人教版七年级英语上册Unit 4教案

schoolbag?话题Topic房间里的物品aroundthehouse能够询问并描述物品的位置TalkaboutwherethingsareA:Wheresmyschoolbag?B:It’underthetable.A:Wherearemybooks?功能FunctionsB:Theyreonthesofa.A:Ismycomputergameonthetable?B:Yes,itis.A:AremybooksontheB:No,theyaren’t.They’reonthechair./Idon’tknow.一、能够正确使用介词on,in,under述物品所在的位置Prepositionson,in,underMykeysareonthetable.Thetapeisinthetapeplayer.Yourcomputergameisunderyourbed.语法Grammar二、能够确使用where导的特殊疑问句询问物品位置questionsA:Wheresthepencilbox?B:It’intheschoolbag.A:Wherearetheirpens?B:Theyreontheteacher’sdesk.1.能正确使用下列词汇Curriculumwords(按词性排列)名词:table,bed,sofa,chair,desk,room,hat,head,radio,clock,tape,player,model,plane;代词:their,our;词汇和常用表达形容词tidy;Words&动词:come,think,know;expressions副词:where,everywhere,always;介词:on,under;其他:but2.能正确使用下列常用表达Usefulexpressionstapeplayer,modelplane,comeon3.能够认读下列词汇Non-curriculumwordsbookcase,yeah学习策略1.进一步练习在听力和阅读过程中寻找关键词

……Strategies2.学习使用略读(skimming)和寻读(scanning)两种阅读技巧文化知识Culture

1.了解西方家庭物品的陈设与摆放2.了解中西方表达空间位置的说法1.能掌握以下单三维目标Three-知识与dimensional技能target

词:where,table,bed,sofa,chair,on,under,come,desk,think,room,their,hat,head,know,radio,clock,tape,player,model,plane,tidy,but,our,everywhere,always2.熟练掌握单元短:comeon,tapeplayer,modelplane3.能掌握以下句型:A:Where’shispencilbox?B:It’sinhisschoolbag.A:Where’syourruler?知识与B:It’sunderthechair.技能A:Wherearemybooks?B:They’reonthesofa.4.了解以下语法:介词in,on,under及其短语,where引导的特殊疑问句询问物品的位置的句型,连词and。三维目标5.学会使用正确的汇描述房间里物品的位置。Three-1.通过师生问答、生生对话、角色扮演和看图说话等多种dimensionaltarget

过程与方法情感态度与价值观

语言交际活动,培养口语交际能力和在日常生活中运用英的能力。2.通过图片创设语境或运用学生身边的真实物品做语感知、学习句型Where’s?Whereare?以及回答时运用介词短语表示位置。运用自己房间的真实物品操练运用型提出和解答问题,提高学生的学习兴趣并主动参与。1.学会积极参与、主动交际。2.结合语言学习的内容,要求学生养成保持房间整洁、不乱丢乱放物品的习惯。3.鼓励学生多进行口语训练,在语言学习中,培养良好的日常生活习惯。本部分围绕学生日常生活的物品通过图片和录音,引导学生学习描述物品的位置,通过寻找物品的活动,使学生接触并学会正确使用句型Where’?和Whereare?及其回答’s/Theyareon/in/under和表示方位的介词in/on/under。

…SectionA概述

1.1a-1c过图文及听力练习导入本单元的语境、话题并引出重点词汇和核心句型’s/Whereare?训练学生运用听辨关键词的学习策略训练学生提取关键信息的能力。2.2a-2c以听力和对话相结合的训练形式,增加问句,继续训练捕获关键信息的能力,2c通过讨论,进一步巩固Yes/No句的学习。3.2d部分通过一个丢三落四的孩子与妈妈的对话目的是让学生在相对完整的语境中进一步熟悉回答物品位置的语言对学生提出应用语言的要求。4.语法框里通过表格的形式总结本单元的目标语言即:where导的

SectionBSelfCheck

教学目标概述教学目标概述

特殊疑问句以及含有on、in、的答句。5.3a-3c部分通过分层次的活动让学生在新的语中进一步练习物品位置关系的提问和表述,进一步学习运用介词on、in、。对语法部分内容进行训练和巩固。通过看图补全对话的方式,主要关注语言形式,是语言结构练习。通过学生两人一组看图回答,是控制性的英语输出活动。3c是开放性语言交际活动对目标语言进行比较真实的运用而且更加关注语义。1.学会使用表示常用物品的名称的基本词汇。2.学会使用含有疑问词where的特殊疑问句来询问物品位置的句型。学会使用方位介词on、in、under确表述物品的空位置。3.完成听说练习掌握询问及应答“物品位置”的问句,进行文交际。SectionB在A的基础上进行话题内容拓展,进一步学习和运用相关词汇和目标语言,加大了语言输入。1.1a-1b词汇学习的扩展,过房间内常见物品的图片和词汇匹配练习,拓展了词汇player,modelplane。2.1c-1d分是听力活动,内是一个丢三落四的孩子请求妈妈把一些学习用品拿到学校给他,让学生进一步体会目标语言在真实语境中的运用。听力内容中出现了一些结构较为复杂的句子如youbringsomethingstoschoolforme?和Meetyouoneatyourschool.并是本单元的教学重点。3.1e部分要求学生运用1c部分听力的内容进行口头练习。4.2a-2c的教学活动是以2b为中心的阅读训练任务。2a一个读前准备活动要求学生根据图示,写出已经学过的或知道的物品名称,为接下来的阅读做好准备。2b的阅读短文内容包括本单元的目标词汇和句型同时渗透了应该合理摆放物品的教育思想,学生通过阅读,快速判断和Gina谁的物品摆放得更整齐。并在阅读中强化了描述物品位置关系的介词用法让学生见识到一写作方法。学习一些常用表达法如:Gina’sbooksareeverywhereonherbed,onthesofaandunderthechair.等2c培养学生通过阅读提取信息的能力也是对本单元词汇和介词结构的巩固。5.3a-3b是写作训练,在前面听、说、读的基础上,把本单元语言功能落实在笔头上。帮助学生实现综合运用本单元所学识描述物品位置的教学目标。在写句子的过程中教师要引导学生正确使用连词and。1.学会更多的表示物品的名词。2.能够读懂介绍物品摆放位置的描述,以及写出描述自己间物品摆放的短文。3.在运用语言进行阅读和写作的过程中,学习合理摆放房里的物品养成整洁的习惯。1.活动要求写出自己房间里的物品,包括家具、具和其他。对所学的词汇进行总结和巩固。2.活动要求学生运用所学的介词写出教室里物品的位置。1.学会使用on、in、under三个介词准确表述物品在空间位置上的关系。2.学会使用询问物品位置的句型和回答,重点是熟练运用名词单复数形式正确运用it和they指代物品,掌握主谓语的一致。

从培养学生的听、说能力入手,让学生流利地用英语谈论物品的位置,能够听懂和应答含有where的特殊疑问句和询问物品位置的一般疑问句。模仿学会谈论物品摆放的对话,通过阅读介绍一个日常生活有序、物品摆放整齐孩子与生活中杂乱摆放物品的孩子对比的短文,学会其中的语言,运用语言知识进行写作。教学突破:充分利用主题图片和学生自己的房间的摆设来营造一个与学生生活密切相关的学习氛围,让学生在语境中感知和模仿新的语言突出听力、口语表达和词汇积累,反复训练描物品位置的句型在练习中正确使介词短语表示位置、代词it和they行指代、单复数形式的名词的正确使用以及主语与动词be搭配在运用词汇、句型的过程中学习语言知识。注重方法与价值观的培养:以听说领先,在英语语境中大量感知、学习本单元的重点词汇和核心句型,养成良好的学习英语的习惯。在已有语言基础上归纳总结引导的特殊疑问句、介词in、on、及其短语、单复数名词。采用Pairwork和Roleplay相结合的方式,练习辨认物品所有者的核心英文句型。通过课堂动让学生在语境中学会阅读和写出介绍自己房间内物品摆放位的短文引导学生在英语学习过程中,自觉养成将品合理摆放生活井井有条的好习惯。第一课时:SectionA第二课时:SectionA第三课时:SectionB第四课时:SectionB

1a-1c2a-3c1a-2c3a-SelfCheck教学目标

单词卡片短语归纳句型集锦重点语法

名词:table,bed,sofa,chair,desk,room,hat,head,radio,clock,tape,player,model,plane代词:their,our形容词tidy动词:come,think,know副词:where,everywhere,always介词:on,under其他:butonthesofa沙发上;inyourschoolbag你的书包里面;underthetable桌子下面;inyourgrandparentsroom在你爷爷奶奶的房间里;tapeplayer录音机;modelplane飞机模型;ontheteachersdesk在讲台上;on快点儿1.A:Wheresmyschoolbag?B:Itsunderthetable.2.A:Wherearemybooks?B:Theyreonthesofa.3.A:Arethekeysonthesofa?B:Yes,theyare./No,theyaren’’reonthetable.4.Ithinkit’singrandparentsroom.5.TheEnglishbooksareundertheradio.6.I’tidy,butGinaisnot.7.Mypencilboxisinmyschoolbagandmyschoolbagisunderthedesk.一、介词、in、under及其短语的用法。二、含有的特殊疑问句及其回答。

……Comeon!Comeon!是挂在美国人嘴边的最酷口语。1.快点,振作起来!Comeon!快点!2.(表示鼓励、催促等)快,走吧;开始,发生;进步,进展Comeon!Wedon’thavemuchtime.快点!我们时间不多了。3.开始(疾病或某种心情,通常用于进行时)Icanfeelacoldcomingon.我觉得要感冒了。4.得了吧(表示知道某人所说的话不正确Oh,comeon—youknowthatisnttrue!(般用升调读出comeon)哦,得了吧——你知道那不是真的!第一课时SectionA1a1c1.记忆单词where,table,bed,sofa,chair,on,under2.掌握和运用谈论物品位置的句型:A:Where’remybooks?B:They’reonthesofa.A:Where’smypencilbox?B:It’sinyourschoolbag.A:Where’smycomputergame?B:It’sunderyourbed.3.能够正确使用表示方位的介词on、、under及其成的介词短语。4.通过单元表示房间物品陈设的主题图片学习单词利用图片提供语境进行听力训练,通过两人一组色扮演的方式用图片情景练习句,提高英语听、说能力。1.学会表示常见物品名称的词汇,导的询问物品位置的疑问句以及运用、on、under描述位置的句型:A:Where’s?B:It’sin/on/underthe/yourA:Whereare?B:They’reon/in/underthe2.学会正确使用名词的单复数形式、使用或they指代物品、正确运用is或are。

1.学会本单元表示物品名称的词汇、正确运用名词的单复数形式。2.能够运用含有疑问句询问物品的位置,并且运用介词in、onunder描述物品的空间关系。3.正确使用名词的单、复数形式,正确运用it或they指代物品,正确运用is或are与主语保持一致。本课时的教学内容是人教版七年级英语第四单元的第课时重点在于引导学生通过观看整体图片,理解语境,通过询问及回答房间中物品的位置的语境导入本单元的话题、学习基本词汇和目标语言。以活动引起学生的兴以听和说为任务,引导学生学习where开头的疑问句的句,习常见物品名称的单习介词短语表示置关系。因此,教师可以将识目标定为掌握本课时出现的物品名称单词介词短语和询问物品位置的疑问句。情感目标定为在语言学习过程中培养生良好的生活习惯和合理、整齐摆放物品的习惯。设计教学PPT,录音机,多媒体,课本插图等。StepⅠ.LeadinLeadingin【情景1】Warmingupbyreviewingschoolthings.T:Goodmorning/afternoon,boysandgirls.Ss:Goodmorning/afternoon,Mr./Ms.XX.T:(ShowschoolobjectsandaskSs.)What’thisinEnglish?S1:It’sanotebook.T:Isityournotebook?S1:Yes,itis./No,itisnt.T:Aretheseyourpencils?S2:Yes,theyare./No,theyaren’t.Thentheteachershowstheotherthingsandteachesthenewwordsinthisunit.Inthisway,theteacherguidesthestudentstocometothenewunit’slearning.[设计意图]通过复习学过的物品,进入学习新单词的语境,自然过渡到本单元的话题。Leadingin【情景2】T:(Greettheclass.)Hello,everyone!Goodmorning/afternoon!Ss:Goodmorning/afternoon!Mr./Ms.XX.T:(Showapictureofatothefurnitureinitandpresentthewords.)What’sthis?S1:It’saschoolbag.T:Isthisabaseball?(Pointtoanorange.)S1:No,itisn’t.It’sanorange.Aftertheteachertalksaboutsomethingswiththestudents,theteachershowssomenewthingsintheroomandteachesthemthenewwords.Ssmaynotknowthefurniturewords.

…………Thentheteacherguidesthestudentstolearnthenewwordsin1a.[设计意图]通过谈论图片创设语境复习学过的单词导入本单元的话题和词汇的学习。StepⅡ.Newwords(1a)1.Giveapresentationbyshowingthepictureofaroomin1a.T:Lookatthispicturerememberwherethethingsare.(Pointtothethingsandteachthenewwords.)Pointtothetableinthepictureandask:T:What’sthis?Ss:It’satable.TheteachershouldencouragethestudentstospeakouttheEnglishwordsofthethings.Whentheyhavedifficulties,theteachergivesthemhelpandteachesthenewwords:bed,sofa,bookcase,schoolbag,chair,andsoon.T:Now,pleasereadandlearnthesewordsafterme.Andpayattentiontothepronunciationofthelettersinthesewords.Ssreadthesenewwordsaftertheteacher.Theteacherwritesthephoneticlettersofthewordslikethis:table/ˈteɪbl/,thenteachesthestudentstopronounceit.Whenreadingbed/bed/,theteachergetsthemtoreadeverysound,likethis:/b/,/e/,/d/,thenreadsthewordbed.2.Theteacherdrawssimpleblackboarddrawingsslowlyandthestudentsguessthethingsandsaythewords.T:Lookatme.Idrawsomethingsontheblackboard.WhileIdraw,youcanguesswhatitis,andwhenyouseewhatI’mdrawing,speakouttheEnglishwordsquickly.Now,whatisthis?Ss:Isitachair?T:You’reright.It’achair.3.T:Pleasereadthewordsin1aandlookatthethingsinthepicture.Matchthewordswiththethingsinthepicture.Ssreadandlearnthenewwordsin1a,matchthewordswiththethingsinthepicturebythemselvesandthenchecktheirworkinclass.T:Readthewordsafterme,andpointtothethingsinthepicture,e.g.table.Ss:(Pointto“b”andread)Table.Theteachershouldremindthestudentsoftheuseof“a”.【Keys】1a:1.b2.e3.h4.g5.d6.a7.f8.c[设计意图]运用主题图片教学表示物品的词汇,加具体,易学易记。通过边画边猜的活动增加学生的兴趣,让学生迅速、准确地学习本单元生词,通过音标拼读,训练学生读准单词。StepⅢ.Listeningactivities(1b)1.Beforelistening,theteacherpretendstohidehis/herbookorotherthings.T:Where’smybook?(Lookforthebook.)Thensay:T:Ohit’sinthedesk/on/underthetable.WheresyourEnglishbook?Ss:It’sonthetable/desk.Thentheteacherrepeatstheconversationwithothertothethingsintheclassroomandwriteontheblackboard.)2.T:Nowreadthetopicofthisunit.Ss:Where’smyschoolbag?T:Let’slistentotheconversation.Tomisaskinghisfamilywhere-questions.Lookatthepicture.Whereistheschoolbag?Findit.

☆☆教材解读☆Ss:It’sunderthetable.Theteachergoesonwiththesentencesinthepicture.T:Where’smycomputergame?(Andgetthestudentstofinditinthepicture.)Ss:It’sunderyourbed.T:Wherearemybooks?(Helptheclasstosay.)Ss:They’reonthesofa.Theteacherwritestheandanswersontheblackboardandexplains“Where’s?”and“Whereare?”……1.Wherearemybooks?Wheresmycomputergame?这是由Where引导的特殊疑问句,用来询问物品或人的位置、地点。—Where’smyschoolbag?的书包在哪儿?—It’sonthedesk.课桌上。—Wherearemykeys?的钥匙在哪儿?—Theyareinyourparentsroom.它们在你父母的房间里。【注意】where’is,后面的主语是单数词或代词;但whereare后面的主语是复数名词或代词,不能缩写成where’re。2.It’sunderyourbed.under是介词,表示物品的位置,意思是在……的下面、下方”。underyourbed是个介词短语,表示“在你的床底下”。【拓展】本单元表示位置的介词还有“在……里面”“在……上面”。3.T:Listentotheconversations,please.Forthefirstandpayattentiontothethingsyouhear.Playtherecordingoftheconversation.GettheSstoperceivethesituationoftheconversationandpaytothewordsandsentencepatterns.T:Whatdoyouhear?Ifthestudentscantanswerthequestion,letthemlistentotheconversationagain.Ss:Books,pencilbox,computergameandkeys.T:Pleaselookattheconversationandreadaftertheteacher.Ssreadtheconversation.Theteacherasksquestionstoseeiftheycanusethepicturetoanswerthequestions.T:Wherearemybooks?Ss:They’reonthesofa.T:Where’smypencilbox?Ss:It’sinyourschoolbag.T:Where’smycomputergame?Ss:It’sunderyourbed.T:Wherearemykeys?Ss:They’reonthetable.Thentheteacherasksthestudentstofocusonwhere-questionsandrepeattheconversationsinpairs.T:Nowaskandanswerinpairs.Pleaseimitatethepronunciationandintonation.【Keys】1b:1.putergame4.keys

A:Where’smypen?…………A:Where’smypen?…………[设计意图]运用教室里物品的位置先教学生疑问句和介词谈论学生自己的物品的位置,直观形象,让学生学习目标语言,再进行听力训练,通过听力材料进一步理解表达物品的位置的句子。StepⅣ.PostActivities(1c)1.Afterlisteningtotheconversations,asktheclasstoreadthemaloud.Andtheneducatethemtohaveagoodhabitofplacingthingsinorderandkeepingtheroomtidy.T:Boysandgirls,Tomputshisthingseverywhere,andhecan’tfindhisthings.Isitgood?Ss:No.T:Yes,it’snotagoodhabit.Weshouldputourthingsintheproperplaceandweshouldkeepourroomstidy.2.TheteachershowsthingsindifferentplacesbyPPTandaskstheclasstosay“in”,“”or“under”.T:NowpleaselookatthesethingsinPPT.Tellmewhereitisorwheretheyare.(Showingabagunderthetable.)Wheresthe↘schoolbag?(Theteacherwritesthequestionwiththefallingtone.)Ss:It’sunderthe↘table.(Alsowriteontheboard.)Youmustlearnhowtoreadthespecialquestions.Weusethefallingtone.Ssreadtheconversationsaloud.Thenpracticetheconversations.T:Now,practicetheconversationsinpairsusingthingsinthepictureorusingyourownthings.Putyourthingsin,onorundersomething.Saying:Where’smy?Or:Wherearemy?……B:It’sinyourpencilbox.A:Wherearemybooks?B:They’reunderyourschoolbag.GettheSstopracticetalkingaboutwherethethingsareinpairsandinsmallgroups.Thenaskpairsofstudentstoactoutinclass,usingthethingstheyhave.Thenaskthemtotalkaboutthethingsinthepicturein1a.[设计意图]运用语言材料总结要点,学习语音语调借助图片或身边的物品的位置,在真实语境训练对话培养学生的听说力。StepⅤ.SummaryandAssignmentT:Todaywelearntotellwherethingsare.Whatcanwesay?Ss:Where’s?Whereare?T:Howcanweanswerthem?Ss:It’sin/on/undertheThey’rein/on/underT:Payattentiontotheorpluralforms.ExerciseⅠ.完成下面的单词,并填写汉语意思1.bkcs()2.tbl()3.sf()4.chr()5.bd()Ⅱ.翻译短语1.在桌子上面2.在书包里面

class.class.3.在椅子下面【Keys】Ⅰ.1.oo,a,e(柜2.a,e(桌子台子)3.o,a(沙发)4.ai(子)5.e(床)Ⅱ.1.heschoolbag3.underthechair[设意]以学评教、强化落实。当堂检测本节重点物品名称和方位介词词组。StepⅥ.Homework1.Practiceasking“Where’s”and“Whereare?”questionsafter……2.Copyandlearnthenewwordsandmakeconversations.[设计意图]口头练习和单词记忆相结合,同时注重语言识的操练和记忆。atable/ˈteɪbl/Where’smy↘schoolbag?abed/bed/Itsunderthe↘table.asofa/ˈsəʊfə/Wherearemybooks?achair/tʃeə(r)/They’reonthesofa.abookcase/ˈbʊkkeɪs/where’s=whereisin,on,underwhereare【基础训练】Ⅰ.要点词汇翻译单词1.桌子2.床3.书柜4.沙发5.椅子6.在哪里7.under8.onⅡ.翻译短语9.inyourschoolbag10.在铅笔盒里11.underthebed12.在沙发上Ⅲ.根据汉语意思成句子13.我的书在哪儿?my?14.那些书在书柜。Thosebooksbookcase.15.我的钥匙在哪儿?mykeys?16.你的棒球在椅底下。Yourthechair.17.你的书在我的下面。Yourbook.【综合运用】Ⅰ.单项填空1.—yourcomputergame?—It’sundermybed.A.What’sB.How’s

………………C.Where’sD.Whereare2.HisEnglishbookishere,mydesk.A.in,onB./,onC.at,atD./,of3.—yourmotherhome?—Yes,sheis.A.Is,atB.Is,inC.Are,inD.Do,at4.—onyourtable?—It’sabird(鸟).A.WhatB.What’sC.WhereD.Where’s5.—Ismyruler—No,itisn’t.A.inB.inyourC.onD.underⅡ.按要求完成句6.Mypencilsareinthepencilbox.(画线部分提问yourpencils?7.Wherearethekeys?(出答语)onthetable.8.Theisinthebookcase.(画线部分提问thedictionary?9.Where’smydesk?(写出答语Yourdeskhere.10.Theyareinthechair.(画线部分提问)they?【参考答案】【基础训练】Ⅰ.1.table2.bed3.bookcase4.sofa5.chair6.where7.……的下面8.在……的上面Ⅱ.9.在你的书包10.inthepencilbox11.床底下12.onthesofaⅢ.13.Where’14.areinthe15.Whereare16.baseballisunder17.isundermine【综合运用】Ⅰ.1.C2.B3.A4.B5.BⅡ.6.Whereare7.Theyre8.Where’s9.is10.Whereare第二课时SectionA2a3c1.记忆单词come,desk,think,room,their,hat,head,know;语comeon,onyourhead;缩写词(组)yourgrandparentsroom,wheres。2.学会运用询问物品位置的句型和口语表达—Where’s?—It’sin/on/under—Whereare?—They’rein/on/under

…

……Ithinkit’sinyourgrandparentsroom.Idon’tknow.3.能够正确使用介词词组回答where疑问句,正确使用is/are与之搭配。4.通过听力训练,两人一组口语练习和角色扮演在语境中练习表示物品位置的语言点。用图片和学生自己的物品进行英语练习。5.学会合理摆放自己的物品,养成保持房间整洁的好习惯。1.复习、运用询问和应答物品位置的英语Where’s?WhereareIt’’rein/on/under等,复习、运用表示家具和房间里物品的词汇。2.拓展学习一些常用的口头语,如:on!,Ithink和Idon’tknow.3.习、练习使用一般疑问句询问物品的位置Isit/Aretheyin/on/under?…1.正确使用代词来指代单、复数物品。强化学生对名词数的概念的理解以及be动词的正确使用。2.让学生重点感知完整的语境,学习语音、语调和相关的语言知识。本课时的教学内容是人教版七年级英语第四单元的第课时重点是引导学生利用课本上的图片所创设的语境,进行对目标语言的听、说训练。训练以听力和对话活动的方式展开,引起学生的兴趣,以任务驱动学生学习并总结本单元的重点词汇和句型。因此,教师可以将知目标定为掌握本课时新出现的单词掌握询问和回答图片中物品位置的特殊疑问句(开头的疑问句和一般疑问句。情感目标定为培养学生在日常生活中良好的习惯。设计教学PPT,录音机,多媒体,相应的插图,学生自己的物品等。StepⅠ.LeadinLeadingin【情景1】Warmingupbytalkingaboutthethingsinthepicture.T:Goodmorning/afternoon,boysandgirls.Ss:Goodmorning/afternoon,Mr./Ms.XX.T:(Showthepicture,reviewthewords.)What’this?S1:It’sabookcase.T:Whatarethese?S2:They’rebooks.T:Where’sthepencilbox?Ss:It’sintheschoolbag.T:Wherearethebooks?Ss:They’reonthesofa.T:Ismybookonthetable?Ss:No,itisn’t.It’sunderthetable.Inthisway,theteacheraskstheclasstoreviewthewordsandthetarget

……[设计意图]通过复习已学过的词汇和对话,进入语境,让学生熟知目标语言为下一步听力活动做准备。Leadingin【情景2】Warmingupbyreviewingthenewwords.1.T:Hello,everyone!Goodmorning/afternoon!Ss:Goodmorning/afternoon,Mr./Ms.XX.T:Let’sdictatethewords.Where,schoolbag,table,sofa,chair,bookcase,bed,under.2.Theteacherputsthethingseverywhereandaskstheclassquestionstoreviewtalkingaboutwherethingsare.T:Look!Where’smyEnglishbook?Ss:It’sonyourdesk.T:Wherearemykeys?Ss:They’reinyourjacket.T:Aremypencilsinthebox?Ss:Yes,theyare.[设计意图]通过听写带领学生复习所学的单词,实际的物品所在位置询问,复习、练习目标语言,为后面部分的扩展学习和训练做准备StepⅡ.Listening(2a-2b)1.BeforelisteningT:Pleaselookatthepictures.WhataretheyinEnglish?Pointingtoeachpictureandaskingstudentstosaythewords.T:InPicture1,whatretheseinEnglish?Ss:They’rebooks.T:WhataboutPicture2?Whatarethese?Ss:They’rekeys.Theteacherremindsthemofthepluralformwordsorthearticles.Asking“Whatsthis?”or“Whatarethese?.2.ListeningactivitiesT:Listentotheconversationforthefirsttime.Numberthethings[16].Playthetapeandgetthestudentstolistentotheconversationandnumberthethingsaccordingtotheordertheyhearthem.T:Whatcomesfirst?Ss:Checkthestudents’work.3.Showsomepicturestoexpressthepositionsofthings.T:Lookatthepictures.Wheresthemouse?Ssanswerthequestionswithon/in/under.T:Now,pleaselistentotheconversationagain.Findthethingsfrom2aandnumberthem1—6.Theteacherplaysthetapeagain,andpausesifnecessary.Andcheckthestudents’work.T:Now,what’sthegirlsnameintheconversation?Ss:Helen.T:Istheboy’scomputergameonthetable?

……Ss:No,itisn’t.T:ArehisbooksintheSs:No,theyaren’t.4.AfterlisteningT:Nowlet’srepeatthedialogue.Youshouldfollowtheteacherspronunciationandintonation.TheteacherreplaysthetapeforSstorepeatafterthetape.Theteachercorrectssomepronunciationproblems.T:Whenwereadwhere–questions,weusethefallingtone.WhenweaskYes/No–usetherisingtone.5.Readtheconversationaloud,thenlookatthethingsinthepictureandmakedialogues.T:Arethekeysonthesofa?Ss:No,theyaren’t.Theyreonthetable.【Keys】2a:1.computergame2.books3.pencilbox4.schoolbag5.ruler6.keys2b:1.computergame,inthebookcase2.books,onthechair3.pencilbox,underthesofa4.schoolbag,underthetable5.ruler,underthechair6.keys,onthetable[设计意图]学生在听前通过辨认图片中的物品复习目标词汇,明确听力任务,扫除生词障碍。在进行听力活动时,结合图片,要求边听边记,由易到难,训练到位。同时学习听力材料中的语言点,模仿语音、语调。StepⅢ.Practice(2c)1.Thencontinueaskingandansweringabouttheirownthingslikethis.T:(Puttingabookinthebagandasking)Ismybookonthetable?Ss:No,itisn’t.T:Whereisit?Ss:It’sinyourbag.T:(Puttwopensinthepencilboxandask.)Arethepensonthedesk?Ss:No,theyaren’t.T:Wherearethey?Ss:They’reinthepencilbox.2.T:Nowcloseyoureyesandguessmythings.(Hidetherulerinthebookandask.)Where’smyruler?Ss:Isitin/on/under?Theteacheraskssomestudentstoguesstheirthingsandgetsstudentstoaskthegeneralquestions.T:Workinpairs.Youcanaskthingsaroundyou.Practiceaskingandanswering.[设计意图]培养学生积极、主动、大胆地说英语。StepⅣ.Readingandrole-playing(2d)1.Discussthepicturein2d.T:Lookatthepicturein2d.Whatcanyouseeinthepicture?Ss:Jackandhismom.T:Yes.Hismomisaskinghimtogoquickly.Pleaselistentotherecordingandanswermyquestions.Dontlookattheconversation.T:Where’sJack’sbag?Wheresthemap?Whereshishat?2.Thestudentslistenandtrytoanswerthequestions.Thenletthemopenthebooksandreadtheconversation.Checktheanswerstothequestions.Ss:It’sonthesofa.

…………Ss:It’sinhisgrandparentsroom./Itsonthebed.Ss:It’sonhishead.(Pointtothepictureandlaugh.)3.TheteacherasksSstolistenagainandrepeataftertheteacher.RemindthemtoimitatethepronunciationandT:Pleasefollowtheteacherspronunciationandintonation.Andthenpracticetheconversationinpairs.Ssreadandpractice.Asksomepairstoactouttheconversation.Teachtolearnthemeaningsofthesentences.Theteachershouldexplainsomewords,phrasesandas,comeon,Ithinkandgrandparents.…☆教材解读☆1.Comeon,Jack!Comeon!用于表示催促、鼓励、安慰等。此处表示催促含义是“赶快,快点儿”。类似的情况还可用Hurry(up)!表示催促。Harryup,David!We’relate.赶快,戴维!我们要晚了。【拓展】老师让学生回答问题时,说on!表示鼓励学生回答,不用怕。观看体育比赛时,呼喊on!示“加油!”2.Ithinkit’sinyourgrandparentsroom.◆Ithink表示“我想……,我认为”,是口语中常常使的话语。Hisschoolbagisblue.Ithinkit’shis.他的书包是蓝色的。我想这是他的。◆grandparents’意为“祖父母的”,在已经加上s的复数名词的后面,如果再加上表示“……的”意思的“-’s”时,只需要加一个符号“‘”,后面的s略不写。Whatarethoseboysnames?那几个男孩的名字叫什么?Thisismyparents’room.这是我父母的房间。3.Andmyhat?And?是一个口语句型,用于非正式场合中,接前面的话题才能够表示一定的意思。本句的前面问了’mybag?Where’sthemap?所以此处的意思Wheresmyhat?—Howareyou?你好吗?—Fine,thanks.Andyou?很好,谢谢你。你呢?(你好吗?)4.Readaloudthenrole-play.Theteachertellsthemtoimagineasimilarsituationandmakeconversations.T:Imagineyouwanttogotoschoolandyoucantfindyourschoolthings.Yourpartnerspretendtobeyourfather,mother,orotherfamilymembers.Ingroups,makelikethatin2d.[设计意图]要求学生从听力开始,感知语境、模仿语音、语调。然后朗读对话理解语境,分角色表演对话,运用目标语言编新对话,强化运用。StepⅤ.GrammarFocus1.T:PleasereadthesentencesintheGrammarFocus.(PlaythePPTandgetthestudentstoreadthemaloud.)Learnthegrammar.2.Theteachershouldremindthestudentstopayattentiontois/areandmy,your,his,their.T:Whenweexpresswheresomethingis,wesayin/on/under.Butwedontsayondesk;wesayonthedeskoronmydesk,etc.Theplaceisacertainobject.Soweuse“theor“my”andsoon.Also,wesay“Where’my/themap?”Canwesay“Wheresmap?Where’shat?Wherearebooks?”Ss:No,wecan’t.

………T:Wecan’thesethingsarecertain.Bothofusknowthem.Nowlet’sTheteachersaysanoun,andthestudentsaskthequestion.T:Myhat.Ss:Where’smyhat?T:Thekeys.Ss:Wherearethekeys?T:OK.Remember“Wheres?”or“Whereare?”and“the”.[设计意图]帮助学生总结归纳英语语法要点,对学生容易出错的内容进行强化训练,帮助学生学习握目标语言学会运用。StepⅥ.Practice(3a)1.T:Now,let’sdosomeexercisestopracticethegrammar.T:Lookat3a.Somewordsaremissedinthequestionsandanswers.Canyoupleasecompletethem?Pleaselookatthepicture,payingattentionto“whereis/are”andtheprepositions.Ssworkbythemselvesandtheteacherasks3studentstodothemontheblackboard.Thenreadouttheirwork.2.T:Let’schecktheconversations.Inthethirdconversation,whatdoes“Idon’tknow.”mean?Explainthemeaningof“Idon’tknow.”☆教材解读☆Idon’tknow.don’t用在动词之前,表示否定的意思don’tknow“不知道,不晓得,熟悉,不认识”。Ilikedon’tlikeapples.我喜欢橘子我不喜欢苹果。3.Dividethestudentsintotwohalves;readtheconversationsaloud.【Keys】3a:1.are,on,table2.book,Is,under3.are,Are,schoolbag[设计意图]总结语法部分的内容,结合图片上的物品与物品的空间位置让学生运用目标语言独立完成填空任务,在此基础上要求学生集体朗读,使知识得到巩固。StepⅦ.Practice(3b)1.Afterthestudentscompletetheconversationsin3a,theteachergetsthestudentstousethepicturesin3btotalkaboutwherethethingsare.T:Nowpleaselookatthepicturesin3b.Makeupyourconversationslikethosein3a.Focusonthewordsis/are,it/they,andon/in/under.Ss:Yes.Theclassworksinpairs,practicing.2.T:Nowpleaseanswermyquestions.Wherearethebooks?Ss:They’reonthesofa.T:Where’sthecomputergame?Ss:It’sinthebookcase.T:Wherearethepencils?Ss:They’reinthepencilbox.3.Asksomepairsofstudentstoaskandanswerinclass.【Keys】3b:Theanswerswillvary.Herearesamples:A:Wherearethebooks?B:They’reonthesofa.A:Where’sthecomputergame?B:It’sinthebookcase.A:Wherearethepencils?

………………B:They’reinthepencilbox.[设计意图]学生独立运用目标语言描述自己房间的摆设体现了英语教学学以致用的教学原则。StepⅧ.Agame1.Telltheclasshowtoplaythisgame.T:Now,let’sseehowtodothis.StudentAlooksatthepictureonpage19.StudentBlooksatthepictureontheright.Askandanswerquestionsandfindthedifferencesbetweenthetwopictures.YoucanaskWhere-questionsandYes/No-questions.Theteacherasksonestudenttolookatthispageandasksthequestions.T:Where’stheschoolbag?Isitunderthetable?S1:No,itisn’t.It’sonthetable.2.Studentspracticeinteachergoesroundandgiveshelpwhennecessary.[设计意图]这是一个问、答、寻找的综合练习,以帮助学生练习本单元学习的辨认物品位置的疑问句和一般疑问句及其回答让学生多听多说,培养语感。StepⅨ.SummaryandAssignmentT:Inthisclass,wepracticeaskingandansweringaboutwherethingsareandlearnthegrammar.Wereadaconversationin2dandlearnsomenewwords.Pleasepracticemoreandrememberthem.A:Where’s(the/my)?B:It’sin/on/under(the).A:Wherearethe/my?B:They’rein/on/under(the)Exercise

…Ⅰ.用介词in,on,under,of空1.Thisisapicturemybedroom.2.—Wherearetheapples?—They’rethetable.3.Igotoschoolthemorning.4.Mybaseballisthebed.5.Hisfamilyarethesofa.Ⅱ.选词填空1.Where(is,are,am)yourbook?2.Herbooks(isnot,arenot,isnt)intheschoolbag.3.(Is,Am,Are)therulersunderyourpencilbox?4.Hey,youreraserbook.5.—(Where’s,Where,Whereare)mykeys?—They’reonthebookcase.【Keys】Ⅰ.1.of2.under/on3.in4.on/under5.onⅡ.1.is2.arenot3.Are4.is5.Whereare[设计意图]加强基础知识的学习与总结,练习巩固基础识,当堂检测本节语法内容,帮助学生掌语法要点。StepⅩ.Homework1.Reviewthegrammarandmakeconversationslikethatin2dwithyourclassmates.2.Writethreeconversationsin3bintheexercise-books.

……[设计意图]积累。

口头、书面练习和语法综合知识练习相结合注重语言知识的操和comeoninyourgrandparentsroomboys’thingsIdon’tknow.Ithink.Andmyhat?A:Where’s(the/my)?B:It’sin/on/under(the).A:Wherearethe/my?B:They’rein/on/under(the)

…【基础训练】Ⅰ.要点词汇翻译单词1.来,来到2.认为,思考,想3.课桌,书桌4.房间5.帽子6.,脑袋7.他们的8.道,了解Ⅱ.翻译短语或短9.comeon10.Ithink11.onyourhead12.inyourgrandparentsroom13.Idon’tknow.Ⅲ.根据汉语意思成句子14.赶紧,肖明!,XiaoMing!15.哦,不!我的书包哪去了?Oh,!my?16.我的铅笔盒在的书包里吗mypencilboxyourschoolbag?17.我想你的钥匙书桌里面。Iyourkeysthedesk.18.你的词典不在里。Yourdictionary.【综合运用】Ⅰ.单项填空1.—Where’syourphoto?—A.Yes,it’sinthebook.B.It’sinmybook.C.Itisonhere.D.It’sundertable.2.Thekeyhisbookcase.

A.isonB.isn’tC.underD.notin3.—Aremybooks?—No,theyaren’t.A.onsofaB.underthechairC.inbedD.atbookcase4.—hernewhat?—It’shere.A.WhereB.Where’sC.WhereareD.What’s5.Jean’sbookshere?A.Is,notB.Are,notC.Isn’D.Aren’Ⅱ.完形填空A:Mom,6themap?B:Idon’tknow.7inyourroom?A:No,it’s8here.B:Isit9schoolbag?Lookthere.A:No.B:Goandaskyourgrandma.Isitinyourgrandparentsroom?A:Isee.Oh,yeah!10theirroom.6.A.where’sB.whereC.whereareD.what’s7.A.AretheyB.IsC.It’sD.Isit8.A.notB.isn’tC.inD.noton9.A.onB.inC.inyourD.under10.A.It’sinB.TheyareC.They’reD.Itisn’【参考答案】【基础训练】Ⅰ.1.come2.think3.desk4.room5.hat6.head7.their8.knowⅡ.9.快点,赶紧10.我认为我想11.在你的头上12.在你的祖父母的房间里13.我不知道。Ⅲ.14.Comeon15.no,Wheres,schoolbag16.Is,in17.think,arein18.isn’there【综合运用】Ⅰ.1.B2.A3.B4.B5.BⅡ.6.A7.D8.A9.C10.A【SectionA】1putergame,inthebookcase2.books,onthechair3.pencilbox,underthesofa4.s