英語人教版三年級下冊where.doc

“Where?”教學設計教學目標1、認知目標：能熟練掌握第一課時所教授的房間類單詞：dining-room, bedroom, study, kitchen, bathroom, sitting-room；能運用I cant find Wheres？ Hes / Shes / Its in theSorry, I dont know等句型進行會話。2、能力目標：學習能力較強的學生能夠進行情景表演，并能帶動學習能力較弱的學生，促使學生互相學習、互相幫助、互相促進、團結協(xié)作。3、情感目標：通過活動、游戲等能增加學生學習英語的興趣，能敢于、樂于、善于開口說英語，積極參與交流，樹立學好英語的信心。教學重點及難點認知目標為本課的教學重點；人稱代詞he, she, it 的區(qū)別為本課的教學難點。教學過程設計與分析Step1. Warming-up1.Greeting.T: Hello, boys and girls! How are you?Ss: Fine, thank you. And you?T: Im fine, too. Thank you.設計意圖 師生交談，訓練學生日常會話能力。2.Sing a song: “Table Number” ( Clapping hands when singing; each group sings one paragraph, the last paragraph is sung by all the students.)3. Free talk.T: Whats this?Ss: Its a pen.T: Whats this on the desk?Ss: Its a book.T: Whats this in the desk?Ss: Its a pencil.Step2.PresentationBefore class, teacher hid the jacket in one students deskT: Miss Tang has a new jacket, but I cant find it. Wheres my new jacket? Where? Where?（邊說邊做出尋找的動作和表情，讓學生很自然地領悟Where的意思。）Write the title on the blackboard and students read it after teacher.T: Wheres my new jacket? Jim, do you know?Jim: Its in my desk.T: Yes, its my jacket. Thank you.Write the sentences“Wheres Its in the”on the blackboard and students read them after teacher.In the same way, teacher hid the bag in one students desk before class, and asks the student using the sentences above.Step3. Practice點擊課件中的“Learn to say”，1. Look at the picture of dining-room , and answer the teachers questions.T: Wheres the table?Ss: Its in the dining-room.T: Wheres the cup?Ss: Its in the dining-room.In the same way, look at the pictures of bedroom and study, answer the teachers questions.2. Look at the picture of kitchen，students ask and teacher answers:T: Wheres the pan?Ss: Its in the kitchen.T: Wheres the fridge?Ss: Its in the kitchen.In the same way, look at the picture of bathroom, students ask and teacher answers.3. Look at the picture of sitting-room. Teacher doesnt join in the conversation, group 1, 2ask, group 3, 4answer, then exchange.（使每個人都能夠既會問又會做出相應的回答，熟練地掌握句型。）Step4. Presentation點擊“動畫片”，運用多媒體課件放一段“小蝌蚪找媽媽”的動畫片：小蝌蚪：I cant find Mum, wheres she?金魚：Sorry, I dont know.烏龜：Shes in the kitchen.Step5.Performance三個人一組分別戴上小蝌蚪、金魚、烏龜?shù)念^飾進行表演：S小蝌蚪：I cant find Mum. Wheres she?S金魚：Sorry, I dont know.S小蝌蚪：I cant find Mum. Wheres she?S烏龜：Shes in the kitchen.Step6.Consolidation and entertainment1. Look at the pictures on computer, and answer the questions:先由老師問，學生答：T: I cant find Mum / Dad. Wheres she / he?Ss: Shes / Hes in the這時，由老師提問：人稱代詞he和she有何區(qū)別，解決本節(jié)課的難點。（采用引導法引導學生總結出答案。）再由學生問，老師答。Work in pairs，互問互答，鞏固句型。2. Play a game用多媒體技術將Mum和Dad的圖片隱藏在幾個房間圖片之一里，讓學生猜Mum和Dad分別在哪里。T: I cant find Mum / Dad. Wheres she / he?Ss: Shes / Hes in the當學生回答過后，老師移動鼠標，若他猜得對，課件上即出現(xiàn)一個笑臉，并說：Yes, youre right. 若他猜得錯，課件上即出現(xiàn)一個哭臉，并說：Sorry, youre wrong.(也可讓學生來移動鼠標，核對他所回答的是否正確，這樣可以增加他們的小小成就感。)3. Activity: “Look for my book”This activitys rule is: Teacher changes the students books, the students use the new sentences“I cant find my book. Wheres my book?” to find their books from their classmates. They also should answer the others questions. If he doesnt know, he should say “Sorry, I dont know.”If he knows, he should say“Its in / on the”Step7. Summary1. Listen to the tape and repeat.2. According to the last sentence“Wheres the camera?” The students look at the picture and answer:“Its on the fridge.”從而引出結束語：Now is spring, if you have a camera, you can go to the park and take some beautiful photos with your friends, OK