Unit 4 Where's my backpack by pengtt

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									                     Unit 4              Where’s my backpack?

1. About the teaching material

     The main content of this unit is to talk about “Things around the house” and
learn to inquiry “the location of objects”. Make Ss learn basic sentence patterns
“Where’s my backpack? It’s under the chair.” At the same time, guide Ss to adopt the
studying strategies of listening for key words, inferring vocabulary and role playing to
learn to use the preposition of place on, in, under, behind, next to express the location
of objects. Complete the dialogue through listening to the key words. Learn to guess
the correct spelling forms of the words according to rearrangement. Learn new
sentence patterns by using cartoon.

2. Aims
1) aims of ability
      Ss may show their desire skillfully in the situation designed by teacher. From the
functional item practice, Ss may apply them in the real communication. Improve their
listening ability as well.
2)   aims of skill
     Some nouns about furniture as table, dresser, bookcase, sofa, chair, drawer, daily use things
as plant, CD, alarm clock, video tape, hat; some prepositions of place on, in, under, behind etc;
where questions to ask the location of objects.
3) aims of emotions
     Make Ss have interest and the desire of learning English, and happy to
participate in various English practices. Make Ss help each other in groups and
cooperate actively with others to complete learning task. Help Ss set up long-range
ideals.

3. Teaching steps

     Period One:                     SectionA 1a-----1c

     Period Two:                     SectionA 2a-----3c

     Period Three                    SectionA 4-------SectionB 1c

     Period Four                     SectionB 2a------3c

     Period Five                    SectionB 4-------Self-check
                               Period 1 (Section A 1a~1c)
•Sub Topic:                      Talk about the room
•Language focus:                 Talk about where the things are
•Vocabulary:                     bookcase, sofa, chair, backpack, books, keys, baseball, drawer,
                                  plant, in, on, under
•Language Structure:            There is / are …
                                Where is…?       It’s on / in / under…
                                Where are…? They’re in /on / under…
•Tasks:                          Listening, Designing & Making a survey
Teaching procedures:
Greetings
Step 1 Warming up
     •Learn the new words in ,on , under, near by helping the teacher find out the things she lost.
      1. T: Where is my English book?
         S: It’s here.
         T: Oh, it’s on the desk.
      2. T: Where are my keys ?
         S: They’re under your book.
      3. T: Where is my dictionary ?
         S: It’s in the backpack.
     •Look for things.
        The students hide and look for the things in groups. They can give the others some clues.
     For example:
        This is my book.. It’s on the second desk.
Step 2: New words learning
     •Show the students three pictures of rooms ( bedroom, sitting room, study)
Bedroom
Sitting room
Study
     •Group work:
   The students choose one of the three pictures and list the things they may think the room has.
     •Class work: (sharing the ideas in class)
      Ask the groups to share their ideas with the class. Meantime they can teach the new words.
      Where is …… ?             It’s ……
      Where are …… ?           They are…
Step 3: Activities
     •Match the words with the pictures. (SectionA 1a)
     •List and number the things in the pictures when you hear them. (SectionA 1b)
     •Pair work:
      Talk about the pictures in the textbooks and make their own conversation.
     •Game: challenge your memory
Step 4: listen and read
Homework: Make a survey Interview a student / a teacher and fill in the forms
                              Period 2 (Section A 2a~3c)
•Sub Topic:                     Talk about the room
•Language focus:                Talk about where the things are
•Recycled language:             There is /are…
                                Where is …? It’s on /in /under…
                                Where are …? They’re in /on/under…
•language Structure:            Is the book / Are the books on the desk?
                                Yes,… / No,… / I don’t know.
•Tasks:                         Listening & Making a survey
Teaching procedures:
Greetings
Step 1 Warming up
     •Chatting:
      Chat with the students about the things around the room by showing them pictures.
     •A guessing game:
     Show the students a picture of a room with a few things in it. Have them guess the places of
the other things.
        T: Where is the bookcase?
        S: Is the bookcase near the bed?
        T: Yes, it is / No, it isn’t.
     •Listen and number these things. (Section A 2a )
     •Listen again. Imitate the dialogue in 2b,2c.
Step 2 Memory Challenge
     •A competition: The students watch a clip of the video for a few minutes.
                         (The video is about the teacher’s room.)
     •Have a competition among groups. See who can remember all the things and places.
           A: Where is / are the …?                      B: Is / Are the … in …?
           B: I think it’s / they’re…                     B:Yes, …/No,…
Step 3 Activities
     •Group Work:
     Share the information they got from the teachers in groups.
         S1: There is / are …in Mr. Mrs. … room.
         S2: Where is the …?
         S3: Is the … near the …?
     One of the four makes a report in class. The others listen carefully and try to draw the room.
They are encouraged to ask any questions.
     •Pair Work:
     A: I interviewed … There is a … in his room.
     B: Where is the …? OR Is the … in …?
     A:It’s in … OR Yes, …/No, …
Step 4 Self-assessment
Homework: •Finish off the exercises in the exercises book
              •Imitate & act out the dialogue in SectionA 2a & 2b.
                      Period 3 (Section A 4~Section B 1a-1c)
•Sub Topic                   Find the differences
•Language focus               Tell the differences between the two pictures
•Recycled language           alarm clock, video cassette, CD, math book, computer game,
•language Structure          Is the book/ Are the books on the desk?
                             Yes,…/ No,… / I don’t know.
•Tasks               Listening, comparing & sharing
Teaching procedures:
Greetings
Step 1 Warming up
     •Act out the dialogue
Step 2 New words learning
     •Show the students a picture of a room
     •Let some able students list some new words
     •Match the new words with the things in the pictures (Section B,1a )
     •Pair work:
                 talk about the pictures ( Section B, 1b &1c)
Step 3 Find the differences (Section A 4 )
     •Show the students two pictures
     •Divide the whole class into two parts and show the different halves two different pictures
     •Ask and answer:
(The teacher asks questions and the students answer them. They are asked to listen very carefully
and remembered the things and places in another picture.)
       T: Where is the computer game in Picture One?            S: It’s ……
       T: Where is the computer game in Picture Two?             S: It’s ……
     •Have a competition: One half asks, the other answers
          Where is the plant in Picture One ?
          What can you see near the bed in Picture Two?
     •A report like this:
      In Picture One, the plant is on the table, but in Picture Two it’s under the chair. …
Step 4 Group work
     •Show the students a picture of sb’s untidy room.
     •Group work: decorate the room for sb
Step 5 Task: rearrange one’s room
Things                            Places                           The places we put




His books are in the desk.We put his books in the bookcase. ………
Homework: To draw a picture of their own room and write a short composition about it.
            You may begin like this:
This is …’s room. The hat is … The books are …
                              Period 4 (Section B 2a~3c)
•Sub Topic                      Asking for help
•Language focus                 take… to ;      bring… to ;       need
•Recycled language              The book is on the table.
                                 The pens are in the pencil-case.
•Language structure             I need … for…
                                Can you bring some things to school?
                                Please take these things to…
•Tasks                         Comparing, Problem solving & sharing
Teaching procedures:
Greetings
Step 1 Warming up
     •Show Tommy’s photo to the class and let the students ask any questions about Tommy.
     •Discussion:
          The teacher tells the students
          Tommy wants something from his room for school.
     Have them discuss in groups what he needs.
     •Make a report:
          We think Tommy may need ……, because…… ( Section B: 2a & 2b )
Step 2 Listing and writing
     •Listen and circle the things Tommy really wants ( Section B 2a )
     •Listen again and write down notes. ( Section B 2b )
     •Make an oral report
Step 3 Section B 3a &3b
     •Read the note and draw the missing things in the picture.
     •Look at the picture and fill in the blanks.
Step 4 Creative Work
     •Group work: Discuss what you need for the coming sports meeting
     •Make a telephone call to your family
     •Act out the conversation
     •The others listen to the conversation and finish the telephone message
     Model⑴:
                          Telephone Message
     From : _________                           To : _________
     Message : I need _____________________
Step 5 Discussion
     •Discuss in groups:
       What do you we need in our dormitory/classroom?
       We need…,because now …. We want to put it in the….                    ( Make a report )
Step 6 Writing
     •Write a letter to the headmaster/ classroom in groups and put in the letter box
Homework: Design your ideal room in groups
                        Period 5 (Section B 4~Self-check)
•Sub topic                       My ideal room
•Language focus                  The things in our nice room
•Language Structure              We have a nice room.
                                 There is / are ….
                                 You can see the ….
•Tasks                             Project
Teaching procedures:
Greetings
Step 1 Recommendation
     •Suppose each group is a company for renting out the rooms.
     •Have a few groups recommend their rooms to the others.
     •Introduction
      We have a very nice room. There are lots of things in it…… ( The others listen carefully
and try to choose the room they want to rent.)
     •Make up dialogues between the leaser and leaseholder
     •See which group can lend their rooms
Step 2 Designing
     •Group Work: Discuss what we can see in your room in 2050. “You can see a very great
room. There is / are …”
     •Make a report
Step 3 Writing
        John has a nice room to rent, please help him to write a notice to describe his room.
                                                 Notice
              I have a very nice room. There is a ______________________________________
        Do you like it? If you like it, please call John at 730-0555.
Homework: Finish off the exercises
             Write a short passage My room in 2050 & My ideal room
Activities                                      Atitude
Learning the words
Playing the game
Making up dialogue
Making a survey
Making a report
Memory challenge
Action
Discussion
Group work
Class work

								
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