资源描述
Unit 4 Wheres my backpack?1. About the teaching materialThe main content of this unit is to talk about “Things around the house” and learn to inquiry “the location of objects”. Make Ss learn basic sentence patterns “Wheres my backpack? Its under the chair.” At the same time, guide Ss to adopt the studying strategies of listening for key words, inferring vocabulary and role playing to learn to use the preposition of place on, in, under, behind, next to express the location of objects. Complete the dialogue through listening to the key words. Learn to guess the correct spelling forms of the words according to rearrangement. Learn new sentence patterns by using cartoon.2. Aims1) aims of abilitySs may show their desire skillfully in the situation designed by teacher. From the functional item practice, Ss may apply them in the real communication. Improve their listening ability as well.2) aims of skillSome nouns about furniture as table, dresser, bookcase, sofa, chair, drawer, daily use things as plant, CD, alarm clock, video tape, hat; some prepositions of place on, in, under, behind etc; where questions to ask the location of objects.3) aims of emotionsMake Ss have interest and the desire of learning English, and happy to participate in various English practices. Make Ss help each other in groups and cooperate actively with others to complete learning task. Help Ss set up long-range ideals.3. Teaching stepsPeriod One: SectionA 1a-1cPeriod Two: SectionA 2a-3cPeriod Three SectionA 4-SectionB 1cPeriod Four SectionB 2a-3cPeriod Five SectionB 4-Self-checkPeriod 1 (Section A 1a1c)Sub Topic: Talk about the roomLanguage focus: Talk about where the things areVocabulary: bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, in, on, underLanguage Structure: There is / are Where is? Its on / in / underWhere are? Theyre in /on / underTasks: Listening, Designing & Making a surveyTeaching procedures:GreetingsStep 1 Warming upLearn the new words in ,on , under, near by helping the teacher find out the things she lost. 1. T: Where is my English book? S: Its here. T: Oh, its on the desk. 2. T: Where are my keys ? S: Theyre under your book. 3. T: Where is my dictionary ? S: Its in the backpack. Look for things.The students hide and look for the things in groups. They can give the others some clues. For example:This is my book. Its on the second desk.Step 2: New words learningShow the students three pictures of rooms ( bedroom, sitting room, study)BedroomSitting roomStudy Group work: The students choose one of the three pictures and list the things they may think the room has.BedroomSitting-roomStudyClass work: (sharing the ideas in class) Ask the groups to share their ideas with the class. Meantime they can teach the new words. Where is ? Its Where are ? They areStep 3: ActivitiesMatch the words with the pictures. (SectionA 1a)List and number the things in the pictures when you hear them. (SectionA 1b)Pair work: Talk about the pictures in the textbooks and make their own conversation.Game: challenge your memoryStep 4: listen and readHomework: Make a survey Interview a student / a teacher and fill in the formsPeriod 2 (Section A 2a3c)Sub Topic: Talk about the roomLanguage focus: Talk about where the things areRecycled language: There is /areWhere is ? Its on /in /underWhere are ? Theyre in /on/underlanguage Structure: Is the book / Are the books on the desk?Yes, / No, / I dont know.Tasks: Listening & Making a surveyTeaching procedures:GreetingsStep 1 Warming upChatting: Chat with the students about the things around the room by showing them pictures.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. T: Where is the bookcase? S: Is the bookcase near the bed? T: Yes, it is / No, it isnt.Listen and number these things. (Section A 2a )Listen again. Imitate the dialogue in 2b,2c.Step 2 Memory ChallengeA competition: The students watch a clip of the video for a few minutes. (The video is about the teachers room.)Have a competition among groups. See who can remember all the things and places. A: Where is / are the ? B: Is / Are the in ?B: I think its / theyre B:Yes, /No,Step 3 ActivitiesGroup Work:Share the information they got from the teachers in groups. S1: There is / are in Mr. Mrs. room. S2: Where is the ? S3: Is the near the ?One of the four makes a report in class. The others listen carefully and try to draw the room. They are encouraged to ask any questions.Pair Work:A: I interviewed There is a in his room.B: Where is the ? OR Is the in ?A:Its in OR Yes, /No, A: I interviewed There is a /an in his room.B: Where is the ? OR Is the in ?A: Its in . OR Yes, / No, .A: I interviewed There is a /an in his room.B: Where is the ? OR Is the in ?A: Its in . OR Yes, / No, .Pair Work:A: I interviewed There is a /an in his room.B: Where is the ? OR Is the in ?A: Its in . OR Yes, / No, .Step 4 Self-assessmentHomework: Homework: Finish off the exercises in the exercises book Imitate & act out the dialogue in SectionA 2a & 2b.Period 3 (Section A 4Section B 1a-1c)Sub Topic Find the differencesLanguage focus Tell the differences between the two picturesRecycled language alarm clock, video cassette, CD, math book, computer game,language Structure Is the book/ Are the books on the desk?Yes,/ No, / I dont know.Tasks Listening, comparing & sharingTeaching procedures:GreetingsStep 1 Warming up Act out the dialogueStep 2 New words learningShow the students a picture of a roomLet some able students list some new wordsMatch the new words with the things in the pictures (Section B,1a )Pair work: talk about the pictures ( Section B, 1b &1c)Step 3 Find the differences (Section A 4 )Show the students two picturesDivide the whole class into two parts and show the different halves two different picturesAsk and answer:(The teacher asks questions and the students answer them. They are asked to listen very carefully and remembered the things and places in another picture.)T: Where is the computer game in Picture One? S: Its T: Where is the computer game in Picture Two? S: Its Have a competition: One half asks, the other answers Where is the plant in Picture One ? What can you see near the bed in Picture Two?A report like this:In Picture One, the plant is on the table, but in Picture Two its under the chair. Step 4 Group workShow the students a picture of sbs untidy room.Group work: decorate the room for sbStep 5 Task: rearrange ones roomThings Places The places we put His books are in the desk.We put his books in the bookcase. Homework: To draw a picture of their own room and write a short composition about it.You may begin like this: Homework: To draw a picture of their own room and write a short composition about it. You may begin like this:This is s room. The hat is The books are Period 4 (Section B 2a3c)Sub Topic Asking for helpLanguage focus take to ; bring to ; needRecycled language The book is on the table. The pens are in the pencil-case.Language structure I need for Can you bring some things to school? Please take these things toTasks Comparing, Problem solving & sharingTeaching procedures:GreetingsStep 1 Warming upShow Tommys photo to the class and let the students ask any questions about Tommy.Discussion: The teacher tells the students Tommy wants something from his room for school. Have them discuss in groups what he needs.Make a report: We think Tommy may need , because ( Section B: 2a & 2b )Step 2 Listing and writingListen and circle the things Tommy really wants ( Section B 2a )Listen again and write down notes. ( Section B 2b )Make an oral reportStep 3 Section B 3a &3bRead the note and draw the missing things in the picture.Look at the picture and fill in the blanks.Step 4 Creative WorkGroup work: Discuss what you need for the coming sports meetingMake a telephone call to your familyAct out the conversationThe others listen to the conversation and finish the telephone messageModel: Telephone Message From : _ To : _ Message : I need _Step 5 DiscussionDiscuss in groups: What do you we need in our dormitory/classroom? We need,because now . We want to put it in the. ( Make a report )Step 6 WritingWrite a letter to the headmaster/ classroom in groups and put in the letter boxHomework: Design your ideal room in groupsPeriod 5 (Section B 4Self-check)Sub topic My ideal roomLanguage focus The things in our nice roomLanguage Structure We have a nice room. There is / are . You can see the .Tasks ProjectTeaching procedures:GreetingsStep 1 RecommendationSuppose each group is a company for renting out the rooms. Have a few groups recommend their rooms to the others.Introduction We have a very nice room. There are lots of things in it ( The others listen carefully and try to choose the room they want to rent.)Make up dialogues between the leaser and leaseholderSee which group can lend their roomsStep 2 DesigningGroup Work: Discuss what we can see in your room in 2050. “You can see a very great room. There is / are ”Make a reportStep 3 WritingJohn has a nice room to rent, please help him to write a notice to describe his room.Notice I have a very nice room. There is a _Do you like it? If you like it, please call John at 730-0555.Homework: Finish off the exercises Write a short passage My room in 2050 & My ideal roomActivities Atitude Learning the wordsPlaying the game Making up dialogueMaking a surveyMaking a report Memory challenge Action DiscussionGroup workClass work 希望对大家有所帮助，多谢您的浏览！
展开阅读全文