新人教版七年級上冊英語Unit4Where’smyschoolbagLessonPlanner教案（5課時） (2)

1、Unit 4 Wheres my schoolbag?Learning ObjectivesIn this unit, students will learn to talk about where things are.一、Topics（話題）: Things around the house二、Functions (功能)Talk about where things are三、Structures (結構)Where questionsPrepositions: on, in, underConjunction and四、Target Language (目標語言)Where is hi

2、s pencil?It is in his schoolbag.Wheres your ruler?Its under the chair.Where are my books?Theyre on the sofa.五、Vocabulary （詞匯）Rooms of the house, furniture, table, bed, sofa, chair, desk, radio, clock, tape, tape player, model plane, on, under, where, their, come on六、Skills (技能)Listening and reading

3、for specific information七、Recycling （復習鞏固）Personal itemsQuestion forms with to beSchoolbag, key, ruler, map, hat, CD, bag, book, pencil box, pencil, pen, computer game, dictionary, notebook, in Im., and my sister.八、教材分析本單元圍繞著Wheres my schoolbag?的話題，共設計了三個部分的內容。通過教授本單元，使學生學會談論房間里物品的位置，能讀懂有關物品位置的便條，并學

4、會寫便條讓朋友幫自己從房間里取東西。Section A 讓學生通過活動，學習如何表達物品的位置，并能就物品位置進行提問。1a, 1b, 1c 學習表示物品的名詞，并能物品的位置進行問答。重點運用where特殊疑問句進行談論。2a, 2b, 2c, 2d 繼續(xù)學習談論物品的位置。重點學習is/are開頭的疑問句及其回答。3a, 3b, 3c 學習談論自己常用物品的位置，并能就兩個房間物品擺放位置的不同進行問答。Section B學會通過觀察和聽音，來談論和記錄房間里物品的名稱和位置。1a, 1b, 1c, 1d, 1e進一步熟悉表示物品的單詞，并能談論和記錄物品的位置。2a, 2b, 2c, 3

5、a, 3b 學會閱讀和書寫便條，并能描述自己房間里物品的位置。Self Check 檢測本單元所學詞匯知識，學會閱讀便條，并根據便條內容畫出房間。九、學情分析本單元的主要內容是談論物品所在的位置。通過這一話題，訓練學生的聽、說、讀、寫四項基本技能，讓學生通過詢問物品的位置，學習一些有關家居物品和學習用品的單詞，以及方位介詞in, on, under, behind 等的用法；學習并掌握Where問句的問答，一般疑問句提問并用方位介詞來回答；學習名詞單復數及人稱代詞they 的用法，同時培養(yǎng)學生養(yǎng)成干凈、整潔、合理擺放物品的好習慣。十、課時安排The first period (第一課時): S

6、ection A (1a2d) The second period (第二課時): Section A (Grammar Focus3c) The third period (第三課時): Section B (1a1e)The fourth period (第四課時): Section B (2a2c)The fifth period (第五課時): Section B (3aSelf Check )The First Period) (Section A, 1a2d)Teaching aims（教學目標）1掌握有關物品的名稱table, bed, bookcase, sofa, chair

7、, book, keys, bag, alarm clock, CD, tape, hat, etc.2學會談論物品的位置。Language points（語言點）1. 要求掌握以下句式：Wheres my schoolbag? Its under the table.2要求掌握以下詞匯： where, table, bed, chair, under, they, onDifficulties（難點）：熟練運用表示方位的介詞in, on, under 等。Teaching steps （教學步驟）Lead in: T: Good morning，everyone! Last week, we

8、 finished Unit 3. Today we are going to study a new unit, Unit 4. Ask and answer a. T: Can you tell me what the title of Unit 4 is? Yes, its “Wheres my schoolbag？” What do you think the unit is about? b. T: Great! In this unit, we are going to learn to talk about where things are. Do you still remem

9、ber some school things we have learned? c. T: What are they? OK. Lets start to talk about some school things first. 【教學設計說明】通過設置讓學生幫助老師找東西這樣一個真實的場景來導入新課，能夠立刻調動學生的參與性，激發(fā)學生思維，啟動學生學習興趣的發(fā)生。Step 1: Section A 1a T: First, please open your books to page 19 and look at activity 1a. 1Look and find T: Please

10、look at the picture in activity 1a. There are some things in it. Do you know what they are? 2Match and discuss a. T: Would you please match the words with the things in the picture? b. T: How many words do you know? Can you share the words you know with your partners? c. T: Please discuss with your

11、partners and check whether your answers are the same. 3Check the answers T: Lets check the answers together. 4Read a. T: Please read the words after me. Table . b. T: I would like you to read each word twice. Table, table . c. T: Lets read the words one by one together. 【教學設計說明】通過學生之間相互猜測的游戲，能使他們剛被激

12、發(fā)的興奮點持續(xù)下去。Step 2: Section A 1b 1Listen and number a. T: Listen to the recording for the first time. b. T: Number the things in the picture when you listen to it for the second time. 2Check the answersT: Lets check the answers. Answers: 1books 2pencil box 3computer game 4keys 3Read a. T: I would like

13、 you to read the tape script together. b. T: Would you please read it by yourselves three times? c. T: This time I would like you to read it twice with your partners. d. T: Who would like to read for the class? 4Translate and explain a. T: Lets translate the conversation into Chinese. b. T: Who can

14、tell us what it means? c. T: Yes. When we ask the positions of things, we use the word “where”. And from the picture, we know that the word “on” means “在······上面” “in” means “在······里面”“under” means “在 ······下面

15、”. They are called prepositions “介詞”. 【教學設計說明】由于課前引導學生通過自主學習初步接觸本課要學的新單詞，所以在新單詞的教學過程中，一些有能力的學生可以將自己已有的認識水平與實際運用結合起來，使他們能體會到通過自主學習帶來成功的滿足感。通過這樣的方法呈現新單詞，效果遠比教師單純地用圖片來傳授新單詞要大。Step 3: Section A 1c 1Read T: Would you like to read the conversation with your partners? 2Practice a. T: Would you please pract

16、ice the conversation according to the picture in 1a? b. T: Please present your conversations to the class. Who would like to have a try? 【教學設計說明】通過這種活動調動學生的視覺、感覺和記憶力來參與語言活動，并且使本課的主要語言知識得到重現，加深印象；同時，小組之間的競賽體現了協(xié)作和團隊精神。Step 4: Section A 2a 1Look and say a. T: Lets move to activity 2a now. Could you ple

17、ase look at the things and say them in English? b. T: Lets take turns to say the things in English one at a time. Lets start with you 2Listen and number a. T: Now, lets listen to the recording for the first time. b. T: Are you ready to do the activity 2a? d. T: Please number the things you hear. 3Ch

18、eck the answers T: Do you have the answers? Lets check them together. Answers: 2books 6keys 1computer game 5ruler 3. pencil box 4schoolbag 【教學設計說明】學會利用一切可利用的學習資源，如詞典，音像資料，網絡等來獲取更多的學習信息。Step 5: Section A 2b 1Listen and find the correct places a. T: Listen to the conversation again and find the correc

19、t places for the things in 2a. b. T: Number the things in the picture from 1 to 6. 2Check the answers T: Finished? Lets check the answers. Answers: 1computer game in the bookcase 2books on the chair 3pencil box under the sofa 4schoolbag under the table 5ruler under the chair 6keys on the table 3Read

20、 the conversation a. T: Lets read the conversation in the tape script together. b. T: I would like you to read it in pairs. c. T: This time I would like boys to read as Tom and girls to read as Helen. d. T: Who would like to read the conversation for the class? 【教學設計說明】學會用英語詢問自己的或他人物品的具體位置。能夠合理地描述和設

21、計房間。Step 6: Section A 2c 1Read T: Lets move to activity 2c. Shall we read the conversation together? 2Guess a. T: Now, lets guess where the things are. b. Students work in pairs. Student A covers the picture in 2b. Ask about where the things are in the picture. Student B answers the questions. c. T:

22、 I would like to give you an example. Example: T: Is the pencil box on the sofa? S: No, it isnt. Its under the sofa. d. T: Change roles after making one conversation and then practice again. 【教學設計說明】學會用英語準確描述物品所在的位置；培養(yǎng)學生整齊地擺放自己物品的生活習慣。Step 7: Section A 2dRole-play the conversation. Show a picture of

23、 a room. Give the Ss one minute to look at it, and then ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and where they are.【教學設計說明】學會與他人合作交流,并能把語言材料用到真實的生活中去; 學會利用一切可利用的學習資源，如詞典，音像資料，網絡等來獲取更多的學習信息；在反思，頓悟和自醒中

24、不斷調整自己的學習策略。Step 8: Summarize T: Lets summarize what we learned in this period. Step 9: Homework 1Copy the words in activity 1a and the sentences in the grammar box. 2Read the tape script of activity 2a and 2b.The Second Period (Section A, Grammar Focus3c)Teaching aims（教學目標）1要求熟悉物品的名稱；2學會談論物品的位置；Lan

25、guage points（語言點）1. 熟練運用Where問句和一般疑問句及其回答。2掌握名詞單復數及人稱代詞they的用法。Difficulties（難點）：一般疑問句Is it ? Are they ?的回答。Teaching steps （教學步驟）Lead in: T: What did we learn yesterday? Who can tell us? Yes. Yesterday we learned the names for some school things and how to ask where they are. Do you still remember ho

26、w to say them? OK. Lets review them first. Step 1: Revision 1Ask and answer a. T: Would you please translate my words into English? 桌子、棒球······b. T: Who would like to make conversations with “where” questions using the pictures in the PPT? 2Dictation T: Please take out

27、your dictation exercise books and lets have a dictation. 【教學設計說明】根據學生的年齡特征，他們非常喜歡這種情景猜測活動。這可以調動他們各方面的情緒來參與語言活動，激活他們已有的知識水平。Step 2: Grammar Focus 1Read T: Read the sentences in the grammar box. 2Point out the notes where的用法； on, in, under的用法； the的用法； 名詞的單復數?！窘虒W設計說明】通過對這個句型的大量操練，讓學生自己歸納，使學生掌握該句型的用法，避免

28、單調枯燥的語法講解。Section A 3a 1Put the sentences in order T: Lets go to activity 3a on page 21. Please fill in the blanks to complete the conversations. 2Check the answers T: Have you finished? Please check your answers with your classmates. Answers: 1. A: Where are the keys? B: Theyre on the table.2. A: W

29、heres the book? Is it on your desk? B: No, its under the chair.A: Where are the pencils? B: I dont know. Are they in the schoolbag? A: Yes, they are.3Read a. T: Lets read the conversations together. b. T: Who would like to read them for the class? 【教學設計說明】設置任務，通過對比的方式讓學生理解方位介詞。利用表格直觀體現出兩幅圖的不同點，再將它的不

30、同點復述出來，其目的在于培養(yǎng)學生的語言組織能力。Step 3: Section A 3b Pairwork a. T: Lets move to 3b now. There are some things in the pictures and can you make conversations about where they are. b. T: Lets make conversations in pairs. c. T: Who would like to present their conversations to the class? 【教學設計說明】話題由課本知識向實際生活延伸

31、，體現語言的語用原則。Step 4: Section A 3c Game: Find the differences a. T: Now its time for a game. Lets play the game in pairs. Student A looks at the picture on this page. Student B looks at the picture on page 19. What do you find? b. T: Yes, the two pictures are similar. But there are still some differenc

32、es between them. Try to find out the differences by asking and answering questions. ThingsPicture 1Picture 2schoolbagunder the tableon the tablepencil boxbookskeyscomputer gamec. T: I would like to give you an example. Example: T: Wheres the pencil box? Is it on the table? A: No, it isnt. It is in t

33、he schoolbag. d. T: I am sure you are clear about what to do. Lets see who can find all the differences first. Lets start!【教學設計說明】設置任務，通過對比的方式讓學生理解方位介詞。利用表格直觀體現出兩幅圖的不同點，再將它的不同點復述出來，其目的在于培養(yǎng)學生的語言組織能力。Step 5: Summarize T: Lets summarize what we learned in this period. Step 6: Homework Try to memorize t

34、he conversations in 3a. The Third Period (Section B, 1a1e)Teaching aims（教學目標）1熟練運用Where is/are ?問句和一般疑問句及其回答；2熟練運用in, on, under, behind, in front of, near等介詞。Language points（語言點）1. Wheres ? Its in/on/under 2. Where are ? Theyre in/on/under Difficulties（難點）：方位介詞的正確使用。Teaching steps （教學步驟）Lead in: T:

35、Good morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learned in Section A? Yes. We learned to ask where things are. Step 1: Revision 1Review some prepositions a. T: I will show you some pictures. Please answer my questions by looking at them. Questions: (1)Wh

36、ere is the baseball? (2)Where are the books? (3)Where is the schoolbag? (4)Is the pen on the table? (5)Are the keys under the sofa? b. T: I would like some of you to ask the questions and others answer according to the pictures. 2翻譯練習： T: Lets do some translation exercises. Please translate my sente

37、nces into English. a.那個棒球在哪里？它在書包里。 b.鑰匙在書架上嗎？不，不在。 c.你的書在哪里？它們在床頭柜上。 d.我的游戲機在沙發(fā)上。 3Dictation T: Lets have a dictation. Step 2: Section B 1a 1Look and look up a. T: Open your books to page 22. Would you please look at activity 1a? b. There are some words in the box. Do you know what they mean? Pleas

38、e look them up in the word list on page 90 and then write down the Chinese meanings under each word. c. T: Now, I am sure you know what they mean. 2Match T: Please match the words with the things in the picture. 3Check the answers T: Finished, everyone? Lets check the answers now. Answers: 1a 2f 3d

39、4e 5b 6c 4Read a. T: Read the words after me. Radio, clock . b. T: Would you please read the words one by one? 【教學設計說明】培養(yǎng)學生語句組織能力，通過直觀圖片學習第二部分新單詞，并在小組活動中加以操練。Step 3: Section B 1b 1Look and remember T: Look at the picture in 1a for three minutes and try to remember the things in it as much as possibl

40、e. 2Write T: Write down the things you remember and where they are in your notebooks. 3Read T: Look at your notebooks and read what you wrote down. 【教學設計說明】可以轉化成running dictation活動。TaskWho has a better memory? T: Lets perform a task now. Lets find who has a better memory. Just now, you write down th

41、e things you remember. Would you please check the things and where they are with your partners by asking questions like: A: Where is the alarm clock? B: Its on the table. If your answers are the same, just go on. If your answers are different, please check the book and find out whose answer is corre

42、ct. Finally, please check how many things you remembered correctly, and how many things your partner remembered correctly. Step 4: Section B 1c 1Listen and circle a. Lets move to activity 1c now. It is a listening exercise. For the first time, I would like you to listen only. b. Now, for the second

43、time, please listen again and circle the words you hear. 2Check the answers T: I think most of you have finished. Lets check the answers together. Answers: circled items: English books, ruler, notebook, tape, 【教學設計說明】通過小組對話、討論、調查和設計等一系列的課堂活動，培養(yǎng)學生的合作精神。Step 5: Section B 1d 1Listen T: Listen to the co

44、nversation again. Just listen.2Listen and write a. T: Listen to the conversation and write where the things are. b. T: Listen to the conversation and check the answers by yourselves. 3Check the answers T: Lets check the answers together. Who would like to tell us what you wrote? Answers: The English

45、 books are under the radio. The ruler is on the bed. The notebook is under the model plane. The model plane is in the bookcase.The tape is in the tape player. 4Read the tape script a. T: Lets read the tape script together. b. T: Would you please read the tape script in pairs? c. T: Who would like to

46、 read it for the class? 【教學設計說明】延續(xù)自我評價活動，把個人的生活經驗與實際結合起來，完成自我觀點的sharing，同時為最后的Project打基礎。Step 7: Ask and answerT: Ask and answer questions about the things in Toms room. 根據湯姆房間里的物品位置進行問答。Step 8: Summarize T: Lets summarize what we learned in this period. Step 9: Homework Copy the words in Section B,

47、 1a and 1c. The Fourth Period (Section B, 2a2c)Teaching aims（教學目標）1Enable the Ss to talk about where things are.2掌握名詞單復數及人稱代詞they的用法。Language points（語言點）1. 掌握句型Wheres the notebook? Its on the bed.2. 生詞和短語English, clock, tape, tape player, hat, TomDifficulties（難點）：正確寫便條。Teaching steps （教學步驟）Lead in:

48、T: We have finished most of Unit 4And in this period, we will continue to finish Section B. But before that, I would like you to review what we learned before. Step 1: Revision 1Make a speech T: Can you make a speech to tell us where the things are in the picture in the PPT? 2Dictation T: Lets have

49、a dictation. Step 2: Section B 2a 1Write the words you know for the things in the picture.a. T: Lets go to activity 2a on page 23Look at the picture and write down all the words you know for the things in the room. b. T: Share your list with your partners. c. T: Who would like to read out some of th

50、e things to the class? 【教學設計說明】利用圖片和已學過的句型導入新課；利用直觀形體語言、動作、語境教等單詞，激發(fā)學生思維，幫助學生理解和記憶生詞。Step 3: Section B 2b 1Read the passage and answer the questions: Is Kate tidy? Is Gina tidy?a. T: Lets move to the activity 2b. b. T: Would you please look read the passage and answer the two questions? 2Check the a

51、nswers T: I think most of you have finished. Please read the passage with your partners and check your answers together. 3Read a. T: Would you please read the passage together? b. Who would like to read it for the class? 【教學設計說明】感官材料與閱讀材料中內容的差異對學生的記憶力無疑是一個巨大的挑戰(zhàn)。任務具有挑戰(zhàn)性和趣味性。Step 4: Section B 2c 1Comp

52、lete the chart about the things Kate and Gina have and where they are. T: Would you please write down the things Kate and Gina have and where they are. 2Check the answers a. T: I think most of you have finished. Would you please read check your answers with your partners? b. T: Who would like to tel

53、l us what they wrote? 【教學設計說明】話題繼續(xù)延伸，進一步鼓勵學生發(fā)揮自己的想象力和主觀能動性，并與實際相結合，提出自己的新觀點，新思路和新方法。同時又使學生在寫作方面得到訓練。Step 5: TaskMy ideal room. a. T: Now, class, lets do a task. Everyone wants to have an ideal room. What is your ideal room like? Please draw a picture of it and then describe it to your classmates. b. T: I will give you three minutes to draw your pictures. c. T: I think some of you have finished the pictures. Who would like to describe your picture to us? 【教學設計說明】Find the differencesShow a picture of a room with a few things in it. Give the Ss a short passage about the things in the room