教科EEC版三下-Unit7 Where's Wangwang -Class 1 Textbook p.52-ppt课件-(含教案+素材)--(编号：3000c).zip

Unit7 Wheres Wangwang?说课稿 Good morning, everyone! Today, Ill say somethin g about Unit 9 Part A in Book 4 of Oxford English. Background on the reformation of curriculum, this b ook can connect the life and act, emphasize the int erest and experience of the Ss, the pictures are ac tive and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This U nit has 7 parts, well learn Part A mainly, it emb odies the repeating characterize. Review the learne d language points “Wheres”and the new languag e points will be represented in the following units. So this unit forms connecting links with a special meaning in this book. The content of this period is to use “Wheresare” to determine the place. A nd according to the contents and the fact of the Ss, I establish the following three teaching aims of th is period: The first one: students can listen, read, say and spell the following words: a glass, a fridg e, an egg, bread and a table. The second one: stude nts can listen, read, say and write the following d aily expressions: Whats for breakfast? Have some juice then. The third one: students can listen, rea d, say and write the following sentence patterns: W heresWhere are themy Its Theyre There s no in on near I think the most difficult point of this period is to make sure the students c an use the patterns “WheresWhere areand There is no inonnear” in their daily life correctl y. And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims. The task-based method, communicated method, group cooperate method will be used in this period. To accomplish the aims, I design the following ste ps: Step 1 Songs and the game arousers the emotion. In order to attract the Ss attention and construct a n atmosphere of learning English, I let the student s sing some English songs and play the game “Simon says”. At the same time the game can review the pr ep, serve the knowledge as foil and consist the app earance of the knowledge. Step 2 Change class to life, happy to say. The subs tance of language is communication and the environm ent of communication is life. So when I present the sentence pattern “Whats for breakfast?” I first show a clock to elicit the time for breakfast, teac h the sentence. Then show my own photo of having br eakfast, Ss ask and guess. In this way I can attrac t Ss attention, encourage Ss to ask Qs with the n ew knowledge. Most of the Ss have learnt the senten ce pattern: Wheres? so I design a task for Ss t o help Helen find the food and drinks for breakfast, and teach the new language points: Where are? The yre Meanwhile stick the sentences on the Bb. A fter some practice by asking and answering, I prese nt the next language points: Theres no inonne ar Have then. And I will stick these sentence p atterns on the Bb. Finally Ill let the Ss do pair works to consolidate them. Step 3 Listen to the tape and Ss imitate to read an d say. As the new reformation of curriculum, emphas ized the traditional class attach importance to the mechanical teaching, neglect the experience and par ticipation, for example, the five-step method. So i n this lesson, after presentation, I ask Ss to list en to the tape with three Qs, read in different rol es and in pairs, then try to recite the text. Step 4 Ss be the main body, T makes a guider. In cl ass, Ss play as a host, and the T makes an influenc e on guiding, help Ss to act the learnt dialogue, i t can stress the position of the Ss, and arouse the ir interest. Then I show a carton with no voice, as k Ss to make a dialogue in pairs. There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss good habits and achieve the aim of mastering the le arned knowledge in situation. Step 5 Change class t o life, learn by themselves. Is this the end of the class? I dont think so. If there is an end, I thi nk it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life. In a word, the whole peri od is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss ar e carting out the tasks, they can acquire informati on, knowledge, and have their ability and skills tr ained. Thats all. Thanks a lot for your attention.Unit 7 Wheres Wangwang in under behind on -Where s 人名？ -ItsWheresWheres Wangwang?Wangwang?教学设计教学设计 【教材分析】 本节课是 EEC 小学英语教材三年级下册第七课第一课时。单元内 容为有关询问位置的交际用语。设计意图为能让学生听、说、读、 写有关方位的词，学习表达位置的方法，培养学生的观察能力及正 确表现物品位置状态的能力。这一课是学生先学习捉迷藏游戏之后， 围绕方位的话题进行交际并创造性地应用语言。 【学情分析】 理解位置的概念对于三年级的学生来说往往感到较难。因此，要 开展形式多样的活动，如：创设情境法、交际法、合作学习法等学 习方法，让学生在有趣的情景中围绕话题反复练习听和说。在对话 中、交际中让学生体会和熟悉位置概念。 【教学目标】 1.知识目标： 通过本节课学习，学生能够了解捉迷藏游戏的有关表达;听、说、 读、写、并熟练使用重点单词及短语：in, on, under, behind，next to 等。能够掌握并运用重点句型 Where is?及其答 语来针对人物或物品所在位置进行问答和描述。 2.技能目标： （1）从听、说、读、写四个方面运用方位的词，并熟练应用到生 活之中。 （2）培养学生正确的表现物品的位置状态的能力。 3.情感态度与价值观: 学生愿意用英语表达，并从学习中感受成功的喜悦。 【教学重难点】 了解捉迷藏游戏的有关表达; 掌握词汇 in, on, under, behind，next to 的听说读写并运用重点句型 Where is?及其答语 来针对人物或物品所在位置进行问答. 【教学策略及教学方法】 教学策略:我采用游戏引导法,情景法,直观法等教学方法.坚持以 Free Talk 为核心,以功能,结构为主线,以任务型活动安排本课教学. 教学方法:鼓励学生独立思考,勇于探究.通过让学生分角色表演 和情景对话对新知识进行巩固. 评价方法:以表扬激励为主,通过小组交流这个活动,培养学生探 究,合作精神. 【教学准备】 录音机和磁带； 自制图片；人物卡片; ;单词卡片等。 【教学过程】 一 Greetings. T: Good morning ,Boys and girls! Ss: Good morning, Ms Li! T: How are you today? Ss: Im fine, thanks. 二Revision Review numbers. 三. Lead-in & New lesson Step 1. Lead-in T：Lets play a game“Hide-n-Seek”. This is my pen, I will hide it. Close your eyes ,please. S: OK. T：You count from one to ten, please. S: OK. One, two, three, . Ready? T：Ready. Where is my pen? S1: S2: Step 2. Listen to the tape and try to repeat. T：You are so smart! Now were going to learn the new lesson. Fisrt listen and try to repeat. Step 3. Presentation T: Hide-n-Seek is a game that we usually play, it means hide and seek.(let the students read and practice one by one) T: Whats this? Ss: Its a room. T: Yes, this is my room. Come in, please.(point to the things and ask the students to say) There is a Ss: window/desk/bed/chair/computer/bag T: The computer is on the desk.(use hands to explainon) T: The bag is under the chair.(use hands to explainunder) T: The ball is in the box.(use hands to explainin) T: The chair is next to the desk.(use hands to explainnext to) T: The bag is behind the box.(use hands to explainbehind) The students read after the teacher and learn the new words by using their hands. T: Very good. Now we can express places, but how to ask? Ss: Where ? T: Yes .You are so clever! T: Whos this? Ss: Its Tutu. T: OK. Now wheres Tuto?(put Tuto in different places) Ss: Its on the bed/in the box/behind the door/next to the desk/under the chair.(practice this dialog for a while in order to master them well) Step 4. Read the dialog together. 四Practice 1. 看到我手中抽出的图片，迅速读出单词。 T：Look at my picture and read it quickly. Ss: in, on, under, behind，next to. 2. 给图片找到家，将图片贴在相应的单词后面。 T：I have some pictures, please stick them. 3. 游戏：让 4 个学生到前面和老师玩捉迷藏并练习以下句式: Ss:Lets play “Hide-n-Seek”. - OK. Ss: You count, please. - 1,2,3.Ready? Ss: Wheres xxx? - He/She is in/ on/ under/ behind/next to 每组一名同学,共 4 人,在前面背向全体学生闭上眼睛等待.老师 指定一人藏好后大家一起问 Wheres xxx? 4 个人分别进行猜测， 猜对者获胜。再选 4 人继续游戏. 五Sum-up 通过一系列的游戏活动,极大地调动了学生的学习热情, 使本来 很难的句子变得朗朗上口, 最后大家一起用手演示表示位置的词汇 进行总结. 【板书设计】 Lesson7 Wheres Wangwang?(I) Lets play “Hide-and-Seek”. Where is? He/She is in/ on/ under/ behind/next to