人教版新目标版七年级英语上册Unit 4 Where's my schoolbag教学设计

Unit 4 Where’s my schoolbag?

Learning Objectives

In this unit, students will learn to talk about where things are.

一、Topics（话题）:

Things around the house

二、Functions (功能)

Talk about where things are

三、Structures (结构)

Where questions

Prepositions: on, in, under

Conjunction and

四、Target Language (目标语言)

Where is his pencil?

It is in his schoolbag.

Where’s your ruler?

It’s under the chair.

Where are my books?

They’re on the sofa.

五、Vocabulary （词汇）

Rooms of the house, furniture, table, bed, sofa, chair, desk, radio, clock, tape, tape player, model plane, on, under, where, their, come on

六、Skills (技能)

Listening and reading for specific information

七、Recycling （复习巩固）

Personal items

Question forms with to be

Schoolbag, key, ruler, map, hat, CD, bag, book, pencil box, pencil, pen, computer game, dictionary, notebook, in

I’m..., and my sister...

八、教材分析

本单元围绕着Where’s 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。

Section A 让学生通过活动，学习如何表达物品的位置，并能就物品位置进行提问。

1a, 1b, 1c 学习表示物品的名词，并能物品的位置进行问答。重点运用where特殊疑问句进行谈论。

2a, 2b, 2c, 2d 继续学习谈论物品的位置。重点学习is/are开头的疑问句及其回答。

3a, 3b, 3c 学习谈论自己常用物品的位置，并能就两个房间物品摆放位置的不同进行问答。

Section B

学会通过观察和听音，来谈论和记录房间里物品的名称和位置。

1a, 1b, 1c, 1d, 1e进一步熟悉表示物品的单词，并能谈论和记录物品的位置。

2a, 2b, 2c, 3a, 3b 学会阅读和书写便条，并能描述自己房间里物品的位置。

Self Check 检测本单元所学词汇知识，学会阅读便条，并根据便条内容画出房间。

九、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。

十、课时安排

The first period (第一课时): Section A (1a–2d)

The second period (第二课时): Section A (Grammar Focus–3c)

The third period (第三课时): Section B (1a–1e)

The fourth period (第四课时): Section B (2a–2c)

The fifth period (第五课时): Section B (3a–Self Check )

The First Period) (Section A, 1a–2d)

Teaching aims（教学目标）

1．掌握有关物品的名称table, bed, bookcase, sofa, chair, book, keys, bag, alarm clock, CD, tape, hat, etc.

2．学会谈论物品的位置。

Language points（语言点）

1.要求掌握以下句式：

Where’s my schoolbag?

It’s under the table.

2．要求掌握以下词汇：

where, table, bed, chair, under, they, on

Difficulties（难点）：

熟练运用表示方位的介词in, on, under 等。

Teaching steps （教学步骤）

Lead in:

T: Good morning，everyone! Last week, we finished Unit 3. Today we are going to study a new unit, Unit 4.

Ask and answer

a. T: Can you tell me what th e title of Unit 4 is? Yes, it’s “Where’s my schoolbag？” What do you think the unit is about?

b. T: Great! In this unit, we are going to learn to talk about where things are. Do you still remember some school things we have learned?

c. T: What are they? O K. Let’s start to talk about some school things first.

【教学设计说明】

通过设置让学生帮助老师找东西这样一个真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，启动学生学习兴趣的发生。

Step 1: Section A 1a

T: First, please open your books to page 19 and look at activity 1a.

1．Look and find

T: Please look at the picture in activity 1a. There are some things in it. Do you know what they are?

2．Match and discuss

a. T: Would you please match the words with the things in the picture?

b. T: How many words do you know? Can you share the words you know with your partners?

c. T: Please discuss with your partners and check whe ther your answers are the same.

3．Check the answers

T: Let’s check the answers together.

4．Read

a. T: Please read the words after me. Table ...

b. T: I would like you to read each word twice. Table, table ...

c. T: Let’s read the words one by one together.

【教学设计说明】

通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。

Step 2: Section A 1b

1．Listen and number

a. T: Listen to the recording for the first time.

b. T: Number the things in the picture when you listen to it for the second time.

2．Check the answers

T: Let’s check the answers.

Answers: 1．books 2．pencil box 3．computer game 4．keys

3．Read

a. T: I would like you to read the tape script together.

b. T: Would you please read it by yourselves three times?

c. T: This time I would like you to read it twice with your partners.

d. T: Who would like to read for the class?

4．Translate and explain

a. T: Let’s translate the conversation into Chinese.

b. T: Who can tell us what it means?

c. T: Yes. When we ask the positions of things, we use the word “where”. And from

the picture, we know that the word “on” means “在······上面”“in” means “在······里面”“under” means “在······下面”. They are called prepositions “介词”.

【教学设计说明】

由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。

Step 3: Section A 1c

1．Read

T: Would you like to read the conversation with your partners?

2．Practice

a. T: Would you please practice the conversation according to the picture in 1a?

b. T: Please present your conversations to the class. Who would like to have a try? 【教学设计说明】

通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。

Step 4: Section A 2a

1．Look and say

a. T: Let’s move to ac tivity 2a now. Could you please look at the things and say them in English?

b. T: Let’s take turns to say the things in English one at a time. Let’s start with you …

2．Listen and number

a. T: Now, let’s lis ten to the recording for the first time.

b. T: Are you ready to do the activity 2a?

d. T: Please number the things yo u hear.

3．Check the answers

T: Do you have the answers? Let’s check them together.

Answers: 2．books 6．keys 1．computer game 5．ruler 3. pencil box 4．schoolbag

【教学设计说明】

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。

Step 5: Section A 2b

1．Listen and find the correct places

a. T: Listen to the conversation again and find the correct places for the things in 2a.

b. T: Number the things in the picture from 1 to 6.

2．Check the answers

T: Finished? Let’s check the answers.

Answers: 1．computer game in the bookcase

2．books on the chair

3．pencil box under the sofa

4．schoolbag under the table

5．ruler under the chair

6．keys on the table

3．Read the conversation

a. T: Let’s read the conversation in the tape script together.

b. T: I would like you to read it in pairs.

c. T: This time I would like boys to read as Tom and girls to read as Helen.

d. T: Who would like to read the conversation for the class?

【教学设计说明】

学会用英语询问自己的或他人物品的具体位置。能够合理地描述和设计房间。

Step 6: Section A 2c

1．Read

T: Let’s move to activity 2c. Shall we read the conversation together?

2．Guess

a. T: Now, let’s guess where the things are.

b. Students work in pairs. Student A covers the picture in 2b. Ask about where the things are in the picture. Student B answers the questions.

c. T: I would like to give you an example.

Example: T: Is the pencil box on the sofa?

S: No, it isn’t. It’s under the sofa.

d. T: Change roles after making one conversation and then practice again.

【教学设计说明】

学会用英语准确描述物品所在的位置；培养学生整齐地摆放自己物品的生活习惯。

Step 7: Section A 2d

Role-play the conversation. Show a picture of a room. Give the Ss one minute to look at it, and 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 where they are.【教学设计说明】

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; 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；在反思，顿悟和自醒中不断调整自己的学习策略。

Step 8: Summarize

T: Let’s summarize what we learned in this period.

Step 9: Homework

1．Copy the words in activity 1a and the sentences in the grammar box.

2．Read the tape script of activity 2a and 2b.

The Second Period (Section A, Grammar Focus–3c)

Te aching aims（教学目标）

1．要求熟悉物品的名称；

2．学会谈论物品的位置；

Language points（语言点）

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。

Difficulties（难点）：

一般疑问句Is it …? Are they …?的回答。

Teaching steps （教学步骤）

Lead in:

T: What did we learn yesterday? Who can tell us? Yes. Yesterday we learned the names for some school things and how to ask where they are. Do you still remember how to say them? OK. Let’s review them first.

Step 1: Revision

1．Ask and answer

a. T: Would you please translate my words into English? 桌子、棒球······

b. T: Who would like to m ake conversations with “where” questions using the pictures in the PPT?

2．Dictation

T: Please take out your dictatio n exercise books and let’s have a dictation. 【教学设计说明】

根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。

Step 2: Grammar Focus

1．Read

T: Read the sentences in the grammar box.

2．Point out the notes

where的用法；

on, in, under的用法；

the的用法；

名词的单复数。

【教学设计说明】

通过对这个句型的大量操练，让学生自己归纳，使学生掌握该句型的用法，避免单调枯燥的语

法讲解。

Section A 3a

1．Put the sentences in order

T: Let’s go to activity 3a on page 21. Please fill in the blanks to complete the conversations.

2．Check the answers

T: Have you finished? Please check your answers with your classmates.

Answers: 1. A: Where are the keys? B: They’re on the table.

2.A: Where’s the book? Is it on your desk? B: No, it’s under the chair.

A: Where are the pencils? B: I don’t know. Are they in the schoolbag? A: Yes, they are.

3．Read

a. T: Let’s read the conversations together.

b. T: Who would like to read them for the class?

【教学设计说明】

设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点，再将它的不同点复述出来，其目的在于培养学生的语言组织能力。

Step 3: Section A 3b

Pairwork

a. T: Let’s move to 3b now. There are some things in the pictures and can you make conversations about where they are.

b. T: Let’s make conversations in pairs.

c. T: Who would like to present their conversations to the class?

【教学设计说明】话题由课本知识向实际生活延伸，体现语言的语用原则。

Step 4: Section A 3c

Game: Find the differences

a. T: Now it’s time for a game. Let’s play the game in pairs. Student A looks at

the picture on this page. Student B looks at the picture on page 19. What do you find?

b. T: Yes, the two pictures are similar. But there are still some differences between them. Try to find out the differences by asking and answering questions.

c. T: I would like to give you an example.

Example: T: Where’s the pencil box? Is it on the table?

A: No, it isn’t. It is in the schoolbag.

d. T: I am sure you are clear about what to d o. Let’s see who can find all the differences first. Let’s start!

【教学设计说明】

设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点，再将它的不同点复述出来，其目的在于培养学生的语言组织能力。

Step 5: Summarize

T: Let’s summarize what we learned in this period.

Step 6: Homework

Try to memorize the conversations in 3a.

The Third Period (Section B, 1a–1e)

Teaching aims（教学目标）

1．熟练运用Where is/are …?问句和一般疑问句及其回答；

2．熟练运用in, on, under, behind, in front of, near等介词。

Language points（语言点）

1. Where’s …? It’s in/on/under …

2. Where are …? They’re in/on/under …

Difficulties（难点）：

方位介词的正确使用。

Teaching steps （教学步骤）

Lead in:

T: Good morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learned in Section A? Yes. We learned to ask where things are.

Step 1: Revision

1．Review some prepositions

a. T: I will show you some pictures. Please answer my questions by looking at them.

Questions: (1)Where is the baseball?

(2)Where are the books?

(3)Where is the schoolbag?

(4)Is the pen on the table?

(5)Are the keys under the sofa?

b. T: I would like some of you to ask the questions and others answer according to the pictures.

2．翻译练习：

T: Let’s do some translation exercises. Please transla te my sentences into English.

a.那个棒球在哪里？它在书包里。

b.钥匙在书架上吗？不，不在。

c.你的书在哪里？它们在床头柜上。

d.我的游戏机在沙发上。

3．Dictation

T: Let’s have a dictation.

Step 2: Section B 1a

1．Look and look up

a. T: Open your books to page 22. Would you please look at activity 1a?

b. There are some words in the box. Do you know what they mean? Please look them up in the word list on page 90 and then write down the Chinese meanings under each word.

c. T: Now, I am sure you know what they mean.

2．Match

T: Please match the words with the things in the picture.

3．Check the answers

T: Finished, everyone? Let’s check th e answers now.

Answers: 1．a 2．f 3．d 4．e 5．b 6．c

4．Read

a. T: Read the words after me. Radio, clock ...

b. T: Would you please read the words one by one?

【教学设计说明】培养学生语句组织能力，通过直观图片学习第二部分新单词，并在小组活动中加以操练。

Step 3: Section B 1b

1．Look and remember

T: Look at the picture in 1a for three minutes and try to remember the things in it as much as possible.

2．Write

T: Write down the things you remember and where they are in your notebooks.

3．Read

T: Look at your notebooks and read what you wrote down.

【教学设计说明】

可以转化成running dictation活动。

Task－Who has a better memory?

T: Let’s perform a task now. Let’s find who has a better memory. Just now, you write down the things you remember. Would you please check the things and where they are with your partner s by asking questions like: A: Where is the alarm clock? B: It’s on the table. If your answers are the same, just go on. If your answers are different, please check the

book and find out whose answer is correct. Finally, please check how many things you remembered correctly, and how many things your partner remembered correctly.

Step 4: Section B 1c

1．Listen and circle

a. Let’s move to activity 1c now. It is a listening exercise. For the first time, I would like you to listen only.

b. Now, for the second time, please listen again and circle the words you hear.

2．Check the answers

T: I think most of you have finished. Let’s check the answers together.

Answers: circled items: English books, ruler, notebook, tape,

【教学设计说明】

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。

Step 5: Section B 1d

1．Listen

T: Listen to the conversation again. Just listen.

2．Listen and write

a. T: Listen to the conversation and write where the things are.

b. T: Listen to the conversation and check the answers by yourselves.

3．Check the answers

T: Let’s check the answers together. Who would like to tell us what you wrote?

Answers: The English books are under the radio.

The ruler is on the bed.

The notebook is under the model plane.

The model plane is in the bookcase.

The tape is in the tape player.

4．Read the tape script

a. T: Let’s read the tape script together.

b. T: Would you please read the tape script in pairs?

c. T: Who would like to read it for the class?

【教学设计说明】

延续自我评价活动，把个人的生活经验与实际结合起来，完成自我观点的sharing，同时为最后的Project打基础。

Step 7: Ask and answer

T: Ask and answer questions about the things in Tom’s room. 根据汤姆房间里的物品位置进行问答。

Step 8: Summarize

T: Let’s summarize what we learned in this period.

Step 9: Homework

Copy the words in Section B, 1a and 1c.

The Fourth Period (Section B, 2a–2c)

Teaching aims（教学目标）

1．Enable the Ss to talk about where things are.

2．掌握名词单复数及人称代词they的用法。

Language points（语言点）

1. 掌握句型Where’s the notebook? It’s on the bed.

2. 生词和短语English, clock, tape, tape player, hat, Tom

Difficulties（难点）：

正确写便条。

Teaching steps （教学步骤）

Lead in:

T: We have finished most of Unit 4．And in this period, we will continue to finish Section B. But before that, I would like you to review what we learned before.

Step 1: Revision

1．Make a speech

T: Can you make a speech to tell us where the things are in the picture in the PPT?

2．Dictation

T: Let’s have a dictation.

Step 2: Section B 2a

1．Write the words you know for the things in the picture.

a. T: Let’s go to activity 2a on page 23．Look at the picture and write down all the words you know for the things in the room.

b. T: Share your list with your partners.

c. T: Who would like to read out some of the things to the class?

【教学设计说明】

利用图片和已学过的句型导入新课；利用直观形体语言、动作、语境教等单词，激发学生思维，帮助学生理解和记忆生词。

Step 3: Section B 2b

1．Read the passage and answer the questions: Is Kate tidy? Is Gina tidy?

a. T: Let’s move to the activity 2

b.

b. T: Would you please look read the passage and answer the two questions?

2．Check the answers

T: I think most of you have finished. Please read the passage with your partners and check your answers together.

3．Read

a. T: Would you please read the passage together?

b. Who would like to read it for the class?

【教学设计说明】

感官材料与阅读材料中内容的差异对学生的记忆力无疑是一个巨大的挑战。任务具有挑战性和趣味性。

Step 4: Section B 2c

1．Complete the chart about the things Kate and Gina have and where they are.

T: Would you please write down the things Kate and Gina have and where they are.

2．Check the answers

a. T: I think most of you have finished. Would you please read check your answers with your partners?

b. T: Who would like to tell us what they wrote?

【教学设计说明】

话题继续延伸，进一步鼓励学生发挥自己的想象力和主观能动性，并与实际相结合，提出自己

的新观点，新思路和新方法。同时又使学生在写作方面得到训练。

Step 5: Task－My ideal room.

a. T: Now, class, let’s do a task. Everyone wants to have an ideal room. What is yo ur ideal room like? Please draw a picture of it and then describe it to your classmates.

b. T: I will give you three minutes to draw your pictures.

c. T: I think some of you have finished the pictures. Who would like to describe your picture to us?

【教学设计说明】Find the differences

Show a picture of a room with a few things in it. Give the Ss a short passage about the things in the room to read. Have Ss try to find the differences between the passage and the picture. Circle the differences in the passage. Make an oral report about the things in the picture.

Step 6: Summarize

T: Let’s summarize what we did in this period.

Step 7: Homework

Copy the passage in 2b and try to recite it.

The Fifth Period (Section B, 3a–Self Check)

Teaching aims（教学目标）

要求学生用所学的语言来设计自己理想的房间，并绘制成图，进行交流。

Language points（语言点）

1. 掌握有关物品的单词：table, bed, bookcase, sofa, chair, bag, clock, tape, tape player,

hat, etc.

2. 熟练运用Where问句和一般疑问句及其回答。

Difficulties（难点）：

能够准确运用方位介词描述物品所在的位置；能够运用Where问句找到物品的位置。Teaching steps （教学步骤）

Lead in:

T: We have spent four periods on Unit 4．This is the last period of Unit 4．In this period, we will do some exercises and make sure you have learned this unit well.

Step 1: Revision

T: Let’s have a dictation about the passage in 2b.

Step 2: Section B 3a

1．Check the words and the phrases you know

T: Open your books and look at 3a．If you know the words and the phrases well, please check them. Do you have any other words you don’t know? Please write them in your notebook.

2．Do you have these things? Where are they?

T: I would like all of you to read the words and the phrases together.

Step 3: Section B 3b

a． Write about where the things are in your room. Use the word and if you can.

b．T: Please ask your classmates for help.

c．T: Looking up the words in a dictionary is also a good way to study English. I hope you can get more from dictionaries.

Step 4: Self Check

1．T: Write the things in your room.

2．T: Write about the things in your classroom with in, on and under.

3．T: Please draw a picture of your room or the classroom. Please show your picture to others.

Step 5: Summarize

T: Let’s summarize what we did in this period. Step 6: Homework

1．Do the corresponding Workbook pages. 2．Review Unit 4.

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school, she realized she had left her backpack at home. All these made her look stressed out. Remind them to use the correct verb forms. Step 2 Presentation Ⅰ. 2a 1.Look at activity 2a on page 90, and see what happened to Mary later in the morning. Pay attention to the four pictures. Get them to guess the correct order of the pictures first. 2.Ask the students to listen to the tape ,and number the pictures in the correct order. 3.Ask one or two children to tell their stories by describing the pictures according to their own order. 4.Check the answers and see who have ever got the correct answers without listening. Ⅱ 2b 1.Let the Ss fill in the blanks with the correct forms individually. 2.After they all finish writing, tell them to listen to the conversation and check their answers. Ⅲ.2c 1.Get students to discuss in pairs, Complete the ending. offering language support if needed. 2.Tell each pair to write down their ending, Ⅳ. Grammar Focus 1.Draw a simple time line for each sentence to help students to understand the grammar focus. For example: 2.Ask the students to make sentences correctly using each form of the verbs in the box. Step 3 Summary 1．Listening practice with the target language. 2．Use the correct verb forms to Guess the correct order of the pictures first, then listen to the tape ,and number the pictures, next tell their stories by describing the pictures according to their own order. Fill in the blanks with the correct forms. and then listen again an check the answers. Make up an ending for the story and share it with their partner. 完成不同 听力任 务，提高 学生听力 能力，注 意动词的 变化。 训炼学生 思维，巩

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