【备课资料】人教版七年级英语下(Period1)
【最新】人教版七年级英语下册Unit3 period 1公开课课件
How do you get to school? I… walk to school. go to school on foot. ride my / a / the bike to school. go to school by bike. take a / the bus to school. go to school by bus.
而 by 是一个介词，它后面所跟的表示交 通工具的名词前一般不可用冠词等修饰 语。 by 短语在句中修饰动词等作状语。
如： 格林先生经常乘火车去上班。
Mr Green often goes to work by train. = Mr Green often takes a train to work.
Wei Fang She takes the bus to school.
She goes to school by bus.
He comes to school by car. He takes the car to school.
How does Bob get to school?
He … takes the train to school.
6. 29 + 38 =___si_x_t_y_-s_e_v_e_n_________ 7. 9 ×9 = ____ei_g_h_t_y_-o_n__e_________ 8. 35 + 64 = __n_i_n_e_t_y_-n_i_n_e_________ 9. 50 ×2 + 6 = _o_n_e_h_u__n_d_r_ed__a_n_d__s_ix_
10. 60 + 70 = _o_n_e__h_u_n_d_r_e_d__a_n_d_t_h_i_rt_y_
人教版七年级英语下册Unit 1 period 1精品课件
I’m an English teacher.
Can you speak English?
Mr. Chen can _pl_a_y_b_a_s_ke_t_b_a_ll_. Can you play basketball?
ห้องสมุดไป่ตู้
What can these students do?
She can __d_r_aw_. /drC:/
a. English club
II
b. art club
c. music club
d. chess club
e. swimming club
2b Listen again. Complete the sentences.
1. Lisa wants to join the _c_h_e_s_s_ club, but she can’t play __c_h_e_s_s___.
▪ 17、儿童是中心，教育的措施便围绕他们而组织起来。2021/7/202021/7/202021/7/202021/7/20
▪ 2、Our destiny offers not only the cup of despair, but the chalice of opportunity. (Richard Nixon, American President )命运给予我们的不是失望之酒，而是机会之杯。二〇二一年六月十七日2021年6月17日星期四 ▪ 3、Patience is bitter, but its fruit is sweet. (Jean Jacques Rousseau , French thinker)忍耐是痛苦的，但它的果实是甜蜜的。10:516.17.202110:516.17.202110:5110:51:196.17.202110:516.17.2021 ▪ 4、All that you do, do with your might; things done by halves are never done right. ----R.H. Stoddard, American poet做一切事都应尽力而为，半途而废永远不行6.17.20216.17.202110:5110:5110:51:1910:51:19 ▪ 5、You have to believe in yourself. That's the secret of success. ----Charles Chaplin人必须相信自己，这是成功的秘诀。-Thursday, June 17, 2021June 21Thursday, June 17, 20216/17/2021
人教版七年级(下)英语教学设计Unit 1 Can you play the guitar 单元教案
人教版七年级(下)英语教学设计 Unit 1 Can you play the guitar 单元教案
（播放 lb 部分的录音让学生听，引导学生根据所听到的内
提高学生“听” 的能力
容，选出对话的顺序，完成 1b 部分的教学任务。）
2. Check the answers: (3, 2, 1 ) StepⅥ. Pair work
初识对话，再 读对话，体会 英语表达，培 养自主学习能 力和合作意 识。检验学生 掌握对话情 况，学会用英 语表达自己的 能力与爱好。 从而将知识拓 展延伸。为难 度稍大的听力 活动做准备。
carefully.)
Then, listen to the recording again, and circle the clubs you hear.
2. Explain something that Ss can't understand.
3. Let Ss read after the teacher or play the recording and let Ss read after the recording.
1、教材分析
本单元主要是学习情态动词 can 的肯定句、否定句、一般疑问句，肯定与否 定回答，以及特殊疑问句的构成和用法。
Section A 的主要内容是运用情态动词 can“询问和谈论能力”；通过谈论 自己在某一方面所具备的才能，学习情态动词 can 的基本用法。
教学背景 分析
Section B 的主要内容是复习情态动词 can 用于“询问和谈论能力”的语言 目标掌握情态动词 can 的基本用法；能够运用所学目标语言表达自己在某一方面 所具有的才能；能够为自己成立的各种俱乐部制作海报或招聘广告。
英语初一下人教新资料unit12period1教案
英语初一下人教新资料unit12period1教案教学内容学习学校里一些公共场合的规那么。
1.Wordsandphrases:Ms,rule,breakrules,hallway,uniform haveto,fight,classroom,outside,dining,else2.NewPatterns:Don ’teatinclass.Canwewearhats?Doyouhavetowearauniformatschool? 教学目的和要求1、了解和掌握各种不同的校规、班规的中、英文表达法。
2、掌握新的词汇和短语及其相关用法，学会表达规那么的动词和短语。
教学重点和难点1、学生能口、笔头熟练地运用新学词汇、短语和句型进行规那么描述。
2、学生能熟练地运用can 进行提问和掌握情态动词haveto 的用法3、通过听和填词的活动，提高学生听和写的能力，尤其是提高听录音中关键词的能力。
教学过程Step1、RevisionT:Hello!Howareyou?Whatdayisittoday? What ’stheweatherliketoday?Whatdoyouwanttodo?Doyouhaveapenpal? Whereisyourpenpalfrom?Whatanimalsdoyoulike? Whatdoyoulikeforbreakfast? Whatishedoingnow? Doyouliketalkingwithothers? Canyoutalkinclass? Canyoutalkathome? Canyoutalkinthehallways? Step2:PresentationT:What ’syourfavoritesubject?Doyoulikemusic? NowI ’dliketoenjoyasongwithyou.(playthetape) Doyoulikethesong?Whatdoyouthinkofthesong? Whoisyourfavoritesinger?Canyoulistentomusicintheclassroom? Canshe/helistentomusicinthehallways? Whycan ’twelistentomusicintheclassroom? S:Itisourclassrule.(Thelpsthemtosayit.)T:Sopleasedon ’tlistentomusicintheclassroom.(板书)Socanwelistentomusicathome?S:Yes,wecan.Wecanlistentomusicathome. T:Excuseme.What ’syourfavoritesport? S:Myfavoritesportisbasketball/…T:Wheredoyouusuallyplaybasketball/…?S:Iusuallyplayitontheplayground/outside.T:Canyouplaybasketballintheclassroom/hallways?S:No,wecan ’t.Wecan ’tplay …intheclassroom/hallways.相关以往知识：________________________________________________________________________________________ ______________________________________________________________________________________________________________ 个性化教学思路及改进建议：____________________________________________________________________________________________________________________________________ ______________________ ________________________________________________________________________________________ ____________________________________________ ______________________ ______________________ __________________________________________________________________ ______________________ __________________________________________________________________ ____________________________________________ ____________________________________________________________________________________________________________________________________ ______________________ ________________________________________________________________________________________ ____________________________________________ ______________________ ______________________ ______________________ ______________________ ______________________T:Sodon ’tplay …intheclassroom. Canwerunintheclassroom?T:Don ’trunintheclassroom(Writeitontheblackboard.)T:Excuseme.Whattimedoyouusuallycometoschool?Whattimedoestheclassbegininthemorni ng?T:Soyouareearlyforclass.Youareagoodstudent.Ifyougettoschoolat8:10,youare10minut eslateforschool.Thatisabadone.Sodon ’tarrivelateforclass.T:Lookatthisboy.Ishegoodorbad? Whatishedoing?Doyouknow? Canwefightwithothers?Canwefightintheclassroom/hallways? T:Itisimpolitetofight.Sodon’tfight.Weshouldbegoodfriends.T:Theseareallclassrules.Whatelsecan’twedoinourclassrooms?Pleasesaythesentencelikethis:Don ’t ….S1:Don ’teatintheclassroom. S2:Don ’tsleepinclass S3:Don ’wearhatsinclass. S4:Don ’ttalkinclass. S5:…Step3Task1Nowpleaseusethesephrasestomakeupadialogue.Youcanworkingroupofthreeortwo.Supp oseoneofyouisateacher,andtheothersarebreakingtherules. Model:A:Hi,Peter.Whatareyoudoing? B:Hi,Ms/Mr.Green.I’meating.(Studentshouldusetheirgestures.)A:Canweeatintheclassrooms? B:No,wecan ’t.Wecan ’t …A:Don ’teatintheclassroom. B:Oh,I ’msorry. Step4、1a,1b 1、Ifyouwanttobegoodstudents,don’tbreaktheschoolrules.Look!Eachofthesestudentsisbreakingoneoftheserules.Writethenumberoftherulesnexttothestudent.2、Checktheanswer.3、Listening.NowtherearethreestudentsPeter,SelinaandNick.Whatrulesarethesestudentsbrea king?Pleaselistentothetapeandwritethenumbersafterthenames. Peter__________Selina_________Nick__________ Step5、SectionA2a,2b1)T:Nowpleaseopenyourbooksto72.Look!Whatcanyouseeinthepicture? S:…T:Yeh,theboyisAlex,andthegirlisCindy. T:Whataretheydoing? S:Theyaretalking.__________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________T:Whataretheytalkingabout? S:…T:Nowlet ’slistentothetapeandchecktheactivitiesAlexandCindytalkabout. 2)Listenagain.CanAlexandCindydotheseactivities?Circle “can ”or “can ’t ”above.3)Listenandrepeat.4)Checktheanswerthenreportthelist. Report:Thesearetheirrules.Theycan …,buttheycan ’t …Sopleasedon ’t …Step6、drillT:Youknow,somegoodstudentsalsobreaktherules.Becausetheyarenewstudents.Theydon ’tknowmuchabouttherules.Socanyouhelpthemout.Nowpleasetellthemtherulesofyoursch ool.Youcanworkwithyourpartners.Supposeoneofyourpartnerisanewstudent. A:Whataretherulesatyourschool? B:Well,don ’tarrivelateforschool .A:Canwe listentomusic ,Alex?B:No,wecan ’t listentomusicintheclassrooms,butwecanlistentoitoutside.Step7:Homework 1)Tosumupyourschoolrules,use “can,can ’tanddon ’t ”2)Tocopythenewwords板书设计____________________________________________ ______________________瞬间灵感或困惑：____________________________________________ ____________________________________________ ____________________________________________ ______________________ ______________________ ______________________ ______________________ ______________________。
新版人教版七年级下Unit4 Section B Period 1(1a-2c)课件
We must practice English every day.
汤姆必须天天打篮球。
Tom has to practice playing basketball every day.
At home I have some rules for my daughter. Can you guess them? has After dinner she _____ do the ______. dishes to _____
在上学的晚上
At home I have some rules for my daughter. Can you guess them? On ___school nights she go to ____ bed has ______to ____ ______ before nine .
At home I have some rules for my daughter. Can you guess them? She can ___ ______computer play for an hour ____ on games ____ weekends .
Rules a go out see friends do his homework practice the guitar do the dishes watch TV help his mom make breakfast clean his room Can’t (× ) × Have to/ Must (√) When
on school nights on school days after class before dinner after dinner in the evening every morning
人教版七年级下册英语第一单元集体备课活动材料
人教版七年级下册英语第一单元集体备课活动材料English:The first unit of the seventh grade textbook from People's Education Press for English covers the theme of "My Day." For the collective lesson preparation activity, teachers can prepare various materials to engage the students in active learning. These materials may include flashcards with daily routines vocabulary, such as "get up," "brush teeth," "have breakfast," and "go to school." Additionally, teachers can prepare role-play cards for different daily activities, so that students can interact with each other using the target language in a communicative context. Other materials may include a short video depicting a typical day in the life of a student, which can be used as a springboard for discussion and language practice. Furthermore, teachers can prepare worksheets with exercises related to the daily routines vocabulary, such as fill-in-the-blank exercises, matching activities, and simple writing tasks. These materials can help to create an engaging and interactive lesson for the students, allowing them to practice and reinforce their understanding of the unit's vocabulary and language structures.中文翻译：人教版七年级英语教材的第一单元涵盖了“我的一天”的主题。
人教版英语七年级下册 英文教案 Unit 1
Unit 1 Where’s your pen pal from?Language goals:●In this unit students learn to talk about countries, nationalities andlanguages.●Ask and tell where people live.New languages:●Where’s he / she from?●He / She is from Australia / England / China / France / Singapore /Australia.●Where does he / she live? He / She lives in Sydney.●What language do you speak? I speak English.●What’s your / his / her favorite subject?●My / His / Her favorite subject is English.●Does he / she have any brothers and sisters?Yes, he/ she does. / No, he / she doesn’t.Difficult points:1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class.2. Where questions with fromWhere questions with liveWhat questionsTeaching aids:● A tape recorderTeaching periods:●Period 1:Section A中1a, 1b, 1c●Period 2:Section A中2a, 2b, 2c，2d●Period 3:Section A中3a, 3b, 4●Period 4:Section B中1,2a, 2b, 2c●Period 5:Section B中3a, 3b, 3c, 4●Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Where’s your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for asecond time.Ask the students to listen to the recording and circle the countries in1a.Ask students to listen to and repeat after the recording and thencheck the answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with yourpartner. You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from.Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step 1.StepI RevisionCheck the homework. And then ask several students to answer questions.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: What’s the meaning of capital? Can you guess? Help them toanswer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto,and Tokyo on the right of the blackboard. And the teacher reads themaloud and asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and thecountries.Say: Now work in pairs and ask where the city is. For example, thefirst student asks “Where is Beijing?” the second student answers “It’sin China.”Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let’s look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students’ attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the information in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word “from”. It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above.Homework1. Ask the students to learn the sentence patterns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages: What language does she speak? She speaks English.3. Enable the students to learn to talk about what language people speak.4. Help the students to learn how to talk about what language people speak.Teaching procedures:Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questions.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of “language”? Listen: Tim is from England and he speaks English. So English is his language. I’m from China, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as they answer the questions.Show the flowing and ask the students to make conversations after the model.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz.HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Teaching procedures:Step 1. RevisionAsk the students to make conversations talking about their new penpal.Ask some pairs to the front to talk about their pen pals.Greet each other and have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box nextto the title of each language textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conversation bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the students.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French. Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It’s fun. / It’s too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Teaching procedures:Step 1.Warming upSay, Do you have a pen pal? What’s his name? Does he have any brothers and sisters? What language does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the answers. Then draw the information card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class.HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class.Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page 6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.。
人教版英语七年级下册Units1-4知识点总结
人教版英语七年级下册Units1-4单元知识点归纳总结Unit1Can you play the guitar?一、重点短语1.at the old people's home在敬老院2.be good at singing善于唱歌3.be good at swimming善于游泳4.be good at dancing跳舞5.be good with old people与老人相处得好6.be in our school music festival参加我们学校的音乐节e and show us来给我们展示一下e to the Students'Sports Center来学生运动中心9.do Chinese kung fu表演中国功夫10.English-speaking students说英语的学生11.help with sports在运动方面提供帮助12.in the music room在音乐室13.in the school music club在学校音乐俱乐部14.in the school show在学校汇演中15.join the swimming club加入游泳俱乐部16.like drawing/like to draw喜欢画画17.make friends with sb.和某人交朋友18.musicians wanted招聘音乐家19.need help to teach music需要帮助去教音乐20.on the weekend/on weekends(在)周末21.play chess下国际象棋22.play games with people与人玩游戏23.play the drums打鼓24.play the guitar弹吉他25.play the piano弹钢琴26.play the violin拉小提琴27.students wanted for the school show为学校演出招募学生28.tell stories讲故事29.the story telling club讲故事俱乐部30.talk to/with和某人谈话31.talk with sb.about sth.和某人谈论某事二、重点句型1．—Can you play the guitar or the violin？你会弹吉他还是拉小提琴？—I can play the guitar.我会弹吉他。
初中英语人教版七年级下册Unit 1 SectionA Period 1
我的学生我的爱刘一枫世上有很多东西，给予他人时，往往是越分越少，而有一样东西却是越分越多。
您也许会惊奇地问：“那是什么呢？”我将毫不迟疑的回答您：“那就是爱！”爱，不是索取，不是等价交换，而是付出，是给予，是自我牺牲。
爱如空气，人人需要；爱如阳光，谁沐浴它，都会感到温暖。
爱是一个博大如海的字，它包容着理解、帮助、宽容、激励……在十几年的教师生涯中，我深深体会到爱的力量，给学生一份爱，收获的是沉甸甸的惊喜、欣慰和快乐。
“谁爱孩子，孩子就爱他，只有爱孩子的人，他才能教育孩子。
”教师应用自己博大的爱去温暖每一位学生。
教师只有热爱学生、尊重学生，才能去精心地培养学生，只有爱得深，才能更认真、更耐心、更细心地对学生进行教育。
“爱”源于高尚的师德，“爱”意味着无私的奉献。
我认为教师对学生的爱，不是出自个人的恩怨，而是出自社会的需要、教育的需要。
这种爱是稳固的、深厚的，是与教师所肩负的社会责任紧密相连的。
当我第一次站在孩子们面前的时候，一切都让我新鲜、好奇。
看看这张脸、摸摸那个头，多像一枚枚蓓蕾仰着小脸，渴求着阳光雨露。
每天清晨“老师，您早。
”那童稚的问候，给我带来了一天的快乐和生机；每天傍晚随着一声声“老师，再见。
”给我留下明天的希望之光。
孩子们纯洁的心、圣洁的情、深厚的意，净化了我的心灵，激起了我对教育事业深深的爱，我真正地体会到了一个教师所有的幸福和快乐。
那间教室里放飞的是希望，守巢的是自己；那块黑板写下的是真理，擦去的是功利；那根粉笔画出的是彩虹，流下的是泪滴，奉献的是自己。
身为一名人民教师，我深深地懂得，教师对学生的爱，不能局限于个别的对象，而是面向全体学生。
教师所肩负的是对一代人的教育使命，并非对个别人的教育任务。
这种责任和爱能超越一切，汇聚成一股无可阻挡的力量，我用我的爱心感化着学习困难的学生。
我发现：小学，对于孩子们来说，一切都那么陌生，一切又那么新奇。
从他们的眼神里，我看出了他们是爱这个学校的，他们是爱学习的。
英语人教版七年级下册Unit 1 知识点复习教案
七年级下册Unit 1 Can you play the guitar?知识点复习教案一、复习目标：1. 语言知识目标：1) 能掌握以下单词： guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club2）能掌握以下句型：①—Can you play the guitar? —Yes, I can./ No, I can't. ②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.3) 能了解以下语法：情态动词can的用法want to do sth.的用法2. 情感态度价值观目标：该部分内容贴近学生的生活，谈论的话题是能力。
通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
3.二、复习重难点1. 复习重点： 1) 学习询问和谈论彼此的能力和特长； 2) 掌握一些弹奏乐器的表达方式。
2. 复习难点：情态动词can的构成和使用。
二、复习词汇及词汇分析play join tell sing swim dance draw write show talk make help teach speakguitar chess club talk kungfu drum piano violin people home center weekend musicianor today also be good at be good with1.play 玩动词---- player 名词1）玩球类球类前不加定冠词“the”Eg. play basketball/baseball/football/soccer/volleyball扩展：basketball player, baseball player, football player, soccer player, volleyball player2)玩棋类棋类前不加定冠词“the”Eg. play chess play cards3)玩乐器乐器前必须加定冠词“the”Eg. play the guitar play the drums play the piano play the violin4)和人一起玩用介词with, play with sb.2.join 参加1）join 为及物动词，直接加宾语。
人教版七下英语第一模块知识点
人教版七下英语第一模块知识点
人教版七下英语第一模块的知识点主要包括以下几个方面：
1. 词汇和短语：掌握模块中出现的新词汇和短语，包括名词、动词、形容词、副词等各类词性的用法。
2. 语法：掌握模块中出现的语法知识，如现在进行时、一般现在时、第三人称单数、情态动词等。
3. 听力和口语：练习听力和口语，提高听懂英语对话和短文的能力，以及用英语进行日常交流的能力。
4. 阅读和写作：提高阅读和写作能力，掌握阅读技巧，如寻找细节、理解主旨等；掌握写作技巧，如写段落、写短文等。
5. 文化知识：了解模块中出现的一些文化背景知识，如西方节日、风俗习惯等。
具体来说，人教版七下英语第一模块的知识点包括：
1. 词汇和短语：学习一些与学校、家庭、朋友等相关的词汇和短语，如“classroom”、“family”、“friend”等。
2. 语法：掌握现在进行时的用法，如“I am studying English”等；了解
一般现在时的用法，如“I study English every day”等；学习第三人称单
数的用法，如“He studies English every day”等；了解情态动词的用法，如“She can speak English”等。
3. 听力和口语：听懂一些关于学校、家庭、朋友等的对话和短文，能够用英语表达自己的想法和感受。
4. 阅读和写作：阅读一些关于学校、家庭、朋友等的文章，理解文章的主旨和细节；能够写一些简单的段落和短文，表达自己的观点和感受。
5. 文化知识：了解一些西方节日和风俗习惯，如圣诞节、感恩节等。
七年级下册unit1英语知识点人教版
七年级下册unit1英语知识点人教版七年级下册Unit 1英语知识点详解七年级下册Unit 1英语教材主要包括以下部分：单元话题，词汇，语法，听力，口语和阅读。
在这篇文章中，我们将详细介绍这几个部分的要点和注意事项，以帮助您更好地学习英语知识。
单元话题本单元的话题是“My School Life”，主要介绍学生的校园生活。
在这个话题下，我们可以学习到如何用英语表达自己的学习生活和校园经历，如何谈论学校设施和课程设置等等。
词汇在单元 1 中，我们学习了很多关于学校和学生的常用单词和短语。
例如：classroom（教室）、teacher（老师）、subject（学科）、homework（家庭作业）等等。
掌握这些单词的拼写和发音是学习英语的基础。
此外，在单元 1 中，我们还学习了一些重要的动词，如study （学习）、practice（练习）、listen（听）、speak（说）、write （写）等等。
这些动词对于提高英语口语和写作能力至关重要。
语法在单元 1 中，我们学习了一些基本的语法知识，如be 动词的用法、there be 句型、一般现在时的肯定、否定和疑问形式等等。
be 动词表示存在或状态，主要有am、is、are 三个形式。
there be 句型表示某处存在着某物或某事，主要有there is 和there are 两个形式。
一般现在时是表示现在经常或通常发生的动作，主要用于表述事实或习惯。
肯定句式为主语加动词原形，否定句式为主语加don’t/doesn’t加动词原形，疑问句式为do/does加主语加动词原形。
听力在单元 1 的听力部分，我们需要练习听懂学校日常生活中的交流和对话。
这包括询问和回答学校设施和课程安排等相关信息。
为了提高听力能力，我们可以多听英语广播、看英语电视节目，或者使用一些听力练习软件和工具。
不断地练习和训练，听力能力会逐渐提高，从而更好地理解并使用英语。
口语在单元 1 中，我们需要练习用英语谈论自己的学习生活和校园经历，以及与同学和老师的交流。
人教版七年级英语下册说课稿UNIT8Period1(SectionA1a-1c)
人教版七年级英语下册说课稿UNIT 8 Period 1 （Section A 1a-1c）一. 教材分析人教版七年级英语下册Unit 8 Period 1（Section A 1a-1c）主要介绍了有关日常生活中的穿着打扮的话题。
本节课通过描述两个人的着装风格，让学生学会使用一般现在时来描述一个人的习惯或特点。
本节课的主要语言点是一般现在时态的运用，以及形容词和副词的比较级。
通过学习本节课，学生能够提高自己的听说读写能力，更好地运用英语进行日常交流。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对本节课的一般现在时态有所了解。
但是，他们在运用英语进行表达时，还存在一定的困难。
因此，在教学过程中，我将以学生为主体，引导他们通过观察、思考、实践等方式，掌握一般现在时态的运用，以及形容词和副词的比较级。
三. 说教学目标1.知识目标：（1）能够正确运用一般现在时态描述一个人的习惯或特点。
（2）学会使用形容词和副词的比较级进行描述。
2.能力目标：（1）提高学生的听说读写能力，能用英语进行日常交流。
（2）培养学生的观察力、思维能力和合作精神。
3.情感目标：（1）激发学生学习英语的兴趣，增强自信心。
（2）培养学生积极向上的生活态度，注重自己的穿着打扮。
四. 说教学重难点（1）一般现在时态的运用。
（2）形容词和副词的比较级的使用。
（1）一般现在时态的运用，尤其是主语为第三人称单数时，动词的变化。
（2）形容词和副词的比较级的运用，以及其在句子中的位置。
五. 说教学方法与手段（1）情境教学法：通过设置生活情境，让学生在实际语境中学习英语。
（2）任务型教学法：引导学生参与各种实践活动，提高他们的英语实际运用能力。
（3）合作学习法：鼓励学生分组讨论，培养团队精神。
2.教学手段：（1）多媒体课件：运用图片、视频等资源，直观展示教学内容。
（2）实物教学：利用衣服、鞋子等实物，帮助学生更好地理解和学习。
六. 说教学过程（1）展示两张不同风格的穿着打扮的图片，引导学生观察并说出他们的特点。
七年级英语下人教版Unit1教案
七年级英语下人教版 Unit1教案1. First show the pictures of some countries on the screen. Learn the names ofthese countries.2. Now open your books. Listen to the recording. Please repeat the names of thecountries.(play the recording twice)Step Ⅲ 1bListen and circle the countries in 1a you hear.Play the recording the first time. Students only listen. Then a second time. Thistime ask students to circle the country names they hear.Then check the answers.StepⅣ 1cRead the c onversations in the picture.Ask students to work in pairs, ask and answer questions about where they are from?ask some pairs to present their conversations to the class.StepⅤ. 2aPoint to the chart and ask the students to write the name of a country in t he blankafter each city.StepⅥ. 2b, 2c, 2d1. 2b Listen and c ircle the cities and countries you hea r on the recording.2. 2c Listen again and complete the chart.3. 2d Now use the information in the chart in 2c and make more conversations.StepⅦ Grammar FocusReview the grammar box. Ask students to say the questions and answers.Step Ⅷ 3a, 3b,41. Finish the chart of 3a , then choose a country and make a conversation.2. Quiz Name the place! play this game.StepⅨ SummarySummary the information in section A.StepⅩ HomeworkHave more practice after class.Blackboard designUnit 1 Where is your pen pal from?Where is your pen pal from?He’s from Canada.Where does he live?He lives in England.What language does she speak?She speaks English. Pre-task：Ask students to bri ng some thing that represents some country.Step I. Task One1. Match the cities and the map. (4 students a group)2. Learn the new words with the pictures.3. Listen and repeat. (1a)4. Listen and circle. (1b)Step II. Task Two - Guessing Game 11. Students watch the videos and then tell what countries they saw.2. Ask students to show the things they brought, the other students will guess where they are from. If the students forgot to bring things to class, ask the students to do group work. They should say a sentence or a short paragraph and ask the other students to guess who she/he is. Thestudents can ask more questions.For example:Student A says: He can play basketball very well.The others can ask: Where is she/he from? Where is he now?Student A answers: He is from China. He is in the United States.The others will guess: He is Yao Ming.Get each group say one, the other groups ask and guess.Step III. Listening1. Finish 2a.2. Listen and circle. (2b)3. Listen and complete the chart. (2c)Step IV. Task Three - Choosing a pen palGroup work: 4 students a groupGet students to choose their favorite pen pals from other countries according to the cards given by teacher. The following card in only an example.Name: MariaGender/Sex: FemaleBe from: CanadaBorn: On 29th July, 1990Live: TorontoLike: Dancing , basketball, English, thrillers,Language needed：My pen pal is Maria. She is from Canada. She lives in Toronto. She likes dancing, basketball, English and thrillers.Step V. Task Four - looking for friendsPair work:After choosing their pen pals, get the students to look for friends and find out whose pen pals come from the same country and live in the same city.Language needed：1. -Where is your pen pal from?-She/He is from….2. -Where does she/he live?-She/He lives in….Step VI. Homework1. Please write a letter to yo ur pen pal and tell her/him something about you.2. Make a card for your favorite movie star or sp ort s tar.S tep VII. Grammar Focus1. Canada, South Korea, New Zealand, Japan, the United States,Australia, Mexico, Brazil, Argentina, the United Kingdom, China2. Soul, New York, Mexico City, Tokyo, Rio de Janeiro3. -Where is your pen pal from?-She/He is from …4. -Where d oes she/he live?-She /He lives in…。
人教版七年级英语下册unit1-unit11集体备课教案
Step4 Writing1.Give the writing content and have students read aloud.你们学校的体育俱乐部招聘一位体育老师来帮助学生练习体育运动。
请你来写一个招聘广告。
要求：擅长与孩子们交往。
会多种体育项目。
打电话337-6013联系吴老师。
2. 写作指导：首先，应确定与该做事项所须的相关能力；可以用借鉴2b或3a中的广告的样子来写。
其次，为了使语气显得较为委婉，可以用一些一般疑问句来询问应聘者的能力，比如：Can you swim? Can you…? 最后，一定记住将本次活动的联系方式写清楚。
3. Ss work in groups. Teacher walks around the classroom. Give any helpSs may need.4.Correct three ads in class.5. Give the teacher’s ad and read together.Step 5 Summary :How to write an adStep6 Homework1.华美外国语学校招聘一位体育老师来教讲英语的孩子们体育, 请写一则广告。
要求：会说英语。
擅于与孩子们交往。
喜欢与孩子们交朋友。
会几种体育项目。
P.E. Teacher wanted____________________________________________________________________ ____________________________________________________________________ 2.3b为小组课后作业，每个小组制作一张海报。
names I mom dad sisterCan you play the guitar?Can you sing?Can you dance?Can you draw?Can you speak English?2.Then try to make a report to your classReport: Hello, everyone, I’m .., I can … but I can’t … My mom can …, and … but she can’t … My dad can …, but he can’t … My sister can … but she can’t …Step5 Exercise 一.写出句子。
新版人教版七年级英语下册Unit-1知识点
英语初一第一课〔复习课〕1. 教学目标：教学目标：学生能熟练掌握一单元的重点单词以及重点短语，能够灵活使用本单元的交际用语，掌握根本语法：where 和what 引导的特殊疑问句。
2. 教学重点：○1 重点单词○2 重点短语○3 交际用语○4 where 和what 引导的特殊疑问句3. 教学难点：where 和what 引导的特殊疑问句4. 教学过程：1) 运用本单元的重点句型与学生进展根本的交际对话：Where is your pen pal from?Where does he live?What language does she speak?Does she have brothers or sisters?What’s her favorite subject?I think China is a very interesting country.I can speak English and a little French.Can you write to me soon?2) 讲解交际用语中的知识点：be from 意为“来自,, 〞，其主语为物时也可表示“某物产于某地〞，其同义词是come from, 但come from 用在疑问句时要借助助动词do/does, 即“Where + do/does + 主语+come from ？〞---Does David come from Japan? = Is David from Japan?---No, he doesn’t. He comes from England. =No, he isn ’t. He is from England.练习：She is from Canada.(改为同义句)She _____ _____ Canada.“Where + be + 主语+ from? 〞的意思是“,, 来自哪里？〞where 是“哪里〞的意思，它是用来询问地点的疑问副词，位于句首，其中be 受主语的影响，有am,is,are 三种变化形式。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
How do you get to school? (Period1)
Section A (1a-1c)
一、教学目标：
1.语言知识目标：
1) 能掌握以下单词：
train, bus, subway, ride, bike, foot,walk.
2) 能掌握以下句型：
①—How do you get to school? —I ride my bike.
②—How does Mary get to school? —She takes the subway.
2.Talk about how to get to places (谈论出行方式)
take the bus /subway /train /taxi , ride a bike /walk .
3.情感态度价值观目标：
让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。
倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。
了解交通的发展，培养创新精神。
二、教学重难点
1.教学重点：乘坐交通工具的表示方法.
2.教学难点：
—How do you get to school? —I take the …/ride …/ walk…
—How does Mary get to school? —She takes the subway.
三、教学过程
（一）Warming-up and Lead in
学生和老师进行简单的问候并播放英文歌曲Over the mountains
Ss : Good morning , teacher.
T: Good morning , class
T: Listen to the song and answer my questions.
Q1:How many kinds of transportation can you see?
Q2:What are they?
（二）Presentation
1.展示一张含有各种交通工具的图片，呈现有关交通工具的单词。
bike, car, ship, train, taxi, boat, plane, bus.
2. A guessing game.
Listen to sound of the transportation and guess what kind of transportation it is.
（三）Free talk
How do you get to school?
Ss: I take the bus /plane/ boat / ship / car / taxi
I ride a bike / motorbike
T: Do you know any other way?
2. Teacher shows pictures on the big screen .归纳出行方式和常用短语.
Ask some questions about how you get to…?
(让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍)
3. Show a picture about Part 1, on the screen.
Point at girls or boys in the picture.
Ask students to answer and write in the blanks.
S1 : How does he / she go to school?
S2 : He / She … …
（四）Practice
通过图片解释交通方式的不同表达方法。
ride a bike by bike 骑自行车
walks on foot 走路、步行
take the subway by subway 乘坐地铁
take the train by train 乘坐火车
take a car by car 乘坐小车
take the plane by plane 乘坐飞机
take the bus by bus 乘坐公车
take a boat by boat 乘坐船
(五) 1a
T: Look at the picture on your book. Match the words with the picture.
(学生们完成1a的学习任务，然后校对答案)
（六）Listening
1. Make sure the Ss know what to do. Give them an example if possible.
2. Read the names in the box.
3. Play the tape and check the answers.
（七）Pair work
Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture.
Finally ask some pairs of students to present their conversations to the class.
（八）A survey
(九) Consolidation
Let students do some exercise.
(十)Homework
Write an article about how your families(家人）go to work.。