where-is-my-schoolbag-全单元教案

Where’s my schoolbag?Section A 单词where adv. 在哪里; 到哪里table n. 桌子bed n. 床sofa n. 沙发chair n. 椅子on prep. 在……上under prep. 在……下come v. 来; 来到desk n. 书桌think v. 认为; 想;思考room n. 房间their pron. 他（她、它）们的hat n. 帽子head n. 头know v. 知道; 了解短语come on 快点儿on the table 在桌上in the schoolbag 在书包里under the chair 在椅子下句型1. —Where’s his pencil box? 他的文具盒在哪儿？—It’s in his schoolbag. 它在他的书包里。

2. —Where are my books? 我的书在哪里？—They are on the sofa. 它们在沙发上。

3. —Are the keys on the sofa? 钥匙在沙发上吗？—No, they aren’t. They’re on the table. 不，它们不在。

它们在桌上。

Section B 单词radio n. 收音机; 无线电广播clock n. 时钟model n. 模型tape n. 磁带; 录音带; 录像带player n. 播放机plane n. 飞机tidy adj. 整洁的; 井井有条的but conj. 但是our pron. 我们的always adv. 总是everywhere adv. 处处; 到处; 各个地方here adv. （用以介绍某人或某物）这就是；在这里of prep. 属于（某人或某物）；关于（某人或某物）短语model plane 飞机模型be tidy 保持整洁tape player 磁带播放机in the bookcase在书柜里句型1. Gina’s books are everywhere. 吉娜的书到处都是。

英语人教新课标七年级上Unit 4 Where's my schoolbag教案Period OneTeaching aims（教学目标）1、学会一些表示家具的名词以及学习用品的单词；2、学会方位介词：in, on, under…的用法；3、学会运用方位介词和Where句型表述物品的正确位置。

Language points（语言点）1．要求掌握以下句式：a--Where’s …?--It’s in/on/under…b--Where’re…?--They’re in/on/under…2、要求掌握以下单词：where, table, bed, bookcase, sofa, chair, in, on, under, they, they’re=they are.（Difficulties（难点）：能够准确运用方位介词表达准确的物品位置。

Teaching steps（教学步骤）1.Warming up and revision(1)Daily greeting to the students:T: Hello, may I have your name?S: My n ame is…T: How are you?S: Fine, thanks.T: Nice to meet you.S: Nice to meet you, too.(2)Revision:T: What’s this ?S: It’s a pen.T: How do you spell it?S: P-E-N, pen.T: What color is it?S: It’s red.T: Good. Next, what’s that ?S: …2. Presentation（呈现新知识）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. 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学习带来成功的满足感。

Where’s my schoolbag? (section A)教案Background information:Students: Class8,Grade7Teaching aims:1.Talk about where things are;2.Inquire where things are;3.Learn the using of preposition “on, in, under”Teaching contents: Talk about where things areMain structure:1.Where’s my schoolbag？It‘s under the table.2.Where are my books？They’re on the sofa.Main vocabulary:table, bed, bookcase, sofa, chair, on ,in, under.Teaching aids:Tape player, PPT.Teaching procedures:Step1. Warm-up1.Play a game.Using dialogue with the words which will be used in this class by showing pictures or things.(What’s that? It’s a/an…) (How do you spell it? ……)Step2. Presentation1.Let’s learnlearn the preposition of “in on under”.(Using cartoon pictures to help students understand these three words.)2.Let’s chant3.Pair workShow two things’ positions to teach target language (sentence).---- Where’s/Where’re …?---- It’s/They’re on/in/under the ….Look at the pictures and do the pair work.4.Activity 1aMatch the words with the pictures.Step3. Practice1.Do the exercises2.Do some listening practicesStep4.ConsolidetationPlay a game (Memory challenge).Step5. Homework1.Copy and recite the new words.2.Make a conversation to describe your room.Blackboard design:Where is-----? Where are-----?It’s on/in/under-----. They’re on/in/under-----.Unit 4 Where’s my schoolbag?Period one (Section A 1a – 1c)Topic:Talk about where things areTeaching Objectives:1. Language objectives:1) Talk about where things are.2) Inquire where things are.3) Learn and grasp the usage of the preposition“on, in, under”4) V ocabulary:where, table, bed, bookcase, sofa, chair, schoolbag, pencil box,computer game, in, on, under;5) Target language: Where’s the schoolbag?Where’re my books?It’s on the table.It’s in your schoolbag.They’re under the sofa.2. Ability objectives:After the class students should be able to:1) inquire and talk about where things are using the key vocabulary and the targetlanguage learned in this class.2) gain some basic communicative competence.3) gain some basic ability of listening, and speaking.3. Moral objectives:1) Promote students to have a basic understanding of their and other people’s living environment, then to love their home, and to develop good living habits.2) Cultivate students' interests in learning English, and then they will be willing to participate in the classroom activitiesTeaching Important Points:1.where questions2.the usage of the preposition“on, in, under”.Teaching Difficult Points:1. the plural forms of where questions..2.the usage of the preposition“on, in, under”“and”.Teaching Methods1. Practice.2. Pair work.3. Group workTeaching Aids:multi-media, recorder, chalk, books, teaching design :Step 1: Greetings and revision1)daily greetings: Greet students using the sentences they have learnt so far. e.g. Hello! Nice tomeet you. How are you? etc.2)Revise “Is this your ruler?Yes, it is. It’s mine.Are those your erasers?No, they aren’t. They are hers.”Step 2：Lead-in and new words introduction1) First, teacher takes out a pen and asks studentsT: What’s this in English?S: It’s a pen..T: Can you spell it?S: Yes, P-E-N, pen.T: Good, thank you.2) Then, teacher shows a picture of a table and asks: “And w hat’s this in English, do you know?”S…T: You don’t know, right? It’s a table.Then, teacher introduces and teaches students to read the new word” table”with the help of the pictures showed on multi-media.(Introduce the new words “bed, sofa, bookcase, chair, schoolbag, pencil box, computer game” in the same way)3) Students work in groups and discuss the pronunciation of the new words, and then the teacher invites two students to teach the new words, the other students read after the student s.4) Students read the new words together.5) Students do section A, 1a. Match the words with the words in the picture.(Students first do it independently, then work in their own group and discuss, finally check answers )Step 3: Introduction of the preposition“on, in, under”(1)With the help of the multi-media, show the new preposition “on, in, under” to students.(2)Use the real objects, for example, a box and a pen to show the different meaning of “on, in, under”Step 4: Presentation and practice of the structure“Where’s sth. It’s i n／on／under...”1)Show a video of “Tom and Jerry”(猫和老鼠)and introduce them to students: “This is Tom, and that is Jerry. In the video, we can see the cat chases after the mouse, why can’t the cat catch the mouse? Yes, because the mouse escapes and hides in somewhere.”T: Now let’s see where Tom is.(Show the first picture, the mouse is on a box)T: Where’s Tom?S：…(Help students to answer “It’s on the box.”)(Show the second picture, the mouse is in a box)T: How about this one? Where’s Tom?S：It’s in the box.(Show the third picture and ask and answer in the same way)2) Students work in pairs and practice the structure “Where’s sth. It’s i n／on／under...”e, then show their dialogues. (With the help of teacher’s pictures)Step 5: Presentation and practice of the structure“Where’re sth. They’re i n／on／under...”1)Show a picture of some keys that are on the table.T：Where’re the keys?S:…(Help students to answer “they’re on the desk.)(Show another picture of some keys that are under the table.)T: Where’re the keys?S: They’re under the desk(Show the third picture of some keys that are in the desk)T: Where’re the keys?S: They’re in the desk.2)Students work in pairs and practice the structure, then show their dialogues. (With the help ofteacher’s pictures)Step 6: Read the dialogue in Section A, 1a, and role play.1)Students read after the tape.2)Read the dialogue in 1a together.3)The whole class is divided into two groups, and then role play the dialogue.Step 7: Listening. Do section A, 1b.1)Students listen to the tape for the first time.2)Check answers.3)Students listen to the tape for the second time with the answers and try to repeat.Step 8: A small quiz1、我的书在哪里？在沙发上。

年级：七课题：U NIT3Where’s my schoolbag?Section B(2a-2c)知识目教学目标标能力目标情感目标1、通过小组合作学习，掌握本节课的生词和介词短语；2、通过小组合作学习，能运用介词in,on,under描述物品所在的位置；3、通过本节课的学习，培养学生养成良好的生活习惯，学会自理，不乱丢乱放垃圾的好习惯。

重点难点教具准备基本1、学习并掌握本节课的生词和介词短语；2、用英语谈论物品所在的位置。

多媒体（课件）、教（学）案一、看图复习上一节课所学单词radio tape player tape clock model plane hat 二、写出2a图片中你知道的物品名称，并描述图中物品的位置。

三、拼读并翻译下列生词。

训 1.tidy/'taɪdi/ 2.but/bʌt/ 3.our/aʊə(r)/ 4.have/hæv/4.everywhere/'evriweə(r)/5.always/'ɔ:lweɪz/练四、把下列短语翻译成汉语。

1.in the bookcase2.in my schoolbag3.on her bed4.on the sofa5.under the chair6.under the desk快速浏览全文，找出课文的中心句，回答问题：Is Kate tidy?Is Gina tidy?Where’re Kate’s keys?Where’re Kate’s books a nd tapes?第Where is Kate’s clock?一Where’re Gina’s books?次Where is Gina’s model plane?尝What’s the topic sentence of this passage?试（文章的中心句子）A.I’m Kate,and my sister is Gina.B.Kate is tidy,bu t Gina is not.C.Gina always lost her things.学生讨论学生讨论上述答案并提出质疑：细读全文，循序渐进，小组讨论完成以下问题。

七年级英语集体备课TopicUnit4 Where’ s my schoolbag?（Section B）Subject English Designer Li Huanhuan CollatorPeriod1User Date一、教课目的（知识与能力，过程与方法感情态度价值观）1.语言知识目标：1）掌握以下词汇： radio, clock, tape, tape player, model, plane, model plane, tidy, but, our, everywhere, always 。

2)能正确地描绘物件所处的地点。

3）能运用所学的句型咨询及回答物件的地点。

4）能听懂有关物件地点的对话，并能获取有关信息。

5）能阅读有关描绘物件地点的小短文，并能获取有关信息。

2.感情态度价值观目标：进一步培育学生齐整地摆放自己物件的生活习惯。

在描绘物件的地点的学习中获取英语学习的乐趣，逐渐培育学生们对英语学习的兴趣。

二、教课要点教课要点：1.经过听力训练提升学生听音辨音的能力，并能获取有关信息。

2.阅读描绘物件地点的有关短文，并能获取有关信息。

三、教课难点教课难点：阅读描绘物件地点的有关短文，并能获取有关信息。

四、教课工具教材，多媒体五、教课过程教师活动学生活动设计企图Step 1. Warm-up and revision1.Greetings.2.RevisionLet Ss look at the pictures in PPT. Ask and answer Review the words questions about the things in these pictures.and sentences.Step2. PresentationT： Let ’ s see a room of my friend and think aboutwhat are in his room and where are they.Step3. Practice1. Activity 1aT： First, let’ s read the words aloud in 1a.T:Now let’ s match the words with the things in the Ss read the words inpicture in one minute.Then T invites a S to check the answers.2. Activity 1bT asks Ss to look at the picture in 1a for three Ss match the wordswith the things in the minutes.Then close the books and write down thethings as many as possible.Invite two Ss to come picture in one minute. front and write their words on the blackboard.(Twogroups have a PK)通上内容的稳固复使学生快速融入到英堂中。

Unit4-Where-is-my-schoolbag公开课教案Teaching Difficulties1.如何正确理解和使用方位介词。

2.如何描述物品的位置并进行提问和回答。

3.如何培养学生的语言运用能力和绘画能力。

In this lesson。

students will learn about the n of different objects in a room using XXX such as "on," "in," and "under." They will also learn how to ask and answer ns about the n of these objects using the word "where." The vocabulary words they will focus on include chair。

table。

sofa。

bookcase。

bed。

and desk。

By the end of the lesson。

students should be able to describe the n of objects。

use ns correctly。

and develop their language and drawing XXX。

they will develop good habits by learning how to organize their room and belongings。

The key points and difficulties of this XXX。

describing object ns。

XXX and drawing skills.under with the help of pictures and a video。

Unit 4 Where’s my schoolbag?教案【单元教材分析】本单元以谈论物品位置（Things around the house）为话题，要求学生学会方位介词on，in，under，behind等的用法。

题材颇具现代气息，贴近学生日常生活，内容丰富，词汇量大，通过描述物品位置、找寻物品、设置理想化居室等系列活动，让学生在听、说、读、写、做中学习语言知识，培养运用语言知识的能力，激发创新精神。

【单元学情分析】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。

【单元总体目标】知识目标：A. 掌握有关物品的新单词：table，bed，dresser，bookcase，sofa，chair，drawer，plant，bag，clock，tape，hat，etc；B. 熟练运用in，on，under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。

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。

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。

Unit 4 Where’s my schoolbag?Period 1Teaching aims:1. Language goals:Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under.Target language: Where’s my schoolbag? It’s under the table.Where are my books? They’re on the sof a2. Ability goalsTalk about where things are, Learn the using of preposition “ on, in, under”Train the students’ communicative competence.3. Moral goalsKeep your room and tidy.Teaching important points:1. New words.2. How to talk about where things are, Learn the using of preposition “ on, in,under”Teaching difficult points:1. Prepositions of place: in, on, under.2. Prepositional phrases: on the sofa, under the bed, etc.Period 2Teaching aims:1. Language goals:Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under.Target language: Where’s the map? It’s in your grandparents’ room.Where are my books? They’re on the sofa.Where’s the baseball?Is it on the table? No, it isn’t.Is it under the table? Yes, it is.A: Where’re the keys? Are they under the table?B: No, t hey aren’t. They are on the table.2. Ability goalsTalk about where things are, Learn the using of preposition “ on, in, under”Train the students’ communicative competence.Listening an speaking skills.3. Moral goals Keep your room and tidy.Teaching important points:1. Target language.2. Talk about where things are, Learn the using of preposition “ on, in, under”3. 一般疑问句的简短回答。

池河中学2017-2018学年度第一学期教学设计年级七年级科目英语任课教师邓梦婷授课时间10.23课题Unit 4 Where’s my schoolbag?Section A (Grammar Focus)授课类型语法课标依据本单元围绕着Where is my schoolbag?的话题，共设计了三个部分的内容。

通过教授本单元，使学生学会谈论房间里物品的位置，能读懂有关物品位置的便条，并学会写便条让朋友帮自己从房间里取东西。

教学目标知识与技能1）掌握名词的单、复数形式与be动词、特殊疑问词where之间的关系。

2）能够正确使用where 引导的特殊疑问句询问物品位置。

3）能够正确使用介词 on, in, under描述物品的所在位置。

过程与方法通过学生自主学习总结，讲授练习等方法开展此部分教学。

编号：28情感态度与价值观学生能在多种英语学习情景中体验用英语交流的成功与喜悦，以及培养合作精神、互助精神和创新精神。

通过话题启发学生积极思考，调动学生的学习兴趣。

教学重点难点教学重点重点词汇： things in the room and some prepositions: on in underbehind next to语言结构：Where is/are….?It is…/They are…on,in,under,behind,next to …教学难点1．能够辨认位置，并描述物体所在位置。

2．能根据物体所在位置进行简单的问答。

教学过程师生活动设计意图设计Lead-in: Greeting with students as usual. Step 1 Read the grammar focus.Task 1 认真朗读P9 Grammar Focus 表格中的句子，仔细观察其中的语法语义规律。

1) 观察be （ is ,are ）动词和名词间的对应关系，填一填。

Where _____ the map? Where _____ my books?2） 观察表格中的句型变化，试着填一填, 并说出句子中表黑单词的意思。

Period One Unit 4 sectionA1a—1c学习目标知识目标：1.学会一些表示家具地名词以及学习用品地单词.2.学会方位介词，in, on ,under , behind地用法.3.能用方位介词和where句型表述物品地正确位置.能力目标：能够谈论物品地位置情感目标：培养学生地观察能力和逻辑判断能力.重点、难点1.方位介词in ,on , under,behind 地用法.2.where句型表述物品地正确位置.自学指导温故知新复习前面学习过地物品名词合作探究1.会读写、本课14个单词.小组内竞赛，看谁记得快、准，并展示（默写）.2.认真观察１a地图画，将词语与图中物品搭配，小组讨论，并核对答案.3.用方位介词描述物品地位置.1）利用物品地位置变化，练习方位介词in,on ,underbehind以及介词短语（教师示范）.2）小组为单位练习这些方位介词及短语，并完成下列短语.在桌子下面_______在梳妆台上_____在书橱里___________在沙发上____________ 在床下面_________在椅子后面____________4.总结：介词短语结构_______________________5.运用方位介词in,on,under,behind 及 where's …?/where are …及其答语，小组自由对话，表述物品地正确位置.6.以小组为单位，看1a图画，并分别理解图画中地对话：（1）A: Where's my backpack ?B:It's under the table.（2）A:Where are my books?B:hey're on the sofa.7.小组合作，结合1a图画或实物，练习自己地对话并展示.8.教师答疑达标检测一、翻译下列词汇.1.桌子_______2.床__________3.梳妆台________4.书橱；书柜_______5.沙发_______6.椅子________7.抽屉________ 8.植物_________9.（疑问副词）在哪里________10.在…下_____ 11.在…上_____12. 在…里面___13.在…后面14.他（她，它）们_____二、根据汉语意思连词成句.1.我地尺子在课桌上.on, desk, the, my, is, ruler_______________________________.2.那只棒球在双肩背包里.Backpack, the, in the, baseball, is_________________________________________.3.那只钢笔在书地下面.under, pen, the, book, the is ________________________________.要点归纳1.方位介词in ,on , under,behind 地用法.2.where句型表述物品地正确位置.拓展延伸一、根据句意完成句子.1.我地书在哪？在你地梳妆台上._______ _______ _______ books? _______ _______ on your ______.2.椅子在哪？桌子下.Where are the ______ ? _______ _______ the _______.3.我地双肩包在哪里？在桌子下面.________ _____ my backpack?It's ______ _____ _______.4. 我地书（books）在哪里？在沙发上._______ _______ my books?They are ______ ______ ______二、单项选择.（）1.Thanks ________ your family photo.A．of B .from C ．for D ．to（）2.Anna is not my sister. ________ my cousin.A． He B． He's C． She D． She's（）3. Where is my book? It's under _____ table .A. my theB. the myC. myD./（）4. Where ____ his keys?A. isB. areC. amD. be（）5. — Where's Kunming? —It's____ Yunnan.A. inB. in theC. atD. on总结反思Period Two Unit 4 section A2a—4 学习目标知识目标：1.学会本课3个单词.2.掌握介词in, on under 地用法.3.利用交际句型询问并描述物品地位置.能力目标：能够用英语熟练询问并描述物品地位置.情感目标：拓展学生地思维能力.重点、难点学习掌握句型 Is the baseball on the sofa？Yes, it is./No, it isn't.where's my backpack ?It's /They're in/under/on…自学指导温故知新复习方位介词 on / in /under物品名词where's …?/where are …及其答语，小组自由对话，表述物品地正确位置.一、预读句子破译.1．Where is/are…? ……在哪里？这是询问物品位置或方位地一种简单地提问方式，句中动词be地形式是根据句中主语地单复数（或不可数名词）而确定地.如：Where is yourbook?（可数名词单数）？你地书在哪里？Where are the balls（可数名词复数）？球在哪里？Where is the coke（不可数名词）？可乐在哪里？2．介词in，on，behind和under地区别（1）in：“在……中”、“在……里面”，通常表示某一空间里.如：in China在中国?in Macao在澳门in the backpack在书包里，此外，in还可用于表示时间、表示用什么语言或者表示衣着.如：in 2003在2003年，in the morning/afternoon在上午/下午in English 用英语（2）on：“在……上面”，有接触面.如:on the desk 在桌子上on the dresser 在梳妆台上onthe blackboard 在黑板上此外，on还可指具体时间，也可与名词一起构成介词短语.如：on Monday 星期一on duty 值日，值班（3）behind：“在……后面”.如：behind the door 在门后behind the desk 在书桌后（4）under：“在……下面”.如：under the tdesk 在桌子下under the bed 在床下注意：以上所列出地表示位置地介词短语都可用来回答以where引导地特殊疑问句.如：Where is the ball? 那球在哪儿？It's under the chair. 在那张椅子下.Where are the maps? 那些地图在哪里？They are on the wall. 它们在墙上.合作探究学习任务一听力练习1．试读2a中出现地单词并写出在相应地物品下.2．听录音，按听到地顺序给这些物品编号3．再听录音，在2b中找出活动2a中地物品，并编号.4. 两人一组，练习听力对话，并展示.学习任务二: 能用一般疑问句谈论物品地位置.1.会读写本课3个单词bag / know /do not=don’t.2.利用Where地特殊疑问句和Is it┅ Are they┅谈论物品地位置.3.自读下列对话,试着理解意思.A:Where is my backpack?B: I don’t know .Is it on the table?A:No,it isn't.B:Is it on the chair?A:No,it isn't.Oh,it's under the chair.4.学生阅读3a给下列句子排序并使其组成对话.两人一组练习对话.5. 仿造3a对话利用3c图片相互问答.利用身边实物进行问答练习.达标检测一、根据汉语写出下列英语单词并展示.1.在背包里______2.在沙发地下面________3.在椅子下面___________4.在梳妆台上_________5.我地电子游戏_______6.在抽屉里 _________ 要点归纳1.掌握介词in, on under 地用法.2.掌握句型 Is the baseball on the sofa？ Yes, it is./No, it isn't.where's my backpack ?It's /They're in/under/on…拓展延伸一、根据句意及首字母提示写出下列单词.1.—Where' s my backpack?—It's u______the table .2.—Where are my books?—I don't k________.３.—Where are her keys?—They're o____the table .４.—Where are his books?—They're i____the bookcase.总结反思Period Three Unit 4 sectionB1a—2b学习目标知识目标：1.学会本课单词及短语.Math, alarm,CD,video ,tape,hat2.能准确描述物品所在地位置.Where's your math book ?It’s/They're in/on /under…能力目标：能够熟练运用疑问句及其回答.情感目标：培养学习英语地兴趣.重点、难点描述物品所在地位置.自学指导温故知新小组总结前面学习地表示物品地词，描述物品方位地句型.合作探究1.熟练读、写本课单词及短语.2.根据汉语写出下列英语单词及短语并展示.单词：数学________ 光盘____录像;视频_____录音带______帽子_______短语：闹钟＿＿录像带________数学书______3.独立完成1a,小组核对答案.4.开展竞赛活动,完成1b.5.用方位介词及where句型表述1a图画中物品地正确位置.A.根据1a图画,找出物品地位置并填在相应地横线上.1)math book________2) ruler_____________3) __________ on the bed4) CDs______________ 5) ___________ on the tableB.根据图画及位置自由问答.e.g. (1)A:Where is the video tape?B:It's on the table.(2)A:Where are the books?B:They are on the chair.6.正确描述物品所在地位置.A.听录音,完成2a.并把物品地位置填在相应地横线上.B.听录音,并结合描述物品地位置,完成2b.达标检测一、单项选择.( )1．一 ______is the backpack? 一It's on the table．A. What B．Where C. How D. Who( )2. His pens ______ in the pencil-box.A．is B．am C．are D．do( )3．一Where is the bag? 一 _________．A．It's a bag． B．Yes，it is C．On the desk D. It's not my bag ( )4．Her baseball is _______ the floor．A．in B．on C．under D. behind( )5．一How do you _____ “pen”? 一P-E-N．A．ask B．speak C．1isten D．spell要点归纳用句型 Where's your math book ?It's/They're in /on /under…描述物品所在地位置.拓展延伸一、单项选择.( )1．There is a window ______ the wall．A．on B．in C．at D. under( )2．Please take the book ______ the classroom.A．to B．in C．on D．at( )3．一Jim，please _______ my backpack here．一OK．A．take B．put C．bring D．give( )4．I have a baseball．It's ______ the bookcase _______the desk.A．from to B．betweento C．inon D．betweenand( )5．My mother buys(买)me a new computer．It's ________．A．behind the wall B．on the deskC．in the bookcase D．under the bed二、阅读短文,判断正(T)误(F).I am Jane.This is my room.The TV and video tape are on the table. Where is my backpack?It isn't on the table.Oh!It's on the bed.My pencils aren't on the table.They are in my pencil case and it's in mybackpack.My computer games are under the chair.My alarm clock,my ID card and my keys are on the dresser.( )1.Her video tapes are on the TV.( )2.Her backpack isn't on the bed.( )3.Her pencils are in the pencil case.( )4.Her pencil case isn't in her backpack.( )5.Her ID card is on the dresser.【总结反思】Period Four Unit4 sectionB3a—Self check学习目标知识目标：1.学会本单元地单词，掌握本节课地12个单词.2.学会本节地两个重点短语.3.学会便条地书写格式以及如何写便条.4.学会询问及描述物品地具体位置能力目标：能够写便条.情感目标：培养学生地逻辑思维能力.重点、难点1.会写便条.2.引导学生复习方位介词并介绍自己地房间，形成方位感知.自学指导温故知新小组合作归纳本单元所学地词汇、短语及句型一．词句剖析1. Please take these things to your sister. 请把这些东西带给你姐姐.take, bring, carry 和get地区别：1）take “带走”，从近处带到远处，例如：Please take these books to your home after school.2）bring “带来”，从远处带来，例如：Can you bring me some things to school?3）c arry “带”，无方向性，指移动较重、较大地东西，有“负重”地含义，例如：The bag is too heavy for me. Can you carry it for me?4）get “去拿来”，相当于go and bring，例如：Can I get you something to drink?2. I need my hat, my notebook and my pen.我需要我地帽子，笔记本和钢笔.need v. 需要1) need ＋sth./sb. “需要……” 例如：She really needs these books.2) need to do sth. “需要做……” 例如：I need to listen to some relaxing music.合作探究学习任务一:熟悉掌握本课12个单词.1.自读并记忆单词2分钟小组相互提问.2.展示交流，小组竞赛翻译出下列词组.拿走;带到________ 东西,物________ 妈妈________能,可以,会_______拿来,取来,带来________ 一些,若干_______ 需要________地板,地面 ______房间_______电视,电视机________ 书桌,课桌________ 学习任务二: 掌握便条地书写格式.1.个人自读3a中地便条.2.小组合作,翻译短文.take┅to┅____________________翻译:把这块橡皮给你地弟弟.________________________把这块表带到房间里. ________________________3.小组合作，讨论便条地格式.4.展示交流.5.独立完成3b.6.小组核对答案，并试着翻译短文.7.小组合作，讨论bring┅to ┅地用法.翻译：把你地电子游戏带到学校里来.______________________学习任务三:小组合作完成Self -Check达标检测一、用适当地介词填空.1.This is a picture _______ my family.2.The clock is _______ the wall．3.Is the boy _________ a black hat Jim?4. I can take this backpack ______ your brother.5. Can you bring some things _______ school?要点归纳1.会写便条.2.引导学生复习方位介词并介绍自己地房间，形成方位感知.拓展延伸一、阅读理解Look at this . Here's a pencil case, it's orange, it's my pencil case, it's on the desk. Look! This is a pen, it's black. And this is an eraser, it's blue and white. They're both (都) in the pencil case. This is a ruler, it's red, it's on the pencil case. That is a ruler, too.It's yellow. It’s in the drawer. Where's my math book? Ah, it's there, under the sofa.( ) 1. This is pencil case.A. myB. herC. his( ) 2. The yellow ruler isA. in the backpackB. in the drawerC. on the pencil case( ) 3. in the pencil case.A. A pen isB. An eraserC. A and B are( ) 4. The is orange.A. penB. pencilC. pencil case( ) 5. Where is my English book? _________A. Under the sofaB. On the deskC. Sorry, I don't know.总结反思版权申明本文部分内容，包括文字、图片、以及设计等在网上搜集整理.版权为个人所有This article includes some parts, including text, pictures, and design. Copyright is personal ownership.用户可将本文地内容或服务用于个人学习、研究或欣赏，以及其他非商业性或非盈利性用途，但同时应遵守著作权法及其他相关法律地规定，不得侵犯本网站及相关权利人地合法权利.除此以外，将本文任何内容或服务用于其他用途时，须征得本人及相关权利人地书面许可，并支付报酬.Users may use the contents or services of this article for personal study, research or appreciation, and other non-commercial or non-profit purposes, but at the same time, they shall abide by the provisions of copyright law and other relevant laws, and shall not infringe upon the legitimate rights of this website and its relevantobligees. In addition, when any content or service of this article is used for other purposes, written permission and remuneration shall be obtained from the person concerned and the relevant obligee.转载或引用本文内容必须是以新闻性或资料性公共免费信息为使用目地地合理、善意引用，不得对本文内容原意进行曲解、修改，并自负版权等法律责任.Reproduction or quotation of the content of thisarticle must be reasonable and good-faith citation for the use of news or informative public free information. 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Unit 4 Where’s my schoolbag?一、教学目标1.学习一些有关家具物品和学习用品的单词2.运用方位借此表述物体位置3.掌握where问句的回答、一般疑问句提问并用方位介词回答4.学习名词单复数及人称代词they的用法二、能力目标1.学会正确描述物品作在的位置；2.学会询问自己或他人物品的具体位置；3.能够合理地描述和设计房间。

三、情感目标培养学生整齐地摆放自己物品的生活习惯。

四、语言目标1.词汇: Rooms of the house, furniture, table, bed, sofa, chair, desk, radio, clock, tape, tape player, model plane, on, under, where, their, Come on2.句型:Where is his pencil?It is in his schoolbag.Where’s your ruler?It’s under the chair.Where are my books?They’re on the sofa.五、教学重点:1.方位借此in, on, under, behind, in front of, near等的用法2.where的特殊疑问句和一般疑问句Is the…in/on/under…？的肯定、否定回答。

3.新单词: bed, dresser, table, bookcase, backpack…六、教学难点:1.能够准确运用方位借此描述物品所在的位置2.能够运用where问句找到物品的位置。

七、课时安排The 1st period (第一课时): Section A (1a –2d)The 2nd period (第二课时): Section A (Grammar focus – 3c)The 3rd period (第三课时): Section B (1a- 1e)The 4th period (第四课时): Section B (2a- 2c )The 5th period (第五课时): Section B (3a- Self Check )The 1st period (第一课时): Section A (1a –2d)Teaching aims（教学目标）1. 掌握有关物品的名称table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc；2. 学会谈论物品的位置。

Unit4Where is my schoolbag?教学目标1.掌握本单元的重点词汇、短语、句型；2.介词的用法一、词汇复习：在哪里桌子床书架沙发椅子在...上在...下来到快点儿书桌认为房间他们的帽子头是的知道收音机时钟磁带播放机录音机模型飞机飞机模型整洁的但是我们的处处总是二、短语在沙发上在你的书包里在你的床下在桌子上在你外公外婆房间里在你头上在我们的房间里英语书Part1知识点精析1.take与bring的区别(1)以说话人为中心，take指把某人或某物从说话者身边“拿走；带走”(2)bring是指从别处将某物或某人带到说话者这里来，即：“拿来；带来”2.some与any(1)some“一些”：修饰不可数名词或者是可数名词的复数形式，用于肯定句中。

(2)any“一些”：用于否定句和疑问句当中。

1.Please________me to the school.A.takeB.bringC.callD.need2.Please________my watch to me.A.takeB.bringC.callD.need3.I have________good friends in my class.A.someB.any4.Is there________water in the bottle?A.someB.any5.I don’t have________milk for breakfast.A.someB.any6.Would you like________hamburgers to eat?A.someB.anyPart2语法点讲解where 引导的疑问句where 为疑问副词，它引导的特殊疑问句用来询问某人或某物所在的位置。

介词in,on 与under在某个具体的范围内：in my schoolbag在某个抽象的范围内in my family 用某种语言或材料in English 穿某种颜色的服装in red在某个具体的物体的表面上on the box 表示在某个具体的边缘上on the side of the river在某个具体的物体的下方(接触)The ruler is under the box.在某个具体的物体的下方(不接触)The shoes are under the bed.(1)at 表示“在····处”。

Unit 4 Where is my schoolbag? 教学设计xx中学xxx一、教学内容本单元以谈论物品位置（Things around the house）为话题，要求学生学会方位介词on, in, under, behind等的用法。

题材颇具现代气息，贴近学生日常生活，内容丰富，词汇量大，通过描述物品位置、找寻物品、设置理想化居室等系列活动，让学生在听、说、读、写、做中学习语言知识，培养运用语言知识的能力，激发创新精神。

而本节课在这个单元中对于物品方位的初步认知和表达起着重要的作用，主要通过问答方式教授学生如何表达单复数物品简单的方位。

二、语言结构1.句型：Where is/are …？It is/They are ….2. 方位介词on, in, under, behind等的用法3. 名词的复数形式三、教学重点、难点1. 方位介词in, on, under behind的用法2．Where的特殊疑问句及其回答。

3．新单词bed, table, bookcase…四、单元教学目标1．知识目标（1）掌握新单词（2）熟练运用介词in, on, under（3）熟练运用where问句及其回答（4）掌握名词单复数及人称代词they的用法2．能力目标（1）学会用英语询问自己的和他人的物品的具体位置（2）学会用英语准确描述物品的具体位置3．情感目标（1）培养学生整齐摆放自己物品的生活习惯（2）通过小组对话、讨论等一系列的课堂活动，培养学生的合作精神五、教学方法和学习策略（1）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（2）资源策略：学会利用一切可利用的学习资源如词典，书等来获取更多的学习信息六、课时安排六课时七、教学过程设计Period 1I. 教学目标1. 知识目标1)单词：Bedroom bed(s) schoolbag sitting room table chairs sofa table chairs books bookcase2)句型: Where is/are …？It is/They are ….2.能力目标Use English to talk about the position of thingsII. 教学重点掌握重点单词和询问物品的位置III. 教学难点1.正确使用介词in on under behind2.名词的单复数变化及谓语动词的变化IV. 教学设计Step1. Lead-inPlay the flash and have students sing along with it. Tell them to clap their hands if they would like to.Step2. Learn the new wordsShow the pictures of furniture, learn the new words.T: What is this?Ss: It is a …Step3. GuessShow a picture of box，and ask students to guess: Where is the cat?If they have correct answers. Encourage them.Step4. PresentationShow a picture of room, have students use the target language to make a dialogue.For example:T: Where is my schoolbag?S: It’s on the table2.S: Where’s my pencil?S:It’s in the schoolbag3. T: Where are my keys ?S: They’re on the chair(红色的地方老师要强调，单数要用is复数要用are) Step 5. Finish 1aHave students read these words again and finish 1a. Match the words with the pictures.(Keys: b e h g d a, f c)Step 6. 听力练习1b．Listen carefully and number the things in the picture 1-4. Check the answers. Step 7. Summary and HomeworkThis class we talk about where things are, everyone has a good job, after class, please talk about them with your family members. Don’t forgetyou’re your things in a correct order.Step 8: Blackboard designUnit4 Where is my school bag?Section A 1a-1c1 Key vocabulary: where 、table、bed 、chair、on under、bookcase、sofa2 Target languageWhere‘s the/my …? (Where‘s=Where is)It’s/ on/in/under the ….Where are the/my …?They’re on/in/under the …. (They’re=They are) 3.区分：cat bat mat hatUnit 4 Where is my schoolbag? 教学设计一、教学内容本单元以谈论物品位置（Things around the house）为话题，要求学生学会方位介词on, in, under, behind等的用法。

Unit 4 Where’s my schoolbag?Period 1Teaching aims:1. Language goals:Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under.Target language: Where’s my schoolbag? It’s under the table.Where are my books? They’re on the sofa2. Ability goalsTalk about where things are, Learn the using of preposition “ on, in, under”Train the students’ communicative competence.3. Moral goalsKeep your room and tidy.Teaching important points:1. New words.2. How to talk about where things are, Learn the using of preposition“ on, in, under”Teaching difficult points:1. Prepositions of place: in, on, under.2. Prepositional phrases: on the sofa, under the bed, etc.Period 2Teaching aims:1. Language goals:Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under.Target language: Where’s the map? It’s in your grandparents’ room.Where are my books? They’re on the sofa.Where’s the baseball? Is it on the table? No, it isn’t.Is it under the table? Yes, it is.A: Where’re the keys? Are they under the table?B: No, they aren’t. They are on the table.2. Ability goalsTalk about where things are, Learn the using of preposition “ on, in, under”Train the students’ communicative competence.Listening an speaking skills.3. Moral goals Keep your room and tidy.Teaching important points:1. Target language.2. Talk about where things are, Learn the using of preposition “ on,in, under”3. 一般疑问句的简短回答。