Unit4Where’smyschoolbag教學(xué)設(shè)計

1、Unit 4 Where 'smy schoolbag?一、單元教材分析本單元主要內(nèi)容是談?wù)撐锲返乃谖恢茫?通過這一話題，訓(xùn)練學(xué)生的聽、 說、讀、 寫四項基本技能，讓學(xué)生通過詢問物品的位置， 學(xué)習(xí)一些物品的單詞， 及方位介詞 on , in , under ,behind等的用法;使學(xué)生學(xué)會基本句型“ Where' s? It-s-”及“ Where're? They're”，進一步體會 “ Where-? Yep NO'疑問句的用法；學(xué)會運 用方位介詞"on/ in/under/behind/next to"表達物品的位置。理解連

2、詞 and在句子 中的用法。 通過以上幾個方面的學(xué)習(xí)， 使學(xué)生學(xué)會運用聽關(guān)鍵詞、 推測詞意的學(xué)習(xí)策 略，識別不同物品的位置；既能促使學(xué)生了解自己的家居環(huán)境，熱愛自己的家，又能 促使學(xué)生通過想象設(shè)計自己理想中的房間。本單元與第五單元銜接緊密：由本單元“ Is/Are？”的學(xué)習(xí)過渡到第五單元“ Do？”的學(xué)習(xí)。使學(xué)生養(yǎng)成干凈、整潔、合理 擺放物品的好習(xí)慣。二、單元學(xué)情分析本單元的主題是談?wù)撛掝}“ Things around the house學(xué)習(xí)詢問“物品的位置”，使學(xué)生學(xué)會基本句型“ Where' s? It '及“ Where're? They're”同時引導(dǎo)學(xué)

3、 生采用 Listening for key words， inferring vocabulary 和 Role playing 的學(xué)習(xí)策略， 學(xué)會 運用方位介詞“ on/in/under/behind/next to”表達物品的位置。本單元的話題內(nèi) 容與學(xué)生的實際生活聯(lián)系緊密， 學(xué)生們?nèi)菀捉邮埽?也便于形成英語學(xué)習(xí)的興趣， 堅定 學(xué)好英語信心。三、單元教學(xué)建議采用自主學(xué)習(xí)、小組合作學(xué)習(xí)、 Personalizing和Role playing的學(xué)習(xí)策略，利用 教學(xué)圖片制作多媒體課件來展開課堂 Pair work， Group work 口語交際活動，進一步 體會 “Where-? Yes/N

4、o'疑問句的用法。四、單元課時分配本單元可用 4 課時完成教學(xué)任務(wù)：Section A (1a-2d) 用 1 課時Section A (Grammar Focus-3c) 用 1 課時Section B (1a-2c) 用 1 課時Section B (3a-Self Check) 用 1 課時Section A 1 (1a-2d)一、教學(xué)目標(biāo)：1. 語言知識目標(biāo)：1) 能掌握下列詞匯： where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head2)

5、 能掌握以下句型： 一Where's ? It's in/on/un der Where're ? They're in/on/un de 一Is the in/on/under? Yes, it is./ No, it isn't. Are the in/on/un der ? Yes, they are. /No, they aren't.2)學(xué)會運用方位介詞in, on, under和where句型表述物品所在的位置。2. 情感態(tài)度價值觀目標(biāo)： 培養(yǎng)學(xué)生整齊地擺放自己物品的生活習(xí)慣。在描述物品的位置的學(xué)習(xí)中獲得英 語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生

6、們對英語學(xué)習(xí)的興趣。二、教學(xué)重難點1. 教學(xué)重點：1) 方位介詞in , on , under , behind的用法。2) Where的特殊疑問句和Is . . . ?、Are一般疑問句及其肯定和否定回答。2. 教學(xué)難點：1) 學(xué)會正確描述物品作在的位置；2) 學(xué)會詢問自己或他人物品的具體位置；三、教學(xué)過程I . Warming-up and revision1. (Prepare some school things.)T: What's this? (There is a watch in the teache'rshand.)S1: It's a watch.Y

7、es you a right. Here you are.T: Is this a notebook?(holding up a notebook .)S2: Yes it is.T: How do you spell notebook?S2: N-O-T-B-O-O-K, notebook.T: Good.(Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.) T: What's this?S3: It 'sa schoolbag.T: I have a sch

8、oolbag for you as a present(,Looking for it in the desk, under the chair . . . ) but I can't find it . Where's it? Do you know?S3: I don't know.S4: I think it 's in your desk.T: (Look into the desk.)No, it isn't. Now, let's look for the backpack together, OK?(Write down the t

9、itle on the blackboard.)2. Work on 1a.Now let's look at the picture in 1a. Match the words with the things in the picture.Check the answers with the class.n . Presentation1. Present the furnitureT: Look at the big picture on the screen. This is a big nice room. I want to own such a room. Because

10、 there is some nice furniture in it. Do you know the names of the furniture? (Show a picture of a bed and a bookcase.)T: What's this? It'sa bed.“BED”.Read after me. B-E-D, bed.Ss: B-E-D, bed.T: What's this? It'sa sofa. S-O-F-A, sofa.Ss: S-O-F-A, sofa.(Teach the other words bookcase /

11、table/chair/desk/hat/head in the same way.)2. Present in/on/underT: Where is my book? It'son the desk.(Put a book on the desk.)S1: It'son the desk.T: Where is my book? It'son the desk.(To all the students.)Ss: It's on the desk.T: Where is my pen? It'sin the pencil case.(Put a pen

12、 in the pencil case and ask.)S1: It'sin the pencil box.T: Where is my pen?(To all the students.)Ss: It'sin the pencil box.T: Where is my schoolbag?(Put a schoolbag under the desk and ask this question.) S1: It's under the desk.T: Where is my schoolbag?(To all the students)Ss: It 's u

13、nder the desk.Write "in, on, under" on the blackboard.川.Listening1. Let Ss listen to the tape and finish 1b.2. Ss liste n to the tape and nu mber the thi ngs 1-4i n the picture 學(xué)案)3. Check the answers with the class.IV. Pair work1. Practice the conversation in 1a with your partner.2. Ss pr

14、actice the conversation. Then ask some pairs to act out the conversation.3. Then make your own conversations using the words in the box (in/on/under).Ss may look at the picture in 1a and make their own conversations. They can also using school things around them to make their own conversations.4. As

15、k some pairs to act out their conversations.V. Listening1. Ask the students to spell the words in the picture in 2a.T: First, look at the pictures on the screen. What are these?S1: They are books.S2: They are some keys.T: What's this?S3: It'sa computer game.T: Is this a ruler?S4: Yes, it is.

16、T: Is this a pencil box?S5: Yes, it is.T: What about this?S6: It's a schoolbagT: Can you spell it?S4: Yes, S-C-H-O-O-L-B-A-G, schoolbag.2. T: Now, listen to the recording and look at 2a. Number the things from 1-6.T: Check the answer. (Students give the answer.)3. T: Now, listen again. Let '

17、sdo 2b. Find out where are the things from 2a? Number the things in the pictures 1-6.(Play the tape again and check the answer.)T: Who can answer?S1: The computer game is on the backpack.S2: The books are S3: The pen cil box is S4: The schoolbag isS5: The ruler isS6: The keys are W. Pair workT: Look

18、 at the picture. Are the books on the sofa?Ss: No, they aren't. They're on the table.T: Is the schoolbag under the table?S: No, it isn't. It's on the sofa.(write the four sentenceson the blackboard. Let the students ask and answer questions about the things in the picture in 2b.)VD.

19、Role-play1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him find his things.Match the things with the right places below.(Let Ss look at the screen. There are some things and some places)bagon his headmapon the sofahaton the bed in his grandparents' r

20、oom2. Ss read the conversation and match the things with the right places.3. Check the answers.4. Now practice the conversation with your partner. Then let some pairs act out theconv ersati on.5.評價：（讓學(xué)生們對自己的表現(xiàn)及語言表達能力進行自我評價，在小組內(nèi)評價，然后進行評出最優(yōu)秀的小組。并鼓勵學(xué)生們下一次爭取做最優(yōu)秀的小組及個人。）Homework:1.板書設(shè)計:Sectio n A 1 (1a-2

21、d)1. where, table, bed, bookcase, sofa, chair, desk, room2. in, on, un der3. Where is ? It's in/on/under Where are ? They're in/on/under 4. Are the books on the sofa?No, they aren't. They're on the table.Is the schoolbag un der the table?No, it is n't. It's on the sofa.5. bam

22、ahaton his headon the sofaon the bed in his gran dpare nts' roomSection A 2 （Grammar Focus-3c）一、教學(xué)目標(biāo)：1.語言知識目標(biāo)：1）進一步掌握一些表示家具的名詞以及學(xué)習(xí)用品的單詞；2）進一步熟練運用方位介詞表述物品所在的位置。3）在不同情景下熟練運用以下句型來詢問及回答事物的位置。 一Where's - ? It's in/on/un der Where're ? They're in/on/un der Is the in/on/un der ? Yes, it

23、 is./ No, it isn't. Are the in/on/un der ? Yes, they are. /No, they aren't.4）總結(jié)歸納詢問事物位置的句型及回答語。2. 情感態(tài)度價值觀目標(biāo)：進一步培養(yǎng)學(xué)生整齊地擺放自己物品的生活習(xí)慣。 在描述物品的位置的學(xué)習(xí)中獲得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。二、 教學(xué)重難點1. 教學(xué)重點：1)總結(jié)歸納詢問事物位置的句型。2)在不同情景下正確運用所學(xué)的句型來詢問與回答事物的位置。2. 教學(xué)難點：1)訓(xùn)練學(xué)生們在不同情景下運用所學(xué)的句型來詢問與回答事物的位置的能力。2)能在實際生活情景中運用所學(xué)的句型來

24、詢問與回答事物的位置。三、教學(xué)過程I . Warming- up and revision1. Sing “Where is Tom?”song (like “Two tigers”)Where is Tom? Where is Tom?It'sin the case. It's in the case.Where is Tom? Where is Tom?It 'son the case. I'ts on the case.Where is Tom? Where is Tom?It'sunder the case. I'tsunder the

25、case.2. Ask and answer the school things around them.(Put S1's pencil box on the desk)T: Where is your pencil box?S1: It's on the desk.(Then put it in his desk)T: Is your pencil box on the desk now?S1: No, it isn't. It's in the desk.(Put it under the desk)T: Is your pencil box in the

26、 desk?S1: No, it isn't. It's under the desk.3. Let Ss ask and answer in the same way.n . Grammar Focus1. 閱讀指導(dǎo)：詢問事物的位置時可用特殊疑問詞 where 引導(dǎo)的特殊疑問句來提問。 句型結(jié)構(gòu)為：Where is? It's in/on/under(句子的主語為名詞單數(shù))Where are? They're in/on/under(句子的主語為名詞復(fù)數(shù))2. Let Ss read the sentences and fill in the blanks b

27、elow. 地圖在哪里？ the map? 它在你爺爺奶奶的房間里。 It 's _ your room. 我的書在哪里？ my books? 它們在沙發(fā)上。 They're the . 他的鉛筆在哪里？ pencil box? 它在他的書包里。 It 's_ his . 你的尺子在哪里？ your ? 它在椅子下面。 It 's the . 他們的鑰匙在哪里？ are ? 它們在桌子上。 on the .3. Check the answers with the class.川.Practice1. (Make a conversation with a st

28、udent.)T: Look at Picture 1 in 3a. Where is the baseball?S1: (help S1 answer) I don'tknow.T: (Teach Ss the expression "I don't know." with a body language. for example shook your head.)2. Now look at the pictures and read the conversation below and fill in the blanks.3. 指導(dǎo)： 注意句中事物的

29、單復(fù)數(shù)形式，正確運用句型Where is? Where are？。 認(rèn)真看圖畫，看清物品的位置，正確運用介詞in, on, under來表達。4. Check the answers.V. Practice1. T: When we ask about the place of something. We often use the sentence structure below:Where is + 單數(shù)事物？一 It's in/on/un der Where are + 復(fù)數(shù)事物？一 They're in/on/under Is the in/on/un der ? Ye

30、s, it is./ No, it isn't.Are the in/on/un der ？ Yes, they are. /No, they aren't.Now let's ask and answer according to the picture in 3b or using your own things.T: Where is the computer? Is it in the bookcase?S1: No, it isn't. It's on the sofa.2. T: Work in pairs. Make a similar c

31、onversation like this.S1: Where is the computer game? Is it on the sofa?S2: No, it isn't. It s'in the bookcase.S1: Where are the books? Are they on the sofa?S2: No, they aren't. They are in the bookcase.S1: Where are the pencils?S2: I don t'know. Are they in the pencil box?S1: Yes, t

32、hey are.(Let the students ask and answer according to the picture in 3b or using their own things.)W. Game (Fi nd the differe nces)T: Student A looks at the picture on P19, student B looks at the picture on P21, 3c. Ask and answer questions to find the differences in pairs.Sample:SA: Where is the sc

33、hoolbag? Is it under the table?SB: No, it isn't. It's on the table.SA: Where are the books? Are they on the sofa?SB: No, they aren't. They are on the bed.T: Let's find out the differences between the pictures. Where is the schoolbag? Is it on the table? (Look at the picture on P21 3c

34、)Ss: No, it isn't. It'sunder the table.(Look at Picture 2)T: Where are the books? Are they behind the sofa? (Look at the picture on P19)Ss: No, they aren't. They are on the sofa.(Look at Picture 2)(Ask some pairs to make conversations and find out some differences.)T: Fill in the chart a

35、ccording to the pictures.（利用表格直觀體現(xiàn)出兩幅圖的不同點。）Thi ngsPicture on P19 (Picture 1)Picture on P21 (Picture 2 )Pen cil boxin the schoolbagon the tableBooksSchoolbagT: Who wants to report it?S1: Let me try. In Picture 1, the pencil case is- In Picture2, the pencil case isS2: In Picture 1, the books are- In

36、Picture2, the books are(Ask other stude nts to report it.).HomeworkT: Make a survey after class. Ask some of your classmates Where is? Where areFill in the chart.Thi ngsNamebookskeysschoolbagjacketLindaEric板書設(shè)計Secti on A 2 Grammar Focus-3c1. Where is + 單數(shù)事物？ It's in/on/under Where are + 復(fù)數(shù)事物？一 T

37、hey're in/on/under 2. I don't know.3. 3a: are, on, table; book, Is, un der; are, Are, schoolbag4. Where is the computer game? Is it on the sofa?No, it isn't. It s in the bookcase.5.ThingsPicture on P19 (Picture 1)Picture on P21 (Picture 2 )Pencil boxin the schoolbagon the tableBooksSchoo

38、lbagSection B 1 1a-2c一、教學(xué)目標(biāo)：1. 語言知識目標(biāo)：1）掌握以下詞匯： radio, clock, tape, tape player, model, plane, model plane, tidy, but, our, everywhere, always。2） 能正確地描述物品所處的位置。3）能運用所學(xué)的句型詢問及回答物品的位置。4）能聽懂有關(guān)物品位置的對話，并能獲得相關(guān)信息。5）能閱讀有關(guān)描述物品位置的小短文，并能獲得相關(guān)信息。2. 情感態(tài)度價值觀目標(biāo)： 進一步培養(yǎng)學(xué)生整齊地擺放自己物品的生活習(xí)慣。 在描述物品的位置的學(xué)習(xí)中獲 得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對

39、英語學(xué)習(xí)的興趣。二、教學(xué)重難點1. 教學(xué)重點：1. 通過聽力訓(xùn)練提高學(xué)生聽音辨音的能力，并能獲得相關(guān)信息。2. 閱讀描述物品位置的相關(guān)短文，并能獲得相關(guān)信息。2. 教學(xué)難點： 閱讀描述物品位置的相關(guān)短文，并能獲得相關(guān)信息。三、教學(xué)過程I . Warming- up and revision1. Sing “Where is Tom?”song （like “Two tigers”）Where is Tom? Where is Tom?It'sin the case. It's in the case.Where is Tom? Where is Tom?It 'son

40、the case. I'ts on the case.Where is Tom? Where is Tom?It'sunder the case. I'tsunder the case.2. Let Ss look at the pictures in 3a and 3b. Ask and answer questions about the things in the picture.S1: Where are the keys?S2: They're on the table.S3: Where's the book? Is it on the ch

41、air?S4: No, it isn't. It's under the chair.3. Let some Ss report the differences between the picture in P19 and the picture in P 21.n . Presentation1. Present the new words.T: I have some things on my desk, I think you can tell me how to say them.T: What's this? (Hold up a radio in the h

42、and)Ss: It'sa radio.T: Yes, it'sa radio. Read after me. R-A-D-I-O, radio.Ss: R-A-D-I-O, radio.T: Do you have a watch?Ss: Yes, I do./ No, I don't.T: Is it a watch?Ss: No, it isnt'.It'sa clock.T: Good. It'sclock. Read after me. C-L-O-C-K, clock.(Then hold up tape, tape player,

43、model plane, teach them in the same way. Check the words using the cards.)2. Ss read the words aloud. Then try to remember the new words.3. T: Let's do 1a in Section B. Match the words with the things in the picture in 1a.4. Then check the answers with the class.川.Writing1. T: OK. Can you rememb

44、er all the new words?Ss: Yes, we can.T: OK. Now, let's have a competition. Let's see who can remember all the new words.Take out a piece of paper. Look at the picture in 1a for three minutes. Then close your books and write down all the things you remember.2. Change the paper with your partn

45、er and see who does best.IV. Liste ning1. T: Tom wants his mother to bring some school things to school for him. But his room isn'tidy. So his mother can 'tfind the things. Let 'slisten to the recording of 1c and help his mother find the thin gs.(Play the tape for the first time. The stu

46、dents circle the word they hear. Then check the an swer.)En glish book,tape player,clock,rulerno tebook,tape,model pla ne.radio2. T: Now listen again. Where are Tom's things? Write them down.1. The En glish books are un der the radio.2. 3. 4. 3. Check the an swers with the Ss.V. Pair workCan you

47、 remember where the things are in Tom's room?T: Where are the En glish books?S1: They are un der the radio.T: Where's ?S2: It's T: Where'sthe ?S3: It sT: Where're the ?S4: They're T: OK. Work in pairs, ask and an swer questi ons about the thi ngs in Tom's room.W.Writing1.

48、 Look at the picture in 2b. There are many things in the picture. Do you know the words for the things? Who can say them in English?S1: bed, chair, sofa, clock,T: You're very great. Who can add some more?S2: bookcase, map-2. Now work with your partner. Write the words you know for the things in

49、the picture.3. Teacher goes around the classroom, give some help.VD. Prese ntati on1. (On the screen, show Ss a very tidy room.)T: It's a tidy room. (Write the word "tidy" on the blackboard.)2. (Show another room. It's not tidy.)T: It's not a tidy room. It's a dirty room. L

50、ook the books are everywhere. The clothesare everywhere. (Write the word "everywhere" on the blackboard.)3. (Show a picture of Edison)Edison is very clever. He always asks questions. (Write "always" on the blackboard)4. Ss read the new words tidy, everywhere, always.Vffl. Read in

51、g1. Look at the picture in 2b. Here are two girls, Kate and Gina. They are sisters. They live in a room. They all have many things in their room.Is Kate tidy? Is Gina tidy? Now read the passage and answer these questions.2. Ss read the passage and find the answer to the questions.3. Let some Ss say

52、their answers.4. 閱讀指導(dǎo)：從短文中獲取信息完成閱讀任務(wù)的技巧是： 先通讀全文，捕捉文中所提供的信息，抓住文章內(nèi)容概況，理解短文的大意。要回答文中的兩個一般疑問句，我們要讀懂短文，進行細節(jié)理解。由“ I'm Kate, and my sister is Gina. I'm tidy, but Gina is not. ” 可以很容易的對所給一般疑問句做出 正確回答。5. Now let's look at the chart in 2c. In the chart, you should list Kate's things and where

53、they are. You should also list Gina's things and where they are. Read the passage again and complete the chart about the things Kate and Gina have and where they are.6. Ss read the passage again. And fill in the chart.7. 指導(dǎo)：本題是找出文中不同人物的不同物品以及它們的所在位置。這要求我們明 確任務(wù)，文中物品、人物、地點一一對應(yīng)，這樣就可以快速準(zhǔn)確地抓著有效信息，確保答

54、案的正確性。8. Check the an swers with the class.Homework1. Review the new words we lear n today.2. Draw a picture about your room. Describe your new room.板書設(shè)計：Section B 1 1a-2c1. radio, clock, tape, tape player, model, plane, model plane2. 2a: bed, sofa, bookcase, table, desk, chair, bookcase, clock, sch

55、oolbag, pencil box, clock, watch, tape player, tapes, books,3. tidy, everywhere, always, but4. Is Kate tidy? Yes, she is.Is Gina tidy? No, she isn't.5.KateGi naThingsWhereThingsWherebooks and tapes keysclockin the bookcase in her schoolbag on the deskbooksbooksbooks model pla neon the bedon the

56、sofaun der the chairun der the deskSectio n B 2 3a-Self Check一、教學(xué)目標(biāo)：1. 語言知識目標(biāo)：1）總結(jié)復(fù)習(xí)所學(xué)的有關(guān)家具、文具以及其他類的詞匯。2）能運用所學(xué)的相關(guān)知識在實際生活中描述物品的位置3）了解連接詞and的用法，并能運用and表述一些簡單的句子4）通過閱讀和寫作練習(xí)，加強理解和鞏固所學(xué)的語言目標(biāo)2. 情感態(tài)度價值觀目標(biāo)： 進一步培養(yǎng)學(xué)生整齊地擺放自己物品的生活習(xí)慣。 在描述物品的位置的學(xué)習(xí)中獲 得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。二、教學(xué)重難點1. 教學(xué)重點：1)了解連接詞 and 的用法，并能運用 and

57、表述一些簡單的句子。 2)通過不同形式的寫作訓(xùn)練，來提高學(xué)生們描述物品位置的綜合能力。2. 教學(xué)難點： 通過不同形式的寫作訓(xùn)練，來提高學(xué)生們描述物品位置的綜合能力。三、教學(xué)過程I . Warming- up and revision1. Greeting the Ss and Check the homework.2. Let Ss look at the picture in 2a and ask and answer about the things in the picture. S1: Where's the clock? Is it on the sofa?S2: No, it isn't. It's on the desk.S3: Where're the books? Are they on the bed?S4: No, they aren't. They are in the schoolbag.(Ss ask and answer in a question chain quickly)n . PresentationT: (Holding a radio) Do you have a radio at home?Ss: (Help Ss answer.) Yes, I do.(Write the two se