七年级英语上册《Unit4Whereismyschoolbag》教案新部编本人教新目标版

精选教课教课设计设计|Excellentteachingplan教师学科教课设计[20–20学年度第__学期]任教课科：_____________任教年级：_____________任教老师：_____________市实验学校育人如同春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanUnit4Whereismyschoolbag知识构造图题材内容本单元以讨论“室内物件”为话题,波及两个方面：一是物件的名称,二是物品的方向。讨论时要注意名词的单复数。教课目的语言功能讨论东西在哪儿.知识语法Where指引的特别疑问句,一般疑问句及简洁回答；介词on,in,目标under表方向的用法。词汇Table,bed,dresser,bookcase,sofa,chair,drawer,CD,plant,alarmclock,mathbook,videocassette,hat等.语言听能听懂相关物体方向,确认物件地点的对话。技术说能经过所学句型来咨询与描绘物件所处的地方。目标读能阅读包括Where?介词on,in,under相关物件方向介绍的短文.写能比较两幅图画中物件的不一样地方,并用文字表述,或依据文字描述来绘图。演示与表达面向全班作相关家庭房间物件陈设的介绍。学习自学策略介绍自己房间物件的地点。策略合作学习策略猜物件地点,猜他人的物件。文化进一步认识中西方家庭教育的差别。意识感情经过认知物件的地点，指引学生要爱惜和管理好自己的东西。经过态度设计理想房间,使学生的空间意识获得扩展训练,为自己创造舒坦的学习环境.任务能运用所学知识介绍自己的房间部署,能请人帮你拿东西。题目Where’smybackpack?题材内容本单元以讨论“室内物件”为话题,波及两个方面：一是物件的名称,二是物品的方向。讨论时要注意名词的单复数。教课目的语言功能讨论东西在哪儿.知识语法Where指引的特别疑问句,一般疑问句及简洁回答；介词on,in,目标under表方向的用法。词汇Table,bed,dresser,bookcase,sofa,chair,drawer,CD,plant,alarmclock,mathbook,videocassette,hat等.语言听能听懂相关物体方向,确认物件地点的对话。技术说能经过所学句型来咨询与描绘物件所处的地方。目标读能阅读包括Where?介词on,in,under相关物件方向介绍的短文.写能比较两幅图画中物件的不一样地方,并用文字表述,或依据文字描述来绘图。演示与表达面向全班作相关家庭房间物件陈设的介绍。学习自学策略介绍自己房间物件的地点。育人如同春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplan策略合作学习策略猜物件地点,猜他人的物件。文化进一步认识中西方家庭教育的差别。意识感情经过认知物件的地点，指引学生要爱惜和管理好自己的东西。经过态度设计理想房间,使学生的空间意识获得扩展训练,为自己创造舒坦的学习环境.任务能运用所学知识介绍自己的房间部署,能请人帮你拿东西。知识点分析：1、名词的单复数形式（不行数名词一般没有复数形式）﹡名词复数的部分规则：状况组成方法读音例词一般状况加-s清辅音后读/s/浊辅Book-books音和元音后读/z/hat-hatsapple-apples以O结尾的词加-s或–es读/z/Tomato-tomatoespotato-potatoesphoto-photos以s,sh,ch,x等加-es读/z/Bus-buses结尾的词watch-watches以ce,se,ze,(d)ge加-es读/z/Price-prices等结尾的词case-cases以辅音字母加y结尾变y为i,再加-es读/z/Comedy-comedies的词party-parties注：1)少量名词的单复数形式是不规则的，如man→menwoman→womenchild→childrenfoot→feettooth→teethmouse→micesheep→sheepdeer→deerfish→fish2)表示民族的名词，有的在词尾加-s,有的单复数形式同样，如：Chinese,Japanesenews是不行数名词。2、介词分析（on,in,under）in表示“在中（内）。在某个空间内部on表示“在上”，在一个面上，往常指一个人或物体在另一个物体的上边，两者之间有接触。under表示“在下边”往常指一个人或物体在另一个物体的垂直下方，两者之间往往没有接触。3、同近义词辨析table与desk：“table”指供人们吃饭，品茶，游戏，娱乐用的“餐桌，桌子、”等。一般都不带抽屉，能够是方的也能够是圆。“desk”指学生学习时用的“课桌，书桌”。老师，办公室人员用的“办公桌”等，一般都带有抽屉。onthebed与inbed：“onthebed”在床上，指某东西在床上。“inbed”卧床，指人因病卧床，或卧床歇息。育人如同春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|Excellentteachingplantake与bring：“take”意思为“带走；拿走”，指从说话人所在的地方带走某人或某物。“taketo.”意为“把..带到（给），把.拿到（给）”。“bring”意思为“带来，拿来”，指把某人或某物带到说话人所在的地方。“bringto.”意为“把..带来.,把拿来..”。d)hat与cap：“hat”指“帽子”时，表示有边的帽子，礼帽。“cap”指“便帽；军（瓶帽）；（笔帽）”4、定冠词the的用法(1).用来特指某人或某事物。Eg:Thebookonthedeskisourteacher’s.(2).常用在上下文说起的人或事物。(3).用来指说话人两方都知道的人或事物。Eg:Whereistheteacher?(4).表示世界上唯一无二的事物eg:hesun太阳themoon月亮theearth地球(5).用在序数词前eg:Wehavesomeclassroomsonthethirdfloor.(6).用在某些专出名词前eg:theGreatwalltheUSA(7).用在最高等前eg:Whichisthebiggestanimalonland?(8).用在一些习习用语中eg:Inthemorning\afternoon\evening(9).用在乐器前eg:playthepiano\drums\violin5、where指引的特别疑问句。“where”是特别疑问词，意为“在哪里，在哪儿”，用来咨询地址，地点，地方。基本句型为“Where+系动词+限制词|+名词？”意为“某人或某物在哪儿？”当某人或某物是复数是，be动词用are，某人或某物为单数时，be动词用is，where与is常缩写为Where’s,where与are一般不缩写。教课活动设计：测眼力：限时找出两个房间物件的不一样。提升学生的兴趣及踊跃性。记忆新词活动：将实物图片用滑动法表现，测学生的瞬时记忆，稳固新词的学习。小组活动：2人1组，甲生闭眼，乙生将其文具藏起，甲猜物件地点，直至料中为止。两人轮番猜，猜想次数少的获胜。Unit4Where’smybackpack?Teachingdesign:Period1:SectionA(1a—1c)Period2:SectionA2a,2b,2c,3a,3b,3c,4Period3:SectionB1a,1b,1c,2a,2bPeriod4:SectionB3a,3b,3c,4,Self-checkPeriodOneSubTopicTalkabouttheroom育人如同春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanFunctionsTalkaboutwherethethingsare.Vocabulary:where,table,bed,dresser,bookcase,sofa,chair,drawer,plant,in,on,under,they,they’re=theyareStructuresWhere’s?It’sin/on/underWhere’re?They’rein/on/underTasksListingMakeasurveyStepIWarmingupPlayanEnglishsongbeforeclass.Revisesomeschoolthingsbyaskingquestions.e.g.:What’sthis?Isthisa?Howdoyouspellit?etc.Learnthenewwordsin,on,under,behindbyhelpingtheteacherfindthelostthings.e.g.:T:Where’smyEnglishbook?S:It’shere./Ithinkit’s1T:Oh,it’sonthedesk.Where’remycolorpencils?S2:Teachthenewword“where”andtheuseof“they”.Consolidatetheprepositionsbylookingatthescreenandanswerthequestions:Where’s?Where’re?StepIIPresentation一、NewwordslearningShowthestudentsapictureofaroom,tellthemthisisabedroom,letthestudentslistthethingsinitfirst.Thenshowthemthewholepicture,teachthenewwords,askwherethethingsare,letthestudentsanswer,usingtheprepositions.Repeatwithasittingroomandastudy,teachthenewwordsandpracticeinthesameway.（设计企图：因为课前指引学生经过自主学习初步接触本课要学的新单词，因此在新单词的教课过程中，一些有能力的学生能够将自己已有的认识水平与实质运用联合起来，使他们能领会到经过自主学习带来成功的知足感。经过这样的方法表现新单词，成效远比教师纯真地用图片来教授新单词要大。）二、WorkonSectionA1a~2b1.Finish1a:Matchthewordswiththethingsinthepicture(1min)2.Inviteastudenttosaytheanswer,like:“table”isPictureE.Dothe1b:Listenandnumberthethingsinthepicturewhenyouhearthem.StepIII:ListenandsayListenandimitatethedialoguesinSectionA,1b.StepIVPairwork(Makeadialoguewiththeclassmate)Lookatthepicturein1aandthenmakeadialogueasfollow:育人如同春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanS1:Where’sthebackpack?S2:It’sunderthedesk.S1:Thanks.S2:You’rewelcome.StepV:Summary:AmemorytestShowapictureofaroom,givethestudentsoneminutetolookatit,thenaskthemwhatkindofthingstheysawandwherethethingsare.Haveacompetitionamonggroups.Seewhichgroupcanrememberallthethingsandplaces.(设计企图：经过这类活动调换学生的视觉、感觉和记忆力来参加语言活动，而且使本课的主要语言知识获得重现，加深印象；同时，小组之间的比赛表现了协作和团队精神。)StepVIHomework:Copythenewwordsandtrytorememberthem.Makeasurvey:Interviewoneofyourfriendsorteachers.Fillintheformbelow.NameThingsPlacessofanearthewallMs.Zhang/LiuHai设计企图：语言知识学习与实质生活相联合，培育使用英语的思想。板书设计：Unit4Whereismybackpack?pen,ruler,----Whereisthebook?backpack,----It’sonthedesk..keys,asetofkeys----Wherearethepens?sofa,dresser,drawer.----Theyareinthedesk.教课反省：PeriodTwoSubTopicTalkabouttheroomFunctionsTalkaboutwherethethingsareRecycledlanguageWhereis?It’son/in/underWhereare?They’rein/on/under?StructureIsthebook/Arethebooksonthedesk?Yes,/No,Idon’tknow.ListingTasksComparing育人如同春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanStepIWarmingupChatting.Chatwiththestudentsaboutthethingsaroundtheroombyshowingthempictures.Askthestudentstospellthenewwords.(设计企图：依据学生的年纪特点，他们特别喜爱这类情形猜想活动。这能够调换他们各方面的情绪来参加语言活动，激活他们已有的知识水平。)StepIIListenandimitateSectionA,2a.Revisewhatthethingsare.Playthetapeforstudentsandletthemnumberthem.SectionA,2b.Playthetapeagain,studentsnumberthethings[1-6]inthepicture.Imitatethedialogues.StepIIIAguessinggameAguessinggame.Showthestudentsapictureofaroomwithafewthingsinit.Havethemguesstheplacesoftheotherthings.e.g.:T:Thereisabookcaseinit.Isthebookcasenearthebed?Ss:Yes,itis./No,itisn’t.(Writethegeneralquestionandtheanswersontheblackboard.)StepIVPairworkaskandansweraboutthethingsinit.StepVGame:FindthedifferenceSectionA,4.StudentAlooksatPicture1(TextbookP21.4),StudentBlooksatPicture2(TextbookP19,1a).Askandanswerinpairsandfillintheform.e.g.:SA:Whereisthebackpack?Isitunderthetable?SB:No,itisn’t.It’sonthetable.ThingsPicture1Picture2backpackunderthetableonthetablepencilcasebookskeysdogAsksomestudentstoreporttheiranswerlikethis:InPicture1,thepencilcaseisInPicture2,thepencilcaseis;InPicture1,thebooksareInPicture2,thebooksare(设计企图：设置任务，经过对照的方式让学生理解方向介词。利用表格直观表现出两幅图的不一样点，再将它的不一样点复述出来，其目的在于培育学生的语言组织能力。)StepIVPracticethedrill“Whereis/are?”Presentshortdialogues,usingpicturesorobjectstohelp.Dialogue1:A:Where’smybag?B:Idon’tknow.Isitonthesofa?A:No,itisn’t.Dialogue2:育人如同春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanWhere’remybooks?Idon’tknow.Aretheyonthebed?Yes,theyare.CheckthehomeworkinPeriodOne.Makereportstosharetheinformationtheygotfromthefriendsorteachers,andgivetheirsimplyassessment.设计企图：话题由课本知识向实质生活延长，表现语言的语用原则。StepIIVSummaryandHomework:Finishofftheexercisesintheexercisebook(SectionA)板书设计：Unit4Whereismybackpack?------Isitunderthechair?------Yes,itis./No,itisn’t.-----Aretheyinthedesk?------Yes,theyare./No,theyaren’t.教课反省：育人如同春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanPeriodThreeSubTopicTalkabouttheroomFunctionsTalkaboutwherethethingsareAlarmclock;videocassette;CD;mathbook;computerRecycledlanguagegameWhere’s?It’sin/on/underWhere’re?They’rein/on/underThemathbookisonthedresser.StructureTheCDsareonthebookcase.TasksListing&sharingStepIWarmingupAsksometoactoutthedialoguesinSectionA,2a&2b.StepIIPresentation1NewwordslearningShowthestudentsapictureofaroom.Letthestudentssaylikethis:Thealarmclockisonthetable.Thebooksareonthechair.Letsomestudentslistsomenewwords.Practicereadingthem.2Teachershowstwopicturestothestudentsandasksthestudenttofindouttheirdifferences,thenfillintheblank.Picture1Picture2TheCDTheclockThehatThealarmclockThemathbookThetapes3SupposethestudentstouseasentencetodescribethedifferencesintwopicturesEg:InPicture1,theCDisonthewall,thehatisonthefloor.InPicture2,theCDisunderthedesk.StepIIIWorkonSectionB1a~2b育人如同春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanDo1a:Matchthewordswiththethingsinthepicture.PlaythetapetwiceforstudentstolistenandcirclethethingsTommywantsfromhisroom.Checktheanswers.(SectionB,2a.)3.Listenagain.WritedownthesentenceaboutwhereTommy’sthingsare.Checktheanswers.(SectionB,2b.)4.Readthelisteningmaterialin2aand2b.StepIVGroupwork:DecoratetheroomforEmma.1.ShowthestudentsapictureofEmma’suntidyroom.Groupwork.DecoratetheroomforEmma.Makeareport.StepVSummaryandHomeworkCopythenewwordsinSectionB2.RecitethedialogueinSectionB2aand2bUnit4Whereismybackpack?aclockanalarmclockThemathbookisonthedresser.amathbookTheCDsareonthebookcase.anEnglishbookCD/videotapeacomputergame/playcomputergamesPeriodFourSubTopicAskforhelpLanguagefocustaketo;bringto;can,needthing,room,desk,TV,floor,someRecycledlanguageThebookisonthetable.Thepensareinthepencilcase.IneedforStructureCanyoubringsomethingstoschool?Pleasetakethesethingsto.TasksComparingProblemsolving&sharing育人如同春风化雨，授业不惜蜡炬成灰精选教课教课设计设计|ExcellentteachingplanStepINewwordslearningPresentthenewwordsbymakingconversationswithstudents.Showsomepicturesandwordsonthescreentohelp.e.g.:T:What’sthis?S1:It’saroom.T:Doyouhavearoomlikethis?S1:Yes,Ido./No,Idon’t.(Repeatwiththeotherwords:TV,desk,)Showacardwithawordandaske.g.:T:Canyouspellthisword?S2:Yes,Ican./No,Ican’t.T:Canyouspellyourname?S3:Yes,Ican.T:Canyouwriteyourname?S4:Sorry,Ican’t.Ihavenopen.T:Youneedapen.(Givehimapen.)(Letthestudentsknowthemeaningof“need”.)T:Ibringaredpentotheclasseverytime.Nowitisontheteachers’desk.Afterclass,I’lltakeittomyoffice.(Teach“bring”and“take”.)(设计企图：利用图片和已学过的句型导入新课；利用直观形体语言、动作、语境教等单词，激发学生思想，帮助学生理解和记忆生词。)StepIIFindthedifferencesShowapictureofaroomwithafewthingsinit,givethestudentsashortnoteaboutthethingsaroun