Unit 4 Where is my schoolbag SectionA 2a-2d 表格式教案

课 题 Unit 4 Where is my schoolbag SectionA 2a-2d 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 Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words. 设计意图：根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。 任务运用：Listing Step Two Listen and imitate lSection A, 2a. Revise what the things are. Play the tape for students and let them number them. lSection A, 2b. Play the tape again, students number the things [1-6] in the picture. Imitate the dialogues. Step Three A guessing game lA 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 isn’t. Write the general question and the answers on the blackboard. Step Four Pairwork Section 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 difference lSection A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at 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 isn’t. It’s on the table. ThingsPicture 1Picture 2backpackunder the tableon the tablepencil casebookskeysdog
lAsk some students to report their answer like this: 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 … 设计意图：设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点，　再将它的不同点复述出来，其目的在于培养学生的语言组织能力。 作用运用：Listing & comparing Step Six Practice the drill “Where is / are… ” lPresent short dialogues, using pictures or objects to help. Dialogue 1: A: Where’s my bag B: I don’t know. Is it on the sofa A: No, it isn’t. Dialogue 2: A: Where’re my books B: I don’t know. Are they on the bed A: Yes, they are. Teach “don’t =do not”, “ know”. lCheck the homework in Period One. Make reports to share the information they got from the friends or teachers, and give their simply assessment. 设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。 Homework: lFinish off the exercises in the exercise book. lAct out the dialogues. (Section A, 2a & 2b.) 设计意图：由课堂活动向课外延伸。
作业
板书设计
教学反思