仁爱七年级英语下册课堂教学实录Unit 6 Topic 1 Section B 

                       莆田湄洲第二中学    王文瑞   2016.3.23   

一、整体设计思路

    本节课Section B,让学生学习how to use the prepositions to describe them.学习问句：What's on/under/behind...? 学会回答某地有什么的句型：There is a computer on the desk.There are some keys under the table.并练习Is/Are there..?Yes,there is/are.No,there  isn't/aren’t.针对仁爱版教材教学任务的编排，在教学设计中对教材进行了整合，课堂上注重启发引导，培养学生分析、概括能力的同时，更注重教学方法的灵活性，通过任务型教学法，情景交际法等，激发学生学习的兴趣，让学生乐于接受，易于接受。

二、教学背景分析

1、教材分析

   本话题Is there a computer in your study?主要介绍了房屋内各个房间的类型、位置，家用物品的名称、摆放位置等。本话题通过在A, B, C, D四个Section中贯穿“There be …”句型，方位介词in, on, behind, under, near, next to, in front of 等语言项目使学生能正确描述某处有某物。上节课学生通过Section A的学习已经初步接触了“There be…”句型以及位置介词。本节课Section B在此基础上，仍然通过对话形式进一步学习“There be…”句型及方位介词，同时也学会了有关家居及生活用品的新词。在所创设的语言环境中为下一节课Section C的学习，也就是为短文阅读打下基础。

2、学情分析

   七年级学生有较强的求知欲望和竞争意识，乐于展现自我，已经掌握了一些基础的语言知识和技能，如何调动学生的积极性和参与度是关键。

3、教学的方法与手段

（1）情景教学法。恰当运用多媒体辅助教学，提高课堂效率，增加趣味性。

（2）以学生为中心，开展 Pair work、 Group work等英语教学活动，活跃课堂气氛。

（3）任务型教学法。任务型教学活动策略，在做中学和练，任务明确活动面广，使学生在交际中真实运用所学知识，逐渐形式自主学习策略。

（4）注重分层教学，尊重差异，让不同层次的学生都能参与其中，最大限度激发学生学习英语的兴趣。

（5）教学用具：多媒体。

三、教学目标分析

1、Knowledge objectives: 

(1)Learn some prepositions of position:  e.g.under, near, behind,in front of, etc.

(2)Master the names of home items: e.g. lamp, guitar, clock, wall, window, door, chair, table, key.

(3)Go on learning how to use the structure of“There be” and the prepositions of position.

--What's on your desk? -There is a lamp, a computer and some books on it. 

--Is there a clock on the wall?--Yes there is. / No, there isn’t.

--Are there any books on the desk? -- Yes there are. / No, there aren’t.

2、能力目标

(1)Talk about the names of home items,and use the prepositions to describe them.  Eg;  What’s  on  the table?    There are some keys.

(2)Talk about the positions and existence:

--Is there a clock on the wall?--Yes there is. / No, there isn’t.

--Are there any books on the desk? -- Yes there are. / No, there aren’t.

3、情感目标

 Cultivate the feeling of loving their own homes.

四、教学重点、难点分析 

1. Learn the words of rooms in homes and some prepositions of position.        

2. Learn how to use the structure of “There be”.

  What’s +表示方位的介词短语？There is\are...

   Is/Are there …?  Yes, there is/are

五、教学过程设计

Step One : Review and Lead-in

1.Review

   Use PPT to show a beautiful house with two floors and let students describe the different kinds rooms and their positions using the sentence patterns of “There be..”

(设计意图：在ppt上呈现一张有书房、卧室、厨房、餐厅、客厅、卫生间、花园，漂亮的两层楼图片, 此活动的目的是复习“there be”句型。）

S1: There is a living room on the first floor.

S2: There are two bedrooms on the second floor.

S3: There is a garden in front of the house.1.Lead-in

2.Lead- in

   Let the students enjoy the song《in on under》.

(设计意图：播放一首关于方位介词的歌曲in on under的视频，让学生享受视觉、听觉的双重盛宴。这样既可以使学生变得轻松，愉快，又能让学生在真实的方位感下巩固旧介词，学习新介词，为后面的教学埋下了伏笔。）

Step Two: Presentation

1. The teacher show the students six different pictures of the cat and then ask and answer between the teacher and students using the prepositions (on, in, under, in front of , behind, near).

T: Where is the cat?  

Ss: It’s on\in\under\in front of \behind\near the box.

（设计意图：利用多媒体课件导入直观、生动，能吸引学生注意力，激发学生的兴趣,让学生在真实的方位感下巩固旧介词，掌握了新介词。）

2. Teach the new words about the names of home items using the sentence patterns of“What’s in\on\under\in front of\behind..?”

T: What’s near\behind the sofa?

Ss: There is a lamp\a guitar near\behind the sofa.

T: This is a door. What’s in front of it?

Ss: There is a chair in front of the door.

T: This is a table. What’s under it?

Ss: There are some keys under it.

.....

(设计意图：通过老师的图片展示，让学生在真实的情境中，使用旧句型，学习新单词，较为自然和容易接受，活跃了课堂气氛。)

3. Ask and answer about the picture using the pattern “Is there...? Yes,there is.  No, there isn't. ”“Are there...?  Yes,there are.   No,there aren't.” 

（设计意图：通过老师的图片展示，为学生提供真实的语言交际情景，使学生在一种自然而然状态下过渡在自己的实际生活中，激发学生的兴趣。）

StepThree: Consolidation

1.Look at the two pictures in PPT and read the conversations below them.And then get students to ask and answer questions in pairs about another two pictures using the patterns “ What's ...? There's ...”“Is there...?Are there...?Yes, there is\ are.No, there isn't\aren’t.”

Picture 1

T: What's in front of the classroom?

Ss:There's a tree in front of it.

T: Is there a student in front of the classroom?

Ss:No, there isn't.

Picture 2

T: Are there two students in the front of the classroom?

Ss:Yes, there are.

T: Is there a teacher in the front of the classroom?

Ss:No, there isn't.

（设计意图：学生运用所学的知识去完成练习的过程中激活了学生主体意识，学习自信心，逐步增强从而体验成功的喜悦。）

2.Ask students to look at Jim’s study,and ask and answer questions and then lead to 1a.

T:What’s under the chair,can you guess?

S:There is a soccer under the chair.

T:Is it right?

S:Yes.

T:OK.now let’s listen to 1a and check the answer.

3.Listen to 1a again and mark T (True) or F (False).

(1). The sofa is near the desk.        （    ）

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

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

(4). Jane’s study is nice.             (      )

(设计意图：通过听力活动，培养学生听力能力。)

4.Let students read 1a and answer the following questions.

(1). What's on the desk?

(2). Where is the clock?  

(3). Are there any books on the shelves?

（设计意图：通过细读活动，培养学生获取信息的能力，并巩固本课所学的句型。）

5. Cheek the answer with students together.

（设计意图：师生共同评价能使学生学得主动，养成独立分析问题与解决问题的习惯。）

Step Four: Practice 

    Read after the tape loudly and correctly and then ask some groups to act out the dialogue.

(设计意图：学生进行跟读、操练，可以强化语音，语调的训练，培养学生英语感，进一步感受英语语言的美，为日后的写作奠定基础。)

Step Five: Project

1.Talk about your study/ bedroom/ living room or another room in your home with your partner, using 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 ...

(设计意图：鼓励学生在合作、交流、自主的形式下积极地使用英语，尽可能让学生在“活动”中学，在“主动”中发展，在“合作”中增知，在“探究”中创新，也让学生在完成任务的过程中体验了成功，增强学好英语的信心。)

2. Ask some students to talk about their rooms.

(设计意图：上台表演满足了学习程度好的学生的表现各见，体验了成就感，同时也能带动基础差的学生，给他们树立一个主动积极参与并从中获得成功感的好榜样，激励他的更积极地学习。)

3. Let students do some exercises on the screen. Then check the answers with the students.

(设计意图：通过课堂练习巩固本节课所学知识。)

Step Six: Summarize

We learn:

1. some words: near, under,behind,front,guitar,lamp,clock, window,door,chair,table, key

2. Some phrases: in front of, in the front of

3. some sentences: Come in,please.

There are so many books on the shelves.

We can: describe and ask something with “There be structure"

1. What’s + 表方位的介词短语?   There is/are ...

2. Is/Are there...?

Yes, there is/are.No, there isn't/aren't.

(设计意图：通过小结，让学生巩固所学知识。)

Step Seven: Homework

1.Review the words and sentence patterns in this section.

2.Write a passage about your ideal room.

3.Preview Section B Part 3 and Section C.

(设计意图：学生通过本节课获得了语言储备，为语言的输出做好了铺垫。此环节设计的目的让学生在说的基础上，能够通过书面表达进一步巩固所学的内容，也便以老师检查学习效果。)

板书设计

                   Uhit6 Topic1 Section B

1. What’s +表示方位的介词短语？There is\are...

2. Is/Are there …?  Yes, there is/are.         

六、教学评价设计

1. Fill in the form of self-reflection and assessment.

The things I can do	Evaluation
I can remember the new words	5	4	3	2	1
I can use “There be” structure freely to talk about our rooms.

2. Fill in the form of group evaluation

组  员	评价标准：	总  分
	1.课堂活动中积极参与,与小组成员团结协作。5分
	2.能较好参与课堂活动，团结合作。4分
	3.遵守课堂纪律，与小组成员相互配合。3分
	4.不能做到以上三点。2分
教师评价

（设计意图：该环节是课堂任务的延伸，旨在培养学生复习的习惯，让学生对自己的学习进行初步的评价，有利于培养学生的自主学习和合作学习的能力。）

教学反思：

1、在设计教学的过程中，努力贯彻以学生为主体的教学新理念，注意调动学生学习的积极性和主动参与的感情，整合教材，设计的活动符合学生的年龄特点。鼓励和引导学生积极发言，力求各个活动环环相扣，以符合学生的思维特点和认知水平。

2、通过创设各种问题情境，吸引学生的注意力，营造宽松愉悦的学习气氛，特别之处在于探究活动的过程中，应用学生自己的作品来谈论他们的房间，有效地突破教学难点。

本节课还有一些需要改进之处：

1、时间分配需要更合理。为使教学时间不超时，在后面讨论环节，未能让更多学生畅谈，深感遗憾。

2、在教学过程中，语度有些快，影响学生的理解，所以我在今后的教学中，应注意这些细节的处理。