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教学设计:PEP 2 Unit 4 Where is my car? A Let’s learn & Let’s do
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学校

萧山区高桥小学

教师

金灵燕

时间

2016.3.29

授课内容

PEP 2 Unit 4 Where is my car? A Let’s learn & Let’s do

教学目标

知识目标:

1.能正确听、说、认读本课三个方位介词:in, on, under和单词:chair, desk,要求语音正确,知道其音、义、形之间的联系。

2.能听懂、会说句型:Where is the …? It’s in/on/under the…

3.能听懂、理解、正确朗读与所学单词有关的歌谣。

能力目标:

1.能在实际情境中运用句型Where is the …? It’s in/on/under …询问物品位置并回答。

2.能在实际情境中理解Put your…in/on/under…

情感目标:

1.养成自己收拾书包、玩具、房间的好习惯。

教学重难点

教学重难点:

●重点:能正确听、说、认读本课三个方位介词:in, on, under和单词:chair, desk

●难点:能够准确地使用It’s in/on/under …进行描述物品位置。

教学步骤

教学环节

教学过程

设计意图

 

Step1: Ice-breaking and Revision

1.Free-talk

T: Class begins. Hello! Boys and girls! I’m King. Nice to meet you. I hope we’ll have a good time today.

2.Body exercises

Where is your head?

Oh, it’s here. (摸摸学生的头) You can say: Here, here, here.

Where is your arm?

Here, here, here.

Where is your foot?

Here, here, here.

Where is your hand?

Here, here, here.

 

 

 

 

通过热身动一动,点燃课堂,复习身体部位,Let’s do做好铺垫。

同时以hand为线索,引入第一个目标词。

 

 

Step2: Presentation and Practice

 

1. Teach five words “under, on, in, desk, chair”.

(音)听音、跟读五个单词, 初步感知义。

(将手放进包中,教授in)

T: Where is my hand?

Ss: It’s in the bag.

T: Yes, listen.(播放降调:inYouplease.

S1: in

T: Good! Youplease.

S2: in

(请两列同学开小火车重复)

T: Very good. Listen again. (播放升降调:inCan you read like this?

S3: in, in

T: Good job!

Let’s read it together.(念升降调时,配合手势跟上)

(put the hand into the bag, then ask and answer)

T: So where is my hand?

(强调It’s in the bag,用手势动作强调it’s in…的含义)

T&SsIt’s in the bag.

(手抓出铅笔,巩固句型)

T: Oh, look, a pencil. Where is the pencil?(贴句型)

S2: It’s in the hand.

T: Yes, it’s in the hand. (贴句型)

(将铅笔放在书下)

T: Where is the pencil?

Ss: It’s under the book.

Listen.

S1:under

Let’s read together.

Ss: under

Listen again, can you read like this?

S1: under, under

Ss: under, under(念升降调时,配合手势跟上)

T: Yes. It’s under the book. (强调It’s under the bag,用手势动作强调it’s under…的含义)

Listen.

T: Where is the pencil?

(将铅笔放于书上)

S1:on

T: Yes.

S2: on.

T: Good, and you try.

S3: on.

T: Very good! Let’s read it together.

Please try to read like this.

Ss: on, on(念升降调时,配合手势跟上)

T: Where is the pencil now? It’s on the …

Listen and try.

S1: It’s on the desk.

S2: desk

T: Read it together.

音义配对,音形配对,进一步明确音、义、形

And I have 2 pictures, which is the desk? The yellow or the blue?

S1: The blue.

T: Can you read it? Please come here and read.

Great, let’s follow him. (读并纠音,将两张图片贴于黑板上)What about this? Listen and repeat.

S1: chair

T: Yes, this is a chair. Read it, please.

I have two words, please match which is desk, which is chair?(形配对) Can you read? Read together.

(拿出两个球询问球与椅子的位置关系)

T: OK, Where is the red ball?

Ss: It’s on the chair.

T: Where is the green ball?       

S1: It’s under the chair.

T: Can you put the red ball on the desk?

  Can you put the green ball in the desk?

  Can you put the black ball under the desk?

(拿出三个单词,贴于黑板上,进行词形配对)

T: Good. Let’s match the words with the pictures.

(PPT呈现物品凌乱摆放的房间)

T: Look, we can see a desk and chair in the room too.

Where is Zip? It’s on the desk. Where is the bird? It’s here. Listen what they are talking. Then boys, read Zip, and girls, read the bird. One, two, go.

(男女生分角色朗读课文对话,然后第一遍,教师示范对话,第二遍,学生示范,然后Pairwork

Look, it’s a pencil. Where is the pencil? Do you have a pencil? Where is your pencil? Put your pencil on your book. Put your pencil under your book. Put your pencil on your chair. Put your hand on your chair.

Let’s do. Please watch first. Then please try to do.(PPT播放每一句话,分句听音做动作,最后全班站起来一起做)

 

通过询问老师手的位置这个情境,导入本课的新授,物品的位置关系,并通过书包物品的逐步呈现,让学生了解物品摆放的三种位置。

 

 

 

 

通过听录音了解这五个新词,让学生首先对这五个单词的音有了初步的感知。

对五个单词的发音处理过程是:听音,单个学生跟读;纠音;再听、再跟读;全班跟读。

在听音、纠音过程中,让学生准确、标准地说出这五个单词。

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

引导学生通过单词音与单词的意义进行配对。

通过学生单独将单词与方位配对的活动,培养学生听音识别单词的能力。

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

通过两人小组对话、角色扮演的形式,让学生在情境中利用本单元重点句型Where is the…? It’s in/on/under…巩固单词音和义。

 

 

 

 

通过Let’s do的活动,进一步巩固本课五个重点词汇的音、义、形。

 

 

Step3: Consolidation and Extension

(义、形) Talk about the mess room.

1.Mike’s room

T: Look, where is Zip. He’s gone. It’s in Mike’s room.

(询问两位同学,并请他们将物体贴在黑板空房间相应位置上,说并贴I put…)

Where is the pen?

S1:It’s in the desk.

Where is the ruler?

S1:It’s on the chair.

Then do the pairwork again, let Ss ask and answer about the things in the picture.

 (PPT呈现规则:学生A拿着无凌乱物品的房间,学生B拿着有凌乱物品的房间,通过问答,学生A通过B同学的回答将物品画于相应位置,然后AB同学通过对比手中图片校对。)

T: So who wants to come here and tell us the things in your picture.

(请一位同学上前,全体同学问他问题,请他回答并将物品摆放在相应位置上。)

2.Let’s make it nice!

T: Is it nice? No. Let’s make it nice. I put the … on the …. I put the … in the …. I put the … under the …. Oh, it’s nice again! Do you like it?(教师只说I put 后半句请学生补充完整)

3.Another room

 (另一个房间,绘本出现,无文字,看图片,讲一张翻一张,圈出所问物体)

         Where is the ruler?

         It’s under the book.

Where is the bag?

         It’s on the chair.

Where is the cat?

Mew~~Mew~~

         Uh-oh, it’s in the bag!

词出现图片没有,让学生一句一句读过去。

  

图文一起出现,学生自主朗读。

 

全班齐读

 

出示某凌乱的房间,贴近学生生活实际,培养学生收拾自己房间的意识。

 

 

 

 

通过询问房间中物品的位置,在交流中进行运用,谈论各种物品的位置关系。

通过看图说一说房间的物品位置,从音、义上来巩固检测学生对五个重点词汇的掌握情况。

 

 

 

 

 

 

 

通过读一读绘本的语言,从认读的目标出发来巩固检测学生对五个重点词汇的掌握情况。

 

 

 

Homework

1. Tell the story "My room" to your friends after class.

2. Try to clean your room by yourself and tell your parents how you cleaned in English.

通过分享故事的幽默,让孩子们感受英语的趣味。

通过做自己力所能及的事,寓教于劳动。

 

 

 

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