2024年Unit 4 Wheres my schoolbag.全单元教案

Unit4Where’smyschoolbag?LearningObjectivesInthisunit,studentswilllearntotalkaboutwherethingsare.一、Topics（话題）:Thingsaroundthehouse二、Functions(功能)Talkaboutwherethingsare三、Structures(构造)WherequestionsPrepositions:on,in,underConjunctionand四、TargetLanguage(目的語言)Whereishispencil?Itisinhisschoolbag.Where’syourruler?It’sunderthechair.Wherearemybooks?They’reonthesofa.五、Vocabulary（詞汇） Roomsofthehouse,furniture,table,bed,sofa,chair,desk,radio,clock,tape,tapeplayer,modelplane,on,under,where,their,comeon六、Skills(技能) Listeningandreadingforspecificinformation七、Recycling（复习巩固） PersonalitemsQuestionformswithtobeSchoolbag,key,ruler,map,hat,CD,bag,book,pencilbox,pencil,pen,computergame,dictionary,notebook,inI’m...,andmysister...八、教材分析本單元围绕著Where’smyschoolbag?的话題，共设计了三個部分的内容。通過专家本單元，使學生學會談论房间裏物品的位置，能讀懂有关物品位置的便条，并學會写便条让朋友幫自已從房间裏取東西。SectionA让學生通過活動，學习怎样体現物品的位置，并能就物品位置進行提問。1a,1b,1c學习表达物品的名詞，并能物品的位置進行問答。重點运用where特殊疑問句進行談论。2a,2b,2c,2d继续學习談论物品的位置。重點學习is/are開頭的疑問句及其回答。3a,3b,3c學习談论自已常用物品的位置，并能就两個房间物品摆放位置的不一样進行問答。SectionB學會通過观测和听音，来談论和记录房间裏物品的名称和位置。1a,1b,1c,1d,1e深入熟悉表达物品的單詞，并能談论和记录物品的位置。2a,2b,2c,3a,3b學會阅讀和書写便条，并能描述自已房间裏物品的位置。SelfCheck检测本單元所學詞汇知识，學會阅讀便条，并根据便条内容画出房间。九、學情分析 本單元的重要内容是談论物品所在的位置。通過這一话題，训练學生的听、說、讀、写四项基本技能，让學生通過問询物品的位置，學习某些有关家居物品和學习用品的單詞，以及方位介詞in,on,under,behind等的使用方法；學习并掌握Where問句的問答，一般疑問句提問并用方位介詞来回答；學习名詞單复数及人称代詞they的使用方法，同步培养學生养成洁净、整洁、合理摆放物品的好习惯。拾、課時安排 Thefirstperiod(第一課時):SectionA(1a–2d) Thesecondperiod(第二課時):SectionA(GrammarFocus–3c) Thethirdperiod(第三課時):SectionB(1a–1e)Thefourthperiod(第四課時):SectionB(2a–2c)Thefifthperiod(第五課時):SectionB(3a–SelfCheck)TheFirstPeriod)(SectionA,1a–2d)Teachingaims（教學目的）1．掌握有关物品的名称table,bed,bookcase,sofa,chair,book,keys,bag,alarmclock,CD,tape,hat,etc.2．學會談论物品的位置。Languagepoints（語言點）规定掌握如下句式： Where’smyschoolbag? It’sunderthetable.2．规定掌握如下詞汇：where,table,bed,chair,under,they,onDifficulties（难點）： 纯熟运用表达方位的介詞in,on,under等。Teachingsteps（教學环节）Leadin:T:Goodmorning，everyone!Lastweek,wefinishedUnit3.Todaywearegoingtostudyanewunit,Unit4.Askandanswera.T:CanyoutellmewhatthetitleofUnit4is?Yes,it’s“Where’smyschoolbag？”Whatdoyouthinktheunitisabout?b.T:Great!Inthisunit,wearegoingtolearntotalkaboutwherethingsare.Doyoustillremembersomeschoolthingswehavelearned?c.T:Whatarethey?OK.Let’sstarttotalkaboutsomeschoolthingsfirst.【教學设计阐明】通過设置让學生协助老師找東西這样一种真实的場景来导入新課，可以立即调動學生的参与性，激发學生思维，启動學生學习愛好的发生。Step1:SectionA1aT:First,pleaseopenyourbookstopage19andlookatactivity1a.1．LookandfindT:Pleaselookatthepictureinactivity1a.Therearesomethingsinit.Doyouknowwhattheyare?2．Matchanddiscussa.T:Wouldyoupleasematchthewordswiththethingsinthepicture?b.T:Howmanywordsdoyouknow?Canyousharethewordsyouknowwithyourpartners?c.T:Pleasediscusswithyourpartnersandcheckwhetheryouranswersarethesame.3．ChecktheanswersT:Let’schecktheanswerstogether.4．Reada.T:Pleasereadthewordsafterme.Table...b.T:Iwouldlikeyoutoreadeachwordtwice.Table,table...c.T:Let’sreadthewordsonebyonetogether.【教學设计阐明】通過學生之间互相猜测的游戏，能使他們刚被激发的兴奋點持续下去。Step2:SectionA1b1．Listenandnumbera.T:Listentotherecordingforthefirsttime.b.T:Numberthethingsinthepicturewhenyoulistentoitforthesecondtime.2．ChecktheanswersT:Let’schecktheanswers.Answers:1．books2．pencilbox3．computergame4．keys3．Reada.T:Iwouldlikeyoutoreadthetapescripttogether.b.T:Wouldyoupleasereaditbyyourselvesthreetimes?c.T:ThistimeIwouldlikeyoutoreadittwicewithyourpartners.d.T:Whowouldliketoreadfortheclass?4．Translateandexplaina.T:Let’stranslatetheconversationintoChinese.b.T:Whocantelluswhatitmeans?c.T:Yes.Whenweaskthepositionsofthings,weusetheword“where”.Andfromthepicture,weknowthattheword“on”means“在······上面”“in”means“在······裏面”“under”means“在······下面”.Theyarecalledprepositions“介詞”.【教學设计阐明】由于課前引导學生通過自主學习初步接触本課要學的新單詞，因此在新單詞的教學過程中，某些有能力的學生可以将自已已經有的认识水平与实际运用結合起来，使他們能体會到通過自主學习带来成功的满足感。通過這样的措施展現新單詞，效果遠比教師單纯地用图片来传授新單詞要大。Step3:SectionA1c1．ReadT:Wouldyouliketoreadtheconversationwithyourpartners?2．Practicea.T:Wouldyoupleasepracticetheconversationaccordingtothepicturein1a?b.T:Pleasepresentyourconversationstotheclass.Whowouldliketohaveatry?【教學设计阐明】通過這种活動调動學生的视覺、感覺和记忆力来参与語言活動，并且使本課的重要語言知识得到重現，加深印象；同步，小组之间的竞赛体現了协作和团体精神。Step4:SectionA2a1．Lookandsaya.T:Let’smovetoactivity2anow.CouldyoupleaselookatthethingsandsaytheminEnglish?b.T:Let’staketurnstosaythethingsinEnglishoneatatime.Let’sstartwithyou…2．Listenandnumbera.T:Now,let’slistentotherecordingforthefirsttime.b.T:Areyoureadytodotheactivity2a?d.T:Pleasenumberthethingsyouhear.3．ChecktheanswersT:Doyouhavetheanswers?Let’scheckthemtogether.Answers:2．books6．keys1．computergame5．ruler3.pencilbox4．schoolbag【教學设计阐明】學會运用一切可运用的學习资源，如詞典，音像资料，网络等来获取更多的學习信息。Step5:SectionA2b1．Listenandfindthecorrectplacesa.T:Listentotheconversationagainandfindthecorrectplacesforthethingsin2a.b.T:Numberthethingsinthepicturefrom1to6.2．ChecktheanswersT:Finished?Let’schecktheanswers.Answers:1．computergameinthebookcase2．booksonthechair3．pencilboxunderthesofa4．schoolbagunderthetable5．rulerunderthechair6．keysonthetable3．Readtheconversationa.T:Let’sreadtheconversationinthetapescripttogether.b.T:Iwouldlikeyoutoreaditinpairs.c.T:ThistimeIwouldlikeboystoreadasTomandgirlstoreadasHelen.d.T:Whowouldliketoreadtheconversationfortheclass?【教學设计阐明】學會用英語問询自已的或他人物品的详细位置。可以合理地描述和设计房间。Step6:SectionA2c1．ReadT:Let’smovetoactivity2c.Shallwereadtheconversationtogether?2．Guessa.T:Now,let’sguesswherethethingsare.b.Studentsworkinpairs.StudentAcoversthepicturein2b.Askaboutwherethethingsareinthepicture.StudentBanswersthequestions.c.T:Iwouldliketogiveyouanexample.Example:T:Isthepencilboxonthesofa?S:No,itisn’t.It’sunderthesofa.d.T:Changerolesaftermakingoneconversationandthenpracticeagain.【教學设计阐明】學會用英語精确描述物品所在的位置；培养學生整洁地摆放自已物品的生活习惯。Step7:SectionA2dRole-playtheconversation.Showapictureofaroom.GivetheSsoneminutetolookatit,andthenaskthemwhatkindofthingstheysawandwherethethingsare.Haveacompetitionamonggroups.Seewhichgroupcanrememberallthethingsandwheretheyare.【教學设计阐明】學會与他人合作交流,并能把語言材料用到真实的生活中去;學會运用一切可运用的學习资源，如詞典，音像资料，网络等来获取更多的學习信息；在反思，顿悟和自醒中不停调整自已的學习方略。Step8:SummarizeT:Let’ssummarizewhatwelearnedinthisperiod.Step9:Homework1．Copythewordsinactivity1aandthesentencesinthegrammarbox.2．Readthetapescriptofactivity2aand2b.TheSecondPeriod(SectionA,GrammarFocus–3c)Teachingaims（教學目的）1．规定熟悉物品的名称；2．學會談论物品的位置；Languagepoints（語言點）纯熟运用Where問句和一般疑問句及其回答。2．掌握名詞單复数及人称代詞they的使用方法。Difficulties（难點）： 一般疑問句Isit…?Arethey…?的回答。Teachingsteps（教學环节）Leadin:T:Whatdidwelearnyesterday?Whocantellus?Yes.Yesterdaywelearnedthenamesforsomeschoolthingsandhowtoaskwheretheyare.Doyoustillrememberhowtosaythem?OK.Let’sreviewthemfirst.Step1:Revision1．Askandanswera.T:WouldyoupleasetranslatemywordsintoEnglish?桌子、棒球······b.T:Whowouldliketomakeconversationswith“where”questionsusingthepicturesinthePPT?2．DictationT:Pleasetakeoutyourdictationexercisebooksandlet’shaveadictation.【教學设计阐明】根据學生的年龄特性，他們非常喜欢這种情景猜测活動。這可以调動他們各方面的情绪来参与語言活動，激活他們已經有的知识水平。Step2:GrammarFocus1．ReadT:Readthesentencesinthegrammarbox.2．Pointoutthenoteswhere的使用方法；on,in,under的使用方法；the的使用方法；名詞的單复数。【教學设计阐明】通過對這個句型的大量操演，让學生自已归纳，使學生掌握该句型的使用方法，防止單调枯燥的語法讲解。SectionA3a1．PutthesentencesinorderT:Let’sgotoactivity3aonpage21.Pleasefillintheblankstocompletetheconversations.2．ChecktheanswersT:Haveyoufinished?Pleasecheckyouranswerswithyourclassmates.Answers:1.A:Wherearethekeys?B:They’reonthetable.A:Where’sthebook?Isitonyourdesk?B:No,it’sunderthechair.A:Wherearethepencils?B:Idon’tknow.Aretheyintheschoolbag?A:Yes,theyare.3．Reada.T:Let’sreadtheconversationstogether.b.T:Whowouldliketoreadthemfortheclass?【教學设计阐明】设置任务，通過對比的方式让學生理解方位介詞。运用表格直观体現出两幅图的不一样點，再将它的不一样點复述出来，其目的在于培养學生的語言组织能力。Step3:SectionA3bPairworka.T:Let’smoveto3bnow.Therearesomethingsinthepicturesandcanyoumakeconversationsaboutwheretheyare.b.T:Let’smakeconversationsinpairs.c.T:Whowouldliketopresenttheirconversationstotheclass?【教學设计阐明】话題由書本知识向实际生活延伸，体現語言的語用原则。Step4:SectionA3cGame:Findthedifferencesa.T:Nowit’stimeforagame.Let’splaythegameinpairs.StudentAlooksatthepictureonthispage.StudentBlooksatthepictureonpage19.Whatdoyoufind?b.T:Yes,thetwopicturesaresimilar.Buttherearestillsomedifferencesbetweenthem.Trytofindoutthedifferencesbyaskingandansweringquestions.ThingsPicture1Picture2schoolbagunderthetableonthetablepencilboxbookskeyscomputergamec.T:Iwouldliketogiveyouanexample.Example:T:Where’sthepencilbox?Isitonthetable?A:No,itisn’t.Itisintheschoolbag.d.T:Iamsureyouareclearaboutwhattodo.Let’sseewhocanfindallthedifferencesfirst.Let’sstart!【教學设计阐明】设置任务，通過對比的方式让學生理解方位介詞。运用表格直观体現出两幅图的不一样點，再将它的不一样點复述出来，其目的在于培养學生的語言组织能力。Step5:SummarizeT:Let’ssummarizewhatwelearnedinthisperiod.Step6:HomeworkTrytomemorizetheconversationsin3a.TheThirdPeriod(SectionB,1a–1e)Teachingaims（教學目的）1．纯熟运用Whereis/are…?問句和一般疑問句及其回答；2．纯熟运用in,on,under,behind,infrontof,near等介詞。Languagepoints（語言點）1.Where’s…?It’sin/on/under…2.Whereare…?They’rein/on/under…Difficulties（难點）： 方位介詞的對的使用。Teachingsteps（教學环节）Leadin:T:Goodmorning,boysandgirls.Shallwecontinueourlessons?CouldyoupleasetellmewhatwelearnedinSectionA?Yes.Welearnedtoaskwherethingsare.Step1:Revision1．Reviewsomeprepositionsa.T:Iwillshowyousomepictures.Pleaseanswermyquestionsbylookingatthem.Questions:(1)Whereisthebaseball?(2)Wherearethebooks?(3)Whereistheschoolbag?(4)Isthepenonthetable?(5)Arethekeysunderthesofa?b.T:Iwouldlikesomeofyoutoaskthequestionsandothersansweraccordingtothepictures.2．翻译练习：T:Let’sdosometranslationexercises.PleasetranslatemysentencesintoEnglish.a.那個棒球在哪裏？它在書包裏。b.钥匙在書架上吗？不，不在。c.你的書在哪裏？它們在床頭柜上。d.我的游戏机在沙发上。3．DictationT:Let’shaveadictation.Step2:SectionB1a1．Lookandlookupa.T:Openyourbookstopage22.Wouldyoupleaselookatactivity1a?b.Therearesomewordsinthebox.Doyouknowwhattheymean?Pleaselookthemupinthewordlistonpage90andthenwritedowntheChinesemeaningsundereachword.c.T:Now,Iamsureyouknowwhattheymean.2．MatchT:Pleasematchthewordswiththethingsinthepicture.3．ChecktheanswersT:Finished,everyone?Let’schecktheanswersnow.Answers:1．a2．f3．d4．e5．b6．c4．Reada.T:Readthewordsafterme.Radio,clock...b.T:Wouldyoupleasereadthewordsonebyone?【教學设计阐明】培养學生語句组织能力，通過直观图片學习第二部分新單詞，并在小组活動中加以操演。Step3:SectionB1b1．LookandrememberT:Lookatthepicturein1aforthreeminutesandtrytorememberthethingsinitasmuchaspossible.2．WriteT:Writedownthethingsyourememberandwheretheyareinyournotebooks.3．ReadT:Lookatyournotebooksandreadwhatyouwrotedown.【教學设计阐明】可以转化成runningdictation活動。Task－Whohasabettermemory?T:Let’sperformatasknow.Let’sfindwhohasabettermemory.Justnow,youwritedownthethingsyouremember.Wouldyoupleasecheckthethingsandwheretheyarewithyourpartnersbyaskingquestionslike:A:Whereisthealarmclock?B:It’sonthetable.Ifyouranswersarethesame,justgoon.Ifyouranswersaredifferent,pleasecheckthebookandfindoutwhoseansweriscorrect.Finally,pleasecheckhowmanythingsyourememberedcorrectly,andhowmanythingsyourpartnerrememberedcorrectly.Step4:SectionB1c1．Listenandcirclea.Let’smovetoactivity1cnow.Itisalisteningexercise.Forthefirsttime,Iwouldlikeyoutolistenonly.b.Now,forthesecondtime,pleaselistenagainandcirclethewordsyouhear.2．ChecktheanswersT:Ithinkmostofyouhavefinished.Let’schecktheanswerstogether.Answers:circleditems:Englishbooks,ruler,notebook,tape,【教學设计阐明】通過小组對话、讨论、调查和设计等一系列的課堂活動，培养學生的合作精神。Step5:SectionB1d1．ListenT:Listentotheconversationagain.Justlisten.2．Listenandwritea.T:Listentotheconversationandwritewherethethingsare.b.T:Listentotheconversationandchecktheanswersbyyourselves.3．ChecktheanswersT:Let’schecktheanswerstogether.Whowouldliketotelluswhatyouwrote?Answers:TheEnglishbooksareundertheradio.Therulerisonthebed.Thenotebookisunderthemodelplane.Themodelplaneisinthebookcase.Thetapeisinthetapeplayer.4．Readthetapescripta.T:Let’sreadthetapescripttogether.b.T:Wouldyoupleasereadthetapescriptinpairs?c.T:Whowouldliketoreaditfortheclass?【教學设计阐明】延续自我评价活動，把個人的生活經验与实际結合起来，完毕自我观點的sharing，同步為最终的Project打基础。Step7:AskandanswerT:AskandanswerquestionsaboutthethingsinTom’sroom.根据汤姆房间裏的物品位置進行問答。Step8:SummarizeT:Let’ssummarizewhatwelearnedinthisperiod.Step9:HomeworkCopythewordsinSectionB,1aand1c.TheFourthPeriod(SectionB,2a–2c)Teachingaims（教學目的）1．EnabletheSstotalkaboutwherethingsare.2．掌握名詞單复数及人称代詞they的使用方法。Languagepoints（語言點）1.掌握句型Where’sthenotebook?It’sonthebed.2.生詞和短語English,clock,tape,tapeplayer,hat,TomDifficulties（难點）： 對的写便条。Teachingsteps（教學环节）Leadin:T:WehavefinishedmostofUnit4．Andinthisperiod,wewillcontinuetofinishSectionB.Butbeforethat,Iwouldlikeyoutoreviewwhatwelearnedbefore.Step1:Revision1．MakeaspeechT:CanyoumakeaspeechtotelluswherethethingsareinthepictureinthePPT?2．DictationT:Let’shaveadictation.Step2:SectionB2a1．Writethewordsyouknowforthethingsinthepicture.a.T:Let’sgotoactivity2aonpage23．b.T:Shareyourlistwithyourpartners.c.T:Whowouldliketoreadoutsomeofthethingstotheclass?【教學设计阐明】运用图片和已學過的句型导入新課；运用直观形体語言、動作、語境教等單詞，激发學生思维，协助學生理解和记忆生詞。Step3:SectionB2b1．Readthepassageandanswerthequestions:IsKatetidy?IsGinatidy?a.T:Let’smovetotheactivity2b.b.T:Wouldyoupleaselookreadthepassageandanswerthetwoquestions?2．ChecktheanswersT:Ithinkmostofyouhavefinished.Pleasereadthepassagewithyourpartnersandcheckyouranswerstogether.3．Reada.T:Wouldyoupleasereadthepassagetogether?b.Whowouldliketoreaditfortheclass?【教學设计阐明】感官材料与阅讀材料中内容的差异對學生的记忆力無疑是一种巨大的挑战。任务具有挑战性和趣味性。Step4:SectionB2c1．CompletethechartaboutthethingsKateandGinahaveandwheretheyare.T:WouldyoupleasewritedownthethingsKateandGinahaveandwheretheyare.2．Checktheanswersa.T:Ithinkmostofyouhavefinished.Wouldyoupleasereadcheckyouranswerswithyourpartners?b.T:Whowouldliketotelluswhattheywrote?【教學设计阐明】话題继续延伸，深入鼓励學生发挥自已的想象力和主观能動性，并与实际相結合，提出自已的新观點，新思绪和新措施。同步又使學生在写作方面得到训练。Step5:Task－Myidealroom.a.T:Now,class,let’sdoatask.Everyonewantstohaveanidealroom.Whatisyouridealroomlike?Pleasedrawapictureofitandthendescribeittoyourclassmates.b.T:Iwillgiveyouthreeminutestodrawyourpictures.c.T:Ithinksomeofyouhavefinishedthepictures.Whowouldliketodescribeyourpicturetous?【教學设计阐明】FindthedifferencesShowapictureofaroomwithafewthingsinit.GivetheSsashortpassageaboutthethingsintheroomtorea