人教版英语七下Unit 6 Section B(2b)教案设计
Section B 2b
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：pool, shop, supermarket, man, host, study, state, the United States, American, dragon, young, race, say, other, children, miss, wish, delicious, living room
2) 能掌握以下句型：
①—What time is it in Beijing?
—It's eight o'clock in the morning.
②—It's 9:00 a.m. and Zhu Hui's family are at home.
③—Zhu Hui misses his family and wishes to have his mom's delicious zongzi.
2. 情感态度价值观目标：
培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
了解中西方文化的不同，具有世界观念，了解其他的国家的文化。
二、教学重难点
1. 教学重点：
1) 掌握本课出现生的词及表达方式。
2) 进一步练习运用现在进行时态的句子来描述他人在做的事情。
3) 通过听、说、读的练习，提高学生们的综合运用能力。
2. 教学难点
阅读短文，获得相关信息，完成相关任务。
三、教学过程
Ⅰ. Warming- up and revision
Show a video and ask some questions about it.
Ⅱ. Presentation
1. Show a video Dragon Boat Day . Let some Ss tell something they know about the customs of this festival.
2. Present some new words and expressions in the article.
Ⅷ. Reading
1. Fast Reading
Read the article and answer the two questions.
1.Where is Zhu hui from?
2.Where is Zhu hui studying?
3.Where are Zhu hui’s family ?
4.Where is Zhu hui’s cousin?
Ss read the article quickly and find the answers to the two questions.
Check the answers with the class.
2. Careful Reading
Read the article again. What are these people doing now? Have students answer below questions .
1. Who are making zongzi?
2.Who is watching a soccer game on TV?
3.Who are watching the boat race on TV?
4.Who is talking on the phone to his cousin?
5.Who thinks “no place like home”?
6.Does Zhu hui miss his family?
ⅨHomework
1. Ask Ss retell the article after class.。
七年级-人教版-英语-下册-[学习任务单]Unit-6-Section-B-(2a-2c)
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Unit 6 I’m watching TV. (Period 4)Section B (2a-2c)班级_________ 姓名_________学习目标学完这一课，你能够掌握：1．词汇：race、host、study、state、American、dragon、any、other、young、child、miss、wish、delicious、still、the United States、Dragon Boat Festival、any other 的用法；2．能力：能够掌握文章大意和获取关键信息，并进一步巩固现在进行时的用法；3．交际功能：能够熟练运用现在进行时对人们的日常活动进行描述。
课前学习任务【学习任务一】词汇检测1．n. 竞赛__________2．n. 主人；东道主__________3．v. & n. 学习；研究__________4．n. 州__________5．美国；美利坚合众国____________________6．adj. 美国的；美洲的；n. 美国人；美洲人__________7．n. 龙__________8．端午节____________________9．adj. 任何的；任一的；pron. 任何；任一__________10．adj. 另外的；其他的；pron. 另外的人（或物）__________11．adj. 幼小的；年轻的__________12．n. 儿童__________13．v. 怀念；思念；错过__________14．v. 希望__________15．adj. 可口的；美味的__________16．adv. 还；仍然__________【学习任务二】阅读教材第35页，根据汉语提示写出英文句子。
1．现在他正在美国学习。
______________________________________________________________ 2．他的爸爸和叔叔正在通过电视看龙舟比赛。
(新)人教版新目标七年级英语下册(Unit7-Uni8)集体备课教案设计
Learn the sentences in Grammar Focus by heart.
板书设计
Section A(Grammar Focus-3b)
重点短语
1.talk on the phone
2.make soup
3.right now
重点句型
1.How’s the weather?—It’s cloudy./ It’s sunny./ It’s raining.
课时
授课人
授课时间
授课班级
备课组
七年级
课题
Unit 7It’s raining
二次备课
教学课题
第二课时Section A(Grammar Focus-3b)
教学目标
【知识目标】
Important word:again
Important phrases:
every Saturday,play basketball,in the park,talk on the phone,make soup,right now,study Chinese
Important phrases:
take a massage,call(sb.)back,have a good time,no problem
Important sentences:
1.—How’s the weather in Beijing?—It’s sunny.
2.—How’s it going?—Not bad.
Keys:1.cloudy2.raining3.sunny4.windy5.snowing
Ⅱ.根据汉语意思完成句子
1.她在公园正玩得开心。
Unit6__SectionB(2a-2c)精品教案 (人教版七年级上册英语)
Unit6 SectionB（2a-2c）精品教案Teaching goals:1. Learn these words and be able to say, read and write these words:star, well, habit, healthy, really, question, want, be, and fat2 . Be able to talk about and write about one’s eating habits by usingWhat do you like for breakfast?Do you like hamburgers for dinner?They’re not healthy.I don’t want to be fat.Cindy likes healthy food.3. Be able to understand the difficult sentences likeWhich food do you think is healthy?David asks the volleyball star, Cindy Smith, about her eating habits.情感目标：了解别人喜欢不喜欢的食物，关心他人。
学会健康饮食。
Previewing （读前活动）一．Ask some of the Ss the following questions and help them to answer.Do you think hamburgers are healthy?Do you think milk is healthy?Do you think chicken is healthy?Do you think salad is healthy?二．Work on Section B -2a.Set a time limit of 3 minutes. Ask the Ss to ask and answer like the examples and check Yes, Maybe or No in the chart.2a Which food do you think is healthy? Check (√) Yes, Maybe or No.（设计意图：就图表中的食物进行提问，谈论食物是否有益于健康。
Unit6SectionB(2a～2e)教学设计人教版英语九年级全册
素养
教学
目标
语言
能力
1.通过语篇阅读，正确掌握有关篮球的新词汇：the Olympics, Canadian, divide, divide…into，basket，not only…but also…，look up to, hero, professional。
2.通过阅读文章了解并能谈论篮球的发明以及发展历史。
5. look up to钦佩；仰慕
look back回头看;回顾look down upon (on)看不起,轻视look forward to盼望，期待look into朝……看去;调查look like看上去像look on旁观，观望
look out当心，小心，留神look through浏览；透过……看look up查阅;抬头看
2.Ask students to skip the passage and find out the answer.
The general idea of the passage is about ________.
A.the man who invented basketball
B.the development and popularity of basketball
教学
内容
分析
本节课是九年级全册第六单元的第五课时，这是一堂阅读课。本单元需要学习和掌握的阅读策略是利用思维导图帮助理清、记忆阅读语篇中的相关信息，把获取的信息转换成图形来帮助记忆。积极运用阅读策略有助于培养学生主动学习的习惯。阅读语篇主要介绍篮球这项运动的由来，共分三段，分别讲了篮球的历史、发展以及篮球遍及世界各地，深受人们喜爱的情况。2a提出了三个与篮球相关的问题，旨在激活学生对阅读话题的相关背景知识，同时产生对语篇内容的学习预期。2b要求学生快速阅读获取各段大意，旨在训练学生快速阅读技能。2c需要学生根据提示完成有关篮球发明的思维导图，在训练学生更好地掌握语篇内容和细节的同时，为学生提供利用思维导图记忆语篇信息的范例，2d要求学生利用思维导图的内容回答问题，旨在加强和巩固学生对思维导图这种学习策略的认知。2e最后需要学生结合自身实际情况和平常生活经验，谈谈成为篮球明星的优缺点。这是个开放式的任务型活动。能训练学生的辩证思维能力，同时还能启发他们对价值的思考。
人教版初中英语七年级下册全册英教案（全英文版）
新目标人教版英语七下全册教案（全英文版）Unit 1 Wheres your pen pal from?Language goals:•In this unit students learn to talk about countries, nationalities and Ian guages.•Ask and tell where people live.New languages:•Where's he / she from?•He / She is from Australia / England / China / France / Singapore / Australia. •Where does he / she live? He / She lives in Sydney.•What language do you speak? I speak English.•What's your / his / her favorite subject?•My / His / Her favorite subject is English.•Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn't.Difficult points:1. Liste ning for the in formation about cou ntries, natio nalities and Ian guages. Write an e-mail about on eself. Describe the new stude nts in class.2. Where questions with fromWhere questions with liveWhat questi onsTeaching aids:• A tape recorderTeaching periods:•Period 1:Section A 中1a, 1b, 1c•Period 2:Section A 中2a, 2b, 2c, 2d•Period 3:Section A 中3a, 3b, 4•Period 4:Section B 中1,2a, 2b, 2c•Period 5:Section B 中3a, 3b, 3c, 4•Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Where's your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for a secondtime.Ask the students to listen to the recording and circle the countries in 1a.Ask students to listen to and repeat after the recording and then checkthe answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with your partner.You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from.Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step I.StepI RevisionCheck the homework. And then ask several students to answer questi ons.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: What's the meaning of capital? Can you guess? Help them to answer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto, andTokyo on the right of the blackboard. And the teacher reads them aloudand asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and the countries.Say: Now work in pairs and ask where the city is. For example, the firststudent asks "Where is Beijing?” the second student answers “It's inChina."Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let's look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students' attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the in formation in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word "from". It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above.Homework1. Ask the stude nts to learn the sentence patter ns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages: What Ianguage does she speak? She speaks English.3. Enable the students to learn to talk about what Ianguage people speak.4. Help the students to learn how to talk about what language people speak.Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questi ons.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of "Ianguage"? Listen: Tim is from England and he speaks English. So English is his Ianguage. I'm fromChina, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as theyanswer the questions.Show the flowing and ask the students to make conversations after themodel.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz.HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to the front to talk about their pen pals. Greet each otherand have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box next to the title of each Ianguage textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conv ersati on bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the stude nts.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French.Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It's fun. / It's too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Step 1 .Warming upSay, Do you have a pen pal? Whafs his name? Does he have any brothers and sisters? What Ianguage does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the an swers. Then draw the in formation card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class.HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class.Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.Unit 2 Where is the post office?Language goals:•In this unit students learn to talk about asking for and give directions on the street.New languages:•Excuse me, is there a bank near here?•Yes, there is. It's on Center Street.•Where is the pay phone?•lt*s across from / next to / in front of / behind the library.•lt*s between the post office and the library.•Just go straight and tum left.•Turn left on First Avenue.•Take a walk through the park on Center Avenue.•There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you're going to visitWrite the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:• A tape recorder•Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages: Is there a bank near here? Yes, there is. It's on CenterStreet.3. En able the stude nts to ask for and give di recti ons on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions about theplaces.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behind and on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It's across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the six sentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questions about the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. The ask them to answer the following questions. Explain some Ianguage points if the students can't understand.Homework• Ask the students to practice talking about their neighborhood in pairs.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Just go straight and turn left.It*s down Bridge Street on the right.Ifs next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask some studentsto answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them to makeconversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs. Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their right hands to practice “left” and "right".Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Paul and Nancy in the picture.Ask the students to role play the conversation then point out the place that Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers' place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all thebuildi ngs.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.Homework• Ask the students to make a similar conversation to that in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Is there a big supermarket near your house?Yes, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old, the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the differenee between them?Yes. This one is old. (Show the old ruler.) And this one is new. (Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the differenee between the halves.Go on with the other pictures to teach the language items. Ask thestudents to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7.Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael's neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class. Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.Homework• Ask the students to make similar conversations to that in Activity 1 b.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Turn left on First Avenue and enjoy the city's quiet streets and small parks.Take a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the students neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class. Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.Tell the students to keep these words down and make at least twosentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about di recti ons.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the following conversati on.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their own neighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. Teach vocabulary words.2. Target Ianguages:I know you are arrivi ng n ext Sun day.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students' vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questi ons.Homework• Ask the students to do the following:1. Suppose your frie nd is going to visit you. He does n't know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.Unit 3 Why do you like koalas?Language goals:•In this unit students learn to describe animals and express preferences.New languages:•Let's see the pandas first.•Why do you like want to see the pan das?•Because they are very cute.•Because they*re kind of shy.•Because they're kind of interesting.•Because they are fun.•Because they are smart.•Do you like giraffes?•Where are lions from?•They are from South Africa.•The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary. •She likes to play with her friends and eat grass.•She's very beautiful, but she's very shy, so please be quiet•He sleeps during the day, but at night he gets up and eats leaves.Difficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:• A tape recorder•Some picturesTeaching periods:•Period 1: Section A1a, 1b, 1c•Period 2: Section A2a, 2b, 2c•Period 3: Section A3a, 3b, 4•Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c•Period 5: Section B 3a, 3b, 3c, 4• Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let's see the pan das.Why do you want to see the lions?Because they*re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match thenames with the pictures a-h.Encourage or help the students to say something about the picture anddo the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording.Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and thencheck the answers.Further activity: Ask the students to do some pair work in the followingway if they can understand the listening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let's see the pan das / giraffes / lions / penguins / dolphi ns / koalas / elepha nts / tigers?—Why?——Because they're cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1 c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them. Teachi ng procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let's do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b. After that, check the answers.Then ask the students to listen to and repeat the dialogue after therecording.After this, ask the students to practice the conversation without the help of the recording.Step 3. Pair work (2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are...Step 4.GrammarfocusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggest!on: Ask the students to work in groups and write down。
新人教版七年级英语下册全册教案
新人教版七年级英语下册全册教案Unit 1 Can you play the guitar?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club 能掌握以下句型：①—Can you play the guitar? —Yes, I can./ No, I can't.②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.2) 能了解以下语法：情态动词c an 的用法want to do sth.的用法2.情感态度价值观目标：的某一方面己或对方在该部分内容贴近学生的生活，谈论的话题是能力。
通过互相询问或谈论自能力，可以培养学生的一种群体意识。
二、教学重难点1. 教学重点：1) 学习询问和谈论彼此的能力和特长；2) 掌握一些弹奏乐器的表达方式。
2. 教学难点：c an 的构成和使用。
情态动词三、教学过程Ⅰ. Lead in1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说:I can playthe guitar．⋯等；再指着图片说：He／She can play the violin ．But I can ’t pl．a y等it；然后询问学。
生：Can you play the guitar? ．⋯并引导学生进行简单的回答2. S s look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with thepeople.Then Check the answers with the class together.Ⅱ. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／" ··But I can ’／t s d w a n i m c e／sing／...等，学习表达活动的动词短语。
初中英语人教版七年级下册【教学设计】七年级下册unit6 SectionB 2b阅.
Unit 6 I’m watching TV.Section B 2a-2c Period Four教学设计济南实验初中薛慧一. 学生课前活动设计本节课主题是端午节，作为北方农村的孩子对该节日只有一个粗略的认识，没有很深的印象。
为此，在上课之前，让学生课下查找关于端午节的历史故事和风俗，并在上课时让大家各抒己见畅所欲言，人人参与，孩子也通过查阅资料拓展了阅读能力。
二. 学生课堂活动设计本篇阅读文篇幅较长，为了克服孩子的畏难情绪，设置的课堂活动由易到难，层层深入，并注重趣味性和广泛地参与性。
全班分组PK, 通过观看视频，略读，精度，找关键词，编对话，做总结，听故事，读诗歌等一系列丰富新颖的课堂活动，完成了本节课的教学任务。
三. 教师教学过程设计教学过程：【Teaching steps】1.Warm-up清明节就要到了，让学生说说清明节假期的活动，并让学生说一说自己还知道哪些节日。
教学设计说明：创设有效自然的教学情境，恰如其分的导入文章的主题.2.Fast reading出示端午节图片让孩子们说出端午节的英文表达。
并快速浏览文章让孩子了解中西方对待该节日的态度。
3.Free talk让学生把自己前一天查阅的关于端午节的信息读来跟大家一起分享，畅所欲言。
激发学生的阅读兴趣。
4.Watch a video让学生了解更多关于端午节的信息，并由此引出本节课的重点生词和短语，为下一步的阅读任务扫清障碍。
教学设计说明：自始至终都在情境中进行教学，让孩子多说，淡化学习知识的痕迹，让学生在自然情境下输出，并观看视频突破重点词。
5.Careful reading①通过不同形式的阅读任务，让孩子通过表格和提问方式把朱辉以及家人，寄宿家庭的活动展示出来，并对重难点词句逐个进行跟读解释，最后通过PK方式进行整体复述，学生参与热情。
②通过深圳和纽约时间的差异，引入时差这一概念。
③通过朱辉寄宿家庭的活动图片，猜测孩子更喜欢谁。
仁爱初一Unit6Topic2详案（仁爱版七年级英语下册教案教学设计）
仁爱初一 Unit6 Topic 2 详案(仁爱版七年级英语下册教案教学设计)Section AMain activities: 1a, 2a and 2bTeaching periods: .1～2Teaching aims and demands:1. Talking about names and surroundings of the houses.2. Understanding the ads of renting.3. Further-studying the structure of “there be”.Teaching procedure:Step 1 Review1. The teacher shows photos/pictures to say something about his/her rooms/hours and surroundings.2. Students show their own pictures or their ideal/dreaming houses to the others. Also tell others the surroundings and rooms. Each student should say five to eight sentences for his/her picture.3. Ask students which one they prefer, apartment building, townhouse or farmhouse.Step 2 Presentation1. Give an introduction of the dialog: Wang Wei and Kangkang are talking bout their houses and their grandparents’ houses. Listen carefully and try to find out where they and their grandparents are living now, in an apartment house, in a townhouse or in a farmhouse.2. Raise questions and assign the listening tasks.Where are Wang Wei’s grandparents living?Where are Kangkang’s grandparents licing?Could Wang Wei go to play soccer with Kangkang?3. Complete the chare in 1b.4. Answer the following questions, and complete 1c.Who lives in apartment building?Who lives in townhouses?Who lives in farmhouses?Who lives in dormitories?Step 3 Consolidation1. Read the ads in 2a and make sure which ones are looking for or which ones are being let.2. Look at the ads and learn the new words: rent, furniture, quiet, single, per3. Finish 2b according to the ads.Step 4 PracticeStudents’ activities: Talk about how to write out “WANTED” or “TO LET”. The content of “WANTED” or “TO LET” includes: requirements, introduction and telephone numbers, etc.Step 5 Project1. The teacher reads out his/her own ads for renting and try to find out the suitable apartment or house among the students ads. And then write it out.2. First speak out the ads, and then write them down. Show them out on the wall. Ask each of them to find out his/her own dreaming house.Section BMain activities: 1a and 2aTeaching periods: 1～2Teaching aims and demands:1. Learning the names of facilities in the local area, such as a shop.2. Descr ibing one’s living environment.3. Making telephones for help.Teaching procedure:Step 1 Review1. Show a map of a community. Describe the facilities of the community and their functions.2. Get the students to talk about their own areas or villages.There is a small garden in front of my house.There are a lot of tall buildings in our area.Step 2 Presentation1. Hang the pictures in 1a on the wall. Introduce the pictures first in order to make the listening material easy.For example:Mike is Mary’s new neighbor. He is looking for a store. There is a store in front of their building. Also there is a bank on the street corner.2. Listen and imitate.3. Read the dialog and do pair work.4. Finish 1b and 1c.Step 3 Consolidation1. Listen to the dialog first, then read it out.2. Practice in pairs for some time.Step 4 Practice1. Finish 2b. Practice the conversation with partners, focusing on fluency.2. Students practice from mechanical exercise to meaningful exercise. Change the people, places, and things into the other ones.Step 5 ProjectMake a survey.Section CMain activities: 1 and 3aTeaching periods: 1Teaching aims and demands:1. Talking about neighbors and surroundings.2. Further-studying the structure of “there be”.3. Talk about how to get on well with neighbors.Teaching procedure:Step 1 Review1. Discuss your own area and try to answer the following questions:Is there a bank around you?Where can you buy fruits?Is there a community service centre in your area?2. Discussion:If something is broken or doesn’t work in your house, who can help you?3. Finish 1.Show posters (teaching pictures) to the students, using “there be” structure to retell the story as many as possible.Step 2 Presentation1. Present the dialog 3a with the picture. The teacher retells the story and raises questions according to the text. For example: Look! Dave is playing the piano. He is beautifully, but it is too loud. Mr. Smith is knocking at the door. Mr. Smith is talking about it to Dave. Dave is really sorry. He will try to play quietly.2. Listen and answer.Questions: what is Dave doing?Who is Dave’s neighbor?What is happening to them?3. Read the text. Ask and answer question with each other.Step 3 ConsolidationPractice 3b in pairs and then act it out.Step 4 Practice1. Discuss with your partner “How do you get on well with your neighbors? Are you a good neighbor?”2. Finish 4.First practice in pairs and then group work. At last arrange all the answers into an article.3. Song time: finish 5.Step 5 ProjectSay something about your neighbor’s family, their daily activities, then write it out. Subject: My Neighbor. Use the words in Section B as many as possible.Section DMain activities: 1and 4Teaching periods: 1Teaching aims and demands:Review the structure of “there be”.Teaching procedure:Step 1 Review1. Beginning songs Home on the Range.2. Say something about your house or building, then answer the following questions:Which type of home do you live?Where do you want to live?Do you have a good neighbor?3. Finish 1. Try to find out more words pronounced with.Step 2 Presentation1. Show the pictures and say something about them.2. Read the text and fill in the form with “suburbs” or“cities”.3. Answer the questions:Why do so many people dislike living in the cities?Why do they like living in the suburbs?Which one do you prefer, living in the cities or living in the suburbs?What’s the opinion of your classmates?4. Finish 4b.Step 3 Consolidation1. Further study 3a, 3b. Summarize the uses of the “there be” structure and useful expressions.2. Listen to the tape. Finish 4b.Step 4 Practice1. Answer the question in 5.2. Write out an article according to the answers.Step 5 Project1. Write a passage with about 50 words. The title is “I like living in the cities/suburbs”.2. Finish 6. Class activities: Let’s chant.Teaching assessment:Dictation。
人教版英语七年级下Unit 6单元整体教案设计
Unit 6 I’m watching TV.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词： newspaper, use, soup, wash, movie, just能掌握以下句型：①—What are you doing? —I'm watching TV.②—What's he doing? —He's using the computer.③—What are they doing? —They're listening to a CD.④—This is Jenny. —It's Laura here.2) 能掌握语法：现在进行时态的用法。
3) 能运用所学的知识，描述人们正在干的事情。
2. 情感态度价值观目标：通过对本单元的学习活动，能培养培养学生学习英语的强烈兴趣，善于发现生活中正在发生的事情，积极思考，乐于助人，乐于参加各种活动的积极情感，培养学生团结合作的精神。
二、教学重难点1. 教学重点：1) 词汇、词组搭配和现在进行时的用法。
能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
2) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the computer, watching TV, eating dinner…等2. 教学难点：现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。
三、教学过程Ⅰ. Warming-up and Lead in1. Greet the Ss and check the homework.2. Watch a video program.Ⅱ. Presentation1. Show some pictures on the big screen. Present the new words and expressions.2. Ss watch and learn the new words and expressions.3. Give Ss some time and try to remember the new words and expressions.4. (Show some pictures on the screen and ask some students to perform the actions.)e.g. T: What are you doing?S: I am doing homework. (Help him/her to answer)T: What is he /she doing?Ss: He /she is doing homework.Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.6. Check the answers with the Ss.Ⅲ. Game (guess)1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?2. Ss watch and guess the actions.3. Ask and answer about the pictures.—What's he/she doing?—He's/She's …Ⅳ. Listening1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the right activities from 1a.2. Play the recording for the Ss twice.3. Ss listen to the recording and write the numbers from 1a.Ⅴ. Pair work1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.2. Ss make conversations by themselves and practice the conversations. Ⅵ. Listening1. Work on 2a;T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions. (Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )Check the answers.2. Work on 2b.Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)Ⅶ. Pair work1. Now, role-play the conversation with your partners.2. Let some pairs to act out the conversation in front of the class. Ⅷ. Role-play1. Ask Ss to read the conversation in 2d and answer the questions below.① Are Jenny and Laura talking on the phone?(Yes, they are.)② What's Laura doing now?(She's washing her clothes.)③ What's Jenny doing?(She's watching TV.)④ When do they meet at Jenny's home?(At half past six.)2. Ss read the conversation and answer the questions above.3. Check the answers with the Ss.4. Let Ss work in pairs and role-play the conversation.Homework:1. Review the words and expressions in this period.2. Understand the knowledge about the present progressive tense.3. Make five sentences on what are you doing now.板书设计：Section A 2 (Grammar Focus-3c)一、教学目标：1. 语言知识目标：1) 继续练习运用现在进行时态来谈论人们正在做的事情。
初一英语第六单元教案
初一英语第六单元教案【篇一：七年级英语第六单元课堂教学实录】英语教学实录赵本中学王庆学七年级英语第六单元课堂教学实录一、教学目标1．知识目标：1）能将所学单词进行归类。
2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。
如：do you /they like salad?yes, i /they do.no, i /they don’tdoes he like french fries? yes, he does. no, he doesn’t.i (they) like oranges. i (they) don’t like bananas.she likes bananas. she doesn’t like ice cream.2.能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。
3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。
二、教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。
三、教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。
四、教学设计:step 1. 复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“do you like bananas/ oranges??”的形式，复习前一课的句型。
t: yesterday, we learned many words about food, right? do you still remember? now please look at the screen.t: what’s this?ss: apple.t: do you like apples?ss: yes, i do.t: and what’s this?ss: banana.t: yes, what about this one?ss: broccoli.t: do you like broccoli?ss: no, i don’t.t: yes, good job! you have good memory!step 2. 导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。