1、教學基本信息題目 教學設計與反思學科英語 年級七年級 教材內容 Go for it 七年級上Unit 4 section A 1a-1c 個人信息設計者姓名 單位 江海連 于都縣汾坑初中 1. 教材分析本部分圍繞學生日常生活的物品，通過圖片、錄音引導學生學習描述物品的位置，并通過尋找物品的活動，使少于不斷接觸并能正確使用句型Where is /Where are .?It is / They are on /in /under.和方位介詞on /in /under。1a-1c部分通過圖文及聽力練習導入整個單元的語境、話題，并引出重點詞匯和核心句型Where is /Where are .在本部

2、分的教學中，教師應該指導學生運用聽關鍵詞（如物品名稱、介詞等）的學習策略。本部分的學習在本單元中起著至關重要的作用，俗話說萬事開頭難，因此學好這部分內容，對本單元后面的學習和今后的學習很重要。2. 學情分析七年級的學生，由于年齡小，又加上生性活潑好動，喜歡直觀形象思維，對游戲、競賽、畫畫特別感興趣。由于七年級學生剛學習句型，有的學生可能說的不好，有的還不敢說，老師針對學生現狀，在課堂上盡量以鼓勵表揚為主，注重培養學習英語的興趣，營造英語氛圍，鼓勵學生開口說英語、特別是給差生創造機會，讓他們嘗試成功的喜悅。七年級學生由于剛接觸英語句型，還存在著學習方法和學習策略經驗不足等問題，但他們卻有著極強的

3、求知欲強和表現欲。根據學生的心理特點我們一改以往教高年級學生時的教學模式，課上多以表揚為主，注重對學生英語學習興趣的培養，鼓勵他們大膽說、積極做、努力唱！讓學生們在玩玩、做做、說說、 唱唱中學習英語。但這個年級的學生畢竟接觸英語句型的時間不是很長，在學習方法和學習策略上還有很大差距，尤其在答題技巧和技能方面還缺少鍛煉。因此本學期在實施英語教學的過程中，我和上學期一樣在教授學生新知的同時更重視對學生學習方法和答題技巧的培養。我一心爭取在本學期讓學生的學習能力和應試能力在原有的基礎上能大幅度提高。除以上所說的幾種情況之外，七年級個別學生還存在頑劣和懶惰傾向，上課愛搞小動作、課下作業完成不及時的壞毛

4、病，學習效率也較差。針對這種情況我采取趣味教學的模式課上多為學生創設習得語言的環境，盡最大努力吸引學生的注意力以便更有交地激發他們的學習興趣，而且課后老師經常找機會和他們聊天、交朋友，幫助他們轉變厭學思想。另外還鼓勵各班中英語學習較好的同學主動幫這些學困生提高成績。 3. 教學目標(含重、難點)1、 知識目標： A、學會一些表示家具的名詞以及學習用品的單詞； B、 方位介詞，如：in , on , under , behind的用法； C、 學會運用方位介詞和where句型表述物品所在的位置。 2、 能力目標： A、學會正確描述物品作在的位置； B、 學會詢問自己或他人物品的具體位置； C、

5、能夠合理地描述和設計房間。 3、 情感目標：培養學生此文轉于斐斐課件園 FFKJ.Net整齊地擺放自己物品的生活習慣。 教學難點、重點： 重點：A、方位介詞 in , on , under , behind的用法。 B、Where的特殊疑問句和Is this a/an . . . ?一般疑問句的肯定和否定回答。 C、學習名詞 bed , dresser , bookcase ,backpack . . . 難點：A、能夠正確運用方位介詞描述物品作在的位置； B、能夠運用Where的問句找到物品位置。 4. 教學過程Period One 教師：準備一個帶有家具的房間的多媒體課件或掛圖，搜集圖片、

6、卡片、一些學習用品的實物，以及鬧鐘、光盤、數學書和其他日常用品。 學生：彩筆 學生用品、大白紙、課本所涉及的單詞的實物。 教工學步驟 Step One: Present the New words. Warming up. (Prepare some school things for the students as presents .) T: Whats this ? (There is a pencil in the teachers hand .) S1: Yes you a right . Here you are . (give it to the student as a pre

7、sent .) T: Is this a ruler ? (hold up a ruler .) S2: Yes it is. T: How to spell ruler ? S2: R-U-L-E-R , ruler . T: Good , here you are. (Hold up a pen , an eraser , a notebook and so on . Ask the questions in the same way . And give the presents to the students .) T: Whats this ? S3: Its a backpack

8、. T: I have a backpack for you as a present ,(Looking for it in the desk , under the chair . . . ) but I cant find it . Wheres it ? Do you know ? S3: I dont know . S4: I think its in your desk. T: (Look into the desk.) No ,it isnt .Now , lets look for the backpack together , OK ? (Write down the tit

9、le on the blackboard .) Learn the New words. T: Look at the big picture on the screen .This is a big nice room .I want to own such a room . Because there is some nice furniture in it . Do you know the names of the furniture ? (Show a picture of a bed and a dresser .) T: Whats this ? Its a bed . “BED

10、” . Read after me .B-E-D , bed. Ss: B-E-D , bed. T: Whats this ? Its a dresser . D-R-E-S-S-R , dresser. Ss: D-R-E-S-S-R , dresser. (Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .) 通過師生互動，激發學生思維，并用學過的句子導入新課。 利用多媒體課件創設情景，直觀地呈現單詞，使學生在語境中理解單詞。 T: Read the words aloud .

11、Present the words in , on , under , behind using the objects . T: Where is my book ? Its on the desk . (Put a book on the desk .) T: Where is my bag ? (Put a bag on the desk and ask this question .) S1: Its on the desk . T: Where is my bag ? (To all the students) Ss: Its on the desk . T: Where is my

12、 pen ? Its in the pencil case . (Put a pen in the pencil case and ask .) T: Where is my ruler ? (Put a ruler in the pencil case , too .) S1: Its in the pencil case , too . T: Where is the ruler ? Ss: Its in the pencil case . (Then learn the other two prepositions “under”, “behind” in the same way .

13、) Present the words . T: Now , please look at the screen , where is the ball in Picture 1 ? S1: I think its in the box . T: Where is the ball in Picture 2 ? S2: Its on the box . T: Where is the ball in Picture 3 ? S3: Its behind the box . T: Where is the ball in Picture 4 ? S4: Its under the box . T

14、: There are some pictures on the screen , please match the sentences and the pictures . 1: The cat is under the chair . 2: The cat is on the bed . 3: The cat is behind the door . 4: The cat is in the box . 5: The cat is next to the plant . 通過實物所在的位置直觀地呈現乏味介詞。 利用多媒體課件創設語言情景，準確呈現物品之間的位置關系，讓學生在真實的情景中理解

15、和掌握方位介詞。 讓學生把句子和圖畫匹配起來，鞏固方位介詞的用法。 6: The cat is on the chair . T：Please open your books and do 1a quickly as you can. (After doing 1a,check the answer.) Step Two :drills . Practice the drills . T: This time , use the school things around you to practice the conversation . T:Wheres the watch? (Hold u

16、p a watch in the hand.) S1: Its in your hand. T: Wheres the bag? (Put a bag on the chair.) S2: Its on the chair. (Ask the students to practice the dialogue like this. Then get some pairs to act it out.) Introduce a room and listen to the tape. T: This is Tommys room, but he cant find his books, his

17、pencil case, his baseball, his computer game and his keys, please help him find the things. Listen and number 1-5 the things in the picture. (Play the recording and then check the answer.) Step Three: Play a game. T: Now, we will play a game , I have a new ruler, all the students close your eyes, an

18、d I hide it in our classroom. Please guess, Where is it ? If your answer is right, it is yours. Please ask like this Is it on the desk? Is it on the floor? Are you ready? S1: Is it in the .? T: No,it isnt. S2: Is it under the? T: No, it isnt. S3: Is it behind the? T: Yes, it is. Please find it out .

19、Here you are.(Give the ruler to him.) (Ask three or four students to come to the front to hide three or four new school things, others look for them.) T:Who can come here to hide my new pen? Ss: I can. (After playing the game, some students who can find the school things will have them.) Step Four:

20、Task. T: Look at the picture on the screen. This is Marys room. In groups of four , describe where the things are in the room.(Prepare 讓學生用身邊的學習用品操練句型，達到熟練運用where提問。 用學過的一般疑問句以游戲的方式操練本節課所學內容以增強趣味性。 利用屏幕上所給圖片，描述Mary房間物品的位置，強化句型。 For five minutes.) S1: Is the book on the desk? S2: Yes, it is. Is the b

21、ackpack under the chair? S3: No, it isnt. Its Where are the keys? S4: They are Homework: Make a play. There is a man. His name is “forgetful”. He always forgets somethings, and he always asks Where is / are my ? Please make a short play and next class we will act it out. 5板書設計Unit 4 Wheres my backpa

22、ck? Section A 1a1ctable Where is the backpack? Its under the table. bed Where is? Its+介詞短語dresser Where are the books? They are on the desk. bookcase Where are .? Theyre +介詞短語6教學活動設計（含師生對話設計）Step One: Present the New words. Warming up. (Prepare some school things for the students as presents .) T: W

23、hats this ? (There is a pencil in the teachers hand .) S1: Yes you a right . Here you are . (give it to the student as a present .) T: Is this a ruler ? (hold up a ruler .) S2: Yes it is. T: How to spell ruler ? S2: R-U-L-E-R , ruler . T: Good , here you are. (Hold up a pen , an eraser , a notebook

24、and so on . Ask the questions in the same way . And give the presents to the students .) T: Whats this ? S3: Its a backpack . T: I have a backpack for you as a present ,(Looking for it in the desk , under the chair . . . ) but I cant find it . Wheres it ? Do you know ? S3: I dont know . S4: I think

25、its in your desk. T: (Look into the desk.) No ,it isnt .Now , lets look for the backpack together , OK ? (Write down the title on the blackboard .) Learn the New words. T: Look at the big picture on the screen .This is a big nice room .I want to own such a room . Because there is some nice furniture

26、 in it . Do you know the names of the furniture ? (Show a picture of a bed and a dresser .) T: Whats this ? Its a bed . “BED” . Read after me .B-E-D , bed. Ss: B-E-D , bed. T: Whats this ? Its a dresser . D-R-E-S-S-R , dresser. Ss: D-R-E-S-S-R , dresser. (Teach the other words bookcase /sofa/chair/d

27、rawer/plant/ . . . in the same way .) 通過師生互動，激發學生思維，并用學過的句子導入新課。 利用多媒體課件創設情景，直觀地呈現單詞，使學生在語境中理解單詞。 T: Read the words aloud . Present the words in , on , under , behind using the objects . T: Where is my book ? Its on the desk . (Put a book on the desk .) T: Where is my bag ? (Put a bag on the desk an

28、d ask this question .) S1: Its on the desk . T: Where is my bag ? (To all the students) Ss: Its on the desk . T: Where is my pen ? Its in the pencil case . (Put a pen in the pencil case and ask .) T: Where is my ruler ? (Put a ruler in the pencil case , too .) S1: Its in the pencil case , too . T: W

29、here is the ruler ? Ss: Its in the pencil case . (Then learn the other two prepositions “under”, “behind” in the same way . ) Present the words . T: Now , please look at the screen , where is the ball in Picture 1 ? S1: I think its in the box . T: Where is the ball in Picture 2 ? S2: Its on the box

30、. T: Where is the ball in Picture 3 ? S3: Its behind the box . T: Where is the ball in Picture 4 ? S4: Its under the box . T: There are some pictures on the screen , please match the sentences and the pictures . 1: The cat is under the chair . 2: The cat is on the bed . 3: The cat is behind the door

31、 . 4: The cat is in the box . 5: The cat is next to the plant . 通過實物所在的位置直觀地呈現乏味介詞。 利用多媒體課件創設語言情景，準確呈現物品之間的位置關系，讓學生在真實的情景中理解和掌握方位介詞。 讓學生把句子和圖畫匹配起來，鞏固方位介詞的用法。 6: The cat is on the chair . T：Please open your books and do 1a quickly as you can. (After doing 1a,check the answer.) Step Two :drills . Prac

32、tice the drills . T: This time , use the school things around you to practice the conversation . T:Wheres the watch? (Hold up a watch in the hand.) S1: Its in your hand. T: Wheres the bag? (Put a bag on the chair.) S2: Its on the chair. (Ask the students to practice the dialogue like this. Then get

33、some pairs to act it out.) Introduce a room and listen to the tape. T: This is Tommys room, but he cant find his books, his pencil case, his baseball, his computer game and his keys, please help him find the things. Listen and number 1-5 the things in the picture. (Play the recording and then check the answer.) Step Three: Play a game. T: Now, we will play a game , I have a new ruler, all the students close your eyes, and I hide it in our classroom. Please guess, Where is i