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1、人教版英語精品資料（精修版） Unit 4 Where's my schoolbag? 教案 一、單元教材分析 本單元主要內(nèi)容是談論物品的所在位置，通過這一話題，訓練學生的聽、說、讀、寫四項基本技能，讓學生通過詢問物品的位置，學習一些物品的單詞，及方位介詞 on , in , under ,behind 等的用法；使學生學會基本句型 “Where’s …? It’s …”及“Where're …? They're …”，進一步體會“Where…? Yes／No”疑問句的用法；學會運用方位介詞"on／in／under／behind／next to"表達物品的位置。理解連詞and在句子中

2、的用法。通過以上幾個方面的學習，使學生學會運用聽關(guān)鍵詞、推測詞意的學習策略，識別不同物品的位置；既能促使學生了解自己的家居環(huán)境，熱愛自己的家，又能促使學生通過想象設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 …?”的學習過渡到第五單元“Do …?”的學習。使學生養(yǎng)成干凈、整潔、合理擺放物品的好習慣。 二、單元學情分析 本單元的主題是談論話題“Things around the house”學習詢問“物品的位置”，使學生學會基本句型“Where’s …? It’s …”及“Where're …? They're …”同時引導學生采用Listening for key

3、 words，inferring vocabulary和Role playing的學習策略，學會運用方位介詞“on／in／under／behind／next to”表達物品的位置。本單元的話題內(nèi)容與學生的實際生活聯(lián)系緊密，學生們?nèi)菀捉邮埽脖阌谛纬捎⒄Z學習的興趣，堅定學好英語信心。 三、單元教學建議 采用自主學習、小組合作學習、Personalizing和Role playing的學習策略，利用教學圖片制作多媒體課件來展開課堂Pair work， Group work口語交際活動，進一步體會 “Where…? Yes／No”疑問句的用法。[來源:學,科,網(wǎng)] 四、單元課時分配 本單元可

4、用4課時完成教學任務： Section A (1a-2d) Section A (Grammar Focus-3c) Section B (1a-2c) Section B (3a-Self Check) Section A (1a-2d) 一、教學目標： 1. 語言知識目標： 1) 能掌握下列詞匯：where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head 2) 能掌握以下句型： ① —Where's…? —I

5、t's in/on/under… ② —Where're…? —They're in/on/under… ③ —Is the …in/on/under…? —Yes, it is./ No, it isn't. ④ —Are the …in/on/under…? —Yes, they are. /No, they aren't. 2) 學會運用方位介詞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：[來源:Z§xx§k.Com] 培養(yǎng)學生整齊地擺放自己物品的生活習慣。在描述物品的位置的學習中獲得英語學習的樂趣，逐步培養(yǎng)學生們對

6、英語學習的興趣。 二、教學重難點 1. 教學重點： 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定回答。 2. 教學難點： 1) 學會正確描述物品作在的位置； 2) 學會詢問自己或他人物品的具體位置； 三、教學過程 Ⅰ. Warming up and revision 1. (Prepare some school things.) T: What’s this? (There is a watch in the teacher’s hand.) S1:

7、It's a watch. Yes you a right. Here you are. T: Is this a notebook? (holding up a notebook .) S2: Yes it is. T: How do you spell notebook? S2: N-O-T-E-B-O-O-K, notebook. T: Good. (Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.) T: What’s this? S3: It’s

8、 a schoolbag. T: I have a schoolbag for you as a present, (Looking for it in the desk, under the chair . . . ) but I can’t find it . Where’s it? Do you know? S3: I don’t know. S4: I think it’s in your desk. T: (Look into the desk.) No, it isn’t. Now, let’s look for the backpack together, OK? (

9、Write down the title on the blackboard.) 2. Work on 1a. Now let's look at the picture in 1a. Match the words with the things in the picture. Check the answers with the class. Ⅱ. Presentation 1. Present the furniture T: Look at the big picture on the screen. This is a big nice room. I wa

10、nt to own such a room. Because there is some nice furniture in it. Do you know the names of the furniture? (Show a picture of a bed and a bookcase.) T: What’s this? It’s a bed. “BED”. Read after me. B-E-D, bed. Ss: B-E-D, bed. T: What’s this? It’s a sofa. S-O-F-A, sofa. Ss: S-O-F-A, sofa. (T

11、each the other words bookcase /table/chair/desk/hat/head in the same way.) 2. Present in/on/under T: Where is my book? It’s on the desk. (Put a book on the desk.) S1: It’s on the desk. T: Where is my book? It’s on the desk. (To all the students.) Ss: It's on the desk. T: Where is my pen? It’

12、s in the pencil box. (Put a pen in the pencil box and ask.) S1: It’s in the pencil box. T: Where is my pen? (To all the students.) Ss: It’s in the pencil box. T: Where is my schoolbag? (Put a schoolbag under the desk and ask this question.) S1: It's under the desk. T: Where is my schoolbag?

13、(To all the students) Ss: It’s under the desk. Write "in, on, under" on the blackboard. Ⅲ. Listening 1. Let Ss listen to the tape and finish 1b. 2. Ss listen to the tape and number the things [1-4]in the picture. (學案) 3. Check the answers with the class. Ⅳ. Pair work 1. Practice the conv

14、ersation in 1a with your partner. 2. Ss practice the conversation. Then ask some pairs to act out the conversation. 3. Then make your own conversations using the words in the box (in/on/under). Ss may look at the picture in 1a and make their own conversations. They can also using school thin

15、gs around them to make their own conversations. 4. Ask some pairs to act out their conversations. Ⅴ. Listening 1. Ask the students to spell the words in the picture in 2a. T: First, look at the pictures on the screen. What are these? S1: They are books. S2: They are some keys. T: What’s t

16、his? S3: It’s a computer game. T: Is this a ruler? S4: Yes, it is. T: Is this a pencil box? S5: Yes, it is. T: What about this? S6: It's a schoolbag. T:Spell it,please. S4: S-C-H-O-O-L-B-A-G. 2. T: Now, listen to the recording and look at 2a. Number the things from 1-6. T: Check the an

17、swer. (Students give the answer.) 3. T: Now, listen again. Let’s do 2b. Find out where are the things from 2a? Number the things in the pictures [1-6]. (Play the tape again and check the answer.) T: Who can answer? S1: The computer game is on the backpack. S2: The books are … S3: The pencil b

18、ox is … S4: The schoolbag is… S5: The ruler is… S6: The keys are … Ⅵ. Pair work T: Look at the picture. Are the books on the sofa? Ss: No, they aren't. They're on the table. T: Is the schoolbag under the table? S: No, it isn't. It's on the sofa. … (write the four sentences on the blackbo

19、ard. Let the students ask and answer questions about the things in the picture in 2b.) Ⅶ. Role-play 1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him find his things. Match the things with the right places below. (Let Ss look at the screen. There are so

20、me things and some places) bag on his head map on the sofa hat on the bed in his grandparents' room 2. Ss read the conversation and match the things with the right places. 3. Check the answers. 4. Now practice the conversation with your partner. Then let some pairs act out

21、the conversation. 5. 評價：（讓學生們對自己的表現(xiàn)及語言表達能力進行自我評價，在小組內(nèi)評價，然后進行評出最優(yōu)秀的小組。并鼓勵學生們下一次爭取做最優(yōu)秀的小組及個人。） Homework: 1. 參照你房間里的東西用介詞in，on，under寫五個句子。 2. Preview Section A 3c. Section A (Grammar Focus-3c) 一、教學目標： 1. 語言知識目標： 1) 進一步掌握一些表示家具的名詞以及學習用品的單詞； 2) 進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回答

22、事物的位置。 ① —Where's…? —It's in/on/under… ② —Where're…? —They're in/on/under… ③ —Is the …in/on/under…? —Yes, it is./ No, it isn't. ④ —Are the …in/on/under…? —Yes, they are. /No, they aren't. 4）總結(jié)歸納詢問事物位置的句型及回答語。 2. 情感態(tài)度價值觀目標： 進一步培養(yǎng)學生整齊地擺放自己物品的生活習慣。在描述物品的位置的學習中獲得英語學習的樂趣，逐步培養(yǎng)學生們對英語學習的興趣。 二

23、、教學重難點 1. 教學重點： 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的句型來詢問與回答事物的位置。 2. 教學難點： 1）訓練學生們在不同情景下運用所學的句型來詢問與回答事物的位置的能力。 2）能在實際生活情景中運用所學的句型來詢問與回答事物的位置。 三、教學過程 Ⅰ. Warming up and revision 1. Sing “Where is Tom?” song (like “Two tigers”) Where is Tom? Where is Tom? It’s in the case. It’s in the case.

24、 Where is Tom? Where is Tom? It’s on the case. It’s on the case. Where is Tom? Where is Tom? It’s under the case. It’s under the case. 2. Ask and answer the school things around them. (Put S1's pencil box on the desk) T: Where is your pencil box? S1: It's on the desk. (Then put it in his

25、 desk) T: Is your pencil box on the desk now? S1: No, it isn't. It's in the desk. （Put it under the desk） T: Is your pencil box in the desk? S1: No, it isn't. It's under the desk. 3. Let Ss ask and answer in the same way. Ⅱ. Grammar Focus 1. 閱讀指導： 詢問事物的位置時可用特殊疑問詞where引導的特殊疑問句來提問。句型結(jié)構(gòu)為：

26、 Where is…? It's in/on/under… (句子的主語為名詞單數(shù)) Where are…? They're in/on/under… (句子的主語為名詞復數(shù)) 2. Let Ss read the sentences and fill in the blanks below. ① 地圖在哪里？_________ the map? ② 它在你爺爺奶奶的房間里。It’s ___ your ______________ room. ③ 我的書在哪里？_______ _____ my books? ④ 它們在沙發(fā)上。They’re _____the __

27、_____. ⑤ 他的鉛筆在哪里？ ______ _____ pencil box? 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。 _______ on the _____. 3. Check the answers with the class. Ⅲ. Practice 1. (Make a conver

28、sation with a student.) T: Look at Picture 1 in 3a. Where is the baseball? S1: (help S1 answer) I don’t know. T: (Teach Ss the expression "I don't know." with a body language. for example shook your head.) 2. Now look at the pictures and read the conversation below and fill in the blanks. 3.

29、 指導：① 注意句中事物的單復數(shù)形式，正確運用句型Where is…? Where are…? ② 認真看圖畫，看清物品的位置，正確運用介詞in, on, under來表達。 4. Check the answers. Ⅴ. Practice 1. T: When we ask about the place of something. We often use the sentence structure below: —Where is + 單數(shù)事物？ —It's in/on/under… —Where are + 復數(shù)事物？ —They're in/on

30、/under… —Is the …in/on/under…? —Yes, it is./ No, it isn't. —Are the …in/on/under…? —Yes, they are. /No, they aren't. Now let's ask and answer according to the picture in 3b or using your own things. T: Where is the computer? Is it in the bookcase? S1: No, it isn't. It's on the sofa. 2. T

31、: Work in pairs. Make a similar conversation like this. S1: Where is the computer game? Is it on the sofa? S2: No, it isn't. It’s in the bookcase. S1: Where are the books? Are they on the sofa? S2: No, they aren't. They are in the bookcase. S1: Where are the pencils? S2: I don’t know. Are

32、they in the pencil box? S1: Yes, they are. (Let the students ask and answer according to the picture in 3b or using their own things.) Ⅵ. Game (Find the differences) T: Student A looks at the picture on P19, student B looks at the picture on P21, 3c. Ask and answer questions to find the differen

33、ces in pairs. Sample: SA: Where is the schoolbag? Is it under the table? SB: No, it isn’t. It’s on the table. SA: Where are the books? Are they on the sofa? SB: No, they aren’t. They are on the bed. …... T: Let’s find out the differences between the pictures. Where is the schoolbag? Is it o

34、n the table? (Look at the picture on P21 3c) Ss: No, it isn’t. It’s under the table. (Look at Picture 2) T: Where are the books? Are they behind the sofa? (Look at the picture on P19) Ss: No, they aren't. They are on the sofa. (Look at Picture 2) (Ask some pairs to make conversations and fi

35、nd out some differences.) T: Fill in the chart according to the pictures.（利用表格直觀體現(xiàn)出兩幅圖的不同點。） Things Picture on P19 (Picture 1) Picture on P21 (Picture 2 ) Pencil box in the schoolbag on the table Books Schoolbag … T: Who wants to report it? S1: Let me try. In Picture 1, th

36、e pencil box is… In Picture 2, the pencil box is… S2: In Picture 1, the books are… In Picture 2, the books are… (Ask other students to report it.). Homework T: Make a survey after class. Ask some of your classmates “Where is…? Where are…?” Fill in the chart. Things Name books keys

37、 schoolbag jacket Linda Eric Section B (1a-2c) 一、教學目標： 1. 語言知識目標： 1） 掌握以下詞匯： radio, clock, tape, tape player, model, plane, model plane, tidy, but, our, everywhere, always 2) 能正確地描述物品所處的位置。 3）能運用所學的句型詢問及回答物品的位置。 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。

38、 2. 情感態(tài)度價值觀目標： 進一步培養(yǎng)學生整齊地擺放自己物品的生活習慣。在描述物品的位置的學習中獲得英語學習的樂趣，逐步培養(yǎng)學生們對英語學習的興趣。 二、教學重難點 1. 教學重點： 1. 通過聽力訓練提高學生聽音辨音的能力，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、教學過程 Ⅰ. Warming up and revision 1. Sing “Where is Tom?” song (like “Two tigers”) Where is Tom? Where

39、is Tom? It’s in the case. It’s in the case. Where is Tom? Where is Tom? It’s on the case. It’s on the case. Where is Tom? Where is Tom? It’s under the case. It’s under the case. 2. Let Ss look at the pictures in 3a and 3b. Ask and answer questions about the things in the picture. S1: Where

40、 are the keys? S2: They're on the table. S3: Where's the book? Is it on the chair? S4: No, it isn't. It's under the chair. … 3. Let some Ss report the differences between the picture in P19 and the picture in P 21. Ⅱ. Presentation 1. Present the new words. T: I have some things on my des

41、k, I think you can tell me how to say them. T: What’s this? (Hold up a radio in the hand) Ss: It’s a radio. T: Yes, it’s a radio. Read after me. R-A-D-I-O, radio. Ss: R-A-D-I-O, radio. T: Do you have a watch? Ss: Yes, I do./ No, I don’t. T: Is it a watch? Ss: No, it isn’t. It’s a clock.

42、T: Good. It’s clock. Read after me.C-L-O-C-K, clock. (Then hold up tape, tape player, model plane, teach them in the same way. Check the words using the cards.) 2. Ss read the words aloud. Then try to remember the new words. 3. T: Let’s do 1a in Section B. Match the words with the things in the

43、 picture in 1a. 4. Then check the answers with the class. Ⅲ. Writing 1. T: OK. Can you remember all the new words? Ss: Yes, we can. T: OK. Now, let's have a competition. Let's see who can remember all the new words. Take out a piece of paper. Look at the picture in 1a for three minutes. Th

44、en close your books and write down all the things you remember. 2. Change the paper with your partner and see who does best. Ⅳ. Listening 1. T: Tom wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the

45、recording of 1c and help his mother find the things. (Play the tape for the first time. The students circle the word they hear. Then check the answer.) English book, tape player, clock, ruler notebook, tape, model plane, radio 2. T: Now listen again

46、. Where are Tom's things? Write them down. 1. The English books are under the radio. 2. ______________________________ 3. ____________________________ 4. ______________________________ 3. Check the answers with the Ss. Ⅴ. Pair work Can you remember where the things are in Tom's room

47、? T: Where are the English books? S1: They are under the radio. T: Where’s …? S2: It’s… T: Where’s the…? S3: It’s… T: Where’re the …? S4: They’re… T: OK. Work in pairs, ask and answer questions about the things in Tom's room. Ⅵ. Writing 1. Look at the picture in 2b. There are many thin

48、gs in the picture. Do you know the words for the things? Who can say them in English? S1: bed, chair, sofa, clock, … T: You're very great. Who can add some more? S2: bookcase, map… 2. Now work with your partner. Write the words you know for the things in the picture. 3. Teacher goes around the

49、 classroom, give some help. Ⅶ. Presentation 1. (On the screen, show Ss a very tidy room.) T: It's a tidy room. (Write the word "tidy" on the blackboard.) 2. (Show another room. It's not tidy.) T: It's not a tidy room. It's a dirty room. Look the books are everywhere. The clothes are eve

50、rywhere. (Write the word "everywhere" on the blackboard.) 3. (Show a picture of Edison) Edison is very clever. He always asks questions. (Write "always" on the blackboard) 4. Ss read the new words tidy, everywhere, always. Ⅷ. Reading 1. Look at the picture in 2b. Here are two girls, Kate an

51、d Gina. They are sisters. They live in a room. They all have many things in their room. Is Kate tidy? Is Gina tidy? Now read the passage and answer these questions. 2. Ss read the passage and find the answer to the questions. 3. Let some Ss say their answers. 4. 閱讀指導： 從短文中獲取信息完成閱讀任務的技巧是

52、： 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 要回答文中的兩個一般疑問句，我們要讀懂短文，進行細節(jié)理解。由“I’m Kate, and my sister is Gina. I’m tidy, but Gina is not.”?？梢院苋菀椎膶λo一般疑問句做出正確回答。 5. Now let's look at the chart in 2c. In the chart, you should list Kate's things and where they are. You should also list Gina's things and w

53、here they are. Read the passage again and complete the chart about the things Kate and Gina have and where they are. 6. Ss read the passage again. And fill in the chart. 7. 指導：本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，文中物品、人物、地點一一對應，這樣就可以快速準確地抓著有效信息，確保答案的正確性。 8. Check the answers with the class. Ho

54、mework 1. Review the new words we learn today. 2. Draw a picture about your room. Describe your new room. Section B (3a-Self Check) 一、教學目標： 1. 語言知識目標： 1）總結(jié)復習所學的有關(guān)家具、文具以及其他類的詞匯。 2）能運用所學的相關(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，加強理解和鞏固所學的語言目標。 2. 情感態(tài)度價值觀目標： 進

55、一步培養(yǎng)學生整齊地擺放自己物品的生活習慣。在描述物品的位置的學習中獲得英語學習的樂趣，逐步培養(yǎng)學生們對英語學習的興趣。 二、教學重難點 1. 教學重點： 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練，來提高學生們描述物品位置的綜合能力。 2. 教學難點： 通過不同形式的寫作訓練，來提高學生們描述物品位置的綜合能力。 三、教學過程 Ⅰ. Warming up and revision 1. Greeting the Ss and Check the homework. 2. Let Ss look at the picture

56、 in 2a and ask and answer about the things in the picture. S1: Where's the clock? Is it on the sofa? S2: No, it isn't. It's on the desk. S3: Where're the books? Are they on the bed? S4: No, they aren't. They are in the schoolbag. … (Ss ask and answer in a question chain quickly

57、) Ⅱ. Presentation T: (Holding a radio) Do you have a radio at home? Ss: (Help Ss answer.) Yes, I do. (Write the two sentences on the Bb.) T: Where is it? S1: It's on the desk. T: Do you have CDs? S2: Yes, I do. T: Where are they? S2: They are in the bookcase.

58、 T: Do you have tapes? S3: Yes, I do. T: Where are they? S3: They are in the bookcase. … Ⅲ. Survey 1. OK, now let's work on 3a. Make a survey about the things in the chart on your partner. Find out if they have these things. Where are they? 2. (Ss ask and answer

59、about the things in the chart.) S1: Do you have a dictionary? S2: Yes, I do. (Yes.) S1: Where is it? S2: It's in the bookcase. S1: Do you have a schoolbag? S2: Yes, I do. (Yes.) S1: Where is it? S2: It's under the desk. … (Change roles, S2 ask S1 about the things in the chart.) 3. Ss fill

60、in the chart and exchange the chart with their partner. Ⅳ. Writing 1. T: Now look at the chart. We all know what we have in our room and where they are. Now please write about where the things are in your room. Use the word and if you can. I'll give you a model: e.g. ① My dictionary and my

61、 radio are on the desk. ② My pencil box is in my schoolbag and my schoolbag is under the desk. 2. 指導：① 描述物品的位置可用句型：物品+is/are + in/on/under + the + 地點名詞 ② and是一個連接詞，可以連接語法作用相同的詞、短語或句子，表示并列或?qū)ΨQ的關(guān)系，可翻譯為“和”、“并”、“又”、“兼”等。 ③ 當連接兩個并列的主語時，謂語動詞應用復數(shù)形式。 Jack and Tom are good friends. ④連接

62、兩個簡單句。 My pens and in the pencil box and my pencil box is in my schoolbag. 3. Check their work with their partners. 4. Ask some Ss to report their writings to the class. Ⅴ. Self Check 1 1. T: We're learned many names of furniture, stationery and other things. Now let's have revision

63、 of these words. What do you have in your room? First talk about the things in your room with your partner, then write the things in your room. 2. Ss talk about the things in their room with their partners. Then write them down on their workbook. 3. Let some Ss report the things to the class and

64、 write them on the blackboard. Furniture: desk, chair, sofa, table, bookcase, bed… Stationery: pen, pencil, eraser, ruler, books, schoolbag, note book … Other things: cup, quilt, radio, tapes, tape player, computer, computer game, clock, model plane, watch, … 4. Let some other Ss add some more

65、words. Ⅵ. Self Check 2 1. We have a tidy classroom. We work in our classroom every. We all love our classroom. Look at our classroom carefully and find out what things we have and where they are. Who wants to have a try? S1: The tape player is on the teacher's desk. S2: The map is on the wall.

66、 S3: The blackboard is on the wall. S4: The desks are on the floor. S5: … 2. Very good. Now please write about the things in our classroom with in, on and under. 3. Ss write by themselves. Let some Ss report their writings to the class. Homework 1. Review the words in this unit. 2. You want four things in your room now. But you have no time to go home to get them. Write a note to a friend, let him go to your home to get them. Tell him where the things are.