人教版七年级英语下册电子教案3
人教版七年级英语下册Unit3大单元教学设计
3.阅读理解：阅读与本单元主题相关的文章，完成相应的阅读理解题目，锻炼学生的阅读技巧和信息提取能力。
4.口语作业：准备一段关于自己家庭成员和职业的介绍，下节课进行课堂展示，要求使用本单元所学的句型和词汇，提高学生的口语表达能力。
5.合作意识：七年级学生正处于青春期，个性鲜明，合作意识相对较弱。教师应通过小组活动、角色扮演等形式，培养学生的团队协作能力和沟通技巧。
6.个体差异：学生在英语学习上存在一定的个体差异，教师需关注每个学生的学习状况，因材施教，使每个学生都能在原有基础上得到提高。
三、教学重难点和教学设想
（一）教学重难点
2.分步教学，逐步突破语法难点：
-通过对比一般现在时的肯定句、否定句和一般疑问句的结构，让学生观察、总结语法规则。
-利用图表、例句、练习等多种形式，帮助学生掌握一般现在时的用法，并通过小组合作、角色扮演等活动进行巩固。
3.互动交流，提升口语能力：
-采用问答、讨论等形式，鼓励学生用英语进行交流，提高口语表达能力。
1.重点：本单元的重点在于掌握一般现在时的用法，包括肯定句、否定句、一般疑问句及其回答，以及熟练运用与家庭成员和职业相关的词汇、句型进行交流。
2.难点：
-一般现在时的肯定句、否定句转换，以及一般疑问句的构成和回答。
-不同职业词汇的正确拼写和发音。
-口语表达中，正确使用本单元所学的句型和词汇描述家庭成员及其职业。
2.教师提出问题：“What does your father/mother do?”，让学生用英语回答，活跃课堂氛围，为新课的学习做好铺垫。
3.引入本节课的主题：“Let's talk about our family members and their jobs.”，让学生明确学习目标。
人教版七年级英语下册教学设计：Unit3(3aSelfCheck)
（一）教学重难点
1.重点：本节课的重点在于让学生掌握一般过去时态的用法，特别是动词过去式的变化规则，并能结合暑假生活实际进行灵活运用。
难点：学生在实际语境中运用一般过去时进行口语表达和写作，以及听力训练中对于过去时态的准确捕捉和理解。
2.重点：培养学生的听力技巧，如预测、关键词捕捉、主旨大意理解等。
二、学情分析
针对人教版七年级英语下册Unit3(3aSelfCheck)的教学内容，我们对学生的学情进行分析。七年级的学生经过上册的学习，已经具备了一定的英语基础，能够运用一般现在时和一般过去时描述日常生活。但在实际运用过程中，他们对动词过去式的变化规则掌握不够熟练，需要进一步巩固。此外，学生在英语听力、口语表达方面存在一定程度的困难，需要通过本节课的教学进行有针对性的训练。
4.收集并学习一首英文歌曲，歌曲主题与暑假或旅行相关，以增强英语听力理解能力，并感受英语语言的韵律美。
5.预习下一课的内容，提前了解话题和背景知识，为新课的学习做好准备。
作业要求：
1.学生应在作业过程中注意动词过去式的正确变化，确保语法正确。
2.短文写作要注重段落结构，尽量使用连词使句子连贯。
3.英语对话要真实自然，注意语音、语调的正确。
难点：学生在听力训练中能够准确把握信息，提高听力理解能力。
3.重点：通过3aSelf Check环节，让学生自我检测学习效果，培养自主学习能力。
难点：学生如何在实际操作中，将所学知识进行有效整合，提高自我检测的准确性。
（二）教学设想
1.针对教学重点和难点，设计丰富多样的课堂活动，如：
（1）小组讨论：让学生分组讨论暑假生活经历，用一般过去时进行口语交流，互相纠正错误，共同进步。
新版人教版七下英语第3单元教案
Step3.3a
Pre-learning. Read the questions and the answers. Do it alone.
Check the answers with your partner. Discuss your problems. c, e, d, a, b
1. Talk about how the Ss get to school. Ask and answer in pairs.
A: How does Bob / Mary / John / Paul / Yang Lan / Jim get to school?
B: He / She takes the train / the subway /….
二．11. How does 12. How long 13. How far14. How long does it take from your home to your grandparents’ (home) by bike?
教学反思
Unit3How do you get to school?教学设计
2. Pair work: How do you usually get to school?Iwalk / ride a bike /….
Step3. Pre-learning1a 1a,Look atthe picture in 1a and match.
Unit3How do you get to school?教学设计
Written by***
教材内容
七年级下册Unit3How do you get to school?
教学目标
2019——2020学年人教版英语七年级下册Unit3教案
在理论介绍环节，我发现部分学生对第三人称单数动词变化规则还不够熟悉，尤其是对于不规则动词的变化。这让我意识到，在今后的教学中，我需要更多地强调和复习这部分内容，或许可以通过编口诀或者设计一些有趣的小游戏来帮助他们记忆。
实践活动中的角色扮演活动，学生们表现得相当积极，但我也观察到有些学生在对话中仍然显得有些拘谨，不够自然。这提示我，在今后的课堂中，应该更多地给予学生开口说英语的机会，增加他们的自信心和流利度。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了一般现在时态的基本概念、动词变化规则和交通方式的相关词汇。同时，我们也通过实践活动和小组讨论加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
五、教学反思
在今天的教学过程中，我注意到学生们对一般现在时态的概念掌握得还算不错，他们能够通过案例分析和实践活动，逐渐熟练地运用这一时态来描述日常的交通方式。然而，我也发现了一些需要改进的地方。
2019——2020学年人教版英语七年级下册Unit3教案
一、教学内容
2019——2020学年人教版英语七年级下册Unit3《How do you get to school?》教案。本节课我们将学习以下内容：
1. Section A：对话练习，询问和回答不同交通方式的表达，如：“How do you get to school? I ride my bike./I take the bus./I walk.”等。
四、教学流程
人教版新目标七年级英语下册 Unit 3 教学设计
人教版新目标七年级英语下册 Unit 3 教学设计一. 教材分析人教版新目标七年级英语下册Unit 3主要围绕着日常生活中的活动展开，包括起床、吃早餐、上学等。
本节课的主要话题是描述日常活动的时间，学会用一般现在时来描述规律性的动作，用一般过去时来描述过去发生的事情。
教材通过丰富的图片、对话和练习，帮助学生掌握日常英语口语交流的能力，同时培养学生的观察力、思维力和创造力。
二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的英语听说读写能力。
但部分学生对英语学习仍存在恐惧心理，缺乏自信心。
针对这一情况，教师应关注学生的个体差异，鼓励他们大胆开口说英语，并在课堂上给予及时的反馈和鼓励。
三. 教学目标1.知识目标：–学会描述日常活动的时间。
–掌握一般现在时和一般过去时的基本用法。
–增加相关词汇：wake up, get up, have breakfast, go to school 等。
2.能力目标：–能够用英语简单描述自己的日常活动。
–提高学生的英语听说能力和团队协作能力。
3.情感目标：–激发学生学习英语的兴趣，培养积极的学习态度。
–增强学生之间的友谊，培养团队精神。
四. 教学重难点•描述日常活动的时间。
•运用一般现在时和一般过去时进行口语交流。
•正确运用一般现在时和一般过去时描述自己的日常活动。
•学会在适当的情境下使用一般现在时和一般过去时。
五. 教学方法1.情境教学法：通过设定生活情境，让学生在实际语境中学习、运用英语。
2.任务型教学法：引导学生参与各种小组活动，提高学生的团队协作能力和口语表达能力。
3.激励评价法：及时给予学生反馈，关注学生的点滴进步，激发学生的学习兴趣。
六. 教学准备1.教学素材：教材、多媒体课件、录音机、磁带、相关图片等。
2.教学工具：黑板、粉笔、投影仪等。
七. 教学过程1.导入（5分钟）–教师与学生用英语进行自由谈话，引导学生谈论日常活动。
–提问：What time do you get up? What do you have for breakfast? 让学生用英语回答。
人教版七年级下册英语Unit 3 教学设计
人教版七年级下册英语Unit 3 教学设计一. 教材分析人教版七年级下册英语Unit 3以“日常活动”为主题，通过介绍日常生活中的活动，让学生学会描述自己的日常安排和兴趣爱好。
本单元的核心词汇有play, watch, read, write, listen to, cook等，核心句型为“What do you do on…? I usually…”和“Do you like…? Yes, I do./ No, I don’t.”。
本单元旨在培养学生用英语进行简单交流的能力，提高他们的语言运用能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和一定数量的词汇，具备了一定的听说读写能力。
但部分学生在语言运用方面还存在一定的困难，特别是在口语表达和听力理解方面。
因此，在教学过程中，教师需要关注学生的个体差异，调动他们的学习积极性，引导他们主动参与课堂活动。
三. 教学目标1.知识目标：学生能够掌握本单元的核心词汇和句型，正确运用“Whatdo you do on…? I usually…”和“Do you like…? Yes, I do./ No, I don’t.”进行日常交流。
2.能力目标：学生能够在真实情境中运用英语描述自己的日常活动和兴趣爱好，提高他们的语言运用能力。
3.情感目标：培养学生对英语学习的兴趣，增强他们的自信心，使他们更加积极主动地参与课堂活动。
四. 教学重难点1.重点：学生能够熟练掌握并运用本单元的核心词汇和句型进行日常交流。
2.难点：学生能够在真实情境中运用英语描述自己的日常活动和兴趣爱好。
五. 教学方法1.任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用英语，提高他们的语言运用能力。
2.情境教学法：创设各种日常活动的情境，让学生在真实的情境中学习英语，增强他们的学习兴趣。
3.小组合作学习：学生进行小组讨论和合作，培养他们的团队精神和沟通能力。
六. 教学准备1.教材：人教版七年级下册英语教材。
新版人教版七年级英语下册第三单元教案
新版⼈教版七年级英语下册第三单元教案Unit 3. How do you get to school?⼀、考点、热点回顾【语法】1.交通⽅式表达法（1）⽤“by + 交通⼯具名词”表⽰交通⽅式。
此时交通⼯具的名词只能⽤单数，不能⽤复数，也不能被冠词或物主代词等限定。
如：by bike, by bus, by train, by ship, by planeThey often go home by bus.（2）⽤“by + 交通路线的位置”表⽰交通⽅式。
如: by land, by water, by sea, by airThey go to England by air.（3）⽤“in/on+ 交通⼯具名词”。
此时交通⼯具名词前必须有冠词、名词所有格形式或形容词性物主代词等限定词修饰。
其⽤法与“by+ 交通⼯具名词”He often goes to school on a (his) bike.（4）⽤“take a/the+ 交通⼯具名词”表⽰交通⽅式。
如：take a bus, take a train, take a ship, take a plane, ride a bikeWill you take a bus to go there?（5）表⽰“步⾏去某地”，a)go to +某地+on foot 如：She goes to work on foot.b)walk to +某地(walk to 后接地点副词here, there, home时，介词to 要省去)如：He walks to school every day.I usually walk home.【练习】(1). ——_____ do you get to the zoo?——Take the bus.A. WhatB. HowC. WhichD. When(2). 你通常怎么到学校？______do you usually _____ to school?(3).——______ _____ is it ______ your home ______ the hospital? 从你家到医院有多远？——It’s about three kilometers. ⼤约有3千⽶远。
初中英语人教版七年级下册Unit 3教学设计
1)Purpose
Help the Ss learn and use the key words , key phrases and target languages well.
2)Activities:
1) Present the situations for the students .
5) Pair-work and group-work. Give them some minutes to practice the dialogue and make a report.
6)Check the pair-work and group-work.
Step 4 Summary
Sum up the key words ,phrases and sentences.
2..Make a survey about how the people around you get to places.
课
后
反
思
本节课我从生活实际出发导入新课，教学环节紧凑，内容层层递进，重点突出，练习到位。在讨论中体现了分层教学，激发了不同层次学生的积极性和主动性，给学生渗透了绿色出行的理念，达到了预期的教学目标。不足之处是应更宽地拓展学生的参与面，课堂气氛再活跃一些。
备课组长签字
教学
方法
municativeteaching method
2.Audio-visual teaching method
3.Task-based teaching method
学法
指导
(1). By listening
(2). By discussing
(3).By practicing
(完整版)人教版七年级下册英语unit3教学设计
七年级英语下册教学设计Unit 3 How do you get to school?Section A 1a—2e一、教材分析1. 掌握以下词汇：1) 数字类：forty, fifty, sixty, seventy, eighty, ninety, hundred2) 交通工具类：subway, train, bicycle, take, by[2.重要短语和句型：1)短语：take the subway, take the train, take the bus, by + 交通工具（名词单数）ride my bike, walk to school, one hundred and five,from…to…, the bus ride, every day2)句型：A: How do you get to school? (交通方式)B: I usually take the bus.A: How long does it take? (花费时间)B: It takes about 25 minutes by bus.A: How far is it from…to…?(询问距离)[来B: It’s about 10 kilometers.The bus ride takes about twenty minutes.．“take the + 某种交通工具” ；“by + 交通工具（名词单数）” ；“时间表示”; “It takes sb. some time to do sth.”How far is it from… to…?(询问距离)二、【教学过程】表示”“It takes sb. some time to do sth.Role-play the conversation.目的：巩固和运用先前输入的目标语言结构；提供完整的对话和真实的语境，供学生在模仿的基础上生成新的口语表达。
英语人教版七年级下册unit3教案
新人教版七年级英语下册第三单元教案Unit 3 How do you get to school?一、教学目标１．能谈论出行的方式A:Do Jane walk to school?B:No ,she doesn’t. She goes by bike .A:Do they take the bus to school ?B： No ,they don’t. They walk .2. 能熟练运用how, how long ,how far引导的特殊疑问句询问出行方式、所花费时间和两地之间的距离。
Ａ：How do you get to school ?B：I ride my bike .A:How long does it take to get to school ?B:It takes about 15 minutes .A:How far is it from your home to school ?B:It’s only about two kilometers .二、重点词汇1. one hundred and five表示具体的“几百”时，用“基数词+hundred”表示，注意此时hundred 不能加s.hundreds of表示“数百；成百上千的”，这是hundred后面有s,而且hundreds后面要有介词of,并且不能与数词连用。
与hundred 用法类似的还有单词：thousand，million，billion.Our school is so famous that_____ people come and visit it every term.A. hundredB. hundredsC. hundred ofD. hundreds of2. I ride it to school every day.ride “骑”，后可接bike, horse, motorbike等。
人教版七年级英语下册Unit3教案
⼈教版七年级英语下册Unit3教案Unit 3 How do you get to school?单元教学⽬标⼀、Teaching Aims(教学⽬标)1.Knowledge Object and Ability（知识与技能）(1)掌握有关交通的词汇，如take the subway/train, ride the bicycle, by bus/boat, transportation, bus stop, trainstation，kilometer, mile, river以及其他⼀些词汇。
(2)掌握由how引导的特殊疑问句，表⽰乘坐何种交通⼯具的⽅式.how far,how long 引导的特殊疑问句及其答句：How do you get to school? I ride my bike.How long does it take?It takes about ...minutes.How far is it from your home to school? It’s /doc/93990d89f011f18583d049649b6648d7c1c7088f.html es...(3)复习基数词及时间的表达⽅法.(4)了解中外⽂化的差异.2.Process and teaching methods（过程与⽅法）：(1)情景交际法：本单元话题源⾃⽣活，⽴⾜这⼀点，充分利⽤学⽣已有的知识和经验，创设⽣活化的真实情境，引导学⽣在运⽤中学习语⾔，然后在学习新的语⾔知识后创造性地运⽤语⾔（为⽤⽽学，在⽤中学，学了能⽤）。
(2)任务型语⾔教学法：设计多种任务活动，提供给学⽣合作交流的空间和时间，促使学⽣为完成任务和同学进⾏合作，为完成任务进⾏探究学习。
(3)开放性教学策略：教师要开放性地处理教材，结合教材插⼊学⽣感兴趣的图⽚、电影⽚段等，丰富学⽣知识，拓宽他们视野，实现知识的整合。
3.Moral Objects（情感态度与价值观）：Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic⼆、Teaching Key points（教学重点）：掌握有关交通的词汇，如take the subway/train, ride the bicycle, by bus/boat, transportation, bus stop, train station，kilometer, mile, river以及其他⼀些词汇。
人教版英语七年级下册Unit3教学设计
4.词汇练习：学生整理本节课所学的职业词汇，并用自己的话解释每个词汇的意思。然后，用这些词汇造句，展示对词汇的掌握。
例如：“My uncle is a doctor. He works at a hospital and takes care of patients every day.”
2.教师通过实例讲解，让学生理解并掌握两种时态的用法，如：
- “I will study hard to become a doctor when I grow up.”
- “He is kind and helpful. He likes taking care of animals.”
3.引导学生关注职业词汇和表达方式，如：future, want to be, doctor, engineer, pilot, teacher等。
2.口语练习：学生分组，每组选择一个职业进行角色扮演，运用本节课所学的词汇和表达方式，进行对话练习。要求每组将对话录制下来，并在下一节课前提交给教师。
例如：
- A: What do you want to be in the future?
- B: I want to be an engineer. I like solving problems and designing new things.
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般将来时态和一般现在时态的用法，以及职业词汇和表达方式。
2.学生分享学习心得，交流学习方法和技巧。
3.教师强调本章节的重点和难点，提醒学生注意在实际语境中灵活运用所学知识。
新人教版七年级英语下册Unit3 教案
Unit 3 How do you get to school？教案Part 1:Teaching design (第一部分：教学设计)Structures: How questions; Affirmative and negative statementsTarget language:How do you get to school? I take the bus.How long does it take? It takes 20 minutes.How far is it? I t’s 10 miles.Vocabulary: get to, how far, bicycle, subway, car, train, bus stop, train station, bus station, subway station, minute, kilometer, mile, transportation, calendarLearning strategies: Personalizing; I nferring vocabularySECTION AGoals●To learn to use How questions, affirmative and negative statements●Lean to talk about how to get to places, how long it takes to go to places, and how far theplaces are●To talk about kinds of transportationProceduresWarming up by talkingHello, everyone! What’s the weather like today? It’s a sunny day with a gentlebreeze. It’s comfortable. So this morning I come to school by bike. It took menearly 50 minutes. You know I live far from school. I often take buses to comehere. But it takes me more than an hour. What about you? Today, let’s talkabout how you go from one place to another. And wewill talk about the time it takes to get to places and how far it is between twoplaces.1a Looking and writingOpen your book at page19. Look at the picture carefully and read thedialogue. Then please write how the students in the picture get to school inSample answers:1. take the subway2. ride a bike3. take the bus4. take the train5. walk(on foot)6. take a boat7. take a taxi 8. go in a parent’s car1b Listening and writingLook at the picture again. How do students get to school? Let’s listen toa conversation between two people talking about this. Listen carefullyand write the number of the name in the white box next to the student.Please do it individually. Then let’s check the answer.Answers:1. Bob takes the train.2. Mary takes the subway.3. John takes the bus.4. Paul walks.5. Yang Lan walks.TapescriptA: How do Bob and Mary get to school?B: Bob takes the train and Mary takes the subway.A: How does John get to school?B: He takes the bus.A: How do Paul and Yang Lan get to school?B: They walk. Look, there they are waling now!Now read the tapescript, shadow the how questions and underling the expressions.1c Doing pairworkPlease read the dialogue on page 19 in the box. And make your own conversations about how the’ll ask some pairs to say their dialogue. Sample dialogueA: How does Bob get to school?B: He takes the train.A: Does John take the train to school, too?B: No. He takes the bus.A: What aboutMary and Paul?B: Paul walks,and Mary takes thesubway.A: And Yang Lan walks, does she?B: Yes, she does.2a Listening and repeatingListen to these numbers and repeat. Please pay attention to the pronunciation.Tapescript32, 40, 50, 60, 70, 80, 90, 100forty-six 46 thirty-three 33 seventy-two 72one hundred and five 105 fifty-eight 58 ninety-nine 99sixty-one 61 eighty-four 84Now please look at the five transportation pictures. And we’ll listen to two conversations. The people are talking about how students get to school and how long it takes. Listen carefully and put a checkmark to show the kinds of transportation they talk about. Check your answer.40 minutes 35minutes25minutes10 minutesListen carefully again and match the time with the kinds ofTapescriptConversation 1Boy: How do you get to school?Girl: I take the train.Boy: How long does it take?Girl: Oh, around forty minutes. How aboutyou?Boy: I take the subway.Girl: How long does that take?Oh, around thirty-five minutes.Conversation 2Girl: How do you get to school, Tom?Tom: I ride my bike.Girl: How long does it take?Tom: It takes around twenty-five minutes.Tom: How do you get to school?Girl: I walk.Tom: And how long does that take?Girl: It only takes ten minutes.Look at the sentences on the board. “They take the train. It takes about forty minutes.”“Take the train” means to ride the train. And we also use “take” to talk about a length of time. For example, it takes me 20minutes to get to school. So we use the same word, take, in two different ways. Now read the tapescript, shadow the how questions and underling the expressions.2d Doing pairworkNow please make your own conversations about how you get to school and how long it takes.Example:A: How do you get to school?B: well, I usually walk but sometimes I take the bus.A: How long does it take?B: It takes about 25 minutes to walk and 10 minutes by bus. What about you? A: I get to school by bike, sometimes I take my father’s car.B: Oh, how long does it take?A: It takes around 40 minutes by bike and 15 minutes by car.3a Reading and writingSo far you have learned to talk about how you get to school and how long it takes.The passage you will learn in this part tells us something about Li Lei. Pleaseread the questions about Li Lei in the speech bubbles. Then read the passage andwrite the answers to the questions on the line. You should complete the activityindividually.1How does he 2 How long does 3 How far is it fromget to school? it take? his home to school?By bike and It usually takes About 10 kilometers.by bus. about 35 minutes.Now read the passage following the tape sentence by sentence. Please pay attention to the pronunciation and intonation of the native readers and try to imitate them. Then draw lines under the useful phrases and structures.Lin Fei’s home/ is about 10 kilometers /from school. He gets up /at six o’clock/ every day, showers, and has a quick breakfast. Then/ he leaves for school/ at around six-thirty. First, he rides his bicycle/ to the bus station. That takes about ten minutes. Then/ the early bus/ takes him to school. The bus ride/ usually/ takes about 25 minutes.school? What time do you get up? How do you get to school? Let’s ask some students to say something about you.3b Doing pairworkLook at the pictures on page 21. Can you name each form of transportation? They are easy to you. Read the time and distance that goes with each form of transportation. Pay attention to “mile”, which is a common measure of distance in some western countries. (1 mile=1.6 kilometers). Read the example dialogue in the box.A: How do you get to school?B: I take the train.A: How far is it from your home to school?B: It’s eight miles.A: How long does it take you to get from home toSchool ?B: It takes 35 minutes.A: How do you get to school?B: I walk.A: How far is it from your home to school?B: It’s two miles.A: How long does it take you to get from home to school ?B: It takes 40 minutes.A: How do you get to school?B: I take the bus.A: How far is it from your home to school?B: It’s four miles.A: How long does it take you to get from home to school?B: It takes 15 minutes.4 Talking and writingWell done everyone! Now let’s play a game: Info Gap Race! This time you work in groups of three. You decide which one is A, which one is B and which one is C. Please read the instruction. You ask each other questions to learn information for your chart, and then write the answers on the chart in your book. Don’t look at others’ pages please. The first group to fill in all the blanks is theWho How How long How far1. Maria bus twenty minutes five miles2. John bike ten minutes six miles3. Liu Pei subway fifteen minutes eight milesC:How does Maria get to school?A: She takes the bus. How long does it take Maria to get to school?B: It takes her twenty minutes. How far is it from her home to school?C:It’s five miles.Closing down by asking and answering(using the useful information learned in this part)*How do you get to school?*I usually walk, but sometimes I take the bus.*How long does it to take you to get from your home to school?*It takes 25 minutes.*How far is it from your home to school?*It’s around 4miles. A bus station Section BGoals●To learn to use: bus stop, train station, subway station●To learn to talk about how to get to places further.ProceduresWarming up by asking some individuals questionsHow does Li Lei get to school? First, he rides his bicycle to the bus station. Then he takes the early bus to school. Do you know the bus station? It’s a place where trains stop here. Today we’ll study some other “stations”.1a Looking and matchingLook at the four phrases on the top of page 22 and read them loudly. Then match the words withAnswers: 1. b bus stop 2. a train station 3. c bus station 4. d subway station1b Doing pairworkRead the dialogue in the box first. Then suppose you use two kinds of transportation to get to school. Now make your own dialogues to tell your partner how you get to school, using theSample dialogue:A: How do you get to school?B: Well, I ride my bike to the subway station. Then I take the subway. What about you?A: First, I walk to the bus stop. Then I take the bus to school.A: How does your father get to his school?B: Well, he walks for ten minutes to Bus No. 11. He takes the bus and gets off at Da Yingpan. Then he walks again for five minutes to his classroom.2a Listening and checkingOK, now. Let’s listen to the conversation between Tina and Thomas. What does Thomas want to know about Nina? Here is a list of information that Thomas wants to know. I’ll ask some students to read lines to the class. Then listen carefully and put a checkmark in front of each thing thatThomas wants to know…√where Nina lives.how far from school she lives.how long it takes Nina to get to school.√how she gets to school.what she thinks of the transportation.2b Listening and checkingLook at the pictures on page 22 with a blank line in front of each. They show the ways of how to get to school. Which one is Nina’s? Listen carefully and put a checkmark next to the picture that shows how Nina gets to school.1.—to ride a bike to the subway—to take the subway tothe bus—to walk from the bus stop to the school2.√to walk to the bus—to take the bus to the subway—totake another bus after the subway—to walk from the busTypescriptThomas: Where do you live, Nina?Nina: New Street.Thomas: So, how do you get to school?Nina: Well, first I walk to the bus stop.Thomas: Uh-huh.Nina: I take a bus to the subway station. Then I take the subway.Thomas: Yeah…Nina: Next I take a bus to the bus stop on 26thStreet. Finally I walk.You may turn to the tapescript to read it, underlining theexpressions and shadowing the how questions.2c Doing groupworkNow make your conversations about how Nina gets to school in groups of four. You can use the pictures in activity 2b. Pay more attention to the sentence starters: S he…; Next, she…; Then, she…Sample dialogue:A: How does Nina get to school?B: She walks to the bus stop.C: Next, she takes a bus to the subway station.D: Then she takes another bus to the bus stop on 26th street after the subway.A: Finally she walks to school.Now let’s ask some of you to say your descriptions to the class.3a Reading and writingNow you can say something about how you get to school.Do you want to know how students around the world get to school? Read the article on page 23, and then decide if the statements are true or false in your exercise book.Check the answers:T 1. In North America, not all students take the bus to school.T 2. Other parts of the world are different from the United States.F 3. In Japan, the three most popular ways of getting to school are bus, train and bike. (Students take trains, or walk, or ride bikes)F 4. In China, bikes and buses are the most popular means of transportation. (It depends on where you are)T 5. Students in Hongshanhu and Kaishandao have to take a boat to get to school.Read the article once again, this time, to slash/ the sentences, underline the useful expressions in it and shadow the connectives. After school, you are going to write them down in your notebook. How do students around the world get to school?In North America, most students/ go to school/ on the school bus. Somestudents/ also walk/ or ride bikes to school. In other parts of the world,things are different. In Japan, most students/ take trains to school,although others also walk/ or ride their bikes. In China, it depends on /where you are. In big cities, students usually ride bikes to school/ or take buses. And in places/ where there are rivers and lakes, like Hongshanhu and Kaishandao, students usually go to school/ by boat. That must be a lot more fun/ than taking a bus!3b Reading and writingLook at the chart. Then read the article and fill in the blanks. You can findthe answers in the chart. Please complete the activity individually.How do the students get to Garden High School?At Garden High School, most students ride their bikes to school. Many students walk. Some students drive. Other students take the bus. A small number of students take the subway.3c WritingJust now we filled in an article about how students get to Garden High School. What about you?How do students in our class get to school? Let’s make a survey and listyour ideas on the board. You can use the words and numbers to write apassage about how students in our class get to school.Sample passage:In my class, most students ride their bikes to school. Many students go to school on foot. Some students live far from school, so they go to school by bus. A few students take their parents' car to school.At Taiyuan Wuzhong, most students live at school. They just walk to their classroom. So they don’t ride their bikes to school. Many students play on the playground in the early morning. Some students play football. Some read aloud their English texts. But at the same time, other students in other schools have to take the bus, ride the bike, to hurry to their schools.4 Making a surveyNow turn to page 82, please. Look at the chart. Read the heading and the phrases listed below.Please complete the chart in ten minutes. You can go around the class and ask questions to find out the answers. Look at the dialogue in the box next to the chart. You can ask questions like this.Find someone who…Nameslives 10 miles away from school.walks to school.takes a bus to school.takes more than an hour to get to school.ride s a bike to school.takes the subway to school.takes less than ten minutes to get to school.Do you remember Nina? How does she get to school? How do students around the world get to school? Please tell me in your own words. And I will also ask some of you to say something about themselves. Who will be the first to have a try?SELF CHECKGoals●To revise the vocabulary introduced in the unit●To practice writing skillProcedures1 Filling the blanks and making sentencesLook at part 1 on page 24. Fill in the blanks with the words given to you. Change the form of the word if necessary.Check the answers:1.How do you get to school in the morning?2.What do you think of the transportation in your town?3.When it rains I take a taxi.4.How far do you live from the bus station?5.I like to ride my bike on the weekend.Now make your own sentences with the words. I’ll ask some students to write the answers on the1.When will you get to Beijing?2.I cannot think of any good methods to learn English.3.I take a plane to go to my school in Shanghai.4.My teacher lives close to the school.5.I never ride a bike in life. But I like riding horses sometimes.Saturday SundayMorning: go to visit Mt. WutaiMorning: take a bus around the city, goshopping at supermarketsAfternoon: visit Jinci Afternoon: go around Pingyao City Evening: watch Jinju at a therter Evening: fly home from TaiyuanJust for fun!Let’s sing a song in English.Three Blind MiceThree blind mice, see how they run!They all ran after the farmer's wife,Who cut off their tails with a carving knife,Did you ever see such a thing in your life,As three blind mice?Part 2: Teaching resources(第二部分:教学资源)I. Background reading1.Traffic in EnglandWhen you are in England, you must be very careful in the streets because the traffic drives on the left.Before you cross a street, you must look to the right first and then the left.If the traffic lights are red, the traffic must stop. Then people on foot can cross the road carefully. If the traffic lights are green, the traffic can go. People on foot mustn't cross. In the morning and in the evening when people go to or come from work, the streets are very busy. Traffic is the most dangerous then.When you go by bus in England, you have to be careful, too. Always remember the traffic moves on the left. So you must be careful. Have a look first, or you will go wrong.In many English cities, there are big buses with two floors. You can sit on the second floor. From there you can see the city very well. It's very interesting!III. Word studies （词语学习）1.takev.1.抓住拾起get hold of something or someone; pick something up: Please take my hand. 请拉住我的手。
七年级下册英语教案人教版(优秀6篇)
七年级下册英语教案人教版(优秀6篇)七年级英语下册教学计划篇一一、本学期的指导思想本人在本学期的英语教学中，坚持以下理念的应用：1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，培养创新精神；2、整体设计目标，体现灵活开放。
3、突出学生主体，尊重个体差异；4、采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
二、教材分析本书每个单元都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为A和B两部分。
A部分是基础的语言内容，B部分是知识的扩展和综合的语言运用。
对于我们学生来说，由于小学基础不好，到初中以后学起来的确有些吃力，尤其是一千多个单词的记忆和简单的语法就吓退了不少学生学习英语的兴趣。
但我们必须知难而上，坚守教师职责，实实在在为英语教学成绩而努力。
三、教学目标对英语学习表现出积极性和初步的自信心。
能尝试使用适当的学习方法，克服学习中的困难。
常用的训练活动有以下几项：（1）Daily report：值日生介绍自己、家庭成员或朋友的情况，其它学生可互相提问题，询问个人职业。
（2）Play a guessing game：用问题“what does he do？”引入任务，让学生猜测多媒体课件中人物的职业，以此激发学生的学习兴趣，并训练学生的发散思维能力。
（3）Ask the way ：创设问路情景，根据实际情况telling the way，eg. I want to go the hospital 完成对话活动。
通过训练把课内的语言学习与课外的语言活动结合起来，改变了过去老师一言堂的模式，变学生为主体，课堂主要是提供了一个学生获取知识的平台。
学生在活动中主动地获取知识。
四、具体实施方案1、加强词汇教学。
人教版七年级英语下册教学设计：UNIT3Period3(SectionB1a-1e)
人教版七年级英语下册教学设计：UNIT 3 Period 3 （Section B 1a-1e）一. 教材分析人教版七年级英语下册Unit 3主要围绕日常生活中的活动展开，培养学生的基本交际能力。
本节课为该单元的第三课时，主要教学内容为Section B 1a-1e。
这部分内容通过描述一个男孩和他的家人在不同时间段的日常生活，让学生学会询问和描述时间，并能够运用一般现在时进行描述。
二. 学情分析七年级的学生已经掌握了基本的英语语法和单词，具备一定的听说读写能力。
但对于一般现在时的运用还不够熟练，需要通过本节课的教学进一步巩固。
同时，学生对于询问和描述时间的句子结构还不够熟悉，需要在课堂上进行有针对性的操练。
三. 教学目标1.学生能够掌握一般现在时的基本结构，并能够运用其描述日常生活。
2.学生能够熟练询问和描述时间。
3.学生能够提高英语听说读写能力，增强对英语的兴趣。
四. 教学重难点1.教学重点：一般现在时的运用，询问和描述时间的句子结构。
2.教学难点：一般现在时的特殊句型，如否定句和疑问句。
五. 教学方法采用任务型教学法，通过设定各种日常生活中的情境，让学生在实际操作中学会询问和描述时间，运用一般现在时进行描述。
同时，运用分组合作、角色扮演等教学方法，提高学生的参与度和积极性。
六. 教学准备1.教学课件：制作符合学生兴趣的课件，包含图片、动画等元素。
2.教学道具：准备一些与时间相关的道具，如手表、闹钟等。
3.练习题：准备一些针对本节课内容的练习题，用于巩固所学知识。
七. 教学过程1.导入（5分钟）通过向学生展示一些日常生活中的场景图片，如上学、吃饭、看电影等，引导学生谈论他们自己的日常生活。
2.呈现（10分钟）向学生展示1a-1e的内容，让学生初步感知一般现在时的运用。
通过讲解和举例，让学生理解一般现在时的基本结构。
3.操练（10分钟）将学生分成小组，每组选一个时间段，用一般现在时描述组内成员在这个时间段内的活动。
人教版七年级下册英语精品教案Unit 3
Step 2: 1a
课本Байду номын сангаас画
First ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.
T: Hey, Dave. How do you get to school?
2. T: Do you want to listen to an English song?
3. T: OK. Let's listen to a song "Lemon Tree". T: Let's learn the new words.（让我们来学习新的单词）
subway take the subway train take the train
2. Then tell Ss to listen to a recording. Two people are talking about some Ss get to school.（然后让同学们听录音）
3. Point out the names of the Ss in the box. Read the names to the class.
3.完成课本第19-20页1a, 1b, 1c, 2a,2b,2c的教学任务。
4.能够写一份简单的交通计划。
过程与方法
Listen, pair work and discuss.
情感态度
与价值观
通过对交通方法的学习，能够对现实生活中的事情进行推理。
教
材
分
析
重点
How do you get to school?I get to school by bus.
人教版七年级英语下册全册教案3
Unit 1 Can you play the guitar?第一课时Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club能掌握以下句型：①—Can you play the guitar? —Yes, I can./ No, I can't.②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.2) 能了解以下语法：情态动词can的用法want to do sth.的用法2. 情感态度价值观目标：该部分内容贴近学生的生活，谈论的话题是能力。
通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点1. 教学重点：1) 学习询问和谈论彼此的能力和特长；2) 掌握一些弹奏乐器的表达方式。
2. 教学难点：情态动词can的构成和使用。
三、教学过程Ⅰ. Lead in1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。
2. S s look at the picture in 1a. Then read the words and phrases. Let Ss match the activitieswith the people.Then Check the answers with the class together.Ⅱ. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
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Unit 10 I’d like some noodles.Section A Grammar Focus-3c Period3Teaching and learning Goals:一.功能：1.能够就食物进行问答,会点餐做简单的对话。
A: What kind of noodles would you like?B: I’d like beef noodles, please.A :What size would you like?B:I’d like a medium bowl, please.2.能够正确识别可数名词和不可数名词：bread, milk, water, salad, beef, meat, mutton chicken, ice cream, cabbage potatoes tomatoes carrots3.尝试做模拟点餐对话。
二．常用词汇短语和表达：1.争取能够掌握以下词汇及短语（听说读写）：meat I’d =I would she’d =she would what size what kind a bowl of2.能运用下列句型：-What would you like？I’d like …- Would you like … ? Yes, please . / No, thanks .3.争取能够正确What引导的特殊疑问句询问点什么吃的（what questions）三．学习策略:1.学会分类归纳可数名词和不可数名词。
2.能将所学的食物名称进行分类，就要点的食物进行对话。
四．情感态度:1. 了解不同国家的饮食习俗。
2.谈论喜好，爱惜粮食，增进与同学们的交流，丰富我们的课外生活。
Teaching and learning steps:Step1 Preview把下列句子译成英语1. 你想要什么面条？________________________________2. 请给我来牛肉面。
________________________________3. 你想要什么碗的？请给我来中碗的。
_________________________________4.你想来一个大碗吗？好的。
_________________________________5. 在西红柿子鸡蛋汤里有肉吗? 不，没有。
_______________________________(设计意图：本部分句子为学生的预习作业，这些句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。
同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。
）Step2 Warming up and leading in 热身导入Show some pictures and ask what the students would like 1. How do the two girls ask each other ?muttonfishriceporridgeWhat would you like?What would you like ?I would like …2.look at the pictures ask and answer in pairsWhat would you like?carrot stomato esbanana sstrawberries3.Acording to the food ask the students to sum up the countable and the uncountable nouns4.Let’s go to the restaurant!Show another four pictures ,let Ss talk about them like waiters and customersA：What size would you like?B：I’d like a medium bowl, please.A：Would you like a large bowl of noodls?B：Yes, please.A：What kind of noodles would you like?B：I’d like chicken noodles, please.A：What kind of noodles would you like?B：I’d like beef noodles, please.A: Are there any vegetables in the mutton noodles?B:No, there aren’t any.(设计意图：先给学生们创设易于理解和表达的语境，并逐步引导学生们在实际运用中练习所学，从而引入要总结的语法内容并学会表达，以及学会怎样新旧结合。
）Steps 3 Grammar Focus（设计意图：通过本项训练，旨在培养学生获取知识善于总结的能力，并能通过做对话练习中训练重点和难点。
本环节所设计的表格用填空形式正好用来检测前面所练过的句型和本单元所学的重点语法等）Step4 The use of the grammar focusAfter summing up the grammars ， ask some students to write the answers down on the blackboard in right order and practice them3a Complete the conversation below.3b Write questions and answers using the words in brackets.1. What kind of noodles would you like? (kind)I’d like chicken beef and tomato noodles./, I’d like chicken and beef noodles with tomatoes. (chicken/beef/tomatoes)2.______________________________________________________(size) _______________________________________________________(medium)3.____________________________________________________(any /cabbage /beef /noodles) ____________________________________________________________(no)（设计意图：本环节让学生到黑板上去写规范一下学生的书写，以及写句子的一些注意事项，然后用他们做对话，既练习了写，又练习了说和读）Step5 Make a surveyDevide the students into small groups ,and ask them to make a survey,who would like the food below ?Write their names down into the form.Then according to the form ,choose one of the students to give a report :They can do it like this ：In our group ， Lucy would like hamburgs_...________________________________ ______________________________________________________________________________________________________________________________________________________Anna, what would you like to eat?I’d like beef noodles with carrots.LucyMary（设计意图：通过在同学间做调查，练习would like 的用法，并巩固了一些事物名称的表达，旨在培养学生获取知识善于总结的能力，并能通过这个练习突出这个重点。
学生用自己的同学的名字进行作报告学生很感兴趣，也喜欢表现自己）Step 6. Summary：Inquiry into knowledge by filling in the blanks1.I’d like the beef noodles, please.____________________________________________I’d like=I would like, would like意为“_______”,相当于want,但比want语气委婉。
would like 一般有以下三种结构形式：①would like sth.(=want sth.)意为“_________”。
如：I would like a tomato pizza.我想要个西红柿披萨。
②would like to do sth.意为“___________”.③would like sb to do sth意为“____________”.如：The teacher would like the children to study hard.注意：在“Would you like…?”结构中表示“一些”时常用__________,而不用_______________.2.名词作定语用单数，如：西红柿面条tomato noodles土豆牛肉面条_______and beef noodlesStep7 The emotionNow, I will show you some pictures. Please look at them carefully and then tell me what you think of them.(Get students to discuss)In a word, when we have dinners, we mustn’t waste food.(设计意图：情感升华，通过一系列浪费图片，警示学生爱惜粮食，拒绝浪费)Step 8 The-end-of class test一．根据句意，补全已给出首字母的单词。