7B Unit 2 Vocabulary教案

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牛津译林版英语7BUnit2Grammar学习教案

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

具体内容包括：现在进行时态的用法，以及一些常见的动词ing 形式。

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

二、教学目标1. 能够理解和运用现在进行时态描述正在进行的动作或状态。

2. 学会使用动词ing形式，并能正确拼写常见动词的ing形式。

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

三、教学难点与重点重点：现在进行时态的结构（be + 动词ing）和用法。

难点：动词ing形式的拼写，以及现在进行时态与一般现在时的区别。

四、教具与学具准备1. 教师准备：多媒体教学设备、PPT、黑板、粉笔。

2. 学生准备：教材、笔记本、彩色笔。

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

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

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

4. 随堂练习：让学生完成教材中的练习题，巩固所学知识。

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

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

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

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.。

7B英语教案Unit 2 Vocabulary

2.The students stopped__________(talk) when their teacher went into the classroom.
3.He worked foralong time. Heshould stop ________(have) a rest.
4.Tom __________(open) the door and thedoor is ________(open) now.
教学
重点
waiter, shopper, cashier, sick, hospital, ham, clip, beef, fork, plate, each, loaf, packet, carton, Coke, either, right, thirsty, finger, hold, week, group, exchange
4)比…少less…than…
5)告诉某人关于某事tell sb. about sth.
6)京剧Beijing Opera
7)这样的一幢高楼such a tall building = so tall a building
8)去散步go walking = go for a walk
9)我们中的大多数most of us
5.Don’t_________( laugh) at others, its notpolite.
板书设计
Unit 2 Reading (2)
某人在作业方面需要帮助
want/need help with one's homework
体育运动中心sports center
青少年活动中心youth centre
举行一场晚会hold a party = have a party

牛津译林版7BUnit2教案7课时

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

Unit2Vocabulary词汇课件牛津深圳版英语七年级上册

just
恰好
Thank you !
6、go to bed 去睡觉（fall asleep 睡着） 7、get up 起床（wake up 叫醒） 8、on foot 步行 9、be full of energy充满活力（=be filled with ….) 10、get... ready for 准备好 11、put on 举办，上演，穿上 12、clean up 打扫干净（tidy up整理） 13、pick up 取，摘，接sb.
4、develop v. 发展
developed adj. 发达的 developing adj. 发展中的 development n. 发展 developed country 发达国家 developing country发展中国家
5、skill n. 技能
skilled/ skillful adj. 熟练的
6、teen adj. 青少年的
数字+teen：fifteen, sixteen teenager n. 青少年（13-19）
7、greeting n. 问候
greet v. 问候
8、energy n. 精力
energetic adj. 精力充沛的 powerful adj.
9、luckily adj. 幸运地
新G7U2 School Life
Words and phrases
1、activity n. 活动
active adj. 积极的
2、practise v. 练习
practice n. 练习 practise doing sth.练习做某事
3、solve v. 解决
solution n. 解决办法
mood 情绪，心情

7B Unit2 课时练习3(Vocabulary)

7B Unit 2 Welcome to Sunshine Town课时练习3 (Vocabulary)一、翻译词组1．唱京剧_____________________ 2．去散步______________________________3．空气污染___________________ 4．本地剧院____________________________5．在医院工作_________________ 6．想起我的老朋友______________________二、单词拼写1．As a _________(护士)，I feel happy．2．The classroom is________(脏)．Please clean it．3．A good__________(厨师)can cook good meals．4．There are many____________(购物者)in the shopping mall at weekends．5．I usually look after the_________(生病的)old men in the__________(医院)．6．My uncle works in a restaurant as a__________(侍者)．三、单项选择( )1．一How pairs of jeans do you have? 一________．A．much；No B．many；None C．many；No D．much；None( )2．The new hospital is thirty minutes_______the centre of Shanghai________bus．A．from；to B．from；by C．on；by D．in，by( )3．一________do you go to the sports centre?—Less than twice a week．A．How much B．How long C．How often D．How，many( )4．一What’s your job，Henry?一I’m a________．1 work late．I’m very busy when people go out to dinners．A．waiter B．reporter C．teacher D．nurse( )5．A_________is a good place to go if you like Beijing opera．A．restaurant B．sports centre C．theatre D．capital( )6．________you like hot food，you can go to Sichuan restaurant．A．Because B．Until C．So D．If( )7．一Sorry，I can’t speak Chinese．一________．I’ll teach you．A。

Unit2-Vocabulary词汇教学设计2024-2025学年牛津深圳版英语七年级上册

3.句子：根据单词和短语进行句子构建，运用所学生词进行造句。
三、教学目标
1.能正确拼读和书写本课单词和短语。
2.能理解本课单词和短语的意思，并运用其进行句子构建。
3.通过词汇学习，提高学生的词汇运用能力和阅读理解能力。
四、教学步骤
1.导入：通过图片和情境引入本课单词和短语，激发学生的学习兴趣。
2.讲解：讲解单词和短语的拼写、意思和用法，让学生理解并掌握。
- 鼓励学生利用网络资源，如英语学习网站、在线英语词典等，进行自主学习和拓展学习。
- 组织学生进行英语角活动，让学生有机会在实际语境中运用所学词汇和短语，提高语言运用能力。
- 引导学生参加英语俱乐部或英语演讲比赛等活动，提高学生的英语综合运用能力。
- 鼓励学生阅读英语小说、杂志、报纸等，扩大词汇量，提高阅读理解能力。
- 定期组织英语语法讲座或辅导课程，帮助学生深入理解和掌握英语语法知识。
- 推荐学生使用英语学习APP，如Duolingo、Memrise等，进行词汇学习和练习。
- 让学生参加英语角活动，与其他学生进行交流和讨论，提高口语表达能力和跨文化交际能力。
教学资源拓展要求：
- 拓展资源要与本节课教学内容相关联，有助于学生的深入学习和发展。
4. 教学手段：
- 小组讨论
- 角色扮演
- 听力练习
- 口语练习
- 阅读练习
- 写作练习
5. 其他资源：
- 英语绘本
- 英语故事卡片
- 词汇游戏
- 学习手册
教学过程设计
1. 导入环节（5分钟）
- 教师通过展示一张图片或一个情境，引导学生思考并提问：“你们认为什么是重要的？”
- 学生发表自己的观点，教师总结并引出本课主题：“Today, we are going to learn about important things.”

【七年级】七年级英语下册Unit2Reading教案人教新目标版

【关键字】七年级江苏省连云港市灌南县实验中学七年级英语下册《Unit 2Reading》教案人教新目标版一、教学目标1. to revise and expand vocabulary about lifestyle and activities2. to guess general meaning from pictures, keywords and context3. to identify names of places and activities2、教学重难点：1. To read and learn about something about ..2. To grasp the main idea of each paragraph..3. Ask Ss to write an article to introduce their own home town, using the context as a model.三、教学过程：Step 1 Presentation1. Present new words.T: Look at this picture. This is a photo of . We can see there are many tall buildings and flats. (板书building 和flat) It is beautiful. OK, now can you tell us? Would you like to live in a modern city or a small town?S: I like …T: I love living in a big city. First because there are lots of shopping malls and I find anything I like there. For example, I can buy different school things and some souvenirs. I like to go shopping. I can go to many shopping malls by bike, by bus or even by underground. Because the shopping malls are open from 8:.m. to 10:00 p.m. so I can stay in the malls until 10 o’clock at night.T: There are also lots of restaurants in a big city, like Chinese restaurants. In them, we can eat Chinese food like Beijing Duck. Of course, there are some Western restaurants, like KFC and McDonald. We can eat some western food, like hamburgers and chips. But there is only one problem in the city. That is air pollution. I can’t see the blue sky often, so we should protect the environment.2. Recite new words.1) Read the new words fluently and then recite them.2) Match the new words with their meanings.Step 3. Pre-reading1. T: As we all know, the city is too busy and the country is too quite. However, where is the best place to live? I think is the best place. Do you want to know something about it. Let’s go.2. T: OK, now if you want to know more about , please answer two questions.Step4. While-readingT: Here is something about . Would you like to read it with me? Now open your books, turn to P.26. Read it quickly and answer the following questions .1.Where is ?2.What can we do in ?T: Now , first listen to the tape and read after it and then answer some questions about 1.1.How far is from the centre of ?2.How is the air there?T: Next please listen to the tape and read after it and then tell us the sentences true or false.1.The buildings are short in the .2.We like to live in tall buildings because we like tall.lie’s home is two floors below Simon.4.They have to go far if they need help with their homework.T: Third listen to the tape and read after it and then match the sentences.T: Next listen to the tape and read after it and then answer these questions.1.How many restaurants are there in ?2.Can you choose any food you like in ?3.Are there lots of Western restaurants there?T: At last listen to the tape and read after it and then fill in the blankets.You can enjoy opera in the ________ ________. If you can’t sing _________ ___________, we can __________ you.Step 5 Post-readingT: Now please read the passage again . Then finish the questions.1. How can they go to the centre of ? Is there a park there? What’s its name?2. Where do people live in ?3. Are there many good shops in ?4. Can we try duck in Star Shopping Mall?5. Where can you go if you want to enjoy Beijing Opera?T: Next please finish exercise SB P29. C1. Then check your answers.T: Now please read the passage again, then fill in the blanks.T: If you are Simon, can you tell us something about according some key words.Step 6 Homework1. Search the Internet and write a report about Yancheng Nature Reserve.2. Recite the new words3. Find out useful words and phrases in此文档是由网络收集并进行重新排版整理.word可编辑版本！。

7B unit2 教案

课题7B Unit 2 Neighbours Welcome to the unit and comic strips 主备人课时 1 授课日期教学目标知识目标To grasp the words：neighbour will visitor likeTo grasp the sentences: I’m going to visit our new neighbours.能力目标能识别并掌握各种职业及工作场所的名称情感目标能用简单的英语谈论自己所居住的社区重点难点1、能识别并掌握各种职业及工作场所的名称。

2、能用简单的英语谈论自己所居住的社区。

教学具Tape recorder预习要求Preview the new words.教学过程教师活动学生活动授课人复备Welcome to the unitStep I复习1、教师向学生呈现一篇日记，让他们用场所的名称填空。

2、与学生就个子的居住状况进行交流。

教师说：Where do you live? What kind of home do youhave? What’s around your home? Is your homenear a park/a school/a restaurant/a supermarket? Isthere a shop/a factory/a cinema/a museum/ahospital near your home?Group work教师活动学生活动授课人复备Step II 呈现1、Who lives next to your flat/house? Who livestockabove/below you? Who’s your neighbour? What’s yourneighbour’s name? What does he/she do?2、Mr. Lin is my neighbour. He’s a waiter in a bigrestaurant. Miss Huang lives above me. She’s a teacher.Step III操练1、指导学生完成A部分的联系。

Unit2Vocabulary教学案

Unit2Vocabulary教学案Unit2 vocabulary teaching planUnit2Vocabulary教学案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

unit 2 vocabulary教学案课前预习一．写出下列单词的反义词1.necessary2.impo rtant3.populareful5.interesting6. easy二．单词填空。

1.which do you like better,historyor （地理）？.2.english is an important （语言）。

.3.this book is very （有用）please read it carefully .4.this math problem is so （难）that i can’t work it out ..5.it is （不重要的）for us to go there..6.edison is one of thegreat （science）in history..7.it is （无用的）only speaking without doing..8.this book is （有用的）for young students..三．用所给词填空。

1.our g teacher tells us the earth is like a big ball.2.in canada people speak differentl .3.tom often makes noise in class , so he is anu student.4.these things on the deskare （use ）。

英语7Bunit2教学案2

英语7Bunit2教学案2以下是为您推荐的英语7Bunit2教学案2，希望本篇文章对您学习有所帮助。

英语7Bunit2教学案2 [辨析】until，till既是介词又是连词。

1)一般情况下可换用，在句首时，只能用until，不能用till。

Until the last minute of the match we tried our best. 直到比赛的最后一分钟，我们都在尽力。

2 )notuntil直到才 I didn’t go to bed until/till I finished my homework yesterday. 昨天直到做完作业我才上床睡觉。

注意：till(until)只用来引导时间，不能用于指距离。

试译：我们走到树林的尽头。

误：We walked till/until the end of the forest. 正：We walked to the end of the forest. ⑦We can take you to other shopping malls.(P23) [辨析] another，the other，others，the others another泛指三个或三个以上中的另一个。

I don’t want this coat. Please show me another. 我不想要这件上衣.请另给我一件。

the other①特指两个中的另一个xkb1 He has two sons. One is a worker, the other is a doctor. 他有两个儿子，一个是名工人，另一个是名医生。

7B Unit2 Grammar 的英语教案

7B Unit2 Grammar 的英语教案7B Unit2 Grammar 的英语教案一、教材分析：１、教材的地位及作用：牛津初中英语7B第四单元Grammar，本单元围绕做一般过去时开展多种教学活动。

本节课是本单元的重点，主要理解一般过去时的构成和用法。

通过对一般过去时的构成和用法的学习，进一步加深对一般过去时的这一时态的理解和运用。

同时通过这一时态在陈述句与疑问句中的操练，进一步正确使用一般过去时议论过去事件的才能。

２、教学目的：〔知识目的、才能目的〕知识目的：(１)理解一般过去时的构成和用法(２)根据情境正确使用一般过去时议论过去的`事件。

才能目的：进步正确使用一般过去时议论过去事件的才能及知识自学的综合才能。

确立教学目的的根据：根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语根底知识和为交际初步运用英语的才能，激发学生的学习兴趣，为进一步学习打好初步的根底。

此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语才能的培养、非智力因素的培养等四方面。

３、重点与难点：重点：理解一般过去时的构成和用法。

难点：根据情境正确使用一般过去时议论过去的事件。

确立重点与难点的根据：根据教学大纲的要求，及本课在教材中所处的地位和作用。

二、教材处理：根据以上对教材的分析，同时学生学习外语存在一定困难的实际情况。

首先给学生创造自主学习的气氛，对动词过去式的变化规律自己予以归纳，再由老师予以总结。

同时激发学生学习兴趣，使学生在始终处于竞赛活动中，掌握知识。

最后通过做练习对学生所学知识点进展训练，从而到达稳固知识的目的。

三、教学方法：通过五步教学法，精讲巧练，由浅入深，由易到难，先自学后指导，由到未知，循序渐进地深化教学内容。

展开以老师为主导，以学生为主体的师生双边活动。

四、教学手段：主要自学，指导，竞赛等方式进展教学教学，贯穿整个教学过程。

7B Unit 2 Vocabulary教案

7B Unit 2 第四课时（V ocabulary）教学内容：7B Unit 2 Welcome to Sunshine Town Reading 复习总结和V ocabulary教学目的：1.复习Reading内容2.识别并掌握各种职业的名称3.了解从事不同职业的人的工作场所4.培养对词汇进行分类和归纳的好习惯课型: 新授课教学方法: 游戏操练教具准备: 多媒体课件教学重难点: 词汇的掌握，分类和归纳教学过程:Step 1. Revision (8 min)1.Introduce life in Sunshine Town2.Introduce life in ChangzhouStep 2. Guessing game (10 min)1.Show different pictures and ask students to guess what the men/women in the pictures are.2.Guess what places they should go if they want to do the following things.Eg. (1) if they want to buy food(2) if they want to eat a meal(3) if they want to study and learn(4) if they are sick etc.Step 3. Drilling (6 min)What kind of people can you see in these places?Eg. hospital, school, restaurant, supermarketThen finish the exercises in the textbook.Step 4. Expanding (8 min)Learn more about the names of different jobs and the workplaces.Farmer farmDriver bus, truckPoliceman police stationPostman post officeAccountant bank, companyEngineer factoryWorker factoryStep 5. Practise (10 min)Work in pairs to make up a short dialogue.A: What do you want to be when you grow up?B: I want to be a(n) ….A: Where does a(n) … work?B: He/She works in a …..Ask some pairs to report their dialogues. Step 6. Homework (3 min)Write a short passage about your family members. You should introduce their age, job, workplace, hobbies etc.If necessary, give an oral example.板书设计：vocabularyjobs workplacest eacher/student schooldoctor/nurse hospitalwaiter/waitress/cook restaurantshopper/cashier supermarketfarmer farmdriver bus/truckpoliceman police stationpostman post officeaccountant bank, companyengineer factoryworker factory教学后记：本节课要求学生掌握有关职业和工作场所的词汇，难度并不高，所以可以在书本中列举的词汇之外进行适当的补充引申。

7B unit2 教案

课题: 7B Unit 2 Neighbours Integrated skills【学习目标】1.能掌握更多的职业和工作场所的名称。

2.能从听力材料中获取信息并完成任务。

3.能用所得信息将语篇补充完整。

4.能运用正确的语句谈论自己的理想【学习内容】掌握词汇：1.词汇：manager office office worker policeman postman stationpolice station post post office person job elder futureartist sound sick2.词组：by train/bus/ship/bike3.句型：What are you going to be in the future?I’m going to be a computer engineer.【基础题】一.用所给词的适当形式和汉语意思填空。

1. Miss Brown is a _________ (manage) in that factory.2. I’d like to stu dy art and become an ________ (art) .3. David is my ______________ (old) brother. He is two years older than me.4. My uncle is one of the most popular (postman) in our town.5. Her ___________ (工作) is to cook meals for the whole family.6. Two ______ (警察) are checking the cars carefully on the road.7. The mother looks after the _______(生病的) child day and night.8. There are three teachers’(办公室）on the floor.【能力题】二.单项选择。

译林牛津7bunit2全套教案

3、Get to know about capitals of some countries.
Main pointsandDifficult points:
Talk about the students’ own dream homes.
Teaching Procedures:
Teacher’s Activities
3. Complete Part C, C1, on page 29. Show the slide
If it is wrong, ask the Ss to correct it.
Homework
1) Read the article after class and find out the difficult sentences.
they hungry?
2. Is there any food left?
3. How much money do they have?
4. Where does Eddie want to do with one yuan?
Step 4. Activity
Prepare one or two minutes then act it out in pairs.
2) Complete Part B (B1 & B2), Part C2.
Work in pairs.
Learn the new words and phrases that will come out in this lesson.
Ask and answer in pairs.
With this questions and read the passage quickly to find out the answers:live shop eat study enjoy

牛津英语7b unit2复习教案

19.say hello to sb 20.take sb. to some place
21.what else = what other things 22.lots of things to do
23.on one’s bike = by bike = take a bike 24.be able to do sth.
2、能运用本单元短语、句式围绕话题进行写作
教学过程
教学内容
教师活动内容、方式
学生活动方式
二次备课
一、【口语训练】
1.Ask and answer:运用口语材料中的问题进行口语训练。
2.Reading:运用口语材料朗读短文两篇。
二、词汇识记（要求做到听说读写）
building/build close/near none/nobody/no one order life/live/alive/lively/lifestyle underground n/adj
little/less/least few/fewer/fewest pollution/pollute
far/farther/farthest/further/furthest sick/ill miss/catch
shop/shopping/shopper western/eastern/southern/northern
teach/teaching/teacher person/personal/personality
hold/have/give prepare/ready sunny/sun/sunshine
full/filled bicycle/bike/cycle painting/drawing/paint

7B英语教案Vocabulary

3 Explain the instructions of Part B. Tell students that they should readthe texts first before trying to select a suitable word. Encourage them to get an understanding of the overall meaning of each text so that their word choices become more natural.
教师活动
学生活动
修改意见
2 Identify the words most students do not know.Talk about the special features of various animals to aid students in guessing the correct meanings.For instance, if you are teaching the word‘beak’, tell students that birds have beaks, which they use to eat and drink。
Homework
Read the sounds after the tape again and again.
Read the sentences.
Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.