英语人教版七年级上册unit 4 Revision.doc

Unit 4 Wheres my backpack?Revision lesson说课稿郑州第七十九中学 程丽娜一、 教材分析本单元以谈论物品位置（Things around the house）为话题，要求学生学会方位介词on, in, under, behind等的用法。题材颇具现代气息，贴近学生日常生活，内容丰富，词汇量大，通过描述物品位置、找寻物品、设置理想化居室等系列活动，让学生在听、说、读、写、做中学习语言知识，培养运用语言知识的能力，激发创新精神。二 教学目标1知识目标：A. 掌握有关物品的新单词：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc； B. 熟练运用in, on, under, behind, in front of, near等介词； C. 熟练运用Where问句和一般疑问句及其回答；D. 掌握名词单复数及人称代词they的用法。2能力目标：A.学会用英语准确描述物品所在的位置； B. 学会用英语询问自己的或他人物品的具体位置； C. 能够合理地描述和设计房间。3情感目标：A. 培养学生整齐地摆放自己物品的生活习惯； B通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。 4学习策略：A. 交际策略: 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； B资源策略：学会利用一切可利用的学习资源，如词典，音像资料，网络等来获取更多的学习信息； C认知能力：积极思考，及时反馈； D调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。三教学重点、难点1 重点：A. 方位介词: in, on, under, behind, in front of, near 等的用法； BWhere 的特殊疑问句和一般疑问句：Is the in/on/under the ?的肯定、否定回答； C 新单词：bed, dresser, table, bookcase, backpack2 难点：A. 能够准确运用方位介词描述物品所在的位置； B能够运用Where问句找到物品的位置。四教学方法采用竞赛游戏，任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。五课时安排第一课时：Section A 1a, 1b, 1c第二课时：Section A 2a, 2b, 2c, 3a, 3b, 3c, 4第三课时：Section B 1a, 1b, 1c, 2a, 2b第四课时：Section B 3a, 3b, 3c, 4, Self-check第五课时: Revision LessonPeriod Five课前准备教师：制作多媒体课件，预先准备一本书和一串钥匙。 学生：复习本单元的单词，介词，词组，重点句式。Period OneSub TopicTalk about the roomFunctionsTalk about where the things are.Vocabulary:where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, theyre=they areStructuresWheres ? Its in/on/underWherere? Theyre in/on/underIs the in/on/under the ? Yes, it is./No, it isnt.Are thein/on/under the.?Yes, they are. /No, they arent.TasksTask 1 单词抢答 Task 2介词词组大比拼 Task 3你问我答Task4 你猜我猜Task 5 考反应 Task 6你一句我一句Task 7 装点你的小屋Step One Warming upl Greet the students and tell them we will enjoy English by playing games.l Show a chant and ask students to read together. Step Two Games and competitionsGroup 1Group 2Group3Game 1Game 2Game 3Game 4Game 5Game 6Game 7This table is used to show the scores of each group and decide which one is the best group.Game 1单词抢答l Revise some words of this unit by asking questions. e.g.: Whats this? Is this a ? How do you spell it? etc.l Read them together to have a good memory of the words.设计意图：通过比赛得分，能够立刻调动学生的参与性，激发学生思维，启动学习的发生。Game 2介词词组大比拼 l Show some pictures to explain “in, on, under, over, betweenand,next to, near.”l Competition to practice the phrases like “on the table” l Activity “I do you say” and “I say you do” by the tools: my book or the the pens in the studentshands.设计意图：通过紧张激烈的竞赛并使学生动起来，能使他们刚被激发的兴奋点持续下去。Game 3你问我答l Try to find my book and my keys to present Wheres ? Its in/on/underWherere? Theyre in/on/underl Show more pictures and competition to practice the patterns in pairs.l Show my room and talk about where the things is/are.设计意图：通过情景创设自然导入句型练习，能够立刻吸引学生注意力，激发学生思维。Game 4 你猜我猜l Show my room and point to the football, say,” Where is my football, I cant find it, Do you know ?Try to guess.” The students will ask, “ Is the football in/ on /under the table?” In this way, we begin the revision about the pattern Is the in/on/under the ? Yes, it is./No, it isnt.Are thein/on/under the.?Yes, they are. /No, they arent. Next, we do more exercises in this pattern.l Then I will show a room of mine and talk about the position of the things. After that, I will show a similar picture without the things . Find one student to be the judge ,and other students try to guess where they are.设计意图：利用情景创设的方法，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。通过这样的方法练习新句型，效果远比教师单纯地用读这些句型要大的多。Game 5 考反应l Make some sentences according to the tables and the tips.l Explain the phrases In Chinese and in English.l 句型转换设计意图：这些基础性练习可以使不同程度的学生都有练习和发言的机会，面向全体学生，有更高的参与率，活跃了气氛。Game 6你一句我一句l Show a nice room, and ask students to tell where the things is/are. One student one sentence to see which team is best. The teacher gives the beginning,” This is my room. Its a nice room. The dresser is near the bed. The apples are.”设计意图：把难度较大的作文以口头一句话的方式表现出来，使学生发现作文也很简单呀。Game 7 装点你的小屋l Show them an empty room and some things. Let them work in group of four. Tell them to decorate the room and make their report设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。进一步鼓励学生发挥自己的想象力和主观能动性，并与实际相结合，提出自己的新观点，新思路和新方法。同时又使学生在写作方面得到训练。Step Three: HomeworkA composition My roomStep Four： Blackboard designUnit 4 Wheres my backpack?Revision lessonGroup 1Group 2Group3Game 1Game 2Game 3Game 4Game 5Game 6Game 7Unit 4 Wheres my backpack?Revision lesson教案设计Period FiveTeaching aims and demands(1)key words: table bed dresser bookcase sofa chair backpack books keys baseball drawer plant math book alarm clock CD computer game video cassette hat(2)Target language: Where is it ? Its in /on /under /behind /near .Where are they ? They are in /on /under /behind /nearIs it? /Are they?、(3) Train the students to express where the things are.(4) LetsMake a clean room.Teaching points and difficultiesKey words and target language.Teaching Talk about the roomTeaching methodsTasks,Games, competition, situation creation,PairworksTeaching aids课件A book and a set of keys.Teaching designStep One Warming upl Greet the students and tell them we will enjoy English by playing games.l Show a chant and ask students to read together. Step Two Games and competitionsGroup 1Group 2Group3Game 1Game 2Game 3Game 4Game 5Game 6Game 7This table is used to show the scores of each group and decide which one is the best group.Game 1单词抢答l Revise some words of this unit by asking questions. e.g.: Whats this? Is this a ? How do you spell it? etc.l Read them together to have a good memory of the words.Game 2介词词组大比拼 l Show some pictures to explain “in, on, under, over, betweenand,next to, near.”l Competition to practice the phrases like “on the table” l Activity “I do you say” and “I say you do” by the tools: my book or the the pens in the studentshands.Game 3你问我答l Try to find my book and my keys to present Wheres ? Its in/on/underWherere? Theyre in/on/underl Show more pictures and competition to practice the patterns in pairs.l Show my room and talk about where the things is/are.Game 4 你猜我猜l Show my room and point to the football, say,” Where is my football, I cant find it, Do you know ?Try to guess.” The students will ask, “ Is the football in/ on /under the table?” In this way, we begin the revision about the pattern Is the in/on/under the ? Yes, it is./No, it isnt.Are thein/on/under the.?Yes, they are. /No, they arent. Next, we do more exercises in this pattern.l Then I will show a room of mine and talk about the position of the things. After that, I will show a similar picture without the things . Find one student to be the judge