Unit 4 教案(共计18页).doc
- 【下载声明】
1. 本站全部试题类文档,若标题没写含答案,则无答案;标题注明含答案的文档,主观题也可能无答案。请谨慎下单,一旦售出,不予退换。
2. 本站全部PPT文档均不含视频和音频,PPT中出现的音频或视频标识(或文字)仅表示流程,实际无音频或视频文件。请谨慎下单,一旦售出,不予退换。
3. 本页资料《Unit 4 教案(共计18页).doc》由用户(金钥匙文档)主动上传,其收益全归该用户。163文库仅提供信息存储空间,仅对该用户上传内容的表现方式做保护处理,对上传内容本身不做任何修改或编辑。 若此文所含内容侵犯了您的版权或隐私,请立即通知163文库(点击联系客服),我们立即给予删除!
4. 请根据预览情况,自愿下载本文。本站不保证下载资源的准确性、安全性和完整性, 同时也不承担用户因使用这些下载资源对自己和他人造成任何形式的伤害或损失。
5. 本站所有资源如无特殊说明,都需要本地电脑安装OFFICE2007及以上版本和PDF阅读器,压缩文件请下载最新的WinRAR软件解压。
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- Unit 教案共计18页 教案 共计 18 下载 _七年级上册(2011)_人教版(2024新)_英语_初中
- 资源描述:
-
1、 1 Unit 4 Wheres my schoolbag? 一、单元教材分析一、单元教材分析 本单元主要内容是谈论物品的所在位置,通过这一话题,训练学生的听、说、读、写四项基 本技能, 让学生通过询问物品的位置, 学习一些物品的单词, 及方位介词 on , in , under ,behind 等 的用法;使学生学会基本句型 “Wheres ? Its ”及“Wherere ? Theyre ”,进一步体会 “Where? YesNo”疑问句的用法; 学会运用方位介词“oninunderbehindnext to“表达物品 的位置。 理解关连词 and 在句子中的用法。 通过以上几个方面的学
2、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。使学生养成干净、整洁、合理摆放物品的好习 惯。 二、单元学情分析二、单元学情分析 本单元的主题是谈论话题“Things around the house”学习询问“物品的位置”,使学生学会基本 句型“Wheres ? Its ”及“Wherere ? Theyre ”同时引导学生采用 Listening for key words, in
3、ferring vocabulary 和 Role playing 的学习策略,学会运用方位介词“oninunderbehindnext to”表达物品的位置。本单元的话题内容与学生的实际生活联系紧密,学生们容易接受,也便于形 成英语学习的兴趣,坚定学好英语信心。 三、单元教学建议三、单元教学建议 采用自主学习、小组合作学习、Personalizing 和 Role playing 的学习策略,利用教学图片制作 多媒体课件来展开课堂 Pair work, Group work 口语交际活动,进一步体会 “Where? YesNo” 疑问句的用法。 四、单元课时分配四、单元课时分配 本单元可用
4、4 课时完成教学任务: Section A (1a-2d) 用 1 课时 Section A (Grammar Focus-3c) 用 1 课时 Section B (1a-2c) 用 1 课时 Section B (3a-Self Check) 用 1 课时 2 Period 1 Section A (1a-2d) 一、教学目标:教学目标: 1. 语言知识目标:语言知识目标: 1) 能掌握下列词汇: where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head
5、 2) 能掌握以下句型: Wheres? Its in/on/under Wherere? Theyre in/on/under Is the in/on/under? Yes, it is./ No, it isnt. Are the in/on/under? Yes, they are. /No, they arent. 2) 学会运用方位介词 in, on, under 和 where 句型表述物品所在的位置。 2. 情感态度价值观目标:情感态度价值观目标: 培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐 趣,逐步培养学生们对英语学习的兴趣。 二、教学重难
6、点教学重难点 1. 教学重点: 1) 方位介词 in , on , under , behind 的用法。 2) Where 的特殊疑问句和 Is . . . ? 、Are一般疑问句及其肯定和否定回答。 2. 教学难点: 1) 学会正确描述物品作在的位置; 2) 学会询问自己或他人物品的具体位置; 三、教学过程三、教学过程 . Warming-up and revision 1. (Prepare some school things.) T: Whats this? (There is a watch in the teachers hand.) S1: Its a watch. Yes y
7、ou a right. Here you are. T: Is this a notebook? (holding up a notebook .) S2: Yes it is. T: How do you spell notebook? S2: N-O-T-B-O-O-K, notebook. 3 T: Good. (Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.) T: Whats this? S3: Its a schoolbag. T: I have a school
8、bag for you as a present, (Looking for it in the desk, under the chair . . . ) but I cant find it . Wheres it? Do you know? S3: I dont know. S4: I think its in your desk. T: (Look into the desk.) No, it isnt. Now, lets look for the backpack together, OK? (Write down the title on the blackboard.) 2.
9、Work on 1a. Now lets look at the picture in 1a. Match the words with the things in the picture. Check the answers with the class. . Presentation 1. Present the furniture T: Look at the big picture on the screen. This is a big nice room. I want to own such a room. Because there is some nice furniture
10、 in it. Do you know the names of the furniture? (Show a picture of a bed and a bookcase.) T: Whats this? Its a bed. “BED”. Read after me. B-E-D, bed. Ss: B-E-D, bed. T: Whats this? Its a sofa. S-O-F-A, sofa. Ss: S-O-F-A, sofa. (Teach the other words bookcase /table/chair/desk/hat/head in the same wa
11、y.) 2. Present in/on/under T: Where is my book? Its on the desk. (Put a book on the desk.) S1: Its on the desk. T: Where is my book? Its on the desk. (To all the students.) Ss: Its on the desk. T: Where is my pen? Its in the pencil case. (Put a pen in the pencil case and ask.) S1: Its in the pencil
12、box. T: Where is my pen? (To all the students.) 4 Ss: Its in the pencil box. T: Where is my schoolbag? (Put a schoolbag under the desk and ask this question.) S1: Its under the desk. T: Where is my schoolbag? (To all the students) Ss: Its under the desk. Write “in, on, under“ on the blackboard. . Li
13、stening 1. Let Ss listen to the tape and finish 1b. 2. Ss listen to the tape and number the things 1-4in the picture. (学案) 3. Check the answers with the class. . Pair work 1. Practice the conversation in 1a with your partner. 2. Ss practice the conversation. Then ask some pairs to act out the conver
14、sation. 3. Then make your own conversations using the words in the box (in/on/under). Ss may look at the picture in 1a and make their own conversations. They can also using school things around them to make their own conversations. 4. Ask some pairs to act out their conversations. . Listening 1. Ask
15、 the students to spell the words in the picture in 2a. T: First, look at the pictures on the screen. What are these? S1: They are books. S2: They are some keys. T: Whats this? S3: Its a computer game. T: Is this a ruler? S4: Yes, it is. T: Is this a pencil box? S5: Yes, it is. T: What about this? S6
16、: Its a schoolbag T: Can you spell it? 5 S4: Yes, S-C-H-O-O-L-B-A-G, schoolbag. 2. T: Now, listen to the recording and look at 2a. Number the things from 1-6. T: Check the answer. (Students give the answer.) 3. T: Now, listen again. Lets do 2b. Find out where are the things from 2a? Number the thing
17、s in the pictures 1-6. (Play the tape again and check the answer.) T: Who can answer? S1: The computer game is on the backpack. S2: The books are S3: The pencil box is S4: The schoolbag is S5: The ruler is S6: The keys are . Pair work T: Look at the picture. Are the books on the sofa? Ss: No, they a
18、rent. Theyre on the table. T: Is the schoolbag under the table? S: No, it isnt. Its on the sofa. (write the four sentences on the blackboard. Let the students ask and answer questions about the things in the picture in 2b.) . Role-play 1. Jack is a forgetful boy. He always doesnt know where his thin
19、gs are. Lets help him find his things. Match the things with the right places below. (Let Ss look at the screen. There are some things and some places) bag on his head map on the sofa hat on the bed in his grandparents room 2. Ss read the conversation and match the things with the right places. 3. C
20、heck the answers. 4. Now practice the conversation with your partner. Then let some pairs act out the conversation. 6 5. 评价: (让学生们对自己的表现及语言表达能力进行自我评价,在小组内评价,然后进行评 出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。 ) Homework: 7 Period 2 Section A (Grammar Focus-3c) 一、教学目标:教学目标: 1. 语言知识目标:语言知识目标: 1) 进一步掌握一些表示家具的名词以及学习用品
21、的单词; 2) 进一步熟练运用方位介词表述物品所在的位置。 3)在不同情景下熟练运用以下句型来询问及回答事物的位置。 Wheres? Its in/on/under Wherere? Theyre in/on/under Is the in/on/under? Yes, it is./ No, it isnt. Are the in/on/under? Yes, they are. /No, they arent. 4)总结归纳询问事物位置的句型及回答语。 2. 情感态度价值观目标:情感态度价值观目标: 进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习 的乐趣,
22、逐步培养学生们对英语学习的兴趣。 二、教学教学重难点重难点 1. 教学重点: 1)总结归纳询问事物位置的句型。 2)在不同情景下正确运用所学的句型来询问与回答事物的位置。 2. 教学难点: 1)训练学生们在不同情景下运用所学的句型来询问与回答事物的位置的能力。 2)能在实际生活情景中中运用所学的句型来询问与回答事物的位置。 三、教学过程三、教学过程 . Warming- up and revision 1. Sing “Where is Tom?” song (like “Two tigers”) Where is Tom? Where is Tom? Its in the case. Its
23、 in the case. Where is Tom? Where is Tom? Its on the case. Its on the case. Where is Tom? Where is Tom? Its under the case. Its under the case. 2. Ask and answer the school things around them. 8 (Put S1s pencil box on the desk) T: Where is your pencil box? S1: Its on the desk. (Then put it in his de
展开阅读全文