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

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1、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 Wheres 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 Wheres 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

2、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), Im tidy, but Gina is not. (2) I have a clock.(3) . Ginas 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

3、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

4、、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 ? Hes 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

5、 things are everywhere. Is his room clean or not?T: How about Kate and Gina? They are Toms friends. Lets see their room.情境设置Play a video about Kate and Ginas room:Kate: Hello, Fm Kate.Gina: Hi, Im Gina.Kate: This is our room. Gina, look, The books are on the sofa, under the chair. The hat is on the

6、bed. The model plane is under theSs: Its under the table.Ss: Theyre on the sofa.Ss: No, it isnt. Its under the bed.Ss: No, they arent. Theyre on the desk.Ss: No, it isnt. Its 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

7、must clean it, Gina.Gina: Yes, youre 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, heres another task that Gina gives us. Lets see together.情境设置Sh

8、ow the task: Boys and girls,Step3:youre 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

9、 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 isnt.the answer?Ss: We can get the answer fromT: Yes, you are right.Its the topic sentence. How did the writer use the

10、Im tidy, but Gina isn,t.Step5Task3details to support topic sentence? Letsnswer: 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, o

11、n 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 kn

12、ow Kate is tidy, but Gina isnt. 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 Helplets we-chat GinaGina putand tell her theher thingsresult.inthe情境设置：T: Hello,properGina

13、!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,lets see what Gina says.情境设置：S

14、how 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, c

15、lass,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

16、 and then share with your classmates.Thebeginning:Hello,everyone!This is our dream room.A: Retell the passage about Kate and Ginas 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 Ginas room.A: Design your own room, and describe it next class. Choose any one to finish.