七年级下册英语Unit2：The__first__period参考教案
人教版新目标英语七年级下册unit2全单元教案
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.。
(完整版)人教版英语七年级下册教案：Unit2Whattimedoyougoto？Secti
人教版英语七年级下册教课设计： Unit2 What time do you go to ？ SectionB（ 3a-Self Check）教课设计Unit2 SectionB （ 3a-Self Check）教课设计1.0 Teaching analysis 教情解析1.1 Teaching objectives 教课目的1.1.1 Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: life1.1.1.1.2 For comprehending:1.1.1.2 Sentence Structures1)I usually exercise from six fifteen to seven.2)I have a very healthy life.3)You need to brush your teeth after eating to have good teeth.4)I don’ t have time to cleanmy room from Monday to Friday. So I clean iton weekends.5)Because she always makes breakfast for me.6)I don ’ t know. But ishenever late for the first class in the morning.1.1.1.3 Grammar Focus1)You need to brush your teeth after eating to have good teeth. (need在句中作实意动词，意为“需要”,构造为 need to do sth; after 在句中作介词，意为“在 ...后”,后接动词要用 -ing 形式 )2) Because she always makes breakfast for me. (make在句中作动词，意为“做饭” , 为谁做饭用 for )1.1.2 Ability goals能力目标1.1.2.1 指引学生全面阅读性复习，总结概括全部学过的相关平时生活及作息习惯的词汇和语言构造。
人教版七年级英语下册unit2 教案
S1: I usually get up at six thirty.
T: And what time do you eat breakfast?
S1: I usually eat breakfast at seven o'clock.
（给学生们解释在英语中时间的简单的表达方式）
2.调整时钟到某个时间，然后说：I get up at 6：00．I go to school at 6：45．等；再询问学生：What time do you get up?等，引导学生回答，从而引出本部分的重点目标句型。
学生们一边观看大钟，一边认真听老师的描述，然后回答老师的问题I get up at…，从而学习本部分的重点目标句型。
① Where does Scott work?
② What time is his radio show?
③ What time does he usually get up?
④ What time does he eat breakfast?
⑤ What time does he usually go to work?
①可以看出，询问做某事的时间时，可以用_____________和_______两个疑
问词来询问。
②询问某人做某事的时间可以归纳为以下句型：
________ + does + __________主语+动词短语?
或_____+ does + ___________主语+动词短语？
________ + do + ___________主语+动词短语？
人教版初中英语七年级下册全册英教案（全英文版）
新目标人教版英语七下全册教案（全英文版）Unit 1 Wheres your pen pal from?Language goals:•In this unit students learn to talk about countries, nationalities and Ian guages.•Ask and tell where people live.New languages:•Where's he / she from?•He / She is from Australia / England / China / France / Singapore / Australia. •Where does he / she live? He / She lives in Sydney.•What language do you speak? I speak English.•What's your / his / her favorite subject?•My / His / Her favorite subject is English.•Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn't.Difficult points:1. Liste ning for the in formation about cou ntries, natio nalities and Ian guages. Write an e-mail about on eself. Describe the new stude nts in class.2. Where questions with fromWhere questions with liveWhat questi onsTeaching aids:• A tape recorderTeaching periods:•Period 1:Section A 中1a, 1b, 1c•Period 2:Section A 中2a, 2b, 2c, 2d•Period 3:Section A 中3a, 3b, 4•Period 4:Section B 中1,2a, 2b, 2c•Period 5:Section B 中3a, 3b, 3c, 4•Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Where's your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for a secondtime.Ask the students to listen to the recording and circle the countries in 1a.Ask students to listen to and repeat after the recording and then checkthe answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with your partner.You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from.Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step I.StepI RevisionCheck the homework. And then ask several students to answer questi ons.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: What's the meaning of capital? Can you guess? Help them to answer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto, andTokyo on the right of the blackboard. And the teacher reads them aloudand asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and the countries.Say: Now work in pairs and ask where the city is. For example, the firststudent asks "Where is Beijing?” the second student answers “It's inChina."Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let's look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students' attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the in formation in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word "from". It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above.Homework1. Ask the stude nts to learn the sentence patter ns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages: What Ianguage does she speak? She speaks English.3. Enable the students to learn to talk about what Ianguage people speak.4. Help the students to learn how to talk about what language people speak.Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questi ons.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of "Ianguage"? Listen: Tim is from England and he speaks English. So English is his Ianguage. I'm fromChina, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as theyanswer the questions.Show the flowing and ask the students to make conversations after themodel.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz.HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to the front to talk about their pen pals. Greet each otherand have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box next to the title of each Ianguage textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conv ersati on bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the stude nts.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French.Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It's fun. / It's too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Step 1 .Warming upSay, Do you have a pen pal? Whafs his name? Does he have any brothers and sisters? What Ianguage does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the an swers. Then draw the in formation card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class.HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class.Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet 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.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.Unit 2 Where is the post office?Language goals:•In this unit students learn to talk about asking for and give directions on the street.New languages:•Excuse me, is there a bank near here?•Yes, there is. It's on Center Street.•Where is the pay phone?•lt*s across from / next to / in front of / behind the library.•lt*s between the post office and the library.•Just go straight and tum left.•Turn left on First Avenue.•Take 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 visitWrite 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 CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages: Is there a bank near here? Yes, there is. It's on CenterStreet.3. En able the stude nts to ask for and give di recti ons 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.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target 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 about theplaces.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behind and 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 six sentences 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 questions about the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. The ask them to answer the following questions. Explain some Ianguage points if the students can't understand.Homework• Ask the students to practice talking about their neighborhood in pairs.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Just go straight and turn left.It*s down Bridge Street on the right.Ifs 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 some studentsto 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 to makeconversations.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 right hands 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 Paul and Nancy in the picture.Ask the students to role play the conversation then point out the place that 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 thebuildi ngs.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.Homework• Ask the students to make a similar conversation to that in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Is there a big supermarket near your house?Yes, 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 differenee between them?Yes. 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 differenee between the halves.Go on with the other pictures to teach the language items. Ask thestudents 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.Homework• Ask the students to make similar conversations to that in Activity 1 b.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Turn left on First Avenue and enjoy the city's quiet streets and small parks.Take 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 students 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.Tell the students to keep these words down and make at least twosentences 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 di recti ons.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 following conversati on.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their own neighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. Teach vocabulary words.2. Target Ianguages:I know you are arrivi ng n ext Sun day.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 questi ons.Homework• Ask the students to do the following:1. Suppose your frie nd is going to visit you. He does n'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.Unit 3 Why do you like koalas?Language goals:•In this unit students learn to describe animals and express preferences.New languages:•Let's see the pandas first.•Why do you like want to see the pan das?•Because they are very cute.•Because they*re kind of shy.•Because they're kind of interesting.•Because they are fun.•Because they are smart.•Do you like giraffes?•Where are lions from?•They are from South Africa.•The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary. •She likes to play with her friends and eat grass.•She's very beautiful, but she's very shy, so please be quiet•He sleeps during the day, but at night he gets up and eats leaves.Difficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:• A tape recorder•Some picturesTeaching periods:•Period 1: Section A1a, 1b, 1c•Period 2: Section A2a, 2b, 2c•Period 3: Section A3a, 3b, 4•Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c•Period 5: Section B 3a, 3b, 3c, 4• Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let's see the pan das.Why do you want to see the lions?Because they*re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match thenames with the pictures a-h.Encourage or help the students to say something about the picture anddo the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording.Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and thencheck the answers.Further activity: Ask the students to do some pair work in the followingway if they can understand the listening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let's see the pan das / giraffes / lions / penguins / dolphi ns / koalas / elepha nts / tigers?—Why?——Because they're cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1 c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them. Teachi ng procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let's do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b. After that, check the answers.Then ask the students to listen to and repeat the dialogue after therecording.After this, ask the students to practice the conversation without the help of the recording.Step 3. Pair work (2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are...Step 4.GrammarfocusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggest!on: Ask the students to work in groups and write down。
教师备课——英语七年级下UNIT2教案2
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。
人教版英语七年级下册教案：Unit2 What time do you go to ？ Secti
Unit2 SectionA〔2d-3c〕教案1.0 Teaching analysis教情分析1.1Teaching objectives 教学目的1.1.1Language goals 语言目的1)Scott has an interesting job.2)He works at a radio station.3)That’s a funny time for breakfast!4)At eleven o’clock, so I’m never late for work.5)When do you usually get up? I usually get up at five fifty.6)When does Scott go to work? He always goes to work at eleven o’clock.7)What time do you usually get up? I usually get up at five fifty.8)He always goes to work at seven o’clock. He’s never late.1）What time do you usually get up? I usually get up at five fifty.(what time引导的特殊疑问句, 对详细时刻提问。
)2) ---When does Scott go to work?---He always goes to work at eight o’clock.--- When do your friends exercise?---They usually exercise on weekends.(when引导的特殊疑问句，提问既可以是详细时刻，也可以是整体大时间。
)3) What time does Rick eat breakfast? He eats breakfast at seven o’clock.(一般如今时第三人称单数，注意动词形式的变化eats breakfast。
七年级英语下册第二单元教案（新人教版）
七年级英语下册第二单元教案(新人教版)篇一：2014年新人教版七年级英语下册教案2014年新人教版七年级英语下册全册教案Unit 1 Can you play the guitar?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club能掌握以下句型：①—Can you play the guitar? —Yes, I can./ No, I can’t.②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.2) 能了解以下语法：情态动词can的用法want to do sth.的用法2. 情感态度价值观目标：该部分内容贴近学生的生活，谈论的话题是能力。
通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点1. 教学重点：1) 学习询问和谈论彼此的能力和特长；2) 掌握一些弹奏乐器的表达方式。
2. 教学难点：情态动词can的构成和使用。
三、教学过程Ⅰ. Lead in1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。
2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activitieswith the people.Then Check the answers with the class together.Ⅱ. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／”··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
Unit1__Period__11参考教案 (2)
Unit1 Period 11参考教案Integrating skillsTeaching objectives1. Target languageStarting a new school club.2. Ability objectivesEnable the students to start a new school club and design a poster for it.3. Learning ability objectivesHelp the students learn how to start a new school club and design a poster for it.Teaching important & difficult pointsLearn how to start a new school club and design a poster for it.Teaching methodsCooperation and task-based activities.Teaching aidsA computer and a projector.Teaching procedures & waysStep I Revision and Lead-inCheck the homework.实用文档T: In the last period, we read two articles from two students. One of them is Sandra’s article about her school life. From her article, we know that Sandra does many after-school activities which she thinks might help her go to a better college. This means after-school activities are very important to personal development. This period, we’ll learn how to do after-school activities and how to start a new school club.Step II Learning about school clubsActivity 1: ReadingT: A school club is an organization for students who share a particular interest or enjoy similar activities, or a group of students who meet together to do something they are interested in. Now please read the articles written by two students and try to get as much information about what school clubs are like as possible.Show the following.The name of the club:Who started:When was it started:Why was it started:实用文档What activities they do:Sample answer 1:The name of the club: A radio clubWho started: Kate Jones, the writerWhen was it started: Two years agoWhy was it started: CD players were not allowed in schoolThe activities:1. Every morning: tell students about the weather and recent news, plus some special messages the teachers want to broadcast2. During school exams: special programs telling students the things they should or shouldn’t do for preparation3. At the end of the school year: graduating students use the club to give messages to their close friends and teachers4. When parents come to visit and talk to the teachers: play songs sung bystudents, give special messages to inform the parents of eventsSample answer 2:The name of the club: Poets of the Next GenerationWho started: Our English teacher Mr Owen实用文档When the members meet: On the last Friday of every monthWhy was it started: CD players were not allowed in schoolWhat activities they do: talk about poems and poets: first, select or write poems, then read them out loud. And listen to each other talking about poems Activity 2: DiscussionT: After reading the two articles about two different clubs, we’ve got some idea of what school clubs are like. Then tell me what a school club should be like:S1: First, a school club should have a name which shows the aim of the club.S2: Second, a school club should have a program timetable.S3: Third, a school club should decide what activities it would include....Activity 3: PracticeAsk the students to do Parts B1 and B2 on page 87 in Workbook. Then check the answers.Step III Designing a posterActivity 1：Planning1. Decide what club to start实用文档T: To get a new club started, several things are needed: people, interest, meeting place, date and time. Now work in groups and decide what club you would have.A sample dialogue: Suggestions of members, voting on the suggestions, and asking for approval(Before starting the discussion, each group should choose a group leader. For example, S1 is the group leader in the following activities.)S1: Many students in our school devote themselves to study without caring about their health. I think we should start a healthcare club to help improve our health.S2: I think a table tennis club should be formed, because I know there are many table tennis fans in our school.S3: I think we should have an English club to help improve our English.S4: I think a weekend club is necessary because we are leading a boring life studying day and night. S1: Now let’s have a vote to decide which to choose. First, do you agree with my suggestion?S2: I agree.S3: Sorry, I can’t.实用文档S4: I agree too.S1: What about a table tennis club?...S1: So the final result is: we all agree with a healthcare club. Let’s ask for the advice from our teacher ... Mr Chen, could you give us some advice on our plan?T: Certainly. Health is really what we should concern most. Your idea is excellent. Ask the students to write the name down: Mind Your Health2. Discuss the tasksT: Since you’ve decided which club you wou ld choose, the next thing you would do is to design a poster advertising your new club. Next decide which group member(s) should do what task(s).A sample dialogue: Assigning the rolesS1: There are three tasks for us to do to design a poster. Among the three tasks,I think, the most important and difficult is doing research about school clubsand posters. The other two should be done on the basis of this task. S2 and I will take this task. S3 will be responsible for the second task, to make the poster. S4, your oral English is the best in our group, so you will be 实用文档responsible for the third task.S2: I agree. And to finish the preparation work, we should work together in every step.(Ask the students to) write the names of the group members beside the tasks they are responsible for.Sample answers:Research the information: S1, S2Make the poster: S3Present the poster: S4Activity 2：Preparing1. Finding informationInformation samples:(1) Poster Content && FormatAlthough professional posters use a slightly different format (usually a bigger size), the following guidelines are typical:●Include your title, author(s), a selected references section (your most important 2-3 references), and graphics — pictures, diagrams, figures, tables, etc. — these are usually more eye-catching and understandable than text实用文档●Condense! You cannot possibly present everything you know on the topic in that small space!!●Include only your important points, and use bullets rather than a paragraph format; complete sentences are not required●The most common error is including too much information — RESIST!!●Use larger section headings to help the casual reader quickly understand the poster’s organization (e.g., Education, Treatment)●Make your poster visually attractive●Color is a plus, up to a limit (don’t blind your audience)●Use PowerPoint or another computer program to create the poster —no handwriting. Make your poster readable from 5 feet away (at least 20-point font for the text and at least 75-point font for the title).●This aspect of the project is definitely more art than science, so have some fun with it! Don’t be afraid to go outside the boundaries of your posterboard●No typos or spelling errors(2) Presentation TipsDuring the poster presentation in class, you will stand next to your poster and provide a brief explanation of its content to people who come by. You will also 实用文档answer any questions they have about the topic. Here are some tips:●Be able to describe your poster topic within 2 minutes.●If interested, people will ask you more questions and you can expand on the details.●Use your poster as a visual aid, pointing to diagrams or other sections.●Remember that you are the expert on your topic — probably no one else on campus knows as much as you about your topic, so be confident!! (Don’t panic!)●If you don’t know the answer to someone’s question it’s OK to say you don’t know. Keep the conversation going, though —ignorance isn’t fatal, but just letting it hang in the air is pretty awkwa rd. Instead, say “I don’t know the answer to that —what do you think about it?”●Sometimes presenters make the mistake of “hiding” next to their poster. Even if you’re terrified, act confident and friendly: force yourself to smile, make eye contact, say hello, ask people walking by if you can tell them a little about your poster.●Dress professionally — if you look professional, you are more likely to feel and act professionally (e.g., better posture, better grammar).实用文档(3) Evaluation CriteriaPosters are worth 50 points; late posters will not be accepted! The best presentations will:●include the appropriate information (e.g., title, author, content, relevant graphics)●be visually attractive and readable●include appropriate organization and level o f details so the reader can quickly find and understand the main ideas●demonstrate good public speaking skills●demonstrate the presenter’s ability to professionally and knowledgeably discuss the topic and clearly answer questions(4) How to Present a Poster SessionPosters must attract the audience. There are other posters in “competition” with yours, and you want people to gravitate toward your display.Use primary colours (NOT shocking pinks and yellows).Use complementary colours (yellow and purple, red and green, orange and blue) as a background to text and art work.Use LARGE FONTS for the title and for “news caption” phrases (“news 实用文档caption” phrases are excerpts from the written text that capture the essence of some of the central ideas).Use at least 72 point font for the title, and 36 point font for the news caption phrases.Use 14 or 18 point font for the text.Use small blocks for the text — a wall of text is not attractive! Make sure that the small blocks of text can stand alone. That way, if someone comes up to your poster and reads only a small portion of it, it will still make sense.Use photographs, charts, samples of children’s work, and / or graphs.Use only one type of font (mixed fonts have an unprofessional look).Avoid using too many style changes (i.e., shadow, bold, italics, underscoring, etc.).Consider using right-ragged text (justified text looks nice from a distance, but is more difficult to read; remember that people will be standing and reading the text on the spot — you want to make the text as easy to read as possible). Use lots of “white space” around your work — light and empty space attracts the eye (and the reader).Use simple fonts (sans serif) such as Helvetica or Times New Roman.实用文档Run your spell check (twice!) and have a friend read the poster text in draft form before you mount the work.Bring various types of adhesive materials to be sure that you are prepared for whatever surface you are given to mount the poster (you don’t want to attract people’s attention by havin g the only poster that keeps falling down).(5) Now that you’ve got their attention, what information should the poster include?The poster should tell us WHAT, WHEN, WHERE, HOW, WHY as well as SO WHAT? and NOW WHAT? You should be able to “answer” each of these questions in a sentence or two, using language that the “intelligent layperson” can understand.Even though listing your method (when, where, how) is very important, most people are more interested in the “why” (what was it that led you to the action research or professional development opportunity your poster describes) and the “so what” (what are the implications of your work for you as a teacher, and for the students you teach) and the “now what”(what follow-up is intended). Consequently, your poster should emphasize these aspects of your work over the method.实用文档2. DiscussionS1: The aim of our club is to improve the students’ health. What do you think our club should do?S2: Our club will include the following programs: to give speeches by experts on health, food and psychology, to hold contests, etc.S1: How will our club attract new members?S3: First, we should make all the schoolmates known about our club; then help them achieve their goals.S4: And we can hold all kinds of contests to spread our ideas.S1: How can we help our members achieve their goals?S2: I think we can help them make a careful plan and learn to lead a balanced school life.S3: We can encourage our schoolmates to do more exercise and take part in all kinds of contests actively.S1: What do you think our poster should consist of?S2: The poster should tell the viewers WHAT, WHEN, WHERE, HOW, WHY as well as SO WHAT and NOW WHAT? We should be able to answer each of these questions in a sentence or two, using language that the others can 实用文档understand easily.S1: How does it attract its viewers?S3: I think we can use large section headings to help readers quickly understand the poster’s organization.S4: We can use PowerPoint to make our poster visually attractive.S2: And we should make sure there aren’t any mistakes in it, such as spelling errors.Activity 3: Producing1. Making a draftA sample draft of the poster:WANT TO BE TOP STUDENTS?BETTER HEALTH, TOP STUDENTWant to improve your school life quality? Then welcome to The Healthcare Club. Want to be top students? Join The Healthcare Club! We provide members: Speeches: (Experts’ speeches on food and health — every Friday evening)实用文档Expert:Better food habits can help you reduce your risk for heart attack. A healthful eating plan means choosing the right foods to eat and preparing foods in a healthy way.Exercise && Sports Activities: (Various sports activities — every morning and afternoon)Swimming, cycling, jogging, skiing, dancing, walking and dozens of otheractivities can help you build your health.Helping Hand: (Help you manage your lifestyle — Anywhere and Anytime) We can help you manage your lifestyle to reduce your risk for health problems. Eat a healthy diet, take your medicine exactly as prescribed and follow the recommendations of your team of healthcare professionals.实用文档The Healthcare Club will lead you into a better college!Students from Class 274The Healthcare Club2. DiscussionS1: How do you think of the draft？S2: I think the words in the first paragraph should be enlarged.S3: I think the pictures should be of the same size.S4: I think the wording in the last sentence might be misunderstood. It’s better to rewrite it like this: The Healthcare Club promises to present a healthy YOU. S1: And I think the ending should be more clear and we should add the telephone number or email address to it....3. Final versionFEEL STRESSED AND TIRED?Don’t neglect your health when busy with study! Come to The Healthcreation to tune up yo urself. You’ll find yourself better at everything! We provide you: Speeches: (Experts’ speeches on food, diet && psychology — every Friday evening)实用文档Expert: Better food habits can help you reduce your risk for health problems. A healthful eating plan means choosing the right foods to eat and preparing foods in a healthy way.Exercise && Sports Activities: (Various sports activities — every morning and afternoon)Swimming, cycling, jogging, skiing, dancing, walking and dozens of otheractivities can help you build your health.Helping Hand: (Help you manage your lifestyle — Anywhere and Anytime) We can help you manage your lifestyle to reduce your risk for health problems. Eat a healthy diet, take your medicine exactly as prescribed and follow the recommendations of your team of healthcare professionals.The Arena: (Contests and competition — every month)实用文档The Healthcreation promises to present a healthy YOU.Don’t hesitate to join in!Students from Class 274The HealthcreationTel: (010) 8442879E-mail: healthcreationclub666@Activity 4: ApprovalS1:Now we’ve finished the poster. Do you think it is all right?S2, S3, S4: It’s OK.Activity 5: PresentingS4: Nowadays, many of us feel pressure during the three-year study at senior high. Our parents and teachers are eager to see us enter a better college. We are heavily loaded right from the first day we come here. Under such circumstances, most of us spend much of the time on study without paying attention to our health. Our club, The Healthcreation, aims at a healthy atmosphere at our school and help you pave the way to the famous colleges.The Healthcreation will provide members with all kinds of speeches on food, nutrition, diet, and above all on psychology. Then we have sports and 实用文档exercise activities. You’ll have more chances to build your body. And finally, The Healthcreation will provide you chances to display your knowledge at The arena.Activity 6: DisplayingS1: Everything is OK now. What we do next is to put the poster on the school display wall. And be ready to answer any possible questions the viewers may ask. Encourage as many students to sign up as possible.S2, S3, S4: We will.Step IV Summary and HomeworkT: In order to have as many members as possible to join in your club, an attractive and convincing poster is necessary. After class, please1) Improve your posters to make them as perfect as possible.2) Make a summary of the unit.实用文档。
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Unit2: The first period参考教案
Teaching Contents and Analysis(教学内容与分析)
Teaching materials(教学内容)：Section A 1a-1c
Teaching aims (教学目标)
1.谈论日常作息时间。
2.询问、表达时间。
3.学会用频度副词usually
language points(语言点)
1.要求掌握以下句式：
（1）-What time is it?（将3b中的语言点前移）
-It's…
（2）-What time do you usually…?
-I/we usually…
2. 要求掌握以下词汇：
（1）名词：time, shower
（2）动词短语：go to school, get up, take a shower,
（3）副词：usually o'clock
（4）疑问代词：what time
Analysis of key items and difficulties of teaching教学重点、难点分析：１. Important Points(重点)：一般现在时的特殊疑问句，即掌握:
“What time do you usually…？I/We usually…”这个句型
２. Difficult Points (难点): 助动词do在一般现在时的特殊疑问句中的用法。
Teaching steps
T: Follow me :“What time is it? It's…”
T: Good
T: Ok. Please
let's listen to the tape, match the times and
（。