三下 Where is my car？第二课时.doc

教学内容：A.Lets learn/Lets do教学目标：1、在语境中初步感知、尝试运用Where is ?Its in/on/under 询问和回答物品所在的位置。2、能够听说in,on,under三个方位介词和单词desk,chair.3、能够用正确的语音语调朗读对话。4、养成自己收拾文具的好习惯。教学重点、难点：1、能够听说in,on,under三个方位介词和单词desk,chair.2、在语境中初步感知、尝试运用Where is ?Its in/on/under 询问和回答物品所在的位置。课前准备：PPT、五个单词图片、文具实物、课文动画教学步骤：课前播放本单元歌曲：Where is the toy car?（设计意图：在英语课上，学生最喜欢的就是做游戏、唱歌和吟唱歌谣。每一单元的歌曲通常放在一节课开始或结束之时，这个环节哼哼，那节课唱唱，自然就会了，歌曲对于培养学生良好的语感有很好的帮助作用。）一、 Warm-up and review1、 Greeting.2、 Game：穿过雷区T:Boys and girls.I know you all like games.At first lets play a game.OK?Its very dangours.We must obey the rules.When you see a word,Stand up and say it quickly and loudly.when you hear the explosion.You must lean over the desk.Clear?(师边说边用肢体语言帮助学生理解游戏规则。)（设计意图：通过趣味游戏“穿过雷区”，一是快速的把学生的注意力快速集中到课堂上来，二是复习本课将要用到的文具和身体部位的单词，为本节课学习新知做好铺垫。）3、 播放主情景图动画。T:Oh. we are safe.Now,lets look at the flash.Then guess what will we learn this unit.(看主图动画，然后问学生这单元将要学习什么内容。师也可以提示：动物、水果、物品所在位置还是家庭成员？)（设计意图：让学生通过动画和老师的讲解整体感知本单元将要学习的内容，让学生明确学习目标。）4、 提示课题.T:Very good!This class we will learn Unit4 where is my car?A.Lets learn(板书课题)二、 Presentation1、 学习单词in。出示课件。T:Now look at the picture.Where is the ball?S:在盒子里。（In the box.）学生说不上来师提示。T:（师单击课件，出现单词in）Who can read it?Have a try.学生试读i-in.师单击单词，显示发音。边跟读边做动作，师板书。指名读小队读全体读。T:（师再次问）Where is the ball?S:In the box.师拿一枝铅笔分别放到书里、铅笔盒里、书包里T：Now look at me.Where is the pencil?S：In the bookpencil boxbag.T:Now show me your pencil.Listen and do.Put your pencil in your book.（边说边把铅笔放在书里）Put your pencil in your pencil box.Put your pencil in your desk.（设计意图：通过课件呈现新词，然后根据拼读规律试读，然后辅以动作由词到词组，然后到句子逐渐强化、操练，调动学生多种感官参与学习。后面的Listen and do为后面学习Lets do做准备。）2、 学习单词desk。接上师边说边把铅笔放进课桌里，同时出示图片desk，让学生试读e-de-des-desk。跟读书空板书（写到in，然后中间加the，in the desk）指名读1号读2号读3号读4号读。T:Super.Now look carefully.Where is the bag?S:In the desk.T:(把书包放到桌子上)Where is the bag now?S:On the desk.（学生说不上来老师提示，因为学习字母O时学过这个词。）3、 学习单词on。接上文呈现on课件。试读：o-on（学习字母O时出现过，再次接触应该会比较容易接受。）点击课件，呈现正确发音。跟读（边做动作）书空板书。指名读横排读T:Where is the ball?S:On the box.拿一把尺子，分别放到书上、铅笔盒上、桌子上问：Now look here.Where is the ruler?S:On the bookpencil boxdesk.T:Show me your ruler.Now listen and do.Put your ruler on your book.Put your ruler on your head.Put your ruler on your desk.Put your hand on your desk.Put your hand in your desk.Put your arm on your desk.Put your arm in your desk.Put your hand under your desk.（师边说边做under动作）4、 学习新词under和chair呈现under课件。呈现单词under.指名读（因为这个词在学习字母U及U的发音时两次出现过）-正音,书空板书。接龙读列读T:Where is the ball?S:Under the box.T:（师拿一铅笔盒）分别放到书下、书包下、桌子下、椅子下：Where is the pencil box?S:Under the book/bag/desk/chair。列读under the chair。Game:寻声找词T:Next lets play a fun game.Ok?If he or she is near the card “chair”,we say “where is the chair”loudly.If he or she is far from it,we say quietly.）（under和chair是这一课的重点，也是难点，在此处用一个“寻声找词”的游戏，让孩子在欢快的游戏中突出重点，突破难点。）T:Oh,The chair is under s book .Do you want to know where Zips ruler is?Now lets see.呈现课文三、 Practice1、 听音跟读课文T:Who can tell me where Zips ruler is?S:Its under the chair.T:Very good.Zips ruler is under the chair.在此处对学生进行教育，用完的文具要放回原处。（设计意图：听音跟读课文，正音，根据提出的问题检查学生对课文的理解，并对学生进行良好学习习惯的教育：用完的文具或物品要及时收拾，放回原处。）2、 Listen and number。T:Now lets check.OK?Listen and number.underinchairondesk.核对，师说数字学生说单词。（设计意图：充分利用课本资源对学生进行词的检测。）3、 Listen and doT:You all did good job.Now Lets do some exercises.Ok?师慢速说一遍播放Lets do.放大窗口，跟读，做动作跟录音一起做一如有时间做一个听音判断对错的练习。Put your foot under your chair.Put your hand on your chair.Put your arm in your desk.Put your hand under your desk.（设计意图：这一版块的内容是对本课所学知识的一个巩固环节。这种全身反应活动让学生在有节奏的鼓点中边听边做，大大增加了孩子们的参与热情和学习积极性。）4、 Lets chantT:Wonderful!Now Miss Chen has some pictures.Would you like to see?先看图，进行问答练习。唱歌谣。Lets make up a chant.(小组编歌谣)Where is the bag?In,in,in.In the deskWhere is the pencil?On,on,on.On the book.Where is the ruler?Under,under,under.Under the chair.（设计意图：这首chant包含了本节课所学的五个词、词组、及句子。通过有韵律的说唱，在轻松愉快的氛围中再次突出重点，突破难点。） 5、看图进行问答练习。T:What a fun chant!Now lets go to Sarahs classroom to have a look .Discuss the stationary in the classroom. where is it?Practise in pairs.出示课本39页A.Lets learn图。让学生两人一组进行问答练习。然后汇报。（设计意图：看图让学生两人一组进行问答，然后汇报，大大增加了学生的参与度，提高了课堂效率。）5、 创编对话。T:（师接一同学的对话，找自己的东西，创编一个情景对话）Can you make up a dialogue like this?出示课件要求，学生小组内编对话，然后汇报。四、 Summary（设计意图：让学