163文库 > 小学 > 英语 > 广东版(先锋、开心) > 开心学英语三年级下册 > （广东）粤人版三下-Unit 5 Clothes-Lesson 2-ppt课件-(含教案+素材)-公开课-(编号：60067).zip

（广东）粤人版三下-Unit 5 Clothes-Lesson 2-ppt课件-(含教案+素材)-公开课-(编号：60067).zip

广东人民版开心学英语 Book 2 Unit 5 Clothes 第二课时教学设计一、教材分析：本课时是九年义务教育六年制小学英语教科书 Book 2，第五单元第二课时。第五单元的主题是“Clothes”。本课时的主要教学内容是“Story, Practice1 & Activity 2”。预设词汇有“morning, class, open, please”。重点句型是“Where is the.? Its on/ in/ under/ between . .”和“Where are the.? Theyre on/ in/ under/ between . .”。由于学生在第一课时已接触过以上两个句型，所以本节课教学目标是重点培养学生区分句型的单复数并灵活运用句型，能正确询问物品在哪里和能回答物品处于的位置，并把本课时学到的句型运用到实际生活中去。二、学生分析：学习本课例的学生是台山市赤溪镇中心小学三（2）班的学生。由于学习英语还不到一年，而且年龄小，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、歌曲、表演、交流特别感兴趣。三年级是小学生初学英语的基础阶段，这一阶段的重要任务在于激发并保持学生学习英语的兴趣。课堂上尽量以鼓励表扬为主，鼓励学生开口说英语、特别是给后进生创造机会，让他们尝试成功的喜悦。三、教学目标：（一）语言能力： 1、语言知识目标： 1）理解词汇：morning, class, open, please. 2）能够在所设情景中运用重点句型进行交流，如： Where is? Its on/ in/ under/ between. Where are? Theyre on/ in/ under/ between. Good morning, class. / Open your books, please. 2、语言技能目标: 1）听：能听懂 story 的大概发展内容，培养学生提取信息的能力。 2）说：能模仿 story 中人物的语气、语调等。 3）读：能做好角色扮演并正确朗读文章。 4）写：能正确地运用本节词汇和句型。（二）文化意识：学生通过有趣的情景描述、小组活动、角色扮演，懂得与人合作的交际能力。（三）思维品质：引导学生通过学习“Where is the.? Its on/ in/ under/ between . .”和 “Where are the.? Theyre on/ in/ under/ between . .”句型，让学生进行对话。再通过创设情景，让学生组内交流，把学习的知识生活化，培养他们综合运用语言的能力和创新思维。（四）学习能力：学生在对本节课的学习过程中通过 Listen and look 和 Ask and answer 等对词汇和句型进行操练，培养学生自主学习的能力；通过大量的听和说，积累丰富的语言知识；通过情景对话，引导学生自主创造新的对话，并通过 Pair work 和 Group work 生生之间的真实交流互动，培养学生运用英语交际的能力。四、学习策略：本课主要通过培养学生合作学习的态度和方法，有效利用个人独立完成和小组合作等活动，再运用情境教学从视听入手，通过一系列教学辅助手段，创设语境，培养学生既有在自主学习又有合作学习的意识，提高学生利用英语进行交流的能力。五、教学的重点和难点：（一）重点：掌握句型并学会运用；学会模仿语调、语气，纠正发音。（二）难点：短文中个别单词等的发音，以及句型单复数变化的区别。六、教学过程： Step 1 Warm-up: Chant: Socks. T: Boys and girls. I like chant. Do you like chant? Ss: Yes. T: Lets chant, OK? Ss: OK! T: Are you ready? Ss: Go! T: Good! Lets go! 【设计意图】通过 Chant 活跃课堂气氛，将学生带进轻松愉快的学习氛围，并回顾本单元的句型，为学习本单元做好准备。 Step 2 Lead-in: 1) The picture of Gogo leads to the sentence “Wheres Gogo? ” and the tasks. T: Look at the picture. Can you tell me wheres Gogo? S1: Gogo is under the box. T: Yes. Gogo wants to get some clothes. Can you help him? Ss: Yes. T: Good. Youre divided into four groups. Lets see which group is the best helper. Here are seven tasks for you. Lets come to task one. 【设计意图】用 Gogo 的图片吸引学生，带出句型，并引出这节课的比赛任务。 2) Say and play : Activity 2. Task 1 Pair work: One is Tony and one is Gogo then practice by using the following sentences. Where is? Its on/ in/ under/ between. Where are? Theyre on/ in/ under/ between. Model: Wheres the clock? Its on the table. 【设计意图】通过 pair work，让学生们能复习第一课时所学的句子，再现旧识，为学习 Story 做铺垫。 Step 3 Presentation: Story. a. Watch the video to understand the whole story. 【设计意图】跟着视频走进 Tony 和 Gogo 的故事，整体感知，在大体上理解语篇。 b. Read after the tape sentence by sentence. Task 2 【设计意图】通过跟读，模仿故事中人物的语气和语调，纠正发音。 c. Read in groups and find out the difficult words. Task 3 词汇：morning, class, open, please. 句子：Good morning, class. / Open your books, please. 【设计意图】通过小组合作，共同找出问题，解决问题。 d. Role-play of the story. Task 4 Four students a group: Gogo/ Tony/ the Teacher/ the Title 【设计意图】通过小组朗读，然后再表演 story, 激发学生的学习兴趣。 e. What do you think of Tony? What can you learn from it？ The things you can do, do it by yourself. / Keep the things tidy. 【设计意图】学生通过学习 Tony 和 Gogo 之间的故事，学会做人做事的道理。 Step 4 Practice: 1) Objects-moving. Task 5 Let the students put the things where they like, and then practice. 【设计意图】通过多媒体的操作，引导学生自主创造新的对话，巩固句型。 2) Practice 1. Task 6 【设计意图】通过听力练习，巩固句型。 Step 5 Consolidation: Task 7 Game: One student asks and the other three answer by using the key sentence “ Where is? Its on/ in/ under/ between.” or “ Where are? Theyre on/ in/ under/ between.”. They can do things together if all the answers are correct. Four scenes are as follows: Living room ( Sing together ) Bedroom ( Play together ) Kitchen ( Cook together ) Restaurant ( Eat together ) 【设计意图】学生通过情景活用的游戏，让学生切实把所学知识用于生活交际，实现学以致用。七、Summary: 1) 词汇：morning, class, open, please. 2) 句型：Where is ? Its on/ in/ under/ between . Where are ? Theyre on/ in/ under/ between . Good morning, class. / Open your books, please. 八、Homework: 1) Act out the story with your friends. 2) Finish the excise on the paper. 九、Layout: Unit 5 Clothes Wheres .? Its in/ on/ under/ between. . Where are .? Theyre in/ on/ under/ between. . G1 G2 G3 G4 ClothesP36 Socks! socks! Where are my socks? Socks! socks! Theyre on the box. Socks! socks! Where are my socks? Socks! socks! Theyre in the box. Socks! socks! Where are my socks? Socks! socks! Theyre under the box. Socks! socks! Where are my socks? Socks! socks! Look in the box. P39 Wheres Gogo？ Gogo is under the box. Task 1: Say and play Activity 2. Task 2: Watch and read. Task 3: Find the difficult words. Task 4: Role-play. Task 5: Objects-moving. Task 6: Listen and number Practice 1. Task 7: Game. P40 Task 1: Say and play Activity 2. Where is ? Its in/ on/ under/ between . Where are ? Theyre in/ on/ under/ between . Model: Wheres the clock? Its on the table. P40 Task 1: Say and play Activity 2. Where is ? Its in/ on/ under/ between . Where are ? Theyre in/ on/ under/ between . CA B P36 Task 2: Watch and read. A Listen and look. B Watch and read. A Listen and look. B Watch and read. P36 Task 3: Find the difficult words. P36 Task 3: Find the difficult words. 1. morning 早上早上 2. class 班级，同学们班级，同学们 3. open 打开打开 4. please 请请 Good morning, class. 早上好，同学们。早上好，同学们。 Open the books, please. 请打开书。请打开书。 P36 Task 4: Role-play. 小组表小组表演演 A the Title B Tony C Gogo D Miss Black Task 5: Objects-moving. P38 Task 6: Listen and number Practice 1. P36 Task 7: Game. 词词汇汇句句子子 1. Role play the story with your friends. 2. Finish the exercise on the paper.广东人民版开心学英语 Book 2 Unit 5 Clothes 第二课时教学设计台山市赤溪镇中心学校甄雪敏一、教材分析：本课时是九年义务教育六年制小学英语教科书 Book 2，第五单元第二课时。第五单元的主题是“Clothes”。本课时的主要教学内容是“Story, Practice1 & Activity 2”。预设词汇有“morning, class, open, please”。重点句型是“Where is the.? Its on/ in/ under/ between . .”和“Where are the.? Theyre on/ in/ under/ between . .”。由于学生在第一课时已接触过以上两个句型，所以本节课教学目标是重点培养学生区分句型的单复数并灵活运用句型，能正确询问物品在哪里和能回答物品处于的位置，并把本课时学到的句型运用到实际生活中去。二、学生分析：学习本课例的学生是台山市赤溪镇中心小学三（2）班的学生。由于学习英语还不到一年，而且年龄小，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、歌曲、表演、交流特别感兴趣。三年级是小学生初学英语的基础阶段，这一阶段的重要任务在于激发并保持学生学习英语的兴趣。课堂上尽量以鼓励表扬为主，鼓励学生开口说英语、特别是给后进生创造机会，让他们尝试成功的喜悦。三、教学目标：（一）语言能力： 1、语言知识目标： 1）理解词汇：morning, class, open, please. 2）能够在所设情景中运用重点句型进行交流，如： Where is? Its on/ in/ under/ between. Where are? Theyre on/ in/ under/ between. Good morning, class. / Open your books, please. 2、语言技能目标: 1）听：能听懂 story 的大概发展内容，培养学生提取信息的能力。 2）说：能模仿 story 中人物的语气、语调等。 3）读：能做好角色扮演并正确朗读文章。 4）写：能正确地运用本节词汇和句型。（二）文化意识：学生通过有趣的情景描述、小组活动、角色扮演，懂得与人合作的交际能力。（三）思维品质：引导学生通过学习“Where is the.? Its on/ in/ under/ between . .”和 “Where are the.? Theyre on/ in/ under/ between . .”句型，让学生进行对话。再通过创设情景，让学生组内交流，把学习的知识生活化，培养他们综合运用语言的能力和创新思维。（四）学习能力：学生在对本节课的学习过程中通过 Listen and look 和 Ask and answer 等对词汇和句型进行操练，培养学生自主学习的能力；通过大量的听和说，积累丰富的语言知识；通过情景对话，引导学生自主创造新的对话，并通过 Pair work 和 Group work 生生之间的真实交流互动，培养学生运用英语交际的能力。四、学习策略：本课主要通过培养学生合作学习的态度和方法，有效利用个人独立完成和小组合作等活动，再运用情境教学从视听入手，通过一系列教学辅助手段，创设语境，培养学生既有在自主学习又有合作学习的意识，提高学生利用英语进行交流的能力。五、教学的重点和难点：（一）重点：掌握句型并学会运用；学会模仿语调、语气，纠正发音。（二）难点：短文中个别单词等的发音，以及句型单复数变化的区别。六、教学过程： Step 1 Warm-up: Chant: Socks. T: Boys and girls. I like chant. Do you like chant? Ss: Yes. T: Lets chant, OK? Ss: OK! T: Stand up, please. Are you ready? Ss: Go! T: Good! Lets go! 【设计意图】通过 Chant 活跃课堂气氛，将学生带进轻松愉快的学习氛围，并回顾本单元的句型，为学习本单元做好准备。 Step 2 Lead-in: 1) The picture of Gogo leads to the sentence “Wheres Gogo? ” and the tasks. T: Look at the picture. Can you tell me wheres Gogo? S1: Gogo is under the box. T: Yes. Gogo wants to get some clothes. Can you help him? Ss: Yes. T: Good. Youre divided into four groups. Lets see which group is the best helper. Here are seven tasks for you. Lets come to task one. 【设计意图】用 Gogo 的图片吸引学生，带出句型，并引出这节课的比赛任务。 2) Say and play : Activity 2. Task 1 Open your books on page 40, please. Pair work: One is Tony and one is Gogo then practice by using the following sentences. Where is? Its on/ in/ under/ between. Where are? Theyre on/ in/ under/ between. Model: Wheres the clock? Its on the table. 【设计意图】通过 pair work，让学生们能复习第一课时所学的句子，再现旧识，为学习 Story 做铺垫。 Step 3 Presentation: Story. a. Watch the video to understand the whole story. 【设计意图】跟着视频走进 Tony 和 Gogo 的故事，整体感知，在大体上理解语篇。 b. Read after the tape sentence by sentence. Task 2 【设计意图】通过跟读，模仿故事中人物的语气和语调，纠正发音。 c. Read in groups and find out the difficult words. Task 3 词汇：morning, class, open, please. 句子：Good morning, class. / Open your books, please. 【设计意图】通过小组合作，共同找出问题，解决问题。 d. Role-play of the story. Task 4 Four students a group: Gogo/ Tony/ the Teacher/ the Title 【设计意图】通过小组朗读，然后再表演 story, 激发学生的学习兴趣。 e. What do you think of Tony? What can you learn from it？ The things you can do, do it by yourself. / Keep the things tidy. 【设计意图】学生通过学习 Tony 和 Gogo 之间的故事，学会做人做事的道理。 Step 4 Practice: 1) Objects-moving. Task 5 Let the students put the things where they like, and then practice. 【设计意图】通过多媒体的操作，引导学生自主创造新的对话，巩固句型。 2) Practice 1. Task 6 【设计意图】通过听力练习，巩固句型。 Step 5 Consolidation: Task 7 Game: One student asks and the other three answer by using the key sentence “ Where is? Its on/ in/ under/ between.” or “ Where are? Theyre on/ in/ under/ between.”. They can do things together if all the answers are correct. Four scenes are as follows: Living room ( Sing together ) Bedroom ( Play together ) Kitchen ( Cook together ) Restaurant ( Eat together ) 【设计意图】学生通过情景活用的游戏，让学生切实把所学知识用于生活交际，实现学以致用。七、Summary: 1) 词汇：morning, class, open, please. 2) 句型：Where is ? Its on/ in/ under/ between . Where are ? Theyre on/ in/ under/ between . Good morning, class. / Open your books, please. 八、Homework: 1) Act out the story with your friends. 2) Finish the excise on the paper. 九、Layout: Unit 5 Clothes Wheres .? Its in/ on/ under/ between. . Where are .? Theyre in/ on/ under/ between. . G1 G2 G3 G4 Clothes练习一、用书写体在四线三格上正确抄写下列单词、词组或句子。 1. please 2. open 3. good morning 4. Wheres my jacket? Its on the chair. 5. Where are the socks? Theyre under the chair. 二、根据句子的意思，画画并涂上颜色。 1. Wheres Gogo? Hes between Tony and Jenny. 2. Look at the orange oranges. Theyre in the box. 3. Where is the white pillow? Its on the bed.P36 Socks! socks! Where are my socks? Socks! socks! Theyre on the box. Socks! socks! Where are my socks? Socks! socks! Theyre in the box. Socks! socks! Where are my socks? Socks! socks! Theyre under the box. Socks! socks! Where are my socks? Socks! socks! Look in the box. P39 Wheres Gogo？ Gogo is under the box. Task 1: Say and play Activity 2. Task 2: Watch and read. Task 3: Find the difficult words. Task 4: Role-play. Task 5: Objects-moving. Task 6: Listen and number Practice 1. Task 7: Game. P40 Task 1: Say and play Activity 2. Where is ? Its in/ on/ under/ between . Where are ? Theyre in/ on/ under/ between . Model: Wheres the clock? Its on the table. P40 Task 1: Say and play Activity 2. Where is ? Its in/ on/ under/ between . Where are ? Theyre in/ on/ under/ between . CA B P36 Task 2: Watch and read. A Listen and look. B Watch and read. P36 Task 3: Find the difficult words. P36 Task 3: Find the difficult words. 1. morning 早上早上 2. class 班级，同学们班级，同学们 3. open 打开打开 4. please 请请 Good morning, class. 早上好，同学们。早上好，同学们。 Open the books, please. 请打开书。请打开书。 P36 Task 4: Role-play. 小组表小组表演演 A the Title B Tony C Gogo D Miss Black Task 5: Objects-moving. P38 Task 6: Listen and number Practice 1. P36 Task 7: Game. 词词汇汇句句子子 1. Role play the story with your friends. 2. Finish the exercise on the paper.

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资源描述：: 广东人民版开心学英语 Book 2 Unit 5 Clothes 第二课时教学设计一、教材分析：本课时是九年义务教育六年制小学英语教科书 Book 2，第五单元第二课时。第五单元的主题是“Clothes”。本课时的主要教学内容是“Story, Practice1 & Activity 2”。预设词汇有“morning, class, open, please”。重点句型是“Where is the.? Its on/ in/ under/ between . .”和“Where are the.? Theyre on/ in/ under/ between . .”。由于学生在第一课时已接触过以上两个句型，所以本节课教学目标是重点培养学生区分句型的单复数并灵活运用句型，能正确询问物品在哪里和能回答物品处于的位置，并把本课时学到的句型运用到实际生活中去。二、学生分析：学习本课例的学生是台山市赤溪镇中心小学三（2）班的学生。由于学习英语还不到一年，而且年龄小，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、歌曲、表演、交流特别感兴趣。三年级是小学生初学英语的基础阶段，这一阶段的重要任务在于激发并保持学生学习英语的兴趣。课堂上尽量以鼓励表扬为主，鼓励学生开口说英语、特别是给后进生创造机会，让他们尝试成功的喜悦。三、教学目标：（一）语言能力： 1、语言知识目标： 1）理解词汇：morning, class, open, please. 2）能够在所设情景中运用重点句型进行交流，如： Where is? Its on/ in/ under/ between. Where are? Theyre on/ in/ under/ between. Good morning, class. / Open your books, please. 2、语言技能目标: 1）听：能听懂 story 的大概发展内容，培养学生提取信息的能力。 2）说：能模仿 story 中人物的语气、语调等。 3）读：能做好角色扮演并正确朗读文章。 4）写：能正确地运用本节词汇和句型。（二）文化意识：学生通过有趣的情景描述、小组活动、角色扮演，懂得与人合作的交际能力。（三）思维品质：引导学生通过学习“Where is the.? Its on/ in/ under/ between . .”和 “Where are the.? Theyre on/ in/ under/ between . .”句型，让学生进行对话。再通过创设情景，让学生组内交流，把学习的知识生活化，培养他们综合运用语言的能力和创新思维。（四）学习能力：学生在对本节课的学习过程中通过 Listen and look 和 Ask and answer 等对词汇和句型进行操练，培养学生自主学习的能力；通过大量的听和说，积累丰富的语言知识；通过情景对话，引导学生自主创造新的对话，并通过 Pair work 和 Group work 生生之间的真实交流互动，培养学生运用英语交际的能力。四、学习策略：本课主要通过培养学生合作学习的态度和方法，有效利用个人独立完成和小组合作等活动，再运用情境教学从视听入手，通过一系列教学辅助手段，创设语境，培养学生既有在自主学习又有合作学习的意识，提高学生利用英语进行交流的能力。五、教学的重点和难点：（一）重点：掌握句型并学会运用；学会模仿语调、语气，纠正发音。（二）难点：短文中个别单词等的发音，以及句型单复数变化的区别。六、教学过程： Step 1 Warm-up: Chant: Socks. T: Boys and girls. I like chant. Do you like chant? Ss: Yes. T: Lets chant, OK? Ss: OK! T: Are you ready? Ss: Go! T: Good! Lets go! 【设计意图】通过 Chant 活跃课堂气氛，将学生带进轻松愉快的学习氛围，并回顾本单元的句型，为学习本单元做好准备。 Step 2 Lead-in: 1) The picture of Gogo leads to the sentence “Wheres Gogo? ” and the tasks. T: Look at the picture. Can you tell me wheres Gogo? S1: Gogo is under the box. T: Yes. Gogo wants to get some clothes. Can you help him? Ss: Yes. T: Good. Youre divided into four groups. Lets see which group is the best helper. Here are seven tasks for you. Lets come to task one. 【设计意图】用 Gogo 的图片吸引学生，带出句型，并引出这节课的比赛任务。 2) Say and play : Activity 2. Task 1 Pair work: One is Tony and one is Gogo then practice by using the following sentences. Where is? Its on/ in/ under/ between. Where are? Theyre on/ in/ under/ between. Model: Wheres the clock? Its on the table. 【设计意图】通过 pair work，让学生们能复习第一课时所学的句子，再现旧识，为学习 Story 做铺垫。 Step 3 Presentation: Story. a. Watch the video to understand the whole story. 【设计意图】跟着视频走进 Tony 和 Gogo 的故事，整体感知，在大体上理解语篇。 b. Read after the tape sentence by sentence. Task 2 【设计意图】通过跟读，模仿故事中人物的语气和语调，纠正发音。 c. Read in groups and find out the difficult words. Task 3 词汇：morning, class, open, please. 句子：Good morning, class. / Open your books, please. 【设计意图】通过小组合作，共同找出问题，解决问题。 d. Role-play of the story. Task 4 Four students a group: Gogo/ Tony/ the Teacher/ the Title 【设计意图】通过小组朗读，然后再表演 story, 激发学生的学习兴趣。 e. What do you think of Tony? What can you learn from it？ The things you can do, do it by yourself. / Keep the things tidy. 【设计意图】学生通过学习 Tony 和 Gogo 之间的故事，学会做人做事的道理。 Step 4 Practice: 1) Objects-moving. Task 5 Let the students put the things where they like, and then practice. 【设计意图】通过多媒体的操作，引导学生自主创造新的对话，巩固句型。 2) Practice 1. Task 6 【设计意图】通过听力练习，巩固句型。 Step 5 Consolidation: Task 7 Game: One student asks and the other three answer by using the key sentence “ Where is? Its on/ in/ under/ between.” or “ Where are? Theyre on/ in/ under/ between.”. They can do things together if all the answers are correct. Four scenes are as follows: Living room ( Sing together ) Bedroom ( Play together ) Kitchen ( Cook together ) Restaurant ( Eat together ) 【设计意图】学生通过情景活用的游戏，让学生切实把所学知识用于生活交际，实现学以致用。七、Summary: 1) 词汇：morning, class, open, please. 2) 句型：Where is ? Its on/ in/ under/ between . Where are ? Theyre on/ in/ under/ between . Good morning, class. / Open your books, please. 八、Homework: 1) Act out the story with your friends. 2) Finish the excise on the paper. 九、Layout: Unit 5 Clothes Wheres .? Its in/ on/ under/ between. . Where are .? Theyre in/ on/ under/ between. . G1 G2 G3 G4 ClothesP36 Socks! socks! Where are my socks? Socks! socks! Theyre on the box. Socks! socks! Where are my socks? Socks! socks! Theyre in the box. Socks! socks! Where are my socks? Socks! socks! Theyre under the box. Socks! socks! Where are my socks? Socks! socks! Look in the box. P39 Wheres Gogo？ Gogo is under the box. Task 1: Say and play Activity 2. Task 2: Watch and read. Task 3: Find the difficult words. Task 4: Role-play. Task 5: Objects-moving. Task 6: Listen and number Practice 1. Task 7: Game. P40 Task 1: Say and play Activity 2. Where is ? Its in/ on/ under/ between . Where are ? Theyre in/ on/ under/ between . Model: Wheres the clock? Its on the table. P40 Task 1: Say and play Activity 2. Where is ? Its in/ on/ under/ between . Where are ? Theyre in/ on/ under/ between . CA B P36 Task 2: Watch and read. A Listen and look. B Watch and read. A Listen and look. B Watch and read. P36 Task 3: Find the difficult words. P36 Task 3: Find the difficult words. 1. morning 早上早上 2. class 班级，同学们班级，同学们 3. open 打开打开 4. please 请请 Good morning, class. 早上好，同学们。早上好，同学们。 Open the books, please. 请打开书。请打开书。 P36 Task 4: Role-play. 小组表小组表演演 A the Title B Tony C Gogo D Miss Black Task 5: Objects-moving. P38 Task 6: Listen and number Practice 1. P36 Task 7: Game. 词词汇汇句句子子 1. Role play the story with your friends. 2. Finish the exercise on the paper.广东人民版开心学英语 Book 2 Unit 5 Clothes 第二课时教学设计台山市赤溪镇中心学校甄雪敏一、教材分析：本课时是九年义务教育六年制小学英语教科书 Book 2，第五单元第二课时。第五单元的主题是“Clothes”。本课时的主要教学内容是“Story, Practice1 & Activity 2”。预设词汇有“morning, class, open, please”。重点句型是“Where is the.? Its on/ in/ under/ between . .”和“Where are the.? Theyre on/ in/ under/ between . .”。由于学生在第一课时已接触过以上两个句型，所以本节课教学目标是重点培养学生区分句型的单复数并灵活运用句型，能正确询问物品在哪里和能回答物品处于的位置，并把本课时学到的句型运用到实际生活中去。二、学生分析：学习本课例的学生是台山市赤溪镇中心小学三（2）班的学生。由于学习英语还不到一年，而且年龄小，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、歌曲、表演、交流特别感兴趣。三年级是小学生初学英语的基础阶段，这一阶段的重要任务在于激发并保持学生学习英语的兴趣。课堂上尽量以鼓励表扬为主，鼓励学生开口说英语、特别是给后进生创造机会，让他们尝试成功的喜悦。三、教学目标：（一）语言能力： 1、语言知识目标： 1）理解词汇：morning, class, open, please. 2）能够在所设情景中运用重点句型进行交流，如： Where is? Its on/ in/ under/ between. Where are? Theyre on/ in/ under/ between. Good morning, class. / Open your books, please. 2、语言技能目标: 1）听：能听懂 story 的大概发展内容，培养学生提取信息的能力。 2）说：能模仿 story 中人物的语气、语调等。 3）读：能做好角色扮演并正确朗读文章。 4）写：能正确地运用本节词汇和句型。（二）文化意识：学生通过有趣的情景描述、小组活动、角色扮演，懂得与人合作的交际能力。（三）思维品质：引导学生通过学习“Where is the.? Its on/ in/ under/ between . .”和 “Where are the.? Theyre on/ in/ under/ between . .”句型，让学生进行对话。再通过创设情景，让学生组内交流，把学习的知识生活化，培养他们综合运用语言的能力和创新思维。（四）学习能力：学生在对本节课的学习过程中通过 Listen and look 和 Ask and answer 等对词汇和句型进行操练，培养学生自主学习的能力；通过大量的听和说，积累丰富的语言知识；通过情景对话，引导学生自主创造新的对话，并通过 Pair work 和 Group work 生生之间的真实交流互动，培养学生运用英语交际的能力。四、学习策略：本课主要通过培养学生合作学习的态度和方法，有效利用个人独立完成和小组合作等活动，再运用情境教学从视听入手，通过一系列教学辅助手段，创设语境，培养学生既有在自主学习又有合作学习的意识，提高学生利用英语进行交流的能力。五、教学的重点和难点：（一）重点：掌握句型并学会运用；学会模仿语调、语气，纠正发音。（二）难点：短文中个别单词等的发音，以及句型单复数变化的区别。六、教学过程： Step 1 Warm-up: Chant: Socks. T: Boys and girls. I like chant. Do you like chant? Ss: Yes. T: Lets chant, OK? Ss: OK! T: Stand up, please. Are you ready? Ss: Go! T: Good! Lets go! 【设计意图】通过 Chant 活跃课堂气氛，将学生带进轻松愉快的学习氛围，并回顾本单元的句型，为学习本单元做好准备。 Step 2 Lead-in: 1) The picture of Gogo leads to the sentence “Wheres Gogo? ” and the tasks. T: Look at the picture. Can you tell me wheres Gogo? S1: Gogo is under the box. T: Yes. Gogo wants to get some clothes. Can you help him? Ss: Yes. T: Good. Youre divided into four groups. Lets see which group is the best helper. Here are seven tasks for you. Lets come to task one. 【设计意图】用 Gogo 的图片吸引学生，带出句型，并引出这节课的比赛任务。 2) Say and play : Activity 2. Task 1 Open your books on page 40, please. Pair work: One is Tony and one is Gogo then practice by using the following sentences. Where is? Its on/ in/ under/ between. Where are? Theyre on/ in/ under/ between. Model: Wheres the clock? Its on the table. 【设计意图】通过 pair work，让学生们能复习第一课时所学的句子，再现旧识，为学习 Story 做铺垫。 Step 3 Presentation: Story. a. Watch the video to understand the whole story. 【设计意图】跟着视频走进 Tony 和 Gogo 的故事，整体感知，在大体上理解语篇。 b. Read after the tape sentence by sentence. Task 2 【设计意图】通过跟读，模仿故事中人物的语气和语调，纠正发音。 c. Read in groups and find out the difficult words. Task 3 词汇：morning, class, open, please. 句子：Good morning, class. / Open your books, please. 【设计意图】通过小组合作，共同找出问题，解决问题。 d. Role-play of the story. Task 4 Four students a group: Gogo/ Tony/ the Teacher/ the Title 【设计意图】通过小组朗读，然后再表演 story, 激发学生的学习兴趣。 e. What do you think of Tony? What can you learn from it？ The things you can do, do it by yourself. / Keep the things tidy. 【设计意图】学生通过学习 Tony 和 Gogo 之间的故事，学会做人做事的道理。 Step 4 Practice: 1) Objects-moving. Task 5 Let the students put the things where they like, and then practice. 【设计意图】通过多媒体的操作，引导学生自主创造新的对话，巩固句型。 2) Practice 1. Task 6 【设计意图】通过听力练习，巩固句型。 Step 5 Consolidation: Task 7 Game: One student asks and the other three answer by using the key sentence “ Where is? Its on/ in/ under/ between.” or “ Where are? Theyre on/ in/ under/ between.”. They can do things together if all the answers are correct. Four scenes are as follows: Living room ( Sing together ) Bedroom ( Play together ) Kitchen ( Cook together ) Restaurant ( Eat together ) 【设计意图】学生通过情景活用的游戏，让学生切实把所学知识用于生活交际，实现学以致用。七、Summary: 1) 词汇：morning, class, open, please. 2) 句型：Where is ? Its on/ in/ under/ between . Where are ? Theyre on/ in/ under/ between . Good morning, class. / Open your books, please. 八、Homework: 1) Act out the story with your friends. 2) Finish the excise on the paper. 九、Layout: Unit 5 Clothes Wheres .? Its in/ on/ under/ between. . Where are .? Theyre in/ on/ under/ between. . G1 G2 G3 G4 Clothes练习一、用书写体在四线三格上正确抄写下列单词、词组或句子。 1. please 2. open 3. good morning 4. Wheres my jacket? Its on the chair. 5. Where are the socks? Theyre under the chair. 二、根据句子的意思，画画并涂上颜色。 1. Wheres Gogo? Hes between Tony and Jenny. 2. Look at the orange oranges. Theyre in the box. 3. Where is the white pillow? Its on the bed.P36 Socks! socks! Where are my socks? Socks! socks! Theyre on the box. Socks! socks! Where are my socks? Socks! socks! Theyre in the box. Socks! socks! Where are my socks? Socks! socks! Theyre under the box. Socks! socks! Where are my socks? Socks! socks! Look in the box. P39 Wheres Gogo？ Gogo is under the box. Task 1: Say and play Activity 2. Task 2: Watch and read. Task 3: Find the difficult words. Task 4: Role-play. Task 5: Objects-moving. Task 6: Listen and number Practice 1. Task 7: Game. P40 Task 1: Say and play Activity 2. Where is ? Its in/ on/ under/ between . Where are ? Theyre in/ on/ under/ between . Model: Wheres the clock? Its on the table. P40 Task 1: Say and play Activity 2. Where is ? Its in/ on/ under/ between . Where are ? Theyre in/ on/ under/ between . CA B P36 Task 2: Watch and read. A Listen and look. B Watch and read. P36 Task 3: Find the difficult words. P36 Task 3: Find the difficult words. 1. morning 早上早上 2. class 班级，同学们班级，同学们 3. open 打开打开 4. please 请请 Good morning, class. 早上好，同学们。早上好，同学们。 Open the books, please. 请打开书。请打开书。 P36 Task 4: Role-play. 小组表小组表演演 A the Title B Tony C Gogo D Miss Black Task 5: Objects-moving. P38 Task 6: Listen and number Practice 1. P36 Task 7: Game. 词词汇汇句句子子 1. Role play the story with your friends. 2. Finish the exercise on the paper.

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