人教PEP版三年下英语Unit4《Where is my car》第2课时教案

三年级下英语Unit4《Where-is-my-car-The-second-period》教学设计

Part A Let’s learn & Let’s do

教学内容与目标

课时教学内容课时教学目标

Let’s learn ·能够听､说､认读“in, on, under”三个方位介词和单词“desk, chair”

·能够在语境中运用句型“—Where is…? —It’s in/on/under…”询问并回答物品的位置

Let’s do·能够听懂一些简单的指示语,并能够按照指令把东西放在相应的位置上教学重点

能够听､说､认读“in, on, under”三个方位介词和单词“desk, chair”｡

教学难点

了解under和on的区别及用法｡

教学准备

PPT课件､课文录音､相关视频､盒子等｡

教学过程

Step 1: Warm-up①

1.Greetings.

2.Listen to an English song. (课件出示:歌曲Where is it?)

Step 2: Presentation

1 Show a big box to students.②

T: Look! I have a big box. It’s very beautiful. I like it very much.

Guess, what’s in my box?

Ss: (Guessing…)

T: Yes, a pencil is in my box.

A pen is in my box.

A toy bear is in my box.

…

(The teacher can put many things in the box and make more sentences.)

The teacher should speak out these sentences slowly, and emphasize the word “in”.

2.Teach the word “in”.

(1) The teacher pronounces “in, i-n, in” and students repeat it.

(2) Check the pronunciation. Teaching purpose①

在呈现新课前,让学生听一首关于新课内容的歌曲,不仅能活跃课堂气氛,还能让他们提前感知新知｡

Teaching purpose②

用以前学过的日常用语与学生进行问答,可以让学生复习以前学过的对话,以旧引新,自然地引出本堂课的新内容｡

The teacher asks students to read through the game “high and low voice”.

(3) Let’s chant.③

Let's chant

The teacher claps his/her hands rhythmically with students.

3. Teach the word “on”.

(1) The teacher pronounces “on, o-n, on” and students repeat it.

(2) Check the pronunciation.

Students play the word card game.

(3) Let’s chant.

The teacher claps his/her hands rhythmically with students.

4. Say something about “on” or “in”.

First, the teacher makes an example (with actions): in the book, in the desk…

Then, students speak out some phrases or sentences.

T: Ca n you say something about “on” or “in”?

S1: …

T: Very good. Look! The pen is on the desk. The ruler is in the box…

(The teacher puts the toy dog under the box, and then asks students.) Where is the toy dog?

T: Is it on the box?

Ss: No.

T: Is it in the box?

Ss: No. Teaching purpose③

chant可以让学生加速记忆｡此处及以下on, under 的chant的内容,如in the box, on the desk, under the table 等也为后面的描述图画游戏打下基础｡

T: Where is the toy dog? Oh, it’s under the box.

5. Teach the word “under”.④

(1) The teacher pronounces “under” and students repeat it.

(2) Check the pronunciation.

Students read by “driving a train”.

(3) Let’s chant.

The teacher claps his/her hands rhythmically with students.

6. Let’s learn.

T: Where is Zip’s ruler? Where is the schoolbag? Where is the pencil box? Let’s help her.

(1) Write the sentence structures “—Where is the…?—It’s…the…” on the blackboard.

(2) Watch the video. (课件出示:教材P39 Let’s Learn的视频)

(3) Answer the questions.

T: The ruler is under the chair. Chair, under the chair. (The teacher makes an action while saying.)

Students answer the questions according to the teacher’s example.

Ss: The schoolbag is on the desk. Desk, on the desk. The pencil box is in the schoolbag. Schoolbag, in the schoolbag.

Step 3: Practice

1. Students speak out the words quickly. (课件快速出示单词或短语:in, on, under, desk, chair, in/on/under the desk/chair)

2. Let’s do.⑤

(1) Watch the video. (课件出示:教材P39 Let’s do的视频)

(2) The teacher gives instructions and students do the actions.

T: Put your foot under your chair. / Put your hand on your chair. / Put your arm in your desk. / Put your hand under your desk.

Students do the actions according to the teacher’s instructi ons. Teaching purpose④

通过自然拼读法教学单词,通过有节奏地击掌操练单词,以及三种不同的方法来检测学生对单词的掌握情况,从而促使学生牢固掌握本节课的重难点词汇｡

Teaching purpose⑤

学生观看视频后,教师说指令,学生做动作,加深对所学句子的理解与运用｡最后通过学生说指令,其他学生做动作的游戏,提升学生的课堂参与感,且更易于掌握新知｡