三年级下册英语教案如何高效设计？

小学三年级下册英语教案

课题： Unit 4 Where is my car? Part A Let's learn 课时： 第1课时 授课年级： 三年级下册 教材版本： 人民教育出版社（PEP）

教学目标

1. 知识与技能:

   • 学生能够听、说、认读单词：in, on, under。
   • 学生能够听懂、会说并初步运用句型：Where is ...? It's in/on/under the ... 来询问和回答物品的位置。
   • 学生能够看图理解并跟读Let's learn部分的对话。

2. 过程与方法:

   • 通过情境创设、游戏、TPR（全身反应法）等多种形式，引导学生在活动中感知、理解和运用方位介词。
   • 鼓励学生通过小组合作和角色扮演,在真实的语境中运用所学语言进行交流。

3. 情感态度与价值观:

   • 培养学生整理自己物品的好习惯,做生活的小主人。
   • 激发学生学习英语的兴趣,乐于参与课堂活动，体验用英语交流的乐趣和成就感。

教学重难点

• 教学重点:

  • 掌握三个方位介词 in, on, under 的音、形、义。
  • 熟练运用句型 Where is ...? It's in/on/under the ...。

• 教学难点:

  • 准确区分并运用三个方位介词。
  • 句型 Where is ...? 中 is 的发音和运用。
  • 在实际情境中灵活运用所学知识进行问答。

教学准备

• 教师准备:

  • 多媒体课件,包含图片、动画和音频。
  • 实物道具：一个玩具小汽车、一个盒子、一本书、一个书包。
  • 单词卡片：in, on, under，以及 car, pencil-box, desk 等名词卡片。
  • 贴纸或小奖品,用于课堂激励。

• 学生准备:

  • 英语课本、练习本、铅笔。
  • 自己的铅笔盒、书包等学习用品。

教学过程

Step 1: Warm-up & Lead-in (热身与导入) (约5分钟)

1. Greeting (问候):

   • Teacher: "Good morning, boys and girls!"
   • Students: "Good morning, teacher!"
   • Teacher: "How are you today?"
   • Students: "I'm fine, thank you. And you?"
   • Teacher: "I'm great, thanks. Let's sing a song together, OK?"

2. Sing a Song (歌曲导入):

   • 播放并带领学生唱歌曲 "Hello" 或 "Head, Shoulders, Knees and Toes"，活跃课堂气氛，将学生的注意力吸引到英语课堂中。

3. Lead-in (情景导入):

   • Teacher: (神秘地拿出一个玩具小汽车) "Wow, look! What's this?"
   • Students: "It's a car."
   • Teacher: "Yes, it's a toy car. It's my car. But... oh no! Where is my car? I can't find it!" (做出焦急寻找的样子)
   • Teacher: "Boys and girls, can you help me find my car? Let's learn how to ask 'Where is...?' today." (板书课题: Unit 4 Where is my car?)

设计意图： 通过歌曲和创设“寻找小汽车”的真实情境，迅速抓住学生的注意力，激发他们的好奇心和帮助他人的愿望，自然地导入本课主题。

Step 2: Presentation (新课呈现) (约15分钟)

1. Learn the word "in" (学习 "in")

   • 示范: Teacher takes a box and puts the toy car in the box. (动作要慢，清晰)
   • 说: "Look, the car is in the box."
   • 出示卡片: Show the word card "in" and read it several times. (强调 /ɪn/ 的发音)
   • 跟读: Ask students to read after the teacher. (集体读 -> 分组读 -> 个人读)
   • TPR: Do the action: "Put your pencil in your pencil-box." 学生边做动作边说。

2. Learn the word "on" (学习 "on")

   • 示范: Teacher takes the car out of the box and puts it on the box.
   • 说: "Now, the car is on the box."
   • 出示卡片: Show the word card "on" and read it. (强调 /ɒn/ 的发音)
   • 跟读: Ask students to read after the teacher.
   • TPR: Do the action: "Put your book on your desk." 学生边做边说。

3. Learn the word "under" (学习 "under")

   • 示范: Teacher puts the car under the box.
   • 说: "Oh, the car is under the box now."
   • 出示卡片: Show the word card "under" and read it. (强调 /ˈʌndə(r)/ 的发音，可以分解成 un-der 来教)
   • 跟读: Ask students to read after the teacher.
   • TPR: Do the action: "Hide your hand under your desk." 学生边做边说。

4. Learn the key sentences (学习核心句型)

   • 整体感知: Play the PPT animation of "Let's learn". Let students watch and listen.
   • 讲解句型:
     • Teacher: "When we can't find something, we can ask: Where is ...?" (板书)
     • Teacher points to the box and asks: "Where is my car?" (引导学生回答)
     • Teacher answers by herself: "It's in the box." (板书)
     • Repeat the process with "on" and "under", asking and answering with students.
   • 机械操练:
     • Teacher: "Where is my pen?" (举起一支笔)
     • Students: "It's in your hand." (老师可以把它放进书包里)
     • Teacher: "Good! Now, where is my pen?"
     • Students: "It's in your bag."
     • (继续变换物品和位置，进行师生问答练习)

设计意图： 通过实物演示、TPR活动和多媒体辅助，将抽象的方位词变得直观、形象，遵循“词不离句，句不离景”的原则，在情境中呈现和操练核心句型，降低学习难度。

Step 3: Practice (趣味操练) (约12分钟)

1. Game 1: What's missing? (什么东西不见了?)

   • Teacher shows three word cards: in, on, under.
   • Teacher asks students to close their eyes.
   • Teacher takes one card away.
   • Students open their eyes and guess: "in is missing!" or "on is missing!"
   • This game helps students memorize the words.

2. Game 2: Listen and do (听指令做动作)

   • Teacher gives commands, and students do the actions with their own stationery.
   • "Put your eraser in your pencil-box."
   • "Put your ruler on your book."
   • "Put your crayon under your desk."
   • (可以请一个学生来发指令，增加互动性)

3. Game 3: Hide and Seek (捉迷藏)

   • Teacher hides a small object (like a rubber) somewhere in the classroom.
   • Teacher asks: "Where is the rubber?"
   • Students guess: "Is it in your desk?" "Is it on the window?" "Is it under the chair?"
   • Teacher answers: "Yes, it is." or "No, it isn't."
   • The student who finds it can be the next one to hide the object.

设计意图： 设计三个由易到难的游戏，层层递进地巩固所学知识，游戏化教学符合三年级学生的年龄特点，能极大地调动他们的参与热情，在玩中学，在学中用。

Step 4: Consolidation & Production (巩固与拓展) (约6分钟)

1. Look and Say (看图说话)

   • Show a picture on the PPT. For example, a cat is in a box, a bird is on a tree, a dog is under a table.
   • Ask students to make sentences in pairs.
   • S1: "Where is the cat?"
   • S2: "It's in the box."

2. Pair Work (同桌对话)

   • Ask students to work in pairs. Use their own school things (pencil-box, book, eraser, etc.).
   • One student hides an object, and the other student asks and guesses.
   • Teacher walks around the classroom to offer help and check their progress.

设计意图： 从图片到实物，从集体活动到小组合作，引导学生从机械操练过渡到初步的、有意义的语言输出，培养他们在真实语境中运用语言的能力。

Step 5: Summary & Homework (总结与作业) (约2分钟)

1. Summary (课堂总结)

   • Teacher: "Today, we learned three new words. What are they?" (引导学生一起说 in, on, under)
   • Teacher: "And we learned how to ask and answer about the location. Let's read the sentences together." (带领学生齐读板书上的句型)
   • Teacher: "You all did a great job! Remember to put your things in the right place. Be a good kid!"

2. Homework (布置作业)

   • Level 1 (基础作业): Listen to the recording of "Let's learn" and read it 3 times. (听录音，跟读3遍)
   • Level 2 (拓展作业): Draw a picture of your bedroom and describe it to your parents. For example: "My book is on the desk. My ball is under the bed." (画一张自己卧室的画，并用英语向爸爸妈妈介绍)
   • Level 3 (实践作业): Play the "Hide and Seek" game with your family after dinner. (晚饭后和家人玩一次“捉迷藏”游戏)

设计意图： 总结部分回顾本课重点，强化记忆，分层作业设计能满足不同层次学生的需求，既有基础知识的巩固，也有实践和创造性的拓展，让学习延伸到课外。

板书设计

Unit 4 Where is my car?

设计意图： 板书设计简洁明了，重点突出，左侧用简笔画辅助单词记忆，中间是核心句型，右侧可以预留空间展示优秀的学生作品，起到激励作用。