第一篇:七年级英语下册Unit6I’mwatchingTV口语教学设计
山东省滨州市邹平实验中学七年级英语下册 Unit6 I’m watching TV
口语教学设计
本 学 期 第 课 时 本 单 元 第 课时 上 课 日 期:________ 知识目标:
1.Learn the new words and phrases: 1.newspaper 2.read a newspaper 3.use 4.soup 5.make soup 6.wash 7.movie 8.go to movies9.just 10.eat out 2.掌握下列句型:
What are you doing? I’m watching TV.What is he doing ? He is washing his clothes.What is she doing ? She is washing her clothes.What are they doing? They are listening to a CD.Is he washing his clothes? No, he isn’t.He is playing basketball.能力目标: 1.能够掌握现在进行时态的用法。2.能够掌握what 引导的特殊疑问句。情感目标:谈论自己和他人正在做的事情。
Step 1: Show some pictures(PPT)to learn some new words: 1.newspaper2.read a newspaper 3.use 4.soup 5.make soup 6.wash 7.movie 8.go to movies9.just 10.eat out Step2: learn 1a: Match the activities with the people.First read the words, then match.Check the answers.1--.i 2—d3—g4—a(i), 5—h ,6—e ,7—b;8.---c 9--f Step3.Presentation Learn the following sentences by PPT: 1.What are you doing? I’m watching TV.2.What is he doing ? He is washing his clothes.3.What is she doing ? She is washing her clothes.4.What are they doing? They are listening to a CD.5.Is he washing his clothes? No, he isn’t.He is playing basketball.Step4: Listen to 1b and number the conversations.First let the Ss listen carefully..Then check the answers.a—1;b---8;c----5 Step5: Pairwork: According to 1b—Practice the conversations like this: A: What is he doing ?B: He’s using the computer.A: What are they doing?B: They are listening to a CD.Step6: Listening 2a Listen to 2a and match the answers.Check the answers.1.Steve---a;2.Jack---b Step7:Listening: Listen again.Complete the sentences.are doing;watching TV;listening to a CD;boring;interesting;go to Step8: Role-play the conversation in 2b Step 9: Summary 1.What are you doing? I’m watching TV.2.What is he doing ? He is washing his clothes.3.What is she doing ? She is washing her clothes.4.What are they doing? They are listening to a CD.5.Is he washing his clothes? No, he isn’t.He is playing basketball.Step10.Test 1.Who _____ over there now? A.singing B.are sing C.is singing D.sing 2.It’s eight o’clock.The students _____ an English class.A.have B.having C.is having D.are having 3.Listen!The baby _____ in the next room.A.crying B.cried C.is crying D.cries 4.Look!The twins _____ new sweaters.A.are wearing B.wearing C.are wear D.is wearing 5.Don’t talk here.Grandparents _____.A.is sleeping B.are sleeping C.sleeping D.sleep 教学后记:
第二篇:七年级英语下册Unit5教学设计
七年级英语下册Unit5教学设计 课标分析:
在九级目标体系中,一至五级为义务教育阶段的目标要求,其中,二级为小学6年级结束时应达到的基本要求,五级为9年级结束时应达到的要求。而对于我们七年级,应达到的目标为三级。
总体上来说,七年级的学生应该对英语学习表现出积极性和初步的自信心。能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题(如学校、家庭生活)交换信息。能读懂小故事及其他文体的简单书面材料。能用短语或句子描述系列图片,编写简单的故事。能根据提示简要描述一件事情,参与简单的角色表演等活动。能尝试使用适当的学习方法,克服学习中遇到的困难。能意识到语言交际中存在的文化差异。
一、教材分析
本单元是Go for it(下)Unit 5。主要围绕“What are you doing?”这一主题展开各种教学活动,并以这一主题引出现在进行时的一般疑问句,否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境,通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”(learning by doing),通过有限的课堂实践活动,注意观察别人的行动,能准确地用英语来表达。
SectionA 1a--1c部分是本单元的第一课时,这一课时通过常见的一些动词短语引出现在进行时的教学,学好本课对以后的SectionB部分的学习起了很好的铺垫作用。
二、教学目标 1.语言目标
1)短语和单词doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment 2)句型结构
What are you doing?I'm watching TV.What's he/she doing? He/She's reading.What are they doing ? They're watching TV.3)语法The structure of the Present Progressive Tense The present participle 2.语言技能
1)能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。2)能掌握现在进行时态及一些表示具体动作的词组搭配,如:doing homework, watching TV, eating dinner„ 等。
3、学习策略
通过本节课的教学,我要求学生能通过观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。
4、情感态度
通过对本单元的任务性活动,我的目的是能培养培养学生学习英语的强烈兴趣,乐于参加各种活动的积极情感,乐于合作,培养学生团结合作的精神。
5、文化意识
了解西方人是如何表达或描述正在进行的动作。
三、教学的重、难点 基于上述对教材的分析,我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。
教学难点为现在进行时中现在分词的结构及读音,能在交际中准确地运用现在进行时来描述或表达正在进行的动作。
四、学情分析
我所教学的对象是初一学生(以中等生为主),对英语普遍感兴趣,但有很大的不稳定性,好奇心强,求知欲旺盛,他们学习英语既感到好奇又担忧,希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦。提高他们综合运用语言的能力,使各层次的学生都有所收获。
五、教学过程设计 Step 1 Greeting Step2 Revision What do you(does he/she)do? What do you(does he/she)want to be?Why?(通过复习一般现在时的句型结构为下面的现在进行时的学习起一个比较的作用。)Step3 Presentation 1.Listen to a song(听一首活泼愉快的歌曲,既能激发学生的学习兴趣,又能顺利地过渡到现在进行时的学习)2.Lead out the new phrases and target languages.(Show some pictures on the screen and ask some students to perform the actions.)eg.T: What are you doing ? S: I am doing homework.(Help him/her to answer)T:What is he /she doing ? Ss: He /she is doing homework.Teach : watching TV,cleaning reading a book, eating dinner, talking on the phone...as the same way.(通过多媒体课件显示和学生的亲自表演,目的是让学生在真实情景中学习短语和感受出现在进行时的结构和用法。)Step 4 Practice 1.Ask and answer in pairs: What is he/ she doing? He/She’s...2.Groupwork A:What are you doing ? B: I am doing homework.A:What is he/ she doing ? C:He/ She's doing homework.(我设计的任务是要求三个学生为一小组, 进行问答练习。这样的活动既可以培养学生的合作意识,又能在情景中用现在进行时交际,巩固了本节课的重点,从而突破了难点,促使学生在学习过程中学会细心观察。)3.The structure of present progressive tense and the present participle.(让学生观察句子和现在分词形式分别总结出现在进行时的结构和怎么给动词加ing,培养学生的观察能力和归纳能力。)Step 5 Practice 1a and 1c 1.Match the words with the people in the pictures in Section A(1a)2.Pairwork, ask and answer questions about the pictures.Ask some pairs to act out their conversations.(1c)Step 6 Listening 1b 接下来的任务型听力要求学生对动作作出反应,教师可承接刚开始的话题,引导学生根据所学语言完成以下任务: 1.What are the people doing? 2.Write numbers from 1a below.3.Check the answers in pairs like this: A: What is Jenny doing? B: He is watching TV.A: What are Dave and Mary doing? B: They are eating dinner.A: What is John doing? B: He is doing homework.(通过听力训练,现在进行时的结构得以很好的落实)Step 7 Guessing game(在大组之间进行竞赛性的游戏活动,能促进学生的竞争意识和学习英语的积极性。)Step 8 Make a survey Step9 Make a report Hello!Everyone!I am a reporter from„(通过做调查和做报告的形式,考查学生对语言知识的运用和口头表达能力。运用奖励的机制,给表现好的同学发小礼物。)Step 10 Make a song(利用所学的目标语编歌曲,实现跨学科之间的知识整合,激发学生学习英语的兴趣,并且奖励优秀歌手。)Step 11 Exercises(笔头及时考查学生掌握知识的情况。)Step 12 Summary and Homework 1.Blackboard design 2.Recite and copy the new words and target languages.3.Draw a picture of A.your school B.a park C.a club D.a zoo then talk about “What are they doing
板书设计
Unit 5 I’m watching TV.(Section A 1a-1c)doing homework What are you doing ? watching TV I am watching TV.cleaning What is he/she doing? eating dinner He/She is reading.talking on the phone 现在进行时结构: 主语 + am/ is / are+ 动词的现在分词
六、课后反思
本课时学生参与面广, 不同层次的学生均有所获。基础较差学生能运用所学句型进行简单的交际练习。英语能力较强的学生则进行了大量的游戏、做报告、编歌曲等口头练习,语言能力拓展达到一定深度和广度。
通过本节课的教学实践,我认识到教学成功与否,学生掌握程度如何,关建在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感;面对不同的学生群体,任务的难度系数(深度)是可以调控的;而面对同一群体里的不同程度的学生,教师可以在任务设置时注意不同角色的设定,做到有针对性,使每一层面的学生皆有所得。教师要有意识地积极引导学生以教材上的简单东西为媒介向他们熟悉的生活发散开去,大胆地用英语去了解生活中的各类简单事物,解决生活中的各种简单事情。教师要善于活化教材,对其精加工, 在给定的语言材料基础上进行适度挖掘和拓展,使其更好服务于教学目的。
第三篇:七年级英语下册Unit5教学设计
七年级英语下册Unit5教学设计
天津市蓟县
一、教材分析及设计思路
通过国培英语的学习,结合专题14关于《英语学习中的文化意识与情感态度》的内容,我试着对 Unit 5进行教学设计。本单元主要围绕“What are you doing?”这一主题展开各种教学活动,并以这一主题引出现在进行时的一般疑问句,否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境,通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”(learning by doing),通过有限的课堂实践活动,注意观察别人的行动,能准确地用英语来表达。
二、教学目标
1.语言目标
1)短语和单词doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment
2)句型结构
What are you doing?I'm watching TV.What's he/she doing? He/She's reading.What arethey doing ? They're watching TV.3)语法The structure of the Present Progressive Tense
The present participle
2.语言技能
1)能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
2)能掌握现在进行时态及一些表示具体动作的词组搭配,如:doing homework, watching TV, eating dinner„ 等。
3、学习策略
通过本节课的教学,我要求学生能通过观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。
4、情感态度
通过对本单元的任务性活动,我的目的是能培养培养学生学习英语的强烈兴趣,乐于参加各种活动的积极情感,乐于合作,培养学生团结合作的精神。
5、文化意识
了解西方人是如何表达或描述正在进行的动作。
三、教学的重、难点
基于上述对教材的分析,我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。
教学难点为现在进行时中现在分词的结构及读音,能在交际中准确地运用现在进行时来描述或表达正在进行的动作。
四、学情分析
我所教学的对象是初一学生(以中等生为主),对英语普遍感兴趣,但有很大的不稳定性,好奇心强,求知欲旺盛,他们学习英语既感到好奇又担忧,希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦。提高他们综合运用语言的能力,使各层次的学生都有所收获。
五、教学方法
1、教法分析
1、现在进行时是学生刚刚接触的一种新的语法项目,而本单元的话题源自生活,立足这一点,我充分利用学生已有的知识和生活经验,创设生活化的真实情境引导学生在运用语言中学习语言,然后在学习新的语言知识后创造性地运用语言。
2、开展多种类型的任务型活动,如小组表演、游戏、编歌曲等提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究性学习。
2、学法指导
新制定的《英语课程标准》把“培养学生学习英语的兴趣,树立自信心,培养良好学习习惯和形成有效策略,发展自主学习和合作精神”放在了首位。依据课改的精神,我从以下几个方面对学生进行学法指导。
1、学习方法的指导
培养学生观察力,想象力,记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。
2、学习积极性的调动
我在教学过程中创造一种开放的,和谐的,积极互动的语言氛围,把课堂变成有声有色的舞台,让学生在乐中学。
3、学习能力的培养
通过连贯的听说读写,游戏竞赛等,培养学生的交际能力,发展他们的思维能力。
4、学习策略的指导
本节课将在课堂活动中让学生围绕着课堂任务在小组中分工合作,在活动中相互探讨、相互交流、相互合作,从而获得知识、技能和情感体验,发展他们的能力。创建开放式,探究式的课堂,有意识渗透学习策略的训练。我让学生观察课件画面,回答问题,让学生学会使用认知策略;让学生表演对话,实现交际策略。
3、教学手段
多媒体辅助:将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件,使抽象的语言变得直观,为学生运用英语进行交际创设情景,实现师生互动,生生互动和人机互动的多向交流。
五、教学过程设计
Step 1Greeting
Step2Revision
What do you(does he/she)do?
What do you(does he/she)want to be?Why?(通过复习一般现在时的句型结构为下面的现在进行时的学习起一个比较的作用。)
Step3 Presentation
1.Listen to a song(听一首活泼愉快的歌曲,既能激发学生的学习兴趣,又能顺利地过渡到现在进行时的学习)
2.Lead out the new phrases and target languages.(Show some pictures on the screen and ask some students to perform the actions.)eg.T: What are you doing ?
S: I am doing homework.(Help him/her to answer)
T:What is he /she doing ?
Ss: He /she is doing homework.Teach : watching TV,cleaningreading a book, eating dinner, talking on the phone...as
the same way.(通过多媒体课件显示和学生的亲自表演,目的是让学生在真实情景中学习短语和感受出现在进行时的结构和用法。)
Step 4Practice
1.Ask and answer in pairs: What is he/ she doing? He/She’s...2.Groupwork
A:What are you doing ?
B: I am doing homework.A:What is he/ she doing ?
C:He/ She's doing homework.(我设计的任务是要求三个学生为一小组,进行问答练习。这样的活动既可以培养学生的合作意识,又能在情景中用现在进行时交际,巩固了本节课的重点,从而突破了难点,促使学生在学习过程中学会细心观察。)
3.The structure of present progressive tense and the present participle.(让学生观察句子和现在分词形式分别总结出现在进行时的结构和怎么给动词加ing,培养学生的观察能力和归纳能力。)
Step 5Practice 1a and 1c
1.Match the words with the people in the pictures in Section A(1a)
2.Pairwork, ask and answer questions about the pictures.Ask some pairs to act outtheir conversations.(1c)
Step 6 Listening 1b
接下来的任务型听力要求学生对动作作出反应,教师可承接刚开始的话题,引导学生根据所学语言完成以下任务:
1.What are the people doing?
2.Write numbers from 1a below.3.Check the answers in pairs like this:
A: What is Jenny doing?B: He is watching TV.A: What are Dave and Mary doing?B: They are eating dinner.A: What is John doing?
B: He is doing homework.(通过听力训练,现在进行时的结构得以很好的落实)
Step 7Guessinggame
(在大组之间进行竞赛性的游戏活动,能促进学生的竞争意识和学习英语的积极性。)Step 8 Make a survey
Step9 Make a report
Hello!Everyone!I am a reporter from„(通过做调查和做报告的形式,考查学生对语言知识的运用和口头表达能力。运用奖励的机制,给表现好的同学发小礼物。)
Step 10 Make a song(利用所学的目标语编歌曲,实现跨学科之间的知识整合,激发学生学习英语的兴趣,并且奖励优秀歌手。)
Step 11 Exercises(笔头及时考查学生掌握知识的情况。)
Step 12 Summary andHomework
1.Blackboard design
2.Recite and copy the new words and target languages.3.Draw a picture of
A.your schoolB.a parkC.a clubD.a zoo
and talk about “What are they doing
板书设计
Unit 5I’m watching TV.(Section A 1a-1c)
doing homeworkWhat are you doing ?
watching TVI am watching TV.cleaningWhat is he/she doing?
eating dinnerHe/She is reading.talking on the phone
现在进行时结构:
主语 + am/ is / are+ 动词的现在分词
六、课后反思
通过本节课的教学实践,我认识到教学成功与否,学生掌握程度如何,关建在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感;面对不同的学生群体,任务的难度系数是可以调控的;而面对同一群体里的不同程度的学生,教师可以在任务设置时注意不同角色的设定,做到有针对性,使每一层面的学生皆有所得。教师要有意识地积极引导学生以教材上的简单东西为媒介向他们熟悉的生活发散开去,大胆地用英语去了解生活中的各类简单事物,解决生活中的各种简单事情。教师要善于活化教材,对其精加工,在给定的语言材料基础上进行适度挖掘和拓展,使其更好服务于教学目的。
第四篇:七年级英语下册Unit4教学设计
人教版新目标英语七年级下册
Unit 4 Don’t eat in class Section A2教学设计
设计理念:
(1)以听与说为中心的的交际型课堂教学和以任务为中心的任务型语言教学注重培养学生的语言实际运用能力。教师通过创造情境给学生提供听与说的机会,使学生在实际的听说练习中提高语言运用能力。
(2)利用多媒体为学生提供真实具体的语言视听环境,引发学生的学习兴趣,提高课堂教学效率。
(3)在教学中,教师设置自主学习、小组合作学习探究任务,激发学生学习的积极主动性,让学生在交流合作中形成自主学习合作学习的能力。教材分析:
教学内容为人教版新目标英语七年级下册第4单元Section A 的第2课时。第四单元的话题是规则(rules),教材中出现的学校家庭的规则贴近学生的生活,容易激发学生的学习共鸣与兴趣,帮助学生客观看待规章制度。本节课是听说课,在本单元起到承上启下的作用,在继续学习词汇与祈使句的同时,对上节课所学语言知识点在实际运用中巩固,为下节课读写能力的训练做好铺垫。学情分析:
七年级学生对情态动词can及否定形式can’t 的使用已经熟悉,经过本单元第1课时的学习,他们对于祈使句也有了初步了解,能够用英语表达简单的规则。而本节课对have to 与祈使句结构的学习,对学生来说易于接受与理解,但是运用所学语言知识点谈论规则,进行实际运用,尤其是情态动词与祈使句的转换表达,对学生来说有一定难度。教学目标:
1、知识目标:掌握祈使句的用法;学习have to的使用;运用基本句型Can we eat in the classroom? Yes, we can./No, we can’t.Does he have to wear a uniform at school? Yes, he does./No, he doesn’t.What do we have to do? We have to be quiet in the library.谈论学校、图书馆规则。
2、能力目标:培养学生运用所学语言知识谈论规则的能力,从而进一步提高学生的听说表达能力;培养学生在学习中发现问题合作探究的自主学习能力。
3、情感目标:帮助学生正确看待学校行为规范,引发学生对交通与公共场所规则的认识,培养学生遵守行为规范与公共秩序的美德。
教学重、难点:
重点:学习并运用日常交际用来谈论规则的词汇句型。
难点:have to 的使用与祈使句的使用,尤其是祈使句的否定结构的使用。教法、学法:
教法:交际型教学法与任务型教学法。注重语言运用能力的培养,在创设的真实情境与任务中进行听说训练与语言表达的练习,提高学生的语言运用意识,培养他们对英语学习的兴趣。
学法:自主学习、合作学习、探究学习。新课标强调课堂教学要以学生为中心,本节课设置了合作式学习任务,让学生自主探究合作学习,提高学生的学习能力。教学过程:
Step 1 Lead-in(2 minutes)
(1)Students races to be the first one to translate imperative sentences about rules:Don’t run inside./ Don’t push./ Don’t litter./Save electricity./ Save water.Students who answer right will get one point for their groups.(2)Students read the sentences together.(3)Teacher makes students realize that although we don’t like rules,we really need them.Without rules,We may have troubles in our life.设计说明:课堂导入设计关于学校、社会规则的英译汉问题,利于学生知识的回顾与迁移,询问学生这些规则的必要性,能够培养学生遵守规则的意识。采用小组竞赛式回答问题,激发学生学习的主动性,调动课堂学习氛围。Step 2 Listening(4 minutes)(1)Students listen to the conversation and answer the following questions:Is John new at school?/Are there many rules at school?/Can he bring music players to school?/Do they have to always wear the school uniform?(2)Students read after the teacher and check answers.设计说明:让学生带着问题去听对话,利于学生对关键信息的把握。学生跟读对话,训练学生的语音语调。Step 3 Group work and language points(10 minutes)(1)Students read the conversation by themselves and find out language points by themselves.(2)Students work in group to discuss what they have found and each group has one student to summarize their discussion and report the result in front of the whole class.(3)Teacher supplements students’report and emphasizes on important language points as follows:arrive,listen,fight,have to,wear.etc.设计说明:让学生自己发现语言点,小组合作探究讨论总结语言点的使用,发挥了学生在学习中的主体性与主动性,培养学生主动思考自主学习的能力,避免教师灌输学生被动接受。由小组学生代表讲解,易于吸引其他学生的学习兴趣与注意力,虽然学生会出现漏讲、错讲的现象,却有助于其他学生进行补充纠错,获得学习的满足感,在教师的帮助下,强化学习效果。这一教学过程,学生是主体,教师是辅助。Step 4 Pair work(5 minutes)(1)Students work in pair to roleplay the conversation and make conversation according to actual information: A:Hi,my name is xxx,It’s my first day at school.B:Hi,I’m xxx.This is a great school.But there are a lot of rules.A:Really?What are some of the rules? B:Well,don’t be late for class.This is very important.A:OK.So we must be on time.Can we bring music players to school? B:No,we can’t.And we always have to wear the school uniforms.A:I see.B:And we also have to be quiet in the library.(2)Teacher asks 2 or 3 pairs to present their conversation.设计说明:角色扮演对话并根据实际信息进行对话,是创造了一个生活中会出现的情境,让学生运用所学对话中的语言谈论学校规则,有助于学生提高语言运用能力。Step 5 Exercise and practice(4 minutes)(1)Students finish translating exercise about the conversation: 不要在上课时听音乐。Don’t listen to music in class./我们必须准时。We must be on time./我们能把音乐播放器带到学校里来吗?Can we bring music players to school?/在图书馆里我们必须保持安静。We must keep quiet in the library./不要再楼道里跑。Don’t run in the hallways.(2)Students read sentences together.(3)Students finish the practice of language points they have learned: ①Filling in the blanks with in/at/to:My mother usually get ___ school at 7:40 in the morning./ When do you usually arrive ____ the bus station?/Jenny’s uncle usually arrives ___ Shanghai in the evening.②Filling in the blanks with have to/must:It’s cold outside.We ______ stay at home./We ____ study hard.设计说明:针对对话文本的翻译练习和语言点的填空题,帮助学生进一步巩固所学的内容,加强对重点知识的掌握。根据学生完成练习的情况,教师可以了解学生的学习效果,对于知识薄弱点进行进一步讲解。
Step 6 Presentation and practice of grammar focus(8 minutes)(1)Teacher explains the use of imperative structure.(2)Students take notes and answer questions about school library rules.(3)Teacher summarizes how to talk about rules by asking students questions.设计说明:经过前面的学习,学生对祈使句这一现象已经熟悉,呈现祈使句的使用、结构有助于学生系统掌握该结构,利用学校图书馆里的规则,让学生使用祈使句进行表达,提高语言运用能力。教师提问并总结谈论规则的句型,为接下来的小组讨论做好铺垫。Step 7 Group work(7 minutes)(1)Students work in group to make five rules for their dream school.One student of each group reports their rules.Students vote for the coolest dream school.(2)Teacher makes students realize that the coolest dream school is not the best school,because we sometimes need strict rules to help us study well at school.设计说明:小组内谈论学生自己梦想中学校该有什么规则,不仅调动了学生用英语交谈的兴趣,也是本节所学语言点的产出。教师要引导学生认识到一些严格的校规和社会上的其他规则是必须遵守的。Step 8 Exercise of sentence pattern(4 minutes)
(1)Students finish the sentence pattern transformation exercise.(2)Teacher explains the important and difficult points in the exercise.设计说明:设计补偿练习这一教学环节,是为了补充教材配套练习中涉及的重难点,减少学生完成练习的难度。Step 9 Homework(1 minute)Teacher presents the homework on the screen.设计说明:让学生完成教材配套练习之外将课上小组讨论的梦想学校写成短文,目的是在写作中夯实本节所学的语言点,查看学生对祈使句、have to的使用与谈论规则的掌握情况。
第五篇:仁爱英语七年级下册 unit5 教学设计
Unit 5 Our School Life Topic 1 I usually come to school by subway.Section A
贵州省威宁县东风中学
肖雪
一.教材分析(Material analysis)
本话题是 1.通过图片学习新单词,并能正确朗读。
2.在情景对话中,学会用how来询问交通方式,学会用“by+交通工具”表达交通方式,并在情景对话中进行操练。
四、教学方法(Learning methods)
1.清楚、大声地朗读,培养语感和自信心。2.借助图片等非文字信息帮助学生理解新知识。
五、教学工具(Teaching aids)
多媒体、笑脸磁钉
六、教学步骤(Teaching procedures)
Step 1 Greeting(2 minutes)
1、Greeting as usual.2、Ask“who’s on duty today”for getting students ready for class.Step 2 Lead-in
(4 minutes)
Play a game ,named“brain-storm”to lead in.Ask the whole class to take out a piece of paper and give them 30 seconds to write down the means of transportation as many as possible.Then ask some students to show his /her ideas.Then lead in the new lesson.Step 3 Presentation(12 minutes)
1、Show some pictures about the means of transportation.Lean the new words and phrases.2、Turn to page 2 ,look at 2a,give students 3 minutes to disscuss it in groups,then check the answers.Finish 2a.Then close books ,go on learning.3、Listen to an MP3 recored,then do an exercise on the blackboard.Then turn to page 1 ,look at 1b.Listen to 1a finish 1b.Then check the answers.Finish 1b.4、Learning 1a ,explain the key points and difficult points.Step 4 Consolidation(12 minutes)
1、Give students 3 minutes to read the conversation alone,then the whole class read thr passage.2、Read the conversation in roles.Then give students 4 minutes to work in pairs.Then ask some groups to show.(The students who play in front of the class will get a smile face for their group)
3、About 5 minutes to play in front of the class.Step 5 Practice(10 minutes)
1、Read 1a together again.
2、Group work
Make a survey of your group, asking them how they come to school.Then make a report to the class.Example: A: How do you usually come to school? B: I usually come to school by bike.C: I usually come to school on foot.…
Finish 1c.3、Doing an exercise on the blackboard.(the students whose answer is right will get a smile face for his /her group)Step 6 Doing some summary and give homework(5 minutes)
1、summary
We learned:
1.new words:gate, plane, train, ship, boat, by, always
2.Phrases:come on, on foot, by bike/ship/boat/bus...3.Sentences:How do you usually come to school?
I usually come to school by subway.We can:talk about the means of transportation.e.g.I often go to school by bike/bus...2、homework
1)Review the means of transportation.2)Review and preview.3)Memorize the new words.教学反思(Teaching reflection):
在本堂课中,学生学会了如何表达日常交通方式,同时也复习了有关新年的问候。但是由于语用习惯的关系,学生在用“by+交通工具”的表达方式时偶尔会出现多了一个冠词的错误表达。因此教师应在学生的口头操练中加以纠正,帮助学生养成正确的语用习惯。