初中英语人教版七年级下册Unit1 Section B-1
七年级上册英语Unit 1 Section B Period 1 教学案例
金东方初中马远太
一、教材分析：
1、教学目标：
本单元Section B的核心语言目标是：学习数字和询问电话号码。
数字在我们现实生活中
非常普遍，电话号码、身份证号码、银行账号、邮政编码等等，数字与学习生活密不可分，学生通过学习数字进而用英语询问电话号码，在综合语境中介绍自己和朋友的信息电话号码，从而达到学中用，用中学的目的，同时也使他们感受数字与生活的密切联系。
2、重难点分析：
本节课重难点是学习并掌握英文数字：zero one two three four five six seven eight nine telephone number phone it call family、询问电话号码并回答句型：-What's your telephone number? -It's...
拓展句型：-What's his/her telephone number?
-It's...
二、学情分析：
1、学习能力：
英语基础较好，数字0-9能读能写，但是听力需加强，听辨电话号码的精准度需进一步提高。
2、情感目标：
1）进一步提高学生对英语学习的热情，使学生树立学习英语的自信心，并培养观察和主动竞争的意识。
2）培养学生积极主动的参与课堂活动，大胆开口，主动模仿，并培养学生的合作交流能力。
三、说学法：
本课主要采取的是“三制四能六环”中的合作制和激励制。
以“任务型教学模式”为辅，以活动、合作为主线，让学生在教师的指导下，通过感知、体验，参与合作、竞赛游戏等，整个教学源于生活，又运用于生活。
按照“三制四能六环”中自主学习、沟通合作安排课堂活动，提升学生综合能力。
在环节的设计上采用创设情境、合作探究、交流展示来充分发挥学生的主导作用。
四、教具准备：
多媒体PPT、班上学生照片
五、教学流程：
Step 1 Warming up
用Do you like English?开场自然清晰，When we face difficulties we can say "I can do it" to ourselves. 用How can we do it 进一步衔接到数字歌"One-step, two-step, three-step I can do...ten-step we are the champion"引入数字。
此过程主要在于活跃气氛，唱歌自然衔接带入到数字的教授，并用绿色标注数字单词，让学生重点把握。
Step 2 Leading in
"Just now, we sing the number song, can we say out loud these numbers?"用快闪的数字形式
让学生大声喊出所指数字，既锻炼了学生快速将数字转化成英文的能力，又锻炼了学生的大胆说出英语的胆量和口语能力（介于大部分学生的数字功底并没有详细教授数字拼读，以及拼写，这也是后面会提到的教学疏忽，在拼写拼读这一块没有做好重点知识的强调学习）。
-What's your telephone number?
-My phone number is...
-What's his/her phone number? -It's.../His/her phone number
is... Unit 1 Section B Period 1 zero one two three four five six
seven eight nine
接下来是让学生比赛上来写数字英文，这里是为了让大家在书写的过程中注意拼写以及速度（不过在此过程中发现拼写问题，也是欲速则不达的后果）。
下一个环节是利用数字做算术，并不是重点句型，没有过多强调。
Step 3 Numbers speaking
此环节就是大声喊出自己的幸运数字，学生快速反应，听辨老师所报的英文数字，并站起来回应。
此环节的设置既锻炼的学生的英文数字听力以及反应能力，又为下一个环节提供了自然过渡的前提。
老师在环节过后用"My lucky number is 6,and I pick it as my phone number" 自然过渡到句型"My telephone number is 6671898"和"What's your telephone number?" 此重点句型的传授过后，每个学生都能读能用，分组朗读后，进行两人对话练习。
Step 4 Pair work
两人编对话，可以用上以前学过的句型，最主要的是用上本节课重点句型，学生合作、交流、互帮互助，既可以调动积极性，又可以锻炼合作能力，提高学生互帮互助，分享学习，参与探究等能力。
并配合上“三制四能六环”的激励制，采取加分的形式，让学生更加积极参与活动，提高能力。
Step 5 listening
用"We all know our friends' phone number, when they are telling us their numbers, we should write it down. We have a friend Alan in 1b,let's listen and write down his telephone number."
此环节过渡自然清晰，层层递进，学生能听辨课文录音中的英文数字，并写下。
配合名字的搭配，及时巩固所学知识，在听力过后及时发现问题并作出订正，也是“三制四能六环”中的疑难突破、教师点拨以及当堂演练，在此环节中进一步提升学生的实战演练听力能力。
Step 6 Speaking
用"Now we know Alan's phone number, how about our friends?"来过渡到拓展句型:"-What's his/her phone number?-It's..."此环节利用班上个别同学的照片头像，一是调动学生兴趣，找到他们的兴趣点，在课堂中途再次提高学生积极性。
在老师的一问一答中，学生能够判断问句以及说出答句，为后来的Group work奠定基础。
作为拓展句型需要学生能看懂并运用于生活，加强理解丰富语言知识。
Step 7 Group work
利用小组的交流合作探究优势，以学生为主导，将所学对话编入问答，并于同学做好分工合作，完成电话号码的询问、拿笔记载、口述重复、再询问，来强化对所学重难点句型以及拓展句型的运用。
此环节也是充分发挥“三制四能六环”的小组合作制，集体探究，共分享，共进步，强调学生主体自主学习，自主提升。
六、板书设计：
七、教后反思：
1、教学过程中遇到的数字拼写问题，没有及时更正，并给学生时间夯实基础，重点知识英文数字的拼写没有强调充分。
2、教学过程中过多使用中文，指令不简洁，且中文废话多，造成课堂语言混乱。
3、课堂上频繁走动、晃动，影响学生集中思维，也使课堂氛围不严谨。
4、课堂活动的设计上没有科学的逻辑性，缺乏充分考量，使学生能力展现没有层层递进。
在最后的Group work中，由于设计欠妥，导致展现不充分。
这也说明，Group work是要在充分计划精心安排的基础上才能展示的，并且这一环节必须要求充分利用，使学生训练到位，在组长的协调下每个人都能施展才华，也对平时组长的训练提出了要求。
5、在开展一些教学活动时，指令性语言不明确，通过这节课的实践，深深体会到提高个人素质（尤其是课堂用语和口语交流）和课堂教学能力任重而道远。
八、师傅点评：
1、本节课层层递进，有简入难，过度衔接自然流畅，但是没有较好的把握重难点数字拼读，在比赛书写环节发现了拼写问题，却没有花时间给学生练习拼写以及适当的教授，缺失了重难点的点拨，应该夯实基础。
知识点的层层递进，步步深入，逐渐加难方面还需努力。
2、在活动的设计上有待进一步考量，应该符合逻辑，慢慢由浅入深过渡到难点。
且活动在于提高学生兴趣，适当使用，配合知识点逐渐深入。
如"say out loud"环节，在学生刚刚接触数字时就大量快速辨认并进行语言转换，在能力上是一种不科学的跳跃式练习，此环节应该放在后面进行。
3、在课堂上，要更加注意与学生的交流，适当加入合情合理的情景对话，不要拘泥于课堂句型的反复练习，与学生适当交流以提高学生口语能力。
4、思维拓展与深入不够，太拘泥于数字的练习，重点句型的训练，没有更好的穿插与生活密切联系的衔接点，比如：车牌号、房间号、QQ号、紧急电话号码的联系等，这样才能让学生更加意识到数字与生活的密切联系，能够将所学知识运用于实际生活。
Unit1Canyouplaytheguitar？教学设计（人教版七年级英语下册教案教学设计）
Unit1Canyouplaytheguitar？教学设计（人教版七年级英语下册教案教学设计）单元学习目标导航教学目标 Section A Section B知识目标必记单词guitar n. 吉他sing v. 唱歌swim v. 游泳dance v. 跳舞draw 绘画chess n.国际象棋speak v.说,演说join v参加，加入club n.俱乐部 tell v 告诉，讲 story n.故事 write v.写 talk v. 谈话show v&n表演or conj. 或drum n. 鼓 piano n. 钢琴violin n 小提琴also adv 也，还people n.人（们） home n.& 家 make v.使，制造 today adv 今天center（=centre）n 中心，中央weekend n 周末teach v 教musician n. 音乐家常考短语 play chess, play the guitar, speak English，join the art /music / swimming club, sounds good, talk to(sb.) play the drums / the piano /the violin , help (sb.) with (sth.), be good with , make friends (with sb.), on the weekend典型例句 --Can you (sing)? --Yes , I can./No, I can’t. --What can you do? – I can dance. --What club do you want to join? --I/We want to join (the art club). I can speak English and I can also play soccer. Are you good with old people? Please call us at 689-7729 today!重点语法情态动词can的用法能力目标 1.谈论个人的能力；2读懂关于个人能力的文章；3.写招聘广告/海报情感态度积极参加学校或社团活动，丰富阅历，锻炼能力，帮助他人，提高自身素养。
人教版英语七年级下册课时练习：第3课时Unit1SectionB1a-1f
第3课时[Unit 1 Section B1 1a1f]Ⅰ.根据句意及汉语提示完成句子1．Mary can play the________(钢琴)．2．Tom can't dance, but he can play the________(吉他)．3．Jim likes playing the________(鼓)．4．Emily can play________(国际象棋)．5．My mother plays the________(小提琴) very well.Ⅱ.用适当的冠词填空，不需要的填“/”6．Do you have________ violin, Mike?7．The boy plays________ soccer well.8．I want to play________ piano this afternoon.9．It's difficult for me to play________ drums.10．Can you play________ chess with me?Ⅲ.用括号中所给单词的适当形式完成句子(每空仅限1个单词)11．Who can play the________？(drum)12．Can you________ stories？(tell)13．Kate is an English girl, but she________ Chinese well.(speak)14．Can you help the children________ chess？(play)15．What club can he________？(join)16．Can Bill________ a picture for his father's birthday？(draw)Ⅳ.根据汉语意思完成句子17．“你哥哥会讲故事吗？”“是的，他会。
(完整版)人教版初中英语七年级下册Unit1SectionB教材全解
人教版初中英语七年级下册Unit1SectionB教材全解Unit 1 Can you play the guitar?Unit 1 Section B教材全解1.Hello,I’m Peter.I like to play basketball.I can speak English and I can also play soccer.你好！我是彼特。
我喜欢打篮球。
我会说英语，也会踢足球。
【重点注释】①I like to play basketball.我喜欢打篮球。
like doing sth.和like to do sth.都表示“喜欢做某事”，但动名词所表示的动作，在意义上比较一般和抽象，时间观念不强，不指某一次动作；动词不定式则常指某个具体的一次性的动作。
例如：She likes swimming.她喜欢游泳（经常性的爱好）。
She likes to swim this afternoon.她今天下午想游泳（特指某一次的动作）。
另外，在搭配(使用方法)上，还有一点区别：（1）“like to do sth.”一般与“would”搭配，构成would like （would like 后面只能跟动词不定式，即woule like to do sth.），表示“意愿”。
例如：I would like to swim with you .我愿意和你去游泳。
Would you like to skate? 你愿意去滑冰吗？Would you like to have some bananas?你想吃些香蕉吗？（2）“like doing sth.”表示“爱好”。
例如：I like watching TV.我喜欢看电视。
Do you like singing ?你喜欢唱歌吗？②I can speak English and I can also play soccer.我会说英语，也会踢足球。
人教版七年级下册英语 【课后作业】Unit 1 Section B 试卷含答案
Unit1Can you play the guitar？Section B一、根据汉语提示填空1．After class,Sarah often practices playing the______(小提琴)in the Music Club. 2．—Do you want to go to the sports________(中心)this Sunday morning?—Yes,I do.3．My dream is to be a________(音乐家).4．Tom is a cool boy.Jack is________(也)a cool boy.5．I can play the guitar,but I can’t play the d________.二、用所给单词的正确形式填空1．Mike often________(play)the violin in the evening.2．Many_________(people)watch TV at night every day.3．Alice sings and dances very________(good).4．Li Lei likes to tell________(story).5．I want________(know)how you can get home.6．Mr.Zhang teaches________(they)math.7．Do you want to join the____club?(swim)8．Can Mary and Alice____computer games?(play)9．He is good at singing and wants to be a____.(music)10．Mr.Smith_________(teach)us English.He is a funny man.We all like him.三、完成句子1．他常常帮助我英语。
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。
初中英语七年级下册《Section B 1a―1d》获奖课件人教版
Unit 9
Section B （1a-1e）
1a. Match the words with the pictures.
1.__d__ a big nose 5.__c__ a round face
2.__a__ blonde hair 6.__a__ big eyes
3.__c__ a small mouth 7._c_/_b_ black hair
great actress.
Describe one of your favorite stars to
your classmates.
Eg: My favorite is star….. （job) and he is…… He has ……and…… (looks) He comes from…(county)
4______________ has blonde hair.
1c 1d Listen and write Johnny Dean’s and Tina Brown’s jobs in the chart and what they look like.
七年级-人教版-英语-下册-Unit-1-Section-B-(2a-2c)
My name’s Alan. I’m in the school music club. I
·What club is Alan in? He is in the school music club.
can play the guitar and the piano. I can sing and dance, too.
Hello, I’m Peter. I like to play basketball. I can speak English and I can also play soccer.
·What does Peter like to do? He likes to play basketball.
·What can he do? He can speak English and play soccer.
Work in groups of three. Ask and answer. Then make a report.
What can you do? Which ad are you interested in? ...
I like playing chess very much and I’m good at talking. I think I can help old people, so I want to go to the old people’s home.
e.g. She also wants to go swimming. 她也想去游泳。 I can dance, too. 我也会跳舞。
2．Are you good with old people? 你善于跟老人相处吗？ be good with 意为“善于应付……的；对……有办法”，其近义短语
2019-2020年人教版英语七年级下册Unit 1 Section B 练习题+单元测试(无答案)
2019-2020学年人教版英语七年级下册unit 1 SectionB练习题+单元测试第四课时（Section B 1a-1f ）预习检测：1My grandfather often ____ me stories when he is free.A.speaksB.talksC.saysD.tells2--- Who is ____ man in a black hat ?---It’s Jim Brown. We oftern play ___ basket ball together in our free time.A.an;aB.a;/C.the; aD.the; /3These are the _______ (twin) English book.4I can play chess. But I can’t __________ (speak ) Chinese.5Come and _______ ( join) our clubs. We have many clubs here.6---Can your sister ________(play) the violin ? ---Yes, she can.7---What are you going to do at the party tomorrow?---I’ll ______________________(弹钢琴)8---Mom,can I play tennis ?---_____right now. I’d like you to help me with the housework.A.No, you can.B.Yes, you can’tC.Yes, you can.D.No, you can’t9She can draw a picture . (提问) ________ can she _______?10She can draw a picture . (提问) ________ can she _______?课后作业：1.Susan is good at English and she _____ sing English songs. A.cans B.can C.can to2.---_____I wear any clothes I like to school ? ---No, you can’t. You must wear your uniform.A. MustB.Need c。
Unit1全单元教案2021-2022学年人教版英语七年级下册
Unit 1 Can you play the guitar?Section A (1a-2d)Teaching Goals：A级目标：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.B级目标：能了解以下语法：情态动词can的用法want to do sth.的用法C级目标：A级目标+ B级目标另：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。
Teaching DifficultiesFocuses：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。
Difficult points情态动词can的构成和使用。
Teaching stepsⅠ. 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: Ican 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. S s look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with thepeople.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。
初中英语人教版七年级下册第一单元第一学时导学案
班级__________ 姓名________________英语导学案七年级下Unit1 Can you play the guitar?Period One(第一课时)：Section A 1a — 1c ______________ Part 1: 【课前预习与回顾】Ⅰ. 词汇学习(课本P120单词表Unit1 P1)1.三个名词(按英文中文的顺序)____________ ________ ____________ ________ ____________ ________2. 四个动词(同上) ____________ ____________________ ________ ____________ ________ ____________ ________3. 两个动词名词兼类词____________ ________ ____________ ________Part 2：Step 1 核对课前预习的答案。
Step 2 看图学习本课时生词及情态动词can的含义和用法“Presentation”Step 3 进一步学习can的一般疑问句：仿照例句将后面的句子变成一般疑问句并回答：I can sing. →Can you sing? Yes, I can/ No, I can’tI can dance.I can play the guitar.I can speak English.I can draw.I can play chess.I can swim.Step 4 听力训练：1. 听第一遍，完成课本1b任务；2. 听第二遍，回答下列问题：1. In conversation 1, what club does the girl want to join? Can she sing?2. In conversation 2, can the boy swim?3. In conversation 3, what club does the girl want to join? Can she draw?Step 5. Pair work：对话练习。