小学英语人教版 (PEP)三年级下册Unit 4 Where is my car? Part B教学设计

这是一份小学英语人教版 (PEP)三年级下册Unit 4 Where is my car? Part B教学设计，共3页。教案主要包含了教学目标，教学重等内容，欢迎下载使用。

教学内容
人教版三年级英语下册Unit4 Where is my car? B Let's talk
学情分析
本班的学生对英语的学习兴趣浓烈，在接受了两年多的朗文英语学习后，已经掌握了不少词汇，如in frnt f, behind, between, art rm, music rm, schl hall, canteen, bedrm, living rm, bathrm, kitchen, teddy bear, shelf, turtle, rabbit, armchair, pht frame, cupbard, sfa, bed, cap, car, bus, rbt, ball等，还有一些基本句型，如There is ... There are ...等。
教材分析
本部分通过Mike外出前，在家询问妈妈寻找帽子的语境呈现了核心句型Is it in/n/under Yes, it is. N, it isn't.由于学生在A部分已学过It's in/n/under ... 这个句型，本课的重点应该放在使用一般疑问句Is it 询问物品的位置及其答语上。
四、教学目标
1.能够听懂、会说词汇ty bx。
2.能够听懂、会说句型Is it Yes, it is. N, it isn't. Have a gd time!
3.能够理解对话大意，并用正确的语音语调朗读对话。
4.能够结合朗文所学的家具和玩具等词汇，运用句型Is it Yes, it is. N, it isn't. 猜测物品的位置并回答。
5.引导学生要养成正确摆放物品的好习惯。
五、教学重、难点
1.重点
能结合朗文所学的家具和玩具等词汇，运用句型Is it Yes, it is. N, it isn't.
2.难点
能在语境中运用Is it Yes, it is. N, it isn't. 猜测物品的位置并回答。
教具准备
多媒体课件、人物头饰、文具、玩具盒等。
教学过程
1.Warming up
（1）Greeting
The whle class shuld stand up and greet with the teacher.
e.g. T: Gd mrning, bys and girls.
（2）Let's d
Shw sme prepsitin n PPT. Ask Ss t read it with the relevant actin.
e.g. T: First, let’s d. Ready? On, n, begin.
Ss: On, n, in, in, under, under, between, between, near, near, behind, behind, in frnt f, in frnt f.
T: Nw I say yu d. On, ...
（3）Let's sing
Ask Ss t sing the sng with the relevant actin.
e.g. T: Great! Nw let’s sing a sng.
Ss: On, in, under, in frnt f.
Behind, between and next t.
Where’s the pencil in Mike’s rm?
It’s next t the Chinese bk.
Where’s the chair in Mike’s rm?
It’s in frnt f the cupbard.
2.Lead-in
（1）Mike's hme
Intrduce Mike’s hme and tell Ss their task.
e.g. T: Where is Mike’s rm? It’ here. What’s this? (It’s a bathrm/ kitchen/ living rm/ bedrm.)Tday we’ll visit Mike’s rm. Then we’ll design yur rm. Three students in a grup. Yu shuld try yur best t get the bed, chair, ty car and s n. OK?
（2）Mum’s rm
Talk abut Mum’s rm t review the wrds abut furniture and things and the structure f ‘Where is ’ ‘It is ...’
e.g. T: Befre we visit Mike’s rm, let’s take a lk at Mum’s rm. Ww, it’s nice. What can yu see in Mum’s rm? Fr example, I can see a cupbard. Hw abut yu?
T: There are many things in Mum’s rm. Can yu talk abut it by using, ‘Where is ’ ‘It’s ...’ I need tw students. Yu ask. And yu answer.
3.Presentatin
（1）ty bx
Teach the new phrase f ty bx. Then, take ut a ty bx and a ty dg t teach the new structure ‘Is it ’ ‘Yes, it is. ’ ‘N, it isn't.’
e.g. T: The rabbit is in the bx. There is a bx in Mike’s rm, t. It is a ty bx. D yu knw ty? Fr example, it is a ...
S: It is a rbt/ ball/ dg.
T: Yes, it is a ty dg. That is a ty car. And a ty bus. These are tys. S this is a ty bx. Oy sunds? Wh can spell the wrd? Wh can read it? Frm yu, ne by ne.
T: D yu have a ty bx? I have a ty bx. There is a ty. What’s that? Have a guess. Yu can say, ‘Is it a rbt?’ (板书问句) Is it a Wh can try?
T: It is a ty dg! It’s s cute! Lk at the dg. Is it in the ty bx? Yes, it is. (板书肯定回答)
（T keeps asking questins like, Is it in frnt f the ty bx? Is it next t the ty bx? Is it behind the ty bx? And Ss try t practice.）
T: Is it n the ty bx? N, it isn’t. (板书否定回答)
（T keeps asking questins like, Is it behind the ty bx? Is it near the ty bx? Is it next t the ty bx? And Ss try t practice.）
T: Is it in the ty bx? Lk at Mike’s dg. Is it in the ty bx? Oh, sme tys are missing! Mike hides them in his rm. Nw have a guess. First, where is the ball? Yu can say, ‘Is it in the desk? Is it ’ Wh can guess?
（2）Let’s chant
Make a chant t practice the sentence structures.
T: I like the dg. And I make a chant fr it. Listen first. Where is, where is, where is the dg? Is it in the bag? N, it isn’t. Is it n the desk? Yes, it is. Can yu chant with me? Let’s g!
Ss: Where is, where is, where is the dg? Is it in the bag? N, it isn’t. Is it n the desk? Yes, it is.
（3）Guessing game
One student clse the eyes. The ther students put the pencil/ ruler/ eraser n smewhere and ask that student, ‘Where is ’ The student shuld guess by using, ‘Is it ’
e.g. T: Lk at the ther things n the desk. There is a pencil, ruler, eraser. We can use them t play a game. D yu want t play a game? Let’s see hw t play. Nw play with yur partners.
（4）Let’s watch
Watch the vide t find ut the cap. Then, listen and repeat the dialgue with crrect prnunciatin and prper intnatin.
e.g. T: We have a gd time. But Mike is unhappy. He’s finding the cap in his rm. Let’s watch and then answer my questin. Where is the cap?

T: Nw listen and repeat. D the actin like this. Fr example, where is the cap.

T: Fcus n here. Mike will g camping. S Mum says, ‘Have a gd time!’ I will g t the park this evening. Wh can say ‘Have a gd time’ t me?
4.Practice
（1）Let's read
Ask Ss t read the dialgue by themselves.
e.g. T: Nw pen yur bks and page 41. Read the dialgue by yurself.
（2）Dubbing shw
e.g. T: Nw clse yur bks. Let’s dub fr the dialgue. I will be Mum. Wh want t be Mike? ... Wh want t be Mum? Wh want t be Mike? ... Wh want t be Mum? OK, all f yu stand up and will be Mum. And yu will be Mike. ... Nw, yu sit dwn. Yu stand up. Let’s exchange.
（3）Gd t knw
e.g. T: Why can’t Mike find his cap? He puts the cap in the ty bx. Can yu put the cap in the ty bx? We shuld put the things in the crrespnding psitin.
5.Extensin
（1）Grup wrk
e.g. T: Nw it’s yur turn. Design yur rm and say,‘Put the bed near the dr. ...’ Understand? Remember the tips. G.
Let's shw
e.g. T: Nw put there stickers n yur cards. Fr example, the car is here. I put the stickers like this. I want the leader t intrduce yur rm by using, ‘There is a ... Where is the ’ And yu guess.
6.Hmewrk
Share yur rm with yur friends; Listen and repeat the dialgue.