【2020春季】英語人教版PEP三年級下冊《Unit4第五課時》教案(可編輯)

1、2020人教版PEP三年級英語下冊精編教案第五課時L課時內(nèi)容8. Let s learn; Let s do工課時分析Let's Learn中Zoom在找自己的玩具船，尋找媽媽的幫助。媽媽猜測是不是 在他的玩具箱里。在這個交流過程中呈現(xiàn)三會詞匯：cap, ball, car, boat, map以及重點句式： Where is my boat? Is it in your toy box? No, it isn't.五個三會單詞中 cap已經(jīng)在前一課時中出現(xiàn)過，兩個兩會單詞：toy box也已經(jīng)在前一課時中出現(xiàn) 過。主要句式也是在前一課時中第一次接觸，其他的三會單詞都是玩具，是

2、學生們比較喜歡的內(nèi)容，所以本課時的重點內(nèi)容學生接受掌握起來應該沒有困難。Let's do是五個指令，由五個動詞與五個三會詞匯組合成的動詞短語?？梢?與學生進行聽、做動作或做動作，猜短語等活動，讓學生在重復動作的同時，掌 握五個詞匯的發(fā)音及詞義。L課時目標1 .能夠聽懂、會說、認讀單詞 cap, ball, car, boat, map.2 .能夠聽懂、會說、認讀句式：Is it in/on/under？3 .能夠聽懂短語row a boat, bounce a ball, drive a car.并做出相應的動作。J課時重難點1 .重點：能夠聽懂、會說、認讀單詞 cap, ball,

3、car, boat, map.能夠聽懂、會說認讀句式：Is it in/on/under.?2 .難點：能夠正確在使用句式來猜測物品的位置L教學準備1 .多媒體課件、錄音機、磁帶。2 .單詞卡片、實物。工教學過程Step 1 Warm up1 .開始課程前，將學生分成四組，在黑板上為每組畫一個玩具箱。學生表現(xiàn) 好時就為自己的組獲得一種玩具。課程結(jié)束時，玩具最多的組獲勝。Teacher: I'll divide you into four groups. Each group has a toy box. If you did well, I will draw a toy for yo

4、u. At the end of the lesson, the group which gets more toys will be the winner.2 . TPR活動。請學生邊重復老師的指令，邊做出正確的動作。Clap your hands. Stamp your feet.設(shè)計意圖：以TPR活動開始課程，引出接下來的環(huán)節(jié)，為下一步的學習服 務。另一方面，TPR活動可以讓學生調(diào)動多種感官參與活動，激發(fā)他們的學習興趣，讓他們把注意力迅速集中到英語學習上來。Step 2 Lead in1.游戲：I do you guess.老師接著做動作，請學生猜一猜。Teacher Let's

5、 play a game. I will do an action. Please guess what I am doing. 做拍球的動作，請學生猜一猜。Teacher: I'm bouncing a ball. Look, this is a ball.（多媒體出示球的照片，或出 示一個實物）Do with me, bounce the ball.學生一起做拍球的動作并重復短語。板書ball,并領(lǐng)讀單詞。Teacher: Lets spell ball together. b-a-l-l, ball. Students in this line read it one by on

6、e, please.設(shè)計意圖：此活動與熱身活動緊密相關(guān)，學生可以自然進入新內(nèi)容的學習。 以猜測老師的動作的方式展示新授單詞和短語，能夠充分調(diào)動學生的好奇心，促 使其積極參與教學活動。Step 3 Presentation1 .在黑板畫出球，接著畫帽子、玩具車、玩具船、地圖，（也可以使用單詞圖卡進行，或以多媒體展示圖片）學生邊猜邊學習新授單詞。Teacher This is a ball. What's this? Is it a ball? No, it's a cap. Read after me, cap. And is this a cap? No, it's c

7、ar. It s a toy car. Say with me, car. Let s spell it together, car, c-ar, car. Look at this one. It isn t'a car. It's a boat. Say with me, boat. Oa sound /?/. Repeat it please. And look at this. Is it a picture? No, it s a map. This is a map of our city. Read after me, map.設(shè)計意圖：通過一般疑問句，來引出每一

8、個新授詞匯，為詢問物品位置的一 般疑問句的學習做好準備。在學習新授詞匯時，注意引導學生關(guān)注字母或字母組 合的發(fā)音，幫助他們記憶單詞。2 .播放課文錄音，觀察課文圖片，回答問題。Teacher Zoom is looking for his boat. Where is his boat? Lets listen and find.Teacher: Who can try to answer my question? Where is his boat? Is it in the toy box? Is it on the desk? Is it under the desk?設(shè)計意圖：通過聽錄

9、音，聽準單詞讀音，糾正自己的發(fā)音。以詢問學生的方 式展示本課的重點句式，通過聽、看，引導學生發(fā)現(xiàn)答案，并選擇正確的應答方 式，從而掌握本課的重點句式。Step 4 Practice1 .我說位置，你說出物品名稱。Teacher Now, I say the sentence, you guess what it is. H on the desk. What is it? Yes, it's a cap. It's under the desk. Its on a map. What is it? Yes, its a boat. Its in the toy box. Wha

10、t is it? Yes, it's a car. .設(shè)計意圖：教師描述物品的位置來引導學生猜出物品，學生一方面需要理解新授詞匯的意思，另一方面也進一步鞏固如何描述物品位置的句式。2 .出示物品的一部分，學生猜出單詞。Teacher: Look, this is a part of a toy. What is it? Say like this: Is it a .?設(shè)計意圖：以這樣的形式來猜單詞，一方面能夠激發(fā)學生參與的興趣，另一 方面使他們在猜測中不斷使用重點詞匯，且不斷熟悉一般疑問句的句式結(jié)構(gòu)。3 .教師將實物放在某一位置，請學生猜猜在哪里。Teacher This is a

11、ball. I will put the ball at a place. Please guess where it is. You can ask like this: Is it on the desk? Is it in the bag?設(shè)計意圖：通過這樣的“尋寶”游戲，使學生在真實的情境中反復使用重點 句式來達到自己的目的。從而使學生在使用中真正掌握重點句式。4 . Let's do actions. 一起做一做。Teacher Look, I have a ball. I can bounce the ball. Do with me, and say with me. B

12、ounce the ball. What am I doing now?（做開車白動作） I'm driving a car. Say with me, drive a car. What am I doing now? （做戈 U船的動作） I'm rowing a boat. Say it together, please. Row a boat. Les put on a cap.（做戴帽子的動作） Repeat, put on a cap. Let's read a map.（做拿著放大鏡看地圖的動作）Read a map. Do it together.設(shè)計意

13、圖：通過展示動作來使學生初步了解這五個短語的含義，并在重復中 進一步熟悉五個重點詞匯。5 . （1） I do you say.老師做動作，學生說出短語。Teacher: I will do the actions. Please say the correct sentence.教師隨機展示動作，請學生說出相應的短語。（2） I say you do.教師說出短語，學生做出相應的動作。Teacher: Now, I say the sentence. Please do the correct actions.設(shè)計意圖：前一個活動可以檢驗學生是否能夠理解并說出短語，后一個活動 來檢驗學生能夠

14、聽懂短語的意思，兩個活動的訓練，能夠使學生不僅能夠聽懂會 說短語，而且能夠聽懂、會說本課的重點詞匯。Step 5 Summary1 .展示一幅圖片，學生進行兩人小組活動，練習本課的重點詞匯及句式。Teacher: Look at this picture. If s Zoom' s room. What can you see? Do a pair work. You can ask and answer with these questions:Where is the.?Is it in/on/under.Yes, it is. / No, it isn' t.設(shè)計意圖：學

15、生在一個相對復雜的場景下進行尋物的對話練習，練習中既可以總結(jié)本課的重點詞匯，也可以總結(jié)本課的重點句式。2 .總結(jié)小組表現(xiàn)，鼓勵最佳小組。Teacher: Now let' s count the toys of each group. Which group is the winner? Congratulations. Everybody, please be better next time.w課堂作業(yè)一、根據(jù)圖片寫出單詞。人教版PEP英語資料B. No, it isn't.二、根據(jù)圖片內(nèi)容選擇正確答案。（）1. Is it a ball?A. Yes, it is.I()

16、2. Is the pencil on the desk?A. Yes, it is.B. No, it isn I()3. Is the bag on the desk?A. Yes, it is.B. No, it isn I()4. Is the bag under the chair?A. Yes, it is.B. No, it isn I三、將句子前的序號寫入正確的圖片下方。A. Bounce a ball.B. Row a boat.C. Drive a car. D. Read a mp.E. Put on a cap.()()()()()四、讀一讀下面的對話，判斷正(T)誤(

17、F)Lily: Where is my pen, Mum?Mum: Is it in your bag?Lily: Where is my bag?Mum: Is it in your desk?Lily: Yes, it is. But the pen isn 'in the bag.Mum: Is it in your pencil box?Lily: My pencil box is in my bag, too. But the pen isn't in the pencil box. Where is my pen?Mum: Is it under the book?Lily: Yes, it s under the book. Its on the desk. Thank you, Mum.()1.Lilyspenisinher bag.()2.Lilyspenisinher desk.()3.Lilyspenisunder her book.()