Unit-4-where-is-my-backpackUnit-4-where-is-my-backpackI’mhappytobeheresharingmylessonwithyou.NowI’llexplaintheoutlineofmyteachingplanforSectionA(1a-1c),Unit4whereismybackpack?Book1Grade7.Idividemyexplanationtsthisunitistotalkabout“wherethethingsare”.ThetopicisrelatedtoSs'dailylife,soitcanhelptoraiseSs'learninginterestandimprovetheirabilitiesofcommunication.AndSswilllearntotalkabout“wherethethingsare”byownidealthroughtheimaginationoftheroomandthenewunderstandingofThisunitlinkcloselywithunit5.Bythestudyof"“Is/Are…?”inthisunittothestudyof"Do...？"inunit5.Eventuallypromotestudents'comprehensivetolayasolidfoundationforlife-longlearning.Einsteinoncesaid:"Interestisthebestteacher."InterestisthestartingthisfavorablefactorsFocusingonthecultivationofstudentsinterestinlearningEnglish,maintainingtheirstrongsenseofcuriosityandastrongthirstforknowledge.Therefore,teachersintheteachingprocessshouldbecarefullydesignedavarietyofteachingactivities.Positiveusenew,colorfulteaching3thinkingability,Arousingtheirlearningattentionandthenfullymobilizedtolfthebattle."EnglishteachinginGrade7isthebasisofwholeEnglishteaching,tsveSsshouldhaveafullunderstandingofthetargetlanguagestructureandmastersomeusefulwordssuchastable,bed,dresser,bookcase,sofa,chair,ntsshouldalsogetmorefamiliarwiththeusefuletyGoalsSsshouldlearntotalkabout“wherethethingsare”andlistentothematerialsabout“wherethethingsare”.SothewholeclassistoimprovetheSs'abilityoflistening,speakingandcommunication.3)MoralGoalsThroughlearningthislesson,theSswillimprovetheirconsciousnessofnunderon5)DifficultPointsereareandmakethe45themselvesonourlearningpaper.After5minutesIwillcorrectstudents'Theadvantageofthisisthatwefullybelievethem,relyonthemandtheythepracticeofthethreeprepositionstoexperiencetheirusage.Thisprocesscarriedoutwithintuitivemethod.Inthisway,itnotonlycanstrengthenSs'intheunderstanding.ThentheSswilluseactivity1atodrilltheexpression:Whereis…?Itison/in/under……?InordertoletSsmastertheexpressionswellandactivatetheatmosphere,Iwillaskthemtouseactivity1atomakeconversations.Sothathavedone,Iwillgivethemcomments,correcttheirmistakesandencourageStepIIIPracticemasterthenewknowledgeInthisstepIllgatherthelisteningactivityin1b.ThenIwillpresentanewexpression:Wherearehis/your/her……;Theywollyshowtheirindividualitybasedonclassevaluationformtocarryoutself-evaluation.Thisisamajor6featureofthiscoursedesign.Insuchawaytostimulatestudentsinterestinordertocompletethetaskasthedrivingforcetointegratetheknowledgeandskills,throughlistening,speaking,readingandwritingactivitiestolanguageand7thestudentsasateachingsubject,theteacherfromthestudents"learning"tethevarioustasksintheprocessofgraduallyuseoflanguage,Andlayagoodg評價評8力況課外學習(閱讀、詞匯積累)情況A敢于和樂于開口講英語了。B英語口語sstatement9教學教學目標備課時間：年月日教學時間：年月日制作：何苗dSectionAacWhere’s....?/Where're...?It’s/They'reon／in／under.....(2)學習和掌握有關(guān)家具類的單詞：table,bed,/They'reon／in／under.....1、學習運用重點句型"Where…?問題tWarming--up(拍手小游戲)1自主學習(Selflearning)(教師寄任務(wù)一(Taskone)：會讀寫、本課143、小組內(nèi)競賽，看誰記得快、準，并展示(默寫)5抽屜_______植物______(疑問副詞)在哪里________他(她，它)們_____4、認真觀察1a的圖畫，將詞語與圖中物品搭配，小組討論，并核對答案。任務(wù)二(Tasktwo)：用方位介詞描述物品1、利用物品的位置變化，練習方位介詞in,on,under以及介詞短語(教師示范)。下列短語。_aStepIIIPrac