新目标七下英语教案Unit4第3课时
七年级下册第四单元第三课时教案
课题：Don’t eat in class?（共 6课时）第 3 课时Section A（Grammar Focus-3c）
一、教学目标:
语言知识目标
1) 继续练习运用如何做自我介绍及问候他人。
学会从对话中获取对方的基本信息（询问他人姓名）。
能掌握以下句型：
①Don't eat in class.
②You must be on time.
③Eat in the dining hall.
技能：能运用情态动词can表示许可的肯定句、否定句、一般疑问句及肯否回答。
2、过程与方法：过程：先学单词后讲情态动词can 用法。
方法：幻灯片教学。
3、情感、态度、价值观：该部分继续学习使用目标语言谈论对某些规章制度（校规、家规等）的看法。
二、教学重点、难点：
重点：
1) 继续学习使用目标语言谈论对某些规章制度（校规、家规等）的看法
2) 通过不同方式的练习方式来学会用英语表达一些标志的含义。
3) 运用祈使句来表达一些规章和制度。
难点：
1) 总结用祈使句、情态动词can、must及have to来表达各种规章制度；
2) 能用所学的知识来制定一些简单的规章制度。
三、教学思想和方法：①学生为主体，教师主导。
②初一要侧重于词汇
的读写、会意。
③教法要体现学法，要让学生在教师的组织教学中学会学习方法，懂得课内课外自我学习。
四、教学关键：如何让学生在课堂上积极主动，做到学什么就能理解、掌握和记住什么。
五、教学准备：
1、教师准备：幻灯片
2、学生准备：预习单词
六、教学过程设计。
人教版新目标七年级英语下册 Unit 4 教案
人教版新目标七年级英语下册 Unit 4 教案一. 教材分析人教版新目标七年级英语下册Unit 4主要围绕日常生活话题，培养学生运用英语进行简单交流的能力。
本单元包括三个部分：听说课、读课和综合语言运用课。
听说课主要训练学生听懂并能够运用日常用语进行交流；读课通过阅读培养学生的阅读理解能力；综合语言运用课则通过各种活动，让学生在实际语境中运用所学知识。
二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的英语听说读写能力。
但部分学生在语言运用方面仍有困难，需要通过大量的练习来提高。
此外，学生对日常生活中的英语交流感兴趣，但可能在实际操作中感到羞涩和紧张。
三. 教学目标1.知识目标：学生能够听懂、会说、会读本单元的生词和重点句子，掌握日常交流的基本表达方式。
2.能力目标：学生能够在日常生活中运用所学知识进行简单交流，提高英语应用能力。
3.情感目标：激发学生对英语学习的兴趣，培养积极向上的学习态度。
四. 教学重难点1.重点：本单元的生词、短语和句子。
2.难点：日常交流中动词时态的运用。
五. 教学方法采用任务型教学法，通过各种互动活动，让学生在实际语境中运用所学知识。
同时，运用分组合作、同伴互助等方法，激发学生的学习兴趣，提高课堂参与度。
六. 教学准备1.教师准备：提前熟悉教材，设计教学活动，准备相关教学资源。
2.学生准备：预习本单元的生词和句子，了解日常交流的基本表达方式。
七. 教学过程1.导入（5分钟）利用图片或实物引导学生谈论日常生活中的人物和事物，激发学生的学习兴趣。
2.呈现（10分钟）教师展示本课的生词和句子，让学生听懂并跟读。
同时，通过情景剧等形式，展示日常交流的基本表达方式。
3.操练（10分钟）学生分组进行角色扮演，模拟日常生活中的场景，运用所学知识进行交流。
教师巡回指导，纠正发音和语法错误。
4.巩固（5分钟）教师设计一些练习题，让学生口头回答，巩固所学知识。
5.拓展（5分钟）学生分组讨论，尝试用英语编写一个小故事，运用本课所学词汇和句型。
新外研版七年级下册英语 Module 4 Unit 3 教案(教学设计)
(6)Flying in large planes will be cheap.
通过句型的训练,使学生掌握一般将来时一般疑问句的构成及回答。
Step 4
Module task
1.Ask the students to think about their dream school and make notes about them in the appropriate column.
Module 4Life in the future
Unit 3Language in use
知识目标
1.Revise the key vocabularies and phrases.
2.Enable students to describe life in the future.
技能目标
通过熟读能用will表达自己对未来的预测和想象。
2.Tell the students to appoint a secretary, and brainstorm their ideas, which the secretary notes down. They should note everything that is said.
3.Ask the groups to design a rough sketch of a poster for “Our dream School”. Tell them to think about lettering, layout, passage and illustrations.
4.Teachers won’t write on the blackboard with chalk.
七年级英语下册4-3教案(新版)人教新目标版
( )5.We ________to wear the school uniform every day.
A. not have B. have not C. don ,t have
II、你来我往：将以下句子搭配成对
II
A. No, we can ,t.
作业
布置
1完成练习册.
2练习重点句子对话.
板书
设计
Section A
Don ,t be late for class next time.
Can we listen to music in the classroom?
Yes,I can . No,Ican,t.
教学
反思
2.我能总结情态动词have to 的用法：
.
盘点
收获
总结
提升
【学习体会】
成功&收获:失败&缺乏:
巧设
练习
达标
检测
【自主检测】：
、精挑细选
()1.I have to_______ the room every morning.
A. clean B. cleans C. cleaning
( )2.- Does she have to go to bed at 9:00?
- Yes, she__________.
A. hasB. have C. does
( )3.Don ,t listenmusic in the classroomhallways.
A. to; andB. to; or C. at; or
( )4.She lost her bike. She _______ walk to school.
七年级英语下册(人教版)Unit4第3课时(SectionB1a1d)教学设计
4.教师通过角色扮演和情景模拟，让学生在实际语境中运用所学词汇和语法知识，提高口语表达能力。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个职业，讨论该职业的特点、工作内容以及所需要的技能。
2.各小组用一般现在时汇报讨论成果，如：“He/She is a(n) ... He/She works as a(n) ... He/She likes ... He/She needs to ...”
2.语法：学生能够理解并运用一般现在时描述人物的特点、职业、兴趣爱好等。
3.听力：学生能够听懂并获取与职业、兴趣爱好相关的信息，提高听力理解能力。
4.口语：学生能够在小组活动中运用所学词汇和语法，进行自我介绍和描述他人的职业、兴趣爱好等。
5.阅读与写作：学生能够阅读并理解与职业相关的文章，学会如何描述不同职业的特点；同时，学会书写简单的关于职业的介绍性短文。
3.教师巡回指导，关注学生的语言运用情况，及时给予反馈和纠正。
（四）课堂练习
1.教师设计一份关于职业的练习题，包括选择题、填空题、改错题等，让学生巩固所学词汇和语法知识。
2.学生完成练习题后，教师组织学生进行同伴互评，相互纠正错误，提高学生的语言准确性。
3.教师挑选部分学生的作业进行展示，表扬优秀作业，并对共性问题进行讲解。
2.语法：学会使用一般现在时描述人物的职业、特点及兴趣爱好。
3.能力：提高学生的听说读写综合运用能力，特别是在听力理解和口语表达方面。
（二）教学难点
1.词汇的准确理解和运用，特别是对于那些容易混淆的职业词汇。
2.一般现在时的正确使用，尤其是在口语交流中的灵活运用。
人教版新目标七年级英语下册Unit4教学设计
Unit 4 Don’t eat in class.Learning Objectives一、Topics（话题）:Rules二、Functions (功能)Talk about rules三、Structures (结构)1. Imperatives (Don’t)2. Can for permission3. Modal verbs have to, must四、Target Language (目标语言)Don’t eat in the classroom!We ca n’t arrive late for class.We must be on time.Can we wear a hat in class?Yes, we can./No, we can’t.We have to clean the classroom.We have to follow the rules.五、V ocabulary （词汇）rule, dish, night, luck, hair, arrive, listen, fight, wear, bring, practice, relax, read, feel, remember, follow, keep, learn, quiet, noisy, dirty, terrible, strictarrive late for class, be on time, listen to music, do the dishes, make your bed, be strict with …, follow the rules六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）go out, do your homework, watch TV, clean your room, help your mom make breakfast, in the evening, every Saturday八、教材分析这本教材的词汇量很大，有难度，但是，内容新颖，尤其是生动活泼的卡通化的画面，很符合七年级学生的年龄特点和心理特点，其中还囊括了丰富多彩的文化知识，以及合作探究的活动，十分贴近学生的实际生活经验。
人教版新目标七年级下Unit4单元教案
人教版新目标七年级下Unit4单元教案Unit 4 I want to be an actor教案示例教学目标：1. 学会不同工作的英文表达方式。
2. 了解同学父母的工作。
3. 学会简单的介绍自己将来的理想。
教学导向：重点词汇：teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police重点句型：1. What does your mother do? She is a teacher.What does your father do? He is an engineer.2. What do you want to be? I want to be a teacher.What does she want to be? She wants to be a singer.本节课流程图教学板块设计Task 1：Know the names of the different jobs目的：通过这个环节，教师完成本单元的新单词的导入，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。
在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。
课前准备：教师需要准备关于teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police等工作的具体文字描述。
课堂学生活动：1. 教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引到课堂上来，并对同学年的谜语加以思考。
此活动以小组为单位，让学生通过谜语来猜测工作的名称，猜对者给小组加分。
The riddles supplied by the teacher:1) I work in the hospital every day. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”.2) I drive a car every day, but the car is not mine. There are many people sitting in my car every day. After they go out of the car, they must pay me money.3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.4) I am very proud of my job. Because I am like your mother.I will tell you what is right and what is wrong. Sometimes I am very strict.5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.6) I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really very busy.2. 在所有单词导入后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女人的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原则，开发了同学无限的想象空间。
新目标七年级英语下册全册Unit 4英文教案
新目标七年级英语下册全册Unit 4英文教案Unit 4: I ant t be an atrLanguage galIn this unit, students learn t tal abut bsNe languagehat d u d? I’ a reprterhat des he d’ He’s a studenthat d u ant t be? I ant t be an atrhat des she ant t be? She ants t be a plie ffiernaes f bs and prfessinsSetin ABrainstr ith students a list f bs that friends r relatives d (“Brainstring” is an ativit in hih u set a tpi and students sa hatever rds the an thin f relating t that tpi) rite the rd bs n the bard and list all the bs students entinPint t the bs ne b ne and as students t sa hat ever the an abut these bs Aept single rd ansers r siple sentenes suh as, It’s fun It’s a gd bla This ativit intrdues the e vabularFus attentin n the art As students t tell hat the see in eah sene As students t nae as an f the bs shn as the an Then pint t a sene, nae the b, and as students t repeatPint t the nubered list f rds Sa eah ne and as students t repeatThen as students t ath eah rd llfa ne f the senes Sa, rite the letter f eah sene next t ne f the ivrds Pint t the saple anser1 b This ativit gives students pratie in understanding the target language in spen nversatinPint t the different peple shn in the pitureAs varius students t tell hat the d as u pint t eah ne,Sa, N u ill hear three nversatins The nversatins are abut three f the peple in this piturePla the rerding the first tie Students nl listenPla the rerding a send tie This tie as students t rite a nuber 1 next t the persn being taled abut in nversatin 1 Have students put a 2 and 3 next t the peple being taled abut in nversatins 2 and 3rret the ansers1 This ativit prvides guided ral pratie using the target language-As a student t read the exaple nversatin ith u Hld up the b and pint t the dtr in the pitureSa, N r ith ur partner ae ur n nversatins abut the piture u an use senteneslie the nes in ativit 1bSa a dialgue ith a student Pint t a piture f ne f the peple Guide the student t anser using ne f the rds in ativit 1aAs students r in pairs, ve arund the r nitring their r ner language r prnuniatin supprt as needed2a This ativit gives students pratie in understanding the target language in spen nversatinAs students t l at the three pitures As different students t tell u hat the se in eah piture hat are the peple ding? hat bs d the have?Pla the rerding the first tie Students nl listenSa, u ill hear nversatins abut the peple in these pituresPla the rerding a send tie Sa, rite the nuber f eah nversatin bel the piture f the persn being taled abutrret the ansers2b This ativit gives students pratie in understanding the target language in spen nversatinPint t the three headings in the hart and read the headings t the lass As students, hat des “ants t be” ean? (It is nt the b the persn lias n It is the b the persn ants in the future)Pla the rerding the first tie Students nl listenSa, u iU hear abut the peple in these pitures u ill hear the b the ha n and the b the ant in the futurePla the rerding a send tie This tie as students t fill in the blans ith the bs the peple have n and the nes the ant in the future Pint ut the saple2 This ativit prvides guided ral pratie using the target languagePint ut the pitures in ativit 2a As h eah persn is (The are Susan’s brther Anna’s ther, and Tn’s father)Sa, N r ith ur partner As and anser questins abut the pitures As, “hat des he r she d?” Then as, “hat des he r she ant t be?”Sa a dialgue ith a student Pint t Anna’s ther and then t the exaple in the speeh ballns Pratie the dialgue ith a studentAs students r In pairs, ve arund the r nitring their r ffer language supprt as needed3a This ativit intrdues the naes fr the plaes here peple r, and gives reading pratie using the target languageall attentin t the pitures As students t read the nae fr eah plae As the nae eah plae, rite the rd n the bard and-as the lass t repeat itPint ut the list f bs ith the nubers next t eah Then all attentin t the peple in the pitures and the speeh bubbles Pint ut the saple anser and have a student read ut the speeh bubbleAs students t r alne Sa, rite the nuber f eah b in the square next t eah rplae he the ansers3b This ativit prvides guided ral pratie using the target languagePint ut the pitures in ativit 3a As students t nae the rplae shn In eah pitureThen pint ut the nversatin in the speeh bubbles As t students t read It t the lassSa, r ith a partner First pratie the nversatin in the piture Then ae ne nversatins Use bs and plaes fr ativit 3aSa a dialgue ith a student Pint t the rd aiter in ativit 3a and then t the piture f the restaurant As a student here des he r? Guide the student t anser using the rret plae: He rs in a restaurantThen as hat des he d? and guide the student t anser, He’s a aiterAs students r in pairs, ve arund the r nitring their r ffer language supprt as needed4 This ativit prvides listening and speaing pratie using the target language all attentin t the pitures in the b shing h t pla the gae Sa, u ill dra a piture f sene ring ther students ill as questins abut the ind f b u are draing After t questins sene an tr t guess the bDenstrate b draing a piture n the bard f a sti figure reprter Add details (irphne, nteb,et) until students guess hat b it isAs a student t g t the bard Sa, Dra a piture f a persn ring If neessar, help the student add details that sh the b the persn is ding He r she an add a ban interir t sh that the persn is a ban ler A student uld als use an ee hart n the all t sh that the plae is a dtr’s ffie and the persn is a dtrAs t different students t as questins abut the b, and then as a third student t guess hat b it isPla the gae using draings b several different studentsAlternative: If u d nt ant students t ve fr their seats, then u an as the t d this ativit sitting dn in grups f fur The ill need piees f paper n hih t dra their pitures The ill als need penilsSetin BNe languagerds that desribe bs, suh as exiting, dangerus,bring, diffiult, bus, fun Additinal aterials t bring t lass:help anted ads fr an English-language nespaper1 a This ativit intrdues the e vabularFus attentin n the six pitures As, hat b des the persn have? here des the persn ivnr?Pint ut the nubered list f rds Sa eah ne and as students t repeat Then use siple explanatins and shrt saple sentenes t help students understand hat eah rd eans Fr exaple, Exiting eans ver interesting and ver fast-ving A plie ffier has an exiting b The b is alas hanging Sething is alas happening Fr dangerus u ight sa, Dangerus eans nt safe u ight be hurt r illed in a dangerus bThen as students t ath eah rd ith ne f the pitures Sa, rite the letter f eahpiture next t ne f the rds Pint ut the saple anserhe the ansers1 b This ativit prvides guided ral pratie using the target languageall attentin t the piture In this ativit and as a student t read the stateent t the lass Then pint t the piture f the plie ffier and sa It’s an exiting b As the lass t repeat Then sa, hat else an u sa abut being a plie ffier? 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第三课时Section A(Grammar Focus－
3c)
主备内容Section A(Grammar Focus－3c)
教学目标【知识目标】
Important phrases：in class，wear a uniform，be quiet
Important sentences：
1．—Can we wear a hat in class?
—Yes，we can./No，we can't.
2．—Does he have to wear a uniform at school?
—Yes，he does./No，he doesn't.
【能力目标】1.通过组句训练，强化本单元重点知识的学习并突破语法难点。
2．通过开放性的口语活动，能够在真实的语境中使用目标词汇和句型。
【情感目标】通过教师引导和学生在活动中的感悟总结，学生在英语交流中学会注意观察他人的情感，可以增进同学之间的了解。
教学重难点重点：复习巩固Section A 部分所学的生词和词组，熟练掌握祈使句。
难点：祈使句的不同结构。
教法学法语法课的“3E”教学模式，以情境为载体，以探究为手段，以表达为核心，帮助学生将语言的形式、意义和用法紧密联系起来，提高学生的综合语言运用能力。
Step 1自主学习
【新词自查】
根据句意，用方框中所给词组的适当形式填空。
in class，on time，have to，wear a uniform，be quiet
1．You should __be__quiet__．The baby is sleeping.
2．She likes __wearing__a__uniform__ on school days.
3．We can't listen to music __in__class__．
4．—Can I finish my homework tomorrow?
—I am afraid not.You __have__to__ hand it in today.
5．You can't arrive late for class.You must be __on__time__．
Step 2情景导入
【参考案例】
Teacher：At the beginning of this lesson，let's make your own rules.Please take out a piece of paper and write down some school rules.Then make some new school rules or class rules.Then let's discuss your school rules，which is good，and which we should change？You can express your feelings freely.
设计意图：通过让学生自己给学校或家庭制订规则，发挥学生的主观能动性，调动他们的学习积极性，体现公平、公正的原则。
让学生成为学校或家庭的“主人”，可以促进师生、父母与孩子之间的交流与沟通。
同时导入本单元的重点句型和语法基础知识。
Step 3畅通Grammar Focus回顾语法重点
【操作案例】
1．让学生分男、女两组朗读Grammar Focus中的内容。
2．让同学们背诵Grammar Focus中的内容。
设计意图：通过语法基础知识的训练，让学生能够掌握并灵活运用本单元的基础语法知识，为本课时听、说、读、写的训练作铺垫。
Step 4完成教材3a－3c的任务
【操作案例】
1．认真观察图片，用所学的祈使句型为学校图书馆写一些规定，写完后小组内交流，教师抽查点评。
2．利用所给的单词或短语来组成关于学校规定的句子，然后根据学校的实际情况来回答。
请学生在黑板上展示答案。
3．写五条理想的学校规定，然后和其他同学分享，选出最受欢迎的校规。
4．利用所选出的校规来写一篇小短文。
设计意图：通过完成教材3a－3c的任务，进一步巩固语法基础知识，并运用所学的语言基础知识，培养学生运用语言的能力。
同时，让学生在实际操练中领会并掌握基础语法知识，老师在该环节中起到引导作用。
知识点拨
1．must和have to的用法
(1)你不得不穿校服吗？Do you have to wear the school uniform?
(2)——我现在必须要走吗？—Must I go now?
——不，你不必。
—No，you needn't.
2．Can we bring music players to school？我们可以把音乐唱片机带到学校吗？
Step 5板书设计
Section A (Grammar Focus－3c)
Important phrases：in class，wear a uniform，be quiet
Important sentences：
1．—Can we wear a hat in class?
—Yes，we can./No，we can't.
2．—Does he have to wear a uniform at school?
—Yes，he does./No，he doesn't.
Step6完成《名师测控》学生用书。
本课时以师生自由讨论的形式自然地引出新知识，通过结对练习、角色扮演等形式活跃课堂气氛。