三年级英语公开课-Unit 4 Where is my car. Part A Let’s lear

1 Unit 4

教学内容：Unit 4 Where is my car?(1)

教学目标和要求：

Let’s talk Part A

Let’s play Part B

教学重点：The sentences of Part A

教学难点：方位的正确表达

教学用具：Tape/recorder/pictures/things

教学过程：

Step1: Revision

1、 Say out the animals.

2、 Revise the sentences.

Step2:Learn the sentences

1、 Look at the pictures

2、 Listen to the tape

3、 Read the sentences after the recording

4、 Read the sentences together

5、 Group work

6、 Performances

Step3: Let’s play

Try to say out in on under ……

Step4: Listen and do 2 Step5: Summary and homework

板书设计：

Unit 4 Where is my car?

Where is my car?

In on under…..

作业布置：

1、 Listen to the tape

2、 Read the sentences

教学后记：学生对单词学习较有兴趣，学得较快。

教学内容：Unit 4 Where is my car?(2)

教学目标和要求：

1、 Learn the new words

2、 Try to listen and act.

教学重点：the new words

教学难点：Let’s do

第1页/共8页 Unit 4 Where is my car?

要练说，先练胆。说话胆小是幼儿语言发展的障碍。不少幼儿当众说话时显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。长期坚持，不断训练，幼儿说话胆量也在不断提高。 Part

B

教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼第2页/共8页 习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。

三年级下册第四单元第1课时

Unit4 Where is the car?

A Let’s Learn

【学习目标】

1.知识目标：1.能听、说、认读介词in、on、under和 单词chair、desk。

2能熟练运用句型：Where is the…？It's in /on/under

the…

3.能听懂指令语并能按照指令做出动作。

2.能力目标：能正确灵活使用询问方位的主句型Where is the...?

It’s on/ in/ under...并能在情景中恰当运用。

3.情感态度：1.培养学生爱护教室及书房的整洁卫生；

2.培养学生上学前收拾好自己的书包，带好学习用品。

【重点难点】

听说认读本课的单词in, on, under, chair, desk.并能正确灵活运用Where is the...? It’s on/ in/ under...

2、主句型Where is the...? It’s on/ in/ under...的灵活运用。

【教学步骤】

Ⅰ.warm up

1. Greetings .

T: Good afternoon, boys and girls.

Ss: Good afternoon, Amy. T: How are you today?

Ss: I’m fine, thank you.

T: I’m fine too. It’s a great day, right? Work harder.

And you are divided into 2 groups, Group A and Group B. If

you do well, you can get a star, like this. Twinkle, twinkle ,

little star. So come on!

T: Today we are gonna learn Unit 4 Where is my car?(此处教读car，发音渗透，c-ar, 动作展示开车的样子及声音，然后出示实物。) （动作表现出找，然后教读where， 发音渗透， 并在语境中找car， 然后把car的实物粘贴到黑板上）

A Speaking lesson draft

I. Analysis of the teaching material:

1) Textbook contents: PEP Primary school English Grade three

top

volumes Unit 4 Where is my car?

The contents in the first period is mainly refer to three words:

in, on,

under and two sentence about inquiring: Where is…? It is in/on/under…

2) Textbook status : According to the problem of Chinese students about

learning English, the book design a lot of material to improve

the

students‟ ability of listening ,speaking, reading and writing. So I think

the book is very helpful to students. This period extend and consolidate

students‟ words and sentences about inquiring. Teach students how

to

inquiring/ask.

II. Analysis of the students:

The students are grade 3. They have been master common words and

sentences. It makes my class easily. It is known to us that the kids are