人教版英语七年级上册英语教案 unit4第二课时

第二课时Section A (Grammar Focus－3c) 课时目标观察下列句子并总结规律1．Don't run in the hallways.2．Don't fight.3．Keep quiet.4．Never give up.5．Be a good student.6．Be quiet.7．Let's go.结论：祈使句的用法：祈使句是用来表示请求、命令、叮嘱、邀请、劝告等的句子，一般以动词原形开头。

祈使句的分类：①Do型祈使句(以Don't＋动词原形开头)②V型祈使句(以行为动词原形开头)③Be型祈使句(以Be开头)④Let型祈使句(以Let开头)教学过程环节1新课导入T：As the proverb goes, “No rules, no standards”. Let's get to know some school rules.T：Can we arrive late for class?Ss：No, we can't.T：Can we run in the hallways?Ss：No, we can't.T：Can we eat in the classroom?Ss：No, we can't. We can eat in the dining hall.T：Can we listen to music in class?Ss：No, we can't.T：Can we fight?Ss：No, we can't....设计意图：通过用can的一般疑问句的问答，一来可以让学生明白一些应该遵守的规则；二来可以让学生学习怎么用can这个词来表达一些规章制度，也为下面讲can的用法做铺垫。

环节2学习Grammar Focus－3c1．让学生浏览并翻译Grammar Focus方框中的句子，并让学生用方框中的句子组成对话。

Unit 4Where's my school bag?第一课时Section A(1a-1c)1．重点单词：where，table，bed，bookcase，sofa，chair，on，under2．重点短语：on the sofa，in your bag，under your bed3．重点句型：—Where are my books?—They are on the sofa.—Where's my pencil box?—It's in your schoolbag.—Where's my computer game?—It's under your bed.1．能正确使用where引导的特殊疑问句2．用介词短语描述物品的位置1．能正确使用where引导的特殊疑问句2．用介词短语描述物品的位置一、预习课本P19新单词并背诵，完成下面的汉译英。

1．在哪里____________ 2.桌子____________3．床____________ 4.沙发____________5．椅子____________ 6.在……上________7．在……下__________二、认真预习1a，1b，1c，找出下列短语和句型。

1．在沙发上____________2．在你的书包里____________3．在你的床下____________4．—我的书在哪里？—他们在沙发上。

________________________________________________________________________ 5．—我的铅笔盒在哪里？—它在你的书包里。

________________________________________________________________________ 6．—我的电子游戏在哪里？—在你的床下。

________________________________________________________________________Step 1情景导入Teacher：We often lose our school things，like pens，pencils，erasers and other things.We must find them by ourselves，but sometimes we also ask others for help.Do you know how to ask and answer the location of the things？Let's learn together.环节说明：开门见山地提出本节课的语言知识目标，使学生能够明确学习任务，以最快的速度进入到课堂学习中去。

Unit 4 –Where’s my schoolbag?Section A 1a-1cLi Ling Shangxu Middle SchoolTeaching objectives:Knowledge objectives:1) Grasp the words about the furniture, table, chair,sofa,bookcase,bed;2) Grasp some sentences to describe the positions ofthe thingsAbility objectives:1) learn to asking the location of the object andconfirm the position;2) use the sentences to have a little talk about thethings’ position.Important points:1) learn some words of furniture2) Learn the usage of some direction prepositions,such as in, on, under;Difficult points: How to use the direction prepositionsand where sentence talk about the right position ofthings.Teaching contents:New words: table, chair, bookcase, bed, sofa, in, on,under, whereNew sentences:1) Where is .....? It is on/ under/in/....2) where are .....? They are .....Teaching aids: blackboard, chalk, multimedia, paper, box.Teaching procedures:Step1. Review1.Talk with individual S to reviewing the following English:What’s this?/It’s a(n)…/Is this(that) your…/Yes,it is. It’s mine./No, it isn’t. It’s his/Are these(those) your…?/Yes, they are. They’re mine./No,they aren’t. They’re hers.T:What’s this? (There is a pen in the teacher’s hand.) S1: It's a pen.T: Is this yours?S1: Yes, it is.T: OK. Here you are. Now pay attention to this, theseare his/her books. Are these your books?S2: No,they aren’t.They’re his/hers.T: Excellent.(Hold up a pen, an erase, some books and so on. Ask the questions in the same way.)Step2. Autonomic learning ( New words)1. Prepare some pictures about furniture, ask the wholeclass “What’s this” and ask Ss to read the new words, such as bookcase, sofa, table, chair, bookcase, bed.etc.2. Ask several Ss to read and spell the new words.3. Play a game4. Finish 1a.(Write "table, sofa, chair, bookcase, bed " on the blackboard. )Step3. Lead-inShow a picture,and tell something about the picture, For example,T: A friend called Tom comes to our class today. He will have English class with you. Tom has a very big and beautiful room,Do you want to have a look?S: Yes.T: OK,but you must finish the task first,three tasks. Step4. Task 1: Look for Tom.1. Show some picture about Tom,ask the whole class T：Where’s Tom?( teach students to read where’s= where is) It’s on the box.S: It’s on the box.(teach students to read on, on ,on the box)T: Where’s Tom? It’s in the box.S:It’s in the box. (teach students to read in, in ,in the box)T: Where’s Tom? It’s under the box.S: It’s under the box. (teach students to read under, under ,under the box)(Write "in, on, under, Where’s Tom? It’s on the box " on the blackboard. )3. Do an exercise ( Look and Say)1) Show some picture , ask and answer.T: Where’s Tom?S: He’s under the table. …3)To describe the positions of the things in classroom,such as:T: 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 pen? It’s in the pencil case. (Put a pen in the pencil case and ask.)S2: It’s in the pencil box.T: Where is my schoolbag? (Put a schoolbag under the desk and ask this question.)S3: It's under the desk.T: Where is my schoolbag? (To all the students)S s: It’s under the desk.4. Do actions.Ask the whole class to stand up and follow you do the actions. For example,T:on ,on ,on the desk( put the English book on the desk ) S:on ,on ,on the desk( put the English book on the desk )Put the English book in/under the desk and say. Then let the student do it by themselves again as quickly as they can.Step4. Task 2: Help Tom1. Show some picture that the student can’t see clearly,and ask,T: Where is the ball?S: It’s under the table.Show other pictures ,let the sudents ask and answer each other. Then show book on the desk, and ask,T: Where is the book?S: It’s on the desk?2. Show another book on the desk ,and ask,T: How many books are there ?S: Two.T：Where are the books? They are on the desk.S: They are on the desk.(Write " Where are the books? They are on the desk " on the blackboard. )3. Do an exercise ( Look and Say)1) Show some picture , ask and answer.T: Where are the balls?S: They are on the table. …2) To describe the positions of the things in classroom, such as:T: Whereare my book? They are on the desk. (Put somebooks on the desk.)S1: They are on the desk.T:Where are my pens? They are in the pencil case. (Put pens in the pencil case and ask.)S2: They are in the pencil box….4. Pairwork.Show some pictures and ask the students makeconversation in pairs5. GroupworkShow some sentences ,let the students discusstogether and find out the rules about how to use “is, are”.6. Do exercises1) The books ______ in the bookcase.2) The pen ______ on the desk.3) Where______ the map?4) The cat _______ under the desk.5) The keys ______ on the sofa.6) Where _______ the rulers?7) The schoolbag _______ on the bed.8) The cups _______ on the table.Step5. Task: Listen to Tom.Listeninga. Let Ss listen to the tape and finish 1b.b. Check the answers with the class.Step6. Emotion educationFinish the three tasks and get to Tom’s room. Showa picture about Tom’s room, and ask,T: Is it beautiful?S: Yes.T: Is it clean and tidy?S: Yes.Show another room ,and ask in the same way.T: Is it beautiful?S: No.T: Is it clean and tidy?S: No.Compare the two pictures ,teach students to keep their things clean and tidy.Step6. Choose the present and finish the exercises.一、英汉互译：1. 桌子 _______2.书架，书橱 _______3. 在...下______4.chair_____5. sofa ____二、翻译句子。

Unit 4 My Favourite Subject本单元是人教版七年级第四单元，标题为：My Favourite Subject，话题为：Talk about school subjects，语言功能为：name your favourite subject，explain why and what can you learn from different subjects，语法为：conjunctions(and，but，because)。

本单元主题是“人与自我”下的“生活与学习”，子主题内容包括：学校，课程，学校生活与个人感受。

探讨个人的兴趣爱好、学习生活等方面，表达对不同学科的喜好和感受，与自身的认知、情感等密切相关。

本单元用听力、对话、阅读等多模态语篇阐述了这一主题，将正确运用目标句型和恰当的连接词，有条理地介绍自己所喜欢的学科、原因以及收获作为目标。

通过分享最喜欢的科目，旨在培养学生学会发现并珍惜自己所喜欢的学科，理解每个学科的重要性，并尊重他人的学科选择。

通过对话和记叙文的描述，学生可以了解到每个人对不同学科的兴趣和喜好，并从中找到自己的兴趣所在。

同时，学生也会了解到每个学科都具有独特的魅力和作用，没有哪个学科是不重要或无聊的。

单元主题大观念单元语言大观念语言能力及技能语言能力：1．掌握与学科相关的词汇和常用表达，如：magic，useful，fun，important，subjects，difficult，easy，Chinese，history，maths，English，music，PE，geography，biology，IT，art，learn about the past，help me with my maths，work out maths problemsKey sentences：①—What's your favourite subject？—My favourite subject is…②—Why do you like…？—Because it's…③I'm good with numbers.④I'm not good at science.2．掌握双元音/e/，/a/，//，/əu/，/au/，/ə/，/eə/，/uə/的字母组合发音和单词连读。

池河中学2017-2018学年度第一学期教学设计年级七年级科目英语任课教师邓梦婷授课时间10.23课题Unit 4 Where’s my schoolbag?Section A (Grammar Focus)授课类型语法课标依据本单元围绕着Where is my schoolbag?的话题，共设计了三个部分的内容。

通过教授本单元，使学生学会谈论房间里物品的位置，能读懂有关物品位置的便条，并学会写便条让朋友帮自己从房间里取东西。

教学目标知识与技能1）掌握名词的单、复数形式与be动词、特殊疑问词where之间的关系。

2）能够正确使用where 引导的特殊疑问句询问物品位置。

3）能够正确使用介词 on, in, under描述物品的所在位置。

过程与方法通过学生自主学习总结，讲授练习等方法开展此部分教学。

编号：28情感态度与价值观学生能在多种英语学习情景中体验用英语交流的成功与喜悦，以及培养合作精神、互助精神和创新精神。

通过话题启发学生积极思考，调动学生的学习兴趣。

教学重点难点教学重点重点词汇： things in the room and some prepositions: on in underbehind next to语言结构：Where is/are….?It is…/They are…on,in,under,behind,next to …教学难点1．能够辨认位置，并描述物体所在位置。

2．能根据物体所在位置进行简单的问答。

教学过程师生活动设计意图设计Lead-in: Greeting with students as usual. Step 1 Read the grammar focus.Task 1 认真朗读P9 Grammar Focus 表格中的句子，仔细观察其中的语法语义规律。

1) 观察be （ is ,are ）动词和名词间的对应关系，填一填。

Where _____ the map? Where _____ my books?2） 观察表格中的句型变化，试着填一填, 并说出句子中表黑单词的意思。

人教版七年级英语上册第4单元Unit4教案Unit 4 Lesson Plan for Grade 7 English (Textbook: People’s Education Press) Lesson Overview- Unit: 4- Textbook: Grade: 7- Subject: English- Duration: 1 week- Lesson Title: Unit 4Lesson Objectives- Develop the students' listening, speaking, reading, and writing skills in English- Enhance the students' understanding of basic grammar rules and vocabularyLesson ContentThis lesson will cover the following topics and activities:1. Vocabulary- Introduce and practice vocabulary related to daily routines, such as wake up, get dressed, eat breakfast, go to school, etc.2. Listening- Listen to audio recordings of different daily routines and identify the corresponding activities3. Speaking- Practice speaking about personal daily routines and ask and answer questions about others' routines4. Reading5. Writing- Write a short paragraph describing a personal daily routine using the vocabulary and grammar learned in class6. Grammar- Review and practice the use of present simple tense in sentences related to daily routines- Engage in pair or group discussions about daily routines and exchange information8. Evaluation- Assess the students' understanding through quizzes, oral presentations, and written assignmentsLesson PlanDay 1: Vocabulary and Listening- Introduce the new vocabulary related to daily routines- Play audio recordings of different daily routines- Have students match the activities with the corresponding recordings- Discuss the correct answers as a classDay 2: Speaking and Reading- Practice speaking about personal daily routines in pairs or small groups- Introduce the reading passage about a teenager's typical day- Discuss the answers as a classDay 3: Writing and Grammar- Review the present simple tense and its usage in sentences related to daily routines- Provide a writing prompt asking students to describe their own daily routines- Have students write a short paragraph using the vocabulary and grammar learned- Divide the class into pairs or small groups- Assign each group a set of questions related to daily routines- Have the groups discuss the questions and exchange information - Assess the students' understanding through oral presentations and participationResources- Textbook: People's Education Press Grade 7 English- Audio recordings of daily routines- Reading passage about a teenager's daily routine- Writing prompts for students to describe their daily routinesAssessment- Quizzes to test vocabulary knowledge- Evaluation of written paragraphs describing daily routines- Oral presentations and participation in group discussionsConclusion。