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小学英语人教版 (PEP)三年级下册Unit 4 Where is my car? Part B第4课时教案设计
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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第4课时教案设计，共5页。
▶教学内容与目标
▶教学重点
能够在情景中运用句型“Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.”｡
▶教学难点
能够运用一般疑问句“Is it in/n/under…?”及其回答“Yes, it is./N, it isn’t.”来询问并回答物品的位置｡
Teaching purpse①
首先让学生帮忙找物品,然后通过问问题,帮助学生复习已学内容｡最后通过自创歌曲,再一次巩固已学知识,激发学生学习英语的兴趣,也为下一步呈现新知识做铺垫｡
▶教学过程课时教学内容
课时教学目标
Let’s talk
·观察､谈论Let’s talk的图片,并在PPT和教师的帮助下理解对话大意
·能够按照正确的语音语调朗读对话,并能在小组中进行角色表演
·能够在情景中运用句型“Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.”
·了解“Have a gd time!”的含义
Let’s play
·在情景中操练核心句型“Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.”
Step 1: Warm-up & Revisin①
1.Greetings.
2.Game: Where is my pen?
T: I bught a new pen. It’s red. I want t shw it t yu. Oh, where is my pen? Can yu help me find it?
The teacher asks students t help her/him.
T: Yes, that’s my pen. Thank yu very much. Where is it?
Ss: It’s under the bk.
3 Sing a sng—Where is the red pen? (课件出示:歌曲《两只老虎》的旋律)
Step 2: Presentatin
1. Learn the dialgue.②
Teaching purpse②
教师通过不断提问引导学生观察图片,提取有效信息｡通过让学生观看视频来感知本课的重难点,培养学生的观察能力和逻辑思维能力｡
(1)The teacher asks students t lk at Picture 1. (课件出示:教材P41 Let’s talk第一幅图)
T: Lk at Picture 1. Wh are they?
Ss: They are Mike and his mum.
T: Where are they?
Ss: They are in the bedrm.
(2)The teacher asks a questin and lets students watch the cartn. (课件出示:教材P41 Let’s talk的视频)
T: What are they lking fr?
Ss: They are lking fr a cap. (Students can speak “cap” in Chinese.)
(3)The teacher asks ther questins and lets students watch the cartn again. (出示课件)
T: Where is the cap? Is it in Mike’s bag?
Ss: N, it isn’t.
T: Is it in Mike’s ty bx?
Ss: Yes, it is.
Teaching purpse③
在导入本课的新句型后,教师迅速将句型展现给学生看,并通过创编简短的对话来巩固该句型｡
T: The cap is in Mike’s ty bx.
2. Learn the key language pints.③
(1)Present the key language pints n the PPT.
(2) Explain the language pints briefly.
(3) Students make dialgues by lking at the pictures.
Teaching purpse④
通过朗读课文和角色表演,加深对本课内容的理解｡
3. Read and act.④
(1) Read the dialgue f “Let’s talk” in pairs.
(2) Act ut.
Step 3: Practice
Let’s play.
1. The teacher makes a mdel first.
The teacher hides the card under the teacher’s desk.
T: Bys and girls, I have a beautiful card. Where is it? Can yu guess?
S1: Is it n yur desk? T: N, it isn’t.
S2: Is it in yur desk?
T: N, it isn’t.
S3: Is it under yur desk?
Teaching purpse⑤
通过让学生创编对话,在具体的语境中去操练核心句型｡
T: Yes, it is.
2. Students fill in the blanks and make new dialgues.⑤
Step 4: Cnslidatin & Extensin
Find the tys.
1. Create a situatin.
Shw a picture f a messy rm n the PPT. (课件出示: 一个凌乱的房间，玩具猪在一顶帽子下，玩具狗在椅子下，玩具熊猫在玩具盒子里，玩具大象在椅子上。)
The teacher makes a mdel first.
T: Where is my ty pig?
S1: Is it under the desk?
T: N, it isn’t.
S2: Is it under the cap?
T: Yes, it is.
2. Students make new dialgues.
▶板书设计
▶作业设计
1. Make dialgues with partners.
2. Read the dialgues.
▶教学反思
1.整个教学流程清晰明了,自然流畅,难易适度｡
2.教学目标明确,教学重难点把握准确｡把课堂交给学生,引导学生通过创编对话的形式来巩固课堂重点句型,课堂效率高｡
3.在时间充足的情况下,尽量让每一个小组都能上台展示他们的对话｡
▶Teaching Cntents & Teaching Aims
Let’s talk
·Be able t understand the main idea f the dialgue by bserving and talking abut the pictures.
·Be able t read the dialgue with crrect prnunciatin and intnatin and act it ut in grups.
·Be able t use the key sentence structures “Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.” prperly in situatins.
·Be able t understand the meaning f “Have a gd time!”
Let’s play
·Be able t ractice the sentence structures “Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.” in situatins.
▶Teaching Pririties
·Be able t use the key sentence structures “Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.” prperly in situatins.
▶Teaching Difficulties
·Be able t use the key sentence structures t ask and answer the lcatins f bjects.
▶Teaching Prcedures
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up & Revisin
1. Greetings.
2. Game: Where is my pen?
3. Play a sng—Where is the red pen?
1. Greetings.
2. Play the game.
3. Sing the sng.
Stimulate students’ learning interest. Review the wrds and the sentences and prepare fr the next part.
Presentatin
1. Teach the dialgue.
Ask students t lk at Picture 1.
Ask questins and let students watch the cartn.
(1)Lk at the picture
carefully.
(2)Watch the cartn.
(3)Answer the questins.
Cnslidate the new sentence structures immediately.
2. Teach the key language pints.
Present the key language pints n the PPT. Explain the language pints briefly.
Learn the key language pints. Make dialgues by lking at the pictures.
3. Let students read and act ut the dialgue f “Let’s talk”.
Read the dialgue f “Let’s talk” and act it ut.
Practice
Let’s play.
1. Make a mdel first.
2. Let students fill in the blanks and make new dialgues.
Fill in the blanks and make new dialgues.
Help students practice the key sentence structures in scene by making up new dialgues.
Cnslidatin & Extensin
1. Create a situatin. Shw a picture f a messy rm n the PPT. Make a mdel.
2. Let students make new dialgues.
Lk at the picture and make new dialgues.
Create a natural and real
situatin. Enhance students’ learning efficiency.
Hmewrk
1. Make dialgues with partners.
2. Read the dialgues.
3. D the exercises.
▶教学内容与目标
▶教学重点
能够在情景中运用句型“Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.”｡
▶教学难点
能够运用一般疑问句“Is it in/n/under…?”及其回答“Yes, it is./N, it isn’t.”来询问并回答物品的位置｡
Teaching purpse①
首先让学生帮忙找物品,然后通过问问题,帮助学生复习已学内容｡最后通过自创歌曲,再一次巩固已学知识,激发学生学习英语的兴趣,也为下一步呈现新知识做铺垫｡
▶教学过程课时教学内容
课时教学目标
Let’s talk
·观察､谈论Let’s talk的图片,并在PPT和教师的帮助下理解对话大意
·能够按照正确的语音语调朗读对话,并能在小组中进行角色表演
·能够在情景中运用句型“Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.”
·了解“Have a gd time!”的含义
Let’s play
·在情景中操练核心句型“Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.”
Step 1: Warm-up & Revisin①
1.Greetings.
2.Game: Where is my pen?
T: I bught a new pen. It’s red. I want t shw it t yu. Oh, where is my pen? Can yu help me find it?
The teacher asks students t help her/him.
T: Yes, that’s my pen. Thank yu very much. Where is it?
Ss: It’s under the bk.
3 Sing a sng—Where is the red pen? (课件出示:歌曲《两只老虎》的旋律)
Step 2: Presentatin
1. Learn the dialgue.②
Teaching purpse②
教师通过不断提问引导学生观察图片,提取有效信息｡通过让学生观看视频来感知本课的重难点,培养学生的观察能力和逻辑思维能力｡
(1)The teacher asks students t lk at Picture 1. (课件出示:教材P41 Let’s talk第一幅图)
T: Lk at Picture 1. Wh are they?
Ss: They are Mike and his mum.
T: Where are they?
Ss: They are in the bedrm.
(2)The teacher asks a questin and lets students watch the cartn. (课件出示:教材P41 Let’s talk的视频)
T: What are they lking fr?
Ss: They are lking fr a cap. (Students can speak “cap” in Chinese.)
(3)The teacher asks ther questins and lets students watch the cartn again. (出示课件)
T: Where is the cap? Is it in Mike’s bag?
Ss: N, it isn’t.
T: Is it in Mike’s ty bx?
Ss: Yes, it is.
Teaching purpse③
在导入本课的新句型后,教师迅速将句型展现给学生看,并通过创编简短的对话来巩固该句型｡
T: The cap is in Mike’s ty bx.
2. Learn the key language pints.③
(1)Present the key language pints n the PPT.
(2) Explain the language pints briefly.
(3) Students make dialgues by lking at the pictures.
Teaching purpse④
通过朗读课文和角色表演,加深对本课内容的理解｡
3. Read and act.④
(1) Read the dialgue f “Let’s talk” in pairs.
(2) Act ut.
Step 3: Practice
Let’s play.
1. The teacher makes a mdel first.
The teacher hides the card under the teacher’s desk.
T: Bys and girls, I have a beautiful card. Where is it? Can yu guess?
S1: Is it n yur desk? T: N, it isn’t.
S2: Is it in yur desk?
T: N, it isn’t.
S3: Is it under yur desk?
Teaching purpse⑤
通过让学生创编对话,在具体的语境中去操练核心句型｡
T: Yes, it is.
2. Students fill in the blanks and make new dialgues.⑤
Step 4: Cnslidatin & Extensin
Find the tys.
1. Create a situatin.
Shw a picture f a messy rm n the PPT. (课件出示: 一个凌乱的房间，玩具猪在一顶帽子下，玩具狗在椅子下，玩具熊猫在玩具盒子里，玩具大象在椅子上。)
The teacher makes a mdel first.
T: Where is my ty pig?
S1: Is it under the desk?
T: N, it isn’t.
S2: Is it under the cap?
T: Yes, it is.
2. Students make new dialgues.
▶板书设计
▶作业设计
1. Make dialgues with partners.
2. Read the dialgues.
▶教学反思
1.整个教学流程清晰明了,自然流畅,难易适度｡
2.教学目标明确,教学重难点把握准确｡把课堂交给学生,引导学生通过创编对话的形式来巩固课堂重点句型,课堂效率高｡
3.在时间充足的情况下,尽量让每一个小组都能上台展示他们的对话｡
▶Teaching Cntents & Teaching Aims
Let’s talk
·Be able t understand the main idea f the dialgue by bserving and talking abut the pictures.
·Be able t read the dialgue with crrect prnunciatin and intnatin and act it ut in grups.
·Be able t use the key sentence structures “Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.” prperly in situatins.
·Be able t understand the meaning f “Have a gd time!”
Let’s play
·Be able t ractice the sentence structures “Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.” in situatins.
▶Teaching Pririties
·Be able t use the key sentence structures “Where is…?” “—Is it in/n/under…? —Yes, it is./N, it isn’t.” prperly in situatins.
▶Teaching Difficulties
·Be able t use the key sentence structures t ask and answer the lcatins f bjects.
▶Teaching Prcedures
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up & Revisin
1. Greetings.
2. Game: Where is my pen?
3. Play a sng—Where is the red pen?
1. Greetings.
2. Play the game.
3. Sing the sng.
Stimulate students’ learning interest. Review the wrds and the sentences and prepare fr the next part.
Presentatin
1. Teach the dialgue.
Ask students t lk at Picture 1.
Ask questins and let students watch the cartn.
(1)Lk at the picture
carefully.
(2)Watch the cartn.
(3)Answer the questins.
Cnslidate the new sentence structures immediately.
2. Teach the key language pints.
Present the key language pints n the PPT. Explain the language pints briefly.
Learn the key language pints. Make dialgues by lking at the pictures.
3. Let students read and act ut the dialgue f “Let’s talk”.
Read the dialgue f “Let’s talk” and act it ut.
Practice
Let’s play.
1. Make a mdel first.
2. Let students fill in the blanks and make new dialgues.
Fill in the blanks and make new dialgues.
Help students practice the key sentence structures in scene by making up new dialgues.
Cnslidatin & Extensin
1. Create a situatin. Shw a picture f a messy rm n the PPT. Make a mdel.
2. Let students make new dialgues.
Lk at the picture and make new dialgues.
Create a natural and real
situatin. Enhance students’ learning efficiency.
Hmewrk
1. Make dialgues with partners.
2. Read the dialgues.
3. D the exercises.
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