Unit 4 Where is my schoolbag SectionA 1a-1c 表格式教案

课 题 Unit 4 Where is my schoolbag SectionA 1a-1c 教案 年 级 七年级 授课时间
课 时 课 型 新授 主备人
集备人
备 课 教学目标 知识目标： A. 掌握有关物品的新单词：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc； B. 熟练运用in, on, under, behind, in front of, near等介词； C. 熟练运用Where问句和一般疑问句及其回答； D. 掌握名词单复数及人称代词they的用法。 能力目标： A.学会用英语准确描述物品所在的位置； B. 学会用英语询问自己的或他人物品的具体位置； C. 能够合理地描述和设计房间。 情感目标： A. 培养学生整齐地摆放自己物品的生活习惯； B. 通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。
教学重难点分析 重点：A. 方位介词: in, on, under, behind, in front of, near 等的用法； B．Where 的特殊疑问句和一般疑问句：Is the… in/on/under the … 的肯定、否定回答； C． 新单词：bed, dresser, table, bookcase, backpack…… 难点：A. 能够准确运用方位介词描述物品所在的位置； B．能够运用Where问句找到物品的位置。
教学资源准备 PPT
教法 讲授法，情景对话法和小组合作法
学法 自主学习法，探究学习法，合作学习法
课堂教学设计 教学过程 教学内容-活动组织-技术媒体选择 二次备课
Teaching procedures Step One Warming up lPlay an English song before class. lRevise some school things by asking questions. e.g.: What’s this Is this a … How do you spell it etc. lLearn the new words in, on, under, behind … by helping the teacher find the lost things. e.g.: T: Where’s my English book S1: It’s here. / I think it’s … T: Oh, it’s on the desk. … T: Where’re my color pencils S2: … Teach the new word “where” and the use of “they”. lConsolidate the prepositions by looking at the screen and answer the questions: Where’s … Where’re… 设计意图：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生。 Step Two Game: Hide and look for things Students hide and look for the school things in pairs. One student hide one school thing and ask: Where’s… Where’re… The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performance. 设计意图：通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。 Step Three New words learning lShow 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. lRepeat with a sitting room and a study, teach the new words and practice in the same way. 设计意图：由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。 任务运用：Listing Step Four Make up dialogues lSection A, 1a: Match the words with the things in the picture. Students do it individually first, then check the answers. lSection 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, then 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. 设计意图：通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。 任务运用：Listing Homework: lCopy the new words and try to remember them. lMake a survey: Interview one of your friends or teachers. Fill in the form below. NameThingsPlacesMs. Zhang/ Liu Haisofanear the wall
设计意图：语言知识学习与实际生活相结合，培养使用英语的思维。 任务运用：Making a survey
作业
板书设计
教学反思