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北师大版英语七年级下册Lesson12 Period2精品教案

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根本信息

课题 Unit4 Lesson12 Summer Holiday

学科 英语 年级 七年级

教材 北师大版?初中英语?七年级〔下〕

设计教师

指导教师

教材分析

本课是北师大版?初中英语?七年级下册教材第四单元Unit 4 seasons and weather，话题为季节、天气情况、天气预报、旅行。其中Lesson 12 Summer Holiday 是围绕旅行这一话题展开的。

第一课时通过阅读，获取David及其家人的假日旅行信息，同时了解一些国内旅游胜地名称。

第二课时通过感知课文中的be going to 句型，归纳总结be going to的语意功能，并完成肯定句、否认句、一般疑问句及特殊疑问句的学习。最后，能用所学句型构造简单描述自己的假期安排。

教学目标

1. 复习有关David及其家人的假期旅游方案安排，稳固相关语言；

2. 在语境中体会、发现并归纳be going to 的表意功能；

3. 运用be going to 构造和相关词汇，询问并答复假期旅行方案。

教学重难点

重点：在语境中体会、发现并归纳be going to 的表意功能

难点：运用be going to 构造和相关词汇，询问并答复假期旅行方案。

教学过程

教学步骤 教师活动 学生活动 设计意图

Review Play a video named

where are you going? Watch the video and

remember as many as

possible. 激发学生兴趣并复习相关知识。

Q：Where are David and Think about the text .

下载后可自行编辑修改，页脚下载后可删除。 his parents going?

What are they going to

do there? and answer one by one.

Grammar Show them the following

sentences:

David’s parents are going

to Beijing.

They are going to Xi’an.

They are going to Sanya.

David is going to the

Bird’s Nest. Look at the sentences

and find out what they

are going to do there. 通过答复下列问题练习，使学生在语境中进一步感知be

going to。

Show all the sentences

there.

Observe the sentences

and think about why we

use be going to. 通过观察和语境体会be

going to表达准备、打算做某事。

Direct the students to

Ex.4. Complete the tables. 通过练习，稳固be going to的肯定句、否认句、一般疑问句和特殊疑问句的构造

Direct the students to

Ex.5 and show them an

example.

Go over the answers. Do Ex.5 and then check

their answers in pairs. 重新回归课文，利用课文内容写句子。

Ex. 6:

Have the students read

them and pay attention to Read the sentences

aloud and understand

them. 学生体会be

going to用于表达将来的方.

下载后可自行编辑修改，页脚下载后可删除。 the time.

案。

Speaking Direct the students to

Ex.7 and show them the

example. Complete the table with

their plans first. And

then go and ask their

partner’s plans. 谈论自己的假期旅行方案安排。

Pronunciation Direct the students to Ex.

8. Look at the picture and

the sentence.

熟悉/r/, /l/的发音。 Play the tape. Listen and complete the

words with r, wr, l or ll.

Go over the answers.

And then play the tape

again. Check their answers

and then read the

twister.

Have a small

competition. Read the twister as fast

as they can.

Blackboard

design Unit 4 Lesson 12 Summer Holiday (2)

be going to this summer

be not going to tomorrow

be … going to next week

Where/When/ Who be… going to tonight

Homework  Write down the dialogue in exercise 7.

 Write several sentences to talk about your coming summer

holiday.

合集下载

七年级英语冀教版下册Unit2_Lesson12_精品导学案

七年级英语冀教版下册Unit2_Lesson12_精品导学案

1 / 3

Lesson12 精品导学案

教学

目标 New words: experience、alive、own、should、anyone .

Important phrases: have a good time

Important sentences: Li Ming had a good time on his trip to the silk road

Grammar: the past tense

Language skills: talk about traditional culture

教学重点 The past tense

教学难点 Talk about traditional culture

自主预习：

根据句意汉语提示完成单词。

1.I need my __________ (自己的) space (空间).

2.What __________(应该) I do first.

3. He doesn’t believe __________ (任何人).

4. 她毫无生活经验She had no ______ _______ of life at all.

5. 我用一种新的方式来认识自己的历史和文化

I saw my ______ history and culture _____ _____ _____ ______.

Teaching step：

Step I Revision

a. Greeting

b .The last lesson.

c. Check

Step II Presentation

Step III 听力训练,完成(P29, Part1)

Step IV 任务阅读(P29, Part3)

Step V Discussion

知识点一、I saw and experienced a lot on the trip.

experience v.& n.体验，经历，经验

2018秋期七年级英语下册Unit4SeasonsandWeatherLesson12SummerHoliday教案新版北师大版

2018秋期七年级英语下册Unit4SeasonsandWeatherLesson12SummerHoliday教案新版北师大版

Unit 4 Seasons And Weather

Lesson 12 Summer Holiday

本课是北师大版《初中英语》七年级下册教材第四单元Unit 4 seasons and weather，话题为季节、天气情况、天气预报、旅行。其中Lesson 12 Summer Holiday

是围绕旅行这一话题展开的。

第一课时通过阅读，获取David及其家人的假日旅行信息，同时了解一些国内旅游胜地名称。

第二课时通过感知课文中的be going to 句型，归纳总结be going to的语意功能，并完成肯定句、否定句、一般疑问句及特殊疑问句的学习。最后，能用所学句型结构简单描述自己的假期安排。

【知识与能力目标】

1. Key vocabulary

2. Key structures:

【过程与方法目标】

1. To understand conversations about the summer holiday.

2.To talk with the partners about the summer holiday.

【情感态度价值观目标】

通过阅读，获取有关David及其家人有关暑期计划安排的旅行信息

◆ 教材分析

◆ 教学目标

◆ 教学重难点 【教学重点】

1. 获取有关David及其家人有关暑期计划安排的旅行信息；

2. 体会be going to 的表意功能。

【教学难点】

简单讲述David及其家人的暑期计划安排。

Tape recorder, Multimedia

Step 1. Brainstorm

Q: summer holiday is coming. How do you want to spend your holiday?

Show them the pictures to review and teach some phrases.

◆ 课前准备

北师大版七年级英语下册Unit 1 Lesson 2 A Dangerous Job精品教案

北师大版七年级英语下册Unit 1 Lesson 2 A Dangerous Job精品教案

精品资料

Unit 1 Lesson 2 A Dangerous Job精品教案

教学目标：

在本课学习结束时，学生能够：

1. 体会一般现在时的基本用法；

2. 正确运用含有行为动词的一般现在时的否定形式和主语为第三人称单数时动词的变化；

3. 综合运用一般现在时描述父母的日常生活；

教学活动 设计意图 互动模式 时间

Warming up and Leading in

Step 1 T says sentences about the

firefighters’ daily life. 回顾上节课获取的信息。初步感知一般现在时的用法和功能。复习上节课所学内容，为下面的语法教学打基础。 3'

Grammar Focus

Step 1. T presents some sentences to

show the usage of the present

simple. 学生在教师的引导下，体会一般现在时的表意功能。 5'

Step2 Teacher shows some pictures

and sentences to help Ss learn

the present simple, especially

pay attention to the verbs.Then

sum up the rules.

Show the rules of the changes of

the verbs. 学习一般现在时的基本结构，学生要特别注意当主语为第三人称单数时，动词要用第三人称单数形式。

学习动词三单的变化规则。 15'

Step 3 Do some exercise about the

present simple with different

subjects. 练习一般现在时不同主语情况下动词的变化。 5'

Step4 T presents some sentences to

2013-2014第二学年度,七年级英语下册12单元3课时

2013-2014第二学年度,七年级英语下册12单元3课时

山东曲阜姚村镇中学英语教研组

213141330.doc杨芝 - 1 - 姚村镇中学七年级英语集体备课

(2013-2014学年度二学期)

课题 Unit 12 课 时 Period 3

主备

教师 杨芝 成 员 张 静 张波

教学

目标

1. 继续学习表示活动的短语，及动词过去式。

2. 继续学习使用一般过去式态谈论过去发生的事情。

3. 能够理解听力材料。

重点：

难点： 1. 区分有趣和无聊的活动。

2. 对事件的评价。

教学过程

教师活动 学生活动 二次备课建议：

Step1. Warm-up and revision

(1) Daily greeting to the Ss（日常问候）

(2) Show the six pictures and explain the new

phrases to Ss.

T: Sally and Jim had a busy weekend. Look at the

pictures. Can you tell me what they did?

T: What did Sally do yesterday?

T: What did Jim do yesterday?

(Help Ss to use the other phrases in 1a to answer the

questions. such as sang and playedthe guitar, studied

for a test, had dinner with friends, went to the library.)

Step2

(1) Flash the pictures on the screen as quickly as possible. Then ask Ss “What did he/she do?” Have Ss