七年级上册unit4教案
在教学工作者开展教学活动前，时常需要用到教案，编写教案有利于我们科学、合理地支配课堂时间。那么教案应该怎么写才合适呢？下面是小编精心整理的《七年级上册unit4教案》的文章，希望能够很好的帮助到大家，谢谢大家对小编的支持和鼓励。
第一篇：七年级上册unit4教案
七年级英语上册unit4教学设计
Unit 4
Food and lifestyles Reading 第一课时
教案设计
一、 设计背景及理念：
新课程标准倡导任务型教学，把知识的传授融入到具体语言环境下、学生完成任务的过程中去，让学生在真实的语言环境下有积极交际的愿望，在完成任务的过程中自然地学会使用语言。
本节课是一节阅读课，在设计过程中依据新课程标准，以学生为主体并结合本节课的特点来设计任务，设计一系列问题让学生回答，使得学生对文章的理解逐步加深;通过组织调查同伴的食谱和生活方式，激发学生的学习兴趣，培养分析评判能力，让学生在完成任务的过程中体验成功。
二、教学内容
牛津初中英语7A Unit 4 Reading(1) What we eat and how we live
三、教学目标
1、通过本课的学习使学生了解Kitty和Daniel的饮食习惯和生活方式
2、了觧饮食结构、生活方式和身体健康的关系
3、通过本课的教学使学生能够改变不良饮食习惯和不良生活方式
4、在活动过程中培养同学们的竞争意识和团队意识。
四、教学重点、难点
良好的饮食习惯和生活方式
五、教学流程
1.Warming up
listen and enjoy a song
通过这首歌引出本文的标题。
2.Revision
复习一些食物名称以及一些活动
3. Presentation
Task 1: listen and answer
通过听录音回答问题，检查学生对文章大意的理解。
Task2: fast reading
让学生快速浏览文章做判断题，培养学生掌握快速阅读能力
Task 3: careful reading .
通过阅读文章回答问题使学生能对文章进一步理解。
4. Production
Task1: competition 运用竞赛的形式，提高学生的兴趣，巩固和拓展学生的词汇，培养学生的竞争意识和团队意识 Task2: ask and report
通过采访和报告的形式，培养学生的交际能力以及信息搜集和处理能力。
5. Summary
Summarize what the Ss have learnt in this period. Enjoy the song.(再次播放《健康歌》，让学生在歌声中体会保持健康的重要。 6. Homework
六、板书设计及媒体使用
多媒体
教 后 感
本节课是牛津初中英语7A教材的第四单元的阅读课的第一教时，属于7A教材的第二个模块different lifestyles,本单元的所有内容都是紧紧围绕food 这一话题来进行的, 在备课的过程中，我认真地研究了本单元的相关知识，理清了食品与健康、锻炼与健康的关系，然后在备课的过程中，首先明确了本节课的教学目标，我把疏通文章大意作为本节课的基本目标，把培养学生的阅读理解能力作为能力目标，把了解食品与健康、锻炼与健康的关系作为本节课的情感目标。在确定教学重点的时候，我意识到帮助同学们搞清良好的饮食习惯和健康的食品是本节课所要明确的重点。在确定教学方法的时候，我先把新课程标准对阅读课的教学要求进行了认真的学习，新课程标准倡导任务型教学，让学生在完成任务的过程中体验成功，所以我采用了任务型的教学方法，任务的设置由浅入深，由易到难，分层次推进，从而能够激发各个层面的学生积极参与课堂，充分调动学生学习英语的主动性和积极性，培养学生用英语进行交际的能力。现就各个步骤的设计思路及教后感想汇报如下： 第一步 我通过一首flash动画《健康歌》，来调动同学们的兴趣，让同学们在歌声中了解健康的重要性，让同学们了解怎样保持健康，然后引出文章的标题——Food and lifestyles,在具体的操作过程中，我发现同学们对《健康歌》的歌词及含义了解程度不等，所以他们不能够完全说出歌词中所涉及的内容，所以在引导方面我下了工夫，通过说出演唱者名字以及做出具体动作，让学生来加深对这首歌的了解，达到了预期的效果。
第二步 我想用句型操练的方法来为后面的食品名称的竞赛和生活方式好坏的界定作一个铺垫，既起到复习的作用，又可以为后面的练习打好基础。在上课的过程中，我发现同学们能够很好的运用所给的句型来进行操练，因为操练内容比较简单且都与同学们的生活有关，所以同学们都很感兴趣，操练效果明显。
第三步 本部分是对文章的处理，在设置任务的过程中，我考虑到本文是一篇阅读材料，在设置听力问题的时候不宜把阅读材料当作听力材料来处理，所以我设置了一个简单的问题，学生很容易回答出来，从而增强了同学们的自信心。培养同学们的阅读能力是本节课的教学目标之一，文章的生词是影响学生阅读速度和阅读效果的重要因素之一，我采用了让学生快速浏览课文，找出生词，然后根据上下文猜测词义的方法，最后再进行搭配，加深对生词的理解，通过这种方法来培养学生根据上下文猜测词义的能力，使他们在以后的阅读过程中不再惧怕生词;在设置True or False练习的过程中，我首先把题目呈现给学生，然后让学生带着问题快速阅读课文，使学生的课堂活动带有目的性，题目设置比较容易，让所有同学都能完成这项任务，在检测阅读效果的过程中，我让同学们对叙述错误的句子进行改正，使同学们对文章的信息得到明确;在设置问题的过程中，问题的难度较判断题有一定的提高，旨在通过问题的回答，使学生对文章的理解进一步加深，这一步必须建立在同学们细读文章的基础上，在具体的操作过程中，我发现由于扫清了生词的障碍，问题的设置由浅入深，加上阅读材料贴近学生生活，所以学生能较快的进入角色，掌握文章的大意。
第四步 本部分是想通过分组竞赛的方式来复习和扩大学生的词汇，激发学生的学习兴趣，培养学生的合作意识和创新精神，通过对优胜者的祝贺来体现竞赛原则，通过对落后者的鼓励来体现以人为本的新课程理念。在竞赛过程中，同学们热情高涨，争先恐后，分工合作，课堂气氛立刻变的活跃起来，充分体现了人人参与课堂的原则。
第五步 本部分我想从讨论入手，让学生在讨论中明确什么是健康的生活方式，讨论题的设置都是学生日常生活中经常碰到的问题，通过讨论，使学生能够了解健康的生活方式，远离不良的生活方式，从而达到对学生进行思想教育的目的，在上课的过程中，我发现同学们的讨论非常热烈，达到了预期效果。
第六步 我想通过本人的饮食情况和生活方式的介绍，引出同学们对我的建议，从而进一步强化健康食品和健康生活方式的界定，并由此引出调查和汇报同学的饮食习惯和生活方式的任务，调查题的设置由一般疑问句和特殊疑问句组成，通过填写表格来提高学生的分析和处理信息的能力，最后的汇报是本节课的一个升华，既通过汇报锻炼了学生的语言表达能力，又能让学生通过身边的人和身边的事来了解掌握良好的生活方式和饮食习惯。学生在调查同伴饮食习惯和生活方式的过程中，互相协作，积极参与，课堂气氛热烈。
第七步 本节课的作业布置我是这样设置的，让学生调查家庭成员的饮食习惯及生活方式并提出改进意见，把课堂上所学到的知识延伸到课外，使学生脱离死记硬背的作业模式，让学生在轻松愉快的氛围中完成学习任务。
总的来说，本节课学生通过一个个任务的完成，在语言交际、学习兴趣、参与意识、团队意识等方面都有不同程度的提高，整节课的阅读教学是在老师指导下的有目的的自主学习，学生在课堂上成为真正的主人，他们理所当然的有了不同寻常的收获。 当然，本节课在一些方面还有待提高，比如说文章的处理还不够到位，一些过渡不太自然，本人适应学生的能力有待加强，这些都是我在今后工作过程中需要改进和提高的地方，我决心在今后的工作中深入学习新课程标准，把先进的教学理念灌输到我的教学工作中去，为推进我市的新课程改革工作尽一份绵薄之力。
第二篇：七年级英语上册Unit4第一课时教学设计
七年级英语上册Unit4Section B1a -1d教学设计
大直要中学 王淑亚
教材分析:本单元围绕Things in the classroom学习他谈论物品的位置。
学情分析：通过前一单元的学习，学生已经学习了部分物品的名称，为本单元的学习打下一定的基础;学生基础较差，良莠不齐，任务设置尽可能简单;学生由于自信心不足课堂不够活跃，故各环节活动设置尽可能以比赛竞争形式，以激发学生的积极性。
教学重难点：方位介词in，on，under的使用; 句型Where’s… ?It‘s on/under/in…
Where are… ?They’re on /under/in… 教学目标
1.能正确使用下列单词或短语: radio, clock, tape, player, tape player, model, plane, model plane. 2.能够熟练使用 介词 in, on, under描述物品所在的位置。 3. 能够熟练使用下列句型：
Where’s… ?It‘s on/under/in…
Where are… ?They’re on /under/in…
4. 纠正自己乱丢东西的不良习惯，学会有序摆放自 己的用品。
教学过程
一 情境导入
T: Let’s begin our class .Oh,Where’s my English book ?Could you help me find my book ?
可引导学生猜Is iton your desk ?......z最后请学生帮忙找英语书并引出语言Where’s my book ?It’s under the teacher’s desk
二复习
1. 复习学过的室内物品的名称table，chair ,desk,bookcase,sofa,bed,keys等。 2. 复习方位介词in,on under . 三.出示新知
图片展示clock,tape player,radio,hat,model plane 并学习，集体操练之后单个检测学生的掌握情况比比谁说的最准确声音最洪亮。
四 活动
1. 比眼力 看谁找的快
1a.Match the words with the things in the picture. 2.比记忆力Look at the picture in 1a for one minute. Then close your books and write down all the things you remember. 看1a中的图片 一 分钟。然后合上书，写出你记住的所有物品。 3.考耳力Listen and circle the things Tom wants from his home . 听录音，圈出房间里Tom想要的物品。 Listen again : Where are Tommy’s things?
课文疑难解析学生自读课文，并讨论疑难问题，教师最后解答共同疑惑。 4.想一想Do you think Tom is tidy ?What about you ? What should you do ? 五.课堂练习
A.1. ______is your hat? It’s on the bed . A. Who B. Whose C. Where ( ) 2. -Is his pencil on the desk ?-____. A. No, it isn’t B. Yes, it’s C. Yes, they are ( ) 3. The tapes ______ in the box. A. am B. is C. are ( ) 4.—Where ___ the CDs? A. is B. are C. am D. be B.请根据图片提示完成对话，每空一词(含缩写)。 1. A: _______ your computer? B: It’s __________ .
2. A: ____ the baseball on the table? B: No. It’s ______________ . 3. A: _______ the cat? B:____ is _______ the tree. 4. A: __________ her dictionaries? B: They are ___________ . C.请根据图片提示用介词on, under或in完成短文。
Look at the picture! A desk is ___ it. What’s on the desk? Yes, a ball is ___ it. Look! A cat is _____ the desk. Where is the bag? Oh, it’s ___ the desk.
This is my room. It’s very nice(漂亮). The computer is ___the desk. The baseball is ______ the chair. My ____ __ are in the bookcase. Near(在 … 旁边) the ____ ,you can see my plant(植物). _______ my red hat ? Oh, it’s behind(在…后面)the door. 六作业
1. Finish Section B 1 in the workbook. 2. Write five sentences about your room. 教学反思
本节课基本达到了预期的学习目的，大多数学生掌握了如何谈论物品的位置，多数学生能参与到课堂中来，但本节课也有很多不足，对学习小组的利用不够充分，没能让学习小组真正发挥实效，个别后进生没有积极参与课堂，今后要对后进生多加关注。
第三篇：人教版英语七年级上册 Unit4 Where’s my backpack？2
亿库教育网
http:// Unit 4 Where’s my backpack? ? 教学目标与要求
一、串记口诀介词 on在上in在里，at表示在某地。 for译为to译到，of…的指关系。 under在下with和，about译关于。 past经过plus加，minus译减去。?
二、学习目标本单元同学们要掌握英语中疑问句及其回答的用法。同时掌握英语中各种空间关系、位置关系的表述。另外，日常用语中需重点掌握如何谈论位置关系。
三、能力目标 1.在所学语言范围内谈论空间关系的交际能力。 2.看图(如展示物体的位置) 下载地址 >>
Unit 4 Where’s my backpack?
[教学内容]：Go for it Book I Unit 4 Where is my backpack? [教学目标] I.Review some new words: (能够听、说、读、写) table bed dresser bookcase sofa chair backpack books keys baseball drawer plant math book alarm clock CD computer game video cassette hat II.Grammar：(理解运用)
表地点的介词短语 in on under behind near beside III. Useful expressions: (能够进行自由问答) Where is it ? It’s in /on /under /behind /near .. Where are they ? They are in /on /under /behind /near Is it…? /Are they…?、
IV: Quality objectives: 通过学习，利用真实情景着重培养学生的口语表达能力，提高学生综合运用英语的水平。 [教具]：实物，多媒体教室
[教学方法]：实物教学，情景教学，口语实践，习得英语。 [教学步骤] 1. 问候, 组织上课。
T: Hi, everyone.Good morning. Ss: Good morning, Miss Zhang. T: Class, Are you happy? Ss: Yes. T: Do you like singing? Ss: Yes.
亿库教育网
http://
亿库教育网
http:// T: Let’s sing an English song: The more we get together. OK? Ss: Sing the song together (happily and Clapping their hands). 2. 通过what’s this?句型及其回答It’s …/They are…复习生词。
T: You sing very well. This song sounds very wonderful. Now, class, excuse me, what’s this in English?
Ss: It’s a window, a door, a broom, a football , an apple, an orange, a box, the teacher’s desk, a floor, a schoolbag, an English book, a TV , a computer and so on. 3.通过实物，直观方式，复习介词in/on T: (Point to an apple) What is this in English? S1: It’s an apple.
T: (Put it in a box) Where is the apple? S2: It’s in the box.
T: (Point to two boxes) What are these in English? S3: They are boxes. T: (Put them on the teacher’s desk) Where are they? S4: They are on the teacher’s desk.
4.利用动画，认识in/on/under/near/behind/beside 所表示的位置。
T: Very good. But now class, We have a new friend. Her name is Lucy. Where is Lucy? Do you know? Please watch the video and answer : Where is Lucy? She is in the box. She is on the box. She is under the box. She is behind the box. She is near the box. She is beside the box. 5.利用一个苹果和一个盒子表示出不同位置关系，让学生大声说出来，加深认识;做游戏，教师说位置，学生做动作，激发学生的兴趣，同时进行巩固。 T: Now class , please tell me : Where is the apple? (Put the apple in the box) Ss: In the box. (Put the apple on the box.)
亿库教育网
http://
亿库教育网
http:// Ss: On the box. (Put the apple under the box) Ss: Under the box. (Put the apple near the box.) Ss: Near the box. (Put the apple closer to the box ) Ss: Beside the box. T：OK. Very good.Class, do you like playing a game? T: Now I say , you do. Who would like to come to the front? T: Very good. Who will have another try? T: Is she/he right? 6.通过口、笔头练习巩固所学介词。
T: You are very clever. Now, class, stop here, OK? Now please look at a picture and fill in the blanks.. A pencil-box is_______ the desk. A cat is ______ the chair. A bag is ________ the chair. Books are _______ the desk or ___ the bag. Pens and pencils are ________ the pencil-box. T: Can you do it? T: Who would like to tell us the answers?. T: Say out the answers together. T: Very correct.
7、利用教室内的实物进行师生对话。(学生的回答可能有很多种) T: Let’s work in pairs. I ask, you answer.OK? T: Where is the teacher’s desk? T: Where is the blackboard? T: Where is the box? (Put it on the desk, under the TV) 板书： Where is …? It is…. T: Where are the boxes? (Put them on the desk , under the TV , near the window…) T: (Put the windows in the wall) Where are the windows?
亿库教育网
http://
亿库教育网
http:// 板书：Where are…? They are…
8、做游戏，猜猜足球在哪儿?(学生可以有任何可能的猜测，都要鼓励。) T: Now class, I have a football. Where is the football? Can you guess? T: It is behind the door.Who is right?You are right. You are great. Let’s cheer her on. 9.继续做游戏，猜猜苹果在哪儿?猜对了就把苹果奖给她/他。 T: Now class, where is the apple?Can you guess? T: You are right. Give you the apple. 10.对where的用法进行延伸拓展，where不只可以问物在哪儿，还可以问其他的，比如像问某人在某地。
T: Where am I? (I am standing among the students.) T: Where is Liu Xueting(A girl in our class)? T: Very good. You are so clever. 11.分别看两副图片，让学生分成两组对话，对第一副图片：A组提问，B组作答，对第二副图片，B组提问，A组作答，进行比赛，分出胜负，培养学生的竞争意识。
T: Now class, let’s have a competition. Our class will be divided into two teams. One team asks;the other team answers.We’ll find which team is better. Look here.It is the teacher’s office.
room. Let’s ask and answer about the picture. What’s your team name?(Point at one team) T: What’s your team name?(Point at the other team.) T: OK.Now, ATeam, ask, begin.(A: Where is/are…?B: It’s … /They’re) A Team may ask: 1.Where is the football? 2.Where is the chair? 3.Where is the map? 4.Where is the desk? 5.Where is the window? 6.Where are the books? 7.Where are the boxes? and so on. B Team may answer(There are many answers): 1. It is on the floor/near the chair/under the desk.
亿库教育网
http://
亿库教育网
http:// 2.It is on the floor/near the window/near the desk. 3.It is on the wall. 4. It is on the floor/near the boxes/near the window… 5. It is in the wall/near the chair/near the desk. 6.They are on the desks. 7.They are on the floor/near the wall/near the desk…
T: Very good. Ask well and answer much better.Now let’s look another picture.
12、交换角色，继续问答，B问，A答。
T: Class, You ask very good questions and answer so well. I think everyone is very good. I think we are all champions.OK? Let’s cheer ourselves on. 3. 做猜谜游戏，复习句型，掀起学生说英语的高潮。
(First ask a student: A to turn around, and ask another student: B to the front and put something at a place, then A guess: Is it…?/Are they…? B answer: No, it isn’t./No, they aren’t. Yes, it is./No, it isn’t.) 14.紧扣课题，做游戏。Just for fun.----Where is my backpack?
15、学以致用，在课堂的最后，对学生进行评价。让学生进行自由对话，熟练地用介词表示出自己周围的事物之间的位置关系。
T: Class, next , please talk about some things with your partner around you with in, on, under, near, behind. Ss work in pairs. T: Class, Stop here, please. Who will come to the front to act it out? Ss(争先恐后地举手): Me, Me, …
Ss: Where is …? It is in/on/under/near/behind…. Where are…?They are in/on/under/near/behind… 16.结束自由对话，布置课后作业。
T: Now , time is up. We have to stop here. Homework for today. Please describe your classroom with in, on, at, under, behind, near. So much for this class. See you next time. Bye-Bye. [板书设计]
亿库教育网
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亿库教育网
http:// Unit 4 Where is my backpack? 1. Prepsitions: in, on, under, behind, beside, near 2. Sentences: Where is…? It’s … Where are…? They are…
Is it…? Yes, it is. No, it isn’t.
Are they…? Yes, they are. No, they aren’t.
亿库教育网
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第四篇：最新仁爱英语七年级上册unit4topic1知识总结及同步练习
Unit4.Topic1.What can I do for you?
一、核心词汇 madam buy over there try seventy thirty forty fifty sixty eighty ninety hundred just pair shop need kilo salt bottle heavy worry fat mouse rabbit ant
二、常用词组 buy„for over there try on how much think of how about think about all the same do some shopping two kilos of how many shopping list
三、重点句子
I want to buy some clothes for my daughter. The clothes are over there, madam. Can I try it on? How much is it/are they? It’s/They’re only seventy yuan, madam. How do you like the pants? Jane, what do you think of this green skirt? How much salt do we need?
四、交际用语
What can I do for you, madam? May/Can I help you? It looks very nice on you. We will take it. How about the blue one? Are you kidding? Thank you all the same. Could you help me do some shopping, Ben? Is that all?
六、金点剖析
1. What can I do for you, Madam? 此句与May/Can I help you? 用法相同。使用范围较广，在不同的场合句意不同：在商店里售货员询问顾客“你要买什么东西?”;在饭店里，服务员询问顾客“你要点什么菜?”; 在图书馆里，图书管理员询问“你要借什么书刊?”。
如：—What can I do for youi? I like some chicken. -May/Can I help you? -I want to borrow an English book. 2. I want to buy some clothes for my daughter. Buy sth for sb=buy sb sth 意为“给某人买某物”
如： My mom buys a school bag for me.=My mom buys me a schoolbag. 3. How much is it/are they? 多少钱?
(1)how much 用来询问价钱，意为“多少钱”。句子里的be 动词取决于后面的主语(名词或代词)，主语为单数时用is,为复数时用are. 如：-How much are the books?-They are 29 yuan 【拓展】询问价钱还可用句型 What’s the price of„.? –What’s the price of the 1 jacket?- It’s 100 yuan. 【即时演练】按要求改写句子。How much is the phone?(同义句转换) ______ _____ ______ ______ the phone? (2) how much 还常用来提问不可数名词的数量。
如：-How much milk do you want? -I want a glass of milk. 4.We’ll take it. 这里的take 相当于buy, 意为“买下”。在口语中，当选定商品，决定购买时，常说“ I’ll take it.,而不说 I’ ll buy it. Take 原意为“拿走，运走。” take sb (sth) to„把某人(某物)带到某地。
如：I take my little brother to his school. 5.Why not try on that pair? Try on ,试穿，试戴。on在此处为副词，故 try on 被称为副词短语，其短语后的宾语为人称代词it/them时，代词须放在动词和副词之间，
如：try it/them on; 但如果宾语为名词时，它可以放在短语之间，也可以放在短语之后。
如：These shoes are good. You can try them on. Try on these shoes.= Try these shoes on. 试试这双鞋。 【拓展】pair n 一对，一双，一条„„.. 如: a pair of pants in pairs 成双成对
如：Students work in pairs.学生们两人一起工作。 【即时演练】
I like this red skirt and that pink dress. Can I ____? A try on it B try it on C try on them D try them on 6 Jane, what do you think of this green skirt? What do you think of „.? 相当于 How do you like„? 这个句型常用来询问别人对某人或某物的看法、喜好程度。
如：— What do you think of the movie? -I like it very much.我非常喜欢。
【即时演练】 How do you like the pants?(同义句转换) ____ _____ you_____ ______ the pants? 7.Thank you all the same.这句话常常用来表示别人帮你做某事，但是由于某种原因没有做成，你同样要表示感谢。相当于Thank you anyway. 如：-Do you know Tian’an Men Square? –Sorry, I don’t know. -Thank you all the same. 8 – How many bottles? how many 常用来提问事物的数量，后面应接可数名词的复数形式。
如：-How many students can you see in the picture? -I can see only one. 【链接】当提问事物的数量时,how much 接不可数名词，how many 接可数名词复数。
如：How much salt do you need? How many pens do you need?
2 【即时演练】
1____ feet does a man have?(How many/How much) 2._____bread do you want?(How many/How much) 3.______is the chicken?(How many/How much) 9.Is that all? 该句用于购物时善意的提醒，相当于问“您还需要其他东西吗?”
在日常交谈中该句可用于提醒对方“您说完了吗?就这些吗?”
答语可以说That’s all.Thanks. 如：-Is that all, sir? -No，and two kilos of apples,please.不，还要两公斤苹果。
【拓展】该句相当于 Is that everything? 如：-What can I do for you? -Two bags of milk, three kilos of apples and some bread. -Is that everything? -I think so. 10 Don’t worry.别担心。
(1)worry v 担心，着急。
(2)这是一个表示否定意义的祈使句，其结构为“Don’t +动词原形+„..,表示劝告、命令对方不要做某事。
如：Don’t draw on the wall.Don’t do it like that. 12.How about some bread? Some 和any 的意思都是“一些”。 具体用法如下：
(1)some 一般用于肯定句中，修饰不可数名词和可数名词的复数。如：I have some milk in the glass. He has some books. (2) some 有时也可用于疑问句中，但一般表示征求对方的意见并希望得到肯定回答。如：Why not have some milk? (3) any 一般用于疑问句和否定句中，通常也修饰不可数名词和可数名词的复数。如：I don’t want any milk. Do you have any friends here. 【即时演练】用 some 和 any填空
1.-Could you give me_______ bread?-Sure.2 I don’t have____ oranges, but I have_______pears. 3.-Can I have_____eggs?-Sorry, we don’t have_______4.Would you like______bread for breakfast? 13.可数名词和不可数名词
名词是表示人或物的名称的词。它分为可数名词和不可数名词两类。
(1) 可数名词有单数和复数两种形式，前面可以用不定冠词a/an修饰。如：a bag 一个包an apple一个苹果 three boxes 三个盒子 some eggs 一些鸡蛋 (2) 不可数名词
1)不可数名词通常是一些物质类名词、抽象意义的名词及液体、气体、溶液类名词。
如：glass 玻璃 wood 木头 water 水
2)不可数名词一般没有单数和复数形式之分。不能直接用冠词和数次来修饰。 3)不可数名词可用little, some, much, any, a lot 等词修饰。若要表示量的多
3 少时，则需要借助单位名词(即量词)+of来表达。如：two bags of salt two glasses of milk. (3) 有些名词有时是可数，有时是不可数。
如：chicken小鸡(可数)鸡肉(不可数) glass 玻璃(不可数) 玻璃杯(可数)
练习：I. 根据句子意思，填写所缺单词。(词首字母已给出。) 1.We can buy some clothes in a s__________. 2. ---Could you do me a f___________? ---Sure, what is it? 3. That coat is too e___________, we don’t have much money. 4.There are s________ seconds (秒)in a minute(分钟) 5. There are t___________days(天) in a month. 6. Forty and sixty is one h__________. 7. Don’t w_________.Let’s help you.
8. ---How do the pants f_____? --- They are too long. 9. I want to buy the things on the shopping l________. 10. These shoes are on s__________ for 10%off. II. .根据句子意思，用单词的适当形式填空。
1.My shoes are worn out, what about__________(you)? 2._How much _______ (be)this skirt? 3.How much __________(be) these apples?. 4.__________ (who) bicycle is this? 5.Here is _____________(you) change.. 6.I would like three____________(kilo) of salt. 7.Let’s try _________(they) on.
8.His friends have two ____________(radio) . 9.How many _________(umbrella) do you need? III..英汉词组互译。
1. try on________ 2. look for__________ 3.on sale____________
4. 八十包大米____________ 5. 两公斤盐_____________ 6.be out of__________ 7. running shoes _____________ 8. 多少钱_________ IV.选择填空。
( )1. How do I look ____ this dress? A. on B. for C. in D. with ( )2. Would you like to try _______ another pair? A. on B. for C. in D. with ( )3. ---_____________?I am just looking, thanks. A. What can I do for you B. Could you do me a favor C. May I take your order D. What would you like
( )4.This house is ______ sale. A. on B. for C. in D. with
4 ( )5 I am _________ a jacket for my son. A.looking at B. looking after C.looking for D. looking like ( )6. Could you do some shopping forn me, we need _________ thing. A. a little B. little C. much D. a few ( )7. ----__________? --- Two hundred yuan. A. How much is this apple B.How is your dog C. How much is that recorder D. How do you like this recorder ( )8.---What is she? ---____________? A.Fine,thanks B. A waitress C.She’s Jane D.She’s thin and tall.
( )9. You can buy a_______ in a clothes shop. A.hat B.recorder C. fridge D.VCD player ( )10.This is _____ umbrella. A..a B. the C.an D./ V. 情景交际。根据上下文选择下列选项完成对话，其中两项为多余选项。 J: Jerry S: Salesgirl S:_________1_______? J: Yes,I am looking for s dress, but I can’t decide which one to buy. S: It doesn’t matter. Let me help you. _____2_________? J: I like pink. S: what about this one? J: It looks nice,______3________ S: Of course. The changing room is over there. (Jerry tries on the dress.) J:________4_____ S: You look very nice. J:_______5__________ S: One hundred yuan. J: I’m afraid it is too expensive. What about 80yuan? S: All right, 80 yuan. A: How much is it? B: Can I have it for 100 yuan? C: Could you do me a favor? D: What color do you like? E: How do I look in this dress? F: Can I try it on? G:May I help you? 1.___________ 2.__________ 3.____________ 4.__________ 5._______ 拓展探究
VI.用how 完成下列对话。
1.---_______________________it? ---H---A---T, hat. 2.---___________people are there in your family? ---Five. 3---___________________? ---I am five. 4.----________________ this computer? --- Five thousand yuan.
5 5.--- ____________ your grandfather? --- He’s fine,thanks 6.---______________ the food? --- I like it a lot
第五篇：七年级英语下册Unit4教学设计
人教版新目标英语七年级下册
Unit 4 Don’t eat in class Section A2教学设计
设计理念：
(1)以听与说为中心的的交际型课堂教学和以任务为中心的任务型语言教学注重培养学生的语言实际运用能力。教师通过创造情境给学生提供听与说的机会，使学生在实际的听说练习中提高语言运用能力。
(2)利用多媒体为学生提供真实具体的语言视听环境，引发学生的学习兴趣，提高课堂教学效率。
(3)在教学中，教师设置自主学习、小组合作学习探究任务，激发学生学习的积极主动性，让学生在交流合作中形成自主学习合作学习的能力。 教材分析：
教学内容为人教版新目标英语七年级下册第4单元Section A 的第2课时。第四单元的话题是规则(rules)，教材中出现的学校家庭的规则贴近学生的生活，容易激发学生的学习共鸣与兴趣，帮助学生客观看待规章制度。本节课是听说课，在本单元起到承上启下的作用，在继续学习词汇与祈使句的同时，对上节课所学语言知识点在实际运用中巩固，为下节课读写能力的训练做好铺垫。 学情分析：
七年级学生对情态动词can及否定形式can’t 的使用已经熟悉，经过本单元第1课时的学习，他们对于祈使句也有了初步了解，能够用英语表达简单的规则。而本节课对have to 与祈使句结构的学习，对学生来说易于接受与理解，但是运用所学语言知识点谈论规则，进行实际运用，尤其是情态动词与祈使句的转换表达，对学生来说有一定难度。 教学目标：
1、知识目标：掌握祈使句的用法;学习have to的使用;运用基本句型Can we eat in the classroom? Yes, we can./No, we can’t. Does he have to wear a uniform at school? Yes, he does./No, he doesn’t. What do we have to do? We have to be quiet in the library.谈论学校、图书馆规则。
2、能力目标：培养学生运用所学语言知识谈论规则的能力，从而进一步提高学生的听说表达能力;培养学生在学习中发现问题合作探究的自主学习能力。
3、情感目标：帮助学生正确看待学校行为规范，引发学生对交通与公共场所规则的认识，培养学生遵守行为规范与公共秩序的美德。
教学重、难点：
重点：学习并运用日常交际用来谈论规则的词汇句型。
难点：have to 的使用与祈使句的使用，尤其是祈使句的否定结构的使用。 教法、学法：
教法：交际型教学法与任务型教学法。注重语言运用能力的培养，在创设的真实情境与任务中进行听说训练与语言表达的练习，提高学生的语言运用意识，培养他们对英语学习的兴趣。
学法：自主学习、合作学习、探究学习。新课标强调课堂教学要以学生为中心，本节课设置了合作式学习任务，让学生自主探究合作学习，提高学生的学习能力。 教学过程：
Step 1 Lead-in(2 minutes)
(1)Students races to be the first one to translate imperative sentences about rules:Don’t run inside./ Don’t push./ Don’t litter./Save electricity./ Save water. Students who answer right will get one point for their groups. (2)Students read the sentences together. (3)Teacher makes students realize that although we don’t like rules,we really need them.Without rules,We may have troubles in our life. 设计说明：课堂导入设计关于学校、社会规则的英译汉问题，利于学生知识的回顾与迁移，询问学生这些规则的必要性，能够培养学生遵守规则的意识。采用小组竞赛式回答问题，激发学生学习的主动性，调动课堂学习氛围。 Step 2 Listening (4 minutes) (1)Students listen to the conversation and answer the following questions:Is John new at school?/Are there many rules at school?/Can he bring music players to school?/Do they have to always wear the school uniform? (2)Students read after the teacher and check answers. 设计说明：让学生带着问题去听对话，利于学生对关键信息的把握。学生跟读对话，训练学生的语音语调。 Step 3 Group work and language points(10 minutes) (1)Students read the conversation by themselves and find out language points by themselves. (2)Students work in group to discuss what they have found and each group has one student to summarize their discussion and report the result in front of the whole class. (3)Teacher supplements students’report and emphasizes on important language points as follows:arrive,listen,fight,have to,wear.etc. 设计说明：让学生自己发现语言点，小组合作探究讨论总结语言点的使用，发挥了学生在学习中的主体性与主动性，培养学生主动思考自主学习的能力，避免教师灌输学生被动接受。由小组学生代表讲解，易于吸引其他学生的学习兴趣与注意力，虽然学生会出现漏讲、错讲的现象，却有助于其他学生进行补充纠错，获得学习的满足感，在教师的帮助下，强化学习效果。这一教学过程，学生是主体，教师是辅助。 Step 4 Pair work(5 minutes) (1)Students work in pair to roleplay the conversation and make conversation according to actual information: A:Hi,my name is xxx,It’s my first day at school. B:Hi,I’m xxx.This is a great school.But there are a lot of rules. A:Really?What are some of the rules? B:Well,don’t be late for class.This is very important. A:OK.So we must be on time.Can we bring music players to school? B:No,we can’t.And we always have to wear the school uniforms. A:I see. B:And we also have to be quiet in the library. (2)Teacher asks 2 or 3 pairs to present their conversation. 设计说明：角色扮演对话并根据实际信息进行对话，是创造了一个生活中会出现的情境，让学生运用所学对话中的语言谈论学校规则，有助于学生提高语言运用能力。 Step 5 Exercise and practice(4 minutes) (1)Students finish translating exercise about the conversation: 不要在上课时听音乐。Don’t listen to music in class./我们必须准时。We must be on time./我们能把音乐播放器带到学校里来吗?Can we bring music players to school?/在图书馆里我们必须保持安静。We must keep quiet in the library./不要再楼道里跑。Don’t run in the hallways. (2)Students read sentences together. (3)Students finish the practice of language points they have learned: ①Filling in the blanks with in/at/to:My mother usually get ___ school at 7:40 in the morning./ When do you usually arrive ____ the bus station?/Jenny’s uncle usually arrives ___ Shanghai in the evening. ②Filling in the blanks with have to/must:It’s cold outside. We ______ stay at home./We ____ study hard. 设计说明：针对对话文本的翻译练习和语言点的填空题，帮助学生进一步巩固所学的内容，加强对重点知识的掌握。根据学生完成练习的情况，教师可以了解学生的学习效果，对于知识薄弱点进行进一步讲解。
Step 6 Presentation and practice of grammar focus(8 minutes) (1)Teacher explains the use of imperative structure. (2)Students take notes and answer questions about school library rules. (3)Teacher summarizes how to talk about rules by asking students questions. 设计说明：经过前面的学习，学生对祈使句这一现象已经熟悉，呈现祈使句的使用、结构有助于学生系统掌握该结构,利用学校图书馆里的规则，让学生使用祈使句进行表达，提高语言运用能力。教师提问并总结谈论规则的句型，为接下来的小组讨论做好铺垫。 Step 7 Group work(7 minutes) (1)Students work in group to make five rules for their dream school.One student of each group reports their rules.Students vote for the coolest dream school. (2)Teacher makes students realize that the coolest dream school is not the best school,because we sometimes need strict rules to help us study well at school. 设计说明：小组内谈论学生自己梦想中学校该有什么规则，不仅调动了学生用英语交谈的兴趣，也是本节所学语言点的产出。教师要引导学生认识到一些严格的校规和社会上的其他规则是必须遵守的。 Step 8 Exercise of sentence pattern(4 minutes)
(1)Students finish the sentence pattern transformation exercise. (2)Teacher explains the important and difficult points in the exercise. 设计说明：设计补偿练习这一教学环节，是为了补充教材配套练习中涉及的重难点，减少学生完成练习的难度。 Step 9 Homework(1 minute) Teacher presents the homework on the screen. 设计说明：让学生完成教材配套练习之外将课上小组讨论的梦想学校写成短文，目的是在写作中夯实本节所学的语言点，查看学生对祈使句、have to的使用与谈论规则的掌握情况。