初一英语教案人教版U(4)

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英语七年级上册人教版unit4教案(一)

英语七年级上册人教版unit4教案(一)课程名称：unit4 - My Day课时数：2课时教学目标•学习并掌握有关日常活动的词汇和表达方式•能够描述自己和他人的日常活动•能够运用所学知识来编写日记或讲述一天的活动教学重点•日常活动的词汇与表达方式•日常活动的时间表达•日记或讲述一天活动的能力教学难点•更准确地运用时间表达方式•合理组织句子来描述日常活动教学准备•教材：人教版英语七年级上册•PPT或黑板•单词卡片或图片•学生练习册课程内容及安排第一课时词汇学习1.将课本P17页的单词及其图片呈现给学生，用图片引导学生猜测单词，然后教师读出单词并发音。

–wake up–get up–have breakfast–go to school–have lunch–do homework–have dinner–go to bed2.教师呈现图片，学生说出与图片相对应的单词。

进行多次训练，帮助学生记忆。

句型学习1.教师用日常活动的图片和单词介绍日常活动的句子结构。

–I wake up at 7:00.–He gets up at 6:30.–She has breakfast at 7:30.–They go to school at 8:00.2.强调句子结构中的时间表达方式。

教师解释常用的时间表达方式，如at 6:00、at 7:30等。

练习与拓展1.学生分成小组，根据所学词汇和句型制作一个日常活动的时间表。

每位学生描述自己的日常活动并说出时间。

2.小组展示自己的时间表，其他同学进行提问。

第二课时句型延伸与运用1.引导学生根据日常活动的时间表，编写一篇关于自己一天活动的日记。

强调使用所学的句型和时间表达方式。

日记分享与评价1.学生依次朗读自己的日记，并给予评价。

2.教师提供积极的反馈和改进建议。

课堂总结与反馈1.教师对上述学习内容进行总结，并检查学生对于日常活动词汇、句型及时间表达方式的掌握情况。

2.学生进行自我评价，指出自己的进步和不足之处。

人教版七年级英语上册第四单元教学设计(教案)

人教版七年级英语上册第四单元教学设计（教案）
一、教学目标
（一）知识与技能
本章节的教学目标是让学生掌握人教版七年级英语上册第四单元的核心词汇和基本语法，包括一般现在时的用法、家庭成员和日常用品的词汇。具体包括：
1.掌握一般现在时的肯定句、否定句和疑问句的结构，并能运用到实际情景中进行交流。
2.学习并运用本单元的词汇，如：mother, father, sister, brother, teacher, student等家庭成员和日常用品的词汇。
2.任务型教学法：设计各种任务，让学生在完成任务的实践中，巩固所学知识，提高语言运用能力。
3.交际法：鼓励学生进行小组讨论和角色扮演，培养他们的合作意识和口语表达能力。
4.激励性评价：给予学生积极的评价，鼓励他们大胆开口说英语，增强自信心。
（三）情感态度与价值观
1.积极的学习态度：激发学生对英语学习的兴趣，使他们乐于学习，善于合作，敢于开口。
4.七年级学生的年龄特点为好奇心强，求知欲旺盛，善于模仿，但注意力容易分散，因此在教学过程中，教师应注重激发学生的兴趣，保持课堂的趣味性和互动性。
5.学生在英语学习中存在个体差异，教师应关注每个学生的学习需求，提供个性化的指导，帮助他们在原有基础上得到提高。
6.学生在情感态度上，对英语学习抱有积极态度，但部分学生存在紧张、焦虑等情绪，教师应关注学生的心理状态，营造轻松愉快的学习氛围，帮助他们树立自信心。
3.词汇教学：
-利用图片、实物等直观教具，帮助学生记忆和理解新词汇。
-创设情境，让学生在真实语境中运用词汇，提高记忆效果。
-通过词汇游戏和小组竞赛，激发学生学习词汇的兴趣。
4.听说训练：
-播放与家庭生活相关的听力材料，让学生进行听力和口语练习。

人教新目标英语七年级上册Unit4全单元教学设计

人教新目标英语七年级上册Unit4全单元教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握人教新目标英语七年级上册Unit 4的全部单词、短语和主要句型。具体包括：
1.单词：学生能够准确认读并运用以下单词：bedroom, bathroom, living room, kitchen, house, apartment, there is, there are, sofa, table, chair, refrigerator, floor等。
3.教学内容：练习题涵盖本节课的重点词汇、短语和句型，以及一般现在时的用法。
（五）总结归纳
1.教学活动：教师引导学生回顾本节课所学内容，总结描述家庭房间布局和物品的方法。
2.教学方法：采用归纳总结法，帮助学生梳理知识体系，提高学生的概括能力。
3.教学内容：总结一般现在时的用法，以及本节课的重点词汇和句型。同时，鼓励学生课后运用所学知识，描述自己家庭的房间布局，将所学知识应用于实际生活。
7.培养学生自主学习能力：鼓励学生在课后自主查找相关资料，进行家庭布局的英语介绍，提高学生的自主学习能力和跨文化交际意识。
四、教学内容与过程
（一）导入新课
1.教学活动：教师通过展示一组家庭房间的图片，引导学生用中文描述各个房间的功能及物品摆放。
2.教学方法：采用直观教学法，激发学生的好奇心，为新课学习做好铺垫。
作业要求：
1.学生需认真对待作业，书写规范，保持卷面整洁。
2.家长督促学生按时完成作业，关注学生的学习进度，鼓励学生进行拓展学习。
3.教师在批改作业时，要及时给予评价和反馈，指导学生改进学习方法，提高学习效果。
2.学生通过学习英语，增强对中华文化的了解和认同，培养跨文化交际的意识。

(完整word版)新人教版七年级上册英语教案 Unit4

重点难点
New words:keys, baseball, computer game
Sentences:Is the baseball on the sofa? No, it isn’t. It’s under the chair.
学情分析
教学方法
任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
学习方法
课前预习、课堂内外练习、听说读写结合
教学过程设计
备注
课题引入
I. Warming-up and revision
1.Greetings.
2.Divide the class into Group A and B. Draw two fishes on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more bubbles around their fish, at the end of the class, the group which gets more bubbles will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition.
5. Make up your conversations with some pictures: first in parts, then in pairs.

人教版七年级英语上册Unit 4教案

Unit 4 Where ’s my schoolbag?话题Topic 房间里的物品Things around the house 功能Functions 能够询问并描述物品的位置Talk about where things are A:Where ’s my schoolbag? B:It ’s under the table. A:Where are my books? B:They ’re on the sofa. A:Is my computer game on the table? B:Yes,it is. A:Are my books on the bookcase? B:No,they aren ’t.They ’re on the chair./I don ’t know. 语法Grammar 一、能够正确使用介词on,in,under 描述物品所在的位置Prepositions on,in,under My keys are on the table. The tape is in the tape player. Your computer game is under your bed. 二、能够正确使用where 引导的特殊疑问句询问物品的位置Where questions A:Where ’s the pencil box? B:It ’s in the schoolbag. A:Where are their pens? B:They ’re on the teacher ’s desk. 词汇和常用表达 Words & expressions 1.能正确使用下列词汇Curriculum words(按词性排列) 名词:table,bed,sofa,chair,desk,room,hat,head,radio,clock ,tape,player,model, plane; 代词:their,our; 形容词:tidy; 动词:come,think,know; 副词:where,everywhere,always; 介词:on,under; 其他:but 2.能正确使用下列常用表达Useful expressions tape player,model plane,come on 3.能够认读下列词汇Non-curriculum words bookcase,yeah 学习策略 Strategies 1.进一步练习在听力和阅读过程中寻找关键词 2.学习使用略读(skimming)和寻读(scanning)两种阅读技巧文化知识Culture 1.了解西方家庭物品的陈设与摆放 2.了解中西方表达空间位置的说法三维目标 Three-dimensional target 知识与技能 1.能掌握以下单词:where,table,bed,sofa,chair,on,under,come,d esk,think,room,their, hat,head,know,radio,clock,tape,player,model,p lane,tidy,but,our, everywhere,always 2.熟练掌握单元短语:come on,tape player,model plane 三维目标 Three-dimensional target 知识与技能 3.能掌握以下句型: A:Where ’s his pencil box? B:It ’s in his schoolbag. A:Where ’s your ruler? B:It ’s under the chair. A:Where are my books? B:They ’re on the sofa. 4.了解以下语法:介词in,on,under 及其短语,where 引导的特殊疑问句询问物品的位置的句型,连词and 。

人教新目标英语七年级上册Unit4全单元优秀教学案例

三、教学策略
（一）情景创设
1.结合实际生活场景，如：学校、家庭、公园等，创设真实的语言环境，让学生在实际情境中学习、运用英语。
2.利用多媒体手段，如：课件、视频等，展示不同交通方式、地点和方向，帮助学生直观地理解和学习。
3.设计各种角色扮演活动，让学生在模拟真实情境中进行英语交流，提高口语表达能力。
（三）学生小组讨论
1.教师设计小组活动，如：小组讨论、角色扮演、地图绘制等，让学生在团队合作中运用所学知识。
2.引导学生针对不同的交通方式、地点和方向进行讨论，如：“你们平时是怎么去学校的？”“你们能描述一下附近的公园吗？”等。
3.鼓励学生互相评价、互相帮助，提高学生的交流能力和合作精神。
（四）总结归纳
2.学生能够理解并运用一般现在时进行询问和回答，如：“How do you get to school?”“I get to school by bus.”
3.学生能够正确使用地图和指示方向，如：pointing out places on a map, giving directions.
4.学生能够通过听力、口语、阅读和写作等多种方式，运用所学知识进行实际交流。
在教学评价方面，本案例将采用形成性评价和终结性评价相结合的方式。形成性评价主要通过课堂表现、小组合作和作业完成情况进行评估，旨在及时发现问题并进行反馈。终结性评价则以单元测试和课堂展示为主要形式，评估学生的综合运用能力和语言表达能力。
二、教学目标
（一）知识与技能
1.学生能够掌握并熟练运用Unit4中涉及的交通方式（如：by bus, on foot, by train, by bike）以及地点（如：school, home, park, hospital）和方向（如：left, right, straight ahead）的词汇。

【优选】人教版七年级上册英语Unit4第四单元优秀教案

【优选】人教版七年级上册英语Unit4第四单元优秀教案简介本教案旨在帮助七年级学生研究人教版英语上册第四单元的内容。

通过本教案的引导和练，学生将能够更好地掌握单元中的词汇、语法和听力技巧。

教学目标- 了解单元的主题和内容- 研究并掌握本单元的重点词汇和短语- 掌握并运用本单元的语法知识- 提高听力技能，能够听懂并理解与本单元相关的对话和文章教学准备- 人教版七年级上册英语教材- 教师课件或黑板、白板- 学生练册和作业本- 录音设备或电脑播放器教学步骤步骤一：引入新单元1. 利用图片、视频或简短的对话引入新单元的主题，并与学生进行互动交流。

2. 提出几个问题，引导学生思考与本单元相关的话题，并鼓励他们用英语表达自己的观点和想法。

步骤二：研究词汇和短语1. 引导学生通过教材中提供的词汇表，研究本单元的重点词汇和短语。

2. 进行词汇练活动，如听写、填空或配对练，以帮助学生巩固词汇记忆和拓展词汇运用能力。

步骤三：研究语法知识1. 介绍并讲解本单元的语法知识点，如简单现在时的用法或名词的复数形式等。

2. 进行语法练活动，如填空、改错或翻译练，以帮助学生掌握和运用语法知识。

步骤四：提高听力技能1. 播放与本单元相关的录音材料，如对话或短文，并提供听力理解题目。

2. 让学生跟读录音材料，以帮助他们提高听力技能和语音表达能力。

步骤五：巩固和练1. 分发练册或作业本上的相关练题，让学生进行独立或小组完成。

2. 监督学生完成练，并提供必要的指导和反馈。

步骤六：总结和复1. 回顾本单元的主要内容和研究成果。

2. 进行小结性的问答或讨论活动，帮助学生巩固对本单元的理解和记忆。

教学评估- 观察学生在课堂活动中的参与程度和表现- 收集并批改学生完成的练和作业- 进行口头测试或小测验，评估学生对本单元知识的掌握情况教学延伸- 鼓励学生进行口语对话练，以提高他们的口语交流能力- 制作课堂展示活动，让学生展示他们对本单元内容的理解和研究成果参考资源- 人教版七年级上册英语教材和练册- 相关英语学习网站和应用程序。

人教版(2024)七年级英语上册Unit 4 My Favourite Subject 单元教案

Unit 4 My Favourite Subject本单元是人教版七年级第四单元，标题为：My Favourite Subject，话题为：Talk about school subjects，语言功能为：name your favourite subject，explain why and what can you learn from different subjects，语法为：conjunctions(and，but，because)。

本单元主题是“人与自我”下的“生活与学习”，子主题内容包括：学校，课程，学校生活与个人感受。

探讨个人的兴趣爱好、学习生活等方面，表达对不同学科的喜好和感受，与自身的认知、情感等密切相关。

本单元用听力、对话、阅读等多模态语篇阐述了这一主题，将正确运用目标句型和恰当的连接词，有条理地介绍自己所喜欢的学科、原因以及收获作为目标。

通过分享最喜欢的科目，旨在培养学生学会发现并珍惜自己所喜欢的学科，理解每个学科的重要性，并尊重他人的学科选择。

通过对话和记叙文的描述，学生可以了解到每个人对不同学科的兴趣和喜好，并从中找到自己的兴趣所在。

同时，学生也会了解到每个学科都具有独特的魅力和作用，没有哪个学科是不重要或无聊的。

单元主题大观念单元语言大观念语言能力及技能语言能力：1．掌握与学科相关的词汇和常用表达，如：magic，useful，fun，important，subjects，difficult，easy，Chinese，history，maths，English，music，PE，geography，biology，IT，art，learn about the past，help me with my maths，work out maths problemsKey sentences：①—What's your favourite subject？—My favourite subject is…②—Why do you like…？—Because it's…③I'm good with numbers.④I'm not good at science.2．掌握双元音/e/，/a/，//，/əu/，/au/，/ə/，/eə/，/uə/的字母组合发音和单词连读。

人教版七年级上册英语-Unit4 Where’s my schoolbag 单元教案

Unit 4 Where’s my schoolbag?教案【单元教材分析】本单元以谈论物品位置（Things around the house）为话题，要求学生学会方位介词on，in，under，behind等的用法。

题材颇具现代气息，贴近学生日常生活，内容丰富，词汇量大，通过描述物品位置、找寻物品、设置理想化居室等系列活动，让学生在听、说、读、写、做中学习语言知识，培养运用语言知识的能力，激发创新精神。

【单元学情分析】本单元的主要内容是谈论物品所在的位置。

通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些有关家居物品和学习用品的单词，以及方位介词in，on，under，behind 等的用法；学习并掌握Where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词they 的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。

【单元总体目标】知识目标：A. 掌握有关物品的新单词：table，bed，dresser，bookcase，sofa，chair，drawer，plant，bag，clock，tape，hat，etc；B. 熟练运用in，on，under介词；C. 熟练运用Where问句和一般疑问句及其回答；D. 掌握名词单复数及人称代词they的用法。

能力目标：A.学会用英语准确描述物品所在的位置；B. 学会用英语询问自己的或他人物品的具体位置；C. 能够合理地描述和设计房间。

情感目标：A. 培养学生整齐地摆放自己物品的生活习惯；B．通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。

学习策略：A. 交际策略: 学会与他人合作交流，并能把语言材料用到真实的生活中去；B．资源策略：学会利用一切可利用的学习资源，如词典，音像资料，网络等来获取更多的学习信息；C．认知能力：积极思考，及时反馈；D．调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。

人教版七年级英语上册Unit4阅读课教学设计

（2）阅读策略：学生需要学会运用阅读策略，如预测、扫读、细读等，提高阅读效率和理解能力。
（3）跨文化交际：学生需要了解并尊重不同国家和地区的文化差异，将所学知识运用到实际情境中。
（二）教学设想
1.教学方法：
（1）采用任务型教学法，将学生分成小组，进行角色扮演，模拟真实场景，练习日常问候和自我介绍，提高口语表达能力。
4.培养学生的责任感，让他们明白学习英语的重要性，为将来的学习和发展奠定基础。
5.培养学生的爱国情怀，让他们在学习英语的过程中，传播中国文化，增强民族自豪感。
二、学情分析
针对人教版七年级英语上册Unit4阅读课，我对学生情况进行以下分析：
1.学生年龄特点：七年级学生处于青春期，好奇心强，求知欲旺盛，但注意力容易分散。因此，在教学过程中，应注重激发学生的兴趣，运用生动有趣的教学方法，吸引学生的注意力。
3.汇报展示：每个小组选派一名代表，向全班汇报他们的讨论成果，其他小组成员进行补充。
（四）课堂练习，500字
1.口语练习：学生两人一组，进行角色扮演，模拟真实场景，练习日常问候和自我介绍。
2.阅读练习：发放与本节课主题相关的阅读材料，指导学生运用阅读策略，完成阅读任务，并提取关键信息。
3.写作练习：根据阅读材料，让学生仿写一篇关于自己日常活动和习惯的小短文。
2.英语水平：经过小学阶段的英语学习，学生已具备一定的英语基础，但词汇量、语法知识及阅读能力有限。因此，在教学过程中，应注重拓展学生的词汇量，巩固语法知识，并逐步提高阅读能力。
3.学习动机：学生对英语学习存在一定的兴趣，但学习动机各异。在教学过程中，要关注学生的个体差异，激发学生的学习兴趣，提高他们的学习积极性。
五、作业布置
为了巩固本节课所学知识，培养学生的英语应用能力，特布置以下作业：

七年级英语-Unit-4-教案人教新课标版

Unit 4 I want to be an actor.Language goals:●In this unit students learn to describe animals and express preferences.New languages:●Let’s see the pandas first.●Why do you like want to see the pandas?●Because they are very cute.●Because they’re ki nd of shy.●Because they’re kind of interesting.●Because they are fun.●Because they are smart.●Do you like giraffes?●Where are lions from?●They are from South Africa.●The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary.●She likes to play with her friends and eat grass.●She’s very beautiful, but she’s very shy, so please be quiet.●He sleeps during the day, but at night he gets up and eats leaves.Difficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:● A tape recorder●Some picturesTeaching periods:●Period 1:Section A1a, 1b, 1c●Period 2:Section A2a, 2b, 2c●Period 3:Section A3a, 3b, 4●Period 4:Section B 1a,1b, 1c, 2a, 2b, 2c●Period 5:SectionB 3a, 3b, 3c, 4Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let’s s ee the pandas.Why do you want to see the lions?Because they’re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work(1a)Ask the students to read the words and the picture, and then match the names with the pictures a–h.Encourage or help the students to say something about the picture and do the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording.Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and then check the answers.Further activity: Ask the students to do some pair work in the following way if they can understand the listening material well.Step 4. Pair work(1c)Ask the students to make conversations in pairs.Show the following.—Let’s see the pandas / giraffes / lions / penguins / dolphins / koalas /elephants / tigers?—Why?—Because they’re cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them.Teaching procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let’s do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b.After that, check the answers.Then ask the students to listen to and repeat the dialogue after the recording.After this, ask the students to practice the conversation without the help ofthe recording.Step 3. Pair work(2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are…Step 4.Grammar focusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggestion: Ask the students to work in groups and write down their own opinions on the animals in Activity 1a on a piece of paper; show their work to the group members. And then ask and answer questions. HomeworkAsk the students to do the following:1. Make similar dialogues according to the conversation in 2c.2. Use the words in the box in activity 2b to make sentences.3. Ask the students to find more description words about animals.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:Where are lions from?Lions are from South Africa.3. Enable the students to say where some animal are from.4. Help the students to say where some animals are from.Teaching procedures:Step 1. Free talk and lead-inShow the students some pictures and ask some questions.Show the first picture with a panda in it.Show other pictures of animals and ask questions and go on with others in the same way.Step 2.Match work (3a)Ask the students to read the maps and the animals in activity 3a.Let the students look at the three animals.Let the students match the countries and the animals.Move around the classroom to see if the students need help.Ask the students to draw lines to match the maps with the pictures.Step 3. Pair work(3b)Ask the students to read the conversation in activity 3b.Ask the students to work in pairs and ask and answer questions.Step 4. GameAsk the students to read the list of countries and animals.Let the students look at the list of countries and animals and find a person to translate the list of countries and animals into Chinese.Show the students how to play the game.Play the recording for the first time.Play the recording again and check the answers by replaying the tape.HomeworkAsk the students to practice talking about where animals come from in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:What animals do you like?I like elephants.3. Enable the students to talk about why they like some animals.4. Help the students to learn how to talk about why they like some animals.Teaching procedures:Step 1. Warming and lead-inCheck the homework by asking some questions.Show the pictures of lions, pandas and koalas.Say: Where are pandas from? Where are koalas from? Where are lions from?Show a picture of a big elephant.Step 2.Match work (1)Ask the students to read the words and the picture, and then match the names with the pictures a–h.Point to the pictures one by one.Ask the students to read the eight numbered adjectives at the top.Ask the students to do the match work.Step 3. Listening (2a, 2b)Point to the numbered list of words in activity 1 and play the recording. Ask the students to listen to the recording and circle the description words in activity 1.Play the tape for the first time.And then play the recording the second time.Ask the students to pay attention to the headings in 2b.Play the first four lines of the recording of the conversation and stop the tape.Play the rest of the conversation.Check if the students get the right information. If not, play the part students can’t understand well or get the right information again (and again).Step 4. Pair work(3)Ask the students to read the dialogue.As the students work, move around to see if help is needed.Ask the students to work in pairs.Homework1. Ask the students to try to remember the new words learned in this period.2. Ask the students to try to practice talking about the animals they likeaccording to activity 3.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:She likes to play with her friends and eat grass.Please be quiet.He sleeps during the day, but at night he gets up and eats leaves.3. Enable the students to write a description of an animal.4. Help the students to write a description of an animal.Teaching procedures:Step 1. RevisionBefore the new lesson, do some revision to check the homework.Show some pictures with a panda, a lion, a koala, an elephant, a dolphin, a tiger and penguin in each of them.Say: Morning, boys and girls. Nice to see you again. Have you remembered we learned how to describe animals? Can you say some of them?Ask some students to answer questions.Give more students chances to say, and let them have enough practice. Step 2. Presentation (3a)Let the students read the pictures and the descriptions.Ask the students to read the articles in 3a and answer the following questions.Show the following.Explain some language points that students may not understand. For example, the difference between play and play with.Step 3. Reading and filling in the blanks (3b)Ask the students to look at the pictures in activity 3a and teach new words.Say, Look at picture d. What is the panda eating? What is the koala eating?Write leaves on the blackboard. Ask a student to give the Chinese meaning and go on with the others in the same way.Ask the students to read the box on the left in activity 3b.Point out the description in 3b with blank lines where some words are missing.As the students work, move around the room checking progress and offering language support as needed.Ask the students to try to recite the description.Step 4.Writing (3c)Ask the students to write an article about the animal they like.Show the following.What’s the name o f your favorite animal?How old is it?Where is it from?What does it like to do?What description words can be used to describe your favorite animals?After that have them present to the class.After the students finish writing the description, let them share their writing with others in the class.Step 5.Group work(4)Point out the example in the speech bubbles in activity 4. Ask two students to read it. Then divide the class into groups of four.Say: You will take turns reading your description from 3c to your group. The other students in the group guess what animal you wrote about.As students work, move around the classroom, making sure each student has a chance to read his or her description to their group.Ask a few students to read their description to the class.Homework1. Ask the students to practice writing an article about one of their favorite animals.2. Ask the students to share their description in 3c with more students. Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to write about animals.3. Help the students to write about animals.Teaching procedures:Step 1.Warming upCheck the homework. Then show some animal pictures to the students.Say: We learned to talk about animals you like in the last period. And I asked you to write an article about one of your favorite animals. Did you finish it?Who’d like to share your work?Step 2.Key word check(1)Ask the students to read all the words in this part.Say: In learning to talk about animals, you learned many words on the topic.Now read and check the words you know in 1 on page 18. Then make a8 sentence with each of them.Step 3.Vocab-Builders (2)Ask students to write five new words in their Vocabulary-Builder on page 112.After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat.And tell the whole class to remember them after class.Step 4.Writing (3, 4)Point out the example-the description of the elephant.Say, Look at the description of the elephant. I want to ask one of the students to read it to the class.After that, ask them to write a similar description of the other animals.Homework1. Ask the students to summarize what they have learned in this unit.2. Ask the students to write an article about one of their favorite animals.。

七年级英语上册(人教版)Unit4单元整体教学设计

（3）提高学生的听力理解能力，使其能够抓住关键信息，进行有效信息提取。
（二）教学设想
1.针对教学重点和难点，采用以下教学策略：
（1）通过情境创设，引导学生运用一般现在时进行口语交流，加强语法知识的实践运用；
（2）设计丰富的课堂活动，如角色扮演、小组讨论等，激发学生的学习兴趣，提高口语表达能力；
（3）利用多媒体教学资源，如视频、音频等，提高学生的听力水平，培养良好的听力习惯。
3.增进学生对不同文化背景下家庭生活的了解，培养跨文化交际意识。
4.培养学生团结协作、互助互爱的精神，提高人际交往能力。
5.引导学生树立正确的价值观，关注家庭、学校、社会和谐发展，为构建美好家园贡献自己的力量。
二、学情分析
七年级学生正处于青春期，他们对新鲜事物充满好奇，学习积极性较高。在英语学习方面，他们已经具备了一定的词汇量和基础语法知识，但部分学生对一般现在时的掌握还不够熟练，需要在本单元的学习中进行巩固。此外，学生在口语表达方面存在一定困难，需要教师在课堂上给予更多关注和指导。
2.教学过程设计：
（1）导入：通过展示不同类型的家庭照片，引起学生对家庭话题的兴趣，为新课学习做好铺垫；
（2）新授：以任务型教学法为主，引导学生学习本单元的词汇、句型和一般现在时的用法；
（3）巩固：设计各种实践活动，让学生在实际情境中运用所学知识，提高语言运用能力；
（4）拓展：鼓励学生分享自己的家庭故事，增进对家庭文化的了解，提高跨文化交际意识；
1.教师引导学生回顾本节课所学内容，总结一般现在时的用法和词汇、句型知识。
2.学生分享自己在课堂上的收获，反思学习过程中的不足，为下一步学习制定计划。
3.教师强调本节课的重点，提醒学生注意语法、词汇的运用。

人教版七年级上册英语-Unit4 Where’s my schoolbag 教案

Unit 4 Where’s my schoolbag?一、教学目标1.学习一些有关家具物品和学习用品的单词2.运用方位借此表述物体位置3.掌握where问句的回答、一般疑问句提问并用方位介词回答4.学习名词单复数及人称代词they的用法二、能力目标1.学会正确描述物品作在的位置；2.学会询问自己或他人物品的具体位置；3.能够合理地描述和设计房间。

三、情感目标培养学生整齐地摆放自己物品的生活习惯。

四、语言目标1.词汇: Rooms of the house, furniture, table, bed, sofa, chair, desk, radio, clock, tape, tape player, model plane, on, under, where, their, Come on2.句型:Where is his pencil?It is in his schoolbag.Where’s your ruler?It’s under the chair.Where are my books?They’re on the sofa.五、教学重点:1.方位借此in, on, under, behind, in front of, near等的用法2.where的特殊疑问句和一般疑问句Is the…in/on/under…？的肯定、否定回答。

3.新单词: bed, dresser, table, bookcase, backpack…六、教学难点:1.能够准确运用方位借此描述物品所在的位置2.能够运用where问句找到物品的位置。

七、课时安排The 1st period (第一课时): Section A (1a –2d)The 2nd period (第二课时): Section A (Grammar focus – 3c)The 3rd period (第三课时): Section B (1a- 1e)The 4th period (第四课时): Section B (2a- 2c )The 5th period (第五课时): Section B (3a- Self Check )The 1st period (第一课时): Section A (1a –2d)Teaching aims（教学目标）1. 掌握有关物品的名称table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc；2. 学会谈论物品的位置。

人教版七年级英语下册教案Unit 4 教案

人教版七年级英语下册教案Unit 4 教案In Unit 4.we learn about rules and ns。

especially the ones we should follow in class。

In this n。

we will focus on using XXXFirst。

we will learn some new words。

such as "rules," "arrive," "late," "hall," "dining hall," "listen," "XXX," "fight," and "sorry." We will also learn some new sentence structures。

such as "Don't eat in class," "You must be on time," and "Eat in the dining hall."We will also learn about the meanings of some signs and symbols。

In terms of nal and moral values。

we will understand the importance of rules and ns in our daily lives。

both at school and at home。

and in society in general。

XXX will be on the use of imperative sentences。

including affirmative and negative forms。

英语七年级上册人教版unit4教案

英语七年级上册人教版unit4教案课程名称：英语七年级上册人教版unit4教案一、教学目标1.掌握本单元的主要词汇和短语；2.能够听、说、读、写有关家庭成员的表达；3.能够运用所学知识描述自己的家庭成员。

二、教学重点和难点1.教学重点：掌握本单元的主要词汇和短语，能够听、说、读、写有关家庭成员的表达；2.教学难点：能够运用所学知识描述自己的家庭成员。

三、教学过程1.导入新课–利用图片等教具帮助学生了解本单元的内容和主题。

–引导学生回忆和叙述自己的家庭成员。

2.学习新词汇和短语–教师给出单词和短语的中文意思，学生跟读并模仿发音。

–利用图片和实物等教具帮助学生理解和记忆新词汇和短语。

3.听力训练–播放相关的听力材料，让学生听并回答问题。

–分组进行听力练习，让学生互相提问并回答。

4.口语训练–设计各种情景对话，让学生进行角色扮演，练习运用所学知识进行对话。

5.阅读训练–分发阅读材料，让学生阅读并回答问题。

–设计相关的阅读任务，让学生合作阅读，并互相询问答案。

6.书面表达–让学生运用所学知识，描述自己的家庭成员。

–提供范文和写作模板，帮助学生完成作文。

7.温故知新–设计一些小游戏和测试，复习本单元的知识和内容。

四、教学评价1.通过听、说、读、写的综合训练，评价学生对本单元知识的掌握情况。

2.设计相关练习和测试，对学生的能力进行评价。

五、教学资源1.课件及相关教具；2.单词卡片、图片和实物等教具；3.听力材料、阅读材料和相关练习题；4.范文和写作模板；5.小游戏和测试题。

六、拓展阅读•推荐学生找一些有关家庭成员的英语文章进行阅读，提高阅读能力和理解能力。

七、课后作业1.背诵本单元的重点词汇和短语；2.完成相关的听力和阅读练习题；3.完成书面作业，描述自己的家庭成员。

八、板书设计•Unit 4: My Family•Vocabulary: father, mother, brother, sister,grandparents, cousin, uncle, aunt•Phrases: in front of, next to, between, on the left/right of九、教学反思根据学生的实际情况和进度，灵活调整教学策略和教学内容。

人教版七年级英语上册教案 Unit 4 第1课时 Section A (1a-1c)

Unit4 Where'smyschoolbag?1．单元话题以“房间里的物品”展开，情境属于新课标“人与自我”主题范畴中的“做人与做事”这一主题群，涉及子主题“自我认识，自我管理，自我提升”。

2．单元主题体现《中国学生发展核心素养》中的“自主发展”方面，提升学生的“健康生活”这一素养，立足于“自我管理”这一基本要点。

3．能熟练拼写table 、bed 、sofa 、chair 等表示物品名称的单词，并能灵活运用in 、on 、under 等介词来描述物体的具体位置。

4．能通过听力训练，获取物品所在位置的正确信息。

5．能灵活运用一般疑问句及含有where 的特殊问句谈论物品的位置。

6．能通过对物品位置的正确描述，学会自己动手设计房间，激发对生活的热爱。

【课时建议】本单元建议5课时SectionA(1a－1c)(一课时)SectionA(2a－2d)(一课时)SectionA(GrammarFocus－3c)(一课时)SectionB(1a－1e)(一课时)SectionB(2a－SelfCheck)(一课时)词汇短语：利用直观的形体语言、动作、语境等教单词，活跃学生思维，帮助学生理解和记忆生词。

或者课前引导学生通过自主学习初步接触本课要学的新单词，在新单词的教学过程中，让一些有能力的学生将自己已有的知识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。

基本句子：通过听、说、读、写进行大量操练，使学生掌握句型的用法，避免单调枯燥的语法讲解。

语法：就本单元话题“Things around the house”，用基本句型“Where's/Where're…？”以及答语“It's/They'reon/in/under…”谈论物品的位置，采用freetalk加深印象。

第一课时SectionA (1a－1c)Step1 情景导入【参考案例】Warmingupandrevision(Preparesomeschoolthings.)T：Whereismywatch？(Thereisawatchontheteacher'sdesk.)S1：It'sonyourdesk.T：Yes，youareright.Whereis/are…？设计意图：通过实物展示，抛出问题，学生说出相关单词：where，table，bed，bookcase，sofa，chair，on，under等，让学生熟悉目标词汇。

人教版七年级上册英语 Unit 4 Section A (1a-1c) 教案

Unit 4 Where's my schoolbag?Section A (1a-1c)一、教学目标：1. 语言知识目标：1) 能掌握下列词汇：where, table, bed, bookcase, sofa, chair, on, in, under2) 学会运用方位介词in, on, under和where句型表述物品所在的位置。

3) 能掌握以下句型：①—Where's…? —It's in/on/under…②—Where are…? —They're in/on/under…2. 情感态度价值观目标：培养学生整齐地摆放自己物品的生活习惯。

在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。

二、教学重难点1. 教学重点：1) 方位介词in , on , under的用法。

2) Where的特殊疑问句2. 教学难点：1) 学会正确描述物品作在的位置；2) 学会询问自己或他人物品的具体位置；三、教学过程Ⅰ. Warming-up and revision1、G reeting2、Game ：guess some things that the teacher hid just now.（An orange, a phone, an ID card, ,a ping pong ball ,a schoolbag, a watch ）3、Watch a video (in on under)Ⅱ. Presentation1. Present the furnitureT: Look at the big picture on the screen. This is a big nice room. I want to own such a room. Because there is some nice furniture in it. Do you know the names of the furniture?(Show a picture of a bed and a bookcase.)T: What’s this? It’s a bed. “BED”. Read after me. B-E-D, bed.S s: B-E-D, bed.T: What’s this? It’s a sofa. S-O-F-A, sofa.S s: S-O-F-A, sofa.(Teach the other words bookcase /table/chair/desk/hat/head in the same way.)2. Present in/ on/ underT: Where is my book? It’s on the desk. (Put a book on the desk.)S1: It’s on the desk.T: Where is my book? It’s on the desk. (To all the students.)Ss: It's on the desk.T: Where is my pen? It’s in the pencil case. (Put a pen in the pencil case and ask.)S1: It’s in the pencil box.T: Where is my pen? (To all the students.)S s: It’s in the pencil box.T: Where is my schoolbag? (Put a schoolbag under the desk and ask this question.)S1: It's under the desk.T: Where is my schoolbag? (To all the students)S s: It’s under the desk.Write "in, on, under" on the blackboard.3. Game:let the Ss see the game,then say the wordsⅢ. Listening1. Let Ss listen to the tape and finish 1b.2. Ss listen to the tape and number the things [1-4]in the picture.3. Check the answers with the class.Ⅳ. Pair work1. Practice the conversation in 1a with your partner.2. Ss practice the conversation. Then ask some pairs to act out the conversation.3. Then make your own conversations using the words in the box (in/ on/ under).Ss may look at the picture in 1a and make their own conversations. They can also using school things around them to make their own conversations.4. Ask some pairs to act out their conversations.Ⅴ. PracticeLet the Ss look at the picture,then finish the exercises:Make your own conversations by using where and on/ in/under.(看图用where和on/in/under写出3到5句话来描述你房间)For example: My schoolbag is under the table. My pens are in the pencil box.This is my bedroom.5.看图填空（1）Where__________(be) my computer game ?It’s ____________ the table.（2）Where ____________(be) my keys?They’re____________ the table.四板书设计：Unit4 Section A (1a-1c)Where’s my schoolbag?--Where +be +主语？（单/复数形式保持一致）Where’s= Where is--主语+be+｛on in under ｝+限定词（the/某人的）+名词Where’s(Where is) my pen? It’s ( It is) on the table.Where are my pens ? They’re (They are ) under the chair五、课堂小结Where’s(Where is)….? It’s in/on/under…Where are……? They are in/on/under….六、作业布置1. Write 5 sentences to describe the location of the things in you room by usingwhere/in/on/under.(写5个句子来描述你房间的物品摆放位置）2. Help your parents to tidy the house。

新人教版七年级上册英语 Unit4 第1课时教案(教学设计)

Unit4 Where’s my schoolbagSection A (1a-2d)词汇:where, table, bed, bookcase, sofa, chair, on, under, come, desk, think, room, their, hat, head句型:1.能够使用where引导的特殊疑问句询问物品位置并使用方位介词描述物品所在位置：—Where’s the schoolbag? —It’s under the table.2.能够使用一般疑问句确认物品位置：—Are the keys on the sofa? —No, they aren’t. They’re on the table.1.学习方位介词的用法2.能用特殊疑问句和一般疑问句询问或确认物品位置能够准确使用where引导的特殊疑问句并作答Step 1复习看图表演对话：①运用图片所提示的物品，教师与学生示范对话，谈论物品的名称和所属关系。

②学生模仿句型，两人一组编对话。

Step 2导入1.单词学习：利用一些实物，通过“What’s this in English?”这一句型，来学习1a中相关物品的英文表达。

2.看图说单词：学生看图说单词并尝试拼写。

3.单词游戏：请几位同学分别代表所学的物品，进行类似萝卜蹲的游戏。

4.完成1a：将单词与物品配对。

【答案：b； e； h； g； d； a； f； c】Step 3学习方位介词1.教师拿一个盒子和一支笔，分别向学生演示如何使用简单的方位介词on, in, under来描述物品所在位置。

2.反应练习：学生根据教师的手势，迅速说出对应的方位介词。

3.介词短语学习：通过几组图片的展示，学会用介词短语表达方位。

如：on the table, in the room, under the tree等。

Step 4学习新句型1.看图描述：通过图片以陈述句的形式描述物品位置。

人教版初一英语unit4教案_图文.doc

课题名称：Travel Journal课程模块及章节：必修1 Unit 3的period 1部分活动导学Individual work:1.Where have you been to?2.Where do you want to goand why?3.Do you like traveling?Why?Pair work:Which transportation do youprefer to use when gotravelling?Group work:Make a plan for youplan(combine what youdiscussed)1.通过提问学生的旅游经历来引起学生的兴趣。

2.通过之前的图片，学生会有一些自己特别想去的地方，借此来让学生表述。

3.思考并回答去旅游有哪些交通工具，并说出他们利与弊。

4.用英语讨论旅游计划需要考虑的因素。

学生自己的亲身经历可以使学生更有讨论下去的兴趣，明口使用各种不同旅游交通工具的利与弊。

每个环节的discussion环环相扣当堂评价 1.通过提问方式检测学生的答题情况。

2.完成课后作业:1、review what we havelearnt today.2^ Preview the passage andfinish theexercises in page19(1-3)独立完成相关习题，找出自身不足并加以改进和提高。

检测学生的答题情况。

板书设计Unit 3 Travel journalPeriod 1 Key points:① the advantages and disadvantages of different transportat ions.② some words and expressions to describe your trip.Exciti ng/tiri ngHave a good time。