(共27张PPT)
Unit
4
Where
is
my
car?
PEP·三年级下册
Part
A
Let’s
learn
&
Let’s
do
Enjoy
a
song
Guess,
what's
in
my
box?
__________
is
in
my
box.
A
pencil
A
pen
A
toy
bear
in
在……里
Learn
the
word
“in”
Let’s
chant
in
in
in
in
the
box
in
in
in
in
the
bag
in
in
in
in
the
desk
in
in
in
in
the
classroom
in
in
in
in
China
on
在……上
Learn
the
word
“on”
Let’s
chant
on
on
on
on
the
box
on
on
on
on
the
desk
on
on
on
on
the
table
on
on
on
on
the
chair
on
on
on
on
my
hand
Can
you
say
something
about
"on"
or
“in”?
The
pen
is
on
the
desk.
The
ruler
is
in
the
box.
Where
is
the
toy
dog?
Oh,
it's
under
the
box.
在……下面
Learn
the
word
“under”
under
under
under
under
the
box
under
under
under
under
the
desk
under
under
under
under
the
table
under
under
under
under
the
chair
under
under
under
under
the
tree
Let’s
chant
Let’s
learn
Where
is
Zip’s
ruler?
Where
is
the
schoolbag?
Where
is
the
pencil
box?
Watch
&
answer
—Where
is
the…?
—It’s…
the…
The
ruler
is
under
the
chair.
Chair,
under
the
chair.
The
schoolbag
is
on
the
desk.
Desk,
on
the
desk.
Answer
the
questions
The
pencil
box
is
in
the
schoolbag.
Schoolbag,
in
the
schoolbag.
on
in
under
Speak
out
the
words
quickly
chair
desk
Where
is
the
ruler?
It’s
under
the
chair!
Who
is
faster
Let’s
do
Put
your
foot
under
your
chair.
把你的脚放在椅子下面。
Put
your
hand
on
your
chair.
把你的手放在椅子上面。
Put
your
arm
in
your
desk.
把你的胳膊放在桌子里面。
Put
your
hand
under
your
desk.
把你的手放在桌子下面。
One
student
gives
instructions
and
the
other
students
do
the
actions.
Can
you
find
the
differences?
The
apple
is
on
the
desk.
The
apple
is
under
the
desk.
ABCDEFG,
you
are
hiding
far
from
me,
Zhang
Peng,
Zhang
Peng
,Where
are
you?
I'm
in
the
box.
I
can
see
you
in
the
box.
Where
is
Zhang
Peng?
He
is
in
the
box.
Zhang
Peng
are
you
in
the
box?
Yes.
—Where
is
the…?
—It’s
in/on/under…
Describe
the
locations
of
the
stationery
around
you.The
second
period(第二课时)
Part
A
Let’s
learn
&
Let’s
do
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·能够听?说?认读“in,
on,
under”三个方位介词和单词“desk,
chair”·能够在语境中运用句型“—Where
is…?
—It’s
in/on/under…”询问并回答物品的位置
Let’s
do
·能够听懂一些简单的指示语,并能够按照指令把东西放在相应的位置上
?教学重点
能够听?说?认读“in,
on,
under”三个方位介词和单词“desk,
chair”?
?教学难点
了解under和on的区别及用法?
?教学准备
PPT课件?课文录音?相关视频?盒子等?
?教学过程
Step
1:
Warm-up
1.Greetings.
2.Listen
to
an
English
song.
(课件出示:歌曲《Where
is
it?》)
Step
2:
Presentation
1
Show
a
big
box
to
students.
T:
Look!
I
have
a
big
box.
It’s
very
beautiful.
I
like
it
very
much.
Guess,
what’s
in
my
box?
Ss:
(Guessing…)
T:
Yes,
a
pencil
is
in
my
box.
A
pen
is
in
my
box.
A
toy
bear
is
in
my
box.
…
(The
teacher
can
put
many
things
in
the
box
and
make
more
sentences.)
The
teacher
should
speak
out
these
sentences
slowly,
and
emphasize
the
word
“in”.
2.Teach
the
word
“in”.
(1)
The
teacher
pronounces
“in:
i-n,
in”
and
students
repeat
it.
(2)
Check
the
pronunciation.
The
teacher
asks
students
to
read
through
the
game
“high
and
low
voice”.
(3)
Let’s
chant.
Let's
chant
The
teacher
claps
his/her
hands
rhythmically
with
students.
3.
Teach
the
word
“on”.
(1)
The
teacher
pronounces
“on:
o-n,
on”
and
students
repeat
it.
(2)
Check
the
pronunciation.
Students
play
the
word
card
game.
(3)
Let’s
chant.
Teacher
claps
his/her
hands
rhythmically
with
students.
4.
Say
something
about
“on”
or
“in”.
First,
the
teacher
makes
an
example
(with
actions):
in
the
book,
in
the
desk…
Then,
students
speak
out
some
phrases
or
sentences.
T:
Can
you
say
something
about
“on”
or
“in”?
S1:
…
T:
Very
good.
Look!
The
pen
is
on
the
desk.
The
ruler
is
in
the
box…
Where
is
the
toy
dog?
(The
teacher
puts
the
toy
dog
under
the
box,
and
then
asks
students.)
T:
Is
it
on
the
box?
Ss:
No.
T:
Is
it
in
the
box?
Ss:
No.
T:
Where
is
the
toy
dog?
Oh,
it’s
under
the
box.
5.
Teach
the
word
“under”.
(1)
The
teacher
pronounces
“under”
and
students
repeat
it.
(2)
Check
the
pronunciation.
Students
read
by
“driving
a
train”.
(3)
Let’s
chant.
The
teacher
claps
his/her
hands
rhythmically
with
students.
6.
Let’s
learn.
T:
Where
is
Zip’s
ruler?
Where
is
the
schoolbag?
Where
is
the
pencil
box?
Let’s
help
her.
(1)
Write
the
sentence
structures
“—Where
is
the…?—It’s…the…”
on
the
blackboard.
(2)
Watch
the
video.
(课件出示:教材P39
Let’s
Learn的视频)
(3)
Answer
the
questions.
T:
The
ruler
is
under
the
chair.
Chair,
under
the
chair.
(The
teacher
makes
an
action
while
saying.)
Students
answer
the
questions
according
to
the
teacher’s
example.
Ss:
The
schoolbag
is
on
the
desk.
Desk,
on
the
desk.
The
pencil
box
is
in
the
schoolbag.
Schoolbag,
in
the
schoolbag.
Step
3:
Practice
1.
Students
speak
out
the
words
quickly.
(课件快速出示单词或短语:in,
on,
under,
desk,
chair,
in/on/under
the
desk/chair)
2.
Let’s
do.
(1)
Watch
the
video.
(课件出示:教材P39
Let’s
do的视频)
(2)
The
teacher
gives
instructions
and
students
do
the
actions.
T:
Put
your
foot
under
your
chair.
/
Put
your
hand
on
your
chair.
/
Put
your
arm
in
your
desk.
/
Put
your
hand
under
your
desk.
Students
do
the
actions
according
to
the
teacher’s
instructions.
(3)
One
student
gives
instructions
and
the
other
students
do
the
actions.
Students
who
do
the
wrong
actions
will
be
out.
Step
4:
Consolidation
&
Extension
1.
Game
1:
What’s
the
difference?
The
teacher
puts
two
pictures
on
the
PPT
and
asks
students
to
find
the
differences.
(课件出示:类似于“大家来找碴”之类的游戏?两张图片,围绕文具的不同位置设置不同,让学生找不同)
The
teacher
makes
an
example:
T:
In
Picture
1,
the
apple
is
on
the
desk,
but
in
Picture
2,
the
apple
is
under
the
desk.
Boys
and
girls,
can
you
find
the
differences?
2.
Game
2:
Hide
and
seek.
Play
this
game
while
singing
ABC
Songs.
First,
a
student
hides
in
a
big
box.
Then,
the
teacher
leads
other
students
to
sing.
T:
ABCDEFG,
you
are
hiding
far
from
me.S1,
S1,
Where
are
you?
S1:
I’m
in
the
box.
Ss:
(sing
together)
I
can
see
you
in
the
box.
(以下对话部分不用唱)
T:
Where
isS1?
Ss:
He
is
in
the
box.
T:
S1,
are
you
in
the
box?
S1:
Yes,
I
am.
?板书设计
?作业设计
Describe
the
locations
of
the
stationery
around
you.
?教学反思
1.本节课的内容是依据新课标的思想,针对三年级学生的心理?生理特点以及知识结构,遵循语言规律而设计的?
2.在教学三个方位介词“in,
on,
under”时,用了自然拼读法和反复说唱等方法?在操练环节,利用有趣的游戏来激发学生的学习兴趣,进一步加深了他们对方位介词和目标句型的理解和运用?
?Teaching
Contents
&
Teaching
Aims
Let’s
learn
·Be
able
to
listen,
speak
and
read
the
new
words
“in,
on,
under,
desk,
chair”.
·Be
able
to
use
the
sentence
structures
“—Where
is…?
—It’s
in/on/under…”
to
ask
about
the
locations
of
objects
in
real
situations.
Let’s
do
·Be
able
to
understand
some
simple
instructions
and
do
the
actions.
?Teaching
Priorities
·Be
able
to
listen,
speak
and
read
the
new
words
“in,
on
,under,
desk,
chair”.
?Teaching
Difficulties
·Know
about
the
differences
between
the
words
“under”
and
“on”
and
the
usage
of
them.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
1.
Greetings.2.
Play
an
English
song.
1.
Greetings.2.
Listen
to
the
song.
Enliven
the
class.
Lead
in
the
new
lesson.
Presentation
1.
Show
a
big
box
to
students
to
lead
in
the
new
word
“in”.2.
Teach
the
word
“in”.3.
Teach
the
word
“on”.4.
Say
something
about
“on”
or
“in”.5.
Teach
the
word
“under”.6.
Let’s
learn.Play
the
video
and
make
an
example.
Learn
the
new
words
“in,
on,
under,
desk,
chair”
and
try
to
read
them.Watch
the
video
and
answer
the
questions.
Teach
the
words
by
phonics
and
practice
the
words
by
clapping
their
hands
rhythmically,
so
that
students
can
firmly
grasp
the
key
vocabulary
of
this
lesson.
Practice
1.
Show
the
words
on
the
PPT.
Speak
out
the
words
quickly.
Let
students
do
the
actions
according
to
the
instructions
in
a
relaxing
atmosphere.
Practice
the
key
words
and
phrases.
2.
Let’s
do.Play
the
video
and
give
instructions.
Watch
the
video
and
do
the
actions.
Consolidation
&
Extension
1.
Game
1:
What’s
the
difference?
Put
two
pictures
on
the
PPT
and
ask
students
to
find
the
differences.2.
Game
2:
Hide
and
seek.Let
students
play
this
game
while
singing
ABC
Songs.
1.
Find
the
differences.
2.
Hide
and
sing.
Use
two
kinds
of
games
to
stimulate
students’
interest
in
learning
English.
Create
a
good
learning
atmosphere
and
consolidate
the
key
points
effectively.
Homework
1.
Describe
the
locations
of
the
stationery
around
you.2.
Do
the
exercises.
Teaching
purpose
在呈现新课前,让学生听一首关于新课内容的歌曲,不仅能活跃课堂气氛,还能让他们提前感受新知?
Teaching
purpose
用以前学过的日常用语与学生进行问答,可以让学生复习以前学过的对话,以旧引新,自然地引出本堂课的新内容?
Teaching
purpose
chant可以让学生加速记忆?此处及以下on,
under
的chant的内容,如in
the
box,
on
the
desk,
under
the
table等也为后面的描述图画游戏打下基础?
Teaching
purpose
通过自然拼读法教学单词,通过有节奏地击掌操练单词,以及三种不同的方法来检测学生对单词的掌握情况,从而促使学生牢固掌握本节课的重难点词汇?
Teaching
purpose
学生观看视频后,教师说指令,学生做动作,加深对所学句子的理解与运用?最后通过学生说指令,其他学生做动作的游戏,提升学生的课堂参与感,且更易于掌握新知?
Teaching
purpose
让学生通过观察,找出两幅图片中的不同之处,并简单描述出来?这不但能培养学生的观察能力,还能锻炼学生的语言表达能力,巩固本课时的重难点?
Teaching
purpose
找不同和捉迷藏游戏的设置,极大地激发学生的学习兴趣,调动学生学习的积极性,营造良好的学习氛围,有效地巩固目标语言?
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