黑龙江省五常市第三中学七年级英语下册《Unit 6》教案
七年级下unit6教案
七年级下unit6教案作为一名初中英语教师，我非常注重教案的准备。
本文将针对初中七年级下英语 Unit 6 这一单元的教学内容，分享一份我准备的教案，并简要介绍教学方法和教学目标。
一、教学目标1. 能听懂、会说、会读、会写有关喜欢和不喜欢的表达方式；2. 能够简单介绍自己和他人的喜好和习惯；3. 能够运用英语进行简单的日常交流。
二、教学方法本单元的教学方法主要采取听说读写结合的综合教学方法。
在教学过程中，我们将采用多种形式展开教学，例如听力训练、口语练习、阅读理解和写作练习等等，以培养学生的英语听说读写能力。
同时，我们也将注重培养学生的合作意识和探究精神，启发他们积极思考和表达自己的意见。
三、教学内容及具体安排1. 分词学习首先，我们将为学生介绍如何表达“喜欢”和“不喜欢”的方式。
将会用到一些基本的动词，如 like, love 和 hate 等。
在词汇学习的过程中，我们将采用多种方法，如卡片游戏、小组竞赛和角色扮演等，以帮助学生掌握这些词汇。
2. 句型学习其次，我们将介绍与“喜欢”和“不喜欢”相关的基本句型，如：I like swimming.Tom hates English.Lucy loves dancing.在教学这些基本句型时，我们将重点讲解其中的语法结构和用法，唤起学生的语感和语法意识。
3. 句子应用然后，我们将让学生运用这些基本句型来描述自己和他人的喜好。
例如，他们可以用以下句型表达：I like playing basketball.Tom doesn't like watching TV.Lucy loves listening to music.在句子应用的过程中，我们也将注意语法和用法的纠正，以便让学生形成正确的语言习惯。
4. 阅读理解接着，我们将让学生阅读一些简单的英语文章，了解有关喜欢和不喜欢的表达方式。
通过阅读这些文章，学生可以更好地理解和运用所学内容，并拓展他们的阅读理解能力。
七下U6教案
分角色表演2b听力的对话。创造真实的语言环境，进行小组合作问答，使学生能由听到说，学以致用。
Step 4
Roleplay
(PPT16 21)
Work on 2d.
1.Read the conversation in 2d.
Step 3
Listening
(PPT1417)
1.Work on 1b.Listen. What are these people doing?
Write the numbers from 1a.
2.Read thesentences.
3. Play a guessing gameand guess what they are doing.
(PPT 2225)
Explain the language points and ask the ss to read them. Point out the usages of the following.
1.This is Jenny.
2.Not much.
3.join sb for sth
4.I'd love to.
2.Roleplay the conversation.
3.Ask several pairs topresent in class.
4.Work in pairs.Read the conversation in 2d and match.
5. Play a guessing game.
Look at the pictures andguess what they are doingto practice the simple question.
人教版七年级下册英语unit6教案
人教版七年级下册英语unit6教案全文共10篇示例，供读者参考篇1Unit 6 Lesson 1Hello everyone! Today we are going to learn about Unit 6 in our textbook. This unit is all about sports and activities, so get ready to have some fun!First, let's start with some new words. We are going to learn some words related to sports like football, basketball, and volleyball. Make sure to listen carefully and repeat after me!Next, we are going to talk about the present continuous tense. This tense is used to talk about things that are happening right now. For example, "I am playing football with my friends" or "She is swimming in the pool." Let's practice making some sentences using the present continuous tense.After that, we are going to learn about adverbs of frequency. These are words like always, usually, sometimes, and never. We use these words to talk about how often we do things. Forexample, "I always go running in the morning" or "She never eats vegetables." Let's practice using these words in sentences.Finally, we are going to do a fun activity where we talk about our favorite sports and activities. You can ask your classmates questions like "Do you like playing basketball?" or "How often do you go swimming?" Remember to use the new words and grammar we have learned today!That's all for today's lesson. I hope you enjoyed learning about sports and activities with me. See you next time!篇2Unit 6: I'm watching TVLesson 11. Learn to talk about television shows2. Practice asking and answering questions about TV shows3. Learn new words related to televisionHi everyone! Today we are going to learn about television shows. Do you like watching TV? What's your favorite show? Let's learn some new words related to television first.New words:- Program: a TV show- Channel: a TV station- News: information about what's happening in the world- Cartoon: animated TV show- Comedy: a funny TV show- Drama: a serious TV showNow let's practice asking and answering questions about TV shows. For example:Q: What's your favorite TV show?A: My favorite TV show is "Friends".Q: What type of TV show do you like?A: I like comedies.Q: What time is your favorite show on?A: It's on at 8:00 pm.Now let's talk about the TV shows we like. I'm sure we all have different preferences, so let's share with each other and learn more about the different shows we enjoy.That's all for today! Keep watching your favorite shows and have fun learning English! See you next time!Lesson 21. Learn to talk about what people are doing2. Practice using the present continuous tense3. Learn new words related to activitiesHello everyone! Today we are going to learn how to talk about what people are doing. Let's learn some new words related to activities first.New words:- Watching: looking at something on TV or in person- Reading: looking at words in a book or on a screen- Playing: doing an activity for fun- Eating: putting food in your mouth- Listening: paying attention to soundsNow let's practice using the present continuous tense to talk about what people are doing. For example:Q: What is Sarah doing?A: She is watching TV.Q: What are you doing right now?A: I am reading a book.Q: What are they doing on the playground?A: They are playing basketball.Now let's talk about what we are doing. You can use the present continuous tense to describe your actions at the moment. Let's have fun practicing and learning together.That's all for today! Keep practicing English and enjoy your favorite activities. See you next time!篇3Unit 6: What time do you go to school?Hello everyone! Today we are going to learn all about time in Unit 6. We will learn how to talk about different times in English and also how to ask and answer questions about time. Let's get started!1. Warm-up:To warm up, we are going to start by practicing telling the time. I will show you a clock and you have to say the time inEnglish. For example, if the clock shows 9:30, you will say "It's nine thirty". Are you ready? Let's begin!2. Vocabulary:Next, we are going to learn some new vocabulary related to time. We will learn words such as morning, afternoon, evening, night, hour, minute, o'clock, etc. Repeat after me and practice saying the new words out loud.3. Grammar:Now, let's talk about how to ask and answer questions about time. We will learn questions like "What time do you get up?" and "What time do you go to bed?". We will also learn how to answer these questions using the correct time. For example, "I get up at seven o'clock" or "I go to bed at ten thirty".4. Listening:For the listening activity, I will play a recording of different people talking about their daily routines. Listen carefully and try to understand what time they do different activities. After the recording, we will discuss the answers together.5. Speaking:In this activity, we will practice asking and answering questions about time. Pair up with a partner and take turns asking each other questions such as "What time do you have breakfast?" and "What time do you do your homework?". Practice speaking in complete sentences and using the correct time.6. Writing:Finally, we will do a writing activity where you have to write about your own daily routine. Write down what time you wake up, eat meals, go to school, do homework, etc. Be sure to use the correct time format and organize your sentences in a clear and logical way.That's all for today's lesson on Unit 6: What time do you go to school? I hope you enjoyed learning about time with me. Remember to practice telling the time and asking questions about time with your friends and family. See you next time! Bye bye!篇4Unit 6 Our Local AreaHello everyone! Today we are going to learn about Unit 6 "Our Local Area" in the seventh grade English textbook. Are you all ready? Let's get started!First, we will learn some new words related to our local area, such as "neighborhood", "busy", "peaceful" and so on. Make sure to remember these words because we will use them a lot in our lesson.Next, we will talk about the different places in our local area, like the park, the library, the hospital, and the supermarket. We will learn how to give directions to these places and also talk about the activities we can do there. For example, we can say "The park is on the left. We can play basketball there."After that, we will learn how to describe our neighborhood using adjectives. Is your neighborhood noisy or quiet? Is it clean or dirty? Tell me about it using words like "crowded", "beautiful", "noisy", and "clean".Finally, we will practice reading, writing, speaking, and listening using the new vocabulary and grammar we have learned. We will have quizzes, games, and group activities to help us remember everything we have studied.I hope you are all excited to learn about our local area today! Let's have fun and improve our English skills together. See you in the next class!篇5Unit 6Hello everyone! Today we are going to learn about Unit 6 in our textbook. This unit is all about vacations and we are going to have so much fun learning about different vacation activities and destinations.Learning Goals:1. To be able to talk about different vacation activities.2. To learn new vocabulary related to vacations.3. To practice speaking and writing about our dream vacations.Warm-up:Let's start by talking about our favorite vacation activities. Raise your hands and share with the class what you like to do on vacation. Do you like to go swimming, hiking, or maybe just relax on the beach?Vocabulary:Now let's learn some new words related to vacations. Let's repeat after me: beach, camping, sightseeing, snorkeling, hiking, souvenir. These words will help us talk about different vacation activities.Listening:Listen to the audio and answer the questions about different vacation destinations. Pay attention to the details and try to understand where the people in the audio are going on vacation.Speaking:Now it's time for some role play! Pair up with a classmate and imagine you are planning a vacation together. Decide on a destination, activities, and what souvenirs you want to buy. Then share your plans with the class.Writing:For our writing activity, I want you to write a short paragraph about your dream vacation. Where would you go? What activities would you do? Who would you go with? Be creative and use the vocabulary we learned today.Class Discussion:Let's end our lesson with a class discussion about our dream vacations. Raise your hand and share with the class where you would like to go on vacation and why. Let's learn from each other's ideas and maybe even get inspired to plan our own dream vacations.Homework:For homework, I want you to write a postcard to a friend, telling them about your dream vacation. Include details about the destination, activities, and souvenirs you would buy. Don't forget to use the vocabulary we learned today!That's all for today's lesson. I hope you enjoyed learning about vacations with me. Have a great day and start dreaming about your next adventure!篇6Unit 6 Animals in dangerHi everyone! Today I'm going to tell you all about Unit 6 in our English textbook. It's all about animals in danger and how we can help them.First, we will learn about different endangered animals like pandas, tigers, and elephants. We will also talk about the reasonswhy these animals are in danger, like hunting and deforestation. It's important for us to understand why these animals need our help.Next, we will learn some vocabulary words related to animals in danger. Words like endangered, extinct, habitat, and conservation. These words will help us understand more about the topic and how we can protect these animals.After that, we will read some stories about people who are helping endangered animals. We will learn about what they are doing to protect these animals and how we can do our part to help too. It's important for all of us to work together to save these animals.In our workbook, we will have some fun activities like matching the animals with their habitats, completing sentences with the correct vocabulary words, and answering questions about the stories we read. These activities will help us review what we learned in class.Finally, we will have a project where we can choose an endangered animal to research and present to the class. We can talk about why this animal is in danger and what we can do to help save it. It's a great way for us to learn more about these animals and how we can make a difference.I hope you all enjoy learning about animals in danger in Unit6. Remember, it's up to us to protect these animals and make sure they have a safe and happy home. Let's work together to save them!篇7Hello everyone! Today I'm going to share with you the lesson plan for Unit 6 in the New Curriculum Grade 7 English textbook.Title: Unit 6 - Sports and HobbiesObjectives:1. To introduce new vocabulary related to sports and hobbies2. To practice speaking and listening skills through discussions about favorite sports and hobbies3. To enhance reading comprehension skills by reading and discussing a text about different sports4. To develop writing skills by writing a short paragraph about personal interests in sports and hobbiesWarm-up:Start the lesson by asking the students what sports or hobbies they enjoy doing. This will help generate interest in the topic and also provide a basis for discussion later on.Vocabulary:Introduce new words related to sports and hobbies such as "football", "basketball", "swimming", "painting", "dancing", "singing", "reading", etc. Use flashcards or pictures to help students remember the words.Listening and Speaking:Have a class discussion on the students' favorite sports and hobbies. Encourage them to give reasons for their choices. Pair students up to discuss their preferences and share with the class.Reading Comprehension:Read a short text about different sports and hobbies. Ask questions to check understanding and encourage students to share their thoughts on the various activities mentioned in the text.Writing:Ask students to write a short paragraph about their favorite sports and hobbies. Provide prompts such as "My favorite sportis..." or "I enjoy... because...". This will help students practice expressing their interests and opinions in writing.Conclusion:To wrap up the lesson, have a class discussion about the importance of staying active and pursuing hobbies. Encourage students to continue exploring different activities and find what they enjoy doing the most.That's it for the Unit 6 lesson plan! I hope you all have fun learning about sports and hobbies. Don't forget to stay active and try out new things. See you next time!篇8Unit 6 Aliens are coming!Hello everyone! Today we are going to learn all about aliens in Unit 6 of our English textbook. Aliens are not from Earth, they are from outer space! How cool is that?In this unit, we will learn about different types of aliens, where they might live, what they look like, and what they do. We will also learn how to talk about them in English. Are you ready? Let's get started!First, we will learn some new words like "spaceship", "alien", "planet", and "UFO". These words are all related to aliens and outer space. We will also practice listening to conversations about aliens so we can understand them better.Next, we will learn how to describe aliens using adjectives like "green", "tall", "friendly", and "strange". We will also learn how to ask questions like "What do aliens eat?" and "Where do aliens come from?" so we can learn more about them.After that, we will do some fun activities like drawing pictures of aliens and writing stories about them. We can use our imagination to create all kinds of different aliens with different powers and abilities. It will be so much fun!Finally, we will have a quiz to see how much we have learned about aliens. We can work together to answer the questions and see how well we do. I'm sure we will all do great!That's all for Unit 6. I hope you are excited to learn all about aliens with me. Let's have a blast and explore the mysterious world of outer space together. See you in the next class!篇9Unit 6: My familyLesson 1: This is my familyHello everyone! Today we are going to learn about our families. Do you know who are the members of your family? Let's start with our lesson!1. Warm-up: Let's start by talking about our own families. Can you tell me who is in your family?2. Presentation: We will learn how to talk about family members in English. For example, "This is my mum, she is my mother" and "This is my dad, he is my father".3. Practice: Let's do some role play activities to practice talking about our families. You can pretend to introduce your family members to your classmates.4. Exercise: We will have a worksheet to fill in the blanks with the correct family members' names.5. Review: Let's review what we have learned today by playing a fun game. We can also ask each other questions about our families.Homework: For homework, draw a picture of your family and label each family member in English.Lesson 2: My family treeHello class! Today we are going to learn about family trees. Do you know what a family tree is? Let's find out together!1. Warm-up: Let's review the family members we learned in the previous lesson. Who can tell me the name of their family members in English?2. Presentation: We will learn how to draw a family tree and talk about our family members using the words "grandparents", "aunts", "uncles", "cousins", etc.3. Practice: Let's practice drawing our own family trees and talking about different family relationships.4. Exercise: We will have a group activity where you will work together to create a big family tree with all your classmates' families.5. Review: Let's review what we have learned by sharing our family trees with the class and talking about our family members.Homework: For homework, write a short paragraph about your family tree and include information about your grandparents, aunts, uncles, and cousins.I hope you enjoyed today's lesson about families! See you next time!篇10Unit 6 Teaching PlanHello everyone! Today we are going to talk about Unit 6 in our English textbook. This unit is all about the future, so we will learn how to talk about plans and predictions. Let's get started!1. Warm-up (5 mins)- Start the class with a fun icebreaker activity to get everyone talking in English.- Ask students about their plans for the weekend or their favorite things to do in the future.2. Vocabulary (10 mins)- Introduce new vocabulary words related to future plans, such as 'goal', 'dream', 'plan', 'predict', 'expect', etc.- Use pictures, gestures, and examples to help students understand the meanings of these words.3. Grammar (15 mins)- Teach students how to use 'be going to' to talk about future plans and intentions.- Practice forming sentences using 'be going to', such as "I am going to study English tonight" or "She is going to travel to Japan next year".4. Speaking (20 mins)- Have students work in pairs or small groups to discuss their future plans.- Encourage them to ask each other questions using 'be going to', such as "What are you going to do this weekend?" or "Where are you going to travel next summer?".5. Reading (15 mins)- Read a short passage about someone's future plans and have students answer comprehension questions.- Discuss the predictions made in the passage and whether they agree or disagree with them.6. Writing (20 mins)- Ask students to write a paragraph about their own future plans using 'be going to'.- Encourage them to be creative and describe their dreams and goals for the future.7. Review and Homework (5 mins)- Review the key points of the lesson and make sure students understand how to use 'be going to' correctly.- Assign homework tasks, such as writing a diary entry about a future event or practicing more sentences with 'be going to'.That's all for today's lesson on Unit 6! Remember to study hard and practice using English every day. See you next time! Bye bye!。
2024年人教版七年级英语下册教案Unit6 I'm watching TV 第2课时
第二课时Section A (Grammar Focus—3c)
教学目标
通过本课的学习,学生能够:
1.通过观察句型和语法练习,对语法规律进行梳理和概括,提高理解能力和归纳总结能力。
2.正确理解现在进行时所表示的正在发生的事情,并学会运用。
3.区分一般现在时和现在进行时的区别。
语篇研读
What:本课围绕“日常活动”中正在做的事情而展开。
Why:通过三人在日常活动中分享正在做的事情而导入,能更好地融入到所处的情境中,激发他们的学习兴趣。
How:通过呈现图片,学习询问和回答正在做的事,学生在真实的情境中学习现在进行时。
如“—What are you doing?—I’m watching TV./ Is he reading a newspaper? Yes, he is./ No, he isn’t.”
教学过程
设计理念:以《英语课程标准》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《英语课程标准》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
续表
板书设计
作业设计
基础型作业:Do some exercises.
实践型作业:Write a short dialogue including the different usage of present progressive tense.
拓展型作业:Guess different countries’ people what they are doing now.
教学反思。
人教版英语教材七年级下册unit6教案
人教版英语教材七年级下册unit6教案Unit 6 教案Grade: 7Unit: 6Theme: Sports and HobbiesObjectives:1. To enable students to talk about their favorite sports and hobbies2. To introduce new vocabulary related to sports and hobbies3. To practice speaking, listening, reading, and writing skills in the context of sports and hobbies4. To promote intercultural communication and understandingMaterials:- Textbook: English for Junior High School Students, Grade 7, Unit 6- Whiteboard and markers- Pictures of different sports and hobbies- Flashcards with new vocabulary words- Audio recordings of conversations about sports and hobbies- Worksheet for listening and reading comprehension activitiesWarm-up (10 minutes):- Begin the lesson by asking students about their favorite sports and hobbies. Encourage them to share with the class and explain why they enjoy these activities.- Show pictures of different sports and hobbies on the whiteboard and have students guess the names of each activity.- Introduce the new vocabulary words related to sports and hobbies using flashcards.Listening Activity (15 minutes):- Play audio recordings of conversations about sports and hobbies. Have students listen carefully and answer questions about the conversations.- Encourage students to take notes while listening to help them remember key details.- Discuss the conversations as a class and clarify any vocabulary or concepts that students may not have understood.Reading Activity (20 minutes):- Distribute the worksheet with a reading passage about famous athletes and their achievements.- Have students read the passage individually and then discuss it in pairs or small groups.- Ask comprehension questions to test students' understanding of the reading material.Speaking Activity (20 minutes):- Divide the class into small groups and have each group prepare a short presentation about a specific sport or hobby.- Encourage students to use the new vocabulary words and share interesting facts or personal experiences related to their chosen topic.- Allow time for each group to present their findings to the class and ask for questions or feedback from their classmates.Writing Activity (15 minutes):- Ask students to write a paragraph about their favorite sport or hobby. Remind them to use complete sentences and incorporate the new vocabulary words.- Provide feedback on students' writing and encourage them to revise their paragraphs for accuracy and clarity.Homework (5 minutes):- Assign homework tasks such as writing a short essay about the benefits of staying active, or researching a famous athlete and presenting their findings in the next class.- Remind students to review the new vocabulary words and practice speaking about sports and hobbies with their friends and family.Conclusion:Unit 6 provides students with an opportunity to explore their interests and learn how to communicate effectively about sports and hobbies in English. By engaging in a variety of activities such as listening, reading, speaking, and writing, students can improve their language skills and gain a deeper understanding of different cultures and lifestyles. This unit aims to inspirestudents to pursue their passions and stay active while building confidence and proficiency in English.。
七年级英语下册unit 6 教案
七年级英语下册Unit 6 教案T eaching Plans for JEFC 2A Unit6I .Teaching aims and demands:1.Learn and master the descriptions of locations.2.Learn to ask for and give directions on the street.3.Learn to describe the positions relationships between buildings.4.Learn to talk about your own town or neighbourhood.II. Teaching tools:Recorder , tape , pictures , cards and maps .III. Teaching methods:Listening, saying, reading, writing, acting, asking and answering.IV. Teaching periods: FourV. Teaching procedures:Lesson 21(The first period)Step 1. Revision.Renmin RoadSay sentences such as :The museum is behind the school. The bookshop is next to the bank. Use beside and outside. Ask: Wh ere’s the hotel? etc .Step 2. PresentationUse cards to teach bank , theatre , bookshop , museum. Then put them up on the blackboard to form a street map. Say “ The bank is in front of the bookshop. The bookshop is on the right side of the museum.” Teach in front of, on the left/right side. And get the students to use them when answering the questions.A: Where’s the…?B: It’s next to the…/in front of…/behind the…/outside the…/ on the left/right side. Step 3. Practice.Students ask and answer in pairs abou t the map on Students’ book.Step 4. Presentation1. SB Page 26. Part 1. Look at the picture and ask the whole class “Where’s the hospital? etc. Help the students to answer.2. Choose the words in the box. Get the students to ask and answer in pairs and correct their pronunciation.3. Present the dialogue, pointing to the map in Part 1 of the students’ book.A: Excuse me. Where’s the hospital ?B: It’s over there, on the left.A: Thanks very much.B: You’re welcome.The students can change the hospital into the school/post office/hotel/park/….Help the students to answer, using next to…/in front of…/behind…/outside…/ on the left/right side, etc.Step 5. Ask and answer.SB P26, Part 2. Play the tape of the first dialogue and practice it with the students. Then practice the second dialogue in the same way. The students practise in pairs and make up their own dialogues. Finally get some pairs to act theirs out.Step 6. Homework.Revise the prepositions of location and make up some dialogues according to the dialogues in Part 2.Lesson 22(The second period)Step 1. Revision.1.Act out their own dialogues in class.2.Revise the prepositions of location.3.Draw some maps on the Bb. According to the maps, students revise the dialogueof lesson 21.Step 2. Presentation.Draw a map on the Bb. Tell the students “You are standing at A”, and point to A on the map. Saying“ You want to go to the bookshop. Walk along Renmin Road and take the second turning on the left.” Tr ace the route in chalk, counting the turnings as you pass. Explain the meaning of turning and road . Give directions to other places on the map.Step 3. PracticeSB P27. Say “Mr Zhang is in London now and he is a stranger. He doesn’t know the way. So he is asking a policewoman for help.”1. Listen to the first dialogue, then read it after the recording. Let the students practise it in pairs. They can draw a map as described in the dialogue. Finally use the words in the box to act the dialogue in class. Pay more attention to the pronunciation of “fourth”.2. Listen to the tape of the second dialogue, and practise it in the same way. Point out the language items: You’d better…=You had better…. A number 16 bus, need, along ,etc .3. Present and practise the third dialogue in the same way.Step 4. PracticePair work, students ask and answer about places on the map on colour page IV of the SB. One student asks “Excuse me, is there a…near here?” The other gives directions or says “I’m sorry, I don’t know. You can ask …over there.”Step 5. HomeworkRevise the dialogues on P27 of the students’ book and write down three dialogues according to them.Lesson 23(The third period)Step 1. RevisionRevise some prepositions: at, in, on, between, etc.Step 2. PresentationSay “Where does…sit?” Help the students to answer “He /She sits in the front row/of the classroom/next to…etc. Then ask five students to the front and arrange them as follows:Revise behind, next to, before, in the middle, on…left/right…, By saying: C is behind A. D is next to C. B is before D. A is onB ’s left. E is in the middle.Students practise these sentences. Say “Tell me three things about D. Each sentence will use a different phrase, e g . Dis next to C/behind B/on C’s right. Talk with students in the class.Tell me about Tom. See how many different sentences the students can make up. Step 3. Ask and answer.SB P28. Part 1. Pair work. Read through the choice of answers with the students. The students fill in the blanks with the phrases from the box. Ask some students the questions as a model. Then let the students ask and answer in pairs. Finally choose several pairs to share their dialogues with their classmates.Step 4. PresentationCollect several objects on your teacher’s desk. Including a coin. Ask the students about each object in the usual way: “What’s this in English? What colour is it?” etc. Then say “I can’t find the coin, Where is it?” Get the students to give you directions, using next to/in front of/ behind…etc. Don’t find the coin stra ight away. Make the students give you some directions before you find it. Repeat with other objects.Step 5. ReadingSB P28. Part 2. Book closed. Ask “How do the students play this game?” Let the students read the passage to find the answer. Then allow the students a few moments to read the passage more slowly. Get the students to prepare answers to the questions in pairs. Check the answers with the whole class.Step 6. Ask and answerPlay the tape again. Let the students listen and repeat. Then get the students to repeat the passage. After finishing reading, you can let the students answer the questions. Finally check the answers.Step 7. HomeworkAsk the students to make sentences with some prepositions after class.Lesson 24(The fourth period)Step 1. Revision.Use cards to revise some prepositions with the class.Step 2. Spelling and pronunciationSB P29. Part 1. Play the tape. Let the students listen and repeat. Tell the students to pay attention to that. In each group, the pronunciation is the same but the spelling varies. Practise the individual sounds, then get the students to pronounce the words. Step 3. Stress and IntonationSB Page 29 Part 2. Let the students listen and repeat. Imitate the recording and pay attention to stress and intonation. Get the students to use gestures to show the stress and intonation as they speak. Then have the students practise in pairs. Finally choose several pairs to act.Step 4. Listening.SB P 29. Part 3. Listening to tape and put in the missing words on page 104. Play the tape three times if necessary. Finally check the answers with students.Step 5. Map Puzzles.SB P29. Let the students look at the map on page IV. And listen to Number 1. The students trace the route as they listen. They listen from Number 2 to Number 5 in the same way. Finally check their answers in pairs.Step 6. Practise.SB P29-30. Part 5. Ask the students to practise these dialogues in pairs. Then ask some pairs to act out these dialogues. The students giving directions could draw the map on the blackboard. When the students practise the second dialogue, they can substitute hospital and policeman with other words.Step 7. WritingGive the students a few minutes to practise reading the passage. Then the students write a dialogue according to the passage. Have the students write the dialogue down in pairs. Finally choose several pairs to read aloud their dialogues for the class. Step 8. Checkpoint 9Go through Checkpoint 9 in the usual way. Discuss any problems that the students may raise.Step 9. HomeworkRevise the phrases of location and use them to make up the dialogues.< The end >。
七年级英语下册教案(Unit6)
2.Preview Section B.
[Teaching reflection]
______________________________________________________
Step 5 Production
Make the students use the expressions about “there be” structure in oral work and written work after learning.
[Summary]
Help the students to summarize the knowledge points of this section and the show them on the screen. Ask the students to read them aloud.
______________________________________________________
Unit6OurLocal Area
Topic 1There is a study next to my bedroom.
Section B
[Teaching aims]
1.能根据已学语音、音标及发音规则，正确朗读下列词汇和短语并在实际的对话操练中加以应用：lamp, clock, near, under, chair, behind, front, in front of, guitar, window, table, key, put, away, put away, door, look after, thing.
七年级英语下册Unit 6教案
Students are to learn to express their likes and dislikes and give the reasons about them.
How is the weather?---It’s raining!
What are you doing? I’m watching TV.
Teaching steps:
Step 1 Revision
What’s the weather like ?---It’s…
Step 2 Presentation : word formation
知识目标
A作学习重点词汇：raining, sunny, cloudy, snowing , windy, hot ,cool, warm, humid,和部分现在分词。
B掌握描绘天气状态的形容词及现在分词，并学会其特殊疑问句、一般疑问句的用法及回答。
C学生描述人们在各种天气里的感受。
能力目标
A学会谈论自己对不同天气的喜好及原因。
How is it going? Not bad/ Great/Terrible/Pretty good
How is the weather? ---It’s raining!
What are you doing? —I’m watching TV.
Teaching steps:
Step 1 Revision and Leading
七年级英语下册Unit 6教案
单元分析
教学内容
本单元的中心话题是谈论天气.整个单元的内容围绕天气展开听、说、读、写的活动。通过本单元的学习使学生掌握描述天气的基本词汇及对天气的提问，学会准确地表达自己对某种天气的喜好并说明原因，学会做天气预报，学生叙述在不同的天气背景下做什么。通过以上活动，使学生能够在实践中体会到学习英语的乐趣，更积极地运用目标语言，培养学生在实际生活中综合运用所学语言能力。
七年级英语下册 Unit 6教案 人教新目标版
英语：Unit 6教案（人教新目标七年级下）Language goals:●In this unit students learn to talk about the weather and what people are doing.New languages:●What are you doing? I’m watching TV.●How’s the weather? /What’s the weather like today?●It’s windy/ rainy/ sunny /cloudy./ It’s snowing.●How is it going? It’s great! /Not bed./ Terrible./ Pretty good.Difficult points:1. Listening to people talking about the weather and activities they are doing.2. Read about a report about what people are doing.Describe the weather, describe what people are doing.3. Present progressive tense.How +ingYes / No questions and short answers.Teaching aids:● A tape recorder●Some picturesTeaching periods:●Period 1: Section A 1a, 1b, 1c●Period 2: Section A 2a, 2b, 2c●Period 3: Section A 3a, 3b, 4●Period 4: Section B 1a, 1b, 2a, 2b, 2c●Period 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:—How’s the weather in Beijing?—It’s sunny.3. Enable the students to talk about the weather.4. Help the student learn how to talk about the weather.Teaching procedures:Step 1. Warming upTalk about the weather.Show the students to the students one by one and let them say, and then write down the new words.Step 2. Talking about the picture (1a)Ask the students to talk about the weatherSay, Can you find two boys in the picture/ What are they doing?Ask the students to read the numbered words and match them with the right pictures.Check the answers.Step 3 Listening (1b)Listen and write.Play the recording. Ask the students to repeat these city names after the recording.Then ask the students to listen to the recording again and write the city namesin the box.Listen and repeat.Play the tape again and ask the students to read the conversations after the recording.The students in the first row read after Tom in the recording, the rest “Peter”.Go on practicing in other ways.Step 4. Pair work (1c)Ask the students to tell how the weather is in each picture.Say: Great! Now you can look at the pictures and tell me the weather in each city.For example:In picture a. it’s in Toronto. It’s raining.Or ask the students to do Exercise One in the workbook.HomeworkAsk the students to do the following:1. Learn the words in this unit by heart.2. Please listen to the weather report on TV at seven thirty in the evening.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:How’s the weather? It’s raining.What are you doing? I’m watching TV.What’s she doing? She is playing basketball.3. Enable the students to talk about the weather and the activities that people are4. Help the student learn how to talk about the weather and the activities that people are doing.Teaching procedures:Step 1. RevisionTalk about the students about the weather.Ask as many students the similar questions as possible and write the words about weather on the blackboard. Then ask the students to read them repeatedly.Step 2. Free talk and lead-inShow the following pictures. Talk with the students about the weather and the activities that people are doing.Say: Please look at the pictures and answer the following questions.Show or draw the pictures on the blackboard, and let the students practice more.Step 3. Listening (2a, 2b)Ask the students to listen to the recording and number the pictures according to the tape.Ask the students to listen again and match the names with the activities.Ask the students to listen to and repeat the conversation after the recording.Step 4. Pair work(2c)Substitution drills: Ask the students to make conversations in pairs.Show the following. Ask the students to ask and answer in pairs about the people.Step 5.GrammarAsk the students to read the sentences in the grammar box.Help the students sum up how to add-ing to verbs.1. Ask the students to make a dialogue in pairs after class.2. Ask the students to do exercise 4 in workbook.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:How’s it going?Great! / Not bad.3. Enable the students to talk about feelings about different things.4. Help the students learn how to talk about feelings about different things.Teaching procedures:Step 1. RevisionTalk about the weather and activities.Show the pictures.Give the students more changes to practice.Then check the answers.Step 2. Lead-inSay, Look at the picture. How’s the weather in the picture?Show the picture.Help the students express their feelings with the words: great, terrible, good, pretty, good, not badStep 3. Reading and speaking (3a, 3b)Talk about the feelings.Say, Good, We know in different weather, people have different feelings. Nowlook at these faces. Suppose these are your feelings in different weather.How is it going in each picture?Writer down the words below each picture and read them.Match the words and the faces in the box.Ask the students to make conversations.HomeworkAsk the students to do the following:1. Write something about the weather and make some sentences with the PresentsContinuous Tense.2. Prepare the new words in Section B.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Hi, how’s it going?Hello, great! What are you doing?3. Enable the students to describe the weather and what people are doing.4. Help the students learn how to describe the weather and what people are doing.Teaching procedures:Step 1. Revision and lead-inSay, it’s a new day. How is it going?What’s the weather like?/ How is the weather today?What are your parents doing?Look at the pictures and discuss the weather.Help the students to say.Write the following words on the blackboard and teach to read.Step 2. Reading and writing (1a, 1b)Ask and answerAsk the students to match the words with the pictures.Check the answers by asking the students to read the letters and words.Ask the students to read the dialogue in 1b. And then practice it in pairs.Step 3. Listening (2a, 2b)Ask the students to listen to the conversation between Sam and Maria.Say: Now listen to the conversation between Sam and Maria. Please write the answers to the questions “How’s it going?”Play the recording and then check the answers.Ask the students to repeat after the recording line by line and try to write them down.Step 4. Pair work(2c)Substitution drills.Say: You can make a dialogue using the following patterns.Role play.Say: Next, work in pairs and role play the conversation. You can use the information in the chart in 2a and 2b. First read the questions words please.HomeworkAfter class, please make dialogues with your friend or classmates talking about the weather and the activities that you are doing. And do EX 5 and 6 in the workbook.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Thank you for joining CCTV’s Around the World show.Some are taking photos. Others are lying on the beach.3. Enable the students to write some words for describing the weather and the activities that peop0le are doing.4. Help the students learn how to write some words for describing the weather and the activities that people are doing.Teaching procedures:Step 1. Revision and lea-inFirst check the homework.Say: Hello, everyone! Very nice to see you. How is the weather today?How is it going? What are you doing now?Step 2. Reading (3a)Read the report, and then answer the questions.Show the following questions.Read the report again and underline the things that people are doing. Circle the words that describe the weather.Ask the students to find out the main words and sentences.Ask the students to read the sentences and phrases. Then make some sentences.Step 3.WritingSay: Great! Now please write a report according to the following picture: You can use the following words: Thanks for, some…others…, clean the windows, have a goodtimeStep 4. Reading and writing (3b)Let the students read the pictures in 3b and discuss the pictures.Say: Now read the pictures in 3b and answer my questions. Look at the firstpicture, how is the weather?Where are they? What are they doing?Let the students read the passage and fill in the forms.Check the answers by asking the students to read the completed passage.Step 5.Writing(3c)Talk about your hometown.Writing.Say: Now suppose you are working for CCTV’s Around World show. Please write something about the weather and the activities that the people are doing in your hometown.HomeworkWrite a letter to your pen pal and tell him or her about the weather in your hometownWords: spring, warm, short, summer, hot, rain, swimming. Autumn, cool, dry, work with the farmers, winter, cold, windyPeriod 6Teaching aims:1. Teach vocabulary words.2. Enable the students to learn to write something about the weather and the different activities in different places.3. Help the students learn how to write something about the weather and the different activities in different places.Teaching procedures:Step 1. RevisionFirst check the homework. Then let one students have a report about the weatherand the activities that people do in the different weather.Step 2.Vocabulary (1, 2)Check the words.Say: We have learned some new words describing the weather. How many words about weather do you know? Please think of it over and tell me! Vocabulary—Builder Find the different words from the others.Check some verbs.Step 3.Making an interview (3)Substitution drills. Ask the students to interview a few partners, write something about the weather and what they are doing.Suppose you are from CCTV’S Around World show. You are interviewing the people. Look at the pictures in 3. Please ask and answer in pairs.Step 4. Just for funAsk the students to read the cartoon by themselves. Lead the students to say that the white bear is making a telephone to a polar bear. They are talking about the weather and the activities that they are doing.Say, what can you see in the pictures? What is surprising about the cartoon? Now read the cartoon and find out: What can we know about this cartoon?HomeworkAsk the students to summarize what they have learned in the unit and finish the exercises in the workbook.。
Unit6I'mwatchingTV.SectionB(1a-1e)教案初中英语人教版七年级下册
人教版初中英语七年级下册Unit 6 I’m watching TV.第三课时Section B (1a1e)Knowledge goals【语言知识目标】Learning ability goal【学习能力目标】学会现在进行时在不同场所的表达。
能熟练谈论进行的活动。
理解听力材料。
Emotional goal【情感目标】培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
Key teaching points 【教学重点】(1) 掌握现在进行时态的结构及用法;(2) 通过不同形式的练习来运用现在进行时态。
Special difficulties 【教学难点】(1) 掌握现在时行时态的结构及用法;(2) 运用现在进行来描述人们正在进行的活动。
Teaching preparation【教学准备】Teacher preparation: 课本，教案，PPT，积分表，奖励卡。
Student preparation：Preview and perception1.Read the key words and phrases.2.Fill in the blanks.1)The boy is swimming in the swimming p_________ now.2)—Who is the m________ under the tree? —He is my father.3)There is a big s___________ near my home.We often go shopping there.4)—Do you like _________________(打篮球) after school?—Yes，I play it every day.5)—Do you know where Sam is?—He is ___________(看书) in the library.(Keys: 1. pool 2. man 3. supermarket 4. playing basketball 5. reading books)Teaching Steps【教学步骤】Step 1 Warm upTeacher：Wele back to English class. We have learned how to say something which is happening at the moment. Now let's play a game. I'll ask some students to e to the blackboard and do some actions. The others are supposed to talk about what they are doing.Model：S1：I guess he's playing basketball.S2：I think she's cooking.Step 2 Pretask【准备任务】Page 34, 1aT: Look at the pictures below. Where are they? What are they doing? Please look at the pictures and fill in the blanks.1.Ss work in groups. Discuss the pictures about the places and the activities they are doing.2. Then fill in the blanks.3. Let some Ss read their answers to the class and check the answers.Page 34, 1bPairwork:1. Look at the pictures and ask and answer questions. Give Ss a model:A: Is the man swimming in the river?B: No, he isn't. He's swimming in a pool.2. Ss work with their partners. Ask and answer about the pictures. (If necessary, give some help to the Ss.)3. Let some pairs ask and answer about the pictures.Step 3 Whiletask【过程任务】Page 34, 1cT: Now I will play a recording of a conversation. This time write the places you hear in the chart.1. Ss listen and write the places.2. Play the recording again for the Ss to check the answers.Page 34, 1dT: This time, please listen to the recording and write the activities you hear in the chart.1．Play recording and stop the tape if necessary.2．Play the whole recording and have students write the words they hear in the chart.3．Check the answers.Step 4 Posttask【后续任务】Page 34, 1ePairwork:T: Now let's make a conversation using the information in the chart.1.Ask some Ss to give a model:S1: Is Alice playing basketball?S2: No, she isn't. She's…①Ss work with their partners and make their conversations.②Let some Ss act out their conversation. .Step 5 Language points【语法提要】1. shopping (教材P34 1a)2. Is the man swimming in the river? 那个男人正在河里游泳吗(教材P34 1a)man是可数名词，其复数形式为men。
七年级英语下册Unit6教案
案Unit 6: It's raining!Language goalsIn this unit students learn to talk about the weather and talk about what people are doing.New languageWhat are you doing? I'm watching TVWhat's he doing? He's playing basketball.What's she doing? She's cooking.What are they doing? They're studying.How's the weather? It's raining.Section AWrite the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language. For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,I'm reading a book, and so forth.1 a This activity introduces the key vocabulary.Focus attention on the cities in the picture. Ask, What s the weather like here? If they can't answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, It's raining.Is it raining here today?Point out the numbered list of words. Say each one and ask students to repeat the words again.Then ask students to match each word with one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Play the recording the first time. Students only listen.Say, Youwill hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape.Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has beendone for you. Beijing is written in the picture of sunny weather. It is sunny in Beijing.Correct the answers.1 c This activity provides guided oral practice using the target language.Point out the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Make your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the class.2a This activity gives students practice in understanding the target language in spoken conversation.Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b This activity provides listening practice using the target language.Point out the list of names and the list of activities.Ask a different student to read each list to the class.Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.Play the recording and have students fill in the rest of the answers. ,Correct the answers.2c This activity provides guided oral practice using the target language.Call attention to the four people in the picture in activity 2a. Ask students to say something about each person. Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and playing computer games.Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures.As students work in pairs, move around the room monitoring progress and offering assistance, if needed.Ask some pairs to present their conversations to the class.3a This activity introduces more key vocabulary.Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy?Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations of what each one means.For example: Not bad. This means something is not very good, but it's also not very bad. It's in the middle.After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.Check the answers.3b This activity provides oral practice using the target language. Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what How's it going? means. (It is similar to How are you? or How is everything?)Ask students to practice the conversation in pairs.Move around the room monitoring their progress.Then call attention to the example in the small speech bubbles. Have two students read it to the class.Say, Now we'll change some of the words and make our own conversations. We can use our own names. We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.Ask some pairs to present their conversations to the class.4. This game provides oral practice using the target language. Say,Now let's work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please don't look at your part ner's picture.Say, Each picture has the same people in it, but they are doing different things. Take turns talking about what the people are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond. In my picture it is raining.As students work, move around the room, monitoring progress and offering assistance as needed.Section BNew languageMore words used to describe weather:cold, hot, cool, warm, humid Additional materials to bring to class:weather map from an English language newspaper1 a This activity introduces more key vocabulary.Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the word and ask the class to repeat it. Say a sentence or two about each kind of weather. It's cold in this picture. Is it cold here today? Point out the numbered list of words. Say each one and ask students to repeat the words again.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides oral practice using the target language.Call attention to the example in the speech bubbles.Read the conversation with a student.Ask students to work in pairs. Have students ask and answer questions about the weather in the pictures in activity la.2a This activity provides listening and writing practice using the target language.Read the headings on the chart to the class. Point out the answer blanks.Say, Listen to this conversation between Sam and Maria. Listen carefully to their questions and answers.Play the tape the first time. Students only listen. Play the tape again and have students write their answers.Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to thequestion "How's it going?"You may wish to play the tape more than once at this point.Correct the answers.2b This activity provides more listening and writing practice using the target language.Point to and read the second two headings on the chart: What are you doing? How's the weather?Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.Play the recording. Students fill in the blanks.Correct the answers.2c This activity provides guided listening and speaking I practice using the target language.Point out the example in the speech bubbles. Ask two students to read it to the class.Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers. Say, Now work with a partner. Make your own conversations. Student A is Maria. Student B is Sam. Athey talk, move around the room monitoring their work.Offer language support as needed.3a This activity provides reading practice using the target language. Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about Egypt.Read the speech bubble to the class, or ask a student to do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather. Two examples are done for you.3b This activity provides reading and writing practice using the target language.Draw attention to the pictures of France and the description below. Read the description to the class or ask a student to do so. Say the word blank each time you come to a blank line.Answer any questions students may have about the new words. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.Ask students to work alone. Have students fill in the blanks. Point out the sample answer and read that sentence.Correct the answers.3c This activity provides writing practice using the target language.Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do (e.g. playing football, flying kites, fishing).Ask students to work alone. As they work, move around the class monitoring progress and offering help as necessary. Provide the students with any new vocabulary theyneed (e.g. for describing activities), or encourage them to use a dictionary.Ask several students to read their reports to the class.4This survey provides listening, speaking, and writing practice using the target language.Call attention to the dialogue in the speech bubbles.Ask two students to read it to the class. Ask other students,What do you do when it's raining?Substitute another type of weather for "raining" and ask other students what they do. Accept all reasonable answers and write each one on the board.Introduce the use of present tense in both halves of answers such as, When it's sunny, I go to the beach.(See grammar note.)Now ask students to interview their classmates. Ask each student to choose one type of weather and ask as many classmates as possible what they do in that kind of weather. Remind students to write down the answers.Ask several students to read their questions and answers to the class. Write any new vocabulary items on the board and discuss these words. Students may wish to copy some of the words onto their notebooks.Alternative: If you do not want students to get up and walk around the classroom, then ask them to do this activity in groups of four.。
人教版七年级下册英语Unit6 I'm watching TV Section B 2a-2c教案
七年级下册第6单元《I’m watching TV》Section B 2a-2c教案一、教学目标（一）知识与能力：1.Key vocabulary: realize, by the side of, make one’s way, point out sth.2.Target language: Kate saw a dog by the side of the road.When the school basketball competition started, Kate was still making her way to school.3. Be able to talk about past events and tell stories using the target language.4. Train students’ listening and speaking skills.（二）过程与方法：1.我通过给出8个词组作为挑战1，让学生浏览文章，达到预习检测的目的。
同时拓展“East or west, home is the best”,j激发同学们热爱家乡的情怀。
2.给出挑战2的任务——3道问答题，让学生快速阅读，达到整体认知的目的。
3.挑战3通过略读的方式，再读课文。
先自主学习再合作交流，进行连线。
进一步熟悉文章。
4.挑战4再让学生阅读，把握文章的细节，然后进行判断正误。
5.挑战5通过完成表格，让学生以小组合作的方式，再次感受现在进行时，达到深层理解文章的目的。
6.挑战6通过改编文章的对话使学生达到身临其境的目的。
7.挑战7写作则是一个精炼提升的环节。
让学生把所学知识能正确运用到写作当中。
（三）情感态度与价值观：Encourage students to write and speak by using the present progressive.二、教学重难点（一）教学重点：教学重点：1. 理解2b中的短语及文章的意思。
七年级下册英语Unit6单元教案(人教版)
书
设
计
Unit6 I’m watching TV
重点语法
现在进行时的用法：
What are you doing?
I’m reading a newspaper.
What is he doing?
He is using the computer
教
学
反
思
学校教师备课笔记
年级
七年级
学科
英语
主备教师
复备教师
教
学
目
标
1.能够熟练掌握并学会运用重点词汇和短语。
2.能用现在进行时描述正在发生的动作
3.能把所学只是用到实际生活中，激发学生学习兴趣
教学重点难点
1.学习询问和谈论彼此的能力和特长
2.情态动词can的构成和使用
教学方法
Speaking Method、WritingMethod
课前准备
教师
做好本单元课件
通过对话轻松地过渡到本课话题上来
教学
环节
教学活动
设计意图
(或复备建议)
帮助学生掌握短语的灵活运用
I think survey is so important that the students should speak as much as they can in class or after class.
教师活动
学生活动
Step2
Step3
Step 4
Presentation
通过幻灯片复习、学习本课时所用到的重要短语：watch tv, clean, use the computer等
1b .Listening
1. Make sure the Ss know whattodo .Give them an example orally if possible .
七年级下册Unit 6 教案
Unit 6 I’m watching TV.Section A 1a--2c 教案I.Learning goals1.Knowledge goals⑴Be able to master the phrases below:talk on the phone; make soup; listen to a CD; read a newspaper; use the computer; wash the dishes; go to the movies.⑵Be able to practice and use the sentence pattern in class:---What are you/they doing?--- I’m/They're watching TV.---What is he/she doing?---He is/She is using the computer.2.Ability goals⑴Be able to use the phrases in the sentences.⑵Be able to know the concept of present continuous tense.⑶Be able to know the structure of the verbs in present continuous tense.3. Emotional goalsNo matter what we are doing, we must not bother others. We should respect each other and get along well with each other.II. Important points⑴Be able to master the new words and phrases.⑵Be able to know the present continuous tense.⑶Be able to practice and use the sentence patterns in the present continuous tense.III. Difficult points⑴Be able to know and master the rules that how to change verbs into V-ing form.⑵Be able to know and use the sentence patterns in the present continuous tense.IV. Teaching aidsTextbook, computer, exercises paper, sentence pattern cards.V. Teaching proceduresStep1: IntroductionStep 2: GreetingT: Good morning, boys and girls.Today we will have an interesting class.Do you want to go with me?Step 3: PresentationT: Do you know the movie RATATOUILLE?Do you want to go to the movies with me?Now let's go!T: We will watch some parts of this movie and you will answer me some questions.Look at the boy, watch this video very carefully.T: What is the boy doing?S1: He is cleaning.T: How about the girl? What is the girl doing? Now watch it carefully.S2: She is washing the dishes.T: How about the mouse? What is the mouse doing?S3: He is making soup.T: What is the girl doing now?S4: She is reading a newspaper.T: What is the mouse doing now?S5: He is running.T: Now pay attention to the big mouse, what is the big mouse doing?S6: He is exercising.T: Listen, what are they doing?S7: They are talking on the phone.T: What is the man doing?S8: He is dancing.T: What are you doing now?S9: We're listening to a CD.T: What's this?S10: It's a computer.T: What is she doing?S11: She is using the computer.Step 4: Pre-listening1: 转盘游戏根据箭头指向的汉语说出英文短语。
七年级英语下册Unit6教案1
七年级英语下册Unit6教案Section A needs 1~2 periods. Section A 需用1~2课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands目标要求1. (1)Learn the words of rooms in homes:bedroom, kitchen, dining room, living room(2)Learn other new words and phrases:second, floor, upstairs, come in, garden, grandfather, in front of , house, behind, door2. (1)Learn some prepositions of positions.in, on, next to, in front of, behind(2)Master how to use the structure of“There be”.Oh, there are so many books on the shelf.—Is there a study on the first floor?—No, there isn’t.—Are there any books in the study?—Yes, there are.3. Review the present continuous tense.Ⅱ. Teaching aids 教具录音机/挂图Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)复习现在进行时, 呈现1a。
(方案一:搜集资料。
老师让学生拿出已搜集好的房间图片, 并标出房间的英文名, 在课上展示。
让学生试着读出图片下面的单词, 教师点评。
七年级下unit6教案SectionA
Unit 6 I’m watchin g TV (Section A)主备人：刘高举一、lead in1. Free talk.①----- Do you like animals?----- Yes, I do.----- What animals do you like?----- Elephants.----- Why do you like elephants?----- Because they’re interesting.②----- What do you usually do at home after school?----- I usually watch TV.二、Teaching aims:I. New words and phrases.read a newspaper 看报纸talk on the phone 通过电话交谈listen to a CD 听CDuse the computer 使用电脑make soup 做汤make dinner做饭wash the dishes洗餐具wash clothes 洗衣服TV show 电视节目not much = nothing much 不忙什么join sb for sth 与某人一起做某事eat out 出去吃饭I’d love to. 我很乐意See you then. 到时候见tomorrow evening 明天晚上go to the movies = see a film 看电影movie star 电影明星drink tea 喝茶black tea 红茶green tea 绿茶II. Talk about what people are doing1. ----- What are you doing?----- I’m watching TV.----- What’s he doing?----- He’s using the computer.2. ----- Hello? This is Jenny.----- Hi, Jenny. It’s Laura here.(在英语中，打电话时，我是某人,要用this is + 人名，你是某人吗，要用is that + 人名？)3. Grammar: present progressive tense(现在进行时态)用法：表示现在（说话瞬间）正在进行或发生的动作。
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七年级下册Unit6 Topic1Section BSection B needs 1~2 periods. Section B需用1~2课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
3. Learn to look after oneself.Put it away, please.You must look after your things.Ⅱ. Teaching aids 教具录音机/挂图/实物Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:6分钟)复习There be句型, 导入1a。
1. (在黑板上呈现一张漂亮的两层楼挂图, 有书房、卧室、厨房、餐厅、客厅、卫生间、花园，复习There be句型。
)(把图拿走, 要求学生凭着记忆, 描述这张图, 采用竞赛的形式,可小组竞赛, 也可以个人为单位竞赛, 教师给予奖励, 激发学生的学习热情。
)(竞赛规则如下:参赛者只能在规定的两分钟内描述这张图, 说对一句, 得一分, 谁得的分最多, 谁就获胜。
)T: Look at the picture for one minute. Then I’ll take it away. You need to say as many sentences as possible about it in two minutes.Example:There’s a study on the second floor.There’s a garden in front of the house.There are some flowers in the garden.The living room is next to the dining room.…2. (利用1a的挂图, 引导学生复习There be句型, 并引入新单词和新句型。
)T: Now, let’s look at the picture. What can you see in it?S1: I can see a sofa.T: Oh, I see. It’s near the desk.S2: I can see a family photo.T: Can you see a clock on the wall? It’s near the photo.…T: What’s on the desk?Ss: There is a lamp, a computer, some books and so on.T: We can also say, “There are some books, a lamp, a computer and so on.” Is there a clock on it?Ss: No, there isn’t.(让学生通过观察去发现规律。
)Step 2 Presentation 第二步呈现(时间:6分钟)呈现1a。
1. (让学生听1a的录音, 回答下面的问题。
)T: Listen to 1a and answer the questions.2. (让学生再听1a，注意语音和语调。
)T: Please listen to the tape and pay attention to the pronunciation and intonation.3. (让学生根据语音和语调分角色朗读1a。
)T: Please work in pairs, and read the dialog in roles.Step 3 Consolidation 第三步巩固(时间:8分钟)巩固1a, 完成1b。
1. (让学生合上书本, 看1a的挂图, 描述Jane的书房, 巩固There be句型。
)T: Please close your books and look at the picture in 1a. Then describe Jane’s study. OK? 2. (根据1a, 两人一组谈论自己的书房/卧室……, 并完成1b。
让学生理解under。
)T: Now, I’ll give you some minutes to talk about your study/bedroom … Then act out your dialogs in pairs.Example:S1: What’s in your study?S2: There is/are …S1: Is there a/an …?S2: Yes, there is./No, there isn’t.3. (让学生根据1a所学，试着用几句话来描述一下自己的书房、卧室……)T: According to la, try to use some sentences to describe your study, bedroom …Step 4 Practice 第四步练习(时间:15分钟)通过练习, 完成2, 3, 4。
1. (1)(让学生看2的图, 听录音, 完成2。
让学生掌握生词table, key, put away, dad和thing。
) T: Look at the pictures in 2, and listen to the tape and finish2.(2)(听完录音, 核对答案。
)T: Who can tell us your answers?S1: “on, There are, keys”.S2: “behind, There’s, away”.T: T hat’s right.(3)学习下列句子。
(理解即可)a. I think they’re Judy’s.b. Don’t put them here. Put them away, please.c. You must look after your things.2. (可以用课前准备好的实物, 让学生用There be句型回答。
)(方案一)(教师从书包中取出香蕉藏在身后，导出新句型。
)T: Are there any bananas in my bag?Ss: No, there aren’t. They are behind you.T: How many bananas are there?Ss: There are two.T: Well done!(出示一个装有很少水的瓶子，导出新句型。
)T: Now, please look at my hand. What’s in it?Ss: There is a bottle in it.T: Is there any water in the bottle?Ss: Yes, there is.T: How much water is there?Ss: Only a little.(方案二)(教师出示三个香蕉。
)T: Now, please look here. What’s in my hand?Ss: There are three bananas.(将香蕉装入书包中。
)①T: Are there any bananas in my bag?Ss: Yes, there are.T: How many bananas are there?(在句子下面画线，以示注意。
)Ss: There are three.T: Well done, boys and girls!或chain drills。
操练后，让学生归纳②(教师边说Oh, we’ve talked so long. I think you must want to drink a little water.边把一个装有一点水的杯子，递给一个学生，示意他/她作答。
)T: Is there any water in your cup?S: Yes, there is.T: How much water is there?(句子下面画线。
)S: Only a little.T: Excellent.(身体语言，竖起大拇指。
)或chain drills。
操练后，让学生归纳3. (让学生看3的图片, 完成3。
让学生掌握生词window和model。
)T: Let’s go to 3. There are eight pictures in it. First, read the dialogs below Picture 1 and 2 by yourselves for one minute.(一分钟以后)T: Now, let’s look at Picture 1 and 2. Make new dialogs according to Picture 1 and 2.(两分钟以后, 挑选两组表演。
)T: I’ll choose two pairs to act them out.G1: A: What’s near the window?B: There is a guitar near it.G2: A: Are there any books on the shelf?B: Yes, there are.(让学生模仿3、4, 完成对话。
)T: Read the dialogs below Picture 3 and 4, and make similar dialogs.G3: A: What’s in the tree?B: There’re some birds in it.A: How many birds are there?B: There are three.G4: A: Is there any milk in the glass?B: Yes, there is.A: How much milk is there?B: Only a little.4. (看4的图片, 两人一组编对话。
让学生掌握生词river。
)T: Please look at the picture in 4, then work in pairs and make new dialogs like this:Dialog 1: S4: What’s in the picture?S5: There are some dogs in it.Dialog 2: S6: Are there any monkeys in the tree?S7: Yes, there are.S6: How many monkeys are there?S7: There are three.(要求学生用同样的方法编对话, 完成4。