Unit 4 Where’s my schoolbag? 

1a-2c（教学设计）
 

教材分析

 What：Two conversations that talk about things around house, and provides some communication sentence structure in real situations when people ask where things are.

Why：The conversations provide examples of how students ask and answer the location of objects. which can help students improve their listening and speaking ability in listening to recordings, and improve their communication ability in dialogues practice.

How：1a shows the things in the house, and learn the vocabulary about furniture and direction to lower the difficulty of listening. At the same time, 1b leads to the target sentence pattern, where questions. 2a-2b leads to another target sentence pattern, yes or no questions. 2c connects the textbook knowledge to real life
 

教学目标

 By the end of this lesson, students will be able to:

语言能力：Speak, read and write the words about furniture and direction. and use the where question to ask the position of things.

文化意识：Feel and experience the similarities and differences between Chinese and English in expression through learning and communication. At the same time, develop the good habits of tiding things.

思维品质：Master language knowledge in real situation practice through the completion of dialogue exercises, and realizes the transfer of thinking ability by watching, listening, speaking and reading

学习能力： ask and answer the location of objects verbally and in writing, maintain the interest in learning English, form good study habits through listening skills training, and consciously train the way of English thinking
教学重与

难点

 Teaching important points: 

master key vocabulary and sentence patterns；master the usage of preposition, in /on/under.

Predicted parts of difficult points:

actively cooperate and communicate with others to improve listening, speaking and communication skills; how to use the where questions to ask and answer the location of things.
教学资源 Textbook, multimedia, courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method

2.Situatuon teaching method

3. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in  (3’)
Step 1 T greets students. Then T leads Ss to watch the picture in 1a.

What things can you find in Tom’s house?

 

 Ss think about the question by looking at the picture and then actively answer T.

 

 Pictures can quickly attract Ss’ interest in English. And lead in this lesson’s topic
Step 2 T presents the pictures and

asks Ss to speak out the English names of them. And then asks Ss to finish the 1a

 

 

 Ss speak out the English names of these pictures.

Then match the words with the things in picture.

 Learn the new words, and lower the difficulty of listening.
Step 3 T lets Ss to play a game-quick response. Play the game by speaking out the things in English quickly. Enhance the new words by doing the game.
Step 4 T lets Ss watch  and sing with the video about where questions. Ss carefully watch a video and sing with it  try to conclude what they said. It can naturally lead students to learn today’s learning and can give a good context for following knowledge learning.
效果评价 学生是否能专注的观看视频，是否能对认真地完成老师的任务。
Pre-listening (7’)
Step 1 T presents the picture in 1a, ask questions like, “where is the schoolbag?” Ss gives the right answer according to the picture in 1a. Presents the topic sentences pattern, and leads into the preposition, in/on/under

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