Unit3HomeandPlacesTopicTalk教学设计-北师大版英语七年级上册

Unit3HomeandPlacesTopicTalk1.ContentOverviewThistopictalkinUnit3ofthe2024BeijingNormalUniversityEditionEnglishtextbookforGrade7focuseson"HomeandPlaces".Itbeginswithfamiliarizingstudentswithwordsrelatedtorooms,furniture,andequipmentinahome,suchas"livingroom","kitchen","sofa","fridge",etc.ThemainpartisadialoguewhereGracedescribeshernewflat,includingtheroomsandfurnitureinit.Throughthis,studentsareexpectedtolearnhowtodescribetheirownhomes.Additionally,thereareactivitieslikedrawingandtalkingaboutone'shome,andasongrelatedtothethemeofhometodeepenstudents'emotionalunderstandingof"home".教学目标2.1KnowledgeObjectivesStudentswillbeabletomasterthevocabularyrelatedtorooms,furniture,andequipmentinahome,suchas"bedroom","washingmachine","cooker",etc.is/are...got...nderstandandbeabletousesentencestructureslike"Thereis/are..."and"Ihavegot..."todescribethelayoutanditemsinahome.2.2AbilityObjectivesStudentscanlistentoandunderstandconversationsaboutdescribinghomes,likethedialogueaboutGrace'sflat.Studentsarecapableofusingthelearnedvocabularyandsentencestructurestodescribetheirownhomesclearlyandaccuratelyinoralandwrittenforms.2.3EmotionalObjectivesStudentswilldevelopadeeperloveandsenseofbelongingfortheirhomesbyreflectingontheconceptof"home"throughvariousactivities.Fosterstudents'interestinlearningEnglishbyconnectingthelearningcontentwiththeirreallifeexperiences.教学重难点3.1TeachingKeyPointsThevocabularyrelatedtohomefacilitiesandrooms.is/are...got...geof"Thereis/are..."and"Ihavegot..."sentencestructuresindescribinghomes.3.2TeachingDifficultPointsHelpingstudentsusethelearnedlanguageprehensivelyandflexiblytodescribetheirhomes,includingaddingdetailsandexpressingpersonalfeelings.Guidingstudentstounderstandtheemotionalconnotationof"home"beyondjustthephysicalstructure.4.1VocabularyRooms:livingroom,kitchen,bathroom,bedroom,balcony,gardenFurnitureandEquipment:bookcase,washingmachine,fridge,cooker,sofa,table,TV,bed,desk4.2SentenceStructuresTherebeStructure:e.g.ular:Thereis+singularnoun/uncountablenoun+location.e.g.Thereisasofainthelivingroom.e.g.al:Thereare+pluralnouns+location.e.g.Therearethreechairsinthekitchen.e.g.vegotStructure:Ihavegot+item(s)+location.e.g.IhavegotaTVinmybedroom.教学过程5.1Leadin(5minutes)Greetthestudentsandshowthemsomepicturesofdifferenttypesofhouses.Askthem:"Whatkindofhousewouldyouliketolivein?Why?"Encourageseveralstudentstosharetheirideas.Then,say:"Today,wearegoingtolearnaboutGrace'snewflat.Let'sseewhatitislike."Thisstepaimstoarousestudents'interestandactivatetheirpriorknowledgeabouthomes.5.2Prelistening(8minutes)Handoutahandoutwithasimplelayoutofaflat(similartowhatmightbeinthetextbookbutwithoutlabels).Askstudentstoworkinpairsandguesswhatroomsareintheflat.Then,presentalistofroomnamesandfurniturenamesontheblackboardorthroughPPT.Readthemaloudandletstudentsrepeatafteryou.Explainthemeaningofanynewordifficultwords.Forexample,for"washingmachine",showapictureandsay:"Thisisamachinethatweusetowashourclothes.Itiscalledawashingmachine."Next,askstudentstolabeltheroomsandtrytodrawsomefurnitureinthecorrespondingroomsonthehandout.Thisactivityhelpsstudentsgetfamiliarwiththevocabularyandsetsthestageforthelisteningpart.5.3Whilelistening(12minutes)FirstListening:Tellstudents:"Now,listentothedialoguebetweenGraceandSandyaboutGrace'snewflat.TrytofindoutthemainthingsGracesaysaboutherflat."Playtheaudiorecordingofthedialogue.Afterlistening,askstudentstosharetheiranswersbriefly.Themainaspectsareusuallytheroomsintheflatandthefurnitureineachroom.SecondListening:is/are...tentothedialogueagain.Thistime,fillintheblanksinyourhandout.PayattentiontothesentencestructuresGraceusestodescribeherflat."Distributeahandoutwithblanksrelatedtothedialoguecontent,suchas"Thereisa______inthelivingroom."and"Ihavegota______inthebedroom."Playtheaudioagain.Afterlistening,checktheanswerswiththewholeclass.Then,focusonthesentencestructures"Thereis/are..."and"Igot...got...".Writesomeexamplesontheblackboardandexplainhowtousethem.Forexample:"Whenwewanttosaysomethingexistsinaplace,weuse'Thereis/are...'.Whenwewanttosaywepossesssomethinginacertainplace,wecanuse'Ihavegot...'."5.4Postlistening(15minutes)Roleplay:Dividestudentsintopairs.OnestudentplaysGraceandtheotherplaysSandy.Theyroleplaythedialoguetheyjustheard.Walkaroundtheclassroomtomonitorandofferhelpifnecessary.Afterafewminutes,invitesomepairstoetothefrontoftheclassandperformthedialogueforthewholeclass.DrawandDescribe:Askstudentstodrawasimplelayoutoftheirownhomesonapieceofpaper.Then,usethesentencestructures"Thereis/are..."and"Ihavegot..."towriteashortdescriptionabouttheirhomes.Encouragethemtoaddsomeadjectivestodescribetheroomsorfurniture,like"Thereisabigandfortablesofainthelivingroom."or"Ihavegotasmallbutlovelybedroom."Aftertheyfinishwriting,askthemtosharetheirdescriptionswiththeirpartners.Eachpartnershouldlistencarefullyandgivesomefeedback,suchasaskingformoredetailsormakingsuggestionsforimprovement.SongAppreciation:Playthesong"Home,SweetHome".Beforeplaying,tellstudentstolistencarefullyandcirclethewordsthatshowhomeisagoodplace.Afterplaying,askstudentstosharethewordstheycircled,like"happiness","love","perfect".Then,haveashortdiscussion:"Whydothesewordsshowthathomeisagoodplace?Howdoyoufeelaboutyourhome?"Guidestudentstothinkabouttheemotionalmeaningofhome.5.5SummaryandHomework(5minutes)Summary:Summarizethekeypointsofthisclasswiththestudents,includingtheimportantvocabularyabouthomes,thesentencestructures"Thereis/are..."and"Ihavegot...",andtheunderstandingoftheemotionalmeaningofhome.Homework:Askstudentstowriteamoredetailedpassageabouttheirhomes,usingatleast8sentenceswiththelearnedsentencestructuresandvocabulary.Encouragethemtodecoratetheirwrittenworkwithsomepicturesoftheirhomesifpossible.教学反思PositiveAspects:Theuseofpicturesandrealliferelatedquestionsintheleadinpartsuccessfullyengagedstudents'interestandmadethemactivelyparticipateintheclassdiscussion.Thestepbysteplisteningactivities,fromgettingthemainideatofillingintheblanks,effectivelyhelpedstudentsunderstandthedialoguecontentandmasterthekeysentencestructures.Theroleplayanddrawanddescribeactivitiesprovidedstudentswithsufficient