【人教版】七年級上英語：Unit 4 Where’s my schoolbag 單元教案Word版精修版

人教版英語精品資料（精修版）Unit 4 Where's my schoolbag? 教案一、單元教材分析本單元主要內(nèi)容是談?wù)撐锲返乃谖恢?，通過這一話題，訓(xùn)練學(xué)生的聽、說、讀、寫四項(xiàng)基本技能，讓學(xué)生通過詢問物品的位置，學(xué)習(xí)一些物品的單詞，及方位介詞 on , in , under ,behind 等的用法；使學(xué)生學(xué)會基本句型 “Wheres ? Its ”及“Where're ? They're ”，進(jìn)一步體會“Where? YesNo”疑問句的用法；學(xué)會運(yùn)用方位介詞"oninunderbehindnext to"表達(dá)物品的位置。理解連詞and在句子中的用法。通過以上幾個(gè)方面的學(xué)習(xí)，使學(xué)生學(xué)會運(yùn)用聽關(guān)鍵詞、推測詞意的學(xué)習(xí)策略，識別不同物品的位置；既能促使學(xué)生了解自己的家居環(huán)境，熱愛自己的家，又能促使學(xué)生通過想象設(shè)計(jì)自己理想中的房間。本單元與第五單元銜接緊密：由本單元“IsAre ?”的學(xué)習(xí)過渡到第五單元“Do ?”的學(xué)習(xí)。使學(xué)生養(yǎng)成干凈、整潔、合理擺放物品的好習(xí)慣。二、單元學(xué)情分析本單元的主題是談?wù)撛掝}“Things around the house”學(xué)習(xí)詢問“物品的位置”，使學(xué)生學(xué)會基本句型“Wheres ? Its ”及“Where're ? They're ”同時(shí)引導(dǎo)學(xué)生采用Listening for key words，inferring vocabulary和Role playing的學(xué)習(xí)策略，學(xué)會運(yùn)用方位介詞“oninunderbehindnext to”表達(dá)物品的位置。本單元的話題內(nèi)容與學(xué)生的實(shí)際生活聯(lián)系緊密，學(xué)生們?nèi)菀捉邮埽脖阌谛纬捎⒄Z學(xué)習(xí)的興趣，堅(jiān)定學(xué)好英語信心。三、單元教學(xué)建議采用自主學(xué)習(xí)、小組合作學(xué)習(xí)、Personalizing和Role playing的學(xué)習(xí)策略，利用教學(xué)圖片制作多媒體課件來展開課堂Pair work， Group work口語交際活動(dòng)，進(jìn)一步體會 “Where? YesNo”疑問句的用法。來源:學(xué),科,網(wǎng)四、單元課時(shí)分配本單元可用4課時(shí)完成教學(xué)任務(wù)：Section A (1a-2d) Section A (Grammar Focus-3c)Section B (1a-2c) Section B (3a-Self Check) Section A (1a-2d)一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)：1) 能掌握下列詞匯：where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head 2) 能掌握以下句型： Where's? It's in/on/under Where're? They're in/on/under Is the in/on/under? Yes, it is./ No, it isn't. Are the in/on/under? Yes, they are. /No, they aren't. 2) 學(xué)會運(yùn)用方位介詞in, on, under和where句型表述物品所在的位置。2. 情感態(tài)度價(jià)值觀目標(biāo)：來源:Z§xx§k.Com培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣。在描述物品的位置的學(xué)習(xí)中獲得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。二、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn)：1) 方位介詞 in , on , under , behind的用法。2) Where的特殊疑問句和Is . . . ? Are一般疑問句及其肯定和否定回答。2. 教學(xué)難點(diǎn)：1) 學(xué)會正確描述物品作在的位置；2) 學(xué)會詢問自己或他人物品的具體位置；三、教學(xué)過程. Warming up and revision 1. (Prepare some school things.) T: Whats this? (There is a watch in the teachers hand.)S1: It's a watch. Yes you a right. Here you are.T: Is this a notebook? (holding up a notebook .)S2: Yes it is.T: How do you spell notebook?S2: N-O-T-E-B-O-O-K, notebook. T: Good.(Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.)T: Whats this?S3: Its a schoolbag.T: I have a schoolbag for you as a present, (Looking for it in the desk, under the chair . . . ) but I cant find it . Wheres it? Do you know?S3: I dont know.S4: I think its in your desk.T: (Look into the desk.) No, it isnt. Now, lets look for the backpack together, OK? (Write down the title on the blackboard.)2. Work on 1a. Now let's look at the picture in 1a. Match the words with the things in the picture. Check the answers with the class. . Presentation1. Present the furnitureT: Look at the big picture on the screen. This is a big nice room. I want to own such a room. Because there is some nice furniture in it. Do you know the names of the furniture? (Show a picture of a bed and a bookcase.)T: Whats this? Its a bed. “BED”. Read after me. B-E-D, bed.Ss: B-E-D, bed.T: Whats this? Its a sofa. S-O-F-A, sofa.Ss: S-O-F-A, sofa. (Teach the other words bookcase /table/chair/desk/hat/head in the same way.) 2. Present in/on/underT: Where is my book? Its on the desk. (Put a book on the desk.)S1: Its on the desk.T: Where is my book? Its on the desk. (To all the students.)Ss: It's on the desk. T: Where is my pen? Its in the pencil box. (Put a pen in the pencil box and ask.)S1: Its in the pencil box.T: Where is my pen? (To all the students.)Ss: Its in the pencil box. T: Where is my schoolbag? (Put a schoolbag under the desk and ask this question.)S1: It's under the desk. T: Where is my schoolbag? (To all the students)Ss: Its under the desk.Write "in, on, under" on the blackboard. . Listening1. Let Ss listen to the tape and finish 1b. 2. Ss listen to the tape and number the things 1-4in the picture. (學(xué)案)3. Check the answers with the class. . Pair work 1. Practice the conversation in 1a with your partner. 2. Ss practice the conversation. Then ask some pairs to act out the conversation. 3. Then make your own conversations using the words in the box (in/on/under). Ss may look at the picture in 1a and make their own conversations. They can also using school things around them to make their own conversations. 4. Ask some pairs to act out their conversations. . Listening1. Ask the students to spell the words in the picture in 2a.T: First, look at the pictures on the screen. What are these?S1: They are books. S2: They are some keys. T: Whats this? S3: Its a computer game.T: Is this a ruler?S4: Yes, it is. T: Is this a pencil box?S5: Yes, it is. T: What about this?S6: It's a schoolbag.T:Spell it,please.S4: S-C-H-O-O-L-B-A-G.2. T: Now, listen to the recording and look at 2a. Number the things from 1-6.T: Check the answer. (Students give the answer.)3. T: Now, listen again. Lets do 2b. Find out where are the things from 2a? Number the things in the pictures 1-6. (Play the tape again and check the answer.)T: Who can answer?S1: The computer game is on the backpack.S2: The books are S3: The pencil box is S4: The schoolbag isS5: The ruler is S6: The keys are . Pair workT: Look at the picture. Are the books on the sofa?Ss: No, they aren't. They're on the table.T: Is the schoolbag under the table?S: No, it isn't. It's on the sofa.(write the four sentences on the blackboard. Let the students ask and answer questions about the things in the picture in 2b.) . Role-play1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him find his things.Match the things with the right places below. (Let Ss look at the screen. There are some things and some places) bag on his headmap on the sofahat on the bed in his grandparents' room 2. Ss read the conversation and match the things with the right places.3. Check the answers.4. Now practice the conversation with your partner. Then let some pairs act out the conversation. 5. 評價(jià)：（讓學(xué)生們對自己的表現(xiàn)及語言表達(dá)能力進(jìn)行自我評價(jià)，在小組內(nèi)評價(jià)，然后進(jìn)行評出最優(yōu)秀的小組。并鼓勵(lì)學(xué)生們下一次爭取做最優(yōu)秀的小組及個(gè)人。）Homework: 1. 參照你房間里的東西用介詞in，on，under寫五個(gè)句子。2. Preview Section A 3c.Section A (Grammar Focus-3c)一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)：1) 進(jìn)一步掌握一些表示家具的名詞以及學(xué)習(xí)用品的單詞；2) 進(jìn)一步熟練運(yùn)用方位介詞表述物品所在的位置。3）在不同情景下熟練運(yùn)用以下句型來詢問及回答事物的位置。 Where's? It's in/on/under Where're? They're in/on/under Is the in/on/under? Yes, it is./ No, it isn't. Are the in/on/under? Yes, they are. /No, they aren't.4）總結(jié)歸納詢問事物位置的句型及回答語。2. 情感態(tài)度價(jià)值觀目標(biāo)：進(jìn)一步培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣。在描述物品的位置的學(xué)習(xí)中獲得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。二、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn)：1）總結(jié)歸納詢問事物位置的句型。2）在不同情景下正確運(yùn)用所學(xué)的句型來詢問與回答事物的位置。2. 教學(xué)難點(diǎn)：1）訓(xùn)練學(xué)生們在不同情景下運(yùn)用所學(xué)的句型來詢問與回答事物的位置的能力。2）能在實(shí)際生活情景中運(yùn)用所學(xué)的句型來詢問與回答事物的位置。三、教學(xué)過程. Warming up and revision1. Sing “Where is Tom?” song (like “Two tigers”) Where is Tom? Where is Tom? Its in the case. Its in the case.Where is Tom? Where is Tom? Its on the case. Its on the case.Where is Tom? Where is Tom? Its under the case. Its under the case.2. Ask and answer the school things around them. (Put S1's pencil box on the desk)T: Where is your pencil box?S1: It's on the desk.(Then put it in his desk)T: Is your pencil box on the desk now?S1: No, it isn't. It's in the desk.（Put it under the desk）T: Is your pencil box in the desk?S1: No, it isn't. It's under the desk.3. Let Ss ask and answer in the same way. . Grammar Focus1. 閱讀指導(dǎo)： 詢問事物的位置時(shí)可用特殊疑問詞where引導(dǎo)的特殊疑問句來提問。句型結(jié)構(gòu)為： Where is? It's in/on/under (句子的主語為名詞單數(shù)) Where are? They're in/on/under (句子的主語為名詞復(fù)數(shù))2. Let Ss read the sentences and fill in the blanks below. 地圖在哪里？_ the map? 它在你爺爺奶奶的房間里。Its _ your _ room. 我的書在哪里？_ _ my books? 它們在沙發(fā)上。Theyre _the _. 他的鉛筆在哪里？ _ _ pencil box? 它在他的書包里。 Its _ his _. 你的尺子在哪里？_ your _? 它在椅子下面。Its _ the _. 他們的鑰匙在哪里？_ are _ _? 它們在桌子上。 _ on the _. 3. Check the answers with the class. . Practice 1. (Make a conversation with a student.)T: Look at Picture 1 in 3a. Where is the baseball? S1: (help S1 answer) I dont know. T: (Teach Ss the expression "I don't know." with a body language. for example shook your head.)2. Now look at the pictures and read the conversation below and fill in the blanks. 3. 指導(dǎo)： 注意句中事物的單復(fù)數(shù)形式，正確運(yùn)用句型Where is? Where are? 認(rèn)真看圖畫，看清物品的位置，正確運(yùn)用介詞in, on, under來表達(dá)。4. Check the answers. . Practice 1. T: When we ask about the place of something. We often use the sentence structure below:Where is + 單數(shù)事物？ It's in/on/underWhere are + 復(fù)數(shù)事物？ They're in/on/underIs the in/on/under? Yes, it is./ No, it isn't. Are the in/on/under? Yes, they are. /No, they aren't.Now let's ask and answer according to the picture in 3b or using your own things.T: Where is the computer? Is it in the bookcase?S1: No, it isn't. It's on the sofa. 2. T: Work in pairs. Make a similar conversation like this. S1: Where is the computer game? Is it on the sofa?S2: No, it isn't. Its in the bookcase. S1: Where are the books? Are they on the sofa?S2: No, they aren't. They are in the bookcase. S1: Where are the pencils? S2: I dont know. Are they in the pencil box?S1: Yes, they are.(Let the students ask and answer according to the picture in 3b or using their own things.). Game (Find the differences)T: Student A looks at the picture on P19, student B looks at the picture on P21, 3c. Ask and answer questions to find the differences in pairs.Sample:SA: Where is the schoolbag? Is it under the table?SB: No, it isnt. Its on the table. SA: Where are the books? Are they on the sofa? SB: No, they arent. They are on the bed.T: Lets find out the differences between the pictures. Where is the schoolbag? Is it on the table? (Look at the picture on P21 3c)Ss: No, it isnt. Its under the table. (Look at Picture 2) T: Where are the books? Are they behind the sofa? (Look at the picture on P19)Ss: No, they aren't. They are on the sofa. (Look at Picture 2)(Ask some pairs to make conversations and find out some differences.)T: Fill in the chart according to the pictures.（利用表格直觀體現(xiàn)出兩幅圖的不同點(diǎn)。）ThingsPicture on P19 (Picture 1)Picture on P21 (Picture 2 )Pencil boxin the schoolbagon the tableBooksSchoolbag T: Who wants to report it?S1: Let me try. In Picture 1, the pencil box is In Picture 2, the pencil box isS2: In Picture 1, the books are In Picture 2, the books are(Ask other students to report it.). Homework T: Make a survey after class. Ask some of your classmates “Where is? Where are?” Fill in the chart. ThingsNamebooks keys schoolbagjacketLindaEricSection B (1a-2c) 一、教學(xué)目標(biāo)：1. 語言知識目標(biāo)：1） 掌握以下詞匯： radio, clock, tape, tape player, model, plane, model plane, tidy, but, our, everywhere, always2) 能正確地描述物品所處的位置。3）能運(yùn)用所學(xué)的句型詢問及回答物品的位置。4）能聽懂有關(guān)物品位置的對話，并能獲得相關(guān)信息。5）能閱讀有關(guān)描述物品位置的小短文，并能獲得相關(guān)信息。2. 情感態(tài)度價(jià)值觀目標(biāo)：進(jìn)一步培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣。在描述物品的位置的學(xué)習(xí)中獲得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。二、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn)：1. 通過聽力訓(xùn)練提高學(xué)生聽音辨音的能力，并能獲得相關(guān)信息。2. 閱讀描述物品位置的相關(guān)短文，并能獲得相關(guān)信息。2. 教學(xué)難點(diǎn)：閱讀描述物品位置的相關(guān)短文，并能獲得相關(guān)信息。三、教學(xué)過程. Warming up and revision1. Sing “Where is Tom?” song (like “Two tigers”) Where is Tom? Where is Tom? Its in the case. Its in the case.Where is Tom? Where is Tom? Its on the case. Its on the case.Where is Tom? Where is Tom? Its under the case. Its under the case.2. Let Ss look at the pictures in 3a and 3b. Ask and answer questions about the things in the picture.S1: Where are the keys?S2: They're on the table.S3: Where's the book? Is it on the chair?S4: No, it isn't. It's under the chair. 3. Let some Ss report the differences between the picture in P19 and the picture in P 21. . Presentation 1. Present the new words. T: I have some things on my desk, I think you can tell me how to say them.T: Whats this? (Hold up a radio in the hand)Ss: Its a radio.T: Yes, its a radio. Read after me. R-A-D-I-O, radio. Ss: R-A-D-I-O, radio. T: Do you have a watch? Ss: Yes, I do./ No, I dont.T: Is it a watch?Ss: No, it isnt. Its a clock.T: Good. Its clock. Read after me.C-L-O-C-K, clock.(Then hold up tape, tape player, model plane, teach them in the same way. Check the words using the cards.) 2. Ss read the words aloud. Then try to remember the new words. 3. T: Lets do 1a in Section B. Match the words with the things in the picture in 1a.4. Then check the answers with the class. Writing1. T: OK. Can you remember all the new words? Ss: Yes, we can. T: OK. Now, let's have a competition. Let's see who can remember all the new words. Take out a piece of paper. Look at the picture in 1a for three minutes. Then close your books and write down all the things you remember. 2. Change the paper with your partner and see who does best. . Listening 1. T: Tom wants his mother to bring some school things to school for him. But his room isnt tidy. So his mother cant find the things. Lets listen to the recording of 1c and help his mother find the things.(Play the tape for the first time. The students circle the word they hear. Then check the answer.)English book, tape player, clock, rulernotebook, tape, model plane, radio2. T: Now listen again. Where are Tom's things? Write them down.1. The English books are under the radio.2. _3. _4. _3. Check the answers with the Ss. . Pair work Can you remember where the things are in Tom's room? T: Where are the English books?S1: They are under the radio. T: Wheres ?S2: ItsT: Wheres the?S3: ItsT: Wherere the ?S4: TheyreT: OK. Work in pairs, ask and answer questions about the things in Tom's room. Writing 1. Look at the picture in 2b. There are many things in the picture. Do you know the words for the things? Who can say them in English?S1: bed, chair, sofa, clock, T: You're very great. Who can add some more?S2: bookcase, map2. Now work with your partner. Write the words you know for the things in the picture. 3. Teacher goes around the classroom, give some help. . Presentation1. (On the screen, show Ss a very tidy room.) T: It's a tidy room. (Write the word "tidy" on the blackboard.)2. (Show another room. It's not tidy.) T: It's not a tidy room. It's a dirty room. Look the books are everywhere. The clothes are everywhere. (Write the word "everywhere" on the blackboard.)3. (Show a picture of Edison)Edison is very clever. He always asks questions. (Write "always" on the blackboard) 4. Ss read the new words tidy, everywhere, always. Reading 1. Look at the picture in 2b. Here are two girls, Kate and Gina. They are sisters. They live in a room. They all have many things in their room. Is Kate tidy? Is Gina tidy? Now read the passage and answer these questions. 2. Ss read the passage and find the answer to the questions. 3. Let some Ss say their answers. 4. 閱讀指導(dǎo)： 從短文中獲取信息完成閱讀任務(wù)的技巧是： 先通讀全文，捕捉文中所提供的信息，抓住文章內(nèi)容概況，理解短文的大意。 要回答文中的兩個(gè)一般疑問句，我們要讀懂短文，進(jìn)行細(xì)節(jié)理解。由“Im Kate, and my sister is Gina. Im tidy, but Gina is not.”?？梢院苋菀椎膶λo一般疑問句做出正確回答。5. Now let's look at the chart in 2c. In the chart, you should list Kate's things and where they are. You should also list Gina's things and where they are. Read the passage again and complete the chart about the things Kate and Gina have and where they are. 6. Ss read the passage again. And fill in the chart.7. 指導(dǎo)：本題是找出文中不同人物的不同物品以及它們的所在位置。這要求我們明確任務(wù)，文中物品、人物、地點(diǎn)一一對應(yīng)，這樣就可以快速準(zhǔn)確地抓著有效信息，確保答案的正確性。8. Check the answers with the class. Homework 1. Review the new words we learn today. 2. Draw a picture about your room. Describe your new room. Section B (3a-Self Check) 一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)：1）總結(jié)復(fù)習(xí)所學(xué)的有關(guān)家具、文具以及其他類的詞匯。2）能運(yùn)用所學(xué)的相關(guān)知識在實(shí)際生活中描述物品的位置。3）了解連接詞and的用法，并能運(yùn)用and表述一些簡單的句子。4）通過閱讀和寫作練習(xí)，加強(qiáng)理解和鞏固所學(xué)的語言目標(biāo)。2. 情感態(tài)度價(jià)值觀目標(biāo)：進(jìn)一步培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣。在描述物品的位置的學(xué)習(xí)中獲得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。二、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn)：1）了解連接詞and的用法，并能運(yùn)用and表述一些簡單的句子。2）通過不同形式的寫作訓(xùn)練，來提高學(xué)生們描述物品位置的綜合能力。2. 教學(xué)難點(diǎn)：通過不同形式的寫作訓(xùn)練，來提高學(xué)生們描述物品位置的綜合能力。三、教學(xué)過程. Warming up and revision 1. Greeting the Ss and Check the homework. 2. Let Ss look at the picture in 2a and ask and answer about the things in the picture. S1: Where's the clock? Is it on the sofa? S2: No, it isn't. It's on the desk. S3: Where're the books? Are they on the bed? S4: No, they aren't. They are in the schoolbag. (Ss ask and answer in a question chain quickly). Presentation T: (Holding a radio) Do you have a radio at home? Ss: (Help Ss answer.) Yes, I do. (Write the two sentences on the Bb.) T: Where is it? S1: It's on the desk. T: Do you have CDs? S2: Yes, I do. T: Where are they? S2: They are in the bookcase. T: Do you have tapes? S3: Yes, I do. T: Where are they? S3: They are in the bookcase. . Survey 1. OK, now let's work on 3a. Make a survey about the things in the chart on your partner. Find out if they have these things. Where are they? 2. (Ss ask and answer about the things in the chart.)S1: Do you have a dictionary?S2: Yes, I do. (Yes.)S1: Where is it?S2: It's in the bookcase.S1: Do you have a schoolbag?S2: Yes, I do. (Yes.)S1: Where is it?S2: It's under the desk. (Change roles, S2 ask S1 about the things in the chart.)3. Ss fill in the chart and exchange the chart with their partner. . Writing 1. T: Now look at the chart. We all know what we have in our room and where they are. Now please write about where the things are in your room. Use the word and if you can. I'll give you a model: e.g. My dictionary and my radio are on the desk. My pencil box is in my schoolbag and my schoolbag is under the desk. 2. 指導(dǎo)： 描述物品的位置可用句型：物品+is/are + in/on/under + the + 地點(diǎn)名詞 and是一個(gè)連接詞，可以連接語法作用相同的詞、短語或句子，表示并列或?qū)ΨQ的關(guān)系，可翻譯為“和”、“并”、“又”、“兼”等。 當(dāng)連接兩個(gè)并列的主語時(shí)，謂語動(dòng)詞應(yīng)用復(fù)數(shù)形式。Jack and Tom are good friends. 連接兩個(gè)簡單句。 My pens and in the pencil box and my pencil box is in my schoolbag. 3. Check their work with their partners. 4. Ask some Ss to report their writings to the class. . Self Check 1 1. T: We're learned many names of furniture, stationery and other things. Now let's have revision of these words. What do you have in your room? First talk about the things in your room with your partner, then write the things in your room. 2. Ss talk about the things in their room with their partners. Then write them down on their workbook.3. Let some Ss report the things to the class and write them on the blackboard. Furniture: desk, chair, sofa, table, bookcase, bedStationery: pen, pencil, eraser, ruler, books, schoolbag, note book Other things: cup, quilt, radio, tapes, tape player, computer, computer game, clock, model plane, watch, 4. Let some other Ss add some more words. . Self Check 2 1. We have a tidy classroom. We work in our classroom every. We all love our classroom. Look at our classroom carefully and find out what things we have and where they are. Who wants to have a try?S1: The tape player is on the teacher's desk.S2: The map is on the wall.S3: The blackboard is on the wall.S4: The desks are on the floor.S5: 2. Very good. Now please write about the things in our classroom with in, on and under.3. Ss write by themselves. Let some Ss report their writings to the class. Homework 1. Review the words in this unit.2. You want four things in your room now. But you have no time to go home to get them. Write a note to a friend, let him go to your home to get them. Tell him where the things are.