学情分析：学生学习积极性高，两极分化还不太明显。
效果良好，学生易于理解，已经初步掌握询问物品的位置。
应让学生多参与练习，将课堂还给学生，学生为主教师为辅。
Teaching Conception and Goals :
New teaching syllabus says Language is for communication. we should try to develop students four skills and lay special emphasis on speaking and listening. I think we should put the Ss in the first place. We should care for their learning process, their development and their differences. We should get them to understand the western culture better. It is very important to improve their ability to discover, analyze and solve the problem. I’ll do my best to carry out the following theories:
1. I'll make the Ss the real masters in class while I act as director. I will help the Ss to have healthy personality. I'll provide them chances as many as possible to speak loudly and express themselves in English.
2. I'll pay more attention to cultivate their ability of using language I'll combine the language structure with the language functions. Let them know?“Learning by using, learning for using.?”
3. I'll let Ss know?“Teamwork is very important.” They should help each other to finish the tasks to share the joy of learning. I’ll let Ss receive some moral education.
Teaching Content:
????The main content of this unit is to talk about “ Things around the house”. In this unit, students learn how to ask and answer questions about where things are. They learn the key vocabulary and preposition of place, such as on ,in ,under. It not only improves students’ listening, speaking, reading and writing skills but also it can enable students to know it’s a good habit to keep a room clean and tidy.
Teaching Aims and Demands
Knowledge and Ability Objects
Knowledge Objects
Vocabulary
1. Learn and identify and some words about furniture: table, bed, dresser, bookcase, sofa, chair, drawer.
2.Understand and learn to use the preposition of place: in,on,under
Structure
Master where questions and Yes/No question.
Target Language
1. Learn and grasp the sentence structure about asking and answering where the things are: Where’s ….? It’ s on /in/under the…
Where are …???They are in/on/under??the…
2. Learn and grasp the ways of asking and answering if the things are in/on/under…
Are my books on the chair???
Yes，they are．No，they aren’t．
Is it on／in／under／……?????
Yes，it is．No，it isn’t
Ability Objects
1.Get Ss to listen for things and location of things. Enable Ss ask and answer about where things are .
2.Enable them to do free and fluent conversational practice using the target languages.
3.Continue to cultivate their basic skills: speaking , listening ,reading, and writing and improve their communication ability.
4.Develop their ability to think independently.
Process and Methods
Learning Process
1. In this class, Ss are centered as the principal part in the teaching procedure with the leading of the teacher. To inspire their interest to learn and lead them to actively explore, discover and solve the problems, I'll design different activities and situations. Through some pictures, activities and situations, they will watch,listen,read,think,guess and speak. They will try to grasp the chance of communication in English with new words and target language. They can experience the class happily.
2.They will finish tasks individually, in pairs, in groups. I will also guide the Ss to do preparation , to summarize and to do exercises.
Teaching Methods
1.New teaching syllabus encourages teachers to use?Task_based language teaching. It can make Ss the real masters in class .It is helpful to increase their interest .
2.In order to attract their attention, arouse their interest and create a good atmosphere for communication, I'll adopt?Communicative Approach. Though listening ,speaking and discussing, they can grasp teaching content easily.
3.In order to improve teaching result and make them reach a better understanding of the text .I will adopt?Situation Approach. I will design different situations and suppose they are a member of them .So they must be interested and to take active part in the activities.
???Through different communication ,situation ,task, I will enable them to do free and fluent conversational practice using target languages, continue to cultivate their basic skills: speaking , listening ,reading, and writing and improve their communication ability, and develop their ability to think independently.
Emotion attitude and Values
1.Enable the students to form a correct attitude to life. Make them love their families and bring up a habit of being tidy.
2.Students should take good of their things.
3. Enable them to cooperate with others actively and share the joy of learning.
Teaching Important Points
1. New words: bed,dresser,table,bookcase,backpack.
2. Preposition of place: in, on, under.
3. Where questions and Yes/No questions.
4. Train students’ communicative competence.
5. Train students listening, speaking, reading and writing skills.
Teaching Difficult Point
1.Enable students to express themselves with target language freely and fluently.
2.Enable students to tell the differences between Where questions and Yes/No questions.
3.There are many new words in this class. It’s difficult for them to grasp all of them quickly.
4.To train students’ communicative ability.
Teaching Comments
???I think I'll make comments in every step all over the class. During the teaching process, I will think much of their learning process, their courage and confidence. According to their presentation, I will give different comments. I will try to use positive words, such as: Well done. Excellent. You did a good job. to encourage them. I will get them to comment each other, comment by themselves. Through competition game, they can get comments from different ways. In this way, the atmosphere of class will be more exciting.
Teaching Aids
Multi-media computer. Some objects.
Teaching Procedures:
?
Teaching Procedures
Teaching Designs
Purpose for the Designs
Leading in
1.English music .
2.Greeting
?
?
?????????????
1.Beginning the class in music will offer the Ss a light and easy atmosphere;
2.Greeting with them warmly can make them confident.
?
Presentation
Pre-task, 1a?.
1.Design a situation: Welcome the students to my room ,show and teach them some new words about furniture. (Teacher—students)
2.Game: Show them some pictures with some furnitures ,after a while one of them is missing. Let them tell me what is missing. (Teacher—students)
3.1a. Describe?the illustration?of this part in book to students carefully, let them observe the picture and discuss with them to match the words with the things in the picture.?(Teacher—students)
?
1.?I will try to present new words clearly and create lively atmosphere for communication to?activate their interest to learn.
2. Through game, let them be more familiar with the new words about furniture.
3. Through this step, make them grasp the new words. Discussing with them can share the joy of learning with students.
?
Listening
While-task, 1b .
1.Call students attention to the illustration of book in 1b .Get students to look at what are in the picture and where they are. (Teacher—students)
2.Read the instructions to the students and make sure students know what to do. (Teacher—students)
3.Play the recording for the first time. Students only listen. Play the recording a second time. Students write in their answers. Check the answers with the whole class. (Teacher—students)
This activity provides students with listening practice to understand the target language .
Presentation
and Practice
?
?
1.Introduce a mouse named Tom to the class and teach them preposition of place in,on,under, make Ss understand them...(Teacher—students)
2.Use my pencil, eraser, pen and pencil case to demonstrate how to express where the things are, ask and answer with Ss by target language:?????????Where’s….?It’s on/in/under the…(Teacher—students).
3.Then show some pictures to make them practice in pairs. (Students—students)
As for plural form sentence structure: Where are …???They are in/on/under??the…, I will show them some pictures to make them understand (Teacher—students),and then let them work in pairs to discuss where the things are. (Students—students)
1. In this step, I want to make them understand the meaning of “where, in/on/under”. This activity can make Ss excited, and develop their ability to think independently. Meaningwhile next step?is based on this step, so it is very important and necessary.
2.The aim of this activity is to demonstrate how to use the preposition in,on ,under and how to ask and answer where the things are,.
3. This activity provides students with oral practice to understand the target language , and makes them??cooperate with others actively .
Practice
Post-task 1c .
Work in pairs: Give Ss Picture A and B, talk about the ?pictures with them and then let them practise in pairs with target language and then let them show their dialogue. (Teacher—students and?Students—students)
?
This activity gives students oral practice using the target language. It will help to cultivate the Ss’ ability to analyze, practise and innovate and
strengthen the cooperation among themselves.
?
?
Consolidation and Extension
Competition and Guessing game: I’ll divide the class into 2 groups—boys and girls and have a competition .
1..Find differences: .Show them Picture A and B.There are five differences in the two pictures. Let them try to find them. If anyone can answer correctly, I will give their group a star. (Teacher—students)
2.Show some pictures and?let them help me to find the things.?(Teacher—students)
If anyone can guess correctly, I will give their group a star. (Teacher—students)
?In the end, the group which has the most stars is winner.
3.Do some exercise. (Teacher—students)
?
1.???????Through competition, train their ability to think actively, make them cooperate with others and inspire their interests to take an active part in the competition?。
2.Through this step, make them be familiar with sentences: Is it in/on/under…?
Are they in/on/under…?
3.?Consolidate what we learned in this class.
Summary and Homework
?
1.Let them sum up what we have learned in this class. (Teacher—students)
2.Draw a picture of your room..Then describe it to your classmates. (Students)
1.Bring up a good learning habit
2.Connect class to their life.
Designed On the Blackboard
?
Unit 4???Where is my backpack?
??Where is-----??????It’s on/in/under-----.??????????方位介词
???Where are-----?????They’re on/in/under-----???????on in?under
Is it on/in/under-----?????????Yes, it is./ No, it isn’t.
Are they on/in/under-----?????Yes, they are./?No, they aren’
课件17张PPT。Unit 4
Where’s my schoolbag?Section B
Period 1 (1a-1e)radioclockhattape playermodel planetape
Where are the…?
They are on/in/under…
Where is the …?
It’s on/in/under…radio 2. clock ________
tape player _______ 4. model plane _____
5. tape _______ 6. hat __________ 1a Match the words with the things in
the picture.afdebcMake sentences.Make sentences.The schoolbags areon the desk.The CDs arein the computer.The clock isunder the desk.Look at the picture in 1a for three minutes. Then close your books and write down all the things you remember.1b1c Listen and circle the things Tom wants from his room.English books tape player
clock ruler
notebook tape
model plane radio1d Listen again. Where are Tom’s
things? Write them down.__________________________________
__________________________________
__________________________________
__________________________________The English books are under the radio.
The ruler is on the bed.
The notebook is under the model plane.
The tape is in the tape player.1e Ask and answer questions about the things in Tom’s room.Find out the differences.考眼力XXXXXXXXXXXPicture 1Picture 2Xon the wallI don’t know.on the wallI don’t know.on the tableon the deskon the deskon the tableon the floorI don’t know.under the deskI don’t know.PAIRWORKA: 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 …Remember the words and expressions in this part.
Finish exercises in the workbook.学习用方位介词谈论周围物品的位置，并简单描述自己的房间。
评测练习：学生掌握知识较好，错误不是太多。
评测练习：学生掌握知识较好，错误不是太多。
课标分析：谈论话题“房间里的东西”。学习询问物品的位置。
