微课Unit 4 Where's my backpack教案

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英 语 微 课 分 析 报 告

*_**学 刘某某

一、情况概述、目标达成情况

这一节微课是七年级上册Uni4 Where’s my backpack?关于介词in，at, on, under, behind的用法，是比较重要的内容。通过教学，基本达到了教学目标，使学生能熟练掌握简单的介词的用法。

二、优点

1.注意培养

采用目标和任务教学法，调动学生的积极性，提高认知能力。引导他们积极参与课堂。

2、用情境和任务教学法来完成Where引导 的特殊疑问句和一般疑问句Is the ... in/on/under the ...? 的回答。

学生对于方位介词的特点理解深刻透彻，这一点我没预设到。当我意识到这一点时，我立刻引导学生们采用合作交流和游戏来完成教学任务，这样更能利于学生接受。这一点的处理很有特色。

三、不足

1.对学生的鼓励形语言不足，学生活动交流过于活泼，时间用得过多。

2.学生游戏时有点乱

从时间分配看，探究的内容占了大部分时间。处理的节奏不好。挤占了学习表达方法的时间，我认为这样的课堂比例分配是很不合理的。

四、改进措施

本单元生单某某比较多，课前应让学生提前预习，教师要认真精心准备，把课堂活动时间点把握好，尤其是游戏教学既要放得开，又要能及时掌控收回，得到理想的效果和目的。

教学设计Unit4 Where’s my backpack?

Section A 1 (1a-2d)

主备人

刘某某

审 核

沈某某

课 型

听说课

课 时

3



授课班级



授课时间



使用人



学案编号





【课 题】

Unit4 Where’s my backpack?

Section A 1 (1a-1c)

教师复备栏或

学生笔记栏



【学习目标】

一、教学目标：

知识与技能

1. 方位介词：in、on、under、behind、in front of、near等的用法。

2. Where引导的特殊疑问句和一般疑问句Is the ... in/on/under the ...?的回答。

3. 新单某某：bed、table、bookcase、chair。

过程 与方法

采用目标和任务教学法，调动学生的积极性，引导他们积极参与课堂。





【重点难点】

1. 教学重点：

1. 方位介词in、on、under、beh ind、in front of、near等的用法。

2. Where引导 的特殊疑问句和一般疑问句Is the ... in/on/under the ...? 的回答。

3. 新单某某：bed、table、bookcase、chair。2. 教学难点：

He has shorter hair than Sam.

Is Tom smarter than Tim?

She also sings more loudly than Tara.

教学难点

Where引导的特殊疑问句和一般疑问句Is the ... in/on/under the ...? 的交际。





【情感态度价值观目标：】

能对介词及地放进行提问，明确任务，以学生为主体。加强小组合作学习，积极回答问题。







【教学过程】

【教学过程】

【教学过程】

【教学过程】

【教学过程】

Ⅰ. Lead-in

1. Ask Ss to write down some sentences Ss write and we can group them into some pairs, like: [Section A 1a]

in --- on;? under --- behind,? where; on the bed;in the bed;

Give Ss an example

e.g.?Where’s my backback? It’s under the table.

Step 1: Greetings

Greet the students as usual.

Step 2: Warming up

1.Play an English song before class to interest the students.

2.Warming up and revision

Prepare some school things: a pen, an eraser, some pencils and so on. Ask the questions in this wayXXXXX

—What's this in English?

—It's a/anXXXXX

3.Revise some school things by asking questions.

e.g.:

What’s this?

Is this a ...?

How do you spell it? etc.

Learn the new words in, on, under, behind ... by helping the teacher find the lost things.

T: Where’s my English book?

S1: It’s here ./I think it’s ...

T: Oh, it’s on the desk.

XXXXX

T: Where’re my color pencils?

S2: ...

4.Guessing game: What's in the house? Let's go into the house.

5.Teach the new word “where” and the use of “they”.

Consolidate the prepositions by looking at the screen and answer the questions:

Where’s ... ?

Where’re ...?

Step 3 Game (I and my desk mate)

Students hide and look for the school things in pairs. One student hide one school thing and asks: Where’sXXXXX? Where’reXXXXX? The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performances.

Step 4 Presentation

New words learning

Show the students a picture of a room, tell them this is a bedroom and let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, and let the students answer, using the prepositions.

Repeat with a sitting room and a study, t each the new words and practice in the same way.

Step 5: 1a-1c

Work on 1a Match the words with the things in the picture. Students do it individually first, then check the answers.

Work on 1b play the tape for the students and ask them to number the things in the picture. Then ask one students to report the answers.

Work on 1c Make up dialogues in pairs, using the things in the picture. Let two pairs show their dialogues

Step 6: A memory test

S how a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and places.

Step 7:Present the furniture.

T: Look at the big picture on the screen. This is a big nice room. There is some nice furniture in it. Do you know the names of the furniture?

(Show a picture of a table and a sofa.)

T: What's this? It's a table. “Table”. Read after me. T-A-B-L-E, table.

Ss: T-A-B-L-E, table.

T: What's this? It's a sofa. S-O-F-A, sofa.

Ss: S-O-F-A, sofa.

(Teach the other words bookcase/chair/desk/hat/head in the same way.)

2. Present in/on/under.

T: Where is my book？(Put a book on the desk and ask.)

S1: It's on the desk.

T: Where is my book？(To all the students.)

Ss: It's on the desk.

T: Where is my pen? (Put a pen in the pencil box and ask.)

S1: It's in the pencil box.

T: Where is my pen? (To all the students.)

Ss: It's in the pencil box.

T: Where is my schoolbag？(Put a schoolbag under the desk and ask.)

S1: It's under the desk.

T: Where is my schoolbag？(To all the students.)

Ss: It's under the desk.

(Write “in, on, under” on the blackboard and explain their meanings. )

3. Show some pictures to practice “in, on, under”.

[设计意图：通过活动自然而然地过渡到新课。]

Step 8　Research cooperation

1．Work on 1a.

(1)Look and find.

(2)Match and discuss.

a. T: Would you please match the words with the things in the picture?

b. T: How many words do you know? Can you share the words you know with your partners?

c. T: Please discuss with your partners and check whether your answers are the same.

2．Work on 1b.

(1)Listen and number.

a. T: Listen to the recording for the first time.

b. T: Number the things in the picture when you listen to the recording for the second time.

(2)Check the answers.

3. Work on 1c.

(1)Look at the picture in 1a and write the things you see.

(2)Make conversations with the things in 1a.e.g.

A: Where's the schoolbag?

B: It's under the table.

Step 6　Homework

参照你房间里的物品，用介词in, on, under写五个句子。





【板书设计】

Where’s my backpack? It’s under the table.

Where are my books? They’re on the sofa.

Where’s my baseball? It’s in the backpack.





教学反思

本节课单某某较多，因此最好采用实物或图片教学法来教这些新单某某，这样更具有直观效果，所设计课堂环节一定要能激发学生的兴趣，本堂课所设计的游戏环节就非常好。

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