Module 2 Positions Unit 3 Where’s my car 教案

Module 2 Positions
Units and thematic content
This module is about positions. In Unit 3, the children are playing a guessing game. One child hides an object for the other children to guess where it is. In Unit 4, Ben is getting ready to go to school. However, he can’t find his English book. His mother helps him by asking Ben possible places where he may have put it.
Grammar and communicative functions
Prepositional phrases of location, e.g., in the box, under the chair.
Statements for telling positions, e.g., (The ball / It) is (under the table).
Using where to ask about locations: Where is…
Asking Yes/No questions about locations: Is it (in the box)
Vocabulary
Key words: robot, doll, pencil-box, English, TV, schoolbag
Prepositions: near, in front of, behind, beside
Words in context: back, game board, start, finish, animal, home, bat, live, cave, spider, web
Phonics
Pronunciation represented by:
----“e” as in “he”
----“e” as in “bed”
----“f” as in “five”
----“g” as in “girl”
----“h” as in “hair”
----“ee” as in “meet”
Learning qutcomes:
Pupils will be able to:
1. refer to positions using prepositional phrases of location.
2. ask Yes/No questions about the location of an object, e.g., Is it under the table
3. use Where to ask about the location of an object, e.g., Where is my English book
4. tell the position of an object, e.g., The ruler/ It is behind the book.
5. sound out word containing “e”, “g”, “ee”, “f”, and “h”.
Unit 3 Where’s my car
1. Teaching and learning objectives:
Prepositional phrases of location, e.g., in the box, under the chair.
Statements for telling positions, e.g., (The ball / It) is (under the table).
Using where to ask about locations: Where is…
Asking Yes/No questions about locations: Is it (in the box)
Master the new words: near, where, where’s, robot, doll, pencil-box.
Patterns: Where’s … Is it… Yes, it is. No, it isn’t.
2. The important items:
Master the new words: near, where, where’s, robot, doll, pencil-box.
Patterns: Where’s … Is it… Yes, it is. No, it isn’t.
3. Design of the blackboard:
Unit 3 positions
In, on, under, near, pencil-box, robot, doll
Where is the car It’s on the table. 图片
Is it in the box Yes, it is. / No, it isn’t. 图片
4. Steps：
(1)Preparation:
a. The pupils have come across “in, under and on” in the dialogue. Begin by pointing to the cat in the first picture. Ask what is this animal
b. Using the 4 points, present the 4 prepositional phrases of location, such as:
In picture 1, the cat is in the box.
In picture 2, the cat is near the box….
c. Let pupils repeat the 4 sentences.
d. Choose a picture randomly and ask about the position, e.g., look at Picture 3, where is the cat
(2) Presentaion:
a. begin by presenting the names of the toys in the picture on Page 14&Page 15.
b. Ask pupils to study the picture. Point out that the boy on the right is Jiamin. Invite them to guess the identity of the other three blindfolded children.
c. Using the picture, present the names of the toys and objects: Pencil-box, robot, doll, and car.
d. Introduce the situation by saying What are the children doing They are playing a (guessing) game.
e. Play the recording all the way through. Ask the pupils where Jiamin’s car is. If they don’t know, play the recording again to check understanding. Use the picture to show the meaning of in the box, under the chair and on the table.
f. Hve pupils repeat the dialogue live by line either after you or after the tape. And then divide the class into groups with each group taking the role of one child, or have pupils practice within small groups.
g. Make new dialogues with new questions: Where is the robot Where is the pencil-box Where is the doll
h. Substitute the car in the dialogue (on the table) with a cat (on the box). Pupils will then practice producing a similar dialogue, using the 4 pictures on Page 15. The final dialogue will be like:
A: Let’s play a game. Where is the car
B: Is it in the box
A: No, it isn’t.
B: is it …
…
(3) Development:
a. copy the new words and the new patterns.
b. The exercises in the activity book.
(4) Homework and end the lesson.
教学反思：
Unit 3单词比较少，学生学习的时候对这个情景和学习内容很熟悉，也有浓厚兴趣，掌握得轻松。句型方面，仍然有些学生没有能够掌握Is it… 的问句，将它和陈述句混淆。词汇的运用，真正的交际和语用，真实的情景对于学生来说是急迫需要教师的帮助的。还有，在课文的学习中，学生上学期在猜物品的时候学会了Is it a cat 实际上，学生在这里类似的句子中显示出他们并不熟练，而且语言的重现和提升，对他们来说，新教材非常棒！