Unit 4 Period One
Dong shan Middle School
Wang Huiting
一 教学内容： 1a, 1b, 1c
二 教学目标：
1 知识目标： A. 学会一些表示家具的名词以及学习用品的单词；
B. 学会方位介词，如：in, on, under, near, behind的用法；
C. 学会运用方位介词和Where句型表述物品的正确位置。
2 能力目标： 能运用目标语言询问自己或他人物品的具体位置
培养学生语用能力，让学生真正做到用中感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。
3 情感目标： 培养学生积极，主动的学习态度。
三 课前准备
教师：准备一个带有家具的房间的多媒体课件和十几个装有粘贴房间的材料的信封以及学习用品等。
学生：铅笔，笔盒等学习用品。
四 教学过程：
Step 1: Warming up
1． Enjoy a song“Finger family.”.
2． Then ask: “How do you do ”
3. Greet the Ss and say, let’s be friends. Do you want to go to my home and have a look
Step 2: Pre-task
1. Show pictures of the things in two rooms.
T: What’s this It’s a bookcase, sofa, table, chair, drawer, bed, dresser, plant.
Ss read after the teacher.
2. Show the plural form of the new words.
3. Play a guessing game.( Have a competition among 4 groups)
4. Do Page 19 1a.
5. Ask Ss to close the books. T: Look at my book .Where is the book It’s on the desk.
Where is the bookcase It’s on the book….
( Learn the new prepositions “in, on, under, near, behind.”)
6. T: Now, look at the screen, where is the cat Look at the pictures on
the screen, revise the prepositions .
7. Game: Do as the teacher says.
7. Show some pictures on the screen to practice the dialogues of the single form .
8. Competition :Use a picture of a room to ask questions and answers.
9. T: Where are my keys And what about these keys Teach the dialogues of the plural form.
10. Show a picture of Jenny’s room and let the Ss to ask and answer in pairs:
-Where is the… –It’s … -Where are the… –They’re…
11. T: Jenny is a nice girl. Do you want to know about her room Let’s practice in pairs.
12. T: Jenny’s room is very clean and tidy, but Tommy’s room is not. Let’s listen and number the things.
13. Chant
Step 3 While – task
1. Deal with 1a and 1b
2. Show pictures on the screen and practice the target language in pairs.
Step 4 Post – task.
1. Find differences
2. Design your ideal room. Four students as a group to design their ideal room, then ask one to make a report.
Homework:
1. Copy the new words two times;
2. Draw your room and write new words
on the proper things;
3. Write some sentences about the things.新目标英语七年级上Unit 4
一 课题：Unit4 Where’s my backpack
二 分析单元教学内容，确定单元教学目标。
本单元的主要目标是让学生能用“Where’s … / Where’re …”句型来对物品方位进行提问，并能用方位介词：in, on, under, between 等来陈述物品的方位，以及人称代词they的用法。
以 the things around the house 为话题，设计了几个任务，如：Section A-1c (Where’re the pencils), Section A-4 (Find the differences), Section B-4 (Draw your ideal) 来谈论本单元的目标语言“Where’s … / Where’re … ”, It’s / They’re on …. No, they’re not. I don’t know.
题材颇具现代气息，贴近学生日常生活，内容丰富，词汇量大，通过描述物品位置、找寻物品、设置理想化居室等系列活动，让学生在听、说、读、写、做中学习语言知识，培养运用语言知识的能力，激发创新精神。
本单元的学习内容(target language)有：名词：table, bed, dresser, bookcase, sofa, chair, drawer, backpack, CD, plant, Alarm clock, math book, video cassette, hat . 介词：in, on ,under, between .动词：can, take, bring 等，还有句型语法如下：
本单元Section A 部分学习活动有:
Section A: 听说为主，感受语言，运用基础语言（通过听音、看图确定或描述物品位置）重点掌握和运用Where is/are the backpack/the books/…. It’s/ They’re on/in/under the bed/dresser/…和Is it /Are they on/in/under the table 及其答语等句型。
目的：Section A从学生的认知实际出发，以学生日常学习生活所接触的物品为内容，通过用图片、听对话等不同方式来描述物品位置、找寻物品等的一系列活动，激发学生学习英语的积极情感态度，让学生在听、说、读、写、做中学习掌握语言知识，培养学生准确、熟练运用本单元语言知识的能力。
（这一活动通过看图表达与写的方式复习旧知巩固新知,目标是能说写物品的名称）
（这一活动充分利用学生的听觉来刺激大脑加强对所学单词的记忆，同时通过听力练习来呈现新的句型Where’s/Where’re… It’s/They’re in/on/under…和方位介词 in / on / under…）
(这一活动将所输入的内容通过口语练习进行输出，不仅口头练习了target language的表达，而且培养了学生的交际能力)
活动1a—1c应视为一个整体，通过听说读写的方式呈现并练习主要词汇和目标语言
，Where’s my backpack It’s under the bed. 介词：in / on / under 的用法，代词they的用法,并梯度性的验证了教师在pre-task中所做的铺垫是否成功。
(2a与2b主要目的是练习听力，培养学生听的能力。2a是通过听说的方式复习巩固了key words,而2b通过听力训练检测学生对介词的理解情况。并通过听力练习来呈现目标语言“Is the baseball on the sofa No, it isn’t. It’s under the chair. Are my books on the chair Yes, they are. No, they aren’t. 为2c的pair work埋下伏笔 )
Grammar focus是语法的归纳和总结
(这一活动通过指导性阅读来练习目标语言，是2c的延伸,并适时呈现新的目标语言：“I don’t know., 通过将对话排序来降低难度，给成绩稍差的学生创造了机会)
(3b与3c的目的是通过口语练习来输出已学的目标语言， 培养学生的交际能力。)
（ 这一任务通过对比的方式让学生理解方位介词，通过听说方式,使用target language找出不同之处,体现了 Learn by doing / Do sth. by language 任务型教学思想。）
本单元Section B 部分学习活动有:
Section B: 强调知识拓展，重视读写，设置了要求运用所学语言完成的的各种任务，使学生能够对上述已学的目标句型运用自如，培养学生综合运用语言知识的能力。
B部分是A部分的拓展和延伸, 如词汇的拓展,主题的延伸,话题从单纯的谈论物品到需要什么物品，如何来设计自己理想的房间，使主题更贴近生活，体现了跨学科学习能力。）
（这一活动通过看图表达与写的方式复习巩固了主要词汇，目标是能说写拓展词汇。）
（加深记忆the key words）
(通过pair work巩固和加深对目标语言和词汇的理解与使用，并是2a,2b听力练习的一个铺垫。)
（2a和2b不仅锻炼了学生听的能力，巩固目标语言，加强词汇和介词的理解，而且话题也从单纯的问方位延伸到我需要---，从而谈到方位，出现了动词need，为3a埋下了伏笔。）
（让学生设计房间，体现跨学科学习能力）
Self check: 词汇知识的评价，语言运用能力的评价。
根据本单元的教学内容，确定以下教学目标：
1) Language goals：A: Enable students to master the sentence pattern: where is / are… It’s / They’re in, on, under… . Is it / Are they… Yes, it is / they are. No, it isn’t / they aren’t. I don’t know.
B: Enable students to master the new words.
2) Ability goals：A: Enable students to describe the position of the things around correctly;
B: Enable students to ask the position freely;
C: Enable students to describe and design the room properly.
3) Moral goals: Encourage the students to have a good habit of making things tidy.
三 学生学情分析(学生的知识/生活背景,学习兴趣,习惯等)确定教学重难点
重点：A: 方位介词 in, on, behind, between 的用法。
B: Where’s的特殊疑问句和一般疑问句的肯定，否定回答。
C: 学习名词bed, dresser, 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问句找到物品位置。
四 课时划分及其教学内容
Period 1: Section A 1a —1c
Period 2: Section A 2a —3c
Period 3: Section A 4, Section B 1a —2b
Period 4: Section B 3a — 4, self-check
五 各课时教案
Period One
一 教学内容： 1a, 1b, 1c
二 教学目标：
1 知识目标： A. 学会一些表示家具的名词以及学习用品的单词；
B. 学会方位介词，如：in, on, under…的用法；
C. 学会运用方位介词和Where句型表述物品的正确位置。
2 能力目标： 能运用目标语言询问自己或他人物品的具体位置
培养学生语用能力，让学生真正做到用中感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。
3 情感目标： 培养学生积极，主动的学习态度。
三 课前准备
教师：准备一个带有家具的房间的多媒体课件和奖品
学生：彩笔，学生用品，大白纸，
四 教学过程：
Step 1: Warming up
1． Enjoy a song.
2． Then ask: “Do you want to listen once, oh, where’s the controller
Help students answer: It’s on the desk
Step 2: Pre-task
1. Show pictures of the things in different positions.
T: Where’s the cat
S: It’s on / under / in the case. ( Learn the new prepositions “in, on, under”)
2. T: Now, look at the screen, where is the girl in picture1 Look at the pictures on
the screen, put the prepositions on the right pictures.
3. Show two pictures on the screen to compare the differences between the single form and the plural form.
4. Practice the drills. (use the school things around you to practice the conversation.)
5. Learn the new words
Say, “Do you want to know about my book, desk and my room ”
Show a picture about a room with some furniture on the screen, use the target language to teach the new words.
T: Where’s my sofa
S: It’s on the floor.
T: Where’s my …
S: It’s ….
6. Chant
7. Memory challenge
Divide the class into four groups to have a competition and see which group can remember the most words.
Step 3 While – task
1. Deal with 1a and 1b
2. Show pictures on the screen and practice the target language in pairs.
3. Fill in the song and sing
Step 4 Post – task
1. Guessing game
T: Where’s the clock
S: I think it’s ….
(Have a competition between boys and girls, and see who can guess the most.)
2. Make a survey
Interview one of their classmates, fill in the form, then give a report.
What’s in your room
Where is it
Name Things Places
Homework:
1. Copy the new words two times;
2. Draw your room and write new words
on the proper things;
3. Write some sentences about the things.
教学反思：
本节课的第一个任务属于引入部分。教师通过歌曲让学生迅速进入学习状态，并为下一个任务的完成做铺垫。当学生的学习积极性被调动起来后，让他们逐渐平静下来整理刚刚涉及到的内容是十分必要的。对于程度较差一些的同学，可以他们一些例句让他们对于本单元所学的方位介词有一个直观的认识。在必要的时候提醒学生注意名词单、复数的变化对于句子中BE动词的影响。
课堂设计的三个任务从简单的句型练习到与实际相联系的任务，现实意义逐渐突显。使学生能够将课堂中所学习的内容自然地与现实生活相结合，帮助学生认识到英语学习的重要作用。本节课主要练习学生的听说能力，任务设计也以听说为主，任务能够贴近学生生活，吸引她们的兴趣，最后进行必要的小结。整个课程设计完整，气氛活跃，同时重视学生对基础知识的掌握。
Period Two
一 教学内容： 2a – 3c
二 教学目标：
1 知识目标： A. Recycled language: There is / are…. Where is / are the ….
B. Structure: Is / Are the … in / on / under… I don’t know.
C. 学会运用方位介词和Where句型表述物品的正确位置。
2 能力目标： 能运用目标语言询问自己或他人物品的具体位置
培养学生语用能力，让学生真正做到用中感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。
3 情感目标： 培养学生积极，主动的学习态度。
三 课前准备
教师：准备一个带有家具的房间的多媒体课件和奖品
学生：学生用品，大白纸，
四 教学过程：
Step 1 Warming up
1. chant
2. Group work: make a chant, (作品最压韵、朗读最熟练的小组胜出)
1.
Step 2 Pre-task
1. Show pictures on the screen, and ask: --“What’s this -- It’s….
2. Listen to the recording and look at 2a, number the things from 1—6.
3. Guessing game
T: Where’s the…
Help students answer: I don’t know.
T: Is it on the table
S: Yes, it is. / No, it isn’t.
T: Are they near the sofa
S: Yes, they are. / No, they aren’t.
4. Listening
Say now let’s listen and find out where the things are.
5. Practice the drills
Look at the picture T: Is the baseball on the chair
S: No, it isn’t. It’s under the chair
Then let them practice in pairs as many as they can to improve their oral ability.
Step 3 While-task
1. Deal with 3a. Put the sentences in order, then check the answers and read the dialogue
2. Pair work
Show some pictures on the screen and ask students to make their own conversations, practice in pairs, then ask some pairs to act them out.
Step 4 Post-task
1. Play a game : Find out the gifts (students need to put their gifts somewhere and try to write down the clues. so their partners can find out the gifts with the help of clues given. We will find which group is the winner.)
The language needed: 1. Where’s your gift
2. Is / Are… on / in / under …
3. The pencil case is on the second desk.
2. Group work
学生四人一组，其中一位学生拥有老师给他的有关房间的信息，其他三位学生用“where is/are… Is it /Are they….”进行询问，根据所得到信息画出相应的图画，展出成果并评出各个奖项。
Homework:
Finish off the exercises in the exercises book.
Imitate the dialogue in Section A 2a & 2b.
Act out the dialogues. (Section A 2a & 2b)
Write a short passage about the drawing
本节属于活动课类型。在教学过程中要求学生说和做的任务很多，一方面是巩固学生在第一节课所学的重要内容，而重要的是希望学生能够根据课堂的一系列活动达到让学生对本章内容的一个感官上的认识，使他们真正理解所学内容。
课堂中的三个任务都与描述位置与画出相应的示意图有关。学生通过自己画图和描述增加了感性上的直观认识，帮助他们对语言本身的理解，学生习语言知识的同时，能够将方位的知识真正用于实践，解决学生所遇到的问题。另外，在活动课中还能运用到一些英语学科以外的内容，促进学科间的相互融合。
Period Three
一 教学内容：(Section A 4,Section B1a-2b )
二 教学目标：
1 知识目标： A. Language focus: Tell the differences between the two pictures
B. Vocabulary: alarm clock; video cassette; CD; math book; computer game
C. Language: Structure The book is on the table. The keys are in the drawer
2 能力目标： 能运用目标语言来描述房间
培养学生语用能力，让学生真正做到用中感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。
3 情感目标： 培养学生整齐的摆放自己物品的生活习惯。
三 课前准备
教师：准备一个带有家具的房间的多媒体课件和奖品
学生：学生用品，预习新课
四 教学过程：
Step 1: Warming up
1. Play a game (divide the class into four groups, have a competition among them, and find out which group is the winner.)
2. Revision Show a picture and ask students to practice in pairs with the following sentences: Where are they
They are … .
Are they …
Yes, they are. / No, they aren’t.
Step 2 Pre-task
1. pair work: Show a picture of room, ask and answer in pairs about the picture.
Use the following sentences: -- What can you see in the picture
-- I can see a video cassette… .
-- Where is it / are they
-- It’s / They’re … .
Teach new words: math, CD, alarm o’clock, video cassette …
Step 3 While-task
1.Deal with 1a, match the words with the things in the picture, then check the answers.
2.Task 1: Guessing game
Use the sentences structure: Is /Are… to guess the positions of the things
3.Task 2: Find out the differences
T: Student A looks at Picture 1 (Textbook P21, 4) student B looks at Picture 2 (Textbook P19, 1a) ,ask and answer in pairs.
Sample:
1. S1: Where is the backpack Is it under the table
S2: No, it isn’t. It’s on the table.
2. S1:: Where are the books Are they on the sofa
S2: No, they aren’t. They are on the bed.
Then fill in the chart according to the pictures.
Things Picture 1 Picture 2
The clock
The baseball
The math book
The keys
4. Say: I bought a new house, what do I need for my room
Help students answer: You need … for your room
T: What does Tommy need for his class
Make the students guess “He needs … for his class.
5.Deal with 2a and 2b
Step 4 Post-task
Show a picture of an untidy room.
T: Please look at the room, do you think it’s tidy
S: No, I don’t think so.
T: Four students in a group, draw a picture about the room, help him clean the room to put the things in the correct places. (choose some groups to show the room.)
Remember the proverbs: We should keep our things clean and tidy.
我们应该保持一切干净和整洁.
Habit is a second nature.
习惯成自然。
Homework:
Finish off the exercises in the exercise book.
Write a short passage.
In picture one , the plant is on the table , but in picture two it’s under the chair.
本节课主要是针对如何使学生从听说过度到写作而设计的一堂课。课堂设计由浅入深，对本章的写作主题进行逐步渗透，并适时提醒学生要保持干净。
课堂中的任务一起到了承上起下的作用。利用上节课使用过的图片，要求学生针对不同的房间提出不同的整理意见。让学生先从说完整的句子开始，熟练本章的主题，学会使用方位介词。然后为学生创设一定的场景，激发学生的想象力。希望通过为学生提供的主题让学生发挥自己的学习主动性。让学生为自己设计漂亮的小屋并将他们的构思画在纸上，配以简单的文字说明以便向大家更好地自己的设计思路，同时能够达到练习写作的目的。最后近一步加大写作的难度，完成课本里的练习。
在整个过程中应该为学生提供适当的表达方式，这样让语言基础比较差的学生也能够在课堂上有发挥的空间，写出自己的作文。
Period Four
一 教学内容：(Section A 4,Section B1a-2b )
二 教学目标：
1 知识目标： A. Language focus: take … to；bring …to；need
B. Recycled language: The book is on the table.
The pens are in the pencil—case
C. Language: Structure: I need…for…
Can you bring some things to school
Please take these things to
2 能力目标： 能设计自己理想的房间并运用所学知识来描述房间
培养学生的发散思维，激发学生的探究精神。
3 情感目标： 培养学生整齐的摆放自己物品的生活习惯。
三 课前准备
教师：准备一个带有家具的房间的多媒体课件和奖品
学生：彩笔，学生用品，大白纸，
Step1: Warming up
1. Chant
2. Lead-in
T: What do you need for school
S: I need a backpack for school.
Then practice in pairs.
Step2: Pre-task
1. Say, Do you want to know What Tommy needs Now listen and find the answer. Then check the answers.
2. Open your books to Page23 to read the passage in 3a,and find out the position of the things. T: Where are the CDs S: They are in the drawer. …
3. Ask the students to put the missing things in the picture, and check the answer. Then read the passage by themselves.
4. Imitate the passage in 3a, look at the picture in 3b and fill in the blanks.
Step3: Post-task
1. Discussion: What do you need for your room in 2030 Discuss it in groups of four, and write the answers down. Share the answers.
2. Drawing and writing Decorate your room and introduce your new decorated room, and let’s judge who won BEST DESIGNING 最佳设计奖
BEST CREATION 最佳创意奖
BEST ART 最佳美工奖
BEST COLOR 最佳色彩奖
BEST LANGUAGE 最佳文字奖
BEST TOPIC 最佳主题奖
3. Ask someone to help you buy new things to decorate your room.
Write it on the letter.
5. Write a passage about a room for lending.
Step4: Self-assessment
Things Places Yes No Score
CD in the CD box
backpack on the chair
pen in the pencil-case
book on the bookcase / in the backpack / on the desk
key in the drawer / bag
ball in the box
Computergame in the drawer
picture on the wall
notebook on the bed
Homework:
Imitate the passage in Section B, 3a.
Design your ideal room in groups.
Write the letter in groups
课堂中的任务起到了承上起下的作用。为学生创设一定的场景，激发学生的想象力。希望通过为学生提供的主题让学生发挥自己的学习主动性。让学生为自己设计漂亮的小屋并将他们的构思画在纸上，配以简单的文字说明以便向大家更好地自己的设计思路，同时能够达到练习写作的目的。最后进一步加大写作的难度，完成课本里的练习。
在整个过程中应该为学生提供适当的表达方式，这样让语言基础比较差的学生也能够在课堂上有发挥的空间，写出自己的作文。
六． 单元自我评价表及复习巩固练习
1．单元自我评价表例：
表1
学生自我检查评价表Unit1 日期：
姓名 班级 学号
检查评价内容 Yes No Score
我会读、能听懂下列的单词和词组：……
我已掌握了下列的单词、词组（习惯用语）和句型……
我能在实际情景中运用上述的单词、词组（习惯用语）和句型
我的得分是： 。我准备 来改善提高我的学习效果。
表2
学生自我检查评价表Unit2 日期：
姓名 班级 学号
自我检查评价
1、我会读、能听懂下列的单词和词组： 1、我还不会读、不能听懂下列的单词和词组：
2、我已掌握了下列的单词、词组（习惯用语）和句型 2、我已掌握了下列的单词、词组（习惯用语）和句型
能在实际情景中运用上述的单词、词组（习惯用语）和句型 能在实际情景中运用上述的单词、词组（习惯用语）和句型
我准备 来改善提高我的学习效率。
课堂学习评价
1=Excellent 2=Very good 3=Good 4=Adequate 5=Need improvement
Name: __________________ Date: ________________
评价内容 学生自评 同伴互评 教师评价
课前准备
参与课堂活动
合作精神
兴趣、自信心、创造力
口头表达能力
听力获取信息能力
新词汇的运用情况
阅读获取所需信息能力
使用所学语言做事能力
课外学习（阅读、词汇积累）情况
书面表达能力
我喜欢的活动共有______项，我参与了_____次活动，其中_____次很积极，很主动。这些活动使我______________________。A 敢于和乐于开口讲英语了。B 英语口语提高了。C 学会了与他人合作。D 了解倾听了他人的意见。E 觉得英语很有用。F 觉得英语很有趣。G 其他。
Teacher’s statement(评语):(共67张PPT)
bookcase /u/ /ei/
sofa / u/ / /
table /ei/
chair/e /
drawer / :/
What’s this It’s a …..
What’s this It’s a …..
bed/e/
dresser /e/ / /
plant/a:/
tables
beds
dressers
bookcases
sofas
chairs
drawers
plants
What are these
They( 它们) are …..
/ ei/ (they are=they’re)
table
Guess: Is this a…
plant
drawer
chair
sofa
bookcase
dresser
bed
Guess: Is this a…
Match the words with the pictures.
1.table__________
2.bed___________
3.dresser_______
4.bookcase______
5.sofa___________
6.chair__________
7.backpack______
8.books_________
9.keys__________
10.baseball______
11.drawer_______
12.plant_________
a
b
c
d
e
f
g
h
i
j
k
l
on
in
behind
under
near
-Where( 哪里) is the cat -It’s …the case.
/we /
T: Put(放) your pencil in the pencil case…
S: Make actions(做动作)…
(每组派一个同学带一个笔盒和一支笔上来根据老师的命令做动作,做错者淘汰,坚持到最后的为胜者.)
drawer
Competition(竞赛):Where is the ….
It’s on / in / under / near/behind the …..
(一个同学问一个问题,其他人回答,提问者和回答者各得一分.)
(they’re =they are)
Jenny’s room
A: Where is… B: It’s….
A: Where are… B: They’re….
Ask and answer( 小组对话):
1b Listen and number [1-5] the things in the picture when you hear them.
1
2
3
4
5
1b
Listen and number [1-5] the things in the picture when you hear them.
Tapescript
Tommy: Where are my books
Mother: They’re on the sofa.
Tommy: How about（怎么样） my pencil case and my baseball
Sister: They’re in your backpack.
Tommy: OK. And where’s my computer game
Sister: Your computer game It’s under your bed.
Father: Great. Now where are my keys
Tommy: Oh, they’re on the dresser.
Book ,book, Where’s the book
Sofa, sofa, on the sofa;
Plant, plant, where’s the plant
Chair, chair, under the chair;
Keys ,keys ,where are the keys
Drawer, drawer, they are in the drawer !
In Picture 1, the dog is on the table.
In Picture 2 , it’s under the table. …
1
2
Task：考眼力
(找不同)
Task : Design your ideal room
Four students as a group to design your ideal room(四人合作设计出你理想中的房间, 并把它贴出来).
小组讨论后,推选一人作代表,用英语描述你们理想的房间. 例如：This is our ideal room. Look, the sofa is near the dresser. The books
are on the sofa.……
Copy the new words two times;
Draw your room and write new words
on the proper things;
3. Write some sentences about the things.
猜宝贝--CD、BOOKS在哪里？
答对地点的同学可以获得“宝贝”。
Knowledge （知识）is the treasure(宝贝)！
A truth(真理)
Where’s the clock
I think it is on / in / under / near/behind the table.
It’s on the table.
It’s near the bed.
Where’s the chair
I think it is on / in / under /near /behind the bed.
Where’s the backpack
I think it is on / in / under / near/behind the sofa.
It’s behind the sofa.
Where’s the baseball
I think it is on / in / under / near/behind the chair.
It’s under the chair.
Where are the books
I think they are on / in / under /near/behind …
They’re in the bookcase.
Where are the plants
I think they are on / in / under / near/behind the dresser.
They’re on the dresser.
Where are the keys
They’re in the drawer.
I think they’re…
In Picture 1, the … is …. In Picture 2 , it’s …
In Picture 1, the …s are …. In Picture 2, they’re…
(找区别)
2a Listen and number these things [1-6] when you hear them.
2
6
1
5
3
4
1
2
3
4
5
Listening (P20 2b):
Where are the things Number the things in the picture.
（听力：将这些物品的序号（1-6）标在图上）
1
2
3
4
5
6
6
Picture (图片）1
Picture 2
(找不同)
In Picture 1, the … is …. In Picture 2 , it’s …
In Picture 1, the …s are …. In Picture 2, they’re…
Task 考眼力
- Where’s the cat
- It’s … the box.
on
in
under
Where’s the cat
It’s under the box.
under the box
Where’s the cat
It’s in the box.
in the box
Where’s the cat
It’s behind the box.
Where’s the cat
It’s beside/next to the box.
behind the box
beside the box
Where’s the girl
She’s on/in/under/behind/near/beside the box.
on
in
under
behind
near
beside
2b Listen again. Where are
the things from 2a Number the things in the pictures[1-6] .
1
2
3
4
5
6
sofa
plants
table
baseball
backpack
chair
bookcase
photo
dresser
Look, this is my room. The sofa is on the floor.
The bag is on the sofa. The picture is on the wall.
The baseballs are on the floor….
This is my room. The bed is near the door. ...
比一比,看谁记性最好!
Li Lei’s room
table /ei/
bed /e/
dresser /e/
bookcase /ei/
sofa / u/ / /
chair
drawer
plant /a:/
/ :/ /
/e /
Tommy’s Room
A: Where’s… B: It’s….
A: Where are… B: They’re….
Picture 1
Picture 2
Picture 1 Picture 2
The map of China
The clock
The phone
The keys
The baseball
under the desk
I don’t know.
on the wall
I don’t know.
on the wall
I don’t know.
on the desk
on the table
on the desk
on the table.
What’s this
It’s a plant .
What’re these
They’re plants.
What’s this
It’s a backpack.
-What’re these
-They’re backpacks.
(They’re =They are )
-They’re pencils.
It’s a pencil .
What’s this
-What’re these
What’s this
It’s a key .
What’re these
They’re keys.
They’re books.
What’s this
It’s a book .
What’re these
They’re baseballs.
What’s this
It’s a baseball .
What’re these
in the case
-Where is the baseball -It’s…
on the case
-Where is the baseball -It’s…
under the case
-Where is the baseball -It’s…
near the case
-Where is the baseball -It’s…
behind the case
-Where is the baseball -It’s…一 课题：Unit4 Where’s my backpack
二 分析单元教学内容，确定单元教学目标。
本单元的主要目标是让学生能用“Where’s … / Where’re …”句型来对物品方位进行提问，并能用方位介词：in, on, under, near, behind 等来陈述物品的方位，以及人称代词they的用法。
这节课以 the things around the house 为话题，设计了几个颇具现代气息的任务，如：Section A-1c (Where’re the pencils), Section A-4 (Find the differences), Section B-4 (Draw your ideal) 来谈论本单元的目标语言“Where’s … / Where’re … ”, It’s / They’re on ….
该题材贴近学生日常生活，内容丰富，词汇量大，通过描述物品位置、找寻物品、设置理想化居室等系列活动，让学生在听、说、读、写、做中学习语言知识，培养运用语言知识的能力，激发创新精神。
本课时的学习内容(target language)有：名词：table, bed, dresser, bookcase, sofa, chair, drawer, plant, . 介词：in, on ,under, near, behind.句型：Where is the baseball It’s in the backpack. Where are the books They’re on the sofa .
由于Section A 以听说为主，感受语言，运用基础语言（通过听音、看图确定或描述物品位置）重点掌握和运用Where is/are the backpack/the books/…. It’s/ They’re on/in/under the bed/dresser/…等句型。我设计了先通过单数来教介词，并且以单数为主，重点练介词的教学思路。从学生的认知实际出发，以学生日常学习生活所接触的物品为内容，通过用图片、听对话，竞猜等不同方式来描述物品位置、找寻物品等的一系列活动，激发学生学习英语的积极情感态度，让学生在听、说、读、写、做中学习掌握语言知识，培养学生准确、熟练运用本单元语言知识的能力。
为了更大限度的整合教学资源，以课本为纲，使学生更好的理解和运用课本知识，我在教材设计的活动中挑选了找区别和设计房间这两个，第一个任务我考虑到学生才上了一个课时，所以作了一些简化，用了比较简单的两幅图。这一任务通过对比的方式让学生理解方位介词，通过听说方式,使用target language找出不同之处,体现了 Learn by doing / Do sth. by language 任务型教学思想。第二个任务我也作了一点改变，把画房间变成了贴，让活动变得更新颖有趣，使主题更贴近生活，体现了跨学科学习能力。新目标英语七年级上Unit 4
一 课题：Unit4 Where’s my backpack
二 分析单元教学内容，确定单元教学目标。
本单元的主要目标是让学生能用“Where’s … / Where’re …”句型来对物品方位进行提问，并能用方位介词：in, on, under, between 等来陈述物品的方位，以及人称代词they的用法。
以 the things around the house 为话题，设计了几个任务，如：Section A-1c (Where’re the pencils), Section A-4 (Find the differences), Section B-4 (Draw your ideal) 来谈论本单元的目标语言“Where’s … / Where’re … ”, It’s / They’re on …. No, they’re not. I don’t know.
题材颇具现代气息，贴近学生日常生活，内容丰富，词汇量大，通过描述物品位置、找寻物品、设置理想化居室等系列活动，让学生在听、说、读、写、做中学习语言知识，培养运用语言知识的能力，激发创新精神。
本单元的学习内容(target language)有：名词：table, bed, dresser, bookcase, sofa, chair, drawer, backpack, CD, plant, Alarm clock, math book, video cassette, hat . 介词：in, on ,under, between .动词：can, take, bring 等，还有句型语法如下：
本单元Section A 部分学习活动有:
Section A: 听说为主，感受语言，运用基础语言（通过听音、看图确定或描述物品位置）重点掌握和运用Where is/are the backpack/the books/…. It’s/ They’re on/in/under the bed/dresser/…和Is it /Are they on/in/under the table 及其答语等句型。
目的：Section A从学生的认知实际出发，以学生日常学习生活所接触的物品为内容，通过用图片、听对话等不同方式来描述物品位置、找寻物品等的一系列活动，激发学生学习英语的积极情感态度，让学生在听、说、读、写、做中学习掌握语言知识，培养学生准确、熟练运用本单元语言知识的能力。
（这一活动通过看图表达与写的方式复习旧知巩固新知,目标是能说写物品的名称）
（这一活动充分利用学生的听觉来刺激大脑加强对所学单词的记忆，同时通过听力练习来呈现新的句型Where’s/Where’re… It’s/They’re in/on/under…和方位介词 in / on / under…）
(这一活动将所输入的内容通过口语练习进行输出，不仅口头练习了target language的表达，而且培养了学生的交际能力)
活动1a—1c应视为一个整体，通过听说读写的方式呈现并练习主要词汇和目标语言
，Where’s my backpack It’s under the bed. 介词：in / on / under 的用法，代词they的用法,并梯度性的验证了教师在pre-task中所做的铺垫是否成功。
(2a与2b主要目的是练习听力，培养学生听的能力。2a是通过听说的方式复习巩固了key words,而2b通过听力训练检测学生对介词的理解情况。并通过听力练习来呈现目标语言“Is the baseball on the sofa No, it isn’t. It’s under the chair. Are my books on the chair Yes, they are. No, they aren’t. 为2c的pair work埋下伏笔 )
Grammar focus是语法的归纳和总结
(这一活动通过指导性阅读来练习目标语言，是2c的延伸,并适时呈现新的目标语言：“I don’t know., 通过将对话排序来降低难度，给成绩稍差的学生创造了机会)
(3b与3c的目的是通过口语练习来输出已学的目标语言， 培养学生的交际能力。)
（ 这一任务通过对比的方式让学生理解方位介词，通过听说方式,使用target language找出不同之处,体现了 Learn by doing / Do sth. by language 任务型教学思想。）
本单元Section B 部分学习活动有:
Section B: 强调知识拓展，重视读写，设置了要求运用所学语言完成的的各种任务，使学生能够对上述已学的目标句型运用自如，培养学生综合运用语言知识的能力。
B部分是A部分的拓展和延伸, 如词汇的拓展,主题的延伸,话题从单纯的谈论物品到需要什么物品，如何来设计自己理想的房间，使主题更贴近生活，体现了跨学科学习能力。）
（这一活动通过看图表达与写的方式复习巩固了主要词汇，目标是能说写拓展词汇。）
（加深记忆the key words）
(通过pair work巩固和加深对目标语言和词汇的理解与使用，并是2a,2b听力练习的一个铺垫。)
（2a和2b不仅锻炼了学生听的能力，巩固目标语言，加强词汇和介词的理解，而且话题也从单纯的问方位延伸到我需要---，从而谈到方位，出现了动词need，为3a埋下了伏笔。）
（让学生设计房间，体现跨学科学习能力）
Self check: 词汇知识的评价，语言运用能力的评价。
根据本单元的教学内容，确定以下教学目标：
1) Language goals：A: Enable students to master the sentence pattern: where is / are… It’s / They’re in, on, under… . Is it / Are they… Yes, it is / they are. No, it isn’t / they aren’t. I don’t know.
B: Enable students to master the new words.
2) Ability goals：A: Enable students to describe the position of the things around correctly;
B: Enable students to ask the position freely;
C: Enable students to describe and design the room properly.
3) Moral goals: Encourage the students to have a good habit of making things tidy.
三 学生学情分析(学生的知识/生活背景,学习兴趣,习惯等)确定教学重难点
重点：A: 方位介词 in, on, behind, between 的用法。
B: Where’s的特殊疑问句和一般疑问句的肯定，否定回答。
C: 学习名词bed, dresser, 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问句找到物品位置。
四 课时划分及其教学内容
Period 1: Section A 1a —1c
Period 2: Section A 2a —3c
Period 3: Section A 4, Section B 1a —2b
Period 4: Section B 3a — 4, self-check
五 各课时教案
Period One
一 教学内容： 1a, 1b, 1c
二 教学目标：
1 知识目标： A. 学会一些表示家具的名词以及学习用品的单词；
B. 学会方位介词，如：in, on, under…的用法；
C. 学会运用方位介词和Where句型表述物品的正确位置。
2 能力目标： 能运用目标语言询问自己或他人物品的具体位置
培养学生语用能力，让学生真正做到用中感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。
3 情感目标： 培养学生积极，主动的学习态度。
三 课前准备
教师：准备一个带有家具的房间的多媒体课件和奖品
学生：彩笔，学生用品，大白纸，
四 教学过程：
Step 1: Warming up
1． Enjoy a song.
2． Then ask: “Do you want to listen once, oh, where’s the controller
Help students answer: It’s on the desk
Step 2: Pre-task
1. Show pictures of the things in different positions.
T: Where’s the cat
S: It’s on / under / in the case. ( Learn the new prepositions “in, on, under”)
2. T: Now, look at the screen, where is the girl in picture1 Look at the pictures on
the screen, put the prepositions on the right pictures.
3. Show two pictures on the screen to compare the differences between the single form and the plural form.
4. Practice the drills. (use the school things around you to practice the conversation.)
5. Learn the new words
Say, “Do you want to know about my book, desk and my room ”
Show a picture about a room with some furniture on the screen, use the target language to teach the new words.
T: Where’s my sofa
S: It’s on the floor.
T: Where’s my …
S: It’s ….
6. Chant
7. Memory challenge
Divide the class into four groups to have a competition and see which group can remember the most words.
Step 3 While – task
1. Deal with 1a and 1b
2. Show pictures on the screen and practice the target language in pairs.
3. Fill in the song and sing
Step 4 Post – task
1. Guessing game
T: Where’s the clock
S: I think it’s ….
(Have a competition between boys and girls, and see who can guess the most.)
2. Make a survey
Interview one of their classmates, fill in the form, then give a report.
What’s in your room
Where is it
Name Things Places
Homework:
1. Copy the new words two times;
2. Draw your room and write new words
on the proper things;
3. Write some sentences about the things.
教学反思：
本节课的第一个任务属于引入部分。教师通过歌曲让学生迅速进入学习状态，并为下一个任务的完成做铺垫。当学生的学习积极性被调动起来后，让他们逐渐平静下来整理刚刚涉及到的内容是十分必要的。对于程度较差一些的同学，可以他们一些例句让他们对于本单元所学的方位介词有一个直观的认识。在必要的时候提醒学生注意名词单、复数的变化对于句子中BE动词的影响。
课堂设计的三个任务从简单的句型练习到与实际相联系的任务，现实意义逐渐突显。使学生能够将课堂中所学习的内容自然地与现实生活相结合，帮助学生认识到英语学习的重要作用。本节课主要练习学生的听说能力，任务设计也以听说为主，任务能够贴近学生生活，吸引她们的兴趣，最后进行必要的小结。整个课程设计完整，气氛活跃，同时重视学生对基础知识的掌握。
Period Two
一 教学内容： 2a – 3c
二 教学目标：
1 知识目标： A. Recycled language: There is / are…. Where is / are the ….
B. Structure: Is / Are the … in / on / under… I don’t know.
C. 学会运用方位介词和Where句型表述物品的正确位置。
2 能力目标： 能运用目标语言询问自己或他人物品的具体位置
培养学生语用能力，让学生真正做到用中感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。
3 情感目标： 培养学生积极，主动的学习态度。
三 课前准备
教师：准备一个带有家具的房间的多媒体课件和奖品
学生：学生用品，大白纸，
四 教学过程：
Step 1 Warming up
1. chant
2. Group work: make a chant, (作品最压韵、朗读最熟练的小组胜出)
1.
Step 2 Pre-task
1. Show pictures on the screen, and ask: --“What’s this -- It’s….
2. Listen to the recording and look at 2a, number the things from 1—6.
3. Guessing game
T: Where’s the…
Help students answer: I don’t know.
T: Is it on the table
S: Yes, it is. / No, it isn’t.
T: Are they near the sofa
S: Yes, they are. / No, they aren’t.
4. Listening
Say now let’s listen and find out where the things are.
5. Practice the drills
Look at the picture T: Is the baseball on the chair
S: No, it isn’t. It’s under the chair
Then let them practice in pairs as many as they can to improve their oral ability.
Step 3 While-task
1. Deal with 3a. Put the sentences in order, then check the answers and read the dialogue
2. Pair work
Show some pictures on the screen and ask students to make their own conversations, practice in pairs, then ask some pairs to act them out.
Step 4 Post-task
1. Play a game : Find out the gifts (students need to put their gifts somewhere and try to write down the clues. so their partners can find out the gifts with the help of clues given. We will find which group is the winner.)
The language needed: 1. Where’s your gift
2. Is / Are… on / in / under …
3. The pencil case is on the second desk.
2. Group work
学生四人一组，其中一位学生拥有老师给他的有关房间的信息，其他三位学生用“where is/are… Is it /Are they….”进行询问，根据所得到信息画出相应的图画，展出成果并评出各个奖项。
Homework:
Finish off the exercises in the exercises book.
Imitate the dialogue in Section A 2a & 2b.
Act out the dialogues. (Section A 2a & 2b)
Write a short passage about the drawing
本节属于活动课类型。在教学过程中要求学生说和做的任务很多，一方面是巩固学生在第一节课所学的重要内容，而重要的是希望学生能够根据课堂的一系列活动达到让学生对本章内容的一个感官上的认识，使他们真正理解所学内容。
课堂中的三个任务都与描述位置与画出相应的示意图有关。学生通过自己画图和描述增加了感性上的直观认识，帮助他们对语言本身的理解，学生习语言知识的同时，能够将方位的知识真正用于实践，解决学生所遇到的问题。另外，在活动课中还能运用到一些英语学科以外的内容，促进学科间的相互融合。
Period Three
一 教学内容：(Section A 4,Section B1a-2b )
二 教学目标：
1 知识目标： A. Language focus: Tell the differences between the two pictures
B. Vocabulary: alarm clock; video cassette; CD; math book; computer game
C. Language: Structure The book is on the table. The keys are in the drawer
2 能力目标： 能运用目标语言来描述房间
培养学生语用能力，让学生真正做到用中感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。
3 情感目标： 培养学生整齐的摆放自己物品的生活习惯。
三 课前准备
教师：准备一个带有家具的房间的多媒体课件和奖品
学生：学生用品，预习新课
四 教学过程：
Step 1: Warming up
1. Play a game (divide the class into four groups, have a competition among them, and find out which group is the winner.)
2. Revision Show a picture and ask students to practice in pairs with the following sentences: Where are they
They are … .
Are they …
Yes, they are. / No, they aren’t.
Step 2 Pre-task
1. pair work: Show a picture of room, ask and answer in pairs about the picture.
Use the following sentences: -- What can you see in the picture
-- I can see a video cassette… .
-- Where is it / are they
-- It’s / They’re … .
Teach new words: math, CD, alarm o’clock, video cassette …
Step 3 While-task
1.Deal with 1a, match the words with the things in the picture, then check the answers.
2.Task 1: Guessing game
Use the sentences structure: Is /Are… to guess the positions of the things
3.Task 2: Find out the differences
T: Student A looks at Picture 1 (Textbook P21, 4) student B looks at Picture 2 (Textbook P19, 1a) ,ask and answer in pairs.
Sample:
1. S1: Where is the backpack Is it under the table
S2: No, it isn’t. It’s on the table.
2. S1:: Where are the books Are they on the sofa
S2: No, they aren’t. They are on the bed.
Then fill in the chart according to the pictures.
Things Picture 1 Picture 2
The clock
The baseball
The math book
The keys
4. Say: I bought a new house, what do I need for my room
Help students answer: You need … for your room
T: What does Tommy need for his class
Make the students guess “He needs … for his class.
5.Deal with 2a and 2b
Step 4 Post-task
Show a picture of an untidy room.
T: Please look at the room, do you think it’s tidy
S: No, I don’t think so.
T: Four students in a group, draw a picture about the room, help him clean the room to put the things in the correct places. (choose some groups to show the room.)
Remember the proverbs: We should keep our things clean and tidy.
我们应该保持一切干净和整洁.
Habit is a second nature.
习惯成自然。
Homework:
Finish off the exercises in the exercise book.
Write a short passage.
In picture one , the plant is on the table , but in picture two it’s under the chair.
本节课主要是针对如何使学生从听说过度到写作而设计的一堂课。课堂设计由浅入深，对本章的写作主题进行逐步渗透，并适时提醒学生要保持干净。
课堂中的任务一起到了承上起下的作用。利用上节课使用过的图片，要求学生针对不同的房间提出不同的整理意见。让学生先从说完整的句子开始，熟练本章的主题，学会使用方位介词。然后为学生创设一定的场景，激发学生的想象力。希望通过为学生提供的主题让学生发挥自己的学习主动性。让学生为自己设计漂亮的小屋并将他们的构思画在纸上，配以简单的文字说明以便向大家更好地自己的设计思路，同时能够达到练习写作的目的。最后近一步加大写作的难度，完成课本里的练习。
在整个过程中应该为学生提供适当的表达方式，这样让语言基础比较差的学生也能够在课堂上有发挥的空间，写出自己的作文。
Period Four
一 教学内容：(Section A 4,Section B1a-2b )
二 教学目标：
1 知识目标： A. Language focus: take … to；bring …to；need
B. Recycled language: The book is on the table.
The pens are in the pencil—case
C. Language: Structure: I need…for…
Can you bring some things to school
Please take these things to
2 能力目标： 能设计自己理想的房间并运用所学知识来描述房间
培养学生的发散思维，激发学生的探究精神。
3 情感目标： 培养学生整齐的摆放自己物品的生活习惯。
三 课前准备
教师：准备一个带有家具的房间的多媒体课件和奖品
学生：彩笔，学生用品，大白纸，
Step1: Warming up
1. Chant
2. Lead-in
T: What do you need for school
S: I need a backpack for school.
Then practice in pairs.
Step2: Pre-task
1. Say, Do you want to know What Tommy needs Now listen and find the answer. Then check the answers.
2. Open your books to Page23 to read the passage in 3a,and find out the position of the things. T: Where are the CDs S: They are in the drawer. …
3. Ask the students to put the missing things in the picture, and check the answer. Then read the passage by themselves.
4. Imitate the passage in 3a, look at the picture in 3b and fill in the blanks.
Step3: Post-task
1. Discussion: What do you need for your room in 2030 Discuss it in groups of four, and write the answers down. Share the answers.
2. Drawing and writing Decorate your room and introduce your new decorated room, and let’s judge who won BEST DESIGNING 最佳设计奖
BEST CREATION 最佳创意奖
BEST ART 最佳美工奖
BEST COLOR 最佳色彩奖
BEST LANGUAGE 最佳文字奖
BEST TOPIC 最佳主题奖
3. Ask someone to help you buy new things to decorate your room.
Write it on the letter.
5. Write a passage about a room for lending.
Step4: Self-assessment
Things Places Yes No Score
CD in the CD box
backpack on the chair
pen in the pencil-case
book on the bookcase / in the backpack / on the desk
key in the drawer / bag
ball in the box
Computergame in the drawer
picture on the wall
notebook on the bed
Homework:
Imitate the passage in Section B, 3a.
Design your ideal room in groups.
Write the letter in groups
课堂中的任务起到了承上起下的作用。为学生创设一定的场景，激发学生的想象力。希望通过为学生提供的主题让学生发挥自己的学习主动性。让学生为自己设计漂亮的小屋并将他们的构思画在纸上，配以简单的文字说明以便向大家更好地自己的设计思路，同时能够达到练习写作的目的。最后进一步加大写作的难度，完成课本里的练习。
在整个过程中应该为学生提供适当的表达方式，这样让语言基础比较差的学生也能够在课堂上有发挥的空间，写出自己的作文。
六． 单元自我评价表及复习巩固练习
1．单元自我评价表例：
表1
学生自我检查评价表Unit1 日期：
姓名 班级 学号
检查评价内容 Yes No Score
我会读、能听懂下列的单词和词组：……
我已掌握了下列的单词、词组（习惯用语）和句型……
我能在实际情景中运用上述的单词、词组（习惯用语）和句型
我的得分是： 。我准备 来改善提高我的学习效果。
表2
学生自我检查评价表Unit2 日期：
姓名 班级 学号
自我检查评价
1、我会读、能听懂下列的单词和词组： 1、我还不会读、不能听懂下列的单词和词组：
2、我已掌握了下列的单词、词组（习惯用语）和句型 2、我已掌握了下列的单词、词组（习惯用语）和句型
能在实际情景中运用上述的单词、词组（习惯用语）和句型 能在实际情景中运用上述的单词、词组（习惯用语）和句型
我准备 来改善提高我的学习效率。
课堂学习评价
1=Excellent 2=Very good 3=Good 4=Adequate 5=Need improvement
Name: __________________ Date: ________________
评价内容 学生自评 同伴互评 教师评价
课前准备
参与课堂活动
合作精神
兴趣、自信心、创造力
口头表达能力
听力获取信息能力
新词汇的运用情况
阅读获取所需信息能力
使用所学语言做事能力
课外学习（阅读、词汇积累）情况
书面表达能力
我喜欢的活动共有______项，我参与了_____次活动，其中_____次很积极，很主动。这些活动使我______________________。A 敢于和乐于开口讲英语了。B 英语口语提高了。C 学会了与他人合作。D 了解倾听了他人的意见。E 觉得英语很有用。F 觉得英语很有趣。G 其他。
Teacher’s statement(评语):
