七年级上册（23年更新）Unit4Where'smyschoolbagunit4教案1.docx

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1、Unit 4 Wheres my schoolbag?一教学内容本单元的主要内容是谈论物品所在的位置。通过这一话题，训练学生的听、说、读、写四项基 本技能，让学生通过询问物品的位置，学习一些有关家居物品和学习用品的单词，以及方位介词 in, on, under, behind等的用法；学习并掌握Where问句的问答，一般疑问句提问并用方位介词来回 答；学习名词单复数及人称代词they的用法，同时培养学生养成干净、整洁、合理摆放物品的好 习惯。二.教学目标一.知识目标：A.掌握有关物品的新单词：table, bed, dresser, bookcase, sofa, chair, drawer,

2、 plant, bag, alarm clock, CD, video, video cassette, hat, etc；B.熟练运用 in, on, under, behind, in front of, near 等介词；C.熟练运用Where问句和一般疑问句及其回答；D.掌握名词单复数及人称代词they的用法。1 .能力目标：A.学会用英语准确描述物品所在的位置；B.学会用英语询问自己的或他人物品的具体位置；C.能够合理地描述和设计房间。2 .情感目标：A.培养学生整齐地摆放自己物品的生活习惯；B.通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作 精神。3 .学习策略：

3、A.交际策略：学会与他人合作交流，并能把语言材料用到真实的生活中去；B.资源策略：学会利用一切可利用的学习资源，如词典，音像资料，网络等 来获取更多的学习信息；C.认知能力：积极思考，及时反馈；D.调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。三.教学重点、难点1 .重点：A.方位介词：in, on, under, behind, in front of, near 等的用法;Where的特殊疑问句和一般疑问句：Is thein/on/under the？的肯定、否定回 答；B. 新单词：bed, dresser, table, bookcase, backpack2 .难点：A.能够

4、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。四.教学方法采用任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。五.课时安排第一课时:Section A la, lb, 1c第二课时：Section A 2a, 2b, 2c, 3a, 3b, 3c, 4第三课时:Section B la, lb, 1c, 2a, 2b第四课时:Section B 3a, 3b, 3c, 4, Self-checkPeriod One课前准备教师：制作多媒体课件，准备部分学习用品的实物。学年：预习新单词：听录音机，模仿跟读新单词；准备与本课有关的学习用品实与。Peri

5、od 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 .? Ifs in/on/under.Wheree.? Theyre in/on/under.TasksListingMake a surveyStep One Warming up Pla

6、y an English song before class. Revise some school things by asking questions.Whats this? Is this a .? How do you spell it? etc. Learn the new words in, on, under, behind .by helping the teacher find the lost things.T: Wheres my English book?Si： Its here. /1 think its .T: Oh, its on the desk.T: Wher

7、e*re my color pencils?S2:.Teach the new word 皿d and the use of theyConsolidate the prepositions by looking at the screen and answer the questions: Wheres . ? Wherere.?设计意图：通过设置让学生帮助老师找东西这样一个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 Two Game: Hide and look for thingsStudents hide and look for the

8、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 case. etc. Ask some pairs to share their performance.设计意图：通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。Step Three New words learningShow the students

9、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. Repeat with a sitting room and a study, teach the new words and practice i

10、n the same way. 设计意图：由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能 力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通 过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。任务运用:ListingStep Four Make up dialogues Section A, la: Match the words with the things in the picture. Students do it individually first, then check th

11、e answers. Section A, 1c: Make up dialogues in pairs, using the things in the picture.Step Five Listen and sayListen and imitate the dialogues in Section A, lb.Step Six Summary: A memory testShow a picture of a room, give the students one minute to look at it, then ask them what kind of things they

12、saw and where the things are. Have a competition among groups. See which group can remember all the things and places.设计意图：通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现， 加深印象；同时，小组之间的竞赛体现了协作和团队精神。任务运用:ListingHomework: Copy the new words and try to remember them. Make a survey: Interview one of your friends or teachers. Fill in the form below.NameThingsPlacesMs. Li/ DengJiesofanear the wall设计墓图：语言知识学习与实际生活相结合，培养使用英语的思维。 任务运用：Making a survey