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精品资料Unit4Where’smyschoolbag?教材解读本单元的主要内容是谈论物品所在的位置，通过这一话题和参与一些教学活动训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些有关家居物品和学习用品的单词，以及方位介词in、on、under、behind等的用法；学习并掌握Where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词they的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。单元目标一、知识与技能1.掌握有关物品的新单词：table、bed、dresser、bookcase、sofa、chair、drawer、plant、bag、alarmclock、CD、video、videocassette、hat等。2.熟练运用in、on、under、behind、infrontof、near等介词。3.熟练运用Where问句和一般疑问句及其回答。4.掌握名词单复数及人称代词they的用法。5.学会用英语准确描述物品所在的位置。6.学会用英语询问自己的或他人物品的具体位置。7.能够合理地描述和设计房间。二、过程与方法采用任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。三、情感态度与价值观1.培养学生整齐地摆放自己物品的生活习惯。2.通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。教法导航采用直观教学法，遵循以学生为主体,充分调动学生的积极性的原则。学法导航培养学生的交际能力和认知能力。课时支配第1课时：SectionA1a-1c第2课时：SectionA2a-3c第3课时：SectionB1a-1e,第4课时：SectionB2a-SelfCheck课时教案第1课时SectionA1a-1c教学目标一、知识与技能1.方位介词：in、on、under、behind、infrontof、near等的用法。2.Where引导的特殊疑问句和一般疑问句Isthe...in/on/underthe...?的回答。3.新单词：bed、table、bookcase、chair。二、过程与方法采用目标和任务教学法，调动学生的积极性，引导他们积极参与课堂。三、情感态度与价值观提高认知能力。教学重点1.方位介词in、on、under、behind、infrontof、near等的用法。2.Where引导的特殊疑问句和一般疑问句Isthe...in/on/underthe...?的回答。3.新单词：bed、table、bookcase、chair。教学难点Where引导的特殊疑问句和一般疑问句Isthe...in/on/underthe...?的交际。教法导航明确任务，以学生为主体。加强小组合作学习，积极回答问题。教学准备PPT、部分学习用品的实物。教学过程Step1:GreetingsGreetthestudentsasusual.Step2:WarmingupPlayanEnglishsongbeforeclasstointerestthestudents.Revisesomeschoolthingsbyaskingquestions.e.g.:What’sthis?Isthisa...?Howdoyouspellit?etc.Learnthenewwordsin,on,under,behind...byhelpingtheteacherfindthelostthings.T:Where’smyEnglishbook?S1:It’shere./Ithinkit’s...T:Oh,it’sonthedesk.…T:Where’remycolorpencils?S2:...Teachthenewword“where”andtheuseof“they”.Consolidatetheprepositionsbylookingatthescreenandanswerthequestions:Where’s...?Where’re...?Step3:GameStudentshideandlookfortheschoolthingsinpairs.Onestudenthideoneschoolthingandasks:Where’s…?Where’re…?Theotherstudentguessandanswer:It’sinyourdesk.Theyareinyourpencilcase.etc.Asksomepairstosharetheirperformances.Step4:NewwordslearningShowthestudentsapictureofaroom,tellthemthisisabedroomandletthestudentslistthethingsinitfirst.Thenshowthemthewholepicture,teachthenewwords,askwherethethingsare,andletthestudentsanswer,usingtheprepositions.Repeatwithasittingroomandastudy,teachthenewwordsandpracticeinthesameway.Step5:1a-1cWorkon1aMatchthewordswiththethingsinthepicture.Studentsdoitindividuallyfirst,thenchecktheanswers.Workon1bplaythetapeforthestudentsandaskthemtonumberthethingsinthepicture.Thenaskonestudentstoreporttheanswers.Workon1cMakeupdialoguesinpairs,usingthethingsinthepicture.LettwopairsshowtheirdialoguesStep6:AmemorytestShowapictureofaroom,givethestudentsoneminutetolookatit,thenaskthemwhatkindofthingstheysawandwherethethingsare.Haveacompetitionamonggroups.Seewhichgroupcanrememberallthethingsandplaces.Step7:HomeworkCopythenewwordsandtrytorememberthem.Makeasurvey:Interviewoneofyourfriends.Fillintheformbelow.NameThingsPlacesMs.Zhang/LiuHaisofanearthewall课堂作业()1.Where_________theCDs?A.isB.areC.amD.be()2.——_________myalarmclock?——_________onthebed.A.Where,ItB.Where’s,It’sC.Whereare,They’reD.Where,It’s()3._________herhatonthesofa?A.IsB.AreC.CanD.Do参考答案：1.B2.B3.A教学反思本节课单词较多，因此最好采用实物或图片教学法来教这些新单词，这样更具有直观效果，所设计课堂环节一定要能激发学生的兴趣，本堂课所设计的游戏环节就非常好。第2课时SectionA2a-3c教学目标一、知识与技能1.词汇：come、desk、think、room、their、hat、head、radio。2.熟练运用句型Where’s...?Whereare...?进行对话。3.Developtheabilityofmakingaconversation.二、过程与方法以教科书素材为载体，培养学生综合运用英语的能力。三、情感态度与价值观培养合作精神，养成爱干净的习惯。教学重点1.词汇：come、desk、think、room、their、hat、head、radio。2.句型Where’s...?Whereare...?进行对话。3.Developtheabilityofmakingaconversation.教学难点Developtheabilityofmakingaconversation.教法导航鼓励学生多说，培养他们的合作意识。学法导航多听，积极参与。教学准备PPT。教学过程Step1:GreetingsGreetthestudentsasusual.Step2:WarmingupChatting.Chatwiththestudentsaboutthethingsaroundtheroombyshowingthempictures.Askthestudentstospellthenewwords.Step3:Workon2a-2b2aRevisewhatthethingsare.Askthestudentstoreadthewordsaloud.Playthetapeforstudentsandletthemnumberthem.2bPlaythetapeagain,thestudentsnumberthethings1-6inthepicture.Imitatethedialogues.Step4:PracticeAguessinggame.Showthestudentsapictureofaroomwithafewthingsinit.Havethemguesstheplacesoftheotherthings.e.g.:T:Thereisabookcaseinit.Isthebookcasenearthebed?Ss:Yes,itis./No,itisn’t.Writethegeneralquestionandtheanswersontheblackboard.2cLookatthepicturein2bagain.Thestudentsusegeneralquestionstoaskandansweraboutthethingsinit.Step5:Workon3cFindthedifferenceStudentAlooksatPicture1(TextbookP21).StudentBlooksatPicture2(TextbookP191a).Askandanswerinpairsandfillintheform.e.g.:SA:Whereistheschoolbag?Isitunderthetable?SB:No,itisn’t.It’sonthetable.ThingsPicture1Picture2backpackunderthetableonthetablepencilcasebookskeysdogAsksomestudentstoreporttheiranswerlikethis:InPicture1,thepencilcaseis...InPicture2,thepencilcaseis...,InPicture1,thebooksare...InPicture2,thebooksare...Step6:Practicethedrill“Whereis/are...?”1.Workon2dRole-playtheconversation.Askthestudentstoreadthedialogueinpairsandthenlettwopairsactitout.2.Presentshortdialogues,usingpicturesorobjectstohelp.Dialogue1:A:Where’smybag?B:Idon’tknow.Isitonthesofa?A:No,itisn’t.Dialogue2:A:Where’remybooks?B:Id