Unit 4 Where’s my schoolbag? Section A (Grammar Focus-3c) 教学设计2024-2025学年人教版英语七年级上册

Unit 4 Where’s my schoolbag? Section A (Grammar Focus-3c) 教学设计 基本信息 授课课题 人教版英语七年级上册Unit 4 Section A (Grammar Focus-3c) 授课教师 XXX 教学内容分析 本节课的教材取自人教版七年级的Unit 4 Grammar Focus-3c，是section A的最后一个部分。主要目标是让学生熟练掌握本部分重点的意义和用法，学会对不同事物的位置提出询问和回答。在语法层面，主要要求掌握where is和is it的问答这两大知识点，同时也要求掌握on, in, under这三个单词的用法。 学情分析 · 学生已知： -关于家居用品和学习用品的单词，如table, bed, sofa等； -询问和描述物品位置的常用语； -在听力中捕捉细节信息及大意。 · 学生未知： -询问物品位置的疑问词where引导的问句； -描述物品位置的介词on, in, under的用法； -名词单复数及人称代词、物主代词的用法。 · 学生需知： -利用图片、题干等信息进行信息获取； -将所学语言结构化以提高表达能力和对主题的认知； -认识养成干净、整洁、合理摆放物品的重要性。 · 学生难知： -综合运用所学语言在交际中恰当并得体地描述物品的位置； -理解并归纳学过的描述物品位置的语法规则； -在日常生活中，注意物品的合理摆放。 学习目标 语言能力 能够在寻找东西的情境中，通过观察归纳、小组合作等方式正确理解和运用介词on, in, under，以及where引导的特殊疑问句，询问并表述物品的位置关系，训练学生的口语表达能力。 文化意识 贴近生活，注重在日常生活中合理摆放生活用品、学习用品，养成干净整洁、注重细节、条理规范的好习惯。 思维品质 能够在老师的引导下，通过观察、讨论、归纳等课堂活动，探究where引导的特殊疑问句的功能用法与意义，提高对介词运用的基础性思维训练，增加创造性语言实践的提升。 学习能力 能够在学习过程中积极思考、主动探究，发现并尝试使用多种策略绝对语言学习中的问题，积极进行拓展性运用。 教学重难点 教学重点 掌握方位介词on, in, under的用法，并学会使用这些方位介词描述物品所在的位置；正确使用where引导的特殊疑问句并进行相应回答。 教学难点 注意名词单数复数作为主语时be动词的区分和使用；注意代词it和they的正确区分和使用。 教学过程 Steps Learning activities Comments Step 1 Lead-in 1. Let’s sing. Watch a video on the screen and sing along to it. 2. Let’s review. Make some short dialogues by using simple expressions that students have learned in the last class. Students are able to immerse themselves in their singing and review. Justification: These activities can arouse students’ interest in the topic and create a relaxed and pleasant learning atmosphere, so that students can directly review some expressions about the location of objects. Step 2 Presentation 1. Let’s circle. Read the sentences in Grammer Focus and circle the prepositions. 2. Let’s predict. Look some pictures about these sentences. Students discuss in groups to think about and recognize the usage of prepositions “on, in, under” according to pictures. 3. Let’s extend. Learn more prepositions of places through examples. With the absence of the teacher's help, it's a little difficult for students to find the rules of it by themselves. Justification: This step can help students to discover rules by themselves. During this step, students can understand the meaning and usage of “on, in, under”. What’s more, they can also learn some new prepositions of places. Step 3 Practice 1. Let’s fill in the blank. Look at the pictures on the screen and complete the conversations. 2. Let’s substitute. Substitute the underlined part with the proper forms of given words. 3. Let’s make sentences. Make some sentences based on given key words and phrases. With a lot of practice, students' enthusiasm may decline. Justification: This step help students practice the usage of “on, in, under” and “where” and consolidate more related expressions that they have learned. Step 4 Production 1. Let’s say. Make a dialogue. One need to ask the place of objects and the other one need to answer question. For example: A: Where are the keys? B: They’re on the table. 2. Let’s talk. Work in pairs and look at the picture on their textbook to talk about the differences of two different pictures. It is difficult to control whether the expressions used by students are the grammatical knowledge they have learned and whether they are correct. Justification: This step helps students apply the expression of “on, in, under” and “where” in situational dialogue. Step 5 Summary and Homework 1. Let’s summarize. Summarize the sentences in Grammar Focus. For example: ——Where are my books? ——They’re on the sofa. 2. Let’s assign homework. Students must remember the words and phrases and finish the exercises book. Students may practice the conversations we learned today with your partners. Went fast and have a clear request. Justification: Students can develop their ability to grasp the important and difficult points by summarizing the sentence patterns learned in this lesson and get timely consolidation and review after class. 学科网（北京）股份有限公司 $$