小学英语湘少版四年级上册Unit 11 Where's the cat?教案

这是一份小学英语湘少版四年级上册Unit 11 Where's the cat?教案，共9页。
教学内容                 Unit 11 Where’s the cat？                                  第  1  课时教学目标知识与技能The students can master the three location prepositions:  in  on  under.The students can use the sentence pattern “Is she in /on /under…?” 过程与能力a. The students can listen ,speak ,read and write the three location prepositions: in、on、under.b. The students can read and act out Part A . 情感与价值观The students can have the consciousness of taking care of their own things. 重点、难点1,The students can use the sentence pattern “Is she in /on /under…? “ to ask for the location of the item .2,The students can use the three location prepositions correctly. 教学方法cooperative learning method and intuitive teaching method教学准备a basket , three dolls ,cards , an apple, a pencil学情分析四年级的学生已经有了一年多的英语基础，所以在教学上比三年级的孩子要容易些，而且人数也比三年级少，课堂管理比较有序。大部分学生课堂表现都很活跃、很积极。 教材分析本节课出现的部分单词和句型学生已经基本熟悉。单词部分：学生在第十单元已经学过一些关于房间的单词，如living room, kitchen, bathroom, bedroom,学生已经基本掌握。Cat, pencil在三年级已学过，know在三年级下册第十二单元中出现过。句型部分：在三年级学过”Is it...?””Is he/she...?”为本单元的学习打下了基础，实现句型的滚动运用。在本节课中，我会创设多种情境，如找小猫，小侦探等情境，让学生运用本节课的词汇和句型来询问并判断事物的方位。教      学      过      程 Step 1: Warm  up1, GreetingsT:Today, Group 1, Group 2, Group 3 have a match. Who can get the hearts? OK?2, Sing an English song设计意图：在歌谣中初步感知目标语句，以确保上课时，能聚焦目标语句。Step 2: Presentation and drills1,T:Now please look, what’s this?S1:It’s a house.T:Is it beautiful?Ss: Yes, it is.T:One house, two houses, three houses.T:This is Anne’s house. This is Peppa’ s house.  T:Do you want to have a look?  Ss: Yes, we do.T: OK, first let’s go to Peppa’ s house. T:Now please have a look.    This is Peppa’ s family. This is Peppa.They are playing hide and seek.      T: Then please look carefully.      T:Where’s George? Do you remember?      S1:He is under the table.2, T:Please follow me.T:Under.      T:Under the table.       T:He is under the table.      T:Boys and girls, where is George?      Ss: He is under the table.      T:Then this time it’s Peppa’ s turn to hide.T: Now, where is Peppa?S1:She is in the basket.3, T: In.T: In the basket.T:She is in the basket.T:Now, where’s Peppa?Ss: She is in the basket.  T:Now, boys and girls, where is Peppa?Ss: She is on the basket.4, T:On.T:On the basket.T:She is on the basket.设计意图：学生通过观看动画，初步感知三个方位介词，为新课学习进行语言铺垫。5, T:Boys and girls , train train train ,where is Peppa?
Ss: She is on/ in/ under the basket.T:Now,boys and girls, I ask you answer.T:Now where is Peppa? S1:She is on the basket.6, T:Now who wants to be the little teacher?T:Oh ,what is it?Ss: It’s a cat.T:Where is the cat?S1:She is in Anne’s house.T: Yes or no. Now let’s have a look.T:Who’s she?Ss: She is Anne.T:Is she happy?Ss: No.T:No,she isn’t. Because her cat is missing.设计意图：发展学生基于图片内容进行口语表达的能力，发展学生合理的想象力。7, T:First, listen and answer.    Where’s the cat?T:Where’s the cat?  S1:The cat is in the kitchen.T:Then please open your book and turn to Page 53.T: Now , boys and girls.  Please read after it.T:Is she under the table?Ss: No, she isn’t.T:Is she in the kitchen?Ss: Yes, she is.      T: Boys and girls, please read it with your partners.      T:Then, let’s role-play. This time Group 1, you will be mom.        Group 2, you will be Anne.      T:Now, Group 2, you will be mom.        Group 3, you will be Anne.    Step 3: Practice    1, T:Oh, it’s the time to do some exercises.        Please take out your paper and finish it.        Now ,let’s check it.    2, T: It’s so happy.         Let’s chant.      T:First,please follow me.         where’s  where’s  Where’ s the cat?         kitchen   kitchen  She is in the kitchen.         where’s  where’s  Where’ s the cat?         table     table    She is under the table.         where’s  where’s   Where’ s the cat?         chair    chair     She is on the chair.T:Now boys and girls ,let’s do it together.T:Everyone stands up.Please show me your hands.        where’s  where’ s  Where’ s the cat?         Ready go!设计意图：chant朗朗上口，在活动中进行语言感知的同时，也进行了语音训练，提升学生的语言感悟力。Step 4: Consolidation1, T:The cat is so naught.    Now she isn’t in the kitchen.  Let’s find it.T:Where’s where’ where’s the cat? Is she in your desk?     Is she on your table?    Is she under your book?  S1:No, she isn’t.T:Let me see.    Is she in the basket?T:Wow ,it’s a cat.    She is in our classroom. 2, T:The cat is so naught, but you are so clever and helpful today!    So I bring some presents for you.Oh, they are missing.    Who can help me?设计意图：通过对物品的寻找，使课堂充满趣味性，并让学生对所学单词及句型灵活运用。T:Now let’s have a look.    Who is the winner?   Ss: Group...T: Now, everyone, look here. We should take of your things. OK?Ss: OK.Step 5 :Homework Act out Part AStep 6 :Blackboard designUnit 11 Where’ the cat?             in       table?Is  she            on       basket?               under    kitchen?Yes, she is.              No, she isn’t.教学后记（反思） 通过对学生和本课教材的分析，我在Where's the cat ?一课的教学活动时，注意突出了以下几点：1、把学习的主动权交给学生。在本课教学中，首先我播放了小猪佩奇的动画，并提出：“Where’s Peppa?”和“Where’s George?”这两个问题，让学生猜并作回答。这一活动为学生们创造了自己兴趣活动的条件，他们在活动中自主地完成了导入铺垫。2、通过任务型交际活动培养学生综合运用语言的能力。本课教学中，我根据“Where's the cat ?” 这一目的明确的教学任务设计了小老师的游戏。我把一只玩具小猫任意放在一个篮子的上面、下面、里面，然后由学生担任小老师，其他同学运用本节课的句型回答小老师的问题。在本节课最后，我设计了小侦探的游戏。教师出示了苹果和铅笔，一个同学找，一个学生藏，全班同学边拍手边说物品的名称和句型，直到物品找到才结束这个游戏。他们用语言来交际、完成任务，并把一些日常用语融入其中。这样就符合了《课标》中“活动要能够促使学生获取、处理和使用信息，用英语与他人交流、发展用英语解决实际问题的能力”。3、通过多元化教学方式，活跃课堂气氛。4、此外，本课也存在着许多的不足。如：我和学生间的交流还不够深入；评价性语言也不多，这是我今后需要注意的地方。