仁爱英语七年级下册教案Unit 6

仁爱英语七年级下册 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 Unit 6 仁爱英语七年级下册教案 Unit 6 Our Local Area Topic 1 Is there a sofa in your study? Section A Section A needs 1~2 periods. Section A 需用1~2课时。 The main activities are 1a and 2a. 本课重点活动是1a和2a。 ?. Aims and demands目标要求 1. (1)Learn the words of rooms in homes: bedroom, kitchen, dining room, living room (2)Learn other new words and phrases: second, floor, upstairs, come in, garden, grandfather, in front of , house, behind, door 2. (1)Learn some prepositions of positions. in, on, next to, in front of, behind (2)Master how to use the structure of“There be”. Oh, there are so many books on the shelf. —Is there a study on the first floor? —No, there isn’t. —Are there any books in the study? —Yes, there are. 3. Review the present continuous tense. Important and difficult points:(重难点) Learn some prepositions of positions.in, on, next to, in front of, behind Master how to use the structure of“There be”. ?. Teaching aids 教具 录音机/挂图 ?. Five-finger Teaching Plan 五指教学 方案 气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载 Step 1 Review 第一步 复习(时间:10分钟) 复习现在进行时, 呈现1a。 (方案一:搜集资料。老师让学生拿出已搜集好的房间图片, 并标出房间的英文名, 在课上展示。让学生试着读出图片下面的单词, 教师点评。) T: Boys and girls, take out your collected pictures and label them in English. 1. (呈现1a挂图, 引入新单词。) T: I like the nice house. Do you have a nice house? S: Yes, I do. 1 S: No, I don’t. 2 „ T: Do you have your own study? (向学生解释study 学习; 书房。) v.n. Ss: Yes, I do. / No, I don’t. T: What can we do in the study? Ss: We can read books in the study. T: S, Which room do you sleep in? 3 S: 卧室。 3 T: Yes. In the bedroom. (板书) study bedroom (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 客厅;起居室 dining room 餐厅 kitchen 厨房 garden 花园 study 书房 Example: T: What’s he/she doing? S: He/She is watching TV. 4 T: And he/she is watching TV in the living room. T: Then what’s he/she doing? S: He/She is studying. 5 T: You are right. T: Where’s he/she? S: He/She is in the study. 6 T: Good. „ (呈现1a挂图。) 2. (指着1a的图上的卧室问, 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: So there is a study on the second floor. And there are two bedrooms on the second floor. (板书短语和新句型, 并进行适当的讲解。) on the second floor Is there a computer in your study? There are so many books on the shelf. Is there„? Yes, there is. / No, there isn’t. 3. (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。) S: „ 1 S: „ 2 Step 2 Presentation 第二步 呈现(时间:5分钟) 呈现1a。 1. (课前设置好听力任务, 并板书。) (1) Where’s the bedroom? (2) Where’s the study? (3) Are there many books on the shelf? 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。) 2. (核对答案, 板书关键词。) T: Who can answer the first question? S: It’s on the second floor. 1 T: Well done! What about the second question? S: It’s next to the bedroom. 2 T: Good! Thank you. The last question? S: Yes, there are. 3 T: Good job. bedroom—second—floor—study—next to—books—shelf Step 3 Consolidation 第三步 巩固(时间:5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 were Jane. Listen to the tape and make a dialog with Maria. 4. (让学生看黑板上的关键词, 学生两人一组上台表演, 完成1b。) T: Now, boys and girls, please look at the key words and act out the dialog. G: „ 1 T: Wonderful! Any other groups? G: „ 2 (对学生表演进行点评。) 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, 主要让学生了解关 于房间的名词。) T: OK! Now listen to 2a and do it by yourselves. Do you understand? Ss: Yes. (2)(呈现2a挂图, 让学生拿着教师已准备好的地点名词卡片根 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 blackboard and say a sentence. Example: There is a study on the second floor. „ (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. (from left to right) 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。给学生几分钟准备, 然 后找一些小组表演对话。) T: Now let’s look at the picture in 2a, 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? G: We can. 1 (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? S: He is in front of the house. 1 T: What’s he doing? S: He’s cleaning the car. 1 (让学生跟搭档讨论, 完成对话。) S: „ 2 S: „ 3 (让学生根据对话和3中的短语连句。) 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 a a a „ is teacher clock blackboard There students books desks „ are T: Introduce our classroom according to the form, then report to the class. Example: (陈述形式。) There is a teacher in our classroom. There are some students in our classroom. There isn’t a cat„ There aren’t any„ (或问答形式。) S: Is there a teacher in our classroom? 1 S: Yes, there is. 2 S: Are there any students in our classroom? 1 S: Yes, there are. 2 S: Is there a cat„? 1 S: No, there isn’t. 2 „ 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名 称。) T: Draw a picture of your own house. (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。) Example: My favorite room is my study. 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 关于vocs治理的情况汇报每日工作汇报下载教师国培汇报文档下载思想汇报Word下载qcc成果汇报ppt免费下载 。) 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, where is the desk? Ss: It’s near the window. T: What’s in that room? Ss: There is a bed, a light „ 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.) ?.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。 Section B Section B needs 1~2 periods. Section B需用1~2课时。 The main activities are 1a and 3. 本课重点活动是1a和3。 ?. Aims and demands目标要求 1. (1)Master the names of home items: lamp, clock, table, key, window (2)Learn other new words and phrases: talk about, put away, thing, dad, model, under, river 2. Go on learning how to use the structure of“There be” and the prepositions of positions. —What’s on your desk? —There is a lamp, a computer, some books and so on. —How many boats are there on the river? —There are two. 3. Talk about positions and existence. —Is there a sofa in your study? —Yes, there is. It’s near my desk. Important and difficult points:(重难点) Go on learning how to use the structure of“There be” and the prepositions of positions. ?. Teaching aids 教具 录音机/挂图/实物 ?. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 复习There be句型, 导入1a。 1. (在黑板上呈现一张漂亮的两层楼挂图, 有书 房、卧室、厨房、餐厅、客厅、卫生间、花园。 此活动的目的是复习There be句型。) (把图拿走, 要求学生凭着记忆, 描述这张图, 采用竞赛的形式, 可采用小组竞赛, 也可以个人为单位竞赛, 教师给予奖励, 激发 学生的学习热情。) (竞赛规则如下:参赛者只能在规定的两分钟内描述这张图, 说对 一句, 得一分, 谁得的分最多, 谁就获胜。) T: Look at the picture for one minute. Then I’ll take it away. You need to say as many sentences as possible about it in two minutes. Example: There’s a study on the second floor. There’s a garden in front of the house. There are some flowers in the garden. The living room is next to the dining room. „ 2. (利用1a的挂图, 引导学生复习There be句型, 并引入新单词和新句型。) T: What can you see in the picture? S: I can see a sofa. 1 S: I can see a family photo and a clock. 2 „ T: What’s on the desk? Ss: There is a lamp, a computer, some books and so on. T: We can also say, “There are some books, a lamp, a computer and so on. Is there a clock on it?” Ss: No, there isn’t. (让学生通过观察去发现规律。) (板书) (1) What’s on your desk? There is a lamp, a computer, some books and so on. (台灯) (2) Is there a clock on it? (钟) Yes, there is./No, there isn’t. Step 2 Presentation 第二步 呈现(时间:5分钟) 呈现1a。 1. (让学生听1a的录音, 回答教师的问题。) T: Listen to 1a and answer the questions. (听完后, 教师问, 学生回答。) T: Now, please answer my questions. Where’s the sofa? S: It’s near Jane’s desk. 1 T: Next, what’s on the desk? S: There is a lamp, a computer, some books and so on. 2 T: Good! Next, where is the clock? S: „ 3 2. (让学生分角色朗读1a。) T: Please work in pairs, and read the dialog. Step 3 Consolidation 第三步 巩固(时间:5分钟) 巩固1a, 完成1b。 1. (让学生合上书本, 看1a的挂图, 描述Jane的书房, 用There be 句型。) T: Please close your books and look at the picture in 1a, then describe Jane’s study. OK? 2. (根据1a, 两人一组谈论自己的书房/卧室„„, 并完成1b。) T: Now, I’ll give you some minutes to talk about your study/bedroom „ Then act out your dialogs in pairs. Example: S: What’s in your study? 1 S: There is/are „ 2 S: Is there a/an „? 1 S: Yes, there is./No, there isn’t. 2 Step 4 Practice 第四步 练习(时间:15分钟) 通过练习, 完成2, 3, 4。 1. (1)(让学生看2的图, 听录音, 完成2。) T: Look at the pictures in 2, and listen to the tape and finish 2. (2)(听完录音, 核对答案。) T: Who can tell us your answers? S: “on, There’re, keys”. 1 S: “behind, There’s”. 2 T: That’s right. 2. (可以用课前准备好的实物, 让学生用There be句型回答。) (出示橘子。) T: Now, please look at my hand. What’s in it? S: There is an orange in it. 3 (从书包中取出香蕉藏在身后。导出新句型。) (板书) How many+可数名词复数形式+are there+„? There be„ T: Are there any bananas in my bag? Ss: No, there aren’t. They are behind you. T: How many bananas are there? Ss: There are two. T: Well done! 3. (让学生看3的图片, 完成3。) T: Let’s go to 3. There are eight pictures in it. First, read Picture 1 and 2 by yourselves for 1 minute. (一分钟以后) T: Now, let’s look at Picture 3 and 4. Make new dialogs according to Picture 1 and 2. (两分钟以后, 挑选两组表演。) T: I’ll choose two pairs to act them out. G: What’s near the window? 1 There is a guitar near it. G: Is there any milk in the glass? 2 Yes, there is. (让学生看图5、6, 完成对话7、8。) T: Read the dialogs below Picture 5 and 6 and make similar dialogs with Picture 7 and 8. G: What’s in the tree? 3 There’re some birds in it. How many birds are there? There are three. G: „ 4 4. (看4的图片, 两人一组编对话。) T: Please look at the picture in 4, then work in pairs and make new dialogs like this: Dialog 1: S: What’s in the picture? 4 S: There are some dogs in it. 5 Dialog 2: S: Are there any monkeys in the tree? 6 S: Yes, there are. 7 S: How many monkeys are there? 8 S: There are three. 9 (要求学生用同样的 方法 快递客服问题件处理详细方法山木方法pdf计算方法pdf华与华方法下载八字理论方法下载 编对话, 完成4。) Step 5 Project 第五步 综合探究活动(时间:10分钟) 通过活动培养学生实际操作能力。 1. (找找看。课前把一些实物, 如铅笔、尺子、书包、小刀等放在教 室的不同位置, 让学生找到物品并说明某地有什么。) Example: S: Where is the pencil-box? 1 S: It’s on the desk. 2 S: What’s under the desk? 1 S: There is a pencil, a ruler, a knife and two pens. 2 S: „ 1 S: „ 2 (在开展以上对话活动时, 要求学生特别注意in, on, next to, in front of, behind等介词的使用, 重点练习What’s on/in/next to„,There is/are„) 2. (方案一: 让学生两人一组用图文形式介绍自己家里某一房间物 品的摆放。其中一名学生画图, 另一名学生配文字说明, 并站在讲 台前向学生们描述。) Example: My Study There’s a family photo on the wall. A clock is next to it. There is a desk and a chair in the study. What’s on the desk? There are some books and a computer. There’s a football under the chair. Behind the desk, there’s a cat. Do you like the study? (活动结束后, 由学生们选出最佳搭档, 教师给予鼓励表扬。) (方案二: 两人一组活动, 其中一名学生用文字描述某一房间, 另外一名学生画图。 最后, 把图展示出来, 由学生们选出最佳搭档, 教师给予鼓励表扬。) 3. (家庭作业。) (让学生根据4中的图片写一篇小短文。不少于60字。) Section C Section C needs 1 period. Section C需用1课时。 The main activities are 1a and 2. 本课重点活动是1a和2。 I . Aims and demands目标要求 1. Learn some new words: beautiful, flower, large, bathroom, drawer, chair, keyboard 2. Go on learning the prepositions of positions and the structure of “There be”. (1)Talk about positions. —Where is the lamp? —It’s on the desk. —Where are my shoes? —They’re under the bed. (2)Talk about existence. There is a small garden in front of my house. There are many beautiful flowers in the garden, but there aren’t any trees in it. Are there many beautiful flowers in the garden? Is there a kitchen on the first floor? Important and difficult points:(重难点) There is a small garden in front of my house. There are many beautiful flowers in the garden, but there aren’t any trees in it. Are there many beautiful flowers in the garden? Is there a kitchen on the first floor? ?. Teaching aids 教具 录音机/挂图/图片/简笔画 ?. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 复习There be 句型, 引出1a。 (接龙游戏。将全班分成几组, 利用1a的图片, 组与组之间进行问答 比赛。) (竞赛规则:1.组与组之间的竞赛; 2.开始第一个问题由教师来问; 3. 每组在回答问题后, 提出一个新问题, 让另外一组的学生回答; 4. 每个问题不能重复。) T: What’s in the picture? G: There’s a nice house. Where’s the garden? 1 G: It’s in front of the house. What’s in the garden? 2 G: There are many beautiful flowers in it. Is there a big tree? 3 G: Yes, there is. Where is it? 4 G: It’s behind the house. 5 „ (假设是第2组获胜。进行下一轮比赛。) T: It’s great! Stop! Group 2 is the winner. Now, please go on with next round. What’s on the first floor in the house? G: There is a big living room. Is there a dining room next to 1 it? G: Yes, there is. What’s in the dining room? 2 G: There is a table and some chairs in it. Can you find out the 3 bathroom? G: Yes, I can. Where is it? 4 „ (总结学生比赛结果, 进行鼓励表扬。) T: How wonderful! You are the best! (用两个学过的句型来呈现1a中的新单词。板书。) The flowers in the garden are beautiful. 花 漂亮 John is having a bath in the bathroom. 浴室 Step 2 Presentation 第二步 呈现(时间:5分钟) 呈现1a。 1. (设置听力任务, 听1a的录音并回答问题。) T: Listen to 1a carefully and answer my questions. Questions: (1)What’s in front of the house? (2)Are there any trees in the garden? (3)Is there a study on the first floor? (核对答案。) T: Are you ready? Ss: Yes. T: Who can answer my first question? S: There is a small garden in front of the house. 1 T: Well done! The second question? S: „ 2 „ 2. (让学生快速朗读1a, 并完成正误判断题, 然后核对答案并改 正。) T: Read 1a quickly, and then finish the true or false questions, then check the answers and correct them. T: Finish? Ss: Yes. T: Who can answer the first question? S: “T”. 3 T: Oh, it is wrong. S: “F”. There aren’t any trees in it. 4 T: Wonderful! Next? S: „ 5 (用同样的方法完成剩下的问题。) Step 3 Consolidation 第三步 巩固(时间:5分钟) 巩固1a, 完成1b。 1. (让学生阅读1a, 完成1b, 然后教师核对答案。) T: Now, please read 1a. Finish 1b, then I will check the answers. 2. (把全班分成四组, 让学生把1a中的关键词、句找出来列于纸上, 并画出一幅简笔画。选出每组一名成员按照要点和简笔画复述短 文。) T: The class will be divided into four groups. List some key words and sentences on your paper, and draw a stick figure on it. Retell the passage according to the key words and the picture. I’ll choose one of you in each group to retell it. Example: This is my home. There are seven rooms in my home. On the first floor, there is a living room, a bathroom „ Step 4 Practice 第四步 练习(时间:15分钟) 练习方位介词, 完成2, 3。 1. (老师把已准备好的图片贴在黑板上, 如:树、椅子„„, 找学生 在图片上画出其他的东西并运用已学过的方位介词和There be句 型造句。) Example: There is a red car in front of the classroom. 2. (出示图片或用简笔画教学新单词drawer, chair, keyboard, 并对介词in, on, under, behind, in front of进行操练。) (出示有抽屉、椅子和键盘的简笔画。) T: Look at the stick figure and learn the new word “drawer”. Ss: Drawer. (跟读) (在简笔画中添上一支笔, 操练介词in和under。) Example: T: What’s in the drawer? Ss: There is a pen in it. T: What’re under the drawer? Ss: There are some pens under it. (用同样的方法, 完成介词操练。) 3. (让学生独立完成2, 教师核对答案。) T: Finish 2 by yourselves, then check the answers together. (核对完答案后, 让学生两人一组练习对话。) T: OK. Practice the dialogs in pairs. After a while, I’ll ask three groups to read the dialogs. 4. (让学生两人一组根据3的A、B图片分角色编对话，并根据对话内容和图片填空。) T: Now, work in pairs and make new dialogs according to Picture A and B in 3. Example: S: What color is the bag in Picture A? 1 S: It’s green. 2 S: What about the bag in Picture B? 1 S: It’s yellow. What’s on the desk in Picture A? 2 S: There is a computer and a keyboard. 1 S: What’s on the desk in Picture B? 2 S: There are some pencils, some books and a lamp. 1 S: Is there a shelf in Picture A? 2 S: Yes, there is. What’s on the shelf? 1 S: There are some books and a model plane. 2 (核对答案。) Step 5 Project 第五步 综合探究活动(时间:10分钟) 通过活动, 培养学生创新能力。 1. (双人活动, 让其中一名学生向另一名学生描述他/她的卧室/书房/客厅„„里的物体, 要求另外一名学生把房间里的这些物体放在合适的地方, 使得房间更加大方、漂亮, 并用图描绘出来，最后 两人一起用文字表达出来。看哪组 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 的卧室/书房/客厅„„最佳, 给予鼓励。) Example: S: There is a desk, a chair, a bookcase, a computer, a soccer, 1 a TV, a lamp, a kite, a guitar, a vase, a map of China, a family photo, a clock, some flowers, some pictures and some books in the study. S: OK. I can draw them well. 2 „ 2. (家庭作业。) (1)(给学生两张卧室的挂图。要求学生写一篇关于两个卧室不同之处的短文。) (2)(让学生预习Section D。) ?.疑点探究 英语中的介词运用很灵活, 它往往根据具体的位置选用对应的介词, 而不是根据汉语直译去选择。 如: on/in the wall There is a window in the wall. 墙上有一扇窗户。 There is a picture on the wall. 墙上有一幅画。 Section D Section D needs 1 period. Section D需用1课时。 The main activities are 1 and 5. 本课重点活动是1和5。 ?. Aims and demands目标要求 1. Learn the vowels: 2. (1)Review the prepositions of positions. in, on, behind, under, near, next to, in front of (2)Review the structure of“There be” . There is a small garden in front of my house. There isn’t a computer in Picture B. There are two bedrooms and a small study. There aren’t any trees in it. —Is there a computer in your study? —Yes, there is. / No, there isn’ t. —Are there any shoes under the bed? —Yes, there are. / No, there aren’t. —What’s on the desk? —There are some model planes on it. —How many pairs are there? —There are two pairs. 3. Review home items. Important and difficult points:(重难点) There is a small garden in front of my house. There isn’t a computer in Picture B. There are two bedrooms and a small study. There aren’t any trees in it. —Is there a computer in your study? —Yes, there is. / No, there isn’ t. ?. Teaching aids 教具 录音机/图片/音标卡片 ?. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 复习单词, 导入1。 1. (单词竞赛。把本单元单词按功能归类, 制成单词卡片, 要求每名 学生必答两个单词, 教师给出中文意思, 学生说英文。一词一分。 然后进行全班抢答。) T: Now, let’s have a word competition. I’ll give you Chinese meanings. Please say them in English. Each word you’ll get one point. Are you ready? OK! Go! „ T: Well done! This time let’s have a quick answer. If you know, you can stand up and answer quickly. Yeah, begin! (必答单词如下: bedroom, kitchen, bathroom, study, garden, flower, lamp, clock, key, CD, chair, keyboard, behind, under, second, floor, wall, model, beautiful, large, drawer) (抢答词组如下: dining room, living room, in front of, put away, look after) (通过对单词和词组的必答和抢答, 进一步巩固本单元的词汇, 培 养竞争意识, 调动学习积极性。) 2. (1)(呈现含发音的单词卡片, 让学生熟悉这些发音, 为下面的操 练做准备。) T: What’s this? Ss: It’s bird. T: What’s that? Ss: It’s girl. (板书girl, bird并画线“ir”,要求学生找规律。) girl bird Step 2 Presentation 第二步 呈现(时间:3分钟) 呈现1。 (让学生听1的录音并跟读。) T: Listen to the tape and then read after it. Step 3 Consolidation 第三步 巩固(时间:5分钟) 巩固1。 1. (再听1的录音, 让学生每听完三个单词后, 快速说出它们的汉语 意思。) T: Listen to 1 again and say their Chinese meanings quickly. 2. T: Let’s sum up the words that have the pronunciations Step 4 Practice 第四步 练习(时间:15分钟) 通过练习完成2, 3a, 3b和4。 1. (1)(让学生根据所听到2的录音, 完成2。) T: Listen to 2 and draw a picture according to what you will hear. (让学生可以先写下关键词, 录音停止后再画。) (2)(核对完答案, 选出最佳图画, 张贴在教室里。接着要求学生看 图写出刚才听到的句子, 以巩固所学介词及There be句型。) T: Please write the sentences that you heard just now. 2. (告诉学生3a和3b是本单元重点, 翻开书齐读。) T: Please open your books! Read 3a and 3b together. 3. (用所学的介词及There be句型, 让学生完成4。) T: Write a letter to your friend about your house. Use the prepositions that we have learnt and the structure of “There be”. Step 5 Project 第五步 综合探究活动(时间:12分钟) 通过活动, 培养学生实际运用能力。 1. (双人活动, 把一张图案鲜明的图片给S, 但不让S看到图中内11 容。S把图面向其他学生, 让其他学生来描绘这张图, S根据学生11们的描述在黑板上画出一幅图。S可以问问题, 其他学生回答。最1 后让学生们给S打分。此活动能够活跃课堂气氛, 激发学生兴趣。) 1 Example: S: What can you see in the picture? 1 S: There is a horse in the picture. 2 S: What else? 1 S: There is a man on the horse. 3 S: Is the horse running or walking? 1 S: The horse is running. 4 S: What else can you see? 1 S: The sky is blue and there are many trees in the picture. 5 „ (增加教学弹性, 可以换图多做一、两次。) 2. (完成5。让学生四人一组, 做调查, 看同伴的房间里有什么东西, 先作汇报。接着选一个同伴并把其房间里的东西放在合适的地方, 用图体现出来。看谁设计的效果最好, 张贴在教室里, 给予表扬。) (1)T: Work in groups of four. Make a survey. Name Things in the room „ „ „ „ T: Report to your group, using the sentences like this: There is„ There isn’t„ There are„ There aren’t„ It’s on/in/behind/in front of„ They’re on/in/behind/in front of„ (2)T: Then draw a room. The student who draws the things in the best place is the winner. 3. (让学生自主归纳整理本话题重点, 以加深印象, 巩固记忆。四人一组, 进行自主学习, 每名学生负责归纳整理一个section的重点句型与词组。最后四名学生将总结的结果合并到一起, 向全班学生汇报, 与全班共享话题1的重点句型与词组, 并与课本3a和3b对照。) 4. (家庭作业。) (让学生给他/她的朋友写一封信。介绍一下自己家的房间分类及房子周围的环境。不少于70字。) Unit6 Topic 2 Section A 教学目标:1.学习谈论居民建筑名称和居家方位。2.能看懂并会写租 赁房屋广告。3.继续学习“there be”结构。 本课重点: 1a，2a和2b 难点:方位介词的用法 教具 录音机 五指教学方案 课时建议:1,2 教学过程: 第一步:复习 1.教师出示图片，以“My house”或“My apartment building”为题，介绍自己的居住环境和室内布置等。 2.学生出示自己的居家图片或“理想家园”图片，向其它同学介绍其 周围环境和室内布置，每张图片5,8句话。 3.边画图边问学生喜欢住在哪里。apartment building， townhouse 还是farmhouse。 第二步:呈现 1.教师介绍对话的大致内容: Wang Wei and Kangkang are talking about their houses and their grandparents’ houses. Listen carefully and try to find out where they and their grandpenrents are living now， in an apartment house， in a townhouse or in a farmhouse. 2.布置听力任务，听录音。 Where are Wang Wei’s grandparents living? / Where are Kangkang’s grandparents living? / Could Wang Wei go to play soccer with Kangkang? 3.完成1b。 4.师生共同完成1c，通过下列问题进行回答: Who lives in apartment buildings? / Who lives in townhouses? / Who lives in farmhouses? / Who lives in dormitories? 第三步:巩固 1.读2a中的广告，弄清哪些是租房广告，哪些是赁房广告。 2.读广告，找出生词。rent， furniture，quiet，single，per 3.根据广告内容，完成2b。 第四步:练习 学生活动:谈论怎样写租赁房广告。广告内容包括:对所租房的 要求，对所赁房的简单描述和联系方式等。 第五步:综合探究活动 1.教师展示。教师本人先说出想租房的条件，看学生中谁家的房子更 合适，然后写成广告的形式。 2.学生活动。学生说出并写出租赁房屋的广告。贴在墙上(租房南墙， 赁房北墙)，学生分别找出自己的理想之家。 Section B 教学目标:1.学习小区设施名称。2.描述自己的居住环境。3.学习用 打电话寻求帮助。 本课重点: 1a 和2a 难点:方位介词的用法/打电话寻求帮助 教具 录音机 五指教学方案 课时建议:1,2 教学过程: 第一步:复习 1.出示一张小区生活示意图(教学挂图)，介绍小区内的公共设施和 功能。 2.学生谈一谈自己所住的小区有哪些设施。 There is a small garden in front of my house. There are a lot of tall buildings in our area. 第二步:呈现 1.出示教学挂图，图片讲解1a。教师介绍图片内容，使听力容易一 些。如: Mike is Mary’s new neighbor. He is looking for a store. There is a store in front of their building. Also there is a bank on the street corner. 2.听录音，模仿语音语调。 3.读对话，做结对练习。 4.完成1b，1c。 5.游戏时空:以小组为单位，要求一个学生用英语描述所看到的图片，另一个学生说出那个词。如: 学生A:We can park our cars there. 学生B:Parking lot. 学生A:We can eat meals there. 学生B:Restaurant. 先小组比赛，然后小组的获胜者在黑板前进行比赛。 第三步:巩固 1.图片描述:Linda正在给“绿色社区服务中心”打电话。一个男人正在接电话，讨论修理厨房排气扇的问题。 2.听录音，两人一组练习，完成2a。 3.两人一组的长时间的对话练习。 第四步:练习 1.完成2b，学生通过听、说、读，然后进行链状对话检查，训练学生的流利程度。 2.学生从机械练习过渡到有意义的练习，可以进行人称、地点和物品的替换。如对下列词的替换:man，Linda，Green Community Service Centre，Apartment 606，Building A，kitchen fan等。 第五步:综合探究活动 做调查:调查你的社区有哪些公共设施，这些公共设施给你的生活带来了什么方便和实惠。你认为还需要增加哪些设施，使你的生活更美好。如: In my area， life is easy. If you want to eat out， you can go to a restaurant. A man from Hunan runs it. The dishes there are cheap and delicious. If you want to„ And in my opinion, I think a bank is necessary„ Section C 教学目标:1.谈论社区环境。2.继续学习“there be”结构。3.谈论如何更好地与邻居相处。 本课重点: 1和3a 难点:“there be”结构的用法/打电话寻求帮助 教具 录音机 五指教学方案 课时建议:1 教学过程: 第一步:复习 1.谈论你所生活的社区情况，回答下列问题。 问题1:Is there a bank around you? 问题2:Where can you buy fruits? 问题3:Is there a community service centre in your area? 2.讨论:如果你家中的东西坏了，谁能帮你的忙, 3.展示1，教师出示图片1(教学挂图)。尽量多地用there be结构讲述1。 4.对1部分进行师生问答，检查理解的程度(口头)。 Where is your home? / Are there many buildings in your area? / Are there many shops and restaurants there? / What’s near the supermarket? 5.学生独自完成2。 第二步:呈现 1.图片引入3a:教师根据图片内容，复述对话，然后问问题。 Look! Dave is playing the piano. He is playing beautifully， but it is too loud. Mr. Smith is knocking at the door. Mr. Smith is talking about it to Dave. Dave is really sorry. He will try to play quietly. 2.听录音，回答问题。 What is Dave doing? / Who is Dave’s neighbor? / What is happening to them? 3.读课文，学生间互问互答。 第三步:巩固 学生两人一组练习3b，并表演对话。 第四步:练习 1.说一说:How do you get on well with your neighbors? Are you a good neighbor? 2.完成4，学生两人一组做结对练习，然后再做小组练习，最后让学 生把问题的答案串成一篇文章。 3.歌曲时空:完成5。 第五步:综合探究活动 分别描述各自邻居的生活起居情况，然后让学生写出来，尽量多地用上Section B 中学过的词。题目:My Neighbor。 Section D 教学目标:复习“there be”结构。 本课重点: 1，2a和5 难点:“there be”结构的用法 教具 录音机 五指教学方案 课时建议:1 教学过程: 第一步:复习 1.开始歌曲“Home on the Range”。 2.谈一谈居住的房子，回答下列问题: Which type of home do you live? / Where do you want do live? / Do you have a good neighbor? 3.完成1，找出更多/，/ /,/ /，/ /,/ 音的单词。 第二步:呈现 1.图片引入2a，简单介绍图片内容。 2.读课文填表格(用suburbs或cities) a house with a big noisclealow quiet busy lawn yard y n cost traffic 3.回答问题: Why do so many people dislike living in the cities? Why do they like living in the suburbs? Which one do you prefer，living in the cities or living in the suburbs? What’s the opinion of your classmates? 4.完成2b。 第三步:巩固 1.继续学习3a，3b。总结归纳“there be”结构和习惯用语。 2.听录音，完成4。 第四步:练习 1.回答问题，完成5。 2.整理问题的答案，写出一篇文章。 第五步:综合探究活动 1.写一篇50字左右的文章，参考题目为“我喜欢住在城市/郊区”。 2.完成6，使语言的学习更加有趣。 Unit6 Topic 3 Section A 教学目标:1.复习交通工具的名称。2.学习问路、指路。3.认识交通标志。 本课重点: 1a 难点:学习问路、指路 教具 录音机 五指教学方案 课时建议:1,2 教学过程: 第一步:复习 1.出示教学挂图1a，学习社区建筑名称。 你能在1a地图上找出清华大学、北京大学、海淀桥、仁爱教育研究所的位置吗, 2.画出自己所在社区的简易图，并写出英语名称。 第二步:呈现 1.你能用英语谈谈上学的路线吗, 2.看地图1a，听录音，找出对话中提到的地方。 3.老师和全体学生进行对话练习，然后学生两人一组练习。 4.学生做链状练习(chain work)。 第三步:巩固 1.情景设置，完成1b。假设教师本人分别在A，B，C，D点，怎样到达不同的地方。 从A点到Ren’ai Education Institute/从B点到Peking University 从C点到Tsinghua University/从D点到Park 2.(1)完成1c，复习第5单元学过的交通方式。 by boat/ship/sea，by train，by bus，by subway，on foot，by car，by bike，by plane/air/airplane (2)把教室当作模拟社区(model community)，在教室内标出建 筑物名称(building names)，并且给rows/teams命名。当你在 教室“旅游”(travel)时，练习学过的英语。(老师可把1a地 图搬到教室来。) (3)完成2、3。 第四步:练习 1.教师展示:教师拿出自己的上班线路图，说出自己的行走路线。 2.学生展示:学生两人一组，说出自己所经过的社区建筑名称，说出自己的上学路线。 第五步:综合探究活动 画出地图，并完成下列短文。 本周五晚上，你要在家中开一个生日晚会，请你在你的请柬上写 清楚时间、地点，并画出到你家的路线图。 Section B 教学目标:1.复习Section A中学过的问路和指路。2.认识街上的交通标志。 本课重点: 1a和2 难点:学习问路、指路 教具 录音机 五指教学方案 课时建议:1 教学过程: 第一步:复习 1.熟悉社区各种建筑的名称。 2.把教室当作模拟社区，在教室内标出“建筑物”的名称。如:北京大学、清华大学等，并命名道路。即把Section A 1a地图搬到教室进行模拟活动。可以使用的句式: (1)Excuse me. How can I get to„? Go straight ahead/on„， turn right„ (2)Excuse me. Which is the way to„? Go along„ turn left. It’s on your left/right. You can’t miss it. 第二步:呈现 1.听录音1a并回答如下问题: Is the man in Picture B new here? / How far is it from the station to Beitai Road? / Which bus can he take? 2.再听一遍录音，核对答案。 3.教师和全体学生做对话练习。 4.两人一组对话练习。 第三步:巩固 1.听录音，填空，完成1b。 2.分角色朗读，完成1c。 3.学生4人一组练习，然后表演出来。 第四步:练习 1.假设你是一个司机，当你看到这些标志，你该怎么办, When you see this sign，you can turn left. You can not park your car here when you see this sign . 2.两人一组练习，一个人描述图片，一个人画出(找出)图片。 3.看图，完成3。 4.轻松一下,Let’s chant。 第五步:综合探究活动 假设你是一名首都警察，一外地出租车司机正在拿着北京市地图 (Section A 1a)，向你询问去北京大学西门怎么走，请写一段对 话，尽量多地用上问路、指路的用语。 (注意:出租车司机正在Section A 1a的A点。) Section C 教学目标:1.学习交通规则。2.学习交通设施。3.学习祈使句。 本课重点: 1a 难点:学习祈使句。 教具 录音机 五指教学方案 课时建议:1 教学过程: 第一步:复习 1.向全体同学迅速地展示有关交通标志的图片，让他们集体说出其含义。 2.展示Section A 1a的地图，带领全班同学一起描述如何从地铁站到清华大学。给几分钟准备时间，可以用多种表达方式。 第二步:呈现 1.略读1a，然后完成1b中的真假判断题，并核对答案。 2.精读1a，将要点列于黑板上，并给出必要的解释。 3.老师按要点复述短文，给学生做出示范。 4.然后让全体同学按黑板的提示改写短文，最好不要看课本，然后选取几名同学将他们的短文读给大家听。 第三步:巩固 1.先让学生说出自己所知道的社会公共设施的名称，老师将答案收集写到黑板上。 2.再将2中的图片展示给学生让他们辨认，并试着说出其英文名字。 3.最后再教授生词。 第四步:练习 1.完成3的练习，看谁可以写出更多的交通规则，画出更多的交通标 志。注意使用祈使句。 2.放歌曲的录音先让学生听几遍，然后让学生跟着录音一起学唱。 3.学会后给歌曲配上动作让学生进行表演。 第五步:综合探究活动 1.假设老师打算到学生家进行家访，但不知路线，两人一小组来编排一个师生间有关指路问路的对话。然后选取几组进行表演。 2.让学生尽可能多地用祈使句说出一些交通规则和学校的规章制度。如: Don’t play in the street. Don’t talk in class. Section D 教学目标:1.复习总结本单元内容。2.学习元音音标/////,///。 本课重点: 1， 2和5 难点:学习问路、指路/学习祈使句。 教具 录音机 五指教学方案 课时建议:1 教学过程: 第一步:复习 1.齐唱第46页4的歌曲,并选几组表演。 2.以3a，3b为线索来复习“there be”结构和有关方位的介词。 第二步:呈现 1.先给出1的图片，让学生说出英文。 2.将单词一一无规律地写在黑板上。 3.让学生们集体总结出发音的规律。 4.尽可能地添加更多的含有同样发音的其它单词。 5.听录音完成2的对话填空。然后集体检查纠正错误。 第三步:巩固 1.让学生们单独画出自己家到学校的路线图。 2.两个一组活动，向对方介绍如何从自己家到学校。如:This is my house. When I go to school, first„ second„ „ Last„ 3.选几名同学上讲台向全班汇报他们写的小短文。 第四步:练习 1.向学生解释如何操作5。 2.四人一组进行活动。 3.将方框内的词分别配给A，B，C，D，E，F。 4.每人选定一条路线来描述。 第五步:综合探究活动 将全体同学分为两组，A组的第一个同学开始提问B组的第一个同学，如果他/她可以流利地回答的话就可以去提问A组的第二个同学，如果不能的话就被淘汰出局，由A组的第二个同学提问B组的第二个同学。由此进行下去看哪组剩下的人多就获胜。可提问如下问题: Is there a computer in your study? / Are there any books in your bookcase? / What’s in your desk? / „