教学设计
Period 2 Section A 2a3c
Ⅰ.教学准备
1．教师：录音机、磁带、多媒体课件。
2．学生：复习学过的学习用品的名词，携带自己房间的图片或者画出自己房间的摆设。
Ⅱ.教学目标
1．调动学生开口讲英语的积极性，激发学生学习英语的兴趣。
2．教给学生练习英语听力的方法和技巧。
3．学习本课的知识点：
(1)词汇：come，come on，desk，think，room，their，hat，head，yeah，know
(2)句型：—Are the keys on the sofa？—No，they aren't.They're on the table.
—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.
4．培养学生通过看图(如展示物体的位置)或看实物的位置，以口头形式进行情景表达的能力。
Ⅲ.教学重点
(1)词汇：come，come on，desk，think，room，their，hat，head，yeah，know
(2)句型：—Are the keys on the sofa？—No，they aren't.They're on the table.
—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.
Ⅳ.教学难点
1．正确运用所学的介词描述物品的位置。
2．看图(如展示物体的位置)并熟练进行口头情景表达。
Ⅴ.教学步骤
Step 1：Greetings and talking
建议1：值日生向全班同学展示、汇报自己的家庭作业，描绘自己房间东西的摆放。
For example：
T：Class！Who is on duty today?
Then let the student who is on duty have a duty report.The report includes his/her homework and describing the positions of the objects in his room.
建议2：运用多媒体开展 “头脑风暴”：复习上节课学的单词table，bed，bookcase，sofa，chair，on，under等。
For example：
T：Class！Now，let's have a brainstorm！Read and recite the words that we learned as quickly as possible.
建议3：唱方位歌，目的是复习上节课的名词以及方位介词，让学生在轻松愉快的氛围中开始新的学习。
For example：
T：Class！Let's have a chant about the words that we have learned.
schoolbag，schoolbag，in the schoolbag；
table，table，on the table；
bed，bed，under the bed；
bookcase，bookcase，in the bookcase；
sofa，sofa，on the sofa；
chair，chair，under the chair.
Step 2：Game
建议：开展接龙游戏此项活动既可以在小组内进行，也可以按学生的座次开展，目的在于让学生兴趣盎然地说英语。教师首先向学生介绍游戏规则。
For example：
T：Hello，everyone.We'll play a game.Work in groups.The first student in your group asks a question，the second answers the question and asks the third student another question and so on.If you can't answer or ask a question about where things are，please sing an English song or read an English text.
T：Where is my book，S1?
S1：It's on your desk.Where is your backpack，S2?
S2：It's under the desk.Where is your pencil，S3?
S3：It's in my pencil box.Where are...?
Write “on” “under” and “in” on the blackboard.
Try to encourage more students to join in the game.
Step 3：Listening(2a,2b)
建议：2a 教师告诉学生不一定每一个单词都听清楚，在听之前，仔细看图，弄明白所听的物品是什么，注意把握关键词。目的是指导学生逐步学习听力技巧。
For example：
T：Class！Let's listen to a conversation.Listen and number the things.For the first time，just listen.For the second time，number the things.
2b 因为上一环节已经听了两遍，学生这次听一遍即可。然后核对答案。
For example：
T：Class！Look at the picture，listen to the tape，and number the things from 2a in the picture [16]，OK？Now listen.
Step 4：Practice
建议：教师安排学生两人一组就2b图中的物品位置进行问答，并且找几组同学进行表演。目的是训练学生的口语表达能力及纠正其发音。
A：Are the keys on the sofa?
B：No，they aren't.They're on the table.
A：Is the ruler on the table?
B：Yes，it is.Where is the schoolbag?
A：It's...
Step 5：Roleplay
建议1：利用多媒体展示2d的图片，学习单词come，come on，desk，think，room，their，hat，head，yeah。教师告诉学生杰克即将去上学，可是有些东西还没有找到。他问他妈妈东西在什么地方。然后让学生读几遍对话。
For example：
T：Jack is going to school，but he can't find his things.He asks his mother where his things are.Now，please read the conversation by yourselves.
建议2：学生可以同桌之间分角色表演对话，也可以自由组合，但是在学生表演后要选出最佳演员以此来鼓励学生用心去表演。
For example：
T：Class！Please practice the conversation in pairs.Then I'll call some pairs to act out.After practicing，we will choose some students who perform the best.
Then ask some pairs to act out their conversations for the class.
Step 6：Grammar
建议：教师让学生先读，接着分组对话练习，然后让学生试着总结“where”引导的特殊疑问句的结构。最后教师根据学生的总结情况给予完善。目的是让学生学会动脑筋，总结在学习中遇到的语法现象。
For example：
T：Class！Please read the sentences in Grammar Focus and learn to use the prepositions “in，on，under”．When you talk about where things are，you should use“in，on，under”．Now please read the sentences in Grammar Focus and then make conversations in pairs.
总结如下：
Where is the/your/my...＋单数名词？ It's＋in/on/under...(介词短语)
↓ ↓ ↓
Where are the/your/my...＋复数名词？They're＋in/on/under...(介词短语)
Step 7：Drill
1．这部分内容与原教材相比难度降低了很多。
建议1：教师让学生看课本3a，然后在课本上补全对话。
For example：
T：Class！Look at the pictures and complete the conversations.
建议2：利用多媒体展示其他物品与方位，并写下答案。
For example：
T：Class！Look at the objects and their positions.Complete the conversations according to the picture.
Conversation 1.A：______ ______the keys?xkb1.com
B：They're ______the ______.
Conversation 2.A：______ the baseball on the table?
B：No.It's ______.
Step 8：Practice
建议：教师让学生两人一组仿照3a编写对话，并选几组到前面表演并且及时给予评价。选出最佳表演者。目的是检查学生对句型的掌握情况，同时也培养他们的创新应用能力。
For example：
T：Class！We have practiced the conversations in 3a.Can you make a new conversation like that？Now work in pairs to make a new one.Then I'll call some pairs to have a performance.
Step 9：Summary
本课我们学习了come，come on，desk，think，room，their，hat，head，yeah等单词，重点学习和操练了句型“Where is the/my/his＋单数名词？It's＋in/on/under...(介词短语)
Where are the/your/my...＋复数名词？They're＋in/on/under...(介词短语)”。
【巩固练习】
1．请从方框中选择适当的句子补全对话。
Tom：Mom！1__________ I can't find them.
Mom：2__________
Tom：No，they aren't
Mom：Are they behind the door?
Tom：Oh，yes.3__________
Mom：4__________ Oh，it's there，under the chair.
Tom：5__________
2．游戏：找不同。
建议：学生两人一组，学生A 看第19页的图，学生B看3c中的图，通过问答找出不同之处。
For example：
T：Class！Now let's have a practice in pairs.Student A，look at the picture on page 19.Student B，look at the picture on the right.Ask and answer questions to find the differences.
A：Where is the schoolbag？Is it under the table?
B：No，it isn't.It's on the table.
Step 10：Homework
1．两人一组对Grammar Focus 部分进行练习。
2．分角色表演对话2d。
Unit 4 Where is my schoolbag？
Section A 2a3c
Words
Sentences
come
come on
desk
think
room
their
hat
head
yeah
—Are the keys on the sofa？
—No，they aren't.They're on the table.
—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.
知识讲解
主系表结构的概念及判断依据
be动词是系动词的一种，也称连系动词，连接的两部分是主语和表语，这就是所说的主系表结构。
be动词在主系表里一定有，所以句子里是少不了它们。表语可以由形容词、名词、介词短语等充当。而在英语中，只有动词才能作谓语。表语和系动词共生，是不能分割的两部分。
课外拓展
初中英语中be 动词的用法归纳
be是一个多功能动词，在初级英语里一般有四种用法：
功能一 系动词be
be为连系动词，中心词义是“是”，句型为“主＋系＋表”结构。be的形式常用am，is，are(现在式)；was，were(过去式)；will/can/may/must
be(助动词/情态动词＋原形)；have/has/had been(助动词＋过去分词)等。如：[来源:学科网]
To help animals is helping people.(一般现在时)
The twins were very busy yesterday.(一般过去时)
It will be sunny tomorrow.(一般将来时)
She has been ill for over a week.(现在完成时)
功能二 助动词be
助动词be，无词义，辅助主要动词一起在句中作谓语动词。用法如下：
1．be＋doing：构成进行时态。如：
The girls are reading and copying the new words now.
Young Tom was always asking questions and trying out new ideas.
2．be＋done：构成被动语态(主语是动作的承受者，done必须是及物动词)。如：
Tea is grown in my hometown.(一般现在时的被动语态)
This building was built three years ago.(一般过去时的被动语态)
Our classroom has been cleaned and tidied already.(现在完成时的被动语态)
How could this kind of cakes be made in your home？(含情态动词的被动语态)
That is a day never to be forgotten.(动词不定式的被动语态)
3．be＋going to do，表示“打算或将要做某事”，be有现在和过去两种形式。如：]
We are going to plant trees in the park.
I didn't know if she was going to come here.
功能三 there be句型
there be句式为：there be＋主语部分＋状语部分，表示“某处存在某物”，be常用现在时、过去时和将来时等。如：
Oh，cool！And there are many things to see.There is even a deer park in Sanya.
There are about 80 pyramids in Egypt.
Will there be a football match in your school next week?
功能四 实义动词be
可以将be视为实义动词，因为它具有实际的词义，如“成为；做；发生；举行；逗留；到达”等。如：
His daughter wants to be a doctor for animals in her twenties.
Kate's birthday party will be at half past six this evening.
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