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 Knowledge objectives: A. Master new words related to items: tables, beds, dressing tables, bookcases, sofas, chairs, drawers, plants, bags, alarm clocks, CDs, videos, videotapes, hats, etc Proficient in using prepositions such as' up ',' down ',' back ',' front ', and' near '; C. Skillfully use where questions and Yes–no question and their answers; D. Master the usage of singular and plural nouns and Personal pronoun. Capability objectives: A. Learn to accurately describe the location of items in English; Learn to use English to inquire about the specific location of one's or others' belongings; C. Be able to describe and design the room reasonably. Emotional goals: A. Cultivate students' habits of neatly arranging their belongings; B cultivates students' cooperative spirit through a series of classroom activities such as group dialogue, discussion, investigation, and design.
教学重难点分析 Key point: A The usage of locative prepositions: in, on, under, behind, in front of, near, etc; B. Where's special Interrogative and Yes–no question: Is the... in/on/under the Positive and negative answers; C. New words: bed, dresser, table, bookcase, backpack Difficulty: A Be able to accurately use directional prepositions to describe the location of an item; B. Be able to use Where questions to locate items.
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 1 Warm up Play an English song before class. Revise some school content by asking questions. What is this Is this How do you spell it etc. Learn words in, on, under, and behind by helping teachers find lost things. Where is my English book S1: Here/I think T: Oh, it's on the table. T: Where is my Colored pencil S2: Teach the usage of new words' where 'and' they '. Integrate prepositions by looking at the screen and answer the following questions: Where is Where (Design intention: By setting up a real scene where students can help teachers find things to introduce a new lesson, it can immediately mobilize students' participation, stimulate their thinking, and initiate the occurrence of learning.) Step 2 Game The students hid in pairs in search of things from the school. A student hid something from school and asked, "Where is Where Another student guessed and answered, 'It's on your desk.'. They are in your pencil box. Wait a minute. Let some people share their performance. (Design intention: Through games where students guess each other, they can sustain their newly stimulated excitement points.) Step 3: Learning New Words 1. Show students a photo of a room and tell them that it is a bedroom. Have students list the contents first. Then show them the entire picture, teach new words, ask where things are, and have students answer with prepositions. 2. Repeat in the living room and study, teaching new words and practicing in the same way. (Design intention: Due to guiding students to have a preliminary exposure to the new words to be learned in this lesson through self-learning before class, some capable students can combine their existing understanding level with practical application in the teaching process of new words, so that they can experience the satisfaction of success brought by self-learning. The effect of presenting new words through this method is much greater than that of teachers simply using pictures to teach new words.) Step 4. Create a dialogue Match the words with the things in the picture. Students will do it individually first, and then check the answers. Using the items from the 1c picture, create a conversation in pairs. Step 5. Collaborative dialogue Listen and imitate the dialogue in parts A and 1b. Step 6 Memory Test Show a photo of a room, give students one minute to look at it, and then ask them what they see and where it is. Conduct group to group competitions. See which group can remember all the things and locations. (Design intention: Through this activity, students' visual, sensory, and memory abilities are mobilized to participate in language activities, and the main language knowledge of this lesson is reproduced to deepen the impression. At the same time, the competition between groups reflects collaboration and teamwork spirit.) Homework: 1. Copy down the new words and try to remember them. 2. Conduct a survey: Interview your friend or teacher. Fill out the table below.
作业
板书设计
教学反思