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1、The fourth period (第四课时)Part B Lefs talk & Lefs play内容分析本课是PEP小学英语三年级起点第二册Unit4第四课时。在Part A的基础上， 继续学习如何描述物品的位置。在Lefs talk部分,Mike和妈妈找帽子的过程中， 呈现了本课时的重点句式，因不确定物品的位置而使用的一般疑问句：Is it in/on/under.?以及肯定、否定回答:Yes, it is. / No, it isnt.以及表示祝愿的句 子：Have a good time!在 Lets play 部分中,Chen Jie 询问 John 物品的位置，John 用一
2、般疑问句来确定位置，Chen Jie给出回应。通过猜东西的位置，在游戏里学 生可以循序渐进的掌握本课时的重点句式。课时目标知识与能力(1)观察、谈论Lets talk的图片，并在PPT和教师的帮助下理解对话大意。(2)能够按照正确的语音语调朗读对话，并能在小组中进行角色表演。(3)能够在情景中运用句型“Where is？” “Ts it in/on/under-? Yes, it is./No, it isnt.。(4) 了解“Have a good time!的含义。(5)在情景中操练核心句型Where is？” “一Is it in/on/under-? 一Yes, it is./No,
3、it isnt过程与方法首先，教师通过不断提问引导学生观察图片,提取布效信息。通过让学生观看 视频来感知本课的重难点，培养学生的观察能力和逻辑思维能力。其次，在导入本课的新句型后，教师迅速将句型展现给学生看,并通过创编简 短的对话来巩固该句型。最后，带领学生朗读课文并进行角色表演，加深对本课内容的理解。再让学 生进行创编对话,让他们在具体的语境中去操练核心句型。情感态度价值观通过“寻宝”的游戏，培养学生不乱放的好习惯。教学重难点教学重点能够在情景中运用句型“Where is.?”Is it in/on/undcr.? Yes, it is./No, it isnt.、。教学难点能够运用一般疑问
4、句 “Is it in/onAmder?及其回答Yes, it is./No, it isnt. 来询问并回答物品的位置。教学准备教学课件、课文录音、视频、单词卡片等。教学媒体选择多媒体，录音。教学活动1 .唱歌2 .游戏3 .观看视频教学过程Step 1: Warm-up & Revision1 .Greeting to each other.2 . Play a game: Where is my ruler?T: Children, I bought a new ruler yesterday. Its red. I plan to show you it. But I lost it
5、now. Can you help me find it?Ss： Sure!The teacher asks students to look for the ruler in the classroom.Ss： Look, its here. Its under the book.T: Yes, thats my pen. Thank you very much.Step 2: Presentation1) Lets talk.(1 )Thc teacher lead students to look at Picture 1.(课件出示:教材 P41 Lets talk 第一幅图。)T:
6、Please, look at Picture 1 carefully. Who are they?55: They are Mike and his mum.T: Where are they?56: They are in the bedroom.(2)The teacher asks a question and then asks students to answer it by watching the cartoon.(课件出示:教材P41 Lets talk的视频)T: What are they looking for?Ss: They are looking for a ca
7、p. (If the students can not speak “cap” in English, they can speak “cap in Chinese instead.)(3)The teacher asks other questions and ask students to watch the cartoon for the second time.(出示课件)T: Where is the cap? Is it in Mikes bag?Ss: No, it isnt.T: Is it in Mikes toy box?Ss: Yes, it is.T: The cap
8、is in Mikes toy box.2) Lets learn.3) )Show the key language points on the PPT.Is +物品(单数)on/in/under +地点？4) ) Explain the language points briefly to students. If you want to make sure the position of something, you can say “Is +物品 (单数)on/in/under + 地点？”.Then other students can answer through “No” or
9、“Yes” in brief.Make a model：一Is the pen on the desk?一Yes, it is. / No, it is not. If you do not know the position of something, you can say “ where is +物品 (单数)？ ”Then answer it by using the sentence pattern “It is on/in/under +地点.”Make a model ：一Where is the ball?-It is on the desk.5) ) The teacher
10、can show three pictures and ask students to make dialogues by looking at the pictures.Make a model ：51: Where is my ?52: Is it on your desk?53: .3. Repeat and act.(1) Try to repeat the dialogue of Lets talk in pairs after listening.(2) Then play a role.Step 3: PracticeLefs play.1. The teacher makes
11、an example first.The teacher hides a ruler in the teachers desk.T: Children, I bought a ruler. But I can not find it ? Can you guess where it is?51: Is it in your desk?T: No, it isnt.52: Is it under your desk?T: No, it isnt.53: Is it on your desk?T: Yes, it is.2. The teacher can show Lets play “ wit
12、h several blanks and ask students fill in the following blanks.make new dialogues.一 Where is my ? Is it ? No, it is not.一 Is it ?一Yes, it is.3. Make new dialogues.The students can work it in pairs and choose three pairs to show their dialogue in front of the class.Step 4: Consolidation & ExtensionLo
13、ok and Find.1. Create a situation.Show a picture of a messy room on the PPT and ask students to tell the positions of some objects.（课件出示：一个凌乱的房间。）（The teacher makes an example first.）T: Where is my pen?Ss: Is it under the desk?T: No, it isnt.Ss: Is it on the desk ?T: Yes, it is.2. According to the p
14、ictures and let students try to make new dialogues by themselves.板书设计Unit 3 At the zooPart B Lefs talk & Lefs play一般疑问句：Is it on/in/undcr your bag?肯定回答：Yes, it is.否定回答：No, it is not.作业设计1. Make dialogues which we have learned the sentence patterns with partners. （和你的伙伴利用今日所学，编造对话。）2. Read the dialogues three times.（读三遍今日所学的对话。）教学反思1 .借助TPR教学法，调动学生的多种感官参与，充分发挥学生的主体作用，激发 学生的学习兴趣。2 .重视培养学生整体感知内容的能力，树立较强的全局意识。3 .教学目标明确,教学重难点把握准确。整个教学过程重点突出，讲练结合，注 重实效。4 .教学方法灵活得当，活动面向全体学生，具有广泛性、有效性和可参与性。