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1、Unit 4 Where is my schoolbag 知识结构图 题材内容本单元以谈论 “室内物品”为话题,涉及两个方面：一是物品的名称,二是物品的方位。谈论时要注意名词的单复数。教学目标语言知识目标功能谈论东西在哪儿.语法Where 引导的特殊疑问句,一般疑问句及简短回答；介词on, in, under表方位的用法。词汇Table, bed, dresser, bookcase, sofa, chair, drawer, CD, plant, alarm clock, math book, video cassette, hat 等.语言技能目标听能听懂有关物体方位,确认物品位置的对话。
2、说能通过所学句型来询问与描述物品所处的地方。读能阅读包含Where? 介词on, in, under有关物品方位介绍的短文.写能比较两幅图画中物品的不同处所,并用文字表述,或根据文字描述来画图。演示与表达面向全班作有关家庭房间物品摆设的介绍。学习策略自学策略介绍自己房间物品的位置。合作学习策略猜物品位置,猜别人的物品。文化意识进一步了解中西方家庭教育的差异。情感态度通过认知物品的位置，引导学生要爱护和管理好自己的东西。通过设计理想房间,使学生的空间意识得到扩展训练,为自己营造舒适的学习环境.任务能运用所学知识介绍自己的房间布置,能请人帮你拿东西。题目Wheres my backpack?题材内
3、容本单元以谈论 “室内物品”为话题,涉及两个方面：一是物品的名称,二是物品的方位。谈论时要注意名词的单复数。教学目标语言知识目标功能谈论东西在哪儿.语法Where 引导的特殊疑问句,一般疑问句及简短回答；介词on, in, under表方位的用法。词汇Table, bed, dresser, bookcase, sofa, chair, drawer, CD, plant, alarm clock, math book, video cassette, hat 等.语言技能目标听能听懂有关物体方位,确认物品位置的对话。说能通过所学句型来询问与描述物品所处的地方。读能阅读包含Where? 介词o
4、n, in, under有关物品方位介绍的短文.写能比较两幅图画中物品的不同处所,并用文字表述,或根据文字描述来画图。演示与表达面向全班作有关家庭房间物品摆设的介绍。学习策略自学策略介绍自己房间物品的位置。合作学习策略猜物品位置,猜别人的物品。文化意识进一步了解中西方家庭教育的差异。情感态度通过认知物品的位置，引导学生要爱护和管理好自己的东西。通过设计理想房间,使学生的空间意识得到扩展训练,为自己营造舒适的学习环境.任务能运用所学知识介绍自己的房间布置,能请人帮你拿东西。知识点解析：1、 名词的单复数形式 （不可数名词一般没有复数形式） 名词复数的部分规则：情况构成方法读音例词一般情况加-s
5、清辅音后读/s/浊辅音和元音后读/z/Book-books hat-hats apple-apples以O结尾的词加-s 或es 读/z/Tomato-tomatoes potato-potatoes photo-photos以s, sh, ch, x等结尾的词加-es读/z/Bus-buses watch-watches以ce, se, ze,(d)ge等结尾的词加-es读/z/Price-prices case-cases以辅音字母加y结尾的词变y为i, 再加-es读/z/Comedy-comedies party-parties注：1)少数名词的单复数形式是不规则的，如 manmen w
6、omanwomen childchildrenfootfeettoothteeth mousemice sheepsheep deerdeer fish fish2) 表示民族的名词，有的在词尾加-s, 有的单复数形式相同，如：Chinese, Japanese3) news 是不可数名词。2、介词解析（on, in, under）a) in 表示“在中（内）。在某个空间内部b) on 表示“在上”，在一个面上，通常指一个人或物体在另一个物体的上面，二者之间有接触。c) under 表示“在下面”通常指一个人或物体在另一个物体的垂直下方，二者之间往往没有接触。3、同近义词辨析a) table
7、与 desk： “table”指供人们吃饭，喝茶，游戏，娱乐用的“餐桌，桌子、”等。一般都不带抽屉，可以是方的也可以是圆。“desk”指学生学习时用的“课桌，书桌”。老师，办公室人员用的“办公桌”等，一般都带有抽屉。b) on the bed 与 in bed：“on the bed” 在床上，指某东西在床上。“in bed” 卧床，指人因病卧床，或卧床休息。c) take 与 bring：“take” 意思为“带走；拿走”，指从说话人所在的地方带走某人或某物。“taketo.”意为“把.带到（给），把.拿到（给）”。“bring”意思为“带来，拿来”，指把某人或某物带到说话人所在的地方。“b
8、ringto.”意为“把.带来. , 把拿来.”。d) hat 与 cap：“hat” 指“帽子”时，表示有边的帽子，礼帽。“cap”指“便帽；军（瓶帽）；（笔帽）”4、定冠词the的用法(1). 用来特指某人或某事物。 Eg: The book on the desk is our teachers.(2).常用在上下文提及的人或事物。(3).用来指说话人双方都知道的人或事物。 Eg: Where is the teacher?(4).表示世界上独一无二的事物 eg: he sun 太阳 the moon 月亮 the earth地球(5).用在序数词前 eg: We have some c
9、lassrooms on the third floor.(6).用在某些专有名词前 eg: the Great wall the USA(7).用在最高级前 eg: Which is the biggest animal on land?(8).用在一些习惯用语中 eg: In the morning afternoon evening(9).用在乐器前 eg: play the piano drums violin5、where 引导的特殊疑问句。“where”是特殊疑问词，意为“在哪里，在哪儿”，用来询问地点，位置，处所。基本句型为“Where + 系动词 + 限定词 |+ 名词？”意为
10、“某人或某物在哪儿？”当某人或某物是复数是，be动词用are，某人或某物为单数时，be动词用is，where 与 is 常缩写为Wheres, where 与 are 一般不缩写。教学活动设计：测眼力：限时找出两个房间物品的不同。提高学生的兴趣及积极性。记忆新词活动：将实物图片用滑动法呈现，测学生的瞬间记忆，巩固新词的学习。小组活动：2人1组，甲生闭眼，乙生将其文具藏起，甲猜物品位置，直至猜中为止。两人轮流猜，猜测次数少的获胜。Unit 4 Wheres my backpack? Teaching design:Period 1: Section A (1a1c)Period 2: Secti
11、on A 2a, 2b, 2c, 3a, 3b, 3c, 4Period 3: Section B 1a, 1b, 1c, 2a, 2bPeriod4: Section B 3a, 3b, 3c, 4, Self-checkPeriod OneSub TopicTalk about the roomFunctionsTalk about where the things are.Vocabulary:where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, theyre=they
12、 areStructuresWheres ? Its in/on/underWherere? Theyre in/on/underTasksListing Make a surveyStep I Warming upl Play an English song before class. l Revise some school things by asking questions. e.g.: Whats this? Is this a ? How do you spell it? etc.l Learn the new words in, on, under, behind by help
13、ing 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: Wherere my color pencils?S2: Teach the new word “where” and the use of “they”.l Consolidate the prepositions by looking at the screen and answer the questions: Wheres ? Wherer
14、e? Step II Presentation 一、New words learningl 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.l Repeat wi
15、th a sitting room and a study, teach the new words and 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。）二、Work on Section A 1a 2b 1. Finish 1a: Match the words with the things in the picture
16、 (1 min) 2. Invite a student to say the answer, like: “table” is Picture E. 3. Do the 1b: Listen and number the things in the picture when you hear them. Step III: Listen and say Listen and imitate the dialogues in Section A, 1b.Step IV Pair work (Make a dialogue with the classmate) Look at the pict
17、ure in 1a and then make a dialogue as follow: S1: Wheres the backpack? S2: Its under the desk. S1: Thanks. S2: Youre welcome. Step V: Summary: A memory test Show a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. Have
18、 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。)Step VI Homework:l Copy the new words and try to remember them.l Make a survey: Interview one of your friends or teachers. Fill in the fo
19、rm below.NameThingsPlacesMs. Zhang/Liu Haisofa答题要点 肝脏合成抗凝血物质减少；肝脏灭活凝血因子功能下降； 肝细胞坏死释放组织因子；吞噬解毒功能下降。near the wall借：长期股权投资 2500确认的减值损失=（350+150-450）（1-70%）=15（万元）从患儿的临床表现看患儿有可能发生了DIC，为了确诊，应进一步检测血小板计数，凝血酶原时间，进一步检测纤维蛋白原含量。DIC患者血小板计数通常低于100109/L、凝血酶原时间延长（14秒），血浆纤维蛋白原含量低于1.5g/L。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
20、维。板书设计： 5甲公司A设备的入账价值是( )。 Unit 4 Where is my backpack? pen, ruler, -Where is the book? backpack, -Its on the desk.借：本年利润 500 keys, a set of keys -Where are the pens? sofa, dresser, drawer. -They are in the desk. (二)以下第3小题至第6小题为互不相干的多项选择题。 教学反思： (二)以下第3小题至第6小题为互不相干的多项选择题。 Period Two Sub TopicTalk abo
21、ut the roomFunctionsTalk about where the things areRecycled language简述甲公司应收乙公司账款在合并财务报表中的处理及理由，并编制相关抵销分录。Where is? Its on/in/underWhere are? Theyre in/on/under?StructureIs the book / Are the books on the desk? Yes, / No,I dont know.TasksListingComparing Step I Warming up Chatting. Chat with the stud
22、ents about the things around the room by showing them pictures. Ask the 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。)Step II Listen and imitate1. Section A, 2a. Revise what the things are. Play the tape for students and let them number them. 2. Se
23、ction A, 2b. Play the tape again, students number the things 1-6 in the picture. Imitate the dialogues.Step III A guessing gameA 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 bo
24、okcase near the bed?Ss: Yes, it is. / No, it isnt. (Write the general question and the answers on the blackboard.) Step IV Pair workSection A, 2c. Look at the picture in 2b again. Students use general questions to ask and answer about the things in it.Step V Game: Find the differenceSection A, 4. St
25、udent A looks at Picture 1 ( Textbook P21. 4), Student B 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. ThingsPicture 1Picture 2backpackunder the tableon the tablepencil
26、casebookskeysdogAsk some students to report their answer 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。)Step IV Practice the drill “Where
27、is / are?”Present short dialogues, using pictures or objects to help. Dialogue 1: A: Wheres my bag? B: I dont know. Is it on the sofa? A: No, it isnt. Dialogue 2: A: Wherere my books? B: I dont know. Are they on the bed? A: Yes, they are. Check the homework in Period One. Make reports to share the i
28、nformation they got from the friends or teachers, and give their simply assessment.设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。Step IIV Summary and Homework: Finish off the exercises in the exercise book (Section A)板书设计： Unit 4 Where is my backpack?-Is it under the chair? -Yes, it is. / No, it isnt. -Are they in
29、the desk?-Yes, they are./ No, they arent.教学反思： Period ThreeSub TopicTalk about the room FunctionsTalk about where the things areRecycled languageAlarm clock; video cassette; CD; math book; computer gameWheres ? Its in / on / under Wherere? Theyre in / on / underStructureThe math book is on the dress
30、er. The CDs are on the bookcase. TasksListing & sharing Step I Warming up Ask some to act out the dialogues in Section A, 2a & 2b.Step II Presentation1、New words learning Show the students a picture of a room. Let the students say like this: The alarm clock is on the table. The books are on the chai
31、r. Let some students list some new words. Practice reading them.2、Teacher shows two pictures to the students and asks the student to find out their differences, then fill in the blank. Picture 1Picture 2 The CDThe clockThe hatThe alarm clockThe math bookThe tapes3、Suppose the students to use a sente
32、nce to describe the differences in two pictures Eg: In Picture 1, the CD is on the wall, the hat is on the floor. In Picture 2, the CD is under the desk.Step III Work on Section B 1a2b1. Do 1a : Match the words with the things in the picture. 2. Play the tape twice for students to listen and circle
33、the things Tommy wants from his room. Check the answers. ( Section B, 2a. )3. Listen again. Write down the sentence about where Tommys things are. Check the answers. ( Section B, 2b.)4. Read the listening material in 2a and 2b. Step IV Group work: Decorate the room for Emma.1. Show the students a pi
34、cture of Emmas untidy room. 2. Group work. Decorate the room for Emma. 3. Make a report.Step V Summary and Homework1. Copy the new words in Section B 2. Recite the dialogue in Section B 2a and 2b板书设计： Unit 4 Where is my backpack? a clock an alarm clock The math book is on the dresser. a math book Th
35、e CDs are on the bookcase.an English book CD/ video tape a computer game / play computer games 教学反思： Period FourSub TopicAsk for helpLanguage focustaketo; bringto; can, needRecycled languagething, room, desk, TV, floor, someThe book is on the table. The pens are in the pencil case. StructureI need f
36、orCan you bring some things to school?Please take these things to .TasksComparingProblem solving & sharingStep I 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 roo
37、m like this? S1: Yes, I do. / No, I dont. (Repeat with the other words: TV, desk, )Show a card with a word and aske.g.: T: Can you spell this word? S2: Yes, I can. / No, I cant. 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 pe
38、n. ( Give 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 II Find the differenc
39、esShow a 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
40、 the picture again.Step III Read the note1. 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.2. Look at the picture and fill in the blanks. ( Section B, 3b.) Students do it individually fi
41、rst, then check the answers. Step IV Creative work1. 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.2. Write down the note.( 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
42、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)Step V Self-check1. Revise the key words in different ways. Ask the students to spell them. 2. Let the students do Self-check 3 individually. Step VI Summary and Homework:1. Finish off the exercises in the exercise book. 2. Revise the language items in this unit. 板书设计：Unit 4 Where is my backpack?need sth: 需要某物 need to do: 需要做某事 I need forbring: 拿来 bring to. Can you bring some things to school?bringhere take: 拿走 taketo takethere Please take these things to .教学反思：
