新目标英语七年级下册Unit1教案及教学反思
新目标英语七年级下册Unit1教案及教学反思
新目标英语七年级下册Unit1教案及教学反思Unit 1 Where’s your pen pal from?Language goals:l In this unit students learn to talk about countries, nationalities and languages.l Ask and tell where people live.New languages:l Where is your pen pal /he / she from? He’s / She‘s from Canada/ Australia / England / China / France/ Singapore.l Where does he / she live? He / She lives in Toronto/Sydney/Australia/Japan/China.l What language does he / she speak? He / She speaks English and French.l Countries such as Australia, Japan, the United States, Canadal Languages such as English, French, Chinese, JapaneseDifficult points:1. Listening for the information about countries, nationalities and languages.Write an e-mail about oneself.Describe the new students in class.2. Grammar Focus:Period 1Teaching aims:1. Teach words and expressions: pen pal, Australia, Japan, Canada, France, the United States, Singapore, the United Kingdom, country2. Target languages: Where is your pen pal from? She’s from Japan.3. Enable the students to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talkSay: Do you have any friends? Where is she/he 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 to read the picture.Ask some students to read aloud to the class. Make the students talk about where people are from.Say: Do you have a pen pal? 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 second time.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 check the 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.Homework Ask the students to practice talking about where people are from and make up real dialogues.Period 2Teaching aims:1. Learn the words and useful expressions：Sydney, New York, Paris, Toronto, Tokyo, live2. Target languages: Where does he/she live? He/She 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 1. RevisionCheck the homework and ask several students to answer questions.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 the left of the blackboard. And write Sydney, New York, Paris, Toronto, and Tokyo on the right of the blackboard. And the teacher reads them aloud and 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 first student asks, “Where is Beijing?” the second student answers “It’s in China.”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 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 picture. Then ask them to talk about the information in the chart in 2c.Ask the students to work in groups and make up new dialogues with their own information.StepReview the grammar.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 students to learn the sentence patterns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this period.Period 3Teaching aims:1. Teach vocabulary words: language2. Target languages: What language does she speak? She speaks English.3. Enable the students to learn to talk about what language people speak.4. Help the students to learn how to talk about what language people speak.Teaching procedures: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 questions.(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 me aning of “language”? Listen: Tim is from England and he speaks English. So English is his language. I’m from China, so Chinese is my language .Now look at activity page 3.Read the instructions to the class. Ask students to work in pairs as they answer the questions.Show the flowing and ask the students to make conversations after the model.What language do people speak in Singapore/ Australia/ the United States/ the United Kingdom/ China?They speak English/Chinese.Step 3. Pair work (3b)Ask the students to pay attention to the conversation inActivity 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 new words and expressions: world, in English, Japanese, French, any2. Target languages: Does she have any brothers and sisters?Does she speak English?Is that your new pen pal? Yes, it is.3. Enable the students to learn to talk about their new penpals.4. Help the students learn how to talk about their new pen pals.Teaching procedures:Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to come to the front and talk about their pen pals.Greet each other and have a free talk with classmates.Talk about the persons they admire.Step 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 language textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conversation in 2a.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 students.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 in activity 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 new 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 It’s fun. / It’s too difficult.3. Enable the students to write a letter to his/ her pen pal.4. Help the students learn how to write to a pen pal.Teaching procedures:Step upSay, Do you have a pen pal? What’s his name? Does he have any brothers and sisters? What language 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 coming from Tom King.Point out the blanks in the letter and the information card on the right.Correct the answers. Then draw the information card on the blackboard and ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they finished, ask several students to read their e-mails in class.HomeworkShow a name card to the students and ask them to write something about it.Period 6Teaching aims:1. Teach new words: dislike2. 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 your partner.Step word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, youlearned many words on the topic. Now read and check the words you know in activity 1 on page 6. Then make a sentence with each of them.StepAsk students to write five new words in their V ocabulary-Builder on page 112. After they finished, ask two students to write their words down on the blackboard.Ask them to read the words and the whole class repeat.Tell the whole class to remember them after class.StepLet 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.StepAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term.Who do you like best? Why do you like him or her? Please tell us. First you can tell your partner.Ask some students to present their work to the class.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.教学反思：从今年开始，我让学生把每单元重点句背下来，句子背下来，在用的时候就可以举一反三，对于我们那些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。
新目标七年级英语下unit1教案及教学反思（精选篇）
新目标七年级英语下Unit1教案及教学反思新目标七年级英语下Unit1教案及教学反思Tpi:untries,natinalities,andlanguages Generalais:A.TalkabutherepeplearefrB.Talkabutnatinality,natinandlanguage .Talkabutherepepleliv e Funtins: Talkabutuntries,natinalitiesandlanguagUnit1hereisyurpenpalfr? TeahingGal:Tpi:untries,natinalities,andlanguages Generalais:A.TalkabutherepeplearefrB.Talkabutnatinality,natinandlanguage .Talkabutherepepleliv e Funtins: Talkabutuntries,natinalitiesandlanguages Askandtellabutherepeplelive Targetlanguage: nguageFus.(1).Talkabutnatinality,peplesandlanguages/(2).Askandanserherepeplelive. nguagegals(1).hangeyurninfratinithyurpenpals.(2).Asksequestinsusinghere.(3).Askrdssebdytalkabut. .Languagestruture:here’s/here’refr? heredes/dfr?hatquestins----hatlanguagedes/dspeak? nguagepints: hereisshefr?Sheisfr. heredesshelive?Shelivesin. hatlanguagedesshespeak?Shespeaks.Vabulary:rdsabutuntries,languagesTeahingdesign:Thehleunitneeds5perids,4frnelessnsand1frtest Perid1(1a----GraarFus) Keypints:hereisyur/Jhn’spenpalfr?He/Sheisfrheredeshe/shelive?He/Shelivesin. Pre-task(Herkfrprevie): LettheSsgivetheselvespenpalsandtheyshuldritedntheirpenpals’infratin,suhastheirnaes,untriesanditiestheyliveeventhelanguagetheyspeak. TangivetheSsanexapleeanhileTgivesthedifferentuntrieshihanbe usedbytheSs.TgivestheSshineserdsfrtheuntries,theyareflling:加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(TheSsanlktheupintheditinaryiftheyarenefrthe) Theexapleisflling: Nae:urryuray Age:75Fr(Natinality):theUnitedStates ity:NeYrk Language:English TeahingSteps:Step1Leading-inTheinfratinftheteaher’snpenpal’sinfratin. “Ihaveapenpal.Hisnaeisurryuray.HeisfrtheUnitedStates.Dyuha veapenpal?hereisyurpenpalfr?hat’syurpenpal’snae?” Differentstudentssaytheinfratinabuttheirnpenpals.Tshuldhset hedifferentuntries.TritesthedifferentuntriesntheBb(bthhineseandEnglish) Step2Learning SetinA1aLearnthenerdsntheBb.Thenerdsare: penpal;anada;Frane;Japan;theUnitedStates(theUS/theUSA/Aeria );Australia;Singapre;theUnitedKingd(theU.K./GreatBritain/En gland) Payattentinttheprnuniatinfthenerds. Step3Listening1bListenandirletheuntriesin1atheylearned Step4petitin Tgrupsfstudentstritethenerdstseehihgrupdesbetter.FirstritednthehineserdsithlkingattheEnglisheanings,thenritedntheEnglis hrdsithlkingatthehineseeanings.(Thisstepisaerygae.ItanhelptheSsnslidatethenerdstheylearned) Step5Pairrk 1Pratiethefllingnversatin:---Dyuhaveapenpal?---Yes,Id.---here’syurpenpal’sfr?----He/Sheisfr.(riteitdnntheBb) FirstThasanversatinithnestudentasanexaplethenlettheSspratie inpairs. Atlastletseveralpairsditagaininlass.Step6Leading-inRevisetheuntriesnaesithlkingattheBb.ThenTritesdntheitynaesntheBb.LettheSstrytfinduthihuntriestheitiesarein.Theitynaesareflli ng: Trnt;Paris;Tky;NeYrk;Sydney;Singapre;Lndn Step7Learning 2aLearntheitynaestgetheriththehlelassjustlikeStep22bListenandirletheitiesanduntries 2Listenandpletethehart Haveasiilarpetitintnslidatethenerdsinthispart. Step8Pairrk Thasanversatinithnestudentliketheflling:---Dyuhaveapenpal?---Yes,Id.---hat’syurpenpal’snae?---His/Hernaeis.---hereisyurpenpalfr?---He/Sheisfr---heredeshe/shelive?---He/Shelivesin.(riteitdnntheBb) LettheSspratieaftertheT’sexapleinpairsthenseveralpairsditi nlass. Step9Exerise 1.ypenpalisfrAustralia.(划线提问)2.Jhn’spenpalisfrJapan.(划线提问)3.HelivesinParis.(划线提问) Herk: Readandpythenerds. pythesentenesinGraarFus akeupthequestinsabutJdiein2Thequestinsare: DesJdiehaveapenpal?hereisJdie’spenpalfr?heredeshe/shelive? hat’shis/hernae?(Thisneanbehsenbytheselves)Perid2(3a----SetinB2) Previe(Pre-task): Addantherinfratinabuttheirpenpals----theirlanguagentheard Keypints: hatlanguagedesshe/hespeak?She/Hespeaks….Desshe/hehaveanybrthersandsisters? Desshe/hespeakEnglish? TeahingSteps: Step1Revisin 1.Revisinandditatinfthenerds2.Revisethedrillstheylearnedyesterday.(bypairrkandgraarexer ise) Step2Leading-inThasanversatinithnestudent.Thenversatinisflling:---Dyuhaveapenpal?---Yes,Id.---hat’syurpenpal’snae?---His/Hernaeis….---hereisyurpenpalfr?---He/Sheisfr…---heredeshe/shelive?---He/Shelivesin….---hatlanguagedeshe/shespeak?He/Shespeaks…ritethenerdsntheBb.Theyareflling:EnglishhineseJapaneseFrenh Step3Learn Learnthenerdsiththehlelass.Finish3aiththestudents3bPairrkTstilldesanexapleithnestudentThentheSspratieinpairs. Theexapleisflling:--urryurayisypenpal.HeisfrtheUnitedStates.---hatlanguagedeshespeak? ---HespeaksEnglish. Step4Pratie1.SetinB1aaththeuntriesiththeirlanguages.2.erygaeLettheSsrepeatthefllingsentenes: Pepleinhinaspeakhinese.PepleinJapanesespeakJapanese.Peplein theUSA,UK,AustraliaandanadaspeakEnglish.PepleinSingaprespeakEnglishandhinese.P epleinFranespeakFrenh. 3.2aListenandnuberthequestinstheyhear4.2bListenagainandriteshrtanserstthequestinsin2a (Gdstudentsanfinishthettasksfrnetie) Step5Pairrk Pratiethenversatinf2ainpairs Payattentintthelanguagepints: Desshehaveanybrthersandsisters?(anyand) DesshespeakEnglish?(ritethentheBb)2TheSsakesuptheirndialgueabut reinfratinftheirpenpalsbyusingthedrillsin2a. Step6Gruprk Furstudentsasagrupakeasurveyabutpenpalsbyaskingandanseringe ahther.Theirquestinsareabuttheirpenpals’naes,natinalities,ities,l anguagesandtheirfavritesubjetsrreinfratin Atlastiftiepssibleseveralstudentsdthereprtinlassabuttheirsu rveys. Step7Herk pythenerdstheylearnedtdayandthesentenesin2a Gdstudentsanriteareprtabuttheirsurveysabutpenpalsftheirngru ps. Perid3(3a----3)Areadinglessn Step1Revisin1.Revisinandditatinfthenerdsandexpressins2.Revisenversatinstheylearnedyesterday.3.Revisethekeypintsbygraarexerise HespeaksEnglish.(变一般疑问句和特殊疑问句) Step2Reading3aReadtheletterandriteanserstthequestinsinthebx. ReaditagainandlettheSsdisussingrups(4asagrup)tdesignaninfra tinardfrBb.LettheSsreadalud.FirstaftertheTrthetapethenbytheselves. TustakesuretheSsanreaditrretlyandfluently. TritethekeyrdsntheBbthelptheSsretelltheletter. Thekeyrdsareflling:Bb,Trnt,ant,averyinterestinguntry,14,inNv.,anspeak,brther,P aul,sister,Sarah,penpalsintheUKandAustralia,likeging…andplaying…,favritesu bjet,fun,ath,diffiult,ritet Learnthelanguagepintsintheletter: 1)Iantapenpal.antsth./sb.(usiiananted) anttdsth.Ianttplayserithyfriends. antsb.tdsth.yparentsantetdherkn. 2)Ilikeging tthevies…3)yfavritesubjetinshlis… 4)ritetsb.sn Step3Pratie3bpletethepenpalletteriththeinfratinntheard. Step4riting1.akeaninfratinardjustliketheardin3b.2.ritealetterrane-ailtyurpenpal. Step5Herkritealetterrane-ailtyurpenpal. Perid4(Self-hek) Step1Revisin1.Readingpratie(Readaludthepassage)2.Ditatinfrtheusefulexpressins Step2rdsRevisin pletetherdsbuilder. (Segdstudentsanexpresstheirvabularyabutuntriesandlanguages) Step3riting P6Part3FirstdisussandthenpletetheritingStep4Graar Dtheextragraarexerises: 1.Ihaveapenpal.2.Hehasapenpal.3.ypenpalisfrAustralia.4.Ji’spenpalisfranada.5.HispenpallivesinSingapre.6.HerpenpalspeaksFrenh.7.PepleinJapanspeakJapanese. (以上各句都做变否定句、一般疑问句和划线提问的句式变化) 教学反思：这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高。
七年级英语教案及教学反思UNIT（通用6篇）
七年级英语教案及教学反思UNIT（通用6篇）七年级及UNIT 篇1教案示例Unit 2 Why do you like koala bears?一.教学目标：谈论自己的喜好；询问他人的喜好；能够谈论喜爱某种动物的理由；做出自己的行动计划。
二.教学向导语言目标学习策略与思维技巧重点词汇使用like的一般现在时句型使用like的一般现在时的疑问句，并做出肯定和否定的回答。
使用what 和like的特殊疑问句名词的单复数的使用通过讨论，做出推理与判断，培养综合分析能力tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe,smart, cute, ugly, intelligent, friendly, beautiful, shy, kind of, very, Africa, China语言结构语言功能跨学科学习Present tense to likeYes/No questions and short answersAnd/butAdjectives of qualityWhy do you like koala bears?讨论喜好陈述理由文学：鼓励学生创作，根据自己调查的资料和感受写出对保护动物的理解三.重点句型Why do you want to see the pandas?Because they’re cute.Why does he like the koala bears?Because they are kind of interesting.What animals do you like?I like penguins. They are cute.What other animals do you like?I like dogs, too.Where are lions from?They are from Africa.四.教学步骤：Step 1: Lead-inShow parts of animal’s bodies by slide show, let students guess what animals they are.Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures.Step 2: Task one: make a survey: what animals do your group mates want to see?Listen to the tape and finish Section A, 2a and 2b;Ask group mates what animals they want to see in a zoo, fill in the chart as below:NameFavorite animalsWhyLucyPandas, monkeyscute and friendly; smart and naughtyPresentation: show their pair workreport: Lucy wants to see pandas. She thinks pandas are very cute and friendly…Step 3: Task two: make decision what animals your group wants to see in a zoo.1. choose the most popular three animals in one’s group;2. listen to the tape, finish Section B, 2a and 2b;3. make a plan when you go to a zoo with your group mates.Give a dialogue sample:Boy: Where do you want to go now?Girl: Let’s see the elephants.B: The elephants? Why do you like elephants?G: Oh, they’re interesting. And they are really intelligent.B: Yes, but they are ugly, too.G: Oh, Tony! So, where do you want to go?B: Let’s see the pandas. They are kind of cute.G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?B: They’re over there on the left, just across from the koala bears.Step 4: Task three: We are going to the Beijing zoo for Autumn Outing, draw the order your group see animals at the zoo and state your reasons.Group work:1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)2. mark the order your group see animals;3. state the reasons like: Lucy, Mary and I like pandas best because they are lovely and beautiful, so we go to see pandas first. Then…Step 5: Homework: Task:If you have a wild animal zoo, what animals do you want to put in your zoo?Draw a map of your zoo and state why you have these wild animals.教学点评及反思：一.环节设计思路：本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。
七年级英语下册《Unit1Canyouplaytheguitar》教案(新版)人教新目标版
Unit 1 Can you play the guitar?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 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.2) 能了解以下语法：情态动词can的用法want to do sth.的用法2. 情感态度价值观目标：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。
二、教学重难点1. 教学重点：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。
2. 教学难点：情态动词can的构成和使用。
三、教学过程Ⅰ. 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: I canplay 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. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activitieswith the people.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。
七年级下英语unit1优秀教案
七年级下英语unit1优秀教案全文共6篇示例，供读者参考篇1Unit 1: My Life, My WorldHey there, friends! Are you ready to dive into the exciting world of English learning? In this unit, we'll be exploring the wonderful theme of "My Life, My World." Get ready to discover new words, engage in fun activities, and learn more about ourselves and the world around us!Lesson 1: Introducing MyselfIn this lesson, we'll learn how to introduce ourselves and share interesting facts about our lives. We'll practice using simple present tense verbs and basic vocabulary related to personal information, hobbies, and interests.Activity 1: My Intro CardCreate a colorful intro card with your name, age, and a fun fact about yourself.Share your intro card with a partner and practice introducing yourselves.Activity 2: Hobby CharadesPrepare slips of paper with different hobbies written on them (dancing, reading, playing soccer, etc.).Take turns picking a slip and acting out the hobby without speaking.Classmates will guess the hobby based on your actions.Lesson 2: My Family and FriendsIn this lesson, we'll learn how to talk about our family members and friends. We'll practice using possessive adjectives (my, your, his, her, etc.) and vocabulary related to family relationships and personal descriptions.Activity 1: Family TreeDraw a family tree and label each member with their relationship to you.Share your family tree with a partner and practice describing your family members.Activity 2: Friendship BraceletsLearn how to make friendship bracelets.Exchange bracelets with a classmate and describe why you appreciate their friendship.Lesson 3: My Home and NeighborhoodIn this lesson, we'll explore the vocabulary and expressions related to our homes and neighborhoods. We'll practice using prepositions of place (in, on, under, etc.) and descriptive adjectives.Activity 1: My Dream HouseDraw a picture of your dream house and label different rooms and objects.Describe your dream house to a partner, using prepositions of place and adjectives.Activity 2: Neighborhood Scavenger HuntGo on a scavenger hunt around the school neighborhood.Find and identify different places (park, library, grocery store, etc.) using the vocabulary you've learned.Lesson 4: My Favorite ThingsIn this lesson, we'll discuss our favorite things, such as foods, toys, movies, and books. We'll practice using the verb "like" and expressing preferences with "I prefer" and "I would rather."Activity 1: Taste TestBring in samples of different snacks or foods.Taste each item and share your likes and dislikes using the expressions you've learned.Activity 2: Show and TellBring in your favorite toy, book, or movie.Present your favorite item to the class and explain why you like it so much.Lesson 5: My Daily RoutineIn this lesson, we'll learn how to describe our daily routines and activities. We'll practice using simple present tense verbs, time expressions (in the morning, at night, etc.), and sequencing words (first, next, then, etc.).Activity 1: My Day in PicturesCreate a comic strip or storyboard illustrating your daily routine.Share your comic strip with a partner and describe your daily activities using the vocabulary you've learned.Activity 2: Routine RelayDivide into teams and line up.The first person in each team will start by saying an activity they do in the morning.The next person will add an activity, and so on, creating a complete daily routine as a team.Lesson 6: Unit Review and ProjectIn this final lesson, we'll review the key concepts and vocabulary from the entire unit. We'll also work on a fun project to showcase what we've learned.Activity 1: Unit Review GamePlay a review game, such as Kahoot or Quizlet Live, to reinforce the vocabulary and concepts from the unit.Activity 2: My Life, My World PosterCreate a poster or collage representing your life and the world around you.Include drawings, photos, and descriptions of your family, friends, home, neighborhood, favorite things, and daily routine.Present your poster to the class and share what you've learned throughout the unit.That's a wrap for Unit 1! I hope you had a blast learning about yourself and the world around you. Remember, practice makes perfect, so keep using the new vocabulary and expressions you've learned. Until next time, happy learning!篇2Unit 1: Making FriendsLesson Objectives:Learn vocabulary related to making friends and introductionsPractice conversational skills like greeting, introducing yourself and othersUnderstand the importance of being a good friendWarm-up Activity: Two Truths and a LieLet's start with a fun game to get to know each other! I'll go first to show you how it's done.I have a pet dinosaur.My favorite food is pizza.I was born on a spaceship.Which one do you think is the lie? That's right, number 1 is definitely not true (or is it?!) Now it's your turn - each of you share two truths and one lie about yourself. We'll have to guess which is the fib!Vocabulary Review:• Greet/Greeting• Introduce/Introduction• Personality traits (kind, funny, loyal, etc.)• Hobbies and interestsTo learn these words, we'll play a miming game. I'll act out a word, and you have to guess what it is!Conversation Practice:Now篇3Unit 1: My LifeHi there! I'm so excited to tell you about the first unit we're doing in English class this year. It's all about our daily lives and routines. I think this unit is going to be really fun and useful!To start off, we learned some new vocabulary words related to daily activities and schedules. Words like "wake up", "get dressed", "have breakfast", "go to school", "do homework", and "go to bed". My teacher had us practice using these words by writing out our typical daily routines.Here's what I wrote about my day:"I wake up at 7am every morning. First I get dressed and brush my teeth. Then I have cereal or toast for breakfast. After that, I pack my backpack and head to school at 8:15. School starts at 8:30 and goes until 3pm. When I get home, I have a snack and start on my homework..."We also learned how to tell time and talk about the different times of day like "morning", "afternoon", "evening", and "night". And we practiced asking and answering questions like "What time do you wake up?" or "What do you do after school?". Telling time is kind of tricky but I'm getting better!Another thing we did was read a story called "A Day in the Life". It was about a kid named Sam and described all the thingshe does from morning until night. We had to answer comprehension questions about the sequence of events and details in the story. It was a good way to practice using all the new vocabulary we learned.My favorite activity so far was when we worked in small groups to create posters showing a typical daily routine. We had to illustrate the different times of day, label the activities being done, and write out descriptive sentences. My group's poster turned out really colorful and creative!We also started learning how to use phrases like "first", "next", "after that", and "finally" to sequence and describe a series of events in order. This will help us write better paragraphs about our routines and schedules. Transitions words are important for organization.In the next few lessons, we're going to start talking about school subjects, extracurricular activities, hobbies and free time too. We'll learn vocabulary forsubjects like math, science, art, etc. And words related to sports, clubs, music, reading, and more. I can't wait because I love soccer and playing video games!Overall, this unit on daily life and routines has been really engaging. We've gotten to share about our personal lives and learn more about each other's schedules. The activities havebeen fun and helped me build vocabulary and sentence structures I can actually use. I'm excited to keep learning so I can communicate better about my daily experiences in English!篇4Unit 1: Getting to Know YouOh boy, a new school year! I'm so excited to start 7th grade English. Our first unit is called "Getting to Know You" and it's all about introducing ourselves and learning about our classmates.The first lesson was on greetings and introductions. We learned how to say "hello", "hi", "nice to meet you" and other basic greetings in English. We also practiced introducing ourselves by saying our name, age, and where we're from. It was a little scary at first to speak English in front of the whole class, but Ms. Roberts was really nice and encouraged us.Next, we learned how to spell our names and say the letters of the alphabet. We played a fun game where we had to unscramble the letters to spell different words. I was pretty good at that game since I like word puzzles. We also sang the alphabet song to help us remember the letter sounds.In the third lesson, we talked about describing people's appearances. We learned adjectives like "tall", "short", "blonde", "dark-haired", etc. Then we had to look around the classroom and describe what our classmates looked like without saying their names. It was kind of hard but also really funny trying to guess who everyone was describing.My favorite lesson so far was when we learned about different countries and nationalities. We looked at a big world map and located the countries we and our families are from. I'm from Japan, but some of my classmates are篇5Unit 1: Hello Again!The first day of 7th grade English was so exciting! Mrs. Robinson seems like a really cool teacher. She started the class by welcoming us back and saying how happy she was to have us in her class this year. Then she did something funny - she pretended to forget how to speak English!"Uhh, como se dice 'hello' en ingles?" she said, pretending to be confused. We all started cracking up. Once we stopped laughing, she explained that we'd be reviewing basic Englishgreetings, introductions, and how to share simple personal information in Unit 1.First, we went over the different ways to say "hello" in English:Hello!Hi!Hey there!Mrs. Robinson had us practice greeting our neighbors using those different expressions. She also taught us some more formal ways to greet someone, like "Good morning" or "Good afternoon." We learned you use those when meeting someone new or greeting an elder or teacher.Next, we practiced introducing ourselves and stating our names. Mrs. Robinson showed us how to extend our hand for a handshake and make eye contact when meeting someone for the first time. The introduction goes like this:"Hello, my name is ____.""It's nice to meet you."She had us pair up and practice introducing ourselves over and over. I felt a little awkward about the handshake part at first, but it got easier!After that, we learned how to respond when someone introduces themselves to you:"Hello, my name is John.""It's nice to meet you too, John!"We did a mix-and-match activity where we had to walk around introducing ourselves to new partners and responding appropriately. It was a nice way to re-meet everyone in our class after summer break.Then we started learning how to share basic personal information like where we're from, how old we are, and what grade we're in. The dialogue goes:"Where are you from?""I'm from Springfield.""How old are you?""I'm 12 years old.""What grade are you in?""I'm in 7th grade."Mrs. Robinson had us write out our own personal info on a name tent to put on our desks. We quizzed each other in pairs, asking and answering the personal info questions. I mixed up "how old" and "what grade" a few times!We ended class by recapping all we had learned about greetings, introductions, and personal info. Mrs. Robinson said we'd practice those conversational basics more tomorrow while also starting to learn the alphabet and spelling. I'm really looking forward to 7th grade English this year! Even though a lot of it is review, the activities made it all feel fresh and fun.篇6Unit 1: My School LifeLesson PlanGrade Level:7th GradeUnit:Unit 1 - My School LifeLesson:Introduction to School LifeDuration:45 minutesObjectivesBy the end of this lesson, students will be able to:Introduce themselves and talk about their school life.Use simple present tense to talk about daily routines.Engage in conversations and ask questions related to school life.MaterialsWhiteboard and markersFlashcards with pictures related to school lifeHandouts with short dialogues and questions about school lifeEnglish vocabulary chartProcedureWarm-up (5 minutes)Greet the students and ask them how they are doing.Play a short game of "Simon Says" to review some actions related to school life, such as "stand up," "sit down," "raise your hand," etc.Introduction (5 minutes)Show pictures of different school activities on the flashcards.Ask students to guess what the pictures represent and encourage them to use English to describe the activities.Vocabulary (10 minutes)Write new vocabulary words on the board, such as "homework," "teacher," "classroom," "friends," etc.Pronounce each word and have the students repeat after you.Use the vocabulary words in simple sentences to provide context and help students understand their meanings.Dialogue Practice (15 minutes)Divide the students into pairs or small groups.Distribute handouts with short dialogues about school life.Instruct the students to read the dialogues with their partners and practice the conversations.Encourage the students to switch roles and practice the dialogues again.Whole-class Activity (10 minutes)Ask the students to stand up and form a circle.Start a conversation by asking a student a question related to school life, such as "What time do you wake up for school?" or "Do you have any after-school activities?"The student answers the question and then asks another student a different question.Continue the activity, allowing each student to ask and answer questions.Wrap-up (5 minutes)Review the new vocabulary words by pointing to them on the board and asking individual students to provide definitions.Summarize the key points of the lesson and ask the students if they have any questions.Assign a small task for the students to complete as homework, such as writing a short paragraph about their favorite school activity.AssessmentDuring the lesson, observe the students' participation in the dialogues, their ability to use the new vocabulary words, and their engagement in the whole-class activity. Take note of any common mistakes or areas of improvement for future lessons.Extension ActivitiesHave students create their own dialogues about school life and perform them in front of the class.Assign a project where students can create a poster or presentation about their ideal school life, using vocabulary words and phrases from the lesson.Remember, learning should be fun and interactive. Encourage students to use English as much as possible during the lesson and provide positive reinforcement for their efforts. Enjoy teaching and have a great time exploring the exciting world of English!。
初中：七年级英语教案及教学反思UNIT1
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：教学反思 / 英语教学反思编订：XX文讯教育机构七年级英语教案及教学反思UNIT1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，本教学反思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。
特殊疑问句个体、群体思维；看图作答；交换信息；Postoffice;library;hotel…Between;on;nextto；acrossfrom…语言结构语言功能跨学科学习Therebe句型Where句型的问答询问路线指出方位通过绘画激发学生学习兴趣教学过程设计：StepsTeacher’sactivityStudents’activityPreparationBrainstorm Lookatsomepicturesandknowthewordsoftheseplaces LookandreadandlearnPpt.TaskIpairwork:Isthere….AimUse‘therebe’sentences,familiarwiththenewwords 1Readandmatchthenewwordsin1aReadandfinishtheworkPicture2Showthetargetlanguage:Isthereabanknearhere? Lookatthesentenceandtheanswer3AskSstotalkabouttheplacesinthepicture PairworktotalkabouttheplacesandstreetsXX文讯教育机构WenXun Educational Institution。
英语七年级下册Unit 1 Where is your pen pal from？教案
法国
国名全称：法兰西共和国。首都：巴黎。
新加坡
国名全称：新加坡共和国。首都：新加坡。
1，/view/bfc7dfc76137ee06eff918cc.html?rl=regok
2/i?ct=5033=%B1%B1%BE%A9%CC%EC%B0%B2%C3%C5%CD%BC%C6%AC&in=2480&cl=&lm=-1&st=&pn=3&rn=1&di=14709844350&ln=1999&fr=&fm=&fmq=1331700698500_R&ic=&s=&se=&sme=0&tab=&width=&height=&face=&is=&istype=#pn3&-1&di14709844350&objURLhttp%3A%2F%%2F20090421%2F2163785_163358052_2.jpg&fromURLhttp%3A%2F%%2Fshow%2F1%2F62%2F2391be67895c8b23.html&W1024&H683&T8379&S154&TPjpg
人教版七年级英语下册Unit1第二课时教学反思
人教版七年级英语下册Unit1第二课时教学反思第一篇：人教版七年级英语下册 Unit 1 第二课时教学反思人教版七年级英语下册Unit 1 第二课时教学反思本单元课题是What time do you go to school?根据我的教学进度安排，本单元第二课时教学内容为 Section A 2a-2d。
本课是听力及对话练习课，但是在讲授过程中仍有不足，比如教师应该在引导学生做听力之前再领读几遍人名，这样能够使学生做听力时得心应手。
再者，在分角色扮演2d对话时，教师应该鼓励学生添加自己的想法进去。
当然，本节课最大的亮点在于学生能够在编写对话时设置一定的情景，活跃了课堂气氛。
第二篇：人教新版四年级下册英语unit1教学反思Unit1 My school 教学反思本节课是四年级下册第一单元第四课时，是对话课，主要讲Chen Jie向参观者介绍自己学校的事情。
要求学生能够听懂并会说句子Is that…? No, it isn’t.并且能够用句子来询问和回答情况Do you have a/an...Yes, we do。
学生基本能够用这两个句子进行交流。
对于this和that 的区分，有个别学生还易搞混。
创编对话是考查学生的合作能力和语言的运用能力，对于学差生的帮助还有待提高。
小组合作学习还需强化练习。
通过本节课的教学让我意识到，学生是一个个鲜活的个人体，每个人的知识基础都是不一样的。
所以，在设计教案时一定要有易有难，让每个学生都能在这一节课中有所收获。
让学生的知识学习从易到难，让学优生更能运用所学进行交谈，进行输出。
要做到以下几点：1.读：在回答了问题之后，让学生静听录音，跟读。
感知语句的语音、语调。
2.复述：在学生朗读课文之后，根据图片的提示，进行课文的复述。
3.小结：在读与复述之后，要求学生归纳小结出导游在接待来访者时会说哪一些语句以及来访者会问哪一些问题。
Guide:(1)Welcome to our school.(2)This is my …./ That is my ….(3)This way, please.Visitor:(1)Is this/ that the …？（2）Do you have a/an …？（3）Where’s the ...？（4）How many ... are there in (4)创编对话，进行表演：让学生在小结归纳的基础上，运用这些重点句型进行对话创编，进行表演。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
新目标英语七年级下册Unit1教案及教学反思Unit 1 Where’s your pen pal from?Language goals:l In this unit students learn to talk about countries, nationalities and languages.l Ask and tell where people live.New languages:l Where is your pen pal /he / she from? He’s / She‘s from Canada/ Australia / England / China / France/ Singapore.l Where does he / she live? He / She lives in Toronto/Sydney/Australia/Japan/China.l What language does he / she speak? He / She speaks English and French.l Countries such as Australia, Japan, the United States, Canadal Languages such as English, French, Chinese, JapaneseDifficult points:1. Listening for the information about countries, nationalities and languages.Write an e-mail about oneself.Describe the new students in class.2. Grammar Focus:Period 1Teaching aims:1. Teach words and expressions: pen pal, Australia, Japan, Canada, France, the United States, Singapore, the United Kingdom, country2. Target languages: Where is your pen pal from? She’s from Japan.3. Enable the students to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talkSay: Do you have any friends? Where is she/he 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 to read the picture.Ask some students to read aloud to the class. Make the students talk about where people are from.Say: Do you have a pen pal? 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 second time.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 check the 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.Homework Ask the students to practice talking about where people are from and make up real dialogues.Period 2Teaching aims:1. Learn the words and useful expressions：Sydney, New York, Paris, Toronto, Tokyo, live2. Target languages: Where does he/she live? He/She 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 1. RevisionCheck the homework and ask several students to answer questions.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 the left of the blackboard. And write Sydney, New York, Paris, Toronto, and Tokyo on the right of the blackboard. And the teacher reads them aloud and 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 first student asks, “Where is Beijing?” the second student answers “It’s in China.”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 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 picture. Then ask them to talk about the information in the chart in 2c.Ask the students to work in groups and make up new dialogues with their own information.StepReview the grammar.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 students to learn the sentence patterns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this period.Period 3Teaching aims:1. Teach vocabulary words: language2. Target languages: What language does she speak? She speaks English.3. Enable the students to learn to talk about what language people speak.4. Help the students to learn how to talk about what language people speak.Teaching procedures: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 questions.(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 me aning of “language”? Listen: Tim is from England and he speaks English. So English is his language. I’m from China, so Chinese is my language .Now look at activity page 3.Read the instructions to the class. Ask students to work in pairs as they answer the questions.Show the flowing and ask the students to make conversations after the model.What language do people speak in Singapore/ Australia/ the United States/ the United Kingdom/ China?They speak English/Chinese.Step 3. Pair work (3b)Ask the students to pay attention to the conversation inActivity 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 new words and expressions: world, in English, Japanese, French, any2. Target languages: Does she have any brothers and sisters?Does she speak English?Is that your new pen pal? Yes, it is.3. Enable the students to learn to talk about their new penpals.4. Help the students learn how to talk about their new pen pals.Teaching procedures:Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to come to the front and talk about their pen pals.Greet each other and have a free talk with classmates.Talk about the persons they admire.Step 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 language textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conversation in 2a.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 students.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 in activity 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 new 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 It’s fun. / It’s too difficult.3. Enable the students to write a letter to his/ her pen pal.4. Help the students learn how to write to a pen pal.Teaching procedures:Step upSay, Do you have a pen pal? What’s his name? Does he have any brothers and sisters? What language 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 coming from Tom King.Point out the blanks in the letter and the information card on the right.Correct the answers. Then draw the information card on the blackboard and ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they finished, ask several students to read their e-mails in class.HomeworkShow a name card to the students and ask them to write something about it.Period 6Teaching aims:1. Teach new words: dislike2. 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 your partner.Step word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, youlearned many words on the topic. Now read and check the words you know in activity 1 on page 6. Then make a sentence with each of them.StepAsk students to write five new words in their V ocabulary-Builder on page 112. After they finished, ask two students to write their words down on the blackboard.Ask them to read the words and the whole class repeat.Tell the whole class to remember them after class.StepLet 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.StepAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term.Who do you like best? Why do you like him or her? Please tell us. First you can tell your partner.Ask some students to present their work to the class.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.教学反思：从今年开始，我让学生把每单元重点句背下来，句子背下来，在用的时候就可以举一反三，对于我们那些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。