新目标英语七年级下册第四单元教案

Unit 4 Don't eat in class.（section B）ⅠTeaching Aims and Demands1. Knowledge ObjectsKey words.Target language.Can for permissionModel verbs have to, must2. Ability ObjectTrain students' listening, speaking, reading and writing skills, especially reading.Train students' communicative competence.3. Emotional Object1.You may have many rules at home. Maybe you don't like some of them. Maybe you think your parents are too strict with you. In fact, parents do love you.2. Love your school and family and get on well with each other3 If you are unhappy about something, ask someone for help. Don’t lose your heart.Ⅱ. Teaching Key PointsThe key vocabulary.The target language.Ⅲ. Teaching DifficultiesTrain students' listening skills.The imperatives.Ⅳ. Teaching MethodsGuessing before listening method.Cooperation skills ask and answer method Reading skills: to get information from the passage. Ⅴ. Teaching AidsMultimediaⅥ. Teaching ProceduresStepⅠGreetingStepⅡRevisionTalk about school in groups and then shair.StepⅢPresentationMainly focus on key words and expressionsStepⅣListenBefore listening While listening After listening StepⅤRead1. Let’s read fast2 Let’s read carefullyFocus on key structuresStepⅥWriteFirst present reading skills ,next practice writing and then share with each otherStepⅦ4 Role-playNow you are to write a list of your family rules. Put students into groups. Your job in this activity is to find students who have the same rules as you.StepⅨSummarySummary the target language we've learned in this class. StepⅩHomework。

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。

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下Unit4单元教案Unit 4 I want to be an actor教案示例教学目标：1. 学会不同工作的英文表达方式。

2. 了解同学父母的工作。

3. 学会简单的介绍自己将来的理想。

教学导向：重点词汇：teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police重点句型：1. What does your mother do? She is a teacher.What does your father do? He is an engineer.2. What do you want to be? I want to be a teacher.What does she want to be? She wants to be a singer.本节课流程图教学板块设计Task 1：Know the names of the different jobs目的：通过这个环节，教师完成本单元的新单词的导入，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。

在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。

课前准备：教师需要准备关于teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police等工作的具体文字描述。

课堂学生活动：1. 教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引到课堂上来，并对同学年的谜语加以思考。

此活动以小组为单位，让学生通过谜语来猜测工作的名称，猜对者给小组加分。

The riddles supplied by the teacher:1) I work in the hospital every day. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”.2) I drive a car every day, but the car is not mine. There are many people sitting in my car every day. After they go out of the car, they must pay me money.3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.4) I am very proud of my job. Because I am like your mother.I will tell you what is right and what is wrong. Sometimes I am very strict.5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.6) I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really very busy.2. 在所有单词导入后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女人的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原则，开发了同学无限的想象空间。

英语（新目标）七年级下册Unit 4教案Unit 4: I want to be an actor.Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do? I'm a reporterWhat does he do.' He's a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.1 b This activity gives students practice in understanding the targetlanguage in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time.This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding the target language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?Play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about. Correct the answers.2b This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students, What does "wants to be" mean? (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)Say, Now work with your partner. Ask and answer questions about the pictures. Ask, "What does he or she do?" Then ask, "What does he or she want to be?"Say a dialogue with a student. Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student. As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name theworkplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, He's a waiter.As students work in pairs, move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor. Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students. Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures.Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks. 2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a job under the words "wants to be."2b This activity provides listening and writing practice with the target language,Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job. Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write the reason the person wants the job under the word "Why?"Play the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.Ask individual students to tell the class about what they want to be and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand.For example, in the first ad, students may not know that working late means "working at night." To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the target language.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other's work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group.Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.。

Unit 4 Don't eat inclassSection A本单元以“规章制度”为话题，用祈使句、情态动词can, must, have to谈论班规、校规及家规。

Section A部分通过教室外墙壁张贴校规的形式呈现书面语的规章制度，然后通过听、说、读、写来学习规章制度的表达方法。

Section B部分通过Molly Brown的苦恼，介绍有关“家规”的内容，并引导学生正视“家规、校规”，使他们相识到：Teachers and parents make rules to help us. We have to follow them.1．Don't eat in the classroom.2．We can't arrive late for class.3．We must be on time.4．—Can we wear a hat in class?—Yes, we can./No, we can't.5．We have to clean the classroom.6．We have to follow the rules.1．祈使句的否定句用法 (详见P 语法聚焦)2．情态动词can表示“许可”的用法及have to的句型结构。

Some school rules in America1．If someone bumps into you, say excuse me, even if it was not your fault.别人碰撞到你，不管你有没有错都要说“对不起”。

2．Be positive and enjoy life.要乐观，要享受人生。

3．Live so that you will never have regrets.别让将来有缺憾。

4．No matter the circumstances, always be honest.不管环境如何，肯定要诚恳。

人教版新目标七年级英语下册 Unit 4 说课稿一. 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”这一主题展开，通过学习本单元，学生能够掌握日常生活中的一些常用表达方式，提高他们的口语交际能力。

本单元的主要内容包括：动词短语的运用、现在进行时态的运用、日常交际用语等。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，但对日常生活中的一些交际用语还不太熟悉。

因此，在教学过程中，教师需要注重引导学生运用所学知识进行实际交流，提高他们的口语表达能力。

三. 说教学目标1.知识目标：学生能够掌握本单元的生词和短语，理解日常交际用语的含义和用法。

2.能力目标：学生能够熟练运用现在进行时态进行日常交际，提高他们的口语表达能力。

3.情感目标：激发学生学习英语的兴趣，培养他们积极参与课堂活动的自信心。

四. 说教学重难点1.重点：学生能够掌握现在进行时态的运用，以及日常交际用语的表达。

2.难点：学生能够灵活运用现在进行时态进行日常交际，并在实际情境中正确使用。

五. 说教学方法与手段1.教学方法：采用任务型教学法，情境教学法，分组合作学习等。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣。

六. 说教学过程1.导入：通过展示图片，引导学生谈论图片中的人物正在做什么，引入现在进行时态的学习。

2.新课呈现：教师通过情境教学，展示日常交际用语，引导学生学习并掌握相关短语和表达。

3.课堂练习：学生分组进行角色扮演，运用所学知识进行实际交流，教师给予指导和反馈。

4.巩固环节：学生进行听力练习，观看相关情景对话，理解并运用日常交际用语。

5.拓展环节：学生进行小组讨论，创造性地运用所学知识，创作自己的日常交际对话。

6.总结：教师对本节课的主要内容进行总结，强调现在进行时态的运用和日常交际用语的重要性。

七. 说板书设计板书设计要简洁明了，突出重点。

主要包括现在进行时态的构成、日常交际用语的表达等。

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。

人教版新目标七年级英语下册 Unit 4教学设计一. 教材分析人教版新目标七年级英语下册Unit 4主要围绕着日常生活话题展开，让学生学会用英语描述日常生活中的事物和活动。

本单元的主题是“购物”，通过学习，学生能够掌握有关购物场合的常用词汇和表达方式，如clothes, shoes, hats, shopping, buy, cost等，同时学会用There be句型描述某个地方有什么。

此外，本单元还引入了过去时态的用法，使学生在描述过去的事情时能够更加准确。

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

但是，对于一些生活场景的词汇和表达方式还不够熟悉，特别是购物这一主题。

此外，学生对于过去时态的掌握程度不一，需要在教学中加以指导和练习。

三. 教学目标1.知识目标：学生能够掌握本单元的生词和短语，理解日常生活中的购物场景，学会用英语进行简单的购物交流。

2.能力目标：学生能够听懂、会说、会读、会写与购物相关的词汇和句型，能够用英语描述过去的事情。

3.情感目标：通过本单元的学习，学生能够培养对英语的兴趣，增强自信心，提高合作意识和团队精神。

四. 教学重难点1.重点：购物场景的词汇和表达方式，如clothes, shoes, hats, shopping,buy, cost等，以及There be句型的运用。

2.难点：过去时态的用法，以及如何在实际场景中运用所学知识进行交流。

五. 教学方法1.情境教学法：通过设置购物场景，让学生在实际情境中学习和运用英语。

2.交际法：引导学生进行角色扮演，模拟购物场景，进行实际交流。

3.任务型教学法：通过完成各种购物任务，让学生在实践中学习和提高。

六. 教学准备1.准备相关购物场景的图片、物品和道具。

2.准备本单元的生词和短语卡片。

3.准备录音机、磁带或音频文件，用于听力训练。

4.准备课件和教案。

七. 教学过程1.导入（5分钟）利用图片和物品，引入购物话题，激发学生的兴趣。

Unit 4 I want to be an actor SectionA(1a-1b-1c) 1，Background information：Students : 40 junior high school students, Grade1 Material: text book Lesson duration:40 mins Type of lesson: listening and speaking lesson 2，Teaching objectives: By the end of the lesson, students should: 1) Language aims (shop assistant, doctor, reporter, （1）be able to master the new words policeman, waiter, bank clerk). (What do you do? I'm a .... (2)be able to use the sentense structure What does he/she do. He/she's a….What do you want to be? to talk about job. I want to be an actor .) (2) Ability aims (1)be able to communicate with others about the job,improve their communicative skill. (2) be able to simply describe their ideal job and communicate with others about their ideal job,develop their expressive skill. 3) Emotional aims (1) respect other people’s job . (2) make a right decision of their own career in the future . (3) try their best to realize their dream. SectionA (1a -1b-1c )3, Teaching contents: S ectionA (1a -1b-1c )Step1:Warming-up(3mins)(1)Greeting!(2)Ask student to guess the job of the person on the picture and ask them some questions to check their preview-work before the class. Step 2:Target-language studying (PPT .(6mins) (6)Use some pictures of Chenglong to ask students some questions, What do you want to be?---I want to and then lead up the sentence (be a/an…)(T：Do you know this man ?S:Yes! T ;Who is he? S1：He is Chenglong. T:So,what dose he do? S3:He is an actor.T:Do you like him ,Do you want to be an actor like him…What do you want to be ?).(3mins)According to this lesson,According to this lesson,on the one hand on the one hand , students shoud master the new words of jods(shop assistant, doctor, reporter, policeman, waiter, bank clerk )and the new )and the new strctures What do you do? I'm a ....What does he/she do. He/she He/she's a…What do you want to be? 's a…What do you want to be? I want to be a/an … .; on the other hand, they should be able to talk about their own ideal job ,about their own ideal job ,what what ’s more ,all students should realize : it is neccesary for us to respect other people people’’s job.8, Homework：Make a survey about your family members job and their ideal job .9, Optional activities:。

Unit4 I want to be an actor.教学内容分析：本单元的核心话题是询问职业和表达个人意愿，因此询问和表达意愿“asking for and giving personal information”是教学重点。

通过对本单元的学习，学生能掌握本单元出现的职业名称，用于询问和给出个人信息的词组和句型。

Teaching aims :1．Master the vocabulary.2．Master and use: What do you do? I am a teacher.What does he want to do? He wants to be an actor.Does your father work? Yes, he does.What does your mother do? She is a nurse.Teaching important and difficult points :重点1．What do you do? I'm a reporter.2．What does your father do? He is a doctor.3．What does she want to be? She wants to be a sales assistant.难点1．Does he work in hospital? Yes, he does.2．He works in hospital.Teaching aids : a tape recorder5 , cards .picturesTeaching times : 6 periodsPeriod One (P19)Studying aims:1.掌握词汇: sales assistant. doctor. actor. reporter. police. officer. waiter. bankclerk. student2.掌握句型: What do you do? I am a student. What does he do? He is a doctor.Studying important and difficult points :Train students’ability to talk about job s using the target language. Learn the present tense.Teaching procedures :Step 1 Greeting and Checking the homeworkStep 2 Leading inFree talkShow the picture of Jack Chen and talk about him.eg: who’s he? Do you like him? Where is he from? Where does he live? What does he do? Do you want to be an actor? From now, we’ll learn unit 4 I want to be an actor.(板书课题)Step 3Showing studying aimsStep 4While-taskPage 19 1a .Task1 new words1.Ask to learn words by themselves first. Circle the words you can’t read.2. Show some pictures of actors。

人教版新目标七年级英语下册 Unit 4 教学设计一. 教材分析人教版新目标七年级英语下册Unit 4主要围绕日常生活中的交通工具展开。

本单元通过介绍不同交通工具的特点和使用场景，让学生学会表达各种交通工具的名称和用途，以及如何描述交通工具的特点。

教材包括听力、口语、阅读和写作等方面的内容，旨在提高学生的综合语言运用能力。

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

但部分学生对英语学习仍存在恐惧心理，不敢开口说英语。

此外，学生对日常生活中的交通工具较为熟悉，但如何用英语表达交通工具的特点和用途仍需加强。

三. 教学目标1.知识目标：学生能够掌握有关交通工具的词汇和表达方式，如bus,trn, car, subway等，以及描述交通工具特点的句子结构。

2.能力目标：学生能够用英语进行简单的日常交流，如询问和介绍交通工具的名称、用途和特点。

3.情感目标：培养学生热爱生活，关注环境保护的意识。

四. 教学重难点1.重点：交通工具的词汇和表达方式，以及句子结构的运用。

2.难点：如何准确描述交通工具的特点和用途。

五. 教学方法采用任务型教学法、情境教学法和交际教学法，以学生为主体，教师为主导，通过听力、口语、阅读和写作等多种活动，让学生在实际情境中感知、理解和运用语言。

六. 教学准备1.准备相关交通工具的图片、视频等教学资源。

2.设计听力、口语、阅读和写作等教学活动。

3.准备黑板、粉笔等教学工具。

七. 教学过程1.导入（5分钟）利用图片或视频展示不同交通工具，引导学生谈论交通工具的名称和用途。

2.呈现（10分钟）呈现本节课的主要内容，包括交通工具的词汇和表达方式，以及描述交通工具特点的句子结构。

3.操练（15分钟）通过听力、口语、阅读和写作等多种活动，让学生在实际情境中感知、理解和运用语言。

1)听力活动：播放一段关于交通工具的录音，学生听后回答问题。

2)口语活动：学生分组讨论，用英语介绍自己喜欢的交通工具。

Unit 4 Don’t eat in class.Part 1: Teaching Design (第一部分：教学设计)Unit goals●Learn to use “can”●Talk about rules.Vocabulary New wordsClassroom, fright, rule, outside, dining, else, wash, letter, children,palace,loudlyNew Phraseshave to, sports shoes, Children’s Palace,arrive late, in the hallways, on school nightsExpressions Don’t eat in class.Don’t listen to music in the classroom or the hallways.You have to wear sports shoes for gym class.Can students eat in classroom?Practice your guitar every day.No talking.Structures What are the rules at your school?Don’t run in the hallways and don’t arrive late for class.Can we eat in school?We can eat in the dining hall. But we can’t eat in the classrooms.Can you hear hats in school?Yes, we can. No, we can’t.What else do you have to do?We have to clean the classroomSection ATeaching goals●Master the new words: Ms, hallway, classroom, fight, rule, outside, else, have to, sports shoes, gym●Learn to talk about rulesWhat are the rules in your school / class?Don’t eat in class.Listen carefully in class.We have to wear uniforms in school.We can’t run in the hallways.Teaching proceduresStep 1: Warming up1.Ask students what they usually do in school / in class / after school/ after class/ at home/ on weekends2.Ask students what they can do.Model: T: Can you sing?S: Yes, I can.T: Can you sing in class?S: No, I can’t.T: Can you eat in class?S: No, we can’t.Step 2: Presenting1.Stud ents work in pairs, ask and answer about what they can do and can’t do in school.2.Show a card of school rules. Ask students say these are our school rules.Ask students: What are the school rules? Help students to translate some rules in English. For example:Don’t arrive late for class.Don’t run in the hallways.Don’t listen to music in class.Don’t fight with others.Don’t talk loudly in class.We have to finish your homework on time.We have to wear school uniforms on Monday.Listen carefully in class.No talking in the library.3.Let students read the rules loudly.Step 3: PracticingActivity 1Ask students to say out their school rules or class rules as many as possible.Activity 2Ask students to tell their family rules to the class.For example: I have to get home before 6pm.Don’t watch TV too late.Wash my clothes by myself.Finish my homework.Activity 3 (1a)1.Focus students’ attention to the picture in 1a. Ask students:What are the students doing in the picture?Is that good for the team to do that?What do you want to say to them?Help students answer. For example:Don’t eat in class.Don’t listen to music in class.2.Focus attention on the five rules written under “school rules”. Let students read all the rules aloud and help them know their meanings.3.Students work individually. Which rules are these students breaking? Write the number of the rule next to the student.4.Check the answers. P711.boy looking at his watch2.boy running in the hallway3.girl eating an apple4.boy with headphones5.boys sitting at desks, fightingStep 4: Listening (1b)1.Point to the instructions and names in 1b. Read it to the class. Ask students to listen carefully. Pay attention to what rules these students are breaking.2.Play the recording the first time. Students listen and write the numbers after the names.TapescriptMs Clark: Hey, Peter. You know the rules. Don’t run in the hallways.Peter: Sorry, Ms Clark.Mr Smith: Selina, don’t eat in class.Nick: Oh, sorry, Mr Smith.Mr Smith: Hey, Nick. Don’t listen to music in class, Nick.Boy 1: He can’t hear you, Mr Smith.3.Check the answers.Peter:2 Selina: 3 Nick: 44.Students listen again and repeat.Step 5: Listening (2a,2b)1.Point to the rules in the chart in 2a. Let students read them aloud.2.Play the reading the first time. Students listen and check the activities Alex and Cindy talk about.TapescriptCindy: What are the school rules, Alex?Alex: Well, we can’t listen to music in the classrooms or hallways. But we can listen to it in the music room.Cindy: Uh-huh.Alex: And we can’t eat in the classrooms, but we can eat in the dining hall.Cindy: Oh. And can we wear a hat in class?Alex: No, we can’t wear hats. What else? Oh, you can’t fight with anyone. That makes the teachers really unhappy.Cindy: I see ...3.Check the answers: These items are checked: 1 2 3 5 6 74.Play the recording the second time. Students listen and pay attention to these activities Alex and Cindy can do or can’t do. Circle “can” or “can’t” in the form.5.Check the answers.Can: 6. listen to music in the music room7. eat in the dining hallCan’t: 1. listen to music in the hallways2. eat in the classrooms3. wear a ha4. fight6. Students work in pairs. Student A is Alex, and Student B is Cindy. Ask and answer about the school rules.For example: Cindy: Can we listen to music, Alex?Alex: We can’t listen to music in the hallways, but we can listen to it outside.Cindy: Can we eat in the classroom?Alex: No, we can’t.7. Check some pairs.Step 6: PracticingActivity 11.Ask students to look at the three pictures in 3a. Teacher reads the speech bubbles. Call their attention to the blanks.2.Point to the three words. Let students read together.3.Ask students to work individually. Fill in the blanks with the correct words in the box.4.Check the answers. P73Activity 21. Students work in pairs, ask and answer question about the rules at their school, using “have to”.Model: A: Do we have to wear a uniform?B: Yes, we do.A: Do we have to come to school on time?B: Yes, we do.2. Ask some pairs to act out.Activity 31. Students take out a piece of paper and write down some school rules. Then make new school rules or class rules.Section BTeaching goals●Master the new words: wash, later, children, palace, Children’s Palace, loudly●Learn to use new sentences: Don’t go out on school nights.I have to be in bed by ten o’clock.I have to go to the children’s Palace to learn the piano.No talking.Teaching proceduresStep 1: Making a revisionActivity 11. Students work in fours. Three students do some activities they can’t do in class. The fourth student acts as a teacher to stop them.2. Ask some groups to act out in class.Activity 2Show students some pictures about traffic signs. Ask them what these sings mean. For example: Don’t stop your car here.Be careful.Turn left.Drive slowly.Step 2: PracticingActivity 11.Focus attention on the four pictures in Part 1. ask students to tell what they see in each picture by answering what the boy is dong in each picture.2.Point to the four rules in the chart. Students read them aloud.3.Ask students to match the pictures a—d with the rules.4.Check the answers.The rules should be lettered in this order: d a b cStep 3: Listening1.Point to the instruction in 2a. Let students listen to a conversation between Dave and Emily carefully.TapescriptDave: Can you go to the movies tonight, Emily?Emily: No, I can’t. I can’t go out on school nights.Dave: Oh, that’s too bad. I can go out, but I have to be home by ten o’clock.Emily: You’re lucky. I have so many rules ...Dave: Like what?Emily: I can’t hang out with my friends after school.Dave: Really?Emily: Yeah, I have to do my homework after school.Dave: Oh, I do, too. And I have to practice my guitar every day.Emily: Well, I have to clean my room every weekend.Dave: Ugh.Emily: And I can’t watch TV after school.Dave: I ca n’t, either.2.Play the recording the first time, students listen and number the rules 1—4 in the order they hear.3.Check the answers: The rules should be numbered in this order: 4 1 2 34.Play the recording the second time, students listen and pay attention to the rules Emily and Dave have and put checks under Emily or Dave.5.Check the answers.Dave’s rules: Don’t watch TV after school.Do his homework after school.Practice his guitar every day.Emily’s rules: Don’t watch TV after s choolDon’t go out on school night.Do her homework after school.6.Students listen to the tape once more and repeat.7.Students work in pairs and talk about the rules in their house. For example:S1: I have to do my homework after school, and I ....S2: I can’t go out on school night, and I ....Step 4: Reading (3a)1.Call attention to the letter. Draw students’ attention to the form of an English letter.2.Read the letter to the class or ask a student to do this. Explain some words and expressions that students d on’t understand.3.Ask students to work alone and write the list of rules on Zhao Pei’s house.4.Check the answers.1)get up at six o’clock2)don’t meet her friends after school3)has to do her homework after school.4)can’t watch TV on school nights5)has to be in bed by ten o’clock6)has to clean her room and wash her clothes on weekends7)has to help her mom make dinner8)has to learn the piano5.Let students talk about Zhao Pei’s rules by asking and answering:What can she do?What can’t she do?Does she have to ...?Step 5: Writing (3b)Activity 11.Point to the five pictures in 3b. Let students guess what each picture means.2.Let students write the library rules in the chart.3.Check the answers.1.No talking.2.No school bags.3.No food.4.No wet umbrellas.5.No listening to music.4.Ask students to read the rules aloud.Activity 2Ask students to draw some signs of any other rules. Let other students guess what these sings mean.Activity 31.Ask students to write their own family rule alone.2.Ask some individual students read their family rules to the class.Self-checkTeaching goals●Help students to review all the key vocabulary presented in this unit.●Help students practice writing about others.●Give students an opportunity to use the target language in conversation.Teaching ProceduresStep 1:Learn words1.Ask students to read the words aloud in Part 1 and know the meanings of them.2.Ask students to divide the words into 3 different groups.1)verbs: arrive, go out, practice, can, can’t, have to, listen2)nouns: classroom, hallway, uniform, sports shoes,3)others: late, outside, without3.Let students write five or more new words in their vocab-builder.Step 2: Writing1.Call attention to the pictures in Part 3. Let students tell what they can see in each picture.2.Students work alone. List the rules of the Fraser Family,3.Check the answers4.S1 reads the rules aloud.5.Let students imagine they are children in the Fraser family. Write a letter alone to Dr Know about the rules in their house.6.Ask some individual students to read their family rules to the class.。