ThelecturenotesofUnit4Where’smyschoolbag?SectionA2dLiuLinfromShayangChanglinMiddleSchoolofJingmenCityPartAnalysisoftheTeachingMaterialⅠThetopicofthisunitisabout“Thethingsaroundthehouse”.Inthisunitthestudentswilllearntoaskandanswerthequestionsabout“Wherearethethings？”.SectionA2disaboutspeaking.It’sacentralizedpresentationofallthetargetlanguagesthatthestudentshavelearnedfrom1a-2c.Itprovidesagoodmodelforthestudentstomakecompleteconversations.Aftertheformerinput,inthispartthestudentswillpracticetheircomprehensivelanguageabilitybyusingthetargetlanguage.AnditcanalsolayafoundationfortheGrammarfocusofthisunit.PartTeachingAimsandDemandsⅡ1.Knowledgeobjects(1)Wordsandphraseshat,onyourdesk,onyourhead,intheroom,comeon(2)SentencepatternsWhereis/arethe…?Isit/Aretheyin/on/under…?Yes,itis./No,itisn’t./Yes,theyare./No,theyaren’t.2.AbilityobjectEnablethestudentstocommunicatebyusingthetargetlanguage.3.MoralobjectEncouragethestudentstolearntobehumorousandoptimistic.4.TeachingkeyanddifficultpointsEnablethestudentstousethetargetlanguageintherealsituation.(Thethingsaroundthehouseandtheirlocationsarethestudents’foundationtocommunicate.Toaskandanswerquestionsaboutwherethingsareisthewaytopractice.Andtocommunicateintherealsituationistheaim.)PartⅢAnalysisofLearningMethodsandTeachingMethods1.LearningMethodsThestudentshavegainedtheabilitytodothebasiclisteningandspeakingpractice.WhatIneedtodointhispartistohelpthemusewhattheyhavelearnttomakeacompleteconversationinarealsituation.Andanothertaskistoarousetheirinterest.It’swell-knownthatthebestwaytolearnEnglishistopractice.SoIwilltrytocreaterealsituationsformystudentstomakethemstudyactivelyandpracticebylistening,imitating,andspeaking.2.TeachingmethodsAsweallknow,themainaimofEnglishlearninginmiddleschoolistocultivatestudents’basicabilitiesoflistening,speaking,reading,andwritingandtheirgoodlanguagesenses.Sointhispart,inordertomakemystudents“LearningbyUsing,1LearningforUsing”,I’llmainlyusetheDirectmethod,SituationalteachingmethodCommunicativeteachingmethodandTask-basedteachingmethod.PartⅣTeachingProceduresStep1Mind-map1.Userealobjectstorevisesomethingsaroundthehouseandtheirlocations.Showthestudentsapencilboxandask“What’sthis?”Whentheyanswer,I’llwritedown“pencilbox”ontheblackboard.Goonasking“Whereisit?”Thenwritedown“onthetable”ontheblackboard.Laterwriteallthethingsandthelocationsontheblackboardtomakeamind-map.2.Leadinthenewthingsandlocations,suchashat,onyourdesk,onyourhead,intheroominthesameway.(Makingamind-mapcanhelpthestudentsrevisetheoldknowledgeandlearnthenewknowledge.Anditcanenlargethelanguageinputtohelpthemtocommunicatebetterlateron.)Step2Listening1.Listenandmatch.Askthestudentstolistenandmatchthethingswiththelocations.(Purpose:Listeningalwayscomesfirstwhenwestudyaforeignlanguage.SoIhavedesignedlisteningtomakethestudentsperceivethetargetdialoguefirst.Andthe“match”taskcantrainthestudents’skilloflisteningfordirectinformation.)2.Readthedialoguesilentlyandchecktheanswersquickly.(Purpose:Nomatterwhatkindofthetaskweaskthestudentstodo,weshouldcheckimmediatelytomakeitmoremeaningful.Andherebyreadingagainthestudentscanmakesurewhethertheyunderstandthedialogueornot.Meanwhiletheycangetadeeperimpressionofthetargetdialogue.)Step3Imitation1.Readafterthetapeoneortwotimesandimitatethepronunciationandintonation.2.Followthetapeagainandmarkt...
