Unit 4 Where's my backpack?

Document Sample
Unit 4 Where's my backpack? Powered By Docstoc
					                                           Unit 4 Where’s my backpack?
Ⅰ.Programmes for the Unit
1.Status and Function
The topic of this unit is things around the house.In this unit,students learn to ask and answer questions about where things
are.Students are sure to show great interest in such topic.So it’s helpful to improve students’ listening, speaking, reading and
writing skills.
(1)All the activities in the first period are designed to introduce the key vocabulary and the target language.The
words:table,bed,bookcase,etc.and the target language:where’s the backpack?It’s under the table are closely related to
daily life.So it’s easy for students to grasp the prepositions and where questions.
(2)In the second period,students are given listening and oral practice using the key vocabulary and the target
language.Through the practice,students learn to use it to talk about single object and are to talk about two or more objects.
(3) the third period,
      In                   students are asked to put sentences in order to make a conversation.It is helpful to improve students’
reading skill.And students learn yes/no questions and short answers by oral practice.
(4) fourth period introduces more names of things around the house to students,
      The                                                                                 such as alarm clock,       hat,
                                                                                                                 CD, etc.and
provides writing practice using the target language.
(5)In the fifth period,students learn to write a note by looking at the picture and filling in the blanks.Such activity makes
the writing practice easier.
(6)The last period helps students review what they’ve learned.The activity,reading the note and drawing the room,not
only makes class lovely and interesting,but also helps students to improve their reading skill.
2.Teaching Aims and Demands
(1)Knowledge Object
In this unit,students learn to use prepositions of place and talk about where things are.
(2)Ability Objects
Train students’ listening,speaking,reading and writing skills.
Train students’ communicative competence.
(3)Moral Objects
Enable students to know that it’s a good habit to keep a room clean and tidy.
Students should take good care of their things.
3.Teaching Key Points
Learn the key vocabulary and prepositions of place.Learn the target language,including where and yes/no questions and
short answers.
4.Teaching Difficult Points
Learn the usage of prepositions of place.Train students’ listening,speaking,reading and writing skills.
5.Teaching Method:Teach students how to grasp the target language and communicate with others.
Ⅱ.Teaching Guidance
1.Language Function:Talk about where things are.
2.Target Language
Where’s my backpack?/It’s under the bed./Are my books on the chair?/No,they aren’t./I don’t know.
3.Structures
Where questions./Yes/No questions and short answers.Prepositions on,in,under.
4.Key Vocabulary
table,bed,dresser,bookcase,sofa,chair,drawer,backpack,CD,plant,alarm clock,math book,video,cassette,
hat
5.Learning Strategies
Listening for key words.Inferring vocabulary.
6.The Course Extension
Art.Sense of vision ability.Language art.
Ⅲ.A Diagram for Topic Words



Ⅳ.A Diagram for Topic Thinking and Task-based Activities




                                                               1
Ⅴ.Teaching Time:Six periods.
                                               The First Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
Key vocabulary:table,bed,dresser,bookcase,sofa,chair,drawer,plant,on,under,behind,next to
Target language:Where’s the backpack?
It’s under the table.
Prepositions:in,on,under
2.Ability Objects
Train students’ listening skill.Train students’ communicative competence using the key vocabulary and the target language.
3.Moral Object:Keep your room tidy and clean.
Ⅱ.Teaching Key Points
The names of furniture items.How to ask where things are and how to answer.
Ⅲ.Teaching Difficult Points
Prepositions of place.Prepositional phrases.
Ⅳ.Teaching Methods
Scene teaching method.Pairwork.
Ⅴ.Teaching Aids
A projector and a powerpoint.A tape recorder.Blackboard drawings.
Ⅵ.Teaching Procedures
Section A
Step Ⅰ Key Vocabulary
Before class,  make a powerpoint yourself.It looks the same as the picture in Activity 1a.At the beginning of class,show it on
the screen by a projector.
Point to the table and help the students to say,table.
Point to the bed and help the students to say,bed.
Use the same approach to teach and practice dresser,bookcase,sofa,chair,backpack,books,keys,baseball,drawer,
and plant.
The teacher points to the items more and more quickly.Students answer at a greater and greater speed.
Practise the words over and over again until the students can name each item fluently and accurately.
(The activity introduces the vocabulary.)
Step Ⅱ 1a
Ask one or two students to read the words on the left of the illustration.
After saying the words,ask students to match the words and the items in the picture by writing the letter of the item on the
blank line after the word.
Check the answers.
Answers:
1.table                     e       4.bookcase               d      7.backpack              g      10.baseball              f
2.bed                       j       5.sofa                   i      8.books                 a      11.drawer                l
3.dresser                   c       6.chair                  h      9.keys                  b      12.plant                 k
(This activity introduces the key vocabulary.)
Step Ⅲ 1b
Point to the items in the illustration and ask the students to name each one.
Point to the five boxes and the sample answer to make sure that the students know what to do.
Listen to the recording twice.Write a number 1 in the box next to the first item mentioned,a number 2 in the box next to the
second item mentioned and so forth.
Play the tape for the first time.Students only listen.
Play the tape again.Students listen and number the things in the picture when they hear them.
Check the answers.
Answers:1.books 2.pencil case 3.baseball 4.computer game 5.keys
Tapescript:
                                                             2
Tommy:Where are my books?
Mother:They are on the sofa.
Tommy:How about my pencil case and my baseball?
Sister:They are in your backpack.
Tommy:OK.And where’s my computer game?
Sister:Your computer game?It’s under your bed.
Father:Great.Now where are my keys?
Tommy:Oh,they’re on the dresser.
(This activity provides practice recognizing the key vocabulary.)
Step Ⅳ 1c
Draw pictures with prepositions of place underneath on the blackboard.



                                          in               on           under
The teacher points to each picture in turn,asks questions and guides the students to answer.
T:Where is the ball?
Ss:It’s in the box.
T:Where is the ball?
Ss:It’s on the box.
T:Where is the ball?
Ss:It’s under the box.
Have a student to read the words in the box aloud.
Point to the backpack and the table in the illustration in Activity 1a.
Say the sample conversation and have students repeat.
Write it on the blackboard.
Point to the books on the sofa.Substitute books and sofa into the sample conversation.Say the new conversation with a
student.
Students then practise the conversations in pairs.
As students practise,move around the classroom to check progress and help with pronunciation as needed.
(The activity provides preposition practice using the target language.)
Step Ⅴ Summary
In this class,we’ve learned the names of furniture items,prepositions and the target language.
Step Ⅵ Homework
Draw a couple of pictures and say conversations using what we’ve learned in this class.
                                              The Second Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
Target language:Is the baseball on the sofa?
No,it isn’t.It’s under the chair./Where’s the baseball?/It’s in the backpack./Where are your books?/They’re on the chair.
2.Ability Objects;Train students’ listening skill.Train students’ speaking skill.
3.Moral Object;Keep things in order so that you can find them easily.
Ⅱ.Teaching Key Points
Target language.How to ask where things are and how to answer.
Ⅲ.Teaching Difficult Point
Where questions.
Ⅳ.Teaching Methods
Scene teaching method.Pairwork.
Ⅴ.Teaching Aids
A tape recorder.Real objects.
Ⅵ.Teaching Procedures
Step Ⅰ
Students put their pictures on the desk and talk about them in pairs.Invite pairs to take turns holding up their pictures and
talking about where the things are as the rest watch and listen to them.
Step Ⅱ 2a
Focus attention on the objects in the illustration.Students name each one individually or in pairs.Tell students to write a
                                                              3
number 1 in the box next to the first item mentioned,a number 2 in the box next to the second item mentioned and so forth.
Play the recording for the first time.Students only listen.
Play the recording again.Students listen and number the things when they hear them.
Check the answers.
Answers:
2.books               5.baseball           6.keys3.pencil case       1.computer game        4.backpack
Tapescript:
Tommy:Hey,Sally.
Sally:Yes?
Tommy:Is my computer game on the table?
Sally:No,it isn’t.It’s on the bookcase.
Tommy:Oh,OK.How about my books?
Are they on the bookcase,too?
Sally:No,they aren’t.They are on the chair.
Tommy:Oh,so,where’s my pencil case?
Sally:It’s under the sofa.
Tommy:And where’s my backpack?
Sally:It’s under the table.And your baseball is under the chair.
Tommy:Oh,OK.And where’re Mom’s keys?
Sally:The keys?They are on the table.
(This activity provides practice recognizing the key vocabulary in natural speech.)
Step Ⅲ 2b
Ask different students to read the numbers and say the name of each item in Activity 2a.
You’ll write these numbers in the boxes in the picture in Activity 2b to show where the things go.
Point out the sample answer.
Say,It means that the computer game is on the bookcase.
Play the recording for the first time.Students listen and look at the picture.
Play the recording for a second time.Students listen and write the numbers in the boxes to show where each item goes.
Ask a student to say his/her answers like this:The computer game is on the bookcase.The rest listen and check their
answers.Check the answers.
Answers:
1.computer game                  on the bookcase                    4.backpack                  under the table
2.books                          on the chair                       5.baseball                  under the chair
3.pencil case                    under the sofa                     6.keys                      on the table
(This activity provides practice listening for the vocabulary words.)
Step Ⅳ 2c
Students look at the speech bubbles.The teacher says both parts of the conversation and the students repeat.Write it on the
blackboard.Point to an item in Activity 2a,for example,keys.Substitute keys into the conversation.
Say the new conversation and have students repeat.
A:Are the keys on the sofa?
B:No,they aren’t.They are on the table.
Students ask and answer questions about the things in pairs.
As students practice,walk around the room helping with pronunciation as needed.
(This activity provides oral practice with the target language.Meanwhile,it provides review of yes/no questions.)
Step Ⅴ Grammar Focus
Have students say the questions and answers.
Point out that where questions and statements both use falling intonation.
Point out that we use “It’s” to talk about single object and They’re to talk about two or more objects.
Point out that “Where’s,It’s and They’re” are all contractions.
Write each contraction and full form side by side on the blackboard.
Use a piece of red chalk to show the differences between them.
Optional Activity:
Collect personal possessions from students,such as keys,a backpack,pencils,a pencil case.Place these things in,on,
under,behind and next to each other on the Teacher’s Desk so that all the students can see them.Then invite students to take
turns asking another student,where’s the (pen)?or where are the (keys)?The student answers the question using a
proper prepositional phrase.
(This activity helps students apply the key vocabulary and the target language to their own lives.)
                                                             4
Step Ⅵ Summary
In this class,we’ve learned where questions.
Step Ⅶ Homework
We’ve learned the word table in this unit.But it doesn’t always mean a furniture item.What else does it mean?Please refer
to a dictionary after class.
                                               The Third Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
Target language:Where’s the backpack?/Is it under the table?/No,it isn’t.It’s on the table.
2.Ability Objects:Train students’ reading skill.Train students’ ability to complete a conversation using context.
Develop students’ writing ability.
3.Moral Objects;Leave your things in order.Unlike the students in Activity 3a,you’ll find them easily.
Ⅱ.Teaching Key Point
Target language.
Ⅲ.Teaching Difficult Points
Where questions.Prepositions of place and prepositional phrases.
Ⅳ.Teaching Methods
Illuminative teaching method/Pairwork./A game.
Ⅴ.Teaching Aid
Printed test papers.
Ⅵ.Teaching Procedures
Step Ⅰ
Check homework to see how many different meanings of the word table they have found.
Step Ⅱ 3a
Students take a careful look at the illustration and discuss with a deskmate who the two persons are and what room each
person is in.
Call attention to the speech bubbles.Say the conversation and have students repeat it.
Read the four lines in the box to the students.It’s a conversation.But they are in the wrong order.When you put these
sentences in order,they will make a clear conversation.
Point out the numbered line.This is the first part of the conversation.Write a number 2 in the blank before the second part,a
3 in the blank before the third part and so forth.
As the students work,move around the room and check their progress.
Ask a pair of students to say their completed conversation.The rest listen and check their answers.
Check the answers.
Answers:
2.I don’t know.3.Is it on the dresser?4.No,it isn’t.1.Where’s the bag?
(This activity provides reading practice using the target language.)
Step Ⅲ 3b
Students in pairs practice saying the conversation.Minutes later,  change them round so that they both have the opportunity to
ask and answer questions.
(This activity provides oral practice using the target language.)
Step Ⅳ 3c
Call attention to the items of the pictures.Ask students what they are.Have them name each one.
Demonstrate a conversation with a student with items in picture 1.
A:Where are the keys?
B:They are on the dresser.
Ask students to look at the speech bubbles.
Say the conversation with a student.
Students practise in pairs.Ask and answer questions about the keys,the pencils,the baseball,the pencil case and the
ruler.Move around the room offering any help they need.
Have pairs of students ask and answer their questions for the class.
Check the answers.
Answers:
1.A:Where are the books?                                           3.A:Where are the pencils?
B:I don’t know.                                                    B:I don’t know.
2.A:Where are the keys?                                            4.A:Where is the baseball?
B:They’re on the dresser.                                          B:It’s under the table.
                                                              5
5.A:Where is the pencil case?                                       6.A:Where is the ruler?
B:It’s in the backpack.                                             B:I don’t know.
(This activity provides oral practice with the target language.)
Optional Activity:
Divide the students into groups of four.Play the game like this:
S1:My backpack is...
S2:On the floor.
S3:My backpack is on the floor.My ruler is...
S4:My backpack is on the floor.My ruler is in the pencil case.My books are...
S1:My backpack is on the floor.My ruler is in the pencil case.My books are in the backpack.My keys are...
S2:...
Please continues around the circle until all the students have had a chance to speak.
(This activity provides oral practice with the target language.Meanwhile,students can memorize some sentences.)
Step Ⅴ 4
Students work in pairs.They decide who is Student A and who is Student B.
Point to the instructions for Student A.You’ll look at the picture on Page 19.
Point to the instructions for Students B.You’ll look at the picture on Page 21.
The two pictures are different from each other.Student A asks questions looking at the picture on Page 19 and Student B
answers them looking at the pictures on Page 21.
Ask a Student A and a Student B to say the sample conversation.Write it on the blackboard.
Students work in pairs.Find the difference.Move around the room helping students.
Check the answers.
Answers:
1.A:Where is the backpack?Is it under the table?
B:No,it isn’t.It’s on the table.
2.A:Where are the books?Are they on the sofa?
B:No,they aren’t.They’re on the bed.
3.A:Where is the pencil case?Is it in the backpack?
B:No,it isn’t.It’s on the table.
4.A:Where is the baseball?Is it in the backpack?
B:Yes,it is.
5.A:Where are the keys?Are they on the dresser?
B:No,they aren’t.They’re under the sofa.
6.A:Where is the computer game?Is it under the bed?
B:Yes,it is.
(This activity provides oral practice using the target language.)
Optional activity:
Bring printed test papers to class.Hand them out to the students before the game.They look like this:
                                        the picture on Page 19             the picture on Page 21
            backpack                        under the table                      on the table
             books
           pencil case
               ...
Students fill in the chart while asking and answering questions.
After the students have finished the chart,ask some students to report his/her work to the class like this:
In the picture on Page 19,the backpack is under the table.
In the picture on Page 21,the backpack is on the table.
(Not only does the game provide oral practice with the target language,but it also provides writing practice.)
Step Ⅵ Summary and Homework
(1)The activities in this class provide a lot of practice using the target language.After class,ask students to draw a picture
including furniture items and personal possessions and write sentences to describe where the things are.
(2)Finish off the exercises on Pages 13 and 14 of the Workbook.
                                              The Fourth Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects:Key vocabulary:math book,alarm clock,CD,video cassette,hat
Target language:Where’s the notebook?/It’s on the bed./The math book is on the dresser.
2.Ability Objects
                                                                 6
Train students’ listening skill.Train students’ writing skill.Train students’ ability to remember and spell words.
3.Moral Object;Watching English-Language videos and listening to cassettes are good for you to learn English well.
Ⅱ.Teaching Key Points
Key vocabulary.Note taking.
Ⅲ.Teaching Difficult Point
Remember and spell the vocabulary words.
Ⅳ.Teaching Methods
A game.Pairwork.
Ⅴ.Teaching Aids
Real objects.A tape recorder.
Ⅵ.Teaching Procedures
Section B
Step Ⅰ Check Homework First
Bring a math book,an alarm clock,a CD,a video casstte and a hat to class.
Hold up the math book and teach the students to say,math book.
Hold up the alarm clock and teach the students to say,alarm clock.
Use the same approach to teach CD,video cassette and hat.Write the words on the blackboard.
The teacher holds up the objects one at a time more and more quickly,and the students say its name at a greater and greater
speed.
Practise the words over and over again until the students can read them fluently and accurately.
(This activity introduces the key vocabulary.)
Step Ⅱ 1a
Focus attention on the words listed in the box.Ask a student to read them aloud.
As the student is saying the word,the rest of the students find each item in the picture.
Ask the students to match the words with the things in the picture by writing the letter of each object on the line next to one
of the words in the box.
Check the answers.
Answers:
CD                         a                                         alarm clock               d
math book                  b                                         computer game             e
hat                        c                                         video tape                f
(This activity provides a review of the key vocabulary.)
Step Ⅲ 1b
Ask the students to take a careful look at the illustration in Activity 1a.Try to remember as many objects as possible.
Three minutes later,ask the students to close their books.Give them another three minutes to write down as many names of
the items as they can.
Ask how many words each student wrote.Ask the person who wrote the most words to put his/her list of words on the
blackboard.Review the spelling of each word and ask students to make corrections.
Get the students to open their book to see if any words are missing.
(This activity provides practice remembering and spelling the key vocabulary.)
Optional Activity:
Each student writes three of the vocabulary words presented in this class with books closed on a piece of paper.Divide the
class down the middle into two teams.The teacher calls out the words in random order.Students cross out the word when
they hear it.When a student crosses out all the three words,he or she says “Bingo”!And that person’s team gets one
point.The first team to get ten points wins.
(The activity gives the students a further practice memorizing and spelling the vocabulary words.)
Step Ⅳ 1c
Students work in pairs.The person who asks questions open his/her book to this page.The person who answers questions
close his/her book.
Demonstrate the sample conversation with a student.
T:(Open your book.)Where’s the notebook?
S1:(Close his/her book.)It’s on the bed.
T:That’s right.
If he/she gives a wrong answer,whisper the correct answer and ask the question again.
Students ask and answer questions in pairs.Move around the class offering any help as needed.
(This activity provides oral practice using the target language.)
Step Ⅴ 2a

                                                              7
Point to the list of words in the box.Ask a student to read them aloud.
Tell the students to classify the meanings of any words they don’t know.
We’ll listen to a conversation.Circle the things Tommy wants from his home.
Play the recording the first time.Students only listen.
Play the recording again.This time students listen and circle the things.
Ask a student to answer his/her circled words.The rest listen and check their work.
Check the answers.
Answers:
Circled items:math book,ruler,notebook,CDs,video tape
Tapescript:
Mom:Hello.
Tommy:Hi,Mom.I need some things for class this afternoon.Can you bring them to school for me,please?
Mom:Sure.
Tommy:I need my math book...
Mom:Math book?Where’s your math book?
Tommy:Oh,it’s on the dresser.And I need my ruler.It’s under the bed.And my notebook.
Mom:Where’s your notebook?
Tommy:Uh,I don’t know.Oh...yeah,it’s on the bed.And my CDs.They’re on the bookcase.
Mom:OK.
Tommy:And the video cassette.It’s on the table.I need to take it back to the store after school.
Mom:OK.I’ll meet you at 12:00 o’clock.
(This activity provides practice recognizing the vocabulary words in natural speech.)
Step Ⅵ 2b
Ask the students to look at the chart carefully.Have a student read the sample answers aloud.
Let’s listen to the conversation again.Write down where Tommy’s things are.
Play the recording twice.Students check their work or solve any disagreements for the second time they hear it.
Check the answers on the blackboard.
Answers:
The math book is on the dresser.                                   The CDs are on the bookcase.
The ruler is under the bed.                                        The video cassette is on the table.
The notebook is on the bed.
(This activity gives the students note taking practice.)
Step Ⅶ Summary
In this class,we’ve learned the target language and note taking.
Step Ⅷ Homework
Place the students into the teams.Team A uses the illustration on Page 19.Team B uses the illustration on Page 21.Each
student writes at least five sentences to describe where things are.
                                            The Fifth Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects:Read a note.Write a note.
2.Ability Objects:Train students’ reading skill.Train students’ writing skill.
3.Moral Object:Work hard,and you’ll realize your ideals.
Ⅱ.Teaching Key Points
Prepositional phrases.Target language.
Ⅲ.Teaching Difficult Points
Describe your room using the target language.Write a note using the target language.
Ⅳ.Teaching Methods
A game.Pairwork.Illuminative teaching method.
Ⅴ.Teaching Aid
A projector.
Ⅵ.Teaching Procedures
Step Ⅰ Check Homework First
Show the key vocabulary words on a screen by a projector.
take v.拿走,带到                                                       bring v.拿来;取来;带来
thing n.东西,物                                                       some adj.& pron.一些,若干
soccer ball 英式足球                                                   need v.需要
can aux. v.能;可以;会                                                  floor n.地板;地面
                                                          8
ideal adj.理想的;完美的                                                    TV n.电视;电视机
room n.房间                                                            desk n.书桌;课桌
Teach the students to read the vocabulary words over and over again until they can read them fluently and accurately.
(This activity introduces the key vocabulary.)
Step Ⅱ 3a
Ask a student to read the note aloud.
Elicit the names of items in the picture and where they are.Make sure the students are using prepositions correctly.
Have students draw the items mentioned in the note in the picture.
Move around the room checking that the students draw each item in the right place and asking students where the things are
in the picture.
(This activity provides practice reading the vocabulary and understanding the prepositions.)
Optional Activity:
Demonstrate how to play the game.
Ask a pair of students to collaborate on a drawing with each other on the blackboard.Student A draws a piece of furniture
from this unit,for example,a dresser.Student B draws an object form this unit,for example,a book,on the dresser.Then
ask one of them to describe what they have drawn.(The book is on the dresser.)
Ask pairs of students in turn to draw furniture and objects on the blackboard and describe what they have drawn.
Put students into groups.Let them draw pictures on a large piece of paper instead of on the blackboard.This way,several
games can go on at once.
(This activity provides practice in understanding the prepositions correctly.Also,students learn to collaborate on working
with others.)
Step Ⅲ 3b
Ask students to name some of the items in the picture and tell where they are.
Call attention to the note on the right.Read the first half to the students.Then ask students to look at the picture,point to the
hat and say:on the chair.
Ask the students to fill in the other blank on their own.As students work,move around the classroom giving them spelling
support as needed.Ask a student to read the note,filling in the missing words and phrases.The rest listen and check their
work.
Check the answers.
Answers:
Dear Tommy,
                                                         my              and
Can you bring some things to school?I need my hat, notebook, a pen.My hat is on the chair.The notebook is on the
floor,and my pen is under my notebook.
(The activity provides writing practice using the key vocabulary and the prepositional phrases.)
Step Ⅳ 3c
Now you are asked to write a note to a friend asking four things from your room.Look at the note in Activity 3b once
more.You may use it as a model while writing your own notes.
After they have finished writing the notes,ask students to read their notes to a partner.
Have a student write his/her work on the blackboard.Pick up mistakes in spelling or the use of prepositions and correct
them.
(This activity provides written practice using the target language.)
Step Ⅴ
Ask:Do you have your own bedroom?What would you like to have in your own room?Make a list on the blackboard.
Draw a picture of your ideal room.
Have different students describe their ideal room to the class.
(This activity provides oral practice with the target language.)
Optional Activity:
Ask students to draw pictures of their actual rooms at home.
Students work in pairs.One student describes his/her room,and the other draws a picture while listening.Change them
around so that both of them have the opportunity to describe his/her own room.
(This activity gives students further practice with the target language.)
Step Ⅵ Summary
In this class,we’ve learned to write a note and describe your own room using the target language.
Step Ⅶ Homework
Paste the pictures of their actual rooms drawn in class on their exercise books.Write a passage to describe it.
                                              The Sixth Period
                                                               9
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
Review all key vocabulary presented in this unit.Review prepositions of place and the furniture items.
2.Ability Objects
Train students’ ability to solve problems by themselves or with the help of others.Train students’ reading skill.
3.Moral Objects
Have you ever looked for something and then found it in your pocket or in your hand?It’s common for the old to make
mistakes like this.Understand them instead of laughing at them.
Ⅱ.Teaching Key Points
Key vocabulary.Reading comprehension.
Ⅲ.Teaching Difficult Point
Read the note.
Ⅳ.Teaching Methods
Pairwork.A game.
Ⅴ.Teaching Aid
A sample crossword puzzle.
Ⅵ.Teaching Procedures
Self Check
Step Ⅰ
Invite different students in turn to come to the front of the classroom.
Holding up the pictures of their actual rooms,students take turns describing them to the class.Make sure the students are
using prepositions correctly.
Step Ⅱ 1
Ask students to check all the words they know.
Get students to find out the meanings of the words they don’t know by reviewing the lesson,asking you,asking classmates
or looking them up in a dictionary.
(This activity helps students review all key vocabulary presented in this unit.)
Step Ⅲ 2
Ask students to write five new words in their vocab-builder.After that,exchange books and share their lists with other
students.Have a student write his/her five new words on the blackboard to share them with the whole class.
(This activity helps to build vocabulary.)
Step Ⅳ 3
Focus attention on the note.Invite a student to read it to the class.
Point to the box below.Say:Please read the note once more by yourselves.Then draw the room in the box.
Get students to do the activity individually.Walk around the room offering help as needed.
Ask students to exchange their books and check their work with each other.
If necessary,get different students to collaborate on a group drawing on the blackboard.
(This activity reviews prepositions of place and the furniture items presented in this unit.)
Step Ⅴ Just for Fun
Have all students read the conversation.
Ask a pair to perform the conversation in the front.
Have you ever looked for something and then found it in your pocket or in your hand?It’s common for the old to make
mistakes like this.Understand them instead of laughing at them.
(This activity gives students a chance to see the target language used in everyday situations.)
Optional Activity:
If time permits,play this game to help students remember and spell words.
Put the sample crossword puzzle on the blackboard to make it seen clearly.
Each student prepares a piece of paper with grids.Using words from this unit.(It’s OK to use words from previous units.)
You try to fit in as many words as possible into the grids.Words can go across and down.
Every word must include at least one letter that is another word.
Letters that are next to each other must be part of a complete word.
Students work in groups.
Stop the activity in ten minutes.The group that fits in the most words wins.
(This activity reviews the key vocabulary.It provides practice spelling words as well.)
Step Ⅵ Summary
In this unit,we’ve reviewed the key vocabulary and practised reading the target language in the form of a note.
Step Ⅶ Homework
                                                           10
(1)Read the note in Activity 3 many times until you can recite it.
(2)Share your lists of new words to build vocabulary.
(3)Finish off the exercises On Pages 14 and 16 of the Workbook.
                               Materials for Preparing Lessons
Ⅰ.知识点拨
1.under prep.在„„之下,通常指一物体在另一物体之下。如:
The little girl is under the desk.小女孩躲在书桌下。
Her cat came out from under the table.她的猫从桌子下面钻出来。
2.on prep.在„„之上,表示两个物体的接触。如:
There is a picture on the wall.墙上有一幅画。
Please put the pencil on the desk.请把铅笔放在课桌上。
3.behind prep.在„„之后,指两个物体一前一后的位置关系。如:
The broom is behind the door.笤帚在门后。
4.next to prep.仅次于;与„„邻接
The building is next to the post office.这个建筑物在邮局的旁边。
5.take 和 bring
take v.“拿走”指把某物从说话人所在的地方取走,带走。
bring v.“带来”指把某物带到说话人所在的地方。如:
Please take this photo to your uncle.请把这张照片带给你叔叔。
Please bring a notebook to school.请带一个笔记本到学校。
6.some adj.&pron.一些、若干。修饰可数名词的复数或不可数名词,表示不定的数或量。如:
I have some questions.我有一些问题。
He has waited some time.他等了一会儿了。
7.between prep.介于(两者)之间。表示在两个不同事物或两点之间,所连接的两个名词或代词可以表示两个人、物
或点。如:
The boy is sitting between his parents.这个男孩坐在他父母亲的中间。
8.too adv.也。口语中用的较多,其位置一般在句末或句中,在句末时,前边常有逗号;在句中时, too 前后常有逗
号。如:
Tom is a student.Jack is a student,too.汤姆是学生,杰克也是学生。
I,too,have been to Beijing.我也去过北京。
too adv.过于,太
The ball is too small.这个球太小了。
Ⅱ.背景资料
1.table 何时表示“进餐”
table 常指“餐桌”          ,因而该词常与“进餐”活动有关。dining table 当然是名正言顺的“餐桌”                            ;table knife 则是进餐
时用的“餐刀”            ;table set 是指“成套餐具”      ;table talk 专指“席间闲聊”          。短语 at table 则指“在进餐”    。如 sit at table
指“坐下吃饭”            。如果 table 前加上 a 或 the,如 sit at the table,则表示“坐在桌旁”                 ,而无“进餐”之意。
2.How big is your house?
                                                      “I
In the United States and Canada,people usually say, have a three-bedroom house.” or “I have a two-bedroom
apartment.”They count the number of bedrooms.This tells you the size of their houses.
                         “I
In Japan,people say, have a 2 LDK.” or “I have 1 LDK.”LDK means living room/dining room/kitchen.The number
tells you how many other rooms they have.For example,a 1 LDK is a small apartment with one room plus a dining
room/kitchen.How big is an average house in your country?
Ⅲ.可供教师选择的活动
1.判断正误
这个活动是用来巩固介词短语和目标语的。学生仔细观察教室内所放物品的位置。然后写出五个句子,其中三个句
子是正确的,两个句子是错误的。将学生分成五个小组,每个同学轮流说出自己的句子,其余同学判断是否正确,
并用 Yes 或 No 来作出回答。不会的单词(如脸盆、笤帚等)可查字典。
2.找礼物 这个活动的目的是让学生将所学到的知识能马上在实际交流中熟练运用。                                                 请每位同学准备好,       把书、   本、
铅笔盒之类的东西放在教室的各个地方。                        再准备一些小纸条,                      如:
                                                             写上线索, The pencil case is in Li Lei’s backpack.
或 The math book is under the second desk.等。学生根据所提示的信息寻找礼物。找到礼物后,互相交换礼物,
并对寻找礼物的过程进行描述。也可分组活动,哪组用的时间最短,哪组获胜。


                                                           11

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:26
posted:4/24/2011
language:English
pages:11