七年级英语上册《Unit 4 Where is my schoolbag》教案 人教新目

广东省汕头市龙湖实验中学七年级英语上册《Unit 4 Where is my

schoolbag》教案 人教新目标版

题材内容 本单元以谈论 “室内物品”为话题,涉及两个方面：一是物品的名称,二是物品的方位。谈论时要注意名词的单复数。 教学目标 语言 知识 目标 功能 语法 词汇 语言 技能 目标 听 说 读 写 演示与表达 学习 策略 文化 意识 情感 态度 任务 自学策略 合作学习策略 谈论东西在哪儿. Where 引导的特殊疑问句,一般疑问句及简短回答；介词on, in, under表方位的用法。 Table, bed, dresser, bookcase, sofa, chair, drawer, CD, plant, alarm clock, math book, video cassette, hat 等. 能听懂有关物体方位,确认物品位置的对话。 能通过所学句型来询问与描述物品所处的地方。 能阅读包含Where?? 介词on, in, under有关物品方位介绍的短文. 能比较两幅图画中物品的不同处所,并用文字表述,或根据文字描述来画图。 面向全班作有关家庭房间物品摆设的介绍。 介绍自己房间物品的位置。 猜物品位置,猜别人的物品。 进一步了解中西方家庭教育的差异。 通过认知物品的位置，引导学生要爱护和管理好自己的东西。通过设计理想房间,使学生的空间意识得到扩展训练,为自己营造舒适的学习环境. 能运用所学知识介绍自己的房间布置,能请人帮你拿东西。 Where’s my backpack? 本单元以谈论 “室内物品”为话题,涉及两个方面：一是物品的名称,二是物品的方位。谈论时要注意名词的单复数。 教学目标 语言 知识 目标 功能 语法 词汇 语言 技能 题目 题材内容 谈论东西在哪儿. Where 引导的特殊疑问句,一般疑问句及简短回答；介词on, in, under表方位的用法。 Table, bed, dresser, bookcase, sofa, chair, drawer, CD, plant, alarm clock, math book, video cassette, hat 等. 能听懂有关物体方位,确认物品位置的对话。 能通过所学句型来询问与描述物品所处的地方。 1 听 说 目标 读 写 演示与表达 能阅读包含Where?? 介词on, in, under有关物品方位介绍的短文. 能比较两幅图画中物品的不同处所,并用文字表述,或根据文字描述来画图。 面向全班作有关家庭房间物品摆设的介绍。 介绍自己房间物品的位置。 猜物品位置,猜别人的物品。 进一步了解中西方家庭教育的差异。 通过认知物品的位置，引导学生要爱护和管理好自己的东西。通过设计理想房间,使学生的空间意识得到扩展训练,为自己营造舒适的学习环境. 能运用所学知识介绍自己的房间布置,能请人帮你拿东西。 学习 策略 文化 意识 情感 态度 任务 自学策略 合作学习策略 知识点解析：

1、 名词的单复数形式 （不可数名词一般没有复数形式） ﹡ 名词复数的部分规则： 情况 一般情况 构成方法 读音 例词 Book-books hat-hats apple-apples Tomato-tomatoes potato-potatoes photo-photos Bus-buses watch-watches Price-prices case-cases Comedy-comedies party-parties 加-s 清辅音后读/s/浊辅音和元音后读/z/ 加-s 或–es 读/z/ 以O结尾的词 以s, sh, ch, x等结尾的词 以ce, se, ze,(d)ge等结尾的词 以辅音字母加y结尾的词 加-es 加-es 变y为i, 再加-es 读/z/ 读/z/ 读/z/ 注：1)少数名词的单复数形式是不规则的，如 man→men woman→women child→children foot→feet tooth→teeth mouse→mice sheep→sheep deer→deer fish→ fish

2) 表示民族的名词，有的在词尾加-s, 有的单复数形式相同，如：Chinese, Japanese 3) news 是不可数名词。 2、介词解析（on, in, under）

a) in 表示“在??中（内）。在某个空间内部

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b) on 表示“在??上”，在一个面上，通常指一个人或物体在另一个物体的上面，二者之间有接触。

c) under 表示“在??下面”通常指一个人或物体在另一个物体的垂直下方，二者之间往往没有接触。 3、同近义词辨析

a) table 与 desk： “table”指供人们吃饭，喝茶，游戏，娱乐用的“餐桌，桌子、”等。一般都不带抽屉，可以是方的也可以是圆。“desk”指学生学习时用的“课桌，书桌”。老师，办公室人员用的“办公桌”等，一般都带有抽屉。

b) on the bed 与 in bed：“on the bed” 在床上，指某东西在床上。“in bed” 卧床，指人因病卧床，或卧床休息。

c) take 与 bring：“take” 意思为“带走；拿走”，指从说话人所在的地方带走某人或某物。“take?to?.”意为“把?..带到（给），把??.拿到（给）”。“bring”意思为“带来，拿来”，指把某人或某物带到说话人所在的地方。“bring?to?.”意为“把?..带来?. , 把??拿来?..”。

d) hat 与 cap：“hat” 指“帽子”时，表示有边的帽子，礼帽。“cap”指“便帽；军 （瓶帽）；（笔帽）” 4、定冠词the的用法

(1). 用来特指某人或某事物。 Eg: The book on the desk is our teacher’s. (2).常用在上下文提及的人或事物。

(3).用来指说话人双方都知道的人或事物。 Eg: Where is the teacher?

(4).表示世界上独一无二的事物 eg: he sun 太阳 the moon 月亮 the earth地球

(5).用在序数词前 eg: We have some classrooms on the third floor. (6).用在某些专有名词前 eg: the Great wall the USA (7).用在最高级前 eg: Which is the biggest animal on land? (8).用在一些习惯用语中 eg: In the morning\\ afternoon\\ evening (9).用在乐器前 eg: play the piano\\ drums\\ violin 5、where 引导的特殊疑问句。

“where”是特殊疑问词，意为“在哪里，在哪儿”，用来询问地点，位置，处所。基本句型

为“Where + 系动词 + 限定词 |+ 名词？”意为“某人或某物在哪儿？”当某人或某物

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是复数是，be动词用are，某人或某物为单数时，be动词用is，where 与 is 常缩写为 Where’s, where 与 are 一般不缩写。 教学活动设计：

测眼力：限时找出两个房间物品的不同。提高学生的兴趣及积极性。

记忆新词活动：将实物图片用滑动法呈现，测学生的瞬间记忆，巩固新词的学习。 小组活动：2人1组，甲生闭眼，乙生将其文具藏起，甲猜物品位置，直至猜中为止。两人轮流猜，猜测次数少的获胜。 Unit 4 Where’s my backpack?

Teaching design:

Period 1: Section A (1a—1c)

Period 2: Section A 2a, 2b, 2c, 3a, 3b, 3c, 4 Period 3: Section B 1a, 1b, 1c, 2a, 2b

Period4: Section B 3a, 3b, 3c, 4, Self-check

Period One

Sub Topic Functions Vocabulary: Structures Tasks Talk about the room Talk about where the things are. where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, they’re=they are Where’s ?? It’s in/on/under? Where’re?? They’re in/on/under? Listing Make a survey Step I Warming up

? Play an English song before class.

? Revise some school things by asking questions.

e.g.: What’s this? Is this a ?? How do you spell it? etc.

? Learn the new words in, on, under, behind ? by helping the teacher find

the lost things.

e.g.: T: Where’s my English book?

S1: It’s here. / I think it’s ? T: Oh, it’s on the desk. ?

T: Where’re my color pencils? S2: ?

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Teach the new word “where” and the use of “they”.

? Consolidate the prepositions by looking at the screen and answer the

questions:

Where’s ? ? Where’re??

Step II Presentation 一、New words learning

? Show the students a picture of a room, tell them this is a bedroom, let

the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, let the students answer, using the prepositions.

? Repeat with a sitting room and a study, teach the new words and practice

in the same way.

（设计意图：由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。） 二、Work on Section A 1a ~2b

1. Finish 1a: Match the words with the things in the picture (1 min) 2. Invite a student to say the answer, like: “table” is Picture E.

3. Do the 1b: Listen and number the things in the picture when you hear them. Step III: Listen and say

Listen and imitate the dialogues in Section A, 1b. Step IV Pair work (Make a dialogue with the classmate) Look at the picture in 1a and then make a dialogue as follow: S1: Where’s the backpack? S2: It’s under the desk. S1: Thanks. S2: You’re welcome.

Step V: Summary: A memory test

Show a picture of a room, give the students one minute to look at it, then

ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and places. (设计意图：通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。) Step VI Homework:

? Copy the new words and try to remember them. ? Make a survey: Interview one of your friends or teachers. Fill in the form

below. Name

Things Places 5

sofa Ms. Zhang/ Liu Hai 板书设计：

Unit 4 Where is my backpack? pen, ruler,

----Where is the book?

near the wall 设计意图：语言知识学习与实际生活相结合，培养使用英语的思维。

backpack, ----It’s on the desk.. keys, a set of keys

----Where are the pens?

----They are in the desk.

sofa, dresser, drawer?. 教学反思：

Period Two

Sub Topic Functions Recycled language Structure Tasks Talk about the room Talk about where the things are Where is?? It’s on/in/under? Where are?? They’re in/on/under?? Is the book / Are the books on the desk? Yes,? / No,? I don’t know. Listing Comparing Step I Warming up

Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words. (设计意图：根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。)

Step II Listen and imitate

1. Section A, 2a. Revise what the things are. Play the tape for students and let them number them.

2. Section A, 2b. Play the tape again, students number the things [1-6] in the picture. Imitate the dialogues.

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Step III A guessing game

A guessing game. Show the students a picture of a room with a few things in it. Have them guess the places of the other things.

e.g.: T: There is a bookcase in it. Is the bookcase near the bed? Ss: Yes, it is. / No, it isn’t.

(Write the general question and the answers on the blackboard.) Step IV Pair work

Section A, 2c. Look at the picture in 2b again. Students use general questions to ask and answer about the things in it. Step V Game: Find the difference

Section A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form. e.g.: SA: Where is the backpack? Is it under the table? SB: No, it isn’t. It’s on the table.

Things backpack pencil case books keys dog Picture 1 under the table Picture 2 on the table Ask some students to report their answer like this: In Picture 1, the pencil case is ? In Picture 2, the pencil case is?; In Picture 1, the books are ? In Picture 2, the books are ?

(设计意图：设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点， 再将它的不同点复述出来，其目的在于培养学生的语言组织能力。) Step IV Practice the drill “Where is / are??”

Present short dialogues, using pictures or objects to help.

Dialogue 1:

A: Where’s my bag?

B: I don’t know. Is it on the sofa? A: No, it isn’t. Dialogue 2:

A: Where’re my books?

B: I don’t know. Are they on the bed? A: Yes, they are.

Check the homework in Period One. Make reports to share the information they got from the friends or teachers, and give their simply assessment. 设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。

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Step IIV Summary and Homework:

Finish off the exercises in the exercise book (Section A) 板书设计：

Unit 4 Where is my backpack?

教学反思：

------Is it under the chair? ------Yes, it is. / No, it isn’t. -----Are they in the desk?

------Yes, they are./ No, they aren’t.

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Period Three

Sub Topic Functions Talk about the room Talk about where the things are Alarm clock; video cassette; CD; math book; computer game Recycled language Where’s ?? It’s in / on / under ? Where’re?? They’re in / on / under? Structure The math book is on the dresser. The CDs are on the bookcase. ?? Listing & sharing Tasks Step I Warming up Ask some to act out the dialogues in Section A, 2a & 2b.

Step II Presentation 1、New words learning

Show the students a picture of a room. Let the students say like this:

The alarm clock is on the table. The books are on the chair.

Let some students list some new words. Practice reading them.

2、Teacher shows two pictures to the students and asks the student to find out their differences, then fill in the blank.

The CD The clock The hat The alarm clock The math book

Picture 1 Picture 2 9

The tapes 3、Suppose the students to use a sentence to describe the differences in two pictures Eg: In Picture 1, the CD is on the wall, the hat is on the floor?. In Picture 2, the CD is under the desk?. Step III Work on Section B 1a~2b

1. Do 1a : Match the words with the things in the picture.

2. Play the tape twice for students to listen and circle the things Tommy wants from his room. Check the answers. ( Section B, 2a. )

3. Listen again. Write down the sentence about where Tommy’s things are. Check

the answers. ( Section B, 2b.)

4. Read the listening material in 2a and 2b. Step IV Group work: Decorate the room for Emma.

1. Show the students a picture of Emma’s untidy room. 2. Group work. Decorate the room for Emma. 3. Make a report.

Step V Summary and Homework

1. Copy the new words in Section B

2. Recite the dialogue in Section B 2a and 2b

板书设计：

Unit 4 Where is my backpack? a clock

an alarm clock The math book is on the dresser. a math book The CDs are on the bookcase. an English book CD/ video tape

a computer game / play computer games 教学反思：

Period Four

Sub Topic Ask for help 10

Language focus take?to; bring?to; can, need thing, room, desk, TV, floor, some The book is on the table. The pens are in the pencil case. I need ? for? Can you bring some things to school? Please take these things to ? . Comparing Problem solving & sharing Recycled language Structure Tasks Step I New words learning

Present the new words by making conversations with students. Show some pictures and words on the screen to help.

e.g.: T: What’s this? S1: It’s a room.

T: Do you have a room like this? S1: Yes, I do. / No, I don’t. (Repeat with the other words: TV, desk, ?) Show a card with a word and ask

e.g.: T: Can you spell this word? S2: Yes, I can. / No, I can’t. T: Can you spell your name? S3: Yes, I can.

T: Can you write your name? S4: Sorry, I can’t. I have no pen. T: You need a pen. ( Give him a pen.)

( Let the students know the meaning of “need”.)

T: I bring a red pen to the class every time. Now it is on the teachers’ desk. After class, I’ll take it to my office. ( Teach “bring”and “take”.) (设计意图：利用图片和已学过的句型导入新课；利用直观形体语言、动作、语境教等单词，激发学生思维，帮助学生理解和记忆生词。) Step II Find the differences

Show a picture of a room with a few things in it, give the students a short note about the things around the room to read, let the students try to find out the differences between the reading material and the picture. Circle the mistakes in the reading material. Make an orally report by looking at the picture again. Step III Read the note

1. The students read the note silently and draw the missing things in the picture. ( Section B, 3a.) (为了节省时间，教师可以让学生在图中标出数字来替代画图。) Practice reading the note loudly.

2. Look at the picture and fill in the blanks. ( Section B, 3b.) Students do it individually first, then check the answers. Step IV Creative work

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1. Make a telephone conversation to your family in pairs, tell him or her to bring you four things that you need for the sports meeting from your room, and where the things are.

2. Write down the note.( Section B, 3c.)

(设计意图：话题继续延伸，进一步鼓励学生发挥自己的想象力和主观能动性，并与实际相结合，提出自己的新观点，新思路和新方法。同时又使学生在写作方面得到训练) Step V Self-check

1. Revise the key words in different ways. Ask the students to spell them. 2. Let the students do Self-check 3 individually. Step VI Summary and Homework:

1. Finish off the exercises in the exercise book. 2. Revise the language items in this unit.

板书设计：

Unit 4 Where is my backpack?

need sth: 需要某物 need to do: 需要做某事 I need ? for?

bring: 拿来 bring ?to?. Can you bring some things to school?

bring?here

take: 拿走 take?to? take?there Please take these things to ? . 教学反思：

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