人教版英语七上Unit4 Where's my schoolbag？Section A（1a-2d）表格式教学设计

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1、人教版英语七年级上册unit4 Section A Wheres my schoolbag?第一课时教学设计Teaching Goals :New teaching syllabus says Language is for communication. we should try to develop students four skills and lay special emphasis on speaking and listening. I think we should put the Ss in the first place. We should care for their

2、learning process, their development and their differences. We should get them to understand the western culture better. It is very important to improve their ability to discover, analyze and solve the problem. Ill do my best to carry out the following theories:1. Ill make the Ss the real masters in

3、class while I act as director. I will help the Ss to have healthy personality. Ill provide them chances as many as possible to speak loudly and express themselves in English.2. Ill pay more attention to cultivate their ability of using language Ill combine the language structure with the language fu

4、nctions. Let them know“Learning by using, learning for using.”3. Ill let Ss know“Teamwork is very important.” They should help each other to finish the tasks to share the joy of learning. Ill let Ss receive some moral education.Teaching Content:The main content of this unit is to talk about “ Things

5、 around the house”. In this unit, students learn how to ask and answer questions about where things are. They learn the key vocabulary and preposition of place, such as on ,in ,under. It not only improves students listening, speaking, reading and writing skills but also it can enable students to kno

6、w its a good habit to keep a room clean and tidy.Teaching Aims and Demands：Knowledge and Ability ObjectsKnowledge ObjectsVocabulary1. Learn and identify and some words about furniture: table, bed, , bookcase, sofa, chair.2.Understand and learn to use the preposition of place: in,on,underStructureMas

7、ter where questions.Target LanguageLearn and grasp the sentence structure about asking and answering where the things are: Wheres .? It s on /in/under theWhere are ?They are in/on/undertheAbility Objects1.Get Ss to listen for things and location of things. Enable Ss ask and answer about where things

8、 are .2.Enable them to do free and fluent conversational practice using the target languages.3.Continue to cultivate their basic skills: speaking , listening ,reading, and writing and improve their communication ability.4.Develop their ability to think independently.Process and MethodsLearning Proce

9、ss1. In this class, Ss are centered as the principal part in the teaching procedure with the leading of the teacher. To inspire their interest to learn and lead them to actively explore, discover and solve the problems, Ill design different activities and situations. Through some pictures, activitie

10、s and situations, they will watch,listen,read,think,guess and speak. They will try to grasp the chance of communication in English with new words and target language. They can experience the class happily.2.They will finish tasks individually, in pairs, in groups. I will also guide the Ss to do prep

11、aration , to summarize and to do exercises.Teaching Methods1.New teaching syllabus encourages teachers to useTask_based language teaching. It can make Ss the real masters in class .It is helpful to increase their interest .2.In order to attract their attention, arouse their interest and create a goo

12、d atmosphere for communication, Ill adoptCommunicative Approach. Though listening ,speaking and discussing, they can grasp teaching content easily.3.In order to improve teaching result and make them reach a better understanding of the text .I will adoptSituation Approach. I will design different sit

13、uations and suppose they are a member of them .So they must be interested and to take active part in the activities.Through different communication ,situation ,task, I will enable them to do free and fluent conversational practice using target languages, continue to cultivate their basic skills: spe

14、aking , listening ,reading, and writing and improve their communication ability, and develop their ability to think independently.Emotion attitude and Values1.Enable the students to form a correct attitude to life. Make them love their families and bring up a habit of being tidy.2.Students should ta

15、ke good of their things.3. Enable them to cooperate with others actively and share the joy of learning.Teaching Important Points1. New words: bed,dresser,table,bookcase,backpack.2. Preposition of place: in, on, under.3. Where questions and Yes/No questions.4. Train students communicative competence.

16、5. Train students listening, speaking, reading and writing skills.Teaching Difficult Point1.Enable students to express themselves with target language freely and fluently.2.Enable students to tell the differences between Where questions and Yes/No questions.3.There are many new words in this class.

17、Its difficult for them to grasp all of them quickly.4.To train students communicative ability.Teaching CommentsI think Ill make comments in every step all over the class. During the teaching process, I will think much of their learning process, their courage and confidence. According to their presen

18、tation, I will give different comments. I will try to use positive words, such as: Well done. Excellent. You did a good job. to encourage them. I will get them to comment each other, comment by themselves. Through competition game, they can get comments from different ways. In this way, the atmosphe

19、re of class will be more exciting.Teaching AidsMulti-media computer. Some objects.Teaching Procedures:Teaching ProceduresTeaching DesignsPurpose for the DesignsLeading in1.English song and game .2.Greeting1.Beginning the class in music will offer the Ss a light and easy atmosphere2.Greeting with the

20、m warmly can make them confident.PresentationPre-task, 1a.1.Design a situation: Welcome the students to my room ,show and teach them some new words about furniture. (Teacherstudents)2.Game: Show them some pictures with some furnitures ,after a while one of them is missing. Let them tell me what is m

21、issing. (Teacherstudents)3.1a. Describethe illustrationof this part in book to students carefully, let them observe the picture and discuss with them to match the words with the things in the picture.(Teacherstudents)1.I will try to present new words clearly and create lively atmosphere for communic

22、ation toactivate their interest to learn.2. Through game, let them be more familiar with the new words about furniture.3. Through this step, make them grasp the new words. Discussing with them can share the joy of learning with students.ListeningWhile-task, 1b .1.Call students attention to the illus

23、tration of book in 1b .Get students to look at what are in the picture and where they are. (Teacherstudents)2.Read the instructions to the students and make sure students know what to do. (Teacherstudents)3.Play the recording for the first time. Students only listen. Play the recording a second time

24、. Students write in their answers. Check the answers with the whole class. (Teacherstudents)This activity provides students with listening practice to understand the target language .Presentationand Practice1.Introduce a mouse named Tom to the class and teach them preposition of place in,on,under, m

25、ake Ss understand them.(Teacherstudents)2.Use my pencil, eraser, pen and pencil case to demonstrate how to express where the things are, ask and answer with Ss by target language:Wheres.?Its on/in/under the(Teacherstudents).3.Then show some pictures to make them practice in pairs. (Studentsstudents)

26、As for plural form sentence structure: Where are ?They are in/on/underthe, I will show them some pictures to make them understand (Teacherstudents),and then let them work in pairs to discuss where the things are. (Studentsstudents)1. In this step, I want to make them understand the meaning of “where

27、, in/on/under”. This activity can make Ss excited, and develop their ability to think independently. Meaningwhile next stepis based on this step, so it is very important and necessary.2.The aim of this activity is to demonstrate how to use the preposition in,on ,under and how to ask and answer where

28、 the things are,.3. This activity provides students with oral practice to understand the target language , and makes themcooperate with others actively .PracticePost-task 1c .Work in pairs: Give Ss Picture A and B, talk about the pictures with them and then let them practise in pairs with target lan

29、guage and then let them show their dialogue. (Teacherstudents andStudentsstudents)This activity gives students oral practice using the target language. It will help to cultivate the Ss ability to analyze, practise and innovate andstrengthen the cooperation among themselves.Consolidation and Extensio

30、nCompetition and Guessing game: Ill divide the class into 2 groupsboys and girls and have a competition .1.Find differences: .Show them Picture A and B.There are five differences in the two pictures. Let them try to find them. If anyone can answer correctly, I will give their group a star. (Teachers

31、tudents)2.Show some pictures andlet them help me to find the things.(Teacherstudents)If anyone can guess correctly, I will give their group a star. (Teacherstudents)In the end, the group which has the most stars is winner.3.Do some exercise. (Teacherstudents)1.Through competition, train their abilit

32、y to think actively, make them cooperate with others and inspire their interests to take an active part in the competition。2.Through this step, make them be familiar with sentences: Is it in/on/under?Are they in/on/under?3.Consolidate what we learned in this class.Summary and Homework1.Let them sum

33、up what we have learned in this class. (Teacherstudents)2.Draw a picture of your room.Then describe it to your classmates. (Students)1.Bring up a good learning habit2.Connect class to their life.Designed On the BlackboardUnit 4Where is my backpack?Where is-?Its on/in/under-. 方位介词Where are-?Theyre on/in/under-on in under