初一英语第七周4课时.pdf

1 单元（章）主题: Unit 4 Where’s my schoolbag? 任课教师与班级: 张丽华 111 112 本课（节）课题: Unit 4 Where’s 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 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。

2．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 3．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 4．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 三． 教学重点、难点 1． 重点：A. 方位介词: in, on, under, 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…… 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 第三课时：Section B 1a, 1b, 1c, 2a, 2b 第四课时：Section B 3a, 3b, 3c, 4, Self-check  2 Period One 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 Period One Sub Topic Talk about the room Functions Talk about where the things are. Vocabulary: where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, they’re=they are Structures Where’s …? It’s in/on/under… Where’re…? They’re in/on/under… Tasks Listing Make a survey Step One Warming up  Play 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: … 二度备课 An interrogative sentence is a type of sentence which usually asks a question. For example, Is this your sister? There are four types, yes/no interrogatives. 课后反思creatively on the basis of understanding the new language material. Cognitive Approach is not attracted considerable attention and use on English teaching in our school, so the deep research on it is necessary, which will help the improvement of the English 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 things Students hide and look for the school things in pairs. One student hide one school thing and ask: 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 performance. 二度备课 Hello, everyone! Today we’ll take up unit 4. Here are some real objects and  3 colorful pictures like table, bed, dresser, bookcase, sofa, chair, backpack, books, keys, baseball, drawer and plant. Please look at this picture and listen to me carefully: what’s this? It’s a table. What are these? They’re keys. And now make your own dialogues with different items, and I’ll help you with any pronunciation problem you have. 课后反思Cognition which means the action or faculty of knowledge is an important realm of psychological study, which means the process of obtaining knowledge and learning. There are three sections in psychological study Step Three New words learning  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.  Repeat with a sitting room and a study, teach the new words and practice in the same way. Step Four Make up dialogues  Section A, 1a: Match the words with the things in the picture. Students do it individually first, then check the answers. 二度备课 Do you know the meaning of I don’t know? It means I have no idea about it. Look at the four lines of the conversation on the right. They are in the wrong order. The first part of the conversation is numbered. Please write numbers 2, 3 and 4 in the others to complete the conversation. 课后反思the process of coming to know and the stages we move through as we gradually acquire this ability. As a biologist, Piaget was interested in how an organism adapts to its environment.  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 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. 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  4 课后反思 Accommodation is the process of changing cognitive structures in order to accept something from the environment. When actively attempting to adapt to the environment.so we must give the students good language environment. Period Two 课前准备 教师: 准备表格、一些学习用品和多媒体课件。

学生: 学习用品 Period Two Sub Topic Talk about the room Functions Talk about where the things are Recycled language Where is…? It’s on/in/under… Where are…? They’re in/on/under…? Structure Is the book / Are the books on the desk? Yes,… / No,… I don’t know. Tasks Listing Comparing Step One Warming up Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words. 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. 二度备课 playing the game Now let’s do a role-play with your partners in pairs. One is student A, the other is student B. Student A look at the picture on page 19 and ask questions, and student B answer student A’s questions with the information from this picture. Check answers: 课后反思intelligence is demonstrated through motor activity without the use of symbols. Pre-operational stage . In this period, intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a non-logical, nonreversible manner.  5 Step Three A guessing game  A guessing game. Show the students a picture of a room with a few things in it. Have them guess the places of the other things. e.g.: T: There is a bookcase in it. Is the bookcase near the bed? Ss: Yes, it is. / No, it isn’t. Write the general question and the answers on the blackboard. 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  Section A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form. e.g.: SA: Where is the backpack? Is it under the table? SB: No, it isn’t. It’s on the table. 二度备课 I’ll ask some students to put the things that I bring here somewhere in the class. Then tell me their position in English .For example: Where is lily’s table? (Or bed, dresser, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant). After practicing the old words, 课后反思Education, which introduces the concept of discovery learning. Discovery learning is a learning situation in which the principal content of what is to be learned is not given, but must be independently Things Picture 1 Picture 2 backpack under the table on the table pencil case books keys dog  Ask some students to report their answer like this: In Picture 1, the pencil case is … In Picture 2, the pencil case is…; In Picture 1, the books are … In Picture 2, the books are … Step Six Practice the drill “Where is / are…?”  Present short dialogues, using pictures or objects to help. Dialogue 1: A: Where’s my bag? B: I don’t know. Is it on the sofa? A: No, it isn’t. Dialogue 2: A: Where’re my books? B: I don’t know. Are they on the bed? A: Yes, they are. Teach “don’t =do not”, “ know”.  6 二度备课Please look at the picture of Tommy’s room on page 22. “What things in the picture can you name?” Now read the words after, paying attention to your pronunciation. Then match the words with the things in the picture and give them correct answer. 课后反思 We should serve as a way of defining and providing structure to the way in which individuals learn thus acting as a guide for educational research.  Check the homework in Period One. Make reports to share the information they got from the friends or teachers, and give their simply assessment.  Let the students make similar dialogues according to the pictures in Section A, 3a&3c.  Put the dialogue in the right order.( Section A, 3a.) Homework:  Finish off the exercises in the exercise book.  Act out the dialogues. (Section A, 2a & 2b.) Now look at Tommy’s room for three minutes and close your books and write down all the things you can remember in Tommy’s room. 整体反思how much a teacher should help a student and how much the student should help himself.”The discovery learning method takes a broad view of the education of the whole person. One of the central elements of this is the need to learn how to learn, which we considers to be the key to transferring what is learned from one situation to another. Period Three 课前准备 教师: 准备表格、与本课有关的实物和多媒体课件。

学生: 学习用品 Period Three Sub Topic Talk about the room Functions Talk about where the things are Recycled language Alarm clock; video cassette; CD; math book; computer game Where’s …? It’s in / on / under … Where’re…? They’re in / on / under… Structure The math book is on the dresser. The CDs are on the bookcase. …… Tasks Listing & sharing 二度备课 Now we’re going to listen to a dialogue between Tommy and Mom. Listen carefully and circle the things Tommy wants from his room. When I play the  7 recording a second time, you can repeat the sentences one by one and find out the sample answer you hear. 课后反思Building on the student’s prior knowledge and understanding. Theory Chomsky holds that language is an intricate rule-based system and a large part of language acquisition is the learning of this system. He holds that a language learner has, somewhere in his brain,a set of grammar rules with which he can use to make sentences, and he believes that language is Step One Warming up Ask some pairs to act out the dialogues in Section A, 2a & 2b. Step Two New words learning  Show the students a picture of a room. Let the students say like this: The ID card is on the table. The books are on the chair. Let some able students list some new words. Practice reading them.  Match the new words with the things in the picture. (Section B, 2a.)  Pairwork. Talk about the picture. ( Section B, 1b&1c.) Step Three Listen, circle and write  Play the tape twice for students to listen and circle the things Tommy wants from his room. Check the answers. ( Section B, 2a. ) 二度备课 Here is a picture of a room. Look at the picture carefully, where is the computer (dress, light, chair, math book and basketball)? If you can’t find out some items, please read the notes in 3a carefully and try to draw the missing things in the picture. 课后反思language in a relatively short time, merely by being exposed to it. Therefore, the learning process by man is that of creation in which priority is given to mastering rules and then learners are to be given Listen again. Write down the sentence about where Tommy’s things are. Check the answers. ( Section B, 2b.) Step Four Group work: Decorate the room for Emma. Show the students a picture of Emma’s untidy room. Group work. Decorate the room for Emma. Step Five Self-assessment Group work 二度备课 Please pay attention to the position of the things in the room. Do you know how to use the prepositions now? OK please fill in the blanks and then let’s check your answers together. 课后反思because language is a rule-governed system. Teacher’ s role is to create the opportunity and situation of using language rules flexibly for the learners, which makes the learners express what they want by using the rules which they have learned  8 Things Places Yes No Score backpack on the chair 10 pen in the pencil case 10 notebook on the bookcase/in the backpack/on the desk 10 keys In the drawer/bag 10 dictionary on the bookcase/in the backpack/on the desk 10 alarm clock on the bed/desk 10 socks in the drawer 10 pictures on the wall 10 shoes under the bed 10 CDs on the desk/bookcase 10 Total: Your finally score: 70～100: You keep your room very tidy. 40～60: You keep your room a little tidy. 0～30: You keep your room untidy. Homework:  Finish off the exercises in the exercise book.  Write at least 8 sentences to describe your bedroom to your friends. 整体反思learners were the center of teaching activity, that they should be conducted to observe, analyze and synthesize the target language and finally be capable of understanding what had been taught. Period Four 课前准备 教师: 多媒体课件；单词卡片； 学生: 学习用品 Period Four Sub Topic Ask for help Language focus take…to; bring…to; can, need Recycled language thing, room, desk, TV, floor, some The book is on the table. The pens are in the pencil case. Structure I need … for… Can you bring some things to school? Please take these things to … . Tasks Comparing Problem solving & sharing Step One New words learning Present the new words by making conversations with students. Show some pictures and words on the screen to help. 二度备课 Now please write a note to a friend asking for four things from your room. Say where they are. You can use the letter in 3b as a model. After you finish writing,  9 please read your letter to your partner. 课后反思language is a linguistic rules-dominated system, speech act is governed by its external rules, and foreign language teaching should lead student in analyzing, understanding, and finally He held that priority must be given to understanding of structures then came practice and drill e.g.: T: What’s this? S1: It’s a room. T: Do you have a room like this? S1: Yes, I do. / No, I don’t. (Repeat with the other words: TV, desk, …) (Show a card with a word and ask) T: Can you spell this word? S2: Yes, I can. / No, I can’t. (Let them know the meaning of “can”.) T: Can you spell your name? S3: Yes, I can. T: Can you write your name? S4: Sorry, I can’t. I have no pen. T: You need a pen. ( Give him a pen.) ( Let the students know the meaning of “need”.) T: I bring a red pen to the class every time. Now it is on the teachers’ desk. After class, I’ll take it to my office. ( Teach “bring”and “take”.) 二度备课 Dear Chenguang, Can you bring some things to school? I need my hat, my notebook, and a pen. My hat is on the chair. The note book is on the floor, and my pen is on the table. 课后反思the adult learn the foreign language, especially English in his own country. It holds that students themselves play a decisive role in the process of learning and the purpose of language teaching is to develop the practical and comprehensive ability of language application. Step Two Find the differences Show a picture of a room with a few things in it, give the students a short note about the things around the room to read, let the students try to find out the differences between the reading material and the picture. Circle the mistakes in the reading material. Make an orally report by looking at the picture again. Step Three Read the note  The students read the note silently and draw the missing things in the picture. ( Section B, 3a.) (为了节省时间，教师可以让学生在图中标出数字来替代画图。

) Practice reading the note loudly.  Look at the picture and fill in the blanks. ( Section B, 3b.) Students do it individually first, then check the answers.  10 Step Three Creative work  Make a telephone conversation to your family in pairs, tell him or her to bring you four things that you need for the sports meeting from your room, and where the things are.  Write down the note.( Section B, 3c.) 二度备课 ng I think most of you have your own room in your home. Is it your ideal room? Can you tell me what an ideal room is? Now let’s make a list for the thing in your ideal room. Please write down these words, such as computer, flowers, video cassette, TV set, bookcase, toy, lights, colorful map, dresser, bed, desk and so on. Then draw your dreaming ideal room and describe it to the class. 课后反思The language teacher plays as an organizer or guider and At the same time, the cognitive approach also holds that students must study consciously with a clear plan and purpose after class, because of the limited time of classroom teaching. Step Four Self-check  Revise the key words in different ways. Ask the students to spell them.  Let the students do Self-check 3 individually. Homework:  Draw and write. Draw your ideal room, then write a short passage to describe to your classmates. ( Section B, 4.)  Finish off the exercises in the exercise book.  Revise the language items in this unit. 整体反思When a foreign language leaner can resort to all the possible target language resources, leaning will be more effective.Managing to Employ the Native Tongue we say that mother tongue is the students’ language experience been obtained,so we should find something diffferent,and something useful in language learning. 。