七年级英语Unit4的教案

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七年级英语Unit4的教案

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：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3：七年级上册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4：七年级下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 1a-1c

课型

新课

课

时

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5：三年级英语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6：七年级下英语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7：七年级英语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

Goodmorning,everyone!It’s8:00p.m.Thepartyforthenewyearofbegins.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.inChinaD.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

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.

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8：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

T: Why are these persons or things/events unforgettable?

T: Who’d like to introduce some other persons or events or inventions?

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?

T: Have you had/experienced one of them?

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.

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.

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

seize power/an opportunity/ a chance of v-ing

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9：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10：五年级下英语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11：五年级下英语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.

篇12：英语必修二unit4教案

Unit 4 保护野生动植物

How Daisy learned to help wildlife

戴茜是如何学会保护野生动物的

Daisy had always longed to help endangered species of wildlife.

戴茜一直以来都渴望帮助那些濒临灭绝的野生动物。

One day she woke up and found a flying carpet by her bed.

一天她醒来，发现床边有一块飞毯。

“Where do you want to go?” it asked.

飞毯问：“你想去哪儿?”

Daisy responded immediately. “I’d like to see some endangered wildlife.”

戴茜立刻回答道：“我想去看看濒临灭绝的野生动物。”

she said. “Please take me to a distant land where I can find the animal that gave fur to make this sweater.”

她说：“请带我到遥远的地方，在那里我可以发现为制作这件毛衣而提供毛绒的那种动物。”

At once the carpet flew away and took her to Tibet.

飞毯立刻起飞了，带她到了中国的西藏。

There Daisy saw an antelope looking sad.

在那里，戴茜看到一只藏羚羊面带忧郁的神色。

It said, “We’re being killed for the wool beneath our stomachs.

它说：“为了取得我们肚皮底下的羊毛，我们正在被屠杀。

Our fur is being used to make sweaters for people like you.

我们的毛被用来为像你一样的人们制作毛衣。

As a result, we are now an endangered species.”

因此，我们现在濒临灭绝了。”

At that Daisy cried, “I’m sorry I didn’t know that.

听了这话，戴茜哭了：“我很抱歉，我过去不知道还有这回事儿。

I wonder what is being done to help you.

我不知道为了帮助你们正在采取什么措施。

Flying carpet, please show me a place where there’s some wildlife protection.”

飞毯啊，请把我带到一个有野生动植物保护的地方去，好吗?”

The flying carpet travelled so fast that next minute they were in Zimbabwe.

飞毯飞行得如此之快，以至于一转眼他们就来到了津巴布韦。

Daisy turned around and found that she was being watched by an elephant.

戴茜转过身去，看到一头大象正在望着她。

“Have you come to take my photo?”it asked.

大象问道：“你是来给我拍照的吗?”

In relief Daisy burst into laughter.

戴茜如释重负，突然笑了起来。

“Don’t laugh,” said the elephant, “We used to be an endangered species.

“不要笑了，”大象说道，“我们过去是濒危动物。

Farmers hunted us without mercy.

农民们总是惨无人道地捕杀我们。

They said we destroyed their farms,

他们说，我们破坏了他们的农田。

and money from tourists only went to the large tour companies.

而旅游者的钱过去都流进了大型旅游公司。

So the government decided to help.

于是政府决定出面提供帮助。

They allowed tourists to hunt only a certain number of animals if they paid the farmers.

如果游客付给农民钱的话，他们允许游客来猎取一定数量的猎物。

Now the farmers are happy and our numbers are increasing.

如今农民高兴了，我们的数量也在增加。

So good things are being done here to save local wildlife.”

因此为了拯救当地的野生动植物，他们也在做一些好事。”

Daisy smiled. “That’s good news.

戴茜笑道：“这可是个好消息。

It shows the importance of wildlife protection,

这体现了野生动植物保护的重要性。

but I’d like to help as the WWF suggests.”

不过，我还是想按照世界自然基金会(WWF)的建议来帮助你们。”

The carpet rose again and almost at once they were in a thick rainforest.

飞毯再次升起，几乎一转眼他们就到了茂密的热带雨林。

A monkey watched them as it rubbed itself.

一只猴子一边擦着身体一边望着他们。

“What are you doing?”asked Daisy.

戴茜问它：“你在干什么呢?”

“I’m protecting myself from mosquitoes,” it replied.

它回答说：“我这样做可以防止蚊虫叮咬。

“When I find a millipede insect, I rub it over my body.

当我发现一种千足虫，便把它擦在身上。

It contains a powerful drug which affects mosquitoes.

它含有一种较强的药物可以防止蚊虫叮咬。

You should pay more attention to the rainforest where I live and appreciate how the animals live together.

你们应该多加关注我生活的热带雨林，并且懂得热带雨林的动物是如何在一起生活的。

No rainforest, no animals, no drugs.”

没有雨林，就没有动物，也就没有药物了。”

Daisy was amazed.

戴茜很惊讶。

“Flying carpet, please take me home so I can tell WWF and we can begin producing this new drug.

“飞毯，请带我回家去，我可以告诉世界自然基金会，我们可以开始生产这种新药。

Monkey, please come and help.” The monkey agreed.

猴子，请跟我回去帮忙吧。”猴子同意了。

The carpet flew home.

飞毯飞回了家。

As they landed, things began to disappear.

当他们着地时，一切就开始消失了。

Two minutes later everything had gone—the monkey, too.

两分钟后，什么都没了——猴子也没了。

So Daisy was not able to make her new drug.

这样戴茜就不能制造新药了。

But what an experience! She had learned so much!

但是，这是一次多么奇妙的经历呀!她学了那么多东西!

And there was always WWF…

而且，还有世界自然基金会呢……

Animal extinction

动物灭绝

Many animals have disappeared during the long history of the earth.

自地球有史以来的这段漫长时期，许多动物都消失了。

The most famous of these animals are dinosaurs.

这些动物中最有名的是恐龙。

They lived on the earth tens of millions of years ago,

千百万年前，恐龙就在地球上生活，

long before humans came into being and their future seemed secure at that time.

比人类的出现要早得多，当时他们的前景好像也很安全。

There were many different kinds of dinosaur and a number of then used to live in China.

当时有许多不同种类的恐龙，其中有很多种类曾经生活在中国。

The eggs of twenty-five species have been found in Xixia County, Nanyang, Henan Province.

在河南省南阳西峡县发现了25个种类的恐龙蛋。

Not long ago a rare new species of bird-like dinosaurs was discovered in Chaoyang County, Liaoning Province.

不久前，在辽宁省的朝阳县新发现了一种罕见的、形状像鸟一样的恐龙。

When scientists inspected the bones, they were surprised to find that these dinosaurs could not only run like the others but also climb trees.

科学家们观察它们的骨头时，惊奇地发现它们不仅跟其他恐龙一样可以跑，而且还可以爬树。

They learned this from the way the bones were joined together.

科学家们是根据恐龙骨骼的连接方式得知的这些。

Dinosaurs died out suddenly about 65million years ago.

恐龙大约在6500万年前就灭绝了。

Some scientists think it came after an unexpected incident

有些科学家认为恐龙灭绝是发生在一件意外事故之后，

when a huge rock from space hit the earth and put too much dust into the air.

当时宇宙间一块巨石击中地球因而在空气中扬起太多的灰尘。

Others think the earth got too hot for the dinosaurs to live on any more.

另外一些科学家则认为，地球变得太热，因此恐龙无法在地球上生活了。

Nobody knows for sure why and how dinosaurs disappeared from the earth in such a short time.

没有人确切地知道恐龙是由于什么原因，又是怎样在这么短的时间里从地球上消失的。

We know many other wild plants, animals, insects and birds have died out more recently.

我们知道，近来许多其他的野生动植物、昆虫和鸟类也灭绝了。

According to a UN report, some 844 animals and plants have disappeared in the last 500 years.

根据联合国的一份报道，在过去5里，有844种动植物消失。

The dodo is one of them.

渡渡鸟就是其中的一种。

It lived on the Island of Mauritius and was a very friendly animal.

它生活在毛里求斯岛上，是一种非常友好的动物。

Please listen to a short story of the dodo and how it disappeared from the earth.

请听一个关于渡渡鸟的故事，看看它是如何从地球上消失的。

篇13：英语必修二unit4教案

教学目标

Goal For Knowledge

1. Get the students to learn the useful new words and expressions in bold in this part: ancient, compete, medal, volunteer, Greece, homeland, regular, basis, athlete, admit, slave, nowadays, gymnastics, stadium, gymnasium, host, responsibility, replace, swift, motto, take part in, stand f or, as well

2. Let students learn about the basic knowledge on the Olympic Games.

Goal For Ability

1. Develop the students’ reading ability and let them learn different reading skills.

2. Enable the students to learn to talk about the Olympic Games.

Goal On Emotion

1. Arouse the students’ great interest in the Olympic Games.

2. Develop the students’ sense of cooperative learning.

教学重难点

Key Points about the Class

1. Let the students learn more about the basic knowledge on the Olympic Games.

2. Get the students to learn different reading skills.

Difficult Points about the Class

1. Develop the stu dents’ reading ability.

2, Enable the students to learn to tal k about the Olympic Games.

3. Let the students learn to use comparing and contrasting when writing.

教学过程

Process of the Class

Step 1 lead in

1. Introduction

As we know, the ancient Olympic Games took place in Olympia in Greece every four years between 776BC and 339BC. Only men and boys could compete in the ancient Olympic Games. Married women were not even allowed to watch the Games; only young girls, boys and men could watch.

However, in modern times, there are two main sets of Games—the Summer and Winter Olympics, and both are held every four years. Athletes from any country who have reached the agreed standard for their event will be admitted as competitors. Therefore, there are many significant differences between the modern and ancient Olympics, although certain similarities exist.

In this text, Pausanias, an ancient Greek writer, has come on a magical journey to find out more about the ancient and modern Olympics. Has he got what he wants to know? I think you have got the answer. OK. First, let’s do a survey about Olympics.

Reflection:

This part is to introduce the students to the text briefly to make the text easy for them to read.

6. How many main kinds of the Olympic Games are there in the world?

7. What is the motto of the Olympic Games?

8. What is the host city of the first Olympics?

9. What is the host city of the Olympics?

10. What is the host city of the Olympics?

Suggested keys:

1-5 CBCDC

6. Two. They are the Summer Olympic Games and the Winter Olympic Games.

7. Higher, swifter and stronger.

8. Athens, Greece.

9. Athens, Greece.

10. Beijing, China.

Reflection:

This part is to arouse the interests of the students on Olympic Games and get them into the reading slowly.

Step 2 Pre-reading

Ask the students to look at the title of the text and the pictures in it and talk about them.

1) Title—An Interview

An interview is a meeting in which someone is asking another one some questions in order to find out about their actions or opinions.

2) The first picture in the text

The first picture is the statue of a great Greek. His name is Pausanias. He was a famous traveler and writer in the second century AD.

3) The second picture in the text

The second picture is a Chinese athlete named Yang Yang. She won a gold medal for China at the Winter Olympic Games. She is a famous skating player.

4) The third picture in the text

The third picture is the opening ceremony of the Olympic Games. Maybe this is the main stadium. It’s large and can hold thousands of audience. See in the sky the five white rings? They are the Olympic Five Rings which stand for the five continents—Asia, Africa, the Americas, Europe and Oceania.

Reflection:

This step is to help the students make a further understanding of the text.

Step 3 Reading

Comprehending

1 . Reading for the main idea

What does the passage mainly tell about?

篇14：七年级上册unit4单词表

七年级上unit4单词表：

where /weə(r)//wer/ adv 在哪里;到哪里

table /'teɪbl/ n 桌子

bed /bed/ n 床

bookcase /'bʊkkeɪs/ n 书架;书柜

sofa /'səʊfə/ n 沙发

chair /tʃeə(r)//tʃer/ n 椅子

on /ɒn//ɑ:n/ prep 在…上

under /'ʌndə(r)/ prep 在…下

come /kʌm/ v 来;来到

come on 快点儿

desk /desk/ n 书桌

think /θɪŋk/ v 认为;想;思考

room /ru:m/ n 房间

their /ðeə(r)//ðer/ pron 他(她，它)们的

hat /hæt/ n 帽子

head /hed/ n 头

yeah /jeə/ interj 是的;对

know /nəʊ/ v 知道，了解

radio /'reɪdiəʊ/ n 收音机;无线电广播

clock /klɒk//klɑ:k/ n 时钟

tape /teɪp/ n 磁带;录音带;录像带

player /'pleɪə(r)/ n 播放机

tape player 录音机

model /'mɒdl//'mɑ:dl/ n 模型

plane /pleɪn/ n 飞机

model plane 飞机模型

tidy /'taɪdi/ adj 整洁的;井井有条的

but /bʌt//bət/ conj 但是

our /'ɑ:(r)//'aʊə(r)/ pron 我们的

everywhere /'evriweə(r)//'evriwer/ adv 处处;到处;各个地方

always /'ɔ:lweiz/ adv 总是

篇15：Unit4 Earthquakes-Listening教案

step i greeting and leading int: now, we will listen to a non-fiction article common to science textbooks. this article is on geology. it provides many facts and describes cause and effect relationships.step ii listening (p62)t: you will listen to the tape three times. first, listen and try to get some details that exx1-2 request. second, listen and finish the exercises. third, listen and check your answers. answers to exercise 1.the true sentences are: 4,5,6 and 7.answers to exercise 2show the answers on the screen

cause of earthquakesearth plates jump and produce shock waves.moving speed of the pacific platemoving at 5.3 cm a yearin 1906 the pacific plate suddenly jumped5-6 meters to the north.the pacific plate pushes onchina from the east to the west.the indian plate pushed on china from the southwest to the northwest.ways of reducing losses from earthquakenot building where plates meet;buildingon rock;building strong houses.step iii listening (p66)this listening material gives the students a chance to learn more knowledge about earthquake. the way and steps of listening are the same with the ones in step ii.step iv speaking taskthis part comes after the listening. in content they have the same topic. it’s better to put them together. also this exercise gives students practice in taking words and phrases from the reading passage and putting them into a short dialogue. t: just now we have a listening, in which we learnt what to do during an earthquake. now you will work in pairs to choose eight things from the list below to put into your personal earthquake bag. remember these may be the only things you have, so make sure that you only take essential things with you. they must make you last for five dayss1: our earthquake bag will contain the following things:1. bottle of water 2. fruit 3. torch light 4.blanket 5. mobile phone 6. identity card 7.scissors 8. bowl and chopsticksstep v. homeworkpreview the using words and expressions on page 63, and do e 1-2 on page 28 in discovering useful structures.

篇16：3a Unit4 教案

3a Unit4 教案

Unit 4 Goodbye 第一课时教学内容: A: Learn to say: : Get up ,Go to school ,Go home, Go to bed ,Goodbye , See you , Good night 教学目标: 1. 能理解、听懂、会说句型:Get up ,Go to school ,Go home, Go to bed , Goodbye , See you, Good night. 2. 鼓励学生多说、多用英语。教学重点：学生能够正确使用祈使句进行语言表达。教学难点：学生能够根据不同的情景使用相应的句型。教学准备: 幻灯片, 钟教学过程 Step 1 Warm-up ： 1. Sing a song: Hi, Nancy! 边唱边交际表演。 2.Greetings: Hello! Hi! Good morning /afternoon /Nice to meet you. 3. Free talk ： T: Hi /Hello ,I m Miss Chen, what s your name? S: Hi/Hello, Miss Chen, Im ××. T: Good morning/Good afternoon, ××, this is ××. S1: Nice to meet you, ××. S2: Nice to meet you, too. S1: Good morning /Good afternoon, ××, this is ××. S2: Nice to meet you, ××. S3: Nice to meet you, too. S1: Hi, Im Nancy, this is my father /mother /brother/sister. S2: Nice to meet you ... S3: Nice to meet you, too. Step 2 .Presentation and practice. 1. Learn to say: Get up, ××,All right a. 利用课件：时钟显示时间6:00; 一个女孩正在起床. T: This is Meimei. Oh, Its six. Get up, Meimei. 幻灯片播放: All right . ( say All right ,do Get up ) b. Read after the T. Get up All right c. Practice : T-S, S-S ， Group work . Work in pairs. 利用情境，学生进行组组、男女生的练习。 2. Learn to say: Go to school now ,××.Ok, ××,Goodbye. a. 切换幻灯片: 时钟显示7:30. 一个小女孩背书包打算去学校. T: This is Wanzi. Its half past seven now. She should go to school. Go to school now, Wanzi. 幻灯片播放: Ok. Goodbye. b. Read after the T. Go to school ,now Ok. Goodbye. c. Practice : 开火车练习： S1: Go to school, ××. S2: Ok. Goodbye. Go to school, ××. S3: Ok........ 3. Learn: Go home now, ××, All right, See you, ×× a. 切换幻灯片: 时钟显示5:00, 一个小男孩骑车打算回家. T: Look, this is Xiaoxin, Its five oclock, school is over. Go home now, Xiaoxin. 幻灯片播放: All right ,See you. b. Read after the T Go home. See you c. Practice（练习时，可把see you 和Goodbye 交换使用。） 4. Learn: Go to bed now ,××,Ok ,Good night,×× a. 切换幻灯片: 时钟显示9:00. 一个小男孩准备睡觉. T: This is Mingming. Its nine. He should go to bed now. Go to bed now, Mingming. 幻灯片播放: Ok, Good night. b. Read after the T. Go to bed Good night c. Practice and check. 5. Boys and girls, Im tired. Lets have a rest . Now lets play a game :Guess： (Teacher act Get up. What am I doing? student guess. 也可师生角色交换.) Step 3: Say a chant: (幻灯片切换至CHANT, 并播放鼓点音乐, 教师领读后学生跟读, 熟读后可进行小组比赛.) Step 4: Consolidation. 1. 通过幻灯片的播放,学生跟读课文并尝试根据图画背诵课文. 2. Act the part A. (引入竞争制，使学生的注意力更为集中) Step 5: Sing a song: Goodbye! (不要求在课上全部会唱, 可布置学生在课后练习歌曲.) Step 6: Homework: 1. Listen to the tape and repeat about Part A three times . 2. Sing Goodbye ! Design: Unit 4 Goodbye Get up, ××. All right. Go to school now, ××. Ok, ××. Goodbye. Go home now, ××. All right. See you, ××. Go to bed now, ××. Ok. Good night, ××. 教学后记: 运用符合三年级儿童心理特征的卡通人物贯穿于课文的传授，学生学习英语积极主动性提高了，更能够集中注意力学习本课主要的句型。另外，歌曲和CHANT的加入也增添了本节课的趣味性，学生兴趣浓厚，学习效果很好。看图背课文环节使原本死记硬背变成理解性、灵活性记忆，突破了传统的方式，学生更易掌握、记牢！第二课时教学内容： B Look and learn :a bookcase, a desk, a bed, a sofa, a fridge, a chair, a table, a telephone. 教学目标： 1、能理解、会说单词a bookcase, a desk, a bed, a sofa, a fridge, a chair, a table, a telephone. 2、能听懂教师简单的课堂用语，并能作出相应的'反应。 3、鼓励学生多说、多用英语。教学重点：学生能够认识，会说，会用B部分的单词。教学难点：要求学生掌握B部分单词中元音字母的发音，尤其是一些双元音。教学准备：磁带、录音机、图片、多媒体课件。课前在黑板上写下课题：Unit4 Goodbye 教学过程： Step1 Warming-up Sing 《Hello》《 Hi, Nancy !》师生互动。 Free talk Hello, everyone ! Good morning, everyone…以及围绕上节课所学句型 Step2 Presentation and practice(1) Ss learn to say new words. (bed, bookcase, desk, chair, table) 1. T: Boys and girls, let’s go to my bedroom. 引导学生提问What’s this? T: This is a bed. (Ss read after the teacher: a bed, a bed, this is a bed ,this is a bed .) (升降调朗读) T: Look at this bed, what colour ? S: Pink./ A pink bed. T: Now, boys and girls, let’s say a chant, ok? (A bed, a bed, this is a bed ,a pink bed, a pink bed, I like a pink bed.) Practice in pairs. Check and say one by one. 2. 同法教单词 bookcase. 3. T: Boys and girls, let’s play a game. Ok? S: Ok. 教师在黑板上画出某物品的简笔画，学生根据教师的笔势进行猜测，先猜出的有奖励。（没教的单词可以用中文）引出单词desk , chair ,table. Read the new words after the teacher. Step3 Presentation and practice(2) Ss learn to say new words. ( fridge, sofa, telephone.) 1. T: 看，这是我的客厅，谁能来帮我布置一下？（出示一大张客厅的图片和沙发、电话、桌椅、冰箱等小图片）一学生贴完后，师生互相问：What’s this? This is a… 引出单词sofa , fridge, telephone. Read after the teacher and then read one by one. 2. T: Boys and girls, let’s say a chant. Sofa , sofa , I sit in the sofa . Telephone, telephone, I call you on the telephone. Fridge, fridge, I like the ice-cream in the fridge. Ss say together and then say in pairs. Step4 Consolidation 1. Listen to the tape and repeat. 2. Play a game in groups. (每组同学拿出自己准备的大的房间图片和小的物品图片，布置房间，然后用This is a…的句型向其他组员作介绍，比比谁布置的最美观，说的最多最流畅，培养学生的动手能力。) Play a game together 利用多媒体课件，展示物品的一角，看谁猜得最快，说得最准。 Step5 Homework 给家里的物品贴上英文标签，并能用This is a…的句型向家人介绍物品。 Step6 End Listen and try to sing the song 《Goodbye》教学后记：这节课主要教、学本单元物品类单词a bookcase, a desk, a bed, a sofa, a fridge, a chair, a table, a telephone.在教学生认识，会说单词的基础上，提前渗透了下节课的句型This is a/an…在完成本课的教学内容之后发现，还需要在学生的单词读音方面再多作复习、巩固，如单词table中的双元音/ei/,学生以前没有接触过，发音的不太到位。第三课时教学内容： C Look and say 句型This is a/an… 教学目标：复习、会说动物类和水果类的单词。能使用句型This is a/an…指认实物及图片。帮助学生熟练使用所学英语单词、句型。教学重点：学生会说、会用C部分的句型This is a/an… 教学难点：区别句型This is a…和This is an…；区别a 和an. 教学准备： 1、磁带、录音机、图片、多媒体课件。课前在黑板上写下课题：Unit4 Goodbye 教学过程： Step1 Warm up: Greetings. Free talk. 围绕本单元句型及认初次见面相互介绍，问候之类的交际用语。 Sing 《Good morning to you 》 Step2 Presentation and practice: 1. look and say 利用多媒体出示一张放有很多水果的大桌子，教师向学生提问： What can you see on the table?（向学生解释中文）学生用上单元学习过的句型I can see a/an…/some…回答，答对的获得奖励。（此环节中，注意引导学生区别a和an的用法。） 2. Play a game: Who’s fast? 利用多媒体同时出现几种动物，然后消失，让学生按顺序说出几种动物，比比谁记得最多，最准确。最后逐一点出，学生跟读动物单词数遍。 3.出示C部分的六幅图片，学生分组讨论，使用句型This is a…或This is an…, 然后分别请六位同学就六幅图片作介绍。（引导学生归纳出This is an orange/an apple/an elephant.三句话，对于an的用法，向学生稍作解释。）学生跟读C部分句型。 Step3 Say a chant This is a dog , this is a dog. It has a banana , it has a banana. This is a cat , this is a cat. It has an apple , it has an apple. This is an elephant , this is an elephant. It has an orange , it has an orange. 升降调朗读，学生跟读数遍，然后分组操练。 Step4 Consolidation: Listen to the tape and repeat. 分组练习：每组同学拿出准备好的房间、动物园的大图片和桌椅类

篇17：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18：七年级下unit4 I Want to be an actor教案

七年级下unit4 I Want to be an actor教案

型案例1： Unit 4 I want to be an actor！

攀枝花市实验学校王志琼

重点

1. The vocabulary

2. language: What does she do? She is a doctor.

难点Use the language to ask for the jobs

教学步骤、

教师活动

学生活动

媒体运用

Step 1

Organization 1’

Organize students to prepare for the class

Step2

Ree talk 2’

Talk about the weather and weeks.

The student talk about something.

Step 3

Presentation

15’

1. Ask students to look at the picture and remember what they can see

2. Find four groups to say the words that they remember. (教师板书，学生说出)

3. Talk about the picture then make a dialogue.

Such as: What is this? It’s a store. What can you see? I can see a sweater. What color is t? It’s green. How much is it? It’s 50 dollars

4. Ask students: What is your father? He is a worker. (Tell them another way of saying:

What does your father do?板书）出示一张人物以及职业的图片，问学生：

Is he a worker? No, he isn’t. What is he? He is a doctor. 或问：What does he do?

然后以同桌之间一问一答的`形式来练习：

Such as: A: What does he do?

B: He is a reporter.

5. Listen to the tape: 1b. 2a. ab.

Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures.

Ask ss to close their books and write down the words about the things.

Ask ss to act out in pairs or groups.

Call more students to practice more.

Ask ss about jobs in pairs or groups.

多媒体放映

录音机

Step 4

Practice 6’

Now, practice the things we have learned.

They can talk about the jobs. Such as: What do you do?

I am a student.

What does your father do?

He is a farmer.

给学生们一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。

多媒体放映

Step 5

Summary 2’

Words and phrases of this class.

Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant.

以提问的形式来进行复习总结，在让学生有一个巩固的机会。

Step 6 text 4’

1、Self check

让学生作后再讲解答案。

多媒体放映

Step 7 Consolidation 4’

In this class, we have learned the sentence:

What do you do? What does he do?

What does he want to be?

Talk about the jobs. Pay attention to the usage of “want” or “wants”

大屏幕显示

Step 8

Homework(1’)

Practice The dialogue according to the picture on Page 1.

让学生写出五个询问对方职业的句子。

篇19：九年级英语全册教案Unit4

九年级英语全册教案Unit4

(Go for it)新目标九年级英语全册教案Unit4 Unit 4 What would you do 06.9.25 （一）（学习目标）Language Goals 1. Talk about imaginary situations. （谈论一些假设的、虚拟的情况。） 2. Hypothetical Conditionals. （初步学习虚拟语气） 3. Give some advice with the target language. （使用虚拟句提出建议）（二）语言结构（Language Structures） 1. 虚拟语气（掌握与现在事实相反或与将来事实相反的虚拟条件句）（三）目标语言（Target Language） 1. If I were you , I’d wear a shirt and tie. 如果我是你，我就会穿衬衫打领带。 2. If I were you , I’d take an umbrella. 如果我是你，我就带把伞。 3. What would you do if you won a million dollars ?如果你赚了一百万美元，你会做什么？ 4. What if I don’t know anyone ? 如果我一个人也不认识怎么办？ 5. You should eat lots of fruits and vegetable and drink lots of water. 你应该吃大量水果、蔬菜，大量喝水。 6. What are you like ? I think I’m outgoing.你的性格如何？我想我很外向。（四）Key phrases （重点词组） 1. won the lottery 赢得抽奖 2. in public 公共的、公众的 3. in the slightest 一点也；根本 4. plenty of 很多的、足够的 5. get along with 与…相处 6. let …down 使…失望、沮丧 7. come up with 提出、想出（问题） 8. medical research 医学研究 9. what if 如果…怎么办 10. be late for迟到… 11. be nervous 紧张的 12. get nervous （变得）紧张的 13. take a long walk 散步 14. ask one’s permission 征求某人的许可 15. without permission 没得到许可 16. introduce oneself 自我介绍 17. rather than 而不是 18. a circle of good friends 朋友圈子 06.9.26 （五）语法重点（Grammar Focus）虚拟语气 1. 语气就是我们常说的说话人说话的口气。在汉语中，语气是由说话人说话的语调、情节等等表现出来的，动词没有任何变化。而在英语中，除了语调之外，最主要的是动词发生变化而表示不同的语气。在英语中语气分为三类：陈述语气、祈使语气、虚拟语气。 2. 虚拟语气：如果我们所说的不是事实，也不是要求、命令、劝告等，而只是一种假设、愿望、建议是一种实现不了的空想就用虚拟语气。 3. 虚拟语气常用在条件句中，及其他一些从句中。注意：条件句分两种，真实条件句和虚拟条件句。只有在虚拟（非真实）条件句中，才用虚拟语气，而在真实条件句中，要用陈述语气。请比较：（1）If it is sunny tomorrow , we’ll go to the zoo. 如果明天天气好，我们将会去公园。在这句话中，明天天气好是完全有可能实现的，并非虚拟、幻想，因此是真实条件句。在本句中，适用“主将从现。” （2）If I were you , I would go at once. （如果我是你的话，我立刻就走。）在这句话中，条件句，“如果我是你”，但事实上，我不可能成为你，这只是假设的情况，没有实现的可能。当条件实现的可能性很小，甚至可以说没有时，就需要用虚拟语气来表示，动词发生了变化。 4. 在虚拟语气中，句子动词的时态比真实条件句中的时态后退一步即：现在时→过去时（该用现在时时，用过去时）过去时→过去完成时（该用过去时时，用过去完成时）将来时→过去将来时（该用将来时时，用过去将来时）过去将来时→过去将来完成时（该用过去将来时时，用过去将来完成时）在这一单元中，我们只要求初步接触虚拟语气的.用法及结构，学习表示与现在事实相反的情况下如何体现虚拟语气。 06.9.27 5. “表示与现在事实相反的情况”的虚拟语气请看例句： If I were you , I would take a small present. 如果我是你的话，我就带上一个小礼物。（注：在这个句子中，即“If I were you 中，一定用were ，而不能用was”）（这句话中，是与现在的事实相反，“现在如果我是你的话。”事实上，我不可能成为你，也就根本没有实现的可能）请大家注意主句与条件从句中动词时态的变化。形式：从句（用过去时）主句（用过去将来时）If ＋主语＋主语＋注：虚拟语气中的were 除了在If I were you 的结构中不能改动外，其它情况下有时可用was。又如： If I won a million dollars , I’d give it to charities. 如果我赢了一百万英镑，我要捐给慈善机构。（在此句中，If条件句中，动词用过去式won，主句则用should / would 加动词原形。现实情况是我没赢一百万英镑；虚拟的情况是假如我赢了一百万，这种虚拟是不可能变成现实的，因此用虚拟语气。） 6. 虚拟语气的疑问式，除了动词相应的变化外，其他变化与陈述语气相同如：（1）What would you do if you were in the lion’s cage ? 如果你在狮子笼里，你会怎么做？（疑问词在句首，主句中助动词提前，从句跟在主句后面。） If I were in the lion’s cage , I’d call for help. 如果我在狮子笼里，我会大呼救命。 If I were in the lion’s cage . I’d get out fast. 如果我在狮子笼里，我会迅速出来。（2）What would you do if you won the lottery ?如果你赢了抽奖，你会做什么？ I’d give it to medical research.我会用于医学研究。 Or I’d put it in the bank.我会存到银行。 Or If I were a millionaire , I would buy a big house in the country. 如果我是百万富翁，我就在乡村买座大房子。关于虚拟语气，我们要学习的东西还有许多，同学们会在今后的学习当中，慢慢接触到。 06.9.28 （六）Key points （疑难解析） 1.bring的意思是把某人或某物“带来”，“拿来”，强调方向，即从别处拿到说话人这儿来。 e.g. Next time you come , bring me that book , please. 下次你来的时候，把我的书带来。 take的意思是把人或物“带走，拿走”，即从说话人这儿带到别处去。 e.g. Who has taken away today’s newspaper ? 谁拿走了今天的报纸？另外，相似的词还有get 和fetch ，表示到某地找到某人或某物并带回来，强调一去一回。 e.g. Go and get some water. 去弄点水来。 Can you fetch me some paper ?你能给我取点纸吗？ 2. He might not know anyone at the party. 他可能在晚会上谁也不认识。 might 的用法如下：（1）是情态动词may的过去式 eg. He said that I might borrow his bike. 他说我可以借他的自行车。（2）是may的虚拟语气形式，不表示过去，而表示现在或将来“可以，可能”，但语气更委婉、客气，有时表示对可能性有所怀疑。 e.g. a. Might I borrow your bike ?我可能借你的自行车吗？（语气比may更委婉） b. He might come today . 今天他可能会来。（对“他来”的可能性有所怀疑） 06.9.29 3. What if “如果…怎么办”、“即使…又有什么关系？” 这是一个固定搭配，引导带条件从句的疑问句。 eg. What if they don’t come ?他们不来怎么办呢？ What if I don’t know anyone ?如果我一个人也不认识，怎么办呢？ 4. I get nervous before big parties. 在大的晚会之前，我会感到紧张。 get nervous 变得紧张，get是系动词，nervous 是形容词做表语。又如：be nervous 或feel&n

篇20：七年级上册unit4知识点词组

词汇：

1.本单元出现的家具类词汇：table桌子 bed床 bookcase书橱，书柜 sofa沙发 chair椅子 drawer抽屉

2.表位置的介词短语：under the table在桌子下面 on the sofa在沙发上in the backpack在双肩背包里 under the bed在床下面 on the chair在椅子上 on the dresser在梳妆台上on the table在桌子上 in the drawer在抽屉里 on the floor在地板上3.math book数学书 4.alarm clock闹钟5.computer game电脑游戏6.video tape录像带7.take sth. to sb.把某物带给某人

take these things to your sister把这些东西带给你姐姐8.ID card身份证9.bring sth. to some place把某物到给某地bring some things to school把一些物品带到学校10.pencil case铅笔盒11.in the bedroom在卧室12.in the kitchen在厨房

句型：Where’s the baseball? It’s in the backpack.

Where’s my computer game? It’s under the bed.

Where are his keys? They’re on the dresser.

Where are your books? They’re on the chair.

Where are her keys? They’re on the table.

Where are you? I’m at school.

Is it on the dresser? No, it isn’t.

Please take these things to your sister.

Can you bring some things to school?

The book is on the floor.

语法: 1,询问人或物品在哪里，我们用Where, 结构为 where+is/are+人/物品名称? “……在哪里” 回答用主语+is/are +in/at/under/on/near +地点

注意：表示“在……地方”地点前要用定冠词the 或者形容词性物主代词my/your/his/their修饰，但是两者不能同时出现，我们可以说in the room, in my room 但是绝对不可以in the my room.

词语用法:1, take v.带走，把人或物品带到别的地方去，take …to… 把……带到……去

bring v.带来，把人或物品从别的地方带到说话的地方来 bring…to… 把……带到……来

2,please 后接动词用原形。

句式：1.询问地点——Where + be动词 + sth. 答语——It is/They are + 表位置的介词短语—Where’s my backpack? —It’s under the table.

—Where are your books? —They’re on the chair.

2.询问某物是否在某地的句型及答语

—Is the baseball on the sofa?—No，it isn’t. It’s under the chair.

—Are they on the bed? —No，they’re not.

3.祈使句——Please do sth. Please take these things to your sister…

4.can引导的一般疑问句 Can you bring some things to school?

5.倒装句——Here + be动词 + 主语 Here is my pen.

Here are some apples.

1)_______(this) are my parents.

2)_______(that) are his friends.

3)Is this his father? No,_______ isn’t.

A.it B.this C.he

4)Is his mother your friend? Yes,________is.

A.he B.she C.you

5)Thanks _________your interesting book.

A.for B. very much C.a lot

6)There _______ a photo of my friends.

7)My parents are _________teachers.

A.both B.all C.each

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