七年级英语Unit4教案

《Unit4Where，smybackpack》

教学内容：

本单元主要内容是谈论物品的所在位置，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，学习一些物品的单词，及方

位介词on,in,under,behind等的用法;学习并掌握where句型的运用，使

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、学会一些表示家具的名词以及学习用品的单词；

B、方位介词，如：in,on,under,behind的用法；

C、学会运用方位介词和where句型表述物品所在的位置。

2、能力目标：

A、学会正确描述物品作在的位置；

B、学会询问自己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：

培养学生整齐地摆放自己物品的生活习惯。

教学难点、重点：

重点：A、方位介词in,on,under,behind的用法。

B>Where的特殊疑问句和Isthisa/an...?一般疑问句的肯定和否定

回答。

C、学习名词bed,dresser,bookcase,backpack...

难点：A、能够正确运用方位介词描述物品作在的位置；

B、能够运用Where的问句找到物品位置。

课时安排:

第一课时SectionAla-lc

第二课时SectionA2a-4

第三课时SectionBl-2b

第四课时SectionB3a-4Self-check

PeriodOne

教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一

些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。

学生：彩笔

学生用品、大白纸、课本所涉及的单词的实物。

教学步骤

StepOne:PresenttheNewwords.

(DWarmingup.

(Preparesomeschoolthingsforthestudentsaspresents.)

T:What'sthis?(Thereisapencilintheteacher'shand.)

SI：Yesyouaright.Hereyouare.

(giveittothestudentasapresent.)

T:Isthisaruler?(holduparuler.)

S2:Yesitis.

T:Howtospellruler?

S2:R-U-L-E-R,ruler.

T:Good,hereyouare.

(Holdupapen,aneraser,anotebookandsoon.Askthequestions

inthesameway.Andgivethepresentstothestudents.)

T:Whatfsthis?

S3:It'sabackpack.

T:Ihaveabackpackforyouasapresent,(Lookingforitinthedesk,

underthechair...)butIcan,tfindit.WhereJsit?Doyouknow?

S3:Idon'tknow.

S4:Ithinkit'sinyourdesk..

T:(Lookintothedesk.)No,itisn,t.Now,let'slookforthe

backpacktogether,OK?(Writedownthetitleontheblackboard.)

②LearntheNewwords.

T:Lookatthebigpictureonthescreen.Thisisabigniceroom.I

wanttoownsucharoom.Becausethereissomenicefurnitureinit.

Doyouknowthenamesofthefurniture?

(Showapictureofabedandadresser.)

T:What'sthis?It'sabed.“BED”.Readafterme.B-E-D,bed.

Ss:B-E-D,bed.

T:What?sthis?It'sadresser.D-R-E-S-S-R,dresser.

Ss:D-R-E-S-S-R,dresser.

(Teachtheotherwordsbookcase/sofa/chair/drawer/plant/...in

thesameway.)

通过师生互动，激发学生思维，并用学过的句子导入新课。

利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。

T:Readthewordsaloud.

©Presentthewordsin,on,under,behindusingtheobjects.

T:Whereismybook?It'sonthedesk.(Putabookonthedesk.)

T:Whereismybag?(Putabagonthedeskandaskthisquestion.)

SI:It'sonthedesk.

T:Whereismybag?(Toallthestudents)

Ss:It'sonthedesk.

T:Whereismypen?It'sinthepencilcase.(Putapeninthepencil

caseandask.)

T:Whereismyruler?(Putarulerinthepencilcase,too.)

SI:It'sinthepencilcase,too.

T:Whereistheruler?

Ss:It'sinthepencilcase.

(Thenlearntheothertwoprepositions“under”,“behind”inthe

sameway.)

©Presentthewords.

T:Now,pleaselookatthescreen,whereistheballinPicture1?

SI:Ithinkit'sinthebox.

T:WhereistheballinPicture2?

S2:It'sonthebox.

T:WhereistheballinPicture3?

S3:It'sbehindthebox.

T:WhereistheballinPicture4?

S4:It'sunderthebox.

T:Therearesomepicturesonthescreen,pleasematchthesentences

andthepictures.

1:Thecatisunderthechair.

2:Thecatisonthebed.

3:Thecatisbehindthedoor.

4:Thecatisinthebox.

5:Thecatisnexttotheplant.

通过实物所在的位置直观地呈现乏味介词。

利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真

实的情景中理解和掌握方位介词。

让学生把句子和图画匹配起来，巩固方位介词的用法。

6:Thecatisonthechair.

T：Pleaseopenyourbooksanddolaquicklyasyoucan.

(Afterdoingla,checktheanswer.)

StepTwo:drills.

①Practicethedrills.

T:Thistime,usetheschoolthingsaroundyoutopracticethe

conversation.

「Where'sthewatch?(Holdupawatchinthehand.)

SI:It'sinyourhand.

T:Where?sthebag?(Putabagonthechair.)

S2:ItJsonthechair.

(Askthestudentstopracticethedialoguelikethis.Thengetsome

pairstoactitout.)

©Introducearoomandlistentothetape.

T:ThisisTommy,sroom,buthecan'tfindhisbooks,hispencil

case,hisbaseball,hiscomputergameandhiskeys,pleasehelphimfind

thethings.Listenandnumber[1-5]thethingsinthepicture.

(Playtherecordingandthenchecktheanswer.)

StepThree:Playagame.

T:Now,wewillplayagame,Ihaveanewruler,allthestudents

closeyoureyes,andIhideitinourclassroom.Pleaseguess,Whereis

it?Ifyouranswerisright,itisyours.PleaseasklikethisIsiton

thedesk?Isitonthefloor?Areyouready?

SI:Isitinthe...?

T:No,itisn,t.

S2:Isitunderthe…？

T:No,itisn,t.

S3:Isitbehindthe…？

T:Yes,itis.Pleasefinditout.Hereyouare.(Givetherulerto

him.)

(Askthreeorfourstudentstocometothefronttohidethreeorfour

newschoolthings,otherslookforthem.)

T:Whocancomeheretohidemynewpen?

Ss:Ican.

(Afterplayingthegame,somestudentswhocanfindtheschoolthings

willhavethem.)

StepFour:Task.

T:Lookatthepictureonthescreen.ThisisMary'sroom.Ingroups

offour,describewherethethingsareintheroom.(Prepare

让学生用身边的学习用品操练句型，达到熟练运用where提问。

用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。

利用屏幕上所给图片，描述Mwy房间物品的位置，强化句型。

Forfiveminutes.)

SI:Isthebookonthedesk?

S2:Yes,itis.Isthebackpackunderthechair?

S3:No,itisn't.It's…Wherearethekeys?

S4:Theyare***

Homework:Makeaplay.

Thereisaman.Hisnameis“forgetful”.Healwaysforgets

somethings,andhealwaysasksWhereis/aremy,,,?

Pleasemakeashortplayandnextclasswewillactitout.

PeriodTwo

课前准备

教师:准备表格、一些学习用品和多媒体教学课件。

学生：表演短剧的道具、表格。

教学设计

StepOne:Checkthehomework.(运用所学句型表演短剧。)

(Thestudentspracticetheshortplay“forgetful”forthreeminutes

sothattheycanactitoutwell.)

T:Whichgroupcanacttheplayout?

Ss:Wecan.(Cometothefront.)

SI:Mynameis“forgetful”,Iwanttowork,but,but・・・Whereare

my,••?

S2:(Cometohim)Aretheyonthe---?

SI:No,itisn't.

S3:Aretheyinyour***?

SI:Oh,yes,itis.ButwhereismyIDcard?...

(Somegroupsactitout.)

StepTwo:Reviewthewords.(利用多媒体教学课件复习学过的单词，为

下面的听力训练做铺垫。)

1.Askthestudentstospellthewordsinthepicturein2a.

T:First,lookatthepicturesonthescreen.Whatarethese?

SI:Theyarebooks.

T:What?sthis?

S2:It'sabaseball.

T:WhatJsthis?

S3:It'sacomputergame.

T:Isthisabackpack?

S4:Yes,itis.

T:Canyouspellit?

S4:Yes,B-A-C-K-P-A-C-K,backpack.

(Reviewtheotherwordsinthesameway.)

T:Now,listentotherecordingandlookat2a.Numberthethingsfrom

1~6.

T:Checktheanswer.(Studentsgivetheanswer.)

T:Now,listenagain.Let'sdo2b.FindoutWherearethethingsfrom

2a?Numberthethingsinthepictures(通过听力训练检测学生对所

学知识掌握的情况，培养学生听的能力。)

(Playthetapeagainandchecktheanswer.)

T:Whocananswer?

SI:Thecomputergameisonthebackpack.

S2:Thebooksare

S3:Thepencilcaseis•••

S4:Thebackpackis・・・

S5:Thebaseballis…

S6:Thekeysare

StepThree:Practicethedrills.(根据听力材料中的句型，利用图片再

次进行巩固练习。)

T:Lookatthepicture.Isthebaseballonthechair?

Ss:No,itisn,t.It'sunderthechair.

T:Arethebooksunderthetable.

S:No,theyaren,t.They'reonthechair.

(writethefoursentencesontheblackboard.Letthestudentsaskand

answerusingtheirownthigns.)

SI:Isyourruleronyourpencilcase?

S2:No,itisn,t.It'sinmy…

S3:Areyourkeysinyourpocket?

S4:No,theyaren,t.Theyareinmy…

(Letthemaskandanswerinpairsasmanyastheycantoimprovetheir

oralability.)

StepFour:Presentthegrammarandpractice.(利用实物呈现语法。)

1.Grammarfocus.

(Theteachercollectssomeschoolthingsonherdesk,themhidesthem

toasksomequestions.)

T:Whereisthebaseball?(Putabaseballinthedesk)

S:It'sin…

T:Whereisthedictionary?

Ss:It'son/under/behind***

T:WhereJrethebooks/yourkeys?

S:They,reonthechair./inyourpocket***

(Thentheteacherwritesthesentencesontheblackboard.)

T:Pleasepayattentiontothesentences.Weuse“It's"totalk

aboutsingleobjectsand"They're"totalkabouttwoormoreobjects.

Where*s,It'sandThey're"arecontractions.

Makeasurvey.（运用调查表来巩固句型。）

T:Makeasurveyaboutyourclassmates'thingsusingWhereis/are---?

Andthenfillinthechart.

NameThingsRulerPencilcaseDictionaryKeys

Lucy

Tom

Tommy

Lily

2.Makeaconversation.(看图操练句型。)

T:Whocanputthesesentencesinordertomakeaconversationin3a.

SI:Wecan.Where?sthebag?

S2:Idon'tknow.Isitonthedresser?

SI:No,itisn't.

T:Prepareanewdialogueforthreeminutesjustlikethis.Youcan

useyourownthings.

(Later,askmorepairstopracticetheirconversationsasquicklyas

theycan.)

StepFive:Practicethedrill"Whereis/are・・・？”

(Makeaconversationwithastudent.)

T:Lookatthepicturein3c.Wherearethebooks?

SI:Idon'tknow.

T:Wherearethekeys?

S2:Theyareonthedresser.

T:Workinpairs.Makeasimilarconversationlikethis.

SI:Whereisthebaseball?

S2:IVs…

S3:Whereisthe…？

S4:Idon'tknow.

S5:Wherearethe…？

S6:…

S7:Whereisthepencilcase?

S8:It's…

(Letthestudentsaskandansweraccordingtothepicturein3cor

usingtheirownthings.)

StepSix:Task.(设置任务，通过对比的方式让学生理解方位介词。)

T:StudentAlooksatPicture1(TextbookP21,4)studentBlooksat

Picture2(TextbookP19,la)Askandanswerinpairs.

Sample:

1.Sa:Whereisthebackpack?Isitunderthetable?

Sb:No,itisn,t.It'sonthetable.

2.Sa:Wherearethebooks?Aretheyonthesofa?

Sb:No,theyaren,t.Theyareonthebed.

T:Let'sfindoutthedifferencesbetweenthepictures.Whereisthe

backpack?Isitonthetable?(LookatPicture1)

Ss:No,itisn't.It'sunderthetable.(LookatPicture2)

T:Wherearethebooks?Aretheybehindthesofa?(LookatPicturel)

Ss:No,theyareonthesofa.(LookatPicture2)

(Asksomepairstomakethedialogueandfindoutsomedifferences.)

T:Fillinthechartaccordingtothepictures.(利用表格直观体现出

两幅图的不同点。）

ThingsPicturelPictuer2

Pencilcaseinthebackpackonthetable

Books

Backpack

T:Whowantstoreportit?

SI:Iwantto.InPicture1,thepencilcaseis・・・InPicture2,the

pencilcaseis***

S2:InPicture1,thebooksare…InPicture2,thebooksare**-

(Askotherstudentstoreportit.)

Homework.

T:Makeasurveyafterclass.AsksomeofyourclassmatesuWhereis---?

Whereare・・・？"Fillinthechart.

Computer

NameThingsBedClockBall

game

Jim

Amy

PeriodThree

课前准备

教师：搜集学习用品、日常用品的图片及单词卡片。

学生：准备学习用品、日常用品。

教学设计

StepOne:Presentthenewwords.

T:Ihavesomethingsonmydesk,Ithinkyoucantellmehowtosay

them.

T:What'sthis?(Holdupabookinthehand)

Ss:It'sabook.

T:Yes,it'samathbook.Readafterme.M-A-T-H-B-O-O-K,mathbook.

Ss:M-A-T-H-B-O-O-K,mathbook.

T:Doyouhaveawatch?

Ss:Yes,Ido./No,Idon,t.

T:Isitawatch?

Ss:No,itisn,t.It'saclock.

T:Good.It'sanalarmclock.Readafterme.

A-L-A-R-M-C-L-O-C-K,alarmclock.

(ThenholdupCD,videotape,hat,notebook,teachtheminthesame

way.Checkthewordsusingthecards.)

T:Let'sdolainSectionB.Matchthewordswiththethingsinthe

pictureinla.(Thenchecktheanswers.)

StepTwo:Presentthedrills.

1.Reviewthewords.

T:NowdolbinSectionB,lookatTommy?sroomforthreeminutes.

Pleasetryyourbesttorememberallthethingsintheroom.Begin!

(Threeminuteslater,askthemtoclosetheirbooks.Givethemanother

threeminutestowritedownthethingstheyremembered.)

T:Whocanwritethemdownontheblackboard?

SI:Ican.(Afterwritingthem,studentsopenthebookstocheckthe

answer.)

T:Howmanywordsdidyouwrite?

Ss:Fifteen/Twenty/Twenty-two…

T:Whatareinthepicture?

S:Abackpack,aquilt,acomputergame,somebooks…

2.Presentthedrill.

T:LookatthepicturelainSectionBandanswermyquestionsWhere

isthemathbook?

SI:Itis…

T:Wherearethepictures?

S2:Theyare***

T:Wherearethebooks?

S3:Theyare---

T:Askandansweraccordingtothepicturethenfillinthechart.

ThingsbackpackbooksIDcardrulercap

Places

StepThree:Listenandpracticethedrill.

1.Listentothetape.

T:Tommywantshismothertobringsomeschoolthingstoschoolfor

him.Buthisroomisn,ttidy.Sohismothercan^tfindthethings.Let's

listentotherecordingof2aandhelphismotherfindthethings.

(Playthetapeforthefirsttime.Thestudentscirclethewordthey

hear.Thenchecktheanswer.)

T:Nowlistenagain,andfillinthechart.

ThingsrulernotebookMathbookCDs

Places

2.Practicethedialogue.

T:Wherestheruler?

SI:Ifs…

T:WhereJsthenotebook?

S2:It's-

T:WhereJreCDs?

S3:They're・・・

T:Workinpairsaccordingtothechart.

StepFour:Task.

T:PleaselookatTommy?sroom.Doyouthinkit'stidy?

Ss:No,Idon'tthinkso.

T:Fourstudentsinagroup.DrawapictureaboutTommy'sroom,help

himcleantheroomtoputthethingsinthecorrectplaces.

(Choosesomegroupstoshowtheroom.)

Homework.

1.Drawapictureaboutyourroom.

2.Describeyournewroom.

PeriodFour

课前准备

教师:搜集单词卡片、背景资料。

学生：彩笔、大白纸、相关新单词。

教学设计

StepOne:Learnthenewwords.

1.Presentthenewwords.

(Showsomepicturesandwordsonthescreentoteachthestudentsthe

newwords.)

T:What'sthis?

SI:It'saroom.

T:Doyouhavearoomlikethis?

S2:Yes,Ido./No,Idon't.

T:Readafterme.R-O-O-M,room.

Ss:R-O-O-M,room.

(Teachtheotherwords“TV,desk,picture“inthesameway.)

T:Therearesomewordshere.Readthewordsaftermeandspellthem.

(Learntheotherwordswithoutpicturesonthecards.)

T:Thisisaword.Canyouspellthisword?

(Pointtoawordinthecard.)

SI:Yes,Ican./No,Ican,t.

(Letthemknowthemeaningof"can".)

T:Icanspellyourname.Canyouspellmyname?

SI:Yes,Ican.

T:Canyouwriteyourname?

S:Sorry,Ican't.Ihavenopen.

T:Youneedapen.(Givehimapen.)

(Letthestudentsunderstandtheword“need".)

T:Ibringafootballtoschooleveryday.Nowitisonthefloor.

AfterclassItakeittomyhome.

(Teach“bring”and“take”.Putafootballonthefloorandpoint

tothefloortoteachtheword“floor”.)

2.Practicethewords.

(Givetheexamplestothestudentsandgetthestudentstounderstand

thenewwords.)

StepTwo:Listenandpractice.

T:Booksclosed.Hereisanote.Pleaselistencarefullyandthen

answerthequestionsHowmanythingsarethereinthenote?

Ss:Therearefivethingsinthenote.

T:Whatarethese?

Ss:Theyarenotebook***

T:Openyourbooks,whocanreaditforus?

Ss:Ican.

(Onestudentreadsit,otherslistencarefully.)

T:ThisisanotefromMomtoSally.Pleaselookatthepicture,draw

themissingthingsinthepicture.

T:Whocantellmewherethemissingthingsare?

SI:Thebaseballis…

S2:TheCDsare…

Theotherstudentswillanswerotherquestions.

StepThree:Playagame.

T:Idividetheclassintotwogroups,onegroupchoosesseveral

studentstocometothefronttodrawsomebigpicturesontheblackboard.

Theothergroupchoosessomeonetodrawsomethingonthebigthings.

(afterdrawingthem.)

T:Whocansaythesentencesaccordingtothepictures?

SI:Ican.Thedogisunderthechair.

S2:Thecupsare…

S3:Thequiltare…

S4:Thebooksare

StepFour:Practiceandfillintheblanks.

1.Fillintheblank.

(First,letthestudentsdescribethepicture.)

T:Lookatthepicturein3bWhereisthehat?