Where’s my schoolbag? (section A)教案

Background information: Students: Class2, Grade7

Teaching aims:

1. Language goals:

Key words: table, bed, bookcase, sofa, chair, where, in, on, under.

Target language:

--Where’s my schoolbag?

--It’s under the table.

--Where are my books?

--They’re on the sofa

2. Ability goals

(1). Talk about where things are;

(2). Inquire where things are; 

(3). Learn the using of preposition “on, in, under” 

3. Key points:

(1). New words.

(2). How to talk about where things are, Learn the using of preposition “on, in, under”

4. Difficult points:

(1). Prepositions of place: in, on, under.
(2). Prepositional phrases: on the sofa, under the bed, etc.

Teaching aids: PPT, blackboard.

Teaching procedures:

Step1. Lead-in.

T: Good morning, boys and girls!

Ss: Good morning, Miss Liu.

T: Nice to meet you.

Ss: Nice to meet you, too.

T: What did we learn in last class?

Ss: Is this your pencil? etc

T: OK! Today we are going to learn Unit 4. First of all,…

Ss:…

Step2. Learn the new words

Show the pictures of the things on the screen.

Teach the new words: chair, table, bed ,bookcase, sofa.

(First, read the pronunciations , then read the words. Read the words over and over again until the students can name each item fluently.

Step 3 Work on 1a

T: Turn to page 19, look at1a. First read the words. Then look at the

picture and look for the letters.

Students do1aon their own.

Check the answers.

Step 4: Presentation. 

Show the pictures of a box and a ball teach ‘in, on, under’.

1. T: Where is the ball?  

  Ss: Oh, it’s on/ in /under the box 

Then look at the picture on the screen to show the other things to

make the students understand in/on/under

Teach ″where’s=where is 

Step 5 pair work 1

1. For example:

Put the things on some places.

T: Where is my schoolbag? 

Ss: It’s on the table 

Ss: Where’s my pencil? 

Ss: It’s in the schoolbag .

Ss: Where’s the…?

Ss: It’s…

2. Students work.

3. Ask some pairs to show their work.

pair work 2.

1. For example:

Put the things on some places.

Practice the structures 

3. T: Where are my keys ?

S: They’re on the chair.

Step 6. Listening (Section A 1b). 

Listen and number the things in the pictures when you hear them.  

Listen gain: Listen to the conversation sentences by sentences, then check and repeat. 

Step 7. Summarize

Exercise

(1)Where _____ my schoolbag? 

(2) --Where _____ my books?

   -- They’re _____   the bookcase.

(3) –Where are my pens? –They are ____ （它在沙发上）.

(4) –Where are my ball? –It’s ____ （它在桌子下）.

Step8. Homework  

1. Copy and recite the new words. 

2. Make a conversation to describe your room.

Blackboard design:

Where is-----?  It’s on/in/under-----.              

Where are-----?  They’re on/in/under-----.

教学反思：我设计这堂课的初衷是培养学生英语学习兴趣，着重锻炼学生听说能力，让学生把课堂上学到知识能够及时运用到生活中。因此整个课堂设计比较生动有趣，对七年级也做到全英文教学，也要求学生回答时用全英文。在这堂课上，学生基本能达到教学目标上对于介词区分及运用句型来描述家里物品摆放位置的要求。但部分学生回答中出现的问题反映出我的练习设计还不够，有一部分学生对于目标语言的掌握还不是特别牢固。作为老师我需要再加强练习环节，使学生能够得到足够的训练，能够更好地掌握重点语言结构，为最后的production做好充分的准备。教学语言的速度要再慢一些，让每个学生都能了解自己该做什么。