Unit4Wheresmyschoolbag整体教学设计人教版七年级英语上册

单元集体备课稿 话题Topic功能Functions语法Grammar知识目标（Curriculumwords)（Usefulexpressions)能力目标1)、听：能拼写家具的词汇并灵活运用方位介词in,on,under；能根据录音熟练地记下物品摆放位置。2)、说：能积极思维，运用所学单词、短语及句型，结合实际生活对物品方位描述进行灵活运用。3)、读：能流利地朗读重要句型。4)、写：能写出本课时重点单词、短语和句型。情感目标1)、每个人都要养成整洁的好习惯，不依赖父母，定期整理自己的物品，这样就不会在寻找东西中浪费时间。2)、能在小组活动中积极与他人合作，相互帮助，共同完成学习任务，尽情享受自主学习的乐趣。文化知识Culture了解方位介词TeachingTimePeriod1SectionA(1a－2d)Period2SectionA(GF－3c)Period3SectionB(1a－1e)Period4SectionB(2a－2c)课时教学设计（I）课题名(1a2d)听说课教学目标教学重点1.—Where’shispencilbox?他的文具盒在哪儿？—It’sinhisschoolbag.它在他的书包里。2.—Wherearemybooks?我的书在哪里？—Theyareonthesofa.它们在沙发上。3.—Arethekeysonthesofa?钥匙在沙发上吗？—No,theyaren’t.They’reonthetable.不，它们不在。它们在桌上。教学难点学情分析教学过程Playagame:DoasIsay,Letthestudentsdotheactionsastheteachersays.Teacher:Putyourrighthandonyourhead.Putyourpeninyourpartner'spencilbox.PutyourpenunderyourEnglishbook..1.Theteacherasksthestudents:Whatcanyouseeinourclassroom?Helpthestudentswiththeanswers:Icanseesomedesks,chairs,pictures,books,pens,pencils,pencilboxes,schoolbags..2.Theteachershowsapictureofaroomandasksthestudents:Whatcanyouseeintheroom?Helpthestudentswiththeanswers:Icanseeatable,asofa,abed,abookcase..3.Showallthenewwordsonthescreen.Letthestudentsreadandrememberbythemselves.Thenwritethefollowingwords:桌子table床bed书架bookcase沙发sofa椅子chair书桌desk在哪里where在...上on在.....下under在...里in1.Pointtothepictureinlaandask,“Whatthingsinthepicturecanyouname?"Askthestudentstopointtotheitemsastheynamethem.Theymayworkinpairsbeforereviewingtheanswerswiththewholeclass.Askthestudentstomatchthewordswiththeobjectsinthepicturebywritingthelittersoftheobjectsonthelinesnexttothewords.2.Checktheanswerstogether.1.Theteacherpointstoabookthathe/sheputsonthedeskbeforetheclassandthensays:Mybookisonthedesk.Where'syourpen?Helpthestudentswiththeanswers:It'son/in/underthe...Asksomestudentstoanswer.2.Translatethefollowingphrases.在桌子下面underthetable在床上onthebed在书架里inthebookcase在椅子下面underthechair在书包里面intheschoolbag在沙发上onthesofa3.Askthestudentstofindthethingsandtheirlocationafterthemodel.Model:Theschoolbagisunderthetable.Remindthestudentsoftheformsof“be".4.Letthestudentsworkinpairs:A:Where'syour..B:It'son/in/under.._.A:Whereareyourbooks?B:They'rein/on/under..5.Translatethefollowingsentences.(1)“我的铅笔盒在哪里?”“它在你的书包里。”Where'smypencilbox?It'sinyourschoolbag.(2)“我的书在哪里?”“它们在沙发上。”Wherearemybooks?Theyreonthesofa.(3)“我的电子游戏在哪里?”“它在你的床下。”Where'smyputergame?It'sunderyourbed.1.Showapictureofaroomandaskthestudentstotalkaboutitinpairs.A:Where's/Whereare..B:It's/They'reon/in/under..2.AskthestudentstolistentoIband2a.Numberthethingsinthepictures.Thenchecktheanswers:1b.1,4，2，32a.2，6，1,5，3，43.Listento2aand2bagainandwritedownthekeyinformationinthechart.Answers:(2.)books,onthechair(3).pencilbox，underthesofa(4).schoolbag,underthetable(5.)ruler,underthechair(6.)keys,onthetable4.Makeareportaccordingtotheinformationinthechartafterthemodel.Model:Theputergameisinthebookcase.Thebooksareonthechair..5.Askthestudentstoworkinpairsandtalkaboutthethingsin2blikethis:A:Arethekeysonthesofa?B:No,theyaren't.They'reonthetable.6.Workingroups.(1)where用于询问某人或某物的位置，意为“在哪里"。句子结构为“Where+be+主语?”,be动词的形式要与后面的主语保持一致。在回答该句型时，用“主语+be+表示地点的介词短语.”。(2)they是人称代词主格，意为“他(她、它)们”，用来代替表示人或物的复数名词。7.TaskShowapictureofMary'sroom.Ingroupoffour,describewherethethingsareintheroom.Model:ThisisMary'sroom.It'scleanandtidy.Thebooksareonthedesk.Theputerisonthedesk..LetthestudentsdescribeMary'sroominpairsbeforetheclass.Step6SummaryInthislesson,wehavelearned:1.Newwords:where,table,bed,bookcase,sofa,chair,on,under.2.Sentencestructures:Where's..?It'sin/on/under.....Whereare..Theyrein/on/under....板书设计&课堂小结课后作业课后反思课时教学设计（II）课题名Unit4Where’smyschoolbag?SectionAGrammar教学目标1.Tolearntouseprepositions:on,in,under.2.Tolearntouse“where”questionstoaskforthelocationofthings.教学重点Tolearntouseprepositions:on,in,under.教学难点Tolearntouse“where”questionstoaskforthelocationofthings.学情分析教学过程①Teacherleadsstudentstoenjoyasong.②Teacherleadsstudentstosaysomesentencesaccordingtothepictures:A:Whereisthemouse?B:It’s...thebox.①Teachershowssomepicturesandobjects,andstudentslookatthemandpracticethesentencepattern:②Teachergivesstudentsthreeminutestoletthemtrytorememberallthesentencesinthetable.③TeacherrequiresstudentstopletethesentencesaccordingtotheGrammarFocus.1.themap?It'sonthewall.地图在哪里？它在墙上。2.therulers?.尺子在哪里？它们在书包里。3.yourbook?It's.你的书在哪里？它在你的房间里。4.schoolbag?It's.她的书包在哪里？它在沙发上。④Teachergivesstudentstwominutestopletetheconversations..⑤Teacherrequiresstudentstoplete3band3c.Teacherleadsstudentstosummarizethekeylanguagepointsinthisclass.一、方位介词on,in与under的用法在英语中，当要表示人或物的位置时，通常要借助方位介词不能单独使用，必须与其他词构成介词短语。on“在……上”，表示某人或某物在另一个物体两者间有接触。Hispencilboxisonthedesk.in“在……里”，表示在某个空间内。Mybooksareinmyschoolbag.under“在……下”，表示某人或某物在另一个人或物下方，两者间不接触。Thebookisunderthebed.Whereis＋主语（单数）?He/She/Itis+介词短语.—Where’smyhat?Theyare+介词短语.—Wherearethedesksandc—Theyareintheclassroom.(1)be动词要与主语的人称和数保持一致。(2)whereis可以缩写为where’s，但whereare不能缩写。(3)非正式场合中可省略主语和be动词，直接用介词短语地点。(4)如果不知道某人或某物在什么地方，可用“Sorry,Ido来回答。按要求完成句子，每空一词。1.Hisputergameisonthedesk.（对画线部分提问）hisputergame?2.—你的铅笔和钥匙在哪里？—在客厅里。（完成句子）—yourpencilandkeys?—Theyareinthelivingroom.3.我妹妹的钢笔在桌子下面。Mysister’spenis.4.辛迪的哥哥在房间里。Cindy’sbrotheris.5.我的书在书包里。Mybooksare.单项选择。1.—Wherehisdictionaries?—onthebed.is;It’sB.are;It’sC.is;They’reD.are;They’re2.—Whereisyourruler?—overthere,inmypencilbox.A.It’sB.They’reisD.Thatis3.—Whereisourbaseball?Ican’tfindit.—Oh,look!It’sthesofa.A.inB.underC.for4.—Lucy,isTom?—He’sinthelivingroom.A.whatB.whoC.howD板书设计&课堂小结课后作业课后反思课时教学设计（III）课题名Unit2Thisismysister.SectionB（1a1d）听说课教学目标1.Learntoaskandanswerquestionsaboutwherethingsare.2.Learnthenamesofsomepersonalthingsofstudents.3.Grasptheprepositions:on,under,in.教学重点Where’sthe…?It’sin/on/underthe…Where’rethe…?They’rein/on/under…教学难点Where’rethe…?They’rein/on/under…学情分析Studentshavelearnedhowtoaskandanswerquestionsaboutwherethingsare,buttheyneedmorepractice.教学过程1.Greetings.2.Memorychallenge.Showsomepicturesaboutthingsonthescreen,revisethesentencepatterns:A:Where’sthe...?B:It’sin/on/under...A:Wherearethe...?B:Theyarein/on/under...Step3.PresentationShowsomepicturesonthescreen.LearnthenewwordsusingWhat’sthisinEnglish?It’s…Step4.Tasks1a.ThisisTom’sroom!Matchthewordswiththethingsinthepicture.1c.Listenandcircle.1d.Listenagain:WhereareTom’sthings?Fillinthechart..Askandanswer:A:WherearetheEnglishbooks?B:They’reundertheradio.Step5ExerciseFillintheblanksaccordingtotheconversation.Tomwants（想要）hismothertosomethingstoschoolforhim.HehisEnglishbooks,hisruler,hisnotebookandFrank’s.TheEnglishbooksareunderthe.Hisisonthebed.Andhisnotebookisundertheinthe.Frank’stapeisinthe.Theywill(将)atoneattheschool.Look!Thisismyroom.Theclockisunderthechair.Theputer…Ilovemyroom.板书设计&课堂小结课后作业课后反思课时教学设计（IV）课题名Unit4Where’smyschoolbag?SectionB2a2c教学目标1.掌握以下词汇：tidy;but;our;everywhere;always.2.掌握和熟练使用以下句型结构：①I’mtidy,butGinaisnot.②Gina’sbooksareeverywhere—onherbed,onthesofaandunderthechair.③“Wherearemykeys?”Ginaalwaysasks.3.ToreadthepassagetofindwhereKate’sthingsandGina’sthingsare.教学重点掌握和熟练使用以下句型结构：①I’mtidy,butGinaisnot.②Gina’sbooksareeverywhere—onherbed,onthesofaandunderthechair.③“Wherearemykeys?”Ginaalwaysasks.教学难点ToreadthepassagetofindwhereKate’sthingsandGina’sthingsare.学情分析教学过程①TeacherleadsstudentstopracticetA:Isthecatonthechair?B:Yes,itis.A:Isthebaseballonthetable?B:No,itisn’t.It’sunderthesofa.A:Arethebooksinthedresser（梳妆台）?B:No,theyaren’t.They’reinthebookcase.A:Arethebooksonthesofa?B:Yes,theyare.①Teachershowspictures,andleadsstudentstotalkaboutthingsintheroom:②Teachershowstwomorepictures,studentslookcarefullyandtrytotalkaboutwhichroomtheylikeandwhy.Whichroomdoyoulike?Thetidy③Teacherletsstudentslookanotherpictureofaroom,andleadsthemtotalkaboutwhattheycanseeintheroom.ThenstudentswritethewordsIstheroomtidyoruntidy?theyknowforthethingsinthepicture.④Teacherplaystherecordingandstudentslistentothepassageandanswer.Themainideaofthepassageis.A.aboutKateandhersisterGinaB.aboutKateandGina’sroomC.thatKateistidy,butGinaisn’t⑤ntsreadthepassagebythemselvesanIsKatetidy?IsGinatidy?⑥StudentsReadthearticleandcirclethethingsKateandGinahave.⑦StudentspletethechartaboutthethingsKateandGinahaveandwheretheyare.⑧Studentschoosetherightanswersafterreading.1.Kate’stapesareinthe.A.schoolbagB.deskC.bookcase2.Kate’sclockis.A.underthebedB.onthedeskC.onthechair3.WhatcolorisGina’smodelplane?A.yellowB.blueC.white4.WhereisGina’smodelplane?A.onthebookcaseB.underthedeskC.onthedesk⑨StudentsmakeTorFafterreadingthepassage.()1.KateandGinaarecousins.()2.Kate’sbooksandtapesareinthebookcase.()3.Ginahasaclock.()4.Gina’skeysareintheschoolbag.()5.Thewhitemodelplaneisunderthedesk.⑩Studentsretellthepassageaccordingtothemindmap.books(onher,onthe Teacherleadsstudentstosummarizethekeylanguagepointsinthisclass.1.I'mKate,andmysisterisGina.I'mtidy,butGinaisnot.【易混辨析】并列连词but,and与orbut表示转折的逻辑关系或两种情况的对比，意为“但是;然而”。连接两个或几个并列的成分，常用于肯定句，意为“和;而”。and连接的并列成分作主语时，谓语动词用复数形式。在否定句中，连接并列成分要用or而不用and，意为“也不”；or表示选择关系时，常用于选择疑问句，意为“或,还是”。IlikeredbutIdon'tlikeblack.我喜欢红色但不喜欢黑色。TomandCindyaregoodfriends.汤姆和辛迪是好朋友。Shecan'tsingordance.她不会唱歌也不会跳舞。Isheyourfatheroryouruncle?他是你爸爸还是你叔叔？板书设计&课堂小结课后作业课后反思课时教学设计（V）课题名Unit4Where’smyschoolbag?SectionB3aSelfCheck教学目标1.Toreviewthewordsaboutfurnitureandstationery.2.Tobeabletouse“in,on,under”todescribethepositionofthings.3.Towriteaboutwherethethingsareintheroom.4.Tolearntoputyourthingsinturnsandbeatidystudent.教学重点1.Tobeabletouse“in,on,under”todescribethepositionofthings.2.Towriteaboutwherethethingsareintheroom.教学难点Towriteaboutwherethethingsareintheroom.学情分析教学过程①TeacherletsstudentstoputthesephrasesintoEnglish.Andthenstudentpracticethesentencepatterns.1.在桌子下面2.在沙发上面3.在书包里4.在书柜里5.在椅子下6.在房间里7.在图片里A:Whereis/are...?B:It's/They’reon/in/under....①Teachershowspictures,andleadsstudentstotalkaboutwherethingsare:What'sthisinEnglish?Doyouhavea/an...?WhataretheseinEnglish?Doyouhave...?②Teacherrequiresstudentstolookatthetablein3acarefully,andthenfillinthetable.③Teacherletsstudentswriteaboutwherethethingsareintheroom.Usethewordandiftheycan.④Teachershowsapictureofaroomandleadsstudentstolearnsomethingaboutit.假设这是你卧室的照片，请以“MyBedroom”为题，写一篇短文来描述你的卧室。要求：1.介绍你卧室内的物品及物品所在方位（不少于5件物品）；2.不少于50词；3.参考词汇：bed;quilt;clock;photo;table;chair;bookcase;wall(墙);modelplane;puter;key⑤Teacherleadsst