Unit6Wasitinthewardrobe？教學設計
作為一位不辭辛勞的人民教師，有必要進行細致的教學設計準備工作，教學設計是對學業(yè)業(yè)績問題的解決措施進行策劃的過程。教學設計要怎么寫呢？以下是小編為大家收集的Unit6Wasitinthewardrobe？教學設計，歡迎大家分享。
unit 6 was it in the wardrobe?
單元教學目標：
●語言功能：
詢問及描述過去某時間某物體所在位置。
●語言結構：
was it in the wardrobe?
yes, it was./ no, it wasn’t.
it was on the television.
●詞匯：
掌握詞匯：a heater, a sofa, a lamp, a ring, on top of, look for, guess who
理解詞匯：float, rock, stone, snail, ant, flea
●語法：
一般過去時的疑問句；表示方位的介詞
period 1
一、教學目標：
1.能準確的`使用表示方位的介詞，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、教學重點：
能準確的理解和使用表示方位的介詞；掌握句型
三、教學難點：
能準確的理解并使用介詞短語
四、教學步驟：
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.同學說一個詞組，如：on the desk，然后他就做出動作示意在桌子上。其他同學不重復的說其他介詞詞組。教師在黑板上畫圖、板書。
2.review the phrases. consolidate the words: in, on, under, beside, behind, near, etc.
3.a game——looking for my eraser.
全體學生轉過頭去，教師藏好橡皮，開始玩游戲。
t: where is my eraser? can you help me to look for it?
s1:is it in the pencil-box?說完后到講臺上的文具盒里找，沒有則說：no, it isn’t.游戲繼續(xù)。如果找到了，則獲得獎勵。
step 3. presentation and drill
1.show a ring and say, “l(fā)ook! 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 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
評價、小結
period 2
一、教學目標：
1.能聽懂、會說新單詞和短語：a heater, a sofa, a lamp, a ring, on top of, look for, guess who
2.能熟練掌握句型：was it in the wardrobe/…?
yes, it was./ no, it wasn’t.
3.理解和學說本課的對話
二、教學重點：
掌握新單詞和短語
三、教學難點：
能聽懂、會說新單詞和短語；學說本課的對話
四、教學步驟：
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 lamp
3.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 for
5.open the books at page22, listen to the tape and read after it.
6.game 1——eating watermelon（吃西瓜）將圖片貼在黑板上，或將單詞板書在黑板上。老師指圖或單詞讀，當老師所讀的和圖或單詞一致，學生跟讀，不一致則不跟讀。學生做對了，則擦掉老師的一瓣西瓜，否則，則擦掉老師的一瓣。（在游戲中將單詞的音和形相結合。）
7.game 2——crossing the river（過河）設置一條河流，河流中有幾塊石頭，每塊石頭上都有一個單詞。一名學生認讀單詞，當他讀對了，同學們就一齊說：“yes, yes, yes! go! go! go!”如果讀錯了，就發(fā)出“撲通——”的聲音，表示他掉入水中。如果全部讀對了，就獲得獎勵。
step 3. presentation ii
1.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. practice
1.practise in pairs.
2.read the dialogue freely.
step 5. consolidation
評價和小結
period 3
一、教學目標：
1.能準確地詢問并描述物體現(xiàn)在及過去某時間所在的位置。
2.能熟練地運用所學的新單詞和短語。
二、教學重點：
描述物體現(xiàn)在及過去某時間所在的位置。
三、教學難點：
能準確地詢問并描述物體現(xiàn)在及過去某時間所在的位置。
四、教學步驟：
step 1. warming-up
1.exchange greetings.
2.sing the song of “ten little indian boys”
step 2. revision
1.review the words and phrases.
game——crossing the river.
2.ask and answer.
step 3. presentation and drill
1.show a bottle, and say, “l(fā)ook 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. practice
1.practice in four. finish the exercise.共3頁，當前第2頁123
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（記憶力大比拼）
就課文c部分的圖畫，問問題。
如：s1:was the fifth bottle on the mat? s2: yes, it was. / no, it wasn’t.
首先在四人小組內進行，選出自己組的代表，參加班上比賽，選出記憶王。
step 5. consolidation
畫“我的房間”，在圖畫的空白處寫3句話描述自己的房間。
period 4
一．教學目標：
1.鞏固本課對話，綜合運用不能單元所學的知識。
2.能朗讀課文d部分英語小詩歌，理解詩意，并完成問答練習。
二、教學重點：
理解并誦讀課文d部分英語小詩歌。
三、教學難點：
綜合運用本單元所學知識。
四、教學步驟：
step 1. warming-up
1. exchange greetings.
2.sing the song of “ten green bottles”
3.talk about your room.學生展示自己畫的作品，談論作品。
step 2. presentation and drill
1.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, flea
3.read the poem.
4.answer the questions.
step 3. practice
1.read the poem.
2.practise the dialogue.運用本單元所學的對話、句型，和自己的對話伙伴練習，準備表演對話。
3.make the dialogue.
step 4. consolidation
共3頁，當前第3頁123
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