三年级英语下册 Unit 4 Where is my car（第5课时）教案 人教PEP版

unit 4 where is my car第五课时l 课时内容b. lets learn; lets do l 课时分析 lets learn中zoom在找自己的玩具船，寻找妈妈的帮助。妈妈猜测是不是在他的玩具箱里。在这个交流过程中呈现三会词汇：cap, ball, car, boat, map，以及重点句式：where is my boat? is it in your toy box? no, it isnt. 五个三会单词中cap已经在前一课时中出现过，两个两会单词：toy box也已经在前一课时中出现过。主要句式也是在前一课时中第一次接触，其他的三会单词都是玩具，是学生们比较喜欢的内容，所以本课时的重点内容学生接受掌握起来应该没有困难。lets do是五个指令，由五个动词与五个三会词汇组合成的动词短语。可以与学生进行听、做动作或做动作，猜短语等活动，让学生在重复动作的同时，掌握五个词汇的发音及词义。l 课时目标1. 能够听懂、会说、认读单词cap, ball, car, boat, map.2. 能够听懂、会说、认读句式：is it in/on/under.？3. 能够听懂短语row a boat, bounce a ball, drive a car.并做出相应的动作。l 课时重难点1.重点：能够听懂、会说、认读单词cap, ball, car, boat, map.能够听懂、会说认读句式：is it in/on/under.？2. 难点：能够正确在使用句式来猜测物品的位置l 教学准备1. 多媒体课件、录音机、磁带。2. 单词卡片、实物。l 教学过程 step 1 warm up1.开始课程前，将学生分成四组，在黑板上为每组画一个玩具箱。学生表现好时就为自己的组获得一种玩具。课程结束时，玩具最多的组获胜。teacher: ill divide you into four groups. each group has a toy box. if you did well, i will draw a toy for you. at the end of the lesson, the group which gets more toys will be the winner. 2. tpr活动。请学生边重复老师的指令，边做出正确的动作。clap your hands. stamp your feet.设计意图：以tpr活动开始课程，引出接下来的环节，为下一步的学习服务。另一方面，tpr活动可以让学生调动多种感官参与活动，激发他们的学习兴趣，让他们把注意力迅速集中到英语学习上来。 step 2 lead in1. 游戏：i do you guess. 老师接着做动作，请学生猜一猜。teacher：lets play a game. i will do an action. please guess what i am doing.做拍球的动作，请学生猜一猜。teacher: im bouncing a ball. look, this is a ball. (多媒体出示球的照片，或出示一个实物) do with me, bounce the ball. 学生一起做拍球的动作并重复短语。板书ball，并领读单词。teacher: lets spell ball together. b-a-l-l, ball. students in this line read it one by one, please. 设计意图：此活动与热身活动紧密相关，学生可以自然进入新内容的学习。以猜测老师的动作的方式展示新授单词和短语，能够充分调动学生的好奇心，促使其积极参与教学活动。 step 3 presentation1. 在黑板画出球，接着画帽子、玩具车、玩具船、地图，(也可以使用单词图卡进行，或以多媒体展示图片)学生边猜边学习新授单词。teacher：this is a ball. whats this? is it a ball? no, its a cap. read after me, cap. and is this a cap? no, its car. its a toy car. say with me, car. lets spell it together, car, c-ar, car. look at this one. it isnt a car. its a boat. say with me, boat. oa sound /. repeat it please. and look at this. is it a picture? no, its a map. this is a map of our city. read after me, map. 设计意图：通过一般疑问句，来引出每一个新授词汇，为询问物品位置的一般疑问句的学习做好准备。在学习新授词汇时，注意引导学生关注字母或字母组合的发音，帮助他们记忆单词。2.播放课文录音，观察课文图片，回答问题。teacher：zoom is looking for his boat. where is his boat? lets listen and find. teacher: who can try to answer my question? where is his boat? is it in the toy box? is it on the desk? is it under the desk?设计意图：通过听录音，听准单词读音，纠正自己的发音。以询问学生的方式展示本课的重点句式，通过听、看，引导学生发现答案，并选择正确的应答方式，从而掌握本课的重点句式。 step 4 practice1. 我说位置，你说出物品名称。teacher：now, i say the sentence, you guess what it is. its on the desk. what is it? yes, its a cap. its under the desk. its on a map. what is it? yes, its a boat. its in the toy box. what is it? yes, its a car. .设计意图：教师描述物品的位置来引导学生猜出物品，学生一方面需要理解新授词汇的意思，另一方面也进一步巩固如何描述物品位置的句式。2. 出示物品的一部分，学生猜出单词。teacher: look, this is a part of a toy. what is it? say like this: is it a .?设计意图：以这样的形式来猜单词，一方面能够激发学生参与的兴趣，另一方面使他们在猜测中不断使用重点词汇，且不断熟悉一般疑问句的句式结构。3. 教师将实物放在某一位置，请学生猜猜在哪里。teacher：this is a ball. i will put the ball at a place. please guess where it is. you can ask like this: is it on the desk? is it in the bag?设计意图：通过这样的“寻宝”游戏，使学生在真实的情境中反复使用重点句式来达到自己的目的。从而使学生在使用中真正掌握重点句式。4. lets do actions. 一起做一做。teacher：look, i have a ball. i can bounce the ball. do with me, and say with me. bounce the ball. what am i doing now?（做开车的动作）im driving a car. say with me, drive a car. what am i doing now? （做划船的动作）im rowing a boat. say it together, please. row a boat. lets put on a cap. （做戴帽子的动作）repeat, put on a cap. lets read a map. （做拿着放大镜看地图的动作）read a map. do it together. 设计意图：通过展示动作来使学生初步了解这五个短语的含义，并在重复中进一步熟悉五个重点词汇。5.（1） i do you say. 老师做动作，学生说出短语。teacher: i will do the actions. please say the correct sentence. 教师随机展示动作，请学生说出相应的短语。（2）i say you do. 教师说出短语，学生做出相应的动作。teacher: now, i say the sentence. please do the correct actions.设计意图：前一个活动可以检验学生是否能够理解并说出短语，后一个活动来检验学生能够听懂短语的意思，两个活动的训练，能够使学生不仅能够听懂会说短语，而且能够听懂、会说本课的重点词汇。 step 5 summary1. 展示一幅图片，学生进行两人小组活动，练习本课的重点词汇及句式。teacher: look at this picture. its zooms room. what can you see? do a pair work. you can ask and answer with these questions:where is the.?is it in/on/under.yes, it is. / no, it isnt. 设计意图：学生在一个相对复杂的场景下进行寻物的对话练习，练习中既可以总结本课的重点词汇，也可以总结本课的重点句式。2. 总结小组表现，鼓励最佳小组。teacher: now lets count the toys of each group. which group is the winner? congratulations. everybody, please be better next time. l 课堂作业一、根据图片写出单词。二、根据图片内容选择正确答案。( ) 1. is it a ball? a. yes, it is. b. no, it isnt. ( ) 2. is the pencil on the desk? a. yes, it is. b. no, it isnt.( ) 3. is the bag on the desk? a. yes, it is. b. no, it isnt. ( ) 4. is the bag under the chair? a. yes, it is. b. no, it isnt.三、将句子前的序号写入正确的图片下方。a. bounce a ball. b. row a boat. c. drive a car. d. read a mp. e. put on a cap. ( ) ( ) ( ) ( ) ( )四、读一读下面的对话，判断正(t)误(f)。lily: where is my pen, mum?mum: is it in your bag?lily: where is my bag?mum: is it in your desk?lily: yes, it is. but the pen isnt in the bag. mum: is it in your pencil box? lily: my pencil box is in my bag, too. but the pen isnt in the pencil box. where is my pen?mum: is it under the book?lily: yes, its under the book. its on the desk. thank you, mum. ( ) 1. lilys pen is in her bag.( ) 2. lilys pen is in her desk.( ) 3. lilys pen is under her book.( ) 4. lily