人教新目标七年级英语下册教案 unit4 教案

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新目标七年级英语下册unit 1-4教案.doc

初中英语七年级下册教案Unit1 Where is your pen pal from?Teaching Goal:Topic:Countries, nationalities, and languagesGeneral aims:A. Talk about where people are fromB. Talk about nationality, nation and languageC. Talk about where people liveFunctions:Talk about countries, nationalities and languagesAsk and tell about where people liveTarget language:A. Language Focus.(1). Talk about nationality, peoples and languages/(2). Ask and answer where people live.B. Language goals(1). Change your own information with your pen pals.(2). Ask some questions using where.(3). Ask words somebody talk about.C. Language structure:Where’s/Where’re ...from?Where does/do ...from?What questions----What language does/do ...speak?D. Language points:Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....Vocabulary:Words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 ( 1a----Grammar Focus )Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....Pre-task (Homework for preview):Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Step 1 Leading-in The information of the teacher's own pen pal's information.“I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?”Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are:pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)Pay attention to the pronunciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5Pair work1c Practice the following conversation:---Do you have a pen pal? ---Yes, I do.---Where’s your pen pal’s from? ----He/She is from .... (Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practice in pairs.At last let several pairs do it again in class.Step 6Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; LondonStep 7 Learning2a Learn the city names together with the whole class just like Step 22b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8Pair workT has a conversation with one student like the following:---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb)Let the Ss practice after the T's example in pairs then several pairs do it in class.Step 9Exercise1. My pen pal is from Australia.(划线提问)2. John’s pen pal is from Japan. (划线提问)3. He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)Period 2 (3a----Section B 2c)Preview(Pre-task):Add another information about their pen pals----their language on the cardKey points:What l anguage does she/he speak? She/He speaks….Does she/he have any brothers and sisters?Does she/he speak English?Teaching Steps:Step 1 Revision1. Revision and dictation of the new words2. Revise the drills they learned yesterday.(by pair work and grammar exercise)Step 2 Leading-inT has a conversation with one student. The conversation is following:---Do you have a pen pal? ---Yes, I do.---What’s your pen pal’s name? ---His/Her name is….---Where is your pen pal from? ---He/She is from…---Where does he/she live? ---He/She lives in….---What language does he/she speak? He/She speaks…Write the new words on the Bb. They are following: English Chinese Japanese FrenchStep 3 LearnLearn the new words with the whole class.Finish 3a with the students3b Pair work T still does an example with one student Then the Ss practice in pairs.The example is following:--Curry Muray is my pen pal. He is from the United States.---What language does he speak?---He speaks English.Step 4 Practice1. Section B 1a Match the countries with their languages.2. Memory game Let the Ss repeat the following sentences:People in China speak Chinese. People in Japanese speak Japanese. People in the USA, UK, Australia and Canada speak English. People in Singapore speak English and Chinese. People in France speak French.3. 2a Listen and number the questions they hear4. 2b Listen again and write short answers to the questions in 2a(Good students can finish the two tasks for one time)Step 5 Pair workPractice the conversation of 2a in pairsPay attention to the language points:Does she have any brothers and sisters? (any and)Does she speak English? (Write them on the Bb)2c The Ss makes up their own dialogue about more information of their pen pals by using the drills in 2a. Step 6 Group workFour students as a group make a survey about pen pals by asking and answering each other.Their questions are about their pen pals’ names, nationalities, cities, languages and their favorite subjects or more informationAt last if time possible several students do the report in class about their surveys.Step 7 HomeworkCopy the new words they learned today and the sentences in 2aGood students can write a report about their surveys about pen pals of their own groups.Period 3(3a----3c) A reading lessonStep 1 Revision1.Revision and dictation of the new words and expressions2.Revise conversations they learned yesterday.3.Revise the key points by grammar exerciseHe speaks English. (变一般疑问句和特殊疑问句)Step 2 Reading3a Read the letter and write answers to the questions in the box.Read it again and let the Ss discuss in groups(4 as a group) to design an information card for Bob.Let the Ss read aloud. First after the T or the tape then by themselves.T must make sure the Ss can read it correctly and fluently.T write the key words on the Bb to help the Ss retell the letter.The key words are following:Bob, Toronto, want, a very interesting country, 14, in Nov., can speak, brother, Paul, sister, Sarah, pen pals in the UK a nd Australia, like going …and playing…, favorite subject, fun, math, difficult, write toLearn the language points in the letter:1)I want a pen pal .want sth./sb.( musician wanted)want to do sth. I want to play soccer with my friends.want sb. to do sth. My parents want me to do homework now.2)I like going to the movies …3)My favorite subject in school is…4)write to sb. soonStep 3 Practice3b Complete the pen pal letter with the information on the card.Step 4 Writing1.Make an information card just like the card in 3b .2.Write a letter or an e-mail to your pen pal.Step 5 HomeworkWrite a letter or an e-mail to your pen pal.Period 4 (Self-check)Step 1 Revision1.Reading practice(Read aloud the passage)2.Dictation for the useful expressionsStep 2 Words RevisionComplete the words builder.(Some good students can express their vocabulary about countries and languages)Step 3 WritingP6 Part 3 First discuss and then complete the writingStep 4 GrammarDo the extra grammar exercises:1. I have a pen pal.2. He has a pen pal.3. My pen pal is from Australia.4. Jim’s pen pal is from Canada.5. His pen pal lives in Singapore.6. Her pen pal speaks French.7. People in Japan speak Japanese.(以上各句都做变否定句、一般疑问句和划线提问的句式变化)教学反思：这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高。

人教版七年级英语下册 Unit4 Don't eat in class SectionB 教案

Unit 4 Don’t eat in class.SectionB (1a-2c)知识目标：熟练掌握重点词汇以及重点句型：dirty, kitchen, more, noisy,make one’s bed, be strict with sb. follow the rulesThere are too many rules …I can…; I can’t…;I must…; I have to …; I…技能目标：1.能根据文章特点和活动要求使用寻读策略。

2. 能和朋友谈论校规和家规。

情感目标：能读懂一些英语的规则制度，能用英语表达和制定一些简单的规则，理解没有规矩不成方圆；无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。

1. 教学重点：1) 学习本课时出现的新词汇及表达方式。

2) 通过进行听力训练，让学生们能听懂本节课时所出现的新的表达方式。

3) 通过进行阅读练习来进一步学习运用本课时的新语言知识。

2. 教学难点1）阅读训练。

2）理解must, have to/ can/can't的用法三、学习过程Ⅰ. Warming- up and revision1. Greet the Ss.2. Check the homework. Let some Ss read their home rules.3.通过图片提问Do you know these signs in a city?What do they mean?4.再通过运用思维导图进行引导How many rules do you know?Ⅱ. Presentation1. Show some pictures on the big screen and let Ss learn the new words and expressions.2. 学生看着1a部分的图片___ go out___ see friends___ do his homework___ practice the guitar___ do the dishes___ watch TV___ help his mom make breakfast___ clean his room进行FREE TALKWhat can you do at home ?What can’t you do ?Can you go out on school nights?Ss: No, we can’t.T: Yes, in China, the students can’t go out on school nights.So please don’t go out on school nights.Ⅲ. Listening1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things Dave can't do and a √for things he has to do.2. Play the recording for the Ss to listen and check.3. Play the recording again for the Ss to check the answers.Ⅳ. Listening1. Now let's work on 1c. Now first, let's read the phrases aloud together.help his mom makebreakfastclean his roomWhat are the rules at your home?Can you go out on school nights?Do you have to do your homework first?Lead-inWhen you are unhappy about something, who do you like to talk to ?Task 1.Skimming （速读--默读）1. What’s Molly’s problem?2. Does she have rules in school?3. What does Molly think of the rules?Read 2b quickly and find the main idea. The main idea of the two letters is that___. A: there are many rules for MollyB: Dr. Know wants to help MollyC: Molly asks Dr. Know for some help and Dr. Know gives her some help.Task2. ScanningRead the letters again and complete the timeline (再读信，并且完成时间轴. )Task3.Detailed readingA).Read the first paragraph and fill in the blanks.B)Read the second paragraph and fill the rule made by her dad.C) Dr. Know's advice: We have to _____________.观察与思考求助信的写作格式：1)2)3)2c Read the letters again. Complete the sentences with have to/must, can or can’t.1. Molly _____ play basketball on school days, but she ____ play it on weekends.2. Molly _____ do her homework first when she gets home.3. Molly _____ read a book after dinner before she _____ watch TV.4. At school, Molly ____ be noisy or eat in class.5. Parents and schools make rules to help students. So students ______ follow the rules.Group worke.g.：At school/home/the library, we have to(must) ...We can't...（巩固）Language points1. _________ the guitar 练习吉他practice v.意为“练习”后面可跟名词、代词或动名词。

人教版英语七年级下册Unit4 Don't eat in class全单元教案

T: Can||you eat apples in class now||? Ss: No, we can‟t. Repeat i||t with a cigarette.
T||ask 2Show Ss some pictures,||then let Ss talk about them with “W||e can‟t…../Don‟t……/We can……?” S1: W||e can‟t arrive late for class. /Don‟t ar||rive late for class. S2: We ca||n‟t run in the hallways. /Don‟t run in||the hallways.
3、语言结构：
①情态动词must与have to的用法②情态动词ca||n表示许可的用法
教学难点：1、用英语制定有关规定
2、情态动词must与have t||o的用法
教学用具：多媒体
教学方法：Li||stening and speaking \writing methods.||Pair work
教学过程：
教学用具：多媒体
教学方法：Listening and spea||king \writing methods. Pa||ir work
教学过程：
Step1.Show the studying aims
Step2. Free Talk.
Have a free talk wi||th the students. Talk||about “Can we eat in class?”
Task 1通过师生问答的方式复习祈使句||，引出情态动词，呈现本课的教学难点。T: L||et‟s say the school rul||es using can ,can‟t, mus||t, have to . S1: We can‟t||arrive late for class. /Don‟t arri||ve late for class. S2: We can‟t r||un in the hallways. /Don‟||t run in the hallways.Task 2||操练句型直至学生熟练的掌握Step5.Consolad||ation.

七年级英语 Unit4 I wantto be an actor教案人教新目标版

Unit4 I want to be an actor.Period 1 (Section A 1a-2c) 学习目标：1.学会有关职业名称的单词。

2.学会询问某人从事何种职业的问句及答语。

3.结合生活实际，练习对话。

学习重难点：学会询问某人从事何种职业的问句及答语。

前置学习：1．预习:P19页内容2．预习检测助手店员医生记者主角_________男警察服务员银行职员医院现在。

Read the words by themselves 。

shop, assistant, shop assistant, doctor, hospital, now ,star展示交流：一、完成1a.二、完成1b:Listing.三、完成1c.（1）—My uncle works in that restaurant—oh,what does he do?—He is a waiter。

操练句型，两人一组（2）GroupworkLet the groups act out。

Imagine they’re doctor,teacher,waiter,actor。

Then talk about the jobs with their partners。

合作探究：What do/does +主语+do ?是一个询问职业的常用句型，意为“某人是做什么的？”其答语：主语+be+a/an+职业名称Eg: —What’s his ______？. =What does he ________ ?—He is an actor .练习1.—What is Anna’s mother’s?—a bank clerk.2.—_________your sister do?—She’s a student.3.— he want to be ?— A doctor.A. what B .what is C .what does4.—What your parents do ?—They’s doctors.A. areB. doesC. doD. is达标拓展：一、根据汉语或首字母提示完成单词。

人教版新目标英语七年级下第四单元教案设计

人教版新目标英语七年级下第四单元
教学案例
武安市第六中学苗淑雅
一、教学内容分析
本单元是人教版《新目标》七年级下册第四单元。

这本教材的词汇量很大，内容新颖，尤其是生动活泼的卡通化的画面，很符合七年级学生的年龄特点和心理特点，其中还囊括了很丰富多彩的文化知识，以及合作探究的活动，十分贴近学生的实际生活经验。

因此，本单元对于提升学生的学习兴趣而提高学生的听、说、读、写能力有很大的帮助。

并通过self check检测，积极地、及时地寻找各自的不足，以便学生树立良好的内在动机，不断获得成就感。

二、教学背景分析
本单元的话题Talk about rules.与日常生活密切相关。

作为一名中学生，遵守学校班级、家庭和社会公共场所的规章制度是必须的。

在谈论规则时，一般运用祈使句、情态动词can和have to等。

这是英语新课程标准中规定所必须掌握的内容，是交际英语中必不可少的项目。

三、教学设计说明
本课通过不同种类的规则，谈论学生应该遵循那些规则，主要是应用祈使句、情态动词can和have to等，可以说，本节新课是对这一语法的具体操练。

本课使用多媒体课件教学，用不同类型的规则和地点的图片来吸引学生，激发学生学习的积极性。

2024年春七年级英语下册Unit4Don’teatinclass单元分析教案新版人教新目标版

Unit 4 Don't eat inclassSection A本单元以“规章制度”为话题，用祈使句、情态动词can, must, have to谈论班规、校规及家规。

Section A部分通过教室外墙壁张贴校规的形式呈现书面语的规章制度，然后通过听、说、读、写来学习规章制度的表达方法。

Section B部分通过Molly Brown的苦恼，介绍有关“家规”的内容，并引导学生正视“家规、校规”，使他们相识到：Teachers and parents make rules to help us. We have to follow them.1．Don't eat in the classroom.2．We can't arrive late for class.3．We must be on time.4．—Can we wear a hat in class?—Yes, we can./No, we can't.5．We have to clean the classroom.6．We have to follow the rules.1．祈使句的否定句用法 (详见P 语法聚焦)2．情态动词can表示“许可”的用法及have to的句型结构。

Some school rules in America1．If someone bumps into you, say excuse me, even if it was not your fault.别人碰撞到你，不管你有没有错都要说“对不起”。

2．Be positive and enjoy life.要乐观，要享受人生。

3．Live so that you will never have regrets.别让将来有缺憾。

4．No matter the circumstances, always be honest.不管环境如何，肯定要诚恳。

七年级英语下册-Unit-4-Don‘t-eat-in-class教案-(新版)人教新目标版

Unit 12 Don’t eat in class.I．教学设计分析本单元的中心话题是rules,主要语言功能是谈论并制定某些规章制度，如校规、班规和家规。

语言结构为祈使句。

利用情态动词can, must, have to 来谈论一些规章制度。

在Section A里通过活动与图片的配对，引出本部分中关于“学校的规章制度”及否定祈使句。

主要训练学生的听、说、演及其归纳总结的水平。

Section B主要通过一系列的句式进一步训练目标语言，并注意have to与 must, can与can’t的用法。

最后是要能使用所学的知识去制定一定的规则。

New languages：1.- Don’t run in the hallways. Don’t fight.2.-What are the rules? We must be on time for class.3.-Can we eat in the classroom?-No, we can’t, but we can eat in the dining hall.4．-Can we wear a hat in class? Yes, we can./ No, we can’t.5. - Does he have to wear a uniform at school?-Yes, he does. / No, he doesn’t.6. What do you have to do? We have to be quiet in the library.II. 教学学时分配Teaching periods：Period 1： Section A 1a -1cPeriod 2： Section A 2a -2cPeriod 3： Grammar Focus/ 3a -3cPeriod 4: Section B 1b -1fPeriod 5: Section B 2a-3c and self checkPeriod 6: Review Unit 1Unit 4 Don’t eat in class.Section A (1a-1c)1.Master the key words:rules, hallway, classroom, Mrs. fight, school rules.Master the sentences: 1). Don’t eat in class.2).You must be on time.3). Eat in the dining hall.2.Talk about the school rules.3.Listening and speaking skills and communicative competence.4. Encourage students to talk about the rules.5. To help Ss use the target language in natural speech.II. Key points1. Talk about the school rules and the target language.2. Learn to talk about the school rules.3. Imperatives Don’t...Difficult point:1. Talk about the school rules and the target language.2. Learn to talk about the school rules.III. Teaching aidsMultimedia/A tape recorder/A blackboardIV. Teaching proceduresStep1 Leading-inWarming-upT：What’s the woman doing? S: Sh e’s eating.T: Where is she eating? S: Sh e’s eating in class.T：Can you eat in class? S: No, we can’t.T: So please don’t eat in class.（= You can’t eat in class.）…Step 2 Presention1. T: Now, Look at the picture on your textbook. Each of the students is breaking one ofthese rules.Please finish 1a.1. Don’t arrive late for class. You must be on time.2. Don’t run in the hallways.3. Don’t eat in the classroom. You must eat in the dining hall.4. Don’t listen to music in class.5. Don’t fight.2. Listening1). T: Now let’s listen! What rules are these students breaking? Write the numbers after names?Peter ______ Amy ______ Mike ______2). Check the answers:3). Listen again and complete the conversation.Ms. Clark: Hey, Peter. You know the rules. Don’t _________________.Peter: Sorry, Ms. Clark.Mr. Smith: Amy, don’t _______________________.Amy: Oh, sorry, Mr. Smith.Mr. Smit h: Hey, Mike, don’t ______________ in class. Mike!Boy: He can’t hear you, Mr. Smith.Step3 ConsolidationPair workS.A is a new student. S.B is telling S.A about the school rules.Ask students to practice the conversation and make their own conversations．Ss work in pairs and practice saying the school rules.A: What are the rules?B: Well, we can’t arrive late for class. We must be on time.…Step 4 Summary1. Words: rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry Phrases: on time listen to… arrive/be late forSentences: 1. Don’t arrive late for class.You must be on time.2. Don’t run in the hallways.3. Don’t eat in the classroom. You must eat in the dining hall.4. Don’t listen to music in class.5. Don’t fight.2. Assign homework:1). Copy the new words (5E, 1C).2). Try to remember the words and expressions and use them freely.3). Write the rules in your school with“Don’t …. We can’t.... We must...”. V. Blackboard designUnit 4 Don’t eat in class.Section A1. Don’t arrive late for class.You must be on time.2. Don’t run in the hallways.3. Don’t eat in the classroom. You must eat in the d ining hall.4. Don’t listen to music in cla ss.5. Don’t fight.Teaching reflection：。

Unit 4教案2021-2022学年人教版英语七年级下册

课题名称：Unit 4 How do you make a banana milk shake?Section A 1a-1c一、教学设计指导思想和理论依据《英语新课程标准》注重培养学生学习英语的兴趣，树立自信心，培养学生良好的学习习惯，运用有效的学习策略培养学生自主学习能力和小组合作精神。

遵循学生的认知规律，从单词——句子——情景对话入手，围绕目标语言，由浅入深、由易到难的完成教师设计的任务，使学生在完成任务的过程中不仅从听说等方面掌握目标语言，而且在这过程中不断思考、有所创新。

利用多媒体和网络技术为学生创设真实可视的英语学习环境，激发学生积极参与的欲望，体现了学生的主体地位。

努力实现《英语新课程标准》语言教育理念是：知识用于行动，强调语言应用，培养创新实践能力，发展学习策略。

二、教学背景的分析1.教学内容分析本课是新目标英语七年级下册第四单元第一课时，教材以How do you make a banana milk shake?为中心话题。

本单元是一个有兴趣，愉悦的话题，无疑还会提高学生运用英语的兴趣和交际能力。

本节课是围绕“如何制作香蕉奶昔”为话题展开的，我们在前面已经学习了一些祈使句的用法，因此本单元是对祈使句的深化和延深，通过讲述制做过程和步骤，如何听懂指令、通过听与说的训练，学会准确地判断指令，有序地处理事情，学习运用顺序词，通过动手实际操作，培养和锻炼学生生活能力。

2.学情分析本课的教学对象为七年级46名学生，女生所占比重较大，女生英语学习水平总体较男生好，但男生课堂活动参与度较高，有一部分学生在英语学习上还有很大困难，因此在课堂上有部分学生不敢举手或者很少回答老师的问题，因此在课堂活动中分配小组成员时注重男女比例和分层教学。

七年级学生对英语感到有趣好奇，上课时我多以简单的口语知识作为切入点，让学生更易接受，从熟悉的内容转到新内容的学习，做到过渡自然。

对于学过的内容也可能没有完全掌握，则可以花时间较完整地复习学过内容，然后才学习新知识。

新人教版初一下册英语 Unit4 单元全套教案(教学设计)

Unit 4 Don’t eat in class.Section A 1a-2c【课型】听说课学习目标1.能熟练掌握本课重点词汇:rule, arrive ,hall, listen, sorry, outside, fight ,wear。

能初步口头掌握祈使句Don’t run in the hallways.2.能基本听懂含有本课重点词汇和目标语言的听力材料。

初步了解听前预测的技巧,并在听的过程中做到有目的地获取有效信息。

3.能理解遵守规则是每个学生的义务,并掌握Don’t eat in the classroom./We can’t eat in the classroom. Don’t listen to music in class./We can’t listen to music in class.并能运用目标语言谈论校规。

学习过程【自主学习】请在课前会拼读下面的单词,并熟记。

rule, arrive, hall ,listen ,sorry ,outside, fight, wear【新课导入】Step 1:Free talkT: How to be a good student?What can we do at school or in the classroom?What can’t we do?...S: We can’t...S: We can...【新知呈现】Step 2:Presentation1.根据图片提示,学习本课新词汇和句型。

Don’t eat in the classroom.Don’t arrive late for class.Don’t run in the hallways.Don’t play sports in the classroom.Don’t fight.2.看1a中的图片,将数字写到图中学生旁边。

【新知学习】Step 3: Listening 1bBefore listeningWhere are the school rules? 看课本图片中方框里的校规。

新目标七年级英语下册全册Unit 4英文上课学习教案

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

(word完整版)人教版七年级英语下册第四单元教案

UNIT 4Don ’teat in class.Section A第1课时（1a～1c）自主学习方案1.自学生词，并记着拼读及拼写。

2.预习课本找出要点短语及句子。

（见教案自学导练内容）3.读记后达成自学导练内容。

讲堂导学方案Step 1 情形导入Show the students the picture of fighting.T：Look at the two boys. What are they doing？Ss：(Help Ss) ：They are fighting.T ： Can we fight？Ss：No，we can't.T ： What should we say to the boys？Ss：We should say to them： Don't fight.环节说明：经过师生对话引出新知识—祈使句。

Step 2 达成教材 1a_1c 的任务1.学习 la 中的学校规定，高声朗诵这些规定，而后将这些规定的序号填在相对应的人物旁边。

（3 分钟）2.认真听录音，找出Peter， Amy 和 Mike 违犯了哪些规定，在lb 中的横线上写出la中的数字，师生共同查对答案。

（2 分钟）3.再听一遍录音，同时跟读。

（2 分钟）4.练习 lc 中的对话。

而后编写新对话，小组内进行对话练习，并进行组与组之间的比赛，教师评论。

(5 分钟）5.小结训练。

（3 分钟）把以下祈使句改成否认形式。

（1）Eat in the hall.（2）Talk loudly.Don't eat in the hall. Don't talk loudly.环节说明：听闻联合，第一时间向学生传达语言目标，经过结对对话练习和小结训练，学生能够娴熟掌握祈使句。

Step3 问题研究1.arrive 的用法用arrive，arrive in/at 填空。

（1）When do you arrive in Shanghai every week？（2）When I arrive at Yucai Middle School in Shanghai，it is 7:50.（3）After I arrive here， I begin my class.【注意】 arrive“抵达”，arrive 是一个不及物动词，不可以直接跟表示地址的名词。

人教版七年级英语下册第四单元教案

七年级英语(下)第4单元第1课时
Unit4 Don’t eat in class.
Section A 1a—2d
一、【教材分析】
教
学
目
标
知识
目标
1.学习并熟练掌握下列单词。
rule, arrive, hallway, hall, listen, fight, sorry, outside, wear, important, bring, uniform, quiet, (be) on time, dining hall, listen to…
(2) Don’t run in the hallways.
(3) Don’t eat in the classroom.You must eat in the dining hall.
(4) Don’t listen to music in class.
(5) Don’t fight.
Ⅲ.强化
巩固
二、【教学流程】
Ⅰ.复习
热身
Free talk:谈论部分校规校纪
T: Can you eat in class?
S: No, we can’t.
T: Can you listen to music in the classroom?
S: No, we can’t.
T:…
Ⅱ.感知
体验
1.教学本课生词和新句型：
outside.
2. Make conversations.
(1)—Don’t run in the hallways.
—Sorry, Ms. Clark.
(2)—Whatare the rules?
—Well, we can’t arrive late for class. We must be on time.

新目标英语七年级下册unit4教案及评析

Unit 4 I want to be an actor教案教学目标： 1. 学会不同工作的英文表达方式。

2. 了解同学父母的工作。

3. 学会简单的介绍自己将来的理想。

教学导向：重点词汇：teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police 重点句型：1. What does your mother do? She is a teacher. What does your father do? He is an engineer. 2. What do you want to be? I want to be a teacher. What does she want to be? She wants to be a singer. 本节课流程图教学板块设计 Task 1：Know the names of the different jobs 目的：通过这个环节，教师完成本单元的新单词的导入，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。

在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。

课前准备：教师需要准备关于teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police 等工作的具体文字描述。

课堂学生活动： 1. 教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引到课堂上来，并对同学年的谜语加以思考。

此活动以小组为单位，让学生通过谜语来猜测工作的名称，猜对者给小组加分。

The riddles supplied by the teacher: 1) I work in the hospital every day. My work is very hardbut also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”. 2) I drive a car every day, but the car is not mine. There are many people sitting in my car every day. After they go out of the car, they must pay me money. 3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money. 4) I am very proud of my job. Because I am like your mother. I will tell you what is right and what is wrong. Sometimes I am very strict. 5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people. 6) I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really very busy. 2. 在所有单词导入后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女人的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原则，开发了同学无限的想象空间。

《Unit 4 Don’t eat in class.——SectionA (2d-3c)》教案

2.Answer the questions.
3.Explain key points.
4.Read in two groups.
5.Ask two pairs to practice.
学习2d对话,让学生跟读录音，注意发音，语调和语速。通过对对话的理解，掌握语言知识点。在进行学生对话操练，提高学生语言表达能力。
1. Share some pictures with students. Learn some other school rules.
2.Share a video with students.
3.Say“stop”and tell students the rules.
寓教于乐。通过观看视频，让学生大胆指出视频中违反规则的行为，并用英语说出。高度集中学生的注意力，并且进一步巩固和加深了语言知识。
3mins
Step 5
Show Time
Show themselves about their conversations.
让学生担当课堂的主角，体现生本思想。
4mins
Step 6
Learn Grammar Focus
1.Read sentences one by one.
2.Explain key points.
7mins
Step 4
Role-play
1．Make up conversations according to our school rules in your group.
2.Share a video with students.
3.Group work.
小组合作，角色扮演。情景真交际。通过真实对话从而巩固了谈论规则的句型，提高了语言运用能力，培养了团队合作意识。

人教版英语七年级下册Unit 4. Don’t eat in class 教案学案

Unit4. Don’t eat in class 教案学案Section A 1a—2d（听说课）【学习目标】一、知识目标：1. 掌握本课单词: rule, arrive, hallway, hall, listen, fight, sorry, outside, wear, important, bring,uniform, quiet.2. 重点短语：dining hall, arrive late for school, (be) on time, listen to music, go out, follow/breakthe rules, in class, be/ keep quiet, a lot of, bring …to…，wear a hat, have to, musicplayers3. 重点句型：能正确使用否定祈使句陈述规章要求，对别人的劝告，警告作出礼貌回应——Don’t run in the hallways. / Don’t fight.——Sorry, Ms Clark;正确使用情态动词can, can’t——Can we wear a hat in school?——Yes, we can./No, we can’t.能正确使用have to 和must 谈论规章制度We must be on time/ We also have to be quiet in the library.二. 能力目标：听清“can, can’t”；正确使用情态动词和祈使句谈论规章制度。

三. 情感目标：了解校规，规范在校行为。

【重点、难点】1. 重点单词，短语。

2. 重点句型及听力口语训练。

【自主探究】一.请默写下列单词。

P1231.规则 ________2.到达 ________3.走廊________4.大厅________5.餐厅 ________6.倾听________7.打架 ________8.抱歉的 ________二.请默写下列短语。

人教版七年级英语下册Unit 4第4课时Section B(2a-Self Check)教案

第4课时Section B(2a－Self Check) 【学习目标】【课堂导学】Step 1 情景导入Teacher：When you are unhappy about something，who do you like to talk to，your parents，your teachers or your friends？Can you tell me?Students：…Teacher：Molly is a student like us. She is very upset. Do you know why she is unhappy，and who she likes to talk to?环节说明：通过情景导入既完成了2a的学习又引出了Molly的烦恼，引起学生的好奇心，激发了他们的学习欲望。

Step 2 完成教材2a～2c的任务1．小组内讨论2a的问题。

2．快速阅读2b信件了解信件内容，圈出Molly 的家规。

(2分钟)3．再次认真阅读信件，回答下列问题。

(3分钟)(1)Are there many rules at Molly's home?(2)How does Molly go to school?(3)Does Molly never play basketball?4．第三遍阅读短文完成2c的选词填空。

(3分钟)5．小结训练。

(4分钟)单项选择。

(1)Please don't make so much__A__.It's too______.A．noise；noisy B．noisy；noisy C．noise；noise D．noisy；noise(2)Mr. Zhang is our English teacher，and he is very strict__C____us and__________his work.A．in；in B．with；with C．with；in D．in；with(3)__B__he________I can go there by bike because there is only one bike.A．Between；and B．Either；or C．Neither；or D．Either；and环节说明：这一环节的学习不仅巩固了本单元的语法，而且还锻炼了学生阅读能力和概括能力。

人教版英语七年级下册unit4donteatinclasssectiona2

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

精选】人教版七年级下册英语Unit4第四单元优秀教案

精选】人教版七年级下册英语Unit4第四单元优秀教案Unit 4 Don't Eat in Classn A (1a-1c)XXX:1.Key words: rule。

arrive。

hallway。

hall。

listen。

fight。

sorry.2.Key phrases: in the dining hall。

listen to。

on time.3.Key sentence structures:What are the rules?Well。

we can't arrive late for school。

We must be on time.Don't listen to music in class.Focus of Learning:1.XXX.e of imperative sentences.Difficulties:Use of imperative sentences.Self-Study:1.Preview the new words on page 19 and memorize them。

Translate the following Chinese words into English:规定: rule到达: arrive走廊: XXX大厅: hall倾听: listen打架: fight抱歉的: sorry2.Carefully preview 1a。

1b。

and 1c and XXX:What are the rules?We can't arrive late for school!We must be on time!Don't listen to music in class!XXX.In-Class Guidance:Step 1: nShow the students a picture and ask them XXX of "What ishe/she doing?"XXX: Look at this girl。

七年级下册英语《Unit4 I want to be an actor》教案人教新目标版

浙江省乐清市盐盆一中七年级下册英语《Unit4 I want to be anactor》教案人教新目标版Step 1: Introduction and lead-in（新课导入）1.GreetingT: Good morning, class.Ss: Good morning, Miss Guo.T: Who’s on duty today? Please come to the platform, and give us your daily report. After the student’s report, the student ask the other students three questions about the report:⑴ What do I do?⑵ Where do I study?⑶ What do I want to be?（让一位同学上台做值日报告，并问其他同学三个问题，主要是关于职业的，自然地导入新课。

）2. Warm-upT: OK, just now we knew some jobs in that student’s daily report. As we all know, there are so many jobs in our real life, I guess some of you learned them when you were in primary schools, can you tell me other kinds of jobs?S1: Teacher.S2: Doctor.S3:Lawyer.……T: Oh, you are great.Here are some pictures on the screen, please tell us what they do. Have studen ts say one by one.（让学生踊跃发言，把他们在书本上和网上查找到的职业告诉大家。

初中英语人教版新目标七年级下册Unit 4 复习教案

Unit 4 Don’t eat in class语法核心知识点1小试牛刀：单项选择1.When you are late for class, your teacher often says, “____.”A.Don’t run in the hallways.B. You are not right.C. Don’t arrive late for class againD. You are right.2. --- _________ in the hallways. --- Sorry, sir.A. Not runB. Don’t runC. Not runningD. Don’t running3. Don’t ______your homework at home.A leaveB takeC bringD get4. Don’t ________ and don’t _________ in class.A. eat, noiseB. to eat, noisyC. to eat, noiseD. eat, be noisy5.—Don’t eat in class ,Paul . --_________.A Good ideaB Sorry ,Mr. Wang . I won’t .C Thanks a lotD That sounds terrible6. Don’t be ______ in the library!A. QuietB. noisyC. busyD. free7. Jenny,____________arrive late again.Miss Miller will be unhappy.A.doesn'tB.notC.don'tD.no8. Please _____ look outside. Look at the black board.A. notB. don’tC. aren’tD. can’t9. Don't eat in class！—________A. Thank you!B. You're welcome.C. I'm sorry.D. I am OK.10. Please ________ late for the meeting.A．isn't B．aren't C．don't be D．not be11.Don’t forget to give Polly some food and change her water, _______?A. shall weB. will youC. won’t youD. do you12. Let's take a short rest, ______?A. do we B,.are't we C. will you D. shall we知识点2（3）arrive late for / be late for小试牛刀：单项选择1.It was dark by the time we arrived _______ the station.A. forB. toC. atD. in2. Mr. Green can ______ Beijing at 3:00 p.m. I want to see him.A. ArrivesB. arriveC. arrive atD. arrive in3. The train ______ Shanghai at 10. Let’s ______ the station before that.A. arrives in, get toB. arrives to , getC. get, arriveD. get to, arrive4. Jane got to the USA a few days ago.A. ArrivedB.arrived inC. reached toD. arrived to5.When he arrived _________ the station,the train had left.A.atB.toC./D.in6. Last night they ________ home at _______12:00.A.got; behindB.got; aroundC.got to; aboutD.arrived at, nearly7. Please tell me when the bus_________.A.arrivesB.arrives atC.reachesD.reaches in8. Jim and Kate are __________ at their hometown tomorrow.A. getting toB.gettingC.reaching toD.arriving9. Why do you __________ home so late?A.getB.get toC.arrive inD. reach to10.---With the help of Internet,news can _________ every corner of the world.A.arriveB.reachC.goD.get11. Last night they ________ home at _______12:00.A.got; behindB.got; aroundC.got to; aboutD.arrived at, nearly知识点3小试牛刀：一．从hear / listen / listen to / sound选择恰当的词填空。