资源简介

Unit 4 Where’s my schoolbag 2d & Grammar focus-3c （教学设计）
教材分析 What：The text is a conversation about identifying the position of things in the room. And summarizes the target language of this unit in form, that is, special questions guided by Where and answers with prepositions on, in and under. Why：The dialogue provides context for grammar learning. Learning grammar points in context can help students understand the knowledge points better and deepen their understanding of grammar phenomena. How：The activities of 3a-3c are arranged in different levels. 3a let the students look at the picture to complete the dialogue, mainly focusing on the language form. And it is the language structure exercise; 3b asks students to look at pictures and ask questions in pairs, which is a controlled language output exercise, requiring students to output a more complete dialogue; 3c is an open communication activity, and it is a more real language use activity with poor information, so it pays more attention to semantics.
教学目标 By the end of this lesson, students will be able to: 1. 语言能力：be familiar with the names of the objects through helping Jack find things, and could express the correct position of the object with the position preposition and the where sentence pattern in the systematic grammar learning 2. 文化意识：feel the differences and similarities between English and Chinese expressions through dialogue practice. Further cultivate the good habit of placing things neatly, and help them strive to be a person with good living habits 3. 思维品质：master language knowledge in practice by observing and summarizing example sentences and learning language structure in situations, Improve the logic and rigor of thinking by systematically learning location prepositions and where sentence patterns. 4. 学习能力：develop good habits and observation skills through a series of activities such as listening, speaking, observing and so on. And gain the fun of English learning by describing the location of objects, and gradually cultivate students' interest in English learning
教学重与 难点 Teaching important points: (1) The usage of positional prepositions in, on, under. (2) where special questions and Is/Are... General questions and their positive and negative answers. (3) The correspondence between single and plural nouns and personal pronouns it and they 2. Predicted parts of difficult points: (1) Train students to use the learned sentence patterns to ask and answer the location of things in different situations. (2) Can use the learned sentence patterns to ask and answer the location of things in real life situations
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method 2. Situation 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 leads Ss to help Jack find his things by showing pictures and asking questions, like “where is my pencil box ” ” And then invites some Ss to answer them. Ss think about the three questions by observing pictures and then actively answer T. Pictures and question can provides a good review for former knowledge.
效果评价 学生是否能认真观察图片给出正确答案；是否能认真并且无误的回忆所学的知识点。
Presentation (10’)
Step 2 T asks Ss to predict the answers according to the picture in 2d. then read the passage and find the right answers. Ss make a prediction of the passage and read the passage to find the answers Making predictions can improve the interest of reading. Conversations in 2d provides a good context for grammar learning so reading them can help Ss firstly know the grammar rules.
Step 3 Let Ss repeat after the recording to try to imitate the pronunciation and tone of 2d. and let them role play it. Ss repeat to try to imitate the pronunciation and tone. Role play can help Ss enhance the main idea of the conversation. And know the grammar better.
Grammar focus(15’)
Step 4 T asks Ss to observe the grammar focus and answer the questions. Ss think about how to ask locational questions. and learn the where question sentence patterns. Learning grammar rulers by observing can help students realize grammar rules better.
Step 5 T teaches them the usage of the position prepositions by circling the key information of the Grammar focus. Ss learn the usage by the key information and write down the rules in notebook. Underline and make notes can provide a clear logic of the grammar rule which can help Ss memorize and realize the grammar better
Step 6 T leads Ss to know the sentence structure of position preposition by showing the examples sentences. Ss conclude the sentence structures of position preposition by observing the examples. Learning grammar rulers by observing the example sentences can help students realize grammar rules better.
效果评价 学生在学习知识时学生是否能表现积极和专心; 学生在遇到不认识的知识点时能否采取认知策略寻求帮助解决问题；学生是否能积极的跟着老师的思路来学习语法知识点。
Practice (10’)
Step 7 T asks Ss to finish the exercises in textbook-3a Ss finish the exercises and then read the conversations with the desk mates Exercise can help test students' knowledge of this class. Then Practicing conversation can strengthen their ability of speaking and listening.
Step 8 T asks Ss to finish the exercises in textbook 3b and then ask Ss to practice the conversations with the desk mates. Ss finish the exercises and then practice the conversations with the desk mates Exercise can help test students' knowledge of this class. Then Practicing conversation can strengthen their ability of speaking and listening.
Step 9 T asks Ss to finish the task in 3c in groups by using the knowledge that have been learned today. Ss finish the task in 3c in groups. It can enhance Ss’ controlling of today’s knowledge. And the group work can help Ss to improve their communicating ability and their cooperative spirit of group.
效果汇总 学生是否能准确无误的完成练习。学生是否能在积极主动地在组内进行对话练习；学生在进行小组活动的过程中发音和语调是否正确。
Exercise (5’)
Step10 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step11 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (1’) 1. Talk with your partner about where things are. You can use the structures: ① —Where is/ are… —It’s/ They’re… ② —Are they on/ in/ under… —Yes, they are./ No, they aren’t. ③ —Is it on/ in/ under… — Yes, it is./ No, it isn’t. 2. Preview the new words and phrases in Section B(1a-1e). Homework can help students strengthen the knowledge which they have learned.
Unit 4 Where’s my schoolbag Grammar focus
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