课题： 新目标七年级 Unit 4  Period 1

科目：英语

教学对象：七年级学生

课时：1课时

提供者：郭根荣

单位： 尧都区段店初中

一、教学内容分析

本课时是新目标英语七年级上册的正式篇第四单元，学习内容主要围绕学生日常生活的物品，通过图片、录音引导学生学习描述物品的位置，并通过寻找物品的活动，使学生不断接触并能正确使用句型Where is…？Where are…？It is…．They are…及方位介词in、on、under的用法。本课时是本单元的第一课时引入课，基础课，能为本单元的整体学习打好基础，做好铺垫。通过学习使学生学会谈论房间中物品的位置，培养学生的口头交际能力。

二、教学目标

1.知学习有关家具类在词table.bed.bookcase.sofa.chair;学会三个方位介词in，on，under；掌握有关询问和回答物品位置的句型Where is…？Where are…？It is…．They are…，并合理使用三个介词。

2.能根据教学需要进行有目的的预习，通过对话中的词语进行完整的对话练习。

3.通过对房间物品摆放位置的学习，使学生学会正确摆放自己物品的良好的生活习惯；通过小组合作活动对话，养成合作意识。

三、学习者特征分析

通过开学这段时间的学习了解，七年级的学生，由于年龄小并且处于小学和初中的衔接阶段，又加上生性活泼好动，喜欢直观形象思维，对游戏、竞赛、简笔画等特别感兴趣。由于七年级学生刚刚学习句型，有的学生可能说得不好，有的还不敢说，针对学生的现状，在课堂上尽量以鼓励表扬为主，注意培养学生学习英语的兴趣，营造英语氛围，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。

四、教学策略选择与设计

 本节课教师通过教室内具体的学生学习用品等实物来展开教学，把一些学习用品分别摆放在不同的位置来学习Where开头的特殊疑问句及其答语。这样学生能够在自己熟悉的语言环境中轻松的学习重要的句型和知识点，教师在传授知识的同时也能够及时了解学生在实际生活中运用知识的能力，可以说是一举两得。

主要设计以下内容;

1. 实物教学新词汇table  bed bookcase sofa chair。

2. 引出新句型Where is…？It is…．及介词in，on，under。

3. 针对图片或实物同桌练习。

4. 听力小练习，提高听力水平。

5. 介绍复数句型Where are…？They are…。

6. 同桌互相练习，巩固句型，锻炼口语和运用能力。

五、教学重点及难点

教学重点：能够学会本课时的词汇和重点句型，提高学生的综合运用语言的能力。教学难点：能够灵活准确的运用Where 问句和所学词汇，询问和描述物品所在的位置；在突出听说主要能力的基础上，提高综合运用语言的能力。

六、教学过程

教师活动

学生活动

设计意图

Ⅰ. Warming-up and revision

1. (Prepare some school things.)

T: What’s this? (There is a watch in the teacher’s hand.)

T: Is this a notebook? (holding up a notebook .)

T: How do you spell notebook?

T: Good.

(Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.)

T: What’s this?

T: I have a schoolbag for you as a present, (Looking for it in the desk, under the chair . . . ) but I can’t find it . Where’s it? Do you know?

T: (Look into the desk.) No, it isn’t. Now, let’s look for the backpack together, OK?

 (Write down the title on the blackboard.)

2. Work on 1a.

  Now let's look at the picture in 1a. Match the words with the things in the picture.

  Check the answers with the class.

Ⅱ. Presentation

1. Present the furniture

T: Look at the big picture on the screen. This is a big nice room. I want to own such a room. Because there is some nice furniture in it. Do you know the names of the furniture?

(Show a picture of a bed and a bookcase.)

T: What’s this? It’s a bed. “BED”. Read after me. B-E-D, bed.

T: What’s this? It’s a sofa. S-O-F-A, sofa.

 (Teach the other words bookcase /table/chair/desk/hat/head in the same way.)

2. Present in/on/under

T: Where is my book? It’s on the desk. (Put a book on the desk.)

T: Where is my book? It’s on the desk. (To all the students.)

T: Where is my pen? It’s in the pencil case. (Put a pen in the pencil case and ask.)

T: Where is my pen? (To all the students.)

T: Where is my schoolbag? (Put a schoolbag under the desk and ask this question.)

T: Where is my schoolbag? (To all the students)

Write "in, on, under" on the blackboard.

Ⅲ. Listening

1. Let Ss listen to the tape and finish 1b.

2. Check the answers with the class.

Ⅳ. Pair work

 1. Practice the conversation in 1a with your partner.

 2. Then ask some pairs to act out the conversation.

3. Then make your own conversations using the words in the box (in/on/under).

4. Ask some pairs to act out their conversations.

Homework: Let Ss make their own conversations and write 3 conversations on their exercises books.

S₁: It's a watch.

Yes you a right. Here you are.

S₂: Yes it is.

S₂: N-O-T-B-O-O-K, notebook.

S₃: It’s a schoolbag.

S₃: I don’t know.

S₄: I think it’s in your desk.

Ss do 1a by themselves，check answers together.

S_s: B-E-D, bed.

S_s: S-O-F-A, sofa.

S₁: It’s on the desk.

Ss: It's on the desk.

S₁: It’s in the pencil box.

S_s: It’s in the pencil box.

S1: It's under the desk.

S_s: It’s under the desk.

Ss listen to the tape and number the things [1-4]in the picture.

Ss practice the conversation.

Ss may look at the picture in 1a and make their own conversations. They can also using school things around them to make their own conversations.

Ss act out their conversations.

互相问候，引入课堂语境，运用实物进行教学能给学生留下深刻的印象。

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，启动学习的发生。

让学生独立完成1a，锻炼学生的自主学习能力。

引入新知，激发探索欲望。

图片教学，吸引学生注意。

拼出单词，加深第一印象。

动作表达三个介词，亲身体会介词用法，注重语言的实用性。

锻炼学生听力，巩固基本句型。

两人一组练习重点句型，让学生学有所用。

表演对话，激发学生学习欲望，检查知识落实情况。发现问题，解决问题。

七、教学评价设计

                                         课堂评价表

  备注：每项评价内容按完成质量分为3个等级（5分 3分 1分 ）进行打分，最后汇总既是学生在本课堂中的总体表现得分。并在每个小组中选出最佳小组成员，把每个小组的总分汇总出来，评选出最佳小组，以激励学生。

八、板书设计

Unit 4  Where is my schoolbag？

Section A 1 (1a-1c)

 1. where, table, bed, bookcase, sofa, chair, desk, room

 2. in, on, under

3. —Where is …?      —It's in/on/under…

             —Where are …?    —They're in/on/under…