人教版七年级英语下册 教案 Unit5第六课时 Section B(3a-Self check)
人教版七年级英语下册优秀教学案例：Unit5(SectionA2d3c)
4. 引导学生观察板书，发现这些词汇和短语的共同点，即一般现在时态的运用。
（二）讲授新知
1. 教师通过PPT展示一般现在时态的肯定句、否定句和疑问句的结构，并结合实际例子进行讲解。
2. 教师引导学生关注教材中的文化元素，通过对比分析，了解中西方文化差异，培养跨文化交际意识。
3. 教师鼓励学生积极参与课堂活动，发挥个体优势，提高学生的自主学习能力和合作能力。
4. 教师利用多媒体教学资源，如图片、视频等，创设真实语境，帮助学生更好地理解和运用所学知识。
（三）情感态度与价值观
1. 学生通过学习英语，增强对中华文化的自豪感，尊重和欣赏其他国家的文化，培养跨文化交际能力。
人教版七年级英语下册优秀教学案例：Unit5(SectionA2d3c)
一、案例背景
在我国教育改革不断深化的背景下，英语教学越来越注重培养学生的语言运用能力和综合素质。人教版七年级英语下册Unit 5（Section A 2d-3c）以“谈论日常活动”为主题，旨在帮助学生掌握一般现在时态，并能运用所学词汇和句型描述自己和他人日常生活中的喜好和习惯。本案例从实际教学出发，结合七年级学生的认知水平，运用任务型教学法，激发学生的学习兴趣，提高他们的英语实际运用能力。
3. 学生能够运用所学句型，如：What do you usually do? I usually…，询问和回答关于日常活动的问题。
4. 学生能够在真实的语境中，运用一般现在时态和所学词汇，进行小组讨论、角色扮演等活动，提高自己的英语口语表达能力。
（二）过程与方法
1. 教师采用任务型教学法，设计丰富多样的课堂活动，如小组合作、角色扮演等，让学生在实践中学习和掌握英语知识。
人教版七年级英语下册unit5教案
Unit 5 Why do you like pandas?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of, Australia, south, Africa, South Africa, pet, leg, cat, sleep2) 能掌握以下句型：① What 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：① To observe and describe animals.② To talk about their preferences③ To know the implied meaning of some animals2. 情感态度价值观目标：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。
二、教学重难点1. 教学重点：1) 学会描述动物的性格及特点。
2) 学会表达喜欢某类动物及说明喜欢的原因。
2. 教学难点：名词的复数形式表示一类事物；第三人称单数形式三、教学过程Ⅰ. Warming-up and lead inTo create an English environment, the teacher shows the class some pictures of a zoo. And ask some questions about animals:Do you like to go to the zoo?Do you like animals?Then have them to recall the animals they had learned and write them on the blackboard as he/she can.( e.g. animals---sheep, monkey, cat, dog, mouse, cow, duck… )Ⅱ. Presentation1. Ask them to talk with their partners about the animals they like using the words they know (Four students a group).—What animals do you like?—Why do you like…—Because they’re…2. Then show the class some pictures of animals and present other animals. And ask them: What’s this in English?It's a tiger. (Then lion, panda, elephant, koala, giraffe)Ss look at the picture and try to remember the new words of the animals.3. Next, glue the pictures on the blackboard and ask one student to match the pictures with thewords on the cards. Other students turn to page 25 and finish 1a.4. Check the answers with the class.Ⅲ. Game (Guessing game.)T: Show some pictures on the big screen. Let Ss guess what animal it is.Ss try to guess and remember the names of the animals.Ⅳ. ListeningWork on 1b.Tell Ss to listen to the tape and check the animals they hear in 1a.Play the recording again and check the answers with the class.Ⅴ. Pair work1. Ask th e students to imagine “ We are in the zoo, there are many kinds of animals here.”Then ask a student to do the model with you:—Let’s see the lions first.—Why? (why do you /does she /does he like lions?)—Because they are interesting.2. Ss work with their partners practice the conversation using the animal in 1a.Ⅵ. Listening1. Work on 2a;T: Listen to the conversation carefully. Then write the names of the animals you hear on these lines.Play the recording the first time. Students only listen.Play the recording a second time. This time students write in the names of the animals.Check the answers.Point out the adjectives and countries listed on the right. Ask a student to say the words.Say, Now I will play the recording again. This time draw a line between each animal and the adjective and countries you hear.Play the recording and have students match each animal with an adjective and a country. Correct the answers.2. Work on 2bT: Listen again and complete the conversation with the words in 2a.Play the recording for the Ss to listen and write the answers.Check the answers with the class.Ⅶ. Pair work1. Ask two students to read the conversation in 2b to the class.2. Ss practice the conversation in pairs.3. Then show the transcription on the big screen and practice the other two conversations in 2a.4. Ss practice the conversations in pairs.Ⅷ. Role-play1. Ask Ss to look at the picture in 2d. Then Ss read the conversation in 2d and find the answers to the questions:① Does Peter have a pet?② What can Dingding do?③What pet does Jenny’s mom have?④ Does Jenny like the cat? Why?2. Ss read the conversations and try to find the answers to the questions.Check the answers:Yes, he does.He can walk on two legs. He can dance, too.She has a cat.No, she doesn’t. Because it’s very lazy.3. Ss work in pairs and practice the conversation.4. Let some pairs role-play the conversation.Homework:1. Remember the new words and expressions in this period.2. Role-play the conversation after class.3. Write the animal's names as many as possible in the exercises book.板书设计：Section A (Grammar Focus-3c)一、教学目标：1. 语言知识目标：1) 继续练习运用如何做描述动物及表述自己对动物的喜好。
人教七年级下册英语Unit6SectionB(3a3b)优秀教学案例
在课堂导入环节，我通过展示一张学生们熟悉的学校地图，引发他们的兴趣，让他们思考如何用英语描述到达学校的路线。接着，我邀请了几名学生上台演示如何用英语询问和描述到达学校的交通工具，从而引出本节课的主题。
在对话学习环节，我设计了一个角色扮演活动，让学生们分组模拟在学校的不同场景下，用英语询问和描述到达学校的交通工具。通过分组合作，学生们能够更好地实践所学知识，提高口语表达能力。
在巩固环节，我组织了一个小组竞赛活动，让学生们以小组为单位，用英语编写一段关于到达学校的对话。通过竞赛，学生们能够激发学习积极性，提高书面表达能力。
三、教学策略
（一）情景创设
1.真实情境：以学生熟悉的学校为背景，创设真实情境，让学生在实际情境中运用所学知识。例如，设计一个学校地图，让学生描述到达某个地点的交通工具。
2.生活情境：结合学生的生活实际，设计相关情境，让学生在生活情境中运用所学知识。例如，让学生描述周末如何到达购物中心、电影院等场所。
2.学生通过与同学的合作交流，培养团结互助、积极参与的良好品质。
3.学生能够理解和尊重不同文化背景下的表达方式，培养跨文化交际意识。
在教学过程中，我将以学生为主体，关注每个学生的个体差异，充分调动他们的学习积极性。通过设置具有实际意义的学习任务，引导学生主动探究和运用所学知识，提高他们的自主学习能力。同时，我将以生动、有趣的教学手段，激发学生的学习兴趣，让他们在轻松愉快的氛围中学习英语。
二、教学目标
（一）知识与技能
人教版七年级英语下册教学设计：Unit5(SectionA2d3c)
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。
人教版七年级英语下册Unit 5整单元教案
What animals do you like?
I like koalas.
Why do you like koalas?
Because they are very cute.
Whee are koalas from?
3. Use their own words to describe the pictures.( an article, not a dialogue.)
4.Show us their articles.
展开Pair work活动，完成l c部分口语交际的教学任务
自编对话，全班互查，错误更正
学生展开Pair work活动，主要操作和练习使用各种句式进行问答
学情分析
教
学
目
标
基本知识
1.掌握What，Why和Where引导的询问什么、原因和询问地点的特殊疑问句及其回答。
2.掌握动物名称的词汇和表性质和品质的形容词。
3.能够熟练运用Let,s.../They can...句型和kind of的用法。
基础技能
1.根据听力训练能正确掌握听力的技巧和方法。
2.重点训练如何正确使用What,Why和Where引导的询问什么、原因和地点的特殊疑问句及其回答，提升语言表达能力。
教
学
目
标
知识目标 能够认读并掌握有关动物名称的名词、有关品质的形容词和有关国家的名词；
能听懂与动物相关的英语对话语音材料；学会并熟练运用 Why/Because 引导的句子。
能力目标 让学生会谈论自己喜爱的动物并说明为什么。
能够听懂教材中的听力材料并完成听力训练。
人教版英语七年级下册 英文教案 Unit 5
Unit 5 I’m watching TVLanguage goals:●In this unit students learn to talk about what people are doingNew languages:●What are you doing? I’m doing my homework.●What is he / she doing? He / She is reading.●Is he / she writing a letter? Yes, he / she is. / No, he / she isn’t.●Are you / they playing football? Yes, we /they are. / No, we / they aren’t.●Do you want to go to the movies?●That sounds good.●When do you want to go?●At three o’clock.Difficult points:1. Listen for what people are doing.Listen for the places and everyday activities.Read a letter.Write what someone is doing.2. Present progressive tense.Yes / No questions and short answers.Teaching aids:● A tape recorder●Some picturesTeaching periods:●Period 1:Section A1a, 1b, 1c●Period 2:Section A2a, 2b, 2c●Period 3:Section A3a, 3b, 4●Period 4:Section B 1a, 1b, 1c, 2a,2b, 2c●Period 5:SectionB 3a, 3b, 3c, 4●Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:What are you doing?I’m watching TV.What is he doing?He’s reading.3. Enable the students to talk about what people are doing.4. Help the student learn how to listen to and talk about what people are doing.Teaching procedures:Step 1. Warming up and lead-inPerform some actions and make sentences.Say: Hello, boys and girls. Nice to see you here again.Today we’re going to learn Unit 5. We are going to talk about everyday activities.And now I'll act out some activities and you can guess what I’m doing.Ask the students to repeat the two sentences several times.Open a book and read it.Ask some students to do some simple actions and ask them the questions.Say: I will ask some students to do some simple actions and tell me what you are doing.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match the activities with the pictures a–f.Encourage or help the students to say something about the picture and do the match work.Line next to the words “watching TV.”（as shown below）Go on with the others in the same way. Then check the answers with the students.Step 3. Listening (1b)Ask the students to read the names in activity 1b and write the number from 1a.Play the recording. Let the students just listen.Then point out the blank lines where students will write numbers from 1a.Play the recording for a second time.Ask the students to listen to and read after the recording.Step 4. Pair work (1c)Ask the students to practice: Where is…doing?Show the following:—What’s he / she doing?—He / She is reading / cleaning / doing homework / watching TV /eating dinner / talking on the phone.Homework1. Ask the students to make conversations according to the model below.2. Ask the students to learn the new words and expressions in this unit. (on page 117)Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:Do you want to go to the movies?That sounds good. The TV show is boring.3. Enable the students to talk about what people are doing.4. Help the student learn how to listen to and talk about what people are doing.Teaching procedures:Step 1. RevisionCheck the homework. Ask some students to work in pairs and make conversations.Then ask some students to do actions and the others describe what he / she is doing.Ask a student to open the door.Ask a second student to write something on the blackboard.Do more activities and let the students answer the questions.Step 2. Listening (2a, 2b)Ask the students to read the two sentences in activity 2a. Then ask them to listen to the conversation and write the answers on the line.Check the answers in the following way.Ask the students to put the four sentences in activity 2b in order.Say: Now read the four sentences. They are in the wrong order. After reading you have to put them in good order. Then you can get a clear conversation. The first part of the conversation is “What are you doing?”Ask the students to listen and check their answers.Step 3. Pair work(2c)Ask three students to take turns doing an activity and others have to close their eyes.Ask questions when the first student is clean the board.Then go on with the second student who is writing on the blackboard.Call attention to the pictures in activity 2c.Say: Now look at the pictures in activity 2c. There are eight pictures here.The pictures show clearly what the students are doing. I give you three minutes to prepare.And then answer my questions.Ask them to work in pairs and take turns asking and answering questions.Ask the students to pay attention to the pictures again.Ask some pairs to present their dialogues in class.Step 4.Grammar focusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Say: Now read aloud the sentences in the grammar box. Then write down the sentence structure in your exercise-books.Ask the students to pay attention to the bold type words in the above form and learn the following.HomeworkAsk the students to do some exercises.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:Sure, this video is boring.When do you want to go?Let’s go at six o’clock.3. Enable the students to talk about what people are doing.4. Help the students learn how to talk about what people are doing.Teaching procedures:Step 1. Warming upCheck the homework by asking some students to read the sentences.Ask the students to read the following passage and underline thesentences using the present continuous tense.Step 2. Reading and speaking (3a, 3b)Ask the students to finish Activity 3a.Then ask the students to make conversations.Ask some pairs to present their conversations in front.Step 3. Pair work (4)Ask the students to read the pictures in activity 4.Say: Look at the pictures. For each picture there are two questions under it. You have to answer the questions.Give the students a few minutes to prepare.The same goes with the other picture.Ask the students to work to cover the questions under each question.Work in pairs and ask and answer questions.Then ask some pairs to present their dialogues in front of the blackboard, looking at the pictures on the blackboard.HomeworkAsk the students to finish the following exercises after class.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Where do people play basketball?At school.Hello! Is Tina there?No, she isn’t. She’s …3. Enable the students to talk about the places where activities take place.4. Help the students learn how to talk about the places where activities take place.Teaching procedures:Step 1. Warming upCheck the homework by asking some students to read the completed passage.Then show the following pictures and ask the students to describe the pictures using the present continuous tense.Step 2. Talk about the places where activities take place (1a)Ask the students to read the pictures.Say, Look at the six pictures. There are some words beneath each picture. I want a student to read the words aloud to the class.Ask the students to answer questions.Ask the students to do the match work.Check the answers in the following way.Say: Which of these words are places? And which of these words are activities? Which of the places will you go to, if you want to borrow books?Step 3. Pair work(1b)Ask the students to read the conversations in pairs.Then ask the students to work in pairs and make similar dialogues about the chart in activity 1b.Ask the students to practice: Where do people…?Step 4. Listening (2a and 2b)Ask the students to listen to the conversations.Say, Now let’s listen to the tape. We are going to hear three conversations. And you have to write the places and the activities you hear.Play the first conversation.Play the first conversation again. Then ask the students to write down where Tina is and what she is doing.Then go on with the other two conversations in the same way.Further activity: Ask the students to do some pair work in the following way if they can understand the listening material well.Then ask them to say the conversation without the help of the recording.Step 5. Pairwork (2b)Point out the example in the speech bubbles in 2c. Ask two students to read it.Then ask the students to work in pairs.Homework1. Fill in the blanks according to the first letter given.2. Ask the students to find some photos or draw some pictures of their own, their family or friends.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Thanks for your letter and the photos.I’m playing basketball at school.He’s playing soccer.3. Enable the students to read and write about what people are doing.4. Help the students learn how to read and write about what people are doing.Teaching procedures:Step 1. RevisionAsk the students to pay attention to the pictures on page 28.Say, Look at the pictures in activity 1b on page 28. You have to work in pairs. One of you asks the questions and the other answers.Ask the other students to practice about the other pictures.Step 2. Reading (3a)Ask the students to talk about the pictures in 3a.Ask and answer questions about the second photo.And then ask some pairs to present their conversations to the class.Ask students to read the letter.Answer any questions students may have about the letter.Then ask the students to pay attention to the letter again.Check the answers.And then ask the students to listen to the recording of the letter and read after the tape.Step 3. Reading and writing (3b)Ask the students to pay attention to the picture in activity 3b.Say: Look at the picture, please. What are the people doing? Ask and answer questions in pairs.Ask some students to present their dialogues in class.Ask the students to read the letter.Ask the students to read the letter again and fill in the blanks.Step 4.Writing (3c)Draw a sample picture on the blackboard, in which some people are doing something.Say, Look at the picture. I want you to say something about the picture.Ask students to take out their photos or pictures.Ask some students to present their writing to the class.Step 5.Group work(4)Ask the students to read the conversation and the picture and the picture in 4.Say, Look at the picture in activity 4. There are some students in it. Who can tell me what they are doing?Ask them to share their pictures or photos.Say, Now show your pictures or photos to your classmates near you.Work in pairs.Ask and answer questions like the one in the picture in activity 4.Homework1. Ask the students to do the following exercises.2. Ask the students to write another composition about one of their photos.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to write something about some pictures.3. Help the students learn how to write a story by describing what happens in each picture.Teaching procedures:Step 1.Warming upShow some pictures to the students. Show the first picture in which some boys are playing football at school.Show the second picture in which a man is reading a newspaper at home.Give more chances to let them practice.Ask the students to show their photos or pictures.Step 2.Key word check(1)Ask the students to read all the words in this part.Say: Now read and check the words you know in 1 on page 30. Then make a sentence with each of them.Ask the students to check all the words they know.Ask the students to find out the meaning of a ny words you don’t know.Say: If there are any words you don’t know, you can look them up inyour dictionary and ask me or ask for help from your classmates.Step 3.Vocab-Builder (2)Ask students to write five new words in their Vocabulary-Builder on page 112.Say, Open your books and turn to page 112, please write five new words in your Vocabulary-Builder. You can ask for help from your Chinese-English dictionary.After they are finished, ask two students to write their words down on the blackboard.And ask them to read the words and the whole class repeat.Step 4. Talking about the pictures (3)Ask the students to read the pictures.Say: Now look at the pictures in activity 3. What is happening in each picture? I want you to talk about the pictures. But I think you need some help. Look at the blackboard.Move around the room, checking their progress and offering help if they need.And then ask some pairs to present their statements to the class.Homework1. Ask the students to summarize what they have learned in this unit.2. Ask the students to prepare for the next unit.。
人教版英语七年级下册Unit5教学设计
5.写作指导：教师将提供写作框架，引导学生关注文章结构、逻辑关系和语言表达，提高学生的写作能力。
6.情感教育：在教学过程中，教师将关注学生的情感需求，通过分享家庭故事、讨论家庭文化等方式，引导学生珍惜亲情，关爱家人。
2.教师提问：“Can you introduce your family members to us?”让学生尝试用英语介绍自己的家庭成员，为新课的学习做好铺垫。
3.教师根据学生的回答，板书出本节课的主要词汇，如father, mother, brother, sister, grandparent等，引导学生齐读并识记。
2.掌握本单元的句型：学生能够熟练运用一般现在时的句子结构，描述家庭成员及其特征和日常活动，如：She is my aunt. She is kind and funny. He plays football after school.
3.提高阅读理解能力：学生能够理解并获取文本中的关键信息，通过阅读理解练习，提高阅读速度和准确性。
b.根据课堂所学，写一篇关于自己家庭成员的短文，要求使用一般现在时描述每位家庭成员的外貌特征和日常活动，不少于80词。
2.口语作业：
a.与家长进行英语对话，介绍本节课所学的家庭成员词汇和一般现在时的句子结构，让家长了解学生的学习情况。
b.录制一段视频，用英语介绍自己的家庭，并分享给同学和老师，促进同学间的相互了解和交流。
2.重点：提高学生的阅读理解能力，使他们能够从文本中获取关键信息，理解并运用阅读策略。
难点：学生在阅读过程中，对长难句的理解和推断能力较弱，需要教师引导和培养。
人教七年级下册Unit5全单元教学设计
1.教学内容：设计听力、口语、阅读和写作练习，巩固现在进行时的用法。
2.练习形式：听力练习（听描述，判断动作）、口语练习（角色扮演）、阅读练习（理解短文，回答问题）、写作练习（编写对话）。
3.教师指导：针对练习中的难点，给予提示和讲解。
4.学生练习：认真完成练习，巩固所学知识。
（五）总结归纳
3.重点：通过小组合作、讨论等形式，培养学生的团队协作能力和跨文化交际意识。
难点：引导学生主动参与，提高其在合作学习中的积极性和责任感。
（二）教学设想
1.针对重难点，采用以下教学策略：
a.利用多媒体资源、图片等辅助教学手段，创设生动、具体的情境，帮助学生理解和掌握现在进行时。
b.设计丰富的听说练习，如角色扮演、小组讨论等，让学生在实际语境中运用所学知识，提高口语表达能力。
本教学设计旨在帮助学生全面掌握本单元的知识与技能，培养其语言运用能力，同时注重培养学生的情感态度与价值观，使其成为具有国际视野和跨文化交际能力的优秀人才。
二、学情分析
针对人教版七年级下册Unit 5 I'm watching TV，学生已具备以下基础：
1.掌握了一些日常活动词汇，如：play, read, write等，为学习本单元动词短语打下基础。
2.教师提问：What are they doing?学生回答后，教师板书：“I'm reading a newspaper./She's watching TV./He's playing the guitar./She's talking on the phone.”，引出本单元的主题——现在进行时。
d.互动：组织学生进行小组合作、角色扮演等活动，促进师生、生生之间的互动交流。
人教版七年级英语下册教学设计：Unit5(SectionB3aselfcheck)
4.情感态度与价值观方面：学生对于环保问题的认识程度不同，部分学生可能对环保的重要性认识不足，需要教师在教学过程中引导和培养。
三、教学重难点和教学设想
（一）教学重难点
四、教学内容与过程
（一）导入新课，500字
1.教师展示一组关于环保的图片，如污染的河流、浪费电力的现象等，引导学生观察并思考环保问题。
2.教师提问：“Do you know what environmental protection is? Can you give me some examples of environmental protection?”，让学生尝试用英语表达对环保的认识。
4.写作练习：让学生运用所学词汇和句型，编写一篇关于环保的小短文。
（五）总结归纳，500字
1.教师引导学生回顾本节课所学内容，总结一般现在时的用法和环保主题的重点词汇。
2.学生分享自己在课堂活动中的收获和感受，教师给予肯定和鼓励。
3.教师强调环保的重要性，鼓励学生在日常生活中积极践行环保行为，为保护地球家园做出贡献。
3.学生分享自己的观点，教师总结并引出本节课的主题：“Today we will learn how to talk about environmental protection in English, especially using the simple present tense.”
（二）讲授新知，500字
3.各小组向全班展示讨论成果，教师给予评价和鼓励。
（四）课堂练习，500字
1.听力练习：播放与环保主题相关的听力材料，指导学生运用听力策略，如预测、关键词定位等，提高听力理解能力。
人教版七年级下册英语unit5第6课时教案2
Unit 5 Why do you like pandas?Section B 3a-Self Check教案21.记忆单词:复习单词和短语2.能够运用所学的短语和句型书写描述动物的短文。
3.复习、总结本单元程度副词和描述性形容词,复习what,where和why引导的特殊疑问句及其回答。
1.熟练运用本单元单词和短语,描述动物的句型。
2.能够运用所学的内容书写描述动物的短文。
1.通过书写描述动物的短文,提高书面表达能力。
2.总结、理解和运用描述性形容词及其程度副词修饰语。
本课时的教学内容是人教版七年级下册英语第五单元的第四课时,重点在于引导学生熟练地运用单元动物名词、描述性形容词和程度副词进行填空练习,书写描述熊猫的短文,以及复习特殊疑问句的构成和回答。
以阅读填空和短文书写任务驱动学生,引导学生复习描述动物的词汇和句型,对濒危动物熊猫进行描述,写出书面短文,对本单元学习的描述性形容词、程度副词以及what,where和why引导的特殊疑问句进行总结和归纳。
因此,教师可以将知识目标定为巩固、运用本单元单词、短语和句型,复习描述性形容词的用法,复习特殊疑问句句型,写出书面表达。
情感目标定为培养学生保护濒危动物、爱护环境的品质。
设计教学PPT,录音机,多媒体以及书面表达的范文。
Step Ⅰ.Lead inLeading in 【情景1】Warm up by quickly reading and talking about the elephants in Thailand.T:Good morning/afternoon,boys and girls.Ss:Good morning/afternoon,Mr./Ms.XX.T:Elephants are smart animals.Do you like elephants?S1:Yes,I do.T:Can you describe elephants?Ss describe elephants and repeat the description about elephants in the passage.T:What is the importance of elephants in Thailand?The teacher gets the class to talk about the elephants in Thailand.T:But elephants are in great danger.How can we save them?[设计意图]通过师生问答、口头复述有关大象的短文,复习相关词汇和句子,为下一步做准备。
人教版英语七年级下册Unit5SectionB3a3b说课稿
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将采用以下方式导入新课：
1.利用图片展示不同学校的校园生活，让学生猜测图片中学生在做什么，从而自然引入本节课的主题“my school day”。
2.通过提问：“What do you do in your school day?”，让学生分享自己的学校生活，激发他们的兴趣和表达欲望。
-学生能够掌握与学校生活相关的词汇和句型。
-学生能够运用一般现在时态描述自己在学校的一日生活。
2.教学难点：
-学生在描述学校生活时，能够正确运用一般现在时态，避免出现时态错误。
-学生在口语表达过程中，能够熟练运用所学词汇和句型，提高语言表达的流利性和准确性。
二、学情分析导
（一）学生特点
本节课面向的是七年级下册的学生，这个年龄段的学生正处于青春期初期，他们的好奇心强，求知欲旺盛，具备一定的自主学习能力。在认知水平上，他们已经能够理解并运用一般现在时态，但对于更复杂的时态和语态还不够熟悉。在学习兴趣方面，学生对与生活实际紧密相关的内容更感兴趣，喜欢通过互动和游戏等形式进行学习。在学习习惯上，学生已经养成了预习、复习等良好的学习习惯，但部分学生可能仍需在课堂上加强注意力集中和积极参与。
3.针对不同学生的学习特点，给予个性化的鼓励和指导，帮助他们建立自信，提高学习动力。
4.创设竞争和合作的学习氛围，让学生在互动中激发学习兴趣，共同进步。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法作为主要教学方法。任务型教学法以学生为中心，强调学生在真实语境中运用语言，通过完成任务来促进语言习得。这种方法的理论依据是交际法教学理论，它认为语言学习的目的是为了交际，通过真实的语言使用来提高学生的语言能力。此外，我还将结合情境教学法，通过创设情境，让学生在情境中进行角色扮演和互动交流，以提高他们的语言实践能力。
人教七年级下册英语Unit6SectionB(3a3b)教学设计
3.能够通过阅读短文，获取、整理并传达有关世界各地著名景点的信息。
4.提高学生的英语听力水平，能听懂并转述有关景点的介绍。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法，帮助学生达成学习目标：
1.通过图片展示、情景模拟等形式，引导学生主动参与课堂，激发学生的学习兴趣。
3.教学评价设想：
-通过课堂观察、小组合作评价和课后作业，全面评估学生在词汇、听力、口语和阅读理解方面的掌握情况。
-鼓励学生自我评价和同伴评价，培养他们的自主学习能力和批判性思维。
-定期进行阶段测试，检测学生对本单元知识点的掌握程度，为后续教学提供参考。
四、教学内容与过程
（一）导入新课
1.教师出示世界著名景点的图片，如长城、埃菲尔铁塔、自由女神像等，引导学生观察并说出这些景点的英文名称。
1.教学重点：
-掌握本节课的核心词汇和短语，如“famous”, “palace”, “wonderful”, “ancient”, “history”, “tourist”等，并能灵活运用。
-运用一般现在时态描述景点的特点、历史背景和游客的感受。
-提高学生的阅读理解能力，能够通过阅读获取、整理和传达有关世界著名景点的信息。
（二）讲授新知
1.教师播放听力材料，让学生听并回答问题，引导学生关注听力材料中的目标词汇和句型。
2.教师根据听力材料，呈现并解释本节课的核心词汇和短语，如“famous”, “palace”, “wonderful”, “ancient”, “history”, “tourist”等，让学生跟读并模仿。
-新课内容呈现：通过听力活动，让学生接触并学习目标词汇和句型，同时关注听力策略的培养。
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。
最新人教版初中英语七年级下册Unit 5 Section B优质课教案
Unit 5 Why do you like pandas?Section B教材分析本节课围绕描述动物、表达个人对动物的喜好的话题，展开词汇和句型的学习。
Section B 部分是在A部分的基础上，让学生进一步提高阅读能力，并增强动物保护意识。
教学目标【知识与能力目标】提高关于动物的话题类文章的阅读和写作能力。
【过程与方法目标】学会小组合作的途径，探索思维导图的绘制和运用。
【情感态度价值观目标】通过了解和讨论动物生存现状，增强动物保护意识。
教学重难点【教学重点】学习并掌握The elephant is one of Thailand's symbols. / Elephants can walk for a long time. / People cut down many trees./ Elephants are in great danger.....等相关句型和词汇。
【教学难点】引导学习利用思维导图的方式，更好地理解文章结构，学习阅读文章，并模仿写作。
课前准备PPT课件教学过程一、创设情境指导学生利用Section A 部分学过的句型对六幅图片进行描述，之后播放听力，带领学生复习如何描述动物的性格特征。
二、启发思考【教师预设】通过让学生思考图片中的动物喜欢吃的食物和产地，启发学生去观察和思考当今动物的生存现状，自然过渡到动物保护的话题。
【学生活动】了解所给动物喜欢吃的食物和产地，了解动物的习性。
三、自主或小组探究1. 活动探究【教师预设】通过fast reading和careful reading的阅读方法，熟悉文章的主旨大意和内容结构。
【学生活动】学生捕捉到有用信息，完成对文章内容的理解。
2. 合作探究【学生活动】学生在小组探究中总结mind map的结构。
3. 自主探究【教师预设】利用阅读、相关问题完成知识总结和输入。
【学生活动】1. 通过阅读巩固要点和学习内容；2. 学生通过回答预设问题来巩固文章。
七年级英语下册(人教版)Unit6第5课时(SectionB3aSelfcheck)教学设计
（三）学生小组讨论
1.教师将学生分成若干小组，每个小组讨论一个话题，如：“What do you usually do after school?”或“Talk about your favorite sports and activities.”等。
2.学生在小组内用一般现在时和现在进行时进行讨论，尽量用上本节课所学的词汇和短语。
二、学情分析
七年级下册的学生经过上半学期的学习，已经具备了一定的英语基础，能够运用简单的词汇和句型进行日常交流。在此基础上，针对本章节内容，学情分析如下：
1.学生在语言知识方面，对于一般现在时和现在进行时的掌握程度较好，但部分学生在运用时仍存在一定困难，需要教师在教学中加以引导和巩固。
2.学生在阅读理解方面，能够通过阅读文章获取关键信息，但部分学生对于文章深层含义的理解和推理能力较弱，需要提高。
3.教师强调本节课的情感态度与价值观目标，鼓励学生敢于表达自己的观点，积极参与课堂活动。
4.布置课后作业，要求学生运用本节课所学知识，完成相关练习，为下一节课的学习做好准备。
5.通过总结归纳，使学生对本节课的知识点有更加深刻的理解，提高英语素养。
五、作业布置
为了巩固本节课所学知识，提高学生的英语素养，特布置以下作业：
3.学生独立完成练习题，教师及时批改并给予反馈，帮助学生纠正错误，提高解题能力。
4.针对学生的共性问题，教师进行讲解，确保学生掌握本节课的知识点。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，包括一般现在时和现在进行时的运用，以及重点词汇和短语。
2.学生用自己的话总结所学知识，加深对知识点的理解和记忆。
1.请学生完成教材Section B 3a中的练习题，运用一般现在时和现在进行时描述图片中人物的activities，并运用所学词汇和短语进行表达。
七年级英语下册(人教版)Unit6第5课时(SectionB3aSelfcheck)说课稿
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
教学重点：1.现在进行时态的用法和结构；2.与现在进行时态相关的动词短语；3.运用现在进行时态描述正在进行的动作或状态。
教学难点：1.对现在进行时态的理解和运用；2.听力训练中，对现在进行时态的识别；3.口语表达中，对现在进行时态的正确运用。
1.多媒体课件：展示图片、视频等，创设情境，辅助教学。
2.电子白板：实时展示学生的写作、答题情况，方便教师讲解和指导。
3.网络资源：提供丰富的英语学习资料，拓展学生的知识面。
4.小组讨论工具：如卡片、海报等，方便学生进行小组讨论和展示。
这些教具和多媒体资源在教学中的作用是：激发学生兴趣，提高学习积极性；丰富教学内容，提高教学效果；促进师生互动，提高课堂参与度。
（二）学习障碍
在学习本节课之前，学生已经掌握了基本的英语语法知识，如一般现在时、一般过去时等，具备一定的语法基础。然而，他们在学习本节课时可能存在的障碍有：1.对现在进行时态的理解不够深入，容易与一般现在时混淆；2.在实际运用中，难以正确使用现在进行时态描述正在进行的动作；3.听力训练中，对现在进行时态的识别和理解能力有限。
3.通过提问方式引导学生思考：如何用英语描述正在进行的动作？从而引出本节课的主题——现在进行时态。
（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.通过展示图片，引导学生观察并描述图片中人物正在进行的动作，引出现在进行时态的用法。
2.示范句型，如：“She is reading a book.”，并解释现在进行时态的构成：主语+ be动词(am/is/are) +动词现在分词。
课后，我将通过以下方式评估教学效果：
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Unit 5Why do you like pandas?第六课时写作课Section B 3a-Self Check P30Teaching and Learning Goals:一、话题：Animals二、功能：1. Describe animals2. Express preferences三、语法：1. Review What, Why and Where questions and answer.2. Be able to use the adjectives of quality correctly.四、词汇和常用表达: kind of, friendly, cute, beautiful…Why do you like...? Because…五、学习策略：Guide the students to master the writing skill of imitating.六、文化：Know about all kinds of animals all over the world. Guide the students to protect the animals. Teaching and Learning Steps:Pre-writing activities写前活动StepⅠ: Teaching AimsTell the students the learning aims: Talk about animals and learn how to write animal reviews.StepⅡ: Lead in：Talk about animals(设计意图：思维导图的使用更加清楚明了的总结了本单元的重点。
)1.Review 单元话题复习爸爸去哪儿电影版DVDscr片源01_21_49-01_22_54.wmvT: Is the acrobatic performance excellent?Ss: Yes.T: Do you know them?Ss: Yes. They are Stone, Angela, Cindy, Tiantian and Kimi.T: Well, do you know where they are now?Ss: No.T: They’re in Xiang Jiang wild animal world. Welcome to the zoo.The animals of performance are from here. There will be a live recruitment.The zoo is recruiting some English interpreters now. Do you want to try?Ss: Yes.T: Wow! All of you want to try. Ok, let’s have an exciting PK to select the interpreters.（设计意图：本环节通过观看一场“爸爸去哪儿”的动物表演展开话题，极大的吸引了学生的注意力。
通过一场现场招聘会贯穿整堂课，使整堂课更具统一性和完整性）Round1: InterviewFirst, tell us the animals you know as many as possible.Ss: lion, elephant, tiger, giraffe, panda…(抢答)T: Woo, you know too many animals.Next, let’s have a look how much do you know about animals.Guess who they are according to the description.Ss: It’s an elephant. / It’s a panda. / It’s a koala.It’s a lion. / It’s a tiger. / It’s a monkey.T: You are really clever. How do you guess them?Ss: I guess tiger according to its appearanceI guess monkey according to its hobby.I guess koala because of its personality…(允许学生使用汉语)T: Great! I must give you the thumbs up.As you know, we can know about the animals according to their features.Then, let’s think about the description words you know.Ss: scary, dangerous, shy, kind of beautiful, really smart, clever, very big, small, quiet…T: I’ll show you some word cards. You must perform the word to the other students.If other students can guess the word, you can go to the second grade.Some students perform the words and choose who can go to the second grade. Other students can help the person they think he or she can win the game.（divide into five groups）(设计意图：学生通过猜谜语的形式总结出如何描述动物并在头脑中激活了写作话题animal相关的词汇，语段等，为接下来形成一篇文章做好铺垫。
通过表演词汇来分组为下面学困生的写作提供了团队支持。
)2. Warming up and leading in热身导入Round2: Written examinationT: She is famous star in the zoo. This is her profile.You must finish the profile first.(Answers: beautiful, Africa, years, like, because, lives) Check the answers in your group.T: Some visitors are interested in her. They ask some questions.Can you answer their questions?Ss: She is Becky.She is twelve years old.She is beautiful, smart and friendly.She is from Africa.(设计意图：通过游客提问的形式针对细节对例文进行分析。
引导学生形成文章意识，然后再鼓励他们去朗读，进行语言的输入，为输出做好积累，为接下来的写作练习做好准备。
)While-writing activities写中活动Step III. Imitated writing可爱的大熊猫00_00_11-00_00_55.wmvT: Do you know him?Ss: panda.T: Do you like him?Ss: Yes.T: Do you want to see him.Ss: Yes.T: He will move here. Can you help him write a piece of profile?(Discuss in groups)Who want to introduce this panda?Ss:…(Have some students read their writing and correct the wrong points)（设计意图：这一环节主要是对3a的仿写，比较简单。
程度较差的学生可以有针对性的练习。
）Step IV. Practice: Write the Ss’ own favorite animals. (Creative Writing)T: There are many publicity columns. You must write an article for them to introduce the animals you like.1.Write an outline 拟定提纲Help the Ss make sure the composition must include the following things before they start to write their own favorite animals.(设计意图：一起学习写作要求和注意事项，引导学生关注篇章结构和语篇标记词汇，帮助学生整理写作信息。
程度差点的同学可以根据提纲直接补充内容。
同时鼓励有能力的学生创新思维，丰富写作内涵。
)2.Write the first draft起草初稿T: I will give you several minutes to write your own favorite animals down.Choose one student to write his/her favorite animal on the blackboard.3. Revise the first draft修改初稿After all the students finish writing, first check the composition on the blackboard with all the students according to the following evaluation scale.Is there the name of animal?Is there the age of animal?Does he/she mention what the animal is like?Does he/she mention where the animal is from?Does he/she mention the animal’s characters?Does he/she mention the animal’s hobbies?Are there any grammatical mistakes?Choose several students to evaluate the composition item by item in the evaluation scale.4. Ask the Ss to check their own compositions according to the above evaluation scale.T: Do you think who are better?Ss: I think …and… are better.T: Other candidates come on.（设计意图：提供具体评价标准，引导学生对照写作要求反思自己的作品，发现问题解决问题，有助于学生提高书面表达中的语言准确性，培养了学生通过自己独立思考，来解决问题的能力。