新目标英语人教版七年级下册Unit5_Section_A_教学设计[1]

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七年级英语下册 Unit5 SectionA课件 人教新目标

七年级英语下册 Unit5 SectionA课件 人教新目标

Where is he? What’s he taking?
What’s he waiting for? What’s he reading?
Who are Ben and Tim talking to? What are they talking about?
Where are they all going? What’s the man doing?
Can you guess what the people are doing.
Is Nancy doing her homework?
No, she isn’t. She’s writing a letter.
Is Tom……?
Yes, he is./ No, he isn’t. He’s ……
Exercise
返回
用所给单词适当形式填空
1.Look! Some boys _a_r_e_s_w_im__m_in_g_(swim) at the pool.
2.Listen! Who _i_s_s_in_g_i_ng____(sing) in the room?
3.It’s nine o’clock, The students __a_re__h_a_v_in_g___ (have) classes
Mike
Look at the picture, and fill in the blanks.
Dear Bob,
Here is a photo of my family.
In this photo, I’m doing my homework. My father is _w_a_tc_h_in_g_.TVMy grandfather
4.My mother i_s _c_le_a_n_in_g_ (clean) the living room.

新目标初中英语七年级下册Unit 5 Section B 2a-2c第四课时优质 说课稿

新目标初中英语七年级下册Unit 5 Section B 2a-2c第四课时优质 说课稿

新目标英语七下Unit 5 Section B 2a-2c 说课.各位专家、各位老师、各位朋友:大家好!很感激您始终如一的关注。

本课时教学内容为人教版新目标初中英语七年级下册Unit 5 Why do you like pandas?的第四课时(Section B 2a-2C),课型是阅读课。

关于我收到中央电教馆录课任务时给本次录课做的目标定位,关于我30余年的教学和教研生涯积淀的教学追求,请见第一课时说课录像的开头,在此不再重复。

常规的说课流程包括以下八个方面,本次我又增加了“教学追求”这样一个方面。

鉴于教学追求、教材分析、学情分析、教学重难点、教学方法及手段等内容在《教学设计》和本说课的PPT里面已经明确了,所以在此也不再赘述了。

本课时主要试图通过阅读关于拯救大象的语篇实现以下三方面的突破:运用思维导图学会从宏观到微观构建阅读信息;学会根据上下文猜测词义和指代关系的阅读技巧;运用网络平台进行阅读技巧方面的拓展,将微信群聊天功能用于呈现和交流英语学习成果。

上述系列的,相互关联的,语言、思维、文化、策略有机融合的活动,都融入了以下具体教学流程:将通过以下具体教学步骤来具体实施。

第一步,阅读前活动,主要目的是引入话题,激活学生的思维首先,设计竞猜游戏,激活学生的先行认知。

以猜测“自然信息、能力和最喜欢的动物”等因素与老师的关系开篇,运用思维导图总结出老师自我介绍的三个方面——事实、能力和所喜爱的动物,这项活动一方面增加了学生学习本课的兴趣,另一方面为理解阅读语篇和为阅读语篇构建信息逻辑关系做铺垫。

此外,在猜测过程中还穿插了在情景中呈现、体验和运用生词的活动,把阅读语篇中的“语言点”化整为零,便于分散阅读语篇中的词汇难点。

第二个读前活动是感知活动,激活学生的推理思维。

这个活动是阅读由老师自我介绍的思维导图改写的短文,在呈现第一段自我介绍短文的同时引导学生理解“The topic sentence of Paragraph 1”这个句子的含义,并学会寻找第一段主题句。

人教版七年级英语下册教学课件《Unit 5 Section A 2a-2d》

人教版七年级英语下册教学课件《Unit 5 Section A 2a-2d》
Why don’t you take a walk? 你为什么不去散步呢?
Why don’t you drink some tea? 为什么不喝点茶呢?
“Why don’t you + 动词原形” 的同义句 可以说:Let’s … 例如: Let’s take a walk. 让我们去散步吧。 Let’s drink some tea. 让我们喝点茶吧。
North Pole North America Europe Asia
South America
Africa
Australia Oceania
South PoleCountrຫໍສະໝຸດ AnimalsChina
panda
Australia koalas
South Africa lions
India
elephant
beautiful smart friendly scary
cute
ugly
fun shy
-- What animals do you want to see? -- I want to see…s. -- Why? -- Because they are…
Where are these animals from?
Julie: They’re from __A__u_s_t_r_a_l_ia___.
Well, I like koalas.
Why do you like them?
Because they’re very cute and they are from Australia.
Well, I don’t like lions.
3.____li_o_n_s___ very cute

新目标版英语七年级下册Unit5Whydoyoulikepandas?(SectionA)含答案

新目标版英语七年级下册Unit5Whydoyoulikepandas?(SectionA)含答案

新目标版英语七年级下册Unit 5 Why do you like pandas?(Section A)一、英汉互译1、英汉互译(1)欢迎到……________(2)kind of ________(3)用两条腿走路________(4)be from________(5)整天________(6)black and white ________二、根据图片及首字母提示完成单词2、根据图片及首字母提示完成单词(1)g________(2)p________(3)l________(4)t________(5)三、用所给词的适当形式填空3、用所给词的适当形式填空(1)—Let's________(see) the koalas first.—OK.(2)There are(有)many________(animal) in the zoo like pandas and koalas.(3)Jenny's mom has a pet cat. She________(sleep) all day.(4)—Why________Tom________(not like) his dog?—Because he is too lazy.(5)Peter thinks lions are kind of________(bore).四、从方框中选择合适的单词或短语完成句子4、从方框中选择合适的单词或短语完成句子(1)—Why do you like dogs?—________ they are friendly(友好的) and honest(诚实的).”(2)My brother likes cats ________. He has two lovely cats.(3)I don't like her. She is very ________. She doesn't do anything(任何事物).(4)Pandas are ________ interesting. I like them very much.(5)His sister is only two years old. She is very ________.五、单选题5、Pandas are cute, ________ they are kind of shy (羞怯的).A、orB、ofC、butD、to6、Most animals walk ________ four legs.A、onB、ofC、toD、at7、He likes dogs, but she likes cats ________.A、lotB、lotsC、a lot ofD、a lot8、I like this book because it's very ________.A、boringB、interestingC、smartD、dirty9、—________ do you like pandas?—________ they are cure.A、Why, BecauseB、What, SoC、Why; SoD、What; Because10、The beginning of the movie was boring, ________ the end was amazing!A、butB、andC、soD、or11、—Why do you want to see lions?—Because ________ cute.A、he'sB、she'sC、it'sD、they're12、—________ are pandas from?—They are from Sichuan, China.A、WhatB、HowC、WhenD、Where13、Where ________ Tom ________ from?A、is; /B、does, comesC、does; /D、do, come14、—Why ________ your father like koalas?—Because they are ________ interesting.A、does, kind ofB、does; all kinds ofC、do, kind ofD、do; a kind of六、根据汉语完成句子(1)动物园里的动物有的聪明可爱,有的懒散吓人。

Unit5sectionAGrmmarFocus-3c课件人教新目标英语七年级下册

Unit5sectionAGrmmarFocus-3c课件人教新目标英语七年级下册

1. 先通读对话一遍,了解对话的大体意思。可知 本对话是两人在谈论所喜欢及不喜欢的动物和 原因;以及此动物来自哪里。
2. 根据答语确定问句中的词语;或根据问句确定 答语中的词语。第一、二句由答语“from South Africa” 可知上一句是询问动物来自哪里。
3. 认真读句子,根据句子的主语的数来确定谓语 动词的数或用何助动词(do, does)。
8. 他们来自南非。 _T_h_e_y_’r_e_f_r_o_m__S_o_u_th__A_f_r_ic_a_.___
9. 熊猫来自哪里? _W_h_e_r_e_d_o_e_s__p_an_d_a_s__fr_o_m_?_____
10. 他们来自中国。 _T_h_e_y_’r_e_f_r_o_m__C_h_i_n_a_. ________
4. 再后, 再通读一遍短文看一下语句通顺与否。
A: _W__h_e_r_e_ are lions from? B: _T_h_e_y_’_r_e_ from South Africa. Do you
_l_ik_e__ lions? A: No, I don’t. B: Why _d_o_n_’_t_ you like lions? A: Because they’re really scary. But I like
A: Is the animal big? B: Yes, it is. A: Where’s the animal from? B: It’s from China. A: Is it black and white? B: Yes, it is. A: It’s a panda! B: Yes, you’re right.
A: _______ are lions from? B: ________ from South Africa. Do you

人教版七年级英语下册教学设计:Unit5(SectionA2d3c)

人教版七年级英语下册教学设计:Unit5(SectionA2d3c)
2.掌握一般将来时的用法,特别是will引导的将来时态,以及动词原形在句子中的运用。
3.能够运用目标句型进行自我介绍和描述未来职业规划,如:“I will be a... in the future.”和“I want to work with... because...”。
4.提高听力技能,能够理解并获取他人关于未来职业规划的信息。
(4)拓展与提高:播放与本章节相关的听力材料,提高学生的听力理解能力,同时引导学生关注不同职业的特点和要求。
(5)总结与反馈:对本节课的学习内容进行总结,给予学生及时的反馈和鼓励。
3.教学评价:
(1)形成性评价:关注学生在课堂活动中的表现,鼓励学生积极参与,及时给予表扬和鼓励。
(2)终结性评价:通过单元测试、口语表达等方式,评估学生对本章节知识点的掌握程度。
2.难点:
(1)正确使用一般将来时,避免与其他时态混淆。
(2)在口语交流中,能够灵活运用所学词汇和句型,表达自己的职业梦想和规划。
(3)提高听力理解能力,抓住关键信息,理解他人的职业规划。
(二)教学设想
1.教学方法:
(1)采用情境教学法,创设真实语境,让学生在角色扮演中自然地运用所学知识。
(2)利用多媒体教学资源,如图片、视频等,激发学生的学习兴趣,提高课堂参与度。
人教版七年级英语下册教学设计:Unit5(SectionA2d3c)
一、教学目标
(一)知识与技能
在本章节的学习中,学生将掌握以下知识与技能:
1.掌握本单元的核心词汇和短语,如:future, job, want to be, work with, help, achieve, dream, come true等,并能熟练运用到日常交流中。

人教版七年级英语下册Unit5sectionA1a1c教学设计

人教版七年级英语下册Unit5sectionA1a1c教学设计
难点:如何引导学生在实际语境中正确运用一般现在时态,以及如何运用所学词汇和短语进行有效沟通。
2.重点:听力训练,提高学生获取关键信息的能力。
难点:培养学生边听边记、快速处理信息的能力,以及在听力过程中抓住主旨大意。
3.重点:小组合作,提高学生的口语表达能力和团队合作意识。
难点:如何引导学生进行有效的小组讨论,确保每位学生都能积极参与,提高口语表达能力。
1.学生的学习兴趣:七年级学生对英语学习仍保持较高的兴趣,但个体差异较大,教师需针对不同学生特点,设计富有吸引力、互动性强的教学活动。
2.学生的认知水平:学生在本节课之前已具备一定的语言基础,但思维能力、语言表达能力等方面仍有待提高。教师应适当引导,帮助学生将所学知识内化、运用。
3.学生的情感态度:学生对健康话题具有较大的关注,教师可结合生活实际,引导学生认识到健康的重要性,激发学生积极参与课堂讨论。
2.引导学生树立积极向上的生活态度,养成良好的生活习惯,如:坚持锻炼、保持良好的作息时间等。
3.通过小组合作,培养学生团结协作、互帮互助的精神,提高学生的集体荣誉感。
4.激发学生对英语学习的兴趣和热情,鼓励学生积极参与课堂活动,勇敢展示自己。
在教学过程中,教师应关注学生的个体差异,因材施教,使每位学生都能在原有基础上得到提高,实现知识与技能、过程与方法、情感态度与价值观的全面发展。
人教版七年级英语下册Unit5sectionA1a1c教学设计
一、教学目标
(一)知识与技能
1.学生能够掌握本节课的核心词汇和重点短语,如:seldom, exercise, healthy, illness, blood type, stay healthy, a bit of, as well as, take exercise等,并能在实际语境中正确运用。四Fra bibliotek教学内容与过程

七年级英语下册Unit5Whydoyoulikepandas第二课时SectionA(GrammarFocus_3c)教案(新版)人教新目标版

七年级英语下册Unit5Whydoyoulikepandas第二课时SectionA(GrammarFocus_3c)教案(新版)人教新目标版

第二课时Section A (Grammar Focus-3c)Target Navigation 【目标导航】Key sentences:(1)—Why do you like pandas?—Because they're kind of interesting.(2)—Where are lions from?—They're from South Africa.Skills:学会谈论动物和掌握where引导的特殊疑问句及其回答。

Emotion:培养学生爱动物的情感。

The guidance of learning methods 【学法指导】采用自主学习的方式,能根据需要进行有目的的预习。

Learning important and difficult points【学习重难点】学会谈论动物和掌握where引导的特殊疑问句及其回答。

Teaching Steps 【教学过程】Autonomous Learning Scheme 【自主学习方案】预习指导与检测(一)预习指导朗读Grammar Focus的句子,总结why和where引导的特殊疑问句的问答规律,然后用why和where造句。

(二)预习检测。

Ⅰ.翻译成英语。

1.种类____________ 2.有几分____________3.南方____________ 4.非洲____________5.睡觉____________ 6.宠物____________(Keys:1.kind,2.kind of,3.south,4,Africa,5.sleep,6.pet)Ⅱ.从方框中选择正确的单词完成下列对话。

very,kind of,koalas,lionsA:Let's see the koalas.B:Why do you like ________?A:Because they're ________ cute.B:Well,I like ________.A:Why do you like lions?B:Because they are ________ interesting.(Keys:koalas,kind of,lions,very)Classroom Learning Guidance Scheme 【课堂导学案】【探究一】Pair work学生结对并大声朗读Grammar Focus中的句子,一问一答,然后交换,直至可相互背诵。

人教版七年级英语下册Unit5SectionB(1a1d)教学设计

人教版七年级英语下册Unit5SectionB(1a1d)教学设计
三、教学重难点和教学设想
(一)教学重难点
1.重点:
(1)掌握本节课的核心词汇和短语,如:soda, tons of, terrible, weight, exercise, lose等。
(2)学会使用一般现在时和一般过去时描述个人习惯和经历。
(3)能够运用目标句型:“How often do you...?”和“How did you...?”进行询问和回答。
2.结合本节课所学内容,思考并总结自己的健康生活方式,以短文的形式进行描述。要求不少于80词,涵盖以下要点:
- Good habits
- Bad habits that need to be changed
- Suggestions for improving lifestyle
3.家长参与作业:学生与家长共同讨论家庭中的健康生活方式,家长协助学生记录讨论内容,并鼓励学生用英语进行表达。
3.能够理解并运用目标句型:“How often do you...?”和“How did you...?”,询问和回答他人的习惯和经历。
4.提高听力技能,能听懂并获取与个人习惯和健康生活方式相关的信息。
5.提高口语表达能力,能就个人习惯和健康生活方式进行讨论和交流。
(二)过程与方法
1.采用任务型教学法,设计贴近学生生活实际的任务,让学生在完成任务的过程中,自然地学习和运用英语。
(4)提高学生的听力技能,获取与个人习惯和健康生活方式相关的信息。
2.难点:
(1)正确运用一般现在时和一般过去时描述个人习惯和经历。
(2)在实际情景中灵活运用目标句型和词汇。
(3)提高学生的口语表达能力,流畅地进行讨论和交流。
(二)教学设想
1.课前准备:

人教版新目标英语七年级下册第五单元(SectionA1a2d)教学设计

人教版新目标英语七年级下册第五单元(SectionA1a2d)教学设计
3.学生活动:学生积极参与课堂活动,认真观察例句,并尝试造句。
4.教学目的:让学生掌握一般过去时的用法,并能够运用到实际情景中。
(三)学生小组讨论
1.教学活动设计:教师组织学生进行小组讨论,分享彼此的过去经历,如:“What did you do during the winter vacation?”
1.重点:本章节的重点在于掌握一般过去时的用法,以及能够运用所学词汇和句型描述过去的事件。此外,提高学生的阅读理解能力也是教学的重点。
难点:一般过去时的正确运用,以及如何引导学生将所学知识灵活运用到实际情景中进行有效交流。
2.重难点突破设想:
(1)通过设计真实的语境,如讲述个人经历、分享过去的故事等,让学生在实际交流中感知和运用一般过去时。
2.教学实施:学生独立完成练习题,教师巡回指导,解答学生的疑问。
3.学生活动:学生认真完成练习题,提高对一般过去时的理解和运用。
4.教学目的:通过课堂练习,检验学生对一般过去时的掌握程度,并及时发现问题,进行针对性指导。
(五)总结归纳
1.教学活动设计:教师引导学生回顾本节课的学习内容,总结一般过去时的用法和注意事项。
人教版新目标英语七年级下册第五单元(SectionA1a2d)教学设计
一、教学目标
(一)知识与技能
在本章节的学习中,学生将掌握人教版新目标英语七年级下册第五单元(Section A 1a-2d)的核心词汇与语法,并能运用所学知识进行日常交流。具体包括:
1.掌握本章节的重点单词和短语,如:seldom, quiz, twin, team, dragon, champion等,并能熟练运用这些词汇进行造句和表达。
2.学生在语言表达方面存在一定困难,尤其是在描述过去事件时,语言组织能力较弱。因此,在教学过程中,应注重培养学生的语言表达能力。

Unit5WhydoyoulikepandasSectionA1a2c教学设计七年级英语下册

Unit5WhydoyoulikepandasSectionA1a2c教学设计七年级英语下册

Unit 5 Why do you like pandas?(Section A (1a2c))教学设计一、使用教材Go for it 新目标英语二、教学内容七年级下册Unit 5 Why do you like pandas?The first period Section A(1a2c)三、教材分析本单元的主要话题是描述动物,表达个人喜好,并说明理由。

该部分的学习内容涉及动物,是学生比较喜欢的话题,贴近学生生活,极易激发学生的主动性和学习兴趣。

本节课学习动物的单词,及表述喜欢的原因。

教学中的各项活动都围绕动物展开。

学生们运用英语简单描述自己喜欢的动物,进一步培养和激发他们热爱动物、保护动物、维护生态平衡的朴素情怀。

四、教学目标:1. 语言知识目标:1) 能掌握以下单词:animal, tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of, Australia, south, Africa, South Africa2) 能掌握以下句型:①What animals do you/does she/ does he like?②Let’s see the …?③Why do you/does she/ does he want to see …?④Because they are ….2. 能力目标:①To observe and describe animals.②To talk about their preferences③To know the implied meaning of some animals3. 情感态度与价值观目标:动物和人类都生活在同一地球上,动物是我们的朋友。

我们人类应该与动物和谐相处,共同生存。

我们应当学会关爱动物,保护动物。

人教版英语七年级下册Unit5sectionAGrammarfocus3c教学设计

人教版英语七年级下册Unit5sectionAGrammarfocus3c教学设计
-例如:“Do you always play basketball after school? How often do you go to the movies?”
3.每个小组选一名代表进行汇报,展示本组讨论成果。
(四)课堂练习
1.教师设计不同场景的练习题,如填空、选择、改错等,让学生独立完成。
-在口语和书面表达中,如何自然地使用一般现在时态,避免过度或不足的使用。
(二)教学设想
1.导入环节:
-通过展示学生日常生活中的图片或视频,引导学生观察并描述图片中人物的日常习惯,自然引入一般现在时态的学习。
2.新课内容呈现:
-利用多媒体教学资源,呈现不同场景下的频率副词使用实例,让学生在视觉和听觉上直观感受副词的用法。
4.学生对于英语学习的兴趣有所差异,教师应关注个体差异,采用多样化的教学方法,激发学生的学习兴趣,提高他们的学习积极性。
三、教学重难点和教学设想
(一)教学重难点
1.教学重点:
-掌握一般现在时态的用法,特别是频率副词的准确运用。
-能够在实际语境中运用一般现在时态进行描述和表达。
2.教学难点:
-对频率副词的理解和运用,如何在不同情境中选择合适的副词。
(二)过程与方法
在本章节的教学过程中,我们将采用以下方法:
1.任务型教学法:通过设置真实的语境和任务,引导学生积极参与,培养其发现、分析和解决问题的能力。
2.情境教学法:利用图片、视频等资源,为学生创造生动、直观的语言环境,使其在情境中感知、体验和运用语法知识。
3.小组合作学习法:鼓励学生进行小组讨论、交流,培养合作精神,提高语言实践能力。
-频率副词的用法:always, usually, often, sometimes, rarely, never

新目标英语七年级下册Unit5课件

新目标英语七年级下册Unit5课件

Guess
Unit 5 I’m watching TV.
Is Bill doing homework?
No, he isn’t. He’s eating.
Is Mary reading a book? No, she isn’t. She’s playing with a bird.
Is Tom writing a letter?
blackboard? ----No,he isn’t. 4.Tom_i_s__p_l_a_y_i_n_g(play)the piano in the
room.Please ask him to come here. 5.Listen! They_a_r_e__s_i_n_g_i_n_g_(sing)in the
• C. Are ,reading D. Are ,looking
• 3.Kate _____,the other students _____.
• A. sing, listen B. is singing , is listening
• C. sing, are listening D. is singing, are listening
Lucy and Mary are doing their homework.
描述一幅人们正在做事 情的画面.
I believe you can make the “ing” forms
watch play do have see talk get begin listen
watching playing doing haveing
seeing
talking getting beginning listening
Is she opening the box now?

人教版英语七年级下册Unit5SectionA1a2c教学设计

人教版英语七年级下册Unit5SectionA1a2c教学设计
5.每位学生准备一个关于日常活动的英语小故事,下节课与同学分享,要求使用一般现在时和频率副词。
作业布置注意事项:
1.作业量适中,避免给学生造成过重的负担,保证学生在完成作业的过程中能够巩固所学知识。
2.鼓励学生在完成作业时发挥创意,将所学知识运用到实际情境中。
3.家长在孩子完成作业过程中,起到监督和指导的作用,关注孩子的学习进度,并及时与教师沟通。
人教版英语七年级下册Unit5SectionA1a2c教学设计
一、教学目标
(一)知识与技能
本节课是针对人教版英语七年级下册Unit 5 Section A 1a-2c的内容进行教学设计。通过本节课的学习,学生应掌握以下知识与技能:
1.能够正确听、说、读、写与日常生活相关的动词短语,如:do homework, watch TV, play computer games等。
4.通过视频和问题导入,激发学生的学习兴趣,为新课的学习做好铺垫。
(二)讲授新知
1.教师呈现Unit 5 Section A 1a-2c的教材内容,引导学生学习动词短语和频率副词。
2.以图片、动作等形式讲解动词短语,如:do homework, watch TV, play computer games等,让学生在实际情境中感知和理解。
4.教师在批改作业时,认真记录学生的错误,为后续教学提供参考。
1.采用任务型教学法,设计丰富多样的课堂活动,如小组讨论、角色扮演等,让学生在实际语境中运用目标语言。
2.利用多媒体教学资源,如图片、视频等,激发学生的学习兴趣,提高其听说能力。
3.引导学生通过观察、模仿、实践等方式,掌握一般现在时的用法,培养其自主学习能力。
4.通过课堂互动,培养学生合作学习、交流分享的良好习惯。

Unit5+sectionA+1a-1c教学设计 人教版英语七年级下册

Unit5+sectionA+1a-1c教学设计 人教版英语七年级下册

Unit5 Why do you like pandas?Section A 1a-1cTitle Unit5 Why do you like pandas?Type Listening and speakingTopic Animals in a zooThe analysis of teaching contentThe topic of this unit is“Animals in a zoo”. The function is to describe animals and express preferences.Students are familiar with the topic. It is the listening and speaking part of this unit. This class mainly focuses on Section A 1a-2c. Activity 1a aims to introduce students’ vocabulary about animals. Activity 1b is to help students master the words in natural speech. Activity 1c is to help students use the target language in natural speech.I didn’t use 1a and 1b on the textbook. I give them a new listening task according to the listening type of the senior high school entrance examination. This makes the listening easier for them to finish.The analysis of learnersMost of the students in my class are weak in English learning, so it is a little difficult for them to make conversations fluently. Before listening and speaking, they should have much language input. They should also learn step by step. Meanwhile, I will encourage them to take part in every activity in class and praise them more.Teaching aims Language ability To master new words about animals; todescribe animals; to learn to expresspreference.Thinking quality Lead students to analyse the listening task todevelop the analytical ability. Developstudents’ listening and speaking abilitythrough this class.Culture awareness In this unit, students know animals and beaware that animals are our friends,everyoneshould protect them. Protecting them meansprotecting ourselves.Learning ability Train students’ listening and speaking skills .Key points 1.Master the words of animals.2.Master the target language to talk about their preference.3.Improve students’ listening and speaking skills.Difficult points Train students’ listening and speaking skills through process listening and speaking approach.Teaching methods Task-based Teaching Method, Communicative Teaching Method, Audio-visual teaching method, and the process approach to listening method.Learning ways Autonomous learning, taking part in brainstorming, pair work, and group work.Teaching proceduresActivities PurposePre- listening 1.Lead-in:Show a map of thezoo to start the class.利用动物园的图片导入,引起学生的注意和兴趣,同时导入新词zoo,animal.2.Presentation:Use pictures topresent the key words(nouns andadjectives):zoo,animal,panda,tiger,elephant,koala,lion,giraffe,cute,lazy,smart,beautiful.通过展示动物照片认识本节课新单词和相关句型,体现新课标要求的看图;展示单词音标,通过教读音标认识新词,反复朗读;通过听单词录音,跟读单词通过齐读,抽人读等各种形式的读,掌握单词3.let’s read:Play a guessinggame,show picturesand students say thenames of the animalsas quickly as theycan.快速展示图片,要求学生快速说出动物名称;老师说中文,学生说英语,再次巩固新词While- listening 1.let’s listen:task 1Ask students to listencarefully and choosethe best answers.根据中考题型,将1b听力改编为三道选择题,学生听对话选答案,一方面让学生熟悉中考题型,另一方面完成了课本1b听力任务,选听到的动物名称。

七年级英语下册(人教版)Unit5第1课时(SectionA1a2c)教学设计

七年级英语下册(人教版)Unit5第1课时(SectionA1a2c)教学设计
3.教学评价:
(1)采用过程性评价,关注学生在课堂活动中的参与程度、合作能力和语言运用能力。
(2)实施终结性评价,通过课后作业、单元测试等形式,评估学生对本节课知识点的掌握情况。
4.教学拓展:
(1)鼓励学生在课后通过网络、书籍等途径,了解不同国家和地区的文化背景,为课堂学习提供更多素材。
(2)组织英语角活动,让学生在真实的语境中运用所学知识,提高他们的英语实际运用能力。
2.掌握一般现在时的用法,特别是主语为第三人称单数时动词的变化规则,如:He/She/It speaks。
3.能够听懂并运用一般现在时描述某人经常做的事情,以及描述将来的计划。
4.提高学生的阅读理解能力,能够理解并运用目标语言进行简单的情景对话。
(二)过程与方法
在教学过程中,采用以下方法帮助学生达到教学目标:
3.教师强调本节课的重点,提醒学生课后加强练习,巩固所学知识,为下一节课的学习打下坚实基础。
五、作业布置
为了巩固本节课所学的知识点,特布置以下作业:
1.请学生运用一般现在时,结合本节课所学的词汇和短语,写一篇关于自己梦想旅行的短文。要求内容丰富、语言流畅,不少于80词。
2.完成课后练习册中与本节课相关的内容,特别是填空、选择和改错题,以加深对语法规则的理解和记忆。
1.作业难度要适中,既要能巩固所学知识,又要让学生有足够的空间发挥。
2.作业量要适中,避免给学生造成过重的负担,确保学生有足够的时间进行课外活动和休息。
3.鼓励学生在完成作业过程中,积极思考、主动探究,提高自主学习能力。
4.家长要积极参与学生的课后学习,关注学生的学习进度,为学生提供适当的帮助。
5.教师在批改作业时,要关注学生的个体差异,给予有针对性的评价和指导,鼓励学生不断进步。

Unit 5 第1课时 (Section A 1a-2d) 教学课件-七年级英语下册(人教新目标

Unit 5 第1课时 (Section A 1a-2d) 教学课件-七年级英语下册(人教新目标
B: Why? A: Because they're very _cu_t_e_. A: Let's see the _g_ir_a_ff_e_s_. B: W__h_y_d_o__y_o_u_w__a_n_t _to__s_e_e_t_h_e_m_? A: Because they're b_e_a_u_t_if_u_l . A: Let's see the _k_o_a_la_s__now. I like _k_o_a_la_s_. B: Why? A: Because they're __in_te_r_e_s_ti_n_g__.
John and Julie like them? Do you like them? Why or why not?
Do you like...? Why do/don't you like...?
Where are they from?
I do/don't like...
Because they are kind of...
-No. Because I think they are… scary[ˈskeəri]可怕的
Let’s learn Look and say
a lion [ˈlaɪən] lions
-Do you like lions, Why?
-Yes. Because I think they are… interesting
John: Why do you like them, Julie?
Julie: Because they’re kind of interesting.
description words
John: Where are they from?

人教版七年级英语下册Unit5教学设计

人教版七年级英语下册Unit5教学设计

人教版七年级英语下册Unit5教学设计Why do you like pandas?Section B(2a~2c)教材分析:This lesson is from Unit5Why do you like pandas?It's the second lesson in section B.And it's a reading lesson. It mainly exercises students5reading ability.This lesson focuses on the situation of elephants.This subject has a wide range of knowledge and interest,which can arouse students5interest in reading.学情分析:The students in the second semester of the seventh grade have already possessed a certain initial ability of English listening,speaking,reading and writing,reserve a certain amount of English vocabularies,have established the awareness of English learning,have a strong initial strength, can actively participate in classroom activities,and are happy to express themselves.They are lively and active.But some students with weak foundations in the class fail to keep up.So this class is to strengthen the students5basic abilities of reading and writing.教学目标:1.Describe animals and express preferences.2.Improve their speaking and reading skills in the process of group cooperation.3.Understand and master the sentence structures with “Why,What,Where questions”・4.Improve the ability to think independently and make them dare to express,stimulate interest in learning English in activities.cate students to protect the wild animals.教学重难点:Teaching Key Points:1.Learn and master the usage of the sentence structures.2.Learn to describe animals and express preferences.Teaching Difficult Points:Learn to describe animals and express preferences.教学过程:Activity1:Pre-reading1.Lead in:Watch a video about elephants and ask questions:A.Do you like the elephants?B.What do you think of the elephants?C.Do you know about them?2.Show some pictures to let students know more about them.Activity2:While-readingTask1ScanningLook through the article and answer the following question:What kind of passage is it?Task2Fast ReadingLook through the article and check(V)the best title.Task3SkimmingLook through the article and find the main idea of each paragraph.Task4Careful Reading1.Read paragraph1and answer the following question:Which one is the first flag of Thailand?2.Read paragraph2and answer the following question:What can elephants do?3.Read paragraph3and answer the following questions:A.What do people do with elephants?B.How many elephants are there?Activity3:Post-reading1.Group WorkWork in groups of four and discuss the following question:How can we save the elephants?2.Watch a video to learn China's actions.SummaryReview this class and finish the mind map.HomeworkSearch more information on the Internet about the endangered animals and write a composition to call on people to protect them,(about80words)教学反思:The highlight of this lesson is to show the videos about elephants,so that students can know about it before class, and stimulate students5strong interest in learning.The disadvantage is that due to the limited time,some aspects of the process are relatively rough.Generally speaking,the children in this class are active in thinking and able to follow the teacher5s thoughts closely.I also enjoy it very much.。

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Unit 5《I’m watching TV.》教学设计王芳芳Section A Period1教学分析本节课围绕着一个话题“谈论现在正在进行或发生的动作”来展开教学活动,主要的教学内容是现在进行时。

本节课紧扣教材,而又脱离课本,重新对教材进行编排。

先通过描绘图片中人们的活动来学习词汇: doing homework, watching TV, cleaning, reading, eating dinner, talking on the phone……并通过问答“人们正在做什么”来学习句型:What are you doing?I’m watching TV .并用同桌合作的方式进一步加强句型的操练。

然后通过听力训练和写作训练来加强练习和巩固。

教学目标1.Knowledge Objects:(1) New words and phrases(2) Present progressive tense2.Ability Objects:To freely talk about or learn about what they are doing3.Moral ObjectsTo be friendly to everyone!教学重点1.Key V ocabulary2.Present progressive tense:Subject +be+doing +…教学难点To master the usage of Present progressive tense:Subject +be+doing +…教学方法Listening writing reading practicing playing games辅助工具Ppt tape pictures教学课时安排一课时教学过程Step1: Warming up and lead-in(1). I show a basketball and say: look, I like playing basketball. I’m playing basketball now.(I make the action of playing basketball)T: I’m talking now.I’m running.When I make the actions,I ask some students to guess the meaning of the sentences.(通过老师边做动作边说句子,引出本课的内容,且让学生明了现在进行时的句子构成及表达的意思,还能引起学生对本课的兴趣。

)Step 2.Match the words and the activities.I show the pictures in 1a.Then, I ask questions:----What’s he doing??(Picture 1)----He’s making a telephone call.Ask the students to turn to page 25.Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)The Ss read these V-ing words after the teacher.Tell the differenceWrite down the V-ing forms by another lines of go, watch, do, play and eat. 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 and do the following exercises (showing by flash card).Show the picture in 1a to the students.T: This is a happy apartment. There are many rooms in it. Look! Many people are in different rooms. They are doing different things. What are they doing? Please lookcarefully, matchthe words with the activities.T: Now let’s check the answers.Answer: 1,d 2,a 3, b 4,c 5, f 6, eThe difference between read/watch/see/lookread(读,读书,看报) read newspaperwatch(观看,看电影/电视) watch TVsee(表示看的结果) I can’t see you.look(表示看的过程,常与at连用)look at blackboardhomework(U)E.g.: I have lots of homework to do every day.(利用各种动作呈现本课新授单词和动词短语进行教学,有利于吸引全部学生的注意力使他们对新知识产生浓厚的兴趣,而且是学生有表现的欲望。

)Step3: Work on 1bAsk the Ss to listen to the tape and finish 1b.Then check the answers: 2 4 1Make the Ss listen again and repeat. Ask Ss to read the sentences loudly.(应用多媒体播放听力进行训练,在听完两边后,再复述能够使学生进一步锻炼听力能力,而且同时完成书本教学任务的同时达到能力拔高的目的。

)Step4Let Ss ask and answer in pairs like this:A: What are you doing?B: I’m drawing. What are you doing?A: I’m playing volleyball.Show some pictures to the Ss and present the sentences:A: What is he doing?B: He is playing basketball.A: What is she doing?B: She is singing.A: What are they doing?B: They are watching TV.Ask the Ss to make the new conversations with the new words in pairs. After a few minutes, ask some pairs to act.Then ask some students to make the actions, let other students guess what they are doing.(本环节中,使用名人效应可引起学生的好奇心。

通过短篇动画呈现一些名人及家人正做什么,为接下来的口语对话训练创设情景,不仅便于在虚拟情景中操练本课的目标语言,而且话题及情境贴近生活,让学生达到学以致用的目的。

)Step5 Sing a songUse them media to teach S sa song to consolidate what they’re learning this lesson.The name of the song is“What’s Zhou doing?”(Using the information above) (通过多媒体播放歌曲,进行教学,使学生感受到英语教学形式多样。

其歌词主要是学生刚刚对话过的有关周杰伦及家人正做什么的句子,让学生在歌唱的欢乐气氛中牢记今天所将内容,达到教学目的的同时将课堂气氛推向最高峰。

)Homework:Make up a conversation about your family members: “what are they doing?”(课后作业是用现在进行时写对话,它是课堂学习的延伸,属于拓展训练。

)板书设计Unit 5 I’m watching TV---What are you doing?---I’m reading.---What is he/she doing?---He/She is cleaning.主语+be+ving+…(主语正在干……)习题巩固1.clean_____2.work______3.watch_______4. eat_______5. read______6. wait_____7.talk_____ 8. go_______1. What are you doing now? I ___________ (clean) the windows.2.. I like _________ (swim) very much.3. It’s time __________ (play) football教学重难点解决措施:通过老师引导、学生识图、听力配对和口语问答能力拓展训练等措施使学生逐一突破教学重难点。

教学手段:采用多媒体教学准备:教师在课前收集并下载有关图片和资料制作成课件。

教学反思:本课利用多媒体进行教学,充分发挥了多媒体声音、图像、文字、动画为一体的优势,呈现直观,让视听有机结合,能使学生自然地将英语学习直接与现实生活中的事物建立联系,有助于培养学生用英语思维的能力。

此外,在教授语法的过程中将传统的填鸭式教法转变成教师引导、学生看图自主归纳,这样更能凸现学生的主体地位。

整节课我不仅激发学生的学习兴趣,活跃了课堂气氛,而且循序渐进地落实了各教学步骤,取得了较好的教学效果。

不足之处就是学生对多媒体教学集中精力性较差。

下节注意调节。

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