七年级下册英语Unit 6 教学设计
一、教材分析：
本单元是Go for it ( 下 ) Unit 6。主要围绕“What are you doing?”这一主题展开各种教学活动。这节课内容包括SectionA1a-2c,涉及到的时态是现在进行时，它在整个知识体系中的地位非常重要，这是继一般现在时之后，学生初次接触的第二种时态，因此要掌握好它,学会谈论人们正在做什么。本节课旨在创造一个轻松、愉快的学习交流环境，通过听、说、读、写来培养学生运用这些知识的能力。二．学情分析：
本人所在的学校地处城乡交接地带，学生的英语学习氛围不怎么浓厚，学习热情也不太高，尤其是英语的听、说能力方面，很多学生不愿开口说英语，英语听力也比较薄弱。针对这种情况，我把本节课的重点放在英语听说训练两方面，通过开展一些生动有趣的活动，加强英语听说训练，让学生熟悉掌握现在进行时态，并弄清楚它与一般现在时态的区别。
三、教学重点和难点：
1.Important points（重点）.
1).Let the students master how to describe what people are doing.
2).Master the phrases: talking on the phone、watching TV、 doing homework、eating dinner、cleaning、 reading.
2.Difficult points（难点）.
1).Grasp and make use of simple conversations in English:
--What are you doing? --I am watching TV.
-- What is he doing?-- He is doing homework.
2).let the students master the differences between the present tense and the pres ent progressive tense.
---What do you usually do on weekends?
---I usually help my mother with the housework .
---What are you doing?
---I’m having an English class.
四、教学目标：
1．知识目标：
1）词汇:make soup、 read a newspaper、 wash、
use、 eat out、 go to movies.、 reading、
doing homework、 talking on the phone .
2）语法—Present progressive tense。
3）句子What are you doing? I’m watching TV.
What are they doing? They’re cleaning the room.
2. 能力目标：
（1）To Help students freely talk about or learn about what they are doing.
（2)Improve the students’ speaking ability and listening ability .
3. 情感目标：
(1)Enable students to cooperate among the team members .
(2)Enable students to talk about something happening bravely.
五、教学方法
1、教法分析：
鉴于现在进行时是学生刚开始学的一种语法，而本单元话题大多来自生活，采用情景教学法，引导学生在运用语言中学习语言。采用小组学习法，开展多种类型的任务型学习活动，保证每个学生都有机会与他人合作交流。同时，采用练习法，把大多数课堂时间留给学生操练，让学生在轻松环境中掌握知识.
2、学法分析：
鉴于教学对象是初一学生，根据他们生性好动、求知欲旺盛等特点，我在教学中尽量设置有趣的活动让他们积极参与到活动中来，有更多的机会来说英语，通过两两相互对话合作，降低他们的学习难度，使他们体验到成功的喜悦。
六、教学过程设计
The First Period(Section A 1a. 1b ,1c,2c)
Step 1. Warming up
1、Greeting
2、Play an English song called“Are you sleeping?”
【设计说明：利用歌曲让学生在轻松的氛围中逐渐进入最佳学习状态】
Step2. Leading-in
Look at this picture, read after me “read a newspaper”.Get students repeat it .And th en teach “make soup、wash the dishes 、go to the moives、
eat out”in the same way .Then ask one student：
T: What do you uaually do on Sundays?
Ss: I usually go to the movies.
【设计说明：通过多媒体展示生动有趣的图片教完本节课的新单词并以问与答的形式复习一般现在时态。】
Step 3. Presentation
(1).教师说出: It’s 8:20 now. What are we doing?
We are having an English class now.
I’m teaching English.
You’re learning English.
(引出现在进行时态，并指出该时态的谓语结构是“be + doing”.把此结构比喻为一条活生生的鱼，be为鱼头，ing为鱼尾，用该时态时别忘了在动词的前后加上鱼头和鱼尾) (2). 教师在多媒体屏幕上一张一张出示图片,带着同学们一起齐声问与答，让同学们熟悉现在进行时的结构和用法。
T: What is she doing? S:She is listening to music.
T:What is he doing? S:He is playing basketball.
(3)叫一位学生到同学们前面做一些简单的动作，比如;run、jump、walk、sing、dance、read books etc. 再让另一位同学大声地问：
S1: What are you doing now? S2: I'm dancing/singing/walking.
老师再问：T:What is he doing? S:He is playing basketball.
[设计说明：让学生在亲身体念动作和对话交际中掌握运用现在进行时的结构和用法 ] Step4. Practice.
1. Show some pictures on the screen and let the students ask and answer. Boys ask , girls answer .then turn around girls ask,boys answer together. Boys:What is he/s he doing? Girls::He/She is V-ing…
Boys:What are they doing ? Girls:They are V-ing…
2.Let students do pair work for a few minutes and then ask two pais of students to a ct it out in front of the class.
3. Show some pictures on the screen and ask the students to match the words with t he activities. Let stuents remember all news words.（1a）
【设计说明：用多媒体展示图片，先是让全班男女同学集体问答，熟悉之后再和同伴训练对话，最后让两组同学展示所学的对话内容。一个循序渐进的过程使得学生都学会了现在进行时的结构和用法。】
Step 5. Listening (1b,2a,2b)
1b)1.say:There are many people living in the apartment. Do you know “what they ar e doin g?”. Please listen to the tape and find out “What is Jenny doing? What are Dav e and Mary doing? What is John doing?”(play the recording ,let students write the nu mbers ,then play it again ,students write the activities each one is doing. Check the a nswers.
2a). .Let students listen to the tape and Check the answers in class (1)What is Steve doing ? → a. He is watching.
(2) What is Jack doing ? → b. He is listening to a CD.
2b). Listen again .Fill in the blanks.(听力要书写，首先让学生先熟悉短文，了解并猜测要填写的内容。学生听第一遍时尽量每空都写出部分听到的内容，来不及写，就为首的一两个字母。第二遍听时，可以把没写完的补充完整，甚至可以闭上眼睛听某个需要的知识点。)
【设计说明：通过听力训练，让学生进一步掌握现在进行时结构】
Step 6. Role play （假设你正在做事时，你的同伴打来电话和他一起把你们的对话表演出来，多媒体的图片中显示不同的活动。）
A: Hello, ...
B: Hi, ...
A: What are you …ing,…?
B: I’m…. What about you?
A: I’m…, but it’s….
B: … Do you want to…?
A: That sounds ….
【设计说明：通过设计打电话情景交际让学生完全掌握现在进行时。】
Step7. Summary.
Unit 6 Do you like bananas? 话题Topic 谈论食物Talk about food
观
的发散思维 , 采用丰富的句式进行书写。 1.教学重点: (1)学习并积累一些表示食物的词汇。 (2)正确使用表示食物名称的可数名词和不可数名词。 (3)动词like的一般现在时的各种句式及一般疑问句的肯定、否定回答。 2.教学难点: (1)行为动词like的一般现在时的用法; (2)使用do和does引导的一般疑问句的构成和使用。 从学生们的日常饮食入手,选取最贴近生活的素材,让学生流利地说出自己和他人喜欢什么,不喜欢什么。能够较为熟练地掌握like的用法,了解健康的饮食习惯。 教学突破:运用调查问卷的方式,让学生们调查自己的同学或父母,增强他们的合作能力。创设语境,突出听力和口语表达,通过自制表格增强他们的动手能力。为学生呈现写作框架,以此来帮助他们提高写作能力, 突破写作的瓶颈。听力练习可适当加强,可以增加听力的时间。 注重方法与价值观的培养:本单元中主要是引导学生们养成良好的饮食习惯,树立健康的饮食观念。教师可以出示一张健康生活者的图片和一张不健康生活者的图片,让学生们进行比较,从而改善自己的饮食习惯。 第一课时:Section A 1a-1c 第二课时:Section A 2a-3c 第三课时:Section B 1a-2c 第四课时:Section B 3a-Self Check 名词:banana, hamburger, tomato, ice-cream, salad,strawberry, pear, milk, bread, 语法二、可数名词与不可数名词。
Unit6 Topic1 SectionA 参考教案 I. Material analysis 本单元围绕Our Local Area主题展开，共包括三个话题，通过Kangkang, Jane, Maria, Michael等人谈论有关房间、居住环境和问路的对话以及短文，完成本单元三个话题的语音、词汇、语法和功能项目的学习。话题一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。本课是话题一的第一课时。本课的主要活动是1a, 2a和4a。将通过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。此外，还将呈现并操练字母组合i+nd/ld, igh, -ing, l/ll, m/mn的读音及语音辨认。本课贴近学生的实际生活，因此，教师可引导学生结合自己家的房屋设计进行口头和笔头操练，提高学生学习的兴趣，调动他们的学习积极性。 II. Teaching aims 1.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： beautiful, garden, bedroom, second, floor, and so on, upstairs, kitchen, dining room, living room, bathroom, first 能够在小组合作活动中，掌握字母组合i+nd/ld, igh, -ing, l/ll, m/mn的发音规则并尝试辨音； 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；
PEP小学英语三（下）Un it6 How ma ny教学设计 ■单元教学内容分析： 1. 语言结构与功能：应用句型How many…do you see询问看到物品的数量并回答。应用How many ... do you have询问拥有的物品的数量并回答。 2. 词汇：eleven twelve thirteen fourteen fifteen sixteen seventeen eightee n nin etee n twenty . 3. 字母和语音：复习、总结五个元音字母在单词中的短音发音。 ■单元学情分析： 本单元学习的主题是数字，主情景图通过数风筝的情景让学生感知本单元的核心句型和词汇。水果是孩子们熟悉和喜欢的话题，本单元的句型教学可以通过创设超市卖水果的情景进行教学，激发学生的表演热情。词汇可以通过图片直观呈现进行教学，然后禾U用食物操练、记忆，加深印象，提高单 词学习效率。 ■单元课时分配： 第一课时：'s tajkfind and count and Let'sing . 第二课时：'s learn , letchantand phonics time. 第三课时：s spell. 第四课时：'s talkL,et s find out and let ' s sip64 第五课时：'s learand let's chant. 第六课时：to read , let ' s cheakd story time .
★The First Less on 一、教学内容 's tallFjnd and count , let 'ssing . 二、教学目标 1?能够在图片和教师的帮助下理解对话大意。 2. 能够在语境中理解How many…do you see I see…的语用功能，并在图片或动作等帮助下，使用它们询问物品数量并作答。 3?能够朗读对话，并能进行角色表演。 4?能够在图中找出小动物并用英语数出总数。 三、教学重难点 1?重点：在情境中准确应用主题句型。 2. 难点：How many…do you see的理解和应用。 四、教学准备 1. 教师：PPT本课时的人物头饰、词卡、畅言教具。 2?学生：学习用具。 五、教学过程 Stepl. Warming up each other. a song Ten little can dies”. StepII. Leadi ng in :What s the song about Lead to the title.
新目标英语七年级下册全英文教案（全册）Unit1 Where is your pen pal from? Topic: Countries, nationalities, and languages Functions: Talk about countries, nationalities and languages Ask and tell about where people live Structure: Where's/Where're ...from? Where does/do ...from? What questions----What language does/do ...speak? Target language: Where is she from? She is from.... Where does she live? She lives in.... What language does she speak? She speaks.... Vocabulary: words about countries, languages Teaching design: The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1 ( 1a----Grammar Focus ) Key points:
Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak. T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points: Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)
仁爱版英语七年级下册 Unit6 Topic3 SectionD 精品教案 I. Material analysis 本课是第六单元话题三的第四个课时。主要活动是Grammar, Functions 和1。通过听力活动、口头笔头活动、吟唱歌曲、综合探究等课堂活动，引导学生复习并操练本话题学过的关于建筑物地理位置的介词、介词短语、有关简单交通规则的英文祈使句表达、问路及指路的表达、交通灯的英文表达等，培养学生的交通安全意识，同时学会在实践中运用英语，达到学以致用的目的。本课为本话题的复习课，包括与本话题有关的词汇、语法、语用功能句型等内容，教师引导学生复习时应增强趣味性，注意相关知识的综合理解和运用，而不是知识点的机械重复与操练。 II. Teaching aims 1.Knowledge aims 引导学生总结、复习Sections A~ C所学的重点词汇； 能够在课堂活动中，总结关于建筑物地理位置的介词、介词短语、有关简单交通规则的英文祈使句表达、问路及指路的表达、交通灯的英文表达等； 能够就“问路、指路、谈论公共设施、交通标志”等话题功能进行交流与对话操练，如： (1) Excuse me, could you tell me the way to...? (2) Excuse me, where is ...? (3) Go along this road until you get to ... (4) You can’t miss it. (5) It’s about ... kilometers away from here. (6) You need to take Bus ... (7) Then you should change to...at ... Stop. (8) Be careful! (9) Don’t play on the street. ... 2.Skill aims
Module 1 School Life Unit 1 There are fifty students in the class. Preparation 在黑板上写出单词Festival,要求学生回忆并说出已学过的节日名称，如：New Year, Christmas Day等，并板书。 组织两人小组活动，内容是在节日时的对话。如下例： Happy New Year... Happy New Year... Do you...? Yes/No. We... 两人小组活动后，请几对学生上台演示，然后要求大家评价。对演示认真又基本无语言错误的学生给予奖励。 介绍短语Spring Festival, 带读后转入第1小节的学习 1．Look and listen. Then repeat. 1）先不打开书，问学生:春节后,一些同学又见面了，他们很高兴地在一起交谈，他们谈了些什么呢（What are they talking about ?）？ 2）要求学生听一遍录音后，回答上面的问题，然后将答案School Life 写在黑板正上方。3）写出以下问题，要求学生听第二遍录音后回答： How many students are there in the class? How long are the lessons? How does Feifei go to school? How long does the bus take to get to school ? 学生回答上述问题后翻开书，跟录音读一遍对话。 组织四人小组操练本段对话，然后要求他们演示和评价。 第2、3、4小节的教学可参考“教师用书”的建议进行。 Unit 2 What’s your favourite lesson? Preparation 1）教师先简单用英语介绍本班的一些情况，然后要求学生分两人小组就School life话题进行对话,也可以给出以下问题要求学生对话： Do you like your school? How many lessons do you have each day? How do you get to school? 两人小组活动后，叫几对学生上台演示，然后要求大家评价。对演示认真又基本无语言错误的学生给予奖励。 2）教师说:下面有几位同学，他们也就School life 进行了交谈。他们谈了什么呢？
初一英语下册unit6教学设计 一、教学目标 1．知识目标： 1）词汇:make soup、read a newspaper、wash、use、eat out、g o to a movies. Watching TV、reading、doing homework、talkin g on the phone . 2）语法——现在进行时(Present progressive tense) 3）句子What are you doing? I’m watching TV. What’s he doing? He’s doing his homework. What are they doing? They’re cleaning the room. 2. 能力目标： （1）To Help the students freely talk about or learn about w hat they are doing. （2)Improve the students’self-research ability and the abili ty of discussing in group. 3. 情感目标：激发他们学习英语的兴趣和热情，在接近生活常态的交际中乐于模仿，敢于开口，积极参与。 (1)Enable students to cooperate among the team member s and competition. (2)Enable students to solute their learning difficulties. 二、教学重点和难点： Important points（重点） (1)Let the students master how to describe what people ar e doing. (2)Master the phrases: talking on the phone、watching TV、do
Unit 6 Section A To work or not to work —That is the question I ． Learning Objectives ? To talk about the effects of part-time employment ?To further understand the text ?To apply the phrases and patterns ?To master the paragraph writing skill II ． Lead-in Activities A) 1. Why do some students like to take part-time jobs? To meet their financial needs To learn to be responsible To make friends To acquire communicative skills To gain experience for future jobs… 2. What problems will students face with when they take part-time jobs? To have less time to devote to school assignments To get too tired from work to study To view school less rewarding To have low correlation between part-time jobs and their majors… 3. What suggestions will you put forward towards students planning to work part-time? To make a balance between learning and part-time working To improve the overall quality To strengthen the awareness of self-protection and legal protection … B) 1. What jobs are the students in the pictures doing? 2. If you are going to work part-time, what job would you like to take? Why? III. Text Study A) Main Idea & Structure This passage is a report of a study on the relationship between part-time employment and students’ commitment to studies. It focuses on some undesirable effects that part-time jobs may have on students’ academic performance . The author then suggests that students should work no more than 10 hours a week to ensure Tips Tips Tips
人教版义务教育教科书◎英语七年级上册 Unit 6 Do you like bananas? 教材解读 本单元主要讨论各种食物以及喜欢或不喜欢某种食物；询问某人是否喜欢某种食物 及回答；会描述一日三餐，会合理搭配一日三餐。 like的一般现在时、一般疑问句及肯、否定回答；肯定句和否定句。 通过本单元的学习，认识到在平日饮食中要做到不挑食、不偏食、合理饮食。 单元目标 一、知识与技能 1. 词汇：hamburger、tomatoe、broccoli、French fries、orange、ice cream、salad、banana、egg、strawberry、carrot、apple、chicken、breakfast、lunch、dinner、fruit、vegetable。 2.语言目标：Do you like hamburgers? Yes, I do./No, I don’t. I like French fries. I don’t like tomatoes. 3. 能力目标：能准确表达喜欢和不喜欢的食物；能根据具体情景对话，与他人沟通信息，合作完成任务；通过听说读写四项技能的训练，促进学生语言运用能力的提高。 二、过程与方法 通过听说读写等任务型活动，熟练应用所学单词和动词词组，掌握描述过程。 三、情感态度与价值观 通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意 识；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；通过任务型 活动，使学生学会在实际生活中均衡饮食，合理配餐。 教法导航 采用情景法，交际法及任务型教学途径并配以多媒体辅助教学。通过设疑、提问、 启发、诱导等方法，唤醒全体学生的主体意识，从而调动学生的积极性，让学生处于积 极思维状态之中，全方位、多角度培养学生运用语言的能力。 学法导航 进行听说读写操练，使整个教学从知识的内化到外显呈现出一种动态的、和谐的发 展过程。 课时支配 第1课时：Section A 1a-2c 1
初一年级英语Unit6《Outdoor fun》教案（编号：） 主备人：审核人： 【课题】7B Unit6《Outdoor fun》Comic strip & Welcome to the Unit 【教学目标】 1．To learn the English names of some outdoor activities. 二次备课2．To talk about your favourite outdoor activities in English. 【教学重、难点】 To talk about your favourite outdoor activities in English. 【教学方法】Multi-Media 【教学过程】 Step 1 Revision Discussion (T asks the students to say the outdoor activities and tell the others their favourite outdoor activities) T: What outdoor activities do you know? Can you say their names? Which one do you like best? Step 2 Presentation 1.Show some pictures and ask: Do you know these outdoor activities? (Learn the new words about outdoor activities) 2.Finish Part A----Look at Part A on Page 69.Write the correct letters in the boxes. 3.Tell Ss to ask and answer questions about the outdoor activities. e.g. Do you want to go camping? Who will go camping with you? What kind of place /weather is good for camping? What should people bring if they want to go camping? Step 3 Practice Part B 1.Listen to the tape and answer the questions: 1)What outdoor activities would Amy like to try? 2)What about Daniel? 2.Repeat after the tape and try to find out why they like the two activities? 3.Read the conversation. 4.Explanation. 5.Ss make dialogues to talk about the outdoor activities they would like to try and the reason. A sample Step 4 Presentation (Comic strips) 1.Eddie and Hobo are doing an outdoor activity. Look at the picture, and tell me what it is. 2. Listen to the tape with questions 1) Does Eddie think the bag is heavy? 2) Does Hobo think so? 2. Listen again, answer more questions:
《Unit6Body》教学设计 北 长 寿 小 学 郝蕊红
《Unit 6 Body》教学设计 教学目标： 知识与能力 能听、说、认读hair/eye/ear/nose/mouth五个表示身体部位的单词和句型I have got… He\She has got…并能在以后的各种学习活动和日常生活中运用。情感和策略 1、能积极运用所学英语进行表达和交流，并表现出浓厚的兴趣。 2、在同伴和小组活动中，能明确活动目标，积极与他人合作，共同完成学习任务。 教学重点： 词汇：hair eye ear nose mouth的听、说、认读及运用。 句型：I have got… He\She has got… 的正确运用。 教学难点： 用句型I have got… He\She has got… 准确描述人的身体各部位特征，以及have got与has got 这两种表达方式的异同。 教具准备： 多媒体课件 教学过程： Step 1 : Warming up 1. Greetings T : Hello, boys and girls. How are you? Ss: Fine, thanks. And you? T : I’m fine, too. Thank you!
Step 2 : Presentation and practice 一、通过字母组成的头像，引出今天要学习的话题 Now look,it looks like ? “head” head,head,nod your head. This class let’s learn “Body”(板题) T : Boys and girls, Look! I h ave got a lovely picture. It’s a pirate. 指着他的头发说：This is his hair.(板书并领读hair) 同法教学单词nose/mouth T : 指着他的一只眼睛说：This is his eye.（板书并领读eye）指着他的另一只眼睛说：This is his…（让学生自己说出eye） Ss: This is his eye. T : an eye, two…引导学生说出two eyes （红粉笔在eye后板书“s”）. 升降调领读an eye, two eyes. 同法教学单词ear 1.根据教师指令做相应动作(I say you do) Close your eyes touch your ears open your mouth… （在教学新单词时，采用“TPR教学法”，将语言与肢体动作相结合，组织学生在“身体运动”中学习，在“口腔运动”中学习，学生们在动眼、动口、动手、动脑的活动中，提高了兴致，活跃了大脑思维，学生在获得愉悦的同时，巩固了所学知识，寓教与乐。） 2. Now I point and you say it as quickly as possible, OK? Ss: OK! （师指生快速说，然后师课件快速出示该部位单词） 3. Let’s say the chant together. （课件呈现chant, 师生边说唱边做动作）
新目标人教版英语七下 全册教案 Unit 1 Where’s your pen pal from? Language goals: ●In this unit students learn to talk about countries, nationalities and languages. ●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 subj ect? ●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. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class. 2. Where questions with from Where questions with live What questions Teaching aids: ● A tape recorder Teaching 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
Unit6 Topic1Is there a clock on your desk? section D 教学目标:1. 掌握字母组合ir ,or, ight, or的发音 2.熟练运用there be 句型 3 方位介词的运用 教学重点：.熟练运用there be 句型 教学难点.：熟练运用there be 句型，方位介词的运用 教学步骤 Step1 学习1a，归纳字母组合ir ,or,ight, or的发音，然后操练。 Step2 听录音然后完成1b。 Step3 复习there be 句型和方位介词的用法 1.肯定句: There is/are+主语+其它。 2. 否定句: There is/are+not+主语+其它。 3. 一般疑问句: --Is/Are there+主语+其它？ --Yes, there is/are. --No, there isn't/aren't. 1 There be 与have/has 的区别 There be 侧重“存在关系”, 表示“某地或某时间存在某人/某物” 。如: There is a book on the desk. 2 have/has侧重“所属关系” ，表示“某人/某物拥有……”。如：She has some interesting books. 用There be 或have/has填空。 1.We _____________ no classes on Saturdays and Sundays. 2. _______________a bowl of dumplings on the table. 3. Mr. Li _____________ a pet dog. 4. ________________some gifts for our Chinese teacher, Mr. Li. 5. How many letters _______________in this word? 6. _______________a river in front of the house? 方位介词用法 在……中in 在……上on 在……后面behind 在……下面under 在……旁边beside 在……近旁，紧邻next to 在……前面in front of 在……中央in the center of 在……左/右边on the left/right of 在……后面at the back of 用适当的介词填空。 1. Don’t play ______ the dog. 2. What can you see ______ the picture?
Unit 6 I’m watching TV. ( Speaking ) Ⅰ. Analysis of the students Junior One students have learnt the present progressive tense in the primary school. And they have mastered some words and expressions about this tense. They know how to describe the tense simply, but they still have difficulty in using this tense to speak well by looking at the pictures in the oral English test. Besides, they show great interest in English. Ⅱ．Analysis of the Teaching Material The topic is selected from 《Go for it 》7B Unit 6. T The main idea of this unit is to talk about what people are doing. It is close to students` daily life. So it is helpful to raise learning interests of the students and it will be also helpful to improve their spoken English. Ⅲ．Teaching Objectives: 1. Language goals: 1) Students are able to master the following words and phrases: newspaper, soup, exercising, making soup, reading a newspaper, using the computer, washing the dishes, listening to a CD, talking on the phone 2) Students are able to use the following sentence patterns: What are you/they doing? What is he/she doing? Are you/they eating? I am/They are cleaning. He/She is exercising. Is he/she dancing. 2. Ability goals: 1) To train students’ ability of s peaking skill. 2) To develop the students’ sense of competition. 3) To foster s abilities of communication and their innovation. 4、Moral aim: Let students remember: It matters not what you want to do, but what you are doing. Ⅳ. Teaching methods: Task-based approach, Situational approach, The communicative language teaching, the students-oriented teaching method.
New Horizon College English Book 1 Unit 6 College of Foreign Languages Ma jin 新视野大学英语（第三版）读写教程 第一册第六单元 外国语学院 马进
Unit 6, Book One Section A: To work or not to work- That is the question Teaching Objectives（教学目标）: After finishing this unit, students will be able to: 1.To talk about the effects of part-time employment 2.To further understand the text 3.To apply the words, phrases and patterns 4.To master the paragraph writing skill Time Allotment（课时时间分配）: Text A (5 periods): 1st---2nd period: Pre-reading activities (theme-related questions for warming up; text structure; main ideas) 3rd---4th period: While-reading activities (cultural notes; useful words and expressions; difficult sentences) 5th period: Post-reading activities (comprehension questions; exercises) Main Points of Teaching（教学重点）: Enable students to talk about the topics related to the effects of part-time employment by using proper words, phrases and expressions. Difficult Points of Teaching（教学难点）: How to mobilize all the students to take an active part in all the class activities so that they can flexibly and properly use the words, expressions and samples learned in this unit to talk about the topics related to the text. Teaching Methods（教学方法）: Various kinds of teaching methods are used: 1. Teacher’s instruction. Exp lain the profound theoretical knowledge in class; 2. Case study. Provide case study during teaching, and make the students discuss about the case;
2018年新人教七年级英语下册全英文教案（全册全英文）Unit 1 Can you play the guitar? 一. Knowledge and abilities goals: 1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar 2. How to use Model verb” can”. 3. Listening and speaking skills and communicative competence. 二. Teaching method: Listening and speaking methods. Pair works. 三. Moral goals: Encourage students to express their abilities. Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …? 四. Importance and difficulty: can Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class. 五. Teaching Time: 4 periods Period 1 (Section A: 1a-2d) 授课人:______ 授课班级: _____ 授课时间：2018年___月___日____午第____节 1.Knowledge Objects: Learn to talk about abilities. Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk. 2.Teaching key point: can 3. Teaching Difficult point: can 4.Teaching Procedures: Step 1. Lead-in Enjoy a song I’m a musician T: Do you want to be a musician? S: T: Can you play the piano? S… T: What can you do? S: I can… T: What about you? S: T: OK, now please show your talent and tell us what you can do.