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武珞路小组实习教案(七年级)
发布时间:2009-12-03       编辑:admin

Unit4 Where’s my backpack? (Section A 1a~1c)
秦晶晶,齐春玲,雷桂林,刘洁,汪淑君 周义媛
(美方主编,英语《新目标》七年级上册,人民教育出版社,2006年6月第4版)

Step1 Guidance (new words in this unit) (10 minutes) 
1. Teacher shows a picture of furniture around a room.
T: What’s this in English?
Ss: It’s a table/desk/dresser…
Teacher asks some students to write these words in a column on the blackboard. (Remind students of the difference between “table” and “desk”.)
2. Teacher shows another picture of various items around a room.
T: What can you see in the picture?
Ss: A backpack, a plant, keys…
Teacher asks some students to write these words in another column on the blackboard.
3. Place some common classroom items in various positions around the classroom (in, on, under other objects). Students are asked to describe the location.
Eg: Teacher puts a book on the desk, a ruler under the book, an eraser in the book.
Ss: The book is on the desk. The ruler is under the book. The eraser is in the book.
Teacher writes on/in/under between the two columns.
After these words are presented on the blackboard, teacher asks students to repeat them.

Step2 Activity 1a~1b (8 minutes)
1. T: Now turn to page19 and finish activity1a quickly.
After 2 minutes, check the answers.
2. T: Ok! Now listen and number the things [1-5] in the picture when you hear them.
Play the recording once, then check the answers.

Step3 Presentation (where questions) (10 minutes)
Teacher shows a picture of a large room.
T: Look at this picture carefully and answer my questions! Where is the backpack?
Ss: It is/ It’s under the table.
T: Where is/Where’s the boy’s baseball?
Ss: It is/ It’s on the floor.
T: Where are Tom’s keys?
Ss: They are/ They’re in the drawer.
T: Where are his CDs?
Ss: They are/ They’re on the bookcase.
Write these sentences on the blackboard and call students’ attention to the words underlined.

Step4 Practice (15 minutes)
1. Chainwork
Teacher shows the picture of the large room and asks students to do chain work.
Eg: Teacher (asks a student in group1): Where is the plant?
S: It’s on the table.
Then the student asks a student in group2.
S: Where are his keys? …
Students try to practice in chains.
2. Pairwork
T: Turn to page 23. Here are two pictures. Work with your deskmate, try to describe the location of each item.
Teacher goes around the classroom and checks students’ work. And then, ask several pairs to act the conversations.

Homework:
Review the new words and sentence structures.

板书设计:
 
plant    on        table                       Where is/Where’s…?
bag               dresser                     It is/It’s in/on/under…
tape     in        bookcase                    Where are …?
hat                sofa                       They are/They’re in/on/under…
keys    under      drawer


 
Unit4 Where’s my backpack? (Section A 2a~3c)
Step1 Reviewing (5 minutes)
Review the words and sentence structures by translation.
T: 棒球在哪?              S: Where is the baseball?
T: 它在床下。              S: It is under the bed.
T: 你的钥匙在哪?          S: Where are your keys?
T: 在抽屉里。              S: They are in the drawer.
T: 海伦的植物呢?          S: Where is Helen’s plant?
T: 在她的桌上。            S:It’s on her table.

Step2 Presentation (general questions) (10 minutes)
T (asks a student): Where’s your backpack? Is it in your drawer?     S: No, it isn’t.
T: Is it on the floor?    S: Yes, it is.
T (asks the whole class): Is his backpack on the floor?     S: Yes, it is. /No, it isn’t.
T (asks another student): Where are your keys? Are they in your backpack? 
S: No, they aren’t.
T: Are they under your pencil case?      S: Yes, they are.
T (asks the whole class): Are his keys under his pencil case?
S: Yes, they are. /No, they aren’t.
Write the questions and answers above on the blackboard. Ask students to repeat the sentences after the teacher.

Step3 Game: Guess the location (12 minutes)
Teacher shows students several pictures with a bed, a chair, a desk, a table, a dresser and a bookcase on them. Then teacher asks a student to come to the platform and turn to the blackboard.
T (points to the picture): Now I have a backpack and I put it here (under the bed).
Then teacher asks the student on the platform to turn back and guess where the backpack is. He has only three chances.
S: Is the backpack on the desk?         The whole class: No, it isn’t.
S: Is the backpack in the drawer?       The whole class: No, it isn’t.
S: Is the backpack under the desk?       The whole class: No, it isn’t. It’s under the bed.
Repeat the games several times to help students practice the questions and answers.

Step4 Activity 2a~2b (8 minutes)
1. T: Turn to page20.Listen and number the things [1-6] when you hear them.
Play the recording a first time and then check the answers.
2. T: Ok! Now listen and number the things [1-5] in the picture when you hear them.
Play the recording the second time, and then check the answers.

Step5 Activity 3a~3c (2 minutes)
1. Ask student A: Where’s my notebook?     S: I don’t know.
Teacher asks a student to write “I don’t know” on the blackboard. And then ask students to repeat “I don’t know” twice. 
2. Ask students to finish activity3a quickly and then read the conversation together.

Step6 Game: Find the difference. (8 minutes)
T: Work with your deskmate. Student A, look at the picture on page19. Students B, look at the picture on page21. The two pictures look like the same, but they are different. Please find out the differences by sentence structures “Where is…? Is it on/in/under..?”

板书设计:
Is his backpack on the floor?                     Are his keys under his pencil case?
Yes, it is. /No, it isn’t.                           Yes, they are. /No, they aren’t.

I don’t know = I do not know.    

                   
Unit4 Where’s my backpack? (Section B 1a~2b)   
Step1 Reviewing (10 minutes)
T (holds a student’s pencil case): What’s this in English?     Ss: It’s a pencil case.
T (hides the pencil case on the platform): Now guess where his pencil case is. Try to ask me.
S: Is it in the drawer?             T: No, it isn’t.            
S: Is it on the desk?               T: No, it isn’t.
S: Is it on the floor?               T: Yes, it is.
T (holds two keys): What are these in English?             Ss: They are keys.
T (hides the keys in the hand): Now guess where the keys are.
S: Are they in the draw?            T: No, they aren’t.
S: Are they under the book?         T: No, they aren’t.
S: Are they on the floor?            T: No, they aren’t.
T: Look! Where are the keys?        T: They are in your hand.
Ask students to write the sentence structures on the blackboard.

Step2 Activity 1a~1c (20 minutes)
1. Activity 1a, Match the words with the things in the picture.
Ask students to read each word twice and then match the words with the objects.
Then check the answers.
2. Activity 1b~1c.
T: Look at everything in the picture and try to memorize as many items as you can.
After three minutes, ask students to cloze their books and to write down as many items as they can. Invite one student to write on the blackboard. After the student has finished, ask other students to add any missing words to the list.
T: Now look at the blackboard and answer my questions. Where is the notebook?
Ss: It’s on the bed.
T: What is on the bed?          Ss: The notebook.
Write the questions and answers on the blackboard. And then, ask students to practice in pairs.

Step3 Listening practice (10 minutes)
1. Read the list of words and ask students to repeat them twice.
2. Play the recording the first time. Listen and circle the things Tommy wants from his room. Then check the answers.
3. Play the recording the second time and ask students to write down notes like the example. Play the recording a second time and ask students to check their answers.

板书设计:
Is it on/ in/under…?                 bed, table, dresser,       Where is the notebook  
Yes, it is. / No, it isn’t.               bookcase, notebook,      It’s on the bed.
Are they on/ in/under…?             hats, math book         What is on the bed?
Yes, they are. /No, they aren’t.         ... …                  The notebook.

 
                     Unit4 Where’s my backpack? (Section B 3a~3c)
Step1 Activity 3a (15 minutes)
Ask students to read the note and draw the missing things in the picture. Then ask students the following questions.
T: Who writes the note?                      Ss : Grandma
T (writes “Grandma” at the bottom of the note): Who does Grandma write the note to? 
Ss: Feifei. (Writes “Dear Feifei” at the top of the note)
T: But why does grandma writes this note?
Ss: Take these things to your sister: her hat, watch, notebook, keys and ID card.
T: Where are these things?
Ss: The hat is on the dresser…
T: Look at the word “take”. What does it mean?
Ss: 拿走,带走
T:Yes, then how do we say “拿来,带来”?
Ss: Bring.
T: We have another word “fetch”. Let’s see their differences.
 take
 

Speaker        fetch 

               bring                 
T (tells one student): Take your notebook to the back.
T (tells another student): Bring his notebook here.
T (tells the first student): Fetch your notebook.
At last, ask students to read the note together.

Step2 Activity 3b (15 minutes)
First, ask students to finish the note and invite one student to read his note.
Language points:
1. Can…? 询问某人是否能做某事,提出请求或建议。
Can you …?  Yes, I/we can.  No, I/we can’t.
Can he/she/they…? Yes, he/she/they can.  No, he/she/they can’t.
2. need + n/ pronoun/ to do sth

Step3 Writing a note (15 minutes)
First ask students to draw an ideal room.
After students have finished, ask students to write a note to a friend asking for four things from his/her room.
(Teacher goes around the room and checks their notes.)

板书设计:
         take     
                     
speaker   fetch   

         bring


1. Can…? 询问某人是否能做某事,提出请求或建议。
Can you …?  Yes, I/we can.  No, I/we can’t.
Can he/she/they…? Yes, he/she/they can.  No, he/she/they can’t.
2. need + n/ pronoun/ to do sth

 
 
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