Unit4 Where's my school bag 教案

Unit 4 Wheres my schoolbag ?

一．教学内容

本单元的主要内容是谈论物品所在的位置通过这一话题，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，学习一些有关家居物品和学习用品的单词，以及方位介词in, on, under, behind等的用法；学习并掌握Where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词they 的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。

二．教学目标

1．知识目标：A.掌握有关物品的新单词：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc； B. 熟练运用

in, on, under, behind, in front of, near等介词；C. 熟练运用Where问句和一般疑问句及其回答；D掌握名词单复数及人称代词they的用法。．能力目标：A.学会用英语准确描述物品所在的位置；B.学会用英语询问自己的或他人物品的具体位置；

C.能够合理地描述和设计房间。

3．情感目标：A. 培养学生整齐地摆放自己物品的生活习惯；

B．通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。

4．学习策略：A. 交际策略学会与他人合作交流,并能把语言材料用到真实的生活

中去；

B．资源策略：学会利用一切可利用的学习资源，如词典，音像资料，网络等来获取更多的学习信息；C．认知能力：积极思考，及时反馈；

D．调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。

三．教学重点、难点

1．重点：A.

方位介词

: in, on, under, behind, in front of, near

等的用法；

B．Where 的特殊疑问句和一般疑问句：Is the…in/on/under the…?的肯定、否定回答；

C新单词：bed, dresser, table, bookcase, backpack

…2．难点：

A能够准确运用方位介词描述物品所在的位置；

B．能够运用Where问句找到物品的位置。

四．教学方法

采用任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。

五．课时安排

第一课时：

Section A 1a, 1b, 1c

第二课时：

Section A 2a, 2b, 2c, 3a, 3b, 3c, 4

第三课时：

Section B 1a, 1b, 1c, 2a, 2b

第四课时：

Section B 3a, 3b, 3c, 4, Self-check

Period

One 初一全科目课件教案习题汇总

语文数学英语历史地理

2 课前准备

教师：制作多媒体课件，准备部分学习用品的实物。

学生：预习新单词：听录音机，模仿跟读新单词；准备与本课有关的学习用品实物。Period One

Sub TopicTalk about the room

Functions

Talk about where the things are.

V ocabulary: where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in,

on, under, they, they’ re=they are

Structures Where’ s …?It’ s in/on/under…Wherere…? Theyre in/on/under…

Tasks

Listing Make a survey Step One

Warming up

Play an English song before class.

Revise some school things by asking questions.

e.g.: Whats this? Is this a…?

How do you spell it? etc.

Learn the new words in, on, under, behind …by helping the teacher find the lost things.

e.g.: T: Where’ s my English book?

S1: It’ s here. / I think it’ s T: Oh, it’ s on the desk. … T: Where’ re my color pencils? S2 :… Teach the new word “where” and the use of “theyConsolidate the prepositions by looking at the screen and answer the questions:

Where’s… ? Where’re…?

设计意图：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生。

Step Two

Game: Hide and look for things

Students hide and look for the school things in pairs. One student hide one school thing and ask: Where’sWhere’re…?The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performance. 设计意图：通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。

Step Three

New words learning

Show the students a picture of a room, tell them this is a bedroom, let the students list

the things in it first.

Then show them the whole picture, teach the new

words, ask where the things are, let the students answer, using the prepositions.

Repeat with a sitting room and a study, teach the new words and practice in the same

way.

设计意图：由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教

学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主

3 学习带来成功的满足感。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。

任务运用：Listing Step Four Make up dialogues SectionA,

1a: Match the words with the things in the picture. Students do it individually first, then check the answers.

Section A, 1c: Make up dialogues in pairs, using the things in the picture.

Step Five

Listen and say

Listen and imitate the dialogues in Section A, 1b.

Step Six

Summary: A memory test

Show a picture of a room, give the students one minute to look at it, then ask them

what kind of things they saw and where the things are. Have a competition among

groups. See which group can remember all the things and places.

设计意图：通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言

知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。

任务运用：

Listing

Homework:

Copy the new words and try to remember them.

Make a survey: Interview one of your friends or teachers. Fill in the form below.

Name Things Places Ms. Zhang/ Liu Hai sofa near the wall

设计意图：语言知识学习与实际生活相结合，培养使用英语的思维。

任务运用：

Making a survey Period Two 课前准备教师: 准备表格、一些学习用品和多媒体课件。

学生:学习用品 Period Two

Sub TopicTalk about the room Functions Talk about where the things areRecycled language Where is…? It’s on/in/under…Where are…?They’

re in/on/under…?Structure Is the book / Are the books on the desk? Yes,… / No,…I don’t know.

4 Tasks Listing Comparing

Step One

Warming up

Chatting. Chat with the students about the things around the room by showing them

pictures. Ask the students to spell the new words.

设计意图：根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。

任务运用：

Listing

Step Two

Listen and imitate λ

Section A, 2a. Revise what the things are. Play the tape for students and let them number them. λSection A, 2b. Play the tape again, students number the things [1-6] in the picture.

Imitate the dialogues.

Step Three

A guessing game λA guessing

game. Show the students a picture of a room with a few things in it.

Have them guess the places of the other things.

e.g.: T: There is a bookcase in it. Is the bookcase near the bed?

Ss: Yes, it is. / No, it isn’ t.

Write the general question and the answers on the blackboard.

Step Four

Pairwork

Section A, 2c. Look at the picture in 2b again. Students use general questions to ask

and answer about the things in it.

Step Five

Game: Find the difference

SectionA, 4. Student A looks at Picture 1 ( Textbook P21 4), Student Blooks at Picture 2 ( Te xtbook P19, 1a). Ask and answer in pairs and fill in the form.

e.g.: SA: Where is the backpack? Is it under the table?

SB: No, it isn’ t. It’ s on the table.

Things Picture 1 Picture 2under the table on the table pencil case books

keys dog Ask some students to report their answer like this: In Picture 1, the pencil case is …In Picture

2, the pencil case is…;In Picture1, the books are…In Picture 2, the books are…

设计意图：设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点，再将它的不同点复述出来，其目的在于培养学生的语言组织能力。

作用运用：

Listing & comparing

Step Six

Practice the drill Where is / are…?”

5Present short dialogues, using pictures or objects to help.

Dialogue 1’ s my bag?

B: I don’ t know. Is it on the sofa?

A: No, it isn’ t. Dialogue 2:

A: Where’

re my books?

B: Idon’t know. Are they on the bed?

A: Yes, they are. Teach “don’ t =do not”,“know”.

Check the homework in Period One. Make reports to share the information they got

from the friends or teachers, and give their simply assessment.设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。

Let the students make similar dialogues according to the pictures in Section A, 3a&3c.

Put the dialogue in the right order.( Section A, 3a.)

设计意图：通过对这个句型的大量操练，使学生掌握该句型的用法，避免单调枯燥的语法讲解。

Finish off the exercises in the exercise book.

Act out the dialogues. (Section A, 2a & 2b.) 设计意图：由课堂活动向课外延伸。

任务运用：Action Period Three 课前准备准备表格、与本课有关的实物和多媒体课件。

学生:学习用品

Period Three

Sub Topic

Talk about the room

Functions

Talk about where the things are

Recycled language

Alarm clock; video cassette; CD; math book; computer game Where’s …?It’s in / on / under …Where’

re…?They’re in / on / under… StructureThe math book is on the dresser. The CDs are on the

bookcase.

…… Tasks Listing & sharing

Step One

Warming up

Ask some pairs to act out the dialogues in Section A, 2a & 2b.

Step Two

New words learning

Show the students a picture of a room. Let the students say like this:

四年级上册Unit4第一课时教案

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适用 高中英语
适用年级
高二
学科
适用区域 人教新课标版
课时时长（分钟） 2 课时
知识点
1 单词学习及辨析 2 “it”的用法 (2)
3 句型学习
1. 掌握本单元重点词汇的基本含义与用法；
教学目标
2. 锻炼提升写作能力。
1. 重点的词汇与句型；
教学重点
2. 书面表达的书写思路。
教学难点 如何准确地运用重要词汇和句型进行表达
教学过程
一、导入
教学建议：导入有很多种方法，一般控制在十分钟左右为宜，可以采用各种形式，比如： 1、直接导入法。 2、复习以往知识：可以从已学、已知的入手，与今天的教学进行对比。 3、课前小测：可以针对学生学校里近期讲授的内容进行出题（以简单题和中档题为主，以 10 分钟左右为宜）进行测验，也可以针对基础知识进行复习提问，检查学生学校所学内容 的掌握程度，进而展开教学。 4、以近年来发生的重大事件为题导入。既考查了学生从社会生活中获取信息的能力，又激 发了学生的学习兴趣，让学生马上进入学习状态等。
以上的导入方法只是建议，大家选择其中一种或两种进行交叉使用即可。
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复习预习： 1、上节课作业订正。
2、it 可以帮助构成强调句
1)、陈述句的强调句型：______________________________________________ 需要注意的地方 ： * It 在这一结构中作主句的主语，所以即使被强调部分是复数名词，也要用___或____ * 如果被强调部分是时间、地点、方式或原因依然用_____；强调人时可以用____或__ 2)、一般疑问句的强调句型：______________________________________ 3)、特殊疑问句的强调句型：_______________________________________
二、知识讲解
知识点 1 重点单词
1 quantity n.数量；量 in quantity 大量 quantities of＋名词＋复数谓语动词 许多…… a quantity of＋复数名词＋复数谓语动词/＋不可数名词＋单数谓语动词 大量…… Quantities of food and tents were sent to Ya’ an from Shandong. 大量的食品和帐篷从山东运到了雅安。 My brother bought a large quantity of books. 我弟弟买了大量的书。 2 tend vi.趋向；易于(be likely to do)；照顾；vt.照顾；护理(care for) tend to do...倾向于做……；往往会…… tend sb.照顾某人 have a tendency to do sth.有做某事的倾向 The nurse skillfully tended soldiers’ wounds. 护士熟练地护理着那些士兵的伤口。 3 oppose vt.反对；反抗；与(某人)较量(to disagree with)
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最新人教新课标高中英语选修6 Unit4精品教学设计Unit 4 全单元教案1

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2. 在表示请求、邀请、语气委婉、希望得到对方肯定回答时，多用some不用any。此时，句中常出现情态动词can, may, could, would等。例如：Would you like some soup? 你想要一些汤吗？ 3. any也可以用于肯定句中，此时后面接可数名词单数，意为“任何一个”，起强调作用。 例如：Any student can answer this question. 任何一个学生都能回答这个问题。 Some, any用法歌诀肯定句，用some,否定、疑问用any. 但有两点特殊记：若表请求、邀请或委婉，疑问也要用some. 若表“任何一个”接单数，肯定也要用any. （2 )ha*e / has (有）的用法区别 第一人称：我，我们 I, we 第二人称：你，你们 you 第三人称：除第一、第二人称之外的其他人称 第三人称单数：he, she, it, Kitty, Alice, Ben ha*e(第三人称单数)——has （3 )too和also的用法区别 课文应用：Do you li*e in a flat, too? 重点解析：also和too意义上没有区别，都是“也”的意思；用法一般都是用于肯定句中； also放句子中间或句首，但不能放句末；too只能放句末。 例如：

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