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1、 Unit 4 Wheres my schoolbag? 第五课时 Section B 2a-2c Teaching and learning aims:1.功能：引导学生学会用一段话来描述自己房间的物品摆设。2.词汇和常用表达:学会描述自己房间物品摆设的句型，并掌握tidy, but, our, everywhere, always的正确拼写及使用。3.学习策略：通过阅读Kate和Gina物品摆设的描述，了解对文本内容分类、归纳、辨析的阅读技巧。4.文化知识：合理摆放自己的物品，养成良好的生活习惯。【设计意图】目标引领，从知识和能力、阅读技巧和情感习惯教育三个方面来呈现本节课的学习目标.Pr
2、eviewing and testing Task 1 Complete the following story using the new words according to the picture.Look at Ginas room. Her notebook is on the bed_( 但是) her ruler is under it. Her books_( 和) pencils are _(到处 ).She_( 总是) asks ,”Where are my books? Where are my pencils? Wheres my ruler? ” We know he
3、r but _( 我们的) teacher doesnt . Is Gina _(整洁的 )?【设计意图】让学生在具体语境故事中感知、熟悉、运用本课新单词。Task 2 Can you translate the following sentences? Lets have a try. Look at Page 23 , translate them orally, then try writing them down without looking at your books.1. 我很整洁,但吉娜不。 _.2. 我的书和磁带在书橱里。 _.3. 吉娜的书到处都是在床上,沙发上和椅子下.
4、_.4.吉娜总是问。 _.5. My keys are in my schoolbag. _.6. The white model plane is hers. _.【设计意图】以学生为主体，让学生参与课前预习，体验，感知新知识，以便 以学定教。Teaching steps.(教学过程)Step 1 Pre-reading Activities 1. Warming up and leading inWriting:T: First, lets have a competition. Look at the picture. Try to write the words you know fo
5、r the things in the picture in three minutes. Lets see who writes most.(Ss look at the picture and try to write the words they know.)T: Now, stop here. How many words have you finished? Show some students book on the screen and finds out who is the winner.1. Description: Show the picture again and e
6、ncourage the Ss to describe where the things are.T: Where are the books? Do you know?S1:They are in the bookcase.S2: The books are in the bookcase.Have the Ss share their conversations in pairs in front of the class.2. Telling the difference.S: Room 1 is tidy and Room 2 is not tidy.T:Do you like Roo
7、m 1 or Room 2?S: We like Room 1.T: Good job. We all like Room 1 means “We all like tidy room”. Today we will meet twogirls Kate and Gina. Is Kate tidy? And is Gina tidy? Lets see their room together.【设计意图】通过图片展示复习已学单词和句型, 为2b学习做知识铺垫。通过tidy room 与untidy room的对比，充分调动学生参与学习的积极性， 激发学生的学习热情。Step 2 While-
8、reading activities(读中活动)Task 1 Read the passage fast and silently to find the general idea. （寻大意）【设计意图】培养学生快速阅读及获取文章大意的能力。Task 2 Read the passage carefully and silently to find the specific ideas. （寻细节）1. Read the passage and answer the questions alone. Is Kate tidy? _. . Is Gina tidy? _. . Where ar
9、e Kates keys? _. . Are Kates books in the bookcase? _. . Wheres Ginas model plane? _. . Is Kates clock under the desk? _.2. Group workRead the passage again and complete the chart about the things Kate and Gina have and where they are. Work in groups of four students.ThingsBeWhereConclusionKatesbook
10、s and tapesarein the bookcaseKate is _.Ginasbooks Gina is_.Sorry, _.【设计意图】让学生精度短文获取文章细节。并且在阅读中通过文章对Kate和Gina的不同的描述，学习在阅读时对文章内容分类和归纳的阅读技巧。对应课本2c 环节和学习目标2，训练学生阅读能力与技巧。Step 3 Post-reading activities.(读后活动)Task1 Listen to the tape and repeat.【设计意图】通过原文的听力以及跟读，矫正发音，并加强对文章结构的理解。 Task 2 Try to retell the p
11、assage according to the following mind-map.Task 3 Fill in the blanks without looking at your books. Kate and Gina are _. Kate is _ but Gina is not. In _ room, Kates _ and _ are in the bookcase. Her keys _in her schoolbag. And her _is on the desk. Ginas books are _ on her _, on the _ and _ the chair.
12、 Her white _ plane is under the _. “Where are my _? _ my ruler? Wheres my _?” Gina _asks.Task 4 InterviewDo you have these things? Where are they in your room? Please make a form according to your own room.WhatWhere dictionaryon the deskmodel plane tape playerbaseball According to the form in Task 4, a group of four talk about you and your friends rooms and then report what you have interviewed to the class. You can report like this:Im, and my friend is Alan. This is my room. Its tidy/not tidy. My/The is.My/Theare That is Alans room. Its tidy/untidy. Hi
