牛津版七年级英语上学期Unit_6教案6

牛津上海版英语七年级上册《Unit 6 Different places》教学设计1一. 教材分析牛津上海版英语七年级上册《Unit 6 Different places》主要讨论了不同地方的特色。

通过本单元的学习，学生将能够掌握有关不同地方的基本词汇和表达方式，同时提高他们的听说读写能力。

本单元包括两个主要的语篇：Home and abroad 和Our school。

语篇内容涉及到学生们熟悉的学校和家乡，通过对比不同地方的特色，激发学生的学习兴趣和参与度。

二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行日常交流。

他们对家乡和学校有一定的了解和感情，因此对于本单元的话题会有较高的兴趣和参与度。

然而，部分学生可能在表达自己的观点和意见方面存在一定的困难，需要教师的引导和鼓励。

三. 教学目标1.能听懂、会说、会读、会写本单元的主要词汇和表达方式。

2.能够运用本单元的知识进行简单的日常交流，表达自己对于不同地方的观点和意见。

3.提高学生们的听说读写能力，培养他们的语言综合运用能力。

四. 教学重难点1.词汇的学习和运用，特别是对于一些表示地点和特色的词汇。

2.一般现在时的运用，特别是在描述家乡和学校的特点时。

3.如何引导学生表达自己的观点和意见，提高他们的语言表达能力。

五. 教学方法采用任务型教学法，通过对比不同地方的特色，引导学生进行思考和交流。

同时运用分组合作、角色扮演等教学方法，提高学生的参与度和积极性。

六. 教学准备1.教学PPT，包括本单元的主要词汇和语篇内容。

2.教学图片，用于展示不同地方的特色。

3.教学录音机，用于播放听力材料。

七. 教学过程1.导入（5分钟）通过展示不同地方的图片，引导学生进行观察和思考，激发他们的学习兴趣。

教师提问：“What places do you know? What are their characteristics?”，让学生们发表自己的观点。

牛津版上海版七年级上册 Unit 6 Different places 说课稿一. 教材分析《牛津版上海版七年级上册 Unit 6 Different places》是一个关于描述不同地方的话题。

通过学习本单元，学生能够掌握描述地点的词汇和句型，并能够运用所学知识进行简单的交流和描述。

教材通过丰富的图片、情景对话和任务型活动，激发学生的学习兴趣，提高他们的语言运用能力。

二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。

但学生在语言表达方面还存在一定的困难，需要通过大量的练习和实践来提高。

此外，学生对于描述地点的词汇和句型可能较为陌生，需要教师进行引导和讲解。

三. 说教学目标1.知识目标：学生能够掌握描述地点的词汇和句型，如beautiful, small,on the left等。

2.能力目标：学生能够运用所学知识进行简单的交流和描述，如能用英语描述自己的学校和家庭所在地的特点。

3.情感目标：通过学习，学生能够培养对不同地方的好奇心和学习兴趣，提高他们的审美情趣。

四. 说教学重难点1.教学重点：学生能够掌握描述地点的词汇和句型，并能够运用所学知识进行简单的交流和描述。

2.教学难点：学生能够正确运用介词和副词描述地点，如on the left, infront of等。

五. 说教学方法与手段本节课采用任务型教学法，通过情景对话、小组讨论、任务型活动等教学手段，激发学生的学习兴趣，提高他们的语言运用能力。

同时，教师利用多媒体课件和图片，帮助学生直观地理解和掌握描述地点的词汇和句型。

六. 说教学过程1.导入：教师通过展示不同地方的图片，引导学生谈论自己喜欢的地方，激发学生的学习兴趣。

2.新课呈现：教师通过情景对话，引入描述地点的词汇和句型，如beautiful, small, on the left等。

3.操练环节：学生进行小组讨论，用所学词汇和句型描述自己所在地的特点。

7A Unit 6 Travelling around AsiaDate: , 2013必记单词:Asia n.亚洲Asia adj.亚洲的, 亚洲人的；可数名词: 亚洲人（复数加s）Modern adj.现代的Guide n.手册, 指南；可数n.导游；及物v.引着参观Area n.区域, 地区；面积traditional adj.传统的sightseeing 观光, 游览centre n.中心fountain n.喷泉just adv.仅仅building 建筑物build 建筑, 建造across 介词: 穿过Directio.n.方.......natura.adj.天然.....natur.n.自然界beauty n.美丽bridge n.桥pond n.池塘snac.n.小吃, 快.... ligh.n.光线；adj.轻/浅.. ligh.musi.轻音.Snak. n......... outsid.介.在外.反义词: insideDumpling n.水饺（复数加s）temple n.寺, 庙；太阳穴常考短语:Travel guide 旅游手册place of interest 名胜light up 点亮, 照亮in the north-west of在···的西北部be away from离开 a list of“一列, 清单”feel tired意为“感到累”经典句型:1.If you like ···,you will···2.What will I ···if I ····详细讲解:Th.tabl.i.mad.o.wood.... Win.i.mad.fro.grapes.Grape.ar.mad.int.wine.... Th.bik.i.mad.i.China.2.People’s Square is in the centre of Shanghai.人民广场在上海的中心。

牛津上海版英语七年级上册《Unit 6 Different places》教学设计6一. 教材分析牛津上海版英语七年级上册《Unit 6 Different places》是针对我国七年级学生编写的一篇英语教材。

本单元主要讨论了不同地方的话题，通过学习，学生可以了解到世界各地的风景名胜、文化习俗等。

教材内容丰富，插图生动，旨在激发学生的学习兴趣，提高他们的英语听说读写能力。

本节课的教学设计将围绕教材内容，结合学生的实际情况，设计一系列有针对性的教学活动。

二. 学情分析七年级的学生具有较强的学习兴趣和好奇心，但英语听说读写能力参差不齐。

在《Unit 6 Different places》的教学中，学生需要掌握各地的名胜古迹、风土人情等词汇，并能运用所学知识进行简单的交流。

因此，在教学过程中，教师要关注学生的个体差异，尽量让每个学生都能参与到课堂活动中来，提高他们的英语水平。

三. 教学目标1.知识目标：学生能够掌握本节课的生词和短语，了解世界各地的风景名胜和文化习俗。

2.能力目标：学生能够用英语简单介绍自己喜欢的旅游目的地，提高他们的英语口语表达能力。

3.情感目标：通过学习，学生能够培养对不同文化的尊重和理解，增强他们的跨文化交际意识。

四. 教学重难点1.重点：学生能够掌握本节课的生词和短语，正确运用所学知识进行交流。

2.难点：学生能够用英语介绍自己喜欢的旅游目的地，表达清楚、准确。

五. 教学方法1.任务型教学法：通过设计各种任务，让学生在实践中运用英语，提高他们的语言能力。

2.情境教学法：创设真实的语境，让学生在具体的情境中学习英语，增强他们的学习兴趣。

3.合作学习法：鼓励学生分组合作，进行交流讨论，提高他们的团队协作能力。

六. 教学准备1.教师准备：提前准备好教材、课件、图片等教学资源，熟悉教学内容。

2.学生准备：学生预习教材，了解本节课的学习内容。

七. 教学过程1.导入（5分钟）教师通过展示世界各地的风景图片，引导学生谈论自己喜欢的旅游目的地，激发学生的学习兴趣。

Unit 6 Food and lifestyle.教案第1课时 Welcome to the unit教学目标1、学习有关食物的词汇。

2、讨论喜欢与不喜欢的食物。

3、学会如何表达个人喜好。

教学过程Step1 热身，给出五种食物种类，让学生用英文说出对应的食物名称。

（鼓励学生多多益善）Step2 词汇教学由学生讨论，自然过渡到词汇的教学。

具体措施为：（1）呈现食物图片，让学生说出英文名称。

（2）通过下面两个问题，巩固所学的词汇。

A．What food do you like or dislike?B. Why do you like /dislike them?（3）听P69 录音，然后让学生自编对话。

Step3 漫画教与学（1）让学生听录音回答问题。

A. What’s the time now? What does Eddie want to eat?B. Why does Hobo want to have apples?（2）学生再次集体朗读，教师进行生词教学。

（3）教师进行语言点讲解。

Step4 课堂巩固练习Step5 Homework第2课时 Reading (1)教学目标1、复习并扩展有关食物和生活方式的词汇。

2、学习饮食结构以及身体健康之间的关系。

3、学习了解总体意思、快速浏览、查找细节的快速阅读技巧。

Step1 导入新课通过复习相关食物的词汇并设问：A. Which are healthy/unhealthy?B. I have …for breakfast/lunch/supper.Step3 自我感悟通过对Kitty生活饮食的学习，进而讨论自己的饮食习惯，让学生明确饮食结构和身体健康之间的关系。

Step4阅读技能训练（二）通过指导学生快速浏览、精读完成相关问题的回答。

Step5 小组讨论通过此次讨论，进一步让学生明确饮食结构和身体健康之间的关系。

Step6 Homework第3课时 Reading(II)教学目标1、进一步培养学生的阅读技能。

Unit 6课题:Comic ~ Welcome to the unit班级姓名学号Teaching Goals·To learn new vocabulary about food: hamburger, vegetable, carrot·To talk about likes and dislikes with regard to food:What food do you like? I like hamburgers.Do you like carrots? No, I don’t like/dislike/hate them. What about fish? Teaching ProceduresStep 1: Warm-up activityWrite new words in the blackboard.Give Ss five questions about the daily diet and ask them to answer them as soon as possible.Do you know what I ate this morning? (S guessing…) Oh, I have eaten milk and egg because they can give me more energy.2. Ask students to name as much food as possible in English and write them on the blackboard and group them. （Teachers can ask the following questions:）a.What food do you have for breakfast/lunch/supper?b.What food do you like? Why?c.What food do you dislike? Why not?d.What food is good for us?e.What food is bad for us?f.What Chinese food do you know?g.What Western food do you know?h..Do you like Chinese food or Western food? Why?Step 2: Presentation2.Group Discussion: Divide Ss into groups and discussa.‘What is your favourite food/meat/ drink/vegetables?’b.‘ Why do you love/ like them?’3.Discuss about ‘What food you dislike/ hate?’ and ‘ Why do you dislike/ hate them?’Examples:T: What food do you love/like?/ What is your fav ourite food?S: I love/ like ….T: What food do you dislike/ hate?S: I dislike/ hate ….Step 3: Practice1. Ask students to write the food they like or dislike in the table of Part A2. Ask students to make up a conversation, use the one in Part B as an example A: I like bananas. What food do you like?B: I like hamburgers.A: Do you like carrots? They are my favourite.B: No, I dislike them. What about fish?A: I like fish. It is healthy. I don’t like eggs. What about you?B: I hate eggs.3. Ask a few pairs of students to role-play the conversation in front of the class.4. Ask students to talk about their family as well, e.g., My sister loves ice cream. My father hates chocolate.Step 4: Presentation①pair work:A: What do you usually eat for breakfast/ lunch/ supper?B: I usually eat…. for breakfast/ lunch/ supper.A: What food do you like/ love?B: I love / like…A: What food do you dislike/ hate?B: I dislike/ hate…\② Report time: Ask students to make reports what they or their partners like or dislike to the class.Step 5: Listen and answer1.What’ll Eddie eat for lunch? (a hamburger)2.Is he always hungry?( Yes)3.Why?(He needs a lot of energy.)4.Does he often do some exercise/ exercise?(never)5.Why does he need a lot of energy? (He walks to his bowl many times a day.)6.What do you think of Eddie? (He’s lazy and likes eating.)7.Is he healthy?Step 6: Act outAsk students to role-play the conversationStep 7: DiscussionAsk students to discuss how to be a healthy person according to Comic strip. ( exercise more and eat healthy food, etc.)Step 8: SummaryT: In this period, we have learned about the names of some food and talked about what food we like and dislike. We also learned a comic strip which showed us the main points of this unit.Step 9: Consolidation exercises句型转换The little boy is very hungry now. (改为一般疑问句)It’s lunchtime.（写出两个同义句）She needs two oranges.（对划线部分提问）Eddie walks to his bowl many times a day.（同上）Answers: 1. Is the little boy very hungry now?2. It’s time for lunch./ It’s time to have lunch.3. What does she need?4. How often does Eddie walk to his bowl?Step 10: HomeworkOral work: Revise this period, listen, repeat and recite Comic stripRecite the new words, phrases and sentence patterns.Preview reading课题:Study skills班级姓名学号Teaching aims:To learn to read voiced consonants and voiceless consonants correctly.To develop the ability of spelling phonetic alphabets.Teaching important points: To tell the differences between the consonants in each group.Teaching difficult points: To learn how to pronounce these consonants correctly. Teaching methods: Explaining and pair work.Teaching tools: Multi-media.Teaching procedures:Step1 PresentationThe teacher can tell the students what is voiceless consonant and what is voiced consonant.The teacher can put the consonants into seven groups and each group has a voiced consonant and a voiceless consonant. Then the teacher can teach them one by one. For example:T: Look at the picture. What is he?S1: He is a farmerT: What is he like?S2: He is fat.T: How many forks does he have？S3: Five.The teacher writes ‘farmer’, ‘fat’, ‘fork’, ‘five’ on the blackboard and underline ‘f’in these words. let the students read the sentence ‘The fat farmer has five forks.’ as quickly as they can . Then the teacher can ask, ‘How do you pronounce it?’The students can answer / ʄ /. The teacher gives a picture and also let the students read a sentence ‘The brave boy saved a girl’s life over there.’to teach the consonant /v/.3. The teacher uses the same way to teach /ʃ//ʒ/,/θ//ð/,/z/ /s/,/tr//dr/,/ʧ//ʤ/,/ʦ//ʣ/.Step 2 PracticeListen to the tape and read the fourteen consonantsFinish Part A on Page 77. Match the words if their letter in bold have the same sound. Read the following phonetic alphabets and then fill in the blanks to try to write down the words. For example:/ʃɔp/______ / dres/_______ / tri:/________Listen and finish Part B. Write S if the letters have the same sound, write D if they don’t have.Step3 PresentationLet the students work in pairs to read Part C, especially the words in bold. Listen to the tape and read after it.Let some of the students to read the four sentences.Step 6 ConclusionSum up the fourteen consonants and read again.Step 7 HomeworkRead the consonants and add three words to every consonant课题:Reading (1)班级姓名学号Teaching aims：1、To revise and expand vocabulary about food and lifestyles.2、To learn about the relationship between diet and overall health.3、To practise the technique of skimming for overall comprehension and scanning for detail.Important points：Words:before, diet, energy, exercise, fast food, healthy, important, lifestyle, seldom, tired, top, dancer, change, fruit, sweet, often, bread, meet, juice, person Sentences:1、Before, I seldom ate fruit and vegetables.Now I always eat an apple for breakfast and I often drink some milk.2、I swim twice a week.3、I do not eat fast food any more.Teaching methods：The technique of skimming.Teaching procedures:Step1 lead-in free talkTeacher talk to students about their diet and lifestyle freely and ask some questions.What do you often eat for breakfast/lunch/supper everyday?Do you know how to eat healthy?Do you like suger?Eating too much suger is bad for our teeth?Do you think so? Do you often drink Cola?Cola is unhealthy,How to change this bad habit?If you are not strong or healthy enough,What do you plan to do?Through asking these questions,teach some new words.For example: breakfast lunch supper means meals. New word:mealHealthy means fit. New word :fitOther new words:suger tooth(teeth) Cola change plan and so on.Ask students to complete partB1 about new words.Match new words with their explains. Teacher summerize the result of the discussion and lead in the text.Step2 Presentation1.Listen to Kitty’s article and answer simple questions:①What does she love doing?②How long does she do that every day?2.Students read Kitty’s article silently and complete Kitty’s table onpartB2.then show Kitty’s recipes.3.Deal with Danil’s article.Listen to Daniel’s article and answer:What does he like to do,to eatand to drink?Students read Daniel’s article and complete Daniel’s table on part B2.Student read two articles loudly and judge some sentences.Ask student to answerand check together.Step3 PracticeShow pictures of Kitty’s and Daniel’s recipes..Let students describe their recipes. Each student only describe one or two points.Discuss in groups:How do we eat and live heathilier? After discussoin ,each group say sth about the question in front of Bb.Step4 Homework课题:Reading (2)班级姓名学号Teaching aims ：1.to understand the text more deeply2.to understand and master the language points in the text.3.to describe the students’own lifestyleKey and difficult points: Describe the students’ own lifestyle.Teaching procedures:Step 1 RevisionRevision the text by asking some questions about it:1.what does kitty like?2 why does kitty seldom eat cakes or sweets?3.Does Daniel often exercise?4.what does he like?5.How often does he swim?Step 2 Readingask students to read the text to finish off PartB3.Ask students to tell whether the statement are ture or false then correct the false one.ask students to read the text again and then finish Part4.let students read the dialogues by pairs to check the answers, then teacher check the answers by asking and answering.Step 3 Practiseshow a table about kitty and Daniel’s diet and lifestyle.Ask students to fill in the table with the information about kitty and Daniel. According to the table .try to retell the text about Kitty and Daniel.(give students 2 minutes to prepare then try it).According to the same table. Let students talk about their own lifestyles by groups.for example, what do they eat and how do they live .Fill in the table with their own information then make an oral report for us .(give them 3 minutes to prepare ).Step 4Language pointsShow some pictures and important phrases and sentences. Use these pictures tohelp students understand the imortant phrases or let studetnts say something about the pictures with these phrases.Ask students to read the phrases by themselves and try to rember them for 2 minutesStep 5 ConsolidationDoing some consolidation exercise by traslation and completing dialogues HomeworkRemember the useful phrase and language points.write a passage according to their own diet and lifestyleUnit6 Integrated skillsTeaching aims:To get some information by reading and listening to the tape.To know about one’s lifestyle.To master the phrases of ordering meals.Four skills:Words:Less than total number scorePoint more order menu tastePhrases:Less than more thanTake a walk have a look atAll rightSentences:How long do you sleep every night?You need to exercise more and eat more healthy food .What would you like to orderWould you like some vegetables?Three skills:Phrases:Three times a weekStep1: GreetingsStep2; PresentationShow a video about my lifestyle, let students watch the video .While students are watching the video, show some new words on the Bb.T: Today we’re going to talk about how healthy you’re and how to keep fit.Do you think you’re healthy? Can you tell me how to be healthy? Ask several students to show their answers.Show a video about my lifestyle, after watching it . Ask students :Do you think my lifestyle is healthy? Why?While asking and answer questions ,teach the new phrases ,such as:I sleep less than 7 hours , right? How long do I sleep?T:I like walking ,so I always walk more than an hour ,about an hour and a half. Write “less than” and “more than” on the blackboard. 解释“less than” and“more than”.Ask students : How often do I exercise ? How long do I sleep every day?解释How long and How oftenT :We often use words like sometimes seldom often never and three times a week to answer “How often”questions .And we answer a “How long”questions with a period of time such as an hour two days and three years.4. Have a discussion with your partner and find out if they have a healthy lifestyle. Step3: Listening1.Now let see Benny’s lifestyle. Listen to an interview with him and tick the correct boxes.2.Listen to the tape again and check the answers together.Speak up:What would you like to order?Step4:Presentation1. Millie and her cousin Andy are ordering food at a restaurant ,listen to their conversation, and tell me what Andy and Millie have for dinner.2. Listen to the tape and ask students to read after the tape.3. Work in pairs and talk about what you would like to have. Use the conversation below as a modelStep5 Homework课题:Grammar班级姓名学号Teaching aims:1. To recognize and use countable nouns.2. To master the rules of forms the plural forms of countable.3. To master how to show the amounts of uncountable nouns.Teaching important points:To master the rules of forms the plural forms of countable.Teaching difficult points:To master how to show the amounts of uncountable nouns.Teaching methods: Situation and Communicative approachTeaching aids: pictures, record and multimediaTeaching procedures:Step1 PresentationShow some pictures of different kinds of foods to the students.Teacher points at an apple, asking: What’s this? S : It’s an apple.Write “an apple” on the blackboard. Present “a banana” in the same way.2. Let students watch and say the differences between “an apple”and “a banana”. Teacher asks : How to use “a” and “an”.Teacher also points at two cakes and asking “What are they?” Ss : They are two cakes .”Write “two cakes’on the blackboard and circle “s’. Let students read and think “Why add “s”?Show more words on the blackboard and ask students to say out their plural. Teacher says :most countable nouns add “s”to change them into plural. What aboutanother countable nouns? Let students look at the table on page 73 and have a discussion in groups of 4. Ask : How to change them into plural forms? Get the students to find the rulesPresent : write the rules of forming the plural forms of countable. Ask students read the table on page120. Pay attention to “s” and “es” pronunciation ,let students read after the teacher.Step2 .ExerciseGive some countable nouns for the students to change them into the plural forms. Step3.Presentation1. Show a bottle of water , and ask :What is it? It’s water. But can we say it’a water?Ss answer “No”. T: Because water is uncountable noun. Write “water” on the blackboard.T: Now, can you tell me some more uncountable nouns? Ss answer .Write “ juice rice tea meat milk chicken bread” on the blackboard, let students read.2. Show two bottles of water to the students and ask students :Can we say two waters ? S: No , why? What can we say about it ?Get the students to look at the pictures on the page74 and find the method of describing.3.Show some uncountable things for the students to describe ,and teach the new words: Packet salt tea kilo carton4. Get the students to find more uncountable things in groups.T: When we talk about the amount of the uncountable nouns, we can use nouns before them.Step4: PracticeGet the students to ask and answer with the pictures on tpage74 like this; Complete the dialogue on page74, practice in pairs. Divide all the students into groups to read the dialogue.Get the students to make up similar dialogue with nouns in them.Step5: Homework。