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Unit 4 Where’s my schoolbag?
Section A (1a-2d)
Teaching Aims
| Ss are able to talk about where things are.
where, table, bed, bookcase, sofa, chair, on, under, come, come on, desk, think, room, their, hat, head
1.—Where are my books? —They’re on the sofa.
2.—Where’s the map? —I think it’s in your grandparents’ room.
3. —Where's my computer game? —It’s under your bed.
4.—Are they in the bookcase? —No, they aren’t.
| Teaching Difficulties
| Let Ss talk about where things are.
| Teaching Aids
| multimedia courseware or other realia that the T needs for teaching
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Teaching Procedures
| Tips
| Step 1 Warm up
| | - Show Ss the teaching goal of this class.
T: Morning everyone. Today we are going to learn to talk about where things are.
Lead in
- Show Ss pictures and ask them to talk about things in the house on PPT P5-P10.
(Students can brainstorm the things they know in their bedroom, or living room. After that, T can show Ss pictures and ask them to say the words in English. T can ask questions like: What is this in English? where is the cat? T asks Ss to answer questions with the sentence pattern: It’s … T explains to Ss the meaning of on, in, and under.)
| | Step 2Presentation & Practice (1a-1c)
| | Pre-listening
- Ask Ss to see the picture and finish different tasks.
Ask Ss to observe the picture and say the things in the picture.
T: Look! There are many things in this picture. What can you see?
(This part is about words, so T can encourage B level Ss to answer easy questions to build their confidence. )
1a
- Ask Ss to match the words with the things in the picture in 1a.
(Ask Ss to share the words one by one to make sure they can say the school things correctly and can spell the words correctly.)
Answers: behgdafc
- Ask Ss to see pictures and answer questions one by one.
(Ask Ss to use the sentence pattern: —Where is …? —It’s on/in/under…T must correct Ss grammar mistakes when they share their conversation in class. T can make a summary about the sentence pattern: —Where is …? T should also give examples about the sentence pattern: Where are … They are …)
Language points:
- Get Ss to look at the picture of 1a again and ask them to answer the questions:
Where’s my computer game?
Where are my books?
Where’s my pencil box?
While-listening
1b
- Ask Ss to listen and number the things [1-4] in 1b.
T: We have talked about so many school things. Now let’s listen and number the things [1-4] in 1b.
Answers: 1. books 2. pencil box 3. computer game 4. keys
- Step 2: Ask Ss to listen again and complete the conversation on P18.
(When all the Ss have finished the exercise, T can ask them to read the conversation together. Then, T can show Ss the video of this conversation.)
Post-listening
1c & Pair work
- Ask Ss to practice the conversation in 1a with their partners. Tell Ss that they can make their own conversations using the words in the box in 1c.
- Native speakers do not always speak in complete sentences. This is especially true when they are responding to questions. Therefore, T may wish to have Ss practice the short answers to questions in addition to the long responses (e.g. under the table).
| | Step 3Language points learning (1a-1c)
| | 在Where are my books? 这句话中
(1)Where 引导的特殊疑问句，询问“某人或某物在哪里”。
(2)结构：Where + be + 主语（人或物）?
（be 动词要与主语保持一致）
in意为“在......里”，常指某人或某物在某范围空间里。
on 意为“在......上面”，指一个物体在另一个物体的上面，两个物体相互接触。其反义词为 under“在......下”。
| | Step 4Presentation & Practice (2a-2d)
| | Pre-listening
- Show Ss the pictures on P24, let Ss to tell the English names of the six things.
2a
- Ask Ss to listen to 2a and number the things [1-6].
Answers: 1. computer game 2. books 3. pencil box 4. schoolbag 5. ruler 6. keys
2b
- Ask Ss to listen again and number them in the picture [1-6].
- T can have Ss write down the key words and phrases in the recording that reveal the location of an object. Elicit these from Ss and write them on the board: in the bookcase, on the chair, under the sofa, under the table, under the chair, on the table.
Answers: 1. computer game, in the bookcase 2. books, on the chair 3. pencil box, under the sofa 4. schoolbag, under the table 5. ruler, under the chair 6. keys, on the table
- Ask Ss to listen again and answer the questions.
Q1. What’s the girl’s name in the conversation?
Q2. Is the boy’s computer game on the table?
Q3. Are the boy’s books in the bookcase?
Answers: 1. Helen. 2. No, it isn’t. 3. No, they aren’t.
- Ask Ss to read the listening scripts.
(After Ss finish reading, T can ask Ss to underline the Wh-question and their answer: —Where is …? —It’s on/in/under… and the interrogative sentence and its answer: — Is my computer game on the table? — No, it isn’t. It’s in the bookcase. Explain the usage of these two sentence patterns. Then ask Ss to ask and answer questions with the two sentence patterns in pairs. )
2c
- Remind Ss that they can say things in more than one way. It can be useful to use word subtraction drills to show Ss the acceptable variations in answering.
- T: Are the keys on the sofa? (Gesture for Ss to repeat.)
- T: No, they aren’t. They are on the table. (Gesture for Ss to repeat.)
- T: No, they aren’t. (Gesture for Ss to repeat.)
- T: No. (Gesture for Ss to repeat.)
2d
- T asks to role-play a conversation between Mom and Jack.
T: Now let’s role-play a conversation between Mom and Jack. Let’s read the conversation first. Group 1&2 will be Mom and Group 3&4 will be Jack. Here we go.
(After reading together, T asks Ss to choose one partner on their own and role-play. One or two pairs of Ss volunteer to share.)
| | Step 4 Language points learning (2a-2d)
| | 1) come是不及物动词，其反义词为go，意为“去”。come常与介词to搭配使用， 后面跟地点名词，表示“来到某地”。当come后跟here，home等地点副词时，其后不带介词to。
2) come on在此处表示催促， 意为“快点儿”。英语中还可以用“Hurry up!”表示催促。
3. I think it’s in your grandparents’ room. (教材P20 2d)
1) think v. 认为； 想；思考
2) 常用短语有：think about “认为、思考” think of “想起、认为……（怎么样）”
| | Step 5 Exercises & Homework
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| Exercises
- Ask Ss to do the exercises on PPT P37-P39.
- T asks Ss to make a summary about what we have learned today.
- (Some students may make mistakes on PPT P38, so teachers must correct them.)
Homework
- Read the conversation in 2d.
- Do the exercises in students’ book.
| | Teaching Reflection
| The most difficult part in this period is to help students understand the differences between the two sentences patterns: 1. —Where is/are …? —It’s/ They’re on/in/under… 2. — Is my computer game on the table? — No, it isn’t. It’s in the bookcase. Another sentence pattern is important too: I think it's in your grandparents’ room. But I didn’t talk about the differences between s’ and ’s.
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