遼寧省開(kāi)原五中七年級(jí)英語(yǔ)《Unit4 Where’s my backpack？》教案

1、 Unit 4 Where s my backpack一、教材分析中心話題：談?wù)撐锲返奈恢谩?語(yǔ)言目標(biāo)：要求學(xué)生熟悉物品的名稱。語(yǔ)言結(jié)構(gòu)：能用Where 問(wèn)句和一般疑問(wèn)句提問(wèn)，并用方位介詞 來(lái)回答；注意名詞的單復(fù)數(shù)；人稱代詞they的用法。能力目標(biāo)：通過(guò)對(duì)話練習(xí)，小組活動(dòng)，小組競(jìng)賽等方式， 學(xué)會(huì)熟練地表達(dá)，并能從口頭訓(xùn)練轉(zhuǎn)向筆頭訓(xùn)練。二、教學(xué)目標(biāo) 通過(guò)教學(xué)，學(xué)生能熟練地描述房間物品的擺設(shè)；能用英語(yǔ)發(fā)表個(gè)人觀點(diǎn)；能學(xué)會(huì)與他人交流和合作。1. 認(rèn)知目標(biāo) 掌握有關(guān)物品的新單詞：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag

2、, alarm, CD, video, video cassette, hat, 熟練運(yùn)用 in, on, under, (beside, in front of, near) 等介詞。 熟練運(yùn)用 Where 問(wèn)句和一般疑問(wèn)句及其回答。 注意名詞單復(fù)數(shù)的用法。 注意代詞 they 的用法。2. 能力目標(biāo) 學(xué)會(huì)一些基本的學(xué)習(xí)策略，并運(yùn)用這些策略提高運(yùn)用英語(yǔ)的能力。 培養(yǎng)語(yǔ)用能力，讓學(xué)生真正做到用中感悟，把所學(xué)到的語(yǔ)言知識(shí)與生活實(shí)際結(jié)合起來(lái)，使學(xué)習(xí)過(guò)程生活化。 培養(yǎng)英語(yǔ)思維能力和創(chuàng)新意識(shí)。 學(xué)會(huì)不斷地發(fā)現(xiàn)問(wèn)題，并用自己已有的知識(shí)水平和生活經(jīng)歷來(lái)解決實(shí)際問(wèn)題。三、 教學(xué)設(shè)計(jì)（一）課堂任務(wù)設(shè)計(jì)思路：本

3、課是一節(jié)任務(wù)型聽(tīng)說(shuō)課。由三個(gè)任務(wù)組成，由淺入深，逐層遞進(jìn)，形成完整的任務(wù)鏈教學(xué)結(jié)構(gòu)：第一個(gè)任務(wù)是聽(tīng)錄音談?wù)摲块g物品的放置。此任務(wù)既是對(duì)以前所學(xué)內(nèi)容的復(fù)習(xí)，也是一個(gè)任務(wù)活動(dòng)。學(xué)生將聽(tīng)到的內(nèi)容指示畫(huà)圖，并且在此基礎(chǔ)上向同學(xué)描繪自己聽(tīng)到的內(nèi)容。此任務(wù)不僅訓(xùn)練了有關(guān)方位的聽(tīng)說(shuō)能力，還涉及到跨學(xué)科學(xué)習(xí)的繪圖能力訓(xùn)練。第二個(gè)任務(wù)找出兩個(gè)房間的不同之處。在完成任務(wù)前，先要完成一個(gè)語(yǔ)言輸入的過(guò)程。學(xué)生先通過(guò)反復(fù)向他人詢問(wèn)房間的物品方位，在此基礎(chǔ)上掌握相關(guān)語(yǔ)言結(jié)構(gòu)，為語(yǔ)言輸出，即任務(wù)的順利完成打下基礎(chǔ)。接下來(lái)的任務(wù)通過(guò)三步完成：首先學(xué)生觀察自己圖畫(huà)的物品。然后詢問(wèn)同伴其房間的物品方位。第三步比較兩個(gè)房間的不同之

4、處。最后進(jìn)行小組匯報(bào)。第三步尤為重要，因?yàn)樵诖送怀鲶w現(xiàn)了由信息差造成的交流活動(dòng)的必要性。第三個(gè)任務(wù)是設(shè)計(jì)自己理想中的房間并向大家描述。在此活動(dòng)中所涉及到的最基本的句型結(jié)構(gòu)是關(guān)于陳述物品方位的句子，由于它能引起學(xué)生的興趣，學(xué)生參與性很強(qiáng)，它最大限度的調(diào)動(dòng)了學(xué)生的積極性，他們會(huì)在完成任務(wù)的同時(shí)自覺(jué)的運(yùn)用他們?cè)诘谝缓偷诙€(gè)任務(wù)中所用到的知識(shí)，以及一些超出本課教學(xué)內(nèi)容的語(yǔ)言知識(shí)。這對(duì)學(xué)生自覺(jué)學(xué)習(xí)能力的提高有很大好處。目標(biāo)語(yǔ)言學(xué)習(xí)策略與思維技巧重點(diǎn)詞匯Wheres the baseball? Where are the CDs? Theyre behind the desk.Theyre next to

5、 the key. 分類(lèi)表述聽(tīng)取特定信息Dresser, bookcase, sofa, drawer, plant in, on, under, beside, next to, between, behind語(yǔ)言結(jié)構(gòu)語(yǔ)言功能多元智能Where + be問(wèn)句表示方位的介詞: in, on, under, beside, next to, between, behind詢問(wèn)方位表述方位方位識(shí)別與表述邏輯分類(lèi)與表述 課型新授課課時(shí)Period1（sectionA：1c1c & 3a3c）教學(xué)目標(biāo)Learn the new words by heart and talk about whe

6、re the things are重點(diǎn)Where is? Its on / in / underWhere are? Theyre in /on / under 難點(diǎn)介詞的用法| 名詞復(fù)數(shù)關(guān)鍵運(yùn)用新單詞教具pictures，a recorder.教法聽(tīng)說(shuō)讀寫(xiě)。學(xué)法Help each other in groups.程序教學(xué)活動(dòng)內(nèi)容師生活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖時(shí)間分配Step 1: Warming up. Talk with the students about the things in the classroom by asking “What is it/are these?” Step 2: N

7、ew words learning. A、A group competition between boys and girls to brainstorm what things are in a bedroom/a study/a living-room? The group which can list more things is the winner.B. Show the pictures of the things and learn the words: bookcase, bed, plant, dresser, drawerC. Cover the picture to ha

8、ve the students guess what it is / what they are?Step 3: Section A 1bStep 4: A. Learn the new words in ,on , under, near, by helping the teacher find out the things she lost. 1 T: Where is my English book? S: Its here. T: Oh, its on the desk. 2. T : Where are my keys ? S : Theyre under your book. 3.

9、T : Where is my dictionary ? S : Its in the backpack. B. Teacher gives the orders like “ put the books on the pencil-case./ put your pencil in the pencil-case.” etc, and students do the actions. C. Look for things. The students hide and look for the things in groups. They can give the others some cl

10、ues. For example: This is my book. Its on the second desk.Step 5:Pattern Drills A: Wheres the plant? B: Its on the floor.Step6:Give two students two pictures of a living room. One picture has more objects in it, but the other doesnt. The student with Picture B tries to put the things in the right pl

11、aces by asking the student with Picutre A questions “Wheres the” or “ Wherere the ?”Homework :learn the new words by heart Teacher and the Ss sum up together. Teacher read and Ss follow mePlay the tape ,Ss listen again and the teacher checks the answers. Teacher guides and the Ss work in pairs.Teacher guides and the Ss work in pairsTeacher and the Ss sum up together.Stimulate studentsinterestpractice new wordsPractice listening.Oral practice e.and practice the propositions: on ,in ,underOral practicePractice the new sentences510105852板書(shū)設(shè)