七年級英語上冊 Unit 4 Where’s my schoolbag（第5課時）Section B（2a-2c）教案 新人教版

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1、七年級英語上冊 Unit 4 Where’s my schoolbag（第5課時）Section B（2a-2c）教案 新人教版 Teaching and learning aims: 1.功能：引導學生學會用一段話來描述自己房間的物品擺設。 2.詞匯和常用表達:學會描述自己房間物品擺設的句型，并掌握tidy, but, our, everywhere, always的正確拼寫及使用。 3.學習策略：通過閱讀Kate和Gina物品擺設的描述，了解對文本內容分類、歸納、辨析的閱讀技巧。 4.文化知識：合理擺放自己的物品，養(yǎng)成良好的生活習慣。 【設計意圖】目標引領，從知識和能力、閱讀技

2、巧和情感習慣教育三個方面來呈現(xiàn)本節(jié)課的學習目標. Previewing and testing Task 1 plete the following story using the new words according to the picture. Look at Gina’s room. Her notebook is on the bed________( 但是) her ruler is under it. Her books_______( 和) pencils are ____________(到處 ).She_________( 總是) asks ,”Where

3、are my books? Where are my pencils? Where’s my ruler? ” We know her but _________( 我們的) teacher doesn’t . Is Gina ___________(整潔的 )? 【設計意圖】讓學生在具體語境——故事中感知、熟悉、運用本課新單詞。 Task 2 Can you translate the following sentences? Let’s have a try. Look at Page 23 , translate them orally, then try writing th

4、em down without looking at your books. 1. 我很整潔,但吉娜不。 _________________________________. 2. 我的書和磁帶在書櫥里。 _________________________________. 3. 吉娜的書到處都是——在床上,沙發(fā)上和椅子下. _________________________________. 4.吉娜總是問。 _____________

5、_____________________. 5. My keys are in my schoolbag. __________________________________. 6. The white model plane is hers. __________________________________. 【設計意圖】以學生為主體，讓學生參與課前預習，體驗，感知新知識，以便 以學定教。 Teaching steps.(教學過程) Step 1 Pre-reading Activities 1.

6、Warming up and leading in——Writing: T: First, let’s have a petition. Look at the picture. Try to write the words you know for the things in the picture in three minutes. Let’s see who writes most. (Ss look at the picture and try to write the words they know.) T: Now, stop here. How many words h

7、ave you finished? Show some students’ book on the screen and finds out who is the winner. 1. Description: Show the picture again and encourage the Ss to describe where the things are. T: Where are the books? Do you know? S1:They are in the bookcase. S2: The books are in the bookcase. H

8、ave the Ss share their conversations in pairs in front of the class. 2. Telling the difference. S: Room 1 is tidy and Room 2 is not tidy. T:Do you like Room 1 or Room 2? S: We like Room 1. T: Good job. We all like Room 1 means “We all like tidy room”. Today we will meet two girls—— Kate and

9、Gina. Is Kate tidy? And is Gina tidy? Let’s see their room together. 【設計意圖】通過圖片展示復習已學單詞和句型, 為2b學習做知識鋪墊。通過tidy room 與untidy room的對比，充分調動學生參與學習的積極性， 激發(fā)學生的學習熱情。 Step 2 While-reading activities(讀中活動) Task 1 Read the passage fast and silently to find the general idea. （尋大意） 【設計意圖】培養(yǎng)學生快速閱讀及獲取文

10、章大意的能力。 Task 2 Read the passage carefully and silently to find the specific ideas. （尋細節(jié)） 1. Read the passage and answer the questions alone. ①. Is Kate tidy? ______________________________________. ②. Is Gina tidy? __________________________________

11、____. ③. Where are Kate’s keys? ______________________________________. ④. Are Kate’s books in the bookcase? ______________________________________. ⑤. Where’s Gina’s model plane? _____________________________________. ⑥. Is Kate’s clock under the desk? ______

12、_______________________________. 2. Group work Read the passage again and plete the chart about the things Kate and Gina have and where they are. Work in groups of four students. Things Be Where Conclusion Kate’s books and tapes are in the bookcase Kate is _______. Gina’s

13、 books Gina is _______ _______. Sorry, _____________________. 【設計意圖】讓學生精度短文獲取文章細節(jié)。并且在閱讀中通過文章對Kate和Gina的不同的描述，學習在閱讀時對文章內容分類和歸納的閱讀技巧。對應課本2c 環(huán)節(jié)和學習目標2，訓練學生閱讀能力與技巧。 Step 3 Post-reading activities.(讀后活動) Task1 Listen to the tape and repeat. 【設計意圖】通過原文的聽力以及跟讀，矯正

14、發(fā)音，并加強對文章結構的理解。 Task 2 Try to retell the passage according to the following mind-map. Task 3 Fill in the blanks without looking at your books. Kate and Gina are ________. Kate is _______ but Gina is not. In _________ room, Kate’s ________ and ________ are in the bookcase. Her keys ______

15、in her schoolbag. And her ________is on the desk. Gina’s books are ___________— on her _______, on the _______ and _________ the chair. Her white _________ plane is under the ________. “Where are my _______? _________ my ruler? Where’s my _________?” Gina __________asks. Task 4 Interview Do you h

16、ave these things? Where are they in your room? Please make a form according to your own room. What Where dictionary on the desk model plane tape player baseball …… According to the form in Task 4, a group of four talk about you and your friend’s rooms and then report what yo

17、u have interviewed to the class. You can report like this: I’m…, and my friend is Alan. This is my room. It’s tidy/not tidy. My/The …is….My/The…are … … That is Alan’s room. It’s tidy/untidy. His…is…His ….are… … Is your room tidy? 【設計意圖】語言的最終目的是為交際之所用，此環(huán)節(jié)即訓練了學生的聽說讀寫的能力，又訓練了學生的邏輯思維能力和創(chuàng)新能力。 （使用

18、建議：如果學生程度達不到或時間不充足，Task 4 可以刪減） Step 4 Summary Step 5 Inquiry into knowledge by translation The Ss can help each other and have a discussion in groups of four students after doing the following by themselves. Then ask students to check the answers and explain they don’t understand. The tea

19、cher only explains things students can’t. 一、I’m Kate, and my sister is Gina. 【翻譯】 _____________________________________. I’m tidy, but Gina is not. 【翻譯】 _____________________________________. 【探究】 以上兩句中的and 和 but 均為 ________詞，把兩個獨立的________ 并列連接成為一個較長的句子。 英語中把這種由and或but并列連接而成的句子稱

20、為“ ___________”。 其中and表示__________的邏輯關系，含義是“___________ ”等；but 表示 ___________的關系，含義是“__________ ”等。例如： 1.I am fourteen, and my sister is seven. __________________________________. 2. My pen is in my pencil box , but my pencil is not. __________________________________. 二、The white

21、model plane is hers. 【翻譯】 ____________________________________. 【探究】 hers 是一個_____________， 相當于形容詞性物主代詞her + n. ， 因此此句子中的就相當于_________________。 我們學過的類似的名詞性物主代詞還有______ ________ _________。例如： 1.這是我的鉛筆，那是你的。 ________________________________. 2. 這不是我的鋼筆。我的在我的鉛筆盒里。 ________

22、________________________. 【設計意圖】四人一組合作探究完成此任務，培養(yǎng)學生的小組合作意識，并通過小組成員之間的互動充分發(fā)揮學生的積極性。教師也適當?shù)膮⒓拥綄W生的小組活動中，進行解惑，讓學生更能找到自己不懂的地方。 Step 6 The-end-class test 一、用所給詞的適當形式填空. 1. My tapes______(be) in the bookcase. 2. Her _______(key) are in my schoolbag. 3. The model plane is ________(her)

23、. 4. ______(Gina) books are on the desk. 5. My ruler and pen ______(be) in my pencil case. 二、根據(jù)漢語意思完成英語句子。 1. 我的磁帶在書櫥里。(in ) _________________________________. 2. 她的飛機模型在椅子下面。( under) _________________________________. 3. –棒球在哪里？ -在地板上。(on) _____

24、_____________________________. 4. 我是整潔的，但吉娜不是。(but) __________________________________. 5 .他的字典和收音機在書桌上。(and) __________________________________. 【設計意圖】通過檢測，提高的學生做題能力，以學評教， 強化落實。發(fā)揮學生的主動性，讓生教生，教師只適時點撥 Step 6 Homework You must: 用五句話描述一下圖中房間物品的位置. If you can: 假設這是一張你房間的圖

25、片, 請寫一篇短文描述一下你房間中物品的位置。 要求:語句通順, 不少于40詞。 【寫作指導】用“四個固定句型法”介紹房間物品的擺設： ①This is my room. ②Sth. is/ are in/on/under the ... ③My room is tidy. ④I like my room very much. 【使用建議】分層次完成作業(yè)，后進生完成you must, 層度好的學生可完成If you can. _______________________________________________________________

26、__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【設計意圖】創(chuàng)設情境，讓學生學以致用，分層次布置了作業(yè)，面向每一位學生。并且在寫作中做到有效的糾

27、正自己未能掌握的內容。 本課亮點是Post-reading activities(讀后活動)環(huán)節(jié)的設計。Listen and repeat是基礎. Retell 和 plete the passage 是鞏固,Interview是知識點的綜合應用。層層深入，步步提高。 使用建議：由于本課的容量較大，課前一定要做好充分的預習，以確保本課的課堂效率。 Keys: Previewing and testing Task 1 but, and, everywhere, always, our, tidy Task 2 1. I’m tidy, but Gina is not. 2

28、. I have a clock. It’s on the desk. 3.Gina’s books are everywhere—on her bed, on the sofa and under the chair. 4. Gina always asks. 5.我的鑰匙在書包里。 6. 白色的飛機模型是她的。 Teaching steps.(教學過程) Step 1 Warming up and leading in 1.Writing: schoolbag, sofa, tape, CD, key, pen, notebook, tape, player, tab

29、le, chair, bookcase, book, quilt, hat, bed, picture, photo, clock, notebook, desk Step 2 While-reading activities(讀中活動) Task 1 Read the passage fast and silently to find the general idea. （尋大意）C Task2 Read the text carefully and silently to find the specific ideas.(讀取細節(jié)) 1. ①. Yes, she is .

30、 ②. No, she isn’t. ③. They are in her schoolbag. ④. Yes, they are. ⑤. It’s under the desk. ⑥. No, it isn’t. 2.Group work Things Be Where Conclusion Kate’s books and tapes keys clock are are is in the bookcase in her schoolbag on the desk Kate is tidy. Gin

31、a’s books are everywhere on her bed Gina is not tidy on the sofa under the chair white model plane is under the desk keys Sorry, I / we don’t know. ruler school Task 3 Fill in the blanks without looking at your books. sisters, tidy, their, books, tapes, are, cloc

32、k, everywhere, bed, sofa, under, model, desk, books, Where’s, schoolbag, always Step 5 Inquiry into knowledge by translation(翻譯探究) 一， 我叫凱特，我的妹妹叫吉娜. 我愛整潔，但吉娜卻不。 連詞；短句；并列句；順接；和；并且，同時；轉折；但是，然而 1.我14歲了，我妹妹7歲了. 2 .我的鋼筆在鉛筆盒里，但鉛筆卻不在。 二，白色的飛機模型是她的. 名詞性物主代詞；her

33、model plane ;mine ;yours; his 1. This is my pencil , and that is yours. 2. His teacher is Mr. Wang, and hers is Mr. Zhang. 3. This isn’t my pen. Mine is in my pencil box. Step 6 The-end-class test(當堂檢測) 一 ，1.are 2. keys 3. hers 4. Gina’s 5. are 二， 1. My tapes are in the bookcase. 2. Her model plane is under the chair. 3. Where’s the baseball? It’s on the floor. 4. I’m tidy, but Gina is not. 5. His dictionary and my radio are on the desk.