七年级英语周五教学案

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七年级英语教案unit5Doyouhaveasoccerball新目标

七年级英语教案unit5Doyouhaveasoccerball新目标

七年级英语教案unit5Do you have a soccer ball新目标单元整体说明单元教材分析本单元主要学习动词have的一般现在时的用法;使用do和does引导的一般疑问句的构成以及简单回答。

本单元围绕“和朋友一起欢度时光”这一话题安排了三个任务:一是列举所学的运动项目,从中挑选出各自喜欢的体育项目,并说明原因,目的是巩固并新学一些体育项目的名词;二是让学生互相询问所爱好的运动,并根据情况发出邀请,学会用have对物品的所属进行提问与回答,掌握用do和does引导的一般疑问句的构成及使用,了解用Let’s 提建议的句型;三是写作,把任务一、二的完成情况写成日记,进一步复习、巩固所学的语言目标。

Do you/they have a TV?Yes,I/they do./No,I/they don’t.Does he/she have a soccer ball?Yes,he/she does./No,he/she doesn’t.Let’s play soccer.I don’t have a soccer ball./That sounds good.单元总体目标学会用have对物品的所属进行提问与回答;学会用let’s…句型提建议;能够谈论自己喜欢哪些球类运动,不喜欢哪些球类运动及原因;能够谈论怎样和自己的朋友度过一段愉快的时光重点难点1.复习词汇:baseball soccer ball, have2.词汇:tennis, racket, bat, volley, basketball, television, interesting, boring, fun, difficult, relaxing, welco me, our, sports, center, like, we, many, club, pingpong, more, join, class3.句型:Do you have a TV? Yes, I do. /No, I don’t.Do they have computer? Yes, they do. / No, they don’t.Does he /she have a soccer ball? Yes, he/she does. No, he/she doesn’t.Does Chi young have a baseball? Yes, he does. No, he doesn’t.Let’s play soccer. I don’t have a soccer ball.Well, Let’s play volleyball. That sounds good.语法重点:行为动词have的一般现在时的用法;使用do和does引导的一般疑问句的构成和使用。

七年级英语下册Unit5教案

七年级英语下册Unit5教案

七年级英语下册Unit5教案 A Section A needs 1~2 periods. Section A需用1~2课时。

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ. Aims and demands目标要求1. (1)Learn days of the week:Monday, Tuesday, Wednesday, Thursday, Friday(2)Learn subjects:biology, geography, P.E. , art, math, science, history, politics(3)Learn other new words and phrases:today, meeting, outdoor activity, lesson, draw, learn2. Learn Wh-questions.What day is it today?What time does the class begin?3. Talk about subjects and timetables.They are having a music class.—What time is it over?—At a quarter to eleven.Ⅱ. Teaching aids 教具录音机/图片/小黑板/单词卡片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)通过复习, 导入1a。

1. (师生共同说唱, 复习现在进行时。

)T: Let’s chant“What are you doing?”What are you doing now?I’m singing now.What are you doing now?I’m dancing now.What are you doing now?I’m walking now.What are you doing now?I’m playing now.(一边唱, 一边做动作, 全班学生跟着唱, 一起做动作, 活跃课堂气氛, 激发学生学习兴趣。

七年级英语上册Unit5-Do-you-have-a-soccer-ball优秀教案

七年级英语上册Unit5-Do-you-have-a-soccer-ball优秀教案

Unit 5 Do you have a soccer ball? Learning objectives (教学目标)Analyze and rearrange teaching materials (教材分析和重组)1. 教材分析本单元以“Do you have a soccer ball?”为话题, 共设计了三个部分的内容。

Section A该部分有4个模块:第一模块围绕“Do you have a soccer ball?”这一话题展开词汇学(1a)、听力(1b)、口语(1c)训练;第二模块继续围绕“Do /Does… have a…?”进行听力(2a-2b)、口语训练(2c);第三模块围绕“Make suggestions.”这一话题展开训练,训练形式为单词填空(3a)和角色表演谈论图画为训练形式(3b);第四模块就“Complete the forms according to the sports club you like.”以结对活动形式进行介绍。

Section B该部分有4个模块:第一模块是词汇的学习(1a)与运用(1b);第二模块仍然围绕(1a-1b) 的词汇进行听力训练(2a-2b)、围绕提建议进行口语训练(2c);第三模块继续围绕“Ownership”这一话题展开有关收藏品阅读(3a), 写作训练(3b-3c);第四模块仍就“Ownership”这一话题以口语训练形式展开全班活动。

Self Check该部分有3个模块:第一模块以填空形式对所学词汇进行训练;第二模块以默写已学过的五个单词的形式对所学的词汇继续巩固复习; 第三模块围绕有关ownership和suggestions对话开展口语训练和写作训练。

教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c) New function presenting Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) PracticePeriod 3 (Section B: 1a, 1b, 2a, 2b, 2c) V ocabulary building Period 4 (Section B: 3a, 3b, 4) Integrating skillsPeriod 5 (Self Check: 1, 2, 3 & Workbook) Self CheckPeriod 6 WritingTeaching procedures and ways (教学过程与方式)Period One New function presentingLanguage goals (语言目标)1. Words & expressions: have, soccer ball, tennis, racket, tennis racket,ping–pong, volleyball, basketball, bat (P25)2.Key sentences: Do you have a ping–pong ball?Yes, I do. No, I don’t. (P25)Ability goals (能力目标)Enable the students to understand and talk about ownership and make suggestions.Emotion & attitude goals (情感和态度目标)Enable the students to form positive attitude toward sports collection and love sports, keep healthy and learn to make suggestions politely. Strategy goals (策略目标)To understand the target language by reading pictures, drawing pictures, countingnumbers, drawing a chart.Culture awareness goals (文化意识目标)People’s attitude toward sports collections is different in English speaking countries.Teaching important points (教学重点)Talk about ownership and make suggestions.Teaching procedures & ways (教学过程和方式)Step 1. Revision and Lead-inAsk one or more students to show their homework.T: In the last unit, I ask you to do a project about filling in the chart because we want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what balls he /she has. Then write down the information in the chart. Now who wants to display your project on the blackboard?T: Do you have tennis? S: Yes, I do.Second point to the others in the classroom.T: Does Wang Wei have tennis? S: Yes, he does.Third point to Li Hong in the classroom who has ping–pong ball, but no tennis.T: Do you have tennis?S: No, I don’t.T: Do you have a ping–pong ball?S: Yes, I do.T: Does Li Hong have tennis?Ss: No, she doesn’t.T: Does Li Hong have a ping–pong ball?Ss: Yes, she does.T: Today we are going to learn how to talk about ownership and make suggestions.Step 2. Listing and SpeakingAsk the students to read the picture on Page 25.T: What can you see in the picture?Ss: We can see a ping–pong ball, a ping–pong bat, a tennis racket, a soccer ball, volleyball, a basketball, a TV, a computer game.T: Ask the students to match the words with the things in the picture.Ss: Say, Number 1 is (C), tennis racket. Number 2 is (a), ping–pong ball…After checking the answers in 1a, ask the students to read aloud the new words again and again, ask and answer about them in pairs. And then play the recording again. This time students listen to conversation and circle the words they hear. And then check the answers. Students circle ping–pong bat and computer game.Step 3. Pair workAsk the students to read the example conversation. Have students repeat. And then point to the television in the illustration and substitute that word in the conversation. Have students repeat again. And then ask students to practice the conversation in pairs and remind them to use various objects from the illustration. As students practice, move around the classroom to check progress and help with pronunciation.Ask for more ideas from the students and write their ideas on the blackboard.p hone, cars, pencil case, eraser, pen, book, dictionary, watch, key, notebook, ring, sister , brother, chair, bookcase, CD, video tape, hat, desk, dresser…Show the following to the students and then ask them to practice in pairs.—Do you have a phone?—Yes, I do.—Do you have a CD?—No, I don’t.T: Now work in pairs, make conversations with the newwords in 1a and act it out around the students.Sample conversations:1. S1: Do you have a ping–pong bat?S2: Yes, I do.S1: Do you have a ping–pong bat?S2: No, I don’t.2. S3: Do you have volleyball?S4: Yes, I do.S3: Do you have a basketball?S4: No, I don’t.3. S5: Do you have a tennis racket?S6: Yes, I do.S5: Do you have a TV?S6: No, I don’t.Step 4. Homework1. Ask the students to do more practice as required in 1 c on Page 25.2. Ask the students to prepare the next period. Think about the usage of “Does she /he have…?”Period Two PracticeLanguage goals (语言目标)1. Words & expressions: does, doesn’t, let, us, let’s, play, well, sound,good, sport, we, many, club, more, class (P26)2. Key sentences:—Let’s play volleyball.—That sounds good. (P26)Ability goals (能力目标)Enable the students to make suggestions politely.Emotion & attitude goals (情感和态度目标)Train the Ss to make suggestions politely and take activity part in school sports club and keep healthy.Strategy goals (策略目标)Enable the students to match the problems and worries.Culture awareness goals (文化意识目标)Learn to how to make suggestions politely.Teaching important points (教学重点)Talk about making suggestions.Teaching procedures & ways (教学过程和方式)Step 1. RevisionBefore class, let’s have a revision. First make up a conversation with “Do you have…?”about ownership, and then in threes make up a conversation with “Do you have…? Does she /he have…?”Sample dialogues:1. S1: Do you have a soccer ball? S2: Yes, I do.S1: Do you have a basketball? S2: No, I don’t.2. S1: Do you have a computer game? S2: No, I don’t.S1: Do you have a ping–pong bat? S2: Yes, I do.S3: Does he have a computer game? S1: No, he doesn’t.S3: Does he have a ping–pong bat? S1: Yes, he does.Step 2. Listening PracticePlay the recording for the first time.T: Listen to the tape. You only listen.Play the recording for the second time. Then check the answers.T: You’ll hear the same conversation again in the picture. This time please listen for the names in the pictures, and then number the pictures (1-4).After that ask a few students to say out their answers in 2a.S1: The answers are 3, 1, 4, 2.S2: Number the pictures: 3, 1, 4, 2.Play the recording for the third time.T: You will hear the conversations for the third time. You are to match the people from activity 2a to the balls in the recording for the fourth time and then correct the answers.T: You listen to the tape and write the numbers from the pictures in 2b next to the correct balls.After doing listening, talk about the dialogue about 2b, and then ask some students to say out their answers in 2b.S3: The answers are 3, 2, 1, 4.S4: They are 3, 2, 1, 4.Step 3. Pair workLook at the things in the picture. Ask your partner if he /she has the things in 2c.Ask the students to act out the conversation in pairs.Sample conversations:1. S1: Do you have a dictionary? S2: Yes, I do.S1: Do you have an eraser? S2: No, I don’t.2. S3: Do you have a baseball? S4: No, I don’t.S3: Do you have a football? S4: Yes, I do.3. S5: Does Tom have volleyball? S6: Yes, he does.S6: Does Mike have a pen? S5: No, he doesn’t.Step 4. PracticeLook at 3a, point out the words in the box and then ask a student to read aloud the four words to the class.T: Fill in the blanks with the words from the box alone. I’m sure you’ll fill in the correct answers. And now who’ll tell me the answers? Please hand up if you know the answers. Oh, thank you, --------!S1: The answers are: 1. don’t,2. Let’s,3; have,4. soccer.T: You are right. Thank you. Now let’s practise reading aloud the conversations in pairs and act them out. And then tell the students how to make suggestions politely using “Let’s…!”For example:T: Let’s play ping–pong ball./ Let’s play tennis./ Let’s play volleyball…S: That sounds good.After finishing practising the conversations in 3a, ask the students to make conversations with their partners according to the pictures below in 3b. Ask the students to point to each one and describe each object. Show the students how to use the pairs of pictures as substitutes in the conversation.For example:T: Let’s play basketball.S: I don’t have a basketball.T: Well, let’s play football.S: That sounds good.Ask pairs of students to perform the conversation for the class and tell them how to make suggestions politely in 3b.Step 5. Writing and practiceThis activity gives students a chance to role play a conversation about sports. Students review the language of introductions, and then complete the form, introduce themselves to the coach.T: What sports do you like to play? Who are your favorite sportsmen and sports women? What sports are available at school?S1: I like to play football. My favorite sports man is Liu Xiang. Basketball and volleyball are available at our school.T: Our school has a sports Club with all the sport that you would like to play. If you would like to join the school sports club, please fill in the form with your personal information. When students have completed filling in the form, divide them into pairs.T: Wha t’s your first name? What’s your last name? What sports do you like? Do you like…? What class are you in?S: My first name is Li. My last name is . I like ping–pong ball. I’m in Class 4, Grade 7.Have students role play the conversation between a student and coach. Walk around the class and offer help where necessary.Step 6. SummaryAsk some students to sum up what we have learned key vocabulary and the target languages.Step 7. Today’s homeworkT: First make up dialogues with “ownership and make suggestions” in pairs /in groups. Next class I’ll ask you to act them out. Second, prepare for the next class P 28 (1a, 1b, 2a, 2b, 2c).Period Three New vocabularyLanguage goals (语言目标)1.Words & expressions:interesting, boring, fun, difficult,relaxing, watch, watch TV (P28)2. Key sentences: (1) Let’s play computer games.(2) That sounds interesting. (P28)Ability goals (能力目标)Enable the students to learn to make suggestions politely and responses.Emotion & attitude goals (情感和态度目标)Enable the students to learn to express their feelings about different suggestions.Strategy goals (策略目标)Enable the students to know how to express their feelings aboutdifferent suggestions.Culture awareness goals (文化意识目标)Different countries, different suggestions.Teaching important points (教学重点)Learn to how to express different suggestions and responses. Teaching procedures & ways (教学过程和方式)Step 1. Revision and word studyCheck the homework:T: Last class we asked the students to make up conversationswith “ownership and make suggestions”in pairs /ingroups. Now we’ll ask you to act them out.Point to the five words and ask the students to repeat each one,and then point to the five pictures and ask the students tomatch each picture with one of the words in section B (1a).Ask the students to write the letter of the picture on the linenext to each word.Ask the students to say out the answers. Go around the room,asking students to point to a picture and say the word that goeswith that picture. The answers are: 1. c; 2. d; 3. e; 4. b; 5. a.Step 2. Guessing the wordsThis activity makes students practise using the vocabularywords from this unit. Point to the picture in 1a and reviewthe words.T: Now please draw pictures that show somethinginteresting, boring, fun, difficult or relaxing. Please showyour pictures to some of your classmates. Everyone triesto guess the meaning.Step 3. Listening and word studyBefore playing the recording for the first time, point out thefive words in 1a above and ask a student to read them aloudto the class.Play the recording for the first time in 2a.T: Listen to the tape carefully and remember the fouradjective words you hear.Play the recording for the second time.T: Listen to the conversation and put a checkmark to the leftof each word in 1a that you hear.Ask the two students to say out their answers.Ss: The answers are: a. interesting; b. boring; c. fun;d. difficult;e. relaxing.Step 4. Listening and writingT: I’ll ask a student to read the name of each activity to theclass. And then I’ll play the tape. Listen to the tapecarefully for the first time and remember what Tony saysabout these activities. I’ll play the recording again. Thistime listen to the conversation and write the word in theblank.After listening to the tape for the second time, ask somestudents to read the same example to the class.Ss: The answers are: 1. interesting; 2. difficult; 3. boring; 4. fun.Step 5. Practice and actingBefore asking the two students to read the dialogues, listthese activities on the blackboard: play computer games,play volleyball, watch TV, play basketball.T: I’ll ask the two students to act out the dialogues, talkingabout the activities in 2b.One acts as Jenny, the other acts as Tony, move around theclassroom offering languages support and checkingprogress when the students talk about the activities. Ask afew pairs of students to perform their conversations for theclass.Sample dialogues:1. S1: Let’s play volleyball.S2: That sounds fun.2. S3: Let’s watch TV.S4: That sounds boring.Step 6. Summary1. This class we have learned how to make suggestions andresponses politely. We also have learned how to use somedescription adjectives.2. Prepare for the next class.Step 7. Today’s homework1. Make up dialogues about “Make suggestions and responses”.2. Prepare for the next lesson.Period Four Integrating skillsLanguage goals (语言目标)1. Words & expressions:has, great, collection, but, play sports,only,them, a great sports collection, tennis racket, soccer ball, onTV, everyday (P29)2.Key sentences: (1) Ed Smith has a great collection.(2) But he doesn’t play sports—he only watches them on TV.Ability goals (能力目标)Train the ability of the students about reading and writing.Emotion & attitude goals (情感和态度目标)Enable students to form wide interests and hobbies.Strategy goals (策略目标)Enable students to collect what they like.Culture awareness goals (文化意识目标)Enable students to understand different people have different interests and hobbies.Teaching important & difficult points (教学重点和教学难点)1. The plural form of noun.2. The Present Simple TenseTeaching procedures & ways (教学过程与方式)Step 1. RevisionFirst check the homework, and then ask a few pairs to act out the conversation about: Making suggestions and responses.T: Who can make up a dialogue about making suggestions and responses in pairs?S1: Let’s play football.S2: That sounds fun, but I don’t have a football.S1: Well, do you have a basketball?S2: Yes, I do.S1: Then let’s play basketball.S2: Oh, basketball is so different.S1: OK. Let’s play ping–pong ball.S2: That sounds boring. Let’s play computer game! Do you havea computer?S1: Yes, I do.S2: That sounds interesting.Step 2. ReadingBefore reading this magazine article, ask students to name everything they see in the picture (3a).T: Read the article by yourself, and then circle the vocabulary words that are about sports activities.Give examples such as a stamps collection or a coin collection.T: Please close your books, look at the overhead projector, listen to me carefully, and then fill in the blanks with the sports things in 3a. Please tell the students the answers.S1: 1. tennis racket; 2. basketball; 3. baseball; 4. soccer ball; 5. volleyballT: Y ou’re right. OK. Thank you! Pay attention to the usage of thePresent Simple Tense and the plural form of noun.Explain the usage of the grammar and some key sentences, ask the students to retell the text next class.Step 3. Reading and writingBefore reading this article, ask students to name everything they see in the picture (3b). And then read the article to the class. Ask students to look at the picture and fill in the blanks by themselves. After that, let the students correct the answers in pairs. Ask three students to write their answers on the blackboard. (The answers are: 1. baseball; 2. basketball; 3. tennis rackets; 4. volleyball.)After finishing filling in the blanks, explain the usage of the Present Simple Tense, the plural form of noun and some key words, key sentences. Ask students to recite the text (3b).Step 4. Writing and SpeakingT: After finishing learning the articles about 3a and 3b, now you write about yourself. Talk about your hobbies and interests such as:What sports do you play?What sports things do you have?What other things do you do? And so on.After a while I’ll ask some students to read their stories to the class.S1: I collect coins. I have ten American coins, five Russian coins.S2: I have a great toy cars collection. I have two Chinese toy cars, threeJapanese toy cars, four British toy cars. I play them every day.Step 5. Spoken English and writingNow look at 4 Survey, write “have,you, an alarm clock, do”on the blackboard.T: Please say the words in the correct order to make a question. Come tothe blackboard, Wang Fei.S1: Do you have an alarm clock?T: OK, you’re right. Thank you. Please write a student’s name under thequestion on the blackboard. Who can do it? OK, Yang Fan, please.S2: Li Gang.T: OK, Li Gang, please come to the blackboard. Do you have an alarm clock?Guide him to answer “Yes, I do. /No, I don’t.”S3: Yes, I do.T: Now, please write four questions like this. After that ask students to say other things they might ask. As the students complete the questions, move around the classroom checking progress and offering suggestions as needed, at the same time ask students to move around the room, asking their questions and writing in names. In this way the students learn the target language easily. Step 6. Today’s homework1. Write a story about your /his /her collection.2. Make up dialogue with “Do you have…?”3. Finish off all the exercises on the small blackboard.Period FiveLanguage goals (语言目标)1. Words & expressions: basketball, tennis racket, baseball bat, ping–pong ball,soccer ball, volleyball, interesting, boring, run, difficult, relaxing, TV2. Key sentences: (1) Do you have a ball? Yes, I do.(2) —Let’s play soccer.—That sounds good./It’s boring.Ability goals (能力目标)Train students’ writing abilities.Emotion & attitude goals (情感和态度目标)Learn to talk about ownership and make suggestions.Strategy goals (策略目标)Enable students to form wide interests and hobbies.Culture awareness goals (文化意识目标)Enable students to understand the different countries have different suggestions and hobbies.Teaching important & difficult points (教学重点和教学难点)Learn to how to talk about ownership and make suggestions. Teaching procedures & ways (教学过程与方式)Step 1. RevisionBefore class ask a few students to read aloud the stories about themselves, and then have some pairs act out dialogues about ownership. Also give students three minutes to have a free talk.Step 2. Words checkingThis activity provides a comprehensive review of key vocabulary presented in this unit.T: Now let’s go over key vocabulary in this unit. I speak Chinese, you speak English. First answer my questions one by one, and then answer my questions together. OK let’s begin.有趣的,无聊的,休闲的……篮球,网球球拍……Ss: Interesting , boring, relaxing…T: OK, so much for this. Now take out your English exercises books, write five new words in it, and then share your lists with your groups.Step 3. Reading and writingThis activity focuses on students understanding of the target language in the unit.T: Please read aloud the following sentences in 3a, and then number the sentences to make a conversation that follows the situations in the pictures by yourself.After a while, check the students’ answers. The answers are: 5, 1, 4, 2, 3, 6, 7.After checking the answers, ask the students to act out the dialogue and recite it.T: Now look at the chart on the blackboard with the names of five activities and five words at the top: interesting, boring, fun, difficult, relaxing. And then make up a dialogue talking about ownership and makingAsk two students to act out the dialogue.S1: Let’s play baseball!S2: That sounds interesting, but I don’t have a baseball.S1: …S2: …Step 4. Group workT: The class ball games will be held soon. The students in the class are training recently. Please give suggestions to your group and ask them to train after class.As you make up conversations, please use the drills “Do you have a…? /Yes, I do. /No, I don’t / Let’s… /No, it’s boring.”Step 5. Homework1. Finish off all he exercises in the workbook.2. Talk about your friends’hobbies. (play basketball /soccer ball /ping–pong ball /watch TV /play computer games /play sports every day)Period Six Writing(ppt展示)Teaching Resources (教学资源库)1.语法:(1) 名词复数的构成及读音规律:特别提醒:名词复数的不规则变化是:①只变元音字母,如:man—men, woman —women, foot—feet, policeman—policemen ②单复数形式一样,如:a fish—some fish, a Japanese —some Japanese ③其它变化,如:child—children等。

人教新目标英语七年级上册unit5第三课时教学设计

人教新目标英语七年级上册unit5第三课时教学设计
(五)总结归纳
1.教师邀请学生回顾本节课所学内容,分享他们在课堂上的收获和感受。
2.教师对本节课的重点知识进行总结,强调学生在实际生活中运用英语的重要性。
3.鼓励学生在课后继续练习,巩固所学知识,为下一节课的学习打下基础。
4.最后,教师布置课后作业,要求学ห้องสมุดไป่ตู้完成相关练习,并对学生的学习情况进行跟踪评价。
3.各小组轮流展示,其他小组认真倾听,并进行评价。教师巡回指导,给予每个学生充分的关注和指导。
(四)课堂练习
1.教师设计不同类型的练习题,如:选择题、填空题、匹配题等,让学生巩固所学词汇和句型。
2.设计真实的语境,让学生运用所学知识进行角色扮演,提高他们的语言运用能力。
3.针对学生的不同水平,布置难易适度的写作任务,如:写一段关于自己的学习用品的介绍。
4.针对本节课的重点语法,如:名词所有格,进行详细讲解和实例分析,帮助学生理解和掌握。
(三)学生小组讨论
1.教师将学生分成若干小组,每组选择一个话题,如:My school things,让学生运用本节课所学的词汇和句型进行讨论。
2.每个小组准备一段对话,展示他们所拥有的学习用品,并描述这些物品的颜色和特点。
(二)教学设想
针对以上教学重难点,我提出以下教学设想:
1.创设情境,激发兴趣:通过展示与教学内容相关的图片、实物等,激发学生的学习兴趣,为新知识的学习做好铺垫。
2.分层次教学,关注个体差异:针对学生的不同英语水平,设计不同难度的教学活动,使每个学生都能在课堂上得到锻炼和提高。
3.采用任务型教学法,培养语言运用能力:设计丰富的课堂任务,让学生在实践中运用所学词汇和句型,提高他们的语言运用能力。
2.培养学生热爱生活、关心他人的品质,使他们愿意与他人分享自己的学习成果。

人教版新目标七年级英语下册 Unit 5 教案

人教版新目标七年级英语下册 Unit 5 教案

人教版新目标七年级英语下册 Unit 5 教案一. 教材分析人教版新目标七年级英语下册Unit 5主要讲述了日常生活中的一些活动,如游泳、打篮球、跳舞等。

本单元的话题贴近学生的生活,有利于激发学生的学习兴趣。

教材通过听说读写等多种活动,帮助学生掌握日常生活中的交际用语,提高学生的语言运用能力。

二. 学情分析七年级的学生已经掌握了基本的英语语法和单词,对于日常生活中的交际用语也有了一定的了解。

但部分学生可能在发音和口语表达上还存在困难,需要教师在教学中加以引导和纠正。

此外,学生可能对一些体育活动相关的词汇和表达不够熟悉,需要在课堂上进行拓展和练习。

三. 教学目标1.知识目标:学生能够掌握本单元的生词和短语,了解日常生活中的交际用语。

2.能力目标:学生能够听懂、会说、会读、会写与日常生活相关的英语句子。

3.情感目标:学生能够积极参与课堂活动,提高学习英语的兴趣。

四. 教学重难点1.重点:本单元的生词和短语,日常生活中的交际用语。

2.难点:情态动词can的用法,以及与日常生活相关的句型结构。

五. 教学方法1.任务型教学法:通过设置各种任务,让学生在完成任务的过程中学习英语。

2.情景教学法:创设各种生活情境,让学生在真实的环境中学习英语。

3.交际法:鼓励学生积极参与课堂交际,提高口语表达能力。

六. 教学准备1.准备单词卡片、短语卡片、图片等教学辅助材料。

2.准备与本单元话题相关的视频或音频材料。

3.准备课堂练习题和测试题。

七. 教学过程1.导入(5分钟)利用图片或视频引导学生谈论日常生活中喜欢的活动,引出本课话题。

2.呈现(10分钟)老师展示本课的生词和短语,让学生朗读并解释其意思。

同时,老师用情态动词can提问,引导学生回答。

3.操练(15分钟)学生分角色扮演,用情态动词can进行问答。

老师巡回指导,纠正发音和表达错误。

4.巩固(10分钟)学生完成课堂练习题,老师及时批改和讲解。

5.拓展(5分钟)老师引导学生谈论更多关于日常活动的表达,如游泳、打篮球、跳舞等。

七年级下册英语第五周教案

七年级下册英语第五周教案

第四周备课资料封面校名:现代外国语学校班级七年级任课教师科目英语单元名称Module5项目名称项目内容备注2013年03 月25 日至03教学时间月29 日应有5 个课时教案,实备5课时教案个单元教学计划共 1 页单元复习教案共 2 页单元测试材料共 2 页单元讲评教案共页单元授课计划课题Module 5 单元序号 5教学目标知识目标: market supermarket biscuit advantage compare product receive pay for one day技能目标: 能听懂有关购物的对话,能运用所学知识询问别人需要什么以及需要的数量。

情感态度:培养合作意识及集体主义精神。

教材及学生分析教材:本单元的内容比较零散,并且短语与重点句子很多。

语法加深以前学过的。

学生:由于内容凌乱,知识点多,记忆起来有些困难,重点与难点特殊疑问词的用法课时分配 5时间周次:第5周至第6周2013年 03 月25日至 03月29 日课 时 教 学 设计课题 Module5 Unit 1教案序号 21授课时间2013年 03 月25 日课型新授教 学 目 标market supermarket biscuit lemon strawberry certainlywould like to do what colour what size how much点 难 点教 学 重特殊疑问词的用法准备教学多媒体,录音机板书设计Unit 1market supermarket biscuit lemon strawberry certainly would like to do what colour what size how much教学过程教学环节教师活动学生活动设计意图个性化设计一.检查课前准备二.组织学生学习和探究新课(20分钟左右)(检查课前准备)师:先听录音两遍带领学生纠正发音,然后检查朗读情况,其次让学生找出里面的语法以及短语。

苏教版七年级英语教案5篇

苏教版七年级英语教案5篇

苏教版七年级英语教案5篇苏教版七年级英语教案篇1【学习目标】:1、熟悉掌握词汇name clock 等2、学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.3、能听懂听力对话并能对根据听力对话进行自由交际.【学习重点】:使学生学会打招呼和介绍自己,并询问他人姓名的句型. Nice to meet you . What's your name ? My name is ......【学习过程】:一、自主学习(教师寄语:Knowledge is power.)学习任务一: 熟悉掌握词汇name ,clock1、认真观察第一页的图画,小组讨论你所认识的物品的英语单词.2,、试着写出含有的物品的英语单词.3、小组竞赛,展示( 看谁总结的多, 写的准确)学习任务二: 学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.1、教师自我介绍,引导学生介绍自己.A: Hello , I am Gina , What's your name ?B: My name is Alan .2、小组竞赛, 两人一组,询问他人姓名,介绍自己.3,、分角色朗读1A对话.学习任务三: 能听懂听力对话并能对根据听力对话进行自由交际.1,、听录音, 给1B 的对话编号.2、根据听力对话进行自由交际.3、小组竞赛, 展示对话交际。

二、合作共建(教师寄语:Many hands make light work. )小组讨论我们所学的英语名字和汉语名字的区别, 如何用英语拼写你的名字?三、系统总结(教师寄语:No man can do two things at once.) 1,、归纳你所学到的问候语.2、自己编写一个打招呼并询问姓名的小对话.四、诊断评价(一) 单项选择.1. _______your name ? My name is Gina .A. WhatB. What'sC. WhoD. which2. Good morning , Miss Wang ! _____________!A. HelloB.HiC. Nice to meet youD. Good morning3. I _______Sally , What______ your name ?A. am ,isB. is , amC. is , isD.am, am4. ______name is Li lei .A. IB. I amC. MyD. you5.—_______, What's your name ?—John Green .A. HiB. OkC. sorryD. Excuse me(二) 写出下列单词的完全形式, 并写出汉语意思.I'm _________ __________ what's __________ ________name 's ___________ __________(三)写出下列单词.时钟_______ 我的________ 你的___________ 名字_______ 遇见_________(四)尝试翻译下列句子.1. 见到你很高兴. _________________________________.2.我叫王小雨. ____________________________________.3. 你叫什么名字? ____________________________________(五) 根据情景补全对话.A: Good afternoon !B: ____________________!A; I ______Lucy . _________your name ?B: My ______ is Jim . Nice to ______you !A: _______________________________.五、【课后反思】苏教版七年级英语教案篇2教学目标Key words: short, curly, long, tall, straight hair, a medium build, thin, heavy, bald; brown, blonde;glasses, hair, beard, mustache.New language:What do you look like? I’m short. And I have curly hair.What do they look like? They’re medium height. And they have short hair.What does he look like? He’s heavy and he wears glasses.What does she look like? She’s thin and she has long hair.教学重难点Importance: Describing people. Such as tall or short…and who has long hair and short hair…Difficulties: use the sentences correctly to describe the physical appearance.III. Teaching Steps:教学工具课件教学过程Step 1 GreetingsStep 2 Ask some students to name some ways of describing people. Start students off with examples such as tall and short. Point out various students in the class and ask students to say if they are tall or short.Step 3 Some new words about this part(1a) This activity introduces the key vocabulary. Ask students to read the list of words. Point to the letters next to the people in the picture. Point out the sample answer. At last, check the answers.(1b) This activity provides guided listening and writing practice the target language.Play the recording the first time, then , play it again, this time, students fill in theblanks in the speech bubbles.Correct the answers.Language points: 1.He’s the tall boy with the curly hair.(1c)This activity provides guided oral practice using the target language. Ask the students to ask and answer the questions. Then have students work in pairs. As they talk, move around the room monitoring their work.Language points:2.What does your friend look like?你的朋友长得什么样?look like “看起来像,看起来是……的样子”like 作介词,意为“像….”eg. What’s he like?Jack is very like his father.look like 看起来像The girl look like her mother.look 看起来后加形容词作表语His sister looks happy.look the same 看起来很像The twins look the same.(2a)This activity provides guided listening practice using the target language.Point to the list of nice phrases and ask a students to read them to the class. Play the recording twice. And complete the answers. Then correct the answers.(2b)Ask the students to listen to the descriptions and write the words in the correct column after each person’s name.(3)Writing practice: Have students do the activity individually. Offer help as necessary.(Grammar focus) Review the grammar box. Ask students to read the questions andanswers. Point out: ①does, goes-----you, they do, go--------he, she.②I’m, they’re, he’s and she’s -----height(3a)This activity provides reading practice using the target language. Have a student read the first description. Check the answers.Language points:3.She has a medium build, and she has long hair. 她体格中等,留着长发。

新目标七年级英语下册全册Unit5英文教案

新目标七年级英语下册全册Unit5英文教案

新目标七年级英语下册全册Unit5英文教案Unit5I'atchingTV.LanguageGoal:Talabouthatpeoplearedoing.TeachingAis:ThepresentProgressiveeyPoints:---hat’shedoing?---He’sreading.Difficultpoints:现在进行时的用法和动词V-ing形式的构成。

Teachingethods:由浅入深,设置场景、对话以及表演来教授新句型。

TeachingAids:教学图片、教学光盘、VcD机、录音机TeachingProcedures:Step1.aring–upA.DutyreportTeacher:Hoareyou,boysandgirls?Ss:Fine,thanyou.Teacher:o,ho’sondutytoday?B.AsandanserT:Usually,hattiedoyougotoschool?S1:……T:hendoesyourfatheratchTVintheevening?S2:……T:Doyoudoyourhoeorintheevening?S3:……T:hendoyouplaysoccer?S4:……T:hattiedoyouusuallyeatdinner?S5:……Theteacherasthestudentstoreadthesefiveverbsforsever alties.Step2.PresentationA.atchtheordsandtheactivities.Asthestudentstoturntopage83,andlooatthepicturesin1a.Then,theteacherasquestions:----hat’shedoing?----He’saingatelephonecall.Asandanserjustliethat,andfinish1a.TheSsreadtheseV-ingordsaftertheteacher.B.Playthevideo.ToaetheSsclearhattheyarelearninginthisclass.r.Gong’sordsdogivetheteacherabighand.c.TeachthePresentProg ressive.IntroductionTelltheSshatthePresentProgressiveis.TellthedifferenceritedontheV-ingforsbyanotherlinesofgo,atch,do,playa ndeatontheblacboard.AstheSstohavealooandfindthediff erencebeteenthe.Forexaple:goandgoing,atchandatching ,doanddoing,etc.Then,astheSstoreadtheagain.Listentothetape.LettheSsgetreadytolistentothetape.chectheanser:241Activities.Theteacheractsseveralactionsandsay:”hataIdoing?”,helpSsanser:”I’openingthedoor.”ritedonthethreesentencesontheblacboard,andastheSsto payattentiontotheiportantordsunderlined:nhataIdoing?nI’openingthedoor.nhataIdoing?nI’looingathi.nhataIdoing?nI’cleaningtheindo.Pairor.Asandanserquestionsabouthatpeoplearedoinginthepictu re.uhat’shedoing?uHe’sreading.TheSscanpracticedifferentsentencesupontheverbsonthe blacboard.Guessinggae.Theteacherprepareseveralpiecesofpaperandtherearedif ferentactionsonit.AsapairofSstoactitout.Self-assessent. TheteacherpreparefortheSssoelisteningexercises,andplaythecassette,letthefinishtheseexercisesatonce.The n,chectheanser.TheSscanunderstandhethertheyhavelear nedaboutthePresentProgressive.Dotheexercises.TheteacherhavetheSssoeexercises,andastheSstodoatonc e.--hat’sLiLeidoing?--He_____________.--hat’shisotherdoing?--She_____________.--hataretheydoing?--They_____________.--hatareDavidandarydoing?--They_____________.--hat’sjennydoing?--She______________.(Infact,theSsdon’thaveenoughtietofinishtheexercises,sotheycangoonand finishtheseexercisesafterclass.Step3.HoeorFinishtheexercisesintheclass.aeaconversationandactitoutithyourpartner.Step4.TheendT:youareverygoodtoday,boysandgirls!Andthanyouforlis tening.Bye.。

人教版七年级英语第五单元教案

人教版七年级英语第五单元教案

⼈教版七年级英语第五单元教案第1课时Unit 5 Section A 1a—2c【学习⽬标】:1、掌握本节课的9个单词和2个短语2、学会句型Do you have -----?以及其回答Yes, I do. /No, I don't.【学习重点】:学会就有关⼈与物所属关系进⾏问答的句⼦。

【学习过程】:⼀、⾃主学习(教师寄语:Where there is a will, there is a way.)学习任务⼀: 熟练掌握本节课的9个词汇和2个短语。

过程:(1)个⼈试读,组内相互纠正发⾳。

(2)教师领读,学⽣纠正⾃⼰的发⾳(3)⾃⼰读并记住汉语意思,组内检查。

(4)⼩组竞赛,看谁记的快⽽多。

学习任务⼆:(1)认真观察1a的图画,将单词与图中物品搭配,⼩组讨论并核对答(2)听录⾳,完成1b,⼩组核对答案学习任务三: 熟练运⽤询问⼈与物所属关系的句型Do you have ----?及回答Yes, I do. /No, I don't.1、看图⽚1a,引⼊A:Do you have a pingpong ball?B:Yes, I do. /No, I don't.2、利⽤1a中物品来练习句型Do you have----?Yes,I do.No, I don't.3、⼩组竞赛看谁练的快⽽多。

⼆、合作共建(教师寄语:Many hands make light work. )⼩组讨论:Do you have a soccer ball?中的you能否替换为he?三、系统总结(教师寄语:No man can do two things at once.)(1)这节课你学会了哪些表⽰球类的词。

(2)总结⼀下询问⼈与物所属关系的句型。

四、诊断评价(教师寄语:It's easier said than done.)(⼀)英汉互译:soccer ball_____________ tennis racket_____________有_____________球________排球____________篮球____________⽹球____________乒乓球_________球拍_________ (⼆)选择:1、根据句意及⾸字母补全单词(1)Is that her e________(2)This is a pencil c_______(3)What's this ? It's a r______(4)E______me. Is this your pencil?2、选择(1)—Is this your eraser?—__________A.Yes, it's .B. Array Yes,it is.C.Yes,is.D.It is.(2)Is that ______pencil sharpener?A.heB. himC. hisD.you(3)This is _____ bag.A. meB. IC. my.D.you(4) ----Is that his case? -----__________.A.Yes, that is .B.Yes, it isn't.C. No, it is.D.No, it isn't.3、完成下列句⼦(1)—______ _______(这是) your pencil?—______ , ________ ________(是,它是) (2)—_______ _______(那是)his book?—______, it _____(不,它不是).It is_______(我的)book.4、翻译下列句⼦(1)这是你的字典吗?不,它不是。

七年级英语下册(人教版).docxUnit5第四课时教学设计

七年级英语下册(人教版).docxUnit5第四课时教学设计
七年级英语下册(人教版).docxUnit5第四课时教学设计
一、教学目标
(一)知识与技能
1.掌握本课时的新词汇和短语,如:festival, traditional, celebrate, dress up, trick or treat等,并能熟练运用这些词汇进行交流。
2.学会使用一般现在时描述不同节日的庆祝活动和习俗。
1.针对学生已有的英语基础,合理设计教学活动,既要巩固所学知识,又要拓展新的词汇和语法点。
2.考虑到学生对节日话题的兴趣,充分运用多媒体教学资源,创设生动、有趣的语境,激发学生的学习热情。
3.关注学生的个体差异,针对不同层次的学生进行有针对性的指导,提高他们的英语综合运用能力。
4.注重培养学生的自主学习能力,引导他们通过观察、思考、实践等方式,主动探索和掌握新知识。
3.阅读练习:让学生阅读与节日相关的作练习:根据所给提示,编写一段关于节日的短文,注意语法和词汇的运用。
(五)总结归纳
1.教师带领学生回顾本课时所学词汇、短语、语法点,巩固记忆。
2.学生分享本节课的收获和感悟,提高他们的自我反思能力。
3.教师对本节课的学习情况进行总结,强调重点,指出学生在学习过程中需要注意的问题。
(二)教学设想
1.创设情境:利用多媒体展示不同节日的图片、视频等,让学生在直观感受中学习词汇和语法。
2.互动交流:采用小组合作、角色扮演等方式,让学生在实际语境中练习英语听说,提高语言运用能力。
3.分层教学:针对学生的不同水平,设计不同难度的练习和任务,使每个学生都能在课堂上得到有效提高。
4.个性化指导:关注学生的个体差异,给予有针对性的指导,帮助他们在英语学习中找到适合自己的方法。
5.激发兴趣:结合学生的兴趣爱好,设计有趣的教学活动,激发学习热情。

2024秋外研版英语七上:Unit 5 Fantastic friend.Presentin教学设计

2024秋外研版英语七上:Unit 5 Fantastic friend.Presentin教学设计

Unit 5 Fantastic friend.( Presenting ideas+Reflection)授课年级:七年级教材版本:外研版整体设计思路:本单元通过小组合作制作动物档案和口头报告活动,让学生深入了解不同动物的特性、与人类的关系以及保护动物的重要性。

学生将学习如何描述动物行为、表达对动物保护的观点,并提高研究和表达能力。

教学目标:1.学生能够使用本单元词汇和表达描述动物特性和人与动物的关系。

2.学生能够使用现在进行时态谈论动物行为。

3.学生能够通过小组合作完成动物档案制作和口头报告。

4.学生能够反思并表达对动物保护的理解。

教学重难点:•学生能够准确运用现在进行时态描述动物行为。

•学生能够在合作中提高信息整合和创新能力。

教学过程:教学步骤教师活动学生活动设计意图及资源准备Step 1. Lead-in 展示动物图片,讨论动物在人类生活中的作用。

如“动物如何影响我们的生活?”和“你最喜欢哪种动物,为什么?”观察图片,分享自己与动物的互动经历。

激发学生兴趣,引入主题。

准备动物图片或视频。

Step 2. Group Work - Profile Making 分组讨论并选择一种动物,指导学生收集信息并制作动物档案。

介绍动物档案的结构,包括引言、主体和结论,并解释每个部分的内容和目的。

在学生制作档案的过程中提供辅导,帮助他们组织信息、设计版面和撰写文本。

分组讨论,收集信息,制作包含基本事实、特殊技能、与人类关系的动物档案。

练习合作与信息整合能力。

准备档案制作材料。

Step 3. Language Tips 提供与动物相关的词汇和表达方式,教授如何使用现在进行时态描述动物行为。

展示例句,让学生模仿并创造自己的句子。

使用语言提示,从课文中找出有用的表达。

提高学生语言表达能力。

资源准备:语言提示列表。

Step 4. Profile Presentation 组织学生展示他们的动物档案,并进行投票。

【精选】人教版七年级上册英语Unit5第五单元优秀教案

【精选】人教版七年级上册英语Unit5第五单元优秀教案

Unit 5 Do you have a baseball?第一课时Section A(1a­1c)【学习目标】1.重点单词:do,does,have,tennis,ball,ping­pong,bat,soccer,volleyball,basketball2.重点短语:tennis ball,ping­pong ball,soccer ball,baseball bat 3.重点句式:—Do you have a ping­pong bat?—Yes,I do.—Do you have a ping­pong ball?—No,I don't.【学习重点】1.用have对物品所属提问和回答2.助动词do和does的用法【学习难点】1.用have对物品所属提问和回答2.助动词do和does的用法【自主学习】一、预习课本P25新单词并背诵,完成下面的汉译英。

1.有____________ 2.网球____________3.球____________ 4.乒乓球____________5.球拍____________ 6.足球____________7.排球____________ 8.篮球____________二、认真预习1a,1b,1c,找出下列短语和句型。

1.网球____________ 2.乒乓球____________3.足球____________ 4.球棒____________5.—你有乒乓球拍吗?—是的,我有。

6.—你有一个乒乓球吗?—不,我没有。

【课堂导学】Step 1情景导入(Show some pictures of different kinds of balls)T:Do you like sports?What kind of balls do you like?I like ball games.And I have many balls.Do you know their names?Today we will learn how to say the names of the balls in English.环节说明:由贴近学生日常生活的体育运动为切入点,引起学生的学习兴趣。

人教版新目标七年级英语下册 Unit 5 教学设计

人教版新目标七年级英语下册 Unit 5 教学设计

人教版新目标七年级英语下册 Unit 5 教学设计一. 教材分析人教版新目标七年级英语下册Unit 5主要围绕日常生活话题,通过学习本单元,学生能够掌握日常生活中的一些基本表达方式,提高他们的口语交际能力。

本单元的主要内容包括:询问和描述日常活动、表达喜好和意愿、谈论过去和将来的计划等。

本节课的主要目标是让学生能够熟练运用一般现在时进行日常交流。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇,对日常生活中的常用表达有一定的了解。

但是,他们在口语表达和听力理解方面还存在一定的困难。

因此,在教学过程中,需要注重培养学生的口语交际能力和听力理解能力。

三. 教学目标1.能够熟练运用一般现在时进行日常交流。

2.能够听懂并正确回答关于日常活动的问题。

3.能够描述自己的喜好和意愿。

4.能够谈论过去和将来的计划。

四. 教学重难点1.一般现在时的运用。

2.日常英语表达的准确性。

3.听力理解的提高。

五. 教学方法采用交际法、任务型教学法和情境教学法。

通过设定真实的语境,让学生在实际交流中掌握语言知识,提高他们的口语交际能力和听力理解能力。

六. 教学准备1.教材:人教版新目标七年级英语下册。

2.教学多媒体课件。

3.教学卡片。

4.录音机和录音带。

七. 教学过程1.导入(5分钟)通过与学生谈论他们的日常活动,激发学生的学习兴趣,引导学生进入学习状态。

2.呈现(10分钟)利用多媒体课件和教学卡片,展示本节课的主要内容,让学生初步感知和理解。

3.操练(15分钟)通过小组活动和角色扮演,让学生在实际交流中运用所学知识,提高他们的口语交际能力。

4.巩固(10分钟)通过听力练习和口语交流,让学生进一步巩固所学知识,提高他们的听力理解能力。

5.拓展(10分钟)让学生谈论自己的喜好和意愿,以及过去和将来的计划,提高他们的语言运用能力。

6.小结(5分钟)对本节课的主要内容进行回顾和总结,让学生明确所学知识。

7.家庭作业(5分钟)布置作业:让学生运用一般现在时写一篇关于自己日常活动的短文。

镇江实验七年级英语周五教学案

镇江实验七年级英语周五教学案

七年级英语周五教学案一、单项选择。

( ) 1.--What is your uncle? -- ____________.A. He is tall and strong.B. He is a postmanC. He is very kindD. He likes football( ) 2. --- I’m afraid I can’t help you ________ your problem.--- Thank you all the same. I can ask Fiona _______ help.A. for; forB. for; withC. with; withD. with; for( ) 3. --- Jim, it’s cold today. Put on more warm clothes.--- Mum, don’t_______ about me. I can look after myself well.A. talkB. tellC. worryD. think( ) 4. There ________ a “helping hands” meeting tomorrow afternoon.A. will be goingB. will going to beC. is going to beD. will go to be ( ) 5. Mr. Jiang likes cooking. He will cook ____for his family this evening.A. nice somethingB. nice anythingC. something niceD. anything nice ( ) 6. He is a funny boy. He always makes us __________ happy.A. feelsB. to feelC. feelingD. feel( ) 7. She works in a company ____ her home, ______ she has to work by car.A. far away from, butB. far away from, soC. far away, andD. away from, and( ) 8. –What’s wrong with your computer? --It doesn’t _______.A. doB. work C .do D. open( ) 9. --________ do you usually spend on your homework? -- Two hours.A. How soonB. How longC. How muchD. How many ( ) 10. That pencil case ________ Li Lei’s.A. maybeB. may beC. may isD. is may( ) 11. The girl in pink is a friend of _______.A. herB. sheC. hersD. she’s( ) 12. What can you buy _______ so little money?A. withB. forC. byD. in( ) 13. He will invite us ________ Sichuan Food in that restaurant tonight.A. tryB. to tryC. tryingD. tried( ) 14. There are lots of interesting things ________ in the museum.A. seeB. to seeC. seesD. seeing( ) 15. It ______ us half an hour _______ here.A. takes, to walkB. takes, walk toC. spends, walkingD. spends, walking to二、词汇运用。

新目标七年级英语下册全册Unit5英文教案

新目标七年级英语下册全册Unit5英文教案

新目标七年级英语下册全册Unit5英文教案以下是为您推荐的新目标七年级英语下册全册Unit5英文教案,希望本篇文章对您学习有所帮助。

 新目标七年级英语下册全册Unit5英文教案 Unit5 I’m watching TV. Language Goal: Talk about what people are doing. Teaching Aims: The present Progressive (结构式: Be + V-ing ) Key Points: ---What’s he doing ? ---He’s reading. Difficult points: 现在进行时的用法和动词V-ing 形式的构成。

 Teaching Methods: 由浅入深,设置场景、对话以及表演来教授新句型。

 Teaching Aids: 教学图片、教学光盘、VCD机、录音机 Teaching Procedures: Step1. Warming – up A. Duty report Teacher: How are you, boys and girls? S s : Fine, thank you. Teacher: OK, who’s on duty today? (the student who is on duty starts to make a duty report) B. Ask and answer (The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.) T: Usually, what time do you go to school? S1: T: When does your father watch TV in the evening? S2: T: Do you do your homework in the evening? S3: T: When do you play soccer? S4: T: what time do you usually eat dinner? S5: (The teacher should encourage the students after questions.) The teacher ask the students to read these five verbs for several times. Step 2. Presentation A. Match the words and the activities. Ask the students to turn to page 83, and look at the pictures in 1a. Then,the teacher ask questions: ----What’s he doing? (Picture 1) ----He’s making a telephone call. (Help the students answer the question with body language .) Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doinghomework, watching TV, cleaning, eating dinner and reading.) The Ss read these V-ing words after the teacher. B. Play the video. To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand. (Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.) C. Teach the Present Progressive. 1. Introduction Tell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.) 2. Tell the difference Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again. 3. Listen to the tape. Let the Ss get ready to listen to the tape (paper and ball-point pen). Check the answer: 2 4 1 4. Activities. The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.” (The other actions: look at someone, clean the window) Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined: n What am I doing? n I’m opening the door. n What am I doing? n I’m looking at him. n What am I doing? n I’m cleaning the window. 5. Pairwork. Ask and answer questions about what people are doing in the picture. u What’s he doing? u He’s reading. The Ss can practice different sentences upon the verbs on the blackboard. 6. Guessing game. The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.) (The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.) 7. Self-assessment. The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive. 8. Do the exercises. The teacher have the Ss some exercises, and ask the Ss to do at once. 小于1大于--What’s Li Lei doing? -- He_____________. ( read ) 小于2大于--What’s his mother doing? --She_____________. ( write ) 小于3大于--What are they doing? --They_____________. ( play soccer) 小于4大于--What are David and Mary doing? --They_____________. (have dinner) 小于5大于--What’s Jenny doing? --She______________. ( run ) (In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class. Step 3. Homework 1. Finish the exercises in the class. 2. Make a conversation and act it out with your partner. Step 4. The end T: You are very good today, boys and girls! And thank you for listening. Bye. 。

人教版七年级英语下册 unit5一课时-教案

人教版七年级英语下册 unit5一课时-教案

Unit 5 Why do you like pandas ?New words and phrasesLearning Goals:一、语言知识和语言功能:1.能争取学会使用下列词汇造句子。

panda , zoo , tiger , elephant , lion , giraffe , animal , kind , Australia , south , Africa , pet , leg , cat , flag , place , water , danger , tree , sleep , save , forget , cut , kill , cute , lazy , smart , beautiful , friendly, shy , down , over2. 能争取学会使用下列常用短语造句子。

kind of , South Africa , get lost , be in (great ) danger , cut down , ( be ) made of3. 能认读下列词汇koala , scary , Thailand , symbol , ivory , Thai4. 理解、翻译并复述运用本节课的新词汇所编写的故事,利用故事记忆单词。

二、学习策略:1. 依据图片理解和记忆词汇。

(Understand and remember the words and phrases with the help of the pictures.)2. 在语境中理解和记忆词汇。

(Understand and remember the words and phrases in the context.)3. 依据读音规则、构词规律理解和记忆词汇。

(Understand and remember the words and phrases according to phonetic rules, the structures of the words and phrases.)4. 基于同伴互助的方式学习词汇,并运用新学词汇与同伴交流。

七年级英语下Unit 5 How was your weekend 名师教案人教新目标

七年级英语下Unit 5 How was your weekend 名师教案人教新目标

Unit 5 How was your weekend本课教材分析:Title: How was your weekend?Topic: weekend activitiesFunctions: talk about recent past eventsStructures: simple past of regular and irregular verbs, What questions, How was your weekend?Target Language(语言目标): What did you do over the weekend? On Saturday eveningii went to the movies. On Saturday morning I cleaned my room. How was your weekend?It was great.Vocabulary: played, went, did, was, cleaned, watched, visited, studied beach, geographyRecyclingGuitar, homework, library weekend, Saturday, morning, room, great, good soccer, tennis, movie, math testLearning strategiesInducing Cooperating重点词汇:the past form of the verbs, beach, geography, project, test, have a party,do some reading, false, spend, change, go shopping.语言结构(Structures):How was your weekend? It was great!What did you do over the weekend? I played soccer.What did he do over the weekend? He went to the movies.跨学科学习表演,绘画,猜谜本单元可分为4课时(four periods)Period One Section A 1a 1b 1c 2a 2b 2c Grammar focusPeriod Two 3a 3b 4 gamePeriod Three Section B 1a 1b 2a 2b 2c 3a 3b 3c 4Period Four self checkPeriod 1教学范围:Section A 1a, 1b, 1c, 2a, 2b, 2c Grammar focus教学内容:New words: was, did, went, beach, over, project, test, What about….? Have a party, do some reading动词的过去式,What did you do over the weekend? I did my homework.教学目标:Learn all the new words by heart, the past form of the verbs, the sentence talking about recent past events.教学重点:动词过去式的构成教学难点:规则动词的过去式教学方法:听说读写,总结。

人教版2024七年级上册英语Unit 5 Lesson 5 教案

人教版2024七年级上册英语Unit 5 Lesson 5 教案
I’m interested in ...
I love ...
I can ..., but I can’t ...
I’d love to ...
Can I ...?
7.注重书面表达审题,培养学生养成认真审题的好习惯。
8.引导学生明确写作标准,提供写作评价量表是有效评价的关键,依据评价标准进行自评,有利于培养学生元认知的学习策略,加强自我写作的调节和监控能力。
4.阅读活动2a文本,学生根据邮件已有信息简单分析语篇框架结构。
5.学生根据活动2a提供的半控制性写作模版,在相应方框内选择适合的词汇,以补全邮件。
6.学生核对答案,集体朗读,进一步熟悉邮件格式和内容,并回答下列问题:
What does Xu Cong love doing?
What can Xu Cong do?
What can Xu Cong not do?
What would Xu Cong to do in the club?
What club is Xu Cong interested in?
3.运用词块构建句子,从写作内容与语法知识等方面引导学生积累素材,为写作搭建好脚手架。
4.通过分析活动2a框架可以检验学生是否掌握了电子邮件的基本结构。
9.通过思维导图和活动2a中的示范文本,引导学生积累写作素材,构建写作框架,为写作提供有效支架。
10分钟
10.教师先在全班评讲一篇板书在黑板上的学生习作,然后学生依据评价标准,自行修正一些基本的错误,如语法、拼写、标点等。
11.同桌间相互交换批改作文,然后完成修改。
12.学生完成修改后的申请邮件后,与小组分享和讨论,并推荐出色的作品在课堂上展示并朗读。
10.通过教师的示范,学生学习如何对书面表达进行评价。同时培养学生养成完成书面表达后自行检查的好习惯。

新目标七年级下全套教案 Unit 5 How was your weekend(新目标版七年级英语下

新目标七年级下全套教案 Unit 5 How was your weekend(新目标版七年级英语下

Language goalIn this unit, students learn to talk about recent past events.New languageWhat did you do over the weekend? I cleaned my room.What did she do over the weekend? She did her homework.What did he do over the weekend? He went to the movies.What did they do over the weekend?' They played tennis.Section AAdditional materials to bring to class:wall calendarnewspaper and magazine pictures for Follow-up activity 1blank cards and markers for Follow-up activity 2Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity,Ask students, What did you do over the weekend9 Accept one-word answers and rephrase these answers in complete sentences. For example, if you ask, What did you do over the weekend? and a student says. The beach, rephrase it by saying, Oh, you went to the beach over the weekend.Ask several different students and help these students say complete answers.1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat:went to the movies, played soccer, went to the beach,did homework, played tennis and cleaned my room.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the activities in the picture in activity la.Ask students to tell what the person did in each picture.For example, She played tennis, or Lucy played tennis.Play the recording the first time. Students only listen.Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing tennis; on Saturday morning.Correct the answers.1 c This activity provides guided oral practice using the target language.Point to the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend.Talk about the activities in the picture.Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed,2a This activity gives students practice in understanding the key vocabulary in spoken conversation.Point to the five sentences and ask a student to read these sentences to the class.Say, You will hearPlay the recording the first time. Students only listen.Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother.Correct the answers.2b This activity provides listening practice using the target language.Call attention to the pictures of Carol, Ben, and Emma and ask students to identify each person by name.Say, Now I will play the recording again. Listen to the students talking about what they aid over the weekend. Write C for Carol, B for Ben or E for Emma next to each statement in activity 2a. The first one has been done for you.Play the recording the first time. Students only listen.Point out the sample answer, S, in statement 1. Say,Sonia visited her grandmother.Play the recording again. Ask students to write a letter in front of each statement to show what each person did.Check the answers.2c This activity provides guided oral and writing practice using the target language.Call attention to the dialogue and the list of activities in the box. Explain that students have to complete the dialogue using the activities words in the box.Students do the activity in pairs. When they have filled in the blanks, they practice the conversation. Have several pairs perform their conversations for the rest of the class.3a This activity provides reading practice using the target language.Point to the three scenes in the picture. Ask students to describe what the person in each scene did. (Picture 1 shows: She went to the beach.Picture 2 shows: He did his homework and watched TV Picture 3 shows: She cleaned her room and studied for the math test.)After that, read the three dialogues with a student.The second part of each dialogue is incomplete.Say, The rest of the sentences are listed above the picture. Read themto the class or have a student read them. Say, Write the correct number on the blank lines in the speech bubbles to complete the conversations.Correct the answers.3b This activity provides guided oral practice using the target language.Call attention to the example in speech bubbles. Ask a pair of students to read the dialogue to the class.Say, Now practice asking and answering questions like this about whatthe people in the pictures did over the weekend. Practice in pairs. Use the dialogue as an example.Help students find partners. Then say, First read the dialogue together. Both students read both parts. Then make your own dialogues like that one. Tell what the people in activity 3a did over the weekend.Here is a sample dialogue:A: How was Sarah's weekend?B: It wasn't very good. She cleaned her room and studied for the math test.Ask pairs of students to present their dialogues to the class.4 This activity provides oral practice using die target language.Play a model round of the game. Draw simple pictures of two things you did over the weekend. For example, a picture of a TV, and a picture of a tennis racket. Point to the picture of the Ty and ask a student to makea sentence about what you did (you watched TV). Do the same with the picture of the tennis racket and another student (you played tennis). Write the two sentences on the board and underline the -ed in watchedand played and remind students to use the past tense.Now ask students to priictice the activity in groups of four. Each students draws two diings she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences about each other's pictures in past tense. Walk around the class offering assistance where necessary.Ask a student to draw two pictures about his or her last weekend on the bonrd. Class members guess the correct past tense sentences. Then write wh- words on the board (who, what, where, when, why, how) and encourage students to ask follow-up questions, for example. Who did you play tennis with9Section BNew languageI played the guitarI studied geography.I went to the library.1 a This activity introduces more key vocabulary.Call attention to the pictures. Ask students to point to and use the past tense to describe as many of the activities as possible. Point to and describe any activities they can't describe. For example, I played the guitar.Then point to the numbered activities described in the list. Name the activities and ask students to repeat each one,After that, ask students to match each numbered phrase with a picture by writing the letter of each picture in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.Check the answers1 b This activity provides reading practice using the target language.Draw pictures of the happy face and unhappy face on the board. Write the word VMM under the happy face and the words not fun under the unhappy face.Ask students to name some activities they think are fun and some thatare not fun. For example, a student might say doing homework or cleaning my room are not fun.Point out the happy face under the pictures in la.Say, He played the guitar. It was fun. The happy face shows it was fun.Say, A'oic draw a happy face or an unhappy face for letters a, c, and a,Correct the answers.2a This activity provides listening and writing practice using thetarget language.Call attention to the names Jim and Sally and the write-on lines under each name.Say, Now you are going to hear a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write what each person did.Play the recording the first time. Students only listen.Point out the sample answer, cleaned her room.Play the recording again. Ask students to HU in the phrases telling what each person did. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish.2b This activity provides guided oral practice using the target language.Call attention to the example in speech bubbles.Ask a pair of studentsto read the dialogue to the class.Say, Now practice talking about what Jim and Sally did over the weekend. Practice in pairs- Use the dialogue as an example.Help students find partners. Then say. First read the dialogue together. Read both parts. Then make your own dialogues like that one. Tell what Sally and Jim did over the weekend.As students practice, move around the room monitoring progress.Ask pairs of students to present their dialogues to the class.2c This activity provides open-ended oral practice using the target language.Point out the example in speech bubbles. Ask two students to read the dialogue to the class.With a student, say a conversation about what you did over the weekend. You may wish to write two or three activities on the board for students to use in their conversations.Help students find partners. As they practice their conversations, move around the room monitoring progress and giving language support as needed.Ask some pairs to present their real-life conversations to the class.3a This activity provides reading practice using the target language.Read the article to the class or have a student do it.Some students may not recognize the words shopping,mixture, and relatives. Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning.Read the instructions. Point out the circle around the word circle and the underlining under the word underline.Expand on the instructions saying, Circle the things that you like. the things that arc fun. Underline the things that you don't like, the things that are not fun.Review the answers. Students may have different answers for some items- For example, went to the library may be fan for some students and not fun for others.3b Tlus activity provides guided writing practice using the target language.Point out the numbered blanks in the paragraph.Say, Write a suitable phrase in each blank. Remember to put the verb in the past tense. Point out that students can look at the pictures below the passage for ideas.Call attention to the sample answer. Ask a student to read the sentence to the class,Ask students to complete the activity individually.Check the answers.3c This activity provides writing practice using the target language.Before they start writing, suggest that students list the things they did. Ask students to name several ihi; ;as they did over the weekend. Write the list on the board using past tense verbs.Ask a student to follow these notes and say what he or she did over the weekend. When the student is finished say. Now write the words you just said.As students work, move around the room monitoring progress and answering any questions students may have.Ask the students who finish first to write their sentences on the board. Check the sentences and make necessary corrections- Other students may use these sentences as they complete their own work,4 This activity provides writing and oral practice using the target language.Ask the class to give you the names of some famous people. They canbe .sports stars, musicians, artists, politicians, etc.). Write them on the board- Then choose one of the people on the board and a.sk the students to imagine what that person did over the last weekend. Elicit three past tense sentences from the class and write them on the board.Ask students to look at the instruction. Explain that students must choose a famous person and write three things that famous person did over the weekend. Ask students to look at the example and guess who the person is (it should be a famous pop star, one that has an interesting hair color.).Divide students into pairs to do the activity. As students work, move around the room monitoring progress and making notes of common language problems. Have some students tell the class who their partners are and what their famous partners did over the weekend.。

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七年级英语周五教学案主备:李玉娟课题:7B Unit6 审核人:七年级英语备课组班级_____________ 姓名___________ 成绩________________一.根据首字母或中文提示填空。

1. There are many ________(老鼠) in that old house.2. You must always ______(隐藏) the knife from children.3. The p arrot’s ______________(羽毛)look very beautiful in the sun.4. It is ________(必要的) to clean the fish tank once a week.5. The black cat is c________ a big mouse now.6. They f_______ yesterday, so they don’t speak to each other today.7. I can’t find my cat. Do you see it a__________?8. You should c_____________ the water every day.9.There is no milk in the bottle. It’s e___________.10.--What’s the t_______ with you?--I feel sad because I didn’t get a good g______ in this exam.11. He parents h_______ for him everywhere when he was l________.12.The sign says”All the dogs must be on l________.”二.用所给词的适当形式填空。

1. He taught us _______ ( cook) yesterday and we taught him how ________( draw).2. He can learn _______(repeat) what I say.3. The police often tell people __________ ( not cross) the road when the light is red.4. You should be __________(polite) than usual.5.When we look after pets, we should be______(care) and treat them__________(care).6. Remember _______(clean) the fish tank today.7.Who is the _______(own) of the little dog?8.He walked _______(slow) towards to the car.9. I often hear him ________( play) the piano in the next room.10. Listen! How _______( happy) your parrot sings!三.选择填空。

( )1. I want to borrow a book ______ animals.A. withB. inC. ofD. about( )2. ______ volleyball here, ______ you may break the windows.A. Play, orB. Don’t play, orC. Play, soD. Don’t play, so( )3. Animals don’t like ______ cages.A. live inB. liveC. living inD. living( )4. I’m hungry, ______ me my lunch.A. takeB. BringC. ShowD. Help( )5. I ______ go to bed ______ my father came back.A. won’t, untilB. didn’t, untilC. will, untilD. /, when( )6. Don't ____________. We still have enough time.A. worryB. be worryC. worriedD. get worry( )7. If tomorrow______________ fine, we’ll grow the flowers.A. isB. beC. will beD. is going to be( )8. You should play with your pet for ___________ every day.A. sometimesB. some timesC. sometimeD. some time四.改为同意句。

1.My dog is clever than any other animals in the world.My dog is _____ _______ ________ in the world.2. She fed her dog bones everyday.She _____ _______ ________ her dogs every day.3. How often does Jim get a letter from his mother?How often does Jim _______ _______ his mother.4. I could swim when I was 10 years old.I _______ _______ ______ swim when I was 10 years old.五.翻译。

1. 对我们来说每天刷牙两次是有必要的。

It’s ________ _______ us __________ brush our teeth twice a day.3. 英国英语和美国英语有点儿不同。

British English is a _________ _________ _________American English.4. 你离家时要确保门窗是关的。

Please __________ __________ you keep your doors and windows __________ when you leave home.6. 听了一个关于扇尾金鱼的报告后,我们学会了怎样照顾它们。

After __________ to a talk _________ fantail goldfish, we ___________ about how to take care of them.7. 请安静,别在教室里大声喧哗。

________ _________.Don’t make so__________ ___________ in the classroom.六、阅读理解。

One day an old man is selling a big elephant. A young man comes to the elephant and begins to look at it slowly. The old man goes up to him and says in his ear, “ Don’t say anything about the elephant before I sell it. Then I will give you twenty dollars.” “All right,” says the young man. After the old man sells the elephant, he gives the young man twenty dollars and says, “ Now, can you tell me how you found the elephant’s bad ears?” “ I didn’t find the bad ears,” says the young man. “ Then why are you looking at the elephant slowly?” asks the old man. The young man answers, “Because I have never seen an elephant before, and I want to know what it looks like.”( )1. ______ the elephant.A. The young man sellsB. The old man sellsC. The two men sellD. The old man buys( )2. The young man is looking at the elephant slowly. He wants to find out _______.A. which foot of the elephant is badB. how heavy it isC. which ear of the elephant is badD. what it looks like( )3. The young man _______.A. knows the elephant has bad earsB. wants to buy the elephantC. looks after the elephantD. gets some money from the old man( )4. The young man _______.A. is not interested in elephantsB. knows what an elephant looks likeC. has seen some elephants beforeD. has never seen an elephant before( )5. Hearing what the young man said, the old man will probably(可能) be ______A. angryB. happyC. dangerousD. hungry。

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