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Unit4 SectionA（1a-2d） 教案
【教材版本与册数】新目标人教版七年级上册
【单元名称】 Unit 4 Where’s my schoolbag
【课时】Section A 1a-2d （第1-2课时）
【课型】Listening and Speaking（听说课）
教材分析 【本单元话题】谈论物品的所在位置【本单元重点掌握目标】学习一些物品的单词，及方位介词 on , in , under ,behind 等的用法；使学生学会基本句型 “Where’s … It’s …”及“Where are… They're …”，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。理解连词and在句子中的用法。【教材内容坼分分析】本单元Section A主要是谈论物品的所属位置，Section B进一步拓展了此话题，按照“听力输入--阅读训练--由读促写”的过程逐层递进。【通过本单元的学习学生需掌握的综合技能】训练学生的听、说、读、写四项基本技能，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。
教学目标 1. 语言知识目标：1) 能掌握下列词汇：where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head 2) 能掌握以下句型：① —Where's… —It's in/on/under…② —Where're… —They're in/on/under… ③ —Is the …in/on/under… —Yes, it is./ No, it isn't. ④ —Are the …in/on/under… —Yes, they are. /No, they aren't. 2) 学会运用方位介词in, on, under和where句型表述物品所在的位置。2. 情感态度价值观目标：培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。
教学重难点 1. 教学重点：1) 方位介词 in , on , under , behind的用法。2) Where的特殊疑问句和Is . . . 、Are…一般疑问句及其肯定和否定回答。2. 教学难点：1) 学会正确描述物品作在的位置；2) 学会询问自己或他人物品的具体位置；
建议教法 采用自主学习、小组合作学习、Personalizing和Role playing的学习策略，利用教学图片制作多媒体课件来展开课堂Pair work， Group work口语交际活动，进一步体会 “Where… Yes／No”疑问句的用法。
教学流程 （详见相应教学设计）
教学评价 本课的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品质的训练和培养。
【本课时教学设计】
步骤 过程 措施（教师活动与学生活动） 目的 持续性评价
DELC1预备与激活先期知识 Step1Warming-up & revision Ⅰ. Warming up and revision 1. (Prepare some school things.) T: What’s this (There is a watch in the teacher’s hand.)S1: It's a watch. Yes you a right. Here you are.T: Is this a notebook (holding up a notebook )S2: Yes it is.T: How do you spell notebook S2: N-O-T-B-O-O-K, notebook. T: Good.(Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.)T: What’s this S3: It’s a schoolbag.T: I have a schoolbag for you as a present, (Looking for it in the desk, under the chair . . . ) but I can’t find it . Where’s it Do you know S3: I don’t know.S4: I think it’s in your desk.T: (Look into the desk.) No, it isn’t. Now, let’s look for the backpack together, OK (Write down the title on the blackboard.)2. Work on 1a. Now let's look at the picture in 1a. Match the words with the things in the picture. Check the answers with the class. 1. 通过实物展示，抛出问题，学生说出文具相关单词：where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head 2. 通过单词和图片配对练习巩固单词 学生是否能够说出文具相关的单词：where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head
DELC2获取新知 Step2Before-listening 1. Present the furnitureT: Look at the big picture on the screen. This is a big nice room. I want to own such a room. Because there is some nice furniture in it. Do you know the names of the furniture (Show a picture of a bed and a bookcase.)T: What’s this It’s a bed. “BED”. Read after me. B-E-D, bed.Ss: B-E-D, bed.T: What’s this It’s a sofa. S-O-F-A, sofa.Ss: S-O-F-A, sofa. (Teach the other words bookcase /table/chair/desk/hat/head in the same way.) 2. Present in/on/underT: Where is my book It’s on the desk. (Put a book on the desk.)S1: It’s on the desk.T: Where is my book It’s on the desk. (To all the students.)Ss: It's on the desk. T: Where is my pen It’s in the pencil case. (Put a pen in the pencil case and ask.)S1: It’s in the pencil box.T: Where is my pen (To all the students.)Ss: It’s in the pencil box. T: Where is my schoolbag (Put a schoolbag under the desk and ask this question.)S1: It's under the desk. T: Where is my schoolbag (To all the students)Ss: It’s under the desk.Write "in, on, under" on the blackboard. 4。1. 教授核心句型Where is... 2. 教授核心词汇bookcase /table/chair/desk/hat/headin, on, under 学生是否能够运用核心词汇操练核心句型
Step3 While-Listening 1. Let Ss listen to the tape and finish 1b. 2. Ss listen to the tape and number the things in the picture. 3. Check the answers with the class. 1. 通过听力练习，达到语言输入的目的。2. 听第一遍完成教材基本要求，听第二遍提高难度，要求学生用本课目标词汇及句型完成回答问题。3. 通过听音模仿，加大语言输入量以及强化语音语调学习。 通过听力检查学生是否能听懂目标词汇与基本句型学生是否能用目标词汇回答问题学生是否能通过听音模仿朗读课文
Step4Post-listening 1. T: Let's practice the conversation with your partner. (Ss practice the conversation.)S1:Where’s the... S2:It’s... 2: Now make your conversations with the subjects in 1a. S1:Where’s the... S2:It’s... (Exchange roles. S2 ask S1 about the things) 1. 学生通过反复模仿原文对话，巩固目标语言。2. 利用所学目标词汇，自己创编新的对话，拓展学生词汇及语言能力。 学生是否能够通过反复朗诵课文，用目标词汇和语言创编新的对话
DELC3深度加工知识 Step5 Before-listening 1. Ask the students to spell the words in the picture in 2a.T: First, look at the pictures on the screen. What are these S1: They are books. S2: They are some keys. T: What’s this S3: It’s a computer game.T: Is this a ruler S4: Yes, it is. T: Is this a pencil box S5: Yes, it is. T: What about this S6: It's a schoolbagT: Can you spell it S4: Yes, S-C-H-O-O-L-B-A-G, schoolbag. 听力之前通过单词拼写练习储备听力所需知识。 学生能够拼写出核心词汇
Step6Whilelistening T: Now, listen to the recording and look at 2a. Number the things from 1-6.T: Check the answer. (Students give the answer.)3. T: Now, listen again. Let’s do 2b. Find out where are the things from 2a Number the things in the pictures . (Play the tape again and check the answer.)T: Who can answer S1: The computer game is on the backpack.S2: The books are …S3: The pencil box is …S4: The schoolbag is…S5: The ruler is… S6: The keys are …4. Listen and read the conversations.Tom: Is my computer game on the table Helen: No, it isn’t it’s in the bookcase.Tom: Oh, OK. How about my books Are they in the bookcase, too Helen: No, they aren’t. they’re on the chair.Tom: Oh. So, where’s my pencil box Helen: Hmm…it’s under the sofa.Tom: And where’s my schoolbag Helen: It’s under the table. And your ruler is under the chair.Tom: Oh, I see. And where are Mom’s keys Helen: The keys They’re on the table. 通过听力练习巩固并检测学生所学的目标词汇及句型是否掌握。2. 通过听力原文听音模仿，进一步巩固所学的目标语言。 学生能够完成听力练习并对听力原文进行模仿
Step7 Postlistening T: Make your own conversations. For example: S1: Where is... S2: It’s.... S1: Are they... S2: No,they are not.They are.... 2. Ss make their own conversations with his or her partner. Then let some pairs act out their conversations. 学生利用所学目标词汇，创编新的对话，巩固拓展学生词汇及语言能力。 学生是否能够利用所学目标词语及句型创编新的对话。
DELC4评价学生的学习 Step8 Role-play 1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him find his things.Match the things with the right places below. (Let Ss look at the screen. There are some things and some places)bag on his headmap on the sofahat on the bed in his grandparents' room 2. Ss read the conversation and match the things with the right places.3. Check the answers.4. Now practice the conversation with your partner. Then let some pairs act out the conversation. 1. 通过阅读Role play，学生能通过寻找细节，达到掌握对话大意。通过模仿朗读，以及表演对话，达到语言真实运用的目的。有能力的学生可以在对话原文的基础上创编新的对话，并进行表演，进一步培养巩固学生英语学习兴趣，也检查学生是否掌握当堂课要求达到的教学目标。 让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。
Step9Summary 1. Where’s the schoolbag It’s under the table. where 引导疑问句及其答语。 where 是疑问副词，意为“__在哪里_____”，问人或事物所处的位置。提问时，where放在__句首____ (句首/句末)，后面用一般疑问句语序。回答这类问题时，一般要使用表示方位的介词短语。Where is = Where’s (缩写)e.g. Where’s my bag It’s on your desk.2. They’re on the sofa. It’s in your schoolbag. It’s under your bed.on, in和under可作方位介词。on意为“在……上”（意指接触物体表面或构成物体表面的一部分）in意为“在……里面”under意为“在……下面”根据图片提示完成下列句子 。1) I’m an English book. I’m _on_______ the desk. 2) I’m a schoolbag. I’m _in_____ the drawer (抽屉).3) I’m a dog. I’m __under______ the desk.3. come on, e on可独立成句，用于命令，意为“快；加油”。 e.g. Come on! We don’t have much time. 快点！我们时间不多了。 come on也可表示知道某人所说的话不正确，意为“得了吧”。如： Oh, come on — you know that isn’t true. 咳，得了吧，你知道那不是真的！ 总结巩固课时所学内容 学生能够理解知识点并运用
Exercises 根据图画提示，写出单词。1. —Where are the books —They’re _____ the chair.2. My book is on the _____. 3. — Where is the cat —It’s on the ______. 4. I think my schoolbag is in my grandparents’ ______. 5. Look! The hat is on your ______.6. The _________ is very nice. 通过相关的课堂练习检测学生的知识掌握情况 学生能够运用所学知识做题
Homework 参照你房间里的东西用介词in，on，under写五个句子。 巩固所学词汇及句型 学生能够运用所学方位词进行造句
练习题答案：
一．1.under 2.table 3.sofa 4.room 5.head 6.bookcase

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