Unit 4 Where’s my schoolbag?
Period one (Section A 1a – 1c)
Topic:
Talk about where things are
Teaching Objectives:
1. Language objectives:
1) Talk about where things are.
2) Inquire where things are.
3) Learn and grasp the usage of the preposition “on, in, under”
4) Vocabulary: where, table, bed, bookcase, sofa, chair, schoolbag, pencil box, computer game, in, on, under;
5) Target language: Where’s the schoolbag?
Where’re my books?
It’s on the table.
It’s in your schoolbag.
They’re under the sofa.
2. Ability objectives:
After the class students should be able to:
1) inquire and talk about where things are using the key vocabulary and the target language learned in this class.
2) gain some basic communicative competence.
3) gain some basic ability of listening, and speaking.
3. Moral objectives:
1) Promote students to have a basic understanding of their and other people’s living environment, then to love their home, and to develop good living habits.
2) Cultivate students' interests in learning English, and then they will be willing to participate in the classroom activities
Teaching Important Points:
where questions
the usage of the preposition “on, in, under”.
Teaching Difficult Points:
1. the plural forms of where questions..
2.the usage of the preposition “on, in, under” “and”.
Teaching Methods
1. Practice.
2. Pair work.
3. Group work
Teaching Aids:
multi-media, recorder, chalk, books, teaching design :
Step 1: Greetings and revision
daily greetings: Greet students using the sentences they have learnt so far. e.g. Hello! Nice to meet you. How are you? etc.
Revise “Is this your ruler?
Yes, it is. It’s mine.
Are those your erasers?
No, they aren’t. They are hers.”
Step 2：Lead-in and new words introduction
1) First, teacher takes out a pen and asks students
T: What’s this in English?
S: It’s a pen..
T: Can you spell it?
S: Yes, P-E-N, pen.
T: Good, thank you.
2) Then, teacher shows a picture of a table and asks: “And what’s this in English, do you know?”
S…
T: You don’t know, right? It’s a table.
Then, teacher introduces and teaches students to read the new word” table”with the help of the pictures showed on multi-media.
(Introduce the new words “bed, sofa, bookcase, chair, schoolbag, pencil box, computer game” in the same way)
3) Students work in groups and discuss the pronunciation of the new words, and then the teacher invites two students to teach the new words, the other students read after the student s.
4) Students read the new words together.
5) Students do section A, 1a. Match the words with the words in the picture.(Students first do it independently, then work in their own group and discuss, finally check answers )
Step 3: Introduction of the preposition “on, in, under”
(1)With the help of the multi-media, show the new preposition “on, in, under” to students.
(2)Use the real objects, for example, a box and a pen to show the different meaning of “on, in, under”
Step 4: Presentation and practice of the structure “Where’s sth. It’s in／on／under...”
1)Show a video of “Tom and Jerry”(猫和老鼠)and introduce them to students: “This is Tom, and that is Jerry. In the video, we can see the cat chases after the mouse, why can’t the cat catch the mouse? Yes, because the mouse escapes and hides in somewhere.”
T: Now let’s see where Tom is.
(Show the first picture, the mouse is on a box)
T: Where’s Tom?
S：…(Help students to answer “It’s on the box.”)
(Show the second picture, the mouse is in a box)
T: How about this one? Where’s Tom?
S：It’s in the box.
(Show the third picture and ask and answer in the same way)
2) Students work in pairs and practice the structure “Where’s sth. It’s in／on／under...”
e, then show their dialogues. (With the help of teacher’s pictures)
Step 5: Presentation and practice of the structure “Where’re sth. They’re in／on／under...”
Show a picture of some keys that are on the table.
T：Where’re the keys?
S:…(Help students to answer “they’re on the desk.)
(Show another picture of some keys that are under the table.)
T: Where’re the keys?
S: They’re under the desk
(Show the third picture of some keys that are in the desk)
T: Where’re the keys? S: They’re in the desk.
Students work in pairs and practice the structure, then show their dialogues. (With the help of teacher’s pictures)
Step 6: Read the dialogue in Section A, 1a, and role play.
Students read after the tape.
Read the dialogue in 1a together.
The whole class is divided into two groups, and then role play the dialogue.
Step 7: Listening. Do section A, 1b.
Students listen to the tape for the first time.
Check answers.
Students listen to the tape for the second time with the answers and try to repeat.
Step 8: A small quiz
1、我的书在哪里？在沙发上。
--_______ _____ my books?
--_______ _____ on the sofa.
2、钢笔在桌子上。
The pen _____ _____ the table.
3、她的钥匙在书包里。
Her keys _____ _____ the schoolbag.
4、 Lily的钢笔在盒子里面。
Lily’s pen is _____ _____ ________.
5、我的书包在哪里？在椅子下。
--Where _____my ________ ?
--It’s _______ the _______.
（Work in groups and get the answers.）
Step 9: homework
Make a report: Introduce your room.
Report like this: This is my room. The school bag is…The books are…
2) Copy the news words
Teaching Reflection:
教学反思: 本节课主要围绕物品的摆放展开教学，学习了有关物品和重点学习了三个介词的运用。这堂课设计衔接自然，教学方法多样化；但我忽略了一点，就是本节课物品的词汇量较多，学生在运用时会出现短路现象，需要教师或同学的提醒。所以这节课告诫我在词汇教学方面还有待提高。此外，本节课主要采用了说，读，听，的方式围绕教学目标展开教学，口头表达操练是口语课堂的精髓所在。如何高效地进行口语操练是我一直所探寻的问题。在本课中，我设计了多种不同形式的口语操练活动，希望学生能够逐步掌握口语交际技能，实现自主交流。采用任务型教学法，注重语言的交际功能与使用；同时也注重对学生自主学习能力的培养。但在教学过程中要关注一下基础差的学生。
指导教师意见:
