仁爱版七年级英语下册U6T1SC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.~。

Unit 6 Our Local AreaTopic 1 There is a study next to my bedroom.Section AI. 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 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：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；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；能准确写出黑体单词和词组。

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。

英语初一下仁爱湘教版英语：unit6topic3教案Topic3HowcanIgettothebookstore?SectionA要紧活动：1a课时建议:1～2教学目标：1.复习交通工具的名称。

2.学习问路、指路。

3.认识交通标志。

教学过程：第一步：复习1.出示教学挂图1a，学习社区建筑名称。

你能在1a地图上找出清华大学、北京大学、海淀桥、仁爱教育研究所的位置吗？2.画出自己所在社区的简易图，并写出英语名称。

第二步：呈现1.你能用英语谈谈上学的路线吗？2.看地图1a，听录音，找出对话中提到的地方。

3.老师和全体学生进行对话练习，然后学生两人一组练习。

4.学生做链状练习〔chainwork〕。

第三步：巩固1.情景设置，完成1b。

假设教师本人分别在A，B，C，D点，怎么样到达不同的地方。

从A点到Ren’aiEducationInstitute从B点到PekingUniversity从C点到TsinghuaUniversity从D点到Park2.〔1〕完成1c，复习第5单元学过的交通方式。

byboat/ship/sea，bytrain，bybus，bysubway，onfoot，bycar，bybike，byplane/air/airplane〔2〕把教室当作模拟社区〔modelcommunity〕，在教室内标出建筑物名称〔buildingnames〕，同时给rows/teams命名。

当你在教室“旅游”〔travel〕时，练习学过的英语。

〔老师可把1a地图搬到教室来。

〕〔3〕完成2、3。

第四步：练习1.教师展示：教师拿出自己的上班线路图，说出自己的行走路线。

2.学生展示：学生两人一组，说出自己所通过的社区建筑名称，说出自己的上学路线。

第五步：综合探究活动画出地图，并完成以下短文。

本周五晚上，你要在家中开一个生日晚会，请你在你的请柬上写清晰时间、地点，并画出到你家的路线图。

Mainactivities:1aTeachingperiods:1~2Teachingaimsanddemands:1.Reviewthenamesoftransportation.2.Learnhowtoaskandshowdirections.3.Learnthetrafficsigns.Teachingprocedure:Step1Review1.Showthepictures.Learnthenamesofthebuildingsinyourarea.CanyoufindTsinghuaUniversity，PekingUniversity，HaidianBridgeandRen’aiEducationInstituteinthemap?2.Drawasimplemapofyourcommunityandsignthenamesonit.Step2Presentation1.Canyoushowusthewaytoyourschool?2.Readthemap1a.Listentothetape.Findouttheplacesmentionedinthedialog.3.Theteacherandthestudentspracticethedialogfirst，andthendopairwork.4.Dothechainwork.Step3Consolidation1.Setupasituationandfinish1b.SupposeyouarestandingatA，B，CorD，howcanyougettothefollowingdifferentplaces?FrompointAtoRen’aiEducationInstituteFrompointBtoPekingUniversityFrompointCtoTsinghuaUniversityFrompointDtoPark2.〔1〕Finish1c.ReviewthenamesoftransportationinUnit5.byboat/ship/sea，bytrain，bybus，bysubway，onfoot，bycar，bybike，byplane/air/airplane〔2〕Settheclassroomas “modelcommunity”.Putthebuildingnamecardsinsomeplacesintheclassroomandgiveanametoeachrow/team.Andthenpracticethedialogwhileyouare“travelling”intheclassroom.Thismeansyoucan“print”themapinsectionA1aintotheclassroom.〔3〕Finish2and3.Step4Practice1.Theteachershowsthemapofwayhomeandspeakoutthemainbuildingsandhowtogethomefromschool.2.Studentsinpairsspeakoutthemainbuildingsintheirareaandhowtheycangettoschoo l.Step5ProjectDrawamapandfinishthefollowingpassage.ThisFridayeveningyouaregoingtohaveabirthdaypartyinyourhome.Pleasewritetheti meandplaceontheinvitationanddrawthemapofwaytoyourhome.要紧活动:1a和2课时建议：1教学目标：1.复习SectionA中学过的问路和指路。

Unit 6 Our Local AreaTopic 1 Is there a computer in your study?Section BTeaching period: 1Teacher: Huang XinTeaching aims and demands:Go on learn “There be…” structure and prepositions of position.Teaching procedures:Step 1 Reviewe the objects and perform magic to review the prepositions of position and “Therebe…”structure.T: What is this ?Ss: It`s a rabbit.T: Where is the rabbit?Ss: It`s on the box.T: Where is the rabbit?Ss : It`s in the box.(T: now I act, then you ask and answer)S1: Where is the rabbit?S2: It`s next to/in front of/behind/under the box.用教室内的实物让学生回答方位T: Today I am not your English teacher, I am a magician.T: Is there a rabbit on the box?Ss: Yes, there is .T: Is there a rabbit in the box?S1: No, there isn`t. It`s in front of the box.T: Are there any rabbits on the box?S2: Yes, there are.T: Are there two rabbits on the box?Ss: No, there aren`t. There is only one.T: Yes, there is only one, and the other one is in my hand. Now, I put it into A`s hand.( Then perform magic and one rabbit is changed two)T: Look, there is one rabbit on the box, and now I am changing it to two.T: (Take out a box) Is there a book in the box?Ss: Yes, there is.T: Is there a cup in the box?Ss: No, there isn`t. There is a book.T: Are there any cups in the box?S3: Yes, there are.T: Are there any rabbits in the box?Ss: No, there aren`t.T: Right. There is nothing in the box. Nothing , really? Oh,no, there is a small box in it. And in the a small box there are two flowers.( Take out three small boxes from the big boxes by performing magic把句型跟学生进行解释（these are the sentences we have learned yesterday. Pay attention to singular number and even numbers. Now read after me）Step 2 Presentation1.Show a plan of an apartment on the screen.T: Look. Here is my new apartment. What’s in it?Ss: There is a bathroom, a dinning room, a kitchen, a living room, a study, a garden and two bed rooms.T: Right, now guess “What’s in my study?”Ss: Is there a …? / Are there any…?2.T: Great, look! Here is my study. Can you tell me what is on the table?Ss: There is a clock.T: And…Ss: There are some books.板书并告诉学生无论单数还是复数都是用what`s 来问，但是单数就用there is 来回答，复数用there are 来回答。

仁爱七年级Unit 6,Topic 1四个课时教学设计Unit 6教学目标1there be 句型There is a small garden in front of my house.There is a lamp， a mirror， a computer and some books on it.There are so many nice books on the shelf.Is there...? Yes， there is. /No， there isn’t.Are there any...? Yes， there are./No， there aren’t.How many...? There are...2Wh- question Wh- 问题What’s on the table? There are some keys on it.Where’s the living room? It’s on the first floor.3on，in，at，behind，under，in front of，near，across, from，nextto，nearTeaching Design for Section A, Topic1 in Unit6 Teaching Aims:1 To learn and use the new words & phrases about different kinds of rooms in our house:e.g. bedroom, kitchen, dining room, living room.And some other new words:e.g. second, floor, upstairs, come in, garden, grandfather, in front of, house, behind, door2 To learn several prepositions of position:e.g. in,on,next to, infront of, behindTo review some other prepositions:e.g., on the left/right, in the center of, near, at the back of3 To learn how to use “there be”e.g. There is a book on the shelfThere are many books on the shelf.Is there/Are there many books on the shelf?Yes, there is./No,there isn’t.Yes, there are./No,there aren’t.4 To learn the sounds/ai/, /i ŋ/, /l/, /m/ with the words.e.g., find, child, high, light, eating, sing, leaf, mad, autumn.Teaching Procedures:Step1. Revision/ using pictures to present the new words about different kinds of rooms in a house.T: (Greeting) what day is it today?Ss: Today is Tuesday.T: What chass are we having:Ss: We are having an English class.T: Where are we now?Ss: We are in the classroom building, and we are on the third floor.T: Now, look here. What’s this?Ss: It’s a living room.T: Is there a bed in the living room?Ss: No, there isn’t.(living room, dining room, kitchen, garden, house)Step2. Listen and match for 2a (P25) to practice new words.And then ask, several questions about 2a.Qs: Is there a bed in the bedroom?Are there two pairs of shoes in the bedroom?Step3. Listen, read and act it out for 1a.Listen and answer the questions:Qs:1. Where is Jane’s bedroom?2. Are there many books on the shelf?Read it and try to act it out.Step4 Listen and read the sounds and words aloud, then summarize the sounds .Finish the exercise in 4b.Step5. Pairwork (Make conversations for 2a),and then try to act it out.Step6. Summary and assignment.Assignment: 1.描述一下你房间里的所有物(There be…)2.描述一下你的家。

学习内容1) 词汇：center ,in the center of,yard,beautiful,flo wer,large,left,people,mirror,drawer,chair,keyboard,penc il-boxat the back of, on the left/right of2）句子：On the left of the yard,there is a kitchen and a dining room.I love playing on the computer in the study.Where is the...? It's ...Where are the...?They are...There is /are...学习目标1.学习一些新单词；2.继续学习方位介词和There be……句型。

自主学习1. 检测新单词：在……中心院子美丽的，花，巨大的，左边，人，人们抽屉，键盘，文具盒，椅子，镜子在左面、右面.前面.后面_______________________________2. 预习29页的短文，画出介词短语。

3.预习填空完成30页的2和3.合作交流1.讨论图片，复习句型：A:What’s in/on/under/in front of/behind 。

？B:There is/are 。

2.讨论图片，回答下列问题。

a)What's in the center of the home?b) What's at the back of the yard?c) What's on the left of the yard?4). What's on the right of the yard?班级展示1.对上述的对话展示。

问答家里前后左右的东西。

There is a small garden in the center of it.There is a nice house at the back of it.2.Work alone. 回答问题。

仁爱英语七下U6T1SA教学设计仁爱七年级Teaching plan for Unit 6, T opic 1, Section A Is there a computer in your study? 教学设计刘国蓉Section A needs 1 period.Ⅰ. Learning aims1) Knowledge objectives:1.Learn some new words and expressions:garden, bedroom, second, floor, next to, upstairs, come in, kitchen, bathroom, front, house, grandfather, behind, door2. Learn the sentence patterns:There is /There are…Is there a …? Yes, there is. No, there isn’t.Are t here any …? Yes, there are. No, there aren’t.2). Ability objectives:1. Learn prepositions and prepositional phrases of position.2. Be able to simply talk about one’s home.3) Moral objectives:1.Make the students talk about their homes and learn to be friendly to each other .Ⅱ. Teaching difficulties and key points:The names of the rooms and how to talk about people’s house.Ⅲ.Teaching aids:ppt, VideoⅣ. Teaching procedures:Step 1 组织教学和free talk 。

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。

仁爱版七年级下册Unit6Topic 1Section CMy Home教学设计科目英语授课教师授课时间授课班级授课内容仁爱版七年级下册Unit6Topic 1Section C My Home教材分析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；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,,然后用于真实写作。

学情分析本班学生有较好的英语基础和交际能力，也熟悉小组合作等学习模式，英语课堂是十分活跃高效的。

对英语学习有较浓厚的兴趣，学习非常积极，，不仅需要学生掌握如何用英文来谈论房子相关结构，还鼓励学生通过小组合作探究等活动操练，学生们能够自如地学会描述自己房子。

教学目标1．语言能力目标：1.使学生知道如何利用一些重点单词和短语描述“我家”，例如：在中央，在左边等等。

2. 学习能力目标：知道写作的方法及懂得如何进行写作。

3. 思维品质目标：（1）学生通过小组合作和分享活动，习得解决问题的能力。

（2）懂得如何批改作文并培养学生的合作探究精神。

教学重点学会如何利用一些重点单词和短语描述“我家”并懂得如何进行写作，学会自评和互评作文。

教学难点学会如何利用一些重点单词和短语描述“我家”并懂得如何进行写作，学会自评和互评作文。

教学策略运用口述，写作，小组合作探究及小组对话完成, 同时运用Pre-writing，While writing和Post writing写作课教学模式完成目标任务。

教学资源Multimedia, blackboard, PPT。

仁爱英语七年级下册unit6 topic 3教学设计Unit 6 Topic 3 Which is the way to the post office ？一教学目标1.知识与技能：（1）Revise some phrases and some sentences of asking the way and showing the way.and master imperatives.(2) Train the students’ ability of asking the way and showing the way(3) Learn to write a passage about traffic safety.2.过程与方法：通过课前布置预习内容让学生整理单词，短语和句子，课上学生用所学内容进行语言实践，促使学生在这样的学习过程中养成主动思考，参与合作，交流问题的学习习惯和学习方法，培养学生学会查找、搜集、处理信息和学会学习的能力。

3. 情感态度和价值观：学生在掌握问路，指路这一功能用语的同时，学会遵守交通法规和其它规则，增强乐于助人的意识。

二重点和难点本节话题复习课的重点为，复习问路，指路的常用语和祈使句。

难点为用所学语言进行问路，指路的语言实践和写作三.教学方法:(1)任务型教学法(task-based teaching method )：通过合作的形式来完成部分教学内容，感悟知识、体验过程、解决问题，培养团队精神。

（2）分层教学法（teaching by different levels)不同能力水平和潜力倾向的学生在恰当的分层策略和相互作用中既降低学困生的学习难度又满足学优生扩大知识面的需求，可以使每一名学生得到最好的发展和提高。

四．学习策略:（1）善于总结归纳所学语言知识和语言材料，并能够主动的在读、写中运用。

（2）贴近生活，利用现实资源，拓宽知识，提高语言实践能力。

五教学过程分析:。

仁爱版英语七年级下册Unit 6 Topic 1 Section C说课稿一、教材本是（仁版）英七年下册Unit6, Topic 1, Section C 部分，也就是第六元第一个的第三部分。

本Is there a computer in your s tudy? 介了房屋内各个房的型、位置，家用物品的名称、放位置等。

本通在 A, B, C, D四个 Section中穿“There be⋯”句型，方位介in,on,b ehind,under,near,next to,in front of等言目使学生能正确描述某有某物。

通Section A 和 Section B的学，学生“ There be⋯”句型以及位置介已有所了解。

本Section C 在此基上，通短文一步学“There be⋯”句型及方位介短“in the center of，at the back of, on theleft of, on the right of.”同也学如何从方位上介一个地方。

二、目1、掌握下列新：center, yard, beautiful, flower, large, left, people, mirror,drawer, chair, keyboard2、会用下列重点句型：There be⋯句型及介短in the center of,at the back of, on the left of, on the right of。

三、教法运用物演示法引出方位介：in ， on， under ， behind ，in the front of 及 There be句型。

并学生独立完成 2 Work alone部分的。

运用片介引出本所要学的重点内容1a Read and understand，通学生着听音、默找出新及画出方位介的方法引出新的学，学生短文及介片的方法学理解本部分内容并回答1b Work alone部分的。

仁爱版英语七年级下册Unit 6 topic 1 section C 教学设计一. 教材分析仁爱版英语七年级下册Unit 6 topic 1 section C主要介绍了中国的传统节日，如春节、清明节、端午节、中秋节等。

本节课主要通过讲述这些节日的习俗和食物，让学生了解中国的传统文化，提高他们对英语学习的兴趣。

本节课的主要语言点是一般现在时态的被动语态和一般过去时态的被动语态。

二. 学情分析七年级的学生已经掌握了一般现在时态和一般过去时态，对本节课的语言点有一定的了解。

但是，对于一些具体的习俗和食物的表达可能还不够熟悉。

因此，在教学过程中，需要结合学生的实际情况，适当调整教学内容和教学方式。

三. 教学目标1.知识目标：–掌握一般现在时态的被动语态和一般过去时态的被动语态。

–了解中国的传统节日及其习俗和食物。

2.能力目标：–能够用英语描述中国的传统节日及其习俗和食物。

–能够听懂并正确回答有关中国传统节日的问题。

3.情感目标：–培养学生对中国传统文化的兴趣。

–增强学生对英语学习的热情。

四. 教学重难点•一般现在时态的被动语态和一般过去时态的被动语态。

•中国传统节日的习俗和食物的表达。

•一般过去时态的被动语态的运用。

•一些具体习俗和食物的英语表达。

五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习和运用语言。

2.任务型教学法：通过完成任务，培养学生的主体性和合作精神。

3.交际法：通过师生互动和生生互动，提高学生的口语表达能力。

六. 教学准备1.教师准备：–制作课件和教学素材。

–准备相关的传统文化资料。

2.学生准备：–预习相关课文内容。

–搜集有关中国传统节日的资料。

七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生回顾一般现在时态和一般过去时态，为新课的学习做好铺垫。

2.呈现（10分钟）–教师通过课件展示中国传统节日的图片，引导学生用英语描述这些节日。

3.操练（15分钟）–教师设计一些练习题，让学生练习一般现在时态的被动语态和一般过去时态的被动语态。

Section DI. Material analysis本节课是第六单元话题一的最后一个课时，主要活动是Grammar, Functions 和 2。

经过看图填空、书信答复、小组检查等活动指引学生总结there be 句型及方向介词（短语），同时复惯用 how many 和 how much 对可数名词的数和不行数名词的量进行发问。

在本课中，还将指引学生总结表示建议、命令和恳求的祈使句型。

本课为本话题的复习课，包含与本话题有关的词汇、语法、语用功能句型等内容，教师指引学生复习时应加强兴趣性，注意有关知识的综合理解和运用，而不只是是知识点的机械重复与演练。

II. Teaching aims1.Knowledge aims指引学生总结 there be 句型及方向介词（短语），同时复惯用 how many 和how much 对可数名词的数和不行数名词的量进行发问；指引学生复习“讨论方向、建议、恳求、命令、房间布局、家庭陈设以及其他房间设备”等社交功能意义的表达，进行笔头演练并加以总结。

2.Skill aims能辨别出不一样的语调，如陈说句和疑问句等；能听懂讨论房间、室内陈设的表达，并做出适合回应；能对房间、室内陈设进行简单的沟通；能在口头表达中做到发音清楚，语音语调正确；能在教师的指导下进行简单的角色表演；能清楚地表达自己的见解和评论；能在图画的帮助下进行语言活动；能理解并履行简单的书面指令；能正确写出黑体单词和词组；能依据范文写出介绍自己房间的小短文。

3.Emotional aims能在学习的同时，热爱自己的生活环境；能仔细、规范书写单词；能够听取、接受别人的建议；能够与伙伴踊跃合作，参加讲堂活动，勇敢实践。

III. The key points and difficult points1.在 Sections A-C已学的基础上，能自行总结 there be句型及方向介词（短语），同时复惯用how many 和 how much 对可数名词的数和不行数名词的量进行提问；2.能联合话题，运用“讨论方向、建议、恳求、命令、房间、布局以及其余房间设备”等社交功能意义的表达，进行笔头演练并加以总结。