7B Unit 2 Vocabulary教案

牛津译林版英语7BUnit2Grammar学习教案一、教学内容本节课我们将学习牛津译林版英语7B教材的Unit 2 Grammar部分。

具体内容包括：现在进行时态的用法，以及一些常见的动词ing 形式。

我们将详细探讨教材中第二章的2.2小节，重点解析现在进行时态的结构、用法以及相关语法规则。

二、教学目标1. 能够理解和运用现在进行时态描述正在进行的动作或状态。

2. 学会使用动词ing形式，并能正确拼写常见动词的ing形式。

3. 提高学生的听说读写能力，通过实际情景演练，让学生在实际语境中灵活运用现在进行时态。

三、教学难点与重点重点：现在进行时态的结构（be + 动词ing）和用法。

难点：动词ing形式的拼写，以及现在进行时态与一般现在时的区别。

四、教具与学具准备1. 教师准备：多媒体教学设备、PPT、黑板、粉笔。

2. 学生准备：教材、笔记本、彩色笔。

五、教学过程1. 导入：通过展示一个实际情景（如：同学们在教室里学习的场景），引导学生观察并描述正在进行的动作，引出本节课的主题——现在进行时态。

2. 新课内容呈现：讲解现在进行时态的结构（be + 动词ing），并以例句展示其用法。

3. 例题讲解：针对现在进行时态，给出几个典型例题，详细讲解解题步骤和答案。

4. 随堂练习：让学生完成教材中的练习题，巩固所学知识。

5. 小组活动：分组让学生讨论并列举一些生活中常见的动词，然后将其转换为ing形式，进行小组内交流。

6. 情景演练：设置不同的情景，让学生用现在进行时态进行描述，提高学生的实际运用能力。

六、板书设计1. Unit 2 Grammar2. 内容：现在进行时态的结构：be + 动词ing常见动词ing形式举例现在进行时态与一般现在时的区别七、作业设计答案：The children are playing football in the playground.2. 作业题目：将下列动词改为ing形式。

Unit 2 Where is the post office?Language goals:●In this unit students learn to talk about asking for and give directions on thestreet.New languages:●Excuse me, is there a bank near here?●Y es, there is. It’s on Center Street.●Where is the pay phone?●It’s across from / next to / in front of / behind the library.●It’s between the post office and the library.●Just go straight and turn left.●Turn left on First Avenue.●T ake a walk through the park on Center Avenue.●There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you’re going to visit.Write the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:● A tape recorder●Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckTeaching aims:1. T each vocabulary words.2. T arget languages: Is there a bank near here? Y es, there is. It’s on CenterStreet.3. Enable the students to ask for and give directions on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Teaching aims:1. Learn the vocabulary words and useful expressions.2. T arget languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions aboutthe places.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behindand on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It’s across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the sixsentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questionsabout the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. Theask them to answer the following questions. Explain some languagepoints if t he students can’t understand.HomeworkAsk the students to practice talking about their neighborhood in pairs.Period 3T eaching aims:1. T each vocabulary words.2. T arget languages:Just go straight and turn left.It’s down Bridge Street on the right.It’s next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask somestudents to answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them tomake conversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs.Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their righthands to practice “left” and “right”.Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Pauland Nancy in the picture.Ask the students to role play the conversation then point out the placethat Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers’ place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all the buildings.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.HomeworkAsk the students to make a similar conversation to that in Activity 3a. Period 4Teaching aims:1. T each vocabulary words.2. T arget languages:Is there a big supermarket near your house?Y es, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old,the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the difference between them? Y es. This one is old. (Show the old ruler.) And this one is new.(Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the difference between the halves.Go on with the other pictures to teach the language items.Ask the students to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7. Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael’s neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class.Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.HomeworkAsk the students to make similar conversations to that in Activity 1b.Period 5Teaching aims:1. T each vocabulary words.2. T arget languages:Turn left on First Avenue and enjoy the city’s quiet streets and small parks.T ake a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the student’s neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class.Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.T ell the students to keep these words down and make at least two sentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about directions.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the followingconversation.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their ownneighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. T each vocabulary words.2. T arget languages:I know you are arriving next Sunday.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students’ vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questions.HomeworkAsk the students to do the following:1. Suppose your friend is going to visit you. He doesn’t know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.。

7B Unit 2 Welcome to Sunshine Town课时练习3 (Vocabulary)一、翻译词组1．唱京剧_____________________ 2．去散步______________________________3．空气污染___________________ 4．本地剧院____________________________5．在医院工作_________________ 6．想起我的老朋友______________________二、单词拼写1．As a _________(护士)，I feel happy．2．The classroom is________(脏)．Please clean it．3．A good__________(厨师)can cook good meals．4．There are many____________(购物者)in the shopping mall at weekends．5．I usually look after the_________(生病的)old men in the__________(医院)．6．My uncle works in a restaurant as a__________(侍者)．三、单项选择( )1．一How pairs of jeans do you have? 一________．A．much；No B．many；None C．many；No D．much；None( )2．The new hospital is thirty minutes_______the centre of Shanghai________bus．A．from；to B．from；by C．on；by D．in，by( )3．一________do you go to the sports centre?—Less than twice a week．A．How much B．How long C．How often D．How，many( )4．一What’s your job，Henry?一I’m a________．1 work late．I’m very busy when people go out to dinners．A．waiter B．reporter C．teacher D．nurse( )5．A_________is a good place to go if you like Beijing opera．A．restaurant B．sports centre C．theatre D．capital( )6．________you like hot food，you can go to Sichuan restaurant．A．Because B．Until C．So D．If( )7．一Sorry，I can’t speak Chinese．一________．I’ll teach you．A。

【关键字】七年级江苏省连云港市灌南县实验中学七年级英语下册《Unit 2Reading》教案人教新目标版一、教学目标1. to revise and expand vocabulary about lifestyle and activities2. to guess general meaning from pictures, keywords and context3. to identify names of places and activities2、教学重难点：1. To read and learn about something about ..2. To grasp the main idea of each paragraph..3. Ask Ss to write an article to introduce their own home town, using the context as a model.三、教学过程：Step 1 Presentation1. Present new words.T: Look at this picture. This is a photo of . We can see there are many tall buildings and flats. (板书building 和flat) It is beautiful. OK, now can you tell us? Would you like to live in a modern city or a small town?S: I like …T: I love living in a big city. First because there are lots of shopping malls and I find anything I like there. For example, I can buy different school things and some souvenirs. I like to go shopping. I can go to many shopping malls by bike, by bus or even by underground. Because the shopping malls are open from 8:.m. to 10:00 p.m. so I can stay in the malls until 10 o’clock at night.T: There are also lots of restaurants in a big city, like Chinese restaurants. In them, we can eat Chinese food like Beijing Duck. Of course, there are some Western restaurants, like KFC and McDonald. We can eat some western food, like hamburgers and chips. But there is only one problem in the city. That is air pollution. I can’t see the blue sky often, so we should protect the environment.2. Recite new words.1) Read the new words fluently and then recite them.2) Match the new words with their meanings.Step 3. Pre-reading1. T: As we all know, the city is too busy and the country is too quite. However, where is the best place to live? I think is the best place. Do you want to know something about it. Let’s go.2. T: OK, now if you want to know more about , please answer two questions.Step4. While-readingT: Here is something about . Would you like to read it with me? Now open your books, turn to P.26. Read it quickly and answer the following questions .1.Where is ?2.What can we do in ?T: Now , first listen to the tape and read after it and then answer some questions about 1.1.How far is from the centre of ?2.How is the air there?T: Next please listen to the tape and read after it and then tell us the sentences true or false.1.The buildings are short in the .2.We like to live in tall buildings because we like tall.lie’s home is two floors below Simon.4.They have to go far if they need help with their homework.T: Third listen to the tape and read after it and then match the sentences.T: Next listen to the tape and read after it and then answer these questions.1.How many restaurants are there in ?2.Can you choose any food you like in ?3.Are there lots of Western restaurants there?T: At last listen to the tape and read after it and then fill in the blankets.You can enjoy opera in the ________ ________. If you can’t sing _________ ___________, we can __________ you.Step 5 Post-readingT: Now please read the passage again . Then finish the questions.1. How can they go to the centre of ? Is there a park there? What’s its name?2. Where do people live in ?3. Are there many good shops in ?4. Can we try duck in Star Shopping Mall?5. Where can you go if you want to enjoy Beijing Opera?T: Next please finish exercise SB P29. C1. Then check your answers.T: Now please read the passage again, then fill in the blanks.T: If you are Simon, can you tell us something about according some key words.Step 6 Homework1. Search the Internet and write a report about Yancheng Nature Reserve.2. Recite the new words3. Find out useful words and phrases in此文档是由网络收集并进行重新排版整理.word可编辑版本！。

课题7B Unit 2 Neighbours Welcome to the unit and comic strips 主备人课时 1 授课日期教学目标知识目标To grasp the words：neighbour will visitor likeTo grasp the sentences: I’m going to visit our new neighbours.能力目标能识别并掌握各种职业及工作场所的名称情感目标能用简单的英语谈论自己所居住的社区重点难点1、能识别并掌握各种职业及工作场所的名称。

2、能用简单的英语谈论自己所居住的社区。

教学具Tape recorder预习要求Preview the new words.教学过程教师活动学生活动授课人复备Welcome to the unitStep I复习1、教师向学生呈现一篇日记，让他们用场所的名称填空。

2、与学生就个子的居住状况进行交流。

教师说：Where do you live? What kind of home do youhave? What’s around your home? Is your homenear a park/a school/a restaurant/a supermarket? Isthere a shop/a factory/a cinema/a museum/ahospital near your home?Group work教师活动学生活动授课人复备Step II 呈现1、Who lives next to your flat/house? Who livestockabove/below you? Who’s your neighbour? What’s yourneighbour’s name? What does he/she do?2、Mr. Lin is my neighbour. He’s a waiter in a bigrestaurant. Miss Huang lives above me. She’s a teacher.Step III操练1、指导学生完成A部分的联系。

Unit2Vocabulary教学案Unit2 vocabulary teaching planUnit2Vocabulary教学案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

unit 2 vocabulary教学案课前预习一．写出下列单词的反义词1.necessary2.impo rtant3.populareful5.interesting6. easy二．单词填空。

1.which do you like better,historyor （地理）？.2.english is an important （语言）。

.3.this book is very （有用）please read it carefully .4.this math problem is so （难）that i can’t work it out ..5.it is （不重要的）for us to go there..6.edison is one of thegreat （science）in history..7.it is （无用的）only speaking without doing..8.this book is （有用的）for young students..三．用所给词填空。

1.our g teacher tells us the earth is like a big ball.2.in canada people speak differentl .3.tom often makes noise in class , so he is anu student.4.these things on the deskare （use ）。