新人教版七年级下册Unit11-12单元教案

新人教版七年级英语下册Unit11教案How was your school trip?教案单元教材分析：I. Status and Function 地位和作用"Go for it!" is based on "Task-Based Language T eaching". It adheres to "The authenticity principle", "The form-function principle", "The task dependency principle" and "The principle of learning by doing". These principles all accord with the demands of curriculum focus.In Unit 5 and Unit 10 of Grade Seven (II), "Go for it!" students have learned "The Simple Past Tense". And it appears again in Unit 8 of Grade Eight (I). Unit 8 teaches students more about how to talk about events in the past. In addition, it gives affirmative and negative statements in the past tense, such as the sentence patterns "Did you see...?" "Were there...?" "Did you go...?"As the first part of Unit 8, Section A opens with a picture presenting the last school trip in the aquarium and continues with several step-by-step practice activities, which are all good for students to master "The Simple Past Tense". Doing well in Section A will help students integrate the new target language with that in Section B. Thus, they can describe the events in the past freely and foster their own ability of reflecting and practicing.II. Teaching Objectives单元目标Teaching objective is the beginning and aim of teaching activities. According to the overall goal of the English elementary course—improve students' synthetic ability of language application, which should be based on the development of students' "Language knowledge", "Language skills", "Character building", "Learning strategies" and "Cross-cultural awareness".The teaching objectives are described as follows:(I). Knowledge objectivesi. Master the simple past tense of regular and irregular verbsii. Recite the new words and expressions about the last school trip in the aquarium, including their pronunciation and intonationiii. Master the key sentences and learn how to talk about the past events(II). Ability objectivesi. Understand the two dialogues and gain the information to foster the listening skillsii. Use the discourse markers to organize sentences together to form a short story and interview others to foster the speaking skillsiii. Understand the reading material and find the answers on the wall to foster the reading skills iv. Write down the correct sentences to foster the writing skills1. 学习询问和谈论过去发生的事情。

教学过程一、复习预习教师引导学生复习上节课所学含be的一般过去时态结构,导入本节课内容,并检查本节课预习作业。

二、知识讲解知识点1: last的用法【考查点】一adj、最后的;上一个的如:last weekend上一周He has lived here for the last few years、过去的几年她一直住在这里。

【考查点】二v、持续如: Our holiday lasts 10 days、我们的假期持续十天The hot weather lasted until September、炎热的天气持续到九月。

知识点2:How interesting! 多么有趣呀！【考查点】一由"how"引导的感叹句:"how"意为"多么",用作状语,修饰形容词或副词(被强调部分)。

如果修饰形容词,则句中的谓语动词用系动词;如果how修饰副词,则句中的谓语动词用行为动词,这类句子的结构形式常就是: How+adj、(adv、)+主语+谓语+(it is)、如:①How cold it is today! 今天多么冷呀！②How nice the pictures are! 多么漂亮的图画呀！③How happy they look! 她们显得多么高兴呀！【考查点】二由"what"引导的感叹句:"what"意为"多么"用作定语,修饰名词(被强调部分),单数可数名词前要加不定冠词a/an,复数可数名词或不可数名词前不用冠词。

这类句子的结构形式常就是: what+(a/an)+adj、+n、+主语+谓语+(it is)、如: ①What a clever girl she is! 多么聪明的姑娘呀！②What an interesting story it is! 多么有趣的故事呀！③What good children they are! 她们就是多么好的孩子呀！知识点3 : camp by the lake 在湖边野营【考查点】一、camp v/n如:go camping 去野营summer camp 夏令营【考查点】二、by prep、如:by the river 在湖边by bus 乘车知识点3: work as a guide 做导游【考查点】as 为介词,意为“作为,像”as 与like 二者都就是介词,as表示“实际上就是……”,like 表示“实际上不就是……如:He talks to me as a teacher、He talks to me like my teacher、知识点4: a butrefly house with over 200 kinds of butterflies【考查点】介词with 之用法1、与、、、一起,偕同,与、、、如:She lives with her son、她与儿子住在一起。

人教版七年级英语下册Unit 11How was your school trip?集体备课教案人教版七年级英语下册Unit 11How was your school trip?集体备课教案人教版七年级英语下册Unit 11How was your school trip?集体备课教案人教版七年级英语下册Unit 11How was your school trip?集体备课教案人教版七年级英语下册Unit 12What did you do last weekend?集体备课教案人教版七年级英语下册Unit 12What did you do last weekend?集体备课教案人教版七年级英语下册Unit 12 What did you do last weekend ?集体备课教案首备人 七年级组 复备人 课型 课时 授课人授课时间授课班级备课组七年级课题Unit 12 What did you do last weekend ?二次备课Keys :1.did ;stayed 2.are wearing 3.was 4.went 5.were ;was 教学反思教学课题 第三课时 Section B (1a-2c ) 教学目标 【知识目标】Important words : fly ,kite ,high ,ago ,India ,moon ,surprise ,snake ,move ,start ,jump ,wake ,forest ,into ,ear Important phrases : high school ,put up ,get a surprise ,shout to...,wake...up ,as a special gift ,tell stories ,know about Important sentences :1.But I was so tired that I went to sleep early.2.The next morning ,my sister and I got a terrible surprise.3.When we looked out of our tent ,we saw a big snake sleeping near thefire.4.We shouted to our parents to let them know about the danger.5.What lesson did Lisa learn from the weekend ?6.This woke the snake up and it moved into the forest near the lake. 【能力目标】能够正确运用一般过去时介绍周末生活。

人教版初中英语七年级下册十一单元讲义教案UNIT11第一部分【重点短语】给奶牛挤奶去钓鱼骑马喂鸡go for a walk show sb. aroundquite a lot/quite a lot of+n.learn a lot about sth. grow strawberriespick strawberries pick uptake sth. home in the countrysideworry+that从句worry about ……/be worried about ……last week come outIt was so much fun. have so much fun.an art museum the science museumgo on a trip along the waymake a model robot buy sth. for sb.= buy sb. sth.all in all it’s difficult (for sb.) to do sth.not at all be interested in （doing）sth.【答案】从左至右：milk a cow; go fishing; ride a horse; feed chickens; 去散步=take a walk;带领某人参观；相当多的；关于…学到很多；种草莓；摘草莓；捡起/接某人；带…回家; 在农村；担心……; 担心某人某事；上周；出来/出版/开花；如此有趣；玩得非常开心；一个艺术博物馆；科学博物馆；去旅行；沿途；制作一个机器人模型；为某人买某物;总之；对某人来说做某事很困难；根本不/一点也不；对（做）…感兴趣第二部分【重点语法】一、一般过去时1.定义一般过去时表示过去某个时间或一段时间内发生的动作或状态；也可表示过去经常或反复发生的动作。

e.g.I got up at 7:00 yesterday. 我昨天7点起床。

新人教版七年级下第十二单元教案(总7页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--一、复习预习教师引导学生复习上节课所学含be的一般过去时态结构，导入本节课内容，并检查本节课预习作业。

二、知识讲解知识点1： last的用法【考查点】一 adj. 最后的；上一个的如：last weekend上一周He has lived here for the last few years. 过去的几年他一直住在这里。

【考查点】二v. 持续如： Our holiday lasts 10 days.我们的假期持续十天The hot weather lasted until September. 炎热的天气持续到九月。

知识点2：How interesting! 多么有趣呀！【考查点】一由"how"引导的感叹句："how"意为"多么"，用作状语，修饰形容词或副词（被强调部分）。

如果修饰形容词，则句中的谓语动词用系动词；如果how修饰副词，则句中的谓语动词用行为动词，这类句子的结构形式常是：How+adj.（adv.）+主语+谓语+(it is).如：① How cold it is today! 今天多么冷呀！② How nice the pictures are! 多么漂亮的图画呀！③ How happy they look! 他们显得多么高兴呀！【考查点】二由"what"引导的感叹句："what"意为"多么"用作定语，修饰名词（被强调部分），单数可数名词前要加不定冠词a/an,复数可数名词或不可数名词前不用冠词。

这类句子的结构形式常是： what+(a/an)+adj.+n.+主语+谓语+(it is).如：① What a clever girl she is! 多么聪明的姑娘呀！② What an interesting story it is! 多么有趣的故事呀！③ What good children they are! 他们是多么好的孩子呀！知识点3 : camp by the lake 在湖边野营【考查点】一 .camp v/n如：go camping 去野营 summer camp 夏令营【考查点】二.by prep.如：by the river 在湖边 by bus 乘车知识点3： work as a guide 做导游【考查点】as 为介词，意为“作为，像”as 与like 二者都是介词，as表示“实际上是……”,like 表示“实际上不是……如：He talks to me as a teacher.He talks to me like my teacher.知识点4：a butrefly house with over 200 kinds of butterflies【考查点】介词 with 之用法1.与...一起,偕同,和...如：She lives with her son. 她和儿子住在一起。

Unit11-12复习Unit11重点短语：go for a walk 去散步milk a cow 挤牛奶ride a horse 骑马feed chickens 喂鸡talk with 和……交谈take photos 拍照show…around 带领……参观in the countryside 在农村go fishing 去钓鱼go to the zoo 去动物园climb the mountains 爬山visit a museum 参观博物馆fire station 消防站draw picture 画画science museum 科学博物馆by train 乘火车in all 一共；总共be interested in 对……感兴趣not…at all 一点也不quite a lot 相当多learn about 了解grow strawberries 种植草莓pick strawberries 采草莓from..to…从……到……at night 在夜晚come out 出来along the way 沿线 a lot of 许多；大量buy sth. for sb. = buy sb. sth.为某人买某物go on a shool trip 去学校郊游after that 之后all in all 总的来说重点句子：1.Did you see any cows?你看见奶牛了吗？Yes，I did.I saw quite a lot.是的，我看见了许多。

2.Did you ride a horse?你骑马了吗？No,I didn’t.But I milked a cow.不，我没有，但我挤牛奶了。

3.How was your school trip?你的学校旅游怎么样？4.What did Tina do?蒂娜干什么了？She picked some strawberries.她摘了一些草莓。

人教版英语七下第11单元教案教案标题：帮助学生提高英语口语能力——人教版英语七下第11单元教案教学目标：1. 学习并掌握本单元的词汇和短语。

2. 能够使用正确的语音、语调和口语表达与他人沟通。

3. 能在日常生活中进行简单的英语口语对话。

教学重点：1. 词汇和短语的掌握与运用。

2. 口语表达的流利与准确。

教学难点：1. 准确地使用本单元的词汇和短语进行口语表达。

2. 运用所学知识进行场景式对话。

教学准备：1. 课本和教具：人教版七年级下册英语教材、单词卡片、小黑板等。

2. 多媒体设备：用于播放相关教学素材和音频资料。

教学过程：Step 1：导入与复习（5分钟）1. 与学生互动，复习并检查上一单元所学的词汇和短语。

2. 引入新单元话题：“Our Daily Life”，鼓励学生自由发言，讨论自己在日常生活中使用英语的场景和情境。

Step 2：新课呈现（15分钟）1. 给学生分发单词卡片，引导学生朗读并拼写本单元的生词和短语。

2. 利用多媒体设备播放相关情景视频，让学生观看并听取相关对话。

Step 3：口语练习（25分钟）1. 将学生分为小组，每个小组由3-4人组成。

2. 放置一个小黑板在教室的某个角落，写上一个场景，如“在餐厅点餐”。

3. 每个小组从一个场景开始，按照轮流发言的方式进行一段对话，表达他们在该场景下的英语口语表达。

每个人只能说一句，如果有人无法继续对话，则轮到下一个小组继续。

4. 教师鼓励学生利用本单元所学的词汇和短语进行对话，同时纠正他们的发音和语法错误。

Step 4：巩固与拓展（10分钟）1. 教师与学生一起检查并纠正口语练习中的错误，并解答学生在口语表达中遇到的问题。

2. 让学生回到他们的座位上，完成课本相关练习和口语活动，加深对本单元知识的理解和掌握。

Step 5：作业布置（5分钟）1. 布置练习任务：要求学生在下一节课前准备一个小组对话或一段英语口语表达的录音。

2. 完成课本上相关的课后习题。