最新译林牛津 7B unit2 全套教案

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牛津译林版英语7BUnit2Grammar学习教案

牛津译林版英语7BUnit2Grammar学习教案一、教学内容本节课我们将学习牛津译林版英语7B Unit2的Grammar部分。

具体内容包括：一般过去时的用法，动词过去式的变化规则，以及一些常用动词的过去式形式。

教学内容涉及教材第26页至第28页。

二、教学目标1. 掌握一般过去时的用法，能够正确运用动词过去式描述过去发生的事情。

2. 了解动词过去式的变化规则，能够准确变换常用动词的过去式形式。

3. 能够在实际语境中运用所学知识进行交流，提高英语实际运用能力。

三、教学难点与重点1. 教学难点：动词过去式的变化规则，尤其是不规则动词的过去式形式。

2. 教学重点：一般过去时的用法，以及常用动词过去式的正确运用。

四、教具与学具准备1. 教具：多媒体设备，PPT，黑板，粉笔。

2. 学具：学生用书，练习本，彩色笔。

五、教学过程1. 导入：通过展示一组图片，引导学生用一般过去时描述图片中的场景，激发学生对本节课的兴趣。

2. 讲解：详细讲解一般过去时的用法，以及动词过去式的变化规则。

结合实例进行说明，让学生更好地理解。

3. 例题讲解：分析教材第26页至第28页的例题，引导学生正确运用一般过去时和动词过去式。

4. 随堂练习：让学生完成教材第28页的练习题，及时巩固所学知识。

5. 小组活动：组织学生进行小组讨论，共同完成PPT上展示的练习题，培养学生的合作意识。

六、板书设计1. 一般过去时的用法2. 动词过去式的变化规则3. 常用动词过去式形式七、作业设计1. 作业题目：（1）根据所给情景，用一般过去时完成句子。

（2）将下列动词变为过去式。

答案：（1）I visited my grandparents last weekend.（我上周末拜访了我的祖父母。

）（2）play played, go went, eat ate, read read, write wrote八、课后反思及拓展延伸1. 反思：本节课的教学效果，关注学生在课堂上的参与度，以及他们对一般过去时和动词过去式的掌握程度。

牛津译林版7BUnit2教案7课时

牛津译林版7B Unit2 教案 7课时一、教学内容二、教学目标1. 能够听懂、会说、会读、会写描述天气的词汇和句型。

2. 掌握一般将来时的用法，能够运用该时态描述未来的天气情况。

3. 提高学生的英语口语表达能力，培养合作学习的精神。

三、教学难点与重点教学难点：一般将来时的用法，描述天气状况的词汇。

教学重点：能够熟练运用目标语言询问和回答天气情况，掌握一般将来时的结构。

四、教具与学具准备1. 教具：多媒体设备、黑板、教学卡片等。

2. 学具：英语课本、练习本、彩色笔等。

五、教学过程1. 导入：通过播放一段关于天气的视频，引导学生关注和讨论天气话题。

2. 新课内容呈现：教师展示Comic strip，引导学生学习描述天气的词汇和句型。

3. 例题讲解：教师讲解一般将来时的用法，并给出示例。

4. 随堂练习：学生进行小组活动，用目标语言询问和回答天气情况。

5. 小组讨论：学生分组讨论如何用一般将来时描述未来的天气。

6. 展示环节：每组选代表进行展示，其他同学给予评价。

六、板书设计1. Unit2 What will the weather be like?2. 主要内容：天气词汇：sunny, cloudy, rainy, windy, snowy等。

句型：What will the weather be like? Will it be ?一般将来时：will + 动词原形七、作业设计1. 作业题目：A: cloudy, B: rainy, C: sunny, D: windye.g. Tomorrow it will be (C).(2) 编写一段对话，询问和回答未来几天的天气情况。

2. 答案：(1) 略(2) 略八、课后反思及拓展延伸1. 反思：关注学生在课堂上的参与度，针对不同学生的学习情况，进行个别辅导。

2. 拓展延伸：(1) 鼓励学生在课后关注天气预报，运用所学知识描述天气。

(2) 组织学生进行天气主题的英语角活动，提高学生的英语实际应用能力。

2024年译林牛津7Bunit2全套教案

2024年译林牛津 7B unit2 全套教案一、教学内容二、教学目标1. 让学生掌握过去进行时的用法，并能在实际情境中灵活运用。

2. 帮助学生扩充与旅行相关的词汇量，提高阅读和听力理解能力。

3. 培养学生的口语表达和写作能力，能用自己的话描述一次旅行经历。

三、教学难点与重点教学难点：过去进行时的构成和用法；旅行相关词汇的辨析和运用。

教学重点：阅读理解和听力训练；口语表达和写作技巧。

四、教具与学具准备教师准备：教材、PPT、旅行图片、听力材料、写作范文。

学生准备：笔记本、文具、词汇卡片。

五、教学过程1. 导入：通过展示旅行图片，引导学生谈论自己的旅行经历，激发学生的学习兴趣。

2. 阅读部分：让学生阅读教材中的文章，回答相关问题，提高阅读理解能力。

3. 语法部分：讲解过去进行时的构成和用法，结合例句和练习，巩固所学知识。

4. 词汇部分：学习与旅行相关的词汇，通过词汇卡片、小组竞赛等形式，加强记忆。

5. 听力与口语部分：播放听力材料，让学生回答问题并模仿发音，提高听力和口语表达能力。

六、板书设计1. 板书2024年译林牛津7B unit22. 板书内容：Reading：旅行经历Grammar：过去进行时Vocabulary：旅行相关词汇Listening and Speaking：听力练习、口语表达Writing：旅行作文七、作业设计1. 作业题目：（1）用过去进行时完成句子。

（2）根据听力材料，回答问题。

（3）写一篇关于旅行经历的作文。

2. 答案：（1）例句：While I was visiting my grandparents, my parents went to a concert.（2）听力答案：略（3）作文范文：略八、课后反思及拓展延伸1. 课后反思：关注学生的学习效果，了解他们在本节课中的收获和不足，为下一节课做好准备。

2. 拓展延伸：（1）鼓励学生在课后继续积累旅行相关词汇，提高词汇量。

牛津译林版英语7BUnit2Grammar学习教案

牛津译林版英语7BUnit2Grammar学习教案一、教学内容本节课我们将学习牛津译林版英语7B教材的Unit 2 Grammar部分。

具体内容包括：现在进行时态的用法，以及一些常见的动词ing 形式。

我们将详细探讨教材中第二章的2.2小节，重点解析现在进行时态的结构、用法以及相关语法规则。

二、教学目标1. 能够理解和运用现在进行时态描述正在进行的动作或状态。

2. 学会使用动词ing形式，并能正确拼写常见动词的ing形式。

3. 提高学生的听说读写能力，通过实际情景演练，让学生在实际语境中灵活运用现在进行时态。

三、教学难点与重点重点：现在进行时态的结构（be + 动词ing）和用法。

难点：动词ing形式的拼写，以及现在进行时态与一般现在时的区别。

四、教具与学具准备1. 教师准备：多媒体教学设备、PPT、黑板、粉笔。

2. 学生准备：教材、笔记本、彩色笔。

五、教学过程1. 导入：通过展示一个实际情景（如：同学们在教室里学习的场景），引导学生观察并描述正在进行的动作，引出本节课的主题——现在进行时态。

2. 新课内容呈现：讲解现在进行时态的结构（be + 动词ing），并以例句展示其用法。

3. 例题讲解：针对现在进行时态，给出几个典型例题，详细讲解解题步骤和答案。

4. 随堂练习：让学生完成教材中的练习题，巩固所学知识。

5. 小组活动：分组让学生讨论并列举一些生活中常见的动词，然后将其转换为ing形式，进行小组内交流。

6. 情景演练：设置不同的情景，让学生用现在进行时态进行描述，提高学生的实际运用能力。

六、板书设计1. Unit 2 Grammar2. 内容：现在进行时态的结构：be + 动词ing常见动词ing形式举例现在进行时态与一般现在时的区别七、作业设计答案：The children are playing football in the playground.2. 作业题目：将下列动词改为ing形式。

牛津初中英语7BUnit2教案

牛津初中英语7BUnit2教案Unit2 Welcome to Sunshine Town一教学内容 Reading ⑴二教学目标1．能正确听、说、读、写单词underground、air pollution、country、building、be close to、until、souvenir、Western、theatre2．阅读上下文，找出特定细节，理解文章3．使学生能正确流利的朗读文章三教学重难点1．根据图片猜测单词2．正确流利的朗读文章四教学用具课件、纪念品、录音机五教学步骤Step 1 RevisionAsk questions: ① Where do you live?② Is Houxiang a modern town?③Would you like to live in a modern town?④What’s in the modern town? Maybe…Step 2 Presentation1.Show buildings ①T: Wha t’re they? Ss: They’re tall buildings.②Read tall building2.Show country ①T: Look, this is a house. It’s in the country.Guess country.②Read country3.Show underground ①T: What’s this? Ss:地铁②Teach underground③ T: Is there an underground in Houxiang?Do you go to school by underground?4.Teach air pollution①T: Look at the air. It’s dirty. It’s not clean. It’s has much air pollution.② Show the word and read.5.Guess and teach Beijing Duck6.Show Chinese restaurant ① T: Where is it? Ss: Restaurant.②Teach Chinese restaurant.③ T: Is this a Chinese restaurant? Ss: No.T: It’s Western restaurant.④ Teach Western restaurant7.Show Beijing Opera① Teach Beijing Opera② T: Where can we enjoy? We can enjoy in the theatre.③ Teach theatre.8. Show flat① T: Would you like to live in flats? （yes / no）②T: This is Lucy. This is Lily. Lucy is near Lily. Lucy is close to Lily.Guess the meaning of be close to③ Show be close to and give the winner a souvenir④ Example: Xu Hui is close to Wu Feng.9. Show supermarket① T: When does it open / close? Ss: It opens at 8:00am. It closes at 10:00pm.② T: It means the shop is open until 10:00 in the evening.Guess the meaning of until③ Give a souvenir to the winner and teach until10. Show two glasses of orange juice. Look at these two glasses of orange juice. The orange juice in glass1 is less then in glass2.Guess the meaning of less then.Give a souvenir to the winner and teach less then.Example: I have one yuan. You have five yuan. I have less money then you have.11. Teach the new word souvenir.Step 3 Reading1.There is a great new town called Sunshine Town. There are lots of things to doin Sunshine Town. Now, let’s learn about the life in this great new town.2.Read paragraph1①Answer questions: ① Where is Sunshine Town?②How long does it take from the center of Beijing?③What’s the name of the country park?④What can you see in the country park?②Read part1 after tape and read together.③Read by themselves then ask two to read out.3.Read paragraph2①Do the exercise…and check the answer.②Read after the tape and read together.③ Read by themselves then ask two to read out.4.Read paragraph3 and do the T/F questions.Read after the tape and read together.5. Read part4-5 and find questions in four.Ask and answer …Read two parts after tape, and read together.Step 4 Exercise1.Go through the text and fill in the blanks.2.Ask someone to read and check.Step 5 Read the text by groups, then choose some groups to read.Step 6 HomeworkRead the text after class;Fish the exercise book.。

牛津译林版7BUnit2教案7课时

四、学生反馈
1.重视学生的反馈意见，了解他们的学习需求和困难。
2.根据学生反馈，调整教案和教学方法，提高教学质量。
五、课后拓展
1.提供课后学习资源，鼓励学生自主学习和拓展知识。
2.定期检查作业完成情况，关注学生的进步和问题。
②词汇：讲解本课所学的词汇和短语，并通过例句展示其用法。
③阅读理解：阅读文章"The life of a teenager"，回答相关问题，提高阅读能力。
④听力：听录音，完成课后练习，巩固现在进行时的用法。
3.课堂互动：
①小组活动：学生分成小组，用现在进行时讨论组内成员的日常活动。
②个体展示：邀请学生上台展示自己的日常活动，锻炼口语表达能力。
2.拓展延伸：
①鼓励学生课后观察周围人的日常活动，用现在进行时进行描述。
②推荐阅读：关于青少年生活的英文文章，提高阅读水平，拓展知识面。
重点和难点解析
1.教学难点：现在进行时的构成和用法
2.词汇的灵活运用
3.阅读理解的提高
4.听力练习的巩固
5.课堂互动的开展
6.作业设计
一、现在进行时的构成和用法
现在进行时是本节课的语法重点，其构成是“主语+ be动词(am/is/are) +现在分词”，用于描述正在进行的动作或状态。在教学中，要强调以下要点：
牛津译林版7B Unit2教案7课时
一、教学内容
本节课选自牛津译林版7B Unit2，主要涉及以下章节内容：Grammar：Present continuous tense；Vocabulary：words and phrases about daily activities；Reading：The life of a teenager；Listening and speaking：Talk about daily routines and plans.

牛津译林版7BUnit2优质教案7课时

牛津译林版7B Unit2 优质教案 7课时一、教学内容二、教学目标1. 让学生掌握本节课关键词汇和表达方式，并能灵活运用。

2. 培养学生运用过去进行时描述正在进行动作能力。

3. 提高学生听说能力和交际能力，使他们能够自然地与邻居打招和交流。

三、教学难点与重点1. 教学难点：过去进行时构成和用法，如何描述邻居及其日常活动。

2. 教学重点：掌握本节课关键词汇和表达方式，如：neighbour，garden，water，sweep，mow等。

四、教具与学具准备1. 教具：多媒体课件，录音机，磁带，黑板，卡片。

2. 学具：课本，练习本，彩色笔。

五、教学过程1. 导入：通过展示一组邻居互动图片，引导学生谈论邻居以及他们日常活动，激发学生学习兴趣。

过程细节：学生观察图片，教师提问：“What are they doing?”，学生回答：“They are ”。

2. 课堂讲解：讲解本节课关键词汇和表达方式，引导学生学习过去进行时。

过程细节：教师展示多媒体课件，逐一解释词汇和表达方式，并通过例句展示过去进行时用法。

3. 实践情景引入：播放Section A 1a1d录音，让学生跟随录音朗读，并模拟情景进行角色扮演。

过程细节：学生分组进行角色扮演，教师巡回指导，纠正发音和语法错误。

4. 例题讲解：针对Section B 2a2d，讲解如何运用过去进行时描述正在进行动作。

过程细节：教师展示例题，引导学生分析句子结构，解释过去进行时构成和用法。

5. 随堂练习：让学生完成课本上练习题，巩固所学知识。

过程细节：学生独立完成练习题，教师解答疑问，并对共性问题进行讲解。

六、板书设计1. 关键词汇：neighbour，garden，water，sweep，mow等。

2. 重要句型：What was he/she doing? He/She was3. 过去进行时构成：was/were + 动词现在分词七、作业设计1. 作业题目：根据Section A和Section B内容，编写一段对话，描述邻居之间互动。

牛津译林版英语七下7B_Unit_2_Neighbours教案

7B Unit 2 Neighbours第1课时Comic strip＆Welcome to the unit预习目标1．根据单词表，预习课本第18～19页的单词，能根据音标正确拼读这些单词。

2．听课本Comic strip部分的录音，能正确地模仿对话中的语音和语调。

3．找出课本第18～19页新出现的短语和重点句型，猜猜它们的意思。

预学热身◆通过预习，了解本课时的单词、短语、句型（英译汉）。

1．neighbour n. _______ 2．wow excl._______3. will modal v._______4.visitor n._______5. like prep._______6.waiter n._______7. neighbourhood n._______ 8.in Ninth Street_______9．most of them_______10. - Where are you going? - I'm going to visit our new neighbours._____________________________________________________________________11. I'll meet them too! ________________________________________________________12. I'm afraid they won't welcome visitors like you.___________________________________13. I live in a flat in City Garden in Ninth Street.___________________________________14. Most of them have 14 floors.________________________________________________●自主探究，请带着下面这些问题阅读教材。

最新译林牛津初一英语下册7B单元教案Unit 2 Neighbours

Teaching aims:1.Master the names of all kinds of jobs and working places.2.Can talk their own towns in English.Teaching contents:Words: neighbour will visitor like wow waiter neighbourhoodSentences: I‟m going to visit our neighbours.Teaching steps:Step 1. review1.Present a diary to the students, ask them t o fill in the blanks.Tomorrow is Saturday. My family are all free. My parents do not need to work in their and I have no lessons at .So we decide to go outside to enjoy the weekend.In the morning, my father wants to visit the next to our building to have a look at some old things. My mother wants to buy clothes in some new near our home. I want to have a picnic with my friends in a .In the afternoon, my family will watch a film in a and have a big meal in a famous .What a wonderful weekend! Now it is time to go to the to buy something for tomorrow.2. T: Where do you live? What kind of home do you have? What‟s arou nd your home? Is your home near a park/a school/a restaurant/a superm arket? Is there a shop/a factory/a cine ma/a museum/a hospi tal near your home? Encourage the students to answer by themselves.Step2. Presentation1.T: Who lives next to your flat/house? Who lives above/blow you? Who‟s your neighbour? What‟s your neighbour? What‟s your neighbour‟s name? What does he/she do?Write …neighbour‟ on the blackboard.2.T: Mr. Lin is my neighbour. He‟s a waiter in a big restaurant. Miss Huang lives above me. She‟s a teacher.Write …waiter‟ o n the blackboard.Step 3. Practice1. Ask the students to finish exercise A.T: We have a lot of neighbours. They have different jobs. Look at the pictures. Where do they work? Please match them with the places.2.Make a dia logue with a student.Step 4. Presentation1. Make sure the understand the idea of the dialogue B.T: Amy is asking Simon questions. What are these questions about? Please listen to the tape and tell me.2. Encourage the students to the tape and answer.T: The questions are about Simo n‟s home and different places around his flat. Present …neighbourhood‟ and write it.Step5.Practise1. Play the tape ,ask the stud ents to answer more questions. eg:(1) Where‟s Simon‟s flat?(2) How many buildings are there in neighbourhood?(3) How many floors do the buildings have?(4) What does Simon have around his neighbourhood?(5) What does Simon think of his neighbourhood?2. Divide the students into two groups to read.3. Ask some students to make a dialogue using part B as a model.4. Ask some students to act.Step 6. Presentation1. T: Do you often talk with our neighbours? Do you often play with your neighbours? Do you like visitin g them? Do they often visit your home? Do you think they‟re good visitors? What do you think your neighbours?W rite …visitor‟ on the blackboard.2. ask the students to listen to the tape and find the answer:Where‟s Hobo going?3. ask the students to answer more questions according to the tape.Step7.PractiseAsk the students to read the dialogue and act.Step8. Homework1.Remerber all the new words and sentences.2.Ricite the dialogue and part B.3.Finish the exercise.Teaching aims:1. Understand the knowledge about the centre of a town.2. Can introduce in English.Teaching contents:Words: helpful, community, skill, problem, something, engineer, check, broken, someone, fix, anyone, college, luckySentences: They help us with all kinds of problems.There‟s something wrong with my computer.I‟m going to ask a computer engineer to check it.Some college students are ready to help.Teaching steps:Step1. ReviewT: Where do you l ive? How many buildings are there in your neighbourhood? How many floors do they have? When you‟re ill, where do you go? ......encourage thestudents to answer with their own words.Step 2. Presentation1.T: I‟m very lucky to have many good neighbours. They have different skills and can do many different things. They‟re also very helpful. When they‟re free, th ey often go to the community centre to help others.Write …luck y s kills helpful community centre‟ on the blackboard.2. Present the poster of the flat and new knowledge.Step 3.PractiseSample conversationS1: Excuse me, there‟s something wrong with my computer. Can you help me?S2: Yes, I‟m an engineer. I‟m good at checking c omputers. I can help you.S1: Thank you very much.S3: Excuse me, I have to go outside. Who can help me look after my daughter.S4: I‟m a volunteer. Can I help you take care of your child?S3: It‟s very kind of you. Thank you.Step 4. PresentationIntroduce the passage to the students, then ask them to answer the questions.T: To make our neighbourhood a better place to live, we should help each other as possible as we can. Simon is talking about his neighbours with Amy. Please rea d their conversation and answer the questions: What happens when Simon has problems? Give the students two minutes to read the dialog ue then answer.Play the tape, then a sk them to complete the table.Problem HelpComputer doesn‟t work Bicycle is brokenHomework is difficultOld people need helpAsk the students to read the dialogue then do the exercise of part B2.T: Amy is writing something about Simon‟s neighbours. Write a T if the sentences is true or an F if it is false.Step5.ActionAsk the students to act the dialogue.T: Shall we do a role-play activity? Wo rk in a group of four. Suppose one of you is Simon and the others are volunteers at Simon‟s community centre. Tell us your skills and introduce what you can do to help your neighbours.Sample conversationT: Hello, I‟m Simon. I live in a big community. There are some volunteers in it.They have different skills and they‟re very helpful.Look, this is…, thisS1: Hi, I‟m…I‟m an engineer. I can…I‟m good at…I can help you with…S2: Hi, I‟m…S3: Hi, I‟m…T: I‟m very lucky to have a community centre like that.Divide the students into groups to make dialogues.Ask the students to act.Step6.HomeworkRead the passage. Finish the exercise.【Teaching reflection】Teaching aims:1.To grasp the expression about the text.2.To train the Ss comprehension abilityTeaching points:task-based approachTeaching difficulties:To retell the passage with Ss‟s own words.Teaching steps:Step1 RevisionRevise good neighours by asking students some questions.Step2. PresentationDiscuss: ask Ss to discuss some details in groups. Then write down the important phrases and sentences.Step 3.ListeningBooks open.Listen to the tape and ask Ss to repeat one sentence by one sentence.Step 3. Reading1. Ask some students to report their homework about good neighours .Look at these pictures in part B1.They‟re from the community centre. Let Ss complete the sentences.2. Listen to the tape and answer the questions about the text.(1)What does Simon‟s community centre have?(2)What do volunteers do at the community centre?(3)When do they meet?(4)What are they going to do this weekend?(5)There‟s something wrong with Simon‟s computer. How will he ge t help?(6)Annie‟s bicycle is broken. How will she get help?(7)A boy has some problems with his homework. How will he get help?(8)What do volunteers do to help the old people?(9)What does Amy think of Simon to have such a neighourhood?Step4.PractiseRead Amy and Simon‟s conversation together.Read again, boys play the roles of Simon, girls play the role of Amy.Please complete the part3.Practise this conversation with your partner.Step5.Act it out(choose 1)Do a role-play. Suppose one of you is Simon. The other is Amy. Try to act out the conversation.Who wants to play the role of Simon to introduce the community centre in your nighbourhood? Who wants to play the role of Amy? Please tell us if you want to have a community centre like that. You can choose one role each and discuss this with your partner.Step nguage pointsanyone pron. used instead of someone in negative sentences and in questions.broken adj. has been damaged or injured, no longer whole or woking correctly.check vt. to examine sth to see if it is correct, safe or satisfactory .You should check your homework before handing it in .college n. a university where students can study for a degree after they have left high school. eg.Lily is going to visit some famous colleges in Beijing during this summer holiday. community n. a group of people living in particular local area. In my community, we have a lot of activities at weekends.Engineer n. a person whose job is to design and build engines, machines, roads, bridges, etc.eg.My cousin wants to be an engineer when he grows up.fix vt. to repair or correct sth.eg. The car won‟t start---can you fix it?HomeworkRetell the text.2.《课课练》P14【Teaching reflection】Teaching aims:1.Simple future tense with will and shallTeaching points:Teaching steps:Step1 Revision1.Ask some questi ons about the Simon‟s community centre.Where does Simon live?What do you t hin k of the community centre in his neighourhoodDo you think Simon lucky to live in s uch a nighourhood? Why?2.Here are some people who live in Simon‟s nighourhood. They have some problems. How can they get help from the community centre?1) Mr. Green‟s computer doesn‟t work well.2) Lily bicycle is broken.3) Little Tom has problems with his homework.4) Grandma Chen is sick these days.Help Ss answer these questions from the text.Step2 Presentation-What will you do if you have problems with your h omework?-I will/shall________.2. What do we use will or shall to talk about?(We use will or shall to talk about things that will happen and plans that we‟re making now. This is an example of the simple future tense).If someone has problem with his or her homework, he or she will ask the teacher for help. He or she won‟t copy the other‟s answers. What‟ll you do? Will you ask your teacher for help? Will your parents help you?(Help Ss answer them like “Yes, I will/shall. No, I will/s hall not. Yes, they will. No, they will not).Read partA carefully and find out the rulers.(What do we use for “I” or “we”? What do we use for “you” “he” “she” “it” and “they”Step3PractiseDo the practice of Part A(Simon‟s computer is broken. He‟s asking Mr. Lin for help. Please c omplete their conversation w ith the simple future tense.Read the dialogue about Mr Lin and Simon‟s.Step4 Presentation(Do you think comm unity centers are helpful? I think they are. The community centre in my nighourhood is going to have a “helping hands‟ meeting the day after tomorrow. I‟m going to teach children English songs. My daughter is going to dance for the old people. My parents are going to cook some delicious food.What do we use be going to to talk about?(We use be going to to talk about something we decide to do and things that will probably happen).3. 1)Are you going to join the “helping hand” meeting in your neighourhood?2)Is your father going to do sth for the old people?3)What‟s he going to do ?4) What‟s your mother going to do?5)What are your neighours going to d o ?4.Look at the part B and find out the rulers.Step4 PracticeComplete part B(Simon is telling Amy about his plan for a day out with his uncle‟s family. Please help him complete his plan).Answer these questions with your partner.What are you going to do for old people this Sunday?What‟s your father/mother going to do for your neighours tomorrow?What are you going to do for poor children the day after tomorrow?What‟s your father/mother going to do for your comm unity next week?Step5 Homework《课课练》P17.Prepare :Integrated skills.【Teaching reflection】Teaching aims:1. master more words about job and the places.2.Get some iformation to co mplete the text.3.Talk about their dreams in the future.Teaching contents:一，Words:manager office worker policemanElder future artistSick二，Phrases:by train/bus/ship/bike三，Sentences：What are you going to be in the future?I‟m going to be a computer engineer.Teaching tools:HiteboardSteps:Step I RevisionT:Now let’s play a game. Here are some riddles fo r you. Can you tell me the name of the job?The work in a school to help children learn.(teacher)When you are ill, you go to see them. (doctor)They make delicious food for people in restaura nts. (cook)They have special skills, such as making ships, planes and other machines.Step II:PresentationTo show some pictures about jobs.T：Different people have different jobs. Look at this woman. What does she do? What’s her job? She works in a c ompany. She doesn’t work in a factory. She’s an office worker. Write:job, company and an office worker, T:his woman works for a company too. Bu t she‟s not an office worker. She‟s a manager. Other people in the company should listen to her. This man is a postman. Everyday he puts newspapers or letters into people‟s postboxes. He works in a post office. What about this man? Is he a postman? No, he’s a policeman. He catches people who do bad things and takes them to the police station.Write on the Bb:office, manager, postman, post office, policeman, police station.Step III Practise.To finishPartA1T:Millie wants to learn more about different jobs. Here are some pic tures. Would you please write the correct names under them?Play the tape and finish Part A2T: Wendy is Millie’s pen friend. She’s talking about the jobs of their family members. Let’s listen to the tape and complete the table in Part A2.Ask some students to check the answers.T ：What does Wendy’s dad/ mum/ elder brother/ elder sister do? Where does he/she do?Step IV PresentationPlay the tape again and answer some questions.T：Let’s listen to the tape once more and answer my questions about Wendy.⑴Where’s her father’s police station?⑵Where’s her mother’s restaurant?⑶Is her mother very busy?⑷How does her elder brother go to work?⑸How does her elder sister go to work?Step V Practice1. According to Part A and Part B finish the A3.Teacher ask Ss to read “Wendy‟s family” then read after the te acher,Encourage Ss read bravely .2. Let Ss say about their own family like the passage. with some phrases.Step VI ConclusionDo Exercises (课课练)HomeworkRecite Part BPrepare: Speak up【Teaching reflection】Teaching aims:To master more words about job and the places.To know something about linking sounds together.Teaching contents:Words:future/ police station/ job/ post/ artist/ sound/ stickSentences:①What are you going to be in the future?②I’m going to be a computer engineer.Teaching tools:HiteboardRevision: Answer the questionsHow many people are there in W endy‟s home?What‟s Wendy‟s father?Where does Wendy‟s mother work?How does her sister go to work?二、Presentation1, Show some pictures to introduce some jobs. And let students discuss, lead to the topic.Teacher says: look at these jobs. Are they interesting? Whic h is your favourite? Students answer with their own information.Teacher says: oh, I see, ……is going to be……in the future.Write down on the blackboard: “Future and this sentence”In the same way, show an artist with colourful chalk.2, PracticeTeacher says, Millie is talking with her classmates about their future jobs. Listen to the conversation and do “true or false” exercise s.1）Daniel likes comput erMillie is going to be a computer engineer.Sandy is going to be a teacher.Amy is going to be a doctorSimon is going to b e a basketball star.2）listen to the tape again, then read after the teacherPlease open your books and repeat after the tape. Sentence by sentence, if need read more.3）Act it outGive students enough time to prepare for the same dialogue.三ConclusionSome phrases and sentences四．PresentationLook at some phrases : an apple ,stand up ,in an hour teacher read these phrases, let Ss pay attention to th e pronunc iation what‟s the difference among them.1 We usually link a consonant with a vowe l sound.2.When the first word ends –r or –re and the next word begins with a vowel sound, we join them together with a /r/ sound between them3.When there re two vowel sounds, we join them as if there were a /j/ or /w/sound between them.4.When two consonant of two words meet, we sometimes do not need to pronounce the first consonant sound .二．PracticeListen to the tape about them. Please work in pairs .read th em to your partner.In a minute fall in the riverTell us story take care of it work at it in an office三．Homework。

译林牛津7Bunit2全套精品教案精品

译林牛津 7B unit2 全套精品教案精品一、教学内容二、教学目标1. 了解香港的地理、文化、美食等基本信息，提高学生的英语阅读能力。

2. 培养学生的合作精神，通过小组讨论、分享，提高学生的口语表达能力。

3. 培养学生的写作能力，通过仿写旅游日志，让学生掌握游记的基本写作框架。

三、教学难点与重点1. 教学难点：阅读理解、词汇和语法难点，如：定语从句、现在进行时等。

2. 教学重点：香港旅游景点、美食文化的介绍，以及游记的写作方法。

四、教具与学具准备1. 教具：多媒体教学设备、PPT、黑板、地图等。

2. 学具：英语教材、笔记本、文具等。

五、教学过程1. 导入：通过展示香港风光图片，激发学生的兴趣，引入本节课的主题。

2. 阅读前：让学生看图片，预测文章内容，培养学生的预测能力。

3. 阅读中：引导学生阅读文章，理解文章大意，讲解词汇和语法难点。

4. 阅读后：组织学生进行小组讨论，分享对香港的了解，提高口语表达能力。

5. 写作环节：教授游记写作方法，让学生仿写旅游日志。

6. 随堂练习：设计相关习题，巩固所学知识。

六、板书设计1. A trip to Hong Kong2. 主要内容：Hong Kong's location（香港的地理位置）Tourist attractions（旅游景点）Food culture（美食文化）Travel diary writing（旅游日志写作）七、作业设计1. 作业题目：Write a travel diary about your dream trip to Hong Kong（写一篇关于你梦想中香港之旅的旅游日志）。

2. 答案：学生需根据课堂所学，结合个人兴趣，完成一篇关于香港之旅的旅游日志。

八、课后反思及拓展延伸2. 拓展延伸：鼓励学生在课后了解更多关于香港的信息，提高学生的跨文化交际能力。

可以推荐学生观看相关纪录片、阅读英文旅游指南等。

重点和难点解析1. 教学难点：阅读理解、词汇和语法难点。

2024年牛津译林版7BUnit2精彩教案7课时

2024年牛津译林版7B Unit2 精彩教案 7课时一、教学内容本节课选自2024年牛津译林版7B Unit2，具体章节为第39页。

详细内容包括：词汇部分涉及描述人物性格、外貌、能力的形容词，以及与兴趣、爱好相关的名词；语法部分主要讲解现在进行时态的用法；对话和阅读篇章则围绕兴趣爱好和课外活动展开。

二、教学目标1. 能够掌握并运用描述人物性格、外貌、能力的形容词，以及与兴趣、爱好相关的名词。

2. 能够运用现在进行时态描述正在进行的动作。

3. 能够通过阅读对话和篇章，了解并表达自己的兴趣爱好和课外活动。

三、教学难点与重点教学难点：现在进行时态的用法，特别是与一般现在时的区别。

教学重点：形容词和名词的词汇学习，以及现在进行时态的构造和应用。

四、教具与学具准备教具：多媒体课件、黑板、粉笔、卡片等。

学具：课本、练习册、词汇表、文具等。

五、教学过程1. 导入：通过展示一组关于兴趣爱好和课外活动的图片，引导学生谈论自己的兴趣爱好，激发学习兴趣。

2. 新课内容呈现：a. 呈现词汇：教师展示形容词和名词卡片，引导学生学习并运用这些词汇描述人物和兴趣爱好。

b. 呈现语法：教师通过例句和情境，讲解现在进行时态的用法，并与一般现在时进行比较。

3. 例题讲解：教师给出几个例句，让学生判断句子中的动词时态，并说明理由。

4. 随堂练习：学生根据教师提供的图片或情境，运用所学词汇和语法进行描述。

5. 对话和篇章学习：学生阅读对话和篇章，了解兴趣爱好和课外活动，并进行角色扮演或复述。

六、板书设计1. 词汇部分：列出描述人物性格、外貌、能力的形容词，以及与兴趣、爱好相关的名词。

2. 语法部分：现在进行时态的构造，例句和注意事项。

3. 对话和篇章：标注重点句子和词汇。

七、作业设计1. 作业题目：a. 根据所给形容词和名词，用现在进行时态造句。

b. 编写一段关于自己课外活动的对话。

2. 答案：a. 例句：She is tall and pretty. He is playingfootball now.八、课后反思及拓展延伸1. 反思：本节课学生的参与度较高，但对现在进行时态的掌握程度仍有待提高。

牛津译林版英语7BUnit2Grammar学习教案

牛津译林版英语7BUnit2Grammar学习教案一、教学内容本节课我们将学习牛津译林版英语7B的Unit2 Grammar部分。

具体内容包括：现在进行时的用法，常见现在进行时态的动词词组，以及现在进行时在句子中的应用。

涉及的章节为Unit2的Grammar Focus 和Task部分。

二、教学目标1. 掌握现在进行时的基本结构，并能正确运用到句子中。

2. 学会使用现在进行时描述正在进行的动作或状态。

3. 能够运用现在进行时进行日常交流，提高口语表达能力。

三、教学难点与重点1. 教学难点：现在进行时的结构以及不同动词的现在分词形式。

2. 教学重点：现在进行时的用法以及在句子中的应用。

四、教具与学具准备1. 教具：PPT，黑板，录音机，磁带。

2. 学具：英语课本，练习本，词典。

五、教学过程1. 导入：通过展示一幅描绘正在进行活动的图片，引导学生用现在进行时描述图片中的活动，激发学生兴趣。

2. 讲解：详细讲解现在进行时的结构，并结合例句展示其用法。

3. 实践：让学生两人一组，运用现在进行时进行对话练习。

4. 例题讲解：分析并讲解Grammar Focus中的例题，引导学生正确运用现在进行时。

5. 随堂练习：让学生完成Task部分的练习，巩固所学知识。

六、板书设计1. Unit2 Grammar Focus2. 内容：现在进行时的结构：主语 + be动词(am/is/are) + 现在分词常见现在进行时的动词词组例句展示七、作业设计1. 作业题目：根据所给词组，用现在进行时造句。

完成课后练习册中的相关习题。

答案：1. 根据所给词组，用现在进行时造句。

She is reading a book.He is playing football.They are watching TV.八、课后反思及拓展延伸1. 反思：关注学生在课堂上的表现，及时发现问题并进行针对性指导。

2. 拓展延伸：鼓励学生在课后观察周围正在进行的动作或状态，用现在进行时进行描述，提高英语实际运用能力。

译林牛津 7B unit2 全套教案

Readand learnthese words: J
a tin, and a pizza to teach: a tin of... order a pizza
Read these words in pairs.
Learn:hungry
2.Ask and answer :What do you enjoy doing? Where can you do it?
1.Are they hungry?
2. Is there any food left?
3. How much money do they have?
4. Where does Eddie want to do with one yuan?
Step 4. Activity
Prepare one or two minutes then act it out in pairs.
12. How much + 不可数名词...? 多少...?
Homework
1. Remember the expressions in this lessons.
2. Preview reading part.
Answer the questions
List the words on the blackboard.
2、Learn about the sign buildings in different countries.
3、Get to know about capitals of some countries.
Main pointsandDifficult points:
Talk about the students’ own dream homes.

译林牛津7Bunit2全套教案

译林牛津 7B unit2 全套教案一、教学内容本节课选自译林牛津7B教材第二单元，主要内容包括：Reading 部分“Neck and Neck”以及相关的语法和词汇。

详细内容涉及一般过去时的运用，动词的过去式变化，以及比赛、动物、旅游等话题的相关词汇。

二、教学目标1. 能够理解并运用一般过去时描述过去发生的事情。

2. 能够正确运用本节课所学的动词过去式及其相关词汇。

3. 能够通过阅读文章，提取关键信息，了解文章大意。

三、教学难点与重点教学难点：一般过去时的运用及动词过去式的变化。

教学重点：阅读文章的理解，以及相关词汇和语法点的掌握。

四、教具与学具准备1. 教师准备：PPT、黑板、教材、阅读文章。

2. 学生准备：教材、笔记本、文具。

五、教学过程1. 导入：通过展示一组关于旅游的照片，引导学生谈论过去的旅游经历，激发学生对本节课的兴趣。

2. 阅读前：引导学生预测文章内容，通过提问方式激发学生的阅读兴趣。

3. 阅读中：学生自主阅读文章，完成相关练习，教师进行讲解和指导。

4. 阅读后：学生进行小组讨论，讨论文章中的关键信息，进行角色扮演等活动。

5. 语法讲解：教师讲解一般过去时及动词过去式的变化规则，并进行例句展示。

6. 随堂练习：设计相关练习题，让学生巩固所学知识。

六、板书设计1. Neck and Neck2. 重点词汇：比赛、动物、旅游等话题词汇；一般过去时；动词过去式3. 主要句子：文章中的关键句型；一般过去时的句子示例七、作业设计1. 作业题目：（1）根据课文内容，完成填空题。

（2）运用一般过去时，编写一段关于自己过去旅游经历的小故事。

2. 答案：八、课后反思及拓展延伸1. 课后反思：教师应关注学生在课堂上的表现，及时发现问题，调整教学方法，提高教学效果。

2. 拓展延伸：鼓励学生在课后进行更多关于一般过去时的练习，提高英语实际运用能力。

同时，引导学生关注现实生活中的相关话题，激发学习兴趣。

译林牛津7Bunit2全套教案精品

译林牛津 7B unit2 全套教案精品一、教学内容本节课选自译林牛津版7B英语教材，主要围绕Unit 2 Reading: A tourist guide部分进行。

教学内容包括教材第22页至第25页，详细内容为介绍某个旅游胜地的指南，涵盖了对该地区的气候、主要景点、美食和活动的描述。

二、教学目标1. 学生能够理解并掌握文章的主要内容和细节，了解旅游指南的基本构成和表达方式。

2. 学生能够运用目标语言（如：It has a mild climate, The local food is delicious, etc.）来描述一个旅游胜地。

3. 学生能够在现实生活中运用所学知识，编写一份简单的旅游指南。

三、教学难点与重点1. 教学难点：理解并运用描述旅游胜地的目标语言，如：It hasa mild climate, The local food is delicious, etc.2. 教学重点：掌握文章的结构和表达方式，学会编写旅游指南。

四、教具与学具准备1. 教具：多媒体设备、PPT、黑板、教材。

2. 学具：笔记本、文具、教材。

五、教学过程1. 导入：通过展示一组旅游胜地的图片，让学生猜测这些地方的特点和吸引人的地方，引出本节课的主题。

2. 阅读前：让学生根据图片预测文章内容，激发学生的阅读兴趣。

a. Prereading：展示与文章相关的图片，引导学生预测文章内容。

b. Whilereading：让学生快速阅读文章，验证预测。

3. 阅读中：引导学生深入学习文章，掌握文章内容和目标语言。

a. Skimming：让学生快速阅读文章，了解文章大意。

b. Scanning：让学生细读文章，找出文章中的关键信息。

c. Intensive reading：对文章进行深入解读，讲解文章中的语言点。

4. 阅读后：学生运用所学知识，进行实践练习。

a. 口语练习：学生分组，运用目标语言描述一个旅游胜地。

b. 写作练习：学生编写一份简单的旅游指南。

牛津译林版7BUnit2教案7课时

牛津译林版7B Unit2 教案 7课时一、教学内容二、教学目标1. To help students understand and use the Present Continuous Tense to describe what is happening at the moment.2. To enrich students' vocabulary about daily activities and enable them to use these words and phrases in context.3. To improve students' listening and speaking skills engaging in conversations about daily routines and schedules.三、教学难点与重点1. The Present Continuous Tense, especially the formation and usage.2. Using adverbs of frequency and time in the context of daily routines.3. Identifying and practicing daily activities vocabulary.四、教具与学具准备1. Textbook and workbook.2. Visual aids (pictures of daily activities).3. Flashcards with vocabulary words.4. Recording devices for listening exercises.五、教学过程1. Warmup: Show pictures of people engaged in different daily activities, and elicit from students what they are doing.2. Presentation: Introduce the Present Continuous Tense, focusing on its structure (be + verb + ing). Provide examples and practice with the whole class.3. Practice: Divide students into pairs, and give them flashcards with vocabulary words. They will create sentences using the Present Continuous Tense with the given words.4. Listening and speaking: Play a recording about daily routines. Students listen and answer questions, then engage in conversations about their own daily routines.6. Writing: Students write a paragraph about their personal daily routines using the Present Continuous Tense.7. Group work: Students work in groups to create a schedule of daily activities for a hypothetical person, using the learned vocabulary and grammar.8. Review: Conduct a review session, asking students to volunteer to share their writing and group work.六、板书设计1. Title: Unit 2 Daily Routines2. Present Continuous Tense: be + verb + ing3. Vocabulary: words and phrases related to daily activities4. Example sentences using the Present Continuous Tense七、作业设计1. Write a short dialogue between two people discussing their daily routines.Answer Key: [Include a model dialogue with correct usage of the Present Continuous Tense and relevant vocabulary.]八、课后反思及拓展延伸1. Reflect on students' understanding of the Present Continuous Tense and daily activities vocabulary. Identify areas that need further practice.2. Encourage students to observe and describe their surroundings using the Present Continuous Tense.3. Assign a project where students create a video presentation about their daily routines, using the learned language.4. Provide additional resources, such as online exercises and videos, for students to practice and extend their knowledge beyond the classroom.重点和难点解析1. 教学难点与重点中提到的Present Continuous Tense的构成和用法。

牛津译林版英语七下7B_unit2_welcome_教案

初中英语学习材料madeofjingetieji课题：7B Unit2 Neighbours(Welcome to the unit )学案设计：陈蒙一、学习活动目标：1．1.Get the Ss to know jobs and names of working places.2．Talk about the neighbourhood you live in in English.3．Talk about the activities and life in your neighbourhood in English.二、学习重点、难点重点：Have a discussion in class, and talk about the jobs they know.难点：1.To talk about the neighbourhood they live.2.To discuss the neighbourhood they like.三、学习活动设计Ⅰ. Warm-upAsk the student to recall the jobs they learned.Ⅱ.ListeningListen to the tape, answer my question.1.Where does Simon live?2.How many buildings are there in his neighbourhood?3.What do they have around their neighbourhood?Ⅲ.Role-play1.Ask the Ss to talk about the neighbouthood they live in pairs.2.Ask the Ss to talk about the neighbourhood they like in groups.IV. Language points:1.I’m going to visit our new neighbours.Be going to do sth.= will do sth.e.g. They are going to have a party next week.= They’ll have a party next week.2.I’m afraid they won’t welcome visitors like you.like prep. “像…”It’s good to live in a ne ighbourhood like that.Ⅴ.Sum-upGo through the new words and the language points learn during this lesson.Ⅵ.Homework1.Review the contents of this lesson.2.Make a new conversation about the neighbourhood they live.四、教后反思金戈铁骑。

牛津译林英语七年级下册7B Unit 2 Neighbours全套教案

牛津译林英语七年级下册7BUnit 2 Neighbours全套教案Period 1【教学目标】知识目标To grasp the words: neighbor, will, visitor, likeTo grasp the sentences: I’m going to visit our new neighbours.能力目标能识别并掌握各种职业及工作场所的名称。

情感目标能用简单的英语谈论自己所居住的社区。

【教学重难点】1．能识别并掌握各种职业及工作场所的名称。

2．能用简单的英语谈论自己所居住的社区。

【教学过程】Step I复习1．教师向学生呈现一篇日记，让他们用场所的名称填空。

2．与学生就个子的居住状况进行交流。

教师说：Where do you live? What kind of home do you have? What’s around your home? Is your home near a park/a school/a restaurant/a supermarket? Is there a shop/a factory/a cinema/a museum/a hospital near your home?Step II 呈现1．Who lives next to your flat/house? Who livestock above/below you? Who’s your neighbour? What’s your neighbour’s name? What does he/she do?2．Mr. Lin is my neighbour. He’s a waiter in a big restaurant. Miss Huang lives above me. She’s a teacher.Step III操练1．指导学生完成A部分的联系。

2．指导学生两人一组进行对话，了解彼此邻居的职业情况。

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