2020年春人教新目标英语七年级下册Unit4第二课时教案
2020年春人教新目标英语七年级下册单元题目Unit 4 Don’t eat in class.第二课时Section A (1a—2d) P19-20Teaching and Learning Goals一、语言知识：1.熟练掌握以下词汇和短语:go out, rule,listen to, on time, wear, bring, sorry, practice. hallway2.熟练掌握以下句型：1.Don’t arrive late for class.2. What are the rules?3.Can we eat in the classroom?4. Does he have to wear a uniform at school?二、语言功能：学会否定祈使句结构：Don’t + 动词原形；情态动词have to与must用法，并能运用谈论对某些规章制度的看法。
三、学习策略1.能够听懂用英语表达的规则。
2.能够熟练对某些规章制度的看法并进行简单的对话。
3.学会制定一些公共场所的规则。
四、情感态度让学生学会自觉遵守班规校纪，并能对有关制度提出合理化的建议。
（目标引领，表述了本节课的知识、能力和情感目标。
）Teaching and learning steps:Preview一、Put the following into English orally.1.上课吃东西____________2.上课迟到____________3.准时____________4.听音乐____________5.不要打架____________6.在外面吃____________7.戴帽子____________ 8.安静____________9.穿校服____________ 10.必须____________二、Put the following into Chinese orally.1. Don’t run in the hallways._______________.2. What are the rules? We must be on time for class._____________________ .3. Can we eat in the classroom?___________________________?4. Does he have to wear a uniform at school?Yes, he does. / No, he doesn’t . ___________________.5. What do you have to do ? We have to be quiet in the library.________________.三、Fill in the blanks with have to/must, can or can’t.1. We _____ arrive late for class. We _____ be on time.2. And we always ______ wear the school uniform.3. _____ we bring music players to school?4. You _____ eat in the dining hall. Sorry, Mr. Smith.5. We _____ eat in the classroom, but we can eat in the dining hall.（设计意图：把句子也拿出来作为预习任务，既检测了学生的预习效果，也能让师生心中有数：教师可以更有针对性地教，学生可以更有针对性的学。
）Warming up and leading in热身导入1. Play a piece of music ErLang small for students to listen and sing along with it. After singing, ask: Do you like your school? What rules do you have?Let students discuss the above questions. Then invite several students to share their answers.(设计意图：在歌声中，激发学生的兴趣和激情；对学校校规的讨论，也能有效地激起学生的课堂参与热情。
)2、Show these pictures to students, s ay: Watch a segment of “逃学威龙” and see what rules they are breaking ?(设计意图：利用同学们都熟知影视图片，既能很好的激发学生的学生兴趣和参与热情，同时也能为学生更好的了解校规铺设了平台。
)Presentation1、Look at the pictures and write down what rules they are breaking ?_____________ _____________ __________________________ _______________ _______________(设计意图：采用图片教学，一方面是形象直观，能进一步的激发学生的学习兴趣；同时也能更好的了解祈使句。
)2. Show a picture (1a) on page 19. Say: “What rules are these students breaking? Write the number of the rule next to the students.” Then check the answers.School Rules1. Don’t arrive late for class. You must be on time.2. Don’t run in the hallways.3. Don’t eat in the classroom. You must eat in the dining hall.4. Don’t listen to music in class.5. Don’t fight.3.Focus on the pictures. Let the students say the school rules and then tell yourclassmates what the rules are in our school loudly.（设计意图：本环节主要是用祈使句说出学校的校规，采用图文结合的方式呈现给学生，形象直观，难度降低，易理解和掌握，同时设计了竞赛环节，为下面的听力做了铺垫。
）While-listening activities1、Listening for the general idea of 1b.The general idea of the conversation is that______ .A. some students are breaking the school rules.B. some students are eating in the classroom.C. some students are listening to music in class.2、Listening for the specific ideas of 1b.Listen. Write the number after the names.(在充分训练的基础上，进行听力环节，难度降低，条令清新，能够增强学生的听力信心，从而提升学生的听力水平。
)3、Listening for the genera l idea of 2a.The general idea of the conversation is about_____ .A. some music.B. some foodC. some school rules.4、Listening for the specific ideas of 2a.Listen. Check the activities Alan and Cindy talk about.Activity1._√_ listen to music in the classroom or hallways. can can’t2.___ listen to music in the music room. can can’t3.____listen to music outside. can can’t4.____ eat in the classroom. can can’t5.___eat in the dining hall.can can’t6.___ eat outside. can can’t7.___ wear a hat. can can’t8.___ fight. can can’tListen again. Can Alan and Cindy do these activities? Circle can or can’t above.Activity(设计意图：听力的逐步深入，既能考查学生的课堂掌握效果，也能展示出学生的听力水准，为以后教师的听力指导提供依据。
)5、Listen and repeatListen to the tape and repeat after it.（设计意图：听说结合，有效地锻炼学生的口语表达能力。
）Post-listening activities1.Student A is Alan and Student B is Cindy. Talk about the rules in 2a.A: Can we listen to music, Cindy?B: We can’t listen to music in the hallways, but we can listen to it outside.（设计意图：再现本课的教学重点，让学生有目的的学习、训练，能够很好的提高课堂效率。
）2. Role-play the conversation in pairs. Then go to the front of the classroom and perform it to the whole class.(设计意图：在学生尽情的参与对话活动，再让了解更多的校规，同时通过对话学生反思本节课的语法焦点。
2020-2021学年人教版英语七年级英语下册Unit4单元词汇教案
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“家庭住所词汇在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
2.教学难点
（1）词汇发音：部分词汇的发音对学生来说可能存在一定难度，如bathroom、basement等，需重点讲解和练习。
（2）词汇用法：部分词汇具有多个含义，需要区分不同用法，例如：
- room可以表示“房间”，也可以表示“空间”；
- flat可以表示“公寓”，在英国也可以表示“一楼”。
（3）句型运用：学生在运用句型描述住所时，可能会出现以下难点：
- floor、window、door等家居物品；
- house、room、building等住所概念；
- comfortable、fantastic、wonderful等描述住所的形容词。
（2）句型：掌握并运用以下句型描述住所：
- There is a(n) ... in the ...
- The ... is ... (e.g. comfortable, clean, large)
3.成果分享：每个小组将选择一名代到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了家庭住所相关词汇的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对这些词汇的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
1.语言能力：通过学习Unit 4的词汇，使学生能够熟练掌握并运用与家庭住所相关的词汇，如bedroom、living room等，提高英语表达水平。
2020年春人教新目标英语七年级下册Unit-4全单元教案
2020年春人教新目标英语七年级下册Unit-4全单元教案2020年春人教新目标英语七年级下册Unit 4 Don’t eat in class. 导学案（学生用）编写人：审核人：编写时间：班级：组别：组名：姓名：Section A (1a—2c)[学习目标]1.学会用英文表达一些标志的含义2.能够熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法3. 能够使用目标语言制定并讨论校园内一些公共场所的规则[重点难点]1.初步认识祈使句。
2.能读懂班规。
[学法指导] 自学—检测---合作—展示[学习过程]一、创设情境，呈现目标二、自学探究，交流展示任务一：自学1a翻译下列句子：School rules:1. Don’t arrive late for class. You must be on time.2. Don’t run in the hallways.3. Don’t eat in the classroom.You must eat in the dining hall.4.Don’t listen to music in class.5.Don’t fight.任务二：熟读1a并根据图中的信息填空任务三：写出并读出下列单词和短语：校规迟到听音乐和他打架in the hallway Don’t fight.listen to music arrive late for class任务四：预习课本p19，找出其中的短语和重要句型1 不要在走廊里跑2 不要上课迟到3 不要在教室里吃东西4 不要在教室里或走廊里听音乐5 不要打架6 戴帽子7 在餐厅吃饭8 听音乐9你校的规则是什么？三、难点释疑，延伸拓展：1观察这些句子，它们都有什么特征？1). Don’t arrive late for class. You must be on time.2). Don’t run in the hallways.3). Don’t eat in the classroom.You must eat in the dining hall.4).Don’t listen to music in c lass.5).Don’t fight.2.总结祈使句的用法：1. 祈使句表示命令、叮嘱、请求、号召等。
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。
人教版7年级下英语第四单元教案
人教版7年级下英语第四单元教案篇1：人教版7年级下英语第四单元教案 (人教版英语七年级) Unit 4 I want to be an actor.复习教案ⅠTeaching Aims and Demands1. Knowledge ObjectsIn this unit students will review some names of jobs and some description words and the target language used to talk about jobs.2. Ability ObjectTrain students’ listening, speaking, reading and writing skills.Train students’ municative petence.3. Moral ObjectNo matter what you want to do in the future, you must do the job you are doing now well.Ⅱ. Teaching Key PointsKey wordsThe target languageReview how to talk about and describe jobs.Review the present tense.Review What and Where questions.Ⅲ. Teaching DifficultiesTrain students’ listening, speaking, reading and writing skills..Review how to read and write a newspaper want ad.Review how to write a letter applying for a job.Ⅳ. Teaching MethodsPairworkPracticing methodsⅤ. Teaching AidsA puterCardsⅥ. Teaching ProceduresStepⅠ ad1. In this activity you’re to write your own newspaper want ad.First you should decide what kind of job you can offer to people.Then consider what you are going to write about.2. Set a time limit of two or three minutes for students to prepare before writing the ad.3. Have students start to write their own newspaper want ads.4. Ask a student to write his or her ad on the blackboard. Correct any language and spelling errors along with the rest students.StepⅡ Pair work-talk about jobsUse these target language to make a conversation with your partner.What does he do?He’s a waiter.What do you want to be?I want to be an actor.Where does she work?She works in a bank.What does he do?He’s a student. He wants to be a doctor.StepⅢ Review the structures1. Review the where and what questions. Write sentences on your exercise book. Write as many as you can.2. Ask several students to read their sentences.StepⅣ Review the key vocabulary1. Give students several minutes to memorize the key vocabulary.Doctor, actor, reporter, police officer, waiter, band, clerk, sales assistant, student, dangerous, fun, exciting, difficult, boring, interesting2. Have a dictation.StepⅤ SummaryIn this class we’ve reviewed all the key words inthis unit .We also reviewed to write a newspaper want ad.StepⅥ HomeworkReview all the key words and language points learned in this unit.Blackboard DesignUnit 4 I want to be an actor.What does he do?He’s a waiter.What do you want to be?I want to be an actor.Where does she work?She works in a bank.教学反思：篇2：人教版七年级上英语第四单元复习资料be动词的种类：be动词包括“am”, “is”, “are”三种形式。
初一英语人教版七年级下册电子教案unit4.2
学生活动
二次修改
教学环节
计划用时 8分钟
教师活动
Game 1. Everybody has a dream school. Suppose you're the headmaster of the Coolest School. You can make rules for your school. Make up five cool rules for your dream school. 2. Ss work in groups and discuss what rules are in their school. 3. Write down their rules on the work. 4. Let some Ss read their rules aloud. 5. See whose school is the coolest?
学生活动
学生回答 ：
学生回答
二次修改
师生共同探究，得出结论
教学环节
计划用时 8分钟
教师活动
Writing 1. Look at 3a. Do you know the meaning of these pictures? Yeah, you see them in the school library. Can you write the rules for the school library? 2. Ss discuss the pictures and make some rules. 3. Let some Ss read their rules aloud. 4. Check the answers with the class. (Don't listen to music in the library. Don't eat or drink in the library. Don't take photos in the library.
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? Sene a anser, It’s a dangerus b As the lass t repeat eah rret anserThen as students t r in pairs Suggest that the eah pint t the pitures f the rers and ae stateents abut the As students pratie, ve arund the lassr nitring their r1 This ativit prvides an pprtunit fr ral pratieSa, Nae se f the bs fr this unit rite this list f bs n the bard Sa, an u nae se ther bs? Add an ne bs t the listAs se students t ae stateents abut bs n the list using the rds in ativit la u a ish t rite se f the sentenes n the bard s that students an p the sentenes int their ntebs2a This ativit prvides listening and riting pratie ith the target languageall attentin t the t headings and as a student t read die headings t the lass Pint ut the blan lines here students ill rite the nae f a b (under the rds ants t be)Pla Ihe rerding the first tie Students nl listenSa, N I ill pla the tape again This tie rite the nae f a b under the rds “ants tbe”2b This ativit prvides listening and riting pratie ith the target language,all attentin t the send heading and as a student t read it t the lass Sa, This tie u ill unite h eah persn ants the bPla the rerding again Students nl listenThen sa, N I ill pla the tape again This tie rite the reasn the persn ants the b under the rd “h?”Pla the rerding Students rite their ansershe the ansers2 This ativit prvides pen-ended ral pratie using the target languageSa, hat d u ant t be? hat rds desribe eah b? Help the lass ae up a list f bs the ight lie t d As students suggest pssible bs, as the lass t suggest rds t desribe the Use a bilingual ditinar, if neessar, t find the naes f bs and rds t desribe eah neThen as students t r in sall grups The tell eah ther hat the ant t d and h Enurage students t use ditinaries if neessar ve fr grup t grup ffering assistane as neededAs individual students t tell the lass abut hat the ant t be and h3a This ativit prvides reading and riting pratie using the target language all attentin t the three nespaper ads and read these ads t the lass Sa blan eah tie u e t a blan lineThen read eah ad again separatel, pausing t all students t as questins abutanthing the dn’t understand Fr exaple, in the first ad, students a nt n that ring late eans “ring at night” T r hard eans t use a lt f energ t d the bAs students t fill In (he blans in the ads using the rds atr, reprter, and aiter he the ansers3b This ativit prvides reading and riting pratie using the target language all attentin t the nespaper ad and as a student t read it, saing blan fr eah blan lineAs students t fill in the blans using rds fr This setin Sa,L at the pitures next t eah blan line The pitures ill help u guess the rret rdSuggest that the l at the naes f bs and the rds that desribe bs in the first part f Setin Bhe the ansers,3 This ativit prvides riting pratie using the targetlanguagePint ut the blan strip f nespae need a plie ffierall the Sithtn Plie Statin at -2323As students t read their ads t a partner As the pairs t rret eah ther’s r4 This ativit prvides guided ral pratie using thetarget languageAs t students t read the nversatin in the speeh bubbles Anser an questins students a have abut itThen sa, Ne please r in grups As efuestins t find ut hat bs eah persn rte abut u an use sentenes lie the nes e ust readAs students as questins, ve fr grup t grup Rephrase an inplete r inrret questinsAls rephrase an inaurate ansers。
2020-2021学年人教版英语七年级下册Unit4SectionA(2a-2d)教案
-词汇：本节课的核心词汇包括tiger, elephant, panda, lion, giraffe等动物名词，以及black, white, China等形容词和名词。这些词汇是描述动物特征的基础，需要学生熟练掌握。
-句型：重点句型包括"What's this? It's a ...", "It's ... and ... It's from ..."。学生需要能够运用这些句型正确描述动物的特征和来源。
2.文化意识：通过了解不同国家的动物特点，培养学生对多元文化的认识和理解，增强国际视野。
3.思维品质：通过分析、比较动物特征，锻炼学生的观察、思考能力，培养其逻辑思维和批判性思维。
4.学习能力：引导学生运用所学知识进行自主学习，培养其合作、探究的学习方法和策略，提高解决问题的能力。
三、教学难点与重点
实践活动中的角色扮演环节，学生们表现得相当积极，课堂气氛非常活跃。通过这一活动，学生们不仅巩固了所学知识，还提高了语表达能力。但同时，我也发现部分学生在与其他同学交流时，仍然存在紧张和不自信的现象。在今后的教学中，我将更多地给予他们鼓励和支持，提高他们的自信心。
学生小组讨论环节，大家围绕“动物的特点和我们的生活”展开了热烈的讨论。通过这一过程，学生们学会了如何与他人合作、倾听他人意见，并提出了很多有创意的想法。但在讨论过程中，我也观察到有些学生参与度不高，可能是由于他们对主题不够感兴趣或者不知道如何表达自己的观点。为此，我打算在下一次的讨论中，提供更多的话题选择，让学生们能够选择自己感兴趣的方向。
2.句型：掌握描述动物特征的句型，如"It's black and white. It's from China."。
七年级英语下册(人教版)Unit4第二课时教学设计
4.教师在批改作业时，要关注学生的进步和问题，及时给予反馈，以提高他们的英语水平。
5.家长协助孩子制作一张关于频率副词的海报，内容包括频率副词的词义、用法和Байду номын сангаас句。学生可以将其贴在书房或卧室，以便随时复习。
6.鼓励学生利用网络资源，查找关于频率副词的更多用法，并在下一节课与同学分享。
注意事项：
1.作业布置要注重层次性，满足不同层次学生的需求。
2.学生在完成作业过程中，如遇到问题，可随时向老师或同学请教。
2.互动教学：采用小组合作、角色扮演等形式，让学生在互动中练习和巩固所学知识。例如，设计一个“生活习惯调查”活动，让学生采访同学，用英语询问他们的日常习惯，并运用频率副词进行描述。
3.梯度练习：设计不同难度的练习，满足不同层次学生的学习需求。如：填空、选择、连线等，帮助学生逐步掌握所学知识。
4.反馈与纠正：在教学过程中，教师应及时关注学生的表现，给予积极反馈，并对错误进行纠正。针对学生的个体差异，进行针对性指导，提高教学效果。
（二）过程与方法
在本节课中，学生将通过以下过程与方法提高英语能力：
1.通过小组合作、角色扮演等互动活动，提高学生的听说能力和合作意识。
2.利用图片、卡片等教具，引导学生观察、思考，激发学生的学习兴趣。
3.设计丰富多样的练习，如填空、选择、改错等，巩固所学知识。
4.引导学生通过自主学习、探究学习，培养他们解决问题的能力和独立思考的能力。
2.完成课后练习册中与本节课相关的练习题，包括填空、选择、改错等，以加深对一般现在时和频率副词的理解。
3.学生分组，每组编写一个关于日常习惯的对话，要求至少包含三个不同的频率副词。组内成员进行角色扮演，互相练习，提高口语表达能力。
2020年春人教新目标英语七年级下册Unit4-Don’t eat in class!全单元导学案
2020年春人教新目标英语七年级下册Unit4 Don’t eat in class!导学案涧池中学主备人：Section A 1a - 2c第1课时【学习目标】1、掌握10个单词：rule arrive be on time hallway hall dining listenlisten to fight sorry outside2、掌握并灵活运用句型：What are the rules ?Don’t do sth. We can(not) do sth We must do/be【学习重难点】1. 祈使句的肯定形式与否定形式2. 句型：What are the rules ? Don’t do sth.We can(not) do sth We must do/be)【预习指导】一、课本预习：（一）熟读1a并根据图中的信息填空(二)预习效果检查。
（1) 写出并读出下列单词和短语：1.校规2.迟到3.听音乐4.和他打架5.在走廊里6.在课堂上7.准时 8.在教室里(2)预习课本p19，找出其中的短语和重要句型1 、不要在走廊里跑 ______________________2、不要上课迟到___________________________3、不要在教室里吃东西 ___________________4、不要在教室里或走廊里听音乐_____________5、不要打架 ______________6、你校的规则是什么？ ________________【课内学习】1.检查1a 的预习效果。
(熟练掌握1a中的词组)2.放录音让学生听1b,跟读,朗读听力材料。
3.放录音让学生完成2a,并跟读。
4.听录音完成2b并朗读听力材料。
5.展示成果，小组对话表演,完成2c.知识要点剖析：1.含义：祈使句是用来表示请求、命令、叮嘱、号召或者劝告等的句子，这类句子的主语常是第二人称you，也就是听话者，因而you常省去2.注意：祈使句的开头是动词原形。
人教版新目标英语 七年级下 Unit4 教案
Unit 4 I want to be an actor SectionA(1a-1b-1c)1，Background information：Students : 40 junior high school students, Grade1Material: text book Lesson duration:40 minsType of lesson: listening and speaking lesson2，Teaching objectives:By the end of the lesson, students should:1) Language aims（1）be able to master the new words (shop assistant, doctor, reporter, policeman, waiter, bank clerk).(2)be able to use the sentense structure (What do you do? I'm a .... What does he/she do. He/she's a….What do you want to be?I want to be an actor .) to talk about job.(2) Ability aims(1)be able to communicate with others about the job,improve their communicative skill.(2) be able to simply describe their ideal job and communicate with others about their ideal job,develop their expressive skill.3) Emotional aims(1) respect other people’s job .(2) make a right decision of their own career in the future .(3) try their best to realize their dream.3, Teaching contents: SectionA (1a -1b-1c )4, Teaching aids:blackboard, chalk, PPT, pictures,candies5, Teaching focus :Key words: doctor, reporter, policeman，waiter, bank clerk, shop assistant,Key structure: What do you do? I'm a ....What does he/she do.He/she's a….What do you want t o be? I want to be a/an… . 6, Teaching procedures:Step1:Warming-up(3mins)(1)Greeting!(2)Ask student to guess the job of the person on the picture and ask them some questions to check their preview-work before the class. Step 2:Target-language studying (26mins)(1) Use some pictures to reviwe the words of job we have learnt .(2mins)(2)Use some other pictures to present the new words of job, use some questions to present the new sentence structure(What do you/does he/she do?---I’m a/an…He/She is a/an…),make conversition with students to exercise the new words and sentences.write down the key structure, and ask students read after me.(7mins)(3) Give students 2 minutes to remember the new words,and then ask 5or6 students to write all the new words on the blackboard ,who is fastest will get candies.(5mins)（4)Ask students finish the 1a on the text book ,ask some students read their anwers ,and then show the right anwers with PPT.(3mins)(5)Ask students to do the listening exercise of 1b and then ask several students show their anwers,give the right anwer on PPT .(6mins)(6)Use some pictures of Chenglong to ask students some questions, and then lead up the sentence (What do you want to be?---I want to be a/an…)(T：Do you know this man ?S:Yes! T ;Who is he? S1：He is Chenglong. T:So,what dose he do? S3:He is an actor.T:Do you like him ,Do you want to be an actor like him…What do you want to be ?).(3mins)Step 4:More exercise(8mins)(1)I will choose one job from the above pictures,then I will let students choose one for themselves.(T:I want to be a doctor? How about you?)(2) Ask students work in groups to make their conversition,talking about their ideal job with each other ,and then I will ask some students on behalf of their group to make a table on the blackboard about their members ideal job and do the report. This activity as a consolidation of the key words and key sentence structures.Step5:Summary(3mins)(1)Review the teaching focuses .According to this lesson,on the one hand , students shoud master the new words of jods(shop assistant, doctor, reporter, policeman, waiter, bank clerk)and the new strctures What do you do? I'm a ....What does he/she do. He/she's a…What do you want to be? I want to be a/an… .; on the other hand, they should be able to talk about their own ideal job ,what’s more ,all students should realize : it is neccesary for us to respect other people’s job.8, Homework：Make a survey about your family members job and their ideal job.9, Optional activities:Give students show some picture about other jobs.10, After class reflection:( to be written immediately after the lesson)。