2018秋期七年级英语下册 全一册教案（打包18套）（新版）北师大版.zip

1Unit1 Daily LifeLesson 1 After SchoolThis lesson is the first lesson of unit 1, unit 1 of the textbook in the seventh grade of Beijing normal university. The topic is the extracurricular life. This unit is entitled daily life, mainly discussing the students' after-school life and the life of the fireman, so as to lay a preliminary language foundation for the final comprehensive language output of this unit.【知识与能力目标】Identify and accurately describe the new vocabulary in this lessonAccording to the information obtained, orally describe the various activities that Steve did during his spare time from Monday to Friday【过程与方法目标】To summarize and refine the dialogue information, to understand the meaning of frequency adverbs in the dialogue【情感态度价值观目标】Learn to communicate with others about daily life【教学重点】1. Identify and accurately describe the new vocabulary in this lesson2. According to the information obtained, orally describe the various ◆ 教材分析◆ 教学目标◆ 教学重难点◆2activities that Steve did during his spare time from Monday to Friday【教学难点】To summarize and refine the dialogue information, to understand the meaning of frequency adverbs in the dialogueTape recorder, MultimediaStepⅠ Lead-inUse pictures to show the state of daily lifeTalk about the pictures. Introduce the topic of this unit to stimulate students' interest in the topic.Such as brush your teeth, do exercises, do your homework, get upStepⅡ Work in pairs. Tell your partner your routines. Ask the students to answer the question.In the morning, I get up, make my bed and have breakfast. In the evening, I do my homework. …StepⅢ Free talkWhat do you often do in a day?Look at the pictures and discuss: What does he do after school?What are some other after-school activities?Guessing game◆ 课前准备◆◆ 教学过程3Language points:1. get upget up 意为“起床” 。如：I get up very early in the morning. 早晨我起床很早。When do you get up this morning?你今天早上几点钟起床的？[拓展]get up还有“站起, 起立”之意,相当于 stand up。如:All the students get up.所有的学生都站起来了。The class got up when the teacher came in.老师进来时全班起立。2. go to schoolgo to school 表示 “去上学” 。如： Students go to school at 8 o’clock in the morning. 学生们早上 8点去上学。[拓展]表示“睡觉”常用 go to bed。如：My father often goes to bed very late. 我爸爸经常很晚才睡觉。43. make your bedmake your bed表示 “整理床铺” 。如：Don't forget to make your bed.别忘了整理你的床铺。Can you make your bed, please?你能整理你的床吗？4. activity n. 活动do after-school activities5. What aboutWhat about .? 意为“……怎么样？“,是英语口语中常用的一个句型,后面可接名词、代词或动词-ing 形式。其主要用法如下:(1) 用来向对方询问情况或打听消息。如:I’m twelve years old. What about you? 我十二岁, 你呢？(2) 用来征询对方的看法或意见。如:What about the TV play?那个电视剧怎么样？(3) 用来向对方提出建议或请求, 相当于 Would you like to .? 。如:What about going out for a walk?出去散散步好吗？[拓展]5How about.? 意为“……怎么样？”,也常用于提出建议或征求对方的意见, 相当于 What about .?。如:I don’t have any hobbies. How about you?我没有任何爱好,你呢?How about playing football now?现在踢足球怎么样？StepⅣ Homework1. Memorize conversations with each other. 2. If you are Steve, please use the knowledge you have learned to describe your extracurricular life from Monday to Friday.略。◆ 教学反思1Unit1 Daily LifeLesson 2 A Dangerous JobThis lesson is the second lesson of the first unit of the first unit of the textbook of the seventh grade of Beijing normal university. The topic is daily activities. The teaching design of this lesson is divided into two periods. The first class focuses on the reading of the relevant paragraphs. The second class is based on reviewing the language and content of the text, guiding students to summarize the grammar of this lesson【知识与能力目标】Understand the basic use of the present tense【过程与方法目标】Read and get information about the daily activities of firefighters【情感态度价值观目标】The general present tense is used to describe the daily life of the parents【教学重点】Use of the present simple tense【教学难点】The general present tense is used to describe the daily life of the parents◆ 教材分析◆ 教学目标◆ 教学重难点◆2Tape recorder, MultimediaStep1 Lead-inLearn some new words. Key Words: Adjectivesboring, dangerous, difficult, easy, important, interesting, safeWarming up:What do you think a firefighter’s job is like? (e.g., Is it interesting?)Step2 Reading Read the text again and complete the schedule.Step3 Language pointsLanguage points:1. It is boring, but we have to do it. （收拾房间）挺无聊的，但是我们不得不做。have to do 不得不做……，必须做……。e.g. I have to get early every day. 我每天都得早起。We have to drive on the right in China. 在中国，必须靠右侧行驶。2. At 6:00, training starts with team exercises. ◆ 课前准备◆◆ 教学过程3六点钟，训练以小组练习开始。start with 以……开始。e.g. Our English class often starts with an English song. 我们的英语课经常 以一首英文歌开始。3. We must try our best to keep everyone safe. 我们必须尽最大的努力，确保所有人安全。1) try one’s best to do sth. 尽某人最大的努力去做某事。e.g. I must try my best to help him. 我必须尽最大努力帮助他。2) keep+名词+形容词，意为“使……保持某种状态” 。e.g. We must keep our classroom clean. 我们必须保持教室清洁。This coat keeps me warm. 这件外套使我暖和。4. It’s not easy at all.not…at all 根本不，一点也不e.g. 我根本不认识这个人。I don’t know this man at all.She can’t speak Chinese at all.今天他一点都不开心。4He isn’t happy at all today.5. Well, this is our life when things are fine.If there is a fire or someone calls 911, wehave to stop everything and get out fast.When / If 引导的状语从句。When表示“当…的时候” ，其引导的是时间状语从句 。if表示“如果” ，其引导的是条件状语从句。句式结构： 主句+ when /if +从句= When / If +从句， 主句。翻译时一般先翻译从句，再主句。时态搭配一般符合：主将从现。E.g.如果你明天有空能帮帮我吗？Grammar 一般现在时：一、含义1. 一般现在时表示现在经常性或习惯性发生的动作，常与 every day等时间状语连用。如：I watch TV every day. 我每天看电视。2. 表示人或事物的特征、状态。如：This jacket is blue. 这件夹克衫是蓝色的。3. 表示客观事实。如：The earth goes around the sun. 地球绕着太阳转。5二、构成及句型变化一般现在时的构成及句式变化主要有含 be动词和实义动词两种句型情况:1. 含有 be动词的一般现在时句型a. 肯定句：主语+be (am / is / are)+其它.b. 否定句： 主语+be + not +其它. 2. 含有实义动词的一般现在时句型a. 肯定句：主语+实义动词+其它.（主语为第三人称单数时，动词也用第三人称单数形式：动词原形+s / es，其余人称一律用动词原形）b. 否定句：主语+don’t / doesn’t+动词原形+其它.Step4 HomeworkRead aloud the article. Remember the new words in this lesson.略。◆ 教学反思1Unit 1 Daily LifeLesson 3 Safety FirstThis is the third lesson in this unit. The main topic is about safety problems, so improving the students’ abilities of speaking and thinking on safety problems is very important.【知识与能力目标】Key phrases: stay at home, walk in a storm, stay away from windows, play on fire…Key grammar: simple present tensegeneral questionspecial question【能力目标】1. To understand the passage involving safety problems2. To give advice according to the dangerous activities.【情感态度价值观目标】1. Learn to consider yourself and others’ safety.2. Learn how to give advice in a correct way.【教学重点】◆ 教材分析◆ 教学目标◆ 教学重难点◆2Learn to obtain information about daily life safety through reading the passage.【教学难点】Learn how to give different advice according to different safety problems.PPT, blackboard, chalkStep 1. Warm-up1. Imagine Jim is a fireman, students need to think if his job is dangerous or not and give their reasons. Eg. I think it’s a dangerous job because he might be hurt by the fire.I don’t think it’s a dangerous job because he can be protected by his uniform.2. Students think about their daily life and list daily activities as many as they can. The teacher will ask some students to share their activities.Eg. I ride bike to school.I play basketball with my friends after school.I like eating vegetables at dinner.I need to drink hot water everyday.Step 2. Pre-reading1. The teacher will show some pictures on the screen, and students need to ◆ 课前准备◆◆ 教学过程3answer questions“ what are they doing”.Eg. They are riding bicycles.They are walking in a storm.2. Discuss in pairs and students rate six activities from very dangerous(6)to not dangerous(1) and give their reasons.Eg. I think walking in storm is dangerous, and going online is not. Because people might be hurt by lightning but they won’t be hurt by the computer.Step 3: Reading1. Read passage (a-c) quickly and match the texts with the correct pictures.c a b2. Read passage (a-c) again and match (1-3) with (a-c) and fill in the chart.Situation Advicebad lightning storms stay at home…fires safety keep safe in kitchen,internet safety don’t give address …3. Read passage again and finish true or false questions.We should open the windows during bad lightning storms.×4We can’t go out during bad lightning storms.√We should tell our phone number to online friends.×Fires can’t start in the bedroom.×Fires usually start in the kitchen.√Step 4: Post-readingDiscuss and add more facts or advice for 3 different situations.Eg. What should we do during bad lightning？How do we stop fire at home？What should we do when we talk to other kids on line?Step 5: Homework1. Read the passage aloud.2. Make a poster for the school Safety Week.略。◆ 教学反思1Unit 2 On the WeekendLesson 4 Helping at Home.This lesson is mainly to introduce the housework at home at the weekend. It is very important to improve the students' listening and speaking ability.【知识目标】1. correctly read the vocabulary about housework and daily activities.2. by listening to the dialogue, the right sort.3. through reading, the details of the activities that people are engaged in at different times are obtained.4. according to the picture, it is a simple description of what people do at different times.【能力目标】Understand simple housework.【情感目标】Learn to do housework and cherish the results of labor.【教学重点】1. correctly read the phrases about housework and daily activities.2. get the details of the activities that people engage in at different times.◆ 教材分析◆ 教学目标◆ 教学重难点◆23. simply describes what people do at different times.【教学难点】A simple description of what people are doing according to the picture.Tape recorder, MultimediaStep 1. Do some choresclean/tidy the roomdust the furnituresweep the floorfeed the dogwash the dishesput away the toysStep 2. Speak the words as fast as you cantalk on the phone water the plantstake out the rubbish put away the toyStep 3.Look and say◆ 课前准备◆◆ 教学过程3What is Emma doing?She is…. Step 4. Listen and number the picturesStep 5.Read and complete the dialogue① OK, let’s get ready! I’m washing the ______. Emma, Can you sweep the _________?cups floor② Sorry, I’m busy. I’m watering the ________. Can Dad do it?flowers③ Dad’s taking _______ the rubbish.out④ Maybe Jenny can do it. She isn’t doing anything.⑤ Don’t worry. I can do it in a minute. I’m putting ______ my toys now.away⑥ Hello? Hi, Mum. Where are you now? You’re walking over to our house. OK, that’s good. See you soon.Step 6.Read and answer questions1. How many people are there in the text? Who are they?4There are six people in the dialogue.They are Mum, Dad, Emma, Jenny, Grandma and Grandpa.2. Who calls at 5:30?Grandma. 3. Why can’t Mum open the door at 5:45?Because she is putting candles on the cake. 4. Whose birthday is it?It is Grandma’s birthday. Step 7.Read and fill in the tableIt’s 5:00 in the afternoon. What are the people doing? Put the pictures into the correct timetableStep 8. Homework1. Listen and repeat the dialogue.2. List the phrases described in the picture.3. The picture describes the activities of the Emma family to the students.略。◆ 教学反思1Unit 2 On the WeekendLesson 5 Talking to Friends.This course is the “bjnu edition“ of grade seven of junior high school English textbook Unit On the 2 Weekend fifth class Talking to Friends, the topic for the weekend use instant messaging chat with the friend. This class is the unit of the second class, the main content is “now“ to describe the ongoing action, and the fourth class (weekend at home to help with the housework) echoes through instant messaging and Wu read Chris Qi, students' experience and perception are ideographic function and usage. Information about Chris use the Qi and Jeff Wu, are doing at the moment.【知识目标】through reading, get information about Chris and Wu Qi weekend use of instant messaging.【能力目标】preliminarily experience and perceive the ideographic functions and usage of general interrogative sentences and special interrogative sentences.【情感目标】Strengthen communication and communication between friends.【教学重点】By reading the instant message of Chris and Wu Qi, students experience and perceive the ideographic functions and usage of the current progress.【教学难点】◆ 教材分析◆ 教学重难点◆21. use the information you get to talk about what Chris, Wu Qi and Jeff are doing at the moment;2. keep in touch with your friends.Tape recorder, MultimediaStep 1. ReflectionWhat are they doing?How do you stay in touch with your friends?Step 2. How do you stay in touch with your friends?home phoneinstant messagetext messagesend an emailStep 3.Complete the Word Builder with the key words.Key words: Communication tools email, home phone, instant message, mobile phone, text (message), the InternetStep 4. Listen to the tape and answer two questions.1. How many communication tools do they use?◆ 课前准备◆◆ 教学过程3Two.2. What are they?Instant message, telephoneStep 5.Read the messages again and complete the table.Step 6.Ask and answerA: Who's checking email?B: It's Chris.Step 7.Read the instant messages again, then answer the following questions.1. Where is Chris?He is at home.2. Why can Wu Qi use his grandma’s computer?Because his grandma is doing her hair.3. Where is Wu Qi’s uncle standing?He is standing beside Yao Ming.4. Is he the real Yao Ming?No.5. Why is Wu Qi’s uncle visiting Hong Kong?He is visiting Wu Qi's grandparents.6. Who calls Chris?Jeff.Step 8. 句子结构4特殊疑问句：特殊疑问词+be+主语+doing?Step 9. Make up a new dialogueImagine you are talking with your friends on the home phone, please make up a new dialogue to tell him/her what you/your family members are doing now.Step10. Homework1. listen and repeat the text.2. draw out the sentences that are now carried out in the text.3. complete your own dialogue.略。◆ 教学反思1Unit 2 On the WeekendLesson 6 Going Out.The topic of this lesson is the use of maps. This lesson is the third lesson of this unit. The main content of learning is to understand the way of asking directions and directions, to ask for directions and directions, to get information of location and orientation through listening, and to find specific locations on maps. The study of this lesson should lay the groundwork for the study of Communication Workshop.【知识目标】1. name the common sites that represent the community environment. 2. by listening to the dialogue, get the location of the location of the information, and can find the specific location on the map.【能力目标】A preliminary experience and perception of the meaning and usage of functional sentences about directions and directions.【情感目标】Set up a sense of politeness and help.【教学重点】1. students can name common places indicating community environment; 2. get information on location and orientation through listening to dialogues, and locate specific locations on maps;◆ 教材分析◆ 教学重难点◆23. experience and perceive the meaning and usage of functional sentences asking for directions and directions.【教学难点】Students can get the information of the location by listening to the dialogue, and can find the specific location on the map.Tape recorder, MultimediaStep 1. What place is it?bank hospital Museumbus stop police station post officetrain station undergroundStep 2. Practice◆ 课前准备◆◆ 教学过程3Is there a . near your home?Yes, there is a . near my home.No, there isn't a . near my home.Step 3.Where is…?A: Where’s the restaurant?B: It’s _________ Flower Street.C: It’s _____________ the bank.D: It’s ______________ the bank.on nest to / besideon the left ofA: Where’s the school?B: It’s ____________ the library.C: It’s _________________ the park.D: It's _________the library ______ the park.on the right of / next toon the left of / besidebetween andA: Where’s the hospital?B: It’s _______________.on the corner4A: Where’s the hotel?B: It’s ___________ the library.oppositeStep 4. What place is it? Step 5.Read 1. Look at the picture. The boy is Alex, and the girl is Lucy. Alex looks worried. Why ? They got lost. 2. What’s in Lucy’s hands?It’s a map. 3. Where do Lucy and Alex want to go?The Science Museum. 4. Why can’t they find it?It’s not on this map. 5. Who gives them directions, a man or a woman?A woman. Step 6.Group work1. Read the dialogue.2. Recite the dialogue.3. Act it out .Step 7.Homework51. Recite new words on P121.2. Recite the dialogue.3. Find out the key expressions about asking for and giving directions.略。◆ 教学反思