(
课件网) Unit 4 Where is my car Part B Let’s talk PEP·三年级下册 Let’s review boat map cap car ball Lead in：Watch and answer Where is the ball Lead in：Watch and answer Is it under the tree No,it isn’t. Where is the ball Is it in the zoo No,it isn’t. Is it on the tree Yes,it is. Practice: Let’s guess I can’t find my pen. Where is my pen Is it _____ Is it _____ Let’s talk: Look and say What will Mike do go camping Camping list net（网） bag（包） flag（旗子） binocle（望远镜） bottle（水杯） cap（帽子） Let's talk:Think and guess What will Mike say Where is my cap Is it _____ Let's talk:Watch and answer Is the cap in the bag Let's talk:Watch and answer Is the cap in the bag Is it in your bag No, it isn’t. Let's talk:Watch and answer Where is the cap Let's talk:Watch and answer Where is the cap Is it in the toy box Yes, it is. Is it in your toy box Yes, it is. Thanks,mum! Let’s talk: Think and say What will mum say Bye! Bye! Have a good time! 玩得开心点！ Let’s talk：Look and say What do you want to say to them Have a good time! Have a good time! Practice: Listen and imitate Mum, where is my cap Is it in your bag No,it isn’t. Is it in your toy box Yes,it is. Thanks, mum! Bye! Bye! Have a good time! Practice: Good memory Practice: Role play Pronunciation &Intonation Fluency Acting Practice：Make a new dialogue Mike从露营回来后，找不到他的玩具小汽车，他会和他妈妈说些什么呢？ Mike: Mum, where is my _____ Mum: Is it _____ Mike: No, _____. Mum: Is it _____ Mike: Yes, _____. Thanks, mum! Consolidation: Let’s play Consolidation: How to play the game Consolidation: Let’s play Where is my _____ Is it _____ No, it isn’t. Is it _____ Yes, it is. Summary 词汇： toy box cap 句型： ———Is it _____ ———Yes,it is./No, it isn’t. Have a good time! Homework 1.听读本课课文并背诵。 2.用句型Is it in/on/under the... Yes,it is/No,it isn't.描述事物在不在哪个位置。 3.抄写课文1遍并翻译。中小学教育资源及组卷应用平台 PEP三下Unit4 Where is my car 单元整体设计 第一部分 单元教学设计总思路 一、教学理念 《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。 二、单元教材分析 （一） 单元主题意义分析 项目 内容 主题意义 ◎交往 √ ◎感情 ◎态度 单元功能：询问、介绍 育人价值 在生活中收拾自己的物品”和“分类整理物品、并学会欣赏干净整洁的家 ... ...
