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視頻標(biāo)簽：Where is,my car
所屬欄目：小學(xué)英語(yǔ)優(yōu)質(zhì)課視頻
視頻課題：人教版三年級(jí)英語(yǔ)下冊(cè)Unit4 Where is my car B Let's talk廣東省 - 汕頭
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：人教版三年級(jí)英語(yǔ)下冊(cè)Unit4 Where is my car B Let's talk廣東省 - 汕頭
教學(xué)設(shè)計(jì)
一、教學(xué)內(nèi)容
人教版三年級(jí)英語(yǔ)下冊(cè)Unit4 Where is my car? B Let's talk
二、學(xué)情分析
本班的學(xué)生對(duì)英語(yǔ)的學(xué)習(xí)興趣濃烈，在接受了兩年多的朗文英語(yǔ)學(xué)習(xí)后，已經(jīng)掌握了不少詞匯，如in front of, behind, between, art room, music room, school hall, canteen, bedroom, living room, bathroom, kitchen, teddy bear, shelf, turtle, rabbit, armchair, photo frame, cupboard, sofa, bed, cap, car, bus, robot, ball等，還有一些基本句型，如There is ... There are ...等。
三、教材分析
本部分通過(guò)Mike外出前，在家詢問(wèn)媽媽尋找帽子的語(yǔ)境呈現(xiàn)了核心句型Is it in/on/under ...? Yes, it is. No, it isn't.由于學(xué)生在A部分已學(xué)過(guò)It's in/on/under ... 這個(gè)句型，本課的重點(diǎn)應(yīng)該放在使用一般疑問(wèn)句Is it ...?詢問(wèn)物品的位置及其答語(yǔ)上。
四、教學(xué)目標(biāo)
1.能夠聽(tīng)懂、會(huì)說(shuō)詞匯toy box。
2.能夠聽(tīng)懂、會(huì)說(shuō)句型Is it ...? Yes, it is. No, it isn't. Have a good time! 3.能夠理解對(duì)話大意，并用正確的語(yǔ)音語(yǔ)調(diào)朗讀對(duì)話。
4.能夠結(jié)合朗文所學(xué)的家具和玩具等詞匯，運(yùn)用句型Is it ...? Yes, it is. No, it isn't. 猜測(cè)物品的位置并回答。
5.引導(dǎo)學(xué)生要養(yǎng)成正確擺放物品的好習(xí)慣。
五、教學(xué)重、難點(diǎn)
1.重點(diǎn)
能結(jié)合朗文所學(xué)的家具和玩具等詞匯，運(yùn)用句型Is it ...? Yes, it is. No, it isn't. 2.難點(diǎn)
能在語(yǔ)境中運(yùn)用Is it ...? Yes, it is. No, it isn't. 猜測(cè)物品的位置并回答。
六、教具準(zhǔn)備
多媒體課件、人物頭飾、文具、玩具盒等。 七、教學(xué)過(guò)程
1.Warming up
（1）Greeting
The whole class should stand up and greet with the teacher.
e.g. T: Good morning, boys and girls.
（2）Let's do
Show some preposition on PPT. Ask Ss to read it with the relevant action. e.g. T: First, let’s do. Ready? On, on, begin.
Ss: On, on, in, in, under, under, between, between, near, near, behind, behind, in front of, in front of. T: Now I say you do. On, ...
2
（3）Let's sing
Ask Ss to sing the song with the relevant action. e.g. T: Great! Now let’s sing a song. Ss: On, in, under, in front of. Behind, between and next to.
Where’s the pencil in Mike’s room?
It’s next to the Chinese book.
Where’s the chair in Mike’s room? It’s in front of the cupboard.
2.Lead-in （1）Mike's home
Introduce Mike’s home and tell Ss their task.
e.g. T: Where is Mike’s room? It’ here. What’s this? (It’s a bathroom/ kitchen/ living room/ bedroom.)Today we’ll visit Mike’s room. Then we’ll design your room. Three students in a group. You should try your best to get the bed, chair, toy car and so on. OK?
（2）Mum’s room
Talk about Mum’s room to review the words about furniture and things and the structure of ‘Where is ...?’ ‘It is ...’
e.g. T: Before we visit Mike’s room, let’s take a look at Mum’s room. Wow, it’s nice. What can you see in Mum’s room? For example, I can see a cupboard. How about you?
......
T: There are many things in Mum’s room. Can you talk about it by using, ‘Where is ...?’ ‘It’s ...’ I need two students. You ask. And you answer.
3.Presentation （1）toy box
Teach the new phrase of toy box. Then, take out a toy box and a toy dog to teach the new structure ‘Is it ...? ’ ‘Yes, it is. ’ ‘No, it isn't.’
e.g. T: The rabbit is in the box. There is a box in Mike’s room, too. It is a toy box. Do you know toy? For example, it is a ...
S: It is a robot/ ball/ dog.
T: Yes, it is a toy dog. That is a toy car. And a toy bus. These are toys. So this is a toy box. Oy sounds? Who can spell the word? Who can read it? From you, one by one.
T: Do you have a toy box? I have a toy box. There is a toy. What’s that? Have a guess. You can say, ‘Is it a robot?’ (板書(shū)問(wèn)句) Is it a ...? Who can try?
T: It is a toy dog! It’s so cute! Look at the dog. Is it in the toy box? Yes, it is. (板書(shū)肯定回答) （T keeps asking questions like, Is it in front of the toy box? Is it next to the toy box? Is it behind the toy box? And Ss try to practice.）
T: Is it on the toy box? No, it isn’t. (板書(shū)否定回答)
（T keeps asking questions like, Is it behind the toy box? Is it near the toy box? Is it next to the toy box? And Ss try to practice.）
T: Is it in the toy box? Look at Mike’s dog. Is it in the toy box? Oh, some toys are missing! Mike hides them in his room. Now have a guess. First, where is the ball? You can say, ‘Is it in the desk? Is it ...?’ Who can guess?
3
（2）Let’s chant
Make a chant to practice the sentence structures.
T: I like the dog. And I make a chant for it. Listen first. Where is, where is, where is the dog? Is it in the bag? No, it isn’t. Is it on the desk? Yes, it is. Can you chant with me? Let’s go!
Ss: Where is, where is, where is the dog? Is it in the bag? No, it isn’t. Is it on the desk? Yes, it is.
（3）Guessing game
One student close the eyes. The other students put the pencil/ ruler/ eraser on somewhere and ask that student, ‘Where is ...?’ The student should guess by using, ‘Is it ...?’
e.g. T: Look at the other things on the desk. There is a pencil, ruler, eraser. We can use them to play a game. Do you want to play a game? Let’s see how to play. Now play with your partners.
（4）Let’s watch
Watch the video to find out the cap. Then, listen and repeat the dialogue with correct pronunciation and proper intonation.
e.g. T: We have a good time. But Mike is unhappy. He’s finding the cap in his room. Let’s watch and then answer my question. Where is the cap? ......
T: Now listen and repeat. Do the action like this. For example, where is the cap. ......
T: Focus on here. Mike will go camping. So Mum says, ‘Have a good time!’ I will go to the park this evening. Who can say ‘Have a good time’ to me?
4.Practice （1）Let's read
Ask Ss to read the dialogue by themselves.
e.g. T: Now open your books and page 41. Read the dialogue by yourself.
（2）Dubbing show
e.g. T: Now close your books. Let’s dub for the dialogue. I will be Mum. Who want to be Mike? ... Who want to be Mum? Who want to be Mike? ... Who want to be Mum? OK, all of you stand up and will be Mum. And you will be Mike. ... Now, you sit down. You stand up. Let’s exchange.
（3）Good to know
e.g. T: Why can’t Mike find his cap? He puts the cap in the toy box. Can you put the cap in the toy box? We should put the things in the corresponding position.
5.Extension （1）Group work
e.g. T: Now it’s your turn. Design your room and say,‘Put the bed near the door. ...’ Understand? Remember the tips. Go.
（2）Let's show
e.g. T: Now put there stickers on your cards. For example, the car is here. I put the stickers like this. I want the leader to introduce your room by using, ‘There is a ... Where is the ...?’ And you guess.
6.Homework
Share your room with your friends; Listen and repeat the dialogue.
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