unit4单元目标解读

2024-09-27

unit4单元目标解读（共6篇）（共6篇）

1.unit4单元目标解读篇一

1. Knowledge:

Learn and master the new words and expressions in this period.

Words:

Ability:

1. Train the students’ listening ability.

2. train the students’ listening ability.

3. Train the students’ ability to use the Internet to search for some useful information.

4. Train the students’ ability to cooperate with others.

Emotion:

1. Know the damage that an earthquake

2. Know the ways to reduce the losses of an earthquake.

Teaching important points

Train the students’ speaking ability by describing, talking and discussion.

Difficulties:

Train the students’ listening ability.

Step1 Warming-up

T: Do you know what happened in the Indian Ocean at the end of last year? It shocked or we can say frightened the whole world.

S: A terrible tsunami broke out there on 26th December. More than 200 000 people were killed.

T: Yes. It is said that it is the biggest in the fore decades. A tsunami is an undersea earthquake. Then have you heard of any land earthquakes? Would you please list some?

S: We can often hear that earthquakes occur in Japan. In 1906, an earthquake struck San Francisco, USA. About 700 people died in the earthquake and the fires. And as many as 250 000 people lost homes.

T: But do you know any famous earthquakes that happened in our county?

S: The Tangshan Earthquake that happened in 1976.

T: Can you tell me what mighty happen in an earthquake? You may look at the two pictures on Page 25.

Step 2 Listening

T: Before we learn the passage about an earthquake, let’s first know why there are earthquakes in the world. So let’s do some listening on Page 62. listen to the tape for the first time and try to get a general idea of the passage.

Listen to the tape and check the answers.( It is about the cause of earthquakes and how we can reduce losses from them.)

T: Listen to the tape for the second time and judge whether the statements in Part 1 are true of false.

T: Let’s check the answers. Listen again and try to correct the statements that are false.

T: Listen again and try to complete the table in Part 2.

A few minutes later, check the answers.

Step 3 Homework

1. Preview the reading passage on Page 26 and do exercise I in the part “Learning about language”.

2. Ask the to look for more ways of reducing losses from earthquakes. The students can go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake.

Record after teaching :

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Second Period

Knowledge:

Learn some new, phrases and some new sentence patterns.

Ability:

1. learn some detailed information about an earthquake.

2. improve the students’ reading ability.

3. train the students’ ability to grasp key information while listening.

4. train the students’ speaking ability.

Emotion:

1. Train the students’ ability to cooperate with others.

2. Know the deadliness of an earthquake and the signs before an earthquake is coming.

3. Learn from the bravery of people in Tangshan to face the reality and rebuild the city.

Teaching important points:

1 The new words and expressions.

2. Learn some detailed information about an earthquake.

3. Train the students’ ability to cooperate with others.

4. Train the students’ speaking ability.

Teaching difficulties:

1 Words: shake, burst, rise, destroy, shock, fresh, injure

2. Phrases: right away, at an end

3. Sentence patterns:

(1) It seemed/ seems that…

(2) The number of sb./sth. Reached/reaches…

(3)All hope was not lost.

4. Improve the students’ reading ability.

5. Train the students’ ability to grasp key information while listening

Teaching procedures:

Step 1 Pre-reading

T: Suppose you are warned of a coming earthquake. Now you have time to take only one thing. Tell your partner what you will take and the reason.

T: If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what you have seen.

Step2 Listening

T: Everyone knows that an earthquake is very terrible. Today, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.

1. People in Tangshan were warned of the earthquake and didn’t go to bed that night. (F)

2. People in Beijing also felt the earthquake. (T)

3. More than 400 000 people were killed in the quake. (F)

4. Many rescue workers and doctors were trapped under the ruins during the aftershock. (T)

5. People tried to get fresh water from under the ground in Tangshan. (F)

Step 3 Reading

1. Finish Part 1-2 in Comprehending on Page 27.

2. Finish Part 3 in Comprehending on Page 27.

3. Read the passage again to get important information about Tangshan Earthquake and fill in the blanks. ( 百思英语 Page 44 )

Step 4 Speaking or Reading aloud

If your students are good at English, ask them to do this exercise:

Suppose one of you was a newspaper reporter, and the other was a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is asking the witness some questions. Work in pairs please.

If your students are very poor in English, ask them to do this exercise:

Play the tape for the students to listen and follow in order to let them know how to read the text.

Step 5 Homework

1. Read the text several times.

2. Do exercise 3 on Page 28.

3. Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.

4. Learn some words and phrases in this unit and make some sentences with them. ( Ss’ Book, Page 82-84)

Record after teaching :

The Third Period

Knowledge:

1. words: crack, burst, ruin, injure, destroy, shock, last

2. phrases: at an end, right away, dig out

3. sentence patterns:

All hope was not lost.

Ability:

1. Train the students’ ability to read different numbers in English.

2. Learn the usage of some difficult words and expressions.

3. Train the students’ ability to remove the difficulties while reading.

Emotion:

1. Train the students’ ability to cooperate with others.

2. Know the deadliness of an earthquake and the signs before an earthquake is coming.

3. Learn from the bravery of people in Tangshan to face the reality and rebuild the city.

Teaching important points:

1. Train the students’ ability to read different numbers in English.

2. Train the students’ ability to cooperate with others.

Teaching difficulties:

1. The explanation of some difficult words and expressions.

2. Train the students’ ability to remove the difficulties while reading.

Teaching procedures:

Step 1 Revision

1.T: In the last period , we learned something about the terrible Tangshan Earthquake in 1976, which is the deadliest earthquake in China’s history. Now I am going to ask you some questions based on the Reading passage.

(1)What did people in Tangshan see in the sky before the earthquake?

(2)What did people notice in the wells?

(3)Did people pay any attention to these abnormal phenomena?

(4)When did the earthquake begin?

(5)Were there any aftershocks?

(6)Did the survivors deny the city and go to live in other places?

2. Check the homework (Ex2 on P28). Ask them to recite it after class.

Step 2 Learning about Numbers

Turn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers.

Step 3 Important points

Ask the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.

Step 4 homework

In order to master the usage of these words and expressions, please do some related exercises.

1. Finish off the two parts in Using Words and Expressions on Page 63.

2. Translate the sentences on Page 63 into English. Write the English sentences in one of your exercise book and hand it in tomorrow.

Record after teaching :

The Fourth Period

Knowledge:

1. Learn the Attributive Clause.

2. Learn the difference between Relative Pronouns for the Attributive Clauses.

Ability:

1. Learn to choose the correct Relative Pronouns for the Attributive Clauses.

2. Train the students’ ability to report what others have said.

Emotion;

Train the students’ ability to cooperate with each other.

Teaching important points:

1. Learn the Attributive Clause.

2. Train the students’ ability to report what others have said.

Teaching difficulties:

Learn to choose the correct Relative Pronouns for the Attributive Clauses.

Teaching procedures:

Step 1 revision

Check the homework exercises.

Step 2 Grammar

( The teacher writes the sentence “ Workers built shelters for survivors whose homes had been destroyed.” On the blackboard before class begins.)

T: Please look at the sentence on the blackboard, paying special attention to the underlined part. What kind of clause is it?

Ss: The Attributive Clause.

T: Yes. The Attributive Clause tells us which person or thing (or what kind of person or thing ) the speaker means.

e.g. The woman who lives next door is a teacher.

A sentence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “ The woman is a teacher.” And “ The woman lives next door.” The Attributive Clause is the answer to the question: Which woman is a teacher?

Would you try to divide the sample sentence on the blackboard into two short sentences?

T: That’s right. Now try to find all the sentences with Attributive Clauses in the reading passage and divide each sentence into two short sentences.

T: Next I will say something about the common relative pronouns.

“Who” is used for people. “Which” is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “Whom” is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.

Step 3 Practice

1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.

Let the students do this exercise and check the answers.

2.Do more exercises in Ex 3 on Page51 in《导学》

Step 4 Homework

After class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.

Record after teaching;

The Fifth Period

Knowledge:

1. Know how to write a speech.

2. Know how to write a newspaper story.

Ability:

1. Train the students’ speaking ability.

2. Train the students’ ability to search for doing something.

3. Train the students’ ability to do things step by step.

Emotion:

1. Honor the great people of Tangshan.

2. Learn to cooperate to each other.

Teaching Important Points:

1. Train the students’ speaking ability.

2. Train the students’ ability to search for doing something.

Teaching Difficulties:

1. Know how to write a speech.

2. Know how to write a newspaper story.

3. Learn to cooperate to each other.

Teaching Procedures:

Step 1 Revision

T: In the last period, we learned the Attributive Clause and how to choose a proper relative pronoun. Now let’s check your homework exercises. Please open your textbooks and turn to Page 64. Look at Part 1 in Using Structures. I will ask some of you to read the sentences out.

(The teacher corrects mistakes if there are any.)

Step 2 Reading and Writing

T: Read the letter on Page 29.In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.

(After several minutes, the teacher checks the answers with the class.)

T: Suppose you are the student who was invited to give the speech. What should you include in your speech?

(Students give their different answers.)

T: Yes, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page.

(While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)

(After 15 minutes)

T: Are there any volunteers to read his or her speech?

( If there is nobody, the teacher asks one to read, and give some assessments.)

Step 3 Speaking

T: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.

(1) What do these stamps show?

(2) Do you think these stamps are very important and why?

(3) Will you collect these stamps? Why and why not?

(After the students ask and answer these questions in pairs.)

T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.

T: Next I will ask one of you to read the little talk.

Step 4 Writing

T: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writing newspaper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.

Q1: Why is an outline important?

Q2: What should an outline include?

Q3: Why is a headline important?

Q4: What are the steps to finish a newspaper story?

Q5: What is the feature of a newspaper story?

2.unit4单元目标解读篇二

1. 在地板上2. 在沙发下

3. 在书柜前面 4. 在椅子后面

5. 在他抽屉里 6. 在梳妆台旁边

7. 一个闹钟 8. 她姐姐们的书包

9. 把这些照片带给他10. 把那些橡皮拿给我们

二、单项选择

1. ——Where ____ your CDs?

——____ on the TV.

A. is, It’s B. are, It’s

C. is, They’reD. are, They’re

2. ——Where ____ your son? ——He ____ on the bed.

A. is, are B. are, is C. is, isD. are, are

3. ____ boy under ____ table is ____ student.

A. A, a， a B. The, the, a C. The, the, theD. A, a, the

4. ——____?

——They are keys.

A. What’s this B. What’re these

C. Where’s this D. Where are these

5. ——Where is my backpack?

——It’s ____ the table ____ the floor.

A. on, under B. on, onC. under, under D. under, on

6. ——Are Bob’s pens ____ the pencil case? ——Yes, ____ are.

A. on, itB. on, weC. in, they D. in， it

7. ——Are the books in the bookcase?

——No, ____.

A. it isn’tB. it isC. they aren’t D. they don’t

8. Please ____ the eraser ____ here. I need it.

A. bring, / B. take, /C. bring, to D. take, to

9. ——Tom， ____ the English book to your school.

——OK, mom.

A. takeB. bring C. carry D. know

10. ——____?

——No, it’s on the sofa.

A. Is the ruler in your backpackB. Where is your ruler

C. What colour is your backpackD. Is this your ruler

11. These are ____ video tapes. Those are ____ CDs.

A. I， they B. our， he C. my， her D. we， their

12. A photo is ____ the wall, but the window is ____ the wall.

A. on, in B. in, on C. under, on D. on, under

13. I can see some apples ____ the tree, some birds are ____ it, too.

A. in, on B. on, in C. under, on D. in, under

14. ——Can you ____ some things for me? ——Yes, ____.

A. to bring, I can B. to bring, you can

C. bring, I canD. bring, you can

15. ——____ is your mother?——I ____.

A. What, don’t know B. Where, don’t know

C. What, am not know D. Where， am not know

三、完形填空：

This is my bedroom. You can see __1__ picture on the wall. The light (灯) is __2__ the desk. The football is __3__ the chair. __4__ is the bed? It’s near the desk.

My father and __5__ bedroom is near my bedroom. __6__ flowers and a bed __7__ in their room. Some windows are __8__ the wall. A brown door is in the wall， __9__. I like my room and they like __10__.

1. A. oneB. an C. a D. four

2. A. under B. on C. in D. behind

3. A. on B. toC. under D. for

4. A. Where B. What C. Who D. Which

5. A. sister’sB. brother’sC. mother D. mother’s

6. A. Some B. A C. some D. An

7. A. is B. are C. have D. be

8. A. behind B. in C. on D. under

9. A. to B. on C. two D. too

10. A. his B. theirs C. they D. their

四、阅读理解：

（A）

There is a library in our school. It is near our classroom. It is on the first floor. Our school library is not very big， but it is nice. There are many books in the library. Some are in Chinese. Some are in English. I like reading very much. I often go there to borrow（借） books. The librarian（图书管理员） is a woman. She is very kind. We can choose（选择） any books from the library.

1. The library is in ____.

A. our city B. our factory

C. our school D. his school

2. The school library is ____.

A. big B. not small C. not big D. not nice

3. In the library there are ____ books.

A. more B. much C. few D. many

4. Some books in the library are ____ English.

A. on B. in C. atD. with

5. You can ____ books from the library.

A. buy B. to buyC. borrow D. to borrow

（B）

This is the twins’ room. It’s a nice room. The two beds are in the room. One is Lucy’s and the other(另一个) is Lily’s. They look the same. Their coats are on the beds. We can’t see their shoes. They are under the beds.

The twins have desks and chairs. Their clocks, books and pencil-cases are on the desks. Their backpacks are behind the chairs.

6. ——What kind of room is it? ——It’s a ____.

A. classroomB. big roomC. sitting-roomD. bedroom

7. Which one is right? ____.

A. Lily’s coat is on the desk

B. Lucy and Lily are brother and sister

C. Lucy’s shoes are under the chair

D. Two beds are in the room

8. ——Where are their backpacks?

——They are ____.

A. on the wall B. behind the chairs

C. under their bedsD. on the beds

9. Their shoes are ____.

A. old B. new

C. lostD. under the beds

10. We can see ____.

A. their shoes under the chairs

B. the flowers on the beds

C. their clocks and books on the desks

D. their backpacks are under the beds

五、用所给词的适当形式填空：

1. Where ____(be) my books?

2. I have two ____(dictionary).

3. Please take these ____(thing) to your brother.

4. There ____ （be） a pen and two rulers in my pencil case．

5. ——What ____(be) those on the table? ——____(it) are books.

6. She is ____(I) friend. Do you know ____(she) name?

六、句型转换：

1. Those pencils are in the backpack. (对划线部分提问)

____ ____ ____ ____?

2. This tomato is in that box. (改为复数句)

____ ____ ____ in ____ ____.

3. I can spell her name. (改为一般疑问句并作否定回答)

——____ ____ spell her name? (一般疑问句)

——____, ____ ____. (否定回答)

4. She needs to read some books. (改为一般疑问句和否定句)

____ she ____ to read ____ books?

She ____ ____ to read ____ books.

5. and, ruler, eraser, your, are, where (连词成句)

________________________________________?

6. your, ID card, or, is, pencil case, in, on, the, the, bookcase (连词成句)

________________________________________?

七、完成句子：

1. 他的篮球在课桌下面。

____ ____ ____ ____ the ____.

2. 他们的书包在哪里？

____ ____ ____ ____?

3. “台灯紧挨着床吗？” “是的。”

——____ the light ____ ____ the bed? ——Yes, ____ ____.

4. “那些钥匙在梳妆台上吗？” “没有。”

——____ ____ ____ on the ____? ——No, ____ ____.

5. 你能否把那些东西拿给我们？

____ you ____ ____ ____ ____ ____?

6. 我需要把这些笔记本带给他们。

I ____ ____ ____ ____ ____ ____ ____.

八、根据括号里的标点符号把每题所给的单词连成一个句子。

1.my, you, hat, see, can (?)

__________________________________________?

2.are, books, my, where (?)

__________________________________________?

3.ruler, is, the, the, bed, on (?)

__________________________________________?

4.the, dresser, book, math, on, is, the (.)

_________________________________________.

5.things, please, your, take, to, these, brother (.)

_________________________________________.

九、改错。下列每句均有一处错误，请指出并改正。

1. ——Where are my books?

——It’s on the sofa.

2. Take the pen here, please.

3. I am need my pen and my notebook.

4. ——Where is the bag?

——These’re on the bed.

5. I have some CD in my backpack.

十、用方框中的句子补全对话。

Tommy: Hey. Sally

Sally: __1__

Tommy: Is my computer game on the table?

Sally: No, it isn’t. It’s on the bookcase.

Tommy: OK. __2__ Are they on the bookcase, too?

Sally: __3__. They’re on the chair.

Tommy: Oh. So, where is my pencil case?

Sally: __4__

Tommy: And where’s my backpack?

Sally: It’s under the table. And your baseball is under the chair.

Tommy: Oh. OK. And where are Mom’s keys?

Sally: __5__

A. Yes?

B. They are on the table.

C. No, they aren’t

D. How about my books?

E. It’s under the sofa.

十一、书面表达：

你的弟弟明天要和同学出去郊游，你受妈妈委托，将弟弟所需要的东西都准备齐全了，现在你写一张留言条，把东西的清单和它们所放置的地方写清楚。

书包放在桌子上，地图(map)在书包里，一串钥匙也放在书包里，一些钱(money)放在抽屉里，一张CD碟和CD机(CD walkman)放在电脑旁边，一些水果和食品放在了冰箱上面……

3.unit4单元目标解读篇三

蒲团中学杨小庆

在本节课上，教师教学设计合理，容量大，重难点突出。在英语听、说、读写四个环节上，均有所体现，遵循了听说领先，读写跟上的教学原则。在听说教学上落实得还可以，到了读写的时候明显有走过场的痕迹，但是，教师充分发挥在情境中教学，逐步引导学生去感悟，理解教学内容，从而大大降低了教学的难度。

教材中有许多听力练习、句型教学、词汇教学，需要运用听关键词的技巧。所谓关键词即语言中最关键的信息。如本单元Section A la通过操练句型“Where’s my backpack? It’s in／under／on„．”，听关键词“in／on „ “，同时，通过听关键词加深对“Where’s„?”句型的理解。这种技巧的运用有利于培养学生的注意力。教师通过对不同事物在何方位的提问，将学生注意力集中在不懂的方位上，教师在提问之后，自己回答问题并有意识的加重方位词“in，0n，under，behind，next to”的读音，同时要求学生重复自己的回答。听关键词不仅仅是有利于培养学生的注意力，而且能培养学生的判断能力，勤于思考的习惯，在思考中遇到困难自我处理或向他人寻求帮助的习惯。

存在的问题及解决措施：

从课堂教学氛围来看，感觉有些单调，初中生不像小生那样大胆。积极参与课堂活动。他们好像是被动的,老师叫到了就主动参与,没叫到就不发言。其实这种学习的方式不利于学生的成长,如果课堂上少了学生的积极发言,那学生不就成了观众了吗?这样的课堂缺乏了学生的主体作用。那么我们应该用多种方法调动学生的积极性，比如说，鼓励、表扬、分组，做游戏等，从各方面去启发学生的能动性，让他们不仅能学会教的语言，还能创造新的语言。

本课的教学目的主要是让学生掌握不同介词的用法，并会表达不同的方位。能够灵活运用所学语言。

在教学中，学生在读的时候都是没有出声的，不叫朗读，叫默读，看不出读的效果。在写的训练上也流于形式，没有给范文，就让学生直接写，而且写的时间太短，就一分钟，没有达到应有的效果。教师充分发挥在情境中教学，逐步引导学生去感悟，理解教学内容，从而大大降低了教学的难度。

4.unit4单元目标解读篇四

Unit4 Where is my backpack?

Section A

一、学习目标：

知识目标：

1、学会一些表示家具的名词以及学习用品的单词；

2、学会方位介词：in, on, under…的用法；

3、学会运用方位介词和Where句型表述物品的正确位置。

能力目标：要求掌握以下句式：a-----Where’ s …?-----It’ s in/on/under… b----Where’re…?-----They’re in/on/under…

情感目标：培养学生在观察和比较中发现问题和解决问题的能力。

二、预习过程：重难点解析：

1．介词in，on，behind和under（1）in：“在……中”、“在……里面”，通常表示某一空间里。如：

in China在中国

in the box在盒子里

此外，in还可用于表示时间、表示用什么语言或者表示衣着。如：

in 2003在2003年

in the morning/afternoon在上午/下午

in English 用英语 in the hat戴着帽子的（2）on：“在……上面”，有接触面。如：

on the desk 在桌子上 on the wall 在墙上 on the blackboard 在黑板上

此外，on还可指具体时间，也可与名词一起构成介词短语。如：

on Monday 星期一 on duty 值日，值班（3）behind：“在……后面”。如：

behind the door 在门后 behind the desk 在书桌后（4）under：“在……下面”。如：

under the tree 在树下 under the bed 在床下

注意：以上所列出的表示位置的介词短语都可用来回答以where引导的特殊疑问句。如：

①Where is the ball? 那球在哪儿？It’s under the chair.在那张椅子下。②Where are the maps?那些地图在哪里？They are on the wall.它们在墙上。2．table和desk（1）table：“桌子”。一般指没有抽屉，供吃饭、游戏、工作等用。如：Please clean the table after dinner.饭后请收拾桌子。

（2）desk：“书桌”、“写字台”。指供读书、写字、办公用的桌子。一般都有抽屉。如：My desk is blue.我的书桌是蓝色的。3．on the wall和in the wall的用法区别（1）on the wall在墙体表面上，如：

There is a map on the wall.在墙上有张地图。（2）in the wall是指在墙体内，如：

There is a door in the wall.在墙上有个门。4．on the bed和in bed

表示物品在床上要用介词on，bed前要用冠词，或其他限定词，特指在那张床上。若表示人躺在床上要用介词in，而且bed前无任何限定词。如：

①His grandpa is in bed.他的爷爷躺在床上。

②My bag is on my bed.我的包在我的床上。5．Where is/are…? ……在哪里？

这是询问物品位置或方位的一种简单的提问方式，句中动词be的形式是根据句中主语的单复数（或不可数名词）而确定的。如：

Where is Lucy’s coat（可数名词单数）？Lucy的大衣在哪里？

Where are the balls（可数名词复数）？球在哪里？

Where is the coke（不可数名词）？可乐在哪里？

三、课中探究：

1、自主学习：1a/1c.先将词语译成汉语，再做小组对话练习。in my bookcase _____________ 在桌子下面______________ next to the desk _____________ 他是数学课本_____________ eg :-------Where’s my backpack ?-------It on the desk.2.运用图片中的物品进行询问：

Where is the baseball ? It’ s on the(背包)__________ Where is your computer game ? It’ s(床下面)___________ 3．自我检测：

一、单项选择

1．___ your chair ? A.where B.where’re C.where’s D.what 2.Is your book _____ the drawer ? A.in B.on C.under D.at 3.___ your keys on the sofa ? A.Is B.Are C.Am D.Be 4.Where is my computer game ?---It’s ____ TV.A.in the B.next to C.next to a D.next to the

二、完成下列句子

1、你的书在你的背包里。______________________________

2、Her keys are on the chair._________________________________

3、Where are my bags ?_______________________(对不起，我不知道)

4、Tom’ s watch ______________(不在抽屉里)

5、我的电脑游戏在哪里？_________________________________? Section B

一、学习目标：.掌握重点单词及短语，句子。

重点句子：Please take these things to your sister.Can you bring some things to school？ I need my hat, my notebook and a pen.The hat is on the dresser.The keys are in the drawer.2.能写便条，表达所带物品及物品所在位置，并熟悉便条格式

二、预习指导：

1．Please take these things to your brother.请将这些东西带给你弟弟。

（1）在英语中表示命令或请求的句子为祈使句。祈使句常由动词原形开头，省略主语you。有时为了表示客气可在句首或句尾加please。please放在句尾时，要用逗号隔开。

（2）take…to…译为“把……带/拿到……去”。take是动词，译为“拿走，带去”，to…是介词，表示方向。

2．Can you bring some things to school? 你能将一些东西拿到学校来吗？

（1）can为情态动词，后面接动词原形。Can you…？（你能……吗？）是一种客气、礼貌地征询对方许可的句型。如：

Can I have a look at your picture? 我可以看一下你的照片吗？

（2）bring是动词，意思为“带来、拿来、带给”，表示“把……从别的地方带过来”。bring…to… 译为“把…带到…来”。

（3）句中的some是形容词，译为“一些”，可以修饰可数名词也可以修饰不可数名词。有同义词any。some一般用于肯定句中，any用于疑问句或否定句中。但是，表示邀请别人或向别人提出要求时，为了得到肯定回答，在一般疑问句中可用some。3．I have a baseball.It’s on the floor, between the bookcase and the desk.我有一只棒球，棒球在书架与书桌之间的地板上。

（1）定冠词the用在名词前，表示特指两方都知道的人或物。如：the bookcase指的是两人都看到的那个书架。the desk指的是双方都看到的那张书桌。不定冠词用在名词前指第一次提到的某人或某物，不定冠词具有“某一个”的意思，但并不强调数量，如第一次提到的a baseball。当再次提到这个人或物时应该用定冠词，表示特指第一次提到的那个人或物。如：

①I have a new book.我有一本新书。

Can I look at the new book? 我可以看看那本新书吗？

（the new book是指第一次提到的a new book）

②Your book is on the teacher’s desk.这里的desk指两个人都知道的那个桌子。（2）between…and…意思是“在……和……中间”

如：I sit between Lily and Lucy.我坐在莉莉和露茜之间。

I can come here between seven and eight.我七点钟和八点钟之间能来。注意：between后面接人称代词时，应用宾格。如：

The woman between her and me is our English teacher.在我和她之间的女士是我们的英语老师。

三、课中探究：

（一）课前热身：

在Section B 中找出下列短语，指出它们的位置并画在书上。

在桌子上___________ 在床的下面 __________ 在床的上面 _______

在梳妆台上 ___________在抽屉里 ___________需要我的帽子 ____

需要我的数学书____

这些东西____________一些东西 _____________

(二)小组学习任务：

1、领读并熟练朗读3a的便条，进行翻译。

2、看图填空完成3b，朗读并进行翻译。

3、找出介绍物品位置的句子进行翻译,并讲解它的句型结构。

_______________________________________________________________

4、熟读3a，思考：便条的格式是什么？

左上角是_______________，后用_______________标点符号。正文第一行开头___________，右下角分两行，第一行写_______________ 后用________标点符号，第二行写_______________。

5、找出含有take的句子，并对其进行讲解。

句子：____________________________ 翻译：_______________________

它是一个_______句，特点是：省略_______, 由_______开头，可在__________加please.仿照这句话进行举例：_________________________________________

6、Please take these things to your sister.take 是____ 词，译为________, 句中包含take的短语是_______________,译为 ____________ 仿照这个短语，你还能举出哪些例子？

举例：________________________________________________________

7、找出含有bring的句子，并对其进行讲解。

句子：_____________________________ 翻译：___________________________ 它是一个_________ 句，其中_____ 是情态动词，后面接__________.仿照这句话进行举例：__________________________________

8、Can you bring some things to school?

bring 是_____ 词，译为_________, 句中包含bring的短语是 __________，译为_____________仿照这个短语，你还能举出哪些例子？

举例：_______________________________________________

（三）自我检测：

根据句子内容，从括号内圈出恰当的词。

1,Where(is/are)her book?

2,My CDs are(in/on)the table.3,Are(they/it)on the table? 4,Is his(bags/hat)under the chair?(Yes/No), they’re not.汉译英。

1、请把这些书拿到老师那去。____________________________

2、你能把你的全家福照片带到学校来吗？____________________________

3、我的钥匙在梳妆台上。____________________________

4、我的唱片（复数）在我的抽屉里。____________________________

四、课后作业：

（一）背熟便条，默写： Dear Fei Fei , Please ___ these things _____ your sister ：（带给）her hat ,watch , notebook , keys ,and ID card.The hat __________(在梳妆台上).The watch is _________(在床上)。The notebook is ________(在床上).The keys are ________(在抽屉里).The ID card is ________(在桌子上).（二）句型转换。

1，My story book is on the bed.（对画线部分提问）____________________________ 2，The telephone is on the dresser.（对画线部分提问）____________________________ 3，They can come this afternoon.（改为一般疑问句）____________________________ 4，The video tapes are in the desk.（改为一般疑问句）____________________________

（三）连词成句。

1, take your these Please things to sister.__________________________.2, you things Can school some to bring ____________________________？

5.unit4单元目标解读篇五

学习目标：1、通过师生合作，学会读P21的单词：far, how far, kilometer, shower, quick, bicycle, early, mile, stop。

2、通过小组合作，学会how far, how long, stop等词的用法。

一、自学引导(10分钟)

1. 小组合作，找出下列单词的中文意思。

(1) how far (2) shower

(3) early (4) mile

(5) kilometer (6) quick

(7) bicycle (8) stop

2. 小组合作，阅读3a，并且找出下列短语。

(1)多长 (2)多远

(3)启程去… (4)早班车

二、课堂学习过程(30分钟)

Step1. Have a check. 小组内检查自学引导的答案。

Step2. 学生上台展示3a。教师进行辅导。

Step3. 学生小组合作，进行探究学习。

(1) how far 的意思是，对进行提问。

(2) how long 的意思是，对进行提问。

(3) stop (n) 意思是。

(4) stop (v) 意思是。

(5) stop doing sth 意思是。

(6) stop to do sth 意思是。 (7) What do you think of…? = ?

Step4. 学生疯狂背诵本课时的重点知识。

三、当堂检测

1. He had a breakfast and went to school .

(quick)

2. It’s two from here to there. (kilometer)

3. I always take the to get to school. (早班车)

( ) 4. --- do you live from school?

--- 8 miles.

A. How long B. How far C. Where D. What

( ) 5. You look tired. You should stop .

A. have a rest B. having a rest

C. to have a rest D. had a rest

( ) 6. The teacher is coming. Stop .

A. talk B. to talk C. talking D. talked

( ) 7. --- does it take her to get to school?

--- It takes 30 minutes.

A. How far B. How long

C. How often D. Where

( ) 8. What do you think of the TV show?

A. How do you think of

B. How do you like

C. What do you think

6.目标·方法·解读·拓展篇六

一、目标，自主生成

明确的教学目标不仅可以作为提供分析教材和设计教学活动的依据，更可以激发学生的学习动机，使学生有的放矢，高效学习。如：我在教学《丑小鸭》这篇课文时，第一课时我是这样制订教学目标的。师：我们先商量一下，怎么学这篇课文？要完成哪些任务？生：首先要认识这课的14个生字。师：好，我们除了要记住这14个生字的读音，还要记住这14个生字的字形。师：（板书：认识14个生字）还有吗？生：我觉得要求写的生字中有两个鸟字旁的字“鸭、鹅”很难写，我们应该要把它们写好。师：他添加了一个目标。（板书：会写“鸭、鹅”）还有吗？生：我觉得我们在学习这篇课文之前必须把它读熟。师：他也添加了一个目标，熟读就是把课文读得正确、流利。（板书：熟读课文）生：我还想知道丑小鸭名字是怎么来的。师：好，那我们等一下一起来探究丑小鸭名字究竟是怎么来的。（板书：名字的由来）师：那我们这节课就来完成这四个任务……这样让学生参与制订教学目标，易于激发学生学习探究的积极性与主动性，有利于提高教学效果。当然，这也仅是一种尝试，不可能每节课都这样进行，更多的时候，应将教学目标自然地分解、融化在教学环节之中，关键的是，在制订教学目标时，必须切实考虑学生的实际水平与需要。

二、方法，有效探究

1.教给自主读书的方法。一是读提示。很多学生一拿到课文，就迫不及待地读起来，往往忽略了课文的提示与习题，因而对学习要求茫然无知，自然不懂得从何学起。所以，要引导学生课前认真阅读安排在课文前面的“导读提示”和课文后面的习题，初步了解文章的编排目的和学习要求。二是读资料。让学生通过查阅工具书、查阅与课文内容相关的课外资料帮助理解课文内容，从容应对自己能知会的内容，减少对教师的依赖。三是读重点。通过品读文中的重点词句和精彩片段，了解课文的写作特色，写出自己独特的感受和体会，可以有效加深对课文内容的理解。四是读疑惑。即学生在自主读书、解答问题的过程中，在形成的新问题上做记号，提交小组或班级交流研讨，在解疑中获得新的认知。

2.培养质疑解疑的能力。一是质疑课题。要紧紧抓住课文题目，引导学生从各个不同的角度提出问题。如教学《花钟》一文，就可启发学生：普通的钟我们都见过，你有见过用花做的钟吗？让学生齐读课题，读完后问：此时你最想知道些什么？有的学生说，花钟到底是什么样子的？有的说，花钟是用哪些花做的呢？有的说，花钟真的可以报时吗……引导学生带着问题学习课文，有效地激发了学生的学习兴趣。二是质疑关键词句。如教学《草船借箭》，引导学生围绕文中关键词“神机妙算”提出问题：诸葛亮草船借箭首先算到了什么？为了保证借箭成功，他还算到了什么？接着，教师顺势引导学生带着这些问题去读书、思考，从课文中去寻找问题的答案。同时鼓励学生互助解疑，培养良好的阅读习惯。

三、解读，把握核心

随着年级的升高，课文的篇幅越来越长，所蕴涵的信息量也越来越大，而一节课仅仅四十分钟，如何把握这短短的四十分钟，发挥它最大的有效性呢？这就需要教师根据学生的年龄特点和具体的学习情况大胆地处理教材，选择最有价值、最核心的内容进行教学。

1.找准切入点。我校一个老师教学《老人与海鸥》这篇课文时，没有过多的渲染与铺垫，而是根据课文内容找准切入点，开门见山地切入课文：同学们，今天我们学习21课《老人与海鸥》，看着课题猜猜看，课文写了什么？一个学生说：“写了老人与海鸥的故事。”“对，那么课文具体写了哪几个场面呢？请同学们快速读课文，然后用最简练的语言概括。”几分钟后学生纷纷举手：“写了两个场面，一个是老人爱海鸥，另一个是海鸥爱老人”，“写了两个场面，一个是老人对海鸥的爱，一个是海鸥对老人的情”。“同学们真会读书，一下就切中了课文的要点，现在就请同学们动动笔，把描写‘老人对海鸥的爱和海鸥对老人的情’画出来，细细品味，开始吧！”因为找准了切入点，少了花架子，也少走了许多弯路，学生当然学得高效而省时。

2.抓住关键句。不少课文都有牵一发而动全身的关键句子，如果在教学中能抓住这些句子，就能起到事半功倍的良好效果。如：《地震中的父与子》一文，一个中心词“了不起”，牵一发而动全身；两个板块，一条主线，“不论发生什么，我总会跟你在一起！”贯穿全文。教学时我紧紧抓住中心句“这对了不起的父与子紧紧地拥抱在一起”和主线“不论发生什么，我总会跟你在一起！”提出这样的问题：文中的这对父子经历了什么？父亲为了做到“和儿子在一起”在地震中是怎么做的？儿子为了做到“和父亲在一起”在地震中又是怎么做的？给学生充足的时间，引导学生去细细品味父与子的了不起。这样的教学，切中要害，方向明确，学生能够较快地理解课文内容，把握住文本的内涵。

四、拓展，提升能力

在教学过程中要尽量给学生提供自主探究的机会，让他们置身于探索问题的情境中，激发学生强烈的求知欲望和探究乐趣。如教完《狐狸和乌鸦》这篇课文后，我说，孩子们，课文结尾写到狐狸叼起肉一溜烟跑了，课文的故事到此就结束了。乌鸦和狐狸又会有怎样的后续故事呢？想不想当小作家？“想！”孩子们异口同声地回答。“那赶紧拿起手中的笔，展开想象，当当小作家吧！”学生顿时兴趣盎然，当堂练笔。后来组织学生交流，发现学生都能说得头头是道，滔滔不绝。这样的拓展练习，不仅对学生全面、完整地把握课文内容有推动作用，更重要的是加强了语言文字运用的实践，有助于提高学生的想象力与语言的表达力。当然，并不是说，每篇课文的学习，都要安排这样的练习，要因文而异，进行适度、适量的拓展链接，把学生的学习视野引向更为广阔的空间。

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