第一篇：新目標(biāo)英語七年級下冊第十一單元教學(xué)設(shè)計課后反思0

新目標(biāo)英語七年級下冊第十一單元教學(xué)設(shè)計課后反思

大坪中學(xué) 鄒先珍

Unit 11 what do you think of game shows?

[設(shè)計思想] 本課的教學(xué)目標(biāo)就是讓學(xué)生能夠運用目標(biāo)語詢問他人對人或事的看法，并能簡單表達(dá)自己或聽懂同伴對人、事的看法或觀點。根據(jù)本課教學(xué)內(nèi)容和教學(xué)對象年齡和心理特征，我采取了一種學(xué)生喜聞樂見的課堂活動形式——采訪。采訪的話題涵蓋面廣，如：clothes, movies, tv show, food, music, pop movie star, sport etc.學(xué)生可以根據(jù)自己的興趣、愛好自選或自定采訪話題，而且學(xué)生可以自己決定采訪問題，這給了學(xué)生極大的活動空間。這樣安排不僅將新、舊知識有機的結(jié)合起來，而且給每個學(xué)生提供了自主選擇、自主決定學(xué)習(xí)內(nèi)容的機會。

本課以完成采訪任務(wù)為主線，教學(xué)過程中將聽、說、讀、寫有機地結(jié)合起來。另外，為了縮小學(xué)生之間的知識準(zhǔn)備方面的差異，也為了使每個學(xué)生在活動過程中有成就感，我在課前預(yù)習(xí)方面做了較為細(xì)致的安排，這在很大方面也加強和提高了學(xué)生的自學(xué)能力。本課將這四個環(huán)節(jié)有機地結(jié)合在一起，讓學(xué)生有了足夠的語言輸入之后，能夠自信地參與到語言輸出活動中，提高每個學(xué)生參與的機會和參與能力。本課組織形式是以小組活動為主。在活動中每個同學(xué)都有自己的任務(wù)，在小組結(jié)果產(chǎn)出時每個同學(xué)都必須把自己所知道的信息提供給大家，同時也要認(rèn)真聆聽別人提供的信息，共同完成最后的報告。

[課后反思] 成功完成本實施方案必須遵循以下原則： 1.課前安排要細(xì)致、到位。本節(jié)課的課堂容量比較大，如果學(xué)生課前準(zhǔn)備或老師指導(dǎo)不到位，很難在一課時內(nèi)完成，即使完成，效果也將很不理想。

2.課前小組編排要合理。學(xué)生可以根據(jù)各自喜歡的話題自愿結(jié)合，也可根據(jù)學(xué)習(xí)能力和學(xué)習(xí)程度的差異編排小組，無任采取何種方式，教師在進(jìn)行本課之前必須有通盤考慮，尤其要考慮小組成員的分工，要使每個成員各負(fù)其責(zé)，避免出現(xiàn)有的學(xué)生參與少或不參與的現(xiàn)象。

3.在教學(xué)進(jìn)行過程中，老師必須考慮不同學(xué)習(xí)能力學(xué)生的需要，為各任務(wù)的順利推進(jìn)提供必要的語言提示，讓每個學(xué)生都能真正參與其中，并從中感受到成功的快樂。

4.方案實施過程中要以表揚和激勵為主，幫助學(xué)生樹立學(xué)習(xí)英語的自信心，激發(fā)他們學(xué)習(xí)的興趣。

第二篇：新目標(biāo)英語七年級下冊第十一單元單詞過關(guān)檢測(中文)

新目標(biāo)英語七年級下冊單詞過關(guān)Unit 11

1.擠奶 2.奶牛 3.給奶牛擠奶 22.太陽 23.博物館 24.火災(zāi) 4.馬 5.騎馬 6.喂養(yǎng) 7.喂雞 8.農(nóng)民 9.相當(dāng)、完全 10.許多 11.任何東西 12.種植、生長 13.農(nóng)場 14.摘、采 15.極好的 16.鄉(xiāng)村 17.在鄉(xiāng)下 18.昨天 19.花 20.擔(dān)心、擔(dān)憂 21.幸運地

25.消防站 26.油畫 27.使人興奮的 28.可愛的 29.昂貴的 30.廉價的 31.緩慢的 32.快地 33.機器人 34.導(dǎo)游 35.禮物 36.總的來說 37.所有事物 38.感興趣的 39.對。。感興趣 40.黑暗的 41.聽見 42.卡羅爾

第三篇：《新目標(biāo)初中英語》七年級英語下冊第四單元教學(xué)設(shè)計

《新目標(biāo)初中英語》七年級英語下冊第四單元教學(xué)設(shè)計

unit 4 壹 want to be an actor the fourth period(section b 1a—2c)【一】教材簡析(analysis of the teaching material)

本課是第四單元的section b 1a-2c這部分內(nèi)容，中心話題是“jobs，”

1、談?wù)摰礁鞣N不同的工作及如何描述它的性質(zhì)特點，2、談?wù)撟约夯蛩藢硐霃氖碌穆殬I(yè)并陳述原因。通過一系列的教學(xué)活動，學(xué)生從中學(xué)習(xí)并理解exciting, dangerous, busy等形容詞的用法，并將用其修辭各種不同的職業(yè)；加深鞏固 what do you do? what do want to be? 等句型；學(xué)習(xí)并熟練地運用 i want to be a/an…

because it’s a / an …job 來談?wù)摾硐胫械穆殬I(yè)。本課以任務(wù)型教學(xué)為主線，著重培養(yǎng)學(xué)生獲得英語基礎(chǔ)知識和運用語言進(jìn)行交際的能力。從教材編排看，section b主要通過生動的圖畫呈現(xiàn)真實的語言場景，幫助學(xué)生掌握基礎(chǔ)的語言項目；通過聽力、閱讀及寫作練習(xí)，使學(xué)生能對學(xué)過的目標(biāo)句型運用自如，創(chuàng)造性的活用所學(xué)語言進(jìn)行課堂活動。

【二】教學(xué)目標(biāo)(teaching aims and demands)一．知識目標(biāo)(knowledge objects)：

1).學(xué)習(xí)有關(guān)形容詞(description words):exciting, dangerous, busy, fun, difficult, boring 2).學(xué)習(xí)短詞：want to be 3)．掌握下列目標(biāo)語言(target language)：

what do you do?

I ’m an actor.what does he/she do?

He ’s/she’s a doctor.what do you want to be?

I want to be an actor.what does he/she want to be? He /she wants to be a bank clerk..I want to be a/an….because it’s a /an …job.ii．能力目標(biāo)(ability objects)：

1).通過新知識的有序呈現(xiàn)，在學(xué)生完成一系列任務(wù)的過程中，培養(yǎng)學(xué)生觀察、記憶和思維的能力。在聽、說、讀、寫全方位的訓(xùn)練中，提高學(xué)生綜合語言運用能力。

2）.通過小組討論，培養(yǎng)學(xué)生的合作能力和團隊精神，并能把語言材料

用到真實的生活中。

3）.學(xué)生能夠掌握各種職業(yè)的特點，自如地談?wù)摳鞣N不同的工作和 自 己將來想從事的工作并說明原因。iii．情感目標(biāo)(moral objects)：

1)很多人都羨慕演員或成功人士，但事實上他們很多時候還是很辛苦，他們的生活也遭受了很多的挫折，所以每個學(xué)生要達(dá)到自己的目標(biāo)必須要通過艱辛的付出以后才能實現(xiàn)。

2)通過教學(xué)活動，培養(yǎng)學(xué)生與他人交談的交際能力。

3）讓學(xué)生正確樹立自己的人生觀，樹立崇高的理想，確立自己未來理想的職業(yè)，并為其努力學(xué)習(xí)。

【三】教學(xué)重點教學(xué)難點（teaching key and difficult points）ⅰ.教學(xué)重點: 1).掌握形容詞的用法（the using of description words）：exciting, dangerous, busy, fun, difficult, boring 2).學(xué)會運用“I want to be a/an….because it’s a /an …job”.3).加深鞏固談?wù)撀殬I(yè)的句型：

what do you do?

I ’m an actor.what does he/she do?

he’s/she’s a doctor.what do you want to be?

i want to be an actor.what does he/she want to be?

he/she wants to be a bank clerk..ⅱ.教學(xué)難點: 1)能夠運用形容詞來描述各種不同職業(yè)的性質(zhì)

2)能熟練運用所學(xué)習(xí)的知識進(jìn)行關(guān)于職業(yè)的對話，真正做到學(xué)以致（train students’ ability to talk about jobs using the target language.）3)向他人介紹自己的理想職業(yè)并說出原因

4)訓(xùn)練學(xué)生聽、說、讀和寫的技巧（train students’ listening skill.）【四】教學(xué)法(teaching methods)采用任務(wù)型語言教學(xué)，實施情景教學(xué)法、交際法、情感激勵法等教學(xué)方法 【五】教學(xué)教具(teaching aids)多媒體設(shè)備、圖片、影像

【六】教學(xué)過程teaching procedures

教學(xué)過程體現(xiàn)在復(fù)習(xí)舊課引入新課、講授新課、鞏固練習(xí)、小結(jié)、布置作業(yè)五個環(huán)節(jié)。

step one: warming up ⅰ.以真實形象的圖片來復(fù)習(xí)有關(guān)職業(yè)的單詞。

設(shè)計意圖：以生動真實的圖片景象展現(xiàn)給學(xué)生，吸引住他們的眼球，讓他們感到耳目一新，能激起學(xué)生知識記憶，從而更有效地加深對單詞的理解和記憶，為下一步學(xué)習(xí)新的課程做好鋪墊。

步驟：

1、利用媒體課件，展示與栩栩如生的與職業(yè)名稱和工作單位有關(guān)的圖片給學(xué)生，如警察和警察局、服務(wù)員和餐館、演員（成龍、趙微）、銀行職員等圖片。一邊指著圖片一邊暗示學(xué)生說出相關(guān)的英語單詞，隨著學(xué)生的回答后出示有關(guān)的職業(yè)的單詞。

t: what does he do?(point out a policeman)ss: he is a policeman.t : where does he work? ss: police station.t: what does she do?(point out a actress)ss: she is zhaowei趙微

2、提問個別學(xué)生說出所展示圖片人物的職業(yè)和相關(guān)的工作單位

t : i think all of you can say 餓nglish names of the jobs easily.so any volunteer s1: me t: she is a …(point a bank clerk)s1: band clerk

3、鼓勵個別學(xué)生單獨讀出所有圖片所批示的英語單詞，必要時幫助其糾正發(fā)音。t : now i want to invite some student to read these words by yourself, so who want to try.don’t be shy.s1: me , policeman , policewoman ,actor ,actress… t: do a good job.who want to be next one? s2:…

ⅱ.通過觀看動畫片來復(fù)習(xí)有關(guān)句型并進(jìn)行有關(guān)的操練

目的：播放畫面生動精彩的動漫來復(fù)習(xí)影片中的目標(biāo)語言和加深已學(xué)過的重點句型 步驟：

1).播放動畫片，要求學(xué)生注意影片有關(guān)的內(nèi)容。2).結(jié)束影片，并以多媒體屏幕來展示有關(guān)句型 what do you do?

i’m an actor.what does he/she do?

he’s/she’s a doctor.what do you want to be?

i want to be an actor.what does he/she want to be?

he/she wants to be a bank clerk..3).小組活動，以兩人一組來進(jìn)行對話，詢問對方的職業(yè)，然后由由教師提問第三位學(xué)生回答以上兩名學(xué)生中所提到問題。建議學(xué)生可以給自己定一份喜歡的職業(yè)來進(jìn)行角色扮演，對話例如： s1: what do you do? s2: i’m an actor.what do you do?

s1: i’m a teacher what do you want to be?

s2: i want to be an actor.what do you want to be? s1: i want to be a doctor t : what does s1 want to be ?(ask s3)s3: he wants to be doctor.step two: lead in 1).向?qū)W生展現(xiàn)6種不同的人物表情，要求學(xué)生仔細(xì)觀察，并進(jìn)行描述。表情內(nèi)容主要是有關(guān)于6個形容詞：exciting, dangerous, busy, fun, difficult, boring 設(shè)計意圖：以多媒體的形式展現(xiàn)出真實而不同的6幅人物表情，通過設(shè)置讓學(xué)生能夠激發(fā)想象思維，立刻浮想聯(lián)翩，并說出相關(guān)的修辭詞，從而引導(dǎo)出本課所要學(xué)習(xí)形容詞。如展現(xiàn)一幅內(nèi)容是這樣，天空正閃著可怕的雷電，可有一位年青人耳朵塞著隨身聽，手里還放著風(fēng)箏的圖片，立即讓人看了心驚肉跳，這樣便自然地引出dangerous可怕這個單詞，這樣的即形象又生動教學(xué)方法讓學(xué)生更容易記憶。基它單詞也運用此教學(xué)法講授。

t: look at the picture , what happen with that man ?(a picture about dangerous)ss: 真可怕，那個人要雷電擊中。

t: it’s dangerous.可怕dangerous，read after me ss: dangerous 2).在學(xué)生表達(dá)過程中，教師把呈現(xiàn)的形容詞進(jìn)行解釋，最后可以由教師帶領(lǐng)朗讀單詞?？梢髮W(xué)生以個人和小組的形式來讀出新詞。

3).出示幾副職業(yè)的圖片，并提問學(xué)生聯(lián)想如何用恰當(dāng)?shù)男稳菰~來描述其職業(yè)。例如：

t : what does she do ? ss: she is a nurse.t: do you want to be a nurse in future?(point to s1)s1:yes t: why? s1: it’s an interesting and busy job.step three: teaching section b 1a、lb、1c 1 a this activity introduces the key vocabulary.1、要求學(xué)生完成中1a部分習(xí)題，利用課件核對答案。

a.focus attention on the six pictures.ask, what job does the person have? where does the person ivnrk? b.point out the numbered list of words.say each one and ask students to repeat.then use simple explanations and short sample sentences to help students understand what each word means.for example, exciting means very interesting and very fast-moving.a police officer has an exciting job.the job is always changing.something is always happening.for dangerous you might say, dangerous means not safe.you might be hurt or killed in a dangerous job.c.then ask students to match each word with one of the pictures.say, write the letter of each picture next to one of the words.point out the sample answer.d.check the answers.1.a

2.c 3.f

4.e

5.h

2、引導(dǎo)學(xué)生談?wù)撈渌ぷ鞯姆N類，并用1a中的形容詞進(jìn)行描述 1b this activity provides guided oral practice using the target language.a.call attention to the picture in this activity and ask a student to read the statement to the class.then point to the picture of the police officer and say.it's an exciting job.ask the class to repeat.then say, what else can you say about being a police officer? someone may answer, it's a dangerous job.ask the class to repeat each correct answer.b.then ask students to work in pairs.suggest that they each point to the pictures of the workers and make statements about them.as students practice, move around the classroom monitoring their work..1 c this activity provides an opportunity for oral practice.a.say, name some of the jobs from this unit.write this list of jobs on the board.say, can you name some other jobs? add any new jobs to the list.b.ask some students to make statements about jobs on the list using the words in activity la.you may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.step four

teaching section 2a, 2b 2a this activity provides listening and writing practice with the target language.call attention to the two headings and ask a student to read die headings to the class.point out the blank lines where students will write the name of a job(under the words wants to be).play the recording the first time.students only listen.say, now i will play the tape again.this time write the name of a job under the words “wants to be.” 1.pre-listening 指導(dǎo)學(xué)生注意

部分題目要求并認(rèn)讀三個英文名字。提出問題: what does he/she want to be?

幫助學(xué)生回答: he/she wants to be a / an….2.while-listening

播放第一遍錄音時，要求學(xué)生認(rèn)真聽，引導(dǎo)學(xué)生全面了解這篇對話的內(nèi)容。；在播放第二遍時，需要學(xué)生做出2a部分聽力題。

3.post-listening

給出聽力的正確答案。利用課件教師將完整的聽力材料呈現(xiàn)給學(xué)生，學(xué)生朗讀。

2b this activity provides listening and writing practice with the target language, call attention to the second heading and ask a student to read it to the class.say, this time you will unite why each person wants the job.play the recording again.students only listen.then says, now i will play the tape again.this time write the reason the person wants the job under the word “why?”

play the recording.students write their answers.教師利用課件展示答案,check the answers.2b 部分可以以相同的方式進(jìn)行。在兩部分練習(xí)完成后，將完整的聽力材料呈現(xiàn)給學(xué)生反復(fù)朗讀，并可以進(jìn)行三人一組分角色對話。在熟練掌握材料的基礎(chǔ)上，可以鼓勵學(xué)生就聽力材料互相提出問題，回答問題，充分利用該項練習(xí)。eg:what do you want to be?

i want to be an actor.what does he/she want to be?

he/she wants to be a bank clerk.wants to be

why betty

policeman jenny

reporter

sam

reporter

why ?.because it’s….step five: teaching section b-2c2c this activity provides open-ended oral practice using the target language.say, what do you want to be? what words describe each job? help the class make up a list of jobs they might like to do.as students suggest possible jobs, ask the class to suggest words to describe them.use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.then ask students to work in small groups.they tell each other what they want to do and why.encourage students to use dictionaries if necessary.move from group to group offering assistance as needed.ask individual students to tell the class about what they want to be and why.1).提問學(xué)生他們的理想職業(yè)及原因。

2).以小組為單位討論各自理想的職業(yè)并說明理由，由組長記錄，從中選出一個理由最充分的。由教師宣布結(jié)果，評出 step six: summary

new words : exciting, dangerous, busy, fun, difficult, boring ,want to be target language：

what do you do?

i’m an actor.what does he/she do?

he’s/she’s a doctor.what do you want to be?

i want to be an actor.what does he/she want to be?

he/she wants to be a bank clerk..i want to be a/an….because it’s a /an …job.step seven: homework

1.make a surkey name

want to be

why ask the other ss in your group: tell us what you want to be and the reasons.what do you want to be? why? 2.make a report about your friend and yourself eg.my friend lucy wants to be a policewoman.because she can wear nice uniform.thieves are afraid of her.it’s a dangerous job but exciting.i want to be a doctor.because doctors can keep people healthy.it’s a busy job.【七】板書設(shè)計(blackboard desig key word exciting 1.dangerous 2.busy 3.fun 4.difficult 5.boring 6.want to be target language:

what do you do?

i’m an actor.what does he/she do?

he’s/she’s a doctor.what do you want to be? i want to be an actor.what does he/she want to be? he/she wants to be a bank clerk.i want to be a/an….because it’s a /an job 【八】教學(xué)理論(teaching theory)本課主要采用任務(wù)型教學(xué)法.任務(wù)型課堂教學(xué)活動作為一個新的理念,它主要以話題為主線,采取任務(wù)型語言教學(xué)模式,兼顧交際功能和語言知識結(jié)構(gòu)的學(xué)習(xí),以一種在教師的指導(dǎo)下,通過感知、體驗、實踐、參與、合作與交流等學(xué)習(xí)方式，實現(xiàn)任務(wù)的目標(biāo)，感覺成功。在學(xué)習(xí)過程中進(jìn)行情感和策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語言實際運用能力的提高。因此，任務(wù)型教學(xué)必須以學(xué)生為中心，任務(wù)設(shè)計要有明確的運用目的（purpose），要能達(dá)到一定的結(jié)果（outcome），要具有交際性和真實性，是教師在進(jìn)行任務(wù)型課程設(shè)計的指導(dǎo)思想和必須遵守的原則。

第四篇：新目標(biāo)版英語第十一單元第一課時教學(xué)設(shè)計

九年級《新目標(biāo)英語》Unit 11第一課時教學(xué)設(shè)計

信豐四中 唐雪花

一 指導(dǎo)思想與理論依據(jù)

英語教學(xué)要堅持教學(xué)的實踐性原則，新課標(biāo)要求英語教師在教學(xué)過程中注重教學(xué)內(nèi)容的整合，注重真實情景下學(xué)生的語言活動。語言的交際性和實踐性決定了要在語境中、活動中以及在交際中學(xué)習(xí)英語，感受英語。因此教師要精心地組織好教學(xué)活動，從而在語境中、活動練習(xí)中和交際中向?qū)W生潛移默化地滲透德育內(nèi)容。這樣，既可以較好地培養(yǎng)學(xué)生的思維能力，提高學(xué)生的學(xué)習(xí)興趣，活躍課堂氣氛，又能促進(jìn)學(xué)生主動性和能動性的發(fā)揮，并形成獨立的人格和高尚的道德風(fēng)貌。

二 教學(xué)背景分析 學(xué)習(xí)內(nèi)容分析《Go for it》九年級 Unit 11 Could you please tell me where the restrooms are? Section A 1a-1b-1c本課是學(xué)會禮貌地向他人詢問信息，能夠描敘地理位置、給他人指路或提供幫助，能夠熟練運用where、how 和if引導(dǎo)的賓語從句。學(xué)生情況分析

鑒于教學(xué)對象是九年級的學(xué)生，這些學(xué)生在七年級已經(jīng)學(xué)過問路和指路的日常交際用語。而本課是在此基礎(chǔ)上給出更有禮貌、更有效的詢問信息的方式，進(jìn)行口頭表達(dá)。3 教學(xué)方式

任務(wù)型教學(xué)法

交際法

學(xué)生中心教學(xué)法

多媒體教學(xué)

歸納教學(xué)法 教學(xué)手段說明

（1）為引起學(xué)生興趣，本課大量創(chuàng)設(shè)情景，需要使用著名歌星、影星的劇照；加上在教學(xué)新單詞的時候，為了直觀、形象地建立單詞和實物的聯(lián)系，要用到許多日用品和建筑物的圖片，需要PPT幻燈媒體，以便更快捷、更直接、更明晰地呈現(xiàn)新單詞和新語言項目。

（2）本課使用黑板傳統(tǒng)視覺媒體，呈現(xiàn)新語言總結(jié)歸納語法現(xiàn)象。

（3）對于課文內(nèi)容，由于本課出現(xiàn)了聽力練習(xí)，所以采用錄音機作為聽覺媒體。5 學(xué)情分析

由于九年級部分學(xué)生因為基礎(chǔ)較差難以參與課堂活動，對這些學(xué)生應(yīng)盡量鼓勵他們，分配比較簡單的任務(wù)給他們，一旦成功立即給予表揚，讓他們體驗到成功，調(diào)動他們的積極性，從而更有興趣主動學(xué)習(xí)。對于接受能力較強的學(xué)生，分配給難度較高的練習(xí)，如上臺表演等，不至于讓他們出現(xiàn)“吃不飽”的現(xiàn)象。

三 教學(xué)目標(biāo)設(shè)計 教學(xué)目標(biāo)

語言知識:掌握Could you please tellme??句末用聲調(diào)表達(dá)禮貌。

語言技能: 能針對所聽語段的內(nèi)容記錄簡單信息。能有效地詢問信息和提供幫助。語言運用: 能在有困難的時候向他人詢問信息。聽懂他人的詢問并給予回答。文化意識: 能得體地運用日常交際用語，提高跨文化交際能力。

情感態(tài)度: 能在英語交流中注意并理解他人的情感，樂于接觸并了解異國文化。能在小組活動中與他人合作、互助，共同完成學(xué)習(xí)任務(wù)。

學(xué)習(xí)策略: 積極參與課內(nèi)外英語學(xué)習(xí)活動，學(xué)會合作交流，發(fā)現(xiàn)語言規(guī)律。2 教學(xué)重點

使用Could you please tell me? ? 句型，有禮貌的詢問信息。3 教學(xué)難點

運用賓語從句, 注意從句中只能使用陳敘句語序。運用任務(wù)

能根據(jù)所給出的地圖，用目標(biāo)語言做對話。結(jié)合本地街道實際，運用所學(xué)知識創(chuàng)設(shè)對話。

四 教學(xué)過程與教學(xué)資源設(shè)計

1熱身準(zhǔn)備

老師用幻燈片展示課題和語言目標(biāo)ask for information politely 2 創(chuàng)設(shè)情景 導(dǎo)入新課

老師用幻燈片展示著名歌星（如學(xué)生喜歡的超女）、影星的劇照（如哈利.波特）。創(chuàng)設(shè)情景，導(dǎo)入新課。

Do you know them? Are you their fans? Imagine they will come to visit our school next week.Because they come to our school for the first time, they must need your help.Would you like to help them?（讓學(xué)生集體回答）

老師問問題：他們想知道“老師辦公室在哪兒”，怎么問？點人回答。接觸新語言項目 呈現(xiàn)新詞語

(1)．呈現(xiàn)新語言知識，告訴學(xué)生更有禮貌的問法是Excuse me.Could you please tell me where the teachers’office is?板書該句子，將the teachers’ office is 用彩色粉筆寫出，引起重視。指出問句必須使用升調(diào)，否則不禮貌。

(2)．用幻燈片展示實物圖片教學(xué)新單詞，并讓學(xué)生把新單詞代入剛學(xué)的句型中。4完成Activity 1 a 任務(wù)

情景再現(xiàn)：“哈利.波特”一行人住在賓館里，他們不清楚日用品該在哪兒購買，要求同學(xué)們幫幫他們?？磮D片，討論表格中的物品能在圖中那個地方買到。等學(xué)生找到答案后，給出對話的模式讓學(xué)生操練。

Harry: Excuse me.Could you please tell me where I can buy some?? You : Sure.You can buy?in /at ?.5 完成Activity 1 b聽力訓(xùn)練任務(wù)

創(chuàng)設(shè)情景：“哈利.波特”等人在明確了日用品和何處購買，仍然不知道該建筑物具體在哪條街道。

(1)．看1a圖片，根據(jù)圖片描敘建筑物的地理位置。

板書練習(xí)模式：--Excuxe me.Could you please tell me where the bank is ?

--Sure.It’s on Main Street.(2).提出完成對話的要求。放兩次錄音。核對答案。(3)．根據(jù)圖片中的對話，要求學(xué)生自己創(chuàng)設(shè)對話。6運用新語言項目完成1c任務(wù)

(1)．操練對話 幻燈片展示對話模式

A：Excuse me.Could you please tell me where I can get a dictionry? B：Sure.There’s a bookstore on River road.通過使用幻燈片展示課文街道圖，變換日用品實物圖片練習(xí)對話。

(2)． 簡短復(fù)習(xí)已經(jīng)學(xué)過的問路、指路的日常用語如：Turn left./ On the right./ At the sceond crossing./ Next to./In front of./ Behind./near /across the road.(3)．大屏幕展示課前設(shè)計好的較復(fù)雜的本地街道圖，每張幻燈片配上某明星或某歌星（向你求助者）的照片和本課所學(xué)的某一種日用品，應(yīng)用所給對話模式練習(xí)。要求學(xué)生兩人小組練習(xí)。7總結(jié)語法現(xiàn)象和規(guī)律

(1)．總結(jié)本課重點句型，讓學(xué)生明白在人際交往中應(yīng)禮貌待人。

(2)．和學(xué)生一起歸納：賓語從句必須使用陳敘句語序。用幻燈片給出配套練習(xí)例子。下發(fā)課后思考題。五 學(xué)習(xí)效果評價設(shè)計 學(xué)生學(xué)習(xí)效果分析

聽的環(huán)節(jié)是本課的一個主要任務(wù)，是“輸入”的過程，讓學(xué)生帶著問題聽，在聽的過程中有的放矢，捕捉有效信息，同時又提醒學(xué)生注意觀察并發(fā)現(xiàn)需要注意的表達(dá)方式，為后續(xù)的語言實踐積累實用句型。通過讓學(xué)生在具體語境中發(fā)現(xiàn)新句型，有效地提高學(xué)生分析問題和解決問題的能力，給學(xué)生提供了提高觀察能力，分析能力和歸納總結(jié)能力的發(fā)展平臺。教師教學(xué)效果分析

針對教材以及學(xué)生情況的分析，我將教學(xué)活動建立在學(xué)生相對感興趣信息基礎(chǔ)上，選用深受學(xué)生喜歡的影視明星，圍繞詢問信息、描敘地理位置的話題，在交流和合作學(xué)習(xí)中探究新的話題（問路、指路），延伸學(xué)生學(xué)習(xí)的范圍，從而貫徹新目標(biāo)的精神。六 本次教學(xué)設(shè)計特色

1新課標(biāo)注重學(xué)生的情感因素，著力培養(yǎng)學(xué)生的學(xué)習(xí)興趣，激發(fā)學(xué)生的學(xué)習(xí)動機。本課主要采用任務(wù)教學(xué)方法，同時采用交際法、發(fā)現(xiàn)式語法學(xué)習(xí)法、學(xué)生中心教學(xué)法，以及有語境的操練教學(xué)等方法。

2任務(wù)型教學(xué)法是讓學(xué)生在完成一個或一系列真實的交際任務(wù)過程中，通過運用語言，達(dá)到掌握語言的目的。學(xué)生為了完成交際任務(wù)而學(xué)習(xí)、使用語言，學(xué)生有明確的學(xué)習(xí)動機，所以學(xué)習(xí)積極性較高，學(xué)習(xí)效果較好。

3本節(jié)課的中心任務(wù)是詢問信息，詢問信息就必需與人交際。交際法是遵循學(xué)生按自然順序習(xí)得語言的方法。交際法重視在實踐運用中掌握語法，此種教法效果良好，是當(dāng)代語言教學(xué)的一種重要教法；

4鑒于學(xué)生真正運用英語的機會不是很多，所以本課設(shè)計為幫助初次來本地訪問的明星這一任務(wù)，讓學(xué)生在這個具有吸引力的情景中以學(xué)生為中心通過操練，熟練掌握新目標(biāo)語言。在最后階段使用交際法，將所學(xué)語言用于實際生活真實情景。

5本課用發(fā)現(xiàn)式語法學(xué)習(xí)法，讓學(xué)生總結(jié)賓語從句的使用規(guī)則。因為這一內(nèi)容學(xué)生以前已經(jīng)接觸過，不是很難總結(jié)，比較容易發(fā)現(xiàn)基本規(guī)律。同時九年級學(xué)生正需要構(gòu)建比較完整的語法體系，這一活動有利于促進(jìn)學(xué)生形成較系統(tǒng)的語法知識。

第五篇：新版新目標(biāo)七年級英語下冊unit5教學(xué)設(shè)計.doc

Unit 5 Why do you like panadas ?

Language goals

In this unit students learn to describe animals and express preferences and give reasons，New language

Why do you like koala bears?.Because they're cute,They're pretty interesting, They're kind of shy, They're very big.names of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligent names of countries: Australia, South Africa，Recycled language between, across from He's/She's from...He's / She's five years old.name of countries;China, Japan, Brazil

Section A

Additional materials to bring to class: coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English.Write the list on the board, Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.Say, Today we are going to learn the names of some more animals.Well also leam how to say which ones we like and tell why we like them.la This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals.Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each.Ask students to repeal.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word with one of the pictures.Say, Write the letter of each animal in the blank by that animal's name.Point out the sample answer.Check the answers.b This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a-Ask students to point to and name the animals.Say, I'm going to play recordings of three conversations.Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.Play the recording the first time.Students only listen.Play the recording a second time.This time students check each animal name they hear.Correct the answers.c This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture.Ask two students to read it to the class.Answer any questions they may have.Point out the four description words.Ask a student to read them aloud.Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example.Use these description words.Ask students to work in pairs.Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student.For example: Teacher: let's see the elephant.Student: Why do you want to see the elephant? Teacher: Because it's very smart.Ask some students to present their conversations to the class.2a This activity provides listening practice using the target language.Call attention to the two blank lines on the left.Say,You will hear a recording of a conversation.Listen carefully.Then write the names of the two 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 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 you hear.Play the recording and have students match each animal with an adjective.Correct the answers.2b

This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again.This time please write a word from the box on each blank line.Some words can be used more than one time.Ask a student to read the words in the box.Play the recording.Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.2c This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask two students to read it to the class.Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student.For example:

Student: Do you like penguins? Teacher: Yes, I do.Student: Why? Teacher: Because they're very cute.3a This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeat Point to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.3b This activity provides guided oral practice using the target language.Point to the conversation in the picture.Ask a pair of students to read it to the class.Ask students to work in pairs.Say, Now you can talk about where animals come from.Point to the map and animals students matched up in 3a-Say, Work with a partner.Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the class.Section B

Additional materials to bring to class: Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.This activity introduces more key vocabulary, Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-

2a This activity provides listening practice with the target language.Say, Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.Play the recording again.Students circle the adjectives they hear.Correct the answers.2b

This activity provides listening and writing practice using the target language.Call attention to the three headings.Animal, Maria's Words and Tony's Words, and the write-on lines under each.Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.Play the first four lines of recording and stop the tape.Ask, What animal are they talking about?(the elephant)What words does Maria use to describe the elephant?(interesting, intelligent)

Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture.Ask two students to read it to the class.Say, Work in pairs.Use sentences like these to say what you think about different animals.Demonstrate the activity with one or two students.For example, say, I like dolphins.They're intelligent.Ask students to work in pairs.As they work, move around the room checking on progress.Ask some pairs to present their conversations to the class.3a This activity provides reading practice using the target language.Point out the three descriptions of animals.Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description.There is one animal that is not described.Check the answers.3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat.Ask a student to explain each word or use it in a sentence to show he or she understands what it means.Teach the expression sleeps.Point out the description in 3b with blank lines where some words are missing.Read it to the class saying blank each time you come to a blank line.Point out the six words in the box.Say, You can write these words in the blanks.Use each word only once.As students work, move around the room checking progress and offering language support as needed.Check the answers.3c This activity provides reading and writing practice using the target language, Say, Now you can write a description like the one in 3b.You can use some of the same words.Write about any animal you like.You may wish to do a sample description with the class.Choose an animal's name and write it on the board.Then ask students to make statements about the animal.Repeat each statement and then write on the board.You can ask leading questions such as.Is it big? Is it lazy? Does it eat grass? Ask students to write their own descriptions.You may wish to have less fluent students work with a more fluent partner, Ask students to share their writing with others in the class.After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.