Lesson 2主要内容及教案内容

Teaching design for Grade Three 崖门镇黄冲小学

钟艳芳

一、学情分析：

本单元学习询问某物在哪里及回答。鉴于三年级学生好动，喜欢对话与游戏活动，本单元采用情景教学法，应该会收到较好的效果。在教学方位介词时，可用一个盒子来教学in, on, under,两个盒子教学between，并尽可能选、地道的语言素材，尽可能多地为学生创造在真实语境中运用语言的机会，激发学生学习句型的兴趣，鼓励学生在老师的指导下体验、实践、参与、探究和开展合作学习，发现语言规律，提高认知水平，逐步掌握语言知识和技能，在学习中乐于模仿、敢于表达，形成良好的英语感知能力和自主学习的习惯，从而使学生生在最少的时间内掌握最多的语言知识，尽快地提高运用语言的能力。所以，可以把不同的物体放在不同的位置来进行Where is…It’s in /on/under/between…

Where are …

They’re in /on/ 二、教学目标:

1、知识目标：学习四个方位介词in, on, under, between能听说读写句型Where’s …?

Where are …并能正确回答. Unit 5

Clothes

(The second period)

2、能力目标：Listen and say 3、情感目标：鼓励学生大胆开口说英语，用英语问答东西在哪里。

三、教学重难点：

重点是认记单词

难点是Where’s… , Where are …的问答及用法的区别。

1

四、课前准备：多媒体, 单词卡

五、教学过程：

Step 1：

warm-up

(1) Let’s sing a song: What are these? (2) Review the words: socks,a skirt,pants,a jacket Step 2 新课学习

①板书课文课题：Where’s my book?

②利用课件学习单词

in, on, under, between.结合手势理解意思，结合

句子：--Where’s my book? -- It’s on the desk. --Where is

my pencil? -–It’s in the box. --Where’s the soccer? -–It’s under the chair. --Where are the pencils? --They’re between the desk and the table. Where is my skirt?

.③Let’s read.Make a memory.全班朗读,记忆四个方位介词。

④Talk in pairs with my things.教师利用自己的东西示范进行问答与句子操练。

⑤Talk in pairs with your things.同位利用自己的东西进行问答与句子操练。

⑥出示Target,进行学习。

⑦let’s play games. a.

Game1.Play a memory game.

It’s

on

the table. …….

规则：先仔细看以下图片，记忆各种物品的具体位置，然后不用看图片就能正确描述各种物品的具体位置。

让学生看图，T:Where’s the pillow? Where’s the clock? Where’s the soccer? 引导学生正确回答。

2

b.

Game2.I say you guess.

规则:教师利用各种物品,教师可以问学生“Where is the book? Guess!”

你们可“It's on/in/between/under……”

⑧Let’s do exercise.完成P38 听力练习。

⑨Let’s chant.出示P39Chant.让学生一起进行Chant. ⑩What do we learn.T：

Look at the words.全班学生看单词，让学生认真看单词，进行朗读。叫个别学生进行朗读。

六．Exercises

A.

Make dialog with your partner.

Where’s ... ? It’s ...

/

Where are ... ? They’re ...

B. Listen and fill in the blanks. 1.

__________

_________ the pants ? _______ the desk. 2.

________ my watermelon? It’s _____

_____ the chair .

3.

______

jacket is _______ the table ______ the clock . 4.

Your __________ are _________ the books . 5. ---Good _________ , Miss Li .

6. _________

your

---Hi !Morning , boys and girls .

books , _________ . C. Replace the phrases. 1.

Where is my skirt ?

A. ____

B. _____ C._____ 2.

These oranges are on the box .

A.____ B._____

C. ____ 3.

Where are the oranges ?

A. ____

B. _____ C._____ 4.

My pencil is between the book and the clock . A.

_____________

B. ______________ C._______________

3

A.

Follow example to write sentences . Model : bananas/ on / table

Where are my bananas? They’re on the table . 1.

rulers / in / book___________________________________ 2. apples/ between / boxes_____________________________ kite/ under / chair___________________________________ 3. clock / on / desk ___________________________________ Step 3 Homework 4.

pants/ on/ bed ____________________________________ 5.

peaches/ in /box ___________________________________ B. According to answering sentences to ask . 1.

__________________________________? The socks are on the table. 2.

____________________________________? Your pants are under the cat . 3.

________________________________________? My balloon is on the pillow . 4.

_________________________________________?

The grapes are in the box. 5.

__________________________________________? They are between the presents and the cherries .

4

板书设计：

Unit 5 Clothes

in

under on

between

Where’s my skirt?

It’s on the bed.

socks

pants

skirt

jacket

Where are my socks?

They’re under the pillow.

教学反思

在学习中以把不同的物体放在不同的位置来进行Where is…It’s in /on/under/between… Where are … They’re in /on/under/between…对话操练。乐于模仿、敢于表达，形成良好的英语感知能力和自主学习的习惯，从而使学生生在最少的时间内掌握最多的语言知识，尽快地提高运用语言的能力。

5