新目标七年级英语 Unit2 period 2
七年级英语Go_for_it!_Unit_2_说课稿课件人教版新目标
三、教学目标
1、语言知识 词汇： A、重点掌握表示建筑物种类的名词, 如post office, hotel, bank, supermarket, street, pay phone, avenue, B、掌握如下描绘性形容词及方位副词，如 clean, quiet, dirty, busy, right, left, down, along, C、方位介词,如next to, across from, in front of, near, between, behind D、短语，如 turn right, turn left, go down, go straight on, walk along, go along,
2、教材的地位及其作用 、 本单元的教学主要内容是：学习“问路指路”的 常用表达方式 ，该话题与学生的日常生活紧密 联系在一起，容易唤起学生的学习兴趣，这对 于提高学生的综合能力很有帮助，特别是说的 能力。通过本单元的学习描述某一建筑物的位 置，学会问路，指路，学会利用地图描述某一 社区。 本单元继续使用一般现在时，这是一个生活中离 不开的时态，也是最基本的一个时态。新课程 标准要求学生重点掌握一般现在时，这在英语 中使用频率很高，学好这一时态的用法对以后 其他时态的学习和交际有很大的帮助。
Students listen to teacher’s instruction and draw out the maps:
Map 1: Across from the bank is a supermarket. There is a post office between the library and the supermarket. Across from the supermarket is a park. Next to the park is a restaurant. Map 2: A library is next to the park. Across from the park is a bank. Next to the bank is a post office. Across from the post office is the restaurant, which is across from the supermarket.
新目标英语七年级上册 (2)
新目标英语七年级上册Unit 1：GreetingsLesson 1: Greetings and Introductions1.1 Warm-upTo start the English learning journey, it’s essential to learn how to greet and introduce oneself in English. In this lesson, we will explore some basic greetings and simple introductory phrases.1.2 GreetingsEnglish greetings are an important aspect of daily communication. Let’s learn a few common English greetings:•Hello! - a versatile greeting used in both formal and informal situations.•Hi! - a friendly and informal greeting, often used among friends.•Good morning! - a formal greeting used in the morning until around noon.•Good afternoon! - a formal greeting used from around noon until the evening.•Good evening! - a formal greeting used in the evening and at night.1.3 IntroductionsNext, let’s learn how to introduce ourselves in English. Here’s an example of a basic self-introduction:•A: Hello! My name is Alice. What’s your name?•B: Hi Alice! Nice to meet you. I’m Bob.In English, when introducing oneself, it is essential to include your name and greet the other person. It’s also customary to respond by offering a pleasant response when someone introduces themselves to you.1.4 PracticeTo reinforce the learning, let’s practice greetings and introductions. Role-play different scenarios with your classmates or use the following questions as prompts:•What’s your name?•How old are you?•Where are you from?Remember to use appropriate greetings and polite language during these interactions.1.5 Speaking ChallengeFor the speaking challenge, choose a partner and practice exchanging introductions. Make sure to greet each other and ask questions using the phrases you have learned.Lesson 2: Classroom English2.1 Warm-upIn this lesson, we will learn essential classroom English phrases that will help you communicate effectively with your teachers and peers.2.2 Classroom InstructionsTo ensure smooth classroom activities, teachers often use specific instructions in English. Let’s familiarize ourselves with some common classroom instructions:•Please sit down.•Raise your hand.•Stand up.•Open your book.•Close your book.•Pay attention.•Take out your pen/pencil.•Put away your belongings.2.3 Expressing NeedsWhen you need something in the classroom, it’s important to know how to express your needs. Here are some useful phrases:•Can I borrow a pen, please?•May I go to the restroom?•I need a piece of paper.•Can you help me, please?•I don’t understand.2.4 PracticeTo practice classroom English, engage in role-playing activities with your classmates. Act out different classroom scenarios and use the classroom instructions and phrases you have learned.2.5 Speaking ChallengeFor the speaking challenge, pair up with a classmate and take turns giving instructions or expressing needs. Practice using the phrases from this lesson and respond accordingly.Unit 2: My School LifeLesson 3: Daily Routines3.1 Warm-upIn this lesson, you will learn how to talk about your daily routines in English. Daily routines refer to the regular activities you engage in every day, such as waking up, eating breakfast, going to school, etc.3.2 Talking about Daily RoutinesTo talk about daily routines, we use time expressions and action verbs. Here are some examples:•I wake up at 7 am.•I brush my teeth.•I have breakfast at 7:30 am.•I go to school at 8 am.3.3 Adverbs of FrequencyWhen discussing daily routines, we often mention how frequently we perform certain actions. Adverbs of frequency help us express this. Here are some common adverbs of frequency:•Always•Usually•Often•Sometimes•Rarely•Never3.4 PracticeTo practice talking about daily routines, create a schedule for an average school day. Include the time and actions you typically perform. Share your schedule with a partner and discuss similarities and differences.3.5 Speaking ChallengeFor the speaking challenge, create a dialogue with a classmate where you discuss your daily routines. Incorporate the adverbs of frequency and time expressions into your conversation.Unit 3: My FamilyLesson 4: My Family4.1 Warm-upIn this lesson, we will learn vocabulary related to family members and how to describe them in English.4.2 Family VocabularyLet’s start by learning some common family member vocabulary:•Mother•Father•Sister•Brother•Grandmother•Grandfather•Aunt•Uncle•Cousin4.3 Describing Family MembersOnce you have learned the family member vocabulary, practice describing your family members using simple sentences. For example:•My mother is kind and caring.•My sister is funny and creative.•My grandfather likes to tell stories.4.4 PracticeTo reinforce your understanding and vocabulary, create a family tree. Include the names of your family members and describe their characteristics using adjectives.4.5 Speaking ChallengeFor the speaking challenge, create a presentation about your family. Introduce each family member and describe their personality traits. Use the vocabulary and sentence structures you have learned in this lesson.ConclusionIn this document, we have covered the first three units of the New Target English Grade 7 textbook. These units focused on greetings, classroom English, daily routines, and family vocabulary. By practicing these essential topics, you will be equipped with basic English communication skills that will serve as a foundation for further learning. Keep practicing and exploring the English language!。
人教版新目标英语七年级下册unit2全单元教案
Unit 2 Where is the post office?Language goals:●In this unit students learn to talk about asking for and give directions on thestreet.New languages:●Excuse me, is there a bank near here?●Y es, there is. It’s on Center Street.●Where is the pay phone?●It’s across from / next to / in front of / behind the library.●It’s between the post office and the library.●Just go straight and turn left.●Turn left on First Avenue.●T ake a walk through the park on Center Avenue.●There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you’re going to visit.Write the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:● A tape recorder●Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckTeaching aims:1. T each vocabulary words.2. T arget languages: Is there a bank near here? Y es, there is. It’s on CenterStreet.3. Enable the students to ask for and give directions on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Teaching aims:1. Learn the vocabulary words and useful expressions.2. T arget languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions aboutthe places.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behindand on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It’s across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the sixsentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questionsabout the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. Theask them to answer the following questions. Explain some languagepoints if t he students can’t understand.HomeworkAsk the students to practice talking about their neighborhood in pairs.Period 3T eaching aims:1. T each vocabulary words.2. T arget languages:Just go straight and turn left.It’s down Bridge Street on the right.It’s next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask somestudents to answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them tomake conversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs.Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their righthands to practice “left” and “right”.Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Pauland Nancy in the picture.Ask the students to role play the conversation then point out the placethat Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers’ place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all the buildings.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.HomeworkAsk the students to make a similar conversation to that in Activity 3a. Period 4Teaching aims:1. T each vocabulary words.2. T arget languages:Is there a big supermarket near your house?Y es, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old,the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the difference between them? Y es. This one is old. (Show the old ruler.) And this one is new.(Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the difference between the halves.Go on with the other pictures to teach the language items.Ask the students to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7. Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael’s neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class.Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.HomeworkAsk the students to make similar conversations to that in Activity 1b.Period 5Teaching aims:1. T each vocabulary words.2. T arget languages:Turn left on First Avenue and enjoy the city’s quiet streets and small parks.T ake a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the student’s neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class.Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.T ell the students to keep these words down and make at least two sentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about directions.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the followingconversation.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their ownneighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. T each vocabulary words.2. T arget languages:I know you are arriving next Sunday.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students’ vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let 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. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questions.HomeworkAsk the students to do the following:1. Suppose your friend is going to visit you. He doesn’t know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.。
人教版新目标七年级英语上册 Starter Unit2 教学设计
人教版新目标七年级英语上册 Starter Unit2 What’s thisin English? 教学设计Period 1 1a- 2e【导学目标】Ⅰ. Teaching Aims and Demands1. Guide the students to learn the letters Ii-Rr.2．Learn to ask the name of something, and ask the partner to spell the word. Ⅱ. Teaching Key Points1. How to read and write the letters Ii- Rr.2.Important sentence patterns：What’s this in English? It’s a /an….Ⅲ. Teaching Difficult PointsPay attention to how to use a/an before the nouns.【导学过程】Step 1. Lead in（3mins）Students sing the song, or the teacher asks some questions to review what they have learnt in last class.Step 2. 1a (4mins)1. Look at the pictures,and then learn the new words.2. Ask and answer the questions using the new words and the key sentences.3. Finish 1a and then check the answers.4. The teacher can ask again:Do you know when to use the “a” and when to use the “an”?Step 3. 1b (3mins)Students can read after the tape for several times. The teacher can also give them time to read by themselves.Step 4. 1c (4mins)1. Watch a video to know how to do it.2. Students can practice with his/ her partner or they can practice in groups. When they practice, they can change the roles.Step 5. 2a (4mins)1. The teacher can play the tape for several times.2. Ask the students to pay attention to the pronunciation and the intonation. Try to imitate.Step 6. 2b (4mins)1. Before listening, the teacher can introduce some listening skills to the students.2. Listen and number the letters you hear.3. Check the answers.Step 7. 2c (8mins)1. Ask students to look at the letters in 2c and pay attention to the orders of the writing. Then the teacher writes the letters on the blackboard or watch the flash on the screen. Try to write beautifully.2. All the big letters are written in the first and the second line.3. Write every letter in right order and try to write beautifully.4. Write from memory. Ask two students to write on the blackboard.The teacher can ask again:Among the 8 letters, which are vowels and which are consonants? Continuation: Classify the small letters according to the writing and classify the big letters according to the phonetic symbols.Step 8. 2d (2mins)Write the small letters for the big letters or write the big letters for the small letters.Step 9. 2e (3mins)Show “P, NBA, kg” and ask the students to read them first, and then guess what they stand for. If they have difficulties, the teacher can give them some help. Step 10. Summary (3mins)Help the students to summarize by themselves:1. New words.2. Sentence patterns:--What’s this/ that in English?--It’s a/ an……3. The use of “a/ an”.Step 11. Exercises (7mins)Try to finish the exercises on the guiding paper on time and hand in the paper after the class.【探究归纳】1.what疑问代词，意为“什么，什么样的人（或事物）”，用来引导特殊疑问句，位于句首。
人教版七年级上册第二单元 Section B ( 2b2c) (共44张PPT)
Section B(2b-2c)
Section B Period Two
Lead in 1
Say the family members in the video.
Level 1
Guess the right answers.
This is his m…other.
This is his f…ather.
These are his p…arent s.
That is his g…randmother. That is his g…randfather.
Those are his g…randparent S.
I am ...
—Are these Robin’s parents?
—Yes, _t_h_e_y_a_r_e_.
—Are those Robin’s parents? —No, _th_e_y__a_re_n_’_t_. They are
his _g_r_a_n_d_p_a_r_e_n_ts_.
How many people are there in your family?
_p_a_r_e_n_ts_.
—Who’s that? —_T_h_a_t_’s_ Robin’s
_s_is_t_e_r .
—Is this Robin’s mother? —Yes, _i_t_is_._.
—_I_s_th__a_t Robin’s uncle? —No, _i_t _is_n_’_t . That’s his _f_a_t_h_e_r.
Who are they?
How many people can you see in the first picture? How many people can you see in the second picture? What else can you see in the second picture?
七年级下册英语Period 2 预习案(课本P45~P46)
预习检测
15.在第一个十字路口向右转。 at the first crossing Turn right ____________________. 16.露西坐在我的右边。 on my right Lucy sits _______________. 17.旅馆在警察局的左边。
There is a hotel _______________of the on the left
police station.
目录 contents
思考探究
思考探究
一、go along意思是“沿着……走”。它的同 义短语是walk along/go down。 沿着中央大街走，你就能找到邮局。 Go along/Walk along/Go down Center ____________________________ Street and you will find the post office.
思考探究
邮局在哪里？
post office Where is the ___________________ ？
或者Can you tell me ____________________? the way to the post office
思考探究
五、You’re welcome.意为“不客气。” 常用于应答别人的感谢。 还可以用以下句子表示应答感谢： That’s all right./ That’s OK./It’s my pleasure./Not at all./
Unit 8
Is there
a post office near here?
Period 2 预习案 (课ห้องสมุดไป่ตู้P45~P46)
新目标七上 Starter Unit 2 What’s this in English Period 1(1a-2e)教案
Period 1 1a2eⅠ.教学准备1．教师：录音机、磁带、多媒体课件、字母卡片，有关“What's this？”的flash 英文歌曲，单词卡片，本单元所学单词的实物。
2．学生：搜集含有字母Ii—Rr的广告用语和图片，自制字母卡片和单词卡片。
Ⅱ.教学目标1．充分调动学生学习英语的积极性，激发学生学习英语的兴趣。
2．教给学生拼写英语单词的方法和技巧。
3．使学生了解一些常见物品的英语表达。
4．学习本课的知识点：(1)词汇：what，is，this，in English，that，map，cup，ruler，pen，orange，ja cket，key，quilt，it(2)字母：Ii，Jj，Kk，Ll，Mm，Nn，Oo，Pp，Qq，Rr(3)句型：—What's this in English？—It's a jacket./It's an orange.5．训练学生听懂对日常物品询问的会话，培养其识记和拼写英文单词的能力。
6．帮助学生掌握一些英语缩略词。
Ⅲ.教学重点(1)词汇：what，is，this，in，English，that，map，cup，ruler，pen，orange，jacket，key，quilt，it(2)字母：Ii，Jj，Kk，Ll，Mm，Nn，Oo，Pp，Qq，Rr(3)句型：What's this/that in English?(4)语法：a，an的区别。
Ⅳ.教学难点记住表示物品的英语单词；明确a，an的用法；将英语字母打乱顺序进行认读和书写。
Ⅴ.教学步骤Step 1：Warmup1．利用已学过的字母进行热身，营造活跃的课堂气氛。
建议1：击鼓传花用敲鼓的形式帮助学生复习已学过的字母，教师敲鼓，学生在下面传花，当鼓点停止的时候，一个学生站起来说Aa；然后教师再敲鼓，鼓点停止时，接到花的学生说出教师要求的字母，如：Aa后三个字母；D的左邻右舍等。
七年级新目标下Unit_2_What_time_do_you_go_to_school教案
Unit 2 What time do you go to school?耿晶1. 教材分析本单元以Daily routinesand times为话题，共设计了三个部分的内容。
旨在通过单元教学使学生学会谈论日常行为、询问并答复有关时间的问题、询问并回答人们在特定时间所从事的活动。
Section A 学习谈论日常作息时间。
1a, 1b, 1c 重点学习和学生息息相关的几种日常行为的英文表示方法，学会询问和答复日常作息时间。
2a, 2b, 2c ，2d继续学习谈论自己或他人的日常作息时间。
重点学习如何询问，这也是本单元的语法重点。
3a, 3b, 3c 学会叙述他人的日常活动安排，同时学习询问时间和时间表达法，进一步巩固询问别人的日常作息时间的表达法。
Section B 继续学习询问和谈论别人的日常行为。
1a, 1b, 2a, 1c,1d,1e,学会谈论和询问一天内各个时间段的活动安排。
2a,2b，3a，3b学会通过两个人的对比介绍来判断并养成好的作息时间。
Self check 重点单词句型复习2. 课型设计与课时分配Period 1 Listening and speaking （I）(Section A: 1a, 1b, 1c)Period 2 Listening and speaking （II）(Section A：2a, 2b, 2c,2d)Period 3 Integrating skills(Section A：3a, 3b, 3cSection B: 1a, 1b,1c,1d,1e)Period 4 Reading and writing(Section Ｂ：2a, 2b, 2c,3a,3b)Period 5 Self checkⅢ. Teaching plans for each periodPeriod 1 Listening and speaking(Ⅰ) Target language目标语言1. Words && phrases生词和短语Up,get up,dress,get dressed,brush,tooth,shower,take a shower,usually,forty, what time,2. Key sentences重点句子When do people usually ...? People usually ...What time do you usually ...? I usually ...Ability goals能力目标Enable students to learn to talk about daily routines.Learning ability goals学能目标Help the students learn how to talk about daily routines.Teaching important / difficult points教学重难点How to talk about daily routines.Teaching aids教具准备A tape recorder and a model clock.Teaching procedures and ways教学过程与方式Step ⅠWarming upIn this procedure, motivate students to learn some words and phrases by singing the songs they’ve learned before.T: Good morning, everyone. (sing) “Good morning to you. Good morning to you. Good morning, dear children. Good morning to you.” This song is easy to learn. Who can sing it to us?Encourage students to sing the song.T: Well done. Thank you! We sing “Good morning to you” in the morning. Then what do we sing in the afternoon and in the evening? S: We sing Good afternoon to you in the afternoon and Good evening to you in the evening.T: That’s right. I know all of you are very good at singing. Does anyone want to sing Good afternoon to you or Good evening to you to us?Step ⅡTalking and reading (1a)In this procedure, ask students to finish the required task and learn some key phrases about daily actions.T: As we all know, time is very important and in English there is a famous saying "An hour in the morning is worth two in the evening." So what do you do in the morning?S1: I read English. S2: I do morning exercise.T: And what do you do in the afternoon and in the evening?S1: I play basketball in the afternoon. S2: I watch TV in the evening.T: I’m very glad to hear that. You use your time very well. And there’re many daily things we can do. Now let’s read these phrases in 1a and match these actions and the time of day.Step ⅢPracticeIn this procedure, students will learn how to talk about actions and the time of day.T: I know you’re very clever. Now I want you to tell if my statements are right or wrong. First, I usually eat dinner in the morning. S: Wrong.T: When do I usually eat dinner? S: In the evening.T: Second, she gets up at 19:00 in the morning. S: Wrong.T: What is the correct way of saying the sentence? S: She gets up at 7:00 in the morning.T: How clever you are! Now let’s read the conversation in groups and see which group reads better.Ask students to do pairwork.T: Please ask your partner when people usually do these things: do homework, eat dinner, eat breakfast and go to bed.（Write “When do people usually ...”on the blackboard）Sample dialogue:S1: When do people usually do homework?S2: People usually do homework in the afternoon.Interest the students in going on practicing the conversation using a new way of reading.T: Now let’s try a new way of reading. First I name one student to ask a question, and then ask all of you repeat this question together. After that, I name another student to answer this question, and all of you repeat the answer together.Sample dialogue:S1: When do people usually go to bed?S: When do people usually go to bed?S2: People usually go to bed in the evening.S: People usually go to bed in the evening.Step ⅣTalking about time (1c)In this procedure, students will learn how to ask about and say hour times and learn some key phrases about daily routines.T: Boys and girls, please listen to what I’m saying and guess what it is. 小小骏马不停蹄，日日夜夜不休息，蹄声哒哒似战鼓，提醒人们争朝夕。
Starter_Unit2_Period2(2a-2e)名师教案
【通过本单元的学习学生需掌握哪些综合技能】学会正确书写字母I—R。知道顺序,熟悉大小写,了解I、O在重读开、闭音节中的读音。学会身边常见物品的英文单词。能够运用本单元的句型向别人询问和回答物品的英文名称,求助单词的拼写。
教学目标
1.语言知识目标：
1)能掌握以下词汇：字母Ii ~ Rr,缩略词P, NBA, kg
2)能掌握字母Ii ~ Rr的字母顺序，读音及书写。
2.情感态度价值观目标：
让学生们在相互问候的过程中，学会礼貌待人，与同学之间友好相处。
教学重难点
1.教学重点：
能掌握字母Ii ~ Rr的字母顺序，读音及书写。
2. Let Ss try to write down the missing letters. Check the answers with your partner.
3. Let some Ss come the Bb and write missing letters on the Bb.
Read and talk
1. Let Ss look at the pictures in 2e. Let some Ss read the letters below each picture.
2. Let some Ss talk about the meaning of each picture.
1.通过观察比较书写体与印刷体的不同,教会学生按正确的笔划顺序书写,为后面的单词书写做准备。
七年级英语下册《Unit2 What time do you go to school Period 2》人教新目标版
七年级下册Unit2 What time do you go to school? 导学案 Period2【学习目标】1.知识目标：巩固表示日常作息的词汇。
2.技能目标：熟练表达自己一天作息情况。
3.情感目标：培养学生良好的生活习惯。
【学习重难点】熟练掌握表达一天作息的句型。
【学习过程】：一、自主复习1.试翻译下列句子。
你每天什么时候起床？______________________________________________我每天六点穿衣。
___________________________________________________她每天六点十分刷牙。
______________________________________________他总是七点半吃早饭。
______________________________________________他每天晚上八点洗澡。
______________________________________________二、对话练习听2d录音跟读模仿。
Pair work 两人展示：Interviewer: Scott has an interesting job. He works at a radio station.Scott, what time is you r radio show?Scott: From twelve’s o’clock at night to six o’clock in the morning. Interviewer: What time do you usually get up?Scott: At eight thirty at night. Then I eat breakfast at nine. Interviewer: That’s funny time for breakfast.Scott: Yeah. After that, I usually exercise at about ten twenty. Interviewer: When do you go to work?Scot t: At eleven o’clock, so I’m never late for work.Group work: 小组合作：调查本组内成员信息,展示调查结果。
2024七年级英语下册Unit2Period2课件鲁教版五四制
I’m also going to brush my 16. ___t_e_e_t_h___ (tooth) after meals every day and wash my hands after going to the bathroom. As you know, a healthy lifestyle is necessary for everyone. 【点拨】brush one’s teeth 刷牙，应用tooth 的复数形式teeth。
【点拨】such as 例如；像，后面跟列举的一些内容。
I’m not going to 20. ____s_e_n_d___ (send) my own pictures to others or chat with someone online unless I get my parents’ permission (允许). 【点拨】be going to 后跟动词原形，故此处应用send。
3. More and more people think Chinese __m__e_d_i_ci_n_e___ (医学) is becoming more and more important.
4. __L_o_n_d_o_n__ (伦敦) is the capital (首都) of England.
My name is Dave. I’m going to eat fruit and vegetables every day. I want 15. __t_o_d_r_i_n_k__ (drink) more water and milk.
【点拨】want to do sth. 想要做某事，want 后接动词 不定式作宾语。
Unit 2 I’m going to study computer science.
2024年人教版七年级上册英语Unit 2 Period 2 Pronunciation 1-2e
Unit 2 We’re Family!
Period 2 Pronunciation 1-2e
习题链接
温馨提示：点击 进入讲评
答案呈现
1 burn bird verb turn
ቤተ መጻሕፍቲ ባይዱ
1 bats
1 sing
2 Peter teacher doctor sister 2 together 2 reading
返回
基础题
2. 同学们经常一起进行课外活动。 Classmates often have after-school ___a_ct_i_v_it_ie_s__ ___to_g_e_t_h_e_r__.
返回
基础题
3. [教材变式P30] ——这些英语书是谁的？ ——是Ann和Dora的。 ―__W__h_o_s_e_ ____a_r_e__ these English books? ―__T_h_e_y___ ___a_r_e___ Ann’s and Dora’s.
返回
综合题
These days, my mother likes cooking something new. Look at the photo. Is it a picture of a girl in a long green dress? No, it 3. ___i_s_n_’t____. It’s a hamburger. My mother makes it with bread, chicken, vegetables 4. ___a_n_d____ eggs. It’s a good idea, right? I like it very much and I’d like 5. _____t_o____ show it to my friends. I think they will like it, too.
人教版(新目标)初中七上Starter Unit 2 What’s this in English Period Two学案
人教版（新目标）初中七上Starter Unit 2 What’s this in English Period Two学案Period Two (Section A 2a-3)学习目标1.掌握10个字母的书写Ii，Jj，Kk，Ll，Mm，Nn，Oo，Pp，Qq，Rr2.掌握3个缩写词：P，NBA，kg3.掌握2对清浊辅音及3个鼻音：/ts/，/dz/，/tr/，/dr/，/m/，/n/，/ŋ/快乐自学1. I can listen and repeat.（我会边听边读）通过听磁带我会读Ii至Rr这10个字母，完成2a 、2c的听力任务。
2. I can do.（我会做）根据2a中所学的字母，我能顺利地完成2b、2d中大写字母相应的小写形式。
3. I can write.（我会写）通过看活动3中的图片，我能猜出P, NBA, kg的含义，它们的中文意思是：P NBA kg4. I can read.（我会读）通过听磁带，我会读学习目标2中的辅音音标，并能和同伴一起操练。
合作探究1.小组朗读：小组朗读本节课所学的音标及10个字母。
2.书写字母Ii至Rr时，在笔画和格式上，应注意哪些方面？课堂小结I’ve learned in this class（这节课我学会了）：1.从Aa至Rr，我总共学了4个元音字母，它们的大小写分别是2..Words（单词）：3.音标：达标检测一、写出从Aa至Rr中含有/eɪ/音素的字母的大小写。
二、从Ii至Rr中小写字母一笔完成的有：三、单项选择。
（）1.P Means（意味着）A.（路标所示）停车区B.禁止停车C.通行（）2.Aa至Rr中小写字母占三格的有：A.fB.pC.f和j四、把这节课所学的国际音标写出来，并把每个音标认真的读10遍。
学习反思。
人教版新目标版七年级英语下册 Unit 2 What time do you go to school教案
7. 3a: Use“always”,”usually”, or“never”to make sentences.
8. 3b :Let students write about something they do.
Step3 3c :1.make an interview 2. write a short passage
What time do you usually eat dinner？
What time do your parents go to work？
Step3 完成教材2a- 2d 的任务
1．观察听录音完成2a
2．再听一遍录音，完成2b中的表格。
3．让学生根据听力内容和图片信息进行回答。
4．完成2c
5．朗读2d中的内容
2. 重点词词组：get up get dressed take a shower radio station
3. 谈论时间的句型：
—Whattimedo youusuallytake a shower？? —When do you go to school？.
教学重点：
1.生词 2. what time 和when引导的特殊疑问句
1. 他也会中国功夫。
He__________do Chinese kung fu.
2. 我可以和你交朋友吗？
Can I__________with you?
3. 你周末做什么？
What do you usually do__________?
4. 你可以在老年人之家教英语。
You can teach English at____________________.
(浙江专版)人教版七年级英语下册unit 2第二单元Period 2
Ⅰ.基础巩固 过关练
4. Let's meet at the train ___st_a_ti_o_n___ (车站)at 6：00 this evening.
Ⅰ.基础巩固 过关练
四、按要求完成句子 1. I get up at 8: 00. (对画线部分提问)
___W__h_a_t___ ____ti_m_e____ do you get up? 2. My grandpa always reads newspapers(报纸) in the
morning. (改为一般疑问句) ___D__o_es____ your grandpa always ____re_a_d____ newspapers in the morning?
1. Who is your ____b_es_t____ friend? 2. Jenny and Mary always play tennis on __w_e_e_k_e_n_d_s_. 3. Tom can play the guitar well in our ___g_ro_u_p____. 4. TFBOYS often go to the _r_ad_i_o__st_a_ti_o_n_ to do some reports(报道). 5. Our teacher usually tells us ___f_u_n_n_y___ stories in class.
What time do you __g_e_t__ ___u_p__ ___a_t __ _w__ee_k_e_n_d_s_？
英语人教PEP版七年级(上册)unit2sectionAperiod2(2024版新教材)
(grandparent).
8. Is t_h_i_s(these) your sister?
9. Theya_r_e_ (be) my father and mother.
10. Mr. Black has (有) threeb_r_o__th__e_rs (brother).
回答时常用H__e_’s_…__或__S_h_e_’_s_…__。 _w_h_o_’_r_e_ 是who are的缩写形式，用于对两个或两个 以上的人进行询问，回答时常用T__h_e_y_’r_e_…___。
强化练习
2c Ask and answer questions about the photo in 2b.
自学指导与检测一
1.Listen and circle the words you hear in the box. 2'
parents mother father sister brother
grandmother grandfather friends grandparents
2.Listen picture.
•
Kate, this is my friend Jane.
• Kate: Nice to meet you, Jane.
• Jane: Nice to meet you, too. Are those
•
your parents?
• Kate: Yes, they are.
• Jane: And who’s he?
3、学习相应的一般疑问句并简单作答 —Are those your parents? —Yes, they are.
译林牛津版七年级下册英语Unit 2 Period 2 Reading
指代物： everything每件事 something某事 anything任何事 nothing没有东西
中考在线4：—
ALeabharlann 返回Iwanttobuy_______formygrandpatomakehimhappy.
—That’sagoodidea. [天水]
A. somethingspecialB. specialsomething
1. VolunteerssharetheirskillsandhelppeopleTintheneigh bourhoodwithdifferentproblems. _______
2. Usuallythereisameetingattheweekend. ____T___
3. Simonwantstoasksomeonetofixhisbicycle. ____F___
luckyproblemsreadytohelp
readytohelp lucky
①They’rekindandhelpful.
考点1 helpful/'helpfl/adj. 愿意帮忙的；有用的
e.g. Thisbookisveryhelpfultome. be helpful to sb.
=Thisbookisofgreathelptome. =be of help to sb.
bicyclecollegecomputer engineerfixingshopping
bicycle computer engineer shopping
college
fixing
shopping
bicycle computer engineer bicyclecolcleoglleescghoemopupteinr g
人教新目标七年级英语上册 Starter Unit 2 period 2教学课件
new words in column 2.
A H J K Dale Grace
name
A Frank thanks jacket map can B C D E G P evening he E
F L M N Helen pen
I hi fine
Revision
1. Say the words.
a cup
a pen
a key
a jacket
a ruler
a quilt
a map
an orange
2. Revise the English letters.
Ii Jj Oo Kk Pp Ll Mm Nn
Qq Rr
3. Ask and answer.
4c Listen and repeat.
A A H J K Dale Grace E B C D E G P evening I I hi fine Frank thanks jacket map F L M N Helen pen quilt in
O
O OK
orange
A
I
E
O
4d
Read the letters and words in
点击查看 动画词汇 吧！
Revision
点击查看 动画词汇 吧！
Revision
点击查看 动画词汇 吧！
Revision
点击查看 动画词汇 吧！
Revision
点击查看 动画词汇 吧！
q o 1. ________ p__________ m k 2. ________ l__________ i k 3. ________ j__________ m o 4. ________ n__________ p r 5. ________ q__________
人教新目标英语七上《StarterUnit2》教案
人教新目标英语七上《StarterUnit2》教案一．说教材Starter Unit 2是Go for it! 三个预备单元中的第二个单元。
预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。
它的要紧内容为26个英文字母和最差不多的英语日常用语。
本单元的教学内容为：Ii —Rr10个字母。
ruler、map、quilt、jacket、key等7个单词。
辨认物品What is this in English? 及其回答。
二．教学设计思路Go For It! 是以《英语课程标准》为依据，以培养学生的英语语言综合运用能力为目标。
每个单元的教学内容都围绕一个相对集中的主题，学习语言的过程，确实是学生完成各项任务的过程。
Go For It! 的每一个单元只有一个总体的教学内容安排，没有具体的分课时教学内容安排。
教师必须第一依照所任教学生的实际水平动身，合理安排每单元的课时数，设计好每课时的教学内容。
第一课时：完成Section A –2a，2b，2c, 2d，3，Section B 4。
分课时目标: a) 复习巩固字母Aa—Hhb) 复习打招呼的用语、朋友见面的问候语和应答c) 学习字母Ii – Rr，了解一些英语缩略词的意思d）学习元音字母a, e, i, o在开音节和闭音节中的发音规则第二课时：完成Section A－1a, 1b，1c，4a，4b，4c，5，Section B 1a, 1b, 2a。
分课时目标：a) 巩固字母Ii – Rr及7个单词。
b) 学习key，pen, map, ruler, orange, quilt, jacket7个词汇c) 学习辨认物体(Identify things):What’s this in English? It’s ... .d) 学习a / an的初步用法: a key an orangee) 学习拼写单词和相关句型:Spell it, please. K-E-Y, key.第三课时：完成Section B – 2b, 3a, 3b, Self check分课时目标：a）巩固句型：What’s this in English?It’s a (an) ... .Spell it, please.R-U-L-E-R, ruler.b) 复习巩固字母Ii---Rr及元音字母a, e, i, o在开音节和闭音节中的发音规则。
2019秋七年级英语上册 Starter Unit 2 What’s this in English 3a-4d教案 (新版)人教新目标版
Starter Unit 2 What’s this in English?Period 2 (3a–4d)【教学目标】●知识目标1. Master the new words:spell, please2. Improve students’ listening and speaking abilities.3. Consolidate the letters Aa--Rr.●能力目标Be able to spell words.●情感目标Try to improve students’ listening and speaking abilities.【教学重难点】●重点1. Be able to spell words.2. Improve students’ listening and speaking abilities.3. Consolidate the letters Aa--Rr.●难点1. Be able to spell words.2. Improve students’ listening and speaking abilities.【教学准备】A tape recorder, some pictures, some letter cards and colored chalk.【教学方法】任务型教学法、游戏导入法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Lead-in1. Greet the students in English.2. Speak out the words learned in last period.3. Revise the English letters.4. Play a guessing gameDescribe some objects and let students guess what they are.T:What’s this in English?Ss:It’s an orange.T:What’s that in English?Ss:It’s a map....Step 2: Presentation1. Teach activity 3a(1)T: Please open your books and turn to page S7. Look at the pictures in3a. What can you see?Ss: I can see a ruler, a map...(2) T: Now, I’ll play the recording twice for you to listen. The first time,you just listen and number the pictures. The second time, you can check your answers.2. Teach activity 3b(1) Play the recording for the students to listen and ask them to completethe words under the pictures in 3aT:Now please look at the pictures in 3a again. There are some uncompletedwords under them. You can listen to the recording and complete the words.(2) Play the recording again and check the answers.Answers:a ruler a map a jacket a keya quilt an orange a pen a cup3. Teach activity 3c(1) Play the tape of the conversation for students to listen, and ask them to pay attention to the pronunciation and intonation.(2) Practice the conversation in pairs for several minutes.(3) Invite some pairs to act out in front of the whole class.4. Teach activity 3d(1)Let students look at the words in this part.(2)Ask students to listen to some conversations and number the word they hear.(3)Play the tape twice for the students to listen and number.(4)Check the answers.5. Teach activity 3e(1)Ask students to read the sample conversation together.(2)Lead them to look at the picture so that they can see how many things there are in the picture.(3)Put students in pairs to make conversations using the things in the picture.(4)Leave them several minutes to do it.(5)As they work, move around the room, offering help as needed.(6)Invite some pairs to act out their conversations.Step 4: Practice1. Teach activities 4a(1) Ask students to open their books and turn to page S8. Fill in the blanks with the missing letters, and pay attention to the capital letters and small letters.(2) Ask one or two students to read aloud the letters.(3) Check the answers. Correct mistakes if any.Answers:A D F G J N P Qc e g k m n q r2. Teach activity 4b(1) Let students have a quick look at the given words in 4b, and ask them to number them in alphabetical order.(2) Check the answers.Answers:9 1 11 10 12 4 8 7 3 2 13 6 14 5 15(3) Get students to read the words.Step 5: Consolidation1. Teach activity 4c(1)Play the recording for the first time. Students only listen.(2)Play the recording for the second time. Students listen and repeat.(3)Invite some students to read the letters and words.2. Teach activity 4d(1)Ask students to read through the instruction of 4d so that they can know how to do this activity.(2)Students read the words in the first column.(3)Help students to read the words in Column 2.(4)Invite some students to read them for the whole class and explain the meaning of the new words.(5)Get students to turn to Page 86. Look at the words in Starter Unit 2. Listen and read. Pay attention to the vowel sounds:/ai/./i/./әu/,/ɔ/,/a:/,/ɔ:/.【课堂小结】In this period, we’ve learned how to spell words. And we’ve also consolidated the letters Aa--Rr and some key words.【课后作业】1. Practice the conversation and recite it.2. Write the key words and the sentences in your exercise books.3. Write the letters you’ve learned three times.4. Preview the next unit.。
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Knowledge
Family Day is celebrated on the fourth Monday in September, the 26th in 2005. Family Day – A Day to Eat Dinner with Your Children
Exercises
（ C）1．Is he your friend? Yes, ________. A．it is B．it isn’t C．he is D．he isn’t （ B ）2．Is this your father? No, ________. A．it is B．it isn’t C．he is D．he isn’t （ B ）3．Is that your ________ ? A.a picture B.picture C.pictures D.nice pictures （ C ）4．Are ________ Kate’s ________? A.this, book B.that，book C.these,books D.those,book （ D ）5.Is Guo Peng your brother? ________. A.Yes, it is B.No, it isn’t C.Yes, she is D No,he isn’t （ D ）6．Anna is not my sister. ________ my cousin. A. He B．He’s C．She D．She’s
Unit 2
This is my sister.
Period II
Free talk
谈论戴夫的家庭成员： a—Dave b—friend c—father d—mother e—brother f—grandfather g—sister h—grandmother
A: Is she your…?
Tony
Who’s he? Who’s she? Who’re they?
He’s …. She’s …. They’re ….
Drills
This is Jane’s family photo.
Jane
Who’s he? Who’s she? Who’re they?
He’s …. She’s …. They’re ….
my your
3c
Bring some family photo to class. Take turns to ask and answer questions about the photos. 带几张家庭照片，课上与同伴轮流谈论照片中的人物。
Who’s she?
She’s my grandmo . . .
1
Father,
.
1
/
1
7 .
1
/ 22
pa-
mother,
2 /. 6 - /
ren- ts.
. .
7
My father, my mother, I love you. (grandfather, grandmother, grandparents)
B: Yes, she is.
A: Is he your…?
B: Yes, he is.
No, she isn’t.
No, he isn’t.
Back
father/mother This/that is my grandfather/grandmother brother/sister uncle/aunt
3b
Look at the picture. Make sentences with the words in the three boxes.看图，从方框中选词造句。 father mother parents grandfather brother sister
this that these those
I= G 2/4 Happily
1 1
7 7 . .
.
My Family 1 1 / 1 1 1 1 / 22 7 7 / . 7 7 . . 7 6 / 5 5 . . . .
Father, father, father, father, / fa: fa: fa: fa: fa: / Mother, mother, mother, mother, /m m m m m /
7 7 / . .
7 6 / 6 5 . . . .
6 7 / 1- //
Homework
1. Remember the knowledge of Grammer Focus . 2. Finish the exercises of this period.
These/those are my parents/grandparents.
3a
Complete the conversation and practice it with your partner. 补全对话并与同伴练习。
A: That ______ is my family. That’s my mother. • B: ________ Who’s he? • A: ________ He’s my father. • B: Who’s ________? she my sister. • A: She’s ________ • B: And who ________ are they? • A: ________ They’re my grandparents.
who’re = who are who’s = who is
Drills
Here is a picture from A Family with Kids. .
Who’s he? Who’s she? Who’re they?
He’s …. She’s …. They’re ….
Drills
This is Tony’s family photo.
Guessing
1．My father’s mother is my grandmother ________. 2．My father’s father is mygrandfather ________. 3．My father’s sisters are my ________. aunts 4．My father’s brothers are my ________. uncles 5．My uncle’s children are my ________. cousins daughter is my sister. 6．My parents’ ________ 7．I am a boy. I’m my parents’ ________. son family photo. These are my 8．This is my ________ parents and this is me.