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1、2020學(xué)年人教版英語(yǔ)精品資料 《新目標(biāo)Go for it》BookⅠ Unit 4 Where’s my schoolbag? 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(guò)這一話(huà)題，訓(xùn)練學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)基本技能，讓學(xué)生通過(guò)詢(xún)問(wèn)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(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(xí)名詞單復(fù)數(shù)及人稱(chēng)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

2、品的新單詞：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, clock, CD, tape player, tape, hat, etc； B. 熟練運(yùn)用in, on, under, behind, in front of, next to等介詞； C. 熟練運(yùn)用Where問(wèn)句和一般疑問(wèn)句及其回答； D. 掌握名詞單復(fù)數(shù)及人稱(chēng)代詞they的用法。 2．能力目標(biāo)：A.學(xué)會(huì)用英語(yǔ)準(zhǔn)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

3、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(guò)小組對(duì)話(huà)、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(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(xí)資源，如詞典，音像資料，網(wǎng)絡(luò)等來(lái)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)

4、、難點(diǎn) 1． 重點(diǎn)：A. 方位介詞: in, on, under, behind, in front of, next to 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,drawer, table, bookcase, schoolbag…… 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(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(lì)法等教學(xué)方法

5、。 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, 2d, 3a, 3b, 3c 第三課時(shí)：Section B 1a, 1b, 1c, 1d, 1e, 2a, 2b, 2c 第四課時(shí)：Section B 3a, 3b, 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(tīng)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 Fu

6、nctions 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 l Pla

7、y an English song before class. l Revise some school things by asking questions. e.g.: What’s this? Is this a …? How do you spell it? etc. l 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 thin

8、k 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”. l Consolidate the prepositions by looking at the screen and answer the questions: Where’s … ? Where’re…? 設(shè)計(jì)意圖：通過(guò)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(lái)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

9、。 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 box. etc. Ask some pairs to share their per

10、formance. 設(shè)計(jì)意圖：通過(guò)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 l 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 a

11、nswer, using the prepositions. l 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(guò)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(guò)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(lái)，使他們能體會(huì)到通過(guò)自主學(xué)習(xí)帶來(lái)成功的滿(mǎn)足感。通過(guò)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(lái)傳授新單詞要大。 任務(wù)運(yùn)用：Listing Step Four Make up dialog

12、ues l Section A, 1a: Match the words with the things in the picture. Students do it individually first, then check the answers. l 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. St

13、ep 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(guò)這種活動(dòng)調(diào)動(dòng)學(xué)生的視覺(jué)、感覺(jué)和記憶力來(lái)參與語(yǔ)

14、言活動(dòng)，并且使本課的主要語(yǔ)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: l Copy the new words and try to remember them. l Make a survey: Interview one of your friends or teachers. Fill in the form below. Name Things Places Ms. Zhang/ Liu Hai sofa next to the wall 設(shè)計(jì)意圖：語(yǔ)言知識(shí)學(xué)習(xí)與

15、實(shí)際生活相結(jié)合，培養(yǎng)使用英語(yǔ)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

16、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(lái)參與語(yǔ)言活動(dòng)，激活他們已有的知識(shí)

17、水平。 任務(wù)運(yùn)用：Listing Step Two Listen and imitate l Section A, 2a. Revise what the things are. Play the tape for students and let them number them. l Section A, 2b. Play the tape again, students number the things [1-6] in the picture. Imitate the dialogues. Step Three A guessing game l A gues

18、sing 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 next to the bed? Ss: Yes, it is. / No, it isn’t. Write the general question and the answers on the blackboard. S

19、tep 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 Role-play l Let the students imitate the dialogue in SectionA, 2d. l Then let the students make similar dialogues according to the pictures in S

20、ection A, 1a. 設(shè)計(jì)意圖：通過(guò)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(yǔ)法講解。 Step Six Practice the drill “Where is / are…?” l 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

21、: Where’re my books? B: I don’t know. Are they on the bed? A: Yes, they are. Teach “don’t =do not”, “ know”. l 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(huà)題由課本知識(shí)向?qū)嶋H生活延伸，體現(xiàn)語(yǔ)言的語(yǔ)

22、用原則。 lAsk the students to fill the blanks in 3a. ( Section A, 3a.) l Let the students make similar dialogues according to the pictures in Section A, 3b. Step Seven Game: Find the difference l Section A, 3c. Student A looks at Picture 1 ( Textbook P19. 1a), Student B looks at Picture 2 ( Textb

23、ook P21, 3c). Ask and answer in pairs and fill in the form. e.g.: SA: Where is the schoolbag? Is it under the table? SB: No, it isn’t. It’s on the table. Things Picture 1 Picture 2 schoolbag under the table on the table pencil box books keys dog

24、 l Ask some students to report their answer like this: In Picture 1, the pencil box is … In Picture 2, the pencil box 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(guò)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(lái)，其目的在于培養(yǎng)學(xué)生的語(yǔ)言組織能力。 作用運(yùn)用：Listing & comparing Homew

25、ork: l Finish off the exercises in the exercise book. l 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 la

26、nguage Clock; tape; 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 desk. The CDs are on the bookcase. …… Tasks Listing & sharing Step One Warming up Ask some pairs to act out the dialogues in Sect

27、ion A, 2a & 2d. Step Two New words learning l 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. l Match the new words with the things in the

28、 picture. (Section B, 1a.) l Pairwork. Talk about the picture. ( Section B, 1b.) 設(shè)計(jì)意圖：培養(yǎng)學(xué)生語(yǔ)句組織能力，通過(guò)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 l Play the tape twice for students to listen and circle the things Tom wants from his room. Check the answer

29、s. ( Section B, 1c. ) l Listen again. Write down the sentence about where Tom’s things are. Check the answers. ( Section B, 1d.) Step Four Pair work: Aak and answer questions about the things in Tom’s room. Show the students a picture of Tom’s room. Pair work. Ask and answer qu

30、estions in pairs. ( Section B, 1e.) Step Five Review the new words Ask the Ss to write out the new words they know for things in the picture. (Section B, 2a). Step Six Goup work: Compare the place of things of Kate with Gina’s and give an answer that who is more tidy. Ask the Ss to read t

31、he article and list the things Kate and Gina have and write out where the things are.(Section B, 2b&2c.) Step Seven Self-assessment Group work Things Places Yes No Score schoolbag on the chair 10 pen in the pencil box 10 notebook on the bookcase/in the schoolbag/o

32、n the desk 10 keys In the drawer/bag 10 dictionary on the bookcase/in the schoolbag/on the desk 10 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: Yo

33、ur 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: l Finish off the exercises in the exercise book. l Write at least 8 sentences to describe

34、your bedroom to your friends. 設(shè)計(jì)意圖：培養(yǎng)學(xué)生的寫(xiě)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(shū)寫(xiě)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 Things I have in my room Language focus My …is/are in , on , under, next to , behind… Recycled language thing, room, desk, TV, floor The book is

35、on the table. The pens are in the pencil box. Structure I have a/an … My …is/are in , on , under, next to , behind… Tasks Comparing Problem solving & sharing Step One New words learning Present the new words by making conversations with students. Show some pictures and words o

36、n 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) 設(shè)計(jì)意圖：利用圖片和已學(xué)過(guò)的句型導(dǎo)入新課；利用

37、直觀形體語(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 Fill the blanks l Ask the Ss to write out things they have in their rooms. l Ask the Ss to write out where the things are in their rooms. (Section B, 3a&3b) Step Three Creative work l Draw a picture about the things in the Ss’s rooms individuall

38、y. l Ask and answer questions in pairs. 設(shè)計(jì)意圖：話(huà)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，同時(shí)又使學(xué)生在練習(xí)對(duì)話(huà)方面得到訓(xùn)練。 Step Four Self-check l Revise the key words in different ways. Ask the students to spell them. l Let the students do Self-check 1 individually. l Ask the students to work on Self-check 2 in

39、group. Then do a report about the things in the classroom. Homework: l Draw and write. Draw your ideal room, then write a short passage to describe to your classmates. 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(xiě)作技巧。 l Finish off the exercises in the exercise book. l Revise the language items in this unit.