人教版英语三年级下册-Unit-4-第二课时-名师教学教案.doc

好好学习 天天向上第二課时l 課时内容A. Lets learn; Lets dol 課时分析 Lets learn部分依照惯例,仍然是重点词汇和重点句式的呈现、學习。本課呈现了一个房间图,以窗上鸟和三个鸟巢的不同位置引出三个三会的方位介词：on, in, under,以房间里的布置引出两个三会的名词：chair, desk。Zip站在桌子上问尺子在哪儿,鸟窝下的鸟儿告诉它在椅子下面,引出重点问答句：Where is the.? Its in/on/under the. 因为三个方位介词中的两个在上一課时學生们已经理解了,本課时中可以借助它们来學习新的位置：on。两个名词对于如何询问和回答物品的位置很重要,可以让學生先熟悉了词汇,再来使用重点句式描述位置。Lets do是一个TRP活动,结合身体部位进行位置单词的操练,學生边听口令：Put your foot under your chair. Put your hand on your chair. 边把自己正确的身体部位放在正确的位置。这样在有节奏地重复指令中进行TPR活动,调动了學生多种感官参与到重点词汇的操练中来,既检验了學生对于重点单词意思的理解,又检验了學生听、说重点单词的能力。在敎學中,可以使用敎室中的物品,进行这样的指令性活动,保证學生能够听懂指令,做出正确的反应。l 課时目标1. 能够听懂、会说、认读单词：on, in, under, chair, desk。2. 能够在真实或虚拟的情景中听懂、会说、认读句式：Where is the.? Its on/in/under the.3. 能够听懂敎师的指令,并在完成的过程中掌握使用的词汇、句式。l 課时重难点1.重点：能够听懂、会说、认读单词：on, in, under, chair, desk。能够在真实或虚拟的情景中听懂、会说、认读句式：Where is the.? Its on/in/under the.2. 难点：能够准确使用in, on, under来描述物品的位置。l 敎學准备1. 多媒体課件、录音机、磁带。2. 文具实物。l 敎學过程µ Step 1 Warm up1. TPR活动：Where is it? 學生边跟敎师说韵句,边把物品放在相应的位置上。Teacher: Lets say a chant. And you should put the things at the correct place. Where, where, where, where is the book?In, in, in, its in the desk.Where, where, where, where is the book?Under, under, under, its under the desk.Where, where, where, where is the pencil?In, in, in, its in the book.Where, where, where, where is the pencil?Under, under, under, its under the book.设计意图：以上課时學习到的重点内容开始課程,温故而知新。以TPR活动来热身,更容易激发學生的参与热情和學习兴趣。µ Step 2 Lead in1. 敎师把手中的文具类实物放在不同位置,复习上課时知识的同时,引出新的方位介词：on。Teacher: （把书放在桌子里,让學生看清楚自己的动作）Look,where is my book? （學生回答：Its in the desk.）(把书放到铅笔盒的下面,再询问)Where is it now? （學生回答正确后,把书放在书包里,再问,然后放到桌子下边,最后把书放到桌子上）Where is it? Is it in the desk? No. Is it under the desk? Where is it? Its on the desk. Say with me, on, on, on. (板书单词)设计意图：以实物位置的变动进行问答,學生比较感兴趣。这样的内容既与热身中的内容自然衔接,又为下一环节重点单词、句式的學习打下基础。µ Step 3 Presentation1. 播放課文录音,回答问题。Teacher：You know where my book is. Can you find Zips book? Lets listen to the tape and find. 设计意图：以问题衔接上一环节,同时引出課文内容,让學生带着问题倾听。2. 播放課文录音,學生跟读。Teacher：Listen to the tape again. Read with it this time. 3. 展示課文中出现的图片,请學生尝试描述其他物品的位置。Teacher: Look at the picture. What do you see? You can ask your partner some questions. For example: Where is the bag? 设计意图：在學生能够正确朗读本課重点单词及重点句式之后,利用課文提供的图片,请學生描述图片中其他物品的位置,最大限度地使用敎材图片来练习重点词汇及单词。µ Step 4 Practice1. 以游戏操练单词。（1）do you say. 敎师做动作,學生说出单词。Teacher：Lets play a game. I do you say. When I do this（把右手食指放在左手的手背上）, please say on. When I do this,（左手捉住右手食指） please say in. This is for under（把右手食指放在左手食指下）。随机出示以上三个动作,不停加快节奏,让學生重复单词。（2）I day you do. 敎师说出单词,學生做动作。Teacher：This time I say you do. I will say the word. You do correct actions.设计意图：以游戏的方式来操练单词。第一个游戏使學生能够理解新授单词的意思,同时能够正确说出单词。第二个游戏保证學生能够听懂单词。2. 指令活动,老师说出指令,學生把自己的物品放在相应的位置上。Teacher：This time, I will say some sentences, please put the things at the correct place. Put your book on your desk. Put your pencil in your pencil box. Put your pencil box under your book. Put your book in your schoolbag. .3. Lets do. 完成課文第二十五页Lets do的活动。播放指令录音,學生边听边说边做动作。Teacher: Now lets do actions together. Listen carefully first. Then do the correct actions. Teacher：Now lets do it in groups. Ill choose the best team.设计意图：这两个活动与前边两个游戏中出现的动作紧密相连。在指令活动中,學生必须能够听懂老师对于位置关系的描述,才能给出正确的反应。而Lets do中的内容与之前的活动非常相似,只不过物品变成了自己的身体部位,學生经过前一个活动的听、动训练,再来进行听、说、动,就比较容易。这两个活动相连接,學生就经历了由听懂到会说的过程。4. 选词填空。展示图片,请學生根据图片中物品的位置,选择正确的方位介词来填空。Teacher：Look at this picture. Where is the book? Its _ the desk. .设计意图：通过这样的活动,一是检验學生对于新授单词的理解掌握情况,二可以使學生进一步熟练、操练重点句式。5. 找一找。出示一个混乱的房间的图片,各种物品摆放得杂乱不堪,先和學生进行对话,找一找某个物品的位置。再让學生进行两人小组活动,一人问一人答。Teacher: Look at this room. What a mess! Can you find a book? Where is it? Oh, yes, its under the desk. Where is the schoolbag? Oh, its on the chair. Teacher: Lets do a pair work. One student asks, the other answers. Teacher: Now, please show your dialogue. Teacher: What do you think about this room? What will you do? 设计意图：通过这样的与实际生活紧密联系的任务活动,让學生在任务中,在虚拟的情境中正确表达、使用重点句式,做到在“用”中學。并引导學生养成整理自己的房间,形成良好的生活习惯。µ Step 5 Summary學习并自编、诵读韵句,结束課程。Teacher：Such a mess! Lets put the things at the correct place. Listen to the chant please. Where is the book? Where is the book?Its in the bag. Its in the bag.Where is the pencil box? Where is the pencil box?Its on the desk. Its on the desk.Teacher: Now, say the chant together. Teacher: Make your chant in groups. Then show your chant. 设计意图：衔接上一环节的活动,让學生把物品放置到正确的位置,并编写韵句,表演韵句。既提示學生养成良好的生活习惯,又进一步再现、巩固了本課的重点词汇和句式。l 課堂作业一、 将下列字母按正确顺序排列组成单词,并写在相应图片的下方。1. e s k d 2. a c h i r 3. u d e r n 4. r l e r u这里需要五个图,每个小题后边放一个。1. 铅笔夹在书里。2. 尺子放在铅笔盒下边。3. 桌子上有一本书和一个书包。4. 书包里有一个铅笔盒。5. 书在課桌下边。二、根据图片选择正确的单词。( ) 1.The pencil is _ the book. A. in B. on( ) 2. The ruler is _ the pencil box. A. on B. under( ) 3. The _ is on the desk. A. book B. pencil box( ) 4. The pencil box is _ the bag. A. on B. in( ) 5. The book is under the _. A. chair B. desk三、判断以下各句与图片内容是（）否（×）一致。这里需要四个图,每个小题后边放一个。1. 尺子在椅子上边。2. 书包在課桌上。3. 书在桌子上4. 铅笔盒在桌子上。( ) 1. The ruler is under the chair. ( ) 2. The bag is on the desk. ( ) 3. The book is in the desk. ( ) 4. The pencil box is under the desk. 答案：一、chair, desk, ruler, under二、1. A 2. B 3. A 4. B 4. B三、1. × 2. 3. × 4. ×l 板书设计Unit Three At the zooA. Lets learn Where is the.?Its _ the_. in chair on desk under5