【精校版】【人教版】七年級(jí)上冊(cè)英語：Unit 4 教案Unit 4 全單元教案1

人教版精品英語資料（精校版）新目標(biāo)Go for itBookUnit 4 Wheres my schoolbag?一 教學(xué)內(nèi)容本單元的主要內(nèi)容是談?wù)撐锲匪诘奈恢?。通過這一話題，訓(xùn)練學(xué)生的聽、說、讀、寫四項(xiàng)基本技能，讓學(xué)生通過詢問物品的位置，學(xué)習(xí)一些有關(guān)家居物品和學(xué)習(xí)用品的單詞，以及方位介詞in, on, under, behind 等的用法；學(xué)習(xí)并掌握Where問句的問答，一般疑問句提問并用方位介詞來回答；學(xué)習(xí)名詞單復(fù)數(shù)及人稱代詞they 的用法，同時(shí)培養(yǎng)學(xué)生養(yǎng)成干凈、整潔、合理擺放物品的好習(xí)慣。二 教學(xué)目標(biāo)1知識(shí)目標(biāo)：A. 掌握有關(guān)物品的新單詞：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, clock, CD, tape player, tape, hat, etc； B. 熟練運(yùn)用in, on, under, behind, in front of, next to等介詞； C. 熟練運(yùn)用Where問句和一般疑問句及其回答；D. 掌握名詞單復(fù)數(shù)及人稱代詞they的用法。2能力目標(biāo)：A.學(xué)會(huì)用英語準(zhǔn)確描述物品所在的位置； B. 學(xué)會(huì)用英語詢問自己的或他人物品的具體位置； C. 能夠合理地描述和設(shè)計(jì)房間。3情感目標(biāo)：A. 培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣； B通過小組對(duì)話、討論、調(diào)查和設(shè)計(jì)等一系列的課堂活動(dòng)，培養(yǎng)學(xué)生的合作精神。 4學(xué)習(xí)策略：A. 交際策略: 學(xué)會(huì)與他人合作交流,并能把語言材料用到真實(shí)的生活中去； B資源策略：學(xué)會(huì)利用一切可利用的學(xué)習(xí)資源，如詞典，音像資料，網(wǎng)絡(luò)等來獲取更多的學(xué)習(xí)信息； C認(rèn)知能力：積極思考，及時(shí)反饋； D調(diào)控策略：在反思，頓悟和自醒中不斷調(diào)整自己的學(xué)習(xí)策略。三 教學(xué)重點(diǎn)、難點(diǎn)1 重點(diǎn)：A. 方位介詞: in, on, under, behind, in front of, next to 等的用法； BWhere 的特殊疑問句和一般疑問句：Is the in/on/under the ?的肯定、否定回答； C 新單詞：bed,drawer, table, bookcase, schoolbag2 難點(diǎn)：A. 能夠準(zhǔn)確運(yùn)用方位介詞描述物品所在的位置； B能夠運(yùn)用Where問句找到物品的位置。四 教學(xué)方法采用任務(wù)型語言教學(xué)，實(shí)施情景教學(xué)法、交際法、情感激勵(lì)法等教學(xué)方法。五課時(shí)安排第一課時(shí)：Section A 1a, 1b, 1c第二課時(shí)：Section A 2a, 2b, 2c, 2d, 3a, 3b, 3c第三課時(shí)：Section B 1a, 1b, 1c, 1d, 1e, 2a, 2b, 2c第四課時(shí)：Section B 3a, 3b, Self-checkPeriod One課前準(zhǔn)備教師：制作多媒體課件，準(zhǔn)備部分學(xué)習(xí)用品的實(shí)物。 學(xué)生：預(yù)習(xí)新單詞：聽錄音機(jī)，模仿跟讀新單詞；準(zhǔn)備與本課有關(guān)的學(xué)習(xí)用品實(shí)物。 Period OneSub TopicTalk about the roomFunctionsTalk about where the things are.Vocabulary:where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, theyre=they areStructuresWheres ? Its in/on/underWherere? Theyre in/on/underTasksListing Make a surveyStep One Warming upl Play an English song before class. l Revise some school things by asking questions. e.g.: Whats this? Is this a ? How do you spell it? etc.l Learn the new words in, on, under, behind by helping the teacher find the lost things.e.g.: T: Wheres my English book? S1: Its here. / I think its T: Oh, its on the desk. T: Wherere my color pencils?S2: Teach the new word “where” and the use of “they”.l Consolidate the prepositions by looking at the screen and answer the questions: Wheres ? Wherere? 設(shè)計(jì)意圖：通過設(shè)置讓學(xué)生幫助老師找東西這樣一個(gè)真實(shí)的場(chǎng)景來導(dǎo)入新課，能夠立刻調(diào)動(dòng)學(xué)生的參與性，激發(fā)學(xué)生思維，啟動(dòng)學(xué)習(xí)的發(fā)生。Step Two Game: Hide and look for things Students hide and look for the school things in pairs. One student hide one school thing and ask: Wheres? Wherere? The other student guess and answer: Its in your desk. They are in your pencil box. etc. Ask some pairs to share their performance. 設(shè)計(jì)意圖：通過學(xué)生之間相互猜測(cè)的游戲，能使他們剛被激發(fā)的興奮點(diǎn)持續(xù)下去。Step Three New words learningl Show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, let the students answer, using the prepositions.l Repeat with a sitting room and a study, teach the new words and practice in the same way. 設(shè)計(jì)意圖：由于課前引導(dǎo)學(xué)生通過自主學(xué)習(xí)初步接觸本課要學(xué)的新單詞，所以在新單詞的教學(xué)過程中，一些有能力的學(xué)生可以將自己已有的認(rèn)識(shí)水平與實(shí)際運(yùn)用結(jié)合起來，使他們能體會(huì)到通過自主學(xué)習(xí)帶來成功的滿足感。通過這樣的方法呈現(xiàn)新單詞，效果遠(yuǎn)比教師單純地用圖片來傳授新單詞要大。任務(wù)運(yùn)用：Listing Step Four Make up dialoguesl Section A, 1a: Match the words with the things in the picture. Students do it individually first, then check the answers. l Section A, 1c: Make up dialogues in pairs, using the things in the picture.Step Five Listen and say Listen and imitate the dialogues in Section A, 1b.Step Six Summary: A memory test Show a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and places. 設(shè)計(jì)意圖：通過這種活動(dòng)調(diào)動(dòng)學(xué)生的視覺、感覺和記憶力來參與語言活動(dòng)，并且使本課的主要語言知識(shí)得到重現(xiàn)，加深印象；同時(shí)，小組之間的競(jìng)賽體現(xiàn)了協(xié)作和團(tuán)隊(duì)精神。任務(wù)運(yùn)用：ListingHomework:l Copy the new words and try to remember them.l Make a survey: Interview one of your friends or teachers. Fill in the form below.NameThingsPlacesMs. Zhang/Liu Haisofanext to the wall設(shè)計(jì)意圖：語言知識(shí)學(xué)習(xí)與實(shí)際生活相結(jié)合，培養(yǎng)使用英語的思維。任務(wù)運(yùn)用：Making a surveyPeriod Two課前準(zhǔn)備教師: 準(zhǔn)備表格、一些學(xué)習(xí)用品和多媒體課件。學(xué)生: 學(xué)習(xí)用品Period TwoSub TopicTalk about the roomFunctionsTalk about where the things areRecycled languageWhere is? Its on/in/underWhere are? Theyre in/on/under?StructureIs the book / Are the books on the desk? Yes, / No,I dont know.TasksListingComparing Step One Warming up Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words. 設(shè)計(jì)意圖：根據(jù)學(xué)生的年齡特征，他們非常喜歡這種情景猜測(cè)活動(dòng)。這可以調(diào)動(dòng)他們各方面的情緒來參與語言活動(dòng)，激活他們已有的知識(shí)水平。任務(wù)運(yùn)用：ListingStep Two Listen and imitatel Section A, 2a. Revise what the things are. Play the tape for students and let them number them. l Section A, 2b. Play the tape again, students number the things 1-6 in the picture. Imitate the dialogues. Step Three A guessing gamel A guessing game. Show the students a picture of a room with a few things in it. Have them guess the places of the other things. e.g.: T: There is a bookcase in it. Is the bookcase next to the bed?Ss: Yes, it is. / No, it isnt. Write the general question and the answers on the blackboard. Step Four PairworkSection A, 2c. Look at the picture in 2b again. Students use general questions to ask and answer about the things in it.Step Five Role-playl Let the students imitate the dialogue in SectionA, 2d. l Then let the students make similar dialogues according to the pictures in Section A, 1a.設(shè)計(jì)意圖：通過對(duì)這個(gè)句型的大量操練，使學(xué)生掌握該句型的用法，避免單調(diào)枯燥的語法講解。Step Six Practice the drill “Where is / are?”l Present short dialogues, using pictures or objects to help. Dialogue 1: A: Wheres my bag? B: I dont know. Is it on the sofa? A: No, it isnt. Dialogue 2: A: Wherere my books? B: I dont know. Are they on the bed? A: Yes, they are. Teach “dont =do not”, “ know”.l Check the homework in Period One. Make reports to share the information they got from the friends or teachers, and give their simply assessment.設(shè)計(jì)意圖：話題由課本知識(shí)向?qū)嶋H生活延伸，體現(xiàn)語言的語用原則。l       Ask the students to fill the blanks in 3a. ( Section A, 3a.)l  Let the students make similar dialogues according to the pictures in Section A, 3b.Step Seven Game: Find the differencel Section A, 3c. Student A looks at Picture 1 ( Textbook P19. 1a), Student B looks at Picture 2 ( Textbook P21, 3c). Ask and answer in pairs and fill in the form. e.g.: SA: Where is the schoolbag? Is it under the table? SB: No, it isnt. Its on the table. ThingsPicture 1Picture 2schoolbagunder the tableon the tablepencil boxbookskeysdogl Ask some students to report their answer like this: In Picture 1, the pencil box is In Picture 2, the pencil box is; In Picture 1, the books are In Picture 2, the books are 設(shè)計(jì)意圖：設(shè)置任務(wù)，通過對(duì)比的方式讓學(xué)生理解方位介詞。利用表格直觀體現(xiàn)出兩幅圖的不同點(diǎn)，再將它的不同點(diǎn)復(fù)述出來，其目的在于培養(yǎng)學(xué)生的語言組織能力。作用運(yùn)用：Listing & comparingHomework: l Finish off the exercises in the exercise book. l Act out the dialogues. (Section A, 2a & 2b.)設(shè)計(jì)意圖：由課堂活動(dòng)向課外延伸。任務(wù)運(yùn)用：ActionPeriod Three課前準(zhǔn)備教師: 準(zhǔn)備表格、與本課有關(guān)的實(shí)物和多媒體課件。學(xué)生: 學(xué)習(xí)用品Period ThreeSub TopicTalk about the room FunctionsTalk about where the things areRecycled languageClock; tape; CD; math book; computer gameWheres ? Its in / on / under Wherere? Theyre in / on / underStructureThe math book is on the desk. The CDs are on the bookcase. TasksListing & sharing Step One Warming up Ask some pairs to act out the dialogues in Section A, 2a & 2d. Step Two New words learning l Show the students a picture of a room. Let the students say like this: The ID card is on the table. The books are on the chair. Let some able students list some new words. Practice reading them. l Match the new words with the things in the picture. (Section B, 1a.)l Pairwork. Talk about the picture. ( Section B, 1b.)設(shè)計(jì)意圖：培養(yǎng)學(xué)生語句組織能力，通過直觀圖片學(xué)習(xí)第二部分新單詞，并在小組活動(dòng)中加以操練。任務(wù)運(yùn)用：Listing & sharingStep Three Listen, circle and writel Play the tape twice for students to listen and circle the things Tom wants from his room. Check the answers. ( Section B, 1c. )l Listen again. Write down the sentence about where Toms things are. Check the answers. ( Section B, 1d.)Step Four Pair work: Aak and answer questions about the things in Toms room. Show the students a picture of Toms room. Pair work. Ask and answer questions in pairs. ( Section B, 1e.)Step Five Review the new wordsAsk the Ss to write out the new words they know for things in the picture. (Section B, 2a).Step Six Goup work: Compare the place of things of Kate with Ginas and give an answer that who is more tidy. Ask the Ss to read the article and list the things Kate and Gina have and write out where the things are.(Section B, 2b&2c.)Step Seven Self-assessment Group workThings Places YesNo Scoreschoolbagon the chair10penin the pencil box10notebookon the bookcase/in the schoolbag/on the desk10keysIn the drawer/bag10dictionaryon the bookcase/in the schoolbag/on the desk10clockon the bed/desk10socksin the drawer10pictureson the wall10shoesunder the bed10CDson the desk/bookcase10Total: Your finally score: 70100: You keep your room very tidy. 4060: You keep your room a little tidy. 030: You keep your room untidy. 設(shè)計(jì)意圖：培養(yǎng)學(xué)生養(yǎng)成整潔、干凈、合理擺放物品的好習(xí)慣。Homework: l Finish off the exercises in the exercise book. l Write at least 8 sentences to describe your bedroom to your friends.設(shè)計(jì)意圖：培養(yǎng)學(xué)生的寫的能力。由口頭訓(xùn)練轉(zhuǎn)向筆頭訓(xùn)練，單句的練習(xí)為下一步的篇章書寫打下基礎(chǔ)。Period Four課前準(zhǔn)備教師: 多媒體課件；單詞卡片；學(xué)生: 學(xué)習(xí)用品Period FourSub TopicThings I have in my roomLanguage focusMy is/are in , on , under, next to , behindRecycled languagething, room, desk, TV, floorThe book is on the table. The pens are in the pencil box. StructureI have a/an My is/are in , on , under, next to , behindTasksComparingProblem solving & sharingStep One New words learning Present the new words by making conversations with students. Show some pictures and words on the screen to help.e.g.: T: Whats this? S1: Its a room. T: Do you have a room like this? S1: Yes, I do. / No, I dont. (Repeat with the other words: TV, desk, ) (Show a card with a word and ask)設(shè)計(jì)意圖：利用圖片和已學(xué)過的句型導(dǎo)入新課；利用直觀形體語言、動(dòng)作、語境教等單詞，激發(fā)學(xué)生思維，幫助學(xué)生理解和記憶生詞。Step Two Fill the blanksl Ask the Ss to write out things they have in their rooms.l Ask the Ss to write out where the things are in their rooms. (Section B, 3a&3b)Step Three Creative workl Draw a picture about the things in the Sss rooms individually.l Ask and answer questions in pairs.設(shè)計(jì)意圖：話題繼續(xù)延伸，進(jìn)一步鼓勵(lì)學(xué)生發(fā)揮自己的想象力和主觀能動(dòng)性，并與實(shí)際相結(jié)合，同時(shí)又使學(xué)生在練習(xí)對(duì)話方面得到訓(xùn)練。Step Four Self-checkl Revise the key words in different ways. Ask the students to spell them. l Let the students do Self-check 1 individually. l Ask the students to work on Self-check 2 in group. Then do a report about the things in the classroom.Homework:l Draw and write. Draw your ideal room, then write a short passage to describe to your classmates. 設(shè)計(jì)意圖：結(jié)合課本知識(shí)與實(shí)際生活，學(xué)以致用，訓(xùn)練學(xué)生寫作技巧。l Finish off the exercises in the exercise book. l Revise the language items in this unit.