Unit7教案

第一篇：Unit7教案

Language goal In this unit students learn to describe people.New language What do you look like? I'm short.And I have curly hair.What do they look like? They're medium height.And they have short hair.What does he look like? He's heavy and he wears glasses.What does she look like? She's thin and she has long hair.Section A

Ask students to name some ways of describing people.You can start students off with examples such as tall and short.Point out various students in the class and ask students to say if they are tall or short.Continue with examples of students who have long hair and short hair.Write the words on the board and ask students to repeat these words.Then point at different students' hair and ask the class, Long hair or short hair? Culture note In some cultures, it is impolite to point at other people or to touch other people, particularly on the head.la

This activity introduces the key vocabulary.Focus attention on the words.Ask students to read the list of words.Then say each word and ask students to repeat it.On the board, make a simple drawing to illustrate each of the words.As you complete each drawing, point to it and ask students what it shows.If they don't know, say the word and ask students to repeat it.For example, draw a stick figure with very long legs and a long body, When you point to the figure, students say tall.Call attention to the picture.Point to the letters next to the people in the picture.Say, Use the letters to match the people in the picture with one of the numbered words.Write each letter next to a numbered word.You can use some letters more than once.Point out the sample answer.Check the answers.1 b

This activity provides guided listening and writing practice using the target language.Call attention to the speech bubbles in the picture.Read the dialogue, saying blank when you come to a blank line.Say, you will hear a conversation between Amy and her friend.Fill in the blank lines in their conversation.Then look at the picture and find the boy Amy is talking about.Play the recording the first time.Students only listen.Unit 7: What does he look like? Play the recording a second time.This time, students fill in the blanks in the speech bubbles.Say, Who are they talking about? Correct the answers.1 c

This activity provides guided oral practice using the target language.Call attention to the various people in the picture.Say, One of these people is your friend.Point out the sample conversation.Ask two students to read it to the class.Then ask the class to point to the girl in the picture who has long hair and a medium build.Say a dialogue with a student.Have the student ask you the question.You then answer it using a description of one of the people in the picture.Ask the student to point out the person you described.Say, Now work with a partner.Ask and answer the questions.Then have students work in pairs.As they talk, move around the room monitoring their work.Offer language or pronunciation support as needed.2a

This activity provides guided listening practice using the target language.Point to the list of nine phrases and ask a student to read them to the class.Say, Now you will hear three conversations.The people are talking about friends.They are using these words to describe their friends.Some of these words go with “has” and some go with “is”.Point to the circle around the word “circle”.Say, Circle the correct word, either is or has, when you hear it in the conversation.Play the recording the first time.Students only listen.Point out that there are three different conversations about three different people.Play the recording a second time.This time say, Circle “has” or “is”.You may wish to play the recording a third time to allow slower students to complete their work and to let other students check their answers.Correct the answers.2b

This activity provides listening and writing practice using the target language.Point at the chart with space for two words used with is and two words used with has after each name Call attention to the sample answers.As you point to the word is, say a sentence using the sample answer tall: He's tall.Point to the word has and say a sentence using the sample answer curly hair: He has curly hair.Play the recording.Ask students to listen to the descriptions and write the words in the correct column after cad person's name.3 This activity provides guided writing practice using the target language.J Call attention to the dialogue in the box and the picture.Explain that students have to complete the dialogue with words to describe Nancy's appearance.Have students do the activity individually.As they work, move around the classroom offering help as necessary.3a This activity provides reading practice using the target language.Draw attention to the pictures and the descriptions.Explain that students have to match the pictures with the correct descriptions.Point out the example.Have a student read the first description.Students do the activity individually.3b This activity provides oral practice using the target language

Call attention to the picture and the names in the box.Say, Student A has to write the names in the box next to the people in the picture.Then Student B has to ask questions to find the people.Remind students that they should not look at each others' textbooks when they do this activity.Have two students read out the example dialogue in the speech bubbles.Then ask students to do the activity in pairs.As students talk, walk around the classroom listening and offering assistance as necessary.After several minutes, stop the activity and have several pairs present their dialogues to the class.4

This activity provides open-ended oral practice using the target language.Give a sample description of someone in the class and ask the class to guess who you are describing.Use only words and sentence patterns from this unit.For example, She's short and thin.She has curly hair.Ask some students to describe a person while their classmates guess who it is.Section B

New language beard, mustache, black, blonde, bald Additional materials to bring to class: large scrap paper for the drawing activity in activity 4 1 a

This activity introduces the key vocabulary.Focus attention on the six pictures.Ask students to tell what they see in each picture.Confirm each correct answer and supply any words students don't know.Point at the numbered list of words.Say each word and ask students to repeat these words.Then ask students to match each word with one of the pictures.Say, Write the letter next to the picture in front of one of the words.Point out the sample answer.1 b

This activity provides oral and writing practice using the target language.Point at the incomplete sentences and read the completed sample sentence to the class.Ask students to work alone or in pairs.Have students write the name of a famous person in each blank.Ask some students to read the sentences they completed.Have other students say whether the sentences are right or wrong.2b

This activity provides listening and writing practice using the target structures.Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean again.This time your job is to write what each person looks like.Point to the heading “looks like”.Play the recording.Ask students to fill in the blanks next to the words “looks like” on the chart.Correct the answers.2a

This activity provides listening and writing practice using the target language.Point out the picture of Johnny Dean and Tina Brown and Maria and Danny.Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean.Your job is to write the job each person does.Point to the heading “Job” on the chart.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to fill in the blanks in the chart.Correct the answers.2c

This activity provides oral practice using the target language.Name a famous actor, musician or athlete and describe that person.For example, My favorite actor is Leonardo DiCaprio.He's medium height and he has brown hair.Ask students to work in small groups.Have students describe a famous person to the group.Ask others in the group to add information to each description, if possible.3a

This activity provides reading and writing practice using the target language.Call attention to the two pictures of Johnny Dean.Ask students if they are pictures of one person or two different people.Lead students to understand that they are before and after pictures.Ask students to read the magazine article individually.Move around the room answering any questions students may have.Read the magazine article to the class.Answer any further questions about the words in the story students may have.Point out the blanks in the chart.Say, Under “Before” write words that describe Johnny before be changed.Under “Now” write words that describe Johnny after be changed.Point out the sample answer.As students work, move around the room monitoring progress.3b This activity provides guided writing practice using the target language.Call attention to the passage and the pictures below.Explain that the passage describes how Gloria Green's look has changed.Point out the sample answer, and ask a student to provide the second answer(short hair).Point out the numbered blanks in the paragraph.Say, Write words describing Gloria's appearance in each blank.Ask students to finish the activity on their own.3c

This activity provides writing practice using the target language.Ask students to name their favorite actors or musicians.Write some of the names on the board.Ask each student to choose an actor or musician and write a short description of the person.Ask what new words students want to use in their descriptions.When you understand what a student wants to say, write the word on the board, explain it to the class and have the class repeat it.Limit this to two or three new words.As students write, move around the room answering questions and offering language support.Read some of the completed descriptions to the class and have students guess who the person is.4

This activity provides listening and speaking practice using the target language.Read the instructions.Check to see that students understand how the game is played.Ask each student to draw a picture without letting, anyone else see it.Have students get into groups of four.Tell the students in each group to give themselves numbers from 1 to 4.Ask the other three students in each group to listen to the description and draw the person.You may wish to have them listen to the description several times.Ask each group to swap its pictures with another group.That group votes to decide which of the three copies looks most like the original picture.The student who drew that copy is the winner.

第二篇：Unit7（定稿）

Unit7过程控制系统

1、过程

图7.1的过程框代表了在装备中和被装备执行的一切东西，在这个装备中变量是可以被控制的。这个过程包括了除了控制器和末级控制单元外影响被控量或过程量的一切东西。

2、测量变送器

测量变送器或传感器感知被控量的数值并将它转化为可用的信号。虽然测量变送器被认为是一个方块，但它常常由初级检测元件和信号变送器（或信号转换器）组成。术语测量变送器是一个包括了各种类型信号的通用术语。在具体情形中，测量这个词会被被测信号的名字代替（例如，温度变送器，流量变送器，压力变送器等等）。

信号变送器收到初级元件的输出并产生电流信号。例如，热电偶将温度转变为毫伏信号，并且热电偶变送器将毫伏信号转化为4~20mA的电流信号。电阻元件将温度转化为电阻值，并且电阻变送器将电阻值转化为电流信号。其他初级元件也是用类似方法处理的。

3、控制器

控制器包括了误差检测器和执行控制模式的元件。误差检测器计算被控量的测量值和期望值（或设定值）的差别。这个差别称作误差并且依据下面的等式来计算：

误差=理想值—实际测量 或E=SP-Cm

控制模式将误差转化为趋向于减少这个误差的控制行为或控制器输出。

三个最普通的控制模式是比例模型（P），积分模型（I）和微分模型(D)。在本章中，你只需知道三个模型的名字并且对它们如何工作有一个直观的理解。下面的讨论将展现出表明被构成的控制动作的类型的模型的名字。

比例模型是三个模型中最简单的。它产生与误差成比例的控制动作。如果误差小，比例模型产生小的控制动作；如果误差大，比例模型产生大的控制动作。比例模型通过简单地用增益常量K乘以误差来实现。

只要误差存在，积分模型就产生控制动作来继续增加它的校正量。如果误差小，积分模型增加校正量就慢；如果误差大，积分模型就很快地增加校正量。事实上，校正量增加的速率是正比于误差信号的。从数学上来说，积分控制动作是通过构造误差信号的积分来实现的。

微分模型（D）产生与误差变化的速率成比例的控制动作。例如，如果误差增加得快，不久将有一个较大的误差。微分模型试图通过产生一个正比于误差变化快慢的纠正动作来阻止这个可能的误差。微分模型试图预测一个较大的误差并用一个基于误差变化快慢的纠正动作来阻止它。从数学上讲，微分控制动作时通过构造误差信号的微分实现的。

比例模型可以单独使用，也可以与另外两个模型中的一个或两个结合起来使用。积分模型能够单独使用，但是它几乎从来不这样使用。微分模型不能单独使用。因此控制模型的组合通常是P，PI，PD，PID。

4、操作元件

操作元件利用控制器输出来调节被控变量并且它常常由两部分组成。第一部分叫做致动器而第二部分叫做末级控制单元。调节器将控制器输出转化为在末级控制单元之上的动作，并且这个末级控制单元直接改变被操作量的值。阀、阻尼器、电扇、水泵和加热元件都是操作元件的例子。在家庭加热系统中控制燃料流量的阀是操作元件的另一个例子。

在过程中，气动控制阀常被用作操纵元件。调节器由紧靠着弹簧的由空气加载的膜片组成。举个例子说，当膜片上的气压3帕上升到5帕时，阀杆将从开变为闭（气关）或者从闭变为开（气开）。

5、过程控制

在过程中，过程控制包括了变量的调节。在这一方面，过程是材料和通过改变能量、物理性质、化学性质来产生预期结果的设备的任意组合。在持续时间内，一个连续过程产生不间断的产品流。相对而言，一个批量过程有一个间断的、周期性的产品流。这样的过程的例子包括了牛奶场、炼油厂、化肥厂、食品厂、糖厂、电厂和家用加热系统。在过程中最普遍的被控量是温度、压力、流速和液位。其他的包括密度、粘度、成分、颜色、传导率、PH值和硬度。大部分过程控制系统保持恒定的过程控制条件，因此是恒定系统。

过程控制系统可以是开环的或者闭环的，但闭环系统更常见。过程控制行业已经为闭环控制系统开发出标准的、灵活的过程控制器。过去几年，这些控制器已经从气动模拟控制器发展到电子模拟控制器，再到基于微处理器的数字控制器。在进化中的驱动力已经在微处理器的能力和通用性中增强。

大部分过程控制器享有许多共同的特征。它们显示设定值、过程变量和用模拟格式或数字格式的控制器输出它们允许操作员调整设定值并在自动和手动控制间转换。当选择手动控制时，它们允许操作员调整控制器输出来改变开环控制模式中的操作变量。它们允许操作员来调整控制模式的设定来调节控制器得到最优响应。许多控制器也通过外部信号提供设定值的远程设置，例如另一个控制器的输出，一个本地或远程设置。

第三篇：Unit7

Unit42

1.我叫迈克尔，我居住在加拿大。

_________________________________________________ 2.在周末我喜欢去那里，但首先我得做一些家务活。________________________________________________ 3.有时我坐整个下午，做作业。

_________________________________________________ 4.它花费3.50美元。

_________________________________________________ 5.我们的老师要求我们采访有关人们的工作。

_________________________________________________ 6.他正忙于修理裤子------

________________________________________________ 7.到上午7点准备好了。

________________________________________________ 8.在面包店里有很多香味---------

________________________________________________ 9.在书店的对面，有一个美丽的公园。

________________________________________________ 10.感恩节非常有意思。

________________________________________________ 11.我非常想念你们。

________________________________________________ 12.学校离大卫叔叔的家有多远？

_________________________________________________ 13.昨天布莱恩发生了什么事？

________________________________________________ 14.沿着这条街走直到你___________街道尽头。

________________________________________________ 15.英里____________ 16.感冒.___________ 17.裁缝._____________ 18.令人愉快的___________ 19.听起来.____________ 20.食物._____________ 21.池塘______________ 22.结冰_____________ 23.冰球___________ 24.街区.____________ 25.银行________

26.聊天 _____________Unit42

1我叫迈克尔，我居住在加拿大。

_________________________________________________ 2在周末我喜欢去那里，但首先我得做一些家务活。________________________________________________ 3有时我坐整个下午，做作业。

_________________________________________________ 4它花费3.50美元。

_________________________________________________ 5我们的老师要求我们采访有关人们的工作。

_________________________________________________ 6他正忙于修理裤子------

________________________________________________ 7到上午7点准备好了。

________________________________________________ 8在面包店里有很多香味---------

________________________________________________ 9在书店的对面，有一个美丽的公园。

________________________________________________ 10感恩节非常有意思。

________________________________________________ 11我非常想念你们。

________________________________________________ 12学校离大卫叔叔的家有多远？

_________________________________________________ 13昨天布莱恩发生了什么事？

________________________________________________ 14沿着这条街走直到你___________街道尽头。

________________________________________________ 15英里____________ 16感冒.___________ 17裁缝._____________ 18令人愉快的___________ 19听起来.____________ 20食物._____________ 21池塘______________ 22结冰_____________ 23冰球___________ 24街区.____________ 25银行________

26聊天 _____________

27.成年人 n._____________

28.竞争；对抗 v._____________ 29.奖品 n._____________ 30.收藏品n._____________ 31.瞬间；片刻 n.____________ 32.独自的 adv.____________

33.奇特的 adj._____________ 34.空闲的 adj.___________

35.平常的；正常的 adj._________ 36.石头 n.________________ 37.德国.____________

38.男人；小伙子 n._____________

39.看来；好像；似乎 v.______________ 40.原因；理由 n.______________ 41.封面n _____________

42.悠悠（玩具）.____________ 43.快速旋转v.._____________

44.演出；表演 n._______________ 45.谜；谜语 n.____________ 46.国际象棋n.____________

47.甚至；还；其实adv.______________ 48.边；侧边 n ______________ 49.记号；招牌 n.______________ Unit7

1猜 v.，n._____________ 2用法说明 n.____________ 3打印 v..___________ 4数字的 adj.__________ 5数码相机._____________

6记忆力；存储器n.____________ 7条；棒；棍n.____________ 8记忆存储卡____________ 9收集；集合v..____________ 10自豪的 adj.____________

11雷克斯（人名）_____________ 12巨人；伟人n.______________ 13宽的adj._____________ 14瑞典___________

15再；还adv ____________ 16以物换物v.___________

17保罗（人名）._____________ 18火箭n___________

19我自己 pron.____________ 20木头；木n._____________ 21胶水n.______________ 22发射v._____________

23田野；领域 n..___________ 24陆地 n.____________ 25俱乐部；社团n.________ 26成员 n._____________ 27成年人 n._____________竞争；对抗 v._____________ 29 奖品 n._____________ 30 收藏品n._____________ 31瞬间；片刻 n.____________ 32独自的 adv.____________ 33奇特的 adj._____________ 34空闲的 adj.___________

35平常的；正常的 adj._________ 36石头 n.________________ 37德国.____________

38男人；小伙子 n._____________

39看来；好像；似乎 v.______________ 40原因；理由 n.______________ 41封面n _____________

42悠悠（玩具）.____________ 43快速旋转v.._____________

44演出；表演 n._______________ 45谜；谜语 n.____________ 46国际象棋n.____________

47甚至；还；其实adv.______________ 48边；侧边 n ______________ 49记号；招牌 n.______________ 50.停车；泊车 n.____________ 51.一块地；场地n._____________ 52.停车场_____________

53.种植花木 v.._____________ 54.真正的；确实的.____________ 55.园艺 n.____________

56.新的；新鲜的adj.____________ 57.组织；筹备 v._____________ 58.支持；支援_____________ 59.每日 adv._____________ 60.状况；情况____________

50停车；泊车 n.____________ 51一块地；场地n._____________ 52停车场_____________

53种植花木 v.._____________ 54真正的；确实的.____________ 55园艺 n.____________

56新的；新鲜的adj.____________ 57组织；筹备 v._____________ 58支持；支援_____________ 59每日 adv._____________ 60状况；情况____________

Unit4

1.居民区；邻近的地区 n._____________ 2横穿 v.____________ 3面包房 n.___________ 4好吃的 adj.__________ 5书店 n._____________

6完美的；无暇的 adj.____________ 7足球 n.____________ 8定期的 adj.____________ 9顾客n.____________

10节目；演出 n.____________ 11动画 n._____________

12加；增加v.______________ 13完成 v._____________

14指示；说明n.___________ 15穿过perp.____________ 16在前；向前 adv.___________ 17错的 adj._____________ 18女士 n.___________

19十字路口 n.____________ 20入口；门 n._____________ 21人行道 n.______________

22沿着 prep._____________ 23安全的 adj.___________

24迈克尔（人名）____________ 25冰球；曲棍球 n.____________ 26结冰 v._____________ 27中心 n._____________

28建筑群；街区 n._____________ 29银行 n._____________

30舒适的；安逸的 adj._____________ 31家务劳动 n._____________ 32打扫；清扫v.____________ 33地面；地板 n._____________ 34然而；不过 adv.___________ 35巧克力 n.____________

36巧克力热饮________________ 37令人愉快的 adj.____________ 38中心区；闹市 n._____________ 39主要的 adj.______________

40采访；面谈；面试______________ 41工作 n _____________

42挑战的；激励的 adj.____________ 43裁缝 n._____________

44格林（姓）_______________ 45修理；安装____________

46有魔力的；用魔术的 adj____________ 47剪刀 n._______________ 48缝；缝制 v.______________ 49熟练地 adv.______________ 61.威尔逊（姓）____________ 62.重要性 n._____________ 63.电台_____________ 64.信息n._____________

65.知识；学问 n.____________

50金（姓）____________

51气味 n.闻 v._____________ 52美食；款待 n._____________ 53掌握；精通 v._____________ 54技能n.____________ 55实情 n._____________

56流行性感冒 n.______________

第四篇：初三英语unit7教案定稿

禹王中学初三英语导学案 编号：0701

使用时间：2016-11-21

主编人: 刘梦迪

审核人：

Unit7 Films（第一课时）

Comic strip & Welcome to the unit Class：________

Name：________

Group：________ 一．学习目标

1.掌握有关电影名称的词汇。

2.感知so…that…从句和such… that…从句。3.能够运用所学词汇谈论电影行业。

二．重难点

1.western, industry, so…that…, such… that… 2.运用所学词汇谈论电影行业。三．导学流程

1.导入

2.流程

Step1.阅读P93 Part A, 了解与电影种类相关的词汇。Step2.完成A部分习题并核对答案。（点清）Step3.听P93 Part B 对话两遍，回答问题。

1.Who does Sandy think would be suitable for entering the film industry? _________________________________________________

初三（上）英语 第1页（共2页）

2.What would Sandy like to do in the film industry? ________________________________________

Step4.大声朗读对话，划出自己难以理解的地方。Step5.讲评

.Step6.谈论自己周围的同学谁适合进入电影行业。Step7.听P92漫画部分对话一遍，大声朗读并展示。Step8.讲评

四．归纳总结

初三（上）英语 第2页（共2页）

禹王中学初三英语导学案 编号：0701

使用时间：2016-11-21

主编人: 刘梦迪

审核人：

初三（上）英语 第1页（共2页）

初三（上）英语 第2页（共2页）

第五篇：unit7 Its raining 教案

Unit7 It’s raining.Section B 3a-3c Ⅰ教学目标

1、语言目标

(1)Learn some new words and phrases: skate,snowy,winter,Russian,snowman,rainy, have fun,take a photo

(2)Learn some important sentences:

①Where are you?

②What’s the weather like? ③What are you doing right now? ④Are you having a good time?

2、能力目标

能运用目标语言对天气情况进行描述及对正在进行的活动进行描述。

3、情感目标

学会谈论天气,热爱自然,增进与他人之间的交流。

4、教学重难点

1.现在进行时态的使用。2.天气的描述。

5、教学过程

Step1 Greeting and revision 1.Greeting 2.T instructs students to review the weather and what people are doing by the pictures:

T: How’s the weather?

Ss: It’s sunny.T: What’s he doing? Ss: He’s swimming.Step2 Leading in and presentation

1.T instructs students to look some pictures about Harbin’s winter, and guess what people are doing.2.Students learn some new words by the pictures.3.Students read the words and after T.Then they read them together.Step3 Reading 1.T asks students to read the words in the box.2.Students read the passage and fill in the blanks with the words.3.T checks the answer.4.T asks students to read the passage aloud.4.T leads students to think: how to write a postcard to tell your friend about your vacation.Step4 Writing 1.T asks students to imagine they are on vacation in Sanya.Write notes about their vacation according to the questions in 3b.Where are you? What’s the weather like? What are you doing right now? What are your friends or family doing? Are you having a good time? 2.Students write their passages with the pictures,words, and phrases.3.T checks some students’ passages.Step5 Summary How to write about a vacation? Step 6 Homework Write a vacation to a friend.板书设计

Unit 7 It’s raining.Section B 3a-3c

skate 滑冰 snowy 下雪的 winter 冬天

Russian 俄罗斯的，俄罗斯人

snowman 雪人

rainy

多雨的