人教版七年级英语上册Unit4Whereismyschoolbag教学设计参考模板范本.doc

1、人教版七年级英语上册Unit4 Where is my schoolbag ? 教学设计(Section A1a2c) Teaching aims（教学目标）1.能够听、说、读、写单词：where,table bed,sofa,chair, bookcase,on,under,desk-2.能够熟练运用短语：under the table on the chair in the schoolbag.3.能够初步运用句型Wheres.? /Where are.?进行问答。Difficulties（难点）：熟练运用表示方位的介词in, on, under 等。Teaching steps （教学步

2、骤）Step1.Warming-up（热身）Lets sing an English song before class. Revise some school things by asking questions.e.g.: Whats this? Is this a ? What are these? Are they? How do you spell it? etc.Learn the new words in, on, under, by helping the teacher find the lost things.e.g.T: Wheres my English book? S

3、1: Its here. / I think its T: Oh, its on the desk. T: Where are my pens?S2: Teach the new word “where” and the use of “they”. Consolidate the prepositions by looking at the screen and answer the questions: Wheres ? Where are? 设计意图：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生。Step2.Lead-i

4、n (导入)Play a game: Hide and look for things Students hide and look for the school things in pairs. One student hide one school thing and ask: Wheres? Where are? The other student guess and answer: Its in your desk. They are in your pencil case. etc. Ask some pairs to share their performance. Step3.N

5、ew words learning1、用课件展示图片教授单词。chair,sofa ,table,bed,bookcase.如：T:Whats this ?（展示图片chair）Ss:Its a chair ?T:Whats this ? （展示图片sofa）Ss:Its a sofa.运用同样的方式教授其他的单词，然后在屏幕上呈现这些单词，教师带读单词，最后学生齐读。chair sofa bed table bookcase2.利用课件展示不同位置的小老鼠Jerry的图片引出方位介词in/on/under和Wheres -？Its-.句型。T:Wheres Jerry? Ss:Its in

6、the box.T: Wheres Jerry? Ss: Its on the box.T: Wheres Jerry? Ss: Its under the box.然后展示几本书在沙发上和几个铅笔盒在椅子下，引出复数句型。Where are ? Theyre .T:Where are the books ? Ss:Theyre on the sofa ? (引导学生回答)T: Where are the pencil boxes? Ss:They re under the chair. 接着在屏幕上呈现句型，让学生对比这两个单复数句型的用法。Wheres the schoolbag? Its

7、 under the table. Where are the books? Theyre on the sofa.3、学生看屏幕上的图片用句型Wheres / Where are? 相互问答。（通过师生相互问答引出本课的句型，使学生初步了解本课的语言目标，师生的问答及学生的练习，体现了师生互动和生生互动的教学理念。）Step4.presentation （呈现）1. Look and find.2. Match and discuss.3. Check the answers.Step 5. Listening (1b、2a和2b)1. Look ,say and find.2. Liste

8、n to the tape for the first time.3. Listen again and check the answers.4. Lets read the conversation in the tape togrther.（学生看图听音、冲击视觉和听觉系统，加强了学生对本课语言目标的印象，加快接受速度，培养学生从图中或文中搜索信息、处理信息的能力和听力能力。）Step 6.Practice (1c ,2c)1. Read.2. Guess.3. Change roles after making one conversation and the practice agai

9、n.学生两人一组看图；仿照1c 、2c里的对话进行问答练习，然后编写自己的对话，叫几组同学在班上表演他们的对话。（这项活动，让学生再次熟悉本课的语言结构，加深对文中内容的理解，培养学生的口头表达能力，开发学生的创造性思维，体现了本课的重点。）Step 7.任务扩展What can you see in the room？What is this/are they? Where is it/are they?在屏幕上展示一间房间的画面，学生四人一小组观察房间2分钟，记住房间里有什么东西，这些东西在哪里，然后各组选派代表做汇报，看哪组记的东西多。如：学生可以运用这种形式描述物品的位置。The bo

10、ok is on the chair.（以上的讨论表演活动，让学生运用所学内容，既巩固了本课的语言目标，又开拓了学生的思维，达到培养学生综合运用语言的能力，符合新课标倡导的“在用中学，学以致用”的教学理念。同时，引进竞争机制，培养自主学习的能力和合作能力。）Step 8.Summaries在屏幕上呈现本课所学的重点词汇和句型、让学生自己归纳，然后教师再做总结归纳。Step 9.Homework设计自己理想中的房间，把它画出来，并向同伴描绘自己的房间。五、说板书设计Unit 4 Wheres my schoolbag?Section A ( 1a-2c )sofa bed chair table bookcasewhere in on under theyWheres the schoolbag? Its on/in/under-.Where are my books? Theyre on/in/under-. 4 / 4