Unit4 Where is my schoolbag ?教学设计

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Unit4  Where is my schoolbag ?教学设计
新吴学校   梁菁
(Section A, 1a–2c)
Teaching aims（教学目标）
1．掌握有关物品的名称table, bed, bookcase, sofa, chair, book, keys, bag,
2．学会谈论物品的位置。
Language points（语言点）
要求掌握以下句式：
       Where’s my schoolbag?
      It’s under \ in \ on the table.
2．要求掌握以下词汇：
where, table, bed, bookcase, sofa , chair, under, they, on
Difficulties（难点）：
       熟练运用表示方位的介词in, on, under 等。
Teaching steps （教学步骤）
Lead in:
T: Good morning，everyone! Last week, we finished Unit 3. Today we are going to study a new unit, Unit 4.
Ask and answer
a. T: Can you tell me what the title of Unit 4 is? Yes, it’s “Where’s my schoolbag？” What do you think the unit is about?
b. T: Great! In this unit, we are going to learn to talk about where things are. Do you still remember some school things we have learned?
c. T: What are they? OK. Let’s start to talk about some school things first.
【教学设计说明】
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，启动学生学习兴趣的发生。
Step 1: Section A  1a
T: First, please open your books to page 19 and look at activity 1a.
1．Look and find
T: Please look at the picture in activity 1a. There are some things in it. Do you know what they are?
2．Match and discuss
a. T: Would you please match the words with the things in the picture?
b. T: How many words do you know? Can you share the words you know with your partners?
c. T: Please discuss with your partners and check whether your answers are the same.
3．Check the answers
T: Let’s check the answers together.

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4．Read
a. T: Please read the words after me. Table ...
b. T: I would like you to read each word twice. Table, table ...
c. T: Let’s read the words one by one together.
【教学设计说明】
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。
Step 2: Section A  1b
1．Listen and number
a. T: Listen to the recording for the first time.
b. T: Number the things in the picture when you listen to it for the second time.
2．Check the answers
T: Let’s check the answers.
Answers: 1．books   2．pencil box  3．computer game  4．keys
3．Read
a. T: I would like you to read the tape script together.
b. T: Would you please read it by yourselves three times?
c. T: This time I would like you to read it twice with your partners.
d. T: Who would like to read for the class?
4．Translate and explain
a. T: Let’s translate the conversation into Chinese.
b. T: Who can tell us what it means?
c. T: Yes. When we ask the positions of things, we use the word “where”. And from the picture, we know that the word “on” means “在······上面” “in” means “在······里面”“under” means “在 ······下面”. They are called prepositions “介词”.
【教学设计说明】
由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，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。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。
Step 3: Section A  1c
1．Read
T: Would you like to read the conversation with your partners?
2．Practice
a. T: Would you please practice the conversation according to the picture in 1a?
b. T: Please present your conversations to the class. Who would like to have a try?
【教学设计说明】
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。
Step 4: Section A  2a
1．Look and say
a. T: Let’s move to activity 2a now. Could you please look at the things and say them in English?
b. T: Let’s take turns to say the things in English one at a time. Let’s start with you …
2．Listen and number
a. T: Now, let’s listen to the recording for the first time.
b. T: Are you ready to do the activity 2a?
d. T: Please number the things you hear.
3．Check the answers
T: Do you have the answers? Let’s check them together.
Answers:   2．books     6．keys     1．computer game     5．ruler    3. pencil box   4．schoolbag
【教学设计说明】

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学会利用一切可利用的学习资源，如词典，音像资料，网络等来获取更多的学习信息。
Step 5: Section A  2b
1．Listen and find the correct places
a. T: Listen to the conversation again and find the correct places for the things in 2a.
b. T: Number the things in the picture from 1 to 6.
2．Check the answers
T: Finished? Let’s check the answers.
Answers: 1．computer game   in the bookcase
2．books           on the chair
3．pencil box       under the sofa
4．schoolbag        under the table
5．ruler         under the chair
6．keys            on the table
3．Read the conversation
a. T: Let’s read the conversation in the tape script together.
b. T: I would like you to read it in pairs.
c. T: This time I would like boys to read as Tom and girls to read as Helen.
d. T: Who would like to read the conversation for the class?
【教学设计说明】
学会用英语询问自己的或他人物品的具体位置。能够合理地描述和设计房间。
Step 6: Section A  2c
1．Read
T: Let’s move to activity 2c. Shall we read the conversation together?
2．Guess
a. T: Now, let’s guess where the things are.
b. Students work in pairs. Student A covers the picture in 2b. Ask about where the things are in the picture. Student B answers the questions.
c. T: I would like to give you an example.
Example: T: Is the pencil box on the sofa?
S: No, it isn’t. It’s under the sofa.
d. T: Change roles after making one conversation and then practice again.
【教学设计说明】
学会用英语准确描述物品所在的位置；培养学生整齐地摆放自己物品的生活习惯。
Step 8: Summarize
T: Let’s summarize what we learned in this period.
Step 9: Homework
1．Copy the words in activity 1a and the sentences in the grammar box.
2．Read the tape script of activity 2a and 2b.

                              板书设计
                    Unit 4 Where is my schoolbag ?
Words: table  bed  chair   bookcase  sofa
Sentences:
Where is my pencil box ?    It is in \ on \ under …
Where are my books ?       They`re in \ on\ under…