七年级新目标上Unit4Where’smybackpack教案.doc

Unit 4 Where’s my backpack?
I．Teaching objectives单元教学目标
Skill Focus
听
Listen for things
Listen for location of things
说
Learn to talk about where things are
读
Read about things’ positions
写
Write things and things’ location

功

能

句

式
Talk about where things are
Where’s… (P19)
Where are…? (P19)
It’s under the table. (P19)
They’re on the sofa. (P19)
It’s in the backpack. (P19)
Is the baseball on the sofa? (P20)
No, it isn’t. (P20)
I don’t know. (P21)

词

汇
1. 重点词汇
where, table, bed, chair, plant, under, they, on, know, bag, math, CD, video, tape, hat, take, thing, to, mom, can, bring, some, need, floor, room, TV, desk
2. 认读词汇
dresser, bookcase, sofa, drawer, alarm, Tommy, Sally
3. 短语
video tape
语

法
Present tense to be
Where questions
Personal pronouns: it, they
Prepositions: on, in, under
话题
Things and their positions

II Teaching materials analyzing and rearranging 教材分析与重组
本单元围绕着Where is my backpack?的话题，共设计了三个部分的内容。通过教授本单元，使学生学会谈论房间里物品的位置，能读懂有关物品位置的便条，并学会写便条让朋友帮自己从房间里取东西。
Section A 让学生通过活动，学习如何表达物品的位置，并能就物品位置进行提问。
1a, 1b, 1c 学习表示物品的名词，并能物品的位置进行问答。重点运用where特殊疑问句进行谈论。
2a, 2b, 2c 继续学习谈论物品的位置。重点学习is/are开头的疑问句及其回答
3a, 3b, 3c, 4 学习谈论自己常用物品的位置，并能就两个房间物品摆放位置的不同进行问答。
Section B
学会通过观察和听音，来谈论和记录房间里物品的名称和位置。
1a, 1b, 1c, 2a, 2b进一步熟悉表示物品的单词，并能谈论和记录物品的位置。
3a, 3b, 3c, 4 学会阅读和书写便条，并能描述自己房间里物品的位置。
Self Check 检测本单元所学词汇知识，学会阅读便条，并根据便条内容画出房间。
III．Class types and periods 课型设计与课时分配
Period 1 Listening and speaking （Section A: 1a, 1b, 1c）
Period 2 Listening and speaking （Section A: 2a, 2b, 2c）
Period 3 Speaking and reading （Section A: 3a, 3b, 3c, 4）
Period 4 Listening and speaking （Section B: 1a, 1b, 1c, 2a, 2b）
Period 5 Integrating skills（Section B: 3a, 3b, 3c, 4）
Period 6 Self check
III. Teaching plans for each period分课时教案
Period 1 Listening and speaking (I)
Target language目标语言
1. Words & expressions生词和短语
where, table, bed, chair, plant, under, they, on
2. Key sentences重点句子
Where’s my backpack?
It’s under the table.
Ability goals能力目标
Enable the students to learn to listen to and talk about where things are.
Learning ability goals学能目标
Help the students learn how to listen to and talk about where things are.
Teaching important / difficult points教学重难点
How to talk about where things are.
Teaching aids教具准备
A tape recorder.
Teaching procedures and ways教学过程与方式

Step I Warming up and lead in
Ask the students to look at three pictures and talk about where things are in this procedure.
T: Good morning / afternoon, boys and girls! Glad to meet you again. It’s a bad day for me today. I can’t find my book. Where is my book?
S: Well, your book is on the desk.
T: Thank you. Where are my glasses?
S: They are on your nose.
T: Oh, yes. Thanks.
…
Try to give more students a chance to answer your questions.

Step II Talking about the picture （1a: P19）
Encourage the students to name the things in the picture and match the words on the left with the
things
T: Look at the picture. It’s Tommy’s room. He can’t find his things. Today we are going to help him find these things and learn how to talk about where things are. First look at the picture on page 19. What things can you name in the picture?
Hold up the picture and point to an object.
T: What’s this in English?
S: It’s a bookcase.
Encourage or help the student to read out the word. Write it down on the blackboard.
T: What are these?
S: They’re books.
Write “books” on the blackboard.
…
Show the words on the screen. Ask them to read the words correctly. After they have said the words, ask them to guess which thing in the picture each word refers to.
T: Can you find these things in the picture for Tommy? If you can, match the words with the objects in the picture by writing the letters of the objects on the lines next to the words.
Check the answers with the class.

Step III Listening (1b: P19)
Ask the students to listen to the conversations and number the things.
T: Tommy is a good boy. But he always forgets things. Now he can’t find his books, pencil box and other things. And his father can’t find the keys. Where are these things? Now listen to the conversations between Tommy’s family members and help them find out. For the first time, listen carefully and write down the things you hear.
Play the recording. Then point out the boxes where the students will write a number for the things they hear and play the recording for a second time.
T: Look at the boxes beside the things in the picture. You’ll write the number in the box after listening to the conversation again.
Check the answers. Then ask the students to read the conversation after the recording.

Step IV Practice (1c: P19)
Ask the students to work in pairs and make new conversations using the words in the box.
T: Now, read the conversation in the box. And then work in pairs and use the words in the box to make new conversations with your partner.
Sample dialogue 1:
S1: Where’s the bowl?
S2: It’s on the table.
S1: Where are the apples?
S2: They are in the bowl
For further practice, the teacher can put some common classroom items in various positions around the room (in, on, and under other objects). Ask the students to work in pairs and practicing asking and answering the questions: Where is / are …? It’s / They’re …

Step V Homework
1. Ask the students to finish the exercises on page 13 in the workbook.
2. Learn the words in this unit (on page 108) by heart.

Period 2 Listening and speaking (II)
Target language目标语言
1. Words & expressions生词和短语
baseball, key, pencil case, computer game, backpack
2. Key sentences重点句子
Is the baseball on the sofa?
No, it isn’t. It’s under the chair.
Ability goals能力目标
Enable the students to talk about where things are.
Learning ability goals学能目标
Help the students learn how to talk about where things are.
Teaching important / difficult points教学重难点
How to talk about where things are.
Teaching aids教具准备
A tape recorder.
Teaching procedures and ways教学过程与方式

Step I Warming up and Lead-in
In this procedure, ask the students to ask and answer some questions about where things are.
T: Hello, everyone. This class we’ll begin with a game, “chain questions”. Work in groups. The first student in your group asks a question, the second answers the question and asks the third students another question and so on. If you can’t answer or ask a question about where things are, please sing an English song or read an English text. First I’ll ask a question.
T: Where is my book, Wang Lin?
S1: It’s on your desk. Where is your backpack, Ma Lin?
S2: It’s under the desk. Where is your pencil, Li Jia?
S3: It’s in my pencil case. Is your book on your desk, Huang Jiang?
S4: No. It’s in my backpack. Is your sister at school?
S5: Yes, she is. Is your …?
Write “on” “under” “in” and “at” on the blackboard.
Try to encourage more students to join in the game.

Step II Listening (2a, 2b: P20)
Ask the students to listen to a conversation and number the things.
T: Tommy has many things in his room. Look at the six things in the picture and say what Tommy has.
S: From Picture 1, I know Tommy has some books.
S: From Picture 2, I know he has three keys.
S: From Picture 3, I can see he has a computer game.
S: From Picture 4, I can see he has a baseball.
S: From Picture 5, I know he has a pencil case.
S: From Picture 6, I can see he has a backpack.
Encourage or help the students to write the words and expressions “book”, “key” “computer game”, “baseball”, “pencil case”, “backpack” on the blackboard. And ask the students to read the words and expressions together.
T: Now listen to a conversation. In the conversation, Tommy is asking Sally about where his things are. For the first time, just listen carefully. For the second time, put the numbers 1-6 in the boxes in the right order, OK? Now listen.
Ask the students to listen to the recording again and try to find where the things they hear are in the picture and number the things in order.
T: Look at 2b. This is Tommy’s room. He doesn’t know where his things, after listening to the conversation again, find where each of his things is and number the things in order.
Play the recording and then check the answers.
Ask the students to listen to the conversation again and repeat after the recording.

Step III Practice (2c: P20)
Ask the students to work in pairs and ask and answer questions about where the things in the picture above are.
T: Look at Tommy’s room again. There are many things in it. Can you name some things in the room?
S: Yes. A TV set, a sofa.
S: A chair.
S: A bed.
T: Please work in pairs and ask and answer questions about the things in the picture above.
A sample conversation:
S1: Is the pencil case on the table?
S2: No, it isn’t.
S1: Where is it?
S2: It’s under the sofa.
…
Then ask some pairs of students to act out their conversations for the class.

Step IV Grammar
Ask the students to read the sentences in the grammar box and learn to use the prepositions at, in, on, and under.
T: When you talk about where things are, you use at, in, on, and under. Now please read the sentences in the grammar box.
Show the following and ask students to read these expressions or sentences loudly.
at
at home / at school / at the door / at his desk
Tommy’s sister is at home.
Tommy is at school.
in
in the same school / in the bag / in my pencil-box / in our class / in the room / in Grade 7
My pen is in the pencil-box.
There is a fox in the box.
on
on the floor / on the wall / on the blackboard / on the desk
The cup is on the table.
My books are on the desk.
under
under the tree / under the chair / under her bed
My shoes are under the bed.
His bike is under that tree.
Ask the students to pay attention to the use of “it’s” and “they’re”.
T: Pay attention to the pronouns “it” and “they” in the sentences. We use It’s to talk about single object and They’re to talk about two or more objects. a pronoun to replace a singular noun, we usually use “it”, but when we use a pronoun to replace a plural noun we use “they”. Clear? Now please read the following examples.
Show the following.
— Is my computer game on the table?
— No, it isn’t. It’s on the bookcase.
— How about my books? Are they on the bookcase, too?
— No, they aren’t. They’re on the chair.
Try to ask the students to make new conversations about where things are using “it’s” and “they’re”.

Step V Homework
1. Ask the students to remember the names of the things on page 20.
2. Ask the students to finish the exercises on page 14 in the workbook.

Period 3 Speaking and Reading
Target language目标语言
1. Words & expressions生词和短语
don’t, know, bag
2. Key sentences重点句子
Where are the books?
I don’t know.
Ability goals能力目标
Enable the students to tell first names from last names in English.
Learning ability goals学能目标
Help the students learn how to tell first names from last names in English.
Teaching important / difficult points教学重难点
How to tell first names from last names in English.
Teaching aids教具准备
Pictures of famous people.
Teaching procedures and ways教学过程与方式

Step I Revision and Lead-in
Greet the students as usual. Then ask them about where the things are.
T: Very nice to see you again. I forgot my book last period. Is my book on the desk?
S: No, it isn’t.
T: Then where is it?
S: In the desk.
Take the book out.
T: Where’s my book now?
S: In your hand.
T: Right. Are your books on your desk?
S: Yes, they are.
…

Step II Speaking and reading (3a, 3b: P21)
Encourage the students to name the things in the picture and read the sentences on the right and then put them in order to make a conversation.
T: Look at the picture. Tommy is looking for his things. And his sister doesn’t know where they are. Can you help him?
S: Yes. Tommy’s books are on the sofa.
T: Well done. They are on the sofa. Where is his bag?
S: Under the table.
…
Then ask the students to read the sentences in the box on the right and put these sentences in order to make a conversation.
T: Boys and girls. Now please read the sentences in the box on the right. And then number the sentences in the box to make a conversation.
Check the answers and ask the students to work in pairs to practice the conversation.
T: Now please read the conversation in the picture and in a few minutes I will ask some pairs of students to read the conversation.
Ask some pairs of students to read the conversation.
Ask the students to ask and answer questions about the things in the picture.
A sample conversation :
S1: Where are the keys?
S2: I don’t know. Are they on the dresser?
S1: Yes, they are.
…

Step III Game (4: P21)
Ask the students to play the game “Find the Difference”.
T: Now it’s time to play a game. Look at the picture on page 19 and the picture on page 21. Are there any differences between them? Can you find the differences?
S: Let me have a try. The backpack is on the table on page 21 but under the table on page 19.
T: That’s right. Anything else?
S: The books are on the bed on page 21 but on the sofa on page 19.
T: Well done.
….
Then ask the students to make conversations.
A Sample conversation:
S1: Are the books on the sofa?
S2: No. They are on the bed.
S1: Are the keys on the dresser?
S2: No, they aren’t.
…

Step IV Homework
1. Ask the students to read the conversation in 3a.
2. Ask the students to practice talking about where things are.

Period 4 Listening and speaking (III)
Target language目标语言
1. Words & expressions生词和短语
math, alarm, CD, video, tape, vide tape, hat, Tommy
2. Key sentences重点句子
Where’s the notebook?
It’s on the bed.
Ability goals能力目标
Enable the students to talk about where things are.
Learning ability goals学能目标
Help the students learn how to talk about where things are.
Teaching important / difficult points教学重难点
How to talk about where things are.
Teaching aids教具准备
A tape recorder.
Teaching procedures and ways教学过程与方式

Step I Warming up and Lead-in
Talk with the students freely.
T: Boys and girls. I think you have your own room. Can you remember where you put your nice things in your room?
S: Yes, I can.
T: Where is your basketball?
S: Under my bed.
T: Where is your computer game?
S: On the table.
…
T: You are great. But Tommy is not so good. He put his things everywhere. Now let’s go and have a look at Tommy’s room.

Step II Match work (1a: P22)
In this procedure, the students will learn the names of some of Tommy’s things and match the words with the things in the picture.
T: There are so many things in Tommy’s room. Can you say their English names?
S1: Yes. A backpack, a computer game and books.
S2: A bed, an alarm clock, pencils and CD.
S3: A pencil case, a hat and a chair.
…
T: Thank you.