人教PEP版英语三年级下册Unit4Whereismycar第五课时教案

1、第五课时课时内容B. Lets learn; Lets do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

2、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。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。课时重难点1.重点：cap, ball, car, boat, map.能够听懂、会说、认读单词能够听懂、会说认读句式：Is it in

3、/on/under.？2. 难点：能够正确在使用句式来猜测物品的位置教学准备1. 多媒体课件、录音机、磁带。2. 单词卡片、实物。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 w

4、hich 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1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. Pl

5、ease 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 byone, 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

6、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, it s car. It sa toy car. Say with me, car. Let sspell it t

7、ogether, car, c-ar, car. Look at this one. It isn ta 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

8、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 toybox? 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

9、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

10、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. You2can ask l

11、ike 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

12、car. What am I doing now? （做划船的动作） I m 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 th

13、e 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

14、。Teacher: Look at this picture. Its Zooms room. What can you see? Do a pairwork. 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 g

15、roup. Which group is the winner? Congratulations. Everybody, please be better next time.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 isn t.() 2. Is the pencil on the desk?A. Yes, it is.B. No, it isn t.3() 3. Is the bag on the desk?A. Yes, it is.B. No, it isn t.() 4. Is th

16、e bag under the chair?A. Yes, it is.B. No, it isn t.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 th

17、e pen isn tinthe bag.Mum: Is it in your pencil box?Lily: My pencil box is in my bag, too. But the pen isntin the pencil box. Where is my pen?Mum: Is it under the book?Lily: Yes, it sunder the book. Its on the desk. Thank you, Mum.() 1. Lily s pen is in her bag.() 2.Lily s pen is in her desk.() 3.Lily s pen is under her