2019-2020年七年级英语上册 Unit4 Whares my schoolbag教案 人教新目标版.doc

2019-2020年七年级英语上册 Unit4 Whares my schoolbag教案 人教新目标版In this unit, students will learn to talk about where things are.一、Topics（话题）: Things around the house二、Functions (功能)Talk about where things are三、Structures (结构)Where questionsPrepositions: on, in, underConjunction and四、Target Language (目标语言)Where is his pencil?It is in his schoolbag.Wheres your ruler?Its under the chair.Where are my books?Theyre on the sofa.五、Vocabulary （词汇）Rooms of the house, furniture, table, bed, sofa, chair, desk, radio, clock, tape, tape player, model plane, on, under, where, their, e on六、Skills (技能)Listening and read for specific information七、Recycling （复习巩固）Personal itemQuestion forms with to beSchool bag, key, ruler, map, hat, CD, bag, book, pencil box, pencil, pen, puter game, dictionary, notebook, in Im., and my sister.八、教材分析本单元围绕着Where is my schoolbag?的话题，共设计了三个部分的内容。通过教授本单元，使学生学会谈论房间里物品的位置，能读懂有关物品位置的便条，并学会写便条让朋友帮自己从房间里取东西。Section A 让学生通过活动，学习如何表达物品的位置，并能就物品位置进行提问。1a, 1b, 1c 学习表示物品的名词，并能物品的位置进行问答。重点运用where特殊疑问句进行谈论。2a, 2b, 2c 继续学习谈论物品的位置。重点学习is/are开头的疑问句及其回答。3a, 3b, 3c, 4 学习谈论自己常用物品的位置，并能就两个房间物品摆放位置的不同进行问答。Section B学会通过观察和听音，来谈论和记录房间里物品的名称和位置。1a, 1b, 1c, 2a, 2b进一步熟悉表示物品的单词，并能谈论和记录物品的位置。3a, 3b, 3c, 4 学会阅读和书写便条，并能描述自己房间里物品的位置。Self Check 检测本单元所学词汇知识，学会阅读便条，并根据便条内容画出房间。九、学情分析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。十、课时安排The 1st period (第一课时): Section A (1a 2d) The 2nd period (第二课时): Section A (Grammar focus 3c) The 3rd period (第三课时): Section B (1a- 1f )The 4th period (第四课时): Section B (2a- 2c )The 5th period (第五课时): Section B (3a- Self Check )The 1st period (第一课时): Section A (1a 2d)Teaching aims（教学目标）1掌握有关物品的名称table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc；2学会谈论物品的位置。Language points（语言点）1. 要求掌握以下句式：Wheres my schoolbag? Its under the table.2要求掌握以下词汇： where, table, bed, chair, plant, under, they, onDifficulties（难点）：熟练运用表示方位的介词in, on, under, behind, in front of, near等。Teaching steps （教学步骤）Lead in: Good morning，everyone! Last week, we finished Unit 3. Today we are going to learn a new unit, Unit 4. Ask and answer a. Can you tell me what the title of Unit 4 is? Yes, its “Wheres my schoolbag？” What do you think the unit is about? b. Great! In this unit we are going to learn talking about the positions of the school things. Do you still remember some school things we have learnt? c. What are they? OK. Lets start to talk about some school things first. 【教学设计说明】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，启动学生学习兴趣的发生。Step 1: Section A 1a First, please open your books at page 19 and look at activity 1a. 1Look and find Please look at the picture in activity 1a. Therere some things in it. Do you know what they are? 2Match and discuss a. Would you please match the words with the things in the picture? b. How many words do you know? Can you share the words you know with your partners? c. Please discuss with your partners and check whether your answers are the same. 3Check the answers Lets check the answers together. 4Read a. Please read the words after me. Table. b. I would like you to read the words together and one word twice. Table one two. c. Would you like to read the words in class? d. Lets read the words one by one. 【教学设计说明】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 2: Section A 1b 1Listen and number a. Listen to the tape for the first time. b. Number the things in the picture when you listen to it for the second time. 2Check the answersLets check the answers. Answers: 1books 2pencil case 3baseball 4puter game 3Read a. I would like you to read the typescript together. b. Would you please read it by yourselves three times? c. This time I would like you to read it twice with your partners. d. Who would like to read in class? 4Translate and explain a. Lets translate the conversation into Chinese. b. Who can tell us what it means? c. Yes. When we ask the positions, we use the words “where”. And from the picture, we know that the word “on” means “在上面” “in” means “在里面”“under” means “在 下面”. They are called prepositions “介词”. 【教学设计说明】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。Step 3: Section A 1c 1Read Would you like to read the conversation with your partners? 2Practice a. Would you please practice the conversation according to the picture in 1a? b. Please practice in class. Who would like to have a try? 【教学设计说明】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。Step 4: Section A 2a 1Look and say a. Lets move to activity 2a now. Could you please look at the things and say them in English? b. Lets say the things in English one student by one. 2Listen and number a. Now, lets listen to the tape for the first time. b. Are you ready to do the activity 2a? d. Please number the things you hear. e. Please check them while listening. 3Check the answers Have you got your answers? Lets check them together. Answers: 2books 6keys 1puter game 5baseball 3 pencil case 4schoolbag 【教学设计说明】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。Step 5: Section A 2b 1Listen and find the correct places a. Listen to the conversation again and find the correct places for the things in 2a. b. Number the things in the picture from 1 to 6. 2Check the answers Finished? Lets check them. Answers: 1puter game on the bookcase 2books on the chair 3pencil case under the sofa 4schoolbag under the table 5baseball under the chair 6keys on the table 3Read the conversation a. Lets read the conversation together. b. I would like you to read it in pairs. c. This time I would like boys to read as Tommy and girls to read as Sally. d. Who would like to read it in class? 【教学设计说明】学会用英语询问自己的或他人物品的具体位置。能够合理地描述和设计房间。Step 6: Section A 2c 1Read Lets move to the activity 2c. Shall we read the conversation together? 2Guess a. Now, lets guess where the things are. b. Students work in pairs. Student A covers the picture in 2b. Ask about where the things are in the picture. Student B answers the questions. c. I would like to give you an example with one of you. Example: T: Is the pencil case on the sofa? S: No, it isnt. Its under the sofa. d. You two change the role after making one conversation and then practice again. 【教学设计说明】学会用英语准确描述物品所在的位置；培养学生整齐地摆放自己物品的生活习惯。Step 7: Section A 2dRole-play the conversation. Show a picture of a room, give the students one minute to look at it, and then ask them what kind of things they saw and where the things are. Have a petition among groups. See which group can remember all the things and places.【教学设计说明】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; 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；在反思，顿悟和自醒中不断调整自己的学习策略。Step 8: Summarize Lets summarize what we learnt in this period. Step 9: Homework 1Copy the words in activity 1a and the sentences in grammar box. 2Read the typescript of activity 2a and 2b.The 2nd period of Class: Section A (Grammar focus 3c)Teaching aims（教学目标）1要求熟悉物品的名称；2学会谈论物品的位置；Language points（语言点）1. 熟练运用Where问句和一般疑问句及其回答。2掌握名词单复数及人称代词they的用法。Difficulties（难点）：一般疑问句Is it? Are they?的回答。Teaching steps （教学步骤）Lead in: What did we learn yesterday? Who can tell us? Yes. Yesterday we got to know some school things and ask where they are. Do you still remember how to say them? OK. Lets review them first. Step 1: Revision 1Ask and answer a. Would you please translate my words into English? 桌子、棒球b. Who would like to make conversations with “where” questions according to the pictures in PPT? 2Dictation Please take out your dictation exercise books and lets have a dictation. 【教学设计说明】根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。Step 2: Grammar Focus 1Read Read the sentences in grammar box. 2Point out the notes where的用法； on, in, under的用法； the的用法； 名词的单复数。【教学设计说明】通过对这个句型的大量操练，让学生自己归纳，使学生掌握该句型的用法，避免单调枯燥的语法讲解。Section A 3a 1Put the sentences in order Lets go into activity 3a on page 21. There are four sentences in the box and they are in disorder. Would you please put these sentences in order to make a conversation? 2Check the answers Have you finished? Please check your answers with your friends while reading it. Answers: 2I dont know. 3Is it on the dresser? 4No, it isnt. 5Wheres the bag? 3Read a. Lets read the conversation together. b. Who would like to read it in class? 【教学设计说明】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 3: Section A 3b Pairwork a. Lets move to 3c now. There are some things in the pictures and can you make conversations about the positions of them. Here is an example. Please read it together. b. Lets make conversations in pairs. c. Who would like to make conversations in class? 【教学设计说明】话题由课本知识向实际生活延伸，体现语言的语用原则。Step 4: Section A 3c Game: Find the differences a. Now its time for a game. Lets play the game in pairs. Student A looks at the picture on this page. Student B looks at the picture on page 19. What do you find? b. Yes, the two pictures are similar. But there are still some differences between them. You two try to find out the differences by asking and answering questions. ThingsPicture 1Picture 2schoolbagunder the tableon the tablepencil casebookskeysdogc. I would like to give you an example. Example: T: Wheres the pencil case? Is it on the table? A: No, it isnt. It is in the schoolbag. d. I am sure you are clear about how to do that. Lets see who can find all the differences first. e. I believe you know how to perform the task. Please start! 【教学设计说明】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 5: Summarize Lets summarize what we learnt in this period. Step 6: Homework Try to memorize the conversation in 3a. The 3rd period of Class: Section B (1a- 1f )Teaching aims（教学目标）1熟练运用Where is/are?问句和一般疑问句及其回答；2熟练运用in, on, under, behind, in front of, near等介词。Language points（语言点）1. Wheres ? Its in/on/under2. Wherere? Theyre in/on/underDifficulties（难点）：方位介词的正确使用。Teaching steps （教学步骤）Lead in: Good morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learnt in section A? Yes. We learnt to ask where the things are. Step 1: Revision 1Review some prepositions a. I will show you some pictures, please answer my questions according to them. Questions: (1)Where is the baseball? (2)Where are the books? (3)Where is the schoolbag? (4)Is the pen on the table? (5)Are the keys under the sofa? b. I would like some of you to ask the questions and others answer according to the pictures. 2翻译练习： Lets do some translation exercises, and please translate my sentences into English. a.那个棒球在哪里？它在书包里。 b.钥匙在书架上吗？不，不在。 c.你的书在哪里？它们在床头柜上。 d.我的游戏机在沙发上。 3Dictation Lets have a dictation. Step 2: Section B 1a 1Look and look up a. Open your books at page 22. Would you please look at activity 1a? b. There are some words in the box. Do you know what they mean? Please look them up in the word list on page 102 and then write down the Chinese meanings under each word. c. Now, I am sure you know what they are. 2Match Please match the words with the things in the picture. 3Check the answers Finished, everyone? Lets check the answers now. Answers: 1b 2d 3a 4e 5f 6c 4Read a. Read the words and phrases after me. Math book one two . b. Would you please read the words one student by one? 【教学设计说明】培养学生语句组织能力，通过直观图片学习第二部分新单词，并在小组活动中加以操练。Step 3: Section B 1b 1Look and remember Look at the picture in 1a for three minutes and try to remember the things in it as many as possible. 2Write a. Write down the things you remember on your notebooks. b. Write down the positions of the things you remember. 3Read Read the things and their positions you write on your notebooks. 【教学设计说明】可以转化成running dictation活动。TaskWho has better memory? Lets perform a task now. Lets find who has better memory. Just now, you write down the things you remember. Would you please check the things and their positions with your partners by asking questions like: A: Where is the alarm clock? B: Its on the table. If your answers are the same, just go on. If your answers are different, please check the book and find whose answer is correct. Finally, please check how many things you remembered well, and how many things your partner remembered well. Step 4: Section B 1c 1Listen and circle a. Lets move to activity 2a now. It is a listening exercise. For the first time, I would like you to listen only. b. Now, for the second time, please listen to it again and circle the words you hear in 2a. 2Check the answers I think most of you have finished it. Lets check them together. Answers: circled items: math book, ruler, notebook, CDs, video tape 【教学设计说明】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。Step 5: Section B 1d 1Listen Listen to the conversations for the first time. 2Listen and write a. Listen to the conversations for the second time and write where the things are. b. Listen to the conversations for the third time and check them by yourselves. 3Check the answers Lets check the answers together. Who would like to tell us your notes? Answers: The math book is on the dresser. The ruler is under the bed. The notebook is on the bed. The CDs are on the bookcase. The video tape is on the table. 4Read the tape script a. Lets read the tape script together. b. Would you please read the tape script in pairs? c. Who would like to read in class? 【教学设计说明】延续自我评价活动，把个人的生活经验与实际结合起来，完成自我观点的sharing，同时为最后的Project打基础。Step 7: Ask and answerAsk and answer questions about the things in Toms room. 根据汤姆房间里的物品位置进行问答。Step 8: Summarize Lets summarize what we learnt in this period. Step 9: Homework Copy the sentences in section B 2b. The 4th period of Class: Section B (2a- 2c )Teaching aims（教学目标）1Enable the students to talk about where things are.2掌握名词单复数及人称代词they的用法。Language points（语言点）1. 掌握句型Wheres the notebook? Its on the bed.2. 生词和短语math, alarm, CD, video, tape, vide tape, hat, TommyDifficulties（难点）：正确写便条。Teaching steps （教学步骤）Lead in: We have finished most part of Unit 4And in this period, we will continue to finish section B. But before that, I would like you to review what we learnt before. Step 1: Revision 1Make a speech Can you make a speech to tell us where the things are according to the things on the screen? 2Dictation Lets have a dictation. Step 2: Section B 2a 1Write the words you know for things in the picture.a. Lets go into activity 2a on page 23First lets read the note by yourselves. If you have any new words, please look them up in the word list or ask me for help. b. OK. This time lets read the note together. c. Who would like to read it in class? 2Draw a. Draw the missing things in the picture according to the note. b. Show your picture to others and see whether your pictures are the same. 3Explain take . to . 【教学设计说明】利用图片和已学过的句型导入新课；利用直观形体语言、动作、语境教等单词，激发学生思维，帮助学生理解和记忆生词。Step 3: Section B 3b 1Read the passage and answer the questions: Is Kate tidy? Is Gina tidy?a. Lets move to the activity 3b. b. Would you please look at the picture and fill in the blanks? 2Check the answers I think most of you have finished it. Please read the note with your partner and check your answers together. 3Read a. Would you please read the note together? b. Who would like to read it in class? 【教学设计说明】感官材料与阅读材料中内容的差异对学生的记忆力无疑是一个巨大的挑战。任务具有挑战性和趣味性。Step 4: Section B 2c 1plete the chart about the things Kate and Gina have and where they are. Would you please write a note to a friend asking for four things from your room? You may follow the notes in 3a and 3b as examples. 2Read a. I think most of you have finished your note. Would you please read it to your partner? b. I would invite some of you to read your note in class. Who would like to have a try? 【教学设计说明】话题继续延伸，进一步鼓励学生发挥自己的想象力和主观能动性，并与实际相结合，提出自己的新观点，新思路和新方法。同时又使学生在写作方面得到训练。Step 5: TaskMy ideal room. a. Now, class, lets have a task. Everyone wants to have an ideal room for himself. What is your ideal room like? Please draw a picture about it and then describe it to your classmates. b. I will give three minutes and draw your pictures. c. I think some of you have finished the pictures. Who would like to describe your picture to us? 【教学设计说明】Find the differencesShow a picture of a room with a few things in it, give the students a short note about the things around the room to read, let the students try to find out the differences between the reading material and the picture. Circle the mistakes in the reading material. Make an orally report by looking at the picture again.Step 6: Summarize Lets summarize what we did in this period. Step 7: Homework Copy the note in 3a and try to recite it. The 5th period of Class: Section B (3a- Self Check )Teaching aims（教学目标）要求学生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。Language points（语言点）1. 掌握有关物品的单词：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc；2. 熟练运用Where问句和一般疑问句及其回答。Difficulties（难点）：能够准确运用方位介词描述物品所在的位置；能够运用Where问句找到物品的位置。Teaching steps （教学步骤）Lead in: We have spent four periods on Unit 4This is the last period of Unit 4In this period, we will do some exercises and make sure you learn this unit well. Step 1: Revision Lets have a dictation about the note in 3a. Step 2: Section B 3a 1Check the words and the phrases you know Open your books and look at 3aIf you know the words and the phrases well, please check them. Do you have any other words you dont know? Please write them in your notebook.2Do you have these things? Where are they? I would like all of you to read the words and the phrases together. Step 3: Section B 3b a Write about where the things are in your room. Use the word and if you can bPlease ask your friends for help. cLooking up the dictionary is also a good way to study English. I hope you can get more from dictionaries. Step 4: Self-check-1 1Write the things in your room.2Write about the things in your classroom with in, on and under.3Please draw a picture according to what you read. Please show your picture to others. Step 5: Summarize Lets summarize what we did in this period. Step 6: Homework 1Do the exercises on the students book and the textbook. 2Review Unit 4. 3Watch the pictures in “Just for fun” on page 24.