第一篇：会云 教案 Unit 4
Unit 4 What can you do? A Read and write教学设计
一、学情分析
五年级学生对英语仍然有着浓厚的学习兴趣，对英语充满了好奇心，也具备一定的语言知识和技能。他们不仅活泼好动，爱听爱说，而且善于口头模仿。小学生的心理和年龄特点决定了学生对有趣的听、说、唱、做、游戏、玩、演、视听等生动活泼的教学活动更感兴趣。然而，学生自主阅读的训练相对缺乏，当然也就谈不上对阅读或写作技能、策略、方法的掌握。
二、教材分析
本课是一节阅读教学课，以Friends（Play together, help each other）为主线，本课时的子话题是Find a friend to play together。Read and write分为读、写两部分：第一部分要求学生阅读机器人Robin的一段交友启示，完成判断句子正误的活动；第二部分为个性化的书写活动，要求学生参考电子邮件，写出三个关于自己能做什么或者不能做什么的句子。新课标主张学生在语境中接触、体验和理解真实的语言，并在此基础上进行学习和运用，以学生为主体，通过有层次地阅读，学会提取本文关键信息的能力和掌握在语境中猜词义的阅读策略，在阅读中增强思考和语言表达的能力。
三、教学目标
1、知识目标：
(1)能够读懂简单的电子邮件，能用I am.../ I can.../ I can’t...介绍自己或他人的特点和能力。
(2)完成判断对错、完成图表、填写词句等活动，理解和正确朗读：Try me!Send me an email, robin@urfriend.cn等生词和短语。
(3)能够掌握并运用本单元的重点内容，在阅读理解的基础上交流讨论，表达和交流自己个性化的看法和想法，完成句子或短文的书写活动。
(4)乐观积极地看待自己的特点和能力，尝试用英语交朋友。
2、能力目标：
（1）能够听说读写本课重点词汇和句型，并能在实际生活中灵活运用。
（2）能理解课文大意，从文本中获取信息，增强对文本的理解、分析的能力，促进学生思维的发展。
（3）能够掌握一定的阅读方法和阅读策略，初步养成按意群阅读的习惯。
3、情感态度目标：
（1）激发学生劳动的热情和自豪感，同时也让学生体会家长的辛劳，学会在平时的生活中体贴和关心长辈。
（2）懂得和同伴交流，合作互助，从中获取更多的知识。
四、教学策略
在教学中特别注重对学生阅读能力的培养，采取以学生为中心的教学方式，激发学生的学习动机，调动学生阅读的积极性，多以理解，分析，判断，辨析等教学活动来激活学生的思维。在活动设计时本着体验学习、合作学习、思维学习的教 学理念，将语言学习和多种能力的培养渗透到课堂活动和教学任务中，努力为孩子们提供一个不断感知、不断探索、不断提高的成长空间。
五、教学准备：
多媒体课件
flash cards
六、教学过程
Step 1: warming up
1、Let’s chant:师生一起演唱自编歌谣，师用眼神和动作提示鼓励学生大声演唱，增加趣味性。
【设计意图：通过有节奏的吟唱歌谣，不仅帮助学生迅速地进入英语学习状态，而且拉近了师生间的距离，营造了轻松愉快的教学氛围，有效地组织英语课堂学习，活跃课堂气氛。
2、Sharp eyes:(眼明嘴快)课件闪动配有相应动词短语的图片，学生快速认读。
【设计意图：利用游戏的形式，激发学生参与的积极性，同时也锻炼了快速反应的能力。】
3、Let’s have a race: Make sentences 替换动词词组操练句型I can…。【目的：唤起学生已有的知识经验，在情感交流中了解学生对知识的掌握。】 Step 2：Presentation
1、激趣启思，预设铺垫
① Free talk或Ask and answer: 师What can you do ? S: I can …。
【设计意图：通过师生问答，发散学生思维，为后面的阅读预设问题做好铺垫。】
2、问题引领，预测信息
课件呈现跳舞图片，问：Can you dance ? 示意用肯定回答：Yes, I do.师顺势引导用句型I can dance表示。接着再呈现弹琵琶图片问：Can you play the pi pa? 示意用否定回答：No, I can’t.师借机说: I can’t play the pi pa.【设计意图：本环节让学生根据实际情况发表自己的见解，并在预测中铺垫本课的句型，扫清阅读的障碍，帮助学生减低阅读难度。】
3、知识唤起，导入新知
课件呈现机器人，师问：Look!I have a new friend.He’s a robot.His name is Robin.He’s hard-working.Can you guess? What can he do ? 出示阅读内容同时解释“my” 指的是Robin.“can be”能够成。【设计意图：激发学生的阅读兴趣，引起学生探究的欲望。】
4、整体感知，捕捉信息
课件呈现阅读内容，T:What can Robin do ? Listen, listen carefully!【设计意图：观看课文视听结合,预设问题。指导学生快速阅读（skimming），在阅读的过程中整体把握课文脉络，理解主要内容。】
5、问题深入，推进阅读
① Read, underline and answer(细读，寻答案)要求学生用横线画出表示Robin 能力的的句子并完成表格。I can…和I can’t …。
②快速阅读，圈出关键。（skim and circle）T:What is Robin like?(性格如何?)引导启发学生回答；He is …。同时圈出短文中性格特点friendly and funny.【设计意图：学生带着问题阅读课文，发挥学生的自主学习和探究意识，引导学生思考，进一步搜集并获取具体信息，并划出关键词，回答相关问题，将阅读推向深入。】
step 3: 听读结合，质疑辨析
1、Listen and repeat
2、Tick or cross(根据短文，判断对错)
【设计意图：本环节通过听录音模仿朗读，角色扮演，增强语感。】
3、Repeat the text(复述课文)
4、Write three sentences about yourself.Step 4: 读写结合，巩固提升
1、Good to know:【设计意图：通过了解电子邮件让学生在巩固语言知识的同时，进一步关注了情感教育，让学生学会感恩，学会关怀体贴身边的人。】
2、Let’s write: 发挥想象，填写相关信息。
【设计意图：通过前面的阅读和讨论，丰富了学生的语言，教师为学生提供了基本的写作框架，由填词到写句逐步提高，降低了写作的难度,发展读写技能。】
Step 5：homework
学生学以致用，课后用所学英语知识写一份email给朋友或家长。
【设计意图：让学生在真实的运用中巩固新授知识。】
七、课后反思
本课的设计体现了“以学生为主体，教师为主导”的教学原则。在巩固语言知识的同时，进一步关注了情感教育，让学生学会感恩，学会关怀体贴身边的人。
为了保证阅读的基本因素：“reading for pleasure.reading for information.reading for language.” 我始终以激发学生真实的阅读兴趣和真实的学习动机为目标，通过知识的唤起，知识的获取，知识的再生，知识的运用将阅读教学推向深入。
在教学的过程中，我采用不同的形式，训练学生的阅读能力。首先，我预设铺垫，巧妙地带领学生愉快地走入文章之中，激发起学生的阅读兴趣。接着，我引领学生快速阅读，带着自己猜测的可能答案去理解阅读内容，把文字阅读变为印证活动。让学生从整体上把握课文脉络，理解课文大意，找出关键词和中心句，使学生对文章内容、结构和写作意图有深入的了解。然后，我继续引导学生细读短文，通过听、读、演、练多种感官参与的方式达到巩固语言的目的。为了提高阅读的主动性，让学生在理解的前提下，采用阅读与写作相结合，为学生提供了基本的框架支撑，由填词到写句逐步提高，根据一定的句法和语言规则，让学生进行短文再创造的训练。
本节课的教学内容与学生日常生活实践紧密相连，通过阅读激发学生学习的兴趣，进行阅读技能和策略的指导，突出信息的交流和互动，促进听说技能，发展读写技能，在教学中以旧引新，降低学习难度，不断循环复现，帮助学生积累巩固，提高学生综合运用语言的能力。
教案
五年级
上册
Unit 4
What can you do?
B
Read and write
中心小学
张会云
2015.11.24
第二篇：教案unit4
Unit 4 Listening & Speaking &New words in Text A
Learning focus : 1.Get a general idea about the cultural differences
between the east and the west.2.Talk about some cultural differences in your daily life.3.Know something about Chinese traditional culture.4.Learn how to use the grammar of inversion correctly.Teaching Steps I.Listening.A． Listen to the following sentences twice and fill in the missing words
B． Listen to the following short conversations and choose the best answer to each question.C． Listen to the short passage three times and fill in the blanks with the missing words..II．Speaking.Make a dialogue in pairs according to the instructions given in Cue Card A & B.Cue Card A Situation: You two are talking about Chinese tea and western coffee.Speaker A: You think drinking Chinese tea is very healthy and it is a traditional habit.Tips for speaking List some famous categories of Chinese tea.Talk about your own favorite Chinese tea and why.Cue Card B Situation: You two are talking about Chinese tea and western coffee.Speaker B: You think drinking western coffee is very fashionable.Tips for speaking List some popular western coffee.Talk about your own favorite western coffee and why.Sample Dialogue A：Which kind of beverage do you prefer to drink, tea or coffee? B: Coffee, of course.It’s our tradition to drink coffee.What about you? A：I prefer tea.Chinese tea is part of Chinese culture.It is very healthy and is a traditional habit.B: Can you introduce some famous categories of Chinese tea to me? I know little about it.A：Of course.There are six kinds of tea, namely Green tea, Black tea, Yellow tea, White tea, Oolong tea, Flower tea and Puer tea.B: So many.Which kind do you prefer? And why? A：Green tea.Because drinking green tea can reduce the risk of heart attack and cancers.It can also help me lose weight.You see, I am a lady, so I want to be in good shape.B: Oh, I see.A：Can you tell me some popular western coffee? I seldom drink it.B: Of course.Coffee mocha(摩卡咖啡), latte(拿铁咖啡), cappuccino(卡布奇诺), Americano(美式咖啡), espresso(浓缩咖啡)and so on.A：Which one is your favorite? B: Coffee mocha.It is very sweet and full of cream and chocolate syrup(巧克力酱).Maybe some day you should have a try.Nowadays, drinking coffee is very fashionable.III． New Words in Text A
The students read the words by themselves ,then the teacher correct their pronunciations.And at last the students are required to finish the ex1 in the VOCABULARY AND STRUCTURE.Text A
Teaching Steps : I Guide.A discussion :Do you know any cultural difference between Eastern and Western countries ?What are they ? II.Fast reading.Questions
1.1.How do the Chinese people usually greet each other when they meet? 2.Can you point out some other cultural differences between the western and the eastern countries?
3.How many cultural differences does the author mention in the text? 4.What will a Chinese person say if he or she has received some help from his or her family member? 5.What should we do in order to communicate with the foreigners in a proper way? III.Language points
1.divide into
split or break into parts, separate
They decided to divide the large house into flats.to a large extent
to some/what/an/a certain extent You are correct to some extent.To what extent can he be believed? 2.distinguish v.区分，辨别
distinguish(between)A from B
distinguish A between B
People who cannot distinguish between colors are said to be color-blind.Speech distinguishes human beings from the animals.3.the former...the latter...前者……后者……
If I had to choose between fish and chicken, I’d prefer the former one.4.not only...but also...不仅……而且……(连接两个并列部分)Not only Mr.Lin but also his son joined the Party two years ago.（连接两个主语）
I not only play tennis but also practice shooting.（连接两个谓语动词）
He plays not only the piano but also the violin.（连接两个宾语）
They speak English not only in class but also in the dormitory.（连接两个地点状语）
5.greet:give a conventional sign or word of welcome or pleasure when meeting sb.or receiving a guest
6.greet sb.with sth./greet sth.with sth.对某事作出反应
greeting n.招呼，问候，欢迎
He greeted me in the street with a friendly wave of the hand.7.case instance or example of the occurrence of sth.实例，情形
in any case 无论如何，总之 in no case 无论如何都不 in this case在这种情况下
in case of sth.若发生某事，假如
8.tend to
be likely to behave in a certain way or to have a certain characteristic or influence Women tend to live longer than men.女人多比男人长寿。
9.not at all 根本不……
He didn’t know how to speak French at all.他根本不会说法语。We didn’t go there at all.10.in some formal situations
under /on the present situations在目前形式下
in an embarrassing situation 处于尴尬境地
go into/ out of a difficult situation The company is in a poor financial situation.11.fetch go for and bring back sb./sth.接来，取来
fetch sth.for sb.Fetch a doctor at once.快去请医生来。
Should I fetch your coat for you from the next room? 12.treat...as 对待,看待,把……看作 Do not treat this serious matter as a joke.She treated me all right.13.lack vt.(通常不用于被动语态)缺少,没有 I don’t seem to lack anything.我好像什么也不缺。vi.缺少;不足;没有(+for)They lacked for nothing.他们什么都不缺少。n.欠缺;不足;没有(of)He can not buy it because of his lack of money.4)n.缺少的东西;需要的东西
Water is a lack in this region.这个地区缺水。14.doing 现在分词做后置定语
There is a girl standing at the door.门口站着一个女孩。The baby sleeping now is her child.Who is the boy singing there?
15.neither 否定意义的词在句首, 句子半倒装(参看本单元语法部分)He seldom tells others his secrets, neither does his sister.16.be aware 知道的,察觉的(+of)(+that)(+wh-)I am well aware that this is a tough job.She was not aware of having done wrong.Are you aware of the danger?
17.go(消息等)被传递,流传(+that)The story goes that the Prime Minister will resign.There is a rumor going round that Sue and David are having an affair.18.while doing...用来做状语
Please be careful while doing your homework.He always feels nervous while speaking with strangers.IV.Exercises.V.H.W.Reading.Text B，练习册讲解
I.Warm-up Skimming for specific information: 1)How many kinds of personal names do both Western and Chinese people have? 2)In a formal situation,what do we address men as ? 3)From the viewpoint of sociolinguistics, what can forms of addressing serve as in the society? 4)What shouldn’t we do when we meet a foreigner for the first time? II.Detailed Reading.1.in...situation 在…情况/状态下
In a formal situation, we address men as “Mister”(abbreviated as “Mr.”), married women as “Mistress”(abbreviated as “Mrs.”), and unmarried women as “Miss”.In such a difficult situation, we should try our best to help him out.He is in a desperate situation.他处于绝望的状态之中。
2.abbreviate shorten(a word, phrase, ect), esp by omitting letters缩短（字、词组等，尤指省略字母）；缩写
In writing, the title “Doctor” is abbreviated to “Dr.” 在书写时，Doctor头衔的缩写是Dr.3.prefer（更）喜欢
These days many women prefer to be addressed using the abbreviations “Ms.” or “Madam.” prefer + to + verb She prefers to take a nap after a big meal.prefer + noun 宁愿选择，更喜爱
She prefers cheese, if you have some.如果你们有的话，她更喜欢奶酪。（连接名词）prefer + verb-ing She prefers running to walking.比起走路，她更喜欢跑步。（连接动名词）
4.occasionally adv.now and then;from time to time;not regular He visits me occasionally.他偶尔来看我。
5.exception
1）(an instance of)leaving out or excluding;person or thing that is not included除外；例外；不包括在内的人或物 The children did well, the only exception being Jo, who failed.All students without exception must take the English examination 2）不合规则的事物an exception to a rule of grammar语法规则的一项例外
6.position
1）place or rank in relation to others（相对于他们的）地位，等级 a high/ low position in society 高的/低的社会地位
What is his position in class? He’s third from the top.他在班上得第几名？ 第三名。
2）place where sb./sth.is 位置；方位
From his position on the cliff top, he had a good view of the harbor.We are sitting in a position near the door.我们坐在靠门边的地方。
7.provost
1）(Brit)(title of the)head of certain university colleges（大学中某些学院的）院长（的称号）
2）(US)senior administrator in certain universities（某些大学的）教务长
8.otherwise
Unless they tell you otherwise, faculty should be addressed by their title and last name(e.g., “Professor Smith”).otherwise
adv.in other or different respects;apart from that 在其他方面；除此之外 The rent is high,(but)otherwise the house is fine.租金贵是贵，（但）房子倒很好。conj.If conditions were different;if no 不然；否则
We must run, otherwise we’ll be late.我们得跑着去，要不就晚了。
Do as you’re told, otherwise you’ll be in trouble.照你被告之的去做，否则会有麻烦。Put the cap back on the bottle, otherwise the juice will spill.You should study hard from now on, otherwise you will fail to pass the coming exam.Button up your coat, otherwise you will catch cold.扣上外衣扣，不然你会感冒的。
9.in doubt 不能肯定的，不能确定的
When in doubt, use the formal manner of addressing.当你不能确定时，应该使用正式的称呼方式。
The outcome of the election was in doubt.选举结果还不能确定。
Whether he will come or not is still in doubt.他是否会来还不能肯定。
III.Exercises Unit 4 Practical Writing I． Warm –up.Microsoft，Inc.Interoffice Memorandum To： Peter Clark，Rachel White From： Linda Larson Date： September 16，2004 Subject： Scheduling the project meeting As you know，we are having the project meeting next week in the projection room.Since the room holds only fifty people comfortably without overcrowding.I suggest we hold the meeting to the forty-one people in the Assembly Section on Thursday at 2：00 p.m.and to the remaining forty-three from the other sections on Friday at the same time.If there‘s any problem about this arrangement，please let me know.II． Memo（备忘录）
Writing Tips : 备忘录其实也是广义的信函中的一种，主要用于公司内部对公司的职员、部分通报信息，如会议安排、情况报告、问题处理等等。在英语中称之为interoffice memorandum，其复数为memoranda，简称memo.除了可以采用书面形式之外，备忘录也可以通过e-mail 发出。
备忘录的一般格式如上其中To项是收笺人，在其姓名前可以加上Mr.，Mrs.，Dr.等，在其姓名后可加上职位和部门。From项是发笺人，其姓名前一般不加尊称，但姓名后同样可加上职位和部门。Subject即内容主题，一般用简短的几个字做简略陈述，不需要是一个完整的句子，几个词或词组即可。
Body即内容是备忘录的主要部分，写作应力求简明、确切。首先应直入主题，列出最重要的信息，然后可以具体说明事由、情况，提出意见和建议等，最后可以根据具体情况或重申主题或表示意愿或感谢。
需要指出的是，在备忘录的末尾不需要签名。但是，如果备忘录还发给了收笺人以外的其他人，须在末尾cc： 之后写上其姓名。
III． 练习答案：To: All students From: Zhongshan Subject: Journalist Position Available for the Summer Semester Date: May 10, 2008
The student newspaper is currently looking for a journalist for the summer semester.Applicants should currently be studying at the university, and should preferably have at least two years’ writing experience.The successful applicant will be expected to write two articles every week on happenings in the city and on campus.The position will commence at the end of May and will last through to the end of August.The salary for the position is negotiable and will be based on experience.If you are interested, please send your resume to the campus newspaper office.
第三篇：unit4集体教案
育英学校集体备课教案
七年级英语（上）
主备人： 段雪芳
审核人：李丽娟
Unit 4 Where’s my schoolbag?（The first period）
2.Learn the names of some furniture and some personal things of students.3.Grasp the prepositions: on, under, in.4.Learn to write a note of taking or bringing things.教学目标：1.Learn to ask and answer questions about where things are.重点难点：where’s ＝ where is
It’s ＝ It is They’re ＝ They are the prepositions: on, in, under---where’s the bag?---I don’t know.Is it on the desk?---Please take these things to your sister.---Can you bring some things to school? 教学资源：Radio
PPT 授课类型: 新授课
教学方法：任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
教学过程： Step1：Review
Review the words in page 19.page20.Step2：Teaching aims:
1.Learn to ask and answer questions about where things are.2.Learn the names of some furniture and some personal things of students.3.Grasp the prepositions: on, under, in.4.Learn to write a note of taking or bringing things.Step3：New lessons 1.lead-in
T: Zhang Chenglong can’t find his backpack.So where is his backpack? Can you help him?
T: What can you see in Tommy’s room?
2.words
(1).Learn the new words on the first page of Unit 4.(2).Show the pictures/things on the screen with no words.Get students to speak out their names.3.Remember these words quickly.4.Ask and answer(important expressions)
T: Where is the my schoolbag ? 育英学校集体备课教案
七年级英语（上）
主备人： 段雪芳
审核人：李丽娟
S: It’s ___________
T: Where are the my schoolbag ? S: They’re ___________
5.Conversations(Pairwork)(Groupwork)
(1).Get the students to look at the balls in my hands.Learn the new sentences.Where is the ball? It’s on the desk.Where is the ball? It’s under the desk..Where is the ball? It’s in thedesk.(2).Practice: Look at some pictures and practice the similar conversations.(3).Look at more pictures and learn new conversations: Where are the…?
They are …
(4).Practice the conversations with a picture or your own things.(5).Guessing game
Show a picture of a room with some furniture, and some flashing pictures with different things one by one.Guess: where is …? It’s… / Where are …? They are…
6.Listening
(1)Listen and do 1b..(2)Check the answers.(3)Listen for the last time and repeat.Step4: Exercises in class.Step5: Homework.1.Recite the first conversation of Section A, 1c.教学反思：
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
育英学校集体备课教案
七年级英语（上）
主备人： 段雪芳
审核人：李丽娟
Unit 4 Where’s my schoolbag?（The second period）
教学目标：1.Learn to ask and answer questions about where things are.2.Learn the names of some furniture and some personal things of students.重点难点：New words: keys, baseball, computer game Sentences: Is the baseball on the sofa? No, it isn’t.It’s under the chair.教学资源：Radio PPT 授课类型: 对话课
教学方法: 任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
教学过程： Step1：Review
Review the words in page 19.page20.Review the expressions in page 19.page20.Step2：Teaching aims:
1.Learn to ask and answer questions about where things are.2.Learn the names of some furniture and some personal things of students.Step3：New lessons 1.lead-in(Warming-up)Do some exercises: Choose the correct answers.Look at some furniture and a flashing backpack, and ask the sentence pattern:
Where’s…? It’s…
Look at some furniture and a set of flashing keys, and review the sentence pattern:
Where are…? They’re…
2.words
(1).Learn the new words on the third page of Unit 4.(2).Show the pictures/things on the screen with no words.Get students to speak out their names.3.Remember these words and phrases quickly.4.Ask and answer(important expressions)
T: Where is the my schoolbag ? S: It’s ___________ T: Is it on your desk? S: No.___________ 育英学校集体备课教案
七年级英语（上）
主备人： 段雪芳
审核人：李丽娟
5.Conversations(Pairwork)(Groupwork)(1).Practice: Look at some pictures and practice the similar conversations.(2).Look at more pictures and learn new conversations: Where are the…?
They are … Are they in /on/under…? No.…
6.Listening
(1)Listen and do 2a..(2)Check the answers.(3)Listen for the last time and repeat 2b 7.Game: Find the difference(1)Look at the pictures on Page 21 and Page 19, get students to find the difference.(2).Show 2 pictures of rooms with some furniture: They look similar.Get students to find the difference.Step4: Exercises in class.Step5: Homework.1.Recite the conversation of Section A,3a.2.Write down the Chinese meaning of the new words and key sentences, then translate them into English.教学反思：
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
育英学校集体备课教案
七年级英语（上）
主备人： 段雪芳
审核人：李丽娟
Unit 4 Where’s my schoolbag?（The third period）
一、教学目标：
1.语言知识目标：
1)进一步掌握一些表示家具的名词以及学习用品的单词； 2)进一步熟练运用方位介词表述物品所在的位置。
3）在不同情景下熟练运用以下句型来询问及回答事物的位置。①
—Where's…? —It's in/on/under… ②
—Where're…? —They're in/on/under…
③ —Is the …in/on/under…? —Yes, it is./ No, it isn't.④ —Are the …in/on/under…? —Yes, they are./No, they aren't.4）总结归纳询问事物位置的句型及回答语。2.情感态度价值观目标：
进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。
二、教学重难点 1.教学重点：
1）总结归纳询问事物位置的句型。
2）在不同情景下正确运用所学的句型来询问与回答事物的位置。2.教学难点：
1）训练学生们在不同情景下运用所学的句型来询问与回答事物的位置的能力。
2）能在实际生活情景中中运用所学的句型来询问与回答事物的位置。
三、教学过程
Ⅰ.Warming-up and revision 1.Sing “Where is Tom?” song(like “Two tigers”)Where is Tom? Where is Tom? It’s in the case.It’s in the case.Where is Tom? Where is Tom? It’s on the case.It’s on the case.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.(Then put it in his desk)
育英学校集体备课教案
七年级英语（上）
主备人： 段雪芳
审核人：李丽娟
T: Is your pencil box on the desk now? S1: No, it isn't.It's in the desk.（Put it under the desk）T: Is your pencil box in the desk? S1: No, it isn't.It's under the desk.3.Let Ss ask and answer in the same way.Ⅱ.Grammar Focus.1.阅读指导：
询问事物的位置时可用特殊疑问词where引导的特殊疑问句来提问。句型结构为：
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.① 地图在哪里？_________ the map? ② 它在你爷爷奶奶的房间里。It’s ___ your ______________ room.③ 我的书在哪里？_______ _____ my books?
④ 它们在沙发上。They’re _____the _______.⑤ 他的铅笔在哪里？ ______ _____ pencil box? 3.Check the answers with the class.Ⅲ.Practice
1.(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 shook your head.)2.Now look at the pictures and read the conversation below and fill in the blanks.3.指导：① 注意句中事物的单复数形式，正确运用句型Where is…? Where are…?。
② 认真看图画，看清物品的位置，正确运用介词in, on, under来表达。4.Check the answers.Ⅴ.Practice
1.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… 育英学校集体备课教案
七年级英语（上）
主备人： 段雪芳
审核人：李丽娟
—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.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.Ⅵ.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.教学反思：
__________________________________________________________________________________________________________________________________________
育英学校集体备课教案
七年级英语（上）
主备人： 段雪芳
审核人：李丽娟
Unit 4 Where’s my schoolbag?（The fourth period）
教学目标：1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.重点难点：New words: video tape, alarm clock, math book, hat Sentences: The math book is on the dresser.教学资源：Radio
PPT 授课类型: 巩固课
教学方法: 任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
教学过程： Step1：Review
Review the words in page22 Step2：Teaching aims: 1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.Step3：New lessons 1.lead-in
T: I can’t find my English book.So where is English book? Can you help me?
2.words
Look at the pictures of Tommy’s room and learn the new words: math book, 育英学校集体备课教案
七年级英语（上）
主备人： 段雪芳
审核人：李丽娟
video tape, alarm clock, hat.And also review some words.a)Do 1a.b)Close your books and see: How many things can you remember? 3.Remember these words quickly.4.Ask and answer(important expressions)
T: Where are the schoolbags ? S: They’re ___________
5.Conversations(Pairwork)(Groupwork)Student A: ask questions.Student B: Keep your books closed.A;Where’s the notebook? B: It’s on the bed.A:Where are the schoolbags ? B:They’re ___________ 6.Listening
(1)Listen and do 1d.(2)Check the answers.(3)Listen and do 2b: Write sentences like this: The math book is on the dresser.Call attention to: The keys are…(plural form)(4).Listen for the last time and repeat.Step4: Exercises in class.Step5: Homework.1.Recite the first conversation of SectionB, 2b 教学反思：
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
育英学校集体备课教案
七年级英语（上）
主备人： 段雪芳
审核人：李丽娟
Unit 4 Where’s my schoolbag?（The fifth period）
教学目标：1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.重点难点：Please take these things to your sister.Can you bring some things to school? I need my hat.教学资源：Radio
PPT 授课类型: 复习课
教学方法: 任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
教学过程： Step1：Review
Review the words in page23.24 Step2：Teaching aims: 1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.Step3：New lessons 1.words
Tidy
but
our
everywhere
always
Remember these words quickly.2.Presentation: Show a picture of Lily, a worried girl, and some pictures of her sister and grandma: T explains: Lily is unhappy.She needs some things at school, but they are at home.She calls grandma.But she’s going shopping.Her sister is playing in the park and she’s coming soon.So grandma leaves a note for her sister and asks her to take the things to Lily.Let’s read the note.3.finish 3a 3b Step4: Exercises in class.Step5: Homework.1.Recite the first conversation of SectionB, 2b 教学反思：
__________________________________________________________________________________________________________________________________________育英学校集体备课教案
七年级英语（上）
主备人： 段雪芳
审核人：李丽娟
_______________________________________________________________________________________________________________________________________________________________________________________________________________
第四篇：unit4 earthquake reading教案
Teaching Plan for Lesson 2, Unit 4, Book 1(Senior 1)Earthquakes
教学内容：Lesson 2 for unit 4 Earthquake 课 型：Reading 教学对象：51 students in class 9, senior 1 授课时间：40 minutes 授课教师：Zhou zhuoling
Learning Objectives: 1．Predict the possible contents of a text through the title.2．Skimming for main idea of the text.(From the whole text to each paragraph)3．Sum up the main idea of a paragraph by reading the topic sentences as well as key words or phrases.4．Scan for the detail information(when, where, what and result)by answering questions and filling in the blanks and chart.5．Understand the function of the data in reading.6．Be familiars with the key words and phrases: suffering, canal, burst, at an end, shock, rescue, million, mine, miner, shelter, useless, track, brick, extreme, survivor, trap, electricity, dig out.7．Understand the implied meaning of the text.(We can predict and prepare for the earthquake to reduce the loss, and we should never give up and be united when the disaster comes.)Teaching aids: PPT slides, blackboard Teaching Procedure Stage 1: Leading in(5 minutes)Step 1: Review last lesson.(2 minutes)(T: Class, what we have learned yesterday? T: Yesterday we have learned what may happen before an earthquake.What else? We learned how to protect ourselves in the earthquake.And we also learned what was happening during the earthquake.Step 2: Ss predict the content from the title.(3 minutes)(T: Let's turn to Page 26.Please look at the title of the reading, “ A night the earth didn’t sleep ” Why did the writer say so? What do you think of the title?
Step 3: T invites Ss to give their answers.(T: ** , what' s your understanding of the title.)
Step 4: T summarizes the Ss' opinions about their understanding of the title.(T: The earth didn't sleep in the night.That is to say, a big disaster may happen there.)(If Ss keep silent, T continues to say :)T: OK.It may be difficult to answer now.Please keep this question in mind.After we finish this lesson, I’d like you to give me your answers.)Stage 2: Fast reading.(8 minutes)Step 1: Skimming: Ss do fast reading to find out the main idea.(5 minutes)
(T: Now please read the text quickly, and find out the main idea of this reading.Please pay more attention to the first sentence in each paragraph and the time in the text.And then do the exercises on PPT.You have 3 minutes to go.Now begin.PPT: 1)What's the main idea of the text? The passage mainly talks about a(n)earthquake that happened in Tangshan in 1976.2)Match each paragraph with its main idea.Para.1 A.Damage caused by the earthquake.Para.2-3 B.Rescue after the earthquake.Para.4 C.Signs(迹象)before the earthquake.)Step 2: T checks Ss' answers and guides Ss to sum up the main idea of each paragraph by going through the topic sentences as well as the key words and phrase.(3 minutes)(T: This passage tells us an earthquake that happened in Tangshan in 1976.What's the topic sentence in Paragraph 1? What's the topic sentence in Paragraph 2? What's the topic sentence in Paragraph 3? What's the topic sentence in Paragraph 4?)Stage 3: Scanning(Careful reading).(21 minutes)Step 1: Ss read Para.1 and fill in the chart to show signs before the earthquake.(3 minutes)(T: Let's look at paragraph 1, what strange things happened before the earthquake? Read paragraph 1 quickly and fill in the blanks.You have 2 minutes to go.Now begin.)Chart: Time What happened?
People's reaction
Three days before the earthquakes
Well:_____ Nature walls:_____ crack:____
In the chicken & pig:__ countryside Animals mice:___ Fish: ____ People thought little of the quake and they were asleep as usual..At about 3:00 am July 28, 1976 See: _______ In the sky: Hear: _______
In the city: water pipes: ______)
Step 2: T checks Ss’ answers.(3 minutes)
(T: From which sentence can we know that the water rose and fell? What about walls? Where can we find the answer? What happened to the cracks? Read the sentence that tells us what happened to animals? T:.At about 3:00 am July 28, 1976, what can we see in the sky? What can hear in the sky? What happened to the water pipes? T: There were many strange things that happened before the earthquake.But did the people who lived in Tangshan pay more attention to it? How do you know?)
Step 3: Ss read Para.2-3 and fill in the blanks with data from the text.(3 minutes)(T: Let’s read the paragraph 2 and paragraph 3 quickly;try to find out the data in Para.2 and 3.You have 2 minutes.Let’s do it.)PPT: Para.2-3: Fill in the blanks with data(数据)from the text.² _1/3__ of the nation felt the earthquake.² A huge crack that was __8_ kilometers long and _30_ meters wide cut across houses.² In _15__terrible seconds a large city lay in ruins.² ___2/3__of the people died or were injured during the earthquake.² The number of the people who were killed or seriously injured reached more than _400,000_.² All the city's hospitals, _78%__ of its factories and buildings and _90%_ of its homes were gone.)
Step 3: Discussion: What are the functions(功能, 作用)of these data listed in the text?(2 minutes)(T: We can see that the author uses so many data in Para.2 and Para.3.Why does the author use these data? What is the function of these data listed in the text? Discuss with your classmates.PPT: What are the functions(功能, 作用)of these data listed in the text?)Step 4: T invites Ss to share their opinions.(2 minutes)Step 5: T summarizes Ss’ answers.(1 minute)
(T: From the data, we can see that the earthquake happened suddenly and it caused a great damage.)Step 5: T guides Ss to pay more attention to the damage of the second earthquake.(2 minutes)(T: Was there only one earthquake in Tangshan? When did the second quake hit the city? What was the result of that? Where can you find the answer?)
Step 5: T guides Ss to know more about the rescue after the earthquake.(4 minutes)(T: Great damage caused by the earthquake, Tangshan really suffered a lot from it.Was all hope lost? Which sentence tells us?)(T: Who came to help Tangshan first? Please read last paragraph as quickly as you can and do the exercises on the PPT.You have 2 minutes to do it.One , two, begin.)PPT: Q 1: What did the army do? ² The army sent _______ to Tangshan to help _______.² They organized teams to _____ those who were______.² They also rescued ____ from the coal mines there.Q 2: What did the rescue workers do? ² They built ____ for survivors whose homes had been destroyed.)Q 3: What other help did the survivors get? ² ____ was taken to the city by train and plane.Step 6: T checks Ss’ answers.(1 minute)
Stage 4: Post reading: Summary and homework(6 minutes)Step 1: Free talk: What should we do when we face the disaster?(5 minutes)(T: Class, when we face the disaster, what should we do? T: We should be united, we should never give up, we should help each other, we should challenge ourselves.)
Step 2: Homework:(1 minute)1.Retell the story according to the time.2.Underline the difficult phrases and sentences.
第五篇：UNIT4对话课教案
UNIT4对话课教案
本课时选择的是第四单元2d的对话内容，话题是谈论新学校的校规。
教学重点：在口语交流中运用情态动词can, must, have to表达许可和禁止；祈使句的否定形式；语音语调和意群停顿。教学难点：不同情态动词表达的意义区别；can和can’t的重弱读变化。
1.导入对话情境。教师创设情境：When you go to a new school, you want to be a good student so you may want to know about school rules.John is at a new school.Let’s see what rules his new school has.2.理解对话大意。让学生读对话，或听对话，回答几个问题。
1）What are John and Alice talking about? 2)How many rules does Alice mention? 4 3． 理解对话细节。让学生再读一遍对话，提一个关键的细节问题：What rules does the school have? 请几个学生问答，再将完整的祈使句板书在黑板上，分成两栏。
Dos
Don’ts Wear the school uniform.Don’t be late for school.Be quiet in the library.Don’t bring music players to school.4． 语言探究及学习。让学生找出对话中所有的情态动词并画线，与同伴核实自己的判断并讨论这些情态动词的意思。5.让学生听对话跟读，模仿语音语调和意群停顿。
6.在班级中开展集体性的分角色对话朗读活动，表演对话。
阅读课教案
本课时选择的是UNIT4,B部分2a-2c 的内容。
主题部分是Molly写过Dr.Know的求助信和Dr.Know给Molly 的回信
1，读前热身讨论，让师友讨论几个问题 快速阅读，找家规。这是本节活动的重点。将两封书信分开阅读。
1）学生阅读2B中的第一封信，圈出Molly的家规，然后再将圈出的内容转写出来
2）学生阅读第二封信，找出Dr.Know的观点并画线，师友相互交流各自的判断，观点，教师核对答案。
3.再读信件，聚焦求助信特征和语言。要求学生快速浏览两封书信，让学生比较一般文章，找出信中有哪些特别之处。总结如下：
1）书信称呼中所共有的词汇Dear 2）称呼后用逗号，不用冒号
3）求助信中第一句是主题句。其后就是解释说明主题句的细节句。
4）信件结束前一般会有明确求助的句子，即What can I do？ 4．师友共同解决 文章中常用的短语，再全班讨论，体会意义和用法。
5．让学生用情态动词填空，完成活动2c。注意第三人称的转换。
6.拓展讨论。让学生回顾molly的家规和校规并思考问题： Which rules do you think are fair? Which rules do you think are unfair? If you were Dr.Know, what would you say to Molly?
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