where教学设计.doc

“Where?”教学设计教案背景1、面向学生：小学2、学科：英语3、课时：第 2课时（第一课时安排b、c部分）4、学生课前准备：（1）、预习教材4042页的内容。（2）、跟读5遍。教学课题：教学方面：1. 听、说、读：dining-room, bedroom, study, kitchen, bathroom, sitting-room2. 让学生进行口头练习：I cant find Wheres？ Hes / Shes / Its in the Sorry, I dont know.教育方面：1. 在教学中，让学生互相学习，互相帮助，团结合作。2. 通过活动，让学生敢于、乐于、善于开口说英语。教材分析：教学内容：译林出版社牛津小学英语3b Unit 7 Where？ A部分 内容分析：牛津小学英语3B教材中的Unit7 Where? 本节课以教授“如何寻找某人或某物”为主题，复习六个房间类的单词：dining-room, bedroom, study, kitchen, bathroom, sitting-room。要求学生练习说，并能进行口头应答的句子：I cant find Wheres？ Hes / Shes / Its in the Sorry, I dont know. 这些词汇和句子在一定程度上能够让学生自然地在好奇心和求知欲的指导下进行语言学习。学情分析：虽然三年级学生还处于英语学习的启蒙阶段，但他们对英语有浓厚的兴趣和极大的热情，能根据教师的简单指令做游戏、做动作，能做较为简单的角色扮演，能唱简单的英文歌曲。但他们仍处于以形象思维为主的年龄阶段，这就需要教师以各种方式来激发、维持他们的学习兴趣。教学目标1、认知目标：能熟练掌握第一课时所教授的房间类单词：dining-room, bedroom, study, kitchen, bathroom, sitting-room；能运用I cant find Wheres？ Hes / Shes / Its in theSorry, I dont know等句型进行会话。2、能力目标：学习能力较强的学生能够进行情景表演，并能带动学习能力较弱的学生，促使学生互相学习、互相帮助、互相促进、团结协作。3、情感目标：通过活动、游戏等能增加学生学习英语的兴趣，能敢于、乐于、善于开口说英语，积极参与交流，树立学好英语的信心。教学重点及难点认知目标为本课的教学重点；人称代词he, she, it 的区别为本课的教学难点。教学准备多媒体课件，头饰（小蝌蚪，金鱼，乌龟），各色的苹果小卡片，夹克衫，书包等。教学过程设计与分析Step1. Warming-up1.Greeting.T: Hello, boys and girls! How are you?Ss: Fine, thank you. And you?T: Im fine, too. Thank you.设计意图 师生交谈，训练学生日常会话能力。2.Sing a song: “Table Number” ( Clapping hands when singing; each group sings one paragraph, the last paragraph is sung by all the students.)设计意图 根据小学生心理和生理特征，把英语教学和音乐完全地结合起来，不仅可以活跃课堂气氛，使他们在歌声中自然地进入课堂；而且歌曲中的“Where”为新课学习做了铺垫。3. Free talk.T: Whats this?Ss: Its a pen.T: Whats this on the desk?Ss: Its a book.T: Whats this in the desk?Ss: Its a pencil.设计意图 通过此环节中的问句“Whats this in / on the？”复习了以前学过的介词短语in / on the为新课学习埋下伏笔。Step2.PresentationBefore class, teacher hid the jacket in one students deskT: Miss Tang has a new jacket, but I cant find it. Wheres my new jacket? Where? Where?（边说边做出寻找的动作和表情，让学生很自然地领悟Where的意思。）Write the title on the blackboard and students read it after teacher.T: Wheres my new jacket? Jim, do you know?Jim: Its in my desk.T: Yes, its my jacket. Thank you.Write the sentences“Wheres Its in the”on the blackboard and students read them after teacher.In the same way, teacher hid the bag in one students desk before class, and asks the student using the sentences above.设计意图 教师在教学中的表情化、动作化能帮助学生更好地理解句型，这种用动作、神态代替过多的语言的方法还可以增强学生对语言的记忆。Step3. Practice点击课件中的“Learn to say”，1. Look at the picture of dining-room , and answer the teachers questions.T: Wheres the table?Ss: Its in the dining-room.T: Wheres the cup?Ss: Its in the dining-room.In the same way, look at the pictures of bedroom and study, answer the teachers questions.2. Look at the picture of kitchen，students ask and teacher answers:T: Wheres the pan?Ss: Its in the kitchen.T: Wheres the fridge?Ss: Its in the kitchen.设计意图 让学生来做小老师，一方面增加了学生的兴趣，使他们有一种自豪感，更重要的是他们通过提问学会了“Wheres？”的句型。In the same way, look at the picture of bathroom, students ask and teacher answers.3. Look at the picture of sitting-room. Teacher doesnt join in the conversation, group 1, 2ask, group 3, 4answer, then exchange.（使每个人都能够既会问又会做出相应的回答，熟练地掌握句型。）Step4. Presentation点击“动画片”，运用多媒体课件放一段“小蝌蚪找妈妈”的动画片：小蝌蚪：I cant find Mum, wheres she?金鱼：Sorry, I dont know.乌龟：Shes in the kitchen.设计意图 多媒体有着音、形、色、像图文并茂的优势，并且三年级儿童是以形象思维为主，所以，动画片就为学生学习新的语言创设了一个轻松、欢快的情境，为他们提供了浓厚的语言学习氛围，是唤起学生好奇心和求知欲的极好办法。在看动画片时，每听到一句就让学生模仿一下小动物的话，先让个别学生来模仿，再让集体一起来模仿，并且给模仿得像的学生奖励一个彩色的苹果小卡片，以鼓励其继续努力。设计意图 儿童的模仿能力很强，通过模仿能培养学生静听、细看、敢说的良好习惯。Step5.Performance三个人一组分别戴上小蝌蚪、金鱼、乌龟的头饰进行表演：S小蝌蚪：I cant find Mum. Wheres she?S金鱼：Sorry, I dont know.S小蝌蚪：I cant find Mum. Wheres she?S乌龟：Shes in the kitchen.设计意图 通过角色表演极大地激发了学生们的兴趣和乐于用英语进行交流的习惯，培养了学生用英语进行思维的能力。在表演结束后，评比出“最佳小演员”，鼓励那些还不敢开口说英语的学生能够更大胆些。Step6.Consolidation and entertainment1. Look at the pictures on computer, and answer the questions:先由老师问，学生答：T: I cant find Mum / Dad. Wheres she / he?Ss: Shes / Hes in the这时，由老师提问：人称代词he和she有何区别，解决本节课的难点。（采用引导法引导学生总结出答案。）再由学生问，老师答。Work in pairs，互问互答，巩固句型。2. Play a game用多媒体技术将Mum和Dad的图片隐藏在几个房间图片之一里，让学生猜Mum和Dad分别在哪里。T: I cant find Mum / Dad. Wheres she / he?Ss: Shes / Hes in the当学生回答过后，老师移动鼠标，若他猜得对，课件上即出现一个笑脸，并说：Yes, youre right. 若他猜得错，课件上即出现一个哭脸，并说：Sorry, youre wrong.(也可让学生来移动鼠标，核对他所回答的是否正确，这样可以增加他们的小小成就感。)3. Activity: “Look for my book”This activitys rule is: Teacher changes the students books, the students use the new sentences“I cant find my book. Wheres my book?” to find their books from their classmates. They also should answer the others questions. If he doesnt know, he should say “Sorry, I dont know.”If he knows, he should say“Its in / on the”设计意图 这个环节旨在以本课为延伸，鼓励学生将所学的语言运用到日常生活中，使生活处处皆课堂。Step7. Summary1. Listen to the tape and repeat.设计意图 知识来源于课本，在解决了本课的重难点后，让学生们打开课本跟录音朗读课文，使他们对本课有一个整体的认识。2. According to the last sentence“Wheres the camera?” The students look at the picture and answer:“Its on the fridge.”从而引出结束语：Now is spring, if you have a camera, you can go to the park and take some beautiful photos with your friends, OK?Step8. Homework Look at your house and ask your pare