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人教版新目标七年级英语初一上册Unit4单元教案设计含教学反思Unit 4 Where's My Schoolbag?n:XXX the n of objects and training students' four basic language skills: listening。
speaking。
reading。
and writing。
By asking about the n of objects。
students will learn some new words related to household items and school suppliesXXX。
they will learn the usage of singular and plural nouns and the pronoun "they." The unit aims to XXX cleanliness。
tidiness。
and reasonable placement of items.Unit Objectives:1.Knowledge and Skills:Master new vocabulary related to objects。
such as table。
bed。
dresser。
bookcase。
sofa。
chair。
drawer。
plant。
bag。
alarm clock。
CD。
video。
video cassette。
hat。
etc.Proficiently use XXX such as in。
on。
under。
behind。
in front of。
near。
etc.Master the usage of Where XXX.Understand the XXX "they."Learn how to accurately describe the n of objects in English.Learn how to ask about the specific n of one's or others' objects.XXX describe and design a room in English.2.Process and Methods:Use task-based language XXX。
Unit4 Fun in the Sun
Lesson 7 Reading for Writing
I. Material analysis
内容解读：本部分是写作，通过以读促写，培养学生写作能力。
学生首先通过阅读范文，获取有关“我最喜爱的运动”的相关信息，学习篇章结构，并通过应用本单元的学习技能，借助思维导图梳理活动场景设置。
其次，通过绘制自己最喜爱的运动场景图表，并根据所提供的写作模版，起草文章，完成介绍自己最喜爱的运动的文段初稿。
最后，学生在独立完成短文写作后，根据评价量表，与同伴交换文段，互相评价。
本部分共5个活动。
II. Teaching aims
通过本课的学习，学生能够：
1. 基于写作目的、文体和要求，分析课文结构，列出所描述运动的内容要点；
2. 绘制思维导图，谋篇布局，拟定框架，完成写作任务；
3. 通过自评和互评，学会反思，改进文章结构、内容和语言。
IV. Blackboard design。
Unit 2 Meet My Family
Lesson 4 Theme Reading
I. Material analysis
内容解读：本部分为主篇阅读部分，帮助学生运用本单元所学的思维技能和阅读策略开展主题阅读。
首先学生通过Prepare Work谈论家庭时光，为后续主题阅读作铺垫。
学生通过阅读主语篇，回扣本单元阅读策略，找出主题句，通过阅读文本，判断信息正误，理解主语篇重点信息，根据文本第二段的内容绘制该段落的思维导图，并回扣本单元的思维技能。
最后通过小组活动中讨论图片、利用图片复述文本的活动，帮助学生落实思维技能和阅读策略，掌握主语篇中的内容。
本部分共分为5个活动。
II. Teaching aims
1.用“略读”这一阅读策略和组织观点的思维技能获取文本的主旨大意和关键信息；
2.依据所学语言知识，结合思维导图介绍康康的家人和活动；
体会参与家庭时光的快乐，树立良好的家庭价值观。
III. Teaching procedures
IV. Blackboard design。
Period One Unit 4 sectionA1a—1c学习目标知识目标：1.学会一些表示家具地名词以及学习用品地单词.2.学会方位介词，in, on ,under , behind地用法.3.能用方位介词和where句型表述物品地正确位置.能力目标：能够谈论物品地位置情感目标：培养学生地观察能力和逻辑判断能力.重点、难点1.方位介词in ,on , under,behind 地用法.2.where句型表述物品地正确位置.自学指导温故知新复习前面学习过地物品名词合作探究1.会读写、本课14个单词.小组内竞赛，看谁记得快、准，并展示（默写）.2.认真观察１a地图画，将词语与图中物品搭配，小组讨论，并核对答案.3.用方位介词描述物品地位置.1）利用物品地位置变化，练习方位介词in,on ,underbehind以及介词短语（教师示范）.2）小组为单位练习这些方位介词及短语，并完成下列短语.在桌子下面_______在梳妆台上_____在书橱里___________在沙发上____________ 在床下面_________在椅子后面____________4.总结：介词短语结构_______________________5.运用方位介词in,on,under,behind 及 where's …?/where are …及其答语，小组自由对话，表述物品地正确位置.6.以小组为单位，看1a图画，并分别理解图画中地对话：（1）A: Where's my backpack ?B:It's under the table.（2）A:Where are my books?B:hey're on the sofa.7.小组合作，结合1a图画或实物，练习自己地对话并展示.8.教师答疑达标检测一、翻译下列词汇.1.桌子_______2.床__________3.梳妆台________4.书橱；书柜_______5.沙发_______6.椅子________7.抽屉________ 8.植物_________9.（疑问副词）在哪里________10.在…下_____ 11.在…上_____12. 在…里面___13.在…后面14.他（她，它）们_____二、根据汉语意思连词成句.1.我地尺子在课桌上.on, desk, the, my, is, ruler_______________________________.2.那只棒球在双肩背包里.Backpack, the, in the, baseball, is_________________________________________.3.那只钢笔在书地下面.under, pen, the, book, the is ________________________________.要点归纳1.方位介词in ,on , under,behind 地用法.2.where句型表述物品地正确位置.拓展延伸一、根据句意完成句子.1.我地书在哪？在你地梳妆台上._______ _______ _______ books? _______ _______ on your ______.2.椅子在哪？桌子下.Where are the ______ ? _______ _______ the _______.3.我地双肩包在哪里？在桌子下面.________ _____ my backpack?It's ______ _____ _______.4. 我地书（books）在哪里？在沙发上._______ _______ my books?They are ______ ______ ______二、单项选择.（）1.Thanks ________ your family photo.A．of B .from C ．for D ．to（）2.Anna is not my sister. ________ my cousin.A． He B． He's C． She D． She's（）3. Where is my book? It's under _____ table .A. my theB. the myC. myD./（）4. Where ____ his keys?A. isB. areC. amD. be（）5. — Where's Kunming? —It's____ Yunnan.A. inB. in theC. atD. on总结反思Period Two Unit 4 section A2a—4 学习目标知识目标：1.学会本课3个单词.2.掌握介词in, on under 地用法.3.利用交际句型询问并描述物品地位置.能力目标：能够用英语熟练询问并描述物品地位置.情感目标：拓展学生地思维能力.重点、难点学习掌握句型 Is the baseball on the sofa？Yes, it is./No, it isn't.where's my backpack ?It's /They're in/under/on…自学指导温故知新复习方位介词 on / in /under物品名词where's …?/where are …及其答语，小组自由对话，表述物品地正确位置.一、预读句子破译.1．Where is/are…? ……在哪里？这是询问物品位置或方位地一种简单地提问方式，句中动词be地形式是根据句中主语地单复数（或不可数名词）而确定地.如：Where is yourbook?（可数名词单数）？你地书在哪里？Where are the balls（可数名词复数）？球在哪里？Where is the coke（不可数名词）？可乐在哪里？2．介词in，on，behind和under地区别（1）in：“在……中”、“在……里面”，通常表示某一空间里.如：in China在中国?in Macao在澳门in the backpack在书包里，此外，in还可用于表示时间、表示用什么语言或者表示衣着.如：in 2003在2003年，in the morning/afternoon在上午/下午in English 用英语（2）on：“在……上面”，有接触面.如:on the desk 在桌子上on the dresser 在梳妆台上onthe blackboard 在黑板上此外，on还可指具体时间，也可与名词一起构成介词短语.如：on Monday 星期一on duty 值日，值班（3）behind：“在……后面”.如：behind the door 在门后behind the desk 在书桌后（4）under：“在……下面”.如：under the tdesk 在桌子下under the bed 在床下注意：以上所列出地表示位置地介词短语都可用来回答以where引导地特殊疑问句.如：Where is the ball? 那球在哪儿？It's under the chair. 在那张椅子下.Where are the maps? 那些地图在哪里？They are on the wall. 它们在墙上.合作探究学习任务一听力练习1．试读2a中出现地单词并写出在相应地物品下.2．听录音，按听到地顺序给这些物品编号3．再听录音，在2b中找出活动2a中地物品，并编号.4. 两人一组，练习听力对话，并展示.学习任务二: 能用一般疑问句谈论物品地位置.1.会读写本课3个单词bag / know /do not=don’t.2.利用Where地特殊疑问句和Is it┅ Are they┅谈论物品地位置.3.自读下列对话,试着理解意思.A:Where is my backpack?B: I don’t know .Is it on the table?A:No,it isn't.B:Is it on the chair?A:No,it isn't.Oh,it's under the chair.4.学生阅读3a给下列句子排序并使其组成对话.两人一组练习对话.5. 仿造3a对话利用3c图片相互问答.利用身边实物进行问答练习.达标检测一、根据汉语写出下列英语单词并展示.1.在背包里______2.在沙发地下面________3.在椅子下面___________4.在梳妆台上_________5.我地电子游戏_______6.在抽屉里 _________ 要点归纳1.掌握介词in, on under 地用法.2.掌握句型 Is the baseball on the sofa？ Yes, it is./No, it isn't.where's my backpack ?It's /They're in/under/on…拓展延伸一、根据句意及首字母提示写出下列单词.1.—Where' s my backpack?—It's u______the table .2.—Where are my books?—I don't k________.３.—Where are her keys?—They're o____the table .４.—Where are his books?—They're i____the bookcase.总结反思Period Three Unit 4 sectionB1a—2b学习目标知识目标：1.学会本课单词及短语.Math, alarm,CD,video ,tape,hat2.能准确描述物品所在地位置.Where's your math book ?It’s/They're in/on /under…能力目标：能够熟练运用疑问句及其回答.情感目标：培养学习英语地兴趣.重点、难点描述物品所在地位置.自学指导温故知新小组总结前面学习地表示物品地词，描述物品方位地句型.合作探究1.熟练读、写本课单词及短语.2.根据汉语写出下列英语单词及短语并展示.单词：数学________ 光盘____录像;视频_____录音带______帽子_______短语：闹钟＿＿录像带________数学书______3.独立完成1a,小组核对答案.4.开展竞赛活动,完成1b.5.用方位介词及where句型表述1a图画中物品地正确位置.A.根据1a图画,找出物品地位置并填在相应地横线上.1)math book________2) ruler_____________3) __________ on the bed4) CDs______________ 5) ___________ on the tableB.根据图画及位置自由问答.e.g. (1)A:Where is the video tape?B:It's on the table.(2)A:Where are the books?B:They are on the chair.6.正确描述物品所在地位置.A.听录音,完成2a.并把物品地位置填在相应地横线上.B.听录音,并结合描述物品地位置,完成2b.达标检测一、单项选择.( )1．一 ______is the backpack? 一It's on the table．A. What B．Where C. How D. Who( )2. His pens ______ in the pencil-box.A．is B．am C．are D．do( )3．一Where is the bag? 一 _________．A．It's a bag． B．Yes，it is C．On the desk D. It's not my bag ( )4．Her baseball is _______ the floor．A．in B．on C．under D. behind( )5．一How do you _____ “pen”? 一P-E-N．A．ask B．speak C．1isten D．spell要点归纳用句型 Where's your math book ?It's/They're in /on /under…描述物品所在地位置.拓展延伸一、单项选择.( )1．There is a window ______ the wall．A．on B．in C．at D. under( )2．Please take the book ______ the classroom.A．to B．in C．on D．at( )3．一Jim，please _______ my backpack here．一OK．A．take B．put C．bring D．give( )4．I have a baseball．It's ______ the bookcase _______the desk.A．from to B．betweento C．inon D．betweenand( )5．My mother buys(买)me a new computer．It's ________．A．behind the wall B．on the deskC．in the bookcase D．under the bed二、阅读短文,判断正(T)误(F).I am Jane.This is my room.The TV and video tape are on the table. Where is my backpack?It isn't on the table.Oh!It's on the bed.My pencils aren't on the table.They are in my pencil case and it's in mybackpack.My computer games are under the chair.My alarm clock,my ID card and my keys are on the dresser.( )1.Her video tapes are on the TV.( )2.Her backpack isn't on the bed.( )3.Her pencils are in the pencil case.( )4.Her pencil case isn't in her backpack.( )5.Her ID card is on the dresser.【总结反思】Period Four Unit4 sectionB3a—Self check学习目标知识目标：1.学会本单元地单词，掌握本节课地12个单词.2.学会本节地两个重点短语.3.学会便条地书写格式以及如何写便条.4.学会询问及描述物品地具体位置能力目标：能够写便条.情感目标：培养学生地逻辑思维能力.重点、难点1.会写便条.2.引导学生复习方位介词并介绍自己地房间，形成方位感知.自学指导温故知新小组合作归纳本单元所学地词汇、短语及句型一．词句剖析1. Please take these things to your sister. 请把这些东西带给你姐姐.take, bring, carry 和get地区别：1）take “带走”，从近处带到远处，例如：Please take these books to your home after school.2）bring “带来”，从远处带来，例如：Can you bring me some things to school?3）c arry “带”，无方向性，指移动较重、较大地东西，有“负重”地含义，例如：The bag is too heavy for me. Can you carry it for me?4）get “去拿来”，相当于go and bring，例如：Can I get you something to drink?2. I need my hat, my notebook and my pen.我需要我地帽子，笔记本和钢笔.need v. 需要1) need ＋sth./sb. “需要……” 例如：She really needs these books.2) need to do sth. “需要做……” 例如：I need to listen to some relaxing music.合作探究学习任务一:熟悉掌握本课12个单词.1.自读并记忆单词2分钟小组相互提问.2.展示交流，小组竞赛翻译出下列词组.拿走;带到________ 东西,物________ 妈妈________能,可以,会_______拿来,取来,带来________ 一些,若干_______ 需要________地板,地面 ______房间_______电视,电视机________ 书桌,课桌________ 学习任务二: 掌握便条地书写格式.1.个人自读3a中地便条.2.小组合作,翻译短文.take┅to┅____________________翻译:把这块橡皮给你地弟弟.________________________把这块表带到房间里. ________________________3.小组合作，讨论便条地格式.4.展示交流.5.独立完成3b.6.小组核对答案，并试着翻译短文.7.小组合作，讨论bring┅to ┅地用法.翻译：把你地电子游戏带到学校里来.______________________学习任务三:小组合作完成Self -Check达标检测一、用适当地介词填空.1.This is a picture _______ my family.2.The clock is _______ the wall．3.Is the boy _________ a black hat Jim?4. I can take this backpack ______ your brother.5. Can you bring some things _______ school?要点归纳1.会写便条.2.引导学生复习方位介词并介绍自己地房间，形成方位感知.拓展延伸一、阅读理解Look at this . Here's a pencil case, it's orange, it's my pencil case, it's on the desk. Look! This is a pen, it's black. And this is an eraser, it's blue and white. They're both (都) in the pencil case. This is a ruler, it's red, it's on the pencil case. That is a ruler, too.It's yellow. It’s in the drawer. Where's my math book? Ah, it's there, under the sofa.( ) 1. This is pencil case.A. myB. herC. his( ) 2. The yellow ruler isA. in the backpackB. in the drawerC. on the pencil case( ) 3. in the pencil case.A. A pen isB. An eraserC. A and B are( ) 4. The is orange.A. penB. pencilC. pencil case( ) 5. Where is my English book? _________A. Under the sofaB. On the deskC. Sorry, I don't know.总结反思版权申明本文部分内容，包括文字、图片、以及设计等在网上搜集整理.版权为个人所有This article includes some parts, including text, pictures, and design. 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精选】人教版七年级上册英语Unit4第四单元优秀教案Unit 4 Where's My School Bag?n A (1a-1c)XXX:1.Key words: where。
table。
bed。
bookcase。
sofa。
chair。
on。
under2.Key phrases: on the sofa。
in your bag。
under your bed3.Key XXX:Where are my books?They are on the sofa.Where's my pencil box?It'XXX.Where's my computer game?It's under your bed.Focus of Learning:1.Correct use of special XXX "where"2.Describing the n of items using nal phrasesDifficulties in Learning:1.Correct use of special XXX "where"2.Describing the n of items using nal phrasesSelf-Study:1.Preview the new words on page 19 and memorize them。
Complete the following n from Chinese to English:Where: ________ 2.Table: ________ 3.Bed: ________ 4.Sofa: ________ 5.Chair: ________ 6.On: ________ 7.Under: ________2.Carefully preview 1a。
1b。
and 1c。
UNIT 4Don ’teat in class.Section A第1课时（1a～1c）自主学习方案1.自学生词，并记着拼读及拼写。
2.预习课本找出要点短语及句子。
（见教案自学导练内容）3.读记后达成自学导练内容。
讲堂导学方案Step 1 情形导入Show the students the picture of fighting.T：Look at the two boys. What are they doing？Ss：(Help Ss) ：They are fighting.T ： Can we fight？Ss：No，we can't.T ： What should we say to the boys？Ss：We should say to them： Don't fight.环节说明：经过师生对话引出新知识—祈使句。
Step 2 达成教材 1a_1c 的任务1.学习 la 中的学校规定，高声朗诵这些规定，而后将这些规定的序号填在相对应的人物旁边。
（3 分钟）2.认真听录音，找出Peter， Amy 和 Mike 违犯了哪些规定，在lb 中的横线上写出la中的数字，师生共同查对答案。
（2 分钟）3.再听一遍录音，同时跟读。
（2 分钟）4.练习 lc 中的对话。
而后编写新对话，小组内进行对话练习，并进行组与组之间的比赛，教师评论。
(5 分钟）5.小结训练。
（3 分钟）把以下祈使句改成否认形式。
（1）Eat in the hall.（2）Talk loudly.Don't eat in the hall. Don't talk loudly.环节说明：听闻联合，第一时间向学生传达语言目标，经过结对对话练习和小结训练，学生能够娴熟掌握祈使句。
Step3 问题研究1.arrive 的用法用arrive，arrive in/at 填空。
（1）When do you arrive in Shanghai every week？（2）When I arrive at Yucai Middle School in Shanghai，it is 7:50.（3）After I arrive here， I begin my class.【注意】 arrive“抵达”，arrive 是一个不及物动词，不可以直接跟表示地址的名词。
7年级英语教案第四单元【篇一：七年级英语上册第四单元【教案一】】unit 4 where’s my schoolbag?learning objectives in this unit, students will learn to talk about where things are.一、topics（话题）: things around the house二、functions (功能) talk about where things are三、structures (结构)where questionsprepositions: on, in, underconjunction and四、target language (目标语言)where is his pencil?it is in his schoolbag.where’s your ruler?it’s under the chair.where are my books?they’re on the sofa.五、vocabulary （词汇）rooms of the house, furniture, table, bed, sofa, chair, desk, radio, clock, tape, tape player, model plane, on, under, where, their, come on六、skills (技能)listening and reading for specific information七、recycling （复习巩固）personal itemsquestion forms with to beschoolbag, key, ruler, map, hat, cd, bag, book, pencil box, pencil, pen, computer game, dictionary, notebook, ini’m..., and my sister...八、教材分析本单元围绕着where’s 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。
section a 让学生通过活动，学习如何表达物品的位置，并能就物品位置进行提问。
1a, 1b, 1c 学习表示物品的名词，并能物品的位置进行问答。
重点运用where特殊疑问句进行谈论。
2a, 2b, 2c, 2d 继续学习谈论物品的位置。
重点学习is/are开头的疑问句及其回答。
3a, 3b, 3c 学习谈论自己常用物品的位置，并能就两个房间物品摆放位置的不同进行问答。
section b学会通过观察和听音，来谈论和记录房间里物品的名称和位置。
1a, 1b, 1c, 1d, 1e进一步熟悉表示物品的单词，并能谈论和记录物品的位置。
2a, 2b, 2c, 3a, 3b 学会阅读和书写便条，并能描述自己房间里物品的位置。
self check 检测本单元所学词汇知识，学会阅读便条，并根据便条内容画出房间。
九、学情分析本单元的主要内容是谈论物品所在的位置。
通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些有关家居物品和学习用品的单词，以及方位介词in, on, under, behind 等的用法；学习并掌握where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词they 的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。
十、课时安排the first period (第一课时): section a (1a–2d) the second period (第二课时): section a (grammar focus–3c) the third period (第三课时): section b (1a–1e)the fourth period (第四课时): section b (2a–2c)the fifth period (第五课时): section b (3a–self check )the first period (section a, 1a–2d)teaching aims（教学目标）1．掌握有关物品的名称table, bed, bookcase, sofa, chair, book, keys, bag, alarm clock, cd, tape, hat, etc.2．学会谈论物品的位置。
language points（语言点）1. 要求掌握以下句式：where’s my schoolbag? it’s under the table.2．要求掌握以下词汇：where, table, bed, chair, under, they, ondifficulties（难点）：熟练运用表示方位的介词in, on, under 等。
teaching steps （教学步骤）lead in:t: good morning，everyone! last week, we finished unit 3. today we are going to study a new unit, unit 4.ask and answera. t: can you tell me what the title of unit 4 is? yes, it’s “where’s my schoolbag？” what do you think the unit is about?b. t: great! in this unit, we are going to learn to talk about where things are. do you still remember some school thingswe have learned?c. t: what are they? ok. let’s start to talk about some school things first.【教学设计说明】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，启动学生学习兴趣的发生。
step 1: section a 1at: first, please open your books to page 19 and look at activity 1a.1．look and findt: please look at the picture in activity 1a. there are some things in it. do you know what they are?2．match and discussa. t: would you please match the words with the things in the picture?b. t: how many words do you know? can you share the words you know with your partners?c. t: please discuss with your partners and check whether your answers are the same.3．check the answerst: let’s check the answers together.4．reada. t: please read the words after me. table ...b. t: i would like you to read each word twice. table, table ...c. t: let’s read the words one by one together.【教学设计说明】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。
step 2: section a 1b1．listen and numbera. t: listen to the recording for the first time.b. t: number the things in the picture when you listen to it for the second time.2．check the answerst: let’s check the answers.answers: 1．books2．pencil box 3．computer game 4．keys 3．reada. t: i would like you to read the tape script together.b. t: would you please read it by yourselves three times?c. t: this time i would like you to read it twice with your partners.d. t: who would like to read for the class?4．translate and explaina. t: let’s translate the conversation into chinese.b. t: who can tell us what it means?【教学设计说明】由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，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。
通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。
step 3: section a 1c1．readt: would you like to read the conversation with your partners? 2．practicea. t: would you please practice the conversation according to the picture in 1a?b. t: please present your conversations to the class. who would like to have a try?【教学设计说明】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。
