go-for-it七年級上冊unit4-where's-my-schoolbag教案

1、英語學(xué)習(xí)輔導(dǎo)報Unit 4 Wheres my schoolbag ?一 教學(xué)內(nèi)容本單元的主要內(nèi)容是談?wù)撐锲匪诘奈恢?。通過這一話題，訓(xùn)練學(xué)生的聽、說、讀、寫四項基本技能，讓學(xué)生通過詢問物品的位置，學(xué)習(xí)一些有關(guān)家居物品和學(xué)習(xí)用品的單詞，以及方位介詞in, on, under, behind 等的用法；學(xué)習(xí)并掌握Where問句的問答，一般疑問句提問并用方位介詞來回答；學(xué)習(xí)名詞單復(fù)數(shù)及人稱代詞they 的用法，同時培養(yǎng)學(xué)生養(yǎng)成干凈、整潔、合理擺放物品的好習(xí)慣。二 教學(xué)目標(biāo)1知識目標(biāo)：A. 掌握有關(guān)物品的新單詞：table, bed, dresser, bookcase, sofa, chair,

2、drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc； B. 熟練運用in, on, under, behind, in front of, near等介詞； C. 熟練運用Where問句和一般疑問句及其回答；D. 掌握名詞單復(fù)數(shù)及人稱代詞they的用法。2能力目標(biāo)：A.學(xué)會用英語準確描述物品所在的位置； B. 學(xué)會用英語詢問自己的或他人物品的具體位置； C. 能夠合理地描述和設(shè)計房間。3情感目標(biāo)：A. 培養(yǎng)學(xué)生整齊地擺放自己物品的生活習(xí)慣； B通過小組對話、討論、調(diào)查和設(shè)計等一系列的課堂活動，培養(yǎng)學(xué)生的合作精

3、神。 4學(xué)習(xí)策略：A. 交際策略: 學(xué)會與他人合作交流,并能把語言材料用到真實的生活中去； B資源策略：學(xué)會利用一切可利用的學(xué)習(xí)資源，如詞典，音像資料，網(wǎng)絡(luò)等來獲取更多的學(xué)習(xí)信息； C認知能力：積極思考，及時反饋； D調(diào)控策略：在反思，頓悟和自醒中不斷調(diào)整自己的學(xué)習(xí)策略。三 教學(xué)重點、難點1 重點：A. 方位介詞: in, on, under, behind, in front of, near 等的用法； BWhere 的特殊疑問句和一般疑問句：Is the in/on/under the ?的肯定、否定回答； C 新單詞：bed, dresser, table, bookcase, bac

4、kpack2 難點：A. 能夠準確運用方位介詞描述物品所在的位置； B能夠運用Where問句找到物品的位置。四 教學(xué)方法采用任務(wù)型語言教學(xué)，實施情景教學(xué)法、交際法、情感激勵法等教學(xué)方法。五課時安排第一課時：Section A 1a, 1b, 1c第二課時：Section A 2a, 2b, 2c, 3a, 3b, 3c, 4第三課時：Section B 1a, 1b, 1c, 2a, 2b第四課時：Section B 3a, 3b, 3c, 4, Self-checkPeriod One課前準備教師：制作多媒體課件，準備部分學(xué)習(xí)用品的實物。 學(xué)生：預(yù)習(xí)新單詞：聽錄音機，模仿跟讀新單詞；準備與本

5、課有關(guān)的學(xué)習(xí)用品實物。 Period OneSub TopicTalk about the roomFunctionsTalk about where the things are.Vocabulary:where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, theyre=they areStructuresWheres ? Its in/on/underWherere? Theyre in/on/underTasksListing Make a surveyStep One

6、Warming upl Play an English song before class. l Revise some school things by asking questions. e.g.: Whats this? Is this a ? How do you spell it? etc.l Learn the new words in, on, under, behind by helping the teacher find the lost things.e.g.: T: Wheres my English book? S1: Its here. / I think its

7、T: Oh, its on the desk. T: Wherere my color pencils?S2: Teach the new word “where” and the use of “they”.l Consolidate the prepositions by looking at the screen and answer the questions: Wheres ? Wherere? 設(shè)計意圖：通過設(shè)置讓學(xué)生幫助老師找東西這樣一個真實的場景來導(dǎo)入新課，能夠立刻調(diào)動學(xué)生的參與性，激發(fā)學(xué)生思維，啟動學(xué)習(xí)的發(fā)生。Step Two Game: Hide and look for

8、things Students hide and look for the school things in pairs. One student hide one school thing and ask: Wheres? Wherere? The other student guess and answer: Its in your desk. They are in your pencil case. etc. Ask some pairs to share their performance. 設(shè)計意圖：通過學(xué)生之間相互猜測的游戲，能使他們剛被激發(fā)的興奮點持續(xù)下去。Step Three

9、 New words learningl Show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, let the students answer, using the prepositions.l Repeat with a sitting room and a s

10、tudy, teach the new words and practice in the same way. 設(shè)計意圖：由于課前引導(dǎo)學(xué)生通過自主學(xué)習(xí)初步接觸本課要學(xué)的新單詞，所以在新單詞的教學(xué)過程中，一些有能力的學(xué)生可以將自己已有的認識水平與實際運用結(jié)合起來，使他們能體會到通過自主學(xué)習(xí)帶來成功的滿足感。通過這樣的方法呈現(xiàn)新單詞，效果遠比教師單純地用圖片來傳授新單詞要大。任務(wù)運用：Listing Step Four Make up dialoguesl Section A, 1a: Match the words with the things in the picture. Students

11、 do it individually first, then check the answers. l Section A, 1c: Make up dialogues in pairs, using the things in the picture.Step Five Listen and say Listen and imitate the dialogues in Section A, 1b.Step Six Summary: A memory test Show a picture of a room, give the students one minute to look at

12、 it, then ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and places. 設(shè)計意圖：通過這種活動調(diào)動學(xué)生的視覺、感覺和記憶力來參與語言活動，并且使本課的主要語言知識得到重現(xiàn)，加深印象；同時，小組之間的競賽體現(xiàn)了協(xié)作和團隊精神。任務(wù)運用：ListingHomework:l Copy the new words and try to remember

13、 them.l Make a survey: Interview one of your friends or teachers. Fill in the form below.NameThingsPlacesMs. Zhang/Liu Haisofanear the wall設(shè)計意圖：語言知識學(xué)習(xí)與實際生活相結(jié)合，培養(yǎng)使用英語的思維。任務(wù)運用：Making a surveyPeriod Two課前準備教師: 準備表格、一些學(xué)習(xí)用品和多媒體課件。學(xué)生: 學(xué)習(xí)用品Period TwoSub TopicTalk about the roomFunctionsTalk about where the

14、 things areRecycled languageWhere is? Its on/in/underWhere are? Theyre in/on/under?StructureIs the book / Are the books on the desk? Yes, / No,I dont know.TasksListingComparing Step One Warming up Chatting. Chat with the students about the things around the room by showing them pictures. Ask the stu

15、dents to spell the new words. 設(shè)計意圖：根據(jù)學(xué)生的年齡特征，他們非常喜歡這種情景猜測活動。這可以調(diào)動他們各方面的情緒來參與語言活動，激活他們已有的知識水平。任務(wù)運用：ListingStep Two Listen and imitatel Section A, 2a. Revise what the things are. Play the tape for students and let them number them. l Section A, 2b. Play the tape again, students number the things 1-6 i

16、n the picture. Imitate the dialogues. Step Three A guessing gamel A guessing game. Show the students a picture of a room with a few things in it. Have them guess the places of the other things. e.g.: T: There is a bookcase in it. Is the bookcase near the bed?Ss: Yes, it is. / No, it isnt. Write the

17、general question and the answers on the blackboard. Step Four PairworkSection A, 2c. Look at the picture in 2b again. Students use general questions to ask and answer about the things in it.Step Five Game: Find the differencel Section A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B

18、looks at Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form. e.g.: SA: Where is the backpack? Is it under the table? SB: No, it isnt. Its on the table. ThingsPicture 1Picture 2backpackunder the tableon the tablepencil casebookskeysdogl Ask some students to report their answe

19、r like this: In Picture 1, the pencil case is In Picture 2, the pencil case is; In Picture 1, the books are In Picture 2, the books are 設(shè)計意圖：設(shè)置任務(wù)，通過對比的方式讓學(xué)生理解方位介詞。利用表格直觀體現(xiàn)出兩幅圖的不同點，再將它的不同點復(fù)述出來，其目的在于培養(yǎng)學(xué)生的語言組織能力。作用運用：Listing & comparingStep Six Practice the drill “Where is / are?”l Present short di

20、alogues, using pictures or objects to help. Dialogue 1: A: Wheres my bag? B: I dont know. Is it on the sofa? A: No, it isnt. Dialogue 2: A: Wherere my books? B: I dont know. Are they on the bed? A: Yes, they are. Teach “dont =do not”, “ know”.l Check the homework in Period One. Make reports to share

21、 the information they got from the friends or teachers, and give their simply assessment.設(shè)計意圖：話題由課本知識向?qū)嶋H生活延伸，體現(xiàn)語言的語用原則。l Let the students make similar dialogues according to the pictures in Section A, 3a&3c.l Put the dialogue in the right order.( Section A, 3a.)設(shè)計意圖：通過對這個句型的大量操練，使學(xué)生掌握該句型的用法，避免單調(diào)

22、枯燥的語法講解。Homework: l Finish off the exercises in the exercise book. l Act out the dialogues. (Section A, 2a & 2b.)設(shè)計意圖：由課堂活動向課外延伸。任務(wù)運用：ActionPeriod Three課前準備教師: 準備表格、與本課有關(guān)的實物和多媒體課件。學(xué)生: 學(xué)習(xí)用品Period ThreeSub TopicTalk about the room FunctionsTalk about where the things areRecycled languageAlarm cloc

23、k; video cassette; CD; math book; computer gameWheres ? Its in / on / under Wherere? Theyre in / on / underStructureThe math book is on the dresser. The CDs are on the bookcase. TasksListing & sharing Step One Warming up Ask some pairs to act out the dialogues in Section A, 2a & 2b. Step Two

24、 New words learning l Show the students a picture of a room. Let the students say like this: The ID card is on the table. The books are on the chair. Let some able students list some new words. Practice reading them. l Match the new words with the things in the picture. (Section B, 2a.)l Pairwork. T

25、alk about the picture. ( Section B, 1b&1c.)設(shè)計意圖：培養(yǎng)學(xué)生語句組織能力，通過直觀圖片學(xué)習(xí)第二部分新單詞，并在小組活動中加以操練。任務(wù)運用：Listing & sharingStep Three Listen, circle and writel Play the tape twice for students to listen and circle the things Tommy wants from his room. Check the answers. ( Section B, 2a. )l Listen again. W

26、rite down the sentence about where Tommys things are. Check the answers. ( Section B, 2b.)Step Four Group work: Decorate the room for Emma. Show the students a picture of Emmas untidy room. Group work. Decorate the room for Emma. Make a report. 設(shè)計意圖：延續(xù)自我評價活動，把個人的生活經(jīng)驗與實際結(jié)合起來，完成自我觀點的sharing，同時為最后的Proj

27、ect打基礎(chǔ)。任務(wù)運用：sharing Step Five Self-assessment Group workThings Places YesNo Scorebackpackon the chair10penin the pencil case10notebookon the bookcase/in the backpack/on the desk10keysIn the drawer/bag10dictionaryon the bookcase/in the backpack/on the desk10alarm clockon the bed/desk10socksin the dra

28、wer10pictureson the wall10shoesunder the bed10CDson the desk/bookcase10Total: Your finally score: 70100: You keep your room very tidy. 4060: You keep your room a little tidy. 030: You keep your room untidy. 設(shè)計意圖：培養(yǎng)學(xué)生養(yǎng)成整潔、干凈、合理擺放物品的好習(xí)慣。Homework: l Finish off the exercises in the exercise book. l Writ

29、e at least 8 sentences to describe your bedroom to your friends.設(shè)計意圖：培養(yǎng)學(xué)生的寫的能力。由口頭訓(xùn)練轉(zhuǎn)向筆頭訓(xùn)練，單句的練習(xí)為下一步的篇章書寫打下基礎(chǔ)。Period Four課前準備教師: 多媒體課件；單詞卡片；學(xué)生: 學(xué)習(xí)用品Period FourSub TopicAsk for helpLanguage focustaketo; bringto; can, needRecycled languagething, room, desk, TV, floor, someThe book is on the table. The

30、 pens are in the pencil case. StructureI need forCan you bring some things to school?Please take these things to .TasksComparingProblem solving & sharingStep One New words learning Present the new words by making conversations with students. Show some pictures and words on the screen to help.e.g

31、.: T: Whats this? S1: Its a room. T: Do you have a room like this? S1: Yes, I do. / No, I dont. (Repeat with the other words: TV, desk, ) (Show a card with a word and ask)T: Can you spell this word? S2: Yes, I can. / No, I cant. (Let them know the meaning of “can”.) T: Can you spell your name? S3: Y

32、es, I can. T: Can you write your name? S4: Sorry, I cant. I have no pen. T: You need a pen. ( Give him a pen.) ( Let the students know the meaning of “need”.) T: I bring a red pen to the class every time. Now it is on the teachers desk. After class, Ill take it to my office. ( Teach “bring”and “take

33、”.)設(shè)計意圖：利用圖片和已學(xué)過的句型導(dǎo)入新課；利用直觀形體語言、動作、語境教等單詞，激發(fā)學(xué)生思維，幫助學(xué)生理解和記憶生詞。Step Two 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 p