Lesson 1 Hello!主要内容及教案内容

课题

Lesson 5

Where? 课型

新授课

1. Students will be able to aurally understand, orally use , recognize and spell the words: in, on ,under.

2. Students will be able to recognize and 知识与技能

use the basic sentences structures：Where is the _____?

教学目标

It’s _____ the _____.

What’s in the box?

It’s a/an____.

Through practice, the students can master 过程与方法

the words and the sentence. And they can use them in their daily life. For teacher to improve students interests of 情感态度与价值观

learning English. For students to practise their oral English. 1. Words：in, on, under

重点

2. Sentences：Where is the _____? It’s _____ the _____.

What’s in the box?

It’s a/an____.

难点

The students can use the new words and the new sentence structures in

their daily life.

TPR method, Direct Method and objects 教学方法

教学手段

教具

box….

教师活动

学生活动

The simple greetings of the And you? teachers and 设计意图

Method.

Audiotape, PPT, word cards, pictures, 一. Warm up Greetings and review.

1. T :Good morning boys Ss: I’m fine, thanks.

and girls! How are you ? T:I’m fine too. Nice to 教学流程

meet you.

2.Sing a song.＂Bingo＂

Ss: Nice to meet you, students bring the too.

easily.

Sing together.

A happy English

song that inspires students to the atmosphere of learning English 二. New Concepts

1. Play a game. Look at the pictures on PPT and let the students guess: What letters can you see?

T：

Yes, You’re right!

“Ii

The students guess together: Ii Ll Mm Nn students to have fun in English learning.

By playing the game

to review the

sentence patterns,

both the classroom

Read together : i: nine

five l: leg

lake m: mouth

swim atmosphere and the knowledge are reinforced.

n: dance

nose

Read listen to the

teacher.

Ll Mm Nn”

T: OK, look ! There are some words with these letters.

Can you read?

T: Then, let’s try to read!

i: hi

nice

white

(整体读) l：let

look

left

（男生读）

m：arm farm mother（女

生读）

n:

in

on

under （Play the tape and show the Look and understand.

Read follow the

word cards，let the teacher. students read after the tape）

2. Show them the picture on the PPT. (The cat is in/on/under the box.) T: Where is the cat? It’s in/ on/ under the box.

The teacher put the pictures of the animals anywhere(on the book, under the desk, in the schoolbag...) then ask:

T: Where is the____? Let the students answer with : It’s ____ the _____.

Look at the pictures A beautiful picture and answer: It’s in/on/under the box.

of courseware makes students more interested in learning and easier to understand.

Look, listen to the

teacher

understand

and answer:

: It’s ____ the _____.

3. Play the audiotape.

Listen to the tape,

read follow the tape.

The students read follow the tape, it can improve their level of listening and oral English.

Where is the ______?

It’s ____ the _____.

4. Group work. Group work. Let the students make Practice like the the dialogues with their teacher：

cards of animals.

5. Practice T: Good! Let’s look

here! (Look at the

PPT，let the students guess): Is it a______?

Can it_____? the box? 6. Listen and read.

Play the audiotape of Read follow the tape. part3. 7. Play a game: “Hide it”.

The students

guess : What’s in

Let one student hide the pictures of the animals ：What’s in\on\under the _____?The others guess：Is it a______?

Guessing game:

S1: What’s in/on/under the box/desk/chair? S2: It’s an animal.

By revealing the information to the students, the students were asked to guess what the Can it_____? It’s ____ the _____. S2: Yes, it is./No, it

8. Let’s do it.

Do some exercises. isn’t.

S1: Is it a ____?

animal was, which stimulated the students' interest in learning, and gave S1: Can it _____?

the students a S2: Yes, it can./ No, it chance to practice can’t.

sentence structures.

S1: Oh, I see! It’s a

______.

三.Class closing: T; OK, stop here. From this lesson we know animals are our friends! We should love them!

Appreciate the picture with the music.

The class will be make the words of in, on, under--- the range of 归纳总结

pronouns into dialogue: Where is the It’ s the _____?

I

think

it will be better that the students use them in daily life . 1、Write the words : in，on，under Sentences: Where is the _____? It’s _____ the _____.

布置作业

2、英语学力水平的对应练习册。

3. Read Lesson5. Lesson 5: Where? in 板书设计

on

Where is the ______? under

It’s in / on/ under the ______.

Teaching process, students in this class for the words in, on, under the understanding of the meaning is to further strengthen, the pronunciation of the words and can't timely memory, in the process of repeatedly teaching to teach reading, although able to remember, but it is 课后反思

temporary. Where is the _____? It's _____ the _____.

Is the best way to practice orientation noun, deserve to go up again the corresponding pictures, words and pictures, combining to enable students to flexible memorizing words and understand the meaning of the

word. For grade three students, learn to the memory of dialogue may also there exists a certain difficulty, but, in the repeated conversation practice, gradually penetrated into the students' memory, for the future there will be of great help in learning English. A class time is very limited, the memory of words and dialogue after practice still depends on the dialogues in class, and students' autonomous practice after class.