七年级上册 Unit 4 Where's my schoolbag Section A 1a-2d 教案.docx

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1、Where is My Schoolbag 7A Unit 4 Section A la-2dAnalysis of teaching materialWhat: the content is about how wc describe where things arc.Why: this section will help students get into a habit of arranging things properly and have a neat habit so that they can cultivate a favorable habit.How: students

2、will learn by describing pictures and doing listening task.Teaching objectives1. Students will know how describe where things are.2. Students can understand the dialogue and get information by listening to the tape.3. With the help of teacher, students can practice the dialogue Where is my schoolbag

3、? Its under the table Where are my pens They are. to talk about where things are.4. Students will learn to reflect themselves and learn a neat habit.Teaching focus1 .Reading: Understand the main idea of the story.2.Vocabulary: in, on, under, table, bed, bookcase, sofa, chair, desk, think, room, hat,

4、 head and so on.Anticipated difficulties1 .Students may find it difficult to use the words to describe where things arc.2.Students may have trouble in subject-predicate consistency when describing the position of things.Teaching procedureIntroductionsTeaching ObjectivesStudents can understand (he di

5、alogue and get information by listening to the tape.Teaching ActivityPrepare for the new lesson and lead in new topic about what they are going to learn today.Help students review the words (hey learn and demonstrate the new words to relieve the pressure.Help students to grab information about where

6、 things are. Students will practice the sentence structure “where is.” “its”I.Chat with students about the things around the classroom and show them the pictures.T: What is it?S: Its a chalk.S: Ifs an eraser.2 .Ask students to spell the words they have learned and the new words they are going to lea

7、rn.T: What is it?S: Its a pen/Its a book/Its.3 .Ask students to focus on the picture in la and solve the problem in la. Play the tape for students and ask them to number the things in lb Ask students to imitate the conversation with (he words in (he box.Teaching ObjectivesStudents will know how desc

8、ribe where things are. Teaching ActivityStudents can practice grabbing specific information in the tape. Through imitating the conversation students are able to practice describing where things are.4. Section A, 2a. Revise what the things are. Play the tape for students and let them number.Section A

9、, 2b. Play (he tape again, students number the thingsl 1-6 in the picture. Ask students to imitate the dialogue.51: Are (he things on the sofa?52: No, they arent. They are on the table/Yes, they are.Teaching ObjectivesWith the help of teacher, students can practice the dialogue Where is myschoolbag?

10、 Its under the table11 Where are my pens uThey are. to talk about where things are.Reinforce the structure “where “Its.”sentenceis.”Teaching Activity5. Guessing game. Show students pictures of a room with a few things in it. Ask them to discuss what things are in this room and describe them.T: What

11、are in this room?S: There is a book in this roomT: Where is the book? Is the book on ihe shelf?S: Yes, it is/No, it isnt.Write the general question and the answers on the blackboard.Rachin。ObjectivesStudents will learn to reflect themselves and learn a neat habit.Teaching ActivityPresent the picture

12、 of a mess room and ask students to role play the conversation in 2d.Mom: Come on, Jack!Jack: Oh, no! Wheres my bag?Mom: Hmm.is it on your desk?Jack: No. And its not under the chair.Mom: Oh! Its on the sofa.Jack: Thank you, Mom. Er. wheres the map?Mom: I think its in your grandparents room.Jack: Yes

13、, its on their bed! And my hat?Mom: Its on your head!Jack: Oh, yeah! Ha-ha!Figure out the basicsentencestructures of this section. The conversation between Jack and his mom can help students rethink the arrangement of their room and can help them to consider to have a neat habit.Ask students to thin

14、k: why Jack always cant find his thingsLet students to reflect themselves whether they have a neat habit and how to get into a habit of i(.Homework1. Review the vocabulary we learned today, including schoolbag, tape, computer game etc.2. Write a short introduction of your room.幺，力。力 ArM I 叼?ov JBlac

15、kboard design於Where/5铝？/p y，2 H N。）力即+加A化/已keys wReflectionAs the first section of this unit, the key point is to make students understand the theme, important content and difficullies of this unit as soon as possible through teaching work. In view of students* weak English foundation, it is necessa

16、ry to add appropriate simple sentence pattern drills in the first class. Therefore, in the teaching process of the whole class, the design tasks are all around Where sentence patterns. The purpose is to enable students to master basic expressions and key words and phrases, so as to prepare for the s

17、uccessful completion of tasks in (he next three classes.This class mainly practices students listening and speaking ability, and the task design is also based on listening and speaking. The task can be close to students lives, attract their interest, and finally make the necessary summary. The whole

18、 course design is complete, the atmosphere is active, and students maslery of basic knowledge is emphasized at the same time.There are many tasks that students are required to speak and practice in the teaching process. On the one hand, it is to consolidate the important contents that students have learned in the first class, and it is significant to hope that students can achieve a sensory understanding of the contents of this chapter according to a series of classroom activities, so that they can truly understand what they have learned.