Unit 6 Was it in the wardrobe？教学设计
unit 6 was it in the wardrobe?
单元教学目标：
●语言功能：
询问及描述过去某时间某物体所在位置。
●语言结构：
was it in the wardrobe?
yes, it was./ no, it wasn’t.
it was on the television.
●词汇：
掌握词汇：a heater, a sofa, a lamp, a ring, on top of, look for, guess who
理解词汇：float, rock, stone, snail, ant, flea
●语法：
一般过去时的疑问句；表示方位的介词
period 1
一、教学目标：
1.能准确的使用表示方位的介词，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、教学重点：
能准确的理解和使用表示方位的介词；掌握句型
三、教学难点：
能准确的理解并使用介词短语
四、教学步骤：
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. 同学说一个词组，如：on the desk ，然后他就做出动作示意在桌子上。其他同学不重复的说其他介词词组。教师在黑板上画图、板书。
2.review the phrases. consolidate the words: in, on, under, beside, behind, near, etc.
3.a game——looking for my eraser.
全体学生转过头去，教师藏好橡皮，开始玩游戏。
t: where is my eraser? can you help me to look for it?
s1:is it in the pencil-box? 说完后到讲台上的文具盒里找，没有则说：no, it isn’t.游戏继续。如果找到了，则获得奖励。
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
评价、小结
period 2
一、教学目标：
1.能听懂、会说新单词和短语：a heater, a sofa, a lamp, a ring, on top of, look for, guess who
