(Unit6 Where are the jazz CDs)A
新目标英语七年级6单元教案（新目标版七年级英语下册教案教学设计）
新目标英语七年级6单元教案(新目标版七年级英语下册教案教学设计)No. 110 Middle School of Chongqing By Cao YiUnit 6 Where are the jazz CDs？单元整体说明单元教材分析本单元的核心内容是用英语问路及谈论爱好，因此本单元的主要交际功能项目为“asking for and giving directions”and“talking about favorites，’本单元通过在音乐节Music Festivals）上问路，让学生在问路与指路的同时，又掌握了本单元中出现的音乐名词（Names of musical styles, such as jazz, pop, country）。
在Section A中的3 ,4和1a,lb,2a,2b,2c为谈论自己的爱好，学生可当堂表演。
单元知识结构词汇名词：jazz, pop, country，dance, video, floor，！！section, group，singer, sound，fan，are, direction, culture, palace, hall, painting, gate形容词: classical, traditional, amazing, awful, bad, western副词： upstairs词组：not bad，and so on句型：1 Where’s the pop music?Go upstairs and turn right．It's next to the jazz.2 What's your favorite kind of music, Judy?My favorite kind of music is...语法：1. Where are the jazz CDs?Go upstairs /Go straight and turn right /left．They are between the pop and the country2 The use of the sentences structures．单元整体目标1．Master the vocabulary．2．Master and use：Where are the country CDs？Go upstairs /Go straight and turn right /left.They are between …and …／next to… behind …单元教学重难点一览重点难点I The vocabulary．2 The Grammar． 1 Asking for and giving directions.2 Talking about favorite.单元学情分析本单元与前几个单元的学习自然衔接，继续学习询问和指点方向，而且与学生愿意接触的“音乐“有关，很大程度上能调动学生的学习积极性。
2024四川省成都市第七中学高一下学期6月月考英语试题及答案
成都七中2023-2024学年度高一（下）6月阶段性考试英语注意事项：1. 答题前，务必将自己的姓名、考号填写在答题卡规定的位置上。
2. 答选择题时，必须使用2B铅笔将答题卡上对应题目的答案标号涂黑，如需改动，用橡皮擦干净后，再选涂其它答案标号。
答非选择题时，必须使用0.5毫米黑色笔迹的签字笔，将答案书写在答题卡规定的位置上。
所有题目必须在答题卡上作答，在试题卷上答题无效。
3. 考试结束后，只将答题卡交回。
第一部分听力（共两节，满分30分）做题时，先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. What is the man busy with?A. A visit.B. A project.C. A video.2. What do the speakers plan to do tomorrow?A. Go camping.B. Do some shopping.C. Find a blanket.3. Where are the speakers going to?A. A station.B. Another country.C. Their hometown.4. What does the woman think of Jimmy?B. Caring.C. Hard-working.A. Silent.5. What are the speakers talking about?A. The new laws.B. A healthy lifestyle.C. Profitable industries.第二节（共15小题；每小题1.5分，满分22.5分）听下面5段对话或独白。
人教版九年级英语全册Unit6 SectionA2d-Grammar Focus课件
Not For Jazz We have an old musical instrument. It is called a clavichord. It was made in Germany in 1681. Our clavichord is kept in the livingroom. It has belonged to our family for a long time. The instrument was bought by my grandfather many years ago. Recently it was damaged by a visitor. She tried to play jazz on it! She struck the keys too hard and two of the strings were broken. My father was shocked. Now we are not allowed to touch it. It is being repaired by a friend of my father's.
2. Somebody stole my camera from my hotel room. _M_y_c_a_m_e_r_a_w_a_s_s_t_o_le_n_f_ro_m__m__y_h_o_te_l_r_oo_m__. _
【点拨】分析原句的句子结构可知，stole是谓语动 词， my camera是句子的宾语；改为被动语态句时，应将my camera作句子主语，谓语动词用was stolen的形式。
What’s this? Zipper. n. 拉链
Where can you see it? Pants, trousers, bags, backpacks, dressers, shoes, suitcase, etc.
九年级英语Unit_6__I_like_music_that_I_can_dance_to
unit 9 I like music that I can dance to .（导学案）Period one(Section A 1a-2c)一、学习目标1、学习并掌握定语从句的结构及用法。
2、用定语从句谈论自己喜欢的音乐。
3、听相关材料提高自己的听力技巧。
二、预习指导1、扫清障碍词汇单词，准确发音,掌握词义，熟记例句★prefer [pri f ә:] v 更喜欢观察下列句子思考总结prefer的用法：1. I prefer music that isn’t too loud/ classical music/ ice-cream.2. I prefer coffee to tea.3. She prefers singing to dancing.4. I prefer to spend more money for a better computer rather than pay less for this one.= I would rather spend more money for a better computer than pay less for this one.5. My mum prefers me to stay at home with her.结论：从以上的五个句子你可以总结出prefer的用法吗？①________________________ ②_____________________ ③_________________ ④__________________________⑤_____________________一句多译：我更愿意喝茶，而不是咖啡。
___________________________________ ___________________________________________________________________ _________________________________实战演练：1. I always prefer _______(get) up early rather than______(go) to school without breakfast.2. I prefer ________(eat) hamburgers.3. Tom prefers _______(read) books to __________(watch) TV.4. She prefers ________(walk) to school rather ________(take) a bus to school.5. She would rather lie in bed than go to school. (写出同义句)=She ________ lying in bed ________ going to school.= She__________ to lie in bed ________ _______ go to school.★lyric /lirik / (pl) 歌词，抒情歌词eg. 那首歌有很棒的抒情歌词That song ________________________.。
四年级下册英语一课一练-Unit 6 Music 第三课时 沪教牛津版(深圳用)(含答案)
Unit 6 Music 第三课时习题一、选出与单词相符的图片。
( )1. He can play the violin.A. B.( )2. She can play the triangle.A. B.( )3. It can play the drum.A. B.( )4. It can play the guitar.A. B.( )5. She can play the piano.A. B.二、用所给词的适当形式填空。
1.There are no ____(mouse) in the city.2. Can you ____(play) the piano?3. Please ____(give) me a bag of gold.4. It’s _____(Joe) violin.5. _____(Who) guitar is it?三、选择题。
( ) 1. What can you ____?A.playB. playingC. plays( ) 2. ____book is it?A. WhoB. WhoseC. How( ) 3. It’s ____ piano.A. Joe’sB. JoeC. Joes( ) 4. Is that ____ guitar?A. youB. yourC. yours( ) 5. Do you _____ music?A. likeB. to likeC. likes四、按要求完成句子。
1. It is Jim’s schoolbag. (对划线部分提问)_________________________?2. I can play the guitar. (对划线部分提问).____________________________?3. Is that your book? (否定回答)_____________________________.4.Can you play the violin? (否定回答)_________________________.5. Do you like music? (确定回答)____________________________五、情景交际。
七年级英语下Unit6十五分钟课堂过关训练牛津英语-初中一年级英语试题练习、期中期末试卷、测验题、复
七年级英语下Unit6十五分钟课堂过关训练牛津英语-初中一年级英语试题练习、期中期末试卷、测验题、复习资料-初中英语试卷-试卷下载－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－七年级英语下Unit6十五分钟课堂过关训练Ⅰ.词汇1.The weather is cooler in theeast of (国家).2.Australia has its own (文化).3.In (西方的)country,they celebrate Christmas Day.4.\!Be quiet,children!(停止)talking!”theteacher shouted.5.I don’t feel well today.Ifeel(糟糕).6.In (范围),China is the biggest country in Asia(亚洲).7.Tina wants to be a (歌手)in the future.8.I left my backpack in the (大厅).Ⅰ.动词填空1.She (wash)dishesevery day.2.Please don’t (speak)loudly.3.Where’s Joy?She (listen)tomusic in the next room.4.They(have)aswim in the late tomorrow.5.Thanks a lot for (help)me.6.Let me(have)alook at your family photo.7.He (take)amap with him when he went out yesterday.8.Did you (meet)himlast night?Ⅰ.汉译英1.一直向前走，再向右拐。
and right.2.贝蒂在楼上。
Betty is .3.哪里是流行音乐区？Where’s the music ？4.我的老师最喜爱的一种音乐是古典音乐。
新目标初一英语下册教案Unit 6 Where are the jazz CDs
Unit 6 Where are the jazz CDs?教材分析：Topic: MusicFunctions : Ask for and give directions inside a buildingStructures: Where What questionsImperatives: turn left go upstairs turn rightPrepositions : next to between…and… behind in front ofTarget language: Where are the rock CDs?Go upstairs and turn left.They’re behind the jazz CDs.What’s your favorite kind of music?My favorite kind of music is …Main V ocabulary: Names of musical styles: jazz、dance etc.Description words: awful、terrible etc.课时划分：period 1: Section A 1a 1b 1cperiod 2: Section A 2a 2b 2c Grammar Focus3 4period 3: Section B 1a 1b 2a 2b 2cperiod 4: Section B 3a 3b 3c 4period 5: Self-checkPeriod 1教学目标：1、认知生词: classical dance pop country jazz upstairs (downstairs) video section group singer2、运用go straight go upstairs(downstairs) turn right/left等指示方位3、掌握句型:Where’s the classical music?It’s …Where ’re t he jazz CDs?They’re …Teaching steps:Step I: Lead inDo you like music? What kind of music do you like? Now, let’s look at the picture, and name the musical types. ( show the new words)Step II: Read the new words and ask them to repeat.Step III: Learn the dialogues.Learn: go upstairs(downstairs) turn right/left(ask someone to act out).Review: go straightWhere ’s…Ask students to read.Step IV: Draw a map on the blackboard according to the text and ask them to work in pairs(ask and answer)Step V: Listen to 1bStep VI: Now please have conversations like the ones in the picture. Ask and answer questions about where to find all five kinds of music.Step VII: Homeworkmemorize the new words.review the kinds of the movies.practice the dialogue in pairs.教后一得：教材非常贴近学生的生活实际，学生就能用英语进行简单的交流。
新目标七下Unit6教案示例
同步教学主讲人：黄冈中学高级教师瞿丽娅一、一周课程概述在本单元中我们有以下学习任务：1、学会询问建筑物内某一场所的位置。
2、学会为他人指明去建筑内某一场所的路线。
3、学会where, what引导的特殊疑问句。
4、学会祈使句：turn left, turn right, go upstairs…5、学会几个表示方位的介词，如：next to, between , behind, in front of…二、重难点提示1、要询问“某某东西在什么地方？”就会用到以下句型：Where ＋is＋单数可数名词（不可数名词）＋？Where＋are＋可数名词的复数＋？e.g. Where is the Jazz music? 爵士乐在哪里？Where are the dance music CDs? 舞曲的激光唱片在哪儿？当然，询问“某人在什么地方？”同样可以用到以上这个句型：e.g. Where is Jim?Where are the girls?2、要告诉别人“某某东西在某个位置”，就要学会使用一些表示方位的介词：（1）next to 靠近，在……旁边e.g. My home is next to our school. 我的家在学校旁边。
There is a notebook next to the flowers.花的旁边有一个笔记本。
（2）behind 在……后面e.g. The Culture Palace is behind the bank. 文化宫在银行后面。
Your backpack is behind the chair. 你的书包在椅子背后。
（3）between … and 在……与……之间（between通常与and连用，在两个建筑物之间，在两个物体之间，在两个人之间都可以用这个词。
）e.g.—Where is the monkey?— He is between the cat and the dog.— How about the horse?— He is between the elephant and the rabbit.—猴子在哪里？—在小猫和小狗中间。
四年级下册英语教案Unit6Theyareartists辽师大版(三起)
四年级下册英语教案Unit 6 They are artists辽师大版（三起）教学内容本单元围绕职业介绍的主题展开，教学内容包括认识不同的职业，并能用英语描述这些职业。
学生将通过学习，掌握一般现在时态的运用，并能用所学知识进行简单的对话交流。
教学目标1. 能听懂、会说、会读本单元的生词和重点句子。
2. 能用英语介绍不同的职业。
3. 能运用一般现在时态描述职业特点。
4. 培养学生的观察能力、表达能力和合作意识。
教学难点1. 一般现在时态的运用。
2. 不同职业的英语表达。
3. 描述职业时的语言组织。
教具学具准备1. 多媒体设备2. 教学课件3. 生词卡片4. 录音机5. 黑板教学过程1. 导入：通过图片展示不同职业，引导学生说出这些职业的英语名称，激发学生的学习兴趣。
2. 新课内容展示：通过课件展示本节课的重点句型和生词，让学生跟读并模仿。
3. 小组合作：学生分组进行角色扮演，用所学知识进行对话交流，巩固所学内容。
4. 课堂练习：完成练习册上的相关练习，检验学生的学习效果。
板书设计1. Title: Unit 6 They are artists2. Key sentences:What does your mother do?She is a doctor.They are artists.3. New words: artist, doctor, teacher, driver, etc.作业设计1. 抄写本节课的重点句型和生词。
2. 根据所学内容，编写一段关于自己家庭成员职业的对话。
3. 用英语介绍自己理想中的职业。
课后反思本节课通过多媒体教学，激发了学生的学习兴趣，提高了课堂效果。
学生在小组合作中，积极参与，提高了口语表达能力。
但在教学过程中，发现部分学生对一般现在时态的运用还不够熟练，需要在今后的教学中加强练习。
总体来说，本节课达到了预期的教学目标，学生对所学内容掌握较好。
本教案共包含教学内容、教学目标、教学难点、教具学具准备、教学过程、板书设计、作业设计和课后反思八部分内容，共计约500字，符合2000字以内的要求。
四年级下册英语教案-Unit6Theyareartists辽师大版(三起)(2)
四年级下册英语教案Unit6 They are artists 辽师大版（三起）(2)教学内容本单元主要围绕职业介绍展开，通过学习不同职业的英语表达，让学生能够描述不同职业的特点和相关信息。
教学内容包括认识不同的职业，学习描述职业的词汇和句型，并能进行简单的对话交流。
教学目标1. 知识目标：学生能够听懂、会说、会读本单元的单词和句子，并能运用所学单词和句型进行简单的对话交流。
2. 能力目标：通过学习本单元，学生能够提高自己的听说能力和交际能力，培养自己的职业意识。
3. 情感目标：培养学生对不同职业的尊重和认识，激发学生对未来职业的向往和规划。
教学难点1. 正确发音和记忆职业单词。
2. 运用所学句型进行对话交流。
教具学具准备1. 教具：PPT、教学录音、教学视频、图片等。
2. 学具：英语课本、练习册、笔记本、彩色笔等。
教学过程1. 导入：通过图片或视频展示不同的职业，引导学生认识和了解不同的职业。
2. 新课内容：学习本单元的单词和句子，通过录音和PPT展示，让学生跟读和模仿。
3. 练习：通过小组讨论、角色扮演等方式，让学生运用所学单词和句型进行对话交流。
4. 巩固：通过练习册和课后作业，巩固所学内容，加强记忆和理解。
板书设计1. Unit6 They are artists2. 重点单词：artist, doctor, teacher, nurse, etc.3. 重点句型：What is he/she? He/She is a4. 对话示例：A: What is he/she? B: He/She is a作业设计1. 完成练习册的相关练习。
2. 复习本节课所学单词和句型，准备下一节课的口语展示。
课后反思通过本节课的教学，我发现学生在学习职业单词和句型方面存在一些困难，尤其是在发音和记忆方面。
因此，我在教学中注重了学生的发音指导和记忆技巧的教授，帮助他们更好地掌握所学内容。
在练习环节，我采用了小组讨论和角色扮演的方式，让学生能够充分运用所学知识进行实际交流。
四年级下册英语教案-Unit6Theyareartists辽师大版(三起)(1)
四年级下册英语教案Unit6 They are artists 辽师大版（三起）(1)教学内容本单元围绕职业介绍的主题，使学生能够理解并运用“Who ishe/she? He/She is a/an They are”的句型结构。
教学内容包括词汇学习如“artist, doctor, teacher, driver”等，以及如何通过询问和回答了解他人的职业。
学生将通过不同的活动，如听力练习、角色扮演和小组讨论，来提高他们的听说技能。
教学目标1. 学生能够听懂并准确使用有关职业的英语词汇。
2. 学生能够运用句型“Who is he/she? He/She is a/an They are”来介绍他人的职业。
3. 学生能够通过询问和回答了解他人的职业，并能在实际情境中运用所学知识。
4. 培养学生的合作意识和交际能力。
教学难点1. 正确记忆和使用职业相关的英语词汇。
2. 理解并正确运用“Who is he/she? He/She is a/an They are”的句型结构。
3. 在实际对话中流畅地运用所学知识进行交流。
教具学具准备1. 多媒体教学设备，用于播放音频和视频材料。
2. 职业卡片，用于词汇学习和角色扮演活动。
3. 小组活动用的工作表和练习册。
教学过程1. 导入：通过展示不同职业的图片，引导学生复习已知的职业词汇，激发学生对本课主题的兴趣。
2. 新授：介绍新的职业词汇，通过图片和实物展示，让学生在真实语境中学习并记忆单词。
3. 练习：通过听力练习和小游戏，让学生练习句型“Who ishe/she? He/She is a/an They are”。
4. 实践：分组进行角色扮演活动，让学生在实际对话中运用所学知识。
5. 巩固：通过小组讨论，让学生分享他们所学到的内容，教师提供反馈和指导。
板书设计职业词汇列表句型结构：“Who is he/she? He/She is a/an They are”关键语法点课堂活动流程图作业设计1. 词汇填空：让学生完成一个与职业相关的词汇填空练习，巩固新学的单词。
【知识学习】Unit 6 Where are the jazz CDs-(新目标七下英文教案)
Unit 6 Where are the jazz CDs?(新目标七下英文教案)Unit6:wherearethejazzcDs?LanguagegoalInthisunitstud entslearntoaskforandgivedirectionsinsideabuildingan dtalkaboutfavorites.Newlanguagewhereisthepopmusic?G oupstairsandturnright.It'snexttothejazz.whereisthej azz?Gostraight.It'sbetweenthepopandthecountry.where arethedancecDs?Goupstairsandturnleft.They'rebehindt sofmusicalstylessuchasclassical,du nce,jazz,pop,country.SectionAAdditionalmaterialstob ringtoclass:blindfoldsamplesofvariouskindsofmusicme ntionedinthisunit.Asktwelvestudentstocometothefromo ftheroomandstandinfourrows,leavingafewfeetbetweenst udents.Standinfrontofthisgroup.Askandanswerquestion saboutwhereeachstudentisstanding.whereis?He'sbetwee n.whereis?She'sbehind.Thencoverastudent'seyesandlea dthestudentaroundtheroombythearm.Givedirectionsusin gthewordsgostraightahead,turnleft,andturnrightandth Thisactivityintroducesthekeyvocabulary.Focusattenti ononthepicture.Askstudentstotellwhattheysee.Guidestudentstounderstandthatthepictureshowsdifferenttypes themusicaltypesandask-studentstorepeat-Askstudentstonameasinger,songorcomposerforeachmusic altype.Examples:yo-yomaisaclassicalmusician.janetja cksonisadancesinger.celincDionisapopsinger.GarthBro oksisacountrymusician.kennyGisajaz2musician.Pointou tthenumberedlistofwords.Sayeachoneandaskstudentstor epeal.Thenaskstudentstomatcheachpicturewithoneofthe words.Say,writetheletterofeachpicturenexttothewonts ontheleft.Pointoutthesampleanswer.checktheanswers,1 bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation,Drawasetofstairs ontheboard.Atthetopofthestairs,writejazzinaboxonthe leftandclassicalinaboxattheright.writedanceinaboxat theleftbelowthestairs.Pointtothethreeconversations. Readthefirstconversationwithastudent.Thenreaditasec ondtimeasyouuseyourfingersto"walk"upthestairsandtur nlefttothejazzsection.Askvariousstudentstoreadtheot eyourfingerstowalktoeachsectionm entioned.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistime,askstude ntstolistentotherecordingandwritethenumberofeachcon versationinthecorrectbox.Pointoutthesampleanswer.co rrecttheanswers,1cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.PointtotheconversationsinIbandaskastudent toreadthemwithyou.Thenasktwostudentstoreadthemtothe class.youmaywishtopointtothepictureshowingthetypeso fmusicmentionedasthestudentsreadtheconversations.Sa y,Nowpleasehaveconversationsliketheonesinthepicture .Askandanswerquestionsaboutwheretofindallfivekindso fmusic.Ifstudentsneedadditionalhelpgettingstarted,a skwhere'sthe?andpracticetheconversationwithonestude ntatatime.Askstudentstoworkinpairs.Aftertheypractic efurafewminutes,asksomepairstopresenttheirconversat ionstotheclass.Forextrapractice,usethestairsyoudrew ontheboardearlier.Erasethewordsyouwrotebeforeandwri teinthewordscountryandpoptotheleftofthestairs,dance straightaheadofthestairsandjazzandclassicaltotherig htofthestairs.Studentsusethismaptohavemoreconversat ions.2aThisactivityintroducesthekeyvocabulary.Askfourstude ntstocometothefrontoftheroom.Arrangethestudentssoth atoneisinthemiddleandtheothersaretotheleftof,tother ightof,andbehindthefirststudent.Thendescribetheloca tionofthestudentsusingthewordsbehind,nextto,between ,andinfrontof.Forexample,LiPengisbehindZhouwen,caoy ingisnexttoZhouwen,ZhouwenisbetweencaoyingandGongZh eng,andZhouwenisinfrontofLiPeng.Pointtothefourpictu resofalphabetblocks.Askstudents[otellwhattheysecine achpicture.Pointlotheletterundereachgroupofalphabet blocks.Askstudentstomatcheachnumberedsentencewithon eofthepictures.Say,writetheletterofeachpicturenextt othecorrectsentence.checktheanswers.2bThisactivityprovideslisteningpracticeusingthetarget language.callattentiontothepictureshowingthemusicse ctionsinsideamusicstore.Say,Nowyouaregoingtohearsom econversations.Peopleareaskingtheclerk/ordifferentk indsofcDs.Listentotheconversationsandwriteonthemapw hereeachmusicsectionisinthestore.Pointoutthesamplea nswers.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingagain.Studentslabelthemapofthec Dstore.checktheanswers.2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.callattentiontothesampleconversationinspe echbubbles.Readitwithastudent.Askstudentstoworkinpa irs.Haveeachstudentpracticebothroles.3"thisactivityprovidesoralandwrittenpracticeusingthe targetlanguage.callattentiontotheexampleinspeechbub blesandaskastudenttoreadthequestionstotheclass.Say, Inthisactivityyouwillaskeachotherquestionsaboutfavo ritetypesofmusicandfavoritemusicalgroups.Askstudent stoworkinpairs.AskStudentAineachpairtolookatthechar tonpage33,AskStudentBtolookatthechartonpage84.Remin dstudentsnottolookattheirpartner'spage.Saythefirstq uestionandanswerexchangewithastudent.PretendyouareS tudentAandworkwithapartner.Say,AskmeaboutBob'sfavor itekindofmusic.Ifnecessary,supplythequestion:what's Bob'sfavoritekindofmusic?Pointoutthesampleanswerint hefirstcolumn,classical.Say,Helikesclassicalmusic.T henaskyourpartner,what'sBob'sfavoritegrouporsinger?HaveStudentBlookattheansweronpage84andsayittothecla ss.Showstudentsthatyouarewritingitintheblankinthefi rstrowunder"Favoritegrouporsinger,"Askthepairstocon tinueontheirown.movearoundtheroommonitoringtheprogr essofthepairs.Goovertheanswers.4.Thisactivityprovidesoralandwrittenpracticeusingthet argetlanguageandasksfororiginalstudentinput.callatt entiontotheconversationinthespeechbubbles.Readitalo udwithastudent.Say,Askquestionslikethesetofillinthe chart.Askthepeopleinyourgroupwhattheirfavoritekindo fmusicisandwhotheirfavoritegrouporsingeris.Enterthe informationonthechart.Dividetheclassintosmallgroups andsetatimelimitoftenminutes.Askallthestudentstobeg inaskingeachotherquestions.Attheendoftenminutes,get feedbackbyaskingstudentstodescribethemusicaltasteso ftheotherstudentsintheirgroups.SectionBNewlanguagew ordsthatsayhowgoodorbadsomethingis:amazing,terrible ,awful,great,ok,fantastic,notbad,cool,etc.Additiona lmaterialstobringtoclassblindfold1aThisactivityintroducesthekeyvocabulary.Focusattentiononthethreefaces.Askstudentswhattheythinkeachoneme ans.Guidestudentstounderstandthaithesmileyfacemeans ,"!likeit,"Themiddlefacewithnosmilemeans,"!don'tlik eitordislikeit,"Thefrownyfacemeans,"!don'tlikeit."T hencallattentiontothelistofwords.Sayeachoneandaskst udentstorepeat.Aftertheyrepeateachword,talkaboutwha eyourtoneofvoiceandfa cialexpressiontoemphasizethemeaningofeachterm.Forpo sitivewords,smileanduseawarmtoneofvoice.Fornegative words,frownslightly-wrinkleyournoseanduseacooltoneo fvoice.Forexample:"Amazing"meansvery,verygood.TheBeatleswereanamazing musicalgroup."Terrible"meanswry,verybad.Ithinkcount rymusicisterrible.Ineverlistentoit."Awful"meansvery bad.Itmeansthesamethingasterrible.Thenaskstudentsto drawthecorrectfaceonthelinenexttoeachword.Say,Drawo neofthesefacesnexttoeachword.Pointoutthesampleanswe r.checktheanswers.1bThisactivityprovidesoralpracticeusingthetargetlangu age.Askeachstudenttomakealistofthreesingersormusicalgroups.Theycanchoosefromclassical,jazz,danceoranyo thertypeofmusic.Thenaskeachstudenttoworkwithapartne r.Thetwostudentsnamemusicalgroupsandwritedownthewor dstheirpartnersusetodescribethegroups.Askeachpairto sharetheirlistswithanotherpair.2aThisactivityprovideslisteningpracticewiththetargetl anguage.callattentiontothechartandthepicturesofthef ourstudents.Say,youwillheararecordingofthesefourpeo ple.They'retalkingabouttheirfavoritekindsofmusic.wr itethenameofeachperson'sfavoritekindofmusicinthebla nkundertheirphotoandnextto"Favoritekindofmusic."Pla ytherecordingthefirsttime.Studentsonlylisten.Playth erecordingasecondtime.Thistimestudentswritethenameo feachtypeofmusicunderneaththecorrectpicture.2bThisactivityprovidesListeningpracticewiththetargetl anguage.Pointtothechartagain.Say,/willplaythetapeag ain.Thistime,writeonthecharttheirfavoritegroupsorsi ngersandwhattheysayaboutthem.Playthetapeagain.Stude ntswritethefavoritegrouporsingerandthedescriptionwo rdsinthechart.Playthetapeathirdtimesostudentscancompleteanyanswerstheymissedorchecktheirownwork,checkt heanswers.2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage,Pointouttheconversationinthespeechbubbles .Say,workwithapartner.oneofyouismikeandtheotherisju dy.Haveaconversationaboutmusic,usingtheinformationf romactivity2b.Asstudentswork,movearoundtheroommonit oringtheir|workandofferingassistanceasneeded.3aThisactivityprovidespracticereadingthetargetlanguag e.Pointoutthetwostoredirectories.Askstudentstoreadt heinformationineachone.Ask,whatsectiondoesthefirstd irectorytalkabout.'whatsectiondot'stheseconddirecto rytalkabout?Say,Nowpleasedrawamapofthestore.Demonst ratewhatthestudents'mapsmightlooklikebydrawingthefi rstpartofthemapontheboard.Startwithacircleandlabeli t"youarehere."Thenreadthefirstsetofinstructionsthro ughthewords"Gostraight"anddrawanarrowstraightup.Rea dthewords,"Turnleftattheclassicalmusic."Drawaboxand labelit"classicalmusic."Thencontinueyourfirstarrowa roundthisboxtotheleft.HavestudentswhowishtoworkalonetogoaheadwithtIheirmaps.Askotherstudentstoworkinpa irsorsmallgroups.Theycanreadthelinesineachdirectory andworktogethertodrawasinglemap.movearoundtheroom,p rovidingsupportasneeded.Askthefirststudentorgroupfi nishedtoputthemapontheboard.wheneveryoneisdone,chec ktheaccuracyofthemapbyreadingtheinstructionsonscree noneasyou"walk"yourfingersthroughthemap.makeanynece ssarycorrections.Thenaskastudenttoreadtheinstructio nsfromscreentwoandwalktheirfingersthroughthemap.3bThisactivityprovideswritingpracticeusingthetargetla nguage.callattentiontothemapofthemusicstoreintheboo k.Pointtoeachsectionofthestoreandaskstudentstoreada lithelabelsonthedrawing.Readthedirectionsforfinding theclassicalmusicsection.Eachtimeyoucometoablank,sa ythewordblank.AskstudentstofillInthemissingwordsbyt hemselves.Suggestthattheyusetheirfingercorapencil)t otracethepathtotheclassicalmusicsection.Asstudentsw ork,movearoundtheroommonitoringprogressandanswering anyquestionstheymayhave.Askstudentstocheckeachother 'swork.checktheanswers.3cThisactivityprovidesguidedwritingpracticeusingtheta rgetlanguage.callattentiontothemapofthemusicstorein thebook.Pointtoeachsectionofthestoreandreviewthelab elsonthedrawing.Pointtothedirectionsstudentswrotefo rfindingtheclassicalmusicsection.Say,Nowpleasewrite directionstothejazzsection.youcanusethesamekindofse ntences.Say,Useyourfingerorapenciltotracethewaytoth ejazzsection.Thenwritethedirectionstothejazzsection .Asstudentswork,movearoundtheroommonitoringprogress andansweringanyquestionstheymayhave.checktheanswers .Askstudentstowritedirectionstotheothersectionsinth emusicstore.4Thisactivityprovidesspeakingandwritingpracticeusing thetargetlanguage.Dividetheclassintosmallgroups.Ask themtodesigntheirownfloorplanofadepartmentstoreasin activity3b.Thefloorplancanbemorethanonefloorifthere isenoughtime.Askthegroupstowritestoredirectoriesfor theinformationdeskintheirstores.Asstudentswork,walk aroundtheclassofteringhelpwherenecessary.Dividethes tudentsIntonewpairsandhavethemreadtheirstoredirecto riestoeachother.onestudentreadsandtheotherstudentdrawsthefloorplanofthestore.公开课教案Uint6wherearethejazzcDs?yanjunchenLanguagegoalInthi sunitstudentslearntoaskforandgivedirectionsinsideab uildingandtalkaboutfavorites.Newlanguagewhereisthep opmusic?Goupstairsandturnright.It'snexttothejazz.wh ereisthejazz?Gostraight.It'sbetweenthepopandthecoun try.wherearethedancecDs?Goupstairsandturnleft.They' rebehindthecountrycDs.Namesofmusicalstylessuchasclassical,dunce,jazz.pop, country.Teachingsteps:Step1RevionListentothecDs.Ans werwhatkindsofmusicitissuchsaclassical,dunce,jazz,p op,countryetc.Step2Presentation1.what’syourfavoritekindofmusic?myfavoritekindofmusiciscla ssical.2.whoisyourfavoritesinger?myfavoritesingerisFeiXiang.3.who’syourfavoritepopgroup?myfavoritepopgroupisLindianGr oup.Step3Doasurvey.Askyourclassmatesabouthis/herfavoritekindofmusic,favoritesinger,popgroup.Thencomple tethechart.Step4HaveaexchangeSmallgroupAexchangethe resultofthesurveyswithSmallgroupB.Thenaskabouttheot herstudents’favoritekindofmusic,group,singer.Forexample,what’sFanTing’sfavoritekindofmusic?what’sLiming’sfavoritegroup?what’schenXing’sfavoritesingers?etc.。
Unit 6 Where are the jazz CDs-
Unit 6 Where are the jazz CDs-教学目标学会问路及给他人指路（建筑物内）学会区分及描述不同种类的音乐表述自己喜欢的乐队及歌手教学向导目标语言学习策略与思维技巧重点词汇Where are the rock CDs?Go upstairs and take a left…They’re behind the jazz CDs.They’re next to the heavy metal CDs.What’s your favorite kind of music?My favorite kind of music is…分类表述听取特定信息pop, classical, jazz, country, danceamazing, terrible, awful, not bad, cool, fantastic, OKupstairs, straight语言结构语言功能多元智能Where, What问句祈使句：take a left, go upstairs, turn right表示方位的介词: next to, between, behind询问方位表述方位方位识别与表述音乐欣赏逻辑分类与表述重点句型Where’s the classical music?Go upstairs and turn right. It’s next to the dance music.What’s your favorite kind of music?My favorite kind of music is pop music.Who’s his favorite group?It’s Green Express. They are fantastic.主题词表主题思维图教学过程StepsTeacher’s ActivityStudents’ActivityPreparationRevisionPlay several music clipsListen and guess what kind of music they are.CAI / CDsCheck the answers with SsGet familiar with the wordsOHP / CDsTask 1 Draw MapsAimDraw simple maps of inner buildings by listening to others’description. 1Read a music store directions twice as an example.Listen, draw and label a map of the music store.Handout2Show a student’s mapCheck the answer3Show the map on the screenCheck the answerPowerPoint4Show the script on the screen as an example.Take out their homework. (A music store map they drew)PowerPoint5Ask Ss to introduce their maps to others and draw.Draw maps and check.A4 paperTask 2 My Favorite CDsAimGet to know others’favorite music, and find out our favorite music type.1Ask Ss to guess the 4 persons favorite music / singer.Predict and discussP34 2a2Show the four names of the singers on the screenGet familiar with the namesPowerPoint3Play the recorder for the first time.Listen and finish 2aTape recorder4Check the answersPair work. Discuss5Play the recorder againListen and finish 2a6Play the tape the 3rd timeListen and finish 2b. Check.PowerPoint7Ask Ss to introduce their favorite music to each other.Take out their favorite CDs and present it to their partner.CDs8Move around the give some support.Pair workHandout9Ask Ss to change partners.Pair work. Change partners10Ask some groups to give reports.Ss give reports11Ask 12 group leaders to tell the class their favorite music.Do a survey. Find out what is their favorite kind of music.OHPTask 3 Buy CDsAimReal-life based task. Ss go to the CD store and buy their favorite CDs.1Arrange a real CD store by using a S’s map in Task 1.A group of Ss (4) buy CDs by following the map.A map2Ask Ss to listen & take notesOthers listen and take notes.3Ask Ss to ask and answer question about the real task.Pair work.4Ask several pairs of Ss to check their listening.Check the answer.EndPlay their favorite kind of music.CD任务型活动设计Task One: Draw maps.教学目的：通过教师示范画出的音像店路线图，让学生相互配合绘图，从而掌握有关方位的语言知识。
宁夏石嘴山市惠农中学七年级英语《Unit 6 Where are the jazz CDs》课件 人
Where’s the dance music section/… ?
Music
Do you like music?
great
jazz
Rita Jones amazin
g
Pairwork
• Bob: What kind of music do you like, Jake? • Jake: I like pop music. My favourite group is The
Baston Five. They’re great. Do you like them, Helen?
Listening
Mike
Tara
Jake Judy
Favorite
kind
pop
dance
of music
Favorite
group The Boston Dance
or singer Five
Train
Description word
cool fantastic
country
Green Express
The CDs they buy
Money they ￥
￥
spend
At the music store
• A: Can I help you? • B: Yes. Where is the pop music section? • A: Go straight. Turn left at the classical
初一英语Where are the jazz CDs
初一英语Where are the jazz CDsUnit 6 Where are the jazz CDs?一、教学目标1、知识目标1）重点词汇：jazz, classical muic ,dance music, pop, country music ,Laitn music ,sound singer fan group go upstair cdownstairs ,go straight,turn left turnright,behind next to，between，…and…,video section floor direction cultrre area palaee hall gate awful bad amazing fantastic terrible cool easternwestern traditiond2）重点句型：――What kind of music do you like? ――I like jazz.――What’s your favorite kind of music? ――My favorite kind of music is POP? ――Who’s your favorite group/Singer? ――My favorite group/sin geris ――Where is the jazz music section? ――It is behind the dancemusic? ――Where are the jazz CDs? ――They’re behind the dancemusic ――Where is the classical music? ――Go upstairs and turn left. It’s…2、能力目标1）．通过本单元的学习掌握方位移动的表达，复习方位介词，学会如何询问方向和指点方向。
Unit6WherearethejazzCDs复习要点3
Unit 6 Where are the jazz CDs 复习要点3［知识应用自测］答题向导Ⅰ.单项选择1.—What are Mr. and Mrs. White doing？—They _____ tea in the sitting room.A. are drinkingB. drankC. have drunkD. drink答案：A 此句话的意思是“怀特先生和夫人正在干什么？”“他们正在起居室里喝茶。
”，是现在进行时。
←此题注意介词的用法。
2._____ is the weather？A. WhatB. WhyC. HowD. Where答案：C 此题考查“How is the weather？”这一询问天气的常用语。
该句还可以说成“What is the weather like？”。
←询问天气的常用语。
3.Please be quiet. My little baby _____.A. go to bedB. is sleepingC. sleepsD. went to school答案：B 此句意思是“请安静。
我的小孩正在睡觉”。
go to bed上床睡觉，went to school去上学，sleeps睡觉，它们的时态和动词形式不对。
4.—What is he doing？—He is playing _____ basketball.A. aB. theC./D. an答案：C 此题考查play与球类连用不加冠词。
←注意固定搭配。
5.I want _____ TV.A. to watchB. watchingC. watchesD. see答案：A 此题考查固定搭配want to do sth.，所以选to watch。
←看电视怎么说？6.What’s the weather _____in Beijing？A. likeB. look likeC. byD. with答案：A 此题考查询问天气的常用句型“What’s the weather like...？”。
牛津小学英语(译林版)五年级下册U6 教案
1.Play a game.
T: Do you like games ?
Ss : Yes .
T: First, I do some actions and you try to guess what am Idoing?
T: Now , 2 students come here, and we all try to ask him some questions.
2.能听懂、会读、会说现在进行时态的一般疑问句：Are they doing…Is he/she doing…及正确回答。
3.能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。
4.能初步运用本课所学的词汇和句型询问别人正在做的事情。
教学重点
能正确理解并朗读课文，在教师的帮助下尝试复述课文。
教学重点学生能正确理解朗读cartoontime中的故事能读懂其中的趣味之处教学难点能在教师的指导下表演故事
课题
Unit 6 In the kitchen
（Story time）
课时
6—1
日期
教学目标
1.能听懂、会读、会说单词：bread, meat, potatoes, tomatoes, vegetables, look for, love, bread.
Grammar time
1.出示课文三幅图片。
T: Can you ask them like me ?
S 1 : Are they cooking ?
S 2 : Is he ……
S 3:…
2.呈现grammar time中的句子。
T: Let’s read one by one.
3.Find the rules.学生通过观察总结现在进行时态的一般疑问句的变化规则。
四年级下册英语教案-Unit6 They are artists 辽师大版(三起) (2)
Unit6 They are artists.第一课时一、设计思想：《英语课程标准》中明确指出,基础教育阶段英语课程的任务之一是：激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习方法,发挥自主学习的能力和合作精神,使学生掌握一定的语言综合运用能力,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,培养学生跨文化交际意识。
二、教材分析：兴趣是学好英语的关键。
为了激发学生学习英语的兴趣,辽宁师范大学出版社的新版英语教材在内容、形式、方法、插图等方面都充分考虑到学生的学习需求,教材中所选择的话题和语料真实有趣,难度适中,并且都来自学生身边,使他们感到亲切自然、趣味幽默。
教材中大量活泼有趣的游戏易于操作,使学生们主动参与、乐于参与,达到了寓教于乐的目的。
教材中朗朗上口的歌谣、好听易学的歌曲和听听做做的任务型活动,能让学生在形式多样的趣味活动中感受语言,体会学习英语的快乐,本套教材重视中西方文化的交流,根据学生的年龄特征和认知能力,教材在对话语篇等不同部分中介绍西方文化的同时,还注重渗透中华民族优秀的传统文化,增强民族自豪感。
第六单元是第五单元的延续，在学过询问他人职业的情况下继续学习介绍他人职业的情况，并为第七单元打下基础。
三、学情分析：照三年级相比，他们明显长大了，“自我意识”增强了，学习的自主性较三年级有较大提高。
孩子们的思维方式进一步形成，他们在学习中更多地运用了归纳、总结和推理等思维方法。
经过三年的英语学习，学生们掌握了一定的英语语言知识，初步形成了一定的听、说、读、写的能力，学习策略也得到了不同程度的发展，但是这也无形中拉开了学生之间的差异。
因此在这一学年段应该更加有意识地进行分层次教学，不只在课堂教学中做到分层次，在作业和评估方面也可以尝试分层次，在各个方面多关注学习有困难的学生，避免差异的进一步扩大，努力做到面向全体。
四、教学目标1.听、说、读、写单词artist, worker, farmer, policeman, soldier, parents, France, their, great, want,并能将其正确、熟练地运用于日常交际中。
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Unit 6 Where are the jazz CDs?(A)
Ⅰ.词汇
1.不错，还好
2.等等
3.上楼
4.向右拐
5.古典音乐
6.爵士乐
7.一直往前走8.在……和……之间
9.靠近10.在大门口
Ⅱ.单项选择
1.—Where’s the pop music?
—It’s the dance the country.
A.between;and
B.from;to
C.from;and
2.Tom’s favourite group the Smith Family.
A.are
B.is
C.will be
3.Welcome our school.
A.for
B.to
C.back
4.Judy sits my right.
A.in
B.at
C.on
5.My friends like pop music.They want new CDs.
A.buy
B.to buy
C.buying
6.In class,we must the teachers carefully.
A.listen
B.listening
C.listen to
7.My brother Tim enjoys soccer.
A.plays
B.played
C.playing
8.Would you like to the beach with me?
A.going
B.to go
C.went
9.Here are two coats. is big,and is small.
A.One;the other
B.One;other
C.One;another
Ⅲ.情景对话
A:Good morning! I help you?
B:Yes,please.I want to some pop CDs.
A:The pop CDs are in the .Go upstairs. right.The pop CDs are the dance music the country.
B:Thank you very much.By the way, the classical?
A:It’s there.Go straight,it’s the left,next the jazz.
B:Thanks again.
A:You’re welcome.
Ⅳ.句型转换
1.The jazz is next to the country.(对划线部分提问)
the jazz?
2.She likes classical music because it’s beautiful.(对划线部分提问)
she classical music?
3.Yesterday afternoon my friend and I went to the zoo.(对划线部分提问)
your friend and you yesterday afternoon?
4.Erik sang a Chinese song.(改为同义句)
Erik sang a song .
附参考答案：
Ⅰ.1.not bad 2.so on 3.go upstairs 4.turn right 5.classical music 6.jazz music 7.go straight 8.between…and…9.next to 10.at the gate
Ⅱ.1~5 ABBCB 6~9 CCBA
Ⅲ.Can,buy,section,Turn,between,and,where’s,over,on,to
Ⅳ.1.Where is 2.Why does,like 3.Where did,go 4.in Chinese。