7下Unit2grammar教案
英语七下第二单元grammar focus原文
英语七下第二单元grammar focus原文
（原创版）
目录
1.英语七下第二单元的语法焦点
2.一般过去时态的构成和用法
3.动词过去式的不规则变化
4.一般疑问句和否定句的构成
5.语法焦点的练习和应用
正文
在英语学习中，语法是至关重要的一个环节。
本篇文章将介绍英语七下第二单元的语法焦点——一般过去时态。
一般过去时态用于描述过去某个特定时间发生的动作或存在的状态。
它的构成比较简单，通常由动词的过去式加上主语和谓语构成。
例如："I watched a movie yesterday."（我昨天看了一部电影。
）
然而，英语中有许多不规则动词，它们的过去式不能通过添加“-ed”来构成。
例如，"go"的过去式是"went"，"be"的过去式是"was"或"were"。
因此，我们需要记住这些不规则动词的变化。
当我们需要提问一般过去时态的句子时，我们需要使用一般疑问句的结构。
例如，如果我们想要问别人昨天是否看了电影，我们应该说："Did you watch a movie yesterday?"
同样，如果我们想要表达否定的意思，我们需要使用否定句的结构。
第1页共1页。
新目标七年级英语下册Unit 2教案
Unit2 Where’s the post office?一．教学目标1．知识目标1）．重点词汇* post office, hotel, video arcade, bank, park, supermarket, street, pay phone, avenue* new, clean, quiet, big, small, dirty, old, busy* left, right, next to, across from, near, between2). 语言目标* Is there a bank near here ? Yes, there’s a bank on Center Street.* Where’s the supermarket ? It’s next to the library.* Is there a pay phone in the neighborhood ? Yes, it’s on Bridge Street on the right.* Where 引导的特殊疑问句* 肯定陈述* 表示方位的介词3）．语言功能在街道上问路与指路2．能力目标通过本单元的学习，掌握问路与指路的基本语句，并能运用于现实生活中。
3．策略目标1）．联系上下文，利用情景思维。
2）．转换具体信息。
4．情感目标1）．培养方位感。
2）．在社会这个大家庭中，注重人际关系与交往，养成助人为乐的好习惯。
二．教学重、难点1．重点：1）．表方位的介词：near、across from、next to、between、on2）．问路与指路的基本语句2．难点：1）．本单元词汇量较大（生词表中列出44个单词，9条短语；课文中还有一些短语）。
2）．个别句子有一定难度，如：* Is there a big supermarket near where you live ?* Turn left off the busy First Avenue and enjoy the city’s quiet streets and smallparks.* ┉ there is a small house with an interesting garden.* Bridge Street is a good place to have fun.三．难点注释：* Is there a big supermarket near where you live ?在你住处附近有一家大超市吗？* Turn left off the busy First Avenue and enjoy the city’s quiet streets and smallparks.向左转走出/驶离繁华的第一大道，即可享受到城区里安静的街道和小公园。
牛津英语 7下 Unit 2 Grammar
Don’t turn left at the second crossing.
Cross the road and you’ll see the museum. I don’t think we’ll have to go up again. Can he read a map?
Does he want to learn the road signs?
correct
1. Turn left at the second crossing.（改 为否定句） 2. Cross the road .You see the museum. （连接为并列句） 3. I think we’ll have to go up again.（改 为否定句）
4. He can read a map.（改为一般疑问句） 5. He wants to learn the road signs.（改 为一般疑问句）
…
will/shall = be going to
主语 + be going to +动词原形…?
Unit 2 Grammar课件初中英语七年级下册(牛津译林版)
help mother do some housework cook dinner for buy her a present/ flower... write a letter/ postcard to her study hard ...
Post-task
一、用正确的时态填空
will
1. Women’ Day is coming.aIm__g_o_i_n_g__t_o_g_i_v_e___ (give) my mother a present.
2. -- What _a_r_e_ you ___g_o_i_n_g__t_o_b__e_ (be) when you
We shall/ will have classes tomorrow.
Will you have classes tomorrow?
Yes, I(we) will / shall.
后天
Will you have classes the day after tomorrow?
No, I (we) wiwllonno’t / shashllanno’t. t t
3W.We e aren’t gnooitndgotooudro outrohnoigmhte=wthoirsk
tonight/this evheonminegw. ork evening
4T.hTehtwe itnwin brontohteprlsayaren’tngeoxitnTguetosdpalyay
Sum up(总结) the time expressions in the simple future tense.
将来时的典型标志:
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.。
2023年外研版七年级英语下册Module2 Unit 2 教学设计
Module2 Unit 2 教学设计一、Learning aims:A. Key words and phrases：play, tennis, piano, ride, club, term, board, would like, well, all, that’s all, worry, worry about, teach, then, monitor, start, get on well with . ready, ready to do sth. promise, fast, fit, just, ball, game, team, best, score, tidy, sure, everybody, just like, beautiful, fly, kite, swim.B. Everyday English：1. Look!2. What about you?3. Don’t worry about….4. I can play piano.5. I can’t speak Chinese very well.6. —Can you cook? —Yes, I ca n. / No, I can’t.7. —Can Betty speak English? —Yes, she can.8. —Can Tony speak Chinese well? —No, he can’t.9. I’d like to be …10. I want to be ….11. I can play the piano.12. She can dance really well.13. We can teach you Chinese!14. — Can you fly a kite?—Yes, I can. / No, I can’t.C. Teaching aims:1. Function: Finding out what people can do; asking and answering about abilities2. Structure: can / can’t3. Skills: 1)Listening and finding out about people’s abilities.2) Supplying information on p eople’s abilities.3)Reading and understanding simple passages, finding specific information4) Composing a simple passage4. Around the world: Languages5. Task: Making a poster for a club.二、Keys and Difficulties:The correct usage “can and can’t”.三、Teaching plan:Unit 2 I can run really fast.ⅠTeaching modelReading and writing.ⅡTeaching methodTop-down approachⅢTeaching keys and difficulties.The key points:a.key vocabulary and phrases: monitor, start, get on well with .ready, ready to do sth. promise, fast, fit, just, ball, game, team,best, score, tidy, sure, everybody, just like, beautiful, fly, kite,swimb.key structures:I’d like to be…I want to be….Difficulties.To write something about the monitor you would like to be.ⅣTeaching Aims1.Knowledge Aims:a.to grasp the key words and phrase.b.To get information from the reading material.2.Ability Aims:a.To get the Ss to describe the personal advantages and abilitiesb. To discuss about running for class monitorsc. To know which monitor the students would like to be for yourclass.d. To write something about the monitor you would like to be.3.Emotional Aims:To develop their awareness that we should affirm one’s ability and enhance self-confidence.ⅤTeaching aidsRecorder, PPT, videoⅥTeaching StepsStep 1 Warming-up and learn the vocabulary(3’)1. Show some pictures to review the words. .2. Read the words after the top student.4. Introduce the new words.Step 2 Discussion: work in pairs(4’)1. Show some pictures to tell the students what the class monitor, PE monitor and the cleaning monitor should do.2. Work in pairs. Ask and answer the questions.1) Which monitor would you like to be for your class?Class monitorPE monitorCleaning monitor2) What do these monitors do?Step 3 Listen and Fast Reading.(6’)1. Play the recording.2. Ask the students to read through the passage.3. Read the passage and check (√) the true sentences.1) Lingling doesn’t get on well with others.2) Lingling is kind to everyone.3) Daming is good at sport so he wants to be the PE monitor.4) Daming plays football for the school.5) Tony doesn’t like cleaning.6) Tony’s home is tidy.4. Check with a partner.5. Call back the answers from the whole class.Keys: 1. ×2. √3. √4. ×5. ×6.√6. Read the text together.Step 4 Intensive Reading (8’)1.Ask Ss to read silently and carefully, get the Ss to underline the difficulties.2..Explain the language points.Step 5 Practice(4’)1. Ask the students to read through the passage in Activity 3.How to choose your monitorsA good class monitor gets on well with (1) classmates / everybody and (2) promises likes to help you.A good PE monitor enjoys sport and is usually (3) fit / tidy. They often play (4) basketball / the piano or other sports in the school (5) team / class. They always try to get the best (6) score / help in a match.A good cleaning monitor is (7) bad / good at cleaning. They make the classroom (8) just / best like home.2. Underline the correct words.3. Check with a partner.4. Call back the answers from the whole class.Keys: 1. everybody 2. promises 3. fit 4. basketball 5. team 6. score 7. good 8. best5. Read the passage together.Step 6 Complete the sentences (4’)1. Ask the students to the words in the box in Activity 4.get on well with good at ready to2. Ask the students to read through the sentences in Activity 4.1) Lingling is a kind girl and she is always _______________ help others.2) Everybody likes her because she _____________ others.3) Daming plays football and is _____________ sports.3. Check with a partner.4. Call back the answers from the whole class.5. Read the passage together.Keys: 1. ready to 2. gets on well with 3. good atStep 7 Work in pairs(5’)1. Choose the best classmates to be the monitors in Activity 1. Say:Who they are and what job they can doWhy they can do it2. Write a passage about one of the monitors in Activity 5. Use the passage in Activity 2 to help you.3. Check with a partner.4. Call back the answers from the whole class.Step 8 Do exercises(6’)完成句子：1. 我与全班同学都相处得很好。
七年级英语Unit 2 Lesson 5 Grammar in Use 教学设计 (1)
Unit 2 Meet My Family
Lesson 5 Grammar in Use
I. Material analysis
本部分的语法内容为形容词性物主代词和含有行为动词的一般现在时时态两个部分。
首先，学生通过看图和读句子，观察和感知形容词性物主代词和一般现在时时态的表达形式和基本意义。
其次，学生通过观察学习完成对两部分语法的总结。
最后，学生通过总结的语法完成相对应的活动。
本部分共6个活动。
II. Teaching aims
1.在语境中理解形容词性物主代词和行为动词一般现在时的形式、意义和用法；
2.在语境中运用所学语法知识，描述自己、家人和朋友；
3.进一步提升使用语法的意识和能力。
III. Teaching procedures
IV. Blackboard design。
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？
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Unit2 Grammar
1.掌握专有名词以及连词and , but and so 的用法。
2.启发学生, 归纳语言知识，开展各层次、强化性和综合性练习，多种技能结合训练, 以练为主。
3.训练学生的小组竞争与合作能力。
and , but and so的功能和用法。
Step 1: Homework checking—“通过预习，我学到…”
Step 2：Leading-in,思考“When will we use the capital letter?”
通过PPT展示句子或段落。
让学生找出大写字母的单词。
小组讨论为什么这些单词不是在段首，但需要大写？
Step 3：presentation.
1.Work out the rule.
专有名词首字母要大写
2.列举专有名词的种类。
Step 4:.CompleteA2 on Page22 Read the passage below. Some of the nouns should begin with a capital letter. Underline these nouns and write the correct nouns above them.
Step 5:.A1 Look at the two lists below. What is the difference between the nouns in list A and list B? Can you think of some more examples? Step 6:.Conjunctions: and, but and so
We use the conjunctions and, but and so to link two sentences. They show different relationships between the sentences.
1.There are many vineyards in the centre of France and farmers grow grapes to make excellent French wine.
2.A French town by the sea is the perfect place for a summer holiday, but if you prefer to visit France in winter, you can try skiing on the moutains in the French Alps.
3.France has something for everyone, so why not visit France this year? and 意为“和，与，而且，并且”表示并列或递进关系。
but意为“但是，可是”表示转折关系。
so 意为“因此，所以”表示因果关系。
Step 7: 小组抢答：
1. Maria didn’t catch the last bus, ______she had to walk home
A. because
B. so
C. but
D. and
2. Money is important ______ it’s not the most important t hing
A. and
B. but
C. or
D. so
3. Linda tried to become an excellent teacher, ______ at last she succeeded.
A. so
B. or
C. but
D. and
4. Help others whenever you can _______ you’ll make the world a nicer place to live.
A. and
B. or
C. unless
D. but
5. She can speak little English _______ she dare to talk with foreigners
A.so
B. or
C. as
D. but
6. Work hard，_______ you’11 pass the English exam this time.
A. or
B. but
C. because
D. and
7. -Was the boy saved?
-No. The doctors tried their best, _______ they failed.
A. and
B. so
C. but
D. or
8. It’s a nice house _______ it hasn’t got a garden.
A. and
B. or
C. but
D. so
9. Tony is a clever boy, ______ he usually fails in Chinese exams.
A. so
B. but
C. or
D. because Step 8:完成学习与评价 27页Grammar 第二题。
Step 9: 学以致用：
四人小组合作用and,but,so来造句，随机抽取几个小组进行展示。
Homework:
1.完成课本P23.
2.完成Book B P19-21.
3.预习P26.划出不懂的地方，并练读。