七年级英语下册Unit 4 第一课时教案

[七年级(下)Unit4教案]七年级下unit4教案

[七年级（下）Unit4教案]七年级下unit4教案七年级英语公开课教案 <o:p></o:p>课题七年级（下）Unit4 Section A <st1:chmetcnv w:st="on" unitname="a" sourcevalue="1" hasspace="false" negative="false" numbertype="1" tcsc="0"> 1a </st1:chmetcnv> <st1:chmetcnv w:st="on" unitname="c" sourcevalue="1" hasspace="false" negative="true" numbertype="1" tcsc="0"> -1c </st1:chmetcnv>课型新课课时1授课时间 <o:p></o:p>授课班级 <o:p></o:p>授课地点 <o:p></o:p>授课人 <o:p></o:p>教学目标知识与能力1, words: assistant. sales assistant. doctor. reporter. police. officer. police officer. waiter. bank. clerk. hospital. show. star2. What do you want to be? 3. What does she do?I want to be a doctor. She’s a doctor.过程与方法师生互动，共同完成教学目标。

冀教七年级下册英语全册教案

Unit 1 A Trip to the Silk Road 单元目标第一课时Lesson 1 A Trip to China 课时目标自主学习一、根据句意及汉语提示写出单词。

1．She led(带路)me into the drawing-room.2．Jenny's father and mother read the note(便笺)．3．I had to give him a chance(机会)．4．He sent (寄)me a note to thank me for the dinner.5．We won the game.What good news(消息)!二、写出下列画线短语的汉语意思。

1．Guess what！We're learning about the Silk Road this month in school.猜怎么着；了解2．Read the note from Jenny's school and take turns asking for permission to go on the trip.轮流；请求允许；去旅行自主学习环节1新课导入T：Hello, boys and girls.Do you like to travel?Ss：Yes.T：So, tell me something about your travel experiences.S1：I went on a trip to Beijing last summer with my parents.We visited many places of interest...S2...设计意图：师生之间的问答谈及旅行，这就自然而然地引出本课时的话题，为接下来的课文学习作铺垫。

环节2新课学习1．教师邀请3名学生分角色朗读教材第2页的对话内容，教师注意纠正学生的发音问题。

2．教师让学生快速阅读对话，阅读后邀请一名学生说出该对话谈论的主题。

译林版七年级下册英语教学课件-Unit 4 Finding your way Reading 1

Unit 4 Finding your way Reading 1
Free talk
museum
zoo
park
shopping mall
A tour guide
Road signs go straight on
turn left
Road Signs turn right
dangerous never go near
Six.
2. What are they? They are pandas, lions, birds, monkeys, giraffes and elephantsll the students start their trip?
They will start their trip in front of the South Gate.
monkeys too. W: I like monkeys. They are clever and _f_u_n_n_y__. M: Yes, they are. And there are also tall g_i_r_a_ff_e_s_.
cross the bridge
pandas /ə/ lovely = cute
kings of animals dangerous
neck giraffe
leaves from trees
ear elephant look like
a fan
Fast reading
1. How many kinds of animals are mentioned (提及) in the article?
Walk along the road
The lions are

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。

人教部编版七年级下册英语教案 Unit 4 Section B (1a-1d)

人教部编版七年级下册英语教案 Unit 4 Section B (1a －1d)Period 3 Section B (1a －1d )1．go out on school nights 在上学期间的晚上出去(课本第22页)(1)go out 意为“外出；出去”。

(2)on school nights 意为“上学期间的晚上”。

如：Most students don't watch TV on school nights in my class.在我班里大部分学生在上学期间的晚上不看电视。

night 前若有其他词修饰，指具体的某个晚上，应用介词on 。

如：on a cold winter night 在一个寒冷的冬夜on Saturday night 在周六晚上若是泛指晚上，则用at night 或in the night 。

2．practice the guitar 练习吉他(课本第22页)practice 作动词，意为“练习；训练”，其后跟名词、代词或动名词作宾语。

practice 还可作名词，意为“练习”，为不可数名词。

如：①I often practice French every morning.我经常每天早上练法语。

②Do you often practice playing the piano?你经常练习弹钢琴吗？3．help his mom make breakfast 帮他妈妈做早饭(课本第22页)(1)help sb.⎩⎪⎨⎪⎧（to ） do sth.with sth.意为“帮助某人(做)某事”。

如： ①Mary often helps her mom do the dishes.玛丽经常帮她妈妈洗碗。

②Lucy helps me with my English every day.露西每天帮我学英语。

(2)make breakfast 意为“做早饭”，相当于cook breakfast 。

新目标七年级英语下册全册Unit 4英文上课学习教案

新目标七年级英语下册全册Unit 4英文教案Unit4:Iwanttobeanactor.LanguagegoalInthisunit,studentslearntotalkaboutjobs.Newlanguagewhatdoyoudo?I'mareporterwhatdoeshedo.'He'sastudent.whatdoyouwanttobe?Iwanttobeanactor.whatdoesshewanttobe?Shewantstobeapoliceofficer namesofjobsandprofessionsSectionABrainstormwithstudentsalistofjobsthatfriendsorrelat ivesdo.writethewordjobsontheboardandlistallthejobss tudentsmention.Pointtothejobsonebyoneandaskstudentstosaywhateverth eycanaboutthesejobs.Acceptsinglewordanswersorsimple sentencessuchas,It'sfun.It'sagoodjob.laThisactivityintroducesthekeyvocabulary.Focusattentionontheart.Askstudentstotellwhattheysee ineachscene.Askstudentstonameasmanyofthejobsshownas theycan.Thenpointtoascene,namethejob,andaskstudents torepeat.Pointtothenumberedlistofwords.Sayeachoneandaskstude ntstorepeat.Thenaskstudentstomatcheachwordwllfaoneofthescenes.S ay,writetheletterofeachscenenexttooneoftheivords.Po inttothesampleanswer.1bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation.Pointtothedifferentpeopleshowninthepicture.Askvario usstudentstotellwhattheydoasyoupointtoeachone,Say,Nowyouwillhearthreeconversations.Theconversatio nsareaboutthreeofthepeopleinthispicture.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimeaskstudentstowr iteanumber1nexttothepersonbeingtalkedaboutinconvers ation1.Havestudentsputa2and3nexttothepeoplebeingtal kedaboutinconversations2and3.correcttheanswers.cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage-Askastudenttoreadtheexampleconversationwithyou.Hold upthebookandpointtothedoctorinthepicture.Say,Nowworkwithyourpartner.makeyourownconversations aboutthepicture.youcanusesentencesliketheonesinacti vity1b.Sayadialoguewithastudent.Pointtoapictureofoneofthep eople.Guidethestudenttoanswerusingoneofthewordsinac tivity1a.Asstudentsworkinpairs,movearoundtheroommonitoringth eirwork.onerlanguageorpronunciationsupportasneeded.2aThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation.Askstudentstolookatthethreepictures.Askdifferentstu dentstotellyouwhattheysecineachpicture.whatarethepe opledoing?whatjobsdotheyhave?Playtherecordingthefirsttime.Studentsonlylisten.Say ,youwillhearconversationsaboutthepeopleinthesepictu res.Playtherecordingasecondtime.Say,writethenumberofeac hconversationbelowthepictureofthepersonbeingtalkeda bout.correcttheanswers.2bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation.Pointtothethreeheadingsinthechartandreadtheheadings totheclass.Askstudents,whatdoes"wantstobe"mean?Playtherecordingthefirsttime.Studentsonlylisten.Say ,youwiUhearaboutthepeopleinthesepictures.youwillhea rthejobtheyhawnowandthejobtheywantinthefuture.Playtherecordingasecondtime.Thistimeaskstudentstofi llintheblankswiththejobsthepeoplehavenowandtheonest heywantinthefuture.Pointoutthesample2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Pointoutthepicturesinactivity2a.Askwhoeachpersonis.Say,Nowworkwithyourpartner.Askandanswerquestionsabo utthepictures.Ask,"whatdoesheorshedo?"Thenask,"whatdoesheorshewanttobe?"Sayadialoguewithastudent.PointtoAnna'smotherandthen totheexampleinthespeechballoons.Practicethedialogue withastudent.AsstudentsworkInpairs,movearoundtheroommonitoringth eirwork.offerlanguagesupportasneeded.3aThisactivityintroducesthenamesfortheplaceswherepeop lework,andgivesreadingpracticeusingthetargetlanguag e.callattentiontothepictures.Askstudentstoreadthename foreachplace.Astheynameeachplace,writethewordontheb oardand-asktheclasstorepeatit.Pointoutthelistofjobswiththenumbersnexttoeach.Thenc allattentiontothepeopleinthepicturesandthespeechbub bles.Pointoutthesampleanswerandhaveastudentreadoutt hespeechbubble.Askstudentstoworkalone.Say,writethenumberofeachjobi nthesquarenexttoeachworkplace.checktheanswers.3bThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Pointoutthepicturesinactivity3a.Askstudentstonameth eworkplaceshownIneachpicture.Thenpointouttheconversationinthespeechbubbles.Asktw ostudentstoreadIttotheclass.Say,wowworkwithapartner.Firstpracticetheconversatio ejobsandpl acesfromactivity3a.Sayadialoguewithastudent.Pointtothewordwaiterinacti vity3aandthentothepictureoftherestaurant.Askastuden t.wheredoeshework?Guidethestudenttoanswerusingthecorrectplace:Heworksinarestaurant.Thenask.whatdoeshed o?andguidethestudenttoanswer,He'sawaiter.Asstudentsworkinpairs,movearoundtheroommonitoringth eirwork.offerlanguagesupportasneeded.4Thisactivityprovideslisteningandspeakingpracticeusi ngthetargetlanguage.callattentiontothepicturesinthebookshowinghowtoplay thegame.Say,youwilldrawapictureofsomeoneworking.oth erstudentswillaskquestionsaboutthekindofjobyouaredr awing.Aftertwoquestionssomeonecantrytoguessthejob.Demonstratebydrawingapictureontheboardofastickfigur ereporter.Adddetailsuntilstudentsguesswhatjobitis.Askastudenttogototheboard.Say,Drawapictureofaperson working.Ifnecessary,helpthestudentadddetailsthatsho wthejobthepersonisdoing.Heorshecanaddabankinteriort oshowthatthepersonisabankclerk.Astudentcouldalsouseaneyechartonthewalltoshowthattheplaceisadoctor'soff iceandthepersonisadoctor.Asktwodifferentstudentstoaskquestionsaboutthejob,an dthenaskathirdstudenttoguesswhatjobitis.Playthegameusingdrawingsbyseveraldifferentstudents.Alternative:Ifyoudonotwantstudentstomovefromtheirse ats,thenyoucanaskthemtodothisactivitysittingdowning roupsoffour.Theywillneedpiecesofpaperonwhichtodrawt heirpictures.Theywillalsoneedpencils.SectionBNewlanguagewordsthatdescribejobs,suchasexciting,dangerous,bori ng,difficult,busy,funAdditionalmaterialstobringtoclass:helpwantedadsfromanEnglish-languagenewspaper1aThisactivityintroducesthekeyvocabulary.Focusattentiononthesixpictures.Ask,whatjobdoesthepe rsonhave?wheredoesthepersonivnrk?Pointoutthenumberedlistofwords.Sayeachoneandaskstud entstorepeat.Thenusesimpleexplanationsandshortsampl esentencestohelpstudentsunderstandwhateachwordmeans .Forexample,Excitingmeansveryinterestingandveryfast -moving.Apoliceofficerhasanexcitingjob.Thejobisalwa yschanging.Somethingisalwayshappening.Fordangerousy oumightsay,Dangerousmeansnotsafe.youmightbehurtorki lledinadangerousjob.Thenaskstudentstomatcheachwordwithoneofthepictures. Say,writetheletterofeachpicturenexttooneofthewords. Pointoutthesampleanswer.checktheanswers.bThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.callattentiontothepictureInthisactivityandaskastudenttoreadthestatementtotheclass.Thenpointtothepictur eofthepoliceofficerandsay.It'sanexcitingjob.Askthec lasstorepeat.Thensay,whatelsecanyousayaboutbeingapo liceofficer?Someonemayanswer,It'sadangerousjob.Askt heclasstorepeateachcorrectanswer.Thenaskstudentstoworkinpairs.Suggestthattheyeachpoi nttothepicturesoftheworkersandmakestatementsaboutth em.Asstudentspractice,movearoundtheclassroommonitor ingtheirwork.cThisactivityprovidesanopportunityfororalpractice.Say,Namesomeofthejobsfromthisunit.writethislistofjo bsontheboard.Say,canyounamesomeotherjobs?Addanynewj obstothelist.Asksomestudentstomakestatementsaboutjobsonthelistus ingthewordsinactivityla.youmaywishtowritesomeofthes entencesontheboardsothatstudentscancopythesentences intotheirnotebooks.2aThisactivityprovideslisteningandwritingpracticewith thetargetlanguage.callattentiontothetwoheadingsandaskastudenttoreaddi eheadingstotheclass.Pointouttheblanklineswherestudentswillwritethenameo fajob.PlayIherecordingthefirsttime.Studentsonlylisten.Say,NowIwillplaythetapeagain.Thistimewritethenameof ajobunderthewords"wantstobe."2bThisactivityprovideslisteningandwritingpracticewith thetargetlanguage,callattentiontothesecondheadingandaskastudenttoread ittotheclass.Say,Thistimeyouwillunitewhyeachpersonw antsthejob.Playtherecordingagain.Studentsonlylisten.Thensay,NowIwillplaythetapeagain.Thistimewritethere asonthepersonwantsthejobundertheword"why?"Playtherecording.Studentswritetheiranswers.checktheanswers.2cThisactivityprovidesopen-endedoralpracticeusingthet argetlanguage.Say,whatdoyouwanttobe?whatwordsdescribeeachjob?Help theclassmakeupalistofjobstheymightliketodo.Asstuden tssuggestpossiblejobs,asktheclasstosuggestwordstode eabilingualdictionary,ifnecessary,tofi ndthenamesofjobsandwordstodescribeeachone.Thenaskstudentstoworkinsmallgroups.Theytelleachothe rwhattheywanttodoandwhy.Encouragestudentstousedicti onariesifnecessary.movefromgrouptogroupofferingassi stanceasneeded.Askindividualstudentstotelltheclassaboutwhattheywanttobeandwhy.3aThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage.callattentiontothethreenewspaperadsandreadtheseadst otheclass.Sayblankeachtimeyoucometoablankline.Thenreadeachadagainseparately,pausingtoallowstudent stoaskquestionsaboutanythingtheydon'tunderstand.For example,inthefirstad,studentsmaynotknowthatworkingl atemeans"workingatnight."Toworkhardmeanstousealotof energytodothejob.AskstudentstofillIn(heblanksintheadsusingthewordsac tor,reporter,andwaiter.checktheanswers.3bThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage.callattentiontothenewspaperadandaskastudenttoreadit ,sayingblankforeachblankline.AskstudentstofillintheblanksusingwordsfromThissecti on.Say,Lookatthepicturesnexttoeachblankline.Thepict ureswillhelpyouguessthecorrectword.Suggestthattheyl ookatthenamesofjobsandthewordsthatdescribejobsinthe firstpartofSectionB.checktheanswers,3cThisactivityprovideswritingpracticeusingthetarget language.Pointouttheblankstripofnewspaperwherestudentscanwri tetheirownads.Askoneortwostudents,whatareyougoingtowriteabout?Rep eateachofthestudents'sentencesandasktheclasstorepea tthesentencesafteryou.Forexample:Do^omwantaninteres tingbutdangerousjob?Doyouwanttomeetnewpeople?weneedapoliceofficer.calltheSmithtownPoliceStationat555-2 323.Askstudentstoreadtheiradstoapartner.Askthepairstoco rrecteachother'swork.4Thisactivityprovidesguidedoralpracticeusingthe targetlanguage.Asktwostudentstoreadtheconversationinthespeechbubbl es.Answeranyquestionsstudentsmayhaveaboutit.Thensay,Newpleaseworkingroups.Askefuestionstofindou twhatjobseachpersonwroteabout.youcanusesentenceslik etheoneswejustread.Asstudentsaskquestions,movefromgrouptogroup.Rephras eanyincompleteorincorrectquestions.Alsorephraseanyi naccurateanswers.。

冀教版英语七年级下册unit1Lesson4教学设计

难点：学生在实际情境中运用一般现在时态进行口语表达，以及正确使用描述地点、方向等词汇进行问路、指路等交流。
2.教学难点突破策略：
（1）通过设计丰富多样的教学活动，如角色扮演、小组讨论等，让学生在实际操作中掌握词汇和语法知识。
（2）利用多媒体教学资源，如视频、图片等，创设真实语境，帮助学生理解并运用一般现在时态。
（四）课堂练习
1.教师设计一系列与本节课相关的练习题，包括听力、口语、阅读和写作等，让学生在课堂上完成。
2.练习题包括：根据听力材料回答问题，运用一般现在时态进行口语表达，阅读短文并回答问题，以及写作练习等。
3.教师在学生完成练习的过程中，关注学生的进度和问题，及时给予指导和解答。
（五）总结归纳
1.教师邀请学生回顾本节课所学内容，总结词汇、语法知识点，并分享学习心得。
1.词汇巩固：请学生将本节课所学的重点词汇和短语进行整理，并用自己的话编写至少5个例句，以加深对词汇意义的理解和记忆。
2.语法练习：完成课后练习册中与本节课相关的一般现在时态练习题，特别是口语表达和写作练习，旨在提高学生对语法知识的掌握和应用。
3.口语练习：与家长或同学进行角色扮演，模拟问路、指路等实际场景，用英语进行对话，并录制音频或视频，下节课与同学分享。
3.培养学生乐于助人、团结协作的品质，使其在合作学习中体验到成功的喜悦。
4.培养学生热爱家乡、热爱祖国的情感，通过学习英语，了解世界各国的发展状况，拓宽视野。
5.培养学生勇于面对困难、积极解决问题的精神，使其在学习过程中形成良好的学习习惯和自主学习能力。
二、学情分析
针对冀教版英语七年级下册Unit1 Lesson4的教学内容，我对学情进行分析如下：
6.课后作业：布置与本节课相关的课后作业，如听力练习、口语练习、写作练习等，巩固课堂所学。

人教版英语七年级下册unit4donteatinclasssectiona2

⼈教版英语七年级下册unit4donteatinclasssectiona2Unit4 SectionA（2d-3c）教案1.0 Teaching analysis教情分析1.1Teaching objectives教学⽬标1.1.1Language goals 语⾔⽬标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: important, bring, quiet1.1.1.1.2 For comprehending: uniform1.1.1.2 Sentence Structures1) What are the rules? We must be on time for class.2) What do you have to do? We have to be quiet in the library.3) Don’t run in the hallways. Don’t fight.4) Can we wear a hat in class? Yes, we can./No, we can’t.5) Can we eat in the classroom? No, we can’t, but we can eat in the dining hall.6) Does he have to wear a uniform at school? Yes, he does./No, he doesn’t.7) It’s my first day at school.8) This is a great school, but there are a lot of rules.9) What are some of the rules?10）Can we bring music players to school?11) And we always have to wear the school uniform.12) Oh, and we also have to be quiet in the library.13）At my dream school, we don’t have to come to school every day.1.1.1.3 Grammar Focus1）This is a great school, but there are a lot of rules.(there be句型表⽰“某地有某物”，其主语为物品或处所，be动词遵循就近原则；a lot of=lots of 意为“许多、⼤量”既可以修饰可数名词，⼜可以修饰不可数名词。

七年级下册英语教案(第四单元)

A: What club do you want to join?B:I want tojoin the art club.
A: What club do you want to join? B: I want tojoin the English club.
A: What club do you want to join? B: I want tojoin the music club.
（九）教学反思
[如何突破重难点]
[你以什么方式激发学生的学习兴趣学法
【教师精心设计典例分析】
备注：
课题【Unit 1 Can you play the guitar?】
科目【英语】年级【七年级】
课时【Period2】授课教师【】
一、教学目标：
1、知识目标：be good at, tell , story ,English club,art club ,music club, chess club
A: Can youplaychess?B: No, I can’t.
2)be good at sth / doing sth.
3)tell stories
（九）教学反思
[如何突破重难点]
[你以什么方式激发学生的学习兴趣学法
【教师精心设计典例分析】
备注：
课题【Unit 4 Don’t eat in class】
（二）新课导学
Ask students what they can do.
Model: T: Can you sing?S: Yes, I can.
T: Can you sing in class?S: No, I can’t.
T: Can you eat in class?S: No, we can’t.

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。