七年级英语下册 Unit 4 Review Lesson 3教案 教科版
七年级下册第四单元第三课时教案
课题：Don’t eat in class?（共 6课时）第 3 课时Section A（Grammar Focus-3c）
一、教学目标:
语言知识目标
1) 继续练习运用如何做自我介绍及问候他人。
学会从对话中获取对方的基本信息（询问他人姓名）。
能掌握以下句型：
①Don't eat in class.
②You must be on time.
③Eat in the dining hall.
技能：能运用情态动词can表示许可的肯定句、否定句、一般疑问句及肯否回答。
2、过程与方法：过程：先学单词后讲情态动词can 用法。
方法：幻灯片教学。
3、情感、态度、价值观：该部分继续学习使用目标语言谈论对某些规章制度（校规、家规等）的看法。
二、教学重点、难点：
重点：
1) 继续学习使用目标语言谈论对某些规章制度（校规、家规等）的看法
2) 通过不同方式的练习方式来学会用英语表达一些标志的含义。
3) 运用祈使句来表达一些规章和制度。
难点：
1) 总结用祈使句、情态动词can、must及have to来表达各种规章制度；
2) 能用所学的知识来制定一些简单的规章制度。
三、教学思想和方法：①学生为主体，教师主导。
②初一要侧重于词汇
的读写、会意。
③教法要体现学法，要让学生在教师的组织教学中学会学习方法，懂得课内课外自我学习。
四、教学关键：如何让学生在课堂上积极主动，做到学什么就能理解、掌握和记住什么。
五、教学准备：
1、教师准备：幻灯片
2、学生准备：预习单词
六、教学过程设计。
七年级下册英语unit4教案
七年级下册英语unit4教案七年级英语老师上课前须写好教案,因为教案是教师进行教学活动的依据。
这是店铺整理的七年级下册英语unit4的教案，希望你能从中得到感悟!七年级下册英语unit4教案设计Unit 4 Don't eat in class.Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry2) 能掌握以下句型：① Don't eat in class.② You must be on time.③ Eat in the dining hall.2. 学会用英语表达一些标志的含义。
3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法二、教学重难点1. 教学重点：1) 肯定祈使句是省略掉主语的原形动词开头;2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及have to在用法上的区别。
2. 教学难点：掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
三、教学过程Ⅰ. Warming-up and revision用祈使句请学生们完成一系列动作：Please stand up/ sit down. Close the door, please. Look at me and listen to me.Don’t open your books. Don’t talk. Let’s begin our class.Ⅱ. 1aT: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules. Please finish 1a.Ⅳ. ListeningNow let’s listen! What rules are these students breaking? Write the numbers after names?Ⅴ. Pair wo rkRead the dialogue in 1cand work in pairs.Ⅵ. Listening1. First, let's read the sentences in 2a together. Now, let's listen to the recording. Check the activities Alan and Cindy talk about.2. Work on 2b: Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.Ⅶ. Pair work1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.2. Let some students come to the front and act out the conversations.Ⅷ. Role-playRead the conversation and find some rules in this school. Ss read the conversations and find the answers to this question.( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. )Homework:1. Remember the new words and expressions.2. 完成下列句型转换试题1)I can play computer games on weekends.(一般疑问句)_________________________________? Yes, ____________.2) He has to wear uniform.(变否定句) He _____ _____ _____ wear uniform.3) I have to wear sneakers for gym class.(一般疑问句)_____ you ____ ____ wear sneakers for gym class? Yes, I ____.4) They have to wash clothes.(提问) ____ do they have ____ ____?5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.6) Don’t talk in class.(同上) No _________.Section A (Grammar Focus-3c)教学重难点1. 教学重点：1) 继续学习使用目标语言谈论对某些规章制度(校规、家规等)的看法2) 通过不同方式的练习方式来学会用英语表达一些标志的含义。
新外研版七年级下册英语 Module 4 Unit 3 教案(教学设计)
(6)Flying in large planes will be cheap.
通过句型的训练,使学生掌握一般将来时一般疑问句的构成及回答。
Step 4
Module task
1.Ask the students to think about their dream school and make notes about them in the appropriate column.
Module 4Life in the future
Unit 3Language in use
知识目标
1.Revise the key vocabularies and phrases.
2.Enable students to describe life in the future.
技能目标
通过熟读能用will表达自己对未来的预测和想象。
2.Tell the students to appoint a secretary, and brainstorm their ideas, which the secretary notes down. They should note everything that is said.
3.Ask the groups to design a rough sketch of a poster for “Our dream School”. Tell them to think about lettering, layout, passage and illustrations.
4.Teachers won’t write on the blackboard with chalk.
七年级(下)Unit4教案
七年级（下）Unit4教案教学目标：1. 学会描述家人的外貌特征。
2. 学会询问和回答年龄。
3. 学会谈论自己的家庭。
4. 学会使用形容词进行比较。
教学重点：1. 描述家人的外貌特征。
2. 如何正确的询问和回答年龄。
教学难点：1. 谈论家庭成员的职业和爱好。
2. 运用形容词进行比较。
教学准备：1. 七年级(下)教材Unit4相关课文和练习题。
2. 多媒体设备。
教学步骤：Step 1：导入1. 复习上节课所学的有关家庭成员的词汇和句型。
2. 引入本节课的话题——家人的外貌特征。
Step 2：呈现1. 展示图片或描述家庭成员的外貌特征，让学生听与看并回答问题。
2. 多媒体呈现部分相关课文，让学生跟读。
Step 3：练习1. 运用展示的图片或相关的描述，让学生进行口头描述。
学生之间可以互相猜测描述的对象是谁。
2. 让学生自由搭配人物和特征进行描述。
Step 4：听说训练1. 播放相关录音，学生跟读。
2. 学生之间进行小组对话，询问和回答有关外貌特征的问题。
3. 整班展示，让其他学生猜测描述的对象。
Step 5：语法讲解1. 复习询问和回答年龄的表达方式。
2. 解释形容词比较级和最高级的用法。
Step 6：练习1. 进行口头练习，让学生询问和回答年龄。
2. 进行图画描述比较，让学生说出每个人的外貌特征并做比较。
Step 7：写作训练1. 提供一个图片或相关的描述，让学生以此为基础写一篇关于家庭的作文。
Step 8：巩固与拓展1. 布置相关练习题，让学生进行书面练习。
2. 教师进行总结，并给予学生积极的反馈。
Step 9：作业布置1. 完成相关练习题。
2. 准备下一节课的学习内容。
Step 10：课堂结束1. 进行课堂总结，巩固学生的学习成果。
2. 鼓励学生继续努力，准备好下一节课的学习。
七年级英语下册Unit4教学设计（5篇）
七年级英语下册Unit4教学设计（5篇）第一篇：七年级英语下册Unit4教学设计人教版新目标英语七年级下册Unit 4 Don’t eat in class Section A2教学设计设计理念：（1）以听与说为中心的的交际型课堂教学和以任务为中心的任务型语言教学注重培养学生的语言实际运用能力。
教师通过创造情境给学生提供听与说的机会，使学生在实际的听说练习中提高语言运用能力。
（2）利用多媒体为学生提供真实具体的语言视听环境，引发学生的学习兴趣，提高课堂教学效率。
（3）在教学中，教师设置自主学习、小组合作学习探究任务，激发学生学习的积极主动性，让学生在交流合作中形成自主学习合作学习的能力。
教材分析：教学内容为人教版新目标英语七年级下册第4单元Section A 的第2课时。
第四单元的话题是规则（rules），教材中出现的学校家庭的规则贴近学生的生活，容易激发学生的学习共鸣与兴趣，帮助学生客观看待规章制度。
本节课是听说课，在本单元起到承上启下的作用，在继续学习词汇与祈使句的同时，对上节课所学语言知识点在实际运用中巩固，为下节课读写能力的训练做好铺垫。
学情分析：七年级学生对情态动词can及否定形式can’t 的使用已经熟悉，经过本单元第1课时的学习，他们对于祈使句也有了初步了解，能够用英语表达简单的规则。
而本节课对have to 与祈使句结构的学习，对学生来说易于接受与理解，但是运用所学语言知识点谈论规则，进行实际运用，尤其是情态动词与祈使句的转换表达，对学生来说有一定难度。
教学目标：1、知识目标：掌握祈使句的用法；学习have to的使用；运用基本句型Can we eat in the classroom? Yes, we can./No, we can’t.Does he have to wear a uniform at school? Yes, hedoes./No, he doesn’t.What do we have to do? We have to be quiet in the library.谈论学校、图书馆规则。
七年级下册英语优质教案unit4
七年级下册英语优质教案unit 4推荐文章人教版七年级下册英语单词表2021版热度：人教版七年级下册英语单词表2021新版热度：人教版七年级下册英语课本单词表热度：人教版七年级下册英语单词表默写热度：人教版七年级下册英语单词默写热度：英语教案还可以给教师带来更多的反思，更好地促进七年级英语教师的专业成长与发展。
下面是小编为大家精心整理的七年级下册英语优质教案unit 4 ，仅供参考。
七年级下册英语优质教案unit 4 范文Period l Section A(la-lc)I.教学准备1.教师：制作课件;准备录音机、磁带和la部分的教学挂图。
2.学生：搜集一些常见的标识，并画在纸上。
Ⅱ，教学目标1.通过看图会话、师生问答、听录音、角色扮演等形式，掌握arrlve，listen，fight和rule，sorry等词。
2.通过师生问答、角色扮演等形式，学会“Don't+动词原形”以及“We can't/must…‟等句子结构，并能用英语谈论、描述学校里的规章制度。
Ⅲ.教学重点1.本课时出现的arrlve，listen，fight，rule，sorry.等词;2.祈使句。
Ⅳ.教学难点1.can表示请求的用法;2.must表示命令或建议的用法。
V.教学步骤Step I: Revision&Warming-up建议1：通过师生自由交际进行复习与热身。
教师问学生一些事情能不能做，为导入新课做准备。
For example:T:Can we play football in the street?Sl:No,we can't.T:Yes. Don't play football in the street. It's dangerous. Can we sleep in class?S2:No,we can't.T:Yes,you are right. Don't sleep in class.建议2：教师呈现一组禁止标识，通过谈论这些标识进行课前热身。
新译林版七年级下册英语 Unit 4 课时3 教案(教学设计)
Unit 4 Finding your wayReading（II）1.Master the language points in this passage.e the ways of telling directions correctly.e the important vocabulary and sentences freely.1.Master the language points and use them correctly.2.Develop the Ss’ ability of telling directions.Step 1. Free talk1.Here are some sentences about animals. I’ll give the sentences to different students. Theywill read the sentences out . the other students will guess which animals it is.Or: Here are names of animals . I’ll give them to you (students in groups of four). one students will read ou the name, the other three students will say something about the animal.Then finish Part B3.2.Wendy is Millie’s online friend. They are talking about Sunshine Zoo. Plea se complete theinformation in Part B4.3.Read and act out the conversation of Part B4.Step 2. PresentationHow to give directions:Eg. Go straight on ,and you will find the Panda House.Walk along the road . To the north of the Panda House, you’ll find lions.Turn left, and to the west of the Lions’ Area, you’ll find the World of Birds.North-east of the giraffes there is a bridge.Cross the bridge , and you’ll see elephants.Step 3. Discussion1.Divede the class into several groups, get them to read the text and discuss the importantlanguage points.2.Raise some problems that they can’t work out.3.Teacher helps Ss solve the problems.Step 4. Complete the sentences1._____ (一直走)， ______ ( 你会找到)the post office.2.2. Every day, lots of visitors _______ ( 来这里看大熊猫).3.The birds always _______ ( 发出悦耳的声音)in the World of Birds.4.Pandas like _________ ( 整天躺着)， and the monkey always _______ ( 上蹿下跳).5._______( 紧挨着)the World of Birds is ________ ( 狮子区).1.Read the text and remember some important language points.2.Finish the reading exercises.3.Preview the grammar part on pages 47 and 48.。
七年级英语下册 Unit 4 Review Lesson 4教案 教科版
Unit 4 Review 课 题 Unit 4 Review Lesson 4 授课类型Revision能力方法目标 To develop the students’ four skills: listening, speaking,reading and writing.知识技能目标 To make the students express their opinions in different ways. 情感态度价值目标 To help the students with creative thinking.教学重点 How to answer the questions? Etc.教学难点 The grammar in this unit.教学方法 learning by doing 媒体使用Tape, computer教 学 流 程 设 计教学活动设计 设计意图Revision Ask some question s to revise Lesson 3. -What do you have? -Do y ou have an e-pal ? … -What are you going to …? -Are you going to read many books? … Check-up Both activities should be done in pairs. The students should check their partner’s reading skills and speak ing skills. Activity A Ask the students t read the passage aloud to their partners. The partners should evaluate the skill with which the passage is read. Ask the students to take turns. T: This activity is to check your reading sk ills. What should we think about when we read a passage? S: Pronunciation, stress, and intonation. T: Right. Keep in mind that you should put stress on the proper words and syllables. Don’t read too fast.T: Exchange textbooks for scoring. Check one of the boxes for Pronunciation an d one for your partner’s Reading Speed. Suggested pausing and stressingOh, jolly play time /Come out and play with me /And br ing your dollies three, /Climb up the appl e tree /Getting ready for class.Read the passage to the partner. The partner will mark the score. Practice the ability of reading.Shout down the rain barrel / Slide down the cellar door / And we’ll be jolly friends / Forever more. /Activity BT: You and your partner will take turns asking andanswering the questions in the question box. Since youhave eight questions, each person can ask fourquestions.You have 16 options t choose from on the answer box.Questions & AnswersQ: Do you have any e-pals?A: Yes, I have two.Q: Where is your e-pal from?A: From Canada.Q: How often do you write e-mails?A: Every day.Q: Is his name Brian? A: That’s right. Do you know him?Q: What are you doing?A: Writing an e-mail to my e-pal.Q: Who is she?A: A girl from my school.Q: Who does he look like?A: He looks just like Same.Q : Where is your ID card?A: In my wallet.Look at the questions on page 31. Take turns asking and answering questions with the partner.问题预测 应对措施 本课第二部分好做，但如能把Answer Box 中未用到的句子编出问句会有些问题，鼓励学生多想出适当的问句。
七年级英语下册(人教版)Unit4第3课时(SectionB1a1d)教学设计
4.教师通过角色扮演和情景模拟，让学生在实际语境中运用所学词汇和语法知识，提高口语表达能力。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个职业，讨论该职业的特点、工作内容以及所需要的技能。
2.各小组用一般现在时汇报讨论成果，如：“He/She is a(n) ... He/She works as a(n) ... He/She likes ... He/She needs to ...”
2.语法：学生能够理解并运用一般现在时描述人物的特点、职业、兴趣爱好等。
3.听力：学生能够听懂并获取与职业、兴趣爱好相关的信息，提高听力理解能力。
4.口语：学生能够在小组活动中运用所学词汇和语法，进行自我介绍和描述他人的职业、兴趣爱好等。
5.阅读与写作：学生能够阅读并理解与职业相关的文章，学会如何描述不同职业的特点；同时，学会书写简单的关于职业的介绍性短文。
3.教师巡回指导，关注学生的语言运用情况，及时给予反馈和纠正。
（四）课堂练习
1.教师设计一份关于职业的练习题，包括选择题、填空题、改错题等，让学生巩固所学词汇和语法知识。
2.学生完成练习题后，教师组织学生进行同伴互评，相互纠正错误，提高学生的语言准确性。
3.教师挑选部分学生的作业进行展示，表扬优秀作业，并对共性问题进行讲解。
2.语法：学会使用一般现在时描述人物的职业、特点及兴趣爱好。
3.能力：提高学生的听说读写综合运用能力，特别是在听力理解和口语表达方面。
（二）教学难点
1.词汇的准确理解和运用，特别是对于那些容易混淆的职业词汇。
2.一般现在时的正确使用，尤其是在口语交流中的灵活运用。
七下 unit 4英语教案
七下 unit 4英语教案Title: English Lesson Plan for Grade 7, Unit 4Introduction:This English lesson plan is designed for Grade 7 students, focusing on Unit 4 of the textbook. The aim of this lesson is to help students enhance their language skills and understanding of the topic through various activities. The lesson plan incorporates different teaching methods, such as group discussions, reading tasks, and interactive exercises, to create an engaging and effective learning environment.Objectives:1. To introduce and familiarize students with the vocabulary related to the topic of Unit 4.2. To develop students' reading and comprehension skills through the analysis of a text.3. To strengthen students' speaking skills through group discussions and role-plays.4. To encourage students' creativity in writing by providing them with a writing task.5. To facilitate students' critical thinking and problem-solving abilities through interactive exercises.Materials Required:- Unit 4 textbook- Worksheets and handouts- Blackboard or whiteboard- Markers or chalk- Timer or stopwatchLesson Plan:1. Warm-up (10 minutes):- Greet the students and establish a positive learning atmosphere.- Engage the students by asking them about their favorite hobbies or interests related to the topic of Unit 4.- Provide a short video or image related to the topic to grab students' attention and stimulate their curiosity.2. Vocabulary Introduction (15 minutes):- Present and explain the key vocabulary words related to Unit 4 using visual aids and examples.- Engage the students in a quick vocabulary game or a matching activity to reinforce their understanding of the words.- Encourage students to use the new vocabulary in sentences or short dialogues.3. Reading Comprehension (20 minutes):- Distribute the reading passage related to Unit 4.- Ask the students to read the text individually and silently.- Initiate a class discussion to check comprehension by asking targeted questions.- Divide the students into pairs or small groups to analyze the text in more detail and answer comprehension questions together.- Encourage students to share their thoughts and opinions on the topic.4. Speaking Practice (20 minutes):- Conduct a whole-class discussion on the topic, encouraging students to express their viewpoints and ideas.- Divide the students into pairs or small groups and provide them with discussion questions related to Unit 4.- Monitor the groups and provide necessary support and guidance.- Encourage students to use the target vocabulary and practice expressing their opinions respectfully.5. Writing Task (20 minutes):- Explain the writing task to the students, providing clear instructions and expectations.- Ask students to write a short paragraph or a dialogue incorporating the vocabulary and grammar structures learned in Unit 4.- Encourage creativity and critical thinking in their writing.- Allocate time for students to peer-edit and revise their work.6. Interactive Exercise (15 minutes):- Introduce an interactive exercise related to Unit 4 using multimedia or online resources.- Divide the students into small groups and assign them a task or problem to solve collaboratively.- Monitor the groups and provide guidance if needed.- Encourage students to think critically and apply their knowledge to solve the exercise.7. Conclusion and Reflection (5 minutes):- Recap the main points and key vocabulary learned in Unit 4.- Allow students to share their reflections on the lesson and their overall understanding of the topic.- Provide positive feedback and praise students' efforts.8. Homework (5 minutes):- Assign relevant homework tasks, such as reviewing the vocabulary, practicing the grammar, or researching a related topic.- Clearly explain the expectations and due dates for the homework.Note: The duration of each activity can be adjusted based on the students' progress and class dynamics. It is essential to maintain an interactive and engaging environment throughout the lesson plan, ensuring the students' active participation and fostering their language skills development.。
七年级英语下学期Unit4教案3
Unit 4 FoodPeriod 7 Integrated SkillsTeaching goals●To listen for specific information●To select information from a questionnaire and listen inorder to plete a report on another student’s lifestyleTeaching proceduresStep 1: Revision the usage of ‘How often’Arouse students’ interest in different lifestyles, food and health issues. Talk about the importance of doing exercise, sleeping and eating fruit and vegetables. Elicit information about your students’ lifestyles. How much TV do they watch?How much time do they spend playing puter games?How many snacks do they eat every day?Ask students to plete the ‘Lifestyle’ questionnaire about themselves. Ask some students to report their own lifestyles.Step 2: Self-introductionTell your classmates about your diet and lifestyleStep 3: Play a gameAsk one student to read out his or her classmate’s diet and lifestyle, and then let the others guess who he or she is and give him or her some advice.Step 4: Listening and tickingPlay the recording. Ask students to listen for specific information about Hu Wen’s lifestyle and tick the correct boxes. Then checkStep 5: Extension activitiesAsk students to enter Hu Wen’s score and their own score in the table in Part A3. Students analyze the health scores for Hu Wen and themselves. Read out three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unhealthy the class is.Write a class profile on the blackboard with the number of students for each category. Students could put up this information for class display.Step 6: Making an interviewWork in pairs, ask each other the questions in Part A4. Then work out partners’ health score. And write a r eport on him/her (Part A5).Step 7: DiscussionAsk students to give some suggestions to their partners according to their health reports. Tell them how to be healthier.Step 8: Making a summaryT: In this period, we’ve known more about our own health infor mation and our partners’ by pleting a ‘Lifestyle’ questionnaire. And we’ve talked about how to be healthier.Step 9: HomeworkOral work: Go on with the questionnaire, do it with your families. Written work: Teachers can assign this part according to their own conditions.。
七年级Unit 4 p3教案及反思 2
Unit 4 Where’s my schoolbag?Section B Teaching aims：Teaching Difficulties：How to tell where the things are correctly and write about your room.Teaching Procedures：Step 1：Warm-up and Lead in1. Play a game and review the things, “Where’s…?”“Where’re…?”T：Today we are still going to learn Unit 4. In my class, we need an English book/ a notebook/ a pen. Could you show me your English book/ notebook/ pen?We need a tape player, too. So I bring it to your classNow let’s play a game. Do you have good eyes? What things can you find in the video?(Ask the students to tell the things, the more, the better.)2. Lead in the new words.T：Look, what’s in the bookcase?Ss：It’s a (radio/ clock/ model plane…).T：Some books, a photo and a radio are in the bookcase.What is on the desk?Ss：It’s a clock. They are two dictionaries.T：What is under the desk?Ss：It’s a model plane.T：The model plane is under the desk and the clock is on the desk.T：Look, this is Tim’s room. It is very tidy.How about Tom’s room? Is it tidy?Ss：No, it’s untidy.3. 1a. Match the words with the things in Tom’s room.Step 2. Memory Competition1b. Look at the picture in 1a for 2 minutes. Then close the book and tell the things you remember and where they are.Step 3：ListeningT ：You know, Tom is not tidy. So he has a big problem. He always forgets to bring his things to school. What will he do? Look, he calls his mother. Now listen and circle what Tom needs today.Tom needs English books, ______, _______ and_________.1.Listen and circle the things Tom needs.2.Listen and write down where the things are.3.Listen and read after the tape. Then read aloud together.Step 4：Pairwork1.3a. Do you have these things? Where are they?(Ask the students to completethe chart.)2.Talk about your room with your partner like this.A：Do you have a dictionary? B：Yes.A：Is it on your bookcase? B：No, it isn’t. It’s on my desk.Step 5：Writing3b. Write about where the things are in your room. Use the word and if you can.Step 6Remember：We must look after our things well.(我们一定要照看好自己的东西。
七年级英语下册 Unit 4 Review Lesson 3教案 教科版
Unit 4 Review 课 题Unit 4 Review Lesson 3 授课类型 R evision 能力方法目标 To develop the students’ four skills: listening, speaking,reading and writing.知识技能目标 To make the students express their opinions in different ways. 情感态度价值目标 To help the students with creative thinking.教学重点 Wide; stout; enemy; etc.教学难点 The gram mar: the clause教学方法 learning by doing 媒体使用 Tape, computer 教 学 流 程 设 计教学活动设计 设计意图Revision Go over the words from Unit 1 to Unit 4. For example, how do you spell “e -pal”? What does “classmate” mean? Revise the dialogue in Lesson 1. For example: A: Hello, Laura. Is tomorrow your birthday? B: Yes, it is. But I am worried now. A: Why? B: I don’t know what I need to prepare for the party. A: I’ll help you prepare the party. Let’s make a list of what we need. B: Oh, thank you. … Project This project asks the students to do a survey about how they use e-mails or what they plan to do. First, they should mark their own answers and then make up questions for the survey. Each person will give his or her partner the survey question. After the students have asked each other the questions, they should summarize what they found. Activity A Read and mark the answer. T: First read the lists and mark your answers. You need to choose at least one in each column. But you c an check as many answers as you feel are correct for y ou. Activity B Students should work in pairs and make their own survey questions. T: Work in pairs. First, decide on one topic that you and your partner will develop as a survey topic. Make up follow-up questions. Sample Survey Questions 1. Do you read e-mails every day? How often do you read your e-mails?Revise some questions we have learnt before.Work with a classmate. Comple te the questions with the students’ own id eas on page 30.Do you write e-mails every week? How often do you write e-mails? Do you receive e-mails from your e-pals? How often do you receive e-mails from your e-pal? 2. Are you going to read many books? How many hou rs a day are you going to read? Are you going to keep a diary? How often are you going to write your diary? Activity C It is time for the students to conduct their survey. Each student should ask his or her question to at leas t ten people in the class. The more, the better. T: Go around the class and ask your classmates your survey questions. Make sure you keep a record of what others say. Suggested Survey Format Name sYes □ No □How often? W hat to do whatName sYes □ No □What kind? G oing to do whatActivity DTell the class about your classmates. Use these sentences. T: Working with your partner, please summarize the result of the survey.Model WritingI talked to 20 classmates. Most of them read their e-mail every day. A number of them read their e-mail every second day. Some of th em read their e-mail at a regular time each week. A few of them do not yet have and e-mail address.Tell the class about the students’ classmates. Use the sentences.。
外研版七年级英语下Module4 Unit3教学设计(英语教案)
Step7：Around the world
此环节教师带领学生一起阅读，了解日本机器人的发展状况。
此环节拓展学生知识面的同时，也培养了学生的创新和实践精神。
Step8：Work in groups
让学生先自己设想几点自己认为会是未来生活的优点，然后按照教材所给提示做问答练习，在小组内共同探讨家乡未来生活的五大优点。
此环节让学生活学活用，充分运用所学知识进行大胆交谈，提高学生的语言表达能力
Step8：Languagein use
精讲will引导的一般将来时的肯定、否定、一般疑问句及肯定否定回答
此环节进一步强化学生对本模块重要语法知识点的理解记忆。
Step9：Consolation
设置了五个选择题和六个填空题对所学知识进行巩固练习。
Module task部分是对本模块时态的应用部分，通过讨论练习，让学生进一步掌握will引导的一般将来时的用法，同时也提高了学生的写作能力。
课时教学目标
知识目标：
1.掌握本模块重点词汇
chalk，ruler，carry，change，everything，future，need，maybe，question，level，machine,rain,robot,space,wind,cheap,everywhere, heavy, traffic jam,in the future, be able to,not…any morecome true, as well.
此环节是对知识点的一个强化运用过程。
Step10:Summary
展示本节重要语法知识点.
及时总结，回顾复习.
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。
七年级下册module4unit3教案学案
★
1.There will be strong winds in spring.(改成否定句)
________________________________________________
2. Will cars be small in the future?( 作肯定和否定回答)
_____________________________________________________
2.Sa passage about the school in the future in groups. Then share their passage.
To practice the skillsof speakingwriting.
Summary
2.Ask the studentsto say out their ideas.
anize the Ss to write a passage about the school in the future.
1.Work in six:
Talk about their idea of the school ( or home) in the the future.
A. study B. studys C. studies D. studying
14.--- Will there be schools in the future?
---No , there _____.
A. isn’t B. won’t C. won’t be D. will be not
15. I ______ a small car next month.
Review and consolidate thesentences which they have learn.t.
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Unit 4 Review 课 题
Unit 4 Review Lesson 3 授课类型 R evision 能力方法目标 To develop the students’ four skills: listening, speaking,
reading and writing.
知识技能目标 To make the students express their opinions in different ways. 情感态度价值目标 To help the students with creative thinking.
教学重点 Wide; stout; enemy; etc.
教学难点 The gram mar: the clause
教学方法 learning by doing 媒体使用 Tape, computer 教 学 流 程 设 计
教学活动设计 设计意图
Revision Go over the words from Unit 1 to Unit 4. For example, how do you spell “e -pal”? What does “classmate” mean? Revise the dialogue in Lesson 1. For example: A: Hello, Laura. Is tomorrow your birthday? B: Yes, it is. But I am worried now. A: Why? B: I don’t know what I need to prepare for the party. A: I’ll help you prepare the party. Let’s make a list of what we need. B: Oh, thank you. … Project This project asks the students to do a survey about how they use e-mails or what they plan to do. First, they should mark their own answers and then make up questions for the survey. Each person will give his or her partner the survey question. After the students have asked each other the questions, they should summarize what they found. Activity A Read and mark the answer. T: First read the lists and mark your answers. You need to choose at least one in each column. But you c an check as many answers as you feel are correct for y ou. Activity B Students should work in pairs and make their own survey questions. T: Work in pairs. First, decide on one topic that you and your partner will develop as a survey topic. Make up follow-up questions. Sample Survey Questions 1. Do you read e-mails every day? How often do you read your e-mails?
Revise some questions we have learnt before.
Work with a classmate. Comple te the questions with the students’ own id eas on page 30.
Do you write e-mails every week? How often do you write e-mails? Do you receive e-mails from your e-pals? How often do you receive e-mails from your e-pal? 2. Are you going to read many books? How many hou rs a day are you going to read? Are you going to keep a diary? How often are you going to write your diary? Activity C It is time for the students to conduct their survey. Each student should ask his or her question to at leas t ten people in the class. The more, the better. T: Go around the class and ask your classmates your survey questions. Make sure you keep a record of what others say. Suggested Survey Format Name s
Yes □ No □
How often? W hat to do what
Name s
Yes □ No □
What kind? G oing to do what
Activity D
Tell the class about your classmates. Use these sentences. T: Working with your partner, please summarize the result of the survey.
Model Writing
I talked to 20 classmates. Most of them read their e-mail every day. A number of them read their e-mail every second day. Some of th em read their e-mail at a regular time each week. A few of them do not yet have and e-mail address.
Tell the class about the students’ classmates. Use the sentences.。