Section A Grammar focus 3a—3c教学内容分析

Unit 4 Where’s my schoolbag? Section A 1 (1a-1c)

福海县初级中学陈晓红

教学目标：

1. 知识与能力：

1) 理解并会根据音标拼读以下单词并会运用：where, table, bed, bookcase, sofa, chair, on, under,

desk, room, dresser

2) 能够以下句型进行交际：

①

—Where's…?

—It's in/on/under…

②

—Where're…?

—They're in/on/under…

学会运用方位介词in, on, under和where句型表述物品所在的位置并能够运用所学句型编排对话来询问物品的位置。

2. 过程与方法：

首先通过观看视频导入新课，以视频的形式激发学生的学习兴趣，通过让孩子观看房子的物品这种情境导入新单词，并强调了音标教学。通过图片与具体实物对重点句型以pairwork, groupwork的形式进行操练。整节课学生在观看视频、创设情境中、在游戏中、在吟唱中、在歌曲中练习本节课的重点词与句型，既达到了语言的表达，又增添了学生的学习乐趣。

3.情感态度价值观目标：

在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。通过游戏培养他们仔细观察的特点。

二、教学重难点

1. 教学重点：

1) 方位介词

in , on , under , behind的用法。

2) Where的特殊疑问句的问与回答。

2. 教学难点：

1) 学会正确描述物品作在的位置；

2) 学会询问自己或他人物品的具体位置；

三、教法和学法

1)教法：任务型教学、情景教学、游戏教学法、动作教学法

2)学法：小组合作，合作学习、自主学习

四、教学准备：PPT, 录音机，具体实物（书包及文具用品）

五、教学过程

Step1. Warming-up and revision

1. (Prepare some school things.)

T: What’s this? (There is a schoolbag on the desk.) S1: It's a schoolbag.

T: Where is my schoolbag?

T: It’s on the desk. Then let students watch a Vedio, after watching it, students answer the two questions: What color is the sock? Where is it? Step2. Presentation 1. Present the furniture

T: Let students visit a room ,look at the things in the room and teach new words. (Show pictures

of a bed a bookcase, a table,

a bed, a bookcase, a sofa, a chair, a desk, a room, a dresser .) T: What’s this? It’s a bed. “BED”. Read after me. B-E-D, bed. Ss: B-E-D, bed. T: What’s this? It’s a sofa. S-O-F-A, sofa. Ss: S-O-F-A, sofa.

( At the same time, the teacher writes the phonetic of every word on the blackboard ,let students pronounce them. Teach the other words bookcase /table/chair/desk/hat/head in the same way.)

2. Work on 1a.

Now let's look at the picture in 1a. Match the words with the things in the picture.

Check the answers with the class. Then the other students follow a student to read every word for two times. 3. Present in/on/under T:

Show three pictures of a mouse on the box/ in the box/under the box. Ask them like this: Where is the mouse? S1: It’s on the box. T: Where is the mouse?

S2: It’s in the box.

T: Where is the mouse? (Put a pen in the pencil case and ask.)

S3: It’s under the box. (Write "in, on, under" on the blackboard.

Then the teacher put a pen in/on/ under the pencil box, first slowly to quickly. Emphasize the practice of in/on/ under .) Step3. Listening 1)1. Let Ss listen to the tape and finish 1b.

2. Ss listen to the tape and number the things [1-4]in the picture.

3. Check the answers with the class.

2) Let Ss listen to the tape again and answer the following questions. 1:Where are my books? They’re____________. 2:Where’s my computer game? It’s

___________________. 3:Where are my keys? They’re____________. Step4. Pair work 1) Show a picture of many things , let Ss practice the conversation like this

A: Where’s

the…

…?

B: It’s in/on/under (Let Ss stand up to practice conversations, if they are ready, they can sit down.)

Then ask some pairs to act out their conversations.

2)Show pictures to teach the plural form of the conversations ,then practice conversations like this:

A: Where’re

the…

…

?

B:

They’re …

...

Step5. Speaking Let’s speak English about the picture(至少五句话）

Let Ss

stand up to practice speaking in a group of five . If they are ready, they can sit down. Then let them come to the blackboard and point to the picture and speak English like this: The pencil is in the pencil box. Step6. Play a game: Competition Show two pictures which are similar ,let students find five differences ,if they are ready, they can stand up and say like this: In picture A, …is/are on/in/ under…

In picture B…

Step7. Grammar exercises They are under the chair.

My clock is on the table.

His keys are in the drawer.

Tommy is at school. Let students question the underline parts Step8

Let’s chant

Let students chant the new words and phrases.(不仅能让学生巩固今天

学过的单词与句型，同时以chant的形式增添学生的学习乐趣，学习内容易于学生接受。

Step9

Let students enjoy an English song:Where is my daddy?

Let students enjoy and relax .(歌曲紧扣本课的句型Where is...?,不但复习了本节课的重点内容，还增强了课堂趣味性。) Step10 Homework 1.参照你房间里的东西用介词in，on，under写五个句子。

2. Preview Section A 2d. 板书设计：

Section A 1 (1a-2d)

where, table, bed, bookcase, sofa, chair, desk, room

2. in, on, under

3. —Where is …?

—It's in/on/under…

—Where are …?

—They're in/on/under…

教学反思

通过仔细研读教材，认真分析学情，考虑到学生的水平差异，针对本节课的教学目标及重难点进行设计的教学任务由易到难，由浅入深，层层递进，在教学过程中，我力求创设真实有趣的英语情景，渗透高效课堂理念，通过游戏、观看视频，说唱、唱英语歌曲等不同形式激发学生的学习兴趣，在对话中，为学生创设情境，通过小组竞赛，小组展示，自然引入到课堂教学。学生一目了然，不仅学会了知识，还增强了兴趣。小组评比的方式也激发学生的求知欲和竞争意识。学生参与课堂积极，乐于开口，勇于实践，充分发挥学生的主动性和积极性，培养了学生运用语言的能力。整堂课的设计能围绕着教学目标，重难点突出，充分调动学生的参与意识，生动、活泼地学习，收到了较好的教学效果。但是在处理听力部分的过渡中，如果能把第二个听力环节打印出来，让学生去填空，效果可能会更好。在板书中忘Where’re ...的复数句型。