unit 4 wheres my schoolbag section a1a2c课件.docx

1、unit 4 wheres my schoolbag section a1a2c课件课题： Unit 4 Wheres my schoolbag ?第六课时 Section B 3a-SelfcheckTeaching aims:一、话题功能：学生们学会通过使用介词“in, on, under”能够写关于房间内物品摆放的文章。 二、词汇和常用表达：学生们在写作中学会使用一些单词和短语：on, in, under, on the desk, in the bookcase ,under the chair.三、情感习惯教育：教育学生养成日常生活保持教室和房间整洁的好习惯。（设计意图：目标引领，从

2、话题功能、词汇和常用表达和情感习惯教育三个方面来呈现本节课的学习目标。）RevisionITranslate the following phrases into English.1. 在他的书包里 _ 2. 在课桌下 _ 3. 在椅子上 _ 4. 在模型飞机下面 _5. 在女孩子们的头上_ 6. 在老师的讲桌里 _ II. Translate the following into English. 1. 我的磁带在书橱里。(in ) _. 2. 她的飞机模型在椅子下面。( under) _. 3. 棒球在哪里？ -在地板上。(on) _. 4. 我是整洁的，但吉娜不是。(but) _. 5

3、.他的字典和收音机在书桌上。(and) _.(设计意图：课前复习，以学生为主体，让学生主动参与，体验， 以学定教，同时也为本课的一些教学活动比如采访和写作等热身，作知识的铺垫。)Teaching and learning steps:Step I. Warming up and leading in:Task1: Do pair work. Ask the students to do pair works using the information in the blanks below.For example:A: Where is Kates clock?B: It is on the

4、desk.(备注：红题字表示的be动词、蓝体字表示的名词所有格和绿体字表示的物品名称可根据对话的需要，相应的发生变化。)KateGinaThingsWhereThingsWherebooks and tapesin the bookcase books everywherekeys in the schoolbagwhite model planeunder the desk clockon the deskkeys, ruler, schoolbagdont know（设计意图：通过对话的形式对上一节课所学的课文进行复习，一方面复习学过的语言知识，训练学生的口头语言表达能力，另一方面也为本节

5、课的语言活动作知识上的准备。）Task2: Group work. The teacher shows the Ss a picture. Let the Ss discuss and write the things in the pictures in groups of four. The more, the better.Furniture(家具): desk, sofa, bookcase ,bed, chair Stationery(文具):pencils, books, , ruler, pencil case, notebook Other(其它): hat, CD, keys

6、, video tape, telephone(设计意图：对教材进行整合，把教材中self check中的第一部分提到这儿来，为教学活动提出话题，自然而然过渡到下一步谈论你的房间有这些物品吗。)Step II. WritingtimeTask3. Make a survey. Think about your room: Do you have these things in your room? Where are they? 想一想你的房间,做一次采访：你有这些物品吗？通常你把它们放在哪里？WhatYes/Nowherea dictionaryyeson my deska schoolba

7、gWith on ,in ,undera pencil boxa radiobookspenstapesCDsMake a survey like this:S1: Hello. Do you have（有） a dictionary?S2:Yes,I have.No, I havent.S1: Where isare ?S2:It is They are.（设计意图：采访环节，训练学生的口头语言表达能力，也为激活下一步的写做热身，同时遵循先听说后读写的认知规律。）Task4. Writing. Show the Ss a passage with some blanks. Use the w

8、ord “and ” if you can.写出你房间里物品的位置，尝试在句中使用and.This is my room. /I have （有）a nice room. My dictionary my radio are on the desk. My pencil box is in my schoolbag my schoolbag is under the desk.My books are and my notebook is 。My quilt and my pillow（枕头） are My cup is and my clock is 。(Answers: and , and

9、, on the bookcase, in my schoolbag, on the bed, on the desk, on the desk too )（设计意图：让学生根据物品摆放介绍自己的房间，这样作文雏形已初步成形。）Task5. Summary. How to write “My room ”Ask the Ss to think about how they can write about their rooms.After the Ss show their ideas, help the Ss make sure the following things: “This is

10、my room./I have a nice room.” is the Topic Sentence.主题句.Things(物品） be（is/are) prepositions（介词） dictionary on the deskradio is pencilbox in my schoolbagschoolbag under the deskbooks are on the bed特别提醒：物品+and+物品+are.物品+be+介词短语+and+物品+be+介词短语（设计意图：让学生总结写作要点,文体结构分析,教会学生写作方法和步骤）StepIII. Writing. Write th

11、e Ss ideal room Task6. Discuss: 你理想的房间物品应该怎样整理？看谁整理的最tidy。Things Places Yes/noScore （得分)a dictionaryOn the bookcase In the schoolbagOn the desk10a schoolbagOn the chair10a pencil boxIn the schoolbag10a radioOn the bookcase On the desk10booksOn the bookcase In the schoolbag10pensIn the pencil box10ta

12、pesOn the desk10quiltOn the bed10baseballUnder the desk10CDsOn the desk10Totel(总分)(设计意图：通过对自己物品的摆放，巩固相关的物品单词以及介词on ,in,under的用法. 引导学生反思自己的生活环境，使他们养成良好的生活习惯。)Task7. Writing. Help the Ss make sure the composition must include the following things before they start to write their ideal rooms Give the S

13、s several minutes to write their composition. *Topic sentence: This is my room./I have a nice room.Things : Furniture(家具): desk, sofa, bookcase ,bed, chairStationery(文具):pencils, books, , ruler, pencil case, notebookOther(其它): hat, CD, keys, video tape, telephoneBe; is， arePrepositions “in, on, unde

14、r”Conjunctions “and ”Task 8. Report:我最会整理Ask the Ss to read the whole passage for consolidation. Then the teacher shows a passage about “ideal rooms” and pictures and get the students to enjoy it.Heres my ideal room. My TV is on the desk. My telephone is on the table. I have a very big bookcase. My

15、books are all on the bookcase. My backpack is on the chair. My notebooks are on the table. Some lovely toys are on my bed. My alarm clock is on the dresser. It wakes me up every morning. I love my room. （设计意图：让学生读出自己写的作品，学生之间可以互相借鉴，也可以培养学生的自信心。）Step IV. Consolidation: Complete the passage in selfche

16、ck2. Ask the Ss to write things in the classroom with in, on and under. This is my classroom. The tape player is on the teachers desk. The chalk（粉笔）is the chalk box, and the chalk box is the teachers desk. The teachers chair is the teachers desk. The map is the wall.The chalk（粉笔）is in the chalk box,

17、 and the chalk box is on the teachers desk, too. The teachers chair is under the teachers desk. The map is next to the blackboard（黑板）.Have the Ss check their answers with their partners first. Then, choose several Ss to show their answers blank by blank. At last, give the Ss time to read the complet

18、ed passage.（设计意图：知识的巩固，让学生学会运用。）Step V. The-end-class test(当堂检测)I. 用所给词的适当形式填空.1. My tapes_(be) in the bookcase.2. Her _(key) are in my schoolbag.3. The model plane is _(her).4. _(Gina) books are on the desk.5. My ruler and pen _(be) in my pencil case.II.翻译下列句子1. -笔记本在哪？_ _ _ notebook？ - 它在床上。 _ on

19、the bed.2. 书在书橱里。The books_ _ _ _.3. 他的背包在椅子上。His schoolbag is _ _ _.4. - 她的钥匙在桌子下吗？_ her keys _ _ _? - 不，不在。No, _ _.5.电话在桌子上吗？_ the telephone _ the table? III. fill in the blanks. 看图填空。 Dear Chen Guang,Can you bring some things to school? I need my hat, my notebook, and a pen. My _ is _. The _ is o

20、n the floor, and my _ is _. Thanks, Chen Yang （设计意图：当堂检测，当堂反馈，堂堂清。先词后句最后文的训练顺序，符合学生的语言认知规律。）HomeworkLook at the picture. Ask the Ss to write a passage about the room.假设图片中是你的房间, 请根据图片,描述一下你房间中物品的位置。要求:语句通顺, 不少于40词。_（设计意图：创设情景，综合应用所学。既巩固了所学，又提高了综合运用英语的能力，达到学以致用。同时也为下节课的学习做下铺垫。）Keys:（答案）RevisionI. 1.i

21、n his schoolbag 2. under the desk3. on the chair 4. under the model plane5. on the girls head 6. in the teachers deskII. 1. My tapes are in the bookcase.2. Her model plane is under the chair.3. Wheres the baseball? Its on the floor.4. Im tidy, but Gina is not.5. His dictionary and my radio are on th

22、e desk.Step VII. Class test.I.1. are 2. keys 3. hers. 4. Ginas 5. areII.1. Where is the notebook? Its on the bed.2.The books are in the bookcase.3.His schoolbag is on the chair.4.Are her keys under the table? No, they arent. 5. Is, onIII. hat on the chair; notebook; pen on the table本节课的亮点：首先，本课教案的设计

23、遵循了语言学习的认知规律，由易到难，由已知到未知，温故知新，从词语开始再到句子，最后连缀句子形成短文，课堂的设计层层铺垫，从一开始的说，描述物品，并描述物品的摆设，然后进行写句子，有句子再融合成小短文。找到些类似短文的关键点和句型结构。其目的在于分散教学难点，循序渐进，便于理解，便于运用。课堂设计开始设计了三组复习内容，词组开始，再到对话，最后是翻译句子，目的是复习已有的语言知识和结构，为下一步的采访和写作做铺垫和准备；在呈现环节，先听一首歌曲进行课前热身，然后把话题引入到谈论房间，通过对话采访，训练了学生的口头语言表达运用能力，也为下一步的写作进一步做了铺垫和准备，然后是写作和朗读，是语言知

24、识的综合运用，最后通过讨论自己理想的房间物品的摆放和写作，课堂达到了高潮，学生的语言运用能力进一步得到了提升。课堂设计，一步一个脚印，稳扎稳打，曲径通幽，渐入佳境。其次，课堂的设计，注重了语言知识的输入和输出，学生在复习环节，课文复述环节，后来的采访环节等都注重了知识的输入，学生只有进行了充分的语言输入，打好了基础，才能得心应手的进行语言输出，本科的写这一环节是课堂的输出环节，也是本课的重点和难点，但是学生在充分的语言输入储备之后，输出就显得饱满自然，游刃有余，浑然天成。学生感觉自信，感觉愉快，感觉有话可说，有话可写。另外，本节课容量大，各环节紧凑，信息丰富，发挥了多媒体和网络技术的优势，利用多媒体网络课件创设情景，营造氛围，给学生提供合作探究、自主实践、操作练习的机会，激发学生的兴趣。不足之处：在生生作文互评的环节占用的时间过长，需调整。使用建议：由于本课的容量较大，课前一定要做好充分的预习，以确保本课的课堂效率。