七年级上unit4.docx

Unit 4 Wheres my schoolbag?Learning ObjectivesIn this unit, students will learn to talk about where things are.一、Topics（话题）: Things around the house二、Functions (功能)Talk about where things are三、Structures (结构)Where questionsPrepositions: on, in, underConjunction and四、Target Language (目标语言)Where is his pencil?It is in his schoolbag.Wheres your ruler?Its under the chair.Where are my books?Theyre on the sofa.五、Vocabulary （词汇）Rooms of the house, furniture, table, bed, sofa, chair, desk, radio, clock, tape, tape player, model plane, on, under, where, their, come on六、Skills (技能)Listening and reading for specific information七、Recycling （复习巩固）Personal itemsQuestion forms with to beSchoolbag, key, ruler, map, hat, CD, bag, book, pencil box, pencil, pen, computer game, dictionary, notebook, in Im., and my sister.八、教材分析本单元围绕着Wheres my schoolbag?的话题，共设计了三个部分的内容。通过教授本单元，使学生学会谈论房间里物品的位置，能读懂有关物品位置的便条，并学会写便条让朋友帮自己从房间里取东西。Section A 让学生通过活动，学习如何表达物品的位置，并能就物品位置进行提问。1a, 1b, 1c 学习表示物品的名词，并能物品的位置进行问答。重点运用where特殊疑问句进行谈论。2a, 2b, 2c, 2d 继续学习谈论物品的位置。重点学习is/are开头的疑问句及其回答。3a, 3b, 3c 学习谈论自己常用物品的位置，并能就两个房间物品摆放位置的不同进行问答。Section B学会通过观察和听音，来谈论和记录房间里物品的名称和位置。1a, 1b, 1c, 1d, 1e进一步熟悉表示物品的单词，并能谈论和记录物品的位置。2a, 2b, 2c, 3a, 3b 学会阅读和书写便条，并能描述自己房间里物品的位置。Self Check 检测本单元所学词汇知识，学会阅读便条，并根据便条内容画出房间。九、学情分析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。十、课时安排The first period (第一课时): Section A (1a2d) The second period (第二课时): Section A (Grammar Focus3c) The third period (第三课时): Section B (1a1e)The fourth period (第四课时): Section B (2a2c)The fifth period (第五课时): Section B (3aSelf Check ) 1掌握有关物品的名称table, bed, bookcase, sofa, chair etc.2学会谈论物品的位置,会用in,on underLanguage points（语言点）1. 要求掌握以下句式：Wheres my schoolbag? Its under the table.2要求掌握以下词汇： where, table, bed, chair, under, onDifficulties（难点）：熟练运用表示方位的介词in, on, under 等。Teaching steps （教学步骤）The First Period) (Section A, 1a1c)Teaching aims（教学目标）Warming-up T: Sing Good morning song and greet to students! Then take out a magic bag. Ask students to guess: whats this ?and What are these. Students cant see the things in the bag. After guessing ,teacher cant find her school .Ask: Wheres my bag ?Let students to help find.【教学设计说明】老师以歌曲的形式跟学生打招呼，让原本不认识的师生之间一下亲近起来，为创造和谐的课堂氛围做好铺垫。通过设置猜东西的游戏以及设置找东西的真实情景导入新课，能够立刻调动学生的参与性，激发学生思维，启动学生学习兴趣的发生。Step 1: Lets watch and learnT: Oh my bag is on the chair. Where is his schoolbag. Lets watch a student short video. 1.PresentationT: Please look at the pictures “bed/table/pencil box/bookcaseT: Ask Where is schoolbag? and help students to answer the question ;Its on the bed. In the same way teach: Its on the table. 2Read a. T: Please read the words and sentences after me. Table .on the table.Its on the table. b. T: I would like you to read each word twice. Table .on the table.Its on the table. c. T: Lets read the words one by one together.3. Look at the pictures and learn “in the pencil case/in the bookcase” When they read they should act .Put the things in the correct places【教学设计说明】通过播放本班学生的视频导入新课，是同学们自己熟悉的同学以视频的形式展示，能使他们刚被激发的兴奋点持续下去。并且让学生边学变演示，把东西放在正确的地方，使学生明白意思，利用学生无意记忆和形象记忆，是学生在玩中学，学中玩，潜移默化地接受了新单词、新句型，始终保持浓厚的学习兴趣。Step 2: Look and practiceLook at the pictures and fill in the blanks. A:_ _ the dogs? B_ _ _the sofa. Answers: Where are /They are onA:_ _ basketball? B:Its _ _ _.Answers: Where is /under the bedA:_ _ _ _? B:_ _ _ _ _.Answers: Where are the books /They are in the bookcase.【教学设计说明】这是对刚刚学习过的知识做到及时巩固，加深学生的对知识的理解，把知识及时内化，为下一步运用做好准备。Step3 Lets play a game.There are many different shapes and some phrases such as in the bookcase ,on the bed, on the table and so on in them ,student see the phrases ,they should stand up quickly and say loudly, but when they see the bomb ,they can stand up and keep silent,they just hide their head.【教学设计说明】学完新单词和句型后，用游戏来进行复习巩固，能加深学生的印象和提高学习的效果。也能给紧张的学习注入愉快轻松的气氛。Step 4Listen and complete the chart. a. T: Listen to the recording for the first time. b. T: Complete the chart and write the words when you listen to it for the second time. 2Check the answersT: Lets check the answers. Answers: 1On the sofa 2in 3Under the bed 4keys 3Read a. T: I would like you to read the tape script together. b. T: Would you please read it by yourselves three times? c. T: This time I would like you to read it twice with your partners. d. T: Who would like to read for the class? T: Would you like to read the conversation with your partners? 2Practice a. T: Would you please practice the conversation according to the picture in 1a? b. T: Please present your conversations to the class. Who would like to have a try? 【教学设计说明】由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。Step 5: Lets learn a English song “on/in/under/by “ Play an English song on/in/ under/by ,students learn and act, They also need to answer a question “Where is the spider”? 【教学设计说明】播放chant来帮助学生巩固所学知识，这样给学生增添了无穷的情趣，让学生在英语活动中“活起来”。英语新课程将情感态度列为课程目标，充分体现了“以人为本，以学生的发展为本”的教学理念。学生是有情感、有需求、有思维、有自主的独立体，有自己特定的学习风格和方式，也就是说学习外语的过程不仅是一个学习语言知识、言语技能的过程，也应该是一个人全面发展的过程。【教学设计说明】通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。Step 6: Pair work Let students to practice in pairs. Student A put his or her own things in different places and ask:Where is the .?Student B answer Its on/in/under the . then exchange.【教学设计说明】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; 学会利用一切可利用的学习资源，如词典，网络等来获取更多的学习信息；在反思，顿悟和自醒中不断调整自己的学习策略。Step 7:Lets design .Work in groups. Teacher hand out