人教版英语七年级上册 Unit4 Where's my schoolbag 单元教案（6课时）

Unit
4
Where’s
my
schoolbag?
Period
1
Teaching
aims:
1.
Language
goals:
Key
vocabulary:
table,
bed,
bookcase,
sofa,
chair,
where,
on,
under.
Target
language:
Where’s
my
schoolbag?
It’s
under
the
table.
Where
are
my
books?
They’re
on
the
sofa
2.
Ability
goals
Talk
about
where
things
are,
Learn
the
using
of
preposition
“
on,
in,
under”?
Train
the
students’
communicative
competence.
3.
Moral
goals
Keep
your
room
and
tidy.
Teaching
important
points:
1.
New
words.
2.
How
to
talk
about
where
things
are,
Learn
the
using
of
preposition
“
on,
in,
under”?
Teaching
difficult
points:
1.
Prepositions
of
place:
in,
on,
under.
2.
Prepositional
phrases:
on
the
sofa,
under
the
bed,
etc.
教学设计
备注
Step?1:Warming?up:?students?play?a?chant?
This?is?a?pen.???These?are?pens.?
That?is?a?book???Those?are?books?
It’s??a??key???They’re?keys?
Step2
Learn
the
new
words
Show
the
pictures
of
the
things
on
the
screen.
Teach
the
new
words:
chair,
table,
bed
,bookcase,
sofa.
(First,
read
the
pronunciations
,
then
read
the
words.
Each
word
has
the
singular
form
and
plural
form.)
Read
the
words
over
and
over
again
until
the
students
can
name
each
item
fluently.
Step
3
Guessing
game.
Show
the
things
that
are
covered,
let
students
guess“Is
it
a/
an…”,
if
the
student
can’t
guess
what
it
is,
show
the
thing
gradually.
Step
4
Work
on
1a
T:
Turn
to
page
19,
look
at
1a.
First
read
the
words.
Then
look
at
the
picture
and
look
at
the
letters.
Read
the
instruction.
Students
do
1a
on
their
own.
Check
the
answers.
Read
the
words
again.
Step?5:?Presentation.?
(1)Show?the?pictures?of?a?box?and?a?cat?teach?″in,?on,?under″?
Presentation?
1.
T:?Where?is?the?cat???????S:
Oh,?it’s?on/in?/under?the?box?
(2)Then?look?at?the?picture?on?the?screen?to?show?the?other?things?to?make?the?students?understand?in/on/under?and?teach?″where’s=where?is?
Step
6
pair
work
1
1.
For?example:
Put
the
things
on
some
places.
1)?T:??Where?is?my?schoolbag??S:??It’s?on?the?table?
2.
)S:??Where’s?my?pencil??
S:
It’s?in?the?schoolbag?.
3.)
S:
Where’s?the…?
S:
It’s?…
2.
Students
work.
3.
Ask
some
pairs
to
show
their
work.
Step7:?Presentation.?
Show?some?pencils?and?books?to?the?students?and?present?″Where?are/where’re…???They’re….”(Where?are=where’re)?
For?example:?
?Where?are?the?books??
They’re?on/in?/under?the?table
Step
8
pair
work
2.
1.
For?example:
Put
the
things
on
some
places.
Practice?the?structures?
3.
T:?Where?are?my?keys??
S:?They’re?on?the?chair.
Step?9?:?Listening?(Section
A?1b).?
Listen?and?number?the?things?in?the?pictures?when?you?hear?them.??
First?listen,
then?check?and?repeat.?
Step
10
pair
work
Where’s
the
ball?
It’s
in
/
on/
under
the
box.
Where
are
the
erasers?
They’re
in/on/under
the
box.
Step?11
Summarize
?
exercise(用is/are填空　)?
(1)Where?_____?my?schoolbag????(2)?Where?_____?my?books?　　
(3)Lily’s??schoolbag?______?under?the?desk.?
(4)???Tom’s?books?______?on?the?sofa.
(5)They??____?under?the?table.　(6)It?_____?a??key　
板书设计：
Unit
4
where’s
my
schoolbag?
in
在….里面
where’s
my
schoolbag?
where’s
+单数
on
在….上面
It’s
in/on/under….
under在….下面
Where
are
my
books
?where
are
+复数
They’re
in/on/under…….
Period
2
Teaching
aims:
1.
Language
goals:
Key
vocabulary:
table,
bed,
bookcase,
sofa,
chair,
where,
on,
under.
Target
language:
Where’s
the
map?
It’s
in
your
grandparents’
room.
Where
are
my
books?
They’re
on
the
sofa.
Where’s
the
baseball?
Is
it
on
the
table?
No,
it
isn’t.
Is
it
under
the
table?
Yes,
it
is.
A:
Where’re
the
keys?
Are
they
under
the
table?
B:
No,
they
aren’t.
They
are
on
the
table.
2.
Ability
goals
Talk
about
where
things
are,
Learn
the
using
of
preposition
“
on,
in,
under”?
Train
the
students’
communicative
competence.
Listening
an
speaking
skills.
3.
Moral
goals
Keep
your
room
and
tidy.
Teaching
important
points:
1.
Target
language.
2.
Talk
about
where
things
are,
Learn
the
using
of
preposition
“
on,
in,
under”?
3.
一般疑问句的简短回答。
Teaching
difficult
points:
1.
Prepositions
of
place:
in,
on,
under.
2.
The
singular
forms
and
plural
forms.
3.
一般疑问句的简短回答。
教学设计
备注
Step
1:
Revision
Read
the
new
words,
and
then
have
a
dictation.
Step2:
Game:
Hide
and
look
for
things
Students
hide
and
look
for
the
school
things
in
pairs.
One
student
hide
one
school
thing
and
the
other
ask:
Where’s…?
/Where’re…?
The
first
answer:
It’s
in
your
desk.
/They
are
in
your
pencil
case.
Ask
some
pairs
to
share
their
performance.
Step
3
presentation.
Present
short
dialogues,
using
pictures
or
objects
to
help.
Show
the
Dialogue
1:
Where’s
the
eraser?
Is
it
on
the
table?
---No,
it
isn’t.
Is
it
under
the
table?
---Yes,
it
is.
2.
Read
the
conversation
in
different
ways.
3.
Show
other
things
ask
and
answer:
Where’s
the
schoolbag?
Is
it
under
the
table?
---No,
it
isn’t.
Is
it
on
the
table?
---Yes,
it
is.
Step
4
pair
work
Students
hide
and
look
for
the
school
things
in
pairs.
One
student
hide
one
school
thing
and
The
other
ask:
Where’s…?
Is
it
…?
The
first
answer：No,
it
isn’t.
/
Yes,
it
is.
If
the
other
can’t
guess
right
for
the
second
time,
the
first
answer:
No,
it
isn’t.
It’s…
Step
5
presentation.
Present
short
dialogues,
using
pictures
or
objects
to
help.
1.
Show
the
Dialogue
2:
A:
Where’re
my
books?
B:
I
don’t
know.
Are
they
on
the
bed?
A:
Yes,
they
are.
Teach
“don’t
=do
not”,
“
know”.
2.
Show
other
things
ask
and
answer.
Step
6
pair
work
Students
hide
and
look
for
the
school
things
in
pairs.
One
student
hide
the
school
things
and
ask:
Where’re…?
S
guess：Are
they
…?
If
the
other
can’t
guess
right
for
the
second
time,
the
first
answer:
No,
they
aren’t.
They’re…
Step7
work
on
2a.
1.
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.
S3:
It’s
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:
It's
a
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
answers.)
Step
8
work
on
2b.
T:
Now,
listen
again.
Let’s
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
is…
S5:
The
ruler
is…
S6:
The
keys
are
…
Step
9
Pair
work
T:
Look
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
sentences
on
the
blackboard.
Let
the
students
ask
and
answer
questions
about
the
things
in
the
picture
in
2b.)
Step
10
Role-play
1.
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)
bag
on
his
head
map
on
the
sofa
hat
on
the
bed
in
his
grandparents'
room
2.
Ss
read
the
conversation
and
match
the
things
with
the
right
places.
3.
Check
the
answers.
4.
Read
the
conversation
after
the
tape.(注意语调与语速)
5.
Now
practice
the
conversation
with
your
partner.
Then
let
some
pairs
act
out
the
conversation.
板书设计：
Unit
4
where’s
my
schoolbag?
Where’s
the
baseball?
Is
it
on
the
table?
No,
it
isn’t.
Is
it
under
the
table?
Yes,
it
is.
A:
Where’re
the
keys?
Are
they
under
the
table?
B:
No,
they
aren’t.
They
are
on
the
table.
Period
3
(Grammar
Focus-3c)
Teaching
aims:
Language
aims:
1.
Review
the
words
about
furniture
and
the
school
things.
2.
Continue
to
talk
about
where
things
are,
using
the
preposition
.
3.
Can
talk
about
position
using
the
following
sentence
structures.
①
—Where's…?
—It's
in/on/under…
②
—Where're…?
—They're
in/on/under…
③
—Is
the
…in/on/under…?
—Yes,
it
is./
No,
it
isn't.
④
—Are
the
…in/on/under…?
—Yes,
they
are.
/No,
they
aren't.
4）Summarize
the
sentence
structures
Moral
aims：
Get
into
the
habits
of
putting
the
things
in
the
order.
Teaching
key
and
difficult
points:
1
Summarize
the
sentence
structures
of
talking
about
the
position.
2.
Can
use
the
sentence
structures
of
talking
about
the
position
in
different
situations.
教学设计
备注
Step
1
.
Warming-
up
and
revision
1.
Sing
“Where
is
Tom?”
song
(like
“Two
tigers”)
Where
is
Tom?
Where
is
Tom?
It’s
in
the
case.
It’s
in
the
case.
Where
is
Tom?
Where
is
Tom?
It’s
on
the
case.
It’s
on
the
case.
Where
is
Tom?
Where
is
Tom?
It’s
under
the
case.
It’s
under
the
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
desk?
S1:
No,
it
isn't.
It's
under
the
desk.
3.
Let
Ss
ask
and
answer
in
the
same
way.
Step
2
.
Grammar
Focus.
1.
Reading
guiding：
When
you
ask
about
the
position,
you
can
use
“Where
is
/are…
”,the
structures
are：
Where
is…?
It's
in/on/under…
(句子的主语为名词单数)
Where
are…?
They're
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.
①
地图在哪里？_________
the
map?
②
它在你爷爷奶奶的房间里。It’s
___
your
_____________
room.
③
我的书在哪里？_______
_____
my
books?
④
它们在沙发上。They’re
_____the
_______.
⑤
他的铅笔在哪里？
______
_____
pencil
box?
⑥
它在他的书包里。
It’s
___
his
_________.
⑦
你的尺子在哪里？_______
your
________?
⑧
它在椅子下面。It’s
________
the
_______.
⑨
他们的钥匙在哪里？_____
are
________
_____?
⑩
它们在桌子上。
_______
on
the
_____.
3.
Check
the
answers
with
the
class.
Step
3
work
on
3a
1.
(Make
a
conversation
with
a
student.)
T:
Look
at
Picture
1
in
3a.
Where
is
the
baseball?
S1:
(help
S1
answer)
I
don’t
know.
T:
(Teach
Ss
the
expression
"I
don't
know."
with
a
body
language.
for
example
shake
your
head.)
2.
Now
look
at
the
pictures
and
read
the
conversation
below
and
fill
in
the
blanks.
3.
Guiding：①
pay
attention
to
the
singular
forms
and
the
plural
forms:
“Where
is…?
Where
are…?”.
②
Look
the
picture
carefully,
find
the
correct
positions,
and
discribe
them
with
“in,
on,
under”.
4.
Check
the
answers.
5.
Read
the
conversations.
Step
4
work
on
3b
1.
T:
When
we
ask
about
the
place
of
something.
We
often
use
the
sentence
structure
below:
—Where
is
+
单数事物？
—It's
in/on/under…
—Where
are
+
复数事物？
—They're
in/on/under…
—Is
the
…in/on/under…?
—Yes,
it
is./
No,
it
isn't.
—Are
the
…in/on/under…?
—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
conversation
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,
they
are.
(Let
the
students
ask
and
answer
according
to
the
picture
in
3b
or
using
their
own
things.)
Step
5
work
on
3c
Game
(Find
the
differences)
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
schoolbag?
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)
Ss:
No,
it
isn’t.
It’s
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
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
according
to
the
pictures.（Show
the
differences
between
the
two
pictures.）
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
Picture
1,
the
pencil
case
is…
In
Picture2,
the
pencil
case
is…
S2:
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.
Things
Namebooks
keys
schoolbagjacket
LindaEric
Period
4
Teaching
aims:
1.
Language
goals:
Key
vocabulary:
1.
radio,
clock,
tape,
tape
player,
model,
plane,
model
plane,
2.
Review
the
words
about
furniture
and
the
school
things.
Target
language:
Continue
to
talk
about
where
things
are,
using
the
preposition
.
Where’re
the
English
books？They’re
under
the
radio.
Where
is
my
ruler
？
My
ruler
is
on
the
bed.
Where
is
my
notebook?
My
notebook
is
under
the
model
plane
in
the
bookcase.
2.
Ability
goals
Talk
about
where
things
are,
Learn
the
using
of
preposition
“
on,
in,
under”?
Train
the
students’
communicative
competence.
Listening
an
speaking
skills.
3.
Moral
goals
Keep
your
room
and
tidy.
Get
into
the
habits
of
putting
the
things
in
the
order.
Teaching
important
points:
1.
Target
language.
2.
Talk
about
where
things
are,
Learn
the
using
of
preposition
“
on,
in,
under”?
Teaching
difficult
points:
1.
Prepositions
of
place:
in,
on,
under.
2.
Can
use
the
sentence
structures
of
talking
about
the
position
in
different
situations.
教学设计
备注
Step
1.
Warming-
up
and
revision
1.
Sing
“Where
is
Tom?”
song
(like
“Two
tigers”)
Where
is
Tom?
Where
is
Tom?
It’s
in
the
case.
It’s
in
the
case.
Where
is
Tom?
Where
is
Tom?
It’s
on
the
case.
It’s
on
the
case.
Where
is
Tom?
Where
is
Tom?
It’s
under
the
case.
It’s
under
the
case.
2.
Ask
and
answer
the
school
things
around
them.
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
desk?
S1:
No,
it
isn't.
It's
under
the
desk.
3.
翻译练习：
a.那个棒球在哪里？它在书包里。b.钥匙在书架上吗？不，不在。
c.你的书在哪里？它们在床头柜上。
d.我的游戏机在沙发上。
Step
2.
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:
What’s
this?
(Hold
up
a
radio
in
the
hand)
T:
Yes,
it’s
a
radio.
Read
after
me.
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
isn’t.
It’s
a
clock.
T:
Good.
It’s
clock.
Read
after
me.
C-L-O-C-K,
clock.
(Then
hold
up
tape,
tape
player,
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.
a.
Open
your
books
at
page
.Would
you
please
look
at
1a?
b.
There
are
some
words
in
the
box.
Do
you
know
what
they
mean?
Please
write
down
the
Chinese
meanings
under
each
word.
c.
Now,
I
am
sure
you
know
what
they
are.
2．Match
Please
match
the
words
with
the
things
in
the
picture.
3．Check
the
answers
Step
3
work
on
1b
1.
T:
OK.
Can
you
remember
all
the
new
words?
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
partner
and
see
who
does
best.
3.
Say
the
positions
of
the
things
you
remember.
4.
Task－Who
has
better
memory?
Let’s
perform
a
task
now.
Let’s
find
who
has
better
memory.
Just
now,
you
write
down
the
things
you
remember.
Would
you
please
check
the
things
and
their
positions
with
your
partners
by
asking
questions
like:
A:
Where
is
the
alarm
clock?
B:
It’s
on
the
table.
If
your
answers
are
the
same,
just
go
on.
If
your
answers
are
different,
please
check
the
book
and
find
whose
answer
is
correct.
Finally,
please
check
how
many
things
you
remembered
well,
and
how
many
things
your
partner
remembered
well.
Step
4
work
on
1c
T:
Tom
wants
his
mother
to
bring
some
school
things
to
school
for
him.
But
his
room
isn’t
tidy.
So
his
mother
can’t
find
the
things.
Let’s
listen
to
the
recording
of
1c
and
help
his
mother
find
the
things.
Have
a
student
to
read
the
words.
Play
the
tape,
the
students
circle
the
word
they
hear.
Then
check
the
answer.
Step
5:
Work
on
1d
1．Before
listening,
write
the
things
on
each
blank.
2．Listen
and
write
a.
Listen
for
the
first
time
and
write
where
the
things
are.
b.
Listen
t
the
third
time
and
check
them
by
yourselves.
3．Check
the
answers
4．Read
the
tape
script
a.
Let’s
read
the
tape
script
together.
b.
Would
you
please
read
the
tape
script
in
pairs?
c.
Who
would
like
to
read
in
class?
Step
6
.
Pair
work
Can
you
remember
where
the
things
are
in
Tom's
room?
T:
Where
are
the
English
books?
S1:
They
are
under
the
radio.
T:
Where’s
…?
S2:
It’s…
T:
OK.
Work
in
pairs,
ask
and
answer
questions
about
the
things
in
Tom's
room.
Step
7.
Summarize
Let’s
summarize
what
we
learnt
in
this
period.
Period
5
Teaching
aims:
1.
Language
goals:
Key
vocabulary:
1.
tidy,
but,
our,
everywhere,
always
,in
our
room,
in
the
…,
on
the…,
under
the…,
2.
Review
the
preposition.
Target
language:
1.
Can
talk
about
position
using
the
following
sentence
structures.
①
—Where's…?
—It's
in/on/under…
②
—Where're…?
—They're
in/on/under…
2.
I’m
tidy,
but
Gina
is
not.
My
dictionary
and
radio
are
on
the
desk.
My
pencil
box
is
in
my
schoolbag
and
my
schoolbag
is
under
the
desk.
2.
Ability
goals
Talk
about
where
the
things
are.
Review
the
things
in
the
room.
Training
students’
reading
and
writing
skills
.
3.
Moral
goals
Keep
your
room
and
tidy.
Get
into
the
habits
of
putting
the
things
in
the
order.
Teaching
important
and
difficult
points:
1.
Talk
about
where
the
things
are.
Review
the
things
in
the
room.
2.
Reading
and
writing
pratice
.
教学设计
备注
Step
1
Warming
up
and
leading
in
Ask
the
Ss
to
look
at
two
desks
of
their
classmates
(one
is
tidy
and
the
other
isn’t)
and
say
:
Do
you
like
this
desk
or
that
one?
Why?.
Lead
the
students
to
learn
the
new
words:
tidy,
but
always,
everywhere..
At
the
same
time
teach
the
Ss
to
keep
our
classroom
tidy.
Step
2
work
on
2a
1.
Look
at
the
picture
in
2a.
There
are
many
things
in
the
picture.
Do
you
know
the
words
for
the
things?
Who
can
say
them
in
English?
Use
the
structures:
There
is
a/an…/There
are
…
I
can
see
a/an
…in
the
picture
2.
Now
work
with
your
partner.
Write
the
words
you
know
for
the
things
in
the
picture.
3.
Teacher
goes
around
the
classroom,
give
some
help.
Step
3
work
on
2b
1.
Read
the
passage
fast
and
silently
to
find
the
general
idea.
The
main
idea
of
the
passage
is
about
________
.
(1).
Kate
and
her
sister
Gina
（2）.
Kate
and
Gina’s
room
(3).
that
Kate
is
tidy,
but
Gina
isn’t
2.
Read
the
text
carefully
and
silently
to
find
the
specific
ideas
Read
the
passage
and
answer
the
questions.
（1）Where
are
Kate’s
books
and
tapes?
（2）Where
are
Kate’s
keys?
（3）Where’s
the
clock?
（4）Where
are
Gina’s
books?
（5）Where
is
the
white
model
plane?
3.
answer
the
question?
Is
Kate
tidy?
__________________________________________
Is
Gina
tidy?
__________________________________________
4.
Read
the
passage
again
and
tell
me
which
one
of
the
two
you
like
better.
________________________________
5.
Listen
and
repeat
Step
4
work
on
2c
Now
let's
look
at
the
chart
in
2c.
In
the
chart,
you
should
list
Kate's
things
and
where
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.
Step
5
Post-reading
activities
1.
Ask
the
students
to
read
the
passage
aloud
for
3
minutes.
2.
Retell
the
passage
according
to
the
chart
above
in
front
of
the
class.
3.
Complete
the
following
sentences
without
looking
at
2b.
I’m
Kate,
and
______
_______
is
Gina.
I’m
________,
but
Gina
is
not.
In
our
room,
my
________
and
_________
are
in
the
_________.
My
keys
are
in
my
_________.
I
have
a
_________.
It’s
on
the
__________.
Gina’s
__________
are
everywhere--on
her
_________,
on
the
________
and
_________
the
chair.
The
white
________
_________
is
hers.
It’s
under
the
_________.
“Where
are
my
keys?
Where’s
my
ruler?
Where’s
my
schoolbag?”
Gina
always
asks.
Step
6
work
on
3a
Write
about
where
the
things
are
in
3a
1．Check
the
words
and
the
phrases
you
know
Open
your
books
and
look
at
3a．If
you
know
the
words
and
the
phrases
well,
please
check
them.
Do
you
have
any
other
words
you
don’t
know?
Please
write
them
in
your
notebook.
2．Do
you
have
these
things?
Where
are
they?
I
would
like
all
of
you
to
read
the
words
and
the
phrases
together.
Step
7:
3b
Write
about
the
things
are
in
your
room.
Use
the
word
and
if
you
can.
(1)．Write
the
things
in
your
room.
(2)．Write
about
the
things
in
your
classroom
with
in,
on
and
under.
Example：
y
dictionary
and
my
radio
are
on
the
desk.
My
pens
are
in
my
pencil
box.
My
pencil
box
is
in
my
schoolbag
and
my
schoolbag
is
under
the
desk.
My
books
and
my
CDs
are
in
the
bookcase.
My
tapes
are
on
the
tape
player.
Period
6
Teaching
aims
:
1.
Review
all
the
words
in
this
unit.
2.
Take
some
notes
and
do
some
pratice.
Teaching
produtures:
Step
2
.
Warming-
up
and
revision
1.
Greeting
the
Ss
and
Check
the
homework.
2.
ask
the
students
to
ask
and
answer.
Using:
Where
is
/are
…?
It’s
/
They’re
…
.
Step
3
Self
Check
1
1.
T:
We're
learned
many
names
of
furniture,
stationery
and
other
things.
Now
let's
have
revision
of
these
words.
What
do
you
have
in
your
room?
First
talk
about
the
things
in
your
room
with
your
partner,
then
write
the
things
in
your
room.
2.
Ss
talk
about
the
things
in
their
room
with
their
partners.
Then
write
them
down
on
their
workbook.
3.
Let
some
Ss
report
the
things
to
the
class
and
write
them
on
the
blackboard.
4.
Let
some
other
Ss
add
some
more
words.
Step
4.
Self
Check
2
1.
We
have
a
tidy
classroom.
We
work
in
our
classroom
every.
We
all
love
our
classroom.
Look
at
our
classroom
carefully
and
find
out
what
things
we
have
and
where
they
are.
Who
wants
to
have
a
try?
2.
Very
good.
Now
please
write
about
the
things
in
our
classroom
with
in,
on
and
under.
3.
Ss
write
by
themselves.
Let
some
Ss
report
their
writings
to
the
class.
Ste
5
重点词汇解析?
1.where
adv.
在哪里；到哪里
Where
are
you??你在哪？
【考点聚焦】
where是特殊疑问词，用来引导特殊疑问句。当我们不知道某东西在什么地方时，常用Where
is/are...?来询问。?
2.table
n.
桌子
There
is
a
dog
under
the
table.?桌子下面有一条狗。?
【考点聚焦】
常用词组：at
table在吃饭；at
the
table在桌旁?
【易混辨析】table与desk
desk表示“桌子”的意思。指供读书、写字、办公用的桌子，一般带有抽屉。
There
are
forty
desks
and
chairs
in
the
classroom.教室里有四十张桌子和椅子。
There
are
two
books
on
the
desk.桌上有两本书。
table
意思是“桌子”。侧重于指供吃饭、喝茶、游戏或其它用途的桌子，通常没有抽屉。例如：
Our
football
is
under
the
table.
我们的足球在桌子底下。
3.on
prep.
在……（紧贴着某物，有接触面）例如：
on
his
desk“在他的书桌上”，on
the
floor“在地板上”，on
the
bed“在床上”，on
the
wall“在墙上”
on
the
sofa
在沙发上等等。
【考点聚焦】
1)英语中有一些表示方位的介词，用于名词或代词前，这时名词或代词称为介词宾语。介词后的人称代词要用宾格形式。介词与后面的名词或代词构成介词短?语。如：??
①in表示“在……中；在……内”。如：?
in
the
room在这个房间里；in
the
backpack在背包里?
The
bird
is
in
the
tree.
小鸟在树上。
in
bed
卧病在床
②on表示“在……上”。如：?
on
the
floor在地板上；on
the
desk在课桌上
The
apples
are
on
the
tree.
苹果长在树上。on
the
bed
在床上
③under表示“在……下”。如
under
the
bed在床下；under
the
tree在树下?
2)当介词短语充当表语时，千万不要忘了be
动词（is,
am,
are）。
4.
重要句子
（1）.—Where’s
my
pencil
box?
我的铅笔盒在哪儿？
—It’s
in
your
schoolbag.
在你的书包里。
1)
询问某人或某物在哪个地方，可用句型“Where
+
be
+
主语（人或物）？”。where是疑问副词，意为“在哪里”，be要随着后面主语人称单复数进行变化，单数用is，复数用are。where’s
是where
is的缩写形式，回答时不能用yes或no，而是问什么就答什么。如果主语是人，回答时用人称代词主格做主语；如果主语是物，回答时单数为“It’s
+
表示地点的词”，复数用“They
are
+
表示地点的词”。如：
Where’s
my
baseball?
我的网球在哪儿？—It’s
under
the
desk.
在桌子底下。
Where
are
my
English
books?
我的英语书在哪儿？—They
are
on
the
chair.
（2）.
—Where’s
my
computer
game?
我的电子游戏机在哪儿？
—It’s
under
your
bed.
在你的床底下。
1)
computer
game在此句中意为“电子游戏机”，另外，computer
game也有“电子游戏”，“电脑游戏”等意思，其复数形式为computer
games。注意：由两个名词组成的短语，一般情况下复数形式是把第二个名词变成复数，第一个名词不变。如：These
are
banana
trees.
这些是香蕉树。
2)
under是介词，意为“在……下面”，表示方位，常指一个物体在另一个物体的垂直下方，二者之间往往没有接触。如：
Her
shoes
are
under
the
desk.
她的鞋在桌子底下。
Let’s
sit
under
the
tree.
咱们坐在树底下。
(3).
—Where
is
the
pencil?
铅笔哪儿？—I
don’t
know.我不知道
1)
当别人向你询问的事情你不知道时，可用I
don’t
know.作答，使用时，习惯在前面加上Sorry.
/
I’m
sorry.
这样语气上显得更客气些。如：
—Where
is
my
pencil?
我的铅笔在哪儿？—Sorry,
I
don’t
know.
对不起，我不知道。
（4）观察并翻译下面的句子，体会本课语法。
1.I’m
Kate,
and
my
sister
is
Gina.
_______________________________________________________
2.
I’m
tidy,
but
Gina
is
not.
_______________________________________________________
总结：and
和but
均为并列连词，其中and
表示
_________的逻辑关系，含义是__________
,
but
表示___________的逻辑关系，含义是__________.
练习：用and,
but
填空
I’m
fourteen,
__________
my
sister
is
seven.
2.
My
pen
is
in
the
pencil
box,
__________
my
pencil
isn’t.
5.【语法详解】where
引导的特殊疑问句
where，汉语意思是“哪里、哪儿”。与who,what等一样，也喜欢提问。不过，where是疑问副词，where的职责是用来对“地点”进行提问。问“某人在哪里”或“某物在哪里
【特点一】where常用来提问表示地点的副词或介词短语。带where的句中不能再有表示地点的副词或in,at,on,under等构成的介词短语。如：?
—Where
do
you
live??你住在哪里？（这里不用live
in）?—I
live
in
Beijing.?我住在北京。?
【特点二】where问“哪里”，如果问句中出现表示来源或方向的介词时，此时where具有代词的性质，介词就不能省掉。如：?
Where
are
you
from?你从哪里来？?
Where
are
you
driving
to?你开车到哪里去？?
【特点三】
当where询问的物品数量为单数时，be动词要使用is，因为该物品在问句中提到过，所以回答时用代词it代替该物品就可以了。如：?
—Where
is
my
baseball?我的棒球在哪儿？—It’s
in
the
backpack.在背包里。
当所询问的物品数量为复数时，be动词使用are，因为该物品在问句中提到过，所以回答时用代词they代替该物品。如：?
—Where
are
my
books?我的书在哪儿？?—They’re
on
the
sofa.在沙发上。?
【特别提醒】
Where
is可以缩写成Where’s，但Where
are不能缩写。
一．按要求改写完成句子，每空一词。
1.—Where
are
my
books？（完成答句
）—Sorry，I
___________.
2.on，sofa，the，is，the，baseball？（连词成句）
____________________
3.His
baseball
is
under
the
table.（就划线部分提问）
__________his
baseball？
4.Her
telephone
number
is
8090490.
___________her
telephone
number？
5.Their
pens
are
in
the
desk.（就划线部分提问）
____________their
pens？
6.
My
computer
game
is
under
the
desk.
(对划线部分提问)
__________
__________
computer
game?
7.
The
pencil
case
is
in
the
schoolbag.
(改为一般疑问句并作否定回答)
—_____the
pencil
case
______
the
schoolbag?—No,
__________
__________.
8.
Where
are
his
keys?
(用on
the
desk作答)
_________
________
__________
__________.
9.
On
the
chair
is
a
notebook.
(改为同义句)
A
notebook
__________
__________
the
chair.
10.
Are
those
his
baseballs?(作肯定回答)
Yes,
__________
__________.1.
11.
Where
are
her
pencils?
(变为单数句)
_________________________
12.
Is
it
your
book?
(变为复数句)
?_________________________
二．根据句意和首字母提示完成句子，每空一词。
1.
—What’s
this
in
English?
—Sorry,
I
don’t
k_____
.
2.
His
quilt
is
on
the
b_____
.
3.
You
can
see
some
t______
in
Sally’s
room.
4.
—Is
this
a
schoolbag?
—No.
It
is
a
b______.
My
books
are
in
it.
5.
Alan
wears
(戴)
a
blue
h______
.
三．
根据汉语意思完成英语句子，每空一词。
36.
他的电视在桌子上。
__________
__________
is
on
the
table.
37.
这些是我的棒球。
_________
__________
my
baseballs.
38.
她的录像带在哪里
Where
are
her
__________
__________?
39.
你会拼写“floor”吗？
__________
you
__________
“floor”?
五．
把所给单词连接成一个结构完整的句子,标点已给出。
1.
is,
the,
tape,
on,
the,
dresser,
video
(.)
_________________________
2.
my,
computer,
is,
game,
where
(?)
_________________________
3.
TV,
is,
the,
on,
table,
the
(?)
_________________________
六．
用所给单词的适当形式填空。
1.Where
________
(be)
the
notebook?
2.
My
______
(pen)
are
in
the
drawer.
3.
_________
(be)
the
cards
on
the
table?
4.
______
(it)
are
my
rulers.
5.
Here
are
two
______
(key).