最新译林牛津版初中英语七年级上册课程Unit 6 公开课教学设计
牛津译林版7上Unit6Welcome教学设计
5.学生合作意识：七年级学生具有较强的团队精神，他们乐于与他人合作完成学习任务。在本章节的教学中，教师可充分利用这一特点，设计丰富多样的合作学习活动，提高学生的合作能力和沟通能力。
2.学生英语水平：经过前几个单元的学习，学生已经掌握了一定的词汇和语法知识，具备一定的听说读写能力。在此基础上，本章节的学习将有助于他们进一步提高语言运用能力。
3.学生学习习惯：七年级的学生在学习上仍需教师引导，他们需要通过多样化的课堂活动来激发学习兴趣。因此，在本章节的教学中，教师应注重启发式教学，引导学生主动参与，培养他们的自主学习能力。
2.难点：
(1)学生在运用一般现在时进行描述时，时态和语态的准确运及灵活搭配；
(3)学生在介绍学校环境时，能够运用所学知识进行有序、连贯的表达。
（二）教学设想
1.创设情境：利用多媒体展示学校的各个场所，让学生在观看视频、图片等资源时，自然引入本章节的主题。通过情境教学，激发学生的学习兴趣，提高他们的参与度。
4.鼓励学生在完成作业时发挥创意，将所学知识运用到实际生活中。
（二）过程与方法
1.通过小组合作、角色扮演等形式，让学生在互动交流中掌握本章节的知识点，提高学生的合作意识和沟通能力。
2.利用多媒体教学资源，如PPT、视频、音频等，为学生创设真实的语言环境，让学生在情境中学习、运用英语。
3.设计丰富多样的课堂活动，如填空、选择、连线、排序等，巩固学生的词汇和语法知识，提高学生的语言运用能力。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生能够熟练掌握并运用一般现在时描述学校设施和场所，掌握核心词汇和重点句型，如：welcome, visitor, guide, show, interested, information, office,building, library, canteen, ground, gym等。
新译林牛津版初中英语七年级上册Unit 6 Food and lifestyle Task优质课公开课教案
1．他经常不吃早饭就来上学。
2．吃太多的甜食对你没好处。
3．每天读英语对学好英语是有帮助的。
Answers: 1. He often goes to school without having breakfast.
2. Eating too much sweet snacks is not good for you.
Unit 6 Food and lifestyle
教学课题
Unit 6
课型
New
本课题教时数：
9
第7课时
备课日期：
教学目标:
To express factual information about diets and lifestyles in writing.
教学重点、难点：
To express factual information about diets and lifestyles in writing.
Which meal gives us energy for the afternoon? (lunch) What do you have for lunch?
What do you have for supper?
Do you drink water every day? (It is good for us.)
Are there any calories in water? (drink it without getting fat)
Step 3: Listen and answer
What sports does Simon often play?
Is he healthy?
What does he have for breakfast/lunch/supper?
最新译林牛津版初中英语七年级上册Unit 6 Food and Lifestyle integrate skills公开课教学设计
Unit 6 Food and LifestyleTeaching aims and demands:Knowledge:1. To listen for specific information.2.To select information from a questionnaire and listen in order to complet e a report on another student’s lifestyle.Abilities:1. To ac t out the dialogue.Emotion:To master the vocabulary about the food.Key points and difficult points:To learn how to have listening skills.Teaching procedures:Step 1Talk about the importance of doing exercise, sleeping and eating fruit and vegetables. Elici t information about your students’ lifestyles.How much TV do they watch?How much time do they spend playing computer games?How many snacks do they eat every day?Complete the ‘Lifestyle’ questionnaire about themselves. Ask some students to report their own lifestyles.Step 2Play the recording. Ask students to listen for specific infor mation about Benny’s lifestyle and tick the correct boxes. Then check answers as a class activity. Answers: 1-c 2-c 3-c 4-b 5-c 6-cStep 3Ask students to enter Benny’s score and their own score in the table in Part A3. Students analyze the health scores for Benny and themselves. Read out three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unh ealthy the class is.Write a class profile on th e blackboard with the number of students for each category. Student s could put up this information for class display.Step 4:Listen and answer some questions.Read after the tape.Make a similar dialogue.Step 5:补全对话Sandy: ________ _________ do you exercise?Tommy: Less than twice a week.Sandy: ________ _________ do you eat fruit and vegetables?Tommy: Very often.Sandy: _______ _________ do you do your homework?Tommy: Less than two hours.Sandy: ________ _________ TV do you watch every day?Tommy: More than an hour.Answers: How often, How often, How long, How muchStep 6:Oral work: Go on with the question naire, do it with your families.Written work: Teachers can assign this part according to their own conditions.。
初中英语七年级上册(牛津译林版)Unit6Grammar优秀教学案例
4.知识与技能、过程与方法、情感态度与价值观的综合培养：本案例在教学过程中注重培养学生的知识与技能，同时也关注他们的过程与方法，情感态度与价值观的培养，使得学生在全面发展的基础上，提高了英语语法的学习效果。
3.培养学生勇于表达、乐于交流的合作精神，增强他们的自信心。
4.通过英语学习，让学生认识到一般现在时态在实际生活中的重要性，提高他们对英语的实际运用能力。
三、教学策略
（一）情景创设
1.利用实物和图片：通过展示教室里的物品、人物图片等，让学生直观地感知一般现在时态的运用场景，激发学生的学习兴趣。
2.创设生活情境：设计一些与学生日常生活相关的问题，如描述自己的家庭成员、兴趣爱好等，让学生在真实语境中运用一般现在时态。
2.通过真实语境的创设，让学生在实践中感知一般现在时态的用法。
3.设计具有针对性的练习题，让学生在练习中巩固所学知识，提高语法运用能力。
4.组织小组合作学习，培养学生的团队协作精神和沟通能力。
（三）情感态度与价值观
1.激发学生对英语学习的兴趣，让他们在轻松愉快的氛围中掌握一般现在时态。
2.培养学生积极思考、主动探究的学习态度，提高他们的自主学习能力。
（四）反思与评价
1.让学生自主总结：在课堂的最后阶段，让学生自主总结一般现在时态的构成规则和用法，加深他们对知识的理解。
2.设计课后作业：布置一些与一般现在时态相关的课后作业，让学生在实际运用中巩固所学知识。
3.评价与反馈：对学生的学习过程和成果进行评价，及时给予反馈，鼓励他们持续进步。同时，关注学生的情感需求，关心他们的学习进步，为学生提供个性化的指导和支持。
牛津译林版七年级英语上册Unit6Studyskills教学设计
4.教师示范如何制定学习计划，引导学生结合自己的实际情况，制定适合自己的学习计划。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一种学习技巧进行讨论，探讨其在实际学习中的应用和优点。
2.各小组展示讨论成果，其他小组进行评价，提出建议。
3.通过小组讨论，让学生分享自己的学习方法，为新课的学习做好铺垫。
（二）讲授新知
1.教师向学生介绍本节课的核心词汇和短语，如：skimming, scanning, summarizing, note-taking等，并通过例句展示它们在实际语境中的应用。
2.讲解一般现在时描述学习习惯和方法，引导学生运用目标句型进行表达，如：“I often read English articles to improve my reading skills.”。
作业布置要求：
1.作业量适中，避免过多增加学生负担，注重培养学生的自主学习能力和合作精神。
2.作业布置要有针对性，针对不同层次的学生，可适当调整作业难度，使每个学生都能在完成作业的过程中得到提高。
3.作业批改要及时，对学生的作业给予积极评价和反馈，鼓励学生持续进步。
4.鼓励学生主动参与作业，培养他们的责任感和自律性。
2.任务驱动，实践探究：设计丰富多样的课堂任务，引导学生主动探究、合作交流，培养自主学习能力和团队合作精神。
3.分层教学，关注个体差异：针对不同层次的学生，设计不同难度的教学活动，使每个学生都能在原有基础上得到提高。
4.反馈指导，促进反思：教师及时给予学生反馈，指导他们调整学习方法和策略，培养反思意识，提高学习效果。
-引导学生总结、反思自己的学习方法，形成个性化的学习策略。
牛津译林版七年级上册英语Unit6代词教学设计
（二）讲授新知
1.教师以牛津译林版七年级上册英语Unit6为蓝本，系统讲解各类代词的用法。首先，介绍人称代词、物主代词、反身代词、指示代词等基本概念，并通过例句进行解释。
2.针对每种代词的用法，教师给出具体实例，让学生模仿造句。同时，强调易错点，提醒学生注意。
3.教师结合课本中的对话和课文，让学生在实际语境中感受代词的作用，帮助他们更好地理解和掌握。
（三）学生小组讨论
1.教师将学生分成若干小组，每组讨论一个特定的代词用法。例如，一组讨论人称代词的用法，另一组讨论物主代词的用法。
4.学生能够理解并运用代词进行阅读理解，提高阅读速度和准确性。
5.学生能够运用代词进行简单的写作练习，为后续写作课程打下基础。
（二）过程与方法
1.采用任务型教学法，设计丰富多样的教学活动，让学生在实践中学习代词的用法。
2.通过小组讨论、角色扮演、故事创编等形式，激发学生的学习兴趣，提高他们的参与度。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点是让学生掌握牛津译林版七年级上册英语Unit6中出现的各种代词的用法，包括人称代词、物主代词、反身代词、指示代词等，并能正确运用到实际语境中。
难点：如何引导学生理解并熟练运用不同类型的代词，尤其是在复杂句子中的正确使用。
2.重点：提高学生在口语和写作中准确、自然地运用代词的能力。
3.通过学习代词，让学生认识到语言表达的简洁性和准确性，培养他们的审美情趣。
4.培养学生的跨文化交际意识，使他们能够尊重不同文化背景，增强国际视野。
最新译林牛津版初中英语七年级上册Unit 6 Food and lifestyle Reading 1公开课教学设计
Check the answers as a class.
.Step 7 Language points
Ask the ss to r ead the passage again and find the eating habits and lifestyle about Kitty and Daniel.
1. it’s time to do sth.
2. too much
3. want to be a…
4. be good for
5. plan to do sth.
6. a top sthdent
7. need lots of energy
8. keep fit
9. change o ne ’s mind
个人设计（二次备课）
Step 1 Free talk
Ask: what is your favourit e food?
Do you like…?
What about…?
Step2 Brainstorming
nstorm the vocabulary about the food and the adjectives describing the food. Help the ss learn them by heart.
Step 3Reading
Ask the students to look at the pictures of Kitty and Daniel and say “Do you know the two ss? Toda y, we’ll learn something about their diets and lifestyles. Read the passage and t ell me who is healthy.”
牛津译林版英语七年级上册Unit6Foodandlifestyle大单元优秀教学案例
4.通过观看美食节目、介绍美食博主等，让学生了解更多的饮食文化知识，拓宽视野。
（二）问题导向
1.设计一系列问题，引导学生思考自己的饮食和生活方式，如“你最喜欢的食物是什么？”，“你每天运动吗？”等，激发学生的思考。
（三）小组合作
1.设计小组讨论活动，如讨论饮食和生活方式对健康的影响，让学生在讨论中交流观点，提高学生的合作能力。
2.组织小组调查活动，如调查同学们的饮食习惯，让学生在实际操作中学习英语，培养学生的实践能力。
3.开展小组竞赛活动，如制作美食竞赛，让学生在竞赛中激发学习兴趣，提高学生的团队协作能力。
4.鼓励学生进行小组合作学习，如共同完成一篇关于饮食和生活方式的短文，培养学生的协作精神和沟通能力。
3.运用信息技术辅助教学，如多媒体课件、网络资源等，丰富教学手段，提高教学效果。
4.引导学生进行自主学习、合作学习，培养学生的团队协作能力和自主学习能力。
（三）情感态度与价值观
1.培养学生热爱生活、关注健康的情感态度，使学生认识到健康饮食和生活方式的重要性。
2.培养学生尊重不同文化、拓宽视野的价值观，提高学生的文化素养和跨文化交流能力。
3.通过对饮食和生活方式的讨论，引导学生关注自己的生活，培养学生的自我认知能力。
4.培养学生积极向上的学习态度，激发学生学习英语的兴趣，提高学生的学习积极性。
三、教学策略
（一）情景创设
1.利用多媒体课件展示不同国家的饮食文化图片，让学生直观地了解各国饮食特点，激发学生的学习兴趣。
2.创设真实的语境，如餐厅、家庭等，让学生在具体情境中进行角色扮演，提高学生的语言运用能力。
最新译林牛津版初中英语七年级上册Unit 6 Food and lifestyle Grammar 1公开课教学设计
教
学
目
标
教
学
重
难
点
To learn the usage of adver bs of frequency.
教学法指导
集体智慧
个人设计（二次备课）
Step 1 Presentation
Ask students: “Do you have … for breakfast everyday? ” According to their answers and say “Oh, I see. You always have … for breakfast. ” or “ You never / often / …” show some sentences on the screen and ask the ss to read them to show the adverbs of frequency.
Step 2 Task(Adverbs of frequency)
Tell the ss that these w ords are used to give emphasis to the sentence.
1. Explain to the students about adverbs of frequency. Ma ke sure that they understand the meanin g ofnever, seldom, sometimes, often, usuallyandalways.
2. Give some examples about adverbs of frequ ency.
4. Say,Millie is asking her classmates how o ften they exercise. Please help her complet e the sentences.
Unit 6 Pronunciation 教案 译林版(2024)七年级英语上册
I'm afraid that the DES area is not near here.
The bear is in his lair and his hair is very fire.
I didn't join the tour because I was not sure about the weather
If there are two vowel sounds within a single syll one, it is monophthong
Cat cake
Hit high
Sport oil
Hot so
Moon town
4.Have students finish partCon page seventy five
Step 4Practise saying the following senctences
Have students read the following Tom twisters to practice.
课题
7A Unit6My clothes, my stylePronunciation
课型
New
教学目标
1.获取和梳理八个双元音的发音规律及发双元音的常见字母组合。
2.识别和区分单元音和双元音
3.运用双元音的发音规律正确拼读单词。
教学重点
掌握字母组合发音规则
教学难点
运用字母组合的发音规则，内化语音知识
Earth hear
Are share
Foot poor
Step 3Practice
1.Have students find out what letters or letter groups appear in words with diphthongs
译林牛津版七年级英语上 unit 6公开课教学课件 (共36张PPT)
not healthy unhealthy
fat
Is she healthy?
Is he healthy?
Are they healthy?
He is too fat !
Unhealthy food Their lifestyle
Junk food
(垃圾食品）
Breakfast: nothing
Read and find.
n. 健康
be good for… 对……有好处
翻译：做早操对我们的身体有好处。
e.g: D_o_i_ng__ morning exercises__i_s __ _g_oo_d__ ___fo_r_our_h_ea_lt_h_.
Dicuss and make up new dialgues.
should have an __ap_p_l_e__, because an apple a day _k_e_e_p_s__ the doctor away. Eddie
agrees, but he needs __te_n____.
Does Eddie have
a healthy diet？
give … energy(能量) help … grow well have too much sugar/ fat(脂肪)/ oil(油)
We think … is/are good for our health because …
We think … is/are bad for our health because …
[swi:t] [mi:t] [bi:f] [snæ k] [pɔ:k]
[‘kæ rət] [‘lemən] [‘tʃɔklət] [‘wɔ:təmelən]
新译林牛津版初中英语七年级上册Unit 6 Food and lifestyles Integrated skills优质课公开课教案
《Unit 6 Food and lifestyles Integrated skills》教案Teaching aims:A）1.To get some information by reading and listening to the tape.2.To know about one’s lifestyle.B) 3.To master the phrases of ordering meals.Four skills:Words:Less than total number score point more order menu taste Phrases:Less than more than take a walk have a look at all right Sentences: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; Presentation1.Show 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 severa l students to show their answers.2.Show a video about my lifestyle, after watching it . Ask students :Do you think mylifestyle 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”.3.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 re staurant ,listen to theirconversation, 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 conversationbelow as a modelStep5 Homework必做题一．翻译下列词组：1.多久一次2.多长时间3.不到一小时4.二个多小时5.需要多锻炼6.看一看菜单7.如何保持健康8.苹果汁味道不错二、单项选择( ) 1. --- do you usually do at the weekend?---I usually do some cleaning.A. WhenB. HowC. WhatD. Where( ) 2. -- do you watch TV every day?--Less than an hour.A. WhenB. What timeC. How longD. How often( ) 3. Benny,let’s talk about how _____you are and how to keep .A .health,fit B. healthy,fitC. health,health D. healthy,health( ) 4. ---How often do you exercise? --- .A. A weekB. OnceC. TwiceD. Once a week选做题三、根据句意及首字母或汉语提示写出正确的单词1.Your lifestyle is not (健康的) .2. You need (锻炼) more.3. Eddie likes (eat) and (sleep).4. How often you (锻炼)?5. What (别的，其他的) would you like?6. What (别的，其他的) things would you like?四、补全对话A:Hi,Millie. B:, Lilly.A: would you like to eat? B:Some soup firs t, . A:Would you like rice?B:No, . like some fish.A:What some chicken?B: OK,just a little. Mmm, tastes good.A:Would you like some chicken?B:No, I’d some vegetables.A:OK, anything ? B:I’m full, thanks.。
最新牛津译林版英语七年级上册《unit 6 fashion》教案4篇.doc
一、年级：七年级二、教学内容: 7A Unit 6 Fashion三、课型: Checkout四、教学目标1．知识目标：学生掌握本单元教授的语法和语言知识。
2．能力目标：学生通过语言知识的学习，能正确运用本单元所学语法和词汇。
3．情感目标：学生在完成练习的过程中对自己的学习有个客观的评价，以获得成就感，并树立学好英语的自信心。
五、教学重难点1．重点：掌握和运用本单元的词汇、句型和语法。
2．难点：能正确运用表达事情发展顺序的5个词，掌握描绘服饰的Step 1 Revise grammar1. Do you get up early every day? What do you usually do on week days? Now let’s see Tom’s day and tell me his daily activities.各类词。
This is Tom’s dayFirst, _____________________.Then, ___________________.Next, ___________________.Afterwards, _______________.Finally, ___________________.2. Tom’s sister is very hungry, so she says:So watch the correct order of making a cake and rearrange the following sentences.a.__________ bake(烘烤) it for 20 minutes at 180°Cb. ____ put the mixture into a baking tin.c. ____ mix 100 grams of sugar and butter into 200 grams of flour .d. _____ beat two eggs. Add the eggs to the mixture.e. ______ wait for the cake to cool. Put the chocolate on the top of the cake.3. Rule outWe use first, then, next, afterwards, finally to tell the order of events.Can you make a cake for your birthday party next time?May I take part in your birthday party and have a piece of cake?4. Rule outWhen we want t o ask for permission from other people, we use________ and _______ .Step2 Practice句型转换1. I can sing some Eng lish songs. (否定句2. You may have a piece of bread.(疑问句)3. May I ask you any questions? (否定回答)4. You can watch TV for one hour. (对画线部分提问)Step3 A quizPlease turn to page 105 and complete the conversation in Part A.Step 4 Language points1. Look at the pictures and answer the following questions.Who is she ? a modelWhat is she doing? having a fashion showfashionableHow many colours can you see?Do you know what clothes young men would like to wear?Do you know what clothes young ladies would like to wear?2. Please describe the clothes in the pictures with the words we have learne d in this unit.P1: This is a _____.It’s made of ______.It’s ___________P2: They are ________.They are made of _____.They look nice on anyone.P3: They are ________.They are made of _____.We wear them in ______, _______ and ______.They can keep us ______.P4: They are _______.Most of them are made of______.We usually wear them in _______.What are they ?What are they made of?Step 5 Practice请你来做服装设计师 (group or pair work)1. Suppose your class will go on a trip to the park.What are you going to wear?2. Suppose Christmas is coming! Your teacher wants to have a party to celebrateit.What are you g oing to wea r?3. A quiz1.Please complete Millie and Sandy’s conversation in Part B on page 105.4. Try to write out the words you have learned in this unit in this order: clothes, colours, materials.Step 6 Homework1. Put the story into English:早晨起床，我先穿衣服，然后打开收音机听英语。
新译林牛津版初中英语七年级上册Unit 6 Food and lifestyles Welcome to this unit优质课公开课教案
《Unit 6 Food and lifestyles Welcome to this unit》教案Teaching Goals·A）To learn new vocabulary about food: hamburger, vegetable, carrotB)·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: Presentation1. Show the Ss the groups the food and let Ss say the names of them together.2.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 f avourite 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 exampleA: I like bananas. What food do yo u 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 r ole-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/ s upper.A: What food do you like/ love?B: I love / like…A: What food do you dislike/ hate?B: I dislike/ hate…\②Report time: Ask students to make reports what they o r 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 aboutwhat food we like and dislike. We also learned a comic strip which showed us themain points of this unit.Step 9: Consolidation exercises句型转换1．T he little boy is very hungry now. (改为一般疑问句)2．I t’s lunchtime.（写出两个同义句）3．S he needs two oranges.（对划线部分提问）4．E ddie walks to his bowl many times a day.（同上）Answers: 1. Is the little boy very hungry now?2. It’s time for lu nch./ 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必做题：词汇1.中午2.柠檬3.牛肉4.猪肉5.健康6.胡萝卜7.零食8.糖果9.巧克力10.保持11.肉12.生活方式翻译词组1. 吃一个汉堡2. 对我们有益3. 十点半4. 给我十个苹果5. 各种各样的食品选做题完成对话（每空一词）It’s n. Hobo and Eddie are talking about what to eat. Eddie would like to have a h_______ ____. But Hobo thinks hamburgers are not g __________ for our health, and that Eddie should have an a ,Because an apple a day k the doctor away . Eddie agrees（同意）, but he needs t . Do you think that he can eat ten apples for just one meal? No, I don’t think so. I think we should make a h diet for Eddie. And we should have healthy l .。
牛津译林版七年级英语上册Unit6reading教学设计
2.教学目的：
-培养学生的阅读技巧，提高阅读理解能力。
-使学生掌握一般现在时态的用法，并能够运用该时态描述人物的日常生活习惯。
（三）学生小组讨论
1.教学活动设计：
-教师将学生分成若干小组，要求学生以小组为单位，讨论以下问题：
三、教学重难点和教学设想
（一）教学重难点
1.教学重点：
-掌握本章节阅读材料中的关键词汇和常用句型，如“always”，“never”，“like to”等。
-运用一般现在时描述人物日常生活习惯，并进行简单自我介绍和描述他人。
-理解并获取文章的主旨大意，掌握文章的基本结构和细节信息。
-提高学生的阅读理解能力，特别是长句子和复杂句子结构的理解。
2.教学目的：
-帮助学生巩固本节课所学知识，提高他们的英语水平。
-培养学生的自主学习能力和总结归纳能力，为下一节课的学习打下基础。
五、作业布置
为了巩固本章节的学习内容，确保学生对一般现在时态和描述人物日常生活习惯的知识点掌握，特布置以下作业：
1.书面作业：
-完成课本练习册中与本章节相关的练习题，包括填空、选择、改错等，以提高学生对语法和词汇的运用能力。
2.教学难点：
-对一般现在时的运用，特别是与其他时态的区分。
-学生在口语表达中，对词汇的灵活运用和句型的熟练使用。
-学生在阅读过程中，对文章细节信息的捕捉和推理能力的培养。
（二）教学设想
1.创设情境，引入话题：
-利用图片、视频等多媒体资源，展示不同人物的日常生活习惯，激发学生的兴趣，引入本章节的话题。
4.精讲精练，突破难点：
牛津译林版七年级英语上册Unit6Grammar2教学设计
在教学过程中，教师还需关注学生的学习兴趣和动机。通过设计丰富多样的教学活动和互动环节，激发学生的学习兴趣，提高他们的参与度。教师应鼓励学生积极参与课堂讨论，勇于表达自己的观点，培养他们的自信心。
（二）讲授新知
在讲授新知环节，我会用PPT展示一般现在时态的第三人称单数形式的构成和用法。首先，我会讲解一般现在时态的基本概念，然后重点讲解第三人称单数形式的构成，如在动词原形后面加上-s或-es。同时，我会通过示例，让学生明白如何将动词变为第三人称单数形式。在讲解过程中，我会用简洁明了的语言，结合生动的例子，使学生更容易理解和掌握。
在教学评价环节，教师应注重过程性评价与终结性评价相结合，全面评估学生的学习效果。通过观察学生的课堂表现、作业完成情况以及小组活动中的参与度，教师可以对学生的学习情况进行全面了解，并根据评价结果调整教学策略，以提高教学效果。
四、教学内容与过程
（一）导入新课
在导入新课时，我会利用多媒体展示一些与学生生活息息相关的图片，如早上起床、吃早餐、上学等场景。然后我会提问学生：“What do you usually do in the morning?”，让学生根据图片和生活经验回答问题。通过这种方式，引导学生进入学习状态，自然地引入一般现在时态的第三人称单数形式。
此外，我还会布置一些拓展性作业，如让学生观察周围的人和事，用第三人称单数形式写一篇短文。这样的作业可以激发学生的学习兴趣，培养他们的观察力和写作能力。
在布置作业时，我会充分考虑学生的个体差异，给予不同学生不同的作业要求。对于学习困难的学生，我会布置一些较为简单的作业，帮助他们巩固基础知识；对于学习优秀的学生，我会布置一些有一定难度的作业，激发他们的学习潜能。
牛津译林版七年级上册英语Unit6代词优秀教学案例
4.培养学生养成良好的学习习惯，让他们学会自主学习，为未来的学习和生活打下基础。
5.通过本节课的学习，让学生认识到学习英语的重要性，激发他们学习英语的热情。
三、教学策略
（一）情景创设
1.利用多媒体展示各种日常生活场景，让学生在真实情境中理解和运用代词。
4.利用形成性评价，激励学生积极学习，提高他们的学习动力和自信心。
5.教师对学生的评价进行全面分析，为下一步的教学提供参考和指导。
四、教学内容与过程
（一）导入新课
1.利用多媒体展示一张图片，图片中包含多人正在进行各种活动，如打篮球、画画等。
2.教师提问：“Can you guess what they are doing? Who are they?”，引导学生思考和讨论。
4.设计练习题，让学生在课堂上进行代词的练习和巩固。
（三）学生小组讨论
1.教师将学生分成小组，每组四人。
2.每组发放一套练习题，练习题包括代词的填空、选择和改错等形式。
3.学生小组内讨论和解答练习题，互相帮助和交流。
4.教师巡回指导，解答学生的问题，并提供帮助和指导。
（四）总结归纳
1.教师邀请各小组代表汇报本组讨论的结果和遇到的困难。
2.教师根据学生的回答，进行总结和归纳，明确代词的用法和注意事项。
3.通过举例和练习，让学生进一步理解和巩固代词的用法。
4.强调代词在英语交流中的重要性，鼓励学生在日常生活中多使用代词。
（五）作业小结
1.教师布置一份代词的作业，作业包括填空、写作和翻译等形式。
2.作业要求学生在课后进行复习和巩固，提高代词的运用能力。
4.教师对小组活动进行指导和评价，确保学生能够在合作中学习和进步。
最新译林牛津版初中英语七年级上册Unit 6 Food and lifestyles Grammar公开课教学设计
《Unit 6 Food and lifestyles Grammar》教案Teaching ai ms:A）1. To recognize and use countable nouns.2. To master the rules of forms the plural forms of countable.B) 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 Communicativ e approachTeaching aids: pictures, record and multimediaTeaching procedures:Step1 Presentation1.Show some pictures of different k inds 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”.2.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”?3.Show more words on the blackboard and ask students to say out theirplural.4.Teacher says :most countable nouns add “s”to change them into plural.What about another countable nouns? Let students look at the table on page 73 and have a discussion in groups of 4. Ask : How to changethem into plural forms? Get the students to find the rules5.Present : 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 answe r . Write “juice rice tea meat milk chicken bread”on the blackboard, let students read.2. Show two bottles of w ater 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: Practice1.Get the students to ask and answer with the pictures on tpage74 likethis;plete the dialogue on page74, practice in pairs. Divide all thestudents into groups to read the dialogue.3.Get the students to make up similar dialogue with nouns in them. Step5: Homework必做题一、写出下列名词的复数形式：1.bus2.wish3.photo4.potato5.tomato6.half7.life 8.knife 9.man10. foot 11.tooth 12.sheep13. child 14. Chinese 15.man doctor二、翻译词组1.一块面包2.二袋米3.三杯茶4.四公斤肉5.五盒牛奶6.六小包盐7.七瓶果汁 8.八箱苹果选做题三．句型转换1．I take a walk every day. (对划线部分提问)you take a walk?2．He sleeps for about about hours every night. (对划线部分提问)he every night ? 3．I’d like some vegetables.(改为一般疑问句)you vegetables?4. I often have some milk and bread for breakfast. (对划线部分提问) you often for breakfast?5. There are two bottles of water on the table. (对划线部分提问)wateron the table?。
牛津译林版英语七年级上册Unit6教案说课稿
（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：
最新译林牛津版初中英语七年级上册Unit 6 Food and lifestyle公开课教学设计(3)
Unit6 Grammar—Countable nouns and Uncountable nou nsTeaching aims:1. To understand the meaning and usa ge of countable and uncountable nouns2. To master the plural of c ountable nouns.Teaching steps:Step 1 Free talk1.What’s your favourite food?2. Do you drink milk every day?3. Do you have an apple every day?4. What do you have for breakfast/ lunch/ supper?5. How do you keep healthy?Step2 Presentation1.Show students some pictures and ask them to guess:1)What does millie want to buy?2)What does her mother want to buy?2.Put the things into the correct categories in the table.e “a”or “an”before a singular countable noun.Step 3 PractiseStep4 Presentation1.To form the plural of the most countable nouns.1)Most nouns +s2)Nouns ending in a conaonant +y :-y+ies3)Nouns ending in o: +sor +es4)Nouns ending in f or fe: -f/fe+ves5) Special plural for ms of some wordsStep 4 Practice1.Get Ss to give the plural of countable nouns.plete Millie and her mothe r’s shopping planStep 5 PresentationPresent the uncountable nouns like these:A piece of bread/paper, a glass of milk/water, a kilo of beef/pork, A packet of salt/sugar, a bottle of juice/water, a carton of …Step 6 Practiceplete mother’s shopping list2. Get Ss to complete the conversation on page 74.3.Check the answers in groups and read the dialogue togeter.Step7 Writing:Write a passage about Millie’s birthday dinner。
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牛津英语预备课程第六单元教案Unit 6 In the park 一、教学内容词汇：park, between, tree, flower, under, in front of, gate, bird, cl imb, swim, where, here, open, near, house, boat, zoo, animal, shop, s ome, walk, ice cream, lake, pick, feed, left, right, cafe, in the mid dle of, start, grass, miss, turn, answer, question, throw, win, dice 句型：We are in ABC Park. I'm between the trees. Lily is behind the f lowers. Where's the bird? It's in the tree.Where are the students? Th ey're on the playground. Don't climb the tree. Here's the gate.二、教学目标和要求1. 掌握四会词汇和句型。
2. 掌握介词和介词短语。
3.正确使用否定祈使句。
4.会对表示地点的介词短语提问。
三、教学步骤Step1 Revision1. 听写第五单元的单词。
2. 复习there be 结构的各种句式。
3 .教师利用事物复习上单元的内容。
Step2 Presentation1.条件允许，可以出示一幅公园图，让学生回忆一些与公园有关的名词，如：b ird, tree, flower, lake, chair,grass, boat, animal, cafe, playground 等等。
教师可以用What's in the park? There be.....复习以上单词。
接着用图上的人或物引出问句"Where is/are ......？"然后复习本单元的介词以及它们的短语，如：between, between the trees; behind, behind the flowers; under, under the chair; in front of, in front of the gate.....Step3 P ractice1.利用教室里的实物进行句型练习。
如：Where's the blackboard? It 's on the wall. Where are the books? They're on the desk.2. 做听力复习否定祈使句的构成，并利用本课的动词做口头练习。
四、知识讲解1.in, on, under, behind的含义：in表示“在……里面”，on表示两者接触“在……上面”，under表示不接触“在……下方”，behind表示“在（外面的）后面”。
2.between 的意思是“在......之间”，后面应该跟名词复数。
如：between t he trees, between the bags3.in thetree 与on the tree 都是“在树上”，但前者指不是树本身具有的，而是通过其他途径（如爬行、飞等）而到了树上。
如：My kite is in the tre e.(我的饿风筝在那棵树上。
）There is a ball in the tree.(树上有个秋。
）后者指树本身具有的，on 强调接触。
如：There are some bananas on the tr ee.(树上有些香蕉。
）4. in front of / in the front of 都表示“在....前面”，但从人所处的位置来讲，它们有着很大的区别。
in front of 表示在一物体外部的前面或正前方，即“在......前面”的意思。
例如：There are some big trees in front of the workshop.(车间的前面有几棵大树。
）in the front of 表示“在.....前部” 的意思，常有内外之别。
如：There is a big blackboard in the front of the classroom.(教室前面有个大黑板。
）5. on the left 与on the right 分别指“在左边”和“在右边”，但是如果想表达“在......左边或右边”，需要在后面加of ,类似的词有in the middle ( of ).6. Where's...?及其回答。
如要询问某物或某人在哪里，可能“Where is...?”这一句型。
这一问句的结构与中文完全不同，where一词的意思是“在哪里”。
例如：Where's your pen? It's here. Where is your book? It's here. Whe re is your teacher?这是一个特殊问句，回答时不能用Yes或No回答，而应直接回答。
It (He...) is......五、能力训练1. 翻译词组。
（1）在树之间__________（2）在大门前__________（3）在椅子下面________ __（4）在操场上__________ （5）在学校左侧__________（6）在公园中央___ _______2. 用适空。
(1) __________is your pen? It's__________ my pencil-box.(2) Where __________my pencils? They're on __________ desk.(3) Where __________ the picture? It's __________the wall.(4) Where__________ the balls? They're __________the floor.3.用what, where, how填空。
(1)__________ are you? I'm fine.(2)__________is my bag? It's here.(3)__________ is this? It's a book.(4)__________ grade are you in? I'm in Grade 1.4.英汉互译。
(1)我在八班_______________________(2)I'm thirteen, too._______________________(3) I'm in Class 4. _______________________(4)早上好，王老师。
_______________________(5)三支钢笔_______________________(6)这些苹果_______________________5. 句型转换。
(1) Lucy's coat is on the desk.（对斜体部分提问）____________________ ____(2) My name is Liu Tao.（同上）______________________________________ ____(3) My teacher is thirty.（同上）____________________________________ ______(4) The maps are on the wall.（同上）________________________________ __________(5) My bag is on the chair.（同上）__________________________________ ________(6) They are in her pencil-box.（改一般疑问句）______________________ ___(7) is, big, there, behind, cafe, a, the.（连词成句）________________ _____________(8) There are some flowers in the park..（改一般问句并作否定回答）___ ____________(9) Pick the flowers.（改否定句）____________________________________ ______(10) There are two toilets on the left of the gate.（对斜体提问）____ _____________6. 完成下列对话。
A: Jill, there __________a new park near my school.B: Oh, that's nice. What's in it? __________there any lakes?A: No, there __________, but there__________a zoo.B:__________there many, and there__________ lots of small animals, to o.A: What about shops?B: There __________some small shops near the park7. 翻译下列句子。
（1）他在树之间。
__________________________________________（2）那个男孩在门后面。
__________________________________________ （3）在公园不要爬树。
__________________________________________ （4）她在我家门前。
__________________________________________（5）操场上有许多男孩和女孩。
________________________________________ __。