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初中英语人教新目标 (Go for it) 版七年级上册Unit 4 Where’s my schoolbag?Section A教案设计
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这是一份初中英语人教新目标 (Go for it) 版七年级上册Unit 4 Where’s my schoolbag?Section A教案设计，共3页。
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
Step One Warming up
Chatting. Chat with the students abut the things arund the rm by shwing them pictures. Ask the students t spell the new wrds.
设计意图：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。
任务运用：Listing
Step Tw Listen and imitate
Sectin A, 2a. Revise what the things are. Play the tape fr students and let them number them. [来源:Z§xx§k.Cm]
Sectin A, 2b. Play the tape again, students number the things [1-6] in the picture. Imitate the dialgues.
Step Three A guessing game
A guessing game. Shw the students a picture f a rm with a few things in it. Have them guess the places f the ther things.
e.g.: T: There is a bkcase in it. Is the bkcase near the bed?
Ss: Yes, it is. / N, it isn’t.
Write the general questin and the answers n the blackbard.
Step Fur Pairwrk
Sectin A, 2c. Lk at the picture in 2b again. Students use general questins t ask and answer abut the things in it.
Step Five Game: Find the difference
Sectin A, 4. Student A lks at Picture 1 ( Textbk P21. 4), Student B lks at Picture 2 ( Textbk P19, 1a). Ask and answer in pairs and fill in the frm.
e.g.: SA: Where is the backpack? Is it under the table?
SB: N, it isn’t. It’s n the table.
Ask sme students t reprt their answer like this: In Picture 1, the pencil case is … In Picture 2, the pencil case is…; In Picture 1, the bks are … In Picture 2, the bks are …
设计意图：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。
作用运用：Listing & cmparing
Step Six Practice the drill “Where is / are…?”
Present shrt dialgues, using pictures r bjects t help.
Dialgue 1:
A: Where’s my bag?
B: I dn’t knw. Is it n the sfa?
A: N, it isn’t.
Dialgue 2: [来源:]
A: Where’re my bks?
B: I dn’t knw. Are they n the bed?
A: Yes, they are.
Teach “dn’t =d nt”, “ knw”.
Check the hmewrk in Perid One. Make reprts t share the infrmatin they gt frm the friends r teachers, and give their simply assessment.
设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。
Let the students make similar dialgues accrding t the pictures in Sectin A, 3a&3c.
Put the dialgue in the right rder.( Sectin A, 3a.)
设计意图：通过对这个句型的大量操练，使学生掌握该句型的用法，避免单调枯燥的语法讲解。
Hmewrk:
Finish ff the exercises in the exercise bk.
Act ut the dialgues. (Sectin A, 2a & 2b.)
设计意图：由课堂活动向课外延伸。
任务运用：Actin
Perid Tw
Sub Tpic
Talk abut the rm
Functins
Talk abut where the things are
Recycled language
Where is…? It’s n/in/under…
Where are…? They’re in/n/under…?
Structure
Is the bk / Are the bks n the desk? Yes,… / N,…
I dn’t knw.
Tasks
Listing
Cmparing
Things
Picture 1
Picture 2
backpack
under the table
n the table
pencil case
bks
keys
dg
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
Step One Warming up
Chatting. Chat with the students abut the things arund the rm by shwing them pictures. Ask the students t spell the new wrds.
设计意图：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。
任务运用：Listing
Step Tw Listen and imitate
Sectin A, 2a. Revise what the things are. Play the tape fr students and let them number them. [来源:Z§xx§k.Cm]
Sectin A, 2b. Play the tape again, students number the things [1-6] in the picture. Imitate the dialgues.
Step Three A guessing game
A guessing game. Shw the students a picture f a rm with a few things in it. Have them guess the places f the ther things.
e.g.: T: There is a bkcase in it. Is the bkcase near the bed?
Ss: Yes, it is. / N, it isn’t.
Write the general questin and the answers n the blackbard.
Step Fur Pairwrk
Sectin A, 2c. Lk at the picture in 2b again. Students use general questins t ask and answer abut the things in it.
Step Five Game: Find the difference
Sectin A, 4. Student A lks at Picture 1 ( Textbk P21. 4), Student B lks at Picture 2 ( Textbk P19, 1a). Ask and answer in pairs and fill in the frm.
e.g.: SA: Where is the backpack? Is it under the table?
SB: N, it isn’t. It’s n the table.
Ask sme students t reprt their answer like this: In Picture 1, the pencil case is … In Picture 2, the pencil case is…; In Picture 1, the bks are … In Picture 2, the bks are …
设计意图：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。
作用运用：Listing & cmparing
Step Six Practice the drill “Where is / are…?”
Present shrt dialgues, using pictures r bjects t help.
Dialgue 1:
A: Where’s my bag?
B: I dn’t knw. Is it n the sfa?
A: N, it isn’t.
Dialgue 2: [来源:]
A: Where’re my bks?
B: I dn’t knw. Are they n the bed?
A: Yes, they are.
Teach “dn’t =d nt”, “ knw”.
Check the hmewrk in Perid One. Make reprts t share the infrmatin they gt frm the friends r teachers, and give their simply assessment.
设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。
Let the students make similar dialgues accrding t the pictures in Sectin A, 3a&3c.
Put the dialgue in the right rder.( Sectin A, 3a.)
设计意图：通过对这个句型的大量操练，使学生掌握该句型的用法，避免单调枯燥的语法讲解。
Hmewrk:
Finish ff the exercises in the exercise bk.
Act ut the dialgues. (Sectin A, 2a & 2b.)
设计意图：由课堂活动向课外延伸。
任务运用：Actin
Perid Tw
Sub Tpic
Talk abut the rm
Functins
Talk abut where the things are
Recycled language
Where is…? It’s n/in/under…
Where are…? They’re in/n/under…?
Structure
Is the bk / Are the bks n the desk? Yes,… / N,…
I dn’t knw.
Tasks
Listing
Cmparing
Things
Picture 1
Picture 2
backpack
under the table
n the table
pencil case
bks
keys
dg
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