仁爱版七年级英语下册U6T1SA教案

仁爱初一 Unit6 Topic 1 详案(仁爱版七年级英语下册教案教学设计)Section AMain activities:1a, 2b and 3Teaching priods:1~2Teaching aims and demands:1. Master the structure of “there be” and some prepositions.2. Get to know different rooms in houses.3. Review the present continuous tense.Teaching procedure:Step1 Review1. Perform some actions to review the present continuous tense.2. Show the picture of 1a to the students, asking the following questions:Who is the boy?Who is the girl?What are they doing?Step2 Presentation1. Draw a two-story house with several empty rooms on the blackboard, then show a picture of “study” to the students and teach them to say the new word “study”. Stick the picture into one of the rooms on the second floor, and teach the students to say the sentence “There is a study on the second floor.”2. Teach the names of other rooms to the students, using the same method above. Practice them in “there be” structure.3. Play the tape of 1a for the students, and ask them to answer the following question after listening.“Is there a computer in Jane’s study?”4. Go through the dialog with the students together, and deal with some language points.Write them down on the blackboard.Is there…Are there…Next to…Why not…Can I borrow…Step3 Consolidation1. Play the tape again and ask the students to follow it sentence by sentence, paying attention to the pronunciation and intonation.2. Get the students to practice and act out the dialog. Choose several pairs to act out in the front of the class.Step4 Practice1. Finish 2a and 2b in class.2. Review the present continuous tense.3. Practice 3.4. Choose several pairs to act out their dialog 3.Step5 Project1. Finish 4.2. Suppose a classmate or a friend is visiting your home. Make a dialog with your partner, using “there be” structure and the present continuous tense. List the following suggestion on the blackboard.There is…Is there…? Yes, there is./No, there isn’t.There a re…Are there …? Yes, there are./No, there aren’t.What’s on the first /second floor?What’s your mother/father …doing in the garden?He/she is V-ing…3. Choose several pairs to act out their dialog.Section BMain activities:1a and 3Teaching priods:1~2Teaching aims and demands:1. Learn more preposition of position in “there be” structure.2. Learn wh-question.3. Learn some home items.Teaching procedure:Step1 Review1. Review the main contents of Section A by brainstorming.For example:Does Jane have a nice house?Is there a garden beside he house?Where is the bedroom?2. GameDivide the class into two groups, and ask each group to speak out different rooms and prepositions they have learned one by one without long pause and repetition.Step2 Presentation1. Present the new words, using pictures or real objects.For example:Take out a mirror to teach the new word “mirror”, and put the mirror on the desk to teach the sentence “There is a mirror on the desk.”2. Teach the other home items and preposition, using thesame method above.3. Give the question: Who is playing with the computer? And then play the tape. Ask the students to answer the question after listening.4. Go through the dialog of 1a with the students, and list some key points on the blackboard and give necessary explanation, such as lamp, mirror and clock.Step3 Consolidation1. Play the tape of 1a again, and ask the students to follow it sentence by sentence, paying attention to the pronunciation and intonation.2. Get the students to practice the dialog in pairs, and then choose several pairs to act it out in class.3. Finish 2 in groups and check the answer together with the students. Give explanation if necessary.Step4 Practice1. Finish the rest part of 3 according to the example shown. Choose several pairs to act out their dialog.2. Look at the picture and finish 4.Step5 Project1. Suppose you’ve just moved into a new flat and need to buy many home items. Make a shopping list and then make up a short dialog about shopping. Act out your dialog with your partner in class.2. Classify the home items you have bought to see which items should be put into which room. List the items on the blackboard. Report your answer to the class.Section CMain activities:1a and 2Teaching priods:1Teaching aims and demands:1. Go on learning “there be” structure.2. Go on learning preposition of position.Teaching procedure:Step1 ReviewGuess a riddleThe teacher writes the first letter of a word on the blackboard, and gets the students to guess. Practice the first one whose guess is correct. If nobody can get he answer, the teacher can give some necessary English explanation.Step2 Presentation1. Ask the students to read 1a quickly and then finish the true or false questions.2. Do intensive reading again and ask the students to finish 1b alone. Check the answers in class and give necessary explanation.3. List some key words and sentences on the blackboard, and draw a stick figure on the blackboard. Retell the passage according to the key words and picture to show a model. Get the students to practice in pairs or groups.Step3 Consolidation1. Ask the students to finish 2 with the prepositions “in, on, under, behind, in front of” alone. Then check the answers in class and give necessary explanation.2. Ask the students to work in pairs to find the differences between the two pictures in3. Make a list of differences and then finish the blanks in pairs.Step4 Practice1. Find out the key words and sentences with the students. And then list them on the blackboard. The teacher gives a modelto retell the passage according to the key points, and then ask the students to retell the passage.For example:The curtain in Picture A, In Picture B, There is, In Picture, There is a bookcase, In the bookcase2. Sentence making game.List the following words on the blackboard.Step5 ProjectChain story.Make out a story in class. Everybody should try to make the story interesting and vivid.The teacher can begin the story like this:There is a beautiful girl in front of a big garden.Section DMain activities:1,4 and 5Teaching priods:1Teaching aims and demands:1. Review the main contents of Topic 1.2. Learn consonants.Teaching procedure:Step1 Review1. Use 3a and 3b as a clue to review the main contents of this topic.2. Share the story the students made during the last period.Step2 Presentation1. Put the words in 1 on the blackboard at random, ask the students to classify them according to the pronunciation, and ask them to read after the tape for several times.2. touching game-Hungry Shark1) Stick the following pictures at the bottom of theblackboard, and draw a picture like this:2) Divide the students into two groups and number each student in wither group so that there are two students who have the same number.3) Make enough room for running. The teacher speaks out a word first and then calls a number to see which student can touch the picture faster and correctly.4) The loser must come down one step from the stair.5) Call out different numbers and words faster and faster. The game is over when one group falls down into the mouth of the hungry shark.Step3 Consolidation1. Ask the students to finish the letter in 4 within a limited period, and ask one or two volunteers to read the letter in the front of the class.2. The rest of the class can ask questions according to the content of the letter.Step4 Practice1. Ask the students to draw a picture including the following words:a house, trees, a river, a yard, a boat, birds, a girl, a bridge, a dog, a lake2. Ask the students to describe their pictures orally, choose one or two volunteers to share their picture and passages with the class.Step5 ProjectFinish drawing the picture according to the cassette of 2.~。

Unit 6 Our Local AreaTopic 1 There is a study next to my bedroom.Section AI. 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 aims1.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?—Let’s go. ...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。

Unit6 Topic1 Section A 优质课教案（重庆市）Unit 6 Topic 1 There is a study next to the bedroom?Section ATeaching objectives：Knowledge objectives：At the end of the class, Students will be able to:1. Listen, speak, read and write these words: beautiful, garden, bedroom, second, floor, kitchen, bathroom.2. know the meaning of these words and phrases：and so on，upstairs，dining room, living room.3. Know the meaning of the sentences: What’s +sp.? There be…Skill objectives：At the end of the class, Students will be able to:1. Use “What’s +sp.?” to ask questions.2. Use “There be” and the prepositions such as “on…, next to…, in…” to describe a home and rooms.3. Design a room.Emotional objectives：1. Develop the team spirits of students by pair work and group work.2. Motivate students’ interests and of learning English and help students build self-confidence.Learning strategies：1. Learn the new words by the same root.2. Practice the dialog with the help of the key words.3. Design a new home by visiting other people’s home.Cultural awareness：We can do different things in different rooms.The key points and difficult pointsKey points：1. Learn the new words by pictures, phonetics and English meanings.2. Use “What’s +sp.?” to ask questions.3. Use “There be” and the prepositions such as “on…, next to…, in…” to describe ahome and rooms.Difficult points：1. Use “There be” and the prepositions such as “on…, next to…, in…” to describe a home and rooms.2. Design a room.Teaching procedures:Step 1 Routine taskT: What day is it today?S: It’s Wednesday.T: Is it your favorite day?S: No, it isn’t.’T: Which day do you like best?S: I like Friday best.T: Why do you like it?S: Because I can go home early on Friday.(意图：与学生进行日常问答，一方面让旧知识得以复现和巩固，另一方面引出今天要谈论的home这一主题。

Unit 6 Our Local Area/ｈ/ /ｒ/ /ｗ/ /ｊＩｅＩ/ /ｕｕａs erviceliving room? It’s on the first floor.文化意识社区通常指以一定地理区域为基础的社会群体。

它至少包括以下特征：有一定的地理区域；有一定数量的人口；居民之间有共同的意识和利益；并有着较密切的社会交往。

例如，村庄、小城镇、街道邻里、城市的市区或郊区、大都市等等，都是规模不等的社区。

社区就是地方社会或地域群体。

英文community一词含有公社、团体、社会、公众，以及共同体、共同性等多种含义。

而中文“社区”一词意在强调这种社会群体生活是建立在一定地理区域之内的。

而一个完全的城市社区的地域范围，通常则是由其市区和包括若干小城镇及乡村的郊区构成的。

每个社区都有一定的制度、机构和设施，为整个区域服务，以满足其成员的各种需要。

每个社区的社区中心都设有服务性的商店、学校工厂、政府机关、医疗单位、群众团体等，以整个社区的地域范围为其有效的“服务地区”。

社区这种社会统一体正是通过它的各种机构和设施的服务活动来推动各种制度的运行，使社区成员在本社区疆界内得以维持其全部日常生活。

同时，社区机构设施的有效“服务地区”又是形成和保持该社区疆界的决定性因素。

作为地方社会，社区不可避免地存在着这样或那样的社会问题，例如住房紧张、贫困户较多、教育资源缺乏、犯罪率较高、交通拥挤以及老年人问题等等。

20世纪初期，在英国、法国和美国等国出现了“睦邻运动”，宗旨是充分利用社区的人力、物力资源，培养社区居民的自治精神和互助精神，动员社区居民参与改造社区生活条件的活动。

西方社会学者在研究社区居民归属感时发现，居民在社区内的社会关系越好，对社区环境的满意程度越高，在社区内居住的时间越长，参与社区的活动越多，对社区的归属感也就越强，而人口密度低的社区的居民与人口密度高的社区的居民相比，社区归属感相对较强。

Additional materialAPeople from different countries like different types of home. According to the survey， Germans and others from North Europe care most about the quality of thehouses. Frenchmen and Italians prefer houses with gorgeous furniture. Americans like villas with gardens in prosperous areas. People from Singapore， Malaysia or other Asian countries pay more attention to the luxury and magnificence of the houses.BIn the USA，each school serves a neighborhood，and neighborhoods are different. In some places，the parents take an interest in what thei r children are doing at school. They give their time，their ideas，and they may give gifts to their schools. That’s what makes a good school in America. Generally，it doesn’t matter whether the neighborhood is rich or poor， whether it is in the city，the suburbs or the countryside. What matters is the interest that the neighborhood takes in its school.Schools try to interest students in their neighborhood，too. Students like to go to the firehouses，police headquarters，newspaper offices，and some other places.Some schools have newspapers written by students for their neighborhoods. Older students clean up the neighborhood together. They earn money by washing cars，and use the money to help the sick or the elderly people in the neighborhood. Students learn about the American way of life in these ways. They start with their neighborhood.二、教材分析本单元教学内容包括三个话题。

Unit 6 Our Local AreaTopic 1 Is there a computer in your study?Section BTeaching period: 1Teacher: Huang XinTeaching aims and demands:Go on learn “There be…” structure and prepositions of position.Teaching procedures:Step 1 Reviewe the objects and perform magic to review the prepositions of position and “Therebe…”structure.T: What is this ?Ss: It`s a rabbit.T: Where is the rabbit?Ss: It`s on the box.T: Where is the rabbit?Ss : It`s in the box.(T: now I act, then you ask and answer)S1: Where is the rabbit?S2: It`s next to/in front of/behind/under the box.用教室内的实物让学生回答方位T: Today I am not your English teacher, I am a magician.T: Is there a rabbit on the box?Ss: Yes, there is .T: Is there a rabbit in the box?S1: No, there isn`t. It`s in front of the box.T: Are there any rabbits on the box?S2: Yes, there are.T: Are there two rabbits on the box?Ss: No, there aren`t. There is only one.T: Yes, there is only one, and the other one is in my hand. Now, I put it into A`s hand.( Then perform magic and one rabbit is changed two)T: Look, there is one rabbit on the box, and now I am changing it to two.T: (Take out a box) Is there a book in the box?Ss: Yes, there is.T: Is there a cup in the box?Ss: No, there isn`t. There is a book.T: Are there any cups in the box?S3: Yes, there are.T: Are there any rabbits in the box?Ss: No, there aren`t.T: Right. There is nothing in the box. Nothing , really? Oh,no, there is a small box in it. And in the a small box there are two flowers.( Take out three small boxes from the big boxes by performing magic把句型跟学生进行解释（these are the sentences we have learned yesterday. Pay attention to singular number and even numbers. Now read after me）Step 2 Presentation1.Show a plan of an apartment on the screen.T: Look. Here is my new apartment. What’s in it?Ss: There is a bathroom, a dinning room, a kitchen, a living room, a study, a garden and two bed rooms.T: Right, now guess “What’s in my study?”Ss: Is there a …? / Are there any…?2.T: Great, look! Here is my study. Can you tell me what is on the table?Ss: There is a clock.T: And…Ss: There are some books.板书并告诉学生无论单数还是复数都是用what`s 来问，但是单数就用there is 来回答，复数用there are 来回答。

仁爱版英语七年级下册Unit6 Our Local AreaTopic1 Is there a computer in your study? Section A说课稿今天我说课的内容是：仁爱版七年级下册Unit 6 Section A: Our Local Area Section A, 下面我将从教材，学情分析，教学目标分析，教法，学法分析，教学过程分析，板书设计这5个方面进行我的说课。

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,SectionA主要介绍了房屋内房间的类型、位置、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。

作为本单元的第一课，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（input），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。

学情分析：七年级的学生有了一定的语言基础，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。

二．教学目标1.知识目标1.知识目标（1）掌握词汇: bedroom, kitchen, dining room, living room, bathroom（2）学习有关新的词汇: garden, second, floor, upstairs, come in, house, grandfather, door（3）学习方位介词：in, on, next to, in front of, behind掌握词汇：bedroom, kitchen, bathroom，garden, second, floor, upstairs, come in, house, grandfather, door，in, on, next to, in front of, behind（4）初步掌握“There be”句型（5）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教学重难点“There be”句型。

Unit 6 Our Local AreaTopic 1 Is there a clock on your desk?nSection AⅠ. Aims and demands目标要求1. (1)Learn the words of rooms in homes:bedroom, kitchen, dining room, living room, bathroom(2)Learn other new words and phrases:garden, second, floor, upstairs, come in, house, grandfather, door2. (1)Learn some prepositions of position:in, on, next to, in front of, behind(2)Learn the structure of“T here be”.Oh, there are so many books on the shelves.Is there a computer in your study? Yes, there is.Are there any books in the study? Yes, there are.Ⅱ. Teaching aids 教具录音机/挂图/单词卡片Step 1 Review 第一步复习(时间:5分钟)复习现在进行时和一般现在时，引出1a中的新词汇。

(老师在黑板上画一幅简笔画，让学生看图回答问题。

)T: Boys and girls. What’s Nancy doing?Ss: She is reading.T: Where is she reading now, do you know?Ss: In the study.T: Yes. She is reading in the study.(We usually read in the study.教师边说边在黑板的左上方并排写出“read, in the study”，教师继续问学生Then do you want to know where I sleep/cook/eat/watch TV…?引导学生向教师发问。

学习内容1) 词汇：center ,in the center of,yard,beautiful,flo wer,large,left,people,mirror,drawer,chair,keyboard,penc il-boxat the back of, on the left/right of2）句子：On the left of the yard,there is a kitchen and a dining room.I love playing on the computer in the study.Where is the...? It's ...Where are the...?They are...There is /are...学习目标1.学习一些新单词；2.继续学习方位介词和There be……句型。

自主学习1. 检测新单词：在……中心院子美丽的，花，巨大的，左边，人，人们抽屉，键盘，文具盒，椅子，镜子在左面、右面.前面.后面_______________________________2. 预习29页的短文，画出介词短语。

3.预习填空完成30页的2和3.合作交流1.讨论图片，复习句型：A:What’s in/on/under/in front of/behind 。

？B:There is/are 。

2.讨论图片，回答下列问题。

a)What's in the center of the home?b) What's at the back of the yard?c) What's on the left of the yard?4). What's on the right of the yard?班级展示1.对上述的对话展示。

问答家里前后左右的东西。

There is a small garden in the center of it.There is a nice house at the back of it.2.Work alone. 回答问题。

Unit 6 Our Local AreaTopic 1 Is there a computer in your study?一.重难点讲解1、There is / are…（1）用法：There be "有"，其确切含意为"某处或某时存在某人或某物。

"其结构是：There be + 某人或某物+ 表示地点或时间的状语。

There be 后面的名词实际上是主语，be 动词的形式要和主语在数上保持一致，be动词后面的名词是单数或不可数名词时用is，名词是复数时用are。

（2）几种基本句式：There is a book and two pens on the desk. 桌上有一本书和两支笔。

There are two pens and a book on the desk. 桌上有两支笔和一本书。

There isn’t a book on the desk. 桌上没有一本书。

There aren’t two pens on the desk. 桌上没有两支笔。

Is there a book on the desk? Yes, there is. No, there isn’t. 桌上有一本书吗？是的，有。

不，没有。

Are there two pens on the desk? Yes, there are. No, there aren’t. 桌上有两支笔吗？是的，有。

不，没有。

（3）与have的区别：类型There be Have涵义不同侧重"存在关系"，表示"某地或某时间存在某人/某物"，there只是引导词，无意义。

如：There is a boat in the river.河里有一条船。

侧重"所属关系"，示"属于……所拥有"的东西，第三人称用has。

如：I have a nice watch.我有一块好看的手表。

仁爱版英语七年级下册Unit 6 topic 1 section A 说课稿一. 教材分析仁爱版英语七年级下册Unit 6 topic 1 section A主要讲述了一则关于日常生活中的相互帮助和关心他人的故事。

通过本节课的学习，学生能够掌握一定的日常交际用语，提高他们的英语听说能力，并培养他们关爱他人、乐于助人的品质。

本节课的主要内容包括：问候与回应、介绍与询问、表达感谢和回应感谢等。

二. 学情分析面对七年级的学生，他们在经过一段时间的英语学习后，已经有了一定的英语基础，能听懂简单的日常用语，并能进行简单的交流。

然而，他们在词汇量、语法知识和语言运用方面还存在一定的困难。

因此，在教学过程中，教师需要关注学生的个体差异，因材施教，尽可能让每个学生都能在课堂上得到锻炼和提高。

三. 说教学目标1.知识目标：学生能掌握本节课的生词和短语，了解日常交际用语的用法，提高听、说、读、写的能力。

2.能力目标：通过小组合作、角色扮演等活动，提高学生的口语表达能力和交际能力。

3.情感目标：培养学生关爱他人、乐于助人的品质，增强他们的团队协作意识。

四. 说教学重难点1.教学重点：学生能熟练掌握日常交际用语，如问候、介绍、表示感谢等，并能在实际情境中运用。

2.教学难点：学生能正确使用情态动词和一般现在时进行交际，并在对话中正确表达感谢和回应感谢。

五. 说教学方法与手段1.采用任务型教学法，通过设置各种真实情境，让学生在完成任务的过程中运用所学知识。

2.运用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高他们的学习积极性。

3.分组合作、角色扮演等教学活动，提高学生的参与度和团队协作能力。

六. 说教学过程1.热身（5分钟）：通过播放一首关于相互帮助的歌曲，引导学生进入学习状态，同时营造轻松愉快的课堂氛围。

2.引入（10分钟）：教师展示一幅图片，引导学生进行观察和思考，引出本节课的主题。

3.呈现（10分钟）：教师通过展示PPT，教授本节课的生词和短语，让学生跟读并模仿。

Unit 6 Our Local AreaTopic 1 Is there a computer in your study?Section BTeaching period: 1Teacher: Huang XinTeaching aims and demands:Go on learn “There be…” structure and prepositions of position.Teaching procedures:Step 1 Reviewe the objects and perform magic to review the prepositions of position and “Therebe…”structure.T: What is this ?Ss: It`s a rabbit.T: Where is the rabbit?Ss: It`s on the box.T: Where is the rabbit?Ss : It`s in the box.(T: now I act, then you ask and answer)S1: Where is the rabbit?S2: It`s next to/in front of/behind/under the box.用教室内的实物让学生回答方位T: Today I am not your English teacher, I am a magician.T: Is there a rabbit on the box?Ss: Yes, there is .T: Is there a rabbit in the box?S1: No, there isn`t. It`s in front of the box.T: Are there any rabbits on the box?S2: Yes, there are.T: Are there two rabbits on the box?Ss: No, there aren`t. There is only one.T: Yes, there is only one, and the other one is in my hand. Now, I put it into A`s hand.( Then perform magic and one rabbit is changed two)T: Look, there is one rabbit on the box, and now I am changing it to two.T: (Take out a box) Is there a book in the box?Ss: Yes, there is.T: Is there a cup in the box?Ss: No, there isn`t. There is a book.T: Are there any cups in the box?S3: Yes, there are.T: Are there any rabbits in the box?Ss: No, there aren`t.T: Right. There is nothing in the box. Nothing , really? Oh,no, there is a small box in it. And in the a small box there are two flowers.( Take out three small boxes from the big boxes by performing magic把句型跟学生进行解释（these are the sentences we have learned yesterday. Pay attention to singular number and even numbers. Now read after me）Step 2 Presentation1.Show a plan of an apartment on the screen.T: Look. Here is my new apartment. What’s in it?Ss: There is a bathroom, a dinning room, a kitchen, a living room, a study, a garden and two bed rooms.T: Right, now guess “What’s in my study?”Ss: Is there a …? / Are there any…?2.T: Great, look! Here is my study. Can you tell me what is on the table?Ss: There is a clock.T: And…Ss: There are some books.板书并告诉学生无论单数还是复数都是用what`s 来问，但是单数就用there is 来回答，复数用there are 来回答。

仁爱版七年级下册Unit 6 Topic 1 Section A 教案一、Teaching aims1.Knowledge aimsBe able to read the following words and phrases correctly according to the learned pronunciation, phonetic symbols and pronunciation rules and apply them in the actual dialogue practice:beautiful, garden, bedroom, second, floor, and so on, upstairs, kitchen, dining room, living room, bathroom, firstBe able to master the pronunciation rules of letter binations i+nd/ld, igh, ing, l/ll, m/mn in group cooperation activities and try to distinguish sounds;Be able to use the "there be" sentence pattern to describe the room and basic furnishings in a situational dialogue;Be able to correctly use locative prepositions and prepositional phrases on, next to, etc;Be able to practice munication and dialogue on the basic law of "existence, suggestion" and other municative functions, such as:(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?—Let’s go.2.Skill aimsBe able to understand the expression of talking about rooms and indoor furnishings, and make appropriate responses;Able to municate easily about rooms and interior furnishings;Be able to pronounce clearly and accurately in oral expression;Can read dialogues correctly, paying attention to pronunciation, intonation, and word stress;Be able to accurately write boldface words and phrases.3.Emotional aimsBe able to love your own living environment while learning;Be able to actively cooperate with peers, participate in classroom activities and boldly practice.二、The key points and difficult points1. In group cooperation activities, be able to master the pronunciation rules of letters or letter binations i+nd/ld, igh, ing, l/ll, m/mn, and try to distinguish sounds;2. Be able to use the "there be" sentence pattern to describe various rooms and basic furnishings in a situational dialogue.三、Material analysisThrough conversations and essays by Kang Kang, Jane, Maria, Michael, and others about rooms, living environments, and asking for directions, plete the learning of pronunciation, vocabulary, grammar, andfunctional items on the three topics of this unit. Topic 1 will introduce the names and locations of rooms in the room, as well as the names and locations of mon indoor furnishings. This lesson is the first session of Topic 1. The main activities of this lesson are 1a, 2a, and 4a. The main content of this lesson will be presented through the scene of Maria's visit to Jane's house. Learn to use the sentence there be to express the basic furnishings of each room and room. In addition, we will present and practice the pronunciation and speech recognition of letter binations i+nd/ld, igh, ing, l/ll, m/mn. This lesson is close to the actual life of students. Therefore, the teacher can guide students to conduct oral and written exercises in bination with their own house design to enhance their interest in learning and mobilize their enthusiasm for learning.四、Teaching procedures简介（5分钟）1.Get students ready for learning.2.Help the students revise the words and expressions in Unit 5.3.Do brainstorming. Sit in groups. Try to say the words and expressions about the means of 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 petition.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 the most questions correctly will be the winner in this group petition.e.g.(1)I sometimes get up at 7 o’clock.(2)She often es to school by bike.(3)He has two classes in the afternoon.(4)They e 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....演示（10分钟）1.Present new words about the rooms in homes with the help of the flashcards and the new sentence structure—“there be”.T: Look at the picture. What can you see?Ss: Trees, house, sun, garden...T: Yes. There is a beautiful garden in the picture. There is a kitchen, a 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 the tape of 2a and match the words or phrases with the pictures in 2a individually. Then check your answers with your partner. After that, make up new sentences according to the picture in 2a, using “there be” structure.3.Help the students go on learning the words about the furniture and home items.2.整合（10分钟）1.Listen to the tape again and fill in the blanks according to 1a individually. Then check your answers with your partner.( J=Jane, M=Maria )J: Wele 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.练习（10分钟）1.Do 1a. Practice 1a in pairs. Then some pairs act out the conversation to the whole class.2.Do 1c. Fill in the blanks individually. Then check your answers with your partner.3.Do 4a. Divide the class into six groups. Every group reads one group of words. Discuss in groups 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.4.Do 4b. Read the sentences in 4b. Guess the answers. Then listen to the tape and check your answers. After that, check your answers with your partner. The whole class read the sentences aloud together.生产（10分钟）1.Make the students practice the words about rooms of homes and “there be” structure in oral work and written work.2.Assign the 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.五、Teaching ReflectionIn this lesson, students have learned to use the "there be" sentence pattern to describe the rooms in books and their own homes, and to express and talk about their favorite rooms. In addition, this lesson also learned the pronunciation rules of i+nd/ld, igh, ing, l/ll, m/mn and tried to distinguish sounds. This lesson has a large number of new words. Some students can't master and skillfully use these words that represent theroom in the classroom. Therefore, teachers should pay more attention to the students with learning difficulties, give more help in their learning process, help them finish the classroom English learning smoothly, create opportunities for them, guide other students to help them, and develop the good habit of helping each other and cooperating with each other.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。

英语初一下仁爱湘教版unit6topic1sectiona 学案SectionA 〔1a —2b 〕第组检查预习等级学科组长教学过程【一】课前自主学习：〔Comeon,Ican!〕1.自主预习P.25--26相关内容的单词，并勾画出难懂的短语和句子。

2.从教材P25-26中找出下面的短语，进行英汉互译。

欢迎到我的新家_________________onthesecondfloor______________nextto__________havealook___________在你的书房___________________ 什么原因不来楼上amomentlater请进来____________在书架上_____________在一楼3.自主学习教材P117，小组合作完成以下内容：therebe 句型的构成形式为：，表示。

Thereisabookonthedesk.(翻译)Therearesomestudentsontheplayground.(翻译)在河上有只船。

(翻译)在体育馆有一些学生。

(翻译)注意：therebe 句型中，遵循的原那么，be 动词的形式由决定。

组长检查签字【二】课堂合作与探究。

1.充分运用多媒体和教室资源复习现进时态，引入therebe 句型，学习并灵活运用therebe 句型的陈述句，一般疑问句及其答语。

2.教学1a —2b.----【三】展示与提升。

小组合作用therebe 句型造句：〔比一比，看哪组造的又对又多〕【四】当堂训练：〔20分〕〔PK 台,看看谁最棒？〕A.依照汉语提示完成句子〔每题一分，共5分〕1.Wesleepinthe(卧室)。

2.Mariasits(挨着)Tom.4.Mystudyisonthe(第二)floor.5.(有)manygirlsinthrgym.B.单项选择〔每题一分，共5分〕1.WhynothomeandwatchTV?A.goB.togoC.going2.Isthereaclocknexttothephoto?.A.Yes,itis.B.Yes,thereis.C.Yes,thereisn ’t.3.Theresomementeachersintheoffice.A.haveB.isC.are4.Thereiaakitchenonthefloor. 学习目标： 1.学习教材P25的11个生词和短语。