七年級新目標上Unit 4 Where’s my backpack教案

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1、Unit 4 Where’s my backpack? I．Teaching objectives單元教學目標 Skill Focus 聽 Listen for things Listen for location of things 說 Learn to talk about where things are 讀 Read about things’ positions 寫 Write things and things’ location 功 能 句 式 Talk about where things are Where’s…

2、? (P19) Where are…? (P19) It’s under the table. (P19) They’re on the sofa. (P19) It’s in the backpack. (P19) Is the baseball on the sofa? (P20) No, it isn’t. (P20) I don’t know. (P21) 詞 匯 1. 重點詞匯 where, table, bed, chair, plant, under, they, on, know, bag, math, CD, video, tape,

3、 hat, take, thing, to, mom, can, bring, some, need, floor, room, TV, desk 2. 認讀詞匯 dresser, bookcase, sofa, drawer, alarm, Tommy, Sally 3. 短語 video tape 語 法 Present tense to be Where questions Personal pronouns: it, they Prepositions: on, in, under 話題 Things and their positions II

4、. Teaching materials analyzing and rearranging 教材分析與重組 本單元圍繞著Where is my backpack?的話題，共設計了三個部分的內(nèi)容。通過教授本單元，使學生學會談論房間里物品的位置，能讀懂有關物品位置的便條，并學會寫便條讓朋友幫自己從房間里取東西。 Section A 讓學生通過活動，學習如何表達物品的位置，并能就物品位置進行提問。 1a, 1b, 1c 學習表示物品的名詞，并能物品的位置進行問答。重點運用where特殊疑問句進行談論。 2a, 2b, 2c 繼續(xù)學習談論物品的位置。重點學習is/are開頭的疑問句及其回答

5、。 3a, 3b, 3c, 4 學習談論自己常用物品的位置，并能就兩個房間物品擺放位置的不同進行問答。 Section B 學會通過觀察和聽音，來談論和記錄房間里物品的名稱和位置。 1a, 1b, 1c, 2a, 2b進一步熟悉表示物品的單詞，并能談論和記錄物品的位置。 3a, 3b, 3c, 4 學會閱讀和書寫便條，并能描述自己房間里物品的位置。 Self Check 檢測本單元所學詞匯知識，學會閱讀便條，并根據(jù)便條內(nèi)容畫出房間。 III．Class types and periods 課型設計與課時分配 Period 1 Listening and speaking （

6、Section A: 1a, 1b, 1c） Period 2 Listening and speaking （Section A: 2a, 2b, 2c） Period 3 Speaking and reading （Section A: 3a, 3b, 3c, 4） Period 4 Listening and speaking （Section B: 1a, 1b, 1c, 2a, 2b） Period 5 Integrating skills（Section B: 3a, 3b, 3c, 4） Period 6 Self check III. Teaching pla

7、ns for each period分課時教案 Period 1 Listening and speaking (I) Target language目標語言 1. Words & expressions生詞和短語 where, table, bed, chair, plant, under, they, on 2. Key sentences重點句子 Where’s my backpack? It’s under the table. Ability goals能力目標 Enable the students to learn to listen to and ta

8、lk about where things are. Learning ability goals學能目標 Help the students learn how to listen to and talk about where things are. Teaching important / difficult points教學重難點 How to talk about where things are. Teaching aids教具準備 A tape recorder. Teaching procedures and ways教學過程與方式 Step I War

9、ming up and lead in Ask the students to look at three pictures and talk about where things are in this procedure. T: Good morning / afternoon, boys and girls! Glad to meet you again. It’s a bad day for me today. I can’t find my book. Where is my book? S: Well, your book is on the desk. T: Than

10、k you. Where are my glasses? S: They are on your nose. T: Oh, yes. Thanks. … Try to give more students a chance to answer your questions. Step II Talking about the picture （1a: P19） Encourage the students to name the things in the picture and match the words on the left with the things

11、. T: Look at the picture. It’s Tommy’s room. He can’t find his things. Today we are going to help him find these things and learn how to talk about where things are. First look at the picture on page 19. What things can you name in the picture? Hold up the picture and point to an object. T: What

12、’s this in English? S: It’s a bookcase. Encourage or help the student to read out the word. Write it down on the blackboard. T: What are these? S: They’re books. Write “books” on the blackboard. … Show the words on the screen. Ask them to read the words correctly. After they have said th

13、e words, ask them to guess which thing in the picture each word refers to. T: Can you find these things in the picture for Tommy? If you can, match the words with the objects in the picture by writing the letters of the objects on the lines next to the words. Check the answers with the class.

14、 Step III Listening (1b: P19) Ask the students to listen to the conversations and number the things. T: Tommy is a good boy. But he always forgets things. Now he can’t find his books, pencil box and other things. And his father can’t find the keys. Where are these things? Now listen to the conve

15、rsations between Tommy’s family members and help them find out. For the first time, listen carefully and write down the things you hear. Play the recording. Then point out the boxes where the students will write a number for the things they hear and play the recording for a second time. T: Look

16、at the boxes beside the things in the picture. You’ll write the number in the box after listening to the conversation again. Check the answers. Then ask the students to read the conversation after the recording. Step IV Practice (1c: P19) Ask the students to work in pairs and make new conver

17、sations using the words in the box. T: Now, read the conversation in the box. And then work in pairs and use the words in the box to make new conversations with your partner. Sample dialogue 1: S1: Where’s the bowl? S2: It’s on the table. S1: Where are the apples? S2: They are in the bowl

18、. For further practice, the teacher can put some common classroom items in various positions around the room (in, on, and under other objects). Ask the students to work in pairs and practicing asking and answering the questions: Where is / are …? It’s / They’re … Step V Homework 1. Ask the st

19、udents to finish the exercises on page 13 in the workbook. 2. Learn the words in this unit (on page 108) by heart. Period 2 Listening and speaking (II) Target language目標語言 1. Words & expressions生詞和短語 baseball, key, pencil case, computer game, backpack 2. Key sentences重點句子 Is the base

20、ball on the sofa? No, it isn’t. It’s under the chair. Ability goals能力目標 Enable the students to talk about where things are. Learning ability goals學能目標 Help the students learn how to talk about where things are. Teaching important / difficult points教學重難點 How to talk about where things are.

21、 Teaching aids教具準備 A tape recorder. Teaching procedures and ways教學過程與方式 Step I Warming up and Lead-in In this procedure, ask the students to ask and answer some questions about where things are. T: Hello, everyone. This class we’ll begin with a game, “chain questions”. Work in groups. The

22、first student in your group asks a question, the second answers the question and asks the third students another question and so on. If you can’t answer or ask a question about where things are, please sing an English song or read an English text. First I’ll ask a question. T: Where is my book, Wa

23、ng Lin? S1: It’s on your desk. Where is your backpack, Ma Lin? S2: It’s under the desk. Where is your pencil, Li Jia? S3: It’s in my pencil case. Is your book on your desk, Huang Jiang? S4: No. It’s in my backpack. Is your sister at school? S5: Yes, she is. Is your …? Write “on” “under” “

24、in” and “at” on the blackboard. Try to encourage more students to join in the game. Step II Listening (2a, 2b: P20) Ask the students to listen to a conversation and number the things. T: Tommy has many things in his room. Look at the six things in the picture and say what Tommy has. S: F

25、rom Picture 1, I know Tommy has some books. S: From Picture 2, I know he has three keys. S: From Picture 3, I can see he has a computer game. S: From Picture 4, I can see he has a baseball. S: From Picture 5, I know he has a pencil case. S: From Picture 6, I can see he has a backpack. En

26、courage or help the students to write the words and expressions “book”, “key” “computer game”, “baseball”, “pencil case”, “backpack” on the blackboard. And ask the students to read the words and expressions together. T: Now listen to a conversation. In the conversation, Tommy is asking Sally about

27、 where his things are. For the first time, just listen carefully. For the second time, put the numbers 1-6 in the boxes in the right order, OK? Now listen. Ask the students to listen to the recording again and try to find where the things they hear are in the picture and number the things in order.

28、 T: Look at 2b. This is Tommy’s room. He doesn’t know where his things, after listening to the conversation again, find where each of his things is and number the things in order. Play the recording and then check the answers. Ask the students to listen to the conversation again and repeat aft

29、er the recording. Step III Practice (2c: P20) Ask the students to work in pairs and ask and answer questions about where the things in the picture above are. T: Look at Tommy’s room again. There are many things in it. Can you name some things in the room? S: Yes. A TV set, a sofa. S: A

30、 chair. S: A bed. T: Please work in pairs and ask and answer questions about the things in the picture above. A sample conversation: S1: Is the pencil case on the table? S2: No, it isn’t. S1: Where is it? S2: It’s under the sofa. … Then ask some pairs of students to act out their conv

31、ersations for the class. Step IV Grammar Ask the students to read the sentences in the grammar box and learn to use the prepositions at, in, on, and under. T: When you talk about where things are, you use at, in, on, and under. Now please read the sentences in the grammar box. Show the fol

32、lowing and ask students to read these expressions or sentences loudly. at at home / at school / at the door / at his desk Tommy’s sister is at home. Tommy is at school. in in the same school / in the bag / in my pencil-box / in our class / in the room / in Grade 7 My pen is in the pencil-

33、box. There is a fox in the box. on on the floor / on the wall / on the blackboard / on the desk The cup is on the table. My books are on the desk. under under the tree / under the chair / under her bed My shoes are under the bed. His bike is under that tree. Ask the students to pay

34、 attention to the use of “it’s” and “they’re”. T: Pay attention to the pronouns “it” and “they” in the sentences. We use It’s to talk about single object and They’re to talk about two or more objects. a pronoun to replace a singular noun, we usually use “it”, but when we use a pronoun to replace a

35、plural noun we use “they”. Clear? Now please read the following examples. Show the following. — Is my computer game on the table? — No, it isn’t. It’s on the bookcase. — How about my books? Are they on the bookcase, too? — No, they aren’t. They’re on the chair. Try to ask the students to m

36、ake new conversations about where things are using “it’s” and “they’re”. Step V Homework 1. Ask the students to remember the names of the things on page 20. 2. Ask the students to finish the exercises on page 14 in the workbook. Period 3 Speaking and Reading Target language目標語言 1. Words

37、 & expressions生詞和短語 don’t, know, bag 2. Key sentences重點句子 Where are the books? I don’t know. Ability goals能力目標 Enable the students to tell first names from last names in English. Learning ability goals學能目標 Help the students learn how to tell first names from last names in English. Teac

38、hing important / difficult points教學重難點 How to tell first names from last names in English. Teaching aids教具準備 Pictures of famous people. Teaching procedures and ways教學過程與方式 Step I Revision and Lead-in Greet the students as usual. Then ask them about where the things are. T: Very nice to s

39、ee you again. I forgot my book last period. Is my book on the desk? S: No, it isn’t. T: Then where is it? S: In the desk. Take the book out. T: Where’s my book now? S: In your hand. T: Right. Are your books on your desk? S: Yes, they are. … Step II Speaking and reading (3a, 3b:

40、 P21) Encourage the students to name the things in the picture and read the sentences on the right and then put them in order to make a conversation. T: Look at the picture. Tommy is looking for his things. And his sister doesn’t know where they are. Can you help him? S: Yes. Tommy’s books are

41、on the sofa. T: Well done. They are on the sofa. Where is his bag? S: Under the table. … Then ask the students to read the sentences in the box on the right and put these sentences in order to make a conversation. T: Boys and girls. Now please read the sentences in the box on the right. And

42、 then number the sentences in the box to make a conversation. Check the answers and ask the students to work in pairs to practice the conversation. T: Now please read the conversation in the picture and in a few minutes I will ask some pairs of students to read the conversation. Ask some pairs

43、 of students to read the conversation. Ask the students to ask and answer questions about the things in the picture. A sample conversation : S1: Where are the keys? S2: I don’t know. Are they on the dresser? S1: Yes, they are. … Step III Game (4: P21) Ask the students to play the game

44、 “Find the Difference”. T: Now it’s time to play a game. Look at the picture on page 19 and the picture on page 21. Are there any differences between them? Can you find the differences? S: Let me have a try. The backpack is on the table on page 21 but under the table on page 19. T: That’s rig

45、ht. Anything else? S: The books are on the bed on page 21 but on the sofa on page 19. T: Well done. …. Then ask the students to make conversations. A Sample conversation: S1: Are the books on the sofa? S2: No. They are on the bed. S1: Are the keys on the dresser? S2: No, they aren’t.

46、 … Step IV Homework 1. Ask the students to read the conversation in 3a. 2. Ask the students to practice talking about where things are. Period 4 Listening and speaking (III) Target language目標語言 1. Words & expressions生詞和短語 math, alarm, CD, video, tape, vide tape, hat, Tommy 2. Key se

47、ntences重點句子 Where’s the notebook? It’s on the bed. Ability goals能力目標 Enable the students to talk about where things are. Learning ability goals學能目標 Help the students learn how to talk about where things are. Teaching important / difficult points教學重難點 How to talk about where things are.

48、 Teaching aids教具準備 A tape recorder. Teaching procedures and ways教學過程與方式 Step I Warming up and Lead-in Talk with the students freely. T: Boys and girls. I think you have your own room. Can you remember where you put your nice things in your room? S: Yes, I can. T: Where is your basket

49、ball? S: Under my bed. T: Where is your computer game? S: On the table. … T: You are great. But Tommy is not so good. He put his things everywhere. Now let’s go and have a look at Tommy’s room. Step II Match work (1a: P22) In this procedure, the students will learn the names of some of

50、 Tommy’s things and match the words with the things in the picture. T: There are so many things in Tommy’s room. Can you say their English names? S1: Yes. A backpack, a computer game and books. S2: A bed, an alarm clock, pencils and CD. S3: A pencil case, a hat and a chair. … T: Thank you.

51、 You have done a good job. Please look at the words and then match them with Tommy’s things in the picture. Check the answers with the students. Ask the students ask and answer some questions about where things are. Step III Speaking (1b: P22) Ask the students to look at Tommy’s room for thr

52、ee minutes and then write down all the things they can remember without looking at the books. T: Now, please look at Tommy’s room for three minutes again and then close your books and write down all the things you can remember. T: What words can you remember, boys and girls? S: Bbackpack, comp

53、uter game … Encourage or help the students write the words they can remember on the blackboard and then ask them to read the words. Step IV Pairwork (1c: P22) Ask the students to work in pairs and talk about where the things in the picture are. T: Now let’s talk about where Tommy’s things

54、 are. First look at the example on the right. Then Work with your partner. One asks questions and the other answers. A sample conversation: S1: Where are the books? S2: They are on the bookcase and the chair. S1: Is the baseball in the backpack? S2: No, it isn’t. … Step V Listening (2a,

55、2b: P22) Ask the students to listen and circle the things Tommy wants from his room. T: Look at the words in the box. How many things in the box do you have? S1: I have books, pens, pencils, a ruler, a notebook and a math book. S2: And I have a video tape, CDs and a computer game. T: Very

56、 good. Do you like a computer game? S: Yes. T: What about CDs? S: I like CDs very much. … T: Next we’ll listen to a conversation between Tommy and his mom. Tom wants his mom to help him bring some things for class. Now listen and circle the things Tommy wants from his room. Check the answ

57、ers by asking students to read their answers. Ask the students to listen to the recording again and write where Tommy’s things are. T: For the last time, please write notes about where Tommy’s things are. Check the answers with the students. Step VI Homework Ask the students to 1. Do th

58、e exercises on page 15 in the workbook. 2. Practice talking about where things are. Period 5 Integrating skills Target language目標語言 1. Words & expressions生詞和短語 take, thing, to, mom, can, bring, some, need, floor, room, TV, desk, Sally 2. Key sentences重點句子 Here is my room. My TV is on th

59、e desk. Ability goals能力目標 Enable the students to write a note to a friend asking for things from their room. Learning ability goals學能目標 Help the students write a note to a friend asking for things from their room. Teaching important / difficult points教學重難點 How to write a note to a friend as

60、king for things. Teaching aids教具準備 A computer and a projector. Teaching procedures and ways教學過程與方式 Step I Revision and lead-in In this procedure, the students will learn what a note is. T: If you want to ask a friend to help you find something, what will you do? S: I make a phone call

61、to tell him where my things are. T: A good idea. S: I write where my things are on a piece of paper. T: Good. When you write something on the paper to tell someone something or to do something, we call it a note. It is a kind of short letter. Now let’s read a note from Feifei’s grandma. St

62、ep II Reading and drawing. (3a: P23) Ask the students to learn to read a note and try to draw the missing things in the picture on the right. T: Read the note aloud and try to find the things in Feifei’s room. S: I can’t find the things in the picture. T: Good. We can’t find the things in th

63、e room. Can you draw the things for Feifei? S: Yes. Check the answers. Step III Writing (3b, 3c: P23) In this procedure, ask the students to finish the note from Chenyang and learn to write their own notes. T: Boys and girls, look at the picture. This is Chenyang’s room. Can you find hi

64、s things in the room? S1: Yes. I can see a hat, an alarm clock and a notebook. S2: I see a picture, a pen and a cup. T: Very good. T: Chenyang wants some of his things and he writes a note for Chenguang. Now, please read the note and help him finish the note. Check the answers. Write the mi

65、ssing the words on the blackboard and ask the students to remember the words. Ask the students to work in pairs and write a note to their partners asking for four things from their rooms. Say where the things are. T: Boys and girls. It’s your turn to write a note to your friends. Ask them to bri

66、ng four things from your room. Do say where the things are. A Sample note: Dear Li Lan, Please take these things to me: My computer game, notebook, baseball and watch. The computer game is on the table. The notebook is on the bed. The baseball is under the table. The watch is on the dresser. Thanks, Wang Li Step IV Groupwork (4: P23 Ask the students to draw their ideal