Lesson 5 Where?教案及板书设计

石家庄市冀教版小学英语三年级下册

Lesson5 Where？教学设计

作课教师____安静______ 作课年级： 三

课题名称

三年级的学生好动，活泼，由于之前大部分学生没有接触过英语，对英语保持一颗强烈的好奇心学习者

分析

的同时，也对这一门新授的语言保持陌生感，所以教师在英语课上要充分调动学生学习英语的兴教学分析

趣，使学生树立起信心从被动的学习状态转为我要学英语，我想学英语的学习状态。

学习内容分析

farm本课是第1单元的开篇课，在本篇课文中，第一部

冀教版Unit1这个单元的主题是Animals on the 分是整本书的开篇，为以后几个单元的学习奠定了基础。

学生能够熟知生活中的一些动物，熟练运用句型和单词相结合，并能够应用在日常的英语交流当中，学会知

唱有关动物的歌曲。

识

、

技

能

目

标

教学目标

情

学生能够学会有关动物的单词，培养学生们热爱动感

物，热爱生活的情感。

态

度

目

标

文

化

通过本单元的学习学生能够运用所学知识就动物的意

话题进行基本的日常交流。

识

目

标

学生能够运用所学的英语进行表达和交流

学

习

策

略

目

标

在课堂交流中注意倾听，积极思考

遇到问题时能主动向老师和学生请教，取得帮助

.学生能够掌握单词in on under box 句型 where is it？

教学重点

教学难点

句型 what’s in the box？

教学准备

单词卡片，盒子，动物卡片

分小组奖励 小组互评

评价方式

教 学 过 程

教学 间

环节

排

Greeting

New content

5 0

Hello, Say hello to 让学生在轻松的氛围安时教师活动

学生活动

设计意图

1everyone ,How are teacher and the 内融入课堂

you?

I’m pretty simple question.

Do

Encourge students’

the to do the guess work and

good.

2

1.show a box to students and

tell

there students are

something in the guessing work and greatly stimulate their

box .let students answer

guess what are question.

they.

(teacher

the interest on learning

could show a part

of animals and

let

guess)

2.ask student

Student

Teach student to learn words in different ways and arose student’

students “what

is it？“learn the

word box (let’s

students read one learn the words s interest in learning

team by one team) and read after words.

and remind teacher.sense the the context of

Game is a great tool to attract students attention and

students

animals in the the words.

box could be the

Learn the

say,in

box,and let ask

students what interest.not only help student to remember the words but help them to enjoy what they learn.

Lead students to understand sentences

the

could be called

“in”

in our

daily life, on

under do the same

way .

3.ask sentence and read after teacher.

to the

students where is

the cat？and

encourage

students

answer

Home work question learn with Practice the sentence teacher .

Do the with

Througt practice some ,encourage sentence.then, practice each other. 4.put a cat in the box and ask students what’s in the box? And let students with studens to speak out what they’ve their learnt,gain confidence to speak.

Enlarge the context guess what is it? Students must use the sentences guessing work.

Practice “Is it a ......”

“Is this a ....””can it.....”. 4.teacher let students put one animal in the with each other . in which language use to box and ask the question “what’s in the box” and teacher answer make students with make the familiar sentences.

the question,do the work. guessing

5.pratice what’s on the box？what’s under the box? ;let student sense the context of the sentence. 6 do the activity book 7.do homework. 课后反思: 本课采用直观教学法，以实物呈现让学生充分感知语言，在实际操作中感受方位介词的应用环境，并在语言应用环节做了适当扩展，在游戏环节，让学生用句型”Is this a.....“

”Can it.....”猜测教师放入盒中的动物是什么让学生在操练中巩固新的知识点的同时也对旧有的知识点达到复习的的效果。但是，从最后的语言应用环节上来看，学生对in on under 的意义虽然理解较深，但是应用到句型当中问题还是比较大，有百分之三十的学生，不能流畅的应用本课的重点句型，“where is it? It’s in/on /under the box.“以及

“what’s in the box?”及其回答。因此在操练部分应该进行重点练习，以生生互动，师生互动，小组互动参与的方式加深学生们所学句型的理解，以达到更好地教学效果。

the