Unit4 Where’s my schoolbag教學設計-教案

1、教學設計單學科英語年級 七年級教學形式面授課題名稱Unit4 Wheres my schoolbag?學情分析剛進入初中的七年級學生，對未知事物充滿好奇和熱情，物品的擺放問題 是他們熟悉和能表達的，所以我要利用好本單元話題，讓學生一直保持學習的 熱情，大膽表現自己，體驗成功，增強自信。教材分析人教版七年級上冊Unit4 Wheres my schoolbag?本單元主要談論話題Things around the house”，本課時為本單元的第四課時， 為一節(jié)閱讀課，2a讓學生根據圖畫提示寫出學過的或者知道的物品名稱，為閱 讀2b的文章提供了詞匯鋪墊。而且通過閱讀2b和完成2c的閱讀任務，學生

2、不 僅能學習和掌握到相關語言知識和閱讀技巧，而且還能在閱讀后形成合理管理 和擺放物品的思想意識。Knowledge aims:Important words: tidy, but, our, everywhere, alwaysImportant phrase: in our roomImportant sentences:(1), Im tidy, but Gina is not. (2) I have a clock. Ginas books are everywhere.Ability aims:(1)閱讀有關物品擺放的短文，并能獲得相關信息，進一步鞏固和運用所學語言。(2)學生能用所學

3、的語言來設計自己理想的房間，并繪制成圖，進行交流。Emotional or moral arms:培養(yǎng)學生學會對物品進行分類和整理的良好生活習慣。教學重難點.重點:Key points:(1),閱讀有關物品擺放的短文，并能獲得相關信息。.掌握兩種閱讀技巧：略讀和通過標點符號、上下文猜想詞義。.能夠運用所學目標語言以書面形式向他人描述物品的位置。2.難點：Difficult points:.掌握兩種閱讀技巧：略讀和通過標點符號、上下文猜想詞義。.能夠運用所學目標語言以書面形式向他人描述物品的位置。教學策略：.黑板，課件，卡片.問答法、LIC閱讀教學法、合作學習法教學過程與方法教學環(huán)節(jié)教師活動學生

4、活動設計意圖Stepl:Sing the song “On、 in、by、 under”Step2: ReviewT: Do you remember Tom ? Hes a forgetful boy. Can you help him find these things? (Show a picture)Where 9shisschoolbag?T: Where are his keys?T: Is the model plane on the bed?T: Are the CDs in the bookcase?T: His things are everywhere. Is his r

5、oom clean or not?T: How about Kate and Gina? They are Toms friends. Lets see their room.情境設置Play a video about Kate and Ginas room:Kate: Hello, Fm Kate.Gina: Hi, Im Gina.Kate: This is our room. Gina, look, The books are on the sofa, under the chair. The hat is on the bed. The model plane is under th

6、eSs: Its under the table.Ss: Theyre on the sofa.Ss: No, it isnt. Its under the bed.Ss: No, they arent. Theyre on the desk.Ss: No, it isnt. Its not clean.Stepl:設計目的：活躍 氣氛，讓學生進入學習 狀態(tài)，同時通過歌曲讓 學生了解本節(jié)課主題。情境設置：設計目的： 鞏固舊知，學習新知。 通過視頻人物Kate和 Gina發(fā)布出的任務串 聯整節(jié)課，成為本節(jié)課 的主線。bed. We must clean it, Gina.Gina: Yes, y

7、oure right. But class, I need you help. Please write the names of things in our room, can you?)T: Class, in the video, Gina needs you to help her write the names of things in their room, can you?T: Class, heres another task that Gina gives us. Lets see together.情境設置Show the task: Boys and girls,Step

8、3:youre great! Here is(4 students as a group, write theTaskl Helpa passage about ournames of things on the paperGina writeroom. Please read itwhich was prepared by teacher.the namesand tell me: Is Kate2minutes.)of things intidy? Or is Ginathe room.tidy?Class, here are two reading tips for you.Step4T

9、ipi: Find keyTask2wordsRead theTip2: Skimmingpassage(Two minutes later) T: Is Kate tidy?Ss: Yes, she is.T: Is Gina tidy?T: How do you knowSs: No, she isnt.the answer?Ss: We can get the answer fromT: Yes, you are right.Its the topic sentence. How did the writer use theIm tidy, but Gina isn,t.Step5Tas

10、k3details to support topic sentence? Letsnswer: Kate: books and tapes, inStep3:設計目的：2a的 單詞是對2b閱讀的鋪 墊。Step5Tip:根據破折號和下 文可以推測詞義。Read thepassageagain and finish themind mapread the passage again and finish the mind map.my schoolbag, clock, on the desk Gina: on the bed, on the sofa, under the chair, und

11、er the deskT: How do you understand the underlined word everywhere”Q: What does the underlined word everywhere“ mean in Chinese?A.某處B.到處C那里Answer: B設計目的：通過思維導 圖幫助同學們理清文 章結構，特別是讓學生 理解作者是怎樣對文 本中心句進行闡述，為 下一步學生口頭表達 和習作做鋪墊。Step6 Critical thinkingT: From the mind map, we know Kate is tidy, but Gina isnt.

12、Class, do you like tidy room or untidy room? Why?Step6設計意圖：希望通過文 本閱讀同學們對這個 問題有正確的認知和 判斷，并在與他人的思 想交流過程中碰撞出 思維火花。設計目的：檢測學生是 否掌握本節(jié)課語言目 標和培養(yǎng)學生整理物 品的良好習慣。Step7T: OK, class, nowTask4 Helplets we-chat GinaGina putand tell her theher he情境設置：T: Hello,properGina!placeG: Hi, boys and girls!T: W

13、e have known Kate is tidy.G: Congratulation! Now, can you help me put my things in the proper place?T: OK,no problem.Thanks, bye.T: Bye-bye.T: OK, class, please help Gina put her things in the proper place.設計目的：讓學生學生 推斷作者的行文目的。T: OK, now,lets see what Gina says.情境設置：Show a videoGina:Hello, boys and

14、girls, you did god job! My room isbeautifulagain.Class, we should keep our room clean, like my sister Kate. That s a good habit. Right?T: Yes, I agree with Gina. Don t put things everywhere. We should keep our room tidy and clean. And develop a good living habit.So, class,whats thepurposeofthewriter

15、?Q: What sthepurposeofthewriter?A: Tell us put things everywhere.Tell us keep a good living habit.Ask parents to clean the room for us.Step8Draw the ideal roomStep9HomeworkAnswer: BT: Class, you must have your ideal room. Now four students as a group and draw it and then share with your classmates.Thebeginning:Hello,everyone!This is our dream room.Retell the passage about Kate and Ginas room.D