2019-2020年七年級英語上冊 Unit4 Whares my schoolbag教案 人教新目標版.doc

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2019-2020年七年級英語上冊 Unit4 Whares my schoolbag教案 人教新目標版 In this unit, students will learn to talk about where things are. 一、Topics（話題）: Things around the house 二、Functions (功能) Talk about where things are 三、Structures (結構) Where questions Prepositions: on, in, under Conjunction and 四、Target Language (目標語言) Where is his pencil? It is in his schoolbag. Where’s your ruler? It’s under the chair. Where are my books? They’re on the sofa. 五、Vocabulary （詞匯） Rooms of the house, furniture, table, bed, sofa, chair, desk, radio, clock, tape, tape player, model plane, on, under, where, their, e on 六、Skills (技能) Listening and read for specific information 七、Recycling （復習鞏固） Personal item Question forms with to be School bag, key, ruler, map, hat, CD, bag, book, pencil box, pencil, pen, puter game, dictionary, notebook, in I’m..., and my sister... 八、教材分析 本單元圍繞著Where is my schoolbag?的話題，共設計了三個部分的內(nèi)容。通過教授本單元，使學生學會談論房間里物品的位置，能讀懂有關物品位置的便條，并學會寫便條讓朋友幫自己從房間里取東西。 Section A 讓學生通過活動，學習如何表達物品的位置，并能就物品位置進行提問。 1a, 1b, 1c 學習表示物品的名詞，并能物品的位置進行問答。重點運用where特殊疑問句進行談論。 2a, 2b, 2c 繼續(xù)學習談論物品的位置。重點學習is/are開頭的疑問句及其回答。 3a, 3b, 3c, 4 學習談論自己常用物品的位置，并能就兩個房間物品擺放位置的不同進行問答。 Section B 學會通過觀察和聽音，來談論和記錄房間里物品的名稱和位置。 1a, 1b, 1c, 2a, 2b進一步熟悉表示物品的單詞，并能談論和記錄物品的位置。 3a, 3b, 3c, 4 學會閱讀和書寫便條，并能描述自己房間里物品的位置。 Self Check 檢測本單元所學詞匯知識，學會閱讀便條，并根據(jù)便條內(nèi)容畫出房間。 九、學情分析 本單元的主要內(nèi)容是談論物品所在的位置。通過這一話題，訓練學生的聽、說、讀、寫四項基本技能，讓學生通過詢問物品的位置，學習一些有關家居物品和學習用品的單詞，以及方位介詞in, on, under, behind 等的用法；學習并掌握Where問句的問答，一般疑問句提問并用方位介詞來回答；學習名詞單復數(shù)及人稱代詞they 的用法，同時培養(yǎng)學生養(yǎng)成干凈、整潔、合理擺放物品的好習慣。 十、課時安排 The 1st period (第一課時): Section A (1a –2d) The 2nd period (第二課時): Section A (Grammar focus – 3c) The 3rd period (第三課時): Section B (1a- 1f ) The 4th period (第四課時): Section B (2a- 2c ) The 5th period (第五課時): Section B (3a- Self Check ) The 1st period (第一課時): Section A (1a –2d) Teaching aims（教學目標） 1．掌握有關物品的名稱table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc； 2．學會談論物品的位置。 Language points（語言點） 1. 要求掌握以下句式： Where’s my schoolbag? It’s under the table. 2．要求掌握以下詞匯： where, table, bed, chair, plant, under, they, on Difficulties（難點）： 熟練運用表示方位的介詞in, on, under, behind, in front of, near等。 Teaching steps （教學步驟） Lead in: Good morning，everyone! Last week, we finished Unit 3. Today we are going to learn a new unit, Unit 4. Ask and answer a. Can you tell me what the title of Unit 4 is? Yes, it’s “Where’s my schoolbag？” What do you think the unit is about? b. Great! In this unit we are going to learn talking about the positions of the school things. Do you still remember some school things we have learnt? c. What are they? OK. Let’s start to talk about some school things first. 【教學設計說明】 通過設置讓學生幫助老師找東西這樣一個真實的場景來導入新課，能夠立刻調(diào)動學生的參與性，激發(fā)學生思維，啟動學生學習興趣的發(fā)生。 Step 1: Section A 1a First, please open your books at page 19 and look at activity 1a. 1．Look and find Please look at the picture in activity 1a. There’re some things in it. Do you know what they are? 2．Match and discuss a. Would you please match the words with the things in the picture? b. How many words do you know? Can you share the words you know with your partners? c. Please discuss with your partners and check whether your answers are the same. 3．Check the answers Let’s check the answers together. 4．Read a. Please read the words after me. Table... b. I would like you to read the words together and one word twice. Table one two... c. Would you like to read the words in class? d. Let’s read the words one by one. 【教學設計說明】 通過學生之間相互猜測的游戲，能使他們剛被激發(fā)的興奮點持續(xù)下去。 Step 2: Section A 1b 1．Listen and number a. Listen to the tape for the first time. b. Number the things in the picture when you listen to it for the second time. 2．Check the answers Let’s check the answers. Answers: 1．books 2．pencil case 3．baseball 4．puter game 3．Read a. I would like you to read the typescript together. b. Would you please read it by yourselves three times? c. This time I would like you to read it twice with your partners. d. Who would like to read in class? 4．Translate and explain a. Let’s translate the conversation into Chinese. b. Who can tell us what it means? c. Yes. When we ask the positions, we use the words “where”. And from the picture, we know that the word “on” means “在上面” “in” means “在里面”“under” means “在 下面”. They are called prepositions “介詞”. 【教學設計說明】 由于課前引導學生通過自主學習初步接觸本課要學的新單詞，所以在新單詞的教學過程中，一些有能力的學生可以將自己已有的認識水平與實際運用結合起來，使他們能體會到通過自主學習帶來成功的滿足感。通過這樣的方法呈現(xiàn)新單詞，效果遠比教師單純地用圖片來傳授新單詞要大。 Step 3: Section A 1c 1．Read Would you like to read the conversation with your partners? 2．Practice a. Would you please practice the conversation according to the picture in 1a? b. Please practice in class. Who would like to have a try? 【教學設計說明】 通過這種活動調(diào)動學生的視覺、感覺和記憶力來參與語言活動，并且使本課的主要語言知識得到重現(xiàn)，加深印象；同時，小組之間的競賽體現(xiàn)了協(xié)作和團隊精神。 Step 4: Section A 2a 1．Look and say a. Let’s move to activity 2a now. Could you please look at the things and say them in English? b. Let’s say the things in English one student by one. 2．Listen and number a. Now, let’s listen to the tape for the first time. b. Are you ready to do the activity 2a? d. Please number the things you hear. e. Please check them while listening. 3．Check the answers Have you got your answers? Let’s check them together. Answers: 2．books 6．keys 1．puter game 5．baseball 3 pencil case 4．schoolbag 【教學設計說明】 學會利用一切可利用的學習資源，如詞典，音像資料，網(wǎng)絡等來獲取更多的學習信息。 Step 5: Section A 2b 1．Listen and find the correct places a. Listen to the conversation again and find the correct places for the things in 2a. b. Number the things in the picture from 1 to 6. 2．Check the answers Finished? Let’s check them. Answers: 1．puter game on the bookcase 2．books on the chair 3．pencil case under the sofa 4．schoolbag under the table 5．baseball under the chair 6．keys on the table 3．Read the conversation a. Let’s read the conversation together. b. I would like you to read it in pairs. c. This time I would like boys to read as Tommy and girls to read as Sally. d. Who would like to read it in class? 【教學設計說明】 學會用英語詢問自己的或他人物品的具體位置。能夠合理地描述和設計房間。 Step 6: Section A 2c 1．Read Let’s move to the activity 2c. Shall we read the conversation together? 2．Guess a. Now, let’s guess where the things are. b. Students work in pairs. Student A covers the picture in 2b. Ask about where the things are in the picture. Student B answers the questions. c. I would like to give you an example with one of you. Example: T: Is the pencil case on the sofa? S: No, it isn’t. It’s under the sofa. d. You two change the role after making one conversation and then practice again. 【教學設計說明】 學會用英語準確描述物品所在的位置；培養(yǎng)學生整齊地擺放自己物品的生活習慣。 Step 7: Section A 2d Role-play the conversation. Show a picture of a room, give the students one minute to look at it, and then ask them what kind of things they saw and where the things are. Have a petition among groups. See which group can remember all the things and places. 【教學設計說明】 學會與他人合作交流,并能把語言材料用到真實的生活中去; 學會利用一切可利用的學習資源，如詞典，音像資料，網(wǎng)絡等來獲取更多的學習信息；在反思，頓悟和自醒中不斷調(diào)整自己的學習策略。 Step 8: Summarize Let’s summarize what we learnt in this period. Step 9: Homework 1．Copy the words in activity 1a and the sentences in grammar box. 2．Read the typescript of activity 2a and 2b. The 2nd period of Class: Section A (Grammar focus – 3c) Teaching aims（教學目標） 1．要求熟悉物品的名稱； 2．學會談論物品的位置； Language points（語言點） 1. 熟練運用Where問句和一般疑問句及其回答。 2．掌握名詞單復數(shù)及人稱代詞they的用法。 Difficulties（難點）： 一般疑問句Is it…? Are they…?的回答。 Teaching steps （教學步驟） Lead in: What did we learn yesterday? Who can tell us? Yes. Yesterday we got to know some school things and ask where they are. Do you still remember how to say them? OK. Let’s review them first. Step 1: Revision 1．Ask and answer a. Would you please translate my words into English? 桌子、棒球 b. Who would like to make conversations with “where” questions according to the pictures in PPT? 2．Dictation Please take out your dictation exercise books and let’s have a dictation. 【教學設計說明】 根據(jù)學生的年齡特征，他們非常喜歡這種情景猜測活動。這可以調(diào)動他們各方面的情緒來參與語言活動，激活他們已有的知識水平。 Step 2: Grammar Focus 1．Read Read the sentences in grammar box. 2．Point out the notes where的用法； on, in, under的用法； the的用法； 名詞的單復數(shù)。 【教學設計說明】 通過對這個句型的大量操練，讓學生自己歸納，使學生掌握該句型的用法，避免單調(diào)枯燥的語法講解。 Section A 3a 1．Put the sentences in order Let’s go into activity 3a on page 21. There are four sentences in the box and they are in disorder. Would you please put these sentences in order to make a conversation? 2．Check the answers Have you finished? Please check your answers with your friends while reading it. Answers: 2．I don’t know. 3．Is it on the dresser? 4．No, it isn’t. 5．Where’s the bag? 3．Read a. Let’s read the conversation together. b. Who would like to read it in class? 【教學設計說明】 設置任務，通過對比的方式讓學生理解方位介詞。利用表格直觀體現(xiàn)出兩幅圖的不同點，　再將它的不同點復述出來，其目的在于培養(yǎng)學生的語言組織能力。 Step 3: Section A 3b Pairwork a. Let’s move to 3c now. There are some things in the pictures and can you make conversations about the positions of them. Here is an example. Please read it together. b. Let’s make conversations in pairs. c. Who would like to make conversations in class? 【教學設計說明】話題由課本知識向實際生活延伸，體現(xiàn)語言的語用原則。 Step 4: Section A 3c Game: Find the differences a. Now it’s time for a game. Let’s play the game in pairs. Student A looks at the picture on this page. Student B looks at the picture on page 19. What do you find? b. Yes, the two pictures are similar. But there are still some differences between them. You two try to find out the differences by asking and answering questions. Things Picture 1 Picture 2 schoolbag under the table on the table pencil case books keys dog c. I would like to give you an example. Example: T: Where’s the pencil case? Is it on the table? A: No, it isn’t. It is in the schoolbag. d. I am sure you are clear about how to do that. Let’s see who can find all the differences first. e. I believe you know how to perform the task. Please start! 【教學設計說明】 設置任務，通過對比的方式讓學生理解方位介詞。利用表格直觀體現(xiàn)出兩幅圖的不同點，再將它的不同點復述出來，其目的在于培養(yǎng)學生的語言組織能力。 Step 5: Summarize Let’s summarize what we learnt in this period. Step 6: Homework Try to memorize the conversation in 3a. The 3rd period of Class: Section B (1a- 1f ) Teaching aims（教學目標） 1．熟練運用Where is/are…?問句和一般疑問句及其回答； 2．熟練運用in, on, under, behind, in front of, near等介詞。 Language points（語言點） 1. Where’s …? It’s in/on/under… 2. Where’re…? They’re in/on/under… Difficulties（難點）： 方位介詞的正確使用。 Teaching steps （教學步驟） Lead in: Good morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learnt in section A? Yes. We learnt to ask where the things are. Step 1: Revision 1．Review some prepositions a. I will show you some pictures, please answer my questions according to them. Questions: (1)Where is the baseball? (2)Where are the books? (3)Where is the schoolbag? (4)Is the pen on the table? (5)Are the keys under the sofa? b. I would like some of you to ask the questions and others answer according to the pictures. 2．翻譯練習： Let’s do some translation exercises, and please translate my sentences into English. a.那個棒球在哪里？它在書包里。 b.鑰匙在書架上嗎？不，不在。 c.你的書在哪里？它們在床頭柜上。 d.我的游戲機在沙發(fā)上。 3．Dictation Let’s have a dictation. Step 2: Section B 1a 1．Look and look up a. Open your books at page 22. Would you please look at activity 1a? b. There are some words in the box. Do you know what they mean? Please look them up in the word list on page 102 and then write down the Chinese meanings under each word. c. Now, I am sure you know what they are. 2．Match Please match the words with the things in the picture. 3．Check the answers Finished, everyone? Let’s check the answers now. Answers: 1．b 2．d 3．a(chǎn) 4．e 5．f 6．c 4．Read a. Read the words and phrases after me. Math book one two ... b. Would you please read the words one student by one? 【教學設計說明】培養(yǎng)學生語句組織能力，通過直觀圖片學習第二部分新單詞，并在小組活動中加以操練。 Step 3: Section B 1b 1．Look and remember Look at the picture in 1a for three minutes and try to remember the things in it as many as possible. 2．Write a. Write down the things you remember on your notebooks. b. Write down the positions of the things you remember. 3．Read Read the things and their positions you write on your notebooks. 【教學設計說明】 可以轉化成running dictation活動。 Task－Who has better memory? Let’s perform a task now. Let’s find who has better memory. Just now, you write down the things you remember. Would you please check the things and their positions with your partners by asking questions like: A: Where is the alarm clock? B: It’s on the table. If your answers are the same, just go on. If your answers are different, please check the book and find whose answer is correct. Finally, please check how many things you remembered well, and how many things your partner remembered well. Step 4: Section B 1c 1．Listen and circle a. Let’s move to activity 2a now. It is a listening exercise. For the first time, I would like you to listen only. b. Now, for the second time, please listen to it again and circle the words you hear in 2a. 2．Check the answers I think most of you have finished it. Let’s check them together. Answers: circled items: math book, ruler, notebook, CDs, video tape 【教學設計說明】 通過小組對話、討論、調(diào)查和設計等一系列的課堂活動，培養(yǎng)學生的合作精神。 Step 5: Section B 1d 1．Listen Listen to the conversations for the first time. 2．Listen and write a. Listen to the conversations for the second time and write where the things are. b. Listen to the conversations for the third time and check them by yourselves. 3．Check the answers Let’s check the answers together. Who would like to tell us your notes? Answers: The math book is on the dresser. The ruler is under the bed. The notebook is on the bed. The CDs are on the bookcase. The video tape is on the table. 4．Read the tape script a. Let’s read the tape script together. b. Would you please read the tape script in pairs? c. Who would like to read in class? 【教學設計說明】 延續(xù)自我評價活動，把個人的生活經(jīng)驗與實際結合起來，完成自我觀點的sharing，同時為最后的Project打基礎。 Step 7: Ask and answer Ask and answer questions about the things in Tom’s room. 根據(jù)湯姆房間里的物品位置進行問答。 Step 8: Summarize Let’s summarize what we learnt in this period. Step 9: Homework Copy the sentences in section B 2b. The 4th period of Class: Section B (2a- 2c ) Teaching aims（教學目標） 1．Enable the students to talk about where things are. 2．掌握名詞單復數(shù)及人稱代詞they的用法。 Language points（語言點） 1. 掌握句型Where’s the notebook? It’s on the bed. 2. 生詞和短語math, alarm, CD, video, tape, vide tape, hat, Tommy Difficulties（難點）： 正確寫便條。 Teaching steps （教學步驟） Lead in: We have finished most part of Unit 4．And in this period, we will continue to finish section B. But before that, I would like you to review what we learnt before. Step 1: Revision 1．Make a speech Can you make a speech to tell us where the things are according to the things on the screen? 2．Dictation Let’s have a dictation. Step 2: Section B 2a 1．Write the words you know for things in the picture. a. Let’s go into activity 2a on page 23．First let’s read the note by yourselves. If you have any new words, please look them up in the word list or ask me for help. b. OK. This time let’s read the note together. c. Who would like to read it in class? 2．Draw a. Draw the missing things in the picture according to the note. b. Show your picture to others and see whether your pictures are the same. 3．Explain take ... to ... 【教學設計說明】 利用圖片和已學過的句型導入新課；利用直觀形體語言、動作、語境教等單詞，激發(fā)學生思維，幫助學生理解和記憶生詞。 Step 3: Section B 3b 1．Read the passage and answer the questions: Is Kate tidy? Is Gina tidy? a. Let’s move to the activity 3b. b. Would you please look at the picture and fill in the blanks? 2．Check the answers I think most of you have finished it. Please read the note with your partner and check your answers together. 3．Read a. Would you please read the note together? b. Who would like to read it in class? 【教學設計說明】 感官材料與閱讀材料中內(nèi)容的差異對學生的記憶力無疑是一個巨大的挑戰(zhàn)。任務具有挑戰(zhàn)性和趣味性。 Step 4: Section B 2c 1．plete the chart about the things Kate and Gina have and where they are. Would you please write a note to a friend asking for four things from your room? You may follow the notes in 3a and 3b as examples. 2．Read a. I think most of you have finished your note. Would you please read it to your partner? b. I would invite some of you to read your note in class. Who would like to have a try? 【教學設計說明】 話題繼續(xù)延伸，進一步鼓勵學生發(fā)揮自己的想象力和主觀能動性，并與實際相結合，提出自己的新觀點，新思路和新方法。同時又使學生在寫作方面得到訓練。 Step 5: Task－My ideal room. a. Now, class, let’s have a task. Everyone wants to have an ideal room for himself. What is your ideal room like? Please draw a picture about it and then describe it to your classmates. b. I will give three minutes and draw your pictures. c. I think some of you have finished the pictures. Who would like to describe your picture to us? 【教學設計說明】Find the differences Show a picture of a room with a few things in it, give the students a short note about the things around the room to read, let the students try to find out the differences between the reading material and the picture. Circle the mistakes in the reading material. Make an orally report by looking at the picture again. Step 6: Summarize Let’s summarize what we did in this period. Step 7: Homework Copy the note in 3a and try to recite it. The 5th period of Class: Section B (3a- Self Check ) Teaching aims（教學目標） 要求學生用所學的語言來設計自己理想的房間，并繪制成圖，進行交流。 Language points（語言點） 1. 掌握有關物品的單詞：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc； 2. 熟練運用Where問句和一般疑問句及其回答。 Difficulties（難點）： 能夠準確運用方位介詞描述物品所在的位置；能夠運用Where問句找到物品的位置。 Teaching steps （教學步驟） Lead in: We have spent four periods on Unit 4．This is the last period of Unit 4．In this period, we will do some exercises and make sure you learn this unit well. Step 1: Revision Let’s have a dictation about the note in 3a. Step 2: Section B 3a 1．Check the words and the phrases you know Open your books and look at 3a．If you know the words and the phrases well, please check them. Do you have any other words you don’t know? Please write them in your notebook. 2．Do you have these things? Where are they? I would like all of you to read the words and the phrases together. Step 3: Section B 3b a． Write about where the things are in your room. Use the word and if you can b．Please ask your friends for help. c．Looking up the dictionary is also a good way to study English. I hope you can get more from dictionaries. Step 4: Self-check-1 1．Write the things in your room. 2．Write about the things in your classroom with in, on and under. 3．Please draw a picture according to what you read. Please show your picture to others. Step 5: Summarize Let’s summarize what we did in this period. Step 6: Homework 1．Do the exercises on the students’ book and the textbook. 2．Review Unit 4. 3．Watch the pictures in “Just for fun” on page 24.