1、一教学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。二教学目标1知识目标：A. 掌握有关物品的新单词：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock,
2、CD, video, video cassette, hat, etc；B. 熟练运用 in, on, under, behind, in front of, near 等介词；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。2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。3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。 4学习策略：A. 交际策略: 学会与他人合作交流,并能把语
3、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。三教学重点、难点1重点：A. 方位介词: in, on, under, behind, in front of, near 等的用法；BWhere 的特殊疑问句和一般疑问句： Is the in/on/under the ?的肯定、否定回答；C 新单词：bed, dresser, table, bookcase, backpack2难点：A. 能够准确运用方位介词描述物品所在的位置；B能够运用
4、Where 问句找到物品的位置。四教学方法采用任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。五课时安排第一课时：Section A 1a, 1b, 1c第二课时：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-checkPeriod One课前准备教师：制作多媒体课件，准备部分学习用品的实物。 学生：预习新单词：听录音机，模仿跟读新单词；准备与本课有关的学习用品实物。 Period OneSub Topic Talk ab
5、out the roomFunctions Talk about where the things are.Vocabulary: where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, theyre=they areStructures Wheres ? Its in/on/underWherere? Theyre in/on/under来源:学优中考网 xYzkwTasks Listing Make a surveyStep One Warming up Play an E
6、nglish 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, its on the desk. T
7、: 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：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生。Step Two Game: Hide and look for things Students hide and l
8、ook for the school things in pairs. One student hide one school thing and ask: Wheres? Wherere? The other student guess and answer: Its in your desk. They are in your pencil case. etc. Ask some pairs to share their performance. 设计意图：通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。Step Three New words learning Show t
9、he 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. Repeat with a sitting room and a study, teach the new words an
10、d practice in the same way. 设计意图：由于课前引导学生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。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。任务运用：Listing Step Four Make up dialogues Section A, 1a: Match the words with the things in the picture. Students do it individually first, th
11、en check the answers. Section A, 1c: Make up dialogues in pairs, using the things in the picture.Step Five Listen and sayListen and imitate the dialogues in Section A, 1b.Step Six Summary: A memory testShow a picture of a room, give the students one minute to look at it, then ask them what kind of t
12、hings 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：通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。任务运用：ListingHomework: Copy the new words and try to remember them. Make a survey: Interview on
13、e of your friends or teachers. Fill in the form below.Name Things Placessofa来源:学优中考网来源:xYzKw.Com near the wallMs. Zhang/来源:xYzKw.ComLiu Hai设计意图：语言知识学习与实际生活相结合，培养使用英语的思维。任务运用：Making a surveyPeriod Two课前准备教师: 准备表格、一些学习用品和多媒体课件。学生: 学习用品Period TwoSub Topic Talk about the roomFunctions Talk about where t
14、he things areRecycled language Where is? Its on/in/underWhere are? Theyre in/on/under?Structure Is the book / Are the books on the desk? Yes, / No,I dont know.Tasks ListingComparing Step One Warming up Chatting. Chat with the students about the things around the room by showing them pictures. Ask th
15、e students to spell the new words. 设计意图：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。任务运用：ListingStep Two Listen and imitate Section 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
16、 in the picture. Imitate the dialogues. Step Three A guessing game 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. e.g.: T: There is a bookcase in it. Is the bookcase near the bed?Ss: Yes, it is. / No, it isnt. Write the
17、 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 difference Section A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B
18、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 isnt. Its on the table. Things Picture 1 Picture 2backpack under the table on the tablepencil casebookskeysdog Ask some students to report their an
19、swer 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，其目的在于培养学生的语言组织能力。作用运用：Listing video cassette; CD; math book; computer gameWheres ? Its in / on / under Wh
20、erere? Theyre in / on / underStructureThe math book is on the dresser. The CDs are on the bookcase. Tasks Listing bringto; can, needRecycled languagething, room, desk, TV, floor, someThe book is on the table. The pens are in the pencil case. StructureI need forCan you bring some things to school?Ple
21、ase take these things to .Tasks ComparingProblem solving & sharingStep One New words learningPresent the new words by making conversations with students. Show some pictures and words on the screen to help.e.g.: T: Whats this? S1: Its a room. T: Do you have a room like this?S1: Yes, I do. / No, I don
22、t. (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. ( Gi
23、ve 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 teachers desk. After class, Ill 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，激发学生思维，帮助学生理解和记忆生词。Step Two Find the differencesShow a
24、picture of a room with a few things in it, give the students a 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 pict
25、ure again. 设计意图：感官材料与阅读材料中内容的差异对学生的记忆力无疑是一个巨大的挑战。任务具有挑战性和趣味性。任务运用：sharingStep Three Read the note The students read the note silently and draw the missing things in the picture. ( Section B, 3a.) (为了节省时间，教师可以让学生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 bla
26、nks. ( Section B, 3b.) Students do it individually first, then check the answers. Step Three Creative work Make 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 not
27、e.( Section B, 3c.)设计意图：话题继续延伸，进一步鼓励学生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。同时又使学生在写作方面得到训练。任务运用：Problem solvingStep Four Self-check Revise 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 passage to describe to your classmates. ( Section B, 4.)设计意图：结合课本知识与实际生活，学以致用，训练学生写作技巧。 Finish off the exercises in the exercise book. Revise the language items in this unit.
