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（教案）Unit 4 Where’s my backpack?
教學(xué)資源 2009-12-05 15:03:44 閱讀25 評(píng)論0 字號(hào)：大中小 訂閱 引用 花中人 的 （教案）Unit 4 Where’s my backpack? 教學(xué)目標(biāo)Teaching Aims 【知識(shí)與技能】【Knowledge and skills】Learning preposition on, in, under, behind etc., to discuss the location of goods; Inquire to use where to find the location of goods. 【過(guò)程與方法】【Processes and methods】The theme of this unit is to discuss subject “Things around the house ”learn to inquiry “the location of goods”. Make students learn basic sentence pattern “Where’s my backpack? It’s under the chair.” At the same time guide student adopt Listening for key words, Inferring vocabulary and Role playing to utilize position preposition “on, in, under, behind, next to ”to express the location of goods; Through listening to key words in dialogues, complete dialogue practice; According to rearrange the words’ order to guess spell form correctly; Study new sentence patterns using cartoon. 【情感、態(tài)度與價(jià)值觀】【Emotion, attitudes and value】Make students have interest and the desire of learning English, and are happy to participate in various English practices; Make students help each other in groups and cooperate actively with other person to complete learning task; Help students set up long-range ideal. 教學(xué)重點(diǎn)難點(diǎn)Difficulties and focus 1. where question. 2. Position prepositions: on, in, under and behind . 教與學(xué)互動(dòng)設(shè)計(jì)Teaching and studying design of mutual actions Section A 創(chuàng)設(shè)情境，導(dǎo)入新課Create plots and scenes to guide the new lesson The major content of Section A is to discuss the location of goods, introduce some position prepositions (in, on, under, behind and next to). So we can adopt Situation Teaching Method: teacher arranges in classroom some situations like “a goods is in the certain location of another goods” to lead “Where…? It’s in/on…” and practice some new words about goods and learn 1 a. 合作交流，解讀探究Cooperate and intercourse to unscramble and research The main content in Section A is to learn the target language: Where’s my backpack? It’s under the table. Where are my books? They’re on the sofa. Where’s the backpack? It’s on/in/under/behind/next to the table. Is the baseball on the sofa? No, it isn’t. It’s under the chair. It’s in/under the backpack. They’re on the chair. 1、【Demonstration】Teacher takes a basketball or shows slide or show picture demonstrate: 1) ( Ask) I have a basketball. Where is it? (Answer) I have a basketball. Where is it? (Put the basketball on, in, under the teacher’s desk) With this method teaching, teach students the words about study, subsistence stores and furniture nouns and “on/in/under…” 2) Let student match the words with the pictures to grasp the words about study, subsistence stores and furniture nouns and “on/in/under…”. 2、【Activities】Get students do Pair work, complete the teaching task of part 1c, learn to use“Where’s my backpack ? It’s under the chair.”, and position preposition “on/ in/ under/ behind/ next to”to express the location of goods. 3、【Experiences】 1）Play the tape of Part 1b, and get the students to listen and write the numbers, finish the teaching task of Part 1b. 2）Play the tape of Part 2a, and get the students to choose the things they hear and number them, finish the teaching task of Part 2a. 3）Play the tape of Part 2a again，and get the students to match the things with the nouns and number them, finish the hearing training task of 2b. 4、【Activities】 1) Get the students do Pair work, and finish the teaching task of oral intercourse in Part 2c. Sum up grammar Where’s my backpack? It’s on/in/under the chair. 2) Get students to observe dialogue content and the drawing of part 3a, catch related information according to example to rearrange the dialogue in the box. Ask students to use“Where are…？”to inquire “the location of goods”. The intercourse mode that T-S mutual actions bring along S-S mutual actions can be adopted: Where are the books？They are in/on/under/behind/next to… 5、【Game】Guide student to do Pair work, complete teaching tasks of part 4. Ask a student to see the picture of part 4, another student to see the picture on page 19, find out the difference between two pictures, practice sentence patterns“Where is/are…？”. Section B and Self Check 創(chuàng)設(shè)情境，導(dǎo)入新課Create plots and scenes to guide the new lesson The major content of Section B is to revise and strengthens the relevant sentence pattern of “the location of inquiry goods with reply ”, it can still be adopted Situation Teaching Method: First from the nouns about goods the students have studied, let student learn new words and it is easy for students to accept language goal. 合作交流，解讀探究Cooperate and intercourse to unscramble and research The main content in Section B is：Design the ideal rooms. 1、【Demonstration】The teacher communicate with the students to review the target language: Where’s the backpack? It’s on/in/under/behind/next to the table. Is the baseball on the sofa? No, it isn’t. It’s under the chair. 2、【Activities】Get the students to practice conversations to review the target language: Where’s my backpack? It’s under the table. Where are my books? They’re on the sofa. It’s in/under the backpack. They’re on the chair. 3、【Intercourse】Play teaching courseware or show pictures and slides ( They can reflect the content of various moods), let student watch them and remember them in 3 minutes, then let students write down various goods, solid sentence patterns Where is/are …？ It is/They are on/ in … 4、【Experiences】 1）Play the tape of Part 2a and get the students to circle the adjectives they hear, and finish the teaching task of Part 2a. 2）Again play the tape of Part 2a and get the students to write the things in Tommy’s room according the content they hear, and finish the teaching task of Part 2b. 5、【Activities】 1 ) Get the students to read the letter of part 3a , ask students to draw the missing things in picture then finish the teaching task of part 3a. 2) Get the students to watch picture first, then fill in the blanks, complete the teaching task of part 3a. Ask student to use nouns about goods correctly. 3) Get the students to write letters to friends, ask him to find out 4 things from house, tell him where these things are. Complete the teaching task of part 3 c. 6、【Do it for yourselves】Get student design the domestic activity of imagination to complete the teaching task of part 4.The intercourse mode that T-S mutual actions bring along S-S mutual actions can be adopted: Here is my ideal room. My TV is on the desk. My telephone… 總結(jié)反思Summarize and ponder 【小結(jié)】【Summary】This unit mainly discusses subject “Things around the house” learn to inquiry “the location of goods” and make student grasp basic sentence patterns “Where’s my backpack ? It’s under the chair.”, realize further the use of “Where 、 Yes/No” questions; Learn preposition “on/ in/ under/ behind/ next to”to express the location of goods. Through the aspects, make student learn to utilize to hear keywords and inference words learning strategy, distinguish the location of different goods; It can make student know their household environment, love their home, make students design the ideal rooms through imagining. This unit and the unit of 5 join close: from this unit“Is/Are…?” to the unit of 5“Do…?”. 【反思】【Pondering】There is a lot of hearing practice, the teaching of sentence pattern, vocabulary teaching and needs in teaching material utilize the skill that hears keywords. The keywords are the most crucial information. For example, Section A1a through practicing“Where’s my backpack? It’s in/under/on….”, hearing keywords “in/on…”, at the same time, through hearing keywords“Where’s…?” to understand sentence pattern. This kind of skill utilize is helpful for students【教案Unit 4 Where’s my backpack?】相關(guān)文章：
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