Unit 4 Where’s my schoolbag? 

Section B 2a-Self-Check（教学设计）
 

教材分析

 What：This is a passage about introducing room’s things according to two sisters.

Why：This passage provides a good example of how to writing a passage about introducing own room. The topic of the passage is about tidy room and untidy room. So it is helpful for students to learn to clean their own room and become a tidy person.

How：The structure of the passage is very clear and logical. The writing order is Introduce yourself——Introduce your room——Make a summary.
 

教学目标

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

1. 语言能力： master the following key words: tidy, but, our, everywhere, always. Be able to read short articles describing the location of objects and obtain relevant information.

2. 学习能力：Further develop their living habits of placing their belongings neatly. Get the fun of English learning by describing the location of objects, and gradually cultivate students’ interest in English learning.

3. 文化意识： learn to introduce their rooms to other usages, to understand different cultures, and feel the differences and similarities between English and Chinese expressions. At the same time, develop the good habit of arranging things neatly.

4. 思维品质：Through reading and writing exercises, enhance understanding and consolidate the language objectives. And can apply language materials to real life, such as being able to introduce their own room items in English. Through different forms of writing training, students can improve their comprehensive ability to describe the location of objects.
教学重与

难点

 Teaching important points:

master key vocabulary and sentence patterns；master the methods of introducing their own room；read passages and sentences for relevant information.

Predicted parts of difficult points:

1. Further develop students’ ability to express the position of objects orally or in writing.

2. Summarize where and the prepositions in, on and under.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method

2. 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 invites to Ss to review the learned knowledge, “where” question by showing the pictures one by one.. S answer the where question by looking at the picture. It can provide a good review for students through pictures.
效果评价 学生是否能根据所给图片准确无误的回答where疑问句
Pre-reading (7’)
Step 2 T asks Ss to find the things in the picture in 2a by speaking out. And then T asks Ss to finish 2a.

 

 Ss speak out the things in English according the picture.

Then finish 2a, write them down

 Picture can lead Ss to firstly know the word so that the learning of word can be more smoothly.
Step 3 T asks them look at the pictures carefully and answer the questions:

1. Where is the clock?

2. Where are the books?

3. Where is the tape?

4. Where is the key?

5. Where is the notebook?

6. Is the pen on the bed?

7. Is the hat under the sofa?

8. Is the CD in the bookcase?

After that, T asks Ss to look at the picture to guess what will be talked in this passage.

 Ss look at the pictures carefully and answer the questions and then look at the picture in 2b to guess what will be talked in this passage. Game can give Ss a interesting knowledge input.

 

It can improve Ss’ ability of prediction.

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