(完整)新版-人教版七年级英语下册第一单元教案(2)

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人教版2024七年级下册英语Unit 1 Section B 2a-2b 教案

课题人教版七年级下册Unit 1 Animal friends Section B 2a-2b 英文版教案课型新授时间课时 1 主备人一、教学目标1. 语言能力目标学生能够正确使用描述动物外貌、性格和能力的形容词和动词短语，如“scary”“friendly”“play with”“have good hearing”等。

学生能够读懂关于宠物狗帮助主人的短文，并获取关键信息。

学生能够模仿范文，写一篇关于自己喜爱的动物的短文。

2. 学习能力目标通过阅读和写作练习，培养学生的阅读理解和书面表达能力。

引导学生运用预测、略读、扫读等阅读策略，提高阅读效率。

3. 思维品质目标鼓励学生思考人与动物的关系，培养学生的批判性思维和创新思维。

通过分析范文的结构和语言特点，培养学生的逻辑思维能力。

4. 文化意识目标让学生了解不同文化中人们对宠物的态度和关爱方式。

培养学生关爱动物、尊重生命的意识。

二、教学重难点1. 教学重点掌握描述动物的词汇和句型。

理解2a 短文的内容，掌握阅读技巧。

能够仿照2b 的写作要求，完成一篇关于自己喜爱的动物的短文。

2. 教学难点如何引导学生运用所学词汇和句型准确、生动地描述动物。

如何帮助学生在写作中清晰地表达自己对动物的喜爱之情，并使文章逻辑连贯。

三、教学方法1. 任务型教学法：通过布置阅读和写作任务，让学生在完成任务的过程中掌握语言知识和技能。

2. 情景教学法：创设与动物相关的情景，激发学生的学习兴趣和积极性。

3. 合作学习法：组织学生进行小组合作学习，培养学生的合作意识和交流能力。

四、教学过程（一）Warming-up（5 分钟）1. Play a short video about different kinds of animals and ask students some questions:What animals can you see in the video?Do you have a pet? What is it?2. Lead in the topic “Animal Friends” and write it on the blackboard.（二）Pre-reading（5 分钟）1. Show some pictures of animals and ask students to describe them using adjectives. For example:This dog is cute and friendly.That cat is lazy but lovely.2. Ask students to do the exercise in 2a: Talk about what you have in your schoolbag. Let them work in pairs and have a short conversation.（三）While-reading（10 分钟）1. Fast readingAsk students to read the passage in 2a quickly and answer the question: What is the passage mainly about?Check the answers and guide students to summarize the main idea of the passage.2. Careful readingAsk students to read the passage carefully and answer the following questions:What kind of dog is Xiaohua?How does Xiaohua help the writer?Why does the writer love Xiaohua so much?Have students work in groups to discuss the answers and then share them with the class.Explain some key words and phrases, such as “blind” “have good hearing” “find one's way around” and help students under stand the passage better.（四）Post-reading（10 分钟）1. Group discussionAsk students to discuss in groups: What do you think of the relationship between the writer and Xiaohua? How can we take good care of our pets?Invite some groups to share their opinions and have a class discussion.2. SummarySummarize the main points of the passage and emphasize the importance of animals as our friends and how we should treat them kindly.（五）Writing（10 分钟）1. Ask students to read the questions in 2b and think about their favorite animals.2. Guide students to make an outline for their writing. They can start with the appearance of the animal, then describe its abilities and personality, and finally explain why they like it.3. Let students write their own posts for the website. Encourage them to use the words and sentence patterns they have learned.4. Ask some students to share their writings with the class and give feedback and comments.（六）Homework（5 分钟）1. Ask students to revise their writings based on the feedback and comments.2. Ask students to search for more information about animals and share it with the class next time.五、教学反思在本节课的教学中，通过多种教学方法的运用，如任务型教学法、情景教学法和合作学习法，学生的学习积极性得到了充分调动，较好地完成了教学目标。

人教版英语七年级下册第一单元教案

人教版英语七年级下册第一单元教案全文共3篇示例，供读者参考篇1Unit 1: A Letter to GrandmaLesson Objectives:Learn vocabulary related to travel and tourismPractice writing informal lettersUnderstand the use of past tense verbsDevelop skills in reading for main ideas and detailsPre-class Preparation:Before coming to class, I will review the new words and expressions from the unit's vocabulary list. I'll try to guess their meanings from the context and look up any unfamiliar ones in the dictionary. Preparing early will help me understand the lessons better.Warm-up Activity:The teacher will likely start with a fun warm-up, maybe asking us about our experiences traveling or writing letters tofamily members. I'll try to be an active participant and share any relevant experiences to get into the right mindset for the unit.Vocabulary Learning:New words related to travel, like "sightseeing," "souvenir," and "scenery" will be introduced through pictures, examples, and context clues. The teacher will have us repeat the words for pronunciation practice. I'll make sure to take detailed notes on the vocabulary items and their meanings.Reading Practice:We'll read a sample letter that Danny wrote to his grandmother about his trip to Beijing. While reading, I'll underline any traveling vocabulary words I recognize. The teacher will guide us to identify the main idea and key details of the letter. We may also analyze Danny's use of informal language and past tense verbs in his writing.Language Focus:The grammar focus for this unit is the simple past tense. The teacher will explain its formation and usage through examples like "I visited the Great Wall last summer." We'll do controlled practice exercises to get the hang of forming statements and questions in the past tense.Letter Writing:Putting our skills together, we'll learn the format and conventions for writing informal letters. The teacher will provide a model, and we'll discuss the different sections like the greeting, body paragraphs, and closing.Guided Writing:For guided practice, the teacher may give us a writing prompt like: "Write a letter to your cousin describing your last holiday trip." I'll try to follow the model and incorporate the new vocabulary words and past tense verbs. The teacher will provide feedback to improve our writing.Independent Practice:Finally, we'll get a homework assignment to write an informal letter independently, maybe describing an imaginary trip. I'll aim to showcase what I've learned about letter writing, using descriptive language and accurate grammar.Review and Assessment:At the end of the unit, the teacher will review the key points we've covered through quizzes or games. I'll participate actively to reinforce my learning and identify any areas I need to improve.Overall, this unit allows me to develop my reading, writing, vocabulary, and grammar skills in an engaging, travel-themed context. I'm excited to explore new language and share my travel experiences or imaginations through letter writing!篇2Unit 1: A Day's WorkLesson 1: A Great JobHey everyone! It's me again, ready to share my notes on the latest unit we're covering in English class. This time, it's all about different jobs and careers. I've got to admit, I'm pretty excited about this one - who doesn't love dreaming about their future job when they're a kid?We started off by reading a text called "A Great Job." It's all about this guy named Mike who works as a ranger at a national park. His daily tasks include things like leading hiking tours, monitoring wildlife, and maintaining the trails. Sounds like an awesome gig if you ask me!Our teacher had us read through the passage and identify all the key details about Mike's job duties. She really emphasized looking for words and phrases that describe what he does on a typical day. Things like "keep an eye on the animals," "showpeople around the park," and "make sure the paths are clear." Stuff like that.After we went over the reading, she put us into small groups to practice using those job vocabulary words in some role-play scenarios. My group had to act out a mini interview where I was applying to be a park ranger. I had to really sell my qualifications and explain why I'd be great at tasks like the ones we just read about. My friend played the hiker interviewer and kept grilling me with questions. It was pretty fun, not gonna lie!For homework, we have to write a short personal narrative imagining what a day would be like if we had Mike's job as a park ranger. I'm picturing starting my morning off by doing some animal tracking, then leading a group hike and pointing out all the cool plants and critters we see along the way. Maybe I'd get to rescue a stranded hiker who got lost and ran out of supplies? Who knows, I'll have to get creative with this one!Lesson 2: The World's WorkersOkay, our next lesson was all about different career paths people can take across all kinds of fields and industries. Our teacher started us off by brainstorming a huge list of jobs on the board - everything from doctors and teachers to athletes and YouTubers.Then she had us read a few short passages that each highlighted a different career. One was about a marine biologist who studies shark behavior. Another focused on a software developer who designs apps. They gave an overview of the typical workday and responsibilities for each role.After the readings, we did an exercise where we had to match up different job titles to their corresponding descriptions and duties. That one really helped solidify my understanding of what each occupation actually entails. For instance, I finally understood that architects are the ones who plan out the designs for buildings, while construction workers are the folks who physically build them.We also spent some time talking about how the job market is always evolving, with new careers constantly emerging thanks to technological advancements and societal changes. For example, roles like social media managers and drone operators barely existed a couple decades ago. Our teacher challenged us to predict what kinds of crazy new jobs might become popular in the years ahead as AI and other cutting-edge tech keeps advancing.My prediction? Maybe robot counselors who help AI systems work through their artificial existential crises? Hey, a guy can dream!For homework, we have to do some career research by interviewing a parent or other adult about their line of work. We need to ask about their daily responsibilities, the skills required, what drew them to that field originally, and so on. I'm going to interview my uncle who's an electrician - should be interesting to get the inside scoop on what his job is really like.Lesson 3: Preparing for the FutureOur latest lesson was all about planning ahead for our future education and career paths. It's wild to think we'll need to start making some big decisions like that in just a few years!The teacher kicked things off with a presentation that walked us through some key steps for choosing a potential career direction based on our interests, strengths, and values. She had us take a little quiz to get a sense of what general fields we might want to explore further based on the types of tasks and subjects we're naturally drawn towards.For example, if you're an artistic person who loves expressing yourself creatively, careers in fields like graphicdesign, entertainment, and communications could be a good fit. If you're more of a meticulous thinker who excels at math and problem-solving, you might look into engineering, architecture, computer science, or finance. And if you're a total nature buff, maybe conservation work, marine biology, or environmental law could appeal to you.Once we had those general career cluster results, the teacher went over different educational pathways that can prepare you for each field, like pursuing a particular university major, attending a vocational school, doing job training or an apprenticeship program, etc. It really drove home the point that the classes you take and decisions you make in high school can have a huge impact in setting you up for your dream career down the road.The homework assignment for this lesson was to pick one potential career we're interested in and create a visual roadmap for how we could work towards it over the next 5-10 years. Things like which classes and extracurriculars to focus on in high school, possible college majors or training programs, approx. income and growth potential for that field, internship opportunities, and so on.I decided to map out a plan for possibly becoming a video game developer since I'm obsessed with gaming and pretty decent at coding. My roadmap involves taking tons of computer science and graphic design coursework, joining a game development club in high school, potentially getting an internship at a local game studio over summers, then majoring in computer science or game design in college. If I really stick to this path, maybe I could end up designing the next big hit RPG or multiplayer shooter one day? A guy can dream!Well, that's a wrap on our latest unit exploring different careers and preparing for the future world of work. It's been a good reminder that we've got to start thinking seriously about this stuff, even though high school graduation still feels ages away. I'll be sure to loop you in on what other juicy topics we cover next in English class. Until next time!篇3Unit 1: A Bamboo WavewatcherLesson PlanHi there! I'm stoked to share my lesson plan for the first unit of our new English textbook. This unit is called "A Bamboo Wavewatcher" and it's all about this awesome old guy named LinHui who lives on a remote island. Get ready for some epic storytelling and tons of useful vocabulary!Warm Up (5 mins)To get our brains in the English zone, we'll do a quick word scramble. The teacher will put some scrambled words on the board related to the ocean, islands, and nature. We'll race to unscramble them first. Vocab preview FTW!Pre-Reading Discussion (10 mins)Next up, the teacher will show us some picturesque photos of tropical islands and beautiful blue waves crashing on the shoreline. We'll discuss what we imagine island life is like - super chill but also maybe a bit isolating? The teacher will ask us to predict what the story might be about based on the title.Story Pages 1-3 (20 mins)Alright, plot time! We'll take turns reading aloud the beginning of the story which introduces Lin Hui, the "bamboo wavewatcher." As we read, we'll underline any words we don't know so we can circle back. The teacher will pause periodically to clarify vocabulary (e.g. "bamboo pole", "launching spot", "crested wave") and check comprehension. We'll discuss Lin's unique lifestyle watching the waves.Vocabulary Practice (15 mins)Now it's time to hammer down those new vocab words from the reading. The teacher will put us into small groups and have us match the words to their definitions, act some out through charades, and use others in example sentences. Seeing the words in context and getting our bodies moving will help cement them in our brains!Language Points (15 mins)While the vocab is fresh, we'll go over key grammar patterns that showed up, like the past continuous tense describing Lin's habitual actions ("would be watching", "used to launch"). The teacher will give more examples and we'll practice making our own sentences using the patterns correctly.Story Pages 4-6 (25 mins)Refreshed from our break, we'll continue following Lin's story as it takes an unexpected turn (no spoilers!). We'll read carefully to identify the main events, characters, andLinHui's shifting emotions throughout this dramatic section. I'm predicting some sort of wild adventure or challenge headed his way!Pair Discussion (10 mins)To process the plot development, we'll turn to our partners and discuss how we would feel if we were in Lin's situation. What would we do next? How would this experience change our perspective on life? Getting into Lin's mindset will deepen our understanding.Post-Reading Tasks (20 mins)Now it's time to put our critical thinking caps on. The teacher will give us a few interpretive essay prompts about the story's major themes (e.g. "Describe Lin Hui's special connection to nature and the ocean"). We'll outline and draft a short response, practicing incorporating evidence from the text.Wrap Up (5 mins)To leave a lasting impression, the teacher will show a short video clip depicting stunning wavescapes and serene island scenery. We'll do a quickwrite reflecting on how Lin Hui's life made us feel amazed, peaceful, adventurous, or any other resonant emotions.Homework: Reading OverFor homework, we'll re-read the entire story at home, highlighting the most beautiful descriptive language we can find.Come ready to share your favorite quotes and imagery with the class next time!I'm psyched to dive into this fascinating tale with you all. Soak up those good ocean vibes and expand your English abilities along the way. Until next class, catch you on the wave!。

人教版初中英语七年级下册全册英教案（全英文版）

新目标人教版英语七下全册教案（全英文版）Unit 1 Wheres your pen pal from?Language goals:•In this unit students learn to talk about countries, nationalities and Ian guages.•Ask and tell where people live.New languages:•Where's he / she from?•He / She is from Australia / England / China / France / Singapore / Australia. •Where does he / she live? He / She lives in Sydney.•What language do you speak? I speak English.•What's your / his / her favorite subject?•My / His / Her favorite subject is English.•Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn't.Difficult points:1. Liste ning for the in formation about cou ntries, natio nalities and Ian guages. Write an e-mail about on eself. Describe the new stude nts in class.2. Where questions with fromWhere questions with liveWhat questi onsTeaching aids:• A tape recorderTeaching periods:•Period 1:Section A 中1a, 1b, 1c•Period 2:Section A 中2a, 2b, 2c, 2d•Period 3:Section A 中3a, 3b, 4•Period 4:Section B 中1,2a, 2b, 2c•Period 5:Section B 中3a, 3b, 3c, 4•Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Where's your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for a secondtime.Ask the students to listen to the recording and circle the countries in 1a.Ask students to listen to and repeat after the recording and then checkthe answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with your partner.You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from.Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step I.StepI RevisionCheck the homework. And then ask several students to answer questi ons.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: What's the meaning of capital? Can you guess? Help them to answer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto, andTokyo on the right of the blackboard. And the teacher reads them aloudand asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and the countries.Say: Now work in pairs and ask where the city is. For example, the firststudent asks "Where is Beijing?” the second student answers “It's inChina."Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let's look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students' attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the in formation in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word "from". It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above.Homework1. Ask the stude nts to learn the sentence patter ns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages: What Ianguage does she speak? She speaks English.3. Enable the students to learn to talk about what Ianguage people speak.4. Help the students to learn how to talk about what language people speak.Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questi ons.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of "Ianguage"? Listen: Tim is from England and he speaks English. So English is his Ianguage. I'm fromChina, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as theyanswer the questions.Show the flowing and ask the students to make conversations after themodel.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz.HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to the front to talk about their pen pals. Greet each otherand have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box next to the title of each Ianguage textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conv ersati on bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the stude nts.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French.Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It's fun. / It's too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Step 1 .Warming upSay, Do you have a pen pal? Whafs his name? Does he have any brothers and sisters? What Ianguage does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the an swers. Then draw the in formation card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class.HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class.Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.Unit 2 Where is the post office?Language goals:•In this unit students learn to talk about asking for and give directions on the street.New languages:•Excuse me, is there a bank near here?•Yes, there is. It's on Center Street.•Where is the pay phone?•lt*s across from / next to / in front of / behind the library.•lt*s between the post office and the library.•Just go straight and tum left.•Turn left on First Avenue.•Take 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 visitWrite 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 CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages: Is there a bank near here? Yes, there is. It's on CenterStreet.3. En able the stude nts to ask for and give di recti ons 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.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target 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 about theplaces.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behind and 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 six sentences 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 questions about the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. The ask them to answer the following questions. Explain some Ianguage points if the students can't understand.Homework• Ask the students to practice talking about their neighborhood in pairs.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Just go straight and turn left.It*s down Bridge Street on the right.Ifs 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 some studentsto 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 to makeconversations.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 right hands 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 Paul and Nancy in the picture.Ask the students to role play the conversation then point out the place that 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 thebuildi ngs.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.Homework• Ask the students to make a similar conversation to that in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Is there a big supermarket near your house?Yes, 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 differenee between them?Yes. 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 differenee between the halves.Go on with the other pictures to teach the language items. Ask thestudents 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.Homework• Ask the students to make similar conversations to that in Activity 1 b.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Turn left on First Avenue and enjoy the city's quiet streets and small parks.Take 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 students 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.Tell the students to keep these words down and make at least twosentences 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 di recti ons.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 following conversati on.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their own neighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. Teach vocabulary words.2. Target Ianguages:I know you are arrivi ng n ext Sun day.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 questi ons.Homework• Ask the students to do the following:1. Suppose your frie nd is going to visit you. He does n'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.Unit 3 Why do you like koalas?Language goals:•In this unit students learn to describe animals and express preferences.New languages:•Let's see the pandas first.•Why do you like want to see the pan das?•Because they are very cute.•Because they*re kind of shy.•Because they're kind of interesting.•Because they are fun.•Because they are smart.•Do you like giraffes?•Where are lions from?•They are from South Africa.•The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary. •She likes to play with her friends and eat grass.•She's very beautiful, but she's very shy, so please be quiet•He sleeps during the day, but at night he gets up and eats leaves.Difficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:• A tape recorder•Some picturesTeaching periods:•Period 1: Section A1a, 1b, 1c•Period 2: Section A2a, 2b, 2c•Period 3: Section A3a, 3b, 4•Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c•Period 5: Section B 3a, 3b, 3c, 4• Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let's see the pan das.Why do you want to see the lions?Because they*re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match thenames with the pictures a-h.Encourage or help the students to say something about the picture anddo the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording.Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and thencheck the answers.Further activity: Ask the students to do some pair work in the followingway if they can understand the listening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let's see the pan das / giraffes / lions / penguins / dolphi ns / koalas / elepha nts / tigers?—Why?——Because they're cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1 c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them. Teachi ng procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let's do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b. After that, check the answers.Then ask the students to listen to and repeat the dialogue after therecording.After this, ask the students to practice the conversation without the help of the recording.Step 3. Pair work (2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are...Step 4.GrammarfocusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggest!on: Ask the students to work in groups and write down。

Unit1SectionA1a-2d教案-2020-2021学年七年级下学期英语人教新目标

四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Unit 1 Section A 1a-2d》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是如何描述自己的日常活动的？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索一般现在时的奥秘。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“一般现在时在日常对话中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
（2）一般现在时的疑问句和回答句：学生在构造疑问句时容易忘记助动词“does”，以及回答句中主语和谓语的正确搭配。教师应通过对比、练习等方式，帮助学生突破这一难点。
（3）阅读理解：学生在阅读过程中，可能对一般现在时的运用和文本信息的把握存在困难。教师应指导学生通过查找关键词、分析句子结构等方法，提高阅读理解能力。
Unit 1 Section A 1a-2d教案-2020-2021学年七年级下学期英语人教新目标
一、教学内容
《Unit 1 Section A 1a-2d》为2020-2021学年七年级下学期英语人教新目标教材的内容。本节教学内容主要包括以下部分：
1. 1a部分：通过图片展示和听力练习，引导学生学习与日常生活相关的动词短语，如“get up”, “go to school”, “have lunch”等，并学会运用一般现在时描述自己的日常活动。
2. 1b部分：以小组合作形式，让学生根据1a部分的动词短语，用一般现在时询问和回答同伴的日常活动，提高学生的听说能力。

新人教版七年级下册英语 Unit 1 第2课时教案(教学设计)

3. Encourage everyone in your group to write a report. Then choose one student to report what your group can do. e. g.
In my group, Li Ming can do kung fu. Zhang Li can sing very well. Ma Shuang can dance well. . . (最后,可以经学生们评议来推举最有能力的小组)
在本节课的教学活动设计中,能够利用丰富的语境,设置循序渐进的学习任务,充分发挥学生的主体作用,引导学生合作学习、自主探究,重视“预习—展示—练习—反馈”的学习过程。
Step 4
Practice (3a&3b)
1. Look at 3a.引导学生们用所给的词汇来造句子。首先,用情态动词can及所给的第一个动词词组来造一个一般疑问句,并作出一个否定的回答。然后,用转折连词but及第二个词组造一个肯定句。
Teacher makes the first one as a model:
通过小组调查活动,使所学知识得以更好地实践和运用,同时也有助于增进学生之间的彼此了解、培养语言交际能力和信心。
Step 6
Summarize
Guide the students to summarize how to use the word “can”.
Summarize how to use the word “can”.
2.学生们完成填空试题后,可以打开课本检查答案,对错误的句子单独进行强化记忆。
根据老师的引导完成所设计的任务,为完成3a的任务做好铺垫。
在语境中呈现和导入目标语言。加深对句型和语言点的了解和运用。

英语七年级下人教新课标Unit1教案二

级下人教版Unit1教案StepⅠGreet the class as usual.StepⅡ1athese countries.2. Now open your books. Listen to the recording. Please repeat the names of the countries.(play the recording twice)Step Ⅲ1bListen and circle the countries in 1a you hear.Then check the answers.StepⅣ1cRead the conversations in the picture.Ask students to work in pairs, ask and answer questions about where they are from? ask some pairs to present their conversations to the class.StepⅤ. 2aPoint to the chart and ask the students to write the name of a country in t he blank after each city.StepⅥ. 2b, 2c, 2d1. 2b Listen and circle the cities and countries you hear on the recording.StepⅦGrammar FocusReview the grammar box. Ask students to say the questions and answers.Step Ⅷ3a, 3b,41. Finish the chart of 3a , then choose a country and make a conversation.2. Quiz Name the place! play this game.StepⅨSummarySummary the information in section A.StepⅩHomeworkHave more practice after class.Blackboard designUnit 1 Where is your pen pal from?Where is your pen pal from?He’s from Canada.Where does he live?He lives in England.What language does she speak?She speaks English. Pre-task：Ask students to bri ng some thing that represents some country.Step I. Task One1. Match the cities and the map. (4 students a group)2. Learn the new words with the pictures.3. Listen and repeat. (1a)Step II. Task Two - Guessing Game 11. Students watch the videos and then tell what countries they saw.2. Ask students to show the things they brought, the other students will guess where they are from. If the students forgot to bring things to class, ask the students to do group work. They should say a sentence or a short paragraph and ask the other students to guess who she/he is. Thestudents can ask more questions.Student A says: He can play basketball very well.The others can ask: Where is she/he from? Where is he now?Student A answers: He is from China. He is in the United States.The others will guess: He is Yao Ming.Get each group say one, the other groups ask and guess.Step III. Listening1. Finish 2a.2. Listen and circle. (2b)Step IV. Task Three - Choosing a pen palGroup work: 4 students a groupGet students to choose their favorite pen pals from other countries according to the cards given by teacher. The following card in only an example.Name: MariaGender/Sex: FemaleBe from: CanadaBorn: On 29th July, 1990Live: TorontoLike: Dancing , basketball, English, thrillers,Language needed：My pen pal is Maria. She is from Canada. She lives in Toronto. She likes dancing, basketball, English and thrillers.Step V. Task Four - looking for friendsPair work:Language needed：1. -Where is your pen pal from?-She/He is from….2. -Where does she/he live?-She/He lives in….Step VI. Homework1. Please write a letter to your pen pal and tell her/him something about you.Step VII. Grammar Focus1. Canada, South Korea, New Zealand, Japan, the United States,Australia, Mexico, Brazil, Argentina, the United Kingdom, China2. Soul, New York, Mexico City, Tokyo, Rio de Janeiro3. -Where is your pen pal from?-She/He is from …4. -Where does she/he live?-She /He lives in…。

(完整版)新人教版七年级英语下册教案(全)

Unit 1 Can you play the guitar?第一课时Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club 能掌握以下句型：①—Can you play the guitar? —Yes, I can./ No, I can't.②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.2) 能了解以下语法：情态动词can的用法want to do sth.的用法2. 情感态度价值观目标：该部分内容贴近学生的生活，谈论的话题是能力。

通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

二、教学重难点1. 教学重点：1) 学习询问和谈论彼此的能力和特长；2) 掌握一些弹奏乐器的表达方式。

2. 教学难点：情态动词can 的构成和使用。

三、教学过程Ⅰ. Lead in1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说: I can play the guitar．等；再指着图片说：He／She can play the violin．But I can’t play．it 等；然后询问学生：Can you play the guitar? ．并引导学生进行简单的回答。

2. S s look at the picture in 1a. Then read the words and phrases. Let Ss match the activitieswith the people.Then Check the answers with the class together.Ⅱ. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／" ··But I can ’／t d sa w n im ce／sing／...等，学习表达活动的动词短语。

(人教版)七年级英语下册教案：Unit 1 Section A (2a-2d)

Unit 1 Can you play the guitar?Section A (2a-2d) 同步教案Teaching aimsKnowledge and Skills:1. Master and use club phrases.2.Proficiently talk about the topic that expresses ability, as well as oneself will.Process and method: Through listening, speaking and other activities to develop good listening habits and ability, and through independent study and group cooperation, can express their own ability and preferences and intentions in a certain field.Emotional attitude and values: To understand the differences between extracurricular activities and club activities in China and abroad.Key and difficult points：The ability to express one's talents, likes and wishes in a particular area.Teaching methods: Situational communication method, cooperative inquiry methodTeaching AIDS: PPT and Musical InstrumentsTeaching stepsStep 1: Lead inPut up your hands and tell your classmates what you can do with the help of the following pictures.【教学设计说明】Ask the students to describe their strong points and then introduce the topic of the lessonStep 2. Work on 2a&2b1.T: Now, Please open your books and turn to page 2 and look at activity 2a.Listen to these two conversations and circle the clubs you hear.2. Listen again. Complete the sentences.a. Listen to the recording for the first time.b. Complete the sentences while you listen to them for the second time.2．Check the answers【教学设计说明】Through this part of the listening training, let the students master a variety of club nouns, as well as sentence patterns:What club do you want to join?Step 3. Work on 2cT:Look at 2b and talk about what the people can do and the clubs they want to join.T: Now, could you please present your conversations for the class? Let`s choose one team?(Have Ss form pairs and practice the conversations in the picture. Walk around the classroom to monitor their work. Have Ss ask names using the conversations as a model. Have Ss mingle and practice the conversations. Choose some teams to role-play their conversations for the class.)【教学设计说明】This part is aim to let students to speak English out and learn to make their own conversations.This part can raise Ss`s interest and make them more active.Step 4. Roleplay the conversation.听录音，跟读，纠正自己的发音【教学设计说明】This part is aim to let students correct their pronunciation.Step nguage points（语言点）Now,Let`s focus on the language points.(1).What about...?……怎么样？【句法分析】What about... ?意为“……怎么样？”一般用于陈述自己的情况或回答别人的问题之后，反问对方同样的问题。

2020-2021学年人教版英语七年级下册Unit1SectionB2a-2b教案

-对话中的语境运用：如何在实际对话中运用一般现在时态，表达日常活动。
-例句：She gets up at 6:00 a.m. every day. He doesn't have breakfast at home.
2.教学难点
-一般现在时态与现在进行时的区别：解释一般现在时态用于描述习惯性动作或普遍性事实，而现在进行时用于描述正在进行的动作。
此外，我发现通过案例分析，学生们对于一般现在时态在实际生活中的应用有了更直观的认识。但在将理论知识转化为实际操作的过程中，他们还是遇到了一些困难。这告诉我，在今后的教学中，应该增加更多的实际语境练习，让学生在不同的情境中反复练习时态的使用。
在总结回顾环节，我鼓励学生们提出疑问，很高兴看到他们勇于提问。这也提醒我，课堂上的互动反馈非常重要，它不仅能帮助学生巩固知识，还能让我及时了解学生的学习情况，从而调整教学方法和节奏。
-动词三单形式的变换规则：讲解动词变为三单形式时的规则变化和不规则变化，如“eat”变为“eats”，“go”变为“goes”。
-否定句的构成：在一般现在时态中，如何构成否定句，尤其是在使用助动词do/does时的注意事项。
-例难点句子：I don't go to school by bus. He doesn't do his homework in the evening.
1.讨论主题：学生将围绕“一般现在时态在日常生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。

人教版七年级英语下册Unit1SectionA1a~2d教学设计

3.语言实践：
（1）学生进行小组讨论，用所学词汇和句型描述各自喜欢的季节。
（2）学生进行角色扮演，模拟在不同季节的活动中进行交流。
4.巩固拓展：
（1）教师设计填空、选择、连线等练习，帮助学生巩固所学知识。
（2）学生完成一篇关于描述自己喜欢季节的短文。
5.课堂小结：
教师引导学生总结本节课所学内容，强调重点和难点。
（3）对季节特点进行总结和描述，提高学生的语言表达能力。
（二）教学设想
1.创设生动、真实的语境，让学生在情境中感知、体验和运用英语。
2.采用任务型教学法，引导学生通过完成具体任务，巩固所学知识，提高实际运用能力。
3.针对教学重难点，设计不同层次的教学活动，使学生在活动中逐步突破难点。
4.运用多媒体教学资源，如图片、视频等，帮助学生更好地理解和记忆词汇、句型。
5.设计小组合作、角色扮演等活动，培养学生的合作意识和口语表达能力。
具体教学设想如下：
1.导入：
（1）通过播放一首关于季节变化的英文歌曲，激发学生的兴趣。
（2）展示季节变化的图片，引导学生谈论不同季节的特点。
2.新课内容呈现：
（1）教师呈现词汇卡片，引导学生学习本节课的重点词汇。
（2）教师利用多媒体展示季节活动图片，引导学生学习句型：“Which season do you like best?”, “I like ... because ...”
2.能够运用一般现在时描述不同季节的气候特点、活动以及喜好，例如：“I like spring because it is warm and comfortable.”
3.能够理解并运用本节课的重点句型：“Which season do you like best?”, “I like ... because ...”等，进行简单的问答交流。

人教新目标英语七年级下册Unit1教学设计

3.培养学生积极向上的心态，鼓励学生在面对困难和挑战时，保持乐观、自信，勇于尝试。
4.引导学生尊重他人，学会倾听他人的意见，善于与同学交流、分享。
5.培养学生的国际视野，使学生了解世界各地的运动文化，拓展学生的知识面。
二、学情分析
针对人教新目标英语七年级下册Unit1的教学内容，进行以下学情分析：
七年级的学生在经过上半学期的学习，已经具备了一定的英语基础，掌握了基本的词汇和语法，但在语言运用方面仍需加强。在此基础上，学生对与本单元相关的运动话题较为熟悉，具备一定的生活经验，有利于激发学生的学习兴趣。
人教新目标英语七年级下册Unit1教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习人教新目标英语七年级下册Unit1的内容，掌握以下知识与技能：
1.掌握本单元的新词汇和短语，如：goal, practice, team, player, match, win, lose, exciting, score, audience等，并能够熟练运用这些词汇进行简单的英语交流。
2.学会使用一般现在时态描述人物的动作和状态，如：“He plays football every day.”、“She is a good player.”等。
3.能够运用本单元所学的目标句型进行日常对话，如：“What do you like to do?”、“Do you like to play football?”等。
2.教学过程：
（1）教师通过课件展示一般现在时态的用法，并用例句解释：“He plays football every day.”、“She is a good player.”等。
（2）教师引导学生学习运动相关词汇和短语，让学生跟读、模仿，并注意发音。

新人教版七年级下册英语第一单元教案 (2)

一、教学目标：1. 语言知识目标：1)2)①—No, I can't. / Yes, I can.②…③help2.可以培养学生的社会责任意识，为他人做自己力所二、1. 教学重点：1) 能过听力训练来提高学生们听说能力。

2) 进行阅读训练，通过阅读简短的文章来学习语言知识，提高综合运用能力。

2. 教学难点1. 听力训练2. 阅读2b部分的短文并完成相关要求。

三、教学过程Ⅰ. Warming- up and revision1. Daily greeting.2. Check the homework. Let some Ss report what his/her family members can do.Ⅱ. Presentation1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I can play the drums, I canplay the violin, I can play the violin…Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano,I can play the drums…Ⅲ. Game (Talent show)1. Act and show your classmates your talent.T: Please stand in front of your classmate. Act and say what you can. e.g.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum.S3: …2. Ask as many students as possible to say their abilities.Ⅳ. Listeningthe sounds you hear in 1a.2. Play the recording again and check the answers.3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.Then listen to the tape and circle the words and phrase you hear.4. Ss listen to the tape and circle the words and phrases they hear.5. Check the answers:tape again. Then try to fill in the blanks.动作这两个方面的听清，其他作为非重点内容。

初中英语人教版七年级下册教案：Unit 1 Section A 1a-2d

Unit 1 Can you play the guitar?Period 1 (Section A: 1a-2d)1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join? can, can’t, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teaching Procedures:Step 1. Lead-inEnjoy a song I’m a musicianT: Do you want to be a musician? S:T: Can you play the piano? S…T: What can you do? S: I can…T: What about you? S:T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.Step 2. PresentationT: Look at the pictures. What are they doing? S:Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I can’t. Can you…?Step 4 PresentationShow some pictures of famous stars. Practice the third person “he, she, they”T: Where can you play chess? S:T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S…T: Sounds great. Can you…?S: Yes, I can/ No, I can’tIf the answer is negative, guide students to say:S: No, I can’t. But I can learn it from others.Step5 Pair workA: What club do you want to join?B: I want to join the…A: Can you …?B: Yes, I can . No, I can’t. But I can learn it from others.Step 6 ListeningListen to 1bListen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair workLook at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2dT: If you like telling stories. What club can you join?S: Story telling club.T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation. Step 8 Explain some language points.Step 9 Homework。

人教版英语七年级下册Unit1SectionA1a—2d教学设计

（二）教学设想
1.课前准备：
-利用多媒体技术，制作包含本节课核心词汇和句型的教学视频，让学生在课前预习，激发学习兴趣。
-设计预习任务，让学生通过查阅资料或与同学交流，准备介绍自己的兴趣爱好。
2.课堂活动：
-开场导入：通过播放英文歌曲或简短的热身游戏，营造轻松的学习氛围，引导学生进入英语学习状态。
-新课呈现：采用PPT、实物或图片等辅助教学手段，直观展示新词汇和句型，帮助学生理解和记忆。
5.通过课堂提问、小组讨论等形式，引导学生进行思考、分析和总结，培养他们的思维能力。
（三）情感态度与价值观
在本章节的教学中，教师应关注以下情感态度与价值观的培养：
1.培养学生积极向上、乐观进取的人生态度，使他们愿意主动与他人交流、分享自己的喜好。
2.培养学生的团队合作精神，让他们学会倾听、尊重他人，乐于帮助他人。
（五）总结归纳
课堂练习结束后，进行以下总结归纳：
1.让学生回顾本节课所学的新词汇、句型和语法，总结一般现在时的用法。
2.教师对本节课的教学内容进行梳理，强调重难点，解答学生的疑问。
3.鼓励学生课后继续练习，充分利用所学知识进行实际交流，不断提高英语水平。
五、作业布置
为了巩固本节课的学习成果，提高学生的英语综合运用能力，特布置以下作业：
（四）课堂练习
在小组讨论的基础上，进行以下课堂练习：
1.听力练习：播放本单元的听力材料，让学生完成相关练习，检测学生对听力内容的理解程度。
2.口语练习：组织学生进行角色扮演，模拟真实场景进行对话，提高学生的口语表达能力。
3.书面练习：设计一些词汇填空、句型造句等书面练习，巩固学生对词汇和语法的掌握。
3.学生个体差异：学生在英语学习方面存在一定的个体差异，部分学生对语言学习有较高的天赋，表现优异；而部分学生可能在学习过程中遇到困难，需要教师给予更多关注和指导。

人教版七年级英语下册第一单元教案

编写时间20 年月日执行时间20 年月日总序第个教案编写时间20 年月日执行时间20 年月日总序第案The fourth periodⅠ、Teaching content: Section B 1a-1fⅡ、Teaching goals :1.Knowledge goals:(1) To master some new words: drum, play the drum, piano, play the piano ,violin,play the violin..(2) To master the usage of modal verb“can”.2. Ability goals:(1) use“can”to talk about one’s abilities and likes(2) Arouse students’interest in English by group work, and help students to formgood learning habits.3. Emotion goals:To help students to love English, show their abilities, and communicate with other people actively.Ⅲ、Teaching methods:Task-based teaching method, situational teaching, game teaching method, motivation and evaluation method of teachingⅣ、Teaching tools:Video, audio, pictures, multimedia coursewareⅤ、Teaching procedures：二、Teaching ProceduresStep 1. Revision and lead inStep 2.1a.Let ss draw lines to match the words with the pictures.Then ask ss read the answers and check the answers.Step3. 1b. Let ss listen and number the words in the order of the sounds hear in 1a. Ask ss read their own answers. Then check the answers .Step4. 1c Ask and answers question about the instruments in pairs.A: Can you play the violin?B: No ,I can’t.Step5. 1d and 1e Have a game. S ee which group is the best.Play the tape twice .let ss listen and circle the words and phrases you hear. Ask ss read their own answers. Then check the answers .(play the guitar/drums/piano /sing /dance)Then Play the tape twice again ,let ss fill in the chart with words and phrases in 1d. Then check the answers.Step6. 1f Let ss talk about what Bill ,Cindy and Frank can and can’t do in pairs. See which group is the best.A: Can Bill play the violin?B: Yes he can. But he can’t .singStep7:Difficulties:动词play的几种用法（1）play表示“玩（球类）”或“玩棋牌及其他游戏”，这时作宾语的名词前不带任何冠词。

新版-人教版七年级英语下册第一单元教案(2)[1]

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Unit 1 Can you play the guitar？一．考点，热点回顾【一】重点单词①join v。

参加；加入②dance v。

跳舞；舞蹈③paint v。

画画④speak v. 说;说话⑤kid n. 小孩；年轻人⑥or conj。

或者⑦show n。

表演；演出;v.展示；给……看⑧may modal v. 可能；可以⑨little pron。

少许;少量⑩address n。

通讯处;地址【二】重点短语① play chess 下棋② speak English 说英语③ play the guitar/ piano 弹吉他/ 钢琴④ be good with 和……相处得好⑤ a little 少许;少量⑥ a lot 非常;很多【三】重点句型（1） Can you paint？（2) What club do you want to join？（3） Are you good with kids？(4） Can you play the paint，the trumpet，the drums,or the guitar？（5） Then you can be in our school music festival。

2021新版人教版七年级下册英语第一单元教案 2

2021新版人教版七年级下册英语第一单元教案 2----19f2663e-6ea3-11ec-a08e-7cb59b590d7d2021新版人教版七年级下册英语第一单元教案-2你能弹吉他吗？学习任务二:学会谈论自己的能力并询问他人的能力.canyou----?yes,ican.no,ican't..canhesing?yes,hecan.no,hecan't.cantomspeakenglish?yes,hec an.no,hecan't.whatclubdoeshewanttojoin?hewantstojointhechessclub.学习任务三：（一）按要求写出下列单词或短语说英语_____________弹吉他_____________象棋俱乐部__________下象棋_____________英语俱乐部_____________参加___________美术俱乐部__________游泳俱乐部_____________音乐俱乐部__________（二）选择填空1.canyou________english?a.speakb.talkc.sayd.tell2.canhe__________basketball?a. playb.playsc.playingd./3.mybrotherwant________thechessclub.a.joinb.tojoinc.joi nsd.jointo4.hisbrotherplays_______pianoeveryday.a./b.ac.and.the（三）补全对话a.canyou___________(唱歌)?b.yes,i________.canyou_________(游泳)?a.no,iwanttojoin_______________(象棋俱乐部).b.idon'tlike______________(象棋)a.whatclubdoyouwantto________?b.iwanttojoin__________________(游泳俱乐部)（四）翻译下列句子1.你会跳舞吗?是的,我会。

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Unit 1 Can you play the guitar？一．考点，热点回顾【一】重点单词①join v. 参加；加入②dance v. 跳舞；舞蹈③paint v. 画画④speak v. 说；说话⑤kid n. 小孩；年轻人⑥or conj. 或者⑦show n. 表演；演出；v.展示；给……看⑧may modal v. 可能；可以⑨little pron. 少许；少量⑩address n. 通讯处；地址【二】重点短语①play chess 下棋②speak English 说英语③play the guitar/ piano 弹吉他/ 钢琴④be good with 和……相处得好⑤ a little 少许；少量⑥ a lot 非常；很多【三】重点句型（1）Can you paint？（2）What club do you want to join？（3）Are you good with kids？（4）Can you play the paint，the trumpet，the drums，or the guitar？（5）Then you can be in our school music festival.【四】重点语法情态动词can 的用法can是情态动词：“能”，“会”你们了解它的“秉性脾气”吗？还是让can 来悄悄告诉你吧！（1）can 的主要作用can 是情态动词没有人称和数的变化，不能单独作谓语，只能和实义动词或be动词一起构成谓语。

例如：I can speak English。

我会说英语。

She can dance well. 她跳舞跳得很好。

（2）can 的主要用法can 在陈述句中大多表示主语具有某种能力；用在疑问句中多表示请求、许可或询问对方是否有能力做某事。

Xiao Fang can play the guitar. 小芳会弹吉他。

Can you help me？你可以帮我吗？You can go home now？现在你可以回家了。

Can you paint？你会画画吗？（3）can 的句式变化①肯定句：主语+can+动词原形+其他。

They can sing. 他们会唱歌。

②否定句：主语+can not/ can’t+动词原形+其他。

He can’t join the music club. 他不能加入音乐俱乐部。

③疑问句：Can+主语+动词原形+其他？肯定回答，yes，主语+can.否定回答，No，主语+can’t.对表示请求或允许的回答可以说OK. 或All right. 表示同意对方的要求。

——Can you play the guitar？你会弹吉他吗？——Yes, I can. 是的，我会。

No，I can’t不，我不会。

——Can I see your photos，please. 我可以看你的照片吗？——All right. Here you are. 可以，给你。

【五】课文重难点1.“can"各尽所能（1）。

表示能力----Can you swim ?----Yes, I can(2）表示请求或许可Can you help me ?You can't go to school late2.加入“join"的用法I want to join the music club. 我想加入音乐俱乐部Join 及物动词，意为参加，加入。

其用法如下：（1）。

Join + 表示组织或团体的名词Join the party 入党join the army.参军（2）join sb in ( doing) sth. 和某人一起做某事Do you want to join us in a walk ? 你想和我们一起散步吗？3.swimming club. 游泳俱乐部短语中swimming 是动词swim的动名词形式，动名词的构成一般是在动词后加Ing。

在句中作定语。

类似的短语还有：reading room, swimming pool.4.“说法不一”Speak : 即可做不及物动词，也可做及物动词。

做及物动词时只能接表示语言的词做宾语。

Speak to sb.意为跟某人说话Say:意为说，诉说。

后面接说话的内容，宾语是话语而不是人。

Say to sb.意为：对某人说Talk:做不及物动词，意为“交谈，谈论”，常见的短语有talk about sb/sth. Talk with sb. Talk of sth.Tell : 意为“告诉，讲诉”，常用结构：tell sb sth = tell sth to sb. Tell sb not to do sth. 讲故事也要用tell.5.“运动”的魅力I want to join a sports club. 我想加入一个运动的俱乐部。

句中的sports 为形容词，意为：有关运动的，运动用的6.what about 怎么样What about 相当于how about. 后接名词，动名词或代词。

7.be good at 擅长Be good at ，后接名词，代词或动名词be good at = do well in拓展：be good with 善于和...打交道，对...有办法，与...相处的好。

8.show 展示“节目”给你看1.做动词，意为：展示，给...看show sb sth = show sth to sb.2.做名词，意为：演出，节目，展览9. also 与too 也有不同原文：I can speak English and I can also paly soccer10. busy 很忙Busy 形容词，意为“忙的，繁忙的”，反义词为free. 常见短语：be busy with sth. 忙于某事，be busy in doing sth. 忙于做某事11.需要needNeed既可作实义动词，也可做情态动词。

做实义动词：（1）need sth. 需要某物She needs some help（2）Need to do sth 需要做某事You need to stay at home（3）Need doing sth 需要被做某事Your hair needs cutting, it is too long.（4）Need sb, to do sth.需要某人做某事I need you to clean the room.做情态动词：Must I ...？的问句，肯定回答：yes, you must. 否定回答：no, you needn't.12.说英语的，English-speaking名词+动词的现在分词，构成符合形容词。

意为“说英语的”常见的复合形容词的构成有：（1）名词+动词的现在分词An English-speaking country 一个说英语的国家（2）数词+名词+形容词A five-year-old boy 一个五岁的男孩A 500-meter-long street 一条长500米的街道14.与make friends 交朋友常用短语：make friends with sb.二．典型例题一．选择题1.The boy often ______basketball with his friends after school.A.play theB.playC.playsD. Plays the2.Can he ________guitar ?A.playB.play theC.playsD.plays the3.He can________A.swimsB.swimC.swimmingD.to swim4.He can _________ a little English.A.TellB.speakC.talkD.say5.Can you ________ it in English ?A.speakB.tellC.sayD.talk6.What about _________ tennis?A.playB.playsC.playingD.to play7.---Is the chair new or old ?-----____________A.yes, it isB.no, it isn'tC. It's new.D. Yes, it's new.8.He wants to watch TV,and his sister ________ wants to watch TV.A.AlsoB. TooC. /9.He needs ___________ a rest.A.HasB. HaveC. To haveD. Having10.He need ___________ hereA.not comeB. to comeC. comesD. not coming11.This ________ woman is her mother.A.forty years oldB. Forty- year- oldC. forty- years-old12.He is _________ pen pal.A, she B. Wang Gang's C. mine D. Wang Gang'13.Mr.wang is ________ Chinese teachersA.Bob's and Dale'sB. Bob's and Dale'sC. Bob's and DaleD. Bob and Dale14.There are two young women in the office. They are ________ mothers.A.Cindy's and GraceB.Cindy's and Grace'sC. Cindy and Grace'sD. Cindy and Grace15.She often goes shopping with her mother _________ weekendA.OnB.inC. ForD. /16.This kind of T-shirt looks ________ and sells __________A.Nice, wellB.nice, goodC. Well, wellD. Good, nice17.There is a picture ________ my family on the wall.A.OfB.upC.afterD. To18.---Can you ride a bike ?----No, I ___________A.Needn'tB. May notC.can'tD. Mustn't19.Lucy is not good at dancing, but she can sing _______A.GoodB.badC. WellD. Nice20.----________your American friend eat with chopsticks ?----Yes, but he can't use them well.A. CanB.shouldC. must三．课后练习句型转换1.Jim can sing Chinese songs.(改为一般疑问句）__________ Jim __________ Chinese songs ?2.他想加入运动俱乐部He wants _________ _________ the sports club.3.我可以喝你们一起玩游戏吗？May I _________ ____________ __________ playing games ?4.His brother wants to join the _________ (游泳）club.5.他们正在谈论他们新来的英语老师They are ____________ ____________ their new English teacher.6.我爷爷经常给我讲故事My grandfather often _________ me ____________.7.他不想加入运动俱乐部He doesn't want to __________ the ____________ ____________8.放学后打篮球怎么样？_________ _________ playing basketball after school ?9.她非常喜欢讲故事She likes ___________ __________ very much.10.David is good at _________(play) the piano.11.Mary is good at drawing. Mary _______________ ___________ __________ drawing.12.Let's ___________(have）a rest.13.让我们回家吧___________ ____________ go home.14.Please show me your new watch. Please __________ your new watch __________ me.15.他喜欢看体育节目He likes watching ___________ ____________.16.Jim has lunch at school,Jack has lunch at school, too.Jim has lunch at school, Jack ________ has lunch at school.17.这个男孩来自一个说英语的国家The boy is from ______________ ____________ country.18.The shopping _________ is very crowded. （用center或middle 填空）19.Don't play in the _________ of the street. （用center或middle 填空）20.我爸爸通常在下午六点回家My father usually __________ _________ at six in the afternoon.21.他经常到我家来He often ___________ _________ _______ __________22.他很友好，非常善于和别人打交道He is very friendly, and he __________ _________ _______ others.23.他想和我交朋友_______________________________________24.吉姆正在做作业_______________________________________。