初中英语人教新目标 (Go for it) 版七年级上册Unit 4 Where’s my schoolbag?Section A教学设计

这是一份初中英语人教新目标 (Go for it) 版七年级上册Unit 4 Where’s my schoolbag?Section A教学设计，共4页。
Unit 4 Where’s my schoolbag ?Section A1a-2c  一  教材：2013秋新人教版七年级英语上册第四单元。二  课型：听说新授课三  教学内容：本单元的主要内容是谈论物品所在的位置。通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些有关家居物品和学习用品的单词，以及方位介词in, on, under, behind 等的用法；学习并掌握Where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词they 的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。四  教学目标：1．知识目标：A. 掌握有关物品的新单词：table, bed, bookcase, sofa, chair, plant, bag, clock,desk, hat, etc；B. 熟练运用in, on, under, behind, in front of, near等介词；C. 熟练运用Where问句和一般疑问句及其回答；D. 掌握名词单复数及人称代词they的用法。2．能力目标：A.学会用英语准确描述物品所在的位置；             B.学会用英语询问自己的或他人物品的具体位置；3．情感目标：A.培养学生整齐地摆放自己物品的生活习惯；             B通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。 五  学时分配：（一课时）Step 1 Warming up: 4 minutesStep 2 Game: Hide and look for things: 3 minutesStep 3 New words learning : 5 minutesStep 4 Make up dialogues: 20 minutesStep 5 Listen and say: 10 minutesStep 6 Summary: 2 minutesStep 7 Homework: 1 minutes 六  教学重点和难点1. 重点：A. 方位介词: in, on, under, behind 的用法；B. Where 引导的特殊疑问句和一般疑问句的肯定、否定回答；2. 难点：A. 能够准确运用方位介词描述物品所在的位置；          B．能够运用Where问句找到物品的位置。七  教学方法:     ( 1 ) Task-based teaching method .     ( 2 ) Question-and-answer method.     ( 3 ) Pair work and group work .     ( 4 ) Co-operative teaching method .八  教具：A multimedia system, a blackboard, some materials of pictures.九  教学过程：Step1 Warming up1.Revise some school things by asking questions.e.g.: What’s this?  Is this a …?  How do you spell it? etc.2.Learn the new words: in, on, under, behind … by helping the teacher find the lost things.e.g.: T: Where’s my English book? S1: It’s here. / I think it’s …T: Oh, it’s on the desk. …T: Where’re my color pencils?S2: …Teach the new word “where” and the use of “they”.3.Consolidate the prepositions by looking at the screen and answer the questions: Where’s … ?  Where’re…? (设计意图：通过找东西这样一个真实的场景来导入新课，能调动学生的参与性，激发学生学习的兴趣。)Step2 Game: Hide and look for thingsWork in pairs. One student hide one school thing and ask: Where’s…?  Where’re…? The other student guess and answer: It’s in your desk. They are in your pencil case.  etc. Then ask some pairs to share their performance. (设计意图：通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去.)Step3 New words learningT : Look at the picture in activity 1a. There’re some things in it . Doyou know what they are ?First let the students list the things in it . Then show them a picture of a room , teach the new words, ask where thethings are , let the students answer , using the prepositions .Finally , check the answers in 1a .(设计意图：通过图文并茂的方法呈现新单词，吸引学生的注意力，加深对单及句型的记忆。)Step4 Make up dialogues1.Show the students some pictures and ask them to make their own dialogues in pairs , using the things in the pictures .e.g. A: Where’s … ？ \ Where’re … ?   B: It’s on \ in \ under the … .  \ They’re on \ in \ under … .Then finish Section A 1c.2. Guessing game. Show the students a picture of a room with a fewthings in it.  Let them guess where the things are.e.g.: T: There is a book in it. Is the book on the desk ?Ss: Yes, it is. / No, it isn’t.T: Are the keys on the bed ？Ss：No, they aren’t. They’re on the table. Write the general question and the answers on the blackboard. After that, finish Section A 2c.(设计意图：通过对该句型的大量操练，使学生掌握该句型的用法，避免单调枯燥的语法讲解。同时使话题由课本知识向实际生活延伸，体现语言的语用原则)Step5 Listen and say1.Listen and imitate the dialogues in Section A 1b.2.Revise what the things are in 2a, then finish 2a and 2b. 3.Read the conversations . （Read it together, in pairs, boys and girls, … ）(设计意图：通过这一活动，训练学生的听说能力，同时巩固本节课的语言知识点。)Step6 Summary: 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.Then sum up what we learnt in this period with the students.(设计意图：通过这一环节，再现本节课的语言知识点，让学生明确本节课学习的目标。)Step7 Homework Write a passage about your room. (This is my room . )（设计意图：让语言知识点与实际生活相结合，培养学生使用英语的思维。）十  板书设计              Unit4 Where’s my schoolbag ?                 Section A 1a- 2ctable         1. –Where’s my pencilbox ?bed           -It’s on the desk .bookcase      2. –Where’re my books ?sofa            -They’re in your schoolbag.chair         3. –Is the pen on the desk ?schoolbag       -Yes, it is. \ No, it isn’t.desk          4. –Are the keys on the sofa ?on              -No, they aren’t. They are under the sofa. inunder十一  教学反思本节课主要围绕物品的摆放展开教学，学习了有关物品和重点学习了三个介词的运用。这堂课设计衔接自然，教学方法多样化，但我忽略了一点，就是本节课物品的词汇量较多，学生在运用时会出现短路现象，需要教师或同学的提醒。所以这节课告诫我在词汇教学方面还有待提高。此外，本节课主要采用了说，读，听的方式围绕教学目标展开教学，口头表达操练是口语课堂的精髓所在。如何高效地进行口语操练是我一直所探寻的问题。在本课中，我设计了多种不同形式的口语操练活动，希望学生能够逐步掌握口语交际技能，实现自主交流。采用任务型教学法，注重语言的交际功能与使用，同时也注重对学生自主学习能力的培养，但在教学过程中要关注一下基础差的学生。十二  课前预测要求会读写、本课13个单词：桌子_______　床__________　　书橱；书柜_______　沙发_______　 椅子________ 课桌________　植物_________（疑问副词）在哪里________ 　 在…下_____　在…上_____　在…里面___    __　在…后面___      __    他（她，它）们_____     短语 ： 在桌子下面__________　在课桌上__________　　在书橱________在沙发上____________　在床下面____________　　在椅子后面__________（一）根据中文提示将所给的词排序，组成正确、通顺的英语句子，注意标点和大小写。1.我的尺子在课桌上。on, desk, the, my, is, ruler　　_______________________________.2.那只棒球在书包里。 schoolbag, the, in the, baseball, is   _________________________________________.3.那只钢笔在书的下面。under, pen, the, book, the is  ________________________________.(二)选择1. Where is my book? It's under _____ table.A. my the   B. the my   C. my  2. Where ____ his keys?      A. is   B. are   C. am  D. be 3. ____ your bag? At school. A. What's   B. What   C. Where's   D. Where(三)完成句子1、我的书在哪？在你的书桌上。_______  _______ _______ books? _______  _______  on your ______.2、椅子在哪？桌子下。Where are the ______?  _______ the _______.