Lesson 1教学内容概述

Unit 5 Clothes

教学内容:

三年级下册英语Unit 5 .

教学目标:

1、四会掌握本课的单词。

2、能掌握Where is...? 和 Where are...?这两个句型的问与答。

教学重点:

会正确运用 in on under between 这四个介词的用法。

教学难点:

会正确区分Where is...? 和 Where are...?这两个句型的问与答。

教学准备:

本课单词的实物以及两个盒子。

第一课时

教学过程:

一、复习:

复习What is this? 和 What are these?这两个句型。

设计意图:为下面学习区分Where is...? 和 Where are...?这两个句型做好铺垫。

二、情景导入:

教师出示两个盒子和一个苹果的实物,分别把苹果放在盒子的上面,下面,里面和盒子之间。

设计意图:为了让学生更快更好地懂得in on under between 这

三、探索新知:

1、Bring a jacket, a skirt, some socks and two boxes to class.

2、Using the realia,introduce the new words. For presositions,put the socks in the box, on the box,under the box and between the boxes.

3、4、5、6、7、8、 Ask four Ss to come up to the front.

T:( Ask two Ss.) Point to the skirt. Point to the socks. Continue with the other two Ss and clothing items. Ask another four Ss to come up.

Have them demonstrate the presositions using the realia. T: listen and repeat. Point to each picture as you say

the word.

9、Have Ss listen, repeat and point to each picture. 10、 Arrange the Picture Cards of previously learned vocabulary and real objects in the classroom to have Ss use the presositions.

11、T:Where is the jacket? Where are the pants?

12、Accept any responses from Ss.

13、While pointing to the picture of Tony and Jenny, model the dialog.

14、T:Listen and repeat.

15、Play the tape and pause after each sentence.

16、Do the same activity from “Gett ing ready” . Have Ss use the target language structure this time.

设计意图:让学生能通过动手操作,加深对in on under between

四、巩固练习:

A:在括号里写出正确的单词。

1、aptns ( ) 2、sscok ( ) 3、rsikt( ) 4、ajekt ( )

5、ernud ( ) 6、no ( ) 7、ni ( ) 8、webtene( )

B:仿照例句写句子。

Model: Where is my skirt? It is on the bed.

1、your socks/ under the bed.

2、my pants/ in the box.

设计意图:让学生能巩固这节课学习的单词与句型。

五、全课小结:

本节课主要学习了Where is...? 和 Where are...?这两个句型的问与答,要注意区分单复数。

教学反思:

本节课能利用实物让学生上台操作物品的位置,学生的兴趣浓厚,教学效果明显。但仍有一部分的学生还未能区分Where is...? 和 Where are...?这两个句型。仍出现Where are my pants? It is on the bed.下一节课还要加强练习。

第二课时

教学过程:

一、复习:

利用实物复习Where is...? 和 Where are...?这两个句型。

设计意图:让学生更加熟练这两个句型,为本节课做Practice1和Practice2练习做好准备。

二、情景导入:

教师假装在边找东西边说:Where is my book? 和Where are my socks?引导学生回答。

设计意图:为下面学习story做好准备。

三、探索新知:

1、Put a Character Card of Tony on a student shirt and put a Character Card of Gogo on your shirt.

2、On a desk, put a pencil on a book, a pencil in a pencil case and a pencil case between the two pens.

3、T:(Role playing with S1.)Hello,Tony.Where is my pencil? Assist S1 if necessary.

4、Continue the role play and S1 respond appropriately.

5、T:Open your books and let’s listen.

6、Play the tape one time and ask Ss comprehension questions.

7、T:Where are Tony’s socks?

8、play the tape again, pausing after each sentence and letting Ss repeat.

9、Finish Practice1andPractice2.

10、Learn the chant.

设计意图:让全班学生都参与角色的扮演,训练他们说英语的能力。并能巩固Where is...? 和 Where are...?这两个重点句型。

四、巩固练习:改错

()1.They is under the pillow. __________________________

A B C

()2.The ruler are in the box. __________________________ A B C

()3.The skirt is between the chair. __________________________ A B C

()4.Where my clock? __________________________

A B C

()5.It’s on the bed. __________________________

A B C

设计意图:让学生自己去改错,自己去发现问题,更好地掌握本课介词以及是动词的用法。

五、全课小结:

本节课主要操练巩固了Where is...? 和 Where are...?这两个句型,并要掌握Open your books,please.这句祈使句的用法。

教学反思:

由于有了上一节课的基础,大多数学生都能熟练地操练Where is...? 和 Where are...?这两个句型,都积极争相表演,效果很好。但也有个别学生还是不会区分Where is...? 和 Where are...? 的回答;也有学生未理解祈使句的构成方法。今后还要加强这方面的练习。

第三课时

教学过程:

一、复习:

齐读第37页的句子,并分小组操练。

设计意图:为下面练习Activity 1和Activity 2内容打好基础。二、情景导入:

教师把一本书放在书桌上,对学生说:Where is my book?让学生用It is on the desk.来回答。再引导学生用The book is on the desk.来回答。

设计意图:为下面练习Activity 1做好准备。

三、探索新知:

1、Have Ss look at the picture.

2、T:Where is the dog?(Ss:It is under the chair.) The dog is under the chair. Match the two phrases like this.(Model connecting the dots.)

3、Let Ss finish on their own.

4、Put Ss in pairs to check one another s work.

5、Have Ss work in small groups

6、T:Look at the table on the page. Work with a partner. Ask each other questions about the items on this page. 7、Circulate through the classroom and see how Ssare performing.

8、Make sure Ss are asking and answering questions in complete sentences.

9、Have Ss look at the words on the page.

10、T:Let’s listen to the tape.

11、Play the tape and have Ss point to each word as they hear it.

12、T:Let’s listen again,and this time, repeat.

13、Play the tape and have Ss repeat after the tape.

14、After enough practice, point to the pictures randomly and have Ss say the words.

15、T:Let’s write together.

16、Have Ss write.

四、巩固练习:

连词成句。

1、are / the /socks / where / yellow (?)

2、jacket / chair / the / the / between / are / the / pants / and (.)

3、under / chair / the / skirt / is / the (.)

4、my / box / is / where (?)

设计意图:让学生能巩固本节课出现的The______is(are) in/ on/under/between the___________.这个句型。和巩固本单元的重点句型Where is...? 和 Where are...?

五、全课小结:

本节课主要学习了The______is(are) in/ on/under/between the___________.这个句型和Sounds and words的单词

教学反思:

在做Activity 1和Activity 2的练习时,学生很感兴趣,能积极做到动口,动手。学习单词,音标时也能积极模仿老师口型跟读,效果不错。但仍有较多的学生在描述物品的位置时总是忘记be动词,例如:The pants under the bed..今后还要进行针对性的练习。