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七年级英语上学期Unit 6教案第六课时Teaching Plan for Integrated SkillsObjectives:1, To listen to a description and identify specific details.2, To listen to a narrative focusing on adverbs for general understanding.3, To make inferences from pictures and keywords.4, To listen for specific meaning and respond by completing part of the story.5, To ask questions about materials fluently.6, To describe materials.Teaching Procedures:1, Greetings.2, Review the main items of the last lesson.3, Talk to the students about their favorite piece of clothing. Ask questions about how that piece of clothing was made and how it might feel. Tell them a story about one of your favorite clothing items.4, Ask students to look at the different parts of the trainer in Part A1. Play the tape, have students label the parts of the trainer. Divide students into pairs and ask them to compare their answers: 1, tongue 2, stripes 3, shoelace 4, sole5, Ask students to read Part A2 individually. Identify any words they do not know. Check the meaning of the word “sew”.Play Part A2 of the recording. Have students compare their answers in pairs and then check for the correct sequence of sentences.Answers: 3 1 4 6 5 26, Ask students to do Part A3 individually as a quick revision activity. Check answers.Answers:chose, came, cost, finished, gave, looked, stayed, took7, Tell students to read the second part of the story (Part4). Then play the recording and have students complete the story by listening for the verbs. The tell students to read the story to each other.8, Ask the students to do the task in Part B.9, Present the conversation line by line focusing on intonation and the linking of words.10, Ask more students to add any materials they know to make up the conversations.Show them a sample conversation as the following:A: What is the belt made of?B: It is made of leather.A: What is the dress made of?B: I know. It is made of silk.A: What are these trousers made of?B: They are made of cotton.A: OK. What is the scarf made of?B: Oh, I know that one. It is made of wool.11, Homework: To write a story with the title of “The life of leather shoes”or “The life of T-shirt”...。
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。
七年级英语上学期Unit 6教案
第六课时
Teaching Plan for Integrated Skills
Objectives:
1, To listen to a description and identify specific details.
2, To listen to a narrative focusing on adverbs for general understanding.
3, To make inferences from pictures and keywords.
4, To listen for specific meaning and respond by completing part of the story.
5, To ask questions about materials fluently.
6, To describe materials.
Teaching Procedures:
1, Greetings.
2, Review the main items of the last lesson.
3, Talk to the students about their favorite piece of clothing. Ask questions about how that piece of clothing was made and how it might feel. Tell them a story about one of your favorite clothing items.
4, Ask students to look at the different parts of the trainer in Part A1. Play the tape, have students label the parts of the trainer. Divide students into pairs and ask them to compare their answers: 1, tongue 2, stripes 3, shoelace 4, sole
5, Ask students to read Part A2 individually. Identify any words they do not know. Check the meaning of the word “sew”.
Play Part A2 of the recording. Have students compare their answers in pairs and then check for the correct sequence of sentences.
Answers: 3 1 4 6 5 2
6, Ask students to do Part A3 individually as a quick revision activity. Check answers.
Answers:chose, came, cost, finished, gave, looked, stayed, took
7, Tell students to read the second part of the story (Part4). Then play the recording and have students complete the story by listening for the verbs. The tell students to read the story to each other.
8, Ask the students to do the task in Part B.
9, Present the conversation line by line focusing on intonation and the linking of words.
10, Ask more students to add any materials they know to make up the conversations.
Show them a sample conversation as the following:
A: What is the belt made of?
B: It is made of leather.
A: What is the dress made of?
B: I know. It is made of silk.
A: What are these trousers made of?
B: They are made of cotton.
A: OK. What is the scarf made of?
B: Oh, I know that one. It is made of wool.
11, Homework: To write a story with the title of “The life of leather shoes”or “The life of T-shirt”...。
