七年级下册英语课件

七年级下册英语课件(范文八篇)。

老师会对课本中的主要教学内容整理到教案课件中，所以老师写教案可不能随便对待。教案是评估学生学习效果的有效依据。我们听了一场关于“七年级下册英语课件”的演讲让我们思考了很多，经过阅读本页你的认识会更加全面！

七年级下册英语课件(篇1)

引言：

教案在英语教学中具有重要的作用，它是教师教学的指南，也是学生学习的依据。牛津英语七年级下册的教案设计科学合理，用生动有趣的教学方式引导学生参与课堂，提高学生的英语综合运用能力。下面将详细介绍教案设计及教学反思。

正文：

一、教案设计

教案设计是制定教学计划和组织教学活动的重要环节。牛津英语七年级下册的教案设计主要包括以下几个方面：

1. 教学内容

教案明确了每堂课的教学内容，包括教材章节，单元主题，目标语言和重点单词等。教师可以根据教案提前准备教学素材，确保教学的针对性和有效性。

2. 教学目标

教案明确了每节课的教学目标，包括知识目标、能力目标和情感目标。教师根据学生的水平和特点，通过合理的设计，使学生能够掌握所学知识，提高语言运用能力，并培养学生用英语进行表达和交流的兴趣和信心。

3. 教学方法

教案灵活运用多种教学方法，使学生能主动参与课堂，积极思考和实践。其中包括情境教学法、合作学习法、任务型教学法等。教师通过多媒体、游戏、角色扮演等形式，调动学生的学习积极性，提高教学效果。

4. 教学过程

教案详细设计了每节课的教学过程，包括课前导入、新课呈现、练习和巩固等环节。教师在每个环节中可以采用不同的教学活动，如对话、听说训练、语言游戏和小组讨论等。教案还给出了教师应注意的问题和解决方案，帮助教师有效管理课堂和解决教学难点。

二、教学反思

教学反思是教师对教学过程和效果进行总结和思考，并找出不足之处，以便改进教学方法和提高教学质量。牛津英语七年级下册的教学反思主要从以下几个方面进行：

1. 学生参与度

通过教学反思，可以发现学生在课堂上的参与度和积极性。教师可以根据反馈结果，针对性地调整教学方法和活动，使学生更好地参与课堂，提高学习效果。

2. 教学效果

教学反思有助于教师评估自己的教学效果，是否达到了预期的教学目标。教师可以根据学生的学习情况和表现，调整教学策略和教学内容，使学生更好地掌握所学知识和能力。

3. 教学难点

教学反思帮助教师发现教学中的难点和问题。教师可以针对性地研究和解决教学难点，寻找更有效的教学方法和教学资源，提高教学效果。

4. 教师角色

通过教学反思，教师可以反思自己在课堂上的角色和教学风格。教师可以不断提高自己的教学技能和专业素养，更好地发挥自己的作用，提高教学效果。

结论：

牛津英语七年级下册的教案设计合理科学，能够引导学生有效参与课堂，提高语言运用能力。教学反思帮助教师总结经验，改进教学方法和提高教学质量。相信在教案设计和教学反思的指引下，教师能够提供更好的英语教学服务，学生能够更好地学习和使用英语。

七年级下册英语课件(篇2)

七年级下册英语unit1课件练习

1I、词汇 检查

A)根据句意、首字母或汉语提示，写出正确的单词。

1.---Where does your uncle live?---J.2.Americans are f the United States.3.His brother ________(要)a Japanese pen pal.4.They _______(住在)in Beijing.5.________comes after July.B)根据所给单词填入一个正确的形式。

6.y pen pal is from England.She is ________.(England)

7._________(Canada)speak English and ________(France).8.Jims parents _______(not watch)TV on Sundays.9.y cousin likes singing and ________(dance)a lot at school.II、知识梳理

()1.We are from China and we _______ Chinese.A.say B.talk C.speak D.are in

()2.The boy is ne He _____ Singapore.e fromB.is from es inD.from come

()3.We have English lessons _______ onday ______ Friday.A.on;to B.at;on C.from;onD.from;to

()4.Jim _______ from England, and his pals ______ from the USA.e;isB.is;comes es;is es;are

()5.Where _____ you _____?A.do;from B.are;from

七年级下册英语unit1课件练习

2一、用括号内所给词的适当形式填空

1.Look!Thereareagroupof_____________(sheep)onthehill.2.Tinaislisteningtomusic.Sheisreally_______________(relax).3.—Hi,Henry.How’sitgoingwithyou?

—Pretty_________________(well).二、根据汉语句子，完成英语句子

4.秋天，这里的天气很凉爽。

________________,theweatherhereis________________.5.这个游戏很轻松，因此我们都很放松。

Thisgameis_____________,sowe’reall_____________.6.我们去听音乐吧!

太棒了!

—Let’sgototheconcert!

—_____________________!

参考答案:

新词达标练

1.sheep2.relaxed3.good4.Inautumn,very/prettycool

5.relaxing,Great/Wonderful

七年级下册英语课件(篇3)

第一周 Unit1 Where is your pen pal from|

第二周 Unit2 Where is the post office|?

三 Unit3 Why do you like kaolas?

四 Unit4 I want to be an actor..

五 Unit5 I’m watching TV

六 Unit 6 It’s raining

七 Review Unit 1---6

八 期中考试

九 Unit 7 What does he look like?

十 Unit8 I’d like some noodles

十一 Unit9 How was your weekend?

十二 Unit10 Where did you go on vacation?

十三 Unit11What do you think of game school?

十四 Unit12 Don’t eat in class.

七年级下册英语课件(篇4)

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.        

七年级下册英语课件(篇5)

Unit 10 Can you play the guitar?

一．教学目标：

1． 教会学生表达做某事的能力。

2． 谈论自己的爱好和意愿。

3． 学会表达自己对于各种协会的选择。

4． 会写简单的招聘广告，会使用简单的求职对话。

二．语言目标：

1． 会使用can.表示能力。

2． 会谈论喜好和意愿。

三．学习策略：

角色扮演。通过谈论彼此的特长与爱好培养一种群体意识。

四．跨学科学习：

音乐：熟悉各种乐器。

社会实践：参加各种团体活动。

五．课时安排：五课时

1．P59-p60.2b

2．P60.2c-p61

3．P62-63

4．P64

5. 测试

六．教学步骤：

Period 1

1. T: We can do lots of things. I can sing. I can dance. What can you do? Can you sing /dance /swim /paint /speak English/play chess…?

S: Yes, I can. /No, I can’t.

Teach the words: sing, dance, swim, paint, speak, chess, guitar.

S1: I can sing. Can you sing?

S2: Yes, I can. Can you dance? (to S3)

S3: No, I can’t. Can you …? (to S4)

…

2. Teach: club. Yao Xia is in Guo An Football Club. Football players are always in football clubs. They can join a football club they like. We can join a club we like. We have many clubs.

I like singings. So I want to join the music club. What club do you want to join?

S: I want to join the … club.

T: Can you …?

S: Yes, I can. /No, I can’t.

3. Do 1a.

4. Do 1b. Listen and number the conversations

5. Pairwork: Let them pratice the conversations: I want to join … Can you…?

6. Do 2a.

7. Do 2b.

Task 1: I want to know what your favorite clubs are. Groupwork.

Name Clubs want to join can

Eli Music club Play the guitar

Homework:

Recite the new words.

Write a small composition about what they like and they can.

Period 2

1.Revision. Do you like…? Does she like…? Can you…? Can he…? What club do you want to join?

2. Talk about their homework. Let them read their composition.

3. Review the grammar box. Ask students to say the questions, answers and statements. Let them observe: can’t = cannot.

4. Do 3a. Read the four lines to students. Then put this conversation in order.

5. Do 3b. You will talk to three students. Ask each what he or she can do. Write it on a piece of paper. Later you will tell the class about these three students.

Ask what can you do?

6. Task: Build their clubs and write the ad in the poster.

Period 3.

1.T:What can you do?

S: I can…

T: Can you play chess?

S: Yes…

Teach the new words of music instruments.

2. Section B. Do 1a.

3. Task 1: Talent show. Let them play the different music instruments or do other things.

name act

4. Listen and do 2a and 2b.

5. 2c. Ask two students to read the conversation to the class.

Students pairs do.

6. 3a. Ask a student to read it to the class. Underline the things.

7. 3b. Complete the poster with the words.

8. Task 2: Write your own poster for a sports day. Ask some students to read their ads to the class.

Period 4

1.Task 1: Ask a student to draw an music instrument, then let other students to talk about them and write down the words.

2. Task 2Write five things about yourself on a piece of paper. Another student will read to the class. The other students will guess who you are.

3. Self check. Do 1 and 2.

4.Task 3. You are in charge of a music club. The others want to join it. Please prepare the interviewing questions and act.

5. Task 4. I can do!

Encourage the students to say their hobbies and what they can do. Let them write it down.

Period 5

Do Weekly paper or Nan’an paper

七年级下册英语课件(篇6)

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。

教学向导：

语言目标学习策略与思维技巧 重点词汇

表示地点的词汇

where引导的特殊疑问句个体、群体思维;

看图作答;

交换信息;Postoffice;library;hotel…

Between;on;nextto;acrossfrom…

语言结构 语言功能 跨学科学习

Therebe句型

Where句型的问答 询问路线

指出方位通过绘画激发学生学习兴趣

教学时间：4课时。

教学过程：

PeriodOne

Languagefunctions:

Isthereabanknearhere?

Yes,thereis.It’sonCenterStreet.

Whereisthesupermarket?

It’snexttothelibrary.

It’sbetweentherestaurantandthesupermarket.

Vocabulary:postoffice,park,bank,supermarket,payphone,street,mail,acrossfrom,between,infrontof,behind,there,avenue,bridge

Importantpoint:

Isthereasupermarket?

Yes,thereis./No,thereisnot

Difficultpoint:

Isthereasupermarket?Yes,thereis./No,thereisnot

教案正文随堂记录

whereis……?Itisinfrontof……

Learntoaskforandgivedirectionsinconversations.

Abilitytarget:

Trainstudents’listening,speaking,readingand

Emotiontarget:

Allthebuildingsmakeourcitybeautiful.

Thankthedesignersandtheworkers.

Thanksfortheirhardwork.

Teachingprocedure:

Step1Revision

Reviewtheprepositionthatthestudentshavelearned

ShowapictureofLily’sroom

T:Ihavealittlefriend,hernameisLily.Sheisanicegirl,butshealwaysforgetsthings.Shecan’tfindhershoes,Shecan’tfindherbag.Canyouhelpher?

S:Yes.

T:Where’reherschoolclothes?

:S:They’reunderthebed.

T:Where’sherEnglishbook?

Canyoufinditonthedesk?

S:No,It’sinherschoolbag.

T:Maybe.Thankyou.Lilycanfindherthingsnow,

andshecangotoschool.

Step2Presentation

Showamapwithmanybuildingsinit

T:Lookatthispicture.Whatplaceisit?

S:Itisabank.

T:Spellit.

Ss:B-A-N-K.

Repeatwithothernewwords

postoffice,park,bank,supermarket,payphone,street

nsolidationanddrill

Showamapandletthempracticeinpairs

Isthere……..

Yes,thereis./No,thereisnot.

Step4Consolidation

1.TellustheroutetoLily’sschool

T：Wherearethey?

教案正文随堂记录

2.Teachtheprepositions

(Memorychallenge)

Whatarethedifferencesbetweenthetwopicturesm.Jk251.COM

nextto,acrossfrom,near,between,infrontofbehind

Step5.Task1

Shangtangisdevelopingnow,Ifyouareadesigner，howtodesignthetownofShangtang?

㈠Pleasedrawasimplesketchmapingroupsof4to6.

Step6.Pratice

Step8Homework

1.Pairworks，twostudentsdrawthemap,oneactsasapoliceman,theotheractsasaapersonwhoisasktheway.

2.Finish2a2b

3.Drawasketchmapofyourhometoschoolorthewaytoyourpartner.

PeriodTwo

一.Teachingaims

1.Vocabulary:dirty,old,market,soda,pine.

2.Abilitytarget:

Trainstudents’listeningandspeakingskills.

Trainstudents’communicativecompetence.

3.MoralObject

Everyoneinschooltaketheresponsibilitytokeepourenvironment

Cleanandtidy.

二.KeyPoints

KeyVocabulary.

Targetlanguage

三.Teachingdifficulties

Practicetheadjectivesusingthetargetlanguage

Step1.Revision

AsktworowsofthreestudentstostandfaceCtoCface

inthefrontofintheclassroom.

SASBSCSDSESF

Pointtothestudentinfront.Askandanswerquestionsyourself.

T:WhereisSA?She’snexttoSB.

教案正文随堂记录

T:WhereisSB?He’sacrossfromSE

T:WhereisSE?He’sbetweenSDandSF

Teachhowtogivedirectionswiththemap

turnleftontheleftturnrightontherightgostraightgodown

T：Let’slookatthepicture.

WeknowLily’shouseishere.

HowcanshegettoYongjiaMiddleSchool?

S:Gostraightandturnleft,it’snexttothebank.

Step2Consolidation

Showamap

Askingthewayfordirections.

Excuseme.Whereisthe…..?

Practicethedialogues

Getstudentstoreadthedialoguesbetweenboysandgirlsorpairwork

1.A:Excuseme.Isthereahospitalnearhere?

B:Yes,thereis.Walkalongthisroad,andtakethefirstturningontheright.It’sabouttwentymetersalongontheleft.

A:Thankyoualot.

B:It’sapleasure.

2.A:Excuseme.Isthereahotelnearhere?

B:Yes,thereis.Walkalongthisroad,andtakethesecondturningontheright.It’saboutfiftymetersalongontheleft.

A:Thanksalot.

B:That’sallright.

3.A:Excuseme.Isthereabookshopnearhere?

B:Yes,thereis.Walkalongthisroad,andtakethethirdturningontheleft.It’saboutninetymetersalongontheright.

A:Thanksalot.

B:That’sallright.

4.A:Excuseme.Isthereaparknearhere?

B:No,thereisn’t.Thenearestisaboutsixkilometersaway.You’dbettercatchabus.

A:WhichbusdoIneed?

B:Ithinkyouneedanumber38bus.Thebusstopisalongthatroad,ontheleft.

5.A:Excuseme.Isthereatheatrenearhere?

B:No,thereisn’t.Thenearestisaboutsevenkilometersaway.

教案正文随堂记录

A:WhichbusdoIneed?

B:Ithinkyouneedanumber103bus.Thebusstopisalongthatroad,ontheright.

6.A:Excuseme.Isthereamuseumnearhere?

B:No,thereisn’t.Thenearestisabouteightkilometersaway.You’dbettercatchabus.

A:WhichbusdoIneed?

B:Ithinkyouneedanumber111bus.Thebusstopisalongthatroad,ontheleft.

Step3.Activity.

Goal:Thisactivityprovidesanoralreviewofwhereaplaceis.

Procedures:Inviteastudenttocometothefrontoftheclassroom.Andthendescribeaplacewhichthestudentarefamiliarwith.

Forexample,heorshemaysay,itisonCenterStreet.It’snexttothesupermarket.Whileheorsheisdescribingtheresttaketurnasking.Isitaschool?Isitapayphone?Etc.

Thegamegoesonuntiltheycanguessit.

Step4Listening

Listenandcircletheplacesyouhearin1a.

Listenagain.DrawamapofMachael’sneighborhood.

Step5Homework

Finishofftheexercisesinworkbook.

Haveadictation.

Practiceinpairs.

PeriodThree

一.TeachingAimsandDemands

1.Knowledgeobjects

Reviewallthekeywordspresentedinthisunit.

Readane-mailanddrawaroute.

2.AbilityObject

TrainSs’Readingandwritingskill.

3Moralobjects

Onweekendsorholidays,inviteyourfriendstoyourhousetohaveagoodtime.

4.TeachingKeypoints:Reviewthekeywordsinthisunitread

教案正文随堂记录

ane-mailanddrawaroute.

Step1.3a1.Readcarefullyanddrawarouteaccordingtothematerial.

2.Ssaskandanswerthequestionsbythemselves.Likethis:

Whereisthepark?(It’s…..)

Isitanewhotel?(No,itisnot)

3.GetSstoreadaloud.

Step2.Writing.

1.Finish3b.Lookatthepictureandfillintheblanksforthistourguide.

2.Writeatourguide.

Showsomepicturesofplaces,getSstochooseone,andwriteatourguide.

Askingtheway:

nsolidation

Isthere…?

Whereis…?

Whichisthewayto…?

HowcanIgetto…?

Canyoutellmethewayto…?

Askingtheway

1.Excuseme.Where’sthetheatre?

2.Isthereatheatrenearhere?

3.Canyoutellmethewaytothetheatre?

4.Whichisthewaytothetheatre?

5.HowcanIgettothetheatre?

6.Canyouhelpmefinethetheatre?

PeriodFour

Step1.revision

1.Readthee-mailandtheroute.

2.Askthewayandgivedirections

step2Exercisesinclass

Fillintheblanks

1.There’sacinemanext____theshop.

2.____theleftsideoftheroom,there’sadesk.

3.Pleasecometothefrontandstand____________theclass.

Completethedialogue

A:_______________,whereisthenearestpolicestation,please?

B:I’m_______,Idon’tknow.Please________thatman.

教案正文随堂记录

A:Thankyou______________________.Excuseme,whereisthepolicestation,please?

C:_______overthere,next________thepostoffice.

A:Thankyou_______________.

C:Not_______________.

Askingfordirections

1.请问，去车站怎么走?

uld/Canyoutellmethewaytothestation?

2.请问，去警察局怎么走?

Excuseme.Whichisthewaytothepolicestation?

3.请问，去动物园我该走哪条路?

Excuseme.WhichwayshallItaketothezoo?

4.劳驾，最近的邮局在哪儿?

Excuseme,whereisthenearestpostoffice?

5.请问，你能帮我找到那家水果店吗?

uld/Canyouhelpmefindthefruitshop?

7.劳驾，附近有医院吗?

Excuseme.Isthereahospitalnearhere

8.劳驾，去书店怎么走

Excuseme,howtogettothebookshop?

Step3Gothroughself-check

Step4Haveaquiz

七年级下册英语课件(篇7)

重庆市110中学 曹毅

单元整体说明

单元教材分析

本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册第10单元

本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?“ ” Did you go to the beach? Yes，I did．No，I didn’t．”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。

单元知识结构

词汇：

New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc

句型: Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes，she did．No, she didn’t

语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

单元总体目标

1．Master the vocabulary

2．Master and use:

Where did you go on vacation? I went to summer camp

Did she go to Central Park？Yes，she did．No, she didn’t

单元教学重难点一览

重点 难点

1．Vocabulary and Expressions

2. Grammar Focus：Where did you go on

vacation？I went to summer camp. Did she go on Central Park？Yes, she did．

No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following sentences：

Where did you go on vacation?

Did you go to…？Yes. … /No，…

单元学情分析

学生在第五单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。假期活动Such as; go abroad, go hiking, go hiking, summer camps, and so on接近学生的生活，They are all interested in talking about it.

单元教学建议

首先进行集中识字，为本单元的学习作好铺垫。其次，充分利用听力材料和阅读材料，训练和提高学生的听力和阅读水平。在听读的基础上创设语言情景，加强读写训练。培养学生的听、说、读、写综合能力。

单元课时分配

本单元共4课时：

Section A（一）1课时

Section A〔二）1课时

Section B（一）1课时

Section B（二）1课时

Section A (一)

教学内容

Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus

教学目标

知识与能力

1. Match the vocabulary：New York City，Central Park，exam．

2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．

Did you go to the beach？ Yes，I did．No, I didn’t．

过程与方法

通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。大面积操练，采用学生提出间题，学生解决问题，借助媒体来提高学生的主动性。

情感态度价值观

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

教学重、难点及教学突破

重点

l. The vocabulary：New York City, Central Pads，exam．

2. Language：Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer camp

Did you go to the beach? Yes，I did. No, I didn’t.

难点

Use the language to talk about past events．

教学突破

对于本课的单词短语通过卡片或图画来引出学习。

Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

step 1

Organization

（1’、Organize Ss by saying hello to each other. Greeting to teacher.

Step 2

Free talk

(2’） Ask the question:

Who is on duty?

Is everyone here today? The Students talk

about

Step 3

Section A

Presentation

la 1．（Ask questions about what students

did last Saturday）

（1）Who went to the movies last Saturday?

（Point to one student who raises his or her hand.）

Sara went to the movies last Saturday.

（Repeat．Write this sentence on the board. Underline the word went．）

(2) Ask：Who visited a friend last Saturday？

（Point to one student who raises his or her hand．）

Carlos visited a friend last Saturday．

（Repeat．Write this sentence on the board. Underline the word visited．）

2．（Point to the words went and visited in the sentences on the board．）

Say，We use these words to talk about things that happened in the past.

（Write these pairs of words on the board：go--went, visit --visited）

Ask: Can you point out the words that talk about the past?

This activity introduces the key vocabulary． Students raise their hands．

And give the right answer: I did.

Students raise their hands to answer.

Read．

强化记忆

Point to went and visited．

Step 4

Practise

la

3’ 1．Focus attention on the picture．Ask:

What at can you see？Say, Each picture shows something a person did in the past．Name each activity and ask students to repeat；Went to the mountains，went to New York City, went to summer camp，visited my uncle，stayed at home，went to the beach，visited museums.

2．Point to the numbered list of activities．Say each one again and ask the students to repeat．

3．Now, please match each phrase with one of the pictures．Say，Write the letter of each picture next to the name of the activity．Point to the sample answer.

4．Check the answers.

Answers：

1．e 2．B 3．D 4. c 5．a 6．F 7. g Read after the teacher aloud to learn the new phrases．

Read after the teacher。

Do it and then discuss

the keys in pairs．

step 5

Listening

（lb)

(6’）

Presentation This activity gives students practice in understanding the target language in spoken conversation．

1．Point to the picture.

on the screen

say, look at Picture A，Where did Tia go on vacation? Yes，she went to the mountains．

Ask，What did the person do in each scene?

2．Play the recording the first time.

3．Play the recording a second time.

say，There are three conversations.

The people talk about what they did on vacation．listen to the recording and write numbers of the names in the right boxes in the picture.

Please write only 5 numbers. Point out the

sample answer next to the picture showing went to the mountain.

4．Correct the answers．

ANSWERS：

（1) went to the mountains

(2)visited my uncle

(3）stayed at home

(4) went to New York City

(5)went to summer camp Practice the dialogue in pairs．Eg.

---Where did the boy go on vacation?

---He went to New York City．

only listen.

Listen and number the pictures(1-5)．And then discuss in pairs.

At last raise their hands to tell the result

Read it loudly. 多媒体放映

录音机

录音机

多媒体

放映

Tape script：

Conversation 1

Xiang Hun: Hey, Tina. Where did you go on vacation?

Tina: I went to the mountains．

Xiang Hua: Cool．

Tina: Where did you go, Xiang Hua?

Xiang Hua：I went to New York City．

Conversation 2

Girl: Where did you go on vacation, Sally?

Sally：No where. I stayed at home.

Girl: And where did you go, Brad?

Brad: I visited my uncle.

Conversation 3

Boy 1：Where did you go on vacation, Tom?

Tom: I went to summer camp. It was great.

Pronunciation note

Write to play---played, visit ---visited on the board．Say，We studied the pronunciation of these --- ed endings in Unit 5.

They are both spelled --- ed，but we pronounce one /d/ and the other /Id/．Ask students to repeat these pairs：play－played，visit一visited． Listen carefully and learn the pronunciation of-ed.

多媒体

放映

Step 6

Pair work 1 c

（task 1）

3’ This activity provides guided oral practice using the target language.

1. Point out the example conversation.

Ask two students to read the dialogue to the class.

2. Say，Now work with a partner. You’re your own conversation about the pictures．

3. Say the dialogue in the picture with a student，Do a second example to the class.

4. Have students work in pairs.

As they talk，move around the room monitoring their work．

Offer language or pronunciation support as needed． Read it to the class.

Make a conversation in pairs.

Practice with the teacher,

Work in pairs．

Step 7

Consolidation

(4’） This activity provides guided oral practice using the target language. Talk in groups of three.

2c, group work

(Task2) 1．Say, Get into getups of three. One of you will he Nancy，One will be Marco, and one will be Julie. Ask each other about the vacations. You can talk about the activities from the chart in 2b or about any other activities you like．

2.As Ss talk, move around the room, monitoring the conversations and offering support as needed.

3. Have a group of Ss present their conversation to the class. Work in group of three.

some groups

Would like to act it out，

Step 8Test 4' Loot at test

Step 9

Summary

Grammar Focus

4’ 1. Review the grammar box. Ask Ss to say the questions and answers.

2. Review the difference between regular –ed past tense verbs (stay –stayed, visited). Then say the past form sentences with the form below.

I go to the summer camp

They go to New York City

He stay at home

She visit her uncle

Go to Central Park

I √

He √

She ×

They ×

Read the questions and answers.

Work in pairs

Saying out the sentences: Eg. –where did you go on vacation?

---I went to summer camp.

Eg. Did you go to Central Park?

---Yes, I did.

Step 10

Homework Practice the dialogue according to the picture on Page 1

本课小结

本课学习了1个生词、两个地点短语和英语句式的练习运用。通过本节课的学习，学生能熟练地用一般过去时询问和回答有关过去的事情。

练习设计

随堂练习设计按要求完成句子。

a）I went to the mountains．（改成一般疑问句）

b） Tina went to New York City.（就划线部分提问）

c）Did you go to the beach？（作出肯定回答）

d）Did they go to summer camp？（作出否定回答）

个性练习设计

翻译短语：

（l）呆在家里 ______ （2）去纽约城_____

（3）参加夏令营______（4）去爬山 _____

（5）去海滩______ （6）参观博物馆_____

板书设计

Unit 10

go - went Sara went to the movies last Saturday

visit – visited Carlos visited a friend last Saturday.

play- played

Section A（二）

教学内容

Section A中3a．3b．4

教学目标

知识与能力

1. Match the vocabulary：were rainy

Master and use：How was your vacation？how were the beaches？where did you go?

过程与方法

学生通过上一节课的学习，对where引导的过去时态的特殊疑问句，已经掌握。

能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时态的句型，并且进行大量练习。采用学生提出问题，学生解决问题，借助媒体来提高学生的主动性。

情感态度价值观

教育学生渗透合作精神和社会公德意识。

教学重、难点及教学突破

重点

1. The vocabulary：were rainy fish

2. Language: Where did you go on vacation? I went to the mountains/ New York City /beach /summer camp…

How was your vacation？how were the beaches？

难点

Use the language to talk about past events．

教学突破

对于本课的单词短语通过卡片或图画来引出学习。

Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。

教学准备

教师准备

录音机、磁带、课件、单词卡片、彩笔

学生准备

预习生词和对话。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Free talk

(2’） Ask the question：Where did you go last Sunday? Students talk about events in the past．

Step 2

Presentation

（16’）

（3a) （用班里的学生为例做练习）

Point out the pictures in the photo album. Ask students to describe what they see．（In Picture 1 there is a man with a bowl of soup．There is also a waiter. He looks angry．） Describe what they

see in picture 1 and

picture 2

Fill in the blanks in

the conversation

Step 3

Practice(36)

(6'） （In picture 2 there is a beautiful beach．There is a man．He looks unhappy．）

Read the first two lines of the dialogue to the class．Point out the answer was in the first line. Then point out the blanks in the rest of the lines of the dialogue．Read the conversation to the class saying the word blank for each blank line: How blank the beaches?

Then say，Write the word was or were in each blank. Ask students to complete the activity on their own．

Point to picture 3 and ask students to say what they see．

Then read the words under the picture．Pronounce any new words and explain what they mean，if necessary Say：In this picture a girl is on a bus．The girl is taking a bus trip．Ask，What does relaxing mean？

Does it mean you are excited or quiet?

How do you look when you relax?

H students don’t know the meaning of relaxing, demonstrate by leaning back in your seat and half一closing your eyes.

Say a dialogue with a student．point to （学生看3a部分）

practice and act．

Listen．

（学生看图互问）

Work with the teacher.

Work with a partner

and act out．

Read and learn．

Make their own conversation 多媒体

放映

图一

图二

the food picture. Ask，How was the food? Do a send example，if you wish．

Move around the room monitoring their work．Offer language or pronunciation support as needed．

Have two students perform the example conversation，or perform it yourself with one student（you ask the questions)．

Point out that the conversations starts off with the sentences in the speech bubbles．

For example，

A：where did you go?

B: I went to…

A: What was the weather like?

B: It was hot and humid． Practice in pairs．

The student replies，it was awful．

work in pairs

Look at picture6，

Practice the conversation below．

Ask and answer questions． 多媒体

放映

Step 4

Practice

（10'） Say：First fill in the chart with the information about your last vacation，Say where you went，what the weather was like, what you ate，and what else you did．As students fill in the chart move around the classroom, monitoring progress and offering help as necessary。 Something in the pictures．

Act it out

Fill in the chart with

Their own information

Then ask and answer 多媒体

放映

本课小结

本节课学习了3个生词，和句式的练习运用。通过本节课的学习，学生能熟练地运用句型where did you go? I went … .

练习设计

1、动词的适当形式填空：

A: Where _____ you ______ on your vacation?（go）

B：I _______ to the stores．(go) what about you?

A: I ______ at home (stay)

B: What ______you _______？（do)

A：Nothing much.

B: Why ______ you _______at home?（stay）

A：I just _______ to go out．（not want）

2. Make a conversation and act．

板书设计

Unit 10

1. were rainy

2. Where did you go on vacation? I went to...

Section B（一）

教学内容

Section B中la. 1b．lc．2a．2b．2c

教学目标

知识与能力

1．Match the vocabulary：

delicious, awful expensive, inexpensive, crowded

2. Master and use：Where did Vera go on vacation?

Did Vera like the vacation?

How were the stores? They were very expensive.

过程与方法

通过例子The ring is one hundred million dollars．It’s expensive.引人本课，设置会话情景来激发学生兴趣，调动其学习主动性。利用多媒体图片大量练习句型，提出问题，解决问题，体现师生互动。

情感态度价值观

教育学生热爱生活，积极参与班级集体活动。

教学重、难点及教学突破

重点

1. The vocabulary：delicious, awful, expensive，inexpensive，crowded

2. language：Where did you \ they\ he\ she go on vacation?

I＼They \ He＼She went to Japan．

How were the museums/ people /stores? They were crowded expensive /friendly．

难点Use the language to talk about past events．

教学突破

对于本课的单词短语通过多媒体图画和设置的情境来引出学习。

Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

（1’） Organize Ss by greeting each other.

Step 2

Presentation (1 a)

（11’） Ask：What do you think of this book?

Is it interesting?（通过对话弓l出本

课要学习的新形容词expensive 等）Point to the picture, This is a ring. The price is one hundred million

dollars． Answer the questions

together

Say：It’s expensive． 多媒体

体图片

Step 3

1b writing

(5’） This activity introduces more key vocabularies．

Point out the six words delicious，awful，expensive，inexpensive, crowded

1．Say each word and ask students to repeat them，

2．Call attention to the fourth picture saying: This is a cake．

It’s delicious！Then do the same thing for all six pictures．

crowded delicious

3．Then point out the blank line in front of each numbered word．

4．Point out the sample answer. As students work，move around the room answering questions as needed．

Answers

1．f2．a3.d 4.e 5 6.c

This activity provides writing practice using the target language．

Simple draw：the smiley face and the frowny face．Say，the smiley face is for good things. The frowny face is for bad things.

Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.

Ask students to finish the activity individually， Repeat loudly

Practice in pairs then

act it out

Match each word

with a picture by writing the letter of each picture in the blank in front of the correct word.

Discuss in groups

（act the faces out) 多媒体

放映

图片

1. delicious, inexpensive, crowded

2. awful, expensive, crowded City some examples to learn these adjectives.

This activity gives students practice in understanding the target language in spoken conversation.

Step 4

Listening

(2a)

(8'） 1．Point out the two questions. After you hear the conversation, please answer these questions. Read the questions to the class.

2. Play the recording the first time.

Students only listen.

This time say, listen to the recording and write the answer to each question.

3. listen to the recording the second time.

correct the answers. Cite some examples to learn these adjectives

Listening.

2b(4'） 1．She went to Tokyo.

2. Yes, she did.

Tapescript

Girl: Hi, Vera , How was your vacation?

Vera: It was great！

Girl: Where did you go?

Vera: I went to Tokyo with my family.

Girl]: Really? Wow！What did you do there?

Vera：Well, we went to a lot of museums.

Girl: Oh, how were they？

Vera: They were really interesting. But they were also very crowded. Did you meet any Japanese people? Listen.

Then answer．

Listen and write.

Then discuss the keys in pairs

Read and practice in pairs. Recorder

Vera: Yeah，the people were really friendly．My parents have some Japanese friends，and we had dinner at their house．

Girl：How was the food?

Vera：It was delicious．I love Japanese food．

This activity provides further

listening practice using the target language

Call attention to the chart. Read the words in the chart：

Her vacation, the museum the stores，the people，the food．

Point out the sample answer. Say，What does Vera think of her vacation? It was great.

Play the recording. Play the recording a second time．Ask students to finish filling in their answers and to check their answers．

Correct the answers．

Answers．

vacation-great

people -- friendly

museums一interesting, crowded

food-- delicious

store一expensive

delicious relaxing Read aloud.

then discuss the keys．

Listen and fill in the

chart．Then discuss

the keys． 多媒体

多媒体

Step 5

Pair work

(2c Task)

(5’） This activity provides guided oral practice using the target language．

Call attention to the question words．

Have a student read them to the class ．Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the room

offering pronunciation and language support as needed． Read out．

（Role play) 多媒体

放映

本课小结

本节课总共学习了6个形容词以及where和how句式的练习运用。通过本节课的学习，学生能熟练地用英语表达自己的感受，培养了他们热爱集体活动的情感。

练习设计

随堂练习

词类转换

1) expensive(反义词）______ 2)crowd(反义词)________ 3 ) awful（反义词）________

4)friend(形容词)________ 5)go(过去式) _______ 6) do(过去式)_________

个性练习设计

翻译下列句子

1)你是去哪儿度的假？

2)我们去了许多博物馆。

3) -----那儿的商店怎么样？一 都很贵。

4) 日本朋友们对我们很友好。

板书设计

Unit 10

1．delicious，awful, expensive, inexpensive

2．Where did Vela go on vacation?

How were the stores?

Section B (二)

教学内容

Section B3a.3b．3c．4以及Self Check 3

教学目标

知识与能力

1. New words and expressions：flew kite later felt little corner discuss difficulty

过程与方法

通过复习一般过去时引出本课的重点------日记。

情感态度价值观

学会日记的写法。

教学重、难点及教学突破

重点

The vocabulary: flew kite later felt little comer till fry question discuss difficulty

难点

日记的格式。

教学突破

对于本课的单词短语通过卡片或图画来引出学习。

Language: 通过询问过去的事情引出日记。

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

（1’） Organize Ss by greeting each other.

Step 2

Free talk

(2’） Ask the questions：

What day is it today?

What day was it yesterday? Answer: It is Friday．It was Thursday．

Step 3

Presentation

Section B 3a

（17’） 1．Let the students read Kim’s travel diary and find the new words．

2．Teach the new words:

later, felt，little, corner

Explain the meaning and the usage of the new words．

Let the students write the new words．

3．Say，Now read the diary and circle

all the good things about Kim’s holiday．Underline all the bad things. Ask them to notice the description words that tell them whether something is“good”or “bad，” You may want to ask a student to tell you what the first“bad thing” was.

4．Check the answers．

Answers

Good things：

The weather(great） Read Kim's travel diary and find out the new words．

Read the new words after then write them in the notebooks．

Read again and finish the activity individually.

Then discuss in pain:

Read aloud，Then read the diary，try to learn the key words by hearts. 多媒体

The beach(beautiful)

Playing in the waves(fun)

Finding the little boy/returning him to his father(happy)

Playing tennis (really fun)

Eating fried fish and garlic vegetables (delicious)

Bad things：

Kim’s kite breaking（not much fun) Museum (boring and crowded)

No money for taxi/walking back to

hotel（tired)

5．The teacher tell the students the methods of writing the diary.

Step 4

Practice writing

（Section B 36)

（10’） Thus activity provides guided writing

practice using the target language．

1．Say，Now write a travel diary like the one in 3a.

2．Have the students do the activity individually. You may want to have them write on pieces of paper, since space in the textbook is limited. As they work，move around he classroom offering assistance as necessary. Look at the pictures and write a diary.

3．Have several students read out their diaries to the class（You might want to make this activity more substantial, and set it as written homework to be collected and marked.）

4. Do a Survey

Ask students to interview friends and family members and write down where they went on vacation. Ask the students to list at least one activity or place they visited in that city and whether it was good or bad Ask students to share this information with the rest of the class. The students read their own diary

The students write their vacation and tell each other. 多媒体

放映

Step 5

Groupwork

(task)

Section B 4

(7’） This activity gives students listening and speaking practice using the target language.

1 Say, Now you can talk about a real vacation or an imaginary one. The other students can ask you questions. You can use the diary you wrote for activity 3b if you want.

2. Ask students to get into groups of four. One student in each group begins by telling where he or she went. The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.

3. Move around the room, offering vocabulary and pronunciation support as needed. Talk about it in

groups

The students talk

about their real vacation．

Be divided into groups of four and ask questions each other.

Talk aloud.

Step 6

Homework 1．Master the new words.

2．Write a diary

本课小结

本节课学习了19个生词，和日记的写法。通过本节课的学习，学生能掌握日记的格式。

练习设计

1. Write a diary．

2. Make a survey about the circumstance．

教学探讨与反思

能设置一种情景，让学生在假期中“真正”去过某些地方，然后再进行问答，相信会更好。

尽可能多地创设英语氛围，以提高学生的语言综合运用能力。任务型教学能调动学生的积极性，激起学生的好奇心，使学生产生成就感，进一步激起他们对英语的兴趣。学生学习语言是在理解的基础上运用语言，在用中学。为学生提供了使用英语的语境。着重培养学生的创新精神和独立思维能力，并在学习的基础上了解文化差异，培养合作精神和社会公德意识。

如果把课堂教学内容扩展到课外活动中去。形成课内外互相补充、互相促进的学习方式会更好

板书设计

Unit 10

How to write a diary?

七年级下册英语课件(篇8)

新目标英语七年级下册第十二单元教案

新目标英语七年级下册第十二单元教案作者：思全英语辅导新目标英语七年级下册第十二单元教案

教学目标：

1.谈论规则

2.祈使语气

3.表示允许

4.能够用口头或书面描述规则

教学重点和难点：

重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。

教学设计：

学习内容

学生活动

教师活动

1.表示规则的句型：

*---Don't run in the hallways.

---Sorry,Ms Mendoza.

*Don't watch TV after school.

*Don't go out on school nights.

1.思考、谈论规则。

*Don't talk loudly.

*Do your homework after school！

*Practice your guitar every day.

引导、启发、教授需学内容。

2.Can for permission,such as：We can do….

We can't do….

Can we do…?

*---What are the rules?

---Well,we can't arrive late for class.

*---Can we listen to music,Alex?

---We can't listen to music in the hallways,

but we can listen to it outside.

2.听录音，回答问题。

*---Can we eat in the classroom?

---No,we can't.

*---Can students wear hats in school?

---Yes,they can.

放录音；启发、提示问题及答语。

3.阅读→迁移(读、写、文化差异)。

阅读/认图标；阅读信件→根据其信息找出规则→写出规则。

3.引导、提示图标含义；提示文化差异。

4.用口头或书面形式描述规则。

4.利用本单元所学祈使语气的用法，包括表示允许的'Can及其当情态动词用的have to do，根据常识或观察,为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。

4.检查学生讨论制定规章制度或使用规则情况--句型、短语、动词形式是否正确；指导并落实学生写作情况。

教学过程设计：

Task One：

Talk about school rules to”feel"Imperatives Goal：Get to know about the structure to express rules Step 1：Talk about the school rules they know/remember Step 2：Look at the picture and read the rules in Section AC 1a,telling the difference between yours Step 3：Add more rules to your school,which you think necessary Task Two：

Listen and find out what Ss can do and what they cannot Goal：Try to understand the rules by listening Step 1：Listen to conversations about the activities and find out what students can do and what they cannot do Step 2：Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A(2a/b)

Step 3：Listen to conversations about the activities and find out what rules students break

→Section A(1b)

Step 4：Listen to the different rules that different people have to follow→Section B(2a/b)

Task Three：

Learn to read the signs for rules Goal：Learn about the rules by reading the signs Step 1：Learn about the rules by reading the pictures→Section B1 Step 2：Learn about the rules by reading the signs→Section B(3 b)

Step 3：Talk about the similarities or the differences about the signs between China and abroad Task Four：

Write rules for libraries,labs,computer-rooms,and swimming pools etc.

Goal：Learn to take care of public things Step 1：

Read the letter→Section B(3 a)

Find the rules in the letter Write them down Step 2：

Talk in pairs about the rules for public places,such as libraries,labs,computer-rooms,swimming pools,etc.

Discuss in groups about the rules for these public places Write down what have been talked about/discussed

教学点评与反思：

设计思路：

任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听(通过听那些能做、哪些不能做的事儿，体会情态动词can和can't的用法)、认(通过认图标，说出规则，并把说出的规则写下来)，最后根据常识或观察,为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度,培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。

二、课后反思：

不足之处：图标展示得不够；还可通过图标渗透中外文化差异。

可取之处：全方位的训练了学生的听、说、读、写的能力。

教案点评：

本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can't的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。

MSN（中国大学网）

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