1、Unit 4 Wheres my schoolbag?教學(xué)內(nèi)容本單元的主要內(nèi)容是談?wù)撐锲匪诘奈恢?。通過這一話題，訓(xùn)練學(xué)生的聽、說、讀、寫四項(xiàng)基本技能，讓學(xué)生通過詢問物品的位置，學(xué)習(xí)一些有關(guān)家居物品和學(xué)習(xí)用品的單詞，以及方位介詞in, on, under, behind 等的用法；學(xué)習(xí)并掌握Where問句的問答，一般疑問句提問并用方位介詞來回答；學(xué)習(xí)名詞單復(fù)數(shù)及人稱代詞they 的用法，同時培養(yǎng)學(xué)生養(yǎng)成干凈、整潔、合理擺放物品的好習(xí)慣。教學(xué)目標(biāo)1知識目標(biāo)：A. 掌握有關(guān)物品的新單詞：table, bed, dresser, bookcase, sofa, chair, drawer, plan

2、t, bag, alarm clock, CD, video, video cassette, hat, etc； B. 熟練運(yùn)用in, on, under, behind, in front of, near等介詞； C. 熟練運(yùn)用Where問句和一般疑問句及其回答；D. 掌握名詞單復(fù)數(shù)及人稱代詞they的用法。2能力目標(biāo)：A.學(xué)會用英語準(zhǔn)確描述物品所在的位置； B. 學(xué)會用英語詢問自己的或他人物品的具體位置； C. 能夠合理地描述和設(shè)計(jì)房間。3情感目標(biāo)：A. 培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣； B通過小組對話、討論、調(diào)查和設(shè)計(jì)等一系列的課堂活動，培養(yǎng)學(xué)生的合作精神。 4學(xué)習(xí)策略：A.

3、交際策略: 學(xué)會與他人合作交流,并能把語言材料用到真實(shí)的生活中去； B資源策略：學(xué)會利用一切可利用的學(xué)習(xí)資源，如詞典，音像資料，網(wǎng)絡(luò)等來獲取更多的學(xué)習(xí)信息； C認(rèn)知能力：積極思考，及時反饋； D調(diào)控策略：在反思，頓悟和自醒中不斷調(diào)整自己的學(xué)習(xí)策略。教學(xué)重點(diǎn)、難點(diǎn)重點(diǎn)：A. 方位介詞: in, on, under, behind, in front of, near 等的用法； BWhere 的特殊疑問句和一般疑問句：Is the in/on/under the ?的肯定、否定回答； C 新單詞：bed, dresser, table, bookcase, backpack難點(diǎn)：A. 能夠準(zhǔn)確運(yùn)

4、用方位介詞描述物品所在的位置； B能夠運(yùn)用Where問句找到物品的位置。教學(xué)方法采用任務(wù)型語言教學(xué)，實(shí)施情景教學(xué)法、交際法、情感激勵法等教學(xué)方法。課前準(zhǔn)備教師: 準(zhǔn)備表格、一些學(xué)習(xí)用品和多媒體課件。學(xué)生: 學(xué)習(xí)用品Period TwoSub TopicTalk about the roomFunctionsTalk about where the things areRecycled languageWhere is? Its on/in/underWhere are? Theyre in/on/under?StructureIs the book / Are the books on the

5、 desk? Yes, / No,I dont know.TasksListingComparing Step One Warming up Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words. 設(shè)計(jì)意圖：根據(jù)學(xué)生的年齡特征，他們非常喜歡這種情景猜測活動。這可以調(diào)動他們各方面的情緒來參與語言活動，激活他們已有的知識水平。任務(wù)運(yùn)用：ListingStep Two Listen and i

6、mitateSection A, 2a. Revise what the things are. Play the tape for students and let them number them. Section A, 2b. Play the tape again, students number the things 1-6 in the picture. Imitate the dialogues. Step Three A guessing gameA guessing game. Show the students a picture of a room with a few

7、things in it. Have them guess the places of the other things. .: T: There is a bookcase in it. Is the bookcase near the bed?Ss: Yes, it is. / No, it isnt. Write the general question and the answers on the blackboard. Step Four PairworkSection A, 2c. Look at the picture in 2b again. Students use gene

8、ral questions to ask and answer about the things in it.Step Five Game: Find the differenceSection A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form. .: SA: Where is the backpack? Is it under the table

9、? SB: No, it isnt. Its on the table. ThingsPicture 1Picture 2backpackunder the tableon the tablepencil casebookskeysdogAsk some students 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 設(shè)計(jì)意圖：設(shè)

10、置任務(wù)，通過對比的方式讓學(xué)生理解方位介詞。利用表格直觀體現(xiàn)出兩幅圖的不同點(diǎn)，再將它的不同點(diǎn)復(fù)述出來，其目的在于培養(yǎng)學(xué)生的語言組織能力。作用運(yùn)用：Listing & comparingStep Six 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

11、my books? B: I dont know. Are they on the bed? A: Yes, they are. Teach “dont =do not”, “ know”.Check the homework in Period One. Make reports to share the information they got from the friends or teachers, and give their simply assessment.設(shè)計(jì)意圖：話題由課本知識向?qū)嶋H生活延伸，體現(xiàn)語言的語用原則。Let the students make similar dialogues according to the pictures in Section A, 3a&3c.Put the dialogue in the right order.( Section