人民教育出版新目標2012英語七上《unit4》課程教案1

1、Unit 4 Wheres my schoolbag?一 教學內容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(shù)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。二 教學目標1知識目標：A. 掌握有關物品的新單詞：table, bed, dresser, bookcase, sofa, chair, drawer,

2、plant, bag, alarm clock, CD, video, video cassette, hat, etc； B. 熟練運用in, on, under, behind, in front of, near等介詞； C. 熟練運用Where問句和一般疑問句及其回答；D. 掌握名詞單復數(shù)及人稱代詞they的用法。2能力目標：A.學會用英語準確描述物品所在的位置； B. 學會用英語詢問自己的或他人物品的具體位置； C. 能夠合理地描述和設計房間。3情感目標：A. 培養(yǎng)學生整齊地擺放自己物品的生活習慣； B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。 4學習策略

3、：A. 交際策略: 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； B資源策略：學會利用一切可利用的學習資源，如詞典，音像資料，網(wǎng)絡等來獲取更多的學習信息； C認知能力：積極思考，及時反饋； D調控策略：在反思，頓悟和自醒中不斷調整自己的學習策略。三 教學重點、難點1 重點：A. 方位介詞: in, on, under, behind, in front of, near 等的用法； BWhere 的特殊疑問句和一般疑問句：Is the in/on/under the ?的肯定、否定回答； C 新單詞：bed, dresser, table, bookcase, backpack2 難

4、點：A. 能夠準確運用方位介詞描述物品所在的位置； B能夠運用Where問句找到物品的位置。四 教學方法采用任務型語言教學，實施情景教學法、交際法、情感激勵法等教學方法。五課時安排第一課時：Section A 1a, 1b, 1c第二課時：Section A 2a, 2b, 2c, 3a, 3b, 3c, 4第三課時：Section B 1a, 1b, 1c, 2a, 2b第四課時：Section B 3a, 3b, 3c, 4, Self-checkPeriod One課前準備教師：制作多媒體課件，準備部分學習用品的實物。 學生：預習新單詞：聽錄音機，模仿跟讀新單詞；準備與本課有關的學習用品

5、實物。 Period OneSub TopicTalk about the roomFunctionsTalk about where the things are.Vocabulary:where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, theyre=they areStructuresWheres ? Its in/on/underWherere? Theyre in/on/underTasksListing Make a surveyStep One Warming

6、upl Play an English song before class. l Revise some school things by asking questions. e.g.: Whats this? Is this a ? How do you spell it? etc.l Learn the new words in, on, under, behind by helping the teacher find the lost things.e.g.: T: Wheres my English book? S1: Its here. / I think its T: Oh, i

7、ts on the desk. T: Wherere my color pencils?S2: Teach the new word “where” and the use of “they”.l Consolidate the prepositions by looking at the screen and answer the questions: Wheres ? Wherere? 設計意圖：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，啟動學習的發(fā)生。Step Two Game: Hide and look for things S

8、tudents hide and look for the school things in pairs. One student hide one school thing and ask: Wheres? Wherere? The other student guess and answer: Its in your desk. They are in your pencil case. etc. Ask some pairs to share their performance. 設計意圖：通過學生之間相互猜測的游戲，能使他們剛被激發(fā)的興奮點持續(xù)下去。Step Three New wor

9、ds learningl Show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, let the students answer, using the prepositions.l Repeat with a sitting room and a study, te

10、ach the new words and practice in the same way. 設計意圖：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(xiàn)新單詞，效果遠比教師單純地用圖片來傳授新單詞要大。任務運用：Listing Step Four Make up dialoguesl Section A, 1a: Match the words with the things in the picture. Students do it i

11、ndividually first, then check the answers. l Section A, 1c: Make up dialogues in pairs, using the things in the picture.Step Five Listen and say Listen and imitate the dialogues in Section A, 1b.Step Six Summary: A memory test Show a picture of a room, give the students one minute to look at it, the

12、n 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 places. 設計意圖：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(xiàn)，加深印象；同時，小組之間的競賽體現(xiàn)了協(xié)作和團隊精神。任務運用：ListingHomework:l Copy the new words and try to remember them.l

13、Make a survey: Interview one of your friends or teachers. Fill in the form below.NameThingsPlacesMs. Zhang/Liu Haisofanear the wall設計意圖：語言知識學習與實際生活相結合，培養(yǎng)使用英語的思維。任務運用：Making a surveyPeriod Two課前準備教師: 準備表格、一些學習用品和多媒體課件。學生: 學習用品Period TwoSub TopicTalk about the roomFunctionsTalk about where the things

14、areRecycled languageWhere is? Its on/in/underWhere are? Theyre in/on/under?StructureIs the book / Are the books on the 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

15、 spell the new words. 設計意圖：根據(jù)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。任務運用：ListingStep Two Listen and imitatel Section A, 2a. Revise what the things are. Play the tape for students and let them number them. l Section A, 2b. Play the tape again, students number the things 1-6 in the pi

16、cture. Imitate the dialogues. Step Three A guessing gamel A guessing game. Show the students a picture of a room with a few things in it. Have them guess the places of the other things. e.g.: T: There is a bookcase in it. Is the bookcase near the bed?Ss: Yes, it is. / No, it isnt. Write the general

17、question and the answers on the blackboard. Step Four PairworkSection A, 2c. Look at the picture in 2b again. Students use general questions to ask and answer about the things in it.Step Five Game: Find the differencel Section A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at

18、 Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form. e.g.: SA: Where is the backpack? Is it under the table? SB: No, it isnt. Its on the table. ThingsPicture 1Picture 2backpackunder the tableon the tablepencil casebookskeysdogl Ask some students to report their answer like t

19、his: 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 設計意圖：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(xiàn)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。作用運用：Listing & comparingStep Six Practice the drill “Where is / are?”l Present short dialogues,

20、 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 my books? B: I dont know. Are they on the bed? A: Yes, they are. Teach “dont =do not”, “ know”.l Check the homework in Period One. Make reports to share the inf

21、ormation they got from the friends or teachers, and give their simply assessment.設計意圖：話題由課本知識向實際生活延伸，體現(xiàn)語言的語用原則。l Let the students make similar dialogues according to the pictures in Section A, 3a&3c.l Put the dialogue in the right order.( Section A, 3a.)設計意圖：通過對這個句型的大量操練，使學生掌握該句型的用法，避免單調枯燥的語法講解。

22、Homework: l Finish off the exercises in the exercise book. l Act out the dialogues. (Section A, 2a & 2b.)設計意圖：由課堂活動向課外延伸。任務運用：ActionPeriod Three課前準備教師: 準備表格、與本課有關的實物和多媒體課件。學生: 學習用品Period ThreeSub TopicTalk about the room FunctionsTalk about where the things areRecycled languageAlarm clock; video

23、 cassette; CD; math book; computer gameWheres ? Its in / on / under Wherere? Theyre in / on / underStructureThe math book is on the dresser. The CDs are on the bookcase. TasksListing & sharing Step One Warming up Ask some pairs to act out the dialogues in Section A, 2a & 2b. Step Two New wor

24、ds learning l Show the students a picture of a room. Let the students say like this: The ID card is on the table. The books are on the chair. Let some able students list some new words. Practice reading them. l Match the new words with the things in the picture. (Section B, 2a.)l Pairwork. Talk abou

25、t the picture. ( Section B, 1b&1c.)設計意圖：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。任務運用：Listing & sharingStep Three Listen, circle and writel Play the tape twice for students to listen and circle the things Tommy wants from his room. Check the answers. ( Section B, 2a. )l Listen again. Write dow

26、n the sentence about where Tommys things are. Check the answers. ( Section B, 2b.)Step Four Group work: Decorate the room for Emma. Show the students a picture of Emmas untidy room. Group work. Decorate the room for Emma. Make a report. 設計意圖：延續(xù)自我評價活動，把個人的生活經(jīng)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。任

27、務運用：sharing Step Five Self-assessment Group workThings Places YesNo Scorebackpackon the chair10penin the pencil case10notebookon the bookcase/in the backpack/on the desk10keysIn the drawer/bag10dictionaryon the bookcase/in the backpack/on the desk10alarm clockon the bed/desk10socksin the drawer10pic

28、tureson the wall10shoesunder the bed10CDson the desk/bookcase10Total: Your finally score: 70100: You keep your room very tidy. 4060: You keep your room a little tidy. 030: You keep your room untidy. 設計意圖：培養(yǎng)學生養(yǎng)成整潔、干凈、合理擺放物品的好習慣。Homework: l Finish off the exercises in the exercise book. l Write at lea

29、st 8 sentences to describe your bedroom to your friends.設計意圖：培養(yǎng)學生的寫的能力。由口頭訓練轉向筆頭訓練，單句的練習為下一步的篇章書寫打下基礎。Period Four課前準備教師: 多媒體課件；單詞卡片；學生: 學習用品Period FourSub TopicAsk for helpLanguage focustaketo; bringto; can, needRecycled languagething, room, desk, TV, floor, someThe book is on the table. The pens ar

30、e in the pencil case. StructureI need forCan you bring some things to school?Please take these things to .TasksComparingProblem solving & sharingStep One New words learning Present the new words by making conversations with students. Show some pictures and words on the screen to help.e.g.: T: Wh

31、ats this? S1: Its a room. T: Do you have a room like this? S1: Yes, I do. / No, I dont. (Repeat with the other words: TV, desk, ) (Show a card with a word and ask)T: Can you spell this word? S2: Yes, I can. / No, I cant. (Let them know the meaning of “can”.) T: Can you spell your name? S3: Yes, I ca

32、n. T: Can you write your name? S4: Sorry, I cant. I have no pen. T: You need a pen. ( Give him a pen.) ( Let the students know the meaning of “need”.) T: I bring a red pen to the class every time. Now it is on the teachers desk. After class, Ill take it to my office. ( Teach “bring”and “take”.)設計意圖：

33、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 Two Find the differencesShow a picture of a room with a few things in it, give the students a short note about the things around the room to read, let the students try to find out the differences between the reading material and the picture. Circle the mistakes in the reading material. Make an orally report by looking at the pi