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人教版新目标七年级英语下册 Unit 4 教案一. 教材分析人教版新目标七年级英语下册Unit 4主要围绕日常生活话题，培养学生运用英语进行简单交流的能力。
本单元包括三个部分：听说课、读课和综合语言运用课。
听说课主要训练学生听懂并能够运用日常用语进行交流；读课通过阅读培养学生的阅读理解能力；综合语言运用课则通过各种活动，让学生在实际语境中运用所学知识。
二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的英语听说读写能力。
但部分学生在语言运用方面仍有困难，需要通过大量的练习来提高。
此外，学生对日常生活中的英语交流感兴趣，但可能在实际操作中感到羞涩和紧张。
三. 教学目标1.知识目标：学生能够听懂、会说、会读本单元的生词和重点句子，掌握日常交流的基本表达方式。
2.能力目标：学生能够在日常生活中运用所学知识进行简单交流，提高英语应用能力。
3.情感目标：激发学生对英语学习的兴趣，培养积极向上的学习态度。
四. 教学重难点1.重点：本单元的生词、短语和句子。
2.难点：日常交流中动词时态的运用。
五. 教学方法采用任务型教学法，通过各种互动活动，让学生在实际语境中运用所学知识。
同时，运用分组合作、同伴互助等方法，激发学生的学习兴趣，提高课堂参与度。
六. 教学准备1.教师准备：提前熟悉教材，设计教学活动，准备相关教学资源。
2.学生准备：预习本单元的生词和句子，了解日常交流的基本表达方式。
七. 教学过程1.导入（5分钟）利用图片或实物引导学生谈论日常生活中的人物和事物，激发学生的学习兴趣。
2.呈现（10分钟）教师展示本课的生词和句子，让学生听懂并跟读。
同时，通过情景剧等形式，展示日常交流的基本表达方式。
3.操练（10分钟）学生分组进行角色扮演，模拟日常生活中的场景，运用所学知识进行交流。
教师巡回指导，纠正发音和语法错误。
4.巩固（5分钟）教师设计一些练习题，让学生口头回答，巩固所学知识。
5.拓展（5分钟）学生分组讨论，尝试用英语编写一个小故事，运用本课所学词汇和句型。
七年级（下）Unit4教案教学目标：1. 学会描述家人的外貌特征。
2. 学会询问和回答年龄。
3. 学会谈论自己的家庭。
4. 学会使用形容词进行比较。
教学重点：1. 描述家人的外貌特征。
2. 如何正确的询问和回答年龄。
教学难点：1. 谈论家庭成员的职业和爱好。
2. 运用形容词进行比较。
教学准备：1. 七年级(下)教材Unit4相关课文和练习题。
2. 多媒体设备。
教学步骤：Step 1：导入1. 复习上节课所学的有关家庭成员的词汇和句型。
2. 引入本节课的话题——家人的外貌特征。
Step 2：呈现1. 展示图片或描述家庭成员的外貌特征，让学生听与看并回答问题。
2. 多媒体呈现部分相关课文，让学生跟读。
Step 3：练习1. 运用展示的图片或相关的描述，让学生进行口头描述。
学生之间可以互相猜测描述的对象是谁。
2. 让学生自由搭配人物和特征进行描述。
Step 4：听说训练1. 播放相关录音，学生跟读。
2. 学生之间进行小组对话，询问和回答有关外貌特征的问题。
3. 整班展示，让其他学生猜测描述的对象。
Step 5：语法讲解1. 复习询问和回答年龄的表达方式。
2. 解释形容词比较级和最高级的用法。
Step 6：练习1. 进行口头练习，让学生询问和回答年龄。
2. 进行图画描述比较，让学生说出每个人的外貌特征并做比较。
Step 7：写作训练1. 提供一个图片或相关的描述，让学生以此为基础写一篇关于家庭的作文。
Step 8：巩固与拓展1. 布置相关练习题，让学生进行书面练习。
2. 教师进行总结，并给予学生积极的反馈。
Step 9：作业布置1. 完成相关练习题。
2. 准备下一节课的学习内容。
Step 10：课堂结束1. 进行课堂总结，巩固学生的学习成果。
2. 鼓励学生继续努力，准备好下一节课的学习。
课题：Don’t eat in class?（共 6 课时）第6 课时Section B（3a-Self Check）
一、教学目标
1 、语言知识目标
1) 复习情态动词can表示许可的用法；
2) 复习练习运用祈使句以及情态动词have to及must来表达一些规则。
技能：用所学词汇表达自己对规则的想法或看法。
2、过程与方法
过程：先复习情态动词用法后用所学词汇表达自己对规则的想法或看法。
3、情感、态度、价值观
能用英语表达和制定一些简单的规则，理解没有规矩不成方圆；无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。
二、教学重点、难点
重点：
1) 根据所提供的文字资料来表达自己对一些规则的看法。
2）能用所学的语言知识来写出自己在家中或在学校中的一些规则。
难点：
写一封信来谈论一下自己应遵守的一些规则，并表达自己对这些规则的看法。
三、教学思想和方法
以学生为主体，教师主导。
教法要体现学法，要让学生在教师的组织教学中学会学习方法，然后运用实际生活中。
四、教学关键
如何让学生在课堂上积极主动，做到学什么就能理解、掌握和记住什么。
五、教学准备
1、教师准备：幻灯片
2、学生准备：预习单词和课文
六、教学过程设计。
七下 unit 4英语教案Title: English Lesson Plan for Grade 7, Unit 4Introduction:This English lesson plan is designed for Grade 7 students, focusing on Unit 4 of the textbook. The aim of this lesson is to help students enhance their language skills and understanding of the topic through various activities. The lesson plan incorporates different teaching methods, such as group discussions, reading tasks, and interactive exercises, to create an engaging and effective learning environment.Objectives:1. To introduce and familiarize students with the vocabulary related to the topic of Unit 4.2. To develop students' reading and comprehension skills through the analysis of a text.3. To strengthen students' speaking skills through group discussions and role-plays.4. To encourage students' creativity in writing by providing them with a writing task.5. To facilitate students' critical thinking and problem-solving abilities through interactive exercises.Materials Required:- Unit 4 textbook- Worksheets and handouts- Blackboard or whiteboard- Markers or chalk- Timer or stopwatchLesson Plan:1. Warm-up (10 minutes):- Greet the students and establish a positive learning atmosphere.- Engage the students by asking them about their favorite hobbies or interests related to the topic of Unit 4.- Provide a short video or image related to the topic to grab students' attention and stimulate their curiosity.2. Vocabulary Introduction (15 minutes):- Present and explain the key vocabulary words related to Unit 4 using visual aids and examples.- Engage the students in a quick vocabulary game or a matching activity to reinforce their understanding of the words.- Encourage students to use the new vocabulary in sentences or short dialogues.3. Reading Comprehension (20 minutes):- Distribute the reading passage related to Unit 4.- Ask the students to read the text individually and silently.- Initiate a class discussion to check comprehension by asking targeted questions.- Divide the students into pairs or small groups to analyze the text in more detail and answer comprehension questions together.- Encourage students to share their thoughts and opinions on the topic.4. Speaking Practice (20 minutes):- Conduct a whole-class discussion on the topic, encouraging students to express their viewpoints and ideas.- Divide the students into pairs or small groups and provide them with discussion questions related to Unit 4.- Monitor the groups and provide necessary support and guidance.- Encourage students to use the target vocabulary and practice expressing their opinions respectfully.5. Writing Task (20 minutes):- Explain the writing task to the students, providing clear instructions and expectations.- Ask students to write a short paragraph or a dialogue incorporating the vocabulary and grammar structures learned in Unit 4.- Encourage creativity and critical thinking in their writing.- Allocate time for students to peer-edit and revise their work.6. Interactive Exercise (15 minutes):- Introduce an interactive exercise related to Unit 4 using multimedia or online resources.- Divide the students into small groups and assign them a task or problem to solve collaboratively.- Monitor the groups and provide guidance if needed.- Encourage students to think critically and apply their knowledge to solve the exercise.7. Conclusion and Reflection (5 minutes):- Recap the main points and key vocabulary learned in Unit 4.- Allow students to share their reflections on the lesson and their overall understanding of the topic.- Provide positive feedback and praise students' efforts.8. Homework (5 minutes):- Assign relevant homework tasks, such as reviewing the vocabulary, practicing the grammar, or researching a related topic.- Clearly explain the expectations and due dates for the homework.Note: The duration of each activity can be adjusted based on the students' progress and class dynamics. It is essential to maintain an interactive and engaging environment throughout the lesson plan, ensuring the students' active participation and fostering their language skills development.。
七年级英语下册Unit4教学设计（5篇）第一篇：七年级英语下册Unit4教学设计人教版新目标英语七年级下册Unit 4 Don’t eat in class Section A2教学设计设计理念：（1）以听与说为中心的的交际型课堂教学和以任务为中心的任务型语言教学注重培养学生的语言实际运用能力。
教师通过创造情境给学生提供听与说的机会，使学生在实际的听说练习中提高语言运用能力。
（2）利用多媒体为学生提供真实具体的语言视听环境，引发学生的学习兴趣，提高课堂教学效率。
（3）在教学中，教师设置自主学习、小组合作学习探究任务，激发学生学习的积极主动性，让学生在交流合作中形成自主学习合作学习的能力。
教材分析：教学内容为人教版新目标英语七年级下册第4单元Section A 的第2课时。
第四单元的话题是规则（rules），教材中出现的学校家庭的规则贴近学生的生活，容易激发学生的学习共鸣与兴趣，帮助学生客观看待规章制度。
本节课是听说课，在本单元起到承上启下的作用，在继续学习词汇与祈使句的同时，对上节课所学语言知识点在实际运用中巩固，为下节课读写能力的训练做好铺垫。
学情分析：七年级学生对情态动词can及否定形式can’t 的使用已经熟悉，经过本单元第1课时的学习，他们对于祈使句也有了初步了解，能够用英语表达简单的规则。
而本节课对have to 与祈使句结构的学习，对学生来说易于接受与理解，但是运用所学语言知识点谈论规则，进行实际运用，尤其是情态动词与祈使句的转换表达，对学生来说有一定难度。
教学目标：1、知识目标：掌握祈使句的用法；学习have to的使用；运用基本句型Can we eat in the classroom? Yes, we can./No, we can’t.Does he have to wear a uniform at school? Yes, hedoes./No, he doesn’t.What do we have to do? We have to be quiet in the library.谈论学校、图书馆规则。
七年级下册英语优质教案unit 4推荐文章人教版七年级下册英语单词表2021版热度：人教版七年级下册英语单词表2021新版热度：人教版七年级下册英语课本单词表热度：人教版七年级下册英语单词表默写热度：人教版七年级下册英语单词默写热度：英语教案还可以给教师带来更多的反思，更好地促进七年级英语教师的专业成长与发展。
下面是小编为大家精心整理的七年级下册英语优质教案unit 4 ，仅供参考。
七年级下册英语优质教案unit 4 范文Period l Section A(la-lc)I.教学准备1.教师：制作课件;准备录音机、磁带和la部分的教学挂图。
2.学生：搜集一些常见的标识，并画在纸上。
Ⅱ，教学目标1.通过看图会话、师生问答、听录音、角色扮演等形式，掌握arrlve，listen，fight和rule，sorry等词。
2.通过师生问答、角色扮演等形式，学会“Don't+动词原形”以及“We can't/must…‟等句子结构，并能用英语谈论、描述学校里的规章制度。
Ⅲ.教学重点1.本课时出现的arrlve，listen，fight，rule，sorry.等词;2.祈使句。
Ⅳ.教学难点1.can表示请求的用法;2.must表示命令或建议的用法。
V.教学步骤Step I: Revision&Warming-up建议1：通过师生自由交际进行复习与热身。
教师问学生一些事情能不能做，为导入新课做准备。
For example:T:Can we play football in the street?Sl:No,we can't.T:Yes. Don't play football in the street. It's dangerous. Can we sleep in class?S2:No,we can't.T:Yes,you are right. Don't sleep in class.建议2：教师呈现一组禁止标识，通过谈论这些标识进行课前热身。
Unit 4 Finding your way 第6课时Grammar B【自学探究】1. 写出be动词的过去式形式: am/is___________ are___________2. was 与__________________________连用， were与______________________连用。
请各举一个例子_________________________________________________________一、根据中文、英文解释或句意填入恰当的单词1.Girls are __________(afraid)when they see a mouse.2.You look so __________ (not strong).You need more exercise.3.Did you hear a __________ (soft noise)from the bushes?二、【教案】教学内容7B Unit 4 Grammar B 课型新授课 语法课教学目标掌握一般过去时的用法并能熟练使用教学重难点1.规则动词+ed 后的读音2. 不规则动词过去式的变化教学方法情景教学法、归纳法教具准备课件教学步骤教师活动学生活动个性化补充Step1. RevisionRevise the context we learnedlast lesson.Step2. Presentation1.Simple past tense of theverb ‘to be’We form the positive and negative sentences with the verb‘ to be ’ like this:带领学生回忆上节课的内容根据教师的提示，说出一般过去时的相关内容。
I/He/She/It was at home yesterday.I/He/She/It was not/wasn’t at home yesterday.2. Weask and answer questions with the verb ‘ to be ’ like this:Was I/he/she/it at home yesterday.Were you/we/they at home yesterday.Yes, I/he/she/it was .Yes, you/we/they were.No, I/he/she/it was not / wasn’t.No, you/we/they were not / weren’tYou/We/They were at home yesterday. You/We/They were not/weren’t at home yesterdayStep 3. PracticeDo exercises B1&B2.Step4. Check outTranslate sentences:1.20xx年以前你是医生吗?教师介绍一般过去时“tobe”的用法用书上的两个练习来检测学生的学习情况。
精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit 4 Don’t eat in class.run on the playground.S: I can play basketball/… outside.Talk in the hallways af ter class.…T: What can’t you do at school ?arrive late for class.run in the classrooms or hallways. S: We can’t listen to …eat in class.fight.T: What can you do at home?S: I can play computer/watch TV/sleep/talk/…at home.T: What can’t you do at home?T: What you don’t have to do at home?S: I don’t have to wash…/have classes/…Step 3 . tell the reasonT: Where do you like to stay, at home or at school? Now I’ll give you 2 minutes to prepare for it.S1: At school, I can….. I don’t have to ….At home, I can’t …. I have to…So I like to stay at school.S2: At home, I can… I don’t have to…At school, I can’t… I have to …So I like to stay at home.Step4. Listening1. Work on 2a:First, let's read the sentences in 2a together.T: Now, let's listen to the recording. Check the activities Alan and Cindy talk about.Ss listen to the recording and check the activities they hear. Play the recording again for the Ss to check the answers. 2. Work on 2b:Make Sure Ss know what they should do.Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.3. Check the answers:Step5. Role-play1. Read the conversation and find some rules in this school?2. Ss read the conversations and find the answers to this question.3. Check the answers:Homework: Remember the new words and expressions.Bb designUnit 4. Don’t eat in class. Can,c an’t, have to, don’t have to 的综合运用.同时也是发表学生自己的看法.2. Ss finish off the sentences and check the answers by themselves.3. Give eight more minutes for the Ss to remember the sentences. Ⅲ. Writing1. Look at 3a. Do you know the meaning of these pictures? Yeah, you see them in the school library. Can you write the rules for the school library?2. Ss discuss the pictures and make some rules.3. Let some Ss read their rules aloud.4. Check the answers with the class.(Don't listen to music in the library. Don't eat or drink in the library. Do n't take photos in the library. )Ⅳ. PracticeWork on 3b:1. T: Use the words to make questions about the rules. Then writeanswers 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. Ss work by themselves and try to write the sentences on the workbook.3. Ss work in pairs. Ask and answer the sentences.Ⅴ. Game1. Everybody has a dream school. Suppose you're the headmaster of the Coolest School. You can make rules for your school. Make up five cool rules for your dream school.2. Ss work in groups and discuss what rules are in their school.3. Write down their rules on the work.4. Let some Ss read their rules aloud.5. See whose school is the coolest?Ⅵ. Exercises1. If time is enough, do some more exercises on the screen. Homework1. Read the sentences in Grammar Focus.2. Make some rules at home.教学反思Section B 1a-2c( The 4th period)Teaching Aims and Demands1.Knowledge aims:1) out, go out, dish, do the dishes, night, before,2)I have to help mom make breakfast. 2. Ability objects:2.Ability aims: Train students'listening skills. 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。
七年级英语下册第四单元教案Unit 4 I want to be an actor.（section A）ⅠTeaching Aims and Demands1. Knowledge ObjectsKey vocabularyTarget language2. Ability ObjectTrain students’ listening, speaking, reading and writing skills.Train students’ communicative competence.3. Moral ObjectNo matter what you want to do in the future, you must do the job you are doing now well.Ⅱ. Teaching Key PointsKey wordsThe target languageLearn to talk about and describe jobs.Learn the present tense.Learn to grasp What and Where questions.Ⅲ. Teaching DifficultiesTrain students’ ability to talk about jobs using the target language.Learn the present tense.Learn to grasp What and Where questions.Ⅳ. Teaching MethodsListening methodsPairworkPracticing methodsⅤ. Teaching AidsA tape recorderA computerCardsⅥ. Teaching ProceduresStepⅠGreetingGreet the class as usual.Check the homework.StepⅡ 1a 1b(1a) 1. Point to the numbered list of words. Get one students to read them out.2. Match the words with the pictures. Write the letter of the person after his or her job name.3. Go over the answers.(1b) 4. I’ll play the recording. The conversation are about three persons in the picture. You are to listen and number the persons 1-3.5. Check the answers.StepⅢ 1c1. Get students to work in pairs. Ask and answer questions about the other people in the picture.2. Get several pairs to act out their conversations with the whole class.StepⅣ 2a 2b(2a)1. Listen and write numbers1-3 in the boxes under the pictures to show which person is talked about first, which is the second and which is the third.2. Check the answers.(2b) 3. Play the same recording again. Listen and fill in the column with the headline Job.StepⅤ 2c Grammar Focus(2c) 1. Get students to work in pairs.2. Make similar conversations using information in activity 2b.3.Get several pairs to act out their conversations to the class.4. Ask students to say the questions and answers in pairs.StepⅥ 3a 3b(3a )1. Read the passage by yourselves and match the person with the jobs in the box.2. Get students to finish the task individually or in pairs.(3b) 3. Get students to practice using the target language in pairs.4. Made similar conversations using the jobs and workplaces in activity 3a.StepⅦ 4Put students into groups of four. Group members take turns asking questions and guessing the job.StepⅧ SummarySummary the target language we’ve learned in t his class.StepⅨ HomeworkMake an interview after class. Create a chart similar to the one in activity2b.Blackboard DesignUnit 4 I want to be an actor.What does she do?She’s a doctor.What does Anna’s mother want to be?She wants to be a policewoman.Where does your sister work?She works in a hospital.。
2024年新译林版英语七年级下册Unit4精彩教案定稿一、教学内容二、教学目标1. 掌握一般过去时的用法，能够熟练运用动词过去式描述过去发生的事情。
2. 学会使用与过去时相关的词汇和表达，提高英语口语表达能力。
3. 能够理解并运用课文中的重点句型和语法结构，进行简单的英语写作。
三、教学难点与重点1. 教学难点：动词过去式的变化规则，一般过去时的运用。
2. 教学重点：掌握与过去时相关的词汇和表达，学会运用一般过去时描述过去的事情。
四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔、卡片等。
2. 学具：课本、练习本、彩色笔等。
五、教学过程1. 引入：通过展示一组过去发生的图片，让学生用英语描述图片中的场景，引出一般过去时。
2. 呈现：讲解一般过去时的用法，展示动词过去式的变化规则，让学生跟读并模仿。
3. 实践：进行小组活动，用一般过去时描述过去的事情，互相交流。
4. 例题讲解：分析课文中的一般过去时的句子，解释语法结构和用法。
5. 随堂练习：让学生完成Workbook中的练习题，巩固所学知识。
6. 口语练习：设置情景，让学生用英语进行角色扮演，练习一般过去时的口语表达。
六、板书设计1. 一般过去时的用法2. 动词过去式的变化规则3. 与过去时相关的词汇和表达4. 课文重点句型七、作业设计1. 作业题目：（1）根据所给图片，用一般过去时描述图片中的场景。
（2）用一般过去时写一篇小作文，描述你昨天下午的活动。
答案：（1）例：Yesterday afternoon, I played football with my friends in the park. We had a great time.（2）略。
八、课后反思及拓展延伸1. 课后反思：关注学生在课堂上的表现，了解他们对一般过去时的掌握程度，针对存在的问题进行反思，调整教学方法。
2. 拓展延伸：鼓励学生在课后多进行英语口语练习，观看英语动画片或电影，提高英语听说能力。
新目标七年级英语下册全册Unit 4英文教案Unit 4: I ant t be an atrLanguage galIn this unit, students learn t tal abut bsNe languagehat d u d? I’ a reprterhat des he d’ He’s a studenthat d u ant t be? I ant t be an atrhat des she ant t be? She ants t be a plie ffiernaes f bs and prfessinsSetin ABrainstr ith students a list f bs that friends r relatives d (“Brainstring” is an ativit in hih u set a tpi and students sa hatever rds the an thin f relating t that tpi) rite the rd bs n the bard and list all the bs students entinPint t the bs ne b ne and as students t sa hat ever the an abut these bs Aept single rd ansers r siple sentenes suh as, It’s fun It’s a gd bla This ativit intrdues the e vabularFus attentin n the art As students t tell hat the see in eah sene As students t nae as an f the bs shn as the an Then pint t a sene, nae the b, and as students t repeatPint t the nubered list f rds Sa eah ne and as students t repeatThen as students t ath eah rd llfa ne f the senes Sa, rite the letter f eah sene next t ne f the ivrds Pint t the saple anser1 b This ativit gives students pratie in understanding the target language in spen nversatinPint t the different peple shn in the pitureAs varius students t tell hat the d as u pint t eah ne,Sa, N u ill hear three nversatins The nversatins are abut three f the peple in this piturePla the rerding the first tie Students nl listenPla the rerding a send tie This tie as students t rite a nuber 1 next t the persn being taled abut in nversatin 1 Have students put a 2 and 3 next t the peple being taled abut in nversatins 2 and 3rret the ansers1 This ativit prvides guided ral pratie using the target language-As a student t read the exaple nversatin ith u Hld up the b and pint t the dtr in the pitureSa, N r ith ur partner ae ur n nversatins abut the piture u an use senteneslie the nes in ativit 1bSa a dialgue ith a student Pint t a piture f ne f the peple Guide the student t anser using ne f the rds in ativit 1aAs students r in pairs, ve arund the r nitring their r ner language r prnuniatin supprt as needed2a This ativit gives students pratie in understanding the target language in spen nversatinAs students t l at the three pitures As different students t tell u hat the se in eah piture hat are the peple ding? hat bs d the have?Pla the rerding the first tie Students nl listenSa, u ill hear nversatins abut the peple in these pituresPla the rerding a send tie Sa, rite the nuber f eah nversatin bel the piture f the persn being taled abutrret the ansers2b This ativit gives students pratie in understanding the target language in spen nversatinPint t the three headings in the hart and read the headings t the lass As students, hat des “ants t be” ean? (It is nt the b the persn lias n It is the b the persn ants in the future)Pla the rerding the first tie Students nl listenSa, u iU hear abut the peple in these pitures u ill hear the b the ha n and the b the ant in the futurePla the rerding a send tie This tie as students t fill in the blans ith the bs the peple have n and the nes the ant in the future Pint ut the saple2 This ativit prvides guided ral pratie using the target languagePint ut the pitures in ativit 2a As h eah persn is (The are Susan’s brther Anna’s ther, and Tn’s father)Sa, N r ith ur partner As and anser questins abut the pitures As, “hat des he r she d?” Then as, “hat des he r she ant t be?”Sa a dialgue ith a student Pint t Anna’s ther and then t the exaple in the speeh ballns Pratie the dialgue ith a studentAs students r In pairs, ve arund the r nitring their r ffer language supprt as needed3a This ativit intrdues the naes fr the plaes here peple r, and gives reading pratie using the target languageall attentin t the pitures As students t read the nae fr eah plae As the nae eah plae, rite the rd n the bard and-as the lass t repeat itPint ut the list f bs ith the nubers next t eah Then all attentin t the peple in the pitures and the speeh bubbles Pint ut the saple anser and have a student read ut the speeh bubbleAs students t r alne Sa, rite the nuber f eah b in the square next t eah rplae he the ansers3b This ativit prvides guided ral pratie using the target languagePint ut the pitures in ativit 3a As students t nae the rplae shn In eah pitureThen pint ut the nversatin in the speeh bubbles As t students t read It t the lassSa, r ith a partner First pratie the nversatin in the piture Then ae ne nversatins Use bs and plaes fr ativit 3aSa a dialgue ith a student Pint t the rd aiter in ativit 3a and then t the piture f the restaurant As a student here des he r? Guide the student t anser using the rret plae: He rs in a restaurantThen as hat des he d? and guide the student t anser, He’s a aiterAs students r in pairs, ve arund the r nitring their r ffer language supprt as needed4 This ativit prvides listening and speaing pratie using the target language all attentin t the pitures in the b shing h t pla the gae Sa, u ill dra a piture f sene ring ther students ill as questins abut the ind f b u are draing After t questins sene an tr t guess the bDenstrate b draing a piture n the bard f a sti figure reprter Add details (irphne, nteb,et) until students guess hat b it isAs a student t g t the bard Sa, Dra a piture f a persn ring If neessar, help the student add details that sh the b the persn is ding He r she an add a ban interir t sh that the persn is a ban ler A student uld als use an ee hart n the all t sh that the plae is a dtr’s ffie and the persn is a dtrAs t different students t as questins abut the b, and then as a third student t guess hat b it isPla the gae using draings b several different studentsAlternative: If u d nt ant students t ve fr their seats, then u an as the t d this ativit sitting dn in grups f fur The ill need piees f paper n hih t dra their pitures The ill als need penilsSetin BNe languagerds that desribe bs, suh as exiting, dangerus,bring, diffiult, bus, fun Additinal aterials t bring t lass:help anted ads fr an English-language nespaper1 a This ativit intrdues the e vabularFus attentin n the six pitures As, hat b des the persn have? here des the persn ivnr?Pint ut the nubered list f rds Sa eah ne and as students t repeat Then use siple explanatins and shrt saple sentenes t help students understand hat eah rd eans Fr exaple, Exiting eans ver interesting and ver fast-ving A plie ffier has an exiting b The b is alas hanging Sething is alas happening Fr dangerus u ight sa, Dangerus eans nt safe u ight be hurt r illed in a dangerus bThen as students t ath eah rd ith ne f the pitures Sa, rite the letter f eahpiture next t ne f the rds Pint ut the saple anserhe the ansers1 b This ativit prvides guided ral pratie using the target languageall attentin t the piture In this ativit and as a student t read the stateent t the lass Then pint t the piture f the plie ffier and sa It’s an exiting b As the lass t repeat Then sa, hat else an u sa abut being a plie ffier? Sene a anser, It’s a dangerus b As the lass t repeat eah rret anserThen as students t r in pairs Suggest that the eah pint t the pitures f the rers and ae stateents abut the As students pratie, ve arund the lassr nitring their r1 This ativit prvides an pprtunit fr ral pratieSa, Nae se f the bs fr this unit rite this list f bs n the bard Sa, an u nae se ther bs? Add an ne bs t the listAs se students t ae stateents abut bs n the list using the rds in ativit la u a ish t rite se f the sentenes n the bard s that students an p the sentenes int their ntebs2a This ativit prvides listening and riting pratie ith the target languageall attentin t the t headings and as a student t read die headings t the lass Pint ut the blan lines here students ill rite the nae f a b (under the rds ants t be)Pla Ihe rerding the first tie Students nl listenSa, N I ill pla the tape again This tie rite the nae f a b under the rds “ants tbe”2b This ativit prvides listening and riting pratie ith the target language,all attentin t the send heading and as a student t read it t the lass Sa, This tie u ill unite h eah persn ants the bPla the rerding again Students nl listenThen sa, N I ill pla the tape again This tie rite the reasn the persn ants the b under the rd “h?”Pla the rerding Students rite their ansershe the ansers2 This ativit prvides pen-ended ral pratie using the target languageSa, hat d u ant t be? hat rds desribe eah b? Help the lass ae up a list f bs the ight lie t d As students suggest pssible bs, as the lass t suggest rds t desribe the Use a bilingual ditinar, if neessar, t find the naes f bs and rds t desribe eah neThen as students t r in sall grups The tell eah ther hat the ant t d and h Enurage students t use ditinaries if neessar ve fr grup t grup ffering assistane as neededAs individual students t tell the lass abut hat the ant t be and h3a This ativit prvides reading and riting pratie using the target language all attentin t the three nespaper ads and read these ads t the lass Sa blan eah tie u e t a blan lineThen read eah ad again separatel, pausing t all students t as questins abutanthing the dn’t understand Fr exaple, in the first ad, students a nt n that ring late eans “ring at night” T r hard eans t use a lt f energ t d the bAs students t fill In (he blans in the ads using the rds atr, reprter, and aiter he the ansers3b This ativit prvides reading and riting pratie using the target language all attentin t the nespaper ad and as a student t read it, saing blan fr eah blan lineAs students t fill in the blans using rds fr This setin Sa,L at the pitures next t eah blan line The pitures ill help u guess the rret rdSuggest that the l at the naes f bs and the rds that desribe bs in the first part f Setin Bhe the ansers,3 This ativit prvides riting pratie using the targetlanguagePint ut the blan strip f nespae need a plie ffierall the Sithtn Plie Statin at -2323As students t read their ads t a partner As the pairs t rret eah ther’s r4 This ativit prvides guided ral pratie using thetarget languageAs t students t read the nversatin in the speeh bubbles Anser an questins students a have abut itThen sa, Ne please r in grups As efuestins t find ut hat bs eah persn rte abut u an use sentenes lie the nes e ust readAs students as questins, ve fr grup t grup Rephrase an inplete r inrret questinsAls rephrase an inaurate ansers。
人教版新目标七年级英语下Unit4 Don’t eat in class.第六课时Section B 3a - Self Check (写作课）Teaching Goals:一、功能：Talk about rules.Don’t run in the hallways.Can we eat in the classroom?We must be on time for class.What does he have to do?二、词汇和常用表达：Learn to use can ,have to, must and the useful expressions( What do you have to do? What can I do?etc.)三、学习策略：学会运用空间逻辑顺序拟定写作提纲，通过小组互助提高写作技巧和能力。
四、文化知识：No rules no standards！(没有规矩不成方圆！)(目标引领：从功能、词汇和常用表达学习策略及文化知识四个方面阐述了本节课的教学目标，层次清晰，一目了然。
)Teaching and learning steps:Step1. Pre-writing activities1. Revision(话题复习)：Task 1 Talk about school rules：First, write down on the line. Then talk about it in pairs.1._____________________________________2.________________________________________3._______________________________________4.________________________________________5.________________________________________ Task 2 Talk about family rules.First, ask and answer in pairs. Then write it down on the line.Task 3 Make sentence.Use can, can ’t, have to/must and don ’t to write about the rules at school.(Self check 2) 1. arrive late/class _____________________________________ 2. listen/teacher ______________________________________ 3. be noisy/library _________________________________ 4. speak English/English class __________________________ 5. eat/dinning hall __________________________________【设计意图】坚持“以生为本,先学后教”的理念,强调学生的参与、体验、感知，落实基本语言点，以学定教,教师根据具体学情适当微调后续环节的教法。
Unit4 Don’t eat in class.第六课时Section B 3a - Self Check (写作课）Teaching Goals:一、功能：Talk about rules.Don’t run in the hallways.Can we eat in the classroom?We must be on time for class.What does he have to do?二、词汇和常用表达：Learn to use can ,have to, must and the useful expressions( What do you have to do? What can I do?etc.)三、学习策略：学会运用空间逻辑顺序拟定写作提纲，通过小组互助提高写作技巧和能力。
四、文化知识：No rules no standards！(没有规矩不成方圆！)(目标引领：从功能、词汇和常用表达学习策略及文化知识四个方面阐述了本节课的教学目标，层次清晰，一目了然。
)Teaching and learning steps:Step1. Pre-writing activities1. Revision(话题复习)：Task 1 Talk about school rules：First, write down on the line. Then talk about it in pairs.1._____________________________________2.________________________________________3._______________________________________4.________________________________________5.________________________________________Task 2 Talk about family rules.First, ask and answer in pairs. Then write it down on the line.Work in pairs:A: What do you have to do?B:I have to do the dishes.Task 3 Make sentence.Use can, can’t, have to/must and don’t to write about the rules at school.(Self check 2)1.arrive late/class _____________________________________2.listen/teacher ______________________________________3.be noisy/library _________________________________4.speak English/English class __________________________5.eat/dinning hall __________________________________【设计意图】坚持“以生为本,先学后教”的理念,强调学生的参与、体验、感知，落实基本语言点，以学定教,教师根据具体学情适当微调后续环节的教法。
无论是时间的表达还是距离和交通方式的引入都是为后续的环节积累储备词汇。
2.Leading- in(导入)：Play a video about happy family .T: Here is a video about happy family. Is Liuxing happy?S1: No. T: Why?S2: Because he has too follow many rules at home and school.T: I think we all have many rules at home and school. Is it fair? Let ’s talk about rules together. 3.Talk about some pictures(看图说话)：T: In order to be a good boy, What does Liu Xing have to do? Please look at the pictures and talk about them in pair.Here is an example:Choose one picture and ask and answer in pairs. Then ask some pairs to show us.A: What does Liu Xing have to do? B: He has to make the bed. A: Anything else? B: He can ’t sleep in class. A:…【设计意图】利用精美的图片激发学生练习说话的热情，这种深入浅出的“开场白”，具有承前启后，温故而知新的作用，且有利于中下等学生进入状态,扎实推进。
4.Activity 3a . (补全对话)：Task 1 Complete Zhao Pei ’s letter to Dr. Know using have to/must, can or not.Task 3 Complete the chart with the rules in your home and school. Put an x for the rules you【设计意图】复习相关词汇，引导学生进行写作前的热身活动，并为下一步结构分析作准备。
Zhao PeiIs she happy?why?what can she do?Dear Dr. Know, ____ you help me? I ’m not happy because there are too many rules at home. Every morning, I ____ get up at six o ’clock. At school, I _______ wear a school uniform, and I ______ keep my hair short. After school, I ____ play with my friends or watch TV because I ____ do my homework. I ____ relax on weekends either because I _____ learn to play the piano. I never have fun, what ___ I do?Zhao PeiCheck the answers.5. Structure analysis(信息归类 结构分析)：Task 1 Put the above expressions to the right place in the chart:Modalverbs (情态动词) Ordinal number （序数词） time place activitiesCheck the answers. Have the students to read the chart aloud by themselves. Task 2 Look at the following disordered sentences, put them into the right order. _____ I can ’t be late for class. I must be on time. _____ Third, I can ’t listen to music in the classroom._____ Every morning, I have to get up early. Then I help my mother make breakfast. _____ At school, I have more rules._____ Can you help me? I’m not happy because I have too many rules in my home and school. _____I can ’t relax on weekends either because I have to learn to play the piano._____After school, I can ’t play with my friends or watch TV because I must do my homeworkfirst._____Section, I have to wear school uniform at school. Answer: 5-3-4-1-8-2-7-6Task 3 Now think about this question: How can we put them into the correct order? You can answer in English or in Chinese. S1:.... S2:.... S3:....T: So ,in order to put them into the correct order, we must pay attention to key words. Different time, such as every morning, after school,… And the words first, second,third When we talk about things. We should use these words to make our passage wonderfully.【设计意图】本环节设计了两项活动：信息归类和句子重排，旨在引导学生积累写作材料，了解文章的主体结构，学习文章布局技巧等方面的要求。
6. Talk about your rules.(谈论实际) Task 1T: Class, we have many rules in our homes and school. Are you happy? Is it fair? Please write a letter to me. Tell me about all the rules and how you feel about them.First, at school, get up early, on weekends, wear school uniforms, can, at home, after school, keep my hair short, have to ,speak English in English class,has to,second, must, thirdTask 2T: Tengzhou is choosing the best citizens. What should we do?And what shouldn ’t we do? Talk about it. Then write down your opinion.T: Class, I know how you get to school. How do your parents go to work? Please write a passage about your father or mother.【设计意图】由布局谋篇的技巧学习过渡到实际运用，从热身活动过渡到实际操练。
