英语七年级下册Section A第二课时教案

这是一份英语七年级下册Section A第二课时教案，共2页。教案主要包含了方法指导，预习检测等内容，欢迎下载使用。


教学过程
预习指导
一、方法指导
1.预习Page 45中的生词并掌握其词性及汉语意思。
2.大声朗读和翻译Grammar Fcus部分的对话,画出重点短语和句型。
3.朗读3a中的句子,画出重点句子。
4.试完成3a-3c的任务。
二、预习检测
汉译英
1.在……对面 acrss frm
2.在……和……之间
3.在……(外部的)前面 in frnt f...
4.在……旁边 next t
课堂教学
Step 1 Leading in
1.Greet the class.
2.Prject a map t the class.
Teacher:There are many buildings n the street n the map.Is there a hspital n the street?Where is the schl?Where is the bank?
Step 2 Wrk n Grammar Fcus
1.Let the students read the sentences in Grammar Fcus.
2.Guide the students t understand the grammar pints.
3.Ask the students t practice making up dialgs by using the sentence patterns.
Step 3 Wrk n 3a-3b
1.Ask the students t lk at the map in 3a and pay attentin t the questins in the bx.Ask the students t read them ut alud.
2.Let the students answer the questins.
3.Get sme students t share their answers.
4.Make the students write three sentences based n the map in 3a.
5.Have three r fur students present their sentences.
Step 4 Wrk n 3c
1.Ask the students t lk at the picture in 1a n page 43.Then ask them t name all the buildings in the picture.
2.Have the students wrk in grups.One student chses a building in the picture f 1a,but desn?t tell anyne which building it is.The thers ask questins like thse in the activity in 3c until they guess which building it is.Several students can take turns t chse the building,the thers will guess.
板书设计
1.There be句型一般现在时的一般疑问句由“Is/Are+there+主语+地点状语”构成,有时地点状语可省略。答语用“Yes,there is/are.”或“N,there isn?t/aren?t.”来回答。
2.辨析There be与have/has。
There be句型表示客观存在,意为“某地/某时有某物/人”。
have/has表示所属关系,意为“某人拥有某物”。
教学反思
本课时为语法课,学习了There be句型和方位介词及介词短语的用法,并通过课堂练习加深了学生的印象。本课时不足的是本课内容较多,课堂练习较少,学生课后应多做练习。类别
课时要点
重点单词
nrth n.北;北方adj.北方的
重点句型
1.—Are there any restaurants near here?这附近有餐馆吗?
—Yes,there?s ne in frnt f the pst ffice.有,在邮局前面有一家(餐馆)。
2.—Where?s the park?公园在哪里?
—It?s acrss frm the bank,behind the htel.它在银行的对面,旅馆的后面。
教学重点
1.让学生学会There be 句型的一般疑问句及其肯定与否定回答,以及where引导的特殊疑问句的构成。
2.让学生会使用介词及介词短语来指路。
教学难点
1.让学生能运用问路句型,并能用方位介词描述建筑物的地点。
2.让学生通过指路问路,提高方位识别、逻辑表达的能力。