(共12张PPT)
Unit 4 Where’s my backpack
By Huang Yu
What are they
sofa
bed
table
chair
bookcase
dresser
drawer
plant
a
b
c
j
g
i
f
h
e
k
d
1a Match the words with the things in the picture.
l
1.table___
2.bed ___
3.dresser ___
4.bookcase ____
5.sofa____
6.chair___
7.backpack____
8.books _____
9.keys _____
10.baseball____
11.drawer ___
12.plant ______
e
j
d
i
h
g
a
b
f
k
c
l
Game
Practice
A: Where is the backpack
B: It’s under the table.
A:Where are the books
B:They are under the bed.
Practice
1b
Listen and number the things [1-5] in the picture when you hear them.
听录音并按听到的顺序给图中的物品编号[1-5]。
2
3
4
5
1
1c
Make your own conversations.
用自己的物品编新对话。
A: Where’s the backpack
B: It’s under the table.
on in under
A: Where are the books
B: They’re in the bookcase.
Examples
(一)英汉互译
1. 在沙发上 ______________
2. 在桌子下 ______________
3. 在抽屉里 ______________
4. under the dresser ______________
5. in the backpack ______________
(二)选择
1.Where is my book It's under _____ table .
A. my the B. the my C. the
2. Where ____ his keys
A. is B. are C. am
3. ____ your bag At school.
A. What's B. Where C. Where's
(三)完成句子
1.我的书在哪？在你的梳妆台上。
_______ _____ ____ books _______ _______ on your ______.
2.椅子在哪？桌子下。
Where are the ______ _______ _______ the _______.
on the sofa
under the table
in the drawer
在梳妆台下
在书包里
C
B
C
Where are my
They are dresser.
chairs They’re under table
Summary(总结)
1.Some new words.
3.We should put away(收拾好) our things.
2.Talk about where things are.
1. 课后用5-10分钟时间复习本节课所学内容；
2. 朗读并听写课本19页的单词和句子。
3. 仿照课本19页1c写两个对话。
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新目标英语七年级上册
Unit 4 Where’s my backpack SectionA 1a-1c教学设计
成都航天中学 黄禹
教材分析：
新目标英语七年级上册第四单元，主要通过谈论话题"Things around the house"学习询问“物品的位置”，使学生学会基本句型"Where’s my backpack It’s under the chair．”，进一步体会“Where… Yes／No”疑问句的用法；学会运用方位介词"on／in／under／behind／next to"表达物品的位置。通过以上几个方面的学习，使学生学会运用听关键词、推测词意的学习策略，识别不同物品的位置；既能促使学生了解自己的家居环境，热爱自己的家，又能促使学生通过想象设计自己理想中的房间。本单元知识点是中考重点考查的一个单元，同时与第五单元衔接紧密：由本单元“Is／Are … "的学习过渡到第五单元"Do … ”的学习。
学情分析：本课学生是成都航天中学划片区招生的第一届学生，学生英语基础差，很多学生上课不太敢开口。因此，课堂设计上尽量考虑学生的实际情况，由浅到深，循序渐进的提高学生动口和动手能力。
Teaching aims：
1. Learn the new words: on, under, in, bed, sofa, table, chair, bookcase, dresser, drawer, plant etc.
2. Learn the new drills:
A: Where’s my backpack
B: It’s under the table.
A: Where are my books
B: They’re on the sofa.
3. Learn to use the drills to talk about where things are.
4. Learn to put away one’s things.
Teaching key points:
1. Learn the new words.
2. Learn the new drills.
Teaching difficult points:
Talk about where things are.
Teaching methods: Illustrating, memorizing and summarizing
Teaching aids:
pictures, real objects, tape-recorder, mass media
Teaching procedures:
Step 1 Lead—in (5 minutes)
1. Greetings.
2. Duty report.
Step 2 Learn the new words: (15 minutes)
1.Present the new words: (5 minutes)
Show students the pictures on the screen and ask:
T: Look at these pictures and what are they Please tell me one by one.
What’s this
Ss: It’s a bed.
T: Spell it, please.
Ss: B-E-D.
Notes: ①Write the new word “bed” on the blackboard while the students are spelling it.
②Teach and learn the other new words in the same way.
2. Practice the new words: (10 minutes)
①Read after the teacher.
②Read together.
③Teacher points and students read.
④Match the words with the things in 1a.
⑤Read and remember these words for 1 min.
⑥Ask two students to teach the other students to read the words.
⑦Play a game: Look at the pictures only. Teacher points to the pictures and students say the words.
Step 3 Learn the new drills (10 minutes)
1. Present the new drills: (5 minutes)
Show students some pictures on the screen and ask:
T: Where is the backpack
S1:It’s under the table.
T: Where is the backpack
Ss: It’s under the table.
Notes: ①Write the new drills on the blackboard.
②Show students some more real objects and ask them like this.
2. Practice the drills: (5 minutes)
①Read the drills on the blackboard.
②Listening practice
T: The people in the picture are talking. Now listen and number the things you hear.
③Check the answers one by one.
Step 4 Oral pracrice (7 minutes)
1. Look at these things in the picture and talk about where they are with your partner.
2. Now use your things to make conversations.
3. Students show their conversations to the class.
Step 5 Consolidation and summary. (3 minutes)
Homework: 1. Listen and read the words of page 19.
2. Copy the conversations in the picture and make your own conversations.
Blackboard design
Unit 4 Where’s my backpack Section A 1a—1c
bed A: Where is the backpack
sofa B: It’s under the table.
table A: Where are the books
chair B:They are on the bed.
……
教学反思：
1. 在导入新单词时，通过图片的形式，直观形象的呈现了事物的名称，调动了学生的兴趣，有利于让学生开动脑筋，吸引学生的注意力，以达到迅速记忆的目的。
2. 在学习谈论物品位置的句型时，也是先通过图片的形式为学生提供了些好的示范，然后学生就可以大胆的练习所学的句型，培养学生的实际运用能力。
3. 本节课的不足之处，由于本节课的内容较简单，所以在各个任务环节的难度梯度不是很明显。这样没有为能力较强的同学提供拓展的机会，而且本单元涉及的单词较多，部分学生不能完全的熟练掌握。所以在以后的教学中还应不断的探索，寻求更大的突破。
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寿安中学英语课《Where is my backpack 》评课材料
易老师这课比较成功，有一定的示范作用，这主要体现在：
第1、 老师的专业素养较高，语音语调地道，嗓音甜美，让学生如坐春风，师生都非常自然沉浸在英语世界中；
第2、 教师巧妙设计分解动作，分层递进，各个击破，先解决in,后处理in和under,最后是复数，让学生体会不到难度的推进，这样学生是在不知不觉中习得语言，而不仅是学得语言，符合新课程的理念；
第3、 多媒体的灵活运用。本节课的课件不让人感到繁滥，而是让每一副图片都得到充分运用，比如在分组图片练习了on in under 后，教师又把图片组合在一起，让学生形成了整体印象，符合语言整体输入易于理解的规律
第4、 本节课学生练习充分，形式多样，包括pair works, individual work,以及师生间的互动，生生间的互动，一生对多生的互动，所有这些都让50人左右的班级几乎人人都有表现的机会；
本节课如果从以下两点改进可能会更完美：
第1、 在单词的呈现方面可以进一步难题，把单词与句型结合，作到词不离句，句不离篇，更易让学生；琅琅上口， 快速掌握；
第2、 应该考虑初一学生好动的特点，考虑听说读写的穿插进行，并且更有活力，比如guessing game或说唱chants,让学生 在活动中掌握语言会更有效，学生也会更有趣。
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