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人教版七年级英语下册Unit5第一课时说课稿Unit5: I’m watching TV. Section A(1a-1c)说课稿各位评委，大家好。
今天我说课的内容是人教版新目标英语七年级下册的第五单元I’m watching TV的第一课时。
本节课的教学目标是学习现在进行时态来描述人们正在做的事情。
语言目标是“What is someone doing? He is doing something.”知识目标是复习和新授一些活动的表示方法。
能力目标是学会正确的描述一群人正在做的事情。
情感目标是通过本课的学习，让学生们懂得除了学习以外，要更好的利用业余时间参加通过活动来放松自己的身心，让自己身心健康成长。
教学重点是学习现在进行时这一新时态的准确运用。
教学难点是现在分词的构成方法。
教学方法本节课的对象是七年级的学生，他们已经有了半年多的英语基础，并且这阶段的学生比八，九年级学生更活泼，天真，对新事物有很高的激情。
所以结合他们的这一特点，我采取了以下方法：1.听说法利用多媒体课件上英语课，使学生视听感受明显，激发学生的学习兴趣，并在轻松愉快的环境下学习英语。
2.课堂互动法通过师生交流，生生交流，实现师生互动。
鼓励学生大胆发言，营造平等交流气氛，让学生成为课堂学习的主体3.直观教学法通过用图片和不同颜色字体展示教学新内容，加深学生对现在进行时的结构及现在分词的构成很直观的了解，使抽象的语法知识变得直观。
4.情景教学法充分发挥教师的主导作用和学生的主体作用，为学生进行交际和表达创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望。
教学过程一复习热身，引导激情。
简单复习第4单元学习的职业和未来的愿望，使学生能用学过的知识与陌生的老师培养些默契，同时也激发他们的回答欲望。
二呈现新课，总结规律。
以现在教室里的授课教师，学生，听课教师为例，老师表述此时的这些人正在做事情，先帮学生对现在进行时有个初步印象，然后通过多张图片表示的动作来操练现在进行时的结构。
七年级英语下册第五单元说课稿
教材的地位及作用
本课以描述人物正在进行的活动为主题，谈论日常生活中经常发生的动作和存在的状况，达到增进学生和师生之间相互了解的目的。
教学目标
知识目标
whatareyoudoing？I'mwatching.
whatishedoing?heisdoinghomework.
isshereading？no，sheisdoingherhomework.
能力目标
能在同学之间进行模拟的动作表演，描述或让对方猜测自己，朋友或家庭成员正在进行的动作，或存在的状况。
情感目标
通过对人物活动个性化的描述，培养学生尊重和理解别人学会交换不同的看法，了解他人的爱好，增进情谊。
教学重点及难点
掌握并运用描述人物活动和地点的词汇：
掌握并运用简单的英语交际句型：
教法设计
本课我主要采用了如下几种教学方法：
采用多媒体进行直观教学，在不同图片的展示中说出本单元要求学习的主要句子结构。
听录音
听音是学生学习英语的重要方法，也是课堂教学的重要步骤，在听中可以感知，可以模仿。
一些学生难以理解的词句型，短语句子或某一语法现象进行解释，反复练习，达到可灵活运用的程度。
采用各种方法让学生进行多种形式的情景对话，从而达到对教材内容的全部操练。
两人一组，在看系列图片的同时进行对话，一问一答，并完成书上的表格，猜测这些人都在做什么。
人教版七年级下册英语unit5说课稿英文IntroductionHello everyone, today I will talk about Unit 5 of the 7th grade English textbook published by People's Education Press. The title of this unit is "Do you want to watch a game show?" This unit mainly focuses on expressing preferences and making choices through various activities.Part 1: VocabularyIn this unit, students will learn a variety of new vocabulary related to game shows, such as "game show," "contestant," "host," "prize," and so on. Through learning these new words, students will be able to better understand and communicate about game shows and related topics.Part 2: GrammarIn terms of grammar, this unit focuses on the use of modal verbs to express degrees of possibility and certainty, such as "might," "may," and "must." Through practice exercises, students will be able to use these modal verbs to express their own preferences and make choices in various situations.Part 3: Listening and SpeakingThis unit includes a number of listening and speaking activities, which provide students with opportunities to practice their listening and speakingskills. For example, students will listen to a game show and answer questions about it, and engage in discussions about their own preferences and choices.Part 4: Reading and WritingIn terms of reading and writing, this unit includes a short article about a popular game show, as well as writing exercises that help students practice expressing their own preferences and opinions. Through these activities, students will be able to develop their reading and writing skills within the context of game shows and related topics.ConclusionOverall, Unit 5 of the 7th grade English textbook published by People's Education Press is an engaging and interactive unit that provides students with a variety of opportunities to practice their language skills. Through learning new vocabulary, grammar, and practicing listening, speaking, reading, and writing, students will be able to communicate effectively about game shows and related topics.。
人教版七年级英语上册Unit5第一课时说课稿教材分析1、教学内容1)、词汇：have，soccer，ball，tennis。
racket，ping-pongball，volleyball，basketball。
sport，bat。
2)、语言结构：A、Doyouhaveaping-pongball？Yes，Ido。
XXX-pongbat？Not，XXXa pen？Yes，she/he does2、教材的地位及其作用本单元的教学主要内容是：研究have的一般现在时的疑问式的肯定和否定回答，该话题与学生的日常生活紧密联系在一起，容易唤起学生的研究兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
本单元仍在继续进修一般目前时，这是一个生活中离不开的时态，也是最基本的一个时态。
新课程尺度要求学生重点掌握一般目前时，这在英语中使用频率很高，学好这一时态的用法对当前其他时态的进修和交际有很大的帮助。
2、学生分析学生现有的能力与已掌握的知识：学生在已经学过词汇：What is this？What is that？句型：XXX…经过前面的研究学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。
三、教学目标1、语言知识词汇：A、重点掌握表示有关各种运动球类的名词,如basketball。
soccerball，so on重点句型。
Do you／they have a TV?Yes，I／theydo．／No，I／they don’t.XXX?Yes，he／she does．／No，he／she doesn’t.2、语言技能1）、能看着图片说；Do you／they have a TV?Yes，I／theydo．／No，I／they don’t.XXX?Yes，he／she does．／No，he／she doesn’t.3、进修战略11）、利用教师所提供的图片卡片做出简单的判断。
2）、通过与同学交流，学会使用一般现在时的疑问形式及肯定和否定回答。
七年级英语下册全英说课稿范文第5单元Unit 5: Our Future Life。
Hello everyone! Today, I am going to talk about Unit 5 from the 7th Grade English textbook. The unit is titled "Our Future Life" and it focuses on discussing future professions, making predictions about the future, and expressing hopes and dreams. 。
In this unit, students will learn how to talk about different jobs and career paths. They will also practice using future tenses to make predictions about the future. Additionally, they will learn how to express their hopes and dreams for the future using modal verbs.To start off, the unit begins with a warm-up activity where students are asked to discuss their dream jobs in pairs or small groups. This activity encourages students to think about their future aspirations and share their ideas with their classmates. It helps create a positive and engaging learning atmosphere.Next, the unit introduces students to various professions and career paths. Students learn new vocabulary related to different jobs such as doctor, teacher, engineer, and scientist. They also learn how to ask and answer questions about professions using the question word "What." For example, "What does a doctor do?" or "What do you want to be in the future?"After learning about different jobs, students move on to the topic of making predictions about the future. They learn how to use future tenses, such as "will" and "be going to," to talk about future events and possibilities. They practice making predictions about technology, transportation, and environmental issues. For example, "In the future, robots will do all the household chores" or "We are going to have flying cars in the future."In addition to making predictions, students also learn how to express their hopes and dreams for the future using modal verbs like "can," "could," and "might." They practicediscussing what they would like to do or achieve in the future. For example, "I can become a successful musician" or "I could travel around the world."To reinforce the new vocabulary and language structures, the unit provides various activities and exercises. Students engage in role-plays, group discussions, and pair work to practice using the target language in meaningful contexts. They also have the opportunity to listen to audio recordings and watch videos related to the topic, which helps improve their listening skills.Furthermore, the unit includes a reading passage about a girl named Emma who dreams of becoming an astronaut. The passage not only provides reading practice but also serves as a source of inspiration for students to pursue their own dreams. It encourages them to believe in themselves and work hard to achieve their goals.To assess students' understanding of the unit, there are both formative and summative assessments provided. These include quizzes, writing assignments, and oral presentations. These assessments allow teachers to gauge students' progress and provide feedback to help them improve.In conclusion, Unit 5 "Our Future Life" is an engaging and informative unit that focuses on discussing future professions, making predictions, and expressing hopes and dreams. It provides students with the necessary vocabulary and language structures to talk about their future aspirations. Through a variety of activities and assessments, students have the opportunity to develop their language skills and gain confidence in expressing their ideas about the future.。
人教版七年级下册英语Unit 5大单元教学整体说课稿一. 教材分析人教版七年级下册英语Unit 5主要讲述了关于日常活动的话题，通过本单元的学习，学生能够掌握日常生活中的一些基本表达方式，如询问和描述日常活动、表达喜好和意愿等。
教材以任务型教学法为主线，通过听、说、读、写等多种活动，培养学生的综合语言运用能力。
本单元的核心词汇有cook, clean, read, write等，核心句型为“What do you usually do on weekends/in your free time? I usually…”。
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，对于日常生活中的简单表达已能进行沟通。
但部分学生在发音和听力方面还存在困难，需要加强训练。
此外，学生的学习兴趣和积极性较高，但自主学习能力有待提高。
三. 说教学目标1.知识目标：学生能够掌握本单元的核心词汇和句型，正确运用日常活动相关的表达方式。
2.能力目标：学生能够听懂、会说、会读、会写关于日常活动的句子，提高综合语言运用能力。
3.情感目标：培养学生热爱生活、积极向上的态度，增进同学之间的友谊。
四. 说教学重难点1.重点：本单元的核心词汇和句型的掌握。
2.难点：听力理解和口语表达能力的提高，以及日常活动话题的拓展。
五. 说教学方法与手段1.教学方法：采用任务型教学法，情境教学法，分组合作学习法等。
2.教学手段：利用多媒体课件、图片、卡片等辅助教学，创设真实的语言环境。
六. 说教学过程1.热身（5分钟）：通过播放英语歌曲，引导学生跟着音乐节奏进行肢体动作，活跃课堂气氛。
2.导入（10分钟）：教师展示一组关于日常活动的图片，引导学生进行观察和思考，进而引入本节课的主题。
3.呈现（10分钟）：教师通过课件展示本节课的核心词汇和句型，并进行讲解和示范。
4.练习（15分钟）：学生分组进行角色扮演，模拟日常活动的场景，运用所学词汇和句型进行交流。
人教版七年级下册英语全册说课稿Unit 1 . Can you play the guitar?说课稿（模版一）一、分析教材本课是人教英语七年级下册的内容，本单元主要围绕“会做什么”这个话题展开，初步掌握本单元的语法项目“情态动词can”的用法。
本单元的一个突出特点是：语言目标和语言功能能够有机结合起来，即使用情态动词can来谈论学习自己某一方面所具备的能力。
本课是本单元的第一课时，要求学生掌握新的词汇和重点句型。
要求学生根据自己的爱好选择自己喜欢的俱乐部，并会表达自己在该俱乐部中会做什么。
二、分析学生七年级学生性格特点是活泼好动,参与活动的热情会很高。
面对可塑性很强的学生，作为英语教师，我们一定要保护他的对英语学习的热情。
让学生运用所学知识来解决问题。
三、教学目标及要求1、知识目标：(1)单词：sing ,dance, play the guitar, join ,speak English, play chess , swim(2) 重点句型：Can you…? Yes , I can. No, I can’t . What club do you want to join? I want to join the music club.2、能力目标：(1)掌握用情态动词表达自己在某方面的才能，谈谈彼此的特长与爱好。
(2)通过相互的对话练习，培养学生的群体意识和合作能力。
3、情感目标：通过学习，让学生意识到能力在社会上的重要性，从而激发学生不断进行探究，自主学习意识，为自己的人生道路积累更多的、更丰富的才艺。
四、教学重点、难点本课中的重点内容是使用情态动词can 谈论自己在某一方面所具有的能力。
难点是：can 的一般疑问句，用情态动词can来谈论彼此的特长与爱好。
五、教具：图片,录音机六、教学方法(说教法)根据教材内容和学生因素的特点，我主要采用下列教学方法和手段。
(1)图片教学：利用图片来激起学生的兴趣，并培养学生的观察能力。
人教版七年级下册英语教案：Unit5《l'm watching TV》一本书像一艘船，带领我们从狭猫的地方，驶向生活的无限广阔的海洋。
教学目标1.语言知识目标：1）能掌握3）能运用所学的知识，描述人们正在干的事情。
教学重难点1.教学重点：1）词汇、词组搭配和现在进行时的用法。
能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
2）能掌握现在进行时态及一些表示具体动作的词组搭配，如: doing homework, using the computer, watching TV, eating dinner 等2.教学难点：现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。
教学工具多媒体教学过程EL Warming-up and Lead in1.Greet the Ss and check the homework.2.Watch a video program.固Presentation1.Show some pictures on the big screen. Present the new words and expressions.2.Ss watch and learn the new words and expressions.3.Give Ss some time and try to remember the new words and expressions.4.(Show some pictures on the screen and ask some students to perform the actions.)e.g. T: What are you doing?5.I am doing homework. (Help him/her to answer)6.What is he /she doing?Ss: He /she is doing homework.Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.5.Work on la. Ss read the activities and look at the pictures. Then match the activities with pictures.6.Check the answers with the Ss.0. Game (guess)1.T: Now lets play a game. Whats she/he doing? You must watch the big screen carefully.(Show some pictures on the big screen quickly) Let Ss guess whats he/she is doing?2.Ss watch and guess the actions.3.Ask and answer about the pictures.Whats he/she doing?Hes/Shes0. Listening1.T: What are Jenny, John, Dave and Mary doing? Now lets listen to the tape, find out the right activities from la.2.Play the recording for the Ss twice.3.Ss listen to the recording and write the numbers from la.团.Pair work1.Ask the Ss to read the conversations in lc with a partner. Then look at the pictures in la. And conversations about other person in the picture.2.Ss make conversations by themselves and practice the conversations.回.Listening1.Work on 2a；T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with thequestions.(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions.)Check the answers.2.Work on 2b.Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)0. Pair work1.Now, role-play the conversation with your partners.2.Let some pairs to act out the conversation in front of the class.0. Role-play1. Ask Ss to read the conversation in 2d and answer the questions below.① Are Jenny and Laura talking on the phone?(Yes, they are.)(2) Whats Laura doing now?(Shes washing her clothes.)③ Whats Jenny doing?(Shes watching TV.)(4)When do they meet at Jennys home?(At half past six.)2.Ss read the conversation and answer the questions above.3.Check the answers with the Ss.4.Let Ss work in pairs and role-play the conversation. Homework:1.Review the words and expressions in this period.2.Understand the knowledge about the present progressive tense.3.Make five sentences on what are you doing now.。
Unit 5 What were you doing when the rainstorm came?It’s my great pleasure to present my lesson plan here. The lesson I’m going to talk about is unit 5 What were you doing when the rainstorm came? I’ll interpret my lesson plan from the following aspects:Firstly, I’d like to analyze the teaching material and learners.This lesson is chosen from the section A of unit 5, Book 8B, PEP Junior English. The topic of this unit is unforgettable events. The main task for ss is to talk about past events. Even though ss have learned the simple past tense, they may still feel hard to talk about past events by using the past progressive tense. Thus, enough practice will be organized to help ss learn the new words, expressions and sentence structures.Based on the analysis above and the new curriculum standard, I set the following teaching aims: 1.Knowledge aim. After the class, ss will understand the function of the past progressive tense and the basic meaning of new vocabulary and the sentence structures, such as alarm, go off, heavily, began, What were you doing when the rainstorm came?2.Ability aim. By the end of the lesson, ss will be better able to talk past events by using the target language.3.Emotional aim. During the class, ss’interest in learning English will be increased by talking about unforgettable events.Next, let’s move on to the key point and difficult point.The key point is to talk past events using the past progressive tense, such as what were you doing at the time of rainstorm?The difficult point is to understand the adverbial clause of time guided by when.To achieve the objectives above, I’ll adopt audio-lingual approach, communicative approach and situational teaching method. And ss will learn through cooperation, communication, discussion and imitation.Now, I’d like to describe the teaching procedure.Step 1 is leading in.At the beginning of the class, I’ll lead in the lesson like this:Hello, boys and girls. I have some beautiful photos to share with you. Now, let’s look at them together. This is a magical astronomical phenomenon, called meter shower. It happened at 8 last night. Did you see it? No, wow, it’s a pity. But it doesn’t matter. Many people were not lucky last night, such as my parents. There was a heavy rainstorm in their city last night.This activity can arouse ss’ interest and lead them to the topic naturally.Step 2 is Presentation.Based on the former activity, I’ll present pictures of my family members. In the pictures, they were doing different things. I’ll talk with ss about what my family members were doing when the rainstorm came. Thus, the past progressive tense will be learned here. 板书What was/were sb doing when/while/at the time of---.After talking about what my parents were doing at the time of rainstorm. I’ll lead ss to match the pictures with the corresponding statements in 1a to see where were the people when the rainstorm came.This activity is used help ss smooth the way for listening.So, next step is listening.ss will listen to a TV report about the rainstorm. While ss listen for the first time, they will circle what people were doing when the rainstorm came. During the second time, ss will read after the recording and check the answers. When they finish, I’ll check the answers by asking questions like “What was the first girl doing when the rainstorm came? What was the man doing at the time of the rainstorm?”Step 4 is speaking.Ss’ll work in pairs to talk about what the people were doing when the rainstorm came in the pictures. Now, ss’ve listened and talked about how to past events. So, I’ll lead ss to the next listening. Here, ss’ll learn to tell a past event.While they listen for the first time, they will find out why yesterday was a terrible day. I’ll encourage ss to guess the meaning of new words and phrases according to the context. As for the 2nd time, ss will number the pictures in time order. When they finish, I’ll explain the new words and phrases. Such as alarm, go off, began, heavily. During the 3rd time, ss will fill in some blanks to complete the story.In this step, ss’ve listened how the boy tell his terrible yesterday. So, next step is a role play.One st will act as a TV reporter. The other st will be the unlucky boy. They will make a conversation about his bad day.Now, let’s talk about the summary.I’ll invite ss to summarize what they have learned from this lesson and then we’ll make a summary together.As for the homework, ss will do a survey in groups of 4. One st will interview the other 3 ss about what they were doing when the meteor shower came last night.At last, I want to introduce my blackboard design.Unit 6 What were you doing when the rainstorm came?What was/were sb doing when/at the time of ----RainstormAlarmGo offBeganHeavily。
