七年级英语 Unit 11 《What do you think of game shows》Section A 教案 人教新目标版

七年级英语 Unit 11 《What do you think of game shows》Section
A 教案人教新目标版
Learning goals
1. Learn to talk about likes and dislikes.
2. Sentence structures
What do you think of soap operas? I don't like soap operas.
What does he think of sports shows? He loves sports shows.
What does she think of Maria? She likes Maria.
Section A
Step 1 Lead-in
Make a survey:
What do you like doing in your spare time?
Do you like watching TV?
What do you think of TV shows?
What kind of TV shows do you like or dislike?
Step 2 learning new words
This activity introduces the key vocabulary.
Focus attention on the five TVs. Say, Each TV shows different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show. Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows.
Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy. A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh. Point out the numbered list of shows.Say each one again and ask students to repeat it.
Then ask students to match each TV picture with one of the words. Say, Write the
letter of each kind of show next to the correct word. Point out the sample answer.
Step 3 Presentation
This activity gives students practice in understanding the target language in spoken conversation.
Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you don't mind something, you don't either like it or dislike it. If you can't stand something, you dislike it very strongly. Your least favorite food is something you can't stand. If you love something, you like it very, very much. Your favorite food is something you love.
Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses.
Play the recording the first time. Students only listen.
Play the recording a second time. Point to the lettered pictures. Say, each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer.
Correct the answers.
Step 4 Practice
This activity provides guided oral practice using the target language.
Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show.
Point out the example conversation. Ask two students to read it to the class.
Then ask the class to point to the picture of the sitcom.
Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the appropriate picture as you answer.
Say, Now work with a partner. Ask and answer the questions.
Have students work in pairs. As they talk, move round the room monitoring their work. Offer language or pronunciation support as needed.
Step 5 Consolidation
This activity introduces more key vocabulary. Point out the seven words. Say each word and ask students to repeat it.
Call attention to the first picture. Say, Look at picture a. This is a belt. Is anyone in the class wearing a belt? Do the same thing for the other six pictures.
Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of the picture in the blank in front of the correct word.
Point out the sample answer. As students work, move around the room answering questions as needed.
Check the answers.
Step 6 Speaking
This activity provides guided oral practice using the target language.
Read the instructions to the class. Then follow the instructions yourself. Hold up or point to each item you have. Then, call on students to hold up items and respond. For example, hold up your wallet and point to your watch. Say, I have
a wallet and a watch. What do you have?
Ask students to hold up items and tell the class what they have.。