1、Unit4 Wheres my schoolbag?Period4Learning goals:Learn about where things are.Help the students learn how to talk about where things are.Previewing and testingAdvise the students to look through the phrases and go to the front of the class to translate.They should speak loudly and clearly. At last, t
2、hey will check each other.快乐 “译” 站1.拿走;带到_ 2.东西,物_ 3.能,可以,会_4. 拿来,取来,带来_5.一些,若干_ 6.需要_ 7.地板,地面 _ 8.房间_9. 电视,电视机_ 10.书桌,课桌_ 11我很整洁，但吉娜不。 。 12.我的钥匙在哪？ 。13.我的书包在书桌下。 。14.用 in, on,和 under 写出教室里物品的位置。（设计意图：预习体现了以学生为中心的思想，强调学生的参与、体验、实践和交流，以学定教）Warming up and leading inT: Hello, everybody! Look at the pict
3、ure,please! Is it a tidy room?Ss: No.T: Are there many things in the room?Ss: Yes.T: Would you like to know what they are?Ss: Yes.T: Lets come to 2a.Write the words you know for the things in the picture.Reading for the main ideaThe main idea of the passage is .A. about Kate and her sister,GinaB. ab
4、out Kate and Ginas room.C. that Kate is tidy, but Gina isnt .(设计意图：快速阅读，根据任务发现问题，有助培养学生自主学习能力和探究精神。)Reading for details2b 1.Read the passage and answer the questions.1) Is Kate tidy? 2) Is Gina tidy?.2. Read the passage again and tell me which one of the two you like better. Why?2c 1. Read the passa
5、ge again before you complete the chart.Kate GinaThings Where Things Wherebooks and taps in the bookcase2.Complete the chart about the things Kate and Gina have and where they are.(设计意图：逐句阅读，再次详细了解课文，理清了文章的脉络，培养学生分析问题能力，注重对知识的梳理和总结。)Post-reading activitiesRetell the passage according to 2c in front o
6、f the class.Complete the following sentences without looking at 2b.Im Kate ,and is Gina. Im ,but Gina is not. In our room,my and are in the ,My keys are in my . I have a . Its on the .Ginas are everywhere-on her , on the and the chair. The white is hers.Its under the . “Where are my keys? Wheres my
7、ruler? Wheres my schoolbag?” Gina always asks.Interview: Talk about you and your friends room and then report what you have interviewed to the class.Im Lily, and my friend is Tom. Im tidy. But设计意图：本环节主要是考查学生对课文的掌握情况，便于学生复述课文，另外 interview 的设计更是考查学生对所学知识的应用。Inquiry into knowledge by translationIm Kate
8、, and my sister is Gina.Im tidy, but Gina is not.以上两句中的 and 和 but 均为 ， 把两个独立的 并列连接成为一个较长的句子。英语中把这种由 and 或 but 并列连接而成的句子称为 。其中 and 表示 的逻辑关系，含义是 等，but 表示 的关系， 含义是 等。例如：Im fourteen , and my sister is seven.My pen is in pencil box, but my pencil isnt. The pen is in pencil box, but my pencil isnt.Hers 是一
9、个 ，相当于形容词性物主代词 hern,因此此句中 hers 就相当于 。我们学过的类似的名词性物主代词还有 mine ,yours his ours theirs.例如：这是我的铅笔，那才是你的。我们的老师是王老师，他们的老师姓张。设计意图：利用“小组合作”的形式进行“翻译探究” ，帮助同学们自学、探究、发现和归纳，这样可以更好地锻炼同学们的“自主学习、合作探究”的能力。Homework:Write about the things in your room.Use the word and if you can.The end-of-class test一、 根据句意用所给词的适当形式填空
10、,补全句子。 1. Please take these _ (thing) to your sister.2. Where _ (be) the CDs? 3. Wang Hong, this is _ (you) bag. Here you are.4. Are the books on the bookcase?Sorry, I _ (do) know.5. Are your tapes on the table?No, _ (it) arent. 二、 根据汉语写单词完成句子(每小题 2 分, 共 10 分) 1. 妈妈, 我的数学书在哪？Mom, wheres my _ _?2. 你的
11、录像带在哪？_ _ your video tapes?3. 我的棒球在桌子下的地板上。My baseball is _ the table _ the floor.4. 我弟弟喜欢运动，但我不喜欢。My brother likes sports, . .5. 她的钥匙在抽屉里吗？_ her keys _ _ _?三、 连词成句(每小题 2 分, 共 10 分)1. are, her, where, keys _?2. books, the, are, under, bed, two_.3. his, on, books, are, table, the _?4. do, I, not, kno
12、w, name, her _.5. you, can, tapes, to, bring, school, your_?答案：一 1. these. 2.are. 3. your 4. dont 5.they.二 1.math book 2. Where are 3.under on 4. but Idont.5. Are in the draw.三 1. Where are her keys? 2.Two books are under the bed.3.Are his books on the table?4.I dont know her name.5.Can you bring your tapes to school?亮点本课的亮点在第一环节快乐译站，本环节旨在检查学生的预习情况，让学生到讲台上领读并讲解重点单词、短语、句型的用法，同时拓展知识，给学生以充足的展示平台，激发学生学习英语.的兴趣，提高学生的自信。教学反思：本节课的任务活动在设计上特别注意了照顾后进生的参与率，专为这些学生设计一些简单易答得问题，另外同时也注意设计一些有难度的问题，课堂气氛活跃，效果良好。
