广东省河源市中英文实验学校七年级英语上册 Unit 4 Where’s my schoolbag？Section B讲学稿
七年级上英语 unit4
Unit 4 Where’s my schoolbag?Lesson Plan (Section A 1a-2c)I. Analyzing teaching materialThis unit is from the first book of GO FOR IT for grade 7. In Section A, the text tells the students how to ask the position of things. In Section B, students know how to describe the position of things. I t’s helpful to improve the students’ communicative ability.II.The analysis of studentsThis unit is for the students of Grade 7. It’s important in their daily life. And it is close to their daily life, so students will be certainly interested in it.III.Teaching objectivesa) Students are able to identify words such as tape player, radio, clock, model plane, notebook and so on.b) Students are able to understand listening material which contains new words and phrases in this unit.B. Ability objectivesa) Students are able to describe the position of things.b) Students are able to ask the position of things.C. Moral objectivesStudents are able to be active to make their room tidy.IV.Teaching important pointsa) New words and phrases such as tape player, radio, clock, model plane, notebook and so on.b) Ask others about the position of things.V. Teaching difficult pointsa) Sentence pattern: Where’s…? Where’re…?b) Ask others about the position of things.VI.Teaching aidsBlackboard, chalk, PPT, pictures.VII.Teaching methodsCommunicative approach, Task-based teaching method.VIII.Teaching proceduresStep1: RevisionTeacher shows some school things and practices the conversation with students like this:T: What’s this/that in English?S: It’s a/an…T: What are these/those in English?S: They’re…Step2: Presentation1.Teacher shows the pictures of things on the screen such as: chair, table, bed,bookcase, sofa and so on.2.Teacher leads students read new words for three time.3.Match the words with the things in the picture.4.Teacher shows some pictures so that students can understand the meaning ofin/on/under.Step3: Listen to 1b1.Teacher plays the recording for the first time. Students only listen.2.Teacher plays the recording for the second time. Students number the things in thepicture.3.Check the answers together.4.Listen again and repeat.Step4: Pair Work1.Practice the conversations in 1b in pairs.2. Act out the conversations in pairs in the front of the class.Step5: Listen to 2a and 2b1. Listen and number the things.2. Listen again and check answer together.3. Listen for the third time and finish 2b.4. Make up new conversations like 2b.5. Act out the conversations in pairs in the front of the class.IX.Homework1.Write words for three times from page 19to page 20.Unit 4 Where’s my schoolbag?Lesson Plan (SectionA 2d-3c)I.Teaching objectivesa) Students are able to identify words such as tape player, radio, clock, model plane, notebook and so on.b) Students are able to understand listening material which contains new words and phrases in this unit.B. Ability objectivesa) Students are able to describe the position of things.b) Students are able to ask the position of things.C. Moral objectivesStudents are able to be active to make their room tidy.II.Teaching important pointsa) New words and phrases such as tape player, radio, clock, model plane, notebook and so on.b) Ask others about the position of things.III. Teaching difficult pointsa) Sentence pattern: Where’s…? Where’re…? Is the …? Are the …?b) Ask others about the position of things.IV.Teaching aidsBlackboard, chalk, PPT, pictures.V.Teaching methodsCommunicative approach, Task-based teaching method.VI.Teaching proceduresStep1:Revision1.Speak out words according to pictures.2. Teacher shows some pictures and practices the conversation with students like this:T: Where’s the…?S: It’s…T: What are the…?S: They’re…Step2: Presentation1.T: Look at the picture in 2d. What can you see? But I don’t know the position ofthe things. What should I say?2.Listen to 2d and then underline the difficult sentences in the dialogue.3.Read whole conversation and practice the conversation with partners.4.Act out the conversation in the front of the class.Step3: Work on grammar focus1. Students read sentences.2. Teacher leads students pay attention to the abbreviations.Step4: Finish 3a and 3b1.Look at the pictures and complete the conversations.2.Check the answers together.3.Ask and answer about the things in the pictures with partners.Step5: Finish 3c1.Work in pairs. One student look at the picture on page 19. The other student lookat the picture on page 21. Ask and answer questions to find the differences.2.Act out the conversation in the front of the class.VII.Homework1.Write and translate conversation on page 20.Unit 4 Where’s my schoolbag?Lesson Plan (Section B 1a-1e)I.Teaching objectivesa) Students are able to identify words such as tape player, radio, clock, model plane, notebook and so on.b) Students are able to understand listening material which contains new words and phrases in this unit.B. Ability objectivesa) Students are able to describe the position of things.b) Students are able to ask the position of things.C. Moral objectivesStudents are able to be active to make their room tidy.II.Teaching important pointsa) New words and phrases such as tape player, radio, clock, model plane, notebook and so on.b) Ask others about the position of things.III. Teaching difficult pointsa) Sentence pattern: Where’s…? Where’re…?b) Ask others about the position of things.IV.Teaching aidsBlackboard, chalk, PPT, pictures.V.Teaching methodsCommunicative approach, Task-based teaching method.VI.Teaching proceduresStep1: RevisionT: Where’s the…….?S: It’s ….T: Where are the ……?S: They are…T: Is the …?S: Yes, it is./No, it isn’t.T: Are the …?S: Yes, they are./No, they aren’t.Step2: Finish on 1a1.Learn new words: radio, tape player, clock, model plane and hat.2.Match the words with the things in the picture.3.Check the answers together.4.Read aloud the words together.5.Speak out words according to pictures.Step3: Listen to 1c1.Teacher plays the tape for the first time and students only listen.2.Teacher plays the tape for the second time and students finish 1b.3.Teacher plays the tape for the third time. Check the answers together.Step4: Finish 1d1.Teacher plays the recording again. Students write where Tom’s things are.2.Check out the answers and teacher plays the recording for students to listen andrepeat.Step5: Pair work1.Ask and answer questions about the things in Tom’s room.2.Act out their conversation with partners.VII.Homework1.Listen to 1c for three times.Unit 4 Where’s my schoolbag?Lesson Plan (Section B 2a-2c)I.Teaching objectivesa) Students are able to identify words such as tape player, radio, clock, model plane, notebook and so on.b) Students are able to understand listening material which contains new words and phrases in this unit.B. Ability objectivesa) Students are able to describe the position of things.b) Students are able to ask the position of things.C. Moral objectivesStudents are able to be active to make their room tidy.II.Teaching important pointsa) New words and phrases such as tape player, radio, clock, model plane, notebook and so on.b) Ask others about the position of things.III. Teaching difficult pointsa) Sentence pattern: Where’s…? Where’re…?b) Ask others about the position of things.IV.Teaching aidsBlackboard, chalk, PPT, pictures.V.Teaching methodsCommunicative approach, Task-based teaching method.VI.Teaching proceduresStep1:Brainstorming1. List the things learned before.Stationery: pen, pencil, pencil case, ruler, dictionary, book, notebook, schoolbag. Others: map, cup, baseball, computer game, ring, key, photo.2. Finish 2a and check answer together.Step2: Work on 2b&2c1.Look at two pictures and find out which room is the tidier one.2.Read the passage quickly and answer questions: Is Kate tidy? Is Gina tidy?3.Read the passage careful and complete the chart in 2c.4.Check the answers together.5.Read passage again and answer following questions:(1)Where are Kate’s books and tapes?(2) Where are Kate’s keys?(3) Where is Kate’s clock?(4) Where are Gina’s books?(5) Where is Gina’s model plane?5. Check answers together.6. Read passage together.VII.Homework1.Write and translate passage.Unit 4 Where’s my schoolbag?Lesson Plan (Section B 3a-Self Check)I.Teaching objectivesa) Students are able to identify words such as tape player, radio, clock, model plane, notebook and so on.b) Students are able to understand listening material which contains new words and phrases in this unit.B. Ability objectivesa) Students are able to describe the position of things.b) Students are able to ask the position of things.C. Moral objectivesStudents are able to be active to make their room tidy.II.Teaching important pointsa) New words and phrases such as tape player, radio, clock, model plane, notebook and so on.b) Ask others about the position of things.III. Teaching difficult pointsa) Sentence pattern: Where’s…? Where’re…?b) Ask others about the position of things.IV.Teaching aidsBlackboard, chalk, PPT, pictures.V.Teaching methodsCommunicative approach, Task-based teaching method.VI.Teaching proceduresStep1:Lead-in1. Group workStudents list as many things as they can.2. Classify these things into three groups: furniture, stationery and other.Step2: Presentation1.Make a survey according to the chart in 3a.2.Talk about the room according to the chart in groups.Step3: Finish 3b1. Write about where the things are in the room according to the pictures.2. Use and to combine sentences.3. Check answer together.4. Read sentences together.Step4: Self Check1.Finish Self Check2. Write about the things in the pictures with in, on and under.2.Check the answers together.e and to combine sentences.4.Check the answers together.5.Read conversation in pairs.VII.Homework1.Write about the things in your room with in, on and under.。
七年级英语上册 Unit 4 Where’s my schoolbag(单词+重点句型)语法解析 人教新目标版
Unit 4 where’s my schoolbag？where 在哪里；到哪里table 桌子bed 床bookcase 书架；书柜 =bookshelf，bookshop 书店 bookmark 书签bookstall书亭，书摊sofa 沙发chair 椅子on 在.......上under 在.......下come 来；来到come on 快点儿desk 书桌think 认为；想；思考room 房间their 他（她、它）们的hat 帽子head 头yeah 是的；对know 知道；了解radio 收音机；无线电广播clock 时钟tape 磁带；录音带；录像带player 播放机tape player 录音机model 模型plane 飞机model plane 飞机模型tidy 整洁的；井井有条的but 但是our 我们的everywhere 处处；到处；各地always 总是1.radio n.收音机；无线电广博listen to the radio 听收音机 on the radio 通过广播/收音机2.clock n. 时钟against the clock 抢时间 alarm clock 闹钟 like clock （如始终一般）准确地o’clock ……点钟（对比clock 表示“钟表”）与watch 的辨析，见七上unit33.tape n.磁带；录音带；录像带tape player 磁带播放机 CD player CD播放机player此处意为“播放机”，为可数名词，还有运动员的意思。
4.plane 飞机model plane 飞机模型 on a plane 在飞机上catch a plane 赶飞机 by plane 乘飞机5.tidy adj.整洁的；井井有条的 v.使……保持整洁；整理；收拾untidy 不整洁的；凌乱的近义词：neat adj.整洁的 clean adj.干净的；v.打扫keep tidy 保持整洁 neat and tidy 干净整齐6.but conj.但是用于连接两个并列的成分，表示前后意义上的转折或两种情况的对比，意为“但是”。
七年级英语上册 Unit4 Where is my schoolbag课件
Mom: Sure.
Tommy: I need my math book…
第三十五页，共68页。
Mom: Math book? Where’s your
math book?
7. in front of 表示“在…..的前面”。 8. beside prep.表示“在...旁边; 在...附近” 9. next to “ 隔壁的; 紧靠…的旁边”
10.near “在附近, 邻近”“在...附近, 靠近...”
第十第十四四页页，，共共668页8页。 。
WNmoho,ueistreei?s’ns’tth. e
The notebook is on the bed. The CDs are on the bookcase.
The video tape is on the table.
第三第十三四十四页页，，共共68页68。页。
Tapescript Mom : Hello. Tommy: Hi, Mom. I need some things
4. Computer game____ e
5. video tape____ f 6. hat_____ c
第三第十三二十二页页，，共共68页68。页。
2a Listen and circle the things Tommy wants from his room.
book
pen
pencil
CDs
1a Match the words with the pictures.
1.table__e
七年级英语《Unit4 Where is my schoolbag-》 教学反思
七年级英语《Unit4 Where is my schoolbag?》教学反思《Unit4 here is shlbag?》教学反思今天，我就用丁老师的高效堂理论反思一下自己的《Unit4 here&rsqu;s shlbag?》这节。
丁老师在讲话中提到，高校堂要求我们教师要充分的把堂交给学生，让学生自己去学，自己质疑，然后通过合作学习进行解疑，通过展示总结、整合。
高校堂的一个重要评价标准就是，教师的教授时间不能多于1/3，而学生合作、探究、展示的时间不能少于堂的2/3，教师不再是堂的主角，堂上教师只需要进行适时的启发、引导、点拨即可。
彻底让学生当主人，打造生本堂。
本节，自己也尝试采取&ldqu;五步三查&rdqu;高效模式进行教学，用高效堂的要求要求自己，力争做到相信学生、解放学生、利用学生和发展学生。
但由于自己还处于探索的初期，自己的理论和改能力还很有限，堂上还存在很多问题。
一、内容安排过多，导致未能完成教学任务。
本节内容为七年级上册Unit4第五时，SetinB2a-3b，内容主要涉及2b的短分析和3b的写作。
其实短和作属于英语中的阅读和写作两个模块，完全可以分两个时安排，但本节失误在，内容设置太多，导致任务过多，上时间很紧张，拖延了近十分钟，但最终还是很遗憾，并没有完成所有小组的展示。
二、各个环节均存在一定问题。
自学环节，大部分学生能够通过阅读&ldqu;self-stud&rdqu;要求，独立完成独学部分内容，个别学生阅读能力和理解能力较差，不能理解2表格的填写要求，导致表格填写不完整，3b作不按照要求写。
对学环节，由于现在还处于改初期，小组建成时间不长，学生对于自己的分工以及堂模式还不是很熟练，对学环节似乎流于形式。
主要原因分析：（一）分组不够科学，有部分对子之间学习基础差距过大，导致两名同学无法互相学习合作。
（二）要求有错误的地方用红笔相互修改，而学生对于合作还很好奇，积极性过高，有激情，但没有效果。
Unit-4-where's-my-schoolbag知识整理
初中七上U n i t6w h e r e's m y s c h o o l b a g知识整理重点词汇解析【经典例句】Where are you?你在哪？12【考点聚焦】 where 是特殊疑问词，用来引导特殊疑问句。
当我们不知道某东西在什么地方时，常用Where is/are...?来询问。
2.table 桌子【经典例句】 There is a dog under the table.桌子下面有一条狗。
【考点聚焦】 常用词组：at table 在吃饭；at the table 在桌旁 【易混辨析】table 与deskdesk 表示“桌子”的意思。
指供读书、写字、办公用的桌子，一般带有抽屉。
There are forty desks and chairs in the classroom. There are two books on the desk. table 意思是“桌子”。
侧重于指供吃饭、喝茶、游戏或其它用途的桌子，通常没有抽屉。
例如：Our football is under the table. Where is the table? 3.on prep. 在……（紧贴着某物，有接触面）例如：on his desk“在他的书桌上”，on the floor“在地板上”，on the bed“在床上”，on the wall“在墙上”等等。
4. under prep. 在……下面，例如：under my chair“在我的椅子下面”，under the desk“在书桌下面”，under kate’s bed“在凯特的床下面”等。
重点句型1.Where is my pencil box? -It’s in your schoolbag.在你的书包里面。
2.Where are my books? 我的书在哪？-They are on the sofa.它们在沙发上。
七年级英语上册Unit4 Where is my schoolbag教案
Unit4Where is my schoolbag?教学目标1.掌握本单元的重点词汇、短语、句型；2.介词的用法一、词汇复习：在哪里桌子床书架沙发椅子在...上在...下来到快点儿书桌认为房间他们的帽子头是的知道收音机时钟磁带播放机录音机模型飞机飞机模型整洁的但是我们的处处总是二、短语在沙发上在你的书包里在你的床下在桌子上在你外公外婆房间里在你头上在我们的房间里英语书Part1知识点精析1.take与bring的区别(1)以说话人为中心，take指把某人或某物从说话者身边“拿走；带走”(2)bring是指从别处将某物或某人带到说话者这里来，即：“拿来；带来”2.some与any(1)some“一些”：修饰不可数名词或者是可数名词的复数形式，用于肯定句中。
(2)any“一些”：用于否定句和疑问句当中。
1.Please________me to the school.A.takeB.bringC.callD.need2.Please________my watch to me.A.takeB.bringC.callD.need3.I have________good friends in my class.A.someB.any4.Is there________water in the bottle?A.someB.any5.I don’t have________milk for breakfast.A.someB.any6.Would you like________hamburgers to eat?A.someB.anyPart2语法点讲解where 引导的疑问句where 为疑问副词，它引导的特殊疑问句用来询问某人或某物所在的位置。
介词in,on 与under在某个具体的范围内：in my schoolbag在某个抽象的范围内in my family 用某种语言或材料in English 穿某种颜色的服装in red在某个具体的物体的表面上on the box 表示在某个具体的边缘上on the side of the river在某个具体的物体的下方(接触)The ruler is under the box.在某个具体的物体的下方(不接触)The shoes are under the bed.(1)at 表示“在····处”。
Unit 4 Where's my schoolbag 教材重要知识点梳理人教版英语七年级上册
Unit 4 Where’s my schoolbag?I. Section A该句型意为“某人/某物在哪里？”，用于询问地点，其中where 为疑问副词，意为“在哪里；到哪里”，用来引导特殊疑问句，be 动词在人称和数方面和主语保持一致。
－Where is your schoolbag?你的书包呢?－It’s on the desk.它在桌子上。
－Where are your books?你的书本呢？－They’re in the schoolbag.它们在书包里。
3.bed的用法作为可数名词，意为“床”。
常用于：(1)go to bed,意为“上床睡觉”。
Tom,let’s go to bed.汤姆，让我们去睡觉吧。
(2)make the bed,意为“整理床铺”。
Look! The little boy is making the bed.看！小男孩儿正在整理床铺。
4.sofa的用法作为名词，意为“沙发”，是一个音译词，常用于on the sofa，意为“在沙发上”。
Jack’s family are watching TV on the sofa.杰克一家人正坐在沙发上看电视。
拓展：和sofa一样常见的音译词还有jeep【吉普车】,cartoon【卡通】,coffee【咖啡】等。
e的用法作为不及物动词，意为“来；来到”，其反义词为go,意为“去”. 常用于：（1）come on 意为“快点儿；加油；行啦等”Come on!The bus is coming.【come on 表示催促】快点儿！公交车来了。
Come on,Jim.You can do it.【come on 用于鼓励他人】加油，吉姆！你可以做到的。
Come on!Don’t cry,I can help you.【come on 表示安慰、请求等】好啦！不要哭，我来帮助你。
（2）come to sp. 意为“来到某地”Come to my house tonight if you are free.如果你有空的话，今晚来我家吧。
初中英语七年级上册Unit 4 Where's my schoolbag 教案
Unit4 SectionA (2a-2d) 教案教学目标：一、知识与技能1. 词汇：come、desk、think、room、their、hat、head、radio。
2. 熟练运用句型Where’s ...? Where are ...? 进行对话。
3.Develop the ability of making a conversation.二、过程与方法以教科书素材为载体，培养学生综合运用英语的能力。
三、情感态度与价值观培养合作精神，养成爱干净的习惯。
教学重点1. 词汇：come、desk、think、room、their、hat、head、radio。
2. 句型Where’s ...? Where are ...?进行对话。
3.Develop the ability of making a conversation.教学难点Develop the ability of making a conversation.教学过程（Teaching Procedures）:Step 1: GreetingsGreet the students as usual.Step2 Review1.Let students do “Brain Strom” to review the new words.2.师生互动复习句型：A: Is the ... in/on/under the ...?B: Yes, it is./ No, it isn’t. It’s in/on/under the... .A: Are the... in/on/under the...?B: Yes, they are. / No, they aren’t. They are in/on/under the... .3.Practice让学生两人一组练习巩固句型。
Step3：Presentation1.Learn the new words.Show some pictures to learn new words.2.Listening(1)Listen and number the things [1-6] in 1a.(2)Listen again. Find the things from 2a and number them in the picture [1-6].(3)Listen to 2d and then match.(4)Listen to 2d again and fill in the blanks on the Bb.3.Learn 2d Role-play the conversation in 2d.(1)师生互动练习2d 对话。
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Unit4 Where’s my schoolbag？
第一段：【晚修自研课导学】3-4人小组长，组织学生，利用晚自习独立、安静完成。
一、1.翻译下列单词或短语。
1.在桌子旁 在床上
3.在椅子下 快点儿；加油
5.I don’t think ______他们的房间 ______________________
2.Put the apples in its right place. (把苹果放到它合适的位置。)（10分）
1.Look over there. A math book is __________the playground.
2. There is an orange __________the tree.
3. How many students are there __________the garden.
4. Where is your uncle? He is __________school.
5. There are some birds __________the tree.
二．预习课本P21，扫清生词障碍及含义。
（一）在课本划出重点短语或句子（比如含生词的句子），读一读，记一记，译一译，为明日学习做好准备。
1)写出下列短语。
在书架里__________________ 在你祖父母的房间里__________________
在椅子上__________________ 在铅笔盒里 __________________
图画在墙上___________________________
2）请观察下列例句。
①--Where’s my schoolbag? --It’s on the sofa.
②--Where are their keys? --They’re on the table.
〖归纳〗根据以上例句，请尝试归纳Where引导的特殊疑问句句式结构：___________________________。
当主语是第三人称单数时，谓语动词be用_________，当主语不是第三人称单数，谓语be动词用
_________。回答形式分别为_________或_________。
3) 观察短语：on the sofa; in his schoolbag; under Tom’s chair
〖归纳〗根据以上例句，请尝试归纳介词短语用法：
介词短语=_________+the/物主代词/名词所有格 +_________
〖反馈〗1.句子改错。
①Tom,where is his keys? _________________________
②There are a desk in the room. _________________________
③My ruler is under chair. _________________________
创读---学以致用
用介词in,on ,under,of,for填空。
①Mike’s keys are________the room.
②His baseball is________the bed.
③His schoolbag and some books are________the sofa.
2
④This is a set ________keys.
⑤Thanks________your watch.I can know the time.
2.完成P21-3a对话。
四、对子交流。2人师友对子之间小声交流独学，课本整理情况，相互检查自研成果，指点纠错(用红笔)，并
把不能解决的问题用红笔打“？”标注。
第二段：【白天长课导学】
一、学习目标与要求：
1.正确使用where引导的特殊疑问句询问物品位置；
2.方位介词的运用；
二、定向导学、合作交流、教师精讲
定向导学、合作交流、教师精讲 摘 记
Step1. 听读训练
一．大声自由练读grammar对话，看看自己能在哪个等级上达标：
★大声流利的朗读 ★★ 流利自然的诵读 ★★★ 在理解的基础上流利背诵
二．检查晚自习自研情况。（抽查个组）
Step2. 合作交流
一、3-4人互助组：集中讨论解决，对学过程中未完成的问题，共同分享学习成果。
1.交流讨论“二”当中的where引导特殊疑问句的结构；
2.讨论并写出教室里物品的位置；
二、6-8人共同体：在抽签完成的情况下，组长根据展示方案进行分工，带领组员在组内进行
预展，为展示作准备。
Step3 展示
展示任务一:诵读3a对话.
组与组之间进行PK,要求声音洪亮，注意展示语音语调。
展示任务二：情景对话
根据P21--3b图片，就右图物品与同伴问答，并请组员展示。
注意展示姿态、展示次序、语音语调及肢体语言的运用。
展示任务三：合作交流部分，第2部分内容，描述教室里物品的位置。
组长派出至少四名代表，展示书面表达，注意展示姿态展示次序语音语调及肢体语言的运
用。
课堂评价要
素：
1.合理评
价组员，全
员参与，有
序展示；
2,.书写规
范，工整美
观，双色笔
运用得当；
3.发音清
晰，声音洪
亮；
4.面向全
体，自然大
方，肢体语
言运用得
当；
5.展示生动
活泼，独具
特色.
教学后记:_________________________________________________________________________________
三、当堂训练（独立完成）
3
老师的话：复杂的事情简单做，简单的事情认真做，认真做的事情重复做，重复做的事情创造性做！一时
专一事，做最好的自己，你一定成功！
一、基础题：写出下列单词或短语。
二、1.在课桌下面 ________________ 2.在沙发上面
________________
3.在背包里 ________________ 4.在抽屉里 ________________
5.在椅子背后 ________________ 6.在电话旁边 ________________
7.在图片里 ________________ 8.在墙面上 ________________
9.在床下面 ________________ 10.在地上 ________________
★ 二、发展题:1. 根据句意完成句子。
1. ---我的书在哪？ books?
---在你的梳妆台上。 on your .
2.椅子在哪？桌子下。 Where are the ? the
3.--我的双肩包在哪？ -- my backpack?
--在桌子下。 --It’s
2.Fill in the blanks with the given words, each word can be used only one blank and one time. There
are five useless words. (用所给单词填空，每空一词，每词只用一次，有五词多余。)
Look at the bedroom. It’s (1).A computer is (2)the window. (3)computer is
very new. You can (4). Kate often does her homework in the room. Kate’s father and mother
are (5). Her mother teaches Chinese and her father teaches English. Kate has a brother.
(6) name is Jack. He is only 8 years old. Kate (7)Jack very much.
◇三 提高题：
Look at this picture of Ann’s room, write sentences about where things are. (这是安的房间，写出
物品的摆放情况。)
This is my room. It’s very tidy!
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
【学生自主反思】（写出今日一得和今日不足）
今日一得
今日不足
a, near, Kate’s, behind, the, see, are, look, his, teachers, he, workers, likes