Unit 12 教案

人教版七年级英语上册第12单元Unit12教案目标本教案的目标是帮助学生掌握词汇和句型，提高听、说、读、写的能力。

教学内容本节课的教学内容包括以下几个方面：1. 词汇研究：研究与音乐相关的词汇，如singer、song、dance 等；2. 句型研究：研究表达喜欢和不喜欢的句型，如"Do you like singing?"和"I don't like dancing."；3. 听力训练：通过听录音，研究如何询问他人的爱好和回答自己的爱好；4. 口语表达：通过小组合作对话练，提高口语表达能力；5. 阅读训练：阅读短文，了解关于音乐的信息。

教学步骤本节课的教学步骤如下：1. 导入新课：通过播放音乐引起学生的注意，引发学生对音乐的兴趣；2. 词汇研究：呈现新词汇并帮助学生理解词义，进行词汇操练；3. 句型研究：介绍新句型并示范使用方法，进行句型操练；4. 听力训练：播放录音，让学生听对话并回答问题，加深对句型的理解；5. 口语表达：组织学生进行小组合作对话练，以运用所学句型；6. 阅读训练：学生阅读短文，回答问题，检验阅读理解能力；7. 巩固练：通过练题巩固所学的词汇和句型；8. 小结与作业布置：复本节课学到的内容，并布置相关作业。

教学资源为了辅助教学，以下资源可准备：1. 音乐播放器及音乐；2. 知识卡片和图片，用于词汇研究；3. 听力材料和录音设备，用于听力训练；4. 小组合作对话练卡片，用于口语表达练；5. 阅读材料和问题，用于阅读训练；6. 练题及答案，用于巩固练。

教学评估为了评估学生的研究效果，以下方法可采用：1. 听力理解测试：通过听力录音并回答问题，检测学生对听力材料的理解程度；2. 口语表达评估：观察学生在小组合作对话中的表现，并给出相应评价；3. 阅读理解测试：评估学生对阅读材料的理解情况。

教学反思教师应根据学生的实际情况及时调整教学内容和方法，确保教学过程能够顺利进行，让学生能够主动参与，并达到预期的教学目标。

人教版七年级英语下册unit12优秀教案全文共3篇示例，供读者参考篇1Unit 12 of the People's Education Edition Grade Seven English textbook covers the topic of art and creativity. In this unit, students will learn about different forms of art, discuss their favorite types of art, and participate in various creative activities to express themselves.To make the most of this unit, here is an excellent lesson plan that teachers can follow:Lesson 1: Introduction to ArtObjective: To introduce students to the concept of art and its different forms.Activities:1. Show examples of different types of art such as paintings, sculptures, and music.2. Brainstorm with students about what art means to them and what forms of art they enjoy.3. Discuss the importance of art in society and how it can bea form of self-expression.Lesson 2: Famous ArtistsObjective: To learn about famous artists and their works.Activities:1. Introduce students to well-known artists such as Leonardo da Vinci, Vincent van Gogh, and Pablo Picasso.2. Show pictures of their famous works and discuss the style and themes of their art.3. Have students choose a favorite artist and create a poster about their life and works.Lesson 3: Creating ArtObjective: To engage students in creative activities to express themselves.Activities:1. Provide art supplies such as paints, crayons, and paper for students to use.2. Encourage students to create their own artwork inspired by the styles of famous artists or their own imagination.3. Have a mini art exhibition in the classroom to showcase students' works.Lesson 4: Reflecting on ArtObjective: To reflect on the role of art in our lives and society.Activities:1. Have a class discussion about how art can inspire, entertain, and provoke emotions.2. Ask students to write a reflection on what art means to them and how they can incorporate more art into their lives.3. Watch a short video about the impact of art on society and discuss its importance.By following this lesson plan, teachers can effectively cover the content of Unit 12 and engage students in meaningful discussions and activities related to art and creativity. This will not only help students improve their English skills but also develop their appreciation for art and the creative process.篇2Unit 12 of the People's Education Press seventh grade English textbook is focused on the theme of "Life in the future".In this unit, students will learn how to talk about their future plans, aspirations, and predictions. Here is an excellent lesson plan for teaching Unit 12 of the textbook:Lesson Plan:Title: Life in the futureGrade: 7Unit: 12 (People's Education Press)Theme: Future plans, aspirations, and predictionsDuration: 2 lessons (90 minutes each)Objectives:- Students will be able to talk about their future plans using the simple future tense.- Students will be able to express their aspirations for the future.- Students will be able to make predictions about the future using future tense modal verbs.- Students will be able to write a short paragraph describing their future plans.Warm-up (15 minutes):- Begin the lesson by asking students to brainstorm and discuss what they think life will be like in the future. Encourage them to think about technology, education, careers, and daily life.- Play a short video or show pictures of futuristic inventions and ask students to describe what they see.Presentation (30 minutes):- Introduce the simple future tense to students and explain its formation (will + base verb).- Give examples of how to talk about future plans using the simple future tense.- Practice with students by asking them to talk about their own future plans using the simple future tense.- Introduce future tense modal verbs (will, might, may) for making predictions about the future.- Give examples of how to make predictions using future tense modal verbs.Practice (30 minutes):- Divide students into pairs and ask them to discuss and write down their future plans using the simple future tense.- Monitor and provide assistance as needed.- Ask some pairs to share their plans with the class.Production (15 minutes):- Ask students to write a short paragraph (5-7 sentences) describing their future plans using the simple future tense.- Provide a writing prompt to help guide students in their writing.- Allow students to share their paragraphs with the class.Review and Assessment (15 minutes):- Review key concepts and vocabulary from the lesson.- Ask students to complete a short quiz or worksheet to assess their understanding of the simple future tense and future tense modal verbs.- Provide feedback and address any misconceptions.Homework:- Assign students to write a diary entry about a day in their future life using the simple future tense.By following this lesson plan, students will be able to effectively communicate their future plans, aspirations, andpredictions in English. This lesson plan incorporates various activities to engage students and reinforce key language concepts related to the theme of "Life in the future" in Unit 12 of the People's Education Press seventh grade English textbook.篇3Unit 12: You’re supposed to shake handsTeaching Objectives:1. Students will be able to understand the cultural differences in greetings between different countries.2. Students will be able to use the target language for greetings appropriately.3. Students will be able to reflect on the importance of cultural understanding and respect.Teaching Procedures:Step 1: Warm-up (10 minutes)- Begin the class by showing a video clip of people from different cultures greeting each other. Ask the students to share their thoughts on the various greetings they saw.- Discuss the importance of greetings in different cultures and how they can vary from country to country.Step 2: Presentation (15 minutes)- Introduce the target language for greetings and practice pronunciation with the students.- Show a slideshow or video presentation of common greetings in different countries, emphasizing the cultural significance of each greeting.- Have students take notes on the different greetings and their cultural meanings.Step 3: Practice (20 minutes)- Divide the class into pairs or small groups and have them practice the target language greetings with each other.- Encourage students to think about the appropriate greetings for different situations (formal vs. informal, meeting strangers vs. meeting friends).- Monitor and provide feedback as needed.Step 4: Cultural Understanding (15 minutes)- Engage the students in a discussion about the importance of cultural understanding and respect when greeting others.- Ask students to reflect on a time when they may have misunderstood a greeting in a different culture and how they could have handled the situation better.- Encourage students to think about ways they can show respect for other cultures in their daily lives.Step 5: Review and Assessment (10 minutes)- Review the target language greetings with the whole class and assess student understanding through a quick quiz or game.- Encourage students to continue practicing their greetings outside of the classroom and to explore more about different cultures and their greetings.Homework:- Ask students to research a different culture and its traditional greetings, and to write a short reflection on what they learned.By following this detailed lesson plan, students will not only learn the target language for greetings but also gain a deeperunderstanding of the importance of cultural awareness and respect.。

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。

Unit12 The Earth 第1课时教学设计
【内容版〕六上Modue4 Unit12
【主题】Liten and a, Loo and earn
【课时】第1课时
一、教学目标Teaching aim
1.通过Liten and a引人并教学Loo and earn的生词，结合核心单词，帮助学生介绍地球概貌。

2.通过反应练习，引导学生初步运用核心句型，针对保护地球的环保行动展开讨论。

1.二、教学重难点Teaching an
2.句型：We houd toan tree
三、教学准备Teaching ore about the Earth
出示课题The Earth,让学生跟教师朗读单词Earth。

2 引导学生发散思维，说说自己对地球的认识，可以先小组讨论，再全班汇总信息。

T: What do ou now about the Earth
S1: The Earth i round
S2: There are anima, an different e what the are e ething to eee oution to eean tree We houd toe an tree We houd to。

Unit 12Life is full of the unexpected一、教材分析本单元主要是围绕着“Life is full of the unexpected”这个话题，通过了解不及时做某事而造成的危害培养学生养成良好的行为习惯。

二、三维目标【学习目标】1. 掌握重点词汇：by the time , gotten ,oversleep2. 学习重点句型:( 1 ).By the time she got up , her brother had already gone into the bathr oom. ( 2 ) When she got t o school , she realized she had left her backpack at home . 【能力目标】培养听说能力。

A．能运用以下句型进行交际：By the time I got outside，the bus had already left．When I got to school，I realized I had left my backpack at home．B．能从所听到的对话中获取信息。

C．掌握词汇及短语：get outside，get to school，by the time，start doing，be late for【情感目标】培养学生养成良好的行为习惯三、教学重点过去完成时态的构成及用法。

四、教学难点过去完成时态与一般过去时的不同用法。

五、教学策略以讨论有关“mor ning”的两个问题(1a)引入单元话题，通过听力练习（1b）和对话练习（1c）让学生掌握一个过去完成时的句型；第二模块继续就第一模块的听力材料进行内容和时态练习（2a-2b）以及口语训练（2c）；第三模块以一个“hurried morning”的故事展开训练，训练形式为阅读排序（3a）和回答问题（3b）以及口语练习（3c）。

Unit 12I go to school by bus第1课时A B教学目标(一)语言目标1. 词汇：能听懂、会说、认读单词bus, train, ship, car, plane, bike。

2. 句型：能用“I go to school by bus.”陈述自己使用的交通工具。

(二)应用目标1. 能在图片或课件的帮助下指认交通工具。

2. 能在所创设的情境或游戏环节中向同伴陈述自己使用的交通工具。

3. 能用本课句型做出行方式调查并做成简单的扇形统计图。

4. 能听懂会说A部分的对话。

教学重难点1. 重点：能听懂、会说、认读单词bus，train，ship，car，plane，bike，并能用“I go to school by bus.”陈述自己使用的交通工具。

2. 难点：“Do you know them?”中them的发音；train一词中tr在单词中的发音。

教学准备用于新授的交通工具单词卡片、图片，教学挂图，教学磁带，教学光盘等(有条件的学校可利用幻灯片、多媒体课件)。

教学过程Step 1热身/复习(Warming up/Revision)1. Enjoy an English song Down to the station.2. Revision.Listen and do：要求学生能根据教师的指令，做出相应的动作，目的在于让学生理解“go to…”。

T: Please go to the door, open the door, please.(等学生完成指定任务后)T: Thank you. Go back to your seat, please.(等学生完成指定任务后)T: Please go to the window, close the window, please.(等学生完成指定任务后)T: Thank you. Go back to your seat, please.(请几个学生替换老师的角色，多练习几次)Step 2新课呈现(Presentation)1. New words.(1)教师出示各种交通工具的图片或在黑板上画出各种交通工具的简笔画，教授新词ship，car，plane，bus，train，bike。

Unit12 SectionA（1a-2d）教案1.0Teaching Analysis教情分析1.1Teaching Objectives 教学目标1.1.1Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: ring, go off, wake up, already, put on, brush one’steeth, wash one’s face, be late for, at least1.1.1.1.2 For comprehending: give … a lift, rush out, luckily1.1.1.3 Sentence Structures1)W hat happened?2)L ife is full of the unexpected!3)B y the time I got up, my brother had already got in the shower.4)W hen I got to school, I realized I had forgotten my backpack at home.5)M y alarm clock didn’t go off! I kept sleeping, and when I woke up it wasalready 8:00 a.m.!6)S o I just quickly put on some clothes and rushed out the door.7)L uckily, Carl’s dad saw me on the street and gave me a lift in his car.8)B ut before I got to the bus stop, the bus had already left.9)W ell, at least by the time you got to school, you were only five minuteslate for class.1.1.1.4 Grammar Focus1)B y the time I got up, my brother had already got in the shower. (by thetime引导时间状语从句，had + 动词过去分词形式表示过去完成时态)2)W hen I got to school, I realized I had forgotten my backpack at home.（when引导时间状语从句，had + 动词过去分词形式表示过去完成时态）3)W ell，before I got to the bus stop, the bus had already left. （before引导时间状语从句，had + 动词过去分词形式表示过去完成时态）1.1.2Ability goals 能力目标1.1.2.1 学会用when/ by the time引导时间状语从句，用“had+动词过去分词形式”谈论过去的事情。

Unit 12Life is full of the unexpected.第一课时Section A (1a～2d)§自主学习案根据汉语提示完成单词。

1．I got to school late because I overslept(睡过头)this morning.2．When I got home，I realized I had left(遗忘)my English book at school.3．It's cold outside(在外面)，you'd better wear more clothes.4．When I got to school，I realized(意识到)I forgot to bring my homework.5．You'd better put your homework in your backpack(背包)．§课堂导学案Step 1准备与热身(Preparation)Teacher：For one or more times in our school times ，we are late for school.Have you ever been late for school? Can you tell me why? And what happened to you that day?Students：________①Yes，I have been late for school one times.Because…②I was nearly late for class one day and…Step 2呈现与输入(Presesntation)1．要求学生翻开课本P89，迅速阅读1a部分的内容。

并按要求完成课本上相应的任务：Look at the pictures what happened to the girl.(1分钟)2．检查答案，先要求全班一起给出答案并检查讨论。