英语人教版三年级下册Unit4 Part A Lets learn.docx

新版PEP小学英语3B教 学 设 计新版PEP 3B Unit4 Lets learn 一、教材分析：1、教材的地位和作用 新版PEP 3B教材全书共6个基本单元和两个复习单元，每个单元分为6课时，共10页。其中，每单元的第12页呈现本单元的主要教学内容（不占用课时）；第38页为重点教学内容，每页一课时，共六课时完成。第九页为检测内容，第10页为选用内容（不占用课时）。本课是第四单元的第四页即第2课时，本课在语篇中整体感知学习词汇和句型的基础上，继续学习并侧重词形的认读训练，强化听说和认读技能的培养。2、教学内容分析本部分利用小鸟和房子的位置图片呈现了要求掌握的重点方位单词on, in, under，并利用Zip和课桌以及尺子与椅子的图片引出与on, in, under相关的单词desk, chair。并提供了相应的录音材料，教材设计意图是希望学生通过观察、录音和模仿，学习方位单词on, in, under和单词desk, chair的发音，以及表演等方式学习本课重点句型Where is the .?及回答Its on/in/under the.3.学情分析我所教授的学生是三年级的学生。他们热情活泼，好奇心和模仿能力都很强，对新知识和新事物有着极大的兴趣。这一阶段的学生对英语已经有了半年的学习基础，虽然学了一些知识，但对英语这门学科而言仍然处于初级阶段。在设计本课时，我力求用简单生动、通俗易懂的实物和游戏的形式，鼓励学生积极思考、主动参与，尽量使课堂气氛活跃，最大限度地调动学生的积极性。二、Teaching aims and demands:1、Knowledge of the target:1）By the end of the class, Ss can master the words: “on, in, under, chair, desk”。2）By the end of the class, Ss can understand and master sentences: A: Where is the .? B: Its on/in/under the.3) Developing Ss competition awareness through the forms of games and the guidance of teachers.三、Teaching key and difficult Points:1、 Key points:1. Master prepositions of “on, in, under” Recognizing and reading the word “desk, chair ”2.Understand and master sentences“Where is the .? Its on/in/under the .。”2、Difficult points:Key sentence“ Where is the .?/Its on/in/under the .” used in the real situation。四、Teaching aids:PPT, stationery objects, several smile balls, word cards and the pictures of prepositions and desk, chair五、Teaching Methods: physical demonstration method；communicative approach； game laws；intuitive teaching method；TPR and so on.六、Class assignment:Teaching a new lesson (40 minutes) 七、Teaching ProcessStep1 Warming up1.GreetingsT greets Ss and introduces herself.2.Free-talkT:Good morning.S: Good morning.T:Whats your name?S:My name is .T:Nice to meet you.S: Nice to meet you, too.T:Are we friends?S:Yes. 3.Sing a song: Wheres the car?Step2 Presentation 1.PPT shows the picturesT:Look at these pictures. Who is this?(师分别展示Zoom和Zip的头像)Say good morning and nice to meet you to Zip/Zoom.T:Zip and Zoom are good friends. They are playing hide- and -seek!2.T shows pictures and asks “Where is Zip? ”to elicit “in”3.Ss listen ,repeat and spell “in”.4. T shows pictures and practice Wheres the ruler? Its the pencil-box. Wheres the teacher? Its the classroom.5. T points a desk in the classroom to elicit “desk”. Ss listen, repeat and spell “desk”6.T shows another picture of Zip and asks “Wheres Zip?” to elicit “on”.7.T writes the word on the blackboard, Ss listen and spell8.PPT shows pictures, Ss practiceWheres the pencil? Its the book.Wheres the book? Its the desk9.T points a picture of chair to elicit “chair”, Ss listen and repeat10.Do actions“Put your hand on your chair”; “Put your arm in your desk”11.The same way to elicit “under”, Ss listen and spell12.Do actions“Put your foot under your chair” “Put your hand under your desk”Step3 Practice1. T shows a pencil to Ss. Then puts it in/ on/under a book and asks “Wheres the pencil? ”,T guides Ss to answer with “Its on/in/under the book.”2. PPT shows pictures, have Ss ask and answer in pairsS1:Whats this? S2:Its a/an .S1：Wheres the .? S2:Its in/on/under the.Step4 Consolidation Extension1.T helps Ss consolidate the usage of on/ in/under. T models.2.Enjoy a song: “on, in ,under”3.T plays a short video, Ss look, listen and imitate4. Play a game- Throw the ballA. T shows a yellow smile ball and throws it toward the blackboard, then asks “Where is the ball?” ,chooses a student to answer using the pictures in PPT B.T encourages more students to play the gameStep5 Homework 1.Listen to the tape at home after class.2.Encourages Ss to draw a picture of their room and described by t