Unit_4_where_is_my_backpack說課稿_全英文

1、Unit_4_where_is_my_backpack說課稿_全英文Unit 4 Wheres my backpack？Period 1 (1a-1c)Good morning, ladies and gentlemen:Im happy to be here sharing my lesson with you. Now Ill explain the outline of my teaching plan for SectionA (1a-1c), Unit 4 where is my backpack? Book 1 Grade 7.I divide my explanation int

2、o the following 7 parts.【Analysis of teaching material】This unit is mainly about“Things around the house”，The language goal of this unit is to talk about “where the things are”. The topic is related to Ss daily life, so it can help to raise Ss learning interest and improve their abilities of communi

3、cation. And Ss will learn to talk about “where the things are” by listening and speaking.This will not only enable students to understand their own home environment, love their home, but also to encourage students to design their own ideal through the imagination of the room and the new understandin

4、g of good habits.This unit link closely with unit 5.By the study of “Is/Are ?” in this unit to the study of Do.？ in unit 5 .Eventually promote students comprehensive ability of using language and improve students practice ability of learning, so as to lay a solid foundation for life-long learning.【L

5、earner analysis】 Einstein once said: Interest is the best teacher. Interest is the starting point in learning consciousness ,also is the wisdom of a source of inspiration.This course is for the Ss of Grade 7. Some primary school students have not learned English, they have a great interest and curio

6、sity in English .Teachers should seize this favorable factors. Focusing on the cultivation of students interest in learning English, maintaining their strong sense of curiosity and a strong thirst for knowledge.Therefore, teachers in the teaching process should be carefully designed a variety of tea

7、ching activities. Positive use new, colorful teaching methods to stimulate student interest in learning. Using interest to activate their thinking ability, Arousing their learning attention and then fully mobilized students enthusiasm and initiative, so that they actively participate in teaching to

8、truly become a master in the class.As the saying goes: A good beginning is half the battle. English teaching in Grade 7 is the basis of whole English teaching, students learning English as well as the first step in a step, the ability of students to learn English and promote the personality developm

9、ent of students has a great help. As a teacher ,we should create conditions and opportunities for students to express themselves and enjoy the joy of success, strengthen their self-confidence in learning English and process develop their comprehensive language ability in the learning process.【Teachi

10、ng Goals】1) Knowledge GoalsSs should have a full understanding of the target language structure and master some useful words such as table, bed, dresser, bookcase, sofa, chair, drawer, plant and so on. Students should also get more familiar with the useful expressions -“where the things are”. 2) Abi

11、lity GoalsSs should learn to talk about “where the things are” and listen to the materials about “where the things are”. So the whole class is to improve the Ss ability of listening, speaking and communication. 3) Moral GoalsThrough learning this lesson, the Ss will improve their consciousness of co

12、operation and deepen their interest. Also can encourage students and others understand and care about their home environment, love their home, to develop good habits.From completing the task in the process, learn to work together and help each other.4) Important Points To learn some words and expres

13、sions is the important points of this period.1) Words:table, bed, dresser, bookcase, sofa, chair, drawer, plant, under, on2) Expressions: Wheres ? -Its in/under/on Wherere? -Theyre in/under/on 5)Difficult PointsSs should master the sentence: where isand where areand make the difference among in, und

14、er and on. .【Teaching methods and studying ways 】About teaching methods, I will adopt teacher assessment ，student-centered, that is, teachers should combine topics, communicative functions and language structure, and create interactive activities to improve students English. I will also use S-center

15、ed principle theory , which is the theoretical basis of my teaching .According to S-centered principle theory, languages should be learned in interactive activities, but not merely training of language skills. Students should learn English through Comprehension input. Input and interaction hypothesi

16、s （輸入與互動假設(shè)）theory and communicative-method are very important.Besides , a recorder, a pencil and a pencil case are also used. When it comes to the ways of learning, students will learn the text through Self-inquiry learning(自主探究）Theory. According to this theory, learning is a process of relating new

17、 information to previously learned information and new information is most easily acquired when people associate it with interesting things they have already learned. Ss will also use eyes, mouth, and heart to see, listen, speak and feel. Besides, Ss will learn by reading, speaking, observing, coope

18、rating discussing and deducing. .【Teaching procedure (Including six steps)】Step I Warming-up Step II PresentationStep III PracticeStep IV ConsolidationStep V Self-evaluationStep VI Homework Step I: Warming-up The first step will spend one minute. Ill ask them to play a game. Show me you hands and do

19、 it like this . Clap ! Fold your palm. Let them see is their left or right thumb on top. Do it twice. Then change the position of fingers. Ask students whats your feeling? They may answer Very uncomfortable. Then I will tell them the meaning of the game. Habit is formed at ordinary times,so we shoul

20、d develop good habits. This is Emotional Teaching .The game which will not only arouse their interests, but also lead in this lesson.Task One Students can be divided into groups.Then let Ss complete task one by themselves on our learning paper .After 5 minutes I will correct students pronunciation a

21、nd let them to read the new words several times together. Then find furniture from the picture on page 19 activity 1a.The advantage of this is that we fully believe them ,rely on them and they will the real masters of the class.The purpose of this activity is sure that Ss have mastered the new words

22、.Task TwoThe second task is using intuitive method teaching prepositions.In order to help Ss mater the prepositions of on, in and under, I will bring a pencil and pencil case to the class to place the pencil on, in and under the pencil case. And let students take out their pencils and pencil cases,

23、do as me.Through the practice of the three prepositions to experience their usage.This process carried out with intuitive method.In this way, it not only can strengthen Ss memory, but also can avoid the mechanical memorization. This activity is to introduce the new words and help Ss lessen the diffi

24、culty in the understanding.Step II: PresentationThen the Ss will use activity 1a to drill the expression: Where is ? It is on/ in/ under? In order to let Ss master the expressions well and activate the atmosphere, I will ask them to use activity 1a to make conversations. So that each student can par

25、ticipate in class and have an equal communication. After this have done, I will give them comments, correct their mistakes and encourage them. This can improve the students comprehensive quality.Step III: PracticeTo help Ss master the new knowledge. In this step, Ill gather the listening activity in

26、 1b.Then I will present a new expression: Where are his/your/her; They are; and ask Ss to make conversations in groups by using target language, and at the same time ask them to pay attention to the plural form. After that two groups will show their dialogue. It can fully show their individuality.St

27、ep IV :ConsolidationThe practice goes from the simple conversation to a complex one, the demands become higher. And this lesson tell us that we should develop a good habit to keep our room tidy. Step V：Self-evaluationI have designed a classroom learning evaluation form. In the end, let students base

28、d on class evaluation form to carry out self-evaluation. This is a major feature of this course design. In such a way to stimulate students interest in independent study, improve their comprehensive ability, and develop perfect personality.Step : Homework Let students design their ideal room, paint

29、it out and add English introduction.This work not only to promote the innovative ability of students to enhance and develop their ability, so that the knowledge obtained in class is extended, but also that every student has experienced the joy of success. .【Blackboard design. 】The design of the writ

30、ing on the blackboard . They are some new words and useful expressions. The new words are on the right and the useful expressions are on the left. Its brief and to the point.Unit 4 Wheres my backpack？words useful expressions table Where is ? bed It is in/under/ondresser Where are .?bookcase They are

31、 in/on/under 【Teaching Reflection】Looking at the whole class of design ideas, based on teacher assessment , student-centered teaching as a core to specific tasks as the carrier, in order to complete the task as the driving force to integrate the knowledge and skills, through listening, speaking, rea

32、ding and writing activities to language students have learned to do things, in the process of doing things to develop and use their learned language. The whole process based on the students themselves, the students as a teaching subject, the teacher from the students learning perspective to design a

33、 variety of teaching activities, so that students complete the various tasks in the process of gradually use of language, And lay a good foundation. for their learning development.Thats all for my lesson plan presentation，thank you for listening!附一課堂學(xué)習(xí)評價 1=Excellent 2=Very good 3=Good 4=Adequate 5=N

34、eed improvementName: _ Date: _評價內(nèi)容學(xué)生自評同伴互評教師評價課前準(zhǔn)備參與課堂活動合作精神興趣、自信心、創(chuàng)造力口頭表達(dá)能力聽力獲取信息能力新詞匯的運(yùn)用情況閱讀獲取所需信息能力使用所學(xué)語言做事能力課外學(xué)習(xí)（閱讀、詞匯積累）情況書面表達(dá)能力我喜歡的活動共有_項(xiàng)，我參與了_次活動，其中_次很積極，很主動。這些活動使我_。A 敢于和樂于開口講英語了。B 英語口語提高了。C 學(xué)會了與他人合作。D 了解傾聽了他人的意見。E 覺得英語很有用。F 覺得英語很有趣。G 其他。Teachers statement(評語):附二： 白塘中學(xué) 七 年級 英語 科導(dǎo)學(xué)案備課時間： 年 月

35、日 教學(xué)時間： 年 月 日 制作：何苗課題： Unit 4 Wheres my backpack? Period 1 (Section A 1a-1c)教學(xué)目標(biāo)【學(xué)習(xí)目標(biāo)】(Learning Aims) (1)學(xué)習(xí)和掌握有關(guān)詢問物品位置的句型： Wheres .?/Wherere.? Its /Theyre oninunder .(2) 學(xué)習(xí)和掌握有關(guān)家具類的單詞：table, bed, dresser, bookcase ,sofa ,chair ,drawer , plant , (3) 學(xué)會三個方位介詞的用法：on ,in , under【重點(diǎn)】（Important Points）掌握句

36、型: Wheres .?/Wherere.? Its /Theyre oninunder .【難點(diǎn)】（Difficult Points）1、學(xué)習(xí)運(yùn)用重點(diǎn)句型Where? 2、學(xué)會運(yùn)用方位介詞oninunder”表達(dá)物品的位置。教學(xué)方法：1、自主探究，合作交流 2、啟發(fā)式【學(xué)習(xí)過程】(Learning Procedure)45方法與措拖教學(xué)內(nèi)容及預(yù)見性問題tStep Warming-up(拍手小游戲） 自主學(xué)習(xí)（Self learning)（教師寄語：Knowledge is power.）任務(wù)一（Task one)：會讀寫、本課14個單詞。 1、個人自讀，記憶本課單詞。 2、小組互相檢查單詞讀的情況。3、小組內(nèi)競賽，看誰記得快、準(zhǔn)，并展示（默寫） 桌子_ 床_ 梳妝臺_ 書櫥；書柜_ 沙發(fā)_ 椅子_ 抽屜_ 植物_ （疑問副詞）在哪里_ 他（她，它）們_4、認(rèn)真觀察a的圖畫，將詞