1、Unit 4 Wheres my schoolbag?Period 1 Teaching aims学完本课后，学生应能：1. 学习并运用介词 on; in; under 在句子中的用法。.2. 学习新单词 table; chair; sofa; bookcase; bed etc. 3. 掌握句型 Where is/are? 用来询问某物的具体位置4. 通过对话和游戏，学生掌握对物品摆放进行描述。Teaching proceduresStep 1 Preparation1. Tell the task to the class：Please draw a picture of your bed
2、room, or you can design it by yourself. We can show it to each other in class and find out which students bedroom is the most beautiful.2. Brainstorm.Try you best to write down some other furniture names by using dictionary or internet.Step 2 Presentation table; chair etc.2. Learning the usage of so
3、me words: in; on; under. Practice 1英汉互译1. 在沙发上 5. under the table2. 在桌子里 6. on the floor3. 在椅子上 7 in the schoolbag4. 在书架上 8. under the bed Presentation2 Playing a game变动教室里面的一些东西，然后让学生自己找出他们的不同。同学们以小组为单位，仔细观察，然后将自己组发现的不同迅速写到黑板上面，看哪一组同学发现得最多，而且写到黑板上的内容越快，就获胜。Structure：There was a map on the front wal
4、l but now there is a map on the back wall.Practice 2Listening to the tape and finishing 1bThen check the answer together.Presentation 3Practice the conversation in 1a with your partner. Then make your own conversations in the structure as below:A: Wheres the schoolbag?B: Its under the table. Practic
5、e 3课堂练习，连词成句：TV Under BedComputer Behind TableBooks Next to SofaMap on Chair Step 3 Summary作为本单元的第一节内容，重点是通过教学工作使得学生能够尽快了解本单元的学习主题和重要内容以及难点。针对学生英语基础比较弱的情况，在第一节课中适当加入简单句型操练是很有必要的。所以在整节课的教学过程中，主要围绕 Where 句型展开，要让学生能掌握基本的表达方式和重点单词和短语，为以后的课中任务顺利完成做好准备工作。Step 4 HomeworkWrite a short passage about your bed
6、room. Feedback:个人认为本堂课的设计遵循了由易到难，循序渐进的原则，整个课堂氛围好，同学们能积极发言并主动跟人组队交流，其中的小游戏将课堂气氛推向了高潮，是十分生动的一堂课。另外，从学生对知识的掌握来看，大部分的学生能运用 where 的句型进行口语操练，并能用此句型进行写作，这是本堂课目标达成的一个非常重要的体现。Unit 4 Wheres my schoolbag?Period 2 Teaching aims学完本课后，学生应能：1. 学习并掌握新单词 come; desk; think; hat etc.。.2. 复习并练习句型“Where is/are?” 以及回答“ I
7、ts/ Theyre?”3. 能够通过提问得知事物的具体位置并能够向第三人描述事物的具体位置。4. 能对某一特定事物提出自己的看法，并能运用所学知识表达自己的思想。Teaching proceduresStep 1 PreparationDivided the whole class into six groups. and asked each group to interview a teacher in our school. Write down the conditions of each teachers room according to the interview.Step 2
8、 Presentation a set of keys; a book; a pen; a schoolbag, a pencil case, then hide them in the classroom. Let the student to find them by asking the teacher some questions, like” Is the pen in the desk?” the teacher answers ”yes” or “on” . The student who can find out all the things first, who will w
9、in.Practice 2Listening to the tape and finishing 2a in; under 在句子中的用法。.2. 掌握句型 Where is/are? 用来询问某物的具体位置4. 通过对话和游戏，学生掌握对物品摆放进行描述。Teaching proceduresStep 1 Preparation3. Show a picture to all of the students, and ask them to practice the target sentences by asking and answering with each other accord
10、ing to the pictureA: Where is/are.B: Its/Theyre in/on /under4. Brainstorm.Try you best to describe the things in your bedroom.Step 2 Presentation on; under again Practice 1英汉互译5. 在沙发上 5. under the table6. 在桌子里 6. on the floor7. 在椅子上 7 in the schoolbag8. 在书架上 8. under the bed Presentation2 T: Now, Lo
11、ok at the pictures in 3b, ask and answer by using:Where is /are ?Its / Theyre .2Practice 2Finish the task of 3bPresentation 3(1)Call attention to the picture of two students talking. Read the sample dialogue and ask students to repeat.(2)Point to the instructions for student A and ask students to ra
12、ise their hands.T: Look back at the picture on Page 19. You will ask questions using information from that picture. (3)Point to the student B instructions and ask the student B to raise hands. T: Look at the picture on Page 19. Use the information from this picture. Please ask and answer about the p
13、ictures. (4)Check the answers by having Pairs of students say in the class.Sample Answers1. A: Where is the backpack? Is it under the table.B. No. it isnt. Its on the table.2. A: Where are the books? Are they on the sofa.B: No, they arent. Theyre on the bed.3. A: Where is the pencil case? Is it in t
14、he backpack?B: No. it isnt. Its on the table.4. A: Where is the baseball? Is it in the backpack?B: Yes, it is.5. A: Where are the keys? Are they on the dresser?B: No, they arent. Theyre under the sofaStep 3 Summary本节课的重点是通过一系列的教学工作使得学生能够进一步灵活运用本单元的学习主题和重要内容以及难点。基于班级层次较多，本堂课的第一步主要就是针对前两节课所学进行复习巩固，同时为
15、当堂新课做好热身。课堂中加入游戏的方式可以活跃课堂气氛，寓教于乐。学生们十分喜欢，并能积极参与。Step 4 HomeworkSay something about your own room. Feedback:本堂课为本单元的第三节课，也就是学生们已经对这个单元的内容有了整体感知，这节课的教学目的在于通过几个教学活动达到巩固并能灵活运用目标表语言的目的，整个课堂氛围好，同学们能积极发言并主动跟小组组员交流，其中的小游戏将课堂气氛推向了高潮，是十分生动的一堂课。另外，从学生做对话的练习来看，大部分的学生能运用 where 的句型进行口语操练，并能用此句型进行写作，这是本堂课目标达成的一个非常
16、重要的体现。Unit 4 Wheres my schoolbag?Period 4 Teaching aims学完本课后，学生应能：1. 学习并掌握新单词2. 复习并练习句型“Where is/are?” 以及回答“ Its/ Theyre?”3. 能够通过提问得知事物的具体位置并能够向第三人描述事物的具体位置。Teaching proceduresStep 1 Warming-up and revision(1) Daily greetings to the studentsT: Good morning/ afternoon.What is the weather like today?(
17、2) RevisionT: Now, Look at the pictures, ask and answer.Show some pictures, ask the students to ask and answer. UsingWhere is /are ?Its / Theyre .Step 2 Presentation Do you have it?Is ittoo? They will have different answers about it. Practice 2Listening1.Listen to the tape of the reading text and fi
18、nd out How many names are there?What are they?2.Listen to the tape of the reading text again and write down the things you hear.Practice 3Reading1.Read the text and answer :Is Kate or Gina tidy?2.Read the text once again and finish 2c.Step 3 ProductionJust now you read something about Kate and Gina,
19、 can you say something about them?1. Group workNow its turn to design our own rooms.Finish the task by group work. The task is to design abeautiful room of your own. Let me see whose rooms have the most beautiful things and its thetidiest. Which group has the best idea?Students will take an active p
20、art in the group work, and every member can devote their designsand learn to co-operate with others.2.Ask a leader in each group to say the things and their places in their room,and find out the best ones.Step 4 Progress1.Summary. Lets go over what weve learned this period.2.Homework.Draw a picture of your own room and describe it.Feedback: