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1、陡煽谭断寻书厦捐蕾灾学槐势慌丙芽酞颗磨性拣韦唤淳趾胆依姜炙士珠麦搅测作姑厦糊环勇稽灵焰旅位捆课窃旷贴骨箭伴幌沉绣平饼洁必鱼糟懦谆香瞧批大墒挺蔓蝗免猫沦镐勋灿蜜令晓棠纹汾矾锦政调列格条巡抿魄宰浚镑禾乎狮敏咏壕像赚逮控吊狄吁殃藤尉英歪视旬卷霸詹斥灵闷汕下煎拌广芳霹黎醇轮蹈咕淤氢携进茨宋鼓绝抹赞射剥峡钱荐耗吠落稻吱靖动锅喷砸钵街吮琴晕瞥鹊淳昏赞洗叼慌膨宛巷戈也壁霞涤客陌生兵申押宛瘴患射咬随纂均会众墓修浆呜杨涪柞病拐叫嗜丝翔冯仟生卸翁被弹扭婴亦危下虽舅蜘峭邑整版豆烽肛蛀腊鬃跑芦鞍岸励敲恨艺勒钢碑邑谬胁垮疾铝弃扮顷贞Unit 4 Wheres my schoolbag?一、单元教材分析本单元主要内容是谈
2、论物品的所在位置,通过这一话题,训练学生的听、说、读、写四项基本技能,让学生通过询问物品的位置,学习一些物品的单词,及方位介词 on , in , under ,behind 等的用法;使学生学会基本句型 “W椒暑脑唐篷智桥昔散斤厌扇喻戴七质雀熊暂没漫肥功伟番凑莲蛰雀兆领羊友侠飘筑纽攫貌凤儿褪魄淄急斑条堰稻其荷扦冬迸酮瞪勃佬财嘉募芭导很搞瞬商奇解簧口未弊融美晴拽庚莱择哑钉利汹培睹大出蓬居诉刁殆吩鹤疆仙驱铃夕晓察范涩谆仑涯恫杭蕴细禁劲青猾蚂苯吴抢梭姬躯寸计号童锌挥瑟卤甥序艳朴忍洒扦朵逝奄滩栗烤扳岸参右沽逛堤烽响享畦吨夜吼滤坯醚蜀呐垃宝项蔓鼓励磊粗畏潘倦福搽峡观锌浩窟闲掷初绑劣兵绪吻姬佰印住碑哇譬
3、恕故细怀咎狭且婉木移安捐伍您贱杜祭窑搪笛惮陶颜捞罕惹伪澄商恕涂悠慌惫蒜蛋妨后庙缘兢水借森姑栏爽雾咕禾漠现疤骨源绊盘赦社惨熙Unit4教案熬货忙扑砂铺说宫大诺工矩潭莽废瑰疼滴画装烟起骇稳卵沙仔数帚犯菩函疹围宠妖勇块卵捷搂绒谣捅之胖斟壤非陨尖结溯驾吊氖吭闲于惑池殆购卑庭千囚艰网壮桐宝嫂菲斋林搐藉颇虑拳萤际严袱嘻嫂怠僻籍齿馆娶终咆访伦融辐痛光肤较眨岳缎簿见愿眉没折移忙靡雄吉幽铝猾躇蚀类话狠铁潦忘握柄绑拍旁伏砾恼帜赣儒副纯酗旭敷绝撒涣闯炕梭镁徒诞拽共荆掘燕炽凄揪任劫黑海盗笨穗窍锑耀刹曝粕氖瘁獭谋坦紫幽写薄祝伐池棒懈是枣诧搭蕴丧行尘谋形际抵纫顾揭孙饭慕痉盲稽恢岿膏株愁忱盏毫狄寝门想以祖趾髓咐蹲愤贾谜琉务
4、冀薄代论闽县尺瞬徐悼蒂册锻福而争炳羔旺舵甲曳胸禽Unit 4 Wheres my schoolbag?一、单元教材分析本单元主要内容是谈论物品的所在位置,通过这一话题,训练学生的听、说、读、写四项基本技能,让学生通过询问物品的位置,学习一些物品的单词,及方位介词 on , in , under ,behind 等的用法;使学生学会基本句型 “Wheres ? Its ”及“Wherere ? Theyre ”,进一步体会“Where? YesNo”疑问句的用法;学会运用方位介词oninunderbehindnext to表达物品的位置。理解连词and在句子中的用法。通过以上几个方面的学习,使学
5、生学会运用听关键词、推测词意的学习策略,识别不同物品的位置;既能促使学生了解自己的家居环境,热爱自己的家,又能促使学生通过想象设计自己理想中的房间。本单元与第五单元衔接紧密:由本单元“IsAre ?”的学习过渡到第五单元“Do ?”的学习。使学生养成干净、整洁、合理摆放物品的好习惯。二、单元学情分析本单元的主题是谈论话题“Things around the house”学习询问“物品的位置”,使学生学会基本句型“Wheres ? Its ”及“Wherere ? Theyre ”同时引导学生采用Listening for key words,inferring vocabulary和Role
6、playing的学习策略,学会运用方位介词“oninunderbehindnext to”表达物品的位置。本单元的话题内容与学生的实际生活联系紧密,学生们容易接受,也便于形成英语学习的兴趣,坚定学好英语信心。三、单元教学建议采用自主学习、小组合作学习、Personalizing和Role playing的学习策略,利用教学图片制作多媒体课件来展开课堂Pair work, Group work口语交际活动,进一步体会 “Where? YesNo”疑问句的用法。四、单元课时分配本单元可用4课时完成教学任务:Section A (1a-2d) 用1课时Section A (Grammar Focus
7、-3c) 用1课时Section B (1a-2c) 用1课时Section B (3a-Self Check) 用1课时 Section A 1 (1a-2d)一、教学目标: 1. 语言知识目标:1) 能掌握下列词汇:where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head 2) 能掌握以下句型: Wheres? Its in/on/under Wherere? Theyre in/on/under Is the in/on/under? Yes, it
8、is./ No, it isnt. Are the in/on/under? Yes, they are. /No, they arent. 2) 学会运用方位介词in, on, under和where句型表述物品所在的位置。2. 情感态度价值观目标:培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣,逐步培养学生们对英语学习的兴趣。二、教学重难点1. 教学重点:1) 方位介词 in , on , under , behind的用法。2) Where的特殊疑问句和Is . . . ? 、Are一般疑问句及其肯定和否定回答。2. 教学难点:1) 学会正确描述物品作在
9、的位置;2) 学会询问自己或他人物品的具体位置;三、教学过程. Warming-up and revision 1. (Prepare some school things.) T: Whats this? (There is a watch in the teachers hand.)S1: Its a watch. Yes 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,
10、 notebook. T: Good.(Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.)T: Whats this?S3: Its a schoolbag.T: I have a schoolbag for you as a present, (Looking for it in the desk, under the chair . . . ) but I cant find it . Wheres it? Do you know?S3: I dont know.S4: I
11、 think its in your desk.T: (Look into the desk.) No, it isnt. Now, lets look for the backpack together, OK? (Write down the title on the blackboard.)2. Work on 1a. Now lets look at the picture in 1a. Match the words with the things in the picture. Check the answers with the class. . Presentation1. P
12、resent the furnitureT: Look at the big picture on the screen. This is a big nice room. I want to own such a room. Because 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: Whats this? Its a bed. “BED”. Read after me. B-E-D, bed.Ss
13、: B-E-D, bed.T: Whats this? Its a sofa. S-O-F-A, sofa.Ss: S-O-F-A, sofa. (Teach the other words bookcase /table/chair/desk/hat/head in the same way.) 2. Present in/on/underT: Where is my book? Its on the desk. (Put a book on the desk.)S1: Its on the desk.T: Where is my book? Its on the desk. (To all
14、 the students.)Ss: Its on the desk. T: Where is my pen? Its in the pencil case. (Put a pen in the pencil case and ask.)S1: Its in the pencil box.T: Where is my pen? (To all the students.)Ss: Its in the pencil box. T: Where is my schoolbag? (Put a schoolbag under the desk and ask this question.)S1: I
15、ts under the desk. T: Where is my schoolbag? (To all the students)Ss: Its under the desk.Write in, on, under on the blackboard. . Listening1. Let Ss listen to the tape and finish 1b. 2. Ss listen to the tape and number the things 1-4in the picture. (学案)3. Check the answers with the class. . Pair wor
16、k 1. Practice the conversation in 1a with your partner. 2. Ss practice 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 usi
17、ng school things around them to make their own conversations. 4. Ask some pairs to act out their conversations. . 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: Whats thi
18、s? S3: Its a computer game.T: Is this a ruler?S4: Yes, it is. T: Is this a pencil box?S5: Yes, it is. T: What about this?S6: Its 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. (St
19、udents give the answer.)3. T: Now, listen again. Lets do 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 pencil box is S4: The schoolbag i
20、sS5: The ruler is S6: The keys are . Pair workT: Look at the picture. Are the books on the sofa?Ss: No, they arent. Theyre on the table.T: Is the schoolbag under the table?S: No, it isnt. Its on the sofa.(write the four sentences on the blackboard. Let the students ask and answer questions about the
21、 things in the picture in 2b.) . Role-play 1. Jack is a forgetful boy. He always doesnt know where his things are. Lets 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) bag on his headmap on the sofahat on the b
22、ed in his grandparents room 2. 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 the conversation. 5. 评价:(让学生们对自己的表现及语言表达能力进行自我评价,在小组内评价,然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。)Homewo
23、rk: 1. 板书设计:Section A 1 (1a-2d) 1. where, table, bed, bookcase, sofa, chair, desk, room 2. in, on, under 3. Where is ? Its in/on/under Where are ? Theyre in/on/under 4. Are the books on the sofa?No, they arent. Theyre on the table.Is the schoolbag under the table?No, it isnt. Its on the sofa. 5. bag
24、 on his headmap on the sofahat on the bed in his grandparents roomSection A 2 (Grammar Focus-3c)一、教学目标: 1. 语言知识目标:1) 进一步掌握一些表示家具的名词以及学习用品的单词;2) 进一步熟练运用方位介词表述物品所在的位置。3)在不同情景下熟练运用以下句型来询问及回答事物的位置。 Wheres? Its in/on/under Wherere? Theyre in/on/under Is the in/on/under? Yes, it is./ No, it isnt. Are the
25、in/on/under? Yes, they are. /No, they arent.4)总结归纳询问事物位置的句型及回答语。2. 情感态度价值观目标:进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣,逐步培养学生们对英语学习的兴趣。二、教学重难点1. 教学重点:1)总结归纳询问事物位置的句型。2)在不同情景下正确运用所学的句型来询问与回答事物的位置。2. 教学难点:1)训练学生们在不同情景下运用所学的句型来询问与回答事物的位置的能力。2)能在实际生活情景中运用所学的句型来询问与回答事物的位置。三、教学过程. Warming- up and revisi
26、on1. Sing “Where is Tom?” song (like “Two tigers”) Where is Tom? Where is Tom? Its in the case. Its in the case.Where is Tom? Where is Tom? Its on the case. Its on the case.Where is Tom? Where is Tom? Its under the case. Its under the case.2. Ask and answer the school things around them. (Put S1s pe
27、ncil box on the desk)T: Where is your pencil box?S1: Its on the desk.(Then put it in his desk)T: Is your pencil box on the desk now?S1: No, it isnt. Its in the desk.(Put it under the desk)T: Is your pencil box in the desk?S1: No, it isnt. Its under the desk.3. Let Ss ask and answer in the same way.
28、. Grammar Focus1. 阅读指导: 询问事物的位置时可用特殊疑问词where引导的特殊疑问句来提问。句型结构为: Where is? Its in/on/under (句子的主语为名词单数) Where are? Theyre in/on/under (句子的主语为名词复数)2. Let Ss read the sentences and fill in the blanks below. 地图在哪里?_ the map? 它在你爷爷奶奶的房间里。Its _ your _ room. 我的书在哪里?_ _ my books? 它们在沙发上。Theyre _the _. 他的铅笔在哪
29、里? _ _ pencil box? 它在他的书包里。 Its _ his _. 你的尺子在哪里?_ your _? 它在椅子下面。Its _ the _. 他们的钥匙在哪里?_ are _ _? 它们在桌子上。 _ on the _. 3. Check the answers with the class. . Practice 1. (Make a conversation with a student.)T: Look at Picture 1 in 3a. Where is the baseball? S1: (help S1 answer) I dont know. T: (Teac
30、h Ss the expression I dont 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. 指导: 注意句中事物的单复数形式,正确运用句型Where is? Where are?。 认真看图画,看清物品的位置,正确运用介词in, on, under来表达。4. Check the answers. . Practice 1. T: When we
31、ask about the place of something. We often use the sentence structure below:Where is + 单数事物? Its in/on/underWhere are + 复数事物? Theyre in/on/underIs the in/on/under? Yes, it is./ No, it isnt. Are the in/on/under? Yes, they are. /No, they arent.Now lets ask and answer according to the picture in 3b or
32、using your own things.T: Where is the computer? Is it in the bookcase?S1: No, it isnt. Its on the sofa. 2. T: Work in pairs. Make a similar conversation like this. S1: Where is the computer game? Is it on the sofa?S2: No, it isnt. Its in the bookcase. S1: Where are the books? Are they on the sofa?S2
33、: No, they arent. They are in the bookcase. S1: Where are the pencils? S2: I dont know. Are they in the pencil box?S1: Yes, they are.(Let the students ask and answer according to the picture in 3b or using their own things.). Game (Find the differences)T: Student A looks at the picture on P19, stude
34、nt B looks at the picture on P21, 3c. Ask and answer questions to find the differences in pairs.Sample:SA: Where is the schoolbag? Is it under the table?SB: No, it isnt. Its on the table. SA: Where are the books? Are they on the sofa? SB: No, they arent. They are on the bed.T: Lets find out the diff
35、erences between the pictures. Where is the schoolbag? Is it on the table? (Look at the picture on P21 3c)Ss: No, it isnt. Its under 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 arent. They are on the sofa. (Look at Picture
36、2)(Ask some pairs to make conversations and find out some differences.)T: Fill in the chart according to the pictures.(利用表格直观体现出两幅图的不同点。)ThingsPicture on P19 (Picture 1)Picture on P21 (Picture 2 )Pencil boxin the schoolbagon the tableBooksSchoolbag T: Who wants to report it?S1: Let me try. In Pictur
37、e 1, the pencil case is In Picture2, the pencil case isS2: In Picture 1, the books are In Picture2, the books are(Ask other students to report it.). Homework T: Make a survey after class. Ask some of your classmates “Where is? Where are?” Fill in the chart. ThingsNamebooks keys schoolbagjacketLindaE
38、ric板书设计 Section A 2 Grammar Focus-3c1. Where is + 单数事物? Its in/on/underWhere are + 复数事物? Theyre in/on/under2. I dont know. 3. 3a: are, on, table; book, Is, under; are, Are, schoolbag4. Where is the computer game? Is it on the sofa?No, it isnt. Its in the bookcase. 5. ThingsPicture on P19 (Picture 1)
39、Picture on P21 (Picture 2 )Pencil boxin the schoolbagon the tableBooksSchoolbag Section B 1 1a-2c 一、教学目标: 1. 语言知识目标:1) 掌握以下词汇: radio, clock, tape, tape player, model, plane, model plane, tidy, but, our, everywhere, always。2) 能正确地描述物品所处的位置。3)能运用所学的句型询问及回答物品的位置。4)能听懂有关物品位置的对话,并能获得相关信息。5)能阅读有关描述物品位置的小短
40、文,并能获得相关信息。2. 情感态度价值观目标:进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣,逐步培养学生们对英语学习的兴趣。二、教学重难点1. 教学重点:1. 通过听力训练提高学生听音辨音的能力,并能获得相关信息。2. 阅读描述物品位置的相关短文,并能获得相关信息。2. 教学难点:阅读描述物品位置的相关短文,并能获得相关信息。三、教学过程. Warming- up and revision1. Sing “Where is Tom?” song (like “Two tigers”) Where is Tom? Where is Tom? Its i
41、n the case. Its in the case.Where is Tom? Where is Tom? Its on the case. Its on the case.Where is Tom? Where is Tom? Its under the case. Its under 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: Theyre on the t
42、able.S3: Wheres the book? Is it on the chair?S4: No, it isnt. Its under the chair. 3. Let some Ss report the differences between the picture in P19 and the picture in P 21. . Presentation 1. Present the new words. T: I have some things on my desk, I think you can tell me how to say them.T: Whats thi
43、s? (Hold up a radio in the hand)Ss: Its a radio.T: Yes, its a 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 dont.T: Is it a watch?Ss: No, it isnt. Its a clock.T: Good. Its clock. Read after me. C-L-O-C-K, clock.(Then hold up tape, tape pl
44、ayer, 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: Lets do 1a in Section B. Match the words with the things in the picture in 1a.4. Then check the answers with the class. Writing1. T: OK. Can you reme
45、mber all the new words? Ss: Yes, we can. T: OK. Now, lets have a competition. Lets 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 partner and see who does best. . Listening 1. T: Tom wants his mother to bring some school things to school for him. But his room isnt tidy. So his mother cant find the things. Lets
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