Unit 4 Where’s my schoolbag 共5课时

Unit 4 Where’s my schoolbag?
Period 1
Teaching aims
学完本课后，学生应能：
1. 学习并运用介词on; in; under 在句子中的用法。.
2. 学习新单词table; chair; sofa;; bookcase; bed etc.
3. 掌握句型 Where is/are…? 用来询问某物的具体位置
4. 通过对话和游戏，学生掌握对物品摆放进行描述。
Teaching procedures
Step 1 Preparation
Tell the task to the class：Please draw a picture of your bedroom, or you can design it by yourself. We can show it to each other in class and find out which student’s bedroom is the most beautiful.
Brainstorm.
Try you best to write down some other furniture names by using dictionary or internet.
Step 2 Presentation& Practice
Presentation 1
Let’s see what’s in my room, show a picture <1a> .Learn the new words: sofa; table; chair… etc.
Learning the usage of some words: in; on; under.
Practice 1
英汉互译
在沙发上 5. under the table
在桌子里 6. on the floor
在椅子上 7 in the schoolbag
在书架上 8. under the bed
Presentation2
Playing a game
变动教室里面的一些东西，然后让学生自己找出他们的不同。同学们以小组为单位，仔细观察，然后将自己组发现的不同迅速写到黑板上面，看哪一组同学发现得最多，而且写到黑板上的内容越快，就获胜。
Structure：There was a map on the front wall but now there is a map on the back wall.
Practice 2
Listening to the tape and finishing 1b
Then check the answer together.
Presentation 3
Practice the conversation in 1a with your partner. Then make your own conversations in the structure as below:
A: Where’s the schoolbag?
B: It’s under the table.
Practice 3
课堂练习，连词成句：
TV Under Bed
Computer Behind Table
Books Next to Sofa
Map on Chair
Step 3 Summary
作为本单元的第一节内容，重点是通过教学工作使得学生能够尽快了解本单元的学习主题和重要内容以及难点。针对学生英语基础比较弱的情况，在第一节课中适当加入简单句型操练是很有必要的。所以在整节课的教学过程中，主要围绕Where句型展开，要让学生能掌握基本的表达方式和重点单词和短语，为以后的课中任务顺利完成做好准备工作。
Step 4 Homework
Write a short passage about your bedroom.
Feedback:
个人认为本堂课的设计遵循了由易到难，循序渐进的原则，整个课堂氛围好，同学们能积极发言并主动跟人组队交流，其中的小游戏将课堂气氛推向了高潮，是十分生动的一堂课。另外，从学生对知识的掌握来看，大部分的学生能运用where的句型进行口语操练，并能用此句型进行写作，这是本堂课目标达成的一个非常重要的体现。
Unit 4 Where’s my schoolbag?
Period 2
Teaching aims
学完本课后，学生应能：
1. 学习并掌握新单词come; desk; think; hat.. etc.。.
2. 复习并练习句型“Where is/are…?” 以及回答“ It’s…/ They’re…?”
3. 能够通过提问得知事物的具体位置并能够向第三人描述事物的具体位置。
4. 能对某一特定事物提出自己的看法，并能运用所学知识表达自己的思想。
Teaching procedures
Step 1 Preparation
Divided the whole class into six groups. and asked each group to interview a teacher in our school. Write down the conditions of each teacher’s room according to the interview.
Step 2 Presentation& Practice
Presentation 1
课前已经布置了小组作业，让每一小组的学生分别来采访我们学校的一位老师，现在请每一小组派一位代表来向大家介绍采访的情况，当某一小组正在介绍时，其他小组请记录下所听到的重点内容。
Practice 1
根据同学们的介绍的六位老师的情况，判断下列句子的对错。
There is a map on the wall in the English teacher’s room.
There is a basketball on the floor in the PE teacher’s room.
There are some books on the bookcase in the Chinese teacher’s room.
There is a bag on the table in the math teacher’s room.
There is a computer in the history teacher’s room.
Presentation2
Guessing game
The teacher prepared six things before class: a ruler; a set of keys; a book; a pen; a schoolbag, a pencil case, then hide them in the classroom. Let the student to find them by asking the teacher some questions, like” Is the pen in the desk?” the teacher answers ”yes” or “on” . The student who can find out all the things first, who will win.
Practice 2
Listening to the tape and finishing 2a&2b
Then check the answer together.
Presentation 3
Today we will make a new friend, his name is Jack, he is forgettable, so he usually asks his mother to help him find the things when he need them. Please read the 2d, and learn some things about this new friend, then we will read it in role.
Practice 3
According to learning 2d, answer the questions as below:
Where’s Jack’s bag?
Is Jack’s map on the sofa?
Is Jack’s hat in his grandparent’s room?
Step 3 Summary
本节课的内容是上节课内容的进一步巩固和练习，主要以练习句型跟结合情景进行对话为主。
Step 4 Homework
Finish the exercise book.
Feedback:
本节课的课堂设计主要是体现同学们的团结合作精神，课前要求他们采访一位老师是要求他们所做的一个课前热身运动，从完成程度上来看，还是十分良好的。而在课堂上，通过游戏和角色扮演加深了学生们对知识的巩固，以及加深他们对本章内容的一个感官上的认识，使他们真正理解所学的内容。
Unit 4 Where’s my schoolbag?
Period 3
Teaching aims
学完本课后，学生应该可以做到：
1. 灵活运用介词on; in; under 在句子中的用法。.
2. 掌握句型 Where is/are…? 用来询问某物的具体位置
4. 通过对话和游戏，学生掌握对物品摆放进行描述。
Teaching procedures
Step 1 Preparation
Show a picture to all of the students, and ask them to practice the target sentences by asking and answering with each other according to the picture
A: Where is/are…….
B: It’s/They’re in/on /under……..
Brainstorm.
Try you best to describe the things in your bedroom.
Step 2 Presentation& Practice
Presentation 1
Look at the pictures in 3a and complete the conversations.
Learning the usage of in; on; under again..
Practice 1
英汉互译
在沙发上 5. under the table
在桌子里 6. on the floor
在椅子上 7 in the schoolbag
在书架上 8. under the bed
Presentation2
T: Now, Look at the pictures in 3b, ask and answer by using:
Where is /are …?
It’s / They’re … .
2Practice 2
Finish the task of 3b
Presentation 3
(1)Call attention to the picture of two students talking. Read the sample dialogue and ask students to repeat.
(2)Point to the instructions for student A and ask students to raise their hands.
T: Look back at the picture on Page 19. You will ask questions using information from that picture.
(3)Point to the student B instructions and ask the student B to raise hands.
T: Look at the picture on Page 19. Use the information from this picture. Please ask and answer about the pictures.
(4)Check the answers by having Pairs of students say in the class.
Sample Answers
1. A: Where is the backpack? Is it under the table.
B. No. it isn’t. It’s on the table.
2. A: Where are the books? Are they on the sofa.
B: No, they aren’t. They’re on the bed.
3. A: Where is the pencil case? Is it in the backpack?
B: No. it isn’t. It’s on the table.
4. A: Where is the baseball? Is it in the backpack?
B: Yes, it is.
5. A: Where are the keys? Are they on the dresser?
B: No, they aren’t. They’re under the sofa
Step 3 Summary
本节课的重点是通过一系列的教学工作使得学生能够进一步灵活运用本单元的学习主题和重要内容以及难点。基于班级层次较多，本堂课的第一步主要就是针对前两节课所学进行复习巩固，同时为当堂新课做好热身。课堂中加入游戏的方式可以活跃课堂气氛，寓教于乐。学生们十分喜欢，并能积极参与。
Step 4 Homework
Say something about your own room.
Feedback:
本堂课为本单元的第三节课，也就是学生们已经对这个单元的内容有了整体感知，这节课的教学目的在于通过几个教学活动达到巩固并能灵活运用目标表语言的目的，整个课堂氛围好，同学们能积极发言并主动跟小组组员交流，其中的小游戏将课堂气氛推向了高潮，是十分生动的一堂课。另外，从学生做对话的练习来看，大部分的学生能运用where的句型进行口语操练，并能用此句型进行写作，这是本堂课目标达成的一个非常重要的体现。
Unit 4 Where’s my schoolbag?
Period 4
Teaching aims
学完本课后，学生应能：
1. 学习并掌握新单词
2. 复习并练习句型“Where is/are…?” 以及回答“ It’s…/ They’re…?”
3. 能够通过提问得知事物的具体位置并能够向第三人描述事物的具体位置。
Teaching procedures
Step 1 Warming-up and revision
Daily greetings to the students
T: Good morning/ afternoon.
What is the weather like today?
Revision
T: Now, Look at the pictures, ask and answer.
Show some pictures, ask the students to ask and answer. Using
Where is /are …?
It’s / They’re … .
Step 2 Presentation& Practice
Presentation 1
通过多媒体课件向同学们展示课本中Section B1a部分的图片，通过完成这个任务来检测学生对生词的预习情况。
Presentation2
Memory challenge
Look at the picture in 1a for three minutes and then close their books and write down all the things you remember
Practice 2
Finish the task of 1b.
Presentation 3
Now let’s listen to an article about Tom, and circle the things he wants from his room.
Then listen again, where are Tom’s things? Write them down.
Practice 3
According to the listening part, answer the questions as below:
………….
…………..
…………..
Step 3 Summary
本节课的内容是上节课内容的进一步巩固和练习，主要以听说训练为主
Step 4 Homework
Finish the exercise book.
Feedback:
本节课的内容较少，仍然是进一步重点操练Where’s /are…?的句型和方位介词，在教学过程中训练学生快速寻找信息的能力，设立information gap, 激发学生的兴趣。并设置了一个记忆挑战的游戏，游戏往往能够帮助学生高效学习。
Unit 4 Where’s my schoolbag?
Period 5
Teaching aims
学完本课后，学生应能：
1. 运用be tidy, in our room, in the …, on the…, under the…, always, everywhere；
2. 运用图片谈论物品的位置；
3. 学会keep our room tidy。
Teaching procedures
Step 1 Preparation
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.
Brainstorm.
Show two rooms (A,B)to the class and ask: what can you see in the pictures? Where is it/where are they? Speak out more words about things around us you know as possible as you can. They may say more words than 2a. This activity will open their minds and we can collect more words .
Step 2 Presentation& Practice
Presentation 1
Describing the rooms.
What are in the room in A,B?
Where are they?
Look at the pictures and finish the chart.
A
B
Things
Where
Things
Where
Presentation 2
Guessing game
Ask Ss to guess the things in my room. Ask students: What are in my room?Where is/are… ?More guessing about the things .Raise more questions like; Do you have it?Is it…too? They will have different answers about it.
Practice 2
Listening
1.Listen to the tape of the reading text and find out How many names are there?What are they?
2.Listen to the tape of the reading text again and write down the things you hear.
Practice 3
Reading
1.Read the text and answer :Is Kate or Gina tidy?
2.Read the text once again and finish 2c.
Step 3 Production
Just now you read something about Kate and Gina, can you say something about them?
Group work
Now it's turn to design our own rooms.Finish the task by group work. The task is to design a
beautiful room of your own. Let me see whose rooms have the most beautiful things and it’s the
tidiest. Which group has the best idea?
Students will take an active part in the group work, and every member can devote their designs
and learn to co-operate with others.
2.Ask a leader in each group to say the things and their places in their room,and find out the best ones.
Step 4 Progress
1.Summary.
Let’s go over what we’ve learned this period.
2.Homework.
Draw a picture of your own room and describe it.
Feedback: