人教版英语上册七年级Unit 4 Where’s my schoolbag？教学设计
Unit 4 Where is my schoolbag? 教学设计
一、教学内容
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。而本节课
在这个单元中对于物品方位的初步认知和表达起着重要的作用，主要
通过问答方式教授学生如何表达单复数物品简单的方位。
二、语言结构
1. 句型：Where is/are …？
It is/They are ….
2. 方位介词on, in, under, behind等的用法
3. 名词的复数形式
三、教学重点、难点
1. 方位介词in, on, under behind的用法
2．Where的特殊疑问句及其回答。
3．新单词bed, table, bookcase…
四、单元教学目标
1．知识目标
（1）掌握新单词
（2）熟练运用介词in, on, under
（3）熟练运用where问句及其回答
（4）掌握名词单复数及人称代词they的用法
2．能力目标
（1）学会用英语询问自己的和他人的物品的具体位置
（2）学会用英语准确描述物品的具体位置
3．情感目标
（1）培养学生整齐摆放自己物品的生活习惯
（2）通过小组对话、讨论等一系列的课堂活动，培养学生的合
作精神
五、教学方法和学习策略
1. 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
2. 资源策略：学会利用一切可利用的学习资源如词典，书等来
获取更多的学习信息
六、课时安排
六课时
七、教学过程设计
Period 1
I. 教学目标
1. 知识目标
(1) 单词：Bedroom bed(s) schoolbag sitting room table chairs sofa
table chairs books bookcase
(2) 句型: Where is/are …？ It is/They are ….
2. 能力目标
Use English to talk about the position of things
II. 教学重点
掌握重点单词和询问物品的位置
III. 教学难点
1. 正确使用介词in on under behind
2. 名词的单复数变化及谓语动词的变化
IV. 教学设计
Step1. Lead-in
Good morning, boys and girls, what’s this in English? You are right.
It’s a ruler. What color is it? Yes, it is. It is white. Is this your ruler? No, it
isn’t. It’s mine. Where is my ruler? Yes it’s in the pencil box. Where is my
pencil box? Yes, it’s in my schoolbag. This class we’ll learn Unit4 Where
is my schoolbag?
Step2. Learn the new words
Show the pictures of furniture, learn the new words.
T: What is this?
Ss: It is a …
Practice the plural of these new words.
Step3. Learn the preposition: in on under and behind and play the
flashcard, have students sing along with it and clap hands.
Step4.Guess
Show a picture of box，and ask students to guess: Where is the cat?
If they have correct answers. Encourage them.
Step5. Ask and answer
Show some pictures, have students use the target language to make a
dialogue.
For example:
T: Where is the ball?
S: It’s on/in/under the box.
2. T: Where are the balls ?
S: They’re in/on/under the box(红色的地方老师要强调，单数要用
is复数要用are)
Step6. Pair work
Have student practice the target language again and again.
Step7. Find the differences
Show two pictures, students find five differences. Use the targets
languages: In picture 1, the… is in/on/under…, In picture2, the …is
in/on/under…
Step8. Finish 1a
Have students read these words again and finish 1a. Match the words
with the pictures.(Keys: b e h g d a, f c)
Step 9. 听力练习1b．
Listen carefully and number the things in the picture 1-4. Check the
answers.
Step10. Summary and Homework
This class we talk about where things are, everyone does a good job,
after class, please talk about them with your family members. Don’t
forget put your things in a correct order.
Step11: Blackboard design
Unit4 Where is my school bag?
SectionA 1a-1c
1 Key vocabulary: where 、 table、 bed 、 chair、 on under、
bookcase、sofa
2. Target language
Where‘s the/my …? (Where‘s= Where is)
It’s/ on/in/under the ….
Where are the/my …?
They’re on/in/under the …. (They’re= They are)
最新七年级英语上册 Unit 4 Where’s my schoolbag？教学设计 (新版)人教新目标版
Unit4 Where’s my schoolbag?Section ATarget LanguageWords and phrases: in ,on , under,tidy ,but , our, everywhere, always, in our room Key sentences①–Where is …?–It is….②–Where are…?–They are…③I’m tidy, but Gina is not.④Gina’s books are everywher e- on her bed, on the sofa and under the chair.Ability goalEnable Ss to talk about where the things are in the room.Moral goalTo raise students’ interest in learning English and remind students to form a good habit and keep their rooms tidy.Teaching important points1. Use the prepositions to express where the things are in the room.Teaching aids1. Blackboard2. Multi-media deviceTeaching procedures（一）Pre-reading1.Play a chant about where the things are.2.Show the pictures and circle the things for Ss to discuss”-- Where is / are…..?—It is/ They are….”3.Introduce some more words with 2a, Write the words you know for the things in the picture4.Divide them into daily things and furniture.5.Ask one student to write the answers on the backboard( 二 ) While-readingIntroduce something about teacher’s roomFirst time read the whole text and answer(1)Is Kate tidy?A. Yes, she is.B. No, she isn’t.(2) Is Gina tidy?Yes, she is. B. No, she isn’t.(3)Kate and Gina have___ room(s).A.oneB. two3.Second time read Kate’s part and answer.MatchingKateis/arebooks and tapes on the deskkeys in the schoolbagclock in the bookcase4.Third time read Gina’s part and answer.MatchingGinaIs/arebooksunder the deskwhite model plane We don’t knowkeys, ruler and schoolbag everywhere (on her bed, on the sofa, under the chair) 5.What’s your opinion ？Do you like Kate or Gina?Is your room tidy?Is your school tidy?（三）Post-reading1. Retell the story according to the pictures.2.How to write about your room?Group work:Show a tidy room to students and let them make it tidy.（四）Summary :What have we learned today?（五）Homework ：plete the sentences with the chartWhat Is/are Wherethe dictionary on my deskthe schoolbagthe pencil boxthe radioBooksPensTapesCDs2.Draw and write about where the things are in your room.。
七年级英语人教版上册Unit4Where’smyschoolbag教学设计
为了巩固本章节所学知识，特布置以下作业：
1.绘制家庭布局图：学生需要绘制一幅自己家庭的布局图，并在图中用英文标注不同房间及物品的位置，如“bedroom”、“bathroom”、“kitchen”等。此作业旨在帮助学生将所学词汇与实际生活相结合，提高他们的英语实践能力。
2.编写小对话：学生需要编写一段关于家庭成员寻找物品的小对话，要求使用一般现在时态询问和回答物品的位置。此作业旨在锻炼学生的英语口语表达能力，培养他们运用所学知识进行实际交流的能力。
2.学生在小组内进行头脑风暴，尽可能多地列出描述物品位置的句子。
3.每个小组挑选一名代表，向全班展示他们的讨论成果，其他小组成员进行评价和反馈。
（四）课堂练习
1.教师设计一系列练习题，包括填空、选择、连线等，让学生独立完成，巩固所学知识。
2.教师挑选部分练习题进行讲解，解答学生的疑问。
3.教师组织学生进行小组竞赛，看哪个小组能在规定时间内完成最多的练习题，并确保正确率。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生对描述物体位置的词汇和一般现在时态的掌握，以及运用这些知识进行口语表达。
2.难点：难点在于学生能够熟练运用所学词汇和语法结构，在实际场景中进行自然的交流。
（二）教学设想
1.创设情境：利用多媒体展示不同房间的图片，引导学生观察并描述房间内物品的位置。通过真实的语境，激发学生的学习兴趣，提高他们的语言运用能力。
七年级英语人教版上册Unit4Where’smyschoolbag教学设计
一、教学目标
（一）知识与技能
在本章节“Where’s my schoolbag”的学习中，学生将掌握以下知识与技能：
1.能够听懂并准确运用本单元的单词和短语，如bedroom、bathroom、kitchen、living room、in、on、under、near、between、behind、in front of等，描述物体定的语言基础，但在本章节“Where’s my schoolbag”的学习中，仍需关注以下学情：
人教版英语上册七年级Unit4Where’smyschoolbag？教案
Unit 4 Where is my schoolbag?教课设计1．教课要点：A.方向介: in, on, under,等的用法；B．Where 的特别疑句和一般疑句： Is the⋯ in/on/under the ⋯?的一定、否认回答；C．新： bed, desk;chai;table, bookcase, backpack;school⋯⋯2.教课点 : A. 能正确运用方向介描绘物件所在的地点；B．能运用 Where 句找到物件的地点。
3 写作目 : 介你自己房物件的地点。
第一一、航学要点：1.学并掌握 where, table, bed, bookcase, sofa, chair, in, on, under, they, they’re=they are2.学并掌握句型 Where’s⋯? It ’sin/on/under⋯Where’re⋯? They’re in/on/under⋯3.能认识以下法：A. 方向介 : in, on, under,等的用法；B．Where 的特别疑句和一般疑句： Is the⋯ in/on/under the ⋯?的一定、否认回答；4.学会用英正确描绘物件所在的地点；学会用英自己的或别人物件的详细地点；学方法通小、、和等一系列的堂活. 学会利用全部可利用的学源，如典，音像料，网等来取更多的学信息 .感情目A.培育学生整地放自己物件的生活；B．通小、、和等一系列的堂活，培养学生的合作精神 .二、【提】A.翻：在哪里＿＿＿＿桌子＿＿＿＿床＿＿＿＿他＿＿＿＿植物＿＿＿＿抽＿＿＿＿在⋯⋯下＿＿＿＿在⋯⋯上＿＿在⋯⋯里＿＿柜＿＿＿＿沙＿＿＿＿椅子＿＿＿B．自主学1.翻开本 19 ，达成 1a..2.自学 1b,并合片将的物件写在1a 五个方格旁。
B. 要点句型：()在哪里is the backpack?It is () 在⋯下边the table.C.写：Where is ()it is ()Where are()They are()三、 Teaching stepsStep One Warming upPlay an English song before class.Revise some school things by asking questions.e.g.: 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.e.g.: 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 Two Game: Hide and look for thingsStudents hide and look for the school things in pairs. One student hide one school thing and ask: Where’s⋯? W here’re⋯? The other student guess and answer: It’ s in your deskarein. Theyyour pencil case. etc. Ask some pairs to share their performance.Step Three New words learningShow 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.Repeat with a sitting room and a study, teach the new words and practice in the same way.Step Four Make up dialogues。
Unit4Where’smyschoolbag大单元整体教学设计人教版七年级上册英语
单元整体教学设计一、单元基本信息二、单元教学规划六 Section B, 2b配图小短文 内容是Kate 描述自己和自己sister 的房间物品放置情况通过2b 来学习描述自己房间物品的摆放归置情况，能够体会到整洁有序的归置物品的好处，引导学生养成有序整理和管理自己物品的好习惯，锻炼学生的观察能力，抓取细节信息，推理判断的能力。
表二：单元大观念：主题大观念小观念1：学习询问和陈述物品的位置单元大观念：合理有序的归置自己的物品，养成良好有序的生活习惯Listening &Speaking &Grammer完成Section A 1a2d ，Section A GF 3c ，Section B 1a1e ，的活动和任务，并进行对话训练，掌握学习询问和陈述物品位置的句型，掌握相关的词汇，形成小观念1。
小观念2：学习描述和对比房间里面物品的摆放情况Reading &speaking &writing完成Section B 2a3b 的阅读活动任务并学习描述你自己房间里面物品的摆放情况，形成小观念2。
核心素养的综合表现：学完本单元后，学生能够运用目标句型Where's the map? It's in your grandparents' room. Where are my books? They're on the Where's his pencil box? It's in his schoolbag.语言大观念运用询问和描述物品位置摆放的相关词汇和句型来陈述物品的位置，感受反思自己的日常生活行为，养成良好的归置物品的好习惯。
小观念1：询问物品位置的相关句型和词汇小观念2：描述和对比房间物品的摆放情况table, bed, bookcase, sofa, chair, on, under, e, desk, think, room, their, hat, head ，radio, clock, tape, player, tape player, model, planeWhere's the map? It's in your grandparents' room.Where are my books? They're on the sofa. 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.语篇结构：人物： Kate Gina 风格：Kate is tidy ，but Gina is not 物品：Kate ：....Gina:...位置：....具体表达：I'm tidy,but Gina is not. In our room,my books and tapes are ... My keys are....I have a clock.It's .... Gina's books are ...。
人教版七年级英语上册Unit4Where’smyschoolbag整体教学设计
1.教学活动设计：
-利用多媒体播放一段动画视频，展示一个学生在家里找不到书包的场景，引发学生们的共鸣和兴趣。
-视频结束后，教师提问：“Can you guess what the video is about?”，让学生预测视频内容，激发学生的思考。
-学生分享自己的想法后，教师揭示本节课的主题：“Today, we are going to learn Unit 4'Where’s my schoolbag?'”
（三）情感态度与价值观
1.培养学生对英语学习的兴趣和积极性，使其形成良好的学习习惯。
2.培养学生关爱环境、爱护物品的良好品质，学会整理自己的学习用品和空间。
3.增进同学之间的友谊，培养学生的团队协作精神，使其在合作中共同成长。
4.培养学生的观察能力、逻辑思维能力和解决问题的能力，提高学生的综合素质。
二、学情分析
针对人教版七年级英语上册Unit 4 "Where’s my schoolbag?"，学生在之前的学习中已经掌握了一些基本的英语词汇和句型，具备初步的英语听说读写能力。在此基础上，学情分析如下：
1.学生年龄特点：七年级学生正处于青春期，好奇心强，求知欲旺盛，喜欢新鲜事物，善于模仿。因此，在本章节教学中，应充分激发学生的好奇心和求知欲，设计生动有趣的教学活动，提高学生的学习积极性。
3.作业要求明确，指导学生按照标准完成，关注作业质量。
4.教师及时批改作业，给予反馈，关注学生的进步和成长。
2.运用本单元所学的句型，如："Where is/are...?","Is it in...?","Are they on...?"等，进行物品位置的询问和回答。
七年级人教版英语上册Unit 4 Where’s my schoolbag？教案-(新版)人教新目标版
复习巩固名
S1: It’s a ….
词的单复数
T: Good, and what are these?
形式及 It’s 和
S1: They’re ….
They’re 的回
Step3. Presentation
答方式，同时
T: What’s this? It’s a room(房间). It’s my living 此 处 的 复 习
room. It’s my friend Tommy’s room. What’s 论 复 习 新 单
in his room? Please match the words with 词，让学生的
the pictures in 1a.
想象力得到
2) Listening
发挥 ，加强他
T: Now, Tommy is looking for his things in 们的审美观
very clean, but look at this one, it’s not very 成 1a 和 1b
clean and tidy(干净，整洁). Look at the pen,
where is it?
S3: It’s on/ in/ under the desk.
通过图片呈
T: And where are the keys?
write down your advice.
特殊疑问句
S9: You can put … in/ on/ under the ….
句型及介词
T: Thank you for your advice. …
的正确运用。
Step9. Homework: 1. Copy and memorize the new words from 此 任 务 是 本
人教版七年级上册英语Unit4Where’s my schoolbag SectionA(1a-2b)教案
3. Play the recording again ,then try to complete the responses.
4. Check the answers.
Step7.Students play a game in pairs,practice target languages.
1.Do some exercises.Байду номын сангаас
2.Show two encouragement sayings.
Step10.Homework.
(2) Reading and practising methods.
(3) Writing.
3. Sensibility and Value
To learn toTalk about where things are,compare the positions of the things. They are interested in the life now.
Let the students listen to a song ,ask the students “Do you like the song?”Then show a picture of fishes,ask “Where are the fishes?”The students answer:“They are in the river.”lead in the language goals.
Step6..Listening
Listen and complete the responses in 1a,2a and 2b.
人教版七年级英语Unit 4 Where's my schoolbag教学设计
人教版七年级英语上册 Unit4 Where's my schoolbag? 教学设计 Period One (1a-2d)
Analysis of the material This is a listening and speaking lesson, it is talking about where things are. students will learn some new words. and they will learn to use: in, on, under by asking where things are. After this lesson students will know how to use these words to make sentences. According to the teaching target's, I'll give some activities, and students can learn it easily.
Analysis of students Students have already learn 3 units, they have got the ability to learn and express. But they need more practice to consolidate. Because students have good memory and imitation, so in the teaching, I will guide students to deal with the information and solve problems.
Teaching aims and demands 1.knowledge aims (1)Master the new words: table, desk, bed, bookcase, sofa, chair, where, on, in, under (2)learn and use "in, on, under" to describe where things are. (3)learn and use the following sentences: