Unit 3 Look at the shadow!公开课参赛课教案

Teaching plan for Module1 Unit2 of Oxford 4B 1. Basic aims: Using prepositions to indicate positions. 2. Developing aims: Asking ‘Wh-’questions to find out the position. 3. Aims on humanist: Let the students have a successful feeling and cooperative spirits. Let them know the Great Wall and how to use the cooker in the western country. Teaching procedure 1.Warm-up

2.Revision

1.Greetings

QiQi Chant 松的英语氛围，让学生充满自信和愉悦的心情走进英语课堂。

通过此练习，Teacher’s activities

Students activities

Purpose 2.Ask them to sing a song I’m a music man. together.

3.Ask them some questions S1:It’s a box. according to the pictures S2:There is

a...

in 导入介词in. T:What’s this? What’s in the box? Guess,please. the box.

3.New teaching 4.CAI

T:Where’s the ball? It’s on the box. Teach ‘on’. S3:The pig is on the 通过师生问skateboard. 答，提高学生S4:The cat is on the 的口语交际能motor-bike.

力。

Look at the CAI. 5.T:Where is the ball?

检查学生的字S5:It’s under the box. 母和音标的对应关系熟悉程度。为后面练习做以铺垫。

white bike

创设情境，提T:Can you say other S6:duck bus umbrella word ‘u’

pronounce[∧]. Teach the

new

word’under’. 6.behind →beside

1.

T:Can you say the ride other

words，ice-cream ‘i’has the same

pronounciation

7.Add ‘in front of ’and S1:I’m in front of …

高口语表达。

‘between’. 8.Quick response.

TPR

S2:I’m between…

通过闪词，可以吸引学生的注意力。

Do the actions following

the teacher’s order.

9.Questions and answers S1:Where’s her pen? about things around us. S2:It’s

in the

pencil-box.Where’s the

blackboard?

S2: The blackboard is on

the wall.

10.Let the students speak SS:All the small ball

out the words according is falling off the tall

to “all”

Speak out as quickly as

they can.

wall.

提高学生的英语语速，同时营造了一种轻松愉快的学习环境。

11.T:Do you know the

Great Wall?

Tell something in the

Great Wall.

12.T:Let’s go to the

zoo. T:What can you see?

Ss:I can see …. Practise the sentences. S1:The rooster is on the

T:Where’s …? 13. Read the rhyme. a)

Make the rhyme.

14.CAI

elephant.

Where’s the_________? 由扶到放，让Where’s the_________? ________the box(es), ________the box(es). 学生自主操练对话。

The ______is _______the

box(es).

4.Homework 5.Blackboard design

T:Who is she ? What has he /she got? T:Where’s drum? 15.Play recorder. 16.Watch <>

( flash the picture)

the

培养学生的发Kitty’s Imitate the tape.

tape

Questions: 1.

Where’s the bowl? 2.

Where’s the plate? 散思维，使他3.

Where’s the knife? 们更好地掌握4.

Where’s the fork? 5.

Where’s the Gogo? 这个句型。

西方饮食文化的渗透。

17.Intruduce the culture

of the western diet. 18.Do exercises. Read the text five times Where’s…? It’s in/on/under/behind/beside…

教学反思：我执教的本节课主要围绕地点介词，让学生掌握八个介词，能询问Where’s…? It’s…

为了更好的突出重点，突破难点，我采用了情景教学法、直观教学演示法、交际法、愉快教学法等相结合的方法，以情感培育人，以兴趣吸引人。通过媒体演示展示情景，充分调动学生的多种感官，让学生整体感知，体验语言的真实自然及语言的交际功能。培养他们兴趣的同时，适当扩大知识量，丰富学生的信息量，把重点放在培养学生实际运用语言的能力上。

1.

一堂精彩的，有实效性的英语课。可以根据教师的自身特点和特长来设计和实施教学。以教师极强的感染力和表现力带动学生。教师的示范作用很重要。

2.

课堂教学的设计要多样，而且要有艺术性。让学生高效地完成今天的教学任务。

比如介词‘in, on under’学生已经耳熟能详，就可以通过教师说指令，学生做动作，摆放物品位置的方法来呈现。就没有必要用大量的时间来操练。这样既提高了教学质量又节省了教学时间。

4.注重学生平日的学习习惯的养成，优美的语音语调，良好的书写习惯和指读习惯。

3.

强调生本意识，以学生为主体，关注学情。