新目標七年級上 Unit4 教案
l ask some students to report their answer like this: in picture 1, the pencil case is … in picture 2, the pencil case is…; in picture 1, the books are … in picture 2, the books are …設計意圖：設置任務，通過對比的方式讓學生理解方位介詞。利用表格直觀體現出兩幅圖的不同點， 再將它的不同點復述出來，其目的在于培養學生的語言組織能力。作用運用：listing & comparing step six practice the drill “where is / are…?”l present short dialogues, using pictures or objects to help. dialogue 1: a: where’s my bag? b: i don’t know. is it on the sofa? a: no, it isn’t. dialogue 2: a: where’re my books? b: i don’t know. are they on the bed? a: yes, they are. teach “don’t =do not”, “ know”.l check the homework in period one. make reports to share the information they got from the friends or teachers, and give their simply assessment.設計意圖：話題由課本知識向實際生活延伸，體現語言的語用原則。l let the students make similar dialogues according to the pictures in section a, 3a&3c.l put the dialogue in the right order.( section a, 3a.)設計意圖：通過對這個句型的大量操練，使學生掌握該句型的用法，避免單調枯燥的語法講解。homework: l finish off the exercises in the exercise book. l act out the dialogues. (section a, 2a & 2b.)設計意圖：由課堂活動向課外延伸。任務運用：action period three 課前準備教師: 準備表格、與本課有關的實物和多媒體課件。學生: 學習用品
period three sub topic talk about the room functions talk about where the things are recycled language alarm clock; video cassette; cd; math book; computer game where’s …? it’s in / on / under … where’re…? they’re in / on / under… structure the math book is on the dresser. the cds are on the bookcase. …… tasks listing & sharing