七年级英语下册Unit 6 Topic 2 Section B
Are there any near here?
any 在句中用作代词，指代stores, 以避免与前文重复。
on the street corner
在街道的拐角
3a. Look at the picture and put the following sentences in the correct order.
3b. Suppose your neighbor comes to borrow your bike. What would you say? Make up a conversation with your partner.
You can use the sentences in 3a. Excuse me, ... Could you help me? Of course.
railway station
parking lot
hospital
2a. Match the pictures with the phrases.
buy things post letters buy books borrow books
post office
library
supermarket
There are no houses on the right, ...
no 在此作形容词，相当于 not a/an 或 not any “没有, 无”。
e.g. There is no book on the desk. = There isn’t a book on the desk. I have no money in my wallet. = I don’t have any money in my wallet.
1b. Listen to 1a and fill in the
blanks.
• Michael is Mary's new __n_e_ig_h_b_o_r__. He is looking for a __s_t_o_r_e____ and a ___b_a_n_k__. The store is __in__f_ro_n_t__o_f__ the building and the ____b__an_k____ is ____o_n____ the street corner.
预习检测
• 单词：
• 1.邻居 4.街道
2.商店
3.银行
• 5.拐角 8. 车站
6.超市
7.铁路
• 9.尽头
10.道路
• 短语
• 1.邮局
2.停车场
• 3.在街道拐角
4.火车站
• 5.存钱
6.停车
• 7.看医生
8.寄信
• 句子
预习检测
• 1.would you like me to help you?
We learn: 1. some words: neighbor, store, bank, street 2. some phrases: at the end of on the street corner 3. some sentences: Could you help me? It’s very kind of you.
bookstore
2b A. Listen to the passage and check (√) the places your hear.
(√) bookstore (√) restaurant (√) post office
(√) parking lot ( ) railway station (√) hospital
Could you help me? Of course.
Oh, it's very nice of you. = It's very kind of you.
Mr. Smart lives at the end of Park Road. There are no houses on the right, but there is a tall tree. Mr. Jackson lives between Mr. Smart and Mr. Brown. Mr. Jones lives next to Mr. Brown. He also lives next to Mr. Watson.
1. Words and phrases of section A 2. workbook 3. Preview Section C.
We can: 1. talk about the places e.g. post office, bookstore, library, hospital
2. talk about how to ask for / offer help e.g. Would you like me to help you?
• 2.我正在寻找一家商店,这附近有吗?
• 3.பைடு நூலகம்道拐角有一家.
• 4.你真好! • 5.右边没有房子 • 6.他挨着Mr.Brown住。
2a. Match the pictures with the phrases.
bank
keep money park buses take trains see a doctor
We can: 1. talk about the facilities e.g. post office, bookstore, library, hospital
2. talk about how to ask for / offer help e.g. Would you like me to help you?
( ) Ms. Li: Oh, it's very nice of you. Thank you. ( ) Ms. Li: Excuse me, my bag is very heavy.
Could you help me? ( ) Michael: You're welcome. ( ) Michael: Of course. I live here.
( √) bank
( ) supermarket ( ) park
2b B. Listen again and write the places in the correct positions.
bank bookstore
hospital apartment
parking lot post office restaurant
Oh, it's very nice of you. = It's very kind of you.
Thank you. You're welcome.
We learn: 1. some words: neighbor, store, bank, street 2. some phrases: at the end of on the street corner 3. some sentences: Could you help me? It’s very kind of you.
人教版七年级英语下册 Unit 2 第六课时 Section B (3a~3b)—单元同步作文指导
⑥go to school去上学 ⑦get home到家 ⑧go to bed上床睡觉 ⑨do my homework做我的家庭作业 ⑩I usually exercise from six fifteen to seven.我通常从六点十五到七点 锻炼。 ⑪I always... 我总是…… ⑫Sometimes I．.. 有时我……
单元常见错误诊断
病号1：She usually play sports at 5：30. 【处方】本句为一般现在时，主语she是第三人称单数，因此谓语动 词要用对应的第三人称单数形式。故原句中的play应改为plays。 病号2：His brother doesn't watches TV in the evening. 【处方】当含实义动词的陈述句借助助动词(do或does等)变否定句或 疑问句后，实义动词应还原成原形。故原句中的watches应改为watch。
⑬After that，I ... 在那之后，我…… ⑭Then I．.. 然后我…… ⑮I get home from school at half past four.我四点半能从学校到家。
பைடு நூலகம்
经典范文展示
假设你的名字叫李明，下面是你一天的主要活动，请以“My Day”为 题，根据提示向大家介绍你的活动，可适当发挥。50词左右，要求语 句通顺，有条理性。
病号3：The students get_to_home at 17：00. 【处方】get to意为“到达”，其后接表地点的名词(短语)；若后面接 表示地点的副词here，there，home等时，介词to要省略。故原句中的 介词to应去掉。 病号4：Either you or your brother take a walk with me. 【处方】当either...or...连接并列主语时，其谓语动词的使用要遵循 “就近原则”，即谓语动词的形式要和离它最近的主语保持一致。故 原句中的take应改为takes。
人教版英语七年级下册 Unit 6 Section B (2a-3b)
Period 4Section B (2a－3b)1．Today's story is about Zhu Hui, a student from Shenzhen.今天的故事是关于一个来自深圳的学生－－朱辉。
(课本第35页)a student from Shenzhen在此作Zhu Hui的同位语，用来补充说明Zhu Hui。
句子中存在同位语的情况往往是由两个或两个以上同一层次的语言单位组成，其中前项与后项所指相同，句法功能也相同。
后项是前项的同位语，前后两项常用“，”连接。
判定同位语的最简单方法是将同位语删除后仍然不影响句子的结构。
2．But there isn't a Dragon Boat Festival in the US, so it's like any other night for Zhu Hui and his host family.但是在美国没有端午节，所以对朱辉和他的房东家人来说，今晚和平时的晚上是一样的。
(课本第35页)any other night意为“任何(一个)其他的夜晚”。
其中any表示“任何一个；任意一个”。
any other意为“任何别的；任何其他的”。
3．Zhu Hui misses his family and wishes to have his mom's delicious zongzi.朱辉想念他的家人，希望吃到他妈妈包的美味的粽子。
(课本第35页)(1)miss作动词，意为“思念；想念”。
miss还有“错过”的意思。
(2)wish作动词，意为“希望；盼望”。
“希望做某事”可用wish to do sth.；“希望某人做某事”可用wish sb.to do sth.。
wish还可作名词，意为“祝愿”。
4．Here is a picture of my family.这是我的一张全家福。
(课本第36页)(1)“here is＋单数主语/here are＋复数主语”表示“这是……”。
(完整版)人教版初中英语七年级下册Unit6SectionB教材全解
人教版初中英语七年级下册Unit6SectionB教材全解Unit 6 I’m watching TV.Unit 6 Section B教材全解1.shopping购物【重点注释】shopping是不及物动词shop的现在分词形式。
shop vi.意思是“购物”。
shopping还可作名词，意为“购物”。
常用短语：go shopping=go to the shop=go to buy things“去购物”；do the/some shopping“购物”；a shopping centre“购物中心”；a shopping list“购物单”；a shopping bag“购物袋”。
例如：Can we go shopping now?现在我们可以去买东西了吗？Can you go shopping with me?你能和我一起去购物吗？【拓展记忆】shop还可作名词，意为“商店”（美式英语“商店”为store）。
例如：There is a shop near here.这儿附近有一家商店。
There is a shop between my house and my school.在我家和我的学校之间有一个商店。
2.supermarket超市【重点注释】supermarket可数名词，意为“超市”。
例如：There is a supermarket near my home.我家附近有一个超市。
super star超级明星。
——No,he isn’t.He’s swimming in a pool.不，不是。
他正在游泳池里游泳。
【重点注释】①man意思是“男人，人”，其复数时men，与其对应的woman意思是“女人”，其复数时women。
例如：Who is the man in this photo?这张照片里的人是谁？Does this woman still live here?这个女的还住在这里吗？【拓展记忆】man，woman用于名词前作定语时，其单复数形式与所修饰的名词的单复数形式一致。
初中英语七年级下 Unit 6 Section B 2b 参考译文
.初中英语七年级下Unit 6 Section B 2b 参考译文Students these days often have a lot of worries. Sometimes they have problems with their schoolwork, and sometimes with their friends. What can they do about this? Some people believe the worst thing is to do nothing. Laur a Mills, a teenager from London, agrees. “Problems and worries are normal in life,” says Laura. “But I think talking to someone helps a lot. Unless we talk to someone, we'll certainly feel worse.”这些日子学生们经常有很多担心。
有时是关于学业方面的问题，有时是关于朋友方面的问题。
关于此类问题他们能做些什么呢？一些人相信最坏的事情是什么都不做。
劳拉·米尔斯，一位来自伦敦的少年，同意这种观点。
“问题和担心在生活中是很正常的，”劳拉说道。
“但是我认为，与人交谈帮助很大。
如果我们不与人交谈，我们一定会感觉更糟。
”Laura once lost her wallet, and worried for days. She was afraid to tell her parents about it. She even walked three miles to school each day because she didn't have any money. She just kept thinking, “If I tell my parents, they'll be angry!” In the end, she talked to her parents and they were really understanding. Her dad said he sometimes made careless mistakes himself. They got her a new wallet and asked her to be more careful. “I will always remember to share my problems in the future!” Laura says.劳拉曾经丢失了钱包，而且担心了好几天。
英语人教新目标七年级下册Unit2Section B (2a – 2c)
Advice(建议）:
get up early/on time have breakfast slowly eat fruit and vegetables
Mary eat ice-cream after dinner
Don’t eat ice-cream after dinner
精致卓越 大气开放 品质绵外 担当未来
(4)eats hamburgers for lunch
(5)plays basketballfor half an hour
does homework
(6)
first
(7)either watches o games
(8)at 10:30 _b_ru_s_h_e_s_t_e_et_h_ (9)then__g_o_e_s_t_o_b_e_d______
Teaching aims
Preparation
1.Master key words and Text book Page 11
phrases.
Notebook
2.Talk about healthy and Pen
unhealthy habits.
3. Improve reading skills.
Retell
Tony's Daily Routine
at 8:00
goes _t_o___s__c_h__o__o__l_____
at noon
plays basketball for half an___h__o_u__r______
in the brushes teeth and goesevening to bed________________
After school
人教版七年级英语下册教学课件《Unit 6 Section A 2a-2d》
Hi, Bob. It’s Mike here. 你好，鲍勃。我是迈克。
2. Not much. （口语）没什么大事。 也可说成，nothing much 例如： A: What are you doing, Linda? 你在做什么事，琳达？
can you _s_e_e__? 5. Don’t _r_e_a_d___ the newspaper when you walk.
Ⅳ. 翻译句子。
1. - 她正在干什么？ - 她正在看电视。
- What is she doing? - She’s watching TV. 2. – Nancy 正在做她的作业吗？ - 不，她没有。她正在写信。 -Is Nancy doing her homework? -No, she isn’t. She’s writing a letter.
3. 他们正在和谁谈话? Who are they talking to?
4. 那听起来是个好主意. That sounds a good idea.
5. 我正在给我的朋友写信。 I’m writing a letter to my friend.
➢ 中考链接
— China’s high-speed railway technology
Do you want toj_o_in__ us _f_o_r_ dinner? 5. 明天晚上见！
_S_e_e_ _y_o_u__ tomorrow evening!
Ⅱ.用所给动词的适当形式填空。 1. It’s 7:20. Jane and her father _a_r_e__w_a_l_k_i_n_g__ (walk) in the park. 2. Look! The girl _is__p_l_a_y_in_g___(play) the piano. 3. _I_s__ Ben __w_r_i_t_in_g__(write) a letter now? 4. The man _is__b_u_y__in_g___(buy) some vegetables in the store. 5. My parents _a_r_e__h_a_v_i_n_g_(have) breakfast now.
仁爱初一Unit6Topic2详案（仁爱版七年级英语下册教案教学设计）
仁爱初一 Unit6 Topic 2 详案(仁爱版七年级英语下册教案教学设计)Section AMain activities: 1a, 2a and 2bTeaching periods: .1～2Teaching aims and demands:1. Talking about names and surroundings of the houses.2. Understanding the ads of renting.3. Further-studying the structure of “there be”.Teaching procedure:Step 1 Review1. The teacher shows photos/pictures to say something about his/her rooms/hours and surroundings.2. Students show their own pictures or their ideal/dreaming houses to the others. Also tell others the surroundings and rooms. Each student should say five to eight sentences for his/her picture.3. Ask students which one they prefer, apartment building, townhouse or farmhouse.Step 2 Presentation1. Give an introduction of the dialog: Wang Wei and Kangkang are talking bout their houses and their grandparents’ houses. Listen carefully and try to find out where they and their grandparents are living now, in an apartment house, in a townhouse or in a farmhouse.2. Raise questions and assign the listening tasks.Where are Wang Wei’s grandparents living?Where are Kangkang’s grandparents licing?Could Wang Wei go to play soccer with Kangkang?3. Complete the chare in 1b.4. Answer the following questions, and complete 1c.Who lives in apartment building?Who lives in townhouses?Who lives in farmhouses?Who lives in dormitories?Step 3 Consolidation1. Read the ads in 2a and make sure which ones are looking for or which ones are being let.2. Look at the ads and learn the new words: rent, furniture, quiet, single, per3. Finish 2b according to the ads.Step 4 PracticeStudents’ activities: Talk about how to write out “WANTED” or “TO LET”. The content of “WANTED” or “TO LET” includes: requirements, introduction and telephone numbers, etc.Step 5 Project1. The teacher reads out his/her own ads for renting and try to find out the suitable apartment or house among the students ads. And then write it out.2. First speak out the ads, and then write them down. Show them out on the wall. Ask each of them to find out his/her own dreaming house.Section BMain activities: 1a and 2aTeaching periods: 1～2Teaching aims and demands:1. Learning the names of facilities in the local area, such as a shop.2. Descr ibing one’s living environment.3. Making telephones for help.Teaching procedure:Step 1 Review1. Show a map of a community. Describe the facilities of the community and their functions.2. Get the students to talk about their own areas or villages.There is a small garden in front of my house.There are a lot of tall buildings in our area.Step 2 Presentation1. Hang the pictures in 1a on the wall. Introduce the pictures first in order to make the listening material easy.For example:Mike is Mary’s new neighbor. He is looking for a store. There is a store in front of their building. Also there is a bank on the street corner.2. Listen and imitate.3. Read the dialog and do pair work.4. Finish 1b and 1c.Step 3 Consolidation1. Listen to the dialog first, then read it out.2. Practice in pairs for some time.Step 4 Practice1. Finish 2b. Practice the conversation with partners, focusing on fluency.2. Students practice from mechanical exercise to meaningful exercise. Change the people, places, and things into the other ones.Step 5 ProjectMake a survey.Section CMain activities: 1 and 3aTeaching periods: 1Teaching aims and demands:1. Talking about neighbors and surroundings.2. Further-studying the structure of “there be”.3. Talk about how to get on well with neighbors.Teaching procedure:Step 1 Review1. Discuss your own area and try to answer the following questions:Is there a bank around you?Where can you buy fruits?Is there a community service centre in your area?2. Discussion:If something is broken or doesn’t work in your house, who can help you?3. Finish 1.Show posters (teaching pictures) to the students, using “there be” structure to retell the story as many as possible.Step 2 Presentation1. Present the dialog 3a with the picture. The teacher retells the story and raises questions according to the text. For example: Look! Dave is playing the piano. He is beautifully, but it is too loud. Mr. Smith is knocking at the door. Mr. Smith is talking about it to Dave. Dave is really sorry. He will try to play quietly.2. Listen and answer.Questions: what is Dave doing?Who is Dave’s neighbor?What is happening to them?3. Read the text. Ask and answer question with each other.Step 3 ConsolidationPractice 3b in pairs and then act it out.Step 4 Practice1. Discuss with your partner “How do you get on well with your neighbors? Are you a good neighbor?”2. Finish 4.First practice in pairs and then group work. At last arrange all the answers into an article.3. Song time: finish 5.Step 5 ProjectSay something about your neighbor’s family, their daily activities, then write it out. Subject: My Neighbor. Use the words in Section B as many as possible.Section DMain activities: 1and 4Teaching periods: 1Teaching aims and demands:Review the structure of “there be”.Teaching procedure:Step 1 Review1. Beginning songs Home on the Range.2. Say something about your house or building, then answer the following questions:Which type of home do you live?Where do you want to live?Do you have a good neighbor?3. Finish 1. Try to find out more words pronounced with.Step 2 Presentation1. Show the pictures and say something about them.2. Read the text and fill in the form with “suburbs” or“cities”.3. Answer the questions:Why do so many people dislike living in the cities?Why do they like living in the suburbs?Which one do you prefer, living in the cities or living in the suburbs?What’s the opinion of your classmates?4. Finish 4b.Step 3 Consolidation1. Further study 3a, 3b. Summarize the uses of the “there be” structure and useful expressions.2. Listen to the tape. Finish 4b.Step 4 Practice1. Answer the question in 5.2. Write out an article according to the answers.Step 5 Project1. Write a passage with about 50 words. The title is “I like living in the cities/suburbs”.2. Finish 6. Class activities: Let’s chant.Teaching assessment:Dictation。
新目标(人教)七年级下册英语教学课件 Unit 2 Section B(1a-1e)
（在）周末
Student 1 Student 2
Student 3
Name: ____ Name: ____ Name: ____
get up on weekends exercise eat dinner take a shower go to school
Finish the table in 3c and give your report like this.
usually; never. ➢ Key sentences:
1. What time do you get up on school days? 2. Anna never eats breakfast. 3.When do your friends exercise ? ➢To learn to use adverbs of frequency and ask about times.
What time does Rick eat breakfast?
He eats breakfast at seven o’clock.
When does Scott go to work?
He always goes to work at eleven o’clock. He’s never late.
When do your friends exercise? They usually exercise on weekends.
Question 1:when 和 what time 区别
what time和when都是就时间 提问，它们的回答有何异同？
what time问题的回答仅仅为时刻， 而针对when问题的回答还可以是 更加笼统的时间,如： on weekends, in the morning等。
初中英语人教版七年级下册Unit 6 Section B Reading 教学设计
Go for it七年级下册Unit 6 I’m watching TV. Reading阅读课教学设计授课年级：湛江一中培才学校初一级时间：2017年3月25日授课教师：黄敏清一、整体设计理念、思路（一）备课思维过程本课的设计思路基于过程教学理论，分为“话题引入——读前准备——阅读理解——生成产出”四个教学步骤。
通过教师环环相扣的教学设计，引导学生开展更深层的阅读和进行知识的迁移与运用,培养学生学习、思考、合作、赏析和表达的能力，体现核心素养背景下阅读教学的原则、目标和路径，使学生在发展语言能力的同时在学习能力、思维品质和文化品格方面得到一定的提升。
（二）教学优化设计1. 本课使用了新颖的教学手段，采用人机交互对话的方式引出本节阅读课的悬念，从而布置教学任务、进行情感教育等。
体现提出问题，引导学生解决问题的教学思路，从而有效激发学生的学习兴趣，使教学过程环环相扣，也体现了教学过程的生活化、情景化。
2. 本课运用简单且易于激发学生兴趣的自制视频作为阅读任务前的导入，简单明了，直奔主题。
3. 针对七年级阅读材料较为简单这一情况，引导学生在巩固本单元目标语言的基础上产出新的语言，并将本环节培养的能力迁移到读后的运用过程中。
4. 阅读后的小组汇报活动，着重培养合作探究的学习策略。
同时，在学生进行话题汇报的准备过程中，对中华传统节日文化进行了评价和赏析，全组同学在展示的过程中也锻炼了自身的语言表达能力，增强自信心。
二、教学内容分析本次授课内容选自人教版Go for it英语七年级下册Unit 6I’m wa tching TV.，课型为阅读课。
本节课不仅帮助学生在阅读文本的过程中学习语言知识，还学会运用阅读策略去解读文本，并着重培养学生对所学知识进行迁移和综合运用的能力，体现在指导学生完成主题为“谈论你最喜欢的节日及其活动”的任务过程中，通过引导学生进行合作交流、分析比较、大胆展示，最后进行传承节日文化的情感教育与升华，使学生增强爱国主义情怀与传承中华文化的信念。
人教版英语七年级下册Unit 2 Section B 1a--1e教案设计
Unit 2 What time do you go to school?Section B 1a-1e教材版本：人教2011课标版教学课型：新授课教学对象：七年级学生授课时间：一课时（45分钟）一、学情分析本班大部分学生对英语学习有浓厚兴趣和愿望，喜欢任务型的教学活动，有较强的求知欲和表现欲，但部分学生由于小学基础不够扎实，存在不自信，羞于表现等思想顾虑。
还有一小部分学生基础较差，对英语学习的内在动力不足，没有学习毅力和良好的学习习惯，容易开小差，跟不上。
因此在教学中需要努力营造宽松、和谐、活跃的教学氛围，设计一些适合他们的活动或小组合作的活动，让上层学生可以帮助他们一起完成任务，使他们克服恐惧心理，大胆运用英语交流，让他们体验成功的喜悦，提高他们的自信心。
二、教材分析本课时设计的是本单元第三课时，即SectionB的新授课。
通过前面两个课时的学习，学生对时间顺读法有了一定认识和理解，而本课时将学习更高层次的时间表达法，用past和to的逆读法，这对于初一的学生是比较困难的，同时会用到half和quarter这两个时间表达词汇，以及in the morning/afternoon/evening等的出现对初一的学生来说都是一个不小的挑战。
其二，要求熟练使用目标语言谈论自己和询问他人的日常作息习惯，掌握句型“—When do they usually eat breakfast?—They usually eat breakfast at a quarter to seven.”以及第三人称单数的句型“—When does Tom usually get up?—He usually gets up at half past five in the morning.”本课时要注重听说的训练。
三、教学安排本课用1 课时完成，45分钟。
设计多样化、多元化，提高学生学习的主动性，培养他们交际英语的能力。