新目标七年级英语上册Unit4导学案_SectionB(2a-selfcheck)
人教新目标七年级英语上册导学案：Unit 4 Where's my schoolbag Section A 1a2d
Unit 4 Where’s my schoolbag?Section A【知识精讲】1. Where’s the schoolbag?背包在哪里？这是由where引导的特殊疑问句。
当我们不知道某个或某些东西在什么地方时，用where来询问“Where is/ are...?”动词be的选择要根据句中的名词来确定。
可数名词的复数对应are；可数名词的单数和不可数名词对应的是is。
如：--Where is my grandfather? 我爷爷在哪里？--He is over there, under the tree. 他在那边，树底下。
--Where are my books? 我的书在哪里？--They are in the desk. 在你的课桌里。
2. Is the baseball on the sofa?棒球在沙发上吗？这是一个一般疑问句。
表示某物在某处时，陈述句用“主语+系动词+介词短语”的形式。
变为一般疑问句时，只需要把系动词提前，句尾加上问号就可以了。
表示“什么东西（人）在什么地方吗？”。
肯定回答用yes，否定回答用no；然后用相应的代词代替上文中提到的人或物来构成简略回答。
如：My dictionary is in the bag. 我的字典在书包里。
—Is your pen on the table? 你的钢笔在桌子上吗？—Yes, it is. 是的，在桌子上。
课后练习【夯实基础】Ⅰ. 翻译词组1. on the table ________________2. under the bed ________________3. in the schoolbag ________________4. I don’t know. ________________5. 在沙发下面________________6. 在书柜下面________________Ⅱ.根据句意及首字母补全单词。
人教新目标版七年级上册导学案：Unit 4 Period 4
Unit 4 Where’s my schoolbag?Period 4 Section B （1a-1e）编写人：审核人：编写时间：2017-08-09班级：_________ 组名：__________ 姓名：___________【学习目标】1.会读写P22表实物的新单词。
2.会对一些实物的位置进行提问并回答。
【学习重点】1. 练习提升听力技巧2. 重点句型：--- Where are the English books? --- They're under the radio.【学习难点】运用where对物品在哪儿进行问答，能正确的写出来。
【学习过程】一、目标呈现1.复习句型：1）尺子在桌子上。
_______________________________________________2）那些英语书在哪里？________________________________________3）它们在收音机的下面。
________________________________________2.解读学习目标。
二、自主合作学习任务一：将课本P22上的1a的单词与图中物品配对，完成1a。
学习任务二：1. 听课本P22上1c的录音第一遍，圈出房间里汤姆想要的物品，完成课本1c。
2.听第二遍录音，记录汤姆房间里物品的位置，完成课本1d。
3. 就汤姆房间里的物品位置编写对话，完成课本1e。
完成任务所需的语言结构：A：Where's the …?B：It’s on / in / under ….A: Where are the …?B：They're on / in / under ….学习任务三：记忆力大比拼看课本P22上1a中的图片3分钟，然后合上书，写出你能记住的物品名称。
____________________________________________________________________________________________________________________________________________三、展示质疑★--- Where are the English books? --- They're under the radio.--- 那些英语书在哪？--- 它们在收音机的下面。
人教新目标英语七年级上册Unit4全单元优秀教学案例
（一）情景创设
1.结合实际生活场景，如：学校、家庭、公园等，创设真实的语言环境，让学生在实际情境中学习、运用英语。
2.利用多媒体手段，如：课件、视频等，展示不同交通方式、地点和方向，帮助学生直观地理解和学习。
3.设计各种角色扮演活动，让学生在模拟真实情境中进行英语交流，提高口语表达能力。
（三）学生小组讨论
1.教师设计小组活动，如：小组讨论、角色扮演、地图绘制等，让学生在团队合作中运用所学知识。
2.引导学生针对不同的交通方式、地点和方向进行讨论，如：“你们平时是怎么去学校的？”“你们能描述一下附近的公园吗？”等。
3.鼓励学生互相评价、互相帮助，提高学生的交流能力和合作精神。
（四）总结归纳
2.学生能够理解并运用一般现在时进行询问和回答，如：“How do you get to school?”“I get to school by bus.”
3.学生能够正确使用地图和指示方向，如：pointing out places on a map, giving directions.
4.学生能够通过听力、口语、阅读和写作等多种方式，运用所学知识进行实际交流。
在教学评价方面，本案例将采用形成性评价和终结性评价相结合的方式。形成性评价主要通过课堂表现、小组合作和作业完成情况进行评估，旨在及时发现问题并进行反馈。终结性评价则以单元测试和课堂展示为主要形式，评估学生的综合运用能力和语言表达能力。
二、教学目标
（一）知识与技能
1.学生能够掌握并熟练运用Unit4中涉及的交通方式（如：by bus, on foot, by train, by bike）以及地点（如：school, home, park, hospital）和方向（如：left, right, straight ahead）的词汇。
七年级上册英语 Unit 7 Section B(2a-Self Check) 同步练习(含答案)
Unit7 How much are these socks?第四课时Section B(2a-Self Check)一、根据句意及汉语提示填写单词。
1.Our English teacher is (非常)nice.We all like him.2.The sweater is on (特价销售),so I can buy it for only 30 yuan.3. (所有的)the students like Mr. Black,because he is friendly to us.4.I need some pairs of socks.Let's go to the clothes (商店).5.Many(很多)girls like buying (服装)，like sweaters，skirts and shoes.二、用括号内所给词的适当形式填空。
6.She wants to buy two (pair)of shoes.7.The two (woman)over there are my aunt Lily and Linda.8.Look at the (boy).They're in the classroom.9.This store (sell)sweaters,so let's go and have a look.10.The skirts are really nice and Cindy gets them at very good (price).三、根据所给汉语提示完成下列句子。
（每空限填一词)11.来梦想服装店买衣服吧！and clothes at Dream Clothes Store！12.辛迪想买一双白色的袜子。
Cindy wants to buy white socks.13.我们以非常实惠的价格出售鞋子。
We sell all the shoes . 14.穿着白色衣服的女孩是露西的姐姐。
Unit4 Section B 2a-Self Check教学设计和课时作业 人教版九年级英语全册
Unit4 I used to be afraid of the dark.第四课时教学设计和课时作业The Fourth Period (Section B 2a---3b, Self Check 1)Teaching Aims1. Knowledge Objects：(1)Function:Talk about what you used to be like.(2)Key Vocabulary:Ss can master the following new words and phrases: influence, seldom, proud, absent, fail, examination, exactly, pride, grandson, general, introduction, be proud of, no longer, be absent from, make a decision, boarding school, advise sb. to do sth., in person, go back to, to one’s surprise, take pride in, pay attention to, move away, feel good about oneself, tell jokes.(3)Target Language:It is hard to believe that he used to be a “problem child” until a conversation with his parents influenced his way of thinking.As a small child, he seldom gave his parents any problem, and they were proud of him.He was often absent from classes, and he failed his examinations.There were many rules, and he used to break them all the time.To everyone’s surprise, this conversation changed Li Wen’s life.I realized that since my parents moved away, I’ve been afraid being alone, and have tried to make my parents pay more attention to me.(4)Structure:To talk about how we have changed by using “used to”.2. Ability Objects①Learn to understand and master new words and phrases in context.②Read the context and train students’ ability of filling the blanks in context.③Be able to identify main idea of the passage by using context and other reading strategies and develop students’ reading and writing skills.3. Moral ObjectsEveryone surely changes. You should care for your own growth.Educate students to love their parents and learn to be grateful for their parents.Teaching Key Points：⑴Learn to understand and master new words and phrases in context.⑵Enable the students to identify main idea of the passage and fill the blanks correctly by using context.Teaching Difficult Points：Train students’ ability of filling the blanks in context and develop students’ ability of reading and writing.Teaching Methods：The Task-based Language Teaching Method, The Cooperative Learning Method,The Activity Teaching MethodTeaching Aids：Pictures about troubles, Chart about changes, PPTTeaching Procedures：Step 1 Review and warming up（About 4 minutes）Greet the class as usual.Have two students to talk about what they used to do and how they have changed.Listen to the English song Trouble is Friend together. Then ask them: Have you had any problems? What’s your problem?Step 2 Groupwork（About 5 minutes）Show some pictures and have a free talk with students.T: We may meet a lot of troubles in our life. Look at Picture 1 and say what problem they have.Ss: They have too many exams.T: What about other pictures?S1: The problem in Picture 2 is to quarrel with others.S2: The boy is leaving school without permission.S3: They are absent from school.S4: They’re fighting.T: As students, we might have these problems. When you are in trouble, what will you do? Why?Ss: We will ask others for help.T: I think talking to others is helpful. If so, who would you like to talk about your problems?Ss: Parents. / Close friends. /Teachers…T: Great. Parents are the best helpers when you are in trouble. Parents’ love never changes. I think talking with parents may help us to solve problems. Today, we’ll learn a passage “He used to cause a lot of trouble”. Let’s see what problem Li Wen had.Call a student read the instructions in 2a and have them discuss in groups and predict the problems Li Wen might have. Moves around and offer some help if they need.Call each group to say their answers and list the possible problems that Li Wen might have.Step 3 Pre-reading（About 4 minutes）T: While reading a passage, maybe we often meet some new words. Don’t be afraid of them, you can try to guess them. Here is a learning strategy to help you. Let’s get to know it.Have students read the strategy and understand that they can use the sentence context to help guess and learn the meanings of new words and phrases.Have students read the passage quickly and look for the new words and phrases they can’t understand. Then guess their meanings using the sentences context.Show the words and phrases in bold from the passage. Call some students to explain how they guess the meanings according the context clues. Give them some explanations if necessary.Step 4 While-reading（About 8 minutes）Have students read the passage and find the problems that Li Wen used to have and underline them.Call some students to say the problems they find and compare these problems with their prediction.Let students to read the passage quickly and there are 5 sentences missing in 2c. Put the sentences into the correct place in the reading. Then check answers with the class.Show a chart on the screen, ask students to read the passage in 2b carefully and fill in the blanks.Call different students to say the answers.Step 5 After-reading（About 5 minutes）T: After you read the passage, do you think what really changed Li Wen?Have students discuss in groups. Then call several students to answer the question. Encourage students to say their own opinions.Ask students to read the words and phrases in the box in 2e. Help them understand the meanings of the words and phrases in each group. Then choose the proper words or phrases to complete the passage in 2e individually. Remind them of the right forms of the words or phrases.Call one student to report their answers to the class. Then invite two students to retell the story.Step 6 Groupwork（About 5 minutes）T: The conversation with his parents changed Li Wen’s life. You must be interested in the conversation. What do you think they talked about? Now please list the possible questions they might ask and the possible answers they might say, and then discuss in groups and write a conversation between them and role play it with your group.Have students work in groups, then ask some groups to role-play their conversations. Choose the best conversation and praise them.Step 7 Practice（About 3 minutes）T: Today we learn to use the sentences context to guess and learn the meanings of new words and phrases. This is a useful way. Next we practice using these words and phrases. Please read the sentences in Self check 1 and fill in blanks with the correct forms of words.First, have students to read and explain the words and phrases in the box in Self Check 1. The teacher can give some help if necessary. Then let students work individually and fill in blanks with the words in the box. Remind them of the right forms of the words or phrases.Call some students to report their answers and check the answers in class.Step 8 Survey（About 4 minutes）T: People surely change. We all have changed a lot. Please write notes about you have changed in your appearance, personality and hobbies in the chart. Then talk with your partner about the changes.Have students write down their changes in the chart, then talk about the changes that have happened to them in pairs. Invite some pairs to talk about their changes in class.Step 9 Writing（About 4 minutes）Have students read the instructions in 3b. Then ask each student to answer the questions according to the survey above. Ask them read the instructions in the box and write a two-paragraph passage to introduce their changes by using the frame given.Have each student read his/her own passage in groups and help each other to correct any mistakes. Each group chooses a good article to present to the class.Step 10 Summary（About 2 minutes）In this class, we've learned a passage about Li Wen. It tells us that we should care for our own growth and parents’ love can make us feel good about ourselves. We should love our parents.Ask two students to sum up the key phrases and sentence patterns.Step 11 Homework（About 1 minutes）Everyone surely changes. Our environment also changes. Please write a passage about the changes in your hometown according to the information in the following chart.Blackboard Design：Unit4 I used to be afraid of the dark.Section B 2a---3b, Self Check 1He used to cause a lot of troubleusing sentences context Li Wen used to….influenced be absent from classes, fail his exams, break school rulesabsent Now he…..boarding school work hard, one of the best studentsin person Why?...第四课时作业设计Ⅰ.根据句意、汉语意思和首字母提示完成句子。
Unit2It’sanicedayisn’titSectionB(2a-SelfCheck)基础知识
Unit 2It’s a nice day, isn’t it?Section B (2aSelf Check)基础知识必会清单及知识闯关基础知识必会清单Ⅰ.核心词汇名词:1.介绍/ˌIntrəˈdʌkʃn/ n. introduction2.对话;对白/ˈdaɪəlɒɡ/n. dialog/dialogue3.一段时间;时期/ˈpɪərIəd/ n. period4.形式;类型/fɔː(r)m/ n. form5.顾客/ˈkʌstəmə(r)/n. customer6.商业;生意/ˈbɪznɪs/n. business7.工作者;工人/ˈwɜː(r)kə(r)/n. worker8.主题;话题/ˈsʌbdʒɪkt/n. subject9.机会;可能性n. chance形容词:10.基本的/ˈbeɪsɪk/adj. basic11.每天的;日常的/ˈevrIdeɪ/adj. everyday12.空的/ˈempti/adj.empty13.有用的;有帮助的/ˈhelpfl/adj. helpful14.轻的/ˈlaɪt/adj. light15.有幽默感的;滑稽有趣的/ˈhjuːmərəs/adj. humorous16.私人的;私密的/ˈpraɪvət/adj. private动词:17.避免;回避/əˈvɔɪd/v. avoid兼类词:18.总的;普遍的;常规的;将军/ˈdʒenərəl/adj.&n. g eneral短语:19.闲谈;闲聊small talk20.打破沉默;打破僵局break the iceⅡ.重点句式1.闲谈是当遇见他人时帮助人们打发时间的令人放松的对话。
Small talk is relaxed dialog that helps people pass the time when they meet others.2.当在机场或车站排队等候的时候,你可以闲谈。
新人教版七年级英语上册unit9-Section-B-2b—SelfCheck
Wednesday
useful difficult
art geography Thursday history music... Friday
Saturday
boring...
Sunday
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New words
eful
adj.有 用 的 ； 有 益 的
2.lesson n.课 ； 一 节 课
3.hour n.小 时
4.from prep.( 表 示 开 始 的 时 间 ) 从 … 开 始
5.finish v.完 成 ； 做 好
6.Mrs. ( 用 于 女 子 的 姓 氏 或 姓 名 前 ) 太 太 ； 夫 人
A.on
B.at
C.for
D.in
2.I'm A you are right.
A.sure B.sorry C.think
D.kn ow
3.We have math B Friday.
It's difficult
interesting.
A.on,or B.on,and C.in,or D.in,and
1.Underline the subjects that Yu Mei likes.
2.Circle the subjects she doesn't like.
3.When does Yu Mei have math on Friday?
4.At 8:00 5.4.What's Yu Mei's favorite subject?
A.What B.When C.Why D.How much
新目标七年级英语上全单元导学案-Unit-4-Where39;s-my-schoolbag
班级：姓名：课时：6授课教师：刘燕玲【导学案】Unit 4 Where’s my schoolbag?* 教师寄语：Never do things by halves. 做事不可半途而废。
第一课时Section A (1a ~1c)【学习目标】1.会读写物品的名称。
2.会运用句型“Where is …? It’s on / under / in …”“Where are …? They’re on /under / in …”来问答物品的位置。
【学习重点】1.重点单词：where table bed bookcase sofa chair on under2. 重点短语：on the sofa 在沙发上under the table 在桌子下3. 重点句型：(1) --- Where’s the schoolbag? --- It’s under the table.【课堂导学】：I、预习导学一、填一填1. 在桌子下面2. 在床上3. 在你的书包里4. 在沙发下5. 在椅子上6. 在书橱里二、译一译1. --- Where’s my computer game? --- It’s under your bed.2. --- Where’re my books? --- They’re on the sofa.◎<活动一>1. 将单词与图中物品配对，完成课本P19上的1a。
2. 就课本1a中的物品位置和同伴进行问答练习。
完成任务所需的语言结构：A：Where’s the …? A: Where are the …?B：It’s on / in / under …. B：They’re on / in / under ….◎<活动二>1.听课本P19上1b的录音，为图中物品编号，完成课本1b。
2.在小组里和同伴利用身边的实物编对话，使用介词on / in / under。
Ⅲ、知识超市★Where’s the schoolbag? 书包在哪里？Where是疑问副词，用来询问人或物品的位置，意为“”。
七年级英语上册教案：unit_5_do_you_have_a_soccer_ball_section_b_(2a～self_check)
第五课时&第六课时Section B (2a～Self Check)教学设计知识目标课堂环节§自主学习案◎新词自查根据句意和汉语提示完成句子。
1．That sounds easy (容易的)．2．I love (喜爱) sports.3．I have only (只) one friend in his class.4．We have the same (相同的) English teacher，Mr.Lee.5．Do you like (喜欢) playing computer games?6．They're my brother's classmates (同班同学)．7．She is always late for class (课)．§课堂导学案Step 1准备与热身(Preparation)T：Hello! Do you have a doll?S：Yes，I do./No，I don't.T：I have many dolls.What do I have？Guess.S：Do you have…？T：I have…，but I don't have…Step 2呈现与输入(Presentation)Find the sports words in the unit.Write them in the correct column in 1a Then ask some students show their answers.e．g.I have a soccer ball，a volleyball，two tennis balls，three ping－pong bats.But I don't have a basketball, a tennis bat，a baseball bat…T：Now，we'll read a passage.Before reading，you need to look at the pictures and say what you can see in them.Then read them silently and think about the answer to the question: Who has a soccer ball?After reading，invite a student to answer the questions.Answer：Alan has a soccer ball.Gina Smith has two soccer balls.Teacher reads the passage，and ask students to repeat sentence by sentence. Explain the language points at the same time.Students read the passage 2b again.Then look through the sentences in 2c.Students finish the task in 2c.Teacher checks the answers.Students thinks about some questions about equipments as the example in 3a.Then share the questions in pairs.Do this survey in pairs and answer by yes or no questions.Make some conversations according to 3a.Step 3练习与体验(Practice)Let students exchange books with a partner and answer his or her questions in 3a：Do you have…？Find people in the class who have these things.(3b)I don't have a baseball，but I have a soccer ball.Tom has a baseball，but he doesn't havea baseball bat.Step 4运用与生成(Production)1．Let students work in groups to list all the sports they know and write what they think of them.2．Let students work in groups to complete the questions and answers.3．Check their answers.Step 5巩固与提高(Progress)【探究点】I don't have a soccer ball，but my brother Alan does.我没有足球，但我哥哥艾伦有。
人教新目标版七年级上册导学案：Unit 4 Period 4
Unit 4 Where’s my schoolbag?Period 4 Section B （1a-1e）编写人：审核人：编写时间：2017-08-09班级：_________ 组名：__________ 姓名：___________【学习目标】1.会读写P22表实物的新单词。
2.会对一些实物的位置进行提问并回答。
【学习重点】1. 练习提升听力技巧2. 重点句型：--- Where are the English books? --- They're under the radio.【学习难点】运用where对物品在哪儿进行问答，能正确的写出来。
【学习过程】一、目标呈现1.复习句型：1）尺子在桌子上。
_______________________________________________2）那些英语书在哪里？________________________________________3）它们在收音机的下面。
________________________________________2.解读学习目标。
二、自主合作学习任务一：将课本P22上的1a的单词与图中物品配对，完成1a。
学习任务二：1. 听课本P22上1c的录音第一遍，圈出房间里汤姆想要的物品，完成课本1c。
2.听第二遍录音，记录汤姆房间里物品的位置，完成课本1d。
3. 就汤姆房间里的物品位置编写对话，完成课本1e。
完成任务所需的语言结构：A：Where's the …?B：It’s on / in / under ….A: Where are the …?B：They're on / in / under ….学习任务三：记忆力大比拼看课本P22上1a中的图片3分钟，然后合上书，写出你能记住的物品名称。
____________________________________________________________________________________________________________________________________________三、展示质疑★--- Where are the English books? --- They're under the radio.--- 那些英语书在哪？--- 它们在收音机的下面。
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七年级英语导学案
上课时间： 年 月 日 编号: 备课组长签字： 班级： 小组： 姓名：
教师复备栏或学生笔记栏: 课题：Unit 4 Where’s my schoolbag? Section B(2a-self check) 课型：听说课 课时: 1课时 主备: 复备: 教师复备栏或
学生笔记栏:
学习目标:
1、学会5个单词和5个短语；
2、能够合理的描述和设计房间；
3、极度热情，高度责任，全力以赴，在小组合作交流中享受学习的快乐。
学习重点
能够合理的描述和设计房间
学习难点
能够合理的描述和设计房间
Step 1名师导航（导学） 在教师的创景下，学生解读学习目标，从而基本明晰学习任务 Step 2词汇排查（独学·互学·规定展示） 1.请对照课本P90词汇表逐一过关，比一比谁记得又快又准。 2.请默写下列5个单词和5个短语。（请将疑惑的部分用红笔圈出，留待对学求证） 1.整洁的________ 2.但是________ 3.我们的________ 4.到处________5.总是________ 1.整洁的__________________ 2.一个整洁的男孩__________________ 3.在某人的房间里__________________ 4.在某人的床上____________________ 5.有一个时钟__________________ Step 3句型再现（独学·互学·规定展示） 请参考课本P23-24，写出下列7个句子。（请将疑惑的部分用红笔圈出，留待对学求证） 1.我总是整洁的，但是Gina不是。_____________________________________________ 2.在我们的房间里,我的书和磁带在书柜里. _________________________________________________________________________ 3.我的文具盒在我的书包里，我的书包在书桌下面。 _________________________________________________________________________ 4.我有一个时钟。它在书桌上。_____________________________________________ 5. Gina的书到处都是—在她的床上，在沙发上还有在椅子下面。 _________________________________________________________________________ 6. Gina总是问：“我的钥匙在哪里？”___________________________________________ 7.录音机在老师的课桌上。_________________________________________________ 总结：1.思考描述物体位置时,需要注意什么?不要忘了________以及名词前面的______. 2.观察1-3句话,表示转折关系用连词__________；表示并列关系用连词__________。 3.观察句子1和6，思考always用法：_________________________________________ Step4 Reading（独学·互学·规定展示） 1. Before reading 请在阅读前完成下列问题： ① Is your room tidy?__________________② Are you tidy?__________________ 2. While reading 请通读课文，独立回答导学案上的问题。 ① Is Kate tidy?__________________ ② Is Gina tidy?__________________ 3. After reading ① 请对子间讨论阅读材料中语言点(未解决的疑惑用红笔圈出,等待群学)
② 请对子间合作完成表格。Q:What does Kate have? Where are they?
Kate Gina
Things Where Things Where
books and tapes In the bookcase
③ 请小组长带领组员分配任务先群学，解答疑问。再根据老师分配的展示
内容进行二次讨论。（B层讲解知识点，A层补充，由C层展示）
Step 5评学
一. 大展示
结合课本P23 2a用英语描述房间内物品的摆放情况.准备展示！（小组长明确
任务分工，组内合作完成展示任务） 请其他小组认真倾听，准备质疑、评价.
二. 课堂检测
1. I have a c_________. It can tell(告诉) me the time.
2. Gina’s books are everywhere. She isn’t t__________.
3. The boy is a__________ late for school.
4. The balls are e__________. (到处)
( ) 5. I have a plane, _____ he doesn’t have one.
A.And B. but C.or (或者) D.so(因此)
( ) 6. The white model plane is ____. A. her B. she C. hers D. she’s
( ) 7. ----Where are _______tapes? ---- ________are under the desk.
A. you; Your B. my; It C. my; They D. the; The
( ) 8.
Look. Here is a picture _____ my bedroom. ____ bedroom is clean.
A. of; A B. of; The C. for; A D. for; The
Step6收获整理（请将你今天的学习情况记录在成长日记中吧！）
1）今天我掌握了哪些词汇&句型：__________________________________
2）我还有哪些没有解决的困惑： ___________________________________