英语人教版七年级上册Unit4 Section A (1a-2d).doc

Go for it! 七年级上册 Unit 4 Wheres my schoolbag? (1a-2d)教学设计设计者：叶译教师工作室学员 林彩珍教学思路：本课时的教学内容将1a-2d整合为第四单元的第一课时,重点在于引导学生通过观看整体图片，理解语境,通过询问及回答房间中物品的位置的语境,导入本单元的话题、学习基本词汇和目标语言，并利用课本上的图片所创设的语境,进行对目标语言的听、说训练。以活动引起学生的兴趣,以听和说为任务,引导学生学习where开头的疑问句的句型,学习常见物品名称的单词,学习介词短语表示位置关系。因此，将知识目标定为掌握本课时出现的物品名称单词,介词短语和询问物品位置的疑问句，掌握询问和回答图片中物品位置的特殊疑问句(where开头的疑问句)和一般疑问句。情感目标定为在语言学习过程中培养学生良好的生活习惯和合理、整齐摆放物品的习惯。教学目标：1.记忆单词：where,table,bed,sofa,chair,on,under,come,desk,think,room,their,hat,head,know2.掌握和运用谈论物品位置的句型和口语表达:Wheres?Its in/on/underWhere are?Theyre in/on/underIs it/Are they in/on/under?Yes, it is./ No, it isnt. Yes, they are. / No, they arent.I think its in your grandparents room.I dont know.3.学会正确使用名词的单复数形式、使用it 或they指代物品、正确运用is或are。4.能够正确使用表示方位的介词on、in、under及其构成的介词短语；能够正确使用介词词组回答where疑问句,正确使用is/are与之搭配。5.通过单元表示房间物品陈设的主题图片学习单词,利用图片提供语境进行听力训练,通过两人一组角色扮演的方式,用图片情景练习句型,提高英语听、说能力。通过听力训练,两人一组口语练习和角色扮演,在语境中练习表示物品位置的语言点。用图片和学生自己的物品进行英语练习。6.学会合理摆放自己的物品,养成保持房间整洁的好习惯。教学重难点：1.学会本单元表示物品名称的词汇、正确运用名词的单复数形式。2.能够运用含有where的疑问句询问物品的位置,并且运用介词in、on、under描述物品的空间关系。3.正确使用名词的单、复数形式,正确运用it 或they指代物品,正确运用is或are与主语保持一致。教学准备：设计教学PPT,电脑,多媒体,学生自己的物品等。教学过程：Step 1. Lead in Look at some pictures and answer:Whats this?Whatre these?Then the teacher shows the other things and teaches the new words in this unit. In this way, the teacher guides the students to come to the new units learning.设计意图通过谈论图片创设语境,复习学过的单词,导入本单元的话题和词汇的学习。Step 2. New words (1a)1.Give a presentation by showing the pictures of furniture.Ss read these new words after the teacher. The teacher writes the phonetic letters of the words like this: table/tebl /, then teaches the students to pronounce it. 2. Ss read and learn the new words in 1a, match the words with the things in the picture by themselves and then check their work in class.The teacher should remind the students of the use of “a”. 【Keys】 1a:1.b2.e3.h4.g5.d6.a 7.f8.c设计意图运用主题图片教学表示物品的词汇,更加具体,易学易记。通过边画边猜的活动增加学生的兴趣,让学生迅速、准确地学习本单元生词,通过音标拼读,训练学生读准单词。Step 3. Talking and listening (1b-1c) Talking: Look at some pictures in PPT and learn in, on, under. Pair work: Look at the pictures in PPT and ask and answer with “Where is? Its in/ on /under”.3. Listening 1) Listen to the conversation and number the things in the picture.2) Repeat the conversation one sentence by one. 4. Pair work: Make conversations to ask about other Ss school things. Get the Ss to practice talking about where the things are in pairs and in small groups. Then ask pairs of students to act out in class, using the things they have. Then ask them to talk about the things in the picture in 1a. 设计意图运用幻灯片图片物品的位置先教学生where疑问句和介词in, on, under,谈论学生自己的物品的位置,直观形象,让学生学习目标语言,再进行听力训练,通过听力材料进一步理解表达物品的位置的句子，再通过借助图片或身边的物品的位置,在真实语境中训练对话,培养学生的听说能力。Step 4. Listening (2a-2b)1.Before listening:1) Ask and answer with the SsWhere is my book? Its on your desk.Where are your books? They are on our desks.2) Look at pictures and ask and answer “What are these? They are”2. Listening activities1) Listen to the conversation for the first time. Number the things in 2a.2) Listen to the conversation again. Find the things from 2a and number them 16. (2b)3) Check the Ss.4) Repeat the conversations.设计意图 学生在听前,通过辨认图片中的物品复习目标词汇,明确听力任务,扫除生词障碍。在进行听力活动时,结合图片,要求边听边记,由易到难,训练到位。同时学习听力材料中的语言点,模仿语音、语调。Step 5. Post-listening (2c)Look at the things in the picture in PPT and make conversations. A:Are the keys on the sofa?B:No,they arent. Theyre on the table.设计意图通过口头练习巩固一般疑问句句型 “Is it in/ on/under”, “Are they in/ on/under”Step 5. Reading and role-playing (2d) 1.Discuss the picture in 2d.2.The students listen and do match exercise. Then let them open the books and read the conversation. Check the answers.3. Ss read and practice. Ask some pairs to act out the conversation.4.Read aloud the conversation then role-play it without looking at the books.设计意图要求学生从听力开始,感知语境、模仿语音、语调。然后朗读对话,理解语境,分角色表演对话,运用目标语言编新对话,强化运用。Step6. Moral educationTell Ss to keep things tidy with some pictures.设计意图 教学生学会合理摆放自己的物品,养成保持房间整洁的好习惯。Ste6. Homework1.Practice asking “Wheres” and “Where are?” questions after class.2.Copy and learn the new words and make conversations.设计意图 口头练习和单词记忆相结合,同时注重语言知识的操练和记忆。a table/ tebl/Wheres myschool bag? Is it in/ on /under?a bed/bed/ I