初中英语译林版教案7AUnit4
初中英语译林版教案7A Unit4
Reflection
after teaching
Period 2 Reading 1
3 What do they do first at school?
4What lesson does Millie like at school?
5 When do Millie and her friends play in the playground?
6 Where does Millie sometimes go in the afternoon?
Teaching procedures
Teaching pre-set
Personalizedrevisions
Step1
presentation
Step2 language points
Step3 Practice
Step4 Activity
Look at the pictures.They are all about Millie's school life.Can you introduce the activities?Can you arrange them in the time order?
2 Try to recite the passage.
3 Finish the workbook.
Reflection
after teaching
Period3 Reading 2
Teaching aims
牛津译林版英语7AUnit4Grammar教学设计
为了有效地突破上述重难点，我设想采取以下教学策略：
1.情境导入：通过展示一些日常生活的图片和场景，让学生初步感知一般现在时态的运用，激发他们的学习兴趣。
2.自主学习：让学生自主探究一般现在时态的构成和用法，鼓励他们提出问题和解决问题。
3.合作学习：组织学生进行小组讨论，让他们互相交流自己的一般现在时态句子，从而加深对一般现在时态的理解。
（二）过程与方法
在本节课的教学过程中，我将采用任务型教学法，让学生在真实的语境中学习和运用一般现在时态。首先，我会通过引入一些日常生活的场景，激发学生的学习兴趣，然后引导学生进行观察和分析，发现一般现在时态的构成和用法。
接着，我会组织学生进行小组讨论，让他们互相交流和分享自己的一般现在时态的句子，从而加深对一般现在时态的理解。在此过程中，我会引导学生运用所学的词汇，提高他们的词汇运用能力。
四、教学内容与过程
（一）导入新课
在导入新课时，我会利用多媒体展示一些与学生日常生活相关的图片和场景，如他们的兴趣爱好、生活习惯等。通过这些图片和场景，让学生初步感知一般现在时态的运用，激发他们的学习兴趣。
接着，我会用提问的方式引导学生思考一般现在时态的概念和用法。例如：“你们平时是怎么描述自己的日常生活的？是如何描述他人的特点和喜好的？”等问题。通过这些问题，让学生对一般现在时态有一个初步的了解。
其次，我会布置一些翻译练习，让学生将中文句子翻译为英文，并使用一般现在时态。这样的练习能够帮助学生将所学的语法知识与实际语言运用相结合，提高他们的语言表达能力。
此外，我还会布置一些小组作业，让学生合作完成。例如，让他们共同编写一个小对话，其中一个角色需要使用一般现在时态来描述自己的日常生活和习惯，另一个角色则需要用一般现在时态来提问和进行比较。
七年级英语上册牛津译林版教案：Unit 4 task
集备部分课题7A Unit 4 Task中心发言人时间Teaching aims:plete a happiness chart, and discuss likes and dislikes.2.Write an e-mail to your e-friends about your school life.Teaching Difficulties:plete a happiness chart, and discuss likes and dislikes.2. Write an e-mail;3. Complete Parts A&BTeaching Procedures:Step One. Greetings & Free talkGreet each other & Ask the Ss to have some free talks with:1. “Can I / you …?” and “ May I / you …?”2. … like / likes …… don’t / doesn’t like …And then introduce the word “dislike”3. T: What do you think of your school ? Do you like it ? Is your school life interesting? Is it interesting? What activity do you like to do ?Step Two. Presentation1. Ask the Ss to make some sentences about their likes or dislikes.2. Let some Ss draw faces on the Bb to express their feelings, such as, love, like and dislike3. Ask the Ss to say something they like or dislike and say WHYStep Three. Look at Part A on P52First look at Millie’s chart, and then read about Millie’s likes and dislikes in the table below.1.2. Pay more attention to Millie’s REASONNotes: 1. happiness (n) happy (adj) happily (adv)2. like like sb / sth / doing sth / to do sth like sb to do sth3. dislike like (opposite ) --- dislike dislike sb / sth / doing sth4. + n5. learn learn sth learn to do sthlearn about sth learn … about …learn from sb learn … from sblearn more / much / a lot about … from …Step Four. Complete the table in Part B1. Ask the Ss to complete the table in Part B, using the information from their happiness chart Tell them to use Millie’s sentences if necessary.2. Ask the Ss to work in pairs to discuss the reasons why they like or dislike certain activities.3. Check the answers of some students and correct the mistakesStep Five. Complete her diary1. Ask the Ss to read her diary frame first, and then write a draft using the frame2. S tudents read, check and correct each other’s drafts3. Tell them to use the information in the table to complete her diary.Step Six. Writing1. What does she write in the first paragraph? (It is about her loves.) What does she write in the second paragraph? (It is about her likes.) What is Paragraph Three about ? (It is about her dislikes.)2.It is your turn to design your happiness chart.What are your likes and dislikes.Try your bestto write your own article .You can use some useful expressions on page 52.You can use Millie diary entry as a model.Step Nine. Homework1. 记忆本课所学词汇，短语和句型。
新版牛津译林7AUnit 4 语法教案
如：on Saturday on 1 July on Sunday morning on Children’s Day
（3）：at用于具体几点钟、具体年龄（几岁）前。
如：at seven o’clock at 7:30 at 6 years old
总结：频率副词放在_________的前面。
③Tony doesn’t often eat vegetable.他不经常吃青菜。
总结：频率副词放在_________和_________之间。
频率副词位置记忆口诀：be后，动前，助动间。
课堂巩固练习
1. Lily goes to her dancing lessons every day. She________ dances for two hours.
A. At B.On C. In D. For
( )2. ----________do you go to the library?
---- sometimes.
A.How many B.How often C.How much
( )3.My friend and I like to go swimming _____ Sunday afternoon
A. sometimes B. sometime C. some time D. some times
（）4.—All my familyincompany?---That must be very strange.
A. works, same B. are working, different
C. work, the same D. works, a
牛津译林版英语7AUnit4ComicstripWelcometotheunit教学设计
4.培养学生遵守课堂纪律，尊重老师和同学，养成良好的学习习惯。
5.借助英语学习，引导学生树立正确的人生观和价值观，培养他们积极向上的生活态度。
二、学情分析
本章节的教学对象是牛津译林版英语7A年级的学生，他们在之前的学习中已经掌握了基本的英语问候语、自我介绍等简单交流技能，同时也具备了一定的词汇量和语法基础。在此基础上，他们对英语学习仍保持较高的兴趣，但个体差异明显，学习水平和能力存在差异。
b.创设情境，让学生在角色扮演中锻炼口语表达能力。
c.组织课堂讨论、小组活动等，增加学生口语实践的机会。
4.整合教学资源，丰富教学手段：
a.利用多媒体教学资源，如漫画、动画、歌曲等，增加课堂趣味性，提高学生的学习兴趣。
b.结合网络资源，拓展学生的英语学习渠道，提高他们的自主学习能力。
5.关注学生个体差异，实施分层教学：
（四）课堂练习
1.教师设计一系列练习题，包括填空、选择、匹配等，让学生巩固所学词汇和语法知识。
2.教师挑选部分学生进行口头练习，如：自我介绍、介绍他人、描述学校生活等，以提高他们的口语表达能力。
3.教师设置一个课堂小游戏，如“猜猜我是谁”，让学生运用所学词汇和句型进行互动，提高课堂氛围。
（五）总结归纳
-填空题：根据课文内容，完成句子填空。
-选择题：选出最佳答案，完成句子。
-匹配题：将左右两栏的词汇进行正确搭配。
2.创编一个关于学校生活的小对话，要求使用本节课所学的词汇和一般现在时态，对话内容要贴近实际，不少于五行对话。
3.观看一部英语动画短片，尝试用英语总结短片的主要内容，并分享给同学。
4.收集关于学校生活、学习用品等方面的英文词汇，整理成词汇卡片，以便于随时翻阅和学习。
牛津译林版七年级英语上册7AUnit4Period4教案(无答案)
牛津译林版七年级英语上册7A Unit 4 Period4一、课前预习主备人：组长审核签名___________时间：______年______月________日学生姓名__________班级______________ （一）、本课教学目标：1、认知目标:a.掌握重点单词—人称代词的主格/宾格: better ,both ,together ,Thursday ,Monday , Wednesday ,talk ,busy ,pardon .b.掌握重点词组：the school football team , all the time ,meet up withon Mondays ,dancing lesson ,talk with ,a lot of ,talk about ( C.理解)c.熟练运用人衬代词的主格/宾格(D.应用)2、能力目标：学会使用人衬代词的主格/宾格3、情感目标：了解中西方语言的差异（二）.课前预习题：1．翻译下列词组或短语。
（1）校足球队_____________（2）在周三_______________（3）碰面_____________ （4）许多_______________（5）一直_____________ （6）舞蹈课____________ （7）知道关于_________________ (8) 在排球场_________________（9）漫画书_____________________ (10) 向某人问好____________________2. 写出人衬代词的主格及宾格1)主格；2)宾格；3.用人衬代词的主格及宾格填空:1). Mr Wang is my English teacher，___________love _________very much2). _____ am from China. What about_______(she)?3). She sits between ____________(I) and ______________(he)4). My father is helping ___________(we) with our English5). Nick and Sandy are from the UK,____________ speak English6). She is a girl ,We call _____________Millie7). It is big and nice, We like ___________ very much.8).They are part ners ,Our English teacher often asks ____________toread the dialogues9).We are friends ,Our classmates call _____________sisters10).You are students , I teach __________English.4.译句:1).她爸爸是老师她妈妈是医生________________________________________________________________2).他坐在我后面啊_______________________________________________________________3).我教他们英语_______________________________________________________________4).我们喜欢他_________________________________________________________5)我们在他们的前方他们在我们的后面______________________________________________________________6)他总在周四帮我学法语_________________________________________________________________________(三)通过预习，你认为有哪些问题能提出来和老师同学分享吗？请写在下面的横线上：1._______________________________________________________________________________________________________2.___________________________________________________________________________________________________________________________________________________________7A Unit 4 Period 4二、预设教案。
Unit 4 School days 教案2024-2025学年译林版英语七年级上册
1.Read Para 1 and find out the answers.
2.Learn new words: secondary, spend, part and guess the meaning.
（2）When can Helen meet her friends?
3.Read again and find out：
（1）Who drent times?
（2）Where does she meet?
（3）What does she do with her friends?
教学难点
Know the structure of this passage and how to write about their school life.
教学活动及设计思路
教学步骤
教师活动
学生活动
设计意图
Step1.
学习理解
1.Free talk
Do you like your life at school, why or why not?
通过简单问答引出主题以及本课文本，让学生快速阅读，了解文章主人公。
Step2.
学习理解
应用实践
1.Read para 1 and answer:
（1）Which school does Helen study at?
（secondary）
（2）How long does Helen stay at school every day?（spend.../ stay at school for...）
牛津译林版英语7AUnit4Grammar优秀教学案例
1.学生能够掌握一般现在时态的构成（主语+动词原形），理解其用法和辨析。
2.学生能够运用一般现在时态描述自己的日常活动和他人的一般特征。
3.学生能够理解一般现在时态的概念，并在实际情景中进行交际。
（二）过程与方法
1.通过任务型教学法，让学生在真实情境中感知和理解一般现在时态的构成和用法。
在教学过程中，我采用了任务型教学法，以学生为主体，注重培养学生的口语表达能力和思维能力。在导入环节，我通过展示图片和提问的方式激发学生的兴趣，引导学生思考和讨论。在呈现环节，我使用多媒体课件和实物展示一般现在时态的构成和用法，让学生在真实情境中感知和理解一般现在时态。在练习环节，我设计了一系列口语和书面任务，让学生在实践中运用一般现在时态，巩固所学知识。在反馈环节，我及时给予学生评价和反馈，鼓励他们积极参与课堂活动，提高他们的自信心。
4.反思与评价注重反馈：教师引导学生对课堂教学进行反思，总结自己在学习过程中的收获和不足，明确下一步的学习目标。同时，教师对学生的学习成果进行评价，关注学生的知识掌握和能力提高，给予合理的反馈和建议。通过反思与评价，学生能够更好地了解自己的学习状况，提高学习效果。
5.教学策略灵活多样：教师在教学过程中运用了情景创设、问题导向、小组合作等多种教学策略，使课堂变得生动有趣，激发了学生的学习兴趣和积极性。同时，教师注重培养学生的口语表达能力和思维能力，提高了学生的学习效果。
3.引导学生认识到学习英语的重要性，提高他们的语言素养。
4.培养学生关心他人，善于观察和思考的能力，培养他们的责任感。
作为一名特级教师，我深知教学目标的重要性，它不仅是教学活动的出发点和归宿，也是评价教学效果的重要依据。在制定教学目标时，我注重将知识与技能、过程与方法、情感态度与价值观三者相互融合，形成一个全面、立体的教学目标体系。通过这样的教学目标，我希望能够激发学生的学习兴趣，培养他们的自信心和团队合作精神，使他们能够在掌握一般现在时态的语法知识的同时，提高他们的口语表达能力和思维能力。同时，我也希望通过教学，让学生认识到学习英语的重要性，培养他们的责任感，使他们能够更好地面对未来的挑战。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
have lunch
sleep
1. Prese nt some pictures and talk about some activities.
get upeat breakfast do morning exercises
eat lunch
have lessonsdo after-school activities
t's time…该
Blackboard desig n
Un it4 Comic strip and WelcIt's time for…
do morning exercises
do after-school activitieshow to have fun
watch TV
2.Prese nt words and phrases and lear n them.
3.Present Millie's activities and understand some phrases
1.Present Millie's day and ask students to make a dialogue like this:
Importa nee
Words and phrases study. Text un dersta nding.
Difficulties
Teach ing content
Unit 4 My day
Teach ing periods
7
Period 1
To talk about rout ines and activities
Teachi ng aims
To resp ond to questi ons about daily life
Step4.
What are Eddie ' s favourite activities?
Prese ntati on
What does Hobo think of some dogs?
Step5. Practice
What do you think of Eddie, a hardwork ing dog or a lazy
Ask students to give a talk about your activities in a day with the phrases they have lear ned in class.
Useful expressi ons:
want to do sth.想做某事
get up起床
Pers on alized revisi ons
Step1. Free talk
1. Talk about the activities we often do in
a day with
stude nts.
2. Present some pictures and talk about
some more
Reflect ion after teach ing
Period 2 Readi ng 1
Teach ing aims
1.To lear n words and phrases:
first each other practise chat with best wishes
2.To understand the text and talk about school life in English.
1. Words and phrases study.
Importa nee
2. To talk about Millie ' day.
Difficulties
To talk about stude nts'own activities.
Teach ing procedures
Teachi ng pre-set
eat breakfast/lunch/supper吃早饭/午饭/晚饭have less ons上课go to bed上床睡觉
do after-school activities做课外活动
do morning exercises做早操
When does she usually get up?
She usually gets up at…
Step6.
dog?
Con solidati on
Step3. Practice
Step7. Summary
1.Liste n and repeat the dialogue.
2.Work in pairs, the n act it out.
3. Talk about Eddie's day according to the dialogue.
A: When does Millie usually get up?
B: She usually gets up at 6:30.
A: When does Millie usually go to bed?
B: She usually goes to bed at 9:30.
2.Ask students to talk about their activities in a day in groups of four, and fill in the form on P43.
1
Assignment2 h
.Remember the new words and expressi ons in this less on. .Tell your e-frie nd about your school life and complete a app in ess chart for the E-frien dship Club's website.
activities.
1-_I —__一_
Sandy
------
Ddniel
占邑T
Step2.
Present pictures about Hobo and Eddie. Ask
stude nts to
Prese ntati on
iste n and an swer.
Step3. Practice
Does Eddie get up late?