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“Where’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。
四、单元课时分配
本单元可用4课时完成教学任务：
Section A (1a-2d)
Section A (Grammar Focus-3c)
Section B (1a-2c)
Section B (3a-Self Check)
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
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1) 能掌握下列词汇：where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head
2) 能掌握以下句型：
① —Where's…? —It's in/on/under…
② —Where're…? —They're in/on/under…
③ —Is the …in/on/under…? —Yes, it is./ No, it isn't.
④ —Are the …in/on/under…? —Yes, they are. /No, they aren't.
2) 学会运用方位介词in, on, under和where句型表述物品所在的位置。
2. 情感态度价值观目标：
培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。
二、教学重难点
1. 教学重点：
1) 方位介词 in , on , under , behind的用法。
2) Where的特殊疑问句和Is . . . ? 、Are…一般疑问句及其肯定和否定回答。
2. 教学难点：
1) 学会正确描述物品作在的位置；
2) 学会询问自己或他人物品的具体位置；
三、教学过程
Ⅰ. Warming up and revision
1. (Prepare some school things.)
T: What’s this? (There is a watch in the teacher’s hand.)
S1: It's a watch.
Yes you a right. Here you are.
T: Is this a notebook? (holding up a notebook .)
S2: Yes it is.
T: How do you spell notebook?
S2: N-O-T-B-O-O-K, notebook.
T: Good.
(Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.)
T: What’s this?
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S3: It’s a schoolbag.
T: I have a schoolbag for you as a present, (Looking for it in the desk, under the chair . . . ) but I can’t find it . Where’s it? Do you know?
S3: I don’t know.
S4: I think it’s in your desk.
T: (Look into the desk.) No, it isn’t. Now, let’s look for the backpack together, OK?
(Write down the title on the blackboard.)
2. Work on 1a.
Now let's look at the picture in 1a. Match the words with the things in the picture.
Check the answers with the class.
Ⅱ. Presentation
1. Present the furniture
T: Look at the big picture on the screen. This is a big nice room. I want to own such a room. Because there is some nice furniture in it. Do you know the names of the furniture?
(Show a picture of a bed and a bookcase.)
T: What’s this? It’s a bed. “BED”. Read after me. B-E-D, bed.
Ss: B-E-D, bed.
T: What’s this? It’s a sofa. S-O-F-A, sofa.
Ss: S-O-F-A, sofa.
(Teach the other words bookcase /table/chair/desk/hat/head in the same way.)
2. Present in/on/under
T: Where is my book? It’s on the desk. (Put a book on the desk.)
S1: It’s on the desk.
T: Where is my book? It’s on the desk. (To all the students.)
Ss: It's on the desk.
T: Where is my pen? It’s in the pencil case. (Put a pen in the pencil case and ask.)
S1: It’s in the pencil box.
T: Where is my pen? (To all the students.)
Ss: It’s in the pencil box.
T: Where is my schoolbag? (Put a schoolbag under the desk and ask this question.)
S1: It's under the desk.
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T: Where is my schoolbag? (To all the students)
Ss: It’s under the desk.
Write "in, on, under" on the blackboard.
Ⅲ. Listening
1. Let Ss listen to the tape and finish 1b.
2. Ss listen to the tape and number the things [1-4] in the picture.
3. Check the answers with the class.
Ⅳ. Pair work
1. Match the words with the things in the picture.
1. table __
2. bed __
3. bookcase __
4. sofa __
5. chair __
6. schoolbag __
7. books __
8. keys __
2. 1b Listen and number the things in the picture [1-4].
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3. Listen again and complete the blanks.
Tom: Where are my ______?
Father: They’re on the sofa.
Tom: How about my pencil box?
Mother: It’s _________________.
Tom: OK. And where’s my computer game?
Helen: Your computer game? It’s _______________.
Tom: Great. Now where are my _____?
Father: Oh, they’re on the table.
4. 1c Practice the conversation in 1a with your partner.
5. Ss practice the conversation. Then ask some pairs to act out the conversation.
6. Then make your own conversations using the words in the box (in/on/under).
Ss may look at the picture in 1a and make their own conversations. They can also using school things around them to make their own conversations.
4. Ask some pairs to act out their conversations.
Ⅴ. Listening
1. Ask the students to spell the words in the picture in 2a.
T: First, look at the pictures on the screen. What are these?
S1: They are books.
S2: They are some keys.
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T: What’s this?
S3: It’s a computer game.
T: Is this a ruler?
S4: Yes, it is.
T: Is this a pencil box?
S5: Yes, it is.
T: What about this?
S6: It's a schoolbag
T: Can you spell it?
S4: Yes, S-C-H-O-O-L-B-A-G, schoolbag.
2. T: Now, listen to the recording and look at 2a. Number the things from 1-6.
T: Check the answer. (Students give the answer.)
3. T: Now, listen again. Let’s do 2b. Find out where are the things from 2a? Number the things in the pictures [1-6].
(Play the tape again and check the answer.)
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T: Who can answer?
S1: The computer game is on the backpack.
S2: The books are …
S3: The pencil box is …
S4: The schoolbag is…
S5: The ruler is…
S6: The keys are …
4. Listen and read the conversations.
Tom: Is my computer game on the table?
Helen: No, it isn’t it’s in the bookcase.
Tom: Oh, OK. How about my books? Are they in the bookcase, too?
Helen: No, they aren’t. they’re on the chair.
Tom: Oh. So, where’s my pencil box?
Helen: Hmm…it’s under the sofa.
Tom: And where’s my schoolbag?
Helen: It’s under the table. And your ruler is under the chair.
Tom: Oh, I see. And where are Mom’s keys?
Helen: The keys? They’re on the table.
Ⅵ. Pair work
T: Look at the picture. Are the books on the sofa?
Ss: No, they aren't. They're on the table.
T: Is the schoolbag under the table?
S: No, it isn't. It's on the sofa.
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…
(write the four sentences on the blackboard. Let the students ask and answer questions about the things in the picture in 2b.)
Ⅶ. Role-play
1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him find his things.
Match the things with the right places below.
(Let Ss look at the screen. There are some things and some places)
bag on his head
map on the sofa
hat on the bed in his grandparents' room
2. Ss read the conversation and match the things with the right places.
3. Check the answers.
4. Now practice the conversation with your partner. Then let some pairs act out the conversation.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
VIII. Language points
1. Where’s the schoolbag?
It’s under the table.
where 引导疑问句及其答语。
where 是疑问副词，意为“_______”，问人或事物所处的位置。提问时，where放在______ (句首/句末)，后面用一般疑问句语序。回答这类问题时，一般要使用表示方位的介词短语。
Where is = Where’s (缩写)
e.g. Where’s my bag?
It’s on your desk.
2. They’re on the sofa.
It’s in your schoolbag.
It’s under your bed.
on, in和under可作方位介词。
on意为“在……上”（意指接触物体表面或构成物体表面的一部分）
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in意为“在……里面”
under意为“在……下面”
根据图片提示完成下列句子 。
1) I’m an English book. I’m ________ the desk.
2) I’m a schoolbag. I’m ______ the drawer (抽屉).
3) I’m a dog. I’m ________ the desk.
3. Come on, Jack.
come on可独立成句，用于命令，意为“快；加油”。
e.g. Come on! We don’t have much time.
快点！我们时间不多了。
come on也可表示知道某人所说的话不正确，意为“得了吧”。如：
Oh, come on — you know that isn’t true. 咳，得了吧，你知道那不是真的！
4. I think it’s in your grandparents’ room.
★英语中常用I think表达自己的主观想法或看法，可意为“我认为”。如：
I think this bag is hers.
★句中的grandparents'是复数名词的所有格形式。名词所有格表示所属关系，意为“……的”。以-s结尾的复数名词，直接在词尾加'构成名词所有格。如：
My hat is in my parents' room.
【运用】将下面的句子翻译成汉语。
I think those books are the two girls’.
____________________________________
IX. Game
Competition(比赛)：Find the differences!
There are five differences in the two pictures. Can you findthem?
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找出图中五处不同。
In picture A, … is/are on/in/ under…
In picture B…
X. Exercises
根据图画提示，写出单词。
1. —Where are the books?
—They’re _____ the chair.
2. My book is on the _____.
3. — Where is the cat?
—It’s on the ______.
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4. I think my schoolbag is in my grandparents’ ______.
5. Look! The hat is on your ______.
6. The _________ is very nice.
Homework:
参照你房间里的东西用介词in，on，under写五个句子。
Section A 2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 进一步掌握一些表示家具的名词以及学习用品的单词；
2) 进一步熟练运用方位介词表述物品所在的位置。
3）在不同情景下熟练运用以下句型来询问及回答事物的位置。
① —Where's…? —It's in/on/under…
② —Where're…? —They're in/on/under…
③ —Is the …in/on/under…? —Yes, it is./ No, it isn't.
④ —Are the …in/on/under…? —Yes, they are. /No, they aren't.
4）总结归纳询问事物位置的句型及回答语。
2. 情感态度价值观目标：
进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。
二、教学重难点
1. 教学重点：
1）总结归纳询问事物位置的句型。
2）在不同情景下正确运用所学的句型来询问与回答事物的位置。
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2. 教学难点：
1）训练学生们在不同情景下运用所学的句型来询问与回答事物的位置的能力。
2）能在实际生活情景中运用所学的句型来询问与回答事物的位置。
三、教学过程
Ⅰ. Warming up and revision
1. Sing “Where is Tom?” song (like “Two tigers”)
Where is Tom? Where is Tom?
It’s in the case. It’s in the case.
Where is Tom? Where is Tom?
It’s on the case. It’s on the case.
Where is Tom? Where is Tom?
It’s under the case. It’s under the case.
2. 快速说出物品。
3. 按要求写出正确的单词或句子。
table (复数) _______ sofa (复数) _______
on (反义词) _______ it (复数) ______
they (形容词性物主代词) ______ where is (缩写形式) _______
在沙发上 ___________ 赶快 _____________
在椅子下面 _____________
在你爷爷和奶奶的房间里 __________________________
在你的头___________
4. Ask and answer
Ⅱ. Grammar Focus
1. Let Ss read the sentences and fill in the blanks below.
① 地图在哪里？_________ the map?
② 它在你爷爷奶奶的房间里。It’s ___ your ______________ room.
③ 我的书在哪里？_______ _____ my books?
④ 它们在沙发上。They’re _____the _______.
⑤ 他的铅笔在哪里？ ______ _____ pencil box?
⑥ 它在他的书包里。It’s ___ his _________.
⑦ 你的尺子在哪里？_______ your ________?
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⑧ 它在椅子下面。It’s ________ the _______.
⑨ 他们的钥匙在哪里？_____ are ________ _____?
⑩ 它们在桌子上。_______ on the _____.
3. Check the answers with the class.
4. Grammar
本单元我们要学习的疑问词为where，由where引导的特殊疑问句用来询问位置。
where 用来询问人或物在什么地方。其结构为：Where ＋ is / are ＋ 主语(人或物)？回答时不能用 Yes 或 No，而应根据实际情况回答出物品所在的位置。
1. —Where is / Where’s your sister?
—She is in the classroom / In the classroom.
2. —Where are my books？
—They’re in the bookcase / In the bookcase.
Where is＋______ (单数/复数)主语
Where are＋______ (单数/复数)主语
is还是are取决于主语的人称和数
【温馨提示】
Where is可以缩写为Where’s，但Where are不能缩写。
如果主语是人，回答时用相应的人称代词主格作主语；
如果主语是单数物品，回答时用“It’s + 表示地点的词”；
如果主语是复数物品，回答时用“They’re + 表示地点的词”。
例如：
1) —Where is your English teacher? 你的英语老师在哪里？
—He is in the classroom. 他在教室里。
2) —Where are the pencils? 铅笔在哪里？
—They are in the pencil box. 它们在铅笔盒里。
Ⅲ. Practice
1. (Make a conversation with a student.)
T: Look at Picture 1 in 3a. Where is the baseball?
S1: (help S1 answer) I don’t know.
T: (Teach Ss the expression "I don't know." with a body language. for example shook your head.)
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2. Now look at the pictures and read the conversation below and fill in the blanks.
3. 指导：① 注意句中事物的单复数形式，正确运用句型Where is…? Where are…?。
② 认真看图画，看清物品的位置，正确运用介词in, on, under来表达。
4. Check the answers.
Ⅴ. Practice
1. T: When we ask about the place of something. We often use the sentence structure below:
—Where is + 单数事物？ —It's in/on/under…
—Where are + 复数事物？ —They're in/on/under…
—Is the …in/on/under…? —Yes, it is./ No, it isn't.
—Are the …in/on/under…? —Yes, they are. /No, they aren't.
Now let's ask and answer according to the picture in 3b or using your own things.
T: Where is the computer? Is it in the bookcase?
S1: No, it isn't. It's on the sofa.
2. T: Work in pairs. Make a similar conversation like this.
S1: Where is the computer game? Is it on the sofa?
S2: No, it isn't. It’s in the bookcase.
S1: Where are the books? Are they on the sofa?
S2: No, they aren't. They are in the bookcase.
S1: Where are the pencils?
S2: I don’t know. Are they in the pencil box?
S1: Yes, they are.
(Let the students ask and answer according to the picture in 3b or using their own things.)
Ⅵ. Game (Find the differences)
T: Student A looks at the picture on P19, student B looks at the picture on P21, 3c. Ask and answer questions to find the differences in pairs.
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Sample:
SA: Where is the schoolbag? Is it under the table?
SB: No, it isn’t. It’s on the table.
SA: Where are the books? Are they on the sofa?
SB: No, they aren’t. They are on the bed.
…...
T: Let’s find out the differences between the pictures. Where is the schoolbag? Is it on the table? (Look at the picture on P21 3c)
Ss: No, it isn’t. It’s under the table.
(Look at Picture 2)
T: Where are the books? Are they behind the sofa? (Look at the picture on P19)
Ss: No, they aren't. They are on the sofa.
(Look at Picture 2)
(Ask some pairs to make conversations and find out some differences.)
T: Fill in the chart according to the pictures.（利用表格直观体现出两幅图的不同点。）
Things
Picture on P19 (Picture 1)
Picture on P21 (Picture 2 )
Pencil box
in the schoolbag
on the table
Books
Schoolbag
…
T: Who wants to report it?
S1: Let me try. In Picture 1, the pencil case is… In Picture2, the pencil case is…
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S2: In Picture 1, the books are… In Picture2, the books are…
(Ask other students to report it.).
VII. Exercises
I. 写出下列词组。
1. 在他的书包里 _______________
2. 在课桌下 ________________
3. 在椅子上 ________________
4. 在老师的讲桌里 _________________
5. 在我爷爷奶奶的房间里
_________________________
II. 给对话选择恰当的图片。
1. — Is the baseball under the chair?
— Yes, it is.
2. — Where are the pencils?
— They are in the pencil box.
3. — Where is the telephone?
— It is on the table.
4. — Are the keys in your schoolbag?
— I don’t know.
III. 看图完成下列对话。
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1. -- Where _____ the cat?
-- It is ___ ___ ____.
2. -- Where _____ the computer?
-- It’s ___ _____ _____.
3. -- Where is the family photo?
-- ___ ___ the wall.
4. -- Where are the students?
-- _______ ___ the classroom.
5. -- Where are the books?
-- They are _____ ___ _____.
IV. 读对话，填上正确的单词。
A: Where ___ my English book?
B: I _____ know. Is it ___ your schoolbag?
A: No, it _____.
B: Is it ___ your desk?
A: ____, it isn’t.
B: Is ___ on the teacher’s desk?
A: No, it _____.
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B: Oh, look! ___ ____ the teacher’s chair.
A: I see it, too. Thanks.
Homework
1. 认真查看19页及21页两张图画的不同之处，并用英语写五个句子。
2. Review the Grammar Focus.
Section B 1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1） 掌握以下词汇： radio, clock, tape, tape player, model, plane, model plane, tidy, but, our, everywhere, always。
2) 能正确地描述物品所处的位置。
3）能运用所学的句型询问及回答物品的位置。
4）能听懂有关物品位置的对话，并能获得相关信息。
5）能阅读有关描述物品位置的小短文，并能获得相关信息。
2. 情感态度价值观目标：
进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。
二、教学重难点
1. 教学重点：
1. 通过听力训练提高学生听音辨音的能力，并能获得相关信息。
2. 阅读描述物品位置的相关短文，并能获得相关信息。
2. 教学难点：
阅读描述物品位置的相关短文，并能获得相关信息。
三、教学过程
Ⅰ. Warming up and revision
1. Sing “Where is Tom?” song (like “Two tigers”)
Where is Tom? Where is Tom?
It’s in the case. It’s in the case.
Where is Tom? Where is Tom?
It’s on the case. It’s on the case.
Where is Tom? Where is Tom?
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It’s under the case. It’s under the case.
2. Let Ss look at the pictures in 3a and 3b. Ask and answer questions about the things in the picture.
S1: Where are the keys?
S2: They're on the table.
S3: Where's the book? Is it on the chair?
S4: No, it isn't. It's under the chair.
…
3. Let some Ss report the differences between the picture in P19 and the picture in P 21.
Ⅱ. Presentation
1. Present the new words.
T: I have some things on my desk, I think you can tell me how to say them.
T: What’s this? (Hold up a radio in the hand)
Ss: It’s a radio.
T: Yes, it’s a radio. Read after me. R-A-D-I-O, radio.
Ss: R-A-D-I-O, radio.
T: Do you have a watch?
Ss: Yes, I do./ No, I don’t.
T: Is it a watch?
Ss: No, it isn’t. It’s a clock.
T: Good. It’s clock. Read after me. C-L-O-C-K, clock.
(Then hold up tape, tape player, model plane, teach them in the same way. Check the words using the cards.)
2. Ss read the words aloud. Then try to remember the new words.
3. T: Let’s do 1a in Section B. Match the words with the things in the picture in 1a.
1. radio __ 3. tape player __ 5. tape __
2. clock __ 4. model plane __ 6. hat __
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4. Then check the answers with the class.
5. 1b Look at the picture in 1a for three minutes. Then close your books and write down all the things your remember.
Ⅲ. Competition
1. T: OK. Can you remember all the new words?
Ss: Yes, we can.
T: OK. Now, let's have a competition. Let's see who can remember all the new words.
Take out a piece of paper. Look at the picture in 1a for three minutes. Then close your books and write down all the things you remember.
2. Change the paper with your partner and see who does best.
Ⅳ. Listening
1. Tom wants some things from his room.
What are they? Listen and grasp keys words as much as you can.
2. T: Tom wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the recording of 1c and help his mother find the things.
(Play the tape. The students circle the word they hear. Then check the answer.)
English book, tape player, clock, ruler
notebook, tape, model plane, radio
3. 1d T: Now listen again. Where are Tom's thin gs? Write them down.
1. The English books are under the radio.
2. ______________________________
3. ____________________________
4. ______________________________
4. Check the answers with the Ss.
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5. Listen to the tape and complete the blanks.
Mom: Hello.
Tom: Hi, Mom. Could you bring some thing to school for me?
Mom: OK.
Tom: I need my ______________…
Mom: English books? Where are your English books?
Tom: Hmm, they’re on the chair…Oh, no, they’re _________________.
Mom: OK.
Tom: And I need _________. It’s on the bed. And my notebook.
Mom: Where’s your notebook?
Tom: Uh, ____________. Oh…it’s under the model plane in the bookcase. And Frank’s tape. He needs it.
Mom: Where’s his tape?
Tom: Oh, it’s ___________________.
Mom: OK. Meet you at one at your school.
Tom: thanks, Mom!
Ⅴ. Pair work
Can you remember where the things are in Tom's room?
T: Where are the English books?
S1: They are under the radio.
T: Where’s …?
S2: It’s…
T: Where’s the…?
S3: It’s…
T: Where’re the …?
S4: They’re…
T: OK. Work in pairs, ask and answer questions about the things in Tom's room.
Ⅵ. Brainstorming
1. Look at the picture in 2b. There are many things in the picture. Do you know the words for the things? Who can say them in English?
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S1: bed, chair, sofa, clock, …
T: You're very great. Who can add some more?
S2: bookcase, map…
2. Now work with your partner. Write the words you know for the things in the picture.
3. Teacher goes around the classroom, give some help.
Ⅶ. Presentation
1. (On the screen, show Ss a very tidy room.)
T: It's a tidy room. (Write the word "tidy" on the blackboard.)
2. (Show another room. It's not tidy.)
T: It's not a tidy room. It's a dirty room. Look the books are everywhere. The clothes are everywhere. (Write the word "everywhere" on the blackboard.)
3. (Show a picture of Edison)
Edison is very clever. He always asks questions. (Write "always" on the blackboard)
4. Ss read the new words tidy, everywhere, always.
Ⅷ. Reading
1. Look at the picture in 2b. Here are two girls, Kate and Gina. They are sisters. They live in a room. They all have many things in their room.
Is Kate tidy? Is Gina tidy? Now read the passage and answer these questions.
2. Ss read the passage and find the answer to the questions.
3. Let some Ss say their answers.
4. Now let's look at the chart in 2c. In the chart, you should list Kate's things and where they are. You should also list Gina's things and where they are. Read the passage again and complete the chart about the things Kate and Gina have and where they are.
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Kate
Things
Where
books and tapes
in the bookcase
Gina
Things
Where
5. Ss read the passage again. And fill in the chart.
6. Check the answers with the class.
7. Report
Is your room tidy?
Please tell me about your room.
IX. Language points
1. tape player 录音机
player 名词，播放机 CD player 唱片播放机
【拓展】player 名词， “运动员”。
e.g. Her brother is a good player.
她的哥哥是一位优秀的运动员。
2. I’m Kate, and my sister is Gina. I’m tidy, but Gina is not.
and和but都是连词，把两个独立的短句并列连接为一个较长的句子。英语中把这种由and 或but 并列连接而成的句子称为“并列句”。但它们的用法却不同。
and
表示并列关系，“……和……” “……以及……” 用来连接并列的词与词、短语与短语、分句与分句。当and连接两个名词作句子主语时，当复数看待。
but
表示转折关系， “但是，然而” 在句中连接前后两个意思相反或相对的句子。
e.g. My radio ____ tape player are on the desk.
我的收音机录音机在桌子上。
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Jenny’s room is tidy, ____ Tom’s room is not.
詹妮的房间很整洁，但是汤姆的却不。
tidy adj. “整洁的；井井有条的”。
e.g. My aunt’s room is always clean and tidy.
我姑姑的房间总是干净整洁的。
3. In our room, my books and tapes are in the bookcase.
our pron. 形容词性物主代词, “我们的”。
e.g. This is our classroom.
这是我们的教室。
4. Gina’s book are ____________ —on her bed, on the sofa and under the chair.
Gina的书到处都是 – 她的床上，沙发上，椅子下。
everywhere adv. 处处；到处；各个地方
e.g. Children are everywhere in the park.
公园里到处都是孩子。
5. Gina always asks.
always adv. 总是
always是含有肯定意义的程度副词，其基本意思是指某个行为发生频率的百分之百或某种状态存在的自始至终。
e.g. Tom is always late for school.
汤姆上学总是迟到。
X. Exercises
I. 根据汉语提示填写合适的单词。
1. Sonia’s _____ (收音机) is on the table.
2. Where is Linda’s white _____ _____ (飞机模型)?
3. I have a _____ (闹钟). It’s on my desk.
4. Gina’s pens and pencils are __________ (到处).
5. I think Kate’s room is _____ (整洁的).
Ⅱ. 根据汉语意思完成英语句子，每空一词（含缩略形式）。
1. 我的字典和铅笔盒在我的书包里。
My dictionary ___ pencil box ___ __ my schoolbag.
2. 我有一张中国地图。
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__ ____ a map of China.
3. 简总是问：“我的钢笔在哪儿？”
“________ my pen?” Jane ______ ____.
Ⅲ. 根据短文内容及所给首字母提示填空，使短文完整、通顺。
My sister and parents are very tidy, b (1) my brother and I are not. My sister a (2) puts (放) her radio and clock on the desk. My parents put t (3) books in the bookcase. My brother and I put our things e (4). My brother often finds my tape player u (5) the sofa or (或者) the chair and I often find his model plane under the table. Now he comes to me and asks, “Where are my socks (短袜)? I think you know where they are.” I say, “Haha! They’re on your feet (脚).”
Homework
1. 复习并将所学的词汇分类，然后记忆所学的生词。
2. Review Section B 2b.
Section B 2 (3a-Self Check)
一、教学目标：
1. 语言知识目标：
1）总结复习所学的有关家具、文具以及其他类的词汇。
2）能运用所学的相关知识在实际生活中描述物品的位置。
3）了解连接词and的用法，并能运用and表述一些简单的句子。
4）通过阅读和写作练习，加强理解和巩固所学的语言目标。
2. 情感态度价值观目标：
进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。
二、教学重难点
1. 教学重点：
1）了解连接词and的用法，并能运用and表述一些简单的句子。
2）通过不同形式的写作训练，来提高学生们描述物品位置的综合能力。
2. 教学难点：
通过不同形式的写作训练，来提高学生们描述物品位置的综合能力。
三、教学过程
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I. Survey
1. OK, now let's work on 3a. Make a survey about the things in the chart on your partner.
Find out if they have these things. Where are they?
2. (Ss ask and answer about the things in the chart.)
S1: Do you have a dictionary?
S2: Yes, I do. (Yes.)
S1: Where is it?
S2: It's in the book case.
S1: Do you have a schoolbag?
S2: Yes, I do. (Yes.)
S1: Where is it?
S2: It's under the desk.
… (Change roles, S2 ask S1 about the things in the chart.)
3. Ss fill in the chart and exchange the chart with their partner.
Ⅳ. Writing
1. T: Now look at the chart. We all know what we have in our room and where they are. Now please write about where the things are in your room. Use the word and if you can. I'll give you a model:
e.g. ① My dictionary and my radio are on the desk.
② My pencil box is in my schoolbag and my schoolbag is under the desk.
2. 指导：
1) 写出房间内的家具及其他物品: bookcase, table, baseball, ____________ …
2) 用in/on/under写出方位介词短语，on the floor, in the schoolbag, under the
table…
3) 在方位介词前添加主语（即要介绍的物品名称），介绍某物在某处的句型结构，即A+be动词（is/are）+方位介词短语。
e.g. My schoolbag is under the table. My pencils are in the schoolbag. …
4) 适当运用并列连词and连成一个小短文，
英语三段式的写法，开头I have a nice room. 结尾I love my room.
This is my house. It is in a mess. Some books are on the sofa. My schoolbag is under the table and near the chair. Some nice pictures are on the wall. Where
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is my computer game? It’s under the bed. I must keep my house clean.
3. Check their work with their partners.
4. Ask some Ss to report their writings to the class.
Ⅴ. Self Check 1
1. T: We're learned many names of furniture, stationery and other things. Now let's have revision of these words. What do you have in your room? First talk about the things in your room with your partner, then write the things in your room.
2. Ss talk about the things in their room with their partners. Then write them down on their workbook.
3. Let some Ss report the things to the class and write them on the blackboard.
Furniture: desk, chair, sofa, table, bookcase, bed…
Stationery: pen, pencil, eraser, ruler, books, schoolbag, note book …
Other things: cup, quilt, radio, tapes, tape player, computer, computer game, clock, model plane, watch, …
4. Let some other Ss add some more words.
Ⅵ. Self Check 2
1. We have a tidy classroom. We work in our classroom every. We all love our classroom. Look at our classroom carefully and find out what things we have and where they are. Who wants to have a try?
S1: The tape player is on the teacher's desk.
S2: The map is on the wall.
S3: The blackboard is on the wall.
S4: The desks are on the floor.
S5: …
2. Very good. Now please write about the things in our classroom with in, on and under.
3. Ss write by themselves. Let some Ss report their writings to the class.
Homework
运用所学的写作指导，介绍自己的房间。
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