第一篇：七年級下冊英語教案Lesson_9_Danny’s_School_Project

Lesson 9: Danny’s School Project Ⅰ.Learning aims 1.Language goals: describe, build, ago, army, important, tool, more, try one’s best, a long time ago, a little bit，2.Talk about the places of interest.Ⅱ.Learning important points 1.Master the important vocabulary.2.Talk about places of interest.Ⅲ.Learning difficult points 1.Some structures:(1)Just try your best.(2)People built them a long time ago.(3)It is an important tool on the Silk Road.(4)Can you tell us a little bit more, please? Ⅳ.Learning guide Step 1:Revision Review Lesson8 Jenny’s Project.Let students tell something about Jenny’s project.Step2:Lead-in and New Words 1.Learn some new words by showing pictures to students.2.Give students three riddles.Then let students to guess.3.Show Danny’s picture.It’s Danny’s turn to give us some riddles.Step 3.Listening Let students listen to the tape and Finish the following exercises.Listen to the dialogues and tick the pictures Danny mentions.Step4: Reading Read the lesson and get ready to answer the questions(1)

What is Danny’s project about?

(2)What is an important tool on the Silk Road?(3)Where does a camel live?(4)What shirt is Danny wearing? Step 5 Writing and Speaking Play and guess.One student tries to describe something and writ it on page23 then let the students present their riddles in front of the class.The others try to guess what it is.Take turns to do it.Step6: Language points 1.try one’s best to do sth.They will try their best to finish the work.2.a long time ago They built the bridge a long time ago.3.a little bit She is a little bit tired.They ran a little bit slowly.Step7:Self-check I.Fill in the blanks.1.English is very _________（重要）around the world.2.Lily tried her best _______(guess)their names.3.The workers _____(修建）two tall ______(建筑物）two years ago.II.Translate the sentences into English.這位老婦人盡力去幫助這個小男孩。_____________________________________ 2.很久以前人們沒有電視。

_____________________________________ 3.在這個房間他感到有點兒熱。

_____________________________________

第二篇：七年級下冊英語教案

七年級下冊英語（外語教學與研究出版社）

學生用書（Student’s Book 2）

Module 2 Spring Festival

Unit 1We’re getting ready for Spring Festival.Teaching Planning

課題內容：（1）本模塊的話題是“節日”。本單元要求學生掌握描述節日的表達方式，同時加強學生對中外節日的理解與認識。通過使用現在進行時，對該話題展開聽、說、讀、寫的語言實踐活動，使學生加深能夠談論或寫出對該節日的介紹。并讓學生了解一些重要節日的慶祝方式。

（2）通過對本模塊的學習，有助于學生了解世界，在一定程度上提高學習效率，并形成自主學習的能力，為學生養成良好的學習習慣打下良好的基礎。

（3）教學中教師應隨時隨地地以課本為出發點，靈活運用各種素材組織教學過程和內容。

Ⅰ、Teaching goals

1.Make an introduction of the Spring Festival

2.New words :festivalreadycleancooklearnmealdragonlanternsweepfloorhelp

New phrases: Spring Festivalget ready fordragon danceclean the housesweep the floormake lanternscook the mealat work

3.Grammar focus: The questions and answers of the present continuous and the present simple

tense sentences

Ⅱ、Ability goals

1.Enable students to understand the conversation about the Spring Festival

2.Enable students to recognize phrases and short answers

3.Enable students to talk about the Spring Festival with given information and describe the process of festival preparations

Ⅲ、Emotional goals

1.Enable students to be willing to know festivals of different places, and be happy to take part in some English practice activities.2.By doing so, students’ interests in English learning will be developed and improved.3.Cultivate students’ enthusiasm for exotic culture and their passion for life tradions.All these will ,to a certain extent, enhance students’ understanding of domestic culture.4.Students participate in various English activities ,going through all kinds of difficulties ,which enable them to establish correct language learning value in new environment.Ⅳ、Important points

1.Learning new words and phrases

2.Understanding the present continuous tense sentences in the textbook by reading

3.Having a good command of the structure and usage of the present continuous tense

Difficult points

The comparison between the structure and usage of the present continuous tense and the present simple tense

Ⅵ、Teaching aids and methods

Teaching aids: color picturestape-recordermoney in red envelopehand-outblackboard

Teaching method: task-based teaching approach

Ⅶ、Teaching procedures

1.Lead-in(Pre-task)

(1)Greeting

(2)Recall what we have learned in the last lesson.(the present continuous tense)（重述現在進行時的含義）由下面的例子引入：

T: what are we doing now?

S: We are having an English class.2.While-task

Step 1:

Show the students the money in the red envelope.This is lucky money.When can we get lucky money? Yes, we can get lucky money in the Spring Festival.Teach students the new phrase ：Spring Festival.Step 2:

You know people are very busy before the Spring Festival.And what do people often do before the Spring Festival? Present the title of this lesson: We’re getting ready for Spring Festival.Teach students the new phrase: get ready fornew word: ready

Step 3

Show students some color pictures and say :Look at these pictures.From the pictures , we can see people are very busy.What are they doing? Who can tell me? You can speak in Chinese.Several students stand up to answer the teacher’s questions.Teach students’ new words and phrases :cleancookmeallantern

dragonsweepfloor

sweep the floorcook the mealclean the housedragon dancemake lanterns

So, people in the pictures are getting ready for Spring Festival.Step 4:

Look and say.Look at the pictures again and say what they are doing.They are…..They are….They are…..(Practice V-ing 句型)

Step 5：

T: Can you do these things in the pictures?Ask two or three students to answer the

questions.(舉例子)

If you cannot do these things, you must learn to do them.Teach students the new word :

learn.So , if you can do these things ,you can help your parents before the Spring Festival.Teach students the new word: help

And your parents will be very happy.Maybe your parents will give you some lucky money.Step 6:

1.Match and check.2.Listen and reading on page 8.The Spring Festival is coming.People are getting ready for it.There is a dialogue among Lingling Betty and Tony.(1)Listen to the tape.(2)Work in group of 3.T: At first, you should say :I am Lingling,I am Betty ,I am Tony.Are you clear? Ask the three groups to act out the dialogue.And then ask students which group is best.Give the best group a small present.Step 7:

1.Complete part 3..T: Are the boys making lanterns?

S: Yes, they are.|No, they aren’t.（再舉幾個例子練習，讓兩個學生為一組反復操練現在進行時的簡短回答，通過反復

練習讓學生熟悉并最終掌握）。

2.Complete part 4.Ask two students as a group to practice.There are six groups in all.Ⅷ：Homework

1.Finish part 5: pronunciation.2.Work with your partner to practice part 6.3.Finish the handout.

第三篇：七年級下冊英語教案

七年級下冊英語教案

新目標七年級下冊英語教案：unit 3 why do you like koalas?

一、教學內容分析

本單元是go for it七年級上冊中第八單元“when is your birthday?”。單元的核心話題是談論日期，課文始終圍繞這一主題展開，我們要學習序數詞的構成以及運用序數詞表示日期的方法；學會運用 when 引導的特殊疑問句詢問日期；學習名詞所有格的構成和使用。語言知識和語言技能部分主要是圍繞核心話題時設計安排了許 多聽、說、讀、寫的任務活動，來不斷豐富鞏固這一話題的詞匯及習慣短語。我將靈活運用這些活動，并將其中的一些活動進行變化

或整合。

二、教學目標分析

本單元總體目標 :

通過本單元的學習讓學生掌握所學目標語言；學會日期的表達法；在互動的交流中理解生日更多的含義并學會談論自己、同學以及父母家人的生日：學會自己安排作息時間。

根據《英語課程標準》關于總目標的具體描述，結合本單元的教材內容，我按認知目標、能力目標、德育目標三方面將本單元的教學目標細化：

1、認知目標

1.語音: 在日常生活中做到語音、語調基本正確、自然、流暢。

2.詞匯: 掌握 1----12 月份的表達, 序數詞 1----31的表達, speech contest, party, school trip, school day，are festival, music,etc.3.日常交際用語:-when is your birthday?

-my birthday is…

-how old are you?

-i?m …

4.話題: talk about date.2、能力目標

在連慣的聽說讀寫活動中，訓練學生的邏輯思維，快速反應能力和實踐能力 , 使學生能熟練運用新句型來談論年齡和日期。

3、德育目標 熱愛生命，孝敬父母的思想教育。

三、學生學情分析

本單元的主題是詢問和談論日期，圍繞這一主題進行一系列的交際活動，使學生掌握日期的表達法，正確使用when引導的特殊疑問句對日期進行詢問。在學習日期的表達法時要先學習序數詞的構成，學生在以前的課程里已經學習了基數詞，對于兩種數詞之間的區別一定會令學生感到頭痛，教師要引導學生運用對比的方法，找出構成規律，總結特殊變化，對比強化記憶。

引導學生采用role-playing & comparing的學習策略，學習一些新的詞匯，掌握一些重點句型，在師-生，生-

生，小組的練習過程中，學會表達日期。同時，教師應從學生的生活經驗和興趣出發，在課堂教學中應設計任務型教學活動，體現以學生為主體的教學活動，讓學生在完成各項任務的過程中自主學習語言，提高綜合運用語言能力。在這一課中，我們可以根據情況設計一些實際操作演示的活動，教唱生日歌，月份歌，讓學生自己帶日歷，問同學生日，提高學生的參與興趣。

四、教學策略

《新目標英語》中的具體語言目標是通過各種各樣的tasks來實現的；整個教學過程中，各種語言結構、語言功能與不同的學習任務有機的結合。教學的實質是交際，為此我選用了以下教學法：、提問引入法通過提問，集體，分組，分行回答 , 或學生逐個回答的形式開展教學，檢查和鞏固新舊知識。、交際功能法通過集體，分組，兩人，個人操練等形式，達到交際的目的。教學模式和教師特色

針對本課的內容，我采用了五步教

學法：第一步：熱身--激活舊知識，創設輕松活躍的課堂氣氛。第二步：呈現--呈現新內容，感知舊內容；第三步：操練--用多種方式操練新知識；第四步：鞏固--通過游戲，聽力練習和筆頭練習相結合的方式，鞏固新知識。第五步：應用--布置任務性活動，讓學生在用中學，在樂中學，學了就用。同時堅持“教師為主導，學生為主體，任務為基礎”的教學原則，在課堂教學的不同環節教師扮演自身作為“設計者，研究者，組織者，促進者，協調者”的角色。所以本課時以任務型教學為主，融合直

觀教學法，情景教學法和交際教學法，培養學生口語交際能力，培養學生觀察能力、英語思維能力和動手能力。

五、教學重難點

根據對教材和學生的學情分析，本課時確定的重難點如下：

重點：when引導的特殊疑問句的構成和使用。

難點：學習序數詞的構成和日期的

表達法。

五、課時安排：

四個課時.六、教學過程設計 the first period teaching aims:

1.learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.2.listen and check the animals.3.practice the conversation: describe animals teaching methods: listen and say, read and write teaching procedures: step 1 presentation 1.we are going to learn the names of some more animals.2.show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words step 2 listening practice

1.point to the animals in 1a and ask

students to say the names→ play the recording of the conversation twice → check the names of animals step 3 pair work practice the conversations using the description words.a: let?s see the lions.b: why do you want to see the lions?

a: because they?re cute.step 4 consolidation free talk ask students to present their conversations to the class.step 5 summary words and conversations step 6 homework remember the words and conversations.教后一得： 在課堂上，教師是參與者，幫助者，學生是活動的主體，學生的任務是開放的。學生以小組為單位進行活動，在較真實的語境中鍛煉口頭、筆頭能力。有利于培養學生的合作精神，促進學科之間的滲透和交融。the second period teaching aims: 1.listening practice: write the names of the animals.2.oral practice: ask and answer

questions about animals.grammar focus: teaching difficulty: difference between the words very and kind of.teaching methods: listen and say teaching procedures: step 1 revision can you say the names of the animals? ask some students to say and two students to write on the blackboard.step 2 free talk make a conversation in pairs, talking about animals.step 3 presentation

1.do you want to go to the zoo? julia and henry are talking about the animals in the zoo.2.let?s listen together.3.play the recording twice →students write in the names of the animals →draw a line between animals and adjectives step 4 listening practice

hear the recording again →complete the conversations with the words given →tell the words: very & kind of step 5 pair work 1.practice the target language.2.ask and answer questions with

the given words.step 6 consolidation ask some pairs to act out the conversations.step 7 summary grammar focus step 8 homework: practice the target languages.教后一得： 現在的英語課堂是開放式的，本著啟發學生思維，培養學生的觀察力，想象力，創新能力和合作精神的原則，我們設置了一些活動，能夠調動學生課外英語學習的積極性，鍛煉學生獨立或以合作形式收集資料、處理信息的能力。為學生提供實際運用英語的機會。

第四篇：七年級下冊英語教案7B_Unit_8_Is_there_a_post_office_near_here

Unit 8 Is there a post office near here?

Learning Objectives

一、Topics（話題）:

The neighborhood

二、Functions(功能)Ask for and give directions on the street

三、Structures(結構)1.There be structure 2.Where questions 3.Prepositions of place

四、Target Language(目標語言)Is there a restaurant near your house? Yes, there is.It’s on Center Street.Where’s the supermarket? It’s next to the library.Where are the pay phones? They’re in front of the post office.五、Vocabulary（詞匯）post office, police station, hotel, restaurant, bank, hospital, town, street, road, next to, across from, near, between, in front of, behind, turn, enjoy, spend turn left/right, go along, on your left, spend time, enjoy reading books

六、Skills(技能)Listening for key information Scanning in reading

七、Recycling（復習鞏固）Where’s …? Imperatives

八、教材分析

教學內容 1)詞匯：post office, police station, hotel, restaurant, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right, next to, across from, in front of, near, between 2)語言結構：A.Where questions

B.Affirmative statements

C.Prepositions of place

D.There be structure

2、教材的地位及其作用

本單元的教學主要內容是：學習“問路指路”的常用表達方式，該話題與學生的日常生活緊密聯系在一起，容易喚起學生的學習興趣，這對于提高學生的綜合能力很有幫助，特別是說的能力。

本單元仍在繼續學習一般現在時，這是一個生活中離不開的時態，也是最基本的一個時態。新課程標準要求學生重點掌握一般現在時，這在英語中使用頻率很高，學好這一時態的用法對以后其他時態的學習和交際有很大的幫助。

二、學生分析

學生現有的能力與已掌握的知識：

學生在上學期已經學過詞匯：big, small, old, new，句型： Where is …? It’s in/on/under/ …

指路問路對地點特征描述都可以用到上述的詞匯和句型。經過上半學期的學習學生已經積累了一定的詞匯，掌握了一定的目標語，已經具備了一定的聽說讀寫能力。

這幾點設置了四個活動，利用多媒體素材，以任務型的教學模式來完成整個教學。其中圖片的展示能給學生更立體的感受，更加明確空間位置關系。運用畫圖的輔助形式，激發學生的興趣，能夠達到更好的效果。

九、教學目標

語言知識

詞匯：A.重點掌握表示建筑物種類的名詞, 如post office, hotel, bank，supermarket，street，pay phone, avenue，B、掌握如下描繪性形容詞及方位副詞，如clean, quiet, dirty, busy，right, along, C、方位介詞, 如next to, across from, in front of, near, between, behind D、短語，如 turn right, turn left, go down, go on, walk along, go

along 重點句型：Is there a bank near here?

Yes, there is a bank on Center Street.Where’s the supermarket?

It’s next to the library.Is there a pay phone in the neighborhood?

Yes, it’s on Bridge Street on the right.2、語言技能

1）能看著圖片說話出建筑物的名稱；

2）能運用一般現在時詢問街道上某一場所的位置； 3）能夠運用所學語言為他人指明 某一場所的路線； 4）能夠描述某一場所各建筑物之間的位置關系； 5）能夠利用地圖向他人介紹自己所居住的社區；

3、學習策略

1）利用老師所提供的圖片做出簡單的判斷，學習相關方位介詞以及描繪性形容詞。

2）通過與同學交流，學會使用問路指路，對地點特征做出簡單描述的句型。

4、情感態度

1）通過各小組的對話練習培養學生的合作精神；

2）通過學習本單元，教會學生禮貌待人，建立和睦的鄰里關系；

十、教學重難點：

left, down, 1.want的一般現在時的用法;

2.want的一般現在時的疑問句，及其肯定，否定回答;3.第三人稱后動詞的變化

十一、課時安排

第一課時：完成Section A 1a–2c

第二課時：完成Section A 2d–3c 第三課時：完成Section B 1a–1d 第四課時：完成Section B 2a–Self Check

The First Period(Section A, 1a–2c)

Teaching aims（教學目標）

1．掌握表示地點的詞匯；

2．掌握where引導的特殊疑問句；

3．能夠簡單地描述地點方位；

4．能夠畫出簡單的示意圖。

Language points(語言點)1.詞匯： post office, restaurant, library, supermarket, bank, park, pay, street, center, near, bridge, across, between, in front of, behind 2.句型： Is there a bank near here? Yes, it is./No, there isn’t.Where’s the bank? It’s on Center Street.Difficulties（教學難點）

1.Where 引導的特殊疑問句。2.肯定陳述。

3.表示方向的介詞。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）

（1）Daily greetings to the Ss(2)Revision（復習）

【教學設計說明】本單元主要話題是問路，因此從復習地點名詞入手，進而自然的過渡到本單元的話題，這樣以舊帶新能幫助學生擴展思維。2.Presentation（呈現新知識）(1)Present the new words Show pictures of different places and help Ss to understand the new words.Explain prepositions of place to Ss using the pictures of the mouse and the ball.【教學設計說明】圖片教學法是呈現新知識最簡單有效的方法之一，學生通過圖片，能更價值觀的理解新單詞的含義。3.Work on 1a（完成1a）(1)Match the words with the places in the picture.(2)Talk about the picture with Ss using target languages.【教學設計說明】通過1a的練習，使學生進一步學會運用新單詞。和學生一起談論圖片，目的在于引導學生學會使用對地點提問的基本句型。4.Work on 1b（完成1b）

Listen and circle the places in 1a you hear.【教學設計說明】此環節著重是聽力訓練。讓學生在聽對話的過程中抓住關鍵詞匯，由于前面已做了一些訓練，因此學生聽起來比較容易，讓他們都有一次成功的喜悅和感受，這樣可以增強他們的學習自信心。5.Drill(練習)

Ask some Ss to repeat the conversation and change the words used.(第一輪應提問成績較好的學生，第二輪提問成績較差的學生)【教學設計說明】此環節為機械操練，使不同層次學生初步掌握目標語言。機械操練是英語初始階段教學必不可缺的部分，學生要先從模仿到初步掌握，最后才能熟練應用。機械操練時應注意著重提問成績較差的學生，由于機械操練比較簡單，因此是激發后進生興趣，培養后進生自信的一個很好的途徑。6.Work on 1c（完成1c）（1）Have Ss get into pairs and practice the conversation with their partner.Then have them ask and answer questions about the other places in 1a..(2)Have some pairs present their conversations to the class.【教學設計說明】此環節是讓學生運用所學句型來進行操練，有利于鞏固所學句型。

7.Work on 2a & 2b(完成2a和2b)(1)Match the sentences with the pictures.Write each number in the box.(2)Listen and fill in the blanks with the words in the box.【教學設計說明】此環節進一步鞏固了本堂課所學的詞匯和句型。通過反復聽讀，可以讓學生盡快熟悉生詞。學生填表格，是檢查學生能否聽懂并拼寫所學單詞。8.Work on 2c（完成2c）

Have Ss get into groups and ask and answer questions about the places in 1a on page 43.Where is the hospital? It’s next to the police station.【教學設計說明】此環節既能充分練習學生的目標語言，使學生學以致用，同時也能極大的調動學生們的課堂參與率，并且能為有繪畫特長的孩子提供一個展示的空間。

10.Homework（課后作業）Oral: 1.朗讀并熟記單詞和句子。

2.Draw a map and then make a conversation.Written: 抄寫單詞和句子。

The Second Period(Section A, 2d–3c)

Teaching aims（教學目標）

1.能在日常情境中為他人指路。2.能用所學內容解決實際問題。3.句型 Where is the …

Language points(語言點)1.詞匯：across, front, behind, town, around, north 2.句型：Excuse me.Is there a hotel in the neighborhood? Yes, there is.Just go along and turn left.It’s next to the supermarket.Difficulties（教學難點）

1.問路方法。2.指路方法。

Teaching steps（教學步驟）

1.Warm-up and revision(課堂熱身和復習)（1）Check Ss’ homework.（2）Talk about some pictures.【教學設計說明】通過描述圖片，達到復習與鞏固的作用。同時增進同學之間的相互了解。

2.Presentation（呈現新知識）

Have Ss look at the maps and help them to understand the target language.【教學設計說明】通過展示圖片的用法，既直觀又有親切感，為下一步理解對話掃清了障礙。3.Work on 2d（1）

Role-play the conversation in 2d.(2)Have Ss get into pairs and make conversations based on the example in 2d.(3)Read the conversation and answer the following questions.Q1.Where is the bank? Q2.Can Linda help Tony?

【教學設計說明】學生通過回答問題能理解對話的內容，通過角色扮演能在情境中學會運用，通過自編對話能更好的讓學生學以致用。4.Grammar Focus(1)Read through the sentences.(2)Ask Ss to focus on the questions and answers.【教學設計說明】本部分為本單元的內容核心，不僅概括了本單元的重點，還將基本句型一 一呈現。通過句子的羅列，使學生關注人稱的變化。因此不應小視，但由于是總結性內容，故要求學生朗讀?？稍谡n后將本部分列入聽寫內容。（完成2d）5.Work on 3a（完成3a）

(1)Look at the map and answer the questions.(2)Check Ss’ answers.【教學設計說明】在進一步練習本單元核心內容。6.Work on 3b（完成3b）

(1)Look at the map in 3a and write three sentences.(2)Have Ss check their answers in groups and then report their answers to the class.【教學設計說明】鞏固3a內容。7.Homework（課后作業）1.Dictate the new words, then write them out.2.Recite 2d, then write the conversation from memory once.3.Draw a map and then make up a conversation.The Third Period(Section B, 1a–1d)

Teaching aims（教學目標）

1.學會交通標志。2.能熟練指路。3.學會怎樣表達位置。

4.理解聽力材料。

Language points(語言點)1.詞匯：along, turn, right, left, crossing, neighborhood, 2.句型：Is there a …

Yes, there is.Just go …

Difficulties（教學難點）

準確表達位置。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）

Go through the pictures and explain the signs to the Ss.【教學設計說明】1.復習了走路方法。2.呈現本節重點。3。充分達到熱身目的，提高了參與率。

2.Presentation（呈現新知識）（1）Show pictures and talk about them.2.Work on 1a.Match the words with the signs.3.Check Ss’ answers.【教學設計說明】通過對每幅圖片的描述，引導學生由使用舊知識過渡到自主使用新知識,達到了自然呈現的目的。3.Pairwork

Have Ss make conversation based on the pictures in 1a.Get some pairs to present their conversation to the class.【教學設計說明】 通過對話練習使學生進一步掌握問路指路的單詞，以及表述方法，并能夠更直觀的理解并記憶新單詞。4.Work on 1b

（完成1b）

Listen and write the correct place for each letter in the picture.【教學設計說明】培養學生的觀察力，通過簡單的造句提高課堂參與率。5.Listening practice(聽力練習)（1）Work on 1c.Listen again.Fill in the blanks.(2)Work on 1d.Imagine you and your partner are the two people in the picture in 1b.Ask and answer questions about the places.(3)Role-play.Ask some pairs to perform their conversation to the class.【教學設計說明】本部分聽力練習旨在鍛煉學生提取細節信息的能力。角色扮演的設置主要是將孩子帶入情境。6.Homework 1.Translate the sentences into English.1)郵局在哪里？在超市旁邊。

2)這附近有圖書館嗎？有, 在第五大街上。

3)銀行在哪里？在旅館和電子游戲中心。

4)附近有公園嗎？有, 在學校對面。

5)電話亭在哪里？在郵局旁邊。2.Write how you get to school from your home.The Fourth Period(Section B, 2a–Self Check)

Teaching aims（教學目標）

1.能用所學知識區描述周邊環境。2.能理解文章大意。3.能夠汲取有用知識點。

4.能用所學知識寫出精美文章。

Language points(語言點)1.詞匯：spend, climb, road, often, air, sunshine, free, enjoy, easily, money 2.句型：There be …

I live …

Walk out/ along the street …

Difficulties（教學難點）

1.理解較長文章及文章中的知識點。2.用所學知識寫出完整的文章。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）

Check Ss’ homework.Ask some Ss to talk about their neighborhood.【教學設計說明】通過對生活實際的描述，激發學生學習興趣。復習描述問路的詞匯。為完成2a做好鋪墊。2.Work on 2a Check the places near your home.Tell your partner where they are.【教學設計說明】通過更多單詞的學習幫助學生減少困難，并能幫助學生形成知識網絡。

2.Presentation（呈現新知識）

(1)Work on 2b.Read the passages.Match each passage with a map.Then read the passages carefully and answer the questions.Q1.How does Anna get to the zoo? Q2.Where is the park? Q3.Where is the post office? Q4.Where is the library?(2)Work on 2c.Read again and answer the questions.1.What does Anna like doing in the zoo? 2.Does Anna think monkeys are like people? Why? 3.What does John like to do at the park? 4.John thinks the best things do not need money.Do you think so? 5.How does Lisa get to the library from her home? 【教學設計說明】閱讀文章應先略讀在細讀。因此第一個問題的設置要求學生略讀找到關鍵詞語進行推測。接下來的4個問題能夠幫助學生對文章有整體理解。2c的設計能夠幫助學生更好的理解文章，讀懂細節。3.Work on 3a Look at the map of Cindy’s neighborhood and fill in the blanks.【教學設計說明】本部分旨在幫助學生學會用正確的語言進行寫作，并幫助學生積累語言。為完成本單元的寫作部分進行鋪墊。4.Work on 3b & Self Check.Have Ss write a composition about their neighborhood, using the questions below to guide them.My neighborhood

1.Where do you live? 2.What is your favorite place in your neighborhood? Why? 3.How do you get there from your home? Help Ss to finish the compositions.【教學設計說明】由于在前面課時已經對家庭附件進行描述，因此本環節將3b與Self check進行整合，合并為一篇描寫好朋友的文章。在寫作之前幫助學生建造文章結構，并積累語言。4.Homework Recite the text in Section B, 3a.Finish your composition.Complete Self Check.

第五篇：七年級下冊英語教案7B_Unit_3_How_do_you_get_to_school

Unit 3 How do you get to school?

四、Target Language(目標語言)How do you get to school? I ride my bike.How long does it take to get to school? It takes about 20 minutes.How far is it from your home to school? It’s about two kilometers.五、Vocabulary（詞匯）train, bus, subway, bike, car, boat, river, year, minute, kilometer, sixty, seventy, eighty, ninety, hundred, ride, drive, live, leave, cross

take the train/bus, go by bike/subway, ride a bike, drive a car, think of, between … and …, leave home/school, come true

The First Period(Section A, 1a–2c)

Teaching aims（教學目標）

1.學習表示交通工具的單詞。2.學會使用動詞短語表示交通方式。

3.能夠熟練掌握How do you get to school？的句型。4.學習使用how far詢問距離，how long 詢問時間。

Language points(語言點)1.詞匯：1)名詞n.train, bus, subway, ride, minute, kilometer 2)動詞v.ride

3)數詞num.sixty, seventy, eighty, ninety, hundred

4)形容詞和副詞adj.& adv.far

5)詞組

take the subway, ride a bike 2.句型：How do you get to school? I …

How long does it take …? It takes …

How far is it from … to …? It’s about …

Difficulties（教學難點）

1.交通工具的表達法。

2.How，how far，how long 句型的使用及區別。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）

（1）Greet the class.(Talk about the weather.Use the present and past tense.)

T: How’s the weather today?

S: It is …

T：How was the weather yesterday?

S: It was …(2)Play a guessing game.T: Look at the sentences and pictures and guess the kinds of transportation.【教學設計說明】通過多媒體屏幕向學生展示所學單詞,圖文并茂，非常直觀地向學生展示了新單詞.簡單的單詞游戲既調動了學生的學習積極性又強化了單詞記憶。

2.Presentation（呈現新知識）

(1)Present the new words: take a train, take the bus, take the subway, ride a bike, walk Show some pictures of the new words on the screen.Ask Ss to try to read these words.T: Let’s play a word game.(Ask Ss to look through the new words quickly, and check how many they can remember.Give Ss some pictures of the new words and some word cards.Then show the new words or the pictures of the new words on the screen.For example, when you show the word “train” on the screen, the student who has the picture of a train should stand up quickly and say “I’m here!”)【教學設計說明】圖片教學法是呈現新知識最簡單有效的方法之一，學生通過圖片，能更價值觀的理解新單詞的含義。此環節重點在新單詞及詞組的意思和發音上，所以要盡量讓更多的學生張口說，必要的機械操練是必不可少的。3.Drill(練習)

Show the pictures as quickly as possible.Let Ss say the new words.Then use the new words to make conversations.T: Let’s play a game.Please say the new words as quickly as you can.Then make a conversation like this:

A: How do you get to school?

B: I take a bus to school.【教學設計說明】此環節為機械操練，使不同層次學生初步掌握目標語言。機械操練是英語初始階段教學必不可缺的部分，學生要先從模仿到初步掌握，最后才能熟練應用。機械操練時應注意著重提問成績較差的學生，由于機械操練比較簡單，因此是激發后進生興趣，培養后進生自信的一個很好的途徑。4.Work on 1a（完成1a）(1)Match the words with the pictures.(2)Talk about the picture with Ss using the target language.T: How does “a” get to school? 【教學設計說明】通過1a的練習，使學生進一步學會運用新單詞。和學生一起談論圖片，目的在于引導學生學會使用交通工具的表達法。5.Work on 1b（完成1b）（1）Listen and write the numbers next to the correct Ss in the picture.(2)Look at the picture in 1a.How do the Ss get to school?

Make conversations with your partner.A: How does Mary get to school? B: She takes the subway.【教學設計說明】此環節著重是聽力訓練。讓學生在聽對話的過程中抓住關鍵詞匯，由于前面已做了一些訓練，因此學生聽起來比較容易，讓他們都有一次成功的喜悅和感受，這樣可以增強他們的學習自信心。6.Work on 2a–2c(完成2a, 2b和2c)（1）T: Please turn to page 14.Look at the numbers in 2a.Read them aloud.（2）T: Now let’s listen carefully and complete the chart.（3）T: Can you get the answers? Listen again and check your answers.（4）T: How does Tom get to school?

How long?

How far? 【教學設計說明】此環節進一步鞏固了本堂課所學的詞匯和句型。通過反復聽讀，可以讓學生盡快熟悉生詞。學生補全句子，是檢查學生能否聽懂并拼寫所學單詞。7 Work on 2d（完成2d）

（1）Student A is Jane and Student B is Tom.Use the information in 2b to

make conversations.A: How do you get to school?

B: I … A: How long does it take …?

B: It takes … A: How far is it from … to …?

B: It’s about …（2）How long does it take?

How long does it take you to get from your home to school? How far is it? How far is it from your home to school? 【教學設計說明】此環節既能充分練習學生的目標語言，使學生學以致用，同時也能極大的調動學生們的課堂參與率，并且能為有繪畫特長的孩子提供一個展示的空間。

8.Homework（課后作業）

Oral: 朗讀并熟記第13頁的單詞和句子。

Written: 寫小段文章介紹自己如何上學，多遠，多長時間。

The Second Period(Section A, 2e–3c)

Teaching aims（教學目標）

1.能使用目標語言談論自己如何上學。2.能用所學內容解決實際問題。

3.熟練掌握how，how far和how long引導的特殊疑問句，并會正確回答。

Language points(語言點)1.詞匯：1)名詞n.car 2)動詞v.drive，live

3)形容詞 adj.every

4)短語 every day, by bike 2.句型：How do you get to school?

I ride my bike.How long does it take to get to school?

It takes about 15 minutes.How far is it from home to school?

It’s only about two kilometers.Difficulties（教學難點）

1.鞏固how，how far和how long的用法。2.真實環境下的交際功能。

Teaching steps（教學步驟）

1.Warm-up and revision(課堂熱身和復習)

T: Get into pairs and review the target language we learned in the first period.A: How do you get to school?

B: I …

A: How long does it take? B: It takes … A: How far is it? B: It’s about …

C: How does … get to school? D: He/She …

C: How long does it take? D: It takes … C: How far is it? D: It’s about …

【教學設計說明】本環節主要為復習內容，更好的鞏固目標語言。因此此環節設計了第一人稱與第三人稱的對話，由于是復習因此應多提問中等或中下等學生。2.Work on 2e（完成2e）

（1）Talk about the picture.Help Ss guess the main idea of the conversation.T: Where are they? What are they talking about?（2）Read the conversation and answer the following questions.Q1.Who has a new bike?

Jane.Q2.How does Lisa get to school? She usually takes the bus.Q3.How far is it from Lisa’s home to school?

About 10 kilometers.Q4.How long does it take Jane to go to school? About 15 minutes by bike.(3)Role-play the conversation in 2e.【教學設計說明】學生通過回答問題能理解對話的內容，通過角色扮演能在情境中學會運用，通過自編對話能更好的讓學生學以致用。3.Grammar Focus(1)Read through the sentences.(2)Ask Ss to focus on the usage of how, how far and how long.【教學設計說明】本部分為本單元的內容核心，不僅概括了本單元的重點，還將基本句型一 一呈現。通過句子的羅列，使學生關注人稱的變化。因此不應小視，但由于是總結性內容，故要求學生朗讀。可在課后將本部分列入聽寫內容。4.Work on 3a（完成3a）

(1)Match the questions with the answers.(2)Check the answers.Then practice them.(3)Summarize the difference between how, how far and how long.【教學設計說明】本環節旨在向學生強調how, how far and how long引導的特殊疑問句的答語。

5.Work on 3b（完成3b）(1)T: Use these words to make questions.Get into pairs and ask and answer the questions.(2)Have Ss check their answers in groups and then present their answers to the class.【教學設計說明】本環節旨在幫助學生掌握句子的結構，了解句法。6.Work on 3c

（完成3c）

(1)T: Get into groups and ask your classmates questions and write their names in the chart.The first student to fill in all the blanks wins.(2)T: Make a report about your findings and present them to the class.【教學設計說明】 小組活動中將所學知識學以致用，是對Section A內容的總結及復習。

7.Homework（課后作業）

（1）Copy the sentences in Grammar Focus.（2）Recite the conversation in 2e.The Third Period(Section B, 1a–1e)

Teaching aims（教學目標）

1.學習stop 和station。

2.學會表達同時使用多種交通工具去某個地方。3.能熟練使用how，how far 和how long 進行操練。

4.理解聽力材料。

Language points(語言點)

1.詞匯：1)名詞n.stop 2)短語.think of 2.句型：I ride my bike to the subway station.Then I take the subway.Mary wants to know how far he lives from his grandparents’ home.Difficulties（教學難點）

1.乘坐多種交通工具到達某個地點的表達方法。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）

（1）Make conversations with your partner.How …/How long …/How far …(2)Read the sentences in Grammar Focus aloud.How do you get to school? How does she get to school?

I ride my bike.She usually takes the bus.It takes about 15 minutes.How long does it take to get to school? How far is it from your home to school? It’s only about two kilometers.Does Jane walk to school? No, she doesn’t.She goes by bike.Do they take the bus to school?

No, they don’t.They walk.【教學設計說明】通過對話的形式進行熱身，可以很好的復習Section A所學重點句型； 通過聽寫句子了解學生掌握句子的情況。2.Presentation（呈現新知識）

（1）Show two pictures and talk about them.T: What’s this?

S1: Bus stop T: What’s this? S2: Bus station T: A stop refers to the place where a bus, train, etc.stops so that people can get on and off.A station is a building from which buses or trains etc.begin and end their journeys.(2)Work on 1a.Draw lines to match the words with the pictures.【教學設計說明】通過對每幅圖片的描述，幫助學生區分stop和station。3.Work on 1b

（完成1b）

（1）Tell your partner how you get to school.Imagine you use two types of transportation.（2）Show some pictures and practice the conversation.A: How do you get to school? B: Well, I ride my bike to the subway station.Then I take the subway.【教學設計說明】本環節為新內容，是本課時的重點，因此在本環節的操練程度應加大。讓盡量多的學生參與到課堂活動中來。4.Work on 1c Listen and check the things that Mary wants to know.Mary wants to know … ____ where Bob lives.____ how far he lives from his grandparents’ home.____ how he gets to his grandparents’ home.____ how long it takes to get to his grandparents’ home.____ what he thinks of the trip.【教學設計說明】 通過聽力幫助學生培養聽細節的能力。5.Listening(聽力練習)（1）Work on 1d.Listen again.How does Bob get to his grandparents’ home?

(2)Check the answers.(3)Work on 1e.Talk about how Bob gets to his grandparents’ home.【教學設計說明】本環節將聽說很好的融合在一起，既鍛煉了聽力又積累了詞匯和句型。7.Homework Do a survey.How do your classmates get to school?

The Fourth Period(Section B, 2a–Self Check)

Teaching aims（教學目標）

1.能用所學知識閱讀文章。2.能理解文章內容，回答問題。3.能夠理解文章細節內容。

4.能夠運用所學內容介紹自己的上學路線。

Language points(語言點)1.詞匯：1)名詞n.river, village, bridge, boat, ropeway, year, villager, dream 2)形容詞 adj.afraid，true，many

3)動詞 v.cross，leave

4）短語

between … and …, come true

2.句型：It’s not easy to cross the river on a ropeway.There is no bridge.You want to know how …

Difficulties（教學難點）

1.理解文章內容，正確回答問題。2.用所學知識寫出完整的文章。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）（1）Check Ss’ homework.T: How do your classmates get to school?

S: I asked Xiao Hua.She usually walks to the bus station, and then she takes the bus to school.Xiao Hua: I asked Jim.He always gets to school in his father’s car.Jim: I asked Lucy.She sometimes takes the subway to school.But she never takes the taxi.(2)T: For many Ss, it’s easy to go to school.But it can be very difficult for Ss in a small village in China.【教學設計說明】建議本環節讓盡可能多的學生進行操練。本環節操練的方式是鎖鏈式操練，小華采訪了Jim, Jim 采訪了Lucy。本環節一方面幫助學生復習目標語言，一方面為下個環節的閱讀文章做了鋪墊，自然導入。2.Work on 2a Look at the picture, talk about it and guess what the passage is about.Where are they? What are they doing? Where are they going? 【教學設計說明】培養學生的閱讀策略，即根據文章和標題猜測文章大意。2.Presentation（呈現新知識）

(1)Work on 2b.Read the passage and answer the questions.1.How do the students in the village go to school? 2.Why do they go to school like this? 3.Does the boy like his school? Why? 4.What is the villagers’ dream? Do you think their dream can come true? Why or why not?（2）Work on 2c.Read the passage again.Complete the sentences with words from

the passage.1.For the students in the village, it is ________ to get to school.2.They have to cross a very ______ river between their school and the village.3.They cannot go by boat because the river runs too ______.4.It is not easy to cross the river on a ropeway, but the boy is not ______.5.The students and villagers want to have a bridge.Can their dream come ______?(3)Explain the key words and key sentences.【教學設計說明】本單元閱讀旨在訓練學生學會了解文章大意, 能夠自己組織語言回答問題，并能夠讀懂文章細節內容。2b中最后一個問題具有開放性，因此可以根據學生情況將話題適當延伸。3.Work on 3a Read the e-mail from your pen pal Tom in the US.Fill in the blanks with the words in the box.Ask some Ss to read the passage and fill in each blank.Pay attention to some sentences and phrases.They will help Ss in writing.【教學設計說明】本部分旨在幫助學生學會用正確的語言進行寫作，并幫助學生積累語言。為完成本單元的寫作部分進行鋪墊。4.Work on 3b & Self Check.Write an e-mail to Tom and tell him how you get to school.These questions may help you.1.When do you leave home? 2.How do you get to school? 3.How far is it from your home to school? 4.How long does it take you to get to school? 5.Do you like your trip to school? 【教學設計說明】如果時間允許應在課堂上幫助學生回答這五個問題，并幫助學生合理安排文章布局。4.Homework（1)Recite the text in Section B, 3a.（2）Finish Self Check.