人教新目标七年级下册英语Unit2单元主题写作学案

合集下载

人教版新目标七年级英语下册 Unit 2教学设计

人教版新目标七年级英语下册 Unit 2教学设计一. 教材分析人教版新目标七年级英语下册Unit 2主要围绕日常生活话题，让学生学会描述日常活动、表达喜好和计划。

本单元包括三个部分：听说课、读课和综合语言运用课。

听说课主要训练学生的听说能力，读课通过阅读提高学生的理解能力，综合语言运用课则培养学生的综合语言运用能力。

二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的听说读写能力。

但部分学生对英语学习仍存在恐惧心理，缺乏自信心。

因此，在教学过程中，教师需要关注学生的情感态度，激发他们的学习兴趣，提高课堂参与度。

三. 教学目标1.知识目标：学生能够掌握日常生活中常用的词汇和表达方式，如goto school, read books, watch TV等。

2.能力目标：学生能够在真实情境中运用所学知识进行日常交流，提高听、说、读、写的能力。

3.情感目标：学生能够积极参与课堂活动，提高学习英语的自信心和兴趣。

四. 教学重难点1.重点：学生能够熟练运用日常词汇和句型描述日常生活。

2.难点：学生能够正确使用一般现在时表达习惯性动作和喜欢的事物。

五. 教学方法1.任务型教学法：通过完成各种实际任务，让学生在实践中学习、运用英语。

2.情境教学法：创设真实的语境，激发学生的学习兴趣和积极性。

3.情感教学法：关注学生的情感需求，营造轻松、愉快的学习氛围。

六. 教学准备1.教师准备：提前备课，熟悉教材内容和教学目标。

2.学生准备：预习新课内容，复习相关知识点。

3.教学资源：准备多媒体教学课件、图片、实物等。

七. 教学过程1.导入（5分钟）利用图片或实物展示日常生活中的人物和活动，引导学生谈论他们的日常喜好。

例如，展示一张学校操场上的图片，让学生描述图片中学生在做什么。

2.呈现（10分钟）教师通过PPT展示本节课的主要词汇和句型，如go to school, read books, watch TV等，并用例句展示如何运用这些词汇和句型。

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.。

初中英语：新目标七年级下册Unit2Whereisthepostoffice导学案

初中英语新课程标准教材英语教课方案( 2019—2020学年度第二学期)学校：年级：任课教师：英语教课方案 /初中英语/七年级英语教课方案编订： XX文讯教育机构初中英语教课方案文讯教育教课方案新目标七年级下册Unit2Where is the post office导教案教材简介 : 本教材主要用途为经过学习英语的内容，提升学生的语言技术，增添一项语言能力，有益于国际化的平时沟通、生活、工作等，本教课方案资料合用于初中七年级英语科目 , 学习后学生能获得全面的发展和提升。

本内容是依据教材的内容进行的编写，能够放心改正调整或直接进行教课使用。

七年级下 unit2 where is the post office?第一课时单元主题： ask for and give directions.咨询方向，以及给出方向。

单元目标：（ 1）学习并掌握一些表示方向的介词。

（2）学习并掌握一些形容词的用法。

（3）学习并掌握一些常有地方的名称。

主要句型和社交用语：（1） where’ s the park?（2） it ’ s on center street.（3） the supermarket is across from the bank.（4） the pay phone is next to the post office.（5） the library is between the video arcade and the supermarket.初中英语教课方案文讯教育教课方案（6） is there a pay phone in the neighborhood?（7） it ’ s down the bridge street on the left.主要：post office，is there⋯?，bank，near，here，center，street，bridge，hotel，video ， arcade ， supermarket ， pay，pay phone ， park ，across ， across from，next to，between，avenue，down，neighborhood ，right，left，quiet，big，dirty，busy，false，welcome，garden ，district，turn，off，enjoy，walk，take a walk，through，will，see，house，begin ， beginning ， tour ，come， get ，money， buy1. across介“横”be careful when you walk across the busy street.当你穿忙碌的街道要当心。

2020年春人教新目标英语七年级下册unit2全单元教案

2020年春人教新目标英语七年级下册学科英语年级七年级审批周次第二周份数2第一课时第二课时第三课时第四课时单元练习【自主检测】：I、精挑细选1．Do you often _______ TV?A. seeB. watchC. look2. ______ do you get up in the morning?A. WhereB. What timeC. How3. When ______ Tom take a shower?A. doesB. doC. has4. What time does Ann ______ every day?A. go schoolB. go to the schoolC. go to school5. -----What time is it ?------It’s ______ 7:00. We often have breakfast ____7:00A. at, atB. /, atC. at, /II、按要求改写句子.1. Alicia takes a shower at 9:00.(提问划线部分)______________________________________?2. Mary takes a shower at 8:00.(变一般疑问句)_________ Mary ________ a shower at 8:00?3. I usually go to bed at 10:00.(变否定句)I _______ usually _______to bed at 10:00.4. She often runs in the morning.(对划线部分提问)________ _________ she often _________?5.I usually get up at five o’clock every day. (对划线部分提问)________ _________ ________ you get up every day?II、翻译官1.起床___________2.穿衣服__________3.过着健康的生活______4.做家庭作业_________5.对……有益___________6.散步____________7.吃早餐__________ 8.上学__________9.去睡觉_______ 10.在周末_________11.迟到___________ 12.淋浴______II、根据汉语完成英语句子。

人教版新目标七年级英语下册Unit2说课稿

人教版新目标七年级英语下册 Unit 2说课稿一. 教材分析人教版新目标七年级英语下册Unit 2主要围绕主题“Do you like music?”展开，通过学习本单元，学生能够掌握一般现在时的肯定句和否定句的构成，学会使用“Do you like…?”和“What kind of music do you like?”等句型进行询问和表达自己的喜好。

同时，学生还能通过听力、阅读和写作等实践环节，提高自己的英语应用能力。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，对学习英语有较强的兴趣，但部分学生在发音和口语表达上还存在困难。

此外，学生们的学习习惯和认知水平各有差异，因此在教学过程中需要关注学生的个体差异，因材施教。

三. 说教学目标1.知识目标：学生能够掌握一般现在时的肯定句和否定句的构成，学会使用“Do you like…?”和“What kind of music do you like?”等句型进行询问和表达自己的喜好。

2.能力目标：通过听力、阅读和写作等实践环节，提高学生的英语应用能力。

3.情感目标：培养学生对音乐文化的兴趣，增进学生之间的友谊。

四. 说教学重难点1.重点：一般现在时的肯定句和否定句的构成，以及“Do you like…?”和“What kind of music do you like?”等句型的运用。

2.难点：如何准确表达自己的喜好，并在实际情景中运用所学知识。

五. 说教学方法与手段1.教学方法：采用任务型教学法、交际法和学生小组合作学习等方法，激发学生的学习兴趣，提高学生的参与度。

2.教学手段：利用多媒体课件、图片、音频和视频等资源，辅助教学，增强学生的直观感受。

六. 说教学过程1.导入：通过播放一首英文歌曲，引起学生对音乐的兴趣，然后提问“Do you like music?”，引导学生进入本课主题。

2.新课呈现：讲解一般现在时的肯定句和否定句的构成，示范使用“Doyou like…?”和“What kind of music do you like?”等句型进行询问和表达喜好。

新目标英语七年级2单元教案（新目标版七年级英语下册教案教学设计）

新目标英语七年级2单元教案（新目标版七年级英语下册教案教学设计）No. 110 Middle School by Cao Yi单元整体说明单元教材分析本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。

通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。

本单元与第三单元衔接紧密：由this，that的学习过渡到these, those 的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。

单元知识系统（树）Is this/that your/her/his pencil? Yes, it is. No, it isn’t.How do you spell pen? P-E-N. What’s this in English? It’s a pen.Lost and Found单元总体目标运用Using contest guessing的学习策略，引导学生学会询问物品的主人的基本句型；体会一般疑问句的用法；学习如何写“失物招领”，“寻物启事”。

单元教学、难点一览重点难点1. 复习词汇pencil pen book eraser ruler pencil case2.词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card3. 句型Is this/that your/her/his pencil? Yes, it is. No, it isn't.How do you spell pen? P-E-N. What’s this in English? It’sa pen.4. Lost and Found 话法焦点在于一般疑问句、Lost and Found.单元学情分析本单元的主题是识别物品的所属，同时引导学生采用Using contest guessing和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。

新目标人教版七年级下册Unit2教案学案

七下Unit 2 What time do you go to school?一．重点单词解析1. upeg. He usually gets up at 6 o’clock in the morning. 他通常在早晨六点起床。

考点：up的反义词down 向下相关词组：up and down 上上下下stand up 站起来wake up 醒来eat up 吃光2. dresseg. The boy is too young to dress himself. 这个男孩太小了，不能自己穿衣服。

3. tootheg. You should brush your teeth carefully. 你应该认真刷牙。

考点：复数teeth4. usuallyeg. When do you usually eat your breakfast? 你通常什么时候吃早餐？考点：usually, often, always, never等在句中使用时，容易因隔开主语和谓语，影响对第三人称单数的判断。

记住副词是不影响人称和时态的。

如：My father often _________ （go）to work by bus. 我爸爸通常坐公交车去上班。

Our teacher usually ________(have) lunch with us.5. fortyeg. There are nearly forty students in my class. 我们班有将近40 个学生。

考点：易错基数词11________ 12________ 13________ 14________19________ 21________ 100_________6. nevereg. She is never late for school. 她上学从不迟到。

考点：never 是否定词，句中存在never, few, little, nothing 等词时，通常视为否定句。

人教版新目标英语七年级下册Unit 2 写作教学案

七年级下册Unit 2 What time do you go to school?写作教学案（教师使用）【话题】日常作息习惯（Daily routines）【写作目标】能运用本单元所学的语法及语言材料，完成写作简单谈论日常作息习惯。

【课前任务】一、写出下列短语。

1、起床2、穿上衣服3、洗淋浴4、广播电台5、（在）周末6、做作业7、散步 8、要么……要么……参考答案：1. get up 2. get dressed 3. take a shower 4. radio station 5.on weekends 6.do (one’s) homework 7. take a walk 8.either...or...二、根据汉语意思完成下列句子。

1、里克，你通常几点起床？________ ________ do you usually ________ ________, Rick?2、她认为那(冰激凌)对她身体不好，但是它尝起来味道很棒！She ________ it’s not good ________ her, ________ it tastes good!3、要么你错了，要么我错了。

________ you ________ I ________ wrong .4、放学后，迈克经常在教室里做作业。

________ ________, Mike often ________ ________ ________ in the classroom.5、你每天通常什么时候散步？________ ________ you usually ________ ________ ________ every day?参考答案：1.What time; get up 2.thinks;for; but 3. Either; or am 4.After school; does his homework 5.When do; take a walk三、写出与本话题有关的词汇和句型。

人教版英语七年级下册unit2全单元教学设计

人教版英语七年级下册unit2全单元教学设计
一、教学目标
（一）知识与技能
本单元的教学目标是让学生掌握与日常生活密切相关的英语表达方式，包括描述个人外貌、询问及表达喜好、谈论正在进行的活动等。通过本单元的学习，学生应能够：
1.掌握并运用本单元所学的词汇和短语，如：long/short hair, tall/short, thin/heavy, like/don't like, be doing sth等。
5.提高听力水平，能够理解并获取与个人外貌、喜好和活动相关的信息。
（二）过程与方法
在教学过程中，教师将采用以下方法帮助学生达成教学目标：
1.情境教学法：通过设定不同的生活场景，让学生在实际语境中运用所学知识，提高他们的语言运用能力。
2.任务型教学法：设计各种小组活动，让学生在完成任务的过程中，锻炼合作、沟通和解决问题的能力。
-这个环节旨在让学生在实际情境中运用英语，提高他们的口语表达能力。
（二）讲授新知
在讲授新知环节，我将重点关注以下教学内容：
1.一般现在时和现在进行时的用法，通过生动的例子和实际操作，让学生掌握这两种时态的用法。
-以图片或动画形式展示人物正在进行的活动，引导学生用现在进行时描述。
-通过问答形式，让学生用一般现在时描述自己的外貌和喜好。
-设计角色扮演活动，让学生在模拟真实情境中练习英语表达，提高语言运用能力。
2.采用多元化的听力训练方法，提高学生听力水平
-通过听英语歌曲、观看英语动画等，让学生在轻松愉快的氛围中提高听力。
-设计各种听力练习，如填空、选择、判断等，帮助学生捕捉关键信息，提高理解能力。
3.加强小组合作学习，培养学生沟通协调能力
1.语言表达能力有限，难以用英语流畅地描述个人外貌和喜好。

人教版七年级下册英语Unit2优秀教学案例

3.小组合作：我组织学生进行小组讨论和角色扮演等活动，让他们在团队合作中学习和交流。这种小组合作的方式不仅培养了学生的团队合作精神和沟通能力，还使他们能够相互学习，提高了整个课堂的学习效果。
4.反思与评价：在课堂的各个环节，我引导学生进行自我反思和评价，让他们认识到自己的优点和不足，明确自己的学习目标。同时，我也对学生的语言运用能力和团队合作精神进行了观察和评价，及时给予他们反馈和建议，帮助他们不断进步。
2.引导学生谈论视频中的场景和运动项目，让学生自由发表自己对体育运动的看法和喜好。
3.自然引入本节课的主题"Let's play sports"，并提出问题"Do you like sports? What sports do you often play?"激发学生的思考和讨论。
（二）讲授新知
1.通过展示体育器材的图片，如篮球、足球、乒乓球等，引导学生猜测这些器材的英文名称，并让学生用一般现在时进行描述。
2.教师对学生的语言运用能力和团队合作精神进行观察和评价，及时给予学生反馈和建议，帮助学生不断进步。
3.鼓励学生相互评价、相互学习，形成良好的学习氛围，提高学生的自我评价能力和批判性思维能力。
四、教学内容与过程
（一）导入新课
1.课堂开始，我通过播放一段奥运会开幕式的视频，让学生感受体育运动的氛围和激情，激发他们对体育活动的兴趣。
2.设计各种真实而有意义的情境，如模拟体育课、运动会等，让学生在真实的环境中进行语言交流，提高学生的语言运用能力。
（二）问题导向
1.教师提出引导性问题，如"Do you like sports?", "What sports do you often play?"等，激发学生的思考和讨论。

新版人教版七年级英语下册第二单元教案

教学内容
第三章
重点词汇和短语
掌握本单元的重点词汇和短语，如： collect、stamp、exercise、 healthy、unhealthy等。
掌握重点短语的用法，如：play sports、go to the gym等，能够在实际语境中运用。
添加标题
添加标题
添加标题
添加标题
了解词汇的发音和拼写规则，能够正确地读出单词并拼写。
互动式教学：通过小组讨论、角色扮演等形式，引导学生积极参与课堂活动，提高课堂互动性。
情境式教学：创设真实情境，让学生在模拟的语境中学习和运用英语，增强英语实际运用能力。
游戏化教学：将英语教学与游戏相结合，让学生在轻松愉快的氛围中学习英语，提高学习效果。
课堂互动环节设计
提问与回答：鼓励学生主动参与，提高口语表达能力分组讨论：培养学生合作精神，加深对课文内容的理解游戏互动：增加课堂趣味性，提高学生学习兴趣情境模拟：让学生身临其境，更好地掌握语言知识
期末评价方案
评价目的：了解学生的学习情况，为下一步教学提供依据。
评价内容：学生的口语表达、听力理解、阅读理解、写作能力等。
评价方式：考试、课堂表现、作业等。
评价标准：根据学生的表现，给出具体的评价标准。
反馈与调整
评价方式：采用多种评价方式，如考试、课堂表现、作业等，全面了解学生的学习情况。反馈内容：及时向学生提供反馈，指出学生在学习中的不足和优点，并给出具体的建议和指导。调整策略：根据学生的反馈情况，及时调整教学策略和方法，以提高教学效果。持续改进：不断反思和改进教学评价与反馈机制，以更好地促进学生的学习和发展。
新版人教版七年级英语下册第二单元教案

人教版英语七下Starter Unit 2 单元主题写作指导上册

Starter Unit 2 Keep Tidy!单元主题写作指导本单元主题属于“人与自我”范畴，涉及“居室、自我管理”。

一、话题分析英语写作是一种综合运用英语知识进行输出性书面交际的技能，最能体现学生语言的掌握程度。

《义务教育英语课程标准（2022年版）》在语言技能方面要求学生：模仿范文的结构和内容写几句意思连贯的话，并尝试使用描述性词语添加细节，使内容丰富、生动。

本单元主题为“Keep Tidy”，聚焦于学生自我管理能力的培养，特别是物品整理与房间整洁性的重要性。

本单元主题紧密围绕“人与自我”范畴中的“自我管理”，特别是针对个人物品的管理与房间整洁性的培养。

通过一系列的日常对话、颂歌以及项目任务，学生已经学会了如何描述物品的特点、位置以及如何进行基本的自我管理。

因此，在本单元的写作课上，我们将话题聚焦于“描述自己的房间并理解保持整洁的重要性”。

这一话题不仅是对本单元学习内容的综合运用，也是对学生个人生活管理能力的一次检验和提升。

通过写作，学生不仅能够巩固所学词汇、句型和语法结构，还能进一步加深对自我管理重要性的认识，从而在日常生活中养成良好的物品整理和房间清洁习惯。

最终，学生将能够用准确、流畅的语言描述自己的房间，并阐述出保持整洁对于提高生活品质和学习效率的重要意义。

二、好词佳句三、写作框架四、写作范例（2023山西太原期中）北京冬奥会开启了外国运动员对中国元素的“沉浸式”体验，他们在社交平台对中国元素纷纷点赞。

英国运动员Jack不仅热爱中国美食，更是对自己所住的房间赞不绝口。

假如你是Jack，请根据图片，在微信朋友圈写一篇80词左右的短文介绍你的房间。

开头已给出。

JackHere is a picture of my room in Olympic village in China.________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ Step 1认真审题，明确要求Step 2 列要点，编提纲立框架列要点添细节Step 3 巧用词句，衔接成文五、实战演练假设你刚搬进新居，你很开心有了属于自己的房间，并想与你的好友一起分享这份快乐。

人教新目标版英语七下Unit2Where’sthepostofficeword教案二

英语七年级下人教新课标Unit2教案三Period Three SectionB 1a—2cStep1 1aPoint to and name all the places in the pictures again without the describing words and have students repeatNow point to each half of each picture and ask about the difference between the halves. For example, you might say: This is a park. Is it a clean park or a dirty park? Clarify the meaning of the words clean and dirty by pointing out details in the pictures.Point out the pairs of words or phrases. Say each one and ask students to repeatThen ask students to match each word or phrase on the list with one of the pictures. Point out the sampleCheck the answers.Answer:a clean park e a dirty park fa new hotel d an old hotel c a small supermarket ha quiet street a a busy street d an old hotel ca big supermarket g a busy street bStep2 1 bThis activity provides guided oral practice using the target attention to the conversation in the picture. Ask a pair of students to readit aloud.Then ask several different students the same question. Ask them to tell the truth.Point out the list of phrases in la. Ask students to work in pairs. They take turns asking each other questions about the things on this list. Ask them to tell each other the truth.As students work together, move around the room checking on their progress.Ask several students to present some questions and answers to the class. Step3 2a.This activity gives students practice listening to and understanding the target language.Point out the list of places in la. Say the name of each one to the class. Say, Now I will play a recording of a conversation. Listen carefully and circle the words in la that tell about Michaels street.Correct the answers.These words should be circled: a quiet street, a new hotel, a small supermarketTapescriptMichael: Hey, John.John: Hi, Michael.Michael: What are you doing?John: Reading a book.Michael: Do you want to come over to my house? We can watch a video. John: OK. Where is your house?Michael: Its on Pine Street. Its a quiet street off Fifth Avenue.John: Oh, OK. I know where that is. Theres a new hotel on the corner.Michael: Yes. Theres a small supermarket onthe street. Our house is across from the supermarket.John: OK, Ill see you at two-thirty.Step4 2b.This activity gives students practice listening to and understanding the target language.Call attention to the street map in the boxSay, Now I will play the conversation again. Listen to it and draw the places in Michaels neighborhood on the street map.Play the recording. Students only listen.Demonstrate the activity by saying, What are the three places on the tape?(a hotel, a supermarket,Michaels house). Answer any questions students may have.Play the recording again. Students draw maps of Michaels neighborhood. Move around the room, offering assistance if needed.Have some students show their completed drawings to the class.Step5 2cThis activity provides guided oral practice using the target language. Say, Now lets work in pairs. The first person makes some statements about the picturein 2b. The second person says "true" if the statement is true and “falso” if the statement is false. The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c. Ask a pair of students to read it aloud.Demonstrate the activity with a student. Have the student close the book. Then say one true thing and one false thing about the picture. Guide the student to answer "true" for the true statement and to say "false" for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles. Move around the room helping students get started and answering any questions they may have.Ask several pairs of students to present some statements and response s to the class. Ask students to correct any mistakes they hear.。

人教版七年级英语下册Unit2教学设计

人教版七年级英语下册Unit2教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.掌握本单元的生词和短语，如：spring, summer, autumn, winter, hot, warm, cool, cold, season, enjoy, go skating, go swimming等，并能熟练运用这些词汇进行简单的交流。
（4）每组选派代表进行汇报，教师对各组的表现进行评价和总结。
（四）课堂练习
1.教学活动设计：
（1）设计听力练习，让学生听取关于季节和天气的对话，完成相关任务。
（2）设计口语练习，让学生两人一组，运用所学句型进行对话练习。
（3）设计书面练习，让学生完成与本单元话题相关的写作任务。
2.教学过程：
（1）教师播放听力练习，学生听取对话并完成相关任务。
3.创设语境，引导学生运用一般现在时描述不同季节的天气特征和人们的日常活动。
4.通过听力练习，培养学生获取信息、处理信息的能力，提高听说水平。
5.通过阅读练习，引导学生关注不同国家的季节特点，提高学生的阅读理解能力。
（三）情感态度与价值观
在本章节的学习中，学生将培养以下情感态度与价值观：
1.培养学生对英语学习的兴趣，激发学习热情，使其乐于参与课堂活动。
1.针对教学重点和难点，采用以下教学策略：
（1）利用多媒体教学手段，如图片、视频、歌曲等，为学生提供丰富的视觉和听觉刺激，帮助其形象记忆四季词汇和句型。
（2）设计多样化的课堂活动，如小组讨论、角色扮演、问答等，让学生在实际语境中练习和运用所学知识。
（3）注重分层教学，针对不同学生的学习需求，提供个性化的指导，提高教学效果。

2024年人教版七年级下册英语Unit2单元主题写作指导

人教陕西七年级下
Unit 2 What time do you go to school ?
单元主题写作
单元主题写作
一、话题分析本单元以“ 日常生活习惯” 为话题, 描述自己
或他人的日常生活习惯。要熟练掌握频度副词以及具体时间的表达。
单元主题写作
二、写作方法 “3W 法” 写日常生活习惯: Who——即活动人物; 介绍自己日常活动时用I, 介绍他人活动时用第三人称 he/she。 When——即活动时间; What——即活动内容。写作时, When 和What 分层描述, 按时间顺序将活动一一列出。某些活动中应适当加入一些对活动的评价。
单元主题写作【写作模板】
介绍人物(who)
I’m...
介绍活动(when/what)
I usually get up at... Then I leave home at... I watch TV for...
单元主题写作
【习作演练】 _D__e_a_r_J_o_e_,_________________________________________ _____I_’m___L_i_n_H__a_o_. _T_h_a_n__k_y_o_u__f_o_r_y_o_u_r__la_s_t_l_e_t_te_r_. _I_’d__l_ik_e_ _t_o__te_l_l _y_o_u_a_b_o_u__t _m_y__d_a_i_ly__li_fe_.________________________ _____I__u_su__a_ll_y_g_e_t__u_p__a_t_s_i_x_o_’_c_l_o_ck__a_n_d__e_a_t__b_r_e_a_k_fa_s_t__a_t _h__a_lf_p__a_st__s_ix_._T__h_e_n__I _l_ea_v_e__h_o_m__e_a_t__s_e_v_en__o_’_c_lo_c_k__i_n__th_e_ _m__o_r_n_i_n_g_. _I_l_ik_e__si_n_g_i_n_g_a_n_d__I_c_a_n__p_la_y__t_h_e_v_i_o_li_n_.________

七年级英语下册unit2写作指导人教新目标版.doc

七年级英语下册unit2写作指导人教新目标版1.写作任务:卞星期六是你的13岁生口。

你邀请了你的刖友Michael来你家为你庆祝生口，你得在家为聚会作准备并且接待邀请来的其他小朋友，因此你没有吋间到汽车站接Michael，请写张超言条來描述他如何走可以从车站到达你家。

要求：(1)发挥想象，表达准确；(2)不少于50词。

2.习作正文:Dear Michael,Next Saturday is my birthday. I know you come (1) to my birthday party. T am very glad, let (2) me tell you the way to my house. You can take No. 2 bus to the People' s Park. Then you go along the Bridge Street to the end and turn left. You are on the Green Street. Waik on and you can seeing (3) a big building on the right. Tt，s a bank. My house is just across from the bank. Tt is next to a market. There are two big trees in the front of (4) my house. You can see it easily.Please come to my party early.Yours,Li Lei 3.教师指导：a.木单元的写作指导:在木单元中，我们学习了有关建筑物的名称及表示方位的介词词汇，以及there be句型。

本单元的学习任务要求我们能准确运用表示方位的介词及短语描述物品或建筑物的位置，并将所学应用到生活中去，如用于问路和指路。