冀教版七年级英语下册教案设计

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冀教版七年级英语下册第三单元(同步教学设计)

2.语法：学生能够理解并运用一般现在时描述天气状况，掌握一般现在时的构成和用法。
3.听力：学生能够听懂并理解与本单元主题相关的对话和短文，获取关键信息，提高英语听力水平。
4.口语：学生能够在日常生活中用英语询问和描述天气状况，提高口语表达能力。
5.阅读与写作：学生能够阅读并理解与本单元主题相关的文章，学会从文章中提取关键信息，并能够仿照文章结构，编写关于天气的小短文。
2.语法讲解：教师以一般现在时为切入点，讲解其构成和用法。通过对比中文和英文的时态表达，帮助学生理解一般现在时在实际语境中的应用。
3.对话学习：教师呈现本单元的对话文本，引导学生跟读、模仿，并注意语音、语调的准确性。同时，针对对话中的重点句型进行讲解，让学生在实际语境中感受语法规则。
（三）学生小组讨论
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法引导学生学习：
1.任务型教学法：通过设置真实情境，引导学生用英语完成任务，培养学生运用英语进行实际交流的能力。
2.合作学习法：鼓励学生进行小组合作，互相讨论、交流，提高学生的合作能力和团队意识。
3.情境教学法：利用图片、视频等资源，创设情境，让学生在情境中感知、体验和运用英语。
-组织学生进行天气主题的研究性学习，培养学生自主学习和探究的能力。
四、教学内容与过程
（一）导入新课
在本环节中，教师将采用情境导入法，激发学生的兴趣和好奇心。首先，教师播放一段天气预报的视频，引导学生观察和描述视频中的天气情况。接着，教师提出以下问题，引导学生思考：
1. What's the weather like today?
-语法的实际应用：学生在实际对话和写作中，对于一般现在时的使用可能会出现错误，需要通过大量的练习和指导来克服。

七年级英语冀教版下册全册教案

教案教案备注备注Lesson 1 May I Go To Beijing? Teaching goals 教学目标教学目标a. 掌握词汇及短语掌握词汇及短语 may go go go shopping shopping to mom on trip the city of too and please far from kilometer okay hard great eat ask leave of so but busy only square Tian’anmen Square restaurant question sorry b. 句型句型 —May I …? —Yes, you may. /No, you may not. t oo… to… Teaching important and difficult points 教学重难点教学重难点 Teach the student to learn the following expressions: —May I…? —Yes, you may. /No, you may not. too … to … / be far from / go on a trip Teaching methods 教学方法教学方法 Listening and speaking. Teaching aids 教具准备教具准备 Audiotape. Teaching procedures & ways 教学步骤与方式教学步骤与方式教学步骤与方式 Step I Greeting and lead-in Greet the students and get them to talk about their holidays. Get some other students to talk about their holidays. And then show some places of interest and continue talking with the students to make them understand the phrase go on a trip to. T: I had a nice holiday too. I went on a trip to Beijing. Look! There are some pictures about this city. T: How about the first picture? S: It’s Tian’anmen Square. T: That’s right ! The second one? ! The second one? S: It’s Gugong. (In Chinese) T: In English It is named the Palace Museum. S: The Palace Museum. T: How about the last one? S: It’s Changcheng. T: It’s the Great Wall in English. S: The Great Wall. T: There are so many beautiful places in Beijing. And Beijing is the capital city of our country. Would you like to travel to Beijing? (To one student) S: Y es. T: Would you like to go on a trip to Beijing too? Help the student to answer. Make sure the students know the meaning of go on a trip to. S: Yes. I’d like to go on a trip to Beijing. Step II Practice Get the students to learn to talk about permission by using the phrase: to go on a trip to. The teacher can show them some pictures of places of interest to help them to discuss. T: What city would you like to go on a trip to, Beijing or Guilin? S: I’d like to go on a trip to Guilin. Ask more students the same question to let them learn the phrase go on a trip to well T: Gulin is a very beautiful place. May I go on a trip with you? Help the student to answer: Yes, you may. Or No, you may not. Explain the meaning in Chinese if necessary. S: Yes, you may. T: T: (To (To (To another another another student) student) student) I I I have have have no no no money money money to to to go go go on on on a a a trip trip trip to to to Guilin. Guilin. May I borrow some money? S: No, you may not. Step III Text learning Get the students to learn the text. Listening Get the students to listen to the tape and answer a question. And then get them to repeat after the tape. T: T: Li Li Li Ming Ming Ming wants wants wants to to to go go go on on on a a a trip trip trip to to to Beijing. Beijing. Beijing. Listen Listen Listen to to to the the the tape tape carefully. Does Li Ming’s mother go on a trip to Beijing too? S: (After listening) Yes. Paraphrasing Explain the following sentences. Notes: 1. You are too young to go, Ling Ming. It means Li Ming is too young. If he goes to Beijing, he cannot take care of himself. 2. Beijing is far from our city. It means Beijing is not near Shijiazhuang. 3. You work hard in school. It means Li Ming studies hard. Practice Get the students to read and act out the dialogue in pairs. And then ask them to work in pairs and make up their own dialogues using go on a trip to, too… to…, be far from and May I…? They can talk from the following aspects: 1.Where you want to go for a trip; 2. Why you cannot / can go there; 3.Who will go with you. Walk around to give them a hand if necessary. Sample dialogue: S1: May I go on a trip to New York, mom? S2: No, you may not. Now York is too far to go. S1: Dad? S3: No, you are too young to go. You can go to a city near our home. S1: May I go on a trip to Lasa? S3: No, you may not. It’s far from our city.S1: May I go on a trip to Beijing? S2 and S3: Yes, you may. We will go to Beijing too. Step IV Homework Finish the exercises in Activity book. Practice the dialogue in pairs. Preview Lesson 2 Lesson 2 May I Invite Danny and Jenny? Teaching goals 教学目标教学目标 a. 掌握词汇掌握词汇want come hello with who when do leave for arrive. b. 认知词汇认知词汇 invite them Mrs. call oh wonderful invitation bye hooray c. 句型句型 When do you leave for …? / When do you arrive in / at …? —May I speak with / to …? —This is … (speaking). Who’s that?Teaching important and difficult points 教学重难点教学重难点Grasp the expressions of making phone calls. Teaching methods 教学方法教学方法 Listening and speaking. Teaching aids 教具准备教具准备 Audiotape and pictures. Teaching procedures & ways 教学过程与方法教学过程与方法教学过程与方法 Step I Lead-in and speaking T: Good morning, class. S: Good morning, Miss /Mr. /Ms. … T: We know that Li Ming will go on a trip to… S: Beijing! T: Do you want to go to Beijing? Why or why not? Help Help the the the students students students to to to answer answer answer these these these questions questions questions from from from the the the following following aspects: Affirmative: 1. have fun; 2. learn a lot that can not be found in the text book; 3. make other friends … Negative: 1. Beijing is too far away; 2. too young to go; 3. … T: If you can go to Beijing, who do you want to take with you? Why? S: I may go with my parents. They can take care of me, and share the happiness together. S: I may go with my friends. We have the same interest and can have a lot of fun. S: I may go with my little brother. I can learn to take care of him and learn a lot. T: Good! Wish you a good trip to Beijing. Step II Reading Fast reading Get the students to scan the dialogue to look for the expressions about making phone calls in English. T: Li Ming wants to go to Beijng, do you know who does he want to take to Beijng? Now, look through the text and show me the answer. S: Jenny and Danny. T: That ’s it! But where are Jenny and Danny? S: They live in Canada. T: So how can Li Ming invite them? S: Make a phone call. T: Good! Please read the dialogue in Lesson 2 silently and try to find out ways to make a phone call. After the students finish reading, summarize the following patterns. —Hello. May I speak with / to …?—Yes, this is…. Who’s that?—This is …T: Great! Careful reading Get the students to learn about how to invite somebody on the phone. 1. Paraphrasing Make a dialogue to help the students understand the phrases leave for and arrive at / in. T: Hello. May I speak to Mary? S: Hello. This is Mary. Who is that? T: This is … I’m going on a trip to Beijing. Would you like to go with me? S: Y es. T: Let’s meet at the school gate at 9:00 on Friday. OK? S: OK. Draw Draw the the the school school school gate gate gate and and and Beijing Beijing Beijing West West Railway Railway Station Station Station on on on the the blackboard and let the student come to the front of the classroom to act act with with with you. you. you. The The The two two two walk walk walk from from from the the the school school school gate gate gate in in in the the the picture picture picture to to Beijing Railway Station in the picture. T: We are leaving our school. We are leaving for Beijing. Now we are arriving arriving in in in Beijing, Beijing, Beijing, arriving arriving arriving at at at Beijing Beijing Beijing West West West Railway Railway Railway Station. Station. Station. W W e usually arrive at a small place; and arrive in a big place. Got it? Write Write the the the phrases phrases phrases on on on the the the blackboard, blackboard, blackboard, explain explain explain them them them and and and lead lead lead the the students to read them. 2. Reading Get the students to read the dialogue and answer the questions given. After that ask them to listen and repeat, and then act out the dialogue. Who does Li Ming want to take to Beijing? (He wants to take Danny and Jenny to Beijing.) Can Jenny come? (Yes, she can.) When do Li Ming and his mother leave for Beijing? (They leave on February 1 in the morning.) When When do do do they they they arrive arrive arrive in in in Beijing? Beijing? Beijing? (They (They (They arrive arrive arrive in in in Beijing Beijing Beijing in in in the the afternoon on February 1.) Step III Presentation Let Let the the the students students students work work work in in in pairs pairs pairs to to to make make make up up up similar similar similar dialogues dialogues dialogues to to practice the expressions of making a phone call. They can talk from the following aspects: 1. Where you want to go for a trip; 2. Who you want to invite to have a trip; 3. When you leave. Ask some pairs to act out their dialogues. Step IV Homework Finish off the exercise in Activity book. Preview Lesson 3. Lesson 3 How Far Is Beijing? Teaching goals 教学目标教学目标 a. 掌握词汇掌握词汇 me about here him there say thousand b. 认知词汇认知词汇 dinosaur think visit Edmonton laugh worry be partner practice c. 句型句型 How far is it from … to …? It It’’s about … kilometers. Teaching important and difficult points 教学重难点教学重难点 Grasp the expressions of talking about distance. How to express numbers from one hundred to ten thousand. Teaching methods 教学方法教学方法 Listening, and speaking. Teaching aids 教具准备教具准备 Audiotape and maps. Teaching procedures & ways 教学过程与方式教学过程与方式教学过程与方式 Step I Revision Greeting T: How are you doing? S: We are fine. Revision Help the students review Lessons 1 & 2 by asking questions. Why does Li Ming want to go on a trip to Beijing? Because Beijing is the capital city of our country and it’s not far from his city, Shijiazhuang. Why does Li Ming’s mother let Li Ming go on a trip to Beijing? Because Because Li Li Li Ming Ming Ming is is is not not not too too too busy, busy, Beijing Beijing is is is not not not very very very far far far from from Shijiazhuang, Li Ming is a good student and works hard in school. What can Li Ming do in Beijing? He can go shopping, eat in restaurants and go to a hotel. Step II Lead-in Show the students the map of China and the world map to help them to talk about distance. Lead the students to read the numbers in this lesson. Step III Text learning Reading Get Get the the the students students students to to to read read read the the the text text text again again again and and and answer answer answer the the the following following questions. T: Now please read the dialogue and find out the answer to the two questions: Why is Mrs. Dinosaur worried? And can Danny go? S: Because Canada is too far from China. S: Yes, he can. T: That’s right. Listening Then get the students to listen to and repeat after the tape. Later, ask them to act out the dialogue. Step IV Get the students to talk about distance. Speaking Write How far is it from … to …? / It’s about… kilometers and some numbers on the Bb to let the students practice talking about distance. Explain the usage of hundred and thousand. Notes: Notes: hundred, hundred, hundred, thousand thousand 前面有具体数字时，不要加s; 一般情况下，百位与个位之间用and （也可以不用and ）十位和个位之间可以用连字符，也可以不用。

冀教版七年级下册英语全册教案

冀教版七年级下册英语全册教案二、教学重难点1.Talking about distance. Using “will”and numerals.2. Regular and irregular verbs. Simple past tense.3.Talking about school. Using adverbs: always, often, usually, sometimes, never.4.Talking about weekend activities and personal interests. Using “be going to ”.5.Reflexive pronouns: myself, yourself.6.Talking about sensons and activities. Exclamatory sentences.7.Talking about habbits, exercise and good health. Using “ there be ”.8.Talking about plans. Modal verb: can.三、教学措施1、加强词汇教学。

包括单词拼写，词义记忆，语用功能的训练，在日常教学中一定要紧抓不懈。

词汇是文章、句子的基本单位。

词汇量的大小，直接关系到学生能否流利地运用英语进行交际，能否熟练地用英语读和写，能否流利地用英语思考。

2、基本的语法教学一定要与语境相结合。

进行语法操练时，要坚持“四位一体”，即话题、语境、结构、功能相结合。

抓住话题，联系语境，确定语法结构，明确语法功能。

3、加强交际用语教学。

在教学语言功能项目时，要尽量避免格式化，不要限制学生的思维能力，要培养学生灵活运用语言的应变能力。

4、进一步培养阅读能力。

阅读能力的培养在于平时。

教师在平时讲解阅读理解题时，应着力帮助学生分析语言材料，而不是核对答案。

5、听说领先，读写跟上，综合训练，扎实双基。

初中英语冀教版七年级下册教案

初中英语冀教版七年级下册教案一份优秀的英语教案是教师上好一堂课的保障。

下面小编给大家分享一些初中英语冀教版七年级下册教案，大家快来跟小编一起欣赏吧。

初中英语冀教版七年级下册教案范文Lesson 4 How Can We Go to Beijing?1.导入新课教师播放一段飞机、公共汽车、火车的视频片断，播放同时教师介绍： An airplane is fast. A bus is slow.A train is faster than a bus but slower than an airplane. 2.听录音，学新词教师出示飞机、公共汽车、火车的图片，学生边看图片，边听课本录音第一部分，掌握新词 airplane, fast. slow的读音。

3.讲解形容词的比较级1) 教师出示自行车和公共汽车的图片，说：A bike is slower thana bus. A bus is faster than a bike.2) 出示公共汽车和火车的图片，说：A bus is slower than a train.A train is faster than a bus.教师讲解比较级的构成形式：A +is +形容词的比较级+than+ B.3) 学生运用教师出示的交通工具图片进行模仿操练。

4.听，读，说教师提问：How can Li Ming go to Beijing? 学生听一遍录音后，找到问题的答案。

学生跟读录音两遍，两人小组进行练习。

5. let sb do sth 句型操练Let’s go to Beijing by plane. Let’s sing a song. Let’s takea train.6.唱歌。

教师讲解歌词，学生唱歌，巩固复习本课的重点句型。

7.总结拓展总结本课重点短语和句型。

8.随堂测试Lesson 5 Leaving and arriving1.复习请两组同学表演 Lesson 4 , Part2。

七年级英语下册教学(冀教版,河北专版)Lesson13HowIsSchoolGoing优秀教学案例

4.引导学生树立正确的价值观，认识到学习英语的重要性，为将来的个人发展奠定基础。
5.通过对本节课的学习，使学生感受到英语学习的乐趣，提高他们的英语素养。
在教学过程中，我将密切关注学生的学习进度，关注他们的情感需求，适时调整教学方法和策略，以确保教学目标的有效实现。同时，注重课内外相结合，拓宽学生的学习渠道，提高他们的综合素质。
3.利用合作学习法，鼓励学生互相交流、合作，提高他们的团队协作能力。
（三）情感态度与价值观
1.培养学生积极的学习态度，使他们能够主动参与课堂活动，乐于用英语交流。
2.增强学生的自信心，使他们相信自己能够学好英语，克服学习中的困难。
3.的挑战，健康成长。
4.多元化评价关注全面发展：教师采用多元化的评价方式，关注学生的全面发展，鼓励他们自信地面对学习中的挑战，提高了他们的自我认知和自我调整能力。
5.作业小结巩固知识：教师布置的作业要求学生用一般现在时态写一篇关于学校生活的短文，既巩固了所学知识，又提高了学生的写作能力。同时，鼓励学生互相交流、分享作业成果，进一步提高了他们的表达能力。
在教学过程中，我将密切关注学生的学习进度，关注他们的情感需求，适时调整教学方法和策略，以确保教学目标的有效实现。同时，注重课内外相结合，拓宽学生的学习渠道，提高他们的综合素质。
四、教学内容与过程
（一）导入新课
1.利用图片、视频等多媒体资源，展示学校生活的场景，引导学生回忆学校生活中的美好时光。
2.向学生提问：“你们在学校生活中最开心的事情是什么？”、“你们觉得学校生活有哪些困难？”等问题，激发学生的思考。
2.使学生能够运用一般现在时态描述自己的学校生活，提高他们的英语表达能力。
3.通过本节课的学习，让学生了解学校生活的各个方面，增进对英语学习的兴趣。

冀教版七年级下英语教学工作计划4篇

冀教版七年级下英语教学工作计划4篇冀教版七年级下英语教学工作计划篇1本学期我担任七年级英语教学工作，结合初一学生的特点，特制定计划如下：一、指导思想依据《课程标准》和“备教批辅考”的要求，认真贯彻“洋思中学的教学方法和理念”.二、教学目标根据课标要求，使学生对英语学习表现出积极性和初步的自信心，能听懂有关熟悉话题的语段和简短的故事;能与教师或学生就熟悉的话题交换信息;能读懂简单的书面材料;能参照范例或借助图片写出简单的句子，使学生在听说读写等各方面得到训练和发展。

重难点：根据教材的特点，加强语音和词汇教学，加强语言的理解和运用。

措施：采用循序渐进的操练活动，例如结对活动和小组活动。

由不同层次学生组成的对子和小组中，尖子生帮助后进生的同时，自己也复习了所学知识。

在层次相同学生中，学生可按照自己的进度完成活动并操练语言。

同时，让学生运用重点语法和词汇创造新的对话。

课后作业让学生复习重点词汇及新的语法项目。

花时间辅导语言不流利的学生。

在开展结对活动之前，要确保每个人都理解词汇的意义并知道活动如何进行。

总之要充分运用任务型教学方式，让学生积极主动学习。

三、课时安排本学期教学任务共2个复习单元，12个基本单元，教学时间紧，任务重，每单元又都为新课。

最后一课时做复习和练习，并适当安排单元测试。

四、补充改进意见适当增加学生的阅读量，扩大词汇量。

最后，在教学过程中，我将努力培养学生的创新意识，创造精神。

利用多媒体教学手段和互联网的广博信息，鼓励学生积极组成各种类型的活动小组，参与各项活动，争取让学生在协作与竞争中激发自己的潜能，开拓新的学习方法，实现创造性学习。

冀教版七年级下英语教学工作计划篇2一、学生基本情况分析七年级_班共有学生45人，这届学生英语基础不是很好，学生从小学到初中，是一个极大的转折点，包括从心理上和身体上的。

但本班学生还比较活跃，比较爱学习，面对新的学校，新的班级，新的老师，所以对英语学习还是有着浓厚的兴趣，也带着希望和梦想，希望这是一个极好的开始。

冀教版英语七年级下册教案(全册)

Lesson 1 A Trip to China【教学目标】掌握单词、短语及重要句型。

【教学重点】掌握并运用一般将来时【教学难点】同上【教学过程】一、词汇学习1. Here is a good ________________(机会) for you.2. ________________________(丝绸之路) has a long history.3. Here is the ________________(短信) from school.4. How much ______________(消息) did you get from him?5. Who_______________(带领) the trip? – Mr. Martin will.二、听力训练课本P3 Let’s Do It. Part 1.三、任务阅读课本P3 Let’s Do It. Part 2.四、课文讲解1.语法讲解——一般将来时（表示将来某个时间发生的动作或存在的状态）①构成will + do(动词原形)②常见的时间状语：a. tomorrow明天; b. next… 下….-如：next week下周；next year明年； c. soon 尽快； d. tonight=this evening 今晚；e. someday 有朝一日；f. in the future 在未来③含有will的句子变一般疑问句，把will提前。

回答时用Yes, sb. will. 或No, sb. won’t.Eg. The girl will watch TV.–Will the girl watch TV? Yes, she will. No, she won’t.④含有will的句子变否定句，在will 后加not，即will not = won’t.Eg. The girl will play. –The girl won’t play.跟踪练习①My brother _________________(fly) to Beijing tomorrow.②______the boy_____________(watch) the film tonight?③They______________(not play)basketball with us next week.④Her father will help me.(变一般疑问句，作肯定和否定回答)________________________________________________________________⑤Mom will buy some apples. (变否定句)⑥He will draw. (划线提问)____________________________________________2. May I ask you a question?May I….? 表达有礼貌的请求。

冀教版七年级英语下册教案

冀教版七年级英语下册教案一、教学目标1.语言知识目标（1）通过本节课的学习，学生能熟练掌握并正确使用以下词汇：bookstore, supermarket, library, hospital, post office, bank。

（2）能理解并正确运用以下句型：- Excuse me, where is the bookstore? It's next to the supermarket.- Excuse me, is there a library near here? Yes, it’s across from the supermarket.- Excuse me, how can I get to the hospital? Go straight and turn right.2.语言技能目标能够用英语向别人询问和指路，并理解他人给予的指引。

3.情感态度价值观目标（1）培养学生主动使用英语的兴趣和自信心。

（2）培养学生乐于助人和礼貌待人的良好品质。

（3）倡导学生尊重他人，积极与他人沟通交流的价值观念。

二、教学重难点1.教学重点（1）通过本节课的学习，学生能熟练掌握并正确使用目标词汇。

（2）能够理解并正确运用目标句型进行日常对话。

2.教学难点学生能够正确使用方向词汇和表达方式，能够正确指引和理解他人的指引。

三、教学过程1.导入新课（1）与学生进行问候和日常交流，温暖和谐的氛围中进入新课教学。

（2）通过一段简短的对话，引入本节课要学的单词和句型。

让学生根据上下文理解单词的意思，并理解句型的用法。

2.新课讲解（1）引导学生通过图片、实物等进行词汇的学习与讲解，并与学生一起朗读和记忆。

（2）通过图片展示和实际案例，向学生展示目标句型的用法和结构，并进行示范齐读和分角色朗读。

（3）引导学生分组练习并巩固句型。

进行角色扮演，让学生在实际情景中运用所学句型进行对话练习。

3.练习巩固（1）设计一些游戏和练习，巩固学生所学的词汇和句型。

冀教版七年级英语下册教案

冀教版七年级英语下册教案第一单元：教师自我介绍教学目标•了解教师的职业特点和工作经历；•能够用简单的英文自我介绍。

教学过程Step 1：自我介绍教师向学生介绍自己的姓名、职业、工作经历和兴趣爱好，并邀请学生也介绍一下自己。

Step 2：观看视频播放一段英文自我介绍的视频，让学生了解英语自我介绍的常用表达方式。

Step 3：共同探讨老师与学生共同讨论英语自我介绍的常用表达方式和常见错误，加深学生对自我介绍的认识。

Step 4：合作练习让学生两两合作，根据老师提供的模板，用英语互相进行自我介绍，并刻意避免句子结构简单重复和语法错误。

Step 5：展示演讲邀请几位学生上台展示自己的英语自我介绍，老师需要进行语音语调分析和修正。

相关扩展•学生可在家完成英文自我介绍的作业，与全班分享；•学生可以与老师或同学进行多次合作练习，并不断优化自己的表达能力。

第二单元：身体健康教学目标•掌握身体部位的名称，如头、腿等；•学会用简单的句子描述身体部位的疼痛情况。

教学过程Step 1：图片展示展示人体各个部位的图片，引导学生认识身体的各个部位，并了解其名称。

Step 2：身体部位练习让学生模仿老师口头描述身体部位名称，并进行口头练习。

Step 3：疼痛描述让学生用英语简单描述身体部位的疼痛情况，并教授有关疼痛描述的常用表达方式。

Step 4：角色扮演让学生两两合作，进行角色扮演，模拟身体部位疼痛的情况。

其中一名学生扮演患者，另一名学生扮演医生，进行简单的交流和诊断。

相关扩展•学生可以通过查阅相关资料，了解有关身体健康和急救知识；•可以邀请医生和护士进行讲课，增强学生对身体健康的认识。

第三单元：家庭和职业教学目标•了解家庭成员和职业的名称；•能够用英语简单描述某个家庭成员或职业的特征。

教学过程Step 1：图片展示展示家庭成员和职业的图片，让学生了解家庭成员和职业的名称，简单了解其特征。

Step 2：分类练习让学生将家庭成员和职业分类，并进行口头训练。

冀教版英语七年级下册Unit3：Lesson15Makingadifference.教学设计

3.任务驱动：设计一些与公益活动相关的任务，如编写一个公益宣传册，让学生在实际操作中运用所学知识，提高语言运用能力。
4.情感教育：结合课文内容，引导学生思考如何在自己的生活中做出改变，为他人和社会带来积极影响。通过讨论和分享，培养学生的爱心和社会责任感。
5.分层教学：针对学生的个体差异，设计不同难度的练习和活动，使每个学生都能在课堂上得到锻炼和提升。
在此基础上，大部分学生具备一定的合作意识和团队精神，但个别学生可能较为内向，课堂参与度不高。因此，在教学过程中，教师应关注这部分学生的情感需求，鼓励他们积极参与课堂活动。
此外，学生在学习过程中对新鲜事物充满好奇，对于贴近生活的教学内容表现出较高的兴趣。因此，本章节以公益活动为主题，符合学生的认知特点和心理需求，有利于激发学生的学习兴趣和积极性。
2.邀请学生分享他们所了解的公益活动，以及参与其中的感受，激发学生的兴趣和探究欲望。
3.教师提出问题：“Can you make a difference in the world? How?”让学生展开思考，为学习新课做好情感上的铺垫。
（二）讲授新知
1.教师带领学生学习本课的重点词汇和短语，如“volunteer”, “charity”, “make a difference”, “donation”等，通过例句、图片和实物展示等方式，帮助学生理解和记忆。
三、教学重难点和教学设想
（一）教学重难点
1.重点：掌握本课的核心词汇和短语，如“volunteer”, “charity”, “make a difference”, “donation”等，并能运用到实际语境中进行交流。熟练使用一般现在时和一般过去时描述个人经历和公益活动。
难点：如何引导学生将所学的词汇和语法知识灵活运用到实际的语言环境中，特别是如何表达自己对公益活动的看法和经历。

七年级英语下册教学(冀教版,河北专版)Lesson6Jenny'sDiary教学设计

三、教学重难点和教学设想
（一）教学重难点
1.词汇和句型：本节课涉及大量词汇和句型的学习，如“diary, interesting, usually, sometimes, weekend, shopping, cook, read, watch TV, excited, but, however, go out, have fun”等。学生需要掌握这些词汇的正确拼写和用法，以及能够运用相应的句型进行表达。
五、作业布置
为了巩固学生对所学知识的理解和运用，我会布置以下作业：
1.抄写本节课的核心词汇和句型，并翻译成中文。这样的作业能够帮助学生加强对新学词汇和句型的记忆。
2.完成一篇小作文，题目为：“My Weekend”。学生需要运用所学词汇和句型来描述自己的周末活动，尽量用复杂句型和适当的情态动词。这样的作业能够培养学生的写作能力和创造力。
（二）过程与方法
本节课采用任务型教学法，通过各种互动活动，如小组讨论、角色扮演、游戏等，激发学生的学习兴趣，提高学生的参与度。在教学过程中，教师将引导学生运用观察、思考、交流等方法，自主探究和发现语言规律，培养学生的自主学习能力和合作精神。同时，教师还注重培养学生的阅读策略，如预测、扫描、略读等，以提高学生的阅读理解能力。
3.设计一份关于自己家庭成员的调查表，包括姓名、年龄、职业等信息，并运用所学句型进行提问和回答。这样的作业能够让学生在实际生活中运用英语，提高他们的语言运用能力。
4.观看一部英语动画片，并回答以下问题：“What happened in the story?”“Can you summarize the main characters?”“What expressions did the characters use?”这样的作业能够提高学生的听力理解能力，并让他们在观看动画片的过程中学习到更多的日常用语。

初中英语教案冀教版

初中英语教案冀教版【篇一：2015-2016学年冀教版初中英语七年级下册全册精品教案】2015-2016学年冀教版初中英语七年级下册精品教案2015—2016学年度第二学期七年级英语教学进度表冀教版七年级下册英语教材分析一、整体分析《英语》七年级下册共8个单元，全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。

教材以a trip to the silk road 为第一个主题，阐述了jenny, danny, 李明和他们的同学一起沿丝绸之路且游且学，了解了很多中国的历史和文化。

除此之外，还涉猎到school life, after school activities, seasons, sports and good health 和summer holiday 等话题。

其中每个单元都列出明确的语言目标，主要的功能项和语法结构，需要掌握的基本词汇，并且设有复习题目。

该教材的一个亮点就是每节课后还有self-check 部分，供学生检测本课所学语言知识之用。

它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排，并采用听、说、读、写，自我检测等手段，有效提高了语言学习者的学习效率，体现了以学生为主体的思想。

二、教学重难点1.talking about distance. using “will”and numerals.2. regular and irregular verbs. simple past tense.3.talking about school. using adverbs: always, often, usually, sometimes, never.4.talking about weekend activities and personal interests.using ―be going to ‖.5.reflexive pronouns: myself, yourself.6.talking about sensons and activities. exclamatory sentences.7.talking about habbits, exercise and good health. using ―there be ‖.8.talking about plans. modal verb: can. 三、教学措施1、加强词汇教学。

冀教版英语七年级(下)全册教案.docx

Unit 1 Lessons 1-6 A Trip to the Silk RoacLNew words and Phrases of Unit 1Studying aims:1.Read the new words and phrases of unit 12.Master and use the news words and phrases of unitlTeaching procedures:Stepl: Daily greetingsStep2: Show “Studying aims，，・(l，)T: Today we will learn the new words and phrases of unitl. Please look at our '"Studying aims".T: Are you clear?S: Yes.T: OK! Lefs go on.Step3: Show “Guide One，，to the students.Guide one (1(f): Read the new words and phrasesT: Please rand the new words and phrases and pay attention to the pronunciation by yourselves within 4 minutes.Have a match and see who reads best!T: Time is up! Now, do you have any difficulties? Who can read?(Let some students read for the others.)He/ She reads once, you read three times. Are you clear?S: Yes.T: Let the students read the loudly by themselves.• • •Step4: Show “Guide Two” to the students.Guide Two (2(T): Recite the new words and phrasesT: Please recite the new words and phrases carefully by yourselves, pay attention to the Chinese meaning within 15 minutes.• • • •T: Now, please check the new words and phrases each other.(Then the teacher will check some students).Have a match and see who recites best and fast!Step5: Have a dictation.(63T: Please write down the words and phrases according to the Chinese meaning. Step6: Let the students check the dictation each other carefully© JStep7: Correct the mistakes and recite the difficult words again by themselves.教学反馈：_________________________________________________________Lesson 1: A Trip to ChinaStudying aims1 .Understand the meaning of this dialogue.2.Recite some important sentences and structures.Teaching procedures:Stepl: Daily greet ingsStep2: Show “Studying aims，，・(l，)T: Today we will learn lesson 1. Please look at our "Studying aims”…T: Are you clear?S: Yes.T: OK! Let's go on.Step3: Show "Guide One'，to the students.Guide One (6，)： Read and translate the dialogue of lesson.T: Please read and translate the dialogue of lesson by yourselves. If you have any questions, you can ask your classmate or ask me. Understand?S: Yes.T: 2 minutes. Please go.Have a match and see who reads best!• • •T:OK, now, do you have any questions? Who can read it?(Let some students read for the others.)He/ She reads once, you read twice. Are you clear?S: Yes.T: Please go. (Read the dialogue in groups)Step4: Show "Guide Two，，.Guide Two(75): Read the dialogue and finish the exercise within 4 minutes*T: Please read the dialogue and finish the exercise 1 & 2 on page 3within 4 minutes.Lefs have match, who can do it best?(Ask two students to finish it on the blackboard.)• • •T: Now, let^s check the answers togetherStep5: Show "Guide Three”・Guide Three(8，)： Please recite some important sentences from the dialogue1).We?re learning about the Silk Road this month in school.2).May I ask you a question? Yes, you may.3). Who will learn the trip?4). This is a good chance for you.5)1 will send Li Ming an e-mail and tell him the good news.T: Now I will give you five minutes to recite the.Time is up. Who can recite? Please check with your classmates.(Then the teacher will check some students).Step6:Do exercise (一) (109Fill in the blanks with words in the box .(P3-3)Let the two students finish it on the blackboard.后进生板演。

冀教版七年级英语下册第七单元(同步教学设计)

4.关注学生的作业完成情况，针对个别学生的困难，给予个性化指导。
2.掌握一般现在时和一般过去时的用法，能够正确运用这两种时态描述事物的状态和动作。
3.学会使用本单元的重点句型，如：It is + adj. + for sb. to do sth., It is + adj. + that-clause等，进行句子构建和表达。
4.能够运用所学知识进行简单的阅读理解和写作，提高英语综合运用能力。
（二）教学设想
1.创设情境，激发兴趣：通过展示世界各地的神秘事物和古代文明的图片、视频等资料，激发学生的好奇心，引入新课。
2.任务驱动，分层教学：设计不同难度的任务，使学生在完成任务的过程中，逐步掌握本章节的重点知识。针对学生的个体差异，进行分层教学，提高教学效果。
3.互动交流，提升能力：组织课堂讨论、小组合作等活动，让学生在实际语境中运用所学知识，提高他们的口语表达和交流能力。
冀教版七年级英语下册第七单元（同步教学设计）
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握冀教版七年级英语下册第七单元的核心词汇、重点句型以及相关语法知识。通过本章节的学习，学生能够：
1.熟练掌握本单元的新单词，如：conclusion, enormous, mysterious, ancient, exploration等，并能运用这些词汇进行日常交流。
4.自主学习法：引导学生利用课后时间进行预习、复习，培养他们的自主学习能力。
（三）情感态度与价值观
1.增强对英语学习的兴趣和自信心，培养良好的学习习惯。
2.培养合作意识，学会与他人共同完成任务，提高团队协作能力。
3.拓宽国际视野，了解世界各地的文化差异，增强跨文化交际能力。

冀教版七年级英语下册第一单元(同步优秀教学案例)

3.最后，我会对学生的学习情况进行综合评价，给予肯定和鼓励，并提出改进建议，帮助他们提高学习效果。
四、教学内容与过程
（一）导入新课
1.课堂开始时，我会利用一段关于学校生活的视频来吸引学生的注意力，并提出问题：“你们在学校中最喜欢的地方是哪里？为什么？”让学生分享自己的学校生活经验。
2.接着，我会展示一张学校图片，引导学生观察并说出他们看到的物品和人物，从而引入本节课的主题“My school”。
在实际教学中，我发现许多学生在学习英语时存在一定的恐惧心理，尤其是七年级的学生，他们刚刚接触英语，对语言的掌握程度较低，加上对学校生活的不熟悉，使得他们在学习本单元内容时显得尤为紧张。为了帮助学生克服这种恐惧心理，提高他们的英语水平，我设计了一份同步优秀教学案例。
本案例以小组合作学习为主要形式，让学生在真实的学校环境中进行互动交流，从而提高他们的口语表达能力。同时，通过设计丰富多样的教学活动，激发学生的学习兴趣，帮助他们巩固本单元所学内容。在整个教学过程中，我注重引导学生主动参与，鼓励他们大胆开口，培养他们良好的学习习惯和合作精神。
3.引导学生关注学校生活，增进他们对学校环境和同学的熟悉程度，培养他们的人际交往能力。
4.通过本单元的学习，使学生认识到学习英语的重要性，激发他们努力学习的动力。
三、教学策略
（一）情景创设
1.为了让学生更好地理解和掌握本单元所学内容，我将在课堂上创设各种真实的学校情境。例如，模拟教室环境，让学生扮演老师、学生等角色，进行自我介绍和互动交流。
2.引导学生通过解决问题的方式，巩固本单元所学知识。例如，让学生分组讨论并编写一篇关于他们学校的介绍文章。
3.鼓励学生提出自己的问题，并帮助他们寻找答案，培养他们主动学习和解决问题的能力。

冀教版初中英语七年级下册全册教案

Lesson1May I Go to Beijing?Lesson ObjectivesAt the end of this lesson,students will be able to:1.understand the meaning of the text2.r e me mber the mastery vocabulary3.find and use the list of mastery vocabulary in Lesson8Class OpeningGREETINGThis is a new term.Greet the students by saying Hello,class.How is your vacation? New ConceptsDEMONSTRATEDemonstrate the word trip.Explain it in English like this:Li Ming is going t o Beijing.Li Ming wants to go to Beijng.That is a trip.Li Ming is going on a trip t o Beijing.Then point to the picture in No.1of the student book and ask the class:Where is he going?If you want ed too t o on a trip,what would you do next?Look at the picture in No.2of the student book with your class.What d o es Li Ming do next?DRILLUse word cards in a pocket panel t o show the students how to substitute words in May I…?Yes/No.Point t o the words as you say them.STUDENT BOOK L1Play the t a pe of the text in the student book.Ask t he students to listen carefully as they follow along in their student books.PLAY“MOTHER,MAY I”Play it in a simple form,with numbers and big or little steps.Y ou could also play variation1of the game with phrases such as read a book,sing a song,write a story, draw a picture and eat an apple.If you do this,brainstorm possible phrases before you start the game.ACTIVITY BOOKFinish Exercise2.Class ClosingRetrospect o f the lessonLesson2May I Invite Danny and Jenny?Lesson ObjectivesAt the end of this lesson,students will be able to:1.understand the meaning of the text2.g e t familiar with the oral vocabularyClass OpeningGREETINGR emember t o gr eet the students with phrases they have learned.PLAY“MOTHER,MAY I?”This is a good game to review May I…?Yes/No,you ma y/may not.New ConceptsDEMONSTRATERole-play come and go with students in the e gestures to mak e your meaning clear.For example,ask individual students to come and then go.Lead the class thr ough a dialogue such as this:T eacher:I want to go on a trip to Beijing!(Pick up your suitcase,point ah e a d and start walking.)Here I go!(Stop and point to a student.)Y ou come,too.Y ou come with me.(Start walking again,with the student.)Let’s go.PRACTICEPlay“The Trip Game.”Refer to the“Games”section at the back of this guide. DEMONSTRATENote that this lesson uses leave and arrive.The students know mos t of the words in the sentences that use leave and arrive.Can they guess what the words mean?R emember t o praise any student who tries to answer.STUDENT BOOK L2Play the t a pe of the text in the student book.They follow the text in their book and pay special attention to come on our trip and go on a trip.ACTIVITY BOOKFinish Exercise2.PRACTICEDiscuss the story in the student book.What d o es Li Ming want?(He want s Danny and Jenny to come.)How d o e s Mrs.Li talk t o Mrs.Smith?(On the telephone.)where is Mrs.Smith?(In Canada.)Can Jenny c o me on the trip?Can Danny come?Class ClosingRetrospect o f the lessonLesson3How Far Is Beijing?Lesson ObjectivesAt the end of this lesson,students will be able to:1.understand the meaning of the text2.r e me mber the mastery vocabulary3.find and use the list of mastery vocabulary in Lesson8Class OpeningGREETINGPLAY“THE TRIP GAME”Play variation2of the game.New ConceptsDEMONSTRATENumbers are very regular in English.Once you know how t o count t o100,you can count to1000.T each them how to r ead the numbers betw een100and1000.E.g.101:one hun dr e d and one426:four hun dr ed and twenty-six917:nine h und r ed and seventeenDemonstrate about with examples.Draw two quick stick people on the blackboard,a very tall boy and very short girl.Draw a ta pe measur e beside each with an exact height marker off(such as1.8metr es and1.2metr es)Lead a dialogue such as:T eacher:(Point to ech stick person in turn.)He is one-point-eight metr es tall.How tall is she?Class:One point two metr es tall.T eacher:Yes,he is one point eight etres tall and she is one point two metr es tall.He is a bo u t two metr es tall and she is abo u t one metr e tall.PRACTICECall o u t any numbe r and ask the students in any row to count sequentially from that number.S top and start the game several times with different numbers and different rows of students.DEMONSTRATE1.Explain from…to….Write the names of cities in China on the blackboard.Write the distances from our city to these cities on the blackboard.Work these o ut before class and use exact numbers.Then lead the dialogue like this:—How far is…?Or How far is it from…to…?It’s about…—About…kilometers.2.T each near and far.Lead a dialogue like this:—(Standing next t o the volunteer.)He/She is near.(T ake the volunteer to a far corner of the room and walk back t o my original position.Point t o the volunteer.)Is he/she near or far?—Far.ACTIVITY BOOKFinish Exercise3.Class ClosingRetrospect o f the lessonLesson4How Can W e Go t o Beijing?Lesson ObjectivesAt the end of this lesson,students will be able to:1.understand the meaning of the text2.r e me mber the mastery vocabulary3.understand and sing the song“A plane is fast.A bus is slow.”Class OpeningGREETINGPLAY“SPELL IT”Play“Spell it”to revew modes of transportation the students have mastered(bicycle, car,cab,truck).See t he directions for this game in“Games”at the back of this guide. Leave the words on the blackboard.Then ask for volunteers t o draw pictures to match the words.New ConceptsDEMONSTRATET each:airplane,train,fast,faster,slow,slowerDemonstrate fast and slow by talking fast and slowly,or walking fast and slowly,as you mak e up appropriate sentences.Demonstrate faster than and slower than with two balls of the s a me size,bu t different colours.Roll them at different speeds.Construct a sentence that describes their relative speed. As for volunteers t o roll the balls and each construct a correct sentence that describes the relative speed of their ball.Demonstrate train and airplane with your large vocabulary cards.Then lead a dialogue such as:—（Hold up a vocabulary card.）What’s this?—A train/An airplane.—Is a train faster than an airplane?(Use gestures t o mak e your meaning clear.)—No…—No!A train is slower than an airplane.Is an airplane faster than a train?—Yes.—Yes,an airplane is…—…faster than a train.Note that plane is short of airplane.STUDENT BOOK L4Review the story so far.Li Ming wants t o go on a trip t o Beijing.His mother is coming.Jenny and Danny are coming,too.Look at the pictures in No.1of the student book.What’s it about?DEMONSTRATELet’s take…Show the meaning of take first by doing some actions and at the s ame time holding your word cards of transportation vehicles.And th en ask your students t o join in your actions,and say:Let’s take a bicycle or Let’s take a bus.STUDENT BOOK L4Teach“The Trip Song”in No.3of the student book with the tape.Then sing the song.ACTIVITY BOOKFinish Exercise2.Class ClosingRetrospect o f the lessonLesson5Leaving and ArrivingLesson ObjectivesAt the end of this lesson,students will be able to:1.understand the meaning of the text2.r e me mber the mastery vocabulary3.understand and learn“The leave arrive chant”Class OpeningGREETINGPLAY“WHAT DAY IS IT?”AND SING“THE TRIP SONG”New ConceptsDEMONSTRATEarrive,leaveDraw a circle at each end of the bel one circle with the name of your home bel the other with th e name of another city.Ask for a volunteer.Y ou and the volunteer stand next t o your home city.Lead the dialogue such as this:—Please go to…(the other circle)—(start walking t o the other circle.)—Goodbye.He/She is leaving…Please come to…(the first circle.)Now,he/she is arriving inSTUDENT BOOK L5Play the tape.PRACTICEDivide the class into small groups:Ask each g r oup t o plan a trip t o Beijing the way Li Ming planned a trip in the student book.DEMONSTRATEStudy the course plan of your students.Find ou t what classes they have on Monday, T uesday,W ednesday,Thursday,Friday,Saturday and Sunday.CHANTTeach“The leave arrive Chant”ACTIVITY BOOKFinish Exercise2.Class ClosingRetrospect o f the lessonLesson6Li Ming Packs His SuitcaseLesson ObjectivesAt the end of this lesson,students will be able to:1.understand the meaning of the text2.r e me mber the mastery vocabulary3.understand and chant“The This That”Class OpeningGREETINGREVIEW“NEAR”AND”FAR”Review near and far.Ask two volunteers to stand on close to you and one in a far corner of the room.Lead a dialogue such as:—（Indicate the volunteer close to you.）…is near.(Point to the other volunteers and talk to first volunteer.)Is…near or far?—…is far.(Repeat with other volunteers and eventually allow students to lead the dialogue.)DRILLReview regular plurals with an object-prompt drill..You show a book,and say“I have a book.”Then you add another book and say,“Now I have two books.”and so on.（ New ConceptsDEMONSTRATEThis, that, these, thos eUse objects ar ound the room and model the following structures:T eacher : (Hold up one object.) The …is near. This is near. (Point to an object faraway) The…is far. That is far. (Hold up two objects.) The…s are near. These are near. (Point to two objects far away.) The …s are far. Those are far.R emind the students a bo u t some special plurals in English. Brainstorm a chart like this on the blackboard.This, that ——these, those ；sweater ——sweaters ；pencil ——pencils; p an t ——p ants DRILLUse word cards in a pocket panel t o show the students how to substitute words in the phrase I like t his/that/these/those…colour or other adjective ）them.DEMONSTRATEPacking my / your / his / her suitcaseDo this with a real suitcase and real clothes. Use demonstrative pronouns tomake choices anbout the clothes y ou pack.STUDENT BOOK L6Review the story so far . Jenny, Danny and Li Ming are going on a trip t o Beijing.Look at the pictures in the student book with the class. What is Li Ming doing in this lesson? What is Jenny doing?Jenny and Li Ming use the words a pair o f . The students have hear d these words before. Does anyone r e me mber what they mean?Play the tape.PRACTICE IN PAIRSDivide the class into pairs. Ask each pair of students t o mak e up a dialogue a bo u t packing a suitcase. One student packs and one student helps. They can use theirflashcards for clothes to prompt conversation a bou t clothing choices, or they can draw and cut ou t clothes on paper . They can use a pencil case as a pr etend suitcase for packing the clothes.Yes, please / No, thanks.Do you like this/ that/ these/ those…？A pair ofHow many…do you have?DEMONSTRATEClothes, jacketT each jacket with the real clothes.CHANTTeach “The This Tat Chant” in No. 2 of the student ook.ACTIVITY BOOKFinish Exercise 1.Class ClosingRetrospect o f the lessonLesson7Buying T rain TicketLesson ObjectivesAt the end of this lesson,students will be able to:1.understand the meaning of the text2.r e me mber the mastery vocabulary3.find and use the list of mastery vocabulary in Lesson8Class OpeningGREETINGCHANT“THE LEAVE ARRIVE CHANT”TELL THE TIMEReview how to read time.Draw clocks on the blackboard and ask the class t o recite the time.New ConceptsDEMONSTRATEJump/run/walk from…to…Sit down.Stand up.Act o u t jump,run and walk.Then do these actions from one object t o another.Ask for a volunteer to do the actions from one object to another with you.Then ask for volunteers to do them without you.But as you direct,sometimes change your directions while your volunteers are still moving betw een objects.PLAY“TIC-T AC-TOE”P lay“Tic-T ac-Toe”Give the students directions such as those below.Note that,in English,you can say from…to…or to…from…Both are correct.The students must listen carefully to the construction of each sentence you say.Please walk t o the clock from the door.Please don’t run from the chair to the window.Please jump.PRACTICEPlay“Mother,May I?”with sit,stand and other vocabulary from this unit. ACTIVITY BOOKFinish Exercise2.Class ClosingRetrospect o f the lessonLesson9Getting on the T rainT eaching content:mastery words:get,get on,very,stop,stand,where,see,mana dialogue about getting on the train the u sag e of word look and seeT eaching goals:understand the meaning of the textlearn some mastery wordsT eaching key points:difference of see and lookThe u sage of imperative SentenceDifficult points:th e u sage of Imperative SentenceT eaching aids:recorder,slide projector,flashcardsT ype:textT eaching procedureClass openingGreet the students in English and mak e sure they can response correctly.duty report(such as the weather,the school life,their classmates and teachers and so on)check yesterday’s homeworkNew lessonS tep1Lead inDiscuss the questions in“THINK ABOUT IT”Do you ar gue with your friends?Why?Do you have a friend who gets very excited?Who?Why?Answer the questions and say“We are going to learn a dialogue today.Li Ming and his friends are looking for their seats on the train.Danny sits on a wrong seat.So there is an argument.Now let’s look at it.S tep2Listen to the text with the following questions:Why is Jenny angry with Danny?Which is Danny’s seat?S tep3After listening to the tape,answer the questions and r ead thr ough the whole text.Make sure they understand the meaning.Deal with the language points at the same time.(using the slide projector)S tep4Listen to the tape again and let the students r ead after it.S tep5PracticeHave them read the dialogue aloud and correct their pronunciation if necessary.Then have them act it out in roles.Step6Come to“LET’S DO IT”:Draw a map of the inside of a train.Draw the seats and write their numbers.Y ou should also draw the door,washroom,stairs and hot water room on the map. Describe your map to a partner.Where do you like to sit?Why?Do this part in class if time permits.S tep7A test1.I see him____away.A.to runB.runC.runsD.ran2.I_____but____nothing.A.looked,look edB.look ed,sawC.saw,look edD.saw,saw3.The____behind the tree is Mary’s father.A.manB.womanC.boyD.girlS tep8SummaryT oday we learn a dialogue about getting on the train.Hl Ming and his friends get on the train. They are very excited.Danny sits on the wrong seat.He takes another man’s seat.He has an ar g u me n t with Jenny.In this text we learn some words such as look and see.W e should be able to use them.Y ou mu st practice after class.3.Homework1)Understand the meaning of the text2)Learn to use the mastery words3)Finish the exercise in the activity book4)R ead the next reading in lesson10Lesson10What Are They Looking at?T eaching content:Mastery words:find,their,woman,pointa dialogue about what they see thr oug h the train windowThere is/are…T eaching goals:At the end of this lesson,students will be able to:understand the meaning of the textremember the mastery wordsfind and use the list of mastery vocabulary in lesson16Teaching key points:1.There is/are….2.Difference of some words:see,look,watch,findDifficult points:th e u sage of some wordsT eaching aids:tape recorder,slide projector,word cardsType:dialogueT eaching procedureClass openinggreetings in Englishduty report(say anything he/she likes to say)check the homework of last lessonNew lessonS tep1Lead inDiscuss the questions in“THINK ABOUT IT”with the students:Look out of the window of your classroom.What can you see?What can you see out of your bedroom window?In this part they will have many things to say.Their answers may be different.Gather their answers.S tep2Play the audiotape with the following questions:What do Danny and Jenny see outside?Can they see a village?Is there a school outside the train?Answer the questions and discuss the whole text with the students.Make sure they understand the meaning of the text.Deal with the language points at the same time.The teacher can write the important points on the blackboard or use the slide projector.S tep3Listen to the audiotape again and let them read after it.S tep4Have them read the text aloud for a few minutes and th en let them act out the text in roles. S tep5PracticeDivide the class into small groups.Ask them to mak e up a dialogue that uses loud and quiet. Please read about making up dialogues in“Teaching Techniques.”To mak e up a dialogue,the students need to think and be creative!Encourage them to use the dialogue in the studen t b ook asan example,not as something to memorize.Step6Deal with“LET’S DO IT”Work with two partners.Write and practice a dialogue.What else do you think Jenny,Danny and Li Ming see?Present your dialogue to your classmates.S tep7A test词形转换1）quiet（反义词）__________2)r ead(现在分词)_______3)bottle(复数)_____________4)drawing(原形)__________5)sing(现在分词)___________6)tree(复数)_________7)photo(近义词)___________8)woman(复数)________9)b aby(复数)_____________10)be(第三人称单数)________S tep8Activity b ookIf time permits,do exercise1Homeworkunderstand the meaning of the text in lesson10finish the exercises in activity b ooknext reading in student b ookLesson11Danny’s New FriendsT eaching content:mastery words:farm,hear,meet,course,of course,lot,lot of,enjoy2.A dialogue be tw ee n Danny and his new friend3.The u sage of some phrasesT eaching goals:At the end of the lesson,the students will be able to:1.Understand the meaning of the text2.R emember the mastery words3.Find and use the list of mastery vocabulary in lesson16T eaching key points:1.introduce where you are from2.some useful expressionsDifficult points:how to introduce yourselfT eaching aids:word cards,audiotape,flashcards,and slide projectorType:dialogueT eaching procedureClass openingGreet the students in everyday English.Duty report.Main revision of last lesson.Explain when necessary.New lessonS tep1Lead inAsk the students some questions:Do you like to mak e new friends?Why or why not?Who is your newest friend?How do you meet?Discuss them with the class and you gather many different answers.S tep2Listen to the tape and answer the following questions:What does Danny want to buy in Beijing?Who is Danny’s new friend?Where does Wu Li come from?After listening to the tape,answer the questions and discuss the whole text.Make sure the students understand the meaning of the text.Deal with the language points in this period.Write the key points on the blackboard or use the slide projector.S tep3Listen to the audiotape again and let the students r ead after it.S tep4PracticeHave them read the text aloud for a few minutes and correct their pronunciation when necessary. Then have them act out the dialogue in roles.Step5Deal with“LET’S DO IT”Y ou meet a new friend on the train or bus.What should one say to a new friend?What can one do to enjoy time with a new friend?With a partner,write and practice a dialogue.Present your dialogue to your classmates.In this part the teacher should guide the students to discuss the questions.Y ou may give them some words to help them.S tep6A test句型转换1）The woman behind me is singing.(一般疑问句)______________________________________?2)She is talking to the man.(对划线部分提问)___________________________________?3)The b aby is sleeping.(否定句)____________________________.Walk to the station.(否定句)_________________________.Ben is noisy in class.(同义句)___________________________.S tep7SummaryT oday we learn a dialogue about Li Ming and his friends.They meet a new friend on the train. Then they feel hungry and they discuss what to eat.What did they say?After class,r ead the text fluently.Homeworkunderstand the meaning of the textfinish the exercises in the activity bookr ead the dialogue in the next lesson.Lesson12Lunch on the T rainT eaching content:mastery words:wait,drink,fruit,grape,thirsty,bottle2.a dialogue about having lunch on the train3.What would you like?I would like…..4.Plural Forms of NounsT eaching goals:At the end of this lesson,the students will be able to:1.Understand the meaning of the text2.R emember the mastery words in this lesson3.find and use the list mastery vocabulary in lesson16Key points:1.express your favourite2.Some useful expressions3.Plural Forms of NounsDifficult points:how to express your favouriteHow to express some liquid thingsT eaching aids:word cards of different food,flash cards,audiotape,and slide projectorType:textT eaching procedure1.W arming upGreetings in everyday English.Duty report(about weather,your classmates,your teacher and so on)Mainly revision of last lesson2.New lessonS tep1Lead inDiscuss the questions in“THINK ABOUT IT”Do you like to eat lunch on the train or bus?What do you like to eat when you travel?Let the students learn to express themselves freely.W e are going to learn a text today.Let’s look at what Li Ming and his friends want to eat on the train?S tep2Listen to the tape with the following questions.What do Danny,Jenny and Li Ming want to eat?What did Wu Li buy on the train?What is a snack?Answer the questions with the students and discuss the whole text to mak e sure they understand the meaning of the text.Deal with the language points at the same time.The teacher can use blackboard or the slid projector to help the teaching.S tep3.Listen to the audiotape again and let the students read after it and pay attention to the pronunciation.S tep4.Have them r ead the text for a few minutes and then ask them to act out the dialogue in roles.Step5.Practice:LET’S DO ITIn a small group,mak e a menu for the train.What foods can you buy on the train?How much do they cost?Write the menu on a piece of paper.Practice using the menu with your classmates. Divide the class into pairs.Each pair mak es up a dialogue about being thirsty and wanting something to drink.The students can use their flashcards to represent drinks.S tep6A test词汇1）一杯茶_______2)一杯水______3)一箱子鸡蛋________4)一瓶汽水________5)五瓶热水_______6)十位女教师_______7)九位男医生_______8)三张票_________9)两个儿童________S tep7ExerciseIf time permits,do N u mbe r2in activity book.3.Homework1)understand the meaning of the text of lesson122)finish the activity b ook in lesson123)the next readingLesson13What Are Y ou Doing?T eaching content：1．Mastery words:quiet,word,newspaper,b aby2．A dialogue about what they are doing3．Present Continuous T enseT eaching goals:1.understand the meaning of the text2.remember the mastery wordse the Present Continuous T enseKey points:1.What are you doing?I am……2.some useful wordsDifficult points:th e Present Continuous T enseT eaching aids:audiotape,flashcards,slide projector,word cardsType:textT eaching procedureClass openingGreet the students in everyday English and mak e sure they can r esponse correctly.Duty report:they can say anything they like to sayCheck the homework in lesson12and explain when necessary.New lessonS tep1Lead inDiscuss the questions in“THINK ABOUT IT”What is your favourite game?Why?Do you like babies?Why or why not?T oday we are going to learn a dialogue.It happens on the train.Li Ming and his friends are doing different things.Let’s look at what they are doing.S tep2Listen to audiotape and answer the following questions:What is the b aby doing?What are Wu Li and Jenny doing?What is Danny doing?Answer them with the students and discuss the text again.Deal with some important points at the same time.Make sure the students understand the meaning of the dialogue.When explaining thelanguage points the teacher can use some pictures,write on the blackboard or on the slide projector.S tep3Listen to audiotape again and let the students r ead after it.S tep4Have them read the text aloud and correct their pronunciations when necessary.Then have them act out the dialogue in roles.S tep5PracticeDivide the class into small groups.Ask each group to mak e up a dialogue about offering and eating foods.When the students“eat,”some are quick and some are slow.The students need to be creative about situations where this would happen!Step6Deal with“LET’S DO IT”Play a word game in a small group.Cut some pieces of p ape r into2cm squares.T ry to mak e about 100squares.On each piece of paper,write a letter of the alphabet.Then use the squares to mak e English words.Join the words t ogether like a crossword.S tep7A test根据首字母完成句子W elcome to Beijing!Y ou want to know something about Chinese f____.Let me tell you.W e eat r____,v_____,f______and m_____every day.W e also have d_______or n_______.Y ou can find your f________food.At12:00we eat l_______.(food,rice,vegetables,fruit,meat, dumplings,noodles,favourite)S tep8SummaryT oday we learn a dialogue be tw een Li Ming and his friends.They are on the train to Beijing.They are doing different things.Jenny and Wu Li are playing a word game.Danny is playing with a baby.So we mu st remember how to express what sb.is doing.After class you should practice the Present Continuous T ense.Homeworkunderstand the meaning of the textremember the mastery words in this lessonfinish the activity book of lesson13Lesson14What Is He Selling?T eaching content:mastery words:sleep,loudly,listen,tiredWhat is he/she doing?He/She is…..some useful word:tired,loudT eaching goals:understand the meaning of the textremember the mastery wordsuse the Present Continuous T enseKey points:1.the u sag e of tired,sleep,listen and loudWhat is he/she doing？Difficult points:th e u sage of the Present Continuous T enseT eaching aids:pictures or some real objects,audiotape,flash cards,slide projector(Type: textT eaching procedureClass openinggreetings in everyday Englishduty reportmainly revision of last lessonNew lessonS tep 1 Lead inDiscuss some questions in “THINK ABOUT IT”Is it expensive to buy things on the train ? Why or why not ?Do you like to buy things from salesman on the train? Why or why not ?Answer them together with the students.S tep 2 Listen to the tape of the text with the following questions:Why is the baby crying? What is the mothe r doing?What is Danny doing?Does Wu Li buy some socks on the train?Answer the questions and discuss the whole text to mak e sure the students understand the meaning of the text. Deal with the language points at the same time.S tep 3 Listen to the audiotape again and let the students r ead after it.S tep 4 Have them read the text for a few minutes and correct their pronunciation if necessary . Then let them act out the dialogue in roles.S tep 5 PracticeDivide the class into small groups. Ask each group to mak e up a dialogue about doing something and th en doing something else. Ask each group to use the word now and any other vocabulary they like. Encourage your students to experiment and be creative! English is fun and easy! Please read about making up dialogue in “Teaching Techniques.”Step 6 Discuss “LET’S DO IT”Work in a small group. Write a role play and practice it. O ne of you is a salesman. The other are customers. What is the salesman selling? Present your role play to your classmates.S tep 7 A test句型转换1） Look ！ They are eating dumplings. (对划线部分提问)___________________________________2） She is playing with the toy . (对划线部分提问)______________________________________3) He is talking to his aunt. (对划线部分提问)______________________________1. W e would like to eat oranges. 对划线部分提问) S tep 8 ExerciseDo activity b ook lesson 14 Nu mbe r 2. The students listen to four sentences and draw four pictures correspondingly . The audiotape goes like:Listen and draw the pictures.The woman is crying.The man is laughing.。

七年级英语下册教学(冀教版,河北专版)Lesson17SchoolScienceFair教学设计

1.对科学实验相关词汇和表达方式的掌握程度不同，部分学生可能需要更多的语言支持和实践机会。
2.在小组合作中，学生需要提高沟通协调能力，以确保实验的顺利进行。
3.部分学生对科学实验的理解可能局限于表面，需要引导他们深入思考实验背后的科学原理。
针对以上学情，教师应充分关注学生的需求，采用差异化教学策略，提供丰富的学习资源，创设有利于学生主动参与的学习氛围。同时，教师还应关注学生的情感态度，鼓励他们克服困难，勇敢尝试，不断提高自身的英语综合运用能力。在此基础上，结合学生的兴趣和特长，激发他们学习英语的热情，使学生在愉快的课堂氛围中收获知识，提升能力。
3.能够理解和运用本课中所学的句型，如：“How do you do that?”、“What is your hypothesis?”等，进行科学实验的讨论和交流。
4.提高学生的听说读写综合能力，尤其是听说能力，使学生能够流畅地参与课堂讨论，并能在实际情境中运用所学知识。
（二）过程与方法
1.通过小组合作，让学生参与到科学实验的策划和实施过程中，培养学生动手操作能力和团队协作精神。
难点：帮助学生理解和运用不同时态进行句子构建，提高语言表达的准确性。
3.重点：通过小组合作，培养学生的团队协作能力和动手操作能力。
难点：如何引导学生克服在小组合作中可能出现的沟通和协调问题，确保实验的顺利进行。
（二）教学设想
1.创设情境：利用多媒体教学资源，展示学校科学展览会的场景，激发学生对科学实验的兴趣。
6.课后拓展：鼓励学生在课后开展科学小实验，将所学知识运用到实际生活中，提高学生的实践能力。
7.教学评价：采用多元化的评价方式，如课堂观察、实验报告、小组讨论等，全面评估学生的英语综合运用能力。
8.教学策略：