Unit 4 Where’s my backpack?(新目标版七年级英语上册教案教学设计)
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秀洲区王店镇中学 张丽娟
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, behind, in front of, near 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
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: …
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…?
设计意图：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。
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.
设计意图：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 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.
设计意图：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。
任务运用：Listing
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.
 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.
设计意图：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。
任务运用：Listing
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



设计意图：语言知识学习与实际生活相结合，培养使用英语的思维。
任务运用：Making a survey
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.
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 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.
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.

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 …
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 & comparing
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”.
 Check the homework in Period One. Make reports to share the information they got from the friends or 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 dialogues according to the pictures in Section A, 3a&3c.
 Put the dialogue in the right order.( Section 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。
Homework:
 Finish off the exercises in the exercise book.
 Act out the dialogues. (Section A, 2a & 2b.)
设计意图：由课堂活动向课外延伸。
任务运用：Action
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
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.)
设计意图：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。
任务运用：Listing & sharing
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. )
 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.
Make a report.
设计意图：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。
任务运用：sharing
Step Five Self-assessment
Group work
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.
设计意图：培养学生养成整洁、干净、合理摆放物品的好习惯。
Homework:
 Finish off the exercises in the exercise book.
 Write at least 8 sentences to describe your bedroom to your friends.
设计意图：培养学生的写的能力。由口头训练转向笔头训练，单句的练习为下一步的篇章书写打下基础。
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.
　　　　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”.)
设计意图：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 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.
设计意图：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。
任务运用：sharing
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.
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.)
设计意图：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。
任务运用：Problem solving
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.)
设计意图：结合课本知识与实际生活，学以致用，训练学生写作技巧。
 Finish off the exercises in the exercise book.
 Revise the language items in this unit.

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