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仁爱版英语七年级下册Unit6__Topic1__SectionB__参考教案

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

Interaction pattern Student activity

Teacher activity

Introductio 1. The whole class 1. Focus their attention on 1.Get students

n

work.

the teacher.

ready for learning.

(5 minutes)

2. Help the

2. Individual work. 2. Do duty report. Some students revise the

students show pictures of words in Section A

your homes and talk about and “there be”

the rooms in them.

structure.

e.g.

This is my home. There is a

study on the second floor.

The bedrooms are next to

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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. Use the objects

...

near the students

3. Look at the classroom to help them revise

and try to describe the

“there be”

objects in the classroom, structure.

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 1.Present new

the teacher’s questions and patterns with the

learn “there be” structure. help of the objects

T: What’s on the desk?

in the classroom.

(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. 2. Present new

Learn some new words,

words with the help

clock, chair, lamp, near,

of the flashcards

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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 learning “there be”

and answer questions

structure.

about the objects, using

“there be” structure. After

that, try to answer the

teacher’s questions about

the objects in the

classroom as quickly as you

can. The group that can

answer the most questions

correctly will be the winner.

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4. Individual work.

T: Is there a clock near the window? S: Yes, there is. T: Are there any books under Li Mei’s chair? S: No, there aren’t. ... 4. Do 1a. Look at the picture in 1a. Answer the question, “What are there in the study?” Predict the conversation in 1a.

4. Make the students learn to predict before listening by looking at the picture.

5.Individual work and pair work.

5. Do 1a & 1b. Read the

5. Play the tape

statements in 1b. Then

recorder. Check the

listen to 1a and mark true answers.

or false individually. After

that, check the answers

with your partner. Finally,

choose the best answers by

listening to the tape the

second time.

(1) Where is the sofa? _____

A. Near the desk

B. Behind the desk

C. Near the bed

(2) What is on Jane’s desk?

______

A. A football

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Consolidatio 1. The whole class

n

work and pair

(10 minutes) work.

Practice

1. Pair work.

(10 minutes)

B. Pens

C. A computer

(3) What is under the chair?

______

A. A clock

B. A football

C. A lamp

1. Read 1a after the tape. 1.To be a good

Then practice the

listener.

conversation in 1a in pairs.

Some pairs read out the

conversation to the whole

class.

1. After practicing the

1. Make the

conversation in 1a, make students practice

up a new conversation

expressions about

about the study, bedroom, positions and

living room or other rooms existence, rooms in

in your home in pairs. Then homes, furniture

practice your new

and home items.

conversation with your

partner. After that, some

pairs act out your

conversation to the whole

class.

e.g. A: Where is your study? B: It is on the second floor
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2. The whole class work and pair work.

of my home.

A: Is there a computer in

your study?

B: Yes, there is. It is on the

desk.

A:Are there any flowers in

your study?

B:Yes, there are. I like

flowers.

A: What’s under the desk?

B: There is a football.

...

2. Create situations

2.Do 2. Look at the pictures to present the new

in 2. Answer the teacher’s words and phrases.

questions to learn some Make the students

new words and phrase, in practice the “there

front of, guitar, window. be” structure orally.

T: What can you see in

Picture 1?

Ss: Tree and classroom.

T: Yes. We can say, there is

a tree in front of the

classroom. What can you

see in Picture 2?

Ss:Two students and

classroom.

T:Yes. There are two

students in the front of the

classroom.

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3. Individual work and pair work.

What can you see in Picture

3?

...

Then ask and answer

questions about the other

pictures in 2 in pairs. After

that, some pairs act out the

conversations.

e.g.

A:What’s near the window?

B: There is a guitar near the

window.

A: Is there a clock near the

guitar?

B: No, there isn’t.

3.Make the

...

students practice

3.Do 3. Look at the pictures the expressions in

in 3. Learn the words and this section.

phrases table, key, put

away, door, look after,

thing. Fill in the blanks to

complete the conversations

individually. Then listen and

check the answers.

Practice the conversations

in pairs. After that, some

pairs act out your

conversations to the whole

class.

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Production 1. Group work. (10 minutes)

1. Work in groups. Discuss with your group members about what your ideal study or bedroom is like. Then draw them on the paper. Show your pictures to the whole class and try to introduce them to other students. e.g. This is our ideal study. There is a computer on the desk, of course. There is a guitar on the wall because we like playing the guitar. There is a football under the table. We often play football after class. ...

1. Make the students use the expressions about “there be” structure in oral work and written work after learning.
2. Assign the homework: Review the words and practice the conversations in 1a with your partner; Go on writing your ideal room. Then report it to the class next day; Preview Section C.

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Teaching reflection: 在本课中,学生通过听力训练、师生问答、小组合作等活动,结合教学闪卡等

教具,学习并反复操练了关于 there be 的表达法及其提问:“What’s ...?”。在这节 课中,明显发现学生对于 in front of 和 in the front of 容易混淆,导致错误使用。因此, 教师应多创设真实的情景,比如运用图片,或者结合身边真实的语言环境,引导学生 直观地感受这两个词组的区别,避免混淆。

VII. Blackboard design

Topic 1 There is a study next to my bedroom.

Section B

1.Are there any English books in your study?

lamp clock

2.Is there a computer in your study?

near under

3.What’s on your desk?

chair behind

4.There’s a tree in front of the classroom.

front in front of

5.There are two students in the front of the classroom. guitar window

6.Put them away, please.

table

key

7.You must look after your things.

put

away

put away door

look after thing

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