牛津版七年级英语上学期Unit 6教案7

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牛津译林版七年级英语上册Unit6全单元教案汇总

2. To talk about likes and dislikes of food. 3. To act out the Comic strips. To master the vocabulary about the food. To master the vocabulary about the food. 1. Preview the new words and phrases.
Have students discuss the food and encourage them to say the names of them as many as possible.
Step2 Learning and practice
apples, oranges and cakes) with the computer Say: What can you see? Do you like them?
An swer the teacher?s questi ons.
Step4 Welcome to the unit B
(2) Say: Now write the food you love, you According to the answers, fill
like, you dislike and you hate in the table. in the table then say what they
牛津译林版七年级英语上册 Unit6 全单元教案汇总
Unit 6 Food and lifestyle
总课题课题
教学目标教学重点教学难点课前预习
教学环节
7A Unit 6 Food and lifestyle
Welcome to the unit

unit6fashionperiod7教案牛津版七年级上

《牛津初中英语》7A 教案Teaching and Learning Planfor Unit 6 of 7A第七课时Teaching Plan for Main TaskObjectives:1, To describe different materials and items of clothing.2, To make a brochure about clothes and fashion.3, To present a brochure to the class.Teaching Procedures:1, Greetings.2, Before doing the task, ask students who the audience is. Tell the students to read keywords and expressions in the grid on Page 101 of TB. Get the students to identify any words they do not know. Check and clarify the meanings of those words with the class.3, Explain the instructions of the task carefully. Ask students to read the model article on Page 102 of SB. Ask them to complete the sentences with words from Part A on Page 101 of SB.Encourage students to comment on the model article.4, Tell students to choose one fashion item. Make them aware of what kind of things their readers might like to read about. Tell the students to change the sentence models if they wish to create their own sentences. Get students to write a rough draft using the given model.5, In pairs, students read, check and correct their partner’s drafts.6,Ask students to rewrite their articles on a separate sheet of paper and add illustration particularly pictures of popular fashion items. Ask them to stick their work on large display paper and put it up on display. Encourage them to read each other’s work.7, Ask students to present their brochures to the class. Ask the class to vote for the best brochure. 8, Task: 1, To tell what materials you need to design some clothes.2, To write a passage for a “fashion wall”.9, Homework: To get more information about designing fashionable…。

牛津译林版七年级上册英语 Unit6 复习教案

七年级牛津版英语Unit6复习教案（W&G)教学目标：复习keep、like等重点单词和词组；复习可数名词与不可数名词的用法重点难点：重点单词和词组一、知识点解析1.keep保持课本例句：An apple a day keeps the doctor away。

用法解析：keep,vt,意为“保持”。

keep后常跟doing,即keep doing，意思是“一直做某事”。

例：Don’t keep talking .不要一直讲话。

I’m sorry to keep you waiting for me .抱歉让你一直等我。

An apple a day keeps the doctor away.一天一苹果，医生远离我。

用法拓展：keep还可以作系动词，后跟形容词，如keep quiet/ healthy 等。

keep+名词+形容词(使什么东西处于什么状态)例：We should keep our classroom clean保持我们教室干净。

Keep作动词还有“保留，保存”的意思。

例：How long can I keep the book ?这本书我可以保存（借）多久？Keep sb. from doing sth.阻止某人做某事。

例：We should keep kids from running in the street.常用搭配：keep…away或keep away from使…远离keep up with 跟上keep in touch 与……保持联系keep an eye on 照看，留意keep diaries记日记例题训练：一天一个苹果，不用去诊所。

答：An apple a day keeps the doctor away.2.lifestyle生活方式课本例句：food and lifestyle用法解析：lifestyle,n,可数，三会单词“生活方式”a healthy lifestyle拥有一个健康的生活方式different lifestyles 不同的生活方式例题训练：改变不好的生活方式似乎是很重要的。

Unit 6 Food and lifestyle示范课教学设计(牛津译林版七年级上册教案)

教学活动
10. StudentsreadandcompleteJohn’s dn the table.
12. Students think and list.
活动层次
应用实践之内化与运用、分析与判断
效果评价
通过聆听学生作答情况，了解学生的语言运用情况。
14.Studentsthink and complete the form. Then share their ideas.
活动层次
迁移创新之判断与评价、想象与创造
效果评价
通过聆听学生的讨论，了解学生的语言运用情况，并及时给予指导。
环节设计意图:
训练学生在真实情境中创造性运用目标语言的能力。
作业与拓展
7. Studentsread and fill in the blanks.
8. Students read and answer the questions.
9.Students read and complete the sentences.
活动层次
学习理解之感知与注意、获取与梳理
应用实践之内化与运用、分析与判断
效果评价
通过观察学生的答题情况，了解学生对已学知识的把握情况及相关语言点的掌握情况。
环节设计意图：
通过不同的阅读活动，引导学生梳理文章信息，在语境中呈现语言点并开展语言点学习，帮助学生理解及运用语言知识。
环节三：在情境中运用所学知识，完成阅读任务。（10 mins）
教师引导学生结合所学知识，完成阅读任务，加深对健康生活的认识。
【难点】
掌握并运用相关表达描述饮食及生活方式。
三、教学活动设计
环节一：创设情境，导入话题。（3mins）
教师通过视频来引导学生思考，引出本节课的话题。

初中英语牛津上海版七年级上第六单元语言知识教案

Unit 6 Beyond time and space (Ⅰ)Language-- The simple future tense (will / be going to)教学设计一、教材分析（一）教学内容：学生在小学已经接触过一般将来时的用法。

在本节课中，教师在帮助学生温故而知新的同时，给学生提供一定的语境，引导学生学会系统归纳将来时的用法，并在各种语境中熟练运用将来时态。

（二）教学目标1、知识目标：学生学会发现并归纳一般将来时will / be going to的结构和用法，并注意will 和 be going to 的区分，掌握表示将来时的一些时间状语。

2、能力目标：学生培养发现、归纳和总结语言知识的能力，提高学生探究学习、自主学习的能力，学生通过本节课学会用一般将来时描述将要发生或打算去做的事情。

3、情感目标：通过合作学习的活动，学生调动学习的兴趣，并培养合作学习精神。

（三）重点与难点重点：一般将来时的结构和用法。

难点：一般将来时的两种结构will / be going to和它们之间的区别，时间状语in+时间和after, later的区别。

二、理论支持：communicative language teaching task-based language teaching三、教学对象分析所教两个班的学生活泼、爱动脑筋，因此，教师适当、有效的引导，就可以让学生发现和归纳出本节课的语法点。

四、教学时间：40分钟五、教学用具：电脑，投影，黑板六、教学过程与步骤Unit 6 Beyond time and space (Ⅰ)Language-- The simple future tense (will / be going to)Leading-in(1) Ask students to listen to the song Que sera sera -- Doris Day & fill in the blanks of the lyricsQue sera sera•When I was just a little girl•I asked my mother, What will I be____________________________•Here's what she said to me•Que Sera Sera•Whatever will be, will be•The future's not ours to see•Que Sera Sera,•what will be will be•When I grew up and fell in love•I asked my sweetheart, What lies ahead•___________________ day after day•Here's what my sweetheart said•Que Sera Sera•Whatever will be, will be•The future's not ours to see•Que Sera Sera,•__________________•Now I have children of my own•They ask their mother, What will I be•_____________________•I tell them, Wait and see•Que Sera Sera•Whatever will be, will be•The future's not ours to see•Que Sera Sera,what will be will be•Que Sera Sera(2) Ask students to check the answers with their partners.(3) Then ask them what tense these missing sentences use.Grammar learning--- the simple future tense(1)Divide students into groups and let them sum up the structure of the simple futuretense.(2)Ask students to finish Ex. A(3)Ask students to look at the sentences in Ex. B, and sum up when and how to usebe going to and find out the differences between will and be going to.(4) According to students’ work, the teacher sum up the differences between will and be going toPracticeAsk students to choose will and be going to the describe tomorrow’s concert. Then ask students to tell the reasons.Summary:(1) Repeat the usages of will / be going to.(2) Induct students to use time expressions when we refer to the future, and pay attention to in+time, after+time, time+later.Consolidation(1)Students work in pairs using future tense to make the arrangements for the trip toFenghuang Mountain.(2)Ask some students to show their work.HomeworkAsk students to finish Ex. in student’s book.。

牛津译林版七年级英语上册7A Unit6 第7课时教案

牛津译林版七年级英语上册Unit 6 Food and lifestyle第七课时(The seventh period)课前准备：1、复习本单元所学的词汇，句型和相关知识。

2、查询有关健康饮食的资料。

教学目标：1、To express factual information about diets and lifestyles in writing.（将关于饮食和生活方式的实际信息用文章表达出来。

）2、To write an article for a website based on personal information.（根据个人信息为一个网站写篇文章。

）3、To read an article to a classmate and check for mistakes.（读一篇短文给同学听以检查错误。

）教学要点：词汇large, take in. mean, fat, stay, healthy, cheese, peanut, slice, beef, pork, vitamin, calorie, amount句型1、I am fit and healthy.2、I think I need（lots of energy）.3、I always/usually/…have…for breakfast/lunch/supper/dinner.4、This gives sb.…calories to do sth./for sth.5、I like…because they're/it's good for….6、I take in…I need vitamins to stay healthy.7、It's important to do sth.学习策略：Synthetical use and self comments.（综合应用，自我评价。

）智能培养：Write an article about health and sports.（健康、卫生、体育的逻辑表述。

牛津版七年级英语上册Unit6教案

2) Read the words on P80 A and read the sentences onP80 A2
3)Speak up
All the students talk about the place where they want to go best by using Wh-questions as follow:
Step 3 Check the answer
The teacher repeats the article and leads the Ss to check the answers.
Step 4 Speaking
1) The teacher lead the Ss practice the phonetics/ʃ/ /v /f/ /ʒ/ /ɵ/ ɚ/
1) What is your favorite subject?
2) How do you go to school everyday?
Practice Book B P100 B
教
学
反
思
总课题
Unit6 Travelling AroundAsia
总课时
6
第5课时
课题
Writing and Project
课型
New
教学目标
1 .Learn how to write a travel guide
2. Let how to use the conditional sentences to write a travel guide.
Step 3 Show the video then ask the Ss read and follow.
Step 4 Correct the reading and let the Ss read together.

牛津译林版七年级上册(新)英语教案：7 A Unit 6 Reading 2

1.Do you eat breakfast every morning?
2.Do you swim in summer?
3.Do you eat fruit every day?
4.Do you walk to school?
5.Can you run fast?
6.Do you love sports?
教学准备及手段
Multi-media
教学过程
二次备课
Step1 Revision
Ask students to answer questions about Kitty and Daniel:
What does Kitty love? How long does she dance?
What does Kitty have for breakfast/lunch and dinner?
What does Kitty have if she feels hungry?
Does she have cakes and sweets? Why?
Do you think Kitty’s lifestyle is healthy? Why?
What does Daniel like doing?
课题
7A Reading II
课时
第3课时
教学目标
1.To understand the text and the language points deeply.
2.To talk about personal diet and lifestyle according to the text.
教学重点与难点
3.Read the text together.

牛津上海版英语七年级上册Unit6教学设计

6.情感反思：请学生在作业的最后部分，用一段话总结本节课的学习心得，包括对节日文化的认识、对团队合作的理解等。此举旨在引导学生反思学习过程，培养情感态度与价值观。
教师应提醒学生按时完成作业，并在作业批改后，针对学生的完成情况进行点评和指导，以提高学生的学习效果。同时，鼓励学生在完成作业的过程中，积极思考、主动探究，不断提高自己的英语素养。
因此，在教学过程中，教师应关注学生的个体差异，针对学生的薄弱环节进行有针对性的教学，同时注重激发学生的学习兴趣，提高他们的自信心，帮助他们克服困难，顺利完成本章节的学习。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和短语：本章节的词汇和短语涉及节日、文化、传统等方面，是学生描述节日习俗的基础。教学难点在于帮助学生熟练掌握这些词汇和短语的用法，并能灵活运用到实际语境中。
牛津上海版英语七年级上册Unit6教学设计
一、教学目标
（一）知识与技能
1.学生能够掌握本章节的核心词汇和重点短语，如：festival, celebrate, traditional, culture, costume, food等，并能运用这些词汇和短语描述不同的节日及其习俗。
2.学生能够理解和运用一般现在时态来描述节日的活动和传统。
（二）教学设想
1.创设情境：利用多媒体资源，如图片、视频等，为学生创设丰富的节日情境，激发学生的学习兴趣，提高学生的参与度。
2.词汇教学：采用游戏、竞赛等形式，帮助学生记忆和巩固词汇。同时，结合语境进行词汇教学，让学生在实际运用中掌握词汇用法。
3.时态教学：通过示例、练习、角色扮演等方式，让学生在实践中掌握一般现在时态的用法。教师应及时纠正学生的错误，强化正确用法。
1.词汇量有限，对一些描述节日习俗的词汇和短语掌握不足，需要加强词汇学习和记忆。

牛津译林版英语七年级上册Unit6教案

4)When do you usually eat fruit, before meals or after meals ?
5)Do you think snacks are delicious ?Arethey good for our health?And how often do you have some snacks?
1.How many meals do you have a day?
2.What drink do you like best?
3.What fruit do you like best?
4.What is your favourite meat?
5.What is your favourite vegetable?
1)朗读对话。
2)表演对话。
3)编排新对话并表演。
4)再此过程中，让学生尽量多运用有关食物的词汇。
Step four :语言点
1Be good for
区别：be good at / be good with / be good to
2 eat与have的区别
3 keep的多种用法
4 how about
What Chinese food do you know?
What Western food do you know?
Do you like Chinese food or Western food? Why?
交际法，师生问答,了解中西不同食物并认识哪些是健康食物，
鼓励学生能简单讲出喜欢或不喜欢的原因。
1.I like/dislike/hate/love
2.Idon’t like
3.do you like…?
4.an apple a day keeps the doctor away .

七年级英语上册 Unit6 Fashion 教案牛津版

names shoes hat scarf coat
colours black red white Yellow
materials leather wool silk cotton
1.Present the comic strip. Help the Ss understand the meaning.
通过表演，检查学生掌握情况。
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸主备人：陈小军审核人：初一英语组全体老师
总课题
Unit6 Fashion
总课时
第2课时
课题
Reading (1)
课型
New
教学目标
知识目标
1To learn the new word about the Fashion show
课前预习
1. Preview the new words.
2. Listen to the tape and read the text
教学过程
教学环节
教师活动
学生活动
备课札记
Step1.
Warm up
Step4:
Homework:
1. Lead-in
(1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and use some suitable adjective words. Such as : smart, modern, cool,…
eg. Look at this lovely dog. Its scarf is white, and it’s made of silk.

七年级英语上册 Unit 6教案牛津版

Unit 6课题:Comic ~ Welcome to the unit班级姓名学号Teaching Goals·To learn new vocabulary about food: hamburger, vegetable, carrot·To talk about likes and dislikes with regard to food:What food do you like? I like hamburgers.Do you like carrots? No, I don’t like/dislike/hate them. What about fish? Teaching ProceduresStep 1: Warm-up activityWrite new words in the blackboard.Give Ss five questions about the daily diet and ask them to answer them as soon as possible.Do you know what I ate this morning? (S guessing…) Oh, I have eaten milk and egg because they can give me more energy.2. Ask students to name as much food as possible in English and write them on the blackboard and group them. （Teachers can ask the following questions:）a.What food do you have for breakfast/lunch/supper?b.What food do you like? Why?c.What food do you dislike? Why not?d.What food is good for us?e.What food is bad for us?f.What Chinese food do you know?g.What Western food do you know?h..Do you like Chinese food or Western food? Why?Step 2: Presentation2.Group Discussion: Divide Ss into groups and discussa.‘What is your favourite food/meat/ drink/vegetables?’b.‘ Why do you love/ like them?’3.Discuss about ‘What food you dislike/ hate?’ and ‘ Why do you dislike/ hate them?’Examples:T: What food do you love/like?/ What is your fav ourite food?S: I love/ like ….T: What food do you dislike/ hate?S: I dislike/ hate ….Step 3: Practice1. Ask students to write the food they like or dislike in the table of Part A2. Ask students to make up a conversation, use the one in Part B as an example A: I like bananas. What food do you like?B: I like hamburgers.A: Do you like carrots? They are my favourite.B: No, I dislike them. What about fish?A: I like fish. It is healthy. I don’t like eggs. What about you?B: I hate eggs.3. Ask a few pairs of students to role-play the conversation in front of the class.4. Ask students to talk about their family as well, e.g., My sister loves ice cream. My father hates chocolate.Step 4: Presentation①pair work:A: What do you usually eat for breakfast/ lunch/ supper?B: I usually eat…. for breakfast/ lunch/ supper.A: What food do you like/ love?B: I love / like…A: What food do you dislike/ hate?B: I dislike/ hate…\② Report time: Ask students to make reports what they or their partners like or dislike to the class.Step 5: Listen and answer1.What’ll Eddie eat for lunch? (a hamburger)2.Is he always hungry?( Yes)3.Why?(He needs a lot of energy.)4.Does he often do some exercise/ exercise?(never)5.Why does he need a lot of energy? (He walks to his bowl many times a day.)6.What do you think of Eddie? (He’s lazy and likes eating.)7.Is he healthy?Step 6: Act outAsk students to role-play the conversationStep 7: DiscussionAsk students to discuss how to be a healthy person according to Comic strip. ( exercise more and eat healthy food, etc.)Step 8: SummaryT: In this period, we have learned about the names of some food and talked about what food we like and dislike. We also learned a comic strip which showed us the main points of this unit.Step 9: Consolidation exercises句型转换The little boy is very hungry now. (改为一般疑问句)It’s lunchtime.（写出两个同义句）She needs two oranges.（对划线部分提问）Eddie walks to his bowl many times a day.（同上）Answers: 1. Is the little boy very hungry now?2. It’s time for lunch./ It’s time to have lunch.3. What does she need?4. How often does Eddie walk to his bowl?Step 10: HomeworkOral work: Revise this period, listen, repeat and recite Comic stripRecite the new words, phrases and sentence patterns.Preview reading课题:Study skills班级姓名学号Teaching aims:To learn to read voiced consonants and voiceless consonants correctly.To develop the ability of spelling phonetic alphabets.Teaching important points: To tell the differences between the consonants in each group.Teaching difficult points: To learn how to pronounce these consonants correctly. Teaching methods: Explaining and pair work.Teaching tools: Multi-media.Teaching procedures:Step1 PresentationThe teacher can tell the students what is voiceless consonant and what is voiced consonant.The teacher can put the consonants into seven groups and each group has a voiced consonant and a voiceless consonant. Then the teacher can teach them one by one. For example:T: Look at the picture. What is he?S1: He is a farmerT: What is he like?S2: He is fat.T: How many forks does he have？S3: Five.The teacher writes ‘farmer’, ‘fat’, ‘fork’, ‘five’ on the blackboard and underline ‘f’in these words. let the students read the sentence ‘The fat farmer has five forks.’ as quickly as they can . Then the teacher can ask, ‘How do you pronounce it?’The students can answer / ʄ /. The teacher gives a picture and also let the students read a sentence ‘The brave boy saved a girl’s life over there.’to teach the consonant /v/.3. The teacher uses the same way to teach /ʃ//ʒ/,/θ//ð/,/z/ /s/,/tr//dr/,/ʧ//ʤ/,/ʦ//ʣ/.Step 2 PracticeListen to the tape and read the fourteen consonantsFinish Part A on Page 77. Match the words if their letter in bold have the same sound. Read the following phonetic alphabets and then fill in the blanks to try to write down the words. For example:/ʃɔp/______ / dres/_______ / tri:/________Listen and finish Part B. Write S if the letters have the same sound, write D if they don’t have.Step3 PresentationLet the students work in pairs to read Part C, especially the words in bold. Listen to the tape and read after it.Let some of the students to read the four sentences.Step 6 ConclusionSum up the fourteen consonants and read again.Step 7 HomeworkRead the consonants and add three words to every consonant课题:Reading (1)班级姓名学号Teaching aims：1、To revise and expand vocabulary about food and lifestyles.2、To learn about the relationship between diet and overall health.3、To practise the technique of skimming for overall comprehension and scanning for detail.Important points：Words:before, diet, energy, exercise, fast food, healthy, important, lifestyle, seldom, tired, top, dancer, change, fruit, sweet, often, bread, meet, juice, person Sentences:1、Before, I seldom ate fruit and vegetables.Now I always eat an apple for breakfast and I often drink some milk.2、I swim twice a week.3、I do not eat fast food any more.Teaching methods：The technique of skimming.Teaching procedures:Step1 lead-in free talkTeacher talk to students about their diet and lifestyle freely and ask some questions.What do you often eat for breakfast/lunch/supper everyday?Do you know how to eat healthy?Do you like suger?Eating too much suger is bad for our teeth?Do you think so? Do you often drink Cola?Cola is unhealthy,How to change this bad habit?If you are not strong or healthy enough,What do you plan to do?Through asking these questions,teach some new words.For example: breakfast lunch supper means meals. New word:mealHealthy means fit. New word :fitOther new words:suger tooth(teeth) Cola change plan and so on.Ask students to complete partB1 about new words.Match new words with their explains. Teacher summerize the result of the discussion and lead in the text.Step2 Presentation1.Listen to Kitty’s article and answer simple questions:①What does she love doing?②How long does she do that every day?2.Students read Kitty’s article silently and complete Kitty’s table onpartB2.then show Kitty’s recipes.3.Deal with Danil’s article.Listen to Daniel’s article and answer:What does he like to do,to eatand to drink?Students read Daniel’s article and complete Daniel’s table on part B2.Student read two articles loudly and judge some sentences.Ask student to answerand check together.Step3 PracticeShow pictures of Kitty’s and Daniel’s recipes..Let students describe their recipes. Each student only describe one or two points.Discuss in groups:How do we eat and live heathilier? After discussoin ,each group say sth about the question in front of Bb.Step4 Homework课题:Reading (2)班级姓名学号Teaching aims ：1.to understand the text more deeply2.to understand and master the language points in the text.3.to describe the students’own lifestyleKey and difficult points: Describe the students’ own lifestyle.Teaching procedures:Step 1 RevisionRevision the text by asking some questions about it:1.what does kitty like?2 why does kitty seldom eat cakes or sweets?3.Does Daniel often exercise?4.what does he like?5.How often does he swim?Step 2 Readingask students to read the text to finish off PartB3.Ask students to tell whether the statement are ture or false then correct the false one.ask students to read the text again and then finish Part4.let students read the dialogues by pairs to check the answers, then teacher check the answers by asking and answering.Step 3 Practiseshow a table about kitty and Daniel’s diet and lifestyle.Ask students to fill in the table with the information about kitty and Daniel. According to the table .try to retell the text about Kitty and Daniel.(give students 2 minutes to prepare then try it).According to the same table. Let students talk about their own lifestyles by groups.for example, what do they eat and how do they live .Fill in the table with their own information then make an oral report for us .(give them 3 minutes to prepare ).Step 4Language pointsShow some pictures and important phrases and sentences. Use these pictures tohelp students understand the imortant phrases or let studetnts say something about the pictures with these phrases.Ask students to read the phrases by themselves and try to rember them for 2 minutesStep 5 ConsolidationDoing some consolidation exercise by traslation and completing dialogues HomeworkRemember the useful phrase and language points.write a passage according to their own diet and lifestyleUnit6 Integrated skillsTeaching aims:To get some information by reading and listening to the tape.To know about one’s lifestyle.To master the phrases of ordering meals.Four skills:Words:Less than total number scorePoint more order menu tastePhrases:Less than more thanTake a walk have a look atAll rightSentences:How long do you sleep every night?You need to exercise more and eat more healthy food .What would you like to orderWould you like some vegetables?Three skills:Phrases:Three times a weekStep1: GreetingsStep2; PresentationShow a video about my lifestyle, let students watch the video .While students are watching the video, show some new words on the Bb.T: Today we’re going to talk about how healthy you’re and how to keep fit.Do you think you’re healthy? Can you tell me how to be healthy? Ask several students to show their answers.Show a video about my lifestyle, after watching it . Ask students :Do you think my lifestyle is healthy? Why?While asking and answer questions ,teach the new phrases ,such as:I sleep less than 7 hours , right? How long do I sleep?T:I like walking ,so I always walk more than an hour ,about an hour and a half. Write “less than” and “more than” on the blackboard. 解释“less than” and“more than”.Ask students : How often do I exercise ? How long do I sleep every day?解释How long and How oftenT :We often use words like sometimes seldom often never and three times a week to answer “How often”questions .And we answer a “How long”questions with a period of time such as an hour two days and three years.4. Have a discussion with your partner and find out if they have a healthy lifestyle. Step3: Listening1.Now let see Benny’s lifestyle. Listen to an interview with him and tick the correct boxes.2.Listen to the tape again and check the answers together.Speak up:What would you like to order?Step4:Presentation1. Millie and her cousin Andy are ordering food at a restaurant ,listen to their conversation, and tell me what Andy and Millie have for dinner.2. Listen to the tape and ask students to read after the tape.3. Work in pairs and talk about what you would like to have. Use the conversation below as a modelStep5 Homework课题:Grammar班级姓名学号Teaching aims:1. To recognize and use countable nouns.2. To master the rules of forms the plural forms of countable.3. To master how to show the amounts of uncountable nouns.Teaching important points:To master the rules of forms the plural forms of countable.Teaching difficult points:To master how to show the amounts of uncountable nouns.Teaching methods: Situation and Communicative approachTeaching aids: pictures, record and multimediaTeaching procedures:Step1 PresentationShow some pictures of different kinds of foods to the students.Teacher points at an apple, asking: What’s this? S : It’s an apple.Write “an apple” on the blackboard. Present “a banana” in the same way.2. Let students watch and say the differences between “an apple”and “a banana”. Teacher asks : How to use “a” and “an”.Teacher also points at two cakes and asking “What are they?” Ss : They are two cakes .”Write “two cakes’on the blackboard and circle “s’. Let students read and think “Why add “s”?Show more words on the blackboard and ask students to say out their plural. Teacher says :most countable nouns add “s”to change them into plural. What aboutanother countable nouns? Let students look at the table on page 73 and have a discussion in groups of 4. Ask : How to change them into plural forms? Get the students to find the rulesPresent : write the rules of forming the plural forms of countable. Ask students read the table on page120. Pay attention to “s” and “es” pronunciation ,let students read after the teacher.Step2 .ExerciseGive some countable nouns for the students to change them into the plural forms. Step3.Presentation1. Show a bottle of water , and ask :What is it? It’s water. But can we say it’a water?Ss answer “No”. T: Because water is uncountable noun. Write “water” on the blackboard.T: Now, can you tell me some more uncountable nouns? Ss answer .Write “ juice rice tea meat milk chicken bread” on the blackboard, let students read.2. Show two bottles of water to the students and ask students :Can we say two waters ? S: No , why? What can we say about it ?Get the students to look at the pictures on the page74 and find the method of describing.3.Show some uncountable things for the students to describe ,and teach the new words: Packet salt tea kilo carton4. Get the students to find more uncountable things in groups.T: When we talk about the amount of the uncountable nouns, we can use nouns before them.Step4: PracticeGet the students to ask and answer with the pictures on tpage74 like this; Complete the dialogue on page74, practice in pairs. Divide all the students into groups to read the dialogue.Get the students to make up similar dialogue with nouns in them.Step5: Homework。

牛津译林版英语七年级上册Unit6教案优秀教学案例

接着，我播放了一个关于家庭成员日常活动的短剧。学生通过观看短剧，能够听力输入家庭成员的英文表达和日常活动词汇。这个活动不仅能够激发学生的学习兴趣，还能够提高他们的听力能力。
（二）讲授新知
在学生对家庭成员和日常活动有一定的了解后，我开始讲授新知。我首先介绍家庭成员的英文单词和短语，如：mother, father, sister, brother等。然后，我教授日常活动的英文表达，如：eat, drink, read, write等。通过这个环节，学生能够系统地学习和掌握家庭成员和日常活动的英文表达。
（五）作业小结
最后，我给学生布置了一个作业：让他们用英语写一篇关于自己家庭成员和日常活动的短文。这个作业不仅能够让学生巩固所学知识，还能够提高他们的书面表达能力。
五、案例亮点
1.情境创设：通过展示家庭成员的图片和播放日常活动的短剧，我成功地激发了学生的学习兴趣，并提供了真实的语境，让学生能够更好地理解和运用所学知识。
一、案例背景
牛津译林版英语七年级上册Unit6主要讨论了家庭成员和日常活动的话题。考虑到学生的实际需求和兴趣，我设计了一份教案，旨在通过创设情境、互动交流等教学手段，激发学生的学习兴趣，提高他们的语言运用能力。
在引入环节，我展示了一幅家庭成员的图片，引导学生猜测图片中的人物关系，激发学生的学习兴趣。然后，我播放了一个关于家庭成员日常活动的短剧，让学生听力输入家庭成员的英文表达和日常活动词汇。
二、教学目标
（一）知识与技能
1.学生能够掌握家庭成员的英文表达，如：mother, father, sister, brother等。
2.学生能够运用所学知识进行简单的日常交流，如：Introduce your family members and describe their daily activities.

牛津译林版英语七年级上册Unit6教案说课稿

二、学情分析导
（一）学生特点
本节课面向的是七年级学生，这个年龄段的学生正处于青春期初期，好奇心强，活泼好动，善于模仿，对新鲜事物充满兴趣。在认知水平上，他们已经具备了一定的词汇量和语法基础，能够进行简单的英语交流。然而，他们的注意力容易分散，对复杂知识点的理解和记忆可能存在困难。在学习兴趣方面，他们更喜欢互动性强、富有创意的学习活动。此外，部分学生的学习习惯尚未完全形成，需要教师在教学中予以引导和培养。
（五）作业布置
课后作业布置如下：
1.复习本节课所学的家庭成员词汇和句型，完成课后练习题。
2.结合自己的生活实际，用英语写一篇关于自己家庭成员的短文，要求使用一般现在时和形容词性物主代词。
3.收集一些家庭主题的英文歌曲、故事或电影，与同学分享。
作业的目的是巩固所学知识，提高学生的语言运用能力，并拓宽他们的文化视野。通过以上教学过程设计，使学生在轻松愉快的氛围中学习英语，提高他们的英语素养。
1.使用不同颜色的粉笔，突出重点和难点。
2.保持字体大小适中，书写工整。
3.在适当的位置使用箭头、框线等符号，表明知识点之间的逻辑关系。
4.在板书过程中，适时擦除非重点内容，保持板书的简洁性。
（二）教学反思
在教学过程中，我预见到以下可能的问题或挑战：
1.部分学生对一般现在时和形容词性物主代词的掌握可能不够牢固。
2.课堂互动中可能出现时间分配不合理的情况。
3.学生在小组活动中的参与度可能不均衡。
为应对这些问题，我将：
1.在课堂上增加对重点知识点的讲解和练习。
2.灵活调整课堂节奏，确保每个环节都有足够的时间进行深入讨论。
3.对小组活动进行合理分组，鼓励每个学生积极参与。
课后，我将通过以下方式评估教学效果：

牛津上海版七年级上册U6教案

学科教师辅导教案讲义编号：组长审核：(1) 泛指某一类人或事物中的一个或一类。

An elephant is much heavier than a horse.There is a book on the desk.(2) 在叙述时用于第一次提到的某人或某物之前。

(3) 用于序数词前，表示“又一，再一”。

I have read the books twice， but I wantto read them a third time.(4) 用于某些固定词组前。

have a good time，in a hurry，have a rest，for a while，take a walk，have a cold二、a / an 的区别a 用在辅音音素开头的单数可数名词或字母前，an 用在元音音素开头的单数可数名词或字母前。

如a book , an orange , an egg注意：① u发音为/ ju:/ 时，单词前用a . 如： a usual boy； a university； a unit；a useful book；注意另外两个特殊词: a one-leg table ; a European②常见辅音字母不发音的单词有：an honest boy；an hour；an honor；③单独字母前的用an记忆口诀：Mr. Li has one fox .如：There is an “ f” and an “o” in the word “ frog ”用法口诀：某人某物属某类，一人一物指全体；某人某物不具体，数量名词前表“每一”【课堂检测】(A)1. David is ______ singer. He thinks it is ______ interesting job.A. a; anB. the; anC. a; /D. a; the(B)2. Cathy was very happy to meet old friend on the plane to Paris.A. aB. anC. theD. /(C)3.Lee Min-ho is actor from South Korea. He sang Chinese pop song on the 2014 CCTV New Year'sGala.A. the；anB. /；theC. an；aD. a；/(B)4.—Daming，what's your dream？—I want to be engineer some day.A. aB. anC. theD. 不填(A)5.—What do you think of the new movie The Monkey King，Sally？—It's funny one.A. aB. anC. theD. 不填考点2 定冠词 the 的用法基本用法例句(1) 用来表示特指的或指双方都知道The man over there is John's uncle.。