教师招聘小学英语《Whereismycar?》教案

2024-01-29 14:10 来源：安徽教师招聘网

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一、教学目标

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、教学重难点

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、教学过程

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?

【设计意图】本部分教学内容为该单元第二课时，in, under以及where is…在第一课时中的let’s talk部分均已学习，此处通过一首歌曲，既可以活跃课堂氛围又可以复习上节课的重点内容，一举两得。

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?

【设计意图】新授环节中，教师通过和学生的真实交流，自然引出本节课的重点单词，并结合课文中Zip和小鸟的简单对话再次在情境中结合句型呈现重点单词。

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.

【设计意图】操练环节设计了两个活动，一个机械性练习齐读chant帮助学生进一步熟悉本节课的重点词句，一个意义性练习帮助学生在图片的辅助下，在较真实的情境中尝试运用本节课的重点词句进行对话练习，体现语境中理解和运用词汇的目的。

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 designs with the rest of the class.

【设计意图】巩固环节中，教师提供给学生一些书房的小贴纸(可以减少课堂画画的时间，更多关注在语言交流和语言的输出运用上)，并要求学生在设计好自己书房物件位置之后进行全班交流找朋友。该活动充分调动了学生的学习积极性，引导学生在情境中解决问题，提升综合语言运用能力。

Step 5. Summary

Together with students, the teacher summarizes what they have learned today and achieves the cultural awareness objective naturally.

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

【设计意图】课堂结束时自然总结教学重难点，升华文化意识目标。

Step 6. Homework

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

【设计意图】学生可以课下查阅更多网上的资料，了解国外小朋友的卧室是怎么布置的(如：读书角等设置)，课后作业做了很好地课内学习拓展和延伸。

四、板书设计