Unit 4 Wheres my schoolbag Section A 听说课教案.docx

1、Unit 4 Wheres my schoolbag Section A 听说课教案Unit 4 Wheres my schoolbag?Period Two (Setion A)听说课Teaching and learning Goals:1.Talk about the room and Talk about where the things are.2.Study and practice Wheres ? Its in/on/underWherere? Theyre in/on/under3.Listening practice of SectionATeaching and lear

2、ning steps :一Preview（预习检测）1.Show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. Then show them the whole picture, preview the new words, ask where the things are, let the students answer, using the prepositions. eg. A: Where are the books

3、? B: They are on the bookcase.2.Repeat with a sitting room and a study, preview the new words and practice in the same way. 设计意图：由于新单词上节课已学过，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通过这样的方法再次呈现新单词，既增加了学生的兴趣，又达到了复习目的。二Warming up（热身导入）Step11. Revise some school things by asking questions. e

4、.g.: Whats this? Is this a ? How do you spell it? etc.2.Review the new words in, on, under, behind by helping the teacher find the lost things.e.g.: T: Wheres my English book? S1: Its here. / I think its T: Oh, its on the desk. T: Wherere my color pencils?S2: TheyreTeach the new word “where” and the

5、 use of “they”.3.Consolidate the prepositions by looking at the screen and answer the questions: Wheres ? Wherere? 设计意图：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学生的主动性。Step 2 Game: Hide and look for things Students hide and look for the school things in pairs. One student hide one schoolth

6、ing and ask: Wheres? Wherere? The other students guess and answer: Its in your desk. They are in your pencil case. Ask some pairs to share their performance. 设计意图：通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。Step3 Make up dialoguesSection A, 1c: Make up dialogues in pairs, using the things in the picture onP19.eg

7、. A: Wheres the schoolbag? B: Its under the table.三Listening （听力活动）Step1.Listening for the general ideaQuestion: What things can you hear ?Listen and answer it Then play the tape for students and let them number them. Listen again and imitate the dialogues in Section A, 1b.Step2.Listening for the sp

8、ecific ideasSectionA , 2a. First answer what is this? What are they? Then listen and number them.Section A, 2b. Play the tape again, students number the things 1-6 in the picture. Imitate the dialogues. Step3.Post-listening activities1.PairworkSection A, 2c. Look at the picture in 2b again. Students

9、 use general questions to ask and answer about the things in it.2.Practice the drill “Where is / are?”Present short dialogues, using pictures or objects to help. Dialogue 1: A: Wheres my bag? B: I dont know. Is it on the sofa? A: No, it isnt. Dialogue 2: A: Wherere my books? B: I dont know. Are they

10、 on the bed? A: Yes, they are. Teach “dont =do not”, “ know”.设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。3. 3a.Look at the pictures and complete the conversations A: Where _ the keys?B: Theyre _ the _.A: Wheres the _? _ it on your desk?B: No, its _ the chair.A: Where _ the pencils?B: I dont know._ they in the _?A

11、: Yes, they are.Keys:1.are on 2. book under 3.are Are schoolbag3b .Ask and answer questions about the things on the right and write down。设计意图：通过对这个句型的大量操练，使学生掌握该句型的用法，避免单调枯燥的语法讲解。通过书写，不但检查学生说，还检查学生写的情况。四Use of the language（语言运用）Game: Find the differences Section A, 3c. Student A looks at Picture 1 (

12、 Textbook P21. 4), Student B looks at Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form. e.g.: SA: Where is the backpack? Is it under the table? SB: No, it isnt. Its on the table. ThingsPicture 1Picture 2backpackunder the tableon the tablepencil casebookskeysdogAsk some stu

13、dents to report their answer like this: In Picture 1, the pencil case is In Picture 2, the pencil case is; In Picture 1, the books are In Picture 2, the books are 设计意图：设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点，再将它的不同点复述出来，其目的在于培养学生的语言组织能力。Summary: A memory test Show a picture of a room, give the studen

14、ts one minute to look at it, then ask themwhat kind of things they see and where the things are. Have a competition amonggroups. See which group can remember all the things and places. 设计意图：通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。五The end-of class test 当堂检测(一)用所给单词的适当形

15、式填空。.Where _ (be) the notebook?. My _ (pen) are in the drawer. . _ (be) the cards on the table? . _ (it) are my rulers. . Here are two _ (key). （二）补全对话,每空一词。. Where _ my computer game? _ _ on the table. Where _ your books? _ _ in my backpack. Kate is in her room. (对划线部分提问) _? （三）连词成句 where, the, sof

16、a, is _ under, it, is, the, table_ my, pen, pencil, where, are, and_ backpack, are, in, they, my_ baseball, is, my, under, the, bed_ your, under, your, ID, card, is, bed_Keys:(一) is pens Are They keys (二)1. is .It is 2.are.They are 3.Where is Kate? (三)1.Where is the sofa? 2.It is under the table. 3.

17、Where are my pen and pencil? 4.They are in my backpack. 5.The baseball is under my bed. 6.Your ID card is under your bed.Homework: 1.Finish off the exercises in the exercise book. 2.Act out the dialogues. (Section A, 2a & 2b.)设计意图：由课堂活动向课外延伸.巩固并运用所学。亮点：1。对于本课的语言目标，以各种口语训练形式反复操练达到巩固目的，避免了单调枯燥的语法讲解。、2从单个的知识点到整体的语言运用，使语言学习得以运用，从口语听力到文章，从而锻炼了学生的语言组织和运用能力。3.学生联系实际生活，比较感兴趣。使用建议：课堂容量较大，教师要注意掌控课堂节奏，不要为了赶进度而仓促完成，最好提前巩固好所需的单词，这样上课会更得心应手。