人教PEP版三年级下册英语unit4《A. Let’s talk. Let’s play. 》教案.docx

人教PEP版三年级下册英语unit4A. Let'stalk. Let's play.教案第一课时课时内容A. Let' s talk. Let' s play.课时分析在Let' stalk部分，呈现了 John和Mike之间的对话。要放学 了，Mike在整理书包时找不到自己的文具盒了，于是询问John, 在John的关心下在书桌里找到了它。接着又在自己的书下找到 了铅笔。在这个过程中呈现了本课需要同学听懂、会说的句式： Let' s go home! Where is my pencil box? It' s in your desk. Silly me!其中on, in, under, desk都是本单元需要达到听懂、 会说、认读的三会单词。Let'splay的嬉戏中，黑板上呈现了本课的重点句式结构：Where is my ? It' s the . 吴一凡和 Sarah 分另I 拿着单词卡片放在正确的横线上，以补全对话。这是个关心同学 熟识、把握重点句式结构的活动，在玩的过程中，同学可以由初 步了解重点句式结构过渡到熟识句式结构，为自由表达奠定基础。 本课时的主要内容是描述物品的位置，可以在教学过程中，利用 教室内的人及物品来进行嬉戏操练，让同学在熟识的环境中，真 实的场景下使用语言，从而真正达到听懂、会说的目标。在学习 本课重点句式前，有必要复习有关文具的单词，以保证同学能够 真实的沟通。课时目标.能够听懂、会说单词：in, under, desk1 .能够听懂、会说句型：Where is . . ? It' s in/under. . ?2 .能够在真实或模拟的情景中正确使用句型Where is .? It's in/under.？来询问或回答物品的位置。3 .能够借助实物或图片的关心与同学进行乐观的英语沟通。课时重难点.重点能够听懂、会说单词：in, under, desk能够听懂、会说句型：Where is . ? It' s in/under. . . ?1 .难点能够在真实或模拟的情景中正确使用重点句型Whero is .？ It's in/under.？来询问或回答物品的位置教学预备.多媒体课件、录音机、磁带。1 .单词卡片，文具实物。教学过程Step 1 Warm up1.播放歌曲：Finger family.Daddy Finger, Daddy Finger, where are you? Here I am, HereI am. How do you do?Mummy Finger, Mummy Finger, where are you? Here I am, Here 1 am. How do you do?Brother Finger, Brother Finger, where are you? Here I am, Here I am. How do you do?Sister Finger, Sister Finger, where are you? Here I am, Here I am. How do you do?Baby Finger, Baby Finger, where are you? Here I am, Here I am. How do you do?Teacher： Boys and girls, Let' s listen to a song. Then do actions and sing it together.设计意图：这首儿童歌曲节奏欢快，学习起来比较简单，歌词中 包含其次单元中学习到的家庭成员类的单词，又有where引导的 询问位置的问句，与本课内容紧密相关。以这首歌曲开场，既可 吸引同学的留意力，激发同学的爱好，又可以起到温故引新的作 用。Step 2 Lead in1.询问同学自己手指的位置，引出单词in, under。Teacher： Boys and girls, this is my Mummy Finger. （把食 指放在一本书里）Where is my finger? Say with me, in the book, in, in, in. Let' s spell it together.（板书单词 in）（把食指放在书下，再提问）Now, where is my finger? Yes, it s under the book. Say with me, under, under, under. Under the book.（板书单词 under）设计意图：由询问手指的位置来引出本课的重点单词in, under, 同学由歌曲内容自然转入新学问的学习。由手指位置来直观展现 新的单词，同学能够自然理解单词的意思。板书和拼读关心同学 认读单词。Step 3 Presentation.把书放在不同的位置，并进行询问，引导同学用完整的句子 来回答其位置。同时，讲解单词desk。Teacher： Where is my book?（板书句子）Yes, it' s in the desk. Say with me. The book is in the desk. This is the desk. Let' s spell it, desk.（板书单词 desk,再板书句子 It' s in the desk. ） Now, where is my book? Yes, it' s under the pencil box. Say with me. The book is under the pencil box.（板书句子 It' s under the pencil box.）设计意图：由上一环节中用到的书引出完整的问答句，在同学理 解重点单词的基础上，使其初步理解重点句式，为理解教材中的 对话内容服务。1 .播放教材对话录音，同学仔细倾听，查找答案。Teacher： I know my book is under the pencil box. And my pencil box is on my book. But Mike doesn' t know where his pencil box is. Now, let' s listen to the dialogue. Try to answer, Where is Mike' s pencil box?Teacher： Now, who can answer my question? Yes, it' s in his desk.设计意图：同学带着任务听录音，以培育他们仔细倾听及抓住重 点词句倾听的力量。Step 4 PracticeL播放课文录音。同学跟读课文。Teacher： Boys and girls, let' s read the dialogue after the tape. Please listen carefully, read carefully.2 .自由读课文，针对对话内容进行沟通。Teacher： Who are they? What does John want to do? Where is Mike' s pencil box? Where is Mike' s pencil? What does Mike think about himself? What do you think about him?设计意图：通过跟读课文把握重点单词和重点句式的发音。再通 过问答沟通，引出其他两个重点句式：Let' s go home! Silly me! 同时检验同学能否真正理解对话的内容。让同学争论对Mike的 看法，引导同学形成整理自己的文具的习惯和意识。3 .分角色朗读课文。Teacher： Let' s read the dialogue in roles. Who wants to be John? Who wants to be Mike? Let' s find the best pair. 设计意图：通过分角色朗读课文，使同学能够达到正确朗读对话, 理解对话内容的目标。4 .快速变换自己的物品的位置，请同学说一说。Teacher： You know where Mike' s pencil box and pencil is.Look, where is my pencil? Where is my pencil now? Where is my book? Where is my pencil box?设计意图：在同学能够正确读出重点句式的基础上，通过实物的 关心，来使同学在真实的场景中正确应用本课学到的重点句式, 本活动主要练习答句的表达。5 .两人小组活动，针对自己的学习用品进行问答练习。Teacher： Let' s do a pair work. Please ask and answer in pairs. You can use the sentences structures on the blackboard.Teacher： Which pair wants to show your dialogues?设计意图：同学通过黑板上的句式结构来进行两人小组问答。这 样的活动能使全部同学都参加到活动中，同时，既练习了问句也 练习了答句。同学必需依据物品的实际情形来选择使用正确的词 汇来进行沟通，达到了使其在真实的场景中使用句型的目的。Step 5 SummaryTPR活动，Where is it?同学边跟老师说韵句，边把物品放在 相应的位置上。Teacher： Let' s say a chant. And you should put the things at the correct place.Where, where, where, where is the book?In, in, in, it' s in Where, where, where, Under, under, under, Where, where, where, In, in, in, it' s in Where, where, where, Under, under, under,the desk.where is the book?it' s under the desk where is the pencil? the book.where is the pencil?it' s under the book.老师可依据时间状况，选择更多的物品进行询问，让同学边说边 放好位置。设计意图：这既使同学重现、巩固了重点句式、词汇的听、说, 又加深了他们对重点句式、词汇意思的理解。而且边说边做，调 动了同学的多重感官参加，更能加深其记忆。以这种TPR活动来 结束课程，既布满趣味，又敏捷地再现了重点句式，加深同学的 理解，提高其表达力量。课堂作业一、选择正确的图片，将其选项填入题前括号内。()1. in the book A.(麻烦找一张铅笔 B.夹在书里的图片)()2. in the desk A.()2. in the desk A.B.画一张书在课桌里的图()3. under the desk A.书在课桌下图B.书在课桌里()4. under the pencil box A.书在文具盒下面B.书在课 桌下面二、选择正确的单词补全句子。()1. Where my book?A. is B. the C. are()2. Let' s home.A. going B. to go C. go()3. Silly !A. I B. me C. my三、读一读，画一画。1. The book is in the desk.2. The pencil is in the pencil box.3. The ruler is under the pencil box. 4. The pencil box is under the desk.答案：一、1. A 2. B 3. A 4. A二、1. A 2. C 3. B三、略。板书设计Unit Four Where is my car?A. Let' s talkWhere is my?inIt' s the .under