Unit4 Where is my car教学设计-2021-2022学年人教PEP版三年级英语下册

一、基本信息

Unit4 Where is my car? ----Grandma's glasses 课题 教材 教师 人教PEP三年级下册+丽声绘本Grandma's glasses 二、教材分析与学习者分析 本课时是在小学英语(PEP)三年级下册Unit4 Where is my car ?功能语言的基础上，尝试的一次绘本教学。本故事是选自《丽声妙想绘本系列》的第三级中的故事：Grandma’s glasses.故事是以奶奶的眼镜找不到了，全家人帮她找眼镜而展开的。主要涉及词汇：drawer, curtains,cushion,comic 以及介词：in，on, under等。句型：He/She looked… He/She saw…由于地区差异和学生平时英语的接触面比较窄，本次绘本教学的难度还是比较大的。但绘本故事图文并茂，学生兴趣浓厚，给本次教学带来动力支持。 三、设计理念

在词汇课的基础上适当利用绘本进行拓展，扩大学生的阅读量，通过以图促思、巧妙设问拓宽学生思维路径。同时在趣味的学习中潜移默化地渗透阅读技巧，提高阅读能力。 四、教学目标

1. 能够通过朗读、跟读等活动理解、会读词汇：drawer, curtains,cushion,comic等，以及出现的句型：He/She looked… He/She saw…等；

2. 能够顺利独立地完成绘本阅读，提取文中重要信息，如寻找地点和找到的东西； 3.感受文中情感的共鸣，让学生体会在家庭中、集体中相互帮助的力量与温馨； 4.能够在课后结合文中语言和生活实际创作新的绘本。 五、教学重难点

教学重点：

1. 能够通过朗读、跟读等活动理解、会读词汇：drawer, curtains,cushion,comic等，以及出现的句型：He/She looked… He/She saw…等；

2. 能够顺利独立地完成绘本阅读，提取文中重要信息，如寻找地点和找到的东西；

教学难点：

能够在课后结合文中语言和生活实际创作新的绘本。 六、教学过程

Procedures Teacher’s activities Students’ activities 1. Greetings. 2. Ask students to enjoy the song: Warm-up And answer two 1. Greetings. 2.Enjoy the song: Where is my bag? Where is my bag? questions: Where is my bag? Where 3.Answer the two questions. is the bird? 1. Set up the situation:Where is my English book? book? To learn the phrases: behind the Pre-reading curtains, in the drawer. 2.Read the cover: What can you see ? Guess: What is the story about? 1.Read the story and get the details. While--reading glasses? Who can help 1. Read the story and get the details: 2.Ask: Where are the 1） 1. Answer the questions:Where is my English book? Where is my picture book? To learn the phrases: behind the curtains, in the drawer. 2. Read the cover: What can you see ? What are they doing? Guess: What is the story about? 1.图片环游，获得故事细节，重1.设置情境引出故事中将出现的短语，为阅读铺垫。 2. 认识封面，引导学生进行猜测，培养学生地思维力。 Purpose 1.通过相互问候拉近与学生的关系，降低学生的紧张度。 2.共唱歌曲，巩固介词，顺利进入主题。 Where is my picture What are they doing? grandma find the glasses? 3.Ask students to close their eyes and enjoy the story. 2) Where did Harry look?What did he see?He saw_________his comic.视图片。 Where did he look?in the drawer.He looked __________ 2.提问形式多样化，培养学生良好的思维方式。 3.闭眼聆听，感受英语原音的魅What did he see?He saw_________his book.Is it funny?力，模仿语音语调。 3） She looked under the cushion.She saw her teddy. 4） What is behind the curtains?Megan’s shoe. 5） ScrapWhere is the bone?Does he like the bone? 2.Find out: Where are the glasses? Who can help grandma find the glasses? 3. Close eyes and enjoy the story. 1. Ask students to read after the tape and put the persons in the right places on the blackboard. 2. Ask students to read in groups. Post--reading 3. Choose some students to share the story in front of the class. 4.Ask students to think: Why can’t they find grandma’s glasses? Do you like this family? What should we do? 1.Share: Read the story to your parents. Homework 2.Help: Help your mum tidy your rooms. 1.Share: Read the story to your parents. 2.Help: Help your mum tidy your rooms. find something. 家庭作业的布置做到多样化；重1.阅读后练习重在整体感知，顺1. Read after the tape and put the persons in the 利阅读、体会情right places on the blackboard. 2. Read in groups. 3. Share the story in front of the class. Do you like this family? What should we do? 感。 2. 小组合作，互帮互助，培养合作精神，互助意识。 4.Think: Why can’t they find grandma’s glasses? 3. 通过think激发学生思考力，培养良好思维品质。 3.Create: Draw pictures and create a new story to 在体现学生核心素养的提高。 3.Create: Draw pictures and create a new story to find something. Design of the blackboard：

Reflection:

上了这节课感受很深，主要是被绘本魅力所震惊，原来孩子们那么喜欢绘本故事，尽管有生词，他们还是很愿意去思考、去解决阅读中的种种困难。让我更加坚信：绘本是英语学习资源的一个重要的拓展和丰富，它有功能语言却不局限于语言的操练，它不是简单的文本知识学习，而是更加注重思想的传播和思维的开发与培养。这节课让我对绘本和课本教学的融合更加有信心了。