Useful expressions教学内容概述

课题

姓名

Teaching Plan

Unit 4 Where is my car? 年级

三年级(下) 学校

教材

人教版

Teaching Material Analysis The topic of this unit is “position”. Such a topic is related to our daily life, so it is helpful to raise students’ learning interests. Students are expected to be able to use the preposition “in, on, under” in proper situations. This section is the fourth part of this unit. It includes new pattern:”

Where is

? Is it in/on/under the chair? Yes, it is./No, it isn’t.”

Students in Grade Three have learned English for about several months so far. They can understand some words and some simple sentences. They have taken a great interest in English now. Students’

Analysis A.

Knowledge Aims and ability Aims a.

Students can understand and say the new words: cap, toy box. b.

Students can understand and say the sentences “Where is

? Is it in/on/under the chair? Yes, it is./No, it isn’t.” to describe positions. Teaching

c.

Students can understand and read the dialogue. Aims and d.

Students can role play the dialogue. Demands e.

Students can use the key words and sentences to talk about positions. B.

Emotional Aims Students can put their things in the right place. Teaching A.

Enable students to understand and speak the new words. Key Points B.

Enable students to understand how to use the patterns for communication. Teaching Difficult Points Teaching Methods Teaching Aids A.

Correct sounds of the sentence: Is it ...? B.

Use the prepositions to describe the positions.

Communicative approach Multi-media

1

Teaching Procedures Steps Teaching Activities Students Activities 1.Greeting Ss: Hello, Nice.

Ss: I’m fine, thank you.

And you?

2. Sing a song

Sing the song. Time Planning

Greeting 通过唱歌既&

活跃课堂气Singing 氛又让学生

3’

了解今天的学习内容.

Design Purpose 1.Greeting T: Hello, boys and girls. T: How are you? T: Very well, thanks. Step 1 2.

Sing a song

T: What’s this ? It’s a Warm-up pencil. Where is the pencil? It’s in the desk. Can you sing the song together?

1.Guessing game. T: This is the song. Do you have a pencil? Who has a pencil? Where is your pencil? I do not see it. Let me guess. Is it ...? T: Where is his pencil? Who can guess? Can you guess? Is it?

2.

Let’s talk. (1)

Look at the pictures and talk: What can you

see? Who can you see? Where are they? Is Mike Step 2 happy? Why not? Presentati(2)

Listen and answer: on and What are they looking for? practice (3)

Watch and answer: Where is the cap? (4)

Listen and read. (5)

Practice and Role play.

S1: I have a pencil.

S2: Is it ...?

S3: Is it ...?

Look and talk.

Listen and answer.

Watch and answer.

Practice and role play.

.

2

通过老师猜，学生互猜的活动，激发学生的学习兴趣，同时又能在自然的语境中呈现出新的句型。

通过看图对会话内容进行预测，并提出问题，带着问题听对话，看视频，培养孩子的听力策略。

Free talk

5’

Let’s talk

12’

Step 3 Production

Game: Hide and seek.

1.

T hides, and student guess. Play the game. 2.

Students show their pencils, erasers, books, and pencil-boxes. 3.

Play in pairs. 4.

Show.

通过老师手势讲解，让孩子明白游戏规则。

游戏由易至难，循序渐进，巩固新知.

先输入再输出，符合第二语言习得的规律，更有助于听力能力的培养。

8’

Step 4 Wrap-up

Home- work Black- board Design Fun reading.

1.

Look at the cover and talk. Read, listen, and watch. 2.

Read and listen. Try to answer: Where is spot? 3.

Watch and do a match.

1. Listen and read the dialogue.

2. Read the book Where's spot carefully.

Unit 4 Where is my car?

Is it________ ?

Yes, it is./ No, it isn’t.

分层次设置的绘本活动任务，主题与本课内容相贴切，拓展了学生的学习资源。

巩固所学新知

Reflections

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