Unit 4 Where’s my schoolbag?>Section B（1a-1e)

课题：unit4第3课时SectionB（1a-1e)
Teaching and Learning Goals:
Talk about where the things are. Learn the things in the room. Listen for the things in the room and where the things are. We should keep our rooms clean and tidy.（目标引领，用一段话表述了本节课的知识、能力和情感目标。）
Teaching and learning steps：
Step One Revision ,warming up and leading in
Revision: Ask some pairs to act out the conversation in Section A, 2d.
2. Show the students a picture of a room. Let the students say like this:
　　　 The ID card is on the table.
　　　 The books are on the bookcase.

Let some able students list some new words. Then teach the new words with the help of pictures.
  
radio clock hat
 
tape tape player model plane
Match the new words with the things in the picture. (Section B, 1a.)
（导入要联系所学的内容，使学生自然而然地进入新课的学习。）

Step Two Listening leading in
1. Let the students look at the picture in 1a for 3 minutes. Then close the books and write down all the things they remember.
2. Pairwork. Talk about the picture. ( Section B, 1b ),and then ask a few students to say something about the picture:
eg. This is my nice room. Some pictures are on the wall. A TV set is on the desk. Some CDs are in the drawer …
(设计意图：培养学生语句组织能力，通过直观图片学习第二部分新单词，并在小组活动中加以操练。)
Step Three Listening for the general idea
Play the tape for students to listen and find:
How many things are there in the room？
Step Four Listening for the specific ideas
Listen and circle the things Tom wants from his room. Check the answers. ( Section B, 1c)

2.Listen again. Write down the sentence about where Tom’s things are. Check the answers. ( Section B, 1d.)
eg.
3.Listen and repeat（听力理解一般要先听大意，然后再听细节，初步用听的技能获取、处理和传递所需信息。理解文段后，进行听力模仿，感知英语发音特点，提高口语表达水平。）
Step Five Post-listening activities
1.Show the students a picture of Tom’s untidy room.

Pair work: Students look at the picture and the model drills . Then practice the drills in pairs.
A: Where is the …?
B: It’s …
A: Where are the …?
B: They are …
A: Is the …?
B: Yes, it is. / No it isn’t. It is …
A: Are the …?
B: Yes, they are. / No, they aren’t. They are …
（听后活动是接近实际生活的各种情境，语言实践活动要循序渐进，主要培养学生用英语做事情的能力，在做事情的过程中发展语言能力、思维能力及交流与合作的能力，形成语感，以便在具体情境下开展有效交流。）
Inquiry into knowledge by translation
一、 观察并翻译下面的句子，体会本课语法。
Where is the radio? It is on the table.
____________________________________________________
Where are the English books? They are in the bookcase.
____________________________________________________
The model plane is under the desk.
____________________________________________________
The pens are under the bed.
____________________________________________________
结论：on ,under表示　 ; 用where询问　
练习：翻译下面的句子
① 我的钟表在哪里？　 　　
②我的铅笔在床底下。　 　　
（引导学生观察、发现、归纳和掌握语言规律，形成有效的学习策略。教师不再直接告诉，而是在学生还不会的地方进行精讲，落实了以学定教。）
The end-of class test
一、根据横线后的标点连词成句。
clock, on, desk, is, the, his
_______________________________ .
they, in, pencil box, are, her,
_______________________________ .
computer, where, your, games, are
_______________________________ ?
on, is, the, table, your, ruler
_______________________________ ?
CDs, her, in, bookcase, are, the
_______________________________ ?
二、请翻译下列句子。
—— 我的飞机模型在哪儿？
________________________ ?
—— 它在你的课桌底下。
_________________________.
—— 你的数学书在哪儿 ？
_________________________?
—— 它们在桌子上。
________________________.
（以学评教、强化落实。当堂检测主要是由本节内容组成的形成性评价，有条件的学校可以拓展课程资源。）
亮点：通过让学生认识和学习房间中物品的摆设，让学生加深对物品名称的记忆。并组织学生对物品位置进行对话练习，加强方位介词的训练，提高学生的英语听说能力。以不整洁的房间为对照，自然渗透到本课的情感教育，更容易培养学生热爱劳动，讲究卫生的好习惯。
翻译探究使用建议
“翻译探究”的主要目的是变老师讲解语言知识为学生自学语言知识。此项活动可以采取分组合作方式，先独立完成，再小组内合作探究，整理答案，每小组推荐一名学生汇报学习成果，鼓励每组提出与本课有关的疑问，师生共同解决，共同进步，体验成就感和快乐感。
Keys:
Inquiry into knowledge by translation
1. 收音机在哪？它在桌子上。
2. 英语书在哪？它们在书架上。
3. 飞机模型在课桌底下。
4. 钢笔在床底下。
The end-of class test
一、根据横线后的标点连词成句。
His clock is on the desk.
They are in her pencil box.
Where are your computer games?
Is your ruler on the table ?
Are her CDs in the bookcase?
二、请翻译下列句子。
Where is my model plane ?
It is under your desk.
Where are your math books ?
They are on the desk.