北京版二下-UNIT FOUR WHERE IS MY SHIRT -Lesson 13-教案、教学设计-公开课-(配套课件编号：c0318).docx

1、1 UNIT4 WHERE IS MY SHIRT Lesson13 (1) 一、一、 教学内容：教学内容： （一）（一） 课文：课文： Yangyang: Where is my shirt? I cant find it. Mum: Look! Its under the bed. Yangyang: Oh, yes! Thank you, Mum. Yangyang: Where is my coat, Dad? Dad: Sorry, I dont know. Mum: Its behind the sofa. （二）（二） 句型句型 2 Where is my shirt? Its

2、under the bed. Where is my coat? Its behind the sofa. （三）（三） 单词单词 Shirt, behind 二、二、 教材教材分析：分析： 本册书为北京版教材二年级下册，第一单元围绕“time”这一主题，呈现主人 公一天生活中的活动，如：get up, go to school, have class, go home, go to bed. 第 三单元的话题为询问意愿和提出请求，在欢迎某人到家里做客的情景中学习了 living room, bedroom, kitchen, bathroom 以及厨房及卫生间中的居家用品，如： fridge

3、, spoon, bowl, glass, dish, towel, soap, shampoo, toothpaste。本节课是本册书 第 4 单元第 13 课，本单元主要是围绕衣物这一话题展开学习询问衣物在哪里以 及是否是对方的。基于学生的生活实际，本单元第 13 课设计了阳阳一家人去公 园前在家里找衣服，找不到询问某物在哪里这样一个学生熟悉的情景对话。本课 涉及到的方位介词 on 和 under 在一年级上册的韵文 A foot, a foot, a foot is on the wood. The wood, the wood, the wood is under the foot.

4、以及 What do you see? I see a bee on his knee. What do you see? I see a key on his knee.中出现并学习过， 介词 in 在韵文 A cat, a fat cat, a fat cat is in a black cat.和 Fish, fish, in my dish. Fish, fish, yummy fish. 以及 Dear dog, dear dog, in the box is a hot dog. 和 A nut, a nut, a nut is on a cup. A cup, a cup, a

5、cup is in a hut.中多次出现并学习过。衣物类单词 coat, skirt, vest, cap 在一年级作为重点单词学习过， 学习过的单词不断复现， 并循环往 复的多次使用，体现了单元间的联系和语言学习的渐进性和持续性。 三、三、 学情分析：学情分析： 1. 知识储备: 学生在一年级的韵文中已多次接触方位介词,对介词 on, under, in 能够熟练认读； 教师在平时教学中会经常用到本课重点句型 Where is引导学生 观察图片，因此学生很容易理解句意，并知道怎样回答，但很少主动运用本句型 进行询问。 3 2. 学生特点:二年级的学生,活泼好动。 我所教班级学生多数性格活泼

6、,课上敢于举 手发言，喜欢展示自己,乐于用英语表达自己的想法,具备一定的学习策略。部分 学生性格内向,不善于表达。对此,教师采用小组互助学习的方式,让学生在小组中 相互帮助,有所提高。 四、四、 教学目标：教学目标： （一）（一）语言交流目标语言交流目标 能够运用本课语言“Where is the .？its on/in/ under/ behind”在生活中寻 找物品，解决实际问题。 （二）社会文化目标（二）社会文化目标 通过对话情景的学习，学会并养成有条理的生活习惯 （三三）认知思维目标认知思维目标 通过对话和图片，分析并识别、判断什么是有条理的生活习惯 五五、教学重点：、教学重点： 能够

7、运用本课语言“Where is the .？its on/in/ under/ behind”在生活中寻 找物品，解决实际问题。 【突破方法】： 1. 通过观察图片、观看动画、回答问题，帮助学生理解课文主要内容；通过听 录音朗读，进行原音输入，帮助学生掌握正确的语音语调；通过小组活动练 习分角色朗读以及角色扮演。 2. 通过创设阳阳的爸爸妈妈在去公园玩儿之前找不到东西的情境，引导学生在 此情境中练习本课功能句的问答；通过整理房间活动在真实情境中理解并运 用功能句。 五、教学难点：五、教学难点： 1. find, behind 的发音。 【突破方法】 ： 通过加重、 强调字母 i 的发音， 引导

8、孩子拼读单词 find 和 behind。 4 六、教学过程：六、教学过程： （一）（一）复习、导入复习、导入 1. Review T: Today, we will learn unit 4 lesson13. First, lets play a game together. 设计意图:以学生熟悉的 bomb 游戏开启本节课的学习， 帮助学生复习表示衣物类 的单词以及方位介词 on, under, in，激发学生兴趣，也为学习本课功能句降低难 度。 （二）（二）学习对话学习对话 1. 观察图片，提取非文本信息。 T: What day is today? Ss: Its Sunday. T

9、: What time is it? Ss: Its T: Yangyangs dad and mum will take Yangyang to the park, but look at Yangyang, is he happy? Why not? Ss: . 设计意图： 引导学生观察图片， 提取非文本信息， 帮助学生了解故事发生的背景， 如时间、地点、人物等。并且能够能够培养学生根据已有信息进行预测的能力。 2. 观看动画，整体感知故事主要内容。 T: Where are they? Ss: They are inYangyangs bedroom. T: Look, Yangyang

10、 is looking for something, what is looking for? Ss: T: Where is Yangyang now? Ss: Living room T: Yangyang is a careless boy, he is looking for something again, what is he looking for now? Ss:. T：Lets watch the cartoon. 5 设计意图：学生通过观看动画，非常直观的理解故事主要内容。 3. 观看动画，理解课文细节 T: Yangyang is looking for the shir

11、t and coat. Look at the picture, where is the shirt? Where is the coat? Ss: its. T: lets watch the cartoon, and check answers. 设计意图：通过观看动画，了解故事细节，同时引导学生在故事情景中学习并理 解本课重点功能句：Where is my shirt/ coat? Its under the bed./ behind the sofa. 4. 举实例，理解 behind T：Look，who is behind XiaoMing(本班学生) Ss: . 设计意图：学生

12、根据座位回答问题，在现实生活的情境中理解 behind 的意思。 5. 回答问题，理解故事细节 T：Who helps Yangyang find out his shirt and coat? What should Yangyang say? Ss: Thank you, mum. T: Does dad help Yangyang find his shirt and coat? How do you know that? T: Dad says: Sorry, I dont know. T: In your family who helps you find out your thin

13、gs? So, you should say Please do it yourself and youd better put your things in order. Thats a very good habit. 设计意图：通过父母帮助自己找东西，引导学生要知道感恩，并自己的事情要自 己做，最重要的是自己的东西不乱放。 6. 听录音，跟读 T: Now, lets listen and repeat. 设计意图：原音输入，使学生感受正确的语音语调及人物情感，并模仿, 练习本 课重点句，强调 find 的发音，引导学生感受找不到东西着急的心情，尝试着以 正确的语调朗读 I cant f

14、ind it 和 Oh, yes! Thank you, Mum.。 7. 给故事配音 T: Now, 3 in a group, one is Yangyang., one is mum and one is dad, later well dub for the story. 6 8. 小组合作，角色扮演并展示。 设计意图：学生根据自己的情况在组内分角色朗读,读的过程中如发生忘了的现 象,随时问老师或组内同学,这个时间主要是帮助那些英语学习有些困难的学生, 尽量减少掉队的现象。 （三）（三） 创设情境，操练功能句创设情境，操练功能句 T: Yangyang is ready，but loo

15、k at his dad and mum, are they ready? Dad doesnt put on his shirt and coat. So they go into their bedroom T: He thinks: Where is my I cant find it. 设计意图：创设阳阳的父母找不到东西的情境，练习功能句 Where is my? Its on/under/in/behind. （四）齐唱儿歌（四）齐唱儿歌 on in under T: Yangyang and his parents are ready to go to the park, now

16、they are happy and they sing a song. Lets stand up and sing together. 设计意图：课间休息，同时复习本课重点方位介词的使用。 （五）整理房间（五）整理房间 1. 教师示范 T：Now they go to the park, but look at Mum and dads bedroom, is it clean and tidy, lets help them to tidy their room. T：Where is the book? Ss: Its on the bed. T: Can I put the book

17、 on the bed? Ss: No. T: Where should I put it? T: Oh, I can put it on the desk. T: Where is the pad? T: Oh, I can put it on the desk. 设计意图：示范如何整理房间，引导学生理解物品摆放要有序。为学生阅读做语 言铺垫。 2. 小组活动，整理房间并展示。 7 T： Now, mum and dads bedroom is tidy, but your room is not tidy, lets do pair work, first read it and then

18、 tidy your room. Take out your room. T: There are three pages, 6 students in one group, read together. T: Please show us. T: Now, we can make it as a book, whats the name of this book? And I can make a bigger book. Whats the name? I want to give it to my best friend. But where is she? Oh she is behind you. After reading this book, shell know how to tidy her bedroom and living room. 七、家庭作业：七、家庭作业： 1. Read the book for you parents. 2. Tidy your rooms and take picures. 八八、板书设、板书设计计 Unit4 Lesson13 Where is my? shirt coat Its. under the bed behind the sofa Sorry, I dont know.