Unit4 Where's my school bag 教案
英语人教版七年级上 Unit 4 Where's my schoolbag教案
英语人教新课标七年级上Unit 4 Where's my schoolbag教案Period OneTeaching aims（教学目标）1、学会一些表示家具的名词以及学习用品的单词；2、学会方位介词：in, on, under…的用法；3、学会运用方位介词和Where句型表述物品的正确位置。
Language points（语言点）1．要求掌握以下句式：a--Where’s …?--It’s in/on/under…b--Where’re…?--They’re in/on/under…2、要求掌握以下单词：where, table, bed, bookcase, sofa, chair, in, on, under, they, they’re=they are.（Difficulties（难点）：能够准确运用方位介词表达准确的物品位置。
Teaching steps（教学步骤）1.Warming up and revision(1)Daily greeting to the students:T: Hello, may I have your name?S: My n ame is…T: How are you?S: Fine, thanks.T: Nice to meet you.S: Nice to meet you, too.(2)Revision:T: What’s this ?S: It’s a pen.T: How do you spell it?S: P-E-N, pen.T: What color is it?S: It’s red.T: Good. Next, what’s that ?S: …2. Presentation（呈现新知识）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, teach the new words, ask where the things are, let the students answer, using the prepositions. 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。
Unit 4 Where’s my schoolbag_教案
Unit 4 Where’s my schoolbag?Period 1 (Section A 1a–2d)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.3. Master the use of the prepositions “in, on, under, behind〞and “Where...?〞sentences.●能力目标1. Be able to make conversations using the target language.2. Be able to describe the location of the objects.●情感目标Lead students to form a good living habit.【教学重难点】●重点1. Master the new words and useful expressions.Words: where, table, bed, bookcase, sofa, chair, on, under, come, desk, think, room, their, hat, head, yeahExpression: come on2. Master the use of the prepositions “in, on, under, behind〞and the target language:—Where’s my schoolbag?—It’s under the table.3. Improve students’ listening and speaking skills.●难点1. Be able to talk about the location of the things.2. Master the use of the prepositions “in, on, under, behind〞and “Where...?〞sentences. 【教学准备】A tape recorder, some pictures, some school things and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and revisions1. Greeting the students.T: Good morning! /Hello!/ Hi! ...Ss: Good morning! /Hello!/ Hi! ...2. RevisionT: What’s this in English?S1: Can you spell it?T: Yes, thank you. You are very good. What are these in English?S2: They are keys.T: Can you spell it?S: Yes, K-E-Y-S, keys.Step 2: Lead-inT: Last week, we finished Unit 3. Today we are going to study a new unit, Unit 4.Ask and answerT: 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?T: Great! In this unit, we are going to learn to talk about where things are. Do you still remember some school things we have learned?T: What are they? OK. Let’s start to talk about some school things first.Step 3: Presentation1. Teach activity 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 discussT: Would you please match the words with the things in the picture?T: How many words do you know? Can you share the words you know with your partners?T: Please discuss with your partners and check whether your answers are the same.(3) Check the answersT: Let’s check the answers together.Answers: 1.table b 2.bed e 3.bookcase h 4.sofa g 5.chair d 6.schoolbag a 7.books f 8.keys c(4) ReadFirst, ask students to read the words after the teacher. Read each word twice then ask students to read the words one by one together.2. Teach activity 1b(1) Ask students to listen to the recording for the first time. Students number the things in the picture when you listen.(2) Play the recording for the second time. Ask students to write answers by themselves.(3) Invite some students to check the answers. Then play the recording for the third time. Havestudents listen and repeat, pay attention to the pronunciation and intonation.Answers: 1．books 2．pencil box 3．computer game 4．keys3. Teach activity 1c(1) Lead students to read the conversations in 1a. Ask them to pay attention to the pronunciation and intonation.(2) Explain the languages points in the conversations.(3) Ask students to read the sample conversation in 1c. Encourage them to make their own conversations using the given words in the box.(4) Leave them several minutes to do this task in pairs.(5) Invite some pairs to act out their conversations for the whole class.Step 4: Practice1. Teach activities 2a(1) Go through the instruction in 2a with the class.(2) Look at the pictures in 2a.(3) Play the recording for the first time. Students listen and number the things.(4) Play the recording for the second time. Let students check the questions they hear, then check the answers.Answers: 2．books 6．keys 1．computer game 5．ruler 3. pencil box 4．schoolbag2. Teach activities 2b(1) Go through the instruction in 2b with the class.(2) Look at the pictures in 2b carefully.(3) Play the recording for the first time and tell students to only listen to them carefully.(4) Play the recording for the second time. Ask students to find the things in 2a and number them in the picture.Ask them to do it individually.(5) Then check the answers.Answers: 1．computer game in the bookcase2．books on the chair3．pencil box under the sofa4．schoolbag under the table5．ruler under the chair6．keys on the table(6) Play the recording for the third time. And let students listen and repeat.3. Teach activity 2c(1) Ask the students to read through the conversations in pairs.(2) Give them three minutes to practice reading it.As students work, walk around the room, offering help if necessary. Correct pronunciation mistakes if any.(3) Ask several pairs to act out their conversations.Step 5: ConsolidationTeach activity 2d1. Ask students to read the conversation by themselves to get the main idea.2. Lead students to read the conversation sentence by sentence, and explain some languagepoints at the same time.3. Play the recording, and ask students to listen and repeat. Then ask them to role-play theconversation in pairs. Move around the classroom to check the progress.4. Invite several pairs to role-play the conversation for the whole class.【课堂小结】In this period, we’ve learned how to talk about the location of things through some listening and speaking practice. And we’ve also learned the use of “Where...?〞question and the prepositions of location.【课后作业】1. Review the new words and useful expressions in this period.2. Practice the conversation in 2d in pairs and recite it.3. Finish the exercises in the workbook.4. Preview the next period.。
初中英语七年级上册Uni 4 Where's my schoolbag 教案
Unit4 SectionA (1a-1c) 教案教学目标：1.知识目标:听、说、认读以及使用以下的新单词、词组以及句型: where table bed bookcase sofa chair on underwhere's my +物品? It is in/on/under+位置2.能力目标:运用新学的单词和短语谈论物品的位置。
3.情感目标:学生因能用英语确认物品的所属关系，而增强学生学习英语的兴趣和信心。
教学重点、难点(Teaching Key Points and Difficult Points)教学重点：1.短语以及固定搭配: where's my +物品? It is in/on/under+位置2.词汇: where; table; bed ;bookcase ;sofa ;chair ;on; under教学难点：1.新单词: where、table、sofa、chair的发音2.句型: where's my +物品? It is in/on/under+位置where're+my +物品s? they're in/on/under+位置.3.方位介词: in on under的用法教学过程（Teaching Procedures）:Step1：Greetings and talking1．教师向学生表示友好的问候，并复习之前所学到的问候语。
2．采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行Step2：Lead inLet students listen an English video to lead in the lesson.Step3：ReviewShow some pictures and let students do “Look and say” to review the sentences:A: What’s this?B: It's a/an... .A: What are these?B: They’re... .Step4：Presentation1.Learn the new words.2. Show some pictures to learn new words.3.Look and fill in the blanksLet students “Match the words with the things in the picture “ in 1a4.学习方位介词：in on under5.Look and say师生互动操练新句型:A:Where is the pencil?B: It’s in the pencil box.A:Where’s the eraser?B: It’s in the pencil box.6.Pair work让学生生生活动练习句型：A:Where’s the...?B:It’s in/ on/ under....7.Look and say展示图片进行师生互动操练新句型:A:Where are the ...s?B: They are in /on/under the ... .8.pair work让学生生生活动练习句型：A:Where are the…s?B:They are in/ on/ under ... .8.ListeningLet student listen to 1b (Listen and number the things in the picture[1-4].)9.Summary师生一起回顾：1.本节课学习的生词：table bed bookcase sofa chair2.重点句型：Where is …? ……在哪？It’s in / on / under … 它在…里面/上面/下面。
Unit 4 Where is my schoolbag？教案
拓展性运用〔知识生成、拓展提高、规律总结、知识框架、板书〕
The Second Period(Section A,GrammarFocus–3c)
1. A: Wherearethe keys? B: They’reonthetable.
c. T: I would like to give you an example.
Example: T: Where’s the pencil box? Is it on the table?
A: No, it isn’t. It is in the schoolbag.
d. T: I am sure you are clear about what to do. Let’s see who can find all the differences first. Let’s start!
b. T: Let’s make conversations in pairs.
c. T: Who would like to present their conversations to the class?
Game: Find the differences
a. T: Now it’s time for a game. Let’s play the game in pairs. Student A looks at the picture on this page. Student B looks at the picture on page 19. What do you find?
Try to memorize the conversations in 3a.
Unit 4 Where is my schoolbag 教案
Unit 4 Where is my schoolbag知识目标：1.Learn the new words and phrases:where, table, bed, bookcase, sofa, chair, on, under, come,come on, desk, think, room, hat, head, yeah2. 掌握下列句型：Where’s my schoolbag？It‘s under the table.Where are my books？They’re on the sofa。
能力目标：1.能够掌握方位介词in,on,under 的用法。
2. 能够掌握where引导的特殊疑问句。
情感目标：培养学生养成保持房间整洁的良好习惯。
Step 1: Show some pictures（PPT）to learn some new words:table, bed, bookcase, sofa, chair, desk, room, hat。
Step2: learn 1a: Match the words with the things in the picture.First read the words, then match.check the answers.Step3.presentationLearn the following sentences by PPT:Where’s my schoolbag？It’s under the table.Where are my books？They’re on the sofa。
Where’s the pen? It’s in the pencilbox.Step4: Listen to 1b and number the conversations.First let the Ss listen carefully.. Then check the answersStep5: Pairwork:According to 1b—Practice the conversations like this:Where’s my schoolbag？It’s under the table.Where are my books？They’re on the sofa。
Wheresmyschoolbag教学设计（合集5篇）
Wheresmyschoolbag教学设计（合集5篇）第一篇：Wheres my schoolbag教学设计Unit 4 –Where’s my schoolbag?单元教学设计一、单元教材分析本单元围绕着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。
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 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, 4 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, 2a, 2b进一步熟悉表示物品的单词，并能谈论和记录物品的位置。
3a, 3b, 3c, 4 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。
二、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。
三、单元教学目标1、Vocabulary Rooms of the house, furniture, table, bed, sofa, chair, desk, Where questions Prepositions: on, in, under2、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.3、Skills(技能)Listening and read for specific information课时教学设计首页一、课时教学目标1．掌握有关物品的名称table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc；2．学会谈论物品的位置。
Unit4-Where-is-my-schoolbag公开课教案
Unit4-Where-is-my-schoolbag公开课教案Teaching Difficulties1.如何正确理解和使用方位介词。
2.如何描述物品的位置并进行提问和回答。
3.如何培养学生的语言运用能力和绘画能力。
In this lesson。
students will learn about the n of different objects in a room using XXX such as "on," "in," and "under." They will also learn how to ask and answer ns about the n of these objects using the word "where." The vocabulary words they will focus on include chair。
table。
sofa。
bookcase。
bed。
and desk。
By the end of the lesson。
students should be able to describe the n of objects。
use ns correctly。
and develop their language and drawing XXX。
they will develop good habits by learning how to organize their room and belongings。
The key points and difficulties of this XXX。
describing object ns。
XXX and drawing skills.under with the help of pictures and a video。
Unit4Where’smyschoolbag教案
Unit 4 Where’s my schoolbag?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"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。
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：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“Wher e’s …? It’s …”及“Where're …? They're …”同时引导学生采用Listening for key words，inferring vocabulary和Role playing的学习策略，学会运用方位介词“on／in／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 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。
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4 Tasks Listing CompaБайду номын сангаасing
SectionA,4.Student A looks at Picture 1( Textbook P21 4),Student Blooks at Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form.
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 saw and where the things are. Have a competition among
任务运用：
Listing
Step Two
Listen and imitate
Section A, 2a. Revise what the things are. Play the tape for students and let them number them.
Section A, 2b. Play the tape again, students number the things [1-6] in the picture.
Imitate the dialogues.
Step Three
A guessing gameA guessing
game.Show the students a picture of a room with a fewthings init.
Have them guess the places of the other things.
3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。
任务运用：Listing Step Four Make up dialogues SectionA,
1a:Match the words with the things in the picture.Students do it individually first, then check the answers.
the things init first.
Then show them the whole picture, teach the newwords, ask where the things are, let the students answer, using the prepositions.
Revise some school things by asking questions.
e.g.: Whats this? Is this a…?
How do you spell it? etc.
Learnthenewwordsin, on, under, behind …by helping the teacher find the lost things.
D．调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。
三．教学重点、难点
1．重点：A.
方位介词
: in, on, under, behind, in front of, near
等的用法；
B．Where的特殊疑问句和一般疑问句：Is the…in/on/under the…?的肯定、否定回答；
C新单词：bed, dresser, table, bookcase, backpack
Unit 4 Wheres my schoolbag ?
一．教学内容
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。
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。
任务运用：
Listing
Section A, 1c: Make up dialogues in pairs, using the things in the picture.
Step Five
Listen and say
Listen and imitate the dialogues in Section A, 1b.
Step Six
Period One
Sub TopicTalk about the room
Functions
Talk about where the things are.
Vocabulary:where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in,
Step Four
Pairwork
Section A, 2c. Look at the picture in 2b again. Students use general questions to ask
and answer about the things in it.
Step Five
Game: Find the difference
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，启动学习的发生。
Step Two
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’sWhere’re…?The other student guess and answer: It’s in your desk.Theyareinyour
二．教学目标
1．知识目标：A.掌握有关物品的新单词：table, bed, dresser, bookcase, sofa, chair,
drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc；B.熟练运用
in, on, under, behind, in front of, near等介词；C.熟练运用Where问句和一般疑问句及其回答；D掌握名词单复数及人称代词they的用法。．能力目标：A.学会用英语准确描述物品所在的位置；B.学会用英语询问自己的或他人物品的具体位置；
Homework:
Copy the new words and try to remember them.
Make a survey: Interview one of your friends or teachers. Fill in the form below.
Name Things Places Ms. Zhang/ Liu Hai sofa near the wall
on, under, they, they’re=they are
Structures Where’s …? It’ s in/on/under… Wherere…? Theyre in/on/under…
Tasks
Listing Make a surveyStep One
Warming up
Play an English song before class.
第三课时：
Section B 1a, 1b, 1c, 2a, 2b
第四课时：
Section B 3a, 3b, 3c, 4, Self-check
Period
One初一全科目课件教案习题汇总
语文数学英语历史地理
2课前准备
教师：制作多媒体课件，准备部分学习用品的实物。
学生：预习新单词：听录音机，模仿跟读新单词；准备与本课有关的学习用品实物。
…2．难点：
A能够准确运用方位介词描述物品所在的位置；
B．能够运用Where问句找到物品的位置。
四．教学方法
采用任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。
五．课时安排
第一课时：
Section A 1a, 1b, 1c
第二课时：
Section A 2a, 2b, 2c, 3a, 3b, 3c, 4
Repeat with a sitting room and a study, teach the new words and practice in the same
way.
设计意图：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
设计意图：语言知识学习与实际生活相结合，培养使用英语的思维。