2013年七年级英语上册 Unit 4 Where`s my school bag Period 2 Setion A听说课教案 （新版）人教新目标版.doc

免费下载网址 Unit 4 Where`s my schoolbag? Period Two (Setion A)—听说课 Teaching and learning Goals: 1.Talk about the room and Talk about where the things are. 2.Study and practice Where’s …? It’s in/on/under… Where’re…? They’re in/on/under… 3.Listening practice of SectionA Teaching and learning steps : 一．Preview（预习检测） 1.Show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. Then show them the whole picture, preview the new words, ask where the things are, let the students answer, using the prepositions. eg. A: Where are the books? B: They are on the bookcase. 2.Repeat with a sitting room and a study, preview the new words and practice in the same way. 设计意图：由于新单词上节课已学过，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通过这样的方法再次呈现新单词，既增加了学生的兴趣，又达到了复习目的。 二．Warming up（热身导入） Step1 1. Revise some school things by asking questions. e.g.: What’s this? Is this a …? How do you spell it? etc. 2.Review the new words in, on, under, behind … by helping the teacher find the lost things. e.g.: T: Where’s my English book? S1: It’s here. / I think it’s … T: Oh, it’s on the desk. … T: Where’re my color pencils? S2: They’re… Teach the new word “where” and the use of “they”. 3.Consolidate the prepositions by looking at the screen and answer the questions: Where’s … ? Where’re…? 设计意图：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学生的主动性。 Step 2 Game: Hide and look for things Students hide and look for the school things in pairs. One student hide one school thing and ask: Where’s…? Where’re…? The other students guess and answer: It’s in your desk. They are in your pencil case. Ask some pairs to share their performance. 设计意图：通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。 Step3 Make up dialogues Section A, 1c: Make up dialogues in pairs, using the things in the picture onP19.. eg. A: Where’s the schoolbag? B: It’s under the table. 三．Listening （听力活动） Step1.Listening for the general idea Question: What things can you hear ? Listen and answer it Then play the tape for students and let them number them. Listen again and imitate the dialogues in Section A, 1b. Step2.Listening for the specific ideas SectionA , 2a. First answer what is this? What are they? Then listen and number them. Section A, 2b. Play the tape again, students number the things [1-6] in the picture. Imitate the dialogues. Step3.Post-listening activities 1.Pairwork Section A, 2c. Look at the picture in 2b again. Students use general questions to ask and answer about the things in it. 2.Practice the drill “Where is / are…?” Present short dialogues, using pictures or objects to help. Dialogue 1: A: Where’s my bag? B: I don’t know. Is it on the sofa? A: No, it isn’t. Dialogue 2: A: Where’re my books? B: I don’t know. Are they on the bed? A: Yes, they are. Teach “don’t =do not”, “ know”. 设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。 3. 3a.Look at the pictures and complete the conversations A: Where ________ the keys? B: They’re ______ the ___________. A: Where’s the _______? _______ it on your desk? B: No, it’s ________ the chair. A: Where _______ the pencils? B: I don’t know._______ they in the __________? A: Yes, they are. Keys:1.are on 2. book under 3.are Are schoolbag 3b .Ask and answer questions about the things on the right and write down。 设计意图：通过对这个句型的大量操练，使学生掌握该句型的用法，避免单调枯燥的语法讲解。通过书写，不但检查学生说，还检查学生写的情况。 四．Use of the language（语言运用） Game: Find the differences Section A, 3c. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form. e.g.: SA: Where is the backpack? Is it under the table? SB: No, it isn’t. It’s on the table. Things Picture 1 Picture 2 backpack under the table on the table pencil case books keys dog Ask some students to report their answer like this: In Picture 1, the pencil case is … In Picture 2, the pencil case is…; In Picture 1, the books are … In Picture 2, the books are … 设计意图：设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点，　再将它的不同点复述出来，其目的在于培养学生的语言组织能力。 Summary: A memory test Show a picture of a room, give the students one minute to look at it, then ask them what kind of things they see and where the things are. Have a competition among groups. See which group can remember all the things and places. 设计意图：通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。 五．The end-of class test 当堂检测 (一)用所给单词的适当形式填空。 ①.Where ________ (be) the notebook? ②. My ______ (pen) are in the drawer. ③. _________ (be) the cards on the table? ④. ______ (it) are my rulers. ⑤. Here are two ______ (key). （二）补全对话,每空一词。 ①. —Where ______ my computer game?     — ______ ______ on the table. ②. —Where ______ your books?     — _____ _____ in my backpack. ③. Kate is in her room. (对划线部分提问) ________________________? （三）连词成句 ① where, the, sofa, is ___________________________ ② under, it, is, the, table__________________________ ③ my, pen, pencil, where, are, and______________________________ ④ backpack, are, in, they, my_________________________________ ⑤ baseball, is, my, under, the, bed_______________________________ ⑥ your, under, your, ID, card, is, bed____________________________ Keys:(一) is pens Are They keys (二)1. is ...It is 2.are...They are 3.Where is Kate? (三)1.Where is the sofa? 2.It is under the table. 3.Where are my pen and pencil? 4.They are in my backpack. 5.The baseball is under my bed. 6.Your ID card is under your bed.     Homework: 1.Finish off the exercises in the exercise book. 2.Act out the dialogues. (Section A, 2a & 2b.) 设计意图：由课堂活动向课外延伸.巩固并运用所学。 亮点：1。对于本课的语言目标，以各种口语训练形式反复操练达到巩固目的，避免了单调枯燥的语法讲解 。、 2．从单个的知识点到整体的语言运用，使语言学习得以运用，从口语听力到文章，从而锻炼了学生的语言组织和运用能力。 3.学生联系实际生活，比较感兴趣。 使用建议：课堂容量较大，教师要注意掌控课堂节奏，不要为了赶进度而仓促完成，最好提前巩固好所需的单词，这样上课会更得心应手。 解压密码联系qq 1119139686 加微信公众号jiaoxuewuyou 九折优惠！淘宝网址：