第一篇：七年级下册英语教案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.这位老妇人尽力去帮助这个小男孩。_____________________________________ 2.很久以前人们没有电视。
_____________________________________ 3.在这个房间他感到有点儿热。
_____________________________________
第二篇：七年级下册英语教案
七年级下册英语（外语教学与研究出版社）
学生用书（Student’s Book 2）
Module 2 Spring Festival
Unit 1We’re getting ready for Spring Festival.Teaching Planning
课题内容：（1）本模块的话题是“节日”。本单元要求学生掌握描述节日的表达方式，同时加强学生对中外节日的理解与认识。通过使用现在进行时，对该话题展开听、说、读、写的语言实践活动，使学生加深能够谈论或写出对该节日的介绍。并让学生了解一些重要节日的庆祝方式。
（2）通过对本模块的学习，有助于学生了解世界，在一定程度上提高学习效率，并形成自主学习的能力，为学生养成良好的学习习惯打下良好的基础。
（3）教学中教师应随时随地地以课本为出发点，灵活运用各种素材组织教学过程和内容。
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)（重述现在进行时的含义）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.(举例子)
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.（再举几个例子练习，让两个学生为一组反复操练现在进行时的简短回答，通过反复
练习让学生熟悉并最终掌握）。
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：七年级下册英语教案
七年级下册英语教案
新目标七年级下册英语教案：unit 3 why do you like koalas?
一、教学内容分析
本单元是go for it七年级上册中第八单元“when is your birthday?”。单元的核心话题是谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格的构成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许 多听、说、读、写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化
或整合。
二、教学目标分析
本单元总体目标 :
通过本单元的学习让学生掌握所学目标语言；学会日期的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。
根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德育目标三方面将本单元的教学目标细化：
1、认知目标
1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。
2.词汇: 掌握 1----12 月份的表达, 序数词 1----31的表达, speech contest, party, school trip, school day，are festival, music,etc.3.日常交际用语:-when is your birthday?
-my birthday is…
-how old are you?
-i?m …
4.话题: talk about date.2、能力目标
在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。
3、德育目标 热爱生命，孝敬父母的思想教育。
三、学生学情分析
本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。
引导学生采用role-playing & comparing的学习策略，学习一些新的词汇，掌握一些重点句型，在师-生，生-
生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可以根据情况设计一些实际操作演示的活动，教唱生日歌，月份歌，让学生自己带日历，问同学生日，提高学生的参与兴趣。
四、教学策略
《新目标英语》中的具体语言目标是通过各种各样的tasks来实现的；整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学，检查和巩固新旧知识。、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。教学模式和教师特色
针对本课的内容，我采用了五步教
学法：第一步：热身--激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现--呈现新内容，感知旧内容；第三步：操练--用多种方式操练新知识；第四步：巩固--通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用--布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直
观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。
五、教学重难点
根据对教材和学生的学情分析，本课时确定的重难点如下：
重点：when引导的特殊疑问句的构成和使用。
难点：学习序数词的构成和日期的
表达法。
五、课时安排：
四个课时.六、教学过程设计 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： 在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。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： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。
第四篇：七年级下册英语教案7B_Unit_8_Is_there_a_post_office_near_here
Unit 8 Is there a post office near here?
Learning Objectives
一、Topics（话题）:
The neighborhood
二、Functions(功能)Ask for and give directions on the street
三、Structures(结构)1.There be structure 2.Where questions 3.Prepositions of place
四、Target Language(目标语言)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（词汇）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（复习巩固）Where’s …? Imperatives
八、教材分析
教学内容 1)词汇：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)语言结构：A.Where questions
B.Affirmative statements
C.Prepositions of place
D.There be structure
2、教材的地位及其作用
本单元的教学主要内容是：学习“问路指路”的常用表达方式，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
二、学生分析
学生现有的能力与已掌握的知识：
学生在上学期已经学过词汇：big, small, old, new，句型： Where is …? It’s in/on/under/ …
指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。
这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
九、教学目标
语言知识
词汇：A.重点掌握表示建筑物种类的名词, 如post office, hotel, bank，supermarket，street，pay phone, avenue，B、掌握如下描绘性形容词及方位副词，如clean, quiet, dirty, busy，right, along, C、方位介词, 如next to, across from, in front of, near, between, behind D、短语，如 turn right, turn left, go down, go on, walk along, go
along 重点句型：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、语言技能
1）能看着图片说话出建筑物的名称；
2）能运用一般现在时询问街道上某一场所的位置； 3）能够运用所学语言为他人指明 某一场所的路线； 4）能够描述某一场所各建筑物之间的位置关系； 5）能够利用地图向他人介绍自己所居住的社区；
3、学习策略
1）利用老师所提供的图片做出简单的判断，学习相关方位介词以及描绘性形容词。
2）通过与同学交流，学会使用问路指路，对地点特征做出简单描述的句型。
4、情感态度
1）通过各小组的对话练习培养学生的合作精神；
2）通过学习本单元，教会学生礼貌待人，建立和睦的邻里关系；
十、教学重难点：
left, down, 1.want的一般现在时的用法;
2.want的一般现在时的疑问句，及其肯定，否定回答;3.第三人称后动词的变化
十一、课时安排
第一课时：完成Section A 1a–2c
第二课时：完成Section A 2d–3c 第三课时：完成Section B 1a–1d 第四课时：完成Section B 2a–Self Check
The First Period(Section A, 1a–2c)
Teaching aims（教学目标）
1．掌握表示地点的词汇；
2．掌握where引导的特殊疑问句；
3．能够简单地描述地点方位；
4．能够画出简单的示意图。
Language points(语言点)1.词汇： 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（教学难点）
1.Where 引导的特殊疑问句。2.肯定陈述。
3.表示方向的介词。
Teaching steps（教学步骤）
1.Warm-up and revision（课堂热身和复习）
（1）Daily greetings to the Ss(2)Revision（复习）
【教学设计说明】本单元主要话题是问路，因此从复习地点名词入手，进而自然的过渡到本单元的话题，这样以旧带新能帮助学生扩展思维。2.Presentation（呈现新知识）(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.【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。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.【教学设计说明】通过1a的练习，使学生进一步学会运用新单词。和学生一起谈论图片，目的在于引导学生学会使用对地点提问的基本句型。4.Work on 1b（完成1b）
Listen and circle the places in 1a you hear.【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。5.Drill(练习)
Ask some Ss to repeat the conversation and change the words used.(第一轮应提问成绩较好的学生，第二轮提问成绩较差的学生)【教学设计说明】此环节为机械操练，使不同层次学生初步掌握目标语言。机械操练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，最后才能熟练应用。机械操练时应注意着重提问成绩较差的学生，由于机械操练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。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.【教学设计说明】此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。
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.【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生填表格，是检查学生能否听懂并拼写所学单词。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.【教学设计说明】此环节既能充分练习学生的目标语言，使学生学以致用，同时也能极大的调动学生们的课堂参与率，并且能为有绘画特长的孩子提供一个展示的空间。
10.Homework（课后作业）Oral: 1.朗读并熟记单词和句子。
2.Draw a map and then make a conversation.Written: 抄写单词和句子。
The Second Period(Section A, 2d–3c)
Teaching aims（教学目标）
1.能在日常情境中为他人指路。2.能用所学内容解决实际问题。3.句型 Where is the …
Language points(语言点)1.词汇：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（教学难点）
1.问路方法。2.指路方法。
Teaching steps（教学步骤）
1.Warm-up and revision(课堂热身和复习)（1）Check Ss’ homework.（2）Talk about some pictures.【教学设计说明】通过描述图片，达到复习与巩固的作用。同时增进同学之间的相互了解。
2.Presentation（呈现新知识）
Have Ss look at the maps and help them to understand the target language.【教学设计说明】通过展示图片的用法，既直观又有亲切感，为下一步理解对话扫清了障碍。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?
【教学设计说明】学生通过回答问题能理解对话的内容，通过角色扮演能在情境中学会运用，通过自编对话能更好的让学生学以致用。4.Grammar Focus(1)Read through the sentences.(2)Ask Ss to focus on the questions and answers.【教学设计说明】本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一 一呈现。通过句子的罗列，使学生关注人称的变化。因此不应小视，但由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。（完成2d）5.Work on 3a（完成3a）
(1)Look at the map and answer the questions.(2)Check Ss’ answers.【教学设计说明】在进一步练习本单元核心内容。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.【教学设计说明】巩固3a内容。7.Homework（课后作业）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（教学目标）
1.学会交通标志。2.能熟练指路。3.学会怎样表达位置。
4.理解听力材料。
Language points(语言点)1.词汇：along, turn, right, left, crossing, neighborhood, 2.句型：Is there a …
Yes, there is.Just go …
Difficulties（教学难点）
准确表达位置。
Teaching steps（教学步骤）
1.Warm-up and revision（课堂热身和复习）
Go through the pictures and explain the signs to the Ss.【教学设计说明】1.复习了走路方法。2.呈现本节重点。3。充分达到热身目的，提高了参与率。
2.Presentation（呈现新知识）（1）Show pictures and talk about them.2.Work on 1a.Match the words with the signs.3.Check Ss’ answers.【教学设计说明】通过对每幅图片的描述，引导学生由使用旧知识过渡到自主使用新知识,达到了自然呈现的目的。3.Pairwork
Have Ss make conversation based on the pictures in 1a.Get some pairs to present their conversation to the class.【教学设计说明】 通过对话练习使学生进一步掌握问路指路的单词，以及表述方法，并能够更直观的理解并记忆新单词。4.Work on 1b
（完成1b）
Listen and write the correct place for each letter in the picture.【教学设计说明】培养学生的观察力，通过简单的造句提高课堂参与率。5.Listening practice(听力练习)（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.【教学设计说明】本部分听力练习旨在锻炼学生提取细节信息的能力。角色扮演的设置主要是将孩子带入情境。6.Homework 1.Translate the sentences into English.1)邮局在哪里？在超市旁边。
2)这附近有图书馆吗？有, 在第五大街上。
3)银行在哪里？在旅馆和电子游戏中心。
4)附近有公园吗？有, 在学校对面。
5)电话亭在哪里？在邮局旁边。2.Write how you get to school from your home.The Fourth Period(Section B, 2a–Self Check)
Teaching aims（教学目标）
1.能用所学知识区描述周边环境。2.能理解文章大意。3.能够汲取有用知识点。
4.能用所学知识写出精美文章。
Language points(语言点)1.词汇：spend, climb, road, often, air, sunshine, free, enjoy, easily, money 2.句型：There be …
I live …
Walk out/ along the street …
Difficulties（教学难点）
1.理解较长文章及文章中的知识点。2.用所学知识写出完整的文章。
Teaching steps（教学步骤）
1.Warm-up and revision（课堂热身和复习）
Check Ss’ homework.Ask some Ss to talk about their neighborhood.【教学设计说明】通过对生活实际的描述，激发学生学习兴趣。复习描述问路的词汇。为完成2a做好铺垫。2.Work on 2a Check the places near your home.Tell your partner where they are.【教学设计说明】通过更多单词的学习帮助学生减少困难，并能帮助学生形成知识网络。
2.Presentation（呈现新知识）
(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? 【教学设计说明】阅读文章应先略读在细读。因此第一个问题的设置要求学生略读找到关键词语进行推测。接下来的4个问题能够帮助学生对文章有整体理解。2c的设计能够帮助学生更好的理解文章，读懂细节。3.Work on 3a Look at the map of Cindy’s neighborhood and fill in the blanks.【教学设计说明】本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。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.【教学设计说明】由于在前面课时已经对家庭附件进行描述，因此本环节将3b与Self check进行整合，合并为一篇描写好朋友的文章。在写作之前帮助学生建造文章结构，并积累语言。4.Homework Recite the text in Section B, 3a.Finish your composition.Complete Self Check.
第五篇：七年级下册英语教案7B_Unit_3_How_do_you_get_to_school
Unit 3 How do you get to school?
四、Target Language(目标语言)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（词汇）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（教学目标）
1.学习表示交通工具的单词。2.学会使用动词短语表示交通方式。
3.能够熟练掌握How do you get to school？的句型。4.学习使用how far询问距离，how long 询问时间。
Language points(语言点)1.词汇：1)名词n.train, bus, subway, ride, minute, kilometer 2)动词v.ride
3)数词num.sixty, seventy, eighty, ninety, hundred
4)形容词和副词adj.& adv.far
5)词组
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（教学难点）
1.交通工具的表达法。
2.How，how far，how long 句型的使用及区别。
Teaching steps（教学步骤）
1.Warm-up and revision（课堂热身和复习）
（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.【教学设计说明】通过多媒体屏幕向学生展示所学单词,图文并茂，非常直观地向学生展示了新单词.简单的单词游戏既调动了学生的学习积极性又强化了单词记忆。
2.Presentation（呈现新知识）
(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!”)【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。此环节重点在新单词及词组的意思和发音上，所以要尽量让更多的学生张口说，必要的机械操练是必不可少的。3.Drill(练习)
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.【教学设计说明】此环节为机械操练，使不同层次学生初步掌握目标语言。机械操练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，最后才能熟练应用。机械操练时应注意着重提问成绩较差的学生，由于机械操练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。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? 【教学设计说明】通过1a的练习，使学生进一步学会运用新单词。和学生一起谈论图片，目的在于引导学生学会使用交通工具的表达法。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.【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。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? 【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生补全句子，是检查学生能否听懂并拼写所学单词。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? 【教学设计说明】此环节既能充分练习学生的目标语言，使学生学以致用，同时也能极大的调动学生们的课堂参与率，并且能为有绘画特长的孩子提供一个展示的空间。
8.Homework（课后作业）
Oral: 朗读并熟记第13页的单词和句子。
Written: 写小段文章介绍自己如何上学，多远，多长时间。
The Second Period(Section A, 2e–3c)
Teaching aims（教学目标）
1.能使用目标语言谈论自己如何上学。2.能用所学内容解决实际问题。
3.熟练掌握how，how far和how long引导的特殊疑问句，并会正确回答。
Language points(语言点)1.词汇：1)名词n.car 2)动词v.drive，live
3)形容词 adj.every
4)短语 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（教学难点）
1.巩固how，how far和how long的用法。2.真实环境下的交际功能。
Teaching steps（教学步骤）
1.Warm-up and revision(课堂热身和复习)
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 …
【教学设计说明】本环节主要为复习内容，更好的巩固目标语言。因此此环节设计了第一人称与第三人称的对话，由于是复习因此应多提问中等或中下等学生。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.【教学设计说明】学生通过回答问题能理解对话的内容，通过角色扮演能在情境中学会运用，通过自编对话能更好的让学生学以致用。3.Grammar Focus(1)Read through the sentences.(2)Ask Ss to focus on the usage of how, how far and how long.【教学设计说明】本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一 一呈现。通过句子的罗列，使学生关注人称的变化。因此不应小视，但由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。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.【教学设计说明】本环节旨在向学生强调how, how far and how long引导的特殊疑问句的答语。
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.【教学设计说明】本环节旨在帮助学生掌握句子的结构，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.【教学设计说明】 小组活动中将所学知识学以致用，是对Section A内容的总结及复习。
7.Homework（课后作业）
（1）Copy the sentences in Grammar Focus.（2）Recite the conversation in 2e.The Third Period(Section B, 1a–1e)
Teaching aims（教学目标）
1.学习stop 和station。
2.学会表达同时使用多种交通工具去某个地方。3.能熟练使用how，how far 和how long 进行操练。
4.理解听力材料。
Language points(语言点)
1.词汇：1)名词n.stop 2)短语.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（教学难点）
1.乘坐多种交通工具到达某个地点的表达方法。
Teaching steps（教学步骤）
1.Warm-up and revision（课堂热身和复习）
（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.【教学设计说明】通过对话的形式进行热身，可以很好的复习Section A所学重点句型； 通过听写句子了解学生掌握句子的情况。2.Presentation（呈现新知识）
（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.【教学设计说明】通过对每幅图片的描述，帮助学生区分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.【教学设计说明】本环节为新内容，是本课时的重点，因此在本环节的操练程度应加大。让尽量多的学生参与到课堂活动中来。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.【教学设计说明】 通过听力帮助学生培养听细节的能力。5.Listening(听力练习)（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.【教学设计说明】本环节将听说很好的融合在一起，既锻炼了听力又积累了词汇和句型。7.Homework Do a survey.How do your classmates get to school?
The Fourth Period(Section B, 2a–Self Check)
Teaching aims（教学目标）
1.能用所学知识阅读文章。2.能理解文章内容，回答问题。3.能够理解文章细节内容。
4.能够运用所学内容介绍自己的上学路线。
Language points(语言点)1.词汇：1)名词n.river, village, bridge, boat, ropeway, year, villager, dream 2)形容词 adj.afraid，true，many
3)动词 v.cross，leave
4）短语
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（教学难点）
1.理解文章内容，正确回答问题。2.用所学知识写出完整的文章。
Teaching steps（教学步骤）
1.Warm-up and revision（课堂热身和复习）（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.【教学设计说明】建议本环节让尽可能多的学生进行操练。本环节操练的方式是锁链式操练，小华采访了Jim, Jim 采访了Lucy。本环节一方面帮助学生复习目标语言，一方面为下个环节的阅读文章做了铺垫，自然导入。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? 【教学设计说明】培养学生的阅读策略，即根据文章和标题猜测文章大意。2.Presentation（呈现新知识）
(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.【教学设计说明】本单元阅读旨在训练学生学会了解文章大意, 能够自己组织语言回答问题，并能够读懂文章细节内容。2b中最后一个问题具有开放性，因此可以根据学生情况将话题适当延伸。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.【教学设计说明】本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。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? 【教学设计说明】如果时间允许应在课堂上帮助学生回答这五个问题，并帮助学生合理安排文章布局。4.Homework（1)Recite the text in Section B, 3a.（2）Finish Self Check.
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