仁爱七下U5review

初一英语说课材料教学分析一．教学内容分析本课的教学内容是仁爱版英语七年级下第五单元第二话题的Section C，本课以“谈论学校生活”为主题，各部分均以此为中心，语言地道，难度适中，结构鲜明，编写思路清晰，符合学生的认知规律。

同时也为教师培养学生的文化意识、跨文化交际能力及英语写作技巧提供了丰富的材料。

二、教学对象分析本课的教学对象是初一年级的学生。

这一年龄段的学生大都活泼好动，参与意识强，所以课堂教学设计必须保证教学的趣味儿性，把学习的主动权还给学生，让学生更多地参与教学活动。

与此同时，这些学生已经接受了半年的英语学习，具备了一定的学习基础，所以教学设计更不能脱离知识性。

三、教学设计的理念1、基本理念《英语课程标准》强调关注学习兴趣，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，培养跨文化交际意识。

英语教学要为学生创设良好的语言环境，使学生在愉快和自信的情绪中，充分发挥他们的想像力、创造力、实践力，培养学生的合作意识，使探究式学习和个性发展得到最大体验。

2、整体设计思路针对教材的特点和学生的实际，我在设计本课时，本着“激发兴趣，创新思路，应用巩固，拓展开放”的原则做了如下尝试：1）根据《英语课程标准》要求和学生的实际情况灵活地处理和使用教材；2）补充教学材料：图片、单词卡、一些实物等；3）充分利用和开发英语课程资源。

采用任务型的教学途径，力求通过多样化的操练和竞技活动，创设空间，培养学生的学习英语的兴趣和自主合作学习的能力。

四、教学目标及重、难点：1、教学目标（一）知识与技能1）学习新单词和短语：show sb. around ,sit ,write ,at the back of ,draw 。

2）巩固现在进行时。

3）谈论课外活动。

激励学生积极参加各种有益的课外活动。

（二）过程与方法交流展示——合作提升——定向反思(三) 情感态度与价值观1）、能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。

Review of Unit5--Unit6仁爱版英语七年级下册随堂小测（附答案解析）一．选择题1.——_____________.——The same to you.A.Good morning!B.Happy New Year!C.How do you do? 2——________is it today?——It’s Tuesday.A.What classB.What timeC.What day3.——How long can I________the VCD?——A week.A.borrowB.keepC.buy4.Listen!The birds_____________in the tree.A.are singingB.is singingC.sings5.Can you help me?It’s___________for me to do this work.A.easyB.difficultC.heavy6.–Is this________school bag?--No,_________is green.A.your;myB.yours;mineC.your;mine7.Dad promises___________a mobile phone for me.A.buyB.buysC.to buy8.—Excuse me,Maria.May I borrow your pen?—Sure.Here you are.But you must return it_____time.A.inB.atC.on9.I want_____something about your school life in Japan.A.knowB.to knowC.knows10.—What_____Yu Ping usually_____in his free time?—She usually goes to the library.A.do;doB.is;doingC.does;do二完形填空：从每小题三个选项中，选出能填入空白处的最佳答案。

七年级下册英语仁爱版unit 5Unit 5 of the seventh grade English textbook "Renai Edition" focuses on the theme of travel. In this unit, students will learn vocabulary related to travel, expressions for asking for and giving directions, as well as grammar structures including present continuous tense and comparatives.The unit begins with a vocabulary section where students learn words and phrases related to transportation, such as bus, train, subway, etc. This is followed by a reading comprehension exercise where students read a dialogue between two friends discussing their travel plans and answer questions based on the text. This helps students practice reading for information and improve their comprehension skills.Next, students move on to the grammar section where they learn about the present continuous tense. They learn how to form this tense using the auxiliary verb "to be" and the present participle of the main verb. For example, "He is taking a bus to the airport." Students also practice using this tense in sentences to describe actions happening at the moment.In the speaking and listening section, students learn expressions for asking for and giving directions. They practiceusing phrases like "Excuse me, can you tell me how to get to the museum?" and "Go straight ahead and turn left at the corner." This helps students improve their speaking and listening skills in real-life situations.Lastly, the unit concludes with a writing exercise where students write a short paragraph about their dream holiday destination. They use the vocabulary and grammar structures learned in the unit to describe where they would like to go, how they would get there, and what they would do there.Overall, Unit 5 provides students with a comprehensive overview of the theme of travel and equips them with the necessary vocabulary, grammar, and speaking skills to navigate a travel situation confidently in English. It encourages students to think about different travel experiences and destinations while also improving their language skills.。

第一课时Review of Unit 5 (教学设计)Teaching aims: Revise the key words, key phrases, useful expressions and grammars in Unit 5. (系统复习，串联知识点，综合输出，达到训练语言综合运用的目的。

)Difficult points: Write a whole passage .Teaching steps:Step 1: Play a game. (warm up: Making sentences and point the words on the screen to get points or a bumb.)Step 2: lead in the revision lesson.A.Revise Topic 1 in Unit 5.1.How do you go to school? (Different ways to express.)2.My day. (What and how often do you do in different time? Revise some verb phrases and make sentences with them.)B.Revise Topic 2 in Unit 5.1.Revise how to borrow things. Finish the dialogue with the expressions of borrowing things.2.Practice describing pictures by using “be + v-ing” and prep. Phrases.c. Revises Topic 3 in Unit 5.1. Talk about subjects. (we have Chinese,math,… and so on. I like …best because…. But I don’t like … because…. And my favorite teacher is…)2. Learn to write the passage: My school life. With the help of the mind map.Homework: Finish the written work.第二课时 Review of Unit 6。

七下仁爱版英语u5t1sa课文In the seventh grade Ren'ai edition English textbook, unit 5, text 1, the story revolves around the theme of friendship and kindness. The text tells the story of a young girl named Amy who moves to a new school and is initially lonely and struggling to make friends. However, with the help of her kind and caring classmates, she eventually finds a sense of belonging and friendship.From the perspective of the protagonist, Amy, the story highlights the feelings of loneliness and insecurity that often accompany moving to a new environment. Amy's initial struggles to fit in and make friends are relatable to many students who have experienced similar challenges. However, as the story unfolds, Amy's experiences also demonstrate the power of kindness and compassion in overcoming adversity. Her classmates' willingness to reach out and include her serves as a heartwarming reminder of the impact of small acts of kindness.From the perspective of Amy's classmates, the text emphasizes the importance of empathy and inclusion. Amy's classmates demonstrate compassion and understanding by reaching out to her and making an effort to include her in their activities. Their actions showcase the positive impact of extending a hand of friendship to those in need. This perspective serves as a reminder to readers of the value of being inclusive and considerate towards others, especially those who may be feeling isolated or alone.From the perspective of the broader school community, the text highlights the significance of creating a welcoming and supportive environment for all students. The positive and inclusive atmosphere fostered by Amy's classmates reflects the collective effort of the school community to prioritize kindness and empathy. This perspective underscores the importance of promoting a culture of acceptance and understanding within educational settings, where students feel valued and supported.From a societal perspective, the text underscores the universal need for connection and belonging. Amy'sexperiences resonate with the broader human experience of seeking acceptance and friendship. The story serves as a reminder of the fundamental human desire for meaningful connections and the profound impact of kindness infostering a sense of community and belonging.In conclusion, the text from the seventh grade Ren'ai edition English textbook, unit 5, text 1, offers a poignant exploration of the themes of friendship and kindness from multiple perspectives. Through the experiences of the protagonist, Amy, and her classmates, the story underscores the significance of empathy, inclusion, and the positive impact of small acts of kindness. Furthermore, the text serves as a powerful reminder of the universal human need for connection and belonging, highlighting the transformative power of compassion and understanding in creating a supportive and inclusive community.。

仁爱英语七年级下册Unit5课本重点总结Unit 5 Topic 1 Key Knowledge Review Summarymon greetings and responses include "Happy New Year!" and "The same to you," as well as "Happy birthday!" and "Thank you."2.XXX on their new bike can be done with the phrase "Your new bike looks very nice," and acknowledging that it suits them can be expressed as "It looks nice on you." Both of these XXX to connect the subject and complement.3.When asking XXX。

it'XXX methods。

For example。

"How do you usually come to school?" can be used to ask about their usual mode of XXX with "Yes。

I do" confirms that they often come to school by bike.4.The verb "mean" can be used to ask for n。

For example。

"You mean you usually come to school by underground?" can beused to XXX。

仁爱版英语七年级下册英语第五单元笔记Unit 5: Happy FamiliesVocabulary1. quarrel (v): to have an argument2. solution (n): a way to solve a problem3. generation (n): a group of people born and living at about the same time4. bond (n): a close connection linking two or more things5. relationship (n): the way in which two people or groups feel and behave towards each other6. argument (n): a disagreement or a reason for disagreeingGrammar1. The Past Continuous Tense:Form: was/were + gerund (-ing form of the verb)Example: I was eating breakfast when the phone rang.2. Reported Speech:Direct Speech: He said, “I am going to meet my friend.”Reported Speech: He said that he was going to meet his friend.Conversation1. A: What’s wrong with you two?B: We had a quarrel this morning.A: Don’t worry. You will find a solution.2. A: How long do you think this generation will stay close?B: As long as they keep in touch and value their bond.Reading Comprehension1. Lucy and Tom used to quarrel a lot, but they have found a solution to their problems.2. The bond between siblings can be very strong and last a lifetime.3. It is important to value and nurture relationships with family members.WritingWrite a short paragraph about a time when you had an argument with someone in your family and how you resolved it using the past continuous tense.ListeningListen to a conversation between two siblings talking about their relationship. Answer the following questions:1. What caused the argument between the two siblings?2. How did they resolve their disagreement?3. What did they learn from their argument?Overall, Unit 5 focuses on the importance of maintaining happy and healthy relationships within the family. By understanding the vocabulary, grammar, and conversation points in this unit, students can improve their communication skills and build stronger bonds with their family members.。

Review of Units 5-6【巩固练习】I. 单项选择。

（15分，每题1分）1. The Browns usually drive to the park on Sundays. But today they go to the park _____ .A. on feetB. on footC. by footD. on the foot2. Bob often _____ his _____ after supper.A. do; homeworkB. does; homeworkC. begin; homeworkD. begins; homework3. The boy likes playing _____ basketball very much.A. aB.anC. theD./4. —_____ does he meet his friends?—_____ a month.A. How often; TwiceB. How long; TwiceC. When; TwoD. What time; Two5. —What do you usually do _____ weekdays after school?—I usually play football.A. inB. atC. onD. for6. Every morning I get up early, so I’m ____________late for school.A. alwaysB. neverC. usuallyD. sometimes7. When(当……的时候) you are free, please write and_______ me about your school life.A. talkB. tellC. speakD. say8. We usually get up ___________ six o`clock every morning.A. atB. onC. inD. from9. Tom often _____ TV on Saturday evenings, but now he is _____ stories.A. watches; readingB. watching; readsC. looks; readingD. watches; looking10. —What’s the matter?— There is ______ with my bike.A. something wrongB. wrong somethingC. anything wrongD. wrong anything11. There _____ a tall tree and some chairs at the back of this community.A. amB. isC. areD. be12. — What can you see _____ the left of the yard?— A small garden and some tall trees.A. byB. atC. onD. in13. — Could you help me _____ these books to the classroom?—No problem. Let’s go.A. takingB. not takeC. takeD. takes14. —Where is the teacher’s desk, Kangkang?—Oh, it’s _____ the classroom.A. in the front ofB. in the frontC. in frontD. in front of15. — Where is Guangzhou?—Let’s _____ the map of China.A. have a lookB. have a look atC. lookD. look afterII. 完形填空。

Review of Units 5-6词句精讲精练词汇精讲1. talktalk意为“谈话”，当talk作此意讲时，不强调内容，一般指说的动作，其后常接介词to 和with，表示“与……谈话”；接介词about时表示“谈论……”。

例如：Jimmy and Bill often talk about computer games.吉米和比尔经常谈论电脑游戏。

Mary is talking with Mr. Green in English.玛丽正在用英语和格林先生交谈。

【拓展】辨析：speak、say和tell（1）speak一词强调说话的能力、对象和方式。

用作及物动词时后接表示语言的名词作宾语；用作不及物动词时，后接介词to，表示“与……讲话”，一般用于打电话用语中或较正式的情况下。

例如：They can speak Chinese. 他们会说中文。

May I speak to Mr. Black? 请问，我能和布莱克先生讲话吗？（2）say用作及物动词，强调说的内容。

若指“对某人说”用say to sb.来表示。

例如：Can you say it in English? 你能用英语说它吗？（3）tell经常作及物动词，意为“讲述，告诉”，后常接双宾语，侧重把一件事情传达给别人。

常用结构是tell sb. to do sth. 意为“告诉某人做某事”，其否定形式为tell sb. not to do sth.，意为“告诉某人不要做某事”，tell sb. about sth. 意为“告诉某人关于某事”。

例如：My mother tells me to get up early. 我妈妈告诉我早点起床。

2. makemake作使役动词，后接省略to的动词不定式，即：make sb. do sth. 意为“使/让某人做某事”，类似的动词还有let，have等。

例如：The boss made them work for long time.老板让他们长时间工作。

七年级下册英语仁爱版unit 5Unit 5 of the seventh-grade English textbook "Renai Edition" covers various topics related to travel and transportation. In this unit, students will learn how to discuss their travel experiences, use different modes of transportation vocabulary, and understand how to give and follow directions. Let's take a closer look at the key points covered in Unit 5.The unit begins with a warm-up activity that introduces students to the topic of travel by asking about their favorite means of transportation and dream travel destinations. This activity encourages students to start thinking about the different ways people can travel and the exciting places they can visit.Next, the unit delves into vocabulary related to modes of transportation. Students will learn essential words and phrases such as cars, buses, trains, planes, taxis, bicycles, and more. They will also practice using these terms in context by discussing their preferred mode of transportation and reasons for choosing it.One of the essential skills covered in this unit is giving and following directions. Students will learn how to ask for directions politely and respond appropriately when receiving instructions.They will also practice using prepositions of place, such as "on," "in," "under," and "next to," to describe locations accurately.To reinforce the vocabulary and grammar points learned in this unit, students will engage in various speaking and listening activities. They will participate in role-plays where they act as travelers asking for directions, create dialogue exchanges to practice giving and following directions, and describe their travel experiences using the vocabulary and grammar structures learned.Additionally, students will have the opportunity to demonstrate their understanding of the unit's content through writing tasks. They may be asked to write a short paragraph about a memorable travel experience, compose a dialogue between two people discussing transportation options, or create a map with directions to a specific location.By the end of Unit 5, students will have developed their vocabulary related to travel and transportation, improved their ability to give and follow directions, and enhanced their speaking and listening skills. This unit provides a solid foundation for students to communicate effectively in real-life travel scenarios and paves the way for further learning in the field of English language education.。

Review of Units 5-6单词、句子讲解与练习单词讲解1. talktalk意为“谈话”，当talk作此意讲时，不强调内容，一般指说的动作，其后常接介词to 和with，表示“与……谈话”；接介词about时表示“谈论……”。

例如：Jimmy and Bill often talk about computer games.吉米和比尔经常谈论电脑游戏。

Mary is talking with Mr. Green in English.玛丽正在用英语和格林先生交谈。

【拓展】辨析：speak、say和tell（1）speak一词强调说话的能力、对象和方式。

用作及物动词时后接表示语言的名词作宾语；用作不及物动词时，后接介词to，表示“与……讲话”，一般用于打电话用语中或较正式的情况下。

例如：They can speak Chinese. 他们会说中文。

May I speak to Mr. Black? 请问，我能和布莱克先生讲话吗？（2）say用作及物动词，强调说的内容。

若指“对某人说”用say to sb.来表示。

例如：Can you say it in English? 你能用英语说它吗？（3）tell经常作及物动词，意为“讲述，告诉”，后常接双宾语，侧重把一件事情传达给别人。

常用结构是tell sb. to do sth. 意为“告诉某人做某事”，其否定形式为tell sb. not to do sth.，意为“告诉某人不要做某事”，tell sb. about sth. 意为“告诉某人关于某事”。

例如：My mother tells me to get up early. 我妈妈告诉我早点起床。

2. makemake作使役动词，后接省略to的动词不定式，即：make sb. do sth. 意为“使/让某人做某事”，类似的动词还有let，have等。

例如：The boss made them work for long time.老板让他们长时间工作。