Where’s my backpack教案

教学内容：

本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词 on , in , under ,behind 等的用法；学习并掌握where句型的运用，使学生养成干净、整洁、合理摆放物品的好习惯。

教学目标：

1、知识目标：

A、学会一些表示家具的名词以及学习用品的单词；

B、方位介词，如：in , on , under ,behind的用法；

C、学会运用方位介词和where句型表述物品所在的位置。

2、能力目标：

A、学会正确描述物品作在的位置；

B、学会询问自己或他人物品的具体位置；

C、能够合理地描述和设计房间。

3、情感目标：培养学生整齐地摆放自己物品的生活习惯。

教学难点、重点：

重点：A、方位介词 in , on , under , behind的用法。

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

C、学习名词 bed , dresser ,bookcase ,backpack . . .

难点：A、能够正确运用方位介词描述物品作在的位置；

B、能够运用Where的问句找到物品位置。

课时安排：

第一课时 Section A 1a-1c

第二课时 Section A 2a-4

第三课时 Section B 1-2b

第四课时 Section B 3a-4 Self-check

Period One

教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。

学生：彩笔

学生用品、大白纸、课本所涉及的单词的实物。

教学步骤

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 .)

通过师生互动，激发学生思维，并用学过的句子导入新课。

利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。

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 .

通过实物所在的位置直观地呈现乏味介词。

利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真实的情景中理解和掌握方位介词。

让学生把句子和图画匹配起来，巩固方位介词的用法。

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

让学生用身边的学习用品操练句型，达到熟练运用where提问。

用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。

利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。

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

课前准备

教师:准备表格、一些学习用品和多媒体教学课件。

学生：表演短剧的道具、表格。

教学设计

Step One: Check the homework.（运用所学句型表演短剧。）

(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.（利用多媒体教学课件复习学过的单词，为下面的听力训练做铺垫。）

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].（通过听力训练检测学生对所学知识掌握的情况，培养学生听的能力。）

(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.（根据听力材料中的句型，利用图片再次进行巩固练习。）

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.（利用实物呈现语法。）

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.（运用调查表来巩固句型。）

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

2.Make a conversation.（看图操练句型。）

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.（设置任务，通过对比的方式让学生理解方位介词。）

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.（利用表格直观体现出两幅图的不同点。）

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

课前准备

教师：搜集学习用品、日常用品的图片及单词卡片。

学生：准备学习用品、日常用品。

教学设计

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.