人教版新目标初一下英语口语课游戏课
人教版新目标七年级英语下册 Unit 2教学设计
人教版新目标七年级英语下册 Unit 2教学设计一. 教材分析人教版新目标七年级英语下册Unit 2主要围绕日常生活话题，让学生学会描述日常活动、表达喜好和计划。
本单元包括三个部分：听说课、读课和综合语言运用课。
听说课主要训练学生的听说能力，读课通过阅读提高学生的理解能力，综合语言运用课则培养学生的综合语言运用能力。
二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的听说读写能力。
但部分学生对英语学习仍存在恐惧心理，缺乏自信心。
因此，在教学过程中，教师需要关注学生的情感态度，激发他们的学习兴趣，提高课堂参与度。
三. 教学目标1.知识目标：学生能够掌握日常生活中常用的词汇和表达方式，如goto school, read books, watch TV等。
2.能力目标：学生能够在真实情境中运用所学知识进行日常交流，提高听、说、读、写的能力。
3.情感目标：学生能够积极参与课堂活动，提高学习英语的自信心和兴趣。
四. 教学重难点1.重点：学生能够熟练运用日常词汇和句型描述日常生活。
2.难点：学生能够正确使用一般现在时表达习惯性动作和喜欢的事物。
五. 教学方法1.任务型教学法：通过完成各种实际任务，让学生在实践中学习、运用英语。
2.情境教学法：创设真实的语境，激发学生的学习兴趣和积极性。
3.情感教学法：关注学生的情感需求，营造轻松、愉快的学习氛围。
六. 教学准备1.教师准备：提前备课，熟悉教材内容和教学目标。
2.学生准备：预习新课内容，复习相关知识点。
3.教学资源：准备多媒体教学课件、图片、实物等。
七. 教学过程1.导入（5分钟）利用图片或实物展示日常生活中的人物和活动，引导学生谈论他们的日常喜好。
例如，展示一张学校操场上的图片，让学生描述图片中学生在做什么。
2.呈现（10分钟）教师通过PPT展示本节课的主要词汇和句型，如go to school, read books, watch TV等，并用例句展示如何运用这些词汇和句型。
新目标七年级英语下册全册Unit 11- What do you think of game shows-英文教案
新目标七年级英语下册全册Unit 11: What do you think ofgame shows?英文教案Unit 11: hat d u thin f gae shs?Language galst this unit students learn t state their pinins and tal abut lies and disliesNe languagehat d u thin f sap peras? I dn’t lie sap perashat des he thin f sprts shs? He lves sprts shshat des she thin f aria? She lies ariahat d the thin f T? The an’t stand TSetin AAdditinal aterials t bring t lass:a lal televisin listinglist the naes f several fds n the bardFr exaple: pizza, brli, ie rea, ushrs Next t that list, rite the sentene, hat d u thin f ___ ? and leave a blan at the end As a student the questin, substituting the rd pizza: hat d u thin f pizza? Help hi r her anser / lie pizza t I dn’t lie pizza,Pint t the ther fds ne b ne As a student the questin and help hi r her anser lier I dn’t lieThen pint t the sentene hat d u thin f ___ ? Pint t a fd nae n the bard and hse a student t as the questin: hat d u thin f (ushrs)? Then pint t a student t anserRepeat the ativit several ties, giving several students hanes t as and anser the questin1 a This ativit intrdues the e vabularFus attentin n the five TVs Sa, Eah TV shs different ind f TV sh In TV piture a, there is a an plaing baseball This is alled a sprts shTal abut the ther inds f shs and as students hat the see Tell the nae f eah ind f sh as u disuss the piture As students t repeat the naes f the shsrite the rd sit n the bard Under it rite the rds situatin ed Sa, The rd sit es fr the t rds situatin ed A sit is a funn sh The peple in sits d r sa things that ae TV athers laughPint ut the nubered list f shs Sa eah ne again and as students t repeat it Then as students t ath eah TV piture ith ne f the rds Sa, rite the letter f eah ind f sh next t the rret rd Pint ut the saple anser1 b This ativit gives students pratie in understanding the target language in spen nversatinPint t the sile faes and the frn faes and the rds next t the Read the rds t the lass r have a student d this Sa, These faes sh u hat the rds e an If u dn’t indsething, u dn’t either lie it r dislie it If u an’t stand sething, u dislie it ver strngl ur least favrite fd is sething u an’t stand If u lve sething, u lie it ver, ver uh ur favrite fd is sething u lveSa, N I ill pla a rerding Listen t hat ar sas abut the TV shs in la rite the letter f the TV shs next t the rds he usesPla the rerding the first tie Students nl listenPla the rerding a send tie Pint t the lettered pitures Sa, Eah piture has a letter Pint ut the blan spaes befre the rds Sa, Eah rd r phrase has a spae in frnt f it Listen t the tape and rite the letter f a TV sh piture in eah blan Pint ut the saple anserrret the ansers1 This ativit prvides guided ral pratie using the target languagePint t the pitures f TV shs in ativit la and as students t sa the nae f eah ind f shPint ut the exaple nversatin As t students t read it t the lass Then as the lass t pint t the piture f the sitSa a dialgue ith a student Have the student as u a questin Then anser it truthfull Pint t the pprpriate piture as u anserSa, N r ith a partner As and anser the qstinsHave students r in pairs As the tal, ve rund the r nitring their r ffer anguage r prnuniatin supprt as needed2a This ativit prvides listening pratie using the target languagea ll attentin t the list f five “rds and expressinsPint ut the blan in frnt f eah ne As a student t read the list t the lassSa, The peple n the rerding are taling abut TV shs The use these rds and phrases as the tal abut the shs u ill nuber these rds and phrases 1- in the rder u hear the n the rerdingPla the rerding the first tie Students nl listenPint ut the saple anser 1 in frnt f the rd lve Sa, The first rd n the rerding is lve in the sentene I lve it S the anser in frnt /”lve is nuber 1Pla the rerding again As students t rite a nuber fr 1 t in frnt f eah f the rds and phraseshe the ansers2b This ativit prvides re listening pratie using the target languagePint ut the dialgue ith blans Read it t the lass saing blan eah tie u e t a blanSa, Listen t the rerding again This tie/ill in eah blan ith a rd r phrase fr the list in 2aPla the rerding Students rite rds in the blanshe the ansers2 This ativit prvides guided ral pratie using the target languageall attentin t the dialgue students pleted in ativit 2b Sa, Read the dialgue ith a partner \Help students find partners Have the students pratiethe dialgue several tiesThen sa, N tal abut a TV sh u bth nTell hat u lie and dn’t lie abut the sh and the peple in it As students r tgether, ve arund the r ansering questins and ffering language sup- sprt as neededAs se pairs f students t present their dialgue!t the lass3a This ativit prvides pral and riting pratie using the target languageall attentin t the list f TV shs and as a student t read the naes t the lass Sa, In this ativit u as eah ther questins abut TV shsAs students t r in pairs As student A in eah pair t l at the hart n page 67 As student B t l at the hart n page 86 Reind students nt t l at their partners’ pagesSa the first questin and anser ith a student Pretend u are student A and r ith a student partnerSa hat des Stuart thin f “Sprts Nes”? Have student B l at the anser n his r her hart n page 86Student B ansers, Stuart lves “Sprts Nes” Sh students that u are riting in the rd lves after Stuart’s nae n the hart n page 67Then sa t ur partner, As e abut Stuart Student B ass, hat des Stuart thin f “Sprts Nes”? u anser, Stuart lies “Sprts Nes” Have the student rite the rd lies after Stuart’s nae n the hart n page 86As the pairs t ntinue n their n ve arund the r nitring the prgress f the pairsG ver the ansers3b This ativit prvides guided reading pratie using the target language Read the dialgue ith a student Ever tie ne f u nies t a blan, sa blanall attentin t the hart students pleted in ativit 3a Sa, Use the rds in this hart t fill in the blans in the dialgue in ativit 3b4 This ativit prvides listening, speaing, and riting pratie using the target languageRead the instrutins t the lass Then as students t nae se TV shs the n abut rite the list n the bard Tr t inlude se that students lie and se the dn’t lie Pint ut the dialgue in the speeh bubbles Have t students read it t the lassThen pint ut the saple anser in the hart Sa,This TV sh is alled “Tell it lie it is!” I lve it, and Lin Peng des, t I rite “I lve it” under “hat I thin” and I rite “Lin Peng” under “Student h agrees ith e”Sa, N g arund the lass As students abut TV shs u n Find students h agree ith uAfter five inutes as students t sit dn Then as se students t read the infratin fr their harts t the lass As students t ae stateents suh as I dn’t lie “The rie Files” arls desn’t lie “The rie Files”, tAlternative: If u d nt ant students t get up andve arund the lass, u an as the t d this ativitin grups f furSetin B xb1Ne languagehair lip, sunglasses, sarf, ath, allet, belt, e ring Additinal aterials t bring t lass:ail rder atalgs ntaining athes, eelr, et1 a This ativit intrdues re e vabularPint ut the seven rds Sa eah rd and as students t repeat itall attentin t the first piture Sa, L at piture aThis is a belt Is anne in the lass earing a belt? D the sae thing fr the ther six pituresThen pint ut the blan line in frnt f eah nubered rd As students t ath eah rd ith a piture b riting the letter f the piture in the blan in frnt f the rret rd Pint ut the saple anser As students r, ve arund the r ansering questins as neededhe the ansers1 b This ativit prvides guided ral pratie using the target languageRead the instrutins t the lass Then fll the instrutins urself Hld up r pint t eah ite u have Then, all n students t hld up ites and respndFr exaple, hld up ur allet and pint t ur athSa, I have a allet and a ath hat d u have?As students t hld up ites and tell the lass hat the have2a This ativit prvides guided listening and riting pratie using the target languageSa, u ivill hear a nversatin aria is asing arl and Evan hat the thin abut different fhings rite the nae f eah ite under “Thing”in the hartPla the rerding the first tie Students nl listenPint ut the exaple Sa, ne thing the are taling abut is a ath “ath” is ritten in fr uPla the rerding a send tie Students rite the naes f the things that are being taled abuthe the ansers2b This ativit prvides re guided listening and riting pratie using the target languageSa, N I ill pla the rerding again This tie,rite dn hat arl and Evan thin abut eah thingAs a student t read the rds in the hart t the lassPint ut the saple ansers as u sa, The are taling abut a ath arl lves the ath Eva n desn’t ind the athPla the rerding again This tie, have students fill in hat arl and Evan thin he the ansers2 This ativit prvides guided ral pratie using the target languagePint ut the exaple in the speeh bubbles As t students t read it Sh students hit nnets ith the hart in ativit 2aSa, N r ith a partner Tal abut hat his r her parents thin abut the things in ativit 2au an use questins and ansers lie the nes in the speeh bubblesAs students r in pairs, ve arund the r nitring their r ffer language supprt as needed,ath sunglasses sarf allet3a This ativit prvides reading and riting pratie using the target language As students t read the artile individuall Then as the t sa an rds r sentenes the dn’t understandExplain the rds and sentenes in ur n rds Fr exaple, if a student ass, hat des “It’s fr s!”ean? Sa, “It’s fr s!” eans that the sarf is sething that a ther ears, nt sething, thata ung persn earsRead the artile t the lass After u finish, as fr an re questinsall attentin t the hart n page 88 Pint t and read the heading f eah lun Sa, The first lun is a list f things in the artile; the send lun is lves; the third lun is lies; the furth lun is desn’t ind; the fifth lun is desn’t lie; the sixth lun is an’t standSa, N read the artile again rite the nae f eah persn in the artile in the blan after eah ite As students r, ve arund the r larifing the instrutins and ffering ther helphe the ansers4 This ativit prvides reading, speaing, and listeningpratie using the target languageRead the diretins t the lass Pint ut the speeh bubbles Have t students read the dialgue t the lassSa, Thin f six things t as eah ther abuthat are se things u an thin f? rite the rds n the bard, prviding translatin help ith ne rds if neessarThen sa, N g arund the lassr As students hat the thin abut six different things u an use the rds n the bard r u an use different nesAs students tal, ve arund the r, nitring nversatins and ffering assistane ith vabular and prnuniatin if neededAlternative: If u d nt ant students t get up and ve arund the lass, u an as the t d this ativit in grups f fur。
新目标下初中英语口语教学
新目标下的初中英语口语教学探析摘要：英语教学的最终目的是口语，口语也是人与人交流过程中最直接、最主要的工具。
但是目前的初中学生普遍都存在口语水平偏低的现状。
当代社会需要的是大量的出口成章、能说会道的新型语言类人才。
所以，在英语教育中，教师应该把口语素质训练放在重要的位置。
学生的英语是否学好了，是否会运用，很大程度上都取决于说，因此，口语便成为中学英语教学的一个重要内容。
本文主要根据英语口语的重要性进行浅要的分析，给出了提高中学生英语口语水平的一些建议。
关键词：新目标；初中英语；口语教学语言学科教学的目的主要是让学生具有清晰表达自我的能力，在交际活动中可以比较顺利地进行人与人的交流。
如果对于语言，学生说不出来，或者不能准确的表述出来，那么就可以说学生还没有掌握这门语言。
一个良好的语言学习环境对口语学习是非常重要的。
采用不同的方式让学生去说、去交流是当前英语口语学习的重中之重。
1.口语课的重要性英语作为世界通用的语言形式，是进行国际交流的主要工具，我国现阶段对外开放与交流的形式也是以英语作为媒介而实现的。
英语成为了培养新一代人才的重要学科，也成为了培养学生语言能力并且具有很强的实践性的一门课程。
现阶段，我国加入了wto，逐渐成为世界经济大国中的一员，随着与世界的距离越来越小，提高全民英语口语水平迫在眉睫，让不同国家的人通过英语口语可以顺利地传递语言、表达感情。
作为初中英语教师，我们有责任、更有义务在日常的英语教育及教学中，重视培养学生的口语交际能力，不断强化学生英语会话的水平。
2.培养学生对口语课的兴趣和积极性2.1循序渐进，夯实基础学习是一个复杂的过程，不可能一蹴而就，提高英语口语也是同样的道理，只能通过量的积累，最终才能实现质的飞跃。
所以，作为学生来说，在日常的学习生活中要多积累、多接触、多开口，不能急于求成。
首先，基本功训练。
重点在于对学生的语音、语调的训练。
其次，基本表达训练。
为使自己有一口流利的英语，学生可以从简单的开始，点滴入手，学会流畅地讲日常用语。
新目标七年级英语下册Unit 11 What do you think of game shows教案
新目标七年级英语下册Unit 11 What do you think of gameshows教案鏁?妗?姝?鏂?闅忓爞璁板綍Unit 11 What do you think of game shows?涓€銆佹暀瀛︾洰鏍?銆€銆€1.?銆€銆€2.?銆€銆€3.?浜屻€佹暀瀛﹀悜瀵?瀛︿範绛栫暐涓庢€濈淮鎶€宸?閲嶇偣璇嶆眹What do you think of 鈥?.?鍙ュ紡鍦ㄤ笉鍚屼汉绉颁腑鐨勪娇鐢ㄥ強鍏跺嚑绉嶄鎺屾彙琛ㄧず瑁呴グ鐨勮瘝姹?鎺屾彙杩愮敤love,like, don't mind can't stand, don't like鎭板綋琛ㄨ揪瀵规湁鍏充簨鐗╃殑瑙傜偣鍜屾€佸害銆?灏忕粍瀛︿範锛氱兢浣??鍙傜収鍥捐〃wallet, hair clip,belt, sunglasseskey ring, scarf,love, don't mind,can't stand?銉讳互What do you think of 鈥??害鐨勯棶鍙ュ強鍏剁瓟璇? 骞惰兘绠€鍗曢檲杩扮悊鐢便€?銉?銉??銉?--€??銆€銆€1.Movie, Music, Food, Sports, Clothes, TV show etc.銆€銆€2.?銆€銆€3.?hair clip, belt, key ring, sunglasses, scarf, wallet,watch彞鍨嬶細What do you think of the watch? Do you like 鈥︹€?銆€銆€4.How about鈥??? Thinghair clipwalletscarfbeltMotherFatherGrandpa鏁?妗?姝?鏂?闅忓爞璁板綍浜斻€佹暀瀛﹁繃绋? StepsTeacher's Activity Students' ActivityWarmingupTell them the news: We'll have a Free Talk Show in class.鎻愮ず锛歐hat's your favorite color/food/鈥?.?Do you like鈥?? My favorite movies are 鈥︹€?What/How about you? Listen and think about the taskArouse their interestsReflect what have learnedLead in the new wordsI have some fashionable things. What do you think of my scarf?鈥︹€?Help them to answer: I don't like it./I love it./I don't mind it/I can't stand it. Group work:Ask and answer questions about what your parents think of the things.Look and learnTry to answer the questions and try to understand the meanings of the new words Group work:What does your father think of the watch?He doesn鈥檛mind it.Real ObjectsTask 1 Make a conversationAimGet to know how to interview other people and how to make a conversation.1Give Ss an example of how to interview other people. Play the recorder and theanswersSs listen and learn from the. example Listen and finish 2a,2b. Give the answers of 2a, 2b.Tape recorderP68 2a, 2b2Ask Ss to interview 3 classmates, give reasons if possible鎻愮ず锛歐hat do you think of鈥??Why do you think so?Ss get to know their classmates' answersHandout(Chart 1)3Move around the room and give support as neededFinish the table alone and work in pairsPowerPoint4Ask pairs of students to show their works Pairs of students show their worksOHP5Ask several pairs of students to give reports Ss give their reports鏁?妗?姝?鏂?闅忓爞璁板綍Task 2 A survey: What do you think of 鈥??AimGet to know each other's attitude to different objects1Show Ss how to interview their classmates in groups. For Example: Movie Group What do you think of thrillers/comedies/鈥?How about you?Listen and understandGet ready to interviewHandout()2Move around the room and give support as neededFinish the table alone and then work in groupsPowerPoint3Move around the room and give support as neededChange their groups and work in new groups()Handout(鏍规嵁Model 瀹屾垚Chart 2锛?4Check the answers and get to know their answers Give answersTask 3 A report ---What's/Who's cool?AimGet to know how to write a report1Give Ss an example of how to write a report--Read the passage P77 3a Read and finish the table aloneHandout(Chart 3)2Check the answersGive answers3Ask Ss to finish the Ex on P77 3bCheck the answersFinish and give answersP77 3bMove around the room and give support as neededDiscuss in groups and try to finish the report–hart 2 瀹屾垚鎶ュ憡锛?Handout(Write a report)Home-workFinish your group report and write it downDo Ex P78 3銆€銆€闄勮〃銆€銆€Students' Handout銆€銆€Chart 1 Make a conversation鏁?妗?姝?鏂? 闅忓爞璁板綍Thing Classmate 1 Classmate 2 Classmate 3 hairclip loves, beautiful can't standbeltkey ring sunglasses wallet scarf銆€銆€A survey (鎻愮ず) " What do you think of the鈥︹€?" TopicsYou may ask: (Key words)MoviesKinds of movies, actor, actress鈥?. whyMusicKinds of music, singer, group, CD, music piece鈥?.whyFoodKinds of food, fruit, vegetable, drinks,鈥?.whySportsKinds of sports, football player, basketball player鈥?.why ClothesKinds of clothes, color, size鈥?why?TV showKinds of TV programs鈥?why銆€銆€A survey (Model) " What do you think of the鈥︹€?" ThingsyourselfClassmate1Classmate2thrillerslovedoesn't likecan't standcomedies romance basketball pop musicpizza銆€銆€Chart 2 A survey " What do you think of the鈥︹€?" ThingsyourselfClassmate1Classmate2鏁?妗?姝?鏂?闅忓爞璁板綍銆€銆€Task 3 A report: What's cool?/Who's cool?Things LovesLikes Doesn't mind Doesn't like Can't stand 1. hair clip2. watch3. key ring4. sunglasses5. scarf6. wallet7. belt銆€銆€Write a report銆€銆€Model:銆€銆€I like thrillers. I don't like romance. And I can't stand documentaries because they're very boring. Tony doesn't like pizza. He loves Chinese food very much. He can't stand rock music鈥︹€?鍦ㄤ竴璇炬椂鍐呭畬鎴愶紝鍗充娇瀹屾垚锛屾晥鏋滀篃灏嗗緢涓嶇悊鎯炽€?栦笉鍙備笌鐨勭幇璞°€?銆€銆€鍦ㄦ暀瀛﹁繘琛岃繃绋嬩腑锛岃€佸笀蹇呴』鑰冭檻涓嶅悓瀛︿範鑳藉?銆€銆€4銆?。
人教版新目标七年级英语下册 Unit 7 教学设计
人教版新目标七年级英语下册 Unit 7 教学设计一. 教材分析人教版新目标七年级英语下册Unit 7主要围绕着日常生活话题展开，涉及到家庭成员、描述人物外貌和性格等。
本单元的核心句型为“What does he/she look like?”, “He/She is…”, “He/She has…”等。
教材通过丰富的语境和任务型活动，引导学生运用英语进行交流和表达。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，学生在口语表达和听力理解方面还存在一定的困难。
因此，在教学过程中，需要注重培养学生的口语表达能力和听力理解能力。
三. 教学目标1.能熟练运用核心句型描述家庭成员的外貌和性格。
2.能听懂并准确回答关于家庭成员的问题。
3.能正确书写关于家庭成员的英文短文。
四. 教学重难点1.重点：核心句型的运用和听力理解能力的培养。
2.难点：家庭成员词汇的掌握和描述人物外貌、性格的表达能力。
五. 教学方法1.任务型教学法：通过完成各种真实的任务，引导学生运用英语进行交流和表达。
2.情境教学法：创设各种生活情境，让学生在真实的语境中学习和使用英语。
3.交际式教学法：注重学生之间的互动和交流，提高学生的口语表达能力和听力理解能力。
六. 教学准备1.教学课件：制作课件，包括图片、视频、听力材料等。
2.教学卡片：准备家庭成员的词汇卡片。
3.录音机和耳机：用于播放听力材料。
七. 教学过程1.导入（5分钟）a.引导学生自由谈论自己的家庭成员。
b.出示一张家庭成员的图片，让学生用英语描述。
2.呈现（10分钟）a.展示教材中的图片，引导学生观察并描述家庭成员的外貌和性格。
b.教授核心句型“What does he/she look like?”, “He/She is…”,“He/She has…”等。
3.操练（10分钟）a.分组进行角色扮演，让学生模拟描述家庭成员的外貌和性格。
b.邀请几组学生上台表演，其他学生进行听力理解练习。
人教PEP七年级下册英语初中英语课堂小游戏
初中英语课堂小游戏1、“碰地雷”：在英语单词教学中，学生不太愿意跟读。
用此法不错。
在一个词下放一个地雷，这个词是不能读的，如果学生不小心跟读，就是踩到雷了。
大家一起数one two three, bomb,向他砸过去！有趣，气氛也好，学生在玩中也学得扎实！2、补全句子：在学习句中，要慢读，必要时分解读。
在跟读几遍后，可以让学生补全老师没说完的部分。
比如：My name is Rebecca.可让学生补Rebecca、is Rebecca、name is Rebecca。
这是个反应练习，可让学生熟练掌握句子。
3、此呼彼应：(1) 全班学生坐在原位。
(2) 教师描述一些事物，如果的是对的，例如：The dusks are swimming.学生就学叫“嘎嘎”，如果的是错的，学生就保持沉默。
(3) 做错的学生暂且退出游戏。
游戏继续进行。
(4) 剩下的一个学生即游戏的优胜者。
(5) 变化：The bike is coming .或 A cat can run. 等。
(6) 作用：可用于现在进行时态和can 句型的教学，可训练学生的听力。
4、拍皮球：(1) 学生分两组坐在原位，合上眼，教师为两组打分。
(2) 教师拍皮球，学生默数教师拍了几下。
假设教师拍了19下。
(3) 教师突然停下，问一个学生“What’s the number?”该学生应该答，“Nineteen”。
如果他答对了，该组得分，并由该学生接替教师拍球，游戏继续进行，如果他讲错了，就让别的学生纠正。
(4) 哪组学生得分多，就为胜者。
(5) 变化：教师拍球时可以在中间来个停顿。
如先拍4下，停一停，再拍3下，接着问：“What’s the number?”学生应答“Seven”“Four plus three is seven.”(6) 作用：操练数词和加法运算句型。
5、将错就错：(1) 学生坐在原位，注视着教师。
教师在教室里随意走动，他可以突然停在一个学生面前，用手指着自己的鼻子说：This is my eyes(有意讲错) 那个学生也将错就错，指着自己的眼睛说：This is my nose.(2) 如果学生讲错了，就让他代替教师，再同样地做一遍。
人教版新目标七年级英语下册 Unit 5 教案
人教版新目标七年级英语下册 Unit 5 教案一. 教材分析人教版新目标七年级英语下册Unit 5主要讲述了日常生活中的一些活动，如游泳、打篮球、跳舞等。
本单元的话题贴近学生的生活，有利于激发学生的学习兴趣。
教材通过听说读写等多种活动，帮助学生掌握日常生活中的交际用语，提高学生的语言运用能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和单词，对于日常生活中的交际用语也有了一定的了解。
但部分学生可能在发音和口语表达上还存在困难，需要教师在教学中加以引导和纠正。
此外，学生可能对一些体育活动相关的词汇和表达不够熟悉，需要在课堂上进行拓展和练习。
三. 教学目标1.知识目标：学生能够掌握本单元的生词和短语，了解日常生活中的交际用语。
2.能力目标：学生能够听懂、会说、会读、会写与日常生活相关的英语句子。
3.情感目标：学生能够积极参与课堂活动，提高学习英语的兴趣。
四. 教学重难点1.重点：本单元的生词和短语，日常生活中的交际用语。
2.难点：情态动词can的用法，以及与日常生活相关的句型结构。
五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中学习英语。
2.情景教学法：创设各种生活情境，让学生在真实的环境中学习英语。
3.交际法：鼓励学生积极参与课堂交际，提高口语表达能力。
六. 教学准备1.准备单词卡片、短语卡片、图片等教学辅助材料。
2.准备与本单元话题相关的视频或音频材料。
3.准备课堂练习题和测试题。
七. 教学过程1.导入（5分钟）利用图片或视频引导学生谈论日常生活中喜欢的活动，引出本课话题。
2.呈现（10分钟）老师展示本课的生词和短语，让学生朗读并解释其意思。
同时，老师用情态动词can提问，引导学生回答。
3.操练（15分钟）学生分角色扮演，用情态动词can进行问答。
老师巡回指导，纠正发音和表达错误。
4.巩固（10分钟）学生完成课堂练习题，老师及时批改和讲解。
5.拓展（5分钟）老师引导学生谈论更多关于日常活动的表达，如游泳、打篮球、跳舞等。
新七年级新目标下Unit11Whatdoyouthinkofgameshows教案
新目标七年级（下）Unit 11 What do you think of game shows?一、教学课型：听说课(1课时)二、教材依据：新目标英语七年级下册Unit 11 What do you think of game shows?三、教材分析1、教学内容：新目标英语七年级下册Unit11 第一课时2、教材处理本单元是Go for it (下) Unit 11。
本单元的中心话题是“发表意见”，具体涉及电视节目，时尚流行，以及学生围绕电视节目和时尚饰品谈论不同程度的喜好，并发表见解。
语言技能和语言知识几乎都围绕“发表见解”这一中心话题设计的。
教材Section A 所呈现的是各类电视节目以及与此相关的基本语言知识及其初步运用。
共设计了9个任务型活动，而本节课是本单元的第一课时，是听说课，共有6个任务。
整合教材，首先借用多媒体帮助教学TV shows, 边放相应的电视节目，边教新词，让学生直观、形象的理解各类电视节目。
然后根据学生自己对各类电视节目不同程度的喜好的真实体验，引出本单元的目标语言What do you think of game shows?，让学生再次直观的体验并理解love, like, don’t like, don't mind, can’t stand 这几个词所表达喜好的不同程度。
接着是Pairwork,让学生与同伴合作探究的方式完成任务，同时也是对生词和目标语言的进一步学习。
教材任务的完成，是对学生听力的训练，同时也是对本节课所学知识的巩固。
我在1b的任务之后另外设计了Pairwork和Retell 2个活动,旨在帮助学生掌握第三人称单数的表达，Retell帮助学生在写作之前能先在口头表达上有一定的语感。
这是我本节课的一个亮点。
最后还设计了一个Survey,以小组合作的方式完成，既能培养学生开口说，又能培养学生之间的合作能力以及归纳能力。
Homework: Write your report,就训练了学生的写作能力。