PEP2-Unit4-Where-is-my-car公开课.docx

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1、课题Unit4 Where is my car?A Lets learn课时1教材与学情简析本部分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.?Itsin/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

2、物体的位置进行提问。3.能够根据Lets do 部分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Step1 Warm up1. Greeting.T: Whats your name?/Where are you from?S:T: Were all from china,we are friends. Animals are our friends,too. Now ,lets have a

3、chant.2 Lets chant.(1)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: Its on the log.T: Where is the bear? S:Its on the pear.Teach “on” Ss try to spell the word “on”2.Practice “on”

4、T: Where is the bear? S:Its on the pear.Teach “on” Ss try to spell the word “on”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:Its on the 3.Teach “chair”Show “teacher”_chairLets chant: Ruler,ruler, where is the ruler? Chair, chair, its on the chair.Make a new ch

5、ant: _,_, where is the _? Chair, chair, its on the chair.4.Teach “in”Where is the pencil? Its 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.S: Put your in your ./ Put your on your .6.Teach underT made a

6、 mistake. Put the pencil under the book.T: Where is the pencil? On the book? In the book? No, its under the book.u-n-der.7.Teach “desk”T:Careless Tutu ,He cant find the book now? Where is the book?S: Its under the chair.T: What about this book? Its under the d-e-s-k.8.Practice “desk”I can say: The i

7、s under the desk.9 Lets learn T: Where is zips ruler? Listen and find out.(1)Ss listen and try to answer the question.(2)Listen and repeat.(3)Read together.Step 3 Consolidation1.T: Lets play a game, find the differences between the two pictures.2.Lets do.(1)Listen(2)Listen and repeat.(3)Listen and l

8、ook.(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 Lets learnWhere is .?Its on the .inunder教学反思课题Unit4 Where is my car?A Lets talk课时1教材与学情简析本部分提供学生要学习的核心句型: Where is.?Its 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情景。本部分的教学

9、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.?Itsin/on/ under.来询问和回答物品所在的位置。 教学目标1.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Its in/under the 作答。2.在图片或动作等帮助下，理解Lets go home. 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 ? Its in/under the 的语用功能，并在图片或动作等帮助下，理解L

10、ets 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Its 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Step1 Warm-up 1.利用文具改编Lets do部分的指令，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?S1:Its in t

11、he 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 cant 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 Where is my book? On the desk? No. In the desk? No.Oh, look! Its under the desk. Silly me! ( Teach the sente

12、nces: Silly me!)Where are your books? On the desk? Yes, youre 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. Whats 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 Z

13、hang Pengs pencil box? Its in his desk.2 Where is Zhang Pengs pencil?Its 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.Lets 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:

14、Its under the desk. T: Where is my pen?Ss: Its in the pencil box.2.Lets 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：Its in the pencil box.教学过程预设设计意图作业设计1. 完成作抄作业 2.听磁带，模仿语音、语调，熟读P38对话。3.和搭档表演对话。 板书设计Unit4 Where is my car?A Lets talk Where is my pencil box? Its in y

15、our desk. Where is my pencil? Its under your book. 教学反思课题Unit4 Where is my car?A Lets spell课时1教材与学情简析本部分分为语音和书写两部分，语音部分主要学习字母o在单词中的短音发音/。要求学生知道o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。书写部分要求学生通过描红单词初步掌握单词书写的要求并能够辨认词形。教学目标1掌握元音字母o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。3在四线三格中正确书写单词，注意到

16、字母间距。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.Lets sing: A little donkey2.Play game3.Letter “o”Step 2 Presentation/ Practice1.T: Whats colour is the octopus?orange 拼读，书写T: What is orange?S: The is orange. 2.T: The box is orange.box

17、拼读 书写字母翻卡拼读：自制教具Pair work：学生打开信封，单词卡拼读3.T: Whats in the box?游戏：听音、拼读，选择正确的钥匙才能开箱子4. 打开箱子：dog 拼读、书写5.Dog: I have a body.游戏：找间谍 拼读单词，通过o发音找出spy6. 听力：Listen and number教学过程预设设计意图Step3 Consolidation 7.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 yo

18、ur friends .(与朋友一起读一读小故事。）板书设计Unit4 Where is my car?box orange A Lets spelldog body 教学反思课题Unit4 Where is my car?B Lets Learn课时1教材与学情简析本部分通过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。本部分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几种，在教学过程中应不拘泥于这几种玩具，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,

19、 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.? 以及它的肯定和否定回答Yes, it is./ No,it isnt.在实际情景中准确运用。教学难点能听懂B. Lets do部分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、若干个玩具教学过程预设设计意图Step1 Warm up / Revision1.Free talkT/S: Good

20、 morning. How are you? Whats your name? Where are you from? Nice to meet you. .2.播放A. Lets do部分录音，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Its in/on/under.来说说物品所在的位置。Step2 Presentation / Practice1.T: Look, its a cap.出示cap单词卡，进行领读C-/k/, A-/, P-/p/, capS: 跟读，小组读，个别读。T: 在cap的旁边多了一个ha

21、t，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. Whats this? 出示map单词S:通过直拼法读出单词m-a-p, map。教学过程预设设计意图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) Whats in it? S:学习toy boxT: Whats 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

22、work: Where is the ? Its in the toy box.4.播放B. Lets learn部分录音，学生跟读本部分的词汇。5.出示单词卡片，学生逐个认读单词，并听读。Step 3 Consolidation / Extension1.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。

23、2.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 isnt. 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，跟读本部分内容；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，并与同伴间分享，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 Lets learnWhere is my cap? map ball car boatIs it in

24、/on/under ? Yes, it is. / No, it isnt.教学反思课题Unit4 Where is my car?B Lets talk课时1教材与学情简析本部分通过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Isitn/on/ under.?Yes,it is./No, it isnt.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部分已学过Its 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/ unde

25、r ? Yes, it is. /No, it isnt. 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，it isnt. 教学难点Is it in / on/ under ? Yes, it is. /No, it isnt.的运用教学准备录音机、实物书包、玩具盒、帽子、眼罩教学过程预设设计意图Step 1 Warm up / Revision1. Free talkT/S: Good morning

26、. How are you? Whats 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: Its 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Lets do部分，学生边说边做。Step2 Presentation / Practice1. T: (Pu

27、t 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，引出否定回答：No, it isnt. 2.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 isnt.4.T: 播放

28、B. Lets talk部分录音S:听录音，指读对话内容，找出问题Where is Mikes cap?的答案：Its in the toy box.5. T: Mike 找到鸭舌帽，高高兴兴去郊游，Lets 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

29、 is. / No, it isnt.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。教学过程预设设计意图作业设计1、听录音，跟读本部分内容；2、两人一组，表演Lets talk部分对话；3、两人一组玩玩Lets play部分。板书设计Unit4 Where is my car?B Lets talkIs it in/ on/ under the? cap Yes, it is. toy box No, it isnt. Have a good time.

30、教学反思课题Unit4 Where is my car?B Start to read课时1教材与学情简析此部分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.?Its. Is it in/on/ under.?Yes,it is./No, It isnt.”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

31、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/Revison1.Sing a song “on in under”.2.Lets do “ I say,you do” 课件呈现手势图，学生说一说”in on under”Ss: 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 the_?Its 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 Presen

32、tation/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 isnt.T: Is it in the _? Ss: .T: Is it under the _? Ss: .T: Is it on the _? Ss: .2(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 i

33、snt.S1:_? T: No, it isnt.S:_? T:Yes, 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)打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。(2)途中遇上找Zip的Zoom，Sam帮忙一起找。 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

34、 it on/in/under the.? No, it isnt. Whats that? Its. Its 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.Monster!Go away! B.Lets be friends!4.一起为Sam取名，Lets be friends.教学过程预设设计意图作业设计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。板书设计Unit4 Where is my car?B Start to readHide and SeekWhere is Where are you? I cant find you！ Under the table? In the toy box?Im behind you!教学反思