人教版七年级英语教案Unit 4 Where’s my schoolbag

學完本課後，學生應能：

1. 學習並運用介詞on; in; under 在句子中的用法。. 2. 學習新單詞table; chair; sofa;; bookcase; bed etc. 3. 掌握句型 Where is/are…? 用來詢問某物的具體位置

4. 通過對話和遊戲，學生掌握對物品擺放進行描述。 Teaching procedures

Step 1 Preparation 1. Tell the task to the class：Please draw a picture of your bedroom, or you

can design it by yourself. We can show it to each other in class and find out which student’s bedroom is the most beautiful. 2. Brainstorm.

Try you best to write down some other furniture names by using dictionary or internet.

Step 2 Presentation& Practice Presentation 1 1. Let’s see what’s in my room, show a picture <1a> .Learn the new words: sofa;

table; chair… etc.

2. Learning the usage of some words: in; on; under.

Practice 1 英漢互譯

1. 在沙發上 5. under the table

2. 在桌子裡 6. on the floor 3. 在椅子上 7 in the schoolbag 4. 在書架上 8. under the bed Presentation2 Playing a game

變動教室裡面的一些東西，然後讓學生自己找出他們的不同。同學們以小組為單位，仔細觀察，然後將自己組發現的不同迅速寫到黑板上面，看哪一組同學發現得最多，而

且寫到黑板上的內容越快，就獲勝。

Structure：There was a map on the front wall but now there is a map on the back wall.

Practice 2 Listening to the tape and finishing 1b Then check the answer together.

Presentation 3 Practice the conversation in 1a with your partner. Then make your own conversations in the structure as below: A: Where’s the schoolbag? B: It’s under the table.

Practice 3 課堂練習，連詞成句：

TV Under Bed

Computer Behind Table Books Next to Sofa Map on Chair

Step 3 Summary 作為本單元的第一節內容，重點是通過教學工作使得學生能夠儘快瞭解本單元的學習主題和重要內容以及難點。針對學生英語基礎比較弱的情況，在第一節課中適當加入簡單句型操練是很有必要的。所以在整節課的教學過程中，主要圍繞Where句型展開，要讓學生能掌握基本的表達方式和重點單詞和短語，為以後的課中任務順利完成做好準備工作。

Step 4 Homework

Write a short passage about your bedroom. Feedback:

個人認為本堂課的設計遵循了由易到難，循序漸進的原則，整個課堂氛圍好，同學們能積極發言並主動跟人組隊交流，其中的小遊戲將課堂氣氛推向了高潮，是十分生動的一堂課。另外，從學生對知識的掌握來看，大部分的學生能運用where的句型進行口語操練，並能用此句型進行寫作，這是本堂課目標達成的一個非常重要的體現。

Unit 4 Where’s my schoolbag? Period 2 Teaching aims

學完本課後，學生應能：

1. 學習並掌握新單詞come; desk; think; hat.. etc.。.

2. 複習並練習句型“Where is/are…?” 以及回答“ It’s…/ They’re…?” 3. 能夠通過提問得知事物的具體位置並能夠向第三人描述事物的具體位置。 4. 能對某一特定事物提出自己的看法，並能運用所學知識表達自己的思想。 Teaching procedures

Step 1 Preparation Divided the whole class into six groups. and asked each group to interview a teacher in our school. Write down the conditions of each teacher’s room according to the interview.

Step 2 Presentation& Practice Presentation 1 課前已經佈置了小組作業，讓每一小組的學生分別來採訪我們學校的一位老師，現在請每一小組派一位代表來向大家介紹採訪的情況，當某一小組正在介紹時，其他小組請記錄下所聽到的重點內容。

Practice 1 根據同學們的介紹的六位元老師的情況，判斷下列句子的對錯。 There is a map on the wall in the English teacher’s room. There is a basketball on the floor in the PE teacher’s room. There are some books on the bookcase in the Chinese teacher’s room. There is a bag on the table in the math teacher’s room. There is a computer in the history teacher’s room. Presentation2 Guessing game

The teacher prepared six things before class: a ruler; a set of keys; a book; a pen; a schoolbag, a pencil case, then hide them in the classroom. Let

the student to find them by asking the teacher some questions, like” Is the pen in the desk?” the teacher answers ”yes” or “on” . The student who can find out all the things first, who will win.

Practice 2 Listening to the tape and finishing 2a&2b Then check the answer together.

Presentation 3 Today we will make a new friend, his name is Jack, he is forgettable, so

he usually asks his mother to help him find the things when he need them. Please read the 2d, and learn some things about this new friend, then we will read it in role.

Practice 3 According to learning 2d, answer the questions as below: 1. Where’s Jack’s bag? 2. Is Jack’s map on the sofa?

3. Is Jack’s hat in his grandparent’s room?

Step 3 Summary 本節課的內容是上節課內容的進一步鞏固和練習，主要以練習句型跟結合情景進行對話為主。

Step 4 Homework

Finish the exercise book. Feedback:

本節課的課堂設計主要是體現同學們的團結合作精神，課前要求他們採訪一位老師是要求他們所做的一個課前熱身運動，從完成程度上來看，還是十分良好的。而在課堂上，通過遊戲和角色扮演加深了學生們對知識的鞏固，以及加深他們對本章內容的一個感官上的認識，使他們真正理解所學的內容。

Unit 4 Where’s my schoolbag? Period 3 Teaching aims

學完本課後，學生應該可以做到：

1. 靈活運用介詞on; in; under 在句子中的用法。. 2. 掌握句型 Where is/are…? 用來詢問某物的具體位置 4. 通過對話和遊戲，學生掌握對物品擺放進行描述。 Teaching procedures

Step 1 Preparation 3. Show a picture to all of the students, and ask them to practice the target

sentences by asking and answering with each other according to the picture A: Where is/are…….

B: It’s/They’re in/on /under…….. 4. Brainstorm.

Try you best to describe the things in your bedroom.

Step 2 Presentation& Practice Presentation 1 3. Look at the pictures in 3a and complete the conversations. 4. Learning the usage of in; on; under again..

Practice 1 英漢互譯

5. 在沙發上 5. under the table

6. 在桌子裡 6. on the floor 7. 在椅子上 7 in the schoolbag 8. 在書架上 8. under the bed Presentation2

T: Now, Look at the pictures in 3b, ask and answer by using:

Where is /are …? It’s / They’re … .

2Practice 2 Finish the task of 3b

Presentation 3 (1)Call attention to the picture of two students talking. Read the sample dialogue and ask students to repeat.

(2)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.

(3)Point to the student B instructions and ask the student B to raise hands.

T: Look at the picture on Page 19. Use the information from this picture.

Please ask and answer about the pictures.

(4)Check the answers by having Pairs of students say in the class. Sample 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

Step 3 Summary 本節課的重點是通過一系列的教學工作使得學生能夠進一步靈活運用本單元的學習主題和重要內容以及難點。基於班級層次較多，本堂課的第一步主要就是針對前兩節課所學進行複習鞏固，同時為當堂新課做好熱身。課堂中加入遊戲的方式可以活躍課堂氣氛，寓教於樂。學生們十分喜歡，並能積極參與。

Step 4 Homework

Say something about your own room. Feedback:

本堂課為本單元的第三節課，也就是學生們已經對這個單元的內容有了整體感知，這節課的教學目的在於通過幾個教學活動達到鞏固並能靈活運用目標表語言的目的，整個課堂氛圍好，同學們能積極發言並主動跟小組組員交流，其中的小遊戲將課堂氣氛推向了高潮，是十分生動的一堂課。另外，從學生做對話的練習來看，大部分的學生能運用where的句型進行口語操練，並能用此句型進行寫作，這是本堂課目標達成的一個非常重要的體現。

Unit 4 Where’s my schoolbag? Period 4 Teaching aims

學完本課後，學生應能： 1. 學習並掌握新單詞

2. 複習並練習句型“Where is/are…?” 以及回答“ It’s…/ They’re…?” 3. 能夠通過提問得知事物的具體位置並能夠向第三人描述事物的具體位置。 Teaching procedures

Step 1 Warming-up and revision (1)Daily greetings to the students T: Good morning/ afternoon. What is the weather like today? (2)Revision

T: Now, Look at the pictures, ask and answer.

Show some pictures, ask the students to ask and answer. Using Where is /are …? It’s / They’re … .

Step 2 Presentation& Practice Presentation 1 通過多媒體課件向同學們展示課本中Section B1a部分的圖片，通過完成這個任務來檢測學生對生詞的預習情況。 Presentation2 Memory challenge

Look at the picture in 1a for three minutes and then close their books and write down all the things you remember

Practice 2 Finish the task of 1b.

Presentation 3 Now let’s listen to an article about Tom, and circle the things he wants

from his room.

Then listen again, where are Tom’s things? Write them down.

Practice 3 According to the listening part, answer the questions as below: 4. …………. 5. ………….. 6. …………..

Step 3 Summary 本節課的內容是上節課內容的進一步鞏固和練習，主要以聽說訓練為主

Step 4 Homework

Finish the exercise book. Feedback:

本節課的內容較少，仍然是進一步重點操練Where’s /are…?的句型和方位介詞，在教學過程中訓練學生快速尋找資訊的能力，設立information gap, 激發學生的興趣。並設置了一個記憶挑戰的遊戲，遊戲往往能夠幫助學生高效學習。

Unit 4 Where’s my schoolbag? Period 5 Teaching aims

學完本課後，學生應能：

1. 運用be tidy, in our room, in the …, on the…, under the…, always, everywhere；

2. 運用圖片談論物品的位置； 3. 學會keep our room tidy。 Teaching procedures

Step 1 Preparation 1. Ask the Ss to look at two desks of their classmates (one is tidy and the other isn’t) and say : Do you like this desk or that one? Why?. Lead the students to learn the new words: tidy, but always, everywhere.. At the same time teach the Ss to keep our classroom tidy. 2. Brainstorm.

Show two rooms (A,B)to the class and ask: what can you see in the pictures? Where is it/where are they? Speak out more words about things around us you know as possible as you can. They may say more words than 2a. This activity will open their minds and we can collect more words .

Step 2 Presentation& Practice Presentation 1 Describing the rooms. What are in the room in A,B? Where are they?

Look at the pictures and finish the chart. A Things Where B Things Where

Presentation 2 Guessing game

Ask Ss to guess the things in my room. Ask students: What are in my room?Where is/are… ?More guessing about the things .Raise more questions like; Do you have it?Is it…too? They will have different answers about it.

Practice 2 Listening

1.Listen to the tape of the reading text and find out How many names are there?What are they?

2.Listen to the tape of the reading text again and write down the things you hear.

Practice 3 Reading 1.Read the text and answer :Is Kate or Gina tidy? 2.Read the text once again and finish 2c.

Step 3 Production Just now you read something about Kate and Gina, can you say something about them? 1. Group work

Now it's turn to design our own rooms.Finish the task by group work. The task

is to design a

beautiful room of your own. Let me see whose rooms have the most beautiful things and it’s the

tidiest. Which group has the best idea?

Students will take an active part in the group work, and every member can devote their designs

and learn to co-operate with others.

2.Ask a leader in each group to say the things and their places in their room,and find out the best ones.

Step 4 Progress 1.Summary.

Let’s go over what we’ve learned this period. 2.Homework.

Draw a picture of your own room and describe it. Feedback: