PEP2 Unit4 Where is my car.docx

课题Unit4 Where is my car? A Let's learn课时1教材 与 学情简析本局部要学习三个方位介词和desk, chair这两个单词。教学目标 是学生能听说、认读这些单词三年级学生对所学的三个方位介词 的概念已相当熟悉，desk和chair更是他们每天都接触的东西。 因可以联系学生的生活经验，从描述图中物品的位置入手帮助学 生学习这五个单词，并滚动复习句型Where is.?lt'sin/on/ under.教学目标1 .能够听、说、认读表示方位的介词in, on , under和名词 chair, desk,并能在日常生活中运用。2 .能够灵活准确地运用Where is the？句型就物体的位置进 行提问。3 .能够根据Let' s do局部的指令做相应的动作。4 .培养学生认真观察的良好习惯。教学重点让学生能够听说、认读表示方位的介词in on under和名词 chair, desk.教学难点能够运用Where is？句型就物体的位置进行提问。教学准备书，铅笔，单词卡片，课件设计意图Stepl Warm up1 . Greeting.T: What' s your name?/Where are you from?S:T: We' re all from china, we are friends. Animals are our friends,too. Now ,let' s have a chant.2 Let' s chant.(l)Ppt play the flash. Ss chant together.(2)Read and try to remember the chant.Step2 Presentation1.Do you remember?T: Look at the dog. Where is the dog? Do you remember?S: It' s on the log.T: Where is the bear?S:It' s on the pear.Teach "on”Ss try to spell the word "on”2. Practice "on"T:将cap, hat, map这三个单词、图片放在一起S:运用直拼法读，帮助学生加深记忆。3 .T:（课件的桌子上出现了一个box） What' s in it?S:学习 toy boxT: What' s in the toy box?S:T:点击box,逐步出现ball, car, boat的图片,并教授ball, car, boat 这三个单词。S: Pair work: Where is the ? It? s in the toy box.4 .播放B. Let' s learn局部录音，学生跟读本局部的词汇。5 .出示单词卡片，学生逐个认读单词，并听读。Step 3 Consolidation / Extension.Game猜猜物品在哪里.教师事先将各个玩具藏在教室的各个角落，将班级学生分成四 组，教师问学生，如：Where is the car?让学生用Is it in / on /under?进行抢答竞猜,教师用Yes, it is./ No, it isnt来告诉学生 他们猜对没有。为猜对的那组加上星星。通过同伴间的互帮互助来 猜出物品的正确位置。1 .让学生拿出事先准备的房间图片，让学生两人一组进行画画，画 画的同学问 Is it in / on /under .?,另一个同学用 Yes, it is./ No, it isn't.决定这位同学所画的cap、ball、car、boat、map的具体位置。教学过程预设设计意图作业设计1、听录音，跟读本局部内容；2、运用今天所学的内容，向家人介绍自己的书桌及书桌上的用品；3、画一画自己的房间，并与同伴间提供，运用所学来猜猜房间内物品的位置。 板书设计Unit4 Where is my car?B Let's learnWhere is my cap?map ballcar boatIs it in/on/under .?Yes, it is. / No, it isn't.教学反思教学过程预设课题Unit4 Where is my car? B Let's talk课时1教材 与 学情简析本局部通过Mike外出前，在家询问妈妈寻找帽子的语境呈现了 核心句句型 lsitn/on/ under.?Yes,it is./No, it isn't.要求学生能理解 对话大意，能用正确的语音语调朗读对话。由于学生在A局部已 学过lt，s in/on/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回答。教学目标1 .能够听、说、读 Where is my,? Is it in / on/ under ,?Yes, it is. /No, it isn, t. Have a good time!2 .能理解对话大意，能用正确的语音、语调朗读对话。3 .养成自己收拾玩具的好习惯。教学重点在语境中运用一般疑问句Is it in/on/under?来询问物品所在 的位置，并了解回答 Yes, it is./No, itisn, t.教学难点Is it in / on/ under.? Yes, it is. /No, it isn't.的运用教学准备录音机、实物书包、玩具盒、帽子、眼罩设计意图Step 1 Warm up / Revision1 . Free talkT/S: Good morning. How are you? What's your name? Where are you from? Nice to meet you.2 .T:边说做动作：in将右手放到左手中，并将右手包紧，表示in。on是将右手放在左手上。under将右手放在左手底下。S:边说边做。3 . T: Where is the .?S: ltzs in/ on/ under the .4 .“看谁又快又准确”的游戏：教师说指令，学生把英语书放到相应的地方：桌子上，桌子里， 桌子下。5 .播放书本39页的Let,s do局部，学生边说边做。Step2 Presentation / Practice1. T: (Put on a cap.) Where is my cap? Is it on my head?S: Yes, it is.T: (Put the cap in different places.) Where is my cap? Is it.?教学过程预设设计意图S:掌握了肯定回答以后，引出否认回答：No,itisnt2 .学生来摆位置，提问和回答。3 .T: Look, Mike is going hiking. But where is his cap? Can you guess?S: Is it in/ on/ under the .T: No, it isn't.4 .T:播放B. Let's talk局部录音S:听录音,指读对话内容,找出问题Where is Mike's cap?的答案: It's in the toy box.5 . T: Mike找到鸭舌帽，同高兴兴去郊游，Let's say: Have a good time.（课件出示各种场景）S:练习 Have a good time.6 .学生跟录音朗读，分角色扮演。Step 3Consolidation / Extension1 .郊游时，大家进行了藏猫猫游戏。小组成员扮演郊游情景，每个 人藏好一样东西，其他人用上新学的句型提问，藏的人用肯定或否 定回答。如 Where is my .? Is it.? Yes, it is. / No, it isn't.2 .郊游结束，各自整理东西回家。学生用上Where is my？ Is it 找到自己的东西并整理。3 . Mike回到家，发现妈妈在找包，打算外出购物。小组合作编一 个对话，用上今天所学。课题Unit4 Where is my car? 敦竽衬鞋颇的d课时1 设计意图作业设计1、听录音，跟读本局部内容；2、3、两人一组，表演Let勺talk局部对话； 两人一组玩玩Let's play局部。板Unit4 Where is my car?B Let's talk书 设 计Is it in/ on/ under the.?capYesz it is.toy boxNo, it isnt.Have a good time.教材 与 学情简析此局部提供了本单元核心句型Where is .? Is it in/on/ under.?的 认读活动，并把这些句子放在寻找monster这一完整的情景中。教学目标1 .能够读懂由 Where is the.Pit's. Is it in/on/ under.?YesJt is./No, Itisnt”等句型的小对话，并根据真实情境正确、熟练地运用这 些句型。2 .能够听说、认读本单元的三个方位介词和七个物品单词。3 .能够理解故事内容，并尝试表演故事。教学重点复习并检验本单元所学的知识点；掌握阅读小技巧”仔细看图，关键词”。教学难点如何培养学生的综合语言运用能力。教学准备课件、录音机、单词卡片教学过程预设设计意图Step 1 Warm up/Revisonl.Sing a song “on in under".2 .Let's do "1 say,you do课件呈现手势图，学生说一说in on under"55: in the box/ on the box/ under the box3 .对话交流复习句型师生看图，用句型"Where is thePit's in/on/under.”进行问答。4 .Pair work呈现图片，学生两人一组，操练句型。Step2 Presentation/practice1.根据上一环节，自然引出怪物monster"设置怪物提出任务”where is the name? Is it in/on/under.利 用情境复习操练重点句型。(1)呈现图片，学生补充位置。教学过程预设设计意图T: Is it on the map?Ss: No, it isn/t.T: Is it in the?Ss:.T: Is it under the? Ss:.T: Is it on the? Ss: .2呈现答句，学生进行提问，特别注重对学生语音语调的训 练，使学生养成良好的语音习惯。Ss:?T: No, it isn't.SI:?T: No, it isn't.S:?T:Yesz it is.找到名字后，Monster抢走名字。2.借助monster和Sam的故事，完成任务。(1)翻开通往怪兽家的大门。课件给出句型Is it in/on/under/.?学生试着读出开门咒语。途中遇上找Zip的Zoom, Sam帮助一起找。课件出示教材情境图，学生看图、观察、阅读并判断：Is it on the boat?()Is it under the chair? ()(3) Sam,Zip,Zoom 一同去往monster的家，展开对话。 Where is the monster?Is it on/in/under the.?No, it isn't.What's that?It'sIt's so. It has.(4)选一个场景，四人小组演一演。3 .monster发现名字不见，如果你是Sam,说说你的选择A.MonsterJGo away!B.Let's be friends!4 .一起为 Sam 取名，Let's be friends.作业设计板书设计设计意图设计意图教学过程预设1、听录音，跟读本单元内容；2、听读故事，并能根据自己的掌握情况，进行朗读或者是表演；3、演唱歌曲，并能进行更换歌词演唱。Unit4 Where is my car?B Start to readHide and SeekWhere is .Where are you? I can't find you!Under the table? In the toy box?I'm behind you!教学过程预设设计意图T:Look, Tutu is looking for his ruler. Where is the ruler? Can you guess?S:It' s on the 3. Teach "chair”Show “teacher“ chairLet , s chant: Ruler,ruler, where is the ruler?Chair, chair, it' s on the chair.Make a new chant: , where is the?Chair, chair, it' s on the chair.4. Teach “in”Where is the pencil? It' s in the book.5. Practice "in" and "on"(1)Listen and do.T and Ss take a book and a pencil.T: Put your ,in your ./Put your ,on your .(2) You say, I do.5: Put your in your ./ Put your on your .6. Teach underT made a mistake. Put the pencil under the book.T: Where is the pencil? On the book? In the book? No, it' s under the book.u-n-der.7. Teach “desk”T:Careless Tutu , He can' t find the book now? Where is the book?S: It' s under the chair.T: What about this book? It' s under the d-e-s-k.8. Practice "desk"I can say: The is under the desk.9. Let' s learnT: Where is zip' s ruler? Listen and find out.(l)Ss listen and try to answer the question.(2)Listen and repeat.(3)Read together.Step 3 Consolidation1. T: Let' s play a game, find the differences between thet wc n；r 111rectWO' p PC t2. Let课题 d。.Unit4Whereis mycar?课时,、A Let*s talk1(1)Listen(2)Listen and repeat.(3)Listen and look.(4)Listen and do together.3. tidy up the room.作业设计1 .完成作抄作业2 .听磁带，模仿语音、语调，熟读P39单词和句型。3 .和朋友说唱歌谣。板书设计Unit4 Where is my car?A Let's learnWhere is .?It's on the .inunder教学反思教材 与 学情简析本局部提供学生要学习的核心句型:Where is.Pit's in/on/ under 通过张鹏和John放学后收拾书包的情景让学生感知该句型的语 义及语用t青景。本局部的教学目标是要求学生能够理解对话大 意，能够用正确的语音语调朗读对话，并能够在图片和教师的帮 助下，在语境中运用Where is.?lt'sin/on/under.来询问和回答物 品所在的位置。教学目标L能够在图片、实物或情境的帮助下，运用句型Where is.?询问 物品的位置,并使用It's in/under the .作答。2 .在图片或动作等帮助下，理解Let's go片me. Silly me!的意思。3 .能够理解对话大意，用正确的语音语调朗读对话。4 .养成自己收拾书包的好习惯。教学重点在语境中理解Where is .? It's in/under the .的语用功能，并在图 片或动作等帮助下，理解Let's go home. Silly me!的意思°教学难点运用Where is .?询问物品的位置，并使用ltzs in/under the .作 答。教学准备课件、录音机、单词卡片教学过程预设设计意图Stepl Warm-up1 .利用文具改编Let' s do局部的指令，学生做动作。教师说："Put your ruler on your desk. ”时,学生要将自 己的尺子放在课桌上面。2 .游戏：找文具。T先将要找的文具向学生展示一下，再藏起来让学生找一找， 找到后向全班展示并回答教师的问题。如：教师将课本藏在桌子里 面，找到课本后，师生问答：T:Where is my book?51: It * s in the desk.Step2 Presentation/Practice1 .教师通过找课本的情景，引出并教授新句型。T: By the way, where is my English book? I can" t find it. Can you help me?Where is my book? On the desk? No. In the desk? No.教学过程预设设计意图设计意图Where is my book? On th皎g畸号流设 In the desk? No.0h；look! 1本's uadeF the desk.Silly me!(Teach the sentences: Silly me!)Where are your books? On the desk? Yes, you' re good boys and girls. You put things in the right places.2 .教师通过猜学生铅笔盒中文具的情景，引出并教授与单词in。T: Look! I have a pencil box. What' s in the pencil box? Who can guess?Yes, pens, pencils, rulers and .3 .播放动画 and try to answer the questions.1> Where is Zhang Peng' s pencil box?It' s in his desk.2> Where is Zhang Peng' s pencil?It' s under his book.4 .Listen and say(1)播放对话录音，学生模仿语音语调跟读。(2)小组活动。同桌两人一组，将自己的文具按对话中的位置摆放，然后表演 对话。Step2 Consolidation1. Let * s play.Look at the video, I ask and you try to answer the questions.T: Where is my ruler?T: Where is my ruler?Ss: It' s under the desk.T: Where is my pen?Ss: It' s in the pencil box.2.Let9 s practice.学生拿出自己的铅笔盒，他们可以选择自己喜欢的学习用品， 放在铅笔盒或桌子的里面或上面，进行对话：A： Where is my pencil?B： It' s in the pencil box.作业设计1 .完成作抄作业2 .听磁带，模仿语音、语调，熟读P38对话。3 .和伙伴表演对话。板书设计Unit4 Where is my car?A Let's talkWhere is my pencil box?It's in your desk.Where is my pencil?It's under your book.教学反思课题Unit4 Where is my car? s僚脖II课时1泄计意图本局部分为语音和书考两局部,语音局部主要学习芦母o在单词教材 与 学情简析中的短音发音/。/。要求学生知道。在单词中的短音发音规律，并在掌握发音规律的过程中了解拆音、拼音和分类等语音知识。 书写局部要求学生通过描红单词初步掌握单词书写的要求并能 够识别词形。教学目标1 .掌握元音字母。在单词中的短音发音/。/2 .能够正确说出元音字母在单词中的短音发音/。/,并能根据发 音规律拼读学过的语音例词。教学重点发现元音字母i在单词中的短音发音/。/,并且做到正确发音。教学难点根据发音规律来拼读学过的单词，并运用方法来拼写单词。教学准备单词卡片，课件信封，单词卡，动物图片教学过程预设设计意图Step 1 Warm up1 .Let's sing: A little donkey2 .Play game3 .Letter "oStep 2 Presentation/ Practice1 .T: What's colour is the octopus?orange拼读，书写T: What is orange?5: The. is orange.2 .T: The box is orange.box拼读书写字母翻卡拼读：自制教具Pair work：学生翻开信封，单词卡拼读3 .T: What's in the box?游戏：听音、拼读，选择正确的钥匙才能开箱子4 .翻开箱子：dog拼读、书写5 .Dog: 1 have a . body.游戏：找间谍 拼读单词，通过。发音找出spy6 . 听力：Listen and numberStep3 Consolidation7.绘本a.欣赏b.听力，绘本填空c.表演选择喜欢的角色四人表演作业设计1 .完成作抄作业。2 .Read p40 three times.（读书本 40 页 3 次.）3 . Read the story with your friends（与朋友一起读一读小故事。）板书设计Unit4 Where is my car?A Let's spellbox-教学反思课题Unit4 Where is my car?B Let's Learn课时教材 与 学情简析本局部通过Zoom寻找玩具小船的情景呈现了要学习的五个单 词，教学目标是学生能听说、认读这些单词。本局部的单词与学 生的学习和日常生活息息相关，学生们普遍接触过此类物品，而 他们接触过的玩具远不只这儿种，在教学过程中应不拘泥于这儿 种玩具，可以根据学生的实际情况，进行适当的拓展。教学目标1 .能够听、说、认读cap, ball, car, boat, map等单词。注意告知学 生cap是有帽檐的棒球帽，可补充hat。2 .能够在图片的帮助下听懂指令并做出相应的动作。3 .养成自己收拾玩具的好习惯。教学重点能够听、说、认读表物品类单词cap, ball, car, boat, map, 并能结合句型Is it in / on /under. ?以及它的肯定和否认 回答Yes, it is. / No, it isn, t.在实际情景中准确运用。教学难点能听懂B. Let' s do局部的指示语并做出相应的动作。教学准备课件、录音机、单词卡片、假设干个玩具教学过程预设设计意图Stepl Warm up / Revisionl.Free talkT/S: Good morning. How are you? What' s your name? Where are you from? Nice to meet you.2 .播放A. Let' s do局部录音，学生学说边做相应的动作。3 .课件显示Zoom房间里的桌子和书包的图片，教师用Where is？ 问物品在哪里，让学生用It' s in/on/under来说说物品所在的位 置。Step2 Presentation / Practice1 .T: Look, it's a cap.出示cap单词卡，进行领读C-/k/, A-固,P-/p/> capS:跟读，小组读，个别读。T:在cap的旁边多了一个hat,出示hat单词卡S:通过直拼法读出h-a-t, hat,观察图片了解cap, hat的区别。2 .T:（课件墙上多了一张中国地图）Look. What' sthis?出示map单词S:通过直拼法读出单词m-a-p, mapo教学过程预设设计意图