《UNIT 4 Where’s my schoolbag》教学设计
教师示范
In/on/under
Where’s…?
It’s…
Where’re…
They’re…
1.学生站起来，一个接一个说one,two,three,four…，看哪组完成的最快
2.It’s a/an…
。
1.学生跟读
学生做相应的练习
1.学生看和听，并猜测。
学生跟读
学生听并完成排序
学生领会后，两两进行问答
2、What’s this in English?
1.What’s that ?
2.It’s a table,table.
3.bed,bookcase,sofa,chair…
教师检查
1.教师根据多媒体图片，一边说Where’s the…?一边答It’s
In/on/under
2.教师教读
教师播放1b的听力
四、教学环境及资源准备
教学环境：多媒体教室
教学资源：多媒体设备
五、教学过程
教学过程
教师活动
学生活动
媒体设备资源应用分析
（一）热身和复习
（二）
呈现新知识
（三）连线
（四）导入新句型
（五）听力训练
（六）操练
（七）玩游戏
（八）总结本课重点，难点
（九）练习
（十）作业
1、让我们放松一下，同时也复习我们学过的知识，好不好？
基本技能：
1、学会一些表示家具的名词及学习用品的单词；
2、学会方位介词：in,on,under
3、学会运用方位介词和where句型表述物品的正确位置。
教学重难点：方位介词in,on,under的用法及where的特殊疑问句
三、教学策略选择与设计
通过多媒体充分的动态演示，为新课的探索奠定了非常好的基础，激发学生学习的积极性。鼓励学生多参与表演，培养学生听说的能力。充分体现了教师为主导，学生为主体的教学思想，同时也突出重点，突破难点。使学生在轻松愉悦的氛围中学习，乐学，学有所得。
《UNIT 4 Where’s my schoolbag?》教学设计
课程名称
新课标七年级上册《UNIT 4 Where’s my schoolbag?》授Biblioteka 人学校名称教学对象
七年级学生
科目
英语
课时安排
一课时
一、教材分析
本课主要内容是谈论物品所在位置。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的用法；学习并掌握where问句的问答。既让学生了解自己的家居环境，热爱自己的家，又能促使学生养成干净、整洁、合理摆放物品的好习惯。
二、教学目标及难重点（知识与能力，基本技能，教学重难点）
教学目标：1、知识与能力
要求掌握以下句型：
Where’s…?—It’s in/on/under…
Where’re…?—They’re in/on/under…
掌握以下单词：where,table,bed,bookcase,sofa,chair,in,on,under,they,they’re=they are
学生1用英语说，学生2按学生1的指令做
学生通过做练习巩固本课的重难点
多媒体播放杯子，钢笔，尺子等物品
。
多媒体呈现新单词
多媒体呈现图片与单词
多媒体动态呈现物品方位
多媒体呈现句型
六、课后探讨与反思
本节课利用多媒体教学，以学生为主体，运用自主学习和小组合作的学习方式，培养学生良好的学习习惯和创新精神。学生通过询问物品的位置，学习了一些家居物品和学习用品的单词，以及方位介词的用法，掌握了where问句的回答，名词单复数以及人称代词they的用法。通过把课内的语言学习与生活的语言活动结合起来，较好的完成了任务。
Unit 4 Where’s my schoolbag_教案
Unit 4 Where’s my schoolbag?Period 1 (Section A 1a–2d)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.3. Master the use of the prepositions “in, on, under, behind〞and “Where...?〞sentences.●能力目标1. Be able to make conversations using the target language.2. Be able to describe the location of the objects.●情感目标Lead students to form a good living habit.【教学重难点】●重点1. Master the new words and useful expressions.Words: where, table, bed, bookcase, sofa, chair, on, under, come, desk, think, room, their, hat, head, yeahExpression: come on2. Master the use of the prepositions “in, on, under, behind〞and the target language:—Where’s my schoolbag?—It’s under the table.3. Improve students’ listening and speaking skills.●难点1. Be able to talk about the location of the things.2. Master the use of the prepositions “in, on, under, behind〞and “Where...?〞sentences. 【教学准备】A tape recorder, some pictures, some school things and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and revisions1. Greeting the students.T: Good morning! /Hello!/ Hi! ...Ss: Good morning! /Hello!/ Hi! ...2. RevisionT: What’s this in English?S1: Can you spell it?T: Yes, thank you. You are very good. What are these in English?S2: They are keys.T: Can you spell it?S: Yes, K-E-Y-S, keys.Step 2: Lead-inT: Last week, we finished Unit 3. Today we are going to study a new unit, Unit 4.Ask and answerT: Can you tell me what the title of Unit 4 is? Yes, it’s “Where’s my schoolbag？〞What do you think the unit is about?T: Great! In this unit, we are going to learn to talk about where things are. Do you still remember some school things we have learned?T: What are they? OK. Let’s start to talk about some school things first.Step 3: Presentation1. Teach activity 1aT: First, please open your books to page 19 and look at activity 1a.(1) Look and findT: Please look at the picture in activity 1a. There are some things in it. Do you know what they are?(2) Match and discussT: Would you please match the words with the things in the picture?T: How many words do you know? Can you share the words you know with your partners?T: Please discuss with your partners and check whether your answers are the same.(3) Check the answersT: Let’s check the answers together.Answers: 1.table b 2.bed e 3.bookcase h 4.sofa g 5.chair d 6.schoolbag a 7.books f 8.keys c(4) ReadFirst, ask students to read the words after the teacher. Read each word twice then ask students to read the words one by one together.2. Teach activity 1b(1) Ask students to listen to the recording for the first time. Students number the things in the picture when you listen.(2) Play the recording for the second time. Ask students to write answers by themselves.(3) Invite some students to check the answers. Then play the recording for the third time. Havestudents listen and repeat, pay attention to the pronunciation and intonation.Answers: 1．books 2．pencil box 3．computer game 4．keys3. Teach activity 1c(1) Lead students to read the conversations in 1a. Ask them to pay attention to the pronunciation and intonation.(2) Explain the languages points in the conversations.(3) Ask students to read the sample conversation in 1c. Encourage them to make their own conversations using the given words in the box.(4) Leave them several minutes to do this task in pairs.(5) Invite some pairs to act out their conversations for the whole class.Step 4: Practice1. Teach activities 2a(1) Go through the instruction in 2a with the class.(2) Look at the pictures in 2a.(3) Play the recording for the first time. Students listen and number the things.(4) Play the recording for the second time. Let students check the questions they hear, then check the answers.Answers: 2．books 6．keys 1．computer game 5．ruler 3. pencil box 4．schoolbag2. Teach activities 2b(1) Go through the instruction in 2b with the class.(2) Look at the pictures in 2b carefully.(3) Play the recording for the first time and tell students to only listen to them carefully.(4) Play the recording for the second time. Ask students to find the things in 2a and number them in the picture.Ask them to do it individually.(5) Then check the answers.Answers: 1．computer game in the bookcase2．books on the chair3．pencil box under the sofa4．schoolbag under the table5．ruler under the chair6．keys on the table(6) Play the recording for the third time. And let students listen and repeat.3. Teach activity 2c(1) Ask the students to read through the conversations in pairs.(2) Give them three minutes to practice reading it.As students work, walk around the room, offering help if necessary. Correct pronunciation mistakes if any.(3) Ask several pairs to act out their conversations.Step 5: ConsolidationTeach activity 2d1. Ask students to read the conversation by themselves to get the main idea.2. Lead students to read the conversation sentence by sentence, and explain some languagepoints at the same time.3. Play the recording, and ask students to listen and repeat. Then ask them to role-play theconversation in pairs. Move around the classroom to check the progress.4. Invite several pairs to role-play the conversation for the whole class.【课堂小结】In this period, we’ve learned how to talk about the location of things through some listening and speaking practice. And we’ve also learned the use of “Where...?〞question and the prepositions of location.【课后作业】1. Review the new words and useful expressions in this period.2. Practice the conversation in 2d in pairs and recite it.3. Finish the exercises in the workbook.4. Preview the next period.。
《Unit 4 Where's my schoolbag》教学设计
《Unit 4 Where's my schoolbag?》教学设计曲晓丹Ⅰ. Teaching Aims1. Knowledge Objects(1) Function: Talk about where things are.(2) Key Words: Where, table, bed, bookcase, sofa, chair, in, on,under(3) Key Sentences: —Where’s my schoolbag?—It’s on/in/under the table.—Where are my books?—They’re on/in/under the desk.2. Ability ObjectsTalk about where things are using the target language.3. Moral ObjectsKeep your room clean and tidy.Ⅱ. Teaching Key PointsTo ask and answer the position of the things using where question and prepositions.Ⅲ. Teaching Difficult PointsDescribe the position of the things correctly using the prepositions we have learnt in this class.Ⅳ. Teaching MethodsTask-based teaching method,Communicative Approach, Group work Ⅴ. Teaching AidsMultimedia player ，some school thingsⅥ. Teaching ProceduresStep1. Greeting as usualStep2. Review and Warming UpT: How many school things we have learnt? And what are they?T: For example: pen, pencil, pencil box, book, notebook, eraser, dictionary…Take a book and ask: What’s this in English? How do you spell it?Where ‘s my schoolbag ？Step3. Show learning aims by PPTStep4.Vocabulary teaching(1)T: Today, we’re going to learn new things around us. They’re furniture. Now, please look at the pictures. (Play some pictures by PPT and learn new words.)—What’s this in English?—It’s a…—How do you spell it? —…(2)Check new words(Show pictures of new words.)(3)Guide Ss to complete the 1a.Then check the answers.Step5. Situational teaching(1) T shows three pictures and show the Ss the position of the little mouse.Q: Where’s Jim?A: It's on/in/under the case.(Learn in/on/under)(2) T shows some pictures of the positions of the things ,then ask students to complete the conversations . (Learn where’s/are the ……?It’s They’er in /on/under …….)Step6. Conversation practice(1) T ask students to make conversations . ( Show three groups of pictures ).(2)Guseeing game . (guess the positons of things by using Is/Are it/they on/in/under ……？).Step7. 1b ,2a and 2b Listening(1) Tell the Ss how to listen and do the exercise, and then play the recorder. Finally, check the answer.(2) Moral: Develop a good habit to keep your room clean and tidy. Step7. Have a taskT show a picture ,then ask students to describe the positions of the things in the picture .Step8. Class assignments.Step9. Summary .T ask what you have learnt in this class ? Step10.HomeworkWrite a conversation with the sentences:(1)Where is …? It’s in/on/under…(2)Where are…? They are in/on/under…Ⅶ. Blackboard-writingUnit4 Where’s my schoolbag?table，desk, bed，bookcase，sofa，chairQ: Where’s my pen? Q: Where are my books? A: It's on/in/under the box. A: They’re on/in/under the desk.—Where’s…? —Where are…?—It’s on/in/under…. —They’re on/in/under….。
Unit 4 Where’s my schoolbag 教学设计与反思
Unit 4 Where’s my schoolbag? 教学设计与反思Teaching aims：1.能准确使用下列单词：table, bed, bookcase, sofa, chair，schoolbag2.能够准确使用where引导的特殊疑问句。
3.能够准确使用介词in, on, under描述物品所在的位置。
4.掌握下列句型：Where is/are + sth.?It’s/They’re + on/in/under…Main points & Key points：1.准确使用介词in/ on/ under ，描述物品所在的位置。
2.能够准确使用where引导的特殊疑问句Teaching steps：Step11) 用图片教单词。
利用”what’s this?”“It’s a …”一问一答的形式引出新单词并熟读单词。
2)分别通过英译汉和汉译英两种方式，让学生快速说出中文或英文。
通过小组比赛的形式，巩固所学单词。
Step 2用实物引出句型where’s my ruler ? It’s on the desk.Where is my book? It’s in the desk?Where are my keys? They are under the desk.让学生自己去总结规律发现where’s ... ?It’s ...Where are,,,? They are,,,Step3 Pair work：看图用以上两个句型编对话。
首先教师示范，然后两人对话，最后挑几组同学上台表演。
Step4 完成1a物品配对并检查。
Step5 听1b听力并核对答案。
Step6 游戏：展开接龙游戏此游戏按座位展开。
目的让学生兴趣浓厚地说英语。
第一个学生问问题。
第二个学生问问题并答问题。
不会问问题的同学和不会答问题的同学唱歌，画画或读英语文章。
T ：where is my book?S1：It’s on the desk. Where are my pens?S2：They are in your pencil box. Where is my watch?S3：...Step7 SummaryStep 8 Homework：画出自己的房间，并向自己的同伴描述自己房间里的物品。
Wheresmyschoolbag教学设计（合集5篇）
Wheresmyschoolbag教学设计（合集5篇）第一篇：Wheres my schoolbag教学设计Unit 4 –Where’s my schoolbag?单元教学设计一、单元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。
2a, 2b, 2c 继续学习谈论物品的位置。
重点学习is/are开头的疑问句及其回答。
3a, 3b, 3c, 4 学习谈论自己常用物品的位置，并能就两个房间物品摆放位置的不同进行问答。
Section B 学会通过观察和听音，来谈论和记录房间里物品的名称和位置。
1a, 1b, 1c, 2a, 2b进一步熟悉表示物品的单词，并能谈论和记录物品的位置。
3a, 3b, 3c, 4 学会阅读和书写便条，并能描述自己房间里物品的位置。
Self Check检测本单元所学词汇知识，学会阅读便条，并根据便条内容画出房间。
二、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。
三、单元教学目标1、Vocabulary Rooms of the house, furniture, table, bed, sofa, chair, desk, Where questions Prepositions: on, in, under2、Target Language(目标语言)Where is his pencil? It is in his schoolbag.Where’s your ruler? It’s under the chair.Where are my books? They’re on the sofa.3、Skills(技能)Listening and read for specific information课时教学设计首页一、课时教学目标1．掌握有关物品的名称table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc；2．学会谈论物品的位置。
Unit4Where’smyschoolbag教案
Unit 4 Where’s my schoolbag?一、单元教材分析本单元主要内容是谈论物品的所在位置，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，学习一些物品的单词，及方位介词on , in , under ,behind 等的用法；使学生学会基本句型“Where’s …? It’s …”及“Where're …? They're …”，进一步体会“Where…? Yes／No”疑问句的用法；学会运用方位介词"on／in／under／behind／next to"表达物品的位置。
理解连词and在句子中的用法。
通过以上几个方面的学习，使学生学会运用听关键词、推测词意的学习策略，识别不同物品的位置；既能促使学生了解自己的家居环境，热爱自己的家，又能促使学生通过想象设计自己理想中的房间。
本单元与第五单元衔接紧密：由本单元“Is ／Are …?”的学习过渡到第五单元“Do …?”的学习。
使学生养成干净、整洁、合理摆放物品的好习惯。
二、单元学情分析本单元的主题是谈论话题“Things around the house”学习询问“物品的位置”，使学生学会基本句型“Wher e’s …? It’s …”及“Where're …? They're …”同时引导学生采用Listening for key words，inferring vocabulary和Role playing的学习策略，学会运用方位介词“on／in／under／behind／next to”表达物品的位置。
本单元的话题内容与学生的实际生活联系紧密，学生们容易接受，也便于形成英语学习的兴趣，坚定学好英语信心。
三、单元教学建议采用自主学习、小组合作学习、Personalizing和Role playing的学习策略，利用教学图片制作多媒体课件来展开课堂Pair work，Group work口语交际活动，进一步体会“Where…? Yes／No”疑问句的用法。
人教新目标七年级英语上册：Unit 4 Where's my schoolbag教案(含教学反思)
Unit 4Where's my schoolbag?Period 1 Section A (1a～1c)Teaching important points【教学重点】1.Key words & phrases：where，table，bed，bookcase，sofa，chair，on，under2.Key sentences：Where's my pencil box?It's in your schoolbag.Where are my books?They're on the sofa.Where's my computer game?It's under your bed.Teaching difficult points【教学难点】Be able to describe where the things are by using the prepositions correctly.Teaching aids【教具】pictures，CAI，objects，a tape playerTeaching procedures and ways【教学过程及方法】★Step Ⅰ Revision and lead－in复习导入Guessing game：T：What's in my bag？You can guess by using the sentence pattern “Is it a/an …？” to ask me.S1：Is it an apple?T：It sounds you like fruit very much.But it isn't an apple.S2：Is it a cellphone?T：No，it isn't.It's something that we need to write with.S3：Is it a pen?T：Well，let's have a look together.What's this?Ss：It's a pen.T：You are right.My pen is in my bag.Oh，where is my English book?Ss：Your English book is on the desk.T：Oh，yes，thank you！Today we will learn to tell where things are.★Step Ⅱ Self－studying and guiding自学指导Self－study guide 1：Self－study the new words：where，table，bed，bookcase，sofa，chair，on，under.Learn to pronounce them according to the phonetic symbols.And you can listen to the tapes to help you pronounce them correctly or ask others for help.Self－study guide 2：Self－study 1a，read the conversations by yourselves and match the words with the things in the pictures.Questions for thinking：(1)在桌子里面________________(2)在床上____________________(3)在椅子下面________________The teacher walks around the classroom to watch and help the students study while the students are self－studying.Encourage students to find out their problems in self－studying both in pronunciation and understanding.Time for questions：Discuss the difficulties that most students have and explain the language points that most students can't understand.Maybe it is necessary to discuss the usage of prepositions.★Step Ⅲ Check up检查核对Check up 1：Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.Check up 2：Check the answers to Part 1a.Ask a team of students to give the answers one by one，and help them correct the mistakes in pronunciation if necessary.Then check the answers to exercises in self－study.Check up 3：Ask some students to make a conversation with their partner and see if they can respond correctly.★Step Ⅳ Cooperative inquiry合作探究1．Listening (1b)Listen and number the things[1－4]．Play the recording twice.Then check the answers.2．Pair workMake some conversations with your partner using the words below.baseball bookcaseschoolbag tablebooks chairkeys sofaSample：A：Where is your baseball?B：It is under the chair.Where are your books?A：They are on the table.Where are my keys?B：They are on the sofa.…3．Act outAsk some pairs of students to act out their dialogs in front of the class. ★Step Ⅴ Practice 练习 一．对画线部分提问。
Unit4Where’smyschoolbag大单元整体教学设计人教版七年级上册英语
单元整体教学设计一、单元基本信息二、单元教学规划六 Section B, 2b配图小短文 内容是Kate 描述自己和自己sister 的房间物品放置情况通过2b 来学习描述自己房间物品的摆放归置情况，能够体会到整洁有序的归置物品的好处，引导学生养成有序整理和管理自己物品的好习惯，锻炼学生的观察能力，抓取细节信息，推理判断的能力。
表二：单元大观念：主题大观念小观念1：学习询问和陈述物品的位置单元大观念：合理有序的归置自己的物品，养成良好有序的生活习惯Listening &Speaking &Grammer完成Section A 1a2d ，Section A GF 3c ，Section B 1a1e ，的活动和任务，并进行对话训练，掌握学习询问和陈述物品位置的句型，掌握相关的词汇，形成小观念1。
小观念2：学习描述和对比房间里面物品的摆放情况Reading &speaking &writing完成Section B 2a3b 的阅读活动任务并学习描述你自己房间里面物品的摆放情况，形成小观念2。
核心素养的综合表现：学完本单元后，学生能够运用目标句型Where's the map? It's in your grandparents' room. Where are my books? They're on the Where's his pencil box? It's in his schoolbag.语言大观念运用询问和描述物品位置摆放的相关词汇和句型来陈述物品的位置，感受反思自己的日常生活行为，养成良好的归置物品的好习惯。
小观念1：询问物品位置的相关句型和词汇小观念2：描述和对比房间物品的摆放情况table, bed, bookcase, sofa, chair, on, under, e, desk, think, room, their, hat, head ，radio, clock, tape, player, tape player, model, planeWhere's the map? It's in your grandparents' room.Where are my books? They're on the sofa. Where's his pencil box? It's in his schoolbag.Where's your ruler? It's under the chair.Where are their keys? They're on the table.语篇结构：人物： Kate Gina 风格：Kate is tidy ，but Gina is not 物品：Kate ：....Gina:...位置：....具体表达：I'm tidy,but Gina is not. In our room,my books and tapes are ... My keys are....I have a clock.It's .... Gina's books are ...。
人教版七年级英语上册Unit4Where’smyschoolbag整体教学设计
1.教学活动设计：
-利用多媒体播放一段动画视频，展示一个学生在家里找不到书包的场景，引发学生们的共鸣和兴趣。
-视频结束后，教师提问：“Can you guess what the video is about?”，让学生预测视频内容，激发学生的思考。
-学生分享自己的想法后，教师揭示本节课的主题：“Today, we are going to learn Unit 4'Where’s my schoolbag?'”
（三）情感态度与价值观
1.培养学生对英语学习的兴趣和积极性，使其形成良好的学习习惯。
2.培养学生关爱环境、爱护物品的良好品质，学会整理自己的学习用品和空间。
3.增进同学之间的友谊，培养学生的团队协作精神，使其在合作中共同成长。
4.培养学生的观察能力、逻辑思维能力和解决问题的能力，提高学生的综合素质。
二、学情分析
针对人教版七年级英语上册Unit 4 "Where’s my schoolbag?"，学生在之前的学习中已经掌握了一些基本的英语词汇和句型，具备初步的英语听说读写能力。在此基础上，学情分析如下：
1.学生年龄特点：七年级学生正处于青春期，好奇心强，求知欲旺盛，喜欢新鲜事物，善于模仿。因此，在本章节教学中，应充分激发学生的好奇心和求知欲，设计生动有趣的教学活动，提高学生的学习积极性。
3.作业要求明确，指导学生按照标准完成，关注作业质量。
4.教师及时批改作业，给予反馈，关注学生的进步和成长。
2.运用本单元所学的句型，如："Where is/are...?","Is it in...?","Are they on...?"等，进行物品位置的询问和回答。
Unit 4 Where’s my schoolbag？教学设计
初一英语Unit 4 Where’s my schoolbag?(section A)教学设计XX中学XXX一、教学内容：本节主要通过谈论话题"Where’s my schoolbag?"学习询问“物品的位置”，使学生学会基本句型“Where’s/ Where’re ...? It’s/ They’re on／in／under..．”和学会运用方位介词“on／in／under”来表达物品的位置。
通过以上两个方面的学习，使学生学会运用听关键词、推测词意的学习策略，识别不同物品的位置。
二、教学目的：本节课从学生的认知实际出发，以学生日常学习生活所接触的物品为内容，通过用图片、听对话等不同方式来描述物品位置、找寻物品等的一系列活动，激发学生学习英语的积极情感态度，让学生在听、说、读、写、做中学习掌握语言知识，培养学生准确、熟练运用本单元语言知识的能力。
三、教学目标：1、知识目标：(1)学习和掌握有关询问物品位置的句型：Where’s my schoolbag? It’s on／in／under／behind／next to the chair．(2)学习和掌握有关家中物品的单词：table, bed, bookcase ,sofa ,chair , bag(3) 学会三个方位介词的用法：on ,in , under2、能力目标：培养学生用英语思维的判辨能力、综合运用语言的能力和自主学习的能力。
培养学生的语言交际能力和创新能力。
3、情感目标：提高学生学习英语的兴趣和自信心，培养学生善于与他人合作的精神，使他们积极主动参预课堂活动和相关的课外活动,并从中体验学习的乐趣，从而培养学生乐于探索和勤于动手的学习态度。
4、德育目标：促使学生了解和关心自己和他人的家居环境，热爱自己的家，养成良好的生活习惯。
从完成任务的过程中，学会互相合作，互相帮助，互相提高的社会交际意识。
四、教学重、难点：掌握句型:Where’s my schoolbag? It’s on／in／under the chair．学习运用重点句型"Where is/Where are…? 学会运用方位介词"on／in／under”表达物品的位置。
《Unit 4 Where’s my schoolbag》教学设计
Unit 4 Where’s my schoolbag?教学内容Section A Grammar Focus–3c教学目标知识与能力Section A主要通过谈论话题"Things around the house"学习询问“物品的位置”，学生学会基本句型"Where’s my schoolbag? It’s under the chair．”，进一步体会"Where Yes／No” 疑问旬的用法；学会运用方位介词"on／in／under／behind／next to”表达物品的位置。
1．要求熟悉物品的名称；2．学会谈论物品的位置；过程与方法采用Personalizing和Role playing的学习策略，利用教学图片来展开课堂Pair work问答式的口语交际活动，使学生学会基本句型"Where’s my schoolbag? It’s under the chair.”及方位介词情感态度该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，促使学生了解自己的家居环境，热爱自己的家。
教学重、难点重点学习运用重点句型"Where…? Yes／No”疑问句的用法；学会运用方位介词"on／in／under／behind／next to”表达物品的位置。
难点一般疑问句Is it …? Are they …?的回答教学步骤Lead in:T: What did we learn yesterday? Who can tell us? Yes. Yesterday we learn ed the names for some school things and how to ask where they are. Do you still remember how to say them? OK. Let’s review them first.Step 1: Revision 1．Ask and answerT: Would you please translate my words into English? ······T: Who would like to make conversations with “where” questions usin g the pictures in the PPT?Dicta-tion T: Please take out your dictation exercise books and let’s have a dictation .【教学设计说明】根据学生的年龄特征，他们非常喜欢这种情景猜测活动。