2019-2020年七年級(jí)英語(yǔ)Where’s my backpack教案 新課標(biāo) 人教版.doc

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2019-2020年七年級(jí)英語(yǔ)Where’s my backpack教案 新課標(biāo) 人教版 教學(xué)內(nèi)容： 本單元主要內(nèi)容是談?wù)撐锲返乃谖恢?，通過(guò)這一話(huà)題，訓(xùn)練學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)基本技能，讓學(xué)生通過(guò)詢(xún)問(wèn)物品的位置，學(xué)習(xí)一些物品的單詞，及方位介詞 on , in , under ,behind 等的用法；學(xué)習(xí)并掌握where句型的運(yùn)用，使學(xué)生養(yǎng)成干凈、整潔、合理擺放物品的好習(xí)慣。 教學(xué)目標(biāo)： 1、 知識(shí)目標(biāo)： A、 學(xué)會(huì)一些表示家具的名詞以及學(xué)習(xí)用品的單詞； B、 方位介詞，如：in , on , under , behind的用法； C、 學(xué)會(huì)運(yùn)用方位介詞和where句型表述物品所在的位置。 2、 能力目標(biāo)： A、 學(xué)會(huì)正確描述物品作在的位置； B、 學(xué)會(huì)詢(xún)問(wèn)自己或他人物品的具體位置； C、 能夠合理地描述和設(shè)計(jì)房間。 3、 情感目標(biāo)：培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣。 教學(xué)難點(diǎn)、重點(diǎn)： 重點(diǎn)：A、方位介詞 in , on , under , behind的用法。 B、Where的特殊疑問(wèn)句和Is this a/an . . . ?一般疑問(wèn)句的肯定和否定回答。 C、學(xué)習(xí)名詞 bed , dresser , bookcase ,backpack . . . 難點(diǎn)：A、能夠正確運(yùn)用方位介詞描述物品作在的位置； B、能夠運(yùn)用Where的問(wèn)句找到物品位置。 課時(shí)安排： 第一課時(shí) Section A 1a-1c 第二課時(shí) Section A 2a-4 第三課時(shí) Section B 1-2b 第四課時(shí) Section B 3a-4 Self-check Period One 教師：準(zhǔn)備一個(gè)帶有家具的房間的多媒體課件或掛圖，搜集圖片、卡片、一些學(xué)習(xí)用品的實(shí)物，以及鬧鐘、光盤(pán)、數(shù)學(xué)書(shū)和其他日常用品。 學(xué)生：彩筆 學(xué)生用品、大白紙、課本所涉及的單詞的實(shí)物。 學(xué)步驟 Step One: Present the New words. ①Warming up. (Prepare some school things for the students as presents .) T: What’s this ? (There is a pencil in the teacher’s hand .) S1: Yes you a right . Here you are . (give it to the student as a present .) T: Is this a ruler ? (hold up a ruler .) S2: Yes it is. T: How to spell ruler ? S2: R-U-L-E-R , ruler . T: Good , here you are. (Hold up a pen , an eraser , a notebook and so on . Ask the questions in the same way . And give the presents to the students .) T: What’s this ? S3: It’s a backpack . T: I have a backpack for you as a present ,(Looking for it in the desk , under the chair . . . ) but I can’t find it . Where’s it ? Do you know ? S3: I don’t know . S4: I think it’s in your desk.. T: (Look into the desk.) No ,it isn’t .Now , let’s look for the backpack together , OK ? (Write down the title on the blackboard .) ②Learn the New words. 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 in it . Do you know the names of the furniture ? (Show a picture of a bed and a dresser .) T: What’s this ? It’s a bed . “BED” . Read after me .B-E-D , bed. Ss: B-E-D , bed. T: What’s this ? It’s a dresser . D-R-E-S-S-R , dresser. Ss: D-R-E-S-S-R , dresser. (Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .) 通過(guò)師生互動(dòng)，激發(fā)學(xué)生思維，并用學(xué)過(guò)的句子導(dǎo)入新課。 利用多媒體課件創(chuàng)設(shè)情景，直觀地呈現(xiàn)單詞，使學(xué)生在語(yǔ)境中理解單詞。 T: Read the words aloud . ③Present the words in , on , under , behind using the objects . T: Where is my book ? It’s on the desk . (Put a book on the desk .) T: Where is my bag ? (Put a bag on the desk and ask this question .) S1: It’s on the desk . T: Where is my bag ? (To all the students) Ss: It’s on the desk . T: Where is my pen ? It’s in the pencil case . (Put a pen in the pencil case and ask .) T: Where is my ruler ? (Put a ruler in the pencil case , too .) S1: It’s in the pencil case , too . T: Where is the ruler ? Ss: It’s in the pencil case . (Then learn the other two prepositions “under”, “behind” in the same way . ) ④Present the words . T: Now , please look at the screen , where is the ball in Picture 1 ? S1: I think it’s in the box . T: Where is the ball in Picture 2 ? S2: It’s on the box . T: Where is the ball in Picture 3 ? S3: It’s behind the box . T: Where is the ball in Picture 4 ? S4: It’s under the box . T: There are some pictures on the screen , please match the sentences and the pictures . 1: The cat is under the chair . 2: The cat is on the bed . 3: The cat is behind the door . 4: The cat is in the box . 5: The cat is next to the plant . 通過(guò)實(shí)物所在的位置直觀地呈現(xiàn)乏味介詞。 利用多媒體課件創(chuàng)設(shè)語(yǔ)言情景，準(zhǔn)確呈現(xiàn)物品之間的位置關(guān)系，讓學(xué)生在真實(shí)的情景中理解和掌握方位介詞。 讓學(xué)生把句子和圖畫(huà)匹配起來(lái)，鞏固方位介詞的用法。 6: The cat is on the chair . T：Please open your books and do 1a quickly as you can. (After doing 1a,check the answer.) Step Two :drills . ①Practice the drills . T: This time , use the school things around you to practice the conversation . T:Where’s the watch? (Hold up a watch in the hand.) S1: It’s in your hand. T: Where’s the bag? (Put a bag on the chair.) S2: It’s on the chair. (Ask the students to practice the dialogue like this. Then get some pairs to act it out.) ②Introduce a room and listen to the tape. T: This is Tommy’s room, but he can’t find his books, his pencil case, his baseball, his puter game and his keys, please help him find the things. Listen and number [1-5] the things in the picture. (Play the recording and then check the answer.) Step Three: Play a game. T: Now, we will play a game , I have a new ruler, all the students close your eyes, and I hide it in our classroom. Please guess, Where is it ? If your answer is right, it is yours. Please ask like this Is it on the desk? Is it on the floor? Are you ready? S1: Is it in the ...? T: No,it isn’t. S2: Is it under the…? T: No, it isn’t. S3: Is it behind the…? T: Yes, it is. Please find it out .Here you are.(Give the ruler to him.) (Ask three or four students to e to the front to hide three or four new school things, others look for them.) T:Who can e here to hide my new pen? Ss: I can. (After playing the game, some students who can find the school things will have them.) Step Four: Task. T: Look at the picture on the screen. This is Mary’s room. In groups of four , describe where the things are in the room.(Prepare 讓學(xué)生用身邊的學(xué)習(xí)用品操練句型，達(dá)到熟練運(yùn)用where提問(wèn)。 用學(xué)過(guò)的一般疑問(wèn)句以游戲的方式操練本節(jié)課所學(xué)內(nèi)容以增強(qiáng)趣味性。 利用屏幕上所給圖片，描述Mary房間物品的位置，強(qiáng)化句型。 For five minutes.) S1: Is the book on the desk? S2: Yes, it is. Is the backpack under the chair? S3: No, it isn’t. It’s… Where are the keys? S4: They are… Homework: Make a play. There is a man. His name is “forgetful”. He always forgets somethings, and he always asks Where is / are my …? Please make a short play and next class we will act it out. Period Two 課前準(zhǔn)備 教師:準(zhǔn)備表格、一些學(xué)習(xí)用品和多媒體教學(xué)課件。 學(xué)生：表演短劇的道具、表格。 教學(xué)設(shè)計(jì) Step One: Check the homework.（運(yùn)用所學(xué)句型表演短劇。） (The students practice the short play “forgetful” for three minutes so that they can act it out well.) T:Which group can act the play out? Ss:We can.(e to the front.) S1:My name is “forgetful”, I want to work , but ,but … Where are my …? S2: (e to him ) Are they on the…? S1: No, it isn’t. S3: Are they in your…? S1: Oh, yes, it is. But where is my ID card?... (Some groups act it out.) Step Two: Review the words.（利用多媒體教學(xué)課件復(fù)習(xí)學(xué)過(guò)的單詞，為下面的聽(tīng)力訓(xùn)練做鋪墊。） 1. Ask 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. T:What’s this? S2: It’s a baseball. T:What’s this? S3: It’s a puter game. T:Is this a backpack? S4:Yes,it is. T: Can you spell it? S4: Yes, B-A-C-K-P-A-C-K,backpack. (Review the other words in the same way.) T:Now, listen to the recording and look at 2a. Number the things from 1-6. T:Check the answer.(Students give the answer.) T:Now, listen again. Let’s do 2b. Find out Where are the things from 2a? Number the things in the pictures [1-6].（通過(guò)聽(tīng)力訓(xùn)練檢測(cè)學(xué)生對(duì)所學(xué)知識(shí)掌握的情況，培養(yǎng)學(xué)生聽(tīng)的能力。） (Play the tape again and check the answer.) T:Who can answer? S1:The puter game is on the backpack. S2:The books are … S3:The pencil case is … S4: The backpack is… S5: The baseball is… S6: The keys are … Step Three: Practice the drills.（根據(jù)聽(tīng)力材料中的句型，利用圖片再次進(jìn)行鞏固練習(xí)。） T: Look at the picture. Is the baseball on the chair? Ss:No, it isn’t. It’s under the chair. T: Are the books under the table. S:No,they aren’t. They’re on the chair. … (write the four sentences on the blackboard. Let the students ask and answer using their own thigns.) S1: Is your ruler on your pencil case? S2: No, it isn’t. It’s in my… S3: Are your keys in your pocket? S4:No, they aren’t. They are in my… (Let them ask and answer in pairs as many as they can to improve their oral ability.) Step Four: Present the grammar and practice.（利用實(shí)物呈現(xiàn)語(yǔ)法。） 1. Grammar focus. (The teacher collects some school things on her desk, them hides them to ask some questions.) T:Where is the baseball? (Put a baseball in the desk) S: It’s in … T: Where is the dictionary? Ss: It’s on/ under/ behind… T: Where’re the books/ your keys? S:They’re on the chair./ in your pocket… (Then the teacher writes the sentences on the blackboard.) T: Please pay attention to the sentences. We use “It’s” to talk about single objects and “They’re” to talk about two or more objects. “Where’s, It’s and They’re” are contractions. Make a survey.（運(yùn)用調(diào)查表來(lái)鞏固句型。） T: Make a survey about your classmates’ things using Where is/are…? And then fill in the chart. Name Things Ruler Pencil case Dictionary Keys Lucy Tom Tommy Lily 2. Make a conversation.（看圖操練句型。） T: Who can put these sentences in order to make a conversation in 3a. S1:We can.Where’s the bag? S2: I don’t know.Is it on the dresser? S1: No, it isn’t. T:Prepare a new dialogue for three minutes just like this. You can use your own things. (Later, ask more pairs to practice their conversations as quickly as they can.) Step Five: Practice the drill “Where is / are…?” (Make a conversation with a student.) T:Look at the picture in 3c. Where are the books? S1: I don’t know. T: Where are the keys? S2: They are on the dresser. T: Work in pairs. Make a similar conversation like this. S1:Where is the baseball? S2: It’s… S3:Where is the…? S4: I don’t know. S5: Where are the…? S6: … S7: Where is the pencil case? S8: It’s… (Let the students ask and answer according to the picture in 3c or using their own things.) Step Six: Task.（設(shè)置任務(wù)，通過(guò)對(duì)比的方式讓學(xué)生理解方位介詞。） T:Student A looks at Picture 1 (Textbook P21,4) student B looks at Picture2 (Textbook P19,1a)Ask and answer in pairs. Sample: 1. Sa: Where is the backpack? Is it under the table? Sb: No, it isn’t. It’s on the table. 2. Sa: Where are the books? Are they on the sofa? Sb: No, they aren’t. They are on the bed. …... T: Let’s find out the differences between the pictures.Where is the backpack? Is it on the table? (Look at Picture 1) Ss: No, it isn’t. It’s under the table. (Look at Picture 2) T: Where are the books?Are they behind the sofa? (Look at Picture1) Ss: No, they are on the sofa. (Look at Picture 2) (Ask some pairs to make the dialogue and find out some differences.) T:Fill in the chart according to the pictures.（利用表格直觀體現(xiàn)出兩幅圖的不同點(diǎn)。） Things Picture1 Pictuer2 Pencil case in the backpack on the table Books Backpack … T:Who wants to report it? S1: I want to . In Picture 1, the pencil case is… In Picture2, the pencil case is… S2: In Picture 1, the books are… In Picture2, the books are… (Ask other students to report it.) Homework. T: Make a survey after class. Ask some of your classmates “Where is…? Where are…?” Fill in the chart. Name Things Bed Clock puter game Ball Jim Amy Period Three 課前準(zhǔn)備 教師：搜集學(xué)習(xí)用品、日常用品的圖片及單詞卡片。 學(xué)生：準(zhǔn)備學(xué)習(xí)用品、日常用品。 教學(xué)設(shè)計(jì) Step One:Present the new words. T: I have some things on my desk, I think you can tell me how to say them. T: What’s this? (Hold up a book in the hand) Ss: It’s a book. T: Yes, it’s a math book. Read after me. M-A-T-H-B-O-O-K, math book. Ss: M-A-T-H-B-O-O-K, math book. T: Do you have a watch? Ss: Yes, I do./ No, I don’t. T: Is it a watch? Ss: No, it isn’t. It’s a clock. T: Good. It’s an alarm clock. Read after me. A-L-A-R-M-C-L-O-C-K,alarm clock. (Then hold up CD, video tape, hat, notebook, teach them in the same way. Check the words using the cards.) T: Let’s do 1a in Section B. Match the words with the things in the picture in 1a.(Then check the answers.) Step Two: Present the drills. 1. Review the words. T: Now do 1b in Section B, look at Tommy’s room for three minutes. Please try your best to remember all the things in the room. Begin! (Three minutes later,ask them to close their books. Give them another three minutes to write down the things they remembered.) T:Who can write them down on the blackboard? S1:I can.(After writing them,students open the books to check the answer.) T:How many words did you write? Ss:Fifteen/Twenty/Twenty-two … T:What are in the picture? S:A backpack, a quilt, a puter game, some books… 2. Present the drill. T: Look at the picture 1a in Section B and answer my questions Where is the math book? S1: It is… T: Where are the pictures? S2: They are… T: Where are the books? S3: They are… T: Ask and answer according to the picture then fill in the chart. Things backpack books ID card ruler cap Places Step Three: Listen and practice the drill. 1. Listen to the tape. T: Tommy wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the recording of 2a and help his mother find the things. (Play the tape for the first time. The students circle the word they hear. Then check the answer.) T:Now listen again, and fill in the chart. Things ruler notebook Math book CDs Places 2. Practice the dialogue. T: Where’s the ruler? S1: It’s… T: Where’s the notebook? S2: It’s… T: Where’re CDs? S3: They’re… T: Work in pairs according to the chart. Step Four: Task. T: Please look at Tommy’s room. Do you think it’s tidy? Ss: No, I don’t think so. T: Four students in a group. Draw a picture about Tommy’s room, help him clean the room to put the things in the correct places. (Choose some groups to show the room.) Homework. 1. Draw a picture about your room. 2. Describe your new room. Period Four 課前準(zhǔn)備 教師: 搜集單詞卡片、背景資料。 學(xué)生：彩筆、大白紙、相關(guān)新單詞。 教學(xué)設(shè)計(jì) Step One: Learn the new words. 1. Present the new words. (Show some pictures and words on the screen to teach the students the new words.) T: What’s this? S1: It’s a room. T: Do you have a room like this? S2: Yes, I do./ No, I don’t. T: Read after me. R-O-O-M, room. Ss: R-O-O-M, room. (Teach the other words “TV, desk, picture” in the same way.) T: There are some words here. Read the words after me and spell them. (Learn the other words without pictures on the cards.) T: This is a word. Can you spell this word? (Point to a word in the card.) S1: Yes, I can. / No, I can’t. (Let them know the meaning of “can”.) T: I can spell your name. Can you spell my name? S1: Yes, I can. T: Can you write your name? S: Sorry, I can’t. I have no pen. T: You need a pen.( Give him a pen.) ( Let the students understand the word “need”.) T: I bring a football to school every day. Now it is on the floor. After class I take it to my home. (Teach “bring” and “take”. Put a football on the floor and point to the floor to teach the word “floor”.) 2. Practice the words. (Give the cxamples to the students and get the students to understand the new words.) Step Two: Listen and practice. T: Books closed. Here is a note. Please listen carefully and then answer the questions How many things are there in the note? Ss: There are five things in the note. T: What are these? Ss: They are notebook… T: Open your books, who can read it for us? Ss: I can. (One student reads it , others listen carefully.) T: This is a note from Mom to Sally. Please look at the picture, draw the missing things in the picture. T: Who can tell me where the missing things are? S1: The baseball is… S2: The CDs are… The other students will answer other questions. Step Three: Play a game. T: I divide the class into two groups, one group chooses several students to e to the front to draw some big pictures on the blackboard. The other group chooses someone to draw something on the big things. (after drawing them.) T: Who can say the sentences according to the pictures? S1: I can. The dog is under the chair. S2: The cups are… S3: The quilt are… S4: The books are … Step Four: Practice and fill in the blanks. 1. Fill in the blank. (First, let the students describe the picture.) T: Look at the picture in 3b Where is the hat? S1: It’s… T: Where is the clock? S2: It is… T: Where is the ID card? S3: It is … T: Where is the notebook? S4: It is… (Ask the same questions in the same way.) T: Who can fill in the blank? S1: I can. (Then ask one or two students to read it aloud. Check the answer according to the picture.) 2. Practice. T: You want four things in your room now. But you have no time to go home to get them. Write a note to a friend, let him go to your home to get them. Tell him where the things are. (Students write a note.) Step Five: Task. T: Now draw your ideal rooms in groups of six, Please use your color pencils to draw them, everyone can join this task, and then show the room to us. (Ten minutes later, ask the students hand up their drawing, every group chooses one to describe the room. Choose the best one and give them some candies or school things encourage them.) Step Six: Do Self-check. 1. Review the words. T: Look at self Check, let’s do exercise 1. Look at the cards in my hand , and spell the words as quickly as you can. (Hold up some cards with Chinese words on them such as“ 桌子”.) T: Who can spell this word? S: I can. “TABLE”. (Hold up the other cards to let the students spell them quickly in order to master the key words in this unit.) 2. Write some new words about this unit. T: Now, please think it over. Do you know the other words about school things and furniture? Who can write them down on the blackboard? S: We can. (Some students will e to the front to write them down on the blackboard and others write them down in the notebook.) T: Look at the blackboard. They are: ball, pen, ink, cupboard, living room, bedroom, kitchen, fridge, and washing machine… T:Please remember them. Step Seven: Homework. T: Look at 3, read the note, and draw a room according to it on a picece of paper after class.