whereismyschoolbag全单元教案设计.docx
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whereismyschoolbag全单元教案设计
Unit4Where’smyschoolbag?
Period1
Teachingaims:
1.Languagegoals:
Keyvocabulary:
table,bed,bookcase,sofa,chair,where,on,under.
Targetlanguage:
Where’smyschoolbag?
It’sunderthetable.
Wherearemybooks?
They’reonthesofa
2.Abilitygoals
Talkaboutwherethingsare,Learntheusingofpreposition“on,in,under”
Trainthestudents’communicativecompetence.
3.Moralgoals
Keepyourroomandtidy.
Teachingimportantpoints:
1.Newwords.
2.Howtotalkaboutwherethingsare,Learntheusingofpreposition“on,in,under”
Teachingdifficultpoints:
1.Prepositionsofplace:
in,on,under.
2.Prepositionalphrases:
onthesofa,underthebed,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
Step2Learnthenewwords
Showthepicturesofthethingsonthescreen.
Teachthenewwords:
chair,table,bed,bookcase,sofa.
（First,readthepronunciations,thenreadthewords.Eachwordhasthesingularformandpluralform.）
Readthewordsoverandoveragainuntilthestudentscannameeachitemfluently.
Step3Guessinggame.
Showthethingsthatarecovered,letstudentsguess“Isita/an…”,ifthestudentcan’tguesswhatitis,showthethinggradually.
Step4Workon1a
T:
Turntopage19,lookat1a.Firstreadthewords.Thenlookatthepictureandlookattheletters.
Readtheinstruction.
Studentsdo1aontheirown.
Checktheanswers.
Readthewordsagain.
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
Step6pairwork1
1.For example:
Putthethingsonsomeplaces.
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.Studentswork.
3.Asksomepairstoshowtheirwork.
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
Step8pairwork2.
1.For example:
Putthethingsonsomeplaces.
Practice the structures
3.T:
Where are my keys ?
S:
They’re on the chair.
Step 9 :
Listening （SectionA 1b）.
Listen and number the things in the pictures when you hear them.
First listen,then check and repeat.
Step10pairwork
Where’stheball?
It’sin/on/underthebox.
Wherearetheerasers?
They’rein/on/underthebox.
Step 11Summarize
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：
Unit4where’smyschoolbag?
in在….里面where’smyschoolbag?
where’s+单数
on在….上面It’sin/on/under….
under在….下面Wherearemybooks?
whereare+复数
They’rein/on/under…….
Period2
Teachingaims:
1.Languagegoals:
Keyvocabulary:
table,bed,bookcase,sofa,chair,where,on,under.
Targetlanguage:
Where’sthemap?
It’sinyourgrandparents’room.
Wherearemybooks?
They’reonthesofa.
Where’sthebaseball?
Isitonthetable?
No,itisn’t.
Isitunderthetable?
Yes,itis.
A:
Where’rethekeys?
Aretheyunderthetable?
B:
No,theyaren’t.Theyareonthetable.
2.Abilitygoals
Talkaboutwherethingsare,Learntheusingofpreposition“on,in,under”
Trainthestudents’communicativecompetence.
Listeninganspeakingskills.
3.MoralgoalsKeepyourroomandtidy.
Teachingimportantpoints:
1.Targetlanguage.
2.Talkaboutwherethingsare,Learntheusingofpreposition“on,in,under”
3.一般疑问句的简短回答。
Teachingdifficultpoints:
1.Prepositionsofplace:
in,on,under.
2.Thesingularformsandpluralforms.
3.一般疑问句的简短回答。
教学设计
备注
Step1:
Revision
Readthenewwords,andthe
nhaveadictation.
Step2:
Game:
Hideandlookforthings
Studentshideandlookfortheschoolthingsinpairs.Onestudenthideoneschoolthingandtheotherask:
Where’s…?
/Where’re…?
Thefirstanswer:
It’sinyourdesk./Theyareinyourpencilcase.
Asksomepairstosharetheirperformance.
Step3presentation.
Presentshortdialogues,usingpicturesorobjectstohelp.
1.ShowtheDialogue1:
Where’stheeraser?
Isitonthetable?
---No,itisn’t.
Isitunderthetable?
---Yes,itis.
2.Readtheconversationindifferentways.
3.Showotherthingsaskandanswer:
Where’stheschoolbag?
Isitunderthetable?
---No,itisn’t.
Isitonthetable?
---Yes,itis.
Step4pairwork
Studentshideandlookfortheschoolthingsinpairs.
OnestudenthideoneschoolthingandTheotherask:
Where’s…?
Isit…?
Thefirstanswer：
No,itisn’t./Yes,itis.
Iftheothercan’tguessrightforthesecondtime,thefirstanswer:
No,itisn’t.It’s…
Step5presentation.
Presentshortdialogues,usingpicturesorobjectstohelp.
1.ShowtheDialogue2:
A:
Where’remybooks?
B:
Idon’tknow.Aretheyonthebed?
A:
Yes,theyare.
Teach“don’t=donot”,“know”.
2.Showotherthingsaskandanswer.
Step6pairwork
Studentshideandlookfortheschoolthingsinpairs.Onestudenthidetheschoolthingsandask:
Where’re…?
Sguess：
Arethey…?
Iftheothercan’tguessrightforthesecondtime,thefirstanswer:
No,theyaren’t.They’re…
Step7workon2a.
1.Askthestudentstospellthewordsinthepicturein2a.
T:
First,lookatthepicturesonthescreen.Whatarethese?
S1:
Theyarebooks.S2:
Theyaresomekeys.
S3:
It’sacomputergame.T:
Isthisaruler?
S4:
Yes,itis.
T:
Isthisapencilbox?
S5:
Yes,itis.
T:
Whataboutthis?
S6:
It'saschoolbag
2.T:
Now,listentotherecordingandlookat2a.Numberthethingsfrom1-6.
T:
Checktheanswer.（Studentsgivetheanswers.）
Step8workon2b.
T:
Now,listenagain.Let’sdo2b.Findoutwherearethethingsfrom2a?
Numberthethingsinthepictures[1-6].
（Playthetapeagainandchecktheanswer.）
T:
Whocananswer?
S1:
Thecomputergameisonthebackpack.
S2:
Thebooksare…S3:
Thepencilboxis…
S4:
Theschoolbagis…S5:
Theruleris…
S6:
Thekeysare…
Step9Pairwork
T:
Lookatthepicture.Arethebooksonthesofa?
Ss:
No,theyaren't.They'reonthetable.
T:
Istheschoolbagunderthetable?
S:
No,itisn't.It'sonthesofa.…
（writethefoursentencesontheblackboard.Letthestudentsaskandanswerquestionsaboutthethingsinthepicturein2b.）
Step10Role-play
1.Jackisaforgetfulboy.Healwaysdoesn'tknowwherehisthingsare.Let'shelphimfindhisthings.
Matchthethingswiththerightplacesbelow.
（LetSslookatthescreen.Therearesomethingsandsomeplaces）
bagonhishead
maponthesofa
hatonthebedinhisgrandparents'room
2.Ssreadtheconversationandmatchthethingswiththerightplaces.
3.Checktheanswers.
4.Readtheconversationafterthetape.（注意语调与语速）
5.Nowpracticetheconversationwithyourpartner.Thenletsomepairsactouttheconversation.
板书设计：
Unit4where’smyschoolbag?
Where’sthebaseball?
Isitonthetable?
No,itisn’t.
Isitunderthetable?
Yes,itis.
A:
Where’rethekeys?
Aretheyunderthetable?
B:
No,theyaren’t.Theyareonthetable.
Period3（GrammarFocus-3c）
Teachingaims:
Languageaims:
1.Reviewthewordsaboutfurnitureandtheschoolthings.
2.Continuetotalkaboutwherethingsare,usingthepreposition.
3.Cantalkaboutpositionusingthefollowingsentencestructures.
①—Where's…?
—It'sin/on/under…
②—Where're…?
—They'rein/on/under…
③—Isthe…in/on/under…?
—Yes,itis./No,itisn't.
④—Arethe…in/on/under…?
—Yes,theyare./No,theyaren't.
4）Summarizethesentencestructures
Moralaims：
Getintothehabitsofputtingthethingsintheorder.
Teachingkeyanddifficultpoints:
1Summarizethesentencestructuresoftalkingabouttheposition.
2.Canusethesentencestructuresoftalkingaboutthepositionindifferentsituations.
教学设计
备注
Step1.Warming-upandrevision
1.Sing“WhereisTom?
”song（like“Twotigers”）
WhereisTom?
WhereisTom?
It’sinthecase.It’sinthecase.
WhereisTom?
WhereisTom?
It’sonthecase.It’sonthecase.
WhereisTom?
WhereisTom?
It’sunderthecase.It’sunderthecase.
2.Askandanswertheschoolthingsaroundthem.
（PutS1'spencilboxonthedesk）
T:
Whereisyourpencilbox?
S1:
It'sonthedesk.
（Thenputitinhisdesk）
T:
Isyourpencilboxonthedesknow?
S1:
No,itisn't.It'sinthedesk.
（Putitunderthedesk）
T:
Isyourpencilboxinthedesk?
S1:
No,itisn't.It'sunderthedesk.
3.LetSsaskandanswerinthesameway.
Step2.GrammarFocus.
1.Readingguiding：
Whenyouaskabouttheposition,youcanuse“Whereis/are…”,thestructuresare：
Whereis…?
It'sin/on/under…（句子的主语为名词单数）
Whereare…?
They'rein/on/under…（句子的主语为名词复数）
2.LetSsreadthesentencesandfillintheblanksbelow.
①地图在哪里？
_________themap?
②它在你爷爷奶奶的房间里。
It’s___your_____________room.
③我的书在哪里？
____________mybooks?
④它们在沙发上。
They’re_____the_______.
⑤他的铅笔在哪里？
___________pencilbox?
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。
_______onthe_____.
3.Checktheanswerswiththeclass.
Step3workon3a
1.（Makeaconversationwithastudent.）
T:
LookatPicture1in3a.Whereisthebaseball?
S1:
（helpS1answer）Idon’tknow.
T:
（TeachSstheexpression"Idon'tknow."withabodylanguage.forexampleshakeyourhead.）
2.Nowl
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