人教新目标七年级下册英语Unit2单元主题写作学案
人教版新目标七年级英语下册 Unit 2教学设计
人教版新目标七年级英语下册 Unit 2教学设计一. 教材分析人教版新目标七年级英语下册Unit 2主要围绕日常生活话题，让学生学会描述日常活动、表达喜好和计划。
本单元包括三个部分：听说课、读课和综合语言运用课。
听说课主要训练学生的听说能力，读课通过阅读提高学生的理解能力，综合语言运用课则培养学生的综合语言运用能力。
二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的听说读写能力。
但部分学生对英语学习仍存在恐惧心理，缺乏自信心。
因此，在教学过程中，教师需要关注学生的情感态度，激发他们的学习兴趣，提高课堂参与度。
三. 教学目标1.知识目标：学生能够掌握日常生活中常用的词汇和表达方式，如goto school, read books, watch TV等。
2.能力目标：学生能够在真实情境中运用所学知识进行日常交流，提高听、说、读、写的能力。
3.情感目标：学生能够积极参与课堂活动，提高学习英语的自信心和兴趣。
四. 教学重难点1.重点：学生能够熟练运用日常词汇和句型描述日常生活。
2.难点：学生能够正确使用一般现在时表达习惯性动作和喜欢的事物。
五. 教学方法1.任务型教学法：通过完成各种实际任务，让学生在实践中学习、运用英语。
2.情境教学法：创设真实的语境，激发学生的学习兴趣和积极性。
3.情感教学法：关注学生的情感需求，营造轻松、愉快的学习氛围。
六. 教学准备1.教师准备：提前备课，熟悉教材内容和教学目标。
2.学生准备：预习新课内容，复习相关知识点。
3.教学资源：准备多媒体教学课件、图片、实物等。
七. 教学过程1.导入（5分钟）利用图片或实物展示日常生活中的人物和活动，引导学生谈论他们的日常喜好。
例如，展示一张学校操场上的图片，让学生描述图片中学生在做什么。
2.呈现（10分钟）教师通过PPT展示本节课的主要词汇和句型，如go to school, read books, watch TV等，并用例句展示如何运用这些词汇和句型。
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.。
初中英语：新目标七年级下册Unit2Whereisthepostoffice导学案
初中英语新课程标准教材英语教课方案( 2019—2020学年度第二学期)学校：年级：任课教师：英语教课方案 /初中英语/七年级英语教课方案编订： XX文讯教育机构初中英语教课方案文讯教育教课方案新目标七年级下册Unit2Where is the post office导教案教材简介 : 本教材主要用途为经过学习英语的内容，提升学生的语言技术，增添一项语言能力，有益于国际化的平时沟通、生活、工作等，本教课方案资料合用于初中七年级英语科目 , 学习后学生能获得全面的发展和提升。
本内容是依据教材的内容进行的编写，能够放心改正调整或直接进行教课使用。
七年级下 unit2 where is the post office?第一课时单元主题： ask for and give directions.咨询方向，以及给出方向。
单元目标：（ 1）学习并掌握一些表示方向的介词。
（2）学习并掌握一些形容词的用法。
（3）学习并掌握一些常有地方的名称。
主要句型和社交用语：（1） where’ s the park?（2） it ’ s on center street.（3） the supermarket is across from the bank.（4） the pay phone is next to the post office.（5） the library is between the video arcade and the supermarket.初中英语教课方案文讯教育教课方案（6） is there a pay phone in the neighborhood?（7） it ’ s down the bridge street on the left.主要：post office，is there⋯?，bank，near，here，center，street，bridge，hotel，video ， arcade ， supermarket ， pay，pay phone ， park ，across ， across from，next to，between，avenue，down，neighborhood ，right，left，quiet，big，dirty，busy，false，welcome，garden ，district，turn，off，enjoy，walk，take a walk，through，will，see，house，begin ， beginning ， tour ，come， get ，money， buy1. across介“横”be careful when you walk across the busy street.当你穿忙碌的街道要当心。
2020年春人教新目标英语七年级下册unit2全单元教案
2020年春人教新目标英语七年级下册学科英语年级七年级审批周次第二周份数2第一课时第二课时第三课时第四课时单元练习【自主检测】：I、精挑细选1．Do you often _______ TV?A. seeB. watchC. look2. ______ do you get up in the morning?A. WhereB. What timeC. How3. When ______ Tom take a shower?A. doesB. doC. has4. What time does Ann ______ every day?A. go schoolB. go to the schoolC. go to school5. -----What time is it ?------It’s ______ 7:00. We often have breakfast ____7:00A. at, atB. /, atC. at, /II、按要求改写句子.1. Alicia takes a shower at 9:00.(提问划线部分)______________________________________?2. Mary takes a shower at 8:00.(变一般疑问句)_________ Mary ________ a shower at 8:00?3. I usually go to bed at 10:00.(变否定句)I _______ usually _______to bed at 10:00.4. She often runs in the morning.(对划线部分提问)________ _________ she often _________?5.I usually get up at five o’clock every day. (对划线部分提问)________ _________ ________ you get up every day?II、翻译官1.起床___________2.穿衣服__________3.过着健康的生活______4.做家庭作业_________5.对……有益___________6.散步____________7.吃早餐__________ 8.上学__________9.去睡觉_______ 10.在周末_________11.迟到___________ 12.淋浴______II、根据汉语完成英语句子。
人教版新目标七年级英语下册Unit2说课稿
人教版新目标七年级英语下册 Unit 2说课稿一. 教材分析人教版新目标七年级英语下册Unit 2主要围绕主题“Do you like music?”展开，通过学习本单元，学生能够掌握一般现在时的肯定句和否定句的构成，学会使用“Do you like…?”和“What kind of music do you like?”等句型进行询问和表达自己的喜好。
同时，学生还能通过听力、阅读和写作等实践环节，提高自己的英语应用能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，对学习英语有较强的兴趣，但部分学生在发音和口语表达上还存在困难。
此外，学生们的学习习惯和认知水平各有差异，因此在教学过程中需要关注学生的个体差异，因材施教。
三. 说教学目标1.知识目标：学生能够掌握一般现在时的肯定句和否定句的构成，学会使用“Do you like…?”和“What kind of music do you like?”等句型进行询问和表达自己的喜好。
2.能力目标：通过听力、阅读和写作等实践环节，提高学生的英语应用能力。
3.情感目标：培养学生对音乐文化的兴趣，增进学生之间的友谊。
四. 说教学重难点1.重点：一般现在时的肯定句和否定句的构成，以及“Do you like…?”和“What kind of music do you like?”等句型的运用。
2.难点：如何准确表达自己的喜好，并在实际情景中运用所学知识。
五. 说教学方法与手段1.教学方法：采用任务型教学法、交际法和学生小组合作学习等方法，激发学生的学习兴趣，提高学生的参与度。
2.教学手段：利用多媒体课件、图片、音频和视频等资源，辅助教学，增强学生的直观感受。
六. 说教学过程1.导入：通过播放一首英文歌曲，引起学生对音乐的兴趣，然后提问“Do you like music?”，引导学生进入本课主题。
2.新课呈现：讲解一般现在时的肯定句和否定句的构成，示范使用“Doyou like…?”和“What kind of music do you like?”等句型进行询问和表达喜好。
新目标英语七年级2单元教案（新目标版七年级英语下册教案教学设计）
新目标英语七年级2单元教案（新目标版七年级英语下册教案教学设计）No. 110 Middle School by Cao Yi单元整体说明单元教材分析本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。
通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。
本单元与第三单元衔接紧密：由this，that的学习过渡到these, those 的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。
单元知识系统（树）Is this/that your/her/his pencil? Yes, it is. No, it isn’t.How do you spell pen? P-E-N. What’s this in English? It’s a pen.Lost and Found单元总体目标运用Using contest guessing的学习策略，引导学生学会询问物品的主人的基本句型；体会一般疑问句的用法；学习如何写“失物招领”，“寻物启事”。
单元教学、难点一览重点难点1. 复习词汇pencil pen book eraser ruler pencil case2.词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card3. 句型Is this/that your/her/his pencil? Yes, it is. No, it isn't.How do you spell pen? P-E-N. What’s this in English? It’sa pen.4. Lost and Found 话法焦点在于一般疑问句、Lost and Found.单元学情分析本单元的主题是识别物品的所属，同时引导学生采用Using contest guessing和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。
新目标人教版七年级下册Unit2教案学案
七下Unit 2 What time do you go to school?一．重点单词解析1. upeg. He usually gets up at 6 o’clock in the morning. 他通常在早晨六点起床。
考点：up的反义词down 向下相关词组：up and down 上上下下stand up 站起来wake up 醒来eat up 吃光2. dresseg. The boy is too young to dress himself. 这个男孩太小了，不能自己穿衣服。
3. tootheg. You should brush your teeth carefully. 你应该认真刷牙。
考点：复数teeth4. usuallyeg. When do you usually eat your breakfast? 你通常什么时候吃早餐？考点：usually, often, always, never等在句中使用时，容易因隔开主语和谓语，影响对第三人称单数的判断。
记住副词是不影响人称和时态的。
如：My father often _________ （go）to work by bus. 我爸爸通常坐公交车去上班。
Our teacher usually ________(have) lunch with us.5. fortyeg. There are nearly forty students in my class. 我们班有将近40 个学生。
考点：易错基数词11________ 12________ 13________ 14________19________ 21________ 100_________6. nevereg. She is never late for school. 她上学从不迟到。
考点：never 是否定词，句中存在never, few, little, nothing 等词时，通常视为否定句。
人教版新目标英语七年级下册Unit 2 写作教学案
七年级下册Unit 2 What time do you go to school?写作教学案（教师使用）【话题】日常作息习惯（Daily routines）【写作目标】能运用本单元所学的语法及语言材料，完成写作简单谈论日常作息习惯。
【课前任务】一、写出下列短语。
1、起床2、穿上衣服3、洗淋浴4、广播电台5、（在）周末6、做作业7、散步 8、要么……要么……参考答案：1. get up 2. get dressed 3. take a shower 4. radio station 5.on weekends 6.do (one’s) homework 7. take a walk 8.either...or...二、根据汉语意思完成下列句子。
1、里克，你通常几点起床？________ ________ do you usually ________ ________, Rick?2、她认为那(冰激凌)对她身体不好，但是它尝起来味道很棒！She ________ it’s not good ________ her, ________ it tastes good!3、要么你错了，要么我错了。
________ you ________ I ________ wrong .4、放学后，迈克经常在教室里做作业。
________ ________, Mike often ________ ________ ________ in the classroom.5、你每天通常什么时候散步？________ ________ you usually ________ ________ ________ every day?参考答案：1.What time; get up 2.thinks;for; but 3. Either; or am 4.After school; does his homework 5.When do; take a walk三、写出与本话题有关的词汇和句型。
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Unit 2 第七课时单元主题写作
单元主题剖析
本单元以谈论日常作息时间为话题,要求我们熟练运用一般现在时态,正确使用频度副词(sometimes,usually, always等)来谈论自己的日常生活，合理安排自己的学习和课外活动时间。
走进经典范文
[题目]
假设你是李明，请写一篇英语短文,介绍自己一天的生活。
要求:
1.条理清哳,语句通顺。
2.60词左右。
[范文]
Hello, everyone! My name is Li Ming. I (1 ) (通常6:30起床) in the morning. Then I wash my face and (2)
(吃早餐). At 7:10 1 (3) (骑自行车去学校). We have four classes in the morning and(4) (下午三节课). At4:30 p.m. ,I (5) (回家). After supper,I (6)
(做作业).1 usually watch TV (7)
(从9:00到9:30) in the evening.Then I (8) (去睡觉) at 10:00 p. m.
单元写作尝试
[题目]
每个人都应该熟知自己的妈妈。
你的妈妈每天都在忙什么呢?请以“My Mother's Busy Day”为题，向我们描述一下妈妈一天的活动吧!
要求:条理清晰,时态准确。
词数80词左右。
写作指导
[审题思路]
本文是介绍妈妈的8常活动,所以确定以第三人称和一般现在时为主,在写作过程中要注意动词的三单变化。
写作时可根据人物(who).在什么时间(when)、做了什么(what)等要素进行详细描述。
在写作时需要注意时间的先后顺序以及人称的表达方式。
[写作提纲]
1.简要介绍人物情况。
2.根据时间顺序描述日常生活。
3.注意时间的先后顺序和人称的表达方式。
4.简单小结。
[小试身手]
My Mother's Busy Day
答案：
范文：(1) usually get up at 6:30 (2) have breakfast (3) go to school by bike (4)three classes in the afternoon （5）go home （6）do my homework (7)from 9:30 to 9:30 (8)go to bed
小试身手
My mother is busy every day.
She gets up at six o`clock and then she takes a quick shower. She eats breakfast at half past six and she goes to work seven.
She works for eight hours a day.She gets home at six thirty.Then she cooks dinner for me. After dinner,she sometimes watches TV.But usually
she helps me with my homework.She goes to bed at about twenty to eleven.
My mother is busy.I love her!。