人教PEP版三年级英语下册教案：Unit 1 Welcome back to school!Part B Let’s talk

1、Unit 1 Welcome back to school!Part B Lets talk; Look and say第5课时一、教学目标1. 能够听说认读单词：China, Canada, USA, UK, Australia2. 能够听说拓展单词：France, Japan3. 能够在真实或模拟的情景中运用句型Where are you from? Im from 询问他人国籍或籍贯并回答。二、教学重点及难点重点：能够听说认读单词China, Canada, USA, UK, Australia难点：能够在真实或模拟的情景中运用句型Where are you from? Im from

2、询问他人国籍或籍贯并回答。三、教学准备教学图片、七个国家的国旗、教学课件、单词卡片、七个国家标志性动物或建筑物的卡片等。四、相关资源【同步测试】Welcome back to school! 单词拼写互动练习【同步测试】Countries 词汇互动练习【同步测试】Countries 交互练习【知识解析】如何询问某人来自某地？句型讲解【活动设计】Where Are You From 活动练习【同步测试】Where Is Sb From 互动练习五、教学过程【Warm-up】Do exercises and review师生间简单问答后呈现资源库中的【同步测试】Welcome back to sc

3、hool! 单词拼写互动练习，让学生通过小火车单词拼写的游戏形式，复习上节课所学的重点单词he, she, pupil, student, teacher的单词拼写。T: Hello, boys and girls. Today well continue to learn Unit 1. Do you still remember the words we learned last time? Now you can do exercises about these five words through a funny game to review. 设计意图：复习上节课所学，并调动学生的学

4、习热情，让学生快速回归课堂学习状态。Chant and review随后呈现资源库中的英文儿歌 Boy and Girl，让学生跟唱，从而活跃课堂气氛。T: Next, lets sing a song Boy and Girl together. 设计意图：活跃课堂气氛，调整课堂节奏。Look and say 接着先后呈现第一课时所学的四个国家的标志性建筑，让学生说出相应的单词，并用Im from 的句型说出相应的句子，为接下来的新词学习奠定基础。T: We learned the names of four countries. What are they? Lets look and s

5、ay to review.设计意图：复习所学的国家单词，为学习新的国家单词奠定基础。【Presentation】Look and learn1. 接着呈现澳大利亚国旗图片，引导学生用中文说出相应的国家名，之后用课件或板书呈现Australia的词形，带领学生学习，确认学生会听、会说并能认读单词、理解词义。T: Look at this national flag. Do you know where it belongs to? Yes, it belongs to Australia.2. 在此基础上增加袋鼠和悉尼歌剧院的图片，加深学生对单词Australia的理解和掌握。教师可拿出事先准备

6、的地球仪，便于课堂教学。T: When we talk about Australia, what do you think of? The kangaroo? Sydney Opera House? Anything else?3. 拓展词汇1a. 首先呈现法国国旗图片，引导学生用中文说出相应的国家名，之后用课件或板书呈现France的词形，带领学生学习，确认学生会听、会说并能认读单词、理解词义。T: Who knows this national flag? It belongs to France.b. 接着以同样的方式增加著名的埃菲尔铁塔的图片以及标注法国位置的地球图片，加深学生对单词

7、France的理解和掌握。T: Do you know anything famous in France? France has Eiffel Tower. And can you find France on the globe?4. 拓展词汇2a. 呈现日本国旗图片，引导学生用中文说出相应的国家名，之后用课件或板书呈现Japan的词形，带领学生学习，确认学生会听、会说并能认读单词、理解词义。T: I think you know which country this national flag belongs to. Now read after me, Japan.b. 接着以同样的方

8、式增加日本樱花和东京铁塔的图片，加深学生对单词Japan的理解和掌握。T: The sakura is Japanese flower. Japan is also famous for its Tokyo Tower.设计意图：结合图片和语音，引导学生运用联想法理解词义、记忆单词。Do exercises 1. 呈现资源库中的【同步测试】Countries 词汇互动练习，结合拍照小游戏的形式，考察学生对China, Canada, the UK, the USA, Japan, Australia 6个国家单词及其标志性建筑的掌握情况。T: Next, you will do exercis

9、es to consolidate and check how you have grasped about the words.2. 接着呈现资源库中的【同步测试】Countries 交互练习，通过让学生在世界地图上找到China, Canada, the UK, the USA, Japan, Australia, France这7个国家的位置，进一步考察学生对这几个国家词汇的掌握情况。T: Lets do another funny practice to check more about these words. 设计意图：通过拍照和找国际位置的小游戏，调动学生的学习热情，并进一步强化

10、记忆单词。Listen and learn 学习完国家名称之后，教师播放B部分的Lets talk的录音，让学生结合课本上的图片，感知对话内容。教师可以引导学生由答语Im from the UK.推测出问句Where are you from?的句意。T: Now please look at the picture of Lets talk of Part B. Wu Yifan is introducing Amy to Mr Jones. Lets listen to the tape and learn. After that, you can guess and tell me wh

11、at the question means.设计意图：由词到句，逐步深入，同时锻炼学生结合所学的知识推测新学的未知知识的能力看，更好地学习掌握目标语言。Look and learn接着呈现资源库中的【知识解析】如何询问某人来自某地？句型讲解（图片），对于本课时的核心句型Where are you from?进行讲解教学。T: What did Mr Jones answer Amy in the conversation? Where are you from? When we want to know the place someone is from, we can use this qu

12、estion.设计意图：讲解句型，让学生跟深一步地理解句意和句型的运用。Look and introduce再呈现资源库中的【活动设计】Where Are You From 活动练习（图片），让学生仿照范例进行自我介绍，练习句型Where are you from? Im from T: Now you can look at the picture and introduce yourselves using the sentences “Where are you from?” and “Im from ”. 设计意图：结合范例，实际运用目标语言。Do exercises随后呈现资源库中的

13、【同步测试】Where Is Sb From 互动练习，让学生通过拼图小游戏的形式，练习句型Where is sb. from?及其答语。T: Now you are going to do more exercises to practise the new sentence pattern. 设计意图：吸引学生的注意力，进一步强化目标语言。Listen and repeat再次播放Lets learn的录音，让学生听音跟读，感知语音，记忆对话。T: Now you can listen to the tape and repeat.设计意图：感知语音语调，帮助学生熟悉句型的运用。Act a

14、nd show 之后请学生三人一组进行角色对话。个别组可以到讲台前展示。T: You can act the conversation in groups of three. And some groups of you can come here to show your performance.设计意图：实际运用目标语言。Look and say 接着先后呈现Look and say中的对话内容，让学生观察并说一说，感知语音及对话情景。T: Zoom is introducing himself to his friends. Lets look and say.设计意图：感知语音，熟悉目

15、标语言在实际交流中的运用。Choose, act and guess 教师将所学国家的标志性动物或建筑物的卡片倒扣在讲台上，每次请一名学生上前抽取一张卡片。其余学生齐声询问Where are you from? 抽取卡片的学生不出声，只做出卡片上动物的动作，让其他同学猜测，猜到为止。可参考课件上的例句。T: Now lets play a game. Herere some cards of the animals of these countries. One of you will come here to choose one card without saying anything, the rest of you should ask “Where are you from?” The student will act like the animal. And then the rest of you can guess which country he comes from.设计意图：活跃课堂气氛，综合输出目标语言。Test 进行随堂检测。T: Now its time for you to take