江蘇教師招聘：小學英語Where is my car? 教案

http://jiangsu.hteacher.net 2024-07-12 13:20 江蘇教師招聘 [您的教師考試網]

一、教學目標

1. Students can recognize, understand, and speak the following key words: in, on, under, desk, chair.

2. Students can understand and make use of the key sentence patterns “Where is …? It’s …”

3. Students can make dialogues with the key words and sentence patterns in real situations.

4. Students can describe the locations of things around them correctly.

5. Students’ awareness of putting school things in right places can be fostered.

二、教學重難點

1. Students can ask about and answer the location of things with the key words and sentence patterns.

2. Students can make dialogues with the key words and sentence patterns in real situations.

三、教學方法

situational approach, task-based language teaching and audio-lingual approach

四、教學過程

Step 1. Lead-in

The teacher sings a song with students together.

On, in, under, on in, under, on in under, where is my pencil box?

On in under, on in under, on in under, where is my eraser?

【設計意圖】本部分教學內容為該單元第二課時，in, under以及where is…在第一課時中的let’s talk部分均已學習，此處通過一首歌曲，既可以活躍課堂氛圍又可以復習上節(jié)課的重點內容，一舉兩得。

Step 2. Presentation

1. The teacher presents the key words of this lesson by talking with students naturally.

(1) Present the key word “desk”

T: School things are very important for us. I can see there are many things on your desk. What’s on your desk? What’s in your desk?

(2) Present the key word “chair”

T: I also have many books on my desk. But I can’t find my dictionary, where is it? Can you help me? Wow, it’s under my chair. [t?] [t?] chair.

(3) The key words “on, in, under” are also presented in the situation above.

2. The teacher plays the tape and asks students questions concerning the conversation.

Q: Where is Zip?

What is Zip doing? What is she looking for?

【設計意圖】新授環(huán)節(jié)中，教師通過和學生的真實交流，自然引出本節(jié)課的重點單詞，并結合課文中Zip和小鳥的簡單對話再次在情境中結合句型呈現(xiàn)重點單詞。

Step 3. Practice

Activity 1: Let’s chant

The teacher chants with students together to practice the key words of this lesson. The chant is as follows:

On, on, on the desk. I put my pencil box on the desk.

In, in, in the desk, I put my schoolbag in the desk.

Under, under, under my desk, I don’t put my books under the desk.

Activity 2: Pair work

The teacher provides students with a picture of his or her messy study. Then the teacher elicits students to work in pairs to talk about where the things should be put and then make a dialogue.

【設計意圖】操練環(huán)節(jié)設計了兩個活動，一個機械性練習齊讀chant幫助學生進一步熟悉本節(jié)課的重點詞句，一個意義性練習幫助學生在圖片的輔助下，在較真實的情境中嘗試運用本節(jié)課的重點詞句進行對話練習，體現(xiàn)語境中理解和運用詞匯的目的。

Step 4. Consolidation

Design your own study

The teacher provides students with some stickers of things in study and asks students to design their own study. The teacher asks students to put some necessary things in their study, but the locations of these things are decided by students.

After they’ve finished, they’re asked to walk around the classroom to find their friends who put their things in same locations as theirs. In the end, some students are invited to share their design with the rest of the class.

【設計意圖】鞏固環(huán)節(jié)中，教師提供給學生一些書房的小貼紙(可以減少課堂畫畫的時間，更多關注在語言交流和語言的輸出運用上)，并要求學生在設計好自己書房物件位置之后進行全班交流找朋友。該活動充分調動了學生的學習積極性，引導學生在情境中解決問題，提升綜合語言運用能力。

Step 5. Summary

Together with students, the teacher summarizes what they have learned today and achieve the emotional objective naturally.

T: Today we’ve learned how to put our things in right places. That’s very important in our daily life.

【設計意圖】課堂結束時自然總結教學重難點，升華情感態(tài)度。

Step 6. Homework

Students draw their own dream bedrooms as they wish. They can surf the Internet for more pictures.

【設計意圖】學生可以課下查閱更多網上的資料，了解國外小朋友的臥室是怎么布置的(如：讀書角等設置)，課后作業(yè)做了很好地課內學習拓展和延伸。

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