1、學(xué)科英語教師陳麗薈話題物品所屬與位置班級英語-6班時(shí)間2023.12.7地點(diǎn)319流程 具體內(nèi)容 教學(xué)分析教材分析按照七上教材單元知識的編排，將Uint3 (Is this your pencil?)/ Unit 4 (Wheres my schoolbag?)/Unit5 (Do you have a soccer ball?)三個單元各自話題融合梳理為一個總話題“ The belongings and locations of objects”, 創(chuàng)設(shè)話題情境，通過聽，說，看圖，讀等方式，提升學(xué)生的綜合語用能力。學(xué)情分析學(xué)生整體基礎(chǔ)較弱，兩級分化嚴(yán)重，部分同學(xué)（約班級總?cè)藬?shù)的30%）的詞匯

2、量不足以表達(dá)自己的思想。教法學(xué)法教師以任務(wù)型活動為主，學(xué)生以個人、結(jié)對、四人小組活動為主，師生共同完成本課學(xué)習(xí)任務(wù)和目標(biāo)。教學(xué)目標(biāo)知識技能目標(biāo)在本課結(jié)束后，學(xué)生能口頭和書面運(yùn)用以下詞匯與短語：mine, yours, his, hers, pencil, pencil box, schoolbag, book, eraser, notebook, dictionary, bag, baseball, computer game, ID card, watch, ring, mine, yours, his, hers, room, table, bed, sofa, chair, desk,

3、radio, clock, tape, tape player, model plane, on, under, where, their, sports, tennis ball, ping-pong, soccer, volleyball, basketball, TV, interesting, boring, fun, difficult, relaxing, easy, do, does, have, has, go, get, play, like, love, let, sound, we, us, them，thank you for., ask. for., a set of

4、, come on, watch TV.等，以及以前學(xué)過的相關(guān)句型：Is this your pencil? Yes/No, .mine/yours. Are these/those? Yes, .hers/his. /No, hers/his.Where is /are. in/on/under.? Its / Theyre.Jenny has . Its/Theyre in/on/at .最后小組以商討匯報(bào)的形式完成房間物品整理工作，并在全班展示。思維目標(biāo)學(xué)生學(xué)會小組分工合作，能對涉及的語言知識進(jìn)行辨別、分類、選擇、歸納、創(chuàng)造。情感目標(biāo)學(xué)生通過本課的學(xué)習(xí)，漸漸形成講衛(wèi)生愛整潔的良好日常生活

5、習(xí)慣。重難點(diǎn)重 點(diǎn)Is this/that.? Wheres.? Do you have a/an.?Are these/those? Wherere.? Does she/he have.?難 點(diǎn)物主代詞（尤其名詞性物主代詞）與第三人稱單數(shù)在上下文語境中的正取用法。 教學(xué)活動組織安排Step1:（3 minutes）教師活動：Teacher orally greets the students and ask the questions:1.Do you have a pencil box?2.Whats in your pencil box? 3.Is this/ that your.?學(xué)

6、生活動：All the students can individually take out the things from their pencil box and present their right answers, and then ask each other one by one.設(shè)計(jì)意圖：Lead in the topic about objects in unit3 and lay the groundwork for the following step.Step2:（3 minutes）教師活動：Teacher presents some pictures and ask

7、 the students the question: Are these/those Toms/ Alans .?學(xué)生活動：All the students answer the questions together, and then practise the 設(shè)計(jì)意圖：Review the learned words and patterns in Unit3 in pairs and set the stage for the following step.Step3:（2 minutes）教師活動：Teacher shows the photos of Jack and his de

8、sks on the PPT, and orally ask students to guess the answers to the following questions: 1. Which is Jacks desk?” 2. Why do you think so? 3. What is Jacks problem?學(xué)生活動：Students find some information from the pictures and guess the answers individually.設(shè)計(jì)意圖：Train students abilities of predicting and

9、reading pictures and lay the groundwork for the following step.Step4:（3 minutes）教師活動：Teacher shows the picture of Jacks mom on PPT and asks students to predict the conversation between Jack and his mom , listen to the conversation, and check whether the answer is the same as their guessing .Why is J

10、ack talking on the phone with his mom?What does Jack need for his school?學(xué)生活動: Students listen to the conversation ,predict and choose the right answers, and check the answer in pairs. 設(shè)計(jì)意圖：Train students the ability of prediction and getting the main idea by listening.Step 5 ( 1minute)教師活動: Teacher

11、 requires students to put all the things in Step6 into three groups.學(xué)生活動: Students orally classify all the things into three groups: classroom things, bedroom things and sports things .設(shè)計(jì)意圖：Train students the ability of classification.Step 6 ( 2 minutes)教師活動: Teacher asks students to listen to the c

12、onversation again, and match the things with the locations.學(xué)生活動: Students listen to the conversation again and match the things Jack needs with the locations, and then present the answers in pairs. A: Where is /are. in/on/under.?B: Its / Theyre.設(shè)計(jì)意圖：Train students the ability of getting detailed inf

13、ormation by listening to the conversation,and review the learned sentence patterns in Unit4.Step 7: ( 1 minute)教師活動：Teacher asks students to observe a picture of Jenny, Jacks sister, and guess some information about her.學(xué)生活動：Students look at the picture carefully and try to predict some information

14、about Jenny. 設(shè)計(jì)意圖：Train students the ability of reading and predicting the picture.Step 8: ( 6 minutes)教師活動：Teacher shows five questions about Jenny in a chart on one PPT, and ask students to read the passage about Jennys room, and underline the key words and sentences. After that, teacher requires

15、students to complete the five questions in the chart which is also on their handouts.學(xué)生活動: Students read the passage, underline the key words and sentences for each question, and change them into the right answer to each question. After that, students check their answers in groups and share their an

16、swers with the whole class in the following ways. Jenny has . Its/Theyre .設(shè)計(jì)意圖: Get students be able to find the key words by focusing on the detailed information and use the right forms of the words in the context.Step 9: (2 minutes)教師活動Teacher tells students that keeping the things tidy and clean

17、is a good living habit, and orally asks students the following question: What can a good living habit help you?學(xué)生活動: Students discuss the question in groups and answer the questions individually.設(shè)計(jì)意圖：Help students to realize the importance of a good living habit, inspire students background knowledg

18、e about good living habits and set the stage for the following step.Step 10: ( 5 minutes)教師活動：Teacher give students the pictures of a room and some things from unit3 ,unit4 and unit5, and ask students to layout them in a proper way.學(xué)生活動: Discuss how to arrange their own room in their own group.設(shè)計(jì)意圖: Make students use the words and expressions they have learned above.Step 11: ( 6