foforitunit4sectionA1a-1c教学设计

1、教学基本信息题目 教学设计与反思学科英语 年级七年级 教材内容 Go for it 七年级上Unit 4 section A 1a-1c 个人信息设计者姓名 单位 江海连 于都县汾坑初中 1. 教材分析本部分围绕学生日常生活的物品，通过图片、录音引导学生学习描述物品的位置，并通过寻找物品的活动，使少于不断接触并能正确使用句型Where is /Where are .?It is / They are on /in /under.和方位介词on /in /under。1a-1c部分通过图文及听力练习导入整个单元的语境、话题，并引出重点词汇和核心句型Where is /Where are .在本部

2、分的教学中，教师应该指导学生运用听关键词（如物品名称、介词等）的学习策略。本部分的学习在本单元中起着至关重要的作用，俗话说万事开头难，因此学好这部分内容，对本单元后面的学习和今后的学习很重要。2. 学情分析七年级的学生，由于年龄小，又加上生性活泼好动，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣。由于七年级学生刚学习句型，有的学生可能说的不好，有的还不敢说，老师针对学生现状，在课堂上尽量以鼓励表扬为主，注重培养学习英语的兴趣，营造英语氛围，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。七年级学生由于刚接触英语句型，还存在着学习方法和学习策略经验不足等问题，但他们却有着极强的

3、求知欲强和表现欲。根据学生的心理特点我们一改以往教高年级学生时的教学模式，课上多以表扬为主，注重对学生英语学习兴趣的培养，鼓励他们大胆说、积极做、努力唱！让学生们在玩玩、做做、说说、 唱唱中学习英语。但这个年级的学生毕竟接触英语句型的时间不是很长，在学习方法和学习策略上还有很大差距，尤其在答题技巧和技能方面还缺少锻炼。因此本学期在实施英语教学的过程中，我和上学期一样在教授学生新知的同时更重视对学生学习方法和答题技巧的培养。我一心争取在本学期让学生的学习能力和应试能力在原有的基础上能大幅度提高。除以上所说的几种情况之外，七年级个别学生还存在顽劣和懒惰倾向，上课爱搞小动作、课下作业完成不及时的坏毛

4、病，学习效率也较差。针对这种情况我采取趣味教学的模式课上多为学生创设习得语言的环境，尽最大努力吸引学生的注意力以便更有交地激发他们的学习兴趣，而且课后老师经常找机会和他们聊天、交朋友，帮助他们转变厌学思想。另外还鼓励各班中英语学习较好的同学主动帮这些学困生提高成绩。 3. 教学目标(含重、难点)1、 知识目标： A、学会一些表示家具的名词以及学习用品的单词； B、 方位介词，如：in , on , under , behind的用法； C、 学会运用方位介词和where句型表述物品所在的位置。 2、 能力目标： A、学会正确描述物品作在的位置； B、 学会询问自己或他人物品的具体位置； C、

5、能够合理地描述和设计房间。 3、 情感目标：培养学生此文转于斐斐课件园 FFKJ.Net整齐地摆放自己物品的生活习惯。 教学难点、重点： 重点：A、方位介词 in , on , under , behind的用法。 B、Where的特殊疑问句和Is this a/an . . . ?一般疑问句的肯定和否定回答。 C、学习名词 bed , dresser , bookcase ,backpack . . . 难点：A、能够正确运用方位介词描述物品作在的位置； B、能够运用Where的问句找到物品位置。 4. 教学过程Period One 教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、

6、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。 学生：彩笔 学生用品、大白纸、课本所涉及的单词的实物。 教工学步骤 Step One: Present the New words. Warming up. (Prepare some school things for the students as presents .) T: Whats this ? (There is a pencil in the teachers hand .) S1: Yes you a right . Here you are . (give it to the student as a pre

7、sent .) T: Is this a ruler ? (hold up a ruler .) S2: Yes it is. T: How to spell ruler ? S2: R-U-L-E-R , ruler . T: Good , here you are. (Hold up a pen , an eraser , a notebook and so on . Ask the questions in the same way . And give the presents to the students .) T: Whats this ? S3: Its a backpack

8、. T: I have a backpack for you as a present ,(Looking for it in the desk , under the chair . . . ) but I cant find it . Wheres it ? Do you know ? S3: I dont know . S4: I think its in your desk. T: (Look into the desk.) No ,it isnt .Now , lets look for the backpack together , OK ? (Write down the tit

9、le on the blackboard .) Learn the New words. T: Look at the big picture on the screen .This is a big nice room .I want to own such a room . Because there is some nice furniture in it . Do you know the names of the furniture ? (Show a picture of a bed and a dresser .) T: Whats this ? Its a bed . “BED

10、” . Read after me .B-E-D , bed. Ss: B-E-D , bed. T: Whats this ? Its a dresser . D-R-E-S-S-R , dresser. Ss: D-R-E-S-S-R , dresser. (Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .) 通过师生互动，激发学生思维，并用学过的句子导入新课。 利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。 T: Read the words aloud .

11、Present the words in , on , under , behind using the objects . T: Where is my book ? Its on the desk . (Put a book on the desk .) T: Where is my bag ? (Put a bag on the desk and ask this question .) S1: Its on the desk . T: Where is my bag ? (To all the students) Ss: Its on the desk . T: Where is my

12、 pen ? Its in the pencil case . (Put a pen in the pencil case and ask .) T: Where is my ruler ? (Put a ruler in the pencil case , too .) S1: Its in the pencil case , too . T: Where is the ruler ? Ss: Its in the pencil case . (Then learn the other two prepositions “under”, “behind” in the same way .

13、) Present the words . T: Now , please look at the screen , where is the ball in Picture 1 ? S1: I think its in the box . T: Where is the ball in Picture 2 ? S2: Its on the box . T: Where is the ball in Picture 3 ? S3: Its behind the box . T: Where is the ball in Picture 4 ? S4: Its under the box . T

14、: There are some pictures on the screen , please match the sentences and the pictures . 1: The cat is under the chair . 2: The cat is on the bed . 3: The cat is behind the door . 4: The cat is in the box . 5: The cat is next to the plant . 通过实物所在的位置直观地呈现乏味介词。 利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真实的情景中理解

15、和掌握方位介词。 让学生把句子和图画匹配起来，巩固方位介词的用法。 6: The cat is on the chair . T：Please open your books and do 1a quickly as you can. (After doing 1a,check the answer.) Step Two :drills . Practice the drills . T: This time , use the school things around you to practice the conversation . T:Wheres the watch? (Hold u

16、p a watch in the hand.) S1: Its in your hand. T: Wheres the bag? (Put a bag on the chair.) S2: Its on the chair. (Ask the students to practice the dialogue like this. Then get some pairs to act it out.) Introduce a room and listen to the tape. T: This is Tommys room, but he cant find his books, his

17、pencil case, his baseball, his computer game and his keys, please help him find the things. Listen and number 1-5 the things in the picture. (Play the recording and then check the answer.) Step Three: Play a game. T: Now, we will play a game , I have a new ruler, all the students close your eyes, an

18、d I hide it in our classroom. Please guess, Where is it ? If your answer is right, it is yours. Please ask like this Is it on the desk? Is it on the floor? Are you ready? S1: Is it in the .? T: No,it isnt. S2: Is it under the? T: No, it isnt. S3: Is it behind the? T: Yes, it is. Please find it out .

19、Here you are.(Give the ruler to him.) (Ask three or four students to come to the front to hide three or four new school things, others look for them.) T:Who can come here to hide my new pen? Ss: I can. (After playing the game, some students who can find the school things will have them.) Step Four:

20、Task. T: Look at the picture on the screen. This is Marys room. In groups of four , describe where the things are in the room.(Prepare 让学生用身边的学习用品操练句型，达到熟练运用where提问。 用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。 利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。 For five minutes.) S1: Is the book on the desk? S2: Yes, it is. Is the b

21、ackpack under the chair? S3: No, it isnt. Its Where are the keys? S4: They are Homework: Make a play. There is a man. His name is “forgetful”. He always forgets somethings, and he always asks Where is / are my ? Please make a short play and next class we will act it out. 5板书设计Unit 4 Wheres my backpa

22、ck? Section A 1a1ctable Where is the backpack? Its under the table. bed Where is? Its+介词短语dresser Where are the books? They are on the desk. bookcase Where are .? Theyre +介词短语6教学活动设计（含师生对话设计）Step One: Present the New words. Warming up. (Prepare some school things for the students as presents .) T: W

23、hats this ? (There is a pencil in the teachers hand .) S1: Yes you a right . Here you are . (give it to the student as a present .) T: Is this a ruler ? (hold up a ruler .) S2: Yes it is. T: How to spell ruler ? S2: R-U-L-E-R , ruler . T: Good , here you are. (Hold up a pen , an eraser , a notebook

24、and so on . Ask the questions in the same way . And give the presents to the students .) T: Whats this ? S3: Its a backpack . T: I have a backpack for you as a present ,(Looking for it in the desk , under the chair . . . ) but I cant find it . Wheres it ? Do you know ? S3: I dont know . S4: I think

25、its in your desk. T: (Look into the desk.) No ,it isnt .Now , lets look for the backpack together , OK ? (Write down the title on the blackboard .) Learn the New words. T: Look at the big picture on the screen .This is a big nice room .I want to own such a room . Because there is some nice furniture

26、 in it . Do you know the names of the furniture ? (Show a picture of a bed and a dresser .) T: Whats this ? Its a bed . “BED” . Read after me .B-E-D , bed. Ss: B-E-D , bed. T: Whats this ? Its a dresser . D-R-E-S-S-R , dresser. Ss: D-R-E-S-S-R , dresser. (Teach the other words bookcase /sofa/chair/d

27、rawer/plant/ . . . in the same way .) 通过师生互动，激发学生思维，并用学过的句子导入新课。 利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。 T: Read the words aloud . Present the words in , on , under , behind using the objects . T: Where is my book ? Its on the desk . (Put a book on the desk .) T: Where is my bag ? (Put a bag on the desk an

28、d ask this question .) S1: Its on the desk . T: Where is my bag ? (To all the students) Ss: Its on the desk . T: Where is my pen ? Its in the pencil case . (Put a pen in the pencil case and ask .) T: Where is my ruler ? (Put a ruler in the pencil case , too .) S1: Its in the pencil case , too . T: W

29、here is the ruler ? Ss: Its in the pencil case . (Then learn the other two prepositions “under”, “behind” in the same way . ) Present the words . T: Now , please look at the screen , where is the ball in Picture 1 ? S1: I think its in the box . T: Where is the ball in Picture 2 ? S2: Its on the box

30、. T: Where is the ball in Picture 3 ? S3: Its behind the box . T: Where is the ball in Picture 4 ? S4: Its under the box . T: There are some pictures on the screen , please match the sentences and the pictures . 1: The cat is under the chair . 2: The cat is on the bed . 3: The cat is behind the door

31、 . 4: The cat is in the box . 5: The cat is next to the plant . 通过实物所在的位置直观地呈现乏味介词。 利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真实的情景中理解和掌握方位介词。 让学生把句子和图画匹配起来，巩固方位介词的用法。 6: The cat is on the chair . T：Please open your books and do 1a quickly as you can. (After doing 1a,check the answer.) Step Two :drills . Prac

32、tice the drills . T: This time , use the school things around you to practice the conversation . T:Wheres the watch? (Hold up a watch in the hand.) S1: Its in your hand. T: Wheres the bag? (Put a bag on the chair.) S2: Its on the chair. (Ask the students to practice the dialogue like this. Then get

33、some pairs to act it out.) Introduce a room and listen to the tape. T: This is Tommys room, but he cant find his books, his pencil case, his baseball, his computer game and his keys, please help him find the things. Listen and number 1-5 the things in the picture. (Play the recording and then check the answer.) Step Three: Play a game. T: Now, we will play a game , I have a new ruler, all the students close your eyes, and I hide it in our classroom. Please guess, Where is i