新目标七年级下第二单元学案第四课时
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。
七年级英语下册 Unit 2教案 人教新目标版
英语：Unit 2教案（人教新目标七年级下）Language goals:●In this unit students learn to ask 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’s the supermarket?●It’s next to the li brary.●Is there a pay phone in the neighborhood?●Yes, it’s on Bridge Street on the right.●locations in the neighborhood such as post office, hotel, restaurant●descriptive words such as new, old, dirty, clean●descriptions of location such as across from, next to, betweenDifficult 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, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 4a, 4bPeriod 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages: Is there a bank near here? Yes, there is. It’s on Center Street.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 a cat in a box in picture 1. There is a cat on a box in picture 2. There is a cat 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 the studentsor prepare some other pictures with different buildings in it and let thestudents practice asking and answering questions about the places.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 the sentences thepictures.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 language points if the students can’t understand.HomeworkAsk the students to practice talking about their neighborhood in pairs.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:Just go straight and turn left.It’s down Bridge Street on th e 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 some students 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 to make 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 right handsto 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 questions below eachpicture.The students point out the place in the picture. And write down the answerson the line in the pictures. Or ask a pair of students to say the conversation, 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. 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. Excuseme. 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?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 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. 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 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.Tell 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 to answer the questions according to the pictures.Then ask the students to draw a picture according to the following conversation.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 kept down inthe class.Period 6Teaching aims1. Teach vocabulary words.2. Target 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 route on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.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 to yourhouse. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.用心爱心专心11。
新目标七下Unit 2 单元教学设计
新目标七下Unit 2 单元教学设计设计者姓名：城关一中石太珍联系方式：一、教学内容及分析本单元的中心话题是学习询问和指示方向的常用表达方式。
通过本单元的学习，学生要进一步掌握方位介词如next to，across from，near，behind, in front of， between…and…的用法和一些建筑物的名称，学会阐述某一场所中各个建筑物之间的位置关系；学会运用Where引导的特殊疑问句以及there be句型等询问街道上某一场所的位置；能够为他人指明去某一场所的路线；同时能够利用地图向他人介绍自己所居住的社区，并能够识别简单的路线图。
培养学生在实际生活中辨别方向的能力，养成热心助人的确品质。
本单元仍在继续学习一般现在时，主要掌握there be的肯定、否定句式以及一般疑问句。
这是一个生活中离不开的时态，也是最基本的一个时态。
新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
二、学习者特征分析1、学生现有的能力与已掌握的知识：句型Where is…? It’s in / on / under/…是七年级上册Unit 4 的重点，并且在本学期的Unit 1 也对Where is…? 句型进行了练习，在上学期还学过big, small, old, new等描述性词汇。
通过这些学习，学生已经积累了一定的词汇，掌握了一定的目标语，具备了一定的听说读写能力，为本单元的进一步学习提供了一定的知识储备。
2、该单元内容与实际生活紧密相连，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助。
但教师要注意引导、鼓励学生多谈论身边实际事物，防止学生只会纸上谈兵。
由于本单元所学表达有限，而实际的地点、方位情况有可能更为复杂，因此教师在学生有能力接受的情况下可以增加一些常用表达，如：go along，go down, go up the street, go straight ahead, take the first turning on the right, in front of , bus stop, station 等。
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。
新目标七年级英语下第二单元第四课时学案
Date: 2010 . 10. 7 Weekday: Saturday Name: Pan DeyongUnit 2 Is this your pencil?Period Four 3a---4 and Self Check Section B 2010 . 10. 7 Language goal:1 确认物主关系Is this /that your ---?2 功能：学习写寻物启事和失物招领，这是本课的重点和难点。
3 词汇：at in the lost found please school set of4 词组：1) call+ sb(某人) at+phone number 2) in the lost and found case3) school ID card 4) a set of keys 5）be lost Preview:1试拼读本课的新词汇，多多注意练习音标，尝试背着拼写，最好在词组中消化它们。
2 你会翻译学习目标中的词组吗？试写在横线上。
3 学法指导：首先研读3a 的范例，看看如何写寻物启事和失物招领，自己能否理解这些例子，把不懂的地方标出并设法解决，尤其要注意其中的句型及词组；其次根据3a 的范例，完成3b；最后尝试写出自己的寻物启事和失物招领。
（写在下面的横线上）4 课前备战：精心准备第四部分的小组活动，可以参考第12页上的练习3的物品。
每人做一张如下的卡片备用：.可以这样练习：A：What’s this ?B: Is it a /an-----?A : Yes,it is ./No,it isn’t .Is this your ----?B: No,it isn’t .Is this her----? Call -----at ----.5 难点点拨：关于祈使句祈使句表示让某人做或不做某事，结构是：动词原形+其他，有时为了客气在最前或最后加上please. 如：Call Alan at 495-3539. Please call Mary. Spell it ,please .(也可以说：Please spell it.)6 研读并完成学习检测上的第16-19页学习要点，并完成相应练习。
人教版七年级英语下册2导学案(第4课时)
精品"正版〞资料系列,由本公司独创 .旨在将"人教版〞、〞苏教版"、〞北师大版"、〞华师大版"等涵盖几乎所有版本的教材教案、课件、导学案及同步练习和检测题分享给需要的朋友 .本资源创作于2021年8月,是当前最||新版本的教材资源 .包含本课对应内容,是您备课、上课、课后练习以及寒暑假预习的最||正确选择 .七年级|| (下) 英语导学案主备人：授课时间：月日至|| 月日1. 根据汉语写单词、短语一半、半数晚于；过(时间) 一刻钟家庭作业做作业奔、跑清扫、弄干净行走、步行散步；走走2．翻译以下句子.1. Tom一般几点起床?他一般4点15起床.What time _____ Tom ______ _____ up?He usually ____ ______ _____ 4:15 .2. 人们一般都什么时候吃晚饭?一般在晚上吃.What time ____ people usually _______ ________ ?People usually ____ ______ in ____ ______.3. 你经常几点吃早饭?What time _____ _____ ______ ______ _______?4. 你的哥哥几点淋浴?他经常在七点淋浴.___________________________________________________4.我姑姑喜欢在中午一点吃午餐.My _______ likes ________ dinner _______ 1:00.【合作学习】1.小组代表向全班同学展示调查结果,其他同学评价.[来源:]2. 独立完成1a 将行为与时间匹配.3. 1b, 两人一组,利用1a中的短语,练习对话,并小组竞争,展示成果.4. 听录音,完成活动1c,1d,组内检查.[来源学&科&网]5.熟读并掌握这些表示日常活动的动词和动词词组 .6. 两人一组,对Tom一天的活动情况进行问答练习. 【拓展提高】时间表达法1.整点法: 时间为整点时,可用"整点数+o ,clock〞表示. o ,clock只能用在表示整点的时间后面,也可省略.It ,s five o ,clock. /It ,s five.现在五点整. ( )1. He is one of my friends. A. good B. better C. best D. well( )2. He up at six o ,clock.A. get usuallyB. usually goesC. usually getD. usually gets( )3. My father always goes to bed 10 o ,clock ______ night.A. at, atB. in, atC. on, /D. at, /[来源学#科#网]三．用所给动词的适当形式填空.1. Alice often ( go ) to school at seven -fifteen.2. What time her father (get)home ?3. she wants (brush)her teeth.4. When your uncle often (start)his work?5. Some students (play)sports every day.完形填空Tom is a student of No.2 Middle School .He has classes 1Monday to Friday .He has 2 things to do after school. First he 3his homework at home at 6:30. He watches TV 4 the evening .On Friday afternoon he plays 5 football 6 his friends. OnSunday he 7 a good rest .Now it ,s 8:30 in the morning . Tom 8 in the classroom and 9 tothe teacher carefully(认真地). He is a good student. He 10 veryhard.反思：本课教学反思英语教案注重培养学生听、说、读、写四方面技能以及这四种技能综合运用的能力.写作是综合性较强的语言运用形式, 它与其它技能在语言学习中相辅相成、相互促进.因此, 写作教案具有重要地位.然而, 当前的写作教案存在" 重结果轻过程〞的问题, 教师和学生都把写作的重点放在习作的评价和语法错误的订正上,无视了语言的输入.这个话题很容易引起学生的共鸣,比较贴近生活,能激发学生的兴趣, 在教授知识的同时,应注意将本单元情感目标融入其中,即保持乐观积极的生活态度,同时要珍惜生活的点点滴滴.在教授语法时,应注重通过例句的讲解让语法概念深入人心,因直接引语和间接引语的概念相当于一个简单的定语从句,一个清晰的脉络能为后续学习打下根底.此教案设计为一个课时,主要将安妮的处境以及她的精神做一个简要概括,下一个课时那么对语法知识进行讲解.在此教案过程中,应注重培养学生的自学能力,通过辅导学生掌握一套科学的学习方法,才能使学生的学习积极性进一步提高.再者,培养学生的学习兴趣,增强教案效果,才能防止在以后的学习中产生两极分化.在教案中任然存在的问题是,学生在"说〞英语这个环节还有待提高,大局部学生都不愿意开口朗读课文,所以复述课文便尚有难度,对于这一局部学生的学习成绩的提高还有待研究.本资源的初衷,是希望通过网络分享,能够为广阔读者提供更好的效劳,为您水平的提高提供坚强的动力和保证 .内容由一线名师原创,立意新,图片精,是非常强的一手资料 .本课教学反思本节课主要采用过程教案法训练学生的听说读写.过程教案法的理论根底是交际理论,认为写作的过程实质上是一种群体间的交际活动,而不是写作者的个人行为.它包括写前阶段,写作阶段和写后修改编辑阶段.在此过程中,教师是教练,及时给予学生指导,更正其错误,帮助学生完成写作各阶段任务.课堂是写作车间, 学生与教师, 学生与学生彼此交流, 提出反响或修改意见, 学生不断进行写作, 修改和再写作.在应用过程教案法对学生进行写作训练时, 学生从没有想法到有想法, 从不会构思到会构思, 从不会修改到会修改, 这一过程有利于培养学生的写作能力和自主学习能力.学生由于能得到教师的及时帮助和指导,所以,即使是英语根底薄弱的同学,也能在这样的环境下,写出较好的作文来,从而提高了学生写作兴趣,增强了写作的自信心.这个话题很容易引起学生的共鸣,比较贴近生活,能激发学生的兴趣, 在教授知识的同时,应注意将本单元情感目标融入其中,即保持乐观积极的生活态度,同时要珍惜生活的点点滴滴.在教授语法时,应注重通过例句的讲解让语法概念深入人心,因直接引语和间接引语的概念相当于一个简单的定语从句,一个清晰的脉络能为后续学习打下根底.此教案设计为一个课时,主要将安妮的处境以及她的精神做一个简要概括,下一个课时那么对语法知识进行讲解.在此教案过程中,应注重培养学生的自学能力,通过辅导学生掌握一套科学的学习方法,才能使学生的学习积极性进一步提高.再者,培养学生的学习兴趣,增强教案效果,才能防止在以后的学习中产生两极分化.在教案中任然存在的问题是,学生在"说〞英语这个环节还有待提高,大局部学生都不愿意开口朗读课文,所以复述课文便尚有难度,对于这一局部学生的学习成绩的提高还有待研究.。
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Language goal :
1掌握
1）第109页本课时用到的词汇.
2）常用词组：
welcome to_______ turn left on First Avenue_______ enjoy sth______
take a walk_____ a good place to have fun________
3）句型：
a)Across from the park is an old hotel.
b)Bridge Street is a good place to have fun. .
2功能与话题：阅读、写作运用旅行指南。
一基点预习
1熟读词汇并试试背写学习目标中的相关知识,翻译2）中的词组。
2研读课本完成下面的预习任务
1）阅读3a，完成如下任务：
✧翻译如下句子：
a)Enjoy the city’s quiet streets and small parks.
b)Take a walk through the park on Center Avenue.
c)Next to the hotel is a small house with an interesting garden.
d)This is the beginning of the garden tour.
✧写出同意句：
a)Across from the park is an old hotel.
=There_____ ____old hotel _____ ____the park.
b)N ext to the hotel is a small house with an interesting garden
c).=______ ____ a small house with an interesting garden_____ ____ the hotel. 2）阅读完成3b.
注：Next to the hotel is a small house with an interesting garden.
with :常用来描述人或事物的特征，如：look at the man with glasses on his nose.
I have a table with three legs.
二同步拓展：自学学习检测第11页的单词学习关于with、beginning、enjoy的内容。
三小试身手：
根据3a 、 3b的范例，试描述课本第7页的图片。
你可以为这个区域取个名字并记得运用你本节课所学的知识。
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
四要点总结：
根据自己的预习，反复诵记本课要点。
Teaching steps:
1 Read and check the new words for this period.
2 Read and practice reading 3a .and 3b.
3. Check the writing about the picture on Page 7.
4 Summary
5 Memorize the main points and self check.
一补全单词：
1 W_______ to the Garden District.
2 Take a walk and e______ the quiet streets and the small parks.
3 This is the b________ of the garden tour.
4 Come to v_______Bridge Street.
二完成下列句子（10分）
1、There is an old park across from the park. (同义句)
______ ______ the park ____ an old hotel.
2、This is the beginning of the garden tour.(一般疑问句）
the beginning of the garden tour？
3、You can play the guitar in the park.（否定句）
You______ ______ the guitar in the park
三翻译下列语句。
1. 在第一大道右拐。
_____ ______ _____ First Avenue.
2. 步行穿过中心大道的公园。
_____ ____ _____ through the park___ Center Avenue.
3.旅馆旁边是一座带有一个有趣花园的小住宅。
_____ ____ the hotel is a small house____ an_______garden. 4布里奇街是个令人玩得开心的好地方。
Bridge Street is a ______ _____ _____ _____ fun.。