英语三年级下册Unit 4 Where is my car? Part A教案

这是一份英语三年级下册Unit 4 Where is my car? Part A教案，共6页。
Unit 4 Where is the car? 教学设计教学目标1.能听、说、认读on/in/under三个方位介词和单词desk/chair。2.在语境中初步感知、尝试运用Where is the…? It’s in/on/under the…询问和回答物品所在的位置。3.能听懂有关方位的指令并做出相应的动作。重点难点 1.重点:掌握句型“where is …”“It’s in/on/under the  …” 2.难点:准确使用方位介词:in, on, under。教学过程Step 1. Warm up    1.Greeting    2.Enjoy a song: “In On Under.”(设计意图:采用课前一首歌缓解学生的紧张心情,同时也为教学新内容做了铺垫。)    3.  Let’s play games:  Do it.1)    Nose, nose, touch your nose. Face, face, touch your face.Ear, ear, touch your ear. Mouth, mouth, touch your mouth.    2)Show me your ruler/eraser/book…(设计意图:采用TPR形式边说边做,充分刺激了学生的各个器官,学生在说说做做中,兴趣浓厚,另外复习文具类单词,为本课学习新知做好铺垫。)    Step2 Presentation    1. I have a book, too. Let me show it to you. Oh, where  is it? Where is my book? Who can help me? Oh, it’s   here. It’s in my book. Silly me! (拿实物演示) Where is my ruler? It’s in my book.    2.教授单词”in”以及句子”Where is the …? It’s in the…”呈上,引出单词in。呈现课件单词in,学生跟读。再出示卡片“in”,师用升降调领读。师指导生用TPR手势表现in .边做动作边带读in。师生一起竖空,边写边读。        Say sth. about in.拿实物,边做动作边说        In in in ,in the bag. In in in ,in the book.           In in in ,in the hand. In in in ,in the pencil-box.   T:Where is my ruler?   Ss: In the book.   T: Yes, it’s in the book. (板书句型Where is the ruler?It’s in the book.)出示课件T: Where is my pencil? It’s in the pencil-box.领读这两个重点句型,接下来拿其它文具反复操练这个句型。    3. 教授单词desk    师把书放在桌子里    T: Now, where is my book? Look, it’s in the desk. 引出单词desk。    Listen and repeat.课件出示desk。再利用单词卡片带读,开火车读,教师正音。    T: Where is my desk?    Ss: Here.    T: Touch your desk.    4. 教授单词on   师把书放在头上问T: Now, where is my book? Look, it’s on my head. 引出单词on。  课件出示on。再利用单词卡片带读,开火车读,教师正音。  Say sth. about on.拿实物,边做运作边说  On on on, on the desk.On on on, on the bag.                    On on on, on the book. On on on, on the pencil-box.出示课件,操练句型 Where is the ruler? It’s on the desk.接下来拿其它文具反复操练这个句型。    5. 教授单词chair    T: I’m tired. I want to have a rest. I want to have a rest on the chair.引出单词chair。    Listen and repeat.课件出示chair。再利用单词卡片带读,开火车读,教师正音。   呈上,师问    T: Where is your chair?    Ss: Here.     T: Touch your chair.    6. 教授单词under    T: Look, my book is on the desk. My pen is in the pencil-box. Where is my ruler?  Is it on the box?    Ss: No.    T: Is it in the box?    Ss: No.T: Where is my ruler? Oh, it’s under the box. 引出单词under。课件出示under,带读,开火车读,教师正音。    Say sth. about under.出示课件,操练此句型   Where is the book? It’s under the chair.再从拿其它实物反复操练。    Step 3 Practice    1. Let’s learn    1) Listen and repeat.    T: Oh, my ruler is under the box. Do you want to know where  Zip’s ruler is? Let’s listen.T: Where is  Zip’s ruler?出示Let’s learn课件. Now open your book and turn to page 39.    Listen and repeat, then answer questions.(设计意图:跟读,模仿录音中的语音、语调。通过跟读环节,可以让同学们的发音更为标准,语音语调更为地道。)    2)Listen and answer.    Where is the ruler? It’s under the chair.    Where is the bag? It’s on the desk.    Where is the pencil-box? It’s in the bag.    Where is the bird? It’s in\on\under the house. (设计意图:用以检测同学们对本课重点句型的理解和运用。)    2. Bomb game.(设计意图:利用孩子们喜欢的炸弹游戏复习巩固本课所学单词。)    3. Singing time.(设计意图:《两只老虎》是学生非常熟悉的一首儿歌,我借助这首儿歌的曲调,将歌词改编成本节课学习的内容,把原本枯燥的句子变成一首悦耳的英文儿歌,激发了学生的热情,变“要我学”为“我要学”。)    4. Ask and answer.    5. Pair work.(设计意图:小组活动让学生自主选择图片,自由地交流,将所学的知识加以运用,真正地做到用英语做事情。)6. Guessing game.设计意图:展示师生的生活照,“回归生活”是新课程的生长点。我创设生活化的教学氛围,让学生沉浸其中,潜移默化地受到感染,这不但有助于学生用真实的方式来应用所学的知识,同时也有助于学生认识他们所学知识的作用和意义。    7. Let’s do.    You all did a good job. Now let’s have a rest. Show me  your hand. Hand hand, on the desk. Put your hand on the  desk. Put your hand under/in /on the desk.用同样方法操练 arm和foot操练时随机提问Where is your hand/arm/foot?  出示Let’s do部分课件    T: Boys and girls, listen carefully. Let’s listen and do. OK?     Ss: OK.    8.Let’s have a test.    Look at the picture and match the sentences.    Step 四. Summary    Step 五. Homework