Unit 6 Our Local Area

Topic 1 There is a study next to my study

Section B (1a-3)

教学设计

Unit 6  Our  Local  Area

Topic 1 There is a study next to my study

          Section B (1a-3)

教学目标；

1.   单词：lamp,clock,near,under,chair,behind

2.   词组：talk about,in front of/in the front of,put away

3.   句型：Is there a study in your study?

        Yes, threre is.  No, there isn’t.

What’s  in /on /behind /under……?

There is /are…….

4 .学习有关方位的表达法。

5.复习介绍房间和室内摆设的表达法。

一．           通过大量的口头练习（教师问，学生答；学生之间相互问答；学生两人一组表演对话和自编对话）让学生来理解和掌握there  be句型的用法和方位表达的用法。如在师生常规问候中利用本教室室内的设施来进行练习。如

1.Are there any students and teachers in the classroom？

2.Is there a computer on the desk?

3.What’s on the wall?

4.What’s in your pencil-box?等。在引入本课的新知识点时，让学生观看Jane 的书房的图片，进行大量的问答

1.Is there a desk in Jane’s study?

2.Is there a chair near the desk?

3.Is there a sofa  near  the desk?

4.What’s on the desk?

5.What’s under the chair?

6.What’s near the window？

掌握there be 句型的一般疑问句和肯定、否定的回答。练习what’s in/on/under …?问某地有某物的句型，和方位介词的用法

二.教师创设大量情景来训练There be 句型的用法。通过多媒体展示大量的图片，让学生轻松理解和掌握本课单词和知识点。如展示新单词的图片，减轻枯燥的读背单词，学生易于拼读和掌握单词 。如区别in front of 和  in the fronf of 的用法，教师站在一位学生前面说：“ I am standing in front of He Yuxin”.教师站在教室前面的黑板旁边说：“I am stanging in the front  of  the  classroom”.利用学生坐的座位前后的同学，练习运用in front of  和  behind，利用学生的同桌使用next  to等表示方位介词的用法，利用墙上的图片和窗户使用in和on等.

三． 分组竟争。把学生分成四组通过回答问题、表演对话和完成任务对每组进行评比，完成得好奖励一朵红花或一颗星，，最后评出优胜小组。以此来培养学生的竟争意识和小组成员之间的团结协作精神，调动小组成员的积极性。

四．及时给予学生鼓励。当学生大声回答时； 当学生练习对话时；当学生上台表演时；

当学生写对答案时，学生不仅得到了老师的口头赞赏，还有全体学生的拍手鼓掌，教师还有奖给学生的小礼物（一块糖果或巧克力）。

七年级英语（仁爱版）下册

Unit 6  Our  Local  Area

Topic 1 There is a study next to my study

          Section B (1a-3)

 Unit 6 Our Local Area

Topic 1 There is a study next to my study

          Section B (1a-3)

教学目标；

1.   单词：lamp,clock,near,under,chair,behind

2.   词组：talk about,in front of/in the front of,put away

3.   句型：Is there a study in your study?

        Yes, threre is. / No, there isn’t.

What’s in /on /behind /under……?

There is /are……. .

4 .学习有关方位的表达法。

5.复习介绍房间和室内摆设的表达法。

Teaching stages

Stage1 Getting students ready for learning

The teacher asks the students some questions.

1. What day is it today?

2. What’s the date today?

3.Are there any students and teachers in the classroom？

4. Is there a computer on the desk?

Stage2 Revision

Look at Jane’s house.Review what we learnt in Section A

Stage 3 Pre-listening

Step1.Look at the pictures.Learn some new words: lamp, clock, chair, table, keys and so on.The teacher asks the students some questions.

Picture1  What’s this in English?

         It’s  a  lamp.

How do you spell it?

L-A-M-P, lamp.

Step2. Look at Jane’s study.Talk about the picture.

Is there a desk in Jane’s study?

Is there a chair near the desk?

Is there a sofa  near  the desk?

What’s on the desk?

What’s under the chair?

What’s near the window？

Stage4 While-listening

1).Listen to the tape once.Answer the questions.

2).Listen to the tape again.Finish 1b

Stage5 Post-listening.

Step1  Pratice 1a.Let students read 1a in roles and then act it out .

     Step2  Finsh 1c.Work in pairs. Make up new conversations about the study,bedroom,living room  or other rooms in your home with the following  structures.

A: Where is your….?    B:It’s…..

A:Is/Are there…..?      B: Yes, there is/are.

No, there isn’t/aren’t.

A:What’s in/on/behind/under…..?  B: There is/are….

    Step3 Describe your study or your bedroom. Ask two or three students to come to the front to describe their studies or bedrooms .

Stage6 Practice

    Step1  Finish 2.The students make a new dialogue after the model.Find out the differences between in front of and in the front of .

Step2 Finish 3.Complete the conversations. Pay attention to the phrase “put away.”

Stage7 Sum up (Discuss in groups)

Stage8  Assigning homework.

1.Practic 1a  with  your partner.

 2.Write a short passage.Introduce your study or your bedroom.

教学反思

1．     在抢答环节，让学生说出所得出的答案的原因，学生语言不是很精确，扣掉了学生所在组所得的红花或一颗星。导致举手的学生减少了，举手抢答的学生也紧张了，没有达到预期的效果，也挫伤了学生地的积极性。

2．     这节课学生表现很积极，课堂气氛也很活跃，学生也掌握了本课的知识点。学生的主动性略差一些，所有的活动都是在教师的引导下和示范下完成的，教师应学会放手。今后应该多让学生去发现问题，让学生去解决问题。教师应在日常的教学活动中去挖掘培养学生的创新精神，去培养学生的自主能力。

3．     在学生上台表演环节（表演对话或介绍自己的书房），能上台表演的学生还是少数，应多给学生创造机会。