仁爱版七年级英语下册U6T1SA教案
仁爱初一Unit6Topic1详案（仁爱版七年级英语下册教案教学设计）
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.~。
仁爱英语七下教案U6T1SA
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。
仁爱版七年级英语下册课堂说课稿：Unit6Topic1SectionA
在学习本节课之前，学生们应该已经掌握了基本的英语语法知识和一定数量的词汇。然而，他们在学习过程中可能存在以下障碍：首先，对于一般现在时的理解和运用可能还不够熟练，特别是在描述家人和职业时。其次，对于一些表达家庭成员的词汇和描述年龄、职业的词汇可能还不够熟悉，需要通过情境练习来加强记忆和理解。最后，部分学生可能在口语表达方面存在自信心不足的问题，需要通过课堂活动来提高他们的口语表达能力。
（一）板书设计
我的板书设计将注重清晰性、简洁性和知识结构的把握。布局上，我会将板书分为几个部分，包括家庭成员词汇、描述年龄和职业的词汇、一般现在时的基本结构等。主要内容将包括关键词汇、重要句型和语法结构。风格上，我会尽量使用简洁的线条和图表，以及生动的图片和图标，以增强视觉效果和吸引力。板书在教学过程中的作用是帮助学生梳理和巩固所学知识，提供直观的学习参考。为确保板书清晰、简洁且有助于学生把握知识结构，我会事先进行精心设计和练习，并在教学过程中根据学生的反馈进行调整。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：首先，我会让学生们完成一个家庭信息表，要求他们用英文填写家庭成员的姓名、年龄和职业。其次，我会组织学生们进行角色扮演活动，让他们在小组内模拟家庭场景，用英文进行交流。最后，我会设置一个家庭职业展示环节，让学生们自由组合，选择一个家庭职业进行展示，如医生、教师等，并简要介绍家庭成员的职责和工作环境。
（三）教学重难点
1.教学重点：家庭成员的英文表达，年龄和职业的词汇，一般现在时的基本结构。ቤተ መጻሕፍቲ ባይዱ
2.教学难点：一般现在时的运用，尤其是动词的时态变化。根据对学生了解和教学内容的分析，学生在掌握家庭成员的英文表达和年龄、职业词汇方面相对容易，但在运用一般现在时进行描述时，可能会出现动词时态错误等问题。因此，教师在教学中应重点关注学生对一般现在时的掌握，并通过举例、练习等方式，帮助学生理解和运用。同时，教师还需关注学生的家庭观念和责任感的培养，通过引导他们关注家庭成员，提高他们的家庭责任感。
七年级英语仁爱版下册_Unit6_Topic1_SectionA_优质课教案(重庆市)
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。
仁爱版七年级英语下册课堂教学设计：Unit6Topic1SectionA
-通过听力训练，引导学生关注关键信息，培养他们的注意力分配和笔记技巧。
-口语表达方面，采用逐步引导的方法，先进行句型练习，再过渡到段落表达，最后进行完整的对话或故事创编。
-定期进行口语表达展示，鼓励学生大胆开口，提高他们的流利度和自信心。
3.教学策略：
-采用差异化教学策略，针对不同学生的学习需求和水平，提供个性化的指导和支持。
四、教学内容与过程
（一）导入新课
在本环节中，我将通过以下步骤引导学生进入新课的学习：
1.利用多媒体展示一组志愿者活动的图片，如献血、支教等，让学生观察并思考这些活动的共同点。
2.邀请学生分享他们对志愿者活动的认识和经历，激发学生的学习兴趣，为新课的学习营造氛围。
3.提问：“Can you help me?”，引导学生用英语回答，为新课中的重点句型“Can you help me? - Yes, I'd like to.”做铺垫。
4.培养学生面对困难时保持乐观、积极的心态，勇于克服挑战。
5.通过学习本章节，使学生认识到英语学习的实用性和重要性，激发学生的学习兴趣和自信心。
二、学情分析
针对本章节的学习内容，结合七年级学生的年龄特点和英语学习水平，进行以下学情分析：
1.学生年龄：七年级学生正处于青春期，思维活跃，好奇心强，对于新鲜事物有较高的兴趣。
-利用形成性评价，及时反馈学生的学习情况，指导学生调整学习方法和策略。
-结合情感教育，通过讨论志愿者活动背后的意义，激发学生的社会责任感和参与公益活动的热情。
4.教学评估：
-设计多元化的评估方式，包括课堂表现、小组合作、听力测试、口语表达等，全面评价学生的学习效果。
-鼓励学生自我评估和同伴评估，培养他们的自我反思和批判性思维能力。
仁爱版七年级英语下册教案：U6T1SA教案
1. My mother is cooking in the k_______.
2. There is a big bed in her b_______.
3. There are many trees and flowers in Maria's g________.
4. Your new dress look very b________!
短语：and so on, next to, have a look, go upstairs, on the first/ second floor
语法：there be 句型
2、教材分析：
本课为本话题的第一课，为对话课，引入了there be句型，学好本课将为后面的学习打下良好基础，建议用两课时学完。
4.and so on意为"等等"，列举事物时用于句尾，表示列举完了同类事物。
eg:He likes apples, oranges, bananas and so on.
5.have a look意为"看一看，瞧一瞧"，这里的look是名词，其后还可跟at+宾语。
eg:May I have a look at your new bike?
四、教学过程
学习目标
教学活动
评价要点
要点归纳
目标1：学
习并能
说出、
写出P27—28的生词，并能进行英汉互译
自学指导1
1.自学内容：课本P27-28的生词。
2.自学方法：先根据音标试读，同桌互相正音，提问。
3.自学时间：8分钟
4.自学要求：会读，知道其汉语意思，并能英汉互译。
自学检测1
（1）根据图片猜单词。
七年级英语下册 Unit 6 Topic 1 Is there a sofa in your study教案 仁爱版
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。
仁爱初中英语七年级下册《Unit 6Topic 1 Is there a computer in your studyB》精品教案 (1)
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。
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Unit 6 Our Local Area
Topic 1 There is a study next to my bedroom.
Section A
I. 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 aims
1.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。
3.Emotional aims
能在学习的同时，热爱自己的生活环境；
能够与同伴积极合作，参与课堂活动，大胆实践。
III. The key points and difficult points
1.在小组合作活动中，能掌握字母或字母组合i+nd/ld, igh, -ing, l/ll, m/mn的发音规则并尝试辨音；
2.能够在情景对话中，学会用there be句型描述各个房间及屋内基本摆设。
IV. Learning strategies
1.能够运用图片、关键词、实物等进行听前预测；
2.能在学习过程中养成预习和复习的学习习惯。
V. Teaching aids
录音机、教学挂图、闪卡和黑板
VI. Teaching procedures
VII. Blackboard design。