仁爱英语七年级下册Unit6 Topic 1 SectionB 教案设计
仁爱版七年级英语下册unit6教学设计

word格式-可编辑-感谢下载支持U nit 6教学目标word 格式-可编辑-感谢下载支持Topic 1 Section AThe main activities are 1a and 2a.本课重点活动是1a 和2a 。
Ⅰ. Teaching aims and demands 教学目标 1. Learn the rooms in homes :bedroom , kitchen ,dining room, living room, bathroom 2. (1)Learn the prepositions :in , on , next to , in front of , behind(2)Learn how to use the sentences of “there be ”: Is there a computer in your study? Yes , there is.Are there any bedrooms on the first floor? No , there aren ’t.1there be 句型There is a small garden in front of my house.There is a lamp , a mirror , a computer and some books on it. There are so many nice books on the shelf. Is there...? Yes , there is. /No , there isn ’t.Are there any...? Yes , there are./No , there aren ’t. How many...? There are... 2Wh- question Wh- 问题What ’s on the table? There are some keys on it. Where ’s the living room? It ’s on the first floor. 3表示方位的介词或副词on ,in ,at ,behind ,under ,in front of ,near ,across, from ,next to ,nearThere are so many nice books on the shelf. Ⅱ. Teaching aids 教具 录音机/挂图Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)1.(板书向学生呈现1a 挂图。
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.~。
仁爱版七年级下册英语Unit6Topic1SectionB教学设计

5.情感教育,渗透课堂:在教学过程中,关注学生的情感态度,引导他们树立正确的价值观,培养社会责任感。
6.课堂评价,及时反馈:通过课堂提问、小组展示等形式,了解学生的学习情况,及时给予评价和指导,促进学生的进步。
4.请学生阅读一篇关于志愿者活动的英文文章,并完成相应的阅读理解题。通过这道作业,提高学生的阅读能力,拓展他们的知识视野。
5.学生根据本节课的学习内容,设计一份关于志愿者活动的宣传海报,要求运用所学词汇和句型,突出志愿者活动的意义和价值。这项作业旨在培养学生的创新意识和审美能力。
6.鼓励学生利用课余时间参加一次实际的志愿者活动,亲身体验志愿者工作,将所学知识运用到实践中。活动结束后,学生需撰写一篇心得体会,不少于100词。
1.创设情境,激发兴趣:通过展示志愿者活动的图片和视频,让学生直观地了解志愿者活动的场景,激发他们的学习兴趣。
2.分层教学,因材施教:针对不同水平的学生,设计不同难度的任务和练习,使每个学生都能在课堂上得到锻炼和提升。
3.合作学习,互动交流:采用小组合作的形式,让学生在互动交流中掌握所学知识,培养团队协作能力。
(二)过程与方法
1.通过小组合作、讨论、分享等形式,激发学生的学习兴趣,培养合作意识和团队精神。
2.采用任务型教学法,让学生在完成具体任务的过程中,运用所学知识,提高英语实际运用能力。
3.利用多媒体教学手段,如图片、视频、音频等,丰富课堂教学内容,提高学生的学习积极性。
4.注重启发式教学,引导学生主动思考、探索、发现,培养学生的自主学习能力。
教师应在布置作业时,明确作业要求和完成时间,并对作业进行检查和评价。关注学生的作业完成情况,及时给予反馈,以提高学生的学习效果。同时,鼓励学生积极参与志愿者活动,将所学知识与社会实践相结合,培养他们的社会责任感。
仁爱版英语七年级下册Unit 6 topic 1 section B 教学设计

仁爱版英语七年级下册Unit 6 topic 1 section B 教学设计一. 教材分析仁爱版英语七年级下册Unit 6 topic 1 section B主要介绍了日常生活中的疾病和健康饮食。
通过本节课的学习,学生能够掌握关于疾病和健康饮食的词汇和句型,并能够运用所学知识进行简单的交流。
本节课的内容与学生的日常生活紧密相连,有利于激发学生的学习兴趣和积极性。
二. 学情分析七年级的学生已经掌握了一定的英语基础知识,具备一定的听、说、读、写的能力。
但是,学生的英语水平参差不齐,部分学生对英语学习缺乏兴趣。
因此,在教学过程中,教师需要关注学生的个体差异,激发学生的学习兴趣,提高学生的英语水平。
三. 教学目标1.知识目标:学生能够掌握关于疾病和健康饮食的词汇和句型,理解课文内容。
2.能力目标:学生能够运用所学知识进行日常交流,提高听、说、读、写的能力。
3.情感目标:学生能够关注自己的健康状况,养成良好的生活习惯。
四. 教学重难点1.重点:学生能够掌握关于疾病和健康饮食的词汇和句型,理解课文内容。
2.难点:学生能够运用所学知识进行日常交流,提高听、说、读、写的能力。
五. 教学方法1.任务型教学法:通过设定各种真实的任务,引导学生参与课堂活动,提高学生的学习兴趣和积极性。
2.情境教学法:创设各种情境,让学生在实际情境中运用所学知识,提高学生的实际应用能力。
3.小组合作学习:鼓励学生分组讨论和合作完成任务,培养学生的团队合作意识和沟通能力。
六. 教学准备1.教材:仁爱版英语七年级下册。
2.多媒体设备:电脑、投影仪、音响等。
3.教学资源:病句卡片、健康饮食图片等。
七. 教学过程1.导入(5分钟)教师通过向学生提问:“你们知道哪些疾病?你们平时是如何注意健康的?”引导学生谈论疾病和健康饮食,激发学生的学习兴趣。
2.呈现(5分钟)教师通过课件展示本节课的主要词汇和句型,如“I have a cold.”、“I have a stomachache.”等,并引导学生跟读。
仁爱版七年级下册英语:Unit 6 Topic 1 Section ABCD学案(无答案)

Unit 6 Topic 1 Section A学习目标1. 学习本课中的新单词和词组。
2. 继续学习There be 句型并巩固运用。
3. 能够简单谈论自己的家。
自主学习一、预习Unit 6 Topic1 Section A 新单词(P127-128),然后根据所给中文写出对应的英文:1. 美丽的__________2. 花园____________3. 卧室____________4. 第二____________5. 楼层;地板_________6. 在(向)楼上_________7. 厨房___________ 8. 餐厅___________9. 客厅______________10. 浴室____________11. 第一_________ 12. 等等____________二、朗读1a,完成1b和1c。
根据所给中文,找出下列词组和短句,划线并翻译。
1.欢迎来到我的新家!_________________________2. 在二楼__________________________3. 挨着;在....旁边_________________4. 等等____________________________5. 上楼;到楼上去______________________6. 看一看________________________1a语法点拨1.--Where is your bedroom? --It’s on the second floor. There is a study next to my bedroom.你的卧室在哪儿?它在二楼,有一个书房紧挨着我的卧室。
(1)on the second floor “在二楼”,second 在此是序数词,意为“第二”,前面需要加定冠词the。
second 还可作名词,意为“秒”,表时间。
(2)study 在此是名词,意为“书房”,复数形式为studies。
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。
初中仁爱七年级英语下册Unit6 Topic1 Section B 教学设计

初中仁爱七年级英语下册Unit6 Topic1 Section B 教学设计课题:Unit 6 Topic 1 Section B 课型:听说课本课主题属于“人与自我”主题范畴中的“身边的事物与环境”子主题内容,部分涉及子主题学习和生活的自我管理。
一.课本研读What:本课围绕着物品的位置,学习方位介词和介词短语,以及there be句型。
是一篇听说课,通过听和说操练学生对于方位介词和短语的认知和掌握,听对话,完成任务来学习there be句型,重点在于学习there be句型的使用规则。
Why:本课引入冬奥会内容,树立学生荣誉感,增加了学习趣味,培养了学生爱国意识,使学生在学习英语的同时,了解时事,加入了爱国主义情感教育。
其中有一个环节,让学生自己设计自己的梦想之屋,这一环节培养了学生自主创新意识,表现了学生对于生活的热情,对未来的向往。
How:教学内容主要是方位介词及短语,以及there be句型。
开始我设计通过动画和实物来复习方位介词以及引出新的方位介词。
接下来用动画和图片反复操练方位介词。
让学生不光从抽象和具体中感受感知方位介词的意思和用法。
在教授there be句型时,用体育明星来激起学生兴趣,深入感知“就近一致”原则。
由通过听对话,布置任务,从听,说,读,写各个方面加深对此句型的理解掌握。
核心任务体现在以读促写,从输入到输出的过程。
注意在以读促写过程中,需要老师根据学生学习情况进行分层教学指导。
学情分析:本课为听说课,侧重学生听说能力培养。
七年级的学生词汇量比较少,很多不敢张口说,怕出错。
老师应该鼓励学生大胆开口,认真听勇敢说,这样才能为将来的学习打好基础。
学习反思:我上的这节课主要是学习there be句型以及方位介词:in front of,in the front of,near等方位介词词组的用法。
掌握这些短语和句型并不难,但对于基础薄弱的学生来说,如何让他们学得更轻松,更扎实就成为我这节课课堂设计的一个重点。
七年级下册仁爱英语集体备课教案是(unit6 topic1 sectionB)

七年级英语集体备课教案板书设计教学反思随堂练习单项选择( ) 1.—Where are my keys, Dad? I can’t find them.—Look! They’re under the table. You must _____ .A.put it awayB.put away itC.put them awayD.put away them( ) 2.Excuse me, can you tell me _____ Xinhua Bookstore?A.the way toB.the wayC.the road toD.the road( ) 3.—Excuse me, may I speak to Linda?—_____A.Sorry, I don’t know you.B.Who are you?C.Is that Linda?D.This is Linda speaking.( ) 4.—Excuse me, _____ is it from here to Zhongshan Park?—It’s about seven kilometers.A.how longB.how oftenC.how farD.how much( ) 5.Listen, one of the _____ singing in Japanese.A.girl isB.girls areC.girl areD.girls is巩固练习根据对话的情景,从方框中选择适当的句子填在画线处,使对话完整通顺。
其中有两项是多余的。
A: Excuse me. 21B: Go down this street, turn right and walk on until you get to the end.22 It’s between the post office and the food shop.A: 23B: It’s about seven kilometers from here.24A: Which bus do I need to take?B: First, you need to take bus No. 651, then you should change to the No.426 bus at Yongding Bridge. 25A: Thank you very much.B: You are welcome!。
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Unit6 Topic1Is there a clock on your desk?
Section B
一、T eaching aims(教学目标)
1.继续学习“There is/are"表示”存在有“这一句型。
2.继续学习方位介词,如near,on,under等。
3. 掌握单词lamp, clock, table, key, window,并学会保管好自己的物品。
二、Main points(学习重点)
1.“There is/are"表示”存在有“句型。
2.方位介词,near,on,under,behind
三、Difficult points(学习难点)
方位介词near,on,under,behind的使用
四、T eaching procedure(教学过程)
阅读课本125--126页单词以及107页课文注释,然后完成下列练习。
课前预习:根据汉语意思完成下列句子。
1.Listen!Some birds are singing ____ ____ ___(在树上).
---What's on the table?
2. - --There is a computer____ _____(紧挨着)the lamp on it.
3.Don't put your books on the bed. _____ them _____(收好),please.
4.--Where is my soccer?
----It's ______ ______ _______(在桌下).
5.The boy is playing with a _______ ______(飞机模型).
Step1:学习125-126页的新单词。
Step2:听读第27页1a的内容,然后分析课文。
1.There is /are 表示“存在有”eg:There is a book on the desk. 桌子上有一本书。
There are seven days in a week. 一个星期有七天。
2.What's on your desk? 你书桌上有什么?What's + 介词这个句型用来询问某处有什么,回答用“There is /are.....”
Eg: What's on your desk? --- There is a book on it.
3.介词near 在。
附近,旁边;on 在。
上面;under 在。
下面;behind 在。
后面
4.talk about 谈论...; put away “将...收起”
Step3:根据1a,完成2的work alone活动。
Step4:阅读28页3 pair work,仿照例句操练图片上的内容。
五、随堂练习
1.( ) What are the boys doing?
----They're ____ the soccer games over there.
A.talking to
B. talking about
C. talking with
2.---Is there an old man near the house ?
---_____
A.Y es, it is.
B. Y es , it does.
C. Y es, there is.
3.--How many_____ are there in your class?
---There is only one.
B.clocks B. a clock
C. clock
4.--Dad, what____ in the desk?
---There are some books and a pencil-box.
A.are
B. Is
C./
句型转换
1.There are seven days in a week?(对划线进行提问)
_____ _____ days are there in a week?
2.My shoes are under the bed.(对划线进行提问)
_____ ______ your shoes ?
3.I have a TV set in the living room.(同义句转换)
______ _____ a TV set in _____ living room.
4.There is a book on the table near the window.(对划线进行提问)_____ on the table near the window?
六、作业
a.背诵书本第27页1a 中对话
b.预习书本第29页section c
七、教学反思。