三年级下册Unit 4 Part A第一课时.doc

1、第一课时l 课时内容A. Lets talk. Lets play. l 课时分析 在Lets talk部分，呈现了John和Mike之间的对话。要放学了，Mike在收拾书包时找不到自己的文具盒了，于是询问John，在John的帮助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学生听懂、会说的句式：Lets 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、认读的三会单词。Lets play的游戏中，黑板上呈现了本课的重点句

2、式结构：Where is my _? Its _ the _. 吴斌斌和Sarah分别拿着单词卡片放在正确的横线上，以补全对话。这是个帮助学生熟悉、掌握重点句式结构的活动，在玩的过程中，学生可以由初步了解重点句式结构过渡到熟悉句式结构，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游戏操练，让学生在熟悉的环境中，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，以保证学生能够真实的交流。l 课时目标1. 能够听懂、会说单词：in, under, desk2. 能够听懂、会说句型：Where i

3、s .? Its in/under.?3. 能够在真实或模拟的情景中正确使用句型Where is .? Its in/under.?来询问或回答物品的位置。4. 能够借助实物或图片的帮助与同学进行积极的英语交流。l 课时重难点1.重点能够听懂、会说单词：in, under, desk能够听懂、会说句型：Where is .? Its in/under.? 2. 难点能够在真实或模拟的情景中正确使用重点句型Where is .? Its in/under.?来询问或回答物品的位置l 教学准备1. 多媒体课件、录音机、磁带。2. 单词卡片，文具实物。l 教学过程 Step 1 Warm up1.

4、播放歌曲：Finger family. Daddy Finger, Daddy Finger, where are you? Here I am, Here I am. How do you do?Mummy Finger, Mummy Finger, where are you? Here I am, Here I 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

5、 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, Lets 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，学习起来比较容易，歌词中包含第二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，既可吸引学生的注意力，激

6、发学生的兴趣，又可以起到温故引新的作用。 Step 2 Lead in1.询问学生自己手指的位置，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. Lets spell it together. （板书单词in）（把食指放在书下，再提问）Now, where is my finger? Yes, its under the book. Say with me, under, unde

7、r, 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，学生由歌曲内容自然转入新知识的学习。由手指位置来直观展示新的单词，学生能够自然理解单词的意思。板书和拼读帮助学生认读单词。 Step 3 Presentation1. 把书放在不同的位置，并进行询问，引导学生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, its in the desk. Say with me. The book is in the desk. This is

8、the desk. Lets spell it， desk. （板书单词desk，再板书句子Its in the desk.） Now，where is my book? Yes, its under the pencil box. Say with me. The book is under the pencil box. （板书句子Its 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，在学生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。2.播放教材对话录音，学生认真倾听，寻找答案。Teacher：I know my b

9、ook is under the pencil box. And my pencil box is on my book. But Mike doesnt know where his pencil box is. Now, lets listen to the dialogue. Try to answer, Where is Mikes pencil box?Teacher: Now, who can answer my question? Yes, its in his desk. 设计意图：学生带着任务听录音，以培养他们认真倾听及抓住重点词句倾听的能力。 Step 4 Practice

10、1.播放课文录音。学生跟读课文。Teacher: Boys and girls, lets read the dialogue after the tape. Please listen carefully, read carefully.2. 自由读课文，针对对话内容进行交流。Teacher：Who are they? What does John want to do? Where is Mikes pencil box? Where is Mikes pencil? What does Mike think about himself? What do you think about h

11、im? 设计意图：通过跟读课文掌握重点单词和重点句式的发音。再通过问答交流，引出其他两个重点句式：Lets go home! Silly me! 同时检验学生能否真正理解对话的内容。让学生讨论对Mike的看法，引导学生形成整理自己的文具的习惯和意识。3. 分角色朗读课文。Teacher: Lets read the dialogue in roles. Who wants to be John? Who wants to be Mike? Lets find the best pair.设计意图：通过分角色朗读课文，使学生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

12、置，请学生说一说。Teacher: You know where Mikes 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：在学生能够正确读出重点句式的基础上，通过实物的帮助，来使学生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：Lets do a pair work. Please ask and answ

13、er in pairs. You can use the sentences structures on the blackboard. Teacher：Which pair wants to show your dialogues?设计意图：学生通过黑板上的句式结构来进行两人小组问答。这样的活动能使所有学生都参与到活动中，同时，既练习了问句也练习了答句。学生必须根据物品的实际情形来选择使用正确的词汇来进行交流，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? 学生边跟教师说韵句，边把物品放在相应的位置上。Teacher: Lets s

14、ay 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,

15、where is the pencil?Under, under, under, its under the book.教师可根据时间情况，选择更多的物品进行询问，让学生边说边放好位置。设计意图：这既使学生重现、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，调动了学生的多重感官参与，更能加深其记忆。以这种TPR活动来结束课程，既充满趣味，又灵活地再现了重点句式，加深学生的理解，提高其表达能力。l 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 th

16、e 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. 书在课桌里图( ) 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. Lets _ 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。l 板书设计Unit Four Where is my car?A. Lets talkWhere is my _? Its _ the _.4