人教版七年级上Unit4Where'smyschoolbag

Unit4Where’smybackpack?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。教学目标1．知识目标：A.掌握有关物品的新单词：table,bed,dresser,bookcase,sofa,chair,drawer,plant,bag,alarmclock,CD,video,videocassette,hat,etc；B.熟练运用in,on,under,behind,infrontof,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。2．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。3．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。4．学习策略：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、顿悟和自醒中调整自己的学习策略。教学重点、难点重点：A.方位介词:in,on,under,behind,infrontof,near等的用法；B．Where的特殊疑问句和一般疑问句：Isthe…in/on/underthe…?的肯定、否定回答；C．新单词：bed,dresser,table,bookcase,backpack……难点：A.能够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。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：SectionA1a,1b,1c第二课时：SectionA2a,2b,2c,3a,3b,3c,4第三课时：SectionB1a,1b,1c,2a,2b第四课时：SectionB3a,3b,3c,4,Self-checkPeriodOne课前准备教师：制作多媒体课件，准备部分学习用品的实物。学生：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物。PeriodOneSubTopicTalkabouttheroomFunctionsTalkaboutwherethethingsare.Vocabulary:where,table,bed,dresser,bookcase,sofa,chair,drawer,plant,in,on,under,they,they’re=theyareStructuresWhere’s…?It’sin/on/under…Where’re…?They’rein/on/under…TasksListingMakeasurveyStepOneWarmingupPlayanEnglishsongbeforeclass.Revisesomeschoolthingsbyaskingquestions..:What’sthis?Isthisa…?Howdoyouspellit?etc.Learnthenewwordsin,on,under,behind…byhelpingtheteacherfindthelostthings..:T:Where’smyEnglishbook?S1:It’shere./Ithinkit’s…T:Oh,it’sonthedesk.…T:Where’remycolorpencils?S2:…Teachthenewword“where”andtheuseof“they”.Consolidatetheprepositionsbylookingatthescreenandanswerthequestions:Where’s…?Where’re…?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。StepTwoGame:HideandlookforthingsStudentshideandlookfortheschoolthingsinpairs.Onestudenthideoneschoolthingandask:Where’s…?Where’re…?Theotherstudentguessandanswer:It’sinyourdesk.Theyareinyourpencilcase.etc.Asksomepairstosharetheirperformance.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。StepThreeNewwordslearningShowthestudentsapictureofaroom,tellthemthisisabedroom,letthestudentslistthethingsinitfirst.Thenshowthemthewholepicture,teachthenewwords,askwherethethingsare,letthestudentsanswer,usingtheprepositions.Repeatwithasittingroomandastudy,teachthenewwordsandpracticeinthesameway.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：ListingStepFourMakeupdialoguesSectionA,1a:Matchthewordswiththethingsinthepicture.Studentsdoitindividuallyfirst,thenchecktheanswers.SectionA,1c:Makeupdialoguesinpairs,usingthethingsinthepicture.StepFiveListenandsayListenandimitatethedialoguesinSectionA,1b.StepSixSummary:AmemorytestShowapictureofaroom,givethestudentsoneminutetolookatit,thenaskthemwhatkindofthingstheysawandwherethethingsare.Haveacompetitionamonggroups.Seewhichgroupcanrememberallthethingsandplaces.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:Copythenewwordsandtrytorememberthem.Makeasurvey:Interviewoneofyourfriendsorteachers.Fillintheformbelow.NameThingsPlacesMs.Zhang/LiuHaisofanearthewall设计意图：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：MakingasurveyPeriodTwo课前准备教师:准备表格、一些学习用品和多媒体课件。学生:学习用品PeriodTwoSubTopicTalkabouttheroomFunctionsTalkaboutwherethethingsareRecycledlanguageWhereis…?It’son/in/under…Whereare…?They’rein/on/under…?StructureIsthebook/Arethebooksonthedesk?Yes,…/No,…Idon’tknow.TasksListingComparingStepOneWarmingupChatting.Chatwiththestudentsaboutthethingsaroundtheroombyshowingthempictures.Askthestudentstospellthenewwords.设计意图：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。任务运用：ListingStepTwoListenandimitateSectionA,2a.Revisewhatthethingsare.Playthetapeforstudentsandletthemnumberthem.SectionA,2b.Playthetapeagain,studentsnumberthethings[1-6]inthepicture.Imitatethedialogues.StepThreeAguessinggameAguessinggame.Showthestudentsapictureofaroomwithafewthingsinit.Havethemguesstheplacesoftheotherthings..:T:Thereisabookcaseinit.Isthebookcasenearthebed?Ss:Yes,itis./No,itisn’t.Writethegeneralquestionandtheanswersontheblackboard.StepFourPairworkSectionA,2c.Lookatthepicturein2bagain.Studentsusegeneralquestionstoaskandansweraboutthethingsinit.StepFiveGame:FindthedifferenceSectionA,4.StudentAlooksatPicture1(TextbookP21.4),StudentBlooksatPicture2(TextbookP19,1a).Askandanswerinpairsandfillintheform..:SA:Whereisthebackpack?Isitunderthetable?SB:No,itisn’t.It’sonthetable.ThingsPicture1Picture2backpackunderthetableonthetablepencilcasebookskeysdogAsksomestudentstoreporttheiranswerlikethis:InPicture1,thepencilcaseis…InPicture2,thepencilcaseis…;InPicture1,thebooksare…InPicture2,thebooksare…设计意图：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。作用运用：Listing&comparingStepSixPracticethedrill“Whereis/are…?”Presentshortdialogues,usingpicturesorobjectstohelp.Dialogue1:A:Where’smybag? B:Idon’tknow.Isitonthesofa? A:No,itisn’t.Dialogue2: A:Where’remybooks? B:Idon’tknow.Aretheyonthebed? A:Yes,theyare.Teach“don’t=donot”,“know”.CheckthehomeworkinPeriodOne.Makereportstosharetheinformationtheygotfromthefriendsorteachers,andgivetheirsimplyassessment.设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。LetthestudentsmakesimilardialoguesaccordingtothepicturesinSectionA,3a&3c.Putthedialogueintherightorder.(SectionA,3a.)设计意图：通过对这个句型的大量操练，使学生掌握该句型的用法，避免单调枯燥的语法讲解。

Homework:Finishofftheexercisesintheexercisebook.Actoutthedialogues.(SectionA,2a&2b.)设计意图：由课堂活动向课外延伸。任务运用：ActionPeriodThree课前准备教师:准备表格、与本课有关的实物和多媒体课件。学生:学习用品PeriodThreeSubTopicTalkabouttheroomFunctionsTalkaboutwherethethingsareRecycledlanguageAlarmclock;videocassette;CD;mathbook;computergameWhere’s…?It’sin/on/under…Where’re…?They’rein/on/under…StructureThemathbookisonthedresser.TheCDsareonthebookcase.……TasksListing&sharingStepOneWarmingupAsksomepairstoactoutthedialoguesinSectionA,2a&2b.StepTwoNewwordslearningShowthestudentsapictureofaroom.Letthestudentssaylikethis:TheIDcardisonthetable.Thebooksareonthechair.Letsomeablestudentslistsomenewwords.Practicereadingthem.Matchthenewwordswiththethingsinthepicture.(SectionB,2a.)Pairwork.Talkaboutthepicture.(SectionB,1b&1c.)设计意图：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。任务运用：Listing&sharingStepThreeListen,circleandwritePlaythetapetwiceforstudentstolistenandcirclethethingsTommywantsfromhisroom.Checktheanswers.(SectionB,2a.)Listenagain.WritedownthesentenceaboutwhereTommy’sthingsare.Checktheanswers.(SectionB,2b.)StepFourGroupwork:DecoratetheroomforEmma.ShowthestudentsapictureofEmma’suntidyroom.Groupwork.DecoratetheroomforEmma.Makeareport.设计意图：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。任务运用：SharingStepFiveSelf-assessmentGroupworkThingsPlacesYesNoScorebackpackonthechair10peninthepencilcase10notebookonthebookcase/inthebackpack/onthedesk10keysInthedrawer/bag10dictionaryonthebookcase/inthebackpack/onthedesk10alarmclockonthebed/desk10socksinthedrawer10picturesonthewall10shoesunderthebed10CDsonthedesk/bookcase10Total:Yourfinallyscore:70～100:Youkeepyourroomverytidy.40～60:Youkeepyourroomalittletidy.0～30:Youkeepyourroomuntidy.设计意图：培养学生养成整洁、干净、合理摆放物品的好习惯。Homework:Finishofftheexercisesintheexercisebook.Writeatleast8sentencestodescribeyourbedroomtoyourfriends.设计意图：培养学生的写的能力。由口头训练转向笔头训练，单句的练习为下一步的篇章书写打下基础。PeriodFour课前准备教师:多媒体课件；单词卡片；学生:学习用品PeriodFourSubTopicAskforhelpLanguagefocustake…to;bring…to;can,needRecycledlanguagething,room,desk,TV,floor,someThebookisonthetable.Thepensareinthepencilcase.StructureIneed…for…Canyoubringsomethingstoschool?Pleasetakethesethingsto….TasksComparingProblemsolving&sharingStepOneNewwordslearningPresentthenewwordsbymakingconversationswithstudents.Showsomepicturesandwordsonthescreentohelp..:T:What’sthis?S1:It’saroom.T:Doyouhavearoomlikethis?S1:Yes,Ido./No,Idon’t.(Repeatwiththeotherwords:TV,desk…)(Showacardwithawordandask)T:Canyouspellthisword?S2:Yes,Ican./No,Ican’t.(Letthemknowthemeaningof“can”.)T:Canyouspellyourname?S3:Yes,Ican.T:Canyouwriteyourname?S4:Sorry,Ican’t.Ihavenopen.T:Youneedapen.(Givehimapen.)(Letthestudentsknowthemeaningof“need”.)T:Ibringaredpentotheclasseverytime.Nowitisontheteachers’desk.Afterclass,I’lltakeittomyoffice.(Teach“bring”and“take”.)设计意图：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。StepTwoFindthedifferencesShowapictureofaroomwithafewthingsinit,givethestudentsashortnoteaboutthethingsaroundtheroomtoread,letthestudentstrytofindoutthedifferencesbetweenthereadingmaterialandthepicture.Circlethemistakesintherea