(共19张PPT)
unit4
Where’s
my
schoolbag?
Ｗhat
can
you
see
in
my
room?
Tom
Where’s
Jerry?
It’s
in
the
case.
where’s
=
where
is
I’m
Jerry.
Where’s
Jerry?
It’s
on
the
case.
Where’s
Jerry?
It’s
under
the
case.
方位介词:
in
on
under
in
front
of
behind
在…里面
在…上面
在…下面
在…前面
在…后面
next
to
紧邻；挨着
near
在…附近
It’s
/
They’re
________.
Memory
challenge(记忆挑战)
1
2
3
4
5
---Where
is
the
bag
?
---It
is
---Where
is
the
clock
?
---__________________
.
---Where
is
__________
?
---
on
the
sofa.
______________
.
It’s
under
the
table.
--Where
are
the
…?
--They
are
…
--What’s
this
/that?
--It’s
a
/an
_______
.
(--What
are
these
/those?
--They’re
_______
.)
--Where
is
____
?
--It’s
_____
.
(--Where
are
____
?
They’re_____
.)
This
is
my
room.
It’s
very
nice(漂亮).
The
computer
is
___the
desk.
The
baseball
is
______
the
chair.
My
______
are
in
the
bookcase.
Near(在
…
旁边)
the
____
,you
can
see
my
plant.
_______
my
red
hat
?
Oh,
it’s
behind(在…后面)the
door.
on
under
books
bed
Where’s
Look
at
the
picture
and
fill
in
the
blanks.
Suppose
it’s
your
room,
describe
your
room.
(假设这是你的房间，描述一下你的房间。）
This
is
my
room.
It’s
______
.
The
______
is
______
.
The
______
are
_____
.
…
1.
table
__
2.
bed
__
3.
bookcase
__
4.
sofa
__
5.
chair
__
6.
schoolbag__
7.
books
__
8.
keys
__
b
e
h
g
d
a
f
c
Match
the
words
with
the
things
in
the
picture.
1a
Listen
and
number
the
things
in
the
picture
[1-4].
Listening
2
3
4
1b
“Game”:
Help
me
to
find
the
things.
T:
I
left
these
things
somewhere
in
the
classroom.
Could
you
please
help
me
find
them?
…
tidy
Put
things
in
place
that
should
be
put.
把东西放在应该放的位置。
This
is
one
of
our
classmates’
room.
It’s
_____
.中小学教育资源及组卷应用平台
人教版英语七年级上册
Unit
4
Where’s
my
schoolbag?
(Section
A
1a-1c)
教学设计
Teacher（=T）
Students（=Ss）
一、教学内容
本课时是人教版七年级上Unit
4
Section
A
1a-1c的对话教学，主要教学特殊疑问句：对物体位置的提问Where
is
/are…以及回答,同时通过本课时的学习，学生能用There
be句型较准确地描述物体的位置。
二、教学目标
1.
Ss
will
be
able
to
master
the
key
words
and
target
sentences:
--Where’s
/are
…?
It’s
/They’re
…
2.
Ss
will
be
able
to
ask
and
describe
the
position
of
the
things.
3.
Learn
to
put
things
in
place
that
should
be
put.
三、学情分析
本课内容是本单元的第一课时，学生在小学阶段对There
be句型已有接触，对本课时要学习的介词也有接触，所以本课教学起来应该顺畅，学生应该能较好地掌握。
重点：1.
Ss
will
be
able
to
master
the
key
words
and
target
sentences，and
talk
with
partners
by
using
target
language.
2.
Ss
will
be
able
to
ask
and
describe
the
position
of
the
things.
难点：Ss
will
be
able
to
ask
and
describe
the
position
of
the
things.
四、教学策略Teaching
&
Learning
Methods
通过歌曲、游戏、视频范例、小组合作与竞争等多种教学方式，在教学中倡导小组合作、生生合作等等方式进行教学。在教学中体现自信、快乐，培养学生与他人合作、交流的意识与能力。
五、教学过程Teaching
Steps
Step
1
Organization
1.
Warming-up
Duty
reporter
organizes
the
class
to
sing
the
song,
“Be
What
U
Wanna
Be”.
2.
Duty
report
Duty
reporter
gives
duty
report:
“Myself
and
my
friend”,
then
ask
the
class
questions.
设计理念：
英语课前的热身环节十分重要的，它为整节课的课堂气氛定下了基调。由值日生组织课前3分钟，既调动了学生的积极性，又锻炼了学生的能力。
Step
2
Lead-in
and
Presentation
1.
Present
a
schoolbag
on
the
screen
and
guide
the
Ss
to
read
the
title
“Where’s
my
schoolbag?”
2.
Where’s
…
Present
a
picture
of
“my”
room,
and
ask
the
Ss
what
they
can
see
in
the
room.
设计理念：通过呈现教师自己每天背的包以及一幅“My
room”的照片，一下子就激起了学生的学习兴趣，很自然地引出target
language:
Where
is
/are
…
?
Play
a
sound
of
the
cat
“Tom”,
and
says
to
the
Ss,
T:
Tom
is
always
looking
for
Jerry.
Where
is
Jerry?
设计理念：
通过大家耳熟能详的动画人物“Tom”和“Jerry”,再一次激趣并巩固学习Where
is
/are
…?
It’s
/They
are
…
.
3.
Preposition
Present
different
pictures
of
Jerry,
and
guide
the
Ss
to
know
preposition:
in,
on,
under.
Encourage
Ss
to
add
more
preposition.
Use
hands
and
body
language
to
help
the
Ss
understand
the
preposition:
in,
on,
under,
in
front
of,
behind,
next
to,
near.
Game:
Memory
challenge.
设计理念：
用Body
language和手势语很好地教学介词：in,
on,
under,
behind,
in
front
of
…
。同时在白板上画一个立体的盒子，在盒子相应的位置写上介词，以帮助学生更好地掌握理解介词。然后通过Game:
Memory
challenge
的游戏，既活跃了课堂气氛，又在游戏中进一步掌握了Key
words和target
language.
Step
3
Drills
--Where’s
the
_________
?
--It’s
in
/on
/under
/…
--Where’re
the
_________
?
--They’re
in
/on
/under
/…
设计理念：呈现图片引导学生进行对话练习，达到学以致用。
Step
4
Practice
Play
a
video
of
a
sample
conversation,
and
have
the
Ss
make
their
conversations.
设计理念：以视频呈现sample
conversation，学生有范本可循，又可在范本的基础上自我创编、拓展。
Step
5
Writing
1.
Look
at
the
picture
and
fill
in
the
blanks.
Then
read
the
passage
together.
2.
Suppose
it’s
your
room,
describe
your
room.
(Present
a
room
on
the
screen)
设计理念：先通过看图填空使学生对书面表达描述房间有整体感知，然后再呈现一张房间的图片引导学生看图写话，层层推进，学以致用。
Step
6
Game
and
conclusion
1.
Help
the
T
find
things:
books,
a
pen,
a
coin.
2.
Put
things
in
place
that
should
be
put.
设计理念：再次以游戏结束本课时的学习（教师事先在学生不知情的情况把自己的书放在教室的某个角落，本节课临结束时向学生突然发问：Where
is
/are
my
book
/books?
）最后进行情感教育：Put
things
in
place
that
should
be
put.
Blackboard
Design:
--Where’s
the
__________？
--It’s
in
front
of
behind…
--Where’re
_________
?
--They’re
____________
.
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