【导语】“我的天才女友”通过精心收集，向本站投稿了14篇英语教案－《英语》七年级·上 Unit 4教案，以下是小编收集整理后的英语教案－《英语》七年级·上 Unit 4教案，欢迎阅读与借鉴。
- 目录
篇1：七年级英语Unit4的教案
关于七年级英语Unit4的教案
七年级英语Unit4课时2Reading,grammarandtask
一、课前预习导学
(1)学习目标:
1正确、熟练地认读11―20的数字
2.掌握词组behindthechairsontheteacher’sdeskanartroom
aposteronthewall
3.正确运用Thereis/are句型
(2)课前预习
根据对话内容，选出能填入空白处的最佳答案。
A:Look!Thisisaphotoofmyclassroom.
B:Letmesee.It’sbigandclean.11
A:Therearefifty.Twenty-fiveboysandtwenty-fivegirls.
B:12
A:Twenty-five.
B:What’sthisneartheblackboard?
A:13
B:Whoishe
A:14
B:Whereareyou?
A:15
A.I’mhere.
B.It’samapofChina.
C.Howmanystudentsarethereinyourclass?
D.HeisourEnglishteacher.Welikehimverymuch.
E.Howmanydesksarethereinyourclassroom?
二、课堂合作探究
英汉比较
Thereis/aresth.in/on…
某地有某物
句型转换
1.Therearesomerulersinmypencilbox.(变一般疑问句并作否定回答)
__________________rulersin______pencilbox?No,______________.
2.Thereisaboxintheroom.(变复数句)
There_____________________intheroom.
3.Ihavetwopensinmybag.(改成同义句)
______________twopensinmybag.
4.I’minClass1.(划线提问)____________________________in?
5.Thisismyclassroom.(变一般疑问句并作肯定回答)
_____________________classroom?Yes,______________.
三、课内练习巩固选择填空
1.-Whatisthis?-It’saphoto_______hisfamily.
A.onB.inC.of
()2.There________abagandsomebooksonthedesk.
A.isB.areC.am
()3.Therearesomerulersonthe________desk.
A.teacherB.teacher’sC.teachers’
()4.Itis_______apple.
A.aB.theC.an
()5.Icanseesome_______trees.
A.pearB.pearsC.pear’s
四、课后拓展延伸阅读理解
Hi,I’mSammi.I’minClass3,Grade1.I’mfromEngland.I’mshortbutI’mstrong.Therearesixteenboysandeighteengirlsinmyclass.Look!Thisismyclassroom.Therearetwoblackboardsonthewall.Thereisapictureonthewall,too.Therearefifteendesksandachairintheclassroom.Thereisabagbehindthechair.Itisourteacher’s.Ontheteacher’sdesk,therearetwentynewbooks.
A)判断正误，分别用“T”和“F”表示
()1.SammiisanEnglishboy.
()2.Sammiisshortandstrong.
()3.therearetwenty-fourstudentsinherclass.
()4.Therearetwopicturesandablackboardonthewall.
()5.therearetwopicturesintheclassroom.
B)根据短文内容，补全下列单词
1.SammiisinC__________three,GradeOne.
2.Theteacher’sbagisb__________thechair.
3.SammiisnotfromC__________.SheisfromE__________
4.Thebooksontheteacher’sdeskaren__________.
5.Therearef__________desksintheclassroom.
五、教学效果验收
(1)错题警报
(2)错因分析
(3)矫正补救
(4)教与学反思(教师与学生分别从不同角度)
篇2：英语教案－《英语》七年级·上 Unit 4教案
Unit 4 Having Fun outside the school
In this unit students learn to express their activities outside the school, for example, going shopping, having a picnic , and going to the zoo. Lets discuss the three activities separately.
Lets go shopping
In this part students learn to ask for and state prices, talk about clothing, making suggestions.
Target language
Can I help you? Yes, please. What can I do for you? How much is it ?Its 70 yuan.
Grammar focus
Can/How much questions /uncountable nouns/ coutable nouns/Demonstratives: this, that, these, those
The teacher asks the students if they like going shopping. Says “Today Ill take you to go shopping.”
Section A
Teaching objectives: Students know how to ask and state prices.
Step1. Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
Step 2. Listen, read and say
This activity provides guided oral practice using the target language.
1.Call attention to the picture. Ask who are the people and where they are.. “A mother takes her daughter to go shopping. They are talking with a salesman in a store.”
2.Point out the conversation and read it with a student. Explain the meaning of “look for” if necessary.
3.The teacher takes out a piece of paper with a tall building in it. Says “This is the first floor, this is the second floor, and this is the fourth floor.” Read “fourth” for several times. And there are different sections on the fourth floor. Say “This is the clothes section, this is the trousers section, and that is books section.” Then, the teacher ask the students to read “fourth” and “section” for several times.
4.Ask the whole class to read the dialogue together, paying attention to “What can I do for you?”
Step3. Pair work
Ask pairs of students to practice together. Later ask several pairs to present their conversations to the class.
Step4. look, listen and say
This activity provides several numbers for the students to learn.
1.The teacher helps the students to review the numbers 1-10, Ask “Do you want to know more numbers in English?” Then the teacher makes use of the video to present the numbers 20, 30, 40,… and so forth. Say “There are twenty books. Twenty, twenty. ” “There are thirty trees. Thirty, thirty.” So that the students can learn these words in a context.
2.Focus attention on the numbers and ask them to read together.
3.Play a game
Ask the students to read these numbers one by one according to their seats. All the groups can have a match and see which group can get full marks. The best group can get a prize.
Step5.Listen and say
This activity asks the students to distinguish the difference between “-teen” and “-ty”.
1. First listen to the tape, asking the students to pay attention to the differences of each two words.
2. Listen to the tape again and read after it word by word.
3. Write some numbers on the Bb, and see if the students can master them well.
Step6. Listen and circle
This activity provides listening practice using the target language.
(1) listen and circle the numbers they hear in the sentences.
(2)From this part, the students can get more attention to the difference between “-teen” and “-ty”.
Step7. Read and say
This activity gives the students practice in recognizing the target language in spoken conversation.
1. Say, “Please look at the picture. The mother is buying a dress for her daughter. She is talking with the salesgirl now. Listen carefully to the recording of the conversation. Then tell me how much the yellow dress is.”
2. Play the recording the first time. Students only listen. Then ask them to find out the answer to the question“ How much is the yellow dress.”
3. Play the tape a second time. This time students read after the tape sentence by sentence. While theyre reading, they should circle some difficulties they dont know.
4. Make a brief explanation of the difficulties, such as “try on”, “off”, “on sale” and so on.
5. Ask the whole class to read this dialogue together.
Step8. Pair work
Ask the students to practice the conversation with their partners. Later ask several pairs to present their conversations to the class.
Section B
Step1. Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
. This activity provides students practice in recognizing the target language in this section.
1.Say, “When wo go into a shop, we can see many kinds of things. Now, please tell me what you can see in a shop or a supermarket?” Students may give different answers.
2.“Please look at the screen, what are these?” Students can give their answers in Chinese. Say “Youre right. Lets recognize them in English.”
3. While students are looking at the picture , the teacher plays the broadcasting of each word so that the students can follow the pronunciations of the words.
Step2.Listen and say
This activity provides listening practice using the target language.
1. Play the recording. Students listen and number the words they hear.
2. While theyre listening , move around the classroom checking on their progress.
3. Check out their listening answers. Point out some difficulties some students have.
Step3. Read and practice
1. Call attention to the picture A. Ask a student to read it to the class. Ask the whole class to read it together. Explain “What can I do for you?” “Can I help you ?” We often used by salesclerks. Guide the students to provide different answers to the questions.
2. Call attention to the picture B. Ask two students to read it aloud. After reading, ask them to focus on what the saleslady says.
3. Have students work in pairs. Ask they work together, move around the room checking progress and answering questions as needed.
4. The teacher takes out a pair of pants. Ask several pairs to come to the Bb to act their conversations out to the class.
Step4. Read
This activity provides a comprehensive reading of an ad for sale.
1. Say “Usually when we go to a supermarket, we can find some things are on sale. Thats to say, you can buy these things with less money than before. Now we are going to read an ad for sale for a food shop. Please read the ad yourselves and fill in the price tags.”
2. While theyre reading, the teacher moves around the classroom, providing help when necessary.
3. Ask students to find out the meanings of any words they dont know. They can do this by reviewing the lesson, and found out their own weak points.
4. Ask students to finish the true or false exercise for one minute. Then check out their answers.
5. The whole class read the ad together to get more attention to write an ad for sale.
Step5. Write
This activity provides a writing practice using the target language.
1 .Suppose you a shopkeeper of a clothing shop. Write an ad by yourself.
2. Ask students to think about it for a thile. Ask what they can acquire from the ad above, such as “Come and have a look.” “Theres more.” “Come and have a lood for yourself.”
3. Ask students to do this job at home. The teacher will check it the next day.
Section C
Step1. Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
.Step2. Look, read and say
This activity provides guided oral practice using the target lamguage.
1. Say “Dad is buying something in a store. Now please look at the picture,Dad is talking with the salesman Ben. What are they talking about?”
2 Call attention to the conversation on the right. Ask two students to read it to the class.
3. Have the students fill in the shopping lists according to the conversation.
4. Ask the whole class to read the conversation after the teacher, paying attention to the pronunciation and intonation.
5. Ask students to work in pairs. Have each student take a turn asking and answering the question.
6. Ask several pairs of students to act out the conversation. The teacher can provide the real things for the students to perform, like salt, eggs and milk.
Step3.Match
. 1. Ask students to match word halves.
2. While students are matching, the teacher moves around the classroom and provides help when necessary.
3. Ask some students to speak out the answers.
4.The teacher says Chinese words , and asks the students to speak English and spell each word. This activity can be done one by one.
Step4. Look, listen and say
This activity provides guided oral practice using the target language of “How much”?
1. Say “Boys and girls, when you are buying something, will you cut the price down?” “I like bargaining very much. Sometimes when I cut the price down, I feel very proud.”
“Next we are going to learn how to bargain.”
2. Ask the students to listen to the recording of the conversation. Have them find out the answer to the question, “How much is the watch at last?”
3. Play the recording again and ask students to listen carefully and repeat it sentence by sentence.
4. Ask the students to practice with their partners. Then choose several pairs to act out the conversation.
5. Say “Sometimes when we are choosing something, maybe we dont buy it if the pric is not fit for us. Then what shall I say?”
6. Play the tape and guide students to answer “Thanks anyway were just looking.”
7. Ask students to practice with their partners. As they talk to each other, move around the room checking on their progress.
Step5.Listen and say
This activity provides listening and speaking practice by using the alphabets “h” and “w”
1. Play the recording. Students listen carefully and repeat it one by one.
2. Divide the class into four groups. Each group read two words, and see which group can do the best job.
3. Play a game. Choose several students to come to the Bb. When the other students read those English words, they have to act out each word by using their body language.
Section D
Step1. Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
Step2. Listen read and say
. This activity provides listening and oral practice by using the target language.
1. Say “Do you know Mickey Mouse? Do you like it? Today, Im going to tell you something about Mickey Mouse. Mickey Mouse opens a new shop, which sells a lot of food. He sells vegetables to the earthworm, and he sells com and wheat to the ant. He is so kind that he helps the ant carry the food home. Then, a cat comes. He is not friendly. Do you want to know that happens next? Please listen to the recording, fill in the blanks and find out the answer.”
2. Play the recording. Students listen carefully and fill in the blanks.
4. Check their answers and ask several students to read the conversation out.
5. Ask students to look through the conversation an find out the questions they dont know. Teacher moves around the classroom and provides help when necessary.
Step3.Pair work
1. Ask students to act out the short play with their partners.
2. Ask several groups to come to the Bb to perform.
Step4.Grammar focus
1. Review the grammar focus. Ask students to say the questions and answers.
2. Point out that the sentence pattern “How much is /are.. ”is to ask the price. And the words “is” and “are” are used according to the singular or plural forms of the things.
3. Pay attention to the pronunciation of “$20” and so on.
4. Take out some pictures, with shoes, computers, eggs, coats, water and something else in them.
5.Ask students to guess what are countable nouns and what are uncountable nouns.
Call attention to those nouns in the textbook. Ask students to repeat each word.
Step5.Useful expressions
1. Point out that these expressions are very useful when going shopping.
2. Ask students to repeat them one by one
3. Divide the students into two groups. Have them read these expressions separately. See which group can be better.
Step6. Write
This activity provides writing practice by using target language.
1. After a short guidance, let students complete the conversations with the correct words.
2. Check students answer. Ask two pairs of students to read the conversations.
3. Have the .whole class practice the two conversations. And each pair much take turns to do this job.
Lets have a picnic
Section A
Teaching objectives: Ask students to master how to make telephone calls about invitaions and suggestions.
Language focus: whats up?
Would you like to? / Lets……
Teaching Procedures:
Step 1 : Organizing the class. Organizing the class.
1.Greetings between the teacher and students.
2.Duty report.
.
Step 2 : Revision
Get students to talk about “How much……?” questions by showing them some pictures with the objects and prices in them.
Step 3 : Presentation
Say “Please look at the picture. There are two children in it. They are Jane and Kangkang. What are they doing? What are they talking about? Please listen to the recording. After a while, Ill ask you to tell me the answers.”
Step 4 : Listen, read and say
1.Ask students to listen to the recording for the first time. Then answer the questions.
2.Listen to the recording again. While listening, ask students to follow it sentence bu sentence.
3.Ask the whole class to read the conversation together.
Step 5 : Work alone
1. Say “After reading, lets see when Jane is going to discuss the picnic and visit a friend, and what Jane is going to do on Sunday. Now, please look at the table. Fill in the blanks according to the conversation.”
2.While students are writing, the teacher moves around the classroom, providing help when necessary.
3.After finishing the exercise, the teacher checks their answers.
Step 6 : Pair work
1. Divide the whole class into two groups to read the conversation.
2. Ask them to practice this conversation with their partners. They should change their roles.
Step 7 : Work alone
Ask students to read Kangkangs plan and give him suggestions on the picnic. The teacher can five some advice. For example, dont forget the food and so on.
Step 8 : Pair work
1.Ask students to number the sentences to make a telephone conversation. Before doing, the teacher points out how to make a telephone call and how to make suggestions.
2.Whole the students are doing exercise, the teacher moves around the classroom to provide help when necessary.
3.Ask students to practice the conversation with their partners.
Step 9 : Practice
Say “Tom wants to go swimming on Saturday, and Mary has no plan on that day. Suppose you are Tom, and your partner is Mary. You want to invite Mary to go swimming with you. Please make a telephone call according to these information.” The teacher moves around the classroom and provide help when necessary.
Step 10 : Homework
1. Practice the conversations in this lesson with your partners.
2. You ask your friends to have a picnic next Saturday. Please write down a short conversation about it.
Section B
Teaching Objectives : Go on to learn about making telephone calls and making suggestions.
Language Focus : May I speak to ……, please?
Can I give her a message?
All right.
Teaching Procedures:
Step 1 : Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
Step 2 : Presentation
Say “Sometimes when you call your friends, but he or she is not in, and someone else receives the call. Then what will you say to her / him? Now, Id like you to listen to the conversation between Jane and Marias mother. After that, you can find out the answer.”
Step 3 : Listen, read and say
1. Play the recording for the first time, and ask the students to find out the answer.
2. Play the recording again, and ask the students to follow it.
3. Ask the whole class to read the dialogue.
4. Let the students practice with their partners.
Step 4 : Listen and write
This activity provides listening and writing practice by using the target language.
1. Say “ Please look at the table. There are six sentences for you to choose. You have to fill in the blanks by listening to the recording.”
2. Have two students to read the conversation and check if they are right or wrong.
3. Ask the whole class to read it together.
Step 5 : Pair work
This activity asks students to practice with their partners. As they talk to each other, the teacher moves around the room checking their progress.
Step 6 : Listen and follow
This activity is to train students pronunciation.
1. Ask the students to listen to the recording first, and find out some characteristics of these sentences.
2. Play the recording again, and ask students to repeat.
3. Ask some students to read, and check if they can make some progress.
Step 7 : Listen, read and say
1. Say “If you dial the wrong number, what will you do? Now, please listen to the recording. You can get the answer.”
2. Play the recording for the first time, ask students to find out something they dont know. Then help them to solve.
3. Play the recording again and ask students to repeat.
Step 8 : Work alone
This activity provides oral practice by using target language.
1. Say “There is a message for you, and you have to make a dialogue according to this information. Please practice with your partners.”
2. While students are practicing, the teacher moves around the classroom, providing help when necessary.
3. Ask some pairs to act it out.
Step 9 : Homework
1. Practice the conversations in this lesson with your partners.
2. If you call your friend Tom, but he isnt in, and his brother receives your call. Please write down a conversation between you and Toms brother.
Section C
Teaching Objective: Lead students to master present continuous tense.
Language focus : What are they doing?
Theyre having a picnic.
Whats she doing?
She is ……
Teaching procedures:
Step 1: Organizing the class.
Greetings between the teacher and students.
Step 2: Presentation
Say “When we have a picnic, what shall we do? Please look at the picture. The children are having a picnic. They are doing a lot of things here, for example, carrying water, collecting firewood and so on. Now, please listen to the recording and tick the words you hear.
Step 3 : listening
Play the recording and ask students to tick the words they hear.
Step 4 : Pair work
1. Ask two students to read the two samples.
2. Then tell the students who is Maria, Jane and Michael.
3. Ask students to do this exercise with their partners. One asks, and the other answers. For example, one student points to a girl, asks ”Whats Maria doing?“ The other students answer ”She is washing the dishes.“
Step 5 : look, ask and answer
1. Say ”There are eight pictures here, and what are they doing? Please look at the first picture, what is she doing?“
2. Ask one student to answer the question. Say ”Now, you can ask and answer like us according to these pictures.“
3. Ask the students to practice with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.
4. Ask several pairs to act it out.
Step 6 : listen, read and understand
1. First ask students to look at the picture and listen to the recording.
2. Ask the whole class to repeat it after the recording.
3. Do some understanding problems about this passage,
4. Ask several students to repeat it.
Section D
Teaching objectives: Students can master how to practice present continuous tense.
Language focus: What are they doing?
What is she doing?
What is he doing?
May I speak to…?
Can I give her a message?
Teaching procedures:
Step 1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2: Presentation
Say ”There is an old Mcdonald living in the forest. He is very lonely. Hed like to have a picnic with his friends .Will his friends come to have a picnic with him? Please read these pictures and then tell me your answer . “
Step 3: Look, read , and say
1. Ask students to look at these pictures and read the sentences . Then let them speak out the answer.
2. Ask several students to read the story to the whole class .
3. Have students do the role-play .
4. Ask students to look at the last picture. Asks ”What are they doing now ?“
Step 4: Group work
1. Ask students to discuss these questions. While they are discussing, the teacher moves around the classroom and provides help when necessary .
2. Ask some pairs to act it out .
Step 5: Grammar focus
1. Ask students to read these sentences.
2. Present some pictures on the blackboard . Ask ”What are they doing ? What is she doing ?“ Let students practice themselves .
Step 6: Useful expressions
1. Say ”These are very useful expressions about making telephone calls. First, Id like you to read them together .“
2. Ask students to make a telephone call to their friends according to these useful expressions .
Step 7: Pair work
1. Ask students to look at these pictures. Ask ”What are they doing ?“
2. Ask students to discuss with their partners and fill in the blanks.
3. Let students do pair work with their partners. While they are practicing , the teacher moves around the classroom and provides help when necessary .
Step 8: Pair work
1. Ask students to number the sentences to make a conversation individually.
2. The teacher checks their answers. Ask the whole class to read the conversation out.
3. Ask students to practice with their partners about the conversation.
Step 9: Homework
1. Ask students to listen and read the conversation at home.
2. Preview next lesson.
Lets go to the zoo.
Section A
Teaching Objects: Learn some new words about animal names. Students can talk about their favorite animals.
Language Focus : What animals do you like best?
Whats your favorite animal ?
Teaching Procedures:
Step 1. Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2. Presentation
Say ”Please look at the picture . There are four children here. They are going to the zoo on Saturday . They are talking about their favorite animals. Please listen to the recording, then answer my questions .
Step 3. Listen, read and say
1. Play the recording for the first time. Ask students to find out the answer to the question “What are the childrens favorite animals?”
2. Play the recording for the second time .Ask students to repeat it sentence by sentence.
3. Ask students to practice this dialogue with their partners.
4. Ask some pairs to act it out .
Step 4. Work alone
1. Ask students to complete the chart themselves, according to the conversation.
2. Ask some of the students to read their answers out.
Step 5. Pair work
1. Says “What animals do you like in the zoo ? Please talk with your about your favorite animals.”
2. While students are practicing, the teacher moves around the classroom and provides help when necessary.
3. Ask some pairs to act out their conversations.
Step 6. Look, listen and read
1. Says “Look at the four children. Where are they ? What are they talking about ? Do you want to know where they are going ? Please listen to the recording, and then answer the questions .”
2. Play the recording for the first time, ask students to answer the questions above.
3. Pointing to the picture, says “Now they are in the zoo. They are asking something from a guide .Listen to the recording, then tell me what they are talking about .”
4. Play the recording for the second time. Ask students to repeat it.
Step 7. Look, listen and circle
1. Ask some students to read these animal names.
2. Play the recording, ask students to circle the animals names they hear.
3. Check their answers.
Step 8. Homework
1. Ask students to write down a dialogue about their and their friends favorite animals.
2. Finish the exercise in the exercise books.
3. Ask students to recite the dialogues in the lesson.
Section B
Teaching objectives: Train the students comprehensive ability of four skills.
Language focus: Let me help you.
Teaching procedures:
Step 1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2: Work alone:
1. Say “Please look at these pictures. These pictures are about a story. Look at the first picture. There is a baby monkey crying. Why is he crying? Who helps him at last? Please read the story alone. Then Ill ask you to answer these questions.”
2. Ask students to read the story and finish the true or false exercise.
3. Check their answers.
Step 3: Pair work
1. Say “Its a very interesting story. Id like you to act it out with your partners.”
2. Ask students to practice the story with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.
Step 4: Listening
1. Ask some students to read the animals names.
2. Play the recording. Ask students to number the words they hear.
3. Check their answers.
Step 5: Listening
1. Ask students to listen the conversation. Then fill in the blanks.
2. Check their answers.
Step 6: Class activities.
1. Say “Look at the picture. There are four children here. What are they doing? They are chanting. Would you like to chant like them? Lets do it.”
2. Ask students to read the chant after the teacher.
3. Ask the whole class to read it together.
4. Divide the class into several groups. Have a competition among them.
Step 7: Homework
1. Finish the exercise in their exercise books.
2. preview the next lesson.
Section C
Teaching Objectives: Let students master how to ask the time.
Language Focus: What time is it?
What is the time?
Its one oclock.
Teaching Procedures:
Step 1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2: Presentation
Draw some clocks on the blackboard. The time is different. Says “What time is it?
Its twelve oclock. Whats the time? Its six oclock. Please look at the picture in your text books. Its time for the children to go home.
Step 3: Look, listen and say
1. Play the recording for the first time. The students just listen.
2. Play the recording again. Students repeat it.
3. Ask students to read the dialogues with their partners.
4. Ask several pairs to act it out.
Step 4: Look, listen and learn
1. Say ”Do you know how to recognize the time in English?“ There are six pictures in your books. Each picture stands for one time. Now, Lets go to learn them.”
2. Ask students to look through the six pictures to be familiar with them.
3. Play the recording for the second time. The students just listen.
4. Play the recording for the second time. The students repeat it.
5. Point to “past ” and “to”, explaining the difference between them.
6. Ask the whole class to read the time again.
Step 5: Pair work
1. Ask students to look at each picture and read the time out.
2. Ask one student read the activities out. Let every one knows what each picture stands for.
3. Ask two students to read the model. Point out the sentence pattern “Its time to do something”
4. Have the students to make conversations about each picture with their partners.
5. Ask some groups to act the conversations out.
Step 6: Listen, read and say
1. First ask students to recognize their animals.
2. Play the recording and ask students to find out the ways of asking time.
3. Play the recording again. Have students repeat it.
4. Ask students to practice the two dialogues with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.
5. Ask some pairs to act out the conversations.
Step 7: Homework
1. Write down two conversations about the time according to part3.
2. Practice these conversations after class.
3. Preview next lesson.
Section D:
Teaching objectives:
1. Review the present continuous to consolidate what students have learned.
2. Master the pronunciations of “m, n, igh”.
3. Master the ways of expressing time.
Language Focus: What time is it?
Whats the time?
Teaching procedures:
Step1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report.
Step2 : Listen.
1. Asks “What are they doing? What are they doing like?”
2. Play the recording for the first time, and students just listen.
3. Play the recording again and ask students to match the pictures with actions.
4. Check their answers.
Step3: Pair work
1. The teacher acts drinking water without any words, and asks students what she is doing.
2. Ask students to make actions, and let their partners guess what they are doing.
3. Ask some pairs to perform to the whole class
Step 4.listen and follow
1. Play the recording and ask students to repeat.
2. Ask the whole class to read these words.
3. Point out some errors they may make.
4. Point out how “igh” is pronounced .
Step 5.Grammar focus
1. Ask two students to read these sentences.
2. Write down some time on the blackboard ,and ask students to make conversation .
3. Ask some pairs to act the conversations out.
Step 6.Useful expressions.
1. Says“These are the useful expressions of this Unit .You must know how to use the them First ,please read them”.
2. Provide some expression about some sentences .For example ,point out “could you tell me the time ?” is a polite way of asking the time .
Step7.Look and answer .
1. Say “There are six picture here ,Each picture stands for one time ,Now please make some conversations according to these pictures,”
2. Ask students to practice with their partners .
3. Ask some pairs to act out ..
Step 8.sing the song
1. Play the recording ,and ask students to listen.
2. Play the recording again and ask the students to follow.
Step 9. Homework
1. Practice these dialogues with Partners after class .
2. Write down a conversation about asking the time ,with “past” and “to” being used .
3. Review the whole unit .
Unit 4 Having fun outside the School Lets have a picnic
The First Period
Ⅰ.Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary.
Target language.
Oral practice.
2. Ability Objects
Listening skill.
Communicative competence.
Making telephone calls.
Making suggestions.
Ⅱ. Teaching Key Points
Key vocabulary: have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday
Ⅲ. Teaching Difficulties
Target language
Whats up?
Are you free this Saturday?
Would you like to go out for a picnic?
How about…?
Lets….
Dont forget…
Ⅳ. Teaching Procedures
Step 1. Section A 1a Listen, read and say
1. Show a telephone (or draw a picture of one) to the students and say: “My telephone number is 4366783. What is your telephone number?”
2. Imitate the sound of the telephone ringing and show two pictures, saying: “This is Kangkang and this Jane. They are making a telephone call. Please listen to the tape.”
Play the tape for the students. Play it again and ask the students to repeat.
Step 2. Section A 1b Work alone.
Show the table and tell the students: This is Janes plan. Please finish it according to the conversation.
Ask two students to write down their answer on the blackboard and check the answer.
Answers:
Time Activity
Tomorrow afternoon discuss the picnic
Saturday visit a friend
Sunday go out for a picnic
Step 3 Section A 1c Pair work
Give the students a few minutes to practice the conversation and ask two pairs to act it out.
Step 4 Section A 1d Work alone
Ask the students to find out the following sentences from the conversation in 1a:
1. Would you like to go out for a picnic?
2. Then how about this Sunday?
3. Lets discuss it in our classroom…
Tell the students when we make suggestions we can use the sentences and we can also use “Dont forget…”
Get the students to read Kangkangs plan and give him suggestions on the picnic.
Possible answers:
Dont forget your lighter.
Dont forget two pails.
Dont forget to have a discussion at 4: 30.
Dont forget to do shopping at 5:00.
Ask a group of students to read their answers one by one.
Step 5 Section A 2 ,A 3 Pair work
1. A 2 Pair work
Ask the students to number the sentences to make a telephone conversation.
Answers: 2,5,6,8,3,4,1,7,9
Check the answers with the students and let the students practice the conversation with their partner.
2. A 3 Pair work
Show Toms schedule and Marys schedule to the students and say: Suppose you are Tom and your partner is Mary. You want to invite Mary to go swimming with you. Make a telephone call.
Step 6 Summary and Homework
1. Review some key words and target language
have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday
Whats up?
Are you free this Saturday?
Would you like to go out for a picnic?
How about…?
Lets….
Dont forget…
2. Homework: Write down the conversation in Step 6 on your exercise book.
Unit 4 Having outside the School Lets have a picnic
The Second Period
Ⅰ.Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary.
Target language.
Oral practice.
2. Ability Objects
Listening skill.
Communicative competence.
Making telephone calls.
Ⅱ. Teaching Key Points
Key vocabulary: wrong, be not in, give her a message, call me back, tell …about,
Im sorry to bother you. This is Kangkang.
Ⅲ. Teaching Difficulties
Making telephone calls. Take a message.
Ⅳ. Teaching Procedures
Step 1 Revision
1. Greet the students as usual and check the homework.
2. Suppose your partner is Jim. You want to invite Jim to go shopping with you. Make a telephone call. Ask two pair of the students to make a telephone call to revise Section A.
Step 2 Section B 1 Listen, read and say
1. Ask the students: “If Jim is not in and his father answers the telephone, what will you say to his father?”
Collect the following phrases:
call me back, give …a message, tell him the number, speak to etc.
Ask the students to read the new phrases.
2. Say: Jane makes a telephone call, please listen to tape and answer the questions:
Who does she want to speak to?
Who answers the telephone call?
3. Play the tape and get the students to find out the answers to the questions. Play the tape and and let the students to repeat the conversation.
3. Ask the students to read the conversation in pairs.
Step 3 Section B 2a and 2b Work alone and Pair work
1. Tell the students: You are going to listen to a telephone call but there are some sentences are missing, please listen to the tape and choose the correct sentences to fill in the blanks. Then check the answers.
2. Pair work.
Listen again and check your answers. Then practice with your partner.
Answers:
A: 2. Hello?
B: 3. May I speak to Li Ming, please?
A: Sorry, Li Ming is not here now. 4. Can I give him a message?
B: Thanks. This is A. 1. Could you ask him to give me a call?
A: Sure. 5. Does he have your number?
B: No, he doesnt. My phone number is 5563677.
A: 5563677. OK. 6. Ill give him the message.
B: Thank you.
Step 4 Section B 4 Listen read and say
1. Ask a student to make a dialogue with the teacher.
Sample:
S1: Hello. May I speak to Kate?
T: I beg your pardon?
S1: May I speak to Kate?
T: Kate? Theres no Kate here.
Ask: “Whats the matter?” Get the students to answer: S1 dials the wrong number.
2. Play the tape for the students to listen and repeat the conversation.
3. Ask the students to read the conversation in pairs and then act it out.
Step 5 Section B 5 Work alone
Show the following message on the screen and then ask the students to finish the telephone call.
First tell the students: Mary makes a telephone call to Lisa, but Lisa isnt in. Lucy answers the telephone call and she writes the message. Please finish the telephone call.
To: LisaTime: This morningMessage: Please call Mary at 58773677 Lucy
Sample:
Lucy: Hello.
Mary: Good morning! This is Mary. Is that Lisa?
Lucy: Sorry, she isnt in. Can I give a message to her.
Mary: Thanks. This is Mary. Could you ask her to give me a call?
Lucy: Sure. Whats your phone call?
Mary: My phone number is 58773677.
Lucy: 58773677. OK. Ill give her the message.
Mary: Thank you.
Step 4 Section B 3 Listen and follow
Play the tape for the students to listen and imitate and ask them to pay attention to their pronunciation and intonation.
1. Whats up? 2. Can I give him a message?
3. Thank you. 4. This is Kangkang.
4. I have to visit a friend.
Step 4 Consolidation
Revise the following sentences:
Sorry, she is not here now.
Can I give her a message?
Ill give her the message.
Could you ask him to give me a call?
Homework: Write down a telephone call and act it out with your partner.
Unit 4 Having fun outside the School Lets have a picnic
The Third Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
Key vocabulary.
Present continuous
Oral practice.
2. Ability Objects
Listening skill.
Communicative competence.
Ⅱ. Teaching Key Points
Key vocabulary: carry water, collect firewood, look at, wash the dishes, sing songs,
Target language: What are they doing? They are having a picnic.
Ⅲ. Teaching Difficulties
Present continuous
Target language: What are they doing? They are having a picnic.
Ⅳ. Teaching Procedures
Step 1 Revision
Check the homework. Ask two pairs to act out their telephone call.
Step 2 Section C 1a
1. Show the picture to the students and get the students to talk about the picture.
2. Play the recording for the students and tick the words they hear.
3. Check the answers.
Step 3 Section C 1b
1. Imitate the sound of the telephone ringing and show two pictures of Kangkang and Jane and present the following conversation:
A: What are they doing?
B: They are making a telephone call.
Ask the students to repeat the conversation and understand the meaning.
2. Ask the students to ask and answer according to the picture.
What is Maria doing? She is preparing food.
What is Jane doing? She is washing the dishes.
What is Michael doing? He is carrying water.
What is Marias dog doing? It is looking at the food.
Step 4 Section C 2 Look, ask and answer
1. Show the pictures and ask one student to present the dialogue as an example with the teacher.
What is she doing?
She is eating an apple.
2. Ask the students to ask and answer according to the pictures in pairs first.
3. Ask the students to ask and answer about the pictures one by one.
Step 5 Section C 3
1. Let the students look at the picture and talk about it and encourage them to use some words and phrases theyve learnt.
2. Play the recording for the students to repeat the sentences.
3. Give the students a few minutes to read the sentences and ask them to pay attention to the following words: playing, singing, flying, running, collecting.
Step 6 Section C 4
Tell the students that they are going to listen to some actions about Tom. Ask the students to listen and number the actions from 1-6.
Step 7 Summary
Revise some key words and target language:
1. carry water, collect firewood, look at, wash the dishes, sing songs,
2. What is Maria doing? She is preparing food.
What is Jane doing? She is washing the dishes.
What is Michael doing? He is carrying water.
What is Marias dog doing? It is looking at the food.
4. playing, singing, flying, running, collecting.
Step 8 Section C 5
Let the students to chant.
Step 9 Homework
Read the sentences in Section C 3.
Unit 4 Having fun outside the School Lets have a picnic
The Fourth Period
Ⅰ.Teaching Aims and Demands
1. Knowledge Objects
Review some target language in Section A-D.
Oral practice.
Present continuous.
2. Ability Objects
Communicative competence.
Ⅱ. Teaching Key Points
Key vocabulary: lonely, next, basket, listen, have a meeting, at home
Review some target language in Section A-D
Hello? This is Maria. May I speak to Jane?
Can I give her a message?
All right. Ill give her the message.
Sorry, she is not here\\ in\\ at home.
Could you ask her to call me back this afternoon?
What are they doing? What is he\\she doing?
They are having a picnic. He\\she is washing dishes.
Ⅲ. Teaching Difficulties
Present continuous
Oral practice.
Ⅳ. Teaching procedures
Step 1 Revision
1. Show some pictures to the students and get them to ask and answer according to the pictures.
What is he\\she doing?
He\\She is running.
2. Ask a few students to act and the others ask and answer according to his or her action.
Step 2 Section D 1a
1. Draw a picture and say: Look at the man. He is at home, but he is lonely and he would like to have a picnic with his friends and then have a meeting. Repeat the sentences and teach the new words and phrases:
at home, lonely, have a meeting
2. Section D 1a. Ask the students to look at the pictures and say: old Mcdonald is lonely too. He would like to have a picnic with his friends. What food can you find in the picture?
Answers: hamburgers and cakes, fish and chicken, French fries and bread
3. Play the tape and get the students to repeat. Ask the students to read the sentences.
4. Ask two group of students to act out the short story.
Step 3 Section D 1b
1. Collect some words of food and drinks that the students have learnt and ask the students to spell the words out.
fish, meat, chicken, hamburger, bread, French fries, rice, dumpling, noodle, porridge,
tea, coffee, Coke, milk, juice,
2. Divide the students into several groups and let the students discuss the questions:
Whats your favorite food?
Do you want to have a picnic with your friends?
If you do, what food do you want to bring?
Step 4 Section D 2a, 3
1. Show the sentences to the students and explain something about Present continuous.
2. Have a competition. Ask the students to make a sentence with Present continuous.
3. Section D 2a, 3 Ask the students to fill in the blanks and get four students to write down their answer on the blackboard. Check the answers.
Answers:
He is reading.
She is listening.
She is running.
They are eating.
Ask the students to pay attention to the words with -ing.
Step 5 Section D 2b, 4
1. Review the sentences. Ask the students to read the sentences and then let the students practice the sentences with their partner.
2. Section D 4 Get the students to number the sentences to make a conversation.
Answers: 4 Yes, this is Lucy. Please ask him to go to school and have a meeting tomorrow morning.
2 Hello! May I speak to Mr Li?
3 Im sorry. He is not at home. Can I give him a message?
6 Thank you!
1 Hello?
7 You are welcome.
5 Ok. Ill give him the message.
Step 6 Homework
Review some words and some target language in Section A-D.
Unit 7 Lets go to the zoo
Section A
Teaching aims:
1 read and understand the dialogue as a whole
2 In this section, students learn to talk about preferences and show the reasons .
Important points in teaching
1 names of animals,
2 language points
3 improve students ability of listening and speaking
Difficult points in teaching: what questions and answer.
Teaching aids: some animal cards , a tape recorder
Teaching methods: communicative method
Teaching procedures:
Step 1 Greet and review what they learned last period.
Step 2 Lead-in
Activity 1 Say to the students, “ Today we will go to the zoo to pay a visit ”and ask “what animals do you know , you should tell me in English.?” Then write the names of the animals on the right of the blackboard.
Step 3 Presentation
Activity 1 Hold up the lion card and ask:
T: Whats this?
S : Its a lion.
T: Yes, its a lion, I like lions. They are strong. And the lion is the king of the beasts.
Then show them some other animal cards to consolidate the names of the animals.
Activity 2 After that, ask students to read the words after you
Activity 3 Ask three students the question “What animal do you like best?” respectively : and then write the following on the left of the blackboard
T : “ What animal do you like best?”
S1 I like .
T What animal do you like best?“
S2 I like .
T What is your favorite animal?
S3 My favorite animal is .
Step 4 Practice
Activity 1 Say to the students:
”These are very useful structures. Now every one please find a partner and use them to make a simple dialogue “ .At the same time , you can also make a dialogue with another student to check how well he masters.
Activity 2 ask several pairs to act their dialogue out. And you should remember to try your best to praise and encourage their performance
Purpose :improve students courage and ability of speaking.
Step 5 Ask students to read the dialogue on page 93 themselves. then read together. And do the exercise of page 93.
Step 6 Explanation of the Language points.(write the following in the center of the blackboard)
1 be free :闲的，空闲的， 自由的。如：Im free today.
2 What animal do you like best?=Whats your favorite animal? 这是用来询问别人喜好的句型，还可将animal 换成food, sport 等类型的词。如：
---Whats your favorite sport?
---My favorite sport is basketball.
Step 7 Ask students to look at the two pictures of page 94.and ask students to guess ”where are the students now?“ ”Who is the lady?“ then let them listen to the passage ,following the questions
1 ”When do they go to the zoo?“
2 ”How long do elephants live, fifty or sixty years?“
After the listening comprehension, ask students to read the passage by themselves and then make following sentences to lead to the language points of this passage.
1 我们谈论了许多关于大象的事。
2 一会儿之后，我们就到达了学校。
3 你每天睡多少小时？
Language points.(write the following after above language points)
1 talk about :谈论关于……如：we talk about the people we see .
2 after a while 片刻之后，一会儿之后。如：After a while, we see the panda.
3 arrive at 到达，抵达。相当于get to 如：I arrive at my home at six oclock.
4 how many +可数名词复数：多少…如：…How many apples does he eat?
Then ask students to read the passage loudly by themselves .and try their best to recite it.
Step 8 Consolidation
1 Ask some students to do some actions imitating a monkey , a horse ,a lion a tiger and a panda respectively and let others to guess what this animal is. If the student cant act out, he can also say some characteristics of this animal ,then let others to guess. In this way we review the names of the animals.
2 practice the structures in the dialogue by themselves.
Step 9 Sum up and blackboard design
---What animal do you like best? Be free: 闲的，自由的，空 king zoo---I like ... …如： Im free today.. elephant animal--- Whats your favorite animal? What animal do you like best ? beast lion---My favorite animal is … ==whats your favorite animal favorite tiger
Section B
Teaching aims:
1 read and understand the dialogue as a whole.
2.improve students ability of reading comprehension
3 improve students ability of communication
Important points in teaching :
1 To get the students to have a good understanding of the dialogue.
2 To get the students to learn to use some useful patterns.
Difficult points in teaching:
To get the students learn hoe to use the useful patterns in real situation.
Teaching aids: a tape-recorder, some pictures.
Teaching procedures:
Step 1 Greeting and Revision
Use the projector to go over the names of animals. In this activity, students compete to see who can remember the most and who can speak out the names most quickly.
Step 2 Lead-in
T: If one day, a baby monkey is lost, what will you do ? will you help him?
S : ……
T: How do you help him.?
S …
T: Very good, all of us are good students. And we are all very clever. Yes, we should help each other. Today, we will read s story t. we will see , how does Kangkang , a little boy, do ?
Purpose: lead in the topic ” Let me help you“.
Step 3 Presentation
Activity 1 :Ask students to open the book on page95. and read the story in the zoo. by themselves
Activity 2 : Discuss the exercise on page96 in pairs.
Purpose: improve students ability of reading
Activity 3 : Check the answer together
Step 4 Analyze the dialogue
Give explanation to the following structures and expressions
.1. Whats wrong with…? …… 怎么啦？…… 出了什么毛病？
如：Whats wrong with your head?
Whats wrong with her pen?
2. over there: 在那儿。
如：---Where is my bag?
.---Its over there.
3 . Here we are : 我们到了。
4. Its very kind of sb. to do sth: 某人做 ……事真是太好了。
Its very kind of him to buy me a dog.
Step 5 Practice
Activity 1 Ask students to make sentences using above patterns by themselves.
Activity 2 Ask students to read the story as fluently as possible.
Purpose: to improve students ability of speaking.
Activity 3 Ask students to act out the story with his partner. Then choose one or two to act out in the front of the class. Try your best to encourage and praise your students.
Purpose : improve students ability of acting and courage
Step 6 Listening comprehension
Activity 1 Let students listen to part2 and part3 on page96. then finish the exercise . if necessary, play the cassettes one or two more times until they can get a good marks.
Activity 2 Dont forget to check the answer.
If they didnt do well, try to encourage them not to lose heart.
T: how many do you
Step 7 Consolidation
Use the expressions and patterns in real situation.
Situation : One day , Mary sees her friend, LiMing is crying in the class. so she asks him why, and he tells her the reason, according to this situation, ask your students to make a simple dialogue between Mary and her friend, LiMing .
Sample
Mary: Hello, LiMing.
LiMing: Hello, Mary.
M : Whats wrong with you, LiMing?
L: My pen is lost.
M: Dont cry . Let me help you.
(after a while)
M: Is this your pen, LiMing?
L: No, it isnt. My pen is yellow.
M: Here it is. This is your pen.
L: Oh, yes, thank you . It is very kind of you to help me.
You can use other situations. for example, ones bag, ones book, or other things is lost. Then ask them to make dialogue
Step 8 Class activity
Chant with the students together first. then let the students chant themselves.
Section c
Teaching aims:
1) students learn to ask about and say times.
2)some useful structures and expressions :thank you all the same ; excuse me , could you tell me ... go to bed have sports have lunch
Important points in teaching:
Ability of speaking and listening
Ways of saying times
Difficult points in teaching: To get the students to learn hoe to say times
Teaching aids: a tape recorder , a projector, some cards which are drawn clocks ,a teaching clock with movable hands
Teaching procedures:
Step 1 Greeting and revision
(1)Using projector to review what they learned by asking questions.
i )Whats your favorite color?
ii)I like blue, how about you?
(2)Translate following English into Chinese, and Chinese into English .
i. How many books do you have ?
ii. How long do you watch TV every day ?
iii. 一个星期六的上午，我们去了动物园。
iv. 这个主意听起来很好。
Step2 lead-in
Use a projector to show the pictures one by one . These pictures are copied from the students book on page97and ask ”What is the time ?“ after that , teach them the new words and the ways of saying times.(write the following on the right of the blackboard)
1.采用顺读法，如：
1:45 : one forty -five
3:18 : three eighteen
2 采用逆读法， 如：
1) 当分钟<30时，先读分钟+past+时钟
1:25 twenty five past one
8:19 nineteen past eight
2),当分钟=30时，
2:30 half past two
3).当分钟>30 时，先读分钟距整点差得分钟数+to+（时钟+1）如：
1:49 eleven to two
1:58 two to two
Optional activity
If students need extra practice with clock time, make a teaching clock with large, movable hands. Display the clock, placing the hands at various times from 1:00 to 12:00 and calling for students to say the clock time shown .
Purpose : consolidate the ways of saying times and make sure students can say the time as quickly as possible
Step 3 Dialogue presentation:
Activity 1 Listen with the question: Whats the time?(six oclock)
Activity 2 Ask students to read the dialogue in pairs.
Activity 3 Ask students to find out the sentence: 是该回家的时候了。（Its time to go home.）
Its time to do sth
Its time for sth .
如：Its time to go to bed.
Step 4 Dialogue practice
1 ask students to practice the dialogue
2 do part 3 pair work (imitating the model)
Step 5, Come to part 4
Activity1 Ask students to read the dialogue by themselves first .and guess the meaning of followings.
a. Excuse me, whats the time ,please?
Excuse me, could you tell me the time, please?(有礼貌的询问别人的.时间的用语)
b. Thank you all the same (当别人无法帮上你忙时,你的回答用语)
Activity 2 Ask them to read the dialogue in pairs
Activity 3 Ask them to read the dialogue in groups or between boys and girls.
Activity 4 Competition in reciting the dialogue
Activity 5 Recite the dialogue together.
Step 6 Consolidation
Use the useful expressions and structures to make dialogues. Teachers had better give some situations.
Step 7 Sum up and blackboard design
1．采用顺读法，如：1：45 one forty five next time
2．采用逆读法，如：1）当分钟<30时， oclock
2）当分钟=30时， past
Section D
Teaching aims:
1). improve students ability of listening.
2). improve students ability of other skills such as acting.
3). go over what they learned in this unit
Important points in teaching:
1). To get students to have a better listening comprehension
2). Go over the ways of saying times.
Teaching aids: some pictures, a tape-recorder, a projector
Teaching procedures:
Step 1 Greet with each other
Step 2 Revision
Activity 1.Review the ways of saying times
Activity 2 Do the exercise of page100 part 4
Activity.3 Some exercises are shown on the projector for students to check how well they have grasped in this unit .
A) 1). Are you free Saturday?
A at B in C on D of
2).--- My favorite animal is tiger, about you?
---I like monkey best.
A where B how many C how long D how
3) How can we say ”2:52“in English ?
A eight to two B eight to three
C. eight past two D eight past three
4). Elephants sleep only four hours night.
A at B in C on D with
5) Whats wrong your pen ?
A with B on C at D in
6) is very kind you to help me?
A It, for B It, of C This, of D That, of
B) Translate following sentence into English
1) --- 现在什么时候了?
--- 现在八点半了.
2) 是该上床睡觉的时候了.
3) ---对不起, 请告诉我时间好吗?
---对不起, 我没表, 我不知道.
---同样谢谢你.
Step 3 Lead- in
Activity 1 Ask students :
T: Do you want to be a teacher or an actor?
S:
(If students say they want to be an actor, you can continue your topic )
T:” OK, Ill see how you can act. First, listen to me, then please act out what I say. “(Use a projector to show following , and then ask students to act out )
1 He is acting like a monkey
2
篇3：unit4 sectionb教案 (人教版英语七年级)
Section B
学习目标：
1、学习并掌握本节单词及短语；
2、进一步学习句型：What does he look like? He wears/ has…
3、进一步掌握用英语描述人们的外表。
学习重点：利用所学句型进行对话。
学习难点：会描述一个人的长相。
预习导航：
一、自读课本P44-45，翻译下列短语。A
1. 长着胡须___________ 2. 戴眼镜_____________ 3.流行歌手_______________ 4. 不再…______________ 5. 我认为他不那么棒。________________________________
二、句型转换：B
1、My aunt has a new look.（改为否定句）
My aunt ______ _______ a new look.
2、She knows I have a new fiend.（改为一般疑问句）
_______ she ______ you have a new fiend?
3、Everyone remember him because he is a pop actor.（就划线部分提问）
________ _________ everyone remember him?
4、Mr. Dean is short and he has long brown hair.（改为同义句）
Mr. Dean is a _________ man __________ long brown hair.
5、I think. He can’t write stories.（合成一句话）_____________________________________
三、听写本单元第二节的单词及短语，记下记忆不正确的词汇。
认定目标：师生共同认定
自主探究:
1、学生看书P44 1a，记下与图片相匹配的单词；学生独立完成并展示答案。师评析。(3’)
2、1b：根据有关音乐家或演员的外表造句、填空；学生独立完成，然后小组交流，并展示答案。师评析。(3’)
3、2a：听录音并在表格中写出约翰尼迪安和蒂娜布朗的工作；学生独立完成，然后小组交流，并展示答案。师评析。(5’)
4、2b：再听一遍录音，完成表格。(3’)
5、2c：结对活动：小组成员交替扮演角色练习对话，小组展示，师生评价，选出活动较好的小组。(2’)
6、3a：阅读短文，在表格中填空。学生独立完成，然后展示答案。师评析。(8’)
7、3b：看格洛莉亚*格林的图片，在短文中填空。学生独立完成，然后小组交流，并展示答案。(5’)
8、写出关于你一个家庭成员的特征。学生独立完成，然后小组交流，并展示答案。(10’)
认定目标：师生共同认定
达标测评: (3’)
选择填空：
（ ）1、Remember to ____ your grandmother.
A、see B、look C、seeing D、watch
（ ）2、Please remember ________ your photos to school.
A、bring B、to bring C、bringing D、brings
（ ）3、Mary often _______ white T-shirt.
A、wear B、wears C、to wear D、wearing
（ ）4、James likes to play _______ violin and _______ chess when he is free.
A、the, / B、/, the C、the, the D、/, /
（ ）5、Nobody _______why he is late.
A、knows B、know C、knowing D、is know
创新提高： (C) (5’)
I’m Tony. My best fiends are Frank and Cindy. We often do many things together. Frank lives next to my home and we are in he same class. He is thirteen years old and tall and of medium build. He has curly hair and blue eyes. He’s good-looking and very clever. He’s good at math and often helps me with my homework. He likes wearing black pants and yellow T-shirts.
Cindy doesn’t go to my school. She’s eleven years old. She is thin and of medium height. She has curly blonde hair and her eyes are brown. She is good-looking, too, but a little bit shy. She is good at playing the guitar. Her favorite subject at school is music. She often teaches Frank and me to play the guitar after help each other and sometimes play video games at my house.
1、What things do the three children do together? They _________.
A、play baseball B、play video games C、play the guitar D、both B&C
2、_______ eyes are blue. A、Frank’s B、Cindy’s C、My D、Tony
3、________ good at math.
A、Frank is B、Cindy is C、I am D、Tony is
4、__________ is good-looking, but a little bit shy.
A、Frank B、Cindy C、Tony D、My friend
5、Where do they play video games?
A、At school. B、At Frank’s house C、At Cindy’s house. D、At Tony’s house
篇4：七年级上册unit4教案 (人教版英语七年级)
Unit Four Where’s my schoolbag?
一．目标叙写
1. 学生通过实物和图片掌握有关物品的新单词：table, bed, bookcase, sofa, chair, clock,tape, radio, hat, etc;
2. 通过独立思考和小组合作，能灵活运用in, on, under, behind, in front of, near等介词;
3. 熟练运用Where问句和一般疑问句及其回答；
4. 掌握名词单复数及人称代词的用法。
二．教学重点、难点
1．重点：A. 方位介词: in, on, under, behind, in front of, near 等的用法；
B．Where 的特殊疑问句和一般疑问句：Is the… in/on/under the …?的肯定、否定回答；
C．新单词：bed,table, bookcase,……
2．难点：A. 能够准确运用方位介词描述物品所在的位置；
B．能够运用Where问句找到物品的位置。
三．教学过程
The First Period (Section A, 1a–2d)
Step 1: Warming up
Revise some school things by ask questions.
e.g. What’s this? Is this a ...? How do you spell it? Etc.
Learn the new words in, on, under... By helping the teacher to find the lost things.
e.g. T: Where is my English book?
S1: I think it’s on the desk.
T: Where are my pens?
S2: ...
Teach the new word “where” and the use of “they”.
Consolidate the prepositions by looking at the scree and answer the questions:
Where’s...? Where’re...?
Step2: Presentation
Look and find
T: Please look at the picture in activity 1a. There are some things in it. Do you know what they are?
Match and discuss
a. T: Would you please match the words with the things in the picture?
b. T: How many words do you know? Can you share the words you know with your partners?
c. T: Please discuss with your partners and check whether your answers are the same.
3．Check the answers
4．Read
T: Please read the words after me. Table ...
Step 3: Listen and number
T: Listen to the recording of 1b for the first time.
T: Number the things in the picture when you listen to it for the second time.
Read the sentences
a. T: I would like you to read the tape script together.
b. T: Would you please read it by yourselves three times?
Translate and explain
a. T: Let’s translate the conversation into Chinese.
b. T: Who can tell us what it means?
c. T: Yes. When we ask the positions of things, we use the word “where”. And from the picture, we know that the word “on” means “在上面” “in” means “在里面” “under” means “在下面”. They are called prepositions “介词”。
Step 4: Game: Hide and look for things
Students hide and look for the school things in pairs. One student hide one school
thing and ask: Where’s...? Where’re...? The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performance.Step 5: Listen and imitate
Section A, 2a. Revise what the things are. Play the tape for students and let them number them.
Section A, 2b. Play the tape again, students number the things [1-6] in the picture. Imitate the dialogues.
Step 6: Section A 2c
Read
T: Let’s move to activity 2c. Shall we read the conversation together?
Guess
a. T: Now, let’s guess where the things are.
b. Students work in pairs. Student A covers the picture in 2b. Ask about where the things are in the picture. Student B answers the questions.
c. T: I would like to give you an example.
Example: T: Is the pencil box on the sofa?
S: No, it isn’t. It’s under the sofa.
d. T: Change roles after making one conversation and then practice again.
Step 7: Section A 2d
Role-play the conversation. Show a picture of a room. Give Ss one minute to look at it, and then ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and where they are.
篇5：七年级下Unit4教案
七年级（下）Unit4教案
七年级英语公开课教案
课
题
七年级（下）Unit4 Section A
课型
新课
课
时
1
授课
时间
授课班级
授课地点
授课人
教
学
目
标
知识与能力
1, words: assistant. sales assistant. doctor. reporter. police. officer. police officer. waiter. bank. clerk. hospital. show. star
2. What do you want to be? 3. What does she do?
I want to be a doctor. She’s a doctor.
过程与方法
师生互动，共同完成教学目标。
思想教育
1．培养学生自主学习、合作学习的能力。
2．培养学生学习英语的`兴趣，了解工作与职业。
重点
1. Words: assistant, sales assistant, doctor, reporter, police, officer, police officer, waiter, bank. clerk, hospital, show, star
2. What do you want to be? 3. What does she do?
I want to be a doctor. She’s a doctor.
难点
1. What does she want to do? 2. What does she do?
She wants to be a doctor. She’s a doctor.
教
学
策
略
教法选择
导入、启发、介绍、总结、演示。
学法引导
预习，讨论、模仿。
课堂组织形式
两人一组、同桌合作。
教具
图片、录音机、彩笔。
学具
课本，书，笔
切入点
Do you know Jackie Chan/Bethoven?
教学程序
学生的主体活动
教师的主导活动
Step 1 Revision
1. Revise the words and expressions in Unit 3
2. Get students to make dialogues about how to order a pizza.
开口煅炼、展示所学
组织学生复习第三单元的内容
Step 2 Presentation
1. Present the new words by showing the pictures and get Ss to read after.
2. Get students to make dialogues
辩图学单词
成对操练
利用图片，引导学生学单词
检查所学知识，提供指导
Section A 1a
1．Ask students to tell what they see in each picture.
2．Repeat after me.
3．Ask students to match each word with the pictures
4．Check the answers.
看图复习单词，跟读模仿
利用图片，检查所学单词
Section A 1b
1. Ask the students to only listen.
2. Play the tape a second time. This time, ask the students to number the people.
3. Correct the answers.
4. Practice the dialogues.
听力训练
听力指导
Section A 1c
1. Ask one student to do some actions and the others guess their jobs
2. Ask two students to read the dialogue to the class.
3. Let the students work in pairs with the pictures they have..
跟读模仿，成对活动,操练句型，表演。
检查学生掌握生词及句型的情况，提供指导。
Step 3 Consolidation
Do the exercises on the small blackboard.(If time permitted)
笔头练习，巩固所学知识。
适当讲评。
Summary
1.New words: words: assistant, sales assistant. doctor. reporter. police. officer. police officer. waiter. bank. clerk. hospital. show. star Patterns:
2. What do you want to be?
I want to be a doctor
3. What does she do ?
She’s a doctor.
复习所学，巩固知识
总结
Homework:
1.预习Section A 2a--4
2．完成课时训练A1的练习。
板书设计
Unit4 I want to be an actor.
New words:
assistant waiter
sales assistant clerk
doctor star
reporter hospital.
police show.
officer bank.
police officer.
Drills:
1: A: What do you want to be?
B: I want to be a doctor
2: A: What does she do?
B: She’s a doctor.
语法讲解:
教学反思：
篇6：新目标英语七年级(上)Unit4教案设计及反思
二、教学目标
1、知识与能力
SectionA主要通过谈论话题”Thingsaroundthehouse“学习询问“物品的位置”，使学生学会基本句型“Where’smybackpack?It’sunderthechair.”，进一步体会“Wherequestions”疑问句的用法;学会运用方位介词”on/in/under”表达物品的位置。
2、过程与方法
采用Personalizing、Pairwork、Groupwork和Roleplaying的学习策略，利用多媒体教室教学环境来展开课堂Pairwork问答式的口语交际活动，使学生学会基本句型“Where’smybackpack?It’sunderthechair.”及方位介词
3、情感态度价值观
该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，促使学生了解自己的生存环境，热爱自己的学校和家庭。
三、教学重、难点及教学突破
1、教学重点
学习运用重点句型“Wherequestions”疑问句的用法;语法焦点在于学会运用方位介词“on/in/under”表达物品的位置。
2、教学突破
通过使用方位介词“on/in/under”表达物品的位置及学习“Wherequestions”。
(1)教师准备
收集课文中所涉及的或学生常见的学习、生活用品、家具或有关的教学幻灯片或图片;制作la部分的'插图和人物对话的课件，将听力部分的内容插入，通过询问“物品的位置”，以及回答来引入新课。
(2)学生准备
搜集自己所了解的或曾经见过的学习、生活用品、家具的名称，及思考如何表示物体的方位。
四、教学步骤
第一教学环节：情景创设，导入新课
SectionA主要内容是通过询问“物品的位置”，使学生学会“Where”疑问句的用法;学会运用方位介词表达物品的位置。所以在教学中可采取问答式导人法：
1.教师进行实物演示：Ihaveamobilephone。“Whereisit?”自己回答：“Itisinmypocket，以此方法教学一些学习、生活用品、家具名词及“on/in/under”。
2.让学生将单词与图相连，熟悉一些学习、生活用品、家具名词及“on/in/under”。
3.看教师演示：Ihaveapen。“Whereisit?Itison/in/under---“学一些学习、生活用品、家具名词及“on/in/under---”。
4.将单词与图相连，熟悉一些学习、生活用品、家具名词及“on/in/under”。
第二教学环节：师生互动，学习探究
1.教室朗读1b部分的材料让学生听，引导学生写出所听到的单词的号码，完成lb部分的教学任务。
2.引导学生展开PairWork活动，完成lc部分口语交际的教学任务，学会运用“Where’smybackpack?It’sunderthechair.”，及方位介词“on/in/under”表达物品的位置。
第三教学环节：合作交流，巩固提高
引导学生展开PairWork活动，完成4部分口语交际练习的教学任务。要求一个学生看第4部分的图，另外一个学生看19页的图，找出两幅图的差别，操练“Whereis/are---?”句型。
五、教学探讨与反思
今天有一位小学李老师来听课(她准备考初中英语教师资格证)，遗憾的是今天我忘记把昨天制作的课件带来，很多听力材料只好自己读。由于我的学生全部来自农村，虽然他们也在小学学过英语，但是学得很粗糙，因此，我这节课仅内容完成p19(1a―1c)。通过自己朗读，让学生抓住本节课的关键，如本单元SectionAla通过操练句型“Where’smybackpack?It’sin/under/on….”，听关键词“in/on…”，同时，通过听关键词加深对“Where’s…?”句型的理解。这种技巧的运用有利于培养学生的注意力。教师通过对不同事物在何方位的提问，将学生注意力集中在不懂的方位上，教师在提问之后，自己回答问题并有意识的加重方位词“in，on，under”的读音，同时要求学生重复自己的回答。听关键词不仅仅是有利于培养学生的注意力，而且能培养学生的判断能力，勤于思考的习惯，在思考中遇到困难自我处理或向他人寻求帮助的习惯。
篇7：三年级英语unit4教案
教具准备：
1.教师准备本单元所学动物的动物玩具(玩具也可以从学生处借用)。
2.本单元所学词汇的图卡和词卡。
3.Let’s check部分的听力磁带和Let’s chant部分的歌谣录音带。
教学过程：
l.热身/复习(Warm-up/Revision)
(1)日常口语会话活动。
(2)通过词卡和图卡以及看本单元的课件复习所学的动物词汇。
(3)游戏：速认速记。教师每次从词卡中挑出3张，让学生快速认记。
教师说：one，two，three!便拿掉卡片，让学生说出是哪几个单词。最快举手说对这3个词的同学可以为本组加一分。(教师在说One，two，three!时要快慢适度，给学生记忆时间;也不要过慢，要让学生有一定的紧迫感，训练瞬时记忆。)
(4)游戏：把手放在你的背后。
教师拿出准备好的玩具放在讲台上，请一个学生站到前面，面对全班同学并把双手放在背后。教师将一个小动物玩具放在他的手里。教师问他：What’s in your hand?这个学生用手摸完，用It’s a….回答。如果他答对了，就拿出来给全班同学看，并可以为本组加分。如果给三次机会，学生都答错了，就要换其他同学来继续这个游戏。
(5)游戏：找卡片
教师将同样数量的A, B两组卡片正面朝下贴在黑板上，学生一从A组中翻一张卡片并读出单词，再从B组中翻看一张卡片，如果两张卡片相同则给该学生以奖励。若不同则将卡片放回原处，换另外一名学生作此练习。
2.趣味操练(Practice)
(1)听力练习：Let’s check
学生看图，说出图中的单词。教师播放录音, 学生作练习。根据听到的内容圈出相应的图A或B。教师播放动画，学生边看边做，一起核对答案。教师奖励表扬做得好的学生。学生跟着动画逐句跟读。
听力内容： l.Look at the panda.
2.I have a squirrel.
3.Jump like a rabbit.
4.Fly like a bird.
答案：1.A 2.B 3.B 4.A
(2)学习Let’s chant
a.先让学生认真看两遍动画。
b.教师再次播放动画，每两句停下来，让学生跟读，并伴有手势。教师板书每句的最后一个单词，两个词为一组(cat，fat;pig，big;monkey，funny;mouse，house)。朗读每组单词，让学生找出读音中的共同点，并再给出一些生词来认读。如：cat，fat 这组，给出bat，mat，hat，sat，rat等单词让学生读。从而逐渐使学生掌握拼读规则记忆单词的方法。
c.让学生分组有表情地并且有节奏地朗读歌谣。
d.请学生上讲台朗读或表演，设表演奖，教师进行适当奖励。
E.最后请有能力的学生将歌谣背诵下来，教师封其为班级“记忆王”。
3.课堂评价(Assessment)
做活动手册本单元第六部分的练习。
?教师将学生分成几个小组, 合作找出图中的动物。看看图中藏有多少动物。用比赛的形式可进一步激发学生的积极性和学习热情。
?教师引导学生用Look! This is a …或Look at the …! 表达出自己所找到的动物。
?比一比看哪个小组找得多找得快!
?教师奖励优胜组。
答案：cat，dog，monkey，panda，rabbit，squirrel，duck，pig，bird，bear，elephant，mouse.
4.扩展性活动(Add-activities)
(1)听录音，读A、B两部分Let’s do的内容，边读边做动作。
(2)和同学一起看第38-39页的主情景图，用手指着主画面上的人和动物，用英语把他们说出来，看谁说得多。
板书设计：
Unit Four We Love Animals
黑板上贴有本单元所学动物的图片，图片下是相应的单词卡片
篇8：七年级下英语unit4课件
Unit 4 Don't eat in class.
Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry
2) 能掌握以下句型：
① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
2. 学会用英语表达一些标志的含义。
3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法
二、教学重难点
1. 教学重点：
1) 肯定祈使句是省略掉主语的原形动词开头;
2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及have to在用法上的区别。
2. 教学难点：
掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
三、教学过程
Ⅰ. Warming-up and revision
用祈使句请学生们完成一系列动作：
Please stand up/ sit down. Close the door, please. Look at me and listen to me.
Don’t open your books. Don’t talk. Let’s begin our class.
Ⅱ. 1a
T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules. Please finish 1a.
Ⅳ. Listening
Now let’s listen! What rules are these students breaking? Write the numbers after names?
Ⅴ. Pair work
Read the dialogue in 1cand work in pairs.
Ⅵ. Listening
1. First, let's read the sentences in 2a together. Now, let's listen to the recording. Check the activities Alan and Cindy talk about.
2. Work on 2b: Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.
Ⅶ. Pair work
1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.
2. Let some students come to the front and act out the conversations.
Ⅷ. Role-play
Read the conversation and find some rules in this school. Ss read the conversations and find the answers to this question.
( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. )
Homework:
1. Remember the new words and expressions.
2. 完成下列句型转换试题
1)I can play computer games on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句) He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提问) ____ do they have ____ ____?
5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.
6) Don’t talk in class.(同上) No _________.
Section A (Grammar Focus-3c)
教学重难点
1. 教学重点：
1) 继续学习使用目标语言谈论对某些规章制度(校规、家规等)的看法
2) 通过不同方式的练习方式来学会用英语表达一些标志的含义。
3) 运用祈使句来表达一些规章和制度。
2. 教学难点：
1) 总结用祈使句、情态动词can、must及have to来表达各种规章制度;
2) 能用所学的`知识来制定一些简单的规章制度。
教学过程
Ⅰ. Warming- up and revision
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 不要在楼道里跑。_______________________
② 不要打架。 ____________________
③ 有什么规则? ___________________
④ 我们必须按时上课。 ____________________
⑤ 我们可以在教室里吃东西吗?____________________
⑥ 不能。但我们可以在餐厅里吃东西。___________________
⑦ 我们可以在教室里带帽子吗?____________________
2. Ss finish off the sentences and check the answers by themselves.
Ⅲ. Writing
Look at 3a. Do you know the meaning of these pictures? Can you write the rules for the school library?
Ss discuss the pictures and make some rules. Let some Ss read their rules aloud. Check the answers with the class.
(Don't listen to music in the library. Don't eat or drink in the library. Don't take photos in the library. )
Ⅳ. Practice
Work on 3b: Use the words to make questions about the rules. Then write answers according to your school. For example: Be quiet? (she/have to/ in the library) Does she have to be quiet in the library? Yes, she does.
2. 注意： have to虽是情态动词，但其在句子中与谓语动词共同构成句子时，其一般疑问句应用助动词do或does来帮助构成;而情态动词can则直接提前构成一般疑问句式。
3. Ss work by themselves and try to write the sentences on the workbook.
4. Ss work in pairs. Ask and answer the sentences.
Ⅴ. Game
Ss work in groups and discuss what rules are in their school. Write down their rules on the work. Let some Ss read their rules aloud. See whose school is the coolest?
Ⅵ. Exercises
1. If time is enough, do some more exercises on the screen.
Homework
1. Read the sentences in Grammar Focus.
2. Make some rules at home.
板书设计
Section B 1a-2c
教学重难点
1. 能掌握以下单词：out, go out, dish, do the dishes, night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck
2. 能掌握以下句型：
① Don't leave the dirty dishes in the kitchen.
② I can't relax either.
③ I must read a book before I can watch TV.
④ I have to help mom make breakfast.
3. 理解must, have to/ can/can't的用法
三、教学过程
Ⅰ. Warming- up and revision
Check the homework. Let some Ss read their home rules.
Ⅱ. Presentation
1. Show some pictures on the big screen and let Ss learn the new words and expressions.
2. 学生看着1a部分的图片
学生朗读1部分的“rules”，并将图片a~h的序号填写在1b这些规则前的方框中。
Check the answers with the class.
Ⅲ. Listening
1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things Dave can't do and a √for things he has to do.
2. Play the recording for the Ss to listen and check.
Ⅳ. Listening
Now let's work on 1c. Now first, let's read the phrases aloud together. Explain the meaning of the phrases if necessary.
Play the recording three times for the Ss to listen and write the phrases in the chart in 1b.
Check the answers:
Ⅴ. Group work
Divide the Ss into groups to talk about Dave's home rules. Make a list of Dave's house rules. Ⅵ. Reading
1. Fast reading: Read the letter and find the answer to this question:
What does Molly feel about the rules?
Ss read the letter and find the answer to this question. (she feels terrible.)
2. Careful reading: Read the letter again and underline the rules for Molly. Check the answers with the class. (Let some Ss read their answers aloud. Let other Ss add some rules. )
3. Careful reading
1) Read Dr. Know's letter and answer this question: What does she think of the school and home rules? Let one student read out his/her answer.
(She thinks parents and schools are sometimes strict, but they make rules to help us. We have to follow them. )
Ⅶ. Reading
1. Read the letter again and complete the sentences with have to/ must, can or can't.
2. 提示： have to与must的用法：
1)must表示一种主观的需要，而have to表示一种客观的需要，意思是“不得不”。如： I have to attend an important meeting this afternoon.
今天下午我不得不参加一个重要的会议。
Mother is out, so I have to look after the shop.
妈妈不在家，因此我不得不照看商店。
2)have to的否定形式是don’t have to, 相当于needn’t。如：
They don’t have to buy a computer at present.
他们目前没有必要买电脑。
Homework
1. Remember the new words and expressions in this period.
2. Ask Ss write down Molly's rules at home and at school.
七年级英语复习攻略
英语作为占据总分20%比例的主流学科，其实取得一个令人满意的高分并不似“探囊取物”，部分孩子甚至还需要摸着石头过河。而在这座大山中，又有一 些“碉堡让”人无法自拔，例如完形填空，例如阅读理解，又例如写作等等。如何利用国庆七天假期巩固提升自己的英语水平呢?
1、假期期间切莫贪睡，一会乱了生物钟，二是早晨是记忆最佳时间，把此浪费在被窝里实在可惜。同学们应该利用早上时间大声朗读和背诵单词，词汇量的多少是你学习英语的基础，利用假期把自己的基础知识加深巩固，力争单词作为自己的先锋。
2、每天抽时间做一套听力题，增强语感。大家不要小看听力这20分。虽然比例较低，但是英语先考听力，如果有了得了20分满分的感觉，会带给同学们们意想不到的信心和动力。
3、每天写一到两篇的英语作文。写作文既检验了你的词汇量，又考查了语法知识，复习效果最好。同学们可以分类写，如1号写人，2号写物，3号写事等等。写作前可以准备30句经典的万能句，写作时可以尝试把这些句子变形用上。
4、如果时间充足，能做几份套卷就再好不过了。做套卷涉及的范围比较大，考查得比较广，同学们就能在此发现自己的弱项和短板，这样在国庆假期回来后的第一轮复习，就有了复习重点了。
篇9：七年级英语unit4同步练习题
I.配对
从II栏、III栏中找出与I栏中对应的'选项。
IIIIII
1.圣诞节HalloweenA.thefourthThursdayinNovember
2.感恩节ChristmasB.the15thofthefirstlunarmonth
3.元旦Teachers’DayC.December25th
4.元宵节NewYear’sDayD.January1st
5.中秋节AprilFool’sDayE.lunarAugust15th
6.复活节Mid-autumnDayF.September10th
7.母亲节Mother’sDayG.April1st
8.教师节ThanksgivingDayH.SecondSundayinMay
9.愚人节LanternFestivalI.March,22nd-April25th
10.万圣节EasterJ.thenightofOct.31st
II.单项选择
1.ManyChinesefamiliesburnpicturesofkitchenGod,ZaoShen,_______goodluck.
A.tobringB.bringC.forbringD.brings
2.Peopleenjoy_______holiday.
A.sevendayB.aseven-dayC.seven-dayD.sevendays
3.__________manyplacespeopleeatricedumplingstorememberQuYuan.
A.InB.OnC.AtD.To
4.―HappyNewYear!
―_________.
A.ThesametoyouB.ThankyouC.You’rewelcomeD.Thankallright
5.Pleasegivemybest__________toyourparents.
A.kindnessB.ideaC.hopesD.wishes
6.Couldyoutellme___________aboutyourfavoritefestival?
A.anythingB.somethingC.nothingD.everything
7.―When_________you_______tostudyinthisschool?
―Twoyearsago.
A.do;beginB.did;beginC.will;beginD.did;began
8.Thebabywasborn__________themorningofMarch3rd.
A.atB.onC.inD.to
9.Theyenjoyedthemselvesattheparty.“Enjoyedthemselves”means_______.
A.hadawelltimeB.hadagoodtime
C.playedD.likedthemselves
10.Ithinkhewillsucceed(成功)____________.
A.inendB.attheendC.intheendD.bytheend
11.―What’syourfavoriteChinesetraditional(传统的)festival?
―It’s___________.
A.Father’sDayB.ChristmasDay
C.ThanksgivingDayD.SpringFestival
12.―It’stimeforsports!__________yoursportshoes,please.
―OK,I’mcoming.
A.PutonB.PutupC.TakeawayD.Takeoff
III.阅读理解
A
Goodmorning,everyone!It’s8:00p.m.Thepartyforthenewyearof2007begins.MostofthepeopleinChinaarewaitingforthecomingyear.Theclockstrikestwelve.Allthepeopleareveryhappyandtheycheer.
Asweallknow,differentcitieshavedifferenttime.Forexample,it’smidnightinBeijing,but4p.m.inLondonandit’s1a.m.inTokyo,andit’s2a.m.inSydney.HongKonghasthesametimeasShanghai.
Thankyouforlistening!
根据短文内容，选择最佳答案。
1._________hasthesametimeasBeijing.
A.HongKongB.LondonC.TokyoD.NewYork
2.It’snooninLondon.It’s_________inBeijing.
A.9a.m.B.8p.m.C.9p.m.D.8a.m.
3.Thatdayisthelastdayofyear___________.
A.2007inChinaB.2007inAmerica
C.2006inChinaD.2006inAmerica
4.It’snooninBeijing.It’s_________inSydney.
A.1a.m.B.1p.m.C.2a.m.D.2p.m.
5.Theauthorisa_________.
A.reporterB.workerC.teacherD.doctor
B
ChildrenintheU.S.A.likeKDayverymuch.Kisforkites.March7istheday.Onthatdayalotofchildrengooutintotheopenair.Theytaketheirkiteswiththem.Somekitesareverybig.Othersaresmall.Theyareindifferentcolors.Everykitehasalongstring.
Togetthekitesup,thechildrenrun.Theyletoutstringsfromtheballsintheirhands.Nowallofthekite’sarehighupinthesky.Somearehigherthanothers.Theonelikeabirdisthehighest.Butwhat’swrong?It’sflyingaway!Thestringisbroken.Anotherkitegetsaway.Andmorekitesflyaway.Butthechildrenarerunningafterthem.Theywanttogetthemback.Peoplearewatchingthemandlaughing.
根据短文内容，判断正(T)误(F)。
1.OnMay1stalotofchildrengooutintotheopenair.
2.Kitesareindifferentcolors.
3.Twokitesarehigherthanothers,buttheygetaway.
4.Theonelikeabirdissmallerthanothers.
5.Thechildrenarerunningafterthekites.
C
ThanksgivingDayisaveryspecialdayforpeopleintheUnitedStates.TheycelebrateitonthelastThursdayinNovember.CanadiansalsocelebrateThanksgivingDay,buttheydoitonthesecondMondayofOctober.InBritain,thisfestivaliscalled“HarvestFestival”.Peoplecelebrateitearlierintheyear,inSeptember.Aharvestisthefruityoutakefromthetreesandthecropsyoutakefromtheground.InNorthAmericaandBritain,harvesttimeformostfruitandcropsisintheautumn.InthesecountriesandotherChristianplacespeoplegivethankstoGodonaspecialdayoftheyear.TheythankGodforthegoodthingsthathavehappenedduringtheyearandforthegoodharvesttheyhavehad.Peopleusuallytakesmallboxesoffruit,flowersandvegetablestotheirchurchestoshowtheirthanks.
Thefirstthanksgivingservice(仪式)inNorthAmericatookplaceonDecember4th,1619,when38EnglishpeoplearrivedinAmericatomaketheirhomeinthenewcountry.TheyheldthisservicenottothankGodfortheharvest,buttothankGodfortheirsafejourney.Thenextyear,muchmoreEnglishpeoplearrived.Theyhadabadwinter,butfortunatelytheharvestwasgood.Theydecidedtocelebrateitwithabigmeal.Theyshotandkilledsmallanimalstoeatandcookedeverythingoutsideonlargefires.About90Indiansalsocametothemeal.Everyoneateattablesoutsidetheirhousesandplayedgamestogether.Thefestivallastedthreedays.
AThanksgivingDaycelebrationwasheldeveryyearforalongtime,butnotalwaysonthesamedayoftheyear.Then,in1789,PresidentGeorgeWashingtonnamedNovember26thastheDayofThanksgiving.In1863,PresidentAbrahamLincolnchangedthedate,andsaidthatthelastThursdayinNovembershouldbetheThanksgivingDay.
Nowadays,NorthAmericansaroundtheworldgettogetherwiththeirfamiliesonthisdaytoeatgoodfoodandhaveahappytime.
根据短文内容，回答下列问题。
1.IstheThanksgivingDaycelebratedonthesamedayinNorthAmericacountries?
_________________________________________________________________________
2.WhendidthefirstthanksgivingservicetakeplaceinNorthAmerica?
_________________________________________________________________________
3.WhomadethelastThursdayinNovemberasThanksgivingDayintheUSA?
_________________________________________________________________________
4.Whatdoestheword“fortunately”meaninChinese?
_________________________________________________________________________
5.Translatethesentence“TheythankGodforthegoodthingsthathavehappenedduringtheyearandforthegoodharvesttheyhavehad”intoChinese.
_________________________________________________________________________
IV.书面表达
写一篇短文介绍中国的春节情况，比如在春节人们舞龙、舞狮、吃饺子、吃年夜饭、迎灶神、给小孩子压岁钱，互相拜年等等。词数不少于60个。
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
篇10：PEP小学英语三年级上Unit4教案及反思
PEP小学英语三年级上Unit4教案及反思
一,Greeting
1,SinganEnglishsong.
2,Warmingup.
3,Listentoabeautifulsong.
二.NewLesson
1,Newwords:catdogduckmonkeyrabbitpanda
2,Readthenewwordsaftertheteacher.
3,Readthemonebyone.
4,Actthenewwords.
5,Listentothetapeandimitate.
三,Practice
1,Lookatthepicture,andguessthenameoftheanimals.
2,Lookandmatch.
3,Playaguessinggame.What’smissing?
4,Guessgameaboutthestudents’name.
四,Sumup.
五,Saygoodbyetotheanimals.
在这堂课中，我改变了传统的教学坐标，把所教的任务隐含在各个任务驱动的过程中，让学生通过体验和实践进行学习，进而尝试用英语交流，从中体验学英语的快乐，提高学英语的兴趣。
1、把快乐带进英语课堂，营造愉快的语言范围，本课初始，学生就在说说唱唱中开始了愉快的语言学习。在课堂上，学生始终处于一种积极轻松的状态中，在猜猜玩玩中学习新知识，使学生体验到英语教学的趣味。
2、开展多种活动，注重语言的操作与运用，采用多种形式的活动，激发学生的求知欲望，不断变化教学形式，让学生时时产生新鲜好奇感，以活动为主线，开展本课教学，让学生在活动中学，在学习中交际，在交际中创造。3、强化教学情感，建立以人为本的学生主体观，在课堂教学中充分营造一种能够发挥学生主体性和自主性的条件，让学生在生动有趣的`活动中学会学习。同时还创设小组活动，鼓励学生个体之间的融洽合作和有序竞争，把激励和竞争带进课堂，形成了较开放的教学模式。
本堂课结束后，我感觉设计的几个趣味操练、扩展活动、探究活动深受学生喜爱，学生们兴趣很浓，积极参与，达到了我的教学目标。孩子们在轻松愉快的气氛中，充分发挥了自己的想象力和创造力。学生们编排、表演的英语对话新颖而幽默；趣味操练中他们轻轻松松的掌握了单词和句子。而且增强了学生的自信心和成就感。可见一堂充满创造力和想象力的英语课需要老师带领学生一起去开发去挖掘，去拓展去想象。我们知道课堂学习的主体是学生，学生要对英语感兴趣，还要真正能将学到的英语运用于实际，这些是我们的奋斗目标。要实现这些目标，要求老师要想方设法调动学生的想象力和创造力，引导他们去动脑筋思考、分析、归纳、运用英语，自己学习，自己创造，养成自学的好习惯，以促进终身学习。如果老师课堂设计只是停留在传授知识，记忆知识上，那学生还是不会交际，不会自由地运用。英语新课标要求我们英语教师要在教学过程中发展学生的综合语言运用能力，增强实践能力，培养创新精神。
篇11：新教材高一英语UNIT4教案
新教材高一英语UNIT4教案
A: aims
1. Talk about past experiences,
2. Describe people, things, events and people’s feelings,
3. Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,
4. Organise ideas in a text using First, Next, Then, Finally, and
5. Write about an unforgettable experience.
B: Difficult points and baffling questions
1. The uses of the relative pronoun: who, whom, whose, which and that,
2. Some language points in the unit,
3. How to organize ideas by using First, Next, Then and Finally, and
4. Writing speed
C: Steps (6 periods)
Ⅰ.The first period
1. Warming up
T: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.
When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clause
S:
T: Why are these persons or things/events unforgettable?
S:
T: Who’d like to introduce some other persons or events or inventions?
S:
2. Listening
T: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape (twice) , just grasp the points to the questions, and complete the exercises.
After that, check the answers by the students telling their answers and then listen a third time.
T: Now let’s come to the listening on Page 103. We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, their places, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.
3. Homework
1. Write about an unforgettable thing/event within 50 words, using attributive clauses.
2. Practice the 4 pictures on Page 22.
Ⅱ. The second period
Speaking. We have two kinds of speaking exercise here.
1. Speaking on page 23
We have a sample dialogue and three pictures under it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressions in the box on page 24.
After that, some pairs/groups will act their dialogue out
2. Talking on page 103
This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.
On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.
After the students are ready with their dialogue, some pairs/groups will act out their dialogue.
3. Homework
1. Practice the dialogue according to the pictures on page 23.
2. Disaster pictures collected for a show.
Ⅲ. The third and the fourth periods
Reading passage 1
1. Pre-reading
T: What kind of natural disasters do you know about?
S:
T: Have you had/experienced one of them?
S:
T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.
S:
2. Reading
T: Now let’s come to the reading passage. Read in a low voice while listening to the tape.
Now tell me what the text is about.
S: (about flood and the fact that people in danger were rescued)
T: How did the character feel?
S: (Amazement and wonder→alarm→fear→panic)
Para 1 Para 1-Para 2 Para 3 Para 5
T: Will you have a try and find out some sentences that have metaphorical words in them?
S: (see pages 24-25, 6 places or so)
3. Post-reading
T: Now let’s come to some exercises about the reading material. Exercises on page 25.
S:
T: Now try to tell the story in your own words in brief, using First…, Next…, Then…,and Finally…
4. Homework
1. Tell the story in your own words, by using First…, Next…, Then…, and Finally…,
2. Ex.1 Vocabulary on page 104.
Reading passage 2
5. Check their homework
One student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.
6. Now let’s come to the text. I’m going to explain to you some difficult sentences (see pages 24-25), some useful phrases and words.
①hear
I heard them singing that song in English.
The boy saw his classmates playing football.
Try to find some more verbs that can take an v-ing.
②drag: pull sth./ sb. along the ground because they are too heavy to carry
Little Jerry dragged the table/her father/into the kitchen.
Pull: use your hand to make sth move towards you or in the direction that you’re moving
v. Help me move the piano; you push and I’ll pull.
He pulled his brother out of bed.
n. the pull of the moon
③seize: take hold of sth. suddenly and violently
He seized my hand and dragged me away
to-v
④strike struck, struck
A ball struck me (on the back of the head).
She struck a match.
The clock began to strike 12.
The workers are striking for…
The disease struck (the city).
⑤destroy destroyed, destroyed, destroying
damage sth. so badly that it can’t be repaired or so that it no longer exists
The school was completely destroyed by fire.
⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problems
The child struggled in the water.
He struggled along the road home.
⑦There’s some useful phrases in the text. Just learn then by heart.
fight for/against/with…
hold onto sb./sth.
get on one’s feet
look out of…/into…/at…/round
sweep away
be upon sb./sth.
fall/go /swallow/ sweep sb./sth down
pull sb./sth. up
move/run up
move up and down…
⑧5 v-ing forms as adverbials (see pages 24-25)
7. Homework
Ex in Word study on page 26 and translation on pages 104-105.
Ⅳ. The fifth period
Grammar: The Attributive Clause (1)
1. Introduction
T: A sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.
In what situation, these conjunctions are used?
2. Practice
T: Now 5 minutes for the students to do Ex1-2 on pages 26-27. And then Ex 1 on page 105 in class.
Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.
Now make some other sentences with attributive clauses.
3. Homework
Ex. 2 on page 105
V. The sixth period
Integrating skills
1. Reading passage on page 27
First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.
Next they write sentences about their unforgettable experience by answering the questions on page 28.
Then they should try to use attributive clauses and linking words “and, but”.
Finally some of the students read out their passages and their classmates will make comments on their passages.
2. Reading passage on page 106
After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.
3. Assessing
The students do it by themselves after class.
4. Homework
1. Writing on page 108.
2. Read the new words in Unit 3
篇12：小学英语pep8 unit4 教案
小学英语pep8 unit4 教案
Unit 4 My Holiday 第一课时 一、教学内容：Let’s learn Let’s play Let’s chant 二、教学目标与要求 1.能够听、说、读、写以下动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food. 2.能够询问别人在假期里所做的事情并做答。 三、教学重点 本课时的教学重点是掌握五个动词短语的过去式形式。 四、教学难点 本课时的教学难点是以下六个单词的拼读和拼写：took, learned, sang, danced, ate, climbed。教师要多示范，通过有针对性的反复操练知道学生熟练掌握。 五、课前准备 1、教师准备本课时所需的单词卡。 2、一架照相机、食物、一首歌曲，一张照片。 3、教师准备本单元的挂图。 六、教学过程 1.Warm-up 1.教师放五年级下册的歌谣“Let’s go on a field trip…” 学生边唱歌边跟教师作相应的动作。 2.教师放Let’s chant的录音，学生跟着录音说。 2.Preview 1.“猜一猜”游戏：教师呈现学生小时候的照片问：Who’s he/she? 引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, it’s me. I was … years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。 3 Let’s start 教师展示本部分的挂图问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。 4.Presentation and Practise Let’s learn 1.教师问一名学生：What’s your hobby? 引导学生回答。教师指着自己说：I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。 2.教师拿出一张自己爬山的照片，说：I went to Xinjiang/…last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes, that’s right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对东词原形和过去式形式进行比较。教师继续问：Have you ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/…Mountain.教师可继续提问：When did you climb Yandang Mountain? I climbed Yandang Mountain in spring/April 8th. 3.教师再次展示爬山的照片，说：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。 4.教师依次出示爬山和美食的照片说：I climbed a mountain. I ate good food, too. What else did I do there? Guess. 5.教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we do just now? 引导学生回答：We sang a song. 教师板书sang和sing，带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced，带读。 6.教师出示本部分的教学挂图，介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生回答：He climbed a mountain. He ate good food. He sang and danced. 7.教师放A Let’s learn部分的录音，学生跟读。 8.教师带领学生说唱下面歌谣： What did you do on your holiday? What did you do on your holiday? I took, took pictures. What did you do on your holiday? I climbed, climbed a mountain. What did you do on your holiday? I learned, learned Chinese. What did you do on your holiday? I sang, sang and danced. 9.快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/ … and climbed a mountain/… 哪个小组手先猜出正确答案就得一分，最后总分最高的小组获胜。 10. 学生两人一组，轮流抽取学生卡片编对话。 Let’s play 学生两人一组，每人在长纸条上写过去式时的句子，然后把句子在单词间空隙处剪开。学生交换剪下来的单词，看谁能最先把同伴的两个句子排列好。 Good to know 1. 教师介绍普通相机一些基本零部件的名称和简单的摄影常识。 2. 教师一边介绍摄影的基本步骤一边用相机给学生照一张照片。 5.Consolidation and Extension 1. Activity Book 2.学生课后进一步熟悉照相的基本步骤，教师鼓励有条件的学生拍下几张照片，下节课进行班级交流 Unit 4 My holiday Learned Chinese sang and danced ate good food Took pictures climbed a mountain 第二课时一、教学内容： A Let’s try Let’s talk Let’s play 二、教学目标与要求 1. 能够听、说、读、写句型：Where did you go on your holiday? I went to Xinjiang. 2. 能够听懂Let’s try部分的录音并完成练习。 3. 能够理解、说唱歌谣“Where did you go on your holiday?”。 4. 会使用英汉字典查新词。 三、教学重点 本课时的教学重点是句型：Where did you go on your holiday? I went to Xinjiang. 四、教学难点 本课时的教学难点是在实际情景中正确运用所学对话。 五、课前准备 1．教师准备本课时所需的词卡。 2．教师准备录音机和录音带。 3．调查表格；几张地名卡片，几张照片；英汉字典。 六、教学过程 1、Warm-up 1. 教师与学生的日常会话。 2. 复习上一课时新课呈现部分所学的歌谣。 2.Preview 1. 教师放A Let’s learn 部分的录音，学生跟读并拼读动词短语。 2.“打擂台”游戏 请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I learned Chinese at school. 不能正确造句的`学生即被淘汰出局。然后教师出示另一张卡片，留在台上的学生继续比赛。能最后留在台上的学生成为擂主。 3.Presentation and Practise Let’s try 1. 学生听Let’s try部分的录音，完成练习。 2. 教师提问：What do people in Xinjiang like doing? 引导学生回答：They like singing and dancing.. Let’s talk 1. 教师出示一张新疆的风景照说：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教师再拿出一张公园的照片，说：This is a park. I went to the park last weekend. 教师板书：I went to…指导学生拼写单词went。 2.教师出示一张中国地图说：This is a map of China. I went to a city last year. It’s in Guangdong province. It’s a new city. Guess. Where did I go? 引导学生用句型Did you go to ,,,? 猜一猜，然后教师说：Yes, I went to… 3. 教师邀请一名学生到讲台前面来描述自己曾经去过的一个地方，教师问：Where did you go on your holiday? 引导这名学生回答。再请几名学生轮流上台，台下的学生其问：Where did you go on your holiday? 教师指导讲台上的学生回答。 4. 教师在请一名学生上台，随意抽取一张地名卡片举起来，不要让台上的学生看到卡片的内容。台下的学生一起问：Where did you go on your holiday? 台上的学生用I went to… 回答。猜对地名后，这名学生指定另外一名学生上台继续游戏。教师再拿出上一课时的单词卡片，在学生猜出地点名称后，任意抽取一张动词短语过去式的卡片，带领台下学生问：What did you do there? 请台上的学生回答。教师注意强调there的发音。 5. 听录音，跟读Let’s talk部分的内容。 6. 学生操练对话，教师引导学生根据本部分插图的提示进行替换练习。 7. 教师出示能拼成重点句型的单词卡片，要求学生在最快的时间内组合成句。 Let’s chant 1. 教师问：Where did you go on your holiday? Did you have a good time? 引导学生回答：I went to … Yes, I had a lot of fun. 2. 教师放歌谣录音，全班跟唱。 3. 学生男女生各一组，一组唱问句，一组唱答句，看那组唱得好。 Pronunciation 1. 教师出示英汉字典，问：What’s this? It’s a dictionary. Yes. It’s an English dictionary. Words in a dictionary are in alphabetical order. 教师用中文介绍查英汉字典的方法。 2. 教师指导学生完成练习，然后让学生在词典理查一查练习中的单词，看谁查得最快。 4.Consolidation and Extension 1. Activity Book 2. 学生课后询问同学或老师曾经去过的地方，完成调查表。 七、板书设计： Unit 4 My holiday Where did you go on your holiday? I went to Xingjiang. 第三课时 一、教学内容： A Let’s read Let’s talk sing Good to know 二、教学目标与要求: 1. 能够听懂、会读Let’s read中信的内容并独立完成信后的书写练习。 2. 能够完成Let’s find out部分的练习。 3. 能够听懂、会唱歌曲“A trip to China”。 三、教学重点 本课时的教学重点是能读懂Let’s read部分的一封信。 四、教学难点 本课时的教学难点是能正确认读下列句子：Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow I’ll be back home.篇13：五年级下英语unit4教案
教学目标和要求：
1、Learn the song
2、Learn the sentences of Part B
教学重点：The sentences
教学难点：The sentences
教学用具：Tape/recorder/pictures/things
教学过程：
Step1: Revision
1、Say out the animals
2、Let’s paint
Step2: Let’s sing
1、Try to understand the meaning of the song
2、Listen to the recording
3、Sing after the tape
Step3: Let’s talk
1、Ask and answer
2、Listen to the recording
3、Try to understand the dialogue
4、Read the dialogue
5、Act the dialogue out
Step5:Summary and homework
板书设计：
Unit 6 Meet my family
Who are they?
They are my…..
作业布置：
1、Listen to the recorder
2、Read the sentences
3、Draw a picture.
教学后记：
学生基本上掌握新单词及新句子.
五年级下英语unit4教案
篇14：五年级下英语unit4教案
教学目标和要求：
1、Let’s learn new sentences
2、Try to listen and do
3、Say out the animals.
教学重点：the animals
教学难点：Say out the animals
教学用具：Tape/recorder/pictures/things
教学过程：
Step1: Revision
Ask and answer
Step2: Learn the animals
1、Look at the pictures
2、Find out the animals
3、Say out the animals
4、Listen to the tape
5、Read the words after the recording
6、Read and say the animals
7、Look and say
Step3: Let’s do
1、Look at the pictures
2、Look at the animals
3、Listen to the tape
4、Listen and do
Step5:Summary and homework.
板书设计：
Unit 6 Meet my family
How many people are there in your family?
作业布置：
1.Listen to the tape
2.Read the animals
教学后记：
学生基本上掌握新单词及新句子.
★ 七年级英语教案
★ 七年级英语上作文
★ Go for it! BookI Unit4 教案(新目标版七年级英语下册教案教学设计)
英语教案－《英语》七年级·上 Unit 4教案（推荐14篇）
