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Unit 4 Wheres my backpack?Section B 3a-4 一、单元整体分析本单元是围绕“Things around the house”展开教学活动的，这就要求学生掌握表示物品的单词，同时也要掌握物品摆放位置的表达方式；即能用 “Where is/are?”提问并用方位介词on, in, under, near, behind来回答，熟悉where引导的特殊疑问句和一般疑问句及回答；继而学习is, are与名词单复数的关系。在日常生活当中，能用本单元的目标语言描述房间，写便条，使英语学习生活化，英语的交际功能得到充分的发挥。本单元话题是学生日常生活中熟悉的话题，因此学生有表达的欲望。这就要充分利用教材的听力材料，训练和提高学生的听、说能力。在听说的基础上创设语言情景，加强读写能力的训练。同时，要充分利用课本插图来启发学生，引起学生的学习欲望，提高学生听、说、读、写的综合能力。同时渗透学生的情感教育，引导他们养成爱干净、爱整洁的好习惯。二、单元知识结构1. 词汇：名词：thing, table, bed, sofa, dresser, bookcase, chair, drawer, floor, room，desk, plant, bag, alarm clock, video tape, hat动词：need, take, bring介词：in, on, under 3. 句型: Where is/are? -Its/Theyre Is my computer game on the table? -Yes, it is./No, it isnt. Are my books on the bookcase? -Yes, they are./No, they arent.4. 语法：Where questions; prepositions.三、单元总体目标1. Master the vocabulary2. Master and use：where的特殊疑问句和一般疑问句。3.帮助学生养成干净整洁的好习惯。单元教学重难点一览重点难点1. The vocabulary2. Where is/are?Its/Theyre3.Is/Are? -Yes,/No,Use the language to talk about the things in ones room.Write a note.四、单元学情分析学生在小学及Starter Unit2已经学习过一些有关物品的名词, 并接触过一些介词和where句型。在此基础上，通过本单元的学习，学生可以进一步地谈论物品及其摆放的位置，进行更深入的交流和运用。本单元话题源于实际生活，是学生乐意交谈的话题，能够激发学生说英语的欲望。五、课时安排：本单元共5课时：Section A（1a-1c）第1课时Section A（2a-4） 第2课时Section B（1a-2b）第3课时Section B (3a-4) 第4课时 Self check 第5课时六、第四课时Section B (3a-4)分析Teaching contentUnit4 Wheres my backpack? Section B (3a-4)Teaching AimsImportant points1. Ss are able to use the words (about things and prepositions) and where questions to talk about ones room.2. Some Ss are able to tell the differences between “take” and “bring”.3. Ss are able to get the structure and information by reading. 4. Ss are able to write a note.5. Some Ss will be able to realize the importance of keeping a good habit in their life.1. Words: Prepositions: in, on, under, near, behindVerbs: need, take, bring2. Where questions and answers.3. The difference between take and bring.4. Get the structure and information by reading.5.Write a note.Difficult pointsHelp Ss use the prepositions and where questions to talk about ones room.Make Ss understand the differences between “take” and “bring”.Help Ss improve their reading skill.Enable Ss to write a note.Teaching AidsPPT, a tapeTeaching Procedures Teachers activitiesStudents activitiesPurposesI. Revision and presentation. (Groupwork)1. Show the “on, in, under” song.2.Do the action “Follow me”. Revise “in, on, under, near, behind”.3. Group work. Ask Ss to help Miss Lin design her new room and present the new words: need, take, bring.1. Listen to the song.2. Follow the teacher.3.Do the groupwork to revise words and learn the new words: need, take, bring.通过听英文歌曲，不仅活跃了课堂气氛，而且唤起了学生对介词的回忆。通过做动作，再一次复习了介词，并且对学生来说，也是一个很好的热身活动和道德熏陶。然后通过小组活动去完成帮Miss Lin布置房间这个任务，自然地复习和呈现了词汇，句型。II. Reading, 3a.1. Let Ss look at the picture and describe Linglings room.2. Let Ss pay attention to the beginning and the ending, answer the questions “Whos the note from? Whos the note to?”3. Let Ss read the note and fill in the chart.4. Let Ss add the missing things in the picture together.5. Let Ss describe Linglings room in pairs.1. Look at the picture and describe Linglings room.2. Answer the questions.3. Read the note and fill in the chart.4. Add the missing things together.5.Describe Linglings room in pairs.通过谈论图片，感知和熟悉阅读内容。再通过阅读填表，进一步巩固目标语言和了解如何写便条。然后让学生两人一起帮Lingling布置她的房间并作报告，这是阅读后的拓展与延伸，既操练了目标语言，也是对学生一次有益的德育教育。最后通过跟读录音，培养学生的语音语调，再一次让学生感受阅读内容。III. Look at the picture and fill in the blanks, 3b. 1. Let Ss look at the picture and read the note in 3b, fill in the chart.2. Let Ss look at the picture and fill in the blanks.1. Fill in the chart, according to the picture and the note in 3b.2.Look at the picture and fill in the blanks.先通过填表，为完成3b作一个铺垫。通过这一环节，学生完成了半开放性的写作。IV. Write a note.1. Make a summary about “how to write a note”.2. Show Ss a task and ask them to write a note. Ask two Ss to write on the blackboard.3. Check the notes together. Let them realize the importance of handwriting.1. Learn how to write a note.2. Write a notes to finish the task.3. Check the notes.先总结如何写note, 再放在一个真实的任务中，让学生写note，最后一起改note。完成了从说到读，再从读到写这一过程，从而达到以读带写的目的。V. Homework1. Draw and describe your ideal room to your classmate.2. Review Unit4.让学生描述自己理想的房间，既是对本单元的一个概括和总结，也具有实际意义。The Design of the blackboard： Unit 4 Wheres my backpack? Section B(3a-4)need A note Dear , Can you? I need is/arebring Thanks/Yours,take 1. Groupwork (小组活动)：ThingsWhere is/are?in, on, under, near, behindDo like this（可以像这样做）:A: What things do we need? B,C,D: We needA: Where is/are , B? B: Its/ TheyreA: Where is/are, C? C: Its/TheyreA: Where is/are,D? D: Its/Theyre A: Thank you.Do like this（可以像这样做）:Dear , Can you bring some things to school? I need 今天，Miss Lin一心想着上公开课，出门忘带了一些东西,她需要五件东西(植物,闹钟,三本笔记本, 一串钥匙和一些光盘),她请求她的母亲Mom替她送到学校来,现在请你帮她写一张便条(note),告诉她母亲这五件物品的地点.(植物在地板上,闹钟在床边,笔记本在抽屉里,钥匙在椅子下面, 光盘在书桌上) (Miss Lins name is Jessie.)2. Write a note (写便条) 2. Write a note. （写便条）Report（报告）: This is Miss Lins new room. Its very nice. The is/are. 教学反思 每一次上课对我来说，都是一个自我挑战、自我改进的过程。在这个令人紧张而又令人兴奋的过程当中，我学到了很多，感受到了很多这次我所上的内容是七上Unit4 Wheres my backpack?第四课时，这是一节读写课，即Read for writing。学生在小学及第四单元的前三个课时已经掌握了有关房间内物品的词汇，也熟悉 “Where is/are Its/Theyre”句型，因此对本节课我作了如下设计：1.通过“Follow me”这一环节，唤起学生对本单元已学过的介词的回忆，也活跃了课堂气氛。2.设计了让学生帮助我设计房间这一任务。复习和操练了本单元有关things的词汇和where句型，同时也引出本课的重点词汇 “need, bring, take”。3.在进行阅读之前，先让学生对图片进行描述，对文章内容有所了解。再观察文章的beginning and ending, 让学生回答 “Whos the note from? Whos the note to?” 使学生对写note有一个初步的印象。接下去学生仔细阅读全文，填表格，这也是正文的写作框架。然后一起添加图片中丢失的物品，再次熟悉课文内容。最后让学生两人一起帮忙把房间摆设整齐，进行一个对话。4仿写，即3b。先让学生看图片和3b的note，进行填表；然后把3b的note补充完整。5.写便条。先在学过的两个便条的基础上进行总结，总结出便条由哪几个部分组成，如何写每个部分。再让学生完成一个任务，即帮助Miss Lin写一则便条给她母亲。叫两个学生写到黑板上，一起校对，指出handwriting的重要性。上完课，我作如下反思：一、 成功之处：1. 教学设计围绕教学目标展开。我认为本节课思路比较清晰，重点突出，教学目标基本达成。2. 利用任务型展开教学，来复习已学过的词汇和句型，并引出本节课的重点词汇。操练面广，并且真实自然。3. 写note部分，处理得较细致。先总结如何写note，再让学生写note，最后一起改note，简单明了，易操作，较实用。二、 不足之处：1. “bring”和 “take”操练得不够多，部分学生可能还不太明白。2. 当学生出现一点纪律问题时，没有很耐心地去引导。3. 整节课下来，学生活动多也动得起来，但自己较冷静。可能热情些会更好。4. 处理好3a，3b后，应该有意识地带领学生去寻找、欣赏文中的好句（在3b中出现了and连接的并列句），这样有利于学生好习惯的培养；从某种意义上说，也帮助了他们的写作。每一次上课对我来说，都是一种历练。我珍惜这样的每一个过程，并好好感受着这样的每一个过程6
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