人教版七年级英语上册第4单元Unit4教案(4页).doc

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1、-人教版七年级英语上册第4单元Unit4教案-第 4 页新目标Go for itBookUnit 4 Wheres my backpack?The first periodTime: Oct 18th Teacher: Zhou MingyanTeaching material:Unit4 Section A 1a,1c,2aLanguage Goal:Talk about Things around the houseTeaching Aims:(1)学习和掌握有关询问物品位置的句型：Wheres my backpack? Its oninunderbehindnext to the cha

2、irAre my books on the chair? Yes，they areNo，they arentIs it oninunder ? Yes，it isNo，it isnt(2)学习和掌握有关家具类的单词：table, bed, dresser, bookcase ,sofa ,chair ,drawer , plant , bag(3) 学会三个方位介词的用法：on ,in , underKey Points:A. 方位介词: in, on, under, behind, in front of, near 等的用法；BWhere 的特殊疑问句和一般疑问句：Is the in/on

3、/under the ?的肯定、否定回答；C 新单词：bed, dresser, table, bookcase, backpackDifficult points:A. 能够准确运用方位介词描述物品所在的位置； B能够运用Where问句找到物品的位置。Teaching methods: Practicing, listening and speaking Teaching Aids: Multi-mediaTeaching Procedures:教学步骤 教师活动 学生活动设计意图Step 1Free talk Ask some questions like:What s this?Its.

4、Answer and talk about something.通过设置真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生。Step 2Presentation1. Challenge memory. review the words show pictures and let students say words students read after teacher 2.finish 1a3.Do listening. Finish 2a.1. Find some students to answer.2.Stufents say together3.Studen

5、ts study and read the words4.First the students read after the teacher, the practice in pairs.媒体展示图片学生拿出自己的铅笔和铅笔盒，跟着老师边说边做动作，通过实践来体会这三个介词的用法。这一过程用chant 的形式来进行，这样既强化了记忆，又避免了机械的死记硬背。Step 3PairworkPairwork1.Role play： students A ask and student B answer2.Then let them do it in pairsA: Wheres.?B: Its in

6、/on /under.A: Wherere?B: Theyre.Students do it in pairs.多媒体展示图片,口语训练Step 4 Guessing gameShow pictures and Let the students guess where are they? Students do it in pairs.通过猜物品的位置所在来巩固前面所学过的重点句型Step 5GroupworkFind differencesShow picture1 and picture2Students finish it in groups.设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点，再将它的不同点复述出来，其目的在于培养学生的语言组织能力。Step 6ExercisesShow a picture of room,fill in the blanksFill in the blanks练习巩固Step 7 Summary andHomework Describe things in your roomFinish writing培养学生的写的能力。由口头训练转向笔头训练，单句的练习为下一步的篇章书写打下基础。