Unit4 Where is my schoolbag？SectionA 1a-1c 教學(xué)設(shè)計(jì)（表格式） 人教版七年級(jí)英語上冊(cè)

第第頁Unit4Whereismyschoolbag？SectionA1a-1c教學(xué)設(shè)計(jì)（表格式）人教版七年級(jí)英語上冊(cè)“Unit4Whereismyschoolbag”、教學(xué)設(shè)計(jì)

教學(xué)內(nèi)容Unit4WhereismyschoolbagSectionA1a-1c教學(xué)對(duì)象初一學(xué)生

教材分析Thetopicofthismoduleistotalkaboutthelocationofitems,,sothatstudentscanskillfullyexpressthelocationofobjectswiththeprepositions“in,on,under'”onthebasisoffamiliaritywiththenamesofobjects,andcanaskandanswerquestionsusing“where”andgeneralinterrogativesentences.Intheteaching,weshouldusetheobjecttoshowthedifferentpositionstostrengthenthestudentstoexpressthepositionoftheobjectskillfullyandleadouttheusageofsingularandpluralnounandpersonalpronounnaturally.

學(xué)情分析Forthefirstyearofjuniorhighschoolstudentswhohaveenteredjuniorhighschool,afterfouryearsofbasicelementaryschoolEnglishstudy,theyhaveageneralunderstandingofthebasicknowledgeofEnglish.However,inthecountymiddleschools,moststudentscomefromruralareas,andtheirbasicknowledgeofEnglishandlisteningandspeakingskillsaregenerallypoor.AlthoughmoststudentshavebeenexposedtoEnglishinprimaryschools,theirapplicationabilityisveryweak,andhaveirregularwritinghabits.Gradeonestudentslikeintuitivethinking,games,competitions,andpicturesareinterestedin,andhaveastrongdesireforknowledgeandexpression,needtouseflexibleanddiverseteachingmethodstoattractstudents’attention,makegreateffortstocreatetheteachingsituationwhereplayislearnedandplayedwhilelearning.Throughthepreviousstageoflearning,studentshaveacertainunderstandingofphonics,thisnewvocabularylearningmethodhasstimulatedstudentstorememberthewordenthusiasm.Studentscantakethegroupasaunit,activelyparticipateinclassactivities,haveacertaindegreeofcomprehensivelanguageability,andcanuseEnglishforthesimpleexpression.

教法設(shè)計(jì)Withtheaidofmultimedia,thisunitneedstocreateteachingscenesthroughsituation,listeningandspeaking,intuitionandactivities,andtomobilizestudents’activeparticipationbywayofguidance,letstudentscooperate,self-determination,andinquirylearning,sothatstudentsinarelaxed,pleasantatmospheretoachievelearninggoals.

教學(xué)目標(biāo)語言能力1.Understandandcomprehendthemeaningandfunctionofvocabularyinthisunit:chair,sofa,table,bed,bookcase,player,model,plane,tidy2.Beabletousetheprepositionsoflocation“in,on,under”andwheretoexpressthelocationoftheobject3.Beabletomasterthespellingrulesofthelettercombinations“oo”,“ch”,“pl”,and“ir”4.Beabletotrytospellnewwordsusingthephonicsrulesyouhavelearned

文化意識(shí)1.Beabletoactivelyparticipateinclassroomactivities2.Beabletoactivelycooperatewithothersinlearningactivities,completelearningtaskstogether,andcultivatestudents’spiritofseekinghelpandbeingwillingtocooperatewithothers

思維品質(zhì)toimprovetheanalyticalability,summing-upabilityandcultivatecriticalthinking

學(xué)習(xí)能力1.Understandhowforeigncountriesaskforthelocationofitems2.Bytalkingaboutthelocationofobjects,studentscandevelopgoodlivinghabits

教學(xué)過程

1.Pre-preparingT:Goodmorning!Boysandgirls!Ss:Goodmorning!Ms.Li!T:HowareyoutodaySs:Fine,thanks.AndyouT:Oh,I’mwell,thanks.T:Let’sseeamovieandsingasong“Phonicssong”,okSs:Ok!(singasongtogether)2.ReviewThroughdialogue,reviewthesentencepatternslearnedinthepreviouslesson,andusepicturestopresentthenewwordslearnedinthepreviouslesson.Reviewthepronunciationrulesofthevowellettercombination“oo”learnedinUnit3.T:Nowlookatthesebooks,aretheyyours(TheteachernowfacesStudentBandpointstoStudentA'sbook)Sb:NO,theyaren’t.theyareLily’s.T:Isithisschoolbag(TheteachernowfacesstudentCandpointstostudentD)Sc:Yes,itis.T:Ok,verygood!HowtoreadtheselettersSs:/u:/T:Andhowtoreadthesewords(PPTpresentswordscontainingthelettercombination“oo”,letstudentsguessandread,pluspointssystemspecifictotheindividual)Ss:Good,room,hood,food,book.T:Good!Now,canyoufinishtheseblanksCanyoutrytoreadthemThinkforamoment.Then,Iwillinvitesomestudentstodoatrialreading.Let’sgo!T:Thetimeisup.WhowantstotryOk,TomTom:Spoon,stool,room,broom(Inviteafewmorestudentstotryit,andatthesametimecorrectthepronunciationmistakeintimeandgiveencouragement)T:Thistime,let’splayagame.IfIreadthewordsloudly,youneedreadthemquietly.Onthecontrary,ifIreadthewordsquietly,youneedreadthemloudly.UnderstandSs:Yes.T:Allofyouhavedoneagoodjob!Now,Iwillgiveyousomewordabout“er”.Talkinyourgroupandtellmehowtoreadthem.Let’sgo!T:Ok,whichgroupwantstotry(Studentsusethelearnedpronunciationrulesofvowelletters+consonantlettercombination“er”torecognize,andthegroupwillscoreextrapoints)T:Wow,youareverygood,giveyourselfathumbsup.Super!Ss:Hey,hey,super!3.NewlessonimportT:TodayI’mnotveryhappy,becauseIlostsomething.(Theteachermakesasadface)Ss:LostsomethingT:Ilostmywatercup.Whereismywatercup(Beforeclass,teacherleaveshisbag,watercup,andkeyanywhereintheclassroom)Ss:There,there.Onthetable(Thewatercupisonthetableatthebackoftheclassroom)T:Wow,that’sit.Thanks!ButIalsolostmybag.WhereismybagSs:There,there.Itisonthechair.T:Oh!Thanks?。≒PTplaysthepicture,leadingtothemonogram“ch”）T:WhowanttobetheteacherAndhelpmereadit.(Switchroles,havestudentsbeteachersandauditionsyllables)S:Me!T:Ok!Iwillgiveyousomeotherwords.S:/t/.T:Good!Iwillgiveyoumorewords.Pleasetalkinyourgroupsandtrytoreadthem.T:Letsomestudentstrytoreadthesewords.(Guidestudentstopracticeletterpronunciation)T:WhereismymodelplaneSs:It’sinyourbag.T:Yes,hereitis.Readafterme!Pl-a-ne,planeSs:pl-a-ne,plane.T:Payattentiontothis!Lookatthis!Pleasetellmehowtospellthesewords.(ThePPTpresentsthewordsoftheconsonantlettercombination“pl”)Ss:pl-a-te,plate,pl-ay,play,pl-a-ce,place,pl-a-ne,plane.T:Yes,youaregreat.Lookatthesewords.CanyouguesshowtoreadthissyllableSs:/pl/.T:Doagoodjob!Readafterme!Pl-a-te,plate,pl-ay,play,pl-a-ce,place,pl-a-ne,plane.Ss:pl-a-te,plate,pl-ay,play,pl-a-ce,place,pl-a-ne,plane.T:Next,wearegoingtolearnanewsyllablepronunciation“ir”.Now,let’slookatthesepictures.Pleasetellmehowtoreadthesewords.(ThePPTshowsthewordsthatthestudentshavelearned)T:Verygood,canyouseethattheyhavethesamesyllableThat’s“ir”.CanyouguesshowtoreadthisSs:/:/.T:Good,readafterme.T:Now,pleaselookattheshortpa、ssage,andtrytoreaditforus.Nowpleasetalkinyourgroups.Look!Ihaveaniceeandhavealook.It’ssmallandnice.Thereisabigbed,asmalldesk,ashelfandacloset.Thebedisnearthedesk.Thereisashelfnearbooksverymuch.Oh,yes,thereisabigboardonthewall.Ioftenwriteanddrawpicturesontheboard.Oh,mybedroomistoobeautiful.Ilikeitverymuch.DoyoulikemybedroomCanyoutellmeaboutyourbedroom,please.

T:Now,anyvolunteerYes,youplease.T:Youareverygreat!T:Nowpleaseworkon1a.Canyoumatchthewordswiththethingsinthispicture.WhowanttotrySs:Letmetry!T:Ok,you,please.T:Verygood,sitdown.4.Solidify—playgameTheteacherdrawscirclesontheblackboard,pastesthelettercombinations“oo”,“ch”,“pl”,“ir”,andtakesouttheflashcardspreparedbeforeclass,andasksstudentstoclassifyaccordingtopronunciationandsetuparewardmechanism.T:Youaresogood!Next,followme,let’chant.(Compilethesyllablesandcorrespondingwordslearnedinthislessonintosongs,firstreadthewordstwice,thenreadthesyllablescorrespondingtotheletterstwice,andclapyourhandsasyoureadrhythmically)5.CloseReviewthecontentofthislessonandadvisestudentsnottobe"confused"inlife,andtodothingsinanorderly.T:Let’scontinuelearningtomorrow!Seeyouboysandgirls!Ss:Seeyou!Ms.Li!T:Don’tloseanything!Bye!Ss:Ok,bye!

課后反思Thedesignofthisteachingprocessisreasonable,andthelinkssuchasreview,introductionofnewlessons,activitywarm-up,andexercisearecloselylinked,withappropriatedifficultyandclearthinking.Alargenumberofgames,groupcompetitions,classroomdisplays,etc.