新目标初中英语七年级上册Unit 4 Where’s my backpack -课件period 4
新目标(七上)unit 4 Where is my backpack完美版
Practise: Where’s … ?
Section B, 3a: take 拿走 take…to…
bring 拿来 bring…to… 请把这些书拿去给老师. Please take these books to the teacher.
Exercises
1.Where’s the apple? It’s on the desk.
Dear Billy, Can you bring some things to
school for me? I need my keys, my ID card, my notebook and my pencil case. My keys are in my drawer. My notebook is on the bed. My ID card is near the telephone. My pencil case is in my backpack.
Ebehind
Two
under
B
D
near
go through the forest/park
fall / jump off the tree
on
the tree
in
the tree
Where is the dog?
It’s near the table. Where are the cups?
漪无数心口无语奢望灿烂的孤独明月黄昏遍遍不再少年路岁月极美，在于它必然的流逝。
春花、秋月、夏日、冬雪。 你必汗流满面才得糊口，直到你归了土；因为你是从土而出的。你本是尘土，仍要归于尘土。 我始终相信，开始在内心生活得更严肃 的人，也会在外表上开始生活得更朴素。在一个奢华浪费的年代，我希望能向世界表明，人类真正需要的的东西是非常之微少的。世界上的事情，最忌讳的就是个 十全十美，你看那天上的月亮，一旦圆满了，马上就要亏厌；树上的果子，一旦熟透了，马上就要坠落。凡事总要稍留欠缺，才能持恒。 只有经历过地狱般的磨砺， 才能练就创造天堂的力量；只有流过血的手指，才能弹出世间的绝响。时光只顾催人老，不解多情，长恨离亭，滴泪春衫酒易醒。梧桐昨夜西风急，淡月朦胧，好 梦频惊，何处高楼雁一声？ 如果你长时间盯着深渊，深渊也会盯着你。 所有的结局都已写好 所有的泪水也都已启程 却忽然忘了是怎么样的一个开始 在那个古老 的不再回来的夏日 无论我如何地去追索 年轻的你只如云影掠过 而你微笑的面容极浅极淡 逐渐隐没在日落后的群岚 遂翻开那发黄的扉页 命运将它装订得极为拙劣 含着泪 我一读再读 却不得不承认青春是一本太仓促的书 记忆是无花的蔷薇，永远不会败落。 我也要求你读书用功，不是因为我要你跟别人比成就，而是因为，我
新目标初中英语七年级上册Unit 4 Where’s my backpack教案和反思
七上Unit 4 Where’s my backpack?复习课教学案例一．教材分析语言功能：谈论方位，表述方位目标语言：--Where’s/Where’re…? --It’s/They’re….--Is/Are…? --Yes,…./No,…./I don’t know.The n.＋ be ＋ prep. ＋ n.句型。
重点词汇：本单元的物品词汇;介词：in on under near behind;take bring where know二．教学设计（一）课堂任务设计思路：本课是一节说和写的复习课，重点是写。
由五个任务组成，其中第五个任务分两步。
由浅入深，逐层递进，形成完整的任务链教学结构：第一个任务看图片复习本单元的词汇。
学生将看到的房间里物品写下来，并且分类，再扩展到前面单元相关的词汇。
此任务不仅强化学生对这些词汇的记忆，为下文做好铺垫，打好基础，还有意识培养他们运用科学高效的记忆方法去记单词。
第二个任务是熟练运用本单元重点句型进行对话。
句型Where’s …? 和Where’re …?及其回答；Is…?和Are…?及其三种回答（Yes,…./No,…./I don’t know.），以及5个介词的熟练正确使用。
呈现句型What’s in …? There’s a/an ….是为后面的写作服务的。
第三个任务是写便条。
便条是考察的常见应用小作文之一，它短小精炼，生活气息浓郁，应用非常广泛。
本单元的 Section B中的3a和3b就是让学生学习如何写便条。
不管是从应试的角度，还是从知识的学到生活的用来说，我认为会写便条是必须的。
所以这是本节课的第一写第四个任务是综合运用本单元知识。
通过小组讨论，填表格以制订设计简案，再写报告完成设计详案。
先讨论后记再作文，由词到句再篇章，层层落实到写的目的，是第二写。
（二）教学过程Step 1. Warming up and greetingWatch the flash, Where's the fork?T: Today I'm your new teacher. My name is Agatha. What’s your name, please? … Is this your friend? …And this is….Get to know several students’names and their friends’names and greet them. Leading inT: You’re my new friends. I’m happy to meet you. And this is my friend, too. Her name’s Sally.Show Sally’s information card. Her habit is littering her things at home. Step 2. Memory challengeShow Sally’s room. Asking what’s in Sally’s room, get the students to write down the things in her room.Get students to classify all the words they write down into three groups and read them. Mention that the words, backpack, baseball and bookcase, are compound words.Step 3.Ask and answer.T: There’re so many things in Sally’s room. Where’s her backpack?Get students to ask and answer in pairs. Make sure that they use is and are correctly. Show Sally’s computer game, lead them to use I don’t know. Ask, Is it on the desk? Show the next picture and let students work in pairs.Step 4. Write a noteShow the picture of Sally at school.T: Look, Sally is going camping tomorrow, what does she need?Get students to guess the Chinese meaning of go camping. Emphasize the meanings and uses of bring and take.T: Sally is busy now. Can you help her write the note to Tommy?Show the picture of Sally’s room, review where her things are. Give students 4-5 minutes to finish their notes. Show three of them.Step 6. Discussing and writingT: Tommy wants to make Sally’s room nice and clean. But he needs a best idea. Can you help him? Now please discuss in groups of four, and fill in the chart to work out a simple plan. Then write a report with the beginning, In Sally’s new room.Show Sally’s room. Students work in groups of four. Make sure that they can fill in the chart with the information they get in their groups. Give them 7-8 minutes to finish the two tasks. Show two of their writings and correct the mistakes if necessary.Step 7. Just for funT: You help Tommy a lot. So he brings a gift. Let’s enjoy it. Show the flash of Self-chek4.A moral lesson, Don’t litter your things like Sally.Homework1. Read and spell the words in self-check.2. Compare to which group’s design is the best.教学反思《英语课程标准》七年级学生写的目标：能正确使用常用的标点符号；能参照范例写出或回复简单的问候卡或邀请卡；能用短语或句子描述系列图片，编写简单的故事。
七年级英语上册《Unit 4 Where’s my backpack》知识点 (新版)人教新目标版
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？在梳妆台上。
名词前已有作定语的this, that, my, your, some, any, each, every等代词，则不用冠词。
2.表位置的介词on 在．．．．．．上（两者相接触） 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.吉娜的书到处都是。
5.I don’t know.我不知道。
6. take sb/sth t o + 地点：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，从别的地方带到说话者的地方。
take “带走，拿走”表示从近处带到远处，从说话者的地方带到别的地方。
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一般用于肯定句，any用于否定句和疑问句①我需要一些笔记本。
★新目标七年级上Unit4：Where’s_my_backpack_教案
Unit 4 Where’s my backpack?I. Teaching aims1.Talk about where things are;2.Inquire where things are;3. Learn the using of preposition “ on, in, under, behind”;4.Learn the using of pronoun “they”.II. Target language---Where’s my backpack? ---It’s u nder the bed.---Are my books on the chair?---No, they are not.Period oneI. Aims:Talk about and inquire where things are with “where”, “on, in, under”.II. Vocabulary: Where, where’s, table, bed, dresser, bookcase, sofa, chair, drawer, plant, under, on, in, they’re;III. Sentence:---- Where is/are…?---- It’s/They’re on/in/ under….IV. Steps:Step1. Review1. Greets;2. Sentence ( using dialogue with the words which will be used in this class by showing pictures or things )①----What’s this/that?---- It’s a_______.----How do you spell it , please?---- ________________.Step2. Presentation1. Use dialogue① teach new words around the house by showing pictures. Table, bed, dresser, bookcase, sofa, chair, drawer, plant, alarm clock, video cassette2. P19:1a Match the words with the picture.3. 2b:Listen and number the things.Step3. Presentation1. Show two things’ position teach target language(sentence).---- Where’s/Where’re …?---- It’s/They’re on/in/under the ….2. Pairwork P19 : 1c Make conversation.Step4. Tasks1. Write notes on some pieces of paper, ask the students to arrange the things according to the notes.2. Show a picture and ask the students write at least 5 sentences to describe the position of the things. Then show the sentences to the students and correct them.Step5. Homework.1. Copy and recite the new words.2. Make a conversation to describe our classroom.。
七年级英语上册 Unit 4 Where’s my backpack单词巧记 句型语法剖析 人教新目标版
+句型语法剖析三点剖析单词·巧记·典句·考点【巧记提示】 w+here(这里【经典例句】Where你在哪？【考点聚焦】 where是特殊疑问词，用来引导特殊疑问句。
当我们不知道某东西在什么地方时，常用Where is/are...?来询问。
【活学活用】 1.对画线部分提问The shop is near our school.答案：Where is the shop?【巧记提示】 t+able(能；能力【经典例句】 There is a dog under the table.桌子下面有一条狗。
【考点聚焦】 1)注意与desk的区别：2）常用词组：at table在吃饭；at the table在桌旁【活学活用】 2.翻译爸爸叫我吃饭时不要说话。
答案：Father asks me not to talk at table.【经典例句】 There are many strange plants under海底有很多奇怪的植物。
【考点聚焦】注意与其他几个方位词的区别：【活学活用】3.根据字母完成单词My book is (d r e u n)your desk.答案：under【经典例句】 He often helps me with my math.他经常帮我学数学。
【考点聚焦】 1)全拼为mathematics，通常用作单数。
美语中简称math，英语中简称maths。
2)相关学科：Chinese语文；English英语；P.E.体育；art艺术；music音乐【活学活用】 4.选词填空(Math,Book)is a kind of subject.答案：Math【巧记提示】拿着(take)蛋糕(cake)到湖(lake)边去。
【经典例句】It’s going to rain,please take要下雨了，请随身带把伞。
【考点聚焦】 1)看图体会注意与bring的区别：2)take的常见词组：take photos 照相；take away拿走； take a look一看【活学活用】 5.选词填空Here are some books.Please(take,bring)them to my office.答案：【巧记提示】家里(home)来(come)了一些(some)人。
新目标七年级上册Unit_4__Where’s_my_backpack教案
Unit 4 Where’s my backpack?1.About the teaching materialThe main content of this unit is to talk about “Things around the house”and learn to inquiry “the location of objects”. Make Ss learn basic sentence patterns “Where’s my backpack? It’s under the chair.” At the same time, guide Ss to adopt the studying strategies of listening for key words, inferring vocabulary and role playing to learn to use the preposition of place on, in, under, behind, next to express the location of objects. Complete the dialogue through listening to the key words. Learn to guess the correct spelling forms of the words according to rearrangement. Learn new sentence patterns by using cartoon.2.Aims1)aims of abilitySs may show their desire skillfully in the situation designed by teacher. From the functional item practice, Ss may apply them in the real communication. Improve their listening ability as well.2)aims of skillSome nouns about furniture as table, dresser, bookcase, sofa, chair, drawer, daily use things as plant, CD, alarm clock, video tape, hat; some prepositions of place on, in, under, behind etc; where questions to ask the location of objects.3)aims of emotionsMake Ss have interest and the desire of learning English, and happy to participate in various English practices. Make Ss help each other in groups and cooperate actively with others to complete learning task. Help Ss set up long-range ideals.3.Teaching stepsPeriod One: SectionA 1a-----1cPeriod Two: SectionA 2a-----3cPeriod Three SectionA 4-------SectionB 1cPeriod Four SectionB 2a------3cPeriod Five SectionB 4-------Self-check•Sub Topic:Talk about the room•Language focus:Talk about where the things are•V ocabulary:bookcase, sofa, chair, backpack, books, keys, baseball, drawer,plant, in, on, under•Language Structure:There is / are …Where is…? It’s on / in / under…Where are…? They’re in /on / under…•Tasks:Listening, Designing & Making a surveyTeaching procedures:GreetingsStep 1 Warming up•Learn the new words in ,on , under, near by helping the teacher find out the things she lost.1. T: Where is my English book?S: It’s here.T: Oh, it’s on t he desk.2. T: Where are my keys ?S: They’re under your book.3. T: Where is my dictionary ?S: It’s in the backpack.•Look for things.The students hide and look for the things in groups. They can give the others some clues.For example:This is my book.. It’s on the second desk.Step 2: New words learning•Group work:The students choose one of the three pictures and list the things they may think the room has.•Class work: (sharing the ideas in class)Ask the groups to share their ideas with the class. Meantime they can teach the new words.Where is …… ? It’s ……Where are …… ? They are…Step 3: Activities•Match the words with the pictures. (SectionA 1a)•List and number the things in the pictures when you hear them. (SectionA 1b)•Pair work:Talk about the pictures in the textbooks and make their own conversation.•Game: challenge your memoryStep 4: listen and readHomework: Make a survey Interview a student / a teacher and fill in the forms•Sub Topic:Talk about the room•Language focus:Talk about where the things are•Recycled languag e: There is /are…Where is …? It’s on /in /under…Where are …? They’re in /on/under…•language Structure:Is the book / Are the books on the desk?Yes,… / No,… / I don’t know.•Tasks:Listening & Making a surveyTeaching procedures:GreetingsStep 1 Warming up•Chatting:Chat with the students about the things around the room by showing them pictures.•A guessing game:Show the students a picture of a room with a few things in it.Have them guess the places of the other things.T: Where is the bookcase?S: Is the bookcase near the bed?T: Yes, it is / No, it isn’t.•Listen and number these things. (Section A 2a )•Listen again. Imitate the dialogue in 2b,2c.Step 2 Memory Challenge•A competition: The students watch a clip of the video for a few minutes.(The video is about the teacher’s room.)•Have a competition among groups. See who can remember all the things and places.A: Where is / are the …? B: Is / Are the …in …?B: I think it’s / they’re…B:Yes, …/No,…Step 3 Activities•Group Work:Share the information they got from the teachers in groups.S1: There is / are …in Mr. Mrs. … room.S2: Where is the …?S3: Is the … near the …?One of the four makes a report in class. The others listen carefully and try to draw the room. They are encouraged to ask any questions.•Pair Work:A: I interviewed …There is a …in his room.B: Where is the …? OR Is the …in …?A:It’s in …OR Yes, …/No, …Step 4 Self-assessmentHomework: •Finish off the exercises in the exercises book•Imitate & act out the dialogue in SectionA 2a & 2b.Period 3 (Section A 4～Section B 1a-1c)•Sub Topic Find the differences•Language focus Tell the differences between the two pictures•Recycled language alarm clock, video cassette, CD, math book, computer game, •language Structure Is the book/ Are the books on the desk?Yes,…/ No,… / I don’t know.•Tasks Listening, comparing & sharingTeaching procedures:GreetingsStep 1 Warming up•Act out the dialogueStep 2 New words learning•Show the students a picture of a room•Let some able students list some new words•Match the new words with the things in the pictures (Section B,1a )•Pair work:talk about the pictures ( Section B, 1b &1c)Step 3 Find the differences (Section A 4 )•Show the students two pictures•Divide the whole class into two parts and show the different halves two different pictures •Ask and answer:(The teacher asks questions and the students answer them. They are asked to listen very carefully and remembered the things and places in another picture.)T: Where is the computer game in Picture One? S: It’s ……T: Where is the computer game in Picture Two? S: It’s ……•Have a competition: One half asks, the other answersWhere is the plant in Picture One ?What can you see near the bed in Picture Two?•A report like this:In Picture One, the plant is on the table, but in Picture Two it’s under the chair. …Step 4 Group work•S how the students a picture of sb’s u ntidy room.•Group work: decorate the room for sbHomework: To draw a picture of their own room and write a short composition about it.You may begin like this:This is …’s room. The hat is … The books are …Period 4 (Section B 2a～3c)•Sub Topic Asking for help•Language focus take… to ; bring… to ; need•Recycled language The book is on the table.The pens are in the pencil-case.•Language structure I need … for…Can you bring some things to school?Please take these things to…•Tasks Comparing, Problem solving & sharingTeaching procedures:GreetingsStep 1 Warming up•Show Tommy’s photo to the class and let the students ask any questions about Tommy.•Discussion:The teacher tells the studentsTommy wants something from his room for school.Have them discuss in groups what he needs.•Make a report:We think Tommy may n eed ……, because…… ( Section B: 2a & 2b )Step 2 Listing and writing•Listen and circle the things Tommy really wants ( Section B 2a )•Listen again and write down notes. ( Section B 2b )•Make an oral reportStep 3 Section B 3a &3b•Read the note and draw the missing things in the picture.•Look at the picture and fill in the blanks.Step 4 Creative Work•Group work: Discuss what you need for the coming sports meeting•Make a telephone call to your family•Act out the conversation•The others listen to the conversation and finish the telephone messageModel⑴:Telephone MessageFrom : _________ To : _________Message : I need _____________________Step 5 Discussion•Discuss in groups:What do you we need in our dormitory/classroom?We need…,because now ….We want to put it in the….( Make a report ) Step 6 Writing•Write a letter to the headmaster/ classroom in groups and put in the letter box Homework: Design your ideal room in groupsPeriod 5 (Section B 4～Self-check)•Sub topic My ideal room•Language focus The things in our nice room•Language Structure We have a nice room.There is / are ….You can see the ….•Tasks ProjectTeaching procedures:GreetingsStep 1 Recommendation•Suppose each group is a company for renting out the rooms.•Have a few groups recommend their rooms to the others.•IntroductionWe have a very nice room. There are lots of things in it……( The others listen carefully and try to choose the room they want to rent.)•Make up dialogues between the leaser and leaseholder•See which group can lend their roomsStep 2 Designing•Group Work: Discuss what we can see in your room in 2050. “You can see a very great room. There is / are …”•Make a reportStep 3 WritingJohn has a nice room to rent, please help him to write a notice to describe his room.NoticeI have a very nice room. There is a ______________________________________Do you like it? If you like it, please call John at 730-0555.Homework: Finish off the exercises。
新目标初中英语七年级上册Unit4《Where’smybackpack》教案
新目标初中英语七年级上册Unit 4 《Where’s my backpack ?》教案Plan for the whole unitTeaching objectives学完本单元后，学生应能：1．使用where -questions询问物品所处的位置，用介词on，in ，under …来指明物品在某处等。
2．掌握句型：Where is my English book ?It’s in the backpack.Where are your notebooks?They are in the desk.3. 使用已学的单词，如:ruler，ID card computer game ,baseball, keys 等。
复习句型：Is it (on/ in /under) the table ? Yes, it is./No it isn’t.学习词汇pencil case, table, bed, dresser, bookcase, chair, sofa, chair, drawer, plant, alarm clock, math book,video cassette,hat etc4. 用卡通画或video cassette进一步提升Where’s……?/Where’re ……?让学生准确地使用on ,in,under,behind,beside等介词描述物品所处的地方。
5. 让学生充分发挥想象设计自己理想的“小天地”，画出物品所处的位置，然后加以描述。
6. 通过活动来巩固介词短语。
寻宝.找物品7．通过听力更好地掌握物品的准确位置。
8．培养设计理想的“小天地”，养成整理好自己房间的良好生活习惯，为自己的学习营造舒适的环境。
Plan for every periodPeriod 1 Section A 1a,1b,1c→（链接课件）Teaching aims学完本课后，学生应能：1. 掌握生词。
七年级英语Unit 4Where is my backpack 人教版(新目标)知识精讲
初一英语Unit 4 Where is my backpack? 人教版（新目标）【本讲教育信息】一. 教学内容：Unit 4 Where is my backpack?二. 语言目标：（Language Goals）Talk about where things are. （谈论物品在哪儿）三. 语言功能：以谈论房子里的物品为话题，学会用英语询问和回答“东西在哪里”。
四. 重点句型：1. Where is the baseball?It’s in the backpack.Where are his keys?They’re on the dresser.2. Is the baseball on the sofa?No, it isn’t.Are the books on the bed?Yes, they are.3. There is a puter on my desk.There are books in the bookcase.五. 重点词汇短语：table，bed，dresser，bookcase，sofa，chair，pencil case，math book，alarm clock，video cassette，puter game，behind，under，next to，between六. 语法：1. where问句。
2. Yes / No 问句及其简单回答。
3. 静态的方位介词on，in等的用法。
4. 定冠词the的用法。
七. 重、难点解析：1. 当我们想知道某人或某物在哪儿时，如何提问？Where is / are + … ?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。
如：Where is my backpack?△where 是疑问副词，意思是在哪里，后面用一般疑问句句型。
△当询问的物品数量为单数时，其前的be 动词应使用is ，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。
人教版新目标英语七年级上册说课稿 Unit 4
Unit 4 Where’s my backpack一、说教材（一）、教材分析本课是人教版新目标英语七年级上册第四单元的第一节课时。
本单元的话题是谈论物品的位置。
通过单元学习，要求学生在掌握物品名称的基础上用方位介词熟练地表达物品的位置，并能对where问句进行提问并回答。
本课SectionA分为两部分，第一部分主要围绕物品名称及位置进行思维(1a)、听力(1b)、会话(1c)三方面对Where’s / Where are…?句型进行训练。
第二部分是通过谈论位置展开听力（2a—2b）、会话（2c）训练。
我根据教材特点，将一些内容进行整合，把1b、2a 和2b合起来训练学生的听力，1c和2c合起来训练学生的口头表达能力，让学生系统地学好本课的目标语言。
（二）、教学目标根据英语新课标，教材大纲的要求和学情(学生对感兴趣的话题较愿意表达)确立教学目标如下：1、知识目标（1）、掌握本课的重点词汇。
chair, sofa, table,bed,dresser,drawer,plant,bookcase, where under, on, they.（2）、掌握并灵活运用重点句型。
Where’s the backpack? It’s under the table.Where are the books? They are on the sofa.（3）、掌握方位介词in , on , under的用法。
2、能力目标（1）、学会描述物品的位置，并能就物品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。
（三）、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、unde r描述物品所在的位置。
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。
新目标初中英语七年级上册Unit 4 Where’s my backpack教案
Unit 4 Where’s my backpack?教案Section B 1a—2b【教材分析】本单元主要是谈论物品所在地。
在第一单元我们接触到了what 引导的特殊疑问句和介词in, 第二单元接触到了名词的复数。
本单元开始正式学习where引导的特殊疑问句，名词的复数和介词in, on,under。
为以后特殊疑问句，名词的复数和介词的继续学习奠定了坚实的基础。
它在本册书中乃至整个初中阶段占有极其重要的位置，起着一个承上启下的作用。
本课为本单元的第三课时，在SectionA部分学生已经能基本使用目标句型表述物品的位置，这一课以Tommy为主线，通过各种活动使学生进一步巩固对物品位置的描述，尤其是房间里的物品，同时也为下一课时学生读写能力奠定基础。
【学情分析】七年级的学生好奇心强，有初生牛犊不怕虎的热情和积极性。
但学生的近景性动机较强，注意力不能持久，所以我尽量通过各种活动给他们提供一个愉悦而宽松的学习情境。
【教学目标】通过本课的学习，使学生能够较熟练运用所学的英语知识描述房间物品的位置。
1.语言知识目标：（1）掌握本课的重点词汇。
（2）能准确表达物品的位置。
2.情感态度目标：促使学生了解和关心自己和他人的家居环境，热爱自己的家，养成良好的生活习惯。
从完成任务的过程中，学会互相合作，互相帮助，互相提高的社会交际意识。
【教学重点】1.重点单词、词组：math book ,alarm clock, video tape , CD, hat, computergame, need sth for…, bring…to …, take… to…2.重点句型：where’s the..?Is it in /on/under…?He/She has…3.话题：Talk about where things are【教学难点】如何准确地表达物品的位置。
教学步骤Unit4 Where’s my backpack?Class_____________ Name____________ 1. Listen again and write down where the things are.（再听一遍写出这些物品的位置）2.If you are Tommy, what do you think your room should be? Please decorateTommy ’s room with your group members, then show your design. (假如你是Tommy ，你觉得你的房间应该是怎样的？请和组员一起装扮Tommy 的房间然后秀出你们的设计。
新目标英语七年级上册unit4 where's my backpack
Finger-play song
Where is thumbkin? Where is thumbkin? Here I am. Here I am. How are you this morning? Very well, I thank you. Run away.Run away! (pointer, tall man, ring man, tiny…)
(1) (4)
(2)
(3)
Where’s the baseball?
It’s under the chair.
Where’s the backpack? It’s on the bed.
Where are the books?
They’re in the bookcase.
Where are the keys?
Writing
Draw your ideal room. Then describe it to your classmates. 画出你理想的房间,然后给你的同学描述出来.
Summary
在英语中， 在英语中，提问某人或某物在哪儿的句型为 主语” “where + is / are +主语”，如果句子的主语是 主语 可数名词的单数形式或不可数名词， 可数名词的单数形式或不可数名词，用is，如果主 ， 语是可数名词的复数形式， 语是可数名词的复数形式，用are。这类句子的答 。 语往往是“ 方位介词＋ 语往往是“It is / They are + 方位介词＋名词或代 词”。如： --- Where is the computer? 计算机在哪儿？ --- It’s on the desk. 它在桌子上。 --- Where are his keys? 他的钥匙在哪儿？ --- They are on the dresser. 它们在梳妆台上。
新目标七年级上册Unit4 Where's my backpack？
新目标七年级上册Unit4 Where's my backpack?讲解和练习讲解必背短语under the table在桌子下面on the sofa在沙发上in the backpack在双肩背包里on the bed在床上take…to…把……带到…… bring…to…把……带来…… video tape录像带math book数学书alarm clock闹钟重难点剖析1.—Where’s my baseball? 我的棒球在哪儿？—It’s in the backpack. (P19) 在书包里。
1) 询问“某人或某物在哪个地方”，可用句型“Where + be + 主语（人或物）？”。
where是疑问副词，意为“在哪里”，be要随着后面主语人称单复数进行变化，单数用is，复数用are。
回答时单数为“It’s + （表示地点的）介词短语”，复数用“They are + （表示地点的)介词短语”。
如：—Where’s my baseball? 我的网球在哪儿？—It’s under the desk. 在桌子底下。
—Where are my English books? 我的英语书在哪儿？—They are on the chair. 在椅子上。
2) in是介词，用来表示地点，意为“在……里面”。
如：—Where’s Tom? 汤姆在哪儿？—He is in the room. 他在房间里。
2. —Where is my computer game? 我的电子游戏机在哪儿？—It’s under the bed. (P20)在床底下。
1) computer game在此句中意为“电子游戏机”，另外，computer game也有“电子游戏”，“电脑游戏”等意思，其复数形式为computer games。
注意：由两个名词组成的短语，一般情况下复数形式是把第二个名词变成复数，第一个名词不变。
新目标初中英语七年级上册Unit 4 Where’s my backpack单元教学设计
Unit 4 Where’s my backpack?单元整体说明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／nex t 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。
单元教学重难点一览：重点难点1．复习词汇keys books basketball computer game pencil case rulernotebook pen pencil ID card2．词汇table bed dresser bookcase sofa chair drawer backpack CDmath book video cassette hat alarm clock3．句型Where’s my backpack? It’s on／in／under／behind／next to the chair．Are my books 0n the chair? Yes，they are．No，they aren’t．Is it on／in／under／behind／next to--?Yes，it is．№，it isn’t．语法焦点在于“Where…? Yes／No"结构单元学情分析本单元的主题是谈论话题"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．”同时引导学生采用Listening for key words Inferring vocabulary和Role playing的学习策略，学会运用方位介词“on／in／under／behind／next to”表达物品的位置。
新目标初中英语七年级上册Unit 4 Where’s my backpack开课教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 Where’s my backpack?Section B 3a-4一、单元整体分析本单元是围绕“Things around the house”展开教学活动的，这就要求学生掌握表示物品的单词，同时也要掌握物品摆放位置的表达方式；即能用“Where is/are…?”提问并用方位介词on, in, under, near, behind来回答，熟悉where引导的特殊疑问句和一般疑问句及回答；继而学习is, are与名词单复数的关系。
在日常生活当中，能用本单元的目标语言描述房间，写便条，使英语学习生活化，英语的交际功能得到充分的发挥。
本单元话题是学生日常生活中熟悉的话题，因此学生有表达的欲望。
这就要充分利用教材的听力材料，训练和提高学生的听、说能力。
在听说的基础上创设语言情景，加强读写能力的训练。
同时，要充分利用课本插图来启发学生，引起学生的学习欲望，提高学生听、说、读、写的综合能力。
同时渗透学生的情感教育，引导他们养成爱干净、爱整洁的好习惯。
二、单元知识结构1.词汇：名词：thing, table, bed, sofa, dresser, bookcase, chair, drawer, floor, room，desk, plant, bag, alarm clock, video tape, hat动词：need, take, bring介词：in, on, under3. 句型: Where is/are…? --It’s/They’re…Is my computer game on the table? --Yes, it is./No, it isn’t.Are my books on the bookcase? --Yes, they are./No, they aren’t.4. 语法：Where questions; prepositions.三、单元总体目标1. Master the vocabulary．2. Master and use：where的特殊疑问句和一般疑问句。