【原】盛雅莉| PEP 3B U4 Where is my car? B Let's talk教学设计

今日第三篇

用于PEP4BU3 Weather (ar, al)的趣味语音故事（内含你想不到的语音知识）

PEP 3B U4 Where is my car? B talk教学设计

桐乡市濮院小学教育集团毛衫城小学  盛雅莉

一、教材分析

图1

本课选自人教版英语三年级下册Unit4 Where is my car? B部分的对话课，本单元讨论的话题是“寻找物品”，本节课通过Mike在外出前，在家询问妈妈帽子在哪里，妈妈帮着一起找的场景，最后终于找到了帽子。

二、学情分析

三年级下册，学生已经学习一个多学期的英语，对词汇及句型有了一定的累积，同时他们活泼好动，表现欲强，对“寻找物品”这一贴近生活的话题非常感兴趣，学习的积极性很高。另外，学生在本单元的A部分学习了询问及回答物品在哪里，有了一定的基础。

三、教学目标

1. 知识与能力目标

能在实际情境中灵活运用以下句型：Where is ... ? Is it ... ? Yes, it is. / No, it isn’t.

能够在情境中运用常见交际用语：Have a good time.

培养学生的口头表达能力和运用能力。

2. 情感目标

逐步养成自己收拾东西的好习惯。

四、教学重点

能够运用重点句型猜测物品的位置并回答。

五、教学难点

能够用正确的语调朗读句型“Is it ...?”

六、教学过程

Step 1 Warm up

Free talk

T: Look, this is my book. I want a volunteer .You can put the book around here. Who can?  1, 2, 3, OK?            

 学生放书。

S1: OK.

T: Where is the book?

S1: It’s ....（on the desk）

T: Oh yes, it is on the desk.(板书It is …) 

   Now look, is it on the desk?  (教师将书放到桌下，板书Is it…?)

Ss: No. 

T: No, it isn't. 教师带读。

【设计意图】通过学生放书本，教师提问的方式复习旧知：Where is the ... ? It is...再由句型It is ... 引入新句型Is it ...?的学习，更便于学生的理解。同时真实的情境能消除学生的紧张感，增进师生间的距离，又能活跃课堂气氛，同时为新课的教学做了铺垫。

Step 2 Presentation & Practice

(1) Guessing game 1 学生藏，老师猜。

 T: Now, let’s play a guessing game. This is a pencil. I want a volunteer .You can put the pencil around here. Who can? 

学生放铅笔。

T: One, two, three. Is it ...?

S1: No, it isn't. / Yes, it is. 并教读。

(2) Guessing game 2教师藏，学生猜。

 T：Let's play another game.

This time, I'll put the toy dog. And you can guess. Now, close your eyes. 1, 2, 3. Open your eyes please. Where is the toy dog? Can you guess? 

S1: Is it on the pencil box? 

T: No, it isn’t.

S2: Is it in the toy box?

T: No, it isn’t.

S2: Is it on the toy box?

T: Yes, it is.

T：Look, it's on the toy box.

【设计意图】通过藏东西猜位置的游戏，学生熟悉感知句型Where is …? Is it …? Yes, it is. / No, it isn’t. 真实的游戏情境激发了学生的学习乐趣。

(3) Group Work

图2

T: This time, let's work in group of 4. One put the thing, and the others guess. 

    

【设计意图】4人进行分工合作，同时学生在游戏中不断运用新句型进行交流，锻炼学生的综合语言运用能力。

(4) Let’s talk

① Think and guess 

T: Look at the cap. Where is it?

S1: It’s on the toy box. 

T: But, where is Mike’s cap? Can you guess? 

S2: Is it on the chair?  

…

【设计意图】学生运用重点句型猜测Mike的帽子在哪里，提起学生的兴趣。

② Watch and answer

T：Now, let's watch and answer the question.

Q: Where is Mike's cap?

教师播放动画。

T：So, where is Mike's cap?

S1: It's in the toy box.

③ Listen and imitate

T: This time, let’s follow the tape. 

Have a good time. — Be happy.

④ Try to read

T: Now, I’ll give you 2minutes, try to read it.

⑤ Try to talk

图3

T: This time, let’s try to talk. （用思维导图，引导学生把故事复述出来。）

⑥ Act it out

T: Now, let's act it out. 

【设计意图】通过让学生跟读、尝试读、根据思维导图来熟悉文本的内容，接着进入演一演，学生在熟悉文本的基础上，能很好地进行展示，并能够配上相应的动作，让故事更加真实。

Step 3 Production

(1)Make a new dialogue

T: Another day, comes Miss White, she says, "Boys and girls, let's go camping." So they says, _______! 引导学生说Great!

T: But Mike can't find his map. He says, Uh-oh,______________? 引导学生说：Uh-oh, where is my map?

T：Now, it's your turn. Can you help Mike find his map?

图4

【设计意图】通过寻找地图，同桌进行新对话的创编。让学生能在真实的情境中，自主输出，进行对话交流。同时，学生在交流的过程中，感受到找到地图的成功的喜悦，对激发学生的思维，培养学生的口语交际能力有很大的帮助。

(2)Think and say

 Mike can’t find his ____ and _____. (cap and map)

T: What will you say to Mike?

Mike, please put ____________. (Mike, please put your map in your bag...) 

【设计意图】通过让学生给Mike建议，培养学生养成自己收拾东西的好习惯。