【www.hnszbcy.com--教学反思】

以下是小编整理的新目标英语七年级下5单元教案新目标版七年级英语下册教学反思范文(通用9篇)，仅供参考，大家一起来看看吧。

【篇1】新目标英语七年级下5单元教案新目标版七年级英语下册教学反思

新目标英语七年级下册unit8教学反思

本单元主要让学生练习如何来描述各种地区设施的地理位置，并学会使用相应的介词，同时练习了Therebe句型的问答；在此基础上进一步拓展话题，让学生通过各种相关活动，了解如何用英语问路和指路，最后学会描述自己的街坊邻里，通过一系列的训练学生的听说读写各种能力得以提高。掌握本单元重点词汇：postoffice,policestation,bank,hospital,street,town,…

能正确使用therebe句型询问和描述事物所在的位置

能正确使用where引导的特殊疑问句询问事物的.具体位置

能正确使用各种方位介词表达事物的地理位置

采用Usingcontestguessing和Roleplaying的学习策略，利用教学图片或制作多媒体课件来展开课堂Pairwork,Groupwork的口语交际活动，学会描述事物的地理位置并能熟练地为人指路。

通过课堂活动锻炼学生的听说读写的能力。

采用直观教学法，遵循以学生为主体的原则。

采用Usingcontestguessing和Roleplaying的学习策略。

【篇2】新目标英语七年级下5单元教案新目标版七年级英语下册教学反思

重庆市110中学 曹 毅

单元整体说明

单元教材分析

本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册中第七单元，本单元的核心话题是谈论人的外表形象（image），因此‘talking about sb’s image’是教学重点。通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型。

单元知识结构

1. 词汇：

名词：hair, height，build，captain，team，bit，joke，person，heard，grasses，mustache，image，winner etc．

形容词：short，curly，straight，high，thin, heavy，etc

2．短语：look like, good一looking，a little bit，etc

3. 句型：What does he/she look like? --He/She is tall．

What do you look like? --I’m thin．

4. 语法：What does he/she look like? --He/She is tall．

What do you look like? --I’m thin．

单元总体目标

1. Master the vocabulary．

2. Master and use：---What does he/she look like?

---He/She is tall．

---What do you look like?

-I’m thin.

单元教学重难点一览

重点 难点

1. The vocabulary．

2. --What does he/she look like?

He/She is tall．

--What do you look like?

--I’m thin． Use the language to talk about sb’s image.

单元学情分析

学生在七年级上册已经学过关于“What does he like?”这一特殊疑问句式，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。谈论人的外表形象是人们日常生活中遇到的话题。故学生喜于用英语表达此类知识。

单元教学建议

听说读写等技能是相辅相成的，而听读是说和写的基础，因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的基础上创设语言情景，加强说写能力的训练。此外，还要充分借用课本描图来丰富学生的写作知识，以提高其写作水平。

单元课时分配

本单元共4课时：

Section A（一）1课时

Section A（二）1课时

Section B（一）1课时

Section B (二) 1课时

Section A（一）

教学内容

Section A 中1a. 1b. 1c. 2a. 2b. 3 Grammar focus

教学目标

知识与能力

1. Match the vocabulary：like，look like，short，hair, curly，straight, height，thin，heavy，build

2. Master and use：-- What does he/she look like?

--He/She is tall．

--What do you look like?

-I’m thin．

过程与方法：

学生在以前已学过What引导的特殊疑问句式，已具备了学习本课的初步知识，能自然的与本课知识相衔接。通过例子“I am thin; What do you look like“引人创设情景，让学生有如身临其境，采用学生提出问题，学生回答问题，借助媒体来提高学生的主动性。

情感态度价值观

让学生学会赞美别人。

教学重、难点及教学突破

重点

1. The vocabulary．

2、language：What do you look like/ What does he/she look like?

难点

Use the language to talk about others image．

教学突破

对于本课的单词短语通过卡片或图画来引出学习

language: 以相互描述自己的长相特征，借助于课件及图画来引出What does he/she look like?.

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization 2" Now boys and girls，let’s sing the colors song Singing together 多媒体

Step 2

Free talk 4’ Ask the students to describe his/her own hair Talking in groups

Step 3

Presentation

15’ （用班里的学生为例做下面的练习）

1．what do you look like?

（point to Lili standing now)

Lili：I’m tall and good-looking．

（板书good-looking,师师读两遍）

2．What does Tom look like?（Point to two Ss)

3．Point to other students in pictures （short hair/curly hair/long hair/ straight hair /tall /short /medium height/thin/heavy/a medium build)

4.用卡片出示不同形象的人物图片与学生进行两两问答（仿照lc)

What does your friend look like?

She/He has/is…

5．出示一张与课本相同的图画，学生完成1 a Match the words with the pictures．

This activity introduce the vocabulary)．

（帮助学生做出正确答案．） 学生模仿练习（in Pairs）并表演

What do you look like …？

模仿练（in pairs）并写在练习本上

模仿练习（in Pairs）

What does he look like ...？

He is/has …

（学生看图互问） 课本图p45

图片

录音机

6．Listen 1b．Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just lister．

The second time，listen and fill in the blanks．And say Amy’s friend’s unage．

He"s really tall．And he has curly hair.

7．Listen 2a and 26 And find the difference between is and has． 看图模仿并表演

Look at their books

Listen and fill careful-

1y.

Step 4

Practice 6’ Pairwork

Practice the conversation below．Then ask and introduce other person in the pictures. Ss practice the dialogue in pairs （lc/3) 多媒体

放映

Step 5

Summary 2’ Words and phrases of this class

Language: What does he...look like?

He. .. is/has... Grammar Focus. SB

Step 6 test 4’ Self check As above

Step 7

Consolidation

(4’） If you have～good foreign friends，but your friends don’t know them.

You want to intn3uce them to your friends as their pen friends．

Then ask some of them to act out their dialogues．

Step 8

Homework Describe your good friend to your partener and make two dialogues． WB

练习设计

翻译下列句子：

I．你的朋友Tom长得什么样子？2．她中等身材，长长的头发。

3．他长得很高，卷头发。

4．玛丽长得高还是矮？

板书设计

Unit7．What does he look like?

1, What do you/they look like?

I’m short/thin/…

2,What does he/she look like?

He/She is tall/thin/…

Section A（二）

教学内容

Section A中3a.3b．4

教学目标

知识与能力

1 ,Vocabulary：captain．team．popular，blonde．good一looking．a little bit．joke．never. etc．

2、Master and use：How to describe a person，。appearance by using the words and phrases above．

过程与方法

To show several pictures with different persons in them and ask a student to describe one’s appearance of them．

教学重、难点及教学突破

重点

The vocabulary and how to use it to describe a person

难点

Use the language to talk about Sb" s imagine．

教学突破

1．对于本课的单词短语仍可通过卡片或图画来学习掌握。

2．利用同一个人的以前的相片与他现在的形象做比较，进行描述。

教学准备

教师准备

课件及学生每人的一张相片．

学生准备

预习生词和3a部分

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

organization 1’ organize Ss by showing a picture of mine taken ten years ago． Let the students guess who was it in the picture．

Step 2

Free talk (2’） Ask the students to describe my photo． The students talk about some changes

Step 3

Presentation

5’ 1 ．Now boys and gins，please take out your pictures（教师从中找几张让其他同学来描述其外观形象）

2.（用课件展示3a部分中的Picture 1）

Introduction：This is my good

friend，Liu Peng．Please describe

him with your partener.

（板书tall, curly, brown hair，a medium build) 学生模仿练习（in

pain;）并表演

看图谈论（in pairs)

并表演 多媒体

放映

图一

3（课件出示3a中的Picture2）给

学生下列提示（板书）然后进行

描述

Name：Xu Qian

Likes：telling jokes

Appearance: short，a little heavy，

beautiful，

long and black hair

4.出示课本图画a, b两部分让他

们读后讨论回答：

1) What does Ma Yan look like?

2)What about Wang Lin"s appearance?

（帮助学生具体问答，板书thin，

blonde, good-looking，basketball

team，straight hair．）

5 ．listen and match the descriptions

you hear in 3a 看图描述（in pairs)

并表演

学生自读后展开讨

论回答问题 多媒体

放映

图二

录音机

Step 4

practice

6" pairwork

3b Practice the descriptions of people"s

appearance．Then ask and answer

questions about them Ss practice the dialogue in pairs

What does Paul look

like? 多媒体

放映

Step 5

Summary 2" Words and phrases of this class

Language：He/She is short

Step 6 test 4’ 1. Self check 多媒体

放映

Step 7

Consolidation

4’ If you want to introduce your classmate to another one, you’d better de scribe him or her clearly，so you must learn how to describe a person．

step 8

Homework Practice to describe sb’s appearance in English．

本课小结

本节课学习了captain, team, popular, blonde, good-looking, a little bit, joke及brown生词与短语，和描述人外表特点的She/He is very tall-等句式的练习运用。通过本节课的学习，学生能熟练地用英语进行对人外貌的描述。

练习设计

Complete the following sentences：

1，Deng Feiisa ____ （高的）boy．He is the_______the basketball______（篮球队长）

2．Ma Yan is_______and_______（中等个子）. She is________（好看）．

3．She __________（看起来像)his mother.

板书设计

Unit7 What does she look like?

basketball team stop talking

good-looking --What does she look like?

little bit --She is tall

a medium build

Section B（一）

教学内容

Section s中的la.16.2a.2b．2c

教学目标

知识与能力

1. Vocabulary：bald，beard，glasses，mustache，black hair, blonde hair. etc．

2. Master and use：the words and phrases；to describe a person’s appearance actors and ask by using the words and phrases above．

过程与方法

To collect several pictures of famous musicians or students to describe．One’s appearance of them.

教学重、难点及教学突破

重点

The vocabulary and how to use it to describe a person

难点

Use the language to talk about Sb" s imagine

教学突破

1. 对于本课的单词短语用图画或肢体语言来学习掌握．

2. 利用名人图片对他的形象进行描述．

教学准备

教师准备

课件图片B部分中的a至b

学生准备

预习生词、搜集名演员或音乐家的图片

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization 1, Organize Ss by introducting themselves

Step 2

Free talk 2’ Ask a student to describe his or her classmate． The other students listen to him or her carefully and guess who it is

Step 3

Presentation 1.(以班上的同学为例来描述其外观形象)

Zhang Lin is short, but he is very heavy, He has handsome black hair.

2.（用课件展示36部分中的Picture 1）

Now boys and girls，watch the screen, please．

（板书1．bald；2．beard；3．glasses；4．black hair;5．blonde hair 6．mustache)

3．领读以上单词

4 ．to show some pictures of famous

musicians or actors

1)Xian Xing 一 hai has black hair.

2)Beethoven has a mustache

3）…..

5.学生拿出自己搜集的图片让学生利用下列词语，板书：beard, glasses, blonde hair, bald对著名音乐家或演员进行形象描述。 学生模仿练习（认Pam）并表演。

看图谈论（in pairs)对应连线。

跟读两边后拼读。看图描述（in pairs)并表演。

学生看图，小组讨论，进行描述。

Carl Nielsen Has a beard． 多媒体

放映

图一

多媒体

放映

图二

展示图

片

Step 4

Practice

6’ pairwork

Let the students practise the descriptions of his or her favourite musician，actor and athlete． Ss describe with each

other in their groups

Step 5

Summary

2’ Words and phrases of this class

Language：Jackie Chen has black hair.

Step 6

"rest … Watch the screen and doing 多媒体

展示

Step 7

Consolidation

(4"） Most of us know some famous musicians or actors，we can describe them using the knowledge we learned in this period．

Step 8

Homework Pratice to describe one of the famous musicians or actors you know in English and write it out．

本课小结

本节课主要学习了bald, beard, glasses, mustache,短语，然后重点是运用以上所学内容描述著名音乐家及演员的外表特征。通过本节课的学习，学生能熟练的用英语进行对人外表特点的描述。

练习设计

用每一句中的形容词的反义词填空：

1．My brother David isn’t tall．He is _______．

2，Jonny has curly hair. But his mother has _______hair.

3．Sam is a heavy man. Tom is a ______ man.

板书设计

Unit7．What does she look like?

1．Mozart has a mustache 2．Peisi Chen is bald

3．Novaes wears glasses 4．Strass has a beard

5．Dean has long curly hair 6. Melissa Barnes has long blonde hair

Section B(二)

教学内容

第四课时 Section B中3a. 3b. 3c. 4以及SelfCheck 3

教学目标

知识与能力

1、Match the vocabulary: image，remember，new Seattle，winner，award，etc．

2、Master and use：Using the following to describe other’s image．

--What does he/she look like?

-- He/She is tall．

-- What do you look like?

--I’m thin.

过程与方法

学生在前三个课时当中已熟练掌握了描述某人外表的句型，通过回答的形式引入创设情景，让学生自由回答，大面积操练，并借用媒体来提高学生的学习主动性，以切人交际为主的读写课，会收到令人满意的效果。

情感态度价值观

教育学生要多发现别人的优点，学会友好地描述别人的形象。

教学重、难点及教学突破

重点

1 , the vocabulary

2、Read 3a and 36，then fill in the blanks．

难点

Use the language to write your favourite actor or musician．

教学突破

1. 对于本课的单词、短语通过前几课时学过的单词来引出；

2. 阅读由老师做个别指导与解释，为写作做准备。

教学准备

教师准备

录音机、磁带、课件．

学生准备

1．预习生词和课文，并填空；

2．准备几张美术纸和绘画铅笔。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

2’ Organize Ss by describing other’s image. Ask and answer. 多媒体

Step 2

Free talk 4’ Ask the student who is on duty? Say out to class．

Step 3

15’

Presentation 1. Organize Ss by describing other’s image.

What does 1i Ping look like?

He"s.../He has...

2. Ask students to read the magazine article individually.（Move around the room）

answering any questions students may have．）

3. Read the magazing article to the class．And find the difference between the two pictures of Johnny Dean．

4. Point to the blanks in the chart．Describe Johnny before and now. point out the simple answer.

5. "Ibis article provides guided writing practice using the target language, point out the numbered blanks in the paragraph． Doing this exercises by pointing Ss in the class． 3a

本课小结

本节课学习了5个生词，并运用句型描写人物相貌特征。

练习设计

随堂练习设计

用学过的词汇造句描述人的外表。

个性练习设计

写作Describe your favorite actor or musician.

板书设计

Unit 7. What does he look like?

Pictures Describe sb’s image．

教学探讨与反思

本单元的核心话题是谈论人的外表形象（image），‘talking about sb’s image’是教学重点，同时也是教学难点。通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型，并能运用这些词组及句型描述别人的外表，进而描述自己喜欢的美术家和音乐家（Use the language to write your favourite actor or musician）。

谈论人的外观形象是人们日常生活中时常遇到的话题，故学生会热衷于用英语表达此类知识。因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的基础上创设语言情景，加强说写能力的训练。此外，还要充分借用课本插图来扩大学生的写作面，以提高其写作水平。

学生在学习过程当中已熟练掌握了描述某人外表的句型，通过各种形式创设情景，让学生自由演习，并借用媒体来提高学生的学习兴趣。

同时对学生进行情感教育，要求他们多发现别人的优点，学会友好地描述别人的形象。

【篇3】新目标英语七年级下5单元教案新目标版七年级英语下册教学反思

No. 110 Middle School of Chongqing By Cao Yi

Unit 6 Where are the jazz CDs？

单元整体说明

单元教材分析

本单元的核心内容是用英语问路及谈论爱好，因此本单元的主要交际功能项目为“asking for and giving directions”and“talking about favorites，’本单元通过在音乐节Music Festivals）上问路，让学生在问路与指路的同时，又掌握了本单元中出现的音乐名词（Names of musical styles, such as jazz, pop, country）。在Section A中的3 ,4和1a,lb,2a,2b,2c为谈论自己的爱好，学生可当堂表演。

单元知识结构

词汇

名词：jazz, pop, country，dance, video, floor，！！section, group，singer, sound，fan，are, direction, culture, palace, hall, painting, gate

形容词: classical, traditional, amazing, awful, bad, western

副词： upstairs

词组：not bad，and so on

句型：

1 Where’s the pop music?

Go upstairs and turn right．It"s next to the jazz.

2 What"s your favorite kind of music, Judy?

My favorite kind of music is...

语法：

1. Where are the jazz CDs?

Go upstairs /Go straight and turn right /left．

They are between the pop and the country

2 The use of the sentences structures．

单元整体目标

1．Master the vocabulary．

2．Master and use：Where are the country CDs？

Go upstairs /Go straight and turn right /left.

They are between …and …／next to… behind …

单元教学重难点一览

重点 难点

I The vocabulary．

2 The Grammar． 1 Asking for and giving directions.

2 Talking about favorite.

单元学情分析

本单元与前几个单元的学习自然衔接，继续学习询问和指点方向，而且与学生愿意接触的“音乐“有关，很大程度上能调动学生的学习积极性。

单元教学建议

听、说、读、写全面训练，在说写的基础上，充分借助听力材料和补充阅读材料，训练学生的听力阅读水平。

a口语训练：本单元的口语活动主要是询问和指点方向及谈论爱好，教学时可以将学生分组设置情景〔例如问学校里的某个地方，最喜欢的歌等）展开训练。

b阅读训练：教师要求学生在阅读完SelfCheck中的3后，除了可以在地图上找出正确的地点外，还要培养学生猜测个别生词词义的能力。

c写的训练：写是检查学生英语水平的重要手段，写的训练要在听、说、读训练的基础上进行，任务型的写的训练有助于培养学生综合运用英语解决实际问题的能力。设计如“目标调查”这样的练习，把听、说、读与写的训练结合起来。

第一步，要求学生写几句话，谈谈他们喜欢的歌曲类型，歌手及歌曲。例如：

My favorite kind of music is country, and The Smith Family is my favorite group …

第二步，小组活动。

1提问：一个学生向另一个学生提问，了解对方的爱好。例如：

A：What’s your favorite kind of music?

B：My favorite kind of music is country.

A：Who’s your favorite country group?

B：My favorite group is The Smith Family.

A：……

2朗读：学生朗读自己的爱好。

单元课时分配

本单元4课时：

Section A（一）1课时

Section A（二）1课时

Section B（一）1课时

Section B（二）1课时

Section A（一）

教学内容

Section A中la．lb．lc．2a．2b．2c Grammar focus

教学目标

知识与能力

1、Match the vocabulary: jazz，classical，dance, pop，country, upstairs，video，floor, section,

2、Master and use：Where’s the jazz music？

Go straight /upstairs and turn left／right．It" s next to…／behind... /between…and…

过程与方法

学生在前几个单元已经学会了询问和指点方向，能自然地与本课知识相连接。通过“Where’s the jazz music?”引入创设情景，引起学生的兴趣。并借助媒体来调动学生的积极性。

情感态度价值观

明确相关音乐分类的英文表达法，巩固方位感的表达方式。

教学重、难点及教学突破

重点

1、The vocabulary

2、language points:

Where’s the jazz music?

Go straight /upstairs and turn left /right. It’s next to … / behind …/between…and …

难点

1 Asking for and giving directions

2 Kind- of music

教学突破

1对于本课的单词短语通过卡片、实物来强化记忆。

2 Language points的学习，借助于Where is……？的练习和课件的图画来使其形象化。

教学准备

教师准备

录音机、磁带、课件、光碟

学生准备

1、预习生词和课文。

2、带自己最喜欢的光碟或歌曲带。

教学步骤

教学步骤、时间 教师时间 学生活动 媒体应用

Step 1

Organization (1’) Organize Ss by greeting each other. Greetings

Step 2

Free talk (2’) Ask the student

1. “who is on duty?”

If there’s a student who doesn’t come, then ask.

2. “Is everyone here?”

3. “Where is he/she?”

4. “Why he/she isn’t here today?” The student who is on duty answer.

Step

Presentation 20’ 1. Ask eight Ss to come to the front of the room and stand in two rows, leaving a few feet between Ss. Let the other Ss ask and answer questions about “Where is …? “He is between…and…”

“Where is…?” “She is behind…?/next to…”

2. Tell the Ss “Do as I told you”.(point to a student) “Wang Ming, go straight/go ahead, and then turn left, then turn right.” Let the Ss follow the directions. 学生模仿练习(impairs)

并表演

“Where is …” “He is between … and …”

“Where is …”

“She is behind …/ next to …

学生模仿表演(in pairs)

A student do as the other student told him/her.

go straight/go ahead, and then turn left, then turn right.”

3. Let the Ss practice in pairs using the CDs they have brought.

Such as one student ask “Which kind of music do you like best?”

Let the other Ss answer.

“Jazz or Country or Dance or pop or classical music.”

4. Let the Ss look at the Section A (la)

Ask the Ss to tell what they see.

Guide Ss to understand that the pictures shows different types of music. (Point: teach the new word “upstairs” with a picture.

At the same time, can teach “downstairs”)

5. Ask Ss to match each picture with one of the words on the left. Say “Write the letter of each picture. next to the words on the left”. Point out the sample answer.

Check the answer. (Answers: 1b, 2c, 3d, 4e, 5a)

6. (For 1b) Draw a set of stairs on the board. At the top of the stairs, write “jazz” in a box at the eight.

Write the three conversations on the Bb, then read it as you use your fingers to “walk” up the stairs and turn left to the “jazz” section. Then ask various Ss to come to the front of the Bb to read the other conversations, at the same time, use their fingers to walk to each section mentioned.

Play the recording the first time.

Play the recording the second time. This time, ask the Ss to listen to the recording and write the number of each conversation in the correct box. Point out the Sample answer.

Correct the answers.

(Answers: From left to right: 3, 2, 1)

7. (1c, Pair work)

Point to the conversations in 1b and ask Ss to read after you.

Use the stairs you drew on the board earlier. Erase the words you wrote before and write in the words “country” and “pop” to the left of the stairs, “dance” straight ahead of the stairs and “jazz” and “classical” to the right of the stairs.

8 (For 2a)

Ask four Ss to come to the front of the classroom. Arrange the Ss so that one is in the middle and the others are to the left of, to the right of, and behind the first student. Then describe the location of the Ss using the words “behind, next to and between”. For example, “Li Peng is behind Zhou Wen. Cao Ying is next Zhou Wen is between Cao Ying and Cong Zheng.”

Letn the Ss look at the pictures. Ask Ss to tell what they see in each picture.

Ask Ss to match each numbered sentence with one of the pictures. Say “Write the letter of each picture next to the correct sentence.

Check the answers. 小组表演

One student ask “Which kind of music do you like best?” Let the other Ss answer “Jazz or Country or Dance or pop or classical music”

到黑板前表演，并用手指按照所说的指引方向。

“Where’s the dance music?”

“Go straight and turn left.”

“Where’s the classical music?”

“Go upstairs and turn right.”

Ss listen to the tape carefully

Ask Ss to match each numbered sentence with one of the pictures 多媒体放映图一

录音机

(The answers are 1a, 2c, 3b)

9 (For 2b)

First, tell the Ss that suppose they are clerks of a music store, if someone asks them the directions, what they should do?

Notices

注意CDs和 videos 中的s 发的[z] 解说在以元音或浊辅音([z], [v], [dv]除外)结尾的名词后读[z]。

例如：play [pleiz], doogs [z].

10 Ask Ss to work in pairs. Suppose one student is a clerk of a music store, the other is asking him/her for different kinds of CDs, show her the Ss listen to the tape carefully and label the map of the CD store Ss write them down

分角色扮演

directions by looking.

At the map at Page 36, 2b.

Step 4

Practice (6’) Pairwork

Practice the conversations by looking at the screen and pictures on the Bb, ask and answer questions about other places in the pictures. Ss practice the dialogue in pairs “Where’s the pop music?” “It’s …” 多媒体放映 2a, 2b

Step 5

Just for fun (5’) 1. Ask all Ss to read the conversation. Have Ss identify the two characters in the cartoon.

2. Ask pairs of Ss to present the dialogue to the rest of the class.

3. Ask Ss to play both roles.

Work in pairs

Step6

Summary (2) 1. Summary the language points of this lesson.

2. Words and phrases of this class.

3. Language points.

Step 7

Test (4’) 同“练习设计 Do it by themselves.

Step 8

Consolidtion (4’) 1. Let’s Ss keep the Grammar Focus in their hearts.

2. Ss practice the Grammar Focus in pairs by looking at the pictures on the Bb.

Practice in pairs.

Homework (1’) Practice the dialogues according to the pictures on Page 35 and 36

本课小结

本节课学习了10个生词，和？句式的练习运用及学习了。通过本节课的学习，学生能熟练的用英语询问和指点方向，也能用英语说出不同类型的音乐。

问题探究与拓展活动

本节课主要学习问路、指路和各种类型的音乐。学生掌握后，可以问学生如果别人问路而他不知道时该如何办？本课的拓展活动为Shelf - Check中的Just for fun,同时增进本课所学。如：

When’s the pop music／dance music?

Where are the country CDs／jazz CDs?

I don’t know! You don"t? No, I don’t. I don"t work here.

练习设计

随堂练习设计

按要求做题

downstairs（反义词） videos,

将下列词组翻译成英语。

在…的旁边 在…和…之间 上楼 下楼

一直往前走 向右转 爵士音乐 古典音乐

个性练习设计

翻译下列句子：

1、流行乐在哪里？上楼后向右转。在舞曲的旁边

2、舞曲在哪里？上楼后一直往前走。它在流行乐和乡村乐的旁边。

3. 乡村乐碟在哪里？他们在舞曲碟的旁边

4. 爵士乐碟在哪里？它们在乡村乐的旁边。

板书设计

Unit 6 Where um the jam CDs？

1, Where’s the pop music? go straight

Go upstairs and turn right. go upstairs-go downstairs

It’s next to the dance music. pop music

2,Where are the country CDs? Between …and …

They are behind the jazz CDs．turn right／left

Section A（二）

教学内容

Section A中3,4以及Self check中1,2两部分

教学目标

知识与能力

1. Match the vocabulary : group, singer

2. Master and use：What’s yaw favorite kind of music？

My favorite kind of music is country．

过程与方法

通过“What’s Bob’s favorite kind of music?”引入创设情景，引起学生的兴趣。并借助多媒体来提高学生的主动性，让其大量练习。

情感态度价值观

在上节课的基础上，对于音乐分类的表达和指点位置更加熟练，运用自如。

教学重、难点及教学突破

重点

1. The vocabulary．

2. language points: What"s your favorite kind of music？

My favorite kind of music is country．

Who"s your favorite group?

My favorite group is The Smith Family．

难点

The language points

教学突破

在摹仿的基础上逐渐能用单词替换的方式熟记表达法。

教学准备

教师准备

录音机、磁带、课件、光碟

学生准备

预习生词和课文。

将自己最喜欢的歌手或乐队列出，并将其歌曲分类。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization(1’) Organize Ss by greeting each other.

Step 2

Free talk (2’) Ask the students

1. “Who is on duty?”

If there’s a student who doesn’t come, then ask

2. “Is everyone here?”

3. “Where is he /she?”

4. “Why he/she isn’t here today?” Answer.

Step 3

Revision (5’) 1. Draw a set of stairs on the Bb, at the top of the stairs, write “dance” in a box, and “pop” in a box in its right, and “country” on its left, behind the pop box write “jazz”, and behind the country box write “classical”

2. 2. Let the Ss works in pairs, practice the dialogues by looking at the picture. Ss work in pairs

1. “Where’s the pop music?” “Go upstairs and turn right. It’s next to the dance music.”

2. “Where’s the jazz music?” “Go straight and turn left. It’s …

3. …4. …

Step 4

Presentation (15’) 1.处是些听风的一张图片，问学生 “Who is he?”

Let the Ss answer. Then say: “Yes, you’re right, he is xie tingfeng.”

Ask a student “What is he? /What does he do?” (student can answer in Chinese.)

“Yes, he is a singer.” Teach the word ‘singer’.(sing-singer)

2. 让学生无人一组谈论

“Who is your favorite singer?”

“Who is your favorite group?”

“What’s your favorite kind of music?”

Let the Ss write their answers in the chart on the book (SectionA, 4)

3. Ask a student the other four’s favorite singer/goup/kind of music. eg, ask Wang Ping:

“Who is Li Ming’s favorite singer/group?”

“What’s Li Ming’s favorite kind of music?”

4. Let the Ss work in pairs. Ask the other three Ss in their group their favorite singer/group/kind of music.

5. Let a student describe the musical tasts of the other Ss in thir groups. Such as: Liu Fang’s favorite kind of music is dance, and his favorite singer is Sun Yue.

6. Tell the Ss “If I’m student A, if I want to know what Bob’s favorite kind of music is, what should I ask?” “Yes, I should ask ‘What’s favorite kind of music?’”

7. Ask the pairs to continue on their own.

Move around the room monitoring the progress of the pairs.

8. Go over the answers.

The answer are:

Bob: classical The Boston Orchestra

Carla: jazz Boys from Brzil

Mary: dance Patsy Street

Joe: country The Smith Family

Ss answer: ‘He is Xie Tingfeng.”

Answer my question in Chinese or English

Ss work in group of

five.

“Who is your favorite singer?”

“Who is your favorite group?”

“What’s your favorite kind of music?”

Ask the other’s favorite singer/group/kind of music Work in groups.

Ss describe the musical tastes of the other Ss in their group.

Ss listen carefully

Work in pairs

Student A in each pair look at the chart on Page 37. Student B look at e the chart on Page92

Ask and answer

“What’s Bob’s/Carla’s/Mary’s/Joe’s favorite kind of music?” and so on. 多媒体放映

Step5

Consolidation（6’） Give Ss five minutes to consolidate the language points by practicing the dialogues which this class have learned in pairs. Work in pairs.

Step 6

Summary

(2’) Summa the language points of this lesson.

Show the teaching aims. Ss read after the teacher. 多媒体放映

Step 7

Test(8’) Self Check1, 2.

Ask Ss to check all the words they know.

Ask Ss to find out the meaning of any words they don’t know. They can do this by reviewing to unit, asking the teacher, asking their classmates, or using dictionaries.

Ask Ss to write five new words in their Vocabulary on Page 106.

After Ss to have recorded their new words, ask to have recorded their new words, ask them to share their lists with other Ss.

2. 同练习设计 Check all the words they know.

Find out the meaning of any words they don’t know.

Work in groups.

Homework

(1’) 1 Practice the dialogue in pairs after class.

“What ‘s your favorite kind of music?”

“Who’s your favorite singer/group?”

2 预习Section B 中的1a, 1b, 2a, 2b, 2c.

本课小结

本节学习了2个生词和What"s your favorite kind of music？及Who"s Bob"s favorit group/singer句式的练习和运用。通过本节课的学习，学生能熟练地用英语谈论自〔喜欢的歌词和乐队。

教学探讨与反思

教师通过展示明星卡片，来引起学生的兴趣，通过对自己喜欢的歌手和乐队的谈论，（例如小组谈论”Who is your favorite singer？’’“Who is your favorite group？’

“What"s your favorite kind of music？’），引导学生联系实际，谈论一下当前国内－些较为流行的音乐，歌手及乐队等．

练习设计

(A类学生全做，B类学生只做1)

1按要求变换下列句子。

(1) My favorite kind of music is country.（划线提问）

(2) Bob’s favorite group is the Smith Family．（划线提问）

(3 ) My mother"s favorite singer is Cheng Long.（划线提问）

2在横线上填上适当的介词

(1) Please look ______this page．

(2) Work ______small groups. Ask your classmates ______ their favorite groups or singers.

(3) Where"s the pop music？It"s next ________ the dance music．

(4) What"s your favorite kind ______ music?

板书设计

Unit 6 Where are the jazz CDs

1 What’s Bob’s favorite kind of music? sing-singer

His favorite kind of music is … in small groups

2. Who’s Carla’s favorite group? Look at

Her favorite group is …

教学内容

Section B中1a, 1b, 2a, 2b, 2c

教学目标

知识能力

1. Master the vocabulary: amazing awful bad Latin sound

2. Can talk about singers or musical groups

过程与方法

学生在本单元Section A中已学过不同风格的音乐如;jazz music, dance music, classical music等，已具备了学习本课的初步知识，课前通过放不同风格的乐曲录音来导人新课，让学生通过听录音后的感受，来谈论他们喜欢的歌手或乐队。

情感态度价值观

教育学生学会欣赏不同风格的音乐，陶冶他们的情操。

教学重、难点及教学突破

重点

1 The vocabulary

2 Language：Talk about singer or musical groups

难点

Talk about singers or musical groups

教学突破

1. 本课学习的单词主要是一些表示感情色彩的形容词，可通过丰富的表情演示来学习

2. Language放音乐录音，让学生边听边谈

教学准备

教师准备

录音机、磁带(不同风格的音乐磁带)课件

学生准备

预习生词，收集自己喜欢的歌手或乐队的资料

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step l

Organization

（1’） Organize Ss by greeting each other

Step 2

Free talk(2}） Ask the student:

1 “Who is on duty?”

2 “What’s your favorite kind of music?”

3“Who’s your favorite singer/ group?” The student talk about something

Step3

Presentation

（15"） la:

1．Focus attention on the three faces：

Guide students to understand the meanings of the three faces: the snide face means“I like it”．The middle face with no smile means “I don’t like it or dislike it“. The frown face means ”I don’t like it“ 读单词并根据单词意思做出不同的表情

2．Then call attention to the list of words. Say each one and ask student"s to repeat then talk about what it means．

（借助面部表情及声音来解释单词并让学生根据不同的单词做出不同的表情）

3．Ask students to draw the correct face on the line to each word． Draw the correct face

on the line．

1b：

1．Play a piece of dance music let students listen then ask them：Do you like the dance music?

Guide the students to answer:

”Yes，I do. It’s awful．” Then play another type of music, such as classical, jazz, country and so on

2．Ask each student to make a list of three singers or musical groups then ask them to work on pairs：

A: Do you like the Latin Sound?

B：No，I don’t．They’re awful．

C：Do you like?

D: Yes，I do．No, I don’t.

2a:

1．Let the Ss look at the chart and the pictures of the four students，tell them they will listen to recording of these four persons．Write the name

of each person’s favorite kind of music/favorite groups/singer and Description word in the blank under their photo，Then play the recording the first time, Ss only listen

2. Play the recording again．This time students listen and write their answers in the chart． Listen the music and

answer the question．

Make a list

Work in pairs

Do you like?

Yes …

No, ….

Listen to the cording

Listen and write.

Look at the chart．

Listen and complete

the chart．

2b Play the

tape

录音机

录音机

1. let Ss look at the chart on the right, tell them that we will listen the recording again. listen and complete the chart.

2. Play the tape，students write the favorite group or singer and the description words in the chart．

Step 4

Practice

(5’） 2c:

Tell the students: This activity we will work in pain，you are Mike and your deskmate is Judy. Have a conversation about music like 2b. Talk about the music in pairs

Step 5

Summary

(2"） 1．Words and phrases of this class

2. Language points talk about singers and musical groups. Talk about the music in pairs

Step 6

Consolidation

(8"） Show the pictures of Tian Zhen, Na Ying.，Sun Nan，Beyound group，Yuquan and play their music,

let the students talk about them. Look, listen and talk 课件

（二）

Step 7

Homework(1’） 1．预习Section B中句3a,3b,3c

2画张学校的平面图

本课小结

本节课学习了5个生词和Do you like? What"s your favorite句式的练习和运用。通过本节课的学习，学生能更加熟练地用英语谈论自己喜欢的歌词和乐队。

教学探讨与反思

通过对国外某些歌手和乐队（Who’s your favorite singer/group？What’s your favorite kind of music?）的谈论，引导学生联系实际，谈论一下当前国内一些较为流行的音乐，歌手及乐队等．

练习设计

（见课件Test）

板书设计

Unit 6. Where are the jazz CDs?

1 amazing, awful，bad， 3 Do you like The Latin

great sound，terrible， No，I don’t．They’re awful /fantastic

2 What" your favorite... 4 Do you like Livinia Casey？

My favorite…is… Yes，I do．She"s cool．

Section B（二）

教学内容

Section B中3a，3b，3c，4和Self Check中3．

教学目标

知识与能力

1. The words（three skills）: direction，culture, palace, area，western，eastern，hall，traditional，and，painting, by, and so on，gate

2. Master: How to give directions to the places that people ask you.

过程与方法

学生在第一课时就已经学会指引方向，已具备了学习本课的知识，这是第一课时的进一步学习。通过询问学生其学校所在地来引人创设情景，让学生有身临其境之感。需大量练习口头表达，同时提高学生的英语阅读能力。

情感态度价值观

正确表达各种情绪：

喜欢，不喜欢等等。

教学重、难点及教学突破

重点

1 The vocabulary

2 How to give directions

难点

How to give directions．

教学突破

1、对于生词学生只要会读、说、听就可以了，学生通过查阅字典或问老师或问同伴来自己解决，提高学生的自学能力。

2、对于方向的指引，通过大量的练习和课件的图画来突***决。

教学准备

教师准备

课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

（1’） Organize Ss by greeting each other.

Step 2

Free talk

(2"） Ask the students：

1．“Who is on duty?”

2．“What"s your favorite kind of music?”

3． “Who’s your favorite singer / group？” Students answer my questions

Step3

Presentation

（15’） 1．“Now，pop music fans，listen carefully，if you，here”．（Start with a circle and label it．“You are here“）

Read the first set of instructions，draw a map of the pop store．

For example，when you read the words “Go straight’，draw an arrow straight up.

When you read the words “Turn left at the classical music’，

draw a box and label it‘classical music’，Then continue your first arrow around this box to the left．

Let Ss draw a map on the exercises books．

At the same time，let the other Ss look at the country music section, draw a map．in groups of four.

Let Ss work in groups of four，check the accuracy of the map by reading the instructions as their fingers through the map．

2．（3b），First，let the Ss look at the Big Sound music store map Point to each section of the store and ask Ss to read all the labels on the drawing.

Then ask Ss to fill in the missing words by themselves．

（As Ss work，the teacher can move around the room monitoring progress and answering any questions they may have．）The third，ask the Ss to check each other" s

won，and the teacher check the answers Pop music fans draw a map on their Exs books．

Draw maps

Ss work in groups of four．

Ss use their fingers to trace the path．

to the classical music section． 多媒体

投影地

图

3，Let the Ss write directions to the jazz/dance/country/pop sections. They can use the same kind of sentences.（As Ss work，the teacher can move around the mom monitoring progress and answering any questions they may have．）Ask Ss to check each other"s work．Then

check the answers． Write directions 多媒体

投影地

图多媒

体投影

Step 4

Practice

(7’） From each group to be the first to give directions to be a location somewhere in the school．Tell the students that the first student to correctly guess the answer takes the next turn．

Self check(3a)

1．Let the students read the article by themselves．Find out the words that don"t know list it. They can learn them by looking them up the directions or asking the teacher or the classmates or looking at the books．

2．Let the students read the words they don’t know after the teacher. Summa, the language points of this unit．

（见小结）

见练习设计。 Work in groups

Ss do the activity 多媒体

投影学

校平面

图

本课小结

本节课还是主要练习了问路与指路，同时在selfcheck中接触到了一些生词，学生只要做到会听、说就可以了。

问题探究与拓展活动

本节课中，可以让学生在知道west一western，east ---eastern的同时，自己找出表示方向的名词转换为形容词时在其后面直接加ern就可以了。（例如south一southern, north一northern, southeast一southeastern northeast一northeastern，…等等。）并出训练题，如个性练习。

练习设计

随堂练习设计

用适当的介词填空：

1．Direction _____ the Country Music section.

2．Turn left _____ the classical music

3．Pop music is _____ jazz and dance.

4．Look _____ the Big Sound music store map．Then fill ______ the blanks．

5．The classical music is next ______ the country music．

6. Welcome ________ the Culture Palace．

7．You can listen _______ classical music ______ Area E．

8．There you can see the traditional paintings ______ Qi Baishi．

个性练习设计

用所给词的适当形式填空。

1．We have a _______ (west) section，the left，and on ______ （east)section on the right．

2．a _______ （northeast）wind（东北风）

A _________（southeast）wind（东南风）

3．the _______ States of the U.S.A.（south)（美国南部各州）

4．The _______ （north)States of the U.S.A

注：解说表示方向的n.＋ern就成了形容词

板书设计

Unit 6．Where are the jazz CDs?

Go straight west一western

Turn left at the east一eastern

pop section. south一southern

The classical music is north一northern

next to the country southeast一southeastern

music northwest一northwestern

教学探讨与反思

在本单元的教学中，多数学生能按照老师的要求掌握好大纲的内容，而且本单元的内容与学生的生活息息相关，在现实生活中经常遇到，也经常谈论。通过小组练习、讨论，练习“Where’s the jazz music？” “It"s …”. ”What’s your favorite kind of music？”“It’s …” \"Who"s your favorite singer？……多数学生掌握得相当好。但是学生的自主学习能力尚待提高。

【篇4】新目标英语七年级下5单元教案新目标版七年级英语下册教学反思

新目标英语七年级下UNIT11教案

福州市课改课堂教学示教活动

长乐市英语学科专场

示教课教案

Go For It---Unit 11 What do you think of game shows?

Period 4---Section B (3a---4)

任教学校：长乐文岭中学

任教教师：林浦

任教班级：长乐二中初一（ 5 ）班

授课时间：.5.21上午第三节

一、教材：新目标英语Go for it!(七年级下) Unit 11

二、教具：单词卡片、录音机、实物、小黑板

三、教学方法：以任务型教学法为教学的主要途径，辅以“张法”中的两两对话，竞争机制。

四、教学目标：

根据本课功能项目，设想学生情况，我确定以下的三维目标。

1、认知目标：

a.       掌握表达自己个人对事物或人看法的动词和词组。

b.      谈论自己的喜好与憎恶。

c.       询问及回答对事物或人的看法。

如：What do you think of XX?

I love it /them.

I do,too.

What do you think of XX?

I can’t stand it/them.

I don’t ,either.

2、能力目标：

本单元的话题是谈论所喜爱的文化，通过学习让学生们发表对电视节目中的游戏以及不同方面的"观点，以此培养学生实际运用目标语言的能力。

3、情感目标：

通过学习谈论对某些事物的喜欢与不喜欢，以此来培养学生学会自我评价，成为一个有个性的人。五、教学重点： 1、掌握陈述自己观点的动词及动词短语(the key vocabulary) love, like, don’t/doesn’t mind, don’t/doesn’t like, can’t stand 2、学会表达喜憎，以及怎样赞成别人的观点。六、教学难点： (1)   can’t stand 不能忍受/ don’t mind 不介意 (2)   like 喜欢  / love 热爱 (3)   What do you think of …?=How about …你认为…...怎么样？

五、教学步骤： Step1: Organization Step2: Assign the task Step3: Warm-up Step4: Leading in Step5: Pre-task Step6: While-task Step7: Practice Step8:Summary Step9: homework 八、教学过程： Step1 Organization Greeting with the Ss. Step2 Assign the task Boys and girls.in this period,we are going to learn to express our opinions and  make a survey report.Before we start the task.Let’s do some warm-up training. Step3 Warm-up

1)      One-minute dialogue:

2)      Word competition:

Step4 Leading in

Write some words or phrases on the Bb. Such as love , like , don’t/doesn’t mind , don’t/doesn’t like, can’t stand .Use the faces to help Ss understand the meaning of the words and the phrases.Ask some Ss to come to the Blackboard and draw the faces next to the words or phrases like this:

Love JJ

Like J

Don’t mind

Don’t like L

Can’t stand LL

Next ask the Ss how to ask sb’s opinions.They can answer “What do you think of …?”And then use the question to make conversations with the Ss. first make conversations with the Ss,then ask them to work in pairs and make conversations with their partners.They can begin like this:

S1:Hello,XX,what do you think of XX?

S2:I love it /them./I don’t like it/them.

S1:I do,too./I don’t ,either.(Attention to the plural forms of the countable nouns.)

Step5 Pre-task

Ask Ss to open their books and look at 3a on page 69.First give them some time to read the passage.Then let them fill in the chart on the Bb and make a survey report with them .If they finish the chart ,ask some of them to read the results of the survey.And then ask them to come to the Bb and fill in the chart.(Use the cards with the persons’ names to stick on the chart)Then teach the Ss how to make a survey report.

Task 1:(reading)

Addition:Everyone loves the belt.(Below is the chart)

Things

Loves

Likes

Doesn’t

mind

Doesn’t

like

Can’t

stand

1、hair clip

Ann Rice

2、watch

Gina Taylor

Ann Rice

3、key ring

Jodie Smith

4、sunglasses

Jerry Green

5、scarf

Jordin

6、wallet

William Jones

7、belt

Everyone

Questions:

1、What does Jodie Smith think of the key ring? (likes)

2、What does Jordan think of the scarf?(can’t stand)

3、What does William Jones think of the wallet?(loves)

4、What does Gina Taylor think of the watch?(loves)

5、What does Ann Rice think of the hair clip and the watch?(likes,doesn’t mind)

6、What does Jerry Green think of the sunglasses?(likes)

7、Which thing does everyone love?( the belt)

Step6 While-task

Task 2:

Assign the task. And then ask the Ss to survey themselves.To show their opinions about these things below.

For example,I am Mr Lin.I don’t mind the hair clip ,so I can fill in my name below doesn’t mind.

Things

Loves

Likes

Doesn’t

mind

Doesn’t

like

Can’t

stand

1、hair clip

Mr Lin

2、watch

3、key ring

4、sunglasses

5、scarf

6、wallet

7、belt

On page 69,3b.Ask Ss to read the passage and fill the blank using their own real situation.And let some Ss to fill the chart on page 88.

Step 7 Practice(task 3)

Task 3: make a survey in small group ,and let some of the Ss make a report about the results of the survey in front of the class.

Step 8 Summary

In this period ,we learnt to show our opinions and survey other persons’ opinions .Then report the results of the survey.

Step 9 Homework

Recite 3a on page 69.

Make a survey in your family and make a chart.

Ready for the test of this unit.

【篇5】新目标英语七年级下5单元教案新目标版七年级英语下册教学反思

新目标七年级英语下册教学反思4教学反思

新教材改版后的七年级下册语篇加长，词汇量相对来说也大了，因此难度比老教材大了些。这倒是我认为的优点，因为老教材七八年级的跨度太大，从七年级下册开始让学生接触点有些难度的语篇，有利于七八年级的过渡。但是从学生的掌握情况来看，事情并不乐观。并且由于本学期时间短，加之课程难度的加大，学生的学习时间保证不了，练习量跟不上，所以学生对于学习仅仅是疲惫的完成作业，收获并不大。作为老师来说，看着学生的学习情况干着急，比如第三单元的句型Ittakessb.sometimetodosth..很多学生在运用时总是不能做到很准确。当然从老师这方面来说，可能课堂上的强化训练不够，从学生来方面来说，那就是作业巩固练习做的少。学生手里的教辅《同步》和《配套》都是极好的学习资料，因为时间关系，很难完整的去完成。

短小的对话及文章我是要求学生去背诵的，因为就英语学习来讲，背诵是有诸多好处的。但是部分学生的"重视程度不够，一节课背不过，几节课过后检查仍然背不过，学生和老师把课堂的疲惫又拖到了课下。针对这种情况，还得有重点的各个去击破，否则不认真对待的态度一旦蔓延，局面将是更难扭转，这个情况在七年级三班尤其严重。对于能够背诵的学生来说，问题也是一箩筐。首先是他们只是机械的背诵，这样的记忆保持时间短，并且对于背诵的知识不能融会贯通。如文章中的句型It’seasytodosth.不少学生是能背过，但是在做题时他们并不知道往课本去靠，只是凭想当然的乱编。学生能背过说明他们还是很用心的，以后需要正确去引导理解记忆。

匆忙的赶进度其实未必可取，还是扎扎实实的走好每一步更重要。

【篇6】新目标英语七年级下5单元教案新目标版七年级英语下册教学反思

重庆市110中学 曹毅

单元整体说明

单元教材分析

本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册第10单元

本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?” “ Did you go to the beach? Yes，I did．No，I didn’t．”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。

单元知识结构

词汇：

New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc

句型: Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes，she did．No, she didn’t

语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

单元总体目标

1．Master the vocabulary

2．Master and use:

Where did you go on vacation? I went to summer camp

Did she go to Central Park？Yes，she did．No, she didn’t

单元教学重难点一览

重点 难点

1．Vocabulary and Expressions

2. Grammar Focus：Where did you go on

vacation？I went to summer camp. Did she go on Central Park？Yes, she did．

No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following sentences：

Where did you go on vacation?

Did you go to…？Yes. … /No，…

单元学情分析

学生在第五单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。假期活动Such as; go abroad, go hiking, go hiking, summer camps, and so on接近学生的生活，They are all interested in talking about it.

单元教学建议

首先进行集中识字，为本单元的学习作好铺垫。其次，充分利用听力材料和阅读材料，训练和提高学生的听力和阅读水平。在听读的基础上创设语言情景，加强读写训练。培养学生的听、说、读、写综合能力。

单元课时分配

本单元共4课时：

Section A（一）1课时

Section A〔二）1课时

Section B（一）1课时

Section B（二）1课时

Section A (一)

教学内容

Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus

教学目标

知识与能力

1. Match the vocabulary：New York City，Central Park，exam．

2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．

Did you go to the beach？ Yes，I did．No, I didn’t．

过程与方法

通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。大面积操练，采用学生提出间题，学生解决问题，借助媒体来提高学生的主动性。

情感态度价值观

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

教学重、难点及教学突破

重点

l. The vocabulary：New York City, Central Pads，exam．

2. Language：Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer camp

Did you go to the beach? Yes，I did. No, I didn’t.

难点

Use the language to talk about past events．

教学突破

对于本课的单词短语通过卡片或图画来引出学习。

Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

step 1

Organization

（1’、Organize Ss by saying hello to each other. Greeting to teacher.

Step 2

Free talk

(2’） Ask the question:

Who is on duty?

Is everyone here today? The Students talk

about

Step 3

Section A

Presentation

la 1．（Ask questions about what students

did last Saturday）

（1）Who went to the movies last Saturday?

（Point to one student who raises his or her hand.）

Sara went to the movies last Saturday.

（Repeat．Write this sentence on the board. Underline the word went．）

(2) Ask：Who visited a friend last Saturday？

（Point to one student who raises his or her hand．）

Carlos visited a friend last Saturday．

（Repeat．Write this sentence on the board. Underline the word visited．）

2．（Point to the words went and visited in the sentences on the board．）

Say，We use these words to talk about things that happened in the past.

（Write these pairs of words on the board：go--went, visit --visited）

Ask: Can you point out the words that talk about the past?

This activity introduces the key vocabulary． Students raise their hands．

And give the right answer: I did.

Students raise their hands to answer.

Read．

强化记忆

Point to went and visited．

Step 4

Practise

la

3’ 1．Focus attention on the picture．Ask:

What at can you see？Say, Each picture shows something a person did in the past．Name each activity and ask students to repeat；Went to the mountains，went to New York City, went to summer camp，visited my uncle，stayed at home，went to the beach，visited museums.

2．Point to the numbered list of activities．Say each one again and ask the students to repeat．

3．Now, please match each phrase with one of the pictures．Say，Write the letter of each picture next to the name of the activity．Point to the sample answer.

4．Check the answers.

Answers：

1．e 2．B 3．D 4. c 5．a 6．F 7. g Read after the teacher aloud to learn the new phrases．

Read after the teacher。

Do it and then discuss

the keys in pairs．

step 5

Listening

（lb)

(6’）

Presentation This activity gives students practice in understanding the target language in spoken conversation．

1．Point to the picture.

on the screen

say, look at Picture A，Where did Tia go on vacation? Yes，she went to the mountains．

Ask，What did the person do in each scene?

2．Play the recording the first time.

3．Play the recording a second time.

say，There are three conversations.

The people talk about what they did on vacation．listen to the recording and write numbers of the names in the right boxes in the picture.

Please write only 5 numbers. Point out the

sample answer next to the picture showing went to the mountain.

4．Correct the answers．

ANSWERS：

（1) went to the mountains

(2)visited my uncle

(3）stayed at home

(4) went to New York City

(5)went to summer camp Practice the dialogue in pairs．Eg.

---Where did the boy go on vacation?

---He went to New York City．

only listen.

Listen and number the pictures(1-5)．And then discuss in pairs.

At last raise their hands to tell the result

Read it loudly. 多媒体放映

录音机

录音机

多媒体

放映

Tape script：

Conversation 1

Xiang Hun: Hey, Tina. Where did you go on vacation?

Tina: I went to the mountains．

Xiang Hua: Cool．

Tina: Where did you go, Xiang Hua?

Xiang Hua：I went to New York City．

Conversation 2

Girl: Where did you go on vacation, Sally?

Sally：No where. I stayed at home.

Girl: And where did you go, Brad?

Brad: I visited my uncle.

Conversation 3

Boy 1：Where did you go on vacation, Tom?

Tom: I went to summer camp. It was great.

Pronunciation note

Write to play---played, visit ---visited on the board．Say，We studied the pronunciation of these --- ed endings in Unit 5.

They are both spelled --- ed，but we pronounce one /d/ and the other /Id/．Ask students to repeat these pairs：play－played，visit一visited． Listen carefully and learn the pronunciation of-ed.

多媒体

放映

Step 6

Pair work 1 c

（task 1）

3’ This activity provides guided oral practice using the target language.

1. Point out the example conversation.

Ask two students to read the dialogue to the class.

2. Say，Now work with a partner. You’re your own conversation about the pictures．

3. Say the dialogue in the picture with a student，Do a second example to the class.

4. Have students work in pairs.

As they talk，move around the room monitoring their work．

Offer language or pronunciation support as needed． Read it to the class.

Make a conversation in pairs.

Practice with the teacher,

Work in pairs．

Step 7

Consolidation

(4’） This activity provides guided oral practice using the target language. Talk in groups of three.

2c, group work

(Task2) 1．Say, Get into getups of three. One of you will he Nancy，One will be Marco, and one will be Julie. Ask each other about the vacations. You can talk about the activities from the chart in 2b or about any other activities you like．

2.As Ss talk, move around the room, monitoring the conversations and offering support as needed.

3. Have a group of Ss present their conversation to the class. Work in group of three.

some groups

Would like to act it out，

Step 8Test 4" Loot at test

Step 9

Summary

Grammar Focus

4’ 1. Review the grammar box. Ask Ss to say the questions and answers.

2. Review the difference between regular –ed past tense verbs (stay –stayed, visited). Then say the past form sentences with the form below.

I go to the summer camp

They go to New York City

He stay at home

She visit her uncle

Go to Central Park

I √

He √

She ×

They ×

Read the questions and answers.

Work in pairs

Saying out the sentences: Eg. –where did you go on vacation?

---I went to summer camp.

Eg. Did you go to Central Park?

---Yes, I did.

Step 10

Homework Practice the dialogue according to the picture on Page 1

本课小结

本课学习了1个生词、两个地点短语和英语句式的练习运用。通过本节课的学习，学生能熟练地用一般过去时询问和回答有关过去的事情。

练习设计

随堂练习设计按要求完成句子。

a）I went to the mountains．（改成一般疑问句）

b） Tina went to New York City.（就划线部分提问）

c）Did you go to the beach？（作出肯定回答）

d）Did they go to summer camp？（作出否定回答）

个性练习设计

翻译短语：

（l）呆在家里 ______ （2）去纽约城_____

（3）参加夏令营______（4）去爬山 _____

（5）去海滩______ （6）参观博物馆_____

板书设计

Unit 10

go - went Sara went to the movies last Saturday

visit – visited Carlos visited a friend last Saturday.

play- played

Section A（二）

教学内容

Section A中3a．3b．4

教学目标

知识与能力

1. Match the vocabulary：were rainy

Master and use：How was your vacation？how were the beaches？where did you go?

过程与方法

学生通过上一节课的学习，对where引导的过去时态的特殊疑问句，已经掌握。

能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时态的句型，并且进行大量练习。采用学生提出问题，学生解决问题，借助媒体来提高学生的主动性。

情感态度价值观

教育学生渗透合作精神和社会公德意识。

教学重、难点及教学突破

重点

1. The vocabulary：were rainy fish

2. Language: Where did you go on vacation? I went to the mountains/ New York City /beach /summer camp…

How was your vacation？how were the beaches？

难点

Use the language to talk about past events．

教学突破

对于本课的单词短语通过卡片或图画来引出学习。

Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。

教学准备

教师准备

录音机、磁带、课件、单词卡片、彩笔

学生准备

预习生词和对话。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Free talk

(2’） Ask the question：Where did you go last Sunday? Students talk about events in the past．

Step 2

Presentation

（16’）

（3a) （用班里的学生为例做练习）

Point out the pictures in the photo album. Ask students to describe what they see．（In Picture 1 there is a man with a bowl of soup．There is also a waiter. He looks angry．） Describe what they

see in picture 1 and

picture 2

Fill in the blanks in

the conversation

Step 3

Practice(36)

(6"） （In picture 2 there is a beautiful beach．There is a man．He looks unhappy．）

Read the first two lines of the dialogue to the class．Point out the answer was in the first line. Then point out the blanks in the rest of the lines of the dialogue．Read the conversation to the class saying the word blank for each blank line: How blank the beaches?

Then say，Write the word was or were in each blank. Ask students to complete the activity on their own．

Point to picture 3 and ask students to say what they see．

Then read the words under the picture．Pronounce any new words and explain what they mean，if necessary Say：In this picture a girl is on a bus．The girl is taking a bus trip．Ask，What does relaxing mean？

Does it mean you are excited or quiet?

How do you look when you relax?

H students don’t know the meaning of relaxing, demonstrate by leaning back in your seat and half一closing your eyes.

Say a dialogue with a student．point to （学生看3a部分）

practice and act．

Listen．

（学生看图互问）

Work with the teacher.

Work with a partner

and act out．

Read and learn．

Make their own conversation 多媒体

放映

图一

图二

the food picture. Ask，How was the food? Do a send example，if you wish．

Move around the room monitoring their work．Offer language or pronunciation support as needed．

Have two students perform the example conversation，or perform it yourself with one student（you ask the questions)．

Point out that the conversations starts off with the sentences in the speech bubbles．

For example，

A：where did you go?

B: I went to…

A: What was the weather like?

B: It was hot and humid． Practice in pairs．

The student replies，it was awful．

work in pairs

Look at picture6，

Practice the conversation below．

Ask and answer questions． 多媒体

放映

Step 4

Practice

（10"） Say：First fill in the chart with the information about your last vacation，Say where you went，what the weather was like, what you ate，and what else you did．As students fill in the chart move around the classroom, monitoring progress and offering help as necessary。 Something in the pictures．

Act it out

Fill in the chart with

Their own information

Then ask and answer 多媒体

放映

本课小结

本节课学习了3个生词，和句式的练习运用。通过本节课的学习，学生能熟练地运用句型where did you go? I went … .

练习设计

1、动词的适当形式填空：

A: Where _____ you ______ on your vacation?（go）

B：I _______ to the stores．(go) what about you?

A: I ______ at home (stay)

B: What ______you _______？（do)

A：Nothing much.

B: Why ______ you _______at home?（stay）

A：I just _______ to go out．（not want）

2. Make a conversation and act．

板书设计

Unit 10

1. were rainy

2. Where did you go on vacation? I went to...

Section B（一）

教学内容

Section B中la. 1b．lc．2a．2b．2c

教学目标

知识与能力

1．Match the vocabulary：

delicious, awful expensive, inexpensive, crowded

2. Master and use：Where did Vera go on vacation?

Did Vera like the vacation?

How were the stores? They were very expensive.

过程与方法

通过例子The ring is one hundred million dollars．It’s expensive.引人本课，设置会话情景来激发学生兴趣，调动其学习主动性。利用多媒体图片大量练习句型，提出问题，解决问题，体现师生互动。

情感态度价值观

教育学生热爱生活，积极参与班级集体活动。

教学重、难点及教学突破

重点

1. The vocabulary：delicious, awful, expensive，inexpensive，crowded

2. language：Where did you \\ they\\ he\\ she go on vacation?

I＼They \\ He＼She went to Japan．

How were the museums/ people /stores? They were crowded expensive /friendly．

难点Use the language to talk about past events．

教学突破

对于本课的单词短语通过多媒体图画和设置的情境来引出学习。

Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

（1’） Organize Ss by greeting each other.

Step 2

Presentation (1 a)

（11’） Ask：What do you think of this book?

Is it interesting?（通过对话弓l出本

课要学习的新形容词expensive 等）Point to the picture, This is a ring. The price is one hundred million

dollars． Answer the questions

together

Say：It’s expensive． 多媒体

体图片

Step 3

1b writing

(5’） This activity introduces more key vocabularies．

Point out the six words delicious，awful，expensive，inexpensive, crowded

1．Say each word and ask students to repeat them，

2．Call attention to the fourth picture saying: This is a cake．

It’s delicious！Then do the same thing for all six pictures．

crowded delicious

3．Then point out the blank line in front of each numbered word．

4．Point out the sample answer. As students work，move around the room answering questions as needed．

Answers

1．f2．a3.d 4.e 5 6.c

This activity provides writing practice using the target language．

Simple draw：the smiley face and the frowny face．Say，the smiley face is for good things. The frowny face is for bad things.

Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.

Ask students to finish the activity individually， Repeat loudly

Practice in pairs then

act it out

Match each word

with a picture by writing the letter of each picture in the blank in front of the correct word.

Discuss in groups

（act the faces out) 多媒体

放映

图片

1. delicious, inexpensive, crowded

2. awful, expensive, crowded City some examples to learn these adjectives.

This activity gives students practice in understanding the target language in spoken conversation.

Step 4

Listening

(2a)

(8"） 1．Point out the two questions. After you hear the conversation, please answer these questions. Read the questions to the class.

2. Play the recording the first time.

Students only listen.

This time say, listen to the recording and write the answer to each question.

3. listen to the recording the second time.

correct the answers. Cite some examples to learn these adjectives

Listening.

2b(4"） 1．She went to Tokyo.

2. Yes, she did.

Tapescript

Girl: Hi, Vera , How was your vacation?

Vera: It was great！

Girl: Where did you go?

Vera: I went to Tokyo with my family.

Girl]: Really? Wow！What did you do there?

Vera：Well, we went to a lot of museums.

Girl: Oh, how were they？

Vera: They were really interesting. But they were also very crowded. Did you meet any Japanese people? Listen.

Then answer．

Listen and write.

Then discuss the keys in pairs

Read and practice in pairs. Recorder

Vera: Yeah，the people were really friendly．My parents have some Japanese friends，and we had dinner at their house．

Girl：How was the food?

Vera：It was delicious．I love Japanese food．

This activity provides further

listening practice using the target language

Call attention to the chart. Read the words in the chart：

Her vacation, the museum the stores，the people，the food．

Point out the sample answer. Say，What does Vera think of her vacation? It was great.

Play the recording. Play the recording a second time．Ask students to finish filling in their answers and to check their answers．

Correct the answers．

Answers．

vacation-great

people -- friendly

museums一interesting, crowded

food-- delicious

store一expensive

delicious relaxing Read aloud.

then discuss the keys．

Listen and fill in the

chart．Then discuss

the keys． 多媒体

多媒体

Step 5

Pair work

(2c Task)

(5’） This activity provides guided oral practice using the target language．

Call attention to the question words．

Have a student read them to the class ．Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the room

offering pronunciation and language support as needed． Read out．

（Role play) 多媒体

放映

本课小结

本节课总共学习了6个形容词以及where和how句式的练习运用。通过本节课的学习，学生能熟练地用英语表达自己的感受，培养了他们热爱集体活动的情感。

练习设计

随堂练习

词类转换

1) expensive(反义词）______ 2)crowd(反义词)________ 3 ) awful（反义词）________

4)friend(形容词)________ 5)go(过去式) _______ 6) do(过去式)_________

个性练习设计

翻译下列句子

1)你是去哪儿度的假？

2)我们去了许多博物馆。

3) -----那儿的商店怎么样？一 都很贵。

4) 日本朋友们对我们很友好。

板书设计

Unit 10

1．delicious，awful, expensive, inexpensive

2．Where did Vela go on vacation?

How were the stores?

Section B (二)

教学内容

Section B3a.3b．3c．4以及Self Check 3

教学目标

知识与能力

1. New words and expressions：flew kite later felt little corner discuss difficulty

过程与方法

通过复习一般过去时引出本课的重点------日记。

情感态度价值观

学会日记的写法。

教学重、难点及教学突破

重点

The vocabulary: flew kite later felt little comer till fry question discuss difficulty

难点

日记的格式。

教学突破

对于本课的单词短语通过卡片或图画来引出学习。

Language: 通过询问过去的事情引出日记。

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

（1’） Organize Ss by greeting each other.

Step 2

Free talk

(2’） Ask the questions：

What day is it today?

What day was it yesterday? Answer: It is Friday．It was Thursday．

Step 3

Presentation

Section B 3a

（17’） 1．Let the students read Kim’s travel diary and find the new words．

2．Teach the new words:

later, felt，little, corner

Explain the meaning and the usage of the new words．

Let the students write the new words．

3．Say，Now read the diary and circle

all the good things about Kim’s holiday．Underline all the bad things. Ask them to notice the description words that tell them whether something is“good”or “bad，” You may want to ask a student to tell you what the first“bad thing” was.

4．Check the answers．

Answers

Good things：

The weather(great） Read Kim"s travel diary and find out the new words．

Read the new words after then write them in the notebooks．

Read again and finish the activity individually.

Then discuss in pain:

Read aloud，Then read the diary，try to learn the key words by hearts. 多媒体

The beach(beautiful)

Playing in the waves(fun)

Finding the little boy/returning him to his father(happy)

Playing tennis (really fun)

Eating fried fish and garlic vegetables (delicious)

Bad things：

Kim’s kite breaking（not much fun) Museum (boring and crowded)

No money for taxi/walking back to

hotel（tired)

5．The teacher tell the students the methods of writing the diary.

Step 4

Practice writing

（Section B 36)

（10’） Thus activity provides guided writing

practice using the target language．

1．Say，Now write a travel diary like the one in 3a.

2．Have the students do the activity individually. You may want to have them write on pieces of paper, since space in the textbook is limited. As they work，move around he classroom offering assistance as necessary. Look at the pictures and write a diary.

3．Have several students read out their diaries to the class（You might want to make this activity more substantial, and set it as written homework to be collected and marked.）

4. Do a Survey

Ask students to interview friends and family members and write down where they went on vacation. Ask the students to list at least one activity or place they visited in that city and whether it was good or bad Ask students to share this information with the rest of the class. The students read their own diary

The students write their vacation and tell each other. 多媒体

放映

Step 5

Groupwork

(task)

Section B 4

(7’） This activity gives students listening and speaking practice using the target language.

1 Say, Now you can talk about a real vacation or an imaginary one. The other students can ask you questions. You can use the diary you wrote for activity 3b if you want.

2. Ask students to get into groups of four. One student in each group begins by telling where he or she went. The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.

3. Move around the room, offering vocabulary and pronunciation support as needed. Talk about it in

groups

The students talk

about their real vacation．

Be divided into groups of four and ask questions each other.

Talk aloud.

Step 6

Homework 1．Master the new words.

2．Write a diary

本课小结

本节课学习了19个生词，和日记的写法。通过本节课的学习，学生能掌握日记的格式。

练习设计

1. Write a diary．

2. Make a survey about the circumstance．

教学探讨与反思

能设置一种情景，让学生在假期中“真正”去过某些地方，然后再进行问答，相信会更好。

尽可能多地创设英语氛围，以提高学生的语言综合运用能力。任务型教学能调动学生的积极性，激起学生的好奇心，使学生产生成就感，进一步激起他们对英语的兴趣。学生学习语言是在理解的基础上运用语言，在用中学。为学生提供了使用英语的语境。着重培养学生的创新精神和独立思维能力，并在学习的基础上了解文化差异，培养合作精神和社会公德意识。

如果把课堂教学内容扩展到课外活动中去。形成课内外互相补充、互相促进的学习方式会更好

板书设计

Unit 10

How to write a diary?

【篇7】新目标英语七年级下5单元教案新目标版七年级英语下册教学反思

No. 110 Middle School by Cao Yi

单元整体说明

单元教材分析

本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。本单元与第三单元衔接紧密：由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。

单元知识系统（树）

Is this/that your/her/his pencil? Yes, it is. No, it isn’t.

How do you spell pen? P-E-N. What’s this in English? It’s a pen.

Lost and Found

单元总体目标

运用Using contest guessing的学习策略，引导学生学会询问物品的主人的基本句型；体会一般疑问句的用法；学习如何写“失物招领”，“寻物启事”。

单元教学、难点一览

重点 难点

1. 复习词汇pencil pen book eraser ruler pencil case

2.词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card

3. 句型Is this/that your/her/his pencil? Yes, it is. No, it isn"t.

How do you spell pen? P-E-N. What’s this in English? It’s a pen.

4. Lost and Found 话法焦点在于一般疑问句、Lost and Found.

单元学情分析

本单元的主题是识别物品的所属，同时引导学生采用Using contest guessing和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。

单元教学建议

采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。

单元课时分配

本单元用3课时教学

Section A用1课时

Section B部分用1课时

Self Check及阅读部分用1课时。

Section A

教学内容

Section A（教材P7-9)

教学目标

知识与能力

本单元围绕“识别物品的所属”使学生学会询问物品的主人的基本句型 “Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法，巩固所学单词的拼写“How do you spell pen? P-E-N.”。提高学生拼写单词的能力。

过程与方法

采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。

情感态度价值观

该部分学习内容贴近学生的生活，谈论的主题是“识别物品的所属”使学生能比较好地解决类似问题，既能提高学生解决问题的能力，又能巩固所学知识。

教学重、难点及教学突破

重点

重点：使学生学会询问物品的主人的基本句型，体会一般疑问句的用法；巩固所学单词的拼写。

教学突破

Section A通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。

教学准备

教师准备

制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil case，学习词汇backpack pencil sharpener dictionary.

学生准备

复习所学物品的单词，体会一般疑问句的用法，巩固所学单词的拼写；掌握Using contest guessing和Role playing的学习策略。

教学步骤

(1课时）

一、第一教学环节：情境导入

教师活动 学生活动

1.利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。然后教师引导学习询问物品的主人的基本句型”Is this/that your/her/his pencil? Yes, it is. No, it isn’t．”。

2.让学生听对话，练习并模仿对话。识别物品的所属。 1.将单词与实物相连复习一些单词、学一些生词。学习询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn"t.”。

2.听对话，练习并模仿对话。识别物品的所属。

二、第二教学环节：师生互动

教师活动 学生活动

1. 播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称”pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。

2. 引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn"t.）。

3. 概括语法点。 1. 通过听录音熟悉物品名称“ pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。

2. 重复所听到的，模仿对话识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn’t）。

3. 熟悉语法点

三、第三教学环节：操练、巩固

教师活动 学生活动

引导学生复习3a表中的26个字母；然后练习36中的对话操练句型”How do you spell pen? P-E-N. What’s this in English? It’s a pen”。 复习3a表中的2b个字母；然后练习3b 中的对话操练句型“How do you spell pen? P-E-N. What’s this in English? It"s a pen.”。

四、第四教学环节：做游戏

教师活动 学生活动

通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。培养猜测、推断的能力。 通过Find the Owner Game，学会询问物品的主人的基本句型，体会一般疑问句的用法。提高猜测、推断的能力。

本课总结

本课采用Using contest guessing和Role playing的学习策略，利用教学图片来展开课堂Pairwork, Find the owner Game的口语交际活动，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。培养猜测、推断的能力。同时进行听力训练，培养学生口语交际能力。

板书设计

Unit 2 Is this your pencil?

Section A

Words: pencil pen book eraser ruler pencil case backpack pencil sharpener dictionary

Drills：Is this/that/your/our/her/his pencil? Yes, it is. No, it isn’t.

How do you spell pen? P-E-N.

What’s this in English? It’s a pen.

Grammar：Is this your/her/his …? Yes, it is. No, it isn"t.

Is that your/her/his…？Yes, it is. No, it isn’t.

问题探究与拓展活动

找主人：课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。

练习设计

随堂练习设计

从B栏中选出A栏各句的答语。

A B

( )1. What"s this in English? A. Nice to meet you, too.

( )2. Is it your dictionary? B. P-E-T-E-R.

( )3. I"m Gina. Nice to meet you. C. Yes, it is.

( )4. What’s your last name？ D. It"s an ID card.

( )5. How do you spell it? E. Smith.

KEYS: 1.D 2. C 3. A 4. E 5. B

个性练习设计

比比看：把两个同学铅笔盒里的文具混在一起。然后请他们分别挑出自己和同伴的物品，看谁花的时间最少。在做这种练习时，可要求学生采用自言自语的方式，即一边挑物品，一边运用“This is my…. That’s her/his…”句型进行描述，这样可练习物主代词和指示代词的用法。

Section B

教学内容

Section B（教材Pl0-11）

教学目标

知识与能力

重点内容是学习一些物品名词，学习如何写“寻物启事和失物招领”，同时复习“询问物品所属”的句型。既可以提高学生遇到类似挫折时的解决问题的能力，又能巩固所学的知识。

过程与方法

运用Pair work, Group work、写“寻物启事和失物招领”的活动方式，引导学生进行看、读、问答训练，巩固所学知识。培养口语交际的目标，加强听、说能力的培养。

情感态度价值观

该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。培养学生拾金不昧的精神和助人为乐、团结友爱的品德。

教学重、难点及教学突破

重点

复习词汇pencil pen book eraser ruler pencil case

学习词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card.

教学突破

写“寻物启事和失物招领”，画图猜测物品。

教学准备

教师准备

利用录音使学生学习一些物品名词，并引导学生进行Pair work，学会询问“What’s this? It"s a … . How do you spell watch? W-A-T-C-H.”；引导学生写“寻物启事”和“失物招领”，画图猜测物品，巩固所学内容，培养学生动脑、动手的能力及拾金不昧的精神和助人为乐、团结友爱的品德。

学生准备

学习一些物品名词，了解写寻物启事和失物招领的内容和格式。

教学步骤

（1课时）

一、第一教学坏节：看单词连物品

教师活动 学生活动

1. 引导学生将单词与物品相连，形成直观记忆。

2.引导学生进行Pair work，操练句型”What，s this? It’s a …．How do you spell watch？W-A-T-C-H.”，完成1b中的学习要求。 1. 将单词与物品相连，形成直观记忆。

2.进行Pair work，操练句型“What" s this? It’s a … . How do you spell watch？W-A-T-C-H.”，完成1b中的学习要求。

二、第二教学环节：听、写物品名词

教师活动 学生活动

1．听录音引导学生圈出所听到的单词。

2．听录音引导学生写出所听到的单词。

3．引导学生进行Pair work. 1．听录音圈出所听到的单词。

2．听录音写出所听到的单词。

3．进行Pair work。

三、第三教学环节：写“寻物启事”和“失物招领”

教师活动 学生活动

1. 引导学生看3a部分的“寻物启事和失物招领”，圈出物品名词，了解写寻物启事和失物招领的内容和格式。完成3a的学习要求。

2. 引导学生看3b部分的条子。

3. 引导学生写“寻物启事和失物招”. 1.看3a部分的“寻物启事和失物招领”，圈出物品名词，了解写寻物启事和失物招领的内容和格式。完成3a的学习要求。

2. 看3b部分的条子。

3. 写“寻物启事”和“失物招领”。

本课总结

利用录音使学生学习一些物品名词，并引导学生进行Pair work，引导学生写“寻物启事”和“失物招领”、画图猜测物品，巩固所学内容，培养学生动脑、动手的能力及拾金不昧的精神和助人为乐、团结友爱的品德。

板书设计

Unit 2 Is this your pencil?

Section B

Words：backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book

Drills：What’s this？it’s a … . Is it a watch？Yes，it is．No，it isn’t.

How do you spell watch? W-A-T-C-H.

Lost and Found

问题探究与拓展活动

1. 失物招领

2.寻物启事：试着为你丢失的东西写一份寻物启事。

练习设计

随堂练习设计

重新排列字母，组成单词。

1. necpd _______ 2. searre __________ 3. bapackck __________ 4. yrsro ___________

5. nictodiary _________ 6. allbbksea __________ 7. tawhc ________ 8. oclsho _________

9. grin ________ 10. yek _________

Keys 1. pencil 2. eraser 3. backpack 4. sorry 5. dictionary 6 . basketball 7 ．watch 8. school 9. ring 10. key

个性练习设计

教师可先向学生提出问题：如果别的同学错拿了自己的东西或自己找不到自己的东西，该怎么办？教师提出问题后，让学生分组进行讨论并记下自己的想法；然后让学生将每组中所有学生的想法进行分类，每组选派一名学生向全班进行阐述；教师再将学生的主要想法收集起来，并记在黑板上。

Self Check

教学内容

Self Check＆reading (教材P12)

教学目标

知识与能力

复习词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book引导学生自我评价并建立个人生词表；

复习“询问物品所属”的句型。

过程与方法

运用Using contest guessing和Role playing的学习策略。

首先，通过听说读写检测使学生了解自己掌握了那些词汇。

其次，将未掌握故生词收人35页的Vocab-Builder中。

第三，引导学生看3中的图，编写对话操练“Is that/this your …？”。

情感态度价值观

该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。

教学重、难点及教学突破

重点

复习词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book；

复习“询问物品所属”的句型。

教学突破

引导学生看3中的图，编写对话操练”Is that/this your…?“

教学准备

教师准备

制作1、3部分的课件、补充一些内容（针对能力强的学生）。

学生准备

收集本单元中尽可能多的单词进行自测。利用Lost and Found操练“Is that/this your…?”。

教学步骤

(1课时）

一、第一教学环节：自我测评

教师活动 学生活动

引导学生进行自我检测，完成自我评

估，并欣赏Just for Fun！ 进行自我检测，完成自我评估，并欣赏

Just for Fun！

二、第二教学环节：语音规则

教师活动 学生活动

引导学生看3中的图，编写对话操练“Is that/this your…?”。 看3中的图，编写对话操练“Is that/this your …?”。

本课总结

引导学生进行自我检测，完成自我评估；利用词汇表将生词进行归纳整理记忆利用3中的图，编写对话操练“Is that/this your …?”

板书设计

Unit 2 Is this your pencil?

Self Check

Words: backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book

Drills: Is this/that your backpack? No, it isn’t. Yes, it is.

问题探究与拓展活动

多种多样的教学法：

语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；

口语教学：互相操练、对话练习、交际活动；阅读教学：回答问题和填空练习；

听力教学：图文配对和对话选择；

写作教学：听写词句、填空造句、模仿写作；

语法教学：总结规律、模仿操练。

练习设计

随堂练习设计

写作。

1. John在学校大门口丢了手表，请帮助他写一个寻物启事。他的电话号码是：495-3537.

2. Mary捡到两枚戒指并把它们放到失物招领箱中。请帮助她写一个失物招领启事，找到失主。

个性练习设计

找物品的主人：将你所熟悉的同学或教师使用的物品展示在你面前，请你找出物品的主人。

活动流程

(1) 教师将课前收集的物品展示给学生，先询问：What’s this in English? 让学生回答：It"s a…，直到学生弄清楚是什么物品；

(2)在学生弄清楚是什么物品之后，再问他们这些东西是谁的：Whose is this/are these…？

(3)从每组中选出一个学生，询问他们某些物品是谁的。

(4)A后让每组中的学生互相询问物品的主人：Is this/that your…？No, it isn"t.／Yes，it is.

(5）当所有的学生都傲完后，和他们一起确认这些物品的主人，并归还给他们。

(6)最后给每组的学生代表的回答评分，看谁猜中的数量多。

教学探讨与反思

典型例题选讲

根据下表中的人物姓名，选用正确的物主代词填空。

Ask Answer

1. What’s your name？ My name is Sonia．

2. What’s ________ name? ______ name is Tim.

3. What’s _______ name? ______ name is Kate．

4. What’s your teacher’s name？ ______ name is Liu Yun.

5. What’s the bird’s name？ _______name is Polly.

本题主要考察第三人称物主代词的用法。His他的，指男性；her她的，指女性；its它的，指事物。所以答案为：2. his 3. her 3. her 4. its

【篇8】新目标英语七年级下5单元教案新目标版七年级英语下册教学反思

人教版新目标七年级下册英语第九单元教案

Unit 9 How was your weekend? No. 110 Middle School of Chongqing  By Cao Yi Teaching Goal: 1. General aims: Talk about recent past events 2. Particular aims:   A. Language Focus.   Talk about recent past events and think of the past events. B. Language goals How was….? It was … What did …do over the weekend? C. Language structures: (1). How was your weekend? I was great. Pay attention to no form. (2). What did you do over the weekend? I played soccer. We went to the beach. D. Useful words and phrases:   Words: was, did, went, beach, over, project, test, wasn’t, false, number, geography, spend, week, most, mixture, their, had, little, cook, read, saw, change, everyone, sit, sat, no, anything   Phrases: did one’s homework, played soccer, cleaned my room, went to the beach, played tennis, went to the movies, on Saturday morning, over the weekend, cook … for, what about, do some reading, have a party, talk show, go shopping E. Grammar language:   Present simple past tense Regular and irregular verbs F. Learning strategies:  Tour and holidays G. Interdiscipinary:   H. Emotion and manner:   Teaching time: 5 periods Teaching procedures:   Period One (pp31-32)   教学步骤、时间 教师活动   学生活动 媒体应用 Step 1 Free talk 3’ Ask some questions like: Who’s on duty today? What’s the weather like? Answer and talk about something.     让同学们回答下列问题 1. Do you like weekend? (Let some students answer) It takes them three minutes to talk about the question. 2. Why do you like weekend? (let the students answer) Most of the students like the weekend 此时教师用汉语问： “在周末期间问你干了什么？ 这句话用英语这么回答？ Let the students guess. At last the teacher give them right answer 3. What did you do over the weekend？（板书、学习） 4. What did you do over the weekend? (Let sb. answer the question) I-played basketball. 5. 出示三张照片（有各种活动） 6. Match the words with the picture   7. Let the students listen and write carefully. First listen, then listen and write the words like “morning afternoon” or “night”等 Find some students to answer. The students talk about it in pairs.   Students think of the sentences.               Students study and read the sentences First the students read after the teacher, the practice in pairs. 学生看图，互相问答：What did you do? The students look at the picture on page 29 and do it. Listen and write carefully.       媒体展示问题                   多媒体放映图一、图二、图三（关于周末的.活动） Step 3 Practice(5’) Pairwork Role play students A ask and student B answer Then let them do it in pairs A: What did you do over the weekend, Lucy? B: I played tennis. Students do it in pairs.   Step listen to 2a and 2b (5’) Listen and underline the words you hear, then listen again and write. Listen and underline Listen and write A \\ B \\ S carefully   Step 5 Summary (2’) 1. Words and phrases of the class. 2. What did you do over the weekend? I played ―. Look and listen carefully   Step 6 Test (5’) Selfcheck 1 and 2c Students do it 放映多媒体 Step 7 Consolidation Make a dialogue use “What did ―？”at least five questions. Divide the students into 7 groups.     Step 8 拓展练习(3’) 1. What did you do over the Weekend? 2. What did you do over the weekday? Students answer did things in different times. 多媒体展示、总结 Step 9 Homework (1’). 1. Practise the dialogue. 2. Grasp the grammar Focus.   多媒体放映   Period Two (p33)   教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Free talk (2’) Ask a student “Do you like weekend”? Do you like weekday? The students answer and talk.           Step2 Presention (10’) (用班里学生为例作下列练习) 1. What did you do over the weekend? 2. First let the students draw a picture of weekend然后让他们利用实物投影向我们说明 3. 用 “What did you do over the weekend?” 询问几个学生后，这着一个学生问“你的周末怎么样？” 4. Let the students change it into English. 板书 “How was your weekend?” Then let the students practice in pairs. 5. Write number (1-3) in the blanks. 1. Draw a picture of weekend 2. Tell the class about your weekend like” I played basketball in the morning. 3. The student answers. (have a try) Guess: How was your weekend? Read and study Then do it in pairs. Ex: How was your weekend? It’s great. I played basketball. Look at the picture in 3a. and write unmbers. 实物投影                   媒体展示         媒体展示答案 Step 3 Game 6’ Let Ss write 3 things they did over the weekend. One is false, the others are true. 然后把学生的描述利用实物投影机投到大屏幕上。 Write 3 sentences ion their paper. Look at the screen. Let the other Ss guess which one is true/false. 实物投影 Step 4 Summary 3’ 1. words 2. Grammar: How was your weekend? I was great. / I did … Read and remember 媒体显示 Step 5 Consolidation 10’ Divide the Ss into several groups. Every group must make up a dialogue. Use “What did you do on the weekend?”/How was your weekend? And so on. Make up a dialogue in groups and act it.   Step 6 拓展练习5’ 1. 让学生回忆一般过去时态。 2. 对照一般现在时和一般过去时，找出差异。 3. 总结 “be”动词的变化。 1. 回忆 2. 讨论 3. 总结 媒体显示 Step 7 Homework Practise the dialogue And answer some questions about the lesson.       Period Three (pp34-35)   教学步骤、时间   教师活动   学生活动  媒体应用 Step 1 Free talk (2’) 1. Ask the Ss some question. 2. check some questions. Put up hands and answer.   Step 2 Presention (10’) (问班里的学生) 1. what did you do over the weekend? 2. 昨天你做了什么？↓引出   What did you do yesterday? ---A played….(板书/学习) 3. Let the Ss look at the screen.   There are four pictures on the screen. These things that Sally and Jim did yesterday, then match. 4. Give the right answers. 1b, 2b, 3a, 4c   5. look at the 1b, let the Ss draw happy faces or unhappy faces. 6. listen to the taps twice, first listen carefully, then let the Ss to listen carefully and write the right answers. Answer one by one     Translate it into English             Look at the screen carefully and match the words with the pictures.   Listen to the tape carefully. Write the right answers.   媒体显示4幅画                         媒体显示 Step 3 Practice(5’) 1. Have a conversation to tell what Sally and Jim do? 2. What did Jim do?   Jim went to the movies. 3. Let the Ss ask freely 4. Ask: What did the Ss do over the weekend? ex: practice The students practice in pairs       Act out in pairs or groups. Answer the teacher’s questions Ask some pairs to the front to act out.   Step 4 Summary 3’ Phrases: played the guitar. Did my homework. Studied geography. Went to the library. What did Jim do yesterday? Read and remember.   Step 5 Test 1 见题后组1 D o some exercises. 多媒体展示 Step 6 consolidation Divide the students into several groups And let them make dialogues using these sentences: What did you do yesterday? How was your weekend? What did you do over the weekend? Write the dialogues and practice in groups.   Step 7 拓展显示 根据下列句子： 1. What did you do over the weekend? 2. How was your weekend? 考虑“昨天或周末你去了哪里？”用英语怎样表达？ 1. look at some sentences and think it over. 2. 讨论/交流 3．总结 媒体展示 Step 8 Homework Grasp the new words and expression sentences.  

【篇9】新目标英语七年级下5单元教案新目标版七年级英语下册教学反思

重庆市110中学 曹毅

单元整体说明

单元教材分析

本单元的核心话题是用英语询问人的长相、性格，因此 ‘talk about what people are like’是教学重点。通过对本单元的学习，学生能掌握本单元出现的表示性格的一些形容词。

单元知识结构

词汇：serious，unfriendly，outgoing, generous, moody，be like, look like，come from，a little, such as，ect．

句型: --What’s Billy like? He’s shy，-What’s that？-That’s Mike．

---Who’s that? ---That’s Mike.

单元总体目标

1．Master the vocabulary.

2．Master and use: -What’s Billy like? –He’s shy．

--Who"s that? That’s Mike

单元教学重难点一览

重点 难点

1．The vocabulary．

2．What’s... like?

3．Who’s that? talk about what people are like

单元学情分析

学生前面已经学过关于“”引导的特殊疑问句，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。

单元教学建议

听说读写等技能相辅相成的，而听读是说和写的基础，因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的基础上创设语言情景，加强说写能力的训练。

单元课时分配

本单元共4课时：

Section A（一）1课时

Section A（二）1课时

Section B（一）1课时

Section B（二）1课时

Section A（一）

教学内容

Section A中la. 1b．lc．2a．2b．2c Grammar focus

教学目标

知识与能力

1、Match the vocabulary: serious，unfriendly, relationship, personality.

2、Master and use：--What’s Billy like? --He"s shy．

--Who"s that? --That’s Mike．

过程与方法

学生在前面已经学过了询问外貌特征的特殊疑问句，已具备了学习本课的初步知识。通过例子What is the weather like？引入创设情景，让学生身临其境，学习描述人性格特征的句子。

情感态度价值观

懂得人有不同性格特点，学会取长补短，与人友好相处。

教学重、难点及教学突破

重点

1. The vocabulary

2. language：What"s Billy like? He"s shy.

难点

talk about what people are like

教学突破

对于本课的单词短语通过卡片或图画来引出学习

Language：What，s Billy like?，通过复习What is the weather like？What"s your favorite subject?句式，自然引人新课。

教学准备

教师准备

录音机、磁带、课件

学生准备

预习生词和课文

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

1’ Organize Ss by greeting each other

Step 2 Free talk 2" The Ss talk about

something

Step 3

Presentation

10" Ask the Ss to answer the following

questions:

1．What’s your favorite subject?

My favorite subject is English．

2．What’s the weather like today？

It’s sunny.

3．What"s your name？

My name is Zhang Hong，

Now today we’re going to talk about what people are like．First let’s learn some new words． 学生模仿练习

（in pails)

4.用课件出示图片

Look at this picture．Say, He is Peter．What’s he like?

（板书What’s he like?)

Help the Ss to answer: He’s very serious.

（板书He is serious）

5．Match the words with the people in the picture．

6. 出示与课本相同的图片

Ask: What’s Billy like?

He’s tall and serious.

What’s Jane like?

she"s friendly.

Some more asks and answers．

7．Listen and circle the words you hear in 2a.

Listen carefully and draw lines to match the words in 2a．We’ll listen twice．The fast time，the Ss on1y listen.

The second time，listen and write. 学生跟读和拼读单词

学生模仿练习看图互问

学生看图互相问答look at their books．

Listen and draw lines

carefully． 卡片展

示生词

多媒体

放映

录音机

本课小结

本节课学习了4个生词和What"s he like? He is …句式的运用。通过本节课的学习，学生学会了用英语描述一个人的性格特征。

练习设计

随堂练习设计

1、完成下列单词：

s____r_____ous unfr_____ndly rel____tionsh__p pers___al___ty

个性练习设计

2、翻译下列句子：

(1). 你认识琼吗？

她是个长着长头发的高个字女孩，她很麻利。

(2）比利很严肃。

板书设计

Unit8 What"s John like?

1 serious 1 What"s Sally like?

2 unfriendly He is serious

3 relationship 2 The tall kid with short hair

4 personality

Section A（二）

教学内容 Section A中3a 3b 4

教学目标

知识与能力

1．Match the vocabulary：sunglasses hobby

2．Master and use：who，s the tall thin boy with curly hair？

What are you like？I"m friendly．

过程与方法

上节课学习了关于人的特征、个性的问答，What"s he like？He is serious.通过问答这个句式，很自然地导人新课。

情感态度价值观

熟练掌握关于人的外貌和个性的描述词汇和句型。

教学重、难点及教学突破

重点

1 The vocabulary．

2 Language：Who’s the tall thin boy with curly hair?

What are you like？I’m friendly．

难点

Use the language to ask what people are like.

教学突破

本课单词通过图片或实物来展示学习

Language的学习，通过复习上节的What"s he like？，自然引出本课的语言点。

教学准备

教师准备

图片、实物、课件

学生准备

预习生词和课文

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

1 Organize Ss by greeting each other

Step 2

Free talk 2 Ask Ss what’s he like The students talk

about something

Step 3

Presention

5 1．What"s b Ping like?

He is funny.

2. What’s Li Hong like?

She’s friendly．

3，Do you know Wang Dong? Oh，he’s over there．He’s a tall thin boy．

Now this class we are going to continue to talk about what people are like.

学生互相问答练习

4.出示课件

Look，who’s the tall thin boy?

Help the Ss to answer：That’s Jack. He’s cool．Who’s the tall thin boy with curly hair?

（板书）

That，s Billy．He’s cool. He likes to wear black shirts and sunglasses。

（板书He likes to wear black shirts and sunglasses．）

5. Look at the book 3a:

Ask Ss to number the four sentences．Then check the answers．

Now Practise the conversation in pairs 学生模仿练习多媒体

放映

Step 4

Practise 6’ Now let’s see some thing about your friends…

Give the students the example：

Ann is smart and interesting．

She likes moveis and Kung Fu． 学生写出表格中三

栏内容，模仿例子把

自己的朋友介绍给

全班同学

Step 5

Summary

(2） 1. Words and phrases of this class．

2. Language points：

Who"s the tall thin boy with...…？

That，s Jack，He’s cool！He likes

What are you like?

本课小结

本节课我们学习了两个生词。学习了What are you like?

Who"s the tall thin boy with curly hair? He’s cool! He likes ….句式的运用，学生初步学会了怎样描述衣着打扮。

练习设计

完成对话：

A: Who’s_________________（长着长发的高个子的女孩）

B：That’s Lucy．She"s Smart．She likes ___________（戴太阳镜和穿游泳衣）

A: Why _________you like her?

B：________________________________.

板书设计

Unit 8 What"s John like

words＆phrases： Sentences：

1. Sunglasses 1. Who"s the tall thin boy with…

2. Hobby 2. He’s cool. He likes to wear…

3. The tall thin boy with curly hair

4．Look so serious

5．Wear black shirts and glasses

Section B（一）

教学内容

Section B中的1a 1b lc 1d. 2a 2b教学目标

知识与能力

1. Match the vocabulary：

easygoing outgoing generous moody appearance

2. Master and use：

1. What does he look like?

2. Who’s that? He’s Emil．

3. What’s he like? He’s funny and outgoing.

过程与方法

上节课学习了What are you like? Who"s the tall thin boy?句式，本节知识是上节知识的扩展和巩固，通过对话，自然引入。

情感态度价值观

懂得如何客观地描述并欣赏别人。

教学重、难点及教学突破

重点

The vocabulary

Language:

What’s he like? He’s funny and outgoing.

Who’s that?

难点

Use the language to introduce person．

教学突破

本课单词以卡片和图片呈现学习，在language问答中加以巩固。Language的学习通过复习What’s he like?的句式进行。

教学准备

教师准备

图片，录音机，磁带

学生准备

预习生词和课文

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

1’ Organize Ss by greeting each other.

Step 2

Free talk 2" Ask the students what are you like The students talk about something

Step 3

Presentation

8’ 1．What’s your brother like?

He is friendly．He likes to wear shirts and sunglasses.

2. Who’s that tall thin boy?

That"s Li Ping.

What’s he like?

He"s smart．He likes to draw pictures and see movies．

3. Look. This is Emil．What’s she like?

Help Ss to answer: She is outgoing.

Ask Ss to guess the meaning of` “outgoing” according to the picture．

4．卡片展现生词

5. Act the words with the people in the four pictures．

6．Ask and answer questions about the four pictures．

What’s Emil like? He’s funny and outgoing.

7．Listen and fill in the words．

Now Mary is talking with her friend in Australia．Listen carefully and fill in the chart．

Play the recording the first time，only listen．

Play the recording the second time fill in the words． 学生模仿练习

模仿练习

Read and learn

Practice in pairs 多媒体

放映

图片

录音机

本课小结

本节课学习了5个描述人个性的生词，继续学习What’s he like？Who is that？句式的运用。通过本节课的学习，学生能熟练地询问一个人的品性和外貌。

练习设计

根据句意和首字母完成单词：

1 What’s Lucy like？She’s ______．

2 What are you like？I’m ________．

3 What’s the tall boy like？He isn’t________．

4 What’s your mother like？She is e__________．

5 What’s your brother like？He is funny and s_______.

翻译下列句子：

你的姐姐是个啥样的人？她好交际并很慷慨。

板书设计

Unit 8 What’s John like

1 easy 1 What"s he like?

2 outgoing He’s funny and outgoing.

3 generous 2 What does she look like?

4 moody

5 appearance

Section B（二）

教学内容

Section s中3a 3b 3c 4以及SelfCheck 3

教学目标

知识与能力

1 Match the vocabulary：

exchange student the U.S. application form Canadian America over fifty cartoon blackboard such as

2 Master and use: Write a letter to introduce a person．

过程与方法

通过提问上节学习的句式自然引人课文的学习。

情感态度价值观

熟练掌握描述人的个性的句式。

教学重、难点及教学突破

重点

1 The vocabulary

2 Language

难点

Use the language to describe people’s personalities．

教学突破

本单元前三课已对描述人的句式进行了反复的练习，学生已能熟练的运用所学句式，通过提问What"s your friend like？What are you like?句式，自然引人课文的学习。

教学准备

教师准备

卡片

学生准备

预习生词和课文

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization 1’ Greeting. Greeting．

Step 2

Free talk 2’ Ask the student what are you like， The students talk about something.

Step 3

Presentation

5’ 以本班学生为例

1．What are you like?

I"m friendly

2．What does he like?

He likes to wear shirts and sunglasses.

3．What’s your mother like?

Help the students to answer：

she is generous

4.呈现卡片：

Learn more words．

5．Read the letter and fill in the application form.

First read the text then answer the following questions:

(1) What’s the girl’s name？

(2) Where does she want to go?

3）What’s she?

(4) How old is she?

(5)What does she like?

Ask Ss to learn the text by heart． 学生模仿练习。

Read and learn．

回答问题。 多媒体

放映

6．Self Check 3a

Ask the students to read the information and the fill in the table．

7．First read the information form．Ask Ss to write a letter about Kim. Ask some Ss to read

the letter to the class

本课小结

本节课学习了11个单词，4个短语，对怎样描述一个人的特征和个性进行了巩固。

练习设计

随堂练习设计

背诵描述个人特点的句型

个性练习设计

A翻译下列句子：

1我想成为一名交换生。

2李萍十六岁了。

3 Amy喜欢读书和听音乐。

4他的姐姐温和而大方。

B写一篇关于你最好朋友的短文。

教学探讨与反思

在教学中要引导学生注意描述个人外貌和性格特点的区别。

板书设计

Unit 8 What’s John like

1 an exchange student 1 name

2the U.S. 2 age

3 like reading and listening to music

4 a short man with long hair 3 hobby

5 over fifty years 4. personality

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