七年级英语unit3教案（精选6篇）
七年级英语unit3教案 第1篇
七年级英语下册unit3教案
Unit 3: Why do you like koalas? 济源市北海中学 杨延丽 Language goals In this unit students learn to describe animals and express preferences and give reasons, New language Why do you like koala bears? Because they’re cute. They’re pretty interesting. They’re kind of shy. They’re very big. Names of animals such as tiger, elephant, koala bear, dolphin Deion words such as smart, cute, intelligent Names of countries: Australia, South Africa, Recycled language between, across from He’s/She’s from ... He’s / She’s five years old. Names of countries; China, Japan, Brazil Section A Additional materials to bring to class: coins or other markers for the Bingo game in 4. Ask students to name as many animals as they can in English. Write the list on the board, Ask students to describe each animal in some way. They may tell its color or tell if it is big or small. Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them. la This activity introduces the key vocabulary. Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can. Point to the animals one by one and say the name of each. Ask students to repeal. Point out the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animals name. Point out the sample answer. Check the answers. 1 b This activity gives students practice in understanding the target language in spoken conversation. Point to the animals in 1a- Ask students to point to and name the animals. Say, Im going to play recordings of three conversations. Listen carefully as you look at the words in la. Put a checkmark in front of the name of each animal you hear. Play the recording the first time. Students only listen. Play the recording a second time. This time students check each animal name they hear. Correct the answers. 1 c This activity provides guided oral practice using the target language. Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have. Point out the four deion words. Ask a student to read them aloud. Review the meaning of each word. Say, Now you can make conversations about animals. Your conversations can be like the example. Use these deion words. Ask students to work in pairs. Have them take turns saying both parts. If students need help getting started, demonstrate another conversation with a student. For example: Teacher: lets see the elephant. Student: Why do you want to see the elephant? Teacher: Because its very smart. Ask some students to present their conversations to the class. 2a This activity provides listening practice using the target language. Call attention to the two blank lines on the left. Say, You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines. Play the recording the first time. Students only listen. Play the recording a second time. This time students write in the names of the animals. Check the answers. Point out the adjectives listed on the right. Ask a student to say the words. Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear. Play the recording and have students match each animal with an adjective. Correct the answers. 2b This activity provides listening and writing practice using the target language. Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time. Ask a student to read the words in the box. Play the recording. Check to see that students are writing a word from the box on each line of the conversation. Go over the answers. 2c This activity provides guided oral practice using the target language. Call attention to the conversation in the picture. Ask two students to read it to the class. Say, Now you can have conversations like this one. Use the words in Box 1, Box 2, and Box 3 in your conversations. Demonstrate a conversation with a student. For example: Student: Do you like penguins? Teacher: Yes, I do. Student: Why? Teacher: Because theyre very cute.
七年级英语unit3教案 第2篇
How do you get to school? Teaching goals: 1.Knowledge and abilities goals a.Vocabulary:train,bus,subway,bike,car,boat,river,year,minute,kilometer,sixty,seventy,eighty,ninety,hundred,ride,drive,live,leave,cross.B.expressions about transportation.take the train/bus,go by bike/subway,ride a bike,drive a car,other expressions:think of ,between and ,come true C.functions:talk about how to get to places.Structure:how questions How long questions, how far questions.d.Listening and speaking skills and communicative competence.2 Process & steps goals:
Listening and speaking methods.Work in pairs.3.emotional attitude and values goal: a.guide students to choose proper transportation.Develop students cooperative spirits and oral English.Key points and difficult points: Key points:how questions How long questions, how far questions.Difficult points:how questions How long questions, how far questions.Teaching procedures:
Lesson 1sectionA(1a-2c)Step1:warm up
Listen and ss guess what transportation it is Step2 play a guessing game.Step3 show ss the pictures and phrases about transportation.Step4 ss look at the pictures about all kinds of vehicle and learn the phrases :take the train,take the bus,take the plane......Step5 Match the words with the pictures.Step6 ss role-play the dialogues in 1a
Step7 look at the pictures and practice the sentences;how do you get to school?
I take the subway.I get to school by the subway.Step8 ss finish 1b.Step9 ss make conversations about how to get to school.Step10
ss listen to tapes and finish the task in 2a and 2b Step 11 ss read the listening materials.Step12 ss use the information to make conversations
Lesson 2 section A(2d-3c)Step1 students scan the conversation in 2e and fill in the chart.Step2 students role-play the conversation.ask some students to act out to see which group is the best.Step3 teacher explain the key words and phrases.and ask ss if they have any questions.Step4 Read the sentences in grammar focus and ask ss to translate the Chinese sentences on ppt.Step5 guide ss to find the rules and character of the sentences.Teacher summarizes the grammar points.Step6
Ss finish tasks in 3a and practice the dialogues.Step 7Ss finish the task in 3b.ask some students to present their answers.Step8 ss work in groups to finish the task in 3c.they fill in the chart.ask ss to present how they ask and answer.Lesson 3 section B(1A-2c)
Step1 review
Show ss pictures and ask them to make conversations.Step2 independent learning
七年级英语unit3教案 第3篇
一、《课标》解读
《课标》倡导任务型教学模式(Task-based Language Teaching)，其教学理念是：强调语言应用，培养实践能力，发展学习策略。
对七年级学生而言，《课标》要求本单元达到三级目标，即学生要了解家庭成员之间的称呼、熟悉与家庭密切相关的话题，并能在日常生活中进行交际。
二、教材分析
教材内容：新目标英语七年级Unit 3 This is my sister, section B。教学目标依据《课标》而设定：
1. 知识与技能，通过学生听、说、读、写的综合训练，帮助他们达到使用项目语言进行交际的目的。
2. 过程与方法：通过指导学生完成一系列的任务活动，充分体现“用中学，学了用”(Learning by Using.Learning for Using)的语言教学原则。
3. 情感态度价值观：着重培养学生的合作精神和亲情观念。
4. (1) 本课的教学重点：用指示代词介绍自己的家庭成员。 (2) 本课的教学难点：对于thesethose的使用，在交际中容易出错;词汇量大，学生记忆困难。
三、学情认知
新课程倡导学生是学习的主体，因此，教学首先要关注学生，要在充分认知学情的基础上进行，七年级的学生具有以下两个特点：
1. 学习基础：
初一学生在小学阶段虽然已经认读过家庭成员的称谓，但过去由于受主客观条件的限制，大部分学生都难以达成《课标》规定的二级标准，中小学英语教学未能很好地衔接起来，学生英语学习的起点较低。
2. 学生特点：
学生在英语学习的启蒙阶段，对英语充满着好奇，学习兴趣浓厚，喜欢参与课堂活动，表现欲望非常强烈。
四、资源运用
相对于传统教学而言，运用网络资源有着明显的优势，它传递教学信息快，课堂容量大，容易激发学生的学习兴趣。在这方面，“农村中小学现代远程教育资源网”提供了丰富的教学资源，它有助于帮助教师创设情景，进行交际;同时，教师也可以利用资源弥补教材的不足。
五、过程设计
教学过程设计主要有以下四步：
Step 1.Preparing for using(利用远程教育资源，为新课学习奠定基础)。利用远程教育资源为我们提供的“唱一唱”资源，让学生跟着美妙、动听的音乐进入英语学习氛围，在轻松愉悦中开始英语学习。
在传统教学中，学习“家谱(Family Tree)”时，教师往往用常用语言进行表述，学生听起来既抽象又枯燥。于是，笔者改用远程教育资源提供的课件进行教学，学生对这种形象直观的家谱一看就明白，从而收到了传统教学无法达到的视觉效果。特别值得一提的是：远程教育资源还根据《英语课程标准》补充了六个常用单词，这有效地帮助了一线教师强化课标意识，树立了正确的教材观。
远程教育资源还提供了一些家庭照片。于是，根据初一学生求胜欲强的心理特点，利用远程教育资源，笔者设计的第一个任务活动是“头脑风暴”，让孩子们在固定时间内记忆有关家庭成员称谓的单词，然后通过“浮出冰山、沉入海底、找找同伴”等游戏活动让他们进行比赛，以考察对单词的掌握情况。(课堂气氛在孩子们的比赛中变得生动起来。)
Step 2.Learning by Using(利用远程网络教育资源，帮助学生在“用中学习”)。在运用中学习语言、根据自身的兴趣来学习语言可以起到事半功倍的作用。利用远程教育资源，笔者设计的第二个任务活动是“超级女声”，笔者先示范以李宇春的口吻介绍自己的亲友团(This is)，然后按超女的粉丝把孩子们分成玉米、笔笔、盒饭、鸡腿、荔枝等五个组，让他们用事先准备好的家庭照片介绍各自的亲友团成员。在进行了充分的听说实践活动后，孩子们就能轻松地完成课本上的听力练习。(课堂气氛在孩子们的介绍中变得热烈起来。)
Step 3.Learning for Using(利用远程教育资源，帮助学生“学以致用”)。学习语言的目的是为了交际，语言学习的终极目标是进行真实的听说读写的综合运用，利用远程教育资源，笔者设计的第三个任务活动是“最佳报道”，通过对来学校访问的外国友人Mr Black一家的采访，对其家庭成员的组成情况进行报道。孩子们通过扮演小记者和外国友人，在较为真实的情景中运用本课所学的知识完成了任务。较为真实的交际帮助孩子们达成了《课标》对七年级学生所提出的要求：能在日常生活中进行交际。 (课堂气氛在孩子们的精彩采访中达到了高潮。)
Step 4.Learning for More(利用远程教育资源，深化课堂教学)。公平和谐的教育是让每个学生通过学习各有所获，远程教育资源网上丰富的资源让分层教学变成了现实。利用远程教育资源，笔者设计了趣味阅读、家谱制作、看图填空三个不同层次的任务，目的是让每个学生都能根据自己的学习能力、兴趣爱好选择适合自己的练习内容，(介绍三个层次的练习)。分层练习弥补了教材的单一性，让每个学生都得到了最大程度的发展。 (课堂气氛在孩子们的投入练习中达到了和谐。)
七年级英语unit3教案 第4篇
<＼＼Dandan＼其他资料＼2014年 随堂演练及单元要点检测题＼2014年 七年级 随堂演练及单元要点检测题＼2014年 七年级（上） 随堂及检测题＼20071121145859779_2.TIF> [Section A]
<＼＼Dandan＼其他资料＼2014年 随堂演练及单元要点检测题＼2014年 七年级 随堂演练及单元要点检测题＼2014年 七年级（上） 随堂及检测题＼书包.tif><＼＼Dandan＼其他资料＼2014年 随堂演练及单元要点检测题＼2014年 七年级 随堂演练及单元要点检测题＼2014年 七年级（上） 随堂及检测题＼尺子.tif><＼＼Dandan＼其他资料＼2014年 随堂演练及单元要点检测题＼2014年 七年级 随堂演练及单元要点检测题＼2014年 七年级（上） 随堂及检测题＼卷笔刀.tif><＼＼Dandan＼其他资料＼2014年 随堂演练及单元要点检测题＼2014年 七年级 随堂演练及单元要点检测题＼2014年 七年级（上） 随堂及检测题＼铅笔.tif><＼＼Dandan＼其他资料＼2014年 随堂演练及单元要点检测题＼2014年 七年级 随堂演练及单元要点检测题＼2014年 七年级（上） 随堂及检测题＼书.tif>
1. Is this your ________？ 2. That is my English ________.
3. This is his ________. 4. Is that your ________？
5. Its not my pencil ________.
二、从B栏中找出A栏句子的正确答语。
A B
（）1. Is this your backpack， Jim？ A. Its 297-3389.
（）2. Whats his phone number？ B. Nice to meet you.
（）3. Sit down， please. C. Fine， thank you. And you？
（）4. Whos the boy？ D. Thank you.
（）5. Im sorry Im late. E. Thats all right.
（）6. How are you， Jill？ F. Tom， I think.
（）7. Hello， Im Tom. G. No， its her backpack.
三、用所给单词的正确形式填空，使句意完整。
1. ________ am Karen Suarez. Suarez is ________ family name. （I）
2. This is not ________ pencil case. （she）
3. Whats ________ phone number？ （you）
4. ________ name is Tony. ________ is ten. （he）
5. John ________ her teacher. （be）
6. This is ________ pencil sharpener. （I） That is ________ computer. （she）
7. I ________ a student. ________ you a student， too？ （be）
8. ________ is my brother. ________ name is Tom. （he）
9. ________ this your ring？ No， it ________ not. （be）
10. ________ name is Amy. ________ am in Class 4 Grade 7. （I）
四、阅读理解。
Hello！My name is Li Yang. Im a Chinese boy. Im twelve. Im a student at No. 4 Middle School. I have many friends in my class. Bob is one of my best friends. He is from the USA. He is eleven. He has a cat. Its name is Dick. We like it very much.
根据短文内容判断正（T）误（F）。
（ ）1. Li Yang is from the USA.
（ ）2. Dick is Li Yangs best friend.
（ ）3. Li Yang and Bob are in the same class.
（ ）4. Dick is a cat.
（ ）5. Bob is twelve.
<＼＼Dandan＼其他资料＼2014年 随堂演练及单元要点检测题＼2014年 七年级 随堂演练及单元要点检测题＼2014年 七年级（上） 随堂及检测题＼20071121145859779_2.TIF> [Section B]
一、单项选择。
（ ）1. —How do you ________ your name？ —M-I-K-E， Mike.endprint
A. look B. spell C. be D. say
（ ）2. —Is that ________ English dictionary？ —No， its ________ Chinese one.
A. a； a B. an； an C. a； an D. an； a
（ ）3. —Is he ________？ —No， he is ________.
A. English； Chinese B. an English； China
C. English boy； Chinese boy D. a English； a China
（ ）4. —Is this your eraser？
—No， it isnt. I think ________.
A. it her eraser B. its her eraser C. its her eraser D. its your eraser
（ ）5. Please call me ________ 87131108.
A. in B. at C. for D. on
二、根据汉语意思补全句子，每空一词。
1. ——这是你的卷笔刀吗？ ——是的，它是。
—________ ________ your pencil ________？ —Yes， ________ is.
2. ——那是他的尺子吗？ ——不，不是。那是我的尺子。
—Is ________ ________ ruler？ —________， it ________. ________ ________ ruler.
3. 这个东西用英语怎么说？ 这是字典.
________ this ________ ________？ Its ________ ________.
4. 你怎么拼写“篮球”？
________ ________ you ________ “basketball”？
5. 请给我打电话，电话号码是871-3117.
Please ________ me ________ 871-3117.
三、完形填空。
Dear friends，
Hello！My name is Cindy Green. Now Im 1 the school library. I 2 a yellow schoolbag. A pencil box， a dictionary， a watch and some books 3 in it. The pencil is green. The 4 is black. The dictionary is 5 English dictionary. 6 is the dictionary？ Its blue and red. Is the schoolbag 7 ？ You can come to the library and 8 me for it. If you cant find me in the library， you can 9 me. My telephone 10 is 871-3117.
Cindy Green
（ ）1. A. in B. to C. of D. for
（ ）2. A. found B. spell C. lost D. have
（ ）3. A. is B. am C. are D. be
（ ）4. A. pen B. watch C. pencil box D. books
（ ）5. A. a B. an C. the D. /
（ ）6. A. What B. What color C. Who D. What about
（ ）7. A. his B. hers C. mine D. yours
（ ）8. A. find B. meet C. ask D. call
（ ）9. A. thank B. spell C. call D. found
（ ）10. A. number B. name C. card D. photo
四、阅读理解。
[Is this your pen in the lost and found case？ —Mary
Found： Is this your backpack？ Call Bruce at 284-4473.
Found： English book
Is this your book？ Please call Mike at 674-3927.
Lost： My school ID card
My name is Lucy. Please call 657-9845.]
（ ）1. Who found a pen？
A. Kelsey B. Bruce C. Mary D. Mike
（ ）2. Mike found a （an） ________ book.
A. Chinese B. English C. math D. art
（ ）3. If you find a school ID card， you can call ________.endprint
A. 284-4437 B. Mike C. 657-9845 D. Bruce
（ ）4. If you lost a ________， you can call 284-4473.
A. backpack B. book C. pen D. ruler
（ ）5. Who found a backpack？
A. Bruce. B. Mary. C. Mike. D. Lucy.
<＼＼Dandan＼其他资料＼2014年 随堂演练及单元要点检测题＼2014年 七年级 随堂演练及单元要点检测题＼2014年 七年级（上） 随堂及检测题＼20071121145859779_2.TIF> [Self Check]
一、单项选择。
（ ）1. —Hello， Li Lei. Nice to meet you.
—Hello， Wei Hua. ________， too.
A. Nice to meet you B. How are you C. How do you do D. Im fine
（ ）2. —________， Mike？
—Yes？
A. Thank you B. Good morning C. Hello D. Excuse me
（ ）3. —Whats this in English？
—________.
A. Its my book B. Its a book C. Its here D. This is a book
（ ）4. —Whats ________ your pencil case？
—One pencil and two pens.
A. at B. for C. of D. in
（ ）5. The phone ________ are all my friends.
A. number B. for C. numbers D. /
二、完形填空。
A： Excuse 1 ， whats 2 ， please？
B： My name is Ann Read. And 3 ？
A： Wei Hua， 4 you do？
B： How do you do？
A： 5 in the bag？ Is it a pear？
B： No， its 6 orange.
A： What 7 that in English？
B： Its a bus， a 8 bus.
A： 9 . Can you 10 “bus”？
B： Yes， I can. b-u-s， bus.
（ ）1. A. my B. me C. I D. you
（ ）2. A. that B. it C. this D. your name
（ ）3. A. are you B. your C. name D. your name
（ ）4. A. How B. How do C. How are D. How old
（ ）5. A. What B. Is C. Whats D. How
（ ）6. A. / B. a C. an D. the
（ ）7. A. is B. are C. am D. be
（ ）8. A. England B. Chinese C. China D. English
（ ）9. A. Sorry B. Excuse me C. Good D. No
（ ）10. A. say B. look C. meet D. spell
三、阅读理解。
My name is Zhang Huisong. Im from Hong Kong. I am fourteen years old. Zhang Huili is my sister. She is twelve. We are in the same school. My mother is a teacher. She is an English teacher in our school. My father is a doctor. He is in a hospital （医院）. I have a little （小的） white mouse （老鼠）. He is my pet （宠物）. It is from the USA. Its name is Robert. We are good friends.
（ ）1. Zhang Huili is from ________.
A. Hong Kong B. England C. the USA D. Cuba
（ ）2. How old is Zhang Huisong？ Hes ________.
A. 12 B. 13 C. 14 D. 15
（ ）3. What does Zhang Huisongs mother do？ She is ________.
A. a teacher B. a doctor C. a student D. a nurse
（ ）4. ________ has a little white mouse.
A. Zhang Huili B. Zhang Huisong C. Their father D. Their mother
（ ）5. The pets name is ________.
七年级英语unit3教案 第5篇
1.学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）2.学会谈论家庭成员
Language points（语言点）：
1． 要求熟练运用以下句式：(1)These are…(2)This/ That is… …(3)He/She is…
2． 要求掌握以下词汇：son, cousin, daughter, uncle, aunt(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)Difficulties（难点）：
在介绍或谈论家庭成员时，注意学生口语中的单复数运用。Teaching steps（教学步骤）：
1.Warming-up and revision（课堂热身和复习）a)Daily greetings to the students（日常问候）T: Good morning/afternoon.Who is on duty today? S1: I am.T: Is everyone here today? S1: Yes, Everyone is here./No, … is not here.T: Thank you/Well done..1 b)Revision（复习）
T: Here is a picture from Lily.Guess who he is?2 S1: Is he …’s father? S2: Is he …’s brother? S3: Is he …’s friend? S4: Is he …’s uncle? 3 T: Yes, you are so clever.2.Presentation T: Here is a photo.Do you know who he is? 4 S: He is 布什（Bush）.T: Yes, he is the president of America.Who is his father? S: …(学生可能会有不同的回答，对能正确回答或接近正确答案的学生进行表扬和鼓励。)T: Here are also many people in his family.Let’s guess who they are.Are you ready? S1: Is he Bush’s father’s father? 5
T: You are so wonderful.He is Bush’s grandfather.S2: Is he Bush’s brother? S3: Is he Bush’s uncle? S4: Is he Bush’s son? 6
T: Thanks.You are so clever(good/wonderful/…).3.Work on 1(完成P16 1)T: In my family my grandfather is the oldest one.Who is the oldest man in your family? 7 S: My grandfather, too.T: Every family has a family tree, can you finish the family tree8 S: Yes!4.Work on 2a(完成P16 2a)T: Well done!Now let’s play a game.Please look at 2a.Let’s see who is the best in your group.9
(播放录音，让学生勾出所听到的家庭成员，如果
播放录音一遍后，部分学生不能完成这一听力任务，可 再播放一遍录音。）5．Presentation T: This is my family photo.These are my parents.This is my Grandmother.This is my cousin Tom.I have another two pictures.One is Dave’s，One is Lin Hai’s.Can you guess which is Dave’s and which is Lin Hai’s?10 S: Yes.T: Who can say something about Picture 111? S1: There are eight people in the picture.S2:This is Dave’s grandfather.S3: I think this is Dave’s uncle.… ….(播放录音，让学生勾出所听到的家庭成员称谓，如果 播放录音一遍后，部分学生不能完成这一听力任务，可 再播放一遍录音。）
6．Work on 2c---group work(完成P16 2c)T: I am very happy.All of you do a good job.We have known Dave’s and Lin Hai’s families and friends.I want to know your family.Now draw a picture of your family and friends.Tell your partner about your picture12.（小组活动后，请几个小组进行表演, 老师及时鼓励。）7．Homework Oral work:(1)Listen to 2a, 2c, read and recite it.(2).Draw a family tree about your family(模仿1中family tree，画一个自己家庭的family tree，完善对自己家庭的介绍。)Written work:（3）Copy the words in 2a.（4）Find the person you are interested in, and write a passage about his/her family.13
教学设计说明：
1.这几个问题是为了让学生尽快进入英语课堂氛围，练习含有be动词单数的句子。2.T拿出自带来的某些著名明星的家人照片，学生猜测图片中的人物。这是复习前一课内容，难度不大，所以可以多让中等生参与，使他们获得成功感，从而激发他们学习英语的兴趣。
3.学生可能会有不同的回答，如果学生出现本课将要教授的新单词，T及时将新单词板书，加深学生对他们的印象。T根据学生回答给出多种评价。
4．建议老师事先准备学生比较熟悉的人物照片，引起学生对课文学习的兴趣，对课堂直接生成的新单词和知识，及时板
书，并带读，也可在学生回答时适当加入课外常识。
5． 创设真实情景，当学生不能正确说出新单词, 如cousin, grandfather时，鼓励他们换种方式或中文来表达他们想要表达的含义，同时培养他们在语境中理解新单词的能力。新单词呈现后，可加入小竞赛等小活动，如老师提示mother’s sister, 看哪位学生第一个反应aunt。活跃了课堂气氛，对新单词的读音和意思也有了更深的印象。
6．建议T用夸张语调读”son, uncle, grandfather, daughter, aunt”，并将它们板书成一排，让学生跟读，也为part1的活动的完成提供文字材料。
7．此句较长，要求T放慢语速，对口语中的新单词oldest，建议老师板书，通过对自己家庭情况的表述，帮助学生理解，必要时可用中文解释。在表述grandfather的同时画出family tree的图形。
8．个人完成此活动,在有困难的情况下也可寻求同学的帮助。活动结束后，老师核对答案,T及时评价。
9． 听力开始前，建议学生看一 下选择范围。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。
10.此句有新单词，而且句子较长，要求T放慢语速，对口语中的新单词，建议老师板书，同时呈现课文2b的两张图片，如果学生未完全清楚T的指令，可重复此问题，必要时可用中文解释。
11．在听力之前，让学生简单谈论两张图片的不同点，为接下来的听力和谈论家庭成员这两个活动的顺利开展做铺垫。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。
12．学生在黑板上写出 “These are…/This is…”等学生在活动中有可能会用到的句型。活动前先有T和Ss做示范对话，再由S和S进行活动。对正确使用句型的同学进行表扬。此活动建议采用小组竞赛的形式，看哪个小组说的句子最多，以活跃课堂气氛。
七年级英语unit3教案 第6篇
2. the usage of adj. and adv.
3. a dialogue about how to take a taxi
Teaching goals: 1: remember the mastery words
2. learn the difference of slow and slowly; quick and quickly
3. understand the meaning of the text
Key points: the usage of slow and slowly; quick and quickly
Difficult points: the usage of adj. and adv.
Teaching aids: word cards, audiotape, flashcard, slide projector
Type: dialogue
Teaching procedure
1. Class opening
1) Greet the students in everyday English. Make sure they can response correctly.
2) Duty report: They can say anything they like to say.
3) Check the homework of last lesson. Explain if necessary.
2. New lesson
Step 1 Lead in
Discuss the questions in “THINK ABOUT IT”
Do you like to take taxi? Why or why not?
Have you ever stayed in a hotel? When? Where?
Maybe they have many different answers. Gather them and then say “Today, Li Ming and his friends get to Beijing. They want to go to a hotel by taxi. Danny has a dialogue with the driver. Let’s look at what does he say to the driver.”
Step 2 Listen to tape with the following questions:
Why is Danny scared?
Can Danny speak Chinese?
Can the driver speak English?
Step 3 After listening to the text, discuss the questions with the students. Go through the dialogue at the same time. Deal with the language points. You can use the blackboard or the slide projector. Pay attention to the different usage of slow and slowly, quick and quickly.
Step 4 Listen to the audiotape again and let the students read after it.
Step 5 Practice
Have them read the text for a few minutes and then have them act out the dialogue in roles. Correct their pronunciation if any.
Step 6 Demonstrate quickly and slowly by performing an action quickly and slowly as you say the words. Point out the difference between “ I am quick/slow.” and “I am ___ing quickly/slowly.”
Ask for volunteers to perform actions quickly and slowly. Describe the volunteers’ actions to the class. Then ask the class to describe the actions.
Divide the class into small groups. Ask each group to make a dialogue about taking a walk on a busy street in Beijing. Let them use slow and slowly, quick and quickly.
Step 7 Deal with “LET’S DO IT”
Work in a small group. Imagine you are a tour guide. Your group members are on a trip to Beijing. Where do they want to go? Where do you take them?
Step 8 A test
词形转换
1) They eat many _____ . (noodle)
2) Look! They are ________ over there. (help)
3) Be ________ , or we will be late.(quickly)
4) The train is _________ tonight. (come)
5) Thank you for _______ me. (help)
6) They found that lost sheep ________. (quickly)
7) The bike is going _________ . (fast)
8) That old man is walking ________ . (slow)
9) That car is _______ (slowly), but this bus is _______ . (fast)
10) _________ , I can’t go down. (help)
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the exercise of the workbook
the next reading in the student book
Lesson 18 Tian’anmen Square
Teaching content : 1. mastery words: laugh, fly, hard, quietly, worry, put
2. learn a dialogue about flying a kite
3. some word such as quiet and quietly, loud and loudly
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. learn some words of adj. and adv.
Key points: 1. there be
2. the usage of adj. and adv.
3. some useful words and phrases
Difficult points: the usage of adj. and adv.
Teaching aids: audiotape, word cards, slide projector, a picture of Tian’anmen Square, a kite
Type: text
Teaching procedure
1. Opening class
1) Greet the students in everyday English. Make sure they can response in correct way.
2) Duty report.
3) Check the homework.
2. New lesson
Step 1 Lead in
Ask the students some questions :
Have you ever visited Tian’anmen Square? If yes, when? If no, why not?
Do you want to visit Tian’anmen Square? Why or why not?
You may give them some words to help them.
Step 2 Listen to the tape with the following questions:
What happens to Danny?
Can Jenny fly a kite?
Can Danny fly a kite?
Answer the questions together with the students and then discuss the text again. If they have any question, explain to them. Deal with the language points at the same time. Pay attention to the usage of loud and loudly, quiet and quietly.
Step 3 Listen to the audiotape again and let the students read after it. Give them a few minutes to practice the text. Correct the pronunciation when necessary. Then have them act out the text in roles.
Step 4 Practice
Divide the class into small groups. Ask each group to make up a dialogue about walking in Tian’anmen Square. Encourage the students to use as much vocabulary as possible from this unit (easy, hard, loudly, quietly, many, men, women, children, people). Encourage the students to be active and praise them for talking risks with English! The more they experiment, the more they learn.
Step 5 Deal with “LET’S DO IT”
Work with a parter. Draw a map of Tian’anmen Square. Describe your maps to each other. What are the people doing? Try to use loudly, quietly, slowly and quickly.
Step 6 A test
1.英汉互译
1) 放风筝 _____________ 2) 玩得痛快 __________ 3) 天安门 __________
4) 看见某人放风筝 _________ 4) hurt one’s arm _________
5) Let’s do sth. ___________ 6) laugh at _________
2. 词形转换
1)We often see boys ________ football. (play)
2) Tom is a ____ boy, he often doesn’t talk with others. (quietly)
3) The street is so busy, but the people like to walk ______ (happy)
4) I can’t hear your words, will you speak ________ (loud)?
5) Let’s _______ the basket on the table. (puts)
Step 7 If there is enough time, do the exercises in activity book.
Step 8 Summary
Today we learn a text about Li Ming and his friends. They are flying kites. There are so many people on the Tian’anmen Square. Some people are loud and some are quiet. After class you should understand the meaning of the text and try to use loud, loudly, quiet, quietly correctly.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book in lesson 18
the next reading
Lesson 19 The Palace Museum
Teaching content: 1. mastery words: sky, film, camera, picture, smile, break, tail
2. a dialogue about taking pictures
3. some useful words
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3.master the usage of some words and phrases
Key points: 1. express taking a picture
2. ask permission to do sth.: May I ?
Difficult points: 1. express what you see
2. express taking a picture
Preparations: a picture of the Palace Museum, a camera
Teaching aids: audiotape, pictures, a camera, flashcards and slide projector
Type: dialogue
Teaching procedure
1. Opening class
1) Greet the students in everyday English and make sure they can response correctly.
2) Everyday report in English.
3) Check the homework and explain if necessary.
2. New lesson
Step 1 Lead in
Discuss the questions in “THINK ABOUT IT”
Have you ever been to the Palace Museum? If yes, when?
What do you know about the Palace Museum?
Do you want to live there? Why or why not?
Today Li Ming and his friends go to the Palace Museum. The weather is fine. The palace is red and yellow. It’s beautiful. They take some pictures there. Now let’s join them.
Step 2 Listen to the tape of the text with the following questions:
What happens to Jenny?
What’s wrong with Danny’s nose?
What do they do for Danny’s nose?
What’s wrong with Danny’s tail?
After listening, discuss the questions with the students. Make sure they understand the whole text. Deal with any language point at the same time. Pay attention to the usage of the following words: sunny, help sb. (to) do sth., careful, fall, break
Step 3 Listen to the audiotape again and let them read after it.
Step 4. Have them read the text for a few minutes and then ask some students to act out the dialogue in roles. Pay attention to their pronunciation.
Step 5 Practice
Divide the class into small groups. Ask them to make up a dialogue about visiting the Palace Museum. Encourage the students to use much new vocabulary as they can.
Divide the class into small groups. Ask each group to make up a dialogue about taking pictures. Encourage the students to use as much vocabulary from this unit as possible (camera, picture, easy, hard, help, hurt, loudly, quietly, many, everyone, men, women, children, people, quickly, slowly)
As the students work on this dialogue, take real pictures of each group with your camera. Later make a poster of these photos to put up in class. Do this as a class project! Help the students write English sentences under each photograph to describe the action.
Step 6 Deal with “LET’S DO IT”
In a small group, write a dialogue about taking pictures. Where are you taking pictures? What funny things happen?
Step 7 A test
根据首字母完成下列单词
1) Can you sing? Yes, it’s e_______ .(容易)
2) Working out the problem is h______ . (难)
3) He b_______ that glass , look! He is crying. (打坏)
4) Don’t w________ , the classmates all help you. (着急)
5) Bad luck! He f________ off his bike. (掉下来)
6) Now Tom is putting the f______ in his c________ . (装胶卷)
Step 8 exercise
If time permits, do some exercises in activity book.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book of lesson 19
read the next reading in lesson 20
Lesson 20 Let’s Write Home
Teaching content: 1. mastery words: letter, dear, dad, soon, bottom, address, stamp
2. a text about writing a letter
3. some useful expressions
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. find and use the list of mastery vocabulary in lesson 24
Key points: learn how to write a postcard
Learn how to write an envelope
Difficult points: write a letter
Preparations: postcards, letters, envelopes
Teaching aids: audiotape, postcards, envelopes, letters
Type: text
Teaching procedure
1. Opening class
1) greet the students in English and make sure they can response correctly.
2) Everyday report in English
3) Check the homework and explain something when necessary.
2. New lesson
Step 1 Lead in
Ask the following questions: Have you ever write a letter in Chinese?
Do you know how to write a letter in English?
Where do you put the address?
Where do you put the stamp?
Today we will learn how write a English letter.
Step 2 Listen to the tape of a letter. Then look through the text together with the students. Show the students some letters and envelopes and let them know how to write a letter. Learn the words: top, bottom, left and right. Show a letter to the students when explaining.
Step 4. Use objects in the classroom-such as the blackboard, a door or a window-to demonstrate top, left, right, bottom and corner. Ask for volunteers to show you the top, left, right and corner of objects in the classroom.
Step 5 practice
Divide the class into small groups. Ask each group to make up a dialogue about buying postcards. Why are they buying postcards? Who do they buy them for?What pictures do the postcards have?
Step 6 Play a game
Play “Opposites” with the new vocabulary and other vocabulary.
Step 7 Deal with “LET’S DO IT”
Make a postcard. Draw a picture on it. Include a place for writing a note, for the address and for the stamp. Write to a classmate. Do you know his or her address? Ask!
Step 8 If time permits, do some exercises in the activity book.
3. Homework
1) the remaining activities in the activity book
the next reading in the student book
Lesson 21Sending an E-mail
Teaching content: 1. mastery words: send, e-mail, show, welcome
2. a dialogue about sending an e-mail
3. an English song
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. some useful words and phrases
Key points: how to ask for help and how to send an e-mail
Difficult points: learn how to send an e-mail
Preparations : a postcard, a letter
Teaching aids: audiotape, slide projector, a postcard, a letter
Type: dialogue and song
Teaching procedure
1. Opening class
1) Greet the students in everyday English and make sure they can response correctly.
2) Duty report
3) Check the homework and explain something if necessary.
2. New lesson
Step 1 Lead in
Ask the following questions: Do you have a computer?
Where can you buy one?
Do you use e-mail?
Who do you like to send e-mail to?
Today we will learn a short dialogue about sending an e-mail.
Step 2 Listen to the tape with the following questions:
When will Danny go home?
Who does Danny send an e-mail to?
Where does Danny send his e-mail?
Answer the questions and discuss the dialogue with the students. Deal with the language points at the same time. You can use a computer and show the students how to send an e-mail. If they have any question you can help them.
Step 3 Listen to the audiotape again and let them read after it.
Step 4 Give them a few minutes to read the text. Then have them act out the dialogue in roles.
Step 5 Practice
Divide the class into small groups. Ask each group to make up a dialogue about writing and sending an e-mail. Encourage them to use as many different words as they can.
Step 6 Let’s sing a song
Play the tape for the students to listen.
Read through the songs together. Make sure the students understand the meaning of the song. Deal with any language point at the same time.
Step 7 Listen to the audiotape for a few times again and let them sing after it. Make sure they can sing the song themselves.
Step 8 Do some exercises in the activity book.
3. Homework
1) understand the meaning of the dialogue
2) learn to sing the song
3) finish the remaining exercises in activity book
the next reading
Lesson 22 The Great Wall
Teaching content: 1. mastery words: today, turn, traffic, light
2. a dialogue about visiting the Great Wall
3. some useful expressions
Teaching goals: 1. understand the meaning of the dialogue
2. remember the mastery words
3. learn to use some useful expressions
Key points: 1. follow the direction
2. some phrases: in an hour, arrive in, stop doing
Difficult points: some phrases
Teaching aids: a picture of the Great Wall, audiotape, slide projector
Type : dialogue
Teaching procedure
1. Opening class
1) Greet the students in English and make sure they can response correctly.
2) Duty report: they can say whatever they like to say
3) Sing the song learnt last lesson
4) Check the homework
2. New lesson
Step 1 lead in
Discuss the questions in “THINK ABOUT IT”
Have you ever climbed a mountain or walked a long way? Where?
What do you know about the Great Wall? How long is it? How old is it?
Encourage them to discuss the questions and give some words to help them if necessary.
Step 2 Listen to the tape with the following questions:
Why is Jenny unhappy with Danny?
Which bus do they take to the Great Wall?
How long does it take them to get to the Great Wall?
After listening, answer the questions together with the students. Learn the text and make sure they understand the meaning of the text. Deal with the language points at the same time. Pay attention to find and look for; in an hour, stop doing sth.
Step 3 listen to the audiotape again and let them read after it.
Step 4 Give them a few minutes to read the text and then have them act out the dialogue in roles.
Step 5 A test
选择填空
1) Look! Who ______ in the pool?
A. swims B. swimming C. is swimming
2) The cup of coffee is _______ you.
A. for B. of C. with
3) The little girl _____ a new bike.
A. is B. has C. have
4) Does he ______ a computer?
A. have B. has C. there is
Step 6 Deal with “LET’S DO IT”
Work in a small group. Write a song or a poem about the Great Wall. Make a poster for it with the words and some pictures. Practice your song or poem and teach it to your classmates.
Step 7 Activity book
In Number 1, the students can review the direction words.
In Number 2, the students match the correct words and pictures.
Number 3 is a listening exercise on the audiotape as follows:
Listen. Fill in the blanks.
a. Danny: This is a computer. You can send your friend an e-mail.
b. Jenny: This is a piece of paper. You can send your friend a letter.
Step 8 Summary
Today we know Li Ming and his friends go to the Great Wall. They take a no.919 bus to go there. When they get there they talk about sth. about the Great Wall. After class read the text fluently and remember the useful words.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book
the next reading in student book
Lesson 23 Shopping in Beijing
Teaching content: 1. mastery words: gift, chopsticks
2. a dialogue about shopping in Beijing
3. some useful phrases
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. learn to ask about time
Key points：some sentences about shopping
ask about time
Do things slowly or quickly.
Difficult points: the usage of slowly and quickly
How to ask about time?
Teaching aids: some real things as gifts, some pictures, audiotape, slide projector
Type：dialogue
Teaching procedure
1. Class opening
1) Greet the students in everyday English and make sure they can response correctly.
2) Duty report: They can talk about weather, friends, family, classmates and so on.
3) Check the homework. Explain if necessary.
2. New lesson
Step 1 lead in
Talk about the questions in “THINK ABOUT IT”
Do you like to shop quickly or slowly? Why?
Where do you like to go shopping? Why?
Today Li Ming and his friends go to shop at Wangfujing. They buy many things as gift. What do they buy? Let’s go look?
Step 2 Listen to the tape with the following questions:
In the story, who shops quickly and who shops slowly? What do they buy/
Who will go to the hotel with the panda?
After listening, answer the questions and deal with the language points at the same time. Pay attention to the usage of go doing, with, gift and so on.
Step 3 listen to the audiotape again and let the students follow it.
Step 4 Give them a few minutes to practice the dialogue and then have them act out it in roles.
Step 5 Deal with “LET’S DO IT”
Write a paragraph. You go on a trip to Beijing and buy some gifts for your friends. For whom do you buy gifts? What do you buy? Read your paragraph to your classmates.
Step 6 A test
选词组句
1) They have a _____ meal. They eat their meal ______ . (quick, quickly)
2) The old man walks _____ . He is a ______ man. (slow, slowly)
3) The family are watching TV _____ . They are all very _____ .( quiet, quietly)
4) The students make a _______ noise. They are talking ______ .(loud, loudly)
5) It’s an ______ question . I can answer it _____ . (easy, easily)
6) Lucy is a _____ girl. She does everything _____ . (careful, carefully)
Step 7 If time permits, do some exercises in activity book.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the remaining exercises in activity book
