PEP三年级下册Unit 4 Where is my car 4.25页

TheSecondperiod（第二课时）PartALet’slearn&Let’sdo内容分析本课是PEP小学英语三年级起点第二册Unit4第二课时。Let’slearn部分，仍然是重点词汇和重点句式的呈现。以窗上鸟和三个鸟巢的不同位置，引出方位介词“on，in，under”和房间里的布置，引出两个三会的名词“chair，desk”。同时还引出了重点问答句：Whereisthe...？It’son/in/underthe...在Let’sdo部分，结合身体部位进行位置单词的操练，学生边听口令边把自己正确的身体部位放在正确的位置上，这种方式可以调动学生多种感官参与到重点词汇的操练中来。课时目标知识与能力（1）能够听､说､认读“in,on,under”三个方位介词和单词“desk,chair”。（2）能够在语境中运用句型“—Whereis…?—It’sin/on/under…”询问并回答物品的位置。（3）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。过程与方法首先，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｡其次，通过自然拼读法教学单词,以及利用不同的方法来检测学生对单词under，in和on的掌握情况,从而促使学生牢固掌握本节课的重难点词汇｡然后让学生观看视频后,根据教师说指令,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｡最后，让学生通过观察,找出两幅图片中的不同之处,并简单描述出来｡这不但能培养学生的观察能力,还能锻炼学生的语言表达能力,巩固本课时的重难点｡情感态度价值观在教学中，通过使用教室里学生所熟悉的物品，让其对学习本节课内容，有了很大的兴趣。教学重难点教学重点能够听､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｡教学准备教学课件、课文录音、视频、单词卡片等。教学媒体选择多媒体，录音。教学活动1.唱歌2.游戏3.观看视频教学过程Step1:Warm-up1.Greetingtoeachother.2.Enjoyachant(课件出示:教材第33页的小歌谣，包括其歌词。)Step2:Presentation1.Let’sguess.（Theteachertakesoutabigboxtostudentsandaskthemtohaveaguesswhatitisin.）T:Attention，please.Havealook，class!Ihaveabigbox.Doyouknowwhat’sinmybox?Ss:(Guessing…)T:Yes,apencilisinmybox.Apenisinmybox.Arulerisinmybox.…(Theteachercanputmanythingsintheboxandmakemoresentences.)Firstofall，theteacherneedtospeakoutthesesentencesslowly,andthenemphasizetheword“in”.2.Teachtheword“in”.(1)Theteacherpronounces“in,i-n,in”andstudentsrepeatit.T：Class，pleasefollowme.In，in，in，i-n，in.(2)Let’scheckthepronunciation.Theteacherasksstudentstoreadbyplayingthegame“highandlowvoice”.T：Nowlet’splayagametocheckthepronunciationwhetherisright.,(3)Thinkandtry.T：Doyouknowhowtousethenewwords“in”？Ss：Yes！T：Let’strytouseitinthesentence.Makeamodel：Look！Therulerisinthebag.Theteacherpraisesstudentsandgivethebeststudentsanreward.3.Teachtheword“on”.(1)Theteacherpronounces“on,o-n,on”andstudentsrepeatit.T：Class，pleasefollowme.On，on，on，o-n，on.(2)Let’splaythewordcardgametocheckthepronunciation.Theteachertakeoutsomewordcardsonebyoneandaskthestudentstoreadthemquickly.Thewordcardsare“onthechair”,“onthebed”，“onthebox”andsoon.Theteacherpraisesstudentsandgivethebeststudentsanreward.4.Let’strytosaysomethingbyusing“on”or“in”.First,theteachermakesamodel(withactions):inthebook,inthedesk…Then,studentsshouldlearntospeakoutsomephrasesorsentences.T:Canyousaysomethingbyusing“on”or“in”?S1:…T:Welldone.Look!Thepenisonthedesk.Therulerisinthebox…(Theteacherputstheballunderthebox,andthenasksstudents.)Whereistheball?T:Isitonthebox?Ss:No.T:Isitinthebox?Ss:No.T:Whereistheball?Oh,it’sunderthebox.5.Teachtheword“under”.(1)Theteacherpronounces“under”andstudentsrepeatit.T：Class，pleasefollowme.Under，under，under，u-n-d-e-r，under.(2)Let’scheckthepronunciation.Studentsreadby“train，train，train”.S1：under，under，under，myballisunderthebed.S2：under，under，under，mytoydogisunderthechair.S3：under，under，under，mybookisunderthedesk....Theteacherpraisesstudentsandgivethebeststudentsanreward.6.Let’slearn.T:DoyouknowwhatiswrongwithZip？Nowlet’shavealook！,Ss：Yes.（Ziphaslosthisruler，schoolbagandpencilbox.）T：WhereisZip’sruler?Whereistheschoolbag?Whereisthepencilbox?Let’shelpher.(1)Showthesentencepattern“—Whereisthe…?—It’s…the…”onthePPT.(2)Watchthevideo.(课件出示:教材P39Let’sLearn的视频。)(3)Thinkandanswerthequestions.T:Therulerisunderthechair.Chair,chair，chair，underthechair.(Theteachermakesanactionwhilesaying.)Studentsanswerthequestionsaccordingtotheteacher’sexample.Ss:Theschoolbagisonthedesk.Desk,desk，desk，onthedesk.Thepencilboxisintheschoolbag.Schoolbag,schoolbag，schoolbag，intheschoolbag.Step3:Practice1.Askstudentstospeakoutthewordsquickly.(课件出示：单词或短语:in,on,under,desk,chair,in/on/underthedesk/chair)2.Let’sdo.(1)Watchthevideo.(课件出示:教材P39Let’sdo的视频)(2)Theteachergivesordersandthenstudentsdotheactions.T:Putyourfootunderyourchair./Putyourhandonyourchair./Putyourarminyourdesk./Putyourhandunderyourdesk.Studentsdotheaboveactionsaccordingtotheteacher’sinstructions.(2)WorkinpairsRule：Onestudentgivesinstructionsandtheotherstudentsdotheactions.Studentswhodothewrongactionswillbeout.Step4:Consolidation&Extension1.Game1:SharpeyesTheteacherputstwopicturesonthePPTandasksstudentstofindthedifferencesbetweenthem.(课件出示:找两张类似的图片,只有物品摆放的位置有差异，然后让学生“火眼金睛”找不同。)Theteachermakesanexample:T:InPicture1,therulerisonthedesk,butinPicture2,therulerisunderthedesk.Children,canyoufind?板书设计Unit4Whereismycar?PartALet’slearn&Let’sdoinonunder,—Whereisthe...？—It’sin/on/under...作业设计1.Describethelocationsofthestationeryaroundyou.（描述你身边文具的位置。）教学反思1.本节课的内容是依据新课标的思想,针对三年级学生的心理､生理特点以及知识结构,遵循语言规律而设计的｡2.在教学三个方位介词“in,on,under”时,用了自然拼读法和反复说唱等方法｡在操练环节,利用有趣的游戏来激发学生的学习兴趣,进一步加深了他们对方位介词和目标句型的理解和运用｡