英语：Unit 4《Where is my backpack》教案和练习(人教版七年级上)
2021年七年级英语上册 Unit 4 Where is my backpack教案 人教新目标版
2021年七年级英语上册 Unit 4 Where is my backpack教案人教新目标版一．教学内容本单元的主要内容是谈论物品所在的位置。
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，学习一些有关家居物品和学习用品的单词，以及方位介词in, on, under, behind 等的用法；学习并掌握Where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词they 的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。
二．教学目标1．知识目标：A. 掌握有关物品的新单词：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, videocassette, hat, etc；B. 熟练运用in, on, under, behind, in front of, near等介词；C. 熟练运用Where问句和一般疑问句及其回答；D. 掌握名词单复数及人称代词they的用法。
2．能力目标：A.学会用英语准确描述物品所在的位置；B. 学会用英语询问自己的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：A. 培养学生整齐地摆放自己物品的生活习惯；B．通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。
4．学习策略：A. 交际策略: 学会与他人合作交流,并能把语言材料用到真实的生活中去；B．资源策略：学会利用一切可利用的学习资源，如词典，音像资料，网络等来获取更多的学习信息；C．认知能力：积极思考，及时反馈；D．调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。
三．教学重点、难点1．重点：A. 方位介词: in, on, under, behind, in front of, near 等的用法；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；C．新单词：bed, dresser, table, bookcase, backpack……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。
七年级英语上册：Unit 4 Where’s my backpack 教案及典型例题 人教新目标版
Unit 4 Where’s my backpack?教学目标与要求一、串记口诀介词on在上in在里，at表示在某地。
for译为to译到，of…的指关系。
under在下with和，about译关于。
past经过plus加，minus译减去。
二、学习目标本单元同学们要掌握英语中疑问句及其回答的用法。
同时掌握英语中各种空间关系、位置关系的表述。
另外，日常用语中需重点掌握如何谈论位置关系。
三、能力目标1．在所学语言范围内谈论空间关系的交际能力。
2．看图（如展示物体的位置）或看实物的位置迅速用口头或书面表达情景的能力。
教学重点与难点一、单词导航台1．bed/bed/n. 床【考点】go to bed睡觉；make the bed整理床铺；be ill in bed生病卧床：Tomhas been ill in bed for a month. 汤姆生病卧床一个月了。
in bed的意思是“（在）睡觉，卧床”；bed前无冠词。
get(jump) out of bed下床；put…to bed安顿睡觉。
【引申】bunk bed（小孩用的）上下铺；camp bed行军床；double bed双人床；water bed水床；bedroom卧室。
2．drawern. 抽屉3．next/nekst/adj. （无比较级或最高级）最近的，紧挨的，隔壁的：Don’t worry, we can take the next bus. 别着急，我们可以搭下一班车。
adv. 随后，下一步：What should we do next？我们接下来应该怎么做？【记忆法】next, text（课文）联合记忆。
【考点】next没有比较级或最高级。
next door在隔壁：He lives next door. 他住在隔壁。
【引申】next to none adj. 不比任何人差的；next time下一次。
4. onprep. ①在……之上：Your book is on the table. 你的书在桌上。
Unit 4 Where’s my backpack教学设计01
课题摘要
学科
英语
学段
初中
年级
七上
单元
第四单元
教材版本
人教版新目标
课程名称
Unit 4Where is my schoolbag ?
一、学习内容分析
1.教材分析
本套教材注重学生的口语能力的培养，听说环节有所增加。另一方面注重学生阅读技巧的培养。
2.学情分析
学生英语水平参差不齐，有些学生音标还不会，有些学生不能完整地表达篇章。
Ask some more questions and add more examples to both columns.
Use “where” to talk about things that have changed.
Write the following on the blackboard:
Liu Chang used to be short, but she is tall now.
She used tohaveshort hair, but she has long hair now.Play the recording for the first time.
Play the recording again. This time,check the answers.
Ask students to ask and answer in pairs
Power point and active inspire
Step4 Summary
Where is it?东西在那儿，特指方位介词，物品在某地。
Where is the book?这本书在那儿？
It is under the desk.
人教版英语七年级上册Unit4 where is my backpack-教案
人教版英语七年级上册Unit4 where is mybackpack?教案Step1 lead ndash;in (5lsquo;)T:Goodmorning,class.S: Good morning,teacher.T:Sit down,please.Now in this class we’re going to learn unit4 ,Where’s my backpack?板书 -Write the title on the blackboard.Unit4 Where’s my backpack?T:Before we learn.Let’s sing a song.Ok,listen and answer my question.Now I’m in the classroom.Where are you?S:We are in the classroom,too.T:OK,you are right.T:What’s this?S:It’s a pen.T:Is this my pen?S;No ,it isn’t.T:Where is my pen?S:It’s in the box.T:What are these?S:They are pens.T:Are these your pens?S:No ,they aren’t.S;They are on the box.T;Where are my pens?S: They are in the box.T;Where are my pens?S: They are under the box.STEP2 New lesson(10)T:Now,please look at the screen.Where’s the cat in picture1?S1:It’s on the case.T:Where’s the cat in the picture 2?S2:It’s under the case.T: Where’s the cat in the picture 3?S3:It’s in the case.T:Is the cat in the case?S:No,it isn’t.It’s on the case.T:Look at the first picture,Where’s the girl?S:It’s on the box.T:Ok,next one,Where’s the girl ?S:It’s in the box.T:Where’s the girl?S:It’s und er the box.T:Where are the keys?S:They are on the table.T:Where are the books?S:They are under the chair.T:Are these on the chair?S:No,they aren’t.They are under the chair.Step 3.Listen and do 1a and 1b.(5lsquo;)T:Please open your books and turn to page 19,do 1a.(2)T:Have you finished?S:Yes.T:Now,check the answers.T:Then listen and number the things[1-5]in the picture when you hear them.T:Now look at the screen and check your answers.Step4:Pairwork.(15lsquo;)T:Now make a conversation with your e the words in the screen.I’ll give you 5mins,write the conversations onthe blackboard and act it out.T:Are you ready?S:Yes.T:From Group1.No 1-6.One by one.S:Act it out.T:Well done.I’ll giv e you 1 point.Next time do it better.T:Excellent.Give you 2 point.T:Beautiful pronunciation.Give you 1 point.Next speak loudly.T:Good job.Practice as much as possible.Step5:Practice .(5)T:Now look at the screen.Fill in the blanks with one word.T:The boy is on the chair.T:The chair is under the boy.T:The computer is on the table.T:OK.Look at the picture of the bedroom.Do it together.T:Now read the article together.Depend on the article ,you can describe your bedroom .(T:Who can introduce your bedroom?S:S1 talk about their bedroom.)Step 6 :Sumup(2lsquo;)In this class,we’ve learned how to talk about where things are.You’d better grasp the following sentences.Step7:Homework(3)Today’s homework,first of all,draw a picture of your bedroom.Next,write the article about your bedroom ,at least 5 sentences.更多精彩推荐：初中gt;初一gt;英语gt;初一英语教案。
英语：Unit 4《Where is my backpack》教案和练习(人教版七年级上)
英语：Unit 4《Where is my backpack》教案和练习（人教版七年级上）一、学习目标：1. 知识目标Where is / are …?—Is the baseball on the sofa? —Yes, it is. /No, it isn’t.—Are his keys on the dresser? —Yes, they are. /No, they aren’t.2. 能力目标Talk about where things are 谈论物品的位置二、重点、难点：重点1. 单词、短语：table，math book，behind，under，next to，between2. 句型：—Where is my backpack? —It’s under the table.—Where are her books? —They are on the chair.难点介词的使用三、知能提升：（一）【单词学习】1. tabledesk [desk]【用法】table n. 桌子；餐桌desk n. 书桌；办公桌；写字台辨析：table n. 指用餐、会谈或消遣时所用的桌子。
desk n. 指读书、办公时所用的桌子，一般带有抽屉。
【例句】There is only a table for four at the restaurant. 这个餐馆只有一张四人桌。
【考点】at a/the table 在桌子旁at table 在进餐，在吃饭【例句】My bag is at the table. 我的书包在桌子旁边。
They talk loudly at table. 他们吃饭的时候大声交谈。
【考题链接】—Would you give me the chair _______, please? —OK. Here you are.A. at the tableB. at tableC. on the tableD. in the table答案：A解题思路：据句意“请问你能给我在桌子旁边的那把椅子吗？”可知选A项。
Unit_4_Where's_my_backpack教案
.九个秘诀让孩子喜欢父母第一个秘诀：就是把自己也变成孩子父母是否拥有一颗童心，是非常重要的。
童心未泯，才能抛开“大人”、“父母”等身份。
当你接纳了孩子，孩子才有可能接纳你。
第二个秘诀：和孩子密切相处。
要了解孩子，要多跟孩子接触，从他们的语言及行为中了解他们的想法，喜好、内在需要。
第三个秘诀：注意孩子的反应与态度。
现代父母由于工作忙碌，在和孩子说话时，常常会急着表示自己的意见和指示，期望孩子乖乖照自己的话做，最好不要有意见。
所以，往往没有很仔细地把孩子的话听完，孩子感觉与父母沟通不舒服，代沟必然越来越深。
第四个秘诀：体会孩子的感受。
当孩子在外面受了委屈、与好朋友或心爱的宠物分离时，他细腻的小心灵会难过半天。
父母却只是一是一味地告诉他“没关系，坚强一点”，“这没什么好难的”，会让孩子觉得父母一点都不能体会他的感受，若父母说：“你很难过吧？我要是你也会有这种感受的。
”相信会有截然不同的效果。
第五个秘诀：了解孩子的发展程度。
如果父母尽说些孩子无法理解的话，或提出一些孩子达不到的要示，相信不但孩子觉得辛苦、压力大，亲子间对话也势必难以搭得上线。
第六个秘诀：回答孩子的问话。
孩子提出问题时，应先了解其真正含意，并针对孩子的需要做回答。
例如孩子问：“妈妈，你要不要去买菜？”这个问题的真正意义其实是：“妈妈，我想跟你一起去买菜。
”假如你知道孩子的真正目的，就可以说：“是啊！你要不要一起去？”孩子听了必定会很高兴。
此外，对于孩子所提的知识性问题，父母也要慎重回答，或带着孩子一起寻找答案，这样，孩子以后不论碰到什么问题，都会主动向父母询问。
第七个秘诀：避免用负面意义的说话语气。
不能用“我命令你....。
.”、“我警告你....。
.”，“你最好赶快...。
.”“限你在五秒钟内....。
.”、“我数到一、二、三...。
.否则.....、”“你应该...。
.”，“你真笨”、“你好环”、“你太让我失望了”、“不可以...。
.”等带有指挥、命令、警告、威胁、责备、谩骂、拒绝等负面意义的说话语气。
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。
英语：Unit 4《Where is my backpack》教案和练习(人教版七年级上)
英语：Unit 4《Where is my backpack》教案和练习（人教版七年级上）一、学习目标：1. 知识目标Where is / are …?—Is the baseball on the sofa? —Yes, it is. /No, it isn’t.—Are his keys on the dresser? —Yes, they are. /No, they aren’t.2. 能力目标Talk about where things are 谈论物品的位置二、重点、难点：重点1. 单词、短语：table，math book，behind，under，next to，between2. 句型：—Where is my backpack? —It’s under the table.—Where are her books? —They are on the chair.难点介词的使用三、知能提升：（一）【单词学习】1. tabledesk [desk]【用法】table n. 桌子；餐桌desk n. 书桌；办公桌；写字台辨析：table n. 指用餐、会谈或消遣时所用的桌子。
desk n. 指读书、办公时所用的桌子，一般带有抽屉。
【例句】There is only a table for four at the restaurant. 这个餐馆只有一张四人桌。
【考点】at a/the table 在桌子旁at table 在进餐，在吃饭【例句】My bag is at the table. 我的书包在桌子旁边。
They talk loudly at table. 他们吃饭的时候大声交谈。
【考题链接】—Would you give me the chair _______, please? —OK. Here you are.A. at the tableB. at tableC. on the tableD. in the table答案：A解题思路：据句意“请问你能给我在桌子旁边的那把椅子吗？”可知选A项。
Unit 4 Where’s my backpack？教案
Unit 4 Where’s my backpack？教案以下是为您推荐的Unit 4 Where’s my backpack?教案，希望本篇文章对您学习有所帮助。
Unit 4 Where’s my backpack?教案 单元教材分析 本单元主要通过谈论话题Things around the house学习询问物品的位置”，使学生学会基本句型Where’s my backpack? It’s under the chair.”，进一步体会Where? Yes/No”疑问句的用法;学会运用方位介词on/in/under/behind/next to表达物品的位置。
通过以上几个方面的学习，使学生学会运用听关键词、推测词意的学习策略，识别不同物品的位置;既能促使学生了解自己的家居环境，热爱自己的家，又能促使学生通过想象设计自己理想中的房间。
本单元与第五单元衔接紧密：由本单元Is/Are ?的学习过渡到第五单元Do ?”的学习。
单元知识系统(树) Where’s my backpack? It’s on/in/under/behind/next t0 the chair. Are my books on the chair? Yes，they are.No，they aren’t. Is it on/in/under/behind/next to ? Yes，it is.No，it isn’t. Draw and describe the ideal room. 单元总体目标 运用Listening for key words Inferring vocabulary的学习策略，引导学生基本句型Where’s my backpack? It’s under the chair.”，询问物品的位置”，设定口语交际的目标，加强听、说能力的培养。
教案设计(Unit 4 上 Where is my backpack？)
教案设计〔Unit 4 上 Where is mybackpack？〕教案设计〔Unit 4 上 Where is my backpack？〕Unit 4Where is my backpack？ Guo Hongying Jiaokou No.2 Middle School 郭宏英交口二中教学设计思路 1．一定要凸现学生的主体地位，结合教材重点，难点，利用多媒体辅助教学，设置让学生身临其境的情景。
2．设计多层次，不同难度的游戏或任务，让学生在参与中竞争，不知不觉中掌握并运用目的语言。
3．运用任务型教学，增强学生学好英语的自信心，着力培养学生的合作精神及理论运用才能。
教学内容分析^p 本单元主要通过议论话题“Things around the house ”学习询问物品的位置，使学生学会根本句型“where is my backpack？It is under the chair.”进一步体会疑问句的用法。
学会运用方位介词on \in\under表达物品的位置。
通过以上几方面的学习，使学生学会运用听【关键词】：^p ，推测词意的学习策略，识别不同物品的位置，促使学生理解自己的家居环境，热爱自己的家。
教学策略与方法 1．使用直观法 2．以任务或游戏为载体，在生生、师生互动中学会物体位置的表达方法。
3．指导学生参与任务4．使用多媒体，录音机实物或卡片。
教学目的知识与技能： 1.物品位置的'表达方法，并能提问和答复 2.方位介词in,on,under的用法 3.重点词汇where和地点名词table,chair,dresser,drawer,desk,sofa ,window, bookcase 的运用 4.语言构造Where is your backpa ck? It’s in/on/under the desk. Where are your books?They are in /on/under the backpacks? 情感态度目的： 1.在轻松的小组活动中，帮助学生克制害羞、害怕、缺乏学习动机等不良情感态度。
教案Unit4Where’smybackpack
教案Unit 4 Where’s my backpack?（教案）Unit 4 Where’s my backpack?教学资源 2009-12-05 15:03:44 阅读25 评论0 字号：大中小订阅引用花中人的（教案）Unit 4 Where’s my backpack? 教学目标Teaching Aims 【知识与技能】【Knowledge and skills】Learning preposition on, in, under, behind etc., to discuss the location of goods; Inquire to use where to find the location of goods. 【过程与方法】【Processes and methods】The theme of this unit is to discuss subject “Things around the house ”learn to inquiry “the location of goods”. Make students learn basic sentence pattern “Where’s my backpack? It’s under the chair.” At the sam e time guide student adopt Listening for key words, Inferring vocabulary and Role playing to utilize position preposition “on, in, under, behind, next to ”to express the location of goods; Through listening to key words in dialogues, complete dialogue practice; According to rearrange the words’ order to guess spell form correctly; Study new sentence patterns using cartoon. 【情感、态度与价值观】【Emotion, attitudes and value】Make students have interest and the desire of learning English, and are happy to participate in various English practices; Make students help each other in groups and cooperate actively with other person to complete learning task; Help students set up long-range ideal. 教学重点难点Difficulties and focus 1. where question. 2. Position prepositions: on, in, under and behind . 教与学互动设计Teaching and studying design of mutual actions Section A 创设情境，导入新课Create plots and scenes to guide the new lesson The major content of Section A is to discuss the location of goods, introduce some position prepositions (in, on, under, behind and next to). So we can adopt Situation Teaching Method: teacher arranges in classroom some situations like “a goods is in the certain location of another goods” to lead “Where? It’s in/on” and practice some new words about goods and learn 1 a. 合作交流，解读探究Cooperate and intercourse to unscramble and research The main content in Section A is to learn the target language: Where’s my backpack?It’s under the table. Where are my books? They’re on the sofa. Where’s the backpack? It’s on/in/under/behind/next to the table. Is the baseball on the sofa? No, it isn’t. It’s under the chair. It’s in/under thebackpack. They’re on the chair. 1、【Demonstration】Teacher takes a basketball or shows slide or show picture demonstrate: 1) ( Ask) I have a basketball. Where is it? (Answer) I have a basketball. Where isit? (Put the basketball on, in, under the teacher’s desk) With this method teaching, teach students the words about study, subsistence stores and furniture nouns and “on/in/under” 2) Let student mat ch the words with the pictures to grasp the words about study, subsistence stores and furniture nouns and “on/in/under”. 2、【Activities】Get students do Pair work, complete the teaching task of part 1c, learn to use“Where’s my backpack ? It’s under the chair.”, and position preposition “on/ in/ under/ behind/ next to”to express the location of goods. 3、【Experiences】 1）Play the tape of Part 1b, and get the students to listen and write the numbers, finish the teaching task of Part 1b. 2）Play the tape of Part 2a, and get the students to choose the things they hear and number them, finish the teaching task of Part 2a. 3）Play the tape of Part 2a again，and get the students to match the things with the nouns and number them, finish the hearing training task of 2b. 4、【Activities】 1) Get the students do Pair work, and finish the teaching task of oral intercourse in Part 2c. Sum up grammar Where’s my backpack? It’s on/in/under the chair. 2) Get students to observe dialogue content and the drawing of part 3a, catch related information according to example to rearrange the dialogue in the box. Ask students to use“Where are？”to inquire “the location of goods”. The intercourse mode that T-S mutual actions bring along S-S mutual actions can be adopted: Where are the books？They arein/on/under/behind/next to 5、【Game】Guide student to do Pair work, complete teaching tasks of part 4. Ask a student to see the picture of part 4, another student to see the picture on page 19, find out the difference between two pictures, practice sent ence patterns“Whereis/are？”. Section B and Self Check 创设情境，导入新课Create plots and scenes to guide the new lesson The major content of Section B is to revise and strengthens the relevant sentence pattern of “the location of inquiry goods with reply ”, it can still be adopted Situation Teaching Method: First from the nouns about goods the students have studied, let student learn new words and it is easy for students to accept language goal. 合作交流，解读探究Cooperate and intercourse to unscramble and research The main content in Section B is：Design the ideal rooms. 1、【Demonstration】The teacher communicate with the students to review the target language: Where’s the backpack? It’son/in/under/behind/next to the table. Is the baseball on the sofa? No, it isn’t. It’s und er the chair. 2、【Activities】Get the students to practice conversations to review the target language: Where’s my backpack? It’s under the table. Where are my books?They’re on the sofa. It’s in/under the backpack.They’re on the chair. 3、【Intercourse】Play teaching courseware or show pictures and slides( They can reflect the content of various moods), let student watch them and remember them in 3 minutes, then let students write down various goods, solid sentence patterns Where is/are ？ It is/They are on/ in4、【Experiences】 1）Play the tape of Part 2a and get the students to circle the adjectives they hear, and finish the teaching task of Part 2a. 2）Again play the tape of Part 2a and get the students to write the things in Tommy’s room according the conten t they hear, and finish the teaching task of Part 2b.5、【Activities】 1 ) Get the students to read the letter of part 3a , ask students to draw the missing things inpicture then finish the teaching task of part 3a. 2) Get the students to watch picture first, then fill in the blanks, complete the teaching task of part 3a. Ask student to use nouns about goods correctly. 3) Get the students to write letters to friends, ask him to find out 4 things from house, tell him where these things are. Complete the teaching task of part 3 c. 6、【Do it for yourselves】Get student design the domestic activity of imagination to complete the teaching task of part 4.The intercourse mode that T-S mutual actions bring along S-S mutual actions can be adopted: Here is my ideal room. My TV is on the desk. Mytelephone 总结反思Summarize and ponder 【小结】【Summary】This unit mainly discusses subject “Things around the house” learn to inquiry “the location of goods” and make student grasp basic sentence patterns “Where’s my backpack ? It’s under the chair.”, realize further the use of “Where 、Yes/No” questions; Learn preposition “on/ in/ under/ behind/ next to”to express the location of goods. Through the aspects, make student learn to utilize to hear keywords and inference words learning strategy, distinguish the location of different goods; It can make student know their household environment, love their home, make students design the ideal rooms through imagining. This unit and theunit of 5 join close: from this unit“Is/Are?” to the unit of 5“Do?”. 【反思】【Pondering】There is a lot of hearing practice, the teaching of sentence pattern, vocabulary teaching and needs in teaching material utilize the skill that hears keywords. The keywords are the most crucial information. For example, Section A1a th rough practicing“Where’s my backpack? It’s in/under/on.”, hearing keywords “in/on”, at the same time, through hearing keywords“Where’s?” to understand sentence pattern. This kind of skill utilize is helpful for students。
Unit4 Where's my backpack教学设计及练习题教案,DOC
Unit4No.110MiddleSchoolbyCaoYi单元整体说明单元教材分析本单元主要通过谈论话题"Thingsaroundthehouse"学习询问“物品的位置”，使学生学会基本句型"Where’smybackpack?It’sunderthechair．”，进一步体会“Where…?Yes／No”疑问句的用法；学会运用方位介词"on／in／under／behind／nextto"表达物品的位置。
通过以上几个方面的学习，使学生学会运用听关键词、推测词意的学习策略，识别不同物品的位置；既能促使学生了解自己的本句型加强采用on ／in／under／behind／nextto”表达物品的位置。
单元教学建议采用Personalizing和Roleplaying的学习策略，利用教学图片制作多媒体课件来展开课堂Pairworkgroupwork口语交际活动，进一步体会“Where…?Yes／No”疑问句的用法。
单元课时分配本单元用3课时教学SectionA部分用1课时SectionB部分用l课时SelfCheck及阅读部分用1课时SectionA教学内容SectionA(教材P19-21)教学目标知识与能力SectionA主要通过谈论话题"Thingsaroundthehouse"学习询问“物品的位置”，使学生学会基本句型"Where’smybackpack?It’sunderthechair．”，进一步体会"WhereYes／No”疑问旬的用法；学会运用方位介词"on／in／under／behind／nextto”表达物品的位置。
过程与方法采用Personalizing和Roleplaying的学习策略，利用教学图片来展开课堂Pairwork问答式的口语交际活动，使学生学会基本句型"Where’smybackpack?It’sunderthechair.”及方位介词情感态度价值观／in／Grammar:Whereis/are…?In/on/under/behind/nextto…练习设计随堂练习设计对划线部分提问：1．Hisparentsareintheroom.___________________________________ 2．Mybackpackisbehindmychair____________________________________ 3.Thephotoofmyfamilyisonthewall._________________________________________4.Thekeysareonthetable.__________________________________________5.Thebookcaseisnexttomybed.______________________________________________KEYS：1．Where’rehisparents?2．Where’syourbackpack?3．Where’sthephotoofy ourfamily?4．Whe re’rethekeys?5．Where’sthebookcase?个性练习设计寻宝：教师可将物品藏在一个地方，然后在一张纸条上运用方位介词写出这个物品的位置，再让学生根据线索寻找物品，像寻宝一样。
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Unit 4 Where’s my backpack ?教案www.5y Unit4where’smybackpack?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：、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Isthisa/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。
课时安排：第一课时SectionA1a-1c第二课时SectionA2a-4第三课时SectionB1-2b第四课时SectionB3a-4Self-checkPeriodone教师：准备一个带有家具的房间的多媒体或挂图，搜集图片、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。
学生：彩笔学生用品、大白纸、课本所涉及的单词的实物。
学步骤Stepone:PresenttheNewwords.①warmingup.T:what’sthis?S1:yesyouaright.Hereyouare.T:Isthisaruler?S2:yesitis.T:Howtospellruler?S2:R-U-L-E-R,ruler.T:Good,hereyouare.T:what’sthis?S3:It’sabackpack.T:Ihaveabackpackforyouasapresent,butIcan’tfindit.where’sit?Doyouknow?S3:Idon’tknow.S4:Ithinkit’sinyourdesk..T:No,itisn’t.Now,let’slookforthebackpacktogether,ok?②LearntheNewwords.T:Lookatthebigpictureonthescreen.Thisisabigniceroom .Iwanttoownsucharoom.Becausethereissomenicefurnitur einit.Doyouknowthenamesofthefurniture?T:what’sthis?It’sabed.“BED”.Readafterme.B-E-D,bed.Ss:B-E-D,bed.T:what’sthis?It’sadresser.D-R-E-S-S-R,dresser.Ss:D-R-E-S-S-R,dresser.通过师生互动，激发学生思维，并用学过的句子导入新课。
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英语：Unit 4《Where is my backpack》教案和练习（人教版七年级上）一、学习目标：1. 知识目标Where is / are …?—Is the baseball on the sofa? —Yes, it is. /No, it isn’t.—Are his keys on the dresser? —Yes, they are. /No, they aren’t.2. 能力目标Talk about where things are 谈论物品的位置二、重点、难点：重点1. 单词、短语：table，math book，behind，under，next to，between2. 句型：—Where is my backpack? —It’s under the table.—Where are her books? —They are on the chair.难点介词的使用三、知能提升：（一）【单词学习】1. tabledesk [desk]【用法】table n. 桌子；餐桌desk n. 书桌；办公桌；写字台辨析：table n. 指用餐、会谈或消遣时所用的桌子。
desk n.【例句】There is only a table for four at the restaurant. 这个餐馆只有一张四人桌。
【考点】at a/the table 在桌子旁at table 在进餐，在吃饭【例句】My bag is at the table. 我的书包在桌子旁边。
They talk loudly at table. 他们吃饭的时候大声交谈。
【考题链接】—Would you give me the chair _______, please? —OK. Here you are.A. at the tableB. at tableC. on the tableD. in the table答案：A解题思路：据句意“请问你能给我在桌子旁边的那把椅子吗？”可知选A项。
2. take [teik] 拿，取vt.【例句】She takes a book and reads it. 她拿了一本书然后读起来。
【考点】take…to… 把……带到……去take sth. to swh. 把某物带到某地take sth. to sb. 把某物带给某人【例句】Please take these books to the classroom. 请把这些书带到教室去。
Take the CD to Mary, please. 请把这张CD 带给玛丽。
I like a song named “Take Me to Your Heart”. 我喜欢一首叫做“让我靠近你的心”的歌。
【考点】反义词：bring 拿来，带来vt.bring…to…把……带到……来【例句】Please bring my computer game to me. 请把电脑游戏给我带来。
Bring your homework to school, please. 请把你的作业带到学校。
【辨析】take →Me: I will take some books to Mary. 我要给玛丽带去一些书。
bring←Me: Could you bring some CDs to me? 你能给我带一些CD来吗？【考点】take的相关词组take away 拿走Please don’t take away my pen. 请不要拿走我的钢笔。
take a bus 乘坐公共汽车I don’t want to take a bus. It’s too crowded. 我不想坐公共汽车。
太拥挤了。
【考题链接】A: My son likes reading English books.B: That is good. I have a lot of English books. You can ____ some books to him.A: You are very kind. Thank you.A. takesB. takeC. bringsD. bring答案：B解题思路：根据语境含义：你可以给他带去一些书，及情态动词can＋动词原形，可知选B项。
3. can v. 能够，可以【用法】情态动词是一种本身有一定的词义，但要与动词原形一起使用的动词，表示说话人对有关行为或事物的态度和看法，认为其可能、应该或必要等。
情态动词后接动词原形。
情态动词没有人称和数的变化。
【例句】I can sing but I can’t dance. 我会唱歌，但我不会跳舞。
I can speak English, but I can’t speak French. 我会说英语，但是我不会说法语。
【拓展】含情态动词“can”的肯定句变一般疑问句：将can提前到句首，句末加“?”—Can you speak English? 你会说英语吗？—Yes, I can. / No, I can’t. 是的，我会。
/不，我不会。
—Can you take these books to the classroom? 你能把这些书带到教室去吗？—Yes, I can. / No, I can’t. 是的，我能。
/不，我不能。
—Can she bring my ruler to me? 她能帮我把尺子带来吗？—Yes, she can. / No, she can’t. 是的，她能。
/不，她不能。
【考题链接】—Wow! Jim speaks Chinese.—Oh, I know. He can _____ Chinese and he can_____ Chinese too.A. speak, writesB. speaks, writeC. speaks, writesD. speak, write答案：D解题思路：情态动词can＋动词原形4. need [ni:d] vt. 需要【用法1】作为及物动词，need表示“需要”，其后常接名词、代词（宾格形式）。
【例句】I need your help. 我需要你的帮助。
She needs some money. 她需要一些钱。
I need him. 我需要他。
【用法2】need 表示“需要”，其后常接动词不定式。
need to do sth. 需要做某事【例句】I need to talk to you. 我得和你谈谈。
We need to go home before 10 o’clock. 我们需要十点前回家。
【用法3】need sb. to do sth. 需要某人做某事【例句】I need him to help me. 我需要他帮助我。
She needs a teacher to tell her the right answer. 她需要老师告诉她正确的答案。
【转换】He needs a dictionary.He doesn’t need a dictionary.—Does he need a dictionary?—Yes, he does. / No, he doesn’t.【考题链接】A: What’s wrong with you?B: I can’t find my pen.A: You need _____ the lost and found.B: That’s right. Thanks.A. asksB. to askC. askingD. asked答案：B解题思路：根据语境含义：你需要问问失物招领处及need to do sth. 需要做某事，可知选B项。
5. some a. 一些any a. 一些【用法】它们的后面都可接可数名词和不可数名词。
some常用于肯定句，而any则常用于否定句和疑问句。
【例句】There are some math books. 有一些数学书。
There are not any math books. 没有数学书。
Do you have any friends at school? 你在学校有朋友吗？【考题链接】—Do you want to go for a walk?—No, I don’t. I have ____ homework to do.A. aB. anC. someD. any答案：C解题思路：语境含义：我有一些作业要做；homework 是不可数名词，不能用不定冠词a, an；肯定句中用some表示“一些”，可知选C项。
【即学即练】句型转换：1. There are some apples on the table. （变成否定句）_________________________________________2. I need some water.（变成否定句）_________________________________________【答案】1. There are not any apples on the table.2. I don’t need any water.（二）【重点句型与表达】1. 对地点进行提问的句型Where is / are＋…【用法】当我们想知道某个物品在哪儿时，我们通常用Where is / are＋…?句型来提问。
【例句】Where is my pen?△where是疑问副词，意思是“在哪里”，其后用一般疑问句句式。
△当询问的物品数量为单数时，其前的be动词应使用is。
—Where is my baseball? 我的棒球在哪儿？Where’s my baseball? （缩写形式）因为该物品在问句中提到过，所以回答时用代词it代替该物品。
—It’s in t he bag.（它）在袋子里。
△当所询问的物品为复数时，其前的be动词使用are，因为该物品在问句中提到过，所以回答时用代词they代替该物品。
—Where are my books?我的书在哪儿？—They’re on the sofa.（它们）在沙发上。
注：Where are 不能缩写。
where还可以用于询问某人在哪儿，某个地方在哪儿。
【例句】—Where is Ben?—He is in the classroom.—Where is Beijing?—It is in North China.【考题链接】对划线部分进行提问。
Your friends are in the park._____ are your friends?答案：Where解题思路：对地点进行提问，用where。