七年级英语下册 Unit4《A more enjoyable school life》教案 上海牛津版

七年级英语下册Unit4Amoreenjoyableschoollife词汇专练上海牛津版七年级英语下册 Unit 4 A more enjoyable school life词汇专练上海牛津版I.字母组词。

1. Do you like eating __________ sauce. (motota)2. I read it in the ______________ yesterday. (repaspwen)3. These people take care of _____ animals. (elssemoh)4. We should have a(n) ________fe stival. (naltionaterin)5. She likes eating ____________ food. (dinian)6. We want to ___________ some money for this activity. (airse)7. Please _______ your homework to school tomorrow. (ingbr)8. You can ___________ the dish with a little mustard. (inrleksp)9. How much do they _________? (stco)10. Don’t ____________ the dirty water into the rive r. (ourp)II.用所给单词的适当形式填空。

1. My hometown is a place _____ (call) Shenyang.2. You should take more exercise, or you will get _________ (fat) than now.3. The teacher taught us ________(make) a model house.4. How many _________ (woman doctor) are there in the hospital?5. My father wants to buy a good _________ (cook) book.6. I ____________(sell) many old books last Sunday.7. I’ll sell ____________ (China) food and drinks.8. Come and have food from _______ (difference) countries.9. There are many _____________ (kind) of books in the new bookshop.10. Mr Zhang ___________ (read) newspapers every day.III.根据汉语提示写出单词。

Module 3 ChangeUnit 4 A more enjoyable school life一、单元分析（Unit Analysis）（一）单元地位（Unit Position）1本课出现了”What changes would you like to see in our school?” 。

作为功能性语言，教师可以设计多个场景，在课堂教学中加以一定的机械性训练。

2本课出现了用情态动词could表达能力的用法，“We could move the desks into groups ourselves.”可以结合can表示“许可”进行比较。

3 用形容词描写事物”It would be fun to have cookery lesson”.教师可结合”It is +adj. to do sth.”进行比较。

4本单元还要求学生掌握反身代词的用法，在此时可以对所有反身代词进行归纳总结。

（二）单元目标（Unit Target）1 用含有“什么“词语的问句获取某一事情的各种明确信息”What changes would you like to see in our school?”2 用情态动词提出建议“I’d like to have computer lessons.”3 用形容词描写事物“It would be fun to have cookery lesson.”4 用情态动词谈论能力“We could move the desks into groups ourselves.”5 用固定表达回复建议“That’s a good idea.”。

（三）单元重点（Unit Points）1关键词：1）动词短语：have a discussion/conduct a survey for the school/too hot to run and jump/be interested in /have more children’s magazines to read/sit in groups in the classroom/wouldn’t need to move /study in an air-conditioned classroom/feel uncomfortable/have less homework2) 反身代词：myself/ ourselves/yourself/yourselves/himself/herself/itself/themselves3）情态动词：could4) 形容词nice/ possible/impossible/interesting/necessary/unnecessary/comfortable/ uncomfortable2 功能：1）表达建议：--– What do you think about the suggestions?---It would be possible to have more display boards.2）表达能力。

Module 3 ChangeUnit 4 A more enjoyable school lifeTeaching PlanBy Lin CuixiuTeaching ma terial: Module 3/Unit 4 A more enjoyable school lifeTeaching aims:1. Improve students’ abilities of listening and speaking.2. Develop students’ abilities of creation and imagination.3. Arouse students’ interest in English.Language focus:1. Asking ‘what’ questions to find out various kinds of specific information about an event.2. Using modals to make suggestions.3. Using adjectives to describe events.Teaching procedure:I. Warming up1) Sing two English songs to relax.2) Watch a short play called “Mr. Wind and Mr. Sun” by students.II. Pre-task preparation1) Show some slides on students’ school life and ask some stude nts to introduce what they do atSchool. To elicit: Our school life is enjoyable.2) Ask students if they’d like to have a mo re enjoyable school life. To elicit: What changes would you like to see in our school?3) Invite a few more able students to tell the class their suggestions.4) Play the recording and have the students know about the suggestions of Eddie’s class5) Ask some questions to check their understanding6) Invite a leader to read and the others listen and repeat.7) Invite some groups of eight to role- play the conversation in class and judge who reads the best.8) While showing some slides , i ntroduce the teacher’s suggestions on a more enjoyable school life.III. While-task procedure.1). Work in groups and discuss what changes t hey’d like to see in their school.2) Invite a more able student to conduct a survey .Collect their suggestions and see which group offers the most suggestions.3). Show the students some more suggestions of Eddie’s class.4) Practise reading.5) Play the recording and know about what they think about the suggestions.6) Introduce or review some adjectives .by showing a slide.7) Work in pairs and talk about the suggestions, using the adjectives they have learnt.Model:S1: Wha t changes would you like to see in our school?S2: I’d like to …. What do you think about my suggestion?S1: It would be adj. to….IV. Post-task activity.1) Show a slide of their own classroom.2) Students stay in groups of five and conduct a survey to find out what changes their classmates would like to see in their class. After collecting the information, have them write a list of suggested changes on the tasksh eet.3) Invite a repres entative from each group to report to the class their suggested changes.4) Talk about what they think of each suggestion.V. Consolidation:1. Read the conversation after tape and try to recite it.2. Workbook P313. Grammar Practice Book P52&53课后感：整堂课运用了多媒体的教学手段，因为课文的内容贴近生活实际，故把丰富的图片资料展现给学生，给他们直观的印象，其目的是优化课堂教学。

七年级下册第四单元知识点1.What day is it today? 今天星期几？What time is it? 几点了？What is the date?几号？日期是多少？e over for dinner 过来吃晚饭come over 过来，拜访3.be good for 对...有好处be good to 对...友好be good at = do well in 擅长4.have math classed 上数学课5.on Friday 在周五6.this weekend 这周末on weekends 在周末7.be busy doing sth. 忙于做某事8.both 都（两者）+可名复all 都（三者以上），全部9.be going to = will 将要一般将来时10.make new friends 交朋友make new friends with sb. 和...交朋友11.make sb. do sth. 让某人做某事12.have fun 玩的开心have fun doing sth. 开心做某事13.at the same time 同时in time 及时on time 按时14.next week 下星期，下周15.join sb. 加入某人16.after school 放学后17.Acting is fun and useful. 表演有趣且有用。

18.social skills 社会能力19.enjoy doing 喜欢做某事，享受做某事enjoy oneself 玩的开心20.hope to do sth. 希望做某事hope that +从句希望...21.stay in shape 保持体型stay (at) home 呆在家里stay in bed 躺在床上stay healthy 保持健康stay still 保持安静，待着不动22.by the pool 在泳池边23.add up 添加，加上24.find out 找出，查明find 发现，找到（结果）look for 寻找（动作/过程）25.play sports 做运动26.in one’s free time 在某人空闲时间27.exercise one’s mind 锻炼某人的头脑28.be active 积极29.do something active 做一些积极的事something 复合不定代词后＋形容词30.play an instrument 弹奏乐器31.on a cold and snowy day 在一个寒冷的有雪的一天on +具体某一天32.listen to music 听音乐33.draw a picture 画画34.read a book 读书35.write a story 写故事36.go on a trip 去旅行37.without 没有（介词prep.）with 有，和，用（介词prep.）38.on the way 在路上on one’s way to sp. 在某人去某地的路上39.例如：for example + 1-2个例子such as +多个例子40.have lunch 吃午餐41.in a hurry 匆忙地hurry up 快点42.make donuts 制作甜甜圈43.How exciting ! 多么令人激动啊！44.surf the Internet 网上冲浪45.help sb. with sth. 在某方面帮助某人with the help of sb. = with one’s help 在某人的帮助下help sb. (to) do sth. 帮助某人做某事help sb. out 帮助某人摆脱困境46.join sb. 加入某人47.would love/like to do sth. 想要做某事Would you like to ...?肯定回答：Yes, I would like/love to.48.talk to sb. on the phone 和某人在电话里交谈49.one pron.一个;num.一代指上文内容：it 同类同物one 同类不同物；同款that 对比结构中，同类e over 过来；顺便来访51.close adj. 接近的，亲近的v.关闭closed adj.关闭的，歇业的be close to 与...接近；与...亲近52.too expensive 太贵的53.need 实义动词：需要need to do sth. 需要做某事need doing sth. 需要被...= need to be done情态动词：需要need do sth.Need ...?回答：54.It‘s three hours away from my house. 距离我家有三个小时。

牛津上海版英语七下Unit 8《A more enjoyable school life》英文教学设计一. 教材分析教材为牛津上海版英语七下Unit 8《A more enjoyable school life》，本单元主要围绕学校生活的话题，让学生学会描述学校生活的不同方面，并表达自己对于学校生活的看法。

教材包括课文阅读、词汇学习、语法讲解和综合练习等部分，旨在提高学生的综合语言运用能力。

二. 学情分析学生在学习本单元前，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。

但部分学生对于表达自己观点的能力仍有所欠缺，需要通过本单元的学习进一步提升。

同时，学生对于学校生活的不同方面认知有限，需要通过课文学习和实践活动来拓展。

三. 教学目标1.能理解并运用本单元所学词汇和语法描述学校生活。

2.能听懂、会说、会读、会写本单元的重点句子。

3.能通过课文学习，了解不同国家的学校生活，拓展视野。

4.能表达自己对于学校生活的看法，提高思维能力和表达能力。

四. 教学重难点1.重点：本单元的词汇、语法和重点句子。

2.难点：如何运用所学知识表达自己对于学校生活的看法。

五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中学习和运用英语。

2.情境教学法：创设各种学校生活的情境，让学生在真实的环境中学习英语。

3.小组合作学习：鼓励学生分组讨论，培养团队合作精神和沟通能力。

六. 教学准备1.课件：制作课件，包括课文内容、词汇、语法和练习等。

2.教学素材：准备与学校生活相关的图片、视频等素材。

3.课堂活动用品：准备卡片、单词条等用于课堂活动。

七. 教学过程1.导入（5分钟）利用图片或视频展示不同国家的学校生活，引导学生谈论自己对学校生活的看法，激发兴趣。

2.呈现（10分钟）呈现课文内容，让学生跟读并模仿语音语调。

讲解新词汇和语法，让学生理解并运用。

3.操练（10分钟）设计各种练习，让学生运用所学知识进行口语表达。

My Favorite Subject: EnglishEnglish, the language of global communication, has always fascinated me. Since I started learning it in Grade 7, it has become my favorite subject. The unit 4 of the English textbook for Grade 7 has particularly captivated my attention, introducing me to the wonders of the world through the medium of English.The unit begins with a captivating story about a trip to the zoo. As I read about the different animals and their unique characteristics, I felt as if I was right there, observing them myself. The vocabulary and grammar lessons in this unit were particularly engaging, allowing me to expand my knowledge of the language while also enhancing my understanding of the world.One of the most memorable moments in this unit was when we had to present a project on a favorite animal. I chose the elephant, and I spent hours researching and preparing for my presentation. I learned so much about elephants, from their social behavior to their ecological importance. Presenting my project to my classmates was a thrillingexperience, and it gave me a sense of accomplishment and confidence in my English skills.The unit also included several activities that helped us practice our speaking and listening skills. We had role-play conversations about animals and their habitats, and we listened to recordings of native speakers describing different animals. These activities were not only fun, but they also helped me improve my pronunciation and fluency in English.Overall, Unit 4 of the English textbook for Grade 7 was an enriching and enjoyable experience. It not only taught me new vocabulary and grammar rules, but it also introduced me to a world of wonderful animals and their habitats. Learning English has become even more exciting and rewarding for me, and I look forward to continuing my journey of discovery through this amazing language.**我最喜欢的科目：英语**英语，作为全球交流的语言，一直让我着迷。

七年级英语下册Unit4《Amoreenjoyableschoollife》教案上海牛津版Module 3 Change一. 本周教学内容：Unit 4 A more enjoyable school life［教学过程］1. 情态动词could的用法could的否定形式是could not，多缩写为couldn't，两者通常都读作['kudnt]。

（1）表示能力，意思是：能，会。

【例】Could you speak English then？那时你能讲英语吗？He said he couldn't follow me. 他说他跟不上我。

注意：①could（能）和was/were able to 都表示过去一般具有某种能力。

【例】He could (was able to) swim very well when he was nine. 他九岁时就很会游泳。

②was (were) able to 可以表示过去某时有某种具体的能力并且实际上可以做到，但could表示过去的习惯能力。

【例】Although the driver was badly hurt, he was able to explain what had happened. 司机虽受重伤，但仍能说明发生了什么事。

（2）表示可能性，意思是：可能。

【例】That big cinema can seat 2,000 people. 那家大电影院能坐2,000人。

He said he couldn't come. 他说他不能来。

（3）提出请求、疑问或看法（could是虚拟语气，代替can，在时间上与can没有区别，只是语气比can委婉。

can语气直爽、肯定）。

【例】----Could you let me have your passport?----Yes, here it is.—看看你的护照好吗？—行，这就是。

Module 1 Garden City and its neighboursUnit 1 Writing a travel guideUnit 2 Going to see a filmUnit 3 A visit to Garden CityUnit 4 Let’s go shopping1.How are you getting on with your travel guide?get on with “进展”;“与……相处(融洽)”I’m getting on well with the preparation.How are you getting on with your new classmates?2.be famous for… (以/由于……知名)be (well) known as…(以/ 作为….被人知晓)Shanghai is famous for its night views.Shanghai is also known as a “Shopping Paradise” becausethere are a lot of department stores and huge shopping centres. 上海被誉为“购物天堂”，由于上海有很多百货商店和大型购物中心。

Qingpu is famous for its fish and rice.3.It is + adj. + that (主语从句), 表示“……太……了”It is wonderful that we can have dinner on the 91st floor in Shanghai World Financial Centre.It is not surprising that many tourists come to visit Shanghai every year to shop.It is + adj. + to do sth.It is convenient to travel between Pudong and Puxi.=To travel between Pudong and Puxi is convenient.It is terrible to have dinner in this restaurant. The food tastes awful.=To have dinner in this restaurant is terrible.4.If you go there, you will see a huge open area with green grass, trees, fountains and pigeons.主句用一般将来〔或can,may,must〕，从句用一般现在时。

Unit 4 After- School Activities必背单词1. activity n.活动→activities (复数)→active adj.活跃的→action n.行动；活动2. practice n.﹠v. 练习→practice doing sth.练习做某事3. chess n.国际象棋→play chess 下象棋4. both adj. &pron.二者(的)→both…and………和……两者都5. nothing n. ﹠pron. 无事→nothing but 只不过6. volunteer v.自愿帮助→volunteer to do sth. 自愿做某事7. volleyball n. 排球必背短语8. come over for sth. 过来做某事9. do well in…在……方面做得好必背句子10. How about coming over for dinner this evening？今天晚上过来吃晚饭怎么样？必背单词1. join v.参加→join the Party 入党2. improve v.提高→improvement n.提高；改善；做出改进3. skill n.技能→skillful adj.熟练的4. meeting n. 聚会→ have/hold a meeting 举行会议→a sports meeting 运动会5. act v. ﹠n.行动；扮演→action n.行动→actor n.男演员→actress n. 女演员6. useful adj.有用的→use v.使用→be useful to sb.对某人有好处7. role n.职能→play a role in 在……中起作用8. team n.队；组→on the team 在队伍里9. shape n. 样子→in the shape of…以……的形状10. level n. 水平→reach a level of…达到……水平11. thinking adj. 思想的12. challenge n. ﹠v. 挑战必背短语13. make friends 交朋友14. at the same time 同时15. enjoy doing…享受……16. stay in shape 保持体型必背句子17. Acting is fun and useful.表演既有趣又有用。

探索自然之美：一次难忘的户外教学In the early spring of our junior year, our English teacher announced an exciting news - we would be heading out for an outdoor teaching activity! The unit we were studying at that time was Unit 4, which focused on nature and the environment. The aim of this trip was to merge our classroom learning with real-life experiences and deepen our understanding of the subject matter.Eager with anticipation, we boarded the school bus and set off for our destination - a scenic park in theoutskirts of the city. The sun was shining brightly, and the breeze carried the fresh scent of flowers and trees. The scenery outside the window was a stark contrast to the familiar four walls of our classroom.Once we arrived at the park, our teacher divided usinto small groups and assigned each group a task related to Unit 4. Some groups were asked to observe and describe the plants and animals in their surroundings, while others were to identify and record different types of trees. Our group was tasked with interviewing park visitors about their experiences with nature and the environment.I was nervous at first, but as I approached the first few visitors, I realized that they were just as excited to share their stories as I was to listen. One lady spoke about how walking in the park helped her de-stress and connect with nature. A young boy shared how he had learned to appreciate the beauty of flowers and birds from his frequent visits. These personal anecdotes added a deeper dimension to our unit's content.Apart from the interviews, we also participated in various fun activities like nature treasure hunts and drawing competitions. These activities not only made the learning process more enjoyable but also helped us apply what we had learned in class to real-world situations.As the day drew to a close, we gathered back at the park's picnic area for a review session. Each group shared their observations and findings, which were then compiled into a report. Our teacher praised our efforts and encouraged us to continue exploring and learning about nature in our daily lives.The outdoor teaching activity was a resounding success. It not only reinforced our understanding of Unit 4'scontent but also fostered a sense of responsibility towards protecting our environment. I realized that learning wasn't confined to textbooks; it was an ongoing process that could be enjoyed and experienced anywhere, anytime.**探索自然之美：一次难忘的户外教学**在初一的下学期初，我们的英语老师宣布了一个令人兴奋的消息——我们将要参加一次户外教学活动！当时我们正在学习第四单元，这个单元聚焦于自然和环境。

Module 3 ChangeUnit 4 A more enjoyable school life1Language focus: Asking ‘Wh-’ questions to find out various kinds of specific information aboutan event.e.g. What change would you like to see in our school?Using modals to make suggestions.e.g. I’d like to have puter lessons.Language skills:ListeningListen for specific informationUse visual clues, context and knowledge of the world to work out the meaning of anunknown word and a plete expressionSpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speedto convey intended meanings and feelings.Using gestures and facial expression to convey meaning and intention.ReadingRead written language in meaning chunksRecognize recurrent patterns in language structureMaterials:Student’s Book 7B page 2Cassette 7B and a cassette playerPreparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or bee familiar with the background for the task that follows.1. Introduce: enjoyable. Say: I like swimming in summer. It’s enjoyable. Encourage students to guess the meaning of this new adjective.2. Review the language structure: I’d like to … Ask: What would you like to have for dinner tonight? To elicit: I’d like to have … Provide some prompt words for students if necessary.3. Play the recording: Look and read. Students listen and follow in their books.4. Play the recording again. Students listen and repeat.5. Invite eight students to e out and role-play the conversation in class. Other students act as the judges and select the best performer.ConsolidationGrammar Practice Book 7B page 522Language focus:Using modals to make suggestionse.g. We’d like to …Using adjectives to describe eventse.g. It would be impossible to have a swimming pool in our school.Asking ‘Wh-’ questions to find out various kinds of spe cific information about an event.e.g. What changes would you like to see in our school?Language skills:ListeningListen for specific information.SpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.Open an interaction by eliciting a response.Maintain an interaction by controlling participation in an interaction or group activites such as taking one’s turn at the right moment and recognizing others’ desire to speakMaintai n an interaction by asking and responding to others’ opinions.ReadingRecognize the presentation of ideas through by using strategies such as brainstorming, listingMaterials:Student’s Book 7B page 60Cassette 7B and a cassette playerWorkbook 7B page 54Photocopiable page 31Preparation:Cue the cassette. Make a copy of Photocopiable page 54 for each student.Pre-task preparation1. Introduce/Review the following adjectives to/with students: fun, nice, possible, impossible, interesting, necessary, unnecessary, important, fortable and difficult.2. Play the recording: Think and discuss. Student listen and follow in their books.3. Students work in groups of five and talk about the list of suggestions. Tell them to use the adjectives they have just learnt. Alternatively, you can encourage students to use any other adjectives they have learnt before.4. Invite a representative from each group to report to the class what their group thinks of each suggestion, e.g. It would be ( an adjective) to …Post-task activityWorkbook page 1ConsolidationGrammar Practice Book 7B page 13Language focus:Using modals to talk about abilitye.g. We could move the desks into groups ourselvesUsing pronouns to identify people.e.g. I’ll do it my self.Using formulaic expressions to respond to suggestions.e.g. That’s a good idea.Language skills:ListeningIdentify details that support a main idea.Listen for specific informationSpeakingOpen an interaction by eliciting a responseMaintain an interaction by replying.Maintain an interaction by asking and responding to others’ opinions.ReadingRead written language in meaningful chunksWritingGather and share information, ideas and language by using strategies such as brainstorming, question.Develop written texts by expressing ideas and feelings.Materials:Student’s Book 7B page 61Cassette 7B and a cassette playerWorkbook 7B page 32Photocopiable page 55Preparation:Cue the cassette. Make a copy of Photocopiable page 55 for each group. Remind students to bring back Photocopiable page 54 to class.Pre-task preparation1. Introduce the reflexive pronouns: yourself, yourselves, ourselves, themselves, myself, himself and herself. Say: I d on’t have a maid at home. I do all the housework myself. Do you do the housework yourself or does your mother do all the housework herself?2. Play the recoding: Look and read. Students listen and follow in their books.3. Play the recording again. Students listen and repeat4. Divide students into groups of five. Tell them to imagine themselves to be kitty and her friends and discuss the changes they can make for a more enjoyable school life. Remind them to refer to the modeled conversation in Discuss for reference.5. Invite a few groups to e forward and carry out their discussions. Encourage other groups to point out any other change they can make themselves.Post-task activityWorkbook page 32ConsolidationGrammar Practice Book 7B pages 54 to 55.4Language focus:Asking ‘Wh-’ questions to find out various kinds of specific information about a person.e.g What would you do to make school life more enjoyable?Using modals to make suggestions.e.g. He/She’d let/give …Language skills:ListeningListen for specific informationSpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.Use gestures and facial expression to convey meaning and intention.ReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a plete expressionWritingGather and share information, ideas and language by using strategies such as brainstormingRevise and edit drafts by sharing work with teachers and classmates and responding positively to their suggestions on ideas and use of languageWrite out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary.Materials:Student’s Book 7B page 62Cassette 7B and a cassette playerPhotocopiable pages 56 and 84Preparation:Cue the cassette. Make a copy of Photocopiable page 84 for each student. Make a copy of Photocopiable page 56 for each group.Post-task activity1. Students look at the pictures on the display board in Look and say. The they work in pair and talk about what each picture means. Remind them to use the modeled dialogue provided in the Students’ Book.2. Distribute a copy of Photocopiable page 56 to each group. Students work in groups of five and make a similar board display. Invite a representative from each group to e forward and talk about their pictures. You may also encourage other studentsto give some suggestions or ideas for improvement.ConsolidationGrammar Practice Book 7B pages 56 and 57。

一、选择。

1. He _____a letter to his family last Sunday.A. wroteB. writeC. writesD. written2. We couldn’t find out_____, so we gave it to the teachers.A. whose pen was itB. whose pen it asC. it was whose penD. where the pen was3. Edison was ______ in science when he was young.A. interestingB. interestedC. interestD. to interest4. Would you please say it______? I still can’t follow you.A. loudlyB. slowlyC. more loudlyD. more slowly5. He ran out______ I could stop him.A. whenB. ifC. beforeD. since二、根据句意，用适当的反身代词完成句子。

1. “Can you work out this maths problem by _________?” the teacher asked the students.2. “Help _________ to some fish,” Mr Green said to Li Lei.3. Your little sister is too young to look after _________.4. The two friends talked as they walked. Suddenly they found _________ near the school gate.5. “What should I do?” Dick said to _________.6. The cat in the mirror is _________.7. My friends and I enjoyed _________ at the English party last night.8. Mr White _________ is cooking supper in the kitchen.9. The little girl travelled from London to New York by _________.10. I should think of others more than _________.三．阅读理解。