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1、人教版精品英語資料（精校版）
Period 2 Section A 2a-3c
Ⅰ.教學準備
1．教師：錄音機、磁帶、多媒體課件。
2．學生：復(fù)習學過的學習用品的名詞，攜帶自己房間的圖片或者畫出自己房間的擺設(shè)。
Ⅱ.教學目標
1．調(diào)動學生開口講英語的積極性，激發(fā)學生學習英語的興趣。
2．教給學生練習英語聽力的方法和技巧。
3．學習本課的知識點：
(1)詞匯：come，come on，desk，think，room，their，hat，head，yeah，know
(2)句型：—Are the keys on the sofa？—No，they aren't.They'
2、re on the table.
—Where's his pencil box？—It's in his schoolbag.
—Where's your ruler？—It's under the chair.
—Where are their keys？—They're on the table.
4．培養(yǎng)學生通過看圖(如展示物體的位置)或看實物的位置，以口頭形式進行情景表達的能力。
Ⅲ.教學重點
(1)詞匯：come，come on，desk，think，room，their，hat，head，yeah，know
(2)句型：—Are the keys on the s
3、ofa？—No，they aren't.They're on the table.
—Where's his pencil box？—It's in his schoolbag.
—Where's your ruler？—It's under the chair.
—Where are their keys？—They're on the table.
Ⅳ.教學難點
1．正確運用所學的介詞描述物品的位置。
2．看圖(如展示物體的位置)并熟練進行口頭情景表達。
Ⅴ.教學步驟
Step 1：Greetings and talking
建議1：值日生向全班同學展示、匯報自己的家庭作
4、業(yè)，描繪自己房間東西的擺放。
For example：
T：Class！Who is on duty today?
Then let the student who is on duty have a duty report.The report includes his/her homework and describing the positions of the objects in his room.
建議2：運用多媒體開展 “頭腦風暴”：復(fù)習上節(jié)課學的單詞table，bed，bookcase，sofa，chair，on，under等。
For example：
T：Cla
5、ss！Now，let's have a brainstorm！Read and recite the words that we learned as quickly as possible.
建議3：唱方位歌，目的是復(fù)習上節(jié)課的名詞以及方位介詞，讓學生在輕松愉快的氛圍中開始新的學習。
For example：
T：Class！Let's have a chant about the words that we have learned.
schoolbag，schoolbag，in the schoolbag；
table，table，on the table；
bed，bed，
6、under the bed；
bookcase，bookcase，in the bookcase；
sofa，sofa，on the sofa；
chair，chair，under the chair.
Step 2：Game
建議：開展接龍游戲此項活動既可以在小組內(nèi)進行，也可以按學生的座次開展，目的在于讓學生興趣盎然地說英語。教師首先向?qū)W生介紹游戲規(guī)則。
For example：
T：Hello，everyone.We'll play a game.Work in groups.The first student in your group asks a question，th
7、e second answers the question and asks the third student another question and so on.If you can't answer or ask a question about where things are，please sing an English song or read an English text.
T：Where is my book，S1?
S1：It's on your desk.Where is your backpack，S2?
S2：It's under the desk.Where
8、 is your pencil，S3?
S3：It's in my pencil box.Where are...?
Write “on” “under” and “in” on the blackboard.
Try to encourage more students to join in the game.
Step 3：Listening(2a,2b)
建議：2a 教師告訴學生不一定每一個單詞都聽清楚，在聽之前，仔細看圖，弄明白所聽的物品是什么，注意把握關(guān)鍵詞。目的是指導(dǎo)學生逐步學習聽力技巧。
For example：
T：Class！Let's listen to a
9、 conversation.Listen and number the things.For the first time，just listen.For the second time，number the things.
2b 因為上一環(huán)節(jié)已經(jīng)聽了兩遍，學生這次聽一遍即可。然后核對答案。
For example：
T：Class！Look at the picture，listen to the tape，and number the things from 2a in the picture [1-6]，OK？Now listen.
Step 4：Practice
建議：教師
10、安排學生兩人一組就2b圖中的物品位置進行問答，并且找?guī)捉M同學進行表演。目的是訓練學生的口語表達能力及糾正其發(fā)音。
A：Are the keys on the sofa?
B：No，they aren't.They're on the table.
A：Is the ruler on the table?
B：Yes，it is.Where is the schoolbag?
A：It's...
Step 5：Role-play
建議1：利用多媒體展示2d的圖片，學習單詞come，come on，desk，think，room，their，hat，head，yeah。教師告訴學生杰
11、克即將去上學，可是有些東西還沒有找到。他問他媽媽東西在什么地方。然后讓學生讀幾遍對話。
For example：
T：Jack is going to school，but he can't find his things.He asks his mother where his things are.Now，please read the conversation by yourselves.
建議2：學生可以同桌之間分角色表演對話，也可以自由組合，但是在學生表演后要選出最佳演員以此來鼓勵學生用心去表演。
For example：
T：Class！Please practice t
12、he conversation in pairs.Then I'll call some pairs to act out.After practicing，we will choose some students who perform the best.
Then ask some pairs to act out their conversations for the class.
Step 6：Grammar
建議：教師讓學生先讀，接著分組對話練習，然后讓學生試著總結(jié)“where”引導(dǎo)的特殊疑問句的結(jié)構(gòu)。最后教師根據(jù)學生的總結(jié)情況給予完善。目的是讓學生學會動腦筋，總結(jié)在學習中遇到
13、的語法現(xiàn)象。
For example：
T：Class！Please read the sentences in Grammar Focus and learn to use the prepositions “in，on，under”．When you talk about where things are，you should use“in，on，under”．Now please read the sentences in Grammar Focus and then make conversations in pairs.
總結(jié)如下：
Where is the/your/my.
14、..＋單數(shù)名詞？ It's＋in/on/under...(介詞短語)
↓ ↓ ↓
Where are the/your/my...＋復(fù)數(shù)名詞？They're＋in/on/under...(介詞短語)
Step 7：Drill
1．這部分內(nèi)容與原教材相比難度降低了很多。
建議1：教師讓學生看課本3a，然后在課本上補全對話。
For example：
T：Class！Look at the pictures and complete the conversations.
建議2：利用多媒體展示其他物品與方位，并寫下答案。
15、
For example：
T：Class！Look at the objects and their positions.Complete the conversations according to the picture.
Conversation 1.A：______ ______the keys?
B：They're ______the ______.
Conversation 2.A：______ the baseball on the table?
B：No.It's ______.
Step 8：Practice
建議：教師讓學生兩人一組仿照3a編寫對話，并選幾組
16、到前面表演并且及時給予評價。選出最佳表演者。目的是檢查學生對句型的掌握情況，同時也培養(yǎng)他們的創(chuàng)新應(yīng)用能力。
For example：
T：Class！We have practiced the conversations in 3a.Can you make a new conversation like that？Now work in pairs to make a new one.Then I'll call some pairs to have a performance.
Step 9：Summary
本課我們學習了come，come on，desk，think，room，t
17、heir，hat，head，yeah等單詞，重點學習和操練了句型“Where is the/my/his＋單數(shù)名詞？It's＋in/on/under...(介詞短語)
Where are the/your/my...＋復(fù)數(shù)名詞？They're＋in/on/under...(介詞短語)”。
【鞏固練習】
1．請從方框中選擇適當?shù)木渥友a全對話。
Tom：Mom！1__________ I can't find them.
Mom：2__________
Tom：No，they aren't.
Mom：Are they behind the door?
Tom：Oh，yes.3___
18、_______
Mom：4__________ Oh，it's there，under the chair.
Tom：5__________
2．游戲：找不同。
建議：學生兩人一組，學生A 看第19頁的圖，學生B看3c中的圖，通過問答找出不同之處。
For example：
T：Class！Now let's have a practice in pairs.Student A，look at the picture on page 19.Student B，look at the picture on the right.Ask and answer questions to
19、 find the differences.
A：Where is the schoolbag？Is it under the table?
B：No，it isn't.It's on the table.
Step 10：Homework
1．兩人一組對Grammar Focus 部分進行練習。
2．分角色表演對話2d。
Unit 4 Where is my schoolbag？
Section A 2a-3c
Words
Sentences
come
come on
desk
think
room
their
hat
head
yeah
—Ar
20、e the keys on the sofa？
—No，they aren't.They're on the table.
—Where's his pencil box？
—It's in his schoolbag.
—Where's your ruler？
—It's under the chair.
—Where are their keys？
—They're on the table.
知識講解
主系表結(jié)構(gòu)的概念及判斷依據(jù)
be動詞是系動詞的一種，也稱連系動詞，連接的兩部分是主語和表語，這就是所說的主系表結(jié)構(gòu)。
be動詞在主系表里一定有，所以句子里是少不了
21、它們。表語可以由形容詞、名詞、介詞短語等充當。而在英語中，只有動詞才能作謂語。表語和系動詞共生，是不能分割的兩部分。
課外拓展
初中英語中be 動詞的用法歸納
be是一個多功能動詞，在初級英語里一般有四種用法：
功能一 系動詞be
be為連系動詞，中心詞義是“是”，句型為“主＋系＋表”結(jié)構(gòu)。be的形式常用am，is，are(現(xiàn)在式)；was，were(過去式)；will/can/may/must be(助動詞/情態(tài)動詞＋原形)；have/has/had been(助動詞＋過去分詞)等。如：
To help animals is helping people.(一般現(xiàn)在時)
Th
22、e twins were very busy yesterday.(一般過去時)
It will be sunny tomorrow.(一般將來時)
She has been ill for over a week.(現(xiàn)在完成時)
功能二 助動詞be
助動詞be，無詞義，輔助主要動詞一起在句中作謂語動詞。用法如下：
1．be＋doing：構(gòu)成進行時態(tài)。如：
The girls are reading and copying the new words now.
Young Tom was always asking questions and trying out new id
23、eas.
2．be＋done：構(gòu)成被動語態(tài)(主語是動作的承受者，done必須是及物動詞)。如：
Tea is grown in my hometown.(一般現(xiàn)在時的被動語態(tài))
This building was built three years ago.(一般過去時的被動語態(tài))
Our classroom has been cleaned and tidied already.(現(xiàn)在完成時的被動語態(tài))
How could this kind of cakes be made in your home？(含情態(tài)動詞的被動語態(tài))
That is a day never to be
24、forgotten.(動詞不定式的被動語態(tài))
3．be＋going to do，表示“打算或?qū)⒁瞿呈隆?，be有現(xiàn)在和過去兩種形式。如：
We are going to plant trees in the park.
I didn't know if she was going to come here.
功能三 there be句型
there be句式為：there be＋主語部分＋狀語部分，表示“某處存在某物”，be常用現(xiàn)在時、過去時和將來時等。如：
Oh，cool！And there are many things to see.There is even a deer
25、 park in Sanya.
There are about 80 pyramids in Egypt.
Will there be a football match in your school next week?
功能四 實義動詞be
可以將be視為實義動詞，因為它具有實際的詞義，如“成為；做；發(fā)生；舉行；逗留；到達”等。如：
His daughter wants to be a doctor for animals in her twenties.
Kate's birthday party will be at half past six this evening.
【精校版】七年級英語上冊 Unit 4 Where’s my schoolbag Period 2Section A 2a3c教案 人教新目標版
