初一英語第七周4課時

1、單元（章）主題: Unit 4 Wheres my schoolbag?任課教師與班級:張麗華 111 112 本課（節(jié)）課題: Unit 4 Wheres my schoolbag?一教學內(nèi)容本單元的主要內(nèi)容是談?wù)撐锲匪诘奈恢?。通過這一話題，訓(xùn)練學生的聽、說、讀、寫四項基本技能，讓學生通過詢問物品的位置，學習一些有關(guān)家居物品和學習用品的單詞，以及方位介詞in, on, under, behind 等的用法；學習并掌握Where問句的問答，一般疑問句提問并用方位介詞來回答；學習名詞單復(fù)數(shù)及人稱代詞they 的用法，同時培養(yǎng)學生養(yǎng)成干凈、整潔、合理擺放物品的好習慣。二教學目標1知識目標：A.

2、掌握有關(guān)物品的新單詞：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc； B. 熟練運用in, on, under, behind, in front of, near等介詞； C. 熟練運用Where問句和一般疑問句及其回答；D. 掌握名詞單復(fù)數(shù)及人稱代詞they的用法。2能力目標：A.學會用英語準確描述物品所在的位置； B. 學會用英語詢問自己的或他人物品的具體位置； C. 能夠合理地描述和設(shè)計房間。3情感目標：A.

3、 培養(yǎng)學生整齊地擺放自己物品的生活習慣； B通過小組對話、討論、調(diào)查和設(shè)計等一系列的課堂活動，培養(yǎng)學生的合作精神。 4學習策略：A. 交際策略: 學會與他人合作交流,并能把語言材料用到真實的生活中去； B資源策略：學會利用一切可利用的學習資源，如詞典，音像資料，網(wǎng)絡(luò)等來獲取更多的學習信息； C認知能力：積極思考，及時反饋； D調(diào)控策略：在反思，頓悟和自醒中不斷調(diào)整自己的學習策略。三教學重點、難點1重點：A. 方位介詞: in, on, under, 等的用法； BWhere 的特殊疑問句和一般疑問句：Is the in/on/under the ?的肯定、否定回答； C 新單詞：bed, dr

4、esser, table, bookcase, backpack2難點：A. 能夠準確運用方位介詞描述物品所在的位置； B能夠運用Where問句找到物品的位置。四教學方法采用任務(wù)型語言教學，實施情景教學法、交際法、情感激勵法等教學方法。五課時安排第一課時：Section A 1a, 1b, 1c第二課時：Section A 2a, 2b, 2c, 3a, 3b, 3c, 4第三課時：Section B 1a, 1b, 1c, 2a, 2b第四課時：Section B 3a, 3b, 3c, 4, Self-checkPeriod One課前準備教師：制作多媒體課件，準備部分學習用品的實物。 學

5、生：預(yù)習新單詞：聽錄音機，模仿跟讀新單詞；準備與本課有關(guān)的學習用品實物。 Period OneSub 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/underTasksListi

6、ng Make a surveyStep One Warming uplPlay an English song before class. lRevise some school things by asking questions. e.g.: Whats this? Is this a ? How do you spell it? etc.lLearn the new words in, on, under, behind by helping the teacher find the lost things.e.g.: T: Wheres my English book? S1: It

7、s here. / I think its T: Oh, its on the desk. T: Wherere my color pencils?S2: 二度備課An interrogative sentence is a type of sentence which usually asks a question. For example, Is this your sister? There are four types, yes/no interrogatives.課后反思creatively on the basis of understanding the new language

8、 material.Cognitive Approach is not attracted considerable attention and use on English teaching in ourschool, so the deep research on it is necessary, which will help the improvement of the EnglishTeach the new word “where” and the use of “they”.lConsolidate the prepositions by looking at the scree

9、n and answer the questions: Wheres ? Wherere? Step Two Game: Hide and look for things Students hide and look for the school things in pairs. One student hide one school thing and ask: Wheres? Wherere? The other student guess and answer: Its in your desk. They are in your pencil case. etc. Ask some p

10、airs to share their performance. 二度備課Hello, everyone! Today well take up unit 4. Here are some real objects and colorful pictures like table, bed, dresser, bookcase, sofa, chair, backpack, books, keys, baseball, drawer and plant. Please look at this picture and listen to me carefully: whats this? It

11、s a table. What are these? Theyre keys. And now make your own dialogues with different items, and Ill help you with any pronunciation problem you have.課后反思Cognition which means the action or faculty of knowledge is an important realm of psychological study, which means the process of obtaining knowl

12、edge and learning. There are three sections in psychological studyStep Three New words learninglShow 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 s

13、tudents answer, using the prepositions.lRepeat with a sitting room and a study, teach the new words and practice in the same way. Step Four Make up dialogueslSection A, 1a: Match the words with the things in the picture. Students do it individually first, then check the answers. 二度備課Do you know the

14、meaning of I dont know? It means I have no idea about it. Look at the four lines of the conversation on the right. They are in the wrong order. The first part of the conversation is numbered. Please write numbers 2, 3 and 4 in the others to complete the conversation. 課后反思the process of coming to kno

15、w and the stages we move through as we gradually acquire this ability. As a biologist, Piaget was interested in how an organism adapts to its environment.lSection A, 1c: Make up dialogues in pairs, using the things in the picture.Step Five Listen and say Listen and imitate the dialogues in Section A

16、, 1b.Step Six 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. Have a competition among groups. See which group can remember all the things and places. Homework:lCopy the new words and tr

17、y to remember them.lMake a survey: Interview one of your friends or teachers. Fill in the form below.NameThingsPlacesMs. Zhang/Liu Haisofanear the wall課后反思Accommodation is the process of changing cognitive structures in order to accept something from the environment. When actively attempting to adap

18、t to the environment.so we must give the students good language environment.Period Two課前準備教師: 準備表格、一些學習用品和多媒體課件。學生: 學習用品Period TwoSub 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

19、 books on the desk? Yes, / No,I dont know.TasksListingComparing Step One 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. Step Two Listen and imitatelSection A, 2a. Revise what the things are. Play the tap

20、e for students and let them number them. lSection A, 2b. Play the tape again, students number the things 1-6 in the picture. Imitate the dialogues. 二度備課playing the gameNow lets do a role-play with your partners in pairs. One is student A, the other is student B. Student A look at the picture on page

21、 19 and ask questions, and student B answer student As questions with the information from this picture. Check answers: 課后反思intelligence is demonstrated through motor activity without the use of symbols. Pre-operational stage . In this period, intelligence is demonstrated through the use of symbols,

22、 language use matures, and memory and imagination are developed, but thinking is done in a non-logical, nonreversible manner.Step Three A guessing gamelA 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

23、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 Four PairworkSection A, 2c. Look at the picture in 2b again. Students use general questions to ask and answer about the things in it.Step Five Game: Find the

24、 differencelSection 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. e.g.: SA: Where is the backpack? Is it under the table? SB: No, it isnt. Its on the table. 二度備課Ill ask some students to put the t

25、hings that I bring here somewhere in the class. Then tell me their position in English .For example: Where is lilys table? (Or bed, dresser, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant). After practicing the old words,課后反思Education, which introduces the concept of discovery

26、 learning. Discovery learning is a learning situation in which the principal content of what is to be learned is not given, but must be independentlyThingsPicture 1Picture 2backpackunder the tableon the tablepencil casebookskeysdoglAsk some students to report their answer like this: In Picture 1, th

27、e pencil case is In Picture 2, the pencil case is; In Picture 1, the books are In Picture 2, the books are Step Six Practice the drill “Where is / are?”lPresent 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. Dialog

28、ue 2: A: Wherere my books? B: I dont know. Are they on the bed? A: Yes, they are. Teach “dont =do not”, “ know”. 二度備課Please look at the picture of Tommys room on page 22. “What things in the picture can you name?” Now read the words after, paying attention to your pronunciation. Then match the words

29、 with the things in the picture and give them correct answer.課后反思 We should serve as a way of defining and providing structure to the way in which individuals learn thus acting as a guide for educational research.lCheck the homework in Period One. Make reports to share the information they got from

30、the friends or teachers, and give their simply assessment.lLet the students make similar dialogues according to the pictures in Section A, 3a&3c.lPut the dialogue in the right order.( Section A, 3a.)Homework: lFinish off the exercises in the exercise book. lAct out the dialogues. (Section A, 2a

31、& 2b.)Now look at Tommys room for three minutes and close your books and write down all the things you can remember in Tommys room.整體反思how much a teacher should help a student and how much the student should help himself.”The discovery learning method takes a broad view of the education of the w

32、hole person. One of the central elements of this is the need to learn how to learn, which we considers to be the key to transferring what is learned from one situation to another.Period Three課前準備教師: 準備表格、與本課有關(guān)的實物和多媒體課件。學生: 學習用品Period ThreeSub TopicTalk about the room FunctionsTalk about where the th

33、ings 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. The CDs are on the bookcase. TasksListing & sharing 二度備課Now were going to listen to a dialogue between Tommy and

34、 Mom. Listen carefully and circle the things Tommy wants from his room. When I play the recording a second time, you can repeat the sentences one by one and find out the sample answer you hear.課后反思Building on the students prior knowledge and understanding. TheoryChomsky holds that language is an int

35、ricate rule-based system and a large part of languageacquisition is the learning of this system. He holds that a language learner has, somewhere in his brain,a set of grammar rules with which he can use to make sentences, and he believes that language is Step One Warming up Ask some pairs to act out

36、 the dialogues in Section A, 2a & 2b. Step Two New words learning lShow the students a picture of a room. Let the students say like this: The ID card is on the table. The books are on the chair. Let some able students list some new words. Practice reading them. lMatch the new words with the thin

37、gs in the picture. (Section B, 2a.)lPairwork. Talk about the picture. ( Section B, 1b&1c.)Step Three Listen, circle and writelPlay the tape twice for students to listen and circle the things Tommy wants from his room. Check the answers. ( Section B, 2a. )l二度備課Here is a picture of a room. Look at

38、 the picture carefully, where is the computer (dress, light, chair, math book and basketball)? If you cant find out some items, please read the notes in 3a carefully and try to draw the missing things in the picture.課后反思language in a relatively short time, merely by being exposed to it. Therefore, t

39、he learning process by man is that of creation in which priority is given to mastering rules and then learners are to be givenListen again. Write down the sentence about where Tommys things are. Check the answers. ( Section B, 2b.)Step Four Group work: Decorate the room for Emma. Show the students a

40、 picture of Emmas untidy room. Group work. Decorate the room for Emma. Step Five Self-assessment Group work二度備課Please pay attention to the position of the things in the room. Do you know how to use the prepositions now? OK please fill in the blanks and then lets check your answers together. 課后反思beca

41、use language is a rule-governed system. Teachers role is to create the opportunity and situation of using language rules flexibly for the learners, which makes the learners express what they want by using the rules which they have learnedThings Places YesNo Scorebackpackon the chair10penin the penci

42、l case10notebookon the bookcase/in the backpack/on the desk10keysIn the drawer/bag10dictionaryon the bookcase/in the backpack/on the desk10alarm clockon the bed/desk10socksin the drawer10pictureson the wall10shoesunder the bed10CDson the desk/bookcase10Total: Your finally score: 70100: You keep your

43、 room very tidy. 4060: You keep your room a little tidy. 030: You keep your room untidy. Homework: lFinish off the exercises in the exercise book. lWrite at least 8 sentences to describe your bedroom to your friends.整體反思learners were the center of teaching activity, that they should be conducted to

44、observe,analyze and synthesize the target language and finally be capable of understanding what had beentaught.Period Four課前準備教師: 多媒體課件；單詞卡片；學生: 學習用品Period FourSub TopicAsk for helpLanguage focustaketo; bringto; can, needRecycled languagething, room, desk, TV, floor, someThe book is on the table. Th

45、e pens are in the pencil case. StructureI need forCan you bring some things to school?Please take these things to .TasksComparingProblem solving & sharingStep One New words learning Present the new words by making conversations with students. Show some pictures and words on the screen to help.二度

46、備課Now please write a note to a friend asking for four things from your room. Say where they are. You can use the letter in 3b as a model. After you finish writing, please read your letter to your partner.課后反思language is a linguistic rules-dominated system, speech act is governed by its externalrules

47、, and foreign language teaching should lead student in analyzing, understanding, and finallyHe held that priority must be given to understanding of structures then came practice and drille.g.: T: Whats this? S1: Its a room. T: Do you have a room like this? S1: Yes, I do. / No, I dont. (Repeat with t

48、he other words: TV, desk, ) (Show a card with a word and ask)T: Can you spell this word? S2: Yes, I can. / No, I cant. (Let them know the meaning of “can”.) 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: You need a pen. ( Give him a pen.)

49、 ( 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”.)二度備課Dear Chenguang,Can you bring some things to school? I need my hat, my notebook, and a pen. My hat is on

50、 the chair. The note book is on the floor, and my pen is on the table.課后反思the adult learn the foreign language, especially English in his own country. It holds that students themselves play a decisive role in the process of learning and the purpose of language teaching is to develop the practical an

51、d comprehensive ability of language application.Step Two Find the 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 by looking at the picture again. Step Three Read the notelThe students read the note silently and draw the missing things in the picture. ( Section B, 3a.