Unit 6 Was it in the wardrobe？教学设计Unit 6 Was it in the wardrobe？教学设计
unit 6 was it in the wardrobe?单元教学目标：●语言功能：询问及描述过去某时间某物体所在位置。●语言结构：was it in the wardrobe?yes, it was./ no, it wasn’t.it was on the television.●词汇：掌握词汇：a heater, a sofa, a lamp, a ring, on top of, look for, guess who理解词汇：float, rock, stone, snail, ant, flea●语法：一般过去时的疑问句；表示方位的介词
period 1一、教学目标：1.能准确的使用表示方位的介词，如：in, on, beside, near, under, etc.2.掌握句型：was it on the desk/…?yes, it was./ no, it wasn’t.二、教学重点： 能准确的理解和使用表示方位的介词；掌握句型三、教学难点：能准确的理解并使用介词短语四、教学步骤：step 1. warming-up 1.exchange greetings. 2.sing an english song. 3.listen and do actions.t: on/ in/ under/ … the desk. ss touch according to t’s order.step 2. revision 1.act the phrases. each student says a phrase, comes to the front and acts it. 同学说一个词组，如：on the desk ，然后他就做出动作示意在桌子上。其他同学不重复的说其他介词词组。教师在黑板上画图、板书。 2.review the phrases. consolidate the words: in, on, under, beside, behind, near, etc. 3.a game——looking for my eraser. 全体学生转过头去，教师藏好橡皮，开始玩游戏。 t: where is my eraser? can you help me to look for it? s1:is it in the pencil-box? 说完后到讲台上的文具盒里找，没有则说：no, it isn’t.游戏继续。如果找到了，则获得奖励。step 3. presentation and drill1.show a ring and say, “look! this is a ring.” write the word on bb, and ss read after t.2.t hides the ring casually as if she lost the ring and says, “oh, my god! where is my ring? can you help me to look for it?” ss help t find （请记得收藏本站-一路高升范文网，以获取更多新鲜内容）the ring. t guesses where the ring was. t: was it under the bag/ near the pencil-box/…? help the ss answer, “yes, it was./ no, it wasn’t.”3.write the sentence pattern on bb. read after t.4.drill. step 4. practice task: make a dialogue, acting as someone lost something and others help him or her find it. use the sentence pattern and create some certain scene. planning: try to create certain scenes and practise with your own partners. report: some ss come to the front to make the dialogue. step 5. consolidation 评价、小结
period 2一、教学目标：1.能听懂、会说新单词和短语：a heater, a sofa, a lamp, a ring, on top of, look for, guess who共3页，当前第1页123
Unit 6 Was it in the wardrobe？教学设计
2.能熟练掌握句型：was it in the wardrobe/…?yes, it was./ no, it wasn’t. 3.理解和学说本课的对话二、教学重点：掌握新单词和短语三、教学难点：能听懂、会说新单词和短语；学说本课的对话四、教学步骤：step 1. warming-up 1.exchange greetings. 2.sing an english song. 3.a guessing game.step 2. presentation and drill 1.show the picture and say, “what’s this? it’s a heater.” write the phrase on bb. ss read after t.2.use the same way to teach phrases: a sofa, a lamp3.do action and get ss to understand the meaning of the phrase “guess who”4.use the same way to teach the phrases: on top of, look for5.open the books at page22, listen to the tape and read after it. 6.game 1——eating watermelon（吃西瓜） 将图片贴在黑板上，或将单词板书 在黑板上。老师指图或单词读，当老师所读的和图或单词一致，学生跟读，不一致则不跟读。学生做对了，则擦掉老师的一瓣西瓜，否则，则擦掉老师的一瓣。（在游戏中将单词的音和形相结合。）7.game 2——crossing the river（过河） 设置一条河流，河流中有几块石头，每块石头上都有一个单词。一名学生认读单词，当他读对了，同学们就一齐说：“yes, yes, yes! go! go! go!”如果读错了，就发出“扑通——”的声音，表示他掉入水中。如果全部读对了，就获得奖励。step 3. presentation ii1.open the books at page 21, read the story and talk about it.2.listen to the tape and read after it.3.read the dialogue by themselves.step 4. practice1.practise in pairs.2.read the dialogue freely. step 5. consolidation评价和小结period 3一、 教学目标：1.能准确地询问并描述物体现在及过去某时间所在的位置。2.能熟练地运用所学的新单词和短语。二、教学重点： 描述物体现在及过去某时间所在的位置。三、教学难点： 能准确地询问并描述物体现在及过去某时间所在的位置。四、教学步骤：step 1. warming-up 1.exchange greetings. 2.sing the song of “ten little indian boys”step 2. revision1.review the words and phrases.game——crossing the river. 2.ask and answer.step 3. presentation and drill1.show a bottle, and say, “look at here! what’s this? it’s a bottle.” write the word on bb. ss read after t. 2.sing the song of “ten green bottles”.3.show the picture of part c. (or look at the picture in the book.) talk about the picture. help ss say the words: flag, rubbish bin, car, tree, mat, sandcastle. step 4. practice1.practice in four. finish the exercise.共3页，当前第2页123
Unit 6 Was it in the wardrobe？教学设计
1) where was the first bottle? it was floating on the water, in front of the boy.2) where was the first bottle? it was in the boy’s hand.3) where was the first bottle? it was next to the rubbish bin.4) where was the first bottle? it was in the rubbish bin.5) where was the first bottle? it was on the top of the sandcastle. 6) where was the first bottle? it was in front of the car.7) where was the first bottle? it was on the trousers/ mat.8)where was the first bottle? it was behind the tree.2. a game——memory game（记忆力大比拼）就课文c部分的图画，问问题。如：s1:was the fifth bottle on the mat? s2: yes, it was. / no, it wasn’t.首先在四人小组内进行，选出自己组的代表，参加班上比赛，选出记忆王。 step 5. consolidation 画“我的房间”，在图画的空白处写3句话描述自己的房间。period 4一. 教学目标：1.巩固本课对话，综合运用不能单元所学的知识。2.能朗读课文d部分英语小诗歌，理解诗意，并完成问答练习。二、教学重点： 理解并诵读课文d部分英语小诗歌。三、教学难点： 综合运用本单元所学知识。四、教学步骤：step 1. warming-up 1. exchange greetings. 2.sing the song of “ten green bottles” 3.talk about your room.学生展示自己画的作品，谈论作品。step 2. presentation and drill1.open the books at page 24 and read the poem. try to understand the meaning of the poem. help ss understand it.2.learn to say the words: car, bridge, rock, stone, snail, ant, flea3.read the poem.4.answer the questions. step 3. practice1.read the poem.2.practise the dialogue.运用本单元所学的对话、句型，和自己的对话伙伴练习，准备表演对话。3.make the dialogue. step 4. consolidation
共3页，当前第3页123推荐站内搜索：绿山墙的安妮读后感、安徽高考英语答案、江西教育网成绩查询、周记600字暑假生活、教务管理系统登录入口、逗人开心又撩人的话、四川考研成绩查询、周记600字、90000000亿字作文、国庆70周年阅兵观后感作文、
