新目标 七下 unit 11教案
人教新目标版七年级英语下册Unit11Howwasyourschooltrip优质教案
Unit 11 How was your school trip ?一、教学目标：1. 语言知识目标基本词汇：milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick, excellent, coutryside, yesterday, flower, worry, luckily, sun, museum,fire, painting, exciting, lovely, expensive, cheap, slow, fast, robot,guide, gift, everything, interested, dark, hear基本词组：milk a cow, ride a horse, feed chickens, quite a lot (of…), in the countryside, fire station, all in all, be interested in基本句型：How was your school trip ? It was great !Did you go to the zoo ? No, I didn’t. I went to a farm.Did you see any cows ? Yes, I did. I saw quite a lot.Did Carol ride a horse ? No, she didn’t.But she milked a cow. Were the strawberries good ? Yes, they were . No, they weren’t.2. 技能目标: 能运用一般过去时描写过去的事情3. 情感目标:学会客观地表达对事物的看法，培养乐观向上的性格二、教学重难点：1. 教学重点：一般过去时的判断及选用2. 教学难点：正确运用一般过去时三、教学步骤:Period 1Section A (1a-2d)Step 1 : Warming –up1 GreetingWho is on duty today ?Who was on duty yesterday ?What is the weather like today ?What was the weather like yesterday ?2 Song : Play the song “ Old MacDonald had a farm” and have Ss find out the animals in the songGet Ss answer like this : On the farm ,there are some ducks, cats,chickens, cows pigs,dogs and horses . They are animals.Step 2 : Presentation1 Show a picture and tell Ss: This is also a farm. Last week Carol and his classmates had a school trip. They went to the farm. What did they do on the farm? How was their school trip?2 Show some pictures again and try to get the past tense verbs expressions according to the pictures.(1) Show the picture and the question(2) Ask one student to answer the question.(3) All students read it toghter.Q:Did he ride a horse?A:Yes, he did. He rode a horse.Q:Did he milk a cow?A:Yes, he did. He milked a cow.Q:Did he ride a horse?A :No, he didn’t .Did he feed chickens?Yes, he did. He fed chickens.Did you go to the zoo?No, I didn’t. I went to a farm.Did you see any cows ?Yes, I did. I saw quite a lot.Did they pick any strawberries on the farm ?Yes, they did .How were the strawberries?They were delicious.Were the strawberries good?Yes, they were.No, they weren’t.How was your school trip ?It was great.Were the strawberries good ?Yes ,they were.No, they weren’t.Step 3 ExercisesStep 4 : Practice (Listening and speaking)1a Match the phrses with the pictures.1b Listen and circle the three things Carol did on her school trip in 1a.1c Ask and an swer questions about Carol’s school trip.2a Listen and check the questions you hear.2b Listen again.Circle T for true or F for false2c Ask and answer questions about Carol’s visit to the farm.Step 5 :Tasks:1 Look at the pictures and practice the dialogueA:How was your school trip?B: It was …(boring/interesting/good/great…)A:What did you do on the school trip ?B:I went for a walk with my classmates.2 2d Role-play the conversation3.Groupwork: Make a survey. Ask your partners what they didlast week. Then give a reporter.Step 6 : Grammar Focus ( Get Ss read aloud )How was your school trip ? It was great !Did you go to the zoo ? No, I didn’t. I went to a farm.Did you see any cows ? Yes, I did. I saw quite a lot.Did Carol ride a horse ? No, she didn’t. But she milked a cow.Were the strawberries good ? Yes, they were . No, they weren’t.Step 6 Summary and Language pointsStep 7 Exercises :Period 2Section A (Grammar Focus-3b)Step 1：1 GreetingHow are you today ?How were you yesteday ?How was your last school trip ?2 Free talk :T : Do you want to know something about your classmates’ school trip ?Now Ask your partner :What did you do on your school trip ? Then fillin the following chart.Step 2 ：Pre-task :1.Look at the pictures and fill in the blanks.2.Write the past forms of the following verbs.3. Check the past forms .Then ask Ss to summerize the rules of past forms ofthe regular verbs.Then explain the rules of past forms of the regular verbsStep 3 While-task 3a1 Ask Ss to read the letters in 3a .2 Ask Ss to complete Jim’s letter on the left and Bill’s reply on the right.3 Check the answers .Ask Ss to pay attention to the past tenst verbs.4 Explain the language points5 Read the letters together.Step 4: Post-task1. Challenge:Ask Ss to fill in the blanks according to the pictures.2 Check the answers. Ask Ss to read the answers one by one.3 Have a student read the letter out aloud.4 Ask Ss to read the letter several times. Try to recite it.5 Groupwork: Make up a story. Each student adds a sentence.If he or she can’tadd a sentenec .He or she must sing an English song.You can begin like this:Last week I visited my aunt’s house.____________________________________________________________________________________________________________________________Step 5 Language points and ExercisesPeriod 3Section B (1a-2c)Step 1：1 GreetingWhat did you do yesterday ?How were you yesterday ?2 Review: GamesUse your imagation and make up a story. Each student adds a sentence.If he or she can’t add a sentence,h e or she must sing an English song.Step 2 ：Preparation 1a1 Match the activities with the pictures.2 Check the answersStep 2 ：Listening 1b 1c1 Listen and answer the questions.1 How was Jane’s trip ?2 How was Tony’s trip ?2 Check the answers.3 Listen again. What did Jane and Tony do on their last school trip ? CheckTony or Jane.Step 3：Speaking 1d1 What was your last school trip like ?Discuss it with your partner with the following words.2 Teach Ss to read the following words :interesting difficult lovely slowexciting boring cool hotlucky large expensive terrible decilious great cheap fast3 Discuss like following conversation.A: I went to a farm on my last school trip.There are many animals on the farm.They are very lovely.B: That sounds great.A: How was your school trip ?B: It was __________A: How was the food there ?B: It was _____________A: How was the weather ?B: It was ___________Step 4: Prepatation2a Do the following words describe good things or bad things ? Put a √for good and an ×for bad . Leave a blank if they can mean both.Step 5 : Reading 2b,2c1 Read Helen’s and Jim’s diary entries and answer the questions in 2b2 Read the diaries again and complete the chart in 2cHow do Helen and Jim describe these things ?3 Check the answers .Ask Ss to pay attention to the past tenst verbs.4 Explain the language points5 Read the passages aloudStep 6 : Language points and exercises.Period 4Section B (3a-Self check )Step 1：1 GreetingHow are you feeling today?What did you do last night?How was your homework yesterday?2 Review : GamesUse your imagnation and make up a story. Each student adds a sentence.If he or she c an’t add a sentence,he or she must sing an English song. Step 2 : Preparation1.3a Look at the pictures of Bob’s school plete his diary entry.2. 3b Linda is Bob’s classmate. Complete her diary entry.Step 2 : Writing3c Now write a diary entry for your own school trip.Explain if you liked it or didn’t like it and why.Step 3 : Self-check1 Write more verbs and their past forms in each group.2 Complete the conversations with the correct forms of the verbs in the box.3 Check the answers4 Grammar: The Simple Past Tense。
Unit11Howwasyourschooltrip(SectionB3a-SelfCheck)教学案(人教新目标七年级下册)
Unit 11 How was your school trip?第四课时Section B 3a — Self Check一．教学目标（一）知识与技能：学习写自己的学校旅行日记（二）过程与方法：培养学生自主学习的能力、语言综合运用能力、听力、英语会话能力、与他人合作的能力。
（三）情感态度与价值观：学会客观地表达对事物的看法，培养乐观向上的性格二．教学重点：一般过去时的判断及选用三．教学难点：正确运用一般过去时四．教学准备:运用多媒体辅助教学，将本课所需要的录音、图片、文字制成PPT课件，使抽象的语言变得直观，为学生运用英语进行交际创设情境，实现师生互动，生生互动和人机互动的多向交流。
五．教学过程（一）.温故互查新词自查】根据首字母或汉语提示填词。
1. She is a l girl. Everyone likes playing with her.2. The shirt is too e. I can’t afford it.3. I am i in playing basketball.4. The book is so c . It is only ten y.5. The young g (导游) told us a lot of interesting things there.6. Jim can run f . And he is good at PE.7. Many students made noises in class. I couldn’t h what the teacher said.（二）.设问导读Step 1：1 GreetingHow are you feeling today?What did you do last night?How was your homework yesterday?2 Review : GamesUse your imagnation and make up a story. Each student adds a sentence.If he or she can’tadd a sentence,he or she must sing an English song.Step 2 : Preparation1.3a Look a t the pictures of Bob’s school plete his diary entry.2. 3b Linda is Bob’s classmate. Complete her diary entry.Step 2 : Writing3c Now write a diary entry for your own school trip.Explain if you liked it or didn’t like it a nd why.Step 3 : Self-check1 Write more verbs and their past forms in each group.2 Complete the conversations with the correct forms of the verbs in the box.3 Check the answers4 Grammar: The Simple Past Tense（三）自我检测Mike’s summer vacationOn July 18th,2012, Mike and his parents went to Qingdao, a city in Shandong for summer vacation. Qingdao is a beautiful city with sea.It was about 12:00 when they arrived there on the first day. They found a hotel and had a short rest. It was really hot and they decided to go to the beach. At about 3:30 pm, they got to the beach. There were many people there. Some were lying on the beach and many children were playing in the water. Mike was playing with them and he was very happy. His parents also felt relaxed. About two hours later, they went back to the hotel.On the second day, it rained all day. Mike visited the history museum with his father and his mother went shopping.On July 20th, they went to Laoshan Mountain in the morning and took a bus home in the afternoon. They were tired but happy.( ) 1. Where did Mike’s family go on vacation? A. To Shanghai. B. To Tianjin.C. To Qingdao.( ) 2. What did Mike’s father do on July 19th?A. He swam in the sea.B. He visited the history museum.C. He went shopping with Mike’s mother.( ) 3.How long was their vacation? A. One day. B. Two days. C. Three days.( ) 4. How did they go back home? A. By train. B. By bus. C. By plane.( ) 5. Which of the following is true?A. It rained on July 19th.B. They went shopping on July 20th.C. Mike didn’t play in the water on the first day.(四).巩固训练：一、阅读理解。
Unit 11 How was your school trip人教版新目标七年级下册英语优秀教学设计 初一教案有教学反思
UNIT11 How was your school trip？Section A 第1课时(1a〜1c)自主学习方案1.自学生词，并记住拼读及拼写。
2.预习课本找出重点短语及句子。
（见学案自学导练内容）3.读记后完成自学导练内容。
课堂导学方案Step1 情景导入Teacher：We had a school trip last week. Did you have a good time？ How was your school trip？Students : Not bad/Pretty good/Great/Terrible.Teacher ：Did you take any photos？Did you feed chickens？What did you do？Please tell us what you did. Do you want to know what Carol did？环节说明：以上周的校游为话题，引出一般过去时态，简洁明了，直奔主题。
Step 2完成教材1a-1c的任务1.认真观察图片，将图片和la中所给的短语匹配。
集体核对答案，完成la。
（2分钟）2.教师领读la中的词组，学生跟读并且识记，然后两人一组互相提问。
以小组为单位总结动词过去式的构成规则，教师补充点拨。
（5分钟）3.大声朗读图片中的小对话，提前感知听力内容。
（2分钟）4.认真听录音，圈出Carol在校游时所做的事情，集体核对答案，完成lb的听力任务。
（3分钟）5.练习lc中的对话，并请学生表演。
（2分钟）6.模仿lc中的对话，利用la中的图片信息，两人一组来谈论Carol在校游时所做的事情，邀请几组学生来表演对话。
（4分钟）参考案例：A：Did Carol take any photos？B：Yes，she did. /No，she didn’t.7.小结训练。
（4分钟）(1)— What did Sam do on the farm？—He B chickens.A feedsB fedC grows(2)— C you to the zoo last Sunday？—No，I didn'.A. Do；goB. Are；going C . Did；go环节说明：听说结合，第一时间向学生传达语言目标，结对对话练习和小结训练，使语言目标得以强化。
新目标英语七年级下册第十一单元Unit11Whatdoyout
新目标英语七年级下册第十一单元Unit11Whatdoyout新目标英语七年级下册第十一单元Unit 11 What do you think of game shows? 教案示例新目标英语七年级下册第十一单元Unit 11 What do you think of game shows? 教案示例一 (Section B) 一、教学目标◆谈论自己对人、事的态度和看法倾听并转述他人对人、事的态度和看法能运用已有的语言知识简单阐明理由二、教学向导语言目标学习策略与思维技巧重点词汇What do you think of …..?句式在不同人称中的使用及其几种不同的答语方式掌握表示装饰的词汇掌握运用love, like, dont mind, cant stand, dont like恰当表达对有关事物的观点和态度。
·小组学习：群体思维、互换信息·自主学习·参照图表·wallet, hair clip, b elt, sunglasses key ring, scarf, ·love, dont mind, cant stand 语言结构语言功能跨文化学习·以What do you think of ….?为主的询问他人对人或物的'态度的问句及其答语, 并能简单陈述理由。
·谈论自己对人或物的看法和态度·转述他人对人或事物的态度及看法·直接与委婉：中西文化中在表达自己的观点时存在很大差异--我们比较委婉，而西方人则更直接一些。
三、主题思维图及任务型活动What do you think of Task 1 Make a conversation Task 2 Do a survey Task 3 Make a report 11 What do you think of game shows? 教案示例 TITLE=新目标英语七年级下册第十一单元Unit 11 What do you think of game shows? 四、课前准备将学生分成七组，每组选定本组的话题，可以从以下话题选择，也可自拟话题：Movie, Music, Food, Sports, Clothes, TV show etc. 2、准备本组话题的相关图片或其它资料。
(新)人教新目标版七下 Unit 11(全单元)教案 公开课
一．教学目标1.知识目标1〕·能熟知单元主要内容，学习并掌握词汇。
单词：milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick, excellent, countryside, yesterday, flower, worry, luckily, sun, museum, fire, painting, exciting,lovely, expensive, cheap, slow, fast, robot, guide, gift, everything, interested, dark,hear2〕掌握相应的语言知识。
短语：milk a cow, ride a horse, feed chickens, quite a lot, in the countryside, fire station, all in all, be interested in, learn …about …, go fishing,how to make a …, not at all, gift shop句型：a. How was your school trip? It was great/ fun /relaxing/ interesting/….b. Did you see any cows? Yes, I did. I saw quite a lot.c. Did you ride a horse? No, I didn’t. But I milked a cow.d. Were the strawberries good? Yes, they were. /No, they weren’t.e. I didn’t like the trip at all.f. Lucky you.语法：规则与不规则动词的过去式规则动词过去式〔详见书本P114〕①一般情况在动词原形后加-ed，如lookedplayed②以字母e 结尾的动词，只加-d，如livedhoped③以重读闭音节结尾，末尾只有一个辅音字母，先双写该辅音字母，再加-ed，如stoppedplanned④以“ 辅音字母+y 〞结尾的动词，把y 改为i,再加-ed，如studied worried不规则动词过去式〔见书本P142表格〕需要识记，如get-got，eat-ate, have-h 3〕能结合所给任务，综合运用新、旧知识完成任务。
新目标七年级下册英语Unit11_How_was_your_school_trip教案
Unit11 How was your school trip ?Period 1 (Section A:1a, 1b, 1c)Step I Lead-inRevise past forms of some verbs. Enable students to use them to make a list of their last school trip activities.T: Do you still remember your last school trip? When was it? Where did you go?Ss: ...T: What did you do on the trip? Now make a list of the things you did on the trip. Remember, use the simple past tense of verbs because we are talking about the past event. Is that clear?Help students to review the simple past of some verbs they have learned before. Show the following chart. Let students write down the simple past of the verbs. Ask a student to write the answers on the board. Then check the answer with the whole class.Then let them make their own lists. Ask some students to share their lists with the class and make sure they use the correct simple past tense of the verbs.The following chart shows the simple past of some irregular verbs. Students may find some useful while they are making the list.verb simple past verb simple past buy bought teach taughtthink thought catch caughtbring broughtride rode write wrotegrow grew throw threwdrink drank sing sangStep II Listening and Oral practice (Section A 1b)Play the recording. Students only listen and get a general idea of the conversation.Play the tape a second time. Students listen and circle the activities.Play the tape a third time, students listen and read after the tape.Correct their pronunciation and intonation mistakes.Step III Pairwork (Section A 1c)Point to the speech bubble in the picture of activity 1b. Let students practice the conversation between Bob and Carol in pairs.Call attention to the questions:Did you ...?What did you ...?And their answers:Yes, I did. No, I didn’t.I milked a cow.Step IV Summary and HomeworkT: This class we have learnt how to talk about school trips with “Did you...” We also learned the simple past form of some verbs. After class, please review the chart about the verbs. Don’t forget to preview the next part of Section A (2a, 2b, 2c,2d, Grammar focus).Period 2 (Section A:2a, 2b, 2c,2d)Step I Revision and Lead-inGreet the class as usual. Get students review what they have learned in the last period by asking some questions about their last summer vacation.T: Where did you go on your last summer vacation, Xiao Bin?S: I went to Qingdao with my parents.T: Wow, a cool place. What did you do there?S: We climbed Laoshan Mountain, swam in the sea and ate sea food.T: Did you visit an aquarium?S: Yes, we did. We took photos with dolphins and seals.T: Did you have a good time there?S: Yeah. We went to the beach and ate lots of seafood. I want to go there next vacation again.Step II Listening (Section A 2a, 2b)Ask a few questions about Carol’s school trip.T: Where did Tina go?S: She went to the farm.T: What did she do there?S: She hung out with her friends and took lots of photos.T: What else did she do there? Now let’s listen. First, open your books at page 62. Read the questions in activity 2a please.Point to the list of questions and have one student read the questions to the class. Explain some new words and stress the verb phrases.Play the tape. Students listen and check the questions they hear.T: Look at activity 2b. Read the sentences and get the meaning of each sentence. Then listen to the recording again and circle “T” or “F”.Play the recording again, students listen and circle the answers.Then play the recording again, pause where the right answers are. Check the answers with the whole class.Step III Pairwork (Section A 2c,)In this step, students will practice talking about Carol’s school trip according to the information in activity 2a,2b. This will help them to practice the use of “Did she ...”question and the affirmative and negative statements.Have students complete the task in pairs.Step IV Role-play(2d)Do2d:Ask students to role-play the conversation in pairs,then explain the conversation.Step V Homework1. Listen to the whole conversation between Tina and Kevin. Retell what Tina did on her school trip in your own words.2. Make a list of verb phrases you have learned so far in this unit and try to remember them.Period 3 (Section A:Grammar focus,3a, 3b)Step I Revision and Lead-inGreet the class as usual and check the homework.Ask several students to retell what Eric did on his trip.Step II GrammarRevise the grammar box.Let students do some drill practice with the grammar items.Drill:—Did you (A) go to the zoo (B)?Replace A with: he, she, they, Mary, Liu Li, Wang Fei, etc.Replace B with: take photos, hang out with friends, see some dolphins, go to the movies, buy a souvenir, have some ice cream—Yes, I (A) did.—No, I (A) didn’t. I (A) went to the aquarium (B).Replace A with: he, she, they and we.Replace B with: took photos, hung out with friends, etc.Step II Reading (Section A 3a)T: Read the letters and find answers to the following questions.1. Did Jim have a good time on the school trip?2. Where did Jim go for the day?3. What did Jim do after lunch?After they have finished, check the answers.Then ask the students to retell the letters with their own words.Now listen to the tape and repeat after it. Pay attention to your pronunciation and intonation.Step III PairworkAsk students to write down a list of places they visited (as column A), andthings they did there (as column B).Column A Column BTianlong Mountain ride horseBeidaihe go swimmingHongkong go shopping... ...Ask a pair of students to read the sample conversation. Explain that:T: “That sounds interesting”is B’s opinion on the things A did. We can also say: That sounds cool/fun/boring/exiting etc. Now work in pairs and make your own conversations. Give opinions on the things your partner did.Sample conversation:A: Where were you last Sunday?B: My family went to Tianlong Mountain.A: That sounds exciting. Did you climb the mountain?B: Yes, we did. We also had a picnic.Ask some pairs to act their conversations out for the class.Step IV Groupwork (Section A 3b)Get students sit in a circle and make up a story.T: Let’s play a game. Students in Group one, three, five, seven sit in the front. Students in Group two, four, six, eight sit in the back. Sit in a circle quickly. We are going to make up a story. Choose a member in your group to start the story. Then each of you add a sentence to keep the story going. Remember, the story happened in the past, so you should use the simple past tense. Let’s see which group’s story is more interesting.Step V Homework1. Write a short story about your school trip.2. Prepare for Section B.Period 4 (Section B:1a, 1b, 1c,1d,2a, 2b, 2c)Step I Revision and Lead-inGreet the class as usual and check the homework.Ask two students to read their school trip experiences.Step II Matching and listening (Section B 1a, 1b,1c,1d)Call attention to the pictures in activity 1a. Help students understand the meanings of the 6 phrases.T: Which of these activities did you do on your last day off? Rank them 1-6. Then ask students to listen to a conversation between Jane and Tony in activity 1b and 1c. Then check the answers.Get them work in pairs and discuss their last trip in 1d. Ask some pairs of students to say their conversations to the class.Step III Reading (Section B 2a, 2b,2c)T: Well, most of us have a busy weekend. We always do a lot of things during the weekends. Do you often feel tired after hard work? What do you most want to do?S: Sleep the whole day.S: Have delicious food.S: Play computer games.S: Listen to light music.T: How were Helen’s and Jim’s school trips? Did they do the same things as you do? Look at the chart in activity 2a to complete it.Look at activity 2b. Read 2b to answer the questions.Check the answers with the whole class.Then let them pick out other expressions in the conversation that show opinions or feelings.Ask students to complete the chart in 2c,then check the answer.Step IV PairworkT: From 2b, we know Helen’trip was interesting and exciting and Tony’trip was terrible . What was your last day off like? Was it a good day off or a terrible day off? Now work in pairs and talk about your last day off.Let students present their conversations in front of the class using the target language.HaStep V HomeworkWrite a short passage about what your father or mother did on his/her last day off.Period 5 Period 5 (Section B:3a, 3b, 3c, Self check)Step I Revision and Lead-inGreet the class as usual and check the homework.T: Do you remember Helen and Jim did on their school trip? Who can retell the story to us? Ladies, first!Show the pictures on the screen again. These will help the students to remember the main events.Step II Reading and writing (Section B 3a)Turn to page 66, activity 3a. Read the diary. Make a list of the things Bob did that day.Have students complete Bob’s diary,then get some students read it to the class. Then play the tape and let students read after it. Check their pronunciation and intonation.Step III Writing practice (Section B 3b, 3c)Read this diary and fill in the blanks.Then let students read the diary to their partners and check the answers with each other. .Then deal with activity 3c.T: Now write a diary and tell us what you did on your last school trip. First make a list of ideas before you begin to write the diary. In your diary you must include Activities, Places, Description words. Make a list of at least three things under each heading. You’d better write at least six or seven sentences.After they have finished, ask some students to read their diaries to the class. Step IV Self CheckDo Self Check1:Write more verbs and their past forms and remember them.Do Self Check2:Complete the conversations with the correct forms of the verbs in the box.Ask some pairs to act them out in class.Step V Homework1. Make a list of the verb phrases you have learned in this period and remember them.2. Finish the exercises in Self check.。
英语(新目标)七年级下册第十一单元教案
英语（新目标）七年级下册Unit 11教案Unit 11: What do you think of game shows? Language goalsto this unit students learn to state their opinions and talk about likes and dislikes.New languageWhat do you think of soap operas? I don't like soap operas.What does he think of sports shows? He loves sports shows.What does she think of Maria? She likes Maria.What do they think of Tommy? They can't stand Tommy.Section AAdditional materials to bring to class:a local television listinglist the names of several foods on the board.For example: pizza, broccoli, ice cream, mushrooms.Next to that list, write the sentence, What do you think of ___ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I don't like pizza,Point to the other foods one by one. Ask a student the question and help him or her answer J like...or I don't like....Then point to the sentence. What do you think of ___ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student toanswer.Repeat the activity several times, giving several students chances to ask and answer the question.1 a This activity introduces the key vocabulary.Focus attention on the five TVs. Say, Each TV shows different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show.Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows.Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy. A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh.Point out the numbered list of shows. Say each one again and ask students to repeat it.Then ask students to match each TV picture with one of the words. Say, Write the letter of each kind of show next to the correct word. Point out the sample answer.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you don't mind something, you don't either like it or dislike it. If you can't stand something, you dislike it very strongly. Your least favorite food is something you can't stand. If you love something, you like it very, very much. Your favorite food is something you love.Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses.Play the recording the first time. Students only listen.Play the recording a second time. Point to the lettered pictures. Say, Each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer.Correct the answers.1 c This activity provides guided oral practice using the target language.Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show.Point out the example conversation. Ask two students to read it to the class. Then ask the class to point to the picture of the sitcom.Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropriate picture as you answer. Say, Now work with a partner. Ask and answer the qstions.Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed.2a This activity provides listening practice using the target language. Call attention to the list of five "words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class. Say, The people on the recording are talking about TV shows. They use these words and phrases as they talk about the shows. You will number these words and phrases 1-5 in the order you hear them on the recording.Play the recording the first time. Students only listen.Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the sentence I love it. So the answer in front o/"love is number 1.Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases.Check the answers.2b This activity provides more listening practice using the target language.Point out the dialogue with blanks. Read it to the class saying blank each time you come to a blank.Say, Listen to the recording again. This time/ill in each blank with a word or phrase from the list in 2a.Play the recording. Students write words in the blanks.Check the answers.2c This activity provides guided oral practice using the target language.Call attention to the dialogue students completed in activity 2b. Say, Read the dialogue with a partner. \Help students find partners. Have the students practicethe dialogue several times.Then say, Now talk about a TV show you both know.Tell what you like and don't like about the show and the people in it. As students work together, move around the room answering questions and offering language sup- sport as needed.Ask some pairs of students to present their dialogue!to the class.3a This activity provides pral and writing practice using the target language.Call attention to the list of TV shows and ask a student to read the names to the class. Say, In this activity you ask each other questions about TV shows.Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not to look at their partners' pages.Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of "Sports News"? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves "Sports News". Show students that you are writing in the word loves after Stuart's name on the chart on page 67.Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of "Sports News"? You answer, Stuart likes "Sports News". Have the student write the word likes after Stuart's name on the chart on page 86.Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs.Go over the answers.3b This activity provides guided reading practice using the target language.Read the dialogue with a student. Every time one of you conies to a blank, say blank.Call attention to the chart students completed in activity 3a. Say, Usethe words in this chart to fill in the blanks in the dialogue in activity3b.4This activity provides listening, speaking, and writing practice using the target language.Read the instructions to the class. Then ask students to name some TV shows they know about. Write the list on the board. Try to include some that students like and some they don't like.Point out the dialogue in the speech bubbles. Have two students read it to the class.Then point out the sample answer in the chart. Say,This TV show is called "Tell it like it is!" I love it, and Lin Peng does, too. I write "I love it" under "What I think" and I write "Lin Peng" under "Student who agrees with me".Say, Now go around the class. Ask students about TV shows you know. Find students who agree with you.After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask students to make statements such as I don't like "The Crime Files". Carlos doesn't like "The Crime Files", too.Alternative: I f you do not want students to get up andmove around the class, you can ask them to do this activityin groups of four.Section BNew languagehair clip, sunglasses, scarf, watch, wallet, belt, key ring Additional materials to bring to class:mail order catalogs containing watches, jewelry, etc.1 a This activity introduces more key vocabulary.Point out the seven words. Say each word and ask students to repeat it.Call attention to the first picture. Say, Look at picture a.This is a belt. Is anyone in the class wearing a belt? Do the same thing for the other six pictures.Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of the picture in the blank in front of the correct word.Point out the sample answer. As students work, move around the room answering questions as needed.Check the answers.1 b This activity provides guided oral practice using the target language.Read the instructions to the class. Then follow the instructions yourself. Hold up or point to each item you have. Then, call on students to holdup items and respond.For example, hold up your wallet and point to your watch.Say, I have a wallet and a watch. What do you have?Ask students to hold up items and tell the class what they have.2a This activity provides guided listening and writing practice using the target language.Say, You ivill hear a conversation. Maria is asking Carol and Evan what they think about different fhings. Write the name of each item under "Thing"in the chart.Play the recording the first time. Students only listen.Point out the example. Say, One thing they are talking about is a watch. "Watch" is written in for you.Play the recording a second time. Students write the names of the things that are being talked about.Check the answers.2b This activity provides more guided listening and writing practice using the target language.Say, Now I will play the recording again. This time,write down what Carol and Evan think about each thing.Ask a student to read the words in the chart to the class.Point out the sample answers as you say, They are talking about a watch. Carol loves the watch. Evan doesn't mind the watch.Play the recording again. This time, have students fill in what Carol and Evan think.Check the answers.2c This activity provides guided oral practice using the target language.Point out the example in the speech bubbles. Ask two students to read it. Show students how it connects with the chart in activity 2a.Say, Now work with a partner. Talk about what his or her parents think about the things in activity 2a.You can use questions and answers like the ones in the speech bubbles.As students work in pairs, move around the room monitoring their work. Offer language support as needed,watch sunglasses scarf wallet 3a This activity provides reading and writing practice using the target language.Ask students to read the article individually. Then ask them to say any words or sentences they don't understand.Explain the words and sentences in your own words. For example, if a student asks, What does "It's for moms!"mean? Say, "It's for moms!" means that the scarf is something that a mother wears, not something, thata young person wears.Read the article to the class. After you finish, ask for any more questions.Call attention to the chart on page 88. Point to and read the heading of each column. Say, The first column is a list of things in the article; thesecond column is loves; the third column is likes; the fourth column is doesn't mind; the fifth column is doesn't like; the sixth column is can't stand.Say, Now read the article again. Write the name of each person in the article in the blank after each item. As students work, move around the room clarifying the instructions and offering other help.Check the answers.4This activity provides reading, speaking, and listeningpractice using the target language.Read the directions to the class. Point out the speech bubbles. Have two students read the dialogue to the class.Say, Think of six things to ask each other about.What are some things you can think of? Write the words on the board, providing translation help with new words if necessary.Then say, Now go around the classroom. Ask students what they think about six different things. You can use the words on the board or you can use different ones.As students talk, move around the room, monitoring conversations and offering assistance with vocabulary and pronunciation if needed. Alternative: If you do not want students to get up and move around the class, you can ask them to do this activity in groups of four.。
七年级英语下册Unit11Howwasyourschooltrip说课稿1新版人教新目标版
Unit11 How was your school trip一．教材分析本单元以 How was your school trip ? 为中心话题，让学生学会谈论和分享过去发生的事件。
本课以听说的方式围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go…? Were there any…?二．教学目标1. 语言知识目标词汇：gift shark aquarium seal prize hang out souvenirwin autograph 句型：—— Did you go to the zoo? —— Yes, I did. /No,I didn’t. I went to the aquarium. —— Were there any sharks? —— Yes, there were./No, there weren’t any sharks.2. 语言技能目标１）．能在本课的任务型活动中进行简单的交流。
２）．能运用简单的句子写出过去的活动及感受。
3. 情感目标 1）、使学生在人际交往中学会尊重和理解别人。
2）、使学生抒发热爱祖国、热爱大自然的情感三．教学策略开放式教学策略。
兴趣激发策略。
任务型活动策略。
循序渐进和尊重差异策略。
四．学情分析根据所教学生的特点：1、心理特点兴趣：好奇心强记忆：需要多方面刺激思维：偏重于形象思维评价：很在乎他人的评价 2、知识基础五．教学重点和难点词汇： hang out souvenir autograph prize 词组：went to the aquarium hung outwith … went to the zoo saw some seals had a hamburger bought a souvenir ate some ice cream saw some sharks 句型: 过去时态的两种一般疑问句及简单回答。
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Unit 11 What do you think of game shows?Part 1: Teaching Design (第一部分：教学设计)Teaching Aims●Learn some names about different kinds of showsSection ATeaching goals●Master the new words: nothing, soap opera, sitcom, situation, stand, mind, king, host, culture,agree●Learn to ask and answer: What do you think of ...?I like / love ...I can’t stand ....I don’t love / like / mind ...Teaching proceduresStep 1: Warming up1.Show students some pictures about fruits and ask students:Do you like apples / bananas?What fruit do you like?What abut your parents / friends?Help students answer using the following sentences.I like / love them very much/ a little.I don’t like / love them.2. Ask students their feelings about different kinds of shows.For example: Do you like comedies or action movies?Step 2: Presenting1.ask students to say out different shows they know.talk show, soap opera, sports news, sports show, sitcom, game show, culture-China, animal world. around the world, thriller, Legal Report, action movie ...2.Ask students: What do you think of ...?Do you like / love ...?Help them answer using the words: love, like, don’t mind, can’t stand, don’t love / like3.Let students read the drills aloud.Step 3: PracticingActivity 11.Point to the five pictures in 1a. Let students guess what shows they are.For example: T: There is a man playing baseball in Picture a. I think it’s a sportsshow.Let students talk about the other shows in Picture b—e in the same way.2.Point to the 5 phrases in 1a. Let students read them aloud.3.Ask students to match the TV shows with the pictures.4.Check the answers. 1.e 2.d 3.a 4.c5.bActivity 21.Students work in pairs, ask and answer about the shows in 1a.Model: A: What do you think of sitcoms?B: I love them. What about you?A: I don’t mind them.Step 4: Listening (1b)1.Read the instructions to class. Let students listen carefully. Pay attention to what Marysays about TV shows.2.Play the recording the first time, students only listen.3.Play the recording the second time, students listen and write a letter a—e from activity1a.4.Check the answers: 1.b 2. a 3.c 4.d5.eStep 6: Listening (2a, 2b)1.Call students’ attention to the five phrases in 2a and read them.2.Draw student s’ attention to the picture and understand the 2 girls are talking about theTV show.3.Play the recording the first time, students listen and number the expressions 1—5 as theyhear them.4. Check the answers: 1 2 4 5 35. Play the recording the second time, students listen and fill in the chart. Before listening,draw their attention to the dialogue in 2b.6. Check the answers: 1)love 2)like 3)can’t stand 4)don’t mind 5)don’t like7. Students practice the conversation in 2b in pairs and make their own conversations aboutTV shows they know.Model: A: What do you think of the Pink Lady?B: I love it very much. How about you?A:I don’t mind it. What do you think of Xiaoping?B: I like her a lot. What about you?A: I can’t stand her.Check some pairs.Step 5: Practicing (3a)Activity 11.Call students’ attention to the list of TV shows and ask a student to read the namesto the class.2.Ask students to work in pairs: What do you think of English Today / SportsNews ...?3.Ask students to work in pairs. Student A looks at this page. Student B looks atPage 85. Ask and answer questions:What do Yang Lin and Alan think of these CCTV show? Then fill in the blanks.4.Check the answers: Y ang Lin: loves, likes, doesn’t like, likes, can’t stand, doesn’tlikeAlan: loves, likes, doesn’t like,likes, can’t stand, doesn’t mindActivity 21.Call students attention to the conversation in 3b. Teacher reads it to the class. Askstudents to pay attention to the blanks.2.Work alone. Ask students to use the information in Activity 3a. Fill in the blanks.3.Check the answers.1)Yes, I do. 2) I like it. 3) I don’t like it. 4) English Today 5) I like it.4.Ask students to practice the conversation in pairs in 3b. Then make their ownconversations.Activity 31.Students work in groups. Take out a piece of paper and list TV shows as many aspossible.2.Students write down what they think of the TV shows on the paper.3.Ask one of students to do a report for their group. Listen and check.Section BTeaching goals●Master the new words: belt, wallet, key, ring, by, fashion, show, said, article, put, cap, idea,colorful, word●Learn some new phrases: show sb sth, enjoy doing sth,This is what I think.Can you please put my opinions in the next month's magazine?Here are their likes and dislikes.Teaching proceduresStep 1: Making a revision1.Show some real object used in daily life and ask them "What do you think of ...?""Do you like ...?" " What about ...?2.Show students some school things and let students talk about their likes and dislikes.for example:I like color pencils. I don't like .... I can't stand ....Step 2: Presenting1.Call students attention to the six pictures in 1a. Teach them the new words and letthem repeat.2.Show students some real objects used in daily life and let students shout out theirnames as quickly as possible.3.Ask students: What do you think of ...?students use the verbs they learned to answer.Step 3: PracticingActivity 11.Call students attention to the six words in 1a. Let students read them loud together.2.Students look at the pictures; match the words with the pictures.3.Check the answers. 1.b 2.a 3.e4.c5.f6.dActivity 21.Ask students to work in pairs. Ask and answer about the six pictures. For example:A: What do you think of the belt?B: I don’t' mind it. Do you like the sunglasses?A: Yes, I like them.B: What does your father think of the watch?A: He can't stand it.Activity 3Read the instructions to the class. Let students tell the class what they have. Forexample:I have a watch, a scarf and sunglasses.Step 4: Listening. (2a,2b)1.Point to the chart in 2a. Call students attention to the things that Maria, Carol and Paultalk about.2.Play the tape the first time, fill what they hear in the chart.3. Check the answers. watch, sunglasses, scarf, wallet4. Play the tape again. This time students write down what Carol and Paul think about eachthing. Fill in the chart in 2a with the following words: loves, likes, doesn't mind, doesn't like, can't stand.5. Check the answers: Carol: loves, likes, can’t stand, loves,Paul: doesn’t mind, likes, doesn’t like, likesStep 5: Reading1.Ask students to read the article in 3a individually. At the same time, students get ready toanswer the following questions: What did Maria Lee do this week?Who likes the key ring / the sunglasses?Who loves the wallet / the watch?Who can't stand the scarf?2.Ask several students to give their answers.3.Students read Maria's article again. Fill in names of the students in the chart on Page 87.4.Check the answers.(watch)Gina Taylor loves. Ann Rice doesn’t mind.(key ring) Jack Smith likes(sunglasses) Ann Rice likes, Jerry Green likes(scarf) Jordan can’t stand(wallet)William Jones loves(belt) everyone lovesStep 6: Writing1.Teacher reads the letter to class and call their attention to the blanks.2.Students look at the pictures in activity 1a on Page 68. Complete the letter with their ownopinions. Use the words like, love, don't mind, don't like, can't stand,3.Students read the letter aloud again and pay attention to the following words andexpressions:enjoy doing sth.This is what I think.Self-checkTeaching goals●Help students to review all the key vocabulary presented in this unit.●Help students practice writing about others.●Give students an opportunity to use the target language in conversation.Teaching ProceduresStep 1: Learning words1.Ask students to read the words in Part 1 aloud and know the meanings of them.2.Ask students to divide the words into 3 different groups.1)shows: talk show, soap opera, sports show, sitcom, game show.2)daily things: sunglasses, watch, scarf, wallet3)words about likes and dislikes: don't mind, don't like, can't stand3.Ask students to write 5 or more new words in their vocab-builderStep 2: Reading and writing1.Point to the picture in Part 3. Ask students to talk about what they see in the picture.2.Ask a student to read what Rose Smith says to the class. Then ask students: Do you agreewith her?3.Let students talk about their own opinions in pairs about the idea that old people can't bebeautiful. Use the words given below: can't stand, don’t' mind, don't like, love, like4.Ask students to take out a piece of paper and write their opinions on the paper.5.Ask some individual students to read their opinions to the class.Part 2 Teaching Resources（第二部分：教学资源）一、知识图解访谈节目talk show 新闻news 中国文化Culture China 体育节目sports show实话实说节目今日英语动物世界中国烹饪Tell it like it is English Today Animals’ World Chinese Cooking肥皂剧soap opera 广告ad 喜剧comedy 悲剧tragedy情景剧sitcom 恐怖片thriller 记录片documentary 篮球赛basketball game足球赛football match 音乐会concert 电视剧TV play 今日说法Legal Report二、背景阅读Background readings1.Skin-diving 潜游Skin-diving is a new sport today. This sport takes you into a wonderful new world. It is like a visit to the moon. When you are under the water, it is easy for you to climb big rocks, because you are no longer heavy.Here, under the water, everything is blue and green. During the day, there is enough light. When fishes swim nearby, you can catch them with your hands. When you have tanks of air on your back, you can stay in deep water for a long time. But you must be careful when you dive in deep water. To catch fish is one of the most interesting parts of the sport.Besides, there are more uses for skin-diving. You can clean ships without taking them out of the water. You can get many things from the deep water. Now you see the skin-diving is useful and interesting.2.Pastime :娱乐在美国若要过得愉快,休闲活动是生活重点之一.美国人说“All work and no play makes Jack a dull boy” (只工作不娱乐,会使杰克成为傻瓜), 即要人们好好地学，好好地玩，一般美国人的娱乐分为电视、球赛、电影、和旅游等。