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1、如有侵权，请联系网站删除，仅供学习与交流Unit_4_where_is_my_backpack说课稿_全英文【精品文档】第 9 页Unit 4 Wheres my backpack？Period 1 (1a-1c)Good morning, ladies and gentlemen:Im happy to be here sharing my lesson with you. Now Ill explain the outline of my teaching plan for SectionA (1a-1c), Unit 4 where is my backpack? Book 1 Grad
2、e 7.I divide my explanation into the following 7 parts.【Analysis of teaching material】This unit is mainly about“Things around the house”，The language goal of this unit is to talk about “where the things are”. The topic is related to Ss daily life, so it can help to raise Ss learning interest and imp
3、rove their abilities of communication. And Ss will learn to talk about “where the things are” by listening and speaking.This will not only enable students to understand their own home environment, love their home, but also to encourage students to design their own ideal through the imagination of th
4、e room and the new understanding of good habits.This unit link closely with unit 5.By the study of “Is/Are ?” in this unit to the study of Do.？ in unit 5 .Eventually promote students comprehensive ability of using language and improve students practice ability of learning, so as to lay a solid found
5、ation for life-long learning.【Learner analysis】 Einstein once said: Interest is the best teacher. Interest is the starting point in learning consciousness ,also is the wisdom of a source of inspiration.This course is for the Ss of Grade 7. Some primary school students have not learned English, they
6、have a great interest and curiosity in English .Teachers should seize this favorable factors. Focusing on the cultivation of students interest in learning English, maintaining their strong sense of curiosity and a strong thirst for knowledge.Therefore, teachers in the teaching process should be care
7、fully designed a variety of teaching activities. Positive use new, colorful teaching methods to stimulate student interest in learning. Using interest to activate their thinking ability, Arousing their learning attention and then fully mobilized students enthusiasm and initiative, so that they activ
8、ely participate in teaching to truly become a master in the class.As the saying goes: A good beginning is half the battle. English teaching in Grade 7 is the basis of whole English teaching, students learning English as well as the first step in a step, the ability of students to learn English and p
9、romote the personality development of students has a great help. As a teacher ,we should create conditions and opportunities for students to express themselves and enjoy the joy of success, strengthen their self-confidence in learning English and process develop their comprehensive language ability
10、in the learning process.【Teaching Goals】1) Knowledge GoalsSs should have a full understanding of the target language structure and master some useful words such as table, bed, dresser, bookcase, sofa, chair, drawer, plant and so on. Students should also get more familiar with the useful expressions
11、-“where the things are”. 2) Ability GoalsSs should learn to talk about “where the things are” and listen to the materials about “where the things are”. So the whole class is to improve the Ss ability of listening, speaking and communication. 3) Moral GoalsThrough learning this lesson, the Ss will im
12、prove their consciousness of cooperation and deepen their interest. Also can encourage students and others understand and care about their home environment, love their home, to develop good habits.From completing the task in the process, learn to work together and help each other.4) Important Points
13、 To learn some words and expressions is the important points of this period.1) Words:table, bed, dresser, bookcase, sofa, chair, drawer, plant, under, on2) Expressions: Wheres ? -Its in/under/on Wherere? -Theyre in/under/on 5)Difficult PointsSs should master the sentence: where isand where areand ma
14、ke the difference among in, under and on. .【Teaching methods and studying ways 】About teaching methods, I will adopt teacher assessment ，student-centered, that is, teachers should combine topics, communicative functions and language structure, and create interactive activities to improve students En
15、glish. I will also use S-centered principle theory , which is the theoretical basis of my teaching .According to S-centered principle theory, languages should be learned in interactive activities, but not merely training of language skills. Students should learn English through Comprehension input.
16、Input and interaction hypothesis （输入与互动假设）theory and communicative-method are very important.Besides , a recorder, a pencil and a pencil case are also used. When it comes to the ways of learning, students will learn the text through Self-inquiry learning(自主探究）Theory. According to this theory, learni
17、ng is a process of relating new information to previously learned information and new information is most easily acquired when people associate it with interesting things they have already learned. Ss will also use eyes, mouth, and heart to see, listen, speak and feel. Besides, Ss will learn by read
18、ing, speaking, observing, cooperating discussing and deducing. .【Teaching procedure (Including six steps)】Step I Warming-up Step II PresentationStep III PracticeStep IV ConsolidationStep V Self-evaluationStep VI Homework Step I: Warming-up The first step will spend one minute. Ill ask them to play a
19、 game. Show me you hands and do it like this . Clap ! Fold your palm. Let them see is their left or right thumb on top. Do it twice. Then change the position of fingers. Ask students whats your feeling? They may answer Very uncomfortable. Then I will tell them the meaning of the game. Habit is forme
20、d at ordinary times,so we should develop good habits. This is Emotional Teaching .The game which will not only arouse their interests, but also lead in this lesson.Task One Students can be divided into groups.Then let Ss complete task one by themselves on our learning paper .After 5 minutes I will c
21、orrect students pronunciation and let them to read the new words several times together. Then find furniture from the picture on page 19 activity 1a.The advantage of this is that we fully believe them ,rely on them and they will the real masters of the class.The purpose of this activity is sure that
22、 Ss have mastered the new words.Task TwoThe second task is using intuitive method teaching prepositions.In order to help Ss mater the prepositions of on, in and under, I will bring a pencil and pencil case to the class to place the pencil on, in and under the pencil case. And let students take out t
23、heir pencils and pencil cases, do as me.Through the practice of the three prepositions to experience their usage.This process carried out with intuitive method.In this way, it not only can strengthen Ss memory, but also can avoid the mechanical memorization. This activity is to introduce the new wor
24、ds and help Ss lessen the difficulty in the understanding.Step II: PresentationThen the Ss will use activity 1a to drill the expression: Where is ? It is on/ in/ under? In order to let Ss master the expressions well and activate the atmosphere, I will ask them to use activity 1a to make conversation
25、s. So that each student can participate in class and have an equal communication. After this have done, I will give them comments, correct their mistakes and encourage them. This can improve the students comprehensive quality.Step III: PracticeTo help Ss master the new knowledge. In this step, Ill g
26、ather the listening activity in 1b.Then I will present a new expression: Where are his/your/her; They are; and ask Ss to make conversations in groups by using target language, and at the same time ask them to pay attention to the plural form. After that two groups will show their dialogue. It can fu
27、lly show their individuality.Step IV :ConsolidationThe practice goes from the simple conversation to a complex one, the demands become higher. And this lesson tell us that we should develop a good habit to keep our room tidy. Step V：Self-evaluationI have designed a classroom learning evaluation form
28、. In the end, let students based on class evaluation form to carry out self-evaluation. This is a major feature of this course design. In such a way to stimulate students interest in independent study, improve their comprehensive ability, and develop perfect personality.Step : Homework Let students
29、design their ideal room, paint it out and add English introduction.This work not only to promote the innovative ability of students to enhance and develop their ability, so that the knowledge obtained in class is extended, but also that every student has experienced the joy of success. .【Blackboard
30、design. 】The design of the writing on the blackboard . They are some new words and useful expressions. The new words are on the right and the useful expressions are on the left. Its brief and to the point.Unit 4 Wheres my backpack？words useful expressions table Where is ? bed It is in/under/ondresse
31、r Where are .?bookcase They are in/on/under 【Teaching Reflection】Looking at the whole class of design ideas, based on teacher assessment , student-centered teaching as a core to specific tasks as the carrier, in order to complete the task as the driving force to integrate the knowledge and skills, t
32、hrough listening, speaking, reading and writing activities to language students have learned to do things, in the process of doing things to develop and use their learned language. The whole process based on the students themselves, the students as a teaching subject, the teacher from the students l
33、earning perspective to design a variety of teaching activities, so that students complete the various tasks in the process of gradually use of language, And lay a good foundation. for their learning development.Thats all for my lesson plan presentation，thank you for listening!附一课堂学习评价 1=Excellent 2=
34、Very good 3=Good 4=Adequate 5=Need improvementName: _ Date: _评价内容学生自评同伴互评教师评价课前准备参与课堂活动合作精神兴趣、自信心、创造力口头表达能力听力获取信息能力新词汇的运用情况阅读获取所需信息能力使用所学语言做事能力课外学习（阅读、词汇积累）情况书面表达能力我喜欢的活动共有_项，我参与了_次活动，其中_次很积极，很主动。这些活动使我_。A 敢于和乐于开口讲英语了。B 英语口语提高了。C 学会了与他人合作。D 了解倾听了他人的意见。E 觉得英语很有用。F 觉得英语很有趣。G 其他。Teachers statement(评语):
35、附二： 白塘中学 七 年级 英语 科导学案备课时间： 年 月 日 教学时间： 年 月 日 制作：何苗课题： Unit 4 Wheres my backpack? Period 1 (Section A 1a-1c)教学目标【学习目标】(Learning Aims) (1)学习和掌握有关询问物品位置的句型： Wheres .?/Wherere.? Its /Theyre oninunder .(2) 学习和掌握有关家具类的单词：table, bed, dresser, bookcase ,sofa ,chair ,drawer , plant , (3) 学会三个方位介词的用法：on ,in ,
36、 under【重点】（Important Points）掌握句型: Wheres .?/Wherere.? Its /Theyre oninunder .【难点】（Difficult Points）1、学习运用重点句型Where? 2、学会运用方位介词oninunder”表达物品的位置。教学方法：1、自主探究，合作交流 2、启发式【学习过程】(Learning Procedure)45方法与措拖教学内容及预见性问题tStep Warming-up(拍手小游戏） 自主学习（Self learning)（教师寄语：Knowledge is power.）任务一（Task one)：会读写、本课14
37、个单词。 1、个人自读，记忆本课单词。 2、小组互相检查单词读的情况。3、小组内竞赛，看谁记得快、准，并展示（默写） 桌子_ 床_ 梳妆台_ 书橱；书柜_ 沙发_ 椅子_ 抽屉_ 植物_ （疑问副词）在哪里_ 他（她，它）们_4、认真观察a的图画，将词语与图中物品搭配，小组讨论，并核对答案。任务二(Task two)：用方位介词描述物品的位置。 1、利用物品的位置变化，练习方位介词in,on ,under以及介词短语（教师示范）。 2、诊断评价：（注意盒子和球的位置关系。） (1).-Where is the soccer ball? -Its _ the box. (2). -Where i
38、s the soccer ball? - Its _ the box.(3).-Where is the soccer ball? -Its _ the box.3、小组为单位练习这些方位介词及短语，并完成下列短语。 在桌子下面_在梳妆台上_在书橱里_ 在沙发上_在床下面_在椅子后面_4、 总结：介词短语结构_Step Presentation 运用方位介词in,on,under及 wheres ?/where are ？及其答语，自由交际，表述物品的正确位置。 1、以小组为单位，看1a图画，并分别理解图画中的对话。 2、小组为单位,小组合作，结合1a图画或实物，练习自己的对话并展示。3、读1
39、a图画中对话，背诵并展示、竞赛。 4、小组展示。Step III Practice1、Listen 1b 2、看图片，用介词on, in, under填空。1. The baseball isthe chair.2. The keys arethe table.3 The ruler isthe table.The apples are the table.3、通过学习,你知道怎样来谈论物品的位置了吗?你能试着做个对话吗? 用Where is ? It is或Where are ? They are句型练习对话。Step IV 系统总结(Consolidation)（教师寄语：No man c
40、an do two things at once.）知识点一：Where 句型：疑问副词where 引导的特殊疑问句，它对表示方位的介词短语进行提问。对此类问句不能用Yes或No来回答，而是要根据实际情况直接作答。句型结构：Where is/are ？It is /They are+ in/on/under .译文：（1）我的书在哪里？在书包里_ （2）球在哪里？在桌子 _知识点二： 1.in prep.在里 译文：在课桌里_ 2.on prep. 在上 译文：在桌子上_ 3.under prep. 在下 译文：在我的沙发下_表示方位的介词短语的结构一般是：介词+定冠词the/不定冠词a/an/物主代词my等+名词。Step V：Self-evaluation课堂学习评价 利用课堂学习评价表进行自我评价。Step ：Homework 课后作业:设计自己理想中的房间，把它画出来，并在旁边加注英文说明。1551513321教学反思：