北京版二下-UNIT FOUR WHERE IS MY SHIRT -Lesson 13-教案、教学设计--(配套课件编号：90601).docx

1、教 案 总第 页 课题 Unit 4 where is my shirt 授课时间 _月_日（星期_） 课型 新授课 第 课时（共_课时） 教 学 目 标 1. 能在一定情景下用 “ where is ?”询问衣服在哪里并会正确使用 under, behind 等方位介词做出正确应答。 2. 能听懂，认读单词 where, find, sofa, shirt, coat 3. 能正确朗读和表演对话。 4. 培养孩子不随意摆放物品的好习惯。 教学 重点 能在一定情景下用 “ where is ?”询问衣服在哪里并能正确回答。 教学 难点 正确使用 under, behind 等方位介词做出正确应

2、答。 教学 资源 图片 课件 板 书 设 计 Unit4 Where is my shirt? Where is my ? Its 教 学 过 程 主要教学环节及教师活动 （时间分配） 学生活动 （时间分配） Step1. Three minutes show. （4） Step2. Listen and Say （25） 1. 导入：导入： 1) 教师要写字，但是找不到粉 笔。 T: Where is my chalk? I cant find it. T: Oh, its on the desk. T: Where is my eraser? I cant find it. T: Oh,

3、its in the box. 2. 学习学习课文课文： T: I am looking for chalk and my eraser. How about our friend Yangyang? Lets look yangyang, he is looking for sth. What is Yangyang looking for? 整体听： Q: What is Yangyang looking for? 1)主题图 1： T: This Yangyangs bedroom. T: What can you see? T: What time is it? Its time fo

4、r breakfast. T: But, he is looking for his shirt. Is he happy? T: He cant find his shirt. T: If you are Yangyang, what should you say? Listen 1： T: What does Yangyang say? 板书：Where is my shirt? 拿着 Yangyang 的头饰，操练句 型。 Listen 2： Step1. Three minutes show. (3) 1 student show: “My bedroom.” Step2. Liste

5、n and Say（20） 认真倾听，观察老师的行为 跟老师一起寻找 认真倾听 S: shirt coat 说出房间中的物品 S: Its seven oclock. 观察 Yangyang 的表情，回答问题 学生们大胆说一说衣服找不到时，会说什 么，可以中文 S: Where is my shirt? I cant find it. T: Does Mum know, Where is the shirt? Listen 3： T: What does Mum say? 板书 Its under the bed. 教学 under 教师准备一个 box，把 sticker 放 在盒子的上面，

6、里面，下面，帮 助学生理解 in，on，under 的区别 T: Its under the box. T: Is it under the box? No, Its in the box. T: Is it under the box? No, Its on the box. 总结板书： T: Who want to be Yangyang? T: Who want to be Mum? T-S S-S 2) 出示主题图 2： T: Yangyang is wearing his shirt now. He also wants to wear his coat But, he cant f

7、ind his coat. Its time to go to school. So, he goes to the living room to find his coat. T: but he cant find it. Can you guess, what does Yangyang say? 板书 Where is my coat? 拿着 Yangyang 的头饰，操练句 型。 Listen 1: T: Where is the coat? Who knows? Dad or Mum? Listen 2: T: Dad doesnt know. Mum tells him. T: W

8、hat does Mum say? 板书 Its behind the sofa. 教学 behind 教师走到学生中去，根据学生的 座位先后，帮助学生理解 behind S: Yes. S: Its under the bed. 学生跟着老师一起，理解 under 的意思。 学生跟读 认真倾听 学生大胆说出 Where is my coat? S: Where is my coat? S: Mum. S: Its behind the sofa. 学生跟着老师的讲解， 理解 behind 的意思。 3) 总结： T: Lets review the story. Yangyangs bedr

9、oom is not tidy. He cant find his shirt. So he says“” Mum knows the shirt, so she says“” Now, he is wearing his shirt, but he cant find his coat again. So he says“”Mum says“” 4)Watch and listen 5)Point and repeat T: After that, Yangyang knows we should keep our room tidy, we can find our things quic

10、kly. Lets look at Yangyangs bedroom. Its tidy now. So Yangyang is a good boy. 3. 拓展拓展： T: But in our school, there are some careless boys and girls. 出示场景一：放学回家找不到小 黄帽 T: What is Andy looking for? T: What should Andy say? T: Where is the cap? 语言支撑：Where is my cap? Its under the chair. Work in pair Sh

11、ow time 出示场景二：在家读书找不到书 T: We get home now. Amy wants to read books. But she cant find it. What should Amy say? T: Where is the book? 语言支撑：Where is ? Its Work in pair Show time Step3. Lets act （10） 学生跟着老师的引导，复述课文。 S: Where is my shirt? S: Its under the bed. S: Where is my coat? S: Its behind the sofa

12、. 认真倾听 大声跟读 S: Yes. Yangyang is a good boy. 学生认真观察图片，发现图片中不一样的 细节。 S: Where is my cap? S: Its under the chair. 小组讨论并展示。 学生认真观察图片，发现图片中不一样的 细节。 教师指引孩子找到书的位置。 S: Where is my book? S: Its behind the bag. 小组讨论并展示。 播放一段 Amy 找到书之后， 收拾 屋子的录像。 T: Look! Amys room is tidy now. T: How about Guoguos bedroom? Is

13、 it tidy? Guoguo is looking for her shirt, but she cant find it. Listen, what does she say? Who can help her? How about ? Lets talk about. T: Lets help Guoguo to tidy his bedroom. 语言支撑：Where is ? Its T-S S-S Work in group Show time Step4. Homework（1） 1.read the story 学生两个人一组先说一说乱房间摆放的位 置。 学生跟老师一起说一说。 学生分组讨论，物品的正确摆放位置。 小组展示。 教 学 反 思