七下英语Unit2教案
Unit 2 What time do you go to school?第一课时Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：up, get up, dress, get dressed, brush, tooth (pl. teeth) brush teeth, shower, take a shower, usually, forty, fifty, wow, never, early, job, work, station, radio station, o'clock, funny, exercise能掌握以下句型：①—What time do you usually get up? —I usually get up at six thirty.②—When do you go to work? —I usually go to work at eleven o'clock.③—He has an interesting job. —He works at a radio station.2) 用when和what time引导的特殊疑问句询问时间和时间的表达法；用所学的目标语言对生活和学习活动做计划，学会合理地安排作息时间。
2. 情感态度价值观目标：本部分的话题是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息时间安排是非常有规律的。
通过互相询问或谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。
二、教学重难点1. 教学重点：1) 掌握时间的简单表达方式。
2) 学习询问和谈论时间和制订作息时间表。
2. 教学难点：when和what time引导的特殊疑问句和时间的表达法。
三、教学过程Ⅰ. Warming-up and revision1. Greet the Ss as usual.2. Watch a short video program about daily activities.Ⅱ. Presentation1. 出示几幅反映日常事务(如：起床、上学、跑步等)的图画、幻灯片或播放课件，引导学生谈论这些日常事务go to school，get up，run，take a shower，eat breakfast 等，学习有关的动词短语。
学生们观看教师出示的反映日常事务(如：起床、上学、跑步等)的图画、幻灯片或课件，谈论这些日常事务go to school，get up，run，take a shower，eat breakfast等，学习有关的动词短语。
2. 出示la部分的图片或幻灯片或播放该内容的课件，引导学生将词语与图画进行搭配。
学生们观看1a部分的图片或幻灯片或该内容的课件，将词语与图画进行搭配，完成la部分的学习任务。
Ⅲ. Presentation1. 出示一个可以转动时／分针的大钟，一边调整时间，一边询问学生时间“What time is it?”。
学生们在老师的帮助下回答时间：It's six o'clock. It's seven twenty. …（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。
Ⅳ. Listening1. 播放1b部分的录音让学生听，引导学生根据所听到的内容，将时间与活动进行搭配。
2. 学生们听1b部分的录音，根据所听到的内容，将时间与活动进行搭配，完成1b部分的学习任务。
3. Check the answers:Ⅴ. Pair work1. 引导学生展开Pairwork活动，进行口语交际活动，学会运用what time引导的疑问句，用数词来询问和表达时间。
2. 学生们展开活动，完成1c部分口语交际的学习任务，学会运用what time引导的疑问句，用数词来询问和表达时间。
Ⅵ. Listening1. 让学生们先阅读2a部分的句子，理解大意。
然后播放2a部分的录音让学生听，引导学生根据对话内容进行填空。
(注意提醒学生们听对话填空的技巧：先听、记住应填的内容，做简单的（符号）记录，最后，在听第二遍的时候再进行单词的书写。
)2. 再播放2a部分的对话录音让学生听，引导学生写出Jim一家人的淋浴计划(时间)。
3. 学生们再听2a部分的对话录音，写出Jim一家人的淋浴计划，完成2b部分的教学任务。
4. Check the answers:Ⅶ. Pair work引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。
提示学生们可以就1a部分的日常活动来进行问答。
e.g.T: S1, what time do you usually get up in the morning?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.Ⅷ. Role-play1. Ask Ss to read the conversation in 2c. Then answer the questions below:①Where does Scott work?②What time is his radio show?③What time does he usually get up?④What time does he eat breakfast?⑤What time does he usually go to work?2. 学生们阅读对话，然后回答上述问题。
老师让几位同学回答上述问题，然后和同学们一起校对一下答案。
看学生们的掌握情况。
应对话中学生们不明白的地方给予适当的解释。
3. Play the recording for the Ss to listen and repeat. Then let Ss work in pairs to practice reading the conversation. Then try to act it out.4. Ask some pairs to come to the front and act out the conversation. See which group does best.Homework:1. Remember the new words and expressions. Try to understand how to express timein English.2. Role-play the conversation with a partner after class.3. Write three short conversations to ask about your best friend's daily activities.板书设计：教后反思：第二课时Section A (Grammar Focus-3c)一、教学目标：1. 语言知识目标：1) 继续学习运用when和what time引导的特殊疑问句询问时间、运用数词表达不同的时间，通过对目标语言的学习使学生学会更合理地安排自己的学习和课活动时间。
能掌握以下句型：①—What time do you usually get up? —I usually get up at six thirty.②—When do you go to work?—I usually go to work at eleven o'clock. —He's never late for school.③—When does Rick eat breakfast? —He eats breakfast at seven o'clock.④—When do your friends exercise? —They usually exercise on weekends.2. 情感态度价值观目标：通过对该部分内容的学习，让学生们学会用频率副词谈论自己日常生活及日常作息习惯；学会更合理地安排自己的学习和课外活动时间；能够运用所学知识对某一活动进行合理安排，并培养学生良好的作息习惯和守时习惯。
二、教学重难点1. 教学重点：1) 总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。
2) 通过不同形式的练习方式来训练及熟练运用用频率副词谈论自己日常生活及日常作息习惯。
2. 教学难点：1) 总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。
2) 用频率副词来造句，表达日常作息习惯。
三、教学过程Ⅰ. Warming- up and revision1. Greet the Ss and check the home.2. Let some pairs role-play the conversation in 2d.Ⅱ. Grammar Focus.1. 下面是对用频率副词谈论自己日常生活及日常作息习惯的句型进行了总结。
同学们阅读Grammar Focus中的句子，然后做填空练习。
①你通常几点起床？_____________________②我通常六点半起床。
____________________③他们几点穿好衣服？___________________④他们总是七点半穿好。
___________________⑤里克在几点钟吃早饭？____________________…2. Ss finish off the sentences by themselves, then check the answers by themselves.3. Give Ss about some time to remember the sentences.4. 语法探究：Let Ss read the sentences on the big screen. Try to find the answers to the question. And try to learn about the grammar knowledge.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。
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。
2024年unit2精彩教案牛津译林英语七年级下册
2024年unit2精彩教案牛津译林英语七年级下册教案名称：Unit2"Neighbours"教学目标：1.让学生掌握本单元的生词和短语，了解重点句型。
2.培养学生用英语描述邻居和周围环境的能力。
3.培养学生的合作精神和创新意识。
教学重点：1.生词和短语：nextdoor,nextto,acrossfrom,behind,infrontof 等。
2.重点句型：Whereis?It's;Whois?He/Sheis。
教学难点：1.空间方位词汇的运用。
2.描述邻居和周围环境的表达方式。
教学过程：一、导入1.利用多媒体展示一幅描绘社区环境的图片，让学生观察并描述图片中的事物。
2.引导学生用英语表达图片中的空间方位，如nextdoor,nextto 等。
二、生词和短语学习1.教师领读生词和短语，让学生跟读并模仿发音。
2.学生自主朗读生词和短语，巩固记忆。
3.设计一些小游戏，如“单词接龙”，让学生在游戏中复习生词。
三、重点句型学习1.教师通过演示，让学生理解Whereis?It's;Whois?He/Sheis的用法。
2.学生进行角色扮演，练习使用重点句型描述邻居和周围环境。
3.教师选取一些学生的描述，进行点评和纠正。
四、课堂活动1.分组活动：学生自由组成小组，每组选择一个社区环境，用英语描述该环境中的邻居和建筑。
2.各组展示成果，其他学生认真倾听并进行评价。
3.教师选取优秀的小组，给予表扬和奖励。
五、巩固练习1.完成课后练习题，巩固本节课所学内容。
2.学生自主编写一段描述自己社区环境的英语短文，要求运用本节课所学词汇和句型。
六、课后作业1.复习本节课所学生词和短语，熟读重点句型。
2.完成课后练习题。
3.家长签字确认，确保学生完成作业。
教学反思：本节课通过生动的图片导入，激发学生的学习兴趣。
在教学过程中，注重学生的参与和互动，让学生在轻松愉快的氛围中学习英语。
通过课堂活动和巩固练习，使学生能够熟练运用所学知识描述邻居和周围环境。
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.。
七年级英语：Unit 2 What's this in English教学设计
初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 初中英语 / 七年级英语教案编订：XX文讯教育机构Unit 2 What's this in English教学设计教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中七年级英语科目, 学习后学生能得到全面的发展和提高。
本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。
unit 2 what's this in english教学设计starter unit 2 what’s this in english？no. 110 middle school by cao yi课程目标一、知识和能力目标本单元的核心教学内容是“认物”。
用英语确认周围的常见事物比较符合英语初学者的实际情况。
通过本单元教学，使学生运用所学句型，去熟悉周围事物的名称；教学生学会在实际生活中如何确认事物。
通过辨认物体，学生学到一些生词，并巩固所学句型。
二、过程和方法目标教师要尽量使学生对课文中出现的句型能够熟练上口，这样，学生才能顺利开展比较灵活的对话。
教师可以用手势，表情，动作等示意，帮助学生听懂课堂教学内容，但在实际操作中应尽量避免“明知故问”的倾向，应该采用应用性原则；如：遮盖物品、显露局部、辨认物体、完形识别、图形辨认等方法。
三、情感态度和价值观目标目标在学生学习过程中的作用至关重要，教师要帮助他们建立起一个切合自己实际的目标，通过渐进的学习以及一点一滴的进步，使他们逐步建立起成功感。
成功越多，自信心就越强。
学情分析代词this，that和it的用法。
this和that均指单数的事物。
this指处于说话者近处的事物；that指处于说话者远处的事物。
而it则指代上文出现的单数的事物，也可指代上文出现的this或that。
初一英语教案人教版unit2
教案初一英语教案人教版unit2一、引言1.1课题背景1.1.1英语作为国际通用语言的重要性1.1.2我国英语教育的发展及现状1.1.3初一英语学习的阶段特点及任务1.1.4Unit2在初一英语教学中的地位和作用1.2教学目标1.2.1培养学生英语学习的兴趣和积极性1.2.2提高学生的英语听说读写能力1.2.3培养学生的跨文化交际意识1.2.4帮助学生掌握Unit2的知识点1.3教学方法1.3.1采用任务型教学法，激发学生的学习兴趣1.3.2利用多媒体辅助教学，提高教学效果1.3.3鼓励学生参与课堂互动，培养合作精神1.3.4定期进行学习评价，及时调整教学方法二、知识点讲解2.1词汇2.1.1重点词汇：family,parent,sister,brother,grandparent 2.1.2词汇讲解：通过图片、实物等形式展示词汇，让学生更好地理解和记忆2.1.3词汇练习：设计丰富的练习，如填空、选择、匹配等，巩固学生对词汇的掌握2.1.4词汇运用：鼓励学生在实际情景中运用所学词汇，提高语言运用能力2.2语法2.2.1重点语法：一般现在时2.2.2语法讲解：通过例句、图表等形式讲解一般现在时的构成和用法2.2.3语法练习：设计针对性的练习，如填空、改错、句型转换等，让学生熟练掌握一般现在时2.2.4语法运用：鼓励学生在写作、口语表达中运用一般现在时，提高语法运用能力2.3对话2.3.1重点对话：介绍家庭成员2.3.2对话讲解：分析对话内容、功能及语言特点2.3.3对话练习：设计角色扮演、问答等练习，让学生熟悉并运用对话2.3.4对话拓展：鼓励学生结合自身实际，创作类似的对话，提高交际能力三、教学内容3.1课文3.1.1课文内容：Unit2的课文主要围绕家庭成员展开3.1.2课文讲解：分析课文结构、语言点及文化背景3.1.3课文练习：设计阅读理解、完型填空等练习，提高学生的阅读能力3.1.4课文拓展：引导学生探讨课文主题，培养学生的思辨能力和跨文化意识3.2听力3.2.1听力材料：与家庭成员相关的对话、短文等3.2.2听力讲解：教授听力技巧，如预测、捕捉关键信息等3.2.3听力练习：设计听辨、听写、听力理解等练习，提高学生的听力水平3.3语音3.3.1重点语音：元音音素/i:/和/i/3.3.2语音讲解：讲解元音音素的发音特点及区别3.3.3语音练习：设计听音辨词、模仿朗读等练习，让学生掌握元音音素的发音3.3.4语音拓展：引导学生关注日常生活中的语音现象，提高语音感知能力四、教学目标4.1知识与技能4.1.1掌握Unit2的重点词汇、语法和对话4.1.2能够运用Unit2的知识进行简单的英语交际4.1.3提高英语听说读写能力4.1.4培养跨文化交际意识4.2过程与方法4.2.1培养学生合作学习的能力4.2.2培养学生自主学习的能力4.2.3培养学生解决问题的能力4.2.4培养学生创新思维的能力4.3情感态度与价值观4.3.1培养学生对英语学习的兴趣和积极性4.3.2培养学生尊重和包容不同文化的态度4.3.3培养学生团队合作的精神4.3.4培养学生积极向上的价值观五、教学难点与重点5.1教学难点5.1.1词汇的掌握和运用5.1.2一般现在时的语法运用5.六、教具与学具准备6.1教师准备6.1.1多媒体课件：包括词汇、语法、对话的展示和练习6.1.2图片和实物：用于展示家庭成员，增强视觉效果6.1.3录音设备：播放听力材料，进行听力练习6.1.4教学视频：用于辅助教学，提供更多的语言输入6.2学生准备6.2.1英语课本和练习册：学习Unit2的相关内容6.2.2笔记本和文具：记录重点知识和练习答案6.2.3家庭照片：用于介绍家庭成员的实践活动6.2.4英语词典：查找生词，自主学习6.3课堂环境6.3.1座位安排：适合小组活动和角色扮演6.3.2黑板和白板：用于板书和展示学生答案6.3.3墙面海报：展示英语学习标语和家庭成员词汇七、教学过程7.1导入7.1.1开场白：用英语与学生打招呼，引入新课话题7.1.2快速问答：复习上一课的内容，激活学生的相关知识7.1.3图片展示：展示家庭成员的图片，引起学生的兴趣7.1.4目标介绍：告知学生本节课的学习目标和预期成果7.2主体教学7.2.1词汇学习：通过图片和实物学习重点词汇7.2.2语法讲解：通过例句和图表讲解一般现在时7.2.3对话练习：分组练习对话，模拟真实场景7.2.4听力训练：播放听力材料，进行听力和理解练习7.3巩固与拓展7.3.1小组活动：设计家庭成员介绍的小游戏或角色扮演7.3.2课堂写作：写一段关于自己家庭成员的短文7.3.3语音练习：模仿录音，练习元音音素的发音7.3.4作业布置：布置课后作业，巩固所学知识八、板书设计8.1词汇板书8.1.1重点词汇列表：在黑板上列出Unit2的重点词汇8.1.2词汇例句：用不同颜色的粉笔标出词汇在例句中的使用8.1.3词汇配图：在词汇旁边画上简笔画，增强记忆8.1.4词汇游戏：设计一个与词汇相关的游戏，如“找不同”8.2语法板书8.2.1语法规则：用图表形式展示一般现在时的构成8.2.2语法例句：用例句展示一般现在时的用法8.2.3语法练习：在黑板上展示语法练习题，让学生参与解答8.3对话板书8.3.1对话脚本：在黑板上写出对话的脚本，供学生参考8.3.2对话角色：标明对话中不同角色的名称8.3.3对话情景：用图画或关键词表示对话发生的情景8.3.4对话提示：给出表演对话时的表情和动作提示九、作业设计9.1词汇作业9.1.1词汇填空：完成练习册上的词汇填空题9.1.2词汇匹配：将词汇与图片或定义进行匹配9.1.3词汇造句：用Unit2的词汇各造一个句子9.1.4词汇复习：复习Unit2的所有词汇，准备下次课的测试9.2语法作业9.2.1语法改错：改正练习册上的语法错误9.2.2语法填空：完成一般现在时的语法填空题9.2.3语法转换：将句子从一般现在时转换为其他时态9.2.4语法写作：用一般现在时写一段短文9.3对话作业9.3.1对话背诵：背诵Unit2的对话9.3.2对话改编：改编Unit2的对话，加入自己的家庭成员9.3.3对话表演：与同学一起表演Unit2的对话9.3.4对话创作：创作一个新的对话，介绍自己的家庭成员十、课后反思及拓展延伸10.1教学效果反思10.1.1学生参与度：重点和难点解析一、知识点讲解中的词汇部分1.1词汇的讲解与练习详细讲解每个重点词汇的用法和搭配，确保学生理解并能够正确使用。
(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？
七年级英语下册Unit2SunshineTown教案
七年级英语下册Unit2SunshineTown教案课题：comic strip and welcome to the unit【教学目标】：1.学习城市中有关活动场所的词汇.2.将活动和地点联系起来并建议到不同的地点活动或游玩.3.词汇: none, order, tin, pizza, enjoy doingchinese food, play badminton, love doingwatch films, a tin of dog food, order a pizza【课前预习】预习课文，回答下列问题1. how much money do they have? _____________________2. where does eddie want to go to buy food? _____________________3. what does eddie want to do with one yuan? _____________________[课堂训练]一.词组翻译1去超市_________________________ 2 饿了____________________________3多少钱_________________________ 4 多少听狗食_______________________5订一个比萨饼___________________ 6计划一些活动______________________7看电影_________________________ 8 喜爱打羽毛球_____________________9.去不同的中餐馆_________________ 10 带他们去运动中心_______________二. 根据句意和首字母填空1.the question is very easy，but n________ of us can answer it.2. let’s o________ some cakes and fruit.3. we’ll go to the c_________ to see that wonderful film.4. i love w__________ ball games.5. they will go to the shopping m_________ to buy some clothes.6.can we buy the food ________(用) so little money?7. i can’t find my walkman. ________(也许) i left it in the classroom.8. he enjoys __________(吃) chinese food.9. i think we can go there by . （地铁）10. walk along the road (直到) you see the post office.11. there are only two (听，罐) of coke in the fridge.12. i can’t find my walkman. (也许) i left it in the classroom.[课后巩固]一用所给词的适当形式填空1. none of them ________(be) from the uk2. would you like _________(go) to the sports center with me?3. there are at _________(little) XX students in our school.4. jane likes shopping. she wants to go to the _________(shop) mall.5. a group of exchange students _________(visit) the great wall now.6. there ________(be) much money in my pocket.7. the students ____________(plan) an activity at the moment.8. he loves _________(play) basketball. let’s ______ (go)______(play) it.9. i would love ________(play) football this afternoon.10.the teacher tells us ________(work) hard.二. 句型转换1. uncle wang may be at home.(改同义句)________ uncle wang ________ at home.2. i have two cartons of milk.(对划线部分提问)________ ________ ________ of milk _______ you have?3.carol has three bottles of orange juice.(同上)__________ __________ orange juice _________carol ________? 4.all of us like this comic book.(否定句)________ _______ ______ ______ this comic book.5.there’s no dog food.(用not改写)there ________ ________ dog food.6.we have only 3yuan .( 对划线部分提问)_______ _________ _________ do you have?7 we can buy 3 tins of coke with 20yuan. (提问)_______ _______ ________ of coke can you buy with 20yuan?8 maybe there is a football match between our classes.(同义句) there _______ ________a football match between our classes.三、翻译句子1. 我可以点一份比萨和两听可乐吗?_________________________________________2. 你的运动鞋花了多少钱?_________________________________________3. 你有多少钱啊?_________________________________________4. 我喜欢打羽毛球._________________________________________7b unit 2 sunshine town课题：reading (1)【教学目标】：1. 读懂文章，了解阳光镇的基本情况。
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。