秀洲區王店鎮中學(xué) 張麗娟
一． 教學(xué)內容
本單元的主要內容是談?wù)撐锲匪诘奈恢谩Ｍㄟ^(guò)這一話(huà)題，訓練學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)四項基本技能，讓學(xué)生通過(guò)詢(xún)問(wèn)物品的位置，學(xué)習一些有關(guān)家居物品和學(xué)習用品的單詞，以及方位介詞in, on, under, behind 等的用法；學(xué)習并掌握Where問(wèn)句的問(wèn)答，一般疑問(wèn)句提問(wèn)并用方位介詞來(lái)回答；學(xué)習名詞單復數及人稱(chēng)代詞they 的用法，同時(shí)培養學(xué)生養成干凈、整潔、合理擺放物品的好習慣。
二． 教學(xué)目標
1．知識目標：A. 掌握有關(guān)物品的新單詞：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc；
B. 熟練運用in, on, under, behind, in front of, near等介詞；
C. 熟練運用Where問(wèn)句和一般疑問(wèn)句及其回答；
D. 掌握名詞單復數及人稱(chēng)代詞they的用法。
2．能力目標：A.學(xué)會(huì )用英語(yǔ)準確描述物品所在的位置；
B. 學(xué)會(huì )用英語(yǔ)詢(xún)問(wèn)自己的或他人物品的具體位置；
C. 能夠合理地描述和設計房間。
3．情感目標：A. 培養學(xué)生整齊地擺放自己物品的生活習慣；
B．通過(guò)小組對話(huà)、討論、調查和設計等一系列的課堂活動(dòng)，培養學(xué)生的合作精神。
4．學(xué)習策略：A. 交際策略: 學(xué)會(huì )與他人合作交流,并能把語(yǔ)言材料用到真實(shí)的生活中去；
B．資源策略：學(xué)會(huì )利用一切可利用的學(xué)習資源，如詞典，音像資料，網(wǎng)絡(luò )等來(lái)獲取更多的學(xué)習信息；
C．認知能力：積極思考，及時(shí)反饋；
D．調控策略：在反思，頓悟和自醒中不斷調整自己的學(xué)習策略。
三． 教學(xué)重點(diǎn)、難點(diǎn)
1． 重點(diǎn)：A. 方位介詞: in, on, under, behind, in front of, near 等的用法；
B．Where 的特殊疑問(wèn)句和一般疑問(wèn)句：Is the… in/on/under the …?的肯定、否定回答；
C． 新單詞：bed, dresser, table, bookcase, backpack……
2． 難點(diǎn)：A. 能夠準確運用方位介詞描述物品所在的位置；
B．能夠運用Where問(wèn)句找到物品的位置。
四． 教學(xué)方法
采用任務(wù)型語(yǔ)言教學(xué)，實(shí)施情景教學(xué)法、交際法、情感激勵法等教學(xué)方法。
五．課時(shí)安排
第一課時(shí)：Section A 1a, 1b, 1c
第二課時(shí)：Section A 2a, 2b, 2c, 3a, 3b, 3c, 4
第三課時(shí)：Section B 1a, 1b, 1c, 2a, 2b
第四課時(shí)：Section B 3a, 3b, 3c, 4, Self-check
Period One
課前準備
教師：制作多媒體課件，準備部分學(xué)習用品的實(shí)物。
學(xué)生：預習新單詞：聽(tīng)錄音機，模仿跟讀新單詞；準備與本課有關(guān)的學(xué)習用品實(shí)物。
Period One
Sub Topic Talk about the room
Functions Talk about where the things are.
Vocabulary: where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, they’re=they are
Structures
Where’s …? It’s in/on/under…
Where’re…? They’re in/on/under…
Tasks Listing
Make a survey
Step One Warming up
Play an English song before class.
Revise some school things by asking questions.
e.g.: What’s 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: Where’s my English book?
S1: It’s here. / I think it’s …
T: Oh, it’s on the desk.
…
T: Where’re 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:
Where’s … ? Where’re…?
設計意圖：通過(guò)設置讓學(xué)生幫助老師找東西這樣一個(gè)真實(shí)的場(chǎng)景來(lái)導入新課，能夠立刻調動(dòng)學(xué)生的參與性，激發(fā)學(xué)生思維，啟動(dòng)學(xué)習的發(fā)生。
Step Two Game: Hide and look for things
Students hide and look for the school things in pairs. One student hide one school thing and ask: Where’s…? Where’re…? The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performance.
設計意圖：通過(guò)學(xué)生之間相互猜測的游戲，能使他們剛被激發(fā)的興奮點(diǎn)持續下去。
Step Three New words learning
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.
Repeat with a sitting room and a study, teach the new words and practice in the same way.
設計意圖：由于課前引導學(xué)生通過(guò)自主學(xué)習初步接觸本課要學(xué)的新單詞，所以在新單詞的教學(xué)過(guò)程中，一些有能力的學(xué)生可以將自己已有的認識水平與實(shí)際運用結合起來(lái)，使他們能體會(huì )到通過(guò)自主學(xué)習帶來(lái)成功的滿(mǎn)足感。通過(guò)這樣的方法呈現新單詞，效果遠比教師單純地用圖片來(lái)傳授新單詞要大。
任務(wù)運用：Listing
Step Four Make up dialogues
Section A, 1a: Match the words with the things in the picture. Students do it individually first, then check the answers.
Section A, 1c: Make up dialogues in pairs, using the things in the picture.
Step Five Listen and say
Listen and imitate the dialogues in Section A, 1b.
Step Six 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 a competition among groups. See which group can remember all the things and places.
設計意圖：通過(guò)這種活動(dòng)調動(dòng)學(xué)生的視覺(jué)、感覺(jué)和記憶力來(lái)參與語(yǔ)言活動(dòng)，并且使本課的主要語(yǔ)言知識得到重現，加深印象；同時(shí)，小組之間的競賽體現了協(xié)作和團隊精神。
任務(wù)運用：Listing
Homework:
Copy the new words and try to remember them.
Make a survey: Interview one of your friends or teachers. Fill in the form below.
Name Things Places
Ms. Zhang/
Liu Hai sofa near the wall
設計意圖：語(yǔ)言知識學(xué)習與實(shí)際生活相結合，培養使用英語(yǔ)的思維。
任務(wù)運用：Making a survey
Period Two
課前準備
教師: 準備表格、一些學(xué)習用品和多媒體課件。
學(xué)生: 學(xué)習用品
Period Two
Sub Topic Talk about the room
Functions Talk about where the things are
Recycled language Where is…? It’s on/in/under…
Where are…? They’re in/on/under…?
Structure Is the book / Are the books on the desk? Yes,… / No,…
I don’t know.
Tasks Listing
Comparing
Step One Warming up
Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words.
設計意圖：根據學(xué)生的年齡特征，他們非常喜歡這種情景猜測活動(dòng)。這可以調動(dòng)他們各方面的情緒來(lái)參與語(yǔ)言活動(dòng)，激活他們已有的知識水平。
任務(wù)運用：Listing
Step 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] 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 isn’t.
Write the general question and the answers on the blackboard.
Step Four Pairwork
Section 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 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 isn’t. It’s on the table.
Things Picture 1 Picture 2
backpack under the table on the table
pencil case
books
keys
dog
Ask 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 …
設計意圖：設置任務(wù)，通過(guò)對比的方式讓學(xué)生理解方位介詞。利用表格直觀(guān)體現出兩幅圖的不同點(diǎn)， 再將它的不同點(diǎn)復述出來(lái)，其目的在于培養學(xué)生的語(yǔ)言組織能力。
作用運用：Listing & comparing
Step Six Practice the drill “Where is / are…?”
Present short dialogues, using pictures or objects to help.
Dialogue 1:
A: Where’s my bag?
B: I don’t know. Is it on the sofa?
A: No, it isn’t.
Dialogue 2:
A: Where’re my books?
B: I don’t know. Are they on the bed?
A: Yes, they are.
Teach “don’t =do not”, “ know”.
Check the homework in Period One. Make reports to share the information they got from the friends or teachers, and give their simply assessment.
設計意圖：話(huà)題由課本知識向實(shí)際生活延伸，體現語(yǔ)言的語(yǔ)用原則。
Let the students make similar dialogues according to the pictures in Section A, 3a&3c.
Put the dialogue in the right order.( Section A, 3a.)
設計意圖：通過(guò)對這個(gè)句型的大量操練，使學(xué)生掌握該句型的用法，避免單調枯燥的語(yǔ)法講解。
Homework:
Finish off the exercises in the exercise book.
Act out the dialogues. (Section A, 2a & 2b.)
設計意圖：由課堂活動(dòng)向課外延伸。
任務(wù)運用：Action
Period Three
課前準備
教師: 準備表格、與本課有關(guān)的實(shí)物和多媒體課件。
學(xué)生: 學(xué)習用品
Period Three
Sub Topic Talk about the room
Functions Talk about where the things are
Recycled language Alarm clock; video cassette; CD; math book; computer game
Where’s …? It’s in / on / under …
Where’re…? They’re in / on / under…
Structure The math book is on the dresser.
The CDs are on the bookcase.
……
Tasks Listing & sharing
Step One Warming up
Ask some pairs to act out the dialogues in Section A, 2a & 2b.
Step Two New words learning
Show the students a picture of a room. Let the students say like this:
The ID card is on the table.
The books are on the chair.
Let some able students list some new words. Practice reading them.
Match the new words with the things in the picture. (Section B, 2a.)
Pairwork. Talk about the picture. ( Section B, 1b&1c.)
設計意圖：培養學(xué)生語(yǔ)句組織能力，通過(guò)直觀(guān)圖片學(xué)習第二部分新單詞，并在小組活動(dòng)中加以操練。
任務(wù)運用：Listing & sharing
Step Three Listen, circle and write
Play the tape twice for students to listen and circle the things Tommy wants from his room. Check the answers. ( Section B, 2a. )
Listen again. Write down the sentence about where Tommy’s things are. Check the answers. ( Section B, 2b.)
Step Four Group work: Decorate the room for Emma.
Show the students a picture of Emma’s untidy room.
Group work. Decorate the room for Emma.
Make a report.
設計意圖：延續自我評價(jià)活動(dòng)，把個(gè)人的生活經(jīng)驗與實(shí)際結合起來(lái)，完成自我觀(guān)點(diǎn)的sharing，同時(shí)為最后的Project打基礎。
任務(wù)運用：sharing
Step Five Self-assessment
Group work
Things Places Yes No Score
backpack on the chair 10
pen in the pencil case 10
notebook on the bookcase/in the backpack/on the desk 10
keys In the drawer/bag 10
dictionary on the bookcase/in the backpack/on the desk 10
alarm clock on the bed/desk 10
socks in the drawer 10
pictures on the wall 10
shoes under the bed 10
CDs on the desk/bookcase 10
Total:
Your finally score:
70～100: You keep your room very tidy.
40～60: You keep your room a little tidy.
0～30: You keep your room untidy.
設計意圖：培養學(xué)生養成整潔、干凈、合理擺放物品的好習慣。
Homework:
Finish off the exercises in the exercise book.
Write at least 8 sentences to describe your bedroom to your friends.
設計意圖：培養學(xué)生的寫(xiě)的能力。由口頭訓練轉向筆頭訓練，單句的練習為下一步的篇章書(shū)寫(xiě)打下基礎。
Period Four
課前準備
教師: 多媒體課件；單詞卡片；
學(xué)生: 學(xué)習用品
Period Four
Sub Topic Ask for help
Language focus take…to; bring…to; can, need
Recycled language thing, room, desk, TV, floor, some
The book is on the table.
The pens are in the pencil case.
Structure I need … for…
Can you bring some things to school?
Please take these things to … .
Tasks Comparing
Problem solving & sharing
Step One New words learning
Present the new words by making conversations with students. Show some pictures and words on the screen to help.
e.g.: T: What’s this?
S1: It’s a room.
T: Do you have a room like this?
S1: Yes, I do. / No, I don’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 can’t.
(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 can’t. I have no pen.
T: You need a pen. ( 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, I’ll take it to my office.
( Teach “bring”and “take”.)
設計意圖：利用圖片和已學(xué)過(guò)的句型導入新課；利用直觀(guān)形體語(yǔ)言、動(dòng)作、語(yǔ)境教等單詞，激發(fā)學(xué)生思維，幫助學(xué)生理解和記憶生詞。
Step Two Find the differences
Show 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 the picture again.
設計意圖：感官材料與閱讀材料中內容的差異對學(xué)生的記憶力無(wú)疑是一個(gè)巨大的挑戰。任務(wù)具有挑戰性和趣味性。
任務(wù)運用：sharing
Step Three Read the note
The students read the note silently and draw the missing things in the picture. ( Section B, 3a.) (為了節省時(shí)間，教師可以讓學(xué)生在圖中標出數字來(lái)替代畫(huà)圖。) Practice reading the note loudly.
Look at the picture and fill in the blanks. ( 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 note.( Section B, 3c.)
設計意圖：話(huà)題繼續延伸，進(jìn)一步鼓勵學(xué)生發(fā)揮自己的想象力和主觀(guān)能動(dòng)性，并與實(shí)際相結合，提出自己的新觀(guān)點(diǎn)，新思路和新方法。同時(shí)又使學(xué)生在寫(xiě)作方面得到訓練。
任務(wù)運用：Problem solving
Step 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.)
設計意圖：結合課本知識與實(shí)際生活，學(xué)以致用，訓練學(xué)生寫(xiě)作技巧。
Finish off the exercises in the exercise book.
Revise the language items in this unit.