Unit 1 Happy birthday.教案2

新标准英语Book 2 Module 10 Unit 1 It’s on your desk. 教学设计

【教材分析】本单元围绕“方位”这一话题展开，主要通过Daming在屋中按照提示找礼物的过程呈现了不同的方位介词in, on, under, 要求学生能够正确区分和使用介词，并能在一定的情景中描述物体的位置。

【学情背景分析】根据《英语课程标准》的要求，小学阶段的英语教学主要目的为“激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的学习英语的自信心。” 三年级的孩子刚接触英语，所掌握的知识有限。在缺乏语言锻炼的环境中，孩子们没有足够的机会开口说英语和运用英语。加上每周两课时的短时间学习，孩子们的遗忘快，造成知识掌握不牢固，学了新的忘了旧的现象。因此只有有效地教学，合理地运用这40分钟的上课时间，才能既让孩子们学到知识，又继续保持对英语的兴趣。

【教学目标】结合新课程标准和大纲提出的总体目标和具体要求我将本课教学目标设计如下：

1．语言知识目标

⑴

掌握单词：on, under, box, bedroom.

⑵

掌握句型：It’s in the box. It’s on your desk.

It’s under the chair. 2．语言技能目标：能够熟练使用in, on, under来表达某一物品所在的位置。

3．情感目标：通过本课学习培养学生注意观察、认真模仿的良好习惯和主动竞争的意识。激发学生学习英语的兴趣，使学生树立学习英语的自信心。

【教学重难点】1．掌握方位介词in, on, under；2．能正确描述物品的位置。

【教学过程】

Step 1 Warming up: Good morning, boys and girls. Are you feeling good today? yech, The weather is so nice ,so we all feel happy. Look,what is this ? Tt is a birthday cake. Whose birthday today? take out daming,,this boy, His name is daming .Let us say happy birthday to him togher.Happy birthday! His friends will give him a present,where is the preseng ?Let us help him to find it OK? Now we will learn module 8 Unit 1 It is on the desk. Step 2 Leading in and presentation

1. Do you like presents? Here are some presents for you, read them, please.（课件出示，一词读一遍。）

Wonderful! A present for you. And a present for you, too. Miss Lin got a present on Mother’s Day. Can you guess? What’s my present? （边点课件出示礼物图。学生猜完之后，点课件公布答案。）

My present is a toy monkey. So you are right! Lucky dog, a present for you. I bring my present here. Where’s my present? Is it in the bag? No. Look, it’s in the box.（拿出猴子跟大家打声招呼）Hello! Nice to meet you.（再放一边。拿出实物box, this is a box.拿出卡片教学box.）Can you read the word in different tones? For example, wow, box. Oh, box. Who can try? 2. 教学in, on, under ⑴

师把猴子放进盒子里，问Where ‘s the monkey?引导生说：It’s in the box.(师板书并带说It’s in the box.) Now, let’s chant. Fellow me! in in in the box；in in in the bag；in in in the desk；in in in the bedroom (课件出示bedroom的图片)；默式教学bedroom。边做动作边说句子：we sleep in the bedroom. 回到chant再说一遍。Well done! A present for you.

⑵

师把猴子放在箱子上，问学生：Where’s the monkey? Is it in the box? 生说：No. 师问：Where is the monkey? 引导生说出：It’s on the box. 师拿出词卡，教on 师把猴子放在盒子上，说：The monkey is on the box. 再把书和铅笔放在盒子上： The book/ pencil is on the box. 师把猴子放在讲台桌上，问Where’s the monkey? 生回答：It’s on the desk.师说This is my desk.(注意手势指出是我的桌子)So you can say: It’s on your desk.师贴板书并带读It’s on your desk.。

师把猴子、书放在自己的头上手上，问Where’s the monkey/book?

Now, let’s listen and do.师发指令：Everybody! Your book is on your head. Your book is on your desk. Your hands are on your head. Your hands are on your desk. Who can be a little teacher?(请生当小老师上台发指令) Now listen, put the hat on my head. Who can help me? 请一生把帽子戴在师头上，师说：You’re right.并问：Where’s the hat? 引导学生说：It’s on your head.

师请一女生上前，把帽子戴在她头上，问：Where’s the hat? S1: It’s on she head. T: It’s on she head, or it’s on her head. Which one is right? She is a girl, so it’s on her head. 引导大家说出It’s on her head.再请一男生上前，把帽子戴在他头上，问：Where’s the hat? 引导大家说出It’s on his head.

【设计意图】由in的用法自然地迁移学习on的用法。由It’s on the box.的句型拓展学习It’s on your/his/her head，培养学生自主迁移的学习策略，提高学生学习运用语言的灵活性。] ⑶

利用课件，出示一个球在椅子上，师问：Where’s the ball? 生说:It’s on the chair.师点击课件，球滚到椅子下，师问：Where is the ball，now? 引导生回答：It’s under the chair.用单词卡片教学under.渗透语音教学：bus, us, run. Now, where’s Ms Lin?(生说) It’s under the desk.“It’s”…Is it right? You can say: You’re under the desk.然后个别到全体都亲身体验You’re under the desk. 回到大屏幕。师板书并带读：It’s under the chair.。师带读三遍，语速由慢到快。

Step 3 Text learning You have got some presents. Today is Daming’s birthday. He has got a present,too. But where’s the present?师把问题打在大屏幕上。Now listen carefully. Once again. Listen and imitate.

师Where’s the present? Who can answer my question? 生答对了，师So clever a boy/girl! 问全班Where’s the present? It’s in the bedroom. 师：You’re so smart. Now, take out your paper, and read the text together. 【设计意图】带着问题观看CD-ROM，带着要求听录音，提高学生的听力；让学生模仿录音中标准的语音语调，培养学生跟读录音的学习习惯和学习策略，为学生的终身学习打下基础。

Step 4 Extention You all did a good job! Boys and girls , let’s play a game, OK? Who would come here and play the game? 师（请三位学生上前）拿出一支铅笔，说：This is a pencil. I will hide it, and you guess where it is, OK? Please close your eyes. One, two, three! Where’s the pencil? It’s under the book. This is a sweet. I will hide it, and you guess where it is. 师将糖果放在嘴里，让其他生猜。

I want you to do group work. One student hides something and ask: Where’s the…? And the others guess: It’s in/ on/ under…. OK? Go!

Very good! More presents for you. Boys and girls, look at the two pictures, you have got so many presents, where are the presents? Can you find out the differences between the two pictures?(找不同) Now, you have one minute to talk about the differences in pairs. 点击课件： For example: In picture A… In picture B…The more,the better.Here you go! Who will try? Talk about the differences请生汇报。

拓展：There are some other differences in the pictures. For example, in Picture A, the ball is beside the chair. In Picture B, ….

Step 5 Summary: Today we use in/on/under to describe position. You can learn more after class.总结时，师借助帽子的简笔画，边画边描述位置并在图上标出单词。

Now, let’s count, who is the winner?PictureA:1,2,3.. PictureB:1,2,3.. The winner is …Congratulations! Today’s homework is…

【设计意图】培养学生的发散性思维和观察能力，使各个层次的学生通过这一环节的学习都得到语言锻炼的机会，形象深刻地掌握in, on, under的用法。

Step 6 Homework 1. Listen to the tape, and read the text for 5 times. 2. Describe the position of the objects in your home. 【设计意图】布置用所学的词句描述家里物品的位置，让学生学以致用，提高学生语言的综合运用能力。听音跟读作业，有利于学生更扎实地掌握新知。

【教学反思】

Good morning, Ladies and Gentlemen! I am very glad to be standing here and sharing my lesson with you. I think，in today’s lesson, my students have developed their abilities of listening/speaking and reading, and I have achieved my purpose of teaching. There are actually 3 aims in my teaching today. Firstly, I want my students to learn the new words “ on , under, box and bedroom”, and sentences like “ it’s in the box, it’s on your desk, it’s under the chair”. These have been presented

to them by using cards, toys, pictures, and TPR. So the students can master the knowledge correctly. Secondly, students have been encouraged to explore their own learning abilities, because I created real situations for them. For example，I let the students make their own chant, I ask them to play the game ‘Hide and guess’, and I ask them to find out the differences. By combining learning with real life and by creating vivid situations, students are actively involved in the class and their comprehensive language-using ability can be developed. Finally, I do believe that both I and the students taste the fun and happiness of learning English in the class.. Communications between the teacher and the students, as well as among the students surely have been promoted. By telling them to do pair work and group work, students have enjoyed the co-operation and I am really pleased to find this. I always tell myself: I am not only their teacher, but also their friends. And I try to do everything better. That’ s all, thank you. 』