赵家堡Unit 4 Where's my schoolbag.全单元教案

2021年1月22日发(作者：eru)
Unit 4

Where’s my schoolbag
?
Learning Objectives

In this unit, students will learn to talk about where things are.
一、
Topics
（话题）
:

Things around the house
二、
Functions (
功能
)
Talk about where things are
三、
Structures (
结构
)
Where questions
Prepositions:
on, in, under
Conjunction
and

四、
Target Language (
目标语言
)
Where is his pencil?
It is in his schoolbag.
Where
’
s your ruler?
It
’
s under the chair.
Where are my books?
They’re
on the sofa.
五、
Vocabulary
（词汇）


Rooms of the house
,
furniture,
table, bed, sofa, chair, desk, radio, clock, tape, tape player,
model plane, on, under, where, their, come on
六、
Skills (
技能
)

Listening and reading for specific information
七、
Recycling
（复习巩固）


Personal items
Question forms with
to be

Schoolbag,
key,
ruler,
map,
hat,
CD,
bag,
book,
pencil
box,
pencil,
pen,
computer
game,
dictionary, notebook, in

I
’
m..., and my sister...
八、教材分析

本单元围绕着
Where
’
s my sc hoolbag?
的话题，
共设计了三个部分的内容。
通过教授本单
元，使学生学会谈论房间里物品的位置，
能读懂有关物品位置的便条，
并学会写便条让朋友帮自己从房间里取东西。

Section A
让学生通过活动，学习如何表达物品的位置，并能就物品位置进行提问。

1a, 1b, 1c
学习表示物品的名词，并能物品的位置进行问答。重点运用
where
特殊疑问
句进行谈论。

2a, 2b, 2c, 2d
继续学习谈论物品的位置。重点学习
is/are
开头的疑问句及其回答。

3a, 3b, 3c
学习谈论自己常用物品的位置，并能就两个房间物品摆放位置的不同进行问
答。

Section B
学会通过观察和听音，来谈论和记录房间里物品的名称和位置。

1a, 1b, 1c, 1d, 1e
进一步熟悉表示物品的单词，并能谈论和记录物品的位置。

2a, 2b, 2c, 3a, 3b
学会阅读和书写便条，并能描述自己房间里物品的位置。

Self Check

检测本单元所学词汇知识，学会阅读便条，并根据便条内容画出房间。

九、学情分析


本单元的主要内容是谈论物品所在的位置。通过这一话题， 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。

十、课时安排




The first period (
第一课时
): Section A (1a
–
2d)

The second period (
第二课时
): Section A (Grammar Focus
–
3c)

The third period (
第三课时
): Section B (1a
–
1e)
The fourth period (
第四课时
): Section B (2a
–
2c)
The fifth period (
第五课时
): Section B (3a
–
Self Check )

The First Period) (Section A, 1a
–
2d)
Teaching aims
（教学目标）

1
．掌握有关物品的名称
table,
bed,
bookcase,
sofa,
chair,
book,
keys,
bag,
alarm
clock, CD, tape, hat, etc.

2
．学会谈论物品的位置。

Language points
（语言点）

1.

要求掌握以下句式：




Where
’
s my schoolbag?
It
’
s under the table.
2
．要求掌握以下词汇：


where, table, bed, chair, under, they, on
Difficulties
（难点）：


熟练运用表示方位的介词
in, on, under
等。

Teaching steps
（教学步骤）

Lead in:

T: Good morning
，
everyone! Last week, we finished Unit 3.

Today we are going to study a
new unit, Unit 4.

Ask and answer

a. T: Can you tell me what the
title of Unit 4 is? Yes, it’s “Where’s my schoolbag
？
” What
do you think the unit is about?

b. T: Great! In this unit, we are going to learn to talk about where things are. Do you still
remember some school things we have learned?

c. T: What are they? OK
. Let’s start to talk about some school things first.

【教学设计说明】

通过设 置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生
的参与性，激发学生思维， 启动学生学习兴趣的发生。

Step 1: Section A

1a

T: First, please open your books to page 19 and look at activity 1a.

1
．
Look and find

T: Please look at the picture in activity 1a. There are some things in it. Do you know what
they are?

2
．
Match and discuss

a. T: Would you please match the words with the things in the picture?

b.
T:
How
many
words
do
you
know?
Can
you
share
the
words
you
know
with
your
partners?

c. T: Please discuss with your partners and check whether your answers are the same.

3
．
Check the answers

T: Let’s check the answers together.

4
．
Read

a. T: Please read the words after me. Table ...

b. T: I would like you to read each word twice. Table, table ...

c. T: Let’s read the words one by one together.

【教学设计说明】

通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。

Step 2: Section A

1b

1
．
Listen and number

a. T: Listen to the recording for the first time.

b. T: Number the things in the picture when you listen to it for the second time.

2
．
Check the answers
T: Let’s check the answers.

Answers: 1
．
books


2
．
pencil box

3
．
computer game

4
．
keys

3
．
Read

a. T: I would like you to read the tape script together.

b. T: Would you please read it by yourselves three times?

c. T: This time I would like you to read it twice with your partners.

d. T: Who would like to read for the class?

4
．
Translate and explain

a. T: Let’s translate the conversation into Chinese.

b. T: Who can tell us what it means?

c. T: Yes. When
we ask the positions of things, we use the word “where”. And from the
picture, we know that the word “on” means
“在
·
·
·
·
·
·
上面”

“in” means
“在
·
·
·
·
·
·
里面”
“under”
means
“在

·
·
·
·
·
·
下面”
. They are called prepositions
“介词”
.

【教学设计说明】

由于课前引导学生通过自主学习初步接触本课要学的新单词，所以 在新单词的教学过
程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体 会
到通过自主学习带来成功的满足感。通过这样的方法呈现新单词，效果远比教师单纯地用
图片 来传授新单词要大。

Step 3: Section A

1c

1
．
Read

T: Would you like to read the conversation with your partners?

2
．
Practice

a. T: Would you please practice the conversation according to the picture in 1a?

b. T: Please present your conversations to the class. Who would like to have a try?

【教学设计说明】

通过这种活动调动学生的视觉、感觉和 记忆力来参与语言活动，并且使本课的主要语
言知识得到重现，加深印象；同时，小组之间的竞赛体现了 协作和团队精神。

Step 4: Section A

2a

1
．
Look and say

a. T: Let’s move to activit
y 2a now. Could you please look at the things and say them in
English?

b. T: Let’s take turns to say the things in English one at a time. Let’s start with you …

2
．
Listen and number

a. T: Now, let’s listen to the recording for the first time.

b. T: Are you ready to do the activity 2a?

d. T: Please number the things you hear.

3
．
Check the answers

T: Do you have the answers? Let’s check them together.

Answers:


2
．
books




6
．
keys




1
．
computer game




5
．
ruler



3. pencil box


4
．
schoolbag

【教学设计说明】

学会利用一切可利用的学习资源，
如词典，
音像 资料，
网络等来获取更多的学习信息。

Step 5: Section A

2b

1
．
Listen and find the correct places

a. T: Listen to the conversation again and find the correct places for the things in 2a.

b. T: Number the things in the picture from 1 to 6.

2
．
Check the answers

T: Finished? Let’s check the answers.

Answers: 1
．
computer game


in the bookcase

2
．
books










on the chair

3
．
pencil box






under the sofa

4
．
schoolbag







under the table

5
．
ruler








under the chair

6
．
keys











on the table

3
．
Read the conversation

a. T: Let’s read the conversation in the tape script together.

b. T: I would like you to read it in pairs.

c. T: This time I would like boys to read as Tom and girls to read as Helen.

d. T: Who would like to read the conversation for the class?

【教学设计说明】

学会用英语询问自己的或他人物品的具体位置。能够合理地描述和设计房间。

Step 6: Section A

2c

1
．
Read

T: Let’s move to activity 2c. Shall we read the conversation together?

2
．
Guess

a. T: Now, let’s guess where the things are.

b. Students work in pairs. Student A covers the picture in 2b. Ask about where the things are
in the picture. Student B answers the questions.

c. T: I would like to give you an example.

Example: T: Is the pencil box on the sofa?

S: No, it isn’t. It’s under the sofa.

d. T: Change roles after making one conversation and then practice again.

【教学设计说明】

学会用英语准确描述物品所在的位置；培养学生整齐地摆放自己物品的生活习惯。

Step 7: Section A

2d
Role-play the conversation. Show a picture of a room. Give the Ss one minute to look at it,
and then ask them what kind of things they saw and where the things are. Have a competition
among groups. See which group can remember all the things and where they are.

【教学设计说明】

学会与他人合作交流
,
并能把语言材料用到真实的生活中去
;
学会 利用一切可利用的
学习资源，如词典，音像资料，网络等来获取更多的学习信息；在反思，顿悟和自醒中 不
断调整自己的学习策略。

Step 8: Summarize

T: Let’s summarize what we learned in this period.

Step 9: Homework

1
．
Copy the words in activity 1a and the sentences in the grammar box.

2
．
Read the tape script of activity 2a and 2b.

The Second Period (Section A, Grammar Focus
–
3c)
Teaching aims
（教学目标）

1
．要求熟悉物品的名称
；

2
．学会谈论物品的位置；

Language points
（语言点）

1.

熟练运用
Where
问句和一般疑问句及其回答。

2
．掌握名词单复数及人称代词
they
的用法。

Difficulties
（难点）：


一般疑问句
Is it
…
? Are
they …?
的回答。

Teaching steps
（教学步骤）

Lead in:

T: What did we learn yesterday? Who can tell us? Yes. Yesterday we learned the names for
some school things and how to ask where they are. Do you still remember how to say them? OK.
Let’s review them first.

Step 1: Revision

1
．
Ask and answer

a. T: Would you please translate my words into English?
桌子、棒球
·
·
·
·
·
·

b. T: Who would like to make conversations with “where” questions using the pictures in
the PPT?

2
．
Dictation

T: Please take out your dictation exercise books and let’s have a dictation.

【教学设计说明】

根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情
绪来参与语言活动， 激活他们已有的知识水平。

Step 2: Grammar Focus

1
．
Read

T: Read the sentences in the grammar box.

2
．
Point out the notes

where
的用法；


on, in, under
的用法；


the
的用法；


名词的单复数。

【教学设计说明】

通过对这个句型的 大量操练，让学生自己归纳，使学生掌握该句型的用法，避免单调
枯燥的语法讲解。

Section A

3a

1
．
Put the sentences in order

T: Let’s go to activity 3a on page 21.

Please fill in the blanks to complete the conversations.

2
．
Check the answers

T: Have you finished? Please check your answers with your classmates.

Answers: 1. A: Where are
the keys? B: They’re
on the table.
2.

A: Where’s the
book? Is
it on your desk? B: No, it’s
under the chair.
A: Where are
the pencils? B: I don’t kn
ow. Are they in the schoolbag? A: Yes, they are.

3
．
Read

a. T: Let’s read the conversations together.

b. T: Who would like to read them for the class?

【教学设计说明】

设置任务，通过对比的方式让学生理解方位介词。利用表格直观体 现出两幅图的不同
点，

再将它的不同点复述出来，其目的在于培养学生的语言组织能力。

Step 3: Section A

3b

Pairwork

a.
T:
Let’s
move
to
3b
now.
There
are
som
e
things
in
the
pictures
and
can
you
make
conversations about where they are.

b. T: Let’s make conversations in pairs.

c. T: Who would like to present their conversations to the class?

【教学设计说明】话题由课本知识向实际生活延伸，体现语言的语用原则。

Step 4: Section A

3c