七下unit 6 整单元教案设计北京仁爱

Unit 6 语 言 知 识类别内 容课次要求语音/ h / / r/ / w / / j / / CI / / J / / eI / / u: / / C: / / : / / B: / / /词汇bedroom, second, floor, upstairs, kitchen, dining room, living room, garden, cousin, front, in front of, behind1A掌握lamp, clock, wall, table, key, put, away, put away, door, window, model, under, river1Bbeautiful, flower, quite, bathroom, drawer, chair, keyboard1Ctown house, countryside, month, noon, at noon, furniture, quiet, single2Aneighbor, bank, street, post office, museum, parking lot, supermarket, station, mail, restaurant, clothing store, hear, piano, loud, really, end, at the end of ., road2Bchild, a lot of, close, close to, far, service, area, stop, fan, line, bad, someone, check, right now2Cmove, city, traffic, cost, yard, town2Dalong, turn, across, bridge, meter3Auntil, miss, kilometer, should, change, public, light, danger3Bhurt, die, accident, rule, before, cross, ticket, speed, fast, when, careful, late3Capartment, farmhouse, suburb, rent, per2A理解bookstore, matter2Bcommunity2Cnoisy2DPeking University, Renai Education Institute, Haidian Theater3Acleaner, sidewalk, crosswalk, straight, U-turn3Bobey3C语言知识类别内 容语法1.“There be .” 句型There is a small garden in front of my house.There are so many nice books on the shelf.There is a lamp, a computer and some books on it.Is there .? Yes, there is. / No, there isnt.Are there any .? Yes, there are. / No, there arent.How many .? There are . 2.Wh疑问句(Wh-questions)Where is the living room? Its on the first floor.Whats on the desk? There are some model planes on it.3.表示方位的介词或副词(Preposition or adverb of position)on, in, at, behind, under, in front of, near, across, from, next to4.祈使句(Imperatives)Be careful！Dont play on the street.功能用语与话题1.谈论某处有某物(Talking about positions and existence)Is there a computer in your study? Yes, there is. / No, there isnt. 2.谈论房间、家具和生活用品(Talking about rooms in homes, furniture and home items)There are two bedrooms and a small study. 3.谈论居住环境和邻里关系(Talking about environments and relationships between neighbors)Whats your home like? Its an apartment building. 4.抱怨(Complaining)Im afraid its too loud. 5.求助和帮忙(Asking for and offering help)Can I help you? 6.打电话(Making telephone calls)Hello, this is Linda speaking. 7.问路及指路(Asking the way and giving directions)Could you tell me the way to .? Go along this road until you get to . 8.谈论交通标志、规则和警告(Talking about traffic signs, rules and warnings)Dont drive too fast.语言技能听1.能听懂对位置和存在的介绍。2.能听懂相关的交通规则。说1.谈论自己家的房屋和室内摆设。2.能问路指路。3.能表达抱怨和致歉。4.能打电话求助。读1.能读懂介绍房屋、屋内设施、方位和社区环境的短文。2.能看懂简单的英文地图。写1.能写短文介绍自己的家庭以及周围环境。2.能写短文介绍如何去某地。情感态度本单元从学生的日常生活出发，让学生学会介绍自己的居家布置及周围的居住环境。涉及到邻里之间的关系和社区的服务状况。让学生学会和他人和谐共处，共创美好的生活氛围。指路、问路部分的设置使学生在掌握英语的同时也渗透了乐于助人、帮助别人也快乐自己的德育思想。学习策略本单元每个话题都是先以对话或短文的形式来给出语言信息，然后是简单的巩固练习，最后再以各种活动形式来给出所学习到的语言知识。其目的是培养学生的交际能力，即要求学生可以用简单的英语针对特定的话题进行交流和对话。因此在授课过程中，一定要从学生的生活出发，创设恰当的语言环境，让学生多练习、多实践，从而达到将所学到的知识运用到生活中的目的。Topic 1 Section AThe main activities are 1a and 2a. 本课重点活动是1a和2a。. Teaching aims and demands 教学目标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, garden, cousin, front, behind, in front of2. (1)Learn the prepositions of position:in, on, next to, in front of, behind(2)Master how to use the structure of“there be”:Oh, there are so many nice books on the shelf.Is there a study on the first floor?No, there isnt.Are there any books in the study?Yes, there are. Teaching aids 教具录音机/挂图. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)1. (呈现1a挂图，引入新单词。)T:I like the nice house. Do you have a nice house?S1:Yes, I do.S2:No, I dont.T:Do you have your own study?(向学生解释study v.学习; n.书房。) Ss:Yes, I do. / No, I dont.T:What can we do in the study?Ss:We can read books in the study.T:S1, Which room do you sleep in?S1:卧室。T:Yes. In the bedroom.(板书)study bedroom2. (叫几名学生表演在不同地点的动作, 如学习、睡觉、洗澡、用餐、煮饭、看电视, 让其他学生逐一猜这些动作和地点。此活动复习Unit 5的现在进行时, 同时呈现出表示房间的名词。)(板书)living room 客厅；起居室 dining room 餐厅 kitchen 厨房 garden 花园 For example:T:Whats he/she doing?S1:He/She is watching TV.T:And she is watching TV in the living room.Sn:He/She is studying.T:You are right.T:Wheres he/she?Sn:He/She is in the study.T:Good.3. (指着1a的图上的卧室问, 指导学生答。)T:What do you do in the bedroom?Ss:We sleep in it.(指着挂图上的书房继续做问答练习。)T:Wheres the study?Ss:Its next to the bedroom.T:So there is a study on the second floor. And there are two bedrooms on the second floor.(板书短语和新句型，并进行适当的讲解。)on the second floorThere is a study on the second floor.There are two bedrooms on the second floor.Is there ? Yes, there is. / No, there isnt.4. (让学生根据1a的图练习“there be”句型的疑问句形式。) T:Is there a living room on the first floor? Ss:Yes, there is. T:Are there two bedrooms on the first floor? Ss:No, there arent.Step 2 Presentation 第二步 呈现(时间:5分钟)1. (课前设置好听力任务, 并板书。)T:Now, lets listen to 1a and find out the answers to these questions. Are you ready?Ss:Yes.T:OK. Lets begin.Wheres the bedroom?Wheres the study?Are there many nice books on the shelf?(播放1a的录音。)T:Who can answer the first question?S1:Its on the second floor.T:Well done! What about the second question?S2:Its next to the bedroom.T:Good! Thank you. The last question?S3:Yes, there are.T:Good job.2. (核对答案, 板书关键词。)bedroomsecondfloorstudynext tobooksshelfStep 3 Consolidation 第三步 巩固(时间:5分钟)1. (再放1a的录音, 让学生跟读, 用铅笔标出重读与语调。)T:Now, please follow the tape and draw “up or down” with your pencil.Ss:Yes, I see.2. (让学生擦去所标记号, 先自读然后逐句核对语音语调。)T:Rub them clean and read by yourselves, then check your pronunciation sentence by sentence.Ss:(自读)3. (人机对话。)T: Now, listen to me carefully. Suppose you were Jane. Listen to Maria and make a dialog with her.4. (让学生看黑板上的关键词, 学生两人一组上台表演, 完成1b。)T:Now, boys and girls. Please look at the key words and act out the dialog.G1:T:Wonderful! Anyone else?G2:(对学生表演进行点评。)Step 4 Practice 第四步 练习(时间:15分钟)1. (1)(让学生认真听2a的录音并独立完成2a, 主要让学生了解关于地点的名词。)T:OK! Now listen to 2a and do it by yourselves. Do you understand?Ss:Yes.(2)(核对答案。)T: Now, lets check the answers. Listen to me carefully and correct them.Rooms on the first floor: C, D, E. (from left to right)Rooms on the second floor: A, A, B. (from left to right)In front of the house: F.2. (让学生看2a的图, 与搭档对话完成2b。给学生几分钟准备, 找一些小组表演对话。)T:Now lets look at the picture in 2a, finish 2b according to the example with your partner.(几分钟后, 让学生表演。)T:Which group can act your dialog out?G1:We can. (表演对话。)T:Great! Any more?3. (找一名学生做示范, 并让其他学生仿照示范完成3。)T:Please be quiet! Listen to us carefully.For example:T:Wheres your father?S1:He is in the study.T:Whats he doing?S1:Hes reading books.(让学生跟搭档讨论, 完成对话。)S1: S2: Step 5 Project 第五步 综合探究活动(时间:10分钟)1. (呈现给学生一张表格介绍自己的教室。)There isa teachera clocka blackboardThere arestudentsbooksdesksT: Introduce our classroom according to the form, then report to the class.For example:(陈述形式。)There is a teacher in our classroom.There are some students in our classroom.There isnt a cat There arent any (或问答形式。)S1: Is there a teacher in our classroom?S2: Yes, there is.S1: Are there any students in our classroom?S2: Yes, there are.S1: Is there a cat ?S2: No, there isnt.2. (让学生完成4。)(1)(让学生自己画一张自己家的图片。)T: Draw a picture of your own house.(2)(让学生向他们的搭档介绍自己最喜欢的房间及房间里都有什么。)For example:(陈述形式。)My favorite room is my study. I can do my homework there. Theres a computer in it. Theres also a TV in it. I often watch TV in my study.(或问答形式。)Which is your favorite room?Whats in the room?What do you and your family use that room for?Is there a garden in front of the house?(3)(让学生四人一组做一个关于Whats your favorite room? 的调查报告, 然后全班分组调查, 最后随机抽学生向大家汇报。)For example:s favorite room is his/her study. He/She can study in his/her study 3. Homework: (让学生画一幅自己理想中的房子。并把它写下来。不少于6个句子。)Draw a picture of your ideal house. Then write it down. (At least six sentences.)Section BThe main activities are 1a and 3. 本课重点活动是1a和3。. Teaching aims and demands 教学目标1. (1)Master the names of home items:lamp, clock, wall, table, key, door, window(2)Learn other new words and phrases:put, away, model, under, river, put away2. Go on learning how to use the structure of“there be” :Whats on your desk?There is a lamp, a computer and some books on it.How many boats are there on the river?There are two.3. Talk about the positions and existence:Is there a sofa in your study?Yes, there is. Its near my desk. Teaching aids 教具录音机/挂图/实物. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)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。此活动的目的是复习“there be”句型。)T: Look at the picture for one minute. Then Ill take it away. You need to say as many sentences as possible about it in two minutes.(把图拿走, 要求学生凭着记忆, 描述这张图, 采用竞赛的形式, 可以分组竞赛, 也可以以个人为单位竞赛, 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。)For example:Theres a study on the second floor.Theres 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的图, 引导学生复习“there be”句型, 并引入新单词和新句型。)(板书)Whats on the desk?There is a lamp, a computer and some books on it.台灯Whats on the wall?墙Theres a clock and a photo on the wall.T:What can you see in the picture?S1:I can see a sofa.S2:I can see a family photo and a clock.S3:I can see a lamp, a computer and some books.S4:I can see a desk and a chair.T:Whats on the wall?Ss:Theres a clock and a family photo. (指导学生回答。)T:Whats on the desk?Ss:There is a lamp, a computer and some books on it.T:We can also say “There are some books, a lamp and a computer on it.” (让学生通过观察去发现规律。)(过渡到下一步。)Step 2 Presentation 第二步 呈现(时间:5分钟)1. (让学生听1a的录音, 回答教师的问题。)T:Listen to 1a and answer the questions.(听完后, 教师问, 学生回答。)T:Now, please answer my questions. Wheres the sofa?S1:Its near Janes desk.T:Next, whats on the desk?S2:There is a lamp, a computer and some books on it.T: Good! Next, where is the clock?S3:Its next to Janes family photo.T: Oh, well done! Next, whats the pet dog doing?S4:It is playing with Janes computer.T:Right! Thank you.2. (让学生分角色朗读1a。)T: Please work in pairs, read the dialog.Step 3 Consolidation 第三步 巩固(时间:5分钟)1. (给学生几分钟准备, 两人一组表演1a。并完成1b。)T:Now, Ill give you some minutes to prepare 1a. Then act the dialog out in pairs.S1:S2:2. (让学生以教室内的物品为实例，操练重点句型。)(板书)There is There are Whats behind the door?Whats in front of the blackboard?Step 4 Practice 第四步 练习(时间:15分钟)1. (1)(让学生看图, 听2的录音, 完成2。)T:Look at the picture in 2, listen to the tape and finish 2.(2)(听完录音, 核对答案。)T:Who can tell us the right answer?S1:“on, Therere, keys”.S2:“behind, Theres”.T: Thats right.2. (可以用课前准备的实物, 让学生用“there be”句型回答。)(出示桔子。)T: Now, please look at my hand. Whats in it?S1:There is an orange in it.(从书包中取出香蕉藏在身后。导出新句型。)(板书)How many+可数名词复数形式+are there+?There be T: Are there any bananas in the teachers bag?S2:No, there arent. They are behind you.T: How many bananas are there?S3:There are two.T: Well done!3. (让学生看3的图片, 完成对话。完成3。)(板书)T: Lets go to 3. There are eight pictures in it. First, read Picture 1 and 2 by yourselves for 1 minute.(一分钟以后)T: Now, lets look at Picture 3 and 4. Make new dialogs according to Picture 1 and 2.(两分钟以后, 挑选两组表演。)T:Ill choose two pairs to act them out.G1:Whats near the window?There is a guitar near it.G2:Is there a clock next to the photo?Yes, there is one next to it.(让学生看图5、6, 完成对话7、8。)T: Please look at Picture 5 and 6, make up dialogs with Picture 7 and 8 according to 5 and 6.G3:Whats in the tree?Therere some birds in it.How many birds are there?There are three.G4: 4. (看4的图片, 两人一组对话。)T: Please look at the picture in 4, work in pairs and make up new dialogs like this.For example:Dialog1: A:Whats in the picture?B1:There are some dogs in it.B2:There are some birds in it.Dialog 2: A: Are there any monkeys in the tree?B: Yes, there are.A: How many monkeys are there?B: There are three.(要求学生用同样的方法编对话，完成4。)Step 5 Project 第五步 综合探究活动(时间:10分钟)1. (让学生用已学过的单词如book, pen, pencil, pencil-box, schoolbag, color pencil, ruler, knife等词, 两人一组表演对话。)For example:S1: Where is the pencil-box?S2: Its on the desk.S1: Whats in the pencil-box?S2: There is a pencil, a ruler, a knife and two pens.S1: S2: (在开展以上对话活动时, 要求学生特别注意in, on, next to, in front of, behind等介词的使用, 重点练习Whats on/in/next to ？, There is/are 。)2. (方案一)(让学生两人一组用图文形式介绍自己家里的某一房间物品的摆放。其中一名学生画图, 一名学生配文字说明, 并站在讲台前向学生们描述。)For example:My StudyTheres a family photo on the wall. A clock is next to it. There is a desk and a chair in the study. Whats on the desk? There are some books and a computer. Theres a football under the chair. Behind the desk, theres a cat. Do you like the study?(活动后, 由学生们选出最佳搭档, 教师给予鼓励表扬。)(方案二)(两人一组活动, 其中一名学生用文字描述某一房间, 另外一名学生画图。 最后, 把图展示出来, 由学生们选出最佳搭档, 教师给予鼓励表扬。)3. Homework:(让学生用“There be”句型造句, 不少于三句。)Section CThe main activities are 1a and 2. 本课重点活动是1a和2。I . Teaching aims and demands 教学目标1. Learn some new words:beautiful, flower, quite, bathroom, drawer, chair, keyboard2. Review the structure of“there be”.3. (1)Talk about the position:Where is the lamp?Its on the desk.Where are my shoes?Theyre under the bed.(2)Talk about the existence:There is a small garden in front of my house.There are many beautiful flowers in the garden, but there arent any trees in it.Are there many beautiful flowers in the garden?Is there a kitchen on the first floor?. Teaching aids 教具录音机/挂图/图片/简笔画. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)(接龙游戏。将全班分成几组，利用1a的图片, 组与组之间进行提问比赛。)(竞赛规则:1. 组与组之间的竞赛; 2. 开始第一个问题由教师来问; 3. 每组在回答问题后, 提出一个新问题, 让另外一组的学生回答; 4. 每个问题不能重复。)T:Whats in the picture?G1:Theres a nice house. Wheres the garden?G2:Its in front of the house. Whats in the garden?G3:There are many beautiful flowers in it. Is there a big tree?G4:Yes, there is. Where is it?G5:Its behind the house.T:Its great! Stop! Group 2 is the winner.(假设是第2组获胜。进行下一轮比赛。)T:Now, please go on with next round.T:Whats on the first floor in the house?G1:There is a big living room. Is there a dining room next to it?G2:Yes, there is. Whats in the dining room?G3:There is a table and some chairs in it. Can you find out the bathroom?G4:Yes, I can. Where is it?(总结学生比赛结果, 进行鼓励表扬。)T: How wonderful! You are the best!(用两个学过的句型来呈现1a中的新单词。)The flowers in the garden are quite beautiful.花 相当 漂亮John is having a bath in the bathroom.浴室Step 2 Presentation 第二步 呈现(时间:5分钟)1. (设置听力任务, 听1a的录音并回答问题。)T: Listen to 1a carefully and answer my questions.Questions: Whats in front of your house?Are there any trees in the garden?How do you like your home?(核对答案。)T:Are you ready?Ss:Yes.T:Who can answer my first question?S1:There is a small garden in front of it.T:Well done! The second question?S2:2. (让学生快速朗读1a, 并完成正误判断题, 然后核对答案并改正。)T:Read 1a quickly, and then finish the true or false questions, then check the answers and correct them.T:Do you finish? Ss:Yes, we do.T:Who can answer the first question?S1:“T”.T:Oh, it is wrong.S2:“F”. “There are many trees in the garden.” should be “There are many beautiful flowers in the garden.”T:Wonderful! The next?S2:(用同样的方法完成剩下的问题。)Step 3 Consolidation 第三步 巩固(时间:5分钟)1. (再听1a的录音, 让学生独立完成1b, 然后教师核对答案。)T: Now, please listen to 1a again. Finish 1b alone, then check the answers.2. (把全班分成四组, 让学生把关键词、句找出来列于纸上, 并画出一幅简笔画。选出每组一名成员按照要点和简笔画复述短文。)T: There are four groups in our class. List some key words and sentences on your paper, and draw a sketch on it. Retell the passage according to the key words and the picture. Ill choose one of you in each group to retell it.Step 4 Practice 第四步 练习(时间:15分钟)1. (出示图片或用简笔画教学生新单词drawer, chair, keyboard, 并对介词in, on, under, behind, in front of进行操练。)(出示有抽屉、椅子和键盘的简笔画。)T:Look at the sketch and learn the new word “drawer”.Ss:Drawer. (跟读)(在简笔画中添上一支笔, 操练介词in和under。)For example:Whats in the drawer?There is a pen in it.What are under the drawer?There are some pens under it.(同上, 完成介词操练。)2. (让学生独立完成2, 教师核对答案。)T: Do 2 by yourselves, then check the answers together.(核对完答案后，让学生两人一组练习对话。)T: Now, Ill ask three groups to read the dialogs 1, 2 and 3.3. (两人一组找出3中两幅图片的不同之处, 然后让学生以小组为单位来完成它。)T: Work in pairs to find the differences between the two pictures in 3. Make a list of differences and then fill in the blanks in pairs.(核对答案。)4. (方案一)(让学生两人一组根据3的A、B图片分角色编对话。)T: Now, work in pairs and make new dialogs according to Pictures A and B in 3.For example:S1: What color is the bag in Picture A?S2: Its green.S1: What about the bag in Picture B?S2: Its yellow. Whats on the desk in Picture A?S1: There is a computer and a keyboard.S2: Whats on the desk in Picture B?S1: There are some pencils, some books and a lamp.S2: Is there a shelf in Picture A?S1: Yes, there is. Whats on the shelf?S2: There are some books and a model plane.(方案二)(双人活动, 让其中一名学生用重点词、句复述课文, 另一名学生画图。最后, 把图展示出来, 由学生们选出最佳搭档, 教师给予鼓励表扬。)T: Now work in pairs. One Student retells the passage, the o