2022年秋季学期人教版pep小学三年级英语下册教案Unit4总案.pdf

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1、Unit 4 Where is my car?一、教材分析本单元学习的主题是描述物品的位置。教学内容围绕如何询问并回答物品的位 置 来 展 开。教 学 重 点 是 能 够 听 懂、会 说 核 心 句 型“一Where is？-I f sin/on/under”Is it in？Yes,it is./No,it isnt”。二、学情分析在本单元的学习过程中，充分考虑到了三年级学生的年龄特征、兴趣和知识水平，设计了多样的教学活动和游戏，使学生能够在丰富的多彩的课堂活动中感知语言、习得语言。在此之前，学生已经掌握不少学习用品及生活物品的表达，本单元继续学习，如 chair,desk,cap,ball

2、,car,boat,map.toy,box 等。还有表示身体部位的名词，如foot,hand,head,arm,leg等。让学生对本单元知识内容产生浓厚的兴趣，增强他们的表达欲，和对新事物的好奇心。三、教学目标1知识与能力(1)能够听懂、会 说 句 型”Where is？一It s in/on/under Is itin/on/under,?一Yes,it is./No,it isn,t.”。(2)能够听、说、认 读 单 词desk,chair,in,on,under,cap,ball,car,boat,map”(3)知道元音字母。在单词中的短音发音/W。(4)能够在图片、实 物 或 情 景

3、的 帮 助 下 运 用 句 型“一Where is？一It sin/on/under”询问物品位置并回答。(5)能够在图片、实物或情景的帮助下运用句型”Is it in/on/under-?Yes,itis./No,itisn t.”猜物品的位置并回答。(6)能够正确说出元音字母。在单词中的短音发音川，并能够根据其发音规则拼读学过的语音例词.2情感态度价值观(1)养成自己收拾书包的好习惯(2)养成自己收拾玩具的好习惯(3)能够逐步做到见到符合发音规则的词能拼读，听到符合发音规则的词能拼写四、课时安排第一课时：Part ALets talk&Lets play第二课时：Part ALets le

4、arn&Lets do第三课时：Pa ALets spell第四课时：Part BLets talk&Lets play第五课时：Part BLets learn&Lets do第六课时：Part BStart to read&Lets check&Lets sing第七课时：PartCStory timeThe first period（第一课时）Part A Lefs talk&Lefs play内容分析本课是PEP小学英语三年级起点第二册Unit4第一课时。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游戏操练,让学生在熟悉的环境中，真实的场景下使用语言，

5、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，以保证学生能够真实的交流。在Lets talk部分，呈现了本课需要学生听懂、会说的句式:Lefs go home!Where is my pencil box?Its in your desk.Silly me!其中 on,in,under,desk 都是本单元需要达到听懂、会说、认读的单词。课时目标知识与能力(1)能够在语境中运用句型“一Where is？一It s in/on/under”来询问并回答物品的位置。(2)能够听、说、认 读in,on和under三个方位介词以及单词desk。(3)能够在图片和教师的帮

6、助下理解对话大意，并能够用正确的语音语调朗读对话。(4)能够将过去学过的词汇灵活运用到句型”一Where is？一Its in/on/under中。过程与方法首先，创设语言情境，让学生迅速自然地进入语言环境。其次，通过帮助Mike寻找小球的活动,引出与in,on,under相关的短语，从而引出本课时的重点句型。让学生带着问题观看视频，并通过对课文的一步步解析与学习，让学生深入了解对话，掌握重难点知识。最后，通过贴近生活的场景和图片，以及贴近三年级学生的游戏，让他们在娱乐中操练本课的重点句型和对话。情感态度价值观利用学生最熟悉的文具来引出本课句型，既丰富了话题，还让学生轻松学，并对本课内容产生浓

7、厚兴趣。教学重难点教学重点(1)能够在图片和教师的帮助下读出并理解词汇“in,on,under,desk,silly me”。(2)能够运用句型“一Where is？一It，s in/on/under”来询问并回答物品的位置。教学难点理 解Lets go home!“Silly me!”的意思。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Step 1:Warm-upl.Greeting to each other.T:Hello,boys and girls.Ss:Hello,.2.Enjoy an English son

8、g-The cat is in the UK.(课件出示:播放教材第 35页的歌曲，包括其歌词。)Step 2:Presentation1.Where is the ball?A student runs to the teacher and tells the teacher his ball is lost.Then the teachertells students the students ball get lost and asks all students to help him/her to lookfor it in the classroom.T:Attention,plea

9、se.Our student Mike cant find his ball now.Lefs help himfind his ball in our classroom.OK?Ss:OK.2.Look and find.(1)Show the phrase in the desk“on the PPT.T:Let me see where the ball is?Is it in the desk?(The teacher has a good look at some students5 desks.)T:No,ifs not in the desk.The teacher teache

10、s the phrase“in the desk“by using the word card and writes iton the blackboard.(2)Show the phrase on the desk on the PPT.T:Then Let me see where is the ball?Is it on the desk?(The teacher let some students have a look at it on their own desks.)Ss:No.T:No,its also not on the desk.The teacher teaches

11、the phrase“on the desk“by using the word card and writes iton the blackboard.(3)Show the phrase“under the desk“on the PPT.T:Then Let me see where is the ball?Is it under the desk?(The teacher asks some students to find it under their own desks.)S1:Yes!Its under my desk!T:Great!Its under the desk.The

12、 teacher teaches the phrase“under the desk“by using the word card andwrites it on the blackboard.3.Learn the sentences.Write down the sentences on the blackboard.Where is.?Its in/on/under.4.Teach wSilly me!”.T:Oh,no!Boys and girls,I cant find my English book now.Can you help mefind it?(The English b

13、ook is in the teacher9s hand.)Ss:Ha,its in your hand.T:Oh,silly me!The teacher teaches“Silly me!”on the PPT and asks students to read it threetimes.(课件出示:短语Silly m e!我真傻!”并配相应的图。)Step 3:Practice1.Lefs talk.(1)Ask and answer.T:Zhang Peng and John are about to go home.But what are they looking for?Let

14、s have a look.Before watching,please read the following questions first.QI：Where is Zhang Pengs pencil box?Q2：Where is Zhang Pengs pencil?(2)Watch the video.(课件出示:教材 P38 Lefs talk 的视频)(3)Answer and check.(4)Read after watching the video.(5)Practice the dialogue in groups and in pairs.(6)Play a role.

15、2.Lefs try.Students make a new dialogue with their classmates like this:SI:Where is.?S2:Its in/on/under.Step 4:Consolidation&Extension1.Make a conversion.(1)If the students dont know how to do,the teacher can makes an model first.T:Lets go.!SI:OK!T:Uh-oh!Where is my.?SI:Look!Its.your.T:Silly me!Than

16、ks!(2)The teacher divides the students in several groups.And students make theirown dialogues.2.Lets play.(1)The teacher take out six objects by using word cards.Each object is indifferent place.(课件出示:课桌上有一个文具盒、一些书,课桌里有一根钢笔，一根铅笔和一块橡皮，课桌下面有一个篮球，椅子上有一个书包的图片)The teacher makes an example like this:T:Whe

17、re is the ruler?S1:The ruler is in the pencil-box.Then students make dialogues in pairs as the above model.(2)Put some word cards about school things in the box.Then according thepictures,write a dialogue with blanks.Ask students to fill in the blanks by using thewords in the box.For exampleruler un

18、der desk in ball book pen onMake a model：一Where is myIts the板书设计Unit 4 Where is my car?Part A Lefs talk&Lefs playWhere is.?Its in/on/under.作业设计1.Read the dialogue of Lets talk”three tim es.（读三遍 Lets talk 的对话。）2.Look for objects around you and describe their locations.（寻找你身边的物品,并对其位置进行描述。）教学反思1.本节课一开

19、始用创设情境的教学方法,通过帮助一只叫作咪咪的猫寻找球的故事将介词和对话完全地展现在学生的面前,吸引了学生的注意力，提高了学生的课堂参与度。2.在寻找球的过程中，引出了三个新的介词短语in the desk,on the desk,underthe desk,紧接着弓|出 句 型“一Where is my.?一Its in/on/under.3.在拓展环节，围绕本课的重难点句型进行操练，整个课堂的教学比较流畅，同时也能结合旧的知识引入新的知识，注重了课内外知识的结合和拓展。The Second period（第二课时）Part A Lefs learn&Lefs do内容分析本课是PEP小学英

20、语三年级起点第二册Unit4第二课时。Lets learn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:Where is the.?It5son/in/under the.在Let,s do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

21、够在语境中运用句型”Where is？一It s in/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,

22、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4.唱歌5.游戏6.观看视频教学过程Step 1:Warm-upl.Greeting to each other.2.Enjoy a chant（课件出示:教材

23、第33页的小歌谣，包括其歌词。）Step 2:Presentation1.Lets guess.(The teacher takes out a big box to students and ask them to have a guess what it isin.)T:Attention,please.Have a look,class!I have a big box.Do you know whafsin my box?Ss:(Guessing.)T:Yes,a pencil is in my box.A pen is in my box.A ruler is in my box.(

24、The teacher can put many things in the box and make more sentences.)First of all,the teacher need to speak out these sentences slowly,and thenemphasize the word in”.Z.Teach the word in”.(1)The teacher pronounces“in,i-n,in“and students repeat it.T：Class,please follow me.In,in,in,i-n,in.(2)Lets check

25、the pronunciation.The teacher asks students to read by playing the game“high and low voice”.T：Now lets play a game to check the pronunciation whether is right.(3)Think and try.T：Do you know how to use the new words in？Ss：Yes!T：Lets try to use it in the sentence.Make a model：Look!The ruler is in the

26、bag.The teacher praises students and give the best students an reward.3.Teach the word on.(1)The teacher pronounces on,o-n,orT and students repeat it.T：Class,please follow me.On,on,on,o-n,on.(2)Lets play the word card game to check the pronunciation.The teacher take out some word cards one by one an

27、d ask the students to read themquickly.The word cards are“on the chair,“on the bed,on the box”and so on.The teacher praises students and give the best students an reward.4.Lets try to say something by using“on or“in”.First,the teacher makes a model(with actions):in the book,in the desk.Then,students

28、 should learn to speak out some phrases or sentences.T:Can you say something by using on or in”?SI:.T:Well done.Look!The pen is on the desk.The ruler is in the box.(The teacher puts the ball under the box,and then asks students.)Where is theball?T:Is it on the box?Ss:No.T:Is it in the box?Ss:No.T:Wh

29、ere is the ball?Oh,its under the box.5.Teach the word under”.(1)The teacher pronounces“under“and students repeat it.T：Class,please follow me.Under,under,under,u-n-d-e-r,under.(2)Lets check the pronunciation.Students read by“train,train,train”.S1 ：under,under,under,my ball is under the bed.S2：under,u

30、nder,under,my toy dog is under the chair.S3：under,under,under,my book is under the desk.The teacher praises students and give the best students an reward.6 Lefs learn.T:Do you know what is wrong with Zip?Now lets have a look!Ss：Yes.(Zip has lost his ruler,schoolbag and pencil box.)T：Where is Zips ru

31、ler?Where is the schoolbag?Where is the pencil box?Lefs help her.(1)Show the sentence pattern 一Where is the.?一Its.the on the PPT.(2)Watch the video.(课件出示:教材 P39 Lets Learn 的视频。)(3)Think and answer the questions.T:The ruler is under the chair.Chair,chair,chair,under the chair.(The teacher makes an ac

32、tion while saying.)Students answer the questions according to the teachers example.Ss:The schoolbag is on the desk.Desk,desk,desk,on the desk.The pencil boxis in the schoolbag.Schoolbag,schoolbag,schoolbag,in the schoolbag.Step 3:Practice1.Ask students to speak out the words quickly.(课件出示：单词或短语:in,o

33、n,under,desk,chair,in/on/under the desk/chair)2.Lets do.(1)Watch the video.(课件出示:教材 P39 Lets do 的视频)(2)The teacher gives orders and then students do the actions.T:Put your foot under your chair./Put your hand on your chair./Put yourarm in your desk./Put your hand under your desk.Students do the abov

34、e actions according to the teachers instructions.(3)Work in pairsRule：One student gives instructions and the other students do the actions.Students who do the wrong actions will be out.Step 4:Consolidation&Extension1.Game 1:Sharp eyesThe teacher puts two pictures on the PPT and asks students to find

35、 thedifferences between them.（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。）The teacher makes an example:T:In Picture 1,the ruler is on the desk,but in Picture 2,the ruler is underthe desk.Children,can you find?板书设计Unit 4 Where is my car?Part A Lets learn&Lets doin on under一Where is the.?一Its in/on/und

36、er.作业设计1.Describe the locations of the stationery around you.（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。The third period（第三课时）Part A Lefs spell内容分析本课是PEP小学英语三年级起点第二册Unit4第三课时。本课时分为语音学习

37、和单词书写两部分内容。通过听一听，读一读，唱一唱的活动，展示了四个语音例词：dog,box,orange,body。让学生通过听、读、拆音等练习体会掌握字母。在单词中的发音。通过描述物品的位置，来引出重点句式。之后的读一读、听一听、标序号的活动，学生需要根据听到的顺序给相应的单词标上序号，检验学生的听力，以及认读单词的能力。听一听，写一写的活动通过描红单词，使学生初步掌握单词的书写要求并辨认字形。课时目标知识与能力(1)能够了解字母。在单词中的短音发音/D/。(2)能够初步辨认词形和掌握单词书写的要求。(3)能够认读并且在四线三格上正确书写“dog,box,orange,body”这四个例词。

38、过程与方法首先，让学生通过观察、听和讨论的方式找出四个单词的相同点，培养学生的自主学习能力。另外，让学生感知因素，提升他们自然拼读的能力。其次，让学生通过听录音和跟读的方式来进一步感知和理解/D/的发音。最后，通过游戏，让学生在轻松愉快的氛围中理解和巩固本单元的语音知识。情感态度价值观培养学生具有收拾好自己物品的好习惯。教学重难点教学重点(1)能够初步辨认词形和掌握单词书写的要求。(2)能够认读并且在四线三格上正确书写“dog,box,orange,body”这四个例词。教学难点能够了解字母o在单词中的短音发音/D/.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

39、活动7.唱歌8.游戏9.观看视频教学过程Step 1:Warm-up&Revisionl.Greeting to each other.2.Revision.T：Class,now lets review the actions in Lefs do（课件出示：书本 39页 Lefs do）Step 2:Presentation1.Look and answer.The teacher show the four words with word cards on the PPT.Students look at this picture carefully and answer the que

40、stions.T:Boys and girls,Look carefully,please.What is this?Ss：Its a dog.T：Say with me.Dog,dog,dog,d-o-g,dog!Ss：Dog,dog,dog,d-o-g,dog!T：Whafs this?Ss：This is a box.T：Say with me.Box,box,box,b-o-x,box!Ss：Box,box,box,b-o-x,box!T：What is this?Ss:Fox!T:Then what color is the fox?Ss：It is orange.T：Say wit

41、h me.Orange,orange,orange,o-r-a-n-g-e,orange.Ss：Orange,orange,orange,o-r-a-n-g-e,orange.T：What is this?Do you know?Ss：Yes,it9s an orange.T：Look at the boy.He has a good body.T：Follow me.Body,body,body,b-o-d-y,body.Ss：Body,body,body,b-o-d-y,body.（课件出示：五张图片，分别是一只狗，一个盒子，一只狐狸和一个锻炼身体的小男孩。然后板书单词dog,box和 o

42、range进行讲解。）Please read after me,dog,orange,box,body.Can you find which letter soundsthe same?Ss:Letter o”.T:Yes,very good!2.Read and summarize.The teacher teaches students to read the four words.T:dog,/d/-/D/-/g/,/do g/.How many sounds do you hear in the word dog”?Ss:Three.T:What are they?Ss:/d/,/D/

43、,/g/.(The teacher can use the same way to teach other words,orange”,“box”和“body”.)The teacher sums up the pronunciation rules with students.Step 3:Practice1.Listen,repeat and chant.(课件出示:教材 P40 Listen,repeat and chant 的视频)Students listen to the recording three times and learn to say with it.2.Read,l

44、isten and number.Students listen to the recording carefully and try to number the words.3.Listen and write.(1)Ask students to have a good look at the writing of the words.(2)Students finish the writing task in the book.Step 4:Consolidation&Extension1.Game 1:Who is faster?T：Now lets say the chant qui

45、ckly.Lets find the fastest one.You canpractice fbr three minutes.Then lets say it one by one.2.Show some new words which have same phoneme/D/in them on the PPT.Ask students to read them by themselves.Such as Moscow,lock,possible,shop,stop,hobby,soft and so on.3.Game 2:Can you read it?Rules:Students

46、try to make more words and read them aloud.The teacher cangive students some letters and lead students to connect them with oand make a newword by themselves.At last,try to read them.Such as got,dot,not,lot，mop,top,pop and so on.板书设计Unit 4 Where is my car?Part A Lefs spelldogboxorangebody作业设计1.Read

47、the words“dog,box,orange,body”.(读三遍这四 4、单i司。)2.Read the chant after class.(课后读今日所学的小歌谣。)教学反思通过老师的引导，学生学会自己探索单词的发音,感受自然拼读的乐趣。通过各种游戏,学生进一步巩固字母0在单词中的短音发音/D/。The fourth period(第四课时)Part B Lefs talk&Lefs play内容分析本课是PEP小学英语三年级起点第二册Unit4第四课时。在Part A的基础上，继续学习如何描述物品的位置。在Lefs talk部分,Mike和妈妈找帽子的过程中，呈现了本课时的重点句式

48、，因不确定物品的位置而使用的一般疑问句：Is itin/on/under.?以及肯定、否定回答：Yes,it is./No,it isn t.以及表示祝愿的句子：Have a good time!在 Lets play 部分中，Chen Jie 询问 John 物品的位置，John用一般疑问句来确定位置，Chen Jie给出回应。通过猜东西的位置，在游戏里学生可以循序渐进的掌握本课时的重点句式。课时目标知识与能力(1)观察、谈论Lefs talk的图片，并 在PPT和教师的帮助下理解对话大意。(2)能够按照正确的语音语调朗读对话，并能在小组中进行角色表演。(3)能够在情景中运用句型Where

49、is？”Is it in/on/under？一Yes,it is./No,it isnt.。(4)了 解“Have a good time!”的含义。(5)在情景中操练核心句型“Where is？”“一Is it in/on/under-?Yes,it is./No,it isnt.。过程与方法首先，教师通过不断提问引导学生观察图片,提取有效信息。通过让学生观看视频来感知本课的重难点，培养学生的观察能力和逻辑思维能力。其次，在导入本课的新句型后，教师迅速将句型展现给学生看,并通过创编简短的对话来巩固该句型。最后，带领学生朗读课文并进行角色表演，加深对本课内容的理解。再让学生进行创编对话,让他们

50、在具体的语境中去操练核心句型。情感态度价值观通 过“寻宝”的游戏，培养学生不乱放的好习惯。教学重难点教学重点能够在情景中运用句型“Where is?”一Is it in/on/under.?Yes,it is./No,it isnt.。教学难点能够运用一般疑问句Is it in/on/under?及其回答Yes,it is./No,it isnt.来询问并回答物品的位置。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10.唱歌11.游戏12.观看视频教学过程Step 1:Warm-up&Revision1.Greeting to each other.2.Pl