Unit 4 Where is my schoolbag SectionA 2a-2c 表格式全英文教案

课 题 Unit 4 Where is my schoolbag SectionA 2a-2c 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 objective: A. Master new words related to items: tables, beds, dressing tables, bookcases, sofas, chairs, drawers, plants, bags, alarm clocks, CDs, videos, videotapes, hats, etc B.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. Ability goal: A. Learn to accurately describe the location of items in English; B.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 Talk to students about things around the room by showing them pictures. Have students spell new words. (Design intention: Based on the age characteristics of students, they really enjoy this scenario guessing activity. This can mobilize their various emotions to participate in language activities and activate their existing knowledge level.) Step 2 Complete 2a 1. Play the tape to the students and ask them to number them. 2. Play the tape again, and the students will number the things in the picture [1-6]. 3. Imitate the conversation. Step 3 Puzzle Game 1. A guessing game. Show the students a photo of a room with some things inside. Let them guess the location of other things. For example: T: There is a bookshelf inside. Is this bookshelf near the bed Yes/ No. Write the general questions and answers on the blackboard. Step 4 Pairing Use the pictures in 2b. Students use general questions to ask and answer the content. Step 5 Identify the differences Student A looks at Picture 1 (textbook P21.4), while Student B looks at Picture 2 (textbook P19, 1a). Work in pairs to answer questions and fill out the form. For example: SA: Where is the backpack Is it under the table SB: No, it's not. It's on the table. Let some students report their answers as follows: in Figure 1, the pencil case is... in Figure 2, the pencil case is; In Figure 1, these books are... In Figure 2, these books (Design intention: Set tasks to help students understand locative prepositions through comparison. Use tables to visually reflect the differences between the two images, and then repeat their differences. The purpose is to cultivate students' language organization ability.) Step 6 Practice using the target language Dialogue 1: Where is my bag B: I don't know. Is it on the sofa Answer: No, it's not. Dialogue 2: Where is my book I don't know. Are they on the bed A: Yes. Homework: 1. Complete the exercises in the exercise book. 2. Act out the dialogue. (Sections 2a and 2b.)
作业
板书设计
教学反思