人民教育出版新目標(biāo)2012英語(yǔ)七上《unit4》課程教案1

1、Unit 4 Wheres my schoolbag?一 教學(xué)內(nèi)容本單元的主要內(nèi)容是談?wù)撐锲匪诘奈恢?。通過(guò)這一話題，訓(xùn)練學(xué)生的聽(tīng)、說(shuō)、讀、寫四項(xiàng)基本技能，讓學(xué)生通過(guò)詢問(wèn)物品的位置，學(xué)習(xí)一些有關(guān)家居物品和學(xué)習(xí)用品的單詞，以及方位介詞in, on, under, behind 等的用法；學(xué)習(xí)并掌握Where問(wèn)句的問(wèn)答，一般疑問(wèn)句提問(wèn)并用方位介詞來(lái)回答；學(xué)習(xí)名詞單復(fù)數(shù)及人稱代詞they 的用法，同時(shí)培養(yǎng)學(xué)生養(yǎng)成干凈、整潔、合理擺放物品的好習(xí)慣。二 教學(xué)目標(biāo)1知識(shí)目標(biāo)：A. 掌握有關(guān)物品的新單詞：table, bed, dresser, bookcase, sofa, chair, drawer,

2、plant, bag, alarm clock, CD, video, video cassette, hat, etc； B. 熟練運(yùn)用in, on, under, behind, in front of, near等介詞； C. 熟練運(yùn)用Where問(wèn)句和一般疑問(wèn)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(biāo)：A.學(xué)會(huì)用英語(yǔ)準(zhǔn)確描述物品所在的位置； B. 學(xué)會(huì)用英語(yǔ)詢問(wèn)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(jì)房間。3情感目標(biāo)：A. 培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣； B通過(guò)小組對(duì)話、討論、調(diào)查和設(shè)計(jì)等一系列的課堂活動(dòng)，培養(yǎng)學(xué)生的合作精神。 4學(xué)習(xí)策略

3、：A. 交際策略: 學(xué)會(huì)與他人合作交流,并能把語(yǔ)言材料用到真實(shí)的生活中去； B資源策略：學(xué)會(huì)利用一切可利用的學(xué)習(xí)資源，如詞典，音像資料，網(wǎng)絡(luò)等來(lái)獲取更多的學(xué)習(xí)信息； C認(rèn)知能力：積極思考，及時(shí)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(xué)習(xí)策略。三 教學(xué)重點(diǎn)、難點(diǎn)1 重點(diǎn)：A. 方位介詞: in, on, under, behind, in front of, near 等的用法； BWhere 的特殊疑問(wèn)句和一般疑問(wèn)句：Is the in/on/under the ?的肯定、否定回答； C 新單詞：bed, dresser, table, bookcase, backpack2 難

4、點(diǎn)：A. 能夠準(zhǔn)確運(yùn)用方位介詞描述物品所在的位置； B能夠運(yùn)用Where問(wèn)句找到物品的位置。四 教學(xué)方法采用任務(wù)型語(yǔ)言教學(xué)，實(shí)施情景教學(xué)法、交際法、情感激勵(lì)法等教學(xué)方法。五課時(shí)安排第一課時(shí)：Section A 1a, 1b, 1c第二課時(shí)：Section A 2a, 2b, 2c, 3a, 3b, 3c, 4第三課時(shí)：Section B 1a, 1b, 1c, 2a, 2b第四課時(shí)：Section B 3a, 3b, 3c, 4, Self-checkPeriod One課前準(zhǔn)備教師：制作多媒體課件，準(zhǔn)備部分學(xué)習(xí)用品的實(shí)物。 學(xué)生：預(yù)習(xí)新單詞：聽(tīng)錄音機(jī)，模仿跟讀新單詞；準(zhǔn)備與本課有關(guān)的學(xué)習(xí)用品

5、實(shí)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/underTasksListing Make a surveyStep One Warming

6、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, 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, i

7、ts 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 questions: Wheres ? Wherere? 設(shè)計(jì)意圖：通過(guò)設(shè)置讓學(xué)生幫助老師找東西這樣一個(gè)真實(shí)的場(chǎng)景來(lái)導(dǎo)入新課，能夠立刻調(diào)動(dòng)學(xué)生的參與性，激發(fā)學(xué)生思維，啟動(dòng)學(xué)習(xí)的發(fā)生。Step Two Game: Hide and look for things S

8、tudents 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 pairs to share their performance. 設(shè)計(jì)意圖：通過(guò)學(xué)生之間相互猜測(cè)的游戲，能使他們剛被激發(fā)的興奮點(diǎn)持續(xù)下去。Step Three New wor

9、ds 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 the prepositions.l Repeat with a sitting room and a study, te

10、ach 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。任務(wù)運(yùn)用：Listing Step Four Make up dialoguesl Section A, 1a: Match the words with the things in the picture. Students do it i

11、ndividually first, then check the answers. l Section 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, 1b.Step Six Summary: A memory test Show a picture of a room, give the students one minute to look at it, the

12、n 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. 設(shè)計(jì)意圖：通過(guò)這種活動(dòng)調(diào)動(dòng)學(xué)生的視覺(jué)、感覺(jué)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。任務(wù)運(yùn)用：ListingHomework:l Copy the new words and try to remember them.l

13、Make a survey: Interview one of your friends or 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。任務(wù)運(yùn)用：Making a surveyPeriod Two課前準(zhǔn)備教師: 準(zhǔn)備表格、一些學(xué)習(xí)用品和多媒體課件。學(xué)生: 學(xué)習(xí)用品Period TwoSub TopicTalk about the roomFunctionsTalk about where the things

14、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 One Warming up Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to

15、 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。任務(wù)運(yùn)用：ListingStep Two Listen and imitatel Section A, 2a. Revise what the things are. Play the tape for students and let them number them. l Section A, 2b. Play the tape again, students number the things 1-6 in the pi

16、cture. Imitate the dialogues. Step Three A guessing gamel A 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 near the bed?Ss: Yes, it is. / No, it isnt. Write the general

17、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 differencel Section A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at

18、 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 casebookskeysdogl Ask some students to report their answer like t

19、his: 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。作用運(yùn)用：Listing & comparingStep Six Practice the drill “Where is / are?”l Present short dialogues,

20、 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. Teach “dont =do not”, “ know”.l Check the homework in Period One. Make reports to share the inf

21、ormation 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。l Let the students make similar dialogues according to the pictures in Section A, 3a&3c.l Put the dialogue in the right order.( Section A, 3a.)設(shè)計(jì)意圖：通過(guò)對(duì)這個(gè)句型的大量操練，使學(xué)生掌握該句型的用法，避免單調(diào)枯燥的語(yǔ)法講解。

22、Homework: l Finish off the exercises in the exercise book. l Act out the dialogues. (Section A, 2a & 2b.)設(shè)計(jì)意圖：由課堂活動(dòng)向課外延伸。任務(wù)運(yùn)用：ActionPeriod Three課前準(zhǔn)備教師: 準(zhǔn)備表格、與本課有關(guān)的實(shí)物和多媒體課件。學(xué)生: 學(xué)習(xí)用品Period ThreeSub TopicTalk about the room FunctionsTalk about where the things areRecycled languageAlarm clock; video

23、 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 Step One Warming up Ask some pairs to act out the dialogues in Section A, 2a & 2b. Step Two New wor

24、ds learning l Show 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. l Match the new words with the things in the picture. (Section B, 2a.)l Pairwork. Talk abou

25、t the picture. ( Section B, 1b&1c.)設(shè)計(jì)意圖：培養(yǎng)學(xué)生語(yǔ)句組織能力，通過(guò)直觀圖片學(xué)習(xí)第二部分新單詞，并在小組活動(dòng)中加以操練。任務(wù)運(yùn)用：Listing & sharingStep Three Listen, circle and writel Play the tape twice for students to listen and circle the things Tommy wants from his room. Check the answers. ( Section B, 2a. )l Listen again. Write dow

26、n 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 picture of Emmas untidy room. Group work. Decorate the room for Emma. Make a report. 設(shè)計(jì)意圖：延續(xù)自我評(píng)價(jià)活動(dòng)，把個(gè)人的生活經(jīng)驗(yàn)與實(shí)際結(jié)合起來(lái)，完成自我觀點(diǎn)的sharing，同時(shí)為最后的Project打基礎(chǔ)。任

27、務(wù)運(yùn)用：sharing Step Five Self-assessment Group workThings Places YesNo Scorebackpackon the chair10penin the pencil 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 drawer10pic

28、tureson the wall10shoesunder the bed10CDson the desk/bookcase10Total: Your finally score: 70100: You keep your room very tidy. 4060: You keep your room a little tidy. 030: You keep your room untidy. 設(shè)計(jì)意圖：培養(yǎng)學(xué)生養(yǎng)成整潔、干凈、合理擺放物品的好習(xí)慣。Homework: l Finish off the exercises in the exercise book. l Write at lea

29、st 8 sentences to describe your bedroom to your friends.設(shè)計(jì)意圖：培養(yǎng)學(xué)生的寫的能力。由口頭訓(xùn)練轉(zhuǎn)向筆頭訓(xùn)練，單句的練習(xí)為下一步的篇章書(shū)寫打下基礎(chǔ)。Period Four課前準(zhǔn)備教師: 多媒體課件；單詞卡片；學(xué)生: 學(xué)習(xí)用品Period FourSub TopicAsk for helpLanguage focustaketo; bringto; can, needRecycled languagething, room, desk, TV, floor, someThe book is on the table. The pens ar

30、e 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.e.g.: T: Wh

31、ats this? S1: Its a room. T: Do you 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 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 ca

32、n. T: Can you write your name? S4: Sorry, I cant. I have no pen. T: You 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：

33、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 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 pi