仁爱英语教学资源七年级下册教学案例设计Unit6 Topic 1 Section

Unit 6 Our Local Area

Topic 1 Is there a computer in your study?

Section A

Section A needs 1~2 periods. Section A 需用1~2课时。

The main activities are 1a, 2a and 3. 本课重点活动是1a，2a和3。 Ⅰ. Aims and demands目标要求

1. (1)Learn the words of rooms in homes:

bedroom, kitchen, dining room, living room, bathroom (2)Learn other new words and phrases:

garden, second, floor, upstairs, come in, house, grandfather, door 2. (1)Learn some prepositions of position:

in, on, next to, in front of, behind

(2)Learn how to use the structure of“There be”. Oh, there are so many books on the shelves.

Is there a computer in your study? Yes, there is. Are there any books in the study? Yes, there are. 3. Review the present continuous tense. Ⅱ. Teaching aids 教具 录音机/挂图/单词卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:5分钟)

复习现在进行时和一般现在时，引出1a中的新词汇。

(方案一)

(老师在黑板上画一幅简笔画，让学生看图回答问题。)

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T: Boys and girls. What’s Nancy doing? Ss: She is reading.

T: Where is she reading now, do you know? Ss: In the study.

T: Yes. She is reading in the study.

(We usually read in the study.教师边说边在黑板的左上方并排写出“read, in the study”，教师继续问学生Then do you want to know where I sleep/cook/eat/watch TV…?引导学生向教师发问。) S1: Where do you sleep? T: I sleep in the bedroom. …

(依次引导出in the kitchen…，并分别板书在read, in the study的下面。) (板书) read in the study sleep in the bedroom cook in the kitchen eat in the dining room bath in the bathroom watch TV in the living room (方案二) (叫几名学生表演在不同地点的动作, 如学习、睡觉、洗澡、用餐、煮饭、看电视等, 让其他学生逐一猜这些动作和地点。此活动复习Unit 5的现在进行时, 同时呈现出表示房间的名词。) (板书) living room dining room bathroom kitchen bedroom study Example:

T: What’s he/she doing? S2: He/She is watching TV.

T: And he/she is watching TV in the living room. T: Then what’s he/she doing? S3: He/She is studying. T: You are right.

T: Where’s he/she studying?

S4: He/She is studying in the study. T: Good. …

Step 2 Presentation 第二步 呈现(时间:7分钟)

呈现1a。

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1. (呈现1a挂图。指着图上的卧室发问并指导学生回答。) T: What do you do in the bedroom? Ss: We sleep in it.

(指着挂图上的书房继续做问答练习。) T: Where’s the study?

Ss: It’s next to the bedroom. T: In the picture there is a study on the second floor. And there are two bedrooms on the

second floor.

(板书新句型, 并进行适当的讲解。) —Where is your study? —It’s on the second floor, next to my bedroom. —In the picture, there is a study on the second floor. And there are two bedrooms on the second floor. (让学生根据1a的图练习There be…句型的疑问句形式。) T: Is there a living room on the first floor? Ss: Yes, there is.

T: Are there two bedrooms on the first floor? Ss: No, there aren’t.

(让学生之间进行对话。) S1: … S2: … (板书) garden, upstairs, come in 2. (课前设置好听力任务, 并板书。) (1) Where are the bedrooms? (2) Where’s the study? (3) Are there many books on the shelves? T: Now, let’s listen to 1a and find out the answers to these questions. Are you ready? Ss: Yes.

T: OK. Let’s begin. (播放1a的录音。)

3. (核对答案, 板书关键词。)

T: Who can answer the first question? S1: They’re on the second floor.

T: Well done! What about the second question? S2: It’s next to the bedroom.

T: Good! Thank you. The last question? S3: Yes, there are.

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T: Good job. (板书) study—second floor—next to—bedroom—books—shelves Step 3 Consolidation 第三步 巩固(时间:8分钟)

巩固1a, 完成1b。

1. (再放1a的录音, 让学生跟读, 并用铅笔标出重读与语调。)

T: Now, please follow the tape and mark the stress and intonation with your pencil. 2. (让学生擦去所标记号, 先自读, 然后跟读, 核对语音语调。)

T: Erase the marks and read 1a by yourselves. Then check your pronunciation and intonation according to the tape. 3. (人机对话。)

T: Now, listen to me carefully. Suppose you are Jane. Listen to the tape and make a dialog with Maria.

4. (让学生看黑板上的关键词, 请几对学生上台表演, 然后完成1b。)

T: Now, boys and girls, please look at the key words and act out the dialog. G1: …

T: Wonderful! Any other groups? G2: …

(对学生表演进行点评。) 5. (检查并核对答案。)

Step 4 Practice 第四步 练习(时间:15分钟)

练习2a, 完成2b。

1. (1)(让学生认真听2a的录音并独立完成2a, 学习关于房间的名词。) T: Now listen to 2a and match them by yourselves. (播放录音。)

(2)(呈现2a挂图, 让学生拿着教师已准备好的关于房间的单词卡片，根据录音内容到黑板前粘贴, 并用一句话说出它的位置。)

T: Boys and girls, put up the cards of places on the right places and say a sentence. Example:

There is a study on the second floor.

There are two bedrooms on the second floor. The garden is in front of the house. …

(3)(核对答案。)

T: Now, let’s check the answers. Listen to me carefully and correct them. Rooms on the first floor: C D E G (from left to right)

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Rooms on the second floor: A A B (from left to right) In front of the house: F

2. (让学生看2a的图, 与搭档对话完成2b。让学生准备几分钟, 然后找一些小组表演对话。) T: Now, let’s look at the picture in 2a, and then finish 2b according to the example with your partner.

(几分钟后, 让学生表演。)

T: Which group can act your dialog out? G1: We can. (表演对话。)

T: Great! Any more? …

3. (教师与一名学生先做示范, 再让其他学生仿照示范完成3。) T: Please be quiet! Listen to us carefully. Example:

T: Where’s your father?

S1: He is in front of the house. T: What’s he doing? S1: He’s cleaning the car.

(让学生跟搭档讨论, 完成对话。)

T: Make conversations with your partner, now. S2: … S3: …

(板书并领读如下生词。) grandfather, door, behind (让学生根据对话和3中的短语连句。)

T: Please make sentences according to the words and phrases in the boxes in 3. Example:

Father is cleaning the car in front of the house.

Step 5 Project 第五步 综合探究活动(时间:10分钟)

通过活动, 增强学生的综合运用能力。

1. (呈现给学生一张表格, 介绍自己的教室。) There is There are a teacher students a clock books a blackboard desks … … T: Introduce our classroom according to the form, and then report to the class. Example: (陈述形式。)

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There is a teacher in our classroom.

There are some students in our classroom. (问答形式。)

S1: Is there a teacher in our classroom? S2: Yes, there is.

S1: Are there any students in our classroom? S2: Yes, there are. S1: Is there a cat…? S2: No, there isn’t. …

2. (完成4。)

(1)(让学生自己画一张自己家的图片, 并用英文标出所画房间及物品名称。) T: Draw a picture of your own house, and mark the names of rooms and home items. (2)(运用演讲形式, 让学生介绍自己最喜欢的房间及房间里都有什么。) T: Make a report to introduce your favorite room and what is in it. Example:

My favorite room is my study. It’s behind the garden. I can do my homework there. There’s a computer in it. There’s also a TV in it. I often watch TV in my study…

(3)(让学生四人一组做一个关于“What’s your favorite room?”的调查报告, 然后全班分组调查, 最后随机抽学生向大家汇报。) Example:

××’s favorite room is his/her study. He/She can study in his/her study… (4)(找找看。)

(出示一张房间的图片, 让学生找物品的位置, 引出“What’s in that room?”为下一课作铺垫。) T: Boys and girls, What’s in that room? Ss: There is a bed, a light … T: Where is the desk? Ss: It’s near the window. T: Very good. Let’s begin. …

3. (家庭作业。)

(让学生画一幅自己理想中的房子，并用英语进行简单的描述。不少于6个句子。) T: Draw a picture of your ideal house. Then write a short passage about it. (At least six sentences.) Ⅳ.疑点探究

play with意为“玩耍；游戏；玩乐”，多指儿童的活动。如： The child is playing with a ball. 这个孩子正在玩球。

play意为“打、玩、踢”等意思时，常指正式的球类运动和演奏活动。如： They are playing basketball on the playground. 他们正在操场上打篮球。

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There is a teacher in our classroom.

There are some students in our classroom. (问答形式。)

S1: Is there a teacher in our classroom? S2: Yes, there is.

S1: Are there any students in our classroom? S2: Yes, there are. S1: Is there a cat…? S2: No, there isn’t. …

2. (完成4。)

(1)(让学生自己画一张自己家的图片, 并用英文标出所画房间及物品名称。) T: Draw a picture of your own house, and mark the names of rooms and home items. (2)(运用演讲形式, 让学生介绍自己最喜欢的房间及房间里都有什么。) T: Make a report to introduce your favorite room and what is in it. Example:

My favorite room is my study. It’s behind the garden. I can do my homework there. There’s a computer in it. There’s also a TV in it. I often watch TV in my study…

(3)(让学生四人一组做一个关于“What’s your favorite room?”的调查报告, 然后全班分组调查, 最后随机抽学生向大家汇报。) Example:

××’s favorite room is his/her study. He/She can study in his/her study… (4)(找找看。)

(出示一张房间的图片, 让学生找物品的位置, 引出“What’s in that room?”为下一课作铺垫。) T: Boys and girls, What’s in that room? Ss: There is a bed, a light … T: Where is the desk? Ss: It’s near the window. T: Very good. Let’s begin. …

3. (家庭作业。)

(让学生画一幅自己理想中的房子，并用英语进行简单的描述。不少于6个句子。) T: Draw a picture of your ideal house. Then write a short passage about it. (At least six sentences.) Ⅳ.疑点探究

play with意为“玩耍；游戏；玩乐”，多指儿童的活动。如： The child is playing with a ball. 这个孩子正在玩球。

play意为“打、玩、踢”等意思时，常指正式的球类运动和演奏活动。如： They are playing basketball on the playground. 他们正在操场上打篮球。

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