秀洲區(qū)王店鎮(zhèn)中學(xué) 張麗娟
一． 教學(xué)內(nèi)容
本單元的主要內(nèi)容是談?wù)撐锲匪诘奈恢�。通過這一話題，訓(xùn)練學(xué)生的聽、說、讀、寫四項(xiàng)基本技能，讓學(xué)生通過詢問物品的位置，學(xué)習(xí)一些有關(guān)家居物品和學(xué)習(xí)用品的單詞，以及方位介詞in, on, under, behind 等的用法；學(xué)習(xí)并掌握Where問句的問答，一般疑問句提問并用方位介詞來回答；學(xué)習(xí)名詞單復(fù)數(shù)及人稱代詞they 的用法，同時(shí)培養(yǎng)學(xué)生養(yǎng)成干凈、整潔、合理擺放物品的好習(xí)慣。
二． 教學(xué)目標(biāo)
1．知識(shí)目標(biāo)：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(yùn)用in, on, under, behind, in front of, near等介詞；
C. 熟練運(yùn)用Where問句和一般疑問句及其回答；
D. 掌握名詞單復(fù)數(shù)及人稱代詞they的用法。
2．能力目標(biāo)：A.學(xué)會(huì)用英語準(zhǔn)確描述物品所在的位置；
B. 學(xué)會(huì)用英語詢問自己的或他人物品的具體位置；
C. 能夠合理地描述和設(shè)計(jì)房間。
3．情感目標(biāo)：A. 培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣；
B．通過小組對(duì)話、討論、調(diào)查和設(shè)計(jì)等一系列的課堂活動(dòng)，培養(yǎng)學(xué)生的合作精神。
4．學(xué)習(xí)策略：A. 交際策略: 學(xué)會(huì)與他人合作交流,并能把語言材料用到真實(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(xí)資源，如詞典，音像資料，網(wǎng)絡(luò)等來獲取更多的學(xué)習(xí)信息；
C．認(rèn)知能力：積極思考，及時(shí)反饋；
D．調(diào)控策略：在反思，頓悟和自醒中不斷調(diào)整自己的學(xué)習(xí)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 的特殊疑問句和一般疑問句：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(zhǔn)確運(yùn)用方位介詞描述物品所在的位置；
B．能夠運(yùn)用Where問句找到物品的位置。
四． 教學(xué)方法
采用任務(wù)型語言教學(xué)，實(shí)施情景教學(xué)法、交際法、情感激勵(lì)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(zhǔn)備
教師：制作多媒體課件，準(zhǔn)備部分學(xué)習(xí)用品的實(shí)物。
學(xué)生：預(yù)習(xí)新單詞：聽錄音機(jī)，模仿跟讀新單詞；準(zhǔn)備與本課有關(guān)的學(xué)習(xí)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(shè)計(jì)意圖：通過設(shè)置讓學(xué)生幫助老師找東西這樣一個(gè)真實(shí)的場(chǎng)景來導(dǎo)入新課，能夠立刻調(diào)動(dòng)學(xué)生的參與性，激發(fā)學(xué)生思維，啟動(dòng)學(xué)習(xí)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(shè)計(jì)意圖：通過學(xué)生之間相互猜測(cè)的游戲，能使他們剛被激發(fā)的興奮點(diǎn)持續(xù)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(shè)計(jì)意圖：由于課前引導(dǎo)學(xué)生通過自主學(xué)習(xí)初步接觸本課要學(xué)的新單詞，所以在新單詞的教學(xué)過程中，一些有能力的學(xué)生可以將自己已有的認(rèn)識(shí)水平與實(shí)際運(yùn)用結(jié)合起來，使他們能體會(huì)到通過自主學(xué)習(xí)帶來成功的滿足感。通過這樣的方法呈現(xiàn)新單詞，效果遠(yuǎn)比教師單純地用圖片來傳授新單詞要大。
任務(wù)運(yùn)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(shè)計(jì)意圖：通過這種活動(dòng)調(diào)動(dòng)學(xué)生的視覺、感覺和記憶力來參與語言活動(dòng)，并且使本課的主要語言知識(shí)得到重現(xiàn)，加深印象；同時(shí)，小組之間的競(jìng)賽體現(xiàn)了協(xié)作和團(tuán)隊(duì)精神。
任務(wù)運(yùn)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(shè)計(jì)意圖：語言知識(shí)學(xué)習(xí)與實(shí)際生活相結(jié)合，培養(yǎng)使用英語的思維。
任務(wù)運(yùn)用：Making a survey
Period Two
課前準(zhǔn)備
教師: 準(zhǔn)備表格、一些學(xué)習(xí)用品和多媒體課件。
學(xué)生: 學(xué)習(xí)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(shè)計(jì)意圖：根據(jù)學(xué)生的年齡特征，他們非常喜歡這種情景猜測(cè)活動(dòng)。這可以調(diào)動(dòng)他們各方面的情緒來參與語言活動(dòng)，激活他們已有的知識(shí)水平。
任務(wù)運(yùn)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(shè)計(jì)意圖：設(shè)置任務(wù)，通過對(duì)比的方式讓學(xué)生理解方位介詞。利用表格直觀體現(xiàn)出兩幅圖的不同點(diǎn)， 再將它的不同點(diǎn)復(fù)述出來，其目的在于培養(yǎng)學(xué)生的語言組織能力。
作用運(yùn)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(shè)計(jì)意圖：話題由課本知識(shí)向?qū)嶋H生活延伸，體現(xiàn)語言的語用原則。
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(shè)計(jì)意圖：通過對(duì)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(diào)枯燥的語法講解。
Homework:
Finish off the exercises in the exercise book.
Act out the dialogues. (Section A, 2a & 2b.)
設(shè)計(jì)意圖：由課堂活動(dòng)向課外延伸。
任務(wù)運(yùn)用：Action
Period Three
課前準(zhǔn)備
教師: 準(zhǔn)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(xí)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(shè)計(jì)意圖：培養(yǎng)學(xué)生語句組織能力，通過直觀圖片學(xué)習(xí)第二部分新單詞，并在小組活動(dòng)中加以操練。
任務(wù)運(yùn)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(shè)計(jì)意圖：延續(xù)自我評(píng)價(jià)活動(dòng)，把個(gè)人的生活經(jīng)驗(yàn)與實(shí)際結(jié)合起來，完成自我觀點(diǎn)的sharing，同時(shí)為最后的Project打基礎(chǔ)。
任務(wù)運(yùn)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(shè)計(jì)意圖：培養(yǎng)學(xué)生養(yǎng)成整潔、干凈、合理擺放物品的好習(xí)慣。
Homework:
Finish off the exercises in the exercise book.
Write at least 8 sentences to describe your bedroom to your friends.
設(shè)計(jì)意圖：培養(yǎng)學(xué)生的寫的能力。由口頭訓(xùn)練轉(zhuǎn)向筆頭訓(xùn)練，單句的練習(xí)為下一步的篇章書寫打下基礎(chǔ)。
Period Four
課前準(zhǔn)備
教師: 多媒體課件；單詞卡片；
學(xué)生: 學(xué)習(xí)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(shè)計(jì)意圖：利用圖片和已學(xué)過的句型導(dǎo)入新課；利用直觀形體語言、動(dòng)作、語境教等單詞，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(shè)計(jì)意圖：感官材料與閱讀材料中內(nèi)容的差異對(duì)學(xué)生的記憶力無疑是一個(gè)巨大的挑戰(zhàn)。任務(wù)具有挑戰(zhàn)性和趣味性。
任務(wù)運(yùn)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(jié)省時(shí)間，教師可以讓學(xué)生在圖中標(biāo)出數(shù)字來替代畫圖。) 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(shè)計(jì)意圖：話題繼續(xù)延伸，進(jìn)一步鼓勵(lì)學(xué)生發(fā)揮自己的想象力和主觀能動(dòng)性，并與實(shí)際相結(jié)合，提出自己的新觀點(diǎn)，新思路和新方法。同時(shí)又使學(xué)生在寫作方面得到訓(xùn)練。
任務(wù)運(yùn)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(shè)計(jì)意圖：結(jié)合課本知識(shí)與實(shí)際生活，學(xué)以致用，訓(xùn)練學(xué)生寫作技巧。
Finish off the exercises in the exercise book.
Revise the language items in this unit.