Unit4 Where’s my schoolbag教学设计-教案.docx

教学设计单学科英语年级 七年级教学形式面授课题名称Unit4 Where's my schoolbag?学情分析刚进入初中的七年级学生，对未知事物充满好奇和热情，物品的摆放问题 是他们熟悉和能表达的，所以我要利用好本单元话题，让学生一直保持学习的 热情，大胆表现自己，体验成功，增强自信。教材分析人教版七年级上册Unit4 Where's my schoolbag?本单元主要谈论话题"Things around the house”，本课时为本单元的第四课时， 为一节阅读课，2a让学生根据图画提示写出学过的或者知道的物品名称，为阅 读2b的文章提供了词汇铺垫。而且通过阅读2b和完成2c的阅读任务，学生不 仅能学习和掌握到相关语言知识和阅读技巧，而且还能在阅读后形成合理管理 和摆放物品的思想意识。1. Knowledge aims:Important words: tidy, but, our, everywhere, alwaysImportant phrase: in our roomImportant sentences:(1), I'm tidy, but Gina is not. (2) I have a clock.(3) . Gina's books are everywhere.2. Ability aims:(1)阅读有关物品摆放的短文，并能获得相关信息，进一步巩固和运用所学语言。(2)学生能用所学的语言来设计自己理想的房间，并绘制成图，进行交流。3. Emotional or moral arms:培养学生学会对物品进行分类和整理的良好生活习惯。教学重难点.重点:Key points:(1),阅读有关物品摆放的短文，并能获得相关信息。(2) .掌握两种阅读技巧：略读和通过标点符号、上下文猜想词义。(3) .能够运用所学目标语言以书面形式向他人描述物品的位置。2.难点：Difficult points:(1) .掌握两种阅读技巧：略读和通过标点符号、上下文猜想词义。(2) .能够运用所学目标语言以书面形式向他人描述物品的位置。教学策略：1 .黑板，课件，卡片.问答法、LIC阅读教学法、合作学习法教学过程与方法教学环节教师活动学生活动设计意图Stepl:Sing the song “On、 in、by、 under”Step2: ReviewT: Do you remember Tom ? He's a forgetful boy. Can you help him find these things? (Show a picture)Where 9shisschoolbag?T: Where are his keys?T: Is the model plane on the bed?T: Are the CDs in the bookcase?T: His things are everywhere. Is his room clean or not?T: How about Kate and Gina? They are Tom's friends. Let's see their room.情境设置Play a video about Kate and Gina's room:Kate: Hello, Fm Kate.Gina: Hi, I'm Gina.Kate: This is our room. Gina, look, The books are on the sofa, under the chair. The hat is on the bed. The model plane is under theSs: It's under the table.Ss: They're on the sofa.Ss: No, it isn't. It's under the bed.Ss: No, they aren't. They're on the desk.Ss: No, it isn't. It's not clean.Stepl:设计目的：活跃 气氛，让学生进入学习 状态，同时通过歌曲让 学生了解本节课主题。情境设置：设计目的： 巩固旧知，学习新知。 通过视频人物Kate和 Gina发布出的任务串 联整节课，成为本节课 的主线。bed. We must clean it, Gina.Gina: Yes, you're right. But class, I need you help. Please write the names of things in our room, can you?)T: Class, in the video, Gina needs you to help her write the names of things in their room, can you?T: Class, here's another task that Gina gives us. Let's see together.情境设置Show the task: Boys and girls,Step3:you're great! Here is(4 students as a group, write theTaskl Helpa passage about ournames of things on the paperGina writeroom. Please read itwhich was prepared by teacher.the namesand tell me: Is Kate2minutes.)of things intidy? Or is Ginathe room.tidy?Class, here are two reading tips for you.Step4Tipi: Find keyTask2wordsRead theTip2: Skimmingpassage(Two minutes later) T: Is Kate tidy?Ss: Yes, she is.T: Is Gina tidy?T: How do you knowSs: No, she isn't.the answer?Ss: We can get the answer fromT: Yes, you are right.It's the topic sentence. How did the writer use the"I'm tidy, but Gina isn,t.Step5Task3details to support topic sentence? Let'snswer: Kate: books and tapes, inStep3:设计目的：2a的 单词是对2b阅读的铺 垫。Step5Tip:根据破折号和下 文可以推测词义。Read thepassageagain and finish themind mapread the passage again and finish the mind map.my schoolbag, clock, on the desk Gina: on the bed, on the sofa, under the chair, under the deskT: How do you understand the underlined word "everywhere”Q: What does the underlined word "everywhere“ mean in Chinese?A.某处B.到处C那里Answer: B设计目的：通过思维导 图帮助同学们理清文 章结构，特别是让学生 理解作者是怎样对文 本中心句进行阐述，为 下一步学生口头表达 和习作做铺垫。Step6 Critical thinkingT: From the mind map, we know Kate is tidy, but Gina isn't. Class, do you like tidy room or untidy room? Why?Step6设计意图：希望通过文 本阅读同学们对这个 问题有正确的认知和 判断，并在与他人的思 想交流过程中碰撞出 思维火花。设计目的：检测学生是 否掌握本节课语言目 标和培养学生整理物 品的良好习惯。Step7T: OK, class, nowTask4 Helplet's we-chat GinaGina putand tell her theher thingsresult.inthe情境设置：T: Hello,properGina!placeG: Hi, boys and girls!T: We have known Kate is tidy.G: Congratulation! Now, can you help me put my things in the proper place?T: OK,no problem.Thanks, bye.T: Bye-bye.T: OK, class, please help Gina put her things in the proper place.设计目的：让学生学生 推断作者的行文目的。T: OK, now,let's see what Gina says.情境设置：Show a videoGina:Hello, boys and girls, you did god job! My room isbeautifulagain.Class, we should keep our room clean, like my sister Kate. That' s a good habit. Right?T: Yes, I agree with Gina. Don ' t put things everywhere. We should keep our room tidy and clean. And develop a good living habit.So, class,whats thepurposeofthewriter?Q: What' sthepurposeofthewriter?A: Tell us put things everywhere.B: Tell us keep a good living habit.C: Ask parents to clean the room for us.Step8Draw the ideal roomStep9HomeworkAnswer: BT: Class, you must have your ideal room. Now four students as a group and draw it and then share with your classmates.Thebeginning:Hello,everyone!This is our dream room.A: Retell the passage about Kate and Gina's room.B: Design your own room, and describe it next class.Choose any one to finish.设计目的：通过口头检 测学生是否掌握本节 课语言目标，同时也为 写作做铺垫。板书设计分层作业设计Retell the passage about Kate and Gina's room.A: Design your own room, and describe it next class. Choose any one to finish.