Unit 4 –Where’s my schoolbag?
Learning Objectives :
In this unit, students will learn to talk about where things are.
一、Topics :
Things around the house
二、Functions:
Talk about where things are
三、Structures Where questions
Prepositions: on, in, under Conjunction and
Target Language :
Where is his pencil? It is in his schoolbag.
Where is your ruler? It is under the chair.
Where are my books? They are on the sofa.
Vocabulary :
Rooms of the house, furniture, table, bed, sofa, chair, desk, radio, clock, tape,
tape player, model plane, on, under, where, their, Come on
六、Skills:
Listening and reading for specific information
七、Recycling:
Personal item
Question forms with to be
School bag, keys, books, pencil box, computer game, in, on, under
八、教材分析:
本单元围绕着Where is my schoolbag?的话题，共设计了三个部分的内容。通过教授本单元，使学生学会谈论房间里物品的位置，能读懂有关物品位置的便条，并学会写便条让朋友帮自己从房间里取东西。
Section A 让学生通过活动，学习如何表达物品的位置，并能就物品位置进行提问。 1a, 1b, 1c 学习表示物品的名词，并能物品的位置进行问答。重点运用where特殊疑问句进行谈论。 1a, 1b, 1c, 熟悉表示物品的单词，并能谈论和记录物品的位置。
九、学情分析
本单元的主要内容是谈论物品所在的位置。通过这一话题，训练学生的听、说、读、写
四项基本技能，让学生通过询问物品的位置，学习一些有关家居物品和学习用品的单词，以及方位介词in, on, under, behind 等的用法；学习并掌握Where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词they 的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。
Unit 4 Where’s my schoolbag?
Period 1: Section A (1a –1c)
Teaching aims
1．掌握有关物品的名称table, bed, schoolbag, bookcase, sofa, chair, bag, book, key, books, keys , in, on, under etc；
2．学会谈论物品的位置。
Language points
(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, they, sofa, books, keys ,in, on, under ：
熟练运用表示方位的介词in, on, under.
3. Teaching steps
Lead in:
Good morning, everyone.
Yesterday, we finished Unit 3. Today we are going to learn a new unit, Unit 4.
Ask and answer
Can you tell me what the title of Unit 4 is?
Yes, it is .“Where is my schoolbag？”
Great!
b. What do you think the unit is about?
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】
七年级学生处于小学到初中的过渡阶段，好奇心强，好胜心强。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: Section A 1a
First, 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 are 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. How many words do you know? Can you share the words you know with your partners?
c. 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
a. Please read the words after me. Table...
b. I would like you to read the words together and one word twice. Table one two...
c. Would you like to read the words in class?
d. Let’s read the words one by one.
【教学设计说明】
七年级学生还残留小学生的一些顽皮特性。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 2: 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 together.
b. Would you please read it by yourselves three times?
c. This time I would like you to read it twice with your partners
d. Who would like to read in 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。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。
Step 3: Section A 1c
1．Read
Would you like to read the conversation with your partners?
2．Practice
Would you please practice the conversation according to the picture in 1a?
b. Please practice in class. Who would like to have a try?
c. 利用课本后的画面，学生四人一小组观察房间2分钟，记住房间里有什么东西，这些东西在哪里，然后各组选派代表做汇报，看哪组记的东西多。
【教学设计说明】
通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。
Step 4：总结
在黑板上呈现本课所学的重点词汇和句型，让学生自己归纳，然后教师再做总结归纳。（培养学生归纳总结的能力，同时教师查漏补缺，让学生意识到自己的不足。）
Step 5：作业布置
设计自己理想中的房间，把它画出来，并向同伴描绘自己的房间。（发挥学生的绘画能力，保护学生的个性发展，训练学生对本课语言目标的运用能力。）
【教学设计说明】
学生的想象力丰富，布置这样的作业可以激发学生学习的积极性。
Step 6：板书设计
Unit4 Where’s my schoolbag ?
Section A (1a-1c)
Where’s / where’re my …?
It is / They are in …
It is under the …
They are on …
Where is=where ’s where are=where’re
It is = It’s They are=They’re