1、Unit4Wherdsmyschoolbag?LearningObjectivesInthisunit,studentswilllearntotalkaboutwherethingsare.一、Topics（話題）：Thingsaroundthehouse二、Functions（功能）Talkaboutwherethingsare三、Structures（結構）WherequestionsPrepositions:on,in,underConjunctionand四、TargetLanguage（目標語言）Whereishispencil?Itisinhisschoolbag.Where

2、9;syourruler?It'sunderthechair.Wherearemybooks?They'reonthesofa.五、Vocabulary（詞?匚）Roomsofthehouse,furniture,table,bed,sofa,chair,desk,radio,clock,tape,tapeplayer,modelplane,on,under,where,their,comeon六、Skills（技能）Listeningandreadingforspecificinformation七、Recycling（復習鞏固）PersonalitemsQuestionfo

3、rmswithtobeSchoolbag,key,ruler,map,hat,CD,bag,book,pencilbox,pencil,pen,computergame,dictionary,notebook,inI'm.,andmysister.八、教材分析本單元圍繞著Where'smyschoolbag?的話題，共設計了三個部分的內容。通過教授本單元，使學生學會談論房間里物品的位置，能讀懂有關物品位置的便條，并學會寫便條讓朋友幫自己從房間里取東西。SectionA讓學生通過活動，學習如何表達物品的位置，并能就物品位置進行提問。1a,1b,1c學習表示物品的名詞，并能物品的位

4、置進行問答。重點運用where特殊疑問句進行談論。2a,2b,2c,2d繼續學習談論物品的位置。重點學習is/are開頭的疑問句及其回答。3a,3b,3c學習談論自己常用物品的位置，并能就兩個房間物品擺放位置的不同進行問答。SectionB學會通過觀察和聽音，來談論和記錄房間里物品的名稱和位置。1a,1b,1c,1d,1e進一步熟悉表示物品的單詞，并能談論和記錄物品的位置。2a,2b,2c,3a,3b學會閱讀和書寫便條，并能描述自己房間里物品的位置。SelfCheck檢測本單元所學詞匯知識，學會閱讀便條，并根據便條內容畫出房間。九、學情分析本單元的主要內容是談論物品所在的位置。通過這一話題，訓

5、練學生的聽、說、讀、寫四項基本技能，讓學生通過詢問物品的位置，學習一些有關家居物品和學習用品的單詞，以及方位介詞in,on,under,behind等的用法；學習并掌握Where問句的問答，一般疑問句提問并用方位介詞來回答；學習名詞單復數及人稱代詞they的用法，同時培養學生養成干凈、整潔、合理擺放物品的好習慣。十、課時安排Thefirstperiod(第一課時):SectionA(1a-2d)Thesecondperiod(第二課時)：SectionA(GrammarFocus-3c)Thethirdperiod(第三課時)：SectionB(1a-1e)Thefourthperiod(第四

6、課時)：SectionB(2a-2c)2d)Thefifthperiod(第五課時)：SectionB(3a-SelfCheck)TheFirstPeriod)(SectionA,1aTeachingaims(教學目標)1 .掌握有關物品的名稱table,bed,bookcase,sofa,chair,book,keys,bag,alarmclock,CD,tape,hat,etc.2 .學會談論物品的位置。Languagepoints（語言點）1 .要求掌握以下句式：Where'smyschoolbag?It'sunderthetable.2 .要求掌握以下詞匯：where,

7、table,bed,chair,under,they,onDifficulties（難點）：熟練運用表示方位的介詞in,on,under等。Teachingsteps（教學步驟）Leadin:T:Goodmorning,everyone!Lastweek,wefinishedUnit3.Todaywearegoingtostudyanewunit,Unit4.Askandanswera. T:CanyoutellmewhatthetitleofUnit4is?Yes,it's“Wherdsmyschoolbag?"Whatdoyouthinktheunitisabout?b.

8、 T:Great!Inthisunit,wearegoingtolearntotalkaboutwherethingsare.Doyoustillremembersomeschoolthingswehavelearned?c. T:Whatarethey?OK.Let'sstarttotalkaboutsomeschoolthingsfirst.【教學設計說明】通過設置讓學生幫助老師找東西這樣一個真實的場景來導入新課，能夠立刻調動學生的參與性，激發學生思維，啟動學生學習興趣的發生。Step1:SectionA1aT:First,pleaseopenyourbookstopage19an

9、dlookatactivity1a.1. LookandfindT:Pleaselookatthepictureinactivity1a.Therearesomethingsinit.Doyouknowwhattheyare?2. Matchanddiscussa. T:Wouldyoupleasematchthewordswiththethingsinthepicture?b. T:Howmanywordsdoyouknow?Canyousharethewordsyouknowwithyourpartners?c. T:Pleasediscusswithyourpartnersandchec

10、kwhetheryouranswersarethesame.3. ChecktheanswersT:Let'schecktheanswerstogether.4. Reada. T:Pleasereadthewordsafterme.Table.b. T:Iwouldlikeyoutoreadeachwordtwice.Table,table.c. T:Let'sreadthewordsonebyonetogether.【教學設計說明】通過學生之間相互猜測的游戲，能使他們剛被激發的興奮點持續下去。Step2:SectionA1b1. .Listenandnumbera. T:L

11、istentotherecordingforthefirsttime.b. T:Numberthethingsinthepicturewhenyoulistentoitforthesecondtime.2. ChecktheanswersT:Let'schecktheanswers.Answers:putergame4.keys3. Reada. T:Iwouldlikeyoutoreadthetapescripttogether.b. T:Wouldyoupleasereaditbyyourselvesthreetimes?c. T:ThistimeIwouldlikeyoutore

12、adittwicewithyourpartners.d. T:Whowouldliketoreadfortheclass?4. Translateandexplaina. T:Let'stranslatetheconversationintoChinese.“where”.Andfromb. T:Whocantelluswhatitmeans?c. T:Yes.Whenweaskthepositionsofthings,weusethewordthepicture,weknowthattheword"on"means”在上面""in"m

13、eans“在里面”"under"means”在下面”.Theyarecalledprepositions”介詞"【教學設計說明】由于課前引導學生通過自主學習初步接觸本課要學的新單詞，所以在新單詞的教學過程中，一些有能力的學生可以將自己已有的認識水平與實際運用結合起來，使他們能體會到通過自主學習帶來成功的滿足感。通過這樣的方法呈現新單詞，效果遠比教師單純地用圖片來傳授新單詞要大。Step3:SectionA1c1. ReadT:Wouldyouliketoreadtheconversationwithyourpartners?2. Practicea. T:Woul

14、dyoupleasepracticetheconversationaccordingtothepicturein1a?b. T:Pleasepresentyourconversationstotheclass.Whowouldliketohaveatry?【教學設計說明】通過這種活動調動學生的視覺、感覺和記憶力來參與語言活動，并且使本課的主要語言知識得到重現，加深印象；同時，小組之間的競賽體現了協作和團隊精神。Step4:SectionA2a1. .Lookandsaya. T:Let'smovetoactivity2anow.Couldyoupleaselookatthethings

15、andsaytheminEnglish?b. T:Let'staketurnstosaythethingsinEnglishoneatatime.Let'sstartwithyou2. Listenandnumbera. T:Now,let'slistentotherecordingforthefirsttime.b. T:Areyoureadytodotheactivity2a?d.T:Pleasenumberthethingsyouhear.3. ChecktheanswersT:Doyouhavetheanswers?Let'scheckthemtoget

16、her.Answers:putergame5.ruler3.pencilbox4. schoolbag【教學設計說明】學會利用一切可利用的學習資源，如詞典，音像資料，網絡等來獲取更多的學習信息。Step5:SectionA2b1 Listenandfindthecorrectplacesa. T:Listentotheconversationagainandfindthecorrectplacesforthethingsin2a.b. T:Numberthethingsinthepicturefrom1to6.2 ChecktheanswersT:Finished?Let'scheck

17、theanswers.Answers:1computergameinthebookcase2 booksonthechair3 pencilboxunderthesofa4 schoolbagunderthetable5 rulerunderthechair6 keysonthetable3Readtheconversationa. T:Let'sreadtheconversationinthetapescripttogether.b. T:Iwouldlikeyoutoreaditinpairs.c. T:ThistimeIwouldlikeboystoreadasTomandgir

18、lstoreadasHelen.d. T:Whowouldliketoreadtheconversationfortheclass?【教學設計說明】學會用英語詢問自己的或他人物品的具體位置。能夠合理地描述和設計房間。Step6:SectionA2c1ReadT:Let'smovetoactivity2c.Shallwereadtheconversationtogether?2.Guessa. T:Now,let'sguesswherethethingsare.b. Studentsworkinpairs.StudentAcoversthepicturein2b.Askabout

19、wherethethingsareinthepicture.StudentBanswersthequestions.c. T:Iwouldliketogiveyouanexample.Example:T:Isthepencilboxonthesofa?S:No,itisn't.It'sunderthesofa.d. T:Changerolesaftermakingoneconversationandthenpracticeagain.【教學設計說明】學會用英語準確描述物品所在的位置；培養學生整齊地擺放自己物品的生活習慣。Step7:SectionA2dRole-playthec

20、onversation.Showapictureofaroom.GivetheSsoneminutetolookatit,andthenaskthemwhatkindofthingstheysawandwherethethingsare.Haveacompetitionamonggroups.Seewhichgroupcanrememberallthethingsandwheretheyare.【教學設計說明】學會與他人合作交流，并能把語言材料用到真實的生活中去；學會利用一切可利用的學習資源，如詞典，音像資料，網絡等來獲取更多的學習信息；在反思，頓悟和自醒中不斷調整自己的學習策略。Step8:

21、SummarizeT:Let'ssummarizewhatwelearnedinthisperiod.Step9:Homework1. Copythewordsinactivity1aandthesentencesinthegrammarbox.2. Readthetapescriptofactivity2aand2b.TheSecondPeriod（SectionA,GrammarFocus-3c）Te-achingaims（教學目標）1 .要求熟悉物品的名稱；2 .學會談論物品的位置；Languagepoints（語言點）1 .熟練運用Where問句和一般疑問句及其回答。2 .掌握

22、名詞單復數及人稱代詞they的用法。Difficulties（難點）：一般疑問句Isit?Arethey？的回答。Teachingsteps（教學步驟）Leadin:T:Whatdidwelearnyesterday?Whocantellus?Yes.Yesterdaywelearnedthenamesforsomeschoolthingsandhowtoaskwheretheyare.Doyoustillrememberhowtosaythem?OK.Let'sreviewthemfirst.Step1:Revision1. Askandanswera. T:Wouldyouplea

23、setranslatemywordsintoEnglish?桌子、棒球b. T:Whowouldliketomakeconversationswith“where"questionsusingthepicturesinthePPT?2. DictationT:Pleasetakeoutyourdictatiornexercisebooksandlet'shaveadictation.【教學設計說明】根據學生的年齡特征，他們非常喜歡這種情景猜測活動。這可以調動他們各方面的情緒來參與語言活動，激活他們已有的知識水平。Step2:GrammarFocus1. ReadT:Readt

24、hesentencesinthegrammarbox.2. Pointoutthenoteswhere的用法；on,in,under的用法；the的用法；名詞的單復數。【教學設計說明】通過對這個句型的大量操練，讓學生自己歸納，使學生掌握該句型的用法，避免單調枯燥的語法講解。SectionA3a1. Putthesentencesinorder21.PleasefillintheblankstocompletetheT:Let'sgotoactivity3aonpageconversations.2. ChecktheanswersT:Haveyoufinished?Pleasechec

25、kyouranswerswithyourclassmates.Answers:1.A:Wherearethekeys?B:They'reonthetable.2. A:Where'sthebook?IsJtonyourdesk?B:No,it'sunderthechair.A:Wherearethepencils?B:Idon'tknow.Aretheyintheschoolbag?A:Yes,theyare.3. Reada. T:Let'sreadtheconversationstogether.b. T:Whowouldliketoreadthem

26、fortheclass?【教學設計說明】設置任務，通過對比的方式讓學生理解方位介詞。利用表格直觀體現出兩幅圖的不同點，再將它的不同點復述出來，其目的在于培養學生的語言組織能力。Step3:SectionA3bPairworka. T:Let'smoveto3bnow.Therearesomethingsinthepicturesandcanyoumakeconversationsaboutwheretheyare.b. T:Let'smakeconversationsinpairs.c. T:Whowouldliketopresenttheirconversationstoth

27、eclass?【教學設計說明】話題由課本知識向實際生活延伸，體現語言的語用原則。Step4:SectionA3cGame:Findthedifferencesa. T:Nowit'stimeforagame.Let'splaythegameinpairs.StudentAlooksatbetweenthepictureonthispage.StudentBlooksatthepictureonpage19.Whatdoyoufind?b. T:Yes,thetwopicturesaresimilar.Buttherearestillsomedifferencesthem.Try

28、tofindoutthedifferencesbyaskingandansweringquestions.ThingsPicture1Picture2schoolbagunderthetableonthetablepencilboxbookskeyscomputergamec. T:Iwouldliketogiveyouanexample.Example:T:Where'sthepencilbox?Isitonthetable?A:No,itisn't.Itisintheschoolbag.d. T:Iamsureyouareclearaboutwhattodo.Let'

29、;sseewhocanfindallthedifferencesfirst.Let'sstart!【教學設計說明】設置任務，通過對比的方式讓學生理解方位介詞。利用表格直觀體現出兩幅圖的不同點，再將它的不同點復述出來，其目的在于培養學生的語言組織能力。Step5:SummarizeT:Let'ssummarizewhatwelearnedinthisperiod.Step6:HomeworkTrytomemorizetheconversationsin3a.TheThirdPeriod（SectionB,1a-1e）Teachingaims（教學目標）1 .熟練運用Whereis

30、/are？問句和一般疑問句及其回答；2 .熟練運用in,on,under,behind,infrontof,near等介詞。Languagepoints（語言點）1. Where;s?It'sin/on/under2. Whereare?They'rein/on/underDifficulties(難點)：方位介詞的正確使用。Teachingsteps(教學步驟)Leadin:T:Goodmorning,boysandgirls.Shallwecontinueourlessons?CouldyoupleasetellmewhatwelearnedinSectionA?Yes.W

31、elearnedtoaskwherethingsare.Step1:Revision1. Reviewsomeprepositionsa. T:Iwillshowyousomepictures.Pleaseanswermyquestionsbylookingatthem.Questions:Whereisthebaseball?(2)Wherearethebooks?(3)Whereistheschoolbag?(4)Isthepenonthetable?(5)Arethekeysunderthesofa?b. T:Iwouldlikesomeofyoutoaskthequestionsand

32、othersansweraccordingtothepictures.2. 翻譯練習：T:Let'sdosometranslationexercises.PleasetranslartemysentencesintoEnglish.a.那個棒球在哪里？它在書包里。b.鑰匙在書架上嗎？不，不在。c.你的書在哪里？它們在床頭柜上。d.我的游戲機在沙發上。3. DictationT:Let'shaveadictation.Step2:SectionB1a1. Lookandlookupa. T:Openyourbookstopage22.Wouldyoupleaselookatact

33、ivity1a?b. Therearesomewordsinthebox.Doyouknowwhattheymean?Pleaselookthemupinthewordlistonpage90andthenwritedowntheChinesemeaningsundereachword.c. T:Now,Iamsureyouknowwhattheymean.2. MatchT:Pleasematchthewordswiththethingsinthepicture.3. ChecktheanswersT:Finished,everyone?Let'schecktheanswersnow

34、.Answers:1.a2.f3.d4.e5.b6.c4. Reada. T:Readthewordsafterme.Radio,clock.b. T:Wouldyoupleasereadthewordsonebyone?【教學設計說明】培養學生語句組織能力，通過直觀圖片學習第二部分新單詞，并在小組活動中加以操練。Step3:SectionB1b1.LookandrememberT:Lookatthepicturein1aforthreeminutesandtrytorememberthethingsinitasmuchaspossible.2. WriteT:Writedownthethin

35、gsyourememberandwheretheyareinyournotebooks.3. ReadT:Lookatyournotebooksandreadwhatyouwrotedown.【教學設計說明】可以轉化成runningdictation1活動。TaskWhohasabettermemory?T:Let'sperformatasknow.Let'sfindwhohasabettermemory.Justnow,youwritedownthethingsyouremember.Wouldyoupleasecheckthethingsandwheretheyarewit

36、hyourpartnersbyaskingquestionslike:A:Whereisthealarmclock?B:It'sonthetable.bookandfindoutwhoseansweriscorrect.Finally,pleasecheckhowmanythingsyourememberedcorrectly,andhowmanythingsyourpartnerrememberedcorrectly.Ifyouranswersarethesame,justgoon.Ifyouranswersaredifferent,pleasechecktheStep4:Secti

37、onB1c1. Listenandcirclea. Let'smovetoactivity1cnow.Itisalisteningexercise.Forthefirsttime,Iwouldlikeyoutolistenonly.b. Now,forthesecondtime,pleaselistenagainandcirclethewordsyouhear.2. ChecktheanswersT:Ithinkmostofyouhavefinished.Let'schecktheanswerstogether.Answers:circleditems:Englishbooks

38、,ruler,notebook,tape,【教學設計說明】通過小組對話、討論、調查和設計等一系列的課堂活動，培養學生的合作精神。Step5:SectionB1d1. ListenT:Listentotheconversationagain.Justlisten.2. Listenandwritea. T:Listentotheconversationandwritewherethethingsare.b. T:Listentotheconversationandchecktheanswersbyyourselves.3. ChecktheanswersT:Let'scheckthean

39、swerstogether.Whowouldliketotelluswhatyouwrote?Answers:TheEnglishbooksareundertheradio.Therulerisonthebed.Thenotebookisunderthemodelplane.Themodelplaneisinthebookcase.Thetapeisinthetapeplayer.4. Readthetapescripta. T:Let'sreadthetapescripttogether.b. T:Wouldyoupleasereadthetapescriptinpairs?c. T

40、:Whowouldliketoreaditfortheclass?【教學設計說明】延續自我評價活動，把個人的生活經驗與實際結合起來，完成自我觀點的sharing,同時為最后的Project打基礎。Step7:AskandanswerT:AskandanswerquestionsaboutthethingsinTom'sroom.根據湯姆房間里的物品位置進行問答。Step8:SummarizeT:Let'ssummarizewhatwelearnedinthisperiod.Step9:HomeworkCopythewordsinSectionB,1aand1c.TheFourt

41、hPeriod（SectionB,2a-2c）Teachingaims（教學目標）1 .EnabletheSstotalkaboutwherethingsare.2 .掌握名詞單復數及人稱代詞they的用法。Languagepoints（語言點）1 .掌握句型Where'sthenotebook?It'sonthebed.2 .生詞和短語English,clock,tape,tapeplayer,hat,TomDifficulties（難點）：正確寫便條。Teachingsteps（教學步驟）Leadin:T:WehavefinishedmostofUnit4.Andinthi

42、speriod,wewillcontinuetofinishSectionB.Butbeforethat,Iwouldlikeyoutoreviewwhatwelearnedbefore.Step1:Revision1. MakeaspeechT:CanyoumakeaspeechtotelluswherethethingsareinthepictureinthePPT?2. DictationT:Let'shaveadictation.Step2:SectionB2a1. Writethewordsyouknowforthethingsinthepicture.a. T:Let

43、9;sgotoactivity2aonpage23.Lookatthepictureandwritedownallthewordsyouknowforthethingsintheroom.b. T:Shareyourlistwithyourpartners.c. T:Whowouldliketoreadoutsomeofthethingstotheclass?【教學設計說明】利用圖片和已學過的句型導入新課；利用直觀形體語言、動作、語境教等單詞，激發學生思維,幫助學生理解和記憶生詞。Step3:SectionB2b1 Readthepassageandanswerthequestions:IsK

44、atetidy?IsGinatidy?a. T:Let'smovetotheactivity2b.b. T:Wouldyoupleaselookreadthepassageandanswerthetwoquestions?2. ChecktheanswersT:Ithinkmostofyouhavefinished.Pleasereadthepassagewithyourpartnersandcheckyouranswerstogether.3. Reada. T:Wouldyoupleasereadthepassagetogether?b. Whowouldliketoreaditf

45、ortheclass?【教學設計說明】感官材料與閱讀材料中內容的差異對學生的記憶力無疑是一個巨大的挑戰。任務具有挑戰性和趣味性。Step4:SectionB2c1CompletethechartaboutthethingsKateandGinahaveandwheretheyare.T:WouldyoupleasewritedownthethingsKateandGinahaveandwheretheyare.2. Checktheanswersa. T:Ithinkmostofyouhavefinished.Wouldyoupleasereadcheckyouranswerswithyour

46、partners?b. T:Whowouldliketotelluswhattheywrote?【教學設計說明】話題繼續延伸，進一步鼓勵學生發揮自己的想象力和主觀能動性，并與實際相結合，提出自己的新觀點，新思路和新方法。同時又使學生在寫作方面得到訓練。Step5:TaskMyidealroom.c. T:Now,class,let'sdoatask.Everyonewantstohaveanidealroom.Whatisyouridealroomlike?Pleasedrawapictureofitandthendescribeittoyourclassmates.d. T:Iwillgiveyouthreeminutestodrawyourpictures.e. T:Ithinksomeofyouhavefinishedthepictures.Whowouldliketodescribeyourpicturetous?【教學設計說明】FindthedifferencesShowapictureofaroomwithafewthingsinit.GivetheSsashortpassa