教学计划Unit 4 Where's my backpack？

Unit 4 Where's my backpack?

The first period (Section A 1a-1c)

Teaching aims:

1. Language goals:

Key vocabulary: table, bed, dresser, bookcase, sofa, chair, drawer, plant,

in, on, under

Target language: Where is ... ? It's in/ on/ under the ... .

Where are ... ? They are (They're) in/ on/ under the ... .

2.Ability goals:

Students be able to :

1) Talk about where things are.

2) Use where questions and yes or no questions to ask the positions of

things and know how to answer.

3.Emotional goals: Keep your things clean and tidy.

Teaching key points and difficult points:

1.New words.

2.The use of prepositions of places: on, in, under.

3.How to talk about where things are by using the target languages. Teaching methods: Speaking method, pair work, group work Teaching tools:

A tape recorder. A ball and a box. Pictures. Some school things. Teaching procedures

Step 1 Warming up

Revise some school things by asking questions:

T: What's this?

S: It's a/ an ... .

T: Is this a/ an ... ?

S: Yes, it is. / No, it isn't.

Step 2Learn the new words

(1)Show students several pictures about things in a room, then teach the words: table, bed, chair, bookcase, sofa, etc.

(2)Read the words again and again. Divide the class into two groups. Show the pictures and ask students to tell the word as soon as possible. See which group can read all the words.

(3)Take out the ball and box, put the ball "on" the box, and teach the preposition "on", make sure the students know the meaning. Teach "in" "under" by the same way.

(4)Drill the sentence patterns: ---Where is... ? ---It's in/ on/ under ... .

Hide the ball in the box and ask, "Where is the ball?", pay attention to the word "where" and help the class to answer, "It's in the box." Do more practice as this.

Step 3 Practice

(1)Match the words with the things in the pictures (1a). Students do it individually first, then exchange the book with his/her partner to check

the answers.

(2)Listen to the recording and number the things [1-5] in the picture when they hear them. (1b)

(3)Let's show. Make up dialogues in pairs, using the target languages. Then show your dialogues bravely before class.

Step 4 Game: You hide, I find

Students work in pairs, one hide one or more school things and ask his/ her partner: Where is... ? Where are... ? The other students guess and answer : It's in/ on/ under ... . They're in/ on/ under ... .

Step 5 Summary: Let's play. Who can find it?

Show the class a picture of a room, give them 3minutes to remember the locations of something, after that list some questions as : Where is the baseball? Where are the books? Etc. See who can remember and tell the places.

Step 6 Homework

1、翻译词组。

1.我的双肩背包

2.在桌子上

3.在抽屉里

4.在椅子下

5.在沙发下

6.在床上

7.在箱子里8.在梳妆台里

2、根据汉语完成下列句子。

1.我的双肩背包在哪里？--- my ?

在桌子底下。---It's the table.

2.你的书在哪里？--- Where is book?

它在椅子上。--- It's the .

3.他的球在梳妆台里。

His ball is the .

板书设计

Unit 4 Where's my backpack?

The first period (Section A 1a-1c)

table sofa Where is ... ?

bed chair It's in/ on/ under the ... .

dresser drawer Where are ... ?

bookcase plant They are (They're) in/ on/ under the ... .

教学反思:

1、本节课的教学重点是要求学生掌握三个方位介词on, in, under，以及用目标语言谈论物体的不同方位。教学中通过图片展示、实物演示，激发学生兴趣，引导学生理解教学内容。将教学以一种轻松的形式呈现出来，让学生乐学愿学。

2、教学中有游戏的加入，大大增强了学生的学习兴趣，将课堂还原给学生，让他们自主探索。在团体与双人合作环节中以竞赛形式，提升了学生学习热情与积极性，也培养了合作意识。

不足：

1、由于前面操练时间稍长，时间没把握好，导致最后面的游戏还没完成。

2、在做听力1b时，有些许学生听起来有困难，如若将图片讲解一遍可能效果更佳。

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