发布时间 : 星期三 文章仁爱版英语七年级下册Unit6 - - Topic1 - - SectionB - - 参考教案更新完毕开始阅读
仁爱版英语七年级下册 Unit6 Topic1 SectionB 参考教案
I. Material analysis
本课是第六单元话题一的第二课时。本课的主要活动是1a和2。通过创设Maria参观Jane的书房的情景呈现出书房主要摆设的词汇和有关方位的表达，同时结合听力训练、两两对话、看图说话等活动进一步学习there be句型的复数、特殊疑问句、一般疑问句及其肯定和否定回答。还将通过熟悉例句后根据内容和示例编写对话的方式进一步练习和巩固表示方位关系的重要词汇。本课涉及到谈论学生家的房间布置，因此教师应积极创设真实的情景，让学生在实际情景中反复操练Section A中已学到的关于方位和房间摆设的词汇。 II. Teaching aims 1.Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇和短语并在实际的 对话操练中加以应用：
lamp, clock, near, under, chair, behind, front, in front of, guitar, window, table, key, put, away, put away, door, look after, thing
能够正确使用there be句型的复数、特殊疑问句、一般疑问句及其肯定和否定回答；
能正确使用方位介词或介词短语，如：on, in, in front of, behind, near, under等；
能够就“存在、请求、命令”等交际功能的基本法进行交流和对话操练，如： （1）—Is there a student in front of the classroom?
—No, there isn’t. （2）Put it/them away, please. （3）You must look after your things. 2.Skill aims
能识别出不同的语调，如陈述句和疑问句等；
能听懂谈论房间、室内摆设的表达，并做出恰当回应； 能就房间、室内摆设进行简单的交流；
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能在口头表达中做到发音清晰，语音语调准确； 能正确朗读对话，注意语音语调和单词重音；
能理解并执行简单的书面指令； 能准确写出黑体单词和词组。 3.Emotional aims
能在学习的同时，热爱自己的生活环境； 能够与同伴积极合作，参与课堂活动，大胆实践。 III. The key points and difficult points
能够在情景对话中，熟练运用there be句型的复数、特殊疑问句、一般疑问句及其肯定和否定回答来谈论房间的物品摆设和方位。 IV. Learning strategies
1.能与他人合作，共同完成学习任务； 2.能够在英语学习中积极思考；
3.能够运用图片、关键词、实物等进行听前预测。 V. Teaching aids
录音机、教学挂图、多媒体和黑板 VI. Teaching procedures Step Introduction (5 minutes) Interaction pattern Student activity 1. The whole class work. 2. Individual work. 1. Focus their attention on the teacher. 2. Do duty report. Some students show pictures of your homes and talk about the rooms in them. e.g. This is my home. There is a study on the second floor. The bedrooms are next to 2 / 10
Teacher activity 1.Get students ready for learning. 2. Help the students revise the words in Section A and “there be” structure. 3.The whole class work. Presentation 1. The whole class (10 minutes) work. 2.The whole class work and pair work. the study. There is a bathroom, a living room and a dinning room on the first floor. ... 3. Look at the classroom and try to describe the objects in the classroom, using “there be” structure. e.g. There is a clock on the wall of the classroom. There is a teacher’s desk in the front of the classroom. ... 1. The whole class answer 3. Use the objects near the students to help them revise “there be” structure. 1.Present new the teacher’s questions and patterns with the learn “there be” structure. T: What’s on the desk? (Show one book.) Ss: There is a book on it. T: Now, what is on the desk? (Show two books.) Ss: There are two books. ... 2. Look at the flashcards. Learn some new words, clock, chair, lamp, near, 3 / 10
help of the objects in the classroom. 2. Present new words with the help of the flashcards
3. Group work. under, behind. and context. Then match the words with the pictures in pairs. T: What’s this? Ss: Clock! There is a clock near the window. T:And what’s this? Ss:Chair! There is a ball under the chair. T:The third one, what’s this? Ss:Lamp! There is a lamp behind the computer. ... 3. Make the 3. Look at the objects in the students go on classroom. First, try to ask and answer questions about the objects, using “there be” structure. After that, try to answer the teacher’s questions about the objects in the learning “there be” structure. classroom as quickly as you can. The group that can answer the most questions correctly will be the winner. 4 / 10