仁爱版七年级英语第六单元教案

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.~。

仁爱版英语七年级下册Unit 6 topic 1 section B 教学设计一. 教材分析仁爱版英语七年级下册Unit 6 topic 1 section B主要介绍了日常生活中的疾病和健康饮食。

通过本节课的学习，学生能够掌握关于疾病和健康饮食的词汇和句型，并能够运用所学知识进行简单的交流。

本节课的内容与学生的日常生活紧密相连，有利于激发学生的学习兴趣和积极性。

二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的听、说、读、写的能力。

但是，学生的英语水平参差不齐，部分学生对英语学习缺乏兴趣。

因此，在教学过程中，教师需要关注学生的个体差异，激发学生的学习兴趣，提高学生的英语水平。

三. 教学目标1.知识目标：学生能够掌握关于疾病和健康饮食的词汇和句型，理解课文内容。

2.能力目标：学生能够运用所学知识进行日常交流，提高听、说、读、写的能力。

3.情感目标：学生能够关注自己的健康状况，养成良好的生活习惯。

四. 教学重难点1.重点：学生能够掌握关于疾病和健康饮食的词汇和句型，理解课文内容。

2.难点：学生能够运用所学知识进行日常交流，提高听、说、读、写的能力。

五. 教学方法1.任务型教学法：通过设定各种真实的任务，引导学生参与课堂活动，提高学生的学习兴趣和积极性。

2.情境教学法：创设各种情境，让学生在实际情境中运用所学知识，提高学生的实际应用能力。

3.小组合作学习：鼓励学生分组讨论和合作完成任务，培养学生的团队合作意识和沟通能力。

六. 教学准备1.教材：仁爱版英语七年级下册。

2.多媒体设备：电脑、投影仪、音响等。

3.教学资源：病句卡片、健康饮食图片等。

七. 教学过程1.导入（5分钟）教师通过向学生提问：“你们知道哪些疾病？你们平时是如何注意健康的？”引导学生谈论疾病和健康饮食，激发学生的学习兴趣。

2.呈现（5分钟）教师通过课件展示本节课的主要词汇和句型，如“I have a cold.”、“I have a stomachache.”等，并引导学生跟读。

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。

仁爱初一 Unit6 Topic 2 详案(仁爱版七年级英语下册教案教学设计)Section AMain activities: 1a, 2a and 2bTeaching periods: .1～2Teaching aims and demands:1. Talking about names and surroundings of the houses.2. Understanding the ads of renting.3. Further-studying the structure of “there be”.Teaching procedure:Step 1 Review1. The teacher shows photos/pictures to say something about his/her rooms/hours and surroundings.2. Students show their own pictures or their ideal/dreaming houses to the others. Also tell others the surroundings and rooms. Each student should say five to eight sentences for his/her picture.3. Ask students which one they prefer, apartment building, townhouse or farmhouse.Step 2 Presentation1. Give an introduction of the dialog: Wang Wei and Kangkang are talking bout their houses and their grandparents’ houses. Listen carefully and try to find out where they and their grandparents are living now, in an apartment house, in a townhouse or in a farmhouse.2. Raise questions and assign the listening tasks.Where are Wang Wei’s grandparents living?Where are Kangkang’s grandparents licing?Could Wang Wei go to play soccer with Kangkang?3. Complete the chare in 1b.4. Answer the following questions, and complete 1c.Who lives in apartment building?Who lives in townhouses?Who lives in farmhouses?Who lives in dormitories?Step 3 Consolidation1. Read the ads in 2a and make sure which ones are looking for or which ones are being let.2. Look at the ads and learn the new words: rent, furniture, quiet, single, per3. Finish 2b according to the ads.Step 4 PracticeStudents’ activities: Talk about how to write out “WANTED” or “TO LET”. The content of “WANTED” or “TO LET” includes: requirements, introduction and telephone numbers, etc.Step 5 Project1. The teacher reads out his/her own ads for renting and try to find out the suitable apartment or house among the students ads. And then write it out.2. First speak out the ads, and then write them down. Show them out on the wall. Ask each of them to find out his/her own dreaming house.Section BMain activities: 1a and 2aTeaching periods: 1～2Teaching aims and demands:1. Learning the names of facilities in the local area, such as a shop.2. Descr ibing one’s living environment.3. Making telephones for help.Teaching procedure:Step 1 Review1. Show a map of a community. Describe the facilities of the community and their functions.2. Get the students to talk about their own areas or villages.There is a small garden in front of my house.There are a lot of tall buildings in our area.Step 2 Presentation1. Hang the pictures in 1a on the wall. Introduce the pictures first in order to make the listening material easy.For example:Mike is Mary’s new neighbor. He is looking for a store. There is a store in front of their building. Also there is a bank on the street corner.2. Listen and imitate.3. Read the dialog and do pair work.4. Finish 1b and 1c.Step 3 Consolidation1. Listen to the dialog first, then read it out.2. Practice in pairs for some time.Step 4 Practice1. Finish 2b. Practice the conversation with partners, focusing on fluency.2. Students practice from mechanical exercise to meaningful exercise. Change the people, places, and things into the other ones.Step 5 ProjectMake a survey.Section CMain activities: 1 and 3aTeaching periods: 1Teaching aims and demands:1. Talking about neighbors and surroundings.2. Further-studying the structure of “there be”.3. Talk about how to get on well with neighbors.Teaching procedure:Step 1 Review1. Discuss your own area and try to answer the following questions:Is there a bank around you?Where can you buy fruits?Is there a community service centre in your area?2. Discussion:If something is broken or doesn’t work in your house, who can help you?3. Finish 1.Show posters (teaching pictures) to the students, using “there be” structure to retell the story as many as possible.Step 2 Presentation1. Present the dialog 3a with the picture. The teacher retells the story and raises questions according to the text. For example: Look! Dave is playing the piano. He is beautifully, but it is too loud. Mr. Smith is knocking at the door. Mr. Smith is talking about it to Dave. Dave is really sorry. He will try to play quietly.2. Listen and answer.Questions: what is Dave doing?Who is Dave’s neighbor?What is happening to them?3. Read the text. Ask and answer question with each other.Step 3 ConsolidationPractice 3b in pairs and then act it out.Step 4 Practice1. Discuss with your partner “How do you get on well with your neighbors? Are you a good neighbor?”2. Finish 4.First practice in pairs and then group work. At last arrange all the answers into an article.3. Song time: finish 5.Step 5 ProjectSay something about your neighbor’s family, their daily activities, then write it out. Subject: My Neighbor. Use the words in Section B as many as possible.Section DMain activities: 1and 4Teaching periods: 1Teaching aims and demands:Review the structure of “there be”.Teaching procedure:Step 1 Review1. Beginning songs Home on the Range.2. Say something about your house or building, then answer the following questions:Which type of home do you live?Where do you want to live?Do you have a good neighbor?3. Finish 1. Try to find out more words pronounced with.Step 2 Presentation1. Show the pictures and say something about them.2. Read the text and fill in the form with “suburbs” or“cities”.3. Answer the questions:Why do so many people dislike living in the cities?Why do they like living in the suburbs?Which one do you prefer, living in the cities or living in the suburbs?What’s the opinion of your classmates?4. Finish 4b.Step 3 Consolidation1. Further study 3a, 3b. Summarize the uses of the “there be” structure and useful expressions.2. Listen to the tape. Finish 4b.Step 4 Practice1. Answer the question in 5.2. Write out an article according to the answers.Step 5 Project1. Write a passage with about 50 words. The title is “I like living in the cities/suburbs”.2. Finish 6. Class activities: Let’s chant.Teaching assessment:Dictation。

Unit6 Topic3 SectionC教学目标：1、复习交通标志的表达法。

2、学习一些简单的交通违规现象的英文表达。

3、通过阅读，能理解文章内容，学习常见的交通规则。

4、理解并掌握祈使句的用法。

5、培养学生的安全交通意识，懂得珍爱生命。

教学过程：一、出示学习目标1、新课导入①展示交通标志。

复习其含义。

②展示一些交通违规现象，让学生思考应遵循怎样的交通规则。

2、出示学习目标二、自主学习1、出示自学提纲①预习课本P47-48，注意其正确发音。

②查看文章内容，猜测文章内容。

③读1a，找出关键词，理解文章内容。

2、学生展示，学生评价，教师点评。

三、合作探究1、出示探究问题①Read 1a and fill in the blanks.②再读1a 注意重点词组和句型，并找出疑问。

2、学生合作完成，讨论后展示，学生互评，教师点评。

四、巩固检测1、出示检测题①根据汉语意思完成下列句子1、人人都必须遵守交通规则。

Everyone must .2.早睡早起有好处。

go to bed early and get up early.②把下列句子改为祈使句1、You must never play football on the street.2、You should keep quiet in the library.2、学生互评，教师点评。

五、Homework1、Memorize the new words and phrases.2、Write down as many as traffic rules as you can.。

Unit6 Topic1 SectionB 参考教案I. Material analysis本课是第六单元话题一的第二课时。

本课的主要活动是1a和2。

通过创设Maria参观Jane的书房的情景呈现出书房主要摆设的词汇和有关方位的表达，同时结合听力训练、两两对话、看图说话等活动进一步学习there be句型的复数、特殊疑问句、一般疑问句及其肯定和否定回答。

还将通过熟悉例句后根据内容和示例编写对话的方式进一步练习和巩固表示方位关系的重要词汇。

本课涉及到谈论学生家的房间布置，因此教师应积极创设真实的情景，让学生在实际情景中反复操练Section A中已学到的关于方位和房间摆设的词汇。

II. Teaching aims1.Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇和短语并在实际的对话操练中加以应用：lamp, clock, near, under, chair, behind, front, in front of, guitar, window, table, key, put, away, put away, door, look after, thing能够正确使用there be句型的复数、特殊疑问句、一般疑问句及其肯定和否定回答；能正确使用方位介词或介词短语，如：on, in, infront of, behind, near, under等；能够就“存在、请求、命令”等交际功能的基本法进行交流和对话操练，如：（1）—Is there a student in front of the classroom?—No, there isn’t.（2）Put it/them away, please.（3）You must look after your things.2.Skill aims能识别出不同的语调，如陈述句和疑问句等；能听懂谈论房间、室内摆设的表达，并做出恰当回应；能就房间、室内摆设进行简单的交流；能在口头表达中做到发音清晰，语音语调准确；能正确朗读对话，注意语音语调和单词重音；能理解并执行简单的书面指令；能准确写出黑体单词和词组。