2023秋七年級英語上冊Unit4Where’smyschoolbag教案（新版）人教新目標(biāo)版Unit4Where'smyschoolbag?教案一、單元教材分析本單元主要內(nèi)容是談?wù)撐锲返乃谖恢?，通過這一話題，訓(xùn)練學(xué)生的聽、說、讀、寫四項根本技能，讓學(xué)生通過詢問物品的位置，學(xué)習(xí)一些物品的單詞，及方位介詞on,in,under,behind等的用法；使學(xué)生學(xué)會根本句型“Where’s…?It’s…〞及“Where're…?They're…〞，進(jìn)一步體會“Where…?Yes／No〞疑問句的用法；學(xué)會運用方位介詞"on／in／under／behind／nextto"表達(dá)物品的位置。理解連詞and在句子中的用法。通過以上幾個方面的學(xué)習(xí)，使學(xué)生學(xué)會運用聽關(guān)鍵詞、推測詞意的學(xué)習(xí)策略，識別不同物品的位置；既能促使學(xué)生了解自己的家居環(huán)境，熱愛自己的家，又能促使學(xué)生通過想象設(shè)計自己理想中的房間。本單元與第五單元銜接緊密：由本單元“Is／Are…?〞的學(xué)習(xí)過渡到第五單元“Do…?〞的學(xué)習(xí)。使學(xué)生養(yǎng)成干凈、整潔、合理擺放物品的好習(xí)慣。二、單元學(xué)情分析本單元的主題是談?wù)撛掝}“Thingsaroundthehouse〞學(xué)習(xí)詢問“物品的位置〞，使學(xué)生學(xué)會根本句型“Where’s…?It’s…〞及“Where're…?They're…〞同時引導(dǎo)學(xué)生采用Listeningforkeywords，inferringvocabulary和Roleplaying的學(xué)習(xí)策略，學(xué)會運用方位介詞“on／in／under／behind／nextto〞表達(dá)物品的位置。本單元的話題內(nèi)容與學(xué)生的實際生活聯(lián)系緊密，學(xué)生們?nèi)菀捉邮?，也便于形成英語學(xué)習(xí)的興趣，堅決學(xué)好英語信心。三、單元教學(xué)建議采用自主學(xué)習(xí)、小組合作學(xué)習(xí)、Personalizing和Roleplaying的學(xué)習(xí)策略，利用教學(xué)圖片制作多媒體課件來展開課堂Pairwork，Groupwork口語交際活動，進(jìn)一步體會“Where…?Yes／No〞疑問句的用法。四、單元課時分配本單元可用4課時完成教學(xué)任務(wù)：SectionA(1a-2d)SectionA(GrammarFocus-3c)SectionB(1a-2c)SectionB(3a-SelfCheck)SectionA(1a-2d)一、教學(xué)目標(biāo)：1.語言知識目標(biāo)：1)能掌握以下詞匯：where,table,bed,bookcase,sofa,chair,on,under,comeon,desk,think,room,their,hat,head2)能掌握以下句型：①—Where's…?—It'sin/on/under…②—Where're…?—They'rein/on/under…③—Isthe…in/on/under…?—Yes,itis./No,itisn't.④—Arethe…in/on/under…?—Yes,theyare./No,theyaren't.2)學(xué)會運用方位介詞in,on,under和where句型表述物品所在的位置。2.情感態(tài)度價值觀目標(biāo)：培養(yǎng)學(xué)生整齊地擺放自己物品的生活習(xí)慣。在描述物品的位置的學(xué)習(xí)中獲得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。二、教學(xué)重難點1.教學(xué)重點：1)方位介詞in,on,under,behind的用法。2)Where的特殊疑問句和Is...?Are…一般疑問句及其肯定和否認(rèn)答復(fù)。2.教學(xué)難點：1)學(xué)會正確描述物品作在的位置；2)學(xué)會詢問自己或他人物品的具體位置；三、教學(xué)過程Ⅰ.Warmingupandrevision1.(Preparesomeschoolthings.)T:What’sthis?(Thereisawatchintheteacher’shand.)S1:It'sawatch.Yesyouaright.Hereyouare.T:Isthisanotebook?(holdingupanotebook.)S2:Yesitis.T:Howdoyouspellnotebook?S2:N-O-T-E-B-O-O-K,notebook.T:Good.(Holdupapen,anerase,somepencilsandsoon.Askthequestionsinthesameway.)T:What’sthis?S3:It’saschoolbag.T:Ihaveaschoolbagforyouasapresent,(Lookingforitinthedesk,underthechair...)butIcan’tfindit.Where’sit?Doyouknow?S3:Idon’tknow.S4:Ithinkit’sinyourdesk.T:(Lookintothedesk.)No,itisn’t.Now,let’slookforthebackpacktogether,OK?(Writedownthetitleontheblackboard.)2.Workon1a.Nowlet'slookatthepicturein1a.Matchthewordswiththethingsinthepicture.Checktheanswerswiththeclass.Ⅱ.Presentation1.PresentthefurnitureT:Lookatthebigpictureonthescreen.Thisisabigniceroom.Iwanttoownsucharoom.Becausethereissomenicefurnitureinit.Doyouknowthenamesofthefurniture?(Showapictureofabedandabookcase.)T:What’sthis?It’sabed.“BED〞.Readafterme.B-E-D,bed.Ss:B-E-D,bed.T:What’sthis?It’sasofa.S-O-F-A,sofa.Ss:S-O-F-A,sofa.(Teachtheotherwordsbookcase/table/chair/desk/hat/headinthesameway.)2.Presentin/on/underT:Whereismybook?It’sonthedesk.(Putabookonthedesk.)S1:It’sonthedesk.T:Whereismybook?It’sonthedesk.(Toallthestudents.)Ss:It'sonthedesk.T:Whereismypen?It’sinthepencilbox.(Putapeninthepencilboxandask.)S1:It’sinthepencilbox.T:Whereismypen?(Toallthestudents.)Ss:It’sinthepencilbox.T:Whereismyschoolbag?(Putaschoolbagunderthedeskandaskthisquestion.)S1:It'sunderthedesk.T:Whereismyschoolbag?(Toallthestudents)Ss:It’sunderthedesk.Write"in,on,under"ontheblackboard.Ⅲ.Listening1.LetSslistentothetapeandfinish1b.2.Sslistentothetapeandnumberthethings[1-4]inthepicture.(學(xué)案)3.Checktheanswerswiththeclass.Ⅳ.Pairwork1.Practicetheconversationin1awithyourpartner.2.Sspracticetheconversation.Thenasksomepairstoactouttheconversation.3.Thenmakeyourownconversationsusingthewordsinthebox(in/on/under).Ssmaylookatthepicturein1aandmaketheirownconversations.Theycanalsousingschoolthingsaroundthemtomaketheirownconversations.4.Asksomepairstoactouttheirconversations.Ⅴ.Listening1.Askthestudentstospellthewordsinthepicturein2a.T:First,lookatthepicturesonthescreen.Whatarethese?S1:Theyarebooks.S2:Theyaresomekeys.T:What’sthis?S3:It’sacomputergame.T:Isthisaruler?S4:Yes,itis.T:Isthisapencilbox?S5:Yes,itis.T:Whataboutthis?S6:It'saschoolbag.T:Spellit,please.S4:S-C-H-O-O-L-B-A-G.2.T:Now,listentotherecordingandlookat2a.Numberthethingsfrom1-6.T:Checktheanswer.(Studentsgivetheanswer.)3.T:Now,listenagain.Let’sdo2b.Findoutwherearethethingsfrom2a?Numberthethingsinthepictures[1-6].(Playthetapeagainandchecktheanswer.)T:Whocananswer?S1:Thecomputergameisonthebackpack.S2:Thebooksare…S3:Thepencilboxis…S4:Theschoolbagis…S5:Theruleris…S6:Thekeysare…Ⅵ.PairworkT:Lookatthepicture.Arethebooksonthesofa?Ss:No,theyaren't.They'reonthetable.T:Istheschoolbagunderthetable?S:No,itisn't.It'sonthesofa.…(writethefoursentencesontheblackboard.Letthestudentsaskandanswerquestionsaboutthethingsinthepicturein2b.)Ⅶ.Role-play1.Jackisaforgetfulboy.Healwaysdoesn'tknowwherehisthingsare.Let'shelphimfindhisthings.Matchthethingswiththerightplacesbelow.(LetSslookatthescreen.Therearesomethingsandsomeplaces)bag onhisheadmap onthesofahat onthebedinhisgrandparents'room2.Ssreadtheconversationandmatchthethingswiththerightplaces.3.Checktheanswers.4.Nowpracticetheconversationwithyourpartner.Thenletsomepairsactouttheconversation.5.評價：〔讓學(xué)生們對自己的表現(xiàn)及語言表達(dá)能力進(jìn)行自我評價，在小組內(nèi)評價，然后進(jìn)行評出最優(yōu)秀的小組。并鼓勵學(xué)生們下一次爭取做最優(yōu)秀的小組及個人?！矵omework:1.參照你房間里的東西用介詞in，on，under寫五個句子。2.PreviewSectionA3c.SectionA(GrammarFocus-3c)一、教學(xué)目標(biāo)：1.語言知識目標(biāo)：1)進(jìn)一步掌握一些表示家具的名詞以及學(xué)習(xí)用品的單詞；2)進(jìn)一步熟練運用方位介詞表述物品所在的位置。3〕在不同情景下熟練運用以下句型來詢問及答復(fù)事物的位置。①—Where's…?—It'sin/on/under…②—Where're…?—They'rein/on/under…③—Isthe…in/on/under…?—Yes,itis./No,itisn't.④—Arethe…in/on/under…?—Yes,theyare./No,theyaren't.4〕總結(jié)歸納詢問事物位置的句型及答復(fù)語。2.情感態(tài)度價值觀目標(biāo)：進(jìn)一步培養(yǎng)學(xué)生整齊地擺放自己物品的生活習(xí)慣。在描述物品的位置的學(xué)習(xí)中獲得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。二、教學(xué)重難點1.教學(xué)重點：1〕總結(jié)歸納詢問事物位置的句型。2〕在不同情景下正確運用所學(xué)的句型來詢問與答復(fù)事物的位置。2.教學(xué)難點：1〕訓(xùn)練學(xué)生們在不同情景下運用所學(xué)的句型來詢問與答復(fù)事物的位置的能力。2〕能在實際生活情景中運用所學(xué)的句型來詢問與答復(fù)事物的位置。三、教學(xué)過程Ⅰ.Warmingupandrevision1.Sing“WhereisTom?〞song(like“Twotigers〞)WhereisTom?WhereisTom?It’sinthecase.It’sinthecase.WhereisTom?WhereisTom?It’sonthecase.It’sonthecase.WhereisTom?WhereisTom?It’sunderthecase.It’sunderthecase.2.Askandanswertheschoolthingsaroundthem.(PutS1'spencilboxonthedesk)T:Whereisyourpencilbox?S1:It'sonthedesk.(Thenputitinhisdesk)T:Isyourpencilboxonthedesknow?S1:No,itisn't.It'sinthedesk.〔Putitunderthedesk〕T:Isyourpencilboxinthedesk?S1:No,itisn't.It'sunderthedesk.3.LetSsaskandanswerinthesameway.Ⅱ.GrammarFocus1.閱讀指導(dǎo)：詢問事物的位置時可用特殊疑問詞where引導(dǎo)的特殊疑問句來提問。句型結(jié)構(gòu)為：Whereis…?It'sin/on/under…(句子的主語為名詞單數(shù))Whereare…?They'rein/on/under…(句子的主語為名詞復(fù)數(shù))2.LetSsreadthesentencesandfillintheblanksbelow.①地圖在哪里？_________themap?②它在你爺爺奶奶的房間里。It’s___your______________room.③我的書在哪里？____________mybooks?④它們在沙發(fā)上。They’re_____the_______.⑤他的鉛筆在哪里？___________pencilbox?⑥它在他的書包里。It’s___his_________.⑦你的尺子在哪里？_______your________?⑧它在椅子下面。It’s________the_______.⑨他們的鑰匙在哪里？_____are_____________?⑩它們在桌子上。_______onthe_____.3.Checktheanswerswiththeclass.Ⅲ.Practice1.(Makeaconversationwithastudent.)T:LookatPicture1in3a.Whereisthebaseball?S1:(helpS1answer)Idon’tknow.T:(TeachSstheexpression"Idon'tknow."withabodylanguage.forexampleshookyourhead.)2.Nowlookatthepicturesandreadtheconversationbelowandfillintheblanks.3.指導(dǎo)：①注意句中事物的單復(fù)數(shù)形式，正確運用句型Whereis…?Whereare…?②認(rèn)真看圖畫，看清物品的位置，正確運用介詞in,on,under來表達(dá)。4.Checktheanswers.Ⅴ.Practice1.T:Whenweaskabouttheplaceofsomething.Weoftenusethesentencestructurebelow:—Whereis+單數(shù)事物？—It'sin/on/under…—Whereare+復(fù)數(shù)事物？—They'rein/on/under…—Isthe…in/on/under…?—Yes,itis./No,itisn't.—Arethe…in/on/under…?—Yes,theyare./No,theyaren't.Nowlet'saskandansweraccordingtothepicturein3borusingyourownthings.T:Whereisthecomputer?Isitinthebookcase?S1:No,itisn't.It'sonthesofa.2.T:Workinpairs.Makeasimilarconversationlikethis.S1:Whereisthecomputergame?Isitonthesofa?S2:No,itisn't.It’sinthebookcase.S1:Wherearethebooks?Aretheyonthesofa?S2:No,theyaren't.Theyareinthebookcase.S1:Wherearethepencils?S2:Idon’tknow.Aretheyinthepencilbox?S1:Yes,theyare.(Letthestudentsaskandansweraccordingtothepicturein3borusingtheirownthings.)Ⅵ.Game(Findthedifferences)T:StudentAlooksatthepictureonP19,studentBlooksatthepictureonP21,3c.Askandanswerquestionstofindthedifferencesinpairs.Sample:SA:Whereistheschoolbag?Isitunderthetable?SB:No,itisn’t.It’sonthetable.SA:Wherearethebooks?Aretheyonthesofa?SB:No,theyaren’t.Theyareonthebed.…...T:Let’sfindoutthedifferencesbetweenthepictures.Whereistheschoolbag?Isitonthetable?(LookatthepictureonP213c)Ss:No,itisn’t.It’sunderthetable.(LookatPicture2)T:Wherearethebooks?Aretheybehindthesofa?(LookatthepictureonP19)Ss:No,theyaren't.Theyareonthesofa.(LookatPicture2)(Asksomepairstomakeconversationsandfindoutsomedifferences.)T:Fillinthechartaccordingtothepictures.〔利用表格直觀表達(dá)出兩幅圖的不同點?！砊hingsPictureonP19(Picture1)PictureonP21(Picture2)PencilboxintheschoolbagonthetableBooksSchoolbag…T:Whowantstoreportit?S1:Letmetry.InPicture1,thepencilboxis…InPicture2,thepencilboxis…S2:InPicture1,thebooksare…InPicture2,thebooksare…(Askotherstudentstoreportit.).HomeworkT:Makeasurveyafterclass.Asksomeofyourclassmates“Whereis…?Whereare…?〞Fillinthechart.ThingsNamebookskeysschoolbagjacketLindaEricSectionB(1a-2c)一、教學(xué)目標(biāo)：1.語言知識目標(biāo)：1〕掌握以下詞匯：radio,clock,tape,tapeplayer,model,plane,modelplane,tidy,but,our,everywhere,always2)能正確地描述物品所處的位置。3〕能運用所學(xué)的句型詢問及答復(fù)物品的位置。4〕能聽懂有關(guān)物品位置的對話，并能獲得相關(guān)信息。5〕能閱讀有關(guān)描述物品位置的小短文，并能獲得相關(guān)信息。2.情感態(tài)度價值觀目標(biāo)：進(jìn)一步培養(yǎng)學(xué)生整齊地擺放自己物品的生活習(xí)慣。在描述物品的位置的學(xué)習(xí)中獲得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。二、教學(xué)重難點1.教學(xué)重點：1.通過聽力訓(xùn)練提高學(xué)生聽音辨音的能力，并能獲得相關(guān)信息。2.閱讀描述物品位置的相關(guān)短文，并能獲得相關(guān)信息。2.教學(xué)難點：閱讀描述物品位置的相關(guān)短文，并能獲得相關(guān)信息。三、教學(xué)過程Ⅰ.Warmingupandrevision1.Sing“WhereisTom?〞song(like“Twotigers〞)WhereisTom?WhereisTom?It’sinthecase.It’sinthecase.WhereisTom?WhereisTom?It’sonthecase.It’sonthecase.WhereisTom?WhereisTom?It’sunderthecase.It’sunderthecase.2.LetSslookatthepicturesin3aand3b.Askandanswerquestionsaboutthethingsinthepicture.S1:Wherearethekeys?S2:They'reonthetable.S3:Where'sthebook?Isitonthechair?S4:No,itisn't.It'sunderthechair.…3.LetsomeSsreportthedifferencesbetweenthepictureinP19andthepictureinP21.Ⅱ.Presentation1.Presentthenewwords.T:Ihavesomethingsonmydesk,Ithinkyoucantellmehowtosaythem.T:What’sthis?(Holduparadiointhehand)Ss:It’saradio.T:Yes,it’saradio.Readafterme.R-A-D-I-O,radio.Ss:R-A-D-I-O,radio.T:Doyouhaveawatch?Ss:Yes,Ido./No,Idon’t.T:Isitawatch?Ss:No,itisn’t.It’saclock.T:Good.It’sclock.Readafterme.C-L-O-C-K,clock.(Thenholduptape,tapeplayer,modelplane,teachtheminthesameway.Checkthewordsusingthecards.)2.Ssreadthewordsaloud.Thentrytorememberthenewwords.3.T:Let’sdo1ainSectionB.Matchthewordswiththethingsinthepicturein1a.4.Thenchecktheanswerswiththeclass.Ⅲ.Writing1.T:OK.Canyourememberallthenewwords?Ss:Yes,wecan.T:OK.Now,let'shaveacompetition.Let'sseewhocanrememberallthenewwords.Takeoutapieceofpaper.Lookatthepicturein1aforthreeminutes.Thencloseyourbooksandwritedownallthethingsyouremember.2.Changethepaperwithyourpartnerandseewhodoesbest.Ⅳ.Listening1.T:Tomwantshismothertobringsomeschoolthingstoschoolforhim.Buthisroomisn’ttidy.Sohismothercan’tfindthethings.Let’slistentotherecordingof1candhelphismotherfindthethings.(Playthetapeforthefirsttime.Thestudentscirclethewordtheyhear.Thenchecktheanswer.)Englishbook,tapeplayer,clock,rulerEnglishbook,tapeplayer,clock,rulernotebook,tape,modelplane,radio2.T:Nowlistenagain.WhereareTom'sthings?Writethemdown.1.TheEnglishbooksareundertheradio.1.TheEnglishbooksareundertheradio.2.______________________________3.____________________________4.______________________________3.ChecktheanswerswiththeSs.Ⅴ.PairworkCanyourememberwherethethingsareinTom'sroom?T:WherearetheEnglishbooks?S1:Theyareundertheradio.T:Where’s…?S2:It’s…T:Where’sthe…?S3:It’s…T:Where’rethe…?S4:They’re…T:OK.Workinpairs,askandanswerquestionsaboutthethingsinTom'sroom.Ⅵ.Writing1.Lookatthepicturein2b.Therearemanythingsinthepicture.Doyouknowthewordsforthethings?WhocansaytheminEnglish?S1:bed,chair,sofa,clock,…T:You'reverygreat.Whocanaddsomemore?S2:bookcase,map…2.Nowworkwithyourpartner.Writethewordsyouknowforthethingsinthepicture.3.Teachergoesaroundtheclassroom,givesomehelp.Ⅶ.Presentation1.(Onthescreen,showSsaverytidyroom.)T:It'satidyroom.(Writetheword"tidy"ontheblackboard.)2.(Showanotherroom.It'snottidy.)T:It'snotatidyroom.It'sadirtyroom.Lookthebooksareeverywhere.Theclothesareeverywhere.(Writetheword"everywhere"ontheblackboard.)3.(ShowapictureofEdison)Edisonisveryclever.Healwaysasksquestions.(Write"always"ontheblackboard)4.Ssreadthenewwordstidy,everywhere,always.Ⅷ.Reading1.Lookatthepicturein2b.Herearetwogirls,KateandGina.Theyaresisters.Theyliveinaroom.Theyallhavemanythingsintheirroom.IsKatetidy?IsGinatidy?Nowreadthepassageandanswerthesequestions.2.Ssreadthepassageandfindtheanswertothequestions.3.LetsomeSssaytheiranswers.4.閱讀指導(dǎo)：從短文中獲取信息完成閱讀任務(wù)的技巧是：①先通讀全文，捕捉文中所提供的信息，抓住文章內(nèi)容概況，理解短文的大意。②要答復(fù)文中的兩個一般疑問句，我們要讀懂短文，進(jìn)行細(xì)節(jié)理解。由“I’mKate,andmysisterisGina.I’mtidy,butGinaisnot.〞。可以很容易的對所給一般疑問句做出正確答復(fù)。5.Nowlet'slookatthechartin2c.Inthechart,youshouldlistKate'sthingsandwheretheyare.YoushouldalsolistGina'sthingsandwheretheyare.ReadthepassageagainandcompletethechartaboutthethingsKateandGinahaveandwheretheyare.6.Ssreadthepassageagain.Andfillinthechart.7.指導(dǎo)：此題是找出文中不同人物的不同物品以及它們的所在位置。這要求我們明確任務(wù)，文中物品、人物、地點一一對應(yīng)，這樣就可以快速準(zhǔn)確地抓著有效信息，確保答案的正確性。8.Checktheanswerswiththeclass.Homework1.Reviewthenewwordswelearntoday.2.Drawapictureaboutyourroom.Describeyournewroom.SectionB(3a-SelfCheck)一、教學(xué)目標(biāo)：1.語言知識目標(biāo)：1〕總結(jié)復(fù)習(xí)所學(xué)的有關(guān)家具、文具以及其他類的詞匯。2〕能運用所學(xué)的相關(guān)知識在實際生活中描述物品的位置。3〕了解連接詞and的用法，并能運用and表述一些簡單的句子。4〕通過閱讀和寫作練習(xí)，加強(qiáng)理解和穩(wěn)固所學(xué)的語言目標(biāo)。2.情感態(tài)度價值觀目標(biāo)：進(jìn)一步培養(yǎng)學(xué)生整齊地擺放自己物品的生活習(xí)慣。在描述物品的位置的學(xué)習(xí)中獲得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。二、教學(xué)重難點1.教學(xué)重點：1〕了解連接詞and的用法，并能運用and表述一些簡單的句子。2〕通過不同形式的寫作訓(xùn)練，來提高學(xué)生們描述物品位置的綜合能力。2.教學(xué)難點：通過不同形式的寫作訓(xùn)練，來提高學(xué)生們描述物品位置的綜合能力。三、教學(xué)過程Ⅰ.Warmingupandrevision1.GreetingtheSsandCheckthehomework.2.LetSslookatthepicturein2aandaskandansweraboutthethingsinthepicture.S1:Where'stheclock?Isitonthesofa?S2:No,itisn't.It'sonthedesk.S3:Where'rethebooks?Aretheyonthebed?S4:No,theyaren't.Theyareintheschoolbag.…(Ssaskandanswerinaquestionchainquickly)Ⅱ.PresentationT:(Holdingaradio)Doyouhavearadioathome?Ss:(HelpSsanswer.)Yes,Ido.(WritethetwosentencesontheBb.)T:Whereisit?S1:It'sonthedesk.T:DoyouhaveCDs?S2:Yes,Ido.T:Wherearethey?S2:Theyareinthebookcase.T:Doyouhavetapes?S3:Yes,Ido.T:Wherearethey?S3:Theyareinthebookcase.…Ⅲ.Survey1.OK,nowlet'sworkon3a.Makeasurveyaboutthethingsinthechartonyourpartner.Findoutiftheyhavethesethings.Wherearethey?2.(Ssaskandansweraboutthethingsinthechart.)S1:Doyouhaveadictionary?S2:Yes,Ido.(Yes.)S1:Whereisit?S2:It'sinthebookcase.S1:Doyouhaveaschoolbag?S2:Yes,Ido.(Yes.)S1:Whereisit?S2:It'sunderthedesk.…(Changeroles,S2askS1aboutthethingsinthechart.)3.Ssfillinthechartandexchangethechartwiththeirpartner.Ⅳ.Writing1.T:Nowlookatthechart.Weallknowwhatwehaveinourroomandwheretheyare.Nowpleasewriteaboutwherethethingsareinyourroom.Usethewordandifyoucan.I'llgiveyouamodel:e.g.①Mydictionary