译林版英语U7L4 Grammar 教案
译林英语选修7Unit4 Grammar公开课课件
• work on
—Let’s learn
verb + adverb
• Fleming tried out this mould on another bacterium.
• Fleming tried this mould out on another bacБайду номын сангаасerium.
—Let’s attend
you will find aspirin. verb + adverb
It was over a decade before someone else turned penicillin into the great drug of the
20th century. verb + preposition
• They have differences, but they have agreed to put them aside in the interests of wining the election.
—Let’s practise
• The planet_a_k_e_s__o_f_f(起飞) at 10am. • At midnight, the party _b_r_o_k_e_u__p_(终止). • When did the warb_r_e_a_k__o_u_t_(爆发)? • How did the quarrelc_o__m_e__a_b_o_u_t(发生)? • The handle has _c_o_m__e_o_f_f__ (脱落). • The moon has _c_o_m_e__o_u_t_ (出来).
If the object is a pronoun , it has to go between the verb and the adverb.
2024-2025学年初中英语八年级上册(译林版)教案Unit7Grammar
Unit 7 SeasonsGrammar设计说明教学反思首先展示四季特点的图片，引出五种句式结构，进而通过大量的练习来练习和巩固这五种句式结构。
在讲授S+V+IO+DO这一句式时，对常接双宾语的动词加以归纳和总结，在此基础上再跟S+V+DO+OC这一句型进行区分。
教学目标通过本课节的教学，让学生达成以下目标：1.知识目标：掌握词汇：cloud, kick, fever, cough, awful, from morning till night, kick theball, have a high fever, cough a lot, an awful day2.能力目标：识别五种基本句型结构。
3.情感目标：通过对四季知识的学习，培养学生热爱自然和保护自然的意识。
重点难点重点：识别五种基本句型结构。
难点：能区分五种基本句型结构，并用所学知识进行句子成分的划分。
教学准备PPT 课件；相关图片。
授课时数2课时教学过程Step 1 Lead-in1. Show some beautiful paintings of a landscape in spring and ask students todescribe the picture.The temperature rises.It is windy.Children fly kites.2. Show some beautiful paintings of a landscape in summer and ask students todescribe the picture.It often rains.People feel hot.3. Show some beautiful paintings of a landscape in autumn and ask students todescribe the picture.Autumn leaves turn brown.Farmers harvest crops.Step 2 Presentation1. Show them the sentences on the screen.■ The temperature rises.■ It often rains.■ People feel hot.■ Autumn leaves turn brown.■ Children fly kites.■ Farmers harvest crops.2. Different parts of a sentence.(1) Tell students that“S”stands for subject. It means “主语”. In the firstsentence “The temperature” is subject. Then ask them to find the subject in each sentence.(2) Tell students that“V”stands for verb. It means“谓语”. In the secondsentence“rains”is a verb. Then ask them to find the verb in each sentence.(3) Tell students that“O”stands for object. It means“宾语”. In the last twosentences, “kites” and “crops” are object.(4) Show students the two sentences “People feel hot.”“Autumn leaves turnbrown.” and tell them that “feel” and “turn” are predicative (P).(5) We divide verbs into three kinds: intransitive verbs (vi.), transitive verbs(vt.) and linking verbs (linking v.).3. Ask students some questions.And write the sentence structure of their answers. What am I doing? I am speaking.S+VWhat do I like doing? I like reading. S+V+OWhat do I look like? I am tall. S+V+PWho is teaching you English now?I am teaching you English now. S+V+IO+DOWhat can make me happy?Reading can make me happy. S+V+DO+OC4. Present the sentence structure “S + V”.(1) Show two sentences: I am speaking. Everyone speaks.(2) Explain the structure of each sentence like “S+V”.(3) Show the students four pictures and ask them to describe the pictures with the structure like “S+V”.5. Present the sentence structure “S + V + O”.(1) Show two sentences: I like reading.I like all of you.(2) Explain the structure of each sentence like “S+V+O”.(3) Talk about the sentences with the same structure of “S+V+O”.The girl likes walking the dog.S V OThe monkey is eating bananas.S V O6. Present the sentence structure “S+V+P”.(1) Show two sentences: I am tall. I look a little fat.(2) Explain the structure of each sentence like “S+V+P”.(3) Show more sentences with the structure of “S+V+P” and give a summaryabout predicative.linking verbs (系动词)+adjectives (形容词)常见连系动词：一个“是”：be四个“变得”：become, get, grow, turn五个“感官”：feel, look, sound, taste, smell还有seem“似乎”和stay“保持”。
牛津译林版七年级英语上册教案设计：Unit7第四课时 Grammar
第四课时Grammar ◇目标导航◇◇教学过程◇一、方法指导找出Reading部分中出现过的there be句型及含有some和any的句子,并预习Grammar部分,尝试完成课后练习。
二、预习检测汉译英1.举行圣诞节聚会have a Christmas party2.需要许多东西need a lot of/lots of/many things3.需要一些果汁和可乐need some juice and cola4.纸杯paper cups5.在桌子上on the table6.在我的学校附近near my school7.练习本exercise books8.音乐盒music boxes9.一些其他的好东西some other nice things10.为某人买礼品buy sb presents/buy presents for sb11.离……不远not far away from12.足够的零食enough snacksStep1情景导入Teacher:Look at the sentences on Page 85.Do you find the rule?Step2完成教材Part A的任务1.学生观察Page 85的例句,讨论some与any的用法。
2.老师结合书本例句讲解some与any的用法。
3.完成Part A的对话填空,同桌间互相检查答案。
全班核对答案。
4.让学生分角色将对话朗读一遍。
根据句意用some或any填空1.—Is there any bread in the bag?—Yes,there is.2.What about some fruit?3.I don’t have any friends in my new school.4.—Can I ask you some questions?—Sure.5.—Would you like some drinks?—Yes.Please give me a bottle of cola.Step3完成教材Part B的任务1.大声朗读Page 86表格中的句子,熟悉there be句型。
牛津译林版英语7AUnit4Grammar优秀教学案例
1.学生能够掌握一般现在时态的构成（主语+动词原形），理解其用法和辨析。
2.学生能够运用一般现在时态描述自己的日常活动和他人的一般特征。
3.学生能够理解一般现在时态的概念，并在实际情景中进行交际。
（二）过程与方法
1.通过任务型教学法，让学生在真实情境中感知和理解一般现在时态的构成和用法。
在教学过程中，我采用了任务型教学法，以学生为主体，注重培养学生的口语表达能力和思维能力。在导入环节，我通过展示图片和提问的方式激发学生的兴趣，引导学生思考和讨论。在呈现环节，我使用多媒体课件和实物展示一般现在时态的构成和用法，让学生在真实情境中感知和理解一般现在时态。在练习环节，我设计了一系列口语和书面任务，让学生在实践中运用一般现在时态，巩固所学知识。在反馈环节，我及时给予学生评价和反馈，鼓励他们积极参与课堂活动，提高他们的自信心。
4.反思与评价注重反馈：教师引导学生对课堂教学进行反思，总结自己在学习过程中的收获和不足，明确下一步的学习目标。同时，教师对学生的学习成果进行评价，关注学生的知识掌握和能力提高，给予合理的反馈和建议。通过反思与评价，学生能够更好地了解自己的学习状况，提高学习效果。
5.教学策略灵活多样：教师在教学过程中运用了情景创设、问题导向、小组合作等多种教学策略，使课堂变得生动有趣，激发了学生的学习兴趣和积极性。同时，教师注重培养学生的口语表达能力和思维能力，提高了学生的学习效果。
3.引导学生认识到学习英语的重要性，提高他们的语言素养。
4.培养学生关心他人，善于观察和思考的能力，培养他们的责任感。
作为一名特级教师，我深知教学目标的重要性，它不仅是教学活动的出发点和归宿，也是评价教学效果的重要依据。在制定教学目标时，我注重将知识与技能、过程与方法、情感态度与价值观三者相互融合，形成一个全面、立体的教学目标体系。通过这样的教学目标，我希望能够激发学生的学习兴趣，培养他们的自信心和团队合作精神，使他们能够在掌握一般现在时态的语法知识的同时，提高他们的口语表达能力和思维能力。同时，我也希望通过教学，让学生认识到学习英语的重要性，培养他们的责任感，使他们能够更好地面对未来的挑战。
最新牛津译林版中学七年级英语上册 Unit 7 Shopping Grammar教案
Unit 7 Shopping教学课题Unit 7 课型new 本课题教时数：7第3课时备课日期：教学目标: 1. To learn to use “some” and “any”.2. To learn ‘There be’ structure.教学重点、难点： 1. To learn to use “som e” and “any” correctly.2. To learn ‘There be’ structure.教学方法与手段：Task—based method教学过程：教师活动学生活动设计意图Step 2: PresentationAsk: How many watermelons are there? Is there an orange on the table?Is there any/much Coke on the table?Are there any/many bananas on the table?Answer: There is a watermelon.No, th ere isn’t. There isn’t an orange.Yes, there is. There is some Coke.No, there aren’t. There aren’t many bananas. There are some.Present ‘there is’/ ‘there are’Step 3: Practice Listen to the teacherand answer some qs.Listen to the teacherand answer some qs.Complete someexercises.Present “some”and “any”Present ‘thereis’/ ‘thereare’Consolidate thesentenceComplete the dialogue ‘Talking about food’ on Page 63, then act it out in pairs.Answers: 1-Is there, 2-there is,3-There is, 4-there isn’t, 5-Is there, 6-there is, 7-There are, 8-There is, 9-Is there, 10-there is, 11-There are, 12-Is there, 13-there isn’t.Step 4: Extension activityAsk students to make dialogues about theirschool/classroom/stationery/drinks by using ‘there is’/ ‘there are’.e.g. A: Is/Are there … in your classroom?B: Yes, there is. / No, there isn’t.Yes, there are. / N o, there aren’t.A: How many … are there in your classroom?B: There is/are … in my c lassroom. structure “there be”.HomeworkFinish the exe rcises of the workbook.授后小记：本课对some和any的用法进行教学，学生掌握的还可以；至于there be学生早就掌握了。
牛津译林版英语七年级下册U7 Grammar 教案
《英语》（七年级下册）Unit 7 AbilitiesGrammarI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1.learn how to use “can”, “could” and “may”;2.u se “what” and “how” to express strong feelings.II. Teaching contents1.New words and phrases: smoke, camera, X-ray, by the way, no problem2.New sentences: How dangerous!What a brave man!III. Focus of the lesson and predicted area of difficultyLearn how to use “can”, “could” and “may”.IV. Teaching proceduresA Using can, could and mayStep 1 Lead-inT: Boys and girls, today we are going to learn Grammar of Unit 7. Do you know these sports? Can you tell me their names?S: Swimming, playing badminton, cycling, horse riding and flying kites.【设计意图：从学生喜欢的体育运动导入本节语法课，为下面的新授课作铺垫。
】Step 2 Presentation1. Use can or could to talk about ability(1) Describe what you see in the picture.She could not ride a bike at ten, but now she can ride a bike.The girl is skating. She could not skate last year, but now she can skate.We can also say: She wasn’t able to skate last year, but now she is able to skate.(2) Look at more pictures and use can/could/be able to to describe them.(3) Work in pairs and make up a dialogue according to the table.【设计意图：由学生的个人操练过渡到两人对话，设计不同的任务让学生反复操练can、could、be able to。
苏教牛津译林高中英语模块7_第四单元Grammar精品教案
模块七第四单元Grammar精品教案Step 1: General introductionLet’s have a try, everyone! Can you give me correct answers to the following sentences?Well done! Today we’ll learn a new Grammar item——PARTICIPLESThe grammar item in this unit focuses on verb-ed and verb-ing, both of which are also called participles. You will review the functions of verb-ed and verb-ing in different situations. You are expected to apply what you learn to practice by fulfilling some written tasks.Step 2: Explanation:1. 分词的构成分词分为现在分词和过去分词。
现在分词构成为V+ing, 过去分词构成为V+ed。
分词也有一般式、过去式、完成式及主动和被动等各种形式。
2. 现在分词和过去分词的区别1) 在时态上，现在分词表示正在进行，而过去分词表示已经完成。
Developing countries发展中国家The developed countries 发达国家Boiling water 沸腾的水Boiled water开水2) 在语态上，现在分词表示主动，而过去分词表示被动。
The oppressing class压迫阶级The oppressed class 被压迫阶级Burning fire燃烧的火焰Burned skin 烧伤的皮肤3. 分词的时态与语态1) 一般式（主动、被动）分词的一般式的主动式所表示的动作与谓语动词表示的动作同时发生，或在谓语动词表示的动作之前发生。
译林版八年级英语上册Unit 7 Seasons 第4课时 Grammar教案
译林版八年级英语上册Unit 7 Seasons教案第4课时Grammar一、教学目标1、To learn the simple sentence structure.2、To learn to translate simple sentences by using the structure knowledge.二、教学重点How to understand the sentence structure.三、教学难点How to use the knowledge to do translation work.四、教学过程（一）Lead-in（师）1. Ask students to answer the questions：①Which season will begin if it snows outside.②What do children like eating in summer?③What colour will the autumn leaves turn?The snowy season will begin.Children can eat ice cream.The autumn leaves turn brown.（生）Answer the questions --”（二）Presentation（师）1. We're going to look at three sentences. Pay attention to the verbs.①The snowy season will begin.②Children can eat ice cream.③The autumn leaves turn brown.2 There are three kinds of verbs. They are intransitive verbs, transitive verbs and linking verbs.3归纳出判断及物动词、不及物动词和系动词的基本规律-(1) An intransitive verb does not take an object, but can have a prepositional⑵A transitive verb takes an object. 及物动词后面能直接加宾语。
初中英语七年级下册(牛津译林版)Unit7Grammar优秀教学案例
五、案例亮点
1.情境创设丰富多样：本案例中，教师通过生活情境、故事情境和文化情境等多种方式创设情境，让学生在真实、有趣的环境中学习一般现在时，提高了学生的学习兴趣和积极性。
2.问题导向激发思考：教师在教学过程中提出一系列问题，引导学生思考和探索一般现在时的意义和用法，激发学生的问题意识，培养他们的思维能力。
1.学生通过观察和分析，发现一般现在时的构成和用法。
2.教师提出问题，引导学生思考一般现在时与其他时态的区别，如“When do we use the present simple tense?”等。
3.学生通过对比和讨论，深入理解一般现在时的意义和用法。
（三）小组合作
1.学生分组进行讨论，共同完成任务，如编写一段对话或故事，运用一般现在时进行交流。
3.小组合作促进互动：通过小组合作的方式，学生能够积极参与讨论和实践活动，促进学生之间的互动和交流，提高他们的合作能力和语言运用能力。
4.反思与评价促进行动：教师鼓励学生在课堂活动中进行自我反思和评价，以及互相评价和小组评价，帮助学生了解自己的学习过程和成果，促进学生的自我改进和成长。
5.教学内容与过程详细规划：本案例中，教师对教学内容进行了详细的规划和设计，包括导入新课、讲授新知、学生小组讨论、总结归纳和作业小结等环节，确保学生能够系统地学习和掌握一般现在时的知识和技能。
2.学生能够理解一般现在时的意义和用法，并能运用其进行简单的交流和写作。
3.学生能够掌握一般现在时的构成，即主语+动词（原形），并能正确运用助动词do、does、did进行提问和回答。
4.学生能够辨别一般现在时与其他时态的区别，如一般过去时和一般将来时。
译林英语七年级上册Unit 4 Grammar 教案
A Teaching plan for7 A Unit 4 My Day GrammarAnalysis of teaching material:As the third period of this unit, whose topic is my day, this lesson serves as an interesting topic for students daily lives. So all the activities in this unit are helpful to rais e students’ learning interest. Grammar Focus all the target language in this unit. It gives the students a whole image of the target language. The target language is the basic for Ss to learn the other contents of this unit. So it’s very important to learn this lesson well.Teaching objectives: According to the New Curriculum Standard, by the end of this lesson, students are able to:1.Ensure the students can use prepositions and adverbs properly when talking abouttheir school lives .2.Help the students get a better understanding of how often they do hobbies in theirdaily lives.3.Students, in some sense ,are hoped to develop a positive feeling towards schoollives. They will know their classmates and the teacher better and learn from each other.Teaching key points (also difficult points in this lesson):1.to train students master the usage of the adverbs of frequency and in, on at in thetarget language.2.to make students interested while talking about the school lives.3.Teaching method:Communicative language teaching, task-based method and students-centred method4.Teaching aids: PPT, tape-recorder, blackboard5.Teaching procedures:Step 1:Warming upPresentation of aims of this lesson and ask about their lives to make friends and get to know them more .T: Good morning! First I would like to say thank you to everyone .Thank you for helping me during the last week because there is something wrong with my leg I can not walk very well. I really want to be your friends, so maybe someday I can help you ,too. Ok? So I prepare a lot of questions for you to know you better. Let’s start from your daily life!T:.What time do you always get up?(what do you often do before going to school?) S:I always get up ….T:How many lessons do you usually have a day?S:I have…T:What time do you usually finish your homework?S:I usually finish my homework…T:What do you like to do on weekends?S: ….Step 2: Talk about your favourite sports!a.Presentation.Teacher makes students motivated to talk about their favourite sports and try to reviewadverbs of frequency while teaching them new usages.T: I am sure boys like to do sports, right? What about girls? Do you like doing sports? What is your favourite sport?S: ….T: How often do you do it?S: …T: You know, I like doing exercise. I do exercise all the time. I always do exercise after school and on weekends. But now my foot is broken. How often do I do exercise now?Ss:…Teacher guides students to think about adverbs of frequency and summaries them. b.Practise:Teacher makes students do an oral practice by using and practicing adverbs of frequency properly .T: Now you know about Anna’s sports hobbits, would you please discuss your favourite sport with your deskmate?Then teacher will ask some of the groups to present their work.Step 3: talk about your favourite festivals!Teacher leads students to discuss their favourite festivals and what they do on that day by using on/at correctly.a.Presentation.T:I am afraid you all like festivals. The National Day gives you a 7 days’ holiday in October. I want to know what your/his/her favourite festival is?Ss: My/His/Her favourite festival is …b . Practise:T:We talk about a lot of festivals, would you please ask your deskmate: What do you do you often do on that festival? one asks, one answers.(When checking the answers, teacher will guide students to read together the important phrases.)Step 4: Do you want to know more about Anna?Teacher teaches students in/at by showing them a picture in English Festival. Afterwards, teacher points out some error corrections to test their understanding of the important language rules.a.Presentation.T: Now, Anna would like to show you more about me and share some happy moments in Huiwen with my students.T: This is a picture of our school English Festival. It is always in December. All the students in Grade 7 and Grade 8 can join in it. When did I take this photo?S: …T:It is a picture in 2012.How old am I in 2012?Can you guess?S:…T:I was at 24 years old. How old are you ?So you are at12 years old, right?b . Practise:(Also, when checking the answers, teacher will guide students to read the importantsentences and phrases.)Finish exercise and check the answers one by one.b.Presentation.Teacher introduces the usage of in/on/at by telling the story of an invitation.T:Do you know why Anna sing ?Because I received an invitation and I felt very touched. I ‘d like a student to read the invitation for us.Teacher teaches target rules and Ss to finish the letter.T: I wrote a letter back, but some parts are missing now. Can you help me finish it? Ss:......T: Thanks for your answers. I am sure this year, we will have a happy English Festival too!T:That English Festival is my happy moment in 2012,but in 2015.I also have some happy memory. A student took these photos for me. When did she take them, can you remember?S:……T:Yse ,we can say in the morning on Tuesday, and we can also say on Tuesday morning or ?S:…..T:It is on the morning of 13 October. Let’s read together.Ss:……T:Now Anna tells you about my happy memory in the sports meeting ,It’s time for you to tell yours. What did you do in the sports meeting? Can you remember? Ss:……T:Let’s talk about it with your deskmate!Step.5 Check outT:Today,we share with each other about our life and now we all know us better and more !I hope you can write your day to Anna so that I can keep them ,study your lifestyle and be a better friend with you.Teacher asks Ss to write a short passage about their day with adverbs of frequency and in/on/at properly. Then teacher will ask some of them to read their work and consolidate we’ve learnt today.Homework1.Finish the exercise on page 47 “Tommy’s school life.”2.Finish the workbook .3.Talk with your friend and know about your friend’s day. Write it down with proper language.Blackboard Design:Unit 4 My DayGrammarin on at alwaysin the morning on Sunday at Christmas oftenin summer on 13 October at 26 years old usuallyin December on Tuesday morning at noon sometimes in 2015 on Children’s Day seldom/never。
牛津译林版七年级英语上册复习教案： Unit 4 Grammar
课题7上Unit 4 Grammar 课型New教学目标1. To use prepositions to talk about time correctly;2.To use the adverbs of frequency correctly;3. To grasp the usage of “how often”;4. To use these items of grammar to talk about their daily life.教学重点1. To use prepo sitions to talk about time correctly;2.To use the adverbs of frequency correctly;教学难点To use these items of grammar to talk about the ir daily life.教学过程集体备课备课札记Step 1. Checking of preview work1. Check their preview work2. Solve questions they found about their preview workStep 2. RevisionReview the contents they learned in the last lesson.St ep 3. Presentation1.Talk about the daily routine with the class, e.g..,I get upat six o’clock. I go swimming on Saturday. I prepare mylessons in the evevning. Write these sentences on theblackboard and underline the prepositions ‘at’, ‘on’, ‘in’.2. Ask some students to make similar sentences aboutthemselves using these prepositions. Then elicit the rules forusing these prepositions.Step 4. Practice1. Go through the table on page 45 w ith the class. Ask thestudents to add more sentences to the ‘Example’ col umn.2. Ask students to complete Part A1 on their own. Walkaround the class and give help when necessary.3. Then look at Millie’s letter. In pairs, read the lettertogether and discuss the answers.4. Write down the correct prepositions in the blanks and check the answ ers in class.Step 5. Presentation1.Loo k at the ppt,ask the Ss to think of the adverbs of frequency and tell the difference between them.plete the blanks on P48 with the words of frequency.3.Check the answers in class.Step 6. ExercisesDo some exercises and check some in class.Step 7. Homework板书设计Unit 4 Grammar1.I often get up ___________ half past six.2.In America, it’s very cold ___________ winter.3.They’re going to the library ____________ the morning of October 3rd.4.The teachers are going to have a meeting ____________ Friday evening.5.____________ Christmas, people put a Christmas tree in the middle of their sitting room.6.My daughter was born ___________ July 12th, 2019.Their party will start__________ the evening.教学反思。
Unit7第4课时Grammar(教案)2023-2024学年七年级下册英语牛津译林版(安徽专版)
3. 实物道具：使用实物道具，如图片、卡片等，帮助学生直观地理解一般现在时态的用法，提高学生的学习兴趣。
4. 在线学习平台：利用在线学习平台，让学生在课后自主学习一般现在时态的知识，提高学生的自主学习能力。
例题6：
题目：请用一般现在时态描述你最喜欢的动物。
答案：My favorite animal is a dog. Dogs are loyal and friendly. They can be good companions.
例题7：
题目：请用一般现在时态描述你的家庭生活。
答案：My family lives in a cozy house. We have dinner together every evening. We often go on trips during holidays.
5. 情境模拟：创设真实的语境，让学生模拟使用一般现在时态进行交流，提高学生的实际运用能力。
教学实施过程
1. 课前自主探索
教师活动：
- 发布预习任务：通过在线平台或班级微信群，发布预习资料（如PPT、视频、文档等），明确预习目标和要求。
- 设计预习问题：围绕一般现在时态的肯定句、否定句和疑问句的结构，设计一系列具有启发性和探究性的问题，引导学生自主思考。
3. 素质层面：学生具备一定的自主学习能力和合作学习能力，能够主动参与课堂活动。但在自我约束和时间管理方面，部分学生可能存在不足，容易导致学习效果不佳。因此，在教学过程中，需要引导学生养成良好的学习习惯，提高自我管理能力。
4. 行为习惯：学生在课堂上的注意力集中程度不同，部分学生可能存在注意力不集中的现象。这可能会影响他们对一般现在时态知识的学习和掌握。因此，在教学过程中，需要采取有效的教学方法，吸引学生的注意力，提高课堂参与度。
Unit4Grammar教学设计-2024-2025学年译林版英语七年级上册
-通过实际例句和练习，加深了对一般现在时的理解和掌握。
2.当堂检测：
（1）选择题：
A. He _______ to school by bike every day.
a) goes b) go c) going d) gone
B. We _______ our homework in the evening.
2.动词在一般现在时的变化规则：
-第一、二人称和复数主语动词原形，如：I go, we go。
-第三人称单数主语动词加-s或-es，如：He/She/It goes。
3.常用的一般现在时动词：have, do, go, come, eat, drink, sleep, read, write, play等。
-分组活动：学生分组，根据所给动词，运用一般现在时编写句子。
-课堂提问：教师随机抽取学生回答，检查练习效果。
-小组讨论：针对疑问句构成，组内讨论并总结规律。
注意：此环节要关注学生的参与度，鼓励学生积极互动，提高课堂氛围。
4.创新教学（5分钟）
-设计一个“角色扮演”活动，让学生模拟日常生活中的场景，运用一般现在时进行对话。
a) does b) do c) did d) done
（2）填空题：
C. She _______ (not have) lunch at school.
D. _______ (you do) exercise every morning?
（3）改写句子：
E.将以下句子改为否定句：
"Tom goes to the library every weekend."
最新译林牛津版初中英语七年级上册Unit 7 Shopping grammar公开课教学设计
Unit 7 ShoppingGrammarAims：1. To learn to use “some” and “any”2. To learn “ there be” structureKeys and difficulties: 1. To use “some” and “any” correctly2. Usage of “ there be” structureTeaching processStep 1 Leading-inWhat’s the date today? It’s in December now. Christmas is coming. And I want to have a Christmas party. What do I need for a Christmas party?1.Give a picture of some bread: Do I need any bread?2.Give a picture of some fruit and drinks. ( To lead students to useI need some...)3.Maybe I also need some paper cups. Teach: paper cupsStep 2 Presentatio n & PracticeA: Students in Sunshine Middle School plan to have a Christmas too.1.Now, let’s look at this picture. Does Kitty need to buy any food for the party? ( To lead students to answer: Yes, she does. She needs to buy some food.) But, what happens?2.Show another picture: Does Kitty have any money? ( To lead them to answer that she doesn’t have any money.)3. Kitty needs to buy some food, but she doesn’t has any money. Let’s look at Millie and Daniel. They are talking about what to buy for the party. Can you use “some” or “any”to complete their conversation? ( SB. P85, on the slide)4. What do you know about them now? Do they have differences? Choose some students to say something about it. Then to show the similaritiesand differences on the slide.5. To show “ some” in questions when we are making offers and requests.B: I n eed to buy some food for the party too. Please look at the things on the table.1.What’s on the table?( To lead students to use “ there be” to answer this question.)2.To show some questions to present “ Is there...” and “ Are there..” structure. And lead them to answer “ Yes, there is/are” or “ No, there isn’t/ aren’t”3.To use “ there be” to make dialogues.4.Let some students to conclude the rules of “there be”in negative sentences and questions.lie is writing about shops around h er school. Please help her complete her article with the correct form s of “ there be” ( SB. P86, on the slide)6.A rule conclusion for “ there be”Step 3 Exercises ( on the slide)。
Unit 7 Shopping Grammar 示范课教学设计(牛津译林版七年级上册教案)
在圣诞节为朋友选购礼物的情境中，教师通过引导学生看图回答问题，引导学生在语境中感知there be的功能与意义。之后，通过自主探究的方式，归纳总结there be的用法。
教学活动
7.Students look at the picture and answer the questions.
8. Students read and work out the rules.
9.Studentsread and fill in the blanks.
10.Studentslook at the picture and fill in the blanks. Then work out the rules.
活动层次
学习理解之感知与注意
效果评价
观察学生回答问题的表现，了解其对视频内容的理解程度。
环节设计意图：以学生熟悉的情境导入话题，激活已知，为本节课的语法知识学习做铺垫。
环节二：在情境中识别some和any的意义和功能，并归纳总结其使用规则。(12mins)
学生在圣诞节为朋友选购礼物的情境中，感知some和any描述物体数量的意义，同时总结归纳some和any的一般用法以及特殊用法。
活动层次
应用实践之内化与运用
迁移创新之想象与创造
效果评价
观察学生完成练习的情况，判断其对知识的理解程度。
观察学生完成练习时是否能够准确运用所学语言知识，根据情况给与必要的指导和反馈。
环节设计意图：引导学生在不同的语境中内化运用语法知识，在实践中理解为朋友和家人选购礼物的真正内涵。
Байду номын сангаас作业与拓展
Unit4 Grammar教案 牛津译林版初中英语七年级上册
Unit 4 My dayGrammar教案（一）I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use prepositions to talk about time correctly;2. use the adverbs of frequency correctly;3. grasp the usage of “how often”;4. use these items of grammar to talk about their dai ly life.II. Teaching contents1. New words and expressions: would, would like, life, all the best, roller skating2. New structure: How often do they exercise?III. Focus of the lesson and predicted area of difficulty1. Know better about some usages of the prepositions of time;2. Tell the difference between “how often” and “how many times”.IV. Teaching proceduresA. Prepositions of timeStep 1 Presentation1. Find out the expressions which should be put after “in/on/at” one by one.2. Read the expressions together.3. Find out more similar expressions.4. Work out the rules.(1) in: in the evening (part of day), in December (months), in 2013 (years), in winter (season)(2) on: on Sunday, on December 31st (days & dates), on the evening of July 4th, on Monday afternoon (parts of a specific day), on Children’s Day (specific holidays or days)(3) at: at seven, at noon, at lunchtime (time of day), at (the age of) 16 (age), at the Spring Festival (specific holidays or festivals), at the weekend【设计意图：通过设计新生找教室的情境，让本来枯燥的语法稍显活泼些。
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英语（七年级上册）Unit 7 ShoppingGrammarI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use “some” and “any” to talk about the amount of something;2. use “there be” to show the idea that something exists;3. develop the cognitive ability to discover rules.II. Teaching contents1. New words and expressions: paper2. New structures: I need to buy some Christmas presents.Do you have any money?I don’t have any money.There is a pear on the table.There is some milk on the table.There is not any bread on the table.There are not any cakes on the table.Is there a pear on the table?Is there any salt on the table?Yes, there is. /No, there isn’t.Are there any vegetables on the table?Yes, there is. /No, there isn’t.III. Focus of the lesson and predicted area of difficultyUse “some”, “any” and “there be” to write an introduction about the students’ school.IV. Teaching proceduresStep 1 Lead-in1. Show students Picture 1 and Picture2.T: Hello, everyone! As we know, Christmas is coming soon. Look at Picture 1. I have a Christmas tree here. Tell me what can you see in the tree? Yes, we can see some presents in it.What about Picture 2? Can you see any presents in the tree? No, we can’t see any presents in it. I want to buy some Christmas presents. So I need some money. Do you have any money? S1: No, I don’t have any money.T: (Ask another student) What about you? Would you like some Christmas presents? Can I borrow some money from you?2. Ask students to think carefully and work out the rules about how to use “some” and “any”.T: We can use “some” and “any” before both countable nouns and uncountable nouns. We use “some” in a positive sentence. We use “any” in a negative sentence and a question. We can also use “some” in a question when we are making an offer or a request.We use it when we expect the answer to be “yes”.【设计意图：通过展现图片和创设真实情景导入本课内容，通过简单的问答形式呈现“some”和“any”的用法，并鼓励引导学生自己发现规律。
】Step 2 PresentationT: Millie and Daniel plan to have a Christmas party. They are talking about the things for the party. Can you complete their conversation with “some” or “any”?1. Ask students to finish the exercise “Shopping for a party”on Page 85, and then check the answers in pair.2. Ask students to practise reading the dialogue in roles.【设计意图：利用教材上的练习进一步巩固学生对“some”和“any”在具体语境中的灵活运用。
】Step 3 Practice1. T: In China we don’t celebrate Christmas. But New Year’s Day is an important holiday for us.Here’s good news! Our class is planning a New Year’s Day party. What should we get ready for the party? Have a brainstorm. Yes, I think we need to get food, drinks and snacks ready for the party. And we should also plan some activities for it.2. Ask students to work in groups of four and try to make up a conversation about getting ready for the New Year’s Day party. Students are encouraged to use “some”and “any”in their conversations as much as possible. Then invite each group to act out their conversation. Their performance will be graded according to the following standard:★★★语音语调准确，朗读流利，至少使用5次some或any。
★★★★语音语调优美，注意感情和肢体语言，不看书。
★★★★★语音语调优美，注意感情和肢体语言，增加自己的语言，对话长且有趣。
【设计意图：让学生通过编写新的对话练习目标知识点，发挥语言的语用功能，并鼓励他们积极想象，适当增加合理内容，提高他们的创新思维能力。
】Step 4 Presentation1. Show students some pictures.T: Look at this Christmas tree in Picture 1 again. There are some presents in the tree. Are there any presents in the tree in Picture 2? No, there aren’t any presents in the tree. There is a bell in the tree. (Teacher show students a picture of a New Year’s Day party) Is there any good news?Yes, there is. Our class is going to have a New Year’s Day party.2. Help Students make a summary. We can use “there be” to talk about the existence of something. We use “there are”before a plural form. We use “there is”before a singular form or an uncountable noun.3. Show students a picture of a Christmas tree with some presents and a bell in it and ask them to complete some sentences.4. Explain the Principle of Proximity (就近原则). In the structure “there be”, the form of the verb “be” should be determined by the nearest noun.5. Show students the pictures and ask them to make questions. Then the teacher explains the rules: “How many” is followed by countable nouns and “How much” by uncountable nouns.【设计意图：通过图片和简单的问答形式呈现“there be”的用法，鼓励学生通过练习自主探究，发现规律。
】Step 5 Practice1. Ask students to finish the exercise “Shops around my school” on Page 86 individually. Thencheck the answers together.2. Show students a picture of a table. Ask them to ask and answer in pairs.A: Is there … on the table?B: Yes, there is. /No, there isn’t.A: Are there … on the table?B: Yes, there are. /No, there aren’t.【设计意图：通过教材上的练习，让学生进一步熟悉“there is”和“there are”的用法。