1.　　 Show the pictures on the screen. Read the new words one by one.

2.　　 Revise some school things.

Say like this:

1)　　　 Pen-pens　 pencil-pencils　 ruler-rulers

Key-keys　 eraser-erasers　 book-books

…

2)　　　 This is a pen.　 These are pens.

…

Step three: New words learning.

1.　　 Free talks.

e.g.: What’s your name? Nice to meet you!

　 　What’s your telephone number?

　 What’s this in English? How do you spell it?

　Is this your…?

　 What color is it?

3．情感目标：A．培养学生整齐摆放自己物品的生活习惯。

B．通过小组对话、讨论等一系列的课堂活动，培养学生的合作精神。

二：教学重点：A．方位介词in, on, under的用法。

B．Where的特殊疑问句及其回答。

C．新单词bed, table, bookcase….

三：教学难点；A． 能够运用where问句找到物品的位置。

B． 能够准确运用方位介词描述物品所在位置。

四：教学方法：实施情景教学法、交际法、情景激励法等教学方法。

五：教学流程：

课前准备：教师：制作多媒体课件，准备部分学习用品的实物。

　　 学生：预习生词；准备与本课有关的学习用品实物。

Step one:　 Greetings and introductions.

Step two:　 Warming up.

2．能力目标：A．学会用英语询问自己的和他人的物品的具体位置。

B．学会用英语准确描述物品的具体位置。

1．知识目标：A．掌握有关物品的新名词：table, bed, dresser, bookcase, sofa, chair, drawer,　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 plant等。

B．熟练运用介词in, on, under。

　C．熟练运用where问句及其回答。

　 D．掌握名词单复数及人称代词they的用法。

3. T: Where is my dictionary ?

　　　 S: It’s in the backpack.

•Look for things.

The students hide and look for the things in groups. They can give the others some clues.

For example:

This is my book..　 It’s on the second desk.

Step 2: New words learning

•Show the students three pictures of rooms ( bedroom,　 sitting room,　 study)

•Group work:

　The students choose one of the three pictures and list the things they may think the room has.

•Class work: (sharing the ideas in class)

　Ask the groups to share their ideas with the class. Meantime they can teach the new words.

　　 Where is …… ?　　　 It’s　 ……

Where are …… ?　　 They are…

Step 3: Activities

•Match the words with the pictures. (SectionA 1a)

•List and number the things in the pictures when you hear them. (SectionA 1b)

•Pair work:

　Talk about the pictures in the textbooks and make their own conversation.

•Game: challenge your memory

Step 4: listen and read

Homework:　 Make a survey　 Interview a student / a teacher and fill in the forms

Period 2 (Section A 2a-3c)

•Sub Topic:　　　　　　　 Talk about the room

•Language focus: 　　　　　Talk about where the things are

•Recycled language:　　　 There is /are…

Where is …? It’s on /in /under…

Where are …? They’re in /on/under…

•language Structure: 　　　Is the book / Are the books on the desk?

Yes,…　 /　 No,…　 / I don’t know.

•Tasks:　　　　　　　　 　　Listening & Making a survey

Teaching procedures:

Greetings

Step 1 Warming up

•Chatting:

　Chat with the students about the things around the room by showing them pictures.

•A guessing game:

Show the students a picture of a room with a few things in it. 　Have them guess the places of the other things.

　　 　T: Where is the bookcase?

　　　 S: Is the bookcase near the bed?

　　　 T: Yes, it is / No, it isn’t.

•Listen and number these things. (Section A　 2a )

•Listen again. Imitate the dialogue in 2b,2c.

Step 2 Memory Challenge

•A competition: The students watch a clip of the video for a few minutes.

　　　　　　　　　 (The video is about the teacher’s room.)

•Have a competition among groups. See who can remember all the things and places.　　

A: Where is / are the …?　　　　　　　 B: Is / Are the … in …?

B: I think it’s / they’re…　　　　　　　　 B:Yes, …/No,…

Step 3 Activities

•Group Work:

Share the information they got from the teachers in groups.

　　　 S1: There is / are …in Mr. Mrs. … room.

　　　 S2: Where is the …?

　　　 S3: Is the … near the …?

One of the four makes a report in class. The others listen carefully and try to draw the room. They are encouraged to ask any questions.

•Pair Work:

A: I interviewed …　 There is a … in his room.

B: Where is the …? OR Is the … in …?

A:It’s in … OR Yes, …/No, …

A: I interviewed … There is a /an … in his room.

B: Where is the … ? OR Is the … in …?

A: It’s in …. OR Yes, … / No, ….A: I interviewed … There is a /an … in his room.

B: Where is the … ? OR Is the … in …?

A: It’s in …. OR Yes, … / No, ….Pair Work:

A: I interviewed … There is a /an … in his room.

B: Where is the … ? OR Is the … in …?

A: It’s in …. OR Yes, … / No, ….

Step 4 Self-assessment

Homework:

Homework: •Finish off the exercises in the exercises book

　　　 　　•Imitate & act out the dialogue in SectionA 2a & 2b.

Period 3 (Section A 4-Section B 1a-1c)

•Sub Topic　　　　　　 Find the differences

•Language focus　　　 Tell the differences between the two pictures

•Recycled language　　 alarm clock, video cassette, CD, math book, computer game,

•language Structure　　 Is the book/ Are the books on the desk?

Yes,…/ No,… /　 I don’t know.

•Tasks　　　　　　　　 Listening, comparing & sharing

Teaching procedures:

Greetings

Step 1 Warming up

　　 •Act out the dialogue

Step 2 New words learning

•Show the students a picture of a room

•Let some able students list some new words

•Match the new words with the things in the pictures (Section B,1a )

•Pair work:

　　　 talk about the pictures ( Section B, 1b &1c)

Step 3 Find the differences (Section A　 4 )

•Show the students two pictures

•Divide the whole class into two parts and show the different halves two different pictures

•Ask and answer:

(The teacher asks questions and the students answer them. They are asked to listen very carefully and remembered the things and places in another picture.)

T: Where is the computer game in Picture One?　　 S: It’s ……

T: Where is the computer game in Picture Two?　　 　S: It’s ……

•Have a competition: One half asks, the other answers

　　　　 Where is the plant in Picture One ?

　　　　 What can you see near the bed in Picture Two?

•A report like this:

In Picture One, the plant is on the table, but in Picture Two　 it’s under the chair.　 …

Step 4 Group work

•Show the students a picture of sb’s untidy room.

•Group work: decorate the room for sb

Step 5 Task: rearrange one’s room

His books are in the desk.We put his books in the bookcase. ……

Homework: To draw a picture of their own room and write a short composition about it.

You may begin like this:

…　

Homework: To draw a picture of their own room and write a short composition about it.

　　　　　 You may begin like this:

This is …’s room. The hat is …　 The books are …

Period 4 (Section B 2a-3c)

•Sub Topic　　　　　　　 Asking　 for help

•Language focus　　　　　 take… to ;　　 bring… to ;　　 need

•Recycled language　　　 The book is on the table.

　 　　　　　　　　　　　　The pens are in the pencil-case.

•Language structure　　　 I need … for…

　 　　　　　　　　　　　　Can you bring some things to school?

　　　　　　　　　　 　　　Please take these things to…

•Tasks　　　　　　　　　 Comparing, Problem solving & sharing

Teaching procedures:

Greetings

Step 1 Warming up

•Show Tommy’s photo to the class and let the students ask any questions about Tommy.

•Discussion:

　　　 　The teacher tells the students

　　　 　Tommy wants something from his room for school.

　Have them discuss in groups what he needs.

•Make a report:

　　　 　We think Tommy may need ……,　 because…… ( Section B: 2a & 2b )

Step 2 Listing and writing

•Listen and circle the things Tommy really wants ( Section B 2a )

•Listen again and write down notes. ( Section B 2b )

•Make an oral report

Step 3 Section B　 3a &3b

•Read the note and draw the missing things in the picture.

•Look at the picture and fill in the blanks.

Step 4 Creative Work

•Group work: Discuss what you need for the coming sports meeting

•Make a telephone call to your family

•Act out the conversation

•The others listen to the conversation and finish the telephone message

Model⑴:

Telephone Message

　　 From : _________　　　　 　　　　　To :　 _________

　　 Message : I need _____________________

Step 5 Discussion

•Discuss in groups:　

　　　 What do you we need in our dormitory/classroom?

　　　 We need…,because now …. We want to put it in the….　　　　　 ( Make a report )

Step 6 Writing

•Write a letter to the headmaster/ classroom in groups and put in the letter box

Homework:　 Design your ideal room in groups

Period 5 (Section B 4-Self-check)

•Sub topic 　　　　　　　　My ideal room

•Language focus　 　　　　The things in our nice room

•Language Structure 　　　　We have a nice room.

　　　　　　　　　　　　　　 There is / are ….

　 　　　　　You can see the ….

•Tasks　　　　　　　　 　　　Project

Teaching procedures:

Greetings

Step 1 Recommendation

•Suppose each group is a company for renting out the rooms.

　　 •Have a few groups recommend their rooms to the others.

•Introduction

　　 We have a very nice room. There are lots of things in it……

　 (　 The others listen carefully and try to choose the room they want to rent.)

•Make up dialogues between the leaser and leaseholder

•See which group can lend their rooms

Step 2 Designing

•Group Work: Discuss what we can see in your room in 2050. “You can see a very great room. There is / are …”

•Make a report

Step 3 Writing

John has a nice room to rent, please help him to write a notice to describe his room.

Notice

　　　　 　　I have a very nice room. There is a ______________________________________

Do you like it? If you like it, please call John at 730-0555.

Homework: Finish off the exercises

　　　　　 Write a short passage　 My room in 2050 & My ideal room

2. T: Where are my keys ?

　　　 S: They’re under your book.

1. T: Where is my English book?

　　　 S: It’s here.

　　　 T: Oh, it’s on the desk.

3.　　 Teaching steps

Period One:　　　　　 SectionA 1a-----1c

Period Two:　　　　　 SectionA 2a-----3c

Period Three　　　　 SectionA 4-------SectionB 1c

Period Four　　　　　 SectionB 2a------3c

Period Five　　　　　 SectionB 4-------Self-check

Period 1 (Section A 1a-1c)

•Sub Topic:　　　　　　　 Talk about the room

•Language focus:　　　　　 Talk about where the things are

•Vocabulary:　　　　　　　 bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, in, on, under

•Language Structure: 　　　There is / are　 …

Where is…?　　 It’s on / in / under…

Where are…?　 They’re in /on / under…

•Tasks:　　　　　　　　　 Listening, Designing & Making a survey

Teaching procedures:

Greetings

Step 1 Warming up

•Learn the new words in ,on , under, near by helping the teacher find out the things she lost.