Section Appt课件课堂实录

Unit 6 Our Local Area Topic 1 There is a study next to my bedroom. Section A

I. Material analysis 本单元围绕Our Local Area主题展开，共包括三个话题，通过Kangkang, Jane, Maria, Michael等人谈论有关房间、居住环境和问路的对话以及短文，完成本单元三个话题的语音、词汇、语法和功能项目的学习。话题一将介绍屋内房间的名称与位置、常见的屋内摆设的名称和摆放位置等。本课是话题一的第一课时。本课的主要活动是1a, 2a和4a。将通过Maria去Jane家拜访的情景呈现本课的主要内容，学习用there be句型表达各房间及屋内基本摆设。此外，还将呈现并操练字母组合i+nd/ld, igh, -ing, l/ll, m/mn的读音及语音辨认。本课贴近学生的实际生活，因此，教师可引导学生结合自己家的房屋设计进行口头和笔头操练，提高学生学习的兴趣，调动他们的学习积极性。

II. Teaching aims

1.Knowledge aims

能根据已学语音、音标及发音规则，正确朗读下列词汇和短语并在实际的

对话操练中加以应用：

beautiful, garden, bedroom, second, floor, and so on, upstairs, kitchen, dining room, living room, bathroom, first

能够在小组合作活动中，掌握字母组合i+nd/ld, igh, -ing, l/ll, m/mn的发音规则并尝试辨音；

能够在情景对话中用there be句型描述屋内房间及基本摆设等；

能正确使用方位介词和介词短语on，next to等；

能够就“存在、建议”等交际功能的基本法进行交流与对话操练，如：

(1)

There is a study next to my bedroom.

(2) There is a sofa, a desk, some books and so on.

(3) There is/are … on the first/second floor.

(4) —Why not go upstairs and have a look?

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—Let’s go.

...

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2.Skill aims

能听懂谈论房间、室内摆设的表达，并做出恰当回应；

能就房间、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；

能正确朗读对话，注意语音语调和单词重音；

能准确写出黑体单词和词组。

3.Emotional aims 能在学习的同时，热爱自己的生活环境；

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.在小组合作活动中，能掌握字母或字母组合i+nd/ld, igh, -ing, l/ll, m/mn的发音规则并尝试辨音；

2.能够在情景对话中，学会用there be句型描述各个房间及屋内基本摆设。

IV. Learning strategies 1.能够运用图片、关键词、实物等进行听前预测；

2.能在学习过程中养成预习和复习的学习习惯。

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 on 1.Get students ready work.

2.

Individual work.

the teacher.

for learning. 2.

Help the students Student activity Teacher activity 2.

Do duty report. Some revise the words students come to the front and expressions to talk something about in Unit 5.

your school life, your life

and so on.

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3.

Group work.

e.g.

I am a student of

Class 1, Grade 7. I often

go to school by bike.

Classes begin at 8:00. We

have four classes in the

morning and three classes

in the afternoon. After

school, I often do some

outdoor activities with my

good friends, such as...

3.

Do brainstorming. Sit 3.Help the students in groups. Try to say the revise words and words and expressions expressions in last about the means of unit. transportation, adverbs of

frequency, subjects, school

facilities and so on as

many as you can. The

group which can say the

most words and expressions

correctly will be the winner

in this group competition. Read the sentences given by the teacher. Try to answer the questions according to the underlined words as quickly as you can. The group which can answer

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the most questions correctly will be the winner in this group competition. e.g. (1)I sometimes get up at 7 o’clock. (2)She often comes to school by bike. (3)He has two classes in the afternoon. (4)They come to school library three times a week. (5)She is doing her homework now. (6)You can keep the books for two weeks. (7)Today is Friday. ... Presentation

(10 minutes) 1.

The whole class 1.Do 2a. Look at the 1.Present work.

new flashcards of 2a. Learn the words about the new words about the rooms

in homes rooms in homes.

with the help of T: Look at the picture. the flashcards and What can you see? the new sentence Ss: Trees, house, sun, structure—“there garden... be”. T: Yes. There is a beautiful

garden in the picture.

There is a kitchen, a

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2.

Individual dinning room, a living

room and a bathroom on

the first floor. On the

second floor, there are two

bedrooms and a study.

...

2.

Do 2a & 2b. Listen to 2.Help the students work and pair the tape of 2a and match go on learning the work.

the words or phrases with new words about the pictures in 2a the rooms in homes the new individually. Then check and your answers with your sentence structure. partner. After that, make up

new sentences according

to the picture in 2a, using

“there be” structure. e.g.

There is a study on the

second floor.

There is a beautiful garden

in the picture. ...

3.Individual work 3.

Do 1b. Look at the 3.Help the students and the whole picture in 1a. Answer the go on learning the class work.

questions, “What can you words about the see in the picture?”, “Do furniture and home you like the house?”, items. “What are they doing?”

Then listen to the tape to

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check your answers. Listen again and choose the correct answer in 1b.

Consolidation

Individual work Listen to the tape again Play the tape (10 minutes) and pair work.

and fill in the blanks recorder. Check according to 1a individually. the answers.

Then check your answers

with your partner. ( J=Jane, M=Maria ) J: Welcome to my new ______, Maria! M: Thanks, Jane. You have a beautiful ______. J: Thanks. I like my new home. M: Where is your _____? J: It’s on the second _____. There is a ______ next to my bedroom. M: What’s in our study? J: _____is a sofa, a desk, some books and so on. M: Great! I like ____. J: Why not go upstairs and _____ _____ _____? M: Let’s go.

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Practice (10 minutes) 1.

Pair work.

2.

Individual 1.

Do 1a. Practice 1a in 1.To be a good pairs. Then some pairs act listener.

out the conversation to the

whole class.

2.

Do 1c. Fill in the blanks 2.

Help check the work and pair individually. Then check answers. work.

your answers with your

partner.

the 3.

Group work and 3.

Do 4a. Divide the class 3.

Make the whole class into six groups. Every students learn the work.

group reads one group of sounds in group words. Discuss in groups work by themselves. and find the rules

of sounds

about i+nd/ld, igh, -ing,

l/ll, m/mn by yourselves.

Then one student in each

group reads out the sound

and teaches the sound to

the whole class. And the

whole class listen to the

tape recorder and check

the sounds. Finally, read

the sounds and words

aloud after the tape. 4b. Read

the 4.Make the 4.Individual work, 4.

Do pair work and the sentences in 4b. Guess the students learn to whole class work. answers. Then listen to the read the words

tape and check your with the help of answers. After that, check sounds. Play the

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your answers with your tape recorder. Check partner. The whole class the answers. read the sentences aloud together. Production

(10 minutes) Individual work Sit in groups. Draw a 1.

Make the and group work.

picture of your home students practice

individually first. Then the words about talk about your home with rooms of homes your group members. Tell and “there be”

them which room you like structure in oral best and why. Finally, work and written some students show your work. pictures to the whole class

and describe your favorite

room and give the reason.

2.

Assign homework：

Review the words and practice the conversations in Section A with your partner; Make up a new conversation similar to 1a with your partner. Then report it to the class next day; Preview Section B. the

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Teaching reflection：

在本课中，学生学会了用there be句型来描述书本上以及自己家的房间，并能够表达、谈论自己最喜欢的房间。此外，本课还学习了i+nd/ld, igh, -ing, l/ll, m/mn的发音规律并尝试辨音。本课的生词量比较大，部分学生没办法当堂掌握并熟练运用这些表示房间的词汇，因此教师应当多关注学困生，在他们学习的过程中，给予更多的帮助，帮助他们顺畅地完成课堂英语的学习，给他们创造机会，引导其他同学也来帮助他们，养成同学之间互相帮助、共同合作的好习惯。

VII. Blackboard design Topic 1

There is a study next to my bedroom.

Section A

1. What’s in your study?

beautiful

2. There is a sofa, a desk, some books and so on.

garden

3. —Why not go upstairs and have a look?

bedroom

—Let’s go.

second

4. What kinds of rooms are there in your home?

floor

5. Which is your favorite room? Why?

and so on

upstairs

kitchen

dining room

living room

bathroom

first

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