where is my schoolbag 全单元教案

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:

备注 4

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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