初中英語(yǔ)七年級(jí)上冊(cè)Unit 4 Wheres my backpack？教學(xué)設(shè)計(jì)1

Unit4Where'smybackpack?

一.教學(xué)內(nèi)容

本單元的主要內(nèi)容是談?wù)撐锲匪诘奈恢谩Ｍㄟ^這一話題，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。

二.教學(xué)目標(biāo)

1.知識(shí)目標(biāo)：

A.掌握有關(guān)物品的新單詞:table,bed.dresser,bookcase,sofa,chair,drawer,plant,

bag,alarmclock,CD,video,videocassette,hai,etc；

B.熟練運(yùn)用in,on,under,behind,infrontof,near等介詞;

C.熟練運(yùn)用Where問句和一般疑問句及其歸I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(huì)用英語(yǔ)準(zhǔn)魂描述物品所在的位置：

B.學(xué)會(huì)用英語(yǔ)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(jì)房間。

3.情感目標(biāo)：

A.培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣：

B.通過小組對(duì)話、討論、調(diào)查和設(shè)計(jì)等一系列的課堂活動(dòng)，培養(yǎng)學(xué)生的合作精神。

4.學(xué)習(xí)策略：

A.交際策略：學(xué)會(huì)與他人合作交流，并能把語(yǔ)言材料用到真實(shí)的生活中去；

B.資源策略：學(xué)會(huì)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(rèn)知能力：積極思考，及時(shí)反饋；

D.調(diào)控策略：在反思、頓悟和自醒中調(diào)整自己的學(xué)習(xí)策略。

三.教學(xué)重點(diǎn)、難點(diǎn)

I.重點(diǎn)：

A.方位介詞:in,on.under,behind,infrontof,near等的用法;

B.Where的特殊疑問句和一般疑問句：Isthe…in/on/underthe…?的肯定、

否定回答；

C.新單詞：bed,dresser,table,bookcase,backpack.......

2.難點(diǎn)：

A.能夠準(zhǔn)確運(yùn)用方位介詞描述物品所在的位置；

B.能夠運(yùn)用Where問句找到物品的位置。

四.教學(xué)方法

采用任務(wù)型語(yǔ)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。

五.五.課時(shí)安排

第■課時(shí):SectionAla,lb,1c

第二課時(shí)：SectionA2a.2b,2c,3a,3b,3c,4

第三課時(shí)：SectionBla,lb,1c,2a,2b

第四課時(shí):SectionB3a,3b,3c,4,Self-check

PeriodOne

課前準(zhǔn)備

教師：制作多媒體課件，準(zhǔn)備部分學(xué)習(xí)用品的實(shí)物。

學(xué)生：預(yù)習(xí)新單詞：聽錄音機(jī)，模仿跟讀新單詞；準(zhǔn)備與本課有關(guān)的學(xué)習(xí)用品實(shí)

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...?

設(shè)計(jì)意圖：通過設(shè)置讓學(xué)生幫助老師找東西這樣一個(gè)真實(shí)的場(chǎng)景來導(dǎo)入新課，能夠立刻

調(diào)動(dòng)學(xué)生的參與性，激發(fā)學(xué)生思維，啟動(dòng)學(xué)習(xí)的發(fā)生。

StepTwoGame:Hideandlookforthings

Studentshideandlookfortheschoolthingsinpairs.Onestudenthideoneschool

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

yourdesk.Theyareinyourpencilcase.etc.Asksomepairstosharetheir

performance.

設(shè)計(jì)意圖：通過學(xué)生之間相互猜測(cè)的游戲，能使他們剛被激發(fā)的興奮點(diǎn)持續(xù)下

去。

StepThreeNewwordslearning

?Showthestudentsapictureofaroom,tellthemthisisabedroom,letthe

studentslistthethingsinitfirst.Thenshowthemthewholepicture,teachthenew

words,askwherethethingsare,letthestudentsanswer,usingtheprepositions.

Repeatwithasittingroomandastudy,teachthenewwordsandpracticein

PeriodTwo

課前準(zhǔn)備

教師：準(zhǔn)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

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.

設(shè)計(jì)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(cè)活動(dòng)。這可以調(diào)動(dòng)他們各

方面的情緒來參與語(yǔ)言活動(dòng)，激活他們已有的知識(shí)水平.

任務(wù)運(yùn)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...

設(shè)計(jì)意圖：設(shè)置任務(wù)，通過對(duì)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(diǎn)，再將它的不同點(diǎn)復(fù)述出來，其目的在于培養(yǎng)學(xué)生的語(yǔ)言組織能力。

作用運(yùn)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.

設(shè)計(jì)意圖：話題由課本知識(shí)向?qū)嶋H生活延伸，體現(xiàn)語(yǔ)言的語(yǔ)用原則。

?LetthestudentsmakesimilardialoguesaccordingtothepicturesinSectionA,

3a&3c.

?Putthedialogueintherightorder.(SectionA,3a.)

設(shè)計(jì)意圖：通過對(duì)這個(gè)句型的大量操練，使學(xué)生掌握該句型的用法，避免單調(diào)枯燥的語(yǔ)

法講解。

Homework:

?Finishofftheexercisesintheexercisebook.

?Actoutthedialogues.(SectionA,2a&2b.)

設(shè)計(jì)意圖：由課堂活動(dòng)向課外延伸。

任務(wù)運(yùn)用：Action

PeriodThree

課前準(zhǔn)備

教師：準(zhǔn)備表格、與本課有關(guān)的實(shí)物和多媒體課件。

學(xué)生：學(xué)習(xí)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.)

設(shè)計(jì)意圖：培養(yǎng)學(xué)生語(yǔ)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(dòng)

中加以操練。

任務(wù)運(yùn)用：Listing&sharing

StepThreeListen,circleandwrite

?PlaythetapetwiceforstudentstolistenandcirclethethingsTommywants

fromhisroom.Checktheanswers.(SectionB,2a.)

?Listenagain.WritedownthesentenceaboutwhereTommy'sthingsare.

Check(heanswers.(SectionB,2b.)

StepFourGroupwork：DecoratetheroomforEmma.

ShowthestudentsapictureofEmma'suntidyroom.

Groupwork.DecoratetheroomforEmma.

Makeareport.

設(shè)計(jì)意圖：延續(xù)自我評(píng)價(jià)活動(dòng)，把個(gè)人的生活經(jīng)驗(yàn)與實(shí)際結(jié)合起來，完成自我觀點(diǎn)的

sharing,同時(shí)為最后的Project打基礎(chǔ)。

任務(wù)運(yùn)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.

設(shè)計(jì)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:

?Finishofftheexercisesintheexercisehook.

?Writeatleast8sentencestodescribeyourbedroomtoyourfriends.

設(shè)計(jì)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)。

PeriodFour

課前準(zhǔn)備

教師：多媒體課件；單詞卡片;

學(xué)生：學(xué)習(xí)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“l(fā)ake”.)

設(shè)計(jì)意圖：利用圖片和己學(xué)過的句型導(dǎo)入新課；利月直觀形體語(yǔ)言、動(dòng)作、語(yǔ)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。

StepTwoFindthedifferences

Showapictureofaroomwithafewthingsinit,givethestudentsashortnoteaboutthe

thingsaround(heroomtoread,letthestudentstrytofindoutthe