【文章內(nèi)容簡(jiǎn)介】 ir, schoolbag, pencil box, puter game” in the same way)3)Students work in groups and discuss the pronunciation of the new words, and then the teacher invites two students to teach the new words, the other students read after the student )Students read the new words )Students do section A, the words with the words in the picture.(Students first do it independently, then work in their own group and discuss, finally check answers)Step 3: Introduction of the preposition “on, in, under”(1)With the help of the multimedia, show the new preposition “on, in, under” to students.(2)Use the real objects, for example, a box and a pen to show the different meaning of “on, in, under”Step 4: Presentation and practice of the structure “Where’s ’s in／on／under...”1)Show a video of “Tom and Jerry”(貓和老鼠)and introduce them to students: “This is Tom, and that is the video, we can see the cat chases after the mouse, why can’t the cat catch the mouse? Yes, because the mouse escapes and hides in somewhere.” T: Now let’s see where Tom is.(Show the first picture, the mouse is on a box)T: Where’s Tom? S：…(Help students to answer “It’s on the box.”)(Show the second picture, the mouse is in a box)T: How about this one? Where’s Tom? S：It’s in the box.(Show the third picture and ask and answer in the same way)2)Students work in pairs and practice the structure “Where’s ’s in／on／under...”e, then show their dialogues.(With the help of teacher’s pictures)Step 5: Presentation and practice of the structure “Where’re ’re in／on／under...”1)Show a picture of some keys that are on the ：Where’re the keys? S:…(Help students to answer “they’re on the desk.)(Show another picture of some keys that are under the table.)T: Where’re the keys? S: They’re under the desk(Show the third picture of some keys that are in the desk)T: Where’re the keys? S: They’re in the )Students work in pairs and practice the structure, then show their dialogues.(With the help of teacher’s pictures)Step 6: Read the dialogue in Section A, 1a, and role )Students read after the )Read the dialogue in 1a )The whole class is divided into two groups, and then role play the 7: section A, )Students listen to the tape for the first )Check )Students listen to the tape for the second time with the answers and try to 8: A small quiz我的書(shū)在哪里？在沙發(fā)上。_______ _____ my books?_______ _____ on the 、鋼筆在桌子上。The pen _____ _____ the 、她的鑰匙在書(shū)包里。Her keys _____ _____ the 、Lily的鋼筆在盒子里面。Lily’s pen is _____ _____ 、我的書(shū)包在哪里？在椅子下。Where _____my ________?It’s _______ the _______.（Work in groups and get the answers.）Step 9: homework 1)Make a report: Introduce your like this: This is my school bag is…The books are… 2)Copy the news wordsTeaching Reflection:教學(xué)反思: 本節(jié)課主要圍繞物品的擺放展開(kāi)教學(xué)，學(xué)習(xí)了有關(guān)物品和重點(diǎn)學(xué)習(xí)了三個(gè)介詞的運(yùn)用。這堂課設(shè)計(jì)銜接自然，教學(xué)方法多樣化；但我忽略了一點(diǎn)，就是本節(jié)課物品的詞匯量較多，學(xué)生在運(yùn)用時(shí)會(huì)出現(xiàn)短路現(xiàn)象，需要教師或同學(xué)的提醒。所以這節(jié)課告誡我在詞匯教學(xué)方面還有待提高。此外，本節(jié)課主要采用了說(shuō)，讀，聽(tīng)，的方式圍繞教學(xué)目標(biāo)展開(kāi)教學(xué)，口頭表達(dá)操練是口語(yǔ)課堂的精髓所在。如何高效地進(jìn)行口語(yǔ)操練是我一直所探尋的問(wèn)題。在本課中，我設(shè)計(jì)了多種不同形式的口語(yǔ)操練活動(dòng)，希望學(xué)生能夠逐步掌握口語(yǔ)交際技能，實(shí)現(xiàn)自主交流。采用任務(wù)型教學(xué)法，注重語(yǔ)言的交際功能與使用；同時(shí)也注重對(duì)學(xué)生自主學(xué)習(xí)能力的培養(yǎng)。但在教學(xué)過(guò)程中要關(guān)注一下基礎(chǔ)差的學(xué)生。第五篇：新目標(biāo)英語(yǔ)七年級(jí)上冊(cè)Unit5說(shuō)課稿新目標(biāo)英語(yǔ)七年級(jí)上冊(cè)Unit5說(shuō)課稿青銅峽第五中學(xué) 王俊霞教材分析教學(xué)內(nèi)容1)、詞匯：have，soccer，ball，tennis racket，pingpong ball，volleyball，basketball sport，bat，2)、語(yǔ)言結(jié)構(gòu)：A、Do you have a pingpong ball？Yes，I do。Do you have a pingpong bat？Not，I do not。Does she/he have a pen？Yes，she/he does教材的地位及其作用本單元的教學(xué)主要內(nèi)容是：學(xué)習(xí)have的一般現(xiàn)在時(shí)的疑問(wèn)式的肯定和否定回答，該話題與學(xué)生的日常生活緊密聯(lián)系在一起，容易喚起學(xué)生的學(xué)習(xí)興趣，這對(duì)于提高學(xué)生的綜合能力很有幫助，特別是說(shuō)的能力。本單元仍在繼續(xù)學(xué)習(xí)一般現(xiàn)在時(shí)，這是一個(gè)生活中離不開(kāi)的時(shí)態(tài)，也是最基本的一個(gè)時(shí)態(tài)。新課程標(biāo)準(zhǔn)要求學(xué)生重點(diǎn)掌握一般現(xiàn)在時(shí)，這在英語(yǔ)中使用頻率很高，學(xué)好這一時(shí)態(tài)的用法對(duì)以后其他時(shí)態(tài)的學(xué)習(xí)和交際有很大的幫助。二、學(xué)生分析學(xué)生現(xiàn)有的能力與已掌握的知識(shí)：學(xué)生在已經(jīng)學(xué)過(guò)詞匯：What is this ？ What is that？ 句型： Where is?? It’s in / on / under/?經(jīng)過(guò)前面的學(xué)習(xí)學(xué)生已經(jīng)積累了一定的詞匯，掌握了一定的目標(biāo)語(yǔ)，已經(jīng)具備了一定的聽(tīng)說(shuō)讀寫(xiě)能力。三、教學(xué)目標(biāo)語(yǔ)言知識(shí)詞匯：A、重點(diǎn)掌握表示有關(guān)各種運(yùn)動(dòng)球類的名詞, 如basketball, soccerball，so on 重點(diǎn)句型：? Do you／they have a TV? Yes，I／they do．／No，I／they don’ he／she have a soccer ball? Yes，he／she does．／No，he／she doesn’、語(yǔ)言技能1）、能看著圖片說(shuō)；Do you／they have a TV? Yes，I／they do．／No，I／they don’ he／she have a soccer ball? Yes，he／she does．／No，he／she doesn’、學(xué)習(xí)策略1）、利用老師所提供的圖片卡片做出簡(jiǎn)單的判斷。2）、通過(guò)與同學(xué)交流，學(xué)會(huì)使用一般現(xiàn)在時(shí)的疑問(wèn)形式及肯定和否定回答。情感態(tài)度1）通過(guò)各小組的對(duì)話練習(xí)培養(yǎng)學(xué)生的合作精神； 2）通過(guò)學(xué)習(xí)本單元，教會(huì)學(xué)生之間互相有無(wú)的主要句式重點(diǎn)難點(diǎn)Have 的一般現(xiàn)在時(shí)的疑問(wèn)式用法。Have的一般現(xiàn)在時(shí)的疑問(wèn)句，及其肯定，否定回答。簡(jiǎn)單拓展主語(yǔ)第三人稱單數(shù)的句型。教學(xué)手段：采用最簡(jiǎn)單的卡片圖片、課本以及肢體語(yǔ)言。理念與思路、教法1）采用圖片進(jìn)行直觀教學(xué)。2）學(xué)生在課堂教學(xué)過(guò)程中口頭訓(xùn)練應(yīng)成為本單元教學(xué)的重點(diǎn)內(nèi)容。教學(xué)突破：Section A重在通過(guò)使用動(dòng)詞have對(duì)物品的所屬進(jìn)行提問(wèn)和回答的交流式口語(yǔ)活動(dòng)，學(xué)習(xí)由助動(dòng)詞do或does引導(dǎo)的一般疑問(wèn)句的構(gòu)成以及回答。教師要善于引導(dǎo)學(xué)生比較行為動(dòng)詞的疑問(wèn)句和be動(dòng)詞的疑問(wèn)句在構(gòu)成和回答上的區(qū)別，通過(guò)大量和反復(fù)地操練以達(dá)到運(yùn)用自如。四、教學(xué)流程一、第一教學(xué)環(huán)節(jié)：情景創(chuàng)設(shè)，導(dǎo)入新課 教師活動(dòng) 學(xué)生活動(dòng)Section A主要內(nèi)容是通過(guò)使用have對(duì)物品的所屬進(jìn)行提問(wèn)和應(yīng)答，來(lái)學(xué)會(huì)使用do和does引導(dǎo)的一般疑問(wèn)句。所以在教學(xué)中可采取問(wèn)答式導(dǎo)人法：。升降語(yǔ)調(diào)、拼讀、接龍和肢體的方式記憶單詞。2．檢查學(xué)生記憶單詞的成效。學(xué)生看1a的圖片,使字母和單詞相對(duì)應(yīng)。第二教學(xué)環(huán)