2024年2月16日发(作者：宾瀚)
Unit 4 Where's my schoolbag? 教案
课题
授课年级
Unit 4 Where's my schoolbag? Section B 2a-2c
七年级
知识目标：
1.稳固方位介词on, in, under；
2.学习新单词：tidy, but, have, everywhere, always。
教学目标
能力目标：
1.理解短文内容，知道如何捕捉细节；
2.能运用目标句型进行物品位置描述。
情感目标：
教育学生保持环境整洁，养成干净整洁的卫生习惯。
教学重点：
1. 方位介词稳固练习，新单词学习；
2. 精读课文，理解课文内容，知道如何捕捉细节；
教学重点难点
3. 运用目标句型进行物品位置描述。物品+Be动词+介词短语。
教学难点：
1. 运用方位介词短语对物品位置进行准备描述；
2. 小作文写作结构掌握。
教学环节 教学内容
1. Review the
preposition for
places: on, in,
under;
2. Listen to a song
about on, in,
under.
教师活动
1. Review the preposition
for places: on, in, under by
hands gestures;
2. Play the song about on,
in, under.
学生活动
1. Review the
preposition for
places: on, in, under
following teacher's
hands gestures;
2. Listen and sing the
song about on, in,
under.
1. Look at 2a picture
on screen, and find
out where the things
are;
2. Make target
sentences together
with teacher;
3. Make target
sentences by
themselves.
Eg:
hat is on the
bed. keys are
on the desk.
CD and the
tape are on the desk.
设计意图
课型：新授
课时：一课时
Step 1: Warm up
Warm up by
singing a song.
Step 2: Lead in
Show 2a picture
and lead in the
target sentence
structure.
Thing(s)+Be+place
Preposition
phrase.
1. Show 2a picture;
2. Make target sentences
with students together;
3. Ask students to make
target sentences by
themselves.
Lead in target
sentence structure.
Step 3:
Presentation
1. Teach new
words by
comprising two
pictures;
2. Further practice
target sentence
structure.
Educate students
to keep our
environment
around tidy.
Listen and answer
the two questions.
1. Who are the
girls?
2. Who is tidy?
And who is not
tidy?
Read this
passage.
Read this passage
carefully by
themselves and
complete the chart
in 2c
1. Learn new words:
and, tidy, have,
Show two room pictures of
everywhere, always,
student's and mine, and ask
but.
students to make sentences
2. Make more
by giving some hints.
sentences with target
structure.
Read out the
sentences:
Keep our rooms tidy;
Keep our classroom
tidy;
Keep our school tidy.
Learn new words
by real things and
further familiar with
target sentence
structure.
Step 4: Affective
education
Show sentences on PPT
Educate students
to keep tidy by
comprising two
pictures
Step 5: Listening
1. Read the whole passage
to students.
2. Ask students to stand up
and share theirs answers as
well evaluate timely.
Teach students to read this
passage and correct the
wrong pronunciation.
1. Ask students to read this
passage carefully by
themselves and complete
the chart in 2c in 5 minutes.
2. Check the findings and
evaluate timely.
1. Show a picture of a tidy
room;
2. Help students to make
sentences with single and
plural things;
3. Suppose you are Tom
and this is your own room.
Ask students to write down
three sentences to show
where the things are with
place preposition in five
minutes.
4. Ask one student to come
to blackboard and write
down his sentences on
blackboard, and check if his
sentences are right.
5. Explain(beginning, body,
ending)and improve this
composition.
6. Show the example and
ask students to read out.
Listen to teacher, and
find out answers for
Listening practice
the two questions.
and find out the key
1. Kate and Gina.
points.
2. Kate is tidy, and
Gina is not tidy.
Read out loudly after
teacher.
Reading practice,
be more familiar
with this passage.
Step 6: Reading
Step 7: Careful
reading
1. Read this passage
and complete 2c;
2. Hands up to share
theirs findings.
Comprehensive
reading practice.
Step 8: Writing
Learn to write
sentences with
target structure.
1. Look at the picture
carefully;
2. Make sentences
and speak them out
with teacher's help;
3. Write down three
sentences to
introduce your room.
4. Check the
sentences on
blackboard with
teacher and check
their own sentences.
5. Read out the
example.
Comprehensive
practice of the keys
words and target
sentence structure.
Step 8: Homework
Write about things
in your room, with
place preposition.
Write down or
Explain the requirements for
remember the
this short composition.
requirements.
Comprehensive
practice
Unit 4 Where’s my schoolbag?(Section B 2a-2c)
物品+Be动词+介词短语
板书设计
单数物品+is+介词短语
复数物品+are+介词短语
1. 对目标句型的引入不够细致，导致很多学生不能流畅说出；
2. 整堂课缺少group work，没有考虑到差生可能不会写句子，句子写作可以改为group work，让每个学生都能在活动过程中有所收获；
教学反思
3. 整堂课学生都坐着学习，没有考虑到七年级学生〞坐不住“的特点，阅读短文时可调整为全体学生站立大声跟读。
4. 听力练习，应用录音替代教师阅读。
2024年2月16日发(作者：宾瀚)
Unit 4 Where's my schoolbag? 教案
课题
授课年级
Unit 4 Where's my schoolbag? Section B 2a-2c
七年级
知识目标：
1.稳固方位介词on, in, under；
2.学习新单词：tidy, but, have, everywhere, always。
教学目标
能力目标：
1.理解短文内容，知道如何捕捉细节；
2.能运用目标句型进行物品位置描述。
情感目标：
教育学生保持环境整洁，养成干净整洁的卫生习惯。
教学重点：
1. 方位介词稳固练习，新单词学习；
2. 精读课文，理解课文内容，知道如何捕捉细节；
教学重点难点
3. 运用目标句型进行物品位置描述。物品+Be动词+介词短语。
教学难点：
1. 运用方位介词短语对物品位置进行准备描述；
2. 小作文写作结构掌握。
教学环节 教学内容
1. Review the
preposition for
places: on, in,
under;
2. Listen to a song
about on, in,
under.
教师活动
1. Review the preposition
for places: on, in, under by
hands gestures;
2. Play the song about on,
in, under.
学生活动
1. Review the
preposition for
places: on, in, under
following teacher's
hands gestures;
2. Listen and sing the
song about on, in,
under.
1. Look at 2a picture
on screen, and find
out where the things
are;
2. Make target
sentences together
with teacher;
3. Make target
sentences by
themselves.
Eg:
hat is on the
bed. keys are
on the desk.
CD and the
tape are on the desk.
设计意图
课型：新授
课时：一课时
Step 1: Warm up
Warm up by
singing a song.
Step 2: Lead in
Show 2a picture
and lead in the
target sentence
structure.
Thing(s)+Be+place
Preposition
phrase.
1. Show 2a picture;
2. Make target sentences
with students together;
3. Ask students to make
target sentences by
themselves.
Lead in target
sentence structure.
Step 3:
Presentation
1. Teach new
words by
comprising two
pictures;
2. Further practice
target sentence
structure.
Educate students
to keep our
environment
around tidy.
Listen and answer
the two questions.
1. Who are the
girls?
2. Who is tidy?
And who is not
tidy?
Read this
passage.
Read this passage
carefully by
themselves and
complete the chart
in 2c
1. Learn new words:
and, tidy, have,
Show two room pictures of
everywhere, always,
student's and mine, and ask
but.
students to make sentences
2. Make more
by giving some hints.
sentences with target
structure.
Read out the
sentences:
Keep our rooms tidy;
Keep our classroom
tidy;
Keep our school tidy.
Learn new words
by real things and
further familiar with
target sentence
structure.
Step 4: Affective
education
Show sentences on PPT
Educate students
to keep tidy by
comprising two
pictures
Step 5: Listening
1. Read the whole passage
to students.
2. Ask students to stand up
and share theirs answers as
well evaluate timely.
Teach students to read this
passage and correct the
wrong pronunciation.
1. Ask students to read this
passage carefully by
themselves and complete
the chart in 2c in 5 minutes.
2. Check the findings and
evaluate timely.
1. Show a picture of a tidy
room;
2. Help students to make
sentences with single and
plural things;
3. Suppose you are Tom
and this is your own room.
Ask students to write down
three sentences to show
where the things are with
place preposition in five
minutes.
4. Ask one student to come
to blackboard and write
down his sentences on
blackboard, and check if his
sentences are right.
5. Explain(beginning, body,
ending)and improve this
composition.
6. Show the example and
ask students to read out.
Listen to teacher, and
find out answers for
Listening practice
the two questions.
and find out the key
1. Kate and Gina.
points.
2. Kate is tidy, and
Gina is not tidy.
Read out loudly after
teacher.
Reading practice,
be more familiar
with this passage.
Step 6: Reading
Step 7: Careful
reading
1. Read this passage
and complete 2c;
2. Hands up to share
theirs findings.
Comprehensive
reading practice.
Step 8: Writing
Learn to write
sentences with
target structure.
1. Look at the picture
carefully;
2. Make sentences
and speak them out
with teacher's help;
3. Write down three
sentences to
introduce your room.
4. Check the
sentences on
blackboard with
teacher and check
their own sentences.
5. Read out the
example.
Comprehensive
practice of the keys
words and target
sentence structure.
Step 8: Homework
Write about things
in your room, with
place preposition.
Write down or
Explain the requirements for
remember the
this short composition.
requirements.
Comprehensive
practice
Unit 4 Where’s my schoolbag?(Section B 2a-2c)
物品+Be动词+介词短语
板书设计
单数物品+is+介词短语
复数物品+are+介词短语
1. 对目标句型的引入不够细致，导致很多学生不能流畅说出；
2. 整堂课缺少group work，没有考虑到差生可能不会写句子，句子写作可以改为group work，让每个学生都能在活动过程中有所收获；
教学反思
3. 整堂课学生都坐着学习，没有考虑到七年级学生〞坐不住“的特点，阅读短文时可调整为全体学生站立大声跟读。
4. 听力练习，应用录音替代教师阅读。