人教版七年级下册英语unit12 知识点学案设计(无答案)

Unit 12 What did you do last weekend?单元复习课教材分析本单元话题是“周末活动”（Weekend activities）。

本节课是本单元的第六节课，是一节复习课，主要活动包括单元词汇、短语、句型的复现，考点及语法的针对性练习和知识的迁移运用，引导学生在复习的过程中巩固单元重点知识。

教学目标学完这一课，学生能够掌握：1．词汇：Unit 12的重点词汇及核心考点；2．语法：一般过去时的特殊疑问句；3．交际功能：用一般过去时谈论周末活动。

教学重点1．一般过去时的特殊疑问句；2．tired、tiring、stay、shout at sb.、shout to sb. 等核心词汇的用法；3．介绍或描述自己或他人的周末活动。

教学难点1．一般过去时的特殊疑问句；2．介绍或描述自己或他人的周末活动。

教学过程课堂导入让学生四人一组，根据课件提供的示例，采用接龙的形式完成句子练习，导入本单元的话题，激发学生的学习兴趣，调动学生的学习积极性与主动性。

知识探究Step 1: 话题梳理【教师活动】梳理本单元的话题及功能，然后组织“头脑风暴”，引导学生说出与本话题内容相关的词汇和句型，引导学生整合本单元学习的重点知识，思考并构建单元知识的脑图。

教师逐步呈现脑图，补充总结。

【学生活动】梳理本单元重点知识，思考并构建单元知识的脑图，完成学习任务单中的课堂学习任务一。

Step 2: 考点突破【教师活动】教师梳理必过考点，让学生通过练习掌握以下核心考点，并以练习带动知识复现、复习和应用，使学生达到真正掌握知识点的目的。

（1）tired 与tiring（2）stay（3）shout at sb. 与shout to sb.（4）fly（5）surprise（6）so ... that ...（7）see sb./sth. doing sth. 与see sb./sth. do sth.【学生活动】完成学习任务单中的课堂学习任务二的第1至7小题。

人教版英语七年级下册教案主备人：_ _ 审核人：复备人：1. 熟记并运用本单元重点单词和短语及句型。

2. 学会灵活运用wh-引导的一般过去时态的特殊疑问句句型。

3. 能够运用本单元重点单词和句型写一篇关于周末活动的文章。

一般过去时态的特殊疑问句句型。

一般过去时态的特殊疑问句句型。

默写下列短语1 深夜不睡；熬夜__________ 2去看电影___________3 去划船________4 在湖边野营________5 去海滩__________6 打羽毛球__________7 备考数学测验____________ 8 在星期六上午________9 以...的身份工作_________ 10 生活习惯__________11 跑开_____________ 12 冲...大声叫嚷_________13 爬到....上面___________14 弄丢东西_________15 上个周末____________16看望她的祖母_______17 和....一起去___________18 老鼠一家________19 弹吉它_____________20 去图书馆________21 和朋友吃晚饭_________22 放风筝________23 待在家里________24 玩得开心________25 待在家里____________ 26 中学__________27 搭起，举起___________28 互相；彼此______29 吃惊_________ 30 上上下下，起伏______31 把...弄醒___________32 对....大声喊叫_______五、讲授新课，师精讲，生精练。

（10分钟）1. shout at ... 冲...大声叫嚷区别：shout at与shout to: shout at：近距离喊叫，带有训斥之意。

shout to：远距离喊叫，告知提醒某人。

eg：Don't shout at me. 别冲我大喊大叫。

⼈教版七年级英语下册unit12教案 英语教案是指七年级英语教师以教学理论为基础，为优化教学效果⽽制定的实施⽅案。

下⾯是店铺为⼤家精⼼推荐的⼈教版七年级英语下册unit12的教案，希望能够对您有所帮助。

⼈教版七年级英语下册unit12教案设计 Unit 12 What did you do last weekend? Section A (1a-2d) ⼀、教学⽬标： 1. 语⾔知识⽬标： 1)掌握以下单词： camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late. 能掌握以下句型： ①—Where did you do last weekend, Lucy? —I went to summer camp. ② —How was your weekend? —Pretty good, thanks ③ —I worked as a guide at the Natural History Museum. ④ —How interesting! 2) 能了解以下语法：learn to talk about recent past events. 2. 情感态度价值观⽬标 1.帮助学⽣树⽴合作学习观点。

2.讲述美好的周末，树⽴学⽣享受⽣活，热爱美好的⼤⾃然情感。

⼆、教学重难点 1. 教学重点： 1) Key vocabulary. 2) Talk about recent past events 2. 教学难点： 1) Talk about recent past events 2) Practice students’ listening, speaking, reading and writing skills. 三、教学过程 Ⅰ. Warming-up and revision Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity, Ⅱ. 1 a This activity introduces the key vocabulary. Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton. Point out the numbered list of activities. Say each one again and ask students to repeat. Then ask students to match each activity with one of the pictures. Say, Write the letter of eachactivity next to the words. Point out the sample answer. Check the answers. Ⅲ. Listening Work on 1b This activity gives students practice in understanding the target language in spoken conversation. Point to the activities in the picture in activity la. Ask students to tell what the person did in each picture. For example, She played badminton, or Lucy went to the cinema. Play the recording the first time. Students only listen. Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing badminton; on Saturday morning. Correct the answers. Ⅳ. Pairwork Work on 1c This activity provides guided oral practice using the target language. Point to the example conversation. Ask two students to read the dialogue to the class. Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend. Talk about the activities in the picture. Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed, Ⅴ. Listening Work on 2a: This activity gives students practice in understanding the key vocabulary in spoken conversation. Point to the five sentences and ask a student to read these sentences to the class. Say, You will hear recording of a conversation. The people will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording. Play the recording the first time. Students only listen. Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother. Correct the answers.1grandma 2 homework 3 English 4 farm 5 cows Ⅵ. Listening Work on 2b: This activity provides listening practice using the target language. Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name. Say, Now I will play the recording again. Listen to the students talking about what they did over the weekend. Write C for Carol, B for B Becky or J for Jack next to each statement in activity 2a. The first one has been done for you. Play the recording the first time. Students only listen. Point out the sample answer, S, in statement 1. Say, Sonia visited her grandmother. Play the recording again. Ask students to write a letter in front of each statement to show what each person did. Check the answers. B B C J J Ⅶ. Pair work Ask and answer in pairs. Point to the example conversation. Ask two students to read the dialogue to the class. Say, Now work with a partner. Student A, ask questions about what, who or where , Student B answers. Students work in pairs. Ⅷ. Role-play the conversation. 1. Ask Ss to look at conversation in 2d. Then Ss read the dialogue by themselves and find the answer to these questions: ① What did Lisa do on her weekend? ② What did Paul do on his weekend? 2. Ss work in pairs and role-play the conversations. 3. Have several pairs perform their conversations for the rest of the class. Homework: 1. Copy new words twice. 2. Write about what you did last weekend. ⼈教版七年级英语下册易错知识点归类例析 名词类 1. 这些⼥⽼师们在⼲什么? [误] What are the woman teachers doing? [正] What are the women teachers doing? [析] 在英语中，当⼀名词作定语修饰另⼀名词(单或复数形式)时，作定语的名词⼀般要⽤其单数形式;但当man，woman作定语修饰可数名词复数形式时，要⽤其复数形式men，women. 2. 房间⾥有多少⼈? [误] How many peoples are there in the room? [正] How many people are there in the room? [析] people作"⼈、⼈们"解时，是个集合名词，其单复数同形。

⼈教版初中七年级英语下册第⼗⼆单元Unit12教案含教学反思第11单元How was your school trip?类别课程标准要求掌握的内容话题School trips 学校旅游Section A 单词milk v.挤奶cow n.奶⽜horse n.马feed v.喂养；饲养farmer n.农民；农场主quite adv.相当；完全anything pron.任何东西；任何事物grow v.种植；⽣长；发育farm n.农场v.务农；种⽥pick v.采；摘excellent adj.极好的; 优秀的countryside n.乡村；农村yesterday adv.昨天flower n.花worry v.& n.担⼼；担忧luckily adv.幸运地；好运地sun n.太阳短语milk a cow给奶⽜挤奶ride a horse 骑马feed chickens 喂鸡quite a lot (of…)许多in the countryside 在乡下；在农村show sb. around…带领某⼈参观……last week上个星期go fishing 去钓鱼句型1.—How was your school trip?你的学校郊游怎么样？—It was great! 好极了！2.—Did you go to the zoo?你去动物园了吗？语法⼀般过去时（⼀）写作介绍过去的活动知识⽬标⼀般过去时态（Ｉ）能⼒⽬标能⼒⽬标能够听懂⽤⼀般过去时表达的句⼦；能够和别⼈谈论过去发⽣的事情，正确使⽤⼀般过去时；能够读懂含有⼀般过去时的句⼦的⽂章；学会使⽤⼀般过去时进⾏简单的写作。

情感⽬标能够谈论⾃⼰的郊游经历，感受⽣活的乐趣。

【课时建议】本单元建议5课时Section A （1a~2d）………………………………………………………………………………………1课时Section A （3a～3b）……………………………………………………………………………………1课时Section B （1a～1d）……………………………………………………………………………………1课时Section B （2a~2c）……………………………………………………………………………………1课时Section B （3a～3c）……………………………………………………………………………………1课时词汇短语：主要采⽤图⽚及多媒体展⽰助记法。

七年级英语下 Unit12 学案教学目标：1.词汇:by, wash, later, the Children’s Palace, no talking, be in bed, on school nights, too many/much2.句型：a. I have to be in the bed by ten o’clockb. I have never have any func．No +doing/名词=don’t +V原3.学会谈论校规、家规、及其他学生熟悉场合的规定。

教学重点: 1.祈使句的运用。

2.正确描述熟悉场合的规定。

教学过程：一、一、温故知新Look at the pictures. What rules are these students breaking? (违反)For example: Don’t run in the hallways.二、二、学习新知识点★ too many+可数名词复数★hang out闲逛, 和朋友在一起★ too much +不可数名词★ later★ make his bed （铺床）★ after school★ by+时间★ be in bed =go to bed★ wash ★ make dinner★ help sb do sth ★ go to +地点+to do sth三、合作交流What are Liu Xing’s family rules? What does he have to do at home?Do it like this:A: What does he have to do at home?B: He has to…get up early at 5:30 every morninghelp mom make dinner.go to the Children’s Palace to learn Englishwash clothes on weekendsclean the roombe in bed by 9:30make the beddo his homework after school四、听力理解同学们，通过做笔头练习，检查一下自己掌握的情况。

人教版七年级下册英语Unit 12 教学设计一. 教材分析人教版七年级下册英语Unit 12的主题是关于日常生活中的饮食和饮食相关的表达。

本单元通过学习食物名称、数量和口味等，让学生能够用英语进行简单的饮食交流。

教材包括词汇、对话、阅读理解和语法等部分，内容丰富，贴近生活，能够激发学生的学习兴趣。

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。

他们对生活中的饮食有一定的了解，兴趣浓厚。

但部分学生在口语表达上还存在困难，需要教师的引导和鼓励。

三. 教学目标1.知识目标：学生能够掌握本单元的词汇、句型和语法，了解日常饮食的表达方式。

2.能力目标：学生能够用英语进行简单的饮食交流，提高口语表达能力。

3.情感目标：培养学生对饮食文化的兴趣，增进同学间的友谊。

四. 教学重难点1.重点：本单元的词汇、句型和语法。

2.难点：如何运用所学知识进行实际交流。

五. 教学方法1.任务型教学法：通过设定各种饮食相关的任务，让学生在完成任务的过程中学习和运用英语。

2.情境教学法：创设日常饮食的情境，让学生在真实的环境中进行语言实践。

3.小组合作学习：鼓励学生相互交流、合作，提高口语表达能力。

六. 教学准备1.准备食物图片、实物等教学资源。

2.设计各种饮食相关的任务和活动。

3.准备课堂录音、视频等教学材料。

七. 教学过程1.导入（5分钟）利用图片或实物展示各种食物，引导学生谈论他们喜欢吃的食物。

2.呈现（10分钟）介绍本课的主题，展示食物图片，引导学生用英语描述食物。

3.操练（15分钟）分组进行角色扮演，模拟餐厅点餐的场景，练习本课的句型和词汇。

4.巩固（10分钟）学生互相提问，用英语讨论喜欢的食物和口味。

教师给予指导和反馈。

5.拓展（10分钟）听录音或观看视频，了解不同地区的饮食习惯。

学生分享自己的饮食文化。

6.小结（5分钟）总结本节课所学内容，强调日常饮食的表达方式。

7.家庭作业（5分钟）布置作业：用英语写一篇关于自己喜欢的食物的短文。