做好教案课件是老师上好课的前提，大家应该开始写教案课件了。我们要写好教案课件计划，就可以在接下来的工作有一个明确目标！那么到底适合教案课件的范文有哪些？小编为此仔细地整理了以下内容《七年级英语上Unit6Differentplaces教学设计（牛津上海版）》，欢迎大家与身边的朋友分享吧！

Unit6Differentplaces
教学目标
1、熟读课文并回答根据课文提出的问题。
2、深入学习主阅读文中的重点单词、词组和句子。
学情分析
学生基础不一，因此在讲到语法时，一定要练习到位，让学生举一反三。
重点难点
（一）小组汇报展示课前预习内容，并评价加分。
（二）其他同学及教师质疑提问，师生互动，生生互动探究解决，并纠错、整理导学卷。（红色笔纠错）
（三）重难点合作探究
教学过程

翻译下面的单词
一）adverbialclausemainlinksamedifferentstayconfusebase
二）将下列词组翻译goshoppingbringapresentstayinbedwatchTVinalivelywaygotobed三）翻译句子
1.WhenIwaseight,Igotabookaboutstars.
2.Whenwearrived,theskywentdark.
3.Iusedtogooutsidewithmymumonclearnightsandlookatthesky.

TeachingProcedure:
procedureContents
Teacher’sactivitiesStudents’activitiespurpose
Pre-task
preparationWarming-up1.Invitestudentstoreadthetexttheyhavelearntbefore
2.Asksomequestionsaboutthetext1.Readthetext(roleplay)
2.Answersomequestions1.Toshortenthedistancebetweenteacherandthestudents
2.Toreviewwhathasbeenlearnedandthenelicitthetopic
While-task
activities1.LookandSayShowstudentsthepictureofKitty’snewflatandencouragethemtoguesswhatcanbeseenaroundKitty’snewneighbourhoodaccordingtothepicture
Guessasrequired
1.Totrainstudents’abilitytoobtainsomeinformationaccordingtothegivenmaterial
2.Tolaythefoundationforthefollowingtask
2.ListenandCompleteInvitethestudentstolistentothedialoguebetweenMr.HuandKittyandthenfillintheblanks1.Listenandfillintheblanks
2.Checkwhethertheirpreviousguessingisright1.Topractiselisteningskills(listenwithaims)
2.TogetamainideaofKitty’snewflat’s
surroundings
3.ReadandLearn1.Invitethestudentstoreadthedialogueaftertherecordingandpayattentiontothepronunciationandintonation
2.Explainsomepointsdifficulttounderstand

1.Readthedialoguesentencebysentence
2.Learnsomesentencestructurestodescribeone’sneighbourhood1.Topractisestudents’readingability
2.Tolaythefoundationforthefollowingspeakingtask
4.LookandMatch1.Showsomepicturesandnewwordsofcommonthingswhichcanbefoundaroundone’sneighbourhoodandencouragestudentstomatchthepictureswiththewords
2.teachthemhowtopronouncethesenewwordsandphrases1.Matchthepicturesandwords
2.Trytopronouncethemcorrectly1.Tolearnsomerelatednewwords
2.Tolaythefoundationforthefollowingtask
5.AsktheanswerinvitethestudentstoworkinpairstomakedialoguesaccordingtothegivenpatternandexpressionsMakedialoguesinpairs1.Topracticestudents’speakingability
2.Tocommandthesentencepatternsofdescribingthe
surroundings
ofone’sneighbourhood
6.Look,thinkandsay1.ShowsomepicturesofthedifferentlifeofKittyandBenbetweencitycentreandsuburbsandinviteonestudenttomakeadialoguewiththeteacher
2.Askthestudentstoreadtheexampleandpointoutthekeypoints
3.Invitestudentstomakedialoguesaccordingtothegiveninformation1.Lookatthepicturesandlistentotheexample
2.Payattentiontothekeypoints
3.Makedialoguesaccordingtothegiveninformation1.Tolearnhowtodescribedifferentlifeinthepastandatpresent
2.Topractisestudents’speakingability
Post-task
activities1.Groupwork---ThinkanddiscussEncouragestudentstosharesomethingabouttheirownlifewithingroupsThinkandtalkabouttheirownlifeingroups1.Toobtaintheabilitytoapplywhathasbeenlearnedinclasstothereallife
2.Topractisespeakingability
2.Homework1.RecitethetextonPage43andPage44
2.WorkbookPage
3.Writeacompositionaboutwhathasbeendiscussedbefore1.Toconsolidatewhathasbeenlearned
2.Topractise
students’writingability

1when的用法作连词，意为“当…….时”，用来引导一个时间状语从句。从句的谓语动词通常用一般现在时或一般过去时。与主句所描述的动作、事情可同时进行，也可有先后。当由when引导的时间状语从句位于主句之前时，句中要加逗号。Eg:WhenIwasnineyearsold,Ilearnttoswim.=IlearnttoswimwhenIwasnineyearsold.我9岁的时候学习的游泳。Eg:Ifeelhappywhenyoucometoseeme.=Whenyoucometoseeme,Ifeelhappy.你们来看我时，我感到很高兴。
2.usedto与didnotuseto用法①usedto意为“过去常常”，其中的to是不定式符号，其后接动词原形。Eg:Heusedtoworkinafactory.他过去一直工作在工厂。注：由于usedto表示不确定的过去，因此不能与确定的过去时间状语连用，也不能与since或for连用以表示动作或状态的延续。②usedto作为情态动词，它的基本结构：肯定句：usedto+动词原型Eg:Iusedtogofishingattheweekend.我过去一直在周末钓鱼。否定句：didnot/didn’tuseto+动词原型Eg：Ididnotuse/didn’tusetogofishingattheweekend.疑问句：Did+主语+useto+动词原形Eg:Didyouusetogofishingattheweekend?注：usedto通常不能与表示具体次数（如:once,twice,threetimes等）或一段时间的词或短语（twodays,threeweeks等）连用。Eg:IusedtogotoParisthreetimes.(错)IhavebeentoParisthreetimes.(正确)我去过巴黎3次。M.JaB88.cOm

(课后作业)
让学生选择3个他们认为最有代表性的地方，制作一个简单的旅游指南。

延伸阅读

七年级英语上Unit2Ouranimalfriends教学设计（牛津上海版）

教案课件是老师上课做的提前准备，大家开始动笔写自己的教案课件了。只有制定教案课件工作计划，接下来的工作才会更顺利！适合教案课件的范文有多少呢？以下是小编收集整理的“七年级英语上Unit2Ouranimalfriends教学设计（牛津上海版）”，供大家借鉴和使用，希望大家分享！

Unit2Ouranimalfriends
1教学目标
a.GetSstolearnsomebasicinformationabouttheendangeredanimals.
b.ReadapassageaboutAsianelephantfactfileandintroduceanendangeredanimalbyfollowingtheexample.
c.HelpSstoimprovetheirwritingskills.
2学情分析
本单元以“拯救濒危动物”为话题，以介绍濒危动物的基本信息为主线。本节课在前面听，说，读板块的基础上，要求学生介绍一种濒危动物，并掌握说明文的写作方法。
3重点难点
Teachingimportantpoints:
a.GetSstorealizetheimportanceofsavingtheanimalsindangerandprotectingthenature.
b.GetSstolearnhowtocallonmorepeopletorealizetheimportanceofsavingtheanimalsindangerandtakemeasurestoprotectthem.
Teachingdifficultpoints:
a.GuidetheSstousetwobasicmethodsofexposition：definitionandnumbers.
b.Enablethewriteanexpositionaboutanendangeredanimal.
4教学过程

活动1　Lead　in
Showtheclasssomepicturesabouttheendangeredanimalsandaskthem“WhatistheEnglishforthem?”Showapictureofthegiantpanda.Ask:Howmuchdoyouknowaboutthegiantpanda?
活动2Step　II.　Introduction
1.ShowaspidergramaboutAsianelephants.
2.Matchthesubtitleintheboxwiththeinformationinthespidergram.
3.Analyzethebasicmethodsofanexpositionaccordingto“Asianelephantfactfile”
设计意图：通过蜘蛛网图让学生了解应该从哪些方面来介绍某种濒危动物以及如何将副标题细化，列举每个方面的细节信息。通过对亚洲象这篇范文的分析来解释说明文的说明方法，为“写”埋下伏笔。
活动3Step　III.　Writing
1.MakealistofthesubheadingsofaspidergramandenableSstodrawaspidergramaboutanendangeredanimal.
2.Fillinthespecificinformationabouteachsubheading.
3.Writeoneortwosentencestointroduceeachsubheadingoftheendangeredanimalbyusingthemethodsofanexposition.Makesuretowriteitonebyonesoastocompareeachendangeredanimal.

设计意图：通过对每个副标题的介绍来完成对某种濒危动物的介绍，从局部到整体，将复杂问题简单化。
Supposeyouareanendangeredanimalandintroduceyourselfaccordingtothesubheadingsyouhavewritten.
设计意图:通过口头复述，对说明文中的信息进行整合和再现，进一步提高学生的归纳能力。通过小组讨论引导学生分析问题及解决问题，激发学生热爱动物的感情，增强保护动物的意识。
活动4Step　IV.　Homework
riteashortpassagetospeakforanendangeredanimalbyfollowingthepattern.
Help
Hello,Iama______.Myhomeisin_____________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Myhomeislosingbecause________________________________
_______________________________________________________________________________________________________________________________________________________________________________________.Itiskindofyoutohelpprotectmyhomebecausetheearthisahometobothyouandme.
设计意图：引导学生学会使用语言表达自己的观点，即学以致用。

七年级英语上Unit7Signsaroundus教学设计（牛津上海版）

教案课件是老师上课中很重要的一个课件，大家应该在准备教案课件了。对教案课件的工作进行一个详细的计划，新的工作才会更顺利！有多少经典范文是适合教案课件呢？急您所急，小编为朋友们了收集和编辑了“七年级英语上Unit7Signsaroundus教学设计（牛津上海版）”，供您参考，希望能够帮助到大家。

Unit7Signsaroundus
教学目标
1.Tounderstanddifferentkindsofsignsinourlife.
2.Tousethesimplepresenttensetoexpresssimpletruth.
3.Tousemodalverbstoexpressobligation.
4.Toarouseandencouragestudentstocreatesignsforourschool.
学情分析
本节课是上海版牛津7AM2U7，主题是“身边的标志”。6A时，我们已经学习了不少标志，因此，学生在学习过程中会看到很多熟悉的内容。而本课的重点是将标志分为四类：directionsigns（方向标志）、informationsigns（信息标志）、warningsigns（警示标志）和instructionsigns（指令标志）。通过学习，旨在帮助学生区分不同种类的标志，熟练掌握句型“Whatdoesthesignmean?Whatkindofsignisit?”
课堂活动中通过图文配对、句型训练、听力训练、小组对话、绘制标志等互动形式增强学生在课堂中的能动性。
绝大多数学生对英语学习有相当的兴趣，他们在掌握书本知识外，也对课外内容有所涉及，很多孩子都能够积极参与课堂活动，女生相对而言比较安静。他们的口语表达能力有待更大的提高。
重点难点
重点：directionsigns（方向标志）、informationsigns（信息标志）、warningsigns（警示标志）和instructionsigns（指令标志）这四种标志的分类
难点：书本以外的其他标志的表示方法
Teachingprocedures
StagesStepsTeacher’sactivitiesStudents’activitiesAims
Pre-readingListenandcompleteInvitestudentstoactoutapieceofnews.Actoutthepieceofnews.Toelicittheteachingtopicofthetext:signsaroundus
BrainstormHavethestudentstellwheretheycanseesigns.Lookatthepictures,andthendothebrainstorm.Toreviewtheknowledgelearnedin6A.
While-readingRead,guessandlearnShowthedescriptionofeachsign.
Askstudentstoguessthesign.Guessthesignaccordingtothedescription.Tohelpthestudentslearnthenewwords.
LookandclassifyAskthestudentstoclassifythesignsandspeakitout.Classifythesignsandthenspeakitout.Tocheckthestudents’understandingofnewwords.
ListenandmatchPlaytherecordingofthedialogue.
Askstudentstoputthepictureinrightorder.Listentotherecordingofthedialogue.
Arrangethepicturesinrightorder.Toletthestudentshaveageneralideaofthedialogue.
LookandreadPlaytherecordingofthedialogue.
Askstudentstosoftreading.Listenandrepeat.Tohelpstudentslearnthedialogue.
LookandanswerAskthestudentstosaythemeaningofthesigns.Lookatthesign,andthenanswerthequestions.Todeepenthepracticeofthenewsentencepattern.
CompetitionHavethestudentsdothepairworktomatchsignswiththeirmeanings.
Carryoutacompetitionbetweengroup1andgroup2.Discusswiththepartnersandthenmatchthesignswiththeirmeanings.
Involvedinthecompetition.Tocheckthemasterofthenewlearnedsentencepattern.
Toguidestudentstolearnmoresigns.
ThinkandmatchShowthestudentsapictureofparkandsomesigns.
Askstudentstoputthesignsintherightplaces.Putthesignsonthepictureandspeakitout.Toencouragestudentstousethesignsintherealsituation.
ReadandlearnPartIAskthestudentstoscantheletterthenanswerthequestions.Skimandscantheletter.
Answerthequestions.Topractisethereadingskillofscanning.
ReadandlearnPartIIAskthestudentstoreadtheletteranduseonesentencetoconcludeit.
Askstudentstochooseoneofsignsaccordingtothesentence.Readtheletterandthenuseonesentencetoconcludeit.
Choosetherightpictureaccordingtothesentence.Topractisethereadingskillofsummary.
Post-readingDiscussandwriteAskthestudentstodiscussinpairstofillthetable.
Discusswithpartnertofillthetable.
Tocultivatethestudents’abilityofcooperation.
ThinkandsayGuidestudentstodesignaschoolsign.Showtheirownsignsonthepaper.Todevelopthestudents’comprehensiveability.
ConsolidationOralwork:
Readandrecitethetext.
Writtenwork:
Workbookpage44
Writealettertoyourprincipalaboutyourownsign.

Assignment
1.Workbookpage44,45
2.Readthenewwordsandrecitethetext

七年级英语上Unit4Jobspeopledo教学设计（牛津上海版）

Unit4Jobspeopledo
教学目标
1、通过阅读，学生能掌握本课目标词汇：scene,knockdown,ambulanceworker。
2、通过运用寻读、细读、略读等不同的阅读技巧，学生能理清文本所叙述事件的过程。
3、通过合作学习，学生能更好地了解不同职业的职能特点。
4、通过小组活动，学生体验人物角色，揣摩人物内心，能够意识到不同职业的重要性和合作的重要性。
2学情分析
1.本课中出现了较多的用（一般现在时）第三人称单数来表示、描述不同职业人们日常所从事的工作。如“Heisadoctorandhemakessickpeoplebetter“＂Susanisasecretaryandsheuseshercomputertotype”等。这些类似句式在六年级中已经出现，作为初中阶段必须熟练掌握的基础语法，教师有必要在课堂教学中加以一定的机械性训练。
2.Wheredoyouwork?Whatdoyouusuallydo?等特殊疑问句式在课文中出现用来引导学生对职业内涵的进一步阐述。
3重点难点
学习重点:
1、了解不同职业的工作职责
2、理清事件发展的逻辑顺序
3、感悟各种职业的重要性以及体验分工合作的重要性
学习难点:
1、准确使用一般过去时描述过去发生的行为
2、运用合适的阅读技能
4教学过程
Pre－reading　activity
1)Watchavideoclipandhaveafriendlytalkaboutit.
2)Talkaboutthepictureoftheaccident.
通过欣赏一首Jobssong，激发学生兴趣并引出主题。对事故图片进行简单讨论，教授课文目标词汇：knockdown,scene。
The　accident
1)Scanthefirstparagraphtofillinthetable.
2)Listentoaphonecallandmakeanewonetoreporttheaccident.
通过寻读，填表格，了解事件发生起因；并通过打报警电话，在真实的语境中对事故有更好的了解。
Things　people　did　to　rescue　Ben
1)Haveashadowguessing.
2)Skimthepartonpolicemenandmedicalworkerstomatchpictureswitheachparagraphandreorderparagraphs.
3)Scanthelastparagraphandanswerquestions.
4)FillinthetableonthethingspeopledidtorescueBenandbrainstormmorethingstheydidintheaccident.
通过shadowguessing，引起学生兴趣并了解谁在事故中提供帮助。通过略读，将图片与文本配对并将文本排序，了解文章大意。通过细读，找出关键动词，了解不同职业的具体职能。通过头脑风暴，激发学生思维，学生思考不同职业的人是如何履行各自的职责，深化课文理解。
while　reading
I.Lookatthislady.Whatjobdoesshedo?Whatdoessheusuallydo?Lookatthisgirl.Whatisshedoing?Sheisdrawingplansofbuildings.Whatjobdoesshedo?Lookatthesepeople.Theyarebuildingwhatsheisdrawingorwecansaytheyareconstructingbuildings.Constructisaverb,anditsnounformisconstruction.Whatcompanydoessheworkfor?Whatishedoing?Orwecansayheisremovingsomething.Hereremoveisaverb,anditsnounformisremoval.Whatjobdoeshedo?Whatcompanydoesheworkfor?Whoisthesecretary?Whoisthearchitect?Whoistheremovalman?Theyliveinthesameblock,buttheyhavedifferentjobs.Hereblockmeansbuilding.
II.Nowlistentothetapeandreadtogether.Underlinethephrase“thesame…as”.Howtosaythesentence“我和吉姆去同一所学校。”“我和莉莉喜欢同一首歌。”
(Paragraph2)Listen.WheredoesMrs.Wangwork?Whatdoessheusuallydo?Underlinethephrase“makesickpeoplebetter”.
(Paragraph3)Listen.WheredoesMissTangwork?Whatdoessheusuallydo?Underlinephrases“workforaconstructioncompany”and“drawplansofbuildings”.
(Paragraph4)Listen.WheredoesSusanwork?Whatdoessheusuallydo?Underlinethephrase“typeletters”.
(Paragraph5)Listen.WheredoesDavidwork?Whatdoesheusuallydo?Underlinephrases“Davidisaremovalman.”and“movepeople’sfurnituretotheirnewflats”.
Sharing　time
ShareopinionsaboutwhoBenwasthankfultoandexplainthereasons.
通过讨论事故主人公Ben最可能感谢谁，巩固一般过去时的用法并为最后的小组活动做好语言铺垫，同时培养学生的辩证思维。
Live　interview
Workingroupsoffourandhavealiveinterview.
通过小组活动，学生体验人物角色，揣摩人物内心，意识到不同职业的重要性以及合作的必要性。
Assignment
1)RetellthestoryinSsownwords.
2)Writeatleast4sentencesaboutSsthinkingonBen’saccident.
通过复述课文，巩固课文内容与一般过去时的用法。并通过谈一谈对这起事故的想法，将学习延伸到课外。
Post－reading
Let’scompletethetable.Whomovesfurniture?WhatjobdoesDaviddo?
I.Inpairs,writeabouttwodifferentjobs.Thenreadaloudandaskotherstudentstoguess.Youcanwritelikethis“Sheworksinahospital.Shemakessickpeoplebetter.Whatjobdesshe/hedo?”
Consolidation
workbook7Apages23
　homework
I.Foryourhomework,pleasefinishWBpage22,
copythenewwordsandrecitethetext.

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