人教新课标版-英语--英语7上新人教新课标4单元导学案第4课时
人教7上Unit4Section A1a1c导学案(无答案)

n加油一些,某些______教室_______电子邮件______在,根n加油据______打电话______必须_____n加油一副,一套_____ ____ ____
2、翻译并背诵下列的重点句型。
我的_________她的______n加油原谅;宽恕______老师;教师______n加油_关于______感谢;谢谢________n加油…..怎么样?_____ _______....n加油?为….而感谢______ ______
帮助______受n加油欢迎的_______铅笔盒_____ _______棒球___n加油___表;手表_______
2、翻译下列句子。
1、我的书在哪?它n加油们在沙发上。
_______ ____n加油______ _______? _______n加油________ ______ _____.
n加油2、我的铅笔盒在哪里?它在你的书包里。
______ ____n加油_ ______ _______? ____ ___ _n加油___ _________.
1、找出下列n加油新单词和词组
在哪里;到哪里_______桌子n加油_______床_______书架;书柜_n加油__________
在….上(prep..)________n加油沙发_______椅子________在….下______n加油____
来;来到_________书桌____n加油____房间_________
七导学案
上课时间:年月日n加油编号:备课组长签字:n加油n加油班级:n加油小组:姓名:n加油
n加油教师复备栏或学生笔记栏:
人教新目标七年级英语上册导学案:Unit 4 Where's my schoolbag Section A 1a2d

Unit 4 Where’s my schoolbag?Section A【知识精讲】1. Where’s the schoolbag?背包在哪里?这是由where引导的特殊疑问句。
当我们不知道某个或某些东西在什么地方时,用where来询问“Where is/ are...?”动词be的选择要根据句中的名词来确定。
可数名词的复数对应are;可数名词的单数和不可数名词对应的是is。
如:--Where is my grandfather? 我爷爷在哪里?--He is over there, under the tree. 他在那边,树底下。
--Where are my books? 我的书在哪里?--They are in the desk. 在你的课桌里。
2. Is the baseball on the sofa?棒球在沙发上吗?这是一个一般疑问句。
表示某物在某处时,陈述句用“主语+系动词+介词短语”的形式。
变为一般疑问句时,只需要把系动词提前,句尾加上问号就可以了。
表示“什么东西(人)在什么地方吗?”。
肯定回答用yes,否定回答用no;然后用相应的代词代替上文中提到的人或物来构成简略回答。
如:My dictionary is in the bag. 我的字典在书包里。
—Is your pen on the table? 你的钢笔在桌子上吗?—Yes, it is. 是的,在桌子上。
课后练习【夯实基础】Ⅰ. 翻译词组1. on the table ________________2. under the bed ________________3. in the schoolbag ________________4. I don’t know. ________________5. 在沙发下面________________6. 在书柜下面________________Ⅱ.根据句意及首字母补全单词。
人教新目标版七年级上册导学案:Unit 4 Period 4

Unit 4 Where’s my schoolbag?Period 4 Section B (1a-1e)编写人:审核人:编写时间:2017-08-09班级:_________ 组名:__________ 姓名:___________【学习目标】1.会读写P22表实物的新单词。
2.会对一些实物的位置进行提问并回答。
【学习重点】1. 练习提升听力技巧2. 重点句型:--- Where are the English books? --- They're under the radio.【学习难点】运用where对物品在哪儿进行问答,能正确的写出来。
【学习过程】一、目标呈现1.复习句型:1)尺子在桌子上。
_______________________________________________2)那些英语书在哪里?________________________________________3)它们在收音机的下面。
________________________________________2.解读学习目标。
二、自主合作学习任务一:将课本P22上的1a的单词与图中物品配对,完成1a。
学习任务二:1. 听课本P22上1c的录音第一遍,圈出房间里汤姆想要的物品,完成课本1c。
2.听第二遍录音,记录汤姆房间里物品的位置,完成课本1d。
3. 就汤姆房间里的物品位置编写对话,完成课本1e。
完成任务所需的语言结构:A:Where's the …?B:It’s on / in / under ….A: Where are the …?B:They're on / in / under ….学习任务三:记忆力大比拼看课本P22上1a中的图片3分钟,然后合上书,写出你能记住的物品名称。
____________________________________________________________________________________________________________________________________________三、展示质疑★--- Where are the English books? --- They're under the radio.--- 那些英语书在哪?--- 它们在收音机的下面。
新人教版七年级上册英语教案Unit4.docx

新人教版七年级上册英语教案 Unit.4 Unit 4 Where ’s my schoolbag? 授 班 授 型 教学目 教学内容 重点 点 学情分析
授 日期 学 数 The 2nd period (Section A 2a –2c) 1. Learn to ask and answer questions about where things are. 2. Learn the names of some furniture and some personal things of students. New words: keys, baseball, computer game Sentences: Is the baseball on the sofa? No, it isn ’t. It ’s under the chair. New words: keys, baseball, computer game Sentences: Is the baseball on the sofa? No, it isn ’t. It ’s under the chair.
教学方法 学 方法
引入 教学步 及 主要内容
任 型教学、分 价法、直 教学法、模仿示范法、情景教学和合作学 法 前 、 堂内外 、听 写 合 教学 程 注 I. Warming-up and revision 1.Greetings. 2. Divide 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. 3. Do some exercises: Choose the correct answers. 4. Look at some furniture and a flashing backpack, and review the sentence pattern: Where’s⋯? It’s⋯ 5. Look at some furniture and a set of flashing keys, and review the sentence pattern: Where are ⋯? They’re⋯ II. New sentences: 1. Look at the pictures of the balls and learn the new sentence pattern: Is it on the ⋯ ? Yes, it is./ No, it isn ’t. It ’s⋯ 2. Practice the new conversations with some pictures.
(精)人教版七年级上学期英语导学案(全套)

全册导学案Unit 1 My name 's Gina (第1课时)Section A 1a—1c主备人:审核人:督办领导:导学案使用时间:【学习目标】:1、熟悉掌握词汇name、clock 等2、学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.3、能听懂听力对话并能对根据听力对话进行自由交际. 【学习重点】:使学生学会打招呼和介绍自己,并询问他人姓名的句型.Nice to meet you .――What's your name ? ――My name is ......【学习过程】:一、自主学习(教师寄语:Knowledge is power.)学习任务一: 熟悉掌握词汇时钟_______ 我的_______ 你的___________名字_______ 遇见_________我name’s= I am = 你,你们什么what's =__________喂嗨学习任务二: 学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.1、教师自我介绍,引导学生介绍自己.A: Hello , I am Gina , What's your name ?B: My name is Alan .2、小组竞赛, 两人一组,询问他人姓名,介绍自己.学习任务三: Free Talk (自由交谈)学习任务四: 能听懂听力对话并能对根据听力对话进行自由交际.二、合作共建(教师寄语:Many hands make light work. )小组讨论我们所学的英语名字和汉语名字的区别, 如何用英语拼写你的名字?三、系统总结(教师寄语:No man can do two things at once.)1,、归纳你所学到的问候语.2、自己编写一个打招呼并询问姓名的小对话.四、知识拓展。
(教师寄语:It’s easier said than done.)(一)单项选择.1. _______your name ? My name is Gina .A. WhatB. What'sC. WhoD. which2. Good morning , Miss Wang ! _____________!A. HelloB.HiC. Nice to meet youD. Good morning3. I _______Sally , What______ your name ?A. am ,isB. is , amC. is , isD.am, am4. ______name is Li lei . A. I B. I am C. My D. you5.—_______, What's your name ? —John Green .A. HiB. OkC. sorryD. Excuse me6. ――It isn't ______ watch .――I left mine at home.A. myB. meC. ID. you7. She is a student and name is Kate. A. she B. her C. hers D. his8. This is a girl. Her name is ___________.A.LI Xue ling B.LI Xue LingC.LI xue ling D.LI xue ling (二)尝试翻译下列句子.1. 见到你很高兴. _________________________________.2. 我叫王小雨. ____________________________________.3. 你叫什么名字? ____________________________________(三)根据情景补全对话.A: Good afternoon !B: ____________________!A; I ______Lucy . _________your name ?B: My ______ is Jim . Nice to ______you !A: _______________________________.五、【教学评价】(教师寄语:Never do things by halves)通过本节课的学习我最大的收获是_________________________________感到自己有待加强的是________________________________________六、【教后反思】Unit 1 My name 's Gina.(第2课时)Section A (2a—2c)主备人:审核人:督办领导:导学案使用时间:【学习目标】:1、熟练掌握本课时的单词.2、学会询问他人姓名及介绍他人姓名.3、能听懂有关谈论他人姓名的对话并进行自由交际. 【学习重点】:询问他人姓名及介绍他人姓名的句型.一、自主学习(教师寄语:Knowledge is power.)学习任务一: 1.小组合作,理解并熟读下列短语,并写出汉语意思.my name ( ) your name ( ) his name ( )her name ( ) 他的_______和;又;而且_______她的_______ 问题;难题_______回答,答案_______看;望;看起来_______2.复习上节课的内容运用句型:What's your / his / her name?My / His / Her name is .... 进行自由交际.学习任务二: 听听力完成2a,2b.学习任务三: 对话练习(pairwork)二、合作共建熟练的运用介绍他人与询问他人三、系统总结(教师寄语:No man can do two things at once.)语法重难点 1.形容词性物主代词-----起形容词作用,在句中只能作定语,也就是说它后面必须跟一个名词。
【优选】人教版七年级上册英语Unit4第四单元优秀教案

【优选】人教版七年级上册英语Unit4第四单元优秀教案简介本教案旨在帮助七年级学生研究人教版英语上册第四单元的内容。
通过本教案的引导和练,学生将能够更好地掌握单元中的词汇、语法和听力技巧。
教学目标- 了解单元的主题和内容- 研究并掌握本单元的重点词汇和短语- 掌握并运用本单元的语法知识- 提高听力技能,能够听懂并理解与本单元相关的对话和文章教学准备- 人教版七年级上册英语教材- 教师课件或黑板、白板- 学生练册和作业本- 录音设备或电脑播放器教学步骤步骤一:引入新单元1. 利用图片、视频或简短的对话引入新单元的主题,并与学生进行互动交流。
2. 提出几个问题,引导学生思考与本单元相关的话题,并鼓励他们用英语表达自己的观点和想法。
步骤二:研究词汇和短语1. 引导学生通过教材中提供的词汇表,研究本单元的重点词汇和短语。
2. 进行词汇练活动,如听写、填空或配对练,以帮助学生巩固词汇记忆和拓展词汇运用能力。
步骤三:研究语法知识1. 介绍并讲解本单元的语法知识点,如简单现在时的用法或名词的复数形式等。
2. 进行语法练活动,如填空、改错或翻译练,以帮助学生掌握和运用语法知识。
步骤四:提高听力技能1. 播放与本单元相关的录音材料,如对话或短文,并提供听力理解题目。
2. 让学生跟读录音材料,以帮助他们提高听力技能和语音表达能力。
步骤五:巩固和练1. 分发练册或作业本上的相关练题,让学生进行独立或小组完成。
2. 监督学生完成练,并提供必要的指导和反馈。
步骤六:总结和复1. 回顾本单元的主要内容和研究成果。
2. 进行小结性的问答或讨论活动,帮助学生巩固对本单元的理解和记忆。
教学评估- 观察学生在课堂活动中的参与程度和表现- 收集并批改学生完成的练和作业- 进行口头测试或小测验,评估学生对本单元知识的掌握情况教学延伸- 鼓励学生进行口语对话练,以提高他们的口语交流能力- 制作课堂展示活动,让学生展示他们对本单元内容的理解和研究成果参考资源- 人教版七年级上册英语教材和练册- 相关英语学习网站和应用程序。
人教七级英语上册第4单元unit4教案.docx
《新目标 Go for it 》 Book ⅠUnit 4 Where ’s my backpack?The firstperiod Time: Oct 18th Teacher: Zhou MingyanTeaching material:Unit4 Section A 1a,1c,2aLanguage Goal:Talk about Things around the houseTeaching Aims:(1)学和掌握有关物品位置的句型: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 Is it on/in/under⋯⋯ ? Yes,it is.No,it isn’t.(2) 学和掌握有关家具的:table, bookcase ,sofa ,chair ,drawer , plant , bag(3)学会三个方位介的用法:on ,in , under ’t .bed,dresser,Key Points:A. 方位介 : in, on, under, behind, in front of, near等的用法;B. Where 的特殊疑句和一般疑句:Is the ⋯in/on/under the⋯?的肯定、否定回答;C.新: bed, dresser, table, bookcase, backpack⋯⋯Difficult points:A.能准确运用方位介描述物品所在的位置;B .能运用 Where句找到物品的位置。
Teaching methods:Practicing, listening and speakingTeaching Aids:Multi-mediaTeaching Procedures:教学步教活学生活意Ask some questions like:Answer and talk通过设置真What‘s this?It’ s⋯ .about something.Step 1 Free talkStep 2 Presentation1. Challenge memory.①review the words②show pictures and letstudents say words③ students read afterteacher1alistening. Finish 2a.1.Find somestudents to answer.say togetherstudy and read thewordsthe students readafter theteacher,thepractice in pairs.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。
人教7上Unit4Section A1a1c导学案(无答案)-教育文档
3、我能在与同伴的合作中收获成功,提升自我。
Step 1 Review(复习)
1、根据汉语意思写出单词。
橡皮______箱;盒______书包_______词典;字典_________他的_____
来;来到_________书桌________房间_________
2、翻译下列句子。
1、我的书在哪?它们在沙发上。
_______ ____ ______ _______? _______ ________ ______ _____.
2、我的铅笔盒在哪里?它在你的书包里。
______ _____ ______ _______? ____ ___ ____ _________.
4.----Where are his books? ----They’re i___ the bookcase.
3、翻译下列短语或句子。
在书包里______________________在沙发上_________________
在椅子下面____________________在书桌上_____________________
完成P19 1b,为物品编号。
Step 4 Practice
1、与对子一起练习1b中对话。
2、根据1b的对话,自编对话。
Step5 Exercise(随堂练习)
1、补全以下单词。
wh_r_ d_sk b_d s_f_ ch_ _r _nd_r c_m_ t_bl_
b_ _kc_s_ th_nk r_ _m
七导学案
其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。上课时间:年月日编号:备课组长签字:班级:小组:姓名:
人教版七年级英语上册Unit4第四课时SectionB 1a—1d课件
future ?
—I think so.
18.(探教材·P48)我最喜欢的学科是音乐,因为课很有趣,而且 我们可以学到许多新歌。
My favourite subject is music because the class is fun and we can learn a lot of new songs. 19.(新素材·聊天机器人ChatGPT)(新独家原创)现在,ChatGPT 可以帮助我们解决很多问题。 Now, ChatGPT can help us to work out a lot of problems. 20.(2023广东广州中考) 我最喜爱的科目是美术。我也在思 考我怎样能借助数学把画画得更好。 My favourite subject is art. I am also thinking about how
11.(思维品质·评价思维)We all like maths because we think it is a(n) useful subject. 12.What an excellent player he is! He can play basketball very well.
13.We are happy to know that we win first prize of the competition.
Unit 4 My Favourite Subject
第四课时 Section B 1a—1d
基础过关全练
Ⅰ.根据句意和汉语提示写出所缺的单词 1.(探教材·P48)I like it because I'm good with numbers (数字). 2.Lisa's brother wants to learn magic (魔术).
七年级英语 Unit 4 教案人教新课标版
Unit 4 I want to be an actor.Language goals:●In this unit students learn to describe animals and express preferences.New languages:●Let’s see the pandas first.●Why do you like want to see the pandas?●Because they are very cute.●Because they’re ki nd of shy.●Because they’re kind of interesting.●Because they are fun.●Because they are smart.●Do you like giraffes?●Where are lions from?●They are from South Africa.●The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary.●She likes to play with her friends and eat grass.●She’s very beautiful, but she’s very shy, so please be quiet.●He sleeps during the day, but at night he gets up and eats leaves.Difficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:● A tape recorder●Some picturesTeaching periods:●Period 1:Section A1a, 1b, 1c●Period 2:Section A2a, 2b, 2c●Period 3:Section A3a, 3b, 4●Period 4:Section B 1a,1b, 1c, 2a, 2b, 2c●Period 5:SectionB 3a, 3b, 3c, 4Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let’s s ee the pandas.Why do you want to see the lions?Because they’re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work(1a)Ask the students to read the words and the picture, and then match the names with the pictures a–h.Encourage or help the students to say something about the picture and do the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording.Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and then check the answers.Further activity: Ask the students to do some pair work in the following way if they can understand the listening material well.Step 4. Pair work(1c)Ask the students to make conversations in pairs.Show the following.—Let’s see the pandas / giraffes / lions / penguins / dolphins / koalas /elephants / tigers?—Why?—Because they’re cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them.Teaching procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let’s do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b.After that, check the answers.Then ask the students to listen to and repeat the dialogue after the recording.After this, ask the students to practice the conversation without the help ofthe recording.Step 3. Pair work(2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are…Step 4.Grammar focusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggestion: Ask the students to work in groups and write down their own opinions on the animals in Activity 1a on a piece of paper; show their work to the group members. And then ask and answer questions. HomeworkAsk the students to do the following:1. Make similar dialogues according to the conversation in 2c.2. Use the words in the box in activity 2b to make sentences.3. Ask the students to find more description words about animals.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:Where are lions from?Lions are from South Africa.3. Enable the students to say where some animal are from.4. Help the students to say where some animals are from.Teaching procedures:Step 1. Free talk and lead-inShow the students some pictures and ask some questions.Show the first picture with a panda in it.Show other pictures of animals and ask questions and go on with others in the same way.Step 2.Match work (3a)Ask the students to read the maps and the animals in activity 3a.Let the students look at the three animals.Let the students match the countries and the animals.Move around the classroom to see if the students need help.Ask the students to draw lines to match the maps with the pictures.Step 3. Pair work(3b)Ask the students to read the conversation in activity 3b.Ask the students to work in pairs and ask and answer questions.Step 4. GameAsk the students to read the list of countries and animals.Let the students look at the list of countries and animals and find a person to translate the list of countries and animals into Chinese.Show the students how to play the game.Play the recording for the first time.Play the recording again and check the answers by replaying the tape.HomeworkAsk the students to practice talking about where animals come from in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:What animals do you like?I like elephants.3. Enable the students to talk about why they like some animals.4. Help the students to learn how to talk about why they like some animals.Teaching procedures:Step 1. Warming and lead-inCheck the homework by asking some questions.Show the pictures of lions, pandas and koalas.Say: Where are pandas from? Where are koalas from? Where are lions from?Show a picture of a big elephant.Step 2.Match work (1)Ask the students to read the words and the picture, and then match the names with the pictures a–h.Point to the pictures one by one.Ask the students to read the eight numbered adjectives at the top.Ask the students to do the match work.Step 3. Listening (2a, 2b)Point to the numbered list of words in activity 1 and play the recording. Ask the students to listen to the recording and circle the description words in activity 1.Play the tape for the first time.And then play the recording the second time.Ask the students to pay attention to the headings in 2b.Play the first four lines of the recording of the conversation and stop the tape.Play the rest of the conversation.Check if the students get the right information. If not, play the part students can’t understand well or get the right information again (and again).Step 4. Pair work(3)Ask the students to read the dialogue.As the students work, move around to see if help is needed.Ask the students to work in pairs.Homework1. Ask the students to try to remember the new words learned in this period.2. Ask the students to try to practice talking about the animals they likeaccording to activity 3.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:She likes to play with her friends and eat grass.Please be quiet.He sleeps during the day, but at night he gets up and eats leaves.3. Enable the students to write a description of an animal.4. Help the students to write a description of an animal.Teaching procedures:Step 1. RevisionBefore the new lesson, do some revision to check the homework.Show some pictures with a panda, a lion, a koala, an elephant, a dolphin, a tiger and penguin in each of them.Say: Morning, boys and girls. Nice to see you again. Have you remembered we learned how to describe animals? Can you say some of them?Ask some students to answer questions.Give more students chances to say, and let them have enough practice. Step 2. Presentation (3a)Let the students read the pictures and the descriptions.Ask the students to read the articles in 3a and answer the following questions.Show the following.Explain some language points that students may not understand. For example, the difference between play and play with.Step 3. Reading and filling in the blanks (3b)Ask the students to look at the pictures in activity 3a and teach new words.Say, Look at picture d. What is the panda eating? What is the koala eating?Write leaves on the blackboard. Ask a student to give the Chinese meaning and go on with the others in the same way.Ask the students to read the box on the left in activity 3b.Point out the description in 3b with blank lines where some words are missing.As the students work, move around the room checking progress and offering language support as needed.Ask the students to try to recite the description.Step 4.Writing (3c)Ask the students to write an article about the animal they like.Show the following.What’s the name o f your favorite animal?How old is it?Where is it from?What does it like to do?What description words can be used to describe your favorite animals?After that have them present to the class.After the students finish writing the description, let them share their writing with others in the class.Step 5.Group work(4)Point out the example in the speech bubbles in activity 4. Ask two students to read it. Then divide the class into groups of four.Say: You will take turns reading your description from 3c to your group. The other students in the group guess what animal you wrote about.As students work, move around the classroom, making sure each student has a chance to read his or her description to their group.Ask a few students to read their description to the class.Homework1. Ask the students to practice writing an article about one of their favorite animals.2. Ask the students to share their description in 3c with more students. Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to write about animals.3. Help the students to write about animals.Teaching procedures:Step 1.Warming upCheck the homework. Then show some animal pictures to the students.Say: We learned to talk about animals you like in the last period. And I asked you to write an article about one of your favorite animals. Did you finish it?Who’d like to share your work?Step 2.Key word check(1)Ask the students to read all the words in this part.Say: In learning to talk about animals, you learned many words on the topic.Now read and check the words you know in 1 on page 18. Then make a8 sentence with each of them.Step 3.Vocab-Builders (2)Ask students to write five new words in their Vocabulary-Builder on page 112.After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat.And tell the whole class to remember them after class.Step 4.Writing (3, 4)Point out the example-the description of the elephant.Say, Look at the description of the elephant. I want to ask one of the students to read it to the class.After that, ask them to write a similar description of the other animals.Homework1. Ask the students to summarize what they have learned in this unit.2. Ask the students to write an article about one of their favorite animals.。
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初中-英语-打印版
初中-英语-打印版
英语7上新人教新课标Unit 4导学案第4课时
Unit 4 Where’s my schoolbag?
【学习目标】
课标要求:
1、认读生词tidy ,but, our, every ,where, always.
2、通过阅读进一步巩固和运用所学语言。
目标达成:
1.掌握的句型有;
My book and my pen are on the desk.
My tape is in the bag and my pen is under the sofa.
2.学会使用and 熟练运用介词 in, on ,under
学习流程:
【课前展示】
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.
【创境激趣】
看图写房间的物品
初中-英语-打印版
初中-英语-打印版
_____________________________________________________________________________
____________________________________________________
【自学导航】
1. 小组合作写出房间物品
Furniture(家具)_____________________________
Stationery(文具)____________________________
Others(其他)_______________________________
2. 小组合作在黑板上用in on 和under 写出教室里物品的位置。
The tape player is on the teacher’s desk._________
_______________________________________________________________________________
_______________________________________________________________________________
______________________
【合作探究】
写出房间物品的位置,尝试使用and
1、My dictionary and my radio are on the desk.
My pencil box is in my schoolbag and my schoolbag is under the desk___________________
【展示提升】
典例分析 知识迁移
1. Please take these things to your sister. 请把这些东西带给你姐姐。
take, bring, carry 和get的区别:
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?
拓展1)carry “带”,无方向性,指移动较重、较大的东西,有“负重”的含义,例如:
The bag is too heavy for me. Can you carry it for me?
2)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.
我需要我的帽子,笔记本和钢笔。
初中-英语-打印版
初中-英语-打印版
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.
【强化训练】
一.完成句子
1.我的书和磁带都在我的书柜里。
My books ________tapes _______in my bookcase.
2. Mary 总是井井有条
Mary is ______________ ________________ .
3. 我有一本字典。
I ___________a ____________________ .
4. 房间里到处都是衣服。
The clothes _______ ________ in the room.
5. 录音机在老师的讲桌上。
The tape player is _______the ______ ________
二.阅读理解:阅读下面短文,选择最佳答案。
A PICTURE OF MY ROOM
Look at the picture. It's a picture of my room. I have a bird. Its name is Polly. I look after it
every day, but it's not in the picture. You can't see it there. Can you see a cat? It's under my chair.
The cat and the bird are in different (不同的)rooms. They can't live in the same room(在同一
个房间). My books are on my desk. My pens and pencils are in my bag. The bag is behind the
door.
My bed is beside the desk. In the morning, I put everything in good order(次序).
( )1 Can you see a bird and a cat in the same room ?
A. No, I can’t. B. Yes, I can.
C. No, I can. D. Yes, I can’t.
( )2.What can you see in my room ?
初中-英语-打印版
初中-英语-打印版
A. A bird. B. A cat.
C. A bag. D. All the above.
( )3.What’s the bird’s name ?
A. I don’t know. B. Polly.
C. Pen. D. Poly.
( )4. Are my pens on my desk ?
A. No, they don’t. B. No, they aren’t.
C. Yes, they are. D. Yes, they aren’t.
( )5. Where is my bed ?
A. It is beside the door. B. It’s beside the desk.
C. It’s under my chair. D. It’s on my desk.
【归纳总结 】
1、根据图画及位置自由问答。
2、正确描述物品所在的位置。
【板书设计】
Unit 4 Where’s my schoolbag?
I’m tidy, but Gina is not.
In our room, my books and tapes are in the bookcase.
I have a clock.
Gina’s books are everywhere-on her bed, on the sofa and under the chair.
The white model plane is hers.
Gina always asks.
【教学反思】