七年级英语上册 Go for it Unit 4 Where’s my backpack教案 人教新目标版.doc

Unit 4 Where’s my backpack? Section AThe first Period (1a---1c)
[Teaching goals]
Language goals:
a)New vocabulary words: table, bed, dresser, bookcase, sofa, chair, drawer, plant…
b)where’s =where is, they’re =they are, under, on, in
2.Ability goals: Learn to ask and answer where things are.
3.Moral goals: Encourage students to talk about where things are
[Teaching important and difficult points]
The preposition phrases: in…;on…;under…
The target language goals:
Where’s my baseball? It’s under the table.
Where are my books? They’re on the sofa.
[Teaching methods] Task-based teaching and learning method
[Teaching aids] A tape-recorder, some daily things, a picture of a room with many things in it
[Teaching procedures]
Step1: Revision
Ask a group of students to show their photos and introduce their families before class.
Teacher gives some Yes/No Questions like this :
Is this your/his/her mother?/Is that your/his/her father?/Are these your family?
Help them answer correctly.
Step2: Presentation (Pre-task)
Show a photo of home, there are lots of daily things in the photo. By asking
“What’s this /that in English? to introduce the key words:
table, bed ,dresser, bookcase, sofa, chair, drawer, plant
Teacher help students pronounce and read these new words fluently and quickly.
Encourage students to memorize more new words in class and take a competition in pairs.
Step3: While-task.
1a: Match the words with the things in the picture.
Step4: Presentation
Teacher gives Where Questions to encourage students to answer where things are .
Where is the backpack? It’s under the table.
Where’s the baseball? It’s in the backpack.
Where are the books? They’re on the sofa.
Remind students to pay attention to the key words: where ;where’s=where is ;where’re=where are; they’re=they are; it’s=it is
Students put some school things in the backpack/on the desk/under the desk, teacher guide them to answer Where Questions using in…,on…,under…
Step5:1b Listening practice
Ask students to listen and number the things [1—5]in the picture when hearing them.
Step6.Post-task 1c Pairwork
Make the students’own conversations. Use the words in the box: on, in, under
Step7.Summary
Learn to use the Prepositions: in, on, under to talk about where things are.
in the backpack, in the pencil case ,in the drawer
on the table, on the sofa, on the chair
under the bed ,under the table
Learn to ask where things are:
Where’s +Noun (Single)?It’s…
Where are +Noun(Plural)?They’re…
Homework:
Copy new vocabulary words five times a word.
Make conversations about the picture using the preposition: in, on. under.
Blackboard Design
in the backpack, in the drawer, in the pencil case
on the sofa, on the table, on the bed, on the bookcase
under the table, under the bed, under the sofa

Where’s my backpack? It’s under the table.
Where’re my books? They’re on the sofa
The Second Period (2a—2c)
[Teaching goals]
1. Language goals: A review of target language in the first period.
2. Ability goals: Continue practicing where things are by listening
3. Moral goals: Encourage students to show their expressions in class.
[Teaching important and difficult points]
1. Train listening skills
2. Compare Where Questions with Yes/No Questions and their correct responses.
[Teaching methods] Task-based teaching and learning method
[Teaching aids] A tape-recorder, some daily things, a picture of a room with many things in it
[Teaching procedures]
Step1:Pre-task Revision
(1)A review of the key words by asking: What’s this? What are these? in 2a
(2)A name list of them on Bb
Step2: Task1: 2a Listening practice
Listen and number these things [1—6]when they hear them. And check the keys with students.
Step3:Task2:2b Listen again .Ask students where the things from 2a are .And students are asked to number the things [1—6]in the picture.
Step4:Post-task:2c Oral practice
Teacher asks Where Questions and a student gives the answers about the picture in 2b.
Two students ask and answer questions about the things in the picture above before class.
All the students in pairs follow the example to ask and answer, then show the good conversations before the whole class.
Encourage all the students to express their spoken English actively.
Step5.Summary Grammar Focus
Do students master the target language?
(1)Where’s the baseball? It’s in the backpack.
(2)Where is my computer game? It’s under the bed.
(3)Where are your books? They’re on the chair.
(4)Where are his keys? They’re on the dresser.
(5)Where are her keys? They’re on the table.
Homework:
Make 6 conversations about the things from 2a, Where are they?
Blackboard Design
(1)Where’s the baseball? It’s in the backpack.
(2)Where is my computer game? It’s under the bed.
(3)Where are your books? They’re on the chair.
(4)Where are his keys? They’re on the dresser.
(5)Where are her keys? They’re on the table.
where’s =where is
they’re =they are
The Third Period (3a---4)
[Teaching goals]
1. Language goals:
(a)Vocabulary words: don’t =do not, know, bag
(b)Target language: I don’t know. Is it on the dresser? No, it isn’t. Are they on the bed? Bed. No, they aren’t.
2. Ability goals: Continue practicing where things are by asking
3. Moral goals: Encourage students to show their expressions in class.
[Teaching important and difficult points]
1. Train speaking and writing skills by looking at the picture.
2. Compare it with them and their correct responses.
3. Is it…?Yes, it is./No, it isn’t. Are they…? Yes, they are./No, they aren’t.
[Teaching methods] Task-based teaching and learning method
[Teaching aids] Some daily things, a picture of a room with many things in it
[Teaching procedures]
Step1: Revision
Ask students to look at the picture in 3a.“What can you see in the picture?”
Remind them to use the new words which they have learned in the last two periods.
And ask them “Where are they?”
Step2: Pre-task Presentation
Teacher tells students if they don’t know where things are, say: I don’t know.
don’t = do not 不(构成否定句)
If they know where things are, say :I know .
Step3:While-task 3a Put these sentences in order to make a conversation.
A: Where’s the bag?
B: I don’t know.
A: Is it on the dresser?
B: No, it isn’t.
Teacher continue asking :Is it +in/on/under…?Yes, it is. No, it isn’t.
Are they +in/on/under…?Yes, they are. No, they aren’t./No, they’re not.
they’re =they are aren’t =are not
Step4:3b Pairwork Practice the conversation in the picture above.
S1:Where are my books?
S2:I don’t know .Are they on the bed ?
S1:No,they’re not.
Step5:3c Students in pairs ask and answer questions about things in the picture like 3a.Try to use the target language: Is it…? Are they…?Do an example with a student.
Conversation1:
T: What are these?
S: They’re keys.
T: Are they in the drawer?
S: No, they’re not.
T: Where are they?
S: I don’t know.
T: Are they on the dresser?
S: Yes, they are.
Step6: Writing practice
Students are asked to written down their own conversations above. And show the good conversion on the Bb.
Conversation1
A: Where are the keys?
B:I don’t know. Are they on the dresser?
A: Yes, they are.
Conversation2
A: Where’s the baseball?
B:I don’t know. Is it on the table?
A: No, it isn’t.
B: Is it under the table?
A: Yes ,it is.
Conversation3
A: Where’s the backpack?
B: I don’t know .Is it in the backpack?
A: Yes, it is.
Step7:Post-task
4 Game and Pairwork Student A, look at the picture onpage19,StudentB,look at the picture on the right. Find the difference.
Step8: Summary
Comparison:
Where’s +single? It’s +in /on /under…
Where’re +plural? They’re +in /on /under…
Is it +single? Yes, it is. /No, it isn’t.
Are they +plural? Yes, they are. /No, they’re not.
Homework:
Copy the 2 conversations in 3a.
Make 3conversations about the things in 3c.

Blackboard Design

I know. →I don’t know.
Is it on the dresser? No,it isn’t.
Are they on the bed? No,they’re not.
Where’re they? They’re under the table.

Section B
The First Period (1a—2a)
[Teaching goals]
Language goals:
a) key vocabulary words: math ,hat ,alarm clock ,video tape, CD.
Ability goals: Give students oral, listening and note-writing practice.
Moral goals: Encourage students to talk about their beautiful home.
[Teaching important and difficult points]
1. Listening practice 2b gives students note -writing practice.
[Teaching methods] Task-based method
[Teaching aids] A taper recorder, a picture of a bedroom with school and daily things.
[Teaching procedures]
Step1:Pre-task Revision
1. Point to the picture in 1a and ask, What things in the picture can you name?
2. Provide a list of key vocabulary words in this part on the Bb: Math book, video tape, alarm clock, hat, CD. Students repeat these key words after teacher.
Step2: While-task 1a
Students point to each word listed at the top and repeat after the teacher.
Then ask students to match the objectives with the words in the picture by writing the letter of object on the line next to one of the words in the box.
Step3:1b Spelling practice
Ask students to look at everything in the picture and try to memorize as many items as they can.
Give them 3minutes to write down the names of as many as they can remember.
Have students open their books and see what words they may have missed.
Step4:1c pairwork Oral practice using the target language.
Student A asks questions with books open, student B answers the questions with the books closed.
A: Where’s the notebook?
B: It’s on the bed.
A: What’s under the bed?
B: It’s the pencil case.
Teacher moves around the classroom checking progress and helping out as needed.
Step5:2a Give students listening practice in recognizing specific vocabulary words in spoken conversation.
Say the list of words in 2a and students to repeat them.
Play the recording the first time. Students only listen.
Play the recording a second time, Students circle the things that Tommy wants from his room.
Step6:2bGive students note practice.
Focus attention on the example. Teacher reads the example to the class. Explain that student are to listen again, and write notes like the example.
Play the recording .Students listen and write:
The math book is on the dresser.
The ruler is under the bed.
The notebook is on the bed.
The CDs are on the bookcase.
The video tape is on the table.
Step7: Summary
single +is +in /on /under…
plural +are +in /on /under…
Homework:
Copy the new vocabulary words 5times a word
Write notes about where Tommy’s things are.

Blackboard Design

1.The math book is on the dresser.
2.The ruler is under the bed.
3.The notebook is on the bed.
4.The CDs are on the bookcase.
5.The video tape is on the table.

The Second Period(3a—4)
[Teachinggoals] 1.Language goals:
key vocabulary words: take, bring, need, can, some, thing,to,floor,room,desk,mom,TV
2.Ability goals: Reading and writing practice.
3.Moral goals: Encourage students to talk about their ideal home .
[Teaching important and difficult points]
Useful expressions: take…to; bring…to, can, need, on the floor, in the room, some things
Target language:
Please take these things to your sister.
Can you bring some things to school?
I need a video tape.
The video tape is on the floor.
The hats are on the chair.
[Teaching methods] Task-based teaching and learning method
[Teaching aids] A taper recorder, two pictures of Feifei’s and Chenguang’s bedrooms
[Teaching procedures]
Step1:Pre-task
Teacher tries making up some sentence patterns, using the key words :
bring…to…Please bring your video tape to school.
take…to…Take these things to your sister.
can…Can you answer the question? Yes, I can. Sorry, I can’t.
some…some notebooks, some keys, some pencils
need…I need an alarm clock. I need an English Chinese dictionary.
Help students follow these sentences. Encourage them try to memorize these useful phrases in class.
Step2:Task1:3a Reading
1. Ask a student to read the note aloud.
2. Ask students to elicit the names of items in the picture.
3. Where are the items mentioned in the note in the picture?
4. Have students draw the items mentioned in the note in the picture.
5. Compare the note with the picture to see if these things are in the right position.
6. All the students read the note aloud again.
Step3:Task2:3bWriting practice using the target language.
Ask students to name some of the items in the picture.
Where are they?
Call attention to the gap-fill exercise. Read the sample answer to the class.
Ask students to finish filling in the blanks on their own.
Step4: Task 3: Writing practice using the target language.
Ask students to read the note in 3b again.
Use the note in 3b as a model to write their own notes.
Read their own notes to a partner.
Correct any mistakes in spelling or the use of the prepositions in, on, under or the useful expressions: take…to…bring…to…can…need…
Step5: Task 4.
What would students like to have in their own rooms? Name some daily things in class
Make a list of the vocabulary words from this lesson.
Draw a picture of the room they would like.
Describe their ideal rooms to the class.
Step6: Summary Guide students to see what they have learned in this class, encourage them to memorize more useful expressions on the Bb.
Homework:
Copy the note in 3a.
Finish the gap-filling in 3b.
take…to…Please take these things to your sister.
bring…to…Bring your English noteb