unit4 教学设计.doc

Unit 4 Where is my schoolbag? Section B 教学设计临江市大湖中心学校 付莲萍 一、教材分析 本节课在Section A所学知识的基础上进一步学习表示物品的单词，通过听、说、读、写的活动继续训练where问句和介词on、in、under的用法，学会谈论和记录物品的位置，培养学生干净、整洁、合理摆放物品的好习惯。 二、学情分析七年级的学生有较强的好奇心和求知欲，能够积极参与课堂的各种活动，愿意展现自我，但他们缺乏一定的语言基本技能，在语言输出时容易出错。因此，在设计教学任务时，我会注重培养学生间的合作学习，使他们体验到成功的喜悦，在轻松愉快的氛围中完成学习任务，掌握本课重点内容，学以致用。 三、教学目标 1. Knowledge Objects 掌握新词汇 radio, clock, tape player, model plane, 等，学会使用Where问句谈论物品位置 2. Ability Objects To train students listening、speaking and writing skills. 3. Moral Objects 培养学生干净、整洁、合理摆放物品的好习惯。 四、教学重点、难点 1. Remember and spell the new vocabulary. 2. Listen and write down the whole sentences.3. Describe the roomstudents designed using the prepositions on, in, under. 五、教学策略 利用多媒体教学，通过自主学习、小组合作等多种活动方式来调动学生的学习兴趣。 六、教学过程Step One: Review and lead in Review the three prepositions “on, in, under” by listening to a song named ON, IN, UNDER.Step Two: Presentation1.Presentthenewwords.Students work together and try to read the words by themselves. Then the teacher show the pictures on the screen to emphasize the difficult pronunciation. 2. Word gameTwo groups - have a competition. Look at the picture . If the student knows the name of the things, stand up quickly to speak out the name. If the answer is right, his/her group will move a step forward. 设计意图：This game requires the students to concentrate on the things that will appear and react at once. It will stimulate the students to take an active part in the class.3.Askstudentstoworkon1a.Matchthewordswiththethingsinthepicture.Thenchecktheanswerswiththeclass.Step Three: Listening and speaking 1. Listen and circle the things Tom wants from his room. Then check the answers.2.Listenagain.WhereareTomsthings?Writethemdown. Writing a full sentence is difficult for students, so tell the students they can write down the things Tom wants first. Then add“are/is”after the things. In this way, they only need to listen for the “on/in/under” phrases.3.Checktheanswerswiththestudentsusingthetargetlanguage: 4.Ask and answer.Step Four: Writing 1. Find the differences between two picturesStudentsworkingroupsand find the differences.2.Studentsdesign their own rooms and describe it by using “on /in/under”. Then the teacher invitestwostudents. One givesareport. The other draws the picture on the computer.设计意图：Learningbydoingisagoodwayforthestudentstoreallymastertheknowledgetheyhavelearned.Thisactivityisclosetolifeandcanalso develop the thestudents cooperation.Step Five: SummaryStudents do a self assessment to check how much they have mastered.Step Six: Homework 1. Help your parents clean your room. 2. Write a short passage to describe the room Blackboard Writing Unit 4 Wheres my schoolbag ?New words Structuresradio Where is the ruler?tape Its on the bed.tape player Where are the English books?model plane They are under the radio.Unit 4 Where is my schoolbag? Section B 教学反思临江市大湖中心学校 付莲萍本节课在Section A所学知识的基础上进一步学习表示物品的单词，通过听、说、读、写的活动继续训练where问句和介词on、in、under的用法，学会谈论和记录物品的位置，培养学生干净、整洁、合理摆放物品的好习惯。在教学过程中，我力求创设真实有趣的英语情景，渗透高效课堂理念，提前预习，课堂多次展示，通过生动活泼的英语活动让学生在活动中学会语言知识，体会英语乐趣，激发创新思维热爱英语课堂，从而真正达到提高讲学效率，实施素质教育的目的。这样，学生乐于开口，勇于实践，充分发挥学生的主动性和积极性，培养了学生运用语言的能力。整堂课的设计能围绕着教学目标，重难点突出，充分调动学生的参与意识，生动、活泼地学习，收到了较好的教学效果。一、注重英语情景，强调学习中的快乐与主动。在对话中，为学生创设情境，通过小组竞赛，小组展示，自然引入到课堂教学。学生一目了然，不仅学会了知识，还增强了兴趣。二、注重课堂的生活化和实用性，由于学生对方位词有了一定认识程度，所以我利用多媒体来演示，这样不仅给学生提供了贴近生活的学习内容，更让学生爱学，乐学，所以学生在不知不觉中学会了对房间物品方位的表达。三、加强听力方法指导，在听力过程中，渗透听力方法，指导学生如何快速记录信息，提高学生获取信