人教版新目标英语七年级下册Unit5 SectionB (1a-1e)教案-新版
人教版2020七年级英语下册 Unit 5 Why do you like pandas教案 (新版)人教新目标版
Unit 5 Why do you like pandas?I．教学设计分析本单元主要围绕动物园动物展开，主要是通过学习动物名称和常见的有关描述动物的形容词，学会表达个人对动物的喜好憎恶，并陈述原因；同时还要进一步认识动物生活的分布点和居住环境；学会运用why, what, where引导的问句，了解动物的外形、生活习性及主要产地，并能运用英语简单描述自己喜欢的动物，并在英语学习语境中明白动物和人类都生活在同一地球上，动物是我们的朋友。
我们人类应该与动物和谐相处，共同生存，从而进一步培养和激发热爱动物、保护动物、维护生态平衡的朴素情怀。
New languages:1. —Why do you like pandas? —Because they’re kind of interesting.2. —Why does John like koalas? —Because they’re very cute.3. —Why don’t you like tigers? —Because they’re really scary.4. —Where are lions from? —They’re from South Africa.5. I like pandas because they’re friendly and smart/I don’t like tigers because the y’re scary.II．教学学时分配Period 1: Section A 1a -1cPeriod 2: Section A 2a -2cPeriod 3: Grammar Focus/ 3a -3cPeriod 4: Section B 1b -1dPeriod 5: Section B 2a-2cPeriod 6: 3a- self checkUnit 5 Why do you like pandas?The First PeriodSection A(1a-1c)I. Teaching aims1.Vocabulary and structure:a.Master the key words:tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful,etc.b.Master the sentences:① What animals do you/does she/ does he like?② Let’s see the …?③ Why do you/does she/ does he want to see …?④ Because they are ….2. To observe and describe animals.3. To talk about their preferences.4. To know the implied meaning of some animals.5. Moral aims:We live in the same world with animals, so animals are our good friends. We should get along well with them and protect them.II. Key points1. Help the students to describe animals and talk about animals in right way.2. Express preferences.Difficult point:the plurality of nouns represents a group of things.III. Teaching aidsMultimedia/A tape recorder/A blackboardIV. Teaching proceduresStep 1 Warming-up and lead-inTo create an English environment, the teacher shows the video about animals. And ask some questions:Q1: What is the video about?Q2: Do you like animals?Then have them to recall the animals they had learned and writ e them on the blackboard as he/she can.(e.g. animals---sheep, monkey, cat, dog, mouse, cow, duck… )Step 2 Presentation1.Teach wordsLet’s go to the zoo to see more animals.Then show the class some pictures of animals and present other animals. And ask them: What’s this in E nglish?It's a tiger. (Then lion, panda, elephant, koala, giraffe)Ss look at the picture and try to remember the new words of the animals.2. Next, glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards. Other students turn to page 25 and finish 1a.3. Check the answers with the class.4. Ask them to talk with their partners about the animals they like using the words they know (Four students a group).—What animals do you like?—Why do you like…—Be cause they’re…Step 3 Practice1. ListeningWork on 1b.Tell Ss to listen to the tape and check the animals they hear in 1a.Play the recording again and check the answers with the class.2. Pair work1) Ask the students to imagine “We are in the z oo, there are many kinds of animals here.”Then ask a student to do the model with you:—Let’s see the lions first.—Why? (why do you /does she /does he like lions?)—Because they are interesting.2.) Ss work with their partners practice the conversation using the animal in 1a.Step 4 ConsolidationBased on the language thay learnt in this period, ask Ss to do exercises.Step 5 Summary1. SummaryT: Let’s summarize what we learned in this period. Write the following on the blackboard.—Let’s see the lions first.—Why? (why do you /does she /does he like lions?)—Because they are interesting.2. HomeworkCopy the words 5 times each.V. Blackboard designUnit 5 Why do you like pandas?Section A 1a-1cWords:：tiger, elephant, koala, pandas, lion, giraffeSentences：—Let’s see the lions first.—Why? (why do you /does she /does he like lions?)—Because they are interesting.名词的复数形式表示一类事物Teaching reflection：The Second PeriodSection A(2a-2d)I. Teaching aims1.Vocabulary and structure:a.Master the key words: scary, kind, kind of, Australia, south, Africa, South Africa,pet, leg, cat, sleepb.Master the sentences:① Why do you like...?② Because they’re kind of …?③ Why don’t you …?④ Because ….2. To observe and describe animals.3. To talk about their preferences.4. To know the implied meaning of some animals.5. Moral aims:We live in the same world with animals, so animals are our good friends. We should get along well with them and protect them.II. Key points1. Help the students to describe animals and talk about animals in right way.2. Express preferences.Difficult point:the plurality of nouns represents a group of things；the usage of third person singularIII. Teaching aidsMultimedia/A tape recorder/A blackboardIV. Teaching proceduresStep 1 Review1. Game: Can you guess? (animals)Present some descriptions about animals and ask Ss to gues what they are.Step 2 Presentation1. Teach the words (expressions)2. Present the world map and gu ide Ss to think about where are the animals from? Panda— China; Giraffe—Africa; Koala—Australia;Lion—South Africa; Elephant—India3. Listening1) Work on 2a;T: Listen to the conversation carefully. Then write the names of the animals you hear on these lines.Play the recording the first time. Students only listen.Play the recording a second time. This time students write in the names of the animals. Check the answers.Point out the adjectives and countries listed on the right. Ask a student to say the words.Say, Now I will play the recording again. This time draw a line between each animal and the adjective and countries you hear.P lay the recording and have students match each an imal with an adjective and a country. Correct the answers.2) Work on 2bT: Listen again and complete the conversation with the words in 2a.Play the recording for the Ss to listen and write the answers.Check the answers with the class.Step 3 Practice1. Pair work1) Ask two students to read the conversation in 2b to the class.2) Ss practice the conversation in pairs.3) Then show the transcription on the big screen and practice the other two conversations in 2a.4) Ss practice the conversations in pairs.Step 4 Consolidation1. Role-play1) Ask Ss to look at the picture in 2d. Then Ss read the conversation in 2d and find the answers to the questions:① Does Peter have a pet?② What can Dingding do?③ What pet does Jenny’s mom have?④ Does Jenny like the ca t? Why?2) Ss read the conversations and try to find the answers to the questions.3)Check the answers:4)Ss work in pairs and practice the conversation.5) Let some pairs role-play the conversation.2. Language points1) He can walk on two legs.wa lk on… 表示“用某种方式行走”。
人教新目标英语七年级下册Unit 5 第3课时 Section B (1a-1d)教案设计
Unit 5 Why do you like pandas?Section B (1a-1d)一、教学目标1. 词汇：friendly, shy2. 句型：(1) —Why do you like..? —Because...(2) —What animals do you like? —I like...3. 功能：能描述各种常见动物。
4. 语法：能正确使用表示性质和品质的形容词。
5. 话题：喜欢或不喜欢的动物。
6. 听：能听懂谈论动物及其喜好的对话。
7. 能根据词汇的含义、性质、特点等分类记忆单元词汇。
8. 了解世界各地的典型动物，学会关爱动物，保护动物。
二、教学重点及难点重点：使学生通过听说训练来掌握更多动物的名称及描述动物特性的形容词。
难点：进行听力训练，提高学生们获取相关信息的能力。
三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Step 1 Warming-upPlay a gamePlay a game and review the words last class.T: Let’s play a game. The rules are as follows:1. 第一个人至少说一个形容词修饰图中动物。
2. 之后的每位同学，先重复之前提到的所有形容词，再至少说一个不同的形容词。
Now let’s begin our game.【设计意图】通过游戏的方式帮助孩子回顾上节课所学的词汇。
Step 2 Pre-listeningWork on 1a1. Let Ss read aloud the words in the box in la and make sure they know the meanings of the words.2. Match the description words with the animals. (The words in the box can be used more than once. The answer is not unique.)【设计意图】通过解读图片，选择与动物的动作表情匹配的描述性形容词，使学生更直观地领会词汇含义。
英语七年级下人教新课标;Unit5教案
英语七年级下人教新课标;Unit5教案英语七年级下人教新课标unit5教案period threestep 1.revision1.greetings.2. review:show the ss some pictures and revise present progressive tense.step 2 prsentationshow the ss a picture about a man watching tv at home.ask the ss:is he watching tv?(yes,he is.)where is he watchingtv?(at home)let ss look a t the pictures in activity 1a and teach the new words.step 3.activity 1a 1b:writing and practice.1. activity 1a: let students complete the chart. check the answers.2.activity 1b:pairwork. ask and answer questions witha partner. make questions and answers like the ones in the picture.then prac tice in pairs.3. ask some pairs to present their conversations to theclass.step 4. activity 2a 2b:listening1. activity 2a:listen to the conversation and complete the chart.2. activity 2b:listen again. write the activities in the chart.check the ss’ answers.get the ss do “ask and answer” practice in pairs,using“ where is tina…?”“what’s he/she doing?”step 5.activity 2c:pair workhelp the ss use the information in the chart to make a new conversation in pairs. practise ,then ask some pairs to present their conversationsin front .step 6. selfcheck 1: review the key vocabulary1. ask students to check all the words they know.give them two mi nutes to memorize the key words. review the structures in this unit.2. then have a dictation.3.ask ss to write five new words in their vocab-builder on page 30.step 7. homeworkwrite five sentences using present progressive tense.period fourstep 1.revision1.greetings.2.show some pictures. revise some places and activities.ask the ss :where is he/she?what’s he/she doing?step2.preasentation.first,t talks about a photo of his family.then talk about the pictures in activity 3a.make sure the ss know wha t the childr en are doing in each picture.step3.activity 3a 3b:reading1. activity 3a :give the ss some time to read the letter by themselves. number the pictures according to the order they read about them in the letter. listen and find out the activities and places.un derline the activities and circle the pl aces. check the answers.deal with any difficult language points.read the letter with the ss.2. activity 3b: fill in the blanks in activity 3b according to the picture. deal with any difficult language points.re ad the letter with the ss.step4.activity 3c 4: speaking writing.1. activity 3c: ask students to bring in some family photos or some pictures of their family or friends.help the ss write similar sentences about their own pictures.ask some ss to read out their passages to the class.2. activity 4:groupwork.put students into groups of four. ask them to share their pictures in groups and do“ask andanswer”practice.step5.self-check 3.1. self-check 3:talk about the pictures in this part.help the ss ask questions about each picture,then dis cuss the answers together.check the answers.teach the new words:camera,bird.2. ask the ss to write short pessages about this story.help ss to tell their stories in class.step 6 just for fun!look at the cartoon pictures and read the conversation.step homework:1.revise the whole unit2.write a letter to sb: write something about your family photo.。
2020-2021学年人教版七年级英语下册：It’sraining!SectionB1a-1e教案
一、教学内容
2020-2021学年人教版七年级英语下册：It’s raining! Section B 1a-1e
本节课主要内容包括：
1.学习描述天气的词汇，如：sunny, cloudy, windy, rainy等；
2.思维品质：培养学生运用英语进行逻辑思维和创造性思维的能力，通过分析、比较不同城市的天气，激发学生对自然现象的好奇心和探究欲；
3.文化意识：通过学习关于天气的英语表达，增强学生对中外文化差异的认识，培养跨文化交际意识；
4.学习能力：鼓励学生积极参与课堂活动，发展自主学习、合作学习和探究学习的能力，培养其终身学习的意识。
-口语表达：如何将所学的词汇和语法结构灵活运用于实际的口语交流中，形成自然的句子，是学生需要克服的难点。
-语法理解：理解现在进行时的意义和用法，特别是在与一般现在时进行区分时，学生可能会感到混淆。
-举例解释：
-对于词汇记忆与运用，教师可以通过图片、实物、情景模拟等多种方式，帮助学生将词汇与具体的语境联系起来，增强记忆。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解描述天气的基本词汇和现在进行时的概念。描述天气的词汇能帮助我们更准确地表达当前的天气状况，现在进行时则是用来描述正在进行的动作或状态的重要语法结构。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了如何在对话中使用描述天气的词汇和现在进行时，以及它们如何帮助我们更好地沟通。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了描述天气的词汇和现在进行时的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
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。
2020-2021学年人教版英语七年级下册Unit5第四课时SectionB(1a-1d)教案
1.理论介绍：首先，我们要了ump等，是描述我们在运动时所做的动作。它们在日常生活中非常重要，帮助我们更好地交流。
2.案例分析：接下来，我们来看一个具体的对话案例。这个案例展示了如何运用本课词汇和句型在实际中进行交流，以及它们如何帮助我们表达自己的喜好和提出建议。
其次，在新课讲授环节，我发现部分学生对一般现在时句子结构的理解仍有困难。在今后的教学中，我应更加注重句子结构的讲解和练习，可以通过错误分析、对比练习等方法，帮助学生突破这个难点。
在实践活动环节，角色扮演活动让学生们积极参与，课堂气氛活跃。但我也注意到，有些学生在口语表达时仍然显得紧张和不自信。为了提高学生的口语表达能力，我计划在后续教学中增加更多类似的活动，鼓励学生多开口，增强他们的自信心。
2.引导与启发：在讨论过程中，我将作为引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了描述运动动作的词汇、一般现在时句子结构和提出建议的句型。同时，我们也通过实践活动和小组讨论加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
五、教学反思
今天在Unit 5 Section B (1a-1d)的教学过程中，我发现学生们对于描述运动动作的词汇和一般现在时的句子结构掌握程度参差不齐。在授课过程中，我尽量通过生动的例子和实际操作，让学生更好地理解这些知识点。以下是我对今天教学的一些思考：
首先，关于词汇教学，我采用了图片展示和动作模仿的方法，让学生更直观地理解和记忆词汇。从学生的反馈来看，这种方法效果不错，他们能够较快地掌握新词汇。但在接下来的教学中，我还需要关注那些对词汇拼写和用法掌握不够扎实的学生，通过更有针对性的练习帮助他们巩固记忆。
人教7下Unit5SectionB1a1d优秀教学案例
（五）作业小结
1.布置作业：设计有针对性的作业，如：填空题、选择题、翻译题等，让学生巩固所学知识。
2.对作业进行讲解和示范，如：解答学生的疑问，演示解题过程，让学生明确作业的要求和标准。
3.鼓励学生自主完成作业，如：提醒他们认真审题、仔细思考，培养他们独立解决问题的能力。
5.教学策略的灵活运用：在教学过程中，我灵活运用了情景创设、问题导向、小组合作和反思与评价等教学策略。这些策略不仅有助于学生对知识的掌握，还能够提高他们的学习兴趣和积极性，培养他们的自主学习能力和综合素质。
4.能够理解并运用语法规则：主谓一致和be动词的正确使用。
（二）过程与方法
1.通过展示动物图片、播放音频等方式，引导学生复习已学的动物词汇，为新课的学习做好铺垫。
2.利用任务型教学法，设计各种实践性任务，如：小组讨论、角色扮演等，让学生在真实的语境中运用所学知识，提高口语表达和听力理解能力。
3.运用情境教学法，创设各种有趣的情境，如：动物园、野生动物园等，让学生在实际情境中感知、理解和运用所学知识。
4.鼓励学生积极参与课堂活动，培养他们自信、勇敢的表达自己的观点，提高自我认知和自尊心。
三、教学策略
（一）情景创设
1.课堂导入：通过展示各种动物的图片，引导学生复习已学的动物词汇，为新课的学习做好铺垫。同时，激段，如音频、视频等，播放有关动物的短片，让学生在真实情境中感知、理解和运用所学知识。同时，创设有趣的情境，如：动物园、野生动物园等，让学生在实际情境中感知、理解和运用所学知识。
2.引导学生进行自我反思，如：思考自己在课堂上的表现，找出自己的不足，制定改进措施。
人教版新目标七年级下Unit5单元教案
人教版新目标七年级下Unit5单元教案教案示例UNIT 5 How Was Your Weekend?清华附中周喆● W5C1● 1. Vocabulary (Past Simple Tense)A). Ask Ss to write down all the phases in P25 (picture 1A) under the time axis.B). Ask Ss to write down the past tense of the verbal phrases.C). After a small discussion, Ss find out the rules by themselves.D). Teach them the rules of verbs in past simple tense.1). regular verbs: + ed. /id/. y i +ed2). Irregular verbs:is / was are / were do / did go / went buy / bought3). 过去时无人称和数的变化。
2. P25 Section A 1A; P28 Section B 1A Read the new phrases and practice.3. Listening. P26 Section A 2A, 2B.A). “Above are all the things about weekend activities. What would you say if you want to ask others about their weekend?” elicit the main sentences:e.g.: How was your / his / her weekend?It was great / boring / pretty good / …What did you / he / she do over the weekend?How about you?B). “First, let’s listen to other people’s weekend. They are Anita, Ben and Sonia. Let’s see how did they spend their weekend.” Listen to the tape twice. 2a; 2b.(Then do P29 Section B 3a.)C). “Now, please work in pairs and tell your partner what did you do over the weekend and how did you feel.”Interview your partner and take notes.Name Feeling What you did TimeYouD). Change your partner and take notes.(Work in groups of four.)E). Ask four people (a group) come up to the front and do the memorizing activity. Other people take notes. Then let two Ss ask questions about what the people do in the front over the weekend.4. Homework.Copy the new phrases. (4 times)Workbook. 1,2,5.Make at least ten pieces of weekend activity phrases (include the 7 new ones in the book). Cut them into small pieces.● W5C21. Revision. (P27 Section A 3a)2. Listening (P25 Section A 1b)A). “T oday, let’s listen to a girl’s weekend activities. Her name is Lucy. What you should do is to tell me what do you think about her weekend. Do you like it?”Before listening, Ss first guess what did Lucy do over the weekend. (Pair work)Prediction (Guess) Reality (Tape)FeelingSaturday MorningAfternoonEveningSunday MorningAfternoonEveningB). Listen to the tape twice. And fill in the chart.C). Stick the little pieces in the chart and check the answers with the partner.D). Check the answer together. Ask someone to give a reporte.g.: On Saturday morning, Lucy played tennis. And she did her homework…E). “Do you like her weekend or not? Why?”3. Task: “The Best Weekend Plan”A). “P lease work in pairs and find out who has got the best weekend plan. Who both did their work and had fun.” Ask your partner about their weekend plan and take notes. Draw or in the chart.You P1 P2 P3FeelingSaturday MorningAfternoonEveningSunday MorningAfternoonEveningB). Change your partner and take notes.C). Work in groups of four and find out whose weekend plan is the best. The group leader should give us a report. We need reasons.e.g.: Jim helped her mother clean the house on Saturday morn ing. (We think) It was good! Because he can help others…He both had fun and did his homework. That’s pretty good.D). Design a best weekend plan(groups of four).4. HomeworkWorkbook: 3, 4Design a best weekend plan and write the reasons.Each group leader prepares 12 pieces of paper. Write 6 groups of regular and irregular verbs on them.● W5C31. Revision (Porker Game)Give each group (groups of four) 12 blank cards and some markers. Help students write out pairs of cards with a present tense of a certain verb on one and the past tense of the same verb on the other. The students mix up the cards and give each student three cards. Players choose a card from the student on the right. The object of the game is to find the other (past or present tense) verb cards that match the ones you are holding and place the cards face up on the table. The first student to match up all their cards is the winner.2. Section B 1b, 2a, 2b.3. Role-play.Work in pairs. Student A is a famous person in the world, (e.g.: Jackie Chen). Student B is a TV reporter. Student B should interview A about how he or she spent his or her weekend.4. HomeworkSurvey: Interview at least ten people in our class and write a report about how many people did the same thing at the same time over the weekend.Workbook: 6.● W5C41. Reading 3a, 3b2. Self-check3. Class presentation4. Supplementary Reading5. Quiz 56. HomeworkWorkbook: 7.Challenging Activity: Interview your grandparents and your parents about what they did over the weekend when they are at your age. And then write down what you did over the weekend and please predict what the children will do over the weekend in year 2050. This is a letter for them to read and to find out the great changes during these 100 years.Students’Han doutUNIT 5 How Was Your Weekend?Task 1 (调查汇报上个周末做了什么)Interview your partner and take notes.Name Feeling What you did TimeYouTask 2Prediction (Guess) Reality (Tape)FeelingSaturday MorningAfternoonEveningSunday MorningAfternoonEveningTask 3Ask your partner about their weekend plan and take notes. Draw or in the chart. Design a best weekend planFeeling Saturday SundayMorning Afternoon Evening Morning Afternoon EveningYouP1P2P3The Best教案点评：此案例包括本单元四课时的教学设计，结合任务型的教学模式，在每课时都适当设计了学生的调查活动。
人教版七年级英语下册Unit5SectionB(1a1d)教学设计
（一）教学重难点
1.重点：
（1）掌握本节课的核心词汇和短语，如：soda, tons of, terrible, weight, exercise, lose等。
（2）学会使用一般现在时和一般过去时描述个人习惯和经历。
（3）能够运用目标句型：“How often do you...?”和“How did you...?”进行询问和回答。
2.结合本节课所学内容，思考并总结自己的健康生活方式，以短文的形式进行描述。要求不少于80词，涵盖以下要点：
- Good habits
- Bad habits that need to be changed
- Suggestions for improving lifestyle
3.家长参与作业：学生与家长共同讨论家庭中的健康生活方式，家长协助学生记录讨论内容，并鼓励学生用英语进行表达。
3.能够理解并运用目标句型：“How often do you...?”和“How did you...?”，询问和回答他人的习惯和经历。
4.提高听力技能，能听懂并获取与个人习惯和健康生活方式相关的信息。
5.提高口语表达能力，能就个人习惯和健康生活方式进行讨论和交流。
（二）过程与方法
1.采用任务型教学法，设计贴近学生生活实际的任务，让学生在完成任务的过程中，自然地学习和运用英语。
（4）提高学生的听力技能，获取与个人习惯和健康生活方式相关的信息。
2.难点：
（1）正确运用一般现在时和一般过去时描述个人习惯和经历。
（2）在实际情景中灵活运用目标句型和词汇。
（3）提高学生的口语表达能力，流畅地进行讨论和交流。
（二）教学设想
1.课前准备：
人教版七年级英语下册Unit5SectionB(1a1d)优秀教学案例
小组合作是提高学生合作意识和团队精神的有效途径。在教学过程中，我将根据学生的实际情况和兴趣，将学生分成若干小组，进行合作学习。例如，在学习1c部分时，要求小组成员互相采访，了解彼此的过去经历，并整理成对话进行展示。这样既能提高学生的口语表达能力，又能培养学生的团队协作能力。
（四）反思与评价
（二）问题导向
在教学过程中，我将设计一系列具有启发性和引导性的问题，激发学生的思考。例如，在学习1a-1d部分时，可以提出以下问题：“Can you tell me about your last weekend? What did youdo? How did you feel?”通过问题导向，引导学生运用一般过去时进行回答，培养学生的语言表达能力和逻辑思维能力。
2.通过歌曲引出本节课的主题：“Let's talk about our last weekend.”，引导学生用英语分享他们的周末经历，为新课的学习做好铺垫。
（二）讲授新知
1.引导学生观察1a部分的图片，让学生预测图片中的人物在做什么，为新句型的学习打下基础。
2.呈现1a部分的对话，引导学生关注一般过去时的动词形式和标志词，如：played, watched, went, yesterday, last weekend等。
3.拓展作业：鼓励学生观看英语动画片或电影，关注其中一般过去时的用法，提高学生的英语实际应用能力。
教学案例：
五、案例亮点
1.创设真实语境，提升语言运用能力
本案例通过呈现与学生生活密切相关的图片、视频等资源，创设真实的语境，让学生在情景中感知、体验和运用英语。这种教学方法有助于激发学生的学习兴趣，提高他们的语言实际运用能力，使学生在轻松愉快的氛围中掌握一般过去时的用法。
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Unit5 SectionB （1a-1e）教案1.0Teaching analysis教情分析1.1Teaching objectives 教学目标1.1.1Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: friendly, shy1.1.1.1.2 For comprehending:1.1.1.1.3 Sentence Structures1)Let’s see the elephants.Why do you like elephants?2)They’re really smart.3)What animals do you like?4)I like dogs because they’re friendly and smart.Grammar FocusLet’s see the elephants.（Let’s do sth.表达提出建议。
）2）Why do you like elephants?（Why引导的特殊疑问句对原因提问，答句中用because引出。
）3) They’re really smart. (really表示程度，修饰形容词smart，本单元中类似的程度副词还有very, kind of, 另外，a lot也表示“非常”，但是它修饰动词，通常放在句末。
)4）What animals do you like? （what animals为特殊疑问词，“什么动物”，回答时用复数形式表示类别。
）5）I like dogs because they’re friendly and smart. （原因状语从句，because引导原因，注意不能与表示结果的连词so连用。
）Ability goals 能力目标1.1.2.1 教会学生能灵活运用目标句型Why…? Because….进行对话和交流。
1.1.2.2 教会学生灵活使用smart, beautiful, lazy, small, friendly, cute, scary, shy等形容词表达自己对某种动物的看法。
1.1.2.3 教会学生在听力练习中根据听力任务专注于关键词汇，并做简要记录。
Emotional goals 情感目标学生通过本课时学习能学会用正确的目标语言询问谈论各种动物，并能灵活运用形容描述身边的人和物，积极正面评价他人。
1.2 Important and difficult teaching points 教学重难点1.2.1 学习并掌握用smart, beautiful, lazy, small, friendly, cute, scary, shy等形容词的用法。
熟练使用目标语言谈论动物。
1.2.3 正确运用已学过的形容词表达对身边朋友的看法。
2.0Student analysis学情分析2.1 Fundamental State基本情况通过前面两个课时的学习，学生对用why引导的特殊疑问句的问答能很熟练地掌握和运用，并能和同伴进行几个话轮的谈论。
在本课时中，描述性形容词的量进行了拓展，增加了friendly和shy两个形容词，听力任务由1b听句子，找出形容词的简单任务过渡到1c听对话，完成表格信息，填写的内容都是1a中出现的形容词，这一轮听力任务对学生的听辨能力和速记能力都有考查，在这部分中，教师要教会学生通过记录单词的首写字母代表单词，听完后再完善单词的速记能力。
2.2 Knowledge Reserve知识储备学生通过Section A的学习，已经能熟练运用形容词表达对某种动物的看法，能与同伴谈论某种动物，表达自己的情感态度，会使用why引导的特殊疑问句询问原因并能用because进行回答，在表达中可以使用原因状语从句进行交流。
但是在学生的书面作业中容易出现单独使用名词的情况。
2.3 Class data本班实际通过Section A的学习，学生掌握了本单元目标句型，基本上能进行2至3个话轮的交流，即What animals do you like? Where are they from? Why do you like them? 因为本班学生属于中等偏上层次的水平，学习能力和学习兴趣较强，乐于通过学习与交流，找到适合自己的学习方法。
尤其是本单元话题内容与学生的兴趣点密切相关，学生在有一定知识储备的基础之上更乐于对该话题进行讨论，教师应该抓住契机，引导学生养成积极的学习态度。
Teaching methods教法建议task-based teaching method任务型教学法communicative approach交际法question and answer method问答法situational teaching approach情景教学法3.0教学辅助blackboard and chalk, computer, projector5.0 Teaching procedures 教学进程5.1 Leading-in and warming-up 引入与激趣活动5.1.1 Play the song “Fox”, ask the Ss to listen and try to catch the names of animals in the song. Then show the pictures of animals: dog, bird, duck, cow, elephant, seal, fox and so on.5.2 New points input 新知输入(贴标签)5.2.1 Pre-listening5.2.1.1Show pictures of animals, teach the adjectives: friendly, shy, lazy, cute, beautiful, scary, smart.5.2.1.2Finish the task in 1a, match the pictures and the words.1. smart ___ 3. beautiful ____ 5. lazy___ 7. small ____2. friendly ___ 4. cute ____ 6. scary ___ 8. shy ____answers: d, f, b, e, c, a, f, e5.2.2 While-listening5.2.2.1Play the recording, get the Ss to listen, circle the adjectives in 1a they heard.The answers are: 1.smart, 3. beautiful, 4. cute, 5. lazy, 8. shy5.2.2.2Get the Ss to make sentences with the adjectives like this:S1: Elephants are smart.S2: S1 thinks elephants are smart.…5.2.2.3Play the recording again. This time, Ss need to fill in the blanks in 1c with the adjectives they heard. Teach Ss how to make notes quickly------Just write down the first letter of the words, after finishing listening, complete the words.5.2.2.4 Check the answers, and then make dialogues with the information.5.3 Post-listeningShow four pictures of animals. Cover the pictures. Play the sound of animal, ask the Ss to listen and guess what animal it is. Then they can talk about some other animals.5.4 Oral output口语输出Activity 1d5.4.1 Get Ss to work in pairs, practice the conversation using the sentence patterns in 1d.5.4.2 Show a picture of Chinese Zodiacs, help the Ss to read the names of each animal. Talkabout their and their parents’ zodiacs.5.5 Sentence interpretation 难句理解5.5.1 They are over there, not far from the koalas. 它们在那边，离考拉不远。
（over there是固定短语，意思是“在那边”，在听力和口语中常常出现，far from是3单元的教学内容，表示离某处远。
）5.5.2 What animals do you like? 你喜欢什么动物？（在这句话中，what animals是句子的特殊疑问词，类似的有what color, what time等等。
）5.5.3 I like dogs because they’re friendly and smart. 我喜欢小狗，因为它们很友好也很聪明。
（dogs在句子中用复数表达类别，because连接两个独立完整的句子，引导原因状语从句。
）5.6 Using chunks 语块运用Help Ss to make their new sentences using the new chunks in this passage.5.6.1 Let’s see the elephants. (P92 1b)【原句翻译】_____________________________________________________________________【仿写造句】Let’s….__________________________________________________________________参考答案：我们去看大象吧。