where is my schoolbag 全单元教案 - 图文

Unit 4 Where’s my schoolbag?

Period 1

Teaching aims:

1. Language goals:

Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under. Target language: Where’s my schoolbag? It’s under the table. Where are my books? They’re on the sofa 2. Ability goals

Talk about where things are, Learn the using of preposition “ on, in, under” Train the students’ communicative competence. 3. Moral goals

Keep your room and tidy. Teaching important points:

1. New words.

2. How to talk about where things are, Learn the using of preposition “ on, in, under”

Teaching difficult points:

1. Prepositions of place: in, on, under.

2. Prepositional phrases: on the sofa, under the bed, etc. 教学设计 备注 Step 1:Warming up: students play a chant This is a pen. These are pens. That is a book Those are books It’s a key They’re keys Step2 Learn the new words Show the pictures of the things on the screen. Teach the new words: chair, table, bed ,bookcase, sofa. (First, read the pronunciations , then read the words. Each word has the singular form and plural form.) Read the words over and over again until the students can name each item fluently. Step 3 Guessing game. Show the things that are covered, let students guess“Is it a/ an…”, if the student can’t guess what it is, show the thing gradually. 1 Step 4 Work on 1a T: Turn to page 19, look at 1a. First read the words. Then look at the picture and look at the letters. Read the instruction. Students do 1a on their own. Check the answers. Read the words again. Step 5: Presentation. (1)Show the pictures of a box and a cat teach ″in, on, under″ Presentation 1. T: Where is the cat? S: Oh, it’s on/in /under the box (2)Then look at the picture on the screen to show the other things to make the students understand in/on/under and teach ″where’s=where is Step 6 pair work 1 1. For example: Put the things on some places. 1) T: Where is my schoolbag? S: It’s on the table 2. )S: Where’s my pencil? S: It’s in the schoolbag . 3.) S: Where’s the…? S: It’s … 2. Students work. 3. Ask some pairs to show their work. Step7: Presentation. Show some pencils and books to the students and present ″Where are/where’re…? They’re….”(Where are=where’re) For example: Where are the books? They’re on/in /under the table Step 8 pair work 2. 1. For example: Put the things on some places. Practice the structures 3. T: Where are my keys ? S: They’re on the chair. Step 9 : Listening (Section A 1b). Listen and number the things in the pictures when you hear them. First listen, then check and repeat. Step 10 pair work Where’s the ball? It’s in / on/ under the box. Where are the erasers? They’re in/on/under the box.

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Step 11 Summarize exercise(用is/are填空 ) (1)Where _____ my schoolbag? (2) Where _____ my books? (3)Lily’s schoolbag ______ under the desk. (4) Tom’s books ______ on the sofa. (5)They ____ under the table. (6)It _____ a key 板书设计： Unit 4 where’s my schoolbag? in 在….里面 where’s my schoolbag? where’s +单数 on 在….上面 It’s in/on/under…. under在….下面 Where are my books ?where are +复数 They’re in/on/under…….

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Period 2

Teaching aims:

1. Language goals:

Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under. Target language: Where’s the map? It’s in your grandparents’ room. Where are my books? They’re on the sofa.

Where’s the baseball? Is it on the table? No, it isn’t. Is it under the table? Yes, it is.

A: Where’re the keys? Are they under the table? B: No, they aren’t. They are on the table.

2. Ability goals

Talk about where things are, Learn the using of preposition “ on, in, under” Train the students’ communicative competence. Listening an speaking skills.

3. Moral goals Keep your room and tidy. Teaching important 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。 Teaching difficult points:

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。

教学设计 Step 1: Revision Read the new words, and then have a dictation. Step2: 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 3 presentation. Present short dialogues, using pictures or objects to help. 1. Show the Dialogue 1:

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Where’s the eraser? Is it on the table? ---No, it isn’t. Is it under the table? ---Yes, it is. 2. Read the conversation in different ways. 3. Show other things ask and answer: Where’s the schoolbag? Is it under the table? ---No, it isn’t. Is it on the table? ---Yes, it is. Step 4 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 5 presentation. Present short dialogues, using pictures or objects to help. 1. Show the Dialogue 2: A: Where’re my books? B: I don’t know. Are they on the bed? A: Yes, they are. Teach “don’t =do not”, “ know”. 2. Show other things ask and answer. Step 6 pair work Students hide and look for the school things in pairs. One student hide the school things and ask: Where’re…? S guess：Are they …? If the other can’t guess right for the second time, the first answer: No, they aren’t. They’re… Step7 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.) Step 8 work on 2b.

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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.) T: Who can answer? S1: The computer game is on the backpack. S2: The books are … S3: The pencil box is … S4: The schoolbag is… S5: The ruler is… S6: The keys are … Step 9 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 10 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. 板书设计： Unit 4 where’s my schoolbag?

Where’s the baseball? Is it on the table? No, it isn’t. Is it under the table? Yes, it is.

A: Where’re the keys? Are they under the table? B: No, they aren’t. They are on the table.

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Period 3 (Grammar Focus-3c)

Teaching aims:

Language 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. ① —Where's…? —It's in/on/under…

② —Where're…? —They're in/on/under…

③ —Is the …in/on/under…? —Yes, it is./ No, it isn't.

④ —Are the …in/on/under…? —Yes, they are. /No, they aren't. 4）Summarize the sentence structures Moral aims：

Get into the habits of putting the things in the order. Teaching key and difficult points:

1 Summarize the sentence structures of talking about the position.

2. Can use the sentence structures of talking about the position in different situations. 教学设计 备注 Step 1 . Warming- up and revision 1. Sing “Where is Tom?” song (like “Two tigers”) Where is Tom? Where is Tom? It’s in the case. It’s in the case. Where is Tom? Where is Tom? It’s on the case. It’s on the case. Where is Tom? Where is Tom? It’s under the case. It’s under the case. 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. (Then put it in his desk) T: Is your pencil box on the desk now? S1: No, it isn't. It's in the desk. （Put it under the desk） T: Is your pencil box in the desk? S1: No, it isn't. It's under the desk. 3. Let Ss ask and answer in the same way. Step 2 . Grammar Focus. 1. Reading guiding：

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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. ① 地图在哪里？_________ the map? ② 它在你爷爷奶奶的房间里。It’s ___ your _____________ room. ③ 我的书在哪里？_______ _____ my books? ④ 它们在沙发上。They’re _____the _______. ⑤ 他的铅笔在哪里？ ______ _____ pencil box? ⑥ 它在他的书包里。 It’s ___ his _________. ⑦ 你的尺子在哪里？_______ your ________? ⑧ 它在椅子下面。It’s ________ the _______. ⑨ 他们的钥匙在哪里？_____ are ________ _____? ⑩ 它们在桌子上。 _______ on the _____. 3. Check the answers with the class. Step 3 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 \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…?”. ② Look the picture carefully, find the correct positions, and discribe them with “in, on, under”. 4. Check the answers. 5. Read the conversations. Step 4 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.

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—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. S1: Where are the books? Are they on the sofa? S2: No, they aren't. They are in the bookcase. S1: Where are the pencils? S2: I don’t know. Are they in the pencil box? S1: Yes, they are. (Let the students ask and answer according to the picture in 3b or using their own things.) Step 5 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.）

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Picture on P19 Picture on P21 (Picture 1) (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 books keys schoolbag jacket Name Linda Eric

Things

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Period 4

Teaching aims:

1. Language goals: Key vocabulary:

1. radio, clock, tape, tape player, model, plane, model plane, 2. Review the words about furniture and the school things. 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. 2. Ability goals

Talk about where things are, Learn the using of preposition “ on, in, under” Train the students’ communicative competence. Listening an speaking skills. 3. Moral goals

Keep your room and tidy. Get into the habits of putting the things in the order. Teaching important points:

1. Target language.

2. Talk about where things are, Learn the using of preposition “ on, in, under” Teaching difficult points:

1. Prepositions of place: in, on, under.

2. Can use the sentence structures of talking about the position in different situations. 教学设计 备注 Step 1. Warming- up and revision 1. Sing “Where is Tom?” song (like “Two tigers”) Where is Tom? Where is Tom? It’s in the case. It’s in the case. Where is Tom? Where is Tom? It’s on the case. It’s on the case. Where is Tom? Where is Tom? It’s under the case. It’s under the case. 2. Ask and answer the school things around them. T: Where is your pencil box? S1: It's on the desk. (Then put it in his desk) T: Is your pencil box on the desk now? S1: No, it isn't. It's in the desk.

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（Put it under the desk） T: Is your pencil box in the desk? S1: No, it isn't. It's under the desk. 3. 翻译练习： a.那个棒球在哪里？它在书包里。b.钥匙在书架上吗？不，不在。 c.你的书在哪里？它们在床头柜上。 d.我的游戏机在沙发上。 Step 2. Presentation 1. Present the new words. T: I have some things on my desk, I think you can tell me how to say them. T: What’s this? (Hold up a radio in the hand) T: Yes, it’s a radio. Read after me. R-A-D-I-O, radio. T: Do you have a watch? Ss: Yes, I do./ No, I don’t. T: Is it a watch? Ss: No, it isn’t. It’s a clock. T: Good. It’s clock. Read after me. C-L-O-C-K, clock. (Then hold up tape, tape player, model plane, teach them in the same way. Check the words using the cards.) 2. Ss read the words aloud. Then try to remember the new words. 3. a. Open your books at page .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. 2．Match Please match the words with the things in the picture. 3．Check the answers Step 3 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

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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. Step 4 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 5: 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? Step 6 . 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 7. Summarize Let’s summarize what we learnt in this period.

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Period 5

Teaching aims:

1. Language goals: Key vocabulary:

1. tidy, but, our, everywhere, always ,in our room, in the …, on the…, under the…,

2. Review the preposition. Target language:

1. Can talk about position using the following sentence structures. ① —Where's…? —It's in/on/under…

② —Where're…? —They're in/on/under…

2. I’m tidy, but Gina is not. My dictionary and radio are on the desk. My pencil box is in my schoolbag and my schoolbag is under the desk.

2. Ability goals

Talk about where the things are. Review the things in the room. Training students’ reading and writing skills . 3. Moral goals

Keep your room and tidy. Get into the habits of putting the things in the order. Teaching important and difficult points:

1. Talk about where the things are. Review the things in the room. 2. Reading and writing pratice . 教学设计 备注 Step 1 Warming up and leading in 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 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 work on 2b

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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 Step 4 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. Step 5 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.

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