七年级Where’s shlbag教学设计
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篇1：七年级Where’s shlbag教学设计
关于七年级Where’s shlbag教学设计
课题：Unit4:Where’s shlbag ？
Sectin A( 1a—2d)
一、教材分析：本单元是G fr it ( 上 ) Unit4,主要围绕“Where are the things?”这一话题展开听、说、读、写等多种教学活动，其教学核心内容是：让学生通过询问物品的位置，学习一些家具物品和学习用品的单词，以及方位介词in n under behind...等的用法，学习并掌握Where问的问答，一般疑问句提问并用方位介词来回答，学习名词单复数及人称代词the的用法，同时培养学生养成干净，整洁，合理摆放物品的习惯。
二、教学目标
1. 知识目标：A. 掌握有关物品的新单词：table, bed, bcase, sfa, chair, shlbag, ,radi ， CD, vide, vide tape, hat, etc；
B. 熟练运用in, n, under, behind, in frnt f, near等介词；
C. 熟练运用Where问句和一般疑问句及其回答；
D. 掌握名词单复数及人称代词the的用法。
2．能力目标：A.学会用英语准确描述物品所在的位置；
B. 学会用英语询问自己的或他人物品的具体位置；
C. 能够合理地描述和设计房间。
3．情感目标：A. 培养学生整齐地摆放自己物品的`生活习惯；
B．通过小组对话、游戏、竞赛，调查和设计等一系列的课堂活动，培养学生的合作精神。
三、学情分析：本单元部分有关家居物品和学习用品的单词学生在小学已接触过，容易掌握，但是句子中总忘记用be动词，经常出现这样的错误句子：The pengcil in the shlbag 而且学生虽然接触过疑问句，但没掌握 Then ae se sentences. such as: li Ping`s shlbag is n the sfa.
Her pencils are in the shlbag.
Nae
Things
Place
Li Ping
shlbag
On the saf
……
……
B.Writing a passage abut li Ping`s r
设计意图：通过作业把课堂所学知识与实际生活结合起来，培养运用知识的能力。
篇2：Where’s schlbag?教学设计
Where’s schlbag?教学设计
一．教学内容
本单元的主要内容是谈论物品所在的位置。通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些有关家居物品和学习用 品的单词，以及方位介词in, n, under, behind 等的用法；学习并掌握Where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词the 的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。
二．教学目标
1．知识目标：A. 掌握有关物品的新单词：table, bed, dresser, bcase, sfa, cha ir, drawer, plant, bag, alar clc, CD, vide, vide cassette, hat, etc；
B. 熟练运用in, n, under, behind, in frnt f, near等介词；
C. 熟练运用Where问句和一般疑问句及其回答；
D. 掌握名词单复数及人称代词the的.用法。
2．能力目标：A.学会用英语准确描述物品所在的位置；
B. 学会用英语询问自己的或他人物品的具体位置；
C. 能够合理地描述和设计房间。
3．情感目标：A. 培养学生整齐地摆放自己物品的生活习惯；
B．通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。
4．学习策略：A. 交际策略: 学会与他人合作交流,并能把语言材料用到真实的生活中去；
B．资源策略：学会利用一切可利用的学习资源，如词典，音像资料，网络等来获取更多的学习信息；
C．认知能力：积极思考，及时反馈；
D．调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。
三．教学重点、难点
1．重点：A. 方位介词: in, n, under, behind, in frnt f, near 等的用法；
B．Where 的特殊疑问句和一般疑问句：Is the… in/n/under the …?的肯定、否定回答；
C． 新单词：bed, dresser, table, bcase, bacpac……
2．难点：A. 能够准确运用方位介词描述物品所在的位置；
B．能够运用Where问句找到物品的位置。
四．教学方法
采用任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。
五．课时安排
第一课时：Sectin A 1a, 1b, 1c
第二课时：Sectin A 2a, 2b, 2c, 3a, 3b, 3c, 4
第三课时：Sectin B 1a, 1b, 1c, 2a, 2b
第四课时：Sectin B 3a, 3b, 3c, 4, Self-chec
篇3：Where are you from? Lesson94教学设计
Where are you from? Lesson94教学设计
Lesson 94教学设计示例一、教学目标
1．知识目标
进一步学习掌握一般现在时。
2．能力目标
能够熟练运用以下句型：Do you speak English? Where are you from? I’m from China/England/Japan.etc.
3．情感目标
培养学生友好相处、礼貌待人的良好品质。
二、教学过程
Note: Pay attention to the Present Indefinite Tense, especially to the use of the auxiliary verb do.
Step 1 Revision
1 Revise Where are you from? What about you? Where's he / she from? etc.
2 Look at the map on SB Page i and ask Where's London? etc. Get the students to point to the right place. Then they repeat the names after you.
Step 2 Presentation
1 Show a card with the name of a country: eg. China. Say Chinese come from China. They speak Chinese. Repeat with other cards with different country names on them. Get the students to repeat after you.
2 Teach the students with cards I speak Chinese / English / French. Ask What do you speak? What do they speak? Then ask Where are you from? What do you speak? Help the students to answer with the appropriate language for the appropriate country. Ask What does he / she speak? Do you speak English / French ? etc. Help the students to answer Yes, I do. / No, I don't.
3 Write down They speak English. What do they speak? Do they speak English? on the Bb and compare the sentence structures.
Step 3 Ask and answer
SB Page 37, Part 1, Speech Cassette Lesson 94. Books closed ! Students listen. Play the tape again, this time books open. Students listen and repeat, then ask and answer in pairs.
Step 4 Presentation
Ask Do Australians speak Chinese? What do they speak? etc. Add the answers to the question Do they speak English?
Step 5 Read and act
1 SB Page 37, Part 2, Speech Cassette Lesson 94. Books closed! Ask Is Bob Scott from the USA? Does Bob speak Chinese? Play the tape. Check the answers. Play the tape again and get the students to repeat. Point out that in western countries, a person's family name comes last, such as Bob Scott, Scott is the family name. This is the opposite order than in China, where the family name comes first, such as in Hu Dong.
2 In pairs, have the students read and act out the dialogue. If time permits, choose several pairs to perform their dialogue for the class.
3 Do Ex. 1 of Wb Lesson 94.
Step 6 Listen and chant
SB Page 37, Part 3*. This part is optional. Play the tape and have the students repeat. If the tape is too fast for the students, then first say one line and have the students repeat it. As they repeat, pay attention to their pronunciation, intonation and rhythm. Continue this way for the whole chant. Then divide the class into two groups. The first group says the first line and the second group says the second line. Continue in this way for the rest of the chant. Then switch parts so that the second group begins the chant.
Step 7 Workbook
SB Page 114, Wb Lesson 94, Exx. 2 and 3. Read and act out the dialogue in Ex. 2. If possible, get students to make up a new dialogue. Do Ex. 3 in class.
Homework
Learn the dialogue in SB Lesson 94 by heart.
篇4：Where are you from? Lesson93教学设计
Lesson 93教学设计示例
一、教学目标
1．知识目标
初步接触一般现在时I/You/We/They come from London. Do you/they speak English?
2．能力目标
熟练运用本课所学到的'日常用语：Where are you from? I’m from ___. How do you like ___. I like it very much等。
3．情感目标
培养学生和平相处、礼貌待人的良好品质。
二、教学过程
Note: This lesson introduces a number of place names which students are required to understand and say. There is no need to teach the spellings of all the place names at this stage, so do not require the students to memorize spellings.
Step 1 Revision
1 Revise the dialogues in Unit 23.
2 Review Lesson 60, Page 134, Step 4 of the TB 1A, using a map of China. Draw one on the Bb if you don't have a map.
Step 2 Presentation
1 Teach Where's Taiyuan? It's in Shanxi. etc. Divide the class into two halves and have a competition. Get the students to ask each other where the places are.
2 SB Page 36, Part 1. Point to the countries and cities on the map of the world and say : This is Paris. Then ask Where is Paris? The students may answer in Chinese. Teach France and get the students to repeat after you. This part aims at giving students exposure to more English names of countries and cities in the world.
Step 3 Ask and answer
SB Page 36, Part 2, Speech Cassette Lesson 93. Books closed ! Ask Where's he (David) from? Where are Tom and Ann from? Play the tape. Check the answers (David, USA; Tom and Ann, UK).
Practise saying the names of countries by asking some students Where are you from? Tell them to use the name of a foreign country in their answer. Then ask the class Where's he / she from? What about him / her? Note the use of the pronoun after about.
Step 4 Presentation
Tell the students about yourself. Say I'm from Beijing.(etc.) Ask students Where are you from? What about you? Help them to answer, using the name of their own hometown.
Step 5 Listen, read and say
SB Page 36, Part 3, Speech Cassette Lesson 93. Students listen and repeat. Students practise the dialogue in pairs, then talk about themselves in groups of four, using the dialogue as a model. They should only speak, not write.
Step 6 Workbook
SB Page 113, Wb Lesson 93, Exx. 1 and 2. Do Ex. 1 with a student to demonstrate how to make the dialogue. Then get the students to work in pairs.
Encourage them to use their own imagination and create different dialogues.
For Ex. 2, let the students read through the three short passages before they fulfill the task.
Homework
Revise the new language and the dialogues in SB Lesson 93.
篇5：Where are you from? Lesson94教学设计
Lesson 94教学设计示例
一、教学目标
1．知识目标
进一步学习掌握一般现在时。
2．能力目标
能够熟练运用以下句型：Do you speak English? Where are you from? I’m from China/England/Japan.etc.
3．情感目标
培养学生友好相处、礼貌待人的良好品质。
二、教学过程
Note: Pay attention to the Present Indefinite Tense, especially to the use of the auxiliary verb do.
Step 1 Revision
1 Revise Where are you from? What about you? Where's he / she from? etc.
2 Look at the map on SB Page i and ask Where's London? etc. Get the students to point to the right place. Then they repeat the names after you.
Step 2 Presentation
1 Show a card with the name of a country: eg. China. Say Chinese come from China. They speak Chinese. Repeat with other cards with different country names on them. Get the students to repeat after you.
2 Teach the students with cards I speak Chinese / English / French. Ask What do you speak? What do they speak? Then ask Where are you from? What do you speak? Help the students to answer with the appropriate language for the appropriate country. Ask What does he / she speak? Do you speak English / French ? etc. Help the students to answer Yes, I do. / No, I don't.
3 Write down They speak English. What do they speak? Do they speak English? on the Bb and compare the sentence structures.
Step 3 Ask and answer
SB Page 37, Part 1, Speech Cassette Lesson 94. Books closed ! Students listen. Play the tape again, this time books open. Students listen and repeat, then ask and answer in pairs.
Step 4 Presentation
Ask Do Australians speak Chinese? What do they speak? etc. Add the answers to the question Do they speak English?
Step 5 Read and act
1 SB Page 37, Part 2, Speech Cassette Lesson 94. Books closed! Ask Is Bob Scott from the USA? Does Bob speak Chinese? Play the tape. Check the answers. Play the tape again and get the students to repeat. Point out that in western countries, a person's family name comes last, such as Bob Scott, Scott is the family name. This is the opposite order than in China, where the family name comes first, such as in Hu Dong.
2 In pairs, have the students read and act out the dialogue. If time permits, choose several pairs to perform their dialogue for the class.
3 Do Ex. 1 of Wb Lesson 94.
Step 6 Listen and chant
SB Page 37, Part 3*. This part is optional. Play the tape and have the students repeat. If the tape is too fast for the students, then first say one line and have the students repeat it. As they repeat, pay attention to their pronunciation, intonation and rhythm. Continue this way for the whole chant. Then divide the class into two groups. The first group says the first line and the second group says the second line. Continue in this way for the rest of the chant. Then switch parts so that the second group begins the chant.
Step 7 Workbook
SB Page 114, Wb Lesson 94, Exx. 2 and 3. Read and act out the dialogue in Ex. 2. If possible, get students to make up a new dialogue. Do Ex. 3 in class.
Homework
Learn the dialogue in SB Lesson 94 by heart.
篇6：Where are you from? Lesson95教学设计
Lesson 95教学设计示例
一、教学目标
1．知识目标
（1）继续学习一般现在时。
（2）复习介词：to her, from Lily, on Sundays
2．能力目标
能够自制一张明信片（一定要用到本单元所学到的`句型）。
3．情感目标
培养学生热爱祖国、热爱祖国大好河山的品质。
二、教学过程
Step 1 Revision
1 Revise Where are you from? What do you speak? Do you speak French? etc.
2 Revise the dialogue in SB Page 37, Part 2. Choose several pairs to act it out.
Step 2 Presentation
1 Teach the word postcard. Bring in the real item. Draw the “writing” side of a postcard on the Bb. Teach Dear …, and Love from … Explain that Love from … is only used between family members and good friends.
2 Point out the way to write an address in English. Note that the name of the person comes first. Write the school address on the Bb, e.g. :
Miss Li Manhua
No. 27 Middle School
Donghuamen Street
Beijing, 100009
People's Republic of China
Get the students to write their own address. Check their work.
Step 3 Read
SB Page 38, Part 1, Speech Cassette Lesson 95. Before playing the tape, have the students practise scanning for information. First, read the questions with the students. Then give them no more than two minutes to scan the postcard for the answers. Check the answers. Now, play the tape. Students listen and repeat.
Get the students to translate Lily's letter into Chinese. Lincoln Drive means 林肯 (大)街/道.
Step 4 Practice
SB Page 38, Part 2. Students work alone and then check the answers in pairs. Get the students to correct “Wrong” answers (sentences 1,4,5 and 6).
Step 5 Talk and write
1 Revise telephone greetings e.g. This is … Is … at home / in? etc.
2 Have the students work in pairs and write their telephone conversation. Next, have them practise their dialogue, as they practise; remind the students to pay attention to their intonation. Also, have them act out the conversation. Tell the students in Chinese that even though it is a phone conversation, people do different things when they speak on the phone, e.g. some people pace back and forth, others twist the telephone cord around their finger, etc. Choose several pairs to act out their dialogue for the class. Ex. 1 of Wb Lesson 95 can be used as a model dialogue.
Step 6 Workbook
SB Page 115, Wb Lesson 95, Ex. 2. The letter is to a good friend. The first two paragraphs can be completed according to reality. The blanks in the last paragraph can be filled with words that fit in the blanks, but don't need to reflect reality.
Homework
Go over the language items listed in Checkpoint 24 and see if the students have any questions.
篇7：Where are you from? Lesson96教学设计
Lesson 96教学设计示例
一、教学目标
1．知识目标
（1）学习元音字母i，u和igh的`发音。
（2）继续学习重音、语音语调。
（3）掌握英文信的格式。
2．能力目标
能够用英文给朋友或同学写一封信，做一下自我介绍。
二、教学过程
Step 1 Revision
1 Revise the words, expressions and the postcard from Lesson 95.
2 Check homework.
Step 2 Word families
SB Page 39, Part 1, Speech Cassette Lesson 96 (Phonic Reading Work). Follow the same steps as in TB Lesson 68, Step 2. Use flashcards rather than going straight to the book.
Do Ex. 1 of Wb Lesson 96.
Step 3 Stress and intonation
SB Page 39, Part 2, Speech Cassette Lesson 96.
Students listen and repeat. Get them to show the stress and intonation with gestures.
Step 4 Guess and game
1 SB Page 39, Part 3. Have the students look at the postcards on Page ii in the SB. Ask, Where is this postcard from? Help the students to answer I think it's from Sydney / Paris / Toronto. Now get the students to talk about the postcards.
2 In pairs, have the students make their own postcards. Each pair should choose a place in China to draw their postcard from. Each pair should make two postcards of the same place. They do not need to look alike, but they do need to be from the same place. For example, one pair may choose to make postcards of Guilin. One student could make a postcard showing the mountains, and the other student could make a postcard showing the water of Guilin. Collect the postcards, mix them up. Then pass them out, face down. Explain in Chinese that the object of this activity is for each student to find the other postcard that is from the same place as theirs. They do this by asking, Where is your postcard from?/ Do you have a postcard of … ? Now say Go ! The first two people who have found their matching postcard wins the game. Continue with the game until everyone has found their match. Once the matches have been found, have those two students work together and write a message for their postcards. They may use the postcard letter in Part 3 of the SB as an example.
Step 5 Listen and answer
SB Page 39, Part 4, Listening Cassette Lesson 96. Let the students look at the table in Wb Lesson 96, Ex. 3 before playing the tape.
Listening Text
(Music at a party)
BILL : Hello! What's your name?
JOHN : My name is John ― John Green. I'm from London, England.
BILL : Nice to meet you, John. I'm Bill Smith, from Canada. I come from Toronto.
JOHN : How do you do, Bill!
BILL : How do you do! Hey, you must meet my friend, Tom King. Tom, this is John.
TOM : Hi, John.
JOHN : Nice to meet you, Tom! Are you from New York?
TOM : No, I'm from Washington, D. C.
JOHN : Good! Oh, there's my friend Zhao Bin. Hi, Zhao Bin! This is Tom. He's from the USA.
ZHAO : Hello, Tom!
TOM : Hello, Zhao Bin. Nice to meet you. Where are you from?
ZHAO : I'm from China. My home is in Shanghai. TOM : Oh, really? Shanghai is a good place, isn't it?
ZHAO : Yes, it is.
Do Ex. 3 in the Wb. Help the students with the spelling of place names.
The answers are:
Bill Smith : Canada, Toronto
Tom King : USA, Washington, D. C.
Zhao Bin : China, Shanghai
Step 6 Presentation
1 Say E-mail is a way to talk to other people from around the world. Ask Does anyone have e-mail? Do you e-mail people from other countries? (Notice that e-mail is used both as a noun and as a verb.) Put the following e-mail address on the Bb:
wangwei231@yahoo.com
2 Have the students make up their own e-mail addresses. Then let them share their address with their partner. Encourage them to be creative.
Step 7 Read
1 Before the students read the passage, say Skim the text for the main idea. Give the students 3 minutes to skim. Then ask volunteer students to give the main idea. Answers should include the following: The e-mail is from Jack Wilson. He wants to learn Chinese. Could Li Lei help him learn Chinese?
2 Have the students read the passage. Ask comprehension questions such as, How old is Jack? Where does Jack live? How many students are in his class? etc.
3 Have the students read the text aloud together. Pay attention to pronunciation and intonation.
Step 8 Read and complete
SB Page 40, Part 6* , Speech Cassette Lesson 96. This part is optional. Before playing the tape have the students fill in the blanks with the words they think. Then play the tape and have them listen and change the words in the blanks if they guessed something else. Suggested answers are: name; young /nice / small, etc.; and; in; them; are; is; am; speak; difficult; but; know; me; learning; you. Now in small groups, have the students discuss their first answers with the answers on the tape. Maybe some of their answers could also be correctly used in the blanks. Have the groups make a list of the words they think could be put in the blanks. Now come together as a class and discuss the optional words. Some words may be correct. If they are, praise the students for their creative thinking. If an answer is wrong, explain why it isn't correct. This is a good chance to review the grammar taught so far.
Step 9 Write
SB Page 40, Part 7*. This part is optional. Have the students write this letter as homework. The next day collect them, mix them up and give them out to the students. Give the students a chance to read each other's letters. The best ones can be put on display.
Step 10 Checkpoint 24
Go through Checkpoint 24 on SB Page 40 and discuss any problems. Explain that the Present Indefinite Tense is used to give general information, e.g. I come from China. I go to No. 3 Middle School, etc. Contrast I come from Shanghai with I am coming from Shanghai (i.e. at this moment I am on the train).
Step 11 Workbook
SB Pages 116-118, Wb Lesson 96. Revise the map on Colour Page i of the SB and do Ex. 2. Do Exx. 4-6 orally in class.
Step 12 Test
Get the students to answer the questions in written form: 1 Where are you from? 2 Do you speak French/ English / Chinese / Japanese? 3 What do you speak? 4 Why do you like English? 5 Who do you speak English with?
Homework
Finish off the Workbook exercises.
Some ideas for extra practice or enrichment
1 If you have the chance, set up an e-mail account. Many of your students are getting their own e-mail accounts. E-mail is a great way to practise English. You can have them write to you once a month about anything they want to. In this way, you not only build a good rapport with your students, but they also practise their English.
2 Have the students make their own bookmarks with English phrases. You may teach them some slang or popular phrases, e .g. Cool!, What's up? etc.
篇8：英语《Where is my ruler》教学设计
英语《Where is my ruler》教学设计
【课题】Unit Five Where is my ruler?
【教学重点】学习单词bus, taxi, bike, jeep
【教学难点】短语“Look out!”的理解和连读。
【教具准备】
1 教师准备教材配套的录音带。
2 教师准备Let’s learn 部分的教学课件。
3 教师和学生都准备所学单词的玩具。
4 教师准备所学交通工具类单词卡片和图片。
5 学生按小组准备眼罩。
【教学过程】
1 热身、复习(Warm-up/Revision）
（1）日常口语练习。让学生在课下将日常用语和其它知识综合在一起，自编自演一个对话。每节课进行1—2组，所用时间为3—5分钟。
（2）学生俩人一组，表演Let’s talk 部分的对话。
（3）游戏：
Simon says
教师发出指令，学生执行指令。规则是：如果指令前有Simon says ,学生执行指令，否则被罚下，如：
T: Simon says, put a pencil-box on your desk.。学生将铅笔放在书桌上。如教师只说：Put a pencil-box on your desk. 学生则不做任何动作。指令语以介词为主。
2 呈现新课 (Presentation)
（1）教师画简笔画呈现新知
a. 教师首先画两个圆形, 问：What is it? 学生回答： It is a bike.
b. 用同样的方法出现其它交通工具bus, jeep, taxi 。
（2）让学生看动画, 学习Let’s learn部分的词汇。
（3）教师出示准备好的单词卡片，让学生逐个再次认读单词。
3 趣味操练 (Practice)
（1）学生俩人一组，每次一人戴上眼罩，另一个同学手举玩具，让戴眼罩的同学摸摸玩具的一小部分，进行问答练习：What is it? It is a bike(…).
（2）游戏：Where is it?
教师将玩具准备好，请一位学生面对黑板，然后将一个玩具如：taxi放在某处如： in a desk ，全班学生问： Where is the taxi? 让前面的同学猜在哪？
（3）四人一组，说说51页Let’s play 部分的图片上各物品的位置。
4 课堂评价 (Assessment)
做活动手册第30页的练习，方法和步骤同以前。
5 扩展性活动(Add-activities)
将学生带到室外，让学生将自己准备好的文具或其它物品藏起来，大家自由寻找，比一比，谁的寻宝最成功。之后，让猜东西的人和找东西的人一起说说此物的位置。遇有不会的'单词或地点词时做适当记录，以便下面的学习。
【板书设计】
第二课时探究活动
找玩具
探究内容： 巩固新单词, 复习方位介词的表达
探究目的： 巩固新知，提高英语表达能力
探究形式： 观察，思考，学习，应用
探究过程：
（1） 学生将带到学校的玩具如bike, taxi, bus, jeep等藏在教室里不容易发现的地方。
（2）学生自己找同伴互相找对方的玩具, 用到“Where is the bike?” “Its in/on ...”。
（3）教师可根据学生的实际情况增加单词：beside, behind, next to, near ..., 扩大学生的知识面。
篇9：Where are you from 教案教学设计(仁爱版英语七年级)
一、教学目标：
1、学习be动词的一般疑问句、特殊疑问句及其答语。
2、学习句型：What’s your name?和Where is/are sb .from?（特殊疑问句）
二、教学重点：
短语：1.Excuse me 请原谅
2.be from 来自
3.my name 我的名字
三、教学难点：
1、一般疑问句：Are you from…?
2、特殊疑问句：What’s your name?/ Where is/are sb .from?
四、自主学习（一）：
1、阅读对话并且翻译；
五、新课导入:
1、阅读9-10页单词表：excuse me what your name please where from Canade America Japan England they who Cuba he she ；
2、对话题2对话进行词句翻译；
3、回顾上一节课内容，be动词：is am are
六、自主学习（二）：
1、找出be动词的一般疑问句；
七、讲授新课：
1、找出be动词的一般疑问句；Are you from Canada?
(be动词提前，句末加问号；be动词跟随前面的主语变化而变化.肯定回答：Yes.I am/she is /he is they are.否定回答：No.I’m not/she isn’t/they aren’t)
1、 找出特殊疑问句：What’s your name?/Where are you from?
(以What/ Where+be动词+sb 开头的疑问句，be动词跟随前面主语的变化而变化.)
2、 找出be...from短语：表示某人来自某地（be动词跟随前面主语的变化而变化.）
八、板书设计：
一般疑问句：be+主语…
回答：Yes.主语+be/No.主语+not
F:Are you from Canada?
Yes.I am/No.I am not.
特殊疑问句：Where+be+主语+from
F:Where is she from?
What+be+主语
F:What’s your name?
短语：be…from：表示某人来自某地
九、课堂小结：
篇10：Unit2 Where's the post office？教学设计 (人教版英语七年级)
单元分析：生活中常有问路和指路的情况，本单元通过真实场景的创设使学生学会询问及应答场所的方位以及一些场所，并培养学生懂礼貌和助人为乐的精神。
教学目标：
1．掌握表示地点的词汇和短语：hotel bank park supermarket street avenue new clean quiet big small dirty old busy left right near pay post office video arcade next to pay Phone across from between and turn left / right go straight take a walk excuse me go through take a taxi arrive at.
2．掌握where引导的特殊疑问句；
3．能够简单地描述地点方位；
4．能够画出简单的示意图；
5.There be句型以及where句型的问答。
教学重点和难点:
1.重点：问路和指路。句型：Is there a … near hear/ in the neighborhood?
Go straight and turn left/right.
It’s down …on the left/right.
2.难点：要使学生能在看地图给他人指路时，把自己设身处地地放到地图当中去，不然很难搞清楚何为左何为右。同时要熟练掌握指路时的几个重点句子，能举一反三。
第一课时
教学目标
1.掌握表示地点的词汇；
2.掌握where引导的特殊疑问句；
3.能够简单地描述地点方位；
4.能够画出简单的示意图。
教学过程
一、导入
1．教师课前准备一个包，然后指着这个包说：Look! What’s this?
S:It’s a bag.
2.教师把包放到桌子上，然后接着说：Where’s the cap?
S1:It’s on XXX’ desk. 把同学们的目光引到此同学处。教师指着此同学的方向强调It’s over there.学习短语：over there.
3.教师接着说:My friend Ci Ci, she is in Australia ,her birthday is coming, I want to send these to her, Where shall I go?激发同学们回答去邮局.学习单词：post office.
4.教师继续提问:We don’t know where’s the post office,Let’s ask policeman,OK?
出示警察图片，请求他的帮助。学习单词：policeman.按此方式，学习其他的词汇：Video arcade, bank, supermarket, pay phone, park.
5.教师要强调，懂礼貌的孩子要在请求别人帮助时要说：Excuse me.
练习：S1: Excuse me, Where’s the post office?
P1: It’s over there. （教师移动邮局图片）
6.利用课件，学习更多的单词。
说明：为下面的教学活动，扫清词汇障碍。
二、教学Section A-1a,1b
1.教师带领学生一起看图片，然后引导学生将图片和词汇匹配，完成1a。教师利用课件展示答案。
2.教师播放录音，然后圈出1a中的地点单词，完成1b。
3.教师再次播放录音，学生听课文模仿跟读。
三、教学Section A-1c
1.叫两名学生读出书中给出的对话模式，教师将涉及到的句型用课件展示出来。
2.教师展示一张图片，上面有超级市场，餐馆，学校，宾馆等，然后教师说：:Now work in pairs and fill in the chart according to the pictures. Then report it to us.
3.然后叫学生根据表格中的信息，进行对话，将这些地点间的位置关系表达出来。
四、教学Section A-2a
1．教师2a部分涉及到的短语，可结合书中的例子进行解释说明。
across from，next to，between…and，on
2．引导学生用这些短语造句，对于学生出现的语法错误，教师要及时指正。
The hotel is across from the bank．
The cinema is between the hotel and the library．
Video arcade is next to the supermarket．
3.先让学生朗读方框中的句子，然后将每个句子与每幅图片相匹配。
五、教学Section A-2b,2c
1.学生齐读方框中的词汇和短语。
2.播放录音两次，学生完成2b。
3.再次播放录音，让学生熟悉对话的所运用的句型。
－Where is …?
－It is …
－Is there a …?
－Yes, …
4．运用上面的对话模式，谈论1a中的地点，编对话，教师提问几组学生进行展示。
六、教学拓展
Ask the way(问路)
以问路为情景自编一个小表演，培养学生的表演能力和交际能力。
七、作业
翻译下列句子。
1．图书馆在超市的对面。
2．公园在银行的旁边。
3．超市在第五大街上。
4．投币电话在电子游戏中心和超市之间。
5. 附近有一个公园吗？是的，在旅馆和邮局之间有一个。
6. 公用电话在哪里？在学校的对边。
第二课时
教学目标
（一）知识掌握：
1．学习词汇 neighborhood, just, straight, turn, left, down, right, on the right 等。
2．语言目标：Ask for and give directions on the street.
重点句型：Just go straight and turn right/left.
It’s down …on the right/left.
（二）能力培养：
1.左（left）和右（right）的分辨。
2.通过这堂课，能让学生用简单的几个词 go straight, turn left/right, on the left/right, down 给他人指路。
3.使用礼貌用语：Excuse me. Thank you very much. You’re welcome/ That’s all right/….
（三）情感体验：
1.能通过问路和指路让学生感受助人为乐的乐趣。
2.了解一点中外一些国家行路方面的差异。
教学过程
一、复习
教师展示一张简单的地图，上面有一些地点，比如超市，学校，银行，医院等，然后指着地图引导学生进行下面的问答：
T:Where is the …?
S:It’s across from/next to/in front of/on/behind/…Or T: Is there a …?
S:Yes, there is. It’s across from/next to/in front of/on/behind/…
No,there isn’t.
二、导入
1.教师提问学生：Do you like music? 然后接着说：Let’s enjoy a song rabbit dance, and try to beat with your hands after me.教师带领学生边听歌曲，边随着歌曲拍打节拍。让学生明白left 和right的意思。
三、词汇和短语
1.教师指着一个学生说: This is A. B is on his/her left. C is on his/her right.
教师随机提问一个学生说: Who is on your left/ right? 然后多提问几个学生，加深对on the left 和on the right的理解和运用。
2. 教师由句子 It’s down Center Street on the left/right.引出down这个单词，然后区别“Sit down”和“down Center Street”中down不同的意思。
3.教师接着说: In China when we are on street we must go on the right. But in some countries like England they go on the left.然后提问: Do you know more traffic rules or signs?教师展示一些交通标志的图片提问学生: What are the meaning of these traffic signs?
4.利用上面的图片，教学短语 go straight.
四、教学Section A-3a
1.学生自己阅读对话，试着找出Paul and Nancy所在图中的位置。
2.教师先叫几名学生说说自己的答案，根据学生回答的情况，教师可调整自己的教学，若学生回答情况较好，教师给出答案即可，若回答情况不理想，教师可引导学生逐句翻译对话，指着图片进行解释。
3.教师播放这部分的录音，学生可小声跟读，注意模仿语音和语调。
五、教学Section A-3b
看3b部分的三幅图片，根据3a部分图片上的位置关系，完成对话。教师叫几组学生将对话表演出来。
六、教学4
利用1a的图片，由一名学生从中选择一个地点，其他学生轮流问问题，每人只能问一个问题，并且问题只能用Yes或No来回答，最后猜出这个地点。教师提示学生在回答过程中，下列句型的运用。
－Is it + position （地点）+ place?
－Yes, it is． / No, it isn't．
七、教学拓展 做游戏 (Where are you now?)
教师将学生分成四人一组，每人手中有一张地图，其中一人说：: You are at A.
Just go straight and turn left. It’s down Fifth Avenue on the left. Where are you now?
其他三人猜A所在的位置。然后其他三人轮流进行。
说明：要使学生能在看地图给他人指路时，把自己设身处地地放到地图当中去，不然很难搞清楚何为左何为右。同时要熟练掌握指路时的几个重点句子，能举一反三。
八、作业（homework）
选出正确的答案
（1）My best friend sits next _____ me．
A．to B．on C．in D．beside
（2）Is _____ a bank near the library?
A．have B．There C．has D．there
（3）－Is there a bike in the supermarket? －_______．
A．Yes, it is B．No, it isn't C．Yes, there isn't D．Yes, there is
第三课时
教学目标
通过几个听力练习让学生能熟练掌握如何问路和指路。
教学过程
一、复习
1．复习上课时中3a的目标语言。
2．提问下列短语，确保学生能准确运用，对于学生出现的错误教师及时指正。
go / walk straight, turn left / right, on the right / left
二、教学Section B-1a
1．让学生观察书中的图片，两两对比，教学下列形容词，教师要指出每组均为互为反义词。
big / small, clean / dirty, busy / quiet / noisy, new / old
2．带领学生大声朗读这些形容词，然后让学生将列表中的短语和图片匹配。
3. 教师利用课件，订正答案，引导学生说出更多的互为反义词的形容词。
三、教学Section B-1b
1.学生朗读给出的对话。
2.教师将学生分成两人一组，模仿给出的对话模式，编对话。
3.教师提问几组学生，将编好的对话表演出来。
四、教学Section B-2a，2b
1．播放录音，让学生圈出听到的1a部分的地点名词，完成2a，教师将答案展示出来。
2．再次播放录音，让学生根据录音内容画出Micheal周围环境图。此部分对学生来说，可能具有一定的难度，教师可以让学生边听完一个句子后，停顿一下，让学生翻译每个句子，根据每个句子的意思画图，最后利用课件展示答案。
说明：画图前先翻译，降低难度。
五、教学Section B-2c
将学生分成两人一组，一人为A，一人为B，A指着上面的地图说出两个句子，一个句子是正确的，一个是错误的，学生B对这两个句子进行回答，以此来练习There be句型及它的肯定回答和否定回答。
六、作业 （Homework）
1．按要求，写出下列词语的正确形式。
（1）dirty（opposite） （2）beginning （v） （3）tour（job）
（4）pass （past form） （5）old（opposite）
2．英译汉
（1）玩得高兴（2）在长椅上（3）一家古老的旅馆
（4）在你住的附近（5）一条繁忙的街道（6）散步
第四课时
教学目标
教会学生there be句型，能够介绍并画出一个地点。
教学过程
一、导入
教师播放媒体资源课件中动画问路3，引导学生进行对话练习，复习关于问路的目标语言，教师要提示学生：懂礼貌的孩子要在请求别人帮助时要说：Excuse me。
说明：复习本单元的目标语言。
二、教学Section B-3a
1．先让学生阅读短文，划出新词和不懂的语言点。
新词有: garden ，district ，take a walk ，through， pass， beginning， tour
2．一起阅读短文，划出描述性的词。
3．教师播放短文的录音，学生先小声跟读，然后教师提问几组学生进行朗读比赛，看看谁朗读的最好，没有读音错误，语音语调地道。
三、教学Section B-3b，3c
1．让学生认真观察3b的图片，先让学生用自己的话描述这幅图。
2．叫一名学生读出待填空的短文部分，其他学生边听边思考，应该填写哪些词。
3.学生完成3b，教师核对答案。
4．教师解释一些语言点。
(1)have fun =have a good time
(2)busy :be busy v-ing sth. or with sth.
be busy v-ing sth．表示“忙于做某事”，在动词v-ing前实际上有介词in, 可以省略；也可以用be busy with sth．表示同样的意思。但be busy with后接名词，be busy （in）后接动词-ing形式。例如：
He is now busy (in) doing his homework. 他现在正忙于做作业。
Tom was busy with some important work. 汤姆正忙于一些重要的工作。
(3)enjoy sth./enjoy v-ing sth./ enjoy oneself
enjoy后接名词或代词：
【例句】：They are enjoying their dinner. 他们在津津有味地吃饭。
enjoy后面可接动词的-ing形式。
【例句】：I enjoy listening to light music. 我喜欢听轻音乐。
enjoy后面可接反身代词(oneself)，构成固定搭配enjoy oneself，意为“过得愉快、玩得高兴”，相当于have a good time。
【例句】：- Did you enjoy yourself at the party?
你在聚会时玩得高兴吗？
5.模仿3a和3b，写一篇旅游指南，谈谈自己的城镇。
四、教学Self Check
1．Self Check 1
让学生用说说每个单词的意思，试着找出每个单词对应的反义词，对于学生不能解决的，教师要给予必要的帮助。
2．Self Check 2
单词扩充，教师给出更多和本单元有关的单词，学生可以有选择摘抄在自己的单词扩充本上。
3．Self Check 3
先让学生自己阅读电子邮件，找出新的单词和短语
Words: airport, pass, arrive, yours taxi
Phrase: take a taxi, turn left, on your right, go through
让学生在不查字典的情况下试着理解电子邮件，然后画从机场到Mike家的路线图，然后教师订正答案，最后全体学生一起阅读电子邮件。
五、教学巩固（口语训练Just for fun!）
让学生自由谈论图片的情节，答问题：Who breaks the mobile phone?
说明：利用有趣的图片，让学生结合本单元的语言知识点，进行训练，将口语训练与知识技能训练结合在一起。
六、作业（Homework）
连词成句
（1）the, neighborhood, is, a, post, office, in, there
__________________________________________________?
（2）next, the, to, it, is, library
____________________________________________?
（3）bank, is, a, pay, there, the, park, between, phone, and, the
________________________________________________________?
教学反思：
篇11：Unit4 Where’s my schoolbag ? 教案教学设计(人教版英语七年级)
Period 1 Section A (1a-2c)
学习目标
1.学会一些表示家具的名词以及学习用品的单词。
2.学会方位介词，in, on ,under , behind的用法。
3.能用方位介词和where句型表述物品的正确位置。
4掌握句型 Is the baseball on the sofa？
Yes, it is./No，it isn't.
温故互查
两人对话。
A: What` this in English?
B: It`s a table.
A: What color is it?
B: It`s black. It`s a black hat.
A: Can you spell it.
B: T-A-B-L-E.
a table a desk a bed
a chair a sofaa schoolbag
设问导读
Task1.Ask for where things are using the picture in 1a.
This is my room .Where are my things?
1.A:Where is the pencil?
B:It`s on the table
2.A: Where are the books?
B:They are in the bookcase
Task 2. Pair work
A:Where is/ are +…?
B: It’s / They’re+介词短语
Task 3. Describe and guess where things are
1.The pen is under the chair. (describe the place )
A: Is the pen under the chair?
B: Yes , it is /.No, it isn`t.(guess the place)
Look at the pictures, practice in pairs.
2.The schoolbags are on the bed. (describe the place )
A: Are the schoolbags on the bed?
B: Yes ,they are.No, they aren`t. (guess the place)
IV.Practice in pairs using your own things
Is/ Are + 物+介词短语？
Yes, it is ./ No, it isn`t.
Yes,they are./ No, they aren`t.
自学检测
I.Listening (Do Activities 1b.2a.2b)
II.翻译下列短语.
在沙发上 在你的书包里
在你的床下
在图片里
在书柜里
（小组讨论总结介词短语的构成）
介词短语=_______+___________+___________
巩固训练
I.单项选择.
( )1. Where is my book? It's under _____ table .
A. my the B. the my C. my
( )2.Where ____ his keys?
A. is B. are C. am
( )3.____ your bag ? At school.
A. What's B. What C. Where's
( )4．-Where is my ruler? -_________.
A.Yes,it is here. B. No,it is not on the desk.
C. It's under the desk.
( )5.Is your key in the drawer?__________.
A.Yes, I am. B. No, it is.
C.Yes,it is. D. No, I'm not.
( )6.________ my baseball? It's under the chair.
A.Where B. Where's C.Where're
( )7.-Is the baseball on the desk?-Yes,______is.
A. they B. itC. the baseball
（ ）8．-Where _______ Tom's books?
-They're _______ the floor.
A. is; in B. are; in C. is; on D. are; on
II. 翻译下列句子.
1.我的书在哪里?
_________________________________?
2.他的棒球在哪里?在桌子下面
_________________________________?
_________________________________.
3.你的电子游戏在桌子上吗? 不,没有.
_________________________________?
-________________________________ .
4.我的书在沙发上吗?不，它们在书柜里.
_________________________________?
_________________________________.
III.句型转换.
1)My backpack is under the chair. (对划线部分提)
_______________________________________?
2)The plants are on the table.(对划线部分提问)
_______________________________________?
3)My dictionary is in the backpack.(变一般疑问句)
_______________________________________?
拓展延伸
改错题
1)The clock are on the desk. __________
2)The books is in the drawer. ___________
3)-Is the ball under the chair?
-No, the ball isn't. ____________
4)-Is the baseball in the case?
-Yes, its'. ___________
Unit4 Where’s my schoolbag ?
Period 2 Section A (2d-3c)
学习目标：
1.熟练掌握本课3个单词.
2.利用交际句型询问并描述物品的位置。
温故互查
I.两人对话。
1.A:Where is/ are +…?
B: It’s / They’re+介词短语
2.A:Is/ Are + 物+介词短语？
B:Yes, it is ./ No, it isn`t.
Yes, they are./ No, they aren`t.
II. 翻译下列句子.
1.我的铅笔盒在哪里？它在你的书包里。
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
2.我的书在哪里？他们在沙发上。
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
3.钥匙在沙发上吗？是的，在。
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
设问导读
Task 1.Role-play the conversation.
Task 2.Answer the following questions.
1.Where is Jack`s bag?
2.Is Jack`s bag under the chair?
3.Where is the map?
4.Is the map on Jack`s grandparents` bed?
5.Where is Jack`s hat?
Task 3. Find out the following phrases.
1.快点 _____________
2.在你祖父母的房间里______________
3.在他们的床上__________________
4.在Lucy的房间里_______________
5.我认为它在床上______________
6.我不知道.________________
Task 4. Fill in the blanks.
Jack and his mother are in their room. Jack is looking for his _1_____， _2_____, _3_____ .His bag is _____4___.His map is ___5_____.His hat is __6__.
自学检测
小组互动。
Lucy `s room
my parents` book
Lily and Lucy`s room
Lily`s and Lucy`s rooms
小组总结:名词所有格的用法
1.____________________________________
2.____________________________________
3.____________________________________
______________________________________
巩固训练
I. .单项选择。
( ) 1._____my books?--They are under the sofa.
A. What are B. Where are
C. What color are D. Where is
( )2.-Is the pencil case on the floor? -Yes,____.
A. it isn’t B. it is C. they are D. they aren’t
( )3.---Are the books in the bookcase? -No,_____.
A. it isn’t B. it is C. they aren’t D. they don’t
( ) 4.-Where is the baseball?-Sorry,__________.
A. it’s in the backpack. B. it’s on the table.
C. Here you are. D.I don’t know.
( ) 5.I have some _________ in my schoolbag.
A. book B. pencil C. eraser D. pens
( ) 6.I________his name.
A.not know B.know not C.don’t know D.am not know
( ) 7.--______under the tree? -No, they aren’t.
A. Where are B. What is C. Are they D. Is it
II. 用下列词组的正确形式填空.
1.Those are___________(key).
2.Where________(be) my books?
3. I have two____________(dictionary).
4.-What are those on the table?--_____(it) are books.
5.They are_____________(Mary and Tom) fathers.
6.She is______(I) friend. Do you know_____(she) name?
拓展延伸
补全对话.
A: Excuse1 , mum. ____2______ my baseball glove (手套)?
B: Sorry, I don’t____3____. Is__4____ on your desk?
A: No, it isn’t.
B: Is it in your______5_______?
A: No, it isn’t in ____6____ schoolbag.
B: Is it __7_____your bed?
A: ___8___, it is. It’s under my pillow (枕头). 9 10 , mum.
A: You’re welcome.
Unit4 Where’s my schoolbag ?
Period 3 Section B (1a-1e)
学习目标
1.掌握本课单词及短语。
2.能准确描述物品所在的位置。
温故互查
I.总结询问物体位置，确认物体位置，描述物体位置的句型。
II. 翻译下列句子。
1.我的书包在哪里？_________________
2.它不在床底下。____________________
3.他们的钥匙在哪里？________________
4.他们在桌子上。____________________
设问导读
Task 1. Write the new words.
收音机_______ 时钟_______磁带模型 飞机光盘
播放机 __飞机模型
Task 2. Write 5 sentences to describe where the things are using the picture of 1a .
_______________________________________________________________________________________________________________________________________________________________________________________________________________________
Task 3.根据1a图画,找出物品的位置并填表.
Things tape player ruler CD
Places on the bed on the table
Task 4.Ask and answer.
1.根据图画及表格自由问答。
e.g. (1).A: Where is the tape?
B: It's on the table.
(2).A: Where are the books?
B: They are on the chair.
2. 小组合作,描述本组内一位同学的物品的位置。
自学检测
I.Listening
1.听录音,完成1c.
2.听录音,完成下列表格。
Things
Places
3. 听录音,并结合表格描述物品的位置.
The English books are under the radio.
II.翻译下列短语。.
1.在我们的房间里_______________________
2.三台收音机___________________________
3.他们的帽子_________________________
4.在Lucy的头上________________________
5.需要我的尺子__________________________
巩固训练
I. 根据要求完成下列句子。
1.on, are , the, dresser, keys, the . (连词成句) _____________________________
2.The students are at school.(改一般疑问句)
____________________________
3. They are very lovely. ( 否定句 ) _____________________________________
4. The quilt is on the bed. (划线提问)
____________________________________
5. Are they in the box ? ( 肯定回答) __________________________________
拓展延伸
读下列短文并判断正（T）误（F）。
I am Jane. This is my room. The TV and tape are on the table. Where is my schoolbag? It isn't on the table. Oh! It's on the bed. My pencils aren't on the table. They are in my pencil box and it's in my schoolbag. My computer games are under the chair. My clock, my ID card and my keys are on the table.
( ) 1. Her tapes are on the TV.
( ) 2. Her schoolbag isn't on the bed.
( ) 3. Her pencils are in the pencil box.
( ) 4. Her pencil box isn't in her schoolbag.
( ) 5. Her ID card is on the table.
Unit 4 Where’s my schoolbag ?
Period 4 Section B (2a-2c)
学习目标
1、掌握本节课的5个单词和重点短语
2、掌握在阅读中如何描述物体的位置
温故互查
翻译下列短语。
1.在我们的桌子下面_____________________
2.在这把椅子上面_______________________
3.在书橱里_____________________________
4.在沙发上_____________________________
5.在李梅的床下面____________________________
6.在我父母的房间里__________________________
设问导读
Task 1.Read the passage by yourself, and answer the following questions.
Is Kate tidy? Is Gina tidy? What about you?
Task 2. Read the passage again and fill in the tables of 2c.
Kate Gina
Things Where Things Where
books and tapes in the bookcase
Task 3. Read the passage once again and answer the following questions.
1.Where are Kate`s books and tapes?
___________________________________________
2.Are Kate`s keys in her schoolbag?
___________________________________________
3.Is Kate`s clock under the desk?
___________________________________________
4.Whose is the white model plane ? Where is it?
___________________________________________
Task 4. Retell the passage.
自学检测
小组互动。
1.语言探究（原文再现） I am tidy.
(1) tidy词性:形容词 *干净的 be tidy.
(运用）他是整洁的______________________
* 井井有条 我的房间是井井有条的______________________________________
2.语言探究（原文再现）Gina always asks .
always 词性____________
(运用)我的弟弟总在他的房间里。_____________________________________
巩固训练
I.阅读。
This is the twin’s（双胞胎姐妹的） room. It’s a nice room. The two beds are in the room. One is Lucy’s and the other(另一个) is Lily’s. They look the same. Their coats are on the beds. We can’t see their shoes. They are under the beds. The twins have desks and chairs. Their clocks, books and pencil-cases are on the desks. Their schoolbags are behind the chairs.
( )6. --- What kind of room is it? --- It’s a ______.
A. classroom B. big room C. sitting-room D. bedroom
( )7. Which one is right?
A. Lily’s coat is on the desk.
B. Lucy and Lily are brother and sister
C. Lucy’s shoes are under the chair.
D. Two beds are in the room.
( )8.---Where are their schoolbags ? ---They are ___.
A. on the wall B. behind the chairs
C. under their beds D. on the beds
( )9. Their shoes are _______________.
A. old B. new C. lost D. under the beds
( )10. We can see _____________________.
A. their shoes under the chairs
B. the flowers on the beds
C. their clocks and books on the desk
D. their backpacks are under the beds
拓展延伸
I.列一个表格，填写你的房间里的物品及它们所在的位置。
Things
Place
2.根据表格写一篇短文介绍你的房间。
My room
_________________________________________________________________________________________________________________________________
Unit4 Where’s my schoolbag ?
Period 5 Section B (3a-Self check)
学习目标
1.复习掌握本单元的单词。
2.学会询问及描述物品的具体位置。
3.学会描述自己房间的物品的位置，尝试使用and。
温故互查
I.翻译下列词组。
桌子______床______梳妆台_______书橱_______沙发______椅子______ 抽屉________书包________录音带________光盘________
在……上_____在……里_____ 在……下______在……后面________
在Jane和她姐姐的床下面_____________
在梳妆台上____________
在Tim的椅子后面______________
在书橱里____________
在他的双肩背包里__________
在她的抽屉里________
在我的书包里_________
II.用上一节课中所填的自己房间物品及其所在位置的表格，写三句话。
设问导读
Task 1.Talk about your room.
可以使用的句型有：
Where is my / his / her / your …？
Is your / his / her / my … on / in / under the …?
Task 2.小组中选出一个最井井有条的人，所有组员都写一篇文章介绍她 / 他的房间，在班内进行交流 (学习使用and) 。
I’m …, I’m tidy. / She’s tidy. / He’s tidy
_ _________________________________________.
自学检测
小组互动。
1.我的铅笔盒在哪里？它在你的书包里。
___________________________________________
2.我的书在哪里？他们在沙发上。
__________________________________________
3钥匙在沙发上吗？ 是的，在。
__________________________________________
4.他的被子在他的床上。
__________________________________________
巩固训练
完形填空。
This is my bedroom. You can see 1 picture on the wall. The light(灯) is 2 the desk. The football is 3 the chair. 4 is the bed? It’s near the desk. My father and5 bedroom is near my bedroom. 6 flowers and a bed 7 in their room. Some windows are8 the wall. A brown door is in the wall, 9 . I like my room and they like 10
( ) 1. A. one B. an C. a D. four
( )2. A. under B. on C. in D. behind
( )3. A. on B. to C. under D. for
( )4. A. Where B. What C. Who D. Which
( )5. A. sister’sB. brother’s
C. motherD. mother’s
( )6. A. Some B. A C. some D. an
( )7. A. is B. are C. have D. be
( )8. A. behind B. in C. on D. under
( )9. A. to B. on C. two D. too
( )10. A. his B. theirs C. they D. them
拓展延伸
I. 观察图片并补全对话。.
This is Li Dong's ___1___.There is a bed, a table, a desk and other __2____ in the room. The desk is ___3__the window. There is a chair ___4__ ___5__ desk. There is a soccer ball ___6___ the chair. The bed and the table ___7___ near the wall. There is ___8___alarm ___9___ on the table. There ___10___ a kite and some nice pictures on the walls.
篇12：Unit 8 Where is John like?(新目标版七年级英语教案教学设计)
教学目标
1）学会描述人物性格特征。
2）学会表达对人物外貌，爱好，个性等方面的综合评价。
3）培养学生发表自己的看法和意见的能力。
教学向导
语言目标
和结构 用what, who引导的一般现在时一般疑问句
Who’s that?
What’s he like?
2. 词汇：描述人物性格的单词
学习策略与
思维技巧 1. 个体操练 2. 群体思维 3. 查找信息解决问题
语言功能 谈论人物特征
表达对人物的简单评价
多元智能 人际交往能力
逻辑表达能力
概括智能
主题思维图及任务型活动
教学过程：
Teaching procedures
Teacher’s activities Students’ activities
Step1 Lead-
in Show some different photos to them and ask them, “Can you tell me who they are”
“What do they do?” Practice “He is …”
Step 2 Let students look at the photos and ask them: “What is the famous Chinese film star Gong Li like?” learn the new words
Step 3 Look at the picture on page 47 and ask the students to practice the dialogue in pairs.
“What is Billy like?” “He is …” Practice the dialogue.
Make up their own dialogues
Step 4 Give each student a piece of paper, and let them fill in the form.(表一). 对家人或朋友外貌，性格，职业，爱好进行调查 Fill in the form
Step 5 Ask students to do listening practice on page 48, 2a. Listen and draw the lines to match the words.
Step 6 .Write a book or see a movie. Then fill in the form.（表二）收看一部电影或读一本小说，记录其中主要人物的性格和外貌等。
Step 7 Interview
针对所填表格，运用所学句型进行口头练习。
Step 8 Writing:
写出十年后你理想中的着装，外貌，性格。
附:
Chart 1
..Names. ... relationship job appearance personality hobbies
(father)
Chart 2
personality appearance Why do you like/dislike him/her?
教案点评及反思：
本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用直观的形式，如照片等来教授新课。
1．导入：用名人照片导入容易引起学生共鸣。由于所选的人物有代表性，比较直接，鲜明的把学生引入到新课之中。加深学生对目标语言的理解。
2． 运用调查身边熟人的方法使目标语言具有很强的实用性。通过表格把新旧知识联系起来，达到温故知新的效果。
3． 阅读这个任务既锻炼了学生们的阅读能力又锻炼了他们分析问题的能力。当然这个任务需要一个充足的准备过程。
评价：本课设计合理，层次清晰；形式多样，课件运用恰当；达到了学生掌握并灵活运用目标语言的教学目的。在任务的设计和衔接上精炼流畅，最后一个任务难度大，老师的可预见性低，在操作时给老师提出了挑战。为了能够完成任务，收到良好的效果，老师和学生都应在课前充分准备。本节课改变了过去那种教师讲解和学生记笔记的学习语言的方式，培养了学生创造性运用语言的能力，并给学生创造能力的发展留出了充足的空间。
建议：可以根据学生情况，把step 6改为group work.即每组读一本书。这样做有助于培养学生团结互助，尊重他人，取长补短的能力。最后一步“写出十年后你理想中的着装，外貌，性格”可以根据情况留做家庭作业。要求学生不光要以文字的形式表达出来，同时要配上简单的图画，并通过板报的形式进行交流。
篇13：《Where are you?》教学反思
《Where are you?》教学反思
反思一：
新学期伊始，作为一名五年级英语任课教师，通过精心的备课和文本以及网络资源的搜集整理我和五年一班的同学们共同完成了上册Lesson1《Where are you from?》一课第四课时的学习内容。这是一节以课文情节为线索，通过句型：”Where are you from? I’m from……”来学习如何询问别人国籍和出生地的教学内容。
本课时教学点清晰，具有丰富的对话背景和教学情境，且可以通过学习了解到世界各国的国名以及地名，还有形态万千的国家版图，对于激发学生学习英语语言的兴趣有着十分重要的作用。虽然对于本课的教学主线有了一定的把握，但是在实际教学过程中也出现了一些不尽人意的地方，使得学生对于知识的接受程度不是很好，因此接下来让我通过本次教学课例来总结和反思一下本课中出现的优点以及不足之处。
课堂之初，我为学生们播放了一首好听的英文歌曲“ Where are you from?” 在欢快的旋律中，学生通过朗朗上口的歌曲很快进入了英语课堂的学习氛围。导入复习环节，我通过卡片出示单词一些西方国家的人名复习了first name/ last name/ middle name等，变换名和姓的位置考察学生记忆单词是否牢固，检验结果很令人满意。接下来是本课的新授部分，在此部分中，我向学生提出了这样一个问题：Where are Sandy/ Dongdong and Cody from? 带着问题听磁带，之后我通过PPT为学生展示了America/ China/ Australia的地图，引导他们学习这三个国家名的英文写法，记忆地图的外形对于记忆国家名是很有帮助的。
因此我说，同学们，美国地图的形状就像是一个大鱼缸，可是我刚刚说完就有孩子举起小手对我所说的进行了评价：老师，我觉得不像鱼缸，而更像是一个鲸鱼在喷水，一石激起千层浪，顿时有纷纷有孩子举手说像半个月亮、像妈妈背的.包包，一时间我被孩子们丰富的想象力打动了，我也第一次意识到了一个发散式思维的课堂是多么的重要，学生们是多么的渴望说出自己心中的想法，如果一名教师只是一味的向孩子灌输自己的想法和教学心得而不关注他们的想法，那么就意味着这是一次失败的教育，因此这是我今后课堂教学中需要牢记并且要及时加以改正的地方。
通过手绘人物头像和多媒体辅助呈现的对话情景，在练习部分让学生们走到讲台前根据掌握的句型和词汇，和自己的搭档完成有趣而生动的校对话，在说与练中增强了学生的动口能力，同时也使孩子们在说英语时更加自信，在对话结束后其他同学举手之处这组同学在对话过程中出现的语病或错误的发音，提高了学生的纠错能力和听力能力，并且集中了其他同学的注意力。这一部分是我在本次教学中比较满意的地方。
在本次教学中，我收获了经验也看到了不足，同时也让我清楚的认识到教师不仅仅要教会学生们知识，而是更要培养孩子们的语言学习思维能力，以学定教、因材施教，通过灵活的教学方式使学生真正体验到英语课堂的乐趣，这样才能达到英语教学的真正目的，在今后的课堂教学中，我会不断吸取以往课堂的经验教训，善于总结，善于发现，用激情与智慧为学生们创造出一堂堂优质高效的英语课堂。
反思二：
1.创设情境，培养学生语言交际能力
在“学习生活化，活动生活化”的教学理念倡导下，课堂教学以“活动”这条线贯穿始终，设计活动贴近学生，贴近生活，贴近实际。我采用了多种教学手段创设生动活泼、声情并茂的情境，激发了学生主动参与课堂活动，投入到语言活动中去，发挥了学生主体作用，培养了学生语言交际能力。
2.注重过程评价，引入竞争机制
在教学中对学生参与的态度进行鼓励性评价，以保护和提高学生主动参与教学的积极性，做到不只关注教学效果，同时也关注教学过程，使对学习过程和对学习结果的评价达到和谐统一，并在教学中引入竞争机制。在整个教学中我对表现好的学生和小组进行奖励，这样在多层次的竞赛中就形成了多角度的评价活动，从而激发了学生的学习积极性。
反思三：
本课主要以询问他人来自哪里为话题，并通过任务设计，让学生在感知、模仿、学习、体验的基础上逐步达到真实运用语言进行交流的目的。学生能够听、说、认读单词：Japan ，France, Germany. 学会句子：Where are you from? I’m from China. 同义句：Where do you come from? I come from….在此基础上我扩展了第三人称单数“Where does she come from?” 我首先通过师生同唱歌曲：“Where are you from?”达到沟通师生感情，创造和谐、民主、宽松的教学氛围。
并根据学习内容的需要将歌词 I’m from China，分别替换成America ，Britain，和Canada。既复习巩固了学过的内容，又调动了学生学习的积极性，活跃了课堂气氛。同时暗示学生今天所学的内容与国家有关。
在课堂设计之初，我为复习设计了一些游戏，如：看图猜词，连续看图考记忆力等等。但经过鄂妍老师的指导和本校领导与英语老师的共同探讨之后，我们认为高年级还是应实实在在以直接明了的形式作好复习。让学生大面积的参与复习，从检验学生认读单词及造句入手，激活已学知识，为新授内容的学习作了知识和心理上的良好铺垫。
词汇教学，我利用环球之旅这一主线引出本课旅行的三个目的地：日、法、德。并在操练环节结束时为学生介绍这三个国家的风土人情，风景名胜，对学生进行文化渗透。并利用与版图相像的毛虫等具体形象，帮助学生轻松记住国家版图。词汇教学注重语音，以听、说、读、写来进行反复强化，是操练做到切实有效。
句型教学，让学生通过所学过的句子，新旧知识相互对比。讲授句子，开门见山，实实在在讲清语法而不是搞一些不切实际的花样。通过琅琅上口的小口诀，帮助学生弄清并掌握第三人称单数的变化。
通过课件，每人胸前的小国旗和猜谜游戏，对所学句型进行大量操练与运用。通过师生、生生之间的多边互动，把大量的课堂时间留给学生，使他们有机会相互切磋，共同提高。
根据课标提倡的任务型教学途径，我为学生创设找朋友任务：学生作为奥运小志愿者恰巧遇到了姚明等体育明星，并用今天所学的句型：Where do you come from ?I want a friend from …与其交谈，用6—8课所学的知识介绍自己的外貌、性格，并表达希望与其成为好朋友的愿望。
让孩子们分组讨论、探索，启动思维，发挥想象，自由运用所学语言交流。通过小组协作学习进行成果展示，在共享成果的基础上加深对所学知识的意义建构，实现英语语言综合运用能力的培养。 本堂课中部分学生仍对第三人称单数转换不熟，在操练环节中可以适当在加入一些书写是练习，以帮助学生理解、掌握。
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