基点人教版七年级英语Unit 4 Where is my schoolbag教案

2021年1月24日发(作者：roughly)

Unit 4 Where
’
s my schoolbag?
教案


一、单元教材分析

本单元主要内容是谈论物品的 所在位置，
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，
学习一些物品的单词，
及方位介词

on ,
in
,
under
,behind
等的
用法
；
使学
生学会基本句型

“
Where’s
…?
It’s
…”
及
“
Where're
…?
They're
…
”，进一步体会
“Where…
? Yes
／
No”疑问句的用法；学会运
用方位介词

／
in
／
under
／
behind
／
next
to
表达物品的位置。理解连 词
and
在句子
中的用法。
通过以上几个方面的学习，
使学生学会运 用听关键词、
推测词意的学习策
略，识别不同物品的位置；既能促使学生了解自己的家居环境， 热爱自己的家，又能
促使学生通过想象设计自己理想中的房间。
本单元与第五单元衔接紧密：< br>由本单元
“
Is
／
Are
…?
”的学习过渡到第五单元“
Do …?
”的学习。使学生养成干净、整洁、合理
摆放物品的好习惯。

二、单元学情分析

本单元的主题是谈论话题“
Things around the house
”学习询问“物品的位置”，
使学生学会基本句型“
Where’s …? It’s …
”及“
Where're
…?
They're
…
”同时引导学
生采用
Listening for key words
，
inferring vocabulary
和
Role pl aying
的学习策略，
学会
运用方位介词“
on
／
in< br>／
under
／
behind
／
next to
”表 达物品的位置。本单元的话题内
容与学生的实际生活联系紧密，
学生们容易接受，
也便 于形成英语学习的兴趣，
坚定
学好英语信心。

三、单元教学建议

采用自主学习、小组合作学习、
Personalizing
和
Role < br>playing
的学习策略，利用
教学图片制作多媒体课件来展开课堂
Pair work
，

Group work
口语交际活动，进一步
体会

“Where…
? Yes
／
No
”疑问句的用法。

四、单元课时分配

本单元可用
4
课时完成教学任务：

Section A (1a-2d)
用
1
课时

Section A (Grammar Focus-3c)
用
1
课时

Section B (1a-2c)
用
1
课时

Section B (3a-Self Check)
用
1
课时



Section A 1 (1a-2d)

一、
教学目标：


1.
语言知识目标：

1)
能掌握下列词汇：
where, table, bed, bookcase, sofa, chair, on, under, come on, desk,
think, room, their, hat, head



2)
能掌握以下句型：

①


—
Where's
…
?

—
It's in/on/under
…

②


—
Where're
…
?

—
They're in/on/under
…


③

—
Is the
…
in/on/under
…
?
—
Yes, it is./ No, it isn't.

④

—
Are the
…
in/on/under
…
?

—
Yes, they are. /No, they aren't.


2)
学会运用方位介词
in, on, under
和
where
句型表述物品所在的位置。

2.
情感态度价值观目标：

培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置 的学习中获得英
语学习的乐趣，逐步培养学生们对英语学习的兴趣。

二、
教学重难点

1.
教学重点：

1)
方位介词

in , on , under , behind
的用法。

2) Where
的特殊疑问句和
Is . . . ?
、
Are
…
一般疑问句及其肯定和否定回答。

2.
教学难点：

1)
学会正确描述物品作在的位置；

2)
学会询问自己或他人物品的具体位置；

三、教学过程

Ⅰ
. Warming-up and revision

1.
(Prepare some school things.)

T:
What
’
s this?
(There is a watch in the teacher
’
s hand.)
S
1
:
It's a watch.


T:
Yes, you a right. Here you are.
T:
Is this a notebook?
(holding up a notebook.)
S
2
:
Yes, it is.
T:
How do you spell notebook?
S
2
:
N-O-T-B-O-O-K, notebook.


T:
Good.
(Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.)
T:
What
’
s this?
S
3
:
It
’
s a schoolbag.
T:
I have a schoolbag for you as a present,
(Looking for it in the desk, under the chair . . . )
but I can
’
t find it . Where
’
s it? Do you know?
S
3
:
I don
’
t know.
S
4
:
I think it
’
s in your desk.
T:

(Look into the desk.)
No, it isn
’
t. Now, let
’
s look for the backpack together, OK?

(Write down the title on the blackboard.)
2. Work on 1a.



Now let's look at the picture in 1a. Match the words with the things in the picture.



Check the answers with the class.

Ⅱ
. Presentation
1. Present the furniture
T:
Look at
the big picture on the screen. This
is
a big nice room.
I want to
own such a
room. Because there is some nice furniture in it. Do you know the names of the furniture?

(Show a picture of a bed and a bookcase.)

T:
What
’
s this? It
’
s a bed.
“
BED
”
. Read after me. B-E-D, bed.
S
s
:
B-E-D, bed.

T:
What
’
s this? It
’
s a sofa. S-O-F-A, sofa.
S
s
:
S-O-F-A, sofa.

(Teach the other words bookcase /table/chair/desk/hat/head in the same way.)

2. Present in/on/under
T:
Where is my book? It
’
s on the desk.
(Put a book on the desk.)

S
1
:
It
’
s on the desk.
T:
Where is my book? It
’
s on the desk.
(To all the students.)
Ss
:
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.)

S
1
:
It
’
s in the pencil box.
T:
Where is my pen?
(To all the students.)


S
s
:
It
’
s in the pencil box.

T:
Where is my schoolbag?
(Put a schoolbag under the desk and ask this question.)
S1:
It's under the desk.

T:
Where is my schoolbag?
(To all the students)

S
s
:
It
’
s under the desk.
Write

Ⅲ
. Listening
1. Let Ss listen to the tape and finish 1b.

2. Ss listen to the tape and number the things [1-4]in the picture. (
学案
)
3. Check the answers with the class.

Ⅳ
. Pair work

1. Practice the conversation in 1a with your partner.


2. Ss practice the conversation. Then ask some pairs to act out the conversation.

3. Then make your own conversations using the words in the box (in/on/under).


Ss may look at the picture in 1a and make their own conversations. They can also use
school things around them to make their own conversations.

4. Ask some pairs to act out their conversations.

Ⅴ
. Listening
1. Ask the students to spell the words in the picture in 2a.
T: First, look at the pictures on the screen. What are these?
S1: They are books.

S2: They are some keys.

T: What
’
s this?

S3: It
’
s a computer game.
T: Is this a ruler?
S4: Yes, it is.

T: Is this a pencil box?
S5: Yes, it is.

T: What about this?
S6: It's a schoolbag.
T: Can you spell it?

S4: Yes, S-C-H-O-O-L-B-A-G
, schoolbag.
2. T: Now, listen to the recording and look at 2a. Number the things from 1-6.
T: Check the answer. (Students give the answer.)
3. T: Now, listen again. Let
’
s do 2b. Find out where are the things from 2a? Number the
things in the pictures [1-6].

(Play the tape again and check the answer.)
T: Who can answer?
S1: The computer game is on the backpack.
S2: The books are
…

S3: The pencil box is
…

S4: The schoolbag is
…

S5: The ruler is
…


S6: The keys are
…


Ⅵ
. Pair work
T: Look at the picture. Are the books on the sofa?
Ss: No, they aren't. They're on the table.
T: Is the schoolbag under the table?
S: No, it isn't. It's on the sofa.
…

(write
the
four
sentences
on
the
blackboard.
Let
the
students
ask
and
answer
questions
about the things in the picture in 2b.)

Ⅶ
. Role-play


1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him
find his things.
Match the things with the right places below.




(Let Ss look at the screen. There are some things and some places)




bag








map


hat



on his head

on the sofa

on the bed in his grandparents' room



2. Ss read the conversation and match the things with the right places.


3. Check the answers.



4.
Now
practice
the
conversation
with
your
partner.
Then
let
some
pairs
act
out
the
conversation.

5.
评价：
（让学生们对自己的 表现及语言表达能力进行自我评价，在小组内评价，
然后进行评出最优秀的小组。并鼓励学生们下一次争 取做最优秀的小组及个人。
）

Homework:

1.

板书设计：















Section A 2 (Grammar Focus-3c)
一、
教学目标：


1.
语言知识目标：

1)
进一步掌握一些表示家具的名词以及学习用品的单词；

2)
进一步熟练运用方位介词表述物品所在的位置。

3
）在不同情景下熟练运用以下句型来询问及回答事物的位置。

①


—
Where's
…
?

—
It's in/on/under
…

②


—
Where're
…
?

—
They're in/on/under
…


③

—
Is the
…
in/on/under
…
?
—
Yes, it is./ No, it isn't.

④

—
Are the
…
in/on/under
…
?

—
Yes, they are. /No, they aren't.
Section A 1 (1a-2d)

1. where, table, bed, bookcase, sofa, chair, desk, room

2. in, on, under

3.
—
Where is
…
?


—
It's in/on/under
…





—
Where are
…
?


—
They're in/on/under
…


4.
—
Are the books on the sofa?
—
No, they aren't. They're on the table.
—
Is the schoolbag under the table?
—
No, it isn't. It's on the sofa.

5. bag








on his head
map






on the sofa
hat







on the bed in his grandparents' room

4
）总结归纳询问事物位置的句型及回答语。

2.
情感态度价值观目标：

进一步培养学生整齐地摆放自己物品的生活习惯。
在 描述物品的位置的学习中获
得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。

二、
教学重难点

1.
教学重点：

1
）总结归纳询问事物位置的句型。

2
）在不同情景下正确运用所学的句型来询问与回答事物的位置。

2.
教学难点：

1
）训练学生们在不同情景下运用所学的句型来询问与回答事物的位置的能力。

2
）能在实际生活情景中运用所学的句型来询问与回答事物的位置。

三、教学过程

Ⅰ
. Warming- up and revision
1.

Sing
“
Where is Tom?
”
song (like
“
Two tigers
”
)

Where is Tom? Where is Tom?

It
’
s in the case. It
’
s in the case.
Where is Tom? Where is Tom?

It
’
s on the case. It
’
s on the case.
Where is Tom? Where is Tom?

It
’
s under the case. It
’
s under the case.
2. Ask and answer the school things around them.


(Put S1's pencil box on the desk)
T: Where is your pencil box?
S1: It's on the desk.
(Then put it in his desk)
T: Is your pencil box on the desk now?
S1: No, it isn't. It's in the desk.
（
Put it under the desk
）

T: Is your pencil box in the desk?
S1: No, it isn't. It's under the desk.
3. Let Ss ask and answer in the same way.


Ⅱ
. Grammar Focus

1.
阅读指导：


< br>询问事物的位置时可用特殊疑问词
where
引导的特殊疑问句来提问。
句型结 构为：




Where is
…
? It's in/on/under
…
(
句子的主语为名词单数
)



Where are
…
?

They're in/on/under
…
(
句子的主语为名词复数
)
2. Let Ss read the sentences and fill in the blanks below.


①

地图在哪里？
_________ the map?
②

它在你爷爷奶奶的房间里。
It’s ___ your ______________ room.

③

我的书在哪里？
_______ _____ my books?
④

它们在沙发上。
They’re _____the _______.

⑤

他的铅笔在哪里？

______ _____ pencil box?
⑥

它在他的书包里。



It’s _
__ his _________.

⑦

你的尺子在哪里？
_______ your ________?
⑧

它在椅子下面。
It’s ________ the _______.

⑨

他们的钥匙在哪里？
_____ are ________ _____?
⑩

它们在桌子上。

_______ on the _____.

3. Check the answers with the class.


Ⅲ
.

Practice


1. (Make a conversation with a student.)
T: Look at Picture 1 in 3a. Where is the baseball?

S1: (help S1 answer) I don
’
t know.

T: (Teach Ss the expression
head.)
2. Now look at the pictures and read the conversation below and fill in the blanks.

3.
指导：①

注意句中事物的单复数形式，正确运用句型
Where is
…
? Where are
…
?
。










②

认真看图画，看清物品的位置，正确运用介词
in, on, under
来表达。

4. Check the answers.

Ⅴ
. Practice

1.
T:
When
we
ask
about
the
place
of
something.
We
often
use
the
sentence
structure
below:
—
Where is +
单数事物？

—
It's in/on/under
…


—
Where are +
复数事物？

—
They're in/on/under
…

—
Is the
…
in/on/under
…
?


—
Yes, it is./ No, it isn't.

—
Are the
…
in/on/under
…
?

—
Yes, they are. /No, they aren't.
Now let's ask and answer according to the picture in 3b or using your own things.
T: Where is the computer? Is it in the bookcase?
S1: No, it isn't. It's on the sofa.


2. T: Work in pairs. Make a similar conversation like this.

S1: Where is the computer game? Is it on the sofa?
S2: No, it isn't.
It’
s in the bookcase.

S1: Where are the books? Are they on the sofa?
S2: No, they aren't. They are in the bookcase.

S1: Where are the pencils?

S2:
I don’
t know. Are they in the pencil box?
S1: Yes, they are.
(Let the students ask and answer according to the picture in 3b or using their own things.)
Ⅵ
. Game (Find the differences)

T: Student A looks at the picture on P19, student B looks at the picture on P21, 3c. Ask and
answer questions to find the differences in pairs.
Sample:
SA: Where is the schoolbag? Is it under the table?
SB: No, it isn
’
t. It
’
s on the table.

SA: Where are the books? Are they on the sofa?

SB: No, they aren
’
t. They are on the bed.
…
...
T: Let
’
s find out the differences between the pictures. Where is the schoolbag? Is it on the
table? (Look at the picture on P21 3c)
Ss: No, it isn
’
t. It
’
s under the table.

(Look at Picture 2)

T: Where are the books? Are they behind the sofa? (Look at the picture on P19)
Ss: No, they aren't. They are on the sofa.

(Look at Picture 2)