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1、“自主真实有效”课堂教学设计学校：龙一学校 年级：三年级 学科：英语 教师：陈甜课题Module8 Unit1 Its on your desk.计划课时1教学内容分析活动一复习上学期Wheres the ?Its 的句型，引出新单词in和under。活动二是在学生掌握常见的物品单词的基础上进行教学的。主要任务时能熟练运用Its in/on/under the desk.句型描述物品的位置，能熟练运用Wheres the present?Its in/on/under the box询问物品的位置。活动三复习数字1-10。活动四根据不同图片让学生描述动物所在的位置。教学目标（一）知识目标（1）
2、听：能听懂关于描述位置的介词和句子：in, on, under, Its in the box. Its on your desk. Its under the chair.（2）说：能够使用关于描述位置的介词和句子：in, on, under, Its in the box. Its on your desk. Its under the chair.（3）读：能够在图片的提示下，在语句中认读单词：in, on, under, box, bedroom及描述物品位置的句子：in the box. Its on your desk. Its under the chair.（二）技能目标：培养
3、学生对所学的话题感兴趣，乐于参与讨论。（三）情感目标：(1）培养学生对所学的话题感兴趣，乐于参与讨论。（2）教育学生不乱丢东西，学会整理好自己的物品.并会用英语描述物品的位置。教学重点难点教学重点：（1）能掌握、运用介词in, on, under（2）能掌握功能句来描述物品的位置：Its in the box. Its on your desk. Its under the chair.教学难点：（1）介词under的读音（2）描述具体物品的位置。The panda is in the hat.教具学具准备文具数样、单词卡片、多媒体课件、盒子、 礼物盒 、礼物 教室卧室的教学设计思路通过创设真
4、实的情景，为大明同学过生日，然后教师故意把礼物藏起来，让学生去寻找，引出本课所要学习的物品的具体位置是怎么描述的。运用多个任务型活动，让学生有目的的进行练习。采用直观教学法，让学生能够形象的观察，描述图片。第 一 课 时教学设计教师教学过程指导学生自学活动指导课始（一）热身（1）Free talkT: Hello , I,m happy to be here .Whats your name ?S: Im T:How are you ?S:Fine ,thank you .Free talk课中（二） presentation（三）Task one（四）Task two（五）Task thre
5、e(1) T: Today Ill introduce you a new friend ,Daming.Lets say hello to daming .（张贴大明的头像）S: Hello ,Daming.T: Today is Damings birthday,Lets sing birthday song together.(师生共唱生日快乐歌)(2)T: In our birthday, we often get a present.（出示礼物图片张贴在大明的旁边）But where is Damings present? (一边手指着，一边在礼物的后面画上？)In this cla
6、ss ,we ll finish four tasks , in order to help Daming find his present,well have to finish two tasks.(点击课件)Lets come on .look, this is task one.“Do you know whats this ?” (课件出示图片：书包、苹果、椅子学生回答)(3)T: Whats this ?Yes ,Its a box.(学习新单词box)T: Look,in the box .教师拿铅笔放入盒子里一边说in the box，引出单词in并板书，并手指盒子引导学生说i
7、n the box,随后拿另外一支铅笔放进铅笔盒内，自言自语说：in the pencilbox.Can you say in ?S1: In the schoolbag. S2 :In the Classroom. S3T:Whats in the box ?Anything else?(手指盒子,随后惊喜的拿出一漂亮的礼物盒。)T:Whats in the present box?You can touch.（一学生伸手去摸，当拿出一礼物时就说A present for you .）T:This is my present。 (手拿喜洋洋)Look, on the arm,on the h
8、ead.on on 升降调领读单词，并板书on随后把喜洋洋放到不同的位置一边问Wheres XiYangyang?一边自言自语着Its on the desk.并板书Its. 随后把喜洋洋放到书上，铅笔盒上等不同的位置，并询问学生：Wheres XiYangyang? 引导学生说Its on the book. Its on the pencilcase 。摆出喜出望外的样子，Oh,a ball.Its under the desk.领读 under.(采取小老师领读的方式学习单词)T：I want to draw a picture.Whats this ?(学生回答Its a tree.)
9、 Draw another picture. Whats this ? (学生回答Its a desk.) Wheres the desk? 找生回答Its unde the tree。Draw a ball, 问学生 Wheres the ball ? 让学生回答Its unde the desk. in T: Ok, this is “Its on (1) Lets see task two.“ Can you chant”in in in the box Its in the box.on on on the desk Its on the desk.under under under
10、the chair Its under the chair.(先听一遍，后与学生一起拍手齐说chant.)(2) 课件点击图片学习新单词bedroom.(采取开火车，两人或三人齐读的形式练习单词)T: What can you see in Amys bedroom?（ 学生回答）随后把凌乱的卧室稍事整理，提出问题Wheres the pencilcase? Wheres the ball/cat/book?找生回答并校对答案。（3）Guessing game. 让学生猜一猜四个金蛋里都藏有单词让学生猜一猜，随后敲碎金蛋，给出答案。(1) Can you help daming? 让学生根据图
11、片内容，并根据图标给出的信息，进行填空。填空完毕，请学生回答问题“Wheres Damings present? S:Its in the bedroom. 并把？擦掉，同时，在Its in 的后面补充完整。即：Its in the bedroom.(2) T:Lets see the story together.(看动画之前让学生思考问题What is Damings present?)学生回答完问题让学生跟读课文之后自由朗读课文。Sing songAnswer the questionsListen and learnRead after the teacherListen and re
12、peatIts on Chantread the words one by oneLook and describe the picturesListen and repeat the text课尾（六）Task four（拓展运用）Homework（1）T:Can you talk? Look, Whats this ?(点击课件出现位置即将有所变化的灰太狼)引导学生表达Hui Tailang is in the box. 课件出现Lan yangyang 和一把椅子，根据两者的位置进行正确的描述Lan yangyang is under the chair.(2) T：Look ,this
13、 is a beautiful bedroom,and some things,so according to your design,you can put your things in the right order using 物品+is +in (on under. ) 地点.进行描述。在音乐声中全班同学以小组为单位进行粘贴，随后进行展示汇报。（3）学生展示汇报，并及时纠正所存在的问题。（4）看看我们所在的教室，你能用上描述一下你所看到的物品吗？学生自由发言。（5）T:How wonderful you are!Well done(给学生的表现进行评价。)Bye bye boys and girls ,see you next time.1、听读5分钟。2、抄写单词TalkDescribe the locations小组合作进行汇报板书设计Module8 Position Unit 1 Its on your desk.Wheres the present?Its in/on/under_.
