七上第四單元教案 (2)

1、 Unit4 Wheres my schoolbag?教材解讀本單元的主要內(nèi)容是談?wù)撐锲匪诘奈恢茫ㄟ^這一話題和參與一些教學(xué)活動(dòng)訓(xùn)練學(xué)生的聽、說、讀、寫四項(xiàng)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(shí)培養(yǎng)學(xué)生養(yǎng)成干凈、整潔、合理擺放物品的好習(xí)慣。單元目標(biāo)一、知識與技能1. 掌握有關(guān)物品的新單詞：table、bed、dresser、bookcase、sofa、chair、drawer、plant、b

2、ag、alarm clock、CD、video、video cassette、hat等。2. 熟練運(yùn)用in、on、under、behind、in front of、near等介詞。3. 熟練運(yùn)用Where問句和一般疑問句及其回答。4. 掌握名詞單復(fù)數(shù)及人稱代詞they的用法。5. 學(xué)會(huì)用英語準(zhǔn)確描述物品所在的位置。6. 學(xué)會(huì)用英語詢問自己的或他人物品的具體位置。7. 能夠合理地描述和設(shè)計(jì)房間。二、過程與方法采用任務(wù)型語言教學(xué)，實(shí)施情景教學(xué)法、交際法、情感激勵(lì)法等教學(xué)方法。三、情感態(tài)度與價(jià)值觀1. 培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣。2. 通過小組對話、討論、調(diào)查和設(shè)計(jì)等一系列的課堂活動(dòng)，培養(yǎng)

3、學(xué)生的合作精神。教法導(dǎo)航采用直觀教學(xué)法，遵循以學(xué)生為主體,充分調(diào)動(dòng)學(xué)生的積極性的原則。學(xué)法導(dǎo)航培養(yǎng)學(xué)生的交際能力和認(rèn)知能力。課時(shí)支配第1課時(shí)：Section A 1a-1c第2課時(shí)：Section A 2a-3c 第3課時(shí)：Section B 1a-1e,第4課時(shí)：Section B 2a-Self Check課時(shí)教案第1課時(shí) Section A 1a-1c教學(xué)目標(biāo)一、知識與技能1. 方位介詞：in、on、under、behind、in front of、near等的用法。2. Where引導(dǎo)的特殊疑問句和一般疑問句Is the . in/on/under the .?的回答。3. 新單詞：b

4、ed、table、bookcase、chair。二、過程與方法采用目標(biāo)和任務(wù)教學(xué)法，調(diào)動(dòng)學(xué)生的積極性，引導(dǎo)他們積極參與課堂。 三、情感態(tài)度與價(jià)值觀提高認(rèn)知能力。教學(xué)重點(diǎn)1. 方位介詞in、on、under、behind、in front of、near等的用法。2. Where引導(dǎo)的特殊疑問句和一般疑問句Is the . in/on/under the .? 的回答。3. 新單詞：bed、table、bookcase、chair。教學(xué)難點(diǎn)Where引導(dǎo)的特殊疑問句和一般疑問句Is the . in/on/under the .? 的交際。教法導(dǎo)航明確任務(wù)，以學(xué)生為主體。加強(qiáng)小組合作學(xué)習(xí)，積極回

5、答問題。教學(xué)準(zhǔn)備PPT、部分學(xué)習(xí)用品的實(shí)物。 教學(xué)過程Step 1: GreetingsGreet the students as usual.Step 2: Warming upPlay an English song before class to interest the students.Revise some school things by asking questions. e.g.: Whats this? Is this a .?How do you spell it? etc.Learn the new words in, on, under, behind . by he

6、lping the teacher find the lost things.T: Wheres my English book? S1: Its here./I think its .T: Oh, its on the desk. T: Wherere my color pencils?S2: .Teach the new word “where” and the use of “they”.Consolidate the prepositions by looking at the screen and answer the questions: Wheres . ? Wherere .?

7、 Step 3: Game Students hide and look for the school things in pairs. One student hide one school thing and asks: 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 performances.Step 4: New words learningShow the stu

8、dents a picture of a room, tell them this is a bedroom and let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, and let the students answer, using the prepositions.Repeat with a sitting room and a study, teach the new words an

9、d practice in the same way. Step 5: 1a-1cWork on 1a Match the words with the things in the picture. Students do it individually first, then check the answers. Work on 1b play the tape for the students and ask them to number the things in the picture. Then ask one students to report the answers.Work

10、on 1c Make up dialogues in pairs, using the things in the picture. Let two pairs show their dialoguesStep 6: A memory testShow a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. Have a competition among groups. See wh

11、ich group can remember all the things and places. Step 7: HomeworkCopy the new words and try to remember them.Make a survey: Interview one of your friends.Fill in the form below.NameThingsPlacesMs. Zhang/Liu Haisofanear the wall課堂作業(yè) ( ) 1. Where _ the CDs?A. isB. areC. amD. be( ) 2. _ my alarm clock

12、? _ on the bed.A. Where, ItB. Wheres, ItsC. Where are, TheyreD. Where, Its( ) 3. _ her hat on the sofa?A. IsB. AreC. CanD. Do參考答案：1. B 2. B 3. A教學(xué)反思本節(jié)課單詞較多，因此最好采用實(shí)物或圖片教學(xué)法來教這些新單詞，這樣更具有直觀效果，所設(shè)計(jì)課堂環(huán)節(jié)一定要能激發(fā)學(xué)生的興趣，本堂課所設(shè)計(jì)的游戲環(huán)節(jié)就非常好。第2課時(shí) Section A 2a-3c教學(xué)目標(biāo)一、知識與技能1. 詞匯：come、desk、think、room、their、hat、head、radi

13、o。2. 熟練運(yùn)用句型Wheres .? Where are .? 進(jìn)行對話。3. Develop the ability of making a conversation.二、過程與方法以教科書素材為載體，培養(yǎng)學(xué)生綜合運(yùn)用英語的能力。三、情感態(tài)度與價(jià)值觀培養(yǎng)合作精神，養(yǎng)成愛干凈的習(xí)慣。教學(xué)重點(diǎn)1. 詞匯：come、desk、think、room、their、hat、head、radio。2. 句型Wheres .? Where are .? 進(jìn)行對話。3. Develop the ability of making a conversation.教學(xué)難點(diǎn)Develop the ability

14、 of making a conversation.教法導(dǎo)航鼓勵(lì)學(xué)生多說，培養(yǎng)他們的合作意識。學(xué)法導(dǎo)航多聽，積極參與。教學(xué)準(zhǔn)備PPT。教學(xué)過程Step 1: GreetingsGreet the students as usual.Step 2: Warming upChatting.Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words. Step 3: Work on 2a-2b2a Revise wha

15、t the things are. Ask the students to read the words aloud. Play the tape for students and let them number them. 2b Play the tape again, the students number the things 1-6 in the picture. Imitate the dialogues. Step 4: PracticeA guessing game. Show the students a picture of a room with a few things

16、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 general question and the answers on the blackboard. 2c Look at the picture in 2b again. The students use general questions to ask and answer a

17、bout the things in it.Step 5: Work on 3c Find the differenceStudent A looks at Picture 1 (Textbook P21). Student B looks at Picture 2 (Textbook P19 1a). Ask and answer in pairs and fill in the form. e.g.: SA: Where is the schoolbag? Is it under the table? SB: No, it isnt. Its on the table. ThingsPic

18、ture 1Picture 2backpackunder the tableon the tablepencil casebookskeysdogAsk some students to report their answer 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 .Step 6: Practice the drill “Where is/are .?”1

19、. Work on 2d Role-play the conversation.Ask the students to read the dialogue in pairs and then let two pairs act it out.2. Present short dialogues, 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:

20、I dont know. Are they on the bed? A: Yes, they are. Teach “dont=do not”, “know”.Let the students make similar dialogues according to the pictures in 3a and 3b.After they have finished the exercise, let one or two students report their answers.Step 7: Homework Finish off the exercises in the exercise

21、 books. Act out the dialogues.教學(xué)反思設(shè)計(jì)貼近學(xué)生實(shí)際的話題。讓學(xué)生多練習(xí)，在練習(xí)中逐漸掌握句型。第3課時(shí) Section B 1a-1e教學(xué)目標(biāo)一、知識與技能1. 句型：Whats this? Its a watch. How do you spell it? W-A-T-C-H.Wheres ? Its in/on/under .Wherere? Theyre in/on/under .2. 詞匯：clock、tape、player、math book、model plane。3. Improve the speaking ability二、過程與方法List

22、en, read and make notes. 三、情感態(tài)度與價(jià)值觀Improve the abilty of listening and cooperative ability.教學(xué)重點(diǎn)1. 句型：Whats this? Its a watch. How do you spell it? W-A-T-C-H.Wheres ? Its in/on/under .Wherere? Theyre in/on/under .2. 詞匯：clock、tape、player、math book、model plane。教學(xué)難點(diǎn)利用所學(xué)句型進(jìn)行對話。教法導(dǎo)航Independent preview, co

23、operative and inquiry learning.學(xué)法導(dǎo)航cooperative and inquiry learning.教學(xué)準(zhǔn)備PPT、表格。學(xué)生準(zhǔn)備記憶相關(guān)詞匯。教學(xué)過程Step 1: GreetingsGreet the students as usual.Step 2: Warming up Ask some pairs to act out the dialogues in Section A, 2d. Step 3: New words learning Show the students a picture of a room. Let the students s

24、ay like this: The ID card is on the table. The books are on the chair. Let some students list some new words. Practice reading them. Match the new words with the things in the picture in 1a.Pair work. Talk about the picture in 1b.Step 4: Listen, circle and writePlay the tape twice for the students t

25、o listen and circle the things Tom wants from his room. Check the answers of 2a.Listen again. Write down the sentences about where Toms things are. Check the answers. Then ask the students to ask and answer questions about the things in Toms room. Step 5: Group work Decorate the room for Emma.Show t

26、he students a picture of Emmas untidy room. Group work. Decorate the room for Emma. Make a report. Step 6: Self assessment Group workThingsPlacesYesNoScorebackpackon the chair10penin the pencil case10notebookon the bookcase/in the backpack/on the desk10keysIn the drawer/bag10dictionaryon the bookcas

27、e/in the backpack/on the desk10alarm clockon the bed/desk10socksin the drawer10pictureson the wall10shoesunder the bed10CDson the desk/bookcase10Total:Your final score:70100: You keep your room very tidy.4060: You keep your room a little tidy. 030: You keep your room untidy. Step 7: Homework Write a

28、t least eight sentences to describe your bedroom to your friends.課堂作業(yè)Step 6: Self assessment教學(xué)反思充分利用教科書的材料訓(xùn)練學(xué)生的能力，在此基礎(chǔ)上再選用部分能拓展學(xué)生的內(nèi)容加以訓(xùn)練，但是所選材料不宜太難，激勵(lì)學(xué)生提高自己的口頭交際能力。第4課時(shí) Section B 2a-Self Check教學(xué)目標(biāo)一、知識與技能1. Improve the reading skills.2. Master the new words.二、過程與方法引導(dǎo)學(xué)生通過閱讀獲取信息，提高綜合能力。三、情感態(tài)度與價(jià)值觀There

29、is nothing difficult if we put heart into it.教學(xué)重點(diǎn)1. 閱讀文章獲取信息的能力。2. Improve the reading skills.教學(xué)難點(diǎn)利用所學(xué)句型寫作的能力。教法導(dǎo)航啟發(fā)學(xué)生開動(dòng)大腦。學(xué)法導(dǎo)航反復(fù)練習(xí)，勤于動(dòng)腦。教學(xué)準(zhǔn)備PPT, reading material.教學(xué)過程Step 1: GreetingsGreet the students as usual.Step 2: Check the homeworkAsk two students to read their eight sentences.Step 3: Work on

30、 2a Write the words you know for the things in the picture.Get the students to look at the picture carefully and write the things down. While they are doing, the teacher goes around the classroom to check.Step 4: 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 and let the students try to find out the differences between the reading material and th