unit 4 where is my backpack?

Unit 4 Where’s my backpack
ⅠProgrammes for the Unit
1. Status and Function
The topic of this unit is things around the house. In this unit, students learn to ask and answer questions about where things are. Students are sure to show great interest in such topic. So it’s helpful to improve students’ listening, speaking, reading and writing skills.
2. Teaching Aims and Demands
a. Knowledge Object
In this unit, students learn to use prepositions of place and talk about where things are.
b. Ability Objects
Train students’ listening, speaking, reading and writing skills.
Train students’ communicative competence.
c. Moral Objects
Enable students to know that it’s a good habit to keep a room clean and tidy.
3. Teaching Key Points
Learn the key vocabulary and prepositions of place. Learn the target language, including where and yes/no questions and short answers.
4. Teaching Difficult points
Learn the usage of prepositions of place. Train students’ listening, speaking, reading and writing skills.
5. Teaching Methodenstreit
Teach students how to grasp the target language and communicate with others.
ⅡTeaching Guidance
1. Language Function
Talk about where things are.
2. Target Language
--Where’s my backpack --- Are my books on the chair
--It’s under the bed. --- No, they aren’t .
I don’t know.
3. Structures
Where questions. Yes / No questions and short answers. Prepositions: on, in , under.
4. Key Vocabulary
table, bed, dresser, bookcase, sofa, chair, drawer, backpack, CD, plant, alarm clock, math book, video, cassette, hat
5. Learning Strategics
Listening for key words. Inferring vocabulary.
6. The Course Extension
Ⅲ A Diagram for Topic Words
Ⅳ A Diagram for Topic Thinking and Taskbased Activities
Ⅴ Teaching Time : Six periods.
The First Period
Ⅰ Teaching Aim and Demands
1. Knowledge Objects
Key vocabulary: table, bed, dresser, bookcase, sofa, drawer, on, plant, under, behind, next to
Target language: ---Where’s the backpack ---It’s under the table.
Prepositions: on, in, under
2. Ability Objects
Train students’ listening skill. Train students’ commucicative competence using the key vocabulary and the target language.
3. Moral Object
Keep your room tidy and clean.
Ⅱ Teaching Key Points
The names of furniture items. How to ask where things are and how to answer.
Ⅲ Teaching Difficult Points
Prepositions of place. Prepositional phrases.
Ⅳ Teaching Methods
Scene t teaching method, pairwork.
ⅤTeaching Procedures
Section A
StepⅠ Key Vocabulary
Before class, make a powerpoint yourself. It looks the same as the picture in Activity 1a. At the beginning of class, show it on the screen by a projector. Point to the table and help the students to say, table. Use the same approach to teach and practice dresser, bookcase, sofa, chair, backpach, books, keys, baseball, drawer, and plant.
Practice the words again and again until the students can name each item fluently and accurately.
Step Ⅱ 1a
Ask one or two students to read the words on the left of the illustration. After saying the words, ask the students to match the words and the items in the picture by writing the letter of the item on the blank line after the word.
StepⅢ 1b
Point to the items in the illustration and ask the students to name each one. Point to the five boxes and the sample answer to make sure that the students know what to do. Listen to the recording twice. Write a nuber 1 in the box next to the first item mentioned, a number 2 in the box next to the second item mentioned and so forth. Play the tape for the first time. Students only listen. Play the tape again. Students listen and number the things in the picture when they hear them. Check the answers.
Step Ⅳ 1c
Draw pictures with prepositions of place underneath on the blackboard.
The teacher points to each picture in turn, asks questions and guides the students answer. Have a student read the words in the box aloud. Point to the backpack and the table in illustration in Activity 1a. say the sample conversation and have students repeat. Write it on the blackboard. Point to the books on the sofa. Substitute books and sofa into the smaple conversation. Say the new conversation with a student. Students then practise conversations in pairs. As students practise, move around the classroom to check the progress and help with pronunciation as needed.
Step Ⅴ Summary
In this class, we’ve learned the names of furniture items, prepositions and the target language.
Step Ⅵ Homework
Draw a couple of pictures and say conversations using what we’ve learned in this class.
Step Ⅶ Blackboard Design
The second period
ⅠTeaching Aims and Demands
1. Knowledge Objects
Target language : --Is the baseball on the sofar
--No, it isn’t. it’s under the chair.
--Where’s the baseball --- It’s in the backpack.
--Where are your books --- They are on the chair.
2.Ability Objects
Train students’ listening and speaking skills.
3.Moral Object
Keep things in order so that you can find them easily.
Ⅱ Teaching Key Points
The target language. How to ask where things are and how to answer.
Ⅲ Teaching Difficult Points
Where questions
Ⅳ Teaching Methods
Scene teaching method. Pairwork
Ⅴ Teaching Aids : A tape recorder and real objects.
Ⅵ Teachig Procedures
Step1 : Warming-up
Students put their pictures on the desk and talk about them in pairs. Invite pairs to take turns holding up their pictures and talking about where the things are as the rest watch and listen to them.
Step2 2a: Focus attention on lthe objects in the illustration. Students name each one individually or in pairs. Tell students to write a number 1 in the box nexto to tlhe first intem mentioned, a number 2 in the box next to the second item mentioned and so forth. Play the recording for the dirst time. Students only listen. Play the recording again. Students listen and number the things when they hear them. Then check the answers.
Step3 2b: Ask different students to read the numbers and say the name of each item in Activity 2a. Point out the sample answer. Say, it means that the computer game is on the bookcase. Play the recording for the first time. Students listen and look at the picture. Play the recording for a second time. Studetns listen and write the numbers in the boxes to show where each item goes. Ask a student to say his/her answers like this: The computer game is on the bookcase. The rest listen and check their answers. Check the answers.
Step4. 2c: Students look at the speech bubble. The teacher says both parts of the conversation and the students repeat. Write it on the blackboard. Point to an item in Activity 2a, for example, keys. Substitute keys into the conersation. Say the new conversation and have students repeat.
Step5. Grammar Focus
Have the students say the questions and answers. Point out that where questions and statements both use falling intonation. Point out that we use “it’s” to talk about single object and “They’re” to talk about two or nore objects. Point out that “Where’s, It’s and They’re” are all contractions.
Write each contraction and full form side by side on the blackboard. Use a piece of red chalk to show the differeces between them.
Step6 Summary
In this class, we’ve learned where questions.
Step7. Homework: We’ve learned the word table in this unit. But it doesn’t alsways mean a furniture item. What else does it mean Please reter to a dictionary after class.
Step8 Blackboard Design
The Third Period
ⅠTeaching Aims and Demands
1.Knowledge Objects
Target language : --Where’s the baseball
--Is it on the sofar
--No, it isn’t. it’s on the chair.
2.Ability Objects
Train students’ reading skill. Train students’ ability to complete a conversation using context.
3.Moral Object
Leave your things in order. Unlike the students in Activity 3a, you’ll find them easily.
Ⅱ Teaching Key Points
The target language. How to ask where things are and how to answer.
Ⅲ Teaching Difficult Points
Where questions. Prepositions of place. Prepositional phrases.
Ⅳ Teaching Methods
illumiantive teaching method. Pairwork
Ⅴ Teaching Aids :Printed test papers.
Ⅵ Teachig Procedures
Step1: Check homework to see how many different meanings of the word table they have found.
Step2. 3a: Students take a careful look at the illustration and discuss with a deskmate who the two persons are and what room each person is in. call attention to the speech bubbles. Say the conversation and have students repeat it. Read the four lines in the box to the students. It’s a conversation. But they are in the wrong order. When you put these sentences in order, they will make a clear conversation. Point out the numbered line. This is the first part of the conversation. Write a number 2 in the blank before the second part, a3 in the blank before the third part and so forth.
Step3. 3b: Students in pairs practice saying the conversation. Minutes later, change them round so that they both have the opportunity to ask and answer questions.
Step4 3c: Call atterntion to the items of the pictures. Ask students what they are. Have them name each one. Demostrate a conversation with a student with items in picture 1. continue around the circle until all the students have had a chance to speak.
Step5. 4: Students work in pairs. They decide who is Student A and who is Student B. point to the instructions for Student A. you’ll look at the picture on Page 19. Student B should look at the picture on Page 21. students work in pairs. Find the difference. Move around the room helping students. Check the answers.
Step6. Summary and Homework
The activities in this class provide a lot of practice using the target language. Finish off the exercises.
Step7 Blackboard Design
Unit 4 Where’s my backpack Section A ( The Third Period )I don’t know. Target language: ---Where’s the backpack ---It’s on the bed. ---Is it under the table ---No, it isn’t. It’s on the table.
The Fourth Period
ⅠTeaching Aims and Demands
1. Knowledge Objects:
Key vocabulary: math book, alarm clock, CD, video cassette, hat
Target language : --Where’s the notebook
---It’s on the bed.
The math book is on the dresser.
2.Ability Objects
Train students’ listening and writing skill. Train students’ ability to remember and spell words.
3.Moral Object
Watching English-Language videos and listening to cassettes are good for you to learn English well.
Ⅱ Teaching Key Points
Key vocabulary, note taking.
Ⅲ Teaching Difficult Points
Remember and spell the vocabulary words.
Ⅳ Teaching Methods
A game, pairwork.
Ⅴ Teaching Aids : Real objects and a tape recorder.
Ⅵ Teachig Procedures: Section B
Step1 Check Homework First
Bring a math book, an alarm clock, a CD, a video casstte and a hat to class. Hold up the math book and teach the students to say, math book. Use the same approach to teach alarm clock, CD, video cassette and hat. Write the words on the blackboard. The teacher holds up the objects one at a time more and more quickly, and the students say its name at a greater and greater speed. Practise the words over and over again until the students can read them fluently and accurately.
Step2. 1a: Focus attention on the words listed in the box. Ask the students to read them aloud. Ask the students to match the words with the things in the picture by writing the letter of each object on the line next to one of the wors in box. Check the answers.
Step3. 1b : Ask the students to take a careful look at the illustration in Activity 1a. tuy to remember as many objects as possible. Three minutes later, ask the students to close their books. Give them another three minutes to write down as many names of the items as they can. Ask how many words each studnts wrote, ask the person who wrote the most words to put his/her list of words on the blackboard. Review the spelling of each word and ask students to make corrections. Get the students to open their book to see if any words are missing. Step4 1c: Students work in pairs. The person who asks questions open his/her book to this page. The person who answers questions close his/her book. Demonstrate the sample conversation with a student.
Step5 2a: Point to the list of words in the box. Ask a student to read them aloud. Tell the students to classify the meaning so any words they don’t know. We’ll listen to a conversation. Circle the things Tommy wants from his home. Play the recording the first time. Students only listen. Play the recording again. This time students listen and circle the things. Ask a student to answer his/her circled words. The rest students listen and check their work. Check the answers.
Step6 2b : Ask the students to look at the chart carefully. Have a student to read the sample answers aloud. Let’s listen to the conversation again. Write down where Tommy’s things are. Play the recording twice. Students check their work or solve any disagreements for the second time they hear it. Check the answers on the blackboard.
Step7. Summary: In this class, we’ve learned the target language and note taking.
Step8 Homework: Place the students into the teams. Team A uses the illustration on Page 19. Team B uses the illustration on Page 21. each student writes at least five sentences to describe where things are.
Step9 Blackboard Design
Unit 4 Where’s my backpack Section B ( The Fourth Period )key vocabulary : math book, alarm clock, CD, video tape, hat Note taking: The math book is on the dresser. The ruler is under the bed. The notebook is on the bed.The CDs are on the bookcase. The video tapes are on the table.
The Fifth Period
ⅠTeaching Aims and Demands
1.Knowledge Objects: Read a note. Write a note.
2.Ability Objects
Train students’ reading and writingskills.
3.Moral Object
Work hard, and you’ll realize your ideals.
Ⅱ Teaching Key Points
The target language. Prepositional phrases.
Ⅲ Teaching Difficult Points
Describe your room using the target language. Write a note using the target language.
Ⅳ Teaching Methods : a game, pairwork, illuminative teaching method.
Ⅴ Teaching Aids : projector.
Ⅵ Teachig Procedures
Step1: Check homework First
Show the key vocabulary words on a screen by a projector. Teach the students to read the vocabulary words over and over again until they can read them fluently and accurately.
Step2. 3a: Ask a student to read the note aloud. Elicit the naem s of items in the picture and where they are. Make sure the students are using pripositions correctly. Have students draw the items mentioned in note in the picture. Move around the room checking that the the students draw each item in the right place and asking students where the things are in the picture. Demnstrate how to play the game.
Step3. 3b
Ask students to name some of the items in the picture and tell where they are. Call attention to the note on the right. Read the first half to the students then ask the students to look at the picture, point to the hat and say: on the chair. Ask the students to fill in the other blank on their own. Ask students work, move around the classroom giving them spelling support as needed. Ask a student to read the note, filling in the missing words and phrases. The rest listen and check their work. Check the answers.
Step4. 3c. : Now you are asked to write a note to a friend asking four things from your room. Look at the note in Activity 3b once more. You may use it as a model while writing your own notes.
Step5
Ask: Do you have your own bedroom What would you like to have in your own room Make a list on the blackboard. Draw a picture of your ideal room. Have different students describe their ideal room to the class. Then ask the students to draw pictures of their actual rooms at home.
Step6 Summary
In this class, we’ve learned to write a note and describe your own room using the target language.
Step7 Homework
Paste the pictures of their actual rooms drawn in class on their exercise books. Write a passage to describe it.
Step8 Blackboard Design
Unit 4 Where’s my backpack Section B ( The Fifth Period )Dear Emma, Please bring four things to school for me: my math book, baseball, notebook and CDs. My math book is on the dresser. My baseball is under the bed. My notebook is on the bed. My CDs are in the drawer. Thanks, Gina
The Sixth Period
ⅠTeaching Aims and Demands
1.Knowledge Objects: Review all key vocabulary presented in this unit.
Review pripositions of place and the furniture items.
2.Ability Objects
Train students’ reading and skill. Train students’ ability to solve problems by themselves or with the help of others.
3.Moral Object
Have you ever looked for something and then found it in your pocket or in your hand It’s common for the old to make mistakes like this. Understand them instead of laughing at them.
Ⅱ Teaching Key Points
Key vocabulary, reading comprehension.
Ⅲ Teaching Difficult Points
Read the note
Ⅳ Teaching Methods : a game, pairwork.
Ⅴ Teaching Aids : A sample crossword puzzle
Ⅵ Teachig Procedures: Self Check
Step1: Invite different students in turn to come to the front of the classroom. Holding up the pictures of their actual rooms, students take turns describing them to the class. Make sure the students are using prepositions correctly.
Step2 1
Ask students to check all the words they know. Get them to find out the menings of the words they don’t know by reviewing the lesson, asking you, asking classmates or looking them up in a dictionary.
Step3 2
Ask students to write five new words in their vocab-builder. After that, exchange students. Have a student write his/her five new words on the blackboard to share them with the whole class.
Step4 3
Focus attention on the note. Invite a student to read it to the class. Point to the box below. Say: Please read the note once more by yourselves. Then draw the room in the box. Get students to do the activity individually. Walk around the room offering help as needed.
Step5 Just for Fun
Have all students read the conversation. Ask a pair to perform the conversation in the front. Have you ever looked for something and then found it in your pocket or in your hand It’s common for the old to make mistakes like this. Understand them instead of laughing at them.
Step6 Summary
In this unit, we’ve reviewed the key vocabulary nd practised reading the target language in the form of a note.
Step7 Homework
1. Read the note in Activity 3 many times until you recite it.
2. Share your lists fo new words to build vocabulary.
3. Finish off the exercises.
Step8 Blackboard Design
Unit 4 Where’s my backpack Self Check ( The Sixth Period )New vocabulary: bedroom, kitchen, a video player , pot, oil Sample crossword puzzle
Unit 4 Where’s my backpack
Section A: The Second Period
1.Target language : --Is the baseball on the sofar
--No, it isn’t. it’s under the chair.
--Where’s the baseball --- It’s in the backpack.
--Where are your books --- They are on the chair.
2. Contractions
Where’s Where is
It’s It is
They’re They are