新目标七年级英语下册uni6全单元学案

新目标七年级英语下册全册Unit 6英文教案Unit6:It'sraining!LanguagegoalsInthisunitstudentslearntotalkabouttheweatherandtalk aboutwhatpeoplearedoing.Newlanguagewhatareyoudoing?I'mwatchingTVwhat'shedoing?He'splayingbasketball.what'sshedoing?She'scooking.whataretheydoing?They'restudying.How'stheweather?It'sraining.SectionAwritethequestion.whatareyoudoing?ontheboard.Readthe questionandasktheclasstorepeatit.Thenactoutanactivi tystudentsarealreadyfamiliarwith,pointtothequestion andhavestudentsrepeatit.Answerthequestionusingtheta rgetlanguage.Forexample,youmightpretendtobereadingabook,playingsoccer,playingtheguitarorwritingyourname.whentheclas sasks,whatareyoudoing?,youanswer,I'mreadingabook,an dsoforth.aThisactivityintroducesthekeyvocabulary.Focusattentiononthecitiesinthepicture.Ask,whatsthew eatherlikehere?Iftheycan'tanswer,supplythewordandas ktheclasstorepeatit.Sayasentenceortwoabouteachkindo fweather.Forexample,It'sraining.Isitrainingheretoda y?Pointoutthenumberedlistofwords.Sayeachoneandaskstud entstorepeatthewordsagain.Thenaskstudentstomatcheachwordwithoneofthecitiesint hepicture.Say,writetheletterofeachcitynexttooneofth eivords.Pointoutthesampleanswer.checktheanswers.b Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Playtherecordingthefirsttime.Studentsonlylisten.Say ,youwillhearfourdifferentconversations.Eachoneisabo uttheweatherinadifferentcity.Pointtoeachcityinthepi ctureasitcomesuponthetape.Playtherecordingasecondtime.Askstudentstowritethena meofthecityinthepictureofitsweather.Say,Thefirstone hasbeendoneforyou.Beijingiswritteninthepictureofsun nyweather.ItissunnyinBeijing.correcttheanswers.cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Pointouttheexampleconversation.Asktwostudentstoread thedialoguetotheclass.Say,Nowworkwithapartner.makeyourownconversationsabo uttheweatherinthesefiveplaces.Asthepairstalk,movearoundtheroommonitoringtheirwork.offerlanguageorpronunciationsupportasneeded.Askseveralpairstopresenttheirconversationstotheclas s.2aThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation.Pointtothefourpictures.Askstudentstotellwhateachper sonisdoingineachpicture.Forexample,Thisboyistalking onthephone.Thismanisplayingbasketball.Supplyvocabul arywordsasneeded.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistime,askstudentstol istentotherecordingandnumberthepictures1through4tos howwhateachpersonisdoing.correcttheanswers.2bThisactivityprovideslisteningpracticeusingthetarget language.Pointoutthelistofnamesandthelistofactivities.Askadi fferentstudenttoreadeachlisttotheclass.Say,NowIwillplaytherecordingagain.Thistime,pleasema tcheachnamewithanactivity.writetheletterofanactivit yinfrontofeachname.Pointoutthesampleanswerfornumber 1.Playtherecordingandhavestudentsfillintherestofthean swers.,correcttheanswers.2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.callattentiontothefourpeopleinthepictureinactivity2 a.Askstudentstosaysomethingabouteachperson.Guidestu dentstousethewordsandphrasesplayingbasketball,cooki ng,ivatchingTV,andplayingcomputergames.Pointoutthesampleconversationinthespeechbubblesandh aveapairofstudentsreadittotheclass.Say,Nowpleaseworkwithapartner.makeconversationslike thisone.TalkaboutthepeopleintheIpictures.Asstudentsworkinpairs,movearoundtheroommonitoringpr ogressandofferingassistance,ifneeded.Asksomepairstopresenttheirconversationstotheclass.3aThisactivityintroducesmorekeyvocabulary.callattentiontothefaces.Askstudentstopointtoanddesc ribeeachfaceusingwhatevervocabularytheycan.Helpstud entstoidentifyhoweachpersonisfeeling.Forexample,askastudent.Lookatthisface.Isithappy?Isitunhappy?Thenpointtothefourwords.Saythewordsandaskstudentsto eyourtoneofvoiceandfacialexpression storeinforcethemeaningofeach.Addyourownsimpleexplan ationsofwhateachonemeans.Forexample:Notbad.Thismean ssomethingisnotverygood,butit'salsonotverybad.It'si nthemiddle.Afterthat,askstudentstomatcheachnumberedphrasewitha facebywritingtheletterofeachfaceintheblankinfrontof thecorrectphrase.Asstudentswork,movearoundtherooman sweringquestionsasneeded.checktheanswers.3bThisactivityprovidesoralpracticeusingthetargetlangu age.Pointouttheconversationinthelargepictureandasktwost udentstoreadittotheclass.AskstudentstoexplainwhatHow'sitgoing?means.Askstudentstopracticetheconversationinpairs.movearo undtheroommonitoringtheirprogress.Thencallattentiontotheexampleinthesmallspeechbubble s.Havetwostudentsreadittotheclass.Say,Nowwe'llchangesomeofthewordsandmakeourownconver sations.wecanuseourownnames.wecangivetrueanswersorw ecanmakeupanswers.Askpairsofstudentstomakeuptheirownconversations.mov earoundtheroomofferinglanguagesupportasneeded.Asksomepairstopresenttheirconversationstotheclass.4. Thisgameprovidesoralpracticeusingthetargetlanguage.Say,Nowlet'sworkinpairsagain.onestudentlooksatthepi ctureonpage85andtheotherlooksatthepictureonpage87.Pleasedon'tlookatyourpartner'spicture.Say,Eachpicturehasthesamepeopleinit,buttheyaredoing differentthings.Taketurnstalkingaboutwhatthepeoplea redoinginyourpicture.IfIamstudentA,Iwillsay.Inmypic tureitissunny.GuideoneofthestudentsBstorespond.Inmy pictureitisraining.Asstudentswork,movearoundtheroom,monitoringprogress andofferingassistanceasneeded.SectionBNewlanguagemorewordsusedtodescribeweather:cold,hot,cool,warm,h umidAdditionalmaterialstobringtoclass:weathermapfromanEnglishlanguagenewspaperaThisactivityintroducesmorekeyvocabulary.Focusattentiononthefivepictures.Askstudentstotellwh attheweatherislikeineachplace,iftheycan.Ifnot,supplythewordandasktheclasstorepeatit.Sayasentenceortwoa bouteachkindofweather.It'scoldinthispicture.Isitcol dheretoday?Pointoutthenumberedlistofwords.Sayeachoneandaskstud entstorepeatthewordsagain.Thenaskstudentstomatcheachwordwithoneofthepictures. Say,writetheletterofeachpicturenexttooneofthewords. Pointoutthesampleanswer.checktheanswers.bThisactivityprovidesoralpracticeusingthetargetlangu age.callattentiontotheexampleinthespeechbubbles.Readthe conversationwithastudent.Askstudentstoworkinpairs.Havestudentsaskandanswerqu estionsabouttheweatherinthepicturesinactivityla.2aThisactivityprovideslisteningandwritingpracticeusin gthetargetlanguage.Readtheheadingsonthecharttotheclass.Pointouttheansw erblanks.Say,ListentothisconversationbetweenSamandmaria.List encarefullytotheirquestionsandanswers.Playthetapethefirsttime.Studentsonlylisten.Playthet apeagainandhavestudentswritetheiranswers.Playthetapeagainandhavestudentswritetheiranswers.Sa y,Thistime,pleasewritetheanswersmariaandSamgivetoth equestion"How'sitgoing?"youmaywishtoplaythetapemore thanonceatthispoint.correcttheanswers.2bThisactivityprovidesmorelisteningandwritingpractice usingthetargetlanguage.Pointtoandreadthesecondtwoheadingsonthechart:whatar eyoudoing?How'stheweather?Askstudentstolistentotherecordingagainandwritethean swerstothesetwoquestionsintheblanksinthechart.Playtherecording.Studentsfillintheblanks.correcttheanswers.2cThisactivityprovidesguidedlisteningandspeakingIprac ticeusingthetargetlanguage.Pointouttheexampleinthespeechbubbles.Asktwostudents toreadittotheclass.Pointoutthethreequestionsin2a.Askindividualstudents eachquestionandrepeattheiranswers.Acceptanyreasonab leanswers.Say,Nowworkwithapartner.makeyourownconversations.St udentAismaria.StudentBisSam.Atheytalk,movearoundtheroommonitoringtheirwork.offerlanguagesupportasneede d.3aThisactivityprovidesreadingpracticeusingthetarget language.callattentiontothespeechbubbleandthepicture.Askstud entstosaywherethereporteris.Askthemtotellwhattheykn owaboutEgypt.Readthespeechbubbletotheclass,oraskastudenttodoso.A edrawingsonthebo ardand/ortranslationtoclarifythemeaningsofanynewvoc abularywords.Askstudentstoworkalone.Say,Underlinethewordsinthesp eechbubblethatsaywhatpeoplearedoing.Thencirclethewo rdsthatdescribetheweather.Twoexamplesaredoneforyou.3bThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage.DrawattentiontothepicturesofFranceandthedescription below.Readthedescriptiontotheclassoraskastudenttodo so.Saythewordblankeachtimeyoucometoablankline.Answeranyquestionsstudentsmayhaveaboutthenewwords.U sedrawingsontheboardand/ortranslationtoclarifytheme aningsofanynewvocabularywords.Askstudentstoworkalone.Havestudentsfillintheblanks. Pointoutthesampleanswerandreadthatsentence.correcttheanswers.3cThisactivityprovideswritingpracticeusingthetarget language.Askoneortwostudentstodescribetheweatherintheirhomet own,andtosaywhatoutdooractivitiespeoplethereliketod o.Askstudentstoworkalone.Astheywork,movearoundtheclassmonitoringprogressandofferinghelpasnecessary.Provi dethestudentswithanynewvocabularytheyneed,orencoura gethemtouseadictionary.Askseveralstudentstoreadtheirreportstotheclass.4Thissurveyprovideslistening,speaking,andwritingprac ticeusingthetargetlanguage.callattentiontothedialogueinthespeechbubbles.Asktwo studentstoreadittotheclass.Askotherstudents,whatdoy oudowhenit'sraining?Substituteanothertypeofweatherfor"raining"andaskoth erstudentswhattheydo.Acceptallreasonableanswersandw riteeachoneontheboard.Introducetheuseofpresenttenseinbothhalvesofanswerss uchas,whenit'ssunny,Igotothebeach.Nowaskstudentstointerviewtheirclassmates.Askeachstu denttochooseonetypeofweatherandaskasmanyclassmatesaspossiblewhattheydointhatkindofweather.Remindstuden tstowritedowntheanswers.Askseveralstudentstoreadtheirquestionsandanswerstot heclass.writeanynewvocabularyitemsontheboardanddisc ussthesewords.Studentsmaywishtocopysomeofthewordson totheirnotebooks.Alternative:Ifyoudonotwantstudentstogetupandwalkaro undtheclassroom,thenaskthemtodothisactivityingroups offour.。

英语：Unit 6教案（人教新目标七年级下）Language goals:●In this unit students learn to talk about the weather and what people are doing.New languages:●What are you doing? I’m watching TV.●How’s the weather? /What’s the weather like today?●It’s windy/ rainy/ sunny /cloudy./ It’s snowing.●How is it going? It’s great! /Not bed./ Terrible./ Pretty good.Difficult points:1. Listening to people talking about the weather and activities they are doing.2. Read about a report about what people are doing.Describe the weather, describe what people are doing.3. Present progressive tense.How +ingYes / No questions and short answers.Teaching aids:● A tape recorder●Some picturesTeaching periods:●Period 1: Section A 1a, 1b, 1c●Period 2: Section A 2a, 2b, 2c●Period 3: Section A 3a, 3b, 4●Period 4: Section B 1a, 1b, 2a, 2b, 2c●Period 5: Section B 3a, 3b, 3c, 4●Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:—How’s the weather in Beijing?—It’s sunny.3. Enable the students to talk about the weather.4. Help the student learn how to talk about the weather.Teaching procedures:Step 1. Warming upTalk about the weather.Show the students to the students one by one and let them say, and then write down the new words.Step 2. Talking about the picture (1a)Ask the students to talk about the weatherSay, Can you find two boys in the picture/ What are they doing?Ask the students to read the numbered words and match them with the right pictures.Check the answers.Step 3 Listening (1b)Listen and write.Play the recording. Ask the students to repeat these city names after the recording.Then ask the students to listen to the recording again and write the city names in the box.Listen and repeat.Play the tape again and ask the students to read the conversations after the recording.The students in the first row read after Tom in the recording, the rest “Peter”.Go on practicing in other ways.Step 4. Pair work (1c)Ask the students to tell how the weather is in each picture.Say: Great! Now you can look at the pictures and tell me the weather in each city.For example:In picture a. it’s in Toronto. It’s raining.Or ask the students to do Exercise One in the workbook.HomeworkAsk the students to do the following:1. Learn the words in this unit by heart.2. Please listen to the weather report on TV at seven thirty in the evening.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:How’s the weather? It’s raining.What are you doing? I’m watching TV.What’s she doing? She is playing basketball.3. Enable the students to talk about the weather and the activities that people are doing.4. Help the student learn how to talk about the weather and the activities that people are doing.Teaching procedures:Step 1. RevisionTalk about the students about the weather.Ask as many students the similar questions as possible and write the words about weather on the blackboard.Then ask the students to read them repeatedly.Step 2. Free talk and lead-inShow the following pictures. Talk with the students about the weather and the activities that people are doing.Say: Please look at the pictures and answer the following questions.Show or draw the pictures on the blackboard, and let the students practice more.Step 3. Listening (2a, 2b)Ask the students to listen to the recording and number the pictures according to the tape.Ask the students to listen again and match the names with the activities.Ask the students to listen to and repeat the conversation after the recording.Step 4. Pair work(2c)Substitution drills: Ask the students to make conversations in pairs.Show the following. Ask the students to ask and answer in pairs about the people.Step 5.GrammarAsk the students to read the sentences in the grammar box.Help the students sum up how to add-ing to verbs.Homework1. Ask the students to make a dialogue in pairs after class.2. Ask the students to do exercise 4 in workbook.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:How’s it going?Great! / Not bad.3. Enable the students to talk about feelings about different things.4. Help the students learn how to talk about feelings about different things.Teaching procedures:Step 1. RevisionTalk about the weather and activities.Show the pictures.Give the students more changes to practice.Then check the answers.Step 2. Lead-inSay, Look at the picture. How’s the weather in the picture?Show the picture.Help the students express their feelings with the words: great, terrible, good, pretty, good, not badStep 3. Reading and speaking (3a, 3b)Talk about the feelings.Say, Good, We know in different weather, people have different feelings. Now look at these faces. Suppose these are your feelings in different weather.How is it going in each picture?Writer down the words below each picture and read them.Match the words and the faces in the box.Ask the students to make conversations.HomeworkAsk the students to do the following:1. Write something about the weather and make some sentences with the Presents Continuous Tense.2. Prepare the new words in Section B.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Hi, how’s it going?Hello, great! What are you doing?3. Enable the students to describe the weather and what people are doing.4. Help the students learn how to describe the weather and what people are doing.Teaching procedures:Step 1. Revision and lead-inSay, it’s a new day. How is it going?What’s the weather like?/ How is the weather today?What are your parents doing?Look at the pictures and discuss the weather.Help the students to say.Write the following words on the blackboard and teach to read.Step 2. Reading and writing (1a, 1b)Ask and answerAsk the students to match the words with the pictures.Check the answers by asking the students to read the letters and words.Ask the students to read the dialogue in 1b. And then practice it in pairs.Step 3. Listening (2a, 2b)Ask the students to listen to the conversation between Sam and Maria.Say: Now listen to the conversation between Sam and Maria. Please write the answers to the questions “How’s it going?”Play the recording and then check the answers.Ask the students to repeat after the recording line by line and try to write them down.Step 4. Pair work(2c)Substitution drills.Say: You can make a dialogue using the following patterns.Role play.Say: Next, work in pairs and role play the conversation. You can use the information in the chart in 2a and 2b. First read the questions words please.HomeworkAfter class, please make dialogues with your friend or classmates talking about the weather and the activities that you are doing. And do EX 5 and 6 in the workbook.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Thank you for joining CCTV’s Around the World show.Some are taking photos. Others are lying on the beach.3. Enable the students to write some words for describing the weather and the activities that peop0le are doing.4. Help the students learn how to write some words for describing the weather and the activities that people are doing.Teaching procedures:Step 1. Revision and lea-inFirst check the homework.Say: Hello, everyone! Very nice to see you. How is the weather today?How is it going? What are you doing now?Step 2. Reading (3a)Read the report, and then answer the questions.Show the following questions.Read the report again and underline the things that people are doing. Circle the words that describe the weather.Ask the students to find out the main words and sentences.Ask the students to read the sentences and phrases. Then make some sentences.Step 3.WritingSay: Great! Now please write a report according to the following picture: You can use the following words: Thanks for, some…others…, clean the windows, have a goodtimeStep 4. Reading and writing (3b)Let the students read the pictures in 3b and discuss the pictures.Say: Now read the pictures in 3b and answer my questions. Look at the first picture, how is the weather?Where are they? What are they doing?Let the students read the passage and fill in the forms.Check the answers by asking the students to read the completed passage.Step 5.Writing(3c)Talk about your hometown.Writing.Say: Now suppose you are working for CCTV’s Around World show. Please write something about the weather and the activities that the people are doing in your hometown.HomeworkWrite a letter to your pen pal and tell him or her about the weather in your hometownWords: spring, warm, short, summer, hot, rain, swimming. Autumn, cool, dry, work with the farmers, winter, cold, windyPeriod 6Teaching aims:1. Teach vocabulary words.2. Enable the students to learn to write something about the weather and the different activities in different places.3. Help the students learn how to write something about the weather and the different activities in different places.Teaching procedures:Step 1. RevisionFirst check the homework. Then let one students have a report about the weather and the activities thatpeople do in the different weather.Step 2.Vocabulary (1, 2)Check the words.Say: We have learned some new words describing the weather. How many words about weather do you know? Please think of it over and tell me! V ocabulary—BuilderFind the different words from the others.Check some verbs.Step 3.Making an interview (3)Substitution drills. Ask the students to interview a few partners, write something about the weather and what they are doing.Suppose you are from CCTV’S Around World show. You are interviewing the people.Look at the pictures in 3. Please ask and answer in pairs.Step 4. Just for funAsk the students to read the cartoon by themselves. Lead the students to say that the white bear is making a telephone to a polar bear. They are talking about the weather and the activities that they are doing.Say, what can you see in the pictures? What is surprising about the cartoon? Now read the cartoon and find out: What can we know about this cartoon?HomeworkAsk the students to summarize what they have learned in the unit and finish the exercises in the workbook.。

新目标七年级下册英语Unit 6教学设计教学目标设计：1、基础性目标：谈论天气和正在发生的事情。

2、发展性目标：使用赏识策略培养学生合作意识和交际水平。

学情分析：学生对天气感兴趣, 愿意与同学谈论天气情况和想了解亲人和朋友在干什么。

教材分析：A、本课的知识点： 1、sunny; windy; cloudy; raining; snowing; hot; cold; humid; warm, cool 2、 How’s the weather? It’s raining. /What’s she（he） doing? She (He) is cooking. /What are they (you) doing? They (You) are watching TV.B、新旧知识的链接和使用由在Unit 5 I’ m watching TV. 重点就是学习现在实行时。

所以本课现在实行时是进一步巩固和使用。

并通过正在画太阳或云以此能够引出天气的学习。

T： Look at the pictures. Let’s play a guessing game and guess what he or she is doing. Let’s see who is clever? What are they doing? S： They are playing the drum (reading, talking, walking) T： They are walking. What are you doing? S：I’m reading (singing, eating, running…) (Do actions while speaking.) T： Here are two of my photos. In the first photo,I’m drinking. In the second photo, my friends are dancing. Can you say anything about yours? (Ask students to introduce their photos)Step 3： While—task 1T： Look. What am I doing? I’m drawing. What am I drawing? I’m drawing a cloud. Can you see clouds in the sky? S： Yes, I can. T： How is the weather? It’s cloudy. Look at the pictures. How is the weather? It’s sunny (windy, raining, snowing). (Work in pairs. Ask and answer questions about weather.)Step 4 While—task 2T： Look at the picture. How is the weather? It’s sunny, so it’s hot. How is the weather? It’s windy, so it’s cool. ) How is the weather? It’s cloudy, so it’s warm. How is the weather? It’s raining, so it’s humid. How is the weather? It’s snowing, so it’s cold. T：Let’s play a guessing game like Lucky 52. One acts, one guesses.Step 5 While—task 3T： Do you know which cities are they? They are Beijing, Shanghai, Toronto, Moscow , Boston. How is the weather in Beijing or other cities? Look at the weather map, please give a weather reporter like a weatherman. (Practicing by themselves, then letstudents give a weather report. )Step 6 Post—taskT： I have a pen pal in Toronto. I’m calling him now. (Have a conversation talking the weather and what he is doing. ) (Work in pairs and make up a conversation) T： No matter how the weather is , we are still happy. Let’s sing the song together in Rabbit Dance tune. Raining, raining, it’s raining. Windy, windy, it’s windy.How is the weather? How is the weather? T：At last, send you a sentence ： Storms make trees take deeper roots. That’s all.Step 7 Homework1. Remembering the words and sentences by your heart.2. Make up a conversation between you and your pen pal, talking about the weather and the events that you are doing.设计意图：通过单元内容的整合，让课程面向学生生活世界。

人教版新目标七年级英语下册 Unit 6 教案一. 教材分析人教版新目标七年级英语下册Unit 6主要讲述了关于日常生活中的食物、饮料和饮食健康的内容。

通过本单元的学习，学生能够掌握关于食物和饮料的词汇，以及表达自己喜好和饮食健康的相关句型。

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掌握了基本的英语语法和单词，具备一定的听说读写能力。

但部分学生对英语的学习兴趣不足，学习积极性有待提高。

此外，学生的英语水平参差不齐，教学过程中需要关注全体学生，尽量让每个学生都能参与到课堂活动中来。

三. 教学目标1.知识目标：学生能够掌握关于食物和饮料的词汇，了解日常饮食的健康知识。

2.能力目标：学生能够用英语进行简单的日常交流，表达自己的喜好和需求。

3.情感目标：培养学生养成良好的饮食习惯，关注身体健康。

四. 教学重难点1.重点：学生能够掌握关于食物和饮料的词汇，并用英语进行简单描述。

2.难点：学生能够运用所学知识，进行日常交流，表达自己的喜好和需求。

五. 教学方法1.任务型教学法：通过设置各种真实的任务，让学生在完成任务的过程中运用英语，提高语言运用能力。

2.情境教学法：创设日常生活中的情境，让学生在情境中学习英语，增强学习兴趣。

3.互动式教学法：鼓励学生积极参与课堂活动，进行小组合作学习，提高课堂氛围。

六. 教学准备1.准备食物和饮料的图片、实物等教学资源。

2.设计相关的情景对话和任务型活动。

3.准备课堂用语和教学PPT。

七. 教学过程1.导入（5分钟）利用图片和实物，引导学生谈论他们喜欢吃的食物和饮料。

激发学生的学习兴趣，导入新课。

2.呈现（10分钟）展示食物和饮料的图片，引导学生用英语进行描述。

呈现相关词汇和句型，让学生跟读并模仿。

3.操练（15分钟）设置情境对话，让学生分组进行角色扮演。

鼓励学生大胆开口，提高口语表达能力。

4.巩固（10分钟）设计任务型活动，让学生分组讨论日常饮食的健康知识。

七年级英语下册 Unit 6 I’m watching TVPeriod 1 Section A 1a-1c【学习目标】1.学习使用1a中的动词短语.2.学习现在进行时态.3.学会运用常用的动词短语，谈论人们正在做什么.【学习过程】一、预习指导与检测（一）预习指导：A.预习P25生词 ,做到会读知意.B.复习已学过的动词短语.做作业吃午饭在打电话看电视听音乐打篮球C.知识点拨：1.现在进行时表示现在（说话瞬间）正在发生或正在进行的动作或者是某种状态，也可表示当前一段时间内的活动或现阶段正在进行的动作。

其结构是由助动词be（am,is,are）+v-ing形式构成的。

2.eg --What are you doing?--I’m doing homework.3.仔细观察，检查下列动词的现在分词是否正确，并总结动词ing形式变化语法归类。

do -- doing go -- going read -- readingwatch -- watchingread -- reading eat -- eating clean -- cleaninghave -- havingwrite -- writng dance -- dancing run -- runningswim -- swimmingdie -- dying（死 lie –lying（撒谎） tie –tying (系、捆)1.2.3.4.（二）预习检测：完成1a并翻译其中短语1. doing homework2.watching TV3.cleaning4. eating dinner5.reading6.talking on thephone二、课堂互动探究1.Pairwork: 使用句型What are you doing? I’m…谈论正在进行的动作。

2.得分小能手：看谁能用现在进行时态造句，并造的又多又准确，注意动词ing的结构哟。

人教版新目标七年级英语下册 Unit 6 教学设计一. 教材分析人教版新目标七年级英语下册Unit 6主要围绕一般现在时展开，介绍了日常生活中的常见动词短语和一般现在时的构成。

本单元的主题是日常生活，通过学习本单元，学生能够掌握一般现在时的基本用法，正确运用一般现在时描述自己的日常生活。

教材中包含了丰富的语言材料，图文并茂，有利于激发学生的学习兴趣。

二. 学情分析七年级的学生已经掌握了基本的英语语法知识，具备一定的听说读写能力。

但部分学生在语言表达方面还存在一定的困难，特别是在运用一般现在时进行描述时容易出错。

因此，在教学过程中，需要关注学生的个体差异，针对不同学生的学习需求进行有针对性的指导。

三. 教学目标1.知识目标：学生能够掌握一般现在时的构成和基本用法，正确运用一般现在时描述自己的日常生活。

2.能力目标：学生能够在实际语境中运用一般现在时进行交流，提高英语表达能力。

3.情感目标：通过本单元的学习，学生能够增强对英语学习的兴趣，提高自信心。

四. 教学重难点1.教学重点：一般现在时的构成和基本用法。

2.教学难点：一般现在时的运用和学生在实际语境中的语言表达。

五. 教学方法采用任务型教学法，通过创设真实语境，引导学生参与课堂活动，提高学生的语言实践能力。

同时，运用小组合作学习法，鼓励学生互相交流、讨论，培养学生的团队协作精神。

六. 教学准备1.教师准备：提前备课，熟悉教学内容，设计教学活动。

2.学生准备：预习本单元内容，了解一般现在时的基本用法。

3.教学资源：多媒体课件、图片、视频等。

七. 教学过程1.导入（5分钟）教师通过展示日常生活场景的图片，引导学生谈论自己的日常生活，为新课的学习营造轻松的氛围。

2.呈现（10分钟）教师通过PPT展示一般现在时的构成和基本用法，让学生初步感知一般现在时的概念。

3.操练（15分钟）教师设计一系列听力、口语活动，让学生在实际语境中运用一般现在时进行表达。

如：听力练习、角色扮演等。

新目标七年级英语下册全册Unit 6英文教案Unit 6: Its raining!Language goalsIn this unit students learn to talk about the weather and talk about what people are doing.New languageWhat are you doing? Im watching TVWhats he doing? Hes playing basketball.Whats she doing? Shes cooking.What are they doing? Theyre studying.Hows the weather? Its raining.Section AWrite the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language.For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,Im reading a book, and so forth.1 a This activity introduces the key vocabulary.Focus attention on the cities in the picture. Ask, What s the weather like here? If they cant answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, Its raining.Is it raining here today?Point out the numbered list of words. Say each one and ask students to repeat the words again.Then ask students to match each word with one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been done for you. Beijing is written in the picture of sunny weather. It is sunny in Beijing.Correct the answers.1 c This activity provides guided oral practice using the target language.Point out the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Make your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the class.2a This activity gives students practice in understanding the target language in spoken conversation.Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b This activity provides listening practice using the target language.Point out the list of names and the list of activities.Ask a different student to read each list to the class.Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.Play the recording and have students fill in the rest of the answers. ,Correct the answers.2c This activity provides guided oral practice using the target language.Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move around the room monitoring progress and offering assistance, if needed.Ask some pairs to present their conversations to the class.3a This activity introduces more key vocabulary.Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy?Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations of what each one means.For example: Not bad. This means something is not very good, but its also not very bad. Its in the middle.questions as needed.Check the answers.3b This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what Hows it going? means. (It is similar to How are you? or How is everything?)Ask students to practice the conversation in pairs.Move around the room monitoring their progress.Then call attention to the example in the small speech bubbles. Have two students read it to the class.Say, Now well change some of the words and make our own conversations. We can use our own names. We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.Ask some pairs to present their conversations to the class.4. This game provides oral practice using the target language.Say,Now lets work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please dont look at your part ners picture.Say, Each picture has the same people in it, but they are doing different things. Take turns talking about what the people are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond. In my picture it is raining.As students work, move around the room, monitoring progress and offering assistance as needed.Section BNew languageMore words used to describe weather:cold, hot, cool, warm, humidAdditional materials to bring to class:weather map from an English language newspaper1 a This activity introduces more key vocabulary.Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the word and ask the class to repeat it. Say a sentence or two about each kind of weather. Its cold in this picture. Is it cold here today?Point out the numbered list of words. Say each one and ask students to repeat the words again.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides oral practice using the target language.Call attention to the example in the speech bubbles.Read the conversation with a student.Ask students to work in pairs. Have students ask and answer questions about the weather in the pictures in activity la.2a This activity provides listening and writing practice using the target language.Read the headings on the chart to the class. Point out the answer blanks.Say, Listen to this conversation between Sam and Maria. Listen carefully to their questions and answers.Play the tape the first time. Students only listen. Play the tape again and have students write their answers.Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to the question "Hows it going?"You may wish to play the tape more than once at this point.Correct the answers.2b This activity provides more listening and writing practice using the target language.Point to and read the second two headings on the chart: What are you doing? Hows the weather?Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.Play the recording. Students fill in the blanks.Correct the answers.2c This activity provides guided listening and speaking I practice using the target language.Point out the example in the speech bubbles. Ask two students to read it to the class.Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers.Say, Now work with a partner. Make your own conversations. Student A is Maria. Student B is Sam. Athey talk, move around the room monitoring their work.Offer language support as needed.3a This activity provides reading practice using the target language.Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about Egypt.Read the speech bubble to the class, or ask a student to do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather. Two examples are done for you.3b This activity provides reading and writing practice using the target language.Answer any questions students may have about the new words. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.Ask students to work alone. Have students fill in the blanks. Point out the sample answer and read that sentence.Correct the answers.3c This activity provides writing practice using the targetlanguage.Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do (e.g. playing football, flying kites, fishing).Ask students to work alone. As they work, move around the class monitoring progress and offering help as necessary. Provide the students with any new vocabulary theyneed (e.g. for describing activities), or encourage them to use a dictionary.Ask several students to read their reports to the class.4 This survey provides listening, speaking, and writing practice using the target language.Call attention to the dialogue in the speech bubbles.Ask two students to read it to the class. Ask other students,What do you do when its raining?Substitute another type of weather for "raining" and ask other students what they do. Accept all reasonable answers and write each one on the board.Introduce the use of present tense in both halves of answers such as, When its sunny, I go to the beach.(See grammar note.)Now ask students to interview their classmates. Ask each student to choose one type of weather and ask as many classmates as possible what they do in that kind of weather. Remind students to write down the answers.Ask several students to read their questions and answers to the class. Write any new vocabulary items on the board and discuss these words. Students may wish to copy some of the words onto their notebooks.Alternative: If you do not want students to get up and walk around the classroom, then ask them to do this activity in groups of four.。

七年级英语学案班级：姓名：学案编号：学习目标：1、重点单词up(adv.) 向上dress(v.&n.)穿衣服；连衣裙brush(v.&n.)刷净；刷子, tooth(n.)牙齿, shower(n.&v.)淋浴, usually(adv.)通常地, forty(num.)四十, never(adv.)从不, early(adv.&adj.)早〔的〕, fifty(num.)五十, job(n.)工作;职业, work(v.&n.)工作, station(n.)电台；车站, o’clock……点钟, night(n.)晚上, funny滑稽好笑的, exercise(v.&n.)锻炼；练习2、重点词组get up起床get dressed 穿衣服take a shower淋浴radio station播送电台3、重点句式〔1〕---What time do you usually take a shower? 你通常什么时间洗澡？---I usually take a shower at six forty.我通常6:40洗澡。

〔2〕From twelve o’clock at night to six o’clock in the morning.从晚上12点到早上6点。

〔3〕That’s a funny time for breakfast.这个时间吃早餐真有趣。

〔4〕I’m never late for w ork.我上班从不迟到。

重点难点：(1) 时间的提问和答复；(2) 关于日常生活的动词短语；(3)频度副词的使用。

导学设计：1. What time do you usually take a shower, Rick? 瑞克，你通常几点钟洗澡？【归纳】What time 用来询问“〞，询问的时间比拟准确，答复what time引导的问句必须说出，而when所表示的时间范围要比what time大，因此答复when引导的问句不必说出具体时刻，如：— What time do you get up? 你几点起床？— At 6:30.六点半。