Unit 4 Where’s my backpack? （Section A Period 1 教学设计)

Teaching Plan
Title：Unit 4 Where is my backpack (The first volume of Grade 7 Go for it!)
Topic：Things around the house
Key Words：
Things ：table, bed, dresser, bookcase, sofa, chair, drawer, backpack, CD, plant, alarm clock, math book, video cassette, hat
Prepositions：on, next to, in, under, behind, beside, near, in front of
Language structure: Where questions, Yes/No questions and short answers and prepositions on, in, under.
Target Language: Where`s my backpack It`s under the bed.
Are my books on the chair
No, they`re not.
I don`t know.
Language functions: Talk about where things are.
Teaching goals: A. Learn to use prepositions on, in, under.
B. Learn to use where questions, Yes/No questions and
short answers to talk about where things are.
According to these , we design an activity lesson of Section A this unit.
Activity 1: Pair work.
1. Where is it in your room It`s in /on/ under… .
2. Where are they in your room They`re in /on/under… .
Activity 2: Listen to tapes.
Activity 3: Do some exercises
Activity 4: Group work.
Activity 5: Look for things.
Class factual records
Step One:Organization and greetings
At the beginning of the class , students and the teacher had a greeting !
Teacher : Good morning , boys and girls !
Students : Good morning ,Teacher!
T : Nice to meet you !
S: Nice to meet you ,too !
T: Sit down , please !
S; Thank you !
Step Two:Leading--in
Talk with the students about the things in the classroom by asking “What is it/are these ”
Step Three: New words and structures learning.
A. Show the pictures of the things and learn the new words: bookcase, bed, plant, dresser, drawer…
T: would you like to see some pictures
S: Yes, we would like to.
T: what is it / what are they
S:It is a/an …./They are ….
B:Learn the new words in ,on , under, near,… by helping the teacher find out the things she lost.
1. T: Where is my English book
S: It’s here.
T: Oh, it’s on the desk.
2. T : Where are my keys
S : They’re under your book.
3. T : Where is my dictionary
S : It’s in the backpack.
Step Four: Pair work
A:Give the students some pictures to ask and answer in Pair.
1. Where is it in your room It`s in /on/ under… .
2. Where are they in your room They`re in /on/under…
B.:One covers the picture to have the other guess what it is / what they are Then,One gives the orders like “ put the books on the pencil-case./ put your pencil in the pencil-case.” etc, and the other does the actions.
Step five:listening
Play the tapes twice.Ask the students to listen to tapes carefully ,finish off 1b and check the answers between boys and girls..
Step six:Do some exercises
Have a competition between boys and girls.
Step seven:Group work
1.Describe the room
(1)T: Please look at this beautiful room and describe it in a group of four.
S1: This is a beautiful room. I like it very much! The light and the keys are on the dresser, and the cap and the alarm clock are on the bed! There is a computer on the desk …
S2: What a nice room! There is a bookcase, a bed, a dresser, a sofa, a desk and two small desks in this room! A beautiful picture and a clock are on the wall …
(2). Draw your ideal room and describe it
T: You did a very good job!
T: So beautiful room, do you want to have one
S: Yes, but we don`t have!
T: But you can have an ideal room!
S: Yes!
T: Please take out your A4 paper and draw your ideal room and describe it! Later show it to us. OK
S: OK! (10 minutes later)
T: Please come to the front! And show us your ideal room!
S13: This is my ideal room, I really want a room like this! There is a bed, a sofa, a bookcase and a desk in my ideal room! …
S14: My ideal room is the most beautiful one! You must like it! This is my bed, on my bed is my backpack. …
T: OK, your ideal rooms are more beautiful and nice than mine! I like your ideal rooms.
3. Look for things.
The teacher and some students hide some school things and other students look for the things in groups. Give the others some clues. For example:This is my book. It’s on the second desk. If he or she finds it , he or she will get it.
Step eight:Homework
1.Learn new words of Section B by yourselves.
2.listen to the tape of Section B..
课后反思
宋清玲
经过全组老师的研讨，依据整合后所列出的教学计划，我选择了四单元的第一课时作为初评展示课，并做了如下的教学安排：一、既针对功能句又符合学生生活实际的对话练习。二、重点词汇的导入。三、猜测重点词汇在房间里的位置，复习介词的用法。四、结成小组描述一个房间的图片。五、画并描述自己理想中的房间。虽然教学安排本着以实施任务型教学为核心，注重创设出真实的情景，让学生结成小组来体验生活实际，可是仍有些许不尽人意的地方。
例如，教学的安排过于简单，任务连接的不紧密，还有设置的第三项任务，有些学生不知该怎样做。
同时组内的老师又提出了许多宝贵的意见。意见如下：
1． 尽管较好的完成了本课的教学任务，但是教学设计过于简单。
2． 虽然整节课的活动安排都围绕教学目标一步一步的
展开，可是活动与活动之间的联接不是很顺畅。
3． 任务的设计缺乏一定的趣味性、多样性、和集体参与性。
4． 最后的任务缺乏一些必要的课外扩展，没有充分调动学生查找课外资源的积极性，及开展课内师生、生生之间的资源共享。