(
课件网) Unit 4 Where is my car PartC Story time PEP·三年级下册 Let‘s sing Look and say desk boat map ball car cap chair box Look and say Where is the... Is it in/on/under … Yes, it is. / No, it isn’t. It’s … Look and match under on in Where is the cat Look and tick bag cat box cap book car boat map ball pen Lead in toy box What’s in Zoom’s toy box Zoom takes toys to play with Zip. Watch and answer What game are they playing Who are they Lead in Zoom Zip What are they doing A.playing game B.read a book 1, 2, 3 … 10. Are you ready Yes! Listen and answer What game are they playing Hide and seek. Where are you Under the table Is Zip under the table No, she isn’t. table desk apple Listen and answer Under the bed Is Zip under the bed No, she isn’t. bed leg Listen and answer Is Zip in the toy box No, she isn’t. In the toy box Listen and answer Where are you I can’t find you! Haha! I’m behind you! Where is Zip She is behind Zoom. behind find can’t Listen and answer Let‘s learn Look at Zip. She is behind Zoom. What’s the meaning of “behind” Listen and imitate Let’s play hide and seek. Great! 1, 2, 3 … 10. Are you ready Yes! Where are you Under the table Under the bed Listen and imitate In the toy box Where are you I can’t find you! Haha! I’m behind you! Listen and imitate Act it out 片段一 片段二 片段三 Let‘s think What do you think of Zip’s home Is it clean Is it beautiful We should keep our room clean. First, we should learn to pack our things. Enjoy a story Where is the cat？ Summary Words Sentences Others table,bed,find,behind -Let’s play hide and seek. -Are you ready -I can’t find you! -I’m behind you! 学会收拾自己的家。 Assignment 必做：1.听录音跟读故事3次； 2.自读故事对话3次进行纠音练习。 选做：1.与同伴一起演一演 C Story time； 2.收拾一下自己的卧室和书包。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庭环境” （二） 教材分析 本单元的学习主题是描述物品的位置，感知Where及Is引导的疑问句的句型结构，培养 ... ...
