人教新目标 (Go for it) 版七年级下册Section A表格教学设计

这是一份人教新目标 (Go for it) 版七年级下册Section A表格教学设计，共4页。

一．Backgrund Infrmatin
1. 教材：人教版七年级英语（G fr it!）下册第5单元
2. Students：Grade 7
3. Teaching Time: 1 perid
4. Lessn duratin: 40 mins
二. Type f lessn: Listening and Speaking
Teaching Methds & Learning: Cmmunicative Teaching & Task-based Language Teaching
Teaching Objectives:
By the end f this lessn, students shuld be able t
1.Knwledge Objectives
Learn the new and phrases in page 26: scary, kind, kind f, Australia, suth,
Africa, Suth Africa, pet, leg, cat, sleep.
Listen and understand the tape.
Sentences Pattern: Let’s see... first.
Why d yu
Because they’re ...
Where are... frm?
They’re frm...
2.Ability Objectives： T describe animals and express preferences
3.Emtinal Objectives: Aruse students’ awareness f lving and prtecting
animals.
Key pints and Difficult Pint:
Key pints: master the new wrds and phrases; listen and understand the tape.
Difficult pints: grasp and skillfully apply f the sentence pattern.
Teaching Aids: whitebard, clr pens, PPT, pictures, tape
六. Teaching Prcedures
Step1: Greeting and warm-up
Greeting: Gd mrning ,bys and girls.
Lk at the PPT and tell the name f animals: panda, tiger, lin,
giraffe, kala.
Review descriptin wrds in 1a: cute,interesting,beautiful...
Read the new wrds tgether.
通过图片展示，帮助学生回忆上节课的内容，进一步回忆所学的描述性形容词，从而对本课将要涉及的单词有整体了解。
Step2:lead-in(shw a picture f a z, then have a free talk)
Q&A T: What animals d yu like ?
S1:I like ...
T: Nw we are in a z, let’s see ... first.
Why d yu like
S: Because they’re ...
Pair-wrk accrding t the sentence pattern.
A: What animals d yu like ?
B: I like ’s see ... first
A: Why d yu like
B: Because they’re ...
利用上次课的对话导入，一方面可以检查学生课后学习复习的情况，另一反面可以在此对话基础上延伸到本课内容，即“你喜爱的动物来自于哪里？”
Step3: Pres-listening
Shw a wrd map,and talk abut “where are the animals frm?”
Sentence pattern: Where are ... frm?
They are frm...
（Ask Ss t answer the Questin r make a mini dialgue accding the sentence pattern abve）
听前活动中，通过地图展示动物来自于哪个国家。让学生更直观地理解并记忆动物来自哪里。句型练习可以帮助学生更好更快地理解下一环节的听力内容，使学生快速通关。
Step4: While-listening
1. Explain the task in Activity 2a.
listen fr the first time and write the animals name.
Listen fr the secnd time, draw a line frm animals t the descriptin wrds and the cuntries they are frm.
Listen fr the third time and check the answer tgether.
2.Explain the task in Activity 2b.
(1) listen fr the first time and fill in the blank.
(2) Listen fr the secnd time and check the answer tgether.
Julie: Let’s see the _______.
Jhn: Why d yu like them?
Julie: Because they’re _______ interesting.
Jhn: Where are they frm?
Julie: They’re frm ______.
由于七年级学生的未具有较高听力能力水平，所以在听力过程中反复播放听力，甚至在长难句作短暂停顿，可帮助学生获取听力关键信息，正确做题，同时也可培养学生的英语学习自信心。
Step5: Pst-listening( Activity 2c)
Pair-wrk: Make a dialgue abut the ther tw animals in 2a then act it ut.Use the sentence pattern in Activity 2b.
A: Let’s see the _______.
B: Why d yu like them?
A: Because they’re _______.
B: Where are they frm?
A: They’re frm ______.
听后活动目的在于检查学生是否能够正确输出本课的目标句型，检查教学目标是否实现。
Step6: Cnslidatin(2d)
Fllw the tape and read the cnversatin in Activity in 2d.
Answer the fllwing questin accrding t the cnversatin, and explain the difficult sentences at the same time.
What’s the name f Peter’s pet?
What can Dingding d ?
What des Peter think f his pet?
Des Jenny like the cat ? Why?
Rle-play the cnversatin.
(Ask three grups t Rle-play the cnversatin)
阅读对话回答问题、分角色扮演对话是本课内容的升华阶段，旨在锻炼并培养学生的英语听说能力以及英语学习的能力。进一步巩固本课的教学目标，
Step7: Summary and Hmewrk
Summary: the new wrd.
the descriptin wrds
Sentence pattern:Let’s see... first.
Why d yu
Because they’re ...
Where are... frm?
They’re frm...
Animals are ur friends,we shuld prtect them.
保护动物，人人有责。
Hmewrk:1: Write the animals and the descriptin wrds as many as yu can.
2: Practice rle-play cnversatin mre.
总结环节不仅要总结本课所学的知识内容，更要对本课主旨进行升华，呼吁并培养学生热爱动物、保护动物的意识。
合理布置作业，让学生课后再温习所学知识，巩固所学知识。
Blackbard Design:
Unit 5 Why d yu like pandas？
Wrds and Phrase:
panda, giraffe...
cute, scary...
China, Australia...
kind f
Sentence pattern:
Let’s see... first. Why d yu Because they’re ... Where are... frm? They’re frm...
This part is fr supplementing.