仁爱版七年级英语下册U6T1SC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.~。
仁爱初中英语七下精品教案设计U6T1SC
Section CI. Material analysis本课是话题一的第三课时。
本课的主要活动是1a和2。
通过图文并茂的方式介绍“My Home〞，进一步扩大学生的词汇、学习方位介词短语并复习稳固there be句型；还将学习用how many和how much对物质〔名词〕的数和量进行提问。
此外，语音板块根据音标拼写相应的单词，复习字母组合的发音规律，培养学生单词的拼读和拼写能力。
本课涉及到谈论学生的家的房间结构布置，因此教师应积极创设真实的情景，让学生在情景中反复操练已学到的关于方位和家的结构、摆设的相关词汇。
II. Teaching aims1.Knowledge aims能根据已学语音、音标及发音规那么，正确朗读、拼写和运用以下词汇和短语：center, in the center of, yard, flower, house, large, left, model, only能够在小组合作活动中，根据音标拼写出相应的单词，培养单词的拼读和拼写能力；能够正确使用there be句型、特殊疑问句、一般疑问句及其肯定和否认答复以及表示方位关系的介词短语，如：near, next to, in the center of, at the back of, on the left of能够就“物品摆设、存在〞等交际功能进行交流与对话操练，正确运用how many 和how much对可数和不可数名词进行提问，如：〔1〕—Is there any water in the bottle—Yes, there is.〔2〕—How much water is there—Only a little.〔3〕—How many model planes are there—There are three....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；能对房间、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；能在图画的帮助下进行阅读，并按要求进行语言活动；能正确拼读单词，注意单词重音；能准确写出黑体单词和词组；能根据范文写出介绍自己家的小短文。
（完整版）仁爱英语七年级下册Unit6Topic1SectionC教案设计
（完整版）仁爱英语七年级下册Unit6Topic1SectionC教案设计Unit6Topic1Is there a clock on your desk?Section CAims and demands目标要求1. Learn some new words and phrases:in the center of, yard, beautiful, flower, large, left, people, mirror, drawer, chair, keyboard2. Go on learning the prepositions of position （方位介词）and the structure of “There be”.(1)Talk about positions谈论方位.Our bathroom is on the right of the yard.Where are the shoes? They’re under the bed.Where is the computer? It’s on the desk.(2)Talk about existence（存在）.There is a small garden in the center of the yard.There are many beautiful flowers in the garden. But there aren’t any trees.At the back of the yard, there is a nice house.Near the house, there is an apple tree.On the left of the yard, there is a kitchen and a dining room.Are there many beautiful flowers in the garden?重点难点：1. 熟练掌握There be 句型2. 方位介词教学过程：Step1 复习There be 句型There is +主语(a/an +可数名词单数或不可数名词)+状语There are + 主语(a/an +可数名词复数)+ 状语翻译句子：1）我家前面有条河。
仁爱英语七年级下册unit6topic1section c说课课件
仁爱英语七年级下册unit6topic1section c说课课件As we delve into the depths of Ren'ai English for Grade 7, Unit 6, Topic 1, Section C, we embark on a journey that not only enhances students' linguistic skills but also ignites their passion for learning. This section, rich in vocabulary and grammar, presents a unique opportunity for teachers to foster a love for the English language among their students.The core objective of Section C is to expand students' vocabulary and familiarize them with complex sentence structures. It introduces new vocabulary words that are relevant to the topic, such as "environment," "pollution," and "protect." These words not only enrich students' vocabulary but also provide them with the necessary language tools to express their thoughts and ideas more precisely.Furthermore, Section C focuses on teaching students how to use these new vocabulary words in context. Through engaging activities and exercises, students are encouraged to apply their knowledge in real-world situations, therebyenhancing their communication skills. For instance, a role-playing activity where students discuss environmental issues using the new vocabulary can help them understand the importance of using language effectively.Grammar is another key component of Section C. Complex sentence structures such as conditionals and compound sentences are introduced in this section, challenging students to think critically about the language they are learning. By practicing these structures through various exercises, students can develop a deeper understanding of English grammar, enabling them to construct more complex and nuanced sentences.To make the learning process more engaging, teachers can utilize a variety of teaching methods and materials. For example, interactive games and quizzes can be used to test students' knowledge of the new vocabulary words. Multimedia resources such as videos and images can also be employed to bring the topic to life and make it more relatable to students.Additionally, encouraging students to work collaboratively in groups can foster a positive learningenvironment. Group discussions and projects allow students to share ideas, learn from each other, and develop a deeper understanding of the topic. This collaborative approach not only enhances students' learning experience but also cultivates their team-building and communication skills.In conclusion, Section C of Topic 1, Unit 6 in Ren'ai English for Grade 7 presents a wealth of opportunities for teachers to enhance their students' linguistic skills and foster a love for learning. By focusing on vocabulary expansion, contextual language use, and complex sentence structures, teachers can help students develop a deeper understanding and appreciation for the English language. By employing engaging teaching methods and encouraging collaborative learning, teachers can create a dynamic and inclusive classroom environment where students can flourish and achieve their full potential.**仁爱英语七年级下册Unit 6 Topic 1 Section C说课课件解析与教学实践**当我们深入探索仁爱英语七年级下册第六单元第一课题第三节（Section C）时，我们踏上了一段不仅提升学生语言技能，而且点燃学生学习热情的旅程。
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。
仁爱英语七年级下册Unit 6Topic 1 Section教学设计
Teaching Aims and demands 教学目标、要求1. Knowledge Aims and demands知识目标1）. Learn some new words学习新单词flower、model、only 、house 、yard、large、center、left、in the center of, at the back of, etc2）. Go on learning the prepositions of positions and the structu re of “There be”.①Talk about positions.讨论方位介词—What's under the chair?—Is there a basketball under the chair?—No, there is a football under the chair.—What's on the desk?—Are there any books on the desk?—No, there are some flowers on the desk.②Talk about the existence:讨论表述存在的句型There is a small garden in front of my house.3）.Learn the usage of “How many” &“How much” 学习How many&How much 用法；Learn the difference between "in the tree"&"on the tree" 区别 "in the tree"&"on the tree"不同2. Ability Aims 能力目标Teach the students to discuss and describe the position of different things in the room or house by using the prepositions of positions and the structure of “There be”.3. Emotion Aims 情感目标Through this lesson, let the students learn how to describe their homes, and make them love their home.Learning situation analysis 学情分析七年级新生在听、说、读、写的技能方面基础差，整体的惰性还是很强。
仁爱版七年级英语下册教案：U6T1SC教案
（2）1b. Read 1a and answer the following questions.
1. What’s in the center of the yard?
2. What’s at the back of the yard?
A.some;some B.some;any
C.any;some D.any;any
4.---_______ water ______ there in the glass?
3、中招考点：
There be句型和方位介词短语的用法，是学生必须掌握的知识要点，所以一定要让学生弄明白。
4、学情分析：
There be句型对于刚学的学生比较难，且本班学生英语学科基础较差，部分学生学习兴趣不是很足。鉴于这一点，上课前应当充分备足课，多举例，努力提高学生的学习兴趣，帮助学生打好基础。
基于“课程标准、中招视野、两类结构”
七（上）Unit6 Topic1 Section C教案设计
（新授课）
一、学习目标确定的依据：
1、课程标准相关要求:《英语课程标准》（2011年版）要求学生能够会读会写知汉意的单词和短语
单词：center, yard, flower, house, large, left, model,only
（1）Read 1a again and underline the phrases, such as in the center of, at the back of, on the left of.
（2）短语汉译英
在...的中心
在...左/右边
靠近/紧挨着
新版仁爱七年级教案Unit6 Topic1 Section C
Unit6 Topic1 Section CⅠ. Background Information1, Student: 49 (25M/24F), intermediate level2, Time & Date: 10:40-11:20, March 27th3, Time Duration: 40 minutes4, Lesson Type: Reading & Speaking (First Period)5, Teaching Material: Unit6 Topic1 Section C（Project English）6,Teaching Aids: PPT, picture, chalk, blackboardⅡ. Language Content1, V ocabulary: 1) Productive vocabulary: center, yard, flower, house,large, left2) expressions: in the center of, help sb do, on the left(of)2, Function: talk about the positionsⅢ. Teaching Objectives1, Instructional ObjectivesAt the end of the class, the students should be able to:1) know how to use phrases to talk about the positions2) know that descring the positions must be done according to acertain order2, Educational ObjectivesAt the end of the class, the students should be able to:1) be confident when talking about positions3, Personal ObjectivesAt the end of the class, the teacher should be able to:1) be better at designing activities to help be more interested inEnglish learningⅣ. Focal and Difficult Point1, Focal point: 1) understand the description in the passage2) know how to use the phrases2, Difficult point: 1) how to describe the position of a certain placeⅤ. Teaching ProcedureStage 1: Pre-reading (16 min)Step 1: Getting in (1 min)Purpose: to draw students’ attention and arouse students’ interestInstructions:T: Good morning class! Do you remember what we learned last class. Let's havea short review.Step 2: Presenting pictures (8 min)Purpose: to lead students to make sentence from the picture using the phrases learned last classInstructions:T: Look at the picture, in picture one,we can see学校在医院的右边, how to say it in English.( at the back of, on the right of, between,)Step 3 Present the students more pictures and key words to lead them to make Sentences (3 min)Purpose: to help students use the expressions more flexiblyInstructions:T: There several pictures, try to make more sentences.Step 4 Presenting the pictures to explain the new words (3 min)Purpose: helping the students understand the new phrases, andreading more smoothlyT: This time, look at the picture and the sentence, try your best to understand the words in red. (center, in the center of, yard house, left )Stage 2 while-reading (12 min)Step 1 skimming (2 min)Purpose: to help students to get the main idea of the passageT: I'll give you two minutes to read this passage and the pictureStep 2 Scanning (4 min)Purpose: to lead the students to finish the exercise in 1BInstructions:T: This time I want you to read the passage carefully and finish the exercise in 1B Step 3 Listening and drawing (6 min )Purpose: to help students to understand the description of positions better Instructions:T: let's read the passage together.T: Now, close your book, and take out a piece of paper, Listen to the tape, I'll pause it for you, try your best to draw the picture of the house.Stage 3 Post-reading (12 min)Step 1 Discuss the question in 1A(3 min)Purpose: to lead student to think of their ideal houseInstructions:T: Do you like the home in the picture? Why? Discuss with your partner.Step 2 draw a picture of ideal house(4 min)Purpose: prepare for the speaking taskInstructions:T: Now draw a picture of your ideal house, 画一个你最想要的房子, 可以有swimming pool garden, 尽可能地设计出你想要的房子Step 3 Speaking (5min)Purpose: to train the students how to describe the positionsInstructions:T: Who'd like to share his idea with us, you tell us what your house is likeaccording to the picture and then I'll show your picture to othersⅥ. Blackboard Designleft on the left of, on the leftcenter in the center ofHouseYardFlowerLarge。
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Section C
I. Material analysis
本课是话题一的第三课时。
本课的主要活动是1a和2。
通过图文并茂的方式介绍“My Home”，进一步扩大学生的词汇、学习方位介词短语并复习巩固there be句型；还将学习用how many和how much对物质（名词）的数和量进行提问。
此外，语音板块根据音标拼写相应的单词，复习字母组合的发音规律，培养学生单词的拼读和拼写能力。
本课涉及到谈论学生的家的房间结构布置，因此教师应积极创设真实的情景，让学生在情景中反复操练已学到的关于方位和家的结构、摆设的相关词汇。
II. Teaching aims
1.Knowledge aims
能根据已学语音、音标及发音规则，正确朗读、拼写和运用下列词汇和短语：center, in the center of, yard, flower, house, large, left, model, only
能够在小组合作活动中，根据音标拼写出相应的单词，培养单词的拼读和拼写能力；
能够正确使用there be句型、特殊疑问句、一般疑问句及其肯定和否定回答以及表示方位关系的介词短语，如：
near, next to, in the center of, at the back of, on the left of
能够就“物品摆设、存在”等交际功能进行交流与对话操练，正确运用how many 和how much对可数和不可数名词进行提问，如：
（1）—Is there any water in the bottle?
—Yes, there is.
（2）—How much water is there?
—Only a little.
（3）—How many model planes are there?
—There are three.
...
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；
能对房间、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；
能在图画的帮助下进行阅读，并按要求进行语言活动；
能正确拼读单词，注意单词重音；
能准确写出黑体单词和词组；
能根据范文写出介绍自己家的小短文。
3.Emotional aims
能在学习的同时，热爱自己的生活环境；
能认真、规范地书写单词；
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.能够在情景对话中，熟练运用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以及表示方位关系的短语谈论房间分布、物品摆设和方位；
2.能正确使用how many和how much对可数名词的数和不可数名词的量进行提问。
IV. Learning strategies
1.能与他人合作，共同完成学习任务；
2.能逐步养成预习和复习的好习惯；
3.能够运用图片、关键词和实物等进行读前预测。
V. Teaching aids
录音机、教学挂图、闪卡和黑板
VI. Teaching procedures
VII. Blackboard design。