人教版英语七年级上册教案：Unit4 SectionA(Grammar Focus)
④—Are the …in/on/under…? —Yes||，they are. /No||，they aren't.
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||。
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?
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.
学生是否能够熟练唱出顺口溜和做出课前复习题
DELC2
获取新知
Step2
Grammar Focus
where用来询问人或物在什么地方||。其结构为：Where＋is / are＋主语(人或物)？回答时不能用Yes或No||，而应根据实际情况回答出物品所在的位置||。
1. —Where is / Where’s your sister?
—She is in the classroom / In the classroom.
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.
__________ ห้องสมุดไป่ตู้hat boy?
3. Her phone number is235-9761.
__________ her phone number?
Keys: Where are Who is What is
总结本单元重要语法
学生能够理解并运用
Step3
Practice
1. (Make a conversation with a student.)
如果主语是人||，回答时用相应的人称代词主格作主语；
如果主语是单数物品||，回答时用“It’s +表示地点的词”；
如果主语是复数物品||，回答时用“They’re +表示地点的词”||。
例如：
1) —Where is your English teacher?你的英语老师在哪里？
—He is in the classroom.他在教室里||。
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
【本单元重点掌握目标】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 are…? They're …”||，进一步体会“Where…? Yes／No”疑问句的用法；学会运用方位介词"on／in／under／behind／next to"表达物品的位置||。理解连词and在句子中的用法||。
own things.)
总结出表达方位的句型结构并让学生描述3b里的图片或是自己的东西||，最后两两编对话
学生是否能够运用所学知识来描述生活中的东西
4. Check the answers.
运用句型：Where is...? Where are...?
正确运用介词in||，on||，under
学生是否灵活运用所学句型和方位介词来表达裤子和编对话
Step4
Practice
1.T: When we ask about the place of something. We often use the sentence
-up
& revision
1.Let’s chant.
2.Revision
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.
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.
①地图在哪里？_Where’s________ the map?
②它在你爷爷奶奶的房间里||。It’s _in__ your _grandparents’__ room.
③我的书在哪里？__Where’re_____ _____ my books?
④它们在沙发上||。They’re _on____the _sofa______.
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||。
【教材内容坼分分析】本单元Section A主要是谈论物品的所属位置||，Section B进一步拓展了此话题||，按照“听力输入--阅读训练--由读促写”的过程逐层递进||。
【通过本单元的学习学生需掌握的综合技能】训练学生的听、说、读、写四项基本技能||，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||。
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||。
建议教法
总结归纳法||，情景教学法
教学流程
（详见相应教学设计）
教学评价
1.本课的目标设计清晰可操作||，活动的设计紧扣目标要求并与目标达成一致||。
2.注重教学内容和学生的生活经验相结合||，实现了学以致用的教学目标||。
【本课时教学设计】
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
DELC1
预备与激活先期知识
Step1
Warming
T: Look at Picture 1 in 3a. Where is the baseball?
S1: (help S1 answer) I don’t know.
T: (Teach Ss the expression "I don't know." with a body language. for example shook your head.)
Unit4 SectionA（Grammar Focus）教案
【教材版本与册数】新目标人教版七年级上册
【单元名称】Unit 4 Where’s my schoolbag?
【课时】Section A Grammar Focus--3c（第3课时）
【课型】Grammar(语法课）
教材分析
【本单元话题】谈论物品的所在位置
1.阅读指导：
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.
⑤他的铅笔在哪里？___Where’s his___ _____ pencil box?
⑥它在他的书包里||。It’s _in__ his _schoolbag________.
⑦你的尺子在哪里？_Where’s______ your _ruler_______?
人教版七年级上册英语教案Unit 4 Section A Grammar Focus-3c带教学反思
Step 2
Presentation
(PPT 5-7)
1. Ask one student to summarize the sentences.
2. Show the grammar focus andwork on Grammar Focus.
B: They’re in/ on/ under/…
教学难点：
Learn the usage ofin/ on/ under/where.
教学过程(表格描述)
教学环节
主要教学活动
设置意图
Step 1
Lead-in
(PPT 3-4)
1. Have a free talk about the sentences.
将上面学生总结的句子反复读句子，概括这些句子的特点并讲解介词in/on/under和疑问副词where的用法,练习这些语法。
Step 3
Practice
(PPT 9-17)
1.Work on 3a.Look at the pictures and complete the conversations.
教学重点：
1.Keyvocabulary:
know, in your grandparents’room, on the sofa, under the chair...
2. Key sentences:
A: Where’s the… ?
B: It’s in/ on/ under/…
A: Where are the… ?
2. Describe the position of the ball. You can use the sentence patterns:
人教版七年级英语上 Unit 4 Section A ( Grammar Focus-3c) 教案
Unit 4 Where’s my schoolbag一、教学目标：知识与技能：1、(1)词汇：come，come on，desk，think，room，their，hat，head，yeah，know(2)句型：—Are the keys on the sofa？—No，they aren't.They're on the table.—Where's his pencil box？—It's in his schoolbag.—Where's your ruler？—It's under the chair.—Where are their keys？—They're on the table.2、调动学生开口讲英语的积极性，激发学生学习英语的兴趣。
过程与方法：1、通过小组活动练习句型。
2、巩固复习这节课的基本句型和词汇。
情感态度价值观：培养学生通过看图(如展示物体的位置)或看实物的位置，以口头形式进行情景表达的能力。
二、教学重点与难点：1、句型：—Are the keys on the sofa？—No，they aren't.They're on the table.—Where's his pencil box？—It's in his schoolbag.—Where's your ruler？—It's under the chair.—Where are their keys？—They're on the table.2、正确运用所学的介词描述物品的位置。
三、教学准备：1、多媒体课件。
2、图片或实物。
板书设计。
人教七年级英语上册 Unit 4 Section A(Grammar focus---3c)教案设计
Unit 4 Where’s my schoolbag?Section A Grammar focus---3c一、教学目标(Teaching Aims)1.学会询问物品的位置和确认物品的位置及其回答。
2.能够运用所学知识进行简单的会话交际，加强对语言目标的理解。
3.培养自己养成整理物品的习惯。
二、教学重难点（Teaching Keys and Difficulties）1.学习句型where is/are…?来询问物品的位置，用It is /They are in/on/under+地点来描述物品的具体位置。
2.掌握询问单、复数物体时的回答。
三、教学方法（Teaching Methods）Cooperative teaching methodTask-based teaching method四、教学用具（Teaching Tools）A projector，Multimedia and pictures.五、教学过程(Teaching Procedures)I.Lead-in（课堂热身）(1) Daily greetings to the Ss.(2) Free talkT: I can’t find my book. Where is my book?S1: It is on the chair .S2: It’s on the table.【教学设计说明】：创设情境教学：教师找不到自己的“书”了，然后问：T:Where’s my book? (示意书在桌子上）。
II. Presentation（呈现新知识）1.Get Ss to match the prepositions with pictures.Have Ss to look the picture and say :T:Where’s the baseball?S1:It’s in/ on/ under......T:Where are.......?S2:They are in/ on/ under.......【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解句式的含义。
Unit4 Section A (Grammar Focus-3c)七年级上册英语教学设计(人教版)
人教版英语七年级上册《Unit 4 Where’s my schoolbag?》教学设计课题名Unit 4 Where’s my schoolbag? Section A Grammar Focus-3c教学目标1.To learn to use prepositions: on, in, under.2.To learn to use “where” questions to ask for the location of things. 教学重点To learn to use prepositions: on, in, under.教学难点To learn to use “where” questions to ask for the location of things.教学准备Teacher preparation: multimedia courseware, textbook.Student Preparation: Pre-class preparation.教学过程1.Lead in:①Teacher leads students to enjoy a song.① Teacher leads students to say some sentences according to the pictures: A:Where is the mouse?B:It’s ... the box.2.Presentation:①Teacher shows some pictures and objects, and students look at them and practice the sentence pattern:—Where is the ...?—It’s ... .—Where are the ... ?—They’re ... .① Teacher gives students three minutes to let them try to remember all the sentences in the table.① Teacher requires students to complete the sentences accroding to the Grammar Focus.1. _________ the map? It's on the wall.地图在哪里？它在墙上。
最新-七年级英语上册 Unit 4 Section A(Grammar Focus学案 人教新目标版 精品
Unit 4 Section A(Grammar Focus —4)学案【目标导航】1.识记并运用单词：don't,know,bag2.理解并运用短语：on the bed,on the dresser,under the table3.掌握并运用句型：（1）Where're my books? (2)I don't know.4.情感目标：养成勤于思考的习惯，在思考中提高自我处理困难或向他人请求帮助的能力。
【自主预习】：一、从Ⅱ栏中选出与Ⅰ栏对应的答语。
ⅠⅡ( )1.Where's my pencil case? A.No.It's on the bookcase( )2.Is my book on the table? B.They are on the chair.( )3.Where're Mom's keys? C.It's on the sofa.二、根据句意及首字母提示完成单词。
1.This is Wang Ping's school b____.2.I k____ a lot about China.3."W____ is your pen?""It's in my pencil case."4.The boy is b____ Betty and Kate.【导学探究】：I don't know.我不知道。
know意为“知道，认识”，是实义动词。
当谓语动词由实义动词充当时，否定句式不能直接在动词后加not，而要借助于助动词do或does来完成，并在其后加not，放在实义动词之前。
当主语是第三人称单数（he,she,it)时，在实义动词前加does not构成否定句，其缩写为doesn't；当主语是第一人称，第二人称及复数主语时，实义动词前加do not构成否定句，其缩写形式为don't。
人教版英语七年级上册 Unit 4 Section A教案
Unit 4 Where’s my schoolbag?Section A (1a-2d)Pre-listening➢Ask Ss to see the picture and finish different tasks.Ask Ss to observe the picture and say the things in the picture.T: Look! There are many things in this picture. What can you see? (This part is about words, so T can encourage B level Ss to answer easy questions to build their confidence. )1a➢Ask Ss to match the words with the things in the picture in 1a. (Ask Ss to share the words one by one to make sure they can say the school things correctly and can spell the words correctly.)Answers: b e h g d a f c➢Ask Ss to see pictures and answer questions one by one.(Ask Ss to use the sentence pattern: —Where is …? —It’son/in/under…T must correct Ss grammar mistakes when they share their conversation in class. T can make a summary about the sentence pattern: —Where is …? T should also give examples about the sentence pattern: Where are … They are …)Language points:➢Get Ss to look at the picture of 1a again and ask them to answer the questions:Where’s my computer game?Where are my books?Where’s my pencil box?While-listening1b➢Ask Ss to listen and number the things [1-4] in 1b.T: We have talked about so many school things. Now let’s listen and number the things [1-4] in 1b.Answers: 1. books 2. pencil box 3. computer game 4. keys➢Step 2: Ask Ss to listen again and complete the conversation on P18.(When all the Ss have finished the exercise, T can ask them to read the conversation together. Then, T can show Ss the video of this conversation.)Post-listening1c & Pair work➢Ask Ss to practice the conversation in 1a with their partners. Tell Ss that they can make their own conversations using the words in the box in 1c.Native speakers do not always speak in complete sentences. This is especially true when they are responding to questions. Therefore, T may wish to have Ss practice the short answers to questions in addition to the long responses (e.g. under the table).1) come是不及物动词，其反义词为go，意为“去”。
人教版七年级英语上册教案：unit4 ( Grammar Focus)
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。
人教版英语七年级上册Unit 4 Section A (Grammar Focus-3c) 教案
Unit 4 Where's my schoolbag？Period TwoTeaching aims（教学目标）1、能运用目标语言来描述房间；2、能正确的描述物品的方位。
Language points（语言点）1．要求掌握以下句式：A: Where’s the…? B: It’s…A: Where are the…? B: They are….Difficulties（难点）：描述物品的方位。
Teaching steps（教学步骤）1. Warming upAsk some pairs to act out the dialogues in 2d.2. Work on 3aLook at the pictures and complete the conversations.First of all, tell the students something about the words, get the students to find where the things are in the picture. When they finished, check the answers.3. Work on 3bAsk and answer questions about the things on the right.会用到以下句型：Where’s …? It’s in / on / under …Where’re…? They’re in / on / under…4. Work on 3cShow a picture of page 21, give the students a short note about the things around it, let the students try to find out the differences between page 19 and page 21. then, make an orally report by looking at the picture again. 感官材料中内容的差异对学生的记忆力无疑是一个巨大的挑战。
Unit 4Section A(Grammar Focus)(课件)七年级英语上册(人教版2024)
因为数学有趣所以我喜欢它。 Because Math is interesting, I like it. = Math is interesting, so I like it.
3. It takes us into a world full of 1,2,3 and X,Y,Z…It's difficult but useful!
/'ju:sfl/ adj. 有用的；有益的
4. In this class, we can play football and basketball.
A．and
B．but
C．or
D．so
C 6．We’d better be happy every day ________ life is so short.
D: ...
Description words ：
fun
relaxing
interesting
exciting(令人兴奋 的) useful(有用的) important(重要的) easy(简单的)
…
grammar n. 语法 Grammar Focus
focus n. 聚焦
We are going to learn something about how to use conjunction and, but,
grammar 连词 so
（4）so :表示因果关系，连接表示因果的句子。
在一个句子中不能同时出现because和so.
These buildings were over 50 years old, so they were not strong enough. 这些建筑物已有50多年的历史，因此不够坚固。
Unit 4(Section A Grammar)(教学设计)七年级英语上册(人教版2024)
将家庭作业做好记录。
作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思
任务型教学法的采用强化了学生对文本的理解;以学生为本，构建有效的学习情境，引导学生自主合作；突出语言的语用功能，通过学科整合进行拓展，让学生学以致用，提升了学生的综合语言运用能力。鼓励学生自主学习，小组合作总结语法规律，调动了学生的学习积极性，激发了学生的学习热情。真正实现了“发现式”学习，突出了形式-意义-用法的三维语法观。
【语法知识】
理解并归纳连词and、but、because的表意功能和用法。
【核心句型】
I have...today.
....and...
...but...
...because...
learn about sth
be good at sth/doing sth
help sb with sth
help sb (to)do sth
总结本课所学内容，巩固加深印象。
帮助学生进行有序的梳理。
Part6：
Languagelainsknowledge points.
将知识点做好笔记进行理解消化。
将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part7：
教学过程
教学环节
教学活动
学生活动
设计意图
Part1：
Lead in
(3min）
1.Greeting.
2.The Tguides Ss to watch the video and talk about their favourite subject.