Where’s my backpack教案

教學內(nèi)容：

本單元主要內(nèi)容是談?wù)撐锲返乃谖恢?，通過這一話題，訓練學生的聽、說、讀、寫四項基本技能，讓學生通過詢問物品的位置，學習一些物品的單詞，及方位介詞 on , in , under ,behind 等的用法；學習并掌握where句型的運用，使學生養(yǎng)成干凈、整潔、合理擺放物品的好習慣。

教學目標：

1、知識目標：

A、學會一些表示家具的名詞以及學習用品的單詞；

B、方位介詞，如：in , on , under ,behind的用法；

C、學會運用方位介詞和where句型表述物品所在的位置。

2、能力目標：

A、學會正確描述物品作在的位置；

B、學會詢問自己或他人物品的具體位置；

C、能夠合理地描述和設(shè)計房間。

3、情感目標：培養(yǎng)學生整齊地擺放自己物品的生活習慣。

教學難點、重點：

重點：A、方位介詞 in , on , under , behind的用法。

B、Where的特殊疑問句和Is this a/an . . . ?一般疑問句的肯定和否定回答。

C、學習名詞 bed , dresser ,bookcase ,backpack . . .

難點：A、能夠正確運用方位介詞描述物品作在的位置；

B、能夠運用Where的問句找到物品位置。

課時安排：

第一課時 Section A 1a-1c

第二課時 Section A 2a-4

第三課時 Section B 1-2b

第四課時 Section B 3a-4 Self-check

Period One

教師：準備一個帶有家具的房間的多媒體課件或掛圖，搜集圖片、卡片、一些學習用品的實物，以及鬧鐘、光盤、數(shù)學書和其他日常用品。

學生：彩筆

學生用品、大白紙、課本所涉及的單詞的實物。

教學步驟

Step One: Present the New words.

①Warming up.

(Prepare some school things for the studentsas presents .)

T: What’s this ? (There is apencil in the teacher’s hand .)

S1: Yes you a right . Here you are .

(give it to the student as a present .)

T: Is this a ruler ? (hold up a ruler .)

S2: Yes it is.

T: How to spell ruler ?

S2: R-U-L-E-R , ruler .

T: Good , here you are.

(Hold up a pen , an eraser , a notebook andso on . Ask the questions in the same way . And give the presents to thestudents .)

T: What’s this ?

S3: It’s a backpack .

T: I have a backpack for you as a present,(Looking for it in the desk , under the chair . . . ) but I can’t find it . Where’s it ? Do you know ?

S3: I don’t know .

S4: I think it’s in your desk..

T: (Look into the desk.) No ,it isn’t .Now , let’s look for thebackpack together , OK ? (Write down the title on the blackboard .)

②Learn the New words.

T: Look at the big picture on the screen.This is a big nice room .I want to own such a room . Because there is somenice furniture in it . Do you know the names of the furniture ?

(Show a picture of a bed and a dresser .)

T: What’s this ? It’s a bed . “BED” . Read after me.B-E-D , bed.

Ss: B-E-D , bed.

T: What’s this ? It’s a dresser .D-R-E-S-S-R , dresser.

Ss: D-R-E-S-S-R , dresser.

(Teach the other words bookcase/sofa/chair/drawer/plant/ . . . in the same way .)

通過師生互動，激發(fā)學生思維，并用學過的句子導入新課。

利用多媒體課件創(chuàng)設(shè)情景，直觀地呈現(xiàn)單詞，使學生在語境中理解單詞。

T: Read the words aloud .

③Present the words in , on , under , behind using the objects .

T: Where is my book ? It’s on the desk . (Puta book on the desk .)

T: Where is my bag ? (Put a bag on the deskand ask this question .)

S1: It’s on the desk .

T: Where is my bag ? (To all the students)

Ss: It’s on the desk .

T: Where is my pen ? It’s in the pencil case. (Put a pen in the pencil case and ask .)

T: Where is my ruler ? (Put a ruler in thepencil case , too .)

S1: It’s in the pencil case, too .

T: Where is the ruler ?

Ss: It’s in the pencil case.

(Then learn the other two prepositions “under”, “behind” in the same way . )

④Present the words .

T: Now , please look at the screen , whereis the ball in Picture 1 ?

S1: I think it’s in the box .

T: Where is the ball in Picture 2 ?

S2: It’s on the box .

T: Where is the ball in Picture 3 ?

S3: It’s behind the box .

T: Where is the ball in Picture 4 ?

S4: It’s under the box .

T: There are some pictures on the screen ,please match the sentences and the pictures .

1: The cat is under the chair .

2: The cat is on the bed .

3: The cat is behind the door .

4: The cat is in the box .

5: The cat is next to the plant .

通過實物所在的位置直觀地呈現(xiàn)乏味介詞。

利用多媒體課件創(chuàng)設(shè)語言情景，準確呈現(xiàn)物品之間的位置關(guān)系，讓學生在真實的情景中理解和掌握方位介詞。

讓學生把句子和圖畫匹配起來，鞏固方位介詞的用法。

6: The cat is onthe chair .

T：Please open yourbooks and do 1a quickly as you can.

(After doing 1a,check the answer.)

Step Two :drills .

①Practice the drills .

T: This time , use the school things aroundyou to practice the conversation .

T:Where’s the watch? (Holdup a watch in the hand.)

S1: It’s in your hand.

T: Where’s the bag? (Put abag on the chair.)

S2: It’s on the chair.

(Ask the students topractice the dialogue like this. Then get some pairs to act it out.)

②Introduce a room and listen to the tape.

T: This is Tommy’s room, but he can’t find his books,his pencil case, his baseball, his computer game and his keys, please help himfind the things. Listen and number [1-5] the things in the picture.

(Play the recording and then check theanswer.)

Step Three: Play a game.

T: Now, we will play a game , I have a newruler, all the students close your eyes, and I hide it in our classroom. Pleaseguess, Where is it ? If your answer is right, it is yours. Please ask like thisIs it on the desk? Is it on the floor? Are you ready?

S1: Is it in the ...?

T: No,it isn’t.

S2: Is it under the…?

T: No, it isn’t.

S3: Is it behind the…?

T: Yes, it is. Please find it out .Here youare.(Give the ruler to him.)

(Ask three or four students to come to thefront to hide three or four new school things, others look for them.)

T:Who can come here to hide my new pen?

Ss: I can.

(After playing the game, some students whocan find the school things will have them.)

Step Four: Task.

T: Look at the picture on the screen. Thisis Mary’s room. In groups of four , describe where the things are in theroom.(Prepare

讓學生用身邊的學習用品操練句型，達到熟練運用where提問。

用學過的一般疑問句以游戲的方式操練本節(jié)課所學內(nèi)容以增強趣味性。

利用屏幕上所給圖片，描述Mary房間物品的位置，強化句型。

Forfive minutes.)

S1: Is the book on the desk?

S2: Yes, it is. Is the backpack under thechair?

S3: No, it isn’t. It’s… Where are the keys?

S4: They are…

Homework: Make a play.

There is a man. His name is “forgetful”. He always forgetssomethings, and he always asks Where is / are my …?

Please make a short play and next class wewill act it out.

PeriodTwo

課前準備

教師:準備表格、一些學習用品和多媒體教學課件。

學生：表演短劇的道具、表格。

教學設(shè)計

Step One: Check the homework.（運用所學句型表演短劇。）

(The students practice the short play “forgetful” for three minutesso that they can act it out well.)

T:Which group can act the play out?

Ss:We can.(Come to the front.)

S1:My name is “forgetful”, I want to work ,but ,but … Where are my …?

S2: (Come to him ) Are they on the…?

S1: No, it isn’t.

S3: Are they in your…?

S1: Oh, yes, it is. But where is my IDcard?...

(Some groups act it out.)

Step Tw Review the words.（利用多媒體教學課件復習學過的單詞，為下面的聽力訓練做鋪墊。）

1. Ask the students to spell the words inthe picture in 2a.

T: First, look at the pictures on thescreen. What are these ?

S1: They are books.

T:What’s this?

S2: It’s a baseball.

T:What’s this?

S3: It’s a computer game.

T:Is this a backpack?

S4:Yes,it is.

T: Can you spell it?

S4: Yes, B-A-C-K-P-A-C-K,backpack.

(Review the other words in the same way.)

T:Now, listen to the recording and look at2a. Number the things from 1-6.

T:Check the answer.(Students give theanswer.)

T:Now, listen again. Let’s do 2b. Find outWhere are the things from 2a? Number the things in the pictures [1-6].（通過聽力訓練檢測學生對所學知識掌握的情況，培養(yǎng)學生聽的能力。）

(Play the tape again and check the answer.)

T:Who can answer?

S1:The computer game is on the backpack.

S2:The books are …

S3:The pencil case is …

S4: The backpack is…

S5: The baseball is…

S6: The keys are …

Step Three: Practice the drills.（根據(jù)聽力材料中的句型，利用圖片再次進行鞏固練習。）

T: Look at the picture. Is the baseball onthe chair?

Ss:No, it isn’t. It’s under the chair.

T: Are the books under the table.

S:No,they aren’t. They’re on the chair.

…

(write the four sentences on the blackboard.Let the students ask and answer using their own thigns.)

S1: Is your ruler on your pencil case?

S2: No, it isn’t. It’s in my…

S3: Are your keys in your pocket?

S4:No, they aren’t. They are in my…

(Let them ask and answer in pairs as many asthey can to improve their oral ability.)

Step Four: Present the grammar and practice.（利用實物呈現(xiàn)語法。）

1.Grammar focus.

(The teacher collects some school things onher desk, them hides them to ask some questions.)

T:Where is the baseball? (Put a baseball inthe desk)

S: It’s in …

T: Where is the dictionary?

Ss: It’s on/ under/ behind…

T: Whereare the books/ your keys?

S:They’re on the chair./ inyour pocket…

(Then the teacher writes the sentences onthe blackboard.)

T: Please pay attention to the sentences. Weuse “It’s” to talk about single objects and “They’re” to talk about twoor more objects.

“Where’s, It’s and They’re” are contractions.

Make a survey.（運用調(diào)查表來鞏固句型。）

T: Make a survey about your classmates’ things using Whereis/are…? And then fill in the chart.

2.Make a conversation.（看圖操練句型。）

T: Who can put these sentences in order tomake a conversation in 3a.

S1:We can.Where’s the bag?

S2: I don’t know.Is it on thedresser?

S1: No, it isn’t.

T:Prepare a new dialogue for three minutesjust like this. You can use your own things.

(Later, ask more pairs to practice theirconversations as quickly as they can.)

Step Five: Practice the drill “Where is / are…?”

(Make a conversation with a student.)

T:Look at the picture in 3c. Where are thebooks?

S1: I don’t know.

T: Where are the keys?

S2: They are on the dresser.

T: Work in pairs. Make a similarconversation like this.

S1:Where is the baseball?

S2: It’s…

S3:Where is the…?

S4: I don’t know.

S5: Where are the…?

S6: …

S7: Where is the pencil case?

S8: It’s…

(Let the students ask and answer accordingto the picture in 3c or using their own things.)

Step Six: Task.（設(shè)置任務(wù)，通過對比的方式讓學生理解方位介詞。）

T:Student A looks at Picture 1 (TextbookP21,4) student B looks at Picture2 (Textbook P19,1a)Ask and answer in pairs.

Sample:

1.Sa: Where is the backpack? Is it under thetable?

Sb: No, it isn’t. It’s on the table.

2.Sa: Where are the books? Are they on thesofa?

Sb: No, they aren’t. They are on thebed.

…...

T: Let’s find out thedifferences between the pictures.Where is the backpack? Is it on the table?(Look at Picture 1)

Ss: No, it isn’t. It’s under the table. (Lookat Picture 2)

T: Where are the books?Are they behind thesofa? (Look at Picture1)

Ss: No, they are on the sofa. (Look atPicture 2)

(Ask some pairs to make the dialogue andfind out some differences.)

T:Fill in the chart according to thepictures.（利用表格直觀體現(xiàn)出兩幅圖的不同點。）

T:Who wants to report it?

S1: I want to . In Picture 1, the pencilcase is… In Picture2, the pencil case is…

S2: In Picture 1, the books are… In Picture2, thebooks are…

(Ask other students to report it.)

Homework.

T: Make a survey after class. Ask some ofyour classmates “Where is…? Where are…?” Fill in the chart.

PeriodThree

課前準備

教師：搜集學習用品、日常用品的圖片及單詞卡片。

學生：準備學習用品、日常用品。

教學設(shè)計

Step One:Present the new words.

T: I have some things on my desk, I thinkyou can tell me how to say them.

T: What’s this? (Hold up abook in the hand)

Ss: It’s a book.

T: Yes, it’s a math book. Readafter me. M-A-T-H-B-O-O-K, math book.

Ss: M-A-T-H-B-O-O-K, math book.

T: Do you have a watch?

Ss: Yes, I do./ No, I don’t.

T: Is it a watch?

Ss: No, it isn’t. It’s a clock.

T: Good. It’s an alarm clock.Read after me. A-L-A-R-M-C-L-O-C-K,alarm clock.

(Then hold up CD, video tape, hat, notebook,teach them in the same way. Check the words using the cards.)

T: Let’s do 1a in SectionB. Match the words with the things in the picture in 1a.(Then check theanswers.)

Step Tw Present the drills.

1.Review the words.

T: Now do 1b in Section B, look at Tommy’s room for threeminutes. Please try your best to remember all the things in the room. Begin!

(Three minutes later,ask them to close theirbooks. Give them another three minutes to write down the things theyremembered.)

T:Who can write them down on the blackboard?

S1:I can.(After writing them,students openthe books to check the answer.)

T:How many words did you write?

Ss:Fifteen/Twenty/Twenty-two …

T:What are in the picture?

S:A backpack, a quilt, a computer game, somebooks…

2.Present the drill.

T: Look at the picture 1a in Section B andanswer my questions Where is the math book?

S1: It is…

T: Where are the pictures?

S2: They are…

T: Where are the books?

S3: They are…

T: Ask and answer according to the picturethen fill in the chart.

Step Three: Listen and practice the drill.

1.Listen to the tape.

T: Tommy wants his mother to bring someschool things to school for him. But his room isn’t tidy. So hismother can’t find the things. Let’s listen to therecording of 2a and help his mother find the things.

(Play the tape for the first time. Thestudents circle the word they hear. Then check the answer.)

T:Now listen again, and fill in the chart.

2.Practice the dialogue.

T: Where’s the ruler?

S1: It’s…

T: Where’s the notebook?

S2: It’s…

T: Where are CDs?

S3: They’re…

T: Work inpairs according tothe chart.

Step Four: Task.

T: Please look at Tommy’s room. Do you thinkit’s tidy?

Ss: No, I don’t think so.

T: Four students in a group. Draw a pictureabout Tommy’s room, help him clean the room to put the things in the correctplaces.