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Unit2 This is my sister 知识结构思维导图下面是本单元最基本的词块与句型。
课前让学生通过读图，自主认读基本词汇与句型。
也可以利用中文版本进行自主听写。
教师可以借助第一张单元知识树，了解整个单元的基本知识结构。
可以以此进行拓展备课。
课中学生可以在第一、二课时里，利用该图进行伙伴间的对话练习。
第二张是Section A的听力与背诵导图，第三张是Section B的听力与背诵导图：课前可以引导学生（1）打开录音机，看着导图，仔细听，看是否能听出空格里的信息。
（2）打开课本跟录音机摸音。
直至熟练。
（3）打开录音机，再次仔细听，看是否能完全听出空格信息。
（4）看着导图，说熟这段文字，直至熟练背诵。
（5）不看导图，熟练背诵，并默写。
课中学生可以自带家庭成员照片，利用导图，根据自己的实际情况进行迁移式训练，先说熟，再写下来。
第四张是写作版本。
可以引导学生这样做：（1）熟读导图作文框架，挑选自己喜欢的beginning 与ending里的句子作为文章的开头或者是结尾。
（2）在写body部分时，根据自己的实际情况，可以采取替换法。
如：导图中“This is my mother. She's a teacher. She works in a school. And she is popular in the students.”可以替换成：“ This is my mother. She's an office clerk. She works in an office. And she is popular in the workmates."(3)文章写好后，读熟，然后将自己的文章画成导图，画时只写关键词。
根据自己的导图说熟。
（4）基础较弱的学生可以只介绍照片里的任务是谁。
第五张是单元知识树的中文版。
可以引导看着中文导图说英语。
其实是在练习口译。
老师也可以勾一些重要的句子，让学生做口译和笔译练习。
七年级下册英语全册思维导图Unit 1: These are my teachers.•Vocabulary–school subjects–teachers–classroom objects–adjectives to describe people•Grammar–subject pronouns and possessive pronouns–using ‘be’ to describe people and things–using ‘have’ to show possession–asking and answering questions using ‘wh-’ words•Skills–introducing people–talking about school subjects and teachers–describing people–asking and answering questions about possessionUnit 2: This is my school.•Vocabulary–places in a school–prepositions of place–numbers 1-1000–adverbs of frequency•Grammar–using ‘there is’ and ‘there are’–using the verb ‘have’ with objects and rooms–using prepositions to describe location–forming questions with ‘where’ and giving answers•Skills–talking about your school–giving directions in a school–describing locations–asking and answering questions about places Unit 3: How do you study for a test?•Vocabulary–school activities and supplies–adverbs of manner–adjectives to describe actions–time expressions•Grammar–using present simple tense to talk about routines and habits–using adverbs of manner to describe how things are done–using adjectives to describe actions–using time expressions to talk about frequency •Skills–talking about daily routines–discussing how to study for a test–describing actions using adjectives–expressing frequency using adverbsUnit 4: I love learning English!•Vocabulary–adjectives describing feelings–types of music–activities–opinions•Grammar–using present continuous tense to talk about actions happening now–using ‘like’, ‘love’, ‘enjoy’ to talk about hobbies and activities–using adjectives to describe feelings–expressing opinions using ‘I think’, ‘I believe’•Skills–talking about hobbies and activities–expressing likes and dislikes–describing feelings–giving opinionsUnit 5: How’s the weather?•Vocabulary–weather conditions–seasons–types of clothing•Grammar–using present simple tense to talk about weather–using ‘it’ to refer to the weather–using prepositional phrases to describe weather conditions•Skills–talking about the weather–describing seasons and clothing–making predictions about the weather–giving weather forecastsUnit 6: What’s your favorite day?•Vocabulary–days of the week–activities–ordinal numbers–adjectives to describe activities•Grammar–using ‘what’ to ask about favorite things–using ordinal numbers to talk about the order of days–using adjectives to describe activities •Skills–talking about favorite activities–discussing daily routines on different days–using ordinal numbers–describing activities using adjectivesUnit 7: I want to be a basketball player.•Vocabulary–jobs–sports–school subjects related to jobs–adjectives to describe jobs•Grammar–using ‘want to’ to talk about future plans–using ‘be going to’ to talk about future intentions–using adjectives to describe jobs–using ‘because’ to give reasons•Skills–talking about future plans and intentions–discussing different jobs–describing jobs using adjectives–giving reasons using ‘because’Unit 8: Where’s the post office?•Vocabulary–places in a city–directions–prepositions of movement–adjectives to describe cities•Grammar–using ‘Can you…’ to ask for help–using imperatives to give instructions–using prepositions of movement to give directions–using ‘there is’ and ‘there are’ to talk about places in a city•Skills–asking for and giving directions–describing places in a city–using imperatives to give instructions–talking about different citiesUnit 9: How do you make a banana smoothie?•Vocabulary–food and drinks–kitchen utensils–imperatives for cooking–adjectives to describe food and taste •Grammar–using imperatives to give instructions for cooking–using ‘how much’ and ‘how many’ to ask about quantities–using adjectives to describe food and taste–using ‘like’ to express preferences•Skills–talking about cooking and food preferences–giving instructions for making a recipe–describing food and taste–asking about quantitiesUnit 10: I’m watching TV.•Vocabulary–activities–types of TV programs–time expressions–adjectives to describe TV programs •Grammar–using present continuous tense to talk about actions happening now未知驱动探索，专注成就专业–using adjectives to describe TV programs–using time expressions to talk about frequency •Skills–discussing TV programs and activities–talking about what is happening now–describing TV programs using adjectives–expressing frequency of activities11。
英语学习辅助：七年级下册各单元思维导图（人教版）Unit 1: My Day- Vocabulary: Daily routine, actions, time expressions- Grammar: Simple present tense, adverbs of frequency- Listening: Listening to and understanding daily routines- Speaking: Describing daily routines and habits- Reading: Reading about daily routines of different people- Writing: Writing a paragraph about one's daily routineUnit 2: I Love Sports- Vocabulary: Sports and related words- Grammar: Present continuous tense, imperatives- Listening: Listening to sports-related conversations- Speaking: Talking about sports preferences and abilities- Reading: Reading about different sports and their rules- Writing: Writing a short paragraph about one's favorite sportUnit 3: At a Party- Vocabulary: Party-related words, food and drinks- Grammar: Present continuous tense, countable and uncountable nouns- Listening: Listening to conversations at a party- Speaking: Describing a party and expressing preferences- Reading: Reading about different party activities- Writing: Writing an invitation to a partyUnit 4: Our School Life- Vocabulary: School subjects, school facilities- Grammar: Present simple tense, questions and answers- Listening: Listening to conversations about school life- Speaking: Talking about school subjects and activities- Reading: Reading about school life in different countries- Writing: Writing a short paragraph about one's school lifeUnit 5: My Family- Vocabulary: Family members, adjectives to describe family members- Grammar: Possessive adjectives, possessive 's- Listening: Listening to conversations about family members- Speaking: Describing family members and their relationships- Reading: Reading about different types of families- Writing: Writing a short paragraph about one's familyUnit 6: Our Neighborhood- Vocabulary: Places in a neighborhood, directions- Grammar: Prepositions of place, there is/are- Listening: Listening to conversations about places in a neighborhood- Speaking: Giving directions and talking about one's neighborhood - Reading: Reading about different places in a city- Writing: Writing a short paragraph about one's neighborhoodUnit 7: Healthy Habits- Vocabulary: Health-related words, healthy habits- Grammar: Should/shouldn't, imperatives- Listening: Listening to conversations about health habits- Speaking: Talking about healthy habits and giving advice- Reading: Reading about healthy lifestyles- Writing: Writing a short paragraph about one's healthy habits Unit 8: My Hobbies- Vocabulary: Hobbies and leisure activities- Grammar: Present simple tense, adverbs of frequency- Listening: Listening to conversations about hobbies- Speaking: Talking about hobbies and free time activities- Reading: Reading about different hobbies and interests- Writing: Writing a short paragraph about one's favorite hobby以上是七年级下册各单元思维导图的简要内容说明。
人教新目标版七年级下册Unit 2 What time do you go to school?1、get up起床go to bed 上床睡觉Rick is a students. he usually _____at eight o'clock in the morning.A. goes to bedB. goes to schoolC. goes to the bedD.goes to the school2、go to schoolgo to school 侧重功能go to the school 侧重地点in hospitalin the hospitalat tableat the table---Would you like to come to my party this afternoon?---I'd like to, but my mother is ill in ___hospital. I will go to ___ hospital to see herA./ ; aB. a; theC. the; theD./; the3、get dressedget dressed in +衣服或表示颜色的词dress sb. 给...穿衣服He gets____quickly，and then_____ his brother.A. dresses;dressedB. dressed; dressesC. dresses; dressesD. dressed; dressed4、brush teethteeth 是tooth 的复数形式Do you know how many____ you have?A. toothsB. toothesC. teeth5、at , in , onat 后接具体的时刻at five o'clockat noonin 在月、季、年、早、中、晚前面，(早、中、晚前加the)in Mayin springin the morningon 表示某一天，或某一天的早、中、晚on Mondayon Children's Dayon the afternoon of July 8th---When is the Art Festival party?---It's ___seven o'clock ___the evening of November 18th.A. at; inB. at; onC. on; inD. in; onWe usually have the first class ____ 8:00 in the morning.A. ofB. inC. onD. at6、... time for ... 做...的时间It's time for.../It's time to do... 到该做...的时候了It's time for sb. to do sth.7、go to work 去上班go to schoolgo to bed8、be late for.. ...迟到Don't be late______class! We must be on time.A. forB. toC. in9、what time 与whenwhat time 更具体---____is your birthday and ___ do you have a birthday party?---Next Friday and at 6:00 in the afternoon.A. When; what timeB. What time; whenC. What; whenD. When; what time10、时间表达整点法整点数+(o'clock)顺读法6：30为six thirty4：05为four o five逆读法8：10 为ten past eight1：30 为half past one5：56 为four to six10：15 为a quarter past ten（quarter 意为一刻钟、四分之一）5：45 为a quarter to six11、频度副词12、half复数为halveshalf past+one/two/three...half an hour 半个小时one hour and a half = one and a half hours13、take a walk 散步相当于take walksHis grandfather often______after dinner.A. take a walkB. takes a walkC. go a walkD. goes a walk14、sometimes用于How often 的提问He sometimes takes a walk with his mom.(对sometimes 提问)_____ ______ _______ he take a walk with his mom?He usually goes to school by bus, but ____ he rides a bike.A. sometimeB. some timeC. sometimesD. some times15、either...or...意为“非...即...”连接两个并列主语，谓语动词和最近的主语一致－“就近原则”Either she or I am right---Either you or she ____on duty today. Don't forget it.---OK.I won't.A. isB. amC. areD. beeither 常用于否定句，意为“也不”I don't like the green one either.either 用作代词，意为“两者中任何一个”---Would you like some orange juice or coffee?---______. I don't mindA. NeitherB. BothC. Either16、lots of= a lot of 大量修饰可数名词复数和不可数名词lots of peoplemany修饰可数名词复数Do you have many books?much修饰不可数名词I spend much time doing my homework every day.I have _____work to do every day.A. a lotB. lots ofC. a lots ofD. many。
七年级下册英语知识点思维导图ppt 思维导图是一种有效的组织和展示知识的方式。
在学习英语时，掌握全年级的知识点是必不可少的。
本文将介绍如何制作一份七年级下册英语知识点的思维导图ppt。
一、选择合适的软件制作思维导图ppt需要选择一款专业的软件，比如MindNode、XMind或FreeMind等。
这些软件都有简单明了的界面和丰富的功能，可以帮助我们快速创建思维导图。
二、梳理知识点在开始制作ppt之前，我们需要梳理所有的知识点。
可以先将所有知识点列出来，然后按照章节和主题进行分类。
在分类的同时，可以标注一些关键词或者主题句，以便在展示时更加清晰的表达。
三、设计模板制作ppt需要有一个美观大方的模板。
可以选择一些适合英语学习的模板，比如清新自然的绿色或蓝色，或者是色彩明亮的主题。
在设计模板时，可根据自己的喜好进行调整和修改。
四、制作思维导图制作思维导图时，可以先创建一个主题节点，然后在主题节点下添加具体的子节点和分支。
每个子节点可以是一个知识点或者一个主题，每个分支可表示知识点之间的联系。
五、添加图片和动画为了让ppt更加生动有趣，可以在思维导图的每个节点添加一些相关的图片或者动画。
这样可以增加观众的兴趣并吸引他们的注意力。
六、优化ppt一份好的ppt需要不断地优化和调整。
在制作完成后，可以多次审阅和修改ppt，尤其是文字和图片的排版和格式。
此外，还要检查所有链接和文本的正确性和逻辑性。
结论：以上是制作七年级下册英语知识点思维导图ppt的方法。
制作时需要选择合适的软件，梳理所有知识点，设计一个美观的模板，制作思维导图，添加图片和动画，并优化ppt。
只要遵循以上步骤，相信你一定能制作出一份高质量的思维导图ppt，并从中受益良多。
Unit 2 What time do you get to school?1.重点词汇：dress, brush, shower, early, work, exercise, run, walk, either, lot, taste2. 短语归纳：1. what time 几点2. go to school 去上学3. get up 起床4. take a shower 洗淋浴5. brush teeth 刷牙6. get to 到达7. do homework 做家庭作业8. go to work 去上班9. go home 回家10. eat breakfast 吃早饭11. get dressed 穿上衣服12. get home 到家13. either…or… 要么……要么……14. go to bed 上床睡觉15. in the morning/ afternoon/ evening 在上午/下午/晚上16. take a walk 散步17. lots of=a lot of 许多，大量18. radio station 广播电台19. at night 在晚上20. be late for=arrive late for 迟到3. 必背典句：1. -What time do you usually get up?-I usually get up at six thirty.2. That’s a funny time for breakfast.3. -When do students usually eat dinner?-They usually eat dinner at a quarter to seven in the evening.4. In the evening, I either watch TV or play computer games.5. At twelve, she eats lots of fruit and vegetables for lunch.6. She knows it’s not good for her, but it tastes good.7. Here are your clothes.4.语法知识：（1）询问时间when/what time（2）时间表达1. 整点表达法：基数词+ o'clock 表示整点，注意o'clock须用单数，也可以省略。
七年级下英语作文第二单元思维图English:"In the second unit of the English curriculum for seventh grade, students are introduced to various aspects of describing people and places. They learn how to express their likes and dislikes about different environments, including their hometown, school, and other significant locations. The mind map for this unit focuses on key vocabulary related to appearance, personality, and surroundings. Students explore descriptive words like "tall," "short," "kind," "friendly," "busy," and "peaceful." They practice using comparative and superlative forms to describe changes and differences between people and places. Additionally, students engage in activities such as interviews, surveys, and writing exercises to apply these concepts in context. For example, they might interview a classmate about their favorite places and describe them using the vocabulary learned in class. They also learn how to ask for and give directions, enabling them to navigate various environments effectively. By the end of the unit, students should be more confident in expressing themselves inEnglish when describing their surroundings and the people around them."中文翻译:"在七年级英语课程的第二单元中，学生们学习如何描述人和地方的各个方面。
七年级下册英语2单元作文结构图In Unit 2 of the seventh-grade English textbook, we learn about different types of music and how music can affect our emotions and moods. Music is a universal language that can convey emotions and feelings beyond words. Listening to music can evoke memories, calm our minds, or energize us.在七年级英语教材的第二单元中，我们学习了不同类型的音乐以及音乐如何影响我们的情绪和心情。
音乐是一种可以传达超越语言的情感和感受的普遍语言。
听音乐可以唤起回忆，平静我们的心灵，或者给我们带来活力。
Music therapy is a form of treatment that uses music to improve physical and mental health. It has been shown to be effective in reducing stress, easing pain, and improving mood. Many people find solace in music during difficult times, as it can be a source of comfort and healing.音乐疗法是一种利用音乐来改善身体和心理健康的治疗形式。
已经证明音乐疗法在减轻压力、缓解疼痛和改善心情方面是有效的。
许多人在困难时期找到音乐中的安慰，因为它可以是一种慰藉和治愈的来源。
Different cultures have their own unique forms of music that reflect their traditions, beliefs, and values. For example, Chinese traditional music often features instruments such as the guzheng and erhu, which have been passed down for generations. Understanding and appreciating different types of music can help us broaden our horizons and connect with people from diverse backgrounds.不同的文化拥有自己独特的音乐形式，反映了它们的传统、信仰和价值观。
七年级下英语作文第二单元思维图My Awesome Mind Map AdventureHi there! My name is Johnny and I'm a 7th grader. Today I want to tell you all about the awesome mind map we made in English class for the second unit. It was so much fun and really helped me understand the topics better.To get started, our teacher told us we'd be making a mind map about different genres of literature. A mind map is like a big colorful diagram that has the main topic in the middle, and then branches out with different ideas and details connected to it. It's a great way to organize and visualize information.The very first thing we did was come up with the core idea in the center, which was "Genres of Literature." Our teacher wrote that in a big oval in the middle of the whiteboard. Then we had to brainstorm all the main genres or categories as the first big branches coming out from the center.We decided the key genres were fiction, non-fiction, poetry, drama, and folk literature. So we drew a big line for each of those radiating from the center oval. Under fiction, some of thesub-branches we added were novels, short stories, fairy tales, fables, and science fiction. The non-fiction branch coveredcategories like biographies, autobiographies, essays, speeches, and reference books.For poetry, we listed narrative poems, lyric poems, haikus, limericks, and free verse as sub-topics. Drama had branches for comedies, tragedies, musicals, and plays. Folk literature included myths, legends, fables again, tall tales, and folklore.As we were constructing the mind map, our teacher had us use different color markers and try to make it as visually interesting and easy to follow as possible. We added little drawings and graphics along the branches too to symbolize the genres, like a book for novels or a crying mask for tragedies.With all the sub-categories filled in, the mind map was already looking amazing - like a giant colorful tree with hundreds of branches! But we weren't done yet. The next step was adding even more specific details and examples under those sub-topics.So for novels, I added some of my favorite book titles like Harry Potter, Holes, Wonder, and Percy Jackson. Under short stories we listed famous ones like The Lottery, The Tell-Tale Heart, and The Monkey's Paw. You get the idea! We tried to populate the entire mind map with relevant authors, book titles, definitions, and any other nuggets of information we could think of related to each literature genre.My friend Sarah is a total poetry nerd, so she went crazy adding concepts like meter, rhyme scheme, stanzas, quatrains, and specific poem examples to that branch. For drama, we included key vocabulary like acts, scenes, protagonists, stage directions and so on. I don't even want to think about how much writing we crammed onto the folk literature branch - it was insane!Once every possible corner of the mind map was filled out, we had created this enormous, vibrant, overflowing web that captured pretty much everything we could possibly know so far about all the different forms of literature. It was truly a masterpiece and I was blown away by all the information we managed to organize so clearly in one place.Not only was the process of building the mind map together super engaging and interactive, but the end result is an awesome study guide too. Having all those genres, definitions, examples and facts so neatly laid out in a visual format makes it much easier for my brain to understand and remember it all. Whenever I need to reference anything about literature genres, I can just pull out my mind map and easily find whatever I need.Some of my classmates have fold-out mini versions they keep in their binders or lockers. Others took pictures on theirphones to have a digital copy handy at all times. Me? I liked the mind map so much that I bought a huge poster board and made my own deluxe edition to hang over my bed. That's right, I get to admire our literary masterpiece every night before I go to sleep! How awesome is that?Honestly, this mind mapping method is something I wish my teachers would use way more often. Most classes just have you take lecture notes in outline form, which definitely helps, but doesn't really paint the bigger picture or show how all the ideas interconnect. With mind maps, you get to see the whole concept at once in a clear, bodacious way that makes total sense.It doesn't just have to be for literature genres either. In the future, I'd love to make mind maps for things like grammar rules, historical events, scientific processes, you name it! You could even use mind maps for brainstorming and planning out essays, stories, presentations or projects. The possibilities are endless.As long as you have a central topic, you can map out all the related ideas shooting off from it however you want. It engages your creativity, your critical thinking, your organizational skills, and who knows what else! For me, it's simply a more intuitive, colorful, innovative way to learn.From now on, whenever I'm struggling to grasp a complex concept or need to study something with a ton of interconnected parts, you can bet your bottom dollar I'll be whipping out a blank poster board and getting my mind map on. Thanks to this awesome unit project, I officially have a brand new strategy in my academic arsenal.I'm feeling pretty pumped to tackle the rest of 7th grade now that I'm a master mind mapper. In fact, I'm so inspired by our literary genres mind map that I might even write my very own novel or anthology of short stories one day. Then I can add my books to the fiction branch! How's that for elite levels of meta?Anyway, I guess that's enough out of me for today. Let me know if you'd like me to create a mind map explaining mind maps. I'd be happy to map that out for you in vivid detail!。
