新版人教版七上英语unit4第三课时(洋思+杜郎口模式)

课题：UNIT 4-3 Where ’s my schoolbag? 设计者： 一年级·组制【三维目标】1、知识与技能 : 1.掌握本课单词及短语。

2.能准确描述物品所在的位置.2、过程与方法：导学，合作，探究的方法.1、旧知链接： 我们学习了很多生活与学习物品,大家都知道哪些. 2: 新知自研: 认真阅读1A 找出下列短语单词：收音机_______ 模型_________ 飞机 _________ 播放机＿＿＿＿ 时钟 短语：录音机 飞机模型 英语书【学习目标】掌握物品所在的位置并能用物品所在的位置，熟练进行口语交际同类演练（时段： ， 时间：分钟）“日日清巩固达标训练题” 自评： 师评：(二)。

根据句意及首字母提示完成单词。

1：My schoolbag is u the table.2: Where are my books? I d know.3: Where are the keys? They ’re o the desk. 4: Where ’s my hat ? It ’s on your h . 5: I have a c . It can tell me the time. 6: He is a boy, b I ’m a girl. 发展题： （三）句型转换。

1：My clock is on the table .（就划线部分提问） your clock?2: His keys are on the table . （就划线部分提问） his keys?3: They ’re on the chair. (改为一般疑问句，并做出肯定回答) on the chair? , .4: This is my room. (改为一般疑问句，并做出否定回答)this room?, .提高题：（四）阅读短文,判断正(T)误(F).I am Jane . This is my room. The TV and tape player are on the table. Where is my backpack?It isn't on the table. Oh !It's on the bed .My pencils aren't on the table. They are in my pencil case and it's in my backpack.My computer games are under the chair .My alarm clock ,my ID card and my keys are on the dresser.( )1. Her tape player are on the TV.( )2 .Her backpack isn't on the bed.( )3.Her pencils are in the pencil case.( )4.Her pencil case isn't in her backpack.( )5.Her ID card is on the dresse（五）.选择题( )1)—Where is my ruler? —_________.A.Yes,it is here.B. No,it is not on the desk.C. It's under the desk. ( )2).Is your key in the drawer?__________.A.Yes, I am.B. No, it is.C.Yes,it is.D. No, I'm not. ( )3).________ my baseball? It's under the chair.A.WhereB. Where'sC.Where're( )4)—Is the baseball on the desk? —Yes,______is.A. theyB. itC. the baseball( )5)—Where _____ Tom's books? —They're _____ the floor.A. is; inB. are; inC. is; onD. are; on（六）.翻译句子1)我的数学书在哪里?____________________________?2)他的棒球在哪里?在桌子下面._______________________________________?________________.3)你的电子游戏在梳妆台上吗? 不,没有._______________________________________?-________________.4)我的书在哪里?它们在沙发上._______________________________________?________________. 5)他的书在床上吗?不,没有.______________________________________?_______________ （七）.改错题1) The clock are on the desk.2)The book is in the drawer.3)—Is the ball under the chair? —No, the ball isn't.4)—Is the baseball in the case? —Yes, it's.（八）、完形填空This is _1_ photo __2__ my room . Can you see my bed ?It is here .It is nice .These __3__ my books .They are __4__ . My dictionary __5__ on a chair . Look ! What’s that ? It’s __6___ What col or is ___7__ ? Do you know? __8_ green . It’s __9__ the floor（地板）.My backpack （双肩背包）__10_ under the bed .I like my room !( )1、A. a B. an C. /( )2、A. to B. in C. of( )3、A. is B. am C. are( )4、A. on desk B. on a desk C. under desk( )5、A. am B. is C. are( )6、A. a plant （植物） B. plant C. the plant ( )7、A. these B. those C. it( )8、A. It’s B. She’s C. He’s( )9、A. to B. on C. in( )10、A. don’t B. are C. isⅢ.复习辅导部分：1、回头看：基础知识再现与梳理.2、 2.精品阁：充实完善课堂笔记.3.资料库：搜集查阅资料.4.秀身手：完成作业任务.【教师寄语】Early to bed and early to rise, makes a man healthy, wealthy, and wise.早睡早起使人健康、富裕又聪明。

Unit 4 Where is my schoolbag （第3课时）讲课教师： 学科：English 课时：3总课时数：教学目标 知识与技能 (1) Talk about where things are .(2) Learn the usage of the preposition . 过程与方法Interactive teaching method .情感态度与价值观(1) Talk about where things are and keep your room clean and tidy.(2)According to plenty of conversations to increase the ability of the language expressions .教材分析 教学重点 How to talk about where the things are.教学难点How to talk about where the things are.教 学 过 程教师活动学生活动备注（教学目的、时间分配等）Leading-in Do you like tidying rooms ? Do you often clean your own room ? How do you place your things ? Let’s read your composition . Interactive and consolidation Step 1 .Revision Look at the screen and talk about the place of the things in the room Step 2. Reading and writing 1. Show the picture in 2a on Page 23 to the students , then write the words they know for the things in the picture . Ss read their composition s. Say. Look at the picture and write . 5’ 5’ 9’。

Unit 4 Where’s my schoolbag？（第3课时）一、教材分析本单元围绕着Where is my schoolbag?的话题，共设计了三个部分的内容。

通过教授本单元，使学生学会谈论房间里物品的位置，能读懂有关物品位置的便条，并学会写便条让朋友帮自己从房间里取东西。

Section B学会通过观察和听音，来谈论和记录房间里物品的名称和位置。

1a, 1b, 1c, 2a, 2b进一步熟悉表示物品的单词，并能谈论和记录物品的位置。

二、三维目标语言知识目标 1．正确谈论物品的位置。

2．掌握表示日常物品的新单词。

3．熟练运用in, on, under, beside, in front of, near。

4．熟练运用 where is/ are …？的疑问句形式并做出正确回答。

5．注意名词单复数和代词they 的用法。

语言技能目标 1．能流利地谈论物品的所在位置，如：Where is my backpack? It’s under the bed. Where are my books? I don’t know. 2．能询问所找物品的物质，并能用yes/no 进行简单回答，如：Is the plant near the chair? Yes, it is. / No, it isn’t. Are my keys in the drawer? Yes, they are. /No, they aren’t.情感态度目标 1．培养语用能力，让学生真正做到在用中感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化； 2．帮助学生养成干净整洁的好习惯。

三、教学重点1．重点词汇：table, bed, sofa, dresser, bookcase, chair, drawer, plant, bag, alarm cl ock, video, hat, tape, take, bring, thing, under, on, to, can, need.2.重点句型： Where is my backpack? It’s under the bed. Where are my books? I don’t know. Is the plant near the chair? Yes, it is. / No, it isn’t. Are my keys in the drawer? Yes, th ey are. /No, they aren’t.四、教学难点熟练运用表示方位的介词in, on, under, behind, in front of, near等五、教学策略六、教学准备Ppt ,图片，教学资料。

第三课时SectionB(1a—2b)教学目标通过本课的学习,学生能够:1.获取和梳理本课语篇中涉及的what、why、how的关键信息;在语境中理解、识记并运用本课时词汇及短语。

如:AM、PM、French、excellent、instrument、singer、future、in the future、term、work out等。

(获取信息)2.利用阅读策略读取喜欢的学科的语篇大意和细节信息,并运用思维导图和复述方式帮助梳理文章内容和架构。

(梳理整合)3.深层思考喜欢的学科和原因,并清楚地阐述自己的观点,提高自身思维品质。

(内化应用)4.借助小组活动,在合作探究中培养语篇分析能力。

(迁移创新)语篇研读What:本课语篇是一个信息栏,介绍了迈克和彬彬二人喜欢的学科及原因以及未来的职业规划。

Why:本课的阅读任务是要求学生阅读文章,根据文章内容填写表格回答问题并填写思维导图,目的是考查学生对文章细节的掌握并在文本学习中引导学生关注连词的使用。

How:文章内容紧扣单元话题,引导学生根据自己的喜好,选择喜欢的职业。

教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。

教学目标学习活动效果评价Lead-in通过师生对话导入本课主题,为新课程的学习做好引导和铺垫The teacher asks the following questions:What’s your class schedule?Is English your favourite class?Why orwhy not?教师观察学生回答问题的表现,根据学生的表现预判学生的能力,并给予帮助和鼓励设计意图通过师生对话,导入本课主题,引起学生的思考,激发学生的学习兴趣,为学生接下来的阅读扫清一些障碍【学习理解】Activity1:Pre-reading通过课程表列出学生最喜爱的科目,为下一步阅读文本做好引导和铺垫1.Free talk.2.Work on1a.Talk about which subjectis your favourite.教师观察学生完成任务的情况,根据学生的课程表给出评价和指导设计意图通过课程表列出喜欢的科目,引出本课的话题,引起学生对如何介绍自己喜欢的科目以及原因的思考【学习理解】Activity2:While-reading通过阅读完成不同层次的理解活动,培养学生整体获取信息和理解信息的能力1.Fast reading.Work on1b and1c.Find out Mike’s andBinbin’s favourite subjects.2.Careful reading.Work on1d.Then check the answers.教师观察学生是否能够按要求完成阅读理解任务,并根据学生的完成情况来引导学生进行更多的阅读技巧的训练,提高学生的阅读水平设计意图通过完成不同的阅读任务,检测学生对文章细节的理解,提高其英语阅读能力以及解决问题的能力,同时通过让学生回答问题,为读后复述做好了语言上的准备【内化应用】Activity3:Post-reading通过完成思维导图,培养学生的发散性思维和创造性思维1.Retell the passage in1b.2.Work on2a.教师观察学生是否能够利用阅读信息进行梳理,能否完整地、顺利地进行语言输出设计意图通过复述文章和完成思维导图,整体把握文章思路和结构,深刻理解主题。

由于本AI只能生成大约800字的文章，以下是其最大生成篇幅内的文章：本篇文章将带您了解人教版英语七年级上Unit 4 Period 3 教案分享。

本节课的主题是“What does he look like?”，它是 Unit 4的第三个练习。

这个单元的练习旨在帮助学生学习人的外貌以及人物特征的表达。

在这节课中，学生将学会如何用英文描述一个人的外貌和特征，概括和阐述人物特征，同时巩固新学的单词、“be”动词、“have”动词、“wear”动词、“long”和“short”这两个形容词，以及一些关于人物特征的动词，例如：”curly”、“straight”、“thick”、“thin”、“big”和“small”。

在本节课的开始，老师将会通过一些示例图片引入主题。

随后，老师将会要求学生首先用“be”动词和“have”动词进行描述，然后尝试使用“wear”动词来掌握更多人物特征的表达方法。

接下来，老师将要求学生分组完成一些小组讨论，然后每个小组交换结果、分析和比较他们的描述，并尝试扩展其描述技巧，使其更加丰富有趣。

在小组讨论之后，每组学生代表将会向全班展示他们的成果。

在此期间，老师将会提供更多的示例，并为学生提供使用“curly hair”、“big nose”、“thin body”、“thick eyebrows”和“small eyes”等特定单词的技巧。

为了让学生更加深入地理解课程内容，老师将提供一些练习，其中包括连线词与图片、提问活动、准确描述图片等等。

这些练习旨在帮助学生巩固所学内容，并部分考察他们的表达能力。

总体而言，本节课的教学目标是让学生掌握描述人物外貌和特征的基本表达方式。

通过本节课的学习，学生将能够使用更加准确和丰富的词汇和表达方式来表达人物的外貌和特征。

同时，学生将可以更好地理解和应用所学单词和语法，以便更加自如地进行英语交流。

感谢您阅读本篇文章，希望本篇文章对您掌握本节课的内容有所帮助。

Unit 4 Where’s my schoolbag?Period 3 (Section B 1a–1e) 【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.●能力目标1. Be able to talk about where things are.2. Develop students’ sp eaking and writing skills.●情感目标Try to educate students to form good living habits.【教学重难点】●重点1. Master the new words and useful expressions.Words: radio, clock, tape, player, model, planePhrases: tape player, model plane2. Master the target language:①—Where’s …? —It’s in/on/under …②—Where are …? —They’re in/on/under …3. Be able to talk about where things are.4. Improve students’ speaking and writing skills.●难点1. Improve students’ speaking and writing skills.2. The usage of target language.【教学准备】A tape recorder, some pictures and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and revision1. Greeting the Ss. Check the homework.2. Review what we’ve learned in Section A.(1) T: I will show you some pictures. Please answer my questions by looking at them.Questions: ①Where is the baseball?②Where are the books?③Where is the schoolbag?④Is the pen on the table?⑤Are the keys under the sofa?(2) T: I would like some of you to ask the questions and others answer according to the pictures.…Step 2: Lead-inTeach the new words, show the students the pictures of the following objects (radio, clock, tape player, model plane, tape, hat) and ask and answer like this:(point to the clock)T: What’s this?Ss: It’s a clock.T: How do you spell it?Ss: C-L-O-C-K, clock.T: Yes, thank you.Show some other things, and have students work in pairs to make conversations like this....Step 3: Presentation1. Teach activity 1a(1) Look and look upT: Open your books to page 22. Would you please look at activity 1a? There are some words in the box. Do you know what they mean? Please look them up in the word list on page 90 and then write down the Chinese meanings under each word. Now, I am sure you know what they mean.(2) MatchT: Please match the words with the things in the picture.(3) Check the answersT: Finished, everyone? Let’s check the answers now.Answers: 1．a 2．f 3．d 4．e 5．b 6．c(4) Read. First, ask the students to read the words after the teacher then ask them to read the words one by one.2. Teach activity 1b(1) Look and rememberT: Look at the picture in 1a for three minutes and try to remember the things in it as much as possible.(2) WriteT: Write down the things you remember and where they are in your notebooks.(3) ReadT: Look at your notebooks and read what you wrote down.Step 4: Practice1. Teach activities 1c(1) T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the things Tom wants from his room, not all of them. Circle each item which is mentioned in the conversations.(2) Play the recording for the first time. Ask students to listen carefully and circle the items.(3) Play the recording for the second time. Ask them to check the answers themselves.(4) Collect the answers and correct mistakes with the class.2. Teach activity 1d(1) Play the tape again, ask students to listen carefully and write down where Tom’s things are.(2) Ask them to pay attention to the pronunciation and intonation.(3) Invite some students to present their work.Step 5: ConsolidationTeach activity 1e(1) Ask students to read through the instruction so that they will know the meaning of it.(2) Follow the instruction. Ask students to make conversations using the school things in Tom’s room in pairs.(3) Leave the students several minutes to do this task.(4) Move around the room, offering help as needed.(5) Invite some pairs to act out their conversations for the whole class.【课堂小结】In this period, we’ve mainly leaned some words of the objects. And we’ve also improved our listening and writing skills through the practice.【课后作业】1. Practice the target language.2. Copy the mains words and try to recite them.3. Preview the next period.。

人教新目标版七年级英语上册Unit4Where’smyschoolbag（第3课时）教案-2019The Third PeriodSection A(3a-3c)I. Teaching aims1. Review the words about furniture and the school things.2. Continue to talk about where things are, using the preposition .3. Can talk about position using the following sentence structures.—Where's…? —It's in/on/under…—Where're…? —They're in/on/under…—Is the …in/on/under…? —Yes, it is./ No, it isn't.—Are the …in/on/under…? —Yes, they are. /No, they aren't.4. Summarize the sentence structuresII. Key pointsSummarize the sentence structures of talking about the position. Difficult pointsCan use the sentence structures of talking about the position in different situations.III. Teaching aidsMultimedia/A tape recorder/A blackboardIV. Teaching proceduresStep 1 Warm-upWarming- up and revision1. Sing “Where is Tom?” song (like “Two tigers”)2. Ask and answer the school things around them.(Put S1's pencil box on the desk)T: Where is your pencil box? S1: It's on the desk.3. Let Ss ask and answer in the same way.Step 2 PresentationGrammar Focus.1. Reading guiding：When you ask about the position, you can use “Where is /are…”,the structures are：Where is…? It's in/on/under… (句子的主语为名词单数) Where are…? They're in/on/under… (句子的主语为名词复数)2. Let Ss read the sentences and fill in the blanks below.3. Check the answers with the class.Step 3 Practicework on 3a1. (Make a conversation with a student.)T: Look at Picture 1 in 3a. Where is the baseball?S1: (help S1 answer) I don’t know.T: (Teach Ss the expression "I don't know." with a body language. for example shake your head.)2. Now look at the pictures and read the conversation below and fill in the blanks.3. Guiding：① pay attention to the singular forms and the plural forms:“Where is…? Where are…?”.②Look the picture carefully, find the correct positions,and discribe them with “in, on, under”.4. Check the answers.5. Read the conversations.work on 3b1. T: When we ask about the place of something. We often use the sentence structure below:—Where is + 单数事物？—It's in/on/under…—Where are + 复数事物？—They're in/on/under…—Is the …in/on/under…? —Yes, it is./ No, it isn't.—Are the …in/on/under…? —Yes, they are. /No, they aren't.Now let's ask and answer according to the picture in 3b or using your own things.T: Where is the computer? Is it in the bookcase?S1: No, it isn't. It's on the sofa.2. T: Work in pairs. Make a similar conversation like this.S1: Where is the computer game? Is it on the sofa?S2: No, it isn't. It’s in the bookcase.(Let the students ask and answer according to the picture in 3b or using their own things.)Step 4 Consolidationwork on 3c Game (Find the differences)T: Student A looks at the picture on P19, student B looks at the picture on P21, 3c. Ask and answer questions to find the differences in pairs. Sample:SA: Where is the schoolbag? Is it under the table?SB: No, it isn’t. It’s on the table.SA: Where are the books? Are they on the sofa?SB: No, they aren’t. They are on the bed…...T: Let’s find out the differences between the pictures. Where is the schoolbag? Is it on the table? (Look at the picture on P21 3c)Ss: No, it isn’t. It’s under the table.(Look at Picture 2)T: Where are the books? Are they behind the sofa? (Look at the picture on P19)Ss: No, they aren't. They are on the sofa.(Look at Picture 2)(Ask some pairs to make conversations and find out some differences.) T: Fill in the chart according to the pictures.（Show the differences）T: Who wants to report it?S1: Let me try. In Picture 1, the pencil case is…In Picture2, the pencil case is…S2: In Picture 1, the books are… In Picture2, the books are…(Ask other students to report it.).HomeworkT: Make a survey after class. Ask some of your classmates “Where is…?Step 5 SummaryLet’s summarize what we learned in this period.Step 6 Homework1. Copy the sentences in Grammar Focus and try to recite them.2. Preview the next period.V. Blackboard designThey're in/on/underTeaching reflection：全文完毕。

第三课时 Section A (Grammar Focus~3c)§自主学习方案自主朗读Grammar Focus ，并将以下句子中空白处补充完整，看谁填得又快又准。

(3分钟)【语法自测】句型转换，每空一词。

1.His books are on the sofa. (对画线部分提问) Where are his books?2.They are on the sofa. (改为一般疑问句) Are they on the sofa?3.The baseball is in the backpack. (对画线部分提问) Where is the baseball?4.Her hat is under the bed. (改为一般疑问句) Is her hat under the bed? §课堂导学方案Step 1 情景导入(Ask and answer about the things in the classroom.)Teacher: Hello, boys and girls. Look at our classroom. There are many things in it. Can you tell me where theyare?Questions:Teacher: Where is your English book/pen/ruler…? Students: It’s in/on/under the…Teacher: Where are the desks/chairs…? Students: They are in/on/under the…Teacher: Is/Are the book/books on the desk? Students: Yes, it is/they are.No,it isn’t/they aren’t.环节说明：通过课前的一个师生互动问答复习上一节课的知识，在问答中引入新课的话题。