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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。
阜南县三塔中学英语组公开课课例设计课题：仁爱七下Unit 6 Topic 1 Section B仁爱七下Unit 6 Topic 1 Section BStep 1 Review 第一步复习（时间：10分钟）1.（此活动的目的是复习"there be"。
在黑板上呈现一张漂亮的图，图的内容是一栋两层的楼，有书房、卧室、厨房、餐厅、客厅、卫生间、花园。
）T: Look at the picture for one minute.Then I'll take it away.You'll say as many sentences as possible about it in two mintues.The winner has the most sentences.（然后把图拿走，要求学生凭着记忆，描述这张图，可以采用竞赛的形式，可以分组竞赛，也可以面对全班以个人为单位竞赛激发学生的学习热情。
）竞赛规则如下：（参赛人只能在规定的两分钟内描述这张图，说对一句，得一分，谁说对的句子多，谁就获胜。
）Example：There's a study on the second floor.There's a garden in front of the house.There are some flowers in the garden.The living room is next to the dining room.2.（利用1a 的挂图，引导学生复习there be ，并引出there be 的复杂形式。
）T: What can you see in the picture?S 1: I can see a sofa.S 2: I can see a family photo and a clock.S 3: I can see a lamp ， a computer and some books.S 4: I can see a desk and a chair.T: What's on the wall?Ss: There's a clock and a family photo.（指导学生回答。
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。
七年级英语集体备课教案板书设计教学反思随堂练习单项选择( ) 1.—Where are my keys, Dad? I can’t find them.—Look! They’re under the table. You must _____ .A.put it awayB.put away itC.put them awayD.put away them( ) 2.Excuse me, can you tell me _____ Xinhua Bookstore?A.the way toB.the wayC.the road toD.the road( ) 3.—Excuse me, may I speak to Linda?—_____A.Sorry, I don’t know you.B.Who are you?C.Is that Linda?D.This is Linda speaking.( ) 4.—Excuse me, _____ is it from here to Zhongshan Park?—It’s about seven kilometers.A.how longB.how oftenC.how farD.how much( ) 5.Listen, one of the _____ singing in Japanese.A.girl isB.girls areC.girl areD.girls is巩固练习根据对话的情景，从方框中选择适当的句子填在画线处，使对话完整通顺。
其中有两项是多余的。
A: Excuse me. 21B: Go down this street, turn right and walk on until you get to the end.22 It’s between the post office and the food shop.A: 23B: It’s about seven kilometers from here.24A: Which bus do I need to take?B: First, you need to take bus No. 651, then you should change to the No.426 bus at Yongding Bridge. 25A: Thank you very much.B: You are welcome!。
《Unit 6 Our local area Topic 1 Section B》Section B needs 1~2 periods. Section B需用1~2课时。
The main activities ar e 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands目标要求1. (1)Learn the names of home items:lamp, clock, table, key, window(2)Learn other new words and phrases:talk about, near, under, in front of, put away, thing, dad, chair,, door2. Go on learning the structure of“There be” and the prepositions of position.What’s on your desk? There is a lamp, a computer, some books and so on.3. Learn to look after one’s own things.Put it away, please.You must look after your things.Ⅱ. Teaching aids 教具录音机/挂图/实物Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:6分钟)复习There be句型, 导入1a。
1. (在黑板上呈现一张漂亮的两层楼挂图, 有书房、卧室、厨房、餐厅、客厅、卫生间、花园，复习There be句型。
)(把图拿走, 要求学生凭着记忆, 描述这张图, 采用竞赛的形式, 可小组竞赛, 也可以个人为单位竞赛, 教师给予奖励, 激发学生的学习热情。
仁爱版英语七年级下册Unit 6 topic 1 section B 教案一. 教材分析本节课是仁爱版英语七年级下册Unit 6 topic 1 section B。
本节课主要讲述了在公园的场景，通过对话展示了如何询问和描述公园里的设施和活动。
本节课的主要语言点是询问和描述公园里的设施和活动，以及如何表达喜好。
二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇，但他们的口语表达能力和听力还有待提高。
此外，他们对公园这个主题可能比较熟悉，但如何用英语描述公园里的设施和活动可能还需要引导。
三. 教学目标1.能够听懂、说出一系列描述公园设施和活动的词汇和句型。
2.能够通过对话询问和描述公园里的设施和活动。
3.能够用英语表达自己对公园活动的喜好。
四. 教学重难点1.重点：掌握描述公园设施和活动的词汇和句型。
2.难点：如何用英语表达自己对公园活动的喜好。
五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实际语境中运用所学知识。
2.交际法：通过模拟公园场景，让学生在实际交际中提高口语表达能力。
六. 教学准备1.教学课件：制作包含公园场景的课件，展示相关词汇和句型。
2.公园地图：准备一张公园地图，用于引导学生描述公园里的设施和活动。
3.录音机和磁带：准备录音机和磁带，播放对话录音。
七. 教学过程1.导入（5分钟）利用课件展示公园的美景，引导学生谈论他们对公园的喜好。
例如：“Do you like parks? Why?”2.呈现（10分钟）展示公园地图，引导学生观察公园里的设施和活动。
然后，展示对话录音，让学生听懂对话内容。
3.操练（15分钟）学生分组，模拟公园场景，用英语进行对话。
教师巡回指导，纠正学生的错误，并给予鼓励。
4.巩固（5分钟）教师选取几组学生的对话，进行展示和评价。
同时，引导学生用英语描述自己喜欢的公园活动。
5.拓展（5分钟）邀请学生分享他们去公园的经历，用英语描述公园里的设施和活动。
Section BI. 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, in front 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。
3.Emotional aims能在学习的同时，热爱自己的生活环境；能够与同伴积极合作，参与课堂活动，大胆实践。
III. The key points and difficult points能够在情景对话中，熟练运用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来谈论房间的物品摆设和方位。
IV. Learning strategies1.能与他人合作，共同完成学习任务；2.能够在英语学习中积极思考；3.能够运用图片、关键词、实物等进行听前预测。
V. Teaching aids录音机、教学挂图、闪卡和黑板VI. Teaching proceduresStep InteractionpatternStudent activity Teacher activityIntroduction (5 minutes) 1.The whole classwork.2.Individualwork.1.Focus their attention onthe teacher.2. Do duty report. Somestudents show pictures ofyour homes and talk aboutthe rooms in them.e.g.This is my home. There isa study on the secondfloor. The bedrooms are1.Get students readyfor learning.2.Help thestudents revise thewords in SectionA and “there be”structure.3.The whole class work. next to the study. There isa bathroom, a living roomand a dinning room on thefirst floor....3.Look at the classroomand try to describe theobjects in the classroom,using “there be” structure.e.g.There is a clock on thewall of the classroom.There is a teacher’s desk inthe front of the classroom....3. Use the objectsnear the studentsto help them revise“there be” structure.Presentation (10 minutes) 1.The wholeclass work.2.The whole classwork and pair1. The whole class answerthe teacher’s questionsand learn “there be”structure.T: What’s on the desk?(Show one book.)Ss: There is a book on it.T: Now, what is on thedesk?(Show two books.)Ss: There are two books....2.Look at the flashcards.Learn some new words,1.Present newpatterns with thehelp of the objectsin the classroom.2.Present newwords with thework.3.Group work. clock, chair, lamp, near,under, behind.Then match the wordswith the pictures in pairs.T: What’s this?Ss: Clock!There is a clock nearthe window.T:And what’s this?Ss:Chair!There is a ball underthe chair.T:The third one, what’sthis?Ss:Lamp!There is a lamp behindthe computer....3.Look at the objects inthe classroom. First, try toask and answer questionsabout the objects, using“there be” structure. Afterthat, try to answer theteacher’s questions about theobjects in the classroom asquickly as you can. Thegroup that can answer themost questions correctlyhelp of theflashcards andcontext.3.Make thestudents go onlearning “there be”structure.4.Individual work.5.Individual work and pair work. will be the winner.T: Is there a clock near thewindow?S: Yes, there is.T: Are there any booksunder Li Mei’s chair?S: No, there aren’t....4.Do 1a. Look at thepicture in 1a. Answer thequestion, “What are therein the study?”Predict theconversation in 1a.5.Do 1a & 1b. Read thestatements in 1b. Thenlisten to 1a and mark Trueor False individually. Afterthat, check the answerswith your partner. Finally,choose the best answersby listening to the tape thesecond time.(1)Where is the sofa? _____A.Near the deskB.Behind the deskC.Near the bed(2)What is on Jane’sdesk? ______4.Make thestudents learn topredict beforelistening by lookingat the picture.5.Play the taperecorder. Checkthe answers.A.A footballB.PensC.A computer(3)What is under the chair? ______A.A clockB.A footballC.A lampConsolidation (10 minutes) The whole classwork and pairwork.Read 1a after the tape.Then practice the conversationin 1a in pairs. Some pairsread out the conversationto the whole class.To be a goodlistener.Practice (10 minutes) 1.Pair work. 1.After practicing theconversation in 1a, makeup a new conversationabout the study, bedroom,living room or otherrooms in your home inpairs. Then practice yournew conversation withyour partner. After that,some pairs act out yourconversation to the wholeclass.e.g.A: Where is your study?B: It is on the second floorof my home.1.Make thestudents practiceexpressions aboutpositions andexistence, roomsin homes, furnitureand home items.2.The whole class work and pair work. A: Is there a computer inyour study?B: Yes, there is. It is on thedesk.A:Are there any flowers inyour study?B:Yes, there are. I likeflowers.A: What’s under the desk?B: There is a football....2.Do 2. Look at thepictures in 2. Answer theteacher’s questions tolearn some new words andphrase, in front of, guitar,window.T: What can you see inPicture 1?Ss: Tree and classroom.T: Yes. We can say, there isa tree in front of theclassroom. What can yousee in Picture 2?Ss:Two students andclassroom.T:Yes. There are twostudents in the front of theclassroom.2.Createsituations topresent the newwords and phrases.Make the studentspractice the “therebe” structure orally.3.Individual work and pair work. What can you see inPicture 3?...Then ask and answerquestions about the otherpictures in 2 in pairs. Afterthat, some pairs act out the conversations.e.g.A:What’s near the window?B: There is a guitar nearthe window.A: Is there a clock nearthe guitar?B: No, there isn’t....3.Do 3. Look at thepictures in 3. Learn thewords and phrases table,key, put away, door, lookafter, thing. Fill in theblanks to complete theconversations individually.Then listen and check theanswers.Practice the conversations inpairs. After that, some pairsact out your conversationsto the whole class.3.Make thestudents practicethe expressions inthis section.Production (10 minutes) Group work. Work in groups. Discusswith your group membersabout what your idealstudy or bedroom is like.Then draw them on thepaper. Show your picturesto the whole class and tryto introduce them to otherstudents.e.g.This is our ideal study.There is a computer on thedesk, of course. There is aguitar on the wall becausewe like playing the guitar.There is a football underthe table. We often playfootball after class....1.Make thestudents use theexpressions about“there be” structurein oral work andwritten work afterlearning.2.Assign thehomework:Review the wordsand practice theconversations in 1awith your partner;Go on writing yourideal room. Thenreport it to theclass next day;Preview Section C.Teaching reflection：在本课中，学生通过听力训练、师生问答、小组合作等活动，结合教学闪卡等教具，学习并反复操练了关于there be的表达法及其提问：“What’s ...?”。
