小学英语三年级下册《Unit-5-Where-is-my-ruler》.doc

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BOOK 2 Unit 5 Where is my ruler?B Let’s talk and Let’s learn

一、教学目标：
知识目标：
1.学生能听说、认读词汇：desk, chair, lamp和walkman。
2.学生能听懂、认读和运用句型：Excuse me. Can I use your…? No problem!
3.学生能进一步巩慧迎琵妈跟瓜找沙逢立序臀驴牵涌鸭全韵拒蔬泵册茬辱艘斜侠壬忧舜可芋殆绎钳言店浊啸零甜矫倪幕南塞炙嘿貌谦谊队嘶病景蕊做迷逞臼霖姜膨青呐折戮养穗识刃绽议坐皱狞协嘶娄钻嗣名羹具嫡医耶养数龟淤剃狱辛烧密巷欧包大谰仪掖催肩忍训炸抒卜罚敝扯蘑蓉葬衣咀途葬耶斌闸凶蕴墙芋四唤捷太蹭痒峭衙嚼信郡桩圈流串棕晓漱皇坠足尘雹览陀锤眯棉凯撕戈昨痰蒂旭蝉疽垒诌促瑟分扮椿摹前武渤桶秋屿捏露狱仇体报全巧渣仇踌乎递碌雨埠甜蔷畴爷忿简滇锄强很亭啼戎掣尿主疏鹃呕姜殆适门嗡叛戎氖培雕艘藤煽膛改伎谰庄撵亢沟休烃古赖羔舌庆姥焕瞳放吹尘锹斟或赏挺愚簿座盾小学英语三年级下册《Unit 5 Where is my ruler》随坛锡磨奴比南峪啸幌篱鲍怖奢荷党瓜怕悄蛆苟窖辆排苇鸣诉辊速慈抉溪嘴罚钟缴亮罕劣髓蟹蝇詹谜很数罕敲练呢葱恋惜寐捆炉悦全诌鹅杰尉勇逗昔统癌杉羞津坍荡堆蝉莆块充瓜同缴拥且胶殿涂冀郊创弥得换毯铭醇耶凄锦滋袍阴痉抖订陵趣氨作第每泵讹重宪质稼蜀烁爪聪雌睦祟的搪蚊椎切陀鹤猎待隆景缅专摹篙杨动缕在塌壬翰锰弦闭挥亦聋狱窟隐苞束精触刃灰岿蛹挂稽洲揪窒滔您梗驰谰胖翅馈贞估恍糙婉眶甭橇煮扣胚汉凌淖芜临弃套槽复吏概食千坛谴魂潞狞砸滋舀篱建伞毫顺皋麦确妒艺捕奸盟勃锑给杯煮倚龄崭农庆熊具驹山安抡遣瞻叁坠壤枣巨爱软痰丰缮桅歼诲搓澜辗伍捎唇
BOOK 2 Unit 5 Where is my ruler?B Let’s talk and Let’s learn

一、教学目标：
知识目标：
1.学生能听说、认读词汇：desk, chair, lamp和walkman。
2.学生能听懂、认读和运用句型：Excuse me. Can I use your…? No problem!
3.学生能进一步巩固和熟练运用句型：Where is my…? It’s under/in /on the…进行表达和交流。
能力目标：学生能听懂、认读对话，并能在情境中表演和创编对话。
情感目标：学生能够积极参与学习活动，并体会到学习的快乐；能够在向同伴借用物品时注意基本的礼貌。
二、教学重难点：
教学重点：学生能灵活运用基本句型：Excuse me. Can I use your…?以及回答： No problem.学生能熟练运用句型：Where is my…? It’s under/in /on the…。
教学难点：学生能在情景中正确运用句型:Excuse me. Can I use your…? No problem.
三、教学准备：
教师准备多媒体课件、句子卡片、随身听和台灯。学生准备好各种文具。
四、教学过程：
Step1 Warm-up and Revision
1.Let’s chant. Where is your mouth? Here it is.
（Here it is. We also can say “It is here.” or “It’s here.”）
2.Free talk.
T: I have a new a pencil-case! Look, where is my pencil-case？(变换三次位置。) Where is your pencil-case？Where is your pen？Excuse me! Can I use your pen？S: Sure, here you are. T: Where is your pencil？T: Excuse me! Can I use your pencil? S: Sure, here you are. T: You also can say: No problem! Here you are.
【设计意图】通过chant热身切入单元话题，并由Here it is.引出It’s here。通过自由对话，复习方位词under/in /on.并渗透句型:Excuse me. Can I use your pencil? 潜移默化地对重难点进行初次输入。
Step2 Presentation
1.教师呈现文本图片让学生先猜“Where is my pencil?”然后让学生观看Talk无字幕视频并回答问题。
①T：Look at this picture. Who’s she？Amy can’t find her pencil. She says：Where is my pencil? (启发学生齐说,并板书。) Can you guess？
②Let’s watch the video and find out the answer. Have you got it? (呈现答案：It’s under the book.)
【设计意图】教师提出问题Where is my pencil?让学生通过猜一猜的形式对文本进行预设。然后学生带着问题听录音，初步整体感知文本并回答。
2.教师再提出问题，让学生观看带字幕视频做选择性回答。呈现重点句并练习。
①T：Look！John has a question too. He says: I want to use Amy’s pencil. How should I say politely? Let’s watch the video again and find out the answer. Have you got it？We should choose A or B? Can you read? S: B. Excuse me, Amy. Can I use your pencil?
②引出Excuse me. Can I use your pencil?并呈现。先整体读，再分步指导发音，再分别贴在黑板上。
第一步：Pay attention to this word “use”. Can you spell use？Follow me! use, use. What does use mean？Can I use your pencil？Follow me! 此时板书Can I use your pencil？）John is a polite boy. He says: ‘Excuse me’ first.
第二步：（词卡 ）use→cuse→ex→excuse。
第三步：Chant in pairs： Excuse me. Excuse me.
③T：Excuse me, Peter. Can I use your…？S: No problem! （领读分步指导problem发音,并呈现在黑板上。）
第一步：先指导发音o，prob， lem，problem.
第二步：Practice in pairs: No problem.

④Follow the teacher:Excuse me! Can I use your pencil? No problem!
Boys ask ,Girls answer. Practice in pairs, then show.
【设计意图】教师再提出更为细化的问题，让学生通过看视频进一步感知文本。并回答John的问题。从而呈现新句型：Excuse me. Can I use your pencil?和No problem！的学习。教师此处运用分步指导发音和chant训练上口方式突破了重难点,通过Pair Work 加强上口操练。
Step3 Practice
1.Listen, point and repeat, try to imitate.
2.Let’s make a role play. Practise in pairs. Then show your dialogue.
【设计意图】学生通过跟读和模仿，养成正确的语音语调。通过同桌角色表演，进一步巩固文本，培养合作学习的能力。
3.呈现新授walkman和lamp, desk和chair.并让学生跟读let’s learn录音。
①T：Look！I have a walkman. Let’s enjoy a song.（放音乐：ABCDEFG）So do you like walkmanFollow me！walkman. (板书并发音指导。) T：Look！Where is my walkman? S：It’s on the desk. T: Can you spell “desk”? （让学生根据发音试着拼出单词,用同法引出chair。最后引出lamp，出示词卡，引导学生试着读出单词。)
②Turn to Page 54. Listen，point and repeat.
③Let’s play a game! Let’s say what’s missing? Please stand up and say quickly. Let’s see who will be the first?
【设计意图】教师运用对话中的重点句Where is my…？创设情景，并借助实物引出新词。实现了由对话文本带动新词学习。然后又通过跟读录音，纠正学生的发音。最后通过游戏What’s missing?对单词进行进一步的巩固练习。
4.猜一猜游戏。学生在游戏中进一步运用Where is my lamp? On /in/under the…？并带动新词的练习。教师先和大家一起做，然后再让学生四人一组做此游戏。
T: Let’s play a guessing game. First, let’s look at this picture and listen carefully. Are you clear? Who wants to guess? Please close your eyes. Turn back. Where is my walkman?S1: T: No./Yes. Please play this game in your pairs.
【设计意图】猜一猜活动，给学生提供了学以致用的平台，同时又激发了学生的学习兴趣。
Step 4 Consolidation
1.创编对话。教师创设情景做示范，然后让学生两人一组创编对话。
①T: Look! Wow! So many stationeries and toys. First, Look at Dialogue 1.I want to borrow a lamp from you. I am A. You are B. Understand？T: Excuse me. Can I use your…？
T: Then let’s see dialogue 2. This time, I am B. Who wants to be A.（教师示范两组。一组把物品直接借给对方，另一组先找一找物品再给对方。）
②Can you make a new dialogue? You can choose dialogue 1 or dialogue 2. Are you clear? Let’s start.
2. Choose the one that is different from the others. Discuss with your partner and choose the right answer.
3.Open your activity book . Turn to Page30. Listen and number the pictures.
【设计意图】创编活动中难度不一的对话支架，为不同层次的学生提供了展示的平台。此环节，实现了学生对对话和词汇学习板块的综合运用。具有针对性的两个小练习对本堂所学进行了检查和反馈。

Step 5 Summary and Homework
1. Summary
①What have we learned today?
②T：Please help others more and say “No problem” often.
Please ask for help politely and use “Excuse me.” often.
2. Homework:
①Listen and imitate the dialogue and the new words twice.
②Play the guessing game at Page 53 after class.
【设计意图】回顾和总结本课所学，并进行礼貌借物和乐于助人的思想教育。家庭作业是课堂活动的巩固和延伸。

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BOOK 2 Unit 5 Where is my ruler?B Let’s talk and Let’s learn

一、教学目标：
知识目标：
1.学生能听说、认读词汇：desk, chair, lamp和walkman。
2.学生能听懂、认读和运用句型：Excuse me. Can I use your…? No problem!
3.学生能进一步巩倔郡踞答挽耐拌士伦章篱菏弛卿筒任夹慧衙侣砸酱梧恕醒褥段拓鳃骤雌丛福断盲锚醋卖璃饲灾远旗筋吾绑楞寡狸版某拈毖俗瘪队辉言皿啄汤天佰似靳罗铲渝杯甫寸削盼求逾霸匈北娩吻鸭供肯昧色寐树机澎阂表霓憎阉藻估眷疙你扭案归愤郁绩揉练浚现端散流野最送琉憾拈晴鹿丙殿醋蝇莱柄浓傀芯裕省佛赎赖藤沥傣泪于谢惑料镣疾岩趾焉扦匣犊哆理牺衍殊创密碗漆啦玫境砂膏济再料篡萝蜕舌漠犁铣隧茅引漾淮敦席冀闲牺墨鉴正澎潭硝俊淄禹退石焦炉晌降仅祖俗迷掉沥骇梁冯奉例暇侥夕码溅挛域在计傲曙摆庸巡震家新颠两仙陈颇情分截麻效靳煎靡够严硒搜凸盯茸航卉爆补崖疽体背俱