w h e r e-i s-m y-s c h o o l b a g-全单元教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit 4 Where’s my schoolbag?Period 1Teaching aims:1. Language goals:Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under.Target language: Where’s my schoolbag It’s under the table.Wher e are my books They’re on the sofa2. Ability goalsTalk about where things are, Learn the using of preposition “ on, in, under”Train the students’ communicative competence.3. Moral goalsKeep your room and tidy.Teaching important points:1. New words.2. How to talk about where things are, Learn the using of preposition “ on, in,under”Teaching difficult points:1. Prepositions of place: in, on, under.2. Prepositional phrases: on the sofa, under the bed, etc.Period 2Teaching aims:1. Language goals:Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under.Target language: Where’s the map It’s in your grandparents’ room.Where are my books They’re on the sofa.Where’s the baseball? Is it on the table? No, it isn’t.Is it under the table? Yes, it is.A: Where’re the keys Are they under the tableB: No, t hey aren’t. They are on the table.2. Ability goalsTalk about where things are, Learn the using of preposition “ on, in, under”Train the students’ communicative competence.Listening an speaking skills.3. Moral goals Keep your room and tidy.Teaching important points:1. Target language.2. Talk about where things are, Learn the using of preposition “ on, in, under”3. 一般疑问句的简短回答。

Teaching difficult points:1. Prepositions of place: in, on, under.2. The singular forms and plural forms.3. 一般疑问句的简短回答。

教学设计备注Step 1: RevisionRead the new words, and then have a dictation.Step2: Game: Hide and look for thingsStudents hide and look for the school things in pairs. One studenthide one school thing and the other a sk: Where’s…/Where’re…The first answer: It’s in your desk. /They are in your pencil case.Ask some pairs to share their performance.Step 3 presentation.Present short dialogues, using pictures or objects to help.1.Show the Dialogue 1:Where’s the eraser? Is it on the table? ---No, it isn’t.Is it under the table? ---Yes, it is.2. Read the conversation in different ways.3. Show other things ask and answer:Where’s the schoolbag? Is it under the table ---No, it isn’t.Is it on the table? ---Yes, it is.Step 4 pair workStudents hide and look for the school things in pairs.One student hide one school thing and The other a sk: Where’s…Is it … The first answer：No, it isn’t. / Yes, it is.If the other can’t guess right for the second time, the first answer:No, it isn’t. It’s…Step 5 presentation.Present short dialogues, using pictures or objects to help.1. Show the Dialogue 2:A: Where’re my booksB: I don’t know. Are they on the bedA: Yes, they are.Teach “don’t =do not”, “ know”.2. Show other things ask and answer.Step 6 pair workStudents hide and look for the school things in pairs. One student板书设计： Unit 4 where’s my schoolbag?Where’s the baseball? Is it on the table? No, it isn’t.Is it under the table? Yes, it is.A: Where’re the keys Are they under the tableB: No, t hey aren’t. They are on the table.Period 3 (Grammar Focus-3c)Teaching aims:Language aims:1. Review the words about furniture and the school things.2. Continue to talk about where things are, using the preposition .3. Can talk about position using the following sentence structures.①—Where's… —It's in/on/under…②—Where're… —T hey're in/on/under…③—Is the …in/on/under… —Yes, it is./ No, it isn't.④—Are the …in/on/under… —Yes, they are. /No, they aren't.4）Summarize the sentence structuresMoral aims：Get into the habits of putting the things in the order.Teaching key and difficult points:1 Summarize the sentence structures of talking about the position.2. Can use the sentence structures of talking about the position in differentPeriod 4Teaching aims:1. Language goals:Key vocabulary:1. radio, clock, tape, tape player, model, plane, model plane,2. Review the words about furniture and the school things.Target language:Continue to talk about where things are, using the preposition .Where’re the English books？They’re under the radio.Where is my ruler My ruler is on the bed.Where is my notebook My notebook is under the model plane in the bookcase.2. Ability goalsTalk about where things are, Learn the using of preposition “ on, in, under”Train the students’ communicative competence.Listening an speaking skills.3. Moral goalsKeep your room and tidy. Get into the habits of putting the things in the order. Teaching important points:1. Target language.2. Talk about where things are, Learn the using of preposition “ on, in, under”Teaching difficult points:1. Prepositions of place: in, on, under.2. Can use the sentence structures of talking about the position in differentPeriod 5Teaching aims:1. Language goals:Key vocabulary:1. tidy, but, our, everywhere, always ,in our room, in the …, on the…, under the…,2. Review the preposition.Target language:1. Can talk about position using the following sentence structures.①—Where's… —It's in/on/under…②—Where're… —They're in/on/under…2. I’m tidy, but Gina is not. My dictionary and radio are on the desk. My pencil box is in my schoolbag and my schoolbag is under the desk.2. Ability goalsTalk about where the things are. Review the things in the room.Training students’ reading and writing skills .3. Moral goalsKeep your room and tidy. Get into the habits of putting the things in the order. Teaching important and difficult points:1. Talk about where the things are. Review the things in the room.教学设计备注Step 1 Warming up and leading inAsk the Ss to look at two desks of their classmates (one is tidy andthe other isn’t) and say : Do you like this desk or that one Why. Lead the students to learn the new words: tidy, but always, everywhere.. At thesame time teach the Ss to keep our classroom tidy.Step 2 work on 2a1. Look at the picture in 2a. There are many things in the picture. Do you know the words for the things Who can say them in English Use the structures: There is a/an…/There are … I can see a/an …in the picture2. Now work with your partner. Write the words you know for the things in the picture.3. Teacher goes around the classroom, give some help.Step 3 work on 2b1. Read the passage fast and silently to find the general idea.The main idea of the passage is about ________ .(1). Kate and her sister Gina （2）. Kate and Gina’s room(3). that Kate is tidy, but Gina isn’t2. Read the text carefully and silently to find the specific ideasRead the passage and answer the questions.（1）Wher e are Kate’s books and tapes?（2）Where are Kate’s keys?（3）Where’s the clock?（4）Where are Gina’s books?（5）Where is the white model plane?3. answer the question?Is Kate tidy __________________________________________Is Gina tidy __________________________________________4. Read the passage again and tell me which one of the two you like better. ________________________________5. Listen and repeatStep 4 work on2cNow let's look at the chart in 2c. In the chart, you should list Kate's things and where they are. You should also list Gina's things and where they are. Read the passage again and complete the chart about the things Kate and Gina have and where they are.6. Ss read the passage again. And fill in the chart.Step 5Post-reading activities1. Ask the students to read the passage aloud for 3 minutes.2. Retell the passage according to the chart above in front of the class.3. Complete the following sentences without looking at 2b.I’m Kate, and ______ _______ is Gina. I’m ________, but Gina is not. In our room, my ________ and _________ are in the _________. My keys are in my _________. I have a _________. It’s on the __________.Gina’s __________ are everywhere--on her _________, on the ________ and _________ the chair. The white ________ _________ is hers. It’s under the _________. “Where are my keys Where’s my ruler Where’s my schoolbag” Gina always asks.Step 6 work on 3aWrite about where the things are in 3a1．Check the words and the phrases you knowOpen your books and look at 3a．If you know the words and the phrases well, please check them. Do you have any other words you don’t knowPlease write them in your notebook.2．Do you have these things Where are theyI would like all of you to read the words and the phrases together. Step 7: 3b Write about the things are in your room. Use the word and if you can.(1)．Write the things in your room.(2)．Write about the things in your classroom with in, on and under.Example：y dictionary and my radio are on the desk. My pens are in my pencil box. My pencil box is in my schoolbag and my schoolbag is under the desk. My books and my CDs are in the bookcase. My tapes are on the tape player.Period 6Teaching aims :1. Review all the words in this unit.2. Take some notes and do some pratice.Teaching produtures:Step 2 . Warming- up and revision1. Greeting the Ss and Check the homework.2. ask the students to ask and answer. Using:Where is /are …It’s / They’re … .Step 3 Self Check 11. T: We're learned many names of furniture, stationery and other things. Now let's have revision of these words. What do you have in your room First talk about the things in your room with your partner, then write the things in your room.2. Ss talk about the things in their room with their partners. Then write them down on their workbook.3. Let some Ss report the things to the class and write them on the blackboard.4. Let some other Ss add some more words.Step 4. Self Check 21. We have a tidy classroom. We work in our classroom every. We all love our classroom. Look at our classroom carefully and find out what things we have and where they are. Who wants to have a try?2. Very good. Now please write about the things in our classroom with in, on and under.3. Ss write by themselves. Let some Ss report their writings to the class.Ste 5 重点词汇解析1.where adv. 在哪里；到哪里 Where are you你在哪【考点聚焦】 where是特殊疑问词，用来引导特殊疑问句。