七年级英语上册《Unit 4 My day Grammar》教案

牛津译林版英语七上Unit 4《My day》（Grammar）说课稿一. 教材分析《牛津译林版英语七上Unit 4 My day》主要讲述了日常生活中的活动安排和描述。

通过本单元的学习，学生能够掌握一般现在时态的运用，学会如何用英语描述自己的日常活动。

本单元的核心语法是一般现在时，学生需要掌握其构成、用法以及与一般过去时和一般将来时的区别。

二. 学情分析七年级的学生已经初步掌握了英语的基础知识，具备一定的听、说、读、写能力。

但在此阶段，学生对英语的语法知识掌握还不够深入，需要通过大量的练习来巩固。

此外，学生的学习兴趣和积极性对英语学习成果有很大影响，因此，激发学生的学习兴趣和动机是本节课的重要任务。

三. 说教学目标1.知识目标：学生能够掌握一般现在时的构成、用法，学会用英语描述自己的日常活动。

2.能力目标：学生能够在实际情景中运用一般现在时，提高英语表达能力。

3.情感目标：培养学生热爱生活、积极向上的生活态度，增强同学间的友谊。

四. 说教学重难点1.教学重点：一般现在时的构成、用法以及与一般过去时、一般将来时的区别。

2.教学难点：一般现在时的运用，特别是在具体情境中的运用。

五. 说教学方法与手段本节课采用任务型教学法，通过各种互动活动，让学生在实际操作中掌握一般现在时的用法。

同时，运用多媒体手段，如图片、视频等，辅助教学，提高学生的学习兴趣。

六. 说教学过程1.导入：以一幅描绘日常活动的图片引导学生进行观察，激发学生对课程的兴趣。

2.呈现：通过展示一段视频，让学生了解一般现在时的用法，同时引入本节课的主题。

3.操练：设计各种任务，让学生在实际操作中运用一般现在时，如描述自己的日常活动、编写对话等。

4.巩固：通过小组活动，让学生在互动中进一步巩固一般现在时的用法。

5.拓展：引导学生运用一般现在时描述未来的计划，培养学生的创新思维。

6.总结：对本节课的内容进行归纳总结，强调一般现在时的用法。

7.作业：布置相关练习，让学生课后巩固所学知识。

牛津译林版七年级上册Unit 4 My day 课时4 （Grammar）教案(7A U4) My Day Grammar-----Prepositions of TimeAnalysis of teaching material:This is grammar part of unit 4. The lesson focuses on the preposition of time including in on at. These three prepositions of time are closely related to students’ real life and in accord with students’ cognitive level, thus helping students master the usage of prepositions could make students know how to use these prepositions of time correctly and build the confidence of English learning.Analysis of students:The objects of this lesson are students in Grade 7. Students in this level has already learned a little about the prepositions of time, thus they have the ability to learn the prepositions better and more clearly. However, our students don’t know when to use it clearly. Therefore, it requires teachers to set up the tasks from easy to the advanced to guide them.Teaching aims:1.Aims of knowledgeMaster the usage of prepositions of time2.Aims of abilityBe able to use prepositions to talk about their daily life with classmates. Be able to know the differences among these three prepositonsBe able to write an article with prepositions of time correctly.3.Aims of emotionRaise the awareness of interculture.Build confidence towards English grammar.Be active and cooperative in team work4.Aims of strategyMaster some methods of team learning.Conclude the rules from exercises by themselvesTeaching key points:Master the usage of prepositons of time including in on atTeaching difficult points:Some special usage of three prepositions such as we use on when the morning、afternoon、evening with specific adjective; we don’t use preposition if there is next, last and so on before timeTeaching method:1.Task-based teaching method2.Natural approachmunicative language teaching methodputer-assisted instructionTeaching aids：1.Text book2.Power point3.Listening recordingTeaching Procedures:Steps Time Teacher’s activity Students’ activity PurposeStep 1 Lead-in 3 mins show a short video talk about Halloween Enjoy a short video Talk about Halloween To learn something about interculture To be prepared for the classStep2 presentation 10 mins Activity1:(4mins) 1.Text reading and pay attention to the prepositions of time Read the text and then answer questions with in on at To develop general sense of prepositions Activity 2:(6mins) give some examples and make students work out the rules about in on at by team work Talk about rules with classmates To develop general sense of prepositions To develop their team spirits Step3 Practice 20 mins Activity3:(3min) Show some exercise Fill in the blanks with preposition To help Ss consolidate the knowledge of prepositonsActivity4:(6mins) complete the e-mails by listening Listen to the tape and complete the e-mail To improve student’s ability of listeningActivity5: (3mins) fill in the blanks Talk with classmates about the differences in prepositons used before festivals To help students know the differences between on ＆at used before festivalsActivity6:(3mins) brainstorm Think about more festivals with day, the more the better To encourage students to take part in class and remember the rulesActivity7:(3mins) .make a choice Choose the best answer To help students know that we use on beforeActivity8:(2mins) translation Translate the sentences To help students know that we don’t when we don’t use prepositonsStep4 summary＆Homework 7 mins Activity 9: describe the pictures Activity 10: make an interview Assign homework：1.Revise the rules of prepositions of time. 2. Describe your daily life with “in”, “on” and “at.”1.describe the pictures with prepositions2. use the prepositions to make an interview3.reviese the prepositions afterschool To guide Ss use the prepositions correctly and relate the grammar to their lifeTeaching reflection。

Unit 4 My dayGrammarTeaching aims1. To use prepositions to talk about time correctly；2. To use the adverbs of frequency correctly；3. To grasp the usage of“how often”；4. To use these items of grammar to talk about their daily life.Teaching contents1. New words and phrases：would, would like, life, all the best, roller skating2. New structure：How often do they exercise?Important and difficult points1. Know better about some usages of the prepositions of time.2. Tell the difference between ‘how often’ and “how many times”.Teaching proceduresA Prepositions of timeStep 1 Presentation1. Find out the phrases which should be put after ‘in/ on/ at’ one by oneT: Hello, boys and girls. This is our school. We know a lot about it. Today, there will be a lot of new students coming here. Will you help them find their classroom? Here they come. And we have three classes. They are “in”, “on” and “at”. Shall we begin?2. Read the phrases together3. Find out more similar phrases4. Work out the rules(1)in：in the evening (parts of day), in March (months), in 2013 (years), in winter (reason)(2)on Sunday, on December 31st (days & dates), on the evening of July 4th, on Monday afternoon(parts of a specific day), on Children’s Day (specific holidays or days)(3)at seven, at noon, at lunchtime (time of day), at (the age of) 16 (age), at the Spring Festival(specific holidays or festivals), at the weekend (others)【设计意图】通过设计新生找教室的情境，让本来枯燥的语法稍显活泼些。

Unit4Grammar【学习目标】1.能记住并能运用下列单词和短语:would,would like,life,roller skating。

2.学会运用正确的介词来表达时间;正确识别并使用频度副词。

3.通过学习,能够用正确的语言与他人交流自己的作息情况。

◉课时重点:学会运用正确的介词来表达时间;正确识别并使用频度副词。

【预习导学】一、选一选1.I to tell you about my life here.2.My parents watch TV the evening.3.Our summer holiday starts1st July.lie has breakfast seven o'clock.lie often goes.6.What is your school like?二、译一译1.在海南,冬天从来不下雪。

______________________________________________________________2.第22届世界杯在2022年举办。

______________________________________________________________3.他们在儿童节玩得很高兴。

______________________________________________________________4.中国的孩子在六岁开始上学。

______________________________________________________________5.我和我的朋友们那时总是很高兴。

______________________________________________________________6.他们多久锻炼一次?______________________________________________________________三、想一想时间介词用法总结:根据上面的句子来看,在某个季节、某年、上午、下午、晚上,用介词;在某一天用介词;在几点钟、几岁用介词。

牛津译林版英语七上Unit 4《My day》（Grammar）教学设计一. 教材分析牛津译林版英语七上Unit 4《My day》主要讲述了一天中的日常活动。

本节课的主要内容包括一般过去时和一般现在时的区别以及如何运用这些时态来描述过去和现在的日常活动。

本节课的语言点是一般过去时和一般现在时的构成以及如何运用它们来构建句子。

教材通过丰富的语境和实用的日常对话，帮助学生理解和掌握这些语法知识。

二. 学情分析学生在学习本节课之前，已经掌握了一般现在时和一般过去时的基本知识，但可能对它们的运用还不够熟练。

此外，学生可能对一天中的日常活动有一定的了解，但需要通过课堂学习来进一步丰富和巩固这一知识体系。

因此，在教学过程中，教师需要关注学生的个体差异，因材施教，引导他们通过实践和交流来提高语言运用能力。

三. 教学目标1.知识目标：–能准确运用一般过去时和一般现在时描述自己的日常活动。

–理解一般过去时和一般现在时的区别，并能在适当的情境中运用。

2.能力目标：–能用英语进行简单的日常交流，提高口语表达能力。

–能通过听、说、读、写等多种方式，掌握和运用本节课的语言点。

3.情感目标：–培养学生对英语学习的兴趣，激发他们积极学习英语的激情。

–培养学生互相合作、积极交流的良好学习氛围。

四. 教学重难点•掌握一般过去时和一般现在时的构成和运用。

•学会用一般过去时和一般现在时描述自己的日常活动。

•一般过去时和一般现在时的区别及运用。

•如何在实际情境中灵活运用一般过去时和一般现在时。

五. 教学方法1.情境教学法：通过设定真实、生动的情境，让学生在实际语境中学习、运用英语。

2.交际法：引导学生进行互动交流，提高他们的口语表达能力和实际运用能力。

3.任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养他们的合作精神。

4.游戏教学法：通过设计有趣的游戏，让学生在轻松愉快的氛围中学习英语。

六. 教学准备1.教学材料：教材、PPT、黑板、教学卡片、录音机等。

课题Unit4 Grammar教学目标能掌握冠词的用法。

能运用方位介词来表达物体的位置。

教学重难点能掌握冠词的用法。

能运用方位介词来表达物体的位置。

课前准备录音机多媒体教师活动内容、方式学生活动内容、方式二次备课Check pre-exerciseA Using a, an and theStep 1. Free talkWhat’s this?It’s a book.Whose book is I It’s…’s.Write the sentences on the blackboard:It’s a book. The book is…’s.Make sentenceseg: This is an apple. The apple is big and red.Step2.PresentationWe use a or an when we mention a person or thing for the first time. We use the before a noun when the person or thing is mentioned again, or when we are talking about a specific person or thing. PracticeWhat’s this? It’s a book.Whose book is it?It’s …’s.Show some pictures and ask students to say something about the pictures:This is a Panda House. We can see some pandas.Look, here is a panda. The panda is eating bamboo.Here’s a panda too. What’s the panda doing?(The panda is lying on the grass.)Here is a baby panda. How cute! It’s so small. But the baby panda doesn’t look like its mother.Step3. PracticePair work .Have a free talk with your partner,try to use a, an and the.Finish these sentences with “a, an, the”.complete text book Page 47: Fun in the zooRead and act out the conversation.B Prepositions of placeStep 1.Presentation1.Introduce some prepositions of place.Eg: I often stand in front of you. Where is … sit?She sits between A and B. She sits in front of C,and C sits behind her.2. Ask and answer, try to make students answer with “inside , outside, beside, next to, left and right”.3. Teacher says: Look, we have some lights. The lights are above us. We have some books here. The books are on the teacher’s desk. We have a national flag. It’s over the blackboard.(Make sure that students can use these words correctly.) Look, here ‘s a panda. The panda is eating bamboo.Look, this is an elephant. The elephant is standing under the tree.Practice it Learn the rules Practice:I often stand in front of you. Where does … sit?She sits between A and B.She sits in front of C,and C sits behind her.4.Read the sentences on Page 48. Then make a simple dialogue to tell other students where you sit.S1: Where do you sit?S2: I sit in front of…/ I sit between…and/… I sit next to…S1: I sit beside…/ I sit behind…Step 2.practiceIn the parkSandy goes to the park every weekend. Look at the picture and tell me what you can see in it.Group work: say something about the picture.Make a conversationT：Where’s the lake?S: It’s beside a football field.T: What are the two boys doing on the lake?S: They’re rowing a boat.T: Where’s a bird singing?S: The bird is singing in the left tree.Complete the article on Page 48.Check the answers. Then read the article.Step 3.Homework1.完成课课练的相关练习。