人教新目标七年级英语上册Unit 4 第4课时Section B 1a1e教学设计Word下载.docx

1、thisinEnglish?Ss: Its a schoolbag. Where is the schoolbag? Its under the table. Great! Next, please practice this conversation with your partner.Ask some students to show their new conversations. A: Where is/are the ?B: Its /Theyre in/on/under创设情境，让学生结合情境进行对话，贴近生活，引导学生在实际运用中感知如何询问和回答物品所处的位置，做到学以致用。S

2、tep II . Pre-listening activities1. Lead in. Look at the picture and lets chant together.2. Preview Ask the students to translate the following Chinese into English. （1）在桌子下面_（2）在书橱里_ （3）在我的背包里_ （4）在沙发上_ （5）在床下面_ Ask the students to translate the following sentences.（1）我的铅笔在哪里？_（2）它们在沙发上。 _Check the

3、 preview. Boys and girls, let me check your preview. If you know the answers to the phrases, you can stand up. 课前检测重点短语和句型，课上有针对性的听讲，更能培养学生的自主学习能力。通过抢答的方式来检测预习效果，充分增强学生的竞争意识，掀起学习高潮，学生很快进入状态；教师还可以学定教。3. Learn. Boys and girls, look at the picture. There are some new things in the picture. Lets learn.S

4、tudents read the new words after the teacher. Now turn to P22 and match the words with the things in the picture in 1a.4. Memory Challenge：Look at Tommys room. There are so many things in the room. Can you remember all of them? Lets have a memory competition. I will give you 3 minutes. Write down al

5、l the things you remember. Lets see who will win!（设计意图:教师通过Memory Challenge（记忆挑战）的游戏，引导学生记住新单词，增加其趣味性，并为1c听力做好铺垫。Step III. While-listening activities.1. Listen for the general idea听取大意 Boys and girls，please listen to the recording carefully and find out the main idea of the conversation.The main ide

6、a （大意） of the conversation is _.A. to know your dream roomB. to draw a picture of your roomC. to know your room and where the things are让学生通过听录音整体感知，并找出谈论的主旨大意。这样能提高学生整体理解听力内容的能力，帮助学生更好的完成听力任务。2. Listen for the specific ideas听取细节（1） T: Now were going to listen to a conversation between Tommy and Mom

7、. Listen carefully and circle the things Tommy wants from his room. （2） Check the answers.（3） T: Listen again. Where are Toms things? Write them down. Check the answers. （设计意图: 在第二次听力之前，一定注意引导注重关键词under, on, in等。在核对答案的时候，老师可以先给学生做个例子，引导学生用目标句型，然后学生根据听力内容来回答。3. Listen and fill in the blanks.Mom: Hell

8、o.Tom: Hi, Mom. Could you bring（带来） some things school for me? OK. I need（需要） my_ books. English books? your English books? Hmm, theyre the chairOh, no, theyre under the . And I need my .Its .And my . Wheres your notebook? Uh, I dont . Oh, its under the in the bookcase.And Franks . He needs it. his

9、tape? Oh, its in the . OK. Meet you at one . , Mom. 听并填出空缺的单词，注重对听力细节的处理，考查学生的听力理解能力和书写能力，并加深学生对介词用法的掌握，为下一步小组做对话及小组合作探究做好铺垫。Step IV. Post-listening activities. 1. Read and retell（1） Play the tape and ask the Ss to read the tape script after the tape and prepare for retelling.（2） Let the Ss fill in

10、the blanks in the rewriting passage. First give the Ss time to practice it by themselves. Then the Ss do it with the teacher. Last choose one or two Ss to retell the conversation individually.Tom needs these things: his English books, his notebook, his ruler and the tape. Where are his English books

11、? Theyre _ the radio. And his ruler is _ the bed. His notebook is _ the model plane _ the bookcase. Oh, and Franks tape is _ the tape player.本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。2. Pairwork. Show some things to the Ss and put the things in different places in the classroom. Let the Ss answer the

12、 teachers questions.e.g. Wheres the pencil? -Its in the pencil box.Choose three groups to make their conversations and see which group can play the conversations correctly.为学生们创设较为真实的语用环境，使学生们体会所学的语言是真实可用的。Step V. Summary Inquiry into knowledge by translation.1. Ask the Ss to look at the following s

13、entences and try to summarize the language rules about how to use “in, on, under” and fill in the blanks. *His pen is in the pencil box.* My keys are on the bed.* Her baseball is under the chair. in, on, under 是方位介词。in 的意思是, on 的意思是_, under 意为_。（1） Your book is_ the schoolbag.你的书在书包里。（2） The keys ar

14、e _ the table.钥匙在桌子上。（3） My baseball and schoolbag are _ the _.我的棒球和书包在椅子下面。2. Ask the Ss to look at the following sentences and try to summarize how to tell the place of a thing.* The English books are under the radio. * The ruler is on the bedSummary：如何介绍某物品的位置：_Check the Ss answers:主语+ is/ are+ i

15、n/ on/ under短语Step VI.当堂检测I. Fill the blanks with “in ”, “on” ,“under” ,“of”.1. My English book is the schoolbag. 2. The TV is the table.3. The baseball isnt on the sofa. Its the sofa.4. Whats this English?5. This is a photo my family.6. The clock is the wall.翻译下列句子1.笔记本在哪？_ _ _ notebook？它在床上。 _ on

16、the bed.2. 书在书橱里。The books_ _ _ _.3. 他的背包在椅子上。His schoolbag is _ _ _.4. - 她的钥匙在桌子下吗？_ her keys _ _ _? - 不，不在。No, _ _.III. 句型转换1. The books are in the bookcase.（改否定句）2. The baseball is under the bed.（改一般疑问句）3. The pictures are on the wall.（对划线部分提问）4. Is the tape on the sofa?（作肯定回答）5. Are the chairs n

17、ext to the table?（作否定回答）6. on, radio, the, his, is, bed（连词成句）Step VII Homework. 1.Reviewthewordsandphrases in part 2b . （ ）2.I am a designer. （ ） Design your room and describe it. Such as: The CDs are on the bookcase.”亮点：预习部分的词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对

18、性的学。导入部分，给学生创设易于理解的语用情景，并逐步引导学生运用实际物品询问物品名称，让学生体会到所学的语言在生活中是可以学以致用的。家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。不足：学生对物品位置的陈述时往往忘记be 动词，使句子缺少动词。教师应该多指导学生如何陈述句子并用实际物品多练习，结合情境，做到学以致用。在小组活动时，由于选择表演的小组数多，占用时间稍长的原因，在听后活动这一环节时间稍紧，课堂显得匆忙。本节课较成功地组织了两个活动。第一个活动是通过挑战记忆力强化了新词汇，同时复习训练上一节所学的语言目标，并能给学生创造一个合作与竞争的环境，激发他们学习的积极性。

19、第二个活动是在课本听力完成后自己设计自己的卧室，看谁是最好的设计家。此环节主要为学生创造轻松快乐的学习环境，让他们积极运用所学语言表达与描述事物的具体位置。总之，整节课主题鲜明，但有不受课本限制，大胆地对教材进行拓展，让学生在轻松真实的活动中学会了语言。Keys:Step IIWords and phrases:1. under the table 2.in the bookcase 3.in my schoolbag 4.on the sofa 5.under the bed Sentences: 1.Where are my pencils? 2.Theyre on the sofa.St

20、ep III. 1. C 2.The English books are under the radio. The ruler is on the bed.The notebook is under the model plane in the bookcase.The tape is in the tape player.3.to English book Where are on radio ruler on the bed know model plane tape Wheres tape player at the school ThanksStep IV.（2） under, on,

21、 under, in, inStep VI. I. 1.in 2.on3. under 4. in 5. of 6.onII. 1.Where is the Its 2.are in the bookcase 3.on the chair 4.Are under the desk they arentIII.1. The books arent in the bookcase. 2 Is the baseball under the bed?3. Where are the pictures?4. Yes, it is.5. No, they arent.6. His radio is on the bed. The radio is on his bed.