新目標(biāo)初中英語(yǔ)七年級(jí)上冊(cè)Unit 4 Where’s my backpack教案和反思

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1、 七上Unit 4 Where’s my backpack? 復(fù)習(xí)課教學(xué)案例 一． 教材分析 語(yǔ)言功能：談?wù)摲轿?，表述方? 目標(biāo)語(yǔ)言：--Where’s/Where’re…? --It’s/They’re…. --Is/Are…? --Yes,…./No,…./I don’t know. The n.＋ be ＋ prep. ＋ n.句型。 重點(diǎn)詞匯：本單元的物品詞匯;介詞：in on under near behind; take bring where know 二． 教學(xué)

2、設(shè)計(jì) （一）課堂任務(wù)設(shè)計(jì)思路： 本課是一節(jié)說和寫的復(fù)習(xí)課，重點(diǎn)是寫。由五個(gè)任務(wù)組成，其中第五個(gè)任務(wù)分兩步。由淺入深，逐層遞進(jìn)，形成完整的任務(wù)鏈教學(xué)結(jié)構(gòu)： 第一個(gè)任務(wù)看圖片復(fù)習(xí)本單元的詞匯。學(xué)生將看到的房間里物品寫下來(lái)，并且分類，再擴(kuò)展到前面單元相關(guān)的詞匯。此任務(wù)不僅強(qiáng)化學(xué)生對(duì)這些詞匯的記憶，為下文做好鋪墊，打好基礎(chǔ)，還有意識(shí)培養(yǎng)他們運(yùn)用科學(xué)高效的記憶方法去記單詞。 第二個(gè)任務(wù)是熟練運(yùn)用本單元重點(diǎn)句型進(jìn)行對(duì)話。句型Where’s …? 和Where’re …?及其回答；Is…?和Are…?及其三種回答（Yes,…./No,…./I don’t know.），以及5個(gè)介詞的熟練正確使用。呈

3、現(xiàn)句型What’s in …? There’s a/an ….是為后面的寫作服務(wù)的。 第三個(gè)任務(wù)是寫便條。便條是考察的常見應(yīng)用小作文之一，它短小精煉，生活氣息濃郁，應(yīng)用非常廣泛。本單元的 Section B中的3a和3b就是讓學(xué)生學(xué)習(xí)如何寫便條。不管是從應(yīng)試的角度，還是從知識(shí)的學(xué)到生活的用來(lái)說，我認(rèn)為會(huì)寫便條是必須的。所以這是本節(jié)課的第一寫 第四個(gè)任務(wù)是綜合運(yùn)用本單元知識(shí)。通過小組討論，填表格以制訂設(shè)計(jì)簡(jiǎn)案，再寫報(bào)告完成設(shè)計(jì)詳案。先討論后記再作文，由詞到句再篇章，層層落實(shí)到寫的目的，是第二寫。 ?。ǘ┙虒W(xué)過程 Step 1. Warming up and greeting Wat

4、ch the flash, Wheres the fork? T: Today Im your new teacher. My name is Agatha. What’s your name, please? … Is this your friend? …And this is…. Get to know several students’names and their friends’names and greet them. Leading in T: You’re my new friends. I’m happy to meet you. And this is m

5、y friend, too. Her name’s Sally. Show Sally’s information card. Her habit is littering her things at home. Step 2. Memory challenge Show Sally’s room. Asking what’s in Sally’s room, get the students to write down the things in her room. Get students to classify all the words they write do

6、wn into three groups and read them. Mention that the words, backpack, baseball and bookcase, are compound words. Step 3. Ask and answer. T: There’re so many things in Sally’s room. Where’s her backpack? Get students to ask and answer in pairs. Make sure that they use is and are correctly. Show

7、 Sally’s computer game, lead them to use I don’t know. Ask, Is it on the desk? Show the next picture and let students work in pairs. Step 4. Write a note Show the picture of Sally at school. T: Look, Sally is going camping tomorrow, what does she need? Get students to guess the Chinese mean

8、ing of go camping. Emphasize the meanings and uses of bring and take. T: Sally is busy now. Can you help her write the note to Tommy? Show the picture of Sally’s room, review where her things are. Give students 4-5 minutes to finish their notes. Show three of them. Step 6. Discussing and writin

9、g T: Tommy wants to make Sally’s room nice and clean. But he needs a best idea. Can you help him? Now please discuss in groups of four, and fill in the chart to work out a simple plan. Then write a report with the beginning, In Sally’s new room. Show Sally’s room. Students work in groups of four.

10、 Make sure that they can fill in the chart with the information they get in their groups. Give them 7-8 minutes to finish the two tasks. Show two of their writings and correct the mistakes if necessary. Step 7. Just for fun T: You help Tommy a lot. So he brings a gift. Let’s enjoy it. Show the

11、flash of Self-chek4. A moral lesson, Don’t litter your things like Sally. Homework 1. Read and spell the words in self-check. 2. Compare to which group’s design is the best. 教學(xué)反思 《英語(yǔ)課程標(biāo)準(zhǔn)》七年級(jí)學(xué)生寫的目標(biāo)：能正確使用常用的標(biāo)點(diǎn)符號(hào)；能參照范例寫出或回復(fù)簡(jiǎn)單的問候卡或邀請(qǐng)卡；能用短語(yǔ)或句子描述系列圖片，編寫簡(jiǎn)單的故事。 作為第四單元的一節(jié)復(fù)習(xí)課，我意在學(xué)生能熟練運(yùn)用本單元及之前單元相關(guān)的詞匯、句

12、型進(jìn)行口頭表述的基礎(chǔ)上，寫出規(guī)范正確的句子，并對(duì)房間進(jìn)行描述。我也認(rèn)為復(fù)習(xí)課的特點(diǎn)應(yīng)該是：溫故知新，層層遞進(jìn)；圍繞話題，由詞到句，再到篇章，由說到寫；不求面面俱到，但要重點(diǎn)突出，鞏固提高。 本節(jié)課，我是基本上按照以上的思路去備課的。以Sally的房間為話題，復(fù)習(xí)詞匯，復(fù)習(xí)本單元的目標(biāo)語(yǔ)言，Where is/are…?和Is/are…?再到寫便條，寫重新設(shè)計(jì)的Sally房間。課后，有幾個(gè)問題值得反思。一、詞匯復(fù)習(xí)時(shí)，可以把詞匯放在句子中處理；在核對(duì)詞匯時(shí)，讓學(xué)生讀出他們所寫的。二，兩個(gè)寫的時(shí)候，投影儀有故障，可以讓學(xué)生把作文寫在黑板上，讓可能存在的標(biāo)點(diǎn)和大小寫問題得到更直觀，更及時(shí)的解決，起到查漏補(bǔ)缺的效果。也可以拿自己學(xué)生的作品作為example,讓學(xué)生更直觀地去發(fā)現(xiàn)問題、解決問題。 第一次上復(fù)習(xí)課，有遺憾但也有收獲，因?yàn)槲蚁嘈庞袊L試才會(huì)有進(jìn)步。