A教案1

三年级下册第四单元

The ROPES合力英语教学教案

基本信息

教师

教材

陈旺锋

3 年级下册

单位

株洲市天元区白鹤小学

第

4 单元

Where is my car 第1课时：A部分Let’s learn & Let’s talk

第2课时: A部分

Comprehensive lesson 本单元教学课时安排

第3课时:Let’s spell

第4课时:B部分Let’s learn & Let’s talk

第5课时:B 部分

Comprehensive lesson 第6课时:B部分

Story time Let’s check



Overview 

The overview of this unit in mind map

on

under

boat

car

ball

in

near

toys

map

where

plan

box

chair

behind

Looking for

things

other

something

things

pencil

desk

bag

pencil-case

bed

school

things

book

ruler

eraser

crayon



Task assignment

The main task for this Unit is try to help somebody look for something at a given location. 

In this class, we are to learn Part A’s Let’s talk & Let’s learn. Our task today is: Try to help your friends look for some school things in the classroom.



Tasks for the comprehensive lesson of Part A.

In this class, we are to put Part A together. Our tasks are:

1. Make short dialogues like the dialogue in Let’s play on page 38. Proper extension is appreciated. 2. Try to make a new chant by putting it together what we have learned in Part A.



Tasks for Let’s spell 1. Read the sentence "A doll dog with a cock on his body got a box full of hot oranges”. 2. Group work: Say as many short sentences as possible with the words from this

long sentence to see which group make the most sentences.（将长句分解成若干个短句，给出动词

is,has, got, likes）



Task for Let’s talk & Let’s learn Part B Our task for this lesson is try to help your friends find some toys or personal effects ,esp. for the a summer camp, and how to ask and answer like the dialogue in Let’s talk.



Tasks for the comprehensive lesson of Part B. In this class, we are to put what we have learned in this unit together. Our task is: Try to find something in certain circumstance with eyes covered.



Task for Story time: Act out the play on page 45 to have fun.



Explicit objectives Review 

Greetings Hello! Hi! Goodbye/bye/ Good morning/Good afternoon/evening/night/Nice to meet

you.



Sentence patterns I have a pencil, me too. Let’s go to school! Ok!



Learn the following 

Words On, in, under, chair, desk, cap, ball, car, boat, map, toy, box.



Sentence patterns Let’s go home! Where is my pencil box? It’s in your desk. Silly me!

Is it in your bag? No, it isn’t. / Yes, it is. Have a good time!



The way how to pronounce words with short o sound in CVCc forms like dog and cock.



Review 

Greeting T: Boys and girls, Nice to see you again. Ss: Hello, Mr/Ms White. Nice to see you, too. 

Warm up, review or lead in 

Enjoy the songs and answer some questions. 

The song “on in under

”(for the warm-up or the lead-in of Let’s talk & Let’s learn Part A, and may also be used in engagement or for homework) Script of the song On in under clap, clap, clap. On in under clap, clap, clap. On in under clap, clap, clap. On in under clap, clap, clap. ON my ears, in my ears, under my ears, On in under clap, clap, clap. ON my nose, in my nose, under my nose, On in under clap, clap, clap. On in under clap, clap, clap. On in under clap, clap, clap. On in under clap, clap, clap. On in under clap, clap, clap.

Questions about the song 1.

How many prepositons are there in the song? 2.

What are they? 3.

How many words of the body parts are mentioned? 4.

What are they?



The song “Where is the toy car?” (for the warm-up or the lead-in of Let’s talk & Let’s Part B, and it may also be used in engagement or for homework) Script of the song of “Where is toy car?”

Where is the toy car?

Is it on your desk? Where is the toy car? Oh, it’s on your chair! Where is the toy ball?

Is it on your desk? Where is the toy ball? Oh, it’s on your chair!

Questions and asnwers about the song 1.

How many toys are mentioned in the song?

2.

What are they?

3.

How many school things are mentoined in the song?

4.

What is the question asked in the song?



Phonics song (for the warm-up or the lead-in See or the revision of Let’s spell) Script of the song A is for apple. /a/ /a/ apple. …

(See the wall map of the song) 

Let’s do on page 39. 

Let ‘s chant on page 40. 

Let ‘s do on page 42.



Presentation 

Review the words about school things to lead in the learning of Let’s talk & Let’s learn Part A. (Get ready the picture cards: pencil, pen, ruler, eraser, pencil box, book, bag )



Questions and answers(Get ready a bag full of stationary) ---Guess, what’s in my bag?

---A pencil , a pencil box, a ruler…

---What color is the pencil box? --- Green./ Yellow./ Blue./Orange…

--- Do you have a penclil box? ---Yes. --Ok, show me your pencil box.



Learn the following new words: on, in, under, chair, desk. 

Learn the meaning Let’s match the following words with the pictures. A.

under

B. in

C. on

D. desk

E. chair



Learn how to say these word un-der ---How many letters are there in under? 5 ---How many syllables? 2

---And how many sounds? 4 The first u sounds /u/ as in duck, mum, and cut. The er sounds /er/ as in water and tiger. desk The letter e sound sound / e/ as in egg, red, and leg.



Introduce the question: Where is my pencil box? The teacher puts a pencil box on a student’s desk and say:

Look, I have a pencil box. Where is my pencil box? If the students don’t know how to answer this question, tell them that “if you ask

me ‘where is my pencil box?”, I will tell you “It’s on your desk”.



Learn the following new words: cap, map, boat, ball, car. 

Learn the meaning Let’s match the following words with the pictures. A. boat

B. car

C. cap

D. map

E. ball



Learn how to say these word car The first c sounds /c/ as in cat. The ar sound sound/ ar/ as in arm and art.

cap cat, pen

map monkey, cap (The a sound sound/ a/ as in cap and cat.)

ball box, tall

boat box, goat.(The oa sound sound /oa/ as in coat)



Introduce the question: Is it in your bag?

The teacher Lets a student hide a toy car somewhere then ask : Where is your toy car? Is it in your bag? Tell the student that he/she can answer “Yes, it is.” and “No, it isn’t”



Learn the phonics skills in ‘Let’s spell.’



Open your books at page40. Look at the 4 words in Listen, repeat and chant. Answer the following questions: 1.

What do they have in common?

(They all have the same letter o.)

Listen to the recording of these 4 words.

2.

What do they have in common?

(They all have the same sound /o/.) That’s right. Let’s learn how to blend words in CVCc forms with short o sound. …



Learn how to blend words in CVCc forms with short o sound. --What’s this?

---A box. ---How many sounds are there in it? ---3 ---What are they? ---/b/ /o/ /x/ ---box ---If I drop the beginning letter b, what word is it? And how to say it? ---ox. /ox/ ---If I drop the ending letter x, what’s the left sound?

---/o/ ---That’s right, just as the song tells us: o is for dog. /o/ /o/ dog. 

Learn to blend word in CVCc form with short o sound: 1.

Let’s review the Letter Song Sing the song together with the video. Look, read, sing and sign to review the phonic elements: o,b,d, m, f, c, h, g, t,n,

(with the help of the wall map of Phonics reading Look, listen, read, sing and do) 2.

Blend the following words

3.

Make a sentence with them. (Sight words: on, in, the)



Learn to chant and do on page 39, first listen, then chant and do.



Learn to chant and do on page 42, first listen and then chant.



Learn to sing the song on page 44, first listen and then sing.



Story time on page 45. Open your books at page 45. How many pictures are there in the story? Who is Zip and who is Zoom? What are they doing?



For story time 

Try to read the dialogue in pairs to see whether you can read it correctly. Circle the word you can not read. 

Get to know the meaning of the story. 1. What are Zoom and Zip doing? (play a game) 2. What is the name of the game? (hide and seek) 3. Who hide and who seek? 4. Can Zoom find Zip? 5. Where is zip? Is she under the table? Is she under the bed? Is she in the toy box?



Enjoy listening to the story. 

Engagement 

Individual work 

Try to read the dialogue on page 38、41 and 45. 

And read after the recording of each of the dialogue twice. 

Match the pictures with the prepositons.

under

on

near

in



Let’s chant on page 39, first listen and then chant.



Let’s chant on page 42, first listen and then chant.



Let’s sing on page 44, first listen and then sing.



Let’s check on page 44.

Listen, number and repeat the sentences one by one.



Make up as many words in CVC form as possible, using the letters: o, b, g, t, d. And read them aloud: box, dog, got, bog, dob, dot …



Ss try to blend the picture words and to get the meaning of the words and sentences as well.



Match the words with the pictures.



Listen, look and read the story: off the box

Script of the story: off the box Rob put his fox on the box. Bob took the fox off the box. And then the fox was lost.

Rob put his top on the box.

Bob took the top off the box. And then the top was lost.



Read the following sentences, and try to catch the meaning: 1.

The dog is on the box.

2.

The big orange box.

3.

See the dog.

4.

See the box.

5.

See the dog on the orange box.



Read the long sentence to each other. A doll dog with a cock on his body got a box full of hot oranges”



Break the long sentence into small ones to see who can say more short sentences. The dog is on the box. The dog got a box. The box is big. A cock is on the box. The dog has a doll…



Pair Work: The Teacher hands out the picture cards of the prepositions and let students ask and answer in pairs.

eg.

S1: Where is the ruler / pencil-box/ bag/ book/ pencil?

S2: It’s in/ on/ under/ near the…



Read the dialogue in Let’s play in pairs. Pay attention to the right order.



Make short dialogues with “Is it in/on/under the …?” in the following situations.

1) The ball is in the desk. 2)The cap is in the box. 3)The map is under the chair. 4)The pencil box is under the bag.

eg.

S1: Is the ball under the desk?

S2: No, it isn’t.

S3: Is it in the desk?

S4: Yes, it is.



Read the chant (on page 39) )together, and then make the chant a bit longer according to the picture and what we have learned.



In pairs, One student asks his partner the question “Where is the…? with a picture in hands, the other student answers the question by asking ”Is it …?”

Then change the roles.

eg. S1: Where is the map?

S2: Is it in the box?

S1: No, it isn’t.

S2: Is it under the desk?

S1: Yes, it is.



Practice acting out the play on page 45 in pairs. Get the head wears of Zoom and Zip ready . Pay attention to the internation and using the body language. 

Group work 

One student show a picture and others describe the position of some school things.

e.g. S1: Look at the picture.

S2: The ruler is under the chair.

S3: The eraser is in the pencil-box.

S4:The pencil-box is on the desk.



Make dialogues in groups of 4.



First each member hides something



Others guess where it is by asking questions. e.g. S1: Where is my ball?.

S2: Is it in your bag?

S1: No, it isn’t.

S3: Is it under your chair?

S1: NO, it isn’t.

S4: Is it near your book?

S1: Yes, it is.



Let’s listen and tick or cross on page 44.

First listen, and then tick or cross, at last, let the students try to repeat the sentences.



Let’s look and tick on page 44. First tick, and then say. Sample: Look at the picture, a car, a cap, a pen, a boat, a ball and a map is in the box. The map is on the boat. The car is near the ball and the cap. The pen is near the cap. …



Summary 

Task fulfillment 

Help your classmates find some school things.

Sample task : S1: Where is my pen? S2: What color is it? S1: It’s blue. S2: Oh! look, it’s under your book. S1: Silly me! Thanks!



Make short dialogues like the dialogue in Let’s play on page 38.

Proper extension is appreciated.

Sample task : ---Let’s go home!

--- Ok! ---Oh! Where is my pencil-box? ---It’s in your bag. ---Thank you. ---You are welcome. 

Try to make a new chant by putting it together what we have learned in Part A.

Sample task fulfillment:

Put your foot under your chair.

Put your hand on your chair. Put your arm in your desk.

Put your hand under your desk.

Put your book on your head.

Put your pen in your pencil-box.

Put your pencil-box in your bag.

Put your bag under your chair.



The representative of each group reads the sentence fluently and accurately, and say as many short sentences as possible. 1.

See which group read the long sentence fluently and accurately.

" A doll dog with a cock on his body got a box full of hot oranges.”

2.

Break the long sentence into small ones to see who can say more short sentences. Sample sentences:

A cock is on a dog. The dog is a doll.

A doll is in a box. The orange is in the box. The cock is hot. The box is on a fox. The doll is on the top of a pot. Bob got a job. Tom is on a log. Mom has got a mop. A cot is on mom’s body.



Our task for this lesson is playing a game : try to find something in certain circumstance with eyes covered.

Sample task fulfillment: In the classroom S1: Where is the boat? S2: Is it under the chair? S1: No, it isn’t. S2: Is it on the map? S1: No, it isn’t. S2: Is it in the desk? S1: Yes, it is. Then let others guess with eyes covered. 

Acting out the play on page 45 in pairs for their group.



Feedback 

Take out your exercise book. Let’s have a dictation. I’ll read 5 words, each twice slowly. You write it down in your exercise book. Those who write 3 or more will get awarded, 1 point for 3, 2 for 4 and 3 points for full marks.



Oral cloze test. Read aloud the Following dialogue, making it complete by filling in the

blanks with the missing words, each blank one word. After you finish it, hand it in, please. —Where is my _____?. —Is it _____your desk? —No, it isn’t. —Is it ______your chair? —No, it isn’t.. —Is it on the ______? —Yes, it is.



Summary 

Let’s make a summary to what we have learned today. (T and Ss do it together)



Questions and answers about what we have learned in this lesson/unit. 1.

How many new words we’ve learned today? 2.

What are the key words we’ve learned this lesson?

3.

What is / are the question(s) we’ve learned and how to answer the question(s)? …



Who can tell us what we have learned. We have got to know the names of some toys. They are …

We have learned the question and the answer of ‘Where is …?”

…



Homework 

Practice rapping the chants or singing the songs learned or enjoyed in class.



Listen and read after the recordings of this unit after each just learnt one.



Practice the tasks you did in each class.



Read the decodable story.



All the homework should be checked at the appropriate time.