人教版英語七年級(jí)上冊 Unit 4 Section A教案

Unit4Where’smyschoolbag?SectionA(1a-2d)TeachingAims1.語言能力：正確使用一般疑問句詢問物品的位置以及使用on,in,under描述物品所在位置。2.文化意識(shí)：養(yǎng)成整潔、規(guī)范、有條理的良好生活習(xí)慣。3.思維品質(zhì)：通過抓關(guān)鍵詞完成聽力和閱讀任務(wù)。4.學(xué)習(xí)能力：有意識(shí)地運(yùn)用知識(shí)遷移策略詢問物品所在位置。TeachingDifficulties正確使用一般疑問句詢問物品的位置以及使用on,in,under描述物品所在位置。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1WarmupShowSstheteachinggoalofthisclass.T:Morningeveryone.Todaywearegoingtolearntotalkaboutwherethingsare.LeadinShowSspicturesandaskthemtotalkaboutthingsinthehouseonPPTP5-P10.(Studentscanbrainstormthethingstheyknowintheirbedroom,orlivingroom.Afterthat,TcanshowSspicturesandaskthemtosaythewordsinEnglish.Tcanaskquestionslike:WhatisthisinEnglish?whereisthecat?TasksSstoanswerquestionswiththesentencepattern:It’s…TexplainstoSsthemeaningofon,in,andunder.)Step2Presentation&Practice(1a-1c)Pre-listeningAskSstoseethepictureandfinishdifferenttasks.AskSstoobservethepictureandsaythethingsinthepicture.T:Look!Therearemanythingsinthispicture.Whatcanyousee?(Thispartisaboutwords,soTcanencourageBlevelSstoanswereasyquestionstobuildtheirconfidence.)1aAskSstomatchthewordswiththethingsinthepicturein1a.(AskSstosharethewordsonebyonetomakesuretheycansaytheschoolthingscorrectlyandcanspellthewordscorrectly.)Answers:behgdafcAskSstoseepicturesandanswerquestionsonebyone.(AskSstousethesentencepattern:—Whereis…?—It’son/in/under…TmustcorrectSsgrammarmistakeswhentheysharetheirconversationinclass.Tcanmakeasummaryaboutthesentencepattern:—Whereis…?Tshouldalsogiveexamplesaboutthesentencepattern:Whereare…Theyare…)Languagepoints:GetSstolookatthepictureof1aagainandaskthemtoanswerthequestions:Where’smycomputergame?Wherearemybooks?Where’smypencilbox?While-listening1bAskSstolistenandnumberthethings[1-4]in1b.T:Wehavetalkedaboutsomanyschoolthings.Nowlet’slistenandnumberthethings[1-4]in1b.Answers:1.books2.pencilbox3.computergame4.keysStep2:AskSstolistenagainandcompletetheconversationonP18.(WhenalltheSshavefinishedtheexercise,Tcanaskthemtoreadtheconversationtogether.Then,TcanshowSsthevideoofthisconversation.)Post-listening1c&PairworkAskSstopracticetheconversationin1awiththeirpartners.TellSsthattheycanmaketheirownconversationsusingthewordsintheboxin1c.Nativespeakersdonotalwaysspeakincompletesentences.Thisisespeciallytruewhentheyarerespondingtoquestions.Therefore,TmaywishtohaveSspracticetheshortanswerstoquestionsinadditiontothelongresponses(e.g.underthetable).Step3Languagepointslearning(1a-1c)在Wherearemybooks?這句話中(1)Where引導(dǎo)的特殊疑問句，詢問“某人或某物在哪里”。(2)結(jié)構(gòu)：Where+be+主語（人或物）?（be動(dòng)詞要與主語保持一致）答句：主語+be+表示地點(diǎn)的介詞短語。（其主語一般用人稱代詞代替，避免重復(fù)）in意為“在里”，常指某人或某物在某范圍空間里。on意為“在上面”，指一個(gè)物體在另一個(gè)物體的上面，兩個(gè)物體相互接觸。其反義詞為under“在下”。Step4Presentation&Practice(2a-2d)Pre-listeningShowSsthepicturesonP24,letSstotelltheEnglishnamesofthesixthings.2aAskSstolistento2aandnumberthethings[1-6].Answers:1.computergame2.books3.pencilbox4.schoolbag5.ruler6.keys2bAskSstolistenagainandnumbertheminthepicture[1-6].TcanhaveSswritedownthekeywordsandphrasesintherecordingthatrevealthelocationofanobject.ElicitthesefromSsandwritethemontheboard:inthebookcase,onthechair,underthesofa,underthetable,underthechair,onthetable.Answers:1.computergame,inthebookcase2.books,onthechair3.pencilbox,underthesofa4.schoolbag,underthetable5.ruler,underthechair6.keys,onthetableAskSstolistenagainandanswerthequestions.Q1.What’sthegirl’snameintheconversation?Q2.Istheboy’scomputergameonthetable?Q3.Aretheboy’sbooksinthebookcase?Answers:1.Helen.2.No,itisn’t.3.No,theyaren’t.AskSstoreadthelisteningscripts.(AfterSsfinishreading,TcanaskSstounderlinetheWh-questionandtheiranswer:—Whereis…?—It’son/in/under…andtheinterrogativesentenceanditsanswer:—Ismycomputergameonthetable?—No,itisn’t.It’sinthebookcase.Explaintheusageofthesetwosentencepatterns.ThenaskSstoaskandanswerquestionswiththetwosentencepatternsinpairs.)2cRemindSsthattheycansaythingsinmorethanoneway.ItcanbeusefultousewordsubtractiondrillstoshowSstheacceptablevariationsinanswering.Forexample:T:Arethekeysonthesofa?(GestureforSstorepeat.)T:No,theyaren’t.Theyareonthetable.(GestureforSstorepeat.)T:No,theyaren’t.(GestureforSstorepeat.)T:No.(GestureforSstorepeat.)2dTaskstorole-playaconversationbetweenMomandJack.T:Nowlet’srole-playaconversationbetweenMomandJack.Let’sreadtheconversationfirst.Group1&2willbeMomandGroup3&4willbeJack.Herewego.(Afterreadingtogether,TasksSstochooseonepartnerontheirownandrole-play.OneortwopairsofSsvolunteertoshare.)Step4Languagepointslearning(2a-2d)1)come是不及物動(dòng)詞，其反義詞為go，意為“去”。come常與介詞to搭配使用，后面跟地點(diǎn)名詞，表示“來到某地”。當(dāng)come后跟here，home等地點(diǎn)副詞時(shí)，其后不帶介詞to。2)comeon在此處表示催促，意為“快點(diǎn)兒”。英語中還可以用“Hurryup!”表示催促。3.Ithinkit’sinyourgrandparents’room.(教材P202d)1)thinkv.認(rèn)為；想；思考2)常用短語有：thinkabout“認(rèn)為、思考”thinkof“想起、認(rèn)為……（怎么樣）”Step5Exercises&HomeworkExercisesAskSstodotheexercisesonPPTP37-P39.TasksSstomakeasummaryaboutwhatwehavelearnedtoday.(SomestudentsmaymakemistakesonPPTP38,soteachersmustcorrectthem.)HomeworkReadtheconversationin2d.Dotheexercisesinstudents’book.TeachingReflectionThemostdifficultpartinthisperiodistohelpstudentsunderstandthedifferencesbetweenthetwosentencespatterns:1.—Whereis/are…?—It’s/They’reon/in/under…2.—Ismycomputergameonthetable?—No,itisn’t.It’sinthebookcase.Anothersentencepatternisimportanttoo:Ithinkit'sinyourgrandparents’room.ButIdidn’ttalkaboutthedifferencesbetweens’and’s.Unit4Where’smyschoolbag?SectionA(GrammarFocus-3c)TeachingAims1.語言能力：正確使用where引導(dǎo)的特殊疑問句詢問物品的位置以及正確使用介詞on,in,under描述物品所在位置。2.文化意識(shí)：養(yǎng)成整潔、規(guī)范、有條理的良好生活習(xí)慣。3.思維品質(zhì)：能根據(jù)語篇內(nèi)容或所給條件進(jìn)行改編或創(chuàng)編。4.學(xué)習(xí)能力：能在學(xué)習(xí)過程中積極與他人合作，共同完成學(xué)習(xí)任務(wù)。TeachingDifficulties正確使用where引導(dǎo)的特殊疑問句、一般疑問句詢問物品的位置。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Warm-upShowSsteachinggoalinthisclass.T:Morningeveryone.Todaywearegoingtolearntouseprepositionsofplaceandwherequestions.TaskSstolookatthepicturesandanswerquestion:Whereistheball?(Tasksstudentstousethesentencepattern:Itis...toanswerthequestion.Tcanexplainthethreewords:on/in/underbyshowingthepicturesandasktheSstotellthemeaningofthethreewordsonebyone.)ShowSspicturesonPPTP6-P9andaskthemtoanswerquestionsonPPT.(IfSscan’tanswerthequestionscorrectly,Tmustgivethemguidance,andaskthemtosaythesentenceagain.Tcanalsomakeasummaryaboutthesentencepatterns:1.Where’sthe…?It’sin/on/under/…2.Wherearethe…?They’rein/on/under…InordertoencourageSs,Tmustgivethempositivecomments.)Step2PresentationAskSstoreadthecontentsongrammarfocuspart,thenTmakesasummary.(Tcanshowthequestionsontheblackboardlike:WhendoweuseWhatis…?WhendoweuseWhatare…?Askthemtotalkaboutthequestionsingroups.AfterthatTcanaskSstomakeasummaryaccordingtothegrammarintheirbook.TcangiveSsmoreexamplestohelpSsunderstandthegrammar.)Grammarpointswherequestions.prepositionsofplaceOptionalchoice:TcangiveSssomeextraexercisessoastomakesurethatSscanunderstandthegrammarpoints.Step3Practice3aAskSstolookatthepicturesandcompletetheconversations.Answers:1.are,on,table2.book,Is,under3.are,Are,schoolbag3bAskSstoaskandanswerquestionsaboutthethingsin3b.Suggestedanswers:A:Wherearethebooks?B:They’reonthesofa.A:Whereisthecomputergame?B:It’sonthebookcase.A:Wherearethepencils?B:They’reinthepencilbox.3cAskSstoworkinpairs.OneSshouldlookatthepictureonpage19,theotherSshouldlook