人教版新目标七年级英语上册unit4单元教案
Unit 4 Where’s my schoolbag ~ 教材解读
本单元的主要内容是谈论物品所在的位置，通过这一话题和参与一些教学活动训练学生的听、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。 单元目标
一、知识与技能 1. 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等。 2. 熟练运用in、on、under、behind、in front of、near等介词。 3. 熟练运用Where问句和一般疑问句及其回答。 4. 掌握名词单复数及人称代词they的用法。 【 5. 学会用英语准确描述物品所在的位置。
6. 学会用英语询问自己的或他人物品的具体位置。 7. 能够合理地描述和设计房间。
二、过程与方法 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。 三、情感态度与价值观 1. 培养学生整齐地摆放自己物品的生活习惯。 2. 通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。 — 教法导航
采用直观教学法，遵循以学生为主体,充分调动学生的积极性的原则。 学法导航 培养学生的交际能力和认知能力。 课时支配 第1课时：Section A 1a-1c 第2课时：Section A 2a-3c 第3课时：Section B 1a-1e, & 第4课时：Section B 2a-Self Check
课时教案
第1课时 Section A 1a-1c
教学目标 一、知识与技能 | 1. 方位介词：in、on、under、behind、in front of、near等的用法。
2. Where引导的特殊疑问句和一般疑问句Is the ... in/on/under the ...的回答。 3. 新单词：bed、table、bookcase、chair。
二、过程与方法 采用目标和任务教学法，调动学生的积极性，引导他们积极参与课堂。 三、情感态度与价值观 提高认知能力。 教学重点 ！ 1. 方位介词in、on、under、behind、in front of、near等的用法。
2. Where引导的特殊疑问句和一般疑问句Is the ... in/on/under the ... 的回答。 3. 新单词：bed、table、bookcase、chair。 教学难点 Where引导的特殊疑问句和一般疑问句Is the ... in/on/under the ... 的交际。 教法导航 明确任务，以学生为主体。加强小组合作学习，积极回答问题。 教学准备 ！ PPT、部分学习用品的实物。
教学过程 Step 1: Greetings Greet the students as usual. Step 2: Warming up Play an English song before class to interest the students. Revise some school things by asking questions. .: ` What’s this
Is this a ... How do you spell it etc. Learn the new words in, on, under, behind ... by helping the teacher find the lost things. T: Where’s my English book S1: It’s here./I think it’s ... T: Oh, it’s on the desk. … ； T: Where’re my color pencils
S2: ... Teach the new word “where” and the use of “they”. Consolidate the prepositions by looking at the screen and answer the questions: Where’s ... Where’re ... Step 3: Game Students hide and look for the school things in pairs. One student hide one school thing and asks: Where’s… Where’re… The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performances. Step 4: New words learning Show the students a picture of a room, tell them this is a bedroom and let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, and let the students answer, using the prepositions. — Repeat with a sitting room and a study, teach the new words and practice in the same
way. Step 5: 1a-1c Work on 1a Match the words with the things in the picture. Students do it individually first, then check the answers. Work on 1b play the tape for the students and ask them to number the things in the picture. Then ask one students to report the answers. Work on 1c Make up dialogues in pairs, using the things in the picture. Let two pairs show their dialogues Step 6: 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 groups. See which group can remember all the things and places. Step 7: Homework | Copy the new words and try to remember them.
Make a survey: Interview one of your in the form below.
Name Things Places ！ Ms. Zhang/
Liu Hai
sofa near the wall
） 课堂作业 ( ) 1. Where _________ the CDs A. is B. are C. am D. be ： ( ) 2. ——_________ my alarm clock ——_________ on the bed. A. Where, It B. Where’s, It’s C. Where are, They’re D. Where, It’s ( ) 3. _________ her hat on the sofa A. Is B. Are 、 C. Can D. Do
参考答案：1. B 2. B 3. A 教学反思 本节课单词较多，因此最好采用实物或图片教学法来教这些新单词，这样更具有直观效果，所设计课堂环节一定要能激发学生的兴趣，本堂课所设计的游戏环节就非常好。
第2课时 Section A 2a-3c 、 教学目标 一、知识与技能 1. 词汇：come、desk、think、room、their、hat、head、radio。 2. 熟练运用句型Where’s ... Where are ... 进行对话。 3. Develop the ability of making a conversation.
2019人教版七年级上册英语Unit 4 全单元教案
维
目
标
知识与技能
感知方位介词，提高学生语感和理解力。
学会礼貌交谈。
过程与方法
小组探究合作学习
情感态度与价值观
教学重点
1.熟练运用Where问句和一般疑问句及其回答。
2．掌握名词单复数及人称代词they的用法。
教学难点
1.掌握名词单复数及人称代词they的用法。
2.一般疑问句Is it …? Are they …?的回答。
2．Check the answers
3．Read
4．Translate and explain
Step 4: Section A 1c
1．Read
2．Practice
Step 5: Section A 2a
1．Look and say
2．Listen and number
3．Check the answers
Step 4: Section B 1c
1．Listen and circle
2．Check the answers
Step 5: Section B 1d
1．Listen
2．Listen and write
3．Check the answers
4．Read the tape script
Step 6: Ask and answer
A: What’s this? B: It’s a schoolbag.
A: Where’s the schoolbag? B: It’s on the desk.
2.Teach the new words and sentences like this.
3．Look and find
人教版七年级上册英语-Unit4Where’smyschoolbag教案
Unit 4 Where ’ s my schoolbag?一、教课目 1.学 一些相关家具物件和学 用品的 2.运用方向借此表述物体地点3.掌握 where 句的回答、一般疑 句提 并用方向介 回答4.学 名 复数及人称代 they 的用法二、能力目1.学会正确描绘物件作在的地点；2.学会 自己或别人物件的详细地点；3.能 合理地描绘和 房 。
三、感情目培育学生整 地 放自己物件的生活 。
四、 言目1. ： Rooms of the house, furniture, table, bed, sofa, chair, desk, radio, clock, tape, tape player, model plane, on, under, where, their, Come on2.句型：Where is his pencil?It is in his schoolbag.Where ’s your ruler?It ’s under the chair.Where are my books?They ’ reon the sofa.五、教课要点：1.方向借此 in, on, under, behind, in front of, near 等的用法2.where 的特别疑 句和一般疑 句 Is the ⋯in/on/under ？⋯的一定、否认回答。
3.新 ： bed, dresser, table, bookcase, backpack ⋯ 六、教课 点：1.能 正确运用方向借此描绘物件所在的地点2.能 运用 where 句找到物件的地点。
七、 安排The 1stperiod (第一 ): Section A (1a –2d)The 2ndperiod (第二 ): Section A (Grammar focus –3c) The 3rd period (第三 ): Section B (1a- 1e) The 4th period (第四 ): Section B (2a- 2c )The 5thperiod (第五 ): Section B (3a- Self Check )period ( 第一 ): Section A (1a –2d)1．掌握相关物件的名称 table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc ；2．学会 物件的地点。
人教版2024七年级上册英语Unit 2 Lesson 4 教案
5．学生再次阅读语篇，完成文本信息表格的填写（部分学生可通过文字或图片进行推测）。
6．学生将1c活动中的陈述句全部改为一般疑问句，在语篇中找出判断依据，然后进行正误判断。
7．学生跟着录音朗读全文。
教学设计
课程基本信息
学科
英语
年级
七年级
学期
秋季
课题
Unit 2 We’re family!
Lesson 4 Section B 1a–1d
教学目标
1．能够初步形成阅读习惯。
2．能够使用简单的思维导图梳理语篇的细节信息。
3．能够初步运用阅读策略猜测语篇中的生词含义。
教学内容
本部分的阅读文本讲述的是爱尔兰女孩Lily对自己全家的照片的介绍。该阅读文本有明显的口语特征，且以第一人称陈叙。文章共分为三个段落，采用“总—分—总”的结构。第一段概述说话人的身份及照片的基本信息。第二段详细介绍照片中的每位家庭成员，包括每个成员的年龄、外貌、性格、爱好等相关细节。第三段补充了照片之外的信息，介绍了祖父母与第三代孩子间的亲密关系。
教学过程
时间
学生学习活动
活动设计意图
5分钟
1．学生回答活动1a中的四个问题。
教师通过读前活动1a的几个问题，引导学生谈论自己的家庭情况，包括简要描述家庭成员的外貌特点、性格特征以及家庭趣事。在复习已学内容的同时，也帮助学生为接下来的阅读做好准备。
25分钟
2．学生观察活动1b插图，回答老师的问题。
3．学生观察比较1b图片和开篇页主题图的异同。
10分钟
8．学生深度思考回答教师的问题。
新人教版七年级上册英语教案Unit4
新人教版七年级上册英语教案Unit 4 Where’s my schoolbag?授课班级授课日期授课类型对话课学时数The 2nd period (Section A 2a – 2c)教学目标1. Learn to ask and answer questions about where things are.2. Learn the names of some furniture and some personal things of students.教学内容New words: keys, baseball, computer gameSentences: Is the baseball on the sofa? No, it isn’t. It’s under the chair.重点难点New words: keys, baseball, computer gameSentences: Is the baseball on the sofa? No, it isn’t. It’s under the chair.学情分析教学方法任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法学习方法课前预习、课堂内外练习、听说读写结合教学过程设计备注课题引入I. Warming-up and revision.2.Divide the class into Group A and B. Draw two fishes on the blackboard astheir symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more bubbles around their fish, at the end of the class, the group which gets more bubbles will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition.3.Do some exercises: Choose the correct answers.4.Look at some furniture and a flashing backpack, and review the sentencepattern: Where’s…? It’s…5.Look at some furniture and a set of flashing keys, and review the sentencepattern: Where are…? They’re…教学步骤及主要内容II. New sentences:1. Look at the pictures of the balls and learn the new sentence pattern: Is it onthe …? Yes, it is./ No, it isn’t. It’s…2. Practice the new conversations with some pictures.3. Look at more pictures with things in plural forms and learn the new sentencepattern: Are the keys in…? Yes, they are. / No, they aren’t.4. Guessing game:5. Make up your conversations with some pictures: first in parts, then in pairs.III. Listeningthe new words on the first page of Unit 4.game: Show the pictures on the screen with no words. Get student to speak out their names.and do 2a.IV. Conversationsthe students to look at the balls on the screen. Learn the new sentences. Where is the ball? It’s on the is the ball? It’s under the box..Where is the ball? It’s in the box.at the cats and read the conversations.: Look at some pictures and practice the similar conversations.at more pictures and learn new conversations:Where are the…? They are …5. Practice with a picture with many things in both singular and plural forms.课堂练习V. Listeningand do 1b..the answers.for the last time and repeat.VI. Game: Find the differenceat the pictures on Page 21 and Page 19, get students to find the difference.2 pictures of rooms with some furniture: They look similar. Get students to find the difference.小结与作业课堂小结本课作业VII. Homeworkand read after the tape for thirty minutes.the conversation of Section A,3a.down the Chinese meaning of the new words and key sentences, then translate them into English.本课教学后记（课堂设计理念，实际教学效果及改进设想）Unit 4 Where’s my schoolbag?授课班级授课日期授课类型巩固课学时数The 3rd period (Section B 1a –2b)教学目标1. Grasp the prepositions: on, under, in.2. Learn to write a note of taking or bringing things.教学内容✧New words: video tape, alarm clock, math book, hat ✧Sentences: The math book is on the dresser.重点难点video tape, alarm clock, math book, hat The math book is on the dresser.学情分析教学方法任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法学习方法课前预习、课堂内外练习、听说读写结合教学过程设计备注课题引入I. Warming-up and revision.the class into Group A and B. Draw two fishes on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more bubbles around their fish, at the end of the class, the group which gets more bubbles will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition.1.Look at some pictures and review the sentence pattern: Where’s…? It’s…教学步骤及主要内容II. New words:a)Look at the pictures of Tommy’s room and learn the new words:math book, video tape, alarm clock, hat. And also review somewords.b)Do 1a.c)Close your books and see: How many things can youremember?III. PracticeStudent A: ask questions. Student B: Keep your books closed.A: Wher e’s the notebook?B: It’s on the bed.课堂练习IV. Listeningand do 2a.the answers.and do 2b: Write sentences like this: The math book is on the dresser. Call attention to: The keys are… (plural form)for the last time and repeat.小结与作业课堂小结本课作业VI. Homeworkand read after the tape for thirty minutes.the 6 sentences of 2b.down the Chinese meaning of the new words and key sentences, then translate them into English.本课教学后记（课堂设计理念，实际教学效果及改进设想）Unit 4 Where’s my schoolbag?授课班级授课日期授课类型复习课学时数4th period (SectionB3a—4)教学目标1. Grasp the prepositions: on, under, in.2. Learn to write a note of taking or bringing things.教学内容✧New words: take, bring, need✧Sentences: Please take these things to your sister. Can you bring some things to school? I need my hat,…重点难点Please take these things to your sister. Can you bring some things to school?I need my hat.学情分析教学方法任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法学习方法课前预习、课堂内外练习、听说读写结合教学过程设计备注课题引入I. Warming-up and revision.the class into Group A and B. Draw two fishes on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more bubbles around their fish, at the end of the class, the group which gets more bubbles will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition.some new words.教学步骤及主要内容II. Presentation:a picture of Lily, a worried girl, and some pictures of her sister and grandma:T explains: Lily is unhappy. She needs some things at school, but they are at home. She calls grandma. But she’s going shopping. Her sister is playing in the park and she’s coming soon. So grandma leaves a note for her sister and asks her to take the things to Lily. Let’s read the note.课堂练习III. Notesa)Read the note of 3a and draw the missing things in the picture.b)Check the answer.c)Language points : take & bring First T explains their differenceand show some examples, then get Ss to make some sentences.d)How to write a note: Explain and show a sample.e)Read 3a again.f)Do 3b: Read and complete the note.g)Check the answer.h)Read the note of 3b.i)Write your own note: Get the Ss who do it quickly to read theirnotes. The others can do it as homework.小结与作业课堂小结本课作业IV. Homeworkand read after the tape for thirty minutes.the note of 3a.down the Chinese meaning of the new words and key sentences, then translate them into English.本课教学后记（课堂设计理念，实际教学效果及改进设想）。
人教版英语上册七年级Unit 4 Where’s my schoolbag？教学设计与反思作业
StepThree（5分钟)
Step Four (10分钟)
Step Five (9分钟)
Step One Warming up(8minutes)
Play an English song before class.
Revise some school things by asking questions.
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.
Step Five
设计意图：
Improve students’
listening skill.
课堂小结
2分钟
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 groups. See which group can remember all the things and places.
布置作业
1分钟
Homework:
Copy the new words and try to remember them.
英语人教版七年级上册Unit4教案
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。
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”。
人教版七年级上册英语-Unit4 Where’s my schoolbag 单元教案
Unit 4 Where’s my schoolbag?教案【单元教材分析】本单元以谈论物品位置（Things around the house）为话题，要求学生学会方位介词on，in，under，behind等的用法。
题材颇具现代气息，贴近学生日常生活，内容丰富，词汇量大，通过描述物品位置、找寻物品、设置理想化居室等系列活动，让学生在听、说、读、写、做中学习语言知识，培养运用语言知识的能力，激发创新精神。
【单元学情分析】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。
【单元总体目标】知识目标：A. 掌握有关物品的新单词：table，bed，dresser，bookcase，sofa，chair，drawer，plant，bag，clock，tape，hat，etc；B. 熟练运用in，on，under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；C. 能够合理地描述和设计房间。
情感目标：A. 培养学生整齐地摆放自己物品的生活习惯；B．通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。
学习策略：A. 交际策略: 学会与他人合作交流，并能把语言材料用到真实的生活中去；B．资源策略：学会利用一切可利用的学习资源，如词典，音像资料，网络等来获取更多的学习信息；C．认知能力：积极思考，及时反馈；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。
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。
人教版七年级英语上册第4单元Unit4教案
《新目标Go for it》BookⅠUnit 4 Where’s my backpack?The first periodTime: Oct 18th Teacher: Zhou MingyanTeaching material:Unit4 Section A 1a,1c,2aLanguage Goal:Talk about Things around the houseTeaching Aims:(1)学习和掌握有关询问物品位置的句型：Where’s my backpack? It’s on／in／under／behind／next to the chair．Are my books on the chair? Yes，they are．No，they aren’t．Is it on／in／under ……? Yes，it is．No，it isn’t．(2)学习和掌握有关家具类的单词：table, bed, dresser, bookcase ,sofa ,chair ,drawer , plant , bag(3) 学会三个方位介词的用法：on ,in , underKey Points: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……Difficult points: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。
Teaching methods:Practicing, listening and speakingTeaching Aids:Multi-media。