Unit4WhereismyschoolbagSectionB教学设计

1、Unit 4 Where is my schoolbag? Section 教学设计一、教材分析本节课在 Section A 所学知识的基础上进一步学习表示物品的单 词，通过听、说、读、写的活动继续训练 where 问句和介词 on、in、 under 的用法，学会谈论和记录物品的位置，培养学生干净、整洁、 合理摆放物品的好习惯。二、 学情分析七年级的学生有较强的好奇心和求知欲， 能够积极参与课堂的各 种活动，愿意展现自我，但他们缺乏一定的语言基本技能，在语言输 出时容易出错。因此，在设计教学任务时，我会注重培养学生间的合 作学习，使他们体验到成功的喜悦， 在轻松愉快的氛围中完成学习任 务，掌

2、握本课重点内容，学以致用。三、 教学目标1. Knowledge Objects掌握新词汇 radio, clock, tape player, model plane, 等，学会使用Where 问句谈论物品位置2. Ability ObjectsTo train students lis、tesnpinegaking and writing skills.3. Moral Objects培养学生干净、整洁、合理摆放物品的好习惯。四、 教学重点、难点1. Remember and spell the new vocabulary.2. Listen and write down the who

3、le sentences.3. Describe the room students designed using the prepositions on, in, under.五、 教学策略利用多媒体教学， 通过自主学习、 小组合作等多种活动方式来调 动学生的学习兴趣六、教学过程Step One: Review and lead inReview the three prepositions“ on, in, under” by listening to a sonnamed ON, IN, UNDER.Step Two: Presentation1. Present the new wor

4、ds.Students work together and try to read the words by themselves.Then the teacher show the pictures on the screen to emphasize the difficultpronunciation.2. Word gameTwo groups - have a competition. Look at the picture . If the student knows thename of the things, stand up quickly to speak out the

5、name. If the answer is right, his/hergroup will move a step forward.设计意图：This game requires the students to concentrate on the things that will appear andreact at once. It will stimulate the students to take an active part in the class.3. Ask students to work on 1a. Match the words with the things i

6、n the picture. Thencheck the answers with the class.Step Three: Listening and speaking1. Listen and circle the things Tom wants from his room. Then check the answers.2. Listen again. Where are Toms things? Write them down.Writing a full sentence is difficult for students, so tell the students they c

7、an writedown the things Tom wants first. Then ad“dare/is”after the things. In this way, theyonly need to listen for the“on/in/under”phrases.3. Check the answers with the students using the target language:4. Ask and answer.Step Four: Writing1. Find the differences between two picturesStudents work i

8、n groups and find the differences.2.Students design their own rooms and describe it by using “on /in/under”. Thenthe teacher invites two students. One gives a report. The other draws the picture on thecomputer.设计意图：Learning by doing is a good way for the students to really master the knowledge theyh

9、ave learned. This activity is close to life and can also develop the thestudentscooperation.Step Five: SummaryStudents do a self assessment to check how much they have mastered.Step Six: Homework1. Help your parents clean your room.2. Write a short passage to describe the roomBlackboard WritingUnit

10、4 Where smy schoolbag ?New words radio tape tapeplayer model planeStructuresWhere is the ruler?It s on the bed.Where are the English books? They areunder the radio.Unit 4 Where is my schoolbag? Section B 教学反思临江市大湖中心学校 付莲萍本节课在 Section A 所学知识的基础上进一步学习表示物品的单 词，通过听、说、读、写的活动继续训练 where 问句和介词 on、in、 under

11、的用法，学会谈论和记录物品的位置，培养学生干净、整洁、 合理摆放物品的好习惯。在教学过程中， 我力求创设真实有趣的英语情景， 渗透高效课堂 理念，提前预习，课堂多次展示，通过生动活泼的英语活动让学生在 活动中学会语言知识，体会英语乐趣，激发创新思维热爱英语课堂， 从而真正达到提高讲学效率，实施素质教育的目的。这样，学生乐于 开口，勇于实践， 充分发挥学生的主动性和积极性，培养了学生运用 语言的能力。整堂课的设计能围绕着教学目标，重难点突出，充分调 动学生的参与意识，生动、活泼地学习，收到了较好的教学效果。一、 注重英语情景，强调学习中的快乐与主动。在对话中，为学 生创设情境，通过小组竞赛，小组展示，自然引入到课堂教学。学生 一目了然，不仅学会了知识，还增强了兴趣。二、 注重课堂的生活化和实用性， 由于学生对方位词有了一定认 识程度，所以我利用多媒体来演示，这样不仅给学生提供了贴近生活 的学习内容，更让学生爱学，乐学，所以学生在不知不觉中学会了对 房间物品方位的表达。三、加强听力方法指导，在听力过程中，渗透听力方法，指导 学生如何快速记录信息，提高学生获取信息的能力但在