Unit 4 Where’s my schoolbag?
I．教学设计分析
本单元围绕着Where’s my schoolbag?的话题，共设计了三个部分的内容。通过教授本单元，使学生学会谈论房间里物品的位置，能读懂有关物品位置的便条，并学会写便条让朋友帮自己从房间里取东西。
Section A 让学生通过活动，学习如何表达物品的位置，并能就物品位置进行提问。
1a, 1b, 1c 学习表示物品的名词，并能物品的位置进行问答。重点运用where特殊疑问句进行谈论。2a, 2b, 2c, 2d 继续学习谈论物品的位置。重点学习is/are开头的疑问句及其回答。3a, 3b, 3c 学习谈论自己常用物品的位置，并能就两个房间物品摆放位置的不同进行问答。
Section B学会通过观察和听音，来谈论和记录房间里物品的名称和位置。
1a, 1b, 1c, 1d, 1e进一步熟悉表示物品的单词，并能谈论和记录物品的位置。2a, 2b, 2c, 3a, 3b 学会阅读和书写便条，并能描述自己房间里物品的位置。Self Check 检测本单元所学词汇知识，学会阅读便条，并根据便条内容画出房间。
New languages:
Where is his pencil?
It is in his schoolbag.
Where’s your ruler?
It’s under the chair.
Where are my books?
They’re on the sofa.
II. 教学学时分配
Teaching periods:
Period 1: Section A 1a -1c
Period 2: Section A 2a -2d
Period 3: Grammar Focus/ 3a -3c
Period 4: Section B 1a -1e
Period 5: Section B 2a-2c
Period 6:SectionB 3a~Self Check
Unit 4 Where’s my schoolbag?
The First Period
Section A(1a-1c)
I. Teaching aims
Master the key words:table, bed, bookcase, sofa, chair, where, on, under.
Get students to use the target language.
Target language: Where’s my schoolbag?
It’s on/ in/under....
Where are my books?
They’re on/ in/under....
Be able to talk about where things are
To learn to use prepositions: on, in, under
Let Ss Keep their rooms tidy.
II. Key points
Master the key words and expressions.
Be able to talk about where things are by using the target language.
Difficult point:
Be able to talk about where things are by using the target language.
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Warming-up
Lead in:
1.T: Good morning，everyone! Last week, we finished Unit 3. Today we are going to study a new unit, Unit 4.
2. Ask and answer
a. T: Can you tell me what the title of Unit 4 is? Yes, it’s “Where’s my schoolbag？” What do you think the unit is about?
b. T: Great! In this unit, we are going to learn to talk about where things are. Do you still remember some school things we have learned?
c. T: What are they? OK. Let’s start to talk about some school things first.
Step 2 Presentation
Section A 1a
T: First, please open your books to page 19 and look at activity 1a.
1．Look and find
T: Please look at the picture in activity 1a. There are some things in it. Do you know what they are?
2．Match and discuss
a. T: Would you please match the words with the things in the picture?
b. T: How many words do you know? Can you share the words you know with your partners?
c. T: Please discuss with your partners and check whether your answers are the same.
3．Check the answers
T: Let’s check the answers together.
4．Read
a. T: Please read the words after me. Table ...
b. T: I would like you to read each word twice. Table, table ...
c. T: Let’s read the words one by one together.
Step 3 Consolidation
Section A 1b
1．Listen and number
a. T: Listen to the recording for the first time.
b. T: Number the things in the picture when you listen to it for the second time.
2．Check the answers
T: Let’s check the answers.
3．Read
a. T: I would like you to read the tape script together.
b. T: Would you please read it by yourselves three times?
c. T: This time I would like you to read it twice with your partners.
d. T: Who would like to read for the class?
4．Translate and explain
a. T: Let’s translate the conversation into Chinese.
b. T: Who can tell us what it means?
c. T: Yes. When we ask the positions of things, we use the word “where”. And from the picture, we know that the word “on” means “在······上面” “in” means “在······里面”“under” means “在 ······下面”. They are called prepositions “介词”.
Step 4 Practice
Do Section A 1c
1．Practice
a. T: Would you please practice the conversation with the things you and your partner have?
b. T: I will give you an example first.
Example: T: Mary, is this your pen?
S: No, it isn’t. It’s her pen.
c. Please present your conversation to the class. Who would like to have a try?
Step 5 Summary
Summary:
T: Let’s summarize what we learned in this period.
Write the following on the blackboard.
2. Assign homework:
a．Copy the words in activity 1a and the sentences in the grammar box.
b．Read the tape script of activities 2a and 2b.
V. Blackboard design
Unit 4 Where’s my schoolbag
Section A(2a-2d)
I. Teaching aims
1.Master the key words:table, bed, bookcase, sofa, chair, where, on, under.
2. Get students to greet people using the target language.
Target language:
Is it on /in/under...?
Yes, it is. /No, it isn’t.
Are they on /in/under...?
Yes, they are./No, they aren’t.
Talk about where things are.
Learn the using of preposition “ on, in, under”?
5. Train the students’ communicative competence.
6. Listening and speaking skills.
II. Key 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。
Difficult point:
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。
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Review
Read the new words, and then have a dictation.
2. 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 2 Presentation
Present short dialogues, using pictures or objects to help.
1. 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.
Read the conversation in different ways.
3. Show other things to ask and answer:
Where’s the schoolbag? Is it under the table? ---No, it isn’t.
Is it on the table? ---Yes, it is.
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 3 Practice
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.)
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.)
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 4 Consolidation
Section A 2d 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.
Step 5 Summary
1. Review new words and structures.
2.Assign homework:
Review the words and expressions in this section;
Practice and recite the conversation of 2d;
Preview grammar focus.
V. Blackboard design
Unit 4 where’s my schoolbag?
Is it on/in/under...?
Yes, it is. /No, it isn’t.
Are they under the table?
Yes, they are. /No, they aren’t.
Teaching reflection：
Unit 4 Where’s my schoolbag
The Third Period
Section A(3a-3c)
I. Teaching 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.
—Where's…? —It's in/on/under…
—Where're…? —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.
4. Summarize the sentence structures
II. Key points
Summarize the sentence structures of talking about the position.
Difficult points
Can use the sentence structures of talking about the position in different situations.
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Warm-up
Warming- up and revision
1. Sing “Where is Tom?” song (like “Two tigers”)
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.
3. Let Ss ask and answer in the same way.
Step 2 Presentation
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.
3. Check the answers with the class.
Step 3 Practice
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…?”.
②Look the picture carefully, find the correct positions, and discribe them with “in, on, under”.
4. Check the answers.
5. Read the conversations.
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.
(Let the students ask and answer according to the picture in 3b or using their own things.)
Step 4 Consolidation
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.）
Things
Picture on P19 (Picture 1)
Picture on P21 (Picture 2 )
Pencil box
in the schoolbag
on the table
Books
Schoolbag
…
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
Name
books
keys
schoolbag
jacket
Linda
Eric
Step 5 Summary
Let’s summarize what we learned in this period.
Step 6 Homework
1. Copy the sentences in Grammar Focus and try to recite them.
2. Preview the next period.
V. Blackboard design
Unit 4 where’s my schoolbag?
—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.
Teaching reflection：
Unit 4 Where’s my schoolbag
Fourth Period
Section B(1a-1e)
I. Teaching aims
1. Learn the words: radio, clock, tape, tape player, model, plane, model plane,
2. Be able to use 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.
Talk about where things are.
Learn the using of preposition “ on, in, under”?
5. Train the students’ communicative competence.
6.Listening an speaking skills.
II. Key points
Talk about where things are, Learn the using of preposition “ on, in, under”?
Difficult points
Can use the sentence structures of talking about the position in different situations.
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Warm-up
Greetings.
2. Revision
Ask and answer the school things around them.
Step 2 Presentation
1. Present the new words.
2. Ss read the words aloud. Then try to remember the new words.
3. a. Open your books on Page16 .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.
4．Match Please match the words with the things in the picture.
5．Check the answers
...
Step 3 Practice
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.
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 4 Consolidation
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?
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 5 Summary
T: Let’s summarize what we learned in this period.
Step 6 Homework
1. Copy the conversation in section B 1b.
2. Preview the next period.
V. Blackboard design
Unit 4 where’s my schoolbag?
The Fourth Period
1.Where are the English books？
They’re under the radio.
2.Where is my ruler ？
My ruler is on the bed.
3.Where is my notebook?
My notebook is under the model plane in the bookcase.
Teaching reflection：
Unit 4 Where’s my schoolbag?
where’s my ...? on 在….上面
It’s in/on/under…. in 在….里面
Where are my ...? under在….下面
They’re in/on/under…….
Teaching reflection：
Unit 4 Where’s my schoolbag
The Fifth Period
Section B(2a-2c)
I. Teaching aims
1. To learn the new words: tidy, but, our, everywhere, always ,in our room, in the …, on the…, under the…
2. Target language:
—Where's…? —It's in/on/under…
—Where're…? —They're in/on/under…
Talk about where the things are.
Training students’ reading and writing skills .
5. Get into the habits of putting the things in the order.
II. Key points
1. Talk about where the things are. Review the things in the room.
2. Reading and writing practice .
Difficult points
Reading and writing skills.
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Warm-up
Greetings.
2. Revision.
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 Presentation
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 Practice
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
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.
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 4 Consolidation
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.
Do you have these things? Where are they?
I would like all of you to read the words and the phrases together.
3. 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：
your 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.
.
Step 5 Summary
In this period, we’ve mainly learned reading and writing skills.
Step 6 Homework
1. Read the messages in 2b.
2. Write lost and found notices like the sample in 2b.
3. Preview next period.
V. Blackboard design
Unit 4 where’s my schoolbag?
The Fifth Period
—Where's…? —It's in/on/under…
—Where're…? —They're in/on/under…
Tom
Teaching reflection：
Unit 4 Where’s my schoolbag
The Sixth Period
Section B 3a-self check
I. Teaching aims:
1. Review all the words in this unit.
2. Take some notes and do some practice.
II. Teaching aids
Multimedia/A blackboard
III. Teaching process
Step 1 Review
1. Greeting the Ss and Check the homework.
2. Ask the students to ask and answer. Using:
Where is /are …?
It’s / They’re … .
Step2 Presentation
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 3 Practice
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.
Step 4 Summary
1. Write the school things you know.
2. Some extra exercise
3. Homework:
(1)Review Unit 4
(2)Make a preparation before studying Unit 5 (words and expressions)
IV. Blackboard design
Unit 4 where’s my schoolbag?
The Sixth Period
Where is /are …?
It’s / They’re … .
Teaching reflection：
