1、课 堂教 学 设 计课题：Unit 4 Where ?s my schoolbag ?授课时数：1 课时日期：2014 年月日设计设 计 内 容要素教学1要求熟悉物品的名称；内容2学会 物品的位置；分析知 1.熟 运用 Where 句和一般疑 句及其回答。与2掌握名 复数及人称代 they 的用法。技能教 程By revising , go over what they learned yesterday. Then present grammar学与 focus, make the students master how to ask the position of the things t
2、o目方法talk about the things.标情感 度价 Put away own things well in life.观学情Most students can use what they learned, for several students , give them some help.分析教 学1.熟 运用 Where 句和一般疑 句及其回答。重点2掌握名 复数及人称代 they 的用法。教 学教 学 点分析 点解 决 法一般疑 句 Is it ? Are they ?的回答。By showing the things around the students , let t
3、hem understand how to ask and answer .教 学 源板书设计Textbook , CAIUnit 4 Where ,s my schoolbag ?Where?s the map ?It ?s in your grandparents? room.Where are my books ?They ,re on the sofa.Where?s his pencil box?It ?s in his schoolbag.Where?s your ruler ?It ?s under the chair.Where are their keys ?They?re
4、on the table.教学过程设计（第二课时）教学环节教师活动学生活动Lead in:T: What did we learn yesterday?Who can tell us? Yes. Yesterdaywe learned the names for someschoolthings andhow toaskwheretheyare.Doyoustillremember how to say them? OK.Let?s review them first.Step1:1 a. T:Would you pleaseAsk and answerRevisiontranslate my
5、 words into English?桌子、棒球?b. T: Who would liketo makeconversationswith“ where ”questions using the pictures inthe PPT?Dictation2DictationT: Please take out your dictation exercise books and let?s have a dictation.1ReadStep2:T: Read the sentences intheGrammargrammar box.Focus2Point out the noteswhere
6、 的用法；on, in, under 的用法；the 的用法；名词的单复数。SectionA1Put the sentences in orderPut the sentences in order3aT: Let?s go to activity 3a on page21. Please fill in the blanksto fill in the blanks to completecomplete the conversations.the conversations.2Check the answersCheck the answersT: Have you finished? P
7、lease check your answers with yourclassmates.Answers: 1. A:Where are thekeys? B: They?re on the table.2. A: Where?s the book? Is it on your desk? B: No, it?s under the chair.A: Where are the pencils? B: I教学媒体预期效果根据学生的年龄特征，他们非常喜欢这种情 景 猜 测 活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。通过对这个句型 的 大 量 操练，让学生自己归纳，使
8、学生掌握该句型的用法，避免单调枯燥的语法讲解。设置任务，通过对比的方式让学生理解方教学过程设计（第二课时）教学环节教师活动学生活动don?t know.Aretheyintheschoolbag? A: Yes, they are.3ReadReada. T: Let?s read the conversationstogether.b. T: Whowouldlike toreadStep3:them for the class?SectionAa. T: Let?s move to 3b now. There Pair work3bare somethings inthe pictures
9、and can you make conversationsabout where they are.b. T: Let?s make conversations inpairs.c. T: Who would liketo presenttheir conversations to the class?Game: Find the differencesStep4:a. T: Nowit?s time for a game.SectionALet?s playthe gameinpairs.3cStudent A looks at the picture onthis page. Stude
10、nt B looks at thepicture on page 19. What do youfind?b. T: Yes, the twopicturesaresimilar. Butthere arestillsomedifferences between them. Try tofind out the differences by askingand answering questions.ThingsPicture 1Picture 2schoolbagunder the table onthe tablepencil boxbookskeyscomputer gamec. T:
11、I would like to give you anexample.Example: T: Where?s the pencilbox? Is it on the table?A: No,itisn?t.Itis inthe教学媒体预期效果位介词。利用表格直观体现出两幅图的不同点，再将它的不同点复述出来，其目的在于培养学生的语言组织能力。话题由课本知识向实际生活延伸，体现语言 的 语 用 原则。设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点，再将它的不同点复述出来，其目的教学过程设计（第二课时）教学环节教师活动学生活动教学媒体预期效果schoolbag.d. T: I am sure you are clearStep5:about what to do. Let?s see whoSummarizecan find allthe differencesfirst.Let?s start!T:Let?s summarize whatwelearned in this period.Step6:TrytomemorizetheHomeworkconversations in 3a.教学设计评价在于培养学生的语言组织能力。
