最新7Bunit7最新广州、深圳沪教版牛津英语七年级下册教案
牛津沪教版七年级下册同步教案Unit7Inthefuture基础部分
U7 In the future同步教学设计一、课前复习（ Revision ）（ 20-25mins）1.抽查考纲词汇（短语） 35 个。
（考纲词汇为部署的上周作业，依据学生学习成绩的层次，由老师自行精选单词 / 短语数目。
）2.课前上节课重难点笔录抽查。
3.课前阅读 AC 篇专项训练。
二、本节内容（ presentation ）（25-30mins）Ⅰ. Important words and phrases:Ⅰ. Words.1. sign v. 署名；n. 标记signature n. 署名['s ?gn?t??]◆Sign here, please.He signed his name on the contract （合同） .◆Where can we see this sign?The sign says“ no parking”.◆ I want the famous singer’ s signature.2. able adj.有能力的be able to do sth.◆（经过努力）而能做⋯manage to do sth.succeed in doing sth.(1) be able to 与 can 的意思邻近，均可表“有能力的”◆ He is able to / can drive.He was able to / could run very fast.(2) be able to 能够有多种时态变化，且能与某些神态动词（can 除外）连用； can 不能够。
◆ He has not been able to go to school for a week.You might be able to persuade （说服） him.I hope to be able to do the work.3. planet n. 行星1 / 13我们常说的star 为恒星，比方the sun。
七年级英语下册 Unit 7 Abilities Task教案 (新版)牛津版
Unit 7 AbilitiesTaskI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. describe the ability and personality of a person;2. analyze the structure of a recommendation letter;3. write a recommendation letter.II. Teaching contents1. New words and phrases: sir, part, need, lose, before, most of the computer word, takepart in, lose one’s way, hear from2. New sentences: I would like to recommend Daniel for this year’s Young Star Award.We look forward to hearing from you soon.III. Focus of the lesson and predicted area of difficultyDescribe the ability and personality of a person.IV. Teaching proceduresStep 1 Lead-in & RevisionT: Hello, boys and girls. Look, who is the boy?S: Simon.T: Yes. He is a member of the Helping Hands Club. What did he do?S: Simon helped an old man cross the street./ He gave a seat to someone on the bus. T: Well done! Simon also takes part in the club activities. Look at the pictures. What did he do in the club activities?S: He visited an old people’s home with classmates./He collected many things for Project Hope with Millie to help children in need./He cleaned up the park on weekends.T: Great!【设计意图：通过熟悉的图片，复习本单元第一课时里助人为乐的行为。
牛津上海版七年级下册U7教案
学科教师辅导教案
讲义编号：组长审核：
中 ===be held
3.in the future 在未来in future 在(从现在起)不久的将来
4.live on other planets 生活到其他的星球上
5. i think so .我认为是这样 i don’t think so. 我不这么认为
6.enough 足够的（形前名后） enough sth for sb 对于某人来说有足够的...
7.be able to do sth =can do sth 有能力做....
8.grow vegetables in space stations 在宇宙空间站种蔬菜
9.speak the same language 说同一种语言◆speak at the meeting 在会上发言
◆say sth. at the meeting 在会上讲些事情
10.understand each other 互相理解
11.Take pills for meal 药餐
hope n. & v. 希望hopeful adj.有希望的hopeless 无望的hopefully adv. 有希望地hopelessly 无望地◆My hope is to be a teacher in the future. 我的希望是做一名教师。
◆I hope that I will be a teacher in the future. 我希望将来能成为一名教师。
◆hope to do …希望做某事
12.keep v. 保持
◆keep sb./sth. + adj.
keep sb. healthy 保持某人健康keep the room clean 保持房。
(完整word版)7Bunit2最新广州、深圳沪教版牛津英语七年级下册教案.doc
7B Unit 2Travelling around the world重点单词：France n.法国French adj.法国的Frenchman 法国人（复数：Frenchman）Flag 国旗，标志Tick滴答声Store 商店，贮存East 东coast n.海岸Tower 塔Town 镇greeting n. 敬礼，致意，问候possible 可能excellent adj. 卓越的，杰出的south南perfect 完美的finish完成receive 收到wine 酒Europe 欧洲lie 位于，撒谎west 西north 北ski 滑雪lift电梯，举起step n.脚步stairs楼梯date 日期address 地址重点词组Be famous for以···而闻名be famous as 作为什么而出名Be different from与···不同Far away from 远离Go on holiday去度假（China is famous for The Great Wall 。
)（ Jielun Zhou is famous as a singer）反义词组： be the same asdepartment store百货公司prefer togo sightseeing去观光和···一样更加喜欢，宁愿详细讲解：1.I can jump higher than the Eiffel Tower!我能跳得比埃菲尔铁塔高！（page15）higher than 副词比较级。
句型为：“A+ ··· +副词比较级 +thanB ”如： You study harder than me.你比我学习更努力。
2.Don ’tbe silly ， Lo 。
别傻了， LO. （ page15）这是一个祈使句，用来表示请求、命令、叮嘱、劝告等语气，主语（you）通常可以省略。
牛津上海版英语七年级下册《Unit 7 In the future》教学设计7
牛津上海版英语七年级下册《Unit 7 In the future》教学设计7一. 教材分析牛津上海版英语七年级下册《Unit 7 In the future》主要讲述了关于未来的话题。
本单元包括一般将来时态的用法、描述未来世界的科技发展、谈论未来的梦想和计划等。
教材通过丰富的文本材料、插图和练习，帮助学生掌握一般将来时态的构成和用法，提高他们的语言表达和思维能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对于一般现在时态和一般过去时态有一定的了解。
但是，对于一般将来时态的运用还比较陌生，需要通过大量的练习和实际运用来提高。
此外，学生对于描述未来世界的科技发展、谈论未来的梦想和计划等方面的内容比较感兴趣，有利于激发他们的学习兴趣和积极性。
三. 教学目标1.知识目标：–掌握一般将来时态的构成和用法；–能够用英语描述未来世界的科技发展、谈论未来的梦想和计划。
2.能力目标：–能够正确运用一般将来时态进行语言表达；–提高学生的思维能力和创新能力。
3.情感目标：–培养学生的学习兴趣和积极性；–培养学生的团队合作意识和交流能力。
四. 教学重难点1.教学重点：–一般将来时态的构成和用法；–描述未来世界的科技发展、谈论未来的梦想和计划。
2.教学难点：–一般将来时态的运用和实际语境中的运用；–学生创新思维的培养和团队合作的。
五. 教学方法1.任务型教学法：通过设计各种任务，让学生在实际语境中运用所学知识，提高语言表达和思维能力。
2.合作学习法：学生进行小组讨论、合作完成任务，培养团队合作意识和交流能力。
3.情境教学法：通过创设情境，让学生在具体的情境中感知和运用语言知识。
4.激励评价法：注重对学生的积极评价，激发学生的学习兴趣和自信心。
六. 教学准备1.教学材料：教材、多媒体课件、黑板、教学卡片等。
2.教学工具：投影仪、计算机、音响设备等。
3.教学资源：网络资源、图片、视频等。
七. 教学过程1.导入（5分钟）利用图片或视频展示未来世界的场景，引导学生谈论对未来的想象和期待。
七年级英语下册 Unit 7 Abilities Task教案 (新版)牛津版
集 备 部 分
课 题
7B Unit 7 Task
中心发言人
时间
Teaching aim:
1.To adapt language to write descriptions for a specific purpose and audience
2.To practice writing formal letters
8.Review the layout of the letter. Explain the different parts of a formal letter as listed in the box. Check answers.
Some phrases: get information from, look after, lose one’s way to, play with, hear from, look forward to, stay with, be kind
9.Read the letter to the class.
B writing a recommendation letter
1.Sample writing
2.It is important that they check spelling, sentence construction and layout. Encourage them to help each other.
Emphasize the process of writing: drafting, editing and final written presentation.
3. Get Ss to write a recommendation letter.
牛津上海版七年级英语下册说课稿：Unit7Inthefuture
学生在学习本节课之前，需要具备一定的一般现在时和一般过去时的语法知识，以及对未来概念的初步理解。他们可能存在的学习障碍主要包括：1.对一般将来时的构成和用法的掌握，特别是在实际语境中的应用；2.新词汇的记忆和理解，尤其是对于一些抽象的科技相关的词汇；3.阅读理解能力的提升，如何快速准确地找出文章的主旨句和细节信息。
（四）总结反馈
在总结反馈阶段，我会引导学生进行自我评价，并提供有效的反馈和建议。首先，我会让学生回顾本节课所学的知识点，让他们自己总结出一般将来时的用法和描述未来的词汇短语。然后，我会让学生分享自己的学习心得和收获，鼓励他们说出自己的优点和需要改进的地方。最后，我会根据学生的表现和反馈，给予他们积极的肯定和建议，帮助他们进一步提高。
牛津上海版七年级英语下册说课稿：Unit7Inthefuture
一、教材分析
（一）内容概述
本节课是牛津上海版七年级英语下册的Unit 7 In the future。本单元的主题是未来，主要讨论人们对于未来的期望、梦想和计划。本单元在整个课程体系中处于第二学期的后半段，属于阅读理解单元。主要知识点包括：1.一般将来时的用法，如"will+动词原形"和"be going to"；2.描述未来的词汇和短语，如"in the future"、"advancements"、"technology"等；3.阅读理解技巧，如预测文章内容、找出主旨句和细节信息等。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将以一个与未来相关的谜语作为导入。我会说出谜语：“什么东西，每个人只有一个，但它可以无限扩大？”让学生猜测答案。待学生回答完毕后，我会揭晓答案：“未来”。通过这个谜语，我能够激发学生对未来的好奇心，从而引出本节课的主题。
七年级英语下册 Unit 7 Abilities 全单元教案 (新版)牛津版
Unit7Teaching DesignsThe First PeriodContent:ic strip and Wele to this unitTeaching aims:1.To learn the ic strip about the two dogs to present the use of “can” and “can’t”.2.To revise vocabulary about helping people in munity.3.To generate ideas about ways to care for and help others.4.To educate the students to be polite and helpful to others.Language focus: helping Hands Club/give seats to someone on the busplant trees/clean up/a home for the elderlycollect things for Project Hope/give awards to peopleremend sb for an award/ write a remendation letterVocabulary:ability /Superdog /fly /careful/ collect /elderly.Teaching procedures:Step 1 Warming upPlay a game called: I can …Step 2 PresentationWatch a video about “Superman”.Talk about the things what Superman can do in groups and report .Talk about dogs can do and can’t do.Step 3 ic stripFirst get some information from the pictures and then ask questions:1.What does Eddie want to do?2.Can dogs fly?3.What happened to Eddie?4.What do you think of Eddie?Listen to the tape and guess the meaning o f “Superdog, hurt, be carefulAsk students to think about the consequences of their daily actions Guide students to understand what they can do and can’t do.Read and act.Step 4 Learning “Helping Hands Club”.Free talk: How to be a helpful person?Present pictures about Daniel and his friends.Ask questions about the pictures:1.What is Daniel doing ?Do you often help the old or the blind cross the road?2.What is Sandy doing? Why should we plant more trees?3.Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others?4.Which place is it? What are the children doing now? Have you ever done something good like this?5.What are the students doing from the pictures? How much did you donate to the Project Hope this term? Is it better to give than to receive? Why?6.Where are Daniel and his friends? What are they doing? Do you often leave rubbish everywhere? Is it our duty to protect our environment?Read and understand the sentences.Step 5 Make a surveyFill in the table about what you have done in your daily life at school to see if you area polite and helpful boy/girl? If not ,What should you do next?1.Can you Say hello to teachers when you meet them?2.Can you clean the classroom carefully when you are on duty?3.Can you pick up the rubbish in the classroom or around the campus?4.Can you help your classmate with their homework?5.Can you help stand in line at dinner time?6.Can you give the thing back to the person who lost it?7.Can you do something good to your teachers?8.Can you look after the things in our classroom?9. Can you take care of your classmate who is ill?10.Can you keep our classroom clean and tidy?To see how many are good enough and how many should improve their behavior.Group work: What can /can’ you do in public? then ask the group leader to have a report. Step6 Assignment:1.Recite the dialogue and remember the sentences on Page 73.2.Writing: “How to be a helpful person ?”The Second PeriodContent: Reading-- A brave girlTeaching aims:1.To introduce and expand vocabulary to describe dangerous situations.2.To guess context from the text type, the title and the picture.3.To infer general meaning from picture and actions.4.To identify the name of specific places and actions.5.To skim the text for overall meaning and scan for detail.Language points and focus:Award for Bravery/help sb out of a fire/be alone/hear sb shouting/a 79-year-old man pour water over/put out the fire/be in hospital/help each other/be careful withFire can be dangerous.It is important to be careful with fire.Teaching proceduresStep 1.RevisionRevise what the children learned in the last period.1..be careful2.Helping Hands Club3.give seat to someone on the bus4. collect things fo r Project Hope5.Clean up the park/playground6.visit a home for the elderly7. plant trees 8.a SuperdogStep2 Reading1. warming up: Talk about danger and potential hazards at home. Ask if any students have ever had an accident at home. Talk about what to do in case of danger.2.Watch a set of pictures about a fire to present the new words:neighbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, blanket, put outthe fire3. Read the story and try to get some information. Then say T or F according to the text.1).Lin Tao helped her classmate out of a fire.2).Lin Tao’s neighbour is 79 years old.3).Mrs Sun couldn’t get out because he hurt his arm.4).Lin Tao was afraid when she saw a lot of smoke.5).Lin Tao put out the fire with a blanket and helped Mrs Sun out.6).The fire burned Lin Tao’s neck and leg.7).Lin Tao was in hospital for two months.8). Lin Tao said she was glad to help others and fire was not dangerous.4. Listen and read after the text and ask questions.1).How old is the brave girl?2).When did she help her neighbour out of a fire?3).How old is Mrs Sun?4).Where was Mrs Sun when there was a fire?5).Why couldn’t Mrs Sun get out of her house?6) How did Lin Tao put out the fire?7).Did Lin Tao hurt himself?8).How long was Lin Tao in hospital?5.Discuss any problems about the text.6.Game :Write the definitions fromPartB1 on the cards. Mix up the cards and let each group guess the word and read out the word. One who gets the most cards is the winner.7.Have an interview.First fill in the blanks and read the conversation. Then have an interview in groups. One is Lin Tao, the others are the reporters.8 Discuss in groups. What does the writer think of Lin Tao? What do you think about her? Why do you think so? What do you do when you meet the accident like this?Step3Assignment1. Recite the new words and read the text.2.Finish the exercises in the workbook.3.Prepare the interview for the brave girl.The Third PeriodContent:Reading 2Teaching aims:1. Further understanding the text.2. Learn more about fire safety.3.To use different suitable adjectives to describe people’s behavior and character.4.Introduce the use of the prefix un- and suffix –less to form opposites. Language points:Learn more about fire.Be careful with matches.Don’t leave the stove on.Don’t put anything hot into the rubbish bin.Keep long hair away from fire.Remend sb for sth., think of sbTell sb to do sth, fall into waterBe grateful for sth/to sb,Teaching procedures:Step 1.RevisionRevise the vocabulary in the text by giving the definitions.Ask students to read the text after the tape again.Let students ask and answer questions about the story.Revise the key words phrases and sentences .1.help sb out of a fire help with /(to)do sth.2.alone/lonely eg:I often stay home alone on Sundays but I don’t feel lonely.3.hear sb do /doing sth; see do/ doingI often hear the girl next door play the piano in the morning.Last night when I was doing my homework, suddenly I heard someone shouting ”help! Help!”.4 a 79-year-old Mrs Sun an 8-day holiday two-hour homework5.hurt The boy fell off the bicycle and hurt his leg. hurt by fire6.pour… over7.put out the fire put on/ up/down/ into/away8. be in hospital/be in the hospital Grandpa is ill badly today. Now he is hospital. His fater works in the hospital.9.It is important to be careful with fire. Be care with sth Children must be careful with matches.10.keep one’s life from danger keep … from I should keep my father from smoking.11.Thank you for joining us this evening.Step 2 Visit Lin Tao in hospitalFirst read the task to understand it.Read the dialogue to find out and correct the mistakes.Read the conversation in pairs.Act it ou t.Step3 An interviewDo it in groups. In each group one student can be Lin Tao, the others can be reporters to interview her. Then choose some groups to perform .Step4.Fire safetyRead the sentences and match the right pictures.Read out the sentences.Notes: leave …on , keep away fromAsk students to think of other ways about fire safety. Eg: Don’t run on the stairs. Don’t play on the road. Don’t lean out the window.Step5.Assignment:1. Revise what we learned from P74-76 and remember the new words.2 Do some exercises.The Fourth PeriodⅠ.Content:Grammar A:Using “can”/ “could” to talk about abilityⅡ.Preparation:1 Revise the use of Model Verbs and learn about positive, negative and question sentences.2.Make a list of things that the students can do by themselves now.(At least ten kinds) Ⅲ.Teaching Aims:To recognize and understand how to use “can” and “could” to express ability in the present and past.Ⅳ.Important and Difficult Points:“Could” is us ed to express ability in the past.Ⅴ.Teaching Procedures:Step 1. Warming up.1)Make a survey.“What can you do now?”Ask:Can you ride a bike / swim / fly a kite / play football / play chess?Yes , I can. / No, I can’t.Show the students’ answers on the s creen .SportsStudent AStudent BRide a bikeSwimFly a kitePlay footballPlay chessThen ask the others:Can she / he …?2.Say the whole sentences:eg: A. can ride a bike.He can’t / cannot swim.…(Write them down on the blackboard.)Get the students to repeat and talk about student B like above:3) Work in pairsAsk the partner more questions like above and write down their answers , then report to the class.Step 2. Presentation.1) Ask student A and B again:Could you ride a bike five years ago ?(Help them answer:Yes, I could./ No, I couldn’t.)2) Get the students to ask the teacher about the past of A and B.Could he / she …? (Yes, he / she could. / No, he / she couldn’t.)3) Teach the students to say the whole sentences:A could ride a bike five years ago.He couldn’t swim five years ago.……(The same as B)4) Use “could” to ask the partner the same questions about the past, then repeat.5) Work out the rule.① Positive: can could② Negative: can’t Couldn’t③Question: Can …？Could …？Step 3. Practice.1)Work alone.(Part A1)2) Get the students to report themselves like above.3) Talk about the tables freely. in pairs.eg. Can Sandy row a boat now?Could he do it last year?4) plete the conversation of Part A2.5) Explain:We can use “am (is , are) able to “ instead of “can”,and “was (were) able to “ instead of “could“.eg.①Mike can sing more than 20 English songs.Mike is able to …②She could speak English when she was four.She was able to…Get the students to give more examples.Sum up:1)The differences between “can” and “be able to”2) Another use of “can” & “could”:Eg.Can / Could I help you?Step 4. Consolidation:Work in groups of six.Make a survey, then report to the class.Things to doCould do before(number of students)Can do now(number of students)Tell storiesWrite English wordsDo houseworkPlant treesFeed animalsMake dinnersStep 5. Extension.1.Make up a dialogue between Jim and the headmaster according to the following hints. Jim wants to apply for(应聘)an English teacher .Here are his bri ef introduction: Experience: taught Chinese and English in No.3 Middle school.Played football in the school team.Abilities: drawing , singing , playing with puters.Inabilities: dancing, Teaching other subjects ,such as maths ,play volleyball(now forgot) 2.Write a letter to your friend and tell him / her about what you have learned since(自从…以来) you came to secondary school.Step 6. Homework:Ex A on page 49 of the workbook.The Fifth PeriodⅠ.Content:1.GrammerB:Using “can”/ “could” to talk about possibility.2.GrammerC:Using “may” and “might” to talk about chances..Ⅱ.Preparation:Get the students to prepare something that will or wo n’t happen if we do so or don’t do so.No.Do so / Don’t soPossible / impossible to happen1Work hardPass the exam23…Ⅲ.Teaching Aims:1.To learn how to use “can” and “could” to talk about possibility.2.To recognize degrees of possibilities when using “may” and “might”..Ⅳ.Important and Difficult Points:The differences between “may” and “might”.Ⅴ.Teaching Procedures:Step 1. Guessing a riddle.It can live in water. It can breathe under water. It can swim. It can live in a glass bowl. People can feed and watch them every day. What is it?(A goldfish)Step 2. Revision.Make different kinds of sentences with “can” and “could”.1)read English story books.(last year)2)mend puters.(two years ago)3)help Mother do housework.(at the age of seven)Step 3. Presentation.1.Say:①Zhang Hua works hard. It is possible for him to pass the exam.(He can pass the exam)② Nick didn’t bring a football to school.It is not possible for us to play football after class.(We can’t play football after class.)③It was sunny last Sunday. It was possible for the children to go to the park.(The children could go to the park)④Millie had no money yesterday. It was not possible for her to buy that coat.(She couldn’t buy that coat.)2.Show the sentences above on the screen and explain them to the students:We use “can” / “could” to say that something is / was possible to happen.3. Get the students to explain with “possible”.①Fire can be dangerous if we are not careful.②Mr. Sun can’t be at home because I saw him at school just now.③I didn’t lose my key so I could get in.④Mr. Sun could not get out because he hurt his leg.Step 4. Practice:1. Fill in the blanks.2. Work in pairs to talk about something that can / could / can’t / couldn’t happen.3. Report to the class.4. Explain:If we think something is sure to happen, We’d better use “must”.eg.I saw Mr Yang in the library a moment ago. He must(一定) be in the school now.(Get the students to give more examples)Step 5. Presentation.1. Ask:May I speak to …?May I take this picture away?2.Introduce the idea that we also use “may” and “might” to express possibilities. eg.I am free today, I may go on an outing.He feels very tired, He might have a good rest at home.3.Explain the tables at the top of the page.Note:1)“Might” is the past from of “may”, but here it is also used to express degrees of possibilities.2)The dif ferences between “my/might” and “can/could”.Step 6.Practice.1.Fill in the blanks alone, and try to underline the keywords that the answers e from, then check the answer.2.Explain: maybe / may be3 Read the table and plete the sentences.The members of the Helping Hands club want to look after Mr. Sun in hospital Please infer the possibilities according to the tables and fill in the blanks with “may (not)” or “might (not)”.NameDays an d TimeNear PlansDanielMonday(16:00—18:00)Go to the Reading Club(15:30—18:00)SandyTuesday(16:30—18:00)Go to the Music Club(14:00—15:30)SimonWednesday(15:45—18:00)Have a football match(13:00—15:40)KittyThursday(16:15—18:00)Go to the Dancing Club(18:00—20:00)AmyFriday(15:30—17:40)Have Swimming Lessons(17:30—21:00)MillieSunday(8:00—11:00)Have nothing to do this day.1.Daniel go and see Mrs Sun on Monday.2.Sandy go to see Mrs Sun on Tuesday.3.Simon go to the hospital to help Mrs Sun on Wednesday.4.Kitty go to help Mrs Sun on Thursday.5.Amy help Mrs Sun on Friday.lie go to help Mrs Sun on Sunday.(Key：1.may not 2.may 3.might 4.might 5.might not 6.may)Step 7.Extension.You are trapped into a lonely island. How can you escape ? Please think of more ways. You’d better make sentences with “may” or “might”.Step 8. HomeworkDo more exercises.The Sixth PeriodContent:Integrated skillsTeaching aims: 1. Learn to write a profile.2. Learn to talk about what you can and cannot do.3.To develop the students’ abilities of listening ,speaking,reading and writing. Language focus: do one’s b est, be weak at, have\get good grades\results in, no problem. Teaching procedures:Step 1: Warming upPlay a game: Who is he\she ?Eg: She has a round face and two big eyes. She has long hair in a ponytail. Who is she ? Step 2:Daily report : A profile of myself .Ask and answer about it .Step 3: Pre- task preparation1. Ask some very general questions about reports and school .2.Present some new words : term,memory,history,geography,personality,cheerful,organize,result.Step 4: Task proceduresPart A:1 Reading(1)Ask students to skim the text to identify any words they don’t know .(2)Ask students to guess the meaning of the unkno wn words from the context .(3) Explain the meaning by giving examples .(4) Ask students to list as many adjectives as they can find . Then ask them to add other adjectives that teachers may use to describe students .(5) Ask students to study the notes for the parents’ meeting . Then ask them to find information from the report card to fill in as many gaps as possible .2 . Listening(1) Play the recorder and ask students to plete Mr Wu’s notes .(2) Play the recorder again to enable students to check their answers .(3) Ask some students to read out their answers .3 . WritingA: plete the profile of Suzy :(1) Ask students to use information from the report card and notes to plete Suzy’s profile .(2) Ask them to guess the meaning of the new words : grade,result,high .(3) Read it and work out the way of writing a profile .(Group work )B: Write a profile :(1) Divide the class into groups . Ask them to write a profile .(2) Invite some groups to show their results .3.Speaking ( Part B )(1) Listen and answerCan Mil lie dance ? What about Sandy ?What can Sandy do ?(2) Listen and read(3) Read in pairs(4) Make similar dialogues and act out their own dialogues .Step 5 : Assignment1.Oral work : Make a dialogue about talking about what you can and cannot do .2.Written work : Write a profile of your friend .The Eighth PeriodContent:Main task1. Learn to write a remendation letterTeaching aims : 1. Learn to write a remendation letter2.To develop students’ ability of writing .Language focus: a five-year-old boy, lose one’s way, hear fromTeaching procedures :Step 1: Warming upA chain talk .eg: A: Can you tell me what you can do and cannot do ?B: I can sing but I can’t sing well. Can you tell me what you can do and cannot do ?C: I can dance well but I can’t swim…….Step 2 : Free talkeg :Who can get the Most Helpful Student Award ? Why ?Step 3 : Pre-task preparationPresent some new words : chairperson,thoughtful,lose,hear fromStep 4 : Task procedures:1.Learn how to write a remendation letter(1) Listen and answer (Part 1)Q: What award would he like to remend Chen Dan ?What is Chen Dan good at ?What’s his personality ?What did he do ?(2 )Explain the words above.(3)Rea d it carefully and put the numbers in the correct boxes .(4)Read it again and find out the key aspects of the content of the letter .(Group work )(5)Conclusion about how to write a remendat ion letter.2. Write a remendation letter (Group work )(1) Ask students to plan the things they want to say about their chosen person as outlined in Part B1.(2) plete the letter . ( Each writes one paragraph. )(3 Invite some groups to read out their letters .Step 5 : AssignmentWrite a remendation letter.Exercises(Grammar of Unit 7,7B)Ⅰ.选择填空：( )1.Can you write a letter in English? No, I .A. may notB.mustn’tC.can’tD.needn’t( )2.He said that he swim when he was six.A.mightB.couldC.canD.would( )3.You go and ask Meimei. She know the answer.A.must,canB.must, mayC.need, canD.can,may( )4.May I e in ?A.Yes, pleaseB.No,you couldn’tC.Yes,you mustD.No,you needn’t( )5. I have some bottles of orange?A.DoB.CouldC.Don’tD.Would( )6.--- I vist Jack on Sunday?---Yes, you .A.Must,canB.May,mayC.Need,needD.May,need( )7.He doesn’t play football very often, I’m sure he lose the game.A.canB.can’tC.mayD.may not( )8.That man be her son.He left for Shanghai this morning.A.can’tB.mustn’tC.needn’tD.shan’tⅡ.用 can / may的正确形式填空（包括其否定形式）：1.It is hot summer in Australia. We go awimming there.2.The library is closed now. We borrow many books today.3.Debbie is very clever. He solve the problem.4.Helen learn from books because she was blind(瞎的) when she was young.5.The door is open. He be at home.6.The door is closed. He be at home.7.Don’t run about in the street. A car hit you.8.---- I smoke here, sir?----No,you .9.Meimei ride a bicycle when she was five. Look at the picture. She was falling off her bike.Ⅲ.句型转换：1. Our team can win the game if we play well.否定句一般疑问句2. Lucy and Lily may go to Beijing for their holiday.否定句一般疑问句3. The boy might catch the last bus.否定句一般疑问句4. She can dance.(when she was five 改写)5.They can speak Japanese well.(画线提问)6. Last year, Mike could row a roat. (画线提问)7.Could you row a boat last month?(肯定回答)8.We couldn’t have a picnic last Sunday. Because it was rainy(同义句转换)It was rainy last Sunday. It for us a prcnic. Ⅳ.改错：1. He can’t get out beause he hurt his leg.2. If he has time, he will can e.3. His father maybe a doctor.4. She can swim when she was five years old.5. Tomorrow will be sunny. We must go to the park and fly kites.6. Simon must not play football because he forgot to bring his football shoes.7. The headmaster went out to have a meeting.He mustn’t be in the office now.8. Amy is very tall. She maybe jump high.Ⅴ.汉译英：1.很可能我父母亲下周六去上海。
七年级英语下册 Unit 7 In the future教学设计 (新版)牛津上海版
Unit 7 In the future1教学目标A. Knowledge objective:To help students grasp the meanings of the new words and phrasesin the text and understand the text.B .Competence objective:To develop the students’ ability to use English to express their ideas about f utureC. Emotional objective:To help students know that their future will be made by themselves.2学情分析学生在前面几个单元的学习中，已经学会了There be 句型的基本用法，因此在学习Perha ps there will be…的句型时不会感到太困难；但是对于未来的生活，每个学生都有各自的想法，因此在运用I think so.和I don’t think so.时能较好地发挥各自的想象力，让未来生活的概念和自己的生活联系起来，并且有所憧憬。
3重点难点Teaching important points:To master some new words and phrases: talkabout, be able to, planet, space station, pill ,meal,take pills for mealsTo learn the sentence pattern:What do you think will happen in the future?Perha ps people will (not) be able to … / Perhapsthere will (not) be…/I think so./ I don’t think so.Teaching difficult points:Understand the text and learn to communicate with others in proper English expr essions.4教学过程第一学时教学活动活动1【导入】Pre－task preparationAsk the students to listen to a song A Bright Tomorrow in My Heart.Talk about the song and ask students if they think so to lead in the new lesso n.A. People will have robots in space stations.B. People won’t take pills for meals.C. There will be books only on computer,not on paper.D. There will not be enough food for everybody.E. People will be able to live on other planets.教师通过播放歌曲使课堂气氛活跃起来,课堂教学活动能顺利进行,课堂气氛也会变得生动活泼,和谐轻松.活动2【活动】While－task procedure教师活动Ask the students to listen to the text and answer the question: What do they th ink will happen in the future?预设学生行为Listen to the text on page 44 and follow the tape.Look at the pictures and complete the sentences about life in the future.Talk about the life in the future with the pictures given. Practice the followi ngdialogue:Listen to an interview about life in the future onthe moon and tell whether the statements are True or False.设计意图整个这个环节是本堂课的重要环节，通过对课文的听、说、读以及判断正误的进行，学生对课文的重点知识有了循序渐进的熟悉和理解。
新沪教牛津版七年级下册英语 Unit 7 3- Grammar 教案
精品文档精心整理课题: Unit 7 Poems （语法课）课时: 第 3 课时，共 4 课时课型: Grammar &More Practice教学目标:1. Master the usage of imperative and exclamations2. Students are interested and confident in using this grammar.教学重点: Don’t be late, Open the door, What a good girl , How clever she is!教学难点:感叹句的构成教学准备: PPT, Blackboard教学步骤:Step1 Free talk1.Give an order to your friends and let them do something2.Write down the sentences students saidStep2 Imperatives1.Read Part A, and make more imperative sentences.2.Sum up the rules about how to use the imperativesStep 3 Exclamations1.Read the exclamations and give more exclamations .2.Tell the differences between the what sentence structure and how sentence structure3.Show the answers on PPT and check them with students4.Finish the exercises in P96Step 5: more practice1.Find out the sheets and let students finish the exercise in it2.Finish the exercise given by teacher and practice the usage of imperatives andexclamationsStep6：Sum up1.Show a PPT to guide the students to give sum up of the class2. Go over the rules of the imperatives and exclamationsStep 7. HomeworkStep 8 The blackboard design1.祈使句2.感叹句W h a t +(a/an)+adj.+n.+subject+verb+!H o w +adj./adv.+subject+verb+!W h a t beautiful flowers they are!H o w beautiful the flowers are!精品文档可编辑的精品文档。
Unit 7 教案2021-2022学年牛津上海版英语七年级下册
Lesson PlanUnit 7 Period 1Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Learn new words and phrases, like prediction, perhaps, etc.2. Make proper predictions for the future.Materials: computer, ppt, Oxford English book.1.Warm up(1) (ppt 2) Lead in: weather forecast: predictions.(2) (ppt 3-6) In 1900, an American engineer called John Elfreth Watkins made a number ofpredictions about what the world would be like in 2000. Let’s see whether these predictions come true or not. Discuss how did he make those predictions in the past.2.While-teaching(1)(ppt 7-9) We’ve entered a new century. What do you think will happen in the future? Sentencepattern: Perhaps ... . I think so. / i don’t think so.(2)(ppt 10) A summary about the predictions in the future by listening.(3)(ppt 11-16) What do you think will happen in the future? Read pictures and talk about thechanges one by one.3.Post-teaching(1) (ppt 17) We have entered a new century. What do you think will happen in the future?(2) Homework:a.Recite all the new words and text. Copy new words.b. Make some predictions for your/ family’s future.Lesson PlanUnit 7 Period 2Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Learn new words and phrases, like communication, robots, instead, coupon, etc.2. Make reasonable predictions about the future.Materials: computer, ppt, Oxford English book.1.Warm up(1)Do dictation (new words and sentences learned in the previous lesson).(2)(ppt 2-3) Read the statements of future events and tell your opinions.2.While-teaching(1) (ppt 4-8) Discuss the five main aspects of our future life. What will happen? S1: Perhaps…beable to…S2: I think so./I don’t think so. It will be +nice/good/dangerous/exciting+ to …(2)(ppt 9-14) Read the pictures, imagine what will happen in 3000.3.Post-teaching(1) (ppt 15) Complete the passage with the first letters.(2) Homework:a. Recite all the new words and key sentences (including the ones in Notes).b. Make a poster with pictures to show life in the future. Write about them.Lesson PlanUnit 7 Period 3Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Learn the correct usage of new words, like: seal, etc.2. Dream your own future and make plans.Materials: computer, ppt, Oxford English book.4.Warm up(3)Do dictation (new words and sentences learned in the previous lesson).(4)(ppt 2) Listen and answer questions: What do you hope will happen in ten years’ time?5.While-teaching(1) (ppt 3) Listen and answer: What do they think of making a time box? Where do they keep thetime box? Why do they make a time box?(3)(ppt 4-5) Steps of making a time box. With your classmates, make a time box. Write aboutyour hopes in 2 months. Put them into the time capsule and them withdraw one of them after several weeks.6.Post-teaching(1) (ppt 6-9) Read the passages and then draw the floor plan on your exercises books.(2) (ppt 10) Grammar: choose the proper words for each sentence.(3) (ppt 11) Listen to the tape and then tell the statements are true or false.(4) Homework:a. Recite all the new words and key sentences (including the ones in Notes).b. Make a time box, and write down your hopes for 6 months/ 3 years/ 10 years and 30 years.Lesson PlanUnit 7 Period 4Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Learn the correct usage of new words, like: go on a river cruise, plaza floating, etc.2. Learn Conditional sentences (if).Materials: computer, ppt, Oxford English book.1. Warm up(1) Do dictation.(2)(ppt 2) Review: What do you think our city will be like in the future?(3) (ppt 3-4) Brainstorm: Identify the problems in our city.2. While-teaching(1) (ppt 5) Take actions to solve problems: Future City is a program that lets students in the 6th,7th and 8th grades do the things engineers do: identify problems, brainstorm ideas, design solutions and then share the results.(2) (ppt 6-12) What problems did they concern about (关注)? How did they solve them? Withpictures, talk about the earth problems one by one and share your solutions.3. Post-teaching(1) (ppt 13-14) Group work: Design your future city. 1. Which problem(s) do you concern aboutmost? 2. How are you going to solve the problem(s)? 3. What will your future city be like?Describe it in details.(2) Homework:a. Recite all the new words and text. Copy new words.b. (ppt 15) Find better solutions to your problem.Surf on the Internet/ Read more books.Finish your group work( in a week).Presentation/ Poster/ Report.。
沪教版牛津英语七年级下册Unit7导学案
Unit 7 Poems第一课时【学习目标】1. Vocabulary(词汇)Master the words in Unit7.2. Practice（练习）Do the exercise about the words .【自主学习】？1.单词：会认读并默写下列单词诗歌________ 普通的_________ 情感___________ 命令___________建议__________ 大声地__________ 组，群_________ 同意____________ 不同意__________ 押韵词__________ 完整的__________ 井___________淋浴__________ 建筑工地__________ 狭窄的_________ 高度____________ 超人__________ 卖者_____________ 微笑__________ 迅速移动__________ 人群__________2.短语：英汉互译，并背下。
<一点也不__________________ 为…担忧______________________报摊______________________ 冲出去________________________一群______________________ a large group of _________________try to…___________________ get out ______________________ think about__________________ go through ___________________ at the same time ______________ take a shower__________________ at the train station ____________ be afraid of_____________________ on a building site______________;【合作探究】1.完成Page 101 A：①写出这些常见缩写代表的含义：CD____________ kg_____________ PC_____________PRC_______________ UN_____________ WWW______________②把正确的缩写填在原形旁边的方框中。
【2020最新】七年级英语下册 Unit 7 Abilities task教案 (新版)牛津版
教学资料范本【2020最新】七年级英语下册 Unit 7 Abilities task教案（新版）牛津版编辑：__________________时间：__________________教学目标:1. 能掌握描述个人能力的句式。
2. 能分析文章基本结构。
3. 能在写作钱操你提纲，做到条理清晰。
4. 能运用提纲完成写作。
教学重点：能运用提纲完成写作教学设计:Speak up: How do I get there?Step1Presentation1. 导入’s home ,gie a seat to someone on the bus 等。
2）让学生总结其品质：What kind of person is Diniel ?教师可以给出一些参考词汇：kind ,polite ,clever ,hard-working 等。
2呈现’3）让学生仔细阅读推荐信，两人一组合作完成下面的表格。
Ability He can -------.He can -------.He does ----for the Helping Hands Club .4)引导学生根据表格粉丝推荐信的内容和结构。
引出B部分的内容。
，请学生阅读B部分，并对照第90也的推荐信再次体会其结构和内容。
5）让学生划出推荐信中间主题三段的中心句。
Daniel is a clever boy .Daniel always thinks carefully when he works .Daniel is really kind.板书黑体字部分。
3写作1）四人一组活动。
按照推荐信的内容和结构要求，总结归纳表达ability 和personality 的词汇及词组。
以小组为单位汇报总结的结果，为全班学生写推荐信提供更多的信息。
2）继续四人小组活动。
肖总成员讨论要推荐的任务积极推荐获得的奖项，合作完成推荐信的提纲，以小组为单位向全班汇报。
3)学生根据提纲独立完成自己的推荐信。
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7B Unit 7 Poems重点单词：Poem n.诗ordinary adj.平凡的，普通的feeling 感觉，情感order 命令，订购advice（不可数n.) 劝告，建议aloud 副词出高声地group 集体名词：群，组crow n. 集体名词人群；v.聚集，挤满agree 同意disagree 不同意complete 完成well n.井，adv.很好地shower淋浴narrow n.海峡，adj.狭窄的height n.高度high adj.高的superman 超人Seller售货员smile 微笑rush充进常考短语：(not) at all 一点也（不），完全也（不）（放在句末或者在否定词后）(be)worried about 为···担忧rush out 冲出去a crowd of 一群be crowded with 挤满；经典句型：1.It is ```to do``` 2````too```to 太···（以致于）不能··详细讲解：1.read a poem aloud in a group.aloud 副词出声地，高声地注意：强调出声时，与“read、speak、thing”等连用；Please read the text aloud。
强调大声时，与“cry、laugh、shout、call”连用。
The boy is crying aloud。
3.Pomes can tell stories. 诗歌可以讲故事page88Tell 后面常跟双宾语，有tell sb.sth.或者tell sth. to sb 告诉某人某事语法：祈使句和感叹句一、祈使句（一）教材例句1.Open the door, Daisy.2.Don't be late again.以上的两个句子没有主语，表示命令或建议，这样的句子是祈使句。
（二）语法全解1.祈使句基本概念：祈使句是英语中的基本句型之一，表示说话人对对方的叮嘱、劝告、请求或命令等，往往表示请求、命令、希望、禁止、劝告等。
祈使句一般没有主语，句末用感叹号或句号，肯定结构都以动词原形开头。
Go and ask the teacher. Come and meet my family.2.祈使句基本结构（1）肯定句式有三种形式：①Do型（以动词原形开头）Sit down!Stand up!②Be型（Be+表语，如名词、形容词）Be quiet!③Let型（Let+人称代词宾格+动词原形+其他成分）Let me help you.注意：为了祈使句的句式委婉、客气，常加上please一词，构成句式Please...或...，please. Come here please.Please look after your little sister.（2）祈使句的否定结构是在动词原形前加don'tPlease don't go there.Don't be late.Don't let him in.注意：Let's型祈使句，其否定形式也可以用Let's not do...Let's not sit here.二、感叹句（一）教材例句1.What an interesting poem it is!2.What beautiful flowers they are!3.How bright the starts are!以上三个句子含有丰富的感情色彩，表达自己的感受，句子末尾都用了感叹号，用what或how开头，这是感叹句。
（二）语法全解1.基本表达概念：用来表达喜、怒、哀、乐等强烈感情色彩的句子，叫感叹句。
感叹句用what或how 引导，句末常用感叹号。
What a clever boy he is!How tall the man is!2.基本结构练习一：练习二单项选择1 What _________ fine weather it is today !a. ab. anc. /d. the2 My father works at a building _____________every daya. siteb. placec. stopd. stand3 Work with your partners and complete the poem_________ your groupa. inb. onc. byd. for4.—Whose English-Chinese dictionary is this ?—I t’s _____________. My parents bought it for my sister and mea. hersb. oursc. mined. theirs5. The English story book is not very difficult, There are only _________ new words in ita. fewb. a fewc. a littled. little6. Peter was in a hurry. He put the money down and took a paper _________ from the newspaper standa. quickb. quicklyc. slowd. slowly7. Eddie is _________ short to reach the box at the top of the shelfa. veryb. soc. quited. too8.—________ you find the answer to the question in five minutes ?—I’m not sure. But let me try firsta. Canb. Mayc. Mustd. Should9 Tom : Must we always have the rhymes in poems ? Teacher : No, you __________a. can’tb. may notc. munts’td. Needles’t10 Hi: Let’s __________ our poem now, Lo: All righta. startb. to startc. startingd. started11 It’s ten o’clock. I think my father _________ on a piece of wood high in the sky nowa. worksb. workedc. will workd. is working12 My father usually reads a book after dinner but soon he _______ to beda. is goingb. will goc. wentd. to go13.—: _____________—OK. I will take your advicea. go and open the windowb. go over your lessons every day before you do your homeworkc.d o n’t stand up. Think about your mistaked. don’t leave the rubbish here. Put it in the rubbish bin14. Remember to use an exclamation mark ( ! ) _________ you write an exclamationa. andb. because d. if d. but15. In the poem below, ___________ are rhyming work.I sometimes wonderwhy they did’t call me hiAnd he’d really like to knowWhy people did’t call him loa. why and knowb. hi and knowc. hi and lod. know and lo二用所给单词的适当形式完成下列句子1.When we talk to others, we should care about their _______________.( feel )2.Would you please read the sentence _______________ so that we could hear ? ( loud )3.Simon : We should have the meeting tomorrowAlice : I __________ with you, This Friday will be better .( agree )4.Do you know the ______________ of the tower ? ( high )5.I usually buy a newspaper from the newspaper ____________ on my way to work .( sell )三、把下列句子改为感叹句四、按要求改写下列句子1 Lucy is a very clever girl （用what改为感叹句）________________________________________________________2 Lily is a very beautiful girl （用how 改写为感叹句）________________________________________________________3 The students are playing basketball happily （用how 改写为感叹句）______________________________________________________4 The books are very new （用what 改写为感叹句)________________________________________________________5 The story is very interesting （用what 改写为感叹句)________________________________________________________6 The book is very interesting （用how改写为感叹句）________________________________________________________7 King Kang’s lecture is wonderful（用how 改写为感叹句)________________________________________________________8 the news is very important （用what 改写为感叹句)___________________________________________中低压燃气管道工程质量控制及常见问题处理由于燃气工程的特殊性，即易燃易爆、涉及千家万户，燃气工程的施工质量直接影响到工程投用以后的安全运行。