七年级英语plans教案2
七年级英语plans教案
一、教学目标：1. 让学生掌握表示计划的英语词汇和句型，如：plan, arrangement, make a plan, what about you?等。
2. 培养学生用英语进行日常交流的能力，能够谈论自己的计划和安排。
3. 提高学生对英语听、说、读、写的综合运用能力。
二、教学内容：1. 单词：plan, arrangement, activity, what about you?2. 句型：What do you have planned for the weekend? I have a plan for this weekend. What about you? I'm going to visit my grandparents. Do you have any arrangement for tomorrow? Yes, I do. I'm going to the library.三、教学重点与难点：1. 重点：单词plan, arrangement, activity, what about you?的用法和句型What do you have planned for the weekend? I have a plan for this weekend. What about you? I'm going to visit my grandparents. Do you have any arrangement for tomorrow? Yes, I do. I'm going to the library.2. 难点：如何运用所学词汇和句型进行实际交流。
四、教学方法：1. 任务型教学法：通过设定各种任务，让学生在完成任务的过程中运用所学知识。
2. 交际法：引导学生进行实际交流，提高口语表达能力。
五、教学步骤：1. 导入：教师提问学生关于他们周末的计划，引导学生用英语进行回答。
新目标七年级英语下册unit2教案英文版teachingplan
Unit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,BetweenRecycled languageWhat are you doing?Do you want to ...?Section AAsk two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.Example 1Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.la This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of theplaces they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the class.Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape.. Play the recording the first time. Students only listen.Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office near here?B: Yes, there is. There's one on Bridge Street.Conversation 3A: Is there a supermarket on Center Street?B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one.If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(进展情况).Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。
七年级英语教学计划 (2)
七年级英语教学计划一、教学目标1.培养学生对英语学习的兴趣和自信心。
2.掌握基本英语的听、说、读、写能力。
3.培养学生的语言运用能力，能够进行简单的日常对话。
4.培养学生的综合语言能力，能够理解简单的英语文章。
二、教学内容单元教学内容Unit 1自我介绍和问候Unit 2家庭和朋友Unit 3学校生活Unit 4爱好和兴趣Unit 5购物和问路Unit 6时间和日常活动三、教学安排第一周•导入：向学生介绍课程目标和教材。
•单元1：自我介绍和问候–词汇：名字、国家、年龄、问候语–句型：What’s your name? Where are you from?How old are you? Good morning/afternoon/evening.–练习：学生分组进行自我介绍和互相问候的练习。
第二周•复习上一周所学的内容。
•单元2：家庭和朋友–词汇：家庭成员、描述人物特征的形容词–句型：This is mymother/father/sister/brother. He/She istall/short/fat/thin.–练习：学生描述自己的家庭成员和朋友，并展示在班级中。
第三周•复习上一周所学的内容。
•单元3：学校生活–词汇：学校、教室、科目、功课–句型：My school has many classrooms. I have English, math, and science.–练习：学生描述自己的学校和上课的科目，并进行角色扮演。
第四周•复习上一周所学的内容。
•单元4：爱好和兴趣–词汇：爱好、运动、乐器、艺术–句型：I like playing football/piano/painting.–练习：学生介绍自己的爱好和兴趣，并与同学讨论。
第五周•复习上一周所学的内容。
•单元5：购物和问路–词汇：商店、物品、价格、方向词–句型：How much is it? Where is thesupermarket? Go straight and turn left/right.–练习：学生进行模拟购物和问路的对话练习。
英语七年级下册第二课堂计划
英语七年级下册第二课堂计划Class planning for the second lesson of seventh grade English:This lesson aims to introduce students to basic grammar concepts in English, specifically focusing on verb tenses. 本课旨在向学生介绍英语中的基本语法概念，特别是关注动词时态。
By starting with simple present tense verbs and gradually moving towards past and future tenses, students will be able to understand how to properly use verbs in different contexts. 通过从简单的现在时态动词开始，逐渐过渡到过去和将来时态，学生将能够理解如何在不同的语境中正确使用动词。
The lesson will include examples and exercises to practice identifying and using the different verb tenses, allowing students to apply their new knowledge in a hands-on way. 本课将包括例句和练习，以便学生可以练习辨别和使用不同的动词时态，让他们以实际操作的方式应用他们的新知识。
In addition to grammar, the lesson will also incorporate vocabulary related to daily activities and routines, giving students a chance to expand their English vocabulary while learning about verb tenses. 除了语法之外，本课还将融入与日常活动和例行程序相关的词汇，让学生有机会在学习动词时态的同时扩展他们的英语词汇量。
外研社版七年级下学期英语教案锦囊：Module 3 Making plans unit2 We’r
外研社版七年级下学期英语教案锦囊：Module 3 Making plans unit2 We’re goingto cheer the players.Unit 2 We’re going to cheer the players.教案锦囊提纲挈领教学目标 1. 能获取阅读材料中有关个人计划的信息 2. 会写个人的周末计划重点词汇fan, shirt, hope, win, myself, May, late, something, walk, country, second, fun, make friends, look forward to, enjoy oneself, May Day holiday, take a walk, collect litter, go sightseeing, play computer games, go for a walk, have fun重点句型①I’m looking forward to the football match tomorrow.②I’m going to enjoy myself during the May Day holiday.③It’s going to be a great holiday—busy but good fun!④We’re also going sightseeing and going to have a picnic on the beach.难点结合范例用be going to写作词汇扫描1. fan n. 迷；支持者【点拨】fan指“迷；支持者”时，常翻译为“粉丝”，其复数形式为fans。
如：①We’re going to meet other fans, and make some new friends.我们打算见见其他球迷，交一些新朋友。
②We are all fans of Zhao Benshan.我们都是赵本山的粉丝。
外研版英语七年级下Module 3 Plans Unit 2教案
外研版英语七年级下Module 3 Plans Unit 2教案Teaching aims：1、Knowledge aim：（1）Grammar：be going to（2）Vocabulary：walk up,look forward to,do some sightseeing go sight etc.2、Ability aim ：（1）Speaking：Can use “be going to” to make sentences.（2）Writing: Can write plans with “be going to”3、Teaching methods :task based method and share together method4、emotional aim.：to help students cultivate students’ abilities of usingthe language into real life。
Teaching StepsStep One RevisionThe students have learned the Simple Future Tense and know the usage of ′be going to′.So get them to talk about their plans for the weekend .They can work in groups of four and do the activity like this example.Eg. S1：What’re you going to do at the weekend？S2：I’m going to revise for my test.S3：What’s he going to do at the weekend?S4：He’s going to revise for his test.Meanwhile I’ll write these sentence patterns on the blackboard.Step Two Lead—inI’ll talk about my birthday.Suppose that my birthday is coming.So I’ll ask the students some questions.T：My birthday is coming .I’m looking forward to my birthday.I’m looking forward to eating a birthday cake.What’re you looking forwardto ?Are you looking forward to birthday?At the same time write’be looking forward to doing sth’on the blackboard and tell them what it means.Then get them to answer my those questions correctly.Step Three Read the passages and match them with the photos.Ⅰ.Ask the students to look at the three photos first and ask them what they can see.Ⅱ.Before they read the text,ask the students to follow the leaning to lean box while I read it out. Ask them to apply this principle to their reading. Ⅲ.Ask them to read the three passages individually and decide which photo goes with which passage.Ⅳ.Collect the answer from the class as full sentences.Step Four Read the passages and finish Activity 3.Ⅰ.After Step Three, I’ll play the tape for the students and get them to read after the tape many times till they can read them correctly.Ⅱ.Meanwhile I’ll explain some key points of this text and write them on the blackboard.Remind the students to pay attention to them.Ⅲ.Have the students finish Activity 3 in pairs One asks and the other answers.Step Five Answer the questions. Use the words in the box.Ⅰ.Ask the students to do these exercises individually then check with a partner.Ⅱ.Collect the answers from the class with one student asking and another answering.Step Six Do some exercises to consolidate the key points of the text. Step Seven Homework ①Write five sentences with “be going to”and “because”②Finish a piece of paper.Blackboard Desin:Unit2 We're going to cheer the players.Watch a football gameSpend time with family and friends Go on a summer campCollect litterStay with an Australian family Meet other football fans。
七年级英语plans教案
七年级英语plans 教案章节一：理解日常生活中的计划和安排1.1 学习目标：能够理解日常生活中常见的计划和安排的词汇和表达方式。
1.2 教学内容：词汇：计划，安排，活动，时间，星期，日期等。
表达方式：I have a plan, What time will you be back, I will meet you at the park, We are going to the movies, Can you e over for dinner, When is your birthday, What are you doing tomorrow, etc.1.3 教学活动：教师出示日常生活中常见的计划和安排的图片，让学生猜测并学习相关词汇。
学生分组，每组轮流扮演不同的角色，模拟日常生活中的计划和安排的对话。
章节二：描述未来的计划和梦想2.1 学习目标：能够描述未来的计划和梦想，并使用相关的表达方式。
2.2 教学内容：词汇：未来，计划，梦想，职业，教育，旅行等。
表达方式：I want to be a doctor, I plan to study abroad, My dream is to travel around the world, What do you want to doin the future, etc.2.3 教学活动：学生分组，每组轮流描述未来的计划和梦想，并使用相关的表达方式。
教师出示不同的职业和教育的图片，让学生选择并描述自己的未来计划。
章节三：制定和分享假期计划3.1 学习目标：能够制定假期计划，并使用相关的表达方式进行分享。
3.2 教学内容：词汇：假期，计划，活动，地点，时间等。
表达方式：I am going to the beach for vacation, I will visit my grandparents, What are you doing for vacation, etc.3.3 教学活动：学生分组，每组轮流制定假期计划，并使用相关的表达方式进行分享。
AteachingplanforUnit2，Module4（外研版七年级英语下册教案教学设计）
A teaching plan for Unit 2，Module4(外研版七年级英语下册教案教学设计)一、Teaching materials:Unit 2 Everyone will have a small sea. (Module 4 Life in the future)二、Targets for this period:The students can use “will” to express their own wishesTo get necessary information from the reading materialTo talk about the prospect of one’s own school三、Key points:Key vocabulary—car, farm, holiday, plane, sea, sun, expensive, rough, comfortableKey structures —will + V.原形四、Teaching methods:Task-based approach and bottom-up approach五、Teaching aidsReading material, blackboard六、Teaching arrangements:Step One Lead-in (Homework)Have a dictation and ask the students to imagine what life will be like in ten yearsStep Two To pronounce some new words and expressions of Unit 21. Students read the words after the tape.2. Students practice pronouncing the words by themselves.3. Help some students correct the pronunciations of some words.Step Three Pre-reading (Activity 1)1: Read through the words in the box and make sure that thestudents understand them all.2. Ask the students to look at the pictures and tell their partners what they can see in the each one.3. Collect their answers in a whole-class setting as complete sentences.4. Learning to learn: Before the students read the passage, have them read through the Learning to learn box.5. Talk about the importance of inferring the meaning from context, and the fact that it is not necessary to understand every word in order to understand the general meaning of a text.Step Four Fast reading (Activity 1&2)1. Ask the students to read through the passage individually, and then match the paragraphs with the pictures.2. They should check with a partner.3. Collect the answers in a whole-class setting; ask a student to read a paragraph and then say which picture it goes with.Step Five To match the pictures and paragraphs with the headings (Activity 3)1. Read through the words and have the students repeat them.2. Work on the syllable stress of the multi-syllable words.Cli/mate Homes Jobs Tech/nol/o/gy Tran/sport3. Make sure they understand what the words mean.4. Ask the students to match the paragraphs and pictures individually, then check with a partner.5. Collect the answers from the class.Cli/mate: Paragraph B-Picture 2 Homes: Paragraph C-Picture 5Jobs: Paragraph E-Picture 3 Tech/nol/o/gy: Paragraph D-Picture 1Tran/sport: Paragraph A-Picture 4Step Six Careful reading(Activity 3)Ask the students to read through the sentences and decide which are true in the passage.Step Seven Detail explanation1. get1) get + adj. e.g. The food is getting cold.2) get sb. sth. = get sth. for sb.3) get to a place get up get on/off2. heat1) (v.) We’ll heat some milk for the coffee2) (n.) I can’t walk in this heat.3. three days a week once a year three times two weeksStep Eight Students practice reading the passage aloud1. Read through the words and have the students repeat them chorally and individually. (Activity 4)2. Make sure they understand the meaning of all of them.3. Ask the students to match the words individually, then check with a partnercheap-expensive comfortable-uncomfortable easy-difficult good-bad hot-cold interesting-dull large-small light-heavy new-old rough-smooth short-long strong-weak warm-cool Step Nine T o answer the questions (Activity 5)1. Read through the words and have the students repeat them after you.2. Ask them to find answers individually then check with a partner.Step Ten Writing (Activity 8)Read the example sentences, and help them to see that “so” relate the cause to the effect to become a single sentence withtwo clauses.e.g. Planes will be very large. Flying will be very cheap.----Planes will be very large so flying will be very cheap.1. It will probably be hot all year so the winter will be very short.2. We’ll use the sun to heat our homes so no one will be cold and there’ll be lots of hot water.3. People will work three days a week so they’ll have long holidays and lots of free time.Homework:1. To talk about life in the future in pairs2. To finish Unit2, Module4, 点中典Blackboard designingUnit 2 Everyone will have a small sea.Headlines: notes-picturesCli/mate: Paragraph B-Picture 2 Homes: Paragraph C-Picture 5Jobs: Paragraph E-Picture 3 Tech/nol/o/gy: Paragraph D-Picture 1Tran/sport: Paragraph A-Picture 4The opposite adjective:hot-cold interesting-dull large-small light-heavy展开全文阅读new-old rough-smooth short-long strong-weak warm-coolcheap-expensive comfortable-uncomfortable easy-difficult good-badso-clausee.g. Planes will be very large. Flying will be very cheap.----Planes will be very large so flying will be very cheap.1. It will probably be hot all year so the winter will be veryshort.2. We’ll use the sun to heat our homes so no one will be cold and there’ll be lots of hot water.3. People will work three days a week so they’ll have long holidays and lots of free time.。
初一英语下Module4unit2教案设计Plans
Module 4 Life in the future.（读写课）Unit 2 Everyone will have a small car.教材分析本模块以学校为题材，贴近学生的生活经历，通过一段视频导入将来时态，并掌握一般将来时的表达方式。
语法现象主要是用will+ do表达对事情预测和想象，学生不但要具备并熟练地掌握will+ do结构，并且要会运用这一技巧进行对未来学校等一些情况的描述。
并通过对美好未来的憧憬，培养乐观向上的精神。
学情分析1.本模块的主要篇章所涉及的内容是学生所熟悉的学校，所以在处理教材的过程中需要多设置一些令学生有的话可说的话题。
2. will do sth. 结构本身比较简单,学生掌握起来难度不大,只要教师稍加指点就行。
教学目标:1．语言知识目标词汇核心词汇：cable TV calculator cell phone computer email Internet satellite climate Education technology transport machine comfortable rough strong expensive smooth dull功能:预测和想象的表达语法: 一般将来时：will + do语音:多音节单词的中读.2．语言技能目标句型：一般将来时态: 表示预测和想象3．文化意识目标高科技与文化之间的关系，在享受高科技带来的便利的同时，能注意到民族文化的传承。
4．情感态度目标（1）通过对美好未来的憧憬，培养乐观向上的精神。
（2）通过谈论不同的假设场景，激发学生的内在情感,学习换位思考，进行情感教育。
（3）能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
重点难点1. 教学重点(1) 过未来学校话题训练学生的听、说、读、写能力，掌握使用简单的一般将来时的句子来表达未来的事情。
(2) 了解一般将来时的基本表达。
2．教学难点一般将来时的表达。
七年级新目标英语教学计划7篇
七年级新目标英语教学计划7篇七年级新目标英语教学计划1一、教学目的培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。
二、教材分析《Go for it》七年级下册共12个单元，文化背景知识和学习策略等部分补充材料。
全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。
每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为A、B两部分。
A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。
每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。
它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。
通过确定language Goal，采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，体现了以学生为主体的思想。
三、教学重难点e /what /How/Why/Who questions.rmative statements; prepositions of place.l verb can ; Adjectives of quality;Would like .ent progressive tense; Yes/No questions and short answers.ent tense to wear; adjectives of general description.le past of regular and irregular verbs; How was your school trip?tense of regular and irregular verbs ; was/were;四、学情分析经过一学期的学习，从上期期末成绩来看，学生学习目的明确，态度端正，掌握了英语学习的一些基本方法，能够积极主动认真地学习，大部分学生学习成绩优秀，但还有极少部分学生没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。
英语：Module 3《Plans》Period 2教案(1)(外研版七年级下)
英语：Module 3《Plans》教案（1）（外研版七年级下）Period 2Unit 2 We’re going to walk up the Great Wall.(Activities 1,2,3,4&5)一、教材分析学生通过第一个单元的学习后，对新句型有了初步的理解，本单元着力语言的实际应用，并适时介入了两个重要的短语look forward to 和because，为语言的灵活使用提供了很好的支持。
二、教学目标（一）知识目标1.词汇：全体学生能正确认读、听懂、理解以下单词，90%左右的学生能正确拼写：look forward to because walk up visit my parents do some sightseeinglie on the beach watch a match take the plane to enjoy the sun and the seago sightseeing stay at a hotel the Dragon Boat Festivallike foreign culture get (from … ) to … go out2. 句型：多数学生能够听懂、理解、说出并且笔头写出下列句型，程度较弱的学生能掌握前三项：What are you going to do…?I am looking forward to … because…3. 课文：85%左右的学生能理解并且流利朗读教材Activity 1中的内容；程度较弱的学生要求能理解。
（二）技能目标1.多数学生经过操练后能比较流利地朗读并且表演出Activity 1 中的内容，30%左右的学生能脱离课本叙述课文内容。
2.85%左右的学生能正确理解教师提供的补充阅读内容，能正确寻找所需信息；程度较弱的学生要求能理解。
（三）情感目标通过阅读文章，了解他们如何安排生活和制定学习计划，培养自己良好的生活和学习习惯。
外研新标准初一必修2AteachingplanforUnit2，Module3
外研新标准初一必修2AteachingplanforUnit2，Module3A teaching plan for Unit 2，Module3一、Teaching materials:Unit 2 We’re going to walk up the Great Wall. (Module 3 Plans)二、Targets for this period:To get information from the reading material about one’s plansTo understand how to express one’s wishTo give the reasons to answer the purpose in doing something三、Key points:Key vocabulary-walk up the Great Wall, Chinese culture, make friends, cook, get toKey structures -Helen is looking forward to seeing her daughter and granddaughter.Why is Helen going to take the plane to Beijing?Helen is going to take the plane to Beijing because her daughter and granddaughter live there.四、Teaching methods:Task-based approach and bottom-up approach五、Teaching aidsReading material, blackboard六、Teaching arrangements:Step One Lead-in (Homework)Students act out their dialogues about their plans on this weekend.Step Two To pronounce some new words and expressions of Unit 21. Students read the words after the tape.2. Students practice pronouncing the words by themselves.3. To help some students correct the pronunciations of some words.Step Three Fast reading1. Students read the passages quickly and match them with the photos. (Activity 1)Paragraph A: Helen, New YorkParagraph B: Lucy, NanjingParagraph C: Li, Wuhan2. Students make sentences saying what Helen, Li and are looking forward to. (Activity 2)Paragraph A: Helen is looking forward to seeing her daughter and granddaughter.Paragraph B: Lucy is looking forward to going to Disneyland.Paragraph C: Li is looking forward to the Dragon Boat Festival.3. Conclusion1) We can often find out the main idea from the first sentence of a paragraph in English.2) Language point: look forward to sth / doing sth 期盼（做）某事e.g. They are looking forward to your coming.Step Four Careful reading1. Read the passages and match the questions with the answers. (Activity 3) c-e-a-b-f-d2. Use “because” to write full answers. (Activity 5)1) ----Why is Helen going to take the plane to Beijing?----Helen is going to take the plane to Beijing because her daughter and granddaughter live there.2) ----Why is Lucy going to learn English?----Lucy is going to learn English because she wants to make some American friends.3) ----Why are Lucy and her parents going to stay in a hotel in San Francisco?----They are going to stay in a hotel in San Francisco because Lucy’s parents have some friends live there.4) ----Why are Li and his wife going to lie on the beach?----They are going to lie on the beach because their children like swimming.3. Language point: because引导时间状语从句；不能与 so同时出现在同一个句子中；回答 why的提问要用becausee.g He has to stay at home because it’s raining now.=It’s raining now, so he has to stay at home.Step Five Detail explanation1. make friends (with sb) （与某人）交朋友e.g. The professor wants to make friends with the foreigners.2. cook (n.) 厨师(v.)cook sth for sb = cook sb sth3. get to 到达e.g. He often gets to school at 7:00 in the morning.Get home / there / here4. Why not do sth？何不干某事？（表建议）e.g. Why not go and ask them?5. be out = be not at homeStep Six To repeat the passage with the tape recorderStep Seven To use the words in the box to answer the questions (Activity 4)1. How do you get from New York to Beijing? I take the plane.2. What do you do in a foreign city? I do some sightseeing.3. What do you do on the beach? I enjoy the sun and the sea.4. Where do you stay in a foreign city? I stay in a hotel.5. Why do you go sightseeing? Because I like foreign culture.Homework1. One student ask another some questions and then write down the answers. (Activity 6)1) What are you looking forward to?2) What are you going to do?3) Why are you going to do it?2. Write a passage talking about the partner’s wish according to the answers. (Activity 7)… is looking forward to going out on Saturday evening. He’s going to the cinema because he likes films…3. To finish Unit2, Module3, 点中典Blackboard designingUnit 2 We’re goin g to walk up the Great Wall.1. look forward to sth / doing sth 期盼（做）某事e.g. They are looking forward to your coming.Paragraph A: Helen is looking forward to seeing her daughter and granddaughter.Paragraph B: Lucy is looking forward to going to Disneyland.Paragraph C: Li is looking forward to the Dragon Boat Festival.2. because引导时间状语从句；不能与 so同时出现在同一个句子中；回答 why的提问要用becausee.g He has to stay at home because it’s raining now.=It’s raining now, so he has to stay at home.1) ----Why is Helen going to take the plane to Beijing?----Helen is going to take the plane to Beijing because her daughter and granddaughter live there.2) ----Why is Lucy going to learn English?----Lucy is going to learn English because she wants to make some American friends.3) ----Why are Lucy and her parents going to stay in a hotel in San Francisco?----They are going to stay in a hotel in San Francisco because Lucy’s parents have some friends live there.4) ----Why are Li and his wife going to lie on the beach?----They are going to lie on the beach because their children like swimming.3. make friends (with sb) （与某人）交朋友e.g. The professor wants to make friends with the foreigners.4. cook (n.) 厨师(v.)cook sth for sb = cook sb sth3. get to 到达e.g. He often gets to school at 7:00 in the morning.Get home / there / here4. Why not do sth？何不干某事？（表建议）e.g. Why not go and ask them?5. be out = be not at home。
初一英语新目标教案unit2（新目标版七年级英语教案教学设计）
初一英语新目标教案unit2(新目标版七年级英语教案教学设计)Language functions:Identify ownershipGoals:Talk about the things.Structures:Demonstratives this, that. What questions. Yes/No questions and short answersVocabulary:The letters, pencil, pen, book, eraser, ruler, pencil case, backpack. ID card, baseball, watch, key, computer game, notebook, ring, dictionary.Target language:Is this your pencil? Yes, it is. No, it isn’t. What’s this in English? It’s a pencil. How do you spell pencil?Learning strategies:Use context, guessing.Four periodsPeriod 1Step1 RevisionRevise introduce themselves. My name is… My phone number is…Step 2 Presentation1. Locate actual items in the classroom. Hold up each one and say its name. Ask them to repeat. Include: pencil, pen, book. Eraser, ruler, pencil case, backpack, pencil sharpener, dictionary.2. Match the words and the objects. Do 1a3. Listen. Do 1b.Step 3 Pairwork1. Say the sample conversations. Have them repeat.2. Ask them to practice the conversations in pairs.Step 3 TaskGather some things on the desk and invite students to take turns coming to the front and find the owners? Let’s see who can find all the owners first and write the owners’ names in the ch art? Ask Is this your…?Period 2Step 1. RevisionRevise is this your …? Is that your…?Step2. Listening1. Point to the objects in the illustration and ask students to name each one.2. Play the recording. Do 2a3. Do 2b. point to the words in the box and ask them to read them aloud. Listen. Write one of the words form the box on each blank line. Check their answers.Step 3 PairworkPractice the conversation in the picture with a student.Practice the conversation in the picture with a partner.Step 4 Grammar focus1. Ask students to say the questions and answers2. Point out that the word that shows ownership comes before the item we are talking about.Step 5 Listen1. Do 3a.2. Do 3b. Ask pairs of them to practice the example conversation. Ask them to say the name of each picture.3. Ask them to work in pairs again. Have them practice the conversation again, substituting the words shown in the pictures.Step 6 TaskPut some things in a paper bag- your pen, pencil or some thing else. Another student will take sth out of the bag. He or she will ask questions to find out who it belongs to.Do 4a.4b. Point to the conversation in the picture, ask them to repeat.Period 3.Step 1 RevisionRevise is this your…?Ask students to repeat the words: baseball, watch. Computer game, ID card, key, notebook, ring and pen. Match the words and objects in the picture. Do 1aStep 2 Practice1. 1b. Say the conversation with a student. Ask pairs of students to say the example conversation. Ask some to perform one of their conversations for the class.2. They draw a picture of one of the objects in the picture and write out the conversation they had about that object.Step 3 Listening1. Read the words in 1a2. Listen. Do 2a.3. Listen. Do 2b.Step 4. Task1. Student A will look at p94. Student B will look at P98. Each student has only part of the information needed to complete the activity.2.Give an example of the first question and answer.3. A: is this her key?B. No, it’s his key.4. Divide the class into pairs.5. Do 2c. check their answers.Step 5. Practice1. Look back at p10. Have them read the list of words.2. Read the notices and circle the words that were used in 1a.Do 3a3. Check the answers.4. Do 3b.Step 6 TaskTell them that they will each write a message like one of these. Do a sample in together in class.Ask them to write their bulletin board messages and write their messages on the board.Step 7 TaskMost of people have pecked up others’ things. Do you know how to give it back it back to the owners? Do you know how to write Lost & Found?Period 4Step 1 RevisionRevise what they learned in this unitStep 1 Self check1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.2.Write five new words in their Vocab-builder on p108. share their lists with other students.3 Complete the questions and answers individually for the other three situations.4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.Step 3 play the gameAsk them to write their first name, last names and telephone numbers in random order on the board. Next have some other students draw on the board pictures of things they own among the names and numbers. Ask students to use only things whose names they have studied in class. Then ask them to take turns pointing to an item on the board and asking questions such as: Is this your last name?… The student then calls on another student to answer the question with Yes or No.Step 4 TaskHave you ever lost anything? How could you find it? Do you know how to write Lost & Found?My English is …My name is…Please call 928-682。
七年级英语教学计划3篇
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初中英语最新-七年级英语Plans教案2 精品
Module 3 Plans一. 教学内容：Module 3 Plans二. 重点、难点1. be going to结构的意义和用法三. 具体内容（一）be going to结构的意义和用法。
功能：计划、打算、意图的表达与询问。
“be going to+不定式”表示将来时间be going to后面的不定式（动词原形）既可是动作动词，也可是状态动词。
它主要用于：1. 表示现在的意图，即打算在最近或将来进行某事Are you going to post that letter? 你打算寄那封信吗?What are you going to do today? 今天你要干什么?2. 表示现在已有迹象表明将要发生或即将发生某事如：Look at these black clouds—we’re going to have a storm/there’s going to be a storm.瞧这些乌云——暴风雨要来了。
Watch out! The pile of boxes is going to fall! 当心! 堆放的盒子要倒了。
3. be + －ing 与be going to 的用法比较一般来讲，在表示将来时间的用法上，二者可交替使用。
例如：We’re having fish for dinner.（= We’re going to have fish for dinner.）:我们晚饭吃鱼。
This afternoon I’m taking my cousin to a football match. （= This afternoon I’m going to take my cousin to a football match.）今天下午我带我表弟去看足球赛。
但是，如果动词是come和go，在表示将来时间时，用现在进行时比用be going to结构更常见。
如：What time are you coming? 你们几点来?We’re going to a party tonight.今晚，我们要去参加一个晚会。
七年级英语教案AteachingplanforUnit2,Module10
作者VX：免费范文A teaching plan for Unit 2，Module10一、teaching materials: unit 2 he decided to be an actor. (module 10 life history)二、targets for this period: to get information from the reading material about william shakespeare to write sentences about events in one’s life 三、key points: key vocabulary—some of, marry, at the age of, move to, join, still, become key structures —past simple 四、teaching methods: task-based approach and bottom-up approach五、teaching aids reading material, blackboard 六、teaching arrangements: stepone lead-in (homework) students work in pairs to make a dialogue about when they were five years old step two to pronounce some new words and expressions of unit 2 1. students read the words after the tape. 2. students practice pronouncing the words by themselves. 3. to help some students correct the pronunciations of some words. 4. students should understand some word-formations: (1) actor visitor sailor (2)writer reader player thinker (3)poem 诗歌 poet 诗人 (4)company companies (pl.) (5)successful (adj.) success (n.) successfully(adv.) succeed(v.)step three students read the passage quickly and answer the questions. (activity one)1. who was william shakespeare? ---- a writer of plays and poems2. when was he born? ---- in 1564 3. where was he born? ---- in england step four students readit again and put the sentences in the correct order (activity two) d f c a b e step fiveto complete the timeline for shakespeare (activity three)1. students match the verb with the right timeline2. students make sentences according to the given information 1564 be born shakespeare was born in 1564 in england.1578finish school he finished school in 1578 and decided to be an actor1582 marryhe married in 1582 and had three children.1592 move to he moved to londonand joined a theatre company in 1592.作者VX：免费范文。
Module 3 Making plans Unit 2 公开课教学设计(外研版七年级下册)
Module 3 Making plansUnit 2 We’re going to cheer the players.教学设计教材分析本模块以制定计划为话题，分设三个课时进行学习。
本节课是这个模块中的第二课时，是一节读写课型的新授课。
本节课课文内容充实，贴近学生生活。
话题从第一单元的谈论周末计划扩展到谈论近期或远期计划，目的在于表达并与大家分享自己的期待和喜悦。
学生们学习用be going to句型来表达自己打算或计划要做的事情。
同时通过学习，引导学生注意语言的准确性和逻辑性。
教学目标【语言知识目标】1. 词汇：学会使用fan, make friends, shirt, hope, win, enjoy oneself, myself, May, May Day, late,something, walk, take a walk, country, second, fun, summer holiday, early等词汇。
2. 语法：be going to的意义和使用，了解和使用look forward to。
3. 功能：展示与分享自己的近期或远期计划。
【技能目标】1. 能使用关键句型be going to向同学描述周末计划。
2. 能读懂包含计划、安排的短文，并获取主要信息，判断出文中任务的计划和安排。
3. 能够把新知识迁移到实际生活中来，结合范例用be going to写作。
4. 能向同学介绍自己的计划。
【情感与态度目标】在教学过程中，学生们养成良好的、有计划的生活和学习习惯。
教学重难点1. 学会准确使用一般将来时的基本句型“be going to”描述近期或远期的计划和安排。
2. 学会使用look forward to结构来表达自己的情感。
课前准备PPT课件、录音机、课堂练习、奖品。
教学过程Step 1 Review1. Work in pairs. Look at the pictures and answers.1) Show some pictures.2) According to the information given and ask the students to guess:What are you going to do at the weekend?3) Show the pictures to check the answers.2. Review the text of Unit 1.Step 2 Learn new words1. Show some pictures.2. Talk something about the pictures.3. Introduce the new words.4. Read the words after the teacher.Step 3 Listen and read1. Play the recording and listen to the tape carefully and match the people with the pictures.2. Ask the students to read through the passage.3. Read the passage and Check (√ ) what they’re going to do.4. Check with a partner.5. Call back the answers from the whole class.6. Read the text together.Step 4 Work in pairs1. Ask the students to read through the passage again.2. Ask and answer the questions.1) When is Martin going to watch a football match?2) What does Martin hope?3) What is it going to be a busy holiday for Zhang Sijia?4) Why is this summer holiday going to be different for Lucy?5) Who is Lucy going to stay with?3. Check with a partner.4. Call back the answers from the whole class.Step 5 Language points1. I’m looking forward to the football match tomorrow. 我期待明天的足球赛。
Module 3 Making plans Unit 2 示范教案(七下)
Module 3 Making plansUnit 2 We’re going to cheer the players.教学设计一、教学目标1. 掌握单词和短语：fan, make friends, shirt, hope, win, enjoy oneself, May, May Day, something, walk, country, second, fun, summer holiday, myself, late, look forward to2. 掌握be going to 的用法。
3. 掌握描述因果关系的句子：… because…4. 能读懂包含计划、安排的短文，并且判断出文中人物的计划、安排。
5. 能用一般将来时写与将来有关的短文。
6. 通过今天的学习，让同学们了解不同国家、不同民族的不同休闲安排和生活。
二、教学重难点重点：1. 能够掌握本单元的重点单词和短语。
2. 谈论周末计划要做的事情。
难点：学生能够迅速在文章中获取所需信息，并学会如何写一篇关于未来安排的短文。
三、教学准备教学课件、多媒体等。
四、教学过程Step I Warming-upPlay a guessing game: Ask Ss to guess what he/she/ is (they are) going to do?【设计意图】利用图片，让学生用be going to句型进行练习，巩固上节课所学内容，同时自然过渡到本节课。
Step II Pre-reading1. Teach Ss some new words and phrases about the passage by using some pictures.【设计意图】利用图片，增加单词学习的趣味性，同时为后面的课文阅读打好基础。
2. Show the three pictures and ask Ss to guess Where are they? What are they doing?【设计意图】让学生看图片进行预测，为接下来的阅读活动做铺垫。
七年级英语上册StarterUnit2teachingplan教案人教新目标版
广东省汕头市龙湖实验中学七年级英语上册《Starter Unit 2 teaching plan》教案人教新目标版课程目标一、知识和能力目标本单元的核心教学内容是“认物”。
用英语确认周围的常见事物比较符合英语初学者的实际情形。
通过本单元教学，使学生运用所学句型，去熟悉周围事物的名称；教学生学会在实际生活中如何确认事物。
通过识别物体，学生学到一些生词，并巩固所学句型。
二、进程和方式目标教师要尽可能使学生对课文中显现的句型能够熟练上口，如此，学生才能顺利开展比较灵活的对话。
教师能够用手势，表情，动作等示意，帮忙学生听懂课堂教学内容，但在实际操作中应尽可能幸免“明知故问”的偏向，应该采纳应用性原那么；如：遮盖物品、显露局部、识别物体、完形识别、图形识别等方式。
三、情感态度和价值观目标目标在学生学习进程中的作用相当重要，教师要帮忙他们成立起一个符合自己实际的目标，通过渐进的学习和一点一滴的进步，使他们慢慢成立起成功感。
成功越多，自信心就越强。
Period 1Teaching goals:1. Wor ds: a quilt，a map，a jacket，a key，a ruler，a pen，an orange2. Drills: What’s this in English? It’s….3. Letters: I J K L M N O P Q R (sounds)Important and difficult points:1.Word: quilt.2.Letters: J M N O R3.It’s a/ an…Learning Methods:Yangsi Learning Mode, Cooperative LearningTeaching Methods:Yangsi Teaching Mode, Situational Approach, Task-based Teaching Approach, the teaching mode of Two-way InteractionTeaching procedures:Step l：IntroductionReview greetings.Review the letters learn in the last unit． Get the students to introduce themselves in English．Step 2：Lead—inHave ready a quilt，a map，a jacket，a key，a ruler，a pen，an orange．Hold the key up and say What’s this in English? It’s a key．Repeat and then get students to repeat．Do the same with a key，a pen，a ruler．If possible，use flashcards to teach the spelling of the words．Put a flashcard beneath a drawing of each object.Step 3：PracticeListen．Play the tape twice．Have the students circle the things they hear． Get the students to act out the conversations in the picture of 1a． Make sure the students understand what they should do．Students can work in pairs then ask them to act out the conversations they made．Do 2a，2b，2c and 2d one after another．2b：after the students do 2a, show them how to write the le tters on the blackboards，both of “Big”and “small"．Make sure all the students know how to write them． Use the flashcards to practise saying the names of the letters and to learn their order．Before doing 2c，ask the students to give the letters containing the／i：／and /e/ sounds．Repeat with the // and／a／sounds．List them out on the blackboard．Then get them to listen to the tape and read the letters and words after the tape．Step4：Games timePlay the letter game with the students like the following instructions．Sometimes the teacher can explain the rules of the game in Chinese．看谁快这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的两分，后站起来的得一分，没站起来的得零分，得分多的组获胜。
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Module 3 Plans一. 教学内容：Module 3 Plans二. 重点、难点1. be going to结构的意义和用法三. 具体内容（一）be going to结构的意义和用法。
功能：计划、打算、意图的表达与询问。
“be going to+不定式”表示将来时间be going to后面的不定式（动词原形）既可是动作动词，也可是状态动词。
它主要用于：1. 表示现在的意图，即打算在最近或将来进行某事Are you going to post that letter? 你打算寄那封信吗?What are you going to do today? 今天你要干什么?2. 表示现在已有迹象表明将要发生或即将发生某事如：Look at these black clouds—we’re going to have a storm/there’s going to be a storm.瞧这些乌云——暴风雨要来了。
Watch out! The pile of boxes is going to fall! 当心! 堆放的盒子要倒了。
3. be + －ing 与be going to 的用法比较一般来讲，在表示将来时间的用法上，二者可交替使用。
例如：We’re having fish for dinner.（= We’re going to have fish for dinner.）:我们晚饭吃鱼。
This afternoon I’m taking my cousin to a football match. （= This afternoon I’m going to take my cousin to a football match.）今天下午我带我表弟去看足球赛。
但是，如果动词是come和go，在表示将来时间时，用现在进行时比用be going to结构更常见。
如：What time are you coming? 你们几点来?We’re going to a party tonight.今晚，我们要去参加一个晚会。
这比are going to come和are going to go在用词上更简练。
在表示现在已有迹象表明将要发生的动作或事态时，我们就不能用be+－ing来代替be going to。
如：Be careful. You’re going to break that chair. 当心!你会弄坏椅子的。
不能说：You’re breaking that chair.（二）词汇check，buy，enjoy，revise，take，lie，stay，picnic，email，test，party，because，look forward to，do some sightseeing，like foreign culture（三）Text：1. On Saturday morning, I’m goi ng to check my email. 周六上午我打算查看一下邮件.如果我们泛泛地说在上午、下午或晚上干什么事，可以说in the morning，in the afternoon 或in the evening。
如：I’m going to play football with some friends in the morning. 我打算上午和朋友们踢足球。
She only works in the morning. 她只是上午工作。
但是如果特指某一天的上午、下午或晚上，或者要对这一天的上午、下午或晚上加以描述，则用介词on，而不用in。
如：I’ll see you on Monday morning. 周一上午见!I’ll go to see a film on Friday evening. 我周五晚上要去看电影。
They don’t like to swim on a hot afternoon. 他们不喜欢在炎热的下午去游泳。
2. Then I’m going to revise for my test. 然后，我要复习考试。
revise 表示“（在考试前）温习（功课）”。
如：Linda is revising her maths notes for the exam next week.琳达正在温习数学课笔记，准备下周的考试。
3. I’m looking forward to seeing my daughter and her daughter, my granddaughter.我期待着能见到我女儿和我女儿的女儿－－我的外孙女。
look forward to + n. / doing表示“期待……，盼望……”。
I’m looking forward to my holiday. 我盼望着假期的到来。
They are looking forward to visiting Beijing. 他们期待着参观北京。
4. We’re going to do some sightseeing because we like Chinese culture.我们打算出去游览，因为我们喜欢中国文化。
do some sightseeing表示“观光，游览”。
在英语中，我们常常在do后面加上动词的ing 形式，表示“做……事”。
在ing形式之前，—般总有一个“限定词”（如the、my、some、much 等）。
如：do some cleaning 打扫卫生do some shopping 买东西do some reading看书do some washing 洗衣服5. We’re going to visit the Forbidden City and then we’re going to walk up the Great Wall.我们打算参观故宫，然后去爬长城。
the Forbidden City指的是故宫（故宫本名“紫禁城”，英语中可据本名直译，也可译为the PalaceMuseum。
故宫是清朝皇帝迁出后的名称，意思是“以前的皇宫”）。
你知道下面这些名胜古迹的英文表示法吗?the Summer Palace颐和园the Temple of Heaven 天坛the Ming Toombs 明十三陵Tian’anmen Square天安门广场up在此处是介词，意思是“向……上，沿着……往上”。
如：The boy likes to climb up the hill.那个男孩儿喜欢爬山。
Look! The cat is running up the tree. 看!那只猫正往树上爬呢I’m going to visit Disneyland because I like Mickey Mouse.我打算去迪斯尼乐园，因为我喜欢米老鼠。
6. I’m going to go to a party at a friend’s home. 我要去朋友家参加聚会。
注：句中am going to（go）表示“将要；打算”，但是，如果动词是come和go，在表示将来时间时，用现在进行时比用be going to结构更常见。
如：What time are you coming? 你们几点来?We’re going to a party tonight. 今晚，我们要去参加一个晚会。
这比are going to come和are going to go在用词上更简练。
7. We’ re going to stay in a hotel in San Francisco because my parents have some friends there.我们要住在三藩市的一家旅馆，因为那里有父母的几个朋友。
stay in a hotel住旅馆，stay一词的意思是“暂住；逗留”，此处不能用live替换。
live指“长期居住”。
如：Where do you live? 你住在哪里?He’s staying at the Beijing Hotel．他住在北京饭店。
8. Then my wife and I are going to lie on the beach because my children like swimming.然后，我和妻子打算躺到海滩上，因为孩子们喜欢游泳。
注：（1）my wife and I 是并列主语，为复数，因此用are going to（2）like （vt.）为及物动词，其后可跟to do sth. 或doing sth. 如：Do you like to play chess? 你爱下棋吗?I like traveling very much. 我很喜欢旅行。
一. Choose the best answerl. —When was Michael Jackson born? —He was born in India _____ August 29th, 1958.A. atB. inC. onD. for2. Would you like to go out for a walk with us? —_____, but I must finish my homework first.A. Of course notB. That’s all rightC. I’d love toD. Yes, I do3. I would like you _____ to my home for Mid－autumn Day.A. comeB. comingC. to comeD. to coming4. Can’t you hear her_____ in the next room?A. criesB. cryingC. to cryD. is crying5. —Why didn’t you go to the movies yesterday? —Because I_____ it before.A. had watchedB. have seenC. have watchedD. had seen6. __ nice his card is!A. HowB. What aC. How aD. What7. We go to school __ Monday__ Friday.A. from...toB. from...onC. to...fromD. on...from8. The students are going __ walk up the Great Wall the day after tomorrow.A. fromB. inC. toD. on9. Please come to school__ time tomorrow.A. byB. onC. ofD. at10. What’s your class going to do __ the coming trip?A. ofB. atC. forD. to答案：1—10 CCCB AACBC二. Change the following sentences as required1. Your class is going to have a picnic next Saturday. （对画线部分提问）________ ________ your class going ________ ________ next Saturday?2. He likes the Chinese people and Chinese food. （改为选择疑问句）________ ________ ________ the Chinese people ________ Chinese food?3. We’re going to have some classes tomorrow. （改为否定句）We’re ________ going to have ________ classes tomorrow.4. Why don’t we go boating on the river? （改为同义句）________ ________ go boating on the river?5. You’re going to have a fun field trip.（改为一般疑问句并作否定回答）________ you ________ to have a fun field trip? ________, we ________.答案：1. What is; to do 2. Does he like; or 3. not; any 4. Why not 5. Are; going; No; aren’t三. Fill in the blanks with the right form of each given verb1. I’m sorry I can’t spell the__________（three）word.2. Let’s go _________（shop）this afternoon, Mary.3. There are two __________（woman）teachers in our class.4. Who’s __________ （drive）that car, do you know?5. May I have some _________（piece）of paper, please?6. Some are reading and others are _______（write）.7. Who _____（teach）you English, Li Ping?8. I have two __________（knife）but they are too small.9. Look, Bill’s Parents _________（grow）flowers in the garden.10. I have to ________（clean）my bike on Sunday.答案：1. third 2. shopping 3. women 4. driving 5. pieces 6. writing 7. teaches 8. knives 9. are growing 10. clean。