第一篇：《新目標初中英語》七年級英語下冊第四單元教學設計

《新目標初中英語》七年級英語下冊第四單元教學設計

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這部分內容，中心話題是“jobs，”

1、談論到各種不同的工作及如何描述它的性質特點，2、談論自己或他人將來想從事的職業(yè)并陳述原因。通過一系列的教學活動，學生從中學習并理解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；學習并熟練地運用 i want to be a/an…

because it’s a / an …job 來談論理想中的職業(yè)。本課以任務型教學為主線，著重培養(yǎng)學生獲得英語基礎知識和運用語言進行交際的能力。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，幫助學生掌握基礎的語言項目；通過聽力、閱讀及寫作練習，使學生能對學過的目標句型運用自如，創(chuàng)造性的活用所學語言進行課堂活動。

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

1).學習有關形容詞(description words):exciting, dangerous, busy, fun, difficult, boring 2).學習短詞：want to be 3)．掌握下列目標語言(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(ability objects)：

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

2）.通過小組討論，培養(yǎng)學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）.學生能夠掌握各種職業(yè)的特點，自如地談論各種不同的工作和 自 己將來想從事的工作并說明原因。iii．情感目標(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，所以每個學生要達到自己的目標必須要通過艱辛的付出以后才能實現(xiàn)。

2)通過教學活動，培養(yǎng)學生與他人交談的交際能力。

3）讓學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)，并為其努力學習。

【三】教學重點教學難點（teaching key and difficult points）ⅰ.教學重點: 1).掌握形容詞的用法（the using of description words）：exciting, dangerous, busy, fun, difficult, boring 2).學會運用“I want to be a/an….because it’s a /an …job”.3).加深鞏固談論職業(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.教學難點: 1)能夠運用形容詞來描述各種不同職業(yè)的性質

2)能熟練運用所學習的知識進行關于職業(yè)的對話，真正做到學以致（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)訓練學生聽、說、讀和寫的技巧（train students’ listening skill.）【四】教學法(teaching methods)采用任務型語言教學，實施情景教學法、交際法、情感激勵法等教學方法 【五】教學教具(teaching aids)多媒體設備、圖片、影像

【六】教學過程teaching procedures

教學過程體現(xiàn)在復習舊課引入新課、講授新課、鞏固練習、小結、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習有關職業(yè)的單詞。

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

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的圖片給學生，如警察和警察局、服務員和餐館、演員（成龍、趙微）、銀行職員等圖片。一邊指著圖片一邊暗示學生說出相關的英語單詞，隨著學生的回答后出示有關的職業(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、提問個別學生說出所展示圖片人物的職業(yè)和相關的工作單位

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習有關句型并進行有關的操練

目的：播放畫面生動精彩的動漫來復習影片中的目標語言和加深已學過的重點句型 步驟：

1).播放動畫片，要求學生注意影片有關的內容。2).結束影片，并以多媒體屏幕來展示有關句型 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，以兩人一組來進行對話，詢問對方的職業(yè)，然后由由教師提問第三位學生回答以上兩名學生中所提到問題。建議學生可以給自己定一份喜歡的職業(yè)來進行角色扮演，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).向學生展現(xiàn)6種不同的人物表情，要求學生仔細觀察，并進行描述。表情內容主要是有關于6個形容詞：exciting, dangerous, busy, fun, difficult, boring 設計意圖：以多媒體的形式展現(xiàn)出真實而不同的6幅人物表情，通過設置讓學生能夠激發(fā)想象思維，立刻浮想聯(lián)翩，并說出相關的修辭詞，從而引導出本課所要學習形容詞。如展現(xiàn)一幅內容是這樣，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方法讓學生更容易記憶。基它單詞也運用此教學法講授。

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).在學生表達過程中，教師把呈現(xiàn)的形容詞進行解釋，最后可以由教師帶領朗讀單詞。可要求學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，并提問學生聯(lián)想如何用恰當?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、要求學生完成中1a部分習題，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、引導學生談論其他工作的種類，并用1a中的形容詞進行描述 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 指導學生注意

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

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

播放第一遍錄音時，要求學生認真聽，引導學生全面了解這篇對話的內容。；在播放第二遍時，需要學生做出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)給學生，學生朗讀。

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行。在兩部分練習完成后，將完整的聽力材料呈現(xiàn)給學生反復朗讀，并可以進行三人一組分角色對話。在熟練掌握材料的基礎上，可以鼓勵學生就聽力材料互相提出問題，回答問題，充分利用該項練習。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】教學理論(teaching theory)本課主要采用任務型教學法.任務型課堂教學活動作為一個新的理念,它主要以話題為主線,采取任務型語言教學模式,兼顧交際功能和語言知識結構的學習,以一種在教師的指導下,通過感知、體驗、實踐、參與、合作與交流等學習方式，實現(xiàn)任務的目標，感覺成功。在學習過程中進行情感和策略調整，以形成積極的學習態(tài)度，促進語言實際運用能力的提高。因此，任務型教學必須以學生為中心，任務設計要有明確的運用目的（purpose），要能達到一定的結果（outcome），要具有交際性和真實性，是教師在進行任務型課程設計的指導思想和必須遵守的原則。

第二篇：改版后新目標七年級下冊第四單元英語知識點總結

新目標七年級下冊英語知識點總結

Unit4 Don’t eat in class!

一、詞組、短語

1.祈使句是指動詞原形開頭，表達命令或祈求的句子。其否定句是在句首加don’t構成。2.arrive 到達，抵達

arrive at + 小地點

arrive at school 到達學校 arrive in + 大地點 arrive in Beijing 到達北京

get to + 地點 get to Beijing 到達北京 get home 到家 get there 到那兒

reach + 地點

reach Beijing 到達北京

reach home 到家

get、arrive后接副詞是，介詞省略。3.be late for + 名詞

??遲到

He was late for school.他上學遲到了。4.outside(外面)----inside(里面)5.dining hall 餐廳，飯廳

6.in /at school 在上學，在求學

in the school 在學校里 7.have to do sth不得不做某事 8.on school nights 上課期間的晚上

9.too many + 可數(shù)名詞

“太多” too many books 太多的書

too much + 不可數(shù)名詞“太多” too much homework 太多的家庭作業(yè) 10.No smoking!= Don’t smoke!請勿吸煙！

No food!= Don’t eat food!禁止吃東西！

No + 名詞（短語）或動詞-ing形式，表示“不許，不可，不能” 11.later 后來，以后

12.by “在??.以前，到??為止”

I should finished homework by tomorrow.在明天之前我應該把作業(yè)做完。13.be in bed “睡覺，臥床”in bed

“臥病在床” in the bed “在床上” go to bed “上床睡覺”強調動作

二、重點句型

1.Don’t arrive late for school＝Don’t be late for school

2.Don’t fight 3.Don’t listen to music in the classroom.4.Don’t run in the hallways5.Don’t smoke.It’s bad for your health.6.Don’t play cards in school7.Don’t talk in class8.Don’t watch TV on school nights.9.Don’t sleep in class.10.Don’t play sports in the classrooms.11.Don’t sing songs at night.12.Don’t talk when you eat.13.Don’t wear hats in class.14.Do homework by 10:00.15.Clean your house!16.Make the bed.17.Can we ……?

Yes ,we can.No, we can’t.Eg: Can we arrive late for class ? No, we can’t.We can’t arrive late for class.18.Do you have to wash your clothes?

Yes, I do./No, I don’t.三、重點句子

1.Don’t arrive late for class.2.Don’t run in the hallways.3.Don’t eat in the classrooms.4.Don’t listen to music in the classrooms or the hallways.5.Don’t fight.6.What are the rules?7.Can we listen to music? 8.Do you have to wear a uniform at school?9.What else do you have to do ? 10.Don’t go out on school night.11.Practice your guitar every day.12.I have too many rules in my family.13.I can’t meet my friends after school because I have to do my homeworkl 14.I have to be in bed by ten O’clock.15.I have to help my Mom make dinner.16.Later , I have to go to the Children’s Palace to learn the piano.17.I never have any fun, what can I do?

四、重難點精析

祈使句

通常用來表示命令、請求、禁止、建議、警告等語氣。它的主語you(聽話人)通常省略。其構成通常有以下幾種形式。

1)Be型（即系動詞原型be+表語＋其他）。如：Be quiet,please.否定句Don’t + be+表語+其他。如：Don’t be angry.2)Do型（即系動詞原形＋賓語＋其他）。如： Open you books,please.否定句Don’t +實義動詞原形+賓語+其他。如：Don’t eat in the classroom.3)Let型（即Let+賓語+動詞原形+其他）如： Let me help you.Let’s go at six o’clock.否定句一般在賓語后加not。如： Let’ not watch TV.4)No+V-ing型（此種形式通常用于公共場合的提示語中，意為“禁止做某事“）如：

No smoking!嚴禁吸煙！No talking!不許交談！No passing!禁止通行！No parking!不許停車

重難點解析：

1.情態(tài)動詞have to 的用法，意思是“必須、不得不”，它側重于客觀上的必要和外界的權威。

（1）結構：主語＋have to＋動詞原形＋其他

（一般現(xiàn)在時，主語是第三人稱單數(shù)時，用has to；句子是過去時，用had to.）如：We have to wear sneakers for gym class.在體育課上，我們必須穿運動鞋。Tom has to practice the guitar every day.湯姆每天必須練習彈吉它。I had to get up at 5:00 am last Monday.上周一，我不得不早上5點起床。

（2）否定形式：主語＋don't have to＋動詞原形＋其他

（一般現(xiàn)在時，主語是第三人稱單數(shù)時，用doesn't have to.句子是過去時，用didn't have to）

如：Nick doesn't have to wear a uniform.尼克不必穿制服。We didn't have to do our homework at once.我們不必馬上完成作業(yè)。

（3）疑問句：Do（Does或Did）＋主語＋have to ＋動詞原形＋其他

如：Do you have to stay at home on weekends? 周末你必須呆在家里嗎？Yes, I do./ No, I don't.是的，我必須.不，我不必。Did he have to go to bed by 11:00 last night? 昨晚，他不得不11點前上床睡覺嗎？

2.情態(tài)動詞can的用法

（1）表示能力，“會”“能”（在第一冊中已經學習這種用法）

Can you play the guitar? 你會彈吉它嗎？Judy can speak a little Chinese.朱蒂會說一點中文。I can dance and sing.我能唱歌又能跳舞。

（2）表示允許、許可，“可以”、“能”（在這一課中新學的詞義）

Can the students run in the hallways? 學生們可以在走廊上跑嗎？We can eat outside.我們可以在外面吃東西。Can I come in? 我能進來嗎？

注意：同樣是情態(tài)動詞，can 和have to 的用法是有區(qū)別的，和大部分情態(tài)動詞一樣，can在否定句中，直接在can后加上not，在疑問句中，把can放到主語前面，并且沒有人稱和數(shù)的變化。

3.hear，listen和sound都有“聽”的意思，但三者是有區(qū)別的。（1）hear“聽說”，側重于“聽”的內容

I'm sorry to hear that you are ill.聽說你生病了，我很難過。

I never heard such an interesting story.我從來沒聽過這么有趣的一個故事。（2）listen“聽”側重于“聽”這一動作。Listen to me carefully.認真聽我說。The children like to listen to music.孩子們喜歡聽音樂。

（3）sound“聽起來”，它是系動詞，后面接形容詞等。That sounds great.那聽起來真不錯。It sounds like fun.聽起來挺有趣。

4.be in bed “在床上、臥床”in 和bed之間不能用冠詞，bed也不用復數(shù)。

He is in bed for 10 years.他臥床10年了。Dave has to be in bed early every night.大衛(wèi)每晚必須很早睡覺。

5.arrive late for 與be late for 意思相近

“遲到”Don't arrive（be）late for school.上學別遲到。I arrived（was）late for the meeting yesterday.我昨天開會遲到了。

6.No talking!“禁止交談！” no后面加上名詞或動名詞（doing）也表示不要做某事。與don't +do的用法相似。No wet umbrellas!/ Don't put wet umbrellas here!禁止放濕雨傘！

No food!Don't eat food here!禁止吃食物！No smoking!Don't smoke here!禁止吸煙！7．語法（祈使句）

祈使句是用來表示請求、命令、叮囑、號召或者勸告等的句子，這類句子的主語常是第二人稱you，也就是聽話者，因而you常省去了。祈使句的開頭是動詞原形。

如：Look out!小心！Wait here for me!在這等我！Be sure to come here on time!務必準時來到這里！

祈使句的否定形式多以do not（?？s寫成don't）開頭，再加上動詞原形。Don't arrive late for school.上學別遲到。Don't fight!別打架！

Don't look out of the window.不要向窗外看。

第三篇：新版新目標七年級英語下冊unit5教學設計.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.

第四篇：新目標七年級英語下冊unit5_SectionA_1a-1c教學設計

新目標英語七年級(下)Unit5 I'm watching TV.教學設計SectionA1a－－1c

一、教材分析

本單元是Go for it(下)Unit 5。主要圍繞“What are you doing?”這一主題展開各種教學活動，并以這一主題引出現(xiàn)在進行時的一般疑問句，否定句以及特殊疑問句等語言功能。本單元旨在創(chuàng)造一個輕松、愉快的學習、交流環(huán)境，通過聽、說、讀、寫來培養(yǎng)學生綜合運用這些知識的能力。并讓學生能在“做中學”（learning by doing），通過有限的課堂實踐活動，注意觀察別人的行動，能準確地用英語來表達。

SectionA 1a－－1c部分是本單元的第一課時，這一課時通過常見的一些動詞短語引出現(xiàn)在進行時的教學，學好本課對以后的SectionB部分的學習起了很好的鋪墊作用。

二、教學目標 1．語言目標 1）短語和單詞doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment 2）句型結構

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）語法The structure of the Present Progressive Tense

The present participle 2.語言技能

1）能用現(xiàn)在進行時的各種形式進行準確的描述和表達正在發(fā)生的動作。

2）能掌握現(xiàn)在進行時態(tài)及一些表示具體動作的詞組搭配，如：doing homework, watching TV, eating dinner… 等。

3、學習策略

通過本節(jié)課的教學，我要求學生能通過觀察別人的行為和活動時能用現(xiàn)在進行時來準確地表達所發(fā)生或進行的動作。

4、情感態(tài)度

通過對本單元的任務性活動，我的目的是能培養(yǎng)培養(yǎng)學生學習英語的強烈興趣，樂于參加各種活動的積極情感，樂于合作，培養(yǎng)學生團結合作的精神。

5、文化意識

了解西方人是如何表達或描述正在進行的動作。

三、教學的重、難點

基于上述對教材的分析，我確定本單元的教學重點為詞匯、詞組搭配和現(xiàn)在進行時的用法。

教學難點為現(xiàn)在進行時中現(xiàn)在分詞的結構及讀音，能在交際中準確地運用現(xiàn)在進行時來描述或表達正在進行的動作。

四、學情分析

我所教學的對象是初一學生（以中等生為主），對英語普遍感興趣，但有很大的不穩(wěn)定性，好奇心強，求知欲旺盛，他們學習英語既感到好奇又擔憂，希望能得到他人的肯定。因此我在教學活動中盡量讓他們參與到活動中來，有更多的機會來說英語，減少他們的恐懼感，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。提高他們綜合運用語言的能力，使各層次的學生都有所收獲。

五、教學方法

1、教法分析

1）現(xiàn)在進行時是學生剛剛接觸的一種新的語法項目，而本單元的話題源自生活，立足這一點，我充分利用學生已有的知識和生活經驗，創(chuàng)設生活化的真實情境（或半真實情境）引導學生在 運用語言中學習語言，然后在學習新的語言知識后創(chuàng)造性地運用語言（為用而學，在用中學,學了就用）。

2）開展多種類型的任務型活動，如小組表演、游戲、做報告、編歌曲等提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究性學習。

2、學法指導

新制定的《英語課程標準》把“培養(yǎng)學生學習英語的興趣，樹立自信心，培養(yǎng)良好學習習慣和形成有效策略，發(fā)展自主學習和合作精神”放在了首位。依據(jù)課改的精神，我從以下幾個方面對學生進行學法指導。

1）、學習方法的指導

培養(yǎng)學生觀察力，想象力，記憶力以及思維能力。用生動的課件調動學生的感官進行聽說讀寫的訓練。

2）、學習積極性的調動

我在教學過程中創(chuàng)造一種開放的，和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞臺，讓學生在樂中學。

3）、學習能力的培養(yǎng)

通過連貫的聽說讀寫，游戲競賽等，培養(yǎng)學生的交際能力，發(fā)展他們的思維能力。

4）、學習策略的指導

本節(jié)課將在課堂活動中讓學生圍繞著課堂任務在小組中分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發(fā)展他們的能力。創(chuàng)建開放式，探究式的課堂，有意識滲透學習策略的訓練。我讓學生觀察課件畫面，回答問題，讓學生學會使用認知策略；讓學生表演對話，實現(xiàn)交際策略；引導學

3、教學手段

多媒體輔助：將本課所需要的動畫、錄音、圖片、文字、圖表和音樂制成CAI軟件，使抽象的語言變得直觀，為學生運用英語進行交際創(chuàng)設情景，實現(xiàn)師生互動，生生互動和人機互動的多向交流。

五、教學過程設計 Step 1 Greeting Step2 Revision What do you(does he/she)do? What do you(does he/she)want to be?Why?(通過復習一般現(xiàn)在時的句型結構為下面的現(xiàn)在進行時的學習起一個比較的作用。）Step3 Presentation 1.Listen to a song（聽一首活潑愉快的歌曲，既能激發(fā)學生的學習興趣，又能順利地過渡到現(xiàn)在進行時的學習）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.（通過多媒體課件顯示和學生的親自表演，目的是讓學生在真實情景中學習短語和感受出現(xiàn)在進行時的結構和用法。）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.(我設計的任務是要求三個學生為一小組，進行問答練習。這樣的活動既可以培養(yǎng)學生的合作意識，又能在情景中用現(xiàn)在進行時交際，鞏固了本節(jié)課的重點，從而突破了難點，促使學生在學習過程中學會細心觀察。)3．The structure of present progressive tense and the present participle.（讓學生觀察句子和現(xiàn)在分詞形式分別總結出現(xiàn)在進行時的結構和怎么給動詞加ing,培養(yǎng)學生的觀察能力和歸納能力。）

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

接下來的任務型聽力要求學生對動作作出反應，教師可承接剛開始的話題，引導學生根據(jù)所學語言完成以下任務： 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.(通過聽力訓練，現(xiàn)在進行時的結構得以很好的落實)Step 7 Guessing game

（在大組之間進行競賽性的游戲活動，能促進學生的競爭意識和學習英語的積極性。）Step 8 Make a survey Step9 Make a report Hello!Everyone!I am a reporter from…(通過做調查和做報告的形式，考查學生對語言知識的運用和口頭表達能力。運用獎勵的機制，給表現(xiàn)好的同學發(fā)小禮物。)Step 10 Make a song（利用所學的目標語編歌曲，實現(xiàn)跨學科之間的知識整合，激發(fā)學生學習英語的興趣，并且獎勵優(yōu)秀歌手。）Step 11 Exercises(筆頭及時考查學生掌握知識的情況。)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 and talk about “What are they doing 板書設計

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 現(xiàn)在進行時結構: 主語 + am/ is / are+ 動詞的現(xiàn)在分詞

六、課后反思

本課時學生參與面廣，不同層次的學生均有所獲。基礎較差學生能運用所學句型進行簡單的交際練習。英語能力較強的學生則進行了大量的游戲、做報告、編歌曲等口頭練習，語言能力拓展達到一定深度和廣度。

通過本節(jié)課的教學實踐，我認識到教學成功與否，學生掌握程度如何，關建在于教師如何創(chuàng)造性地設計課堂教學。任務的設計要體現(xiàn)多樣化和層次感；面對不同的學生群體，任務的難度系數(shù)（深度）是可以調控的；而面對同一群體里的不同程度的學生，教師可以在任務設置時注意不同角色的設定，做到有針對性，使每一層面的學生皆有所得。教師要有意識地積極引導學生以教材上的簡單東西為媒介向他們熟悉的生活發(fā)散開去，大膽地用英語去了解生活中的各類簡單事物，解決生活中的各種簡單事情。教師要善于活化教材,對其精加工, 在給定的語言材料基礎上進行適度挖掘和拓展,使其更好服務于教學目的.

第五篇：新目標英語八年級下冊第四單元總結

第四單元總結

單詞部分：madbe mad at..對。生氣 be angry with 生。。氣著個短語意義相同

Be mad about…對某事生氣 或者生某事的氣

Get mad at。。變的對。生氣notany more(not…any longer)不再。。該格式只適用于否定句

She won’t come any more(any longer)

She isn’t a student any more(any longer)

No longer 不再。用于肯定句 位置在動詞之前be動詞之后

She won’t come any more=she no longer comes

She isn’t a student any longer=she is no longer a student.first of all =at first 首先massage leave a message for sb 給某人留個口信或者信息

Get a message to do 收到一個做。。的信息

Pass a message to sb 給某人傳遞一個信息

Give sb a message =give a message to sb 給某人個信息（口信）

Here is a message for you 這里有你的口信pass on 傳遞 Would you pass it on to the next person?

注意pass on 的賓語是代詞時候要放在on的前面 名詞放在on的后面Would you please pass on the book to me ?suppose 認為 假設 If you suppose yourself to study hard ,you will pass this exam.Be supposed to do = should 應當。。應該。。是一種假設的情況，往往與實際不符She was supposed to come yesterday, but she was ill.You are supposed to ask our teacher if you want to get home a little earlier.短語多用于過去式和一般現(xiàn)在 表示對過去發(fā)生的事情的另一種推測在一般現(xiàn)在時中可以與should 互換 you are supposed not to talk in class=You shouldn’t talk in class.背誦這句話 7 do well in 在。（方面）做的好 in后面接名詞或者動名詞

She does well in singing and I do well in dancing.They do well in English.in good health(in 表示在某種狀態(tài)下，in danger 在危險當中)(stay healthy;keep healthy保持健康 healthy 是health的形容詞)We must be in good healthShe is in dangerget report card 拿到（得到）成績單true形容詞表示事件本身的真實性即使真與假，Is the joke that she said true ?她講的笑話是 The news is true.這個消息是真的。

This is a true story.這是一個真實的故事。

a movie wrote on a true story 一個以真實故事為背景的影片true多表示思維的“物質” real形容詞 I' m learning to skate on real ice 我在真冰上學習滑冰

These flowers aren’treal 這些花不是真的This cup is made of paper , so it isn’t real

True表示的是思維方面的東西的真實性 而 real則表示的物質方面指實物的真實性 Really 副詞 She really came that day.她那天真地來了

I was really hard-working but I got a disappointing reported card我真地努力學習了但是卻得到了一個沮喪的成績get nervous 變得不安 get disappointing 變得掃興（disappoint vt使。。掃興）Her words disappointed us very much 她的話使我們非常掃興。lucky luck---lucky---luckily=fortunatelycopy one’s homework 抄某人的作業(yè)，copy new words 抄新詞get over 克服You must get over all of difficult to finish your jobas a volunteer teacher 16 the Ministry of Education 17 Chinese Young Pioneerthin---thinner---thinnestdecision 是動詞decide 的名詞形式 decision of ….一個。。決定

come to a decision做出決定 arrive at a decision做出決定

reach a decision做出決定make a decision決定下來, 做出決定;下決心 decide to do決定做。。When will you decide to leave ?open up one’s eyes 開眼界 開拓視野 21 the outside world 外面的世界start a good habit 養(yǎng)成一個好的習慣have a bad habit 有一個不良的習慣

23a habit of…(of后面接名詞或者動名詞)一個。。習慣或者嗜好

She started a habit of running from a young age她從小養(yǎng)成了跑步的習慣influencebe a good influence in one’s life 在某人的生活中起到一個好的影響 25 enjoy one’s time = have a good timereturn to …= come back to…回到。。復習return sth to sb 把。還給。

Borrow sth from …從。。借。。

短語部分：happen on sth發(fā)生在某事（上面）Do you know what will happen on the soap operas ?Happen to sb發(fā)生在某人（身上）Do you know what happened to him yesterday ? 28 bring 帶來（指帶著向說話者而來）

Please bring back my book!請把我的書帶（回）來

Can you bring some bread to my house ? 你能帶些面包來我家嗎？

She brought lots of questions 她帶來了許多問題

Take 表示拿走

Don’t take away my books 不要拿走我的書。表示拿著離開說話者

注意 take away 中的away是副詞所以其后面的賓語若是代詞應放在away的和take 中間 Take it away ,pleasehave a party for sb 給（為）某人舉行舞會

Do you know who we would have this party for ?你直到我們將要為誰舉行的舞會嗎？ 30 speak three languages 講三門語言 31 an exciting week 一個輕松的星期

call everyone 給每一個人打電話 33 be in = be at home 在家（這里是be 動詞短語）34 do a homework project 做課外作業(yè) 這里的“課外作業(yè)多數(shù)用單數(shù)”而homework則是不可數(shù)名詞

work on。。從事。。She is working on a mathproblem 她正在做一道數(shù)學題

be good at = do well in在。做的好（擅長于。）這里的good或者well都可以用比較或者最高級 be better at 更擅長。be best at…最擅長于。。do better in 在，做得較好 Do best in 在。做的最好

be hard-work努力工作 或者 學習努力 be lazy 懶惰，38 How is it going ? 進行地如何 ? How do you think about it ?=What do you think of it ? 39 be sorry to do 遺憾。.I am sorry to hear that

have a cold 41 Things are fine 一切都好

finish my end-of-exams 完成期末考試finish表示結束或者完成 其后可接名詞或者動名詞 finish one’s homework 做完家庭作業(yè)，finish high school 高中畢業(yè)

be surprised at..對。吃驚（驚奇）be surprised to do驚奇（驚訝）。。

Why are you surprised at what she said ? 你為什么對她說的驚訝？

I was surprised to see him in the street last Sunday.上個星期天我吃驚的在街上看到他 44 find sb(sth)+形容詞或者動名詞 表示發(fā)現(xiàn)某人（某物）怎么。

She found her dog fatter(running away)她發(fā)現(xiàn)她的夠比較胖（跑開了）

Find it 形容詞 to do 發(fā)現(xiàn)做。怎么。

Do you find it hard to study math ? 你發(fā)現(xiàn)學數(shù)學難嗎？45 in history在歷史

disappointing 令人失望的（動詞 disappoint 使。。失望）this is a disappointing resultShe disappointed us very much 她令我們非常失望

for now 現(xiàn)在（到現(xiàn)在為止）I have enough money to buy a car for now.48 send one’s love to sb給某人到好(問候)Please send my love to your parents

How was your report ？ 你的成績如何？

have a fight 發(fā)生一場戰(zhàn)爭（打架;吵架）復習have a argument with 與，爭吵 51 forget __ forgot ___ forgotten.Forget to do。。忘記做。。

復習It is + 形容詞（for sb）to do做。。怎么。。

It was very late for him to get home 回家對他而言非常晚了

It is very difficult to study English

be sure to do確定做。。be sure that…

Are you sure to believe in him ? 你確信相信他嗎？

I’m not sure that They will come next week.我不確定他們下個星期來。

change 改變 更改 Don’t change your mind!不要改變你的主意。

in a poor mountain village 在一個貧窮的山區(qū)村莊

sound like聽起像。。Her songs sound like a bird.Your idea sound like a good idea.57 as 介詞 作為。。You are here as a student.I am working here as a teacher

be started by sb由。開通（啟動）Our school sports meeting was started by our master 59 the Ministry Of Education60Chinese Young Pioneer

send 派遣We will send three teachers to work in the poor rural areas我們講派遣三名教師到貧窮農村工作 We will send her to Shanghai next week.我們下個星期將派遣她到上海 Be sent to do被派遣做。。be sent to..(地點)被派往。。

life of sb 誰的生活 the life of Tomlife + 介詞短語 表示 哪里的生活life in the mountains 在山里的生活

above在。。上方。There is a bird above us

feel + 形容詞 表示感覺。。feel sick(sorry ,happy, disappointingnervous)

agree with同意。。66 both …and…..兩者都。。其否定格式是 neither….nor… Both boys and girls will go fishing = Neither boys nor girls will go fishing.67 need to do 需要做。You need to study more harder 你需要更加努力學習

difference between….and…..。。和。。之間的不同 be different from 不同于。。69 be able to do會（能）做。can 只能用于一般現(xiàn)在時或者一般過去時 be able to do 可以用于任何時態(tài) 其不同時的格式是1 一般現(xiàn)在時 ：(is am are)able to do

過去時 was were able to do 將來時 will be able to do

have money for sth 有錢為。。（做）I don’t have enough money for this clothes71 I can’t do anything about that.72 open up one’s eyes 73 the outside world 74 a good start 一個好的開始75 like doing喜歡干。。

enjoy one;s time =have a good timeenjoy + 自身代詞 表示自娛自樂（開心）Enjoy yourself

care for….照顧 照料 看護=take care of = look after …

wild animals野生動物