新版教材七下unit1第二课时教案
七年级英语下册 Unit 1 Lesson 2 Meet You in Beijing
Lesson 2 Meet You in BeijingI. AnalysisAnalysis of this lesson: This lesson begins with an e-mail form Li Ming to Jenny. They will meet in Beijing and have a pleasant trip to China together. This lesson talks about trip and plan. It is close to the students’ life so it can stimulate students’ interest in learning.Analysis of students: Students are in the second term of Grade 7. The new words are abstract for them, so I should make up some sentences with these new words. I will let them know and understand the new words in real life situation. Considering students’different abilities, I divide one task into two levels. So the students can choose the one that they can do.II. Teaching AimsKnowledge: 1.Master the new words: exciting, along, kilometre, special, culture, leave and arrive.2. Talk about distance. Master the key sentences: How far is it from...to...? It is …kilometre(s).3. Can use Simple Future Tense.Ability: 1. Develop the students' ability of listening, speaking, reading and writing.2. Encourage students to express themselves in English, especially talkabout plan for a trip or other activities.Emotion: 1. Let the students know more about Chinese culture.2. A rouse the students’ inte rest in learning English and enhance theirconfidence to speak English.3. Encourage students to make plans for themselves and improve theirspeaking abilities.III. Teaching Important and Difficult Points:1. The Simple Future Tense.2. Talk about distance.3. Make a trip plan.IV. Teaching Aids:Blackboard, Computer, Multi-media, PPTV. Teaching Procedure:VI. Reflection After Class1. Exercises and practices of this lesson are close to students’ life. It is easy to stimulate students to take part in class activities. They can understand and use new words and the Simple Future Tense well.2. I divide the tasks into two levels so the students can choose one they can do. It is useful for all of the students to take part in class activities actively.3. I lead the students talk about Li Ming’s plan in general then talk about my plan in details. At last let them talk about or write down their own plans. Students can learn how to make a plan step by step.4. This lesson also has some shortage. For example I should give students more time to practice.。
人教版七年级英语下册Unit 1 Can you play the guitar(1234课时)教案
初中英语人教版（Go for it）七年级下册Unit1Can you play the guitar?教学设计第一课时(Section A1a--2d）【教学目标】Knowledge goals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Emotional goals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。
【教学重难点】1.Teaching Importances教学重点：1)学习询问和谈论彼此的能力，特长和一些俱乐部的英语。
2)掌握一些弹奏乐器的表达方式。
2.Teaching Difficulties教学难点：情态动词can的构成和使用。
能准确表达出自己和组员的能力以及想加入的俱乐部【教学方法】直观教学法、情景教学、任务型教学法、自主探究教学法【教学工具】教学用具：电脑【教学过程设计】教学设计说明：本节课为这一单元的开始，重点在于一些乐器名称和俱乐部的教学，要求学生在学习完本节课时能准确表达出自己及小组成员的能力和特点，以及自己想要加入的俱乐部。
因此教学的过程着重点在于鼓励学生自主探究，小组合作学习，培养学生善于总结归纳知识，善于反思的品质。
设计主线为：新学期学校俱乐部招新，欣赏学生才艺展示。
冀教版英语七年级下册Unit1：Lesson2MeetyouinBeijing教学设计
3.教师强调本节课的情感态度目标，让学生了解和尊重不同国家的文化，培养学生的爱国情怀。
4.最后，教师布置课后作业，要求学生运用所学知识，写一篇关于北京景点的短文，巩固课堂所学。
五、作业布置
为了巩固本节课所学知识，确保学生对一般将来时态和北京景点相关词汇的掌握，特布置以下作业：
3.教师提出问题：“If you have a chance to visit Beijing, what do you want to do and see?”让学生展开想象，自由发表观点，进而引出本课的主题——Meet you in Beijing。
（二）讲授新知
1.教师通过课件展示，为学生讲解一般将来时态（will）的用法，并结合实际例子进行说明，使学生理解并掌握该时态的结构和用法。
-适时给予表扬和鼓励，让学生感受到学习英语的成就感和快乐。
四、教学内容与过程
（一）导入新课
1.教师以一首关于北京的歌曲《北京欢迎你》作为课堂导入，激发学生的学习兴趣，同时让学生初步感受北京的韵味。
2.随后，教师展示北京著名景点的图片，如天安门、故宫、长城等，引导学生用英语进行简单描述，为新课的学习做好铺垫。
冀教版英语七年级下册Unit1：Lesson2MeetyouinBeijing教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将通过对冀教版英语七年级下册Unit1：Lesson2“Meet you in Beijing”的学习，掌握以下知识与技能：
1.掌握本课的新词汇，如tourist、guide、capital、summer palace等，并能够熟练运用这些词汇进行对话和描述。
初中英语冀教版七年级下册Unit1Lesson2MeetYouinBeijing教学设计
初中英语冀教版七年级下册Unit1Lesson2MeetYouinBeijing教学设计【名师授课教案】1新设计本课是冀教版七年级下册Unit 1 的第二课,课题Meet You in Beijing。
冀教版这套教材是以Jenny、 Danny、 Li Ming and his classmates 的主要活动为线索,通过他们“游丝绸之路”,了解中国的历史和文化。
并学习加拿大学校和中国学校课程的异同。
文章借助一些对话,英语小故事,E-mail,blog 等多种形式介绍了中、加学生的校园文化和生活。
内容贴近学生生活实际,话题有趣。
第1 单元主要围绕“丝绸之路”的旅行计划,介绍了西安、兰州、黄河等地的名胜古迹和文化风俗。
教会学生使用一般将来时态谈论未来的计划。
本课,李明和王梅作为主人,热情邀请Jenny 、Danny 及Ms. Martin和同学们来中国旅行,并提出了“丝绸之路”的旅行计划。
2学情分析学生已具备一定的英语口语基础,能读懂简单的英语文章,就旅游话题能发表自己的观点和看法。
能联系实际生活列出自己的暑期计划。
3重点难点三、教学重点:通过自主学习和小组合作,掌握询问路程的句型和一般将来时的用法。
四、教学难点:学会用一般将来时谈论计划。
4教学过程4.1第一学时教学活动1【导入】Book ⅱUnit 1 Lesson 2 ：Meet You in BeijingStep 1 Greeting and free talk .Step 2 Show the students some pictures of “the Great Wall , the Yellow River a nd the Silk Road ”, talk about How far is it from A to B ?Step 3 Lead in:From Lesson 1, we know Jenny, her classmates and Ms. Martin will come to China to travel along the Silk Road .Li Ming and Wang Mei will meet th em in Beijing. Li Ming make a plan for them . Do you want to know about their p lan ? Let's go!。
七年级英语下册Module1 Unit1 第2课时教案新版外研版
Unit l 第2课时自主学习方案1.学生自学新词汇(见教材P104).2.学生自学教材(P3),找出课文中重点词组和句子.课堂学习方案Step 1情景导入要求几名学生各自拿起自己的学习用具,然后向学生提问T：What’s this? S: It’s a bag.T: Is this yours? S: Yes, it’s mine.T：Whose pencil is this?……环节说明：通过师生对话练习,既复习了上节的语言目标又引出了本节的语言目标.Step 2完成教材3对话后续和4的任务1.完成3对话后续练习,将人和他们的东西匹配.2.分两人一组练习对话完成任务4.参考案例3.邀请几组学生表演,比一比哪组学生表演最好.4.小结训练.汉译英.（1）—Is this ruler yours?—Yes, it’s mine(我的).（2）—Are those oranges yours(你们的）？—Yes, they are.（3）The bike is n’t his. It’s hers(她的）.环节说明：人物和物品匹配旨在提高学生的理解能力,对话练习和小结训练,巩固了学生对本节语言点的学习.Step 3完成教材5的任务1.学生用方框里的词的适当形式填空,完成5,集体核对答案.2.教师领读,学生跟读,熟悉教材.3.小结训练.(D)（1）—Whose pen is this?—Oh, it’s __________ .I was looking for it everywhere.A. youB. yoursC. meD. mine(C)（2）—I can’t find my dictionary. May I use __________？—Sure. Here youare.A. youB. yourC. yoursD. yourself环节说明：通过任务5的训练是让学生对教材更加熟悉,小结训练来进一步巩固名词性物主代词的用法.Step 4 完成教材6~7的任务1.放录音,学生跟读一遍,然后学生大声读.2.学生3~4人分一组,练习对话.参考案例Step 5问题探究be careful with 意为“对……留心/意”.如：You should be careful with your things.Step 6家庭作业请完成模块1 Unit 1第2课时练习题.教学反思我们应该将课本和实际生活结合起来教,把教材教活,让学生有兴趣去学去做,这样让学生轻松掌握名词性的物主代词的用法.。
人教版,英语,七年级下册,unit1,第二课时,电子教案
Step7Homework
二次备课
二次备课
板书设计
can’t=cannot
Can you…? Yes,Ican. / No,Ican’t.
Can he…? Yes, he can. / No, he can’t.
Can she…? Yes, she can. / No, she can’t.
教案总序号____
课题
Unit1 Can you play the guitar？Section A2ndperiod
教学目标
知识与能力
(1) To master some new words: be good at, tell, story and so on.
(2) To master the usage of modal verb“can”.
情感态度与
价值观
To help students to love English, show their abilities, and communicate with other people actively.
教学重点
（保底基础知识）
1. join的两种用法:结合、连接;参加。
2.be good at/ with及系表结构的动词短语
What can you do?I can…
当堂检测
情况记录
教学反思
Step 4Listening Practice
(1)Listento these two conversations and circle the clubs you hear.
(2)Listen plete the sentences.
2021年新版人教版七年级下册英语教案：Unit1
人教版七年级下册英语教案：Unit1《Where's your penpal from?》一个爱书的人，他必定不至于缺少一个忠实的朋友，一个良好的老师，一个可爱的伴侣，一个温情的安慰者。
一、Teaching aims1.Listen 2a ，2b2.learn a letter and write answers to the question3.make an information card .二、Key points1.Does she have any brothers and sisters ?2.Where is she from ?3.Is that from your new pen pal ?4.I like going to the movies and playing sports .5.Can you write to me soon ?三、Teaching aids通过听录音，书信，填空题，制作信息卡片学习主要句子。
四、Teaching proceduresStep 1 Revision1.Free talk（用所学过的知识组织对话）2.Check homeworkStep 2 Presentation1.I like going to the movies with my friends and playing sports . 我喜欢和朋友们一起去看电影和进行体育活动。
Like doing sth 喜欢做某事，后接习惯性的动作，爱好等。
I like playing computer games . Do you like eating sea food ?2.I can speak English and a little French . 我会说英语和一点法语。
表示会做某事，用带can 的结构。
Can是情态动词，必须和实义动词一起构成谓语，不可以单独使用。
新人教版七年级下册英语 Unit 1 第2课时 教案(教学设计)
In my group, Li Ming can do kung fu. Zhang Li can sing very well. Ma Shuang can dance well. . . (最后,可以经学生们评议来推举最有能力的小组)
在本节课的教学活动设计中,能够利用丰富的语境,设置循序渐进的学习任务,充分发挥学生的主体作用,引导学生合作学习、自主探究,重视“预习—展示—练习—反馈”的学习过程。
Step 4
Practice (3a&3b)
1. Look at 3a.引导学生们用所给的词汇来造句子。首先,用情态动词can及所给的第一个动词词组来造一个一般疑问句,并作出一个否定的回答。然后,用转折连词but及第二个词组造一个肯定句。
Teacher makes the first one as a model:
通过小组调查活动,使所学知识得以更好地实践和运用,同时也有助于增进学生之间的彼此了解、培养语言交际能力和信心。
Step 6
Summarize
Guide the students to summarize how to use the word “can”.
Summarize how to use the word “can”.
2.学生们完成填空试题后,可以打开课本检查答案,对错误的句子单独进行强化记忆。
根据老师的引导完成所设计的任务,为完成3a的任务做好铺垫。
在语境中呈现和导入目标语言。加深对句型和语言点的了解和运用。
英语七年级下人教新课标Unit1教案二
级下人教版Unit1教案StepⅠGreet the class as usual.StepⅡ1athese countries.2. Now open your books. Listen to the recording. Please repeat the names of the countries.(play the recording twice)Step Ⅲ1bListen and circle the countries in 1a you hear.Then check the answers.StepⅣ1cRead the conversations in the picture.Ask students to work in pairs, ask and answer questions about where they are from? ask some pairs to present their conversations to the class.StepⅤ. 2aPoint to the chart and ask the students to write the name of a country in t he blank after each city.StepⅥ. 2b, 2c, 2d1. 2b Listen and circle the cities and countries you hear on the recording.StepⅦGrammar FocusReview the grammar box. Ask students to say the questions and answers.Step Ⅷ3a, 3b,41. Finish the chart of 3a , then choose a country and make a conversation.2. Quiz Name the place! play this game.StepⅨSummarySummary the information in section A.StepⅩHomeworkHave more practice after class.Blackboard designUnit 1 Where is your pen pal from?Where is your pen pal from?He’s from Canada.Where does he live?He lives in England.What language does she speak?She speaks English. Pre-task：Ask students to bri ng some thing that represents some country.Step I. Task One1. Match the cities and the map. (4 students a group)2. Learn the new words with the pictures.3. Listen and repeat. (1a)Step II. Task Two - Guessing Game 11. Students watch the videos and then tell what countries they saw.2. Ask students to show the things they brought, the other students will guess where they are from. If the students forgot to bring things to class, ask the students to do group work. They should say a sentence or a short paragraph and ask the other students to guess who she/he is. Thestudents can ask more questions.Student A says: He can play basketball very well.The others can ask: Where is she/he from? Where is he now?Student A answers: He is from China. He is in the United States.The others will guess: He is Yao Ming.Get each group say one, the other groups ask and guess.Step III. Listening1. Finish 2a.2. Listen and circle. (2b)Step IV. Task Three - Choosing a pen palGroup work: 4 students a groupGet students to choose their favorite pen pals from other countries according to the cards given by teacher. The following card in only an example.Name: MariaGender/Sex: FemaleBe from: CanadaBorn: On 29th July, 1990Live: TorontoLike: Dancing , basketball, English, thrillers,Language needed：My pen pal is Maria. She is from Canada. She lives in Toronto. She likes dancing, basketball, English and thrillers.Step V. Task Four - looking for friendsPair work:Language needed：1. -Where is your pen pal from?-She/He is from….2. -Where does she/he live?-She/He lives in….Step VI. Homework1. Please write a letter to your pen pal and tell her/him something about you.Step VII. Grammar Focus1. Canada, South Korea, New Zealand, Japan, the United States,Australia, Mexico, Brazil, Argentina, the United Kingdom, China2. Soul, New York, Mexico City, Tokyo, Rio de Janeiro3. -Where is your pen pal from?-She/He is from …4. -Where does she/he live?-She /He lives in…。
人教七年级下Unit12SectionB(1a1f)教学设计
（一）教学重难点
1.重点：
（1）掌握本节课的核心词汇和短语，并能运用它们进行交流。
（2）学会使用一般现在时描述不同节日的习俗和活动。
（3）理解并运用目标语言询问和描述节日的日期、活动和意义。
2ቤተ መጻሕፍቲ ባይዱ难点：
（1）正确运用一般现在时进行句子构建，注意主语与动词的一致性。
（2）在实际语境中，灵活运用所学词汇和句型进行交流。
1.教学活动设计：
-教师引导学生回顾本节课所学的新词汇、短语和一般现在时态的用法。
-学生分享学习收获，总结自己在课堂中的表现，为今后的学习制定目标。
2.教学实施：
-教师对本节课的学习内容进行简要回顾，强调重点知识。
-学生进行自我评价和同伴评价，反思自己在课堂中的学习效果，并提出改进措施。
-教师给予鼓励和肯定，激发学生学习英语的信心和兴趣。
-学生展示自己收集到的节日图片和资料，与同伴分享，为新课的学习营造良好的氛围。
（二）讲授新知
1.教学活动设计：
-通过PPT展示Unit 12 Section B 1a-1f的核心词汇和短语，引导学生学习并掌握新知识。
-结合图片和语境，讲解一般现在时态的用法，让学生在实际情景中感知和运用。
2.教学实施：
3.培养学生的团队协作意识，让他们学会在合作中互相帮助、共同进步。
4.通过学习英语，拓宽学生的国际视野，使他们具备一定的跨文化交际能力，为将来更好地融入国际社会打下基础。
在教学过程中，教师应关注学生的个体差异，充分调动他们的学习积极性，使他们在轻松愉快的氛围中学习英语，提高综合素质。同时，教师还需关注学生的学习反馈，及时调整教学策略，以确保教学目标的实现。
五、作业布置
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(2013-2014学年度第二学期)
课题
Unit 1 Can you play the guitar?
课时
Period 2
主备
教师
杨芝
备课成员
张静张波
学习目标
1.Abilities: go on learning to talk about abilities
2.Sentencese:
T: Hi, S1! What can you do?
T: Can you play the guitar?
T: What club do you want to join?
Role-play.
Let some pairs role play the conversation in2c.
Step 2. Grammar Focus
教学反思：
板书设计：Blackboard Design
Unit 1 Can you play the guitar?
Can you/he/she/they swim?Yes, /he/she/they can,
No, I/he/she/they can’t.
What can you do?
I can dance.
Step 6. Exercises
1. Do some more exercises on the workbook.
(Come to the blackboard.)
S1: I can sing and dance?
S1: Sorry, I can't. But I can play chess.
-Can you play the guitar? —Yes, I can./ No, I can't. -What can you do?—I can dance. What club do you want to join? —I want to join the chess club.
重点：
难点：
Read the sentences together, then do some translations.
Step 3. 3a
Ask students to make sentences using the phrases in 2~5.
They can discuss with their partners.
What club do they want to join?
We want to join the music club.
S1: I want to join the chess club.
Role-play the conversation in2c.
S1: What can you do, S2?
S2: I can do kong fu.
S1: Great! What about you S3?
S3: I can sing very well.
Conclude the usage of ‘can’; put all new language into practice through different activities.
教学过程
教师活动
学生活动
二次备课建议：
Step 1.Warming- up and revision
Ask some Ss about their abilities.
S4:In my group, Li Ming can do kung fu. XXX can sing very well. XXX can dance well…
作业设计：
1. Recite the sentences in Grammar Focus.
2. Write a report about what your family members can do.
Step 4 Presentation
T: Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try tocomplete the poster with the words in the box.
Step 5 Group work
T: What can your group do in the school show? Make a list, then report to your classmates.
T: First, work in group ask and answer about what you can do. Then make a list together. Everyone in your group must write a report. Then select one(Select the best group）student to report what your group can do. e.g.