统编初一年级英语下册电子教案七下unit2六课时(1)

初一英语下册Unit2集体备课教案初一英语组集体备课（一）程序：、备课组长传达教务处会议精神及培训内容。

2、讨论决定每人所备单元及任务。

3、安排本期教学进度。

4、由备课组长分别在会议上示范备课内容及要求。

Unit1Unit2Unit2where’sthepostoffice?、教材分析本单元以Theneighborhood为话题，共设计了三个部分的内容。

旨在通过单元教学使学生学会询问街道上某一场所的位置、为他人指明去某一场所的路线、阐述某一场所各个建筑物之间的位置关系和利用地图向他人介绍自己所居住的社区的方法。

2、教材重组将SectionA中1a、1b、1c部分设计为一节听说课（第一课时）将SectionA中2a、2b、2c部分设计为一节听说课（第二课时）将SectionA中3a、3b、4部分设计为一节综合技能课（第三课时）将SectionB中1a、1b、2a、2b、2c部分设计为一节听说课（第四课时）将SectionB中3a、3b、设计为一节阅读和写作课（第五课时）将Selfcheck部分设计为一节自我评价课（第六课时）教材中第四部分可视班级情况选取。

3、教学目标（1）掌握问路、指路的表达Isthereabanknearhere?whereisthebank?It’soncenterStreet.学会使用）where提问2）therebe句型表存在3）between,infrontof,acrossfrom,behind,等部分表空间位置的介词。

（3）重点词汇及短语gostraight,ontheright/left,turnleft/right,takeawalk ----4、措施）默写单词2）背颂GrammarFocusandSectionA3a对话，SectionB3a课文3）编写问路和指路的对话，这是中考的重点。

4）单元测试。

英语七年级下UNIT2教案英语七年级下UNIT2教案课题名称： Unit 2 Why do you like koalas ? 〔第一课时〕教材选自：《新目的英语》第二册 (Go for it ! Book 2)一、简介本次任务型活动课的主题为：Why do you like koala bears ?关键信息：任务型学习的教学形式(Task-based Language Learning)是《英语课程标准》倡导的教学形式。

其目的是让学生在老师的指导下，通过感知、体验、理论、参与和合作等方式实现任务，感受成功的心理体验。

学生通过考虑、讨论和交流，学习和使用英语，从而完成学习任务。

二、学生分析^p本次活动课合适初一年级的学生〔即13-14岁年龄段的〕。

要求具备一定的根本知识和技能，对英语学习有持续的兴趣和爱好，能用简单的英语问候、打招呼，交换有关个人、家庭、朋友等的根本信息，在图片的帮助下听懂、读懂并讲述简单的故事，根据图片或提示写出简单的句子，根据所学内容表演小对话，在课堂活动中乐于模拟、敢于开口，积极参与，主动请教。

对即将学习的内容能适当地提早做好预习工作。

三、教材分析^p本教材分为A、B两局部，A局部是根本的语言内容，包括本单元的重点词汇、任务型听力练习、对话练习及语法重点(Grammar Focus)；B局部是知识的扩展和综合的语言运用，包括词汇扩展、语言知识综合运用及各类阅读文章，并附有自测(Self Check)局部，用来自我检测本单元所学的知识，最后还有让学生轻松一刻的卡通幽默 (Just for fun)。

四、教学设计核心任务：根据学生的年龄特点和认知才能，从学生的学习兴趣、生活经历和认知程度出发，倡导体验、理论、参与、合作与交流的学习方式和任务型的教学途径，开展学生的综合语言运用才能，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆理论和形成自主学习才能的过程。

教学目的：2、用英语议论、描绘动物(describe animals)并表达对动物各自的喜欢(express preferences)，例如：Tigers are kind of scary。

Unit 2 NeighboursStudy skillsAt the end of the course, students should be able to master the following knowledge points:1. This lesson needs to master the following knowledge points: know the importance of connecting sounds;2. In this lesson, you need to master the following knowledge points: know what legato is;3. This lesson needs to master the following knowledge points: master the four rules of connecting sounds.This lesson needs to master the following difficulties: Learn four different ways of connecting sounds.Step 1 Lead-inTell me what you heard [please think carefully]T: Listen, tell me what you heard. [Please think carefully]T: It is difficult for us to capture words correctly, because native speakers often associate sounds when speaking English.[Design intent: Listen to the recording and repeat it, so that students feel that the lack of understanding of continuous reading will affect listening comprehension. 】Step 2 Presentation1. Four different ways of sound linkingT: Connecting voices can make our spoken English sound smooth and natural. Learning to connect sounds can improve our listening skills.T: There are four ways to connect sound.(1) Associate consonants with vowels. [Please think carefully](2) Connect the r sound to the vowel sound. [Please think carefully](3) Connect two vowels. [Please think carefully](4) Connect two consonants. [Please think carefully][Design intent: Let students go to school and read together. 】2. Associate consonants with vowels(1) Pay attention to consonants and vowels. Repeat with the teacher.(2) Read this sentence: You must stand up and eat an apple within an hour. [Please think carefully and complete this content as required](3) Read the sentences in the table. [Please think carefully and complete this content as required](4) Read the sentence aloud. [Please think carefully and complete this content as required](5) Listen and write down the phrases you hear. [Please think carefully and complete this content[Design intent: The first type of reading skills from word to sentence, combined with the first type of continuous reading through dictation. 】3. Connect the r sound to the vowelT: When the first word ends with -r or -re, and the next word begins with a vowel, we connect them together and add the /r/ sound between them. Please note the phrase on page 27 and repeat it after me.(1) Read the phrases in the table. [Please think carefully and complete this content as required](2) Read the sentence aloud. [Please think carefully and complete this content as required](3) Listen and write down the phrases you hear. [Please think carefully and complete this content as required](4) Learn to sing English songs. This is a small world. [Please think carefully and complete this content as required]4. Connect two vowelsT: When there are two vowels, we connect them as if there is a /j/ or /w/ between them.(1) Read this sentence: We were very happy to prepare to go out the other day. [Please think carefully and complete this content as required](2) Read the phrases in the table and think about pronunciation rules. [Please think carefully and complete this content as required](3) Read the sentence aloud. [Please think carefully and complete this content as required](4) Listen and write down the phrases you hear. [Please think carefully and complete this content as required][Design intent: The method of continuous reading is more complicated, allowing students to master through a variety of exercises, and ending rules. 】5. Connect two consonantsT: When the two consonants of two words meet, we sometimes don't need to pronounce the first consonant. Please note the phrase on page 27 and repeat it after me.(1) Read this sentence: It is best to sit down and eat a big cake. [Please think carefully and complete this content as required](2) Read the sentences in the table. [Please think carefully and complete this content as required](3) Read the sentence aloud. [Please think carefully and complete this content as required](4) Listen and write down the phrases you hear. [Please think carefully and complete this content as required]Step 3 summary1. Ways to connect soundT: How many ways did we learn to connect sounds in this lesson? what are these?2. Read the sentence [please think carefully and complete this content as required]3. Read the dialogue [please think carefully and complete this content as required](1) Read the dialogue in pairs, paying attention to the connecting sounds.(2) Listen to the recording, imitate pronunciation and intonation.T: If you want to improve your spoken English, please practice the skills of connecting sounds. Practice makes perfect.[Design Intent: Comprehensively use and consolidate the continuous reading method learned in1. After learning the knowledge points of this course, read the paragraphs in this unit again and pay attention to connecting sounds.2. Please preview the relevant knowledge points in the next lesson.。

七年级英语下册《Unit 2 》教案作者的编辑为您准备了七年级英语下册《Unit 2 》教案的文章，期望对您有帮助！Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, nextto,BetweenRecycled languageWhat are you doing?Do you want to ...?Section AAsk two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.Example 1Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li .Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.la This activity introduces the key vocabulary.Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word or phrase on thelist with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time. Students only listen.Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office near here?B: Yes, there is. There's one on Bridge Street.Conversation 3A: Is there a supermarket on Center Street?B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read theconversation to the class. Ask other pairs of students torepeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.Demonstrate(示范) the activity. Point to the picture and ask. Is there a post office near here? Then choose a studentto answer. Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and checkprogress(进展情形). Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：教学方法有问题?教了这么多年的英语，总空想有一种方法，能让学生轻轻松松把英语学好。

七年级下册英语unit2教案英语教案作为反映英语教师知识组织形式、教学行为方式差异的具体表征,是教师职业能力发展的重要体现。

下面是小编为大家精心整理的七年级下册英语unit2教案，仅供参考。

七年级下册英语unit2教案范文Unit 2 What time do you go to school?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：up, get up, dress, get dressed, brush, tooth (pl. teeth) brush teeth, shower, take a shower, usually, forty, fifty, wow, never, early, job, work, station, radio station, o'clock, funny, exercise 能掌握以下句型：① —What time do you usually get up? —I usually get up at six thirty.② —When do you go to work? —I usually go to work at eleven o'clock. ③ —He has an interesting job. —He works at a radio station.2) 用when和what time引导的特殊疑问句询问时间和时间的表达法;用所学的目标语言对生活和学习活动做计划，学会合理地安排作息时间。

2. 情感态度价值观目标：本部分的话题是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息时间安排是非常有规律的。

通过互相询问或谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。

二、教学重难点1. 教学重点：1) 掌握时间的简单表达方式。

2) 学习询问和谈论时间和制订作息时间表。

教师备课——英语七年级下UNIT2教案2。

1.教材分析我们需要对UNIT2的教材进行一次深入分析。

在这个单元里，主要涉及到动词的使用。

我们要帮助学生握be动词、have和do的用法，从而能够正确使用这些动词构造句子。

此外，该单元还涉及到人称代词，并引导学生熟悉人称代词的用法。

单元课程也引入了一些形容词，帮助学生学会如何用形容词描述物品或事物。

通过深入分析，我们可以清晰地了解到本单元的教学重点内容和核心难点。

2.教学目标基于上述对教材的分析，我们可以明确具体的教学目标。

在此单元中，我们主要要求学生能够：（1）了解be动词、have和do的用法，熟练运用这些动词构造句子；（2）掌握人称代词的用法，运用人称代词替换名词；（3）学会使用形容词描述事物或物品，能够在交流中使用形容词。

3.教学设计基于教材分析和教学目标，我们需要进行详细的教学设计。

我们可以通过提供一些生动的语言材料，向学生展示be动词、have和do 的用法。

在这个过程中，可以帮助学生发现一些常见的语言规律和用法，如肯定句、否定句和疑问句等。

同时，也可以通过练习帮助学生熟悉这些动词的使用方法。

我们可以引导学生熟悉人称代词的使用。

通过对语言材料的分析和练习，学生可以逐渐理解代词在句子中的作用和用法，并掌握有效地使用人称代词进行交际的技能。

我们可以引入形容词，让学生重点了解形容词与名词搭配方法，并且在生活实践中加强彼此搭配的印象。

在此过程中，教师要注意语言的生动性和趣味性，让学生更好地理解用法，同时，鼓励他们在交流中积极运用词汇。

4.教学评估在教学过程中，我们需要对学生的掌握情况进行评估。

在这个过程中，我们可以使用各种形式的评估方法，如听力、口语、阅读和写作等，以帮助学生全面地巩固并使用教材中的词汇和语法。

5.课后回顾最后要注意的是，教师在教学结束后，应该对教学过程进行总结和回顾，以保证学生可以更好地理解和掌握所学的内容。

在回顾过程中，可以和学生讨论一些重点难点，从而加深对其的印象，巩固所学的知识。

课题：Unit 2 What time do you go to school?第六课时Section B 3a-SelfcheckTeaching aims:一、功能：Learn how to write a passage about your own daily routine.二、词汇和常用表达Learn and use the words and phrases :life, taste, clean, brush, get dressed, get up , take a shower, radio station, on weekends , do one’s homework , take a walk…..三、文化知识Understand the English National People's daily habitsTeaching steps:Step I. Teaching AimsTell the Ss the learning aims: to talk about daily activities and learn how to write about daily routine. ( 设计意图：展示目标，让学生有针对性学习)Step II. Lead in:1.Sing a song学唱下列歌谣。

Get up, get up.I get up at six.Go to school, go to school,I go to school at seven.Have lunch, have lunch,I have lunch at twelve.Go home, go home,I go home at four.Go to bed, go to bed,I go to bed at night.（设计意图：学唱歌谣，热身导入，调动学生的积极性，活跃课堂气氛）2.Let’s talk about some our daily activities.A: What time do you usually…?B: I usually ….at…get up 起床have/eat breakfast吃早餐get dressed 穿衣服brush teeth 刷牙take/have a shower 淋浴have dinner吃晚饭have lunch 吃午饭go home 回家go to school去上学go to bed 去睡觉do homework 做作业（设计意图：看图说话，对本单元的话题进行复习）Step III.Presentation3a Number these sentences in order to make a story about a daily routine.___ I usually exercise from six to seven.___ I always get up at six.___ After that, I always brush my teeth and go to school at eight.___ Then I quickly have a shower and eat breakfast.___ I have lunch at a quarter to twelve.___ I get home from school at half past four and do my homework.___ I have a very healthy life.___ I have dinner at seven thirty.___ I go to bed at ten.（Answer:3,2,5,4,6,7,1,8,9）Task1 Talk about your daily routine.I usually get up at seven o’clock.I exercise…(设计意图：以展示图片的形式来进一步讨论学生的日常作息习惯，为下一环节写作做好铺垫。

七年级下册英语unit2教案教案标题：七年级下册英语Unit 2教案教学目标：1. 学习并掌握有关学校设施和课程的词汇和表达方式。

2. 能够运用所学知识进行日常对话，描述自己的学校设施和课程。

3. 培养学生的口语表达能力和听力理解能力。

4. 培养学生的合作意识和团队合作能力。

教学重点：1. 学习有关学校设施和课程的词汇和表达方式。

2. 进行听力训练，提高学生的听力理解能力。

3. 进行口语训练，培养学生的口语表达能力。

教学准备：1. PPT或教学课件。

2. 学生课本和练习册。

3. 学生小组活动所需的材料。

教学过程：Step 1: 导入（5分钟）1. 通过展示一些学校设施的图片，引起学生对话题的兴趣。

2. 引导学生回忆并讨论自己学校的设施，鼓励他们用英语进行简单的描述。

Step 2: 学习词汇和表达方式（15分钟）1. 教师通过PPT或教学课件展示学校设施和课程的词汇，并进行发音讲解。

2. 学生跟读词汇，并进行词汇练习，如单词拼写、选择题等。

3. 学生进行词汇对话练习，操练如"How many classrooms are there in your school?"等句型。

Step 3: 听力训练（15分钟）1. 教师播放录音，学生听录音并回答相关问题。

2. 学生进行听力练习，如填空、选择题等。

Step 4: 口语训练（20分钟）1. 学生分组进行小组活动，讨论并描述自己学校的设施和课程。

2. 学生展示他们的讨论成果，分享自己的观点和意见。

3. 教师进行点评和指导，帮助学生改进口语表达。

Step 5: 练习册活动（10分钟）1. 学生完成练习册上与本单元内容相关的练习题。

2. 教师检查学生的练习册，给予必要的指导和反馈。

Step 6: 总结与拓展（5分钟）1. 教师总结本节课的重点内容，并与学生一起回顾所学知识。

2. 鼓励学生运用所学知识进行更多的口语练习，如与同学交流学校设施和课程的情况。

七年级英语下册unit2教案英语教案代表着教师对课堂的假设与预想。

小编整理了关于七年级英语下册unit2教案，希望对大家有帮助!七年级英语下册unit2教案范文Unit 2 I can run really fast.Ⅰ.Type of lesson: reading and writingⅡ.Teaching aims:1.To understand the reading material about running for class monitors2.To learn to write a speech about running for a class monitorⅢ.Teaching aids: T ape recorder，videos，OHPⅣ. 课时安排：2 课时Ⅴ. Teaching procedureStep 1. Lead-in1.Ask students what they can do very well and say， "He/She is good at..."2.Ask the students to model the question "What are you good at?" Ask them to interview their partners and make notes.Step 2 . Work in pairs. Ask and answer the questions.1. Write the three monitor titles on the board. Ask the class what they are.2. Put students in pairs to ask each other both questions. Tell them to make a list of what they think each monitor does3. Ask three students to come up to the board and write one thing under one of the titles. Then give the chalks or pens to someone else.Step 3 .Read the passage and check ( √ ) the true sentences.1.Tell students that Lingling, Darning and Tony want to be monitors. Ask students to read quickly to find which monitorsthey want to be.2. Ask students to read again. This time they can use their fingers to skim through and underline the things Lingling，Darning and Tony are good at.3. Ask students to check in pairs and elicit answers from the whole class.4. Ask students to read the sentences on page 11， and talk about them in pairs and guess the answers.5. Ask students to read the passage again and decide if the sentences are true or false. If false，then say why.6. Ask students to check with their partners.If their answers are different，tell them to go back to the text，read again and check.7.Ask students to read out the sentences and say if they are true or not. If not ，ask them to say why.Step 4 Underline the correct words.1. Ask students to work in pairs. Tell them to read through the passage and choose the correct words.2. Check answers by reading the passage aloud and pausing to allow the whole classto complete it with the correct words.Step 5 Complete the sentences with the correct form of the expressions from the box.1. Ask students to look at the expressions in the box.2. Ask students complete the sentences on their own and be careful with the language forms.3. Check in pairs. Elicit answers from the whole class in full sentences.Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1.Say: who they are and what job they can do and why they can do it1. Write titles of the three monitors across the board.2. Ask the class for two volunteers for each monitor. Write their names underneath.3. Put volunteers in pairs to talk about what they are good at， can do well and how they can help.4. Ask the rest of the students to make a table as below with three questions about their abilities to ask the volunteers. Put it on the board.Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6Good at?Can do?Can help?5.Tell students to talk in groups about their notes，and decide who should be their monitors and say why.Step 7 Homework1. Remember the new words and expressions in Unit2.2 . Write a passage about one of the monitors in Activity 5.Ⅵ Blackboard showingⅦ Self-reflection.英语教学非智力因素探讨1.中学英语教学中非智力因素发展现状1.1中学生普遍缺乏真正的学习动机学习动机和学习兴趣是学生非智力因素中非常重要的一部分，兴趣是最好的教师，只有学生能够真正对英语感兴趣，才能让学生产生对英语的内在需求，才能真正激发他们的非智力因素。

七年级英语下学期Unit2教案设计一.教学目标1.知识目标1).重点词汇* post office, hotel, video arcade, bank, park, supermarket, street, pay phone, avenue * new, clean, quiet, big, small, dirty, old, busy* left, right, next to, across from, near, between2). 语言目标* Is there a bank near here ? Yes, there’s a bank on Center Street.* Where’s the supermarket ? It’s next to the library.* Is there a pay phone in the neighborhood ? Yes, it’s on Bridge Street on the right.* Where 引导的特殊疑问句* 肯定陈述* 表示方位的介词3).语言功能在街道上问路与指路2.能力目标通过本单元的学习,掌握问路与指路的基本语句,并能运用于现实生活中。

3.策略目标1).联系上下文,利用情景思维。

2).转换具体信息。

4.情感目标1).培养方位感。

2).在社会这个大家庭中,注重人际关系与交往,养成助人为乐的好习惯。

二.教学重、难点1.重点:1).表方位的介词:near、across from、next to、between、on2).问路与指路的基本语句2.难点:1).本单元词汇量较大( 生词表中列出44个单词,9条短语;课文中还有一些短语)。

2).个别句子有一定难度,如:* Is there a big supermarket near where you live ?* Turn left off the busy First Avenue and enjoy the city’s quiet streets and small parks.* ┉there is a small house with an interesting garden.* Bridge Street is a good place to have fun.三.难点注释:* Is there a big supermarket near where you live ?在你住处附近有一家大超市吗?* Turn left off the busy First Avenue and enjoy the city’s quiet streets and small parks.向左转走出/驶离繁华的第一大道,即可享受到城区里安静的街道和小公园。