仁爱版英语教学案例设计七下 Unit 6 Topic 2.doc

Topic 2 Whats your home like?Section ASection A needs 1 period. Section A需用1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. Learn some new words and phrases:town house, country, month, Mrs., furniture, quiet2. Go on learning Wh-questions. Whats your home like?3. Talk about the names of buildings and living environment.4. Learn to read and write the ads of renting.(1) Small apartment for students￥850 a month.(2) House with three bedrooms. Call Mrs. Tong in the evening.(3) House with furniture for a family of three.(4) Looking for a quiet double room under￥300 per month. Teaching aids 教具录音机/房屋图片/幻灯片. 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There be句型, 引入1a。1. (方案一: 就教室里的情况复习“There be”句型。)T:Boys and girls, please make sentences with“There be”structure.(拿一支钢笔放在讲台上。)S1:There is a pen on the teachers desk.(出示几把尺子, 放在手上。)S2:There are many rulers in your hand.S3:T:Good! You are great. (方案二:教学生唱下面的歌, 活跃气氛, 复习“There be”句型, 自然导入本课。) T:Lets chant. (用幻灯片展示。)There are books on the tables.There are children on the chairs.There are pencils in our hands.And theres a teacher over there.There are words on the blackboard.There are pictures on the walls.But the cute animal in my pocket is the best thing of all. 2. (老师呈现A、B、C三幅图, 呈现给学生。) T:Now, lets look at the pictures. Which looks like your house, S4?S4: “A” looks like my house. T: This is an apartment building. Boys and girls, whats S4s home like?A Ss: An apartment building.(用同样的方法呈现并学习B、C两幅图, 引入1a。)(板书, 英汉对照。)apartment building 公寓大楼town house市镇住宅Bfarmhouse 农舍Whats your home like?你家是什么样的？Its an apartment building.是一座公寓大楼。3. (以对话形式练习各种房子类型。)T:Which house do you like best?CS5:I like a town house best.S6:I like an apartment building best.S7: I like a farmhouse best.T:Good job! I know some of you like town houses, some of you like farmhouses, but Kangkang likes an apartment building best. Do you know what kind of house Wang Wei likes?(通过问题的形式, 自然过渡到下一步。)Step 2 Presentation 第二步 呈现(时间:5分钟)呈现1a。1. (设置并板书听力任务, 让学生带着任务听录音。)(1)Whats Kangkangs home like?(2)Whats Wang Weis home like?(3)Whats Wang Weis grandparents home like?2. (让学生听1a的录音, 回答问题。然后师生一起核对答案。) 3. (将关键词写在黑板上, 呈现1a, 为下一步学生不看书自由对话打下基础。)home likean apartment buildinga town housegrandparentslive in a big farmhousein the countrylooking fornearlets helpStep 3 Consolidation 第三步 巩固(时间:5分钟)巩固1a, 完成1b。1. (放1a的录音, 让学生听, 注意语音语调。然后完成1b。)T: Now, lets listen to the tape again. Pay attention to the pronunciation and intonation. Then finish 1b by yourselves.2. (让学生两人一组表演1a, 不能看书, 只看黑板上关键词对话。)T: Work in pairs. Close your books, look at the key words on the blackboard and act out 1a.Step 4 Practice 第四步 练习(时间:15分钟)呈现2a, 完成2b, 2c。1. (呈现出一则求租广告。)T: Heres an ad.WANTEDHouse with furniture for a family of threePlease call Mr. Li at 8838-4558T:If Mr. Brown has a house for a family of three, what phone number can he call?Ss:He can call Mr. Li at 8838-4558.T:Yes. Mr. Brown has a house for rent. And he can also write an ad. Let us help him.FOR RENTHouse with furniture for a family of threePlease call Mr. Brown at 8636-43282. (呈现2a, 让学生听录音, 填表格。) (在黑板上画出表格。)T: Listen to the tape and fill out the table.NameWhat kind of houseTelFOR RENTMs. ZhangSmall apartment for studentsMrs. Tong6628-5669WANTEDHouse with furniture8838-4558Bob139-7382-4946学生听录音的同时，老师板书2a中出现的生词并在听完录音后教读生词。month, Mrs., furniture, quiet(让学生再听2a的录音, 教师核对答案。)T: Now, listen to the tape again, and then check the answers.(让学生阅读2a，完成2b。)T: OK. Next, I want you to read 2a and finish 2b. I will check your answers in 3 minutes.3. (让学生完成2c。假设康康家有房子要出租, 玛丽亚家要租一间带有三个卧室的房子, 请学生帮助他们设计两则广告。把全班学生分成两组, 一组写出租广告, 另一组写求租广告, 看哪一组完成得又快又好。)T: Suppose Kangkang wanted to rent a house to others, Maria wanted a house with three bedrooms. Please help them write two ads. I will divide the class into two groups, one group writes the ad for being wanted, another group writes the ad for rent. Then lets see which group is the best.Step 5 Project 第五步 综合探究活动(时间:10分钟)1. (把全班分成四组做调查, 三分钟后请几名学生向全班汇报。完成1c。)T:Now, lets make a survey about different types of houses in your group.Example:S1: Whats your home like?S2: Its an apartment building.HomeNumberHomeNumberApartment buildingTown houseFarmhouseDormitory(三分钟后, 叫几名学生汇报。)T: Stop here, please. Ill ask one student of each group to tell us the result. You may do it like this:In our group, three students live in an apartment building and two students live in.2. (假设张先生一家三口从外地来北京做生意, 想求租有家具的房子, 请学生们替他写则广告, 张先生电话号码是8839-2357。)T: Help Mr. Zhang write an ad to rent a house with furniture for a family of three, please. And his telephone number is 8839-2357.3. (家庭作业。) (让学生写一则租房广告或求租广告。)T: Write an ad for rent or an ad for being wanted.Section BSection B needs 1 period. Section B 需用1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 names of public facilities:store, bank, street, post office, museum, parking lot, supermarket, station, restaurant, road(2)Learn other new words and phrases:neighbor, corner, mail, hear, piano, loud, really, at the end of 2. (1)Go on learning the structure of“There be”.There is one in front of our building.There are no houses on the right.(2)Review the prepositions of positions.There is one on the street corner.Mr. Smart lives at the end of Elm Road.Mr. Jackson lives between Mr. Smart and Mr. Lee.3. Talk about the facilities and living environment in the community.4. Talk about the relationships between neighbors and complaining. Teaching aids 教具录音机/一张小区示意图. 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, 呈现1b。1. (接龙游戏。将全班分成几组, 用There be句型说出教室里物品的位置关系, 组与组之间进行提问比赛。)T: Whats in the classroom?G1: There are four windows in the wall. Whats on the wall?G2: There is a clock and some pictures on the wall. Whats on the desk?G3: 2. (向学生展示一张生活小区周边示意图, 用1b中的英文解释介绍小区附近设施名称。)T:Look at the map. Here is a bank. We can keep money in the bank. Can you guess the meaning of the word “bank”? Ss:银行。 T:Yes, youre right. Where can we park our cars? Of course, we can park our cars in the parking lot. So whats the meaning of “parking lot”?Ss:停车场。(板书)bank, museum, bookstore, parking lot, post office, supermarket, hospital, train station(根据示意图向学生提问, 复习There be句型和物体位置表达法。)T:Look at the map again. Is there a bank in the area?Ss:Yes, there is.T:Is there a zoo?Ss:No, there isnt.T:Where is the museum?Ss:Its next to the bookstore.Step 2 Presentation 第二步 呈现(时间:5分钟)呈现1a。1. (告诉学生迈克尔新搬进一个小区, 不知道小区里商店和银行在哪里。让学生听1a的录音, 找出他的邻居玛丽是怎样告诉他的。)T: Michael is new in this area. He doesnt know where the store and bank are. Now lets listen to 1a, and mark True (T) or False (F).(板书需要判断正误的句子。)(1) There is a store near here.(2) There is a bank in front of the building.(3) Michael and Mary are good friends.(播放1a的录音, 然后核对答案。)T:Who can share your answers with us?S1:I can. Number 1 is T. Number 2 is F. Number 3 is F.2. (让学生再听1a录音, 找出关键词。)T: Please listen to the tape again, and circle the key words.(教师总结并板书。)new neighborlook forstorein front ofbankcornerStep 3 Consolidation 第三步 巩固(时间:5分钟)巩固1a。1. (让学生跟录音机朗读, 注意语音语调。)T: Please read after the tape, pay attention to the pronunciation and intonation.2. (人机对话。)T: Suppose you were Mary, listen to Michael and make a dialog with him.3. (让学生看黑板上的关键词, 两人一组表演对话。)T: Look at the key words on the blackboard and act out the dialog.Step 4 Practice 第四步 练习(时间:15分钟)练习1b, 1c, 呈现2a。1. (1)(让学生完成1b, 把小区设施名称与其功能配对。)T: We know there are many facilities in one area, we can do different things in different places. Now look at the pictures in 1b, match the pictures with the things we can do.(2)(核对答案。)T:What can we do in a post office?S1:Mail letters.T:Where can we keep money?S2:Bank.(3)(依照1b, 拓展其他小区设施及其功能。)restauranteat mealshotelsleephairdressersget a haircutshoe shopbuy shoesclothing storebuy clothes2. (1)(让学生完成1c。)T:Suppose you were in an area, Lets listen to the tape and check the places in your area.(核对答案。)T:Whats in your area?Ss:Bookstore, parking lot, bank, restaurant, supermarket and post office.(2)(要求学生讲述自己生活小区中设施的情况。)T: Please tell us the facilities in your area with“There be”structure.3. (1)(呈现2a的图, 利用图通过师生互动导出hear.doing。)T:Look at the picture. Who is that girl?Ss:She is Mary.T:What is she doing?Ss:She is playing the piano.T:Right. She is playing the piano when Michael knocks at the door. Do you know why he comes to knock at Marys door?Ss:He thinks its too loud.T:Right. We can also say, “Michael hears Mary playing the piano. He thinks its too loud.”(板书并讲解heardoing。)T:What does Mary answer?Ss:Im really sorry about that.(2)(让学生听2a的录音, 跟读对话。)T:Please listen to the tape and repeat it.4. (让学生两人一组表演对话。)T:Now work in pairs to act out the dialog.5. (写一封抱怨邻居的信。)T:Write a letter about complaining your neighbors.(通过此项练习, 培养学生综合运用语言做事的能力。)Step 5 Project 第五步 综合探究活动(时间:10分钟)通过练习, 培养学生综合运用能力。1. 你能猜到吗？(Can you guess it?) (让学生分组描述曾经去过的有代表性的地方, 其他组的学生猜是什么地方, 看哪组用最少的信息能猜对。)Example: T:This is a place that we can keep money. Can you guess it? Ss:Yes, its a bank. T: Very good. Lets begin. G1: G2: 2. (让学生讨论如果自己处在2a对话中的情景里他们会怎么做, 并编出自己的对话。完成2b。)T: You did a good job. We all know its not right to trouble others. What will you do if you were in such a situation? Please discuss in pairs and make your own dialogs.(选几组学生表演他们编出的对话。)T:Lets share your dialogs. Which pair wants to act out your dialog?S1:Our group.T:OK, very good. You can begin.S1: Come in, please. Whats the matter?S2: I hear you playing the piano.S1: Yes.S2: The music is very beautiful, but Im afraid its too loud.S1: Oh, sorry. Im really sorry. I wont do it again. Do you like playing the piano?S2: Yes.S1: Would you like.3. (完成3。带领学生看课文, 鼓励学生又快又准地完成习题。然后教师核对答案。)T: In our area, there are five neighbors. But we dont know who lives on the right, who lives on the left. Now read the passage and write the names of the five neighbors.4. (让学生做一个调查。调查他们喜欢自己的邻居吗？他们是怎样的？完成调查表。)T: Do you like your neighbors? What do you think of your neighbors? Please make a survey and fill out the table.neighborsquietnoisypolitefriendly.AB(让学生根据调查表, 介绍一下自己的邻居, 并对其进行简单的评价。)T:Please tell us something about your neighbors.S3:I have two neighbors. One is a teacher, the other is a driver. The teacher is very helpful, and he often helps me with my lessons. He works very hard, and he gets up very early and goes home very late. But he never makes too much noise.5. (家庭作业。)(让学生画一张自己居住的小区图, 介绍有哪些设施。)Section CSection C needs 1 period. Section C 需用1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.Learn some new words and phrases:people, child, a lot of, close to, far from, service, area, stop, fan, line, bad, someone, check, right now2.Go on learning the structure of“There be”.There are a lot of tall buildings and small gardens in our community.Are there many people living near your home?Is there a community service center in your area?3. Talk about living environment.4. (1)Asking for and offering helpThere is something wrong with my kitchen fan.Ill get someone to check it right now.(2)Making telephone callsHello, this is Linda speaking.Sorry, I cant hear you. The line is bad. Teaching aids 教具录音机/单词卡片/挂图. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:12分钟)放录音, 引入1a。1. (放3的录音, 让全班学生齐唱, 活跃课堂气氛。)T: Please sing the song Home on the Range after the tape together.2. (1) (单词竞赛。以必答和抢答形式呈现, 必答是两排学生, 每名学生两个单词, 单词是Section A、B的黑体部分；抢答的单词是本课出现的单词或词组, 谁知道谁就站起来, 教师用单词卡片呈现汉语, 学生说英语。1个单词1分, 最后把学生不知道的单词进行教读, 最后将所有单词、词组板书。通过竞赛, 使学生积极参与, 主动学习。)T: Now lets have a word competition. First required answers. There are two words for each student. Ill give you the Chinese meanings. You say them in English. Do you understand? Row 3, please!(板书)station, restaurant, mail, supermarket, museum, street, bank, neighbor, countryside, month, noon, furniture, quiet, single, road, hear, piano, end, really, loud(2) (呈现抢答的单词或词组, 要求学生抢答。)T: Good. Go on with our quick responses. If you know, you can stand up quickly and answer. Are you ready? Go!(板书)right now, someone, check, area, close, child, far, service, stop, fan, line, bad(3) (把学生答错的单词集中起来, 让全班齐读。)T: Well done! Lets read together.3. (安排几名学生站在教室的后面, 教师利用这种情景, 把1a部分中的关键词和句型呈现出来, 为学生们学习1a扫清部分障碍。)T: Oh, look! There are a lot of students standing there. Where are they? They are close to the back door. They are at the end of the classroom. They are far from here.(板书画线部分,英汉对照, 齐读, 让学生们熟悉。)There are a lot of students standing there. Where are they?有很多学生站在那里。他们在哪？close to靠近 far from远离community 社区 service center服务中心area 地区、范围、面积T:S1, is your home close to school or far from school?S1:My home is far from school.T:Who lives in a community?S2:I live in a community.T:Is there a service center in your area?S2:Yes, there is.Step 2 Presentation 第二步 呈现(时间:5分钟)(呈现1a。)1. (呈现1a图片, 让学生快速浏览1a中的问题, 让他们带着任务听录音。)T: Linda lives in Yushancun. Whats Yushancun like? Lets listen to the tape, and find out the answers to the questions in 1a.2. (核对答案。)T:Lets check the answers. (板书)(1) Its quite.(2) Yes, there are. (3) Its an apartment building.(4) No, it isnt.3. (找关键词, 并呈现在黑板上, 为下一步做准备。)quiet, a lot of, apartment, many, close to, near, far from, centerStep 3 Consolidation 第三步 巩固(时间:6分钟)巩固1a。1. (要求学生看黑板上的关键词听1a的录音, 加深印象。)T: Listen to the tape again. Close your books and look at the key words on the blackboard.2. (要求学生利用课文1a的图片、问题或关键词来复述短文。)T: OK, who can retell the text? You can look at the picture, questions and the key words.3. (设计自己理想的小区蓝图。) T: Are you satisfied with your community? What is your ideal community? Please ask your partner some questions about his/her ideal community and draw a community plan. Please dont look at each others.Step 4 Practice 第四步 练习(时间:12分钟)讨论1b, 完成2a, 2b。1. (让学生小组讨论1b中的问题。)T: Whats your home like? Please discuss the questions in 1b with your group members. (检查讨论结果。)T:Who wants to tell us something about your area?S1:I live in Baibuting Garden. My home is in an apartment building. There are a lot of tall buildings and small gardens in our community. There are many people living in our community. The bus stop is near my home. The shops are also close to my house. Oh, there is a community service center in my area. I like living here very much.2. (1)(让学生听2a的录音, 完成2a。)T: As we all know, in many areas, there is a community service center. If we have problems, we can call it for help. Now Linda is calling the community service center. Lets listen to the tape, and find out whats the matter with her.(让学生听完录音后, 回答问题。)T:OK, stop here. Whats the matter with Linda?Ss:There is something wrong with her kitchen fan. It doesnt work.(2)(设置情景让学生应用新的语言知识。)T:Who has model cars or planes?S2:I have.T:Does it work well?S2:No, it doesnt.T:You should get someone to check it.S2:OK.T:Now. Work in pairs to make similar dialogs.(3)(提供关键词, 让学生两人一组表演对话。)(板书)livematterfancant hearwrongcheckright nowT: Please practice the conversation according to the key words with your partner.3. (完成2b, 让学生两人一组编对话。)T: So we know if we have problems, we can do as Linda, calling the community service center. Now suppose there was something wrong with your TV/computer, and you wanted to get help from a community service center. Please make a dialog about it with your partner according to 2a.(让几组学生表演或朗读他们所编对话。)T:Who wants to act out or read your dialog?S3:Our group.T:OK, very good. You can begin.S3:Hello, the First City Community Service Center. What can I do for you?S4:Hello, this is Sally speaking. I live in.Step 5 Project 第五步 综合探究活动(时间:10分钟)1. (让学生思考自己生活的社区, 来自不同社区的学生互相交流, 对公共设施进行比较, 说说哪种更好。)T: Boys and girls, think about your communities and talk with each other, then compare them. 2. (让学生对全班学生做调查, 如果家里的生活用品坏了, 怎么解决, 然后汇报。)T: Of course, when we have problems, we can call the community service center. Also there are many other ways to solve the problems.Example:The old bike doesnt work and its not worth mending, so we can buy a new one. Now make a survey about the ways you can use when something is broken. Fill out the table, then report to the class.NameThings are wrongWaysget help from the community service centerdo it by oneselfthrow awayask ones uncle/aunt.for help.(选择几名学生汇报调查到的方法。)T:Who wants to tell us the result of your survey?S1: I want.T:OK, very good. You can begin.S1:Lindas kitchen fan doesnt work, so she gets help from the community service center. Sallys bike doesnt work, and she repairs it by herself.3. (家庭作业。)(让学生调查自己所在小区的社区服务中心能够提供哪些帮助以及怎样去获得帮助等。)T: Please make a survey about your community service center: What can they do for you? How do you get help from them?.疑点探究 电话用语。 在电话用语中要用this表示“我”, that表示“你”。如：“Whos that? This is Michael.”但现代用语中, 常用this指对方, 以表示亲切。如：“Whos this? 你是谁？”Section DSection D needs 1 period. Section D需用1课时。The main activities are 1, 2a and 5. 本课重点活动是1, 2a和5。. Aims and demands目标要求1. Learn the vowels:/U:/,/J/, /aJ/, /Q/ 2. Learn some new words:move, city, traffic