版人教新目标英语七年级下unit612教案详案Word文档下载推荐.docx
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版人教新目标英语七年级下unit612教案详案Word文档下载推荐.docx
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S2:
I'
mwatchingTV.(ect.)
sing----singing/watch----watching/play---playing/ect.
这样设计的目的是让学生在交际情景中感受出现在进行时的结构和用法。
Step3Practice
1.Showsomepicturesandletthestudentsaskandanswerinpairs.
e.gWhatareyoudoing?
Iameating.
Whatishedoing?
Heiseating.
Whataretheydoing?
They'
reeating..
2.PracticeSectionA(1a)
3.然后叫学生归纳出现在进行时的结构句型。
主语+am/is/are+动词的现在分词
(培养学生归纳能力,找出记忆的规律。
Step4Listening
接下来的任务型听力要求学生对动作作出反应,教师可承接刚开始的话题,引导学生根据所学语言完成以下任务:
1.Whatarethepeopledoing?
2.Writenumbersfrom1abelow.
3.Checktheanswersinpairslikethis:
A:
WhatisJennydoing?
B:
HeiswatchingTV.
WhatareDaveandMarydoing?
Theyareeatingdinner.
WhatisJohndoing?
B:
Heisdoinghomework.
(通过听力训练,现在进行时的结构得以很好的落实
Step5Pairwork
接着教师叫一些学生背向着全班同学来做一些动作,让其他学生来猜他或她正在干什么。
(小组比赛,猜对的同学以一颗红星加以鼓励,比一比哪组同学的红星最多。
如:
IsLiLeiwriting?
No,heisn'
t.ect.
直到猜对为止。
(在课堂活动中实行鼓励性评价,能促进学生的竞争意识和学习英语的积极性。
然后叫学生看第26页2C部分的内容,让学生进行结队练习。
本部分要求学生掌握一些固定的词组搭配,如:
writealetter,eatdinner,dohomework,talkwith等。
Step6Groupwork
接下来我设计的任务是要求三个学生为一小组,进行问答练习。
Whatareyoudoing?
Iamtalking.
He/She'
stalking.
Ishe/shetalking?
Yes,he/sheis./No,he/sheisn'
t.
(这样的活动既可以培养学生的合作意识,又能在情景中用现在进行时交际,巩固了本节课的重点,从而突破了难点,促使学生在学习过程中学会细心观察。
Homework:
1.熟记本课的单词、词组和句型。
2.完成ShelfCheck3.
3.观察今晚自己一家人做的事。
教学设计反思:
TheSecondPeriod
(SectionA/2a,2b,3a,3b)
1.教师做几个动作,要求学生进行问答练习:
Whatistheteacherdoing?
Sheiscleaningtheclassroomect.
2、然后三人活动,一人做动作,另两人进行问答练习。
Whatishe/shedoing?
He/Sheisplayingsoccer.
Ishe/Sheplayingfootball?
(通过复习,使学生巩固上一节课的主要内容,为本节课进一步学习现在进行时打下基础。
Step2Presentation
教师要求一位学生做打电话样子,
然后问:
Whatishe/shedoing?
Iamtalkingonthephone.
T:
Doyouwanttogotothemovies?
S:
Sure./That'
ssoundsgood.
Step3Practice
1.Asksomestudentstomakeaconversation.
Whatareyoudoing?
2.Section2b.Putthesequestionsandanswersinordertomakeaconversation.Thenlistentothetapecarefully.Checktheanswers.
(目的是让学生进一步巩固现在进行时的用法。
Step3Listening(2a)
要求学生听一段对话,然后回答一些问题。
检查学生的听力情况。
Step4Practice
1.Showsomepicturesandaskthestudentstomakeaconversationaboutthem(Roleplay)
Iamreading.
Sure.
Whendoyouwanttogo?
Let'
sgoat7:
00.
2.Askthestudentstowritethenumberofthepicturenexttothecorrectconversation.
(利用模拟情景,可以培养学生初步综合运用语言的能力,同时巩固本节课的重点句型,达到学以致用的目的。
1.熟记本课的单词和重点句型。
2、根据今天所学过的重点句型,编一则对话。
TheThirdPeriod
(SectionA4--SectionB/1a--2c)
Step1.Warmingup
教师出示几幅图片,要求学生进行问答练习。
What'
she/shedoing?
He/Sheisplayingbasketball.
Whataretheydoing?
Theyareplayingfootball.
Ishe/sheswimming?
Yes,he/sheis./No,he/sheisn'
接着教师以前面复习的这几幅画,引入本课的现在进行时的各种特殊疑问句,如:
Wherearetheyplayingfootball?
Whoishe/shetalkingto?
ect.
教师在引入新课的前提下,接下来提供以下任务,要求学生去完成。
(1)教师出示SectionB/1a中的六幅图片,要求学生用现在进行时的各种疑问句进行问答。
(2)要求学生在问答的基础上,完成SectionB/1a中的表格。
(本环节通过各种活动,目的是强化训练,加深印象,为运用将打下最坚实的基础。
在上面环节的基础上,教师要求学生做以下的听力练习,根据听到的内容,完成下面的表格。
(SectionB/2b)
(通过本次的听力练习,强化学生现在进行时的运用)
Step5Pairwork
承接上部分听力内容,要求学生在模拟情景中进行交际:
如:
Hello,isTinathere?
No,sheisn’t.
Whereisshe?
Sheisathome.
What’sshedoingnow?
SheiswatchingTV.
Doesshewanttogotothemovies?
Sure.Let'
sgothereat7:
(通过学生在模拟情景中交际,目的是培养学生综合运用语言的能力,能在做中学,在学中用.)
1.熟记本节课的重点句型.
2.画一张或带一张家庭活动的照片.
TheFourthPeriod
(SectionB/3a------4)
1.教师出示几张图片,要求学生就图片中的内容进行问答.
Whereishe/sheplayingfootball?
Whoishe/sheplayingwith?
2.然后要求学生就图片中的内容,用完整的句子进行介绍.(目的是培养学生观察能力及用英语表达的能力.)
Step2Reading
1.教师把刚才出示的图片顺序打乱,要求学生根据老师提供的具体内容,一个学生陈述,另一个学生重新排列图片的顺序.
2.要求学生读Mike写给他笔友的信,然后重新排列图片的顺序.(SectionB/3a)
(在第一步的基础上,学生会比较容易读懂这封信,对第二步的任务也比较容易完成)
Step3Groupwork
要求学生出示带来的照片,进行问答练习(Tellthegroupaboutyourphotos.)
(这样的小组活动,有利于培养学生的合作,又能让学生在实践中学习,在交流中运用语言.)
1.熟记本单元的单词,词组和重点句型.
2.注意观察同学在课间的活动,用现在进行时写一篇报道.
Unit7It’sraining!
PeriodOne
SectionA1a,1b,1c,2a+SectionB1a,1b
Ⅰ.Teachingaims
1.Knowledge
①Words:
rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pretty,
cool,cold,humid,warm,hot
②Sentencestructures:
How’sitgoing?
How’stheweather?
What’stheweatherlike?
2.Ability:
Talkabouttheweatherandgreeteachotherwithanewstructure.
3.Culturalawareness:
Anewwayofgreetingsandaskingabouttheweatherisquiteacommongreetinginwesterncountries.
ⅡImportantpoints:
Anewwayofgreetingsandthedescriptionwordsabouttheweather.
Ⅲ.Difficultpoints:
It’sraining/windy/cloudy/sunny/snowing/.
Great!
/Notbad!
/Terrible!
/Prettygood!
ⅥTeachingprocedures
Step1.Warmingup
1.AsktheSsrandomly:
What’sthedatetoday?
Whatdayisittoday?
Howareyou?
2.GiveanewexpressionwhichhasthesamemeaningasHowareyou?
:
Butthenewonehasmoreanswers.
Step2.Presentation
1.Show4facesonthescreenandaskSstodescribeeachfaceusingwhateverwordstheycan.HelpSsidentifyeachpersonisfeeling.
2.Thenshow4words.SaythewordsandaskSstorepeateachone.AskSstomatcheachrememberedphrasewithaface.EncouragethemtospellthephrasesbyHowdoyouspellit?
3.Practicewiththenewstructurebythewholeclass:
Chooseonetothefrontandtheothersguessthedescriptionwordsthroughhis/herfacialexpressions.
Step3.Presentation
1.Letonestudentaskme:
Imayanswerlikethis:
Terrible!
Becauseit’ssnowingandit’ssocold.Showapictureofsnowingdayandchildrenaremakingasnowmanandpretendtobeverycold.MakeSsguessthewords:
theweatherandsnowing.Askthem:
Getthemtoanswerlike:
It’ssnowing/snowy.Goonwithotherkindsofweather:
sunny,rainy,cloudy,windy.
2.Pointoutthenumberedlistofdescriptionwords.SayeachoneandaskSstorepeatthewordsagain.ThenaskSstomatcheachwordwithoneofcitiesinthepicture.Checktheanswers.
3.PlaythetapeandgetSstowritethecitynamesintheboxes.Checktheanswers.Lookatthe5picturesin1a.EncourageSstousethedescriptionwordstodescribetheweather:
①Beijing—sunnyandwarm/hot②Shanghai—cloudyandcool③Boston—windyandcool④Moscow—snowingandcold⑤Toronto—rainingandhumid.Showanarrowtoidentifythedegreeofthe4adjectives:
cold,cool,warmandhot.
4.Practicewiththestructures:
andWhat’stheweatherlike?
withthe5picturesTheexactweatheronthatdayshouldnotbemissed.Note:
Talkingabouttheweatherisquitecommoninwesterncountriesasadailygreeting.
Step4.Weatherreport
ShowaweathermapofChina.GetSstomakeaweatherreportasaCCTVanchor.Theymaybeginwithaskingtheweatherineachcity,thenmakeupareportaboutit.
Step5.Chant
Showaneasychanttoreinforcethequestionsandwordsabouttheweather.
Step6.Homework
1.Copythenewwords4timeseach.
2.Summarizetheusagesofhowinquestions.
3.WatchaweatherreportonTVandtakedownsomenotesabouttheweatherforecastfortomorrow,andthenwriteareportaboutit.
PeriodTwo
SectionA2a,2b,2c,3b+GrammarFocus
cook,study
Whatareyou/theydoing?
We/Theyare…Whatishe/shedoing?
He/Sheis…Yes/Noquestionsandshortanswers.
AskandanswerthePresentProgressiveTense,anddescribetheactivitiespeoplearedoing
TheinnerfeelingsoftheSsaremotivatedbyunderstandingandcomparingdifferentpeople’slivesindifferentareas.
thecorrectuseofthePresentProgressiveTense
DescribetheweatherandactivitieswiththePresentProgressiveTense
Step1.Warmingupandrevision
1.Dailygreetings:
How’reyoutoday?
Howistheweather?
AskthesequestionsrandomlytotheSstorevisewhattheylearnedyesterday.
2.Pointouttheconversationinthelargepicturein3bonP33andasktwoSstoreadittotheclass.Practiceitinpairs,thenchangesomeofthewordsandmaketheirownconversations.
3.IfSsdoquitewell,showapieceofcartoonoftheSnow-whiteandthesevendwarfs.
Step2.Presentation
1.Aftershowingthecartoon,askSs:
(Theyaresinginganddancing.)Showmorepictureswithquestions:
What’she/shedoing?
andWhat’retheydoing?
togetSstopracticethetensewhichisthecoregrammarofthisperiod.GetSstoguessoutthewordcookbythepicture.Choosingtherightwordsandpairworkareaddedasthereinforcements.
2.Let’sseewhatJoe’sfamiliesaredoing.Pointtothe4pictures(Thegirlinthesecondpictureistalkingonthephonewiththefirstspeaker.).AskSstelleachp
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