Lesson 13教学设计思路

二年级下册Unit 4 Where is my shirt？ Lesson 13 密云区季庄小学

张立华

学习目标：

1．能够借助图片、动画的帮助正确理解对话内容，能初步朗读对话。

2．学生们能在情境中基本的运用“Where is my ...?”“It's under/behind/on/in the...”.进行提问和回答。能认读本课所学behind、where、shirt、under、in on等的单词

3、在学习课文过程中渗透把东西放在合适的地点的好习惯。

教学重点：

功能句“Where is my ...?”及其答语“It's under/behind/on/in the...”.教学难点：

方位词的理解及句子“I can't find it”的理解

教学过程：

一、 Three minutes speech 学生口语话题展示

二. Warming up

（一）Sing a song 《on in under by》

T：Let’s sing a song together. Ss sing the song T: There is a spider in this song, Look, where is the spider? T and S: The spider is …描述蜘蛛的方位

(二) 利用手势动作表示四个方位的关系

Show me your hands, Let’s have a try. (三 )创设情境，感受方位词的应用

T: Let’s begin our lesson. Today, we will learn lesson 13(教

师做出要写板书的动作)but，Where is the chalk? Oh yes, It’s in the box 。

Where is the ruler? It’s behind the blackboard. 设计意图：通过歌曲活跃课堂气氛，激发学生学习的热情；找尺子和粉笔情境的创设，引导学生初步理解方位词的意义。

三、学习对话

(一) Show picture1 1.T: Look here, Who is he? Where is he? What time is it? S: It’s seven o’clock T: It’s seven o’clock. It’s time to go to school。

What is Yangyang doing?学生通过观察Yangyang在找东西。

What is Yangyang looking for? Can you guess? 2，Watch and Listen. S: Yangyang is looking for his shirt and coat. T: Yangyang is looking for his shirt. So he says? Listen 让学生试着重复。

T: Look, who is coming? T: Can Mum help Yangyang ? So Mum says listen 让学生试着重复。

3.教师找学生将床和衬衫的方位图片贴在黑板上

T: Mom helps Yangyang find the shirt, what does Yangyang say to Mum? S: …

Yangyang is a polite boy （二）Show picture 2 1.T: Yangyang finds his shirt. So he puts on his shirt? Does he go to school now? T: Where is he? S: He is in the living room. What is Yangyang looking for now ? T: Please guess, what does Yangyang say? S: …

放录音，学生听后重复

T: Look at mom and dad.

T: Does dad help Yangyang ? S: No T: Does Mum help Yangyang ? listen 学生试着跟读。

2. 指名将图片摆在合适的位置

T：Look at Dad’s face . Dad really doesn’t know where the coat is? Why does he say ,sorry I don’t know. What do you want to say to Yangyang? 设计意图：通过学生观察图片，大量的听说，引导学生对文本的理解，实现在情境中感受和理解真实的语言。

（三）读对话

1.listen and repeat. 2.Read the dialogue in groups. 3.group show 设计意图：不同方式的读，培养学生的认读能力，也是对语言进行内化的过程。

(四)总结板书

T：It is seven o’clock. It’s time to go to school. Yangyang is looking for his shirt, so he says : Where is my shirt? Mum helps Ynagyang. It’s under the bed. And then he is looking for his coat. 设计意图：通过和学生一起总结板书，强化学生对功能句型的理解。 五、创设情境

初步应用语言 T: Look, this is Lingling’s room. It’s very messy,(教师做出嫌弃的表情) yes or no? S: Yes T: It’s Sunday, Lingling wants to go to the park. But she can’t find her dress, so Lingling asks…

教师扮演玲玲，一个学生扮演helper T: Lingling wants to put on her coat, cap but she can’t find her coat and cap. 2. Let’s work in pairs . one is Lingling ,one is helper. 3.Pair show.

随机贴图和板书，on in T: Let’s help Lingling put the things in the right place. , put the dress S: 与教师一起整理玲玲的房间，虽然说不出试着听懂老师的语言。

六、呈现真实情景

应用语言做事

（一）呈现教室里的情景

Ganggang找不到铅笔了 ,Honghong 帮他找到铅笔。

（二）呈现操场上和家里

学生两人一组进行角色扮演。

(三)学生两人一组练习，展示

七、布置作业

Read the dialogue at home.