七年级英语上册《Unit4Whereismyschoolbag》教案人教新目标版Word文档下载推荐.docx

1、文化意识进一步了解中西方家庭教育的差异。情感态度通过认知物品的位置，引导学生要爱护和管理好自己的东西。通过设计理想房间,使学生的空间意识得到扩展训练,为自己营造舒适的学习环境.任务能运用所学知识介绍自己的房间布置,能请人帮你拿东西。题目Wheres my backpack?知识点解析：1、 名词的单复数形式 （不可数名词一般没有复数形式） 名词复数的部分规则：情况构成方法读音例词一般情况加-s 清辅音后读/s/浊辅音和元音后读/z/Book-books hat-hats apple-apples以O结尾的词加-s 或es 读/z/Tomato-tomatoes potato-potatoes

2、photo-photos以s, sh, ch, x等结尾的词加-esBus-buses watch-watches以ce, se, ze,（d）ge等结尾的词Price-prices case-cases以辅音字母加y结尾的词变y为i, 再加-esComedy-comedies party-parties注：1）少数名词的单复数形式是不规则的，如 manmen womanwomen childchildrenfootfeettoothteeth mousemice sheepsheep deerdeer fish fish2） 表示民族的名词，有的在词尾加-s, 有的单复数形式相同，如：Chi

3、nese, Japanese3） news 是不可数名词。2、介词解析（on, in, under）a） in 表示“在中（内）。在某个空间内部b） on 表示“在上”，在一个面上，通常指一个人或物体在另一个物体的上面，二者之间有接触。c） under 表示“在下面”通常指一个人或物体在另一个物体的垂直下方，二者之间往往没有接触。3、同近义词辨析a） table 与 desk： “table”指供人们吃饭，喝茶，游戏，娱乐用的“餐桌，桌子、”等。一般都不带抽屉，可以是方的也可以是圆。“desk”指学生学习时用的“课桌，书桌”。老师，办公室人员用的“办公桌”等，一般都带有抽屉。b） on the

4、 bed 与 in bed：“on the bed” 在床上，指某东西在床上。“in bed” 卧床，指人因病卧床，或卧床休息。c） take 与 bring：“take” 意思为“带走；拿走”，指从说话人所在的地方带走某人或某物。“taketo.”意为“把.带到（给），把.拿到（给）”。“bring”意思为“带来，拿来”，指把某人或某物带到说话人所在的地方。“bringto.”意为“把.带来. , 把拿来.”。d） hat 与 cap：“hat” 指“帽子”时，表示有边的帽子，礼帽。“cap”指“便帽；军（瓶帽）；（笔帽）”4、定冠词the的用法（1）. 用来特指某人或某事物。 Eg: Th

5、e book on the desk is our teachers.（2）.常用在上下文提及的人或事物。（3）.用来指说话人双方都知道的人或事物。 Where is the teacher?（4）.表示世界上独一无二的事物 eg: he sun 太阳 the moon 月亮 the earth地球（5）.用在序数词前 eg: We have some classrooms on the third floor.（6）.用在某些专有名词前 eg: the Great wall the USA（7）.用在最高级前 eg: Which is the biggest animal on land?（

6、8）.用在一些习惯用语中 eg: In the morning afternoon evening（9）.用在乐器前 eg: play the piano drums violin5、where 引导的特殊疑问句。“where”是特殊疑问词，意为“在哪里，在哪儿”，用来询问地点，位置，处所。基本句型为“Where + 系动词 + 限定词 |+ 名词？”意为“某人或某物在哪儿？”当某人或某物是复数是，be动词用are，某人或某物为单数时，be动词用is，where 与 is 常缩写为Wheres, where 与 are 一般不缩写。教学活动设计：测眼力：限时找出两个房间物品的不同。提高学生的兴

7、趣及积极性。记忆新词活动：将实物图片用滑动法呈现，测学生的瞬间记忆，巩固新词的学习。小组活动：2人1组，甲生闭眼，乙生将其文具藏起，甲猜物品位置，直至猜中为止。两人轮流猜，猜测次数少的获胜。Unit 4 Wheres my backpack? Teaching design:Period 1: Section A （1a1c）Period 2: Section A 2a, 2b, 2c, 3a, 3b, 3c, 4Period 3: Section B 1a, 1b, 1c, 2a, 2bPeriod4: Section B 3a, 3b, 3c, 4, Self-checkPeriod On

8、eSub 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 I Warming up Play an Engl

9、ish song before class. Revise some school things by asking questions. e.g.: Whats this? Is this a ? How do you spell it? etc. 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, its on the desk. Wher

10、ere my color pencils?S2: Teach the new word “where” and the use of “they”. Consolidate the prepositions by looking at the screen and answer the questions:Wheres ? Wherere?Step II Presentation 一、New words learning Show the students a picture of a room, tell them this is a bedroom, let the students li

11、st 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. Repeat with a sitting room and a study, teach the new words and practice in the same way. （设计意图：由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学

12、生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。）二、Work on Section A 1a 2b 1. Finish 1a: Match the words with the things in the picture （1 min） 2. Invite a student to say the answer, like: “table” is Picture E. 3. Do the 1b: Listen and number the things in the picture

13、when you hear them. Step III: Listen and say Listen and imitate the dialogues in Section A, 1b.Step IV Pair work （Make a dialogue with the classmate） Look at the picture in 1a and then make a dialogue as follow: Wheres the backpack? S2: Its under the desk. Thanks. S2: Youre welcome. Step V: Summary:

14、 A memory test Show a picture of a room, give the students one minute to look at it, 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 places. 通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间

15、的竞赛体现了协作和团队精神。Step VI Homework: Copy the new words and try to remember them. Make a survey: Interview one of your friends or teachers. Fill in the form below.NameThingsPlacesMs. Zhang/Liu Haisofanear the wall设计意图：语言知识学习与实际生活相结合，培养使用英语的思维。板书设计： Unit 4 Where is my backpack? pen, ruler, -Where is the b

16、ook? backpack, -Its on the desk. keys, a set of keys -Where are the pens?sofa, dresser, drawer. -They are in the desk. 教学反思： Period Two Talk about where the things areRecycled languageWhere is? Its on/in/underWhere are? Theyre in/on/under?StructureIs the book / Are the books on the desk? Yes, / No,I

17、 dont know.ListingComparing Step I Warming up Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words. 根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。Step II Listen and imitate1. Section A, 2a. Revise what the thi

18、ngs are. Play the tape for students and let them number them. 2. Section A, 2b. Play the tape again, students number the things 1-6 in the picture. Imitate the dialogues.Step III A guessing gameA guessing game. Show the students a picture of a room with a few things in it. Have them guess the places

19、 of the other things. There is a bookcase in it. Is the bookcase near the bed?Ss: Yes, it is. / No, it isnt. （Write the general question and the answers on the blackboard.） Step IV Pair workSection A, 2c. Look at the picture in 2b again. Students use general questions to ask and answer about the thi

20、ngs in it.Step V Game: Find the differenceSection A, 4. Student A looks at Picture 1 （ Textbook P21. 4）, Student B looks at Picture 2 （ Textbook P19, 1a）. Ask and answer in pairs and fill in the form. SA: Where is the backpack? Is it under the table? SB: No, it isnt. Its on the table. Picture 1Pictu

21、re 2backpackunder the tableon the tablepencil casebookskeysdogAsk some students to report their answer like this: 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 设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点，再将它的不同点复述出来，其目的在于培养学生的语言

22、组织能力。Step IV Practice the drill “Where is / are?”Present short dialogues, 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? Yes, they are. Check the homework in Per

23、iod One. Make reports to share the information they got from the friends or teachers, and give their simply assessment.话题由课本知识向实际生活延伸，体现语言的语用原则。Step IIV Summary and Homework:Finish off the exercises in the exercise book （Section A）-Is it under the chair?-Yes, it is. / No, it isnt. -Are they in the d

24、esk?-Yes, they are./ No, they arent.教学反思：Period ThreeTalk about the room Alarm clock; video cassette; CD; math book; computer game Its in / on / under Theyre in / on / underThe math book is on the dresser. The CDs are on the bookcase. Listing & sharing Ask some to act out the dialogues in Section A,

25、 2a & 2b.Step II Presentation1、New words learning Show the students a picture of a room. Let the students say like this: The alarm clock is on the table. The books are on the chair. Let some students list some new words. Practice reading them.2、Teacher shows two pictures to the students and asks the student to find out their differences, then fill in the blank. The CDThe clockThe hatThe alarm clockThe math bookThe tapes3、Suppose the students to use a sentence to describe the differences in two pictures Eg: In