仁爱英语七年级上册Unit6 Topic1 sectionA说课稿
仁爱英语七年级下册 Unit6 Our Local Area Topic1 Is there a computer in your study? Section A说课稿 今天我说课的内容是：仁爱版七年级下册Unit 6 Section A: Our Local Area Section A, 下面我将从教材，学情分析，教学目标分析，教法，学法分析，教学过程分析，板书设计这5个方面进行我的说课。 一．说教材和学情 本单元从学生的日常生活出发，让学生学会介绍自己的居家布置及居住环境，同时还涉及了邻里之间的关系和社区的服务状况，让学生学会和他人和谐相处，共创美好的生活氛围。 Topic1,SectionA主要介绍了房屋内房间的类型、位置、家用物品的名称、摆放位置等，并引出了There be句型，方位 介词in, on, behind, under, next to, in front of等语言项目。作为本单元的第一课，它是话题的简单形式，是本话题的基本语言结构和词汇知识的输入过程（input），其作用是引出话题，整体呈现新内容，让学生在实践中愉快地接受知识，并为后面反复操练特定的功能项目提供了语言环境。 学情分析： 七年级的学生有了一定的语言基础，从年龄特点来看,七年级学生好动,好奇,我们应采用形象生动,形式多样的教学方法去激发学生学习的兴趣。同时，七年级学生好表现，课堂上敢于举手来发表见解,希望得到老师的表扬,所以在教学中应抓住学生这一特点,尽量做到多表扬、多鼓励，以此调动学生的积极性。但是，七年级学生正处在身心发展、成长过程中，其情绪、情感、思维、意志、能力及性格还极不稳定和成熟，具有很大的可塑性和易变性，因此我们在教学应该关注每一个学生，防止两极分化。 二．教学目标 1.知识目标 1.知识目标 （1）掌握词汇: bedroom, kitchen, dining room, living room, bathroom （2）学习有关新的词汇: garden, second, floor, upstairs, come in, house, grandfather, door （3）学习方位介词：in, on, next to, in front of, behind 掌握词汇：bedroom, kitchen, bathroom，garden, second, floor, upstairs, come in, house, grandfather, door，in, on, next to, in front of, behind （4）初步掌握“There be”句型 （5）掌握并运用方位介词 2.能力目标 （1）能听懂关于存在及相关位置关系的介绍 （2）能够简单谈论自己的房间和室内摆设 3.情感目标 让学生懂得热爱自己的家，学会和他人和谐共处，并激起他们共创美好家园的愿望 三教学重难点 “There be”句型。 依据：“There be”句型是课程标准要求学生掌握的重要句型之一，本课是该项语法教学的第一课，要对学生进行正确的语言输入，为以后的教学打下坚实的基础；同时学生在前面已学过“have/has”表示“有”这一概念，他们极其容易把”have/has”跟“There be”句型混淆。因此我认为 “There be”句型既是本课教学的重点，又是本课教学的难点。 四．说教法和学法 二、说教法： 对本课我主要采取了如下几种教法： 1. 任务型教学法：设置面向全体,贴近生活的任务，让学生在完成任务的过程中体验成功的喜悦，从而达到乐中求学的目的。 2. 有趣的情景教学法：通过创造各种较贴近生活实际，自然愉悦又令学生感兴趣的情景进行教学，为学生创设轻松愉快的学习气氛，使学生对本课兴趣盎然，使他们处于最佳的学习状态。 3 互动教学法：互动教学的开展主要靠教师引导学生有效参与来实现。教师启动，学生自学，组内讨论，组间交流，效果评价。 4.多媒体辅助教学：通过各类图片，模象直观，增加记忆，加深印象，活跃气氛。 三、说学法： 我所采用的教学法有助于学生掌握如下学法： 1. 英语交际：把所学的交际英语进行英语交际。培养语言的综合运用能力。 2. 科学储备大量英语知识：狠抓基础，注意密度。没有足够的词汇量，没有熟知语法规则，不了解语言规律就不可能进行很好的语言交流，为用而学，学了就用，用中学，学中用。把英语进行到底。 3. 反思与实践：无论在课堂上，还是在课堂外，都要让学生积极参与每个教学活动，课外反复操练，大胆开口，创造性地说自己想说的话，及时整理语言难点，再次认识并积极使用。温故知新，克服遗忘。 4. 注意培养自学能力，激发学生学习的主动性。
五．说教学步骤。 Step 1 Review and Lead-in (5mins) 复习现在进行时和一般现在时，引出1a中的新词汇。 (老师问学生What am I doing? 并问Where am I? ) T: Boys and girls. What I am doing? Ss: You are talking. T: Where am I talking now, do you know? Ss: In the classroom. T: Yes. I am talking in the classroom. (“We usually talk in the classroom.”)教师又做看书的动作，并让学生猜猜发生的地点，边说边在黑板的左上方并排写出“read, in the study”。然后叫几名学生表演在不同地点的动作，如学习，睡觉，洗澡，煮饭，看电视，吃饭等，引出其他的词汇。） (板书) read in the study cook in the kitchen eat in the dining room take a bath in the bathroom watch TV in the living room sleep in the bedroom （设计意图：
把这些动作和地点编成chant，边唱边做动作，活跃气氛。 I read in the study. I cook in the kitchen. I eat in the dining room. I watch TV in the living room. I take a bath in the bathroom. I sleep in the bedroom. (设计意图：
Step2 Presentation（15mins） 1.请几位学生上来站在不同的位置，学习介词短语behind， in front of 和 next to 最后动画介绍其位置关系，并填空，有趣易懂。 (设计意图：学习方位介词，分散学习重难点，并培养学生合作学习的能力。)
2.设置情境：Jane 邀请Maria参观她的家，师用夸张邀请的口吻让学生一起前往参观，导入情境，呈现1a的挂图，学习1a. T：What do you do in your bedroom? S: We sleep in the bedroom. T: (播放1a视频) Please listen to the video and then answer the question “Where is the bedroom?” ,“What’s in the study?” 请学生回答问题，并学习新单词floor, upstairs.（板书）
师引导学生总结课文的关键词： bedroom-second floor-study-next to- sofa, desk, books 呈现重点句型：There is a study next to my bedroom. 并通过PPT学习： 1. What’s in your study? 2. What’s in the living room? 3. What’s in the classroom? 3.Pair work：读1a对话，表演对话，请一对学生上台表演对话。 4.完成1b 5.师引导学生根据关键词完成1c,并retell. Step3 Practice（7mins） 1. 让学生仔细观察2a的图片，问学生下面的问题： (1) How many floors are there in this house? (2) How many rooms are there in this house? (3) What are the names of these rooms? 3.听2a,让学生上台贴图片到相应的位置，并检查学生的答案，进行说的练习。 This is a nice home. There is / are …on the first floor… (设计意图: 这一步我设计“先听后读”，这样做符合语言学习规律，听先于说，听先于读，同时，让学生带着问题听，读，更有针对性，创设真实情景，激起学生说的动机，为下一步学生做2b的Pair work做好铺垫。)
Step4 Consolidation（10mins） 学生再看2a的图片，按照Example做类似的Pair work. 设计意图：这一步是对”There be”句型的拓展：由 “There be”的陈述句式延伸到一般疑问句式。学生在做Pair work的过程中，学生自己寻找规律，这样既培养了学生的合作学习的能力，又培养了学生的自主学习能力。 Example: A: Where is the living room? B: It’s on the first floor. A: Is there a study on the first floor? B: No, there isn’t. It’s on the second floor. A: Are there any books in the study? B: Yes, there are.
通过3巩固重点There be 句型。师（做示范)回答下列问题： 1. What kinds of rooms are there in your home? 2. Where are they? 3. Which is your favourite room? Why? 4. What’s in the bedroom/living room/…? 并展示学生课前完成的作品：我的家，请1~2个学生介绍他的家，然后进行group work 请一组学生上台根据以上问题来自由介绍自己的家。 （设计意图：
仁爱版七年级英语上册Unit1教学指导案
仁爱版七年级英语上册Unit1教学指导案精⼼整理Unit1Topic1SectionA学习⽬标：1、从Aa-Gg的书写2、交际英语合作交流：1、Goodmorming.早上好。
此句为正式问候语，⽤于早晨⾄中午12点以前。
它的答语仍然⽤Goodmorming.2、Hi！喂！你好！Hello!也是“喂！你好！”的意思。
hi和hello英语中使⽤频率最⾼的⽇常⽤语之⼀，多⽤于同学、同时、熟⼈以及朋友之间相互打招呼，语⽓⽐较随便，意为“你好”。
3、—AreyouMichael?你是迈克尔吗？—Yes,Iam.是的，我是。
Areyou··年龄等问题，回答肯定的⽤Yes,4、—WelcometoChina！欢迎到中国来！—Thankyou！谢谢。
welcometo+地点名词欢迎到······来。
习题巩固：Ⅰ、按照四线格要求写出Aa-Gg。
Ⅱ、单项选择。
（）1、—youLiPing?—Yes,I.A.Are；amB.I；()2、——A.Fine,thankyou.B.Thankyou()3、——A.Yes,I’m.()4、——A.Maria,hi.B.Kangkang,hi.C.Goodmorning.D.Hi,Michael.()5、——Thanks.A.Nicetomeetyou.B.Goodmorning.C.Yes,Iam.D.WelcometoBeijingRen’aiInternational(国际的)School!Ⅲ、从Ⅱ栏选出对应的答语。
ⅠⅡ()1.Goodmorning.A.Fine,thanks.()2.Hello!B.Nicetomeetyou,too.()3.Nicetomeetyou.C.No,Iamnot.()4.IamKangkang.AreyouMaria?D.Goodmorning.()5.Howareyou?E.Hi,Mr.Zhang.Unit1Topic1,SectionB 学习⽬标：1.字母的书写。
【课件】Unit+6+A+Day+in+the+Life+Section+A+2a-2e人教版七上
6:30.Then I do
Lu Jiaqi:When do you usually go to bed?
Tom:At
9:30
Lu Jiaqi:That's early!
Tom:Well,you know the saying,“Early to bed,early to rise!”
onversation and answer the questions.
Lu Jiaqi:Hi!I'm Lu Jiaqi,a school reporter. What's your name?
Tom: Tom.
Lu Jiaqi:So Tom,what time do you usually getup?
ore dinner 6:30 p.m. fter dinner 9:30 p.m.
Tom's activity
get up
0
S1
go to school
go home
play basketball
have dinner
do his homework go to bed
Listen to the conversation again and pay attention to the stressed words.Then role-play the conversation.
n.记者 adv.&prep. 大约；环绕；到处 n. 家庭作业 上床睡觉
n.谚语；格言
v.起床；升起；增长 n.增加；增强
v.停留；待
n. 常规
1 Observe(观察)the picture and answer two questions.
Topic1whereareyoufrom？sectionc说课稿（仁爱版英语七年级）
Topic1whereareyoufrom？sectionc说课稿（仁爱版英语七年级）（一）教材分析与教材处理本课是初中教材中的第一单元第三话题。
所涉及的知识主要是一些国家，人称代词主格形式，英文缩写形式和0-10的数字。
于是我把这些内容进行归纳、合并与增添。
设计了一节新授课。
（二）教学目标基础教育阶段英语课程的总体目标是培养学生的综合运用语言能力，这种能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等整体发展的基础上。
为了充分实现这一总体目标，并根据本节课的内容要求，我把本节课的目标制定为如下：１、能力目标：通过大量的专项练习和综合性的语言实践活动培养学生能够做到正确感爱语言、准确识别语言，自由运用语言的能力。
２、知识目标：在教师的引导下，能独立说出国家名称，人称代词主格形式，英文缩写形式。
和英文数字。
３、情感目标：让学生在教师的引导下，通过感知实践，参与和合作等方式树立他们的自信心，锻炼他们的意志，培养他们自己动手，观察生活的习惯。
４、学习策略：在教授中面向学生灌输基本的学习策略，如：让学生善于归纳总结旧知识，注重观察生活和总结经验，积极与他人合作，共同完成学习任务，并养成积极主动的学习态度和习惯等。
（三）教学重点和难点１、掌握常见的国家的英文说法。
２、对人称代词主格形式，英文缩写形式的清晰表达。
３、对生活中常见数字的发现和思考。
（四）教学方法与手段《课标》中以学生“能做某事”来设定各级教学目标，这就要求教师在传授知识时要避免语言知识的教学方法，多采用“任务型”的教学途径，所以本节课我设计了学生展示这一环节。
让他们课下自己收集信息，然后课上用演示文稿的形式来体现。
并引导学生注意观察生活，挖掘与日常生活紧密联系的数字，融入创新思维。
并学生们通过交流取长补短开阔大脑，拓展思维，增强他们用英语解决实际问题的能力。
（五）教学过程：１、导入：（复习1）根据图片复习所学过的国家和一些该国的代表性人物。
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。
仁爱英语七年级上册第二单元 unit 2 topic1 Section A 教学设计
七年纪上英语教案课题：Unit2 Topic 1 Section ATeaching Aims:1. Learn new words: head, mouth, face, eye, hair, ear, short, big, wide, short, small, long, round.2.Learn how to use “have” and “has”.3. Learn how to describe people’s appearanceDifficult points:Learn how to use “have” and “has”.Learn how to describe people’s appearanceTeaching methods:Task-based language teaching, Audio-lingual approach ,the communicative approach, total physical response.Teaching steps:Step 1 Warming upFree talk between the teacher and students.Watch a video and sing a song “If you are happy”Lead-inFrom this video ,we can see many words of body, like hands, feet and eyes. Do you want to learn more about them?Step 2 Presentation1.Learn the new words(1) Learn the new words: listen to 2a carefully and follow ithead, mouth, face, eye, hair, ear, nose, big,wide, short, big, wide, short, small, long, round.Let’s play the game Bobby Says. In order to go over the name of body.(2)Learn the new words: long short, big ,small, wide, round.show pictures and learn adjectives.2 .Remember the new words by themselves. Pay attention to their spellings. Have a competition.Step 3 Consolidation(Ask a student to stand up)T: Who is she?Ss: She is...T: Look, everyone, what does she look like? She has long hair and a round face. What about you? What do you look like?Step 4 listen to the tape 2a and learn how to use have\hasFinish2b and check answersEnjoy an English song “she has, he has”Step 5: Listen and follow 1aListen to the tape and finish 1b.Finish 1c according to 1a and 1b.1. Ask students to follow to read2. Show to read in groups3. Act it out.Step 6: Practice. Ask the students to describe the people in the screen write it down Do reportPlay a guessing game。
仁爱英语七年级上 Unit 1 Topic 1 教学设计
Topic 1 Welcome to China. 教学设计主备人：夏丽红一、教学内容及分析1.内容：本课的内容是简单的英语问候表达方式以及能正确拼读和书写26个英文字母A到Z的学习，指的是会用Hello, Hi, Good morning，Good evening, Good afternoon，How are you? I'm fine, thanks.Welcome to..., How do you do？来和别人打招呼；能熟练的说出大写字母A到Z所对应的小写字母，能清晰的知道其大小写字母在四线三格上的规范书写及发音标准；其关键是区别这几种问候方式的不同用法并通过活动熟练掌握，另外还要会认读和书写26个英文字母。
理解它的关键就要鼓励学生大胆说和写英语，并从一开始就规范学生的发音和书写。
2.分析：学生在小学已经学过英文字母的读写，具有了学习本课知识的认知前提。
在此基础上，接着学习正确使用交际问候语，那么教学重点就是字母的读写，问候的口语交际，解决重点的关键是创设情境，在听说读写的活动中习得交际问候语，并让学生了解大小写字母的用法区别和中英姓名表示的区别。
二．教学目标及分析1.目标定位：掌握和理解单元的核心问候语；熟练掌握英文字母A到Z的拼读和书写。
了解大小写的区别和中英姓名表示的不同。
2.目标解析：掌握问候语就是指掌握Hello, Good morning，Good evening, Good afternoon，How do you do？How are you? I’m fine, thanks等问候表达方式并且区分好各种问候的回答。
掌握字母A到Z的拼读和书写就是指A到Z英文字母的大小写形式及所占的四线三格的位置并规范书写。
了解大小写的区别和中英姓名表示的不同就是指句首专有名词要大写，其他小写；中文姓前名后，英文名前姓后。
三、问题诊断与分析在本单元的教学中，学生可能遇到的问题是发音不准和书写不规范，产生这一问题的原因是因为学生对英语的语音特点还不够了解，书写操练还不够多。
仁爱英语七年上册Unit 3 Topic 1Section B说课稿
Unit 3 Topic 1 Do you like English? Section BGood morning, everyone! My name is Liu Lu. Today, I’d like to talk about my teaching idea about Section B, Topic 1 of Unit 3 in Grade Seven, Project English. The main content of this topic is “Does he/she …?〞I have decided to say the topic from four parts.Part One: Analysis of the Teaching Material1. Status and Function1)To attain “four skills〞request of listening, speaking, reading and writing.2)To help the student learn how to get a pen pals.3)To raise learning interests of students and to improve their spoken English.2. Teaching Aims and DemandsA.Knowledge objects1)Learn some new words and phrases:live, say, visit, great, wall, the Great Wall2)To learn and master the sentence patterns about the simple present tense.--- Does he/she …?--- Yes, he/she does. / No. he/she doesn’t.--- What does he/she say…?--- He/She wants to …B.Ability objects1)To improve the students` abilities of listening, speaking, reading and writing.2)To train the students` ability of working in pairs.3)To develop the students` abilities of communication by learning the usefulstructures.C.Moral objects1)Make the students have successful feeling and achievement.2)Make the students be interested in English study.3)Encourage the students to be more creative.3. Teaching Keys and Difficult Points1)Be able to express words, phrases and sentences in English.2)Let students learn the usage and pronunciation rules of the –(e)s form of verbs inthe simple present tense.3)Let students learn to use simple sentence patterns to talk about pen pals and therelevant information.4. Teaching AidsTape recorder, Power point, one letter, BlackboardPart Two: Teaching Methods and Studying Ways1. Teaching Methods1)Communicative teaching methods;2)Audio-visual teaching methods;3)Task-based teaching methods.Purpose of my designing: I want to make the students the real masters in class while the teacher acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.2. Studying Ways1) Teach the students how to be successful language learners.2) Make situation and provide meaningful duty, encourage the students to study the text by themselves.Part Three: Teaching ProcedureTask1 Warm-up and Lead-in1. Write down some key words on the blackboard, and ask students to make a dialog out according to these words. If the student can do it well, I will offer him/her a little gift.Key words: could, come from, pen pal. helpPurpose of my designing: In order to review the words and sentence patterns in Section A, at the same time, it will raise learning interests of students.2. Take out a letter to lead to the new lesson. Learn and master the new word “live〞. T: This is a letter. It’s from my friend, Sam. He is my pen pal. Now he lives in England.Purpose of my designing: In order to make the real situation, it is good for the students absorb the new knowledge easily.Task2 Presentation1. Listen to 1a by tape recorder and answer the following questions:1) Does Sam speak Chinese?2) Does Sam live in China now?3) Where does Sam want to visit? (Help students to answer.)Purpose of my designing: To make the students’ get the general idea of the text and also cultivate their ability to study independently.2. Show the picture of the Great Wall and quotes the sentence from the letter by PPT. Learn and master the new words and phrase “say〞, “visit〞, “great〞, “wall〞and “the Great Wall〞. For example:T: Please look at PPT. In the letter, he says he wants to visit the Great Wall. Purpose of my designing: After seeing the photos about the new words, the students can learn them quickly and easily.Task3 Consolidation and Practice1. Listen to 1a again by tape recorder and follow the tape by imitating the pronunciation and intonation. And then ask some students to act it out in pairs. Finish 1a.Purpose of my designing: To help students to get the general idea of the text and practice their abilities of reading.2. Let students discuss with their partner, and complete the conversation in 1b and check the answers. Finish 1b.Purpose of my designing: To cultivate students’abilities of communicating withothers.3. Summarize the sentence patterns by PPT and ask students to master the usage of the –(e)s form of verbs in interrogatives sentences of the simple present tense.1) --- Does he speak Chinese?--- No, he doesn’t.2) --- Does he live in England?--- Yes, he does.3) --- What does he say in the letter?--- He wants to visit the Great Wall.Purpose of my designing: To help students get the main content of this lesson.4. Listen to 2 and ask some students to read the questions and answers aloud. Then check the answer.Purpose of my designing: Let the students have the chance to practice the reading and speaking ability.5. Let students listen to 3 and follow the tape. I will write down the following verbs on the blackboard and compare them with their original forms.speaks →speakknows →knowhelps →helpwants →wantlives →liveAnd then I divide all the students into some groups, and ask every group to make a dialog by using the verbs as follows in the simple present sentence like 4. Finish 3 and 4.“have〞“like〞“want〞“know〞“speak〞“visit〞“help〞and “live〞Purpose of my designing: To develop students’ abilities of communicating with others. And also let students master the usage and pronunciation rules of the –(e)s form of verb in the simple present tense.Task4 Project and Homework1. Make a survey. Ask students to complete a table on the screen about their good friends according their basic information.Purpose of my designing: To develop the students2. HomeworkWrite a passage about the friend with the new sentence learnt this lesson.Purpose of my designing: To improve students’ ability of writing.Part 4 Blackboard DesigningPurpose of my designing: It is good for the students to review the knowledge in this lesson.OK. That’s all. Thanks for your attention.。
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。
初中英语七年级上册Module 6 The Clothes We Wear英文教案设计
Module 6 The Clothes We WearUnit 1 Why are you wearing a dress today?Step 1 Warming upWatch a Kids Fashion Show. If you don’t have this kind of video, you can organize a fashion show. Select two from each group, ask eight Ss to put on what they like wearing. Your class can begin with their performing on the stage.Brainstorming: Ask as many questions as possible about different items of clothing and the eight fashion show stars.In groups of four, students write down the English names of as many different kinds of clothing as possible within three minutes. Teacher will give help if they need. See which group can make the biggest list.Step 2 Presentation and practice.1.Review and present the present simple tense:Ask the Ss to describe what the fashion stars are wearing.Then ask and answer in pairs, using the patterns as follows:T: What is XXX wearing?wearing with that dress?Ss: XXX is wearing...Show them some real objects like jacket, jeans, hat, dress, skirt, T-shirt, socks, sports shoes, cap, etc. to class. If students are interested in trying on/putting on these objects, they can learn the new words by watching, trying on /putting on them.A Game: The Ss who want to try on the clothes can put them on in the try-on room one by one.(A try-on room can be set up by hanging up a piece of curtain in the corner of the classroom. Other Ss watch and answer the teacher’s question.T: What is XXX doing?Ss: He is trying on/putting on some clothes.T: What is he wearing now?Ss: I think he is wearing...T: What is she wearing with that... ?Ss: ...Then the teacher asks the Ss in the try-on room to come out and see if their answers are right or not.pare the present simple with the present continuous.Teacher asks the Ss why he guesses like that.Ss may say like this:Because he usually wears...Step 3 Look and listen. Then repeat.Ask the Ss to look at the first picture. Ask them to say what the person is doing/wearing.Play the tape and let them follow the text.Point to the picture and ask:T: What does she usually wear?SS: She usually wears trousers and a T-shirt.T: What is she wearing now?Ss: She’s wearing a dress and a hat.T: Why is she wearing a dress and a hat?Ss: She is going to a party.Repeat this procedure for the other pictures.Play the tape, pausing after each sentence for the students to repeat.Step 4 PronunciationListen and say.1) Ask the Ss to read the sentences silently to themselves.2) Play the tape. Ss point and repeat.Practise the // and / / minimal pair.1) Ask the Ss to look at the words and put them into the box.2) Check their answers3) When you have a correct list on the board, practise the sounds and words with the Ss.Listen and put the words in the correct column.This exercise works on the // and // minimal pair. Work in the same way as above.Step 5 ImprovingWork in pairs. Match the words to the pictures and encourage the Ss to say which clothes they like wearing and why.1) InterviewEncourage them to leave their seats to interview the teachers and classmates around, trying to get information about which clothes they like wearing and why.2) ReportChoose some to report what they have interviewed.Step 6 A fashion showSs organize a fashion show. Get them to work in groups of six. Each takes a different role.Role A, Role B, Role C, Role D: Fashion show models, dressed in different clothes and modeling in front of the class.Role E & Role F: Do an oral description of what the models are wearing.Unit 2 We’re having a lovely time!Step 1 Revise and compare the present simple and present continuous.Ss bring to class several photos of themselves, ask and answer about the photos as follows:Step 2 Brainstorming:Sally is on the beach with her mother, father and sister on the beach. They are having a good time there. Imagine:What is Sally doing? What is Sally ’s sister doing?What is Sally ’1) Divide the Ss into four groups. On the blackboard write as follows:G1 G2 G3 G4Four groups first take their turns to answer this question, then they are free.Different actions on the beach (verb phrases) get one mark.See which group is the winner.Note: When the Ss present the new verb phrases, write them on the blackboard first; after the game, teach them.Step 3 Read and answer the questions.Read the postcard and do the multiple choices individually, then check the answers: A/C/C/AStep 4 PronunciationListen and say.1) Ss read through the sentences silently to themselves.2) Read after the tape one sentence by one sentence.3) Read the sentences together.Listen and put the words in the correct column. Practise the sounds //// / //individually and chorally.Ask the Ss to put the words in the correct column.Call back the answers.Unit 3 Who’s Peter?Step 1 Guessing gameAsk one student to stand in front of the class with the back facing us.Other Ss ask him/her: What is XXX wearing?What is XXX wearing with that?If his/her answer is right, he/she can come back to the seat.Other Ss can take turns to come to the blackboard to guess what other Ss are wearing.Note: See who guesses the most answers right according to their memory.Step 2 Listen and write the names.Write the names of the children on the board: Peter, Jane, Sally, Bobby, John, Mary.Ss hear a description of what each child in the picture is wearing, and write the name next to the correct picture.1) Play the tape once through while they just listen and look at the pictures.2) Play the tape again and ask them to write the names.3) Play the tape again for them to revise or complete their work.4) Ask them to check with their partner again, then call back the answers from the whole class. Chain drill: Ss ask each other “Who is Peter?”“He is wearing a sweater and trousers. Who is Sally? ... ”Step 3 Look and write.Look at the pictures. What is Mark’s family doing on their holiday? What do they do at home? Write Mark’s holiday postcard for him.Ask the Ss to look at the pictures. Get them to tell you what they can see.Write a card to Paul, telling Mark what he is doing at the seaside, what his sister is doing and what his mother is doing. Also tell Mark On Mondays what they do at home.When they have finished individually, they can exchange their work with a partner and do peer-correction.Call back the answers from the whole class, allowing for (correct) individual variation in the use of language.Step 4 Listen and sing.Ask the Ss to read through the words of the song by themselves silently.Then you read the words while they listen.Next, read the words, pausing after each line for them to repeat.Then play the tape while they listen to the song, possibly twice.Finally, play the tape for them to join in the singing.Unit 4 What are you wearing?Preparation准备一些服饰的卡片(T-shirt, jeans, jacket, socks, cap, dress, shirt, sweater, skirt ...)Step 1 Review and presentation.出示有关服饰的卡片(T-shirt, jeans, jacket, socks, cap, dress, shirt, sweater, skirt... )，让学生认读。
仁爱版初中英语七年级上册Unit2_Topic_1_Section_A_教学设计与反思
Teaching Plan for SectionA,Topic1, Unit2(Project English, Grade Seven)Self-introductionGood morning, ladies and gentlemen. Nice to meet you .I’m very glad to be here sharing my lesson with you. Today I am going to talk about Unit 2 Topic 1 Section A I have a small nose. I prepare to say the lesson from seven parts.Ⅰ、Analysis of the Teaching Material1. Status and function•Unit2 is the real beginning of the whole Junior Middle School English. The content in this unit is not only releated to the students’life , but also interested and colorful. This lesson tells us how todescribe a person and how to talk about possessions. Besideslearning this, students will also learn some words, phrases andexpressions of people's looks and so on. In this lesson, the main job is to understand the simple present tense using “have/has”.I willlead the students to pay attention to the new tense.2、Teaching Aims and Demands(1) Knowledge aimsa. Get the students master the words about parts of the body: nose, eye, head, face, hair, ear, mouth, neckb. Learn the simple present tense with “have/has” and understand some useful sentences:(1)I have a big nose.(2)They have round faces.(3)She has long hair.(4)It has big ears.c. Learn how to describe people’s appearances.(2) Skillful aimsa. Develop the students’ abilities of listening, speaking, reading and writing.b. Train the students’ abilities of communication.(3) Affective aimsa. Develop the students’ habits of paying close attention to the differences between Chinese culture and western culture.b. Strengthen the students’ conception of cooperation.c. Help the students feel the happiness of learning.3. Key points and difficult pointsAccording to the New English Curriculum Criterion and the students’ real situation, I choose the following materials as the key points and the difficult points of this class.(1)Key pointsa. Develop the st udents’ abilities of listening, speaking, reading and writing.b. Learn some information about people’s appearances.(2) Difficult pointsHow to use the simple present tense with “have/has”Part Ⅱ. Analysis of the StudentsThe students in my class are lovely and co-operative. Most of them are interested in English. They have learnt English for nearly three years. And they have learnt some basic skills of listening, speaking, reading and writing. But on one hand, they are eager to show themselves and want to have a try. On the other hand, in the daily life there are few chances for them to speak English and most of them are too shy to speak English in public or are afraid of making mistakes. So I will try my best to create a relaxing environment for them to practice using English.Part Ⅲ. Analysis of Teaching MethodIn this lesson I will mainly use Five Steps Method and Task-Based Language Teaching. I think if I want the students to improve their oral English, I must give them more chances to practice. That is “Learning by doing, learnin g by using”. In this case, by designing tasks according to the New English Curriculum Criterion, I will lead my students to study and cooperate with each other.Part Ⅳ. Analysis of Learning MethodThe main feature of the Task-Based Language Teaching is the students’ participation and creation. So I plan to enable the students to use “self-learning” and “co-operative learning” as their learning methods Thus, the students are required to do as follows:1. Be well prepared for the new lesson, look up some necessary information.2. In the class learning, the students should work actively and finish the tasks efficiently.3. The students should learn to work with others from their bottom of hearts.Part V. Analysis of Teaching ProceduresStep 1 Warming-up and Review(1)Show a table about Jane. Create a proper atmosphere for the new lesson . Then let the students answer the questions according to the table.T: What’s her name?S1: Her name is Jane.T: How old is she?S2: She is twelve.T: Where is she from?S3: She is from Canada.T: What class is she in?S4: She is in Class Four, Grade Seven.T: What’s her telephone number?S5: It’s (010)9267-6929.(2)Let the students look at a picture and review the words: eye, nose, mouth, ear, neck, head, hair.(3) In order to make the students remember the words quickly, I deside to play a game with them. And the name of the game is “Touch your body.”I say “Touch your nose”, the students touch it quickly. I’ll Praise the students with “well done. You are wonderful.Excellent” and so on . Reason: It is necessary for the students to review learned knowledge. Through this activity, the students can be cheered up, too.Step 2 Presentation1. Show some pictures and teach the phrases, such as, “a small nose, a wide mouth, long hair, big eyes, and so on.2. Let the students observe the picture, and try to say:She has long hair. He has a wide mouth.He has short hair. She has big eyes.3. Let the students read 1a after the tape and pay attention to the pronunciation and intonation. At the same time, let the students underline the words and phrases that they don’t understand.4. Read 1a again and complete 1b,check the answers. Encourage the students to get help from their group members.Reason: This step aims to make the students get the general idea of the article.Step 3 Consolidation1.Let the students look at the chart and discuss in groups. Showyourself. They will say: I have a small nose. He has a wide mouth.They have big eyes. She has long hair.2.I’ll let some students come to the front. Other st udents describehim/her using their words. They will feel excited.Reason: The step aims to make the students not only practicetheir speaking ability but also feel the happiness of learning. Step 4 Practice1.Work in groups. Show a picture and let the students writedown her appearance. Let them list as many sentences aspossible in groups.2.I’ll give the students some chances to shoe their passages infront of the students.Reason: Task-based language Teaching Method is used here to develop the students’ ab ility of writing and also their ability of their cooperation will be well trained.Step 5 HomeworkAfter class, I’ll let the Ss Write a passage about Jim’s appearance in the exercise book. I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some exercises after class to consolidate the knowledge they learned.Blackboard Design：Reason: In this step, I’ll write the important words to help the students understand the present tense with have/has.Reflection about this lesson1. In the teaching process, we should encourage the students to join, observe, practice, think independently and cooperate. Change their thought from “I have to study.” to “I want to study.”2. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Teaching Plan for SectionA,Topic1,Unit2(Project English, Grade Seven)。