Unit 4 Where’s my backpack ?Period one

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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.

www.qihang56.comT: 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.