Lesson 1教学设计(第二课时)

Title Unit4 A Where is my car?

Period 2 Type of 听说课

lesson Objectives：

知识目标：

1、能够听懂、会说句型“Where is …?”

It’s in/on/under…

2、能够听、说、认读单词：desk, chair, on, in, under 3、能够听懂，会说Let’s do 的句型，并作出相应指令。

能力目标：

能够在图片、实物或情景的帮助下运用句型“Where

is …?”

It’s in/on/under…询问物品的位置并回答。

情感态度：养成自己收拾书包的好习惯。

Language focused

Language difficult point Teaching Method Teaching 教师准备讲课用的多媒体课件，单词卡片，本节课用1、能够听懂、会说句型“Where is …?”

It’s in/on/under…

2、能够听、说、认读单词：desk, chair, on, in, under 1、能够分辨清楚方位介词：on，in。

2、能够在图片、实物或情景的帮助下运用句型“Where is …?”

It’s in/on/under…询问物品的位置并回答。

Aids Teaching Procedures 到的卡片。

Strategies Activities & Steps and purpose

为引入新课做铺垫。

Warming up 1、Greetings.

2、The teacher acts a magician. Give a magic show. The PPT shows a pencil. The teacher puts it in the hand.

Continue the magic show. Put the pencil Presentation 1、and practice in the desk. Teach “in” and “desk”. 2、The PPT shows some things in the desk. The teacher ask“Where is the …?” Let the students say “It’s in the desk.”

3、Ask a student to stick a picture to the board. Using “Put the … in the desk.”

4、The magician lets the pencil on the desk. Then put it on the chair. Teach “on”

and “chair”. 5、The PPT shows some things on the chair. The teacher gives examples. Ask a student to answer. Then let a student ask “Where is

用魔术的方式，吸引学生的注意力。

引出句型，使词不离句。

巩固练习答句，为下一步学习做准备。

渗透let’s do.的句子，让学生潜移默化的接受知识

引出问句，是学生逐步掌握目标语言

巩固练习目标语言，为学生运

the …?” Another student answer. 6、Ask a student to stick a picture to the board. Using “Put the … on the chair/ on the desk.”

7、Ask a student to put the teacher’s bag under the desk. Then teach “under”. 8、The PPT shows some things under the desk or the chair. Let the students have a pair work. Using “Where is the …? It’s under the desk. / It’s under the chair.”

9、Ask a student to stick a picture to the board. Using “Put the …under the desk/ chair.”

10、Listen to the tape:

(1) Listen and number.

(2) Listen and choose.

(3) Listen, repeat and point. 11、Let’s do:

(1) Listen to the teacher and do.

(2) read it together.

(3) Listen and repeat. 12、The PPT shows a picture of Zoom’s 用到实际情境中做准备。

用身边的事物，让学生理解under的意思。

通过听力练习题，逐渐让学生学会在进行听力时，捕捉重要部分

用师生共做TPR的活动，使学生会说，理解内容。

创设情境，练习

room. Help Zoom find his things. Using “Where is the …?

It’s in/ on/ under the…”

13、The PPT shows a picture of Zoom’s dream.

(1) The teacher lead the students to ask and answer.

(2) Let the students imagine where his things may be in his dream. Have a pair work. Using “Where is the…? It’s in/ on/ under the…”

14、Play a game: Hide and guess.

The teacher hide a pencil or a book. The students guess. Using “On the desk? / Under the chair? ...”

15、T:When Zoom wakes up, he wants to put his things away. But he can’t find them. His mom comes and helps him. Show a dialogue and let the students act out. 16、Let the student change the words and make a new dialogue, then act it out. 17、T: I think Zoom never puts his things here and there. I hope you can put your 目标语言，使学生学以致用。

通过练习，让孩子进行发散思维，并熟练运用目标语言。

通过游戏，引入猜测的句子，扩展学习内容，并为B部分的学习做铺垫。

创设情境，综合运用所学句子。

让学生活学活用，不要局限于老师给的例句。

进行情感教育，使学生意识到要学会自己的

things away by yourselves, OK? Summary

事情自己做。

T: Look at the board. There are many things

around the desk and the chair. Which one do you like? You should ask and answer with these sentences. I’ll give it to you.

Designing on

the board

Evaluation&

Reflection