Unit2____Period4__优秀教案

Unit 2 Morals and Virtues 子主题2：平凡人物的美德与社会责任Period 1 Listening and TalkingWorksheetUnit 2 Listening and TalkingActivity 1: Watch and answerWatch a short video and answer the questions.●What is this song about?●What will happen if you try a little kindness?Activity 2: Discuss in groupsDiscuss the following question in groups.Do you believe a small act of kindness can make a big difference? Why?Activity 3: Try to predictA man named Kevin is talking about “paying it forward” in a radio show.Can you predict what “paying it forward” means?Activity 4: Listen and answerListen to the radio show and answer these questions.●What is the name of the radio show?●What does “paying it forward” mean?● What does the guest want the listeners to do?Activity 5: Listen and fillListen to the radio show again and fill in the blanks.Activity 6: Listen and answerListen to the radio show again and answer the questions below.●Apart from the story of the song “Chain of Love”, what other example does Kevin give of paying it forward?●What is your understanding of “we never know what light we might spark in others by our kindness”?Activity 7Read the transcript and find out the connecting expressions or sentences in telling stories.Activity 8Retell the story briefly by using the connecting words.Activity 9: Listen and discussListen to the song and discuss the following questions.●What’s your understanding of “Chain of Love”?●What deeply impresses you in the story?●What’s the best translation of “Chain of Love”?Activity 10: Talk in pairsTalk about the ordinary people’s qualities inferred from the listening part in pairs.Activity 11: Share a storyShare a story of showing or receiving kindness, either one of your own or one you heard of.。

必修第一册Unit 2 Travelling Around 教学设计（人教版）Period 4 Reading for writing教材分析本板块包括以下学习内容1.学习本板块内涉及的词汇和表达2.培养不同方式表达表达相同含义句子的能力3.完成书信写作任务教学目标与核心素养1. Let students learn and useful words and phrases.2. Get the students to grasp the ability of organizing a reply letter.教学重难点Importance:1.Get students to grasp useful words and phrases.2.Help the students to express the same opinions in different sentence patterns. Difficulty:4.Help the students finish the task of writing a reply letter.课前准备1.Ask the students to make preparations in vocabulary and phrases in the text.2. Help the students to finish the Guided Learning Plan教学过程Step 1 PreparationsPreparations in vocabulary.Ask the students to master the following words and phrases:go well the Terracotta Army an amazing sight statue in modern times look forward to be known as start sightseeing hear from the coming holidayGet the students to read the introduction of the Terracotta ArmyGuide them to collect information about it.Ask them to think about the reason why it is so attractive and famous.Possible answers:*more than 8,000statues …made in the third century*…guide the tomb of the Chinese emperor Qin Shi Huang.*Each statue has a different face……each one is a copy of a real soldier*.…only one part of the emperor's huge tone…*…. 700.000people worked for forty years to build the tombStep 2 Write to a friend about a travel planGet the students to read Richard’s email to his friends and the brochure that he found. Do you think his plan sounds interesting? Why?One possible answer:I think his plan is interesting because Xi’an is a city with a long history where there are many famous historical sites. He can learn a lot about Chinese culture and have a amazing experience there.Step 3 Study the organization and language features.1.Summarize the email in the table.Guide the students to fill in the blanks after analyzing the structure of the letter carefully.2.Get the students to look through the letter again and underline the words and phrases used to express emotion in the email.Suggested answer：I love …It is an amazing sight.I can’t wait to go… is almost unbelievable.It is amazing that …I am looking forward to going to …I hope …Guide the students to complete the sentences below.It is an amazing sight .It is __________ .I am amazed.…is almost unbelievable. I can’t believe itIt’s hard___________.It’s an ____________ story.Step 3 Write a reply letterGuide the students to write a travel plan with the help of the table aboveTold the students to Pretend they are Xiao Li and reply to Richard's email.Attention :1)Before starting to write, read the checklist and make sure to finish your writing carefully. Is there a clear purpose for the trip?Does each paragraph have clear main idea?Does the writer use the present continuous tense for future plans?Does the writer use commas, stops and question marks correctly?Are all the words spelt correctly?Are all the Proper nouns capitalized?2)Remember to organize their letter carefully.3)Use the following expressions if necessary.1. I am making a plan to go to ….2. I prepare to visit…3. … is an amazing place because …4. There are many famous attractions there?5. …has a history of…years.6. I am going by train / air / ship.7. I am looking forward to visiting …Ask the students to exchange drafts. Assess each other's work according to the checklist. Encourage the students to put up or read their letters1、通过本节内容学习，学生应该巩固书信写作的能力，重点掌握练习书信主题内容的结构2、通过本节内容学习，学生能够将景点介绍和书信写作结合在一起，丰富信件内容。

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.。

Lesson 2 Thanksgiving Day【第三课时】【教学目标】1．学生通过对与感恩节和中秋节相关单词的学习,了解两个节日的特点.2．掌握the的特指用法.3．通过范例,了解英文地名的首字母应大写.4．学习对话,熟悉电子邮件的基本格式,培养学生的听力及表达能力.5．能将中西方的节日文化进行比较.6．能够熟练拼读与字母组合“or/ oor”,“ al”,“ au”和“aw”相关的单词,扩大词汇量.【教学重难点】1．本课单词的正确发音和拼读.2．熟练的使用the的特指用法.3．能将中西方文化进行比较.4．掌握地名的写法.【教学过程】Ⅰ．Greeting1．师生常规问候.2．值日生做Duty report.3．请学生们讲述他们今年的中秋节是如何度过的,如有困难,个别地方可用中文表达.Ⅰ．Listen and practice1．引入新单词.T: Kids, we have learned something about American market. Right?Ps: Yes.T: Today we're going to see the market in China. Look here! (其中包括fruits, vegetables…) What can you see?Ps: …T: Good! We also have sweet potatoes and corns. And these are some vegetables. What's this in Chinese?Ps:卷心菜.T: In English ,we call it cabbage.Ps: Cabbage.T; Now read after me, cabbage.用同样的方法教学单词lettuce.2．巩固新单词.（1）在黑板上贴出多种食物的图片(包括本课所学的),请学生分别找出西方特有的、中国特有的和中西方共有的食物.（2）记忆游戏:全班分为两组,轮流发言,第二组需在重复第一组先说内容的基础上增添一个新词,如:G1: We like corn.G2: We like corn and turkey.G3: We like corn, turkey and pumpkin pie.3．完成Workbook中的Listen and number.Ⅰ．Listen and write.1．学生看课件图猜主题.2．教师一边读小诗一遍画画,帮助学生了解小诗大意.3．学生跟读,教师解读.T: Well done! Now let's make a little change. Can we use another word for “merrily”?Ps: Look at that boy in the picture. He is merrily smiling. Then look at me, I am sadly smiling. (通过表情变化帮助学生理解) So merrily means…Ps: Happily.T: Clever! Then how about the last line “enjoy the night”? What do you do to enjoy the night?Ps: Play with friends or parents. /Watch the moon. /have delicious food. (教师可先举例进行提示)T: Good! It seems all of you know how to enjoy the night.4．小组活动.四人一组,两人读小诗,两人表演.Ⅰ．Read and make your own ad.T: We have talked so much about Mid-autumn Festival. Now boys and girls, look at this picture. Can you guess what the picture is? Is it a card?Ps: Birthday card, post card…T: Can it be an ad? (会不会是一则广告呢?)PS: Yes.T: I think so. If it is an ad, what's it about? What does the girl want?Ps: Meat, egg…T: Now you can have a discussion in pairs.What does the girl want and why?(参与学生讨论,可适当给出提示)T: P1, can you tell me your guess?P1: She wants moon cakes.T: Why?P1: It's always the best.T: Class, do you agree with him /her?Ps: Yes.T: I agree with you too. And what do the moon cakes have?Ps: Meat, egg, nuts and fruits.T: Great! Do you like this ad?Ps: Yes.T: OK! After class I'd like you to design your ad for moon cakes, and show it to us next time, will you?Ps: Yes.Ⅰ．Look, listen and say.1．复习上节课所学的字母组合“ ar”,“ er”,“ ur”和“ ir”的发音.2．出示图片,让学生读出单词并自己拼写单词.3．学生仔细听录音,然后再模仿,教师订正.4．教师引导学生总结发音规则.5．给出一些没有学过的单词让学生尝试拼读,不要求他们掌握中文意思.【作业布置】为家长表演小诗并请家长打分.。

Unit 3 My School(Period 4)Section B (1a-1d)教材分析本单元话题是“人与自我→生活与学习→学校生活”。

本节课是本单元的第四节课，是一节阅读课。

本节课围绕校园活动展开阅读训练，旨在让学生学习如何在电子邮件中描述校园生活，在阅读的过程中让学生掌握和积累描述校园环境、校内活动和自身感受的词汇、句型，并能结合自身实际情况组织对话、进行简单的写作。

教学目标学完这一课，学生能够掌握：1．词汇：email、answer、question、exercise、way、best、because、why；2．能力：读懂谈论校园活动的电子邮件或书信；能在阅读文章中抓住关键信息；3．交际功能：（1）熟练掌握电子邮件写作的格式；（2）熟练使用“Thanks for your email.”表示感谢对方来信；熟练使用“How about …?”询问相关信息。

教学重点1．重点单词：email、answer、question、exercise、way、best、because、why；2．重点句型：询问和谈论校园活动及感受。

教学难点能读懂谈论校园活动的邮件，在阅读中把握关键信息；能结合自身情况谈论校园活动和感受。

教学过程新课导入通过对话的形式来复习上节课所学的单词和句型。

教师给出关键句型和图片，学生两人一组，根据图片来补全句子、组织对话，以此提高学生学习的积极性和课堂参与度。

新知探究Step 1: New words教师要求学生课前预习新词，可抽出适当时间进行检测，确保学生掌握本节生词，为新课学习做准备。

Step 2: Pre-reading【教师活动】创设情境“Suppose your pen pal Mike writes to ask you about your new school. What will you tell him?”【学生活动】根据情境完成学习任务单中的课堂学习任务一。

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。

Module2 Unit2Jobs(Period1)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: Call the fire stationTeaching aims: 1. Words: fire, firefighter, fire station, call, bring, engine, brave,police officer, doctor, nurse2. A rhyme: Look at the …Call the …Bring the …The brave……Main points: Using nouns to identity people’s jobs.Difficult points: Identifying the key words by listening to the pronunciation. Materials: Student’s Book4A, Cassette player, power point.Procedure:Module2 Unit2Jobs(Period2)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: Different jobsTeaching aims: 1. Words: teacher, student, cook, bus driver2. Structure: What does your father/mother do? He/She is a …What’s his/her job?Main points: Using wh-questions to find out a person’s job.Using yes/no questions to elicit a positive or negative response. Difficult points: Using wh-questions to find out a person’s job. Materials: Student’s Book4A, Cassette player, power point. Procedure:Module2 Unit2Jobs (Period3)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: Visiting a fire stationTeaching aims: 1. Words and phrases: fire station, fire engine, dangerous, afraid 2.Structure: Welcome to... You’re welcome.Main points:Using modeled sentences to introduce a person or a placeUsing formulaic expressions to respond to thanksUnderstanding dialogues about people’s jobs.Difficult points:Using modeled sentences to introduce a person or a placeMaterials: Student’s Book4A, Cassette player, power point.Procedure:Module2 Unit2Jobs(Period4)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: JobsTeaching aims:ing the key words and sentences to talk and write about people’s jobse.g. what does your father do?2. Identifying the pronunciation of dr- and pr- in words such as dress and princesse.g. dress, princess4.Main points: Reading the key words, sentences and the text aloud with the appropriate pronunciation and intonation.Difficult points: pronouncing the sounds dr- and pr- correctly in words such as dress and princessMaterials: Student’s Book4A, Cassette player, power point.Procedure:……………………………………………………………最新资料推荐…………………………………………………11。