| Unit 4 Where’s my backpack? |
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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. 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 •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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