范文Unit 4 Wheres my backpack 教案.docx
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范文Unit 4 Wheres my backpack 教案.docx
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范文Unit4Wheresmybackpack教案
Unit4Where’smybackpack?
教案
www.5y
Unit4where’smybackpack?
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:
、
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Isthisa/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SectionA1a-1c
第二课时SectionA2a-4
第三课时SectionB1-2b
第四课时SectionB3a-4Self-check
Periodone
教师:
准备一个带有家具的房间的多媒体或挂图,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。
学步骤
Stepone:
PresenttheNewwords.
①warmingup.
T:
what’sthis?
S1:
yesyouaright.Hereyouare.
T:
Isthisaruler?
S2:
yesitis.
T:
Howtospellruler?
S2:
R-U-L-E-R,ruler.
T:
Good,hereyouare.
T:
what’sthis?
S3:
It’sabackpack.
T:
Ihaveabackpackforyouasapresent,butIcan’tfindit.where’sit?
Doyouknow?
S3:
Idon’tknow.
S4:
Ithinkit’sinyourdesk..
T:
No,itisn’t.Now,let’slookforthebackpacktogether,ok?
②LearntheNewwords.
T:
Lookatthebigpictureonthescreen.Thisisabigniceroom.Iwanttoownsucharoom.Becausethereissomenicefurnitureinit.Doyouknowthenamesofthefurniture?
T:
what’sthis?
It’sabed.“BED”.Readafterme.B-E-D,bed.
Ss:
B-E-D,bed.
T:
what’sthis?
It’sadresser.D-R-E-S-S-R,dresser.
Ss:
D-R-E-S-S-R,dresser.
通过师生互动,激发学生思维,并用学过的句子导入新课。
利用多媒体创设情景,直观地呈现单词,使学生在语境中理解单词。
T:
Readthewordsaloud.
③Presentthewordsin,on,under,behindusingtheobjects.
T:
whereismybook?
It’sonthedesk.
T:
whereismybag?
S1:
It’sonthedesk.
T:
whereismybag?
Ss:
It’sonthedesk.
T:
whereismypen?
It’sinthepencilcase.
T:
whereismyruler?
S1:
It’sinthepencilcase,too.
T:
whereistheruler?
Ss:
It’sinthepencilcase.
④Presentthewords.
T:
Now,pleaselookatthescreen,whereistheballinPicture1?
S1:
Ithinkit’sinthebox.
T:
whereistheballinPicture2?
S2:
It’sonthebox.
T:
whereistheballinPicture3?
S3:
It’sbehindthebox.
T:
whereistheballinPicture4?
S4:
It’sunderthebox.
T:
Therearesomepicturesonthescreen,pleasematchthesentencesandthepictures.
:
Thecatisunderthechair.
2:
Thecatisonthebed.
3:
Thecatisbehindthedoor.
4:
Thecatisinthebox.
5:
Thecatisnexttotheplant.
通过实物所在的位置直观地呈现乏味介词。
利用多媒体创设语言情景,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:
Thecatison
thechair.
T:
Pleaseopenyourbooksanddo1aquicklyasyoucan.
StepTwo:
drills.
①Practicethedrills.
T:
Thistime,usetheschoolthingsaroundyoutopracticetheconversation.
T:
where’sthewatch?
S1:
It’sinyourhand.
T:
where’sthebag?
S2:
It’sonthechair.
②Introducearoomandlistentothetape.
T:
ThisisTommy’sroom,buthecan’tfindhisbooks,hispencilcase,hisbaseball,hiscomputergameandhiskeys,pleasehelphimfindthethings.Listenandnumber[1-5]thethingsinthepicture.
StepThree:
Playagame.
T:
Now,wewillplayagame,Ihaveanewruler,allthestudentscloseyoureyes,andIhideitinourclassroom.Pleaseguess,whereisit?
Ifyouranswerisright,itisyours.PleaseasklikethisIsitonthedesk?
Isitonthefloor?
Areyouready?
S1:
Isitinthe...?
T:
No,itisn’t.
S2:
Isitunderthe…?
T:
No,itisn’t.
S3:
Isitbehindthe…?
T:
yes,itis.Pleasefinditout.Hereyouare.
T:
whocancomeheretohidemynewpen?
Ss:
Ican.
StepFour:
Task.
T:
Lookatthepictureonthescreen.Thisismary’sroom.Ingroupsoffour,describewherethethingsareintheroom.
S1:
Isthebookonthedesk?
S2:
yes,itis.Isthebackpackunderthechair?
S3:
No,itisn’t.It’s…wherearethekeys?
S4:
Theyare…
Homework:
makeaplay.
Thereisaman.Hisnameis“forgetful”.Healwaysforgetssomethings,andhealwaysaskswhereis/aremy…?
Pleasemakeashortplayandnextclasswewillactitout.
PeriodTwo
课前准备
教师:
准备表格、一些学习用品和多媒体教学。
学生:
表演短剧的道具、表格。
教学设计
Stepone:
checkthehomework.(运用所学句型表演短剧。
)
T:
whichgroupcanacttheplayout?
Ss:
wecan.
S1:
mynameis“forgetful”,Iwanttowork,but,but…wherearemy…?
S2:
Aretheyonthe…?
S1:
No,itisn’t.
S3:
Aretheyinyour…?
S1:
oh,yes,itis.ButwhereismyIDcard?
...
StepTwo:
Reviewthewords.(利用多媒体教学复习学过的单词,为下面的听力训练做铺垫。
)
.
Askthestudentstospellthewordsinthepicturein2a.
T:
First,lookatthepicturesonthescreen.whatarethese?
S1:
Theyarebooks.
T:
what’sthis?
S2:
It’sabaseball.
T:
what’sthis?
S3:
It’sacomputergame.
T:
Isthisabackpack?
S4:
yes,itis.
T:
canyouspellit?
S4:
yes,B-A-c-k-P-A-c-k,backpack.
T:
Now,listentotherecordingandlookat2a.Numberthethingsfrom1-6.
T:
checktheanswer.
T:
Now,listenagain.Let’sdo2b.Findoutwherearethethingsfrom2a?
Numberthethingsinthepictures[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。
)
T:
whocananswer?
S1:
Thecomputergameisonthebackpack.
S2:
Thebooksare…
S3:
Thepencilcaseis…
S4:
Thebackpackis…
S5:
Thebaseballis…
S6:
Thekeysare…
StepThree:
Practicethedrills.(根据听力材料中的句型,利用图片再次进行巩固练习。
)
T:
Lookatthepicture.Isthebaseballonthechair?
Ss:
No,itisn’t.It’sunderthechair.
T:
Arethebooksunderthetable.
S:
No,theyaren’t.They’reonthechair.
…
S1:
Isyourruleronyourpencilcase?
S2:
No,itisn’t.It’sinmy…
S3:
Areyourkeysinyourpocket?
S4:
No,theyaren’t.Theyareinmy…
StepFour:
Presentthegrammarandpractice.(利用实物呈现语法。
)
.
Grammarfocus.
T:
whereisthebaseball?
S:
It’sin…
T:
whereisthedictionary?
Ss:
It’son/under/behind…
T:
where’rethebooks/yourkeys?
S:
They’reonthechair./inyourpocket…
T:
Pleasepayattentiontothesentences.weuse“It’s”totalkaboutsingleobjectsand“They’re”totalkabouttwoormoreobjects.
“where’s,It’sandThey’re”arecontractions.
makeasurvey.(运用调查表来巩固句型。
)
T:
makeasurveyaboutyourclassmates’thingsusingwhereis/are…?
Andthenfillinthechart.
Name
Things
Ruler
Pencilcase
Dictionary
keys
Lucy
Tom
Tommy
Lily
2.
makeaconversation.(看图操练句型。
)
T:
whocanputthesesentencesinordertomakeaconversationin3a.
S1:
wecan.where’sthebag?
S2:
Idon’tknow.Isitonthedresser?
S1:
No,itisn’t.
T:
Prepareanewdialogueforthreeminutesjustlikethis.youcanuseyourownthings.
StepFive:
Practicethedrill“whereis/are…?
”
T:
Lookatthepicturein3c.wherearethebooks?
S1:
Idon’tknow.
T:
wherearethekeys?
S2:
Theyareonthedresser.
T:
workinpairs.makeasimilarconversationlikethis.
S1:
whereisthebaseball?
S2:
It’s…
S3:
whereisthe…?
S4:
Idon’tknow.
S5:
wherearethe…?
S6:
…
S7:
whereisthepencilcase?
S8:
It’s…
StepSix:
Task.(设置任务,通过对比的方式让学生理解方位介词。
)
T:
StudentAlooksatPicture1studentBlooksatPicture2Askandanswerinpairs.
Sample:
.
Sa:
whereisthebackpack?
Isitunderthetable?
Sb:
No,itisn’t.It’sonthetable.
2.
Sa:
wherearethebooks?
Aretheyonthesofa?
Sb:
No,theyaren’t.Theyareonthebed.
…...
T:
Let’sfindoutthedifferencesbetweenthepictures.whereisthebackpack?
Isitonthetable?
Ss:
No,itisn’t.It’sunderthetable.
T:
wherearethebooks?
Aretheybehindthesofa?
Ss:
No,theyareonthesofa.
T:
Fillinthechartaccordingtothepictures.(利用表格直观体现出两幅图的不同点。
)
Things
Picture1
Pictuer2
Pencilcase
inthebackpack
onthetable
Books
Backpack
…
T:
whowantstoreportit?
S1:
Iwantto.InPicture1,thepencilcaseis…InPicture2,thepencilcaseis…
S2:
InPicture1,thebooksare…InPicture2,thebooksare…
Homework.
T:
makeasurveyafterclass.Asksomeofyourclassmates“whereis…?
whereare…?
”Fillinthechart.
Name
Things
Bed
clock
computergame
Ball
jim
Amy
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
Stepone:
Presentthenewwords.
T:
Ihavesomethingsonmydesk,Ithinkyoucantellmehowtosaythem.
T:
what’sthis?
Ss:
It’sabook.
T:
yes,it’samathbook.Readafterme.m-A-T-H-B-o-o-k,mathbook.
Ss:
m-A-T-H-B-o-o-k,mathbook.
T:
Doyouhaveawatch?
Ss:
yes,Ido./No,Idon’t.
T:
Isitawatch?
Ss:
No,itisn’t.It’saclock.
T:
Good.It’sanalarmclock.Readafterme.A-L-A-R-m-c-L-o-c-k,alarmclock.
T:
Let’sdo1ainSectionB.matchthewordswiththethingsinthepicturein1a.
StepTwo:
Presentthedrills.
.
Reviewthewords.
T:
Nowdo1binSectionB,lookatTommy’sroomforthreeminutes.Pleasetryyourbesttorememberallthethingsintheroom.Begin!
T:
whocanwritethemdownontheblackboard?
S1:
Ican.
T:
Howmanywordsdidyouwrite?
Ss:
Fifteen/Twenty/Twenty-two…
T:
whatareinthepicture?
S:
Abackpack,aquilt,acomputergame,somebooks…
2.
Presentthedrill.
T:
Lookatthepicture1ainSectionBandanswermyquestionswhereisthemathbook?
S1:
Itis…
T:
wherearethepictures?
S2:
Theyare…
T:
wherearethebooks?
S3:
Theyare…
T:
Askandansweraccordingtothepicturethenfillinthechart.
Things
backpack
books
IDcard
ruler
cap
Places
StepThree:
Listenandpracticethedrill.
.
Listentothetape.
T:
Tommywantshismothertobringsomeschoolthingstoschoolforhim.Buthisroomisn’ttidy.Sohismothercan’tfindthethings.Let’slistentotherecordingof2aandhelphismotherfindthethings.
T:
Nowlistenagain,andfillinthechart.
Things
ruler
notebook
mathbook
cDs
Places
2.
Practicethedialogue.
T:
where’stheruler?
S1:
It’s…
T:
where’sthenotebook?
S2:
It’s…
T:
where’recDs?
S3:
They’re…
T:
workin
pairsaccordingtothechart.
StepFour:
Task.
T:
PleaselookatTommy’sroom.Doyouthinkit’stidy?
Ss:
No,Idon’tthinkso.
T:
Fourstudentsinagroup.DrawapictureaboutTommy’sroom,helphimcleantheroomtoputthethingsinthecorrectplaces.
Homework.
.
Drawapictureaboutyourroom.
2.
Describeyournewroom.
PeriodFour
课前准备
教师:
搜集单词卡片、背景资料。
学生:
彩笔、大白纸、相关新单词。
教学设计
Stepone:
Learnthenewwords.
.
Presentthenewwords.
T:
what’sthis?
S1:
It’saroom.
T:
Doyouhavearoomlikethis?
S2:
yes,Ido./No,Idon’t.
T:
Readafterme.R-o-o-m,room.
Ss:
R-o-o-m,room.
T:
Therearesomewordshere.Readthewordsaftermeandspellthem.
T:
Thisisaword.canyouspellthisword?
S1:
yes,Ican./No,Ican’t.
T:
Icanspellyourname.canyouspellmyname?
S1:
yes,Ican.
T:
canyouwriteyourname?
S:
Sorry,Ican’t.Ihavenopen.
T:
youneedapen.
T:
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