Where-is-my-toy-car高分說課課件

1、Where-is-my-toy-car高分說課課件Where-is-my-toy-car高分說課課件I will talk about: Background Information Lesson Introduction: Presentation - rule telling, story telling Practice - sticking activity Production - picture talking, group work Art work from studentsI will talk about: Background Background Information

2、New English Curriculum COMPETENCEREALDOBackground InformationNew EnglBook PEP edition for grade 3 (Starter); Unit 4 Where is my toy car? Lesson 2BookStudents Grade 3; Starters;Understand and know how to react to the teacher talk;Have much interests in English learning; Learning preferences: singing,

3、 dancing, acting out, etc;Students Teaching Goals:LanguageWords: Preposition: on, in, under; Nouns: desk, chair; Sentence: Where is? Its on/in/under Teaching Goals:The Competence BuildingStudents can: Understand the meaning of the key words and sentences; Hear the key words and sentences out; Speak

4、the key words and sentences out; Use the key words and sentences whenever they need to;The Competence BuildingStudentThe Positive Attitude Students can Form a good habit of putting things away and keep things in order;The Positive Attitude Students Key points How to use them to ask and answer in the

5、 real communication. Key pointsTeaching Materials PPT slides; The excellence badges for the evaluation; Hand-made cards of animals, which are a monkey, a cat, a bird, a dog, and stationery, which includes a pencil, a pencil box, a ruler and a school bag; A small-sized white board;Teaching Materials

6、PPT slides;Teaching Processes Lead-in: Teacher: make the presentations of on,in,under with some rules; Students: tell out the rules; Aim: students can speak out these words correctly and clearly;Teaching Processes Lead-in: Story Parts Teacher: will tell 5 stories made up with on, in, under, in which

7、 they are about: Story 1 Story PartsStory 1Story 2Story 3Story 4 Students will listen to the stories, fill the gap to finish the stories with teacher;Aim: Students can answer the question with Its on/in/under;Story 2Story 3Story 4 Activity Part Teacher: design the sticking part in which the animal c

8、ards or the cards of stationery will be stuck on the picture of the chair and the desk; the relationship could be on, in or under; Students: choose what they like to stick; Aim: Students can ask and answer the question more freely; Activity Part Theme Picture Teacher: lead the students to watch a pi

9、cture by asking questions, in this way to accelerate the usage of the key words or sentences; Students: watch the picture and talk about what they have seen and the whereabouts of the items on the picture; Aim: Students can put what they have learned into usage freely; Theme PictureWhere-is-my-toy-c

10、ar高分說課課件 Lets do- how to place something; Teacher: set an example about how to give the order; design a group work about how to give the order, understand it and react to it; Students: react to the given order and know how to give the order; Aim: Students understand the order of placing items and kn

11、ow how to give an order; Lets do- how to place someth How the group work works?4 students work together to finish the task;One member gives the order and other three members will react to it; How the group work works? Extension Teacher: get the intentional extension to the students; Extension Studen

12、ts: watch the picture and made their choices to have a bad or a good habit of putting things away; Aim: Students could build the good habit of putting things away and keep things in order;Where-is-my-toy-car高分說課課件 Homework Draw a picture or make a book with on, in, under; Aim: consolidate what students have learned. HomeworkWhere-is-my-toy-car高分說課課件Creations from StudentsA picture story book Some creative workCreations from StudentsWhere-is-my-toy-car高分說課課件Where-is-my-toy-car高分說課課件Where-is-my-toy-car高分說課課件Where-is-my