（水滴系列）七年级英语上册 Unit 4 Where’s my schoolbag（第1课时）Words and phrases教案 （新版）人教新目标版-（新版）人教新目标版初中七年级上册英语教案.doc

Unit4 Where’s my schoolbag ?
第一课时： New words and phrases
Teaching and Learning Goals：
一、知识和能力目标:
1. 能争取使用下列词汇造句子(Curriculum words)
where,table,bed,sofa,chair,on,under,come,desk,think,room,their,hat,head,know,radio,clock,tape,
player, model, plane, tidy, but, our, everywhere, always.
2. 能争取学会使用下列常用短语造句子（Useful expressions）
come on ,tape player, model plane
3. 能认读下列词汇（non-curriculum words）
bookcase, yeah
4. Understand, translate and retell a passage made up of the above Curriculum words and phrases according to a mind map (理解、翻译并复述用课标内单词编写的故事。)
二、学习策略
Remember the Curriculum words and phrases in specific situations. (在语境中记忆单词)
三、情感目标:
Enable the students to place the things in order.(培养学生整齐摆放物品的生活习惯)
Teaching and learning steps
Step 1　Learn to read the words and phrases on P98
1.Ask the Ss to try reading the words of Unit 4 according to
the phonetics given by themselves .(They can mark the key points and difficulties they think.)
2. Pairwork(Read the words to their partner.)
3.Get some individual students to read and correct their pronunciations.
4.Read them after the tape twice. Ss should corret their own pronunciations. Then read the words together
5.Read aloud and the teacher walk around to see if they have any questions.
6.Group work (Group leader check their members and see how many ss can read the words correctly and give some help if necessary.)
(设计意图：根据音标读单词，在试读中找出难点，进而利用pair work和group work以及向老师寻求班助的方式解决难题，可以培养学生自学单词的能力和习惯，同时也可以培养学生的互助学习以及小组学习的能力。培养学生的合作意识。)
Step 2 Learn to remember words on P98
一、 Remember the words by looking at pictures.

head
It’s his head.
★★这是他的头。

think
I don’t think so!
★★我不这样认为。

table and chairs
There is a table and some chairs in the room.
★★房间里有一张桌子和一些椅子。

sofa
This is a blue sofa.
★★这是一张蓝色的沙发。

desk
This is my desk
★★这是我的书桌。

bed
This is her bed.
★★ 这是她的床。

hat
This is his hat.
★★这是他的帽子。

room
This is our room.
★★这是我们的房间。

radio
This is a radio.
★★这是一个收音机。

clock
This is a clock.
★★这是一个钟表。

tape
This is a tape.
★★这是一盘磁带。

tape player
This is my tape player.
★★这是一个磁带播放机。

model plane
This is a model plane.
★★这是一个飞机模型。

bookcase
This is a bookcase.
★★这是一个书架。
on the case

under the case

in the case

Where’s the cat?
It’s …the case.

（设计意图：运用实物、图画创设语境，让学生直观地理解单词的意思，通过建立语境和语义之间的关系，促进理解、加深记忆，培养学生用英语思维的习惯。减少了学生对汉语的依赖，避免孤立地理解和记忆单词。）
二、Remember the words by their similar（same） pronunciations .
1.put mut nut but conj. 但是
I’m tidy, but Gina is not.
2.here there where adv. 哪里
Where is the map?
3.air fair hair chair n. 椅子
It’s under the chair .
4. at fat sat hat n. 帽子
Where is my hat.
5.so soft sold sofa n. 沙发
It’s on the sofa.
6.no know [nəʊ] v. 知道，了解
I don’t know.
7.there their [ðɛə] pron. 他们的
It’s on their bed.
8.hour our ['aʊə(r)] pron. 我们的
In our room, my books and tapes are in the bookcase.
（设计意图：英语是拼音文字，引导学生对比练习理解单词的发音规律，建立单词音、形的对应关系，能够让学生利用已经学过的单词去对比新单词，或者由新单词引出未学过的单词，形成一个系统记忆。）
三、Remember the words by conversion(转换) 、complex words （合成）and derivative（派生）如，
1.合成
（1）every（每一的）+where（哪里）—everywhere (adv.处处；到处)
Gina’s books are everywhere.
(2)book（书）+case（箱，盒）—bookcase (n.书架；书柜)
The books are in the bookcase.
(3) school（学校）+bag(包)—schoolbag (n.书包)
Where is her schoolbag?
（4）base（基地）+ball（球）—baseball (n.棒球)
This is a baseball.
（5）note（笔记）+book(书)—notebook (n.笔记本)
It’s my notebook.
（6）class（班级）+room（房间）—classroom (n.教室)
This is our classroom.
（7）after（在…之后）+noon（中午）—afternoon (n.下午)
Good afternoon!
设计意图：本单元单词量不多，在新单词的基础上，再列举其它的合成词，让学生对合成词有一个清晰地认识，同时又巩固复习了前面学过的单词。)
2.转换

主格
形物主代词
I
my
you
your
he
his
she
her
they
their
we
our

3.派生
play+er player n 运动员
The players are on the playground.
四、Remember the words by chanting.
Think think think over,
Come come come on,
Make our room tidy,
And always happy.
（设计意图：诵唱是学生喜闻乐见的形式，能有效的记住这个单词。）
五．Remember words by looking at semantic map.
T: What is there in your room?
Ss: There is a …in my room.

Step 3: Consolidation of words
1. Get the students to read the words by looking at the Chinese. Then look at the Chinese and say English.
2. Have a short dictation :
3. If they can’t , dictate after class in groups.
（设计意图：单词学完之后学生需要不断的巩固，形式可以有多种，如果有时间，可以课堂听写，还有不达标的单词，可以使用助学的汉语提示来默写，也可以在课余时间跟踪检查，教师及时督促，让组长反馈检查结果，再进行个别辅导。）
Step 4.Read the story and translate it.

Step 3 Consolidation of words and phrases
1. Ask the students to read the words and phrases and their Chinese. Cover the English words and phrases , look at the Chinese and say the English for them. Write down the words they haven’t grasped.
(设计意图：先自我检查，找出仍未达标的单词，然后仍然采取小组互助的形式，需要利用自习课或课余的时间让小组长跟踪检查，尽量能让全部学生顺利过关。)
2. The students write down the words with the Chinese given in guide books. Underline the words they haven’t grasped. If they can’t, dictate after class in groups.
（设计意图：学生利用各种感官巩固单词。通过音素分类、抢答或使用助学默写等各种形式对单词加以巩固。教师应及时督促，让小组长反馈检查结果，尽量能让全部学生顺利过关。）
Step 4 Read the story and translate it into Chinese.
1. Ask the students to read the story, and underline the new words.
2. Translate the story into Chinese in groups of two.
3. Read the story fluently by themselves.

Look! This is my room. There is a desk, a table, a bookcase and a sofa in the room. A radio, a clock and a tape player are on the desk. A chair is under the table. A model plane is in the bookcase. A hat is on the sofa. It’s clean and tidy, do you think so? Oh, Where is my dog? I don’t think he is in my room because I always let it outside. What about your room? Please make your room tidy now, come on!
看！这是我的房间。房间里有一张书桌，一张餐桌，一个书橱和一个沙发。书桌上有一个收音机，一个闹钟和一个磁带播放机。餐桌下面有一把椅子。书橱里有一个飞机模型。沙发上有一个帽子。房间干净而整洁，你认为呢？哦，我的小狗在哪里？我认为他不在房间里因为我总是让他呆在外面。你的房间呢？现在，请整理你的房间，加油！
（设计意图：词不离句，句不离篇。学生在掌握本单元单词的基础上，再学习由本单元的生词编成的一篇故事，引导学生不仅记忆词汇本身的意义，同时在具体的语境中体会它的意义。有助于学生理解和使用。同时通过简单明了的小故事，还能够增加学生学习英语的兴趣。）
Step 5 Retell the story according to the mind map.
1. Get the students to read the mind map and fill in the mind map according to the story, they can discuss in groups.
2. Get the students to retell the article using the mind map .

My
room
sofa
bookcase
desk
hat
model plane
clock
tape player
table
chair
radio

（设计意图）通过思维图的设计，在学生头脑中形成较为有条理、有层次的知识体系，进一步引导学生在故事复述中提高记忆和使用本单元单词及短语的能力。
★★选做题：If the Ss can, retell the story again .
Step 6 当堂检测
一、根据要求写出单词的适当形式。
1.know（同音词）________ 2.there(同音词)__________
3.hour（同音词）__________ 4.their（主格）________
5.our（主格）__________
二、根据句意和首字母或汉语提示完成句子。
1. All his books are in the b_______.
2. ---Where’s her white model plane?
---It’s ______ (在…下面) the table.
3. The ______ (收音机) is on the desk.
4. ---Where are my clock?
---Let me _____ (想一想).
5. Kate’s room is always ______(整洁的).
三、用所给单词的适当形式填空。
1.---Where are the books?
---_it) are in the schoolbag.
2.---Who’s that girl?
---_____(her) is my sister.
3. These are your _____(key).
4._____(be) their pencils on the desk?
5. Where _____(be) the bookcase?
（设计意图：通过习题的检测使学生对单词写的方面更进一步的巩固，学生会更明确哪一些单词没掌握好，以便下一步的记忆）
当堂检测答案：
一、1.no 2.their 3.our 4.they 5.we
二、1.bookcase 2.under 3.radio 4.think 5.tidy
三、1.They 2.She 3.keys 4.Are 5.is
Step7 Homework
1.Read the words fluently by themselves. ( ★ )
2.Write their own sentences with important words. ( ★★ )
3.Work in groups and write their own article with important words. ( ★★★ )
亮点：
本单元的单词课堂设计基本涵盖了本单元的词汇，单词的认读部分体现了自主学习基础上的合作学习；单词的记忆部分意在引导学生形成有效的单词学习策略；故事编写则是让学生在语义场范畴内体会单词的运用；而Mind map更是培养学生树立起语篇的脉络意识以及全面分析问题和解决问题问题的能力。
不足之处：
部分学生对于语音掌握的不够熟练，不敢大胆开口拼读单词。
使用建议：
教师要有计划地渗透语音教学，教会学生运用语音拼读单词的基本规则，同时必须准备完善的多媒体课件，才能有效地增加课堂效率。