牛津译林版-英语-七上-教案：8单元 grammar
课题7A Unit 8 FashionGrammar教学目标I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know what the present continuous tense is;2. learn when and how to use the present continuous tense;3. understand the rules of forming v-ing;4. talk about the things that are happening at the moment.重点1. Learn to know the uses of the present continuous tense;2. Sum up the rules of forming v-ing;难点3. Talk abo ut the actions happening at the moment by using the present continuous tense.教学过程Step 1 Lead-in1. T: Today we’ll learn Grammar of Unit 8—the present continuous tense. First let’senjoy a short vi deo.2. Show students four pictures about the song.T: Since we have enjoyed the lovely song, can you tell me what he is doing in the picture?(1) He is driving in his car.(2) He is sailing on a ship.(3) He is tra velling on a train.(4) He is riding on a horse.Step 2 PresentationPresent continuous tense1. Basic form.(1) Ask students to look at the four sentences and try to find out the rules.T: Now please look at the four sentences. Can you find something in common?Here “He”is the subject. “Is”is the verb “to be”. And “driving”, “sailing”, “travelling”, “riding” here are the -ing forms of the verbs.(2) Work out the basic form.T: If we connect the three parts together, we can get the basic form of the present continuous tense. That is “subject + be + v-ing”. We may pay attention to the verb “to be”, it will chan ge according to the subject. Usually the verb “to be”here is “am”, “is” or “are”.2. Uses of the present continuous tense.(1) T: Look at the timeline. When does the action happen? The action is happening at present.For example: Mary is talking to her friends.(2) Conclusion.T: The present continuous tense is to talk about actions happening at the moment of speaking.3. Positive & negative sentences.(1) Show students some examples to help them learn how to make a positive sentence.T: We have learnt the uses of the present continuous tense. Now let’s learn how to make positive and negative sentences and how to ask and answer questions by using the present continuous tense. For example:a. I am eating.b. You/We/They are eating.c. He/She/It is eating.d. These are positive sentences.(2) Tell students how to change a positive sentence into a negative sentence.T: For negative sentences, we usually add “not”after the verb “to be”. For“e” and add “-ing”.e.g. come→coming, make→making, dance→dancing, take→takingc. Verbs ending in “ie”T: Here are three words. They all end in “ie”. For the verbs ending in “ie”, weusually change “ie” to “y”, and then add “-ing”.e.g. lie→lying, tie→tying, die→dyingd. Some verbs ending in a consonant + a vowel + a consonantT: Look at these words. They are short and end in “a consonant + a vowel + aconsonant”. For these words, we must double the last consonant and then add“-ing”.e.g. run→running, swim→swimming, get→getting, plan→planning(2) Practice.a. Ask students to ask and answer questions in pairs.T: Now look at the pictures. What are they doing?(He is running. /She is drinking. /It is eating. /The doctor is writing. /He isfishing. /She is dancing)b. Finish Part A on Page 97.T: People are doing different things. What about Kitty’s classmates? What arethey doing? Let’s help Kitty complete the sentences with the correct forms ofthe verbs.5. Signa l words of the present continuous tense.T: Look at the words in blue. When we see these words, it means we had better use the present continuous tense. Here are some of the words and expressions.(1) now, at the moment, at present, right now …(2) Look, …(3) Listen, …(4) It’s 4 o’clock, …6. Some special words are not used in the present continuous tense.(1) T: After learning the present continuo us tense, let’s play a guessing game. Youmay begin your question like this: “Is he/she/it doing…?”or “Are they doing …?”(He is drawing a picture. /It i s playing basketball. /T hey are playing football./They are riding bikes. /She is teaching. /It is eating an apple.)(2) T: In the last picture, we can see there are two apples in the frog’s hands. Look atthe apple in his left hand. We can say “He is eating an apple.” We can also say “He is having an apple.” But for the apple in his right hand, we just say “He has an apple” because “has” in this sentence means “own”, and it cannot be used in the present continuous tense.(3) Conclusion.T: Here are some special words. They are about our feelings, likes or dislikes.These words cannot be used in the present continuous tense.a. feelings: smell, taste, sound, look, hear, find, seeb. have (有)c. think (认为，觉得), like, love, hate, wish, want, hope, remember, forget,understand, needStep 3 Practice1. Finish Part B on Page 98.2. Now please look at the photo. Peter is talking about his classmates. Would you like to make a conversation talking about their activities? Ask some students to share their ideas.板书设计I am eating.You/We/They are eating.He/She/It is eating.I am not eating.You/We/They are not eating. He/She/It is not eating.Am I eating?Yes, I am.No, I am not/I’m not.Are you/we/they eating? Yes, we/you/they are.No, we/you/they are not/aren’t. Is he/she/it eating?Yes, he/she/it is.No, he/she/it is not/isn’t.作业布置1. Talk about your own school activities with the present continuous tense;2. Preview Integrated skills.教学后记。
七年级上册第八单元语法聚焦
七年级上册第八单元语法聚焦
七年级上册第八单元的语法聚焦主要包括以下几个方面：
1. 描述人物特征：这个语法点主要涉及到如何用英语描述一个人的外貌特征和性格特点。
学生需要掌握一些常用的形容词和短语，例如“short”、“tall”、“friendly”等，以及如何将这些形容词和短语组合起来，形成一个完整的句子或段落。
2. 描述物品特征：除了描述人物特征外，学生还需要掌握如何用英语描述物品的特征。
这包括描述物品的大小、颜色、形状、材质等。
在这个语法点中，学生需要掌握一些常用的形容词和介词短语，例如“big”、“small”、“red”等。
3. 表达喜好和情感：这个语法点涉及到如何用英语表达自己的喜好和情感。
学生需要掌握一些常用的表达方式，例如“I like”、“I don’t like”、
“I feel happy”等。
在这个语法点中，学生需要特别注意情感的表达方式，例如使用程度副词来强调情感的强烈程度，使用动词短语来表达情感的来源和原因等。
综上所述，七年级上册第八单元的语法聚焦主要包括描述人物特征、描述物品特征和表达喜好和情感等几个方面。
通过这些语法点的练习，学生可以更好地掌握英语语言表达的基本规则，提高英语口语和写作能力。
译林版七年级英语上册第8单元单词讲解
译林版七年级英语上册第8单元单词讲解1.furniture(n.):objects such as chairs,tables, and beds that are used in a house or office-Examples:The living room is filled with beautiful furniture.She decided to buy new furniture for her bedroom.2.shelf(n.):a flat,horizontal board used forstoring or displaying items-Examples:The books are neatly arranged on the shelf. He put the vase on the top shelf.3.cupboard(n.):a piece of furniture with doors and shelves,used for storing dishes,food,or other items -Examples:We keep the plates and glasses in the kitchen cupboard.She opened the cupboard and took out a can of soup.4.drawer(n.):a sliding,box-like container that is part of a piece of furniture,used for storing clothes, papers,or other items-Examples:He pulled open the drawer and took out a pen.The socks are in the top drawer of the dresser.mp(n.):a device that produces light,usually consisting of a base,a bulb,and a shade-Examples:She turned on the lamp to read her book. The old lamp in the corner of the room doesn't work anymore.6.curtain(n.):a piece of cloth or other material that is hung to cover a window or opening-Examples:She pulled the curtains closed to block out the sunlight.The curtains in the living room are a beautiful shade of blue.7.closet(n.):a small room or space used for storing clothes or other items-Examples:She hung her clothes in the closet.The closet is filled with shoes and bags.8.rug(n.):a piece of thick material used as a floor covering-Examples:He placed a rug in front of the fireplace. The rug in the bedroom is soft and warm.9.mirror(n.):a reflective surface,usually made of glass,that reflects an image-Examples:She looked at herself in the mirror before leaving the house.The mirror on the wall is cracked.10.cushion(n.):a soft object used to make a seat or chair more comfortable-Examples:She sat on the cushion and rested her back. The cushions on the sofa are so plush.。
Unit8Grammar课件牛津译林版英语七年级上册
(study) in the classroom.
3. Millie _is__w_r_i_ti_n_g_ (write) a letter to her friend about the
2. Listen! Amy _i_s_s_in__g_in_g__ (sing) in the next room.
3. Many students _a_r_e__p_la_y_i_n_g_ (play) football in
the football field now. 4. Father isn’t at home. He _is__w_o_r_k_i_n_g__ (work). 5. It’s seven o’clock now. His father
( D )4. Simon often ____ with his friends on the phone. He is ____ with a friend now. A. chats; chats B. chatting; chats C. chat; chatting D. chats; chatting
7.have — having 8.eat — eating
9.look —— looking
carrying
11.begin — beginning 12. put— putting
13.take ——taking
swimming
15.leave — leaving 16. shine —shining
( C )2. Look ! Liu Ming is ___ on the playground. A. runing B. run C. running D. runs
【教案】Unit+Grammar+Focus+(3a-3d)教学设计人教版(2024年英语七年级上册
教学设计课程基本信息学科英语年级七年级学期秋季课题Unit 1 You and Me Section A 3a-3d教科书书名：《义务教育教科书<英语>（七年级上册）》出版社：人民教育出版社出版日期：2024年7月教学目标学生通过本节课学习：1.能够理解以be动词为首的一般疑问句的设问和回答形式；2.能够正确理解并区分一般现在时中肯定句和否定句的形式；3.能够运用所学be动词相关句式来谈论学校新生活。
教学内容教学重点：1.理解以be动词为首的一般疑问句的设问和回答形式；2.理解并区分一般现在时中肯定句和否定句的形式；教学难点：1. 运用所学be动词相关句式来谈论学校新生活；2. 在对话中灵活运用所学句式和发音技巧，确保对话的流畅性和准确性；3. 引导学生将非言语交流技巧与言语交流有效结合，提升整体交流效果。
教学过程1. Lead-in教师通过一段话导入：This is our new term (新学期) at a new school. Let’s meet some of the students and teachers and learn how to talk about the new school life.向学生说明这是我们在新学校的新学期。
在这个全新的开始，我们将结识一些新同学和新老师，并学习如何谈论我们的新学校生活。
2. Read and think教师呈现Sherry给Amy发的信息，内容主要围绕Sherry的新朋友Fancy展开，并抛出两个问题。
第一个问题关于时态，“What is the tense (时态)?”；第二个问题围绕be动词形式，“What are the rules (规则) of the verb ‘be’?”3. Rule 1教师在本环节呈现Rule 1：4. Read and think教师呈现Sherry谈论英语老师Mr Brown的消息，内容围绕他的相关个人信息，让学生在阅读时关注be动词的形式，并针对“He is not tall, but he is very handsome.”这个句子来回答问题“What kind of sentences are they?”，随后呈现答案“negative sentence (否定句) and positive sentence (肯定句)”。
Unit 8 How do you make a banana milk shake 教案
Unit 8 How do you make a banana milk shake?Section A 1 (1a-2d)一、教学目标：1. 能掌握以下单词：shake, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon, spoon, pot, add, finally, salt2. 能掌握以下句型：①─How do you make a banana milk shake?─First, peel the bananas…②─How many bananas do we need?─We need three bananas.③─How much yogurt do we need?─We need one cup of yogurt.3. 能了解以下语法：掌握用how much 和how many对事物的数量提问。
4. 学会描述做一些常见食物的过程，并能正确地运用表示顺序的词汇。
5. 通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅历, 培养实践操作能力和动手能力。
二、教学重难点1. 教学重点：1) 用how much与how man y来对数量提问。
2) 动词词组；描述过程的顺序词。
2. 教学难点：能恰当地使用祈使句表达食物的制作过程。
三、教学过程Learning objectives1. To learn to describe a process of making food:First… Next… Then… Finally2. To learn to follow instructions3. To learn to use how many & how much4. To learn new words and phrases: shake, turn on, peel, pour, addI. Warming up1. Give some pictures of fruit and let Ss talk about: What’s your favorite fruit?2. Give some pictures of drink and let Ss talk about: What’s your favorite drink?3. Ask ss: Do you like milk shake? Can you make a banana milk shake?4. Show ss what we need to make banana milk shake.II. Work on 1aT: Great, those taste nice. Today we are going to learn how to make a banana milk shake. How many bananas do we need? How much milk do we need?S: ….Teacher shows the pictures to students, and makes students know the process of making milk shake. Then write down the key words on the blackboard.2. Finish 1a. Ask Ss to write the names of the actions. Choose the correct words. Ask Ss to fill in the blanks on their own. Then check the answers.3. Teach the names of all items. Point to the pictures of the items and ask students to repeat.Focus on the pictures. Ask the students to tell what they see in the picture. Describe each action and ask students to repeat the following:peel the bananas, cut up the bananas, put the bananas and ice-cream in the blender, pour the milk in the blender, turn on the blender; drink the milk shake.4. Point out the actions in the picture and the list of actions in activity 1b.Play the recording and check the answers. Ask students to recite the conversation at once.Ⅲ. Listening1. ListeningWork on 1b. Listen and put the instructions in order._____ Turn on the blender._____ Cut up the bananas._____ Drink the milk shake._____ Pour the milk into the blender._____ Put the bananas and ice-cream in the blender._____ Peel three bananas.2. Read the tapescript in pairs and remember.表达做某事的过程及方式时，first, next, then, …finally…来说明步骤，使叙述有条不紊。
七年级英语上册牛津译林版教案：Unit 8 Grammar
集备部分课题7A Unit 8 Grammar中心发言人时间I .Teaching aims :A: Knowledge aims :1 The students know how to form and use the Present continuous tense.2 The students can use the Present continuous tense correctly to talk about the things are happening.B: Teaching importance and difficulties:1 The form of the Present continuous tense.2 How to form the “-ing” form of a verb.II. Teaching methods :revision—presentation –praticeIII. Teaching aids: pictures, powerpoint , tapeTeaching procedure:Step 1.Presentation:1 Revise the dialogues:A: If I want to buy … Where can I go?B: You can go to ….Ask some groups to act out their dialogue.2 Free talk: My pocket moneyStep 2 Presentation :1. The teacher takes out an apple and say: I eat an apple every day. Write it on the Bb2. the teacher do an action and say: I am eating an apple. Write it on the Bb too.3. Repeat with other things. Let the students find the differences between these groups of sentences.4. Tell them the form of the present continuous tense: Be +VingStep 3 Practice:1. Ask the students to do some actions, the teacher asks:What are you doing? Help the students answer: I’m …2. Let the students practice in pairs. Ask some groups to act out their dialogues. Step 4 Presentation:1.Ask some students to the front of the classroom and do some actions, ask theother students: What’s he/she doing?Help the other students answer He/She is …2. Let the students discuss how to form the “-ing” form of a verb. Chec k their answers.3. The form of the “-ing” form of the verb:Most verbs + ingVerbs ending in a silent e _e+ ingVerbs ending in ie -ie+y+ ingSome verbsending in a vowel +a consonantDouble the consonant + ingStep 5 ExerciseWrite the form of the “-ing” of some words.Step 6 PresentationThe teacher give the students some examples to show how to form the negative and the present questions of the present continuous tense.Do some exercises about this.,Step 7 ExerciseLet the students finish the exercises on page 80-83, check their answers. HomeworkRemember the Grammar they have learned.Make a dialogue in pairs using the Present continuous tense.。
七年级英语上册 Unit 8 Fashion教案 (新版)牛津版-(新版)牛津版初中七年级上册英语教
Unit 8 FashionTeaching Aims:1. Learn some new words about fashion.2. Arouse the students’ interests in fashion and learn to enjoy nice things. Step 1. Lead-inEnjoy a short video about a fashion show, teach the word “fashion”. And d raw the Ss’ int erest in the following words and expressions.Step 2. PresentationShow some pictures to learn the new words:fashion n.时装；时尚，风尚think about 考虑spend vt. 度过；花费（钱、时间等）lazy adj. 懒惰的blouse n. (女子穿的）短上衣，衬衫tie n.领带lend vt.借给Step 3. Learn some words about clothesPresent the words about clothes and make sure Ss know each word then fill in the boxes in PA on Page 93.Step 4. Borrowing things1. Listen to the conversation between Millie and Mum, then answer1) What does Millie need for the fashion show?2) Why doesn’t she wear Mum’s blouse?2. Read aloud and then make a similar conversation about borrowing things from others.A: Can you lend me/ us …?B: Of course.A: What size/ colour is/ are your …?B: …A: Oh, it’s … but … can … it/ them.B. OK then.A: Thank you, …Step 5. Listen and fill in the blanks.Listen to the conversation between Eddie and Hobo on Page 92, then fill the blanks:Eddie is ________ about what to wear. But Hobo tells him dogs d on’t _______ clothes. So Eddie wants to ________ ten more minutes in bed. He is a ______ dog. Step 6. Read and actRead aloud the conversation in groups, then present the ic strip on the screen for the Ss to act out the conversation.Step 7. Explain1. wear 穿着，戴着（表示穿、戴的状态）put on 穿上，戴上（表示穿戴的动作）e.g. She likes wearing red.她喜欢穿红色。
牛津译林版-英语-七上-8单元 Fashion第10课时 学案
【预习指导与检测】订正、笔记栏一、预习导航a. 知识点拨：1)What’s going on with your poster , Sandy ?桑迪，你的海报进展得怎样了？go on with……，意思是___________________你的时装设计进展得怎样了？___________ ___________ ___________ ___________your fashion design?2) I hope to see your best design. 我希望看到你最好的设计这句话也可以表示为：I hope I can / will see your best design.我希望能参观长城。
(1) I hope ___________ ___________ the Great Wall.(2) I hope that I ___________ ___________ the Great Wall.hope to do sth. I hope _____________________.我希望再见到你。
hope + 从句We hope _____________________.我们希望你们喜欢它。
▲一定不能说hope sb to do3) May I have some more time to do my poster?some more time 意为______________________do my poster = _________________意为“制作我的海报”每当我起床时我总是想在床上再多呆些时间。
I always want to spend ___________ ___________ ___________in bed when I get up4) It goes well with her white trousers.“与……配得好” ____________________=____________________Her shoes match her trousers.（同义句）Her shoes ___________ ___________ with her trousers.b. 复习本单元的词汇与短语。
译林牛津版初中英语七年级下册Unit 8 第3课时Grammar教学案(含课时练习)
7B Unit 8 Pets （第3课时）Grammar问题导学单教学目标1.能使用形容词来描述人和物。
2.能掌握形容词做定语和表语时的位置。
教学重点能掌握不定代词的的用法。
教学难点能掌握不定代词的的用法。
一、动词填空1. I want to teach the children how____________ (draw).2. The workers ____________ (build) a new skyscraper（摩天大楼）in the city last year.3. I don't know where he ____________ (hide) in the park. I can't find him.4. Big animals _____________ (hunt) small animals for food.5. I saw two dogs ____________ (fight) with each other at three yesterday afternoon.6. Don't be afraid. My dog ____________ (not bite) you.7. He never ____________ (make) any trouble at school. He is a good student.8. Can you hear the children ____________ (sing) in the next room?9. He has ____________ (look) after his younger sister when his mother is out.10. My grandma is ill in hospital, so my mum _____________ (take) care of her now.二、根据中文提示完成句子。
Unit6Grammar教案2024-2025学年人教版英语七年级上册
-组织课堂活动：设计小组讨论、角色扮演等活动，让学生在实践中掌握一般现在时的用法。
-解答疑问：针对学生在学习中产生的疑问，进行及时解答和指导。
学生活动：
-听讲并思考：认真听讲，积极思考老师提出的问题。
-参与课堂活动：积极参与小组讨论、角色扮演等活动，体验一般现在时的用法。
2.运用任务型教学法，让学生在实践中运用所学知识，提高口语表达能力。
3.运用分组合作学习，培养学生的团队合作精神，提高课堂参与度。
4.注重个体差异，关注学生学习情况，给予针对性辅导。
核心素养目标分析
本节课旨在培养学生的英语学科核心素养，主要包括语言能力、文化意识、思维品质和学习策略。
1.语言能力：通过本节课的学习，学生能够掌握一般现在时的构成和用法，提高口语表达能力和书面表达能力。
（5）英语歌曲：为学生挑选一些含有一般现在时的英语歌曲，如《Old MacDonald Had a Farm》、《The wheels on the Bus》等，让学生在唱歌的过程中，学会运用一般现在时。
2.拓展建议
（1）让学生利用课后时间，观看推荐的英语动画片，并在观看过程中，注意听懂并模仿动画片中的语音、语调。
- My sister Mary is very kind and helpful. She (help) others whenever she can.
- My brother Tom is very smart and hard-working. He (do) well in school.
（2）鼓励学生课后阅读英语绘本，如《Green Eggs and Ham》、《The Cat in the Hat》等，提高学生的阅读理解能力。