2022年Where’smybackpack.docx

新目标 Go for it Book Unit 4 Where s my backpack.秀洲区王店镇中学 张丽娟一教案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，训练同学的听、说、读、写四项基本技能，让同学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；学习并把握 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， 同时培育同学养成洁净、洁净、合理摆放物品的好习惯；二教案目标1. 学问目标： A. 把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, e；tcB. 娴熟运用 in, on, under, behind, in front of, near等介词；C. 娴熟运用 Where问句和一般疑问句及其回答；D. 把握名词单复数及人称代词 they 的用法；2才能目标： A. 学会用英语精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详细位置；C. 能够合理地描述和设计房间；3. 情感目标： A. 培育同学整齐地摆放自己物品的生活习惯；B通过小组对话、争论、调查和设计等一系列的课堂活动，培育同学的合作精神；4. 学习策略： A. 交际策略 : 学会与他人合作沟通 ,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，网络等来猎取更多的学习信息；C认知才能：积极摸索，准时反馈； 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；三教案重点、难点1重点： A. 方位介词 : in, on, under, behind, in front of, near等的用法；BWhere 的特别疑问句和一般疑问句：Is the in/on/under the .的确定、否定回答；C 新单词： bed, dresser, table, bookcase, backpack 2难点： A. 能够精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；四教案方法采纳任务型语言教案，实施情形教案法、交际法、情感勉励法等教案方法；五课时支配第一课时： Section A 1a, 1b, 1c其次课时： 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-check10 / 8Period One课前预备老师：制作多媒体课件，预备部分学习用品的实物；Sub TopicFunctions Vocabulary:StructuresTasksPeriod OneTalk about the roomTalk about where the things are.where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, theyre=they areWheres . It s in/on/under Wherere. Theyre in/on/underListingMake a survey同学：预习新单词：听录音机，仿照跟读新单词；预备与本课有关的学习用品实物；Step OneWarming upPlay 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: Wheres my English book.S1: Its here. / I think its T: Oh, it s on the desk.T: Wherere 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: Wheres . Wherere .设计意图：通过设置让同学帮忙老师找东西这样一个真实的场景来导入新课，能够马上调动同学的参加性，激发同学思维，启动学习的发生；Step TwoGame: Hide and look for thingsStudents hide and look for the school things in pairs. One student hide one school thing andask: Wheres .Wherere . The other student guess and answer: It ins yourdesk. They are in your pencil case. etc. Ask some pairs to share their performance.设计意图：通过同学之间相互推测的嬉戏，能使他们刚被激发的兴奋点连续下去；Step ThreeNew words learningShow 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 newwords, 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 sameway.设计意图：由于课前引导同学通过自主学习初步接触本课要学的新单词，所以在新单词的教案过程中，一些有才能的同学可以将自己已有的熟悉水平与实际运用结合起来，使他们能体会到通过自主学习带来胜利的满意感；通过这样的方法出现新单词，成效远比老师单纯地用图片来传授新单词要大；任务运用： ListingStep FourMake up dialoguesSection 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 FiveListen and sayListen and imitate the dialogues in Section A, 1b.Step SixSummary: A memory testShow 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：通过这种活动调动同学的视觉、感觉和记忆力来参加语言活动，并且使本课的主要语言学问得到重现，加深印象；同时，小组之间的竞赛表达了协作和团队精神；任务运用： ListingHomework:Copy the new words and try to remember them.Make a survey: Interview one of your friends or teachers. Fill in the form below.NameThingsPlaces sofanear the wallMs. Zhang/ Liu Hai设计意图：语言学问学习与实际生活相结合，培育使用英语的思维；任务运用： Making a surveyPeriod Two课前预备老师: 预备表格、一些学习用品和多媒体课件；同学: 学习用品Period Two Sub TopicTalk about the roomFunctionsTalk about where the things areRecycled languageWhere is . Its on/in/underWhere are. Theyre in/on/under.StructureIs the book / Are the books on the desk. Yes, I dont know.TasksListing Comparing/ No,Step One Warming upChatting. 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：依据同学的年龄特点，他们特别喜爱这种情形推测活动；这可以调动他们各方面的心情来参加语言活动，激活他们已有的学问水平；任务运用： ListingStep Two Listen and imitateSection 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 gameA 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 isnt.Write the general question and the answers on the blackboard.Step Four PairworkSection 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 differenceSection 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.ThingsPicture 1Picture 2backpackunder the tableon the tablepencil casebookskeysdogAsk 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设计意图：设置任务，通过对比的方式让同学懂得方位介词；利用表格直观表达出两幅图的不同点，再将它的不同点复述出来，其目的在于培育同学的语言组织才能；作用运用： Listing & comparingStep Six Practice the drill“Where is / are.”Present short dialogues, using pictures or objects to help.Dialogue 1:A: Wheres my bag.B: I dont know. Is it on the sofa.A: No, it isn t.Dialogue 2:A: Wherere my books.B: Idon t knowAr.e they on the bed.A: Yes, they are.Teach “dont =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：话题由课本学问向实际生活延长，表达语言的语用原就；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，使同学把握该句型的用法，防止单调枯燥的语法讲解；Homework: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长；任务运用： ActionPeriod Three课前预备老师: 预备表格、与本课有关的实物和多媒体课件；同学: 学习用品Period Three Sub TopicTalk about the roomFunctionsTalk about where the things areAlarm clock ； video cassette； CD ； math book ；Recycled languageStructurecomputer gameWheres . Its in / on / under Wherere. Theyre in / on / under The math book is on the dresser.The CDs are on the bookcase.TasksListing & sharingStep One Warming upAsk some pairs to act out the dialogues in Section A, 2a & 2b.Step TwoNew words learningShow 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.设计意图：培育同学语句组织才能，通过直观图片学习其次部分新单词，并在小组活动中加以操练；任务运用： Listing & sharingStep ThreeListen, circle and writePlay 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 Tommys things are. Check theanswers. Section B, 2b.Step Four Group work: Decorate the room for Emma.Show the students a picture of Emmas untidy room.Group work. Decorate the room for Emma. Make a report.设计意图：连续自我评判活动，把个人的生活体会与实际结合起来，完成自我观点的sharing，同时为最终的 Project 打基础；任务运用： sharingStep Five Self-assessment Group workThingsPlacesYesNoScorebackpackon the chair10penin the pencil case10notebookon the bookcase/in the backpack/on10keysthe deskIn the drawer/bag10dictionaryon the bookcase/in the backpack/on the desk10alarm clockon the bed/desk10socksin the drawer10pictureson the wall10shoesunder the bed10CDson the desk/bookcase10Total:Your finally score:70 100: You keep your room very tidy. 40 60: You keep your room a little tidy. 030: You keep your room untidy.设计意图：培育同学养成洁净、洁净、合理摆放物品的好习惯；Homework:Finish off the exercises in the exercise book.Write at least 8 sentences to describe your bedroom to your friends.设计意图：培育同学的写的才能；由口头训练转向笔头训练，单句的练习为下一步的篇章书写打下基础；Period Four课前预备Period FourSub TopicAsk for helpLanguage focusRecycled languageStructureTaskstaketo； bringto； can, needthing, room, desk, TV, floor, some The book is on the table.The pens are in the pencil case.I need forCan you bring some things to school. Please take these things to .ComparingProblem solving & sharing老师: 多媒体课件；单词卡片； 同学: 学习用品Step One New words learningPresentthe new words by makingconversations with students. Show some pictures and words on the screen to help.e.g.: T: Whats this.S1: It s a room.T: Do you have a room like this. S1: Yes, I do. / No, I dont.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 cant.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 cant. 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 teachersdesk. After class, I ll take it to my office. Teach“bring”and “take”.设计意图：利用图片和已学过的句型导入新课；利用直观形体语言、动作、语境教等单词，激发同学思维，帮忙同学懂得和记忆生词；Step TwoFind the differencesShow a picture of a room with a few things in it, give the studentsa 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.设计意图：感官材料与阅读材料中内容的差异对同学的记忆力无疑是一个庞大的挑战；任务具有挑战性和趣味性；任务运用： sharingStep Three Read the noteThe students read the note silently and draw the missing things in the picture. Section B, 3a. 为了节约时间，老师可以让同学在图中标出数字来替代画图； Practice reading the note loudly.Look at the picture and fill in the blanks. Section B, 3b. Students do it individuallyfirst, then check the answers.Step Three Creative workMake 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.设计意图：话题连续延长，进一步勉励同学发挥自己的想象力和主观能动性，并与实际相结合，提出自己的新观点，新思路和新方法；同时又使同学在写作方面得到训练；任务运用： Problem solvingStep Four Self-checkRevise 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 passageto describe to your classmates. Section B, 4.设计意图：结合课本学问与实际生活，学以致用，训练同学写作技巧；Finish off the exercises in the exercise book. Revise the language items in this unit.