PEP小学英语三年级下册Unit4WhereismycarA部分第一课时教学设计.doc

PEP小学英语三年级下册Unit4 Where is my carA部分第一课时教学设计教学目标 1知识目标：（1）能够听、说、认读单词：desk , chair, in , on , under。 （2）能听懂、会说句型Where is my ?Its in on under2技能目标：能够听、说、认读单词：desk , chair, in , on , under。 （2）能听懂、会说句型Where is my ?Its in on under 3情感目标：让学生进一步感受到学习英语的乐趣，积极参与交际活动，培养他们乐于与他人合作交流的习惯。养成自己收拾书包的好习惯。 二、教学重点和难点重点：能够听、说、认读单词：desk , chair, in , on , under。 （2）能听懂、会说句型Where is my ?Its in on under难点：能够听、说、认读单词：desk , chair, in , on , under。 （3）能听懂、会说句型Where is my ?Its in on under三、 学习目标 能听懂、会说句型Where is my ?Its in on under并在情景中熟练应用。四、教学过程Step1 复习热身Warm-up（1）师下指令，生做动作。学生随教师的指令作出相应的动作Touch your nose. / Touch your ear./ Touch your eyes./ Touch your mouth （2）游戏（看看猜猜）课件出示：1，Its big .It has a long nose and big ears. 2, Its small .It has two long ears and short tail. 3, Its big and fat.It is black and white.猜四种动物，引入新句型Where is my ?Its in on under【通过课前热身，让学生在欢快的气氛中巩固复习形容词big,small.long,short，并在动作中巩固掌握，为后面的运用做好铺垫。】Step 2新课呈现-Lets learn教师利用多媒体教学desk、chair，并重点学习介词on、in、under以及短语on/in/under/thedesk,on/in/under/thechair.教师把plane,ball,car分别放在椅子下面及桌子上面，并提问：Whereistheplane/ball/car?Itsin/on/underthe.1、利用教具学习单词 on, in , under. 2学习句型It has (1) Good, boys and girls.You can talk about yourself.What about the animals? Can you talk about them? Come here children! Look at the elephant .出示大象的图片 (Wow! Its so big.) It has a nose. Its so long. It has a long nose.It has a tail. Its short. Its a short tail.It has two eyes. They are small. It has small eyes.It has two ears. They are big. It has big ears.(2)教师继续用大象的图片和学过的句型 Its so引导学生说出新句型It has，并提醒学生区分运用单数名词和复数名词。T: It has a nose. Its so long. S：It has a long nose.T: It has a tail. Its so short. S：It has a short tail.T: It has two eyes. They are small. S：It has small eyes.T: It has two ears. They are big. S：It has big earsT: It has four legs.They are short. S：It has short legs.（3）看图说话比赛。教师课前在教室两边墙上分别贴上几个动物图片，引导学生用句型It has 描述动物的特征，说对一句得一分，看哪个组的学生说的又多又准。示例：Look at the tiger。 It has a short tail。Look at the panda。 It has short legs。 课件出示动物的阴影图形，让学生猜:Whats the animal ?之后教师运用句型:It has 描述动物的主要特点并引导学生理解。【通过课件呈现动物，并创设出真实的情景，学生在老师的引导和描述下会自然而然的动脑思考，很快就会对句型有了初步的认识和理解。】（4）观看动画，猜测人物的对话内容。（5）师提出问题考察学生的理解：What does ChenJie say about the elephant? What does Mike say about the elephant? What does John say about the elephant? 【播放动画向学生完整的呈现了本课的教学内容，学生根据自己在真实情景中的理解对课文的大意进行说明，发挥了学生的主动性，培养了学生的听力和理解能力，同时通过给小组加分，再次激发了学生的学习欲望。】（6）教师播放课文录音引导学生理解课文对话并依次回答问题。（7）学生打开课本听录音，教师解释Come here， children的意思。（8）跟读对话，然后进行角色扮演。【在理解课文的基础上，设计最常规的跟读环节，有助于纠正学生的语音语调，培养良好的听说基础。】Step3 趣味操练 (Practice)（1）分角色朗读对话、表演对话首先师生合作分角色朗读，然后三人一组练习，最后展示表演。【表演对话是对课文内容的模仿呈现，在一定程度上起到巩固操练的作用，但是仅有这样的操练是不够的，因为语言的生命力在于交际和运用，所以说在下面设计了一系列的游戏，旨在开发学生思维，培养学生的语言运用能力。】（2）游戏：猜一猜点击课件，出示经过剪辑的动物图片，比如大眼睛或者短尾巴等，让学生运用has 描述自己猜到的动物，师再次通过课件来显示正确答案，并给予评价和鼓励。 （3）完成Make a monster (出示课件)教师讲清楚活动规则，并与一位学生示范活动过程。两人小组活动，桌面上放着很多动物身体部位的图片，学生A用It has说三、四句话，描述想象中怪物的模样，学生B根据A的话用拼图的方式凑出一只怪物。学生A检查学生B拼成的怪物，然后一起描述出其特征。示例：拼图A: It has a big body。 B: heres a big body。A: It has a short tail。 B: heres a short tail。A: It has eight legs。 B: Ok， eight legs。示例：描述A: Look at the monster. It has a big body.B: It has a short tail。A: It has eight legs。A & B: It is so big.Step 4 运用拓展1、自画像：运用I have 来简单描述自己的长相特