人教版七年级英语下册 教案 Unit5第六课时 Section B(3a-Self check)

Unit 5 Why do you like pandas?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of, Australia, south, Africa, South Africa, pet, leg, cat, sleep2) 能掌握以下句型：① What animals do you/does she/ does he like?②Let’s see the …?③Why do you/does she/ does he want to see …?④Because they are ….2. 能力目标：① To observe and describe animals.② To talk about their preferences③ To know the implied meaning of some animals2. 情感态度价值观目标：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。

我们应当学会关爱动物，保护动物。

二、教学重难点1. 教学重点：1) 学会描述动物的性格及特点。

2) 学会表达喜欢某类动物及说明喜欢的原因。

2. 教学难点：名词的复数形式表示一类事物；第三人称单数形式三、教学过程Ⅰ. Warming-up and lead inTo create an English environment, the teacher shows the class some pictures of a zoo. And ask some questions about animals:Do you like to go to the zoo?Do you like animals?Then have them to recall the animals they had learned and write them on the blackboard as he/she can.( e.g. animals---sheep, monkey, cat, dog, mouse, cow, duck… )Ⅱ. Presentation1. 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…—Because they’re…2. Then show the class some pictures of animals and present other animals. And ask them: What’s this in English?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.3. Next, glue the pictures on the blackboard and ask one student to match the pictures with thewords on the cards. Other students turn to page 25 and finish 1a.4. Check the answers with the class.Ⅲ. Game (Guessing game.)T: Show some pictures on the big screen. Let Ss guess what animal it is.Ss try to guess and remember the names of the animals.Ⅳ. 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.Ⅴ. Pair work1. Ask th e students to imagine “ We are in the zoo, 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.Ⅵ. 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.Play the recording and have students match each animal 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.Ⅶ. 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.Ⅷ. 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?③What pet does Jenny’s mom have?④ Does Jenny like the cat? Why?2. Ss read the conversations and try to find the answers to the questions.Check the answers:Yes, he does.He can walk on two legs. He can dance, too.She has a cat.No, she doesn’t. Because it’s very lazy.3. Ss work in pairs and practice the conversation.4. Let some pairs role-play the conversation.Homework:1. Remember the new words and expressions in this period.2. Role-play the conversation after class.3. Write the animal's names as many as possible in the exercises book.板书设计：Section A (Grammar Focus-3c)一、教学目标：1. 语言知识目标：1) 继续练习运用如何做描述动物及表述自己对动物的喜好。

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。

Unit 5 I’m watching TVLanguage goals:●In this unit students learn to talk about what people are doingNew languages:●What are you doing? I’m doing my homework.●What is he / she doing? He / She is reading.●Is he / she writing a letter? Yes, he / she is. / No, he / she isn’t.●Are you / they playing football? Yes, we /they are. / No, we / they aren’t.●Do you want to go to the movies?●That sounds good.●When do you want to go?●At three o’clock.Difficult points:1. Listen for what people are doing.Listen for the places and everyday activities.Read a letter.Write what someone is doing.2. Present progressive tense.Yes / No questions and short answers.Teaching aids:● A tape recorder●Some picturesTeaching periods:●Period 1:Section A1a, 1b, 1c●Period 2:Section A2a, 2b, 2c●Period 3:Section A3a, 3b, 4●Period 4:Section B 1a, 1b, 1c, 2a,2b, 2c●Period 5:SectionB 3a, 3b, 3c, 4●Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:What are you doing?I’m watching TV.What is he doing?He’s reading.3. Enable the students to talk about what people are doing.4. Help the student learn how to listen to and talk about what people are doing.Teaching procedures:Step 1. Warming up and lead-inPerform some actions and make sentences.Say: Hello, boys and girls. Nice to see you here again.Today we’re going to learn Unit 5. We are going to talk about everyday activities.And now I'll act out some activities and you can guess what I’m doing.Ask the students to repeat the two sentences several times.Open a book and read it.Ask some students to do some simple actions and ask them the questions.Say: I will ask some students to do some simple actions and tell me what you are doing.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match the activities with the pictures a–f.Encourage or help the students to say something about the picture and do the match work.Line next to the words “watching TV.”（as shown below）Go on with the others in the same way. Then check the answers with the students.Step 3. Listening (1b)Ask the students to read the names in activity 1b and write the number from 1a.Play the recording. Let the students just listen.Then point out the blank lines where students will write numbers from 1a.Play the recording for a second time.Ask the students to listen to and read after the recording.Step 4. Pair work (1c)Ask the students to practice: Where is…doing?Show the following:—What’s he / she doing?—He / She is reading / cleaning / doing homework / watching TV /eating dinner / talking on the phone.Homework1. Ask the students to make conversations according to the model below.2. Ask the students to learn the new words and expressions in this unit. (on page 117)Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:Do you want to go to the movies?That sounds good. The TV show is boring.3. Enable the students to talk about what people are doing.4. Help the student learn how to listen to and talk about what people are doing.Teaching procedures:Step 1. RevisionCheck the homework. Ask some students to work in pairs and make conversations.Then ask some students to do actions and the others describe what he / she is doing.Ask a student to open the door.Ask a second student to write something on the blackboard.Do more activities and let the students answer the questions.Step 2. Listening (2a, 2b)Ask the students to read the two sentences in activity 2a. Then ask them to listen to the conversation and write the answers on the line.Check the answers in the following way.Ask the students to put the four sentences in activity 2b in order.Say: Now read the four sentences. They are in the wrong order. After reading you have to put them in good order. Then you can get a clear conversation. The first part of the conversation is “What are you doing?”Ask the students to listen and check their answers.Step 3. Pair work(2c)Ask three students to take turns doing an activity and others have to close their eyes.Ask questions when the first student is clean the board.Then go on with the second student who is writing on the blackboard.Call attention to the pictures in activity 2c.Say: Now look at the pictures in activity 2c. There are eight pictures here.The pictures show clearly what the students are doing. I give you three minutes to prepare.And then answer my questions.Ask them to work in pairs and take turns asking and answering questions.Ask the students to pay attention to the pictures again.Ask some pairs to present their dialogues in class.Step 4.Grammar focusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Say: Now read aloud the sentences in the grammar box. Then write down the sentence structure in your exercise-books.Ask the students to pay attention to the bold type words in the above form and learn the following.HomeworkAsk the students to do some exercises.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:Sure, this video is boring.When do you want to go?Let’s go at six o’clock.3. Enable the students to talk about what people are doing.4. Help the students learn how to talk about what people are doing.Teaching procedures:Step 1. Warming upCheck the homework by asking some students to read the sentences.Ask the students to read the following passage and underline thesentences using the present continuous tense.Step 2. Reading and speaking (3a, 3b)Ask the students to finish Activity 3a.Then ask the students to make conversations.Ask some pairs to present their conversations in front.Step 3. Pair work (4)Ask the students to read the pictures in activity 4.Say: Look at the pictures. For each picture there are two questions under it. You have to answer the questions.Give the students a few minutes to prepare.The same goes with the other picture.Ask the students to work to cover the questions under each question.Work in pairs and ask and answer questions.Then ask some pairs to present their dialogues in front of the blackboard, looking at the pictures on the blackboard.HomeworkAsk the students to finish the following exercises after class.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Where do people play basketball?At school.Hello! Is Tina there?No, she isn’t. She’s …3. Enable the students to talk about the places where activities take place.4. Help the students learn how to talk about the places where activities take place.Teaching procedures:Step 1. Warming upCheck the homework by asking some students to read the completed passage.Then show the following pictures and ask the students to describe the pictures using the present continuous tense.Step 2. Talk about the places where activities take place (1a)Ask the students to read the pictures.Say, Look at the six pictures. There are some words beneath each picture. I want a student to read the words aloud to the class.Ask the students to answer questions.Ask the students to do the match work.Check the answers in the following way.Say: Which of these words are places? And which of these words are activities? Which of the places will you go to, if you want to borrow books?Step 3. Pair work(1b)Ask the students to read the conversations in pairs.Then ask the students to work in pairs and make similar dialogues about the chart in activity 1b.Ask the students to practice: Where do people…?Step 4. Listening (2a and 2b)Ask the students to listen to the conversations.Say, Now let’s listen to the tape. We are going to hear three conversations. And you have to write the places and the activities you hear.Play the first conversation.Play the first conversation again. Then ask the students to write down where Tina is and what she is doing.Then go on with the other two conversations in the same way.Further activity: Ask the students to do some pair work in the following way if they can understand the listening material well.Then ask them to say the conversation without the help of the recording.Step 5. Pairwork (2b)Point out the example in the speech bubbles in 2c. Ask two students to read it.Then ask the students to work in pairs.Homework1. Fill in the blanks according to the first letter given.2. Ask the students to find some photos or draw some pictures of their own, their family or friends.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Thanks for your letter and the photos.I’m playing basketball at school.He’s playing soccer.3. Enable the students to read and write about what people are doing.4. Help the students learn how to read and write about what people are doing.Teaching procedures:Step 1. RevisionAsk the students to pay attention to the pictures on page 28.Say, Look at the pictures in activity 1b on page 28. You have to work in pairs. One of you asks the questions and the other answers.Ask the other students to practice about the other pictures.Step 2. Reading (3a)Ask the students to talk about the pictures in 3a.Ask and answer questions about the second photo.And then ask some pairs to present their conversations to the class.Ask students to read the letter.Answer any questions students may have about the letter.Then ask the students to pay attention to the letter again.Check the answers.And then ask the students to listen to the recording of the letter and read after the tape.Step 3. Reading and writing (3b)Ask the students to pay attention to the picture in activity 3b.Say: Look at the picture, please. What are the people doing? Ask and answer questions in pairs.Ask some students to present their dialogues in class.Ask the students to read the letter.Ask the students to read the letter again and fill in the blanks.Step 4.Writing (3c)Draw a sample picture on the blackboard, in which some people are doing something.Say, Look at the picture. I want you to say something about the picture.Ask students to take out their photos or pictures.Ask some students to present their writing to the class.Step 5.Group work(4)Ask the students to read the conversation and the picture and the picture in 4.Say, Look at the picture in activity 4. There are some students in it. Who can tell me what they are doing?Ask them to share their pictures or photos.Say, Now show your pictures or photos to your classmates near you.Work in pairs.Ask and answer questions like the one in the picture in activity 4.Homework1. Ask the students to do the following exercises.2. Ask the students to write another composition about one of their photos.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to write something about some pictures.3. Help the students learn how to write a story by describing what happens in each picture.Teaching procedures:Step 1.Warming upShow some pictures to the students. Show the first picture in which some boys are playing football at school.Show the second picture in which a man is reading a newspaper at home.Give more chances to let them practice.Ask the students to show their photos or pictures.Step 2.Key word check(1)Ask the students to read all the words in this part.Say: Now read and check the words you know in 1 on page 30. Then make a sentence with each of them.Ask the students to check all the words they know.Ask the students to find out the meaning of a ny words you don’t know.Say: If there are any words you don’t know, you can look them up inyour dictionary and ask me or ask for help from your classmates.Step 3.Vocab-Builder (2)Ask students to write five new words in their Vocabulary-Builder on page 112.Say, Open your books and turn to page 112, please write five new words in your Vocabulary-Builder. You can ask for help from your Chinese-English dictionary.After they are finished, ask two students to write their words down on the blackboard.And ask them to read the words and the whole class repeat.Step 4. Talking about the pictures (3)Ask the students to read the pictures.Say: Now look at the pictures in activity 3. What is happening in each picture? I want you to talk about the pictures. But I think you need some help. Look at the blackboard.Move around the room, checking their progress and offering help if they need.And then ask some pairs to present their statements to the class.Homework1. Ask the students to summarize what they have learned in this unit.2. Ask the students to prepare for the next unit.。