Unit 6 Was it in the wardrobe？教學設計
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。如果找到了，則獲得獎勵。
step 3. presentation and drill
1.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 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