Unit-4-where-is-my-backpack說課稿-全英文

Unit-4-where-is-my-backpackUnit-4-where-is-my-backpackI’mhappytobeheresharingmylessonwithyou.NowI’llexplaintheoutlineofmyteachingplanforSectionA(1a-1c),Unit4whereismybackpack?Book1Grade7.Idividemyexplanationtsthisunitistotalkabout“wherethethingsare”.ThetopicisrelatedtoSs'dailylife,soitcanhelptoraiseSs'learninginterestandimprovetheirabilitiesofcommunication.AndSswilllearntotalkabout“wherethethingsare”byownidealthroughtheimaginationoftheroomandthenewunderstandingofThisunitlinkcloselywithunit5.Bythestudyof"“Is/Are…?”inthisunittothestudyof"Do...？"inunit5.Eventuallypromotestudents'comprehensivetolayasolidfoundationforlife-longlearning.Einsteinoncesaid:"Interestisthebestteacher."InterestisthestartingthisfavorablefactorsFocusingonthecultivationofstudentsinterestinlearningEnglish,maintainingtheirstrongsenseofcuriosityandastrongthirstforknowledge.Therefore,teachersintheteachingprocessshouldbecarefullydesignedavarietyofteachingactivities.Positiveusenew,colorfulteaching3thinkingability,Arousingtheirlearningattentionandthenfullymobilizedtolfthebattle."EnglishteachinginGrade7isthebasisofwholeEnglishteaching,tsveSsshouldhaveafullunderstandingofthetargetlanguagestructureandmastersomeusefulwordssuchastable,bed,dresser,bookcase,sofa,chair,ntsshouldalsogetmorefamiliarwiththeusefuletyGoalsSsshouldlearntotalkabout“wherethethingsare”andlistentothematerialsabout“wherethethingsare”.SothewholeclassistoimprovetheSs'abilityoflistening,speakingandcommunication.3)MoralGoalsThroughlearningthislesson,theSswillimprovetheirconsciousnessofnunderon5)DifficultPointsereareandmakethe45themselvesonourlearningpaper.After5minutesIwillcorrectstudents'Theadvantageofthisisthatwefullybelievethem,relyonthemandtheythepracticeofthethreeprepositionstoexperiencetheirusage.Thisprocesscarriedoutwithintuitivemethod.Inthisway,itnotonlycanstrengthenSs'intheunderstanding.ThentheSswilluseactivity1atodrilltheexpression:Whereis…?Itison/in/under……?InordertoletSsmastertheexpressionswellandactivatetheatmosphere,Iwillaskthemtouseactivity1atomakeconversations.Sothathavedone,Iwillgivethemcomments,correcttheirmistakesandencourageStepIIIPracticemasterthenewknowledgeInthisstepIllgatherthelisteningactivityin1b.ThenIwillpresentanewexpression:Wherearehis/your/her……;Theywollyshowtheirindividualitybasedonclassevaluationformtocarryoutself-evaluation.Thisisamajor6featureofthiscoursedesign.Insuchawaytostimulatestudentsinterestinordertocompletethetaskasthedrivingforcetointegratetheknowledgeandskills,throughlistening,speaking,readingandwritingactivitiestolanguageand7thestudentsasateachingsubject,theteacherfromthestudents"learning"tethevarioustasksintheprocessofgraduallyuseoflanguage,Andlayagoodg評(píng)價(jià)評(píng)8力況課外學(xué)習(xí)(閱讀、詞匯積累)情況A敢于和樂于開口講英語了。B英語口語sstatement9教學(xué)教學(xué)目標(biāo)備課時(shí)間：年月日教學(xué)時(shí)間：年月日制作：何苗dSectionAacWhere’s....?/Where're...?It’s/They'reon／in／under.....(2)學(xué)習(xí)和掌握有關(guān)家具類的單詞：table,bed,/They'reon／in／under.....1、學(xué)習(xí)運(yùn)用重點(diǎn)句型"Where…?問題tWarming--up(拍手小游戲)1自主學(xué)習(xí)(Selflearning)(教師寄任務(wù)一(Taskone)：會(huì)讀寫、本課143、小組內(nèi)競(jìng)賽，看誰記得快、準(zhǔn)，并展示(默寫)5抽屜_______植物______(疑問副詞)在哪里________他(她，它)們_____4、認(rèn)真觀察1a的圖畫，將詞語與圖中物品搭配，小組討論，并核對(duì)答案。任務(wù)二(Tasktwo)：用方位介詞描述物品1、利用物品的位置變化，練習(xí)方位介詞in,on,under以及介詞短語(教師示范)。下列短語。_aStepIIIPrac