Unit 4 Where’s my schoolbag?

一、单元教材分析

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；使学生学会基本句型 “Where’s …? It’s …”及“Where're …? They're …”，进一步体会“Where…? Yes／No”疑问句的用法；学会运用方位介词"on／in／under／behind／next to"表达物品的位置。理解连词and在句子中的用法。通过以上几个方面的学习，使学生学会运用听关键词、推测词意的学习策略，识别不同物品的位置；既能促使学生了解自己的家居环境，热爱自己的家，又能促使学生通过想象设计自己理想中的房间。本单元与第五单元衔接紧密：由本单元“Is／Are …?”的学习过渡到第五单元“Do …?”的学习。使学生养成干净、整洁、合理摆放物品的好习惯。

二、单元学情分析

本单元的主题是谈论话题“Things around the house”学习询问“物品的位置”，使学生学会基本句型“Where’s …? It’s …”及“Where're …? They're …”同时引导学生采用Listening for key words，inferring vocabulary和Role playing的学习策略，学会运用方位介词“on／in／under／behind／next to”表达物品的位置。本单元的话题内容与学生的实际生活联系紧密，学生们容易接受，也便于形成英语学习的兴趣，坚定学好英语信心。

三、单元教学建议

采用自主学习、小组合作学习、Personalizing和Role playing的学习策略，利用教学图片制作多媒体课件来展开课堂Pair work， Group work口语交际活动，进一步体会 “Where…? Yes／No”疑问句的用法。

四、单元课时分配

本单元可用4课时完成教学任务：

Section A (1a-2d) 用1课时

Section A (Grammar Focus-3c) 用1课时

Section B (1a-2c) 用1课时

Section B (3a-Self Check) 用1课时

Section A 1 (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握下列词汇：where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head   

2) 能掌握以下句型：

①  —Where's…?  —It's in/on/under…

②  —Where're…?  —They'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.  

2) 学会运用方位介词in, on, under和where句型表述物品所在的位置。

2. 情感态度价值观目标：

培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。

二、教学重难点

1. 教学重点：

1) 方位介词 in , on , under , behind的用法。

2) Where的特殊疑问句和Is . . . ? 、Are…一般疑问句及其肯定和否定回答。

2. 教学难点：

1) 学会正确描述物品作在的位置；

2) 学会询问自己或他人物品的具体位置；

三、教学过程

Ⅰ. Warming-up and revision

1. (Prepare some school things.)

T: What’s this? (There is a watch in the teacher’s hand.)

S₁: It's a watch. 

Yes you a right. Here you are.

T: Is this a notebook? (holding up a notebook .)

S₂: Yes it is.

T: How do you spell notebook?

S₂: N-O-T-B-O-O-K, notebook.

T: Good.

(Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.)

T: What’s this?

S₃: It’s a schoolbag.

T: I have a schoolbag 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.)

2. Work on 1a.

  Now let's look at the picture in 1a. Match the words with the things in the picture.

  Check the answers with the class.

Ⅱ. Presentation

1. Present the furniture

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 bookcase.)

T: What’s this? It’s a bed. “BED”. Read after me. B-E-D, bed.

S_s: B-E-D, bed.

T: What’s this? It’s a sofa. S-O-F-A, sofa.

S_s: S-O-F-A, sofa.

(Teach the other words bookcase /table/chair/desk/hat/head in the same way.)

2. Present in/on/under

T: Where is my book? It’s on the desk. (Put a book on the desk.)

S₁: It’s on the desk.

T: Where is my book? It’s on the desk. (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.)

S₁: It’s in the pencil box.

T: Where is my pen? (To all the students.)

S_s: It’s in the pencil box.

T: Where is my schoolbag? (Put a schoolbag under the desk and ask this question.)

S1: It's under the desk.

T: Where is my schoolbag? (To all the students)

S_s: It’s under the desk.

Write "in, on, under" on the blackboard.

Ⅲ. Listening

1. Let Ss listen to the tape and finish 1b.

2. Ss listen to the tape and number the things [1-4]in the picture. (学案)

3. Check the answers with the class.

Ⅳ. Pair work

 1. Practice the conversation in 1a with your partner.

 2. Ss practice the conversation. Then ask some pairs to act out the conversation.

3. Then make your own conversations using the words in the box (in/on/under).

 Ss may look at the picture in 1a and make their own conversations. They can also using school things around them to make their own conversations.

4. Ask some pairs to act out their conversations.

Ⅴ. Listening

1. Ask the students to spell the words in the picture in 2a.

T: First, look at the pictures on the screen. What are these?

S1: They are books.

S2: They are some keys.

T: What’s this?

S3: It’s a computer game.

T: Is this a ruler?

S4: Yes, it is.

T: Is this a pencil box?

S5: Yes, it is.

T: What about this?

S6: It's a schoolbag

T: Can you spell it?

S4: Yes, S-C-H-O-O-L-B-A-G, schoolbag.

2. T: Now, listen to the recording and look at 2a. Number the things from 1-6.

T: Check the answer. (Students give the answer.)

3. T: Now, listen again. Let’s do 2b. Find out where are the things from 2a? Number the things in the pictures [1-6].

(Play the tape again and check the answer.)

T: Who can answer?

S1: The computer game is on the backpack.

S2: The books are …

S3: The pencil box is …

S4: The schoolbag is…

S5: The ruler is… 

S6: The keys are … 

Ⅵ. Pair work

T: Look at the picture. Are the books on the sofa?

Ss: No, they aren't. They're on the table.

T: Is the schoolbag under the table?

S: No, it isn't. It's on the sofa.

…

(write the four sentences on the blackboard. Let the students ask and answer questions about the things in the picture in 2b.)

Ⅶ. Role-play

  1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him find his things.

Match the things with the right places below.

    (Let Ss look at the screen. There are some things and some places)

    bag         on his head

map   on the sofa

hat    on the bed in his grandparents' room

  2. Ss read the conversation and match the things with the right places.

  3. Check the answers.

  4. Now practice the conversation with your partner. Then let some pairs act out the conversation.

5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）

Homework: