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Unit 4 Where’s my backpack ?

教学内容：

本单元主要内容是谈论物品的所在位置，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，学习一些物品的单词，及方位介词 on , in , under ,behind 等的用法;学习并掌握where句型的运用，使学生养成干净、整洁、合理摆放物品的好习惯。

教学目标：

5、 知识目标：

A、 学会一些表示家具的名词以及学习用品的单词;

B、 方位介词，如：in , on , under , behind的用法;

C、 学会运用方位介词和where句型表述物品所在的位置。

6、 能力目标：

A、 学会正确描述物品作在的位置;

B、 学会询问自己或他人物品的具体位置;

C、 能够合理地描述和设计房间。

7、 情感目标：培养学生整齐地摆放自己物品的生活习惯。

教学难点、重点：

重点：A、方位介词 in , on , under , behind的用法。

B、Where的特殊疑问句和Is this a/an . . . ?一般疑问句的肯定和否定回答。

C、学习名词 bed , dresser , bookcase ,backpack . . .

难点：A、能够正确运用方位介词描述物品作在的位置;

B、能够运用Where的问句找到物品位置。

课时安排：

第一课时 Section A 1a-1c

第二课时 Section A 2a-4

第三课时 Section B 1-2b

第四课时 Section B 3a-4 Self-check

Period One

教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。

学生：彩笔

学生用品、大白纸、课本所涉及的单词的实物。

学步骤

Step One: Present the New words.

①Warming up.

(Prepare some school things for the students as presents .)

T: What’s this ? (There is a pencil in the teacher’s hand .)

S1: Yes you a right . Here you are .

(give it to the student as a present .)

T: Is this a ruler ? (hold up a ruler .)

S2: Yes it is.

T: How to spell ruler ?

S2: R-U-L-E-R , ruler .

T: Good , here you are.

(Hold up a pen , an eraser , a notebook and so on . Ask the questions in the same way . And give the presents to the students .)

T: What’s this ?

S3: It’s a backpack .

T: I have a backpack 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 ? (Write down the title on the blackboard .)

②Learn the New words.

T: Look at the big picture on the screen .This is a big nice room .I want 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 dresser .)

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 dresser . D-R-E-S-S-R , dresser.

Ss: D-R-E-S-S-R , dresser.

(Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .)

通过师生互动，激发学生思维，并用学过的句子导入新课。

利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。

T: Read the words aloud .

③Present the words in , on , under , behind using the objects .

T: Where is my book ? It’s on the desk . (Put a book on the desk .)

T: Where is my bag ? (Put a bag on the desk and ask this question .)

S1: It’s on the desk .

T: Where is my bag ? (To all the students)

Ss: It’s on the desk .

T: Where is my pen ? It’s in the pencil case . (Put a pen in the pencil case and ask .)

T: Where is my ruler ? (Put a ruler in the pencil case , too .)

S1: It’s in the pencil case , too .

T: Where is the ruler ?

Ss: It’s in the pencil case .

(Then learn the other two prepositions “under”, “behind” in the same way . )

④Present the words .

T: Now , please look at the screen , where is the ball in Picture 1 ?

S1: I think it’s in the box .

T: Where is the ball in Picture 2 ?

S2: It’s on the box .

T: Where is the ball in Picture 3 ?

S3: It’s behind the box .

T: Where is the ball in Picture 4 ?

S4: It’s under the box .

T: There are some pictures on the screen , please match the sentences and the pictures .

1: The cat is under the chair .

2: The cat is on the bed .

3: The cat is behind the door .

4: The cat is in the box .

5: The cat is next to the plant .

通过实物所在的位置直观地呈现乏味介词。

利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真实的情景中理解和掌握方位介词。

让学生把句子和图画匹配起来，巩固方位介词的用法。

6: The cat is on the chair .

T：Please open your books and do 1a quickly as you can.

(After doing 1a,check the answer.)

Step Two :drills .

①Practice the drills .

T: This time , use the school things around you to practice the conversation .

T:Where’s the watch? (Hold up a watch in the hand.)

S1: It’s in your hand.

T: Where’s the bag? (Put a bag on the chair.)

S2: It’s on the chair.

(Ask the students to practice the dialogue like this. Then get some pairs to act it out.)

②Introduce a room and listen to the tape.

T: This is Tommy’s room, but he can’t find his books, his pencil case, his baseball, his computer game and his keys, please help him find the things. Listen and number [1-5] the things in the picture.

(Play the recording and then check the answer.)

Step Three: Play a game.

T: Now, we will play a game , I have a new ruler, all the students close your eyes, and I hide it in our classroom. Please guess, Where is it ? If your answer is right, it is yours. Please ask like this Is it on the desk? Is it on the floor? Are you ready?

S1: Is it in the ...?

T: No,it isn’t.

S2: Is it under the…?

T: No, it isn’t.

S3: Is it behind the…?

T: Yes, it is. Please find it out .Here you are.(Give the ruler to him.)

(Ask three or four students to come to the front to hide three or four new school things, others look for them.)

T:Who can come here to hide my new pen?

Ss: I can.

(After playing the game, some students who can find the school things will have them.)

Step Four: Task.

T: Look at the picture on the screen. This is Mary’s room. In groups of four , describe where the things are in the room.(Prepare

让学生用身边的学习用品操练句型，达到熟练运用where提问。

用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。

利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。

For five minutes.)

S1: Is the book on the desk?

S2: Yes, it is. Is the backpack under the chair?

S3: No, it isn’t. It’s… Where are the keys?

S4: They are…

Homework: Make a play.

There is a man. His name is “forgetful”. He always forgets somethings, and he always asks Where is / are my …?

Please make a short play and next class we will act it out.

Period Two

课前准备

教师:准备表格、一些学习用品和多媒体教学课件。

学生：表演短剧的道具、表格。

教学设计

Step One: Check the homework.(运用所学句型表演短剧。)

(The students practice the short play “forgetful” for three minutes so that they can act it out well.)

T:Which group can act the play out?

Ss:We can.(Come to the front.)

S1:My name is “forgetful”, I want to work , but ,but … Where are my …?

S2: (Come to him ) Are they on the…?

S1: No, it isn’t.

S3: Are they in your…?

S1: Oh, yes, it is. But where is my ID card?...

(Some groups act it out.)

Step Two: Review the words.(利用多媒体教学课件复习学过的单词，为下面的听力训练做铺垫。)

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.

T:What’s this?

S2: It’s a baseball.

T:What’s this?

S3: It’s a computer game.

T:Is this a backpack?

S4:Yes,it is.

T: Can you spell it?

S4: Yes, B-A-C-K-P-A-C-K,backpack.

(Review the other words in the same way.)

T:Now, listen to the recording and look at 2a. Number the things from 1-6.

T:Check the answer.(Students give the answer.)

T:Now, listen again. Let’s do 2b. Find out Where are the things from 2a? Number the things in the pictures [1-6].(通过听力训练检测学生对所学知识掌握的情况，培养学生听的能力。)

(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 case is …

S4: The backpack is…

S5: The baseball is…

S6: The keys are …

Step Three: Practice the drills.(根据听力材料中的句型，利用图片再次进行巩固练习。)

T: Look at the picture. Is the baseball on the chair?

Ss:No, it isn’t. It’s under the chair.

T: Are the books under the table.

S:No,they aren’t. They’re on the chair.

…

(write the four sentences on the blackboard. Let the students ask and answer using their own thigns.)

S1: Is your ruler on your pencil case?

S2: No, it isn’t. It’s in my…

S3: Are your keys in your pocket?

S4:No, they aren’t. They are in my…

(Let them ask and answer in pairs as many as they can to improve their oral ability.)

Step Four: Present the grammar and practice.(利用实物呈现语法。)

1. Grammar focus.

(The teacher collects some school things on her desk, them hides them to ask some questions.)

T:Where is the baseball? (Put a baseball in the desk)

S: It’s in …

T: Where is the dictionary?

Ss: It’s on/ under/ behind…

T: Where’re the books/ your keys?

S:They’re on the chair./ in your pocket…

(Then the teacher writes the sentences on the blackboard.)

T: Please pay attention to the sentences. We use “It’s” to talk about single objects and “They’re” to talk about two or more objects.

“Where’s, It’s and They’re” are contractions.

Make a survey.(运用调查表来巩固句型。)

T: Make a survey about your classmates’ things using Where is/are…? And then fill in the chart.

Name Things Ruler Pencil case Dictionary Keys

Lucy

Tom

Tommy

Lily

2. Make a conversation.(看图操练句型。)

T: Who can put these sentences in order to make a conversation in 3a.

S1:We can.Where’s the bag?

S2: I don’t know.Is it on the dresser?

S1: No, it isn’t.

T:Prepare a new dialogue for three minutes just like this. You can use your own things.

(Later, ask more pairs to practice their conversations as quickly as they can.)

Step Five: Practice the drill “Where is / are…?”

(Make a conversation with a student.)

T:Look at the picture in 3c. Where are the books?

S1: I don’t know.

T: Where are the keys?

S2: They are on the dresser.

T: Work in pairs. Make a similar conversation like this.

S1:Where is the baseball?

S2: It’s…

S3:Where is the…?

S4: I don’t know.

S5: Where are the…?

S6: …

S7: Where is the pencil case?

S8: It’s…

(Let the students ask and answer according to the picture in 3c or using their own things.)

Step Six: Task.(设置任务，通过对比的方式让学生理解方位介词。)

T:Student A looks at Picture 1 (Textbook P21,4) student B looks at Picture2 (Textbook P19,1a)Ask and answer in pairs.

Sample:

1. Sa: Where is the backpack? Is it under the table?

Sb: No, it isn’t. It’s on the table.

2. 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 backpack? Is it on the table? (Look at Picture 1)

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 Picture1)

Ss: No, they are on the sofa. (Look at Picture 2)

(Ask some pairs to make the dialogue and find out some differences.)

T:Fill in the chart according to the pictures.(利用表格直观体现出两幅图的不同点。)

Things Picture1 Pictuer2

Pencil case in the backpack on the table

Books

Backpack

…

T:Who wants to report it?

S1: I want to . In Picture 1, the pencil case is… In Picture2, the pencil case is…

S2: In Picture 1, the books are… In Picture2, 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.

Name Things Bed Clock Computer game Ball

Jim

Amy

Period Three

课前准备

教师：搜集学习用品、日常用品的图片及单词卡片。

学生：准备学习用品、日常用品。

教学设计

Step One:Present the new words.

T: I have some things on my desk, I think you can tell me how to say them.

T: What’s this? (Hold up a book in the hand)

Ss: It’s a book.

T: Yes, it’s a math book. Read after me. M-A-T-H-B-O-O-K, math book.

Ss: M-A-T-H-B-O-O-K, math book.

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.

T: Good. It’s an alarm clock. Read after me. A-L-A-R-M-C-L-O-C-K,alarm clock.

(Then hold up CD, video tape, hat, notebook, teach them in the same way. Check the words using the cards.)

T: Let’s do 1a in Section B. Match the words with the things in the picture in 1a.(Then check the answers.)

Step Two: Present the drills.

1. Review the words.

T: Now do 1b in Section B, look at Tommy’s room for three minutes. Please try your best to remember all the things in the room. Begin!

(Three minutes later,ask them to close their books. Give them another three minutes to write down the things they remembered.)

T:Who can write them down on the blackboard?

S1:I can.(After writing them,students open the books to check the answer.)

T:How many words did you write?

Ss:Fifteen/Twenty/Twenty-two …

T:What are in the picture?

S:A backpack, a quilt, a computer game, some books…

2. Present the drill.

T: Look at the picture 1a in Section B and answer my questions Where is the math book?

S1: It is…

T: Where are the pictures?

S2: They are…

T: Where are the books?

S3: They are…

T: Ask and answer according to the picture then fill in the chart.

Things backpack books ID card ruler cap

Places

Step Three: Listen and practice the drill.

1. Listen to the tape.

T: Tommy 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 recording of 2a 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.)

T:Now listen again, and fill in the chart.

Things ruler notebook Math book CDs

Places

2. Practice the dialogue.

T: Where’s the ruler?

S1: It’s…

T: Where’s the notebook?

S2: It’s…

T: Where’re CDs?

S3: They’re…

T: Work in pairs according to the chart.

Step Four: Task.

T: Please look at Tommy’s room. Do you think it’s tidy?

Ss: No, I don’t think so.

T: Four students in a group. Draw a picture about Tommy’s room, help him clean the room to put the things in the correct places.

(Choose some groups to show the room.)

Homework.

1. Draw a picture about your room.

2. Describe your new room.

Period Four

课前准备

教师: 搜集单词卡片、背景资料。

学生：彩笔、大白纸、相关新单词。

教学设计

Step One: Learn the new words.

1. Present the new words.

(Show some pictures and words on the screen to teach the students the new words.)

T: What’s this?

S1: It’s a room.

T: Do you have a room like this?

S2: Yes, I do./ No, I don’t.

T: Read after me. R-O-O-M, room.

Ss: R-O-O-M, room.

(Teach the other words “TV, desk, picture” in the same way.)

T: There are some words here. Read the words after me and spell them.

(Learn the other words without pictures on the cards.)

T: This is a word. Can you spell this word?

(Point to a word in the card.)

S1: Yes, I can. / No, I can’t.

(Let them know the meaning of “can”.)

T: I can spell your name. Can you spell my name?

S1: Yes, I can.

T: Can you write your name?

S: Sorry, I can’t. I have no pen.

T: You need a pen.( Give him a pen.)

( Let the students understand the word “need”.)

T: I bring a football to school every day. Now it is on the floor. After class I take it to my home.

(Teach “bring” and “take”. Put a football on the floor and point to the floor to teach the word “floor”.)

2. Practice the words.

(Give the cxamples to the students and get the students to understand the new words.)

Step Two: Listen and practice.

T: Books closed. Here is a note. Please listen carefully and then answer the questions How many things are there in the note?

Ss: There are five things in the note.

T: What are these?

Ss: They are notebook…

T: Open your books, who can read it for us?

Ss: I can.

(One student reads it , others listen carefully.)

T: This is a note from Mom to Sally. Please look at the picture, draw the missing things in the picture.

T: Who can tell me where the missing things are?

S1: The baseball is…

S2: The CDs are…

The other students will answer other questions.

Step Three: Play a game.

T: I divide the class into two groups, one group chooses several students to come to the front to draw some big pictures on the blackboard. The other group chooses someone to draw something on the big things.

(after drawing them.)

T: Who can say the sentences according to the pictures?

S1: I can. The dog is under the chair.

S2: The cups are…

S3: The quilt are…

S4: The books are …

Step Four: Practice and fill in the blanks.

1. Fill in the blank.

(First, let the students describe the picture.)

T: Look at the picture in 3b Where is the hat?

S1: It’s…

T: Where is the clock?

S2: It is…

T: Where is the ID card?

S3: It is …

T: Where is the notebook?

S4: It is…

(Ask the same questions in the same way.)

T: Who can fill in the blank?

S1: I can.

(Then ask one or two students to read it aloud. Check the answer according to the picture.)

2. Practice.

T: 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.

(Students write a note.)

Step Five: Task.

T: Now draw your ideal rooms in groups of six, Please use your color pencils to draw them, everyone can join this task, and then show the room to us.

(Ten minutes later, ask the students hand up their drawing, every group chooses one to describe the room. Choose the best one and give them some candies or school things encourage them.)

Step Six: Do Self-check.

1. Review the words.

T: Look at self Check, let’s do exercise 1. Look at the cards in my hand , and spell the words as quickly as you can.

(Hold up some cards with Chinese words on them such as“ 桌子”.)

T: Who can spell this word?

S: I can. “TABLE”.

(Hold up the other cards to let the students spell them quickly in order to master the key words in this unit.)

2. Write some new words about this unit.

T: Now, please think it over. Do you know the other words about school things and furniture? Who can write them down on the blackboard?

S: We can.

(Some students will come to the front to write them down on the blackboard and others write them down in the notebook.)

T: Look at the blackboard. They are: ball, pen, ink, cupboard, living room, bedroom, kitchen, fridge, and washing machine…

T:Please remember them.

Step Seven: Homework.

T: Look at 3, read the note, and draw a room according to it on a picece of paper after class.

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