第一篇：仁愛英語七年級下冊 unit5 教學(xué)設(shè)計(jì)

Unit 5 Our School Life Topic 1 I usually come to school by subway.Section A

貴州省威寧縣東風(fēng)中學(xué)

肖雪

一.教材分析（Material analysis）

本話題是 1.通過圖片學(xué)習(xí)新單詞，并能正確朗讀。

2.在情景對話中，學(xué)會(huì)用how來詢問交通方式，學(xué)會(huì)用“by+交通工具”表達(dá)交通方式，并在情景對話中進(jìn)行操練。

四、教學(xué)方法（Learning methods）

1.清楚、大聲地朗讀，培養(yǎng)語感和自信心。2.借助圖片等非文字信息幫助學(xué)生理解新知識(shí)。

五、教學(xué)工具（Teaching aids）

多媒體、笑臉磁釘

六、教學(xué)步驟（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.教學(xué)反思(Teaching reflection):

在本堂課中，學(xué)生學(xué)會(huì)了如何表達(dá)日常交通方式，同時(shí)也復(fù)習(xí)了有關(guān)新年的問候。但是由于語用習(xí)慣的關(guān)系，學(xué)生在用“by+交通工具”的表達(dá)方式時(shí)偶爾會(huì)出現(xiàn)多了一個(gè)冠詞的錯(cuò)誤表達(dá)。因此教師應(yīng)在學(xué)生的口頭操練中加以糾正，幫助學(xué)生養(yǎng)成正確的語用習(xí)慣。

第二篇：七年級英語下冊Unit5教學(xué)設(shè)計(jì)

七年級英語下冊Unit5教學(xué)設(shè)計(jì) 課標(biāo)分析：

在九級目標(biāo)體系中，一至五級為義務(wù)教育階段的目標(biāo)要求，其中，二級為小學(xué)6年級結(jié)束時(shí)應(yīng)達(dá)到的基本要求，五級為9年級結(jié)束時(shí)應(yīng)達(dá)到的要求。而對于我們七年級，應(yīng)達(dá)到的目標(biāo)為三級。

總體上來說，七年級的學(xué)生應(yīng)該對英語學(xué)習(xí)表現(xiàn)出積極性和初步的自信心。能聽懂有關(guān)熟悉話題的語段和簡短的故事。能與教師或同學(xué)就熟悉的話題（如學(xué)校、家庭生活）交換信息。能讀懂小故事及其他文體的簡單書面材料。能用短語或句子描述系列圖片，編寫簡單的故事。能根據(jù)提示簡要描述一件事情，參與簡單的角色表演等活動(dòng)。能嘗試使用適當(dāng)?shù)膶W(xué)習(xí)方法，克服學(xué)習(xí)中遇到的困難。能意識(shí)到語言交際中存在的文化差異。

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(xué)活動(dòng),并以這一主題引出現(xiàn)在進(jìn)行時(shí)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(gè)輕松、愉快的學(xué)習(xí)、交流環(huán)境,通過聽、說、讀、寫來培養(yǎng)學(xué)生綜合運(yùn)用這些知識(shí)的能力。并讓學(xué)生能在“做中學(xué)”(learning by doing),通過有限的課堂實(shí)踐活動(dòng),注意觀察別人的行動(dòng),能準(zhǔn)確地用英語來表達(dá)。

SectionA 1a--1c部分是本單元的第一課時(shí),這一課時(shí)通過常見的一些動(dòng)詞短語引出現(xiàn)在進(jìn)行時(shí)的教學(xué),學(xué)好本課對以后的SectionB部分的學(xué)習(xí)起了很好的鋪墊作用。

二、教學(xué)目標(biāo) 1.語言目標(biāo)

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(jié)構(gòu)

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(jìn)行時(shí)的各種形式進(jìn)行準(zhǔn)確的描述和表達(dá)正在發(fā)生的動(dòng)作。2)能掌握現(xiàn)在進(jìn)行時(shí)態(tài)及一些表示具體動(dòng)作的詞組搭配,如:doing homework, watching TV, eating dinner? 等。

3、學(xué)習(xí)策略

通過本節(jié)課的教學(xué),我要求學(xué)生能通過觀察別人的行為和活動(dòng)時(shí)能用現(xiàn)在進(jìn)行時(shí)來準(zhǔn)確地表達(dá)所發(fā)生或進(jìn)行的動(dòng)作。

4、情感態(tài)度

通過對本單元的任務(wù)性活動(dòng),我的目的是能培養(yǎng)培養(yǎng)學(xué)生學(xué)習(xí)英語的強(qiáng)烈興趣,樂于參加各種活動(dòng)的積極情感,樂于合作,培養(yǎng)學(xué)生團(tuán)結(jié)合作的精神。

5、文化意識(shí)

了解西方人是如何表達(dá)或描述正在進(jìn)行的動(dòng)作。

三、教學(xué)的重、難點(diǎn) 基于上述對教材的分析,我確定本單元的教學(xué)重點(diǎn)為詞匯、詞組搭配和現(xiàn)在進(jìn)行時(shí)的用法。

教學(xué)難點(diǎn)為現(xiàn)在進(jìn)行時(shí)中現(xiàn)在分詞的結(jié)構(gòu)及讀音,能在交際中準(zhǔn)確地運(yùn)用現(xiàn)在進(jìn)行時(shí)來描述或表達(dá)正在進(jìn)行的動(dòng)作。

四、學(xué)情分析

我所教學(xué)的對象是初一學(xué)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(qiáng),求知欲旺盛,他們學(xué)習(xí)英語既感到好奇又擔(dān)憂,希望能得到他人的肯定。因此我在教學(xué)活動(dòng)中盡量讓他們參與到活動(dòng)中來,有更多的機(jī)會(huì)來說英語,減少他們的恐懼感,通過學(xué)生間的合作學(xué)習(xí),降低他們的學(xué)習(xí)難度,使他們體驗(yàn)到成功的喜悅。提高他們綜合運(yùn)用語言的能力,使各層次的學(xué)生都有所收獲。

五、教學(xué)過程設(shè)計(jì) 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(fù)習(xí)一般現(xiàn)在時(shí)的句型結(jié)構(gòu)為下面的現(xiàn)在進(jìn)行時(shí)的學(xué)習(xí)起一個(gè)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(xué)生的學(xué)習(xí)興趣,又能順利地過渡到現(xiàn)在進(jìn)行時(shí)的學(xué)習(xí))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(xué)生的親自表演,目的是讓學(xué)生在真實(shí)情景中學(xué)習(xí)短語和感受出現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)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(shè)計(jì)的任務(wù)是要求三個(gè)學(xué)生為一小組, 進(jìn)行問答練習(xí)。這樣的活動(dòng)既可以培養(yǎng)學(xué)生的合作意識(shí),又能在情景中用現(xiàn)在進(jìn)行時(shí)交際,鞏固了本節(jié)課的重點(diǎn),從而突破了難點(diǎn),促使學(xué)生在學(xué)習(xí)過程中學(xué)會(huì)細(xì)心觀察。)3.The structure of present progressive tense and the present participle.(讓學(xué)生觀察句子和現(xiàn)在分詞形式分別總結(jié)出現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)和怎么給動(dòng)詞加ing,培養(yǎng)學(xué)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(wù)型聽力要求學(xué)生對動(dòng)作作出反應(yīng),教師可承接剛開始的話題,引導(dǎo)學(xué)生根據(jù)所學(xué)語言完成以下任務(wù): 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(xùn)練,現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)得以很好的落實(shí))Step 7 Guessing game(在大組之間進(jìn)行競賽性的游戲活動(dòng),能促進(jìn)學(xué)生的競爭意識(shí)和學(xué)習(xí)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(diào)查和做報(bào)告的形式,考查學(xué)生對語言知識(shí)的運(yùn)用和口頭表達(dá)能力。運(yùn)用獎(jiǎng)勵(lì)的機(jī)制,給表現(xiàn)好的同學(xué)發(fā)小禮物。)Step 10 Make a song(利用所學(xué)的目標(biāo)語編歌曲,實(shí)現(xiàn)跨學(xué)科之間的知識(shí)整合,激發(fā)學(xué)生學(xué)習(xí)英語的興趣,并且獎(jiǎng)勵(lì)優(yōu)秀歌手。)Step 11 Exercises(筆頭及時(shí)考查學(xué)生掌握知識(shí)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 then talk about “What are they doing

板書設(shè)計(jì)

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(jìn)行時(shí)結(jié)構(gòu): 主語 + am/ is / are+ 動(dòng)詞的現(xiàn)在分詞

六、課后反思

本課時(shí)學(xué)生參與面廣, 不同層次的學(xué)生均有所獲?；A(chǔ)較差學(xué)生能運(yùn)用所學(xué)句型進(jìn)行簡單的交際練習(xí)。英語能力較強(qiáng)的學(xué)生則進(jìn)行了大量的游戲、做報(bào)告、編歌曲等口頭練習(xí),語言能力拓展達(dá)到一定深度和廣度。

通過本節(jié)課的教學(xué)實(shí)踐,我認(rèn)識(shí)到教學(xué)成功與否,學(xué)生掌握程度如何,關(guān)建在于教師如何創(chuàng)造性地設(shè)計(jì)課堂教學(xué)。任務(wù)的設(shè)計(jì)要體現(xiàn)多樣化和層次感;面對不同的學(xué)生群體,任務(wù)的難度系數(shù)(深度)是可以調(diào)控的;而面對同一群體里的不同程度的學(xué)生,教師可以在任務(wù)設(shè)置時(shí)注意不同角色的設(shè)定,做到有針對性,使每一層面的學(xué)生皆有所得。教師要有意識(shí)地積極引導(dǎo)學(xué)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(chǔ)上進(jìn)行適度挖掘和拓展,使其更好服務(wù)于教學(xué)目的。

第三篇：七年級英語下冊Unit5教學(xué)設(shè)計(jì)

七年級英語下冊Unit5教學(xué)設(shè)計(jì)

天津市薊縣

一、教材分析及設(shè)計(jì)思路

通過國培英語的學(xué)習(xí)，結(jié)合專題14關(guān)于《英語學(xué)習(xí)中的文化意識(shí)與情感態(tài)度》的內(nèi)容，我試著對 Unit 5進(jìn)行教學(xué)設(shè)計(jì)。本單元主要圍繞“What are you doing?”這一主題展開各種教學(xué)活動(dòng)，并以這一主題引出現(xiàn)在進(jìn)行時(shí)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(gè)輕松、愉快的學(xué)習(xí)、交流環(huán)境，通過聽、說、讀、寫來培養(yǎng)學(xué)生綜合運(yùn)用這些知識(shí)的能力。并讓學(xué)生能在“做中學(xué)”(learning by doing),通過有限的課堂實(shí)踐活動(dòng)，注意觀察別人的行動(dòng),能準(zhǔn)確地用英語來表達(dá)。

二、教學(xué)目標(biāo)

1.語言目標(biāo)

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(jié)構(gòu)

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)語法The structure of the Present Progressive Tense

The present participle

2.語言技能

1)能用現(xiàn)在進(jìn)行時(shí)的各種形式進(jìn)行準(zhǔn)確的描述和表達(dá)正在發(fā)生的動(dòng)作。

2)能掌握現(xiàn)在進(jìn)行時(shí)態(tài)及一些表示具體動(dòng)作的詞組搭配，如：doing homework, watching TV, eating dinner? 等。

3、學(xué)習(xí)策略

通過本節(jié)課的教學(xué),我要求學(xué)生能通過觀察別人的行為和活動(dòng)時(shí)能用現(xiàn)在進(jìn)行時(shí)來準(zhǔn)確地表達(dá)所發(fā)生或進(jìn)行的動(dòng)作。

4、情感態(tài)度

通過對本單元的任務(wù)性活動(dòng)，我的目的是能培養(yǎng)培養(yǎng)學(xué)生學(xué)習(xí)英語的強(qiáng)烈興趣,樂于參加各種活動(dòng)的積極情感,樂于合作，培養(yǎng)學(xué)生團(tuán)結(jié)合作的精神。

5、文化意識(shí)

了解西方人是如何表達(dá)或描述正在進(jìn)行的動(dòng)作。

三、教學(xué)的重、難點(diǎn)

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

教學(xué)難點(diǎn)為現(xiàn)在進(jìn)行時(shí)中現(xiàn)在分詞的結(jié)構(gòu)及讀音,能在交際中準(zhǔn)確地運(yùn)用現(xiàn)在進(jìn)行時(shí)來描述或表達(dá)正在進(jìn)行的動(dòng)作。

四、學(xué)情分析

我所教學(xué)的對象是初一學(xué)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(qiáng),求知欲旺盛,他們學(xué)習(xí)英語既感到好奇又擔(dān)憂,希望能得到他人的肯定。因此我在教學(xué)活動(dòng)中盡量讓他們參與到活動(dòng)中來,有更多的機(jī)會(huì)來說英語,減少他們的恐懼感，通過學(xué)生間的合作學(xué)習(xí)，降低他們的學(xué)習(xí)難度,使他們體驗(yàn)到成功的喜悅。提高他們綜合運(yùn)用語言的能力,使各層次的學(xué)生都有所收獲。

五、教學(xué)方法

1、教法分析

1、現(xiàn)在進(jìn)行時(shí)是學(xué)生剛剛接觸的一種新的語法項(xiàng)目,而本單元的話題源自生活，立足這一點(diǎn)，我充分利用學(xué)生已有的知識(shí)和生活經(jīng)驗(yàn)，創(chuàng)設(shè)生活化的真實(shí)情境引導(dǎo)學(xué)生在運(yùn)用語言中學(xué)習(xí)語言，然后在學(xué)習(xí)新的語言知識(shí)后創(chuàng)造性地運(yùn)用語言。

2、開展多種類型的任務(wù)型活動(dòng)，如小組表演、游戲、編歌曲等提供給學(xué)生合作交流的空間和時(shí)間，促使學(xué)生為完成任務(wù)和同學(xué)進(jìn)行合作，為完成任務(wù)進(jìn)行探究性學(xué)習(xí)。

2、學(xué)法指導(dǎo)

新制定的《英語課程標(biāo)準(zhǔn)》把“培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，樹立自信心，培養(yǎng)良好學(xué)習(xí)習(xí)慣和形成有效策略，發(fā)展自主學(xué)習(xí)和合作精神”放在了首位。依據(jù)課改的精神，我從以下幾個(gè)方面對學(xué)生進(jìn)行學(xué)法指導(dǎo)。

1、學(xué)習(xí)方法的指導(dǎo)

培養(yǎng)學(xué)生觀察力,想象力,記憶力以及思維能力。用生動(dòng)的課件調(diào)動(dòng)學(xué)生的感官進(jìn)行聽說讀寫的訓(xùn)練。

2、學(xué)習(xí)積極性的調(diào)動(dòng)

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

3、學(xué)習(xí)能力的培養(yǎng)

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

4、學(xué)習(xí)策略的指導(dǎo)

本節(jié)課將在課堂活動(dòng)中讓學(xué)生圍繞著課堂任務(wù)在小組中分工合作，在活動(dòng)中相互探討、相互交流、相互合作，從而獲得知識(shí)、技能和情感體驗(yàn)，發(fā)展他們的能力。創(chuàng)建開放式,探究式的課堂，有意識(shí)滲透學(xué)習(xí)策略的訓(xùn)練。我讓學(xué)生觀察課件畫面，回答問題，讓學(xué)生學(xué)會(huì)使用認(rèn)知策略；讓學(xué)生表演對話，實(shí)現(xiàn)交際策略。

3、教學(xué)手段

多媒體輔助:將本課所需要的動(dòng)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(xué)生運(yùn)用英語進(jìn)行交際創(chuàng)設(shè)情景，實(shí)現(xiàn)師生互動(dòng)，生生互動(dòng)和人機(jī)互動(dòng)的多向交流。

五、教學(xué)過程設(shè)計(jì)

Step 1Greeting

Step2Revision

What do you(does he/she)do?

What do you(does he/she)want to be?Why?(通過復(fù)習(xí)一般現(xiàn)在時(shí)的句型結(jié)構(gòu)為下面的現(xiàn)在進(jìn)行時(shí)的學(xué)習(xí)起一個(gè)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(xué)生的學(xué)習(xí)興趣,又能順利地過渡到現(xiàn)在進(jìn)行時(shí)的學(xué)習(xí))

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.(通過多媒體課件顯示和學(xué)生的親自表演,目的是讓學(xué)生在真實(shí)情景中學(xué)習(xí)短語和感受出現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)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.(我設(shè)計(jì)的任務(wù)是要求三個(gè)學(xué)生為一小組，進(jìn)行問答練習(xí)。這樣的活動(dòng)既可以培養(yǎng)學(xué)生的合作意識(shí)，又能在情景中用現(xiàn)在進(jìn)行時(shí)交際，鞏固了本節(jié)課的重點(diǎn)，從而突破了難點(diǎn)，促使學(xué)生在學(xué)習(xí)過程中學(xué)會(huì)細(xì)心觀察。)

3.The structure of present progressive tense and the present participle.(讓學(xué)生觀察句子和現(xiàn)在分詞形式分別總結(jié)出現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)和怎么給動(dòng)詞加ing,培養(yǎng)學(xué)生的觀察能力和歸納能力。)

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

接下來的任務(wù)型聽力要求學(xué)生對動(dòng)作作出反應(yīng),教師可承接剛開始的話題,引導(dǎo)學(xué)生根據(jù)所學(xué)語言完成以下任務(wù)：

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(xùn)練,現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)得以很好的落實(shí))

Step 7Guessinggame

(在大組之間進(jìn)行競賽性的游戲活動(dòng),能促進(jìn)學(xué)生的競爭意識(shí)和學(xué)習(xí)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(diào)查和做報(bào)告的形式,考查學(xué)生對語言知識(shí)的運(yùn)用和口頭表達(dá)能力。運(yùn)用獎(jiǎng)勵(lì)的機(jī)制,給表現(xiàn)好的同學(xué)發(fā)小禮物。)

Step 10 Make a song(利用所學(xué)的目標(biāo)語編歌曲,實(shí)現(xiàn)跨學(xué)科之間的知識(shí)整合,激發(fā)學(xué)生學(xué)習(xí)英語的興趣,并且獎(jiǎng)勵(lì)優(yōu)秀歌手。)

Step 11 Exercises(筆頭及時(shí)考查學(xué)生掌握知識(shí)的情況。)

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

板書設(shè)計(jì)

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

現(xiàn)在進(jìn)行時(shí)結(jié)構(gòu):

主語 + am/ is / are+ 動(dòng)詞的現(xiàn)在分詞

六、課后反思

通過本節(jié)課的教學(xué)實(shí)踐，我認(rèn)識(shí)到教學(xué)成功與否,學(xué)生掌握程度如何，關(guān)建在于教師如何創(chuàng)造性地設(shè)計(jì)課堂教學(xué)。任務(wù)的設(shè)計(jì)要體現(xiàn)多樣化和層次感；面對不同的學(xué)生群體，任務(wù)的難度系數(shù)是可以調(diào)控的；而面對同一群體里的不同程度的學(xué)生，教師可以在任務(wù)設(shè)置時(shí)注意不同角色的設(shè)定，做到有針對性，使每一層面的學(xué)生皆有所得。教師要有意識(shí)地積極引導(dǎo)學(xué)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(chǔ)上進(jìn)行適度挖掘和拓展，使其更好服務(wù)于教學(xué)目的。

第四篇：新版新目標(biāo)七年級英語下冊unit5教學(xué)設(shè)計(jì).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.

第五篇：仁愛七年級unit5英語課件

教材分析

(一).本節(jié)內(nèi)容在教材中的地位與作用

本節(jié)是單元第一課時(shí)，通過觀察多張照片，對其中人物所做事情的討論，鍛煉學(xué)生的觀察能力及表達(dá)能力，通過進(jìn)一步的游戲環(huán)節(jié)，拓展新的學(xué)習(xí)內(nèi)容，體現(xiàn)了英語教育的趣味性和實(shí)用性。

(二).教學(xué)目標(biāo):

知識(shí)目標(biāo)

1．掌握現(xiàn)在進(jìn)行時(shí)的運(yùn)用和表達(dá)的意思，關(guān)注人稱和動(dòng)詞的搭配。

2．句型What are you doing?I’m doing sth..What is he/she doing?He/she is doing sth..Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.3.掌握肯定句和一般疑問句的句型轉(zhuǎn)換及其回答。

4.掌握各種描述動(dòng)作的詞組。

能力目標(biāo)

1.培養(yǎng)學(xué)生學(xué)以致用的能力，養(yǎng)成良好的觀察能力。

2.培養(yǎng)學(xué)生主動(dòng)參與學(xué)習(xí)，善于與他人合作學(xué)習(xí)的能力。

3.提高學(xué)生聽說讀寫的能力。

情感目標(biāo)

培養(yǎng)學(xué)生熱愛學(xué)習(xí)，熱愛勞動(dòng)，熱愛生活，珍惜生命的積極的人生觀。

(三).教學(xué)重點(diǎn)、難點(diǎn)

教學(xué)重點(diǎn)：What are you doing?I’m doing sth..What is he/she doing?He/she is doing sth..Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.教學(xué)難點(diǎn)：用be doing來表示說話的瞬間正在做某事。

采用讓學(xué)生動(dòng)手操作、合作探究、媒體演示的教學(xué)方法來突出重點(diǎn)、突破難點(diǎn)。

（四）.教具、學(xué)具準(zhǔn)備（準(zhǔn)備好以下相關(guān)的教具、學(xué)具）

1.教具:多媒體課件。

2.學(xué)具:筆、課堂練習(xí)本

教法選擇與學(xué)法指導(dǎo)

本節(jié)課主要是對于正在發(fā)生的事情進(jìn)行討論，先利用欣賞電影片段吸引學(xué)生的注意力，教育學(xué)生要熱愛生活，再利用觀看照片來討論某一瞬間發(fā)生的事情。并在課堂教學(xué)中將盡量為學(xué)生提供參與活動(dòng)的場景，用任務(wù)型教學(xué)法讓學(xué)生進(jìn)行小組學(xué)習(xí)，抓住英語交際的機(jī)會(huì)，感知體驗(yàn)，大膽實(shí)踐，使學(xué)生自得知識(shí)、自尋方法、自覓規(guī)律、自悟道理。

教學(xué)過程設(shè)計(jì)

Step 1.warm-up

1.Greeting :

Teacher: Hello, everyone.How are you? Today is a nice day, isn’t it?So what do you want to do? And why?點(diǎn)一個(gè)舉手的學(xué)生回答，再面向全班: I like watching TV at home.Because it’s relaxing.Do you want to watch TV?得到肯定回答后，T：Now let’s go to watch TV.進(jìn)入幻3，點(diǎn)擊右下角的鈴鐺播放電影《泰坦尼克》結(jié)尾片段。看完后，T：Do you know its name? Do you like it? Why?學(xué)生回答后，老師顯示字幕：Don’t let go.Love your life.設(shè)計(jì)目的：通過觀看著名的電影片段來吸引學(xué)生的注意力，向?qū)W生灌輸熱愛生活珍惜生命的情感教育。

Step2.導(dǎo)入

1、T:I have some photos.展示幻4的照片：Look!This is my life.I’mdoing some things at home.用紅外線燈照射每張照片，學(xué)生可以通過照片明白句子的意思。老師指著每張照片帶讀句子(同時(shí)做出相應(yīng)的動(dòng)作)：I’m watching TV/cleaning/reading/talking on the phone/playing computer games/teaching.認(rèn)讀完最后一張自己上課的照片后，T: what’s my job?...yes,I’m a teacher.然后老師設(shè)計(jì)打電話的場景：hello, thisisMiss Liu.Today is a nice day.I’m watching TV at home.What about you?進(jìn)行師生間的對話，起示范作用，讓學(xué)生能仿造使用幻燈片上的句子回答，并對能使用其他動(dòng)作回答的同學(xué)予以獎(jiǎng)勵(lì)。每個(gè)be doing形式都用紅色標(biāo)注，提示學(xué)生注意。

設(shè)計(jì)目的：通過展示老師自己的照片吸引學(xué)生的注意，輸出新知識(shí)，用帶讀和創(chuàng)設(shè)情境的對話形式，讓學(xué)生初步理解并能表達(dá)自己正在做某事。

Step 3:教授新課

展示幻5，T：now，let’s look at other photos.Who is in these photos?老師問幾個(gè)舉手的學(xué)生：what are you doing?然后讓學(xué)生仿照進(jìn)行pairwork活動(dòng):Can you ask your friend ‘what are you doing’?并請幾組進(jìn)行演示，每組演示之后，老師問大家：what is…doing?借機(jī)轉(zhuǎn)換人稱。

設(shè)計(jì)目的：創(chuàng)情設(shè)景，用學(xué)生自己的schoollife照片讓大家有話可說，并可借機(jī)轉(zhuǎn)換人稱，轉(zhuǎn)入下一環(huán)節(jié)。

展示幻6，T：now，we are in a happy apartment.These people are doing some things.Let’s listen to the conversation.Then tell me: What are these people doing?聽完錄音后，T ask S1:what is Jenny doing? S1: she is watching TV.T點(diǎn)擊屏幕檢驗(yàn)。T轉(zhuǎn)向S2：Can you ask your friend about Dave and Mary？然后用以上問句依次請幾組同學(xué)對圖中人物內(nèi)容進(jìn)行問答。

設(shè)計(jì)目的：充分挖掘聽力材料，利用其鍛煉學(xué)生們的聽說能力，并成功實(shí)現(xiàn)轉(zhuǎn)換人稱的問答，使學(xué)生能了解并掌握如何詢問其他人正在做什么及其回答。

Step 4:合作學(xué)習(xí)

展示幻7，T：now，let’s make a survey in your group.What are your friends doing now? I’ll give you 3 minutes.You can ask 4 friends, and write down on the chart, then make a report.3分鐘之后,T: Can you make a report?請每組派一代表匯報(bào)，并進(jìn)行獎(jiǎng)勵(lì),T可以插入問句：what is … doing ?。

設(shè)計(jì)目的：通過小組活動(dòng)培養(yǎng)學(xué)生的合作學(xué)習(xí)能力和認(rèn)真聆聽他人的良好習(xí)慣。

Step 5:拓展新知

1、展示幻8，T：Look!Tom is doing something.Do you know, what is Tom doing?Oh, let me guess.Is Tom writing? S: No, he isn’t.T繼續(xù)猜，直到S說Yes, he is.為止。點(diǎn)擊可檢驗(yàn)答案。再點(diǎn)擊出現(xiàn)下一個(gè)人物。重復(fù)以上老師猜，學(xué)生答的活動(dòng)。

設(shè)計(jì)目的：因?yàn)榇似瑑?nèi)容是書上有的，學(xué)生知道謎底，所以由老師做示范來猜，學(xué)生回答，鍛煉學(xué)生認(rèn)真聽的習(xí)慣。

2、展示幻9，T：Now, It’our fun time.Do you know this cat? What’s his name? S:...T: yes, he’s Tom.Now,Let’s talk about these pictures.You can ask your friends in your group,what is Tom doing?3 students as a group.And One ask, the others answer.每組發(fā)一份圖片進(jìn)行組內(nèi)討論。份圖片進(jìn)行組內(nèi)討論。3分鐘后請幾組學(xué)生演示，T:You can ask 2 questions.3人一組，一人用紅燈照射圖片問，另兩人答，獎(jiǎng)勵(lì)表現(xiàn)良好的小組。

設(shè)計(jì)目的：在重溫對話what is he doing?的同時(shí)，了解各圖的內(nèi)容，為下一環(huán)節(jié)做鋪墊。

3、點(diǎn)擊出現(xiàn)幻10和問句Is Tom sleeping?T: Now, What is Tom doing? Is Tom sleeping?(T做睡覺的動(dòng)作)全班看著圖片齊答:Yes, he is.或No, he isn’t.T:Who wants to guess the next picture?請一個(gè)學(xué)生上臺(tái)來背對屏幕玩猜謎游戲：示意全班問他：What is Tom doing?此學(xué)生邊做動(dòng)作邊猜測：Is Tom drinking?全班齊答Yes,he is.或No,he isn’t.猜到者有獎(jiǎng)。

設(shè)計(jì)目的：在游戲中學(xué)，在快樂中鍛煉聽說能力，避免了枯燥的教與學(xué)。

Step 6:語法總結(jié)

請一個(gè)學(xué)生對于此課所學(xué)進(jìn)行總結(jié)，老師給予及時(shí)的評論，并點(diǎn)擊進(jìn)入幻11展示語法小結(jié)：現(xiàn)在進(jìn)行時(shí)態(tài)。

設(shè)計(jì)目的：初一的內(nèi)容是基礎(chǔ)教學(xué)，語法在最后有必要呈現(xiàn)出來，讓大家知道所學(xué)內(nèi)容的專業(yè)術(shù)語。讓學(xué)生自己總結(jié)更能加深印象。