《仁爱版》七年级下册英语Unit_6_Topic_1_Is_there教学设计[1]
《仁爱版》七年级下册英语Unit 6 Topic 1 Is there教学设计
a computer in your study ? Section A （学习后）
定安县龙塘中学吴淑娇
一．教学目标
1. 词汇：garden. dining room. kitchen.living room. bath room. bed room. second. floor. upstairs.door. next to. in front of. behind
2. 重点句型：There is/are…
Is/Are there…? Yes,there is/are. No,there isn’t/aren’t
3. 语法：“There be” 句型
4. 话题：a.谈论房屋内房间的类型。
b.谈论某处有某物。
c.简单谈论自己的家
二．教学重点与难点
1. 重点：学习房屋内房间的类型
学习“There be” 句型并应用
2. 难点：“There be ”句型在实践中的应用
三．教学过程
1. 复习
(1). 师生对话，复习现在进行时态
T: What day is it today?
What class are we having ?
Where are we ?
(2). 用多媒体呈现图片，复习现在进行时态，学习房屋内房间类型的单词：garden, dining room, kitchen,living room, bath room, bed room, study. 带读这些单词。
(3). 利用图片和教室内学生的座位教学方位介词：in front of ,next to ,behind .
(4). 完成3。
学生两人一组利用表格中的信息对话。
让几组学生表演。
2．呈现
(1). 呈现2a图片，告诉学生“This is Jane’ house.”让学生仔细观察2a的图片，回答问题
. How many floors are there in this house ?
. How many rooms are there in this house ?
. What are the names of these rooms ?
帮助学生回答，引出“There be”句型并教学floor, the first floor, the second floor..让学生将单词标号填入图中相应的位置。
(2). 听2a录音，核对答案。
读单词。
(3). 根据2a图片，引入There is/are… Is/Are there…? Yes,there is/are. No, there isn’t/aren’t.
(4). 双人活动。
让学生再看2a图片，两人一组编对话，完成2b。
叫
几组表演。
3. 巩固
(1). 让学生根据多媒体课件练习“There be” 句型。
分组进行问答。
(2). 听1a录音，回答问题：
．Where is Jane’ bedroom ?
. Where is her study ?
. Is there a computer in her study ?
(3). 让学生读1a并找出重点句型，介词短语和语法。
讲解go upstairs , come in.
(4). 让学生听录音跟读1a，注意语音和语调。
(5). 分角色朗读1a,并表演对话。
4. 练习
(1). 根据1a,完成1b.
(2). 让学生用There is 或There are 描述一下自己的家或家里的东西。
如：
There is a computer in my study .
There are some books on the desk .
5. 综和探究活动
小组活动：让学生画出自己的房屋结构图，然后告诉同伴们自己喜欢的房间，喜欢的原因及房间内的摆设。
完成4。
如：
This is my study. It’s my favorite room. There is a big desk in my study. On the desk, there are some books…
6. 总结“There be ”句型，布置作业。
A Teaching Plan
By Zhou Qiuping
Title:Unit 6 Topic 1 Section A There is a study next to my bedroom.
Class: Class4,Grade7 of Yong’an No.6 Middle School
Time: March 30th, 2015
I. Teaching aims and demands:
1. 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
2.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；
3.能正确使用方位介词和介词短语on，next to等；
4. 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.
5.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。
II. The key points and difficult points
Key points: 1.掌握重点词汇和短语。
beautiful, garden, bedroom, second, floor, and so
on, upstairs, kitchen, dining room, living room, bathroom, first 等。
2. 方位介词和介词短语on，next to等。
3. There be 句型及操练。
Difficult points: 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。
III. Teaching aids :a computer,a blackboard
IV. Teaching procedures。
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.~。
最新仁爱版英语七年级下册Unit 6 Topic 1 SectionB教学设计
Unit6Topic1There is a study next to my bedroom.（Section B）教学设计I.Material analysis本课是第六单元话题一的第二课时。
本课的主要活动是1a和2。
通过创设Maria 参观Jane的书房的情景呈现出书房主要摆设的词汇和有关方位的表达，同时结合听力训练、两两对话、看图说话等活动进一步学习there be句型的复数、特殊疑问句、一般疑问句及其肯定和否定回答。
还将通过熟悉例句后根据内容和示例编写对话的方式进一步练习和巩固表示方位关系的重要词汇。
本课涉及到谈论学生家的房间布置，因此教师应积极创设真实的情景，让学生在实际情景中反复操练Section A中已学到的关于方位和房间摆设的词汇。
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：lamp,clock,near,under,chair,behind,front,in front of,guitar,window,table,key, put,away,put away,door,look after,thing能够正确使用there be句型的复数、特殊疑问句、一般疑问句及其肯定和否定回答；能正确使用方位介词或介词短语，如：on,in,in front of,behind,near,under 等；能够就“存在、请求、命令”等交际功能的基本法进行交流和对话操练，如：（1）—Is there a student in front of the classroom?—No,there isn’t.（2）Put it/them away,please.（3）You must look after your things.2.Skill aims能识别出不同的语调，如陈述句和疑问句等；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；能理解并执行简单的书面指令；能准确写出黑体单词和词组。
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。
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。
仁爱版七年级英语下册Unit6-topic1 教材讲解
Unit 6 Our Local AreaTopic 1 Is there a computer in your study?一.重难点讲解1、There is / are…（1）用法：There be "有"，其确切含意为"某处或某时存在某人或某物。
"其结构是：There be + 某人或某物+ 表示地点或时间的状语。
There be 后面的名词实际上是主语，be 动词的形式要和主语在数上保持一致，be动词后面的名词是单数或不可数名词时用is，名词是复数时用are。
（2）几种基本句式：There is a book and two pens on the desk. 桌上有一本书和两支笔。
There are two pens and a book on the desk. 桌上有两支笔和一本书。
There isn’t a book on the desk. 桌上没有一本书。
There aren’t two pens on the desk. 桌上没有两支笔。
Is there a book on the desk? Yes, there is. No, there isn’t. 桌上有一本书吗？是的，有。
不，没有。
Are there two pens on the desk? Yes, there are. No, there aren’t. 桌上有两支笔吗？是的，有。
不，没有。
（3）与have的区别：类型There be Have涵义不同侧重"存在关系"，表示"某地或某时间存在某人/某物"，there只是引导词，无意义。
如：There is a boat in the river.河里有一条船。
侧重"所属关系"，示"属于……所拥有"的东西，第三人称用has。
如：I have a nice watch.我有一块好看的手表。
《仁爱版》七年级下册英语Unit 6 Topic 1 Is there教学设计
《仁爱版》七年级下册英语Unit 6 Topic 1 Is there教学设计a computer in your study ? Section A （学习后）定安县龙塘中学吴淑娇一．教学目标1. 词汇：garden. dining room. kitchen.living room. bath room. bed room. second. floor. upstairs.door. next to. in front of. behind2. 重点句型：There is/are…Is/Are there…? Yes,there is/are. No,there isn’t/aren’t3. 语法：“There be” 句型4. 话题：a.谈论房屋内房间的类型。
b.谈论某处有某物。
c.简单谈论自己的家二．教学重点与难点1. 重点：学习房屋内房间的类型学习“There be” 句型并应用2. 难点：“There be ”句型在实践中的应用三．教学过程1. 复习(1). 师生对话，复习现在进行时态T: What day is it today?What class are we having ?Where are we ?(2). 用多媒体呈现图片，复习现在进行时态，学习房屋内房间类型的单词：garden, dining room, kitchen,living room, bath room, bed room, study. 带读这些单词。
(3). 利用图片和教室内学生的座位教学方位介词：in front of ,next to ,behind .(4). 完成3。
学生两人一组利用表格中的信息对话。
让几组学生表演。
2．呈现(1). 呈现2a图片，告诉学生“This is Jane’ house.”让学生仔细观察2a的图片，回答问题. How many floors are there in this house ?. How many rooms are there in this house ?. What are the names of these rooms ?帮助学生回答，引出“There be”句型并教学floor, the first floor, the second floor..让学生将单词标号填入图中相应的位置。
初中仁爱七年级英语下册Unit6Topic1SectionB教学设计
设想：布置课后作业，如编写英语新闻报道、制作宇宙知识手抄报等，让学生在实践中巩固所学知识。
四、教学内容与过程
（一）导入新课（500字）
1.教师通过展示宇宙星空的图片，引发学生对宇宙的好奇心，激发学习兴趣。
2.提问：“Do you know about the universe?”，让学生分享他们对宇宙的了解。
4.布置课后作业，要求学生运用所学知识进行巩固练习，为下一节课的学习做好准备。
五、作业布置
为了巩固本章节所学的知识，特布置以下作业：
1.请学生完成课后练习册中与本节课相关的练习题，以加深对核心词汇和短语的理解和记忆，特别是对一般现在时态的运用。
2.布置一篇小作文，要求学生以英文新闻报道的形式，介绍他们所了解的一个天体（如地球、月球、火星等）的特点和运动规律。要求学生尽量运用本节课所学的词汇和语法，提升书面表达能力。
（三）情感态度与价值观
1.培养学生对英语学科的兴趣和自信心，使学生认识到英语学习的重要性，激发学生学习英语的积极性。
2.培养学生关爱地球、探索宇宙的美好情感，提高学生的环保意识和责任感。
3.借助本章节的学习，引导学生树立正确的价值观，认识到科学技术的发展对人类社会的重要性，激发学生为国家和民族的未来贡献力量。
2.利用多媒体教学资源，如图片、视频和实物模型等，帮助学生形象地理解宇宙和天体的知识，提高学生的学习兴趣。
3.创设真实的语境，让学生在模拟新闻报道的活动中，运用所学知识进行口语表达和书面表达，提高学生的语言实践能力。
4.引导学生通过观察、思考和探究，发现宇宙和天体的规律，培养学生的科学思维和创新能力。
三、教学重难点和教学设想
【公开课教案】仁爱英语七年级下册 Unit6 Topic1 SectionA
仁爱英语七年级下册Unit6 Topic1 SectionAUnit6 Our Local AreaTopic1 There is a study next to my bedroomSectionA教案I. Material analysis本话题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。
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。
本课贴近学生的实际生活，有利于提高学生学习的兴趣，调动他们的学习积极性。
II. Teaching aims1.Knowledge aimsN ew words :beautiful, garden, bedroom, and so on, upstairs, kitchen, dining room, living room, bathroom, first，second, floorUse the sentence pattern “there be(is/are)…”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。
仁爱版英语七年级下册Unit6topic1sectionD教学设计
仁爱版英语七年级下册Unit 6 topic 1 section D 教学设计一. 教材分析仁爱版英语七年级下册Unit 6 topic 1 section D主要讲述了在业余时间人们喜欢做的活动以及不同人对于活动的不同态度。
本节课的主要语言点是运用情态动词can和must来描述人的能力以及必须做某事的情况。
通过本节课的学习，学生能够掌握情态动词can和must的用法，并能够用英语简单地描述自己在业余时间喜欢做的活动以及对于这些活动的态度。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，对于描述日常生活的句子已经有了一定的理解能力。
但是，对于情态动词can和must的用法还不够熟练，需要通过本节课的学习来进一步掌握。
同时，学生对于描述自己和他人的业余活动还比较陌生，需要通过教师的引导和示范来逐步掌握。
三. 教学目标1.知识目标：–能够掌握情态动词can和must的用法。
–能够用英语描述自己在业余时间喜欢做的活动以及对于这些活动的态度。
2.能力目标：–能够听懂并能够运用情态动词can和must来描述人的能力和必须做某事的情况。
–能够在适当的语境中运用所学知识进行日常交流。
3.情感目标：–培养学生的团队协作精神，鼓励学生在课堂上积极参与，展示自我。
–引导学生正确对待自己的业余生活，培养良好的生活习惯。
四. 教学重难点•情态动词can和must的用法。
•用英语描述自己在业余时间喜欢做的活动以及对于这些活动的态度。
•正确运用情态动词can和must来描述人的能力和必须做某事的情况。
•在适当的语境中运用所学知识进行日常交流。
五. 教学方法1.情境教学法：通过设定日常生活的情境，让学生在实际语境中学习并运用情态动词can和must。
2.交际法：通过小组讨论和角色扮演等方式，让学生在实际交流中运用所学知识。
3.任务型教学法：通过完成各种任务，让学生在实践中掌握情态动词can和must的用法。
六. 教学准备1.教学材料：教材、PPT、黑板、粉笔。