新目標(biāo)初中英語七年級上冊Unit 4 Where’s my backpack開課教案

1、unit 4 wheres my backpack?section b 3a-4 一、單元整體分析本單元是圍繞“things around the house”展開教學(xué)活動的，這就要求學(xué)生掌握表示物品的單詞，同時也要掌握物品擺放位置的表達(dá)方式；即能用 “where is/are?”提問并用方位介詞on, in, under, near, behind來回答，熟悉where引導(dǎo)的特殊疑問句和一般疑問句及回答；繼而學(xué)習(xí)is, are與名詞單復(fù)數(shù)的關(guān)系。在日常生活當(dāng)中，能用本單元的目標(biāo)語言描述房間，寫便條，使英語學(xué)習(xí)生活化，英語的交際功能得到充分的發(fā)揮。本單元話題是學(xué)生日常生活中熟悉的話題，因此學(xué)生

2、有表達(dá)的欲望。這就要充分利用教材的聽力材料，訓(xùn)練和提高學(xué)生的聽、說能力。在聽說的基礎(chǔ)上創(chuàng)設(shè)語言情景，加強(qiáng)讀寫能力的訓(xùn)練。同時，要充分利用課本插圖來啟發(fā)學(xué)生，引起學(xué)生的學(xué)習(xí)欲望，提高學(xué)生聽、說、讀、寫的綜合能力。同時滲透學(xué)生的情感教育，引導(dǎo)他們養(yǎng)成愛干凈、愛整潔的好習(xí)慣。二、單元知識結(jié)構(gòu)1. 詞匯：名詞：thing, table, bed, sofa, dresser, bookcase, chair, drawer, floor, room，desk, plant, bag, alarm clock, video tape, hat動詞：need, take, bring介詞：in, on,

3、under 3. 句型: where is/are? -its/theyre is my computer game on the table? -yes, it is./no, it isnt. are my books on the bookcase? -yes, they are./no, they arent.4. 語法：where questions; prepositions.三、單元總體目標(biāo)1. master the vocabulary2. master and use：where的特殊疑問句和一般疑問句。3.幫助學(xué)生養(yǎng)成干凈整潔的好習(xí)慣。單元教學(xué)重難點一覽重點難點1. the

4、 vocabulary2. where is/are?its/theyre3.is/are? -yes,/no,use the language to talk about the things in ones room.write a note.四、單元學(xué)情分析學(xué)生在小學(xué)及starter unit2已經(jīng)學(xué)習(xí)過一些有關(guān)物品的名詞, 并接觸過一些介詞和where句型。在此基礎(chǔ)上，通過本單元的學(xué)習(xí)，學(xué)生可以進(jìn)一步地談?wù)撐锲芳捌鋽[放的位置，進(jìn)行更深入的交流和運用。本單元話題源于實際生活，是學(xué)生樂意交談的話題，能夠激發(fā)學(xué)生說英語的欲望。五、課時安排：本單元共5課時：section a（1a-1c）第1

5、課時section a（2a-4） 第2課時section b（1a-2b）第3課時section b (3a-4) 第4課時 self check 第5課時六、第四課時section b (3a-4)分析teaching contentunit4 wheres my backpack? section b (3a-4)teaching aimsimportant points1. ss are able to use the words (about things and prepositions) and where questions to talk about ones room.2.

6、 some ss are able to tell the differences between “take” and “bring”.3. ss are able to get the structure and information by reading. 4. ss are able to write a note.5. some ss will be able to realize the importance of keeping a good habit in their life.1. words: prepositions: in, on, under, near, beh

7、indverbs: need, take, bring2. where questions and answers.3. the difference between take and bring.4. get the structure and information by reading.5.write a note.difficult pointshelp ss use the prepositions and where questions to talk about ones room.make ss understand the differences between “take”

8、 and “bring”.help ss improve their reading skill.enable ss to write a note.teaching aidsppt, a tapeteaching procedures teachers activitiesstudents activitiespurposesi. revision and presentation. (groupwork)1. show the “on, in, under” song.2.do the action “follow me”. revise “in, on, under, near, beh

9、ind”.3. group work. ask ss to help miss lin design her new room and present the new words: need, take, bring.1. listen to the song.2. follow the teacher.3.do the groupwork to revise words and learn the new words: need, take, bring.通過聽英文歌曲，不僅活躍了課堂氣氛，而且喚起了學(xué)生對介詞的回憶。通過做動作，再一次復(fù)習(xí)了介詞，并且對學(xué)生來說，也是一個很好的熱身活動和道德

10、熏陶。然后通過小組活動去完成幫miss lin布置房間這個任務(wù)，自然地復(fù)習(xí)和呈現(xiàn)了詞匯，句型。ii. reading, 3a.1. let ss look at the picture and describe linglings room.2. let ss pay attention to the beginning and the ending, answer the questions “whos the note from? whos the note to?”3. let ss read the note and fill in the chart.4. let ss add th

11、e missing things in the picture together.5. let ss describe linglings room in pairs.1. look at the picture and describe linglings room.2. answer the questions.3. read the note and fill in the chart.4. add the missing things together.5.describe linglings room in pairs.通過談?wù)搱D片，感知和熟悉閱讀內(nèi)容。再通過閱讀填表，進(jìn)一步鞏固目標(biāo)

12、語言和了解如何寫便條。然后讓學(xué)生兩人一起幫lingling布置她的房間并作報告，這是閱讀后的拓展與延伸，既操練了目標(biāo)語言，也是對學(xué)生一次有益的德育教育。最后通過跟讀錄音，培養(yǎng)學(xué)生的語音語調(diào)，再一次讓學(xué)生感受閱讀內(nèi)容。iii. look at the picture and fill in the blanks, 3b. 1. let ss look at the picture and read the note in 3b, fill in the chart.2. let ss look at the picture and fill in the blanks.1. fill in th

13、e chart, according to the picture and the note in 3b.2.look at the picture and fill in the blanks.先通過填表，為完成3b作一個鋪墊。通過這一環(huán)節(jié)，學(xué)生完成了半開放性的寫作。iv. write a note.1. make a summary about “how to write a note”.待添加的隱藏文字內(nèi)容22. show ss a task and ask them to write a note. ask two ss to write on the blackboard.3. ch

14、eck the notes together. let them realize the importance of handwriting.1. learn how to write a note.2. write a notes to finish the task.3. check the notes.先總結(jié)如何寫note, 再放在一個真實的任務(wù)中，讓學(xué)生寫note，最后一起改note。完成了從說到讀，再從讀到寫這一過程，從而達(dá)到以讀帶寫的目的。v. homework1. draw and describe your ideal room to your classmate.2. rev

15、iew unit4.讓學(xué)生描述自己理想的房間，既是對本單元的一個概括和總結(jié)，也具有實際意義。the design of the blackboard： unit 4 wheres my backpack? section b(3a-4)need a note dear , can you? i need is/arebring thanks/yours,take 1. groupwork (小組活動)：thingswhere is/are?in, on, under, near, behinddo like this（可以像這樣做）:a: what things do we need? b,c

16、,d: we needa: where is/are , b? b: its/ theyrea: where is/are, c? c: its/theyrea: where is/are,d? d: its/theyre a: thank you.do like this（可以像這樣做）:dear , can you bring some things to school? i need 今天，miss lin一心想著上公開課，出門忘帶了一些東西,她需要五件東西(植物,鬧鐘,三本筆記本, 一串鑰匙和一些光盤),她請求她的母親mom替她送到學(xué)校來,現(xiàn)在請你幫她寫一張便條(note),告訴她母親

17、這五件物品的地點.(植物在地板上,鬧鐘在床邊,筆記本在抽屜里,鑰匙在椅子下面, 光盤在書桌上) (miss lins name is jessie.)2. write a note (寫便條) 2. write a note. （寫便條）report（報告）: this is miss lins new room. its very nice. the is/are. 教學(xué)反思 每一次上課對我來說，都是一個自我挑戰(zhàn)、自我改進(jìn)的過程。在這個令人緊張而又令人興奮的過程當(dāng)中，我學(xué)到了很多，感受到了很多這次我所上的內(nèi)容是七上unit4 wheres my backpack?第四課時，這是一節(jié)讀寫課，即

18、read for writing。學(xué)生在小學(xué)及第四單元的前三個課時已經(jīng)掌握了有關(guān)房間內(nèi)物品的詞匯，也熟悉 “where is/are its/theyre”句型，因此對本節(jié)課我作了如下設(shè)計：1.通過“follow me”這一環(huán)節(jié)，喚起學(xué)生對本單元已學(xué)過的介詞的回憶，也活躍了課堂氣氛。2.設(shè)計了讓學(xué)生幫助我設(shè)計房間這一任務(wù)。復(fù)習(xí)和操練了本單元有關(guān)things的詞匯和where句型，同時也引出本課的重點詞匯 “need, bring, take”。3.在進(jìn)行閱讀之前，先讓學(xué)生對圖片進(jìn)行描述，對文章內(nèi)容有所了解。再觀察文章的beginning and ending, 讓學(xué)生回答 “whos the note from? whos the note to?” 使學(xué)生對寫note有一個初步的印象。接下去學(xué)生仔細(xì)閱讀全文，填表格，這也是正文的寫作框架。然后一起添加