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一．教材分析
本课是《新目标英语》七年级第四单元，本单元围绕室内物品开展多种教学活动。本节课的主要内容是学习有关物品的新单词，掌握介词on, in, under的用法，学习询问物品在哪里以及回答其所在地点的句型Where’s the…? It’…Where’re the … ? They’re…
二．教学目标（Teaching aims and demands）
1．知识目标(Knowledge objects)
Key vocabulary: table, bed, dresser, bookcase, sofe, chair, drawer, plant, where, on, in, under.
Target language: Where’s the backpack? It’s under the table.
Prepositions: in, on, under
2．能力目标(Ability objects)
Train students’ listening, speaking, reading and writing skills.
Train students’ communicative competence using the key vocabulary and the target language
3．德育目标(Moral objects)
Students should take good care of their things. Enable students to know that it’s a good habit to keep a room clean and tidy.
三．教学重点(Teaching key points)
The names of furniture items.
How to ask where things are and how to answer.
四．教学难点（Teaching difficult points）
Learn the usage of prepositions of place.
Train students’ listening, speaking, reading and writing skills.
五．教学方法及途径 (Teaching methods):
Task – based language teaching
Guessing games, pair work, group work, team work, role play.
六．教学步骤 (Teaching procedures)
Step 1 问候和课前热身(Greetings and warming up)
T: Hello! Everyone. Nice to meet you!
S: Hello! Mr Luo. Nice to meet you, too!
T: This morning we are going to learn English together. Please get ready for class. Now show me your two hands! Let’s count the numbers from one to ten. Just follow me! One, one XXX, two, two XXX… Do it as quickly as you can.
课前问候和热身让学生在轻松、愉快的气氛中集中注意力，促进学生眼、耳、口、手多种器官的动用，积极学习。
Step 2 学习新单词 ( Learning the new words of furniture)
1. Make a powerpoint before class. Show it on the screen.
T: I have got some pictures here. Now please lood at the screen. What can you see?
S: We can see a …
T: Table. Follow me. Table.
S: Table.
T: Whole class.
(Whole class read the new word together.)
T: Whole class.
(Whole class read the new word together.)
T: Groupl / Group 2…
(The students in group 1/2… stand up and read the word as loudly as they can).
T: Boys / Girls.
(Boys or girls stand up and read the word .)
Point to the table and help the students to say, table. Point to the dresser and help the students to say, dresser. Use the same approach to teach and practice bed, bookcase, sofa, chair, drawer and plant.
2. Words games.
Teacher says it in Chinese and get the students to say it in English.(And then exchange)
Teacher says the new words silently and get the students to guess the word.
课前收集本单元基本词汇的图片，利用课件呈现图片（遮住事物的一部分或哈哈镜效果），让学生猜单词，学单词。为了避免学生学习单词枯燥的现象，采取大脑风暴的集体、分组、个人、男女生、不同声调、快慢速、升降调等读法和做口型游戏猜词法，让学生主动参与、激发学生学单词的激情和兴趣。
Step 3 学习课文1a Match the words with the pictures
1. Ask students to read the words on the left of the illustration.
Ask students to do 1a. Match the words and the items in the picture by writing the letter of the item on the black line after the word.
2. Check the answer.
Step 4学习介词on, in, under. (Learning the prepositions of place)
1. Using some objects (a backpack and some books) to learn the prepositions of place.
T: I have got a backpack. Oh, where is my backpack?
Help the students to answer.(It’s on the table.)
T: It’s on the table. On, on, on.(Put right hand on the left hand.)
T: Where’s my backpack?
S: It’s on the table.
T: On the table. (Put a hand on the table.) On the chair.(Put a hand on the chair)
Let students do as the teacher does.
Use the same approach to teach and practice on, in, under.
2.Play a game.(Teacher makes action and students say it in Enlgish. Teacher say it in English and students make action.)
根据七年级学生的实际情况和认知水平，采用图片和肢体语言进行教学，通过“视觉辅助”活动，学生在脑海里形象地记住了这几个介词的用法，这样使教学内容由难到易、由抽象到直观、由枯燥到丰富。在课堂教学中，再一次激发学生的学习兴趣，保护学生学习的积极性，传授学习策略，培养学生学习的技能。
Step 5学习课文1b(Listen and number [1—5] the things in the picture when you hear them.)
Point to the items in the illustration and ask the students to name each one.
Listen to the recording twice. Play the tape for the first time. Students only listen.
Play the tape again. Students listen and number the things in the picture when they hear them.
Check the answers.
Step 6 练习目标语言(Practice the target language)
Show three pictures on the screen one by one. Get the students to guess where it is.
Where is the backpack/pencil case ?
It’s on / in / under the…
Where’re the books?
They’re on / in / under the….
T: What’s this in English?
S: It’s a backpack.
T: Where’s the backpack? Can you guess?
S: It’s on the table.
T: Maybe you are right.(Ask another student to guess where it is.)
Use the same approach to guess the pencil case and the books.
Step 7 学习课文1c Pair work
Make your own conversations. Have a match.
Ask the students to act it out in front of the class.
设计情景，找丢失的或藏起来的物品。学生好胜心理和集体荣誉感很强，通过竞赛的方式可以促进学生主动参与活动，巩固所学知识。
Step 8 巩固练习
Show some pictures and exercises on the screen.
Group work. Give a piece of paper to each group. Get the students to do it.
1.Where is the table?
_______ ________ ________ _________.
2.Where’s the bed?
_______ ________ ________ _________.
3.Where are the chairs?
_______ ________ ________ _________.
Check the answers.
课堂练习进一步巩固所学内容，还可以检测学生对本课知识的掌握情况，有利于学生对自己的语言错误和语言方面的不足有更清楚的认识。
Step 9 总结(Summary)
1. Get students to sum up what we have learned in theis class.
2. And then teacher makes a brief sum-up.
In this class, we’ve learned the names of furniture items, prepositions and how to ask where things are and how to answer.
让学生自己做课堂总结，然后再由教师做综合陈述。
Step 10作业 Homework
1. Make conversations using what we’ve learned in this class.
2. Copy the new words.
Step 11 板书 (Blackboard design)
Unit 4 Where’s my backpack?
in Where’s my backpack? Where’re my keys?
on It’s under the table. They’re on the dresser.
under
七．教学反思
七年级学生大胆、活泼、好动、喜欢交流，用多媒体课件画面让学生感受身边的事物，选取与学生生活贴近的情景，采取“头脑风暴”、快速反应以及竞赛等课堂教学活动激发学生学习英语的兴趣，让学生主动参与到教学活动中来，同时通过一系列的师生互动、生生互动、小组合作等活动，进一步提高了学生的听、说、读、写的综合能力。此外，在教学过程中，对个别不敢开口的同学，应及时给予鼓励，让他们敢于开口，对活动有困难的学生，教师要适当帮助，让他们能顺利地完成任务。
收稿日期：2011-03-23
本课是《新目标英语》七年级第四单元，本单元围绕室内物品开展多种教学活动。本节课的主要内容是学习有关物品的新单词，掌握介词on, in, under的用法，学习询问物品在哪里以及回答其所在地点的句型Where’s the…? It’…Where’re the … ? They’re…
二．教学目标（Teaching aims and demands）
1．知识目标(Knowledge objects)
Key vocabulary: table, bed, dresser, bookcase, sofe, chair, drawer, plant, where, on, in, under.
Target language: Where’s the backpack? It’s under the table.
Prepositions: in, on, under
2．能力目标(Ability objects)
Train students’ listening, speaking, reading and writing skills.
Train students’ communicative competence using the key vocabulary and the target language
3．德育目标(Moral objects)
Students should take good care of their things. Enable students to know that it’s a good habit to keep a room clean and tidy.
三．教学重点(Teaching key points)
The names of furniture items.
How to ask where things are and how to answer.
四．教学难点（Teaching difficult points）
Learn the usage of prepositions of place.
Train students’ listening, speaking, reading and writing skills.
五．教学方法及途径 (Teaching methods):
Task – based language teaching
Guessing games, pair work, group work, team work, role play.
六．教学步骤 (Teaching procedures)
Step 1 问候和课前热身(Greetings and warming up)
T: Hello! Everyone. Nice to meet you!
S: Hello! Mr Luo. Nice to meet you, too!
T: This morning we are going to learn English together. Please get ready for class. Now show me your two hands! Let’s count the numbers from one to ten. Just follow me! One, one XXX, two, two XXX… Do it as quickly as you can.
课前问候和热身让学生在轻松、愉快的气氛中集中注意力，促进学生眼、耳、口、手多种器官的动用，积极学习。
Step 2 学习新单词 ( Learning the new words of furniture)
1. Make a powerpoint before class. Show it on the screen.
T: I have got some pictures here. Now please lood at the screen. What can you see?
S: We can see a …
T: Table. Follow me. Table.
S: Table.
T: Whole class.
(Whole class read the new word together.)
T: Whole class.
(Whole class read the new word together.)
T: Groupl / Group 2…
(The students in group 1/2… stand up and read the word as loudly as they can).
T: Boys / Girls.
(Boys or girls stand up and read the word .)
Point to the table and help the students to say, table. Point to the dresser and help the students to say, dresser. Use the same approach to teach and practice bed, bookcase, sofa, chair, drawer and plant.
2. Words games.
Teacher says it in Chinese and get the students to say it in English.(And then exchange)
Teacher says the new words silently and get the students to guess the word.
课前收集本单元基本词汇的图片，利用课件呈现图片（遮住事物的一部分或哈哈镜效果），让学生猜单词，学单词。为了避免学生学习单词枯燥的现象，采取大脑风暴的集体、分组、个人、男女生、不同声调、快慢速、升降调等读法和做口型游戏猜词法，让学生主动参与、激发学生学单词的激情和兴趣。
Step 3 学习课文1a Match the words with the pictures
1. Ask students to read the words on the left of the illustration.
Ask students to do 1a. Match the words and the items in the picture by writing the letter of the item on the black line after the word.
2. Check the answer.
Step 4学习介词on, in, under. (Learning the prepositions of place)
1. Using some objects (a backpack and some books) to learn the prepositions of place.
T: I have got a backpack. Oh, where is my backpack?
Help the students to answer.(It’s on the table.)
T: It’s on the table. On, on, on.(Put right hand on the left hand.)
T: Where’s my backpack?
S: It’s on the table.
T: On the table. (Put a hand on the table.) On the chair.(Put a hand on the chair)
Let students do as the teacher does.
Use the same approach to teach and practice on, in, under.
2.Play a game.(Teacher makes action and students say it in Enlgish. Teacher say it in English and students make action.)
根据七年级学生的实际情况和认知水平，采用图片和肢体语言进行教学，通过“视觉辅助”活动，学生在脑海里形象地记住了这几个介词的用法，这样使教学内容由难到易、由抽象到直观、由枯燥到丰富。在课堂教学中，再一次激发学生的学习兴趣，保护学生学习的积极性，传授学习策略，培养学生学习的技能。
Step 5学习课文1b(Listen and number [1—5] the things in the picture when you hear them.)
Point to the items in the illustration and ask the students to name each one.
Listen to the recording twice. Play the tape for the first time. Students only listen.
Play the tape again. Students listen and number the things in the picture when they hear them.
Check the answers.
Step 6 练习目标语言(Practice the target language)
Show three pictures on the screen one by one. Get the students to guess where it is.
Where is the backpack/pencil case ?
It’s on / in / under the…
Where’re the books?
They’re on / in / under the….
T: What’s this in English?
S: It’s a backpack.
T: Where’s the backpack? Can you guess?
S: It’s on the table.
T: Maybe you are right.(Ask another student to guess where it is.)
Use the same approach to guess the pencil case and the books.
Step 7 学习课文1c Pair work
Make your own conversations. Have a match.
Ask the students to act it out in front of the class.
设计情景，找丢失的或藏起来的物品。学生好胜心理和集体荣誉感很强，通过竞赛的方式可以促进学生主动参与活动，巩固所学知识。
Step 8 巩固练习
Show some pictures and exercises on the screen.
Group work. Give a piece of paper to each group. Get the students to do it.
1.Where is the table?
_______ ________ ________ _________.
2.Where’s the bed?
_______ ________ ________ _________.
3.Where are the chairs?
_______ ________ ________ _________.
Check the answers.
课堂练习进一步巩固所学内容，还可以检测学生对本课知识的掌握情况，有利于学生对自己的语言错误和语言方面的不足有更清楚的认识。
Step 9 总结(Summary)
1. Get students to sum up what we have learned in theis class.
2. And then teacher makes a brief sum-up.
In this class, we’ve learned the names of furniture items, prepositions and how to ask where things are and how to answer.
让学生自己做课堂总结，然后再由教师做综合陈述。
Step 10作业 Homework
1. Make conversations using what we’ve learned in this class.
2. Copy the new words.
Step 11 板书 (Blackboard design)
Unit 4 Where’s my backpack?
in Where’s my backpack? Where’re my keys?
on It’s under the table. They’re on the dresser.
under
七．教学反思
七年级学生大胆、活泼、好动、喜欢交流，用多媒体课件画面让学生感受身边的事物，选取与学生生活贴近的情景，采取“头脑风暴”、快速反应以及竞赛等课堂教学活动激发学生学习英语的兴趣，让学生主动参与到教学活动中来，同时通过一系列的师生互动、生生互动、小组合作等活动，进一步提高了学生的听、说、读、写的综合能力。此外，在教学过程中，对个别不敢开口的同学，应及时给予鼓励，让他们敢于开口，对活动有困难的学生，教师要适当帮助，让他们能顺利地完成任务。
收稿日期：2011-03-23