1、教学内容： Unit 3 Wheres my car? 教学目标： 1、学生能够运用 Where is the？ It is. Is it.?Yes , it is. /No, it isnt. 进行情景交际活动, 向其他同学询问物体的位置。 2、在情境中学生能有礼貌地询问物体位置。 3、学生能在情景交际活动中相互合作。 教学重点：学会询问物体位置，同时灵活运用 in, on, under, near 。 教学难点：in, on, under, near 回答物体位置。 教具、学具：实物、图片 、头饰、电脑 教学过程： I. Warming up 1. Song and Rhymeon, in
2、 ,under, clab,clab,clab 2. Greeting II. Presentation and Practise 1. The teacher show a box and a toy car. Ask the students to describe the position. They learnt in, on, under last year. T: Where is my car? S: It is on/ in/ under the box. 2. Play a passing game. The teacher teaches the new words: ro
3、bot, pencil-box, doll. When the students learn the word robot, they can pass the robot as a microphone; When they learn the word pencil-box, they can use their pencil-box to help them remember this word; When they learn the word doll, they can pass the toy doll one by one .They are interesting in le
4、arning the words. （设计意图：三年级学生注意力集中时间持久性不强，所以通过传递 话筒；传递玩具的方式来吸引他们，让他们尽量地保持学习的兴趣。 ） 3. Lets do the exercise 2 in page 16.(复习上学期的三个介词 in ,on, under 的用法). 4. Ask the students to show their answer by reading to the others on the blackboard. 5.Students look at the ppt to find and guess “Where is the monke
5、y? Its on/in/under/near the car.“” Then guide the students to learn the new word :near. (ear-near) When they learn the word near, they can pass the toy bear as a microphone one by one .They are interesting in speaking out the word. (设计意图：让学生由浅入深，以旧带新的方法循序渐进地学习，减 轻学生的学习难度。) 6.Lets chant. Student chan
6、t the main sentences structures in the chant. Where is my car? Where is my car? Is it in the box? No. No. No. No, It isnt. Where is my car? Where is my car? Is it on the box? Yes. Yes. Yes. Yes, it is. (设计意图：让学生在有节奏的韵律小诗中总结概括本节课的主要的 语用目标，配合节奏和动作，让学生学起来朗朗上口，会学易懂。) 7.Practice. Students look at the ppt
7、 of the pictures in page 15 to review the sentence， “Where is the cat? Its on /in/ under/near the box. ” (设计意图：看图说话，鼓励学生大胆表达自己，多练习英语的口头 运用能力。) 8 Pair works. 1) Teacher gives an example with one student.(use a pencil-box to practice) 2) Practice in pairs, and the teacher go around the classroom to ch
8、eck their work. 3) Show time. (设计意图：同桌间的对练可以让学生放松，让他们得到更多的练习 机会，也可以互相学习和纠正错误。鼓励学生大胆表达自己，多说， 多听，培养语感。) 9. Learn the dialogue. 1) Watch the video with some questions. 2) Use pictures of car, table, chair and box to help the students understand the dialogue. 3) Read the dialogue after the teacher. 4) R
9、ead the dialogue in groups. 5) Read the dialogue the whole class. (设计意图：带着问题看 video，然后回答问题。这样的设计是让学生 的学习集中到对话里， 尽量理解课文。 然后是跟读， 小组读， 全班读， 让学生多方位朗读，熟悉课文。) III. Development 1. Play a guessing game to help students understand the dialogue more. (设计意图：利用眼罩来猜的游戏，学习兴致会特别高。在猜中紧扣 课文对话进行一问一答，把整篇课文在游戏中串读出来，学生在
10、玩中 学，能保持持久的学习态度。) 2. Retell the dialogue with the pictures on the blackboard. 3. Read out the dialogue with some key words. (设计意图：利用图片和关键词复述对话，减轻学习难度又能帮助 学生理清课文的思路。) 4. Summing up. (设计意图：下课前快速回顾一遍本节课的学习内容，让学生对学 习任务目标明确。) IV. Homework 1. Read the dialogue with classmates loudly. 2.Try to recite the dialogue. 板书设计： Unit 3 Where is my car? IsitYes, it is. / No, it isnt.
