人教版七下U2教案
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人教版七年级英语下册Unit2教案Unit 2 What time do you go to school?单元教学目标1.Teaching Aims(教学目标)1.Knowledge Object and Ability (知识与技能)--What time is it?--It’s…--What time do you usually get up?--I usually get up at five o’clock.--What time does she usually get up?-- She usually gets up at five o’clock.2.Process and teaching methods(过程与方法):Practicing, Listening and Role playing methods. Group work. Writing.3.Moral Objects(情感态度与价值观):Learn to make good use of time .二、Teaching Key points(教学重点):Words & expressionstime, get up, shower ,take a shower, take, what time, go to school, get up, usually, o’clockGrammar focus .三、Teaching Difficult points(教学难点):1. Words & expressions2. Key sentences and listening practice.四、Teaching methods(教学方法):Practicing, Listening and Role playing methods.五、单元教材分析:--What time is it?--It’s…--What time do you usually get up?--I usually get up at five o’clock.--What time does she usually get up?-- She usually gets up at five o’clock.学会用以上句型结构运用到口语交际当中,并努力创造性的使用语言,达到学以至用,提高学生分析问题和解决问题的能力。
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。
七下u2阅读教学设计一、教学目标通过本节课的阅读教学设计,学生将能够:1. 掌握阅读技巧,提高阅读理解能力;2. 理解并运用课文中的重要词汇和短语;3. 分析课文结构,抓住主旨,理解文章中的细节;4. 运用所学知识,进行听说读写的综合运用。
二、教学重点和难点1. 教学重点:(1)培养学生的阅读技巧,提高阅读理解能力;(2)理解并运用课文中的重要词汇和短语;(3)分析课文结构,抓住主旨,理解文章中的细节。
2. 教学难点:(1)运用阅读策略解决理解文章的问题;(2)准确理解和运用课文中的重要词汇和短语;(3)分析课文结构,抓住主旨,理解文章中的细节。
三、教学准备1. 教学资源:教材《七下》第二单元阅读课文;2. 教学工具:投影仪、多媒体设备;3. 学生准备:学生预习阅读材料,准备问题和笔记。
四、教学过程Step 1: 导入新知1. 创设情境:老师出示一幅插图,引起学生的兴趣,并请学生描述插图中的场景。
Step 2: 阅读理解1. 教师展示课文,引导学生在导读的激发下快速阅读课文,获取整体理解。
2. 学生阅读完课文后,进行小组讨论并分享自己的理解和问题。
3. 教师逐段对课文进行解读,帮助学生理解词汇和句子的含义。
4. 学生进行课文分析,归纳每段的主题和要点。
5. 学生再次独立阅读课文,尝试回答老师提出的问题,进一步理解和分析。
6. 学生展示他们的阅读理解,分享自己的答案并进行讨论。
Step 3: 扩展阅读1. 教师引导学生进行辅助阅读,寻找与课文主题相关的文章和材料。
2. 学生在小组内合作阅读扩展材料,尝试掌握新的知识和理解其他观点。
3. 学生回答老师提出的问题,展示他们的理解和分析能力。
Step 4: 学习词汇和短语1. 教师组织学生学习课文中的重要词汇和短语,通过图片和例句进行展示和解释。
2. 学生进行跟读和朗读练习,并进行词汇和短语的巩固训练。
Step 5: 拓展活动1. 学生分组进行角色扮演,模拟对话和情景,运用所学知识进行实践。
英语七年级下人教新课标Unit2教案七年级英语教案英语七年级下人教新课标unit2教案period oneimportant sentences:is there a library on bridge s treet?yes, there is. no, there isn’t.is there a library near here?yes, there is. no, there isn’t.there is a library near my house. there isn’t a school near my house.steps:step1 revisionreview the preposition that the students have learned by showing them the picturesstep2.present the new wordsshow a map with many buildings in it.t: look at this picture. this is a map of lily’s town. these buildings are near lily’s house. what place is it?s: it is a bank.t: spell it, please.ss: b-a-n-k.repeat with other new wordspost office, park, bank, supermarket, pay phone, street, airportstep3 present the prepositionst: look at the blackboard. what can you see in the picture?s: we can see a supermarket, a bank, a hotel, a park, a postoffice, a pay phone, a restaurant, and a libr ary. so the post office is on bridge street and near here.” is there a post office near here?s: yes, there is. it’s on bridg e street.t: is there a school near here?s: no, there isn’t.t: is there a library on bridge street?s: no, there isn’t. it’s on fifth avenue.show the map and let them practice in pairsis there ……..yes, there is. it’s on center street. / no, there is not.(then do 1a)step4 1 a.this activity introduces the key vocabulary.focus attention on th e 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 the list with one of the pictures.say, write the letter of each place in the picture next to the correct word orwords on the list. point out the sample answer f.check the answers.answers. 1.f 2.a 3.e 4.i 5.c 6.b 7.h 8.g 9.dstep5 1b.this activity gives students practice listening to and understanding the target language.point ou t 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 thepictures of each place you h ear on the tape.play the recording the first time. students only listen.play the recording a second time. this time ask students to listen and circle the itemsthey hear on the picture.correct the answersanswrers:these items should be circled: video arcade, post office, supermarketstep6 1c七年级英语教案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 the conversation to the class. ask other pairs of students to repeat 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,demon strate the activity. point to the picture and ask. is there a post office near here? then choo se a student to answer. guide the student to say, yes, theres a post office on bridge street.as students work, move around the room and check progress . 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.step7 2a.this activity introduces the terms across from, next to, between, and on.focus attention on the pictures.ask students to talk about the pictures, naming as many places as they can.then name all the places in the pictures and ask students to repeat.point out the four sentences.say each one and ask students to repeat.then ask students to match each sentence with one of the pictures.say, each sentence talks about one of the pictures. wr ite the number of the sentence in the box on the picture that it is talking about. point out the sample answer 1.check the answers.answers: picture1. 4 picture 2. 2 picture 3. 3 picture. 1step8 2b.this activity gives students practice listening and understanding the target language.point out the buildings and street names in la.say each one and ask students to repeat.call attention to the four sentences in 2b.。
Unit 2 What time do you go to school?(section B 2a-2c)教案一、教学目标:1. 语言知识目标:1) 能掌握以下单词:half, past, quarter, homework, run, walk, clean, quickly, either, either…or…, lot, lots of, taste2) 能掌握以下句型:①—When does Tom usually get up?—He usually gets up at half past five.②I either watch TV or play computer games.③It tastes good.2. 情感态度价值观目标:本部分的学习内容是对时间表达法的学习,学习内容贴近学生的生活,对他人的日常生活健康与否作出判断。
通过互相询问和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) 读懂短文2b,回答所给问题。
2) 通过听、说、读、写的训练来提高学生们综合运用英语的能力。
2. 教学难点1)通过阅读短文,综合学习运用本单元所学习的句型句式,提高学生们的综合英语水平。
2)写一篇小短文,介绍自己的生活习惯和日常作息。
三、教学过程Ⅰ. Greeting.1.Greet the Ss as usual.2. Listen to the song “love our time today”, cheer up students.Ⅱ. Review.出示一个可以转动时/分针的大钟,一边调整时间,一边询问学生时间“What time is it?”。
Ss: It's six o'clock. It's seven twenty. …帮助学生们用past和to来回答时间:It's twenty past six.(1) 数字表达法:按照时间的顺序,用数词先说“时”,再说“分”。
Unit 2 Where’s the post office? 教学设计教案晋州市第五中学王爱华教学准备教学目标1、知识目标①熟练掌握方位介词:across from, in front of, next to, between…and…, behind …②掌握多种问路、指路的表达法。
运用所学句型进行会话。
可以就身边熟悉的地点进行自由交谈。
Which is the way to …? / How can I get to …?Can you tell me the way to …?Walk along the street and turn left / right.It’s across from, in front of, next to, between…and…, behind …③能够阐述各个建筑物之间的位置关系,学会利用地图介绍某些地点。
2、能力目标①能够为他人指明去某一场所的路线,学会画线路图。
②培养学生在实际生活中辨别方向的能力以及向他人介绍处所的能力。
③能够设计自己理想的居住环境。
教学重难点教学重点:1.单词和短语across from, in front of, next to, between…and…, behind, on the left / right2. 重点句型1)Where’s the …? / Which is the way to …? /2)How can I get to …? / Can you tell me the way to …?3)Walk along the road and turn left / right.4)It’s across from, in front of, next to, between…and…, behind …教学难点:运用所学的句型和方位介词为他人指明某一场所的路线,设计出自己理想的居住环境。
教学工具教学过程Step 1 RevisionT:Where’s the ball? S:It’s on/in/under(…) the box. T: Is there a ball on/in/under (…)the box?Yes,there is./No,there isn’t.( 利用幻灯片复习已学知识,让学生回顾一下以前所学的方位介词,为进一步学习其他重点知识做好准备。
七年级英语下unit2全英文教案五篇第一篇:七年级英语下unit2全英文教案七下第二单元教案第一课时(Section A 1a-2c)(Listening & speaking)Language functions: Is there a bank near here? Yes, there is.It’s on Center Street.Where is the supermarket? It’s next to the library.It’s between the restaurant and the supermarket.Vocabulary: post office, park, bank, supermarket, pay phone, street , across from , in front of ,behind, there, avenue, bridge, Across, across from, next , next to ,between, front, in front to, behindImportant point: Is there a supermarket ? Yes, there is./No, there is not where is ……? It is in front of ……Difficult point: Is there a supermarket ? Yes, there is./No, there is not where is ……? It is in front of ……Learn to ask for and give directions in conversations.Ability target:Train students’ listening and speaking skills.Train students’ communicative competence.Emotion target:All the buildings make our city beautiful.Thank the designers and the workers.Thanks for their hard work.Teaching steps: Step1 Warming-up and revision 1.Enjoy the chant of Grade 6’s Unit 2(以小学熟悉的chant能快速地引起学生的兴趣,让他们迅速地投入上课状态,同时此chant为后面做好铺垫)Where is the post office ? Next to the hospital.Where is the hospital? Next to the cinema.Where is the cinema ? Next to the bookstore.Where is the bookstore ? Go straight ahead.2.Greeting &revise Unit 1 Where are you from? What language can you speak?Where do you live?I live in China/Zhejiang/Pingyang/---Then ask ―What’s this ?‖---It’s a map.---Yes.It’s a map of China.Is this a map?(Show the map of 1a)Step2 word-teaching 1.Direct Ss’attention to the picture on the screen and ask Ss ―What’s this?‖,present the names of the places on the board.(用ppt引出地点,学生可以更直观地感知并掌握单词)2.Give plenty of opportunity for both choral and individual repetition of the new words.(中学生爱表现自己,这步设计可以更好地让学生学习英语的乐趣)Step 3.Match ,listen and pratice1.Finish 1a then check.2.Do 1b listen and check.(提高学生听的能力)3.Work in pairs,then ask two pair to act(让学生在使用中学习英语,以增强信心)Step 4.Teach the prepositions 1.Revise-Where is the soccer ball?(温故而知新)It’s in/on/under the box.2.Teach It’s near/next to /behind/in front of /across from/between –and--(让学生更好地理解这些介词的意义)3.Put the prepositions on the board, have Ss repeated.4.Finish 2a then check 4-6-2-3-5-15.Show the picture one by one by asking and answering--Where is the pay phone?--It’s on/-the Green Street(及时复习巩固)Step 5.Listening 1.Reading the words &sentences before listening(培养学生的听力技巧)2.Play the tape ,listen & check (及时反馈,即使评价,提高学习效率)Step 6.Consolidation and pairwork 1.Fill the blank ,then check(提高上课学习效率,巩固新知识)2.Pairwork : Where is the---? It’s across from/ next to/ between… and …/ on/in front of/behind---(提高学生听说与交际能力)Step 7.Homework 1.Pair works,two students draw the map, one acts as a policeman, the other acts as a a person who is ask the way.2.Draw a sketch map of your home to school or the way to your partner.3.Finish homework 2-1,2 Blackboard design-Is there a...? post office-Yes,there is.It’s on...street./ libraryNo,there isn’t.hotelWhere is the----? restaurant-It’s on/in front of / behind/across from/ bank Near/next to /between—and--supermarketparkpay phone第二课时(Section 3a-4)(Reading & speaking)一.Teaching Aims and Demands1.Ability ObjectTrain students’ listening and speaking skills.Train students’ communicative nguage goals:learn to ask for and give directions on the street.Moral objects On weekends or holidays, invite your friends to your house to have a good time.4.Teaching Key points: Review the key words in this unit二、Teaching steps: Step 1.Warming-up and revisionDaily GreetingStep 1.Warming-up and revision(温故而知新)Daily Greeting(融洽师生之间的关系)Is there a post office near your house ?……Where is---?Then ask some questions about the picture of 3aStep 2.Pesentation.(传授新知识)--Is there a supermarket in the picture?---Yes it is.--Where is it?---It’s between the hotel and the post office.---There is a traffic sign.What does it mean?---It means ―Turn left ‖What other traffic signs do you know? What do they mean?,In the same way present turn lright、/take the...turning.go straight Go up/go down/on the left /right /on your left /right step 3.Reading and speaking1.Read the conversation and find Paul and Nancy in the picture.Then show the position(训练学生的听说读的能力)2.T—Paul SS—Nancy Ask and answer Can you draw the line.?Who can ?Show the line.3.Work in pairs step 4.Work on 3b(巩固新知识,加强英语的综合运用能力)1.Work in pairs(T-go around to guide the student)2.Ask some pairs to act Step5.Summary and Consolidation1.Summary(学习方法指导,加强培养学生的自主学习能力)-Excuse me.Is there a/an … near here?-Yes, there is./ No, there isn’t.-Where is the …?-Just go straight and turn left.It’s down Bridge Street on the right.It’s …behind next to between … and …across from in front ofon-Thank you very much.-You’re welco me.2.Pairwork Who is the most warm-hearted policeman?(提高学生的听说与交际能力)--Excuse me.Where is the bank ?--go straight down Center Street, turn left at Xingfu Street There is a bank on the right.It’snext to the bookshop…Step 6.Guessing Game.(游戏是学生喜欢的活动形式,其可以增加学习英语的趣味性)Goal: This activity provides an oral review of where a place is.Procedures: Invite a student to come to the front of the classroom.And then describe a place which thestudent are familiar with.For example, he or she may say, it is on Center Stree t.It’s next to the supermarket.While he or she is describing the rest take turn asking.Is it a school ? Is it a pay phone? Etc.The game goes on until they can guess it.(提高学生综合运用英语的能力)Step 7 Homework(作业是课堂的延续)1.Summary the sentences of asking and directing the direction2.Write down the route from your home to your school..Draw a picture of your ideal neighborhood.Make up a dialog between a police officer and a passer-by.Blackboard Design-Excuse me.Is there...? go straight Where is...? turn leftWhich is the way to...? turn righ tCan you tell me the way to...? take the...turning第三课时(SectionB 1a-4b)(Listening Reading &writing)一、Teaching aims 1.Vocabulary:open, dirty, old, market, quiet ,house,welcome ,garden, enjoy, walk through ,beginning,tour, visit, place,have fun ,if hungry, 2.Ability target: Train students’ listening ,speaking ,reading &writing skills.Train students’ communicative competence.3.Moral Object Everyone in school take the responsibility to keep our environment clean and tidy.二、Key Points Key Vocabulary.Target language三、Teaching difficulties 1..Practice the adjectives using thetarget language, 2.Train students’ listening ,speaking ,reading &writing skills.3.students’ communicative competence.四、Teaching steps: Step 1.Warming-up and revision Enjoy an English song(用歌曲自然地把学生引入课堂,且能激起学生学习英语的兴趣)Greeting.(融洽教师与学生之间的了解,融洽彼此的关系)Draw a stick-figure picture on the screen,have Ss say the routes between places.Point to two supermarkets.one is big,one is small, have Ss tell the difference, elicit the two adjectives big、small fromSs.(自然地导出新课的内容)Step 2.word-teaching.Show three pairs of items,elicit the three pairs of antonyms.clean-dirty new-old queit-busy.Reinforce with examples Ss familiar with,for example our class is clean,but the W.C is dirty,etc.(在使用中学习英语,在学中用,体现了新课程的理念).Refer to 1a,2a, in Section B.Step3.ListeningWork on 2a,2b.(训练学生的听力,以提高他们听的能力)Check the answers in 2b by asking one student to draw the map of Michaels’ neighborhood on the board.Step 4.Reading (加强学生阅读策略的培养,并为下一步的写打下基础)1.Ask Ss ―Do you have a school trip?‖ ―Do you want to havea school trip?‖―Why?‖etc.Elicit the newwords and phrases.2.work on 3a Before-Reading.Tell Ss that it’s importannt for us to get information from a tour guide if we want to have a tour.Ask Ss ―What info rmation can you from a tour guide?‖elicit answers from Ss.(take notes as Ss answering)the place to visit: the way to the place: how to go to the place:how is the place: While-Reading.Have Ss look at the lists of the items on the board and find the information about in 3asection B..Have one student put the answers on the board..Tell Ss to read the passage aloud,go around and monitor them and help with pronunciation.After-Reading.Say―I don’t live in Yuyang , tell me some interesting places in Yuyang ?‖.Elic it information from Ss,Step 5 working on 3b&writing1.working on 3bthen check(提供一些阅读信息,提供写导游指南的素材)2.Tell Ss to chooose one of the places and write down the four items of the place,and try to link theinformation into a tour guidar..Select some tour guides from Ss at random,check them on the screen,have Ss judge the best one.Step 6.Homework(温故而知新)1.Pair works,two students draw the map, one acts as a policeman, the other acts as a a person who isask the way.2.Draw a sketch map of your home to school or the way to your partner.Blackboard Designclean dirty welcome garden district new old take a walk through quiet busy beginning hungry...Period 4(Revise of Unit 2)一.Teaching Aims and Demands1.Knowledge objectsReview all the key words presented in this unit.Read an e-mail and draw a route2.Ability ObjectTrain Ss’ Reading and writing skill.Moral objects On weekends or holidays, invite your friends to your house to have a good time.4.Teaching Key points: Review the key words in this unitTeaching steps:Step 1.Warming-up and revisionEnjoy an English song(提高学生的学习兴趣)Greeting.Step2 work on shelfcheck-3.1 Scan and find the answers to these questions.(培养快速阅读的能力)(1)When is he arriving?(2)Does he know the way?(3)What does Mike do? 2.Read an e-mail and draw a route 3.read aloud then fill the letter of Jenny(训练学生英语写作的能力)Step 3 Summary1.Summary:(培养学生及时总结的能力,并做一定的示范)Asking the Way:Excuse me.Is there a …near here?Where is the nearest …?Can you tell me how I can get to the…? Can you tell me how to get to the …? Could you tell me the way to the …, please?Which is the way to…?Do you know the way to…Showing the Way:Go down this street./ Walk along this road.Take the first turning on the right./Turn left at the first turning.It’s on your right/left./ It’s next to …It’ll only take you about 10 minutes if you walk there.Step 4 Pairwork(灵活运用所学词汇和句型,培养学生的观察力和对信息的整合能力,训练学生的口语表达能力和演讲技巧)---Excuse me ,where is----/Is there a---Work in pairs---actStep 4 Exercise(目的:复习巩固相关词汇与句型;激发同学之间用英语相互交流的欲望,增强学生的学习兴趣,增进同学之间的友谊)1.Fill in the blanks1.There’s a cinema next ____ the shop.2.____ the left side ofthe room, there’s a desk.3.-I’m sorry I can’t help you.-_______________________________.4.Please come to the front and stand ____________ the class.5.A: ________ _______, where is the nearest police station, please?B: I’m _______, I don’t know.Please ________ that man.A: Thank you _______ ________ _______.Excuse me, where is the police station, please?C: _______ over there, next ________ the post office.A: Thank you ________ _______.C: Not ________ _______.6.A: Excuse me.Which is the____ to East Park, please?B: Let me see.Er, walk _______ this road and ____ right.Go ____ until you _____ the end.You’ll___ the park in front of you.7A: Excuse me.Can you tell me ____ to the post office, please?B: Sure.Go ____ this street and ____ right.Then you’ll see a tall building.That’s the _____ ____, and it s between the zoo ____ the fruit shop.You can’t _____ it.A: Is it ____ from here?B: No, it s quite near.It’ll only ____ you about 10 minutes if you walk there.A: Thanks a lot.B: You’re welcome.答案见课件Step 5.Homework()1.Write a letter to your friend who will visit you but he doesn’t know the way.?2.Finish the exercises below : 1.请问,去车站怎么走?Excuse me.Could/ Can you tell me the way to the station?2.请问,去警察局怎么走?Excuse me.Which is the way to the police station? 3.请问,去动物园我该走哪条路? Excuse me.Which way shall I take to the zoo?4.劳驾,最近的邮局在哪儿?Excuse me, where is the nearest post office?5.请问,你能帮我找到那家水果店吗?Excuse me.Could/Can you help me find the fruit shop6.劳驾,往第十四中学怎么走?Excuse me.How can I get to No.14 Middle School?7.劳驾,附近有医院吗?Excuse me.Is there a hospital near here8.劳驾,去书店怎么走第二篇:全英文教案 Unit2Teaching Plan(45mins)Unit2 English around the world Part 1 :Analysis of teaching materialThe theme of this class is “English language and its development, different kinds of English”.Researching the topic of the development of the history of English language, which can make students strengthen the understanding of the English language, especially for the understanding of the trend of English development.After finished this class, the students can comprehend the variety levels and plurality of English language, which can help students develop the consciousness of intercultural.Part 2: Teaching Aims1.Knowledge Objects①Talk about English and its development, different kinds of English.②Talk about the difficulties in language communication.③Learn to make dialogue by using request & command.④Learn to transfer from Direct Speech into Indirect Speech.⑤L earn to organize ideas and give opinions by the way of brainstorming.2.Ability Objects(1)Important word and phrase Subway, elevator, petrol, gas, official, voyage, conquer, native, come up, apartment, actually, base, at present, gradually, vocabulary, make use of, latter, identity, fluently, frequently, usage, command(2)Grammar and sentence①English is a language spoken all around the world.②Thereare more than 42 countries where the majority of the people speak English.③The number of people who learn Engl ish as a foreign language is more than 750 million.④In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or a second language.3.Moral ObjectsLet the students obtain the knowledge about the development of English language by reading, expand international horizons, aggrandize the culture consciousness, arouse their enthusiasm for English learning.Part 3: Teaching Key Points and Teaching Difficulties1.To be able to get the main idea from the text.2.To be able to solve the problem by analyzing.3.To be able to use the different learning strategies for different reading purposes.Part 4: Teaching method1.Scenario communication method2.Task based Language Teaching method3.The heuristic teaching methodCreate the scenarios, lead in the topic, group discussions and exchange, inspire the learning initiative of student with the heuristic teaching method Part 5:Teaching Procedures Step1: Warming upLet the students look at the following picture, then ask them some questions like these: Which words in the picture are British English or American English? Which country do you think has the most English learners? Step2:Lead inI play a short video about people from England making voyages to conquer other parts of the world, then ask the students: Why is English the most widely used in so many countries? Why has English changed over time?Step3:Fast reading1.Let the students read the text as quickly as they can, then decide whether the statements are true or false:(1)There is no difference between American English and British English.(2)Written English is the same in both American English and British English.(3)Sometimes people from the two countries have difficulty in understanding each other.(4)The English language in the world always stay the same as the language used in Britain.2.Show the students some important words and expressions.(1)include包括,包含(2)play an important role / part in 扮演重要角色(3)even if / though 即使,即便(4)a large number of 许多,大量的(5)communicate with 和...交流(6)be based on 建立在......的基础上(7)make use of 利用,使用 Step 4: Careful reading 1.Let the students read the passage carefully and then make a time line of the development of English.2.Let the students read the passage again and fill in the blanks with the words from the text.It is not easy for a Chinese person to speak English as ___ as a ___ English speaker.One reason is that English has a large ___.It also has different usage in different English speaking countries.If you use “flat”instead of “___”, people in America will know you have learned British English.If you use the word “___”instead of “lift”in Britain, people will know you have studied American English.3.Let the students listen to the text carefully and repeat the sentences.Step 5 :Group workAsk and answer the questions like these: When did five to seven million people speak English? Why did English begin to be spoken in many other countries? Which country may have the largest number of English learners? Step 6 :Practice Retell the history of English and tell the differences of ancient English and modern English, British English and AmericanEnglish.Step 7:SummaryAnswer questions: Tell us what did you learn from this lesson? Why do you think people all over the world want to learn English?Then give “The road to modern English”.Step 8:Homework1.Go over the text and try to learn all the useful words and expressions in this part by heart.2.Write a passage about your English learning.Part 6: After-class reflectionThe essential aim of English teaching is to promote the skills of listening, speaking, reading, writing, and the ability of comprehension, and to strengthen their consciousness of cross cultural communication.The four skills link closely, and they do not exist in isolation, this lesson will integrate these four links to the whole teaching process, which make students basically achieved the knowledge of this lesson and enable students to systematically understand the knowledge they have learned.At the same time, we can achieve the teaching aim of this class.第三篇:七年级英语下unit2课件七年级英语下unit2课件Can you play the guitar?一.Knowledge and abilities goals:1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar2.How to use Model verb” can”.3.Listen ing and speaking skills and communicative competence.二.Teaching method: Listening and speaking methods.Pair works.三.Moral goals: Encourage students to express their abilities.Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc.students will learn the drills :Do you want to join…club ?Can you …?四.Importance and difficulty: canTeaching Aids: A tape recorder.Some pictures.A projector Some sports things, such as volleyball, basketball, etc.Preparation test paper for lessons before class.五.Teaching Time: 4 periods Period 1(Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间:2016年___月___日____午第____节1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs.Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk.2.Teaching key point: can3.Teaching Difficult point: can4.Teaching Procedures:Step 1.Lead-inEnjoy a song I’m a musicianT: Do you want to be a musician? S:T: Can you play the piano? S…T: What can you do? S: I can…T: What about you? S:T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action.Ask other students to guess what he or she can do.Step 2.PresentationT: Look at the pictures.What are they doing? S:Step 3 Pair workLook at the pictures.Ask and answer like this:A: Can you play basketball?B: Yes, I can./ No, I can’t.Can you…?Step 4 PresentationShow some pictures of famous stars.Practice the third person “he, she, they”T: Where can you play chess? S:T: Yes, in a chess club.This term, we have a lot of clubs.What club do you want to join? S…T: Sounds great.Can you…?S: Yes, I can/ No, I can’tIf the answer is negative, guide students to say:S: No, I can’t.But I can learn it from others.Step5 Pair work A: What club do you want to join?B: I want to join the…A: Can you …?B: Yes, I can.No, I can’t.But I can learn it from others.Step 6 ListeningListen to 1bListen to 2a and 2b.Tell them to give special attention to listening activity(names of the clubs).Finish the tasks.Step 7 Pair workLook at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2d T: If you like telling stories.What club can you join?S: Story telling club.T: Right.Please read the conversation following the recording.Who wants to join the story telling club? Then role-play the conversation.Step 8 Explain some language points.Step 9 Homework第四篇:七年级上册英语unit2教案Period 1 Section A 1a1c Ⅰ.教学准备1.教师:录音机和录音磁带,多媒体课件、麦克风、自己的家庭照片。
七下英语人教版第二单元教案设计全文共3篇示例,供读者参考篇1Unit 2 Lesson Plan DesignIntroductionHey there, fellow students! As we dive into Unit 2 of our 7th grade English textbook, I wanted to share my thoughts and ideas for making the most out of this learning experience. This unit is all about "Talking about the Future," which is a super exciting and relevant topic for us as we navigate our teenage years and start thinking about our dreams and aspirations.Warm-up ActivityTo kick things off, I think it would be great to have awarm-up activity that gets us all engaged and thinking about the future. How about we go around the classroom and each share one thing we're looking forward to in the next five years? It could be something as simple as learning to drive or as ambitious as traveling to a new country. This will not only help us get comfortable speaking in English but also allow us to learn more about each other's goals and aspirations.Reading ComprehensionOne of the main components of this unit is the reading comprehension section, which includes various texts exploring different aspects of the future. I suggest we approach these texts with an open mind and a willingness to understand diverse perspectives. Additionally, it could be helpful to take notes or highlight key points as we read, making it easier to discuss and analyze the content later.Speaking ActivitiesSpeaking activities are always a fun and interactive way to practice our English skills. For this unit, we could engage inrole-playing scenarios where we imagine ourselves in different future situations. For example, one student could pretend to be a successful entrepreneur pitching their business idea, while another could play the role of a journalist interviewing them. Not only would this exercise our speaking abilities, but it would also encourage us to think creatively and practice using future tenses in a practical setting.Listening ComprehensionListening comprehension can sometimes be a challenge, but fear not! I have a few strategies that might help us tackle thissection more effectively. First, it's always a good idea to listen for context clues and pay attention to any keywords or phrases that relate to the future. Additionally, we could practice taking notes as we listen, jotting down any important details or main ideas. Finally, don't be afraid to ask for clarification or to have the audio played back if needed – our teachers are there to support us!Writing TasksWriting tasks are an excellent opportunity for us to express our thoughts and ideas in a structured manner. For this unit, we could be asked to write a short essay or letter describing our future goals and aspirations. To prepare, I suggest we brainstorm and outline our ideas beforehand, ensuring that we have a clear introduction, body paragraphs, and conclusion. Additionally, it might be helpful to practice using appropriate future tenses and vocabulary related to the topic.Grammar FocusOf course, no English unit would be complete without a focus on grammar. In this case, we'll likely be diving deeper into the various future tenses, such as the simple future, future continuous, and future perfect. While grammar can sometimes feel tedious, it's important to remember that mastering theseconcepts will not only improve our writing and speaking abilities but also help us communicate our ideas more effectively.Collaborative LearningThroughout this unit, I encourage us all to embrace collaborative learning. Whether it's working in pairs or small groups to discuss the reading materials, practice speaking activities, or provide feedback on each other's writing, there's so much value in learning from one another. Not only will it make the learning process more enjoyable, but it will also help us develop important teamwork and communication skills that will serve us well in the future.Assessment and FeedbackFinally, let's not forget about assessment and feedback. While it's important to track our progress and identify areas for improvement, it's equally crucial to approach these assessments with a growth mindset. Instead of viewing them as just grades, let's see them as opportunities to learn and grow. Additionally, I encourage us all to be open to constructive feedback from our teachers and classmates, as it can help us become better learners and communicators.ConclusionWell, there you have it – my thoughts and ideas for making the most out of Unit 2 in our 7th grade English textbook. I'm excited to embark on this journey with all of you and to explore the fascinating world of future possibilities. Remember, learning a language is a continuous process, and with dedication, effort, and a positive attitude, we'll all be able to master the skills and concepts covered in this unit. Let's embrace the challenge and have fun while doing it!篇2Unit 2 Lesson Plan - Wonders of the WorldIntroductionHey there, fellow students! As we dive into Unit 2 of our English textbook, get ready to embark on an exciting journey around the globe, exploring some of the most breathtaking and awe-inspiring wonders of the world. From ancient marvels to modern masterpieces, this unit promises to be a rollercoaster ride of discovery, challenge, and personal growth.Lesson 1: The Great Pyramid of GizaKick-starting our adventure, we'll delve into the enigmatic world of the Great Pyramid of Giza, one of the Seven Wonders of the Ancient World. Imagine yourself as a young explorer,unraveling the mysteries behind this colossal structure that has stood the test of time. Through engaging activities and thought-provoking discussions, we'll uncover the secrets of its construction, the fascinating tales of the pharaohs who commissioned it, and the enduring legacy it holds in shaping our understanding of ancient Egyptian civilization.Lesson 2: The Great Wall of ChinaNext, we'll journey to the east and marvel at the Great Wall of China, a testament to human ingenuity and perseverance. As we virtually trek along this architectural masterpiece, we'll learn about its rich history, the strategies employed in its construction, and the cultural significance it holds for the Chinese people. Get ready to flex your language muscles as we practice describing the wall's grandeur and sharing our thoughts on its enduring appeal.Lesson 3: The Taj MahalPrepare to be swept off your feet by the beauty and romance of the Taj Mahal. This magnificent mausoleum, crafted by the Mughal Emperor Shah Jahan as a tribute to his beloved wife, will transport us to the captivating world of Mughal art and architecture. Through interactive activities and multimedia presentations, we'll explore the intricate details that make the TajMahal a true masterpiece, while also delving into the emotional and cultural significance behind its creation.Lesson 4: The ColosseumStepping back in time, we'll find ourselves in the heart of ancient Rome, where the mighty Colosseum stands as a testament to the grandeur of the Roman Empire. As we virtually wander through its corridors and arena, we'll learn about the brutal spectacles that once took place within its walls, the engineering marvels that allowed its construction, and the lasting impact it has had on modern architecture and entertainment. Get ready to put your creative writing skills to the test as we imagine ourselves as gladiators or spectators, bringing the Colosseum's history to life.Lesson 5: Chichen ItzaOur journey will then take us to the ancient Mayan city of Chichen Itza, where we'll uncover the mysteries of the El Castillo pyramid and the Ball Court. Through interactive activities and virtual tours, we'll delve into the rich culture and beliefs of the Maya, unraveling the astronomical and mathematical knowledge embedded in their architectural wonders. Prepare to be amazed as we explore the intricate carvings, intricate designs, and the enduring legacy of this incredible site.Lesson 6: Machu PicchuHigh in the Andes Mountains of Peru, we'll discover the awe-inspiring Inca citadel of Machu Picchu. As we virtually trek through its terraced landscapes and explore its intricate stone structures, we'll learn about the ingenious engineering and architectural feats achieved by the Inca people. Get ready to put your problem-solving skills to the test as we tackle the mysteries surrounding the purpose and abandonment of this hidden city, while also exploring the cultural and environmental significance it holds for the people of Peru.Lesson 7: Christ the RedeemerConcluding our journey, we'll stand in awe before the towering statue of Christ the Redeemer, a modern wonder that overlooks the vibrant city of Rio de Janeiro, Brazil. Through interactive activities and discussions, we'll explore the cultural and religious significance of this iconic landmark, while also delving into the engineering marvels that allowed its construction atop the Corcovado mountain. Get ready to flex your persuasive writing muscles as we debate the importance of preserving such modern wonders for future generations.ConclusionAs we bid farewell to this incredible unit, we'll reflect on the invaluable lessons we've learned, the cultural and historical insights we've gained, and the personal growth we've experienced. From ancient marvels to modern masterpieces, each wonder has left an indelible mark on our understanding of the world and the incredible feats that humanity is capable of achieving. Let's embrace the spirit of exploration, curiosity, and appreciation for the wonders that surround us, and carry these lessons forward as we continue our English language journey.篇3Unit 2: A Balanced DietThis unit is all about food, nutrition and maintaining a balanced diet. It covers topics like different food groups, healthy eating habits, and the importance of exercise. As a student, I find this unit really interesting and relevant to my life.The unit starts off with a listening exercise about a radio program discussing teenage eating habits. It's a fun way to get introduced to the topic. Then there are some vocabulary items related to food and nutrition like "fiber", "minerals", "nutrients" etc. The vocabulary section has pictures which helps make them more memorable.The reading passage is about the story of a teenage girl named Lily who is struggling with poor eating habits and lack of exercise. Her dad, who is a doctor, advises her to follow a healthy routine. The story highlights the problems caused by an unbalanced diet like fatigue, poor concentration, and weight gain. It drives home the importance of eating nutritious food and being active. There are some comprehension questions based on the passage.The next section focuses on the different food groups - grains, vegetables, fruits, milk, meat & beans. It explains which nutrients each group provides and the recommended servings per day for teenagers. As a visual learner, I really like the colorful diagrams and charts showing the food pyramid.Then there are some exercises on identifying food items under each group. This helps reinforce what I've learnt about the different food groups. There's also a fun group activity where we have to plan out a balanced diet for a day based on the recommendations.The grammar focus for this unit is on the use of modals like "should", "must", "have to" etc. for giving advice and making recommendations. These are practiced through examplesrelated to healthy habits. For instance: "You should eat more fruits and vegetables." "You must exercise regularly."One part that I especially enjoy is the section on traditional food customs from different cultures like China, India, Mexico etc. It's very interesting to learn about the food practices, typical dishes, and significance of food in these cultures. There are also some reading exercises based on these passages.Towards the end, the unit has a task where we have to conduct a survey among our family and friends about their food habits and dietary preferences. We then have to analyze the data and present our findings through charts/graphs. This is a nice practical application of what we have learned.Overall, I find this unit very engaging with its multidimensional coverage of food, nutrition, cultural aspects and research components. The exercises are a good blend of input and output activities. Not only am I learning relevant content, but also building skills like analysis, presentation and research. The unit has definitely made me more conscious of following a balanced diet myself!。
1.单元教学设计说明
教材分析:
Section A 部分以Rick和Jim兄妹的日常生活习惯,以及记者对Scott的采访为线索开展各项语言训练活动。
在语言能力方面,侧重训练学生同别人谈论日常活动,并简单谈论自己一天的活动。
在语言知识方面,则侧重词汇、习语的储备和语法训练,并学习询问时间的问句What time...?When...?以及时间的简单表达法。
1a-1c导入本单元的话题,是Section A的基础,也是本单元后续学习内容的铺垫。
通过主题图导入本单元话题和基本结构What time do you...? 2a-2c部分为听说教学,侧重发展学生的听说能力。
在语言知识层面上,Section B是Section A的深化和拓展,例如,本部分介绍了更为复杂的时间表达法(to and past);在语言技能层面上,Section B进一步训练、发展听说技能的基础上,重点转向读写技能以及综合语言素养的培养和提升。
2.单元整体教学思路(教学结构图)(介绍单元整体教学实施的思路,包括课时安排、教
Unit 2 What time do you go to school?
1:15 a quarter past one
12:45 a quarter to one。
即学即练:用when或what time填空:1.--Excuse me, ________is it now, please? --Sorry, I don’t know.2.--_____is Children’s Day? --It’s June 1st.3.--_____do you usually go to bed? --At half past ten.4.--_____was your brother born? --In1995.5.--_____does Rick exercise? --He always exercises on weekends.二、知识点解析1. What time do you get up?释:这是一个由疑问词what time(几点)引导的特殊问句。
其结构:What time +助动词do/does +主语+动词原形,询问某人做某事的具体时间。
例如:what time do you begin class in the morning?你们早晨几点开课?注:What’s the time=What time is it?也是用来询问时间,意为“几点了”。
用it作答。
例如:What’s the time? It’s 7:30.几点了?七点半了。
2.I usually get up at five o’clock.我通常在五点钟起床。
释:1)句中usually与often 一样都是频度副词,常用于动词be 之后,行为动词之前。
always意思是“总是”、“永远”,表示动作重复,状态继续,中间没有间断,通常用来修饰动词的一般时态。
例如:We always get up before six o'clock.我们总是六点前起床。
若修饰动词进行时,则有“老是”,“再三地”的意思,带有厌烦、不满、赞美等感情色彩。
例如:You are always coming late.你老是迟到。
( D )35.--_________ is the library from our school?--It’s quit e near. Just _______ the road.A. How much; crossB. How long; crossingC. How long; crossD. How far; cross( B )36.—Jack, do you know Tina?--Yes, she is .A. a eight-year-old girlB. an eight-year-old girlC. a eight years old girl.D. an eight years old girl( D )37. Yang Lan ________ her English teacher. Her English teacher is _______ a mother to her.A. like; likeB. likes; likesC. like; likesD. likes; like( D )38.--_________ hours do they need to finish the work?--It will take them three hours ______ it.A. How long; finishB. How much; finishC. How far; to finish.D. How many; to finish( C)39. There are about nine _______ in our school.A. hundred of studentsB. hundreds of studentC. hundred studentsD. hundred of student( A )40.—What do you want to buy for your dad on his birthday?--I have only fifteen yuan. ________ a pen ________ a key ring is OK.A. Either; orB. Between; andC. Both; andD. Neither; nor答案:BACCD AADCD BDDCA一、重点词汇【知识梳理】1.dress v. 穿衣服n. 连衣裙【搭配】dressed在本单元是形容词,意为“打扮好的,穿着衣服的”;get在此是连系动词,后接形容词dressed构成系表结构。
( D )35.--_________ is the library from our school?
--It’s quit e near. Just _______ the road.
A. How much; cross
B. How long; crossing
C. How long; cross
D. How far; cross
( B )36.—Jack, do you know Tina?
--Yes, she is .
A. a eight-year-old girl
B. an eight-year-old girl
C. a eight years old girl.
D. an eight years old girl
( D )37. Yang Lan ________ her English teacher. Her English teacher is _______ a mother to her.
A. like; like
B. likes; likes
C. like; likes
D. likes; like
( D )38.--_________ hours do they need to finish the work?
--It will take them three hours ______ it.
A. How long; finish
B. How much; finish
C. How far; to finish.
D. How many; to finish
( C)39. There are about nine _______ in our school.
A. hundred of students
B. hundreds of student
C. hundred students
D. hundred of student
( A )40.—What do you want to buy for your dad on his birthday?
--I have only fifteen yuan. ________ a pen ________ a key ring is OK.
A. Either; or
B. Between; and
C. Both; and
D. Neither; nor
答案:BACCD AADCD BDDCA
一、重点词汇
【知识梳理】
1.dress v. 穿衣服n. 连衣裙
【搭配】
dressed在本单元是形容词,意为“打扮好的,穿着衣服的”;
get在此是连系动词,后接形容词dressed构成系表结构。
词组get dressed意为“穿上衣服”。
Mary, can you help your baby sister get dressed? 玛莉, 你可不可以帮你年幼的妹妹穿衣服?After I get dressed, I have breakfast. 我穿好衣服以后吃早饭。
【拓展】dressed 的其他常见用法
(1) dress up, 意为“装扮,乔装打扮”或者“穿上盛装,打扮”。
You needn’t dress up for the party. 你不必为这个聚会精心打扮。
(2) dress up as,意为“装扮成……,打扮成……”。
The boy often dresses up as a monkey. 那个男孩常装扮成一只猴子。
(3) well-dressed,意为“穿着考究的;穿着入时的;装得体的;衣着讲究的”。
a well-dressed lady 一位穿着体面的女士
2.shower n.&v. 淋浴n. 淋浴器(间)
【搭配】
(1) shower 名词,意为“阵雨,淋浴”;
take a shower 意为“洗澡,洗淋浴”等于have a shower。
I often take a shower in the evening. 我经常在晚上洗澡。
11。