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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。
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。
