人教版七年级英语下册Unit12复习教案

合集下载

人教版七年级下册英语 Unit 12教案 Unit 12 教案

Unit 12 What did you do last weekend?Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1)掌握以下单词：camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late.能掌握以下句型：①— Where did you do last weekend, Lucy?— I went to summer camp.②— How was your weekend?— Pretty good, thanks③— I worked as a guide at the Natural History Museum.④ How interesting!2) 能了解以下语法：learn to talk about recent past events.2. 情感态度价值观目标1. 帮助学生树立合作学习观点。

2. 讲述美好的周末，树立学生享受生活，热爱美好的大自然情感。

二、教学重难点1. 教学重点：1) Key vocabulary.2) Talk about recent past events2. 教学难点：1) Talk about recent past events2) Practice students’ listening, speaking, reading and writing skills.三、教学过程Ⅰ. Warming-up and revisionPoint to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as cleaned my house over the weekend. Use quick sketches (in theboard along with gestures to demonstrate the meaning of each activity,Ⅱ. 1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.Check the answers.Ⅲ. ListeningWork on 1bThis activity gives students practice in understanding the target language in spoken conversation.Point to the activities in the picture in activity la. Ask students to tell what the person did in each picture. For example, she played badminton, or Lucy went to the cinema. Play the recording the first time. Students only listen.Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing badminton; on Saturday morning.Correct the answers.Ⅳ. PairworkWork on 1cThis activity provides guided oral practice using the target language.Point to the example conversation. Ask two students to read the dialogue to the class.Say, now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend. Talk about the activities in the picture.Students work in pairs. As they talk, move around the room monitoring their work.Offer language or pronunciation support as needed,Ⅴ. ListeningWork on 2a:This activity gives students practice in understanding the key vocabulary in spoken conversation.Point to the five sentences and ask a student to read these sentences to the class.Say, You will hear recording of a conversation. The people will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother.Correct the answers.1grandma 2 homework 3 English 4 farm 5 cowsⅥ. ListeningWork on 2b:This activity provides listening practice using the target language.Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name.Say, Now I will play the recording again. Listen to the students talking about what they did over the weekend. Write C for Carol, B for B Becky or J for Jack next to each statement in activity 2a. The first one has been done for you.Play the recording the first time. Students only listen.Point out the sample answer, S, in statement 1. Say, Sonia visited her grandmother.Play the recording again. Ask students to write a letter in front of each statement to show what each person did.Check the answers. B B C J JⅦ. Pair workAsk and answer in pairs.Point to the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A, ask questions about what, who or where, Student B answers. Students work in pairs.Ⅷ. Role-play the conversation.1. Ask Ss to look at conversation in 2d. Then Ss read the dialogue by themselves and find the answer to these questions:① What did Lisa do on her weekend?② What did Paul do on his weekend?2. Ss work in pairs and role-play the conversations.3. Have several pairs perform their conversations for the rest of the class.Homework:1. Copy new words twice.2. Write about what you did last weekend.板书设计：Section A 2 (Grammar Focus-3c)一、教学目标：1. 语言知识目标：1) 掌握以下单词：away, mouse, baby, shout ,shout at, woof, language.2) 继续练习一般过去时态能掌握以下句型：— What did you do last weekend?— I did my homework.— Who visited her grandma?—Becky did.— Where did she go last weekend?— She went to a farm.— Who did she go with?— She went with her classmates.2. 情感态度价值观目标：1. 提高学生独立学习能力。

Unit 12 单元复习(教案)-人教版英语七年级下册

Unit 12 What did you do last weekend?单元复习课教材分析本单元话题是“周末活动”（Weekend activities）。

本节课是本单元的第六节课，是一节复习课，主要活动包括单元词汇、短语、句型的复现，考点及语法的针对性练习和知识的迁移运用，引导学生在复习的过程中巩固单元重点知识。

教学目标学完这一课，学生能够掌握：1．词汇：Unit 12的重点词汇及核心考点；2．语法：一般过去时的特殊疑问句；3．交际功能：用一般过去时谈论周末活动。

教学重点1．一般过去时的特殊疑问句；2．tired、tiring、stay、shout at sb.、shout to sb. 等核心词汇的用法；3．介绍或描述自己或他人的周末活动。

教学难点1．一般过去时的特殊疑问句；2．介绍或描述自己或他人的周末活动。

教学过程课堂导入让学生四人一组，根据课件提供的示例，采用接龙的形式完成句子练习，导入本单元的话题，激发学生的学习兴趣，调动学生的学习积极性与主动性。

知识探究Step 1: 话题梳理【教师活动】梳理本单元的话题及功能，然后组织“头脑风暴”，引导学生说出与本话题内容相关的词汇和句型，引导学生整合本单元学习的重点知识，思考并构建单元知识的脑图。

教师逐步呈现脑图，补充总结。

【学生活动】梳理本单元重点知识，思考并构建单元知识的脑图，完成学习任务单中的课堂学习任务一。

Step 2: 考点突破【教师活动】教师梳理必过考点，让学生通过练习掌握以下核心考点，并以练习带动知识复现、复习和应用，使学生达到真正掌握知识点的目的。

（1）tired 与tiring（2）stay（3）shout at sb. 与shout to sb.（4）fly（5）surprise（6）so ... that ...（7）see sb./sth. doing sth. 与see sb./sth. do sth.【学生活动】完成学习任务单中的课堂学习任务二的第1至7小题。

人教版七年级英语下册unit12优秀教案

人教版七年级英语下册unit12优秀教案全文共3篇示例，供读者参考篇1Unit 12 of the People's Education Edition Grade Seven English textbook covers the topic of art and creativity. In this unit, students will learn about different forms of art, discuss their favorite types of art, and participate in various creative activities to express themselves.To make the most of this unit, here is an excellent lesson plan that teachers can follow:Lesson 1: Introduction to ArtObjective: To introduce students to the concept of art and its different forms.Activities:1. Show examples of different types of art such as paintings, sculptures, and music.2. Brainstorm with students about what art means to them and what forms of art they enjoy.3. Discuss the importance of art in society and how it can bea form of self-expression.Lesson 2: Famous ArtistsObjective: To learn about famous artists and their works.Activities:1. Introduce students to well-known artists such as Leonardo da Vinci, Vincent van Gogh, and Pablo Picasso.2. Show pictures of their famous works and discuss the style and themes of their art.3. Have students choose a favorite artist and create a poster about their life and works.Lesson 3: Creating ArtObjective: To engage students in creative activities to express themselves.Activities:1. Provide art supplies such as paints, crayons, and paper for students to use.2. Encourage students to create their own artwork inspired by the styles of famous artists or their own imagination.3. Have a mini art exhibition in the classroom to showcase students' works.Lesson 4: Reflecting on ArtObjective: To reflect on the role of art in our lives and society.Activities:1. Have a class discussion about how art can inspire, entertain, and provoke emotions.2. Ask students to write a reflection on what art means to them and how they can incorporate more art into their lives.3. Watch a short video about the impact of art on society and discuss its importance.By following this lesson plan, teachers can effectively cover the content of Unit 12 and engage students in meaningful discussions and activities related to art and creativity. This will not only help students improve their English skills but also develop their appreciation for art and the creative process.篇2Unit 12 of the People's Education Press seventh grade English textbook is focused on the theme of "Life in the future".In this unit, students will learn how to talk about their future plans, aspirations, and predictions. Here is an excellent lesson plan for teaching Unit 12 of the textbook:Lesson Plan:Title: Life in the futureGrade: 7Unit: 12 (People's Education Press)Theme: Future plans, aspirations, and predictionsDuration: 2 lessons (90 minutes each)Objectives:- Students will be able to talk about their future plans using the simple future tense.- Students will be able to express their aspirations for the future.- Students will be able to make predictions about the future using future tense modal verbs.- Students will be able to write a short paragraph describing their future plans.Warm-up (15 minutes):- Begin the lesson by asking students to brainstorm and discuss what they think life will be like in the future. Encourage them to think about technology, education, careers, and daily life.- Play a short video or show pictures of futuristic inventions and ask students to describe what they see.Presentation (30 minutes):- Introduce the simple future tense to students and explain its formation (will + base verb).- Give examples of how to talk about future plans using the simple future tense.- Practice with students by asking them to talk about their own future plans using the simple future tense.- Introduce future tense modal verbs (will, might, may) for making predictions about the future.- Give examples of how to make predictions using future tense modal verbs.Practice (30 minutes):- Divide students into pairs and ask them to discuss and write down their future plans using the simple future tense.- Monitor and provide assistance as needed.- Ask some pairs to share their plans with the class.Production (15 minutes):- Ask students to write a short paragraph (5-7 sentences) describing their future plans using the simple future tense.- Provide a writing prompt to help guide students in their writing.- Allow students to share their paragraphs with the class.Review and Assessment (15 minutes):- Review key concepts and vocabulary from the lesson.- Ask students to complete a short quiz or worksheet to assess their understanding of the simple future tense and future tense modal verbs.- Provide feedback and address any misconceptions.Homework:- Assign students to write a diary entry about a day in their future life using the simple future tense.By following this lesson plan, students will be able to effectively communicate their future plans, aspirations, andpredictions in English. This lesson plan incorporates various activities to engage students and reinforce key language concepts related to the theme of "Life in the future" in Unit 12 of the People's Education Press seventh grade English textbook.篇3Unit 12: You’re supposed to shake handsTeaching Objectives:1. Students will be able to understand the cultural differences in greetings between different countries.2. Students will be able to use the target language for greetings appropriately.3. Students will be able to reflect on the importance of cultural understanding and respect.Teaching Procedures:Step 1: Warm-up (10 minutes)- Begin the class by showing a video clip of people from different cultures greeting each other. Ask the students to share their thoughts on the various greetings they saw.- Discuss the importance of greetings in different cultures and how they can vary from country to country.Step 2: Presentation (15 minutes)- Introduce the target language for greetings and practice pronunciation with the students.- Show a slideshow or video presentation of common greetings in different countries, emphasizing the cultural significance of each greeting.- Have students take notes on the different greetings and their cultural meanings.Step 3: Practice (20 minutes)- Divide the class into pairs or small groups and have them practice the target language greetings with each other.- Encourage students to think about the appropriate greetings for different situations (formal vs. informal, meeting strangers vs. meeting friends).- Monitor and provide feedback as needed.Step 4: Cultural Understanding (15 minutes)- Engage the students in a discussion about the importance of cultural understanding and respect when greeting others.- Ask students to reflect on a time when they may have misunderstood a greeting in a different culture and how they could have handled the situation better.- Encourage students to think about ways they can show respect for other cultures in their daily lives.Step 5: Review and Assessment (10 minutes)- Review the target language greetings with the whole class and assess student understanding through a quick quiz or game.- Encourage students to continue practicing their greetings outside of the classroom and to explore more about different cultures and their greetings.Homework:- Ask students to research a different culture and its traditional greetings, and to write a short reflection on what they learned.By following this detailed lesson plan, students will not only learn the target language for greetings but also gain a deeperunderstanding of the importance of cultural awareness and respect.。

人教版英语七年级下册Unit12SectionA(1a2c)教学设计

3.教师通过展示与节假日相关的图片，如海滩、山脉、博物馆等，让学生预测本节课的主题：“Can you guess what we are going to learn today?”
4.引导学生观察图片并回答问题，教师揭示本节课的主题：“Yes, today we are going to learn about holidays and activities.”
（三）学生小组讨论
1.教师将学生分成小组，每组讨论以下问题：“What do you like to do on holidays? Why?”
2.学生在小组内分享自己的观点，使用一般现在时态进行表达，如：“I like to go to the mountains because it's quiet and beautiful.”
3.教师巡回指导，关注学生的讨论过程，及时给予帮助和鼓励。
4.每个小组选取一名代表，向全班汇报讨论成果，其他小组成员认真倾听并给予评价。
5.教师对学生的讨论进行点评，强调重点语法和词汇的运用。
（四）课堂练习
1.教师呈现2a部分的练习，要求学生根据听力材料，完成相应的任务。
2.学生独立完成练习，提高听力理解能力。
b.制作一张关于节假日活动的手抄报，用英文展示所学知识，提高学生的动手能力和审美意识。
作业要求：
1.学生应在课后认真完成作业，注意书写规范，保证作业质量。
2.家长要关注学生的学习情况，协助学生完成口语作业，并及时给予反馈。
3.教师在批改作业时，要关注学生的错误类型，给予针对性的指导和建议。
4.鼓励学生在完成作业的过程中，积极思考、主动探索，提高自主学习能力。
人教版英语七年级下册Unit12SectionA(1a2c)教学设计

人教版七年级英语下册Unit12Whatdidyoudolastweekend教学设计

-对比一般现在时态与一般过去时态，让学生了解两者的区别与联系。
-教授动词过去式变化规则，并通过练习进行巩固。
2.教学目的：
-帮助学生掌握一般过去时态的语法结构，理解其用法。
-让学生学会动词过去式的变化规律，为实际运用打下基础。
（三）学生小组讨论
1.教学活动设计：
-教师将学生分成小组，每组选择一个周末活动的话题，如：go shopping，go to the movies，play soccer等。
四、教学内容与过程
（一）导入新课
1.教学活动设计：
-教师以提问方式引导学生回顾上一单元的主题，如：“Can you remember what we talked about last unit? What activities do you like to do in your free time?”
二、学情分析
针对人教版七年级英语下册Unit 12 "What did you do last weekend?"，学生在之前的学习中已经掌握了基本的英语语法和词汇，能够运用一般现在时态描述日常生活。在此基础上，他们对于一般过去时态的掌握处于初步阶段，需要在本章节的学习中进行巩固和提高。
七年级的学生正处于青春期，好奇心强，喜欢分享自己的经历和见闻。因此，在本章节的教学中，教师应充分利用学生的这一特点，引导他们用英语表达过去发生的活动，激发学生的学习兴趣和表达欲望。
人教版七年级英语下册Unit12Whatdidyoudolastweekend教学设计
一、教学目标
（一）知识与技能
1.学生能够掌握并熟练运用一般过去时态描述过去发生的事情，如：“I went to the park last weekend.”。

七年级英语下册Unit12英文教案(新人教版)

七年级英语下册Unit12英文教案(新人教版)Unit 12 You ’re supposed to shake hands.Part 1: Teaching design (第一部分：教学设计)Structures: Supposed to ＋ infinitiveTarget language: How was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…Learning strategies: Comparing, Listening for key wordsSection AGoals●To learn to use the structure Supposed to ＋ infinitive●To listen and talk about what people are supposed to doProceduresWarming up by learning about the structure Supposed to ＋ infinitiveTurn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used?What are you supposed to do when you meet someone?You’re supposed to kiss.You’re not supposed to shake hands. When were you supposed to arrive? I was supposed to arrive at 7:00.You should have asked what you were supposed to wear.1a Looking, listening and matchingHello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.TapescriptBoy1: What are people supposed to do when they meet in your country, Celia?Girl1: Well, do you mean when friends meet for the first time?Boy1: Yeah.Girl1: Well, in Brazil, friends kiss.Boy1: What about in Mexico, Rodriguez?Boy2: In Mexico we shake hands.Boy3: We bow.Girl2: And in Korea we also bow.Boy1: Well, I guess in most Western countries we shake hands.1b Listening and checkingYou are supposed to listen for a second time to check your answers in 1a.CountriesCustoms 1. c Brazila. bowb. shake handsc. kiss2. b the United States3. a Japan4. b Mexico5. a KoreaNow you can turn to page 135 to read the tapescript. Whilereadingcircle the connectives and underline the expressions.1c Doing pairworkWhat do people do when they meet for the first time? Now inpairs telleach other what you know about meeting for the first time. You are sopposed to use the Supposed to＋infinitive structure, OK?A: What are people in Korea supposed to do when they meet for the first time?B: They’re supposed to bow.A: What are people in the United States supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in China supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in Mexico supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in Brazil supposed to do when they meet for the first time?B: They’re supposed to kiss.A: What are people in your city supposed to do when they meet for the first time?B: They’re supposed to wave their hands.2a Listening and checkingMaria, an exchange student from India, went to her AmericanFriend Dan’s place an d had dinner there. Now listen to the tapefor the mistakes Maria made there.TapescriptBoy: Hi, Maria. How was Paul’s party?Girl: Oh, Dan, it was a disaster.Boy: It was?Girl: Uh-huh.Boy: What happened?Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.Boy: Oh, so you were late.Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later!Boy: I see.Girl: Then when I met Paul’s mom, I kissed her.Boy: And you were supposed to shake hands instead.Girl: That’s right. AND I wore a fancy dress.Boy: What’s wrong with that?Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans.Boy: I guess you should have asked what you were supposed to wear.Now you may check√the mistakes by Maria on page 95.Maria’s mistakes√Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes2b Listening and fillingTo fill in the blanks on page 95 you are supposed to listen to thetape one more time.TapescriptMariA: I was supposed to arrive at 7:00 but I arrived at 8:00.MariA:In my country it’s different. When you’re invited for 7:00, you’re supposed to come later.Dan:Boy: And you were supposed to shake hands instead.MariA: That’s right. And I wore a fancy dress.Dan: I guess you should have asked what you were supposed to wear.Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.Li Hong: I was supposed to get up at 7:00 but I got up at 8:00.Li Hong: In my home it’s different. When you’re asked to getup at 7:00, you’re supposed to get up later.Wang Bin: And you were supposed to do the morning exerciseinstead.Li Hong: That’s right. And I took my school backpack.Wang Bin: I guess you should have asked what you were supposed to take.2c Doing pairworkYou are supposed to role play the conversation between Mariaand Dan. And you are supposed to use the information fromactivities 2a and 2b.A:How was the dinner at Paul’s house last nigh t?B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.A:Why was that? Why didn’t you arrive earlier?B: But in my country it’s different.A: What is the difference?B: When you’re invited for 7:00, you’re supposed to come later!A:So you didn’t arrive at 7:00..B: When I met Paul’s mom, I kissed her.A: But you were supposed to shake hands instead. We don’t kiss eachother when we are only friends.B:But I didn’t know that then.A: What did you wear?B: I wore a fancy dress.A: What’s wrong with that?B: It was a barbecue, you know. Everyone else was wearing a T-shirtand jeans.A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.3a Reading and fillingOn page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.Teresa LopezFrom Cali, Colombia Marc LeBlancFrom Lausanne, SwizerlandWhere I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visi t a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.And now you are supposed to fill in the chart.Attitude about…Colombia SwitzerlandBeing on time Pretty relaxed about time very important to be on timeVisiting a friend’s house Often just drop by friends’house never visit a friend’s house without calling firstMaking plans with friends Don’t usually have to makeplans to meet friends usually plan to do something interesting, or go somewhere together3b Doing pairworkNext you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.A: What kinds of rules do they have in Colombia?B: Well, they have pretty relaxed rules.A: Like what?B:Well, it’s ok if you’re not on time.A: Could you give me an example?B:Sure. If they tell a friend they’re going to his or her house fordinner, it’s okay if they arrive a bit late.A:Do they often visit friends’ house?B:Yes, they do. It is very important to them. They often just drop by their friends’ homes.A: Do they have to make plans to do that?B:They don’t usually have to make plans to meet their friends. Often they just wal k around thetown center, seeing as many of our friends as we they！B: What kinds of rules do they have in Switzerland?A:It’s very important for them to be on time.B:Because they’re the land of watches?A: Maybe. If someone invites you to meet them at 4:00, you have to be there at 4:00.B: If you are even fifteen minutes late, may your friend get angry?A: Yes, they do.B:Do they often visit a friend’s house?A: Sometimes. But they never go without calling first. They usually make plans to see friends. They usually plan to do something interesting, or go somewhere together.4 Doing pairworkAn exchange student from England is coming to your school forclasses. You are supposed to fill in the chart below on page 96with things he is supposed to do inside and outside theclassroom.Items You are supposed to …Greeting teachers Say, “Good morning” in the morningDoing homework At home or in school after classPhoning someone Say, “Ni Hao, I’m …”Visiting someone’s place Call first, and knock at the doorMaking plans with friends Discuss the plan, call to make changes Being on time Always on time or little earlierGiving gifts Festival gifts being necessary……Now you are supposed to role play a conversation based on thechart you just filled in.A conversation between you and an exchange student from BritainA: How do you do?B: How do you do? Are you a new exchange student?A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?B: Sure. To g reet the teachers you say, “Good morning” in the morning, “Good afternoon” in the afternoon.A:And “Good evening” in the evening. That’s the same as we do inBritain.B: For homework you may do it at home or in school, but always afterclass.A: Can I do it at class?B:No, you can’t, because you have lots to do then.A: What do I have to do at class?B: You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,and to read Learning English!A: Learning English? Am I have to learn English here?B:Yes, you have to learn English, too. If you don’t, you will fail the English exams.A: But I am a native speaker of English!B: But you are poor at English grammar! There are lots of grammar items in the English exam. A: But I can listen, speak, read and write in English. Is that not enough?B:I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.A: All right. I agree to take all those exams in English, and on grammar.B:And to phone someone you say say, “Ni Hao, I’m …”A:“Ni Hao, I’m …”B: Right. You are learning fast. You are smart.A:What about visiting someone’s place?B: Call first, and knock at the door.A: What should I do to make plans with friends?B: Discuss the plan with them. Call to make changes before it is too late.A: Do I have to be on time?B:It depends. You have to be on time for school. And you don’t have to be on time for meals by yourselves.A:That’s also the same as we do back at Britain.A: And giving gifts? I hear that you give many gifts on many occasions.B:Yes, we do. But you can’t give gifts to the teachers in orderto pass the exams, and the English grammar exams!Closing down by competingTo end this English class you are supposed to take acompetition. You are supposed to say as many sentences withthe Structure: Supposed to＋infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.Section BGoals●To listen and talk about table manners●To read about life as an exchange studentProceduresWarming up reading aloud to the tapeHello, it’s nice to meet you on this cool lovely morning! To begin with,listen and read loud to the recording of the text on page 96. But try notto look at the text while listening and reading it aloud.1 taking a quizOn page 97 is a chart with 5 sentences. Read them and circle T for true and F for false.Mind your manners! True orfalse?1. In the United States, you’re not supposed to eat withTyour hands.2. In Peru, you’re not supposed to talk at the table. F3. In China, you’re not supposed to pick up your bowl ofTrice.4. In Korea, the youngest person is supposed to start F2a Listening and numbering2b Listening and matchingFinally you are supposed to read the tapescript carefully. While you are reading you are supposedto underline all the expressions, blacken all the connectives and all examples of the Supposed to＋infinitive Structure.2c Doing pairworknever gain weight.A: Wonderful. I eat a lot. I like to eat nice things and keep slim at the sametime.B: Come to Korea then.A: Is Korean food chiefly made of vegetables?B: Yes, it is. Seasonings include garlic, red peppers, scallions, soy sauce, fermented bean paste, ginger and sesame oil.A: Who eat first, the old or the young?B: Of course, the oldest eat first. They are respected most in our country.…3a Reading and answeringTurn to page 98 and read the e-mail message to answer the questions followed.Subject: Table Manners！From: Wang KunDear Lindsay,Thanks for your message. Yes, I’m having a great time on my exchange program in France. It’s even better than I thought it would be. I was a bit nervous before I arrived here, but there was no reason to be. My host family is really nice. They go out of their way to make me feel at home. And you wouldn’t believe how quickly my French has improved！I’m very comfortable speaking French now. Although I still make lots of mistakes, it doesn’t bother me like it used to. My biggest challenge is learning how to behave at the dinner table. As you can imagine, things are really different from the way they are at home. For example, you’re not supposed to put your bread on your plate. You are supposed to put it on the table！I thought that was pretty strange at first, but now I’m used to it. You’re not supposed to eat anything with your hands except bread, not even fruit！（You have to cut it up and eat it with a fork.）Another thing is that it is very rude to put your hands in your lap. You should always keep your hands, but not your elbows, on the table. I have to say, I find it difficult to remember everything, but I’m gradually getting used to things, and don’t find them so strange any more. I’ll write soon and tell you more about life in France. Hope you’re having a good school year.Wang KunNow as you have finished reading the message, you are supposed to answer the five questions as follows:1.Why was Wang Kun nervous before she arrived in France? →Because she had no idea of thelife in France.2.Why did she have no reason to be nervous? →Because her host family is really nice. Theygo out their way to make her feel at home.3.What differences have occurred in her French? →Her French has improved great ly. She’svery comfortable speaking French now.4.What does she find surprising? →You’re not supposed to put your bread on your plate. Youare supposed to put it on the table！5.What is one particular challenge she is facing? →Her biggest challenge is learning how tobehave at the dinner table.3b Writing an e-mail messageImagine you are Steve, an exchange student studying in Japan. You are to email your friends about the table manners in Japan.Subject: Table Manners！From: SteveHere are some things that you need to know about table manners when you visit Japan. First of all, you should remember:Blowing your nose in public, and especially at the table, is considered bad manner.It is considered good manner to empty your dishes to the last grain of rice.Talking about toilet related and similarly disappetizing topics during or before a meal is not appreciated by most people.Unlike in some other parts of East Asia, it is considered bad manner to burp.After finishing eating, try to place all your dishes in the same way as they were at the start of the meal. This includes replacing the lid of dishes which came with a lid and replacing your chopsticks on the chopstick holder or into their paper slip, if applicable.3c Writing about table manners in ChinaSubject: Table Manners！From: YanfeiOf course, the main difference on the Chinese dinner table is chopsticksinstead of knife and fork, but that’s only superficial. Besides, in decentrestaurants, you can always ask for a pair of knife and fork, if you find thechopsticks not helpful enough. The real difference is that in the West, youhave your own plate of food, while in China the dishes are placed on the table and everyone shares. If you are being treated to a formal dinner and particularly if the host thi nks you’re in the country for the first time, he will do the best to give you a taste of many different types of dishes.The meal usually begins with a set of at least four cold dishes, to be followed by the main courses of hot meat and vegetable dishes. Soup then will be served (unless in Guangdong style restaurants) to be followed by staple food ranging from rice, noodles to dumplings. If you wish to have your rice to go with other dishes, you should say so in good time, for most of the Chinese choose to have the staple food at last or have none of them at all.Perhaps one of the things that surprise a Western visitor most is that some of the Chinese hosts like to put food into the plates of their guests. In formal dinners, there are always “public” chopsticks and spoons for this purpose, but some hosts may use their own chopsticks. This is a sign of genuine friendship and politeness. It is always polite to eat the food. If you do not eat it, just leave the food in the plate.People in China tend to over-order food, for they will find it embarrassing if all the food is consumed. When you have had enough, just say so. Or you will always overeat!4 Doing groupworkYou are supposed to help visitors to China. Now turn to page 98 and make a list of things they are supposed to in the different situations listed there in the chart.Eating meals with other peopleLet the other people order the dishes. Try to pay the bill yourself.Giving complimentsGive a sincere compliment always. Show modesty when given compliments.Introducing other peopleIntroduce the young to the old. Stand while being introduced.Making a toast at dinnerMake a toast to your quests first. Drink up the wine when being toasted.Making appointmentsKeep your appointments with others. To cancel an appointment, call or send handphone message one day or two days before the date.Offering teaOffer others tea with a clean cup. Add more tea when the cup is emptied.Speaking to old peopleAlways speak to the old politely and loudly when necessary.Closing down by looking and sayingLook at the picture below and say something about their table manners.SELF CHECK1 Filling in blanksTo test your learning turn to page 99 and fill in the blanks with a word in its correct form.arrive meet spend behave imagine1.People in Japan and people in America behave differently at the dinner table.2.You can imagine how different the table manners here are from ours.3.In Singapore, the trains always arrive on time. They are never late.4.On Chinese New Year, people like to spend time with their families.5.I usually meet my friends in the library on Friday nights.2. Reading and finishingFan Ling has been to a western country. She wrote an article telling about her experience in a restaurant there. Now read it on page 99 and finish her story as you like. While reading, blacken the connectives, underline the expressions and circle the structure of Supposed to＋infinitive. When I first ate in a western restaurant, I didn’t know what I was supposed to do. Everything was unfamiliar. I was used to eating with chopsticks and a spoon, but I had to eat with a knife, a fork and a spoon. And I had, not just one set to use, but two or three of each. Questions crowded my mind. Was I supposed to begin with the largest ones or the smallest? Was I supposed to start at the outside and work in or the inside and work out? Was I supposed to hold the spoon in my left hand or my right hand? What I finally decided to do was to look up at how the others behave themselves at the table. I found that the man opposite to me was looking at me. It seemed that he was also a newcomer and not able to eat a western meal, either. We burst into laughter. And then3 Completing the crosswordOn page 99 is a crossword. Read the clues on the left to finish to finish the crossword on the right.Just for Fun!Across1. Sheep sound (3)3. Neither liquid nor gas (5)5. Humour (3)Down1. Road passenger transport (3)2. Permit (5)4. Shortened form of Dorothy (3)Before you read, go over the new words on page 154.After you read, copy all the expressions into your ExpressionBook.Part 2: Teaching Resources (第二部分：教学资源)I.What is an exchange student?An exchange student is a student (almost always of high school age) who temporarily goes abroad and lives with a host family in a foreign country, and attend school there. That host family often also sends a child of theirs abroad, usually to the same country as the student they are hosting. In this way, the two students are said to have been "exchanged," essentially temporarily trading countries with each other.II. Tips and Pitfalls of American table manners●Posture"Elbows, elbows, if you're able -- keep your elbows off the table!"●Eating SoupDip the spoon into the soup, moving it away from the body, until it is about two-thirds full, then sip the liquid (without slurping) from the side of the spoon (without inserting the whole bowl of the spoon into the mouth).●Offering FoodIt is best to phrase each offer of food as if the dish has just been brought out for the first time. ●"Please Pass the Salt"The proper response to this very simple sounding request is to pick up both the salt and the pepper and to place them on the table within reach of the person next to you.●Removing Inedible Items from the MouthThe general rule for removing food from your mouth is that it should go out the same way it went in.。

人教版初中七年级英语下册第十二单元Unit12教案含教学反思

⼈教版初中七年级英语下册第⼗⼆单元Unit12教案含教学反思第11单元How was your school trip?类别课程标准要求掌握的内容话题School trips 学校旅游Section A 单词milk v.挤奶cow n.奶⽜horse n.马feed v.喂养；饲养farmer n.农民；农场主quite adv.相当；完全anything pron.任何东西；任何事物grow v.种植；⽣长；发育farm n.农场v.务农；种⽥pick v.采；摘excellent adj.极好的; 优秀的countryside n.乡村；农村yesterday adv.昨天flower n.花worry v.& n.担⼼；担忧luckily adv.幸运地；好运地sun n.太阳短语milk a cow给奶⽜挤奶ride a horse 骑马feed chickens 喂鸡quite a lot (of…)许多in the countryside 在乡下；在农村show sb. around…带领某⼈参观……last week上个星期go fishing 去钓鱼句型1.—How was your school trip?你的学校郊游怎么样？—It was great! 好极了！2.—Did you go to the zoo?你去动物园了吗？语法⼀般过去时（⼀）写作介绍过去的活动知识⽬标⼀般过去时态（Ｉ）能⼒⽬标能⼒⽬标能够听懂⽤⼀般过去时表达的句⼦；能够和别⼈谈论过去发⽣的事情，正确使⽤⼀般过去时；能够读懂含有⼀般过去时的句⼦的⽂章；学会使⽤⼀般过去时进⾏简单的写作。

情感⽬标能够谈论⾃⼰的郊游经历，感受⽣活的乐趣。

【课时建议】本单元建议5课时Section A （1a~2d）………………………………………………………………………………………1课时Section A （3a～3b）……………………………………………………………………………………1课时Section B （1a～1d）……………………………………………………………………………………1课时Section B （2a~2c）……………………………………………………………………………………1课时Section B （3a～3c）……………………………………………………………………………………1课时词汇短语：主要采⽤图⽚及多媒体展⽰助记法。

人教版英语七年级下册Unit12SectionA(2d–3c)教学设计

（2）关注学生的成长过程，及时给予反馈，指导学生调整学习策略，提高学习效率。
四、教学内容与过程
（一）导入新课
1.教师通过向学生展示一组生日庆祝的图片，引发学生对生日话题的兴趣，激活他们的背景知识。
“Boys and girls, look at these pictures. Can you guess what they are about? Yes, they are about birthday celebrations. Today we are going to learn something about birthday celebrations.”
3.运用一般现在时和一般过去时描述生日庆祝活动，帮助学生掌握时态的运用。
“When we talk about birthday celebrations, we can use both simple present tense and simple past tense. For example, 'I usually have a party on my birthday.' or 'I had a wonderful birthday party last year.' Let's practice some more sentences together.”
“Listen carefully to your classmates and give them your feedback. You can ask questions or make comments.”
（四）课堂练习
1.教师呈现3a部分的练习题，指导学生完成阅读理解任务。
“Now let's move on to 3a. Here is a reading comprehension exercise about birthday celebrations. Please read the passage and answer the questions.”

人教版英语七年级下册教案第十二单元unit12

朗读，巩固语言结构学生齐读、分男女角色朗读、两人一组朗读句子以巩固语言。
仿造对话，学会运用
1．学生两人一组仿照3a的对话。
2．请几组学生在全班交流，师生共同评价。
Step 3 Work on 3b
运用语法规律完成练习
1．学生四人一组试读短文，确定短文时态。
2．全班交流，教师通过追问“why?”，培养学生联系上下文整体理解的阅读策略。
T: Let’s play a game.
1．老师先在黑板上画自己周末做的事情，学生猜。(可使用图片或照片)
2．请一些学生到黑板上画自己的周末活动，其他学生猜。
更多练习，巩固加深
小结
作业布置
1. Remember the sentences in the Grammar Focus.
2. Think of six interesting things you did in the last month. Then write them down in English.
She is a little tired.她有点累了。
小结
作业布置
1. 复习一般过去式的构成方式，并总结其变化规律。
2. 回顾所学的周末/业余活动的词组；并用它们来造几个句子。
板书设计
课后反思
Unit 12 What did you do last weekend
课题
Unit 12 What did you do last weekend?
Where are your sheep, Ted?
Every sheep has a thick woolly coat.
每只羊身上都穿着一件厚的羊毛外套。
2. I worked as a guide at the Natural History Museum.

【精选】人教版七年级下册英语Unit12第十二单元优秀教案

Unit 12 What did you do last weekend?第一课时Section A (1a1c)【学习目标】1．重点单词：camp, lake, beach, badminton2．重点短语：on Saturday morning，camp by the lake，go boating, go to the beach, play badminton3．重点句式：—What did you do last weekend, Lucy?—Well, on Saturday morning, I played badminton.【学习重点】掌握一般过去时态的特殊疑问句【学习难点】掌握一般过去时态的特殊疑问句【自主学习】一、预习课本P67新单词并识记，完成下面的汉译英。

1．扎营________ 2.湖泊________3．海滩________ 4.羽毛球运动________二、认真预习1a，1b，1c，找出下列短语和句型。

1．在星期六的早上2．在湖边宿营3．去划船4．去海滩5．打羽毛球6. Lucy，你上周末做什么了？在周六的早上，我打羽毛球了。

【课堂导学】Step 1情景导入Teacher: How was your last weekend?Student 1: It was very good.Teacher: What did you do last weekend?Student 1: I milked the cows.Teacher: What did you do last weekend?Student 2: I visited my grandmother. …环节说明：由师生问答的形式直接引出本节课要学的语言目标——一般过去时态，简单明了，直奔主题。

Step 2完成教材1a1c的任务1．教师领读1a中的单词或词组，学生跟读并且识记，然后两人一组互相提问。

人教版七年级下册英语Unit 12 教学设计

人教版七年级下册英语Unit 12 教学设计一. 教材分析人教版七年级下册英语Unit 12的主题是关于日常生活中的饮食和饮食相关的表达。

本单元通过学习食物名称、数量和口味等，让学生能够用英语进行简单的饮食交流。

教材包括词汇、对话、阅读理解和语法等部分，内容丰富，贴近生活，能够激发学生的学习兴趣。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

他们对生活中的饮食有一定的了解，兴趣浓厚。

但部分学生在口语表达上还存在困难，需要教师的引导和鼓励。

三. 教学目标1.知识目标：学生能够掌握本单元的词汇、句型和语法，了解日常饮食的表达方式。

2.能力目标：学生能够用英语进行简单的饮食交流，提高口语表达能力。

3.情感目标：培养学生对饮食文化的兴趣，增进同学间的友谊。

四. 教学重难点1.重点：本单元的词汇、句型和语法。

2.难点：如何运用所学知识进行实际交流。

五. 教学方法1.任务型教学法：通过设定各种饮食相关的任务，让学生在完成任务的过程中学习和运用英语。

2.情境教学法：创设日常饮食的情境，让学生在真实的环境中进行语言实践。

3.小组合作学习：鼓励学生相互交流、合作，提高口语表达能力。

六. 教学准备1.准备食物图片、实物等教学资源。

2.设计各种饮食相关的任务和活动。

3.准备课堂录音、视频等教学材料。

七. 教学过程1.导入（5分钟）利用图片或实物展示各种食物，引导学生谈论他们喜欢吃的食物。

2.呈现（10分钟）介绍本课的主题，展示食物图片，引导学生用英语描述食物。

3.操练（15分钟）分组进行角色扮演，模拟餐厅点餐的场景，练习本课的句型和词汇。

4.巩固（10分钟）学生互相提问，用英语讨论喜欢的食物和口味。

教师给予指导和反馈。

5.拓展（10分钟）听录音或观看视频，了解不同地区的饮食习惯。

学生分享自己的饮食文化。

6.小结（5分钟）总结本节课所学内容，强调日常饮食的表达方式。

7.家庭作业（5分钟）布置作业：用英语写一篇关于自己喜欢的食物的短文。

人教版新目标七年级英语下册 Unit 12教学设计

人教版新目标七年级英语下册 Unit 12教学设计一. 教材分析人教版新目标七年级英语下册Unit 12主要介绍了日常生活中的交通规则和安全知识。

通过本单元的学习，学生能够掌握有关交通规则的词汇和表达方式，学会如何询问和描述交通状况，并在实际生活中遵守交通规则，提高安全意识。

本单元包括两个任务，分别为Task 1：询问和描述交通状况；Task 2：讨论如何遵守交通规则。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

但部分学生对交通规则和安全知识的了解不够深入，需要在教学中进行引导和拓展。

此外，学生们的学习兴趣和积极性较高，对新鲜事物充满好奇心，适合采用情境教学法和互动教学法，提高他们的学习效果。

三. 教学目标1.知识目标：学生能够掌握有关交通规则的词汇和表达方式，如crossthe road、traffic lights、safe等；2.能力目标：学生能够运用所学的词汇和句型询问和描述交通状况，提高日常生活中遵守交通规则的意识；3.情感目标：培养学生关爱生命，遵守交通规则的良好习惯。

四. 教学重难点1.重点：掌握有关交通规则的词汇和表达方式；2.难点：如何运用所学的词汇和句型询问和描述交通状况，以及如何在实际生活中遵守交通规则。

五. 教学方法1.情境教学法：通过设置真实的生活情境，让学生在实际语境中学习和运用英语；2.互动教学法：引导学生参与课堂互动，提高他们的听说读写能力；3.任务型教学法：以完成实际任务为目标，培养学生运用英语解决问题的能力。

六. 教学准备1.教学课件：制作包含图片、动画和视频的课件，帮助学生直观地了解交通规则；2.教学道具：准备一些交通标志和模型的实物或图片，用于课堂展示和练习；3.练习题：设计一些有关交通规则的练习题，用于巩固所学知识。

七. 教学过程1.导入（5分钟）利用课件展示一些交通场景，如红绿灯、行人过马路等，引导学生谈论交通规则。

人教版七年级下Unit12__Perioioiod4参考教案72

人教版七年级下Unit12 Period4参考教案Section B 3a-Self Check一、教学目标：1. 语言知识目标：1）复习一般过去时态的用法及动词的过去式。

能正确叙述过去发生的事情。

2）通过不同形式的练习题来练习谈论过去发生的事件。

3）学会谈论自己节假日的活动。

2. 情感态度价值观目标：1) 能积极主动学习，合作学习。

2）温故知新,养成复习总结习惯。

二、教学重难点1. 教学重点：1）复习一般过去时态的用法及动词的过去式。

2）通过不同形式的练习来熟练运用所学的知识。

2. 教学难点：正确判断时态，能对一般过去时态熟练运用，描述过去的事件。

三、教学过程Ⅰ. Warming- up and revision1. Daily greeting.2. Retell the article in 2b.3. Review the vocabulary in this unit.Ⅱ. PresentationShow the picture in 3a, what can you see ? Ask the students to practice in pairs. Ⅲ. PracticeThis activity provides reading and writing practice using the target language.Point out the pictures and ask students to describe what they see.Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning.Answer: did my homework, helped my mother, went to the library, played soccer, watched TV.Ⅳ. Self Check11. Review the phrases in this unit, complete the phrases in self check 1.Ask students dothe exercise by themselves, then check the answer.Answer:go out with friends fly a kitego for a walk milk a cowpick apples camp near the laketake photos study for a test2. Use the phrases to make some sentences in recent past events.Ⅴ. Self Check 2This activity provides reading and writing practice using the target language.1. Make the **plete the conversation. Move around the room monitoring progress and giving language support as needed.2. Check the answer.Answer : Where did you go?Who did you go with?What did you do?Did you learn anything?2. Ask two students to perform the dialogue to the class.Homework1. Review Section B.2. Now write a travel diary .Imagine you are an American student on vacation in Beijing. Have students do the activity individually. Write on pieces of paper. Set it as written homework to be collected and marked.板书设计：Section B 3a-Self Checkgo out with friends fly a kitego for a walk milk a cowpick apples camp near the lake take photos study for a test Where did you go?Whom did you go with?What did you do?Did you learn anything?。

2020-2021学年人教版七年级英语下册Unit12复习教案

今天的学习，我们回顾了一般过去时的基本概念、句子结构和动词过去式的变化。通过实践活动和小组讨论，我们加深了对一般过去时的理解。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来描述过去的活动。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
今天的课程结束后，我深刻地反思了整个教学过程。在Unit 12的复习课中，我尝试了多种教学方法和活动，旨在帮助学生巩固一般过去时的用法和动词过去式的变化。我发现，虽然大多数学生能够积极参与，但也存在一些需要改进的地方。
-教学难点举例：在Section B中，学生可能会在描述一系列过去动作的顺序时犯错，如“I watched a movie, then I went to bed, and I did my homework.”，难点在于引导学生正确使用一般过去时并保持句子逻辑顺序的一致性。
四、教学流程
（一）导入新课（用时5分钟）
实践活动中的角色扮演活动，让学生在实际语境中使用英语，这一点非常有效。不过，我也注意到，在分组讨论时，有些小组的讨论进程较慢，可能需要我在未来提供更明确的指导，或者调整小组人员分配，以便更高效地利用课堂时间。
在小组讨论环节，我尝试作为一个引导者，让学生自主探索和解决问题。这种方法在很大程度上激发了学生的思考，但我观察到有些学生在分享成果时表达不够自信。我考虑在以后的课程中，增加一些增强学生自信心的训练，比如提前准备演讲或小组成果展示。
2020-2021学年人教版七年级英语下册Unit12复习教案
一、教学内容
本节课为人教版七年级英语下册Unit 12的复习教案。教学内容主要包括以下章节：
1. Section A：谈论过去的活动，包括动词过去式的用法和一般过去时的句子结构。

人教英语七下Unit 12 单元复习教案

人教英语七下Unit 12 单元复习教案Unit 12 What did you do last week?(revision)Li Junxian教学目标.I.Teaching aims:1. knowledge objects(1)review the simple past tense.(2)Regular and irregular verbs.2.Ability objects:Enable the students to talk about and describe things happened in the past.3.Moral object:Learn toenjoy trips and enjoy our life..2学情分析 .In Unit 11 and Unit 12, we learned about the simple past tense.Some of the students didn’t learn very well. We need to do more practice and make a summary.3重点难点 .Key points1. Past forms of regular verbs and irregular verbs..2.Different kinds of sentence patterns of simple past tense.Difficult pointsDescribe the things happened in the past.4教学过程 .Teaching steps:Step1.Greetings.Step2.Listen to a song Yesterday once more. Write down the past tense of the verbs.Talk about the name of the song. When we talk about things happened in the past, such as yesterday, last week, two days ago, in 2019…we use the simple past tense.Step3.How to get past tense of verbs?1.regular verbs(four rules)2.Irregular verbs.Group 1:1.am, is—2.are--3.have--4.do--5..go--6.see--7.take -8.get --9.read --10.can--Group 2 (有些动词的过去式与动词的原形同形。

人教版七年级下英语Unit 12教案、导学案

Unit 12 What did you do last weekend?1.掌握本单元出现的表示周末活动的重点短语。

2.能正确使用一般过去时,学会使用助动词did及不规则动词的过去式谈论自己上周末的活动。

3.能正确运用一般过去时写一篇自己上周末活动的短文。

4.了解国外学生的周末活动,能合理有效安排自己的周末活动。

通过听力入手,符合学生的认知,再通过说和讨论等活动使学生逐步了解一般过去时的用法,通过阅读和写作进一步巩固所学语言,使学生能正确运用一般过去时谈论上周末的活动。

教学突破:联系实际,创设语境,通过听说活动反复训练谈论自己上周末的活动;在阅读中培养学生捕捉关键信息的能力;并通过写作训练引导学生学会合理地安排自己的周末活动。

注意方法与价值观的培养:以听说带动本单元的话题,在真实的语境中感知本单元的词汇和句型,培养学生良好的沟通能力。

归纳总结一般过去时的用法及一些不规则动词的过去式,培养学生自主学习的能力。

通过循序渐进的写作训练,写出自己上周末的活动安排,培养学生自我管理的意识。

第一课时:Section A 1a-1c第二课时:Section A 2a-3c第三课时:Section B 1a-2c第四课时:Section B 3a - Self Check蛇与印度中国敬“龙”,泰国敬“象”,印度则敬“蛇”!在印度,蛇类在文化中扮演重要的角色。

印度人崇拜蛇,视蛇为“神”的化身,而眼镜蛇尤受崇敬,被称为“努拉盘布”,即“善蛇”。

在印度文明和社会发展的进程中,佛教、印度教和耆那教始终是该国的三大宗教,对现代印度的社会信仰及意识形态的形成起着十分重要的作用。

有趣的是,这些宗教的许多神像中都有着一个共同的元素——蛇。

由此可见蛇在印度人民心目中的地位和在社会文化生活中所扮演的角色。

印度有蛇庙、蛇村、蛇舞、蛇船赛,每年还专门设有全国性的蛇节来敬蛇神。

祭拜蛇神是印度传统的宗教仪式,许多印度教徒会在蛇节那天给蛇神献上鸡蛋和牛奶作为供品。

人教版七年级英语下册Unit12SectionB(2a3c)教学设计

2.学生总结并分享学习心得，教师对学生的回答给予肯定和鼓励。
-教师总结：“Great job today! Remember to practice using the simple past tense in your daily life. It will help you improve your English skills.”
3.教师组织学生进行听力练习，让学生在听的过程中感受一般过去时的实际用。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个游乐园项目作为讨论主题，要求学生运用一般过去时描述该项目。
-教师指导：“In your groups, choose a ride or attraction in the amusement park. Describe what you did using the simple past tense.”
3.教师板书并强调一般过去时的结构，为学生学习新课打下基础。
（二）讲授新知
1.教师通过PPT展示本节课的主要词汇和短语，如：amusement park, roller coaster, scary, bored, excited等，并配以图片和例句，帮助学生理解和记忆。
-教师解释：“These words and phrases are related to the topic of amusement parks. We will learn how to use them in the simple past tense.”
3.每个小组展示讨论成果，其他学生认真聆听，教师点评并给予反馈。
（四）课堂练习
1.教师设计一系列课堂练习，包括填空、句型转换和情景对话等，让学生巩固所学知识。