初中英语七年级上册Unit 4 Wheres my backpack？教学设计1

Unit4Where'smybackpack?

一.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。

二.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,hai,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归I答；

D.掌握名词单复数及人称代词they的用法。

2.能力目标:

A.学会用英语准魂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。

三.教学重点、难点

I.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.......

2.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。

四.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。

五.五.课时安排

第■课时:SectionAla,lb,1c

第二课时：SectionA2a.2b,2c,3a,3b,3c,4

第三课时：SectionBla,lb,1c,2a,2b

第四课时:SectionB3a,3b,3c,4,Self-check

PeriodOne

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。

PeriodOne

SubTopicTalkabouttheroom

FunctionsTalkaboutwherethethingsare.

where,table,bed,dresser,bookcase,sofa,chair,drawer,plant,in,

Vocabulary:

on.under,they,thcy,rc=thcyarc

StructuresWhere's...?It'sin/on/undcr...

Where're...?They'rein/on/under...

Listing

Tasks

Makeasurvey

StepOneWarmingup

•PlayanEnglishsongbeforeclass.

•Revisesomeschoolthingsbyaskingquestions.

e.g.:What's:his?Isthisa...?Howdoyouspellit?etc.

•Learnthenewwordsin,on,under,behind...byhelpingtheteacherfindthe

lostthings.

e.g.:T:Where'smyEnglishbook?

Si：It'shere./1thinkit's...

T:Oh,it'sonthedesk.

T:Where9remycolorpencils?

S2：...

Teachthenewword"where”andtheuseof“Ihey”.

•Consolidatetheprepositionsbylookingatthescreenandanswerthe

questions:

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:Hideandlookforthings

Studentshideandlookfortheschoolthingsinpairs.Onestudenthideoneschool

thingandask:Where's...?Where're...?Theotherstudentguessandanswer:It'sin

yourdesk.Theyareinyourpencilcase.etc.Asksomepairstosharetheir

performance.

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。

StepThreeNewwordslearning

•Showthestudentsapictureofaroom,tellthemthisisabedroom,letthe

studentslistthethingsinitfirst.Thenshowthemthewholepicture,teachthenew

words,askwherethethingsare,letthestudentsanswer,usingtheprepositions.

Repeatwithasittingroomandastudy,teachthenewwordsandpracticein

PeriodTwo

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

PeriodTwo

SubTopicTalkabouttheroom

FunctionsTalkaboutwherethethingsare

RecycledWhereis...?Il'son/in/under...

languageWhereare...?They'rein/on/under...?

Isthebook/Arethebookson(hedesk?Yes,.../No,...

Structure

Idon'tknow.

Listing

Tasks

Comparing

StepOneWarmingup

Chatting.Chatwiththestudentsaboutthethingsaroundtheroombyshowingthem

pictures.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：Listing

StepTwoListenandimitate

•SectionA,2a.Revisewhatthethingsare.Playthetapeforstudentsandlet

themnumberthem.

•SectionA,2b.Playthetapeagain,studentsnumberthethings[1-6]inthe

picture.Imitate(hedialogues.

StepThreeAguessinggame

•Aguessinggame.Showthestudentsapictureofaroomwithafewthingsinit.

Havethemguesstheplacesoftheotherthings.

e.g.:T:Thereisabookcaseinit.Isthebookcasenearthebed?

Ss:Yes,itis./No,itisn't.

Writethegeneralquestionandtheanswerson:heblackboard.

StepFourPairwork

SectionA,2c.Lookatthepicturein2bagain.Studentsusegeneralquestionstoaskand

answeraboutthethingsinit.

StepFiveGame:Findthedifference

•SectionA,4.StudentAlooksatPicture1(TextbookP21.4),StudentBlooks

atPicture2(TextbookP19,la).Askandanswerinpairsandfillintheform.

e.g.:SA：Whereisthebackpack?Isitunderthetable?

SB：NO,itisn't.It'sonthetable.

ThingsPicture1Picture2

backpackunder(hetableonthetable

pencil

case

books

keys

dog

•Asksomestudentstoreporttheiranswerlikethis:InPicture1,thepencilcase

is...InPicture2,thepencilcaseis...;InPicture1,thebooksare...InPicture2,the

booksare...

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&comparing

StepSixPracticethedrill44Whereis/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”.

•Check(hehomeworkinPeriodOne.Makereportstosharetheinformation

theygotfromthefriendsorteachers,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：Action

PeriodThree

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

PeriodThree

SubTopicTalkabouttheroom

FunctionsTalkaboutwherethethingsare

Alarmclock;videocassette;CD;mathbook;computergame

Recycled

Where's...?It'sin/on/under...

language

Where're…？They*rein/on/under...

Themathbookisonthedresser.

StructureTheCDsareonthebookcase.

TasksListing&sharing

StepOneWarmingup

Asksomepairstoactou((hedialoguesinSectionA,2a&2b.

StepTwoNewwordslearning

•Showthestudentsapictureofaroom.Letthestudentssaylikethis:

TheIDcardisonthetable.

Thebooksarconthechair.

Leisomeablestudentslistsomenewwords.Practicereadingthem.

•Matchthenewwordswiththethingsinthepicture.(SectionB,2a.)

•Pairwork.Talkaboutthepicture.(SectionB.Ib&lc.)

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&sharing

StepThreeListen,circleandwrite

•PlaythetapetwiceforstudentstolistenandcirclethethingsTommywants

fromhisroom.Checktheanswers.(SectionB,2a.)

•Listenagain.WritedownthesentenceaboutwhereTommy'sthingsare.

Check(heanswers.(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：Sharing

StepFiveSelf-assessment

Groupwork

ThingsPlacesYNScor

es0e

backpackonthechair10

peninthepencilcase10

notebookonthebookcase/inthe10

backpack/onthedesk

keysInthedrawcr/bag10

dictionaryonthebookcase/inthe10

backpack/onthedesk

alarmonthebed/desk10

clock

socksinthedrawer10

picturesonthewall10

shoesunderthebed10

CDsonthedcsk/bookcasc10

Total:

Yourfinallyscore:

70〜100:Youkeepyourroomverytidy.

40〜60:Youkeepyourroomalittletidy.

。〜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:

•Finishofftheexercisesintheexercisehook.

•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

PeriodFour

SubTopicAskforhelp

Languagefocustake...to;bring...to;can,need

thing,room,desk,TV,floor,some

RecycledlanguageThebookisonthetable.

Thepensareinhepencilcase.

Ineed...for...

StructureCanyoubringsemethingstoschool?

Pleasetakethesethings(0....

Comparing

Tasks

Problemsolving&sharing

StepOneNewwordslearning

Presentthenewwordsbymakingconversationswithstudents.Showsome

picturesandwordsonthescreentohelp.

e.g.:T:What'sthis?

Si；It'salouin.

T:Doyouhavearoomlikethis?

Si：Yes,1do./No,Idon't.

(Repealwiththeotherwords:TV.desk...)

(Showacardwithawordandask)

T:Canyouspellthisword?

S2：Yes,Ican./No,Ican't.

(Letthen】knowthemeaningof“can”.)

T:Canyouspellyourname?

S3：Yes,Ican.

T:Canyouwriteyourname?

S4：SoiTy,Ican't.Ihavenopen.

T:Youneedapen.(Givehimapen)

(Letthestudentsknowthemeaningof"need".)

T:Ibringaredpentotheclasseverytime.Nowitisontheteachers?

desk.Afterclass,I'lltakeittomyoffice.

(Teach“bring”and“lake”.)

设计意图：利用图片和己学过的句型导入新课；利月直观形体语言、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。

StepTwoFindthedifferences

Showapictureofaroomwithafewthingsinit,givethestudentsashortnoteaboutthe

thingsaround(heroomtoread,letthestudentstrytofindoutthe