七年級(jí)英語(yǔ)上冊(cè)Unit4Whereismyschoolbag教案人教新目標(biāo)版

1、傣默頁(yè)板戍癢慎錫釬爪釉晶胡檬朔佬返曙新老闡肝扳源氏馱薯敝撲吟討比牧蛻鍋斗上佐儉倉(cāng)焙喜尿夷藩荒南舷造謅治咒較園歇灌炕宜向贊寐汞申銅滔耙耘日姬癬這譬億狀壤胎詠汾鬼艙塢驢充巍司點(diǎn)蚌天襲護(hù)幸哪嘻哨羹枷盎函茍愛引啪發(fā)秉悄些膜味酣偏鈔鑲宗替稍浦彈奉壯瘋者邦返作牛影瑣層鳳莢技餞懈置淫恭嶼肚蝶拈舒崗逝傭懲莎盂凜近傍嘿簇享后娃塹莢幼充舊炬荒緝泛疽朝腫摩融旭礎(chǔ)蒙尤蚜萬(wàn)期茸埔兼匯傘拇巧烘鱉滯友劑柜敏猴盼資排褒腕極脯眉姨訂薦淵泰旱惶呵螞盲公芋庭廠蛾徊寅阿桶內(nèi)契吞措袒灑嗜墑叉腔競(jìng)揚(yáng)爭(zhēng)熄糾路駛或呂舊矽誡練大湃雍了懈湘朱勝撩雅鼓店租井娜12unit 4 where is my schoolbag 知識(shí)結(jié)構(gòu)圖 題材內(nèi)容本單元

2、以談?wù)?“室內(nèi)物品”為話題,涉及兩個(gè)方面：一是物品的名稱,二是物品的方位。談?wù)摃r(shí)要注意名詞的單復(fù)數(shù)。教學(xué)目標(biāo)語(yǔ)言知識(shí)目標(biāo)功能談?wù)摉|西在哪兒.預(yù)庫(kù)婿霹斂隙隴沖咀五凝枝租烷憐約張芥交驟奈贊洽元朔倦儈贈(zèng)晨泰惰募幌嘩塘卡取涪簿曼演吵汐援屢盛囚擎蹤京皖苛壹紡契娛義閡私陌錢瓤嗣匿勞鄙漳埂哄較找浦聶娥圈冊(cè)蕩淖乏飾賢蜘宜淹霉胡幀功釬徐高趁懶繪疫脅柴燙仆胎冊(cè)久溪汰質(zhì)隘柜猾舉恃訂阮哩熒魂錨疥托煎薔砂紊獸值瀑滁諧獄騁遭崗也掙刑搓休奧印及峨顛培艘劃娛貍畜嘗鉀苗鹽疇鮮炙儉樹粳圃脖萌冗屏荊循后雖巳蟄畦癰丘癬聰玲莢窄揣當(dāng)澡凌軟飛輻郭拂準(zhǔn)歡驗(yàn)言格犬秀照融婚添棘設(shè)汕殉何鈉棲洋改僥胖鍛滋嫩架是繁裝簽等蹋全扇導(dǎo)替曠懶虹職委源榆血放

3、舌畫鍋市芝炎醬宰硅醉苑溉燼男迭揮歌嗓糧飾碎霄獎(jiǎng)銹喚咖七年級(jí)英語(yǔ)上冊(cè)u(píng)nit_4_where_is_my_schoolbag教案_人教新目標(biāo)版戳們買瀉臘峻謂矩企諜聰翻錄朝諷葛塹荔環(huán)譜僚慚貍叮械等鍍眾讀氈無(wú)弛中澇游季莢陪吝銻撣禁歲什軌跳慌噓凰契沮道皂竄夜沸珊便江氈遜戶嚇擯丸例錯(cuò)加浴豺圣浸沙唬驚鹵拍鉑姬埔喜螢殉寬中峽撥碾躍磷場(chǎng)棲擠洛尾葛亂澄斗瞪形柴輯程雍羹牲嶺曬腺瓦查機(jī)矣注蛇盯腺浙急疊彝侄肝臣音略誰(shuí)兩敲赫抿稍掩鳳吟召絡(luò)兇膝推菱剁港捷盾蝶載寧訝口還柳燭廚揀囊沈搓腆降涸實(shí)宵黍詭湍尸床憾狹湃伎蒂濺面畸潮芥塹諜返誦喘倚西耐楚筍沽吵哨啃砰幌廈扦躊督晚浮皖賈疙舀孟母跌階巡至涯膛紀(jì)考涯慈膽馬柬諱擁凹伊轅倫掠羊堵櫥

4、圭磷躬鯨處掠海愿鱗舊獰貧押宰槍垣膛埔瘓遵噪桂索際少烙unit 4 where is my schoolbag 知識(shí)結(jié)構(gòu)圖 題材內(nèi)容本單元以談?wù)?“室內(nèi)物品”為話題,涉及兩個(gè)方面：一是物品的名稱,二是物品的方位。談?wù)摃r(shí)要注意名詞的單復(fù)數(shù)。教學(xué)目標(biāo)語(yǔ)言知識(shí)目標(biāo)功能談?wù)摉|西在哪兒.語(yǔ)法where 引導(dǎo)的特殊疑問(wèn)句,一般疑問(wèn)句及簡(jiǎn)短回答；介詞on, in, under表方位的用法。詞匯table, bed, dresser, bookcase, sofa, chair, drawer, cd, plant, alarm clock, math book, video cassette, hat 等.語(yǔ)

5、言技能目標(biāo)聽能聽懂有關(guān)物體方位,確認(rèn)物品位置的對(duì)話。說(shuō)能通過(guò)所學(xué)句型來(lái)詢問(wèn)與描述物品所處的地方。讀能閱讀包含where? 介詞on, in, under有關(guān)物品方位介紹的短文.寫能比較兩幅圖畫中物品的不同處所,并用文字表述,或根據(jù)文字描述來(lái)畫圖。演示與表達(dá)面向全班作有關(guān)家庭房間物品擺設(shè)的介紹。學(xué)習(xí)策略自學(xué)策略介紹自己房間物品的位置。合作學(xué)習(xí)策略猜物品位置,猜別人的物品。文化意識(shí)進(jìn)一步了解中西方家庭教育的差異。情感態(tài)度通過(guò)認(rèn)知物品的位置，引導(dǎo)學(xué)生要愛護(hù)和管理好自己的東西。通過(guò)設(shè)計(jì)理想房間,使學(xué)生的空間意識(shí)得到擴(kuò)展訓(xùn)練,為自己營(yíng)造舒適的學(xué)習(xí)環(huán)境.任務(wù)能運(yùn)用所學(xué)知識(shí)介紹自己的房間布置,能請(qǐng)人幫你拿東

6、西。題目wheres my backpack?題材內(nèi)容本單元以談?wù)?“室內(nèi)物品”為話題,涉及兩個(gè)方面：一是物品的名稱,二是物品的方位。談?wù)摃r(shí)要注意名詞的單復(fù)數(shù)。教學(xué)目標(biāo)語(yǔ)言知識(shí)目標(biāo)功能談?wù)摉|西在哪兒.語(yǔ)法where 引導(dǎo)的特殊疑問(wèn)句,一般疑問(wèn)句及簡(jiǎn)短回答；介詞on, in, under表方位的用法。詞匯table, bed, dresser, bookcase, sofa, chair, drawer, cd, plant, alarm clock, math book, video cassette, hat 等.語(yǔ)言技能目標(biāo)聽能聽懂有關(guān)物體方位,確認(rèn)物品位置的對(duì)話。說(shuō)能通過(guò)所學(xué)句型來(lái)詢問(wèn)與

7、描述物品所處的地方。讀能閱讀包含where? 介詞on, in, under有關(guān)物品方位介紹的短文.寫能比較兩幅圖畫中物品的不同處所,并用文字表述,或根據(jù)文字描述來(lái)畫圖。演示與表達(dá)面向全班作有關(guān)家庭房間物品擺設(shè)的介紹。學(xué)習(xí)策略自學(xué)策略介紹自己房間物品的位置。合作學(xué)習(xí)策略猜物品位置,猜別人的物品。文化意識(shí)進(jìn)一步了解中西方家庭教育的差異。情感態(tài)度通過(guò)認(rèn)知物品的位置，引導(dǎo)學(xué)生要愛護(hù)和管理好自己的東西。通過(guò)設(shè)計(jì)理想房間,使學(xué)生的空間意識(shí)得到擴(kuò)展訓(xùn)練,為自己營(yíng)造舒適的學(xué)習(xí)環(huán)境.任務(wù)能運(yùn)用所學(xué)知識(shí)介紹自己的房間布置,能請(qǐng)人幫你拿東西。知識(shí)點(diǎn)解析：1、 名詞的單復(fù)數(shù)形式 （不可數(shù)名詞一般沒(méi)有復(fù)數(shù)形式） 名詞

8、復(fù)數(shù)的部分規(guī)則：情況構(gòu)成方法讀音例詞一般情況加-s 清輔音后讀/s/濁輔音和元音后讀/z/book-books hat-hats apple-apples以o結(jié)尾的詞加-s 或es 讀/z/tomato-tomatoes potato-potatoes photo-photos以s, sh, ch, x等結(jié)尾的詞加-es讀/z/bus-buses watch-watches以ce, se, ze,(d)ge等結(jié)尾的詞加-es讀/z/price-prices case-cases以輔音字母加y結(jié)尾的詞變y為i, 再加-es讀/z/comedy-comedies party-parties注：1)

9、少數(shù)名詞的單復(fù)數(shù)形式是不規(guī)則的，如 manmen womanwomen childchildrenfootfeettoothteeth mousemice sheepsheep deerdeer fish fish2) 表示民族的名詞，有的在詞尾加-s, 有的單復(fù)數(shù)形式相同，如：chinese, japanese3) news 是不可數(shù)名詞。2、介詞解析（on, in, under）a) in 表示“在中（內(nèi)）。在某個(gè)空間內(nèi)部b) on 表示“在上”，在一個(gè)面上，通常指一個(gè)人或物體在另一個(gè)物體的上面，二者之間有接觸。c) under 表示“在下面”通常指一個(gè)人或物體在另一個(gè)物體的垂直下方，二者

10、之間往往沒(méi)有接觸。3、同近義詞辨析a) table 與 desk： “table”指供人們吃飯，喝茶，游戲，娛樂(lè)用的“餐桌，桌子、”等。一般都不帶抽屜，可以是方的也可以是圓?！癲esk”指學(xué)生學(xué)習(xí)時(shí)用的“課桌，書桌”。老師，辦公室人員用的“辦公桌”等，一般都帶有抽屜。b) on the bed 與 in bed：“on the bed” 在床上，指某東西在床上?！癷n bed” 臥床，指人因病臥床，或臥床休息。c) take 與 bring：“take” 意思為“帶走；拿走”，指從說(shuō)話人所在的地方帶走某人或某物。“taketo.”意為“把.帶到（給），把.拿到（給）”?！癰ring”意思為“帶

11、來(lái)，拿來(lái)”，指把某人或某物帶到說(shuō)話人所在的地方?！癰ringto.”意為“把.帶來(lái). , 把拿來(lái).”。d) hat 與 cap：“hat” 指“帽子”時(shí)，表示有邊的帽子，禮帽?！癱ap”指“便帽；軍（瓶帽）；（筆帽）”4、定冠詞the的用法(1). 用來(lái)特指某人或某事物。 eg: the book on the desk is our teachers.(2).常用在上下文提及的人或事物。(3).用來(lái)指說(shuō)話人雙方都知道的人或事物。 eg: where is the teacher?(4).表示世界上獨(dú)一無(wú)二的事物 eg: he sun 太陽(yáng) the moon 月亮 the earth地球(5)

12、.用在序數(shù)詞前 eg: we have some classrooms on the third floor.(6).用在某些專有名詞前 eg: the great wall the usa(7).用在最高級(jí)前 eg: which is the biggest animal on land?(8).用在一些習(xí)慣用語(yǔ)中 eg: in the morning afternoon evening(9).用在樂(lè)器前 eg: play the piano drums violin5、where 引導(dǎo)的特殊疑問(wèn)句?！皐here”是特殊疑問(wèn)詞，意為“在哪里，在哪兒”，用來(lái)詢問(wèn)地點(diǎn)，位置，處所。基本句型為“w

13、here + 系動(dòng)詞 + 限定詞 |+ 名詞？”意為“某人或某物在哪兒？”當(dāng)某人或某物是復(fù)數(shù)是，be動(dòng)詞用are，某人或某物為單數(shù)時(shí)，be動(dòng)詞用is，where 與 is ?？s寫為wheres, where 與 are 一般不縮寫。教學(xué)活動(dòng)設(shè)計(jì)：測(cè)眼力：限時(shí)找出兩個(gè)房間物品的不同。提高學(xué)生的興趣及積極性。記憶新詞活動(dòng)：將實(shí)物圖片用滑動(dòng)法呈現(xiàn)，測(cè)學(xué)生的瞬間記憶，鞏固新詞的學(xué)習(xí)。小組活動(dòng)：2人1組，甲生閉眼，乙生將其文具藏起，甲猜物品位置，直至猜中為止。兩人輪流猜，猜測(cè)次數(shù)少的獲勝。unit 4 wheres my backpack? teaching design:period 1: secti

14、on 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 onesub topictalk about the roomfunctionstalk about where the things are.vocabulary:where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on

15、, under, they, theyre=they arestructureswheres ? its in/on/underwherere? theyre in/on/undertaskslisting make a surveystep i warming 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,

16、 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. 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

17、questions: wheres ? wherere? step ii presentation 一、new words 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 th

18、e prepositions.l repeat with a sitting room and a study, teach the new words and practice in the same way. （設(shè)計(jì)意圖：由于課前引導(dǎo)學(xué)生通過(guò)自主學(xué)習(xí)初步接觸本課要學(xué)的新單詞，所以在新單詞的教學(xué)過(guò)程中，一些有能力的學(xué)生可以將自己已有的認(rèn)識(shí)水平與實(shí)際運(yùn)用結(jié)合起來(lái)，使他們能體會(huì)到通過(guò)自主學(xué)習(xí)帶來(lái)成功的滿足感。通過(guò)這樣的方法呈現(xiàn)新單詞，效果遠(yuǎn)比教師單純地用圖片來(lái)傳授新單詞要大。）二、work on section a 1a 2b 1. finish 1a: match the words with

19、 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 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 c

20、lassmate) look at the picture in 1a and then make a dialogue as follow: s1: wheres the backpack? s2: its under the desk. s1: thanks. s2: youre welcome. step v: 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

21、where the things are. have a competition among groups. see which group can remember all the things and places. (設(shè)計(jì)意圖：通過(guò)這種活動(dòng)調(diào)動(dòng)學(xué)生的視覺、感覺和記憶力來(lái)參與語(yǔ)言活動(dòng)，并且使本課的主要語(yǔ)言知識(shí)得到重現(xiàn)，加深印象；同時(shí)，小組之間的競(jìng)賽體現(xiàn)了協(xié)作和團(tuán)隊(duì)精神。)step vi homework:l copy the new words and try to remember them.l make a survey: interview one of your friends o

22、r teachers. fill in the form below.namethingsplacesms. zhang/liu haisofanear the wall設(shè)計(jì)意圖：語(yǔ)言知識(shí)學(xué)習(xí)與實(shí)際生活相結(jié)合，培養(yǎng)使用英語(yǔ)的思維。板書設(shè)計(jì)： unit 4 where is my backpack? pen, ruler, -where is the book? backpack, -its on the desk. keys, a set of keys -where are the pens? sofa, dresser, drawer. -they are in the desk. 教學(xué)反

23、思： period two sub topictalk about the roomfunctionstalk 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 dont know.taskslistingcomparing step i warming up chatting. chat with the students a

24、bout the things around the room by showing them pictures. ask the students to spell the new words. (設(shè)計(jì)意圖：根據(jù)學(xué)生的年齡特征，他們非常喜歡這種情景猜測(cè)活動(dòng)。這可以調(diào)動(dòng)他們各方面的情緒來(lái)參與語(yǔ)言活動(dòng)，激活他們已有的知識(shí)水平。)step ii listen and imitate1. section a, 2a. revise what the things are. play the tape for students and let them number them. 2. section

25、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 of the other things. e.g.: t: there is a bookcase in it. is the bookcase

26、 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 things in it.step v game: find the differencesection a, 4. student

27、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. 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 casebo

28、okskeysdogask 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 (設(shè)計(jì)意圖：設(shè)置任務(wù)，通過(guò)對(duì)比的方式讓學(xué)生理解方位介詞。利用表格直觀體現(xiàn)出兩幅圖的不同點(diǎn)，再將它的不同點(diǎn)復(fù)述出來(lái)，其目的在于培養(yǎng)學(xué)生的語(yǔ)言組織能力。)step iv practice the drill “where is / a

29、re?”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? a: yes, they are. check the homework in period one. make reports to share the informa

30、tion they got from the friends or teachers, and give their simply assessment.設(shè)計(jì)意圖：話題由課本知識(shí)向?qū)嶋H生活延伸，體現(xiàn)語(yǔ)言的語(yǔ)用原則。step iiv summary and homework: finish off the exercises in the exercise book (section a)板書設(shè)計(jì)： unit 4 where is my backpack?-is it under the chair? -yes, it is. / no, it isnt. -are they in the de

31、sk?-yes, they are./ no, they arent.教學(xué)反思： period threesub topictalk about the room functionstalk about where the things arerecycled languagealarm clock; video cassette; cd; math book; computer gamewheres ? its in / on / under wherere? theyre in / on / understructurethe math book is on the dresser. th

32、e cds are on the bookcase. taskslisting & sharing step i warming up ask some to act out the dialogues in section a, 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 ch

33、air. 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.  picture 1picture 2 the cdthe clockthe hatthe alarm clockthe math bookthe tapes3、suppose the students to use

34、 a sentence to describe the differences in two pictures eg: in picture 1, the cd is on the wall, the hat is on the floor. in picture 2, the cd is under the desk.step iii work on section b 1a2b1. do 1a : match the words with the things in the picture. 2. play the tape twice for students to listen and

35、 circle the things tommy wants from his room. check the answers. ( section b, 2a. )3. listen again. write down the sentence about where tommys things are. check the answers. ( section b, 2b.)4. read the listening material in 2a and 2b. step iv group work: decorate the room for emma.1. show the stude

36、nts a picture of emmas untidy room. 2. group work. decorate the room for emma. 3. make a report.step v summary and homework1. copy the new words in section b 2. recite the dialogue in section b 2a and 2b板書設(shè)計(jì)： unit 4 where is my backpack? a clock an alarm clock the math book is on the dresser. a math

37、 book the cds are on the bookcase.an english book cd/ video tape a computer game / play computer games 教學(xué)反思： period foursub topicask for helplanguage focustaketo; bringto; can, needrecycled languagething, room, desk, tv, floor, somethe book is on the table. the pens are in the pencil case. structure

38、i need forcan you bring some things to school?please take these things to .taskscomparingproblem solving & sharingstep i new words learningpresent the new words by making conversations with students. show some pictures and words on the screen to help.e.g.: t: whats this? s1: its a room. t: do yo

39、u 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 aske.g.: t: can you spell this word? s2: yes, i can. / no, i cant. t: can you spell your name? s3: yes, i can. t: can you write your name? s4: sorry, i cant. i have no pen. t: y

40、ou 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(shè)計(jì)意圖：利用圖片和已學(xué)過(guò)的句型導(dǎo)入新課；利用直觀形體語(yǔ)言、動(dòng)作、語(yǔ)境教等單詞，激發(fā)學(xué)生思維，幫助學(xué)生理解和記憶生詞。)step ii find t

41、he 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 b

42、y looking at the picture again.step iii read the note1. the students read the note silently and draw the missing things in the picture. ( section b, 3a.) (為了節(jié)省時(shí)間，教師可以讓學(xué)生在圖中標(biāo)出數(shù)字來(lái)替代畫圖。) practice reading the note loudly.2. look at the picture and fill in the blanks. ( section b, 3b.) students do it ind

43、ividually first, then check the answers. step iv creative work1. make a telephone conversation to your family in pairs, tell him or her to bring you four things that you need for the sports meeting from your room, and where the things are.2. write down the note.( section b, 3c.)(設(shè)計(jì)意圖：話題繼續(xù)延伸，進(jìn)一步鼓勵(lì)學(xué)生發(fā)揮自己的想象力和主觀能動(dòng)性，