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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。
初中仁爱七年级英语下册Unit6 Topic1 Section B 教学设计课题：Unit 6 Topic 1 Section B 课型：听说课本课主题属于“人与自我”主题范畴中的“身边的事物与环境”子主题内容，部分涉及子主题学习和生活的自我管理。
一．课本研读What：本课围绕着物品的位置，学习方位介词和介词短语，以及there be句型。
是一篇听说课，通过听和说操练学生对于方位介词和短语的认知和掌握，听对话，完成任务来学习there be句型，重点在于学习there be句型的使用规则。
Why：本课引入冬奥会内容，树立学生荣誉感，增加了学习趣味，培养了学生爱国意识，使学生在学习英语的同时，了解时事，加入了爱国主义情感教育。
其中有一个环节，让学生自己设计自己的梦想之屋，这一环节培养了学生自主创新意识，表现了学生对于生活的热情，对未来的向往。
How：教学内容主要是方位介词及短语，以及there be句型。
开始我设计通过动画和实物来复习方位介词以及引出新的方位介词。
接下来用动画和图片反复操练方位介词。
让学生不光从抽象和具体中感受感知方位介词的意思和用法。
在教授there be句型时，用体育明星来激起学生兴趣，深入感知“就近一致”原则。
由通过听对话，布置任务，从听，说，读，写各个方面加深对此句型的理解掌握。
核心任务体现在以读促写，从输入到输出的过程。
注意在以读促写过程中，需要老师根据学生学习情况进行分层教学指导。
学情分析：本课为听说课，侧重学生听说能力培养。
七年级的学生词汇量比较少，很多不敢张口说，怕出错。
老师应该鼓励学生大胆开口，认真听勇敢说，这样才能为将来的学习打好基础。
学习反思：我上的这节课主要是学习there be句型以及方位介词：in front of，in the front of，near等方位介词词组的用法。
掌握这些短语和句型并不难，但对于基础薄弱的学生来说，如何让他们学得更轻松，更扎实就成为我这节课课堂设计的一个重点。
仁爱版英语七年级下册Unit 6 topic 1 section D 教学设计一. 教材分析仁爱版英语七年级下册Unit 6 topic 1 section D主要讲述了在业余时间人们喜欢做的活动以及不同人对于活动的不同态度。
本节课的主要语言点是运用情态动词can和must来描述人的能力以及必须做某事的情况。
通过本节课的学习，学生能够掌握情态动词can和must的用法，并能够用英语简单地描述自己在业余时间喜欢做的活动以及对于这些活动的态度。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，对于描述日常生活的句子已经有了一定的理解能力。
但是，对于情态动词can和must的用法还不够熟练，需要通过本节课的学习来进一步掌握。
同时，学生对于描述自己和他人的业余活动还比较陌生，需要通过教师的引导和示范来逐步掌握。
三. 教学目标1.知识目标：–能够掌握情态动词can和must的用法。
–能够用英语描述自己在业余时间喜欢做的活动以及对于这些活动的态度。
2.能力目标：–能够听懂并能够运用情态动词can和must来描述人的能力和必须做某事的情况。
–能够在适当的语境中运用所学知识进行日常交流。
3.情感目标：–培养学生的团队协作精神，鼓励学生在课堂上积极参与，展示自我。
–引导学生正确对待自己的业余生活，培养良好的生活习惯。
四. 教学重难点•情态动词can和must的用法。
•用英语描述自己在业余时间喜欢做的活动以及对于这些活动的态度。
•正确运用情态动词can和must来描述人的能力和必须做某事的情况。
•在适当的语境中运用所学知识进行日常交流。
五. 教学方法1.情境教学法：通过设定日常生活的情境，让学生在实际语境中学习并运用情态动词can和must。
2.交际法：通过小组讨论和角色扮演等方式，让学生在实际交流中运用所学知识。
3.任务型教学法：通过完成各种任务，让学生在实践中掌握情态动词can和must的用法。
六. 教学准备1.教学材料：教材、PPT、黑板、粉笔。
U nit 6教学目标1there be 句型There is a small garden in front of my house、There is a lamp, a mirror, a computer and some books on it、There are so many nice books on the shelf、Is there、、、? Yes, there is、/No, there isn’t、Are there any、、、? Yes, there are、/No, there aren’t、How many、、、? There are、、、2Wh- question Wh- 问题What’s on the table? There are some keys on it、Where’s the living room? It’s on the first floor、3表示方位的介词或副词on,in,at,behind,under,in front of,near,across, from,next to,nearTopic 1Section AThe main activities are 1a and 2a、本课重点活动就是1a与2a。
Ⅰ、Teaching aims and demands教学目标1、Learn the rooms in homes:bedroom, kitchen,dining room, living room, bathroom2、(1)Learn the prepositions:in, on, next to, in front of, behind(2)Learn how to use the sentences of “there be”:Is there a computer in your study?Yes, there is、Are there any bedrooms on the first floor?No, there aren ’t 、There are so many nice books on the shelf 、 Ⅱ、 Teaching aids 教具 录音机／挂图Ⅲ、 Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)1、(板书向学生呈现1a 挂图。
) T: I like the nice house 、 Do you have a nice house? S1:Yes, I do 、 S2:No, I don ’t 、 、、、T: Where do you study? S s :I study in the study 、(板书。
向学生解释 )2、(叫几个学生表演在不同地点的动作,如学习、睡觉、洗澡、用餐、煮饭、瞧电视,让 其她学生逐一猜这些动作与地点。
此活动复习Unit 5的现在进行时,同时呈现出表示房 间的名词。
) Example:T: What ’s he ／she doing?S 1: He ／She is watching TV 、 、、、S n : He ／She is studying 、 T: You are right 、 T: Where ’s he ／she?S: He ／She is in the study 、 T: Good 、(教学生读并学习,这就是本课新句型。
) There ’s a study in the house 、(学生指着另一个正在表演动作的同学,叫其她同学猜。
) Example:T: What ’s he ／she doing? S 1: He ／She is cooking 、 S 2: He ／She is reading 、 、、、S n : He ／She is sleeping 、 T: Good 、 Where ’s he ／she? S n : He ／She is in the bedroom 、 (板书划线部分、英汉对照。
)studyv 、 学习n 、 书房(教学生读并学习,这就是本课新句型。
)There are so many nice books on the shelf、(板书,操练上面的句型,引导学生做chain work,连锁操练,要求学生进行快速的、连珠炮似的问答操练。
教师要求一个问,其她同学答,依次顺下去。
)T: Where are the bedrooms?S:They’re on the second floor、(板书划线部分,英汉对照。
)(教师指着图上的卧室问,指导学生答。
)T:What do you do in the bedroom?S:We sleep in it、(教师指着图上的书房。
)T:Where’s the study?S:It’s next to the bedroom、(过渡到下一步。
)Step 2 Presentation 第二步呈现(时间:5分钟)(设置并板书听力任务,让学生带着任务听录音。
)Where’s the bedroom?Where’s the study?Can Michael borrow Harry Potter?(先让学生给出答案,教师最后订正。
)bedroom—second floor—study—next to—books—shelf(将关键词写在黑板上,呈现出1a,同时讲解1a的重要知识点,为下一步学生不瞧课本自由表演打下基础。
)Step 3 Consolidation 第三步巩固(时间:5分钟)1、(老师放录音1a,示范学生跟读,用铅笔标重读与语调。
)T: Follow the tape and draw “up and down”with your pencil like this、2、(老师让学生擦去所标重读与语调,先自读,然后跟录音一起读,逐句核对语音语调。
) T: Rub them clean and now read and check your pronunciation sentence by sentence、Go!3、(人机对话,即学生与录音机对话。
)T: You are Jane、Listen to Micheal and make a dialog with him、或You are Michael、Listen to Jane and make a dialog with her、4、(瞧第二步呈现在黑板上的关键词:学生两人一组表演1a,不瞧书,只瞧黑板上关键词对话。
)T: Work in pairs、Close your book, look at the blackboard and act the dialog out、Step 4 Practice 第四步练习(时间:15分钟)1、(1)(让学生查课后词汇表,自学单词:dining room, living room, bathroom, garden)T: Now you can look up the new words by yourselves、(2)(让学生完成2a,主要就是为了让学生练习表示地点的名词,加深印象。
)T: Listen to the tape and match、2、(让学生瞧1a的图,填空完成2b。
)T: Look at the picture above and fill in the blanks、T: Stop! Let’s check the answers to 2b、(答案如下:)Where’s, Is there, Yes,there is、Are there, No,there aren’t、3、(让学生讨论,表演对话。
)T: Discuss with your partner and use the phrases in the boxes to make your own conversations、Example:A: Where’s your father?B: He is in the study、A: What’s he doing?B: He’s reading books、Step 5 Project 第五步综合探究活动(时间:10分钟)1T: Fill in the blanks, then report to the class、Example:(用陈述形式。
)There is a teacher in our classroom、There are some students in our classroom、There isn’t a cat、、、There aren’t any、、、(或问答形式。
)A: Is there a teacher in our classroom?B: Yes, there is、A: Are there any students in our classroom?B: Yes, there are、A: Is there a cat、、、?B: No, there isn’t、、、、2、(让学生完成4。
)(1)(让学生画一张自己家的图片。
)T: Draw a picture of your own house、(2)Tell your partner about your favorite room、Example:(用陈述形式。
)My favorite room is my study、I can do my homework there、There’s a computer in it、There’s also a TV in it、I often watch TV in my study、(或用问答形式。
)Which is your favorite room?What’s in the room?What do you and your family use that room for?Is there a garden in front of the house?、、、(3)(让学生四人一组做一个调查报告What’s your favorite room?然后全班集体调查,最后随机抽学生向大家汇报。
)Example:In our class, twenty students like the study very much,、、、3、Homework:Draw a picture of your ideal house、Then write it down、(不少于6个句子。
