what do you think of the game shows教学设计

《What do you think of gameshows》教案素材模板一、教学目标1. 知识目标：让学生掌握与游戏节目相关的词汇和表达方式。

让学生能够描述自己对游戏节目的看法和喜好。

2. 技能目标：培养学生能够听懂并运用目标词汇进行交流。

培养学生能够表达自己的观点和意见。

3. 情感目标：激发学生对游戏节目的兴趣，提高他们对英语学习的热情。

二、教学内容1. 主题：游戏节目2. 目标词汇：game show, host, contestant, audience, prize, question, answer, challenge, win, exciting, entertning, interesting, watch, like, dislike三、教学步骤1. 导入：向学生提问：“Do you like watching game shows? Why or why not?”，让学生分享自己对游戏节目的看法。

2. 呈现目标词汇：通过展示图片或视频片段，引导学生猜测游戏节目的名称，并呈现目标词汇。

3. 听力练习：播放一段关于游戏节目的对话或短文，要求学生听懂并填空。

4. 口语练习：分组让学生讨论自己对游戏节目的看法，要求使用目标词汇进行表达。

5. 阅读练习：给学生发放一篇关于游戏节目的文章，要求学生阅读并回答问题。

四、作业布置1. 让学生写一篇关于自己最喜欢的游戏节目的短文，要求使用目标词汇。

2. 让学生观看一部游戏节目的视频，并回答相关问题。

五、教学评价1. 课堂参与度：观察学生在课堂上的积极参与程度和表现。

2. 听力理解能力：评估学生在听力练习中的表现。

3. 口语表达能力：评估学生在口语练习中的表达清晰度和语言准确性。

4. 阅读理解能力：评估学生在阅读练习中的理解和回答问题的能力。

六、教学资源1. 图片素材：收集与游戏节目相关的图片，如游戏节目主持人、选手、观众等。

2. 视频素材：寻找一段关于游戏节目的视频片段，用于课堂呈现和听力练习。

《What do you think of gameshows》教案素材模板一、教学目标：1. 让学生能够理解和运用关于游戏节目的词汇和表达方式。

2. 让学生能够表达自己对游戏节目的看法和观点。

3. 提高学生的听说读写综合能力，培养学生的团队协作和批判性思维能力。

二、教学内容：1. 词汇：游戏节目、观众、主持人、选手、游戏规则、奖品等。

2. 句型：What do you think of? I think, It's because, They are, I like/dislike, etc.3. 对话：讨论不同类型的游戏节目，以及自己对游戏节目的喜好和看法。

三、教学重点与难点：1. 重点：词汇的掌握和运用，以及表达自己观点的能力。

2. 难点：游戏节目的相关表达方式，以及如何清晰地表达自己的观点。

四、教学方法：1. 任务型教学法：通过小组讨论和分享，让学生在实际语境中运用所学知识。

2. 交际式教学法：通过角色扮演和情景模拟，提高学生的口头表达能力。

3. 启发式教学法：引导学生思考和探讨，培养学生的批判性思维能力。

五、教学步骤：1. 导入：向学生介绍游戏节目的概念，引导学生思考自己喜欢的游戏节目。

2. 词汇学习：教授本课的生词和短语，让学生通过例句理解和运用。

3. 对话练习：分组让学生模拟对话，讨论不同类型的游戏节目。

4. 小组讨论：让学生围绕教室，就自己喜欢的游戏节目展开讨论。

5. 分享与展示：邀请几组学生分享自己的讨论成果，并表达自己的观点。

6. 课堂总结：总结本节课所学内容，强调游戏节目的相关表达方式。

六、教学评价：1. 课堂参与度：观察学生在小组讨论和分享中的参与情况，评估其积极性。

2. 口语表达能力：评估学生在对话和讨论中的语言流畅性和准确性。

3. 写作能力：通过作业评估学生对课堂所学内容的掌握程度和运用能力。

4. 批判性思维：评价学生在讨论中的思考深度和观点表达。

七、教学资源：1. 课件：包括词汇、例句、图片等教学资料。

一、教学目标：1. 知识目标：（1）能够听懂、会说、会读本节课的主要词汇：game show, contestant, host, audience, win, prize等。

（2）能够理解并运用本节课的主要句型：“What do you think of…?”和“I think…is/are…”进行交流。

2. 能力目标：（1）能够运用所学的词汇和句型介绍自己对游戏节目的看法。

（2）能够就游戏节目这一主题进行简单的交流和讨论。

3. 情感目标：（1）培养学生对英语学习的兴趣和积极性。

（2）培养学生与人合作、交流的能力。

二、教学重难点：1. 重点：本节课的主要词汇和句型。

2. 难点：如何运用所学的词汇和句型进行交流和讨论。

三、教学方法：1. 任务型教学法：通过设定不同的任务，让学生在完成任务的过程中学习和运用所学的词汇和句型。

2. 交际型教学法：通过创设不同的情景，让学生在真实的语境中进行交流和讨论。

四、教学步骤：1. 热身（5分钟）（1）老师与学生进行简单的英语对话，检查学生对之前所学知识的掌握情况。

（2）学生进行小组活动，用英语讨论自己喜欢的游戏节目。

2. 引入（10分钟）（1）老师向学生介绍本节课的主要内容：游戏节目。

（2）学生听录音，跟读并模仿游戏节目的主持人和参与者。

3. 新课内容（20分钟）（1）老师引导学生学习本节课的主要词汇：game show, contestant, host, audience, win, prize等。

（2）学生通过小组活动，用所学的词汇和句型介绍自己对游戏节目的看法。

4. 练习（10分钟）（1）老师设置不同的情景，让学生运用所学的词汇和句型进行交流和讨论。

（2）学生进行角色扮演，模拟游戏节目的场景。

5. 总结（5分钟）（1）老师对本节课的主要内容进行总结。

（2）学生分享自己在课堂上的收获和感受。

五、课后作业：1. 抄写本节课的主要词汇和句型。

2. 结合所学的词汇和句型，写一篇关于自己喜欢的游戏节目的短文。

《What do you think of game shows》教学设计Language goalsto this unit students learn to state their opinions and talk about likes and dislikes.New languageWhat do you think of soap operas? I don't like soap operas.What does he think of sports shows? He loves sports shows.What does she think of Maria? She likes Maria.What do they think of Tommy? They can't stand Tommy.Section AAdditional materials to bring to class:a local television listinglist the names of several foods on the board.For example: pizza, broccoli, ice cream, mushrooms.Next to that list, write the sentence, What do you think of ___ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I don't like pizza,Point to the other foods one by one. Ask a student the question and help him or her answer J like...or I don't like....Then point to the sentence. What do you think of ___ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student toanswer.Repeat the activity several times, giving several students chances to ask and answer the question.1 a This activity introduces the key vocabulary.Focus attention on the five TVs. Say, Each TV shows different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show.Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows.Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy.A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh.Point out the numbered list of shows. Say each one again and ask students to repeat it.Then ask students to match each TV picture with one of the words. Say, Write the letter of each kind of show next to the correct word. Point out the sample answer.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you don't mind something, you don't either like it or dislike it. If you can't stand something, you dislike it very strongly. Your least favorite food is something you can't stand. If you love something, you like it very, very much. Your favorite food is something you love.Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses.Play the recording the first time. Students only listen.Play the recording a second time. Point to the lettered pictures. Say, Each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer.Correct the answers.1 c This activity provides guided oral practice using the target language.Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show.Point out the example conversation. Ask two students to read it to the class. Then ask the class to point to the picture of the sitcom.Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropriate picture as you answer.Say, Now work with a partner. Ask and answer the qstions.Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed.2a This activity provides listening practice using the target language.Call attention to the list of five "words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class.Say, The people on the recording are talking about TV shows. They use these words and phrases as they talk about the shows. You will number these words and phrases 1-5 in the order you hear them on the recording.Play the recording the first time. Students only listen.Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the sentence I love it. So the answer in front o/"love is number 1.Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases.Check the answers.2b This activity provides more listening practice using the target language.Point out the dialogue with blanks. Read it to the class saying blank each time you come to a blank.Say, Listen to the recording again. This time/ill in each blank with a word or phrase from the list in 2a.Play the recording. Students write words in the blanks.Check the answers.2c This activity provides guided oral practice using the target language.Call attention to the dialogue students completed in activity 2b. Say, Read the dialogue with a partner. \Help students find partners. Have the students practicethe dialogue several times.Then say, Now talk about a TV show you both know.Tell what you like and don't like about the show and the people in it. As students work together, move around the room answering questions and offering language sup- sport as needed.Ask some pairs of students to present their dialogue!to the class.3a This activity provides pral and writing practice using the target language.Call attention to the list of TV shows and ask a student to read the names to the class. Say, In this activity you ask each other questions about TV shows.Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not to look at their partners' pages.Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of "Sports News"? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves "Sports News". Show students that you are writing in the word loves after Stuart's name on the chart on page 67.Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of "Sports News"? You answer, Stuart likes "Sports News". Have the student write the word likes after Stuart's name on the chart on page 86.Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs.Go over the answers.3b This activity provides guided reading practice using the target language.Read the dialogue with a student. Every time one of you conies to a blank, say blank.Call attention to the chart students completed in activity 3a. Say, Use the words in this chart to fill in the blanks in the dialogue in activity 3b.4 This activity provides listening, speaking, and writing practice using the target language.Read the instructions to the class. Then ask students to name some TV shows they know about. Write the list on the board. Try to include some that students like and some they don't like.Point out the dialogue in the speech bubbles. Have two students read it to the class.Then point out the sample answer in the chart. Say,This TV show is called "Tell it like it is!" I love it, and Lin Peng does, too. I write "I love it" under "What I think" and I write "Lin Peng" under "Student who agrees with me".Say, Now go around the class. Ask students about TV shows you know. Find students who agree with you.After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask students to make statements such as I don't like "The Crime Files". Carlos doesn't like "The Crime Files", too.Alternative: If you do not want students to get up andmove around the class, you can ask them to do this activityin groups of four.Section BNew languagehair clip, sunglasses, scarf, watch, wallet, belt, key ring Additional materials to bring to class:mail order catalogs containing watches, jewelry, etc.1 a This activity introduces more key vocabulary.Point out the seven words. Say each word and ask students to repeat it.Call attention to the first picture. Say, Look at picture a.This is a belt. Is anyone in the class wearing a belt? Do the same thing for the other six pictures.Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of the picture in the blank in front of the correct word.Point out the sample answer. As students work, move around the room answering questions as needed.Check the answers.1b This activity provides guided oral practice using the target language.Read the instructions to the class. Then follow the instructions yourself. Hold up or point to each item you have. Then, call on students to hold up items and respond.For example, hold up your wallet and point to your watch.Say, I have a wallet and a watch. What do you have?Ask students to hold up items and tell the class what they have.2a This activity provides guided listening and writing practice using the target language.Say, You ivill hear a conversation. Maria is asking Carol and Evan what they think about different fhings. Write the name of each item under "Thing"in the chart.Play the recording the first time. Students only listen.Point out the example. Say, One thing they are talking about is a watch. "Watch" is written in for you.Play the recording a second time. Students write the names of the things that are being talked about.Check the answers.2b This activity provides more guided listening and writing practice using the target language.Say, Now I will play the recording again. This time,write down what Carol and Evan think about each thing.Ask a student to read the words in the chart to the class.Point out the sample answers as you say, They are talking about a watch. Carol loves the watch. Evan doesn't mind the watch.Play the recording again. This time, have students fill in what Carol and Evan think.Check the answers.2c This activity provides guided oral practice using the target language.Point out the example in the speech bubbles. Ask two students to read it. Show students how it connects with the chart in activity 2a.Say, Now work with a partner. Talk about what his or her parents think about the things in activity 2a.You can use questions and answers like the ones in the speech bubbles.As students work in pairs, move around the room monitoring their work. Offer language support as needed,watch sunglasses scarf wallet3a This activity provides reading and writing practice using the target language.Ask students to read the article individually. Then ask them to say any words or sentences they don't understand.Explain the words and sentences in your own words. For example, if a student asks, What does "It's for moms!"mean? Say, "It's for moms!" means that the scarf is something that a mother wears, not something, thata young person wears.Read the article to the class. After you finish, ask for any more questions.Call attention to the chart on page 88. Point to and read the heading of each column. Say, The first column is a list of things in the article; the second column is loves; the third column is likes; the fourth column is doesn't mind; the fifth column is doesn't like; the sixth column is can't stand.Say, Now read the article again. Write the name of each person in the article in the blank after each item. As students work, move around the room clarifying the instructions and offering other help.Check the answers.4 This activity provides reading, speaking, and listeningpractice using the target language.Read the directions to the class. Point out the speech bubbles. Have two students read the dialogue to the class.Say, Think of six things to ask each other about.What are some things you can think of? Write the words on the board, providing translation help with new words if necessary.Then say, Now go around the classroom. Ask students what they think about six different things. You can use the words on the board or you can use different ones.As students talk, move around the room, monitoring conversations and offering assistance with vocabulary and pronunciation if needed.Alternative: If you do not want students to get up and move around the class, you can ask them to do this activity in groups of four.。