七年级英语 Unit 4 Where’s my backpack-Section B 1课件.ppt
Unit 4 Where’s my backpack-知识点整理
Unit 4 Where’s my backpack?知识点整理Unit 4 Where’s my backpack?知识点整理词汇：1.本单元出现的家具类词汇：table桌子 bed床bookcase书橱，书柜 sofa沙发 chair椅子 drawer抽屉2.表位置的介词短语：undable在桌子下面a在沙发上in the backpack在双肩背包里 under the bed在床下面air在椅子上dresser在梳妆台上able在桌子上drawer在抽屉里loor在地板上3.math book数学书4.alarm clock闹钟puter game电脑游戏6.video tape录像带7.tab.把某物带给某人tags to you把这些东西带给你姐姐8.ID card身份证9.bringlace把某物到给某地bringgl把一些物品带到学校10.pencil case铅笔盒bedroom在卧室12在厨房句型：Where’s the baseball? It’backpa Where’uter game? It’s under the bed.Where a? They’d Where are your books? They’a Where a? They’able.Where are you? I’m at school.Idresser? N’t.Please tags to you Can you bringgl?The bl 语法: 1,询问人或物品在哪里，我们用Where, 结构为 where+is/are+人/物品名称? “……在哪里” 回答用主语+is/are +in/at/under/on/near +地点注意：表示“在……地方”地点前要用定冠词the 或者形容词性物主代词my/your/his/their修饰，但是两者不能同时出现，我们可以说但是绝对不可以词语用法:1, take v.带走，把人或物品带到别的地方去，take …to… 把……带到……去bring v.带来，把人或物品从别的地方带到说话的地方来bring…to… 把……带到……来2,please 后接动词用原形。
七年级英语上册《Unit 4 Where’s my backpack》知识点
Unit 4 Where’s my backpack?1.谈论物品的位置Where’s +单数物品？Where are + 复数物品？It’s + 介词短语. They’re + 介词短语.1) Where’s the baseball? It’s in the backpack. 棒球在哪？在背包里。
2) Where’s my computer game? It’s under the bed.我的电子游戏机在哪？在床下面。
3) Where are your books? They’re on the chair.你的书在哪？在椅子上。
4) Where are the keys? They’re on the dresser.钥匙在哪？在打扮台上。
名词前已有作定语的this, that, my, your, some, any, each, every等代词，那么不用冠词。
2.表位置的介词on 在．．．．．．上（二者相接触）in 在．．．．．．里under在．．．．．．下面（正下方）3. Come on, Jack! 快点儿，杰克！= Hurry (up), J ack!4. Gina’s books are everywhere.吉娜的书处处都是。
5.I don’t know.我不明白。
6. take sb/sth t o + 地址：把某人/某物带到某地。
1) 把书带到学校take sth to sb 把某物带给某人2) 把书带给他7. Can you bring some th ings to school? 你能带些东西到学校吗？bring“带来，拿来”表示从远处带到近处，从别的地址带到说话者的地址。
take “带走，拿走”表示从近处带到远处，从说话者的地址带到别的地址。
1) 请给我带块橡皮擦。
2)请把这些书带给你妹妹。
8. some和any（一些）1) some一样用于确信句，any用于否定句和疑问句①我需要一些笔记本。
【K12学习】新目标七年级Unit 4 Where’s my backpack- Section A (1a-1c)教学设计和反思
新目标七年级Unit 4 Where’s my backpack? Section A (1a-1c)教学设计和反思课题新目标七年级Unit 4Where’s my backpack?Section A (1a-1c)作者及工作单位孙进滁州市第八中学(外国语学校)教材分析本单元的主题为谈论物品的位置, 使学生在熟悉物品名称的基础上，用方位介词熟练地表达物品的位置, 能用where 问句及一般疑问句提问并回答, 并自然地引出名词的单复数及人称代词they 的用法。
本单元谈论的是学生比较熟悉的内容，学生有认同感。
因此在任务的设计上, 要做到贴近学生真实生活，包括学校生活、家庭生活等，以引起学生的共鸣和兴趣，激发学生的求知欲，充分发挥学生的想象力和能动性，主动自觉地融入到语言学习中去。
学情分析1．能听懂有关熟悉话题的语段和简短的故事。
能和教师或同学就熟悉的话题交换信息。
2．能参与简单的角色扮演等活动。
能尝试使用适当的学习方法，克服学习中遇到的困难。
能意识到语言交际中存在文化差异。
3．学会不断发现问题，并用自己已有的知识水平和生活经历来解决实际问题；4．通过小组对话，讨论，调查和设计等一系列的课堂活动，培养学生寻求帮助，乐于与他人合作的精神。
教学目标知识目标：掌握下列单词及句型：table , bed, dresser, bookcase, sofa, chair, drawer,plantWhere’s ….? It’ s on /in/under the…Where are …?They are in/on/underthe…能力目标：1.能用where句型对物品位置进行提问和回答。
2．能用方位介词in/on/under描述物体的位置。
情感目标：能自觉摆放好自己的物品，养成整洁干净的好的生活习惯。
教学重点和难点重点：1.新单词：table , bed, dresser, bookcase, sofa, chair, drawer,plant2．用where句型对物品位置进行提问3．用方位介词in/on/under描述物体的位置难点:1.用where 句型对物品位置进行提问2.答语中单数和复数情况的使用。
七年级英语上册《Unit 4 Where's my backpack Section A(第2课时)》课件 人教新目标版
(P20 2a):
2
6
5
3
4
Listening
(P20 2b):
1
ቤተ መጻሕፍቲ ባይዱ
3
6
5
2 4
Make up conversations:(编对话）
Jack’s room is messy（杂乱的），He throws (扔）the things everywhere . Now he can’t find his bag ,map and hat . He is asking his mother for help .
Homework:
1. Recite the conversations on P20-2d. (背诵) 2. Finish exercises .
Keep the room tidy and clean!
Please take away rubbish!
保持房间干净整洁，
请带走垃圾！
请根据图片提示完成对话，每空一词 （含缩写）。 1. A: Where’s your computer? _______ B: It’s __________ . on the desk 2. A: ____ the baseball on the table? Is B: No. It’s ______________ . under the table
----Where is the bag ? ----Is it on the sofa ? ----No, it isn’t. It’s behind the sofa. ---Yes, it is.
---Where are the clocks ? ---Are they under the chair ? ---No, they aren’t. They’re on the chair. --Yes, they are.
七年级英语-Unit4_Where's_my_backpackAlnqll
• 学习策略： 运用实物、图片理解介词的意义（可充
分利用现场实物举例），利用对话、学习 讨论物体的位置。
• 语法功能： 1、辨认位置，并描述物体所在的位置。 2、物体所在位置的问答。
Yes / No question and short answers. • Prepositions : in/on/under/behind/next to.
• 本课词汇： table / bed / dresser / bookcase / sofa / chair / backpack / books / key / baseball / plant .
in , on , under , behind , next to
StepⅣ： 引出Where questions及其回答（可让全班
同学闭上眼睛，将某一物品藏于某处，让学生 猜测，提问时自名引出where句型，便于学生 理解，水到渠成，学生猜测时，引出句型：Is it…？及肯否定回答。
eg：Where is the eraser? StepⅤ：
/girl and asking the other students） Answer：It’s+介词短语
StepⅧ：Summary In this class. We’re learn the key
vocabularys. Prepositions and the target language. StepⅨ：Homework
Sentences: Where’s my backpack? It’s under the table.
七年级英语：Unit 4 Where’s my backpack 教案(教案文本)
( 英语教案 )学校：_________________________年级：_________________________教师：_________________________教案设计 / 精品文档 / 文字可改七年级英语：Unit 4 Where’s my backpack 教案(教案文本) Learning English is conducive to making friends, chatting or working together with foreigners, and learning English is very useful for traveling abroad.七年级英语：Unit 4 Where’s my backpack教案(教案文本)unit 4 where’s my backpack ?教学内容：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；学习并掌握where句型的运用，使学生养成干净、整洁、合理摆放物品的好习惯。
教学目标：1、知识目标：a、学会一些表示家具的名词以及学习用品的单词；b、方位介词，如：in , on , under , behind的用法；c、学会运用方位介词和where句型表述物品所在的位置。
2、能力目标：a、学会正确描述物品作在的位置；b、学会询问自己或他人物品的具体位置；c、能够合理地描述和设计房间。
3、情感目标：培养学生整齐地摆放自己物品的生活习惯。
教学难点、重点：重点：a、方位介词 in , on , under , behind的用法。
b、where的特殊疑问句和is this a/an . . . ?一般疑问句的肯定和否定回答。
c、学习名词 bed , dresser , bookcase ,backpack . . .难点：a、能够正确运用方位介词描述物品作在的位置；b、能够运用where的问句找到物品位置。
七年级英语上册 精讲精析 Unit 4 Where’s my backpack 人教新目标版
Unit 4 Where’s my backpack?Section A【视野聚焦】1. my backpack 我的背包2. on the sofa 在沙发上3. under the table 在桌子底下4. in the backpack 在背包里’s my backpack? 我的背包在哪里？2. It’s under the table. 它在桌子底下。
3. They’re on the sofa. 他们在沙发上。
4. It’s in the backpack. 它在背包里。
5. Is the baseball on the sofa? No, it isn’t. 棒球在沙发上吗？不，不在。
6. I don’t know.【学海拾贝】◆1. Where’s my backpack?Where + be+主语（人或物）？是询问人或物在什么地方的句型。
Where是表示地点的疑问副词，用来引导对地点提问的特殊疑问句。
回答时，不用yes或no，而要用表示位置的介词短语来回答。
当主语是单数时，be用is; 当主语是复数时，be用are。
●例如：露茜现在在哪里？她在学校。
Where is Lucy now? She’s at school.●我的钥匙在哪里？在抽屉里。
Where are my keys? They are in the draw.思维拓展特殊疑问句是指以特殊疑问词引导的问句。
其结构为：特殊疑问词+一般疑问句。
特殊疑问词一般有what, who, where, which, whose, how, how many, how much, what time等等。
※那个人是谁？ Who’s that man?※这个背包多少钱？How much is this backpack?在练习题中，要求对划线部分提问就是将陈述句变为特殊疑问句。
关键要选好与划线部分相应的特殊疑问词放在句首，然后将句子变为一般问句放在特殊疑问词后。
七年级英语上册-Unit-4《Where’s-my-backpack》period--课件-人教新目
Practice
2. －Can you ______ her video cassette here? －OK. A. take B. bring C. need
解析: take意为”带走“，在方向上由近及远。 bring意为“带来”，在方向由远及近。need 意 为“需要”。here意为“这儿”，由对话的情景可 以看出，是强调把录象带（由远处）带到这儿 来。
Practice 4. －______ you answer the questions?
－Sorry, I can’t. A. Can B. Are C. Do
解析: answer是一个实义动词，在构成疑问时 不能在前面加系动词，可排除B项。can与do 都可以构成疑问，但句子在意思上不一样， can是一情态动词，意为”能“，在构成疑问时 可以表示请求。do则没有这样的功能，它只是 一个助动词，没有意思。再者，句子的答 是”Sorry, I can’t”,从这个答语上也能做出判断。
Practice
1. －______ my computer game? －______ in the drawer. A. How’s; It’s B. Where’s; It’s C. Where’re; They’re
解析: 答语中“in the drawer”意为”在抽屉里“， 是一个表示在点的介词短语。由此可推断前面 询问的是地点，应使用where进行询问。句子 的主语computer game是单数形式，所以系动 词用is, 与之相对应的代词是it。
方取走。 bring v.“带来”指把某物带到说话人所在的
地方。
Explanation
can是一个情态动词，意为“能”，可用于 任何的人称之后，不管句子的主语是什么人 称，can后的动词一律用原形。
七年级英语-Unit_4_Where-s_my_backpackAqMnwK
跨学科学习
学习策略与思维技巧
1、方位词：in on under
2、Where引导的问句
3、Are they on the bed?
No, they’re not.
Is it under the table?
No, it isn’t. It’s on the table.
画出自己的房间，进行设计大赛，并摆放物品。依此编写对话。
1、通过直观法，学习单词，并复习。
2、通过方位词的学习对房间的物品进行摆放
They are on the sofa.
2、Where is my backpack?
It is under the table.
Table dresser backpack baseball drawer plant bookcase bed sofa chair keys plant
通过方位词的学习，找寻物品的位置。
Unit 4 Where’s my backpack
一、 教学目标
（一）知识目标
1、谈论物品的位置
2、询问所找寻物品的位置
3、提供必要的帮助
（二）能力目标
1．在所学语言范围内谈论空间关系的的位置迅速用口头或书面表达情景的能力
二、
语言目标
重点词汇
语言功能
1、Where are my books?
Unit4_Where's_my_backpack_单元知识讲解
Unit 4 Where’s my backpack?单元知识讲解Key words(重点词汇)table bed dresser bookcasesofa chair drawer deskplant bag math math-bookalarm alarm-clock video cassette video-cassettehat thing soccer ballfloor picture wall idealunder on behind between inknow take bring need cannext where tooLanguage points知识要点：1、介词从这里开始，我们就要接触事物和它们所处的空间的关系了。
我们用介词来体现这种关系。
介词后面可以接名词或代词，作为介词的宾语。
如果后面是人称代词的话，要用它的宾格形式，即：him, them, her,us, it, me, you等等。
1). in表示“在……中”，“在……内”。
例如：in our class 在我们班上in my bag 在我的书包里in the desk 在桌子里in the classroom 在教室里2). on 表示“在……上”。
例如：on the wall 在墙上on the desk 在桌子上on the blackboard 在黑板上3). under表示“在……下”。
例如：under the tree 在树下under the chair 在椅子下under the bed 在床下4). behind表示“在……后面”。
例如：behind the door 在门后behind the tree 在树后2、bring和take的区别bring 意思是带来，拿来，取来，指从别处把某人或某物带到或拿到说话者所在的地点来。
例如：Why don't you bring him along? 你为什么不带他一块儿来呢?My books are upstairs; will you bring them down? 我的书在楼上，您可以把它们拿下来吗?Socialism brings us freedom and happiness．社会主义给我们带来了自由和幸福．Take 意思是带去，拿走，和bring相反，指从说话者所在地把某人或某物带去或拿走。
人教版新目标英语七年级上册Unit 4 Where′s my backpack Section B -课件
things for class this afternoon. Can you bring them to school for me, please? Mom: Sure. Tommy: I need my math book…
1.math book__b__ 2. alarm clock__d__
3. CD__a_
4. computer game___e_
5. video tape__f__ 6. hat__c___
Tommy’s room
Look at Tommy’s room for two minutes. Write down all the things you remember.
The math book is on the dresser. The ruler is under the bed. The notebook is on the bed. The CDs are on the bookcase. The video tape is on the table.
Tapescript
2a Listen and circle the things Tommy wants from his room.
book
pen
p tape
computer game math book
2b Listen again. Where are Tommy’s things?
Unit 4 Where’s my backpack? Section B Period 1
Do you know how to say these things?
七年级英语-Unit_4_Where's_my_backpackAKUqUl
Unit 4 Where’s my backpack?(The 3rd period Section A 4—SectionB 1b) Teaching aims1.Where is/ are …?2.方位介词的正确使用。
Language points.1.掌握以下句型：－Where is/ are…?--It is / They are …?--Is it …? Are they…?--Yes, …/ No, …Difficulties:方位介词的正确使用。
Teaching steps1.Warming-up and revision(1)Daily greetings to the studentsT: Good morning/ afternoon.What is the weather like today?(2)RevisionT: Now, Look at the pictures, ask and answer.Show some pictures, ask the students to ask and answer. UsingWhere is /are …?It’s / They’re … .2.PresentationCall attention to the picture of two students talking. Read the sample dialogue and ask students to repeat.Point to the instructions for student A and ask students to raise their hands.T: Look back at the picture on Page 19. You will ask questions using information from that picture.Point to the student B instructions and student Bs to raise hands.T: Look at the picture on Page 19. Use the教学设计说明通过问候拉近师生关系，进入英语课堂。
七年级英语-Unit4_Where-s_my_backpackAqMnqP
Unit4 Where’s my backpack?Period 1 Section A 1&4一：Teaching Aims:1,words:table bed sofa dresser bookcase chair drawer plant bagin on under near behind二：Teaching steps:Step1,lead-inT, Good morning Boys and Girls. Nice to meet youSs Nice to meet youT, Ok , this class we learn Unit4 Where’s my backpack? (写黑板上)，First, Let’s play a game, look carefully, What’s this?( pencils pencil case backpack books keys baseball)S1, It’s …T, Is this your …S1，No, it isn’t It’s her/his …T, Ok, Thank youT, What’s that？S2，Yes,It is/No, it isn’t his/her…T,Ok,（要求6位学生回答，复习巩固6个单词，因新课要用，时间控制在10分以内）Step2 PresentationLook at a picture of a room with many things in it,用1a图T, what’s this/that?学生个别或集体回答并呈现新词table bed sofa dresser bookcase chair drawer plant写黑板上学生跟录音读二次，自由读一次，集读一次，注意个别字发音Step3,PracticeT, Next, look at pictures carefully ,then say quickly（用图片巩固新词）T，Match the words with the things in the picture(1a)T, Listen and number the things you hear, listen again, read after itStep4 Presentation1，呈现一个铅笔盒和一个棒球--Where is/Where’s the baseball?--It’s/It is in(on under near behind)the pencil case写黑板上Read （呈现3次）T, Ok, next ask your parter guess （学生练习5分钟）,2，A guessing gameShow Ss a picture of a room with six objects in section A 1a--Is the pen in the drawer?--No, It isn’t, it is under( on in near behind)…3，Find the differenceT, look at two pictures carefully and find out the differences between themEg In picture A, the backpack is on the table, in picture B, the backpack is under the table.…Step5 A task “Design an ideal room”T, Discuss and design an ideal room in a group of four. Describe the room in front of the classEgThis is my room. Look, the computer is on the desk, the…写黑板上(find out who is the best designer)Step6 Homework1,Review the new words and sentence patterns2,Write a short p板书设计：Unit4 Where’s my backpack?tablebed 画一个正方体呈现in on undersofadresserbookcase --Where’s/Where is my backpack?--It’s/It is in (on under) the …chairdrawerplantWritinging:This is my room. Look, the computer is on the desk, the…。
七年级英语-Unit_4_Where-s_my_backpack？AqMnwP
Unit 4 Where’s my backpack？Ⅰ.Programmes for the Unit1.Status and FunctionThe topic of this unit is things around the house.In this unit，students learn to ask and answer questions about where things are.Students are sure to show great interest in such topic.So it’s helpful to improve students’ listening，speaking，reading and writing skills.（1）All the activities in the first period are designed to introduce the key vocabulary and the target language.The words:table，bed，bookcase，etc.and the target language:where’s the backpack？It’s under the table are closely related to daily life.So it’s easy for students to grasp the prepositions and where questions.（2）In the second period，students are given listening and oral practice using the key vocabulary and the target language.Through the practice，students learn to use it to talk about single object and are to talk about two or more objects. （3）In the third period，students are asked to put sentences in order to make a conversation.It is helpful to improve students’reading skill.And students learn yes/no questions and short answers by oral practice.（4）The fourth period introduces more names of things around the house to students，such as alarm clock，CD，hat，etc.and provides writing practice using the target language.（5）In the fifth period，students learn to write a note by looking at the picture and filling in the blanks.Such activity makes the writing practice easier.（6）The last period helps students review what they’ve learned.The activity，reading the note and drawing the room，not only makes class lovely and interesting，but also helps students to improve their reading skill.2.Teaching Aims and Demands（1）Knowledge ObjectIn this unit，students learn to use prepositions of place and talk about where things are.（2）Ability ObjectsTrain students’ listening，speaking，reading and writing skills.Train students’ communicative competence.（3）Moral ObjectsEnable students to know that it’s a good habit to keep a room clean and tidy.Students should take good care of their things.3.Teaching Key PointsLearn the key vocabulary and prepositions of place.Learn the target language，including where and yes/no questions and short answers.4.Teaching Difficult PointsLearn the usage of prepositions of place.Train students’ listening，speaking，reading and writing skills.5.Teaching Method:Teach students how to grasp the target language and communicate with others.Ⅱ.Teaching Guidancenguage Function:Talk about where things are.2.Target LanguageWhere’s my backpack？/It’s under the bed./Are my books on the chair？/No，they aren’t./I don’t know.3.StructuresWhere questions./Yes/No questions and short answers.Prepositions on，in，under.4.Key V ocabularytable，bed，dresser，bookcase，sofa，chair，drawer，backpack，CD，plant，alarm clock，math book，video，cassette，hat5.Learning StrategiesListening for key words.Inferring vocabulary.6.The Course ExtensionArt.Sense of vision nguage art.Ⅲ.A Diagram for Topic WordsⅣ.A Diagram for Topic Thinking and Task-based ActivitiesⅤ.Teaching Time:Six periods.The First PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey vocabulary:table，bed，dresser，bookcase，sofa，chair，drawer，plant，on，under，behind，next toTarget language:Where’s the backpack？It’s under the table.Prepositions:in，on，under2.Ability ObjectsTrain students’ listening skill.Train students’ communicative competence using the key vocabulary and the target language.3.Moral Object:Keep your room tidy and clean.Ⅱ.Teaching Key PointsThe names of furniture items.How to ask where things are and how to answer.Ⅲ.Teaching Difficult PointsPrepositions of place.Prepositional phrases.Ⅳ.Teaching MethodsScene teaching method.Pairwork.Ⅴ.Teaching AidsA projector and a powerpoint.A tape recorder.Blackboard drawings.Ⅵ.Teaching ProceduresSection AStep ⅠKey V ocabularyBefore class，make a powerpoint yourself.It looks the same as the picture in Activity 1a.At the beginning of class，show it on the screen by a projector.Point to the table and help the students to say，table.Point to the bed and help the students to say，bed.Use the same approach to teach and practice dresser，bookcase，sofa，chair，backpack，books，keys，baseball，drawer，and plant.The teacher points to the items more and more quickly.Students answer at a greater and greater speed.Practise the words over and over again until the students can name each item fluently and accurately.（The activity introduces the vocabulary.）Step Ⅱ1aAsk one or two students to read the words on the left of the illustration.After saying the words，ask students to match the words and the items in the picture by writing the letter of the item on the blank line after the word.Check the answers.Answers:1.table e2.bed j3.dresser c4.bookcase d5.sofa i6.chair h7.backpack g8.books a9.keys b10.baseball f11.drawer l12.plant k（This activity introduces the key vocabulary.）Step Ⅲ1bPoint to the items in the illustration and ask the students to name each one.Point to the five boxes and the sample answer to make sure that the students know what to do.Listen to the recording twice.Write a number 1 in the box next to the first item mentioned，a number 2 in the box next to the second item mentioned and so forth.Play the tape for the first time.Students only listen.Play the tape again.Students listen and number the things in the picture when they hear them.Check the answers.Answers:1.books 2.pencil case 3.baseball puter game 5.keysTapescript:Tommy:Where are my books？Mother:They are on the sofa.Tommy:How about my pencil case and my baseball？Sister:They are in your backpack.Tommy:OK.And where’s my computer game？Sister:Your computer game？It’s under your bed.Father:Great.Now where are my keys？Tommy:Oh，they’re on the dresser.（This activity provides practice recognizing the key vocabulary.）Step Ⅳ1cDraw pictures with prepositions of place underneath on the blackboard.in on underThe teacher points to each picture in turn，asks questions and guides the students to answer.T:Where is the ball？Ss:It’s in the box.T:Where is the ball？Ss:It’s on the box.T:Where is the ball？Ss:It’s under the box.Have a student to read the words in the box aloud.Point to the backpack and the table in the illustration in Activity 1a.Say the sample conversation and have students repeat.Write it on the blackboard.Point to the books on the sofa.Substitute books and sofa into the sample conversation.Say the new conversation with a student.Students then practise the conversations in pairs.As students practise，move around the classroom to check progress and help with pronunciation as needed.（The activity provides preposition practice using the target language.）Step ⅤSummaryIn this class，we’ve learned the names of furniture items，prepositions and the target language.Step ⅥHomeworkDraw a couple of pictures and say conversations using what we’ve learned in this class.The Second PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsTarget language:Is the baseball on the sofa？No，it isn’t.It’s under the chair./Where’s the baseball？/It’s in the backpack./Where are your books？/They’re on the chair.2.Ability Objects;Train students’ listening skill.Train students’ speaking skill.3.Moral Object;Keep things in order so that you can find them easily.Ⅱ.Teaching Key PointsTarget language.How to ask where things are and how to answer.Ⅲ.Teaching Difficult PointWhere questions.Ⅳ.Teaching MethodsScene teaching method.Pairwork.Ⅴ.Teaching AidsA tape recorder.Real objects.Ⅵ.Teaching ProceduresStep ⅠStudents put their pictures on the desk and talk about them in pairs.Invite pairs to take turns holding up their pictures and talking about where the things are as the rest watch and listen to them.Step Ⅱ2aFocus attention on the objects in the illustration.Students name each one individually or in pairs.Tell students to write a number 1 in the box next to the first item mentioned，a number 2 in the box next to the second item mentioned and so forth. Play the recording for the first time.Students only listen.Play the recording again.Students listen and number the things when they hear them.Check the answers.Answers:2.books 5.baseball 6.keys3.pencil case puter game4.backpackTapescript:Tommy:Hey，Sally.Sally:Yes？Tommy:Is my computer game on the table？Sally:No，it isn’t.It’s on the bookcase.Tommy:Oh，OK.How about my books？Are they on the bookcase，too？Sally:No，they aren’t.They are on the chair.Tommy:Oh，so，where’s my pencil case？Sally:It’s under the sofa.Tommy:And where’s my backpack？Sally:It’s under the table.And your baseball is under the chair.Tommy:Oh，OK.And where’re Mom’s keys？Sally:The keys？They are on the table.（This activity provides practice recognizing the key vocabulary in natural speech.）Step Ⅲ2bAsk different students to read the numbers and say the name of each item in Activity 2a.You’ll write these numbers in the boxes in the picture in Activity 2b to show where the things go.Point out the sample answer.Say，It means that the computer game is on the bookcase.Play the recording for the first time.Students listen and look at the picture.Play the recording for a second time.Students listen and write the numbers in the boxes to show where each item goes.Ask a student to say his/her answers like this:The computer game is on the bookcase.The rest listen and check their answers.Check the answers.Answers:puter game on the bookcase2.books on the chair3.pencil case under the sofa4.backpack under the table5.baseball under the chair6.keys on the table（This activity provides practice listening for the vocabulary words.）Step Ⅳ2cStudents look at the speech bubbles.The teacher says both parts of the conversation and the students repeat.Write it on the blackboard.Point to an item in Activity 2a，for example，keys.Substitute keys into the conversation.Say the new conversation and have students repeat.A:Are the keys on the sofa？B:No，they aren’t.They are on the table.Students ask and answer questions about the things in pairs.As students practice，walk around the room helping with pronunciation as needed.（This activity provides oral practice with the target language.Meanwhile，it provides review of yes/no questions.）Step ⅤGrammar FocusHave students say the questions and answers.Point out that where questions and statements both use falling intonation.Point out that we use “It’s”to talk about single object and They’re to talk about two or more objects.Point out that “Where’s，It’s and They’re”are all contractions.Write each contraction and full form side by side on the blackboard.Use a piece of red chalk to show the differences between them.Optional Activity:Collect personal possessions from students，such as keys，a backpack，pencils，a pencil case.Place these things in，on，under，behind and next to each other on the Teacher’s Desk so that all the students can see them.Then invite students to take turns asking another student，where’s the （pen）？or where are the （keys）？The student answers the question using a proper prepositional phrase.（This activity helps students apply the key vocabulary and the target language to their own lives.）Step ⅥSummaryIn this class，we’ve learned where questions.Step ⅦHomeworkWe’ve learned the word table in this unit.But it doesn’t always mean a furniture item.What else does it mean？Please refer to a dictionary after class.The Third PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsTarget language:Where’s the backpack？/Is it under the table？/No，it isn’t.It’s on the table.2.Ability Objects:Train students’ reading skill.Train students’ ability to complete a conversation using context.Develop students’ writing ability.3.Moral Objects;Leave your things in order.Unlike the students in Activity 3a，you’ll find them easily.Ⅱ.Teaching Key PointTarget language.Ⅲ.Teaching Difficult PointsWhere questions.Prepositions of place and prepositional phrases.Ⅳ.Teaching MethodsIlluminative teaching method/Pairwork./A game.Ⅴ.Teaching AidPrinted test papers.Ⅵ.Teaching ProceduresStep ⅠCheck homework to see how many different meanings of the word table they have found.Step Ⅱ3aStudents take a careful look at the illustration and discuss with a deskmate who the two persons are and what room each person is in.Call attention to the speech bubbles.Say the conversation and have students repeat it.Read the four lines in the box to the students.It’s a conversation.But they are in the wrong order.When you put these sentences in order，they will make a clear conversation.Point out the numbered line.This is the first part of the conversation.Write a number 2 in the blank before the second part，a 3 in the blank before the third part and so forth.As the students work，move around the room and check their progress.Ask a pair of students to say their completed conversation.The rest listen and check their answers.Check the answers.Answers:2.I don’t know.3.Is it on the dresser？4.No，it isn’t.1.Where’s the bag？（This activity provides reading practice using the target language.）Step Ⅲ3bStudents in pairs practice saying the conversation.Minutes later，change them round so that they both have the opportunity to ask and answer questions.（This activity provides oral practice using the target language.）Step Ⅳ3cCall attention to the items of the pictures.Ask students what they are.Have them name each one.Demonstrate a conversation with a student with items in picture 1.A:Where are the keys？B:They are on the dresser.Ask students to look at the speech bubbles.Say the conversation with a student.Students practise in pairs.Ask and answer questions about the keys，the pencils，the baseball，the pencil case and the ruler.Move around the room offering any help they need.Have pairs of students ask and answer their questions for the class.Check the answers.Answers:1.A:Where are the books？B:I don’t know.2.A:Where are the keys？B:They’re on the dresser.3.A:Where are the pencils？B:I don’t know.4.A:Where is the baseball？B:It’s under the table.5.A:Where is the pencil case？B:It’s in the backpack.6.A:Where is the ruler？B:I don’t know.（This activity provides oral practice with the target language.）Optional Activity:Divide the students into groups of four.Play the game like this:S1:My backpack is...S2:On the floor.S3:My backpack is on the floor.My ruler is...S4:My backpack is on the floor.My ruler is in the pencil case.My books are...S1:My backpack is on the floor.My ruler is in the pencil case.My books are in the backpack.My keys are... S2:...Please continues around the circle until all the students have had a chance to speak.（This activity provides oral practice with the target language.Meanwhile，students can memorize some sentences.）Step Ⅴ4Students work in pairs.They decide who is Student A and who is Student B.Point to the instructions for Student A.You’ll look at the picture on Page 19.Point to the instructions for Students B.You’ll look at the picture on Page 21.The two pictures are different from each other.Student A asks questions looking at the picture on Page 19 and Student B answers them looking at the pictures on Page 21.Ask a Student A and a Student B to say the sample conversation.Write it on the blackboard.Students work in pairs.Find the difference.Move around the room helping students.Check the answers.Answers:1.A:Where is the backpack？Is it under the table？B:No，it isn’t.It’s on the table.2.A:Where are the books？Are they on the sofa？B:No，they aren’t.They’re on the bed.3.A:Where is the pencil case？Is it in the backpack？B:No，it isn’t.It’s on the table.4.A:Where is the baseball？Is it in the backpack？B:Yes，it is.5.A:Where are the keys？Are they on the dresser？B:No，they aren’t.They’re under the sofa.6.A:Where is the computer game？Is it under the bed？B:Yes，it is.（This activity provides oral practice using the target language.）Optional activity:After the students have finished the chart，ask some students to report his/her work to the class like this:In the picture on Page 19，the backpack is under the table.In the picture on Page 21，the backpack is on the table.（Not only does the game provide oral practice with the target language，but it also provides writing practice.）Step ⅥSummary and Homework（1）The activities in this class provide a lot of practice using the target language.After class，ask students to draw a picture including furniture items and personal possessions and write sentences to describe where the things are.（2）Finish off the exercises on Pages 13 and 14 of the Workbook.The Fourth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects:Key vocabulary:math book，alarm clock，CD，video cassette，hatTarget language:Where’s the notebook？/It’s on the bed./The math book is on the dresser.2.Ability ObjectsTrain students’ listening skill.Train students’ writing skill.Train students’ ability to remember and spell words.3.Moral Object;Watching English-Language videos and listening to cassettes are good for you to learn English well.Ⅱ.Teaching Key PointsKey vocabulary.Note taking.Ⅲ.Teaching Difficult PointRemember and spell the vocabulary words.Ⅳ.Teaching MethodsA game.Pairwork.Ⅴ.Teaching AidsReal objects.A tape recorder.Ⅵ.Teaching ProceduresSection BStep ⅠCheck Homework FirstBring a math book，an alarm clock，a CD，a video casstte and a hat to class.Hold up the math book and teach the students to say，math book.Hold up the alarm clock and teach the students to say，alarm clock.Use the same approach to teach CD，video cassette and hat.Write the words on the blackboard.The teacher holds up the objects one at a time more and more quickly，and the students say its name at a greater and greater speed.Practise the words over and over again until the students can read them fluently and accurately.（This activity introduces the key vocabulary.）Step Ⅱ1aFocus attention on the words listed in the box.Ask a student to read them aloud.As the student is saying the word，the rest of the students find each item in the picture.Ask the students to match the words with the things in the picture by writing the letter of each object on the line next to one of the words in the box.Check the answers.Answers:CD a math book b hat c alarm clock d computer game e video tape f（This activity provides a review of the key vocabulary.）Step Ⅲ1bAsk the students to take a careful look at the illustration in Activity 1a.Try to remember as many objects as possible.Three minutes later，ask the students to close their books.Give them another three minutes to write down as many names of the items as they can.Ask how many words each student wrote.Ask the person who wrote the most words to put his/her list of words on the blackboard.Review the spelling of each word and ask students to make corrections.Get the students to open their book to see if any words are missing.（This activity provides practice remembering and spelling the key vocabulary.）Optional Activity:Each student writes three of the vocabulary words presented in this class with books closed on a piece of paper.Divide the class down the middle into two teams.The teacher calls out the words in random order.Students cross out the word when they hear it.When a student crosses out all the three words，he or she says “Bingo”!And that person’s team gets one point.The first team to get ten points wins.（The activity gives the students a further practice memorizing and spelling the vocabulary words.）Step Ⅳ1cStudents work in pairs.The person who asks questions open his/her book to this page.The person who answers questions close his/her book.Demonstrate the sample conversation with a student.T:（Open your book.）Where’s the notebook？S1:（Close his/her book.）It’s on the bed.T:That’s right.If he/she gives a wrong answer，whisper the correct answer and ask the question again.Students ask and answer questions in pairs.Move around the class offering any help as needed.（This activity provides oral practice using the target language.）Step Ⅴ2aPoint to the list of words in the box.Ask a student to read them aloud.Tell the students to classify the meanings of any words they don’t know.We’ll listen to a conversation.Circle the things Tommy wants from his home.Play the recording the first time.Students only listen.Play the recording again.This time students listen and circle the things.Ask a student to answer his/her circled words.The rest listen and check their work.Check the answers.Answers:Circled items:math book，ruler，notebook，CDs，video tapeTapescript:Mom:Hello.Tommy:Hi，Mom.I need some things for class this afternoon.Can you bring them to school for me，please？Mom:Sure.Tommy:I need my math book...Mom:Math book？Where’s your math book？Tommy:Oh，it’s on the dresser.And I need my ruler.It’s under the bed.And my notebook.Mom:Where’s your notebook？Tommy:Uh，I don’t know.Oh...yeah，it’s on the bed.And my CDs.They’re on the bookcase.Mom:OK.Tommy:And the video cassette.It’s on the table.I need to take it back to the store after school.Mom:OK.I’ll meet you at 12:00 o’clock.（This activity provides practice recognizing the vocabulary words in natural speech.）Step Ⅵ2bAsk the students to look at the chart carefully.Have a student read the sample answers aloud.Let’s listen to the conversation again.Write down where Tommy’s things are.Play the recording twice.Students check their work or solve any disagreements for the second time they hear it. Check the answers on the blackboard.Answers:The math book is on the dresser. The ruler is under the bed.The notebook is on the bed. The CDs are on the bookcase. The video cassette is on the table.（This activity gives the students note taking practice.）Step ⅦSummaryIn this class，we’ve learned the target language and note taking.Step ⅧHomeworkPlace the students into the teams.Team A uses the illustration on Page 19.Team B uses the illustration on Page 21.Each student writes at least five sentences to describe where things are.The Fifth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects:Read a note.Write a note.2.Ability Objects:Train students’ reading skill.Train students’ writing skill.3.Moral Object:Work hard，and you’ll realize your ideals.Ⅱ.Teaching Key PointsPrepositional phrases.Target language.Ⅲ.Teaching Difficult PointsDescribe your room using the target language.Write a note using the target language.Ⅳ.Teaching MethodsA game.Pairwork.Illuminative teaching method.Ⅴ.Teaching AidA projector.Ⅵ.Teaching ProceduresStep ⅠCheck Homework FirstShow the key vocabulary words on a screen by a projector.take v.拿走，带到thing n.东西，物soccer ball英式足球can aux. v.能；可以；会bring v.拿来；取来；带来some adj.& pron.一些，若干need v.需要floor n.地板；地面ideal adj.理想的；完美的room n.房间TV n.电视；电视机desk n.书桌；课桌Teach the students to read the vocabulary words over and over again until they can read them fluently and accurately. （This activity introduces the key vocabulary.）Step Ⅱ3aAsk a student to read the note aloud.Elicit the names of items in the picture and where they are.Make sure the students are using prepositions correctly.Have students draw the items mentioned in the note in the picture.Move around the room checking that the students draw each item in the right place and asking students where the things are in the picture.（This activity provides practice reading the vocabulary and understanding the prepositions.）Optional Activity:Demonstrate how to play the game.Ask a pair of students to collaborate on a drawing with each other on the blackboard.Student A draws a piece of furniturefrom this unit，for example，a dresser.Student B draws an object form this unit，for example，a book，on the dresser.Then ask one of them to describe what they have drawn.（The book is on the dresser.）Ask pairs of students in turn to draw furniture and objects on the blackboard and describe what they have drawn.Put students into groups.Let them draw pictures on a large piece of paper instead of on the blackboard.This way，several games can go on at once.（This activity provides practice in understanding the prepositions correctly.Also，students learn to collaborate on working with others.）Step Ⅲ3bAsk students to name some of the items in the picture and tell where they are.Call attention to the note on the right.Read the first half to the students.Then ask students to look at the picture，point to the hat and say:on the chair.Ask the students to fill in the other blank on their own.As students work，move around the classroom giving them spelling support as needed.Ask a student to read the note，filling in the missing words and phrases.The rest listen and check their work.Check the answers.Answers:Dear Tommy，Can you bring some things to school？I need my hat，my notebook，and a pen.My hat is on the chair.The notebook is on the floor，and my pen is under my notebook.（The activity provides writing practice using the key vocabulary and the prepositional phrases.）Step Ⅳ3cNow you are asked to write a note to a friend asking four things from your room.Look at the note in Activity 3b once more.You may use it as a model while writing your own notes.After they have finished writing the notes，ask students to read their notes to a partner.Have a student write his/her work on the blackboard.Pick up mistakes in spelling or the use of prepositions and correct them.（This activity provides written practice using the target language.）Step ⅤAsk:Do you have your own bedroom？What would you like to have in your own room？Make a list on the blackboard. Draw a picture of your ideal room.Have different students describe their ideal room to the class.（This activity provides oral practice with the target language.）Optional Activity:Ask students to draw pictures of their actual rooms at home.Students work in pairs.One student describes his/her room，and the other draws a picture while listening.Change them around so that both of them have the opportunity to describe his/her own room.（This activity gives students further practice with the target language.）Step ⅥSummaryIn this class，we’ve learned to write a note and describe your own room using the target language.Step ⅦHomeworkPaste the pictures of their actual rooms drawn in class on their exercise books.Write a passage to describe it.The Sixth PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsReview all key vocabulary presented in this unit.Review prepositions of place and the furniture items.2.Ability ObjectsTrain students’ ability to solve problems by themselves or with the help of others.Train students’ reading skill.3.Moral ObjectsHave you ever looked for something and then found it in your pocket or in your hand？It’s common for the old to make mistakes like this.Understand them instead of laughing at them.Ⅱ.Teaching Key PointsKey vocabulary.Reading comprehension.Ⅲ.Teaching Difficult PointRead the note.Ⅳ.Teaching MethodsPairwork.A game.Ⅴ.Teaching Aid。
七年级英语-Unit4_Where-s_my_backpackAqMnnw
Unit4 Where’s my backpack?Teaching aims:1、掌握有关物品的新单词；2、熟练运用in, on, under等介词；3、熟练运用Where问句和一般疑问句及其回答；4、掌握名词单复数及人称代词they的用法。
Language point:1、要求掌握以下句式：A ——Where’s …?——It’s in/on/under…B——Where’re…?——They’re in/on/under…C——Is the book / Are the books on the desk?——Yes, … / No,…I don’t know.D——The keys are in the drawer.E——I need some thing for class this afternoonF——Can you bring some things to school?2、要求掌握以下单词：（1）名词：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat , etc；（2）介词：in ,on, under;（3）代词：they;（4）副词：where.教学重点、难点:1．重点：a:方位介词的用法；b:Where 的特殊疑问句和一般疑问句：Is the…in/on/under the …?的肯定、否定回答；2．难点：a. 能够准确运用方位介词描述物品所在的位置；b．能够运用Where问句找到物品的位置。
第一课时Period One (Section A 1a-1c)Teaching aims:1、学会一些表示家具的名词以及学习用品的单词；2、学会方位介词：in, on, under…的用法；3、学会运用方位介词和Where句型表述物品的正确位置。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 4 Where’s my backpack?
Section B Period 1
Do you know how to say these things?
computer game
video tape
alarm clock
math book
hat
CD
2b Listen again. Where are Tommy’s things?
The math book is on the dresser. The ruler is under the bed.
The note book is on the bed.
The CDs are on the bookcase. The video tape is on the table.
Tommy’s room
Look at Tommy’s room for two minutes. Write down all the things you remember.
2a Listen and circle the things Tommy wants from his room. book pen pencil CDs ruler notebook video tape computer game math book
Tommy’s room
Match the words with the things in picture. 1.Math book____ d b 2. alarm clock____ a e 3. CD___ 4. Computer game____ 5. video tape____ 6. hat_____ f c
Tapescript
Mom : Hello. Tommy: Hi, Mom. I need some things for class this afternoon. Can you bring them to school for me, please? Mom: Sure. Tommy: I need my math book…
it’s on the bed. And my CDs. They’re on the bookcase. Mom: OK. Tommy: And the video tape. It’s on the table. I need to take it back to the store after school. Mom: OK. I’ll meet you at twelve o’clock.
Mom: Math book? Where’s your
math book?
Tommy: Oh, it’s on the dresser. And
I need my ruler. It’s under the bed. And my notebook. Mom: Where’s your notebook? Tommy: Uh, I don’t know. Oh…yeah,