Unit4 Where is my car？ PartA Let's talk 教案
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| 名称 | Unit4 Where is my car？ PartA Let's talk 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 29.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-04-06 20:57:19 | ||
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三下Unit 4 Where is my car Part A let’s talk
教学目标：
知识目标：
能够听懂、会说句型
Where is... It's in/on/under...Is it in/on/under .. Yes, it is./No, it isn't.
能够听、说、认读单词：desk, chair, in, on, under, cap, ball, car, boat, map
知道元音字母 o 在单词中的短音发音/D/
能力目标：
能够在图片、实物或情景的帮助下运用句型Where is. It's in/on/under...
询问物品位置并回答能够在图片、实物或情景的帮助下运用句型Is it in/on/under... Yes, it is./No, it isn't.猜物品的位置并回答能够正确说出元音字母 o 在单词中的短音发音/D/，并能够根据其发音规律拼读学过的语音例词。
情感目标：养成自己收拾书包的的好习惯，养成自己收拾玩具的好习惯能够逐步做到见到符合发音规律的词能拼读，听到符合发音规律的词能拼写。
教学重点
能听、说、认读单词on in under chair desk。
教学难点
1、能运用句型：Where is the…… It’s in/under/on the……。询问物体的位置并进行回答。
2、能根据指令将物体放在相应的位置，进而初步培养学生的空间意识
教学过程设计：
1.Preparation
（1）Enjoy a song about our new friend--the spider （ON IN UNDER）
（2）Greet with each other，初步了解本课我们会迎来一位新朋友。(教学意图：在歌曲中初步感知方位词 on/in/under，学生边看边做手势，并且通过歌曲视频了解到蜘蛛的特点：三年级已学词汇 funny,为学生猜测蜘蛛来自哪里做准备。)
2. Presentation
（1）Guess where is the spider from 引入马戏团这一情境。在马戏团的情境中。由于马戏团的舞台太远要用到望远镜，只有 Willy 有望远镜，妈妈没有所以看不清楚，自然的引出：where is 这一句型。
T: Today we will have a new friend, his name is Willy. He is happy. He is going to the circus with his mom. Now, they are in the circus. Willy: Mom, it’s too far. I can’t see. Mom: Use the telescope.
(设计意图：出现本课的主要人物 Willy 和 mom。创设马戏团这一情景，在三年级上册已经接触过，符合孩子们的认知水平，激发学习兴趣。）
Willy: mom，mom，I see a bear. Mom: where is the bear
(Ss：Where is ... )
通过听音引导学生听到关键单词：It's on the elephant. 并教读 on
(2)新授 on in under chair 马戏团里很有很多有趣的道具和动物，通过 Willy 和妈妈的对话，一边操练
Where is ... It’s in/on/under the...的重点句型，一边熟悉本课的生词：on in under 及 desk chair。并且通过望远镜的交换使用，提前感知课文中会出现的句子：Oh yes!
(设计意图：在马戏团的情境下，自然引出本课的生词，激发学生学习兴趣的同时处理了文本里的重点。）
(3)处理课文文本 Let’s talk
T: Now, time’s up. The show is over! Where are they going
(Willy! Let’s go____!)
Ss: home!教授新句子：Let's go home.
T: Willy and his mum are going home, he is friendly ,he wants to invite us to his home. Do you want to go and So does Zhang Peng! But he is not ready, he should pack his bag first, can you wait for him
T：But what happened
T: Listen! Uh-oh! ______
S1:Uh-oh！Where is my pencil box
T:. Where is Zhang Peng’s pencil box Listen and choose!
S1:I choose ...
T: And listen again and choose where is Zhang Peng’s pencil.
S2:I choose ....T
:通过录音得出 Zhang Peng is so silly! 教读 Silly me!
T:Let’s chant Silly, silly, silly Zhang Peng, Look at your pencil box. It’s in your desk
(设计意图：马戏团结束了，Willy 邀请我们去他家玩耍，张鹏也想去，但是要首先收拾好书包，通过铃声获取放学的信息，张鹏可以收拾书包了，于是自然过渡到课文文本，对课文进行处理，首先听句子找出张鹏发生了什么事,然后在观看对话视频让学生找出张鹏的铅笔盒，再听对话找出铅笔的位置。培养学生听的能力和获取信息的能力)
3.Practice
a: Let’s imitate 听音正音
b: Fill in the blanks
c: Role-play
4.Production
（1）T:ZhangPeng has packed his bag! Let’s go to Willy’s home together! Look! Willy is in his home now. And he says
“Welcome to my home!”
Willy’s messy room.
T: uh-oh! How messy!
Ss: uh-oh! How messy!
T Willy can’t find his ruler.
(CAI : Mum, where is my ruler Look! It’s ______your box! Silly me! Thanks. T : Willy is hungry. Willy can’t find the bread. (CAI: Mum, mum, I’m hungry. Where is the _____ Ss: Look! It’s ____the ____.Silly me! Thanks. )
老师带领学生示范例子后，学生小组讨论，利用重点句型一起帮 Willy 找东西。
(设计意图：张鹏书包收拾好了，可以一起去 Willy 的家了，这样设计将整堂课堂联系成了一个整体。在 Willy 乱糟糟的房间里，通过帮 Willy 找东西练习本课重点句型及单词。）
（2）T: Let’s help Willy clean his room.
（设计意图：此处英语句型表达较难，所以设计成学生在黑板上将 willy 房间的东西重新整理分类即可，不强求说出 put the ruler in the bag 等句型。重点在于培养孩子动手能力，整理自己卧室的能力，完成本课情感目标。）
5.Progress 情感渗透：
T : I hope each of you can have a tidy room! And I hope you have good habits. Three pictures of bad habits.Homework:1.Read the dialogue on P38.2.To be a civilized student!
板书设计
Unit4 A Let's talk
Where is the...
It’s in/on/under the desk/chair...
Let's go home! Silly me!
教学目标：
知识目标：
能够听懂、会说句型
Where is... It's in/on/under...Is it in/on/under .. Yes, it is./No, it isn't.
能够听、说、认读单词：desk, chair, in, on, under, cap, ball, car, boat, map
知道元音字母 o 在单词中的短音发音/D/
能力目标：
能够在图片、实物或情景的帮助下运用句型Where is. It's in/on/under...
询问物品位置并回答能够在图片、实物或情景的帮助下运用句型Is it in/on/under... Yes, it is./No, it isn't.猜物品的位置并回答能够正确说出元音字母 o 在单词中的短音发音/D/，并能够根据其发音规律拼读学过的语音例词。
情感目标：养成自己收拾书包的的好习惯，养成自己收拾玩具的好习惯能够逐步做到见到符合发音规律的词能拼读，听到符合发音规律的词能拼写。
教学重点
能听、说、认读单词on in under chair desk。
教学难点
1、能运用句型：Where is the…… It’s in/under/on the……。询问物体的位置并进行回答。
2、能根据指令将物体放在相应的位置，进而初步培养学生的空间意识
教学过程设计：
1.Preparation
（1）Enjoy a song about our new friend--the spider （ON IN UNDER）
（2）Greet with each other，初步了解本课我们会迎来一位新朋友。(教学意图：在歌曲中初步感知方位词 on/in/under，学生边看边做手势，并且通过歌曲视频了解到蜘蛛的特点：三年级已学词汇 funny,为学生猜测蜘蛛来自哪里做准备。)
2. Presentation
（1）Guess where is the spider from 引入马戏团这一情境。在马戏团的情境中。由于马戏团的舞台太远要用到望远镜，只有 Willy 有望远镜，妈妈没有所以看不清楚，自然的引出：where is 这一句型。
T: Today we will have a new friend, his name is Willy. He is happy. He is going to the circus with his mom. Now, they are in the circus. Willy: Mom, it’s too far. I can’t see. Mom: Use the telescope.
(设计意图：出现本课的主要人物 Willy 和 mom。创设马戏团这一情景，在三年级上册已经接触过，符合孩子们的认知水平，激发学习兴趣。）
Willy: mom，mom，I see a bear. Mom: where is the bear
(Ss：Where is ... )
通过听音引导学生听到关键单词：It's on the elephant. 并教读 on
(2)新授 on in under chair 马戏团里很有很多有趣的道具和动物，通过 Willy 和妈妈的对话，一边操练
Where is ... It’s in/on/under the...的重点句型，一边熟悉本课的生词：on in under 及 desk chair。并且通过望远镜的交换使用，提前感知课文中会出现的句子：Oh yes!
(设计意图：在马戏团的情境下，自然引出本课的生词，激发学生学习兴趣的同时处理了文本里的重点。）
(3)处理课文文本 Let’s talk
T: Now, time’s up. The show is over! Where are they going
(Willy! Let’s go____!)
Ss: home!教授新句子：Let's go home.
T: Willy and his mum are going home, he is friendly ,he wants to invite us to his home. Do you want to go and So does Zhang Peng! But he is not ready, he should pack his bag first, can you wait for him
T：But what happened
T: Listen! Uh-oh! ______
S1:Uh-oh！Where is my pencil box
T:. Where is Zhang Peng’s pencil box Listen and choose!
S1:I choose ...
T: And listen again and choose where is Zhang Peng’s pencil.
S2:I choose ....T
:通过录音得出 Zhang Peng is so silly! 教读 Silly me!
T:Let’s chant Silly, silly, silly Zhang Peng, Look at your pencil box. It’s in your desk
(设计意图：马戏团结束了，Willy 邀请我们去他家玩耍，张鹏也想去，但是要首先收拾好书包，通过铃声获取放学的信息，张鹏可以收拾书包了，于是自然过渡到课文文本，对课文进行处理，首先听句子找出张鹏发生了什么事,然后在观看对话视频让学生找出张鹏的铅笔盒，再听对话找出铅笔的位置。培养学生听的能力和获取信息的能力)
3.Practice
a: Let’s imitate 听音正音
b: Fill in the blanks
c: Role-play
4.Production
（1）T:ZhangPeng has packed his bag! Let’s go to Willy’s home together! Look! Willy is in his home now. And he says
“Welcome to my home!”
Willy’s messy room.
T: uh-oh! How messy!
Ss: uh-oh! How messy!
T Willy can’t find his ruler.
(CAI : Mum, where is my ruler Look! It’s ______your box! Silly me! Thanks. T : Willy is hungry. Willy can’t find the bread. (CAI: Mum, mum, I’m hungry. Where is the _____ Ss: Look! It’s ____the ____.Silly me! Thanks. )
老师带领学生示范例子后，学生小组讨论，利用重点句型一起帮 Willy 找东西。
(设计意图：张鹏书包收拾好了，可以一起去 Willy 的家了，这样设计将整堂课堂联系成了一个整体。在 Willy 乱糟糟的房间里，通过帮 Willy 找东西练习本课重点句型及单词。）
（2）T: Let’s help Willy clean his room.
（设计意图：此处英语句型表达较难，所以设计成学生在黑板上将 willy 房间的东西重新整理分类即可，不强求说出 put the ruler in the bag 等句型。重点在于培养孩子动手能力，整理自己卧室的能力，完成本课情感目标。）
5.Progress 情感渗透：
T : I hope each of you can have a tidy room! And I hope you have good habits. Three pictures of bad habits.Homework:1.Read the dialogue on P38.2.To be a civilized student!
板书设计
Unit4 A Let's talk
Where is the...
It’s in/on/under the desk/chair...
Let's go home! Silly me!