2016-2017学年牛津深圳版初中英语七年级下册英语全套精品教案Unit4 save the trees教案

教学目标设计评价方案设计【主要内容】1.Words review: find out the words about weather.Sunny, windy, cloudy, foggy, cold, cool, dry2.Discussion: 1) How many seasons are there in a year? What are they?2) What season is it now?3) Which season do you like best? Why?4) Which season don't you like? Why?【评价反馈】1.Words review can check students whether they have a good command of the words.2.Group discussion will encourage students to speak out.【主要内容】1) It's a very cold day though the sun is shining brightly.A. making lightB. taking in lightC. giving out light2) - How was your trip to the seaside?- It was great.A.foodB. partyC. journey3) If you ____ someone or something, you hit them forcefully(强有力的) with your foot.A.kickB. teachC. take4) You'd better ask a ____, such as aunt or sister, to look after your children while you areaway.A. classmateB. neighborC. relative【评价反馈】1.To improve students’ reading ability and skills of skimming and scanning.2.Let students know the meaning of the words by completing the table.【主要内容】1. Make mind-maps to review the four seasons.2. Recite the article – The four seasons.3. Finish the exercises on page 46-47.4. Hold a debate whether spring is the best season in a year or not, Please search for information on the Internet. 【评价反馈】1. To consolidation the key words and sentences structures.2. To recite the article - The four seasons.教学过程设计【 Warming up】Let students sing a song ---A little love. 【 Words preview 】To provoke students’ interest of learning English. 【设计意图】1.To stimulate students’ interest in this topic that they are going to learn.2.To master the new words and expressions.【 Discuss in groups 】1) How many seasons are there in a year? What are they? 2) What season is it now?3) Which season do you like best? Why? 4) Which season don't you like? Why?To teach students to cooperate and learn to use English. 【 F ill in the table 】To train the students’ ability and skills of skimming and scanning. 【Do single -choice questions 】 1. Do single -choice questions.1) It's a very cold day though the sun is shining brightly.A. making lightB. taking in lightC. giving out light 2) - How was your trip to the seaside? - It was great.B. food B. partyC. journey 3) If you ____ someone or something, you hit them forcefully (强有力的) with your foot.B. kick B. teachC. take4) You'd better ask a ____, such as aunt or sister, to look after your children while you areaway.A. classmateB. neighborC. relative【设计意图】1.To ask students to paraphrase the words in English.2.To require students have a good command of the words.【A talent show】To play a show about the four seasons.【设计意图】To enhance the students’ ability of using English.To use mind-map to review what we have learn today.评价与反思【优点与特色】1. The whole lesson is a systematic one. The teacher sets three learning goals and checked them at the end of the lesson.2. The teacher used task-based teaching method.3. The teacher used group cooperative learning method.【问题与建议】1.The lesson was designed with too many materials.（评课教师：深圳市罗湖区华英学校谭霞）【优点与特色】1. The teacher used some learning strategies in passage teaching. They are different clues, including filling the table, translating, and completing the article.2. The whole class was very active with a game.【问题与建议】Teaching materials should be chosen flexibly.（评课教师：深圳市罗湖区华英学校谭霞）【优点与特色】1.The teacher used “learning by doing” teaching method. Not only the teacher taught knowledge, but also the students did exercises at the same time.ing mind-maps is a good way for brain-storming, which can arouse the students’ interest and get them involved in the background of relevant word-teaching.【问题与建议】The lesson was designed with too many materials, so the teacher should omit some parts. For example, Vocabulary C2 couldn’t be finish in class.（评课教师：深圳市罗湖区华英学校谭霞）The lesson was designed with too many materials, it would be better to cut some materials in the previous parts and practice the dialogue more. The teaching materials should be chosen flexibly, and the practice of using the target words is not enough. Using group cooperative learning method and mind-maps is a good way for brain-storming, which can arouse the students’ interest and get them involved in the background of relevant word-teaching.。

Unit 4 Save the trees教案课题Save the trees 课型Reading Ⅱ备课时间教材分析教学目标1. Students get the detailed language points of the text.2. Students can retell the context in their own words.3. Students can think of more ways to protect trees.教学重点Master the detailed language points of the text.教学难点How to encourage the students to retell the context.教学关键Organize a retelling activity .教法与学法指导Self-study, group/pair work.教学环节主要教学步骤或内容学生主体活动教师活动设计意图时间分配第一环节复习回顾平移的基本性质，引入课题Step1.Brain storming.What’s the usage of thetrees?1.Refer to the textto list the usage ofthe trees as much asyou can.1. Organize acompetition toanswer:“What’s theusage of thetrees?”1.Review thetext and getstudents to goback to theworld oftrees. 5第二环节观察操作、探索Step 2 Language points(self-study).2. Self-study onthe languagepoints.①Learning thelearning sheet for10 minutes .2. Prepare asheet to helpthem to masterthe points.①Fill theblanks to know2. Cultivatetheir abilityof self-studyand groupwork.15归纳平移的作法Step 3Retell the text’ content“trees in our daily life“in the students’ownwords. ②Discuss in groupsto check yourlearning result .3. Retell the text.① List the mainpoints the studentswant to express.②Practice talkingin their own wordsusing the pointsthey learned justnow.the points.②Using thepoints tofinish thefollowingsentences.3.Help them toretell it.① Discuss tohelp list hepoints.②Encouragethem to opentheir mouth.3. Practicetheir speakingability aboutthe trees.10第三环节课堂练习Step 4Show time.4.Try to retellaccording to yourlist as possible asyou can.4. Giveremarks totheirbehavior.(morepractice).4.Help them tobuildself-confidence.8第四环节课时小结Step 5What can we do to protectthe trees since they are souseful.5.Discuss to thinkof more ways toprotect the trees.5. Lead them tothink: “howcan we protectthe tree”.5.Lead thestudents tolove trees inaction. 5第五Surf the internet to find at least 5 pieces of information on trees. 环节课后作业课堂教Brainstorming →Language points→Retell the text →Discussion.学流程效果评价与反思。

Unit 4 Save the trees ★Phrases and sentences1.日常生活 1. daily lives2.想要做某事 2. want to do3.想了解……更多 3. know moreabout sth.4.采访某人某事 4.interview sb.about sth.5.让空气凉爽而干净5. keep air cool and clean6.有害的气体 6. harmful gases7.主要的斗士7. major fighters8.使……更方便8. make … more convenient9.来自9. come from10.例如10. for example11.事实上11. in fact12.从……得到12. get…from13.树的叶子13. the leaves of trees14.向四周看14. look around 15.接电话15. answer the phone16.没有树的世界16. a world without trees17.砍倒17. cut down18.成百万上千万18. millions of19.每年19. every year20.停止做某事20. stop doing sth..21.写下，记下21. write down22.躺在沙滩上22.lie on the beach23. 考虑23.think about24.尽力做某事24.do one’s best to do sth.25.空气污染25.air pollution26.在许多方面26.in many ways27.因为27.because of28.对……有益，有好处28.(be) good for★Meaning of the words and phrases1.save ----- keep sb./sth. safe fromdeath/harm; rescue; protect2.discuss-----talk about sth. with sb.3.harmful----- not healthy; bad for4.produce-----make things to besold5.convenient-----useful or easy to doe from-----be from7.look around-----look about/round 8.major-----main；big andimportant9.for example-----such as10.fight against----- try hard to stop11.carry----- take sth. with sb.12.imagine----- make a picture of sth.in mind13.take in-----breathe; absorb★派生词1. save [v.]---safe[adj.]---safely[adv.]---safety[n.]2. discuss[v.]---discussion[n.]3. fight[v.]---fighter [n.]4. harm[n./v.]---harmful/ harmless[adj.]5. produce[v.]—product/ production[n.]---productive[adj.]6. convenient[adj.]---convenience[n.]7. imagine[v.]--- imagination[n.]---imaginative[adj.]8. pollute[v.]---pollution[n.]---polluted[adj.]9. protect[v.]---protection[n.]---protected[adj.]1。

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 牛津英语七年级下册Unit 4 教案 课时日期 教学目的To introduce the style of the ghost story To identify specific meaning by scanning the text To predict meaning of specific words from context 教学重点、难点 教学过程Lead-in 1. Ask Ss to listen to the tape of the text ,then try to answer the following questions: a. Where did Millie and Amy go? When? b. What did Millie and Amy hear? c. How did they feel? Did they run away? d. Where did the whisper come from? e. What did Andy find at last? 2. Get some Ss to retell the story to see if they catch the meaning. Presentation 1. Explain the text line by line. 2. Language points: a. as usual e.g.), Last Sunday, Mr. Wang went fishing as usual. b. distinguish whisper, sound, noise, and voice’ whisper v.&n.e.g.) Xiao Wang whispered something in Xiao Ming’s ear. Mary spoke in a whisper. Sound n.&v. e.g.) Can you hear the sound of the piano? It sounds great. Noise n e.g.) Don’t make any noises in the classroom. Voice n e.g.) Ms Wu has a sweet and soft voice. 3. frightened & afraid be frightened e.g.) Don’t be frightened. A frightened girl is crying. Be afraid (that ) Be afraid of sth. e.g.) She is afraid of snakes. Be afraid to do sth. e.g.) I am afraid to jump into the water. 4. on one’s way to a place on their way to place 5. say to oneself 6. take care of =look after 7. not .any more =not any longer= no longer。