版（五四制）（2024）一年级上册（2024）Unit 3 My schoolbag优秀教案设计，共22页。教案主要包含了教材内容，教学目标，教学重难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
（共 2 课时）
一、教材内容
本单元围绕“我的书包”这一主题展开，主要学习与学校用品相
关的词汇以及一些简单的描述和询问物品的句型。教材内容可能包括：
1. 词汇：schlbag（书包），bk（书），pencil（铅笔），ruler
（尺子），eraser（橡皮）等。
2. 句型：“What's this? It's a...”（这是什么？它是一个……）用于
询问和回答物品的名称。
3. 可能还会有一些与学校生活相关的简单对话或短文，如描述
书包里有什么物品等。
二、教学目标
（一）知识目标
1. 学生能听懂、会说、认读单词 schlbag，bk，pencil，ruler，
eraser。
2. 学生能理解并运用句型“What's this? It's a...”进行简单的物品
询问和回答。
（二）能力目标
1. 学生能够在实际情境中准确识别和说出所学的学校用品词汇，
提高语言表达能力。
2. 通过听、说、读、做等活动，培养学生的综合语言运用能力
和动手操作能力。
3. 引导学生积极参与课堂互动，培养学生的合作学习能力和观
察能力。
（三）情感目标
1. 激发学生学习英语的兴趣，培养学生热爱学习用品和学校生
活的情感。
2. 鼓励学生在日常生活中积极运用英语，增强学生的自信心和
学习积极性。
三、教学重难点
（一）教学重点
1. 掌握单词 schlbag，bk，pencil，ruler，eraser 的发音和拼
写。
2. 熟练运用句型“What's this? It's a...”进行物品的询问和回答。
（二）教学难点
1. 帮助学生区分相似发音的单词，如“pencil”和“ruler”。
2. 引导学生在实际情境中自然、流畅地运用所学句型进行交流。
四、教学准备
1. 多媒体课件，包含与学校用品相关的图片、动画、音频等。
2. 实物教具：书包、书、铅笔、尺子、橡皮等。
3. 单词卡片、头饰（如文具形状的头饰）。
4. 奖励小贴纸、小奖品（如卡通文具贴纸、小铅笔等）。
五、教学过程
第一课时
1. Warming-up
1. Greetings
T: Hell, bys and girls. Hw are yu tday?
Ss: Hell, teacher. I'm fine, thank yu. And yu?
T: I'm very well t. Nice t see yu.
设计意图：通过日常问候，拉近师生距离，营造轻松和谐的课堂
氛围，为课堂教学做好准备。
2. Sing a sng
T: Let's sing a sng tgether. “The Schl Sng”.（播放歌曲视频，
师生一起唱）
G t schl, g t schl,
We are happy t g t schl.
With ur bks and pencils,
We learn and play every day.
设计意图：以欢快的学校歌曲开场，激发学生的学习兴趣，同时
让学生提前进入学校相关的情境，为学习本单元内容做铺垫。
2. Presentatin
1. Learn the wrds
(1) Schlbag
T: Lk, what's this?（教师拿起一个书包）This is a schlbag.（展
示书包的图片并板书“schlbag”）Read after me,“schlbag”.（教
师示范发音，强调“”的发音，学生跟读）
Ss: Schlbag.
T: Nw, let's tuch the schlbag and say “schlbag”.（引导学
生触摸书包，边摸边说单词）
设计意图：通过实物展示和图片结合的方式，让学生直观地认识
“schlbag”这个单词，同时通过触摸和跟读的方式，加深学生对单
词的记忆和理解。
(2) Bk
T: What's in the schlbag? Let's have a lk.（教师从书包里拿出
一本书）Oh, it's a bk.（展示书的图片并板书“bk”）This is a bk.
Read it, “bk”.（教师示范发音，学生跟读）
Ss: Bk.
T: Hw many bks d yu have?（教师拿起几本书，引导学生用
中文回答数量，然后再用英语教学生说）Yu have ne bk, tw
bks...
设计意图：从书包中拿出书，自然地引出“bk”这个单词，让
学生在实际情境中理解单词的含义。同时，通过询问学生拥有书的数
量，将数字与单词结合起来，进行简单的数量表达练习。
(3) Pencil
T: Lk, what else is in the schlbag?（教师拿出一支铅笔）This is
a pencil.（展示铅笔的图片并板书“pencil”）Say“pencil”, please.（教
师示范发音，提醒学生注意“p”的发音，学生跟读）
Ss: Pencil.
T: Can yu shw me yur pencil?（让学生拿出自己的铅笔，举起
并说“pencil”）
设计意图：利用实物铅笔进行教学，让学生更加直观地感受单词
的含义。让学生展示自己的铅笔并说出单词，增加学生的参与度，提
高学生的学习兴趣。
(4) Ruler
T: Nw, I take ut anther thing frm the schlbag. What's this?
（教师拿出一把尺子）It's a ruler.（展示尺子的图片并板书“ruler”）
Read after me, “ruler”.（教师示范发音，注意“u”的发音，学生跟
读）
Ss: Ruler.
T: Let's use the ruler t draw a line.（教师用尺子在黑板上画一条
线，同时让学生模仿动作，边画边说“ruler”）
设计意图：通过实际操作尺子画线条的动作，让学生在动态的情
境中学习“ruler”这个单词，加深学生对单词的理解和记忆，同时也
让课堂更加生动有趣。
(5) Eraser
T: Oh, I made a mistake when drawing the line. What can I d?（教
师做出擦除的动作）We can use an eraser.（教师拿出一块橡皮，展示
橡皮的图片并板书“eraser”）This is an eraser. Read it,“eraser”.（教
师示范发音，学生跟读）
Ss: Eraser.
T: Let's erase the line tgether.（教师和学生一起用橡皮擦除黑板
上的线条，边擦边说“eraser”）
设计意图：结合教师在黑板上画线条犯错的情境，引出“eraser”
这个单词，让学生理解橡皮的作用。通过一起擦除线条的动作，增强
学生的参与感，加深对单词的记忆。
2. Practice the wrds
(1) Game: Tuch and Say
Put the schlbag, bk, pencil, ruler and eraser n the desk. The
teacher says a wrd, and the students need t tuch the crrespnding
item quickly and say the wrd alud. Fr example, when the teacher
says “pencil”, the students tuch the pencil and say “pencil”.
T: Nw, let's play a game. Listen carefully. Tuch the pencil.
Ss: (tuch the pencil and say) Pencil.
...
设计意图：通过触摸和说的游戏，让学生在实际操作中巩固所学
的单词，提高学生的反应能力和对单词的认读能力，同时增加学习的
趣味性。
(2) Wrd chant
T: Let's chant tgether.
Schlbag, schlbag, it's a schlbag.
Bk, bk, it's a bk.
Pencil, pencil, it's a pencil.
Ruler, ruler, it's a ruler.
Eraser, eraser, it's an eraser.
The teacher leads the chant, and the students fllw, clapping their
hands r stmping their feet t the rhythm.
设计意图：利用单词 chant 的形式，让学生在有节奏的朗读中
加深对单词的记忆，同时培养学生的语感和节奏感。
3. Text learning
1. Listen and watch
Open the multimedia curseware and play the vide f a shrt
dialgue related t the schlbag and its cntents.
A: Lk, this is my schlbag.
B: What's in yur schlbag?
A: There is a bk, a pencil and an eraser.
The students listen and watch carefully, and try t understand the
cntext.
设计意图：通过播放视频，让学生初步感知教材中的对话内容，
了解如何用英语描述书包里的物品，培养学生的听力和理解能力。
2. Listen and repeat
Play the dialgue again sentence by sentence. The students listen
and repeat, paying attentin t the prnunciatin and intnatin.
T: Nw, listen and repeat after the vide. Pay attentin t hw they
say it.
A: Lk, this is my schlbag.
Ss: Lk, this is my schlbag.
...
After repeating several times, ask individual students t repeat a
sentence t check their prnunciatin.
设计意图：逐句跟读对话，让学生模仿正确的发音和语调，提高
学生的口语表达能力。同时，检查个别学生的发音，及时纠正错误，
确保学生的发音准确。
3. Explain the text
T: Lk at the dialgue. When A shws the schlbag, he says
“Lk, this is my schlbag.” Then B asks “What's in yur schlbag?”
And A answers “There is a bk, a pencil and an eraser.” D yu
understand?
Ss: Yes.
T: Nw, let's practice this dialgue in pairs. Yu can use the things
n yur desk t shw what's in yur schlbag.
设计意图：对对话进行详细讲解，帮助学生理解对话的含义和重
点句型的用法。让学生通过实际操作桌上的学习用品进行对话练习，
使学生能够在实际情境中运用所学知识进行简单的交流。
4. Practice
1. Rle-play
Divide the students int pairs. One student acts as A and shws
his/her schlbag, and the ther student acts as B and asks abut the
cntents f the schlbag. Then they switch rles.
Fr example:
A: Lk, this is my schlbag.
B: What's in yur schlbag?
A: There is a bk and a pencil.
B: Oh, that's nice.
Then they change rles and cntinue the cnversatin.
设计意图：通过角色扮演，让学生在实际情境中运用所学的句型
进行交流，增强学生的口语表达能力和表演能力，同时培养学生的合
作学习意识和人际交往能力。
2. Game: Guess and Say
Put sme schl supplies in a bag. One student takes ut an item
frm the bag withut lking and uses the sentence “What's this? It's
a...” t ask the ther students t guess. The ther students guess the
name f the item. If they guess crrectly, the student wh tk ut the
item can give it t the ne wh guessed crrectly as a reward.
Fr example:
S1: (takes ut an item frm the bag) What's this? It's a...
S2: Is it a pencil?
S1: N, it isn't.
S3: Is it a ruler?
S1: Yes, it is. Here yu are. (gives the ruler t S3)
设计意图：利用猜谜游戏，激发学生的学习兴趣和好奇心，让学
生在猜测的过程中巩固所学的单词和句型。同时，通过奖励机制，提
高学生的参与度和积极性。
5. Summary
1. Review the wrds and sentences
T: What have we learned tday? Let's review tgether. We learned
sme new wrds, like“schlbag”,“bk”,“pencil”,“ruler”,“eraser”.
And we als learned a sentence “What's this? It's a...”
Ss: Yes.
T: Let's say the wrds and sentences again.
Ss: Schlbag, bk, pencil, ruler, eraser. What's this? It's a...
设计意图：与学生一起回顾本节课所学的重点内容，包括单词和
句型，帮助学生梳理知识框架，加深对所学知识的记忆，确保学生对
本节课的学习内容有一个清晰的认识。
2. Encurage students
T: Yu have all dne a great jb tday. Yu learned the names f
sme schl things in English. Remember t take gd care f yur
schl supplies and use them t learn well. Keep up the gd wrk and I
believe yu will learn mre English wrds and sentences in the future.
设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习
自信心和积极性。同时，教育学生要爱护学习用品，将英语学习与实
际生活相结合，培养学生良好的学习习惯和生活态度。
6. Hmewrk
1. Listen t the dialgue in the textbk and repeat it three times t
yur parents r family members.
设计意图：通过听读作业，巩固学生的听力和口语表达能力，让
学生在家庭环境中也能进行英语学习，同时增进学生与家人之间的互
动和交流。家长的参与可以更好地督促学生完成作业，提高学习效果。
2. Pint t the schl things arund yu and say their names in
English t yur parents r friends. Fr example, pint t a bk and say
“It's a bk.”
设计意图：让学生将所学知识运用到实际生活中，通过指认身边
的学习用品并说出其英文名称，增强学生对单词的记忆和运用能力，
同时培养学生在日常生活中运用英语的习惯，提高学生的学习兴趣和
积极性。
第二课时
1. Revisin
1. Wrd review game
Play a game called“Flashcard Relay”. Divide the students int tw
teams. The teacher shws the wrd cards quickly ne by ne. The first
student in each team runs t the frnt, says the wrd crrectly and then
runs back t tuch the next student's hand. The next student then runs
up and des the same. The team that finishes first and makes the fewest
mistakes wins.
Fr example:
T: (shws the card “schlbag”)
Team A S1: Schlbag! (runs back and tuches S2's hand)
Team B S1: Schlbag! (runs back and tuches S2's hand)
...
设计意图：通过闪卡接力游戏，复习上节课所学的单词，激发学
生的学习兴趣和竞争意识，提高学生的反应能力和对单词的认读能力。
同时，团队合作的形式可以增强学生的集体荣誉感和团队协作精神。
2. Dialgue review
Ask sme pairs f students t cme t the frnt and rle-play the
dialgue they learned in the last class. They can use their wn
schlbags and schl supplies t make the dialgue mre real.
A: Lk, this is my schlbag.
B: What's in yur schlbag?
A: There is a bk, a pencil and an eraser.
After the rle-plays, ask the ther students t cmment n their
perfrmances and crrect any mistakes if necessary.
设计意图：让学生进行对话复习，检查学生对对话内容的掌握情
况，同时培养学生的口语表达能力和表演能力。让学生使用自己的书
包和学习用品进行表演，可以增加对话的真实性和趣味性，提高学生
的参与度。其他学生的评价和纠错环节可以培养学生的倾听能力和批
判性思维能力。
2. Presentatin
1. Learn t describe the schl supplies
T: Nw, we knw the names f these schl things. Let's learn hw
t describe them. Lk at this pencil. It's lng.（教师拿起一支铅笔，展
示并说“It's lng.”）And this ruler is shrt.（拿起一把尺子，展示并说
“It's shrt.”）The bk is thick.（拿起一本书，展示并说“It's thick.”）
The eraser is small.（拿起一块橡皮，展示并说“It's small.”）
Shw the wrds “lng”, “shrt”, “thick”, “small” n the
blackbard and teach the students t read them.
Ss: Lng, shrt, thick, small.
T: Can yu find smething lng/shrt/thick/small in yur desk?（让
学生在自己的桌上寻找相应特征的学习用品，并说一说）
S1: My pencil is lng.
S2: My ruler is shrt.
...
设计意图：通过描述学习用品的特征，引出新的词汇“lng”“shrt”
“thick”“small”，让学生在实际情境中理解这些词汇的含义。让学生
自己寻找并描述桌上学习用品的特征，增加学生的参与度和对词汇的
运用能力。
2. Practice describing
(1) Pair wrk
The students wrk in pairs. They take turns t describe the schl
supplies they have using the wrds“lng”,“shrt”,“thick”,“small”.
Fr example:
S1: (hlds a pencil) This pencil is lng. What abut yurs?
S2: My pencil is shrt. (hlds a shrt pencil) And this bk is thick.
(hlds a bk)
S1: Yes, and my eraser is small. (hlds an eraser)
...
设计意图：通过两两合作练习，让学生在实际交流中巩固所学的
描述词汇，提高学生的口语表达能力和合作学习能力。
(2) Grup activity
Divide the students int grups. Each grup is given a set f schl
supplies. They need t discuss and describe the characteristics f these
items in English. Then, each grup chses a representative t reprt
their discussin results t the class.
Fr example:
Grup 1: We have a lng ruler, tw shrt pencils, a thick bk and a
small eraser.
Grup 2: Our pencils are lng and thin. The bk is big and thick.
The eraser is sft and small.
...
设计意图：以小组活动的形式，让学生共同讨论和描述学习用品
的特征，培养学生的团队合作能力和综合语言运用能力。每个小组的
代表汇报可以锻炼学生的口语表达能力和自信心，同时也让学生能够
互相学习和交流。
3. Text extensin
1. Listen and watch a new dialgue
Shw a new dialgue n the multimedia curseware. The dialgue
is between tw students talking abut their favrite schl supplies.
C: Hi, I like my pencil. It's very nice.
D: Me t. But I like my ruler better. It's lng and useful.
C: What else d yu have in yur schlbag?
D: I have a bk and an eraser. The bk is interesting and the
eraser is cute.
Play the vide and let the students listen and watch carefully.
设计意图：通过展示新的对话，拓展学生的学习内容，让学生在
不同的情境中进一步感受如何用英语谈论学校用品，培养学生的听力
和理解能力。同时，引入对学习用品的喜好和简单描述，丰富学生的
语言表达。
2. Discuss and act ut
After watching the dialgue, ask the students t discuss in pairs
what they have learned frm the dialgue and then act it ut. Encurage
them t add sme f their wn wrds and expressins t make the
dialgue mre vivid.
S1: We learned hw t talk abut ur favrite schl supplies and
describe them a little.
S2: Yes, we can say why we like them t.
Then they act ut the dialgue:
S1: Hi, I lve my eraser. It's s small and cute.
S2: That's cl. I really like my bk. It has many pictures and it's
very interesting.
S1: What else d yu have in yur schlbag?
S2: I als have a pencil and a ruler. The pencil is sharp and the ruler
is straight.
设计意图：让学生通过讨论和表演新对话，进一步理解和掌握所
学的语言知识在实际情境中的运用，培养学生的口语表达能力、合作
学习能力和创新思维能力。同时，引导学生在对话中加入自己的想法
和感受，提高学生的语言运用灵活性和个性化表达能力。
3. Create yur wn dialgue
Ask the students t wrk in grups f fur t create a new dialgue
abut their schlbags and schl supplies. They shuld include
infrmatin abut what they have in their schlbags, which ne is their
favrite, and why they like it. They need t write dwn their dialgues
first and then practice acting them ut.
Fr example:
Grup 1's dialgue:
E: Hell, everyne. Lk at my schlbag. I have a lt f things in it.
F: What d yu have, E?
E: I have a bk, tw pencils, a ruler and an eraser. I like my pencil
best because it writes very smthly.
G: I like my ruler. It's lng and it can help me draw straight lines.
What abut yu, H?
H: I think my bk is the mst interesting. I can learn many things
frm it.
After the grups have finished creating and practicing their
dialgues, ask sme grups t perfrm in frnt f the class and let the
ther students listen and evaluate.
设计意图：通过小组合作创作对话，培养学生的创造力和综合语
言运用能力，让学生在自主创作的过程中，灵活运用所学的单词、句
型和描述性词汇，同时提高学生的团队协作能力和书面表达能力。表
演环节可以让学生展示自己的学习成果，增强学生的自信心和学习兴
趣。其他学生的评价可以促进学生之间的相互学习和提高。
4. Practice and cnslidatin
1. Listen and draw
The teacher describes a schl supply using the wrds and
sentences they have learned, such as “Draw a lng pencil. It's yellw.”
r“Draw a big eraser. It's blue.”The students listen carefully and draw
the item accrding t the descriptin.
Fr example:
T: Draw a shrt ruler. It's green.
The students draw a shrt green ruler n their papers.
After they finish drawing, ask sme students t shw their pictures
and describe what they have drawn in English.
S1: I draw a shrt green ruler.
设计意图：通过听和画的练习，考查学生对所学词汇和句型的理
解和运用能力，同时培养学生的听力和绘画能力。让学生展示并描述
自己的画作，可以锻炼学生的口语表达能力和自信心，增加学习的趣
味性。
2. Matching game
Prepare sme cards with pictures f schl supplies n ne side
and wrds r descriptins n the ther side. Fr example, n ne card,
there is a picture f a thick bk, and n the ther side, it says “a thick
bk”. The students need t match the pictures with the crrect wrds
r descriptins.
The teacher can divide the students int pairs r small grups t d
this game. They can discuss and check with each ther.
After a while, ask sme students t cme t the frnt and shw
their matching results and explain why they match them that way.
设计意图：利用匹配游戏，巩固学生对学校用品词汇和相关描述
的记忆和理解，提高学生的观察能力和逻辑思维能力。小组合作的方
式可以促进学生之间的交流和合作学习。
3. Sentence making cmpetitin
Divide the students int several grups. The teacher gives a wrd
related t schl supplies, such as“pencil”r“bk”. Each grup needs
t make as many sentences as pssible using the given wrd within a
limited time. Fr example, fr the wrd “pencil”, the grups can make
sentences like“I have a pencil.”“The pencil is lng.”“My pencil is red.”
etc.
The grup that makes the mst crrect and creative sentences wins.
After the cmpetitin, praise the winning grup and encurage all
the students t keep learning and using English actively.
设计意图：通过句子创作竞赛，激发学生的学习积极性和竞争意
识，让学生在紧张而有趣的氛围中灵活运用所学知识进行句子创作，
培养学生的语言运用能力和创新思维能力。同时，鼓励学生积极参与
英语学习，提高学生的学习兴趣和自信心。
5. Summary
1. Review the key pints
T: Tday, we have learned mre abut ur schl supplies. We
learned hw t describe them using wrds like“lng”,“shrt”,“thick”,
“small”. We als talked abut ur favrite schl supplies and created
dialgues abut them. Can yu remember what we learned?
Ss: Yes.
T: Let's review the wrds and sentences tgether.
Ss: Schlbag, bk, pencil, ruler, eraser... It's
lng/shrt/thick/small. I like my...
T: Very gd. Yu have all dne a great jb in learning English.
设计意图：与学生一起回顾本节课所学的重点内容，包括新学的
描述词汇以及关于学校用品的对话创作等，帮助学生梳理知识框架，
加深对所学知识的记忆，确保学生对本单元的知识有一个全面的掌握。
2. Encurage students
T: Yu are all very clever and yu have learned a lt abut schl
supplies in English. Keep using these wrds and sentences in yur daily
life when yu talk abut yur schl things. English is fun and useful. I'm
prud f yu all. Keep up the gd wrk and yu will be able t speak
mre English and d better in the future.
设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习
自信心和积极性，激发学生继续学习英语的兴趣和热情。同时，强调
将英语学习运用到日常生活中的重要性，培养学生的语言运用习惯和
积极的学习态度。
6. Hmewrk
1. Draw a picture f yur ideal schlbag and all the things yu
wuld like t have in it. Then, write a few sentences belw the picture t
describe yur schlbag and the items in it using the English wrds and
sentences we learned in this unit.
Fr example:
I have a beautiful schlbag. It's blue. In my schlbag, there is a
thick bk, a lng pencil, a shrt ruler and a small eraser. I like my
schlbag very much.
设计意图：通过绘画和写作的作业形式，让学生将所学的英语知
识与自己的想象和创意相结合，培养学生的综合语言运用能力和创造
力。同时，让学生在描述自己理想中的书包和物品时，进一步加深对
所学单词和句型的理解和记忆，提高学生的学习兴趣和积极性。
2. With the help f yur parents, find three different schl
supplies at hme and describe them in English t yur parents. Fr
example, “This is a pen. It's black and lng.”
设计意图：布置与家长互动的作业，让学生在家庭环境中运用英
语，增强学生与家长之间的亲子互动和英语学习交流。同时，通过实
际观察和描述家中的学习用品，巩固学生对所学知识的运用能力，提
高学生在实际生活中运用英语的自信心和主动性。
六、板书设计
Unit3 My schlbag
Wrds:
schlbag bk pencil ruler eraser
lng shrt thick small
Sentences:
What's this? It's a...
There is a... in my schlbag.
I like my... It's...
设计意图：板书设计简洁明了，将本单元的重点单词和句型分别
列出。单词部分展示了与学校用品相关的词汇以及用于描述它们特征
的词汇，方便学生直观地看到所学内容。句型部分列出了询问物品和
描述书包内物品的常用句型，以及表达喜好的简单句式，为学生的语
言运用提供了示范和引导。通过板书的呈现，能够帮助学生在课堂学
习过程中更好地理解和记忆重点知识，同时在练习和表达时可以随时
参考板书进行组织和输出，提高课堂教学效果。