七年级英语上册GoforitUnit4Where’smybackpack教案人教新目标版

1、Unit 4 Where s my backpack? Section AThe first Period(1a-1c)Teaching goalsLanguage goals:a)New vocabulary words: table, bed, dresser, bookcase, sofa, chair, drawer, plantb)where s =where is, theyre =they are, under, on, in2 .Ability goals: Learn to ask and answer where things are.3 .Moral goals: Enc

2、ourage students to talk about where things are Teaching important and difficult points;on ,;under,s under the table.The preposition phrases: in The target language goals: Where s my baseball? ItWhere are my books? They re on the sofa.Teaching methods Task-based teaching and learning methodTeaching a

3、ids A tape-recorder, some daily things, a picture of a room with many things in itTeaching proceduresStep1: RevisionAsk a group of students to show their photos and introduce their families before class.Teacher gives some Yes/No Questions like this :Is this your/his/her mother?/Is that your/his/her

4、father?/Are these your family?Help them answer correctly.Step2: Presentation (Pre-task)Show a photo of home, there are lots of daily things in the photo. By asking“What s this /that in English? to introduce the key words:table, bed ,dresser, bookcase, sofa, chair, drawer, plantTeacher help students

5、pronounce and read these new words fluently and quickly.Encourage students to memorize more new words in class and take a competition in pairs.Step3: While-task.1a: Match the words with the things in the picture.Step4: PresentationTeacher gives Where Questions to encourage students to answer where t

6、hings are .Where is the backpack? It s under the table.Where s the baseball? It s in the backpack.Where are the books? They re on the sofa.Remind students to pay attention to the key words: where ;where s=where is ;where re=where are; they re=they are; it s=it isStudents put some school things in th

7、e backpack/on the desk/under the desk, teacher guide them to answer Where Questions using in , ,on , ,under ,Step5:1b Listening practiceAsk students to listen and number the things 1 5in the picture when hearing them. Step6.Post-task 1c PairworkMake the students ' own conversations. Use the word

8、s in the box: on, in, underStep7.SummaryLearn to use the Prepositions: in, on, under to talk about where things are.in the backpack, in the pencil case ,in the draweron the table, on the sofa, on the chairunder the bed ,under the tableLearn to ask where things are:Where' s +Noun (Single)?It '

9、; s,Where are +Noun(Plural)?They ' re ,Homework:Copy new vocabulary words five times a word.Make conversations about the picture using the preposition: in, on. under.Blackboard Designin the backpack, in the drawer, in the pencil caseon the sofa, on the table, on the bed, on the bookcaseunder the

10、 table, under the bed, under the sofaWhere' s my backpack? It ' s under the table.Where' re my books? They ' re on the sofaThe Second Period (2a 2c)Teaching goals1. Language goals: A review of target language in the first period.2. Ability goals: Continue practicing where things are

11、by listening3. Moral goals: Encourage students to show their expressions in class.Teaching important and difficult points1. Train listening skills2. Compare Where Questions with Yes/No Questions and their correct responses.Teaching methods Task-based teaching and learning methodTeaching aids A tape-

12、recorder, some daily things, a picture of a room with manythings in itTeaching proceduresStep1:Pre-task Revision(1)A review of the key words by asking: What' s this? What are these? in 2a(2)A name list of them on BbStep2: Task1: 2a Listening practiceListen and number these things 1 6when they he

13、ar them. And check the keys withstudents.Step3:Task2:2b Listen again .Ask students where the things from 2a are .And students are asked to number the things 1 6in the picture.Step4:Post-task:2c Oral practiceTeacher asks Where Questions and a student gives the answers about the picture in 2b.Two stud

14、ents ask and answer questions about the things in the picture above before class.All the students in pairs follow the example to ask and answer, then show the good conversations before the whole class.Encourage all the students to express their spoken English actively.Step5.Summary Grammar FocusDo s

15、tudents master the target language?(1)Where ' s the baseball? It (2)Where is my computer game? It Where are your books? They (4)Where are his keys? They (5)Where are her keys? They Homework:s in the backpack.'s under the bed.'re on the chair.re on the dresser.re on the table.Make 6 conve

16、rsations about the things from 2a, Where are they?Blackboard Design(1)Where ' s the baseball? It(2)Where is my computer game? It(3)Where are your books? They(4)Where are his keys? They(5)Where are her keys? They where' s =where is they ' re =they areThe Third Period (3a-4) Teaching goals

17、't =do not, know, bag't know. Is it on the dresser? No, it isn't. Are they1. Language goals: (a)Vocabulary words: don (b)Target language: I don on the bed? Bed. No, they aren's in the backpack.'s under the bed.'re on the chair.re on the dresser.re on the table.t.2. Ability go

18、als: Continue practicing where things are by asking3. Moral goals: Encourage students to show their expressions in class.Teaching important and difficult points1. Train speaking and writing skills by looking at the picture.2. Compare it with them and their correct responses.3. Is it , ?Yes, it is./N

19、o, it isn ' t. Are they , ? Yes, they are./No, they aren ' t.Teaching methods Task-based teaching and learning methodTeaching aids Some daily things, a picture of a room with many things in itTeaching proceduresStep1: RevisionAsk students to look at the picture in 3a.“ What can you see in th

20、e picture? ”Remind them to use the new words which they have learned in the last two periods.And ask them “ Where are they? ”Step2: Pre-task PresentationTeacher tells students if they don t know where things are, say: Idon t know.don t = do not 不 （ 构成否定句 ）If they know where things are, say :I know .

21、Step3:While-task 3a Put these sentences in order to make a conversation.A: Where s the bag?B: I don t know.A: Is it on the dresser?B: No, it isn t.Teacher continue asking :Is it +in/on/under, ?Yes, it is. No, it isn t.Are they +in/on/under , ?Yes, they are. No, they aren t./No, they re not.they re =

22、they are aren t =are notStep4:3b Pairwork Practice the conversation in the picture above.S1:Where are my books?S2:I don t know .Are they on the bed ?S1:No,they re not.Step5:3c Students in pairs ask and answer questions about things in the picture like 3a.Try to use the target language: Is it , ? Are

23、 they , ?Do an example with a student. Conversation1:T: What are these?S: They re keys.T: Are they in the drawer?S: No, they re not.T: Where are they?S: I don t know.T: Are they on the dresser?S: Yes, they are.Step6: Writing practiceStudents are asked to written down their own conversations above. A

24、nd show the good conversion on the Bb.Conversation1A: Where are the keys?B:I don t know. Are they on the dresser?A: Yes, they are.Conversation2A: Where s the baseball?B:I don t know. Is it on the table?A: No, it isn t.B: Is it under the table?A: Yes ,it is.Conversation?A: Where ' s the backpack?

25、B: I don ' t know .Is it in the backpack?A: Yes, it is.Step7:Post-task4 Game and Pairwork Student A, look at the picture onpage19,StudentB,look at the picture on the right. Find the difference.Step8: SummaryComparison:Where' s +single? It ' s +in /on /under , Where ' re +plural? They

26、 ' re +in /on /under , Is it +single? Yes, it is. /No, it isn' t.Are they +plural? Yes, they are. /No, they' re not.Homework:Copy the 2 conversations in 3a.Make 3conversations about the things in 3c.Blackboard DesignI know. fI don t know.Is it on the dresser? No,it isn' t.Are they on

27、 the bed? No,they ' re not. Where' re they? They ' re under the table.Section BThe First Period (1a2a)Teaching goalsLanguage goals:a) key vocabulary words: math ,hat ,alarm clock ,video tape, CD.Ability goals: Give students oral, listening and note-writing practice.Moral goals: Encourage

28、 students to talk about their beautiful home.Teaching important and difficult points1. Listening practice 2b gives students note -writing practice.Teaching methods Task-based methodTeaching aids A taper recorder, a picture of a bedroom with school and daily things.Teaching proceduresStep1:Pre-task R

29、evision1. Point to the picture in 1a and ask, What things in the picture can you name?2. Provide a list of key vocabulary words in this part on the Bb: Math book, video tape, alarm clock, hat, CD. Students repeat these key words after teacher.Step2: While-task 1aStudents point to each word listed at

30、 the top and repeat after the teacher.Then ask students to match the objectives with the words in the picture by writingthe letter of object on the line next to one of the words in the box. Step3:1b Spelling practiceAsk students to look at everything in the picture and try to memorize as many items

31、as they can.Give them 3minutes to write down the names of as many as they can remember.Have students open their books and see what words they may have missed.Step4:1c pairwork Oral practice using the target language.Student A asks questions with books open, student B answers the questions with the b

32、ooks closed.A: Where ' s the notebook?B: It ' s on the bed.A: What ' s under the bed?B: It ' s the pencil case.Teacher moves around the classroom checking progress and helping out as needed.Step5:2a Give students listening practice in recognizing specific vocabulary words in spoken c

33、onversation.Say the list of words in 2a and students to repeat them.Play the recording the first time. Students only listen.Play the recording a second time, Students circle the thingsthat Tommywants fromhis room.Step6:2bGive students note practice.Focus attention on the example. Teacher reads the e

34、xample to the class. Explain that student are to listen again, and write notes like the example.Play the recording .Students listen and write: The math book is on the dresser.The ruler is under the bed.The notebook is on the bed.The CDs are on the bookcase.The video tape is on the table.Step7: Summa

35、ry single +is +in /on /under , plural +are +in /on /under , Homework:Copy the new vocabulary words 5times a word Write notes about where Tommy ' s things are.Blackboard Design1 .The math book is on the dresser.2 .The ruler is under the bed.3 .The notebook is on the bed.4 .The CDs are on the book

36、case.5 .The video tape is on the table.The Second Period(3a 4)Teachinggoals1 .Language goals:key vocabulary words: take, bring, need, can, some, thing,to,floor,room,desk,mom,TV2 .Ability goals: Reading and writing practice.3 .Moral goals: Encourage students to talk about their ideal home .Teaching i

37、mportant and difficult pointsUseful expressions: take , to; bring , to, can, need, on the floor, in the room, some thingsTarget language:Please take these things to your sister.Can you bring some things to school?I need a video tape.The video tape is on the floor.The hats are on the chair.Teaching m

38、ethods Task-based teaching and learning methodTeaching aids A taper recorder, two pictures of Feifei s and Chenguang s bedroomsTeaching proceduresStep1:Pre-taskTeacher tries making up some sentence patterns, using the key words :bring , to , Please bring your video tape to school.take , to , Take th

39、ese things to your sister.can, Can you answer the question? Yes, I can. Sorry, I can t.some, some notebooks, some keys, some pencilsneed, I need an alarm clock. I need an English Chinese dictionary.Help students follow these sentences. Encourage them try to memorize these useful phrases in class.Ste

40、p2:Task1:3a Reading1. Ask a student to read the note aloud.2. Ask students to elicit the names of items in the picture.3. Where are the items mentioned in the note in the picture?4. Have students draw the items mentioned in the note in the picture.5. Comparethe note with the picture to see if these things are in the right position.6. All the students read the note aloud again.Step3:Task2:3bWriting practice using the target language.Ask students to name some of the items in the picture.Where are they?Call attention to the gap-fill exercise. Rea