(完整word版)新版-人教版七年级英语下册第一单元教案

第1 单元Can you play the guitar ?------------------- 、国本单元教学计划/ ___ _ —汇;:本单元知识梳理犷二本单元教学目标汇三本单元课再安排【课时建议】本单元建议5课时Section A (1a〜2d) ................................................................ 1 课时Section A(3a〜3c) ................................................................ 1 课时Section B(1a〜1f) ................................................................ 1 课时Section C(2a〜2c) ................................................................ 1 课时Section D(3a〜3b) ................................................................ 1 课时「一一一 --- 1t .~~…」:匕，本单元方法指导词汇短语：主要采用图片及多媒体展示助记法。

基本句子：采用多媒体展示及交际法（利用多媒体展示两人进行交际时的情景）语法：情态动词can的用法歌诀助记法。

情态动词can的用法can的用法并不难，表示语气和情态；人称和数无变化，动词原形跟后面。

Section A 第一课时（1a~2d）明确课标要求ID课前自主学习A: What club does Lily want to join? B:She wants to join the …【完成教材2d 的教学任务】1 .学生自读对话，回答下面的问题。

人教七下英语第一单元教案English:In the first unit of People's Education Press Grade 7 English textbook, the theme revolves around introductions and greetings. The unit aims to help students develop basic communication skills in English by focusing on greeting people, introducing themselves and others, and exchanging simple information about personal details such as name, age, and nationality. The unit begins with vocabulary related to greetings and introductions, followed by listening and speaking activities to practice using the language in context. Then, students learn grammar points such as the present simple tense and the verb "to be," which are essential for forming basic sentences. Throughout the unit, there are opportunities for students to engage in pair and group activities, allowing them to practice the language in a communicative and interactive way. By the end of the unit, students are expected to be able to greet people appropriately, introduce themselves and others, and respond to simple questions about personal information. Additionally, they should have a basic understanding of English grammar and be able to construct simple sentences accurately.中文翻译：人教版七年级英语教材的第一单元围绕着介绍和问候展开。

人教版七年级英语下Unit 1教案一、教学目标1. 研究掌握以下词汇：greetings, introduce, name, school, student, teacher, class, boy, girl.2. 能正确使用以下日常用语：Hello, Hi, Good morning/afternoon, What's your name?, My name is..., Nice to meet you., How are you?, I'm fine, thank you.3. 能够熟练用英语进行简单的自我介绍，并与同伴进行交流。

4. 提高学生的听说能力，培养学生的语言表达自信心。

二、教学重点1. 研究并掌握新的词汇和日常用语。

2. 能够用英语进行自我介绍并与同伴进行简单对话。

三、教学准备1. 教材：人教版七年级英语下Unit 1教材。

2. 音频设备。

四、教学过程1. 导入（5分钟）- 向学生打招呼，用英语问候：- Hello, class!- Good morning/afternoon, everyone!- 让学生回答问候并问好：- Answer: Hello/Hi, teacher!- Answer: Good morning/afternoon, teacher!2. 基础词汇研究（10分钟）- 出示单词卡片，教授以下词汇：- greetings- introduce- name- school- student- teacher- class- boy- girl- 逐个读出词汇并帮助学生研究发音和记忆。

3. 日常用语研究（15分钟）- 出示日常用语卡片，教授以下日常用语：- Hello- Hi- Good morning/afternoon- 帮助学生正确理解与使用这些日常用语。

4. 自我介绍（25分钟）- 向学生展示自我介绍的范例，按以下步骤向学生介绍自己：1. 向学生问候：Hello, everyone! Nice to meet you.2. 自我介绍：My name is [Your Name]. I'm a [student/teacher]. I study/work at [school name]. I'm [age] years old.3. 询问学生：What's your name?4. 学生回答：My name is [student's name].- 让学生跟读和模仿自我介绍范例，并鼓励他们轮流进行自我介绍。

人教版七年级下册英语Unit 1 教学设计一. 教材分析人教版七年级下册英语Unit 1主要讲述了日常生活中的一些基本交际用语，如问候、介绍、道别等。

本单元关键词包括hello, good morning, good afternoon, good evening, good night, how are you, my name is, nice to meet you, bye bye等。

通过对本单元的学习，学生可以掌握日常交际用语，提高英语口语表达能力。

二. 学情分析七年级的学生已经掌握了基本的英语语法和部分词汇，具备一定的英语听力、口语、阅读和写作能力。

但部分学生对日常交际用语的掌握还不够熟练，需要在课堂上进行针对性的训练。

此外，学生的学习兴趣和积极性较高，课堂参与度较好。

三. 教学目标1.知识目标：学生能够掌握本单元的关键词汇和日常交际用语，理解日常问候和介绍的正确用法。

2.能力目标：学生能够熟练运用本单元所学内容进行日常交际，提高英语口语表达能力。

3.情感目标：培养学生热爱生活、积极交流的情感态度，增强学习英语的信心。

四. 教学重难点1.重点：本单元的关键词汇和日常交际用语。

2.难点：日常交际用语在实际情境中的灵活运用。

五. 教学方法采用任务型教学法、情境教学法和交际法进行教学。

通过设定各种真实的交际情境，让学生在实践中学习和运用英语，提高口语表达能力。

六. 教学准备1.教学材料：教材、多媒体课件、录音机、磁带、教学卡片等。

2.教学环境：教室、多媒体设备。

七. 教学过程1.导入（5分钟）利用多媒体课件展示一幅日常生活场景图，引导学生观察并回答以下问题：–What can you see in the picture?–What are they doing?–How are they feeling?通过这些问题激发学生的学习兴趣，为接下来的教学活动做好铺垫。

2.呈现（10分钟）教师展示本节课的关键词汇和日常交际用语，如hello, good morning, how are you, my name is等，并用肢体语言和实物辅助教学，让学生更好地理解和记忆。

Unit1 Canyouplaytheguitar?话题Topic 加入俱乐部(Joiningaclub)功能Functions 能够谈论自己或他人的能力(Talkabouttheabilities) A:Canyouplaytheguitar?B:Yes,Ican./No,Ican’t. A:Whatcanyoudo?B:Icandokungfu.语法Grammar 1.能够正确使用情态动词can(Modelverbcan)Icanplayping-pongandchess.Shecansinganddance.2.能正确使用包含can的一般疑问句并作简略回答 (Yes/Noquestionsandshortanswers)A:Canyoudance?B:Yes,Ican./No,Ican’t.3.能够正确使用what引导的特殊疑问句询问某人的能力及加入俱乐部的倾向(Whatquestions) A:Whatcanyoudo?B:Icandance.A:Whatclubdoyouwanttojoin?B:Iwanttojoinasportsclub.词汇和常用表达Words&expressions 1.能正确使用下列词汇 (Curriculumwords)(按词性排列)名词:guitar,chess,club,story,drum,violin,people,home,center(=centre),weekend,musician 动词:sing,draw,speak,join,tell,write,make,teach名词&动词:swim,dance,show,talk其他:or,also,today2.能正确使用下列常用表达(Usefulexpressions)playchess,speakEnglish,begoodat,begoodwith,talkto…,playthedrums/piano/violin,makefriends,help(sb.)withsth.,ontheweekend,sports/music/art/chessclub,joina(…)club,dokungfu3.能认读下列词汇(Non-curriculumwords)kungfu,piano学习策略Strategies 1.体会语块对于词汇学习的重要性2.通过文章标题猜测文章主题文化知识Culture 1.了解中外课外活动和社团活动的差异2.了解招聘海报的特点三维目标Three-dimensionaltarget 知识与技能1.能掌握以下单词:guitar,sing,swim,dance,draw,chess,speak,join,club,tell,story,write,show,or,talk,drum,violin,also,people,home,make,today,center(=centre),weekend,teach,musician2.能熟练掌握单元短语:playchess,playthedrums/piano/violin,speakEnglish,begoodat,begoodwith,talkto…,makefriends,help(sb.)withsth.,ontheweekend,joina(…)club,dokungfu3.能掌握以下句型:A:Canyouswim?B:Yes,Ican./No,Ican’t.A:Whatcanyoudo?B:Icandance.A:Whatclubdoyouwanttojoin?B:Wewanttojointhechessclub.三维目标Three-dimensionaltarget知识与技能4.了解以下语法:情态动词can表示“能,会”的用法;含有情态动词can的肯定句、否定句和疑问句的构成;what开头、用来询问能够做什么和参加什么俱乐部的疑问句的构成和回答;play 和表示棋类和球类的名词搭配时,和表示乐器的名词搭配时,the的用法。

人教版七年级下册英语教案unit1全文共6篇示例，供读者参考篇1Unit 1 Lesson Plan (PEP 7th Grade English Textbook)What's up guys? Today we're gonna go over Unit 1 in our English textbook. It's all about talking about your daily routines and habits. Sounds pretty boring, right? But trust me, it's actually kinda useful stuff!The unit starts off with a reading passage about a kid named Li Ming and his daily schedule. Can you imagine having to read a whole passage about someone's boring routine? Yawn! But the teacher makes us read it anyway.After that, there are some dialogues where people are chatting about their habits, like "I always brush my teeth after meals" or "I never stay up too late." Kinda regular stuff that our parents are always nagging us about. Thanks for the life lessons, English textbook!Then we get into the grammar sections. Ugh, the worst part! This unit covers adverbs of frequency like "often", "sometimes","always" etc. We have to do tons of fill-in-the-blank exercises using those. It's soooo dry!There are also sections on telling time and using prepositions of time like "at", "in", "on". Snooze fest! But I guess it's kind of important to know how to say what time you do stuff.The pronunciation lessons focus on weird sounds like the "th" in "third" and "seventh". Why couldn't English just use normal letters? Making us struggle with that tongue twisty mess.At least there are some fun exercises where we can talk about our own daily routines and habits. I usually say something like "I sometimes play basketball after school but I always watch TV at night." Riveting stuff, I know!The unit projects have us making schedules and describing our dream routines. Maybe something like "At 6am I'd wake up to a butler bringing me pancakes. Then I'd spend the day playing video games and eating pizza!" A guy can dream, right?There are also tons of vocab words to memorize about routines, schedules, habits and so on. Woohoo, can't wait to study THOSE flashcards all night...All in all, Unit 1 isn't the most fascinating unit we'll cover. But I guess learning to talk about daily life is kinda useful. We'llsurvive this one! And who knows, maybe discussing routines will inspire some of us to be more disciplined. Haha, yeah right!Alright guys, that's the 411 on Unit 1. We got this! Just a few more units and we'll be English Super Stars. Okay, maybe not super stars...but we'll pass the class at least! Let's get these daily routine dialogues down and dry out some more units next time!篇2Unit 1 Lesson Plan - My InterestsHi there! I'm excited to share with you the lesson plan for Unit 1 of our 7th grade English textbook. This unit is all about interests and hobbies, which I think is a super fun topic!To kick things off, our teacher started by introducing some key vocabulary related to hobbies and leisure activities. We learned words like "hobby", "interest", "collection", "board game", and so on. She had us repeat the words after her and put them into simple sentences to practice using them.Next up, we did a listening exercise where we had to identify different hobbies from a short audio clip. I really enjoyed this part because the speakers had diverse accents from around theworld, which made it challenging yet engaging to pick out the key words.After that, we moved on to the reading comprehension section. The text was about a teenager named Emily who had a passion for photography. As we read through the passage, our teacher stopped at certain points to explain any unfamiliar vocabulary or phrases. She also asked us comprehension questions to check our understanding of the main ideas.One cool thing our teacher did was to have us work in small groups and discuss our own hobbies and interests. She encouraged us to use the new vocabulary we had learned and to ask each other follow-up questions. It was really interesting to hear about the different things my classmates enjoy doing in their free time, like playing chess, collecting stamps, or even training their pet birds!For the writing component, we had to compose a short paragraph describing our favorite hobby or interest. Our teacher provided us with a framework to follow, including an introductory sentence, supporting details, and a concluding remark. I chose to write about my love for reading and how it allows me to explore different worlds and expand my imagination.Towards the end of the lesson, we practiced some conversational dialogues related to hobbies and interests. We worked in pairs, taking turns to ask and answer questions about each other's pastimes. It was a bit nerve-wracking at first, but I found it really helpful for building confidence in speaking English.As a fun activity, our teacher also introduced us to a popular English tongue twister: "She sells seashells by the seashore." We had a good laugh trying to recite it quickly without stumbling over the words!Overall, I genuinely enjoyed learning about hobbies and interests in this unit. Not only did I pick up useful vocabulary and grammar structures, but I also got to share my own interests and learn about those of my classmates. I'm looking forward to the next unit, where we'll be exploring the topic of sports and outdoor activities.That's a wrap on the Unit 1 lesson plan! Let me know if you have any other questions or if you'd like me to elaborate on a particular part of the lesson.篇3Unit 1: HandicraftsHey there, friends! Today, we're going to learn about handicrafts from different parts of the world. Aren't you excited?I know I am!First things first, what are handicrafts? Well, they are decorative or useful objects made by hand, like pottery, weaving, or woodcarving. People have been making these amazing things for centuries, and each culture has its unique style and traditions.Okay, let's start with something super cool – Egyptian papyrus! You know, that paper-like material made from the papyrus plant? Ancient Egyptians were masters at making it. They used it for writing and drawing those awesome hieroglyphs. Can you imagine writing on papyrus like a real pharaoh? How cool would that be?Next up, we have Chinese paper-cutting. This art form has been around for ages, and it's so intricate and beautiful. The paper is cut into delicate patterns, often depicting animals, flowers, or scenes from Chinese folklore. I tried making apaper-cutting once, but it didn't turn out as pretty as the ones made by skilled artisans. Maybe you can give it a try and show off your mad paper-cutting skills!Moving on, let's talk about Mexican pottery. The vibrant colors and intricate designs are simply mesmerizing. Can youbelieve that some pottery techniques have been passed down for generations? That's like your great-great-grandparents teaching your grandparents, who taught your parents, who taught you! Mind-blowing, right?Now, have you ever heard of Ukrainian Easter eggs? These beautifully decorated eggs are called "pysanky," and they're a true work of art. Using a wax-resist technique, intricate patterns and designs are carefully applied to the eggs. Imagine having a whole basket full of these colorful gems for Easter! It would be like having a tiny egg museum in your house.Lastly, we can't forget about African masks. These wooden masks are not just decorative pieces but also hold deep cultural significance. They're used in ceremonies, rituals, and even storytelling. Each mask has its own unique design and meaning, representing different spirits, ancestors, or values. Wouldn't it be amazing to attend a traditional African ceremony and witness the power of these masks first-hand?Well, that's it for today's lesson on handicrafts. I hope you found it as fascinating as I did. Remember, these incredible works of art are not just beautiful objects but also reflect the rich cultural heritage of different peoples around the world. So, thenext time you see a handicraft, take a moment to appreciate the skill, creativity, and history behind it.Alright, class dismissed! Time for recess and somewell-deserved fun in the sun!篇4Unit 1 - My Favourite SeasonHi everyone! I'm so excited to start a new unit in our English textbook. This time, we're going to learn all about seasons and weather. As a kid, I absolutely love the changing seasons -they're like nature's way of keeping things fresh and fun throughout the year!In this unit, we'll dive into vocabulary related to seasons and weather conditions. I can't wait to expand my English vocabulary with words like "sunny", "rainy", "snowy", and all those awesome descriptive words. It's going to be a blast!We'll start by learning how to talk about the four seasons - spring, summer, fall (or autumn if you're fancy), and winter. Each season has its own unique charms and quirks when it comes to weather patterns. I personally love spring because everythingstarts blooming and coming back to life after the cold winter months. The fresh, floral scents in the air are just heavenly!In the summer, we'll learn words to describe hot and sunny conditions. I'm talking "sweltering", "scorching", and "sizzling" hot! Of course, we can't forget beach vocabulary like "sand", "ocean", and "sunscreen". After all, what's summer without a trip to the beach or pool?The fall section will cover changing leaves, crisp air, and getting cozy with warm clothes and drinks. The colours are just stunning during this season. I can already picture the deep reds, bright oranges, and golden yellows of the fall foliage.Then we'll move on to winter, with its cold temperatures, snow, and ice. Building a snowman, sledding down hills, and drinking hot chocolate by the fireplace are some of my favourite winter activities. We'll learn fun words like "frosty", "freezing", and "blustery" to describe this chilly season.But weather vocabulary isn't the only focus of this unit. We'll also practice talking about our personal preferences when it comes to seasons and weather. I can already envision lively discussions about whether we prefer sunshine or rainy days, hot or cold temperatures. It'll be so interesting to hear everyone's unique perspectives!The reading passages will likely describe different seasonal traditions and festivities around the world. I'm really looking forward to learning about how other cultures celebrate and appreciate the changing seasons. Maybe we'll even get to compare them to our own local customs and traditions.I have a feeling we'll get to try our hand at some seasonal writing too, like descriptive paragraphs or poems about our favourite season. As a creative kid, I live for opportunities to flex my writing muscles and let my imagination run wild, painting vivid pictures with words.Speaking of engaging, I heard we might even get to do some hands-on science experiments related to weather patterns and seasonal changes. How cool would it be to create our own mini greenhouse or build a model showing the earth's tilt and how it affects seasons? I'm all about learning through interactive experiences.Overall, I have a feeling this unit is going to be an absolute blast! I'll get to expand my English skills while learning all about the captivating world of seasons and weather. Plus, I'm sure my classmates and I will have so much fun together exploring this vibrant topic.Here's to sunny days filled with new vocabulary, interesting readings, and unforgettable learning experiences. Let's embrace the changing seasons of our English journey with open arms and curious minds. This is going to be one unit we'll never forget!篇5Unit 1: Hello WorldHi there! I'm so excited to start a new unit in our English textbook. This time we're learning about different cultures and countries around the world. How cool is that?Our first lesson was all about greetings. We learned how to say "hello" in different languages like Spanish ("hola"), French ("bonjour"), and even Mandarin Chinese ("nǐ hǎo"). My favorite was the Japanese greeting "konnichiwa" - it just rolls off the tongue so nicely.Then we practiced introducing ourselves and asking basic questions like "What's your name?" and "Where are you from?" It was fun going around the class and meeting everyone, even though we already knew each other. I got to pretend I was from Australia and put on my best accent!Next up was talking about nationalities. There are so many to learn - American, British, Canadian, Australian, Chinese, Japanese...the list goes on and on. We played a guessing game where we had to identify the nationality based on pictures and descriptions. I totally thought the guy with the beret and striped shirt was French, but he turned out to be Italian! Tricky, tricky.Our teacher also taught us the words for common occupations and jobs. I learned "doctor", "teacher", "chef", "police officer" and more. We had to mime acting out the different jobs, which was hilarious. You should have seen Tommy pretending to be a construction worker - his hammer swinging was so exaggerated!The homework for this unit was to research a country and prepare a short presentation about it. I chose New Zealand because I've always wanted to see those crazy fuzzy birds called kiwis up close. Did you know the kiwi is also the nickname for New Zealanders?I found out that New Zealand has three official languages - English, Māori and New Zealand Sign Language. The Māori language has some really fun-sounding words with lots of vowels, like "aotearoa" which means "land of the long white cloud". I practiced pronouncing them over and over.For my presentation, I made a poster with pictures of kiwi birds, the silver fern (which is an iconic NZ symbol) and did you know, there are no snakes in New Zealand? I was so nervous standing in front of the class, but I got through it okay. Phew!We ended the unit by learning tongue twisters from around the world. You know, those silly phrases that get all twisted when you try to say them fast? My favorite was the English one: "She sells seashells by the seashore." Holy moly, that's a mouthful! We had a mini tongue twister contest to see who could say them the clearest. I was pretty good, but Lily was the undisputed champion.Overall, I'd say this unit was a blast! I loved learning about the richness of cultures across the globe. Studying different languages, traditions and people helps make the world feel a bit smaller and more connected, you know? Now I'm really curious to start the next unit and see what other awesome stuff we get to explore. Bring it on!篇6Unit 1: Hello, New Term!Hey everyone! It's me again, your friendly neighborhood English student. I'm so excited to share with you my thoughtsand experiences from our first unit of the new school term. Get ready for an adventure filled with new vocabulary, grammar rules, and real-life scenarios that will make learning English a breeze!First things first, let's talk about the vocabulary we learned in this unit. Can you believe we covered words like "subject," "semester," "schedule," and "tutor"? At first, I was a bit intimidated by these big words, but our awesome teacher made sure to break them down and provide us with fun examples. Who knew that "subject" could be used as a verb too? Mind = blown!But wait, there's more! We also explored the wonderful world of school subjects. From math to history, science to art, we learned how to express our likes and dislikes towards different classes. I'll let you in on a little secret – I'm not a huge fan of math, but I absolutely love English class! I mean, how could I not when we get to learn cool stuff like this?Speaking of cool stuff, get ready for some grammar action! We dove deep into the world of present tenses, specifically the present simple and the present continuous. I know, I know, grammar can be a real headache sometimes, but our teacher had us play these interactive games that made it so much fun. Imagine a classroom full of kids jumping around, acting outdifferent actions – that's how we learned the present continuous tense!Now, let's talk about the real MVP of this unit: the dialogues and role-plays. These were hands-down my favorite part because we got to put everything we learned into practice. From introducing ourselves to talking about our favorite subjects, we covered it all. I'll never forget the time when my friend and I had to act out a conversation between a student and a tutor. Let's just say we had the whole class in stitches with our terrible acting skills!But wait, there's more! (I feel like I'm on one of those infomercial shows.) We also learned how to read and write basic schedules. I know what you're thinking, "Schedules? Boring!" But trust me, when you see how our teacher made us create our own imaginary schedules with hilarious activities like "Nap Time" and "Video Game Marathon," you'll change your mind.And last but not least, we tackled the art of writing simple emails and messages. I don't know about you, but I'm already dreaming of the day when I can email my friends in perfect English. Imagine the look on their faces when they receive a message from me that's not just a bunch of emojis!Well, that's a wrap on Unit 1, folks! I hope you enjoyed this little glimpse into our English adventures. Stay tuned for more updates as we continue our journey through the textbook. Who knows, maybe by the end of the year, we'll all be fluent English speakers! (Okay, maybe that's a stretch, but a kid can dream, right?)。

Unit 1 Where’s your pen pal from?Language goals:●In this unit students learn to talk about countries, nationalities andlanguages.●Ask and tell where people live.New languages:●Where’s he / she from?●He / She is from Australia / England / China / France / Singapore /Australia.●Where does he / she live? He / She lives in Sydney.●What language do you speak? I speak English.●What’s your / his / her favorite subject?●My / His / Her favorite subject is English.●Does he / she have any brothers and sisters?Yes, he/ she does. / No, he / she doesn’t.Difficult points:1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class.2. Where questions with fromWhere questions with liveWhat questionsTeaching aids:● A tape recorderTeaching periods:●Period 1:Section A中1a, 1b, 1c●Period 2:Section A中2a, 2b, 2c，2d●Period 3:Section A中3a, 3b, 4●Period 4:Section B中1,2a, 2b, 2c●Period 5:Section B中3a, 3b, 3c, 4●Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Where’s your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for asecond time.Ask the students to listen to the recording and circle the countries in1a.Ask students to listen to and repeat after the recording and thencheck the answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with yourpartner. You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from.Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step 1.StepI RevisionCheck the homework. And then ask several students to answer questions.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: What’s the meaning of capital? Can you guess? Help them toanswer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto,and Tokyo on the right of the blackboard. And the teacher reads themaloud and asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and thecountries.Say: Now work in pairs and ask where the city is. For example, thefirst student asks “Where is Beijing?” the second student answers “It’sin China.”Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let’s look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students’ attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the information in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word “from”. It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above.Homework1. Ask the students to learn the sentence patterns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages: What language does she speak? She speaks English.3. Enable the students to learn to talk about what language people speak.4. Help the students to learn how to talk about what language people speak.Teaching procedures:Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questions.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of “language”? Listen: Tim is from England and he speaks English. So English is his language. I’m from China, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as they answer the questions.Show the flowing and ask the students to make conversations after the model.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz.HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Teaching procedures:Step 1. RevisionAsk the students to make conversations talking about their new penpal.Ask some pairs to the front to talk about their pen pals.Greet each other and have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box nextto the title of each language textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conversation bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the students.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French. Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It’s fun. / It’s too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Teaching procedures:Step 1.Warming upSay, Do you have a pen pal? What’s his name? Does he have any brothers and sisters? What language does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the answers. Then draw the information card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class.HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class.Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page 6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.。

（完整）新版-⼈教版七年级英语下册第⼀单元教案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。

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: Our Living PlanetLesson 1: Vanishing SpeciesHey guys! Today we're starting a new unit all about our amazing planet Earth and the incredible creatures that live on it. I'm really excited because this topic seems fascinating to me. In our first lesson, we'll be learning about endangered species and why it's so important to protect them.The class began with our teacher, Ms. Roberts, showing us some striking photos of animals like the black rhino, the Amur leopard, and the mountain gorilla. She asked us if we knew what these animals had in common, and after a few guesses, we realized they were all critically endangered species at risk of going extinct.Ms. Roberts explained that when a species becomes endangered, it means their population has declined so much that they are facing a very high risk of extinctionintheir naturalenvironment. Some key reasons animals become endangered include habitat loss, poaching, pollution, and climate change.We then watched a short documentary clip about the life of the last remaining male northern white rhino named Sudan, who passed away in 2018. It was heartbreaking to see such a majestic creature being the very last of his kind. His death was a somber reminder of what we could lose forever if we don't take action to protect wildlife.Next, we did a reading exercise from our textbooks about the impacts of habitat destruction and overhunting on vulnerable species. I learned that even small changes to an ecosystem can have devastating ripple effects. For example, if a particular species of frog goes extinct, it could impact the entire food chain since snakes, birds and other animals rely on those frogs for food.For homework, Ms. Roberts asked us to research an endangered animal of our choice and prepare a short presentation about its status, threats, and conservation efforts. I chose the adorable red panda because they are just so unbelievably cute! I can't wait to learn more about these fuzzy creatures.In our next class, we'll be giving our endangered species presentations. I'm a little nervous since public speaking isn't my strongest suit, but I know this is an important topic that deserves attention. We only have one planet filled with incredible biodiversity - it's our responsibility to protect it before it's too late.Lesson 2: Natural WondersWhat's up, class? In today's lesson, we got to explore some of the most breathtaking natural landscapes and phenomena our planet has to offer. I've always loved learning about geology, geography and natural science, so I was really looking forward to this unit.To get us inspired, Ms. Roberts started by showing us stunning photographs and videos of places like the aurora borealis, the Great Barrier Reef, the Grand Canyon, and Victoria Falls. We had to guess whereabouts in the world these locations were, which was trickier than I expected!After the visuals amazed us, Ms. Roberts explained that we'd be learning about some of the geographical processes that have shaped these natural wonders over millions of years. We covered concepts like erosion, tectonic plate movement, volcanic activity, glaciation, and coral reef formation.There were certainly some complex geological terms to wrap our heads around, but the examples and visuals helped a lot. Who knew that the Grand Canyon was gradually carved out by the Colorado River over a mind-boggling 5-6 million years? The forces of water and weather are incredibly powerful!We then split into small groups and each tackled a different assigned natural wonder like the Northern Lights, The Wave (that trippy rock formation), geysers in Yellowstone Park, and more. We had to research the key geographical processes involved in creating this natural phenomenon and present it back to the class in a fun, creative way.My group's task was to explain how the incredible Great Barrier Reef formed and the delicate marine ecosystem it supports. Did you know it began as a tiny bundle of coral polyps way back during the last ice age? After millions of years of gradual growth, it became the largest reef system in the world, visible even from outer space!In our presentations, we used plenty of engaging videos, handouts, and even some hands-on demos to explain these intricate natural processes to our classmates. I think we all walked away appreciating just how amazingly diverse and vibrant our planet really is.For homework, we have to select another natural wonder that interests us and write a short report summarizing its geological origin and key features. There's so much to explore and research - maybe I'll finally understand how those crazy "Frozen Tornado" ice formations occur! This has been such an eye-opening lesson in Earth science.Lesson 3: Sustainable SolutionsWhat's good, class? Our latest unit on environmental sustainability was certainly an eye-opening one. I'll admit, before this lesson I didn't fully understand the impact human activity has had on our planet's health and resources. But now I feel much more informed on the challenges we face and potential solutions moving forward.Ms. Roberts wasted no time diving into the heavy topics like pollution, deforestation, overpopulation, and of course, climate change. The statistics were pretty sobering - for example, did you know over 1 million plant and animal species face extinction due to human actions? That's just crazy to me.We watched some hard-hitting video clips showing the real-world effects of issues like plastic pollution clogging our oceans and devastating wildfires linked to global warming. I'll never be able to un-see those poor marine animals tangled intrash or those terrifying walls of flames. It really drove home the urgency of the situation.But rather than just bum us out, Ms. Roberts also highlighted the many innovative solutions and technologies being developed to build a more sustainable future. We learned about things like renewable energy sources, green construction practices, sustainable agriculture, and waste reduction strategies.For example, isn't it cool how some cities are building "vertical forests" with trees and plants incorporated into buildings? Or how about those ingenious artificial reef structures made from recycled materials to help regrow coral? The future of green living sounds incredibly high-tech and creative.To apply what we learned, we did an exercise of conducting a "sustainable living audit" of our own households. We had to analyze areas where our families could reduce consumption, conserve energy/water, improve recycling habits, and make more eco-friendly purchasing decisions. It was eye-opening for me to see just how many simple lifestyle adjustments can make a real difference.Finally, we wrapped up with a lively debate on who bears the biggest responsibility for environmental change - individuals, corporations, or governments? Both sides made compellingarguments, but I walked away believing that every single person's choices can create positive ripples. Even small actions breed awareness and put pressure on leaders to prioritize sustainability.For our final project, each of us has to create an awareness campaign promoting sustainable practices related to an environmental issue we care about. I've decided to focus on reducing plastic waste since those images of polluted waters really struck a chord with me. I'm excited to explore creative ways to inspire change through design, social media, and community outreach.All in all, this eye-opening unit has made me feel so much more conscious about my own role as a global citizen. Our planet's health impacts every living creature - we have a duty to respect and protect it through sustainable living. I know I'll be making some serious lifestyle adjustments moving forward. Let's get to work, guys!篇2Unit 1: A Diary of My HolidaysThis unit is all about holidays and how we spend our time during the school breaks. As a student, I find this topic reallyexciting because who doesn't love vacations, right? It's a chance to relax, have fun, and make some great memories with friends and family.The unit kicks off with a reading passage titled "A Diary of My Holidays". It's a diary entry written by a student named Li Ming, who talks about his summer vacation adventures. Li Ming went on a trip to Qinghai Province with his parents, and he describes the beautiful scenery, the local cuisine, and the memorable experiences he had.One thing I really enjoyed about this passage is the vivid descriptions Li Ming uses to paint a picture of his journey. He talks about the "crystal-clear lakes" and the "snow-capped mountains" in a way that makes me feel like I'm there, experiencing it all with him. It's a great example of how using descriptive language can make your writing more engaging and interesting.After reading the passage, we dive into the language focus section, which covers some important grammar points and vocabulary related to the topic of holidays. We learn how to use the past simple tense to talk about completed actions in the past, as well as how to use time expressions like "last year" and "two weeks ago".The vocabulary we cover is also really useful for talking about vacations and travel. We learn words like "scenic spot", "souvenir", and "accommodation". I find it helpful to learn vocabulary in context, as it makes it easier to remember and use the words correctly.One of my favorite parts of the unit is the speaking section, where we practice having conversations about our holiday experiences. We work in pairs or small groups, asking and answering questions like "Where did you go for your last holiday?" and "What did you do there?". It's a great opportunity to practice our speaking skills and learn from each other's experiences.The writing task for this unit is to write our own diary entry about a memorable holiday. I really enjoy creative writing assignments like this because they allow us to express ourselves and share our personal stories. It's also a chance to practice using the language and vocabulary we've learned in a meaningful way.Overall, I think Unit 1 is a really engaging and practical unit. It covers useful language skills for talking about a topic that's relevant to our lives as students, and it encourages us to becreative and share our own experiences. I'm looking forward to learning more and improving my English skills!篇3Unit 1 Lesson Plan (Student's Version)What's up, fellow students! In this lesson plan, I'll guide you through the first unit of our 7th grade English textbook. We'll explore the themes, key vocabulary, language points, and activities. Let's dive in and make the most of this learning journey!Title: My Favourite ThingsTheme:This unit revolves around describing our favorite things, such as hobbies, sports, and activities we enjoy. It's all about expressing our unique interests and sharing them with others.Vocabulary:Get ready to expand your word power! Here are some essential vocabulary words we'll encounter:Hobby: An activity someone enjoys doing in their spare time.Collect: To gather and accumulate items of a particular kind.Stamp: A small adhesive paper label used for postage or revenue purposes.Coin: A flat piece of metal issued by a government for money.Badminton: A racket sport played on a court with a shuttlecock.Chess: A strategy board game played between two opponents.Skating: The act of gliding on ice skates or roller skates.Surfing: The sport of riding waves on a surfboard.Painting: The art of applying pigments to a surface to create an image.Gardening: The activity of cultivating plants and flowers.Language Points:In this unit, we'll focus on several key language points that will help us describe our favorite things effectively:Talking about likes and dislikes using expressions like "I like..." and "I don't like..."Expressing preferences with structures such as "I prefer..." and "I'd rather..."Using adjectives to describe hobbies, sports, and activities.Asking and answering questions about favorite things.Activities:Get ready for some fun and interactive activities! Here's what we'll be doing:Warm-up: We'll start by discussing our favorite things and sharing why we enjoy them.Vocabulary Practice: We'll play games and complete exercises to reinforce the new vocabulary words.Reading and Listening: We'll read passages and listen to conversations about people's favorite hobbies and activities.Speaking Practice: We'll engage in role-plays and discussions, describing our favorite things to each other.Writing Task: We'll write a paragraph or short essay about our favorite hobby or activity, using the language points we've learned.Project Work: In groups, we'll create presentations or posters showcasing our favorite things and sharing them with the class.Sounds exciting, doesn't it? I can't wait to learn about your favorite things and share mine with you. Let's have a blast exploring this unit together!Remember, practice makes perfect, so be sure to actively participate in the activities and complete the exercises. Don't hesitate to ask questions or seek clarification if you need any help.Let's rock this unit and take our English skills to new heights! See you in class!。

Unit 1 Can you play the guitar?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: Ican 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 activities with thepeople.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 dance／swim／sing／...等，学习表达活动的动词短语。

(此文档为word格式，下载后您可任意编辑修改！)Unit 1 Where’s your pen pal from?一、单元教材分析本单元的中心话题是pen pals。

主要语言功能项目是talk about countries, cities and languages。

语法结构为Where...from; Where (iv)and what language…speak。

先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。

Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。

我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。

二、教学目标分析1、语言目标a. 重点词汇：Countries: Canada, China, France, Japan, the United States,Singapore, Australia, The United Kingdom,Paris.Cities: Sydney, New York, Toronto, Toyo, London Languages: English, French, Japanese, Chinese.b. 重点句型：－Where…from? －She’sHe’s from…－Where does…live? －SheHe lives in …－What language does she A 1a—2dPeriod 2 Section A 3a—Section B2cPeriod 3 Section B 3a---3cPeriod 4 Summing up Section A and B and the grammar.五、教学过程设计The First PeriodTeaching aims:1．Learn to express the main countries and cities.2．Know something about the countries.3．Master where- sentence structure.Key points:1. Words: pen pal, Australia, Japan, Canada, France, the United states,Singapore, the United Kingdom, country, Sydney, NewYork, Paris, Toronto, Tokyo world2.Sentences: -Where is your pen pal from? -He’s from Australia.-Where does Paris-Where is John’s pen pal from ?Teaching aids:Some cards with cities and countries.Teaching procedures:Step 1.Lead—in (1a&2a)First greet the students. Then teacher begins the topic with the Spring Festival. Do you use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。

七年级英语下人教版 Unit1教案1. First show the pictures of some countries on the screen. Learn the names ofthese countries.2. Now open your books. Listen to the recording. Please repeat the names of thecountries.(play the recording twice)Step Ⅲ 1bListen and circle the countries in 1a you hear.Play the recording the first time. Students only listen. Then a second time. Thistime ask students to circle the country names they hear.Then check the answers.StepⅣ 1cRead the c onversations in the picture.Ask students to work in pairs, ask and answer questions about where they are from?ask some pairs to present their conversations to the class.StepⅤ. 2aPoint to the chart and ask the students to write the name of a country in t he blankafter each city.StepⅥ. 2b, 2c, 2d1. 2b Listen and c ircle the cities and countries you hea r on the recording.2. 2c Listen again and complete the chart.3. 2d Now use the information in the chart in 2c and make more conversations.StepⅦ Grammar FocusReview the grammar box. Ask students to say the questions and answers.Step Ⅷ 3a, 3b,41. Finish the chart of 3a , then choose a country and make a conversation.2. Quiz Name the place! play this game.StepⅨ SummarySummary the information in section A.StepⅩ HomeworkHave more practice after class.Blackboard designUnit 1 Where is your pen pal from?Where is your pen pal from?He’s from Canada.Where does he live?He lives in England.What language does she speak?She speaks English. Pre-task：Ask students to bri ng some thing that represents some country.Step I. Task One1. Match the cities and the map. (4 students a group)2. Learn the new words with the pictures.3. Listen and repeat. (1a)4. Listen and circle. (1b)Step II. Task Two - Guessing Game 11. Students watch the videos and then tell what countries they saw.2. Ask students to show the things they brought, the other students will guess where they are from. If the students forgot to bring things to class, ask the students to do group work. They should say a sentence or a short paragraph and ask the other students to guess who she/he is. Thestudents can ask more questions.For example:Student A says: He can play basketball very well.The others can ask: Where is she/he from? Where is he now?Student A answers: He is from China. He is in the United States.The others will guess: He is Yao Ming.Get each group say one, the other groups ask and guess.Step III. Listening1. Finish 2a.2. Listen and circle. (2b)3. Listen and complete the chart. (2c)Step IV. Task Three - Choosing a pen palGroup work: 4 students a groupGet students to choose their favorite pen pals from other countries according to the cards given by teacher. The following card in only an example.Name: MariaGender/Sex: FemaleBe from: CanadaBorn: On 29th July, 1990Live: TorontoLike: Dancing , basketball, English, thrillers,Language needed：My pen pal is Maria. She is from Canada. She lives in Toronto. She likes dancing, basketball, English and thrillers.Step V. Task Four - looking for friendsPair work:After choosing their pen pals, get the students to look for friends and find out whose pen pals come from the same country and live in the same city.Language needed：1. -Where is your pen pal from?-She/He is from….2. -Where does she/he live?-She/He lives in….Step VI. Homework1. Please write a letter to yo ur pen pal and tell her/him something about you.2. Make a card for your favorite movie star or sp ort s tar.S tep VII. Grammar Focus1. Canada, South Korea, New Zealand, Japan, the United States,Australia, Mexico, Brazil, Argentina, the United Kingdom, China2. Soul, New York, Mexico City, Tokyo, Rio de Janeiro3. -Where is your pen pal from?-She/He is from …4. -Where d oes she/he live?-She /He lives in…。

人教版七年级英语下册全册教案Unit1 Where is your pen pal from？Topic:Countries，nationalities，and languagesFunctions:Talk about countries，nationalities and languagesAsk and tell about where people liveStructure：Where's/Where're 。

from？Where does/do ...from？What questions———-What language does/do ...speak？Target language：Where is she from？She is from。

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Where does she live? She lives in。

.What language does she speak？She speaks。

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V ocabulary:words about countries, languagesTeaching design：The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 ( 1a----Grammar Focus ）Key points:Where is your/John’s pen pal from? He/She is from。

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Where does he/she live？He/She lives in。

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(Homework for preview)Pre—task:Let the Ss give themselves pen pals and they should write down their pen pals' information，such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss。

人教版新目标七年级英语下册 Unit 1教案一. 教材分析人教版新目标七年级英语下册Unit 1主要讲述了日常生活中的一些基本交际用语，如问候、介绍、道别等。

本单元的核心词汇有关键词hello, good morning, good afternoon, good evening, how are you, my name is等。

主要句型有：- What’s your name? - My name is…, - How are you? - I’m fine, thank you, and you?二. 学情分析七年级的学生已经掌握了基本的英语发音和一些日常用语，但对新的语言知识仍需要通过反复练习来巩固。

他们对新事物充满好奇，善于模仿，但注意力容易分散，需要教师通过丰富的教学手段和方法来吸引他们的注意力。

三. 教学目标1.能听懂、会说、会读本单元的核心词汇和句型。

2.能用英语进行简单的自我介绍和日常问候。

3.培养学生的交际能力和团队协作能力。

四. 教学重难点1.重点：本单元的核心词汇和句型的正确使用。

2.难点：日常英语口语交流的技巧和实际应用。

五. 教学方法采用任务型教学法，通过情景模拟、小组讨论、角色扮演等丰富的教学活动，激发学生的学习兴趣，提高他们的参与度和积极性。

六. 教学准备1.教学PPT2.单词卡片3.角色扮演道具4.教学录音机七. 教学过程1.导入（5分钟）教师通过播放一段日常英语交流的录音，引导学生注意听懂其中的问候和介绍，激发学生的学习兴趣。

2.呈现（10分钟）教师通过PPT展示本节课的核心词汇和句型，并用简单的解释和例子让学生理解其含义。

如：展示单词卡片，教读并解释词汇hello, good morning等，然后用句型What’s your name?进行提问，引导学生回答。

3.操练（10分钟）教师学生进行小组讨论，用本节课的词汇和句型进行自我介绍，鼓励学生大胆开口说英语。