Unit 4 Where is my schoolbag共同备课

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Unit4 Where is my schoolbag说课稿

Part1 教材分析
教学重难点
如何引导学生将阅读方法及技能巧妙的运用到阅读中去
从短文中词汇和句型的输入，再到短时间内让学生对自己房间描述的输出
Part2 学情分析
本课的对象是刚进初中不久的七年级新生，他们对英语有着极大的兴趣和好奇心。应该抓住这个有利因素，注重对学生学习英语兴趣的培养，保持他们强烈的好奇心和旺盛的求知欲。因此，在教学过程中我设计各种于都环节来激发学生的学习兴趣，用兴趣来激活他们的思维能力，唤起他们的学习注意力。七年级英语教学是整个初中英语教学的基础，让学生迈好英语学习的第一步，对培养学生英语阅读能力和促进学生的个性发展有着很大的帮助。
Part6 Blackboard design
On the middle of the blackboard, I will write the topic of this unit, under the topic, there are some key words, below them. I will write the important sentences so that students can have a clear understanding about this unit.
（10 minutes）
【The purpose】
巩固文章中的新单词，新短语，新句型。
【The purpose】
Develop the ability of writing and strengthen their understanding of words and expressions.
Part5 Teaching procedures
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Part3 教学方法

七年级英语上册(人教版)：Unit 4 Where's my school bag 教案

Unit 4Where's my school bag?第一课时Section A(1a-1c)1．重点单词：where，table，bed，bookcase，sofa，chair，on，under2．重点短语：on the sofa，in your bag，under your bed3．重点句型：—Where are my books?—They are on the sofa.—Where's my pencil box?—It's in your schoolbag.—Where's my computer game?—It's under your bed.1．能正确使用where引导的特殊疑问句2．用介词短语描述物品的位置1．能正确使用where引导的特殊疑问句2．用介词短语描述物品的位置一、预习课本P19新单词并背诵，完成下面的汉译英。

1．在哪里____________ 2.桌子____________3．床____________ 4.沙发____________5．椅子____________ 6.在……上________7．在……下__________二、认真预习1a，1b，1c，找出下列短语和句型。

1．在沙发上____________2．在你的书包里____________3．在你的床下____________4．—我的书在哪里？—他们在沙发上。

________________________________________________________________________ 5．—我的铅笔盒在哪里？—它在你的书包里。

________________________________________________________________________ 6．—我的电子游戏在哪里？—在你的床下。

________________________________________________________________________Step 1情景导入Teacher：We often lose our school things，like pens，pencils，erasers and other things.We must find them by ourselves，but sometimes we also ask others for help.Do you know how to ask and answer the location of the things？Let's learn together.环节说明：开门见山地提出本节课的语言知识目标，使学生能够明确学习任务，以最快的速度进入到课堂学习中去。

七年级英语上册人教版Unit4Where’smyschoolbag教学设计

七年级英语集体备课TopicUnit4 Where’ s my schoolbag?（Section B）Subject English Designer Li Huanhuan CollatorPeriod1User Date一、教课目的（知识与能力，过程与方法感情态度价值观）1.语言知识目标：1）掌握以下词汇： radio, clock, tape, tape player, model, plane, model plane, tidy, but, our, everywhere, always 。

2)能正确地描绘物件所处的地点。

3）能运用所学的句型咨询及回答物件的地点。

4）能听懂有关物件地点的对话，并能获取有关信息。

5）能阅读有关描绘物件地点的小短文，并能获取有关信息。

2.感情态度价值观目标：进一步培育学生齐整地摆放自己物件的生活习惯。

在描绘物件的地点的学习中获取英语学习的乐趣，逐渐培育学生们对英语学习的兴趣。

二、教课要点教课要点：1.经过听力训练提升学生听音辨音的能力，并能获取有关信息。

2.阅读描绘物件地点的有关短文，并能获取有关信息。

三、教课难点教课难点：阅读描绘物件地点的有关短文，并能获取有关信息。

四、教课工具教材，多媒体五、教课过程教师活动学生活动设计企图Step 1. Warm-up and revision1.Greetings.2.RevisionLet Ss look at the pictures in PPT. Ask and answer Review the words questions about the things in these pictures.and sentences.Step2. PresentationT： Let ’ s see a room of my friend and think aboutwhat are in his room and where are they.Step3. Practice1. Activity 1aT： First, let’ s read the words aloud in 1a.T:Now let’ s match the words with the things in the Ss read the words inpicture in one minute.Then T invites a S to check the answers.2. Activity 1bT asks Ss to look at the picture in 1a for three Ss match the wordswith the things in the minutes.Then close the books and write down thethings as many as possible.Invite two Ss to come picture in one minute. front and write their words on the blackboard.(Twogroups have a PK)通上内容的稳固复使学生快速融入到英堂中。

Unit 4 Where is my schoolbag？教案

T: Let’s summarize what we learned in this period.
拓展性运用〔知识生成、拓展提高、规律总结、知识框架、板书〕
The Second Period(Section A,GrammarFocus–3c)
1. A: Wherearethe keys? B: They’reonthetable.
c. T: I would like to give you an example.
Example: T: Where’s the pencil box? Is it on the table?
A: No, it isn’t. It is in the schoolbag.
d. T: I am sure you are clear about what to do. Let’s see who can find all the differences first. Let’s start!
b. T: Let’s make conversations in pairs.
c. T: Who would like to present their conversations to the class?
Game: Find the differences
a. T: Now it’s time for a game. Let’s play the game in pairs. Student A looks at the picture on this page. Student B looks at the picture on page 19. What do you find?
Try to memorize the conversations in 3a.

Unit4-Where-is-my-schoolbag公开课教案

Unit4-Where-is-my-schoolbag公开课教案Teaching Difficulties1.如何正确理解和使用方位介词。

2.如何描述物品的位置并进行提问和回答。

3.如何培养学生的语言运用能力和绘画能力。

In this lesson。

students will learn about the n of different objects in a room using XXX such as "on," "in," and "under." They will also learn how to ask and answer ns about the n of these objects using the word "where." The vocabulary words they will focus on include chair。

table。

sofa。

bookcase。

bed。

and desk。

By the end of the lesson。

students should be able to describe the n of objects。

use ns correctly。

and develop their language and drawing XXX。

they will develop good habits by learning how to organize their room and belongings。

The key points and difficulties of this XXX。

describing object ns。

XXX and drawing skills.under with the help of pictures and a video。

人教新目标七年级英语上册：Unit 4 Where's my schoolbag教案(含教学反思)

Unit 4Where's my schoolbag?Period 1 Section A (1a～1c)Teaching important points【教学重点】1.Key words & phrases：where，table，bed，bookcase，sofa，chair，on，under2.Key sentences：Where's my pencil box?It's in your schoolbag.Where are my books?They're on the sofa.Where's my computer game?It's under your bed.Teaching difficult points【教学难点】Be able to describe where the things are by using the prepositions correctly.Teaching aids【教具】pictures，CAI，objects，a tape playerTeaching procedures and ways【教学过程及方法】★Step Ⅰ Revision and lead－in复习导入Guessing game：T：What's in my bag？You can guess by using the sentence pattern “Is it a/an …？” to ask me.S1：Is it an apple?T：It sounds you like fruit very much.But it isn't an apple.S2：Is it a cellphone?T：No，it isn't.It's something that we need to write with.S3：Is it a pen?T：Well，let's have a look together.What's this?Ss：It's a pen.T：You are right.My pen is in my bag.Oh，where is my English book?Ss：Your English book is on the desk.T：Oh，yes，thank you！Today we will learn to tell where things are.★Step Ⅱ Self－studying and guiding自学指导Self－study guide 1：Self－study the new words：where，table，bed，bookcase，sofa，chair，on，under.Learn to pronounce them according to the phonetic symbols.And you can listen to the tapes to help you pronounce them correctly or ask others for help.Self－study guide 2：Self－study 1a，read the conversations by yourselves and match the words with the things in the pictures.Questions for thinking：(1)在桌子里面________________(2)在床上____________________(3)在椅子下面________________The teacher walks around the classroom to watch and help the students study while the students are self－studying.Encourage students to find out their problems in self－studying both in pronunciation and understanding.Time for questions：Discuss the difficulties that most students have and explain the language points that most students can't understand.Maybe it is necessary to discuss the usage of prepositions.★Step Ⅲ Check up检查核对Check up 1：Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.Check up 2：Check the answers to Part 1a.Ask a team of students to give the answers one by one，and help them correct the mistakes in pronunciation if necessary.Then check the answers to exercises in self－study.Check up 3：Ask some students to make a conversation with their partner and see if they can respond correctly.★Step Ⅳ Cooperative inquiry合作探究1．Listening (1b)Listen and number the things[1－4]．Play the recording twice.Then check the answers.2．Pair workMake some conversations with your partner using the words below.baseball bookcaseschoolbag tablebooks chairkeys sofaSample：A：Where is your baseball?B：It is under the chair.Where are your books?A：They are on the table.Where are my keys?B：They are on the sofa.…3．Act outAsk some pairs of students to act out their dialogs in front of the class. ★Step Ⅴ Practice 练习一．对画线部分提问。

Whereismyschoolbag教学设计

Unit4 Where is my schoolbag?Period1教学目标1.知识目标（1）掌握本课的重点词汇。

Chair、sofa、table、bed、bookcase、where、under、on。

（2）掌握并灵活运用重点句型。

Where's the schoolbag？It's under the table。

Where are the books？They are on the sofa。

（3）掌握方位介词on，in，under的用法。

2.能力目标（1）学会描述物品的位置，并能就物品的位置进行提问和回答。

（2）能对方位介词in，on，under加以灵活运用。

（3）培养学生的语言运用能力和绘画能力。

3.情感目标培养学生学习英语的兴趣，乐于参与课堂活动的积极情感。

教学重点和难点根据本课在教材中所处的地位和作用，我确立本课的重难点如下：1.重点：学习掌握用where's/where are…？句型询问物品的位置和运用方位介词in，on，under描述物品所在的位置。

2.难点：能够准确运用方位介词in，on，under描述物品所在的位置。

教学过程Stepl warming-up（热身）每课十问十答，根据学生问答情况给予不同分值（问题一学过的日常交流语言为主，目的是：一个方面提高学生的英语交流水平，避免学生“哑巴”英语的出现；另一方面激发学生学习英语的兴趣）Step2 lead-in（导入）用课件展示图片教授单词：Chair,sofa ,table,bed,bookcase如下：T：what's this（展示图片chair）Ss：it's a ch air…T：what's this（展示图片sofa）Ss：it's a sofa.运用同样的方式教授其他的单词，然后在屏幕上展现这个单词，教师带读单词，然后学生齐读。

（通过图片教学，既直观又形象，能够吧单词和实物链接起来，调动学生的积极性；把单词集中起来教学，能够培养学会僧记忆单词的技巧和能力。

初中英语教案 Unit 4 Where is my schoolbag第4课时教案

Unit 4 Where is my schoolbag（第4课时）讲课教师：学科：English 课时：4 总课时数：教学目标知识与技能(1) Talk about where things are .(2) Learn the usage of the prepositions.过程与方法Interactive teaching method .情感态度与价值观(1) Talk about where things are and keep your room clean andtidy.(2) Increase the ability of the language expressions .教材分析教学重点How to talk about where things are教学难点How to talk about where things are教学过程教师活动学生活动备注（教学目的、时间分配等）I Leading-inMake dialogues according to where the things are .II Interaction and consolidationStep 1 Read Grammar Focus.Step2.1 Section A , 3a : look at the picture and complete the conversations , then work in pairs and act out the conversations .2 Sect ion A , 3b : Ask and answer questions about the things in 3b .3 Student A looks at Picture 1 in 1a on page 19 , student B looks at Picture 2 in 3c on page 21 , Ask and answer in pairs and fill in the form . Ask and answer in pairs RevisionSs look and thinkSs pratice making conversations5’3’5’5’。

初中英语《Where‘s my schoolbag》优质教学设计、教案

unit4where is my schoolbag一、设计理念本节课我本着让学生通过日常生活用品的认知以及物品方位表达的学习，能够熟练掌握如何用英语表达单复数物品的简单方位，牢记新名词：table、bed、bookcase、sofa、chair 等，掌握名词单复数及人称代词they 的用法，并熟练运用介词in,on, under 和方位表达法：使学生学会基本句型"Where’s my book?It’s under the chair 学生通过小组学习、小组对话、讨论等一系列的课堂活动，培养学生的合作精神；同时学生通过自主学习与合作学习养成良好的学习、生活习惯，学会整齐摆放自己物品和养成良好的学习方法。

在学习新单词、演示物品方位和任务的布置以及练习的展示时我采用了多媒体教学，形象生动，极大限度地调动学生学习积极性，并扩大课堂容量。

同时引导学生采用小组合作与探究的学习策略，学会运用方位介词“on／in／under／”表达物品的位置。

二、课前准备教师：收集课文中所涉及的或学生常见的学习、生活用品、家具或有关的教学幻灯片，设计课后巩固练习，学生：预习新单词：听录音机，模仿跟读新单词；准备与本课有关的学习用品实物，看谁记得快、准。

及思考如何表示物体的方位。

三、教学目标：1.知识目标：（1）掌握有关物品的新名词：table、bed、bookcase、sofa、chair（2）熟练运用介词in, on, under。

（3）熟练运用where 问句及其回答。

（4）掌握名词单复数及人称代词they 的用法。

2.能力目标：（1）学会用英语询问自己的和他人的物品的具体位置。

（2）学会用英语准确描述物品的具体位置。

3.情感目标：（1）培养学生整齐摆放自己物品的生活习惯。

（2）通过小组对话、讨论等一系列的课堂活动，培养学生的合作精神。

4、学习策略：（1）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；（2）资源策略：学会利用一切可利用的学习资源如词典，书等来获取更多的学习信息；四、教学重点：1．方位介词in, on, under 的用法。

Unit-4-where-is-my-schoolbag教案

U n i t-4-w h e r e-i s-m y-s c h o o l b a g教案(总3页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 4 where’s my schoolbag?Period Two渔洋中学舒于慧I. Material analysisThe main content of this unit is to talk about “Things around the house” and learn to inquiry “the location of objects”. Make Ss grasp the basic sentence patterns “Where’s my schoolbagIt’s under the chair.” and learn the sentences “Are my books on the chair Yes，they are．No，they aren’t.” At the same time, guide Ss to role play and try to express the location of objects.II. Aims and demands1、Knowledge& Skills(1)Learn some words：come, desk, think, room, their, hat, head, yeah.(2)Review some prepositions of position: in, on, under.(3)Grasp the structures of “Where is/are...”and “Is it /Are theyon/in/under...”.2、Process & MethodsUsing the Cooperative Learning Method and the Gaming Teaching Method, guide the Ss to use the preposition of place on, in, under to express the location of objects.3、Emotional、attitude and valuesAsk the Ss to take care of their things and put them away.III. The key points and difficult points1、Key points(1)Grasp some prepositions of position: in, on, under.(2)Grasp th e structure of “Where is/are...”(3)Learn the structure of “Is it/Are they on/in/under...”.2、Difficult pointsGet students to talk about where things are..IV. Teaching methods1、The Cooperative Learning Method2、The Gaming Teaching MethodV. Teaching aidsThe PPT and the blackboardVI. Teaching proceduresStep 1 Review & Leading-in.Playing a guessing game to review the words and some prepositions of position: in, on, under, and then grasp the structure of “Where is/are...”Step 2 PresentationUsing the pictures to present the new sentence patternStep 3 Practice1、Listen 2a and number the things.2、Listen 2a again and finish 2b.3、Play a game “Memory Challenge” to practice the new sentences. Step 4 Consolidation1、Fast reading 2d and answer the three questions.2、Role-play the conversation.3、Play a guessing game to consolidate the sentence patterns .Step5 ConclusionSummary the main words and sentence patternsStep6 HomeworkFinish the exercise.Ⅶ. Blackboard design。

Unit 4 Where is my schoolbag(第4课时)教案 (新版)人教新目标版

情感态度与价值观
(1) Talk about where things are and keep your room clean and tidy.
(2) Increase the ability of the la学重点
How to talk about where things are
教学难点
How to talk about where things are
教学过程
教师活动
学生活动
备注（教学目的、时间分配等）
I Leading-in
Make dialogues according to where the things are .
II Interaction and consolidation
Step 1 Read Grammar Focus.
Step2.
1 Section A ,3a: look at the picture and complete the conversations , then work in pairs and act out the conversations .
2 Sect ion A , 3b : Ask and answer questions about the things in 3b .
3 Student A looks at Picture1 in1aon page 19 , student B looks at Picture2 in3con page 21 , Ask and answer in pairs and fill in the form .
on the table
book case
books
keys
dog

Unit4_where's my schoolbag集体备课稿

英语集体备课教案主备人：黄娟日期: 2012年10月24日教学思路：1、先引导学生学会新的句型构造谈论物品的方位，然后将重点句型以及所学介词编成一个“chant〞,让学生对所学句型进展一个稳固，为下一步的话题深入做铺垫。

2、让学生利用教室里的物品或自己房间的物品进展操练，到达在生活中运用语言进展交际的目的。

通过一分钟限时展示pair work,极大地激发了学生们学习英语的兴趣、表现欲以培养语言学习的信心。

也会暴露容易出错的问题和错误，以培养孩子细心做事的习惯，从而使他们的思维更加缜密。

3、做听力的训练，不仅培养了听的能力而且让新的语言点在听力材料中再现，从而加以稳固，实质上是变换语言输入的形式。

通过盖上书回忆图片资料既可以让学生操练目标语言，又可以培养学生的观察能力和记忆能力。

四、教后反思：针对上述教学设计和具体的教学活动，有以下几点思考：〔1〕故事情节导入生词、句型及组织课堂活动，会使学生对学习充满兴趣并感受英语学习的乐趣，从而有利于创造良好的课堂气氛。

〔2〕让学生在完成听力训练任务后又利用听力图片资料对目标语进展操练，对记忆观察等能力进展提升。

这样既提醒了同学要专心听课，也使完成了任务的同学增强了征服挑战的欲望。

〔3〕给学生自由练习的空间，让他们在使用语言中稳固知识，感受用英语交流的成就感，从而培养了学生的运用语言、进展合作学习的精神。

〔4〕在教学实践中，本人也体会到，新课程英语教学应当处理好以下关系： 1．正确处理教师“教〞和学生“学〞的关系。

教师应更多的关注如何让学生学会自学，而不是单方面的向学生灌输语言知识。

教学过程应该是学生在教师的帮助和指导下，掌握知识，并且形成技能的过程。

教师应当更好的发挥学生的主体地位，让学生自己去发现问题、分析问题、解决问题。

2．在教学设计过程中，要尽可能考虑学生情感在教学中的运用。

要设法让学生在快乐的环境下学习，充分地调动学生的情感因素，当然也不能单纯的追求快乐而无视学生对知识的掌握和能力的培养。