秀洲區王店鎮中學 張麗娟

一． 教學內容

本單元的主要內容是談論物品所在的位置。通過這一話題，訓練學生的聽、說、讀、寫四項基本技能，讓學生通過詢問物品的位置，學習一些有關家居物品和學習用品的單詞，以及方位介詞in, on, under, behind 等的用法；學習并掌握Where問句的問答，一般疑問句提問并用方位介詞來回答；學習名詞單復數及人稱代詞they 的用法，同時培養學生養成干凈、整潔、合理擺放物品的好習慣。

二． 教學目標

1．知識目標：A. 掌握有關物品的新單詞：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc；

B. 熟練運用in, on, under, behind, in front of, near等介詞；

C. 熟練運用Where問句和一般疑問句及其回答；

D. 掌握名詞單復數及人稱代詞they的用法。

2．能力目標：A.學會用英語準確描述物品所在的位置；

B. 學會用英語詢問自己的或他人物品的具體位置；

C. 能夠合理地描述和設計房間。

3．情感目標：A. 培養學生整齊地擺放自己物品的生活習慣；

B．通過小組對話、討論、調查和設計等一系列的課堂活動，培養學生的合作精神。

4．學習策略：A. 交際策略: 學會與他人合作交流,并能把語言材料用到真實的生活中去；

B．資源策略：學會利用一切可利用的學習資源，如詞典，音像資料，網絡等來獲取更多的學習信息；

C．認知能力：積極思考，及時反饋；

D．調控策略：在反思，頓悟和自醒中不斷調整自己的學習策略。

三． 教學重點、難點

1． 重點：A. 方位介詞: in, on, under, behind, in front of, near 等的用法；

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

C． 新單詞：bed, dresser, table, bookcase, backpack……

2． 難點：A. 能夠準確運用方位介詞描述物品所在的位置；

B．能夠運用Where問句找到物品的位置。

四． 教學方法

采用任務型語言教學，實施情景教學法、交際法、情感激勵法等教學方法。

五．課時安排

第一課時：Section A 1a, 1b, 1c

第二課時：Section A 2a, 2b, 2c, 3a, 3b, 3c, 4

第三課時：Section B 1a, 1b, 1c, 2a, 2b

第四課時：Section B 3a, 3b, 3c, 4, Self-check

Period One

課前準備

教師：制作多媒體課件，準備部分學習用品的實物。

學生：預習新單詞：聽錄音機，模仿跟讀新單詞；準備與本課有關的學習用品實物。

Period One

Sub Topic Talk about the room

Functions Talk about where the things are.

Vocabulary: 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…

Where’re…? They’re 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.: What’s 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 “they”.

Consolidate the prepositions by looking at the screen and answer the questions:

Where’s … ? Where’re…?

設計意圖：通過設置讓學生幫助老師找東西這樣一個真實的場景來導入新課，能夠立刻調動學生的參與性，激發學生思維，啟動學習的發生。

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’s…? Where’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.

設計意圖：通過學生之間相互猜測的游戲，能使他們剛被激發的興奮點持續下去。

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.

設計意圖：由于課前引導學生通過自主學習初步接觸本課要學的新單詞，所以在新單詞的教學過程中，一些有能力的學生可以將自己已有的認識水平與實際運用結合起來，使他們能體會到通過自主學習帶來成功的滿足感。通過這樣的方法呈現新單詞，效果遠比教師單純地用圖片來傳授新單詞要大。

任務運用：Listing

Step Four Make up dialogues

Section A, 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.

設計意圖：通過這種活動調動學生的視覺、感覺和記憶力來參與語言活動，并且使本課的主要語言知識得到重現，加深印象；同時，小組之間的競賽體現了協作和團隊精神。

任務運用：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

設計意圖：語言知識學習與實際生活相結合，培養使用英語的思維。

任務運用：Making a survey

Period Two

課前準備

教師: 準備表格、一些學習用品和多媒體課件。

學生: 學習用品

Period Two

Sub Topic Talk about the room

Functions Talk about where the things are

Recycled 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.

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.

設計意圖：根據學生的年齡特征，他們非常喜歡這種情景猜測活動。這可以調動他們各方面的情緒來參與語言活動，激活他們已有的知識水平。

任務運用：Listing

Step Two Listen and imitate

Section A, 2a. Revise what the things are. Play the tape for students and let them number them.

Section A, 2b. Play the tape again, students number the things [1-6] in the picture. Imitate the dialogues.

Step Three A guessing game

A 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

Section A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at Picture 2 ( Textbook 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 2

backpack under 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 Picture 1, the books are … In Picture 2, the books are …

設計意圖：設置任務，通過對比的方式讓學生理解方位介詞。利用表格直觀體現出兩幅圖的不同點，　再將它的不同點復述出來，其目的在于培養學生的語言組織能力。

作用運用：Listing & comparing

Step Six Practice the drill “Where is / are…?”

Present short dialogues, using pictures or objects to help.

Dialogue 1:

A: Where’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: I don’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.

設計意圖：話題由課本知識向實際生活延伸，體現語言的語用原則。

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.)

設計意圖：通過對這個句型的大量操練，使學生掌握該句型的用法，避免單調枯燥的語法講解。

Homework:

Finish off the exercises in the exercise book.

Act out the dialogues. (Section A, 2a & 2b.)

設計意圖：由課堂活動向課外延伸。

任務運用：Action

Period Three

課前準備

教師: 準備表格、與本課有關的實物和多媒體課件。

學生: 學習用品

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…

Structure The 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:

The ID card is on the table.

The books are on the chair.

Let some able students list some new words. Practice reading them.

Match the new words with the things in the picture. (Section B, 2a.)

Pairwork. Talk about the picture. ( Section B, 1b&1c.)

設計意圖：培養學生語句組織能力，通過直觀圖片學習第二部分新單詞，并在小組活動中加以操練。

任務運用：Listing & sharing

Step Three Listen, circle and write

Play the tape twice for students to listen and circle the things Tommy wants from his room. Check the answers. ( Section B, 2a. )

Listen again. Write down the sentence about where Tommy’s things are. Check the answers. ( Section B, 2b.)

Step Four Group work: Decorate the room for Emma.

Show the students a picture of Emma’s untidy room.

Group work. Decorate the room for Emma.

Make a report.

設計意圖：延續自我評價活動，把個人的生活經驗與實際結合起來，完成自我觀點的sharing，同時為最后的Project打基礎。

任務運用：sharing

Step Five Self-assessment

Group work

Things Places Yes No Score

backpack on the chair 10

pen in the pencil case 10

notebook on the bookcase/in the backpack/on the desk 10

keys In the drawer/bag 10

dictionary on the bookcase/in the backpack/on the desk 10

alarm clock on the bed/desk 10

socks in the drawer 10

pictures on the wall 10

shoes under the bed 10

CDs on the desk/bookcase 10

Total:

Your finally score:

70～100: You keep your room very tidy.

40～60: You keep your room a little tidy.

0～30: You keep your room untidy.

設計意圖：培養學生養成整潔、干凈、合理擺放物品的好習慣。

Homework:

Finish off the exercises in the exercise book.

Write at least 8 sentences to describe your bedroom to your friends.

設計意圖：培養學生的寫的能力。由口頭訓練轉向筆頭訓練，單句的練習為下一步的篇章書寫打下基礎。

Period Four

課前準備

教師: 多媒體課件；單詞卡片；

學生: 學習用品

Period Four

Sub Topic Ask for help

Language focus take…to; bring…to; can, need

Recycled language thing, room, desk, TV, floor, some

The book is on the table.

The pens are in the pencil case.

Structure I need … for…

Can you bring some things to school?

Please take these things to … .

Tasks Comparing

Problem solving & sharing

Step One New words learning

Present the new words by making conversations with students. Show some pictures and words on the screen to help.

　　　　e.g.: T: What’s this?

S1: It’s a room.

T: Do you have a room like this?

S1: Yes, I do. / No, I don’t.

(Repeat with the other words: TV, desk, …)

(Show a card with a word and ask)

T: Can you spell this word?

S2: Yes, I can. / No, I can’t.

(Let them know the meaning of “can”.)

T: Can you spell your name?

S3: Yes, I can.

T: Can you write your name?

S4: Sorry, I can’t. I have no pen.

T: You need a pen. ( Give him a pen.)

( Let the students know the meaning of “need”.)

T: I bring a red pen to the class every time. Now it is on the teachers’ desk. After class, I’ll take it to my office.

( Teach “bring”and “take”.)

設計意圖：利用圖片和已學過的句型導入新課；利用直觀形體語言、動作、語境教等單詞，激發學生思維，幫助學生理解和記憶生詞。

Step Two Find the differences

Show a picture of a room with a few things in it, give the students a short note about the things around the room to read, let the students try to find out the differences between the reading material and the picture. Circle the mistakes in the reading material. Make an orally report by looking at the picture again.

設計意圖：感官材料與閱讀材料中內容的差異對學生的記憶力無疑是一個巨大的挑戰。任務具有挑戰性和趣味性。

任務運用：sharing

Step Three Read the note

The students read the note silently and draw the missing things in the picture. ( Section B, 3a.) (為了節省時間，教師可以讓學生在圖中標出數字來替代畫圖。) Practice reading the note loudly.

Look at the picture and fill in the blanks. ( Section B, 3b.) Students do it individually first, then check the answers.

Step Three Creative work

Make a telephone conversation to your family in pairs, tell him or her to bring you four things that you need for the sports meeting from your room, and where the things are.

Write down the note.( Section B, 3c.)

設計意圖：話題繼續延伸，進一步鼓勵學生發揮自己的想象力和主觀能動性，并與實際相結合，提出自己的新觀點，新思路和新方法。同時又使學生在寫作方面得到訓練。

任務運用：Problem solving

Step Four Self-check

Revise the key words in different ways. Ask the students to spell them.

Let the students do Self-check 3 individually.

Homework:

Draw and write. Draw your ideal room, then write a short passage to describe to your classmates. ( Section B, 4.)

設計意圖：結合課本知識與實際生活，學以致用，訓練學生寫作技巧。

Finish off the exercises in the exercise book.

Revise the language items in this unit.