【详细版】七年级上册Unit 4 Where's my schoolbagunit 4 教案

1、Unit 4 Wheres my schoolbag?教学内容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。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, plan

2、t, 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.

3、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。教学重点、难点重点：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, backpack难点：A. 能够准确运

4、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。教学方法采用任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。课前准备教师: 准备表格、一些学习用品和多媒体课件。学生: 学习用品Period TwoSub TopicTalk about the roomFunctionsTalk about where the things areRecycled languageWhere is? Its on/in/underWhere are? Theyre in/on/under?StructureIs the book / Are the books on the

5、 desk? Yes, / No,I dont know.TasksListingComparing Step One Warming up Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words. 设计意图：根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。任务运用：ListingStep Two Listen and i

6、mitateSection A, 2a. Revise what the things are. Play the tape for students and let them number them. Section A, 2b. Play the tape again, students number the things 1-6 in the picture. Imitate the dialogues. Step Three A guessing gameA guessing game. Show the students a picture of a room with a few

7、things in it. Have them guess the places of the other things. .: T: There is a bookcase in it. Is the bookcase near the bed?Ss: Yes, it is. / No, it isnt. Write the general question and the answers on the blackboard. Step Four PairworkSection A, 2c. Look at the picture in 2b again. Students use gene

8、ral questions to ask and answer about the things in it.Step Five Game: Find the differenceSection A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form. .: SA: Where is the backpack? Is it under the table

9、? SB: No, it isnt. Its on the table. ThingsPicture 1Picture 2backpackunder the tableon the tablepencil casebookskeysdogAsk some students to report their answer like this: In Picture 1, the pencil case is In Picture 2, the pencil case is; In Picture 1, the books are In Picture 2, the books are 设计意图：设

10、置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点，再将它的不同点复述出来，其目的在于培养学生的语言组织能力。作用运用：Listing & comparingStep Six Practice the drill “Where is / are?”Present short dialogues, using pictures or objects to help. Dialogue 1: A: Wheres my bag? B: I dont know. Is it on the sofa? A: No, it isnt. Dialogue 2: A: Wherere

11、my books? B: I dont know. Are they on the bed? A: Yes, they are. Teach “dont =do not”, “ know”.Check the homework in Period One. Make reports to share the information they got from the friends or teachers, and give their simply assessment.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。Let the students make similar dialogues according to the pictures in Section A, 3a&3c.Put the dialogue in the right order.( Section