6 Our Local Area Topic 1 There is a study next to my bedroom说

仁爱英语七年级下册

Unit 6 Our Local Area

Topic 1 There is a study next to my

bedroom.

Section B

说 课 稿

尊敬的各位领导，各位老师，大家好，今天我说课的题目是仁爱英语七年级下册Unit 6

Our Local Area Topic 1 There is a study next to my bedroom. Section B.下面我将从以下几方面进行说课：

一、 说教材和学情

本单元从学生的日常生活出发，让学生学会介绍自己的居家布置及居住环境，同时还涉及了邻里之间的关系和社区的服务状况，让学生学会和他人和谐相处，共创美好的生活氛围。

Topic1,Section B主要介绍了房屋内家用物品的名称、摆放位置等，并引出了There be句型，方位介词in, on, behind, under, next to, in front of等语言项目。作为单元的第二课，它是话题的简单形式，是本话题的基本语言结构和词汇知识的输入过程，其作用是引出话题，整体呈现新内容，让学生在实践中愉快地接受知识，并为后面反复操练特定的功能项目提供了语言环境。

二、谈教学目标

1.知识目标

（1）掌握词汇：lamp, clock, table, key, window, near, under ,thing

（2）理解词汇：talk about, put away, look after

（3）掌握“There be…”句型。

（4）掌握并运用方位介词。

2.能力目标

（1）能听懂关于存在及相关位置关系的介绍。

（2）能够简单谈论自己的房间和室内摆设。

3.情感目标

让学生懂得热爱自己的家，学会和他人和谐共处，并激起他们共创美好家园的愿望。

三、谈教学重难点

“There be”句型。

依据：“There be”句型是课程标准要求学生掌握的重要句型之一，本课是该项语法教学的第二课，要对学生进行正确的语言输入，为以后的教学打下坚实的基础；同时学生在前面已学过“have/has”表示“有”这一概念，他们极其容易把“have/has”跟“There be”句型混淆。因此我认为 “There be”句型既是本课教学的重点，又是本课教学的难点。

四、说教法和学法

从年龄特点来看，七年级学生好动,好奇,我们应采用形象生动,形式多样的教学方法去激发学生学习的兴趣，同时，七年级学生好表现，课堂上敢于举手来发表见解，希望得到老师的表扬,所以在教学中应抓住学生这一特点，尽量做到多表扬、多鼓励，以此调动学生的积极性，但是，七年级学生正处在身心发展、成长过程中，其情绪、情感、思维、意志、能力及性格还极不稳定和成熟，具有很大的可塑性和易变性，因此我们在教学应该关注每一个学生，防止两极分化。

五、说教学步骤

Step 1 Review (时间:6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，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。)

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.

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: Now, let’s look at the picture. What can you see in it?

S1: I can see a sofa.

T: Oh, I see. It’s near the desk.

S2: I can see a family photo.

T: Can you see a clock on the wall? It’s near the photo.

…

T: What’s on the desk?

Ss: There is a lamp, a computer and some books.

T: We can also say, “There are some books, a lamp and a computer.” 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)

be……句型

a.肯定句： There + is/are +主语+状语.

Eg: There are some keys under the table.

There are also some books and a lamp.

= There is also a lamp and some books.

b.否定句： Is/Are +there+主语+状语？

There + isn’t /aren’t +主语+状语.

Eg: There aren’t any keys under the table.

c.一般疑问句：

Are there any keys under the table?

肯定回答：Yes, there are.

否定回答：No, there aren’t.

d.特殊疑问句： What’s +介词短语？ (注意：询问There be……的主语，疑问词用what, be动词只能用is。

Eg: What’s under the table？

Explain the phrase: talk about, talk with, on the wall, in the wall.

Step 2 Presentation (时间:6分钟)

呈现1a。

1. (让学生听1a的录音，判断正误，完成1b。)

T: Listen to 1a and answer the questions.

(课件展示)

• 1. The sofa is near the desk. （ T ）

• 2. There is a clock on the desk. ( F )

• 3. The football is under the desk. ( F )

• 4. Jane’s study is nice. ( T )

(核对答案。)

2. (让学生再听1a，注意语音和语调。)

T: Please listen to the tape and pay attention to the pronunciation and intonation.

3. (让学生根据语音和语调分角色朗读1a。)

T: Please work in pairs, and read the dialog in roles.

Step 3 Consolidation (时间:8分钟)

巩固1a, 完成1c。

1. (让学生看1a的图片，结对练习描述Jane的书房，巩固There be句型。)

T: Please look at the picture in 1a. Then describe Jane’s study in pairs, OK?

2. (根据1a，两人一组谈论自己的书房/卧室……，并完成1c。)

T: Now, I’ll give you some minutes to talk about your study/bedroom … Then act out your

dialogs in pairs.

Example:

S1: What’s in your study?

S2: There is/are …

S1: Is there a/an …?

S2: Yes, there is./No, there isn’t.

3. (让学生根据1a所学，试着用几句话来描述一下自己的书房、卧室……)

T: According to la, try to use some sentences to describe your study, bedroom …

Step 4 Practice (时间:15分钟)

通过练习，完成2，3。

1. (让学生看2的图片，完成2。让学生掌握短语in front of 和in the front of。)

T: Let’s go to2. There are four pictures in it. First, read the dialogs below Picture 1 and 2 by

yourselves for one 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.

G1: A: What’s near the window?

B: There is a guitar near it.

G2: A: Are there any books on the shelf?

B: Yes, there are.

2. (1)(让学生看3的图，听录音，完成3。让学生掌握生词table, key, put away, look after和thing。)

T: Look at the pictures in 3, and listen to the tape and finish 3.

(2)(听完录音，核对答案。)

T: Who can tell us your answers?

S1: “on, There are, keys”.

S2: “behind, There’s, away”.

T: That’s right.

(3)学习下列句子。(理解即可)

a. I think they’re Judy’s.

b. Don’t put them there. Put them away, please.

c. You must look after your things.

Step 5 Project (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:

S1: Where is the pencil-box?

S2: It’s on the desk.

S1: What’s under the desk?

S2: There is a pencil, a ruler, a knife and two pens.

(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. (家庭作业。)

(让学生写一篇小短文，介绍自己的书房、客厅、卧室等等。不少于60字。)

T: Write a short passage about your study, living room bedroom and so on. (at least 60 words)

我今天的说课就到这儿，非常感谢各位领导和老师！That’s all. Thank you very much!