Unit 7 Where are my shoes?优秀教案说课稿

Unit 7 Where are my shoes? 教学目标：

1.

能听、说、读、写单词shoes, socks, trousers和短语under the bed. 2.

能熟练运用句型“Where are my shoes?”及回答“They are under the bed.”

3.

能积极、主动地与其他同学合作，勇于开口说英语，对所学对话进行情景再现与拓展。

教学重点：

1.

名词的复数形式。

2.

掌握并正确运用Where are ......?句型对物品位置进行提问。

教学难点：

1.Where are ......? 与Where is ......?的用法区别及其正确回答。

教具准备：

单词卡片，图片，多媒体课件，每位学生准备一些文具用品。

教学过程：

一、Warm up. 1.Greetings. T:Hello everyone.I’m glade to meet you here.At first,I’ll introduce myself.My first name is Li,so you can call me Miss. Ss:Li. T:OK.Are you ready for our class?

Ss:Yes. T:Now let’s begin our class.Everybody stand up.Hello boys and girls. Ss:Hello,Miss Li. T:Nice to meet you. Ss:Nice too meet you,too. （设计意图：简单的问候，可以拉进师生之间的距离，帮助学生适应英语语感，使学生很自然地进入英语学习状态。）

2.Sing a song. T:Now let’s sing a song together,OK? Ss:OK.(学生一起唱）

T:Great!Sit down,please. (设计意图：采用歌曲来缓解学生的紧张情绪，建立轻松、和谐、民主的课堂氛围，既复习了旧知，调节了气氛，又为下面的学习做好了铺垫。）

二、Presentation. T:This class we’ll learn Unit 7.(板书）Read after me,Unit 7. Ss:Unit 7. T:Today I bring a picture to you.Look,this is my room.Is it beautiful? Ss:No. T:It’s very messy.I want to find something.Can you help me? Ss:Sure. T:Where’s my skirt?Who can help me?

S:It’s on the bed. T:Thank you!Look at this picture,Who can make a dialogue? S1:Where’s my schoolbag?

S2:It’s on the desk.(练习几组）

(设计意图：复习“Where is ......?It’s ...... .”的句型，为学习新课“Where are ......?They are ...... .”句型做好铺垫。）

T:This class I’ll introduce my good friend, Billy.Oh!It’s time for the party.But where is Billy?Let’s go and find him,OK? Ss:OK. （设计意图：创设情境，让学生在真实的语境中学习，有利于培养学生的综合语言运用能力。）

T:Oh,here.What is he looking for?Can you guess? Ss:猜答案。

（设计意图：设置悬念，调动学生学习的兴趣，加深对单词的印象。）

T:Look!What is he looking for? Ss:袜子。

T:Yes,sock.S S /s/ /s/,O O /ɒ/, /sɒ/.,ck ck /k//k/ ,sock.Read after me,sock. Ss:跟读。

T:How to spell it? Ss:S—O—C—K,sock.(板书）

T:Good!Read it one by one.（看单词卡片）

Ss:读单词。

（设计意图：语拼教学和拼读练习，加强学生的读、写能力。）

T:Look.Where is my sock? Ss:It’s on the chair. T:Right.Who can make a dialogue? Ss:练习对话。

（设计意图：在单词的教学中时刻注意词不离句，紧密与教学内容结合。）

T:One sock.Oh,two socks.Spell it?（看课件，单词复数的变化。）

Ss:S—O—C—K—S，socks.（板书）

T:The last s pronounces /s/,socks.Read it one by one. Ss:读单词。

（设计意图：利用多媒体课件展示单词的复数形式，加以理解。）

T:Good job.Look at this picture.Where are my socks? S:It’s on the chair. T:No,we should say :”They are on the chair.”Where are my socks? They are on the chair.Understand?（强调本课重点句型）

Ss:Yes. T:Who can make a dialogue with me? 师生对话。

T:Who can make a dialogue with your classmate? Ss:练习对话。

（设计意图：在单词的教学中时刻注意词不离句，句不离目标句型，

紧密与教学内容结合。）

T:Wonderful! Oh,look.What is Billy looking for now?Guess. Ss:猜答案。

（设计意图：让学生发挥想象，继续调动大家学习的积极性。）

T:Yes,shoes.sh pronounce /ʃ/,oe /u:/,/ʃu:/,s pronounces /z/,/ʃu:z/.Read after me,shoes. Ss:跟读。

（设计意图：语拼教学，注意sh /ʃ/和s /z/的发音。）

T:Let’s spell it. Ss:S—H—O—E—S.Shoes.（板书）

T:Ok.Read it one by one.（看单词卡片）

Ss:读单词。

T:Great!Let’s have a look.Where are my shoes? S:They are under the bed. T:Clever!Read after me,under the bed. （设计意图：看课件，由问题回答直接引出短语under the bed,直观了解短语的意思。）

Ss:跟读。

（两遍）

T:Boys together. Boys:Read. T:Girls together.

Girls:Read. T:OK.Who can make a dialogue with me? 师生练习对话。

T:Who can make a dialogue with your partner? Ss:练习对话。

T:Great!Billy is very careless.Now he can’t find his... Ss:裤子。

T:Right.”trousers”,tr /tr/ ou pronounce /ɑʊ/, /trɑʊ/, s /z/ er /ə/, /zə/ /trɑʊzə/, s pronounces /z/, /`trɑʊzəz/. （设计意图：语拼教学，多音节单词分音节逐步练习，从而完成整个单词的拼读。）

Ss:跟读。

T:Let’s spell it, OK?（板书）

Ss:T—R—O—U—S—E—R—S，trousers. T:Let’s play a game,OK? Ss:OK. T:Look at me.If I put the picture here(上），you should say loudly.I put here(下），you should say lowly. I put here(左），you should clap your hands and say this word. I put here(右），you should be quiet. Are you clear? Ss:Yes. 师生做游戏。

（设计意图：trousers比前两个单词要难，采用游戏教学，集中学生注意力，在玩中巩固单词，培养学生对学习英语的浓厚兴趣。）

T:Look!Where are my trousers?Can you find? S:They are under the desk. （设计意图：由under the bed 拓展到under the desk.进一步理解under 的用法。）) T:Oh,clever!Make a dialogue with your partner,who can? Ss:练习对话。

T:Great!Look at the blackboard.Let’s read together. Ss:读学过的单词和短语。

（设计意图：对所学知识进行一个简单的回顾。）

T:Very good!Look at me.Where are my pencils? Ss:They are under the book. T:Where are my rulers? Ss:They are on the pencil box. T:Good job.Now make a dialogue in your group. Ss:小组练习。

T:Which group wants to try? Ss:小组展示。

（设计意图：通过小组合作练习，使学生能运用所学语言在真实语境中进行交流。）

三、Practice.

T:Very good!Now let’s play “智勇大冲关”。Are you ready? Ss:Go. T:First,say the words quickly. Ss:看课件快速说单词。

T:Next,choose the right answers.Number 1,who can? S:回答。

同样方法回答三道题。

T:At last, let’s find the differences between two pictures.Are you ready? Ss:Go. T:Look!What’s the differences between two pictures? Ss:可以汉语回答。

T:Yes.Answer my question”Where are my trousers?”

S:They are on the chair. T:Good.Look at the two pictures, find the differences.Who can make a dialogue? S1:Where are my socks? S2:They are on the bed. 第三幅图方法同上。

（设计意图：通过闯关的游戏，既练习巩固了新知识，又调动了学生的积极性，使整堂课达到一个小的高潮。）

T:Look!Billy has a good friend,Linda.She is very careless,too.One morning,she is late.What are Linda and her mother talking about?

Let’s listen to the tape. Ss:听录音。

T:Listen again.Answer a question.Where are Linda’s shoes? Ss:再次听录音。

T:Who can answer,Where are Linda’s shoes? S:They are under the bed. T:So clever!Listen to the tape,again.Please read after the tape. Ss:跟读。

(设计意图：在英语教学中，原声语音的模仿是必不可少的步骤，有利于培养学生优美的语感，锻炼学生的听力，阅读能力，为英语的终身学习打下良好的基础。) T:OK.Please open your book,practice in your groups,and then act the dialogue. Ss:小组练习。

T:Which group wants to try? Ss:表演对话。

（设计意图：让学生对所学内容进行情景再现。）

四、Expand. T:Now I have a new room.Let’s go and have a look.Is it beautiful? Ss:Yes. T:Thank you.Now look at my room,let’s write a passage. 师生一起完成。

T:What about your room?Talk about your room with your friends.Like this. Ss:根据提示完成短文。

T:Who wants to talk about your room? Ss:介绍自己的房间。

（让学生在任务中完成书写，既练习了句型，又培养了学生的书写能力，提高学生的综合语言运用能力。）

五、Summary. T:Who can tell me ,What have you learned today? Ss:回答所学知识点。

（设计意图：让学生主动对本课知识点进行归纳，检查学生的学习效果，使学生对知识点印象深刻，从而提高了学生的英语学习能力。）

T:Good!At last.I have two pictures.This room,it’s very messy.This room,it’s very clean and tidy.Which room do you like best? Ss:干净整洁的房间。

T:Great!We should keep the room clean and tidy.Because keeping the room tidy is good for our study.Yes? Ss:Yes. T:Ok.After school,please help your parents to clean the room.OK? Ss:OK! （将知识性与思想性融为一体，对学生进行了思想教育，使学生对所学内容有了一个更高层次的认识，使英语教学的目的得以充分的

发挥。）

六、Homework. T:So much for today.Remember the homework.First one,write the new words and the sentences.Second one,read the dialogue ,and make a new dialogue with your partner.Do you remember? Ss:Yes. （设计意图：布置作业的时候，既要注重本课知识点的巩固练习，又要注意把课内的学习延伸到课外。）

结束语

T:Class is over.Please stand up.Goodbye everyone. Ss:Goodbye Miss Li. T:Say goodbye to teachers. Ss:Goodbye teachers.