发布时间 : 星期四 文章仁爱版七年级英语下册U6T1SC教学设计更新完毕开始阅读11a4a3ab6d175f0e7cd184254b35eefdc8d315b2
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Section C
I. Material analysis
本课是话题一的第三课时。本课的主要活动是1a和2。通过图文并茂的方式介绍“My Home”，进一步扩大学生的词汇、学习方位介词短语并复习巩固there be句型；还将学习用how many和how much对物质（名词）的数和量进行提问。此外，语音板块根据音标拼写相应的单词，复习字母组合的发音规律，培养学生单词的拼读和拼写能力。本课涉及到谈论学生的家的房间结构布置，因此教师应积极创设真实的情景，让学生在情景中反复操练已学到的关于方位和家的结构、摆设的相关词汇。 II. Teaching aims 1.Knowledge aims
能根据已学语音、音标及发音规则，正确朗读、拼写和运用下列词汇和短语：
center, in the center of, yard, flower, house, large, left, model, only
能够在小组合作活动中，根据音标拼写出相应的单词，培养单词的拼读和拼写能力；
能够正确使用there be句型、特殊疑问句、一般疑问句及其肯定和否定回答以及表示方位关系的介词短语，如：
near, next to, in the center of, at the back of, on the left of
能够就“物品摆设、存在”等交际功能进行交流与对话操练，正确运用how many 和how much对可数和不可数名词进行提问，如： （1）—Is there any water in the bottle?
—Yes, there is.
（2）—How much water is there?
—Only a little.
（3）—How many model planes are there?
—There are three.
... 2.Skill aims
能识别出不同的语调，如陈述句和疑问句等；
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能听懂谈论房间、室内摆设的表达，并做出恰当回应； 能对房间、室内摆设进行简单的交流；
能在口头表达中做到发音清晰，语音语调准确； 能在图画的帮助下进行阅读，并按要求进行语言活动；
能正确拼读单词，注意单词重音； 能准确写出黑体单词和词组；
能根据范文写出介绍自己家的小短文。 3.Emotional aims
能在学习的同时，热爱自己的生活环境； 能认真、规范地书写单词；
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
1.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以及表示方位关系的短语谈论房间分布、物品摆设和方位；
2.能正确使用how many和how much对可数名词的数和不可数名词的量进行提问。
IV. Learning strategies
1.能与他人合作，共同完成学习任务； 2.能逐步养成预习和复习的好习惯；
3.能够运用图片、关键词和实物等进行读前预测。 V. Teaching aids
录音机、教学挂图、闪卡和黑板 VI. Teaching procedures
Step Interaction pattern Introduction (5 minutes) 1. The whole class 1. Focus their attention 1.Get students ready work. on the teacher. for learning. Student activity Teacher activity
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2. Group work. 3. Pair work. 2.Do duty report. Discuss 2. Help the with your group members students revise the about what your ideal words in Section study or bedroom is like. B and “there be” Then draw them on the structure. 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. ... 3. Answer the teacher’s 3. Use the objects questions, using “there near the students be” structure. e.g. T: What are there in the classroom. S1: There are some desks and chairs in the classroom. T: What are there on to help them revise “there be” structure.
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your desk? S2:There are some books on my desk. ... Then guess what is in the teacher’s bag, using “there be” structure. The student who can answer correctly can get the object. Presentation (10 minutes) 1. The whole class 1.Look at the picture. 1. Present some work. Learn some new words, new words with yard, house, flower, the help of the large, in the center of, picture in 1a. left. T: This is a yard. There is a house in the yard. It’s a large house. There are some rooms in the house. And there are some beautiful flowers in the center of the yard. ... the 2. The whole class 2. Do 1a. Look at the 2. Make work and individual picture in 1a. Answer the students predict work. questions in 1a. Predict before reading by the reading material in looking at the picture 1a. and answering the (1) How many rooms are questions. there in the picture?