Section A Grammar focus 3a—3c名师教学设计2

Where’s my schoolbag ? The 1st period (第一课时): Section A (1a –1c) Teaching aims（教学目标）

1．掌握有关物品的名称table, bed, bookcase, sofa, chair, hat, etc；

2．学会谈论物品的位置。

3.Listening practice and writing ability: Language points（语言点）

1.

要求掌握以下句式：

Where’s my schoolbag?

It’s under the table. 2．要求掌握以下词汇：

where, table, bed, chair, plant, under, they, on Difficulties（难点）：

熟练运用表示方位的介词in, on, under, behind, in front of, near等。

Teaching steps （教学步骤）

Lead in:

Good morning，everyone! Last week, we finished Unit 3. Today we are going to learn a new unit, Unit 4.

Ask and answer

a. Can you tell me what the title of Unit 4 is? Yes, it’s “Where’s my schoolbag？” What do you think the unit is about?

b. Great! In this unit we are going to learn talking about the positions of the school things. Do you still remember some school things we have learnt?

c. What are they? OK. Let’s start to talk about some school things first.

【教学设计说明】

通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学生学习兴趣的发生。

Step 1: words Now let’s check the new words in Unit 4. Please look at some beautiful pictures and tell me what these are. Students can speak out the wors and spell them. Step 2: Section A

1a

please open your books at page 19 and look at activity 1a.

1．Look and find

Please look at the picture in activity 1a. There’re some things in it. Do you know what they are?

2．Match and discuss

a. Would you please match the words with the things in the picture?

b. Please discuss with your partners and check whether your answers are the same.

3．Check the answers

Let’s check the answers together.

4．Read :

Please read the words after me. Table...

【教学设计说明】

通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。

Step 3:

I have a watch. I will play a game with students. Ask and find：

Where’s my watch? They can answer“It’s on the book. It’s in the book and It’s under the book.”Then tell students how to use “in ,on ,under”. Next give students three pictures and ask them where the Tom is. Students answer. According to the pictures, tell students to use on,in under. 【教学设计说明】

以图片的方式展现on, in under,可以让学生更直观，更形象的掌握方位词的用法。

Step 4:

Pairwork: Give students some pictures, tell them to make conversations with their partners. Then can use the target language: Where’s the…..? It’s…….. If they have problems, help them. Then ask students to play their conversations. 【教学设计说明】

以对话的形式来巩固和提高学生对in on under等词的掌握，还可以调动学生活动的积极性，活跃课堂气氛。

Step 4:Section A

1b

1．Listen and number

a. Listen to the tape for the first time.

b. Number the things in the picture when you listen to it for the second time.

2．Check the answers Let’s check the answers.

Answers: 1．books

2．pencil case

3．baseball

4．computer game

3．Read

I would like you to read the typescript after class.

4．Translate and explain

a. Let’s translate the conversation into Chinese.

b. Who can tell us what it means?

c. Yes. When we ask the positions, we use the words “where”. And from the picture, we know that the word “on” means “在······上面” “in” means “在······里面”“under” means “在

······下面”. They are called prepositions “介词”.

【教学设计说明】

由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。

Step 5: talk about my room Give a picture of my room, ask: a what can you see in my room? b where is the ….? The …is in/ on/under….. c Great. Now according to the picture, can you write a short passage about my room? If they have problems, help them. Then ask two students to read their passages to us. 【教学设计说明】

通过这种活动调动学生的语言组织能力，并且使本课的主要语言知识得到

重现，加深印象。

Step 6: Summarize

Let’s summarize what we learnt in this period.

1. 单词:table, bed, bookcase, sofa, chair. 2. where 引导的特殊疑问句。

3. 介词 in, on, under描述物品所在的位置。

4.掌握下列句型： Where’s + n. (single.) ? It’s… Step 7: Homework

Use in、on、under to write about your rooms.