新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思十篇
英語（英語：English）屬于印歐語系日耳曼語族西日耳曼語支，最早被中世紀的英國使用，并因其廣闊的殖民地而成為世界使用面積最廣的語言。英國人的祖先盎格魯部落是后來遷移到大不列顛島地區的日耳曼部落之一，稱為英格蘭。這兩個名字都來自波羅的海半島。下面是小編精心整理的新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思十篇，僅供參考，大家一起來看看吧。
第一篇: 新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思
重慶市110中學 曹 毅
單元整體說明
單元教材分析
本單元是九年制義務課程標準實驗教科書《新目標英語》七年級下冊中第七單元，本單元的核心話題是談論人的外表形象（image），因此‘talking about sb’s image’是教學重點。通過對本單元的學習，學生能掌握本單元出現的表示人外觀的詞組及句型。
單元知識結構
1. 詞匯：
名詞：hair, height，build，captain，team，bit，joke，person，heard，grasses，mustache，image，winner etc．
形容詞：short，curly，straight，high，thin, heavy，etc
2．短語：look like, good一looking，a little bit，etc
3. 句型：What does he/she look like? --He/She is tall．
What do you look like? --I’m thin．
4. 語法：What does he/she look like? --He/She is tall．
What do you look like? --I’m thin．
單元總體目標
1. Master the vocabulary．
2. Master and use：---What does he/she look like?
---He/She is tall．
---What do you look like?
-I’m thin.
單元教學重難點一覽
重點 難點
1. The vocabulary．
2. --What does he/she look like?
He/She is tall．
--What do you look like?
--I’m thin． Use the language to talk about sb’s image.
單元學情分析
學生在七年級上冊已經學過關于“What does he like?”這一特殊疑問句式，具有了學習本單元知識的認知前提，能自然地與本單元話題進行銜接。談論人的外表形象是人們日常生活中遇到的話題。故學生喜于用英語表達此類知識。
單元教學建議
聽說讀寫等技能是相輔相成的，而聽讀是說和寫的基礎，因此要充分借助聽力材料和補充閱讀材料，訓練提高學生的聽力閱讀水平。在聽讀的基礎上創設語言情景，加強說寫能力的訓練。此外，還要充分借用課本描圖來豐富學生的寫作知識，以提高其寫作水平。
單元課時分配
本單元共4課時：
Section A（一）1課時
Section A（二）1課時
Section B（一）1課時
Section B (二) 1課時
Section A（一）
教學內容
Section A 中1a. 1b. 1c. 2a. 2b. 3 Grammar focus
教學目標
知識與能力
1. Match the vocabulary：like，look like，short，hair, curly，straight, height，thin，heavy，build
2. Master and use：-- What does he/she look like?
--He/She is tall．
--What do you look like?
-I’m thin．
過程與方法：
學生在以前已學過What引導的特殊疑問句式，已具備了學習本課的初步知識，能自然的與本課知識相銜接。通過例子“I am thin; What do you look like“引人創設情景，讓學生有如身臨其境，采用學生提出問題，學生回答問題，借助媒體來提高學生的主動性。
情感態度價值觀
讓學生學會贊美別人。
教學重、難點及教學突破
重點
1. The vocabulary．
2、language：What do you look like/ What does he/she look like?
難點
Use the language to talk about others image．
教學突破
對于本課的單詞短語通過卡片或圖畫來引出學習
language: 以相互描述自己的長相特征，借助于課件及圖畫來引出What does he/she look like?.
教學準備
教師準備
錄音機、磁帶、課件
學生準備
預習生詞和課文
教學步驟
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Organization 2" Now boys and girls，let’s sing the colors song Singing together 多媒體
Step 2
Free talk 4’ Ask the students to describe his/her own hair Talking in groups
Step 3
Presentation
15’ （用班里的學生為例做下面的練習）
1．what do you look like?
（point to Lili standing now)
Lili：I’m tall and good-looking．
（板書good-looking,師師讀兩遍）
2．What does Tom look like?（Point to two Ss)
3．Point to other students in pictures （short hair/curly hair/long hair/ straight hair /tall /short /medium height/thin/heavy/a medium build)
4.用卡片出示不同形象的人物圖片與學生進行兩兩問答（仿照lc)
What does your friend look like?
She/He has/is…
5．出示一張與課本相同的圖畫，學生完成1 a Match the words with the pictures．
This activity introduce the vocabulary)．
（幫助學生做出正確答案．） 學生模仿練習（in Pairs）并表演
What do you look like …？
模仿練（in pairs）并寫在練習本上
模仿練習（in Pairs）
What does he look like ...？
He is/has …
（學生看圖互問） 課本圖p45
圖片
錄音機
6．Listen 1b．Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just lister．
The second time，listen and fill in the blanks．And say Amy’s friend’s unage．
He"s really tall．And he has curly hair.
7．Listen 2a and 26 And find the difference between is and has． 看圖模仿并表演
Look at their books
Listen and fill careful-
1y.
Step 4
Practice 6’ Pairwork
Practice the conversation below．Then ask and introduce other person in the pictures. Ss practice the dialogue in pairs （lc/3) 多媒體
放映
Step 5
Summary 2’ Words and phrases of this class
Language: What does he...look like?
He. .. is/has... Grammar Focus. SB
Step 6 test 4’ Self check As above
Step 7
Consolidation
(4’） If you have～good foreign friends，but your friends don’t know them.
You want to intn3uce them to your friends as their pen friends．
Then ask some of them to act out their dialogues．
Step 8
Homework Describe your good friend to your partener and make two dialogues． WB
練習設計
翻譯下列句子：
I．你的朋友Tom長得什么樣子？2．她中等身材，長長的頭發。
3．他長得很高，卷頭發。
4．瑪麗長得高還是矮？
板書設計
Unit7．What does he look like?
1, What do you/they look like?
I’m short/thin/…
2,What does he/she look like?
He/She is tall/thin/…
Section A（二）
教學內容
Section A中3a.3b．4
教學目標
知識與能力
1 ,Vocabulary：captain．team．popular，blonde．good一looking．a little bit．joke．never. etc．
2、Master and use：How to describe a person，。appearance by using the words and phrases above．
過程與方法
To show several pictures with different persons in them and ask a student to describe one’s appearance of them．
教學重、難點及教學突破
重點
The vocabulary and how to use it to describe a person
難點
Use the language to talk about Sb" s imagine．
教學突破
1．對于本課的單詞短語仍可通過卡片或圖畫來學習掌握。
2．利用同一個人的以前的相片與他現在的形象做比較，進行描述。
教學準備
教師準備
課件及學生每人的一張相片．
學生準備
預習生詞和3a部分
教學步驟
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
organization 1’ organize Ss by showing a picture of mine taken ten years ago． Let the students guess who was it in the picture．
Step 2
Free talk (2’） Ask the students to describe my photo． The students talk about some changes
Step 3
Presentation
5’ 1 ．Now boys and gins，please take out your pictures（教師從中找幾張讓其他同學來描述其外觀形象）
2.（用課件展示3a部分中的Picture 1）
Introduction：This is my good
friend，Liu Peng．Please describe
him with your partener.
（板書tall, curly, brown hair，a medium build) 學生模仿練習（in
pain;）并表演
看圖談論（in pairs)
并表演 多媒體
放映
圖一
3（課件出示3a中的Picture2）給
學生下列提示（板書）然后進行
描述
Name：Xu Qian
Likes：telling jokes
Appearance: short，a little heavy，
beautiful，
long and black hair
4.出示課本圖畫a, b兩部分讓他
們讀后討論回答：
1) What does Ma Yan look like?
2)What about Wang Lin"s appearance?
（幫助學生具體問答，板書thin，
blonde, good-looking，basketball
team，straight hair．）
5 ．listen and match the descriptions
you hear in 3a 看圖描述（in pairs)
并表演
學生自讀后展開討
論回答問題 多媒體
放映
圖二
錄音機
Step 4
practice
6" pairwork
3b Practice the descriptions of people"s
appearance．Then ask and answer
questions about them Ss practice the dialogue in pairs
What does Paul look
like? 多媒體
放映
Step 5
Summary 2" Words and phrases of this class
Language：He/She is short
Step 6 test 4’ 1. Self check 多媒體
放映
Step 7
Consolidation
4’ If you want to introduce your classmate to another one, you’d better de scribe him or her clearly，so you must learn how to describe a person．
step 8
Homework Practice to describe sb’s appearance in English．
本課小結
本節課學習了captain, team, popular, blonde, good-looking, a little bit, joke及brown生詞與短語，和描述人外表特點的She/He is very tall-等句式的練習運用。通過本節課的學習，學生能熟練地用英語進行對人外貌的描述。
練習設計
Complete the following sentences：
1，Deng Feiisa ____ （高的）boy．He is the_______the basketball______（籃球隊長）
2．Ma Yan is_______and_______（中等個子）. She is________（好看）．
3．She __________（看起來像)his mother.
板書設計
Unit7 What does she look like?
basketball team stop talking
good-looking --What does she look like?
little bit --She is tall
a medium build
Section B（一）
教學內容
Section s中的la.16.2a.2b．2c
教學目標
知識與能力
1. Vocabulary：bald，beard，glasses，mustache，black hair, blonde hair. etc．
2. Master and use：the words and phrases；to describe a person’s appearance actors and ask by using the words and phrases above．
過程與方法
To collect several pictures of famous musicians or students to describe．One’s appearance of them.
教學重、難點及教學突破
重點
The vocabulary and how to use it to describe a person
難點
Use the language to talk about Sb" s imagine
教學突破
1. 對于本課的單詞短語用圖畫或肢體語言來學習掌握．
2. 利用名人圖片對他的形象進行描述．
教學準備
教師準備
課件圖片B部分中的a至b
學生準備
預習生詞、搜集名演員或音樂家的圖片
教學步驟
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Organization 1, Organize Ss by introducting themselves
Step 2
Free talk 2’ Ask a student to describe his or her classmate． The other students listen to him or her carefully and guess who it is
Step 3
Presentation 1.(以班上的同學為例來描述其外觀形象)
Zhang Lin is short, but he is very heavy, He has handsome black hair.
2.（用課件展示36部分中的Picture 1）
Now boys and girls，watch the screen, please．
（板書1．bald；2．beard；3．glasses；4．black hair;5．blonde hair 6．mustache)
3．領讀以上單詞
4 ．to show some pictures of famous
musicians or actors
1)Xian Xing 一 hai has black hair.
2)Beethoven has a mustache
3）…..
5.學生拿出自己搜集的圖片讓學生利用下列詞語，板書：beard, glasses, blonde hair, bald對著名音樂家或演員進行形象描述。 學生模仿練習（認Pam）并表演。
看圖談論（in pairs)對應連線。
跟讀兩邊后拼讀。看圖描述（in pairs)并表演。
學生看圖，小組討論，進行描述。
Carl Nielsen Has a beard． 多媒體
放映
圖一
多媒體
放映
圖二
展示圖
片
Step 4
Practice
6’ pairwork
Let the students practise the descriptions of his or her favourite musician，actor and athlete． Ss describe with each
other in their groups
Step 5
Summary
2’ Words and phrases of this class
Language：Jackie Chen has black hair.
Step 6
"rest … Watch the screen and doing 多媒體
展示
Step 7
Consolidation
(4"） Most of us know some famous musicians or actors，we can describe them using the knowledge we learned in this period．
Step 8
Homework Pratice to describe one of the famous musicians or actors you know in English and write it out．
本課小結
本節課主要學習了bald, beard, glasses, mustache,短語，然后重點是運用以上所學內容描述著名音樂家及演員的外表特征。通過本節課的學習，學生能熟練的用英語進行對人外表特點的描述。
練習設計
用每一句中的形容詞的反義詞填空：
1．My brother David isn’t tall．He is _______．
2，Jonny has curly hair. But his mother has _______hair.
3．Sam is a heavy man. Tom is a ______ man.
板書設計
Unit7．What does she look like?
1．Mozart has a mustache 2．Peisi Chen is bald
3．Novaes wears glasses 4．Strass has a beard
5．Dean has long curly hair 6. Melissa Barnes has long blonde hair
Section B(二)
教學內容
第四課時 Section B中3a. 3b. 3c. 4以及SelfCheck 3
教學目標
知識與能力
1、Match the vocabulary: image，remember，new Seattle，winner，award，etc．
2、Master and use：Using the following to describe other’s image．
--What does he/she look like?
-- He/She is tall．
-- What do you look like?
--I’m thin.
過程與方法
學生在前三個課時當中已熟練掌握了描述某人外表的句型，通過回答的形式引入創設情景，讓學生自由回答，大面積操練，并借用媒體來提高學生的學習主動性，以切人交際為主的讀寫課，會收到令人滿意的效果。
情感態度價值觀
教育學生要多發現別人的優點，學會友好地描述別人的形象。
教學重、難點及教學突破
重點
1 , the vocabulary
2、Read 3a and 36，then fill in the blanks．
難點
Use the language to write your favourite actor or musician．
教學突破
1. 對于本課的單詞、短語通過前幾課時學過的單詞來引出；
2. 閱讀由老師做個別指導與解釋，為寫作做準備。
教學準備
教師準備
錄音機、磁帶、課件．
學生準備
1．預習生詞和課文，并填空；
2．準備幾張美術紙和繪畫鉛筆。
教學步驟
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Organization
2’ Organize Ss by describing other’s image. Ask and answer. 多媒體
Step 2
Free talk 4’ Ask the student who is on duty? Say out to class．
Step 3
15’
Presentation 1. Organize Ss by describing other’s image.
What does 1i Ping look like?
He"s.../He has...
2. Ask students to read the magazine article individually.（Move around the room）
answering any questions students may have．）
3. Read the magazing article to the class．And find the difference between the two pictures of Johnny Dean．
4. Point to the blanks in the chart．Describe Johnny before and now. point out the simple answer.
5. "Ibis article provides guided writing practice using the target language, point out the numbered blanks in the paragraph． Doing this exercises by pointing Ss in the class． 3a
本課小結
本節課學習了5個生詞，并運用句型描寫人物相貌特征。
練習設計
隨堂練習設計
用學過的詞匯造句描述人的外表。
個性練習設計
寫作Describe your favorite actor or musician.
板書設計
Unit 7. What does he look like?
Pictures Describe sb’s image．
教學探討與反思
本單元的核心話題是談論人的外表形象（image），‘talking about sb’s image’是教學重點，同時也是教學難點。通過對本單元的學習，學生能掌握本單元出現的表示人外觀的詞組及句型，并能運用這些詞組及句型描述別人的外表，進而描述自己喜歡的美術家和音樂家（Use the language to write your favourite actor or musician）。
談論人的外觀形象是人們日常生活中時常遇到的話題，故學生會熱衷于用英語表達此類知識。因此要充分借助聽力材料和補充閱讀材料，訓練提高學生的聽力閱讀水平。在聽讀的基礎上創設語言情景，加強說寫能力的訓練。此外，還要充分借用課本插圖來擴大學生的寫作面，以提高其寫作水平。
學生在學習過程當中已熟練掌握了描述某人外表的句型，通過各種形式創設情景，讓學生自由演習，并借用媒體來提高學生的學習興趣。
同時對學生進行情感教育，要求他們多發現別人的優點，學會友好地描述別人的形象。
第二篇: 新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思
新目標英語七年級下冊11-12單元教案
新目標英語七年級下冊Unit 11: What do you think of game shows? ? Language goals to this unit students learn to state their opinions and talk about likes and dislikes. New language What do you think of soap operas? I dont 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 cant stand Tommy. Section A Additional materials to bring to class: a local television listing list 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 dont 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 dont 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 to answer. 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 dont mind something, you dont either like it or dislike it. If you cant stand something, you dislike it very strongly. Your least favorite food is something you cant 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 practice the dialogue several times. Then say, Now talk about a TV show you both know.Tell what you like and dont 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 Stuarts 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 Stuarts 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 dont 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 dont like The Crime Files. Carlos doesnt like The Crime Files, too. Alternative: If you do not want st第三篇: 新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思
新目標英語七年級下冊第十二單元教案
新目標英語七年級下冊第十二單元教案作者：思全英語輔導新目標英語七年級下冊第十二單元教案教學目標：
1.談論規則
2.祈使語氣
3.表示允許
4.能夠用口頭或書面描述規則
教學重點和難點：
重點掌握祈使語氣的用法，包括表示允許的Can及其當情態動詞用的have to do；以及各種可以用在表述規章制度的動詞和句型。難點在于情態動詞的用法，以及祈使句與它的應答。
教學設計：
學習內容
學生活動
教師活動
1.表示規則的句型：
*---Don"t run in the hallways.
---Sorry,Ms Mendoza.
*Don"t watch TV after school.
*Don"t go out on school nights.
1.思考、談論規則。
*Don"t talk loudly.
*Do your homework after school！
*Practice your guitar every day.
引導、啟發、教授需學內容。
2.Can for permission,such as：We can do….
We can"t do….
Can we do…?
*---What are the rules?
---Well,we can"t arrive late for class.
*---Can we listen to music,Alex?
---We can"t listen to music in the hallways,
but we can listen to it outside.
2.聽錄音，回答問題。
*---Can we eat in the classroom?
---No,we can"t.
*---Can students wear hats in school?
---Yes,they can.
放錄音；啟發、提示問題及答語。
3.閱讀→遷移(讀、寫、文化差異)。
閱讀/認圖標；閱讀信件→根據其信息找出規則→寫出規則。
3.引導、提示圖標含義；提示文化差異。
4.用口頭或書面形式描述規則。
4.利用本單元所學祈使語氣的用法，包括表示允許的"Can及其當情態動詞用的have to do，根據常識或觀察,為圖書館、生化實驗室、語音室、機房、健身房、游泳館等公共場所制定規章制度或使用規則。
4.檢查學生討論制定規章制度或使用規則情況--句型、短語、動詞形式是否正確；指導并落實學生寫作情況。
教學過程設計：
Task One：
Talk about school rules to“feel”Imperatives Goal：Get to know about the structure to express rules Step 1：Talk about the school rules they know/remember Step 2：Look at the picture and read the rules in Section AC 1a,telling the difference between yours Step 3：Add more rules to your school,which you think necessary Task Two：
Listen and find out what Ss can do and what they cannot Goal：Try to understand the rules by listening Step 1：Listen to conversations about the activities and find out what students can do and what they cannot do Step 2：Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A(2a/b)
Step 3：Listen to conversations about the activities and find out what rules students break
→Section A(1b)
Step 4：Listen to the different rules that different people have to follow→Section B(2a/b)
Task Three：
Learn to read the signs for rules Goal：Learn about the rules by reading the signs Step 1：Learn about the rules by reading the pictures→Section B1 Step 2：Learn about the rules by reading the signs→Section B(3 b)
Step 3：Talk about the similarities or the differences about the signs between China and abroad Task Four：
Write rules for libraries,labs,computer-rooms,and swimming pools etc.
Goal：Learn to take care of public things Step 1：
Read the letter→Section B(3 a)
Find the rules in the letter Write them down Step 2：
Talk in pairs about the rules for public places,such as libraries,labs,computer-rooms,swimming pools,etc.
Discuss in groups about the rules for these public places Write down what have been talked about/discussed
教學點評與反思：
設計思路：
任務型課程的設計要自始至終體現任務的要求與特點，尤其要確保任務的設計與完成是從簡單重復逐步過渡到真實或接近真實。基于這一要求與特點，本課的四個任務先以談論有關學校各項規章制度為話題，初步感受祈使句，以及如何表達規則；然后聽(通過聽那些能做、哪些不能做的事兒，體會情態動詞can和can"t的用法)、認(通過認圖標，說出規則，并把說出的規則寫下來)，最后根據常識或觀察,為圖書館、生化實驗室、語音室、機房、健身房、游泳館等公共場所制定規章制度或使用規則。這樣，通過完成這一系列任務，既使學生學會了如何描述規章制度，又滲透了對學生的情感教育：通過對公共場所制定規章制度,培養學生遵守公德、愛護公物的美德。同時，學生還可以學會發散思維，以擴展知識；口頭及書面表達能力也可隨之提高。
二、課后反思：
不足之處：圖標展示得不夠；還可通過圖標滲透中外文化差異。
可取之處：全方位的訓練了學生的聽、說、讀、寫的能力。
教案點評：
本設計采用任務型教學模式，設置四個任務先以談論有關學校各項規章制度為話題，初步感受祈使句，及如何表達規則；然后通過聽，體會情態動詞can和can"t的用法，通過認圖標，說出規則，最后為圖書館、實驗室等公共場所制定規章制度或使用規則。通過完成這一系列任務，既使學生學會了如何描述規章制度，又滲透了對學生的情感教育。
MSN（中國大學網）
第四篇: 新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思
No. 110 Middle School of Chongqing By Cao Yi
Unit 6 Where are the jazz CDs？
單元整體說明
單元教材分析
本單元的核心內容是用英語問路及談論愛好，因此本單元的主要交際功能項目為“asking for and giving directions”and“talking about favorites，’本單元通過在音樂節Music Festivals）上問路，讓學生在問路與指路的同時，又掌握了本單元中出現的音樂名詞（Names of musical styles, such as jazz, pop, country）。在Section A中的3 ,4和1a,lb,2a,2b,2c為談論自己的愛好，學生可當堂表演。
單元知識結構
詞匯
名詞：jazz, pop, country，dance, video, floor，！！section, group，singer, sound，fan，are, direction, culture, palace, hall, painting, gate
形容詞: classical, traditional, amazing, awful, bad, western
副詞： upstairs
詞組：not bad，and so on
句型：
1 Where’s the pop music?
Go upstairs and turn right．It"s next to the jazz.
2 What"s your favorite kind of music, Judy?
My favorite kind of music is...
語法：
1. Where are the jazz CDs?
Go upstairs /Go straight and turn right /left．
They are between the pop and the country
2 The use of the sentences structures．
單元整體目標
1．Master the vocabulary．
2．Master and use：Where are the country CDs？
Go upstairs /Go straight and turn right /left.
They are between …and …／next to… behind …
單元教學重難點一覽
重點 難點
I The vocabulary．
2 The Grammar． 1 Asking for and giving directions.
2 Talking about favorite.
單元學情分析
本單元與前幾個單元的學習自然銜接，繼續學習詢問和指點方向，而且與學生愿意接觸的“音樂“有關，很大程度上能調動學生的學習積極性。
單元教學建議
聽、說、讀、寫全面訓練，在說寫的基礎上，充分借助聽力材料和補充閱讀材料，訓練學生的聽力閱讀水平。
a口語訓練：本單元的口語活動主要是詢問和指點方向及談論愛好，教學時可以將學生分組設置情景〔例如問學校里的某個地方，最喜歡的歌等）展開訓練。
b閱讀訓練：教師要求學生在閱讀完SelfCheck中的3后，除了可以在地圖上找出正確的地點外，還要培養學生猜測個別生詞詞義的能力。
c寫的訓練：寫是檢查學生英語水平的重要手段，寫的訓練要在聽、說、讀訓練的基礎上進行，任務型的寫的訓練有助于培養學生綜合運用英語解決實際問題的能力。設計如“目標調查”這樣的練習，把聽、說、讀與寫的訓練結合起來。
第一步，要求學生寫幾句話，談談他們喜歡的歌曲類型，歌手及歌曲。例如：
My favorite kind of music is country, and The Smith Family is my favorite group …
第二步，小組活動。
1提問：一個學生向另一個學生提問，了解對方的愛好。例如：
A：What’s your favorite kind of music?
B：My favorite kind of music is country.
A：Who’s your favorite country group?
B：My favorite group is The Smith Family.
A：……
2朗讀：學生朗讀自己的愛好。
單元課時分配
本單元4課時：
Section A（一）1課時
Section A（二）1課時
Section B（一）1課時
Section B（二）1課時
Section A（一）
教學內容
Section A中la．lb．lc．2a．2b．2c Grammar focus
教學目標
知識與能力
1、Match the vocabulary: jazz，classical，dance, pop，country, upstairs，video，floor, section,
2、Master and use：Where’s the jazz music？
Go straight /upstairs and turn left／right．It" s next to…／behind... /between…and…
過程與方法
學生在前幾個單元已經學會了詢問和指點方向，能自然地與本課知識相連接。通過“Where’s the jazz music?”引入創設情景，引起學生的興趣。并借助媒體來調動學生的積極性。
情感態度價值觀
明確相關音樂分類的英文表達法，鞏固方位感的表達方式。
教學重、難點及教學突破
重點
1、The vocabulary
2、language points:
Where’s the jazz music?
Go straight /upstairs and turn left /right. It’s next to … / behind …/between…and …
難點
1 Asking for and giving directions
2 Kind- of music
教學突破
1對于本課的單詞短語通過卡片、實物來強化記憶。
2 Language points的學習，借助于Where is……？的練習和課件的圖畫來使其形象化。
教學準備
教師準備
錄音機、磁帶、課件、光碟
學生準備
1、預習生詞和課文。
2、帶自己最喜歡的光碟或歌曲帶。
教學步驟
教學步驟、時間 教師時間 學生活動 媒體應用
Step 1
Organization (1’) Organize Ss by greeting each other. Greetings
Step 2
Free talk (2’) Ask the student
1. “who is on duty?”
If there’s a student who doesn’t come, then ask.
2. “Is everyone here?”
3. “Where is he/she?”
4. “Why he/she isn’t here today?” The student who is on duty answer.
Step
Presentation 20’ 1. Ask eight Ss to come to the front of the room and stand in two rows, leaving a few feet between Ss. Let the other Ss ask and answer questions about “Where is …? “He is between…and…”
“Where is…?” “She is behind…?/next to…”
2. Tell the Ss “Do as I told you”.(point to a student) “Wang Ming, go straight/go ahead, and then turn left, then turn right.” Let the Ss follow the directions. 學生模仿練習(impairs)
并表演
“Where is …” “He is between … and …”
“Where is …”
“She is behind …/ next to …
學生模仿表演(in pairs)
A student do as the other student told him/her.
go straight/go ahead, and then turn left, then turn right.”
3. Let the Ss practice in pairs using the CDs they have brought.
Such as one student ask “Which kind of music do you like best?”
Let the other Ss answer.
“Jazz or Country or Dance or pop or classical music.”
4. Let the Ss look at the Section A (la)
Ask the Ss to tell what they see.
Guide Ss to understand that the pictures shows different types of music. (Point: teach the new word “upstairs” with a picture.
At the same time, can teach “downstairs”)
5. Ask Ss to match each picture with one of the words on the left. Say “Write the letter of each picture. next to the words on the left”. Point out the sample answer.
Check the answer. (Answers: 1b, 2c, 3d, 4e, 5a)
6. (For 1b) Draw a set of stairs on the board. At the top of the stairs, write “jazz” in a box at the eight.
Write the three conversations on the Bb, then read it as you use your fingers to “walk” up the stairs and turn left to the “jazz” section. Then ask various Ss to come to the front of the Bb to read the other conversations, at the same time, use their fingers to walk to each section mentioned.
Play the recording the first time.
Play the recording the second time. This time, ask the Ss to listen to the recording and write the number of each conversation in the correct box. Point out the Sample answer.
Correct the answers.
(Answers: From left to right: 3, 2, 1)
7. (1c, Pair work)
Point to the conversations in 1b and ask Ss to read after you.
Use the stairs you drew on the board earlier. Erase the words you wrote before and write in the words “country” and “pop” to the left of the stairs, “dance” straight ahead of the stairs and “jazz” and “classical” to the right of the stairs.
8 (For 2a)
Ask four Ss to come to the front of the classroom. Arrange the Ss so that one is in the middle and the others are to the left of, to the right of, and behind the first student. Then describe the location of the Ss using the words “behind, next to and between”. For example, “Li Peng is behind Zhou Wen. Cao Ying is next Zhou Wen is between Cao Ying and Cong Zheng.”
Letn the Ss look at the pictures. Ask Ss to tell what they see in each picture.
Ask Ss to match each numbered sentence with one of the pictures. Say “Write the letter of each picture next to the correct sentence.
Check the answers. 小組表演
One student ask “Which kind of music do you like best?” Let the other Ss answer “Jazz or Country or Dance or pop or classical music”
到黑板前表演，并用手指按照所說的指引方向。
“Where’s the dance music?”
“Go straight and turn left.”
“Where’s the classical music?”
“Go upstairs and turn right.”
Ss listen to the tape carefully
Ask Ss to match each numbered sentence with one of the pictures 多媒體放映圖一
錄音機
(The answers are 1a, 2c, 3b)
9 (For 2b)
First, tell the Ss that suppose they are clerks of a music store, if someone asks them the directions, what they should do?
Notices
注意CDs和 videos 中的s 發的[z] 解說在以元音或濁輔音([z], [v], [dv]除外)結尾的名詞后讀[z]。
例如：play [pleiz], doogs [z].
10 Ask Ss to work in pairs. Suppose one student is a clerk of a music store, the other is asking him/her for different kinds of CDs, show her the Ss listen to the tape carefully and label the map of the CD store Ss write them down
分角色扮演
directions by looking.
At the map at Page 36, 2b.
Step 4
Practice (6’) Pairwork
Practice the conversations by looking at the screen and pictures on the Bb, ask and answer questions about other places in the pictures. Ss practice the dialogue in pairs “Where’s the pop music?” “It’s …” 多媒體放映 2a, 2b
Step 5
Just for fun (5’) 1. Ask all Ss to read the conversation. Have Ss identify the two characters in the cartoon.
2. Ask pairs of Ss to present the dialogue to the rest of the class.
3. Ask Ss to play both roles.
Work in pairs
Step6
Summary (2) 1. Summary the language points of this lesson.
2. Words and phrases of this class.
3. Language points.
Step 7
Test (4’) 同“練習設計 Do it by themselves.
Step 8
Consolidtion (4’) 1. Let’s Ss keep the Grammar Focus in their hearts.
2. Ss practice the Grammar Focus in pairs by looking at the pictures on the Bb.
Practice in pairs.
Homework (1’) Practice the dialogues according to the pictures on Page 35 and 36
本課小結
本節課學習了10個生詞，和？句式的練習運用及學習了。通過本節課的學習，學生能熟練的用英語詢問和指點方向，也能用英語說出不同類型的音樂。
問題探究與拓展活動
本節課主要學習問路、指路和各種類型的音樂。學生掌握后，可以問學生如果別人問路而他不知道時該如何辦？本課的拓展活動為Shelf - Check中的Just for fun,同時增進本課所學。如：
When’s the pop music／dance music?
Where are the country CDs／jazz CDs?
I don’t know! You don"t? No, I don’t. I don"t work here.
練習設計
隨堂練習設計
按要求做題
downstairs（反義詞） videos,
將下列詞組翻譯成英語。
在…的旁邊 在…和…之間 上樓 下樓
一直往前走 向右轉 爵士音樂 古典音樂
個性練習設計
翻譯下列句子：
1、流行樂在哪里？上樓后向右轉。在舞曲的旁邊
2、舞曲在哪里？上樓后一直往前走。它在流行樂和鄉村樂的旁邊。
3. 鄉村樂碟在哪里？他們在舞曲碟的旁邊
4. 爵士樂碟在哪里？它們在鄉村樂的旁邊。
板書設計
Unit 6 Where um the jam CDs？
1, Where’s the pop music? go straight
Go upstairs and turn right. go upstairs-go downstairs
It’s next to the dance music. pop music
2,Where are the country CDs? Between …and …
They are behind the jazz CDs．turn right／left
Section A（二）
教學內容
Section A中3,4以及Self check中1,2兩部分
教學目標
知識與能力
1. Match the vocabulary : group, singer
2. Master and use：What’s yaw favorite kind of music？
My favorite kind of music is country．
過程與方法
通過“What’s Bob’s favorite kind of music?”引入創設情景，引起學生的興趣。并借助多媒體來提高學生的主動性，讓其大量練習。
情感態度價值觀
在上節課的基礎上，對于音樂分類的表達和指點位置更加熟練，運用自如。
教學重、難點及教學突破
重點
1. The vocabulary．
2. language points: What"s your favorite kind of music？
My favorite kind of music is country．
Who"s your favorite group?
My favorite group is The Smith Family．
難點
The language points
教學突破
在摹仿的基礎上逐漸能用單詞替換的方式熟記表達法。
教學準備
教師準備
錄音機、磁帶、課件、光碟
學生準備
預習生詞和課文。
將自己最喜歡的歌手或樂隊列出，并將其歌曲分類。
教學步驟
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Organization(1’) Organize Ss by greeting each other.
Step 2
Free talk (2’) Ask the students
1. “Who is on duty?”
If there’s a student who doesn’t come, then ask
2. “Is everyone here?”
3. “Where is he /she?”
4. “Why he/she isn’t here today?” Answer.
Step 3
Revision (5’) 1. Draw a set of stairs on the Bb, at the top of the stairs, write “dance” in a box, and “pop” in a box in its right, and “country” on its left, behind the pop box write “jazz”, and behind the country box write “classical”
2. 2. Let the Ss works in pairs, practice the dialogues by looking at the picture. Ss work in pairs
1. “Where’s the pop music?” “Go upstairs and turn right. It’s next to the dance music.”
2. “Where’s the jazz music?” “Go straight and turn left. It’s …
3. …4. …
Step 4
Presentation (15’) 1.處是些聽風的一張圖片，問學生 “Who is he?”
Let the Ss answer. Then say: “Yes, you’re right, he is xie tingfeng.”
Ask a student “What is he? /What does he do?” (student can answer in Chinese.)
“Yes, he is a singer.” Teach the word ‘singer’.(sing-singer)
2. 讓學生無人一組談論
“Who is your favorite singer?”
“Who is your favorite group?”
“What’s your favorite kind of music?”
Let the Ss write their answers in the chart on the book (SectionA, 4)
3. Ask a student the other four’s favorite singer/goup/kind of music. eg, ask Wang Ping:
“Who is Li Ming’s favorite singer/group?”
“What’s Li Ming’s favorite kind of music?”
4. Let the Ss work in pairs. Ask the other three Ss in their group their favorite singer/group/kind of music.
5. Let a student describe the musical tasts of the other Ss in thir groups. Such as: Liu Fang’s favorite kind of music is dance, and his favorite singer is Sun Yue.
6. Tell the Ss “If I’m student A, if I want to know what Bob’s favorite kind of music is, what should I ask?” “Yes, I should ask ‘What’s favorite kind of music?’”
7. Ask the pairs to continue on their own.
Move around the room monitoring the progress of the pairs.
8. Go over the answers.
The answer are:
Bob: classical The Boston Orchestra
Carla: jazz Boys from Brzil
Mary: dance Patsy Street
Joe: country The Smith Family
Ss answer: ‘He is Xie Tingfeng.”
Answer my question in Chinese or English
Ss work in group of
five.
“Who is your favorite singer?”
“Who is your favorite group?”
“What’s your favorite kind of music?”
Ask the other’s favorite singer/group/kind of music Work in groups.
Ss describe the musical tastes of the other Ss in their group.
Ss listen carefully
Work in pairs
Student A in each pair look at the chart on Page 37. Student B look at e the chart on Page92
Ask and answer
“What’s Bob’s/Carla’s/Mary’s/Joe’s favorite kind of music?” and so on. 多媒體放映
Step5
Consolidation（6’） Give Ss five minutes to consolidate the language points by practicing the dialogues which this class have learned in pairs. Work in pairs.
Step 6
Summary
(2’) Summa the language points of this lesson.
Show the teaching aims. Ss read after the teacher. 多媒體放映
Step 7
Test(8’) Self Check1, 2.
Ask Ss to check all the words they know.
Ask Ss to find out the meaning of any words they don’t know. They can do this by reviewing to unit, asking the teacher, asking their classmates, or using dictionaries.
Ask Ss to write five new words in their Vocabulary on Page 106.
After Ss to have recorded their new words, ask to have recorded their new words, ask them to share their lists with other Ss.
2. 同練習設計 Check all the words they know.
Find out the meaning of any words they don’t know.
Work in groups.
Homework
(1’) 1 Practice the dialogue in pairs after class.
“What ‘s your favorite kind of music?”
“Who’s your favorite singer/group?”
2 預習Section B 中的1a, 1b, 2a, 2b, 2c.
本課小結
本節學習了2個生詞和What"s your favorite kind of music？及Who"s Bob"s favorit group/singer句式的練習和運用。通過本節課的學習，學生能熟練地用英語談論自〔喜歡的歌詞和樂隊。
教學探討與反思
教師通過展示明星卡片，來引起學生的興趣，通過對自己喜歡的歌手和樂隊的談論，（例如小組談論”Who is your favorite singer？’’“Who is your favorite group？’
“What"s your favorite kind of music？’），引導學生聯系實際，談論一下當前國內－些較為流行的音樂，歌手及樂隊等．
練習設計
(A類學生全做，B類學生只做1)
1按要求變換下列句子。
(1) My favorite kind of music is country.（劃線提問）
(2) Bob’s favorite group is the Smith Family．（劃線提問）
(3 ) My mother"s favorite singer is Cheng Long.（劃線提問）
2在橫線上填上適當的介詞
(1) Please look ______this page．
(2) Work ______small groups. Ask your classmates ______ their favorite groups or singers.
(3) Where"s the pop music？It"s next ________ the dance music．
(4) What"s your favorite kind ______ music?
板書設計
Unit 6 Where are the jazz CDs
1 What’s Bob’s favorite kind of music? sing-singer
His favorite kind of music is … in small groups
2. Who’s Carla’s favorite group? Look at
Her favorite group is …
教學內容
Section B中1a, 1b, 2a, 2b, 2c
教學目標
知識能力
1. Master the vocabulary: amazing awful bad Latin sound
2. Can talk about singers or musical groups
過程與方法
學生在本單元Section A中已學過不同風格的音樂如;jazz music, dance music, classical music等，已具備了學習本課的初步知識，課前通過放不同風格的樂曲錄音來導人新課，讓學生通過聽錄音后的感受，來談論他們喜歡的歌手或樂隊。
情感態度價值觀
教育學生學會欣賞不同風格的音樂，陶冶他們的情操。
教學重、難點及教學突破
重點
1 The vocabulary
2 Language：Talk about singer or musical groups
難點
Talk about singers or musical groups
教學突破
1. 本課學習的單詞主要是一些表示感情色彩的形容詞，可通過豐富的表情演示來學習
2. Language放音樂錄音，讓學生邊聽邊談
教學準備
教師準備
錄音機、磁帶(不同風格的音樂磁帶)課件
學生準備
預習生詞，收集自己喜歡的歌手或樂隊的資料
教學步驟
教學步驟、時間 教師活動 學生活動 媒體應用
Step l
Organization
（1’） Organize Ss by greeting each other
Step 2
Free talk(2}） Ask the student:
1 “Who is on duty?”
2 “What’s your favorite kind of music?”
3“Who’s your favorite singer/ group?” The student talk about something
Step3
Presentation
（15"） la:
1．Focus attention on the three faces：
Guide students to understand the meanings of the three faces: the snide face means“I like it”．The middle face with no smile means “I don’t like it or dislike it“. The frown face means ”I don’t like it“ 讀單詞并根據單詞意思做出不同的表情
2．Then call attention to the list of words. Say each one and ask student"s to repeat then talk about what it means．
（借助面部表情及聲音來解釋單詞并讓學生根據不同的單詞做出不同的表情）
3．Ask students to draw the correct face on the line to each word． Draw the correct face
on the line．
1b：
1．Play a piece of dance music let students listen then ask them：Do you like the dance music?
Guide the students to answer:
”Yes，I do. It’s awful．” Then play another type of music, such as classical, jazz, country and so on
2．Ask each student to make a list of three singers or musical groups then ask them to work on pairs：
A: Do you like the Latin Sound?
B：No，I don’t．They’re awful．
C：Do you like?
D: Yes，I do．No, I don’t.
2a:
1．Let the Ss look at the chart and the pictures of the four students，tell them they will listen to recording of these four persons．Write the name
of each person’s favorite kind of music/favorite groups/singer and Description word in the blank under their photo，Then play the recording the first time, Ss only listen
2. Play the recording again．This time students listen and write their answers in the chart． Listen the music and
answer the question．
Make a list
Work in pairs
Do you like?
Yes …
No, ….
Listen to the cording
Listen and write.
Look at the chart．
Listen and complete
the chart．
2b Play the
tape
錄音機
錄音機
1. let Ss look at the chart on the right, tell them that we will listen the recording again. listen and complete the chart.
2. Play the tape，students write the favorite group or singer and the description words in the chart．
Step 4
Practice
(5’） 2c:
Tell the students: This activity we will work in pain，you are Mike and your deskmate is Judy. Have a conversation about music like 2b. Talk about the music in pairs
Step 5
Summary
(2"） 1．Words and phrases of this class
2. Language points talk about singers and musical groups. Talk about the music in pairs
Step 6
Consolidation
(8"） Show the pictures of Tian Zhen, Na Ying.，Sun Nan，Beyound group，Yuquan and play their music,
let the students talk about them. Look, listen and talk 課件
（二）
Step 7
Homework(1’） 1．預習Section B中句3a,3b,3c
2畫張學校的平面圖
本課小結
本節課學習了5個生詞和Do you like? What"s your favorite句式的練習和運用。通過本節課的學習，學生能更加熟練地用英語談論自己喜歡的歌詞和樂隊。
教學探討與反思
通過對國外某些歌手和樂隊（Who’s your favorite singer/group？What’s your favorite kind of music?）的談論，引導學生聯系實際，談論一下當前國內一些較為流行的音樂，歌手及樂隊等．
練習設計
（見課件Test）
板書設計
Unit 6. Where are the jazz CDs?
1 amazing, awful，bad， 3 Do you like The Latin
great sound，terrible， No，I don’t．They’re awful /fantastic
2 What" your favorite... 4 Do you like Livinia Casey？
My favorite…is… Yes，I do．She"s cool．
Section B（二）
教學內容
Section B中3a，3b，3c，4和Self Check中3．
教學目標
知識與能力
1. The words（three skills）: direction，culture, palace, area，western，eastern，hall，traditional，and，painting, by, and so on，gate
2. Master: How to give directions to the places that people ask you.
過程與方法
學生在第一課時就已經學會指引方向，已具備了學習本課的知識，這是第一課時的進一步學習。通過詢問學生其學校所在地來引人創設情景，讓學生有身臨其境之感。需大量練習口頭表達，同時提高學生的英語閱讀能力。
情感態度價值觀
正確表達各種情緒：
喜歡，不喜歡等等。
教學重、難點及教學突破
重點
1 The vocabulary
2 How to give directions
難點
How to give directions．
教學突破
1、對于生詞學生只要會讀、說、聽就可以了，學生通過查閱字典或問老師或問同伴來自己解決，提高學生的自學能力。
2、對于方向的指引，通過大量的練習和課件的圖畫來突破解決。
教學準備
教師準備
課件
學生準備
預習生詞和課文。
教學步驟
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Organization
（1’） Organize Ss by greeting each other.
Step 2
Free talk
(2"） Ask the students：
1．“Who is on duty?”
2．“What"s your favorite kind of music?”
3． “Who’s your favorite singer / group？” Students answer my questions
Step3
Presentation
（15’） 1．“Now，pop music fans，listen carefully，if you，here”．（Start with a circle and label it．“You are here“）
Read the first set of instructions，draw a map of the pop store．
For example，when you read the words “Go straight’，draw an arrow straight up.
When you read the words “Turn left at the classical music’，
draw a box and label it‘classical music’，Then continue your first arrow around this box to the left．
Let Ss draw a map on the exercises books．
At the same time，let the other Ss look at the country music section, draw a map．in groups of four.
Let Ss work in groups of four，check the accuracy of the map by reading the instructions as their fingers through the map．
2．（3b），First，let the Ss look at the Big Sound music store map Point to each section of the store and ask Ss to read all the labels on the drawing.
Then ask Ss to fill in the missing words by themselves．
（As Ss work，the teacher can move around the room monitoring progress and answering any questions they may have．）The third，ask the Ss to check each other" s
won，and the teacher check the answers Pop music fans draw a map on their Exs books．
Draw maps
Ss work in groups of four．
Ss use their fingers to trace the path．
to the classical music section． 多媒體
投影地
圖
3，Let the Ss write directions to the jazz/dance/country/pop sections. They can use the same kind of sentences.（As Ss work，the teacher can move around the mom monitoring progress and answering any questions they may have．）Ask Ss to check each other"s work．Then
check the answers． Write directions 多媒體
投影地
圖多媒
體投影
Step 4
Practice
(7’） From each group to be the first to give directions to be a location somewhere in the school．Tell the students that the first student to correctly guess the answer takes the next turn．
Self check(3a)
1．Let the students read the article by themselves．Find out the words that don"t know list it. They can learn them by looking them up the directions or asking the teacher or the classmates or looking at the books．
2．Let the students read the words they don’t know after the teacher. Summa, the language points of this unit．
（見小結）
見練習設計。 Work in groups
Ss do the activity 多媒體
投影學
校平面
圖
本課小結
本節課還是主要練習了問路與指路，同時在selfcheck中接觸到了一些生詞，學生只要做到會聽、說就可以了。
問題探究與拓展活動
本節課中，可以讓學生在知道west一western，east ---eastern的同時，自己找出表示方向的名詞轉換為形容詞時在其后面直接加ern就可以了。（例如south一southern, north一northern, southeast一southeastern northeast一northeastern，…等等。）并出訓練題，如個性練習。
練習設計
隨堂練習設計
用適當的介詞填空：
1．Direction _____ the Country Music section.
2．Turn left _____ the classical music
3．Pop music is _____ jazz and dance.
4．Look _____ the Big Sound music store map．Then fill ______ the blanks．
5．The classical music is next ______ the country music．
6. Welcome ________ the Culture Palace．
7．You can listen _______ classical music ______ Area E．
8．There you can see the traditional paintings ______ Qi Baishi．
個性練習設計
用所給詞的適當形式填空。
1．We have a _______ (west) section，the left，and on ______ （east)section on the right．
2．a _______ （northeast）wind（東北風）
A _________（southeast）wind（東南風）
3．the _______ States of the U.S.A.（south)（美國南部各州）
4．The _______ （north)States of the U.S.A
注：解說表示方向的n.＋ern就成了形容詞
板書設計
Unit 6．Where are the jazz CDs?
Go straight west一western
Turn left at the east一eastern
pop section. south一southern
The classical music is north一northern
next to the country southeast一southeastern
music northwest一northwestern
教學探討與反思
在本單元的教學中，多數學生能按照老師的要求掌握好大綱的內容，而且本單元的內容與學生的生活息息相關，在現實生活中經常遇到，也經常談論。通過小組練習、討論，練習“Where’s the jazz music？” “It"s …”. ”What’s your favorite kind of music？”“It’s …” \"Who"s your favorite singer？……多數學生掌握得相當好。但是學生的自主學習能力尚待提高。
第五篇: 新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思
No. 110 Middle School of Chongqing By Cao Yi
Teaching Goal:
1. General aims:
Talk about jobs.
2. Particular aims:
A. Language Focus.
Talk about jobs and the place where people work.
B. Language goals
(1). What do you do? I’m a reporter.
(2). What does she want to be? She wants to be a sales assistant.
C. Language structures:
(1). What do you do? I am a teacher.
(2). What does he want to do? He wants to be an officer.
(3). Does your father work? Yes, he does.
(4). What does your mother do?
D. Useful words and phrases:
Words: assistant, sales assistant, doctor, reporter, police officer, waiter, bank clerk, star, thief, nurse, money, station, magazine, dinner, dangerous, afraid, late
Phrases: get … from, work for, work hard, call at, school play, evening newspaper, be afraid of
E. Grammar language:
Special questions
F. Learning strategies:
Learn other’s job
G. Interdiscipinary:
Social and communication.
H. Emotion and manner:
Teaching time: 6 periods
Teaching procedures:
Period One (pp19-20)
知識與能力
1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student
2. Master and use: What do you do? What does he do? Does he work in hospital?
教學重、難點及教學突破
重點
1. The vocabulary
2. language: What does she do? She is a doctor.
難點Use the language to ask for the jobs
教學步驟、時間 教師活動 學生活動 媒體運用
Step 1
Organization 1’ Organize students to prepare for the class
Step2
Ree talk 2’ Talk about the weather and weeks. The student talk about something.
Step 3
Presentation
15’ 1. Ask students to look at the picture and remember what they can see
2. Find four groups to say the words that they remember. (教師板書，學生說出)
3. Talk about the picture then make a dialogue.
Such as: What is this? It’s a store. What can you see? I can see a sweater. What color is t? It’s green. How much is it? It’s 50 dollars
4. Ask students: What is your father? He is a worker. (Tell them another way of saying:
What does your father do?板書）出示一張人物以及職業的圖片，問學生：
Is he a worker? No, he isn’t. What is he? He is a doctor. 或問：What does he do?
然后以同桌之間一問一答的形式來練習：
Such as: A: What does he do?
B: He is a reporter.
5. Listen to the tape: 1b. 2a. ab.
Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures.
Ask ss to close their books and write down the words about the things.
Ask ss to act out in pairs or groups.
Call more students to practice more.
Ask ss about jobs in pairs or groups.
多媒體放映
圖一
圖二
錄音機
Step 4
Practice 6’ Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
I am a student.
What does your father do?
He is a farmer. 給學生們一定的時間，讓他們充分練習。學生小組討論和練習。讓大部分的同學都能有機會來表演。
多媒體放映
Step 5
Summary 2’ Words and phrases of this class.
Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant. 以提問的形式來進行復習總結，在讓學生有一個鞏固的機會。
Step 6 text 4’ 1、Self check 讓學生作后再講解答案。 多媒體放映
Step 7 Consolidation 4’ In this class, we have learned the sentence:
What do you do? What does he do?
What does he want to be?
Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕顯示
Step 8
Homework(1’) Practice The dialogue according to the picture on Page 1. 讓學生寫出五個詢問對方職業的句子。
Period Two (p21)
教學步驟、時間 教師活動 學生活動 媒體運用
Step 1
Organization Organize students to prepare for the class
Step 2
Free talk 2’ Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital The student talk freely
Step 3
Presentation 3’
1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer.
2. Look at the picture and match the jobs with the people in the pictures. Such as; I see a lot of money every day. But it’s not mine. I count it for other people match the bank clerk.
3. Let the students practice more and more.
4. They make a conversation to proc-tise the drills.
For example: What do you do?
I help doctors and patients. Some people call us “angels in white”, Can you guess what I do?
5. Pairwork: Practise the conversation on the right. Use the jobs and places in activity 3a.
Where does your sister work? She works at a hospital.
What does your sister work? She works at a hospital.
What does she do? She’s a doctor.
6. Game: Guess the game!
Draw a picture of someone at work.
Can your classmates guess the job?
Just like: Is he a police officer?
No, he isn’t? Is he a waiter?
Yes, he is 1. 叫學生口頭造句，用一些有關職業的句子。爭取大部分的同學都有回答的機會，多次重復加大練習。
2. 教師邊讓學生讀句子邊解釋這些句子的意思。
3. 教師邊讓學生讀句子，做到熟練掌握。
4. 采用游戲的形式，讓盡可能多同學參與。
5．繼續練習這個句式。能讓學生自己造句。
多媒體放映
圖一
圖二
出示單詞卡片
錄音機
Step 4
Practice(6’) Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is.
No, he isn’t 給學生一定的時間，讓他們充分練習。學生小組討論和練習。讓大部分的同學都能有機會來表演 多媒體放映
Step 5
Summary 2’ Words and phrases of this class
Language: What does he do? What does he want to be? He is a worker.
He wants to be a sales assistant.
Where does he work?
He words in a hospital.
Is she a nurse? Yes, she is. 以提問的形式來進行總結，在讓學生有一個鞏固的機會
Step 6
Test 4’ 1、Self check(見后面) 讓學生作后在講解答案 多媒體放映
Step 7
Consolidation 4’ In this class, we have learned the sentence:
Where does he work? He works in a factory.
A bank clerk: I see a lot of money every day. But it’s not mine. I count it for other people.
Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕顯示
Step 8
Homework Pratice the dialogue according to the picture on Page 25. 讓學生寫出五個句子，分別詢問職業和工作地點
Period Three (pp22-23)
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Oranization1’ Organize students to prepare for the class
Step 2
Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely
Step 3
Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?
2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.
A police officer has an exciting job.
3. Let students practice. Such as: He is a police officer. It’s an exciting job.
4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.
5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.
6. Listen to the tape: Listen and number the picture(1-3) below.
Then practise the dialogue.
7. Grammar focus: 1．叫學生口頭造句用一些有關職業的句子。爭取大部分的同學都有回答的機會，多次重復加大練習。
2. 教師邊讓學生讀句子邊解釋這些句子的意思。
3. 叫學生口頭練習一些有關這方面的句子。
4. 聽錄音，讓學生填寫表格，然后再糾正答案。
5. 分組練習，讓學生大面積的練習。
6. 讓學生朗讀Gammar Focus 多媒體放映
圖一
圖二
出示單詞卡片
錄音機
Step 4
Practice 6’ 7. Read the newspaper want ads. And fill in the blanks with the correct jobs.
One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a …… 給學生一定的時間，讓他們充分練習。學生小組討論和練習。讓大部分的同學都有機會來表演。
多媒體放映
Step 5
Summary 2’ Words and phrases of this class Language:
本節課主要是聽錄音來完成各種對話，充分讓學生學會職業的文法以及地點的表達法。 以提問的形式來進行復習總結，在讓學生有一個鞏固的機會。
Step 6 test 4’ 1、Self check(見后面) 讓學生做后再講解答案 多媒體放映
Step 7 Consolidation 4’ 在這節課例我們主要聽錄音然后回答問題，讓學生充分練習聽力，達到會聽、會說然后在自己編對話來練習。 大屏幕顯示
Step 8
Homework Read the newspaper more and more. 讓學生朗讀3A部分的內容。
Period Four (P24)
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Organization 1’ Organize students to prepare for the class
Step 2
Free talk 2’ Oral composition: My parents.
Such as: I have a very happy family.
My father is a worker. He works in a factory. My mother is a nurse. She works in a hospital. 學生口頭作文，讓他們把學到的知識系統地用到自己的作文中來。練習關于職業以及工作地點的表達。
Step 3
Presentation
1. Let the students hurry to read the words they can’t remember.
2. Then the teacher guid the students to go over the words. See how the students have grasped.
3. Ask students to write five new words in their Vocab-builder.
4. Practise: I magine you want one of the jobs at BFS. Write and explain why your are good person for the job.
They don’t have to use real information about themselves-they can imagine that they have the skills needed to do one of the jobs. Remind them that they have to show why they are good for the job.
5. Go over the whole unit, first the words and useful expressions.
Then go over the frills: What do you do? What does he do?
Where does he work? He works in a factory. 1. 學生自測，看看他們急得如何。
2. 在讓學生寫五個生詞填在單詞表上。
3. 找工作：以小組為單位討論。個人介紹推銷自己。
4．總復習時，領著學生復習全部單詞，爭取讓每一個學生都能來掌握。 多媒體放映
圖一
圖二
出示單詞卡片
錄音機
Step 4
Practice 6’ Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is.
No, he isn’t
給學生一定的時間，讓他們充分練習。學生小組討論和練習。讓大部分的同學都有機會來表演。 多媒體放映
Step 5
Summary 2’ Game: How to find a good job? Discuss and make a dialogue. 以提問的形式來進行復習總結，在讓學生有一個鞏固的機會。
Step 6 test 4’ 1. Self check(見后面)
In this class, we have learned self- 多媒體放映
Step 7
Consolidation
(4’) Check, then go over the whole unit. I think most of the students have grasped them very well. 讓學生寫一篇作文。 大屏幕顯示
Step 8
Homework 1’ Especially the jobs and the places.
Compostion: How to find a good job?
Period Five
Testing (Weekly paper and Nan’an paper)
Note:
第六篇: 新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思
No. 110 Middle School by Cao Yi
單元整體說明
單元教材分析
本單元圍繞“識別物品的所屬”，使學生學會詢問物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，體會一般疑問句的用法；學習如何寫“失物招領、尋物啟事”，鞏固所學單詞的拼寫“How do you spell pen? P-E-N.”。通過以上幾個方面的學習，既能提高學生解決問題的能力，又能鞏固所學知識。本單元與第三單元銜接緊密：由this，that的學習過渡到these, those的學習，由指示一個人、物過渡到指示多個人、物，使學生學會區分遠近單復數。
單元知識系統（樹）
Is this/that your/her/his pencil? Yes, it is. No, it isn’t.
How do you spell pen? P-E-N. What’s this in English? It’s a pen.
Lost and Found
單元總體目標
運用Using contest guessing的學習策略，引導學生學會詢問物品的主人的基本句型；體會一般疑問句的用法；學習如何寫“失物招領”，“尋物啟事”。
單元教學、難點一覽
重點 難點
1. 復習詞匯pencil pen book eraser ruler pencil case
2.詞匯backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card
3. 句型Is this/that your/her/his pencil? Yes, it is. No, it isn"t.
How do you spell pen? P-E-N. What’s this in English? It’s a pen.
4. Lost and Found 話法焦點在于一般疑問句、Lost and Found.
單元學情分析
本單元的主題是識別物品的所屬，同時引導學生采用Using contest guessing和Role playing的學習策略，學習新詞匯，掌握重點句型，使學生能比較好地解決類似問題（失物招領、尋物啟事），既能提高學生解決問題的能力，又能鞏固所學知識。
單元教學建議
采用Using contest guessing和Role playing的學習策略，利用教學圖片或制作多媒體課件來展開課堂Pair work, Group work的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。
單元課時分配
本單元用3課時教學
Section A用1課時
Section B部分用1課時
Self Check及閱讀部分用1課時。
Section A
教學內容
Section A（教材P7-9)
教學目標
知識與能力
本單元圍繞“識別物品的所屬”使學生學會詢問物品的主人的基本句型 “Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，體會一般疑問句的用法，鞏固所學單詞的拼寫“How do you spell pen? P-E-N.”。提高學生拼寫單詞的能力。
過程與方法
采用Using contest guessing和Role playing的學習策略，利用教學圖片或制作多媒體課件來展開課堂Pair work, Group work的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。
情感態度價值觀
該部分學習內容貼近學生的生活，談論的主題是“識別物品的所屬”使學生能比較好地解決類似問題，既能提高學生解決問題的能力，又能鞏固所學知識。
教學重、難點及教學突破
重點
重點：使學生學會詢問物品的主人的基本句型，體會一般疑問句的用法；鞏固所學單詞的拼寫。
教學突破
Section A通過Find the Owner Game，使學生學會詢問物品的主人的基本句型，體會一般疑問句的用法。
教學準備
教師準備
制作la部分的插圖和人物對話的課件，人物以動畫片的形式呈現，將聽力部分的內容插入，使學生學會詢問物品的主人的基本句型；同時復習單詞pencil pen book eraser ruler pencil case，學習詞匯backpack pencil sharpener dictionary.
學生準備
復習所學物品的單詞，體會一般疑問句的用法，鞏固所學單詞的拼寫；掌握Using contest guessing和Role playing的學習策略。
教學步驟
(1課時）
一、第一教學環節：情境導入
教師活動 學生活動
1.利用插圖或實物卡片，讓學生將單詞與實物相連復習一些單詞、學一些生詞。然后教師引導學習詢問物品的主人的基本句型”Is this/that your/her/his pencil? Yes, it is. No, it isn’t．”。
2.讓學生聽對話，練習并模仿對話。識別物品的所屬。 1.將單詞與實物相連復習一些單詞、學一些生詞。學習詢問物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn"t.”。
2.聽對話，練習并模仿對話。識別物品的所屬。
二、第二教學環節：師生互動
教師活動 學生活動
1. 播放2a部分的錄音讓學生聽，引導學生通過聽錄音熟悉物品名稱”pencil pen book eraser ruler pencil case”，完成2a,2b部分的教學任務。
2. 引導學生重復他們所聽到的，模仿對話，識別物品的所屬，完成2c部分的教學任務（Is this/that your/her/his pencil? Yes, it is. No, it isn"t.）。
3. 概括語法點。 1. 通過聽錄音熟悉物品名稱“ pencil pen book eraser ruler pencil case”，完成2a,2b部分的教學任務。
2. 重復所聽到的，模仿對話識別物品的所屬，完成2c部分的教學任務（Is this/that your/her/his pencil? Yes, it is. No, it isn’t）。
3. 熟悉語法點
三、第三教學環節：操練、鞏固
教師活動 學生活動
引導學生復習3a表中的26個字母；然后練習36中的對話操練句型”How do you spell pen? P-E-N. What’s this in English? It’s a pen”。 復習3a表中的2b個字母；然后練習3b 中的對話操練句型“How do you spell pen? P-E-N. What’s this in English? It"s a pen.”。
四、第四教學環節：做游戲
教師活動 學生活動
通過Find the Owner Game，使學生學會詢問物品的主人的基本句型，體會一般疑問句的用法。培養猜測、推斷的能力。 通過Find the Owner Game，學會詢問物品的主人的基本句型，體會一般疑問句的用法。提高猜測、推斷的能力。
本課總結
本課采用Using contest guessing和Role playing的學習策略，利用教學圖片來展開課堂Pairwork, Find the owner Game的口語交際活動，使學生學會詢問物品的主人的基本句型，體會一般疑問句的用法。培養猜測、推斷的能力。同時進行聽力訓練，培養學生口語交際能力。
板書設計
Unit 2 Is this your pencil?
Section A
Words: pencil pen book eraser ruler pencil case backpack pencil sharpener dictionary
Drills：Is this/that/your/our/her/his pencil? Yes, it is. No, it isn’t.
How do you spell pen? P-E-N.
What’s this in English? It’s a pen.
Grammar：Is this your/her/his …? Yes, it is. No, it isn"t.
Is that your/her/his…？Yes, it is. No, it isn’t.
問題探究與拓展活動
找主人：課前教師收集一些學生的物品并展示，問學生這些東西是誰的；先詢問幾個學生某些物品是誰的，然后把名字填在表格里，再讓學生互相詢問。這種活動可練習運用what特殊疑問句和yes/no問句進行物體所屬的問答。
練習設計
隨堂練習設計
從B欄中選出A欄各句的答語。
A B
( )1. What"s this in English? A. Nice to meet you, too.
( )2. Is it your dictionary? B. P-E-T-E-R.
( )3. I"m Gina. Nice to meet you. C. Yes, it is.
( )4. What’s your last name？ D. It"s an ID card.
( )5. How do you spell it? E. Smith.
KEYS: 1.D 2. C 3. A 4. E 5. B
個性練習設計
比比看：把兩個同學鉛筆盒里的文具混在一起。然后請他們分別挑出自己和同伴的物品，看誰花的時間最少。在做這種練習時，可要求學生采用自言自語的方式，即一邊挑物品，一邊運用“This is my…. That’s her/his…”句型進行描述，這樣可練習物主代詞和指示代詞的用法。
Section B
教學內容
Section B（教材Pl0-11）
教學目標
知識與能力
重點內容是學習一些物品名詞，學習如何寫“尋物啟事和失物招領”，同時復習“詢問物品所屬”的句型。既可以提高學生遇到類似挫折時的解決問題的能力，又能鞏固所學的知識。
過程與方法
運用Pair work, Group work、寫“尋物啟事和失物招領”的活動方式，引導學生進行看、讀、問答訓練，鞏固所學知識。培養口語交際的目標，加強聽、說能力的培養。
情感態度價值觀
該部分學習內容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發學生的主動性和學習興趣。培養學生拾金不昧的精神和助人為樂、團結友愛的品德。
教學重、難點及教學突破
重點
復習詞匯pencil pen book eraser ruler pencil case
學習詞匯backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card.
教學突破
寫“尋物啟事和失物招領”，畫圖猜測物品。
教學準備
教師準備
利用錄音使學生學習一些物品名詞，并引導學生進行Pair work，學會詢問“What’s this? It"s a … . How do you spell watch? W-A-T-C-H.”；引導學生寫“尋物啟事”和“失物招領”，畫圖猜測物品，鞏固所學內容，培養學生動腦、動手的能力及拾金不昧的精神和助人為樂、團結友愛的品德。
學生準備
學習一些物品名詞，了解寫尋物啟事和失物招領的內容和格式。
教學步驟
（1課時）
一、第一教學壞節：看單詞連物品
教師活動 學生活動
1. 引導學生將單詞與物品相連，形成直觀記憶。
2.引導學生進行Pair work，操練句型”What，s this? It’s a …．How do you spell watch？W-A-T-C-H.”，完成1b中的學習要求。 1. 將單詞與物品相連，形成直觀記憶。
2.進行Pair work，操練句型“What" s this? It’s a … . How do you spell watch？W-A-T-C-H.”，完成1b中的學習要求。
二、第二教學環節：聽、寫物品名詞
教師活動 學生活動
1．聽錄音引導學生圈出所聽到的單詞。
2．聽錄音引導學生寫出所聽到的單詞。
3．引導學生進行Pair work. 1．聽錄音圈出所聽到的單詞。
2．聽錄音寫出所聽到的單詞。
3．進行Pair work。
三、第三教學環節：寫“尋物啟事”和“失物招領”
教師活動 學生活動
1. 引導學生看3a部分的“尋物啟事和失物招領”，圈出物品名詞，了解寫尋物啟事和失物招領的內容和格式。完成3a的學習要求。
2. 引導學生看3b部分的條子。
3. 引導學生寫“尋物啟事和失物招”. 1.看3a部分的“尋物啟事和失物招領”，圈出物品名詞，了解寫尋物啟事和失物招領的內容和格式。完成3a的學習要求。
2. 看3b部分的條子。
3. 寫“尋物啟事”和“失物招領”。
本課總結
利用錄音使學生學習一些物品名詞，并引導學生進行Pair work，引導學生寫“尋物啟事”和“失物招領”、畫圖猜測物品，鞏固所學內容，培養學生動腦、動手的能力及拾金不昧的精神和助人為樂、團結友愛的品德。
板書設計
Unit 2 Is this your pencil?
Section B
Words：backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book
Drills：What’s this？it’s a … . Is it a watch？Yes，it is．No，it isn’t.
How do you spell watch? W-A-T-C-H.
Lost and Found
問題探究與拓展活動
1. 失物招領
2.尋物啟事：試著為你丟失的東西寫一份尋物啟事。
練習設計
隨堂練習設計
重新排列字母，組成單詞。
1. necpd _______ 2. searre __________ 3. bapackck __________ 4. yrsro ___________
5. nictodiary _________ 6. allbbksea __________ 7. tawhc ________ 8. oclsho _________
9. grin ________ 10. yek _________
Keys 1. pencil 2. eraser 3. backpack 4. sorry 5. dictionary 6 . basketball 7 ．watch 8. school 9. ring 10. key
個性練習設計
教師可先向學生提出問題：如果別的同學錯拿了自己的東西或自己找不到自己的東西，該怎么辦？教師提出問題后，讓學生分組進行討論并記下自己的想法；然后讓學生將每組中所有學生的想法進行分類，每組選派一名學生向全班進行闡述；教師再將學生的主要想法收集起來，并記在黑板上。
Self Check
教學內容
Self Check＆reading (教材P12)
教學目標
知識與能力
復習詞匯backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book引導學生自我評價并建立個人生詞表；
復習“詢問物品所屬”的句型。
過程與方法
運用Using contest guessing和Role playing的學習策略。
首先，通過聽說讀寫檢測使學生了解自己掌握了那些詞匯。
其次，將未掌握故生詞收人35頁的Vocab-Builder中。
第三，引導學生看3中的圖，編寫對話操練“Is that/this your …？”。
情感態度價值觀
該部分學習內容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發學生的主動性和學習興趣。
教學重、難點及教學突破
重點
復習詞匯backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book；
復習“詢問物品所屬”的句型。
教學突破
引導學生看3中的圖，編寫對話操練”Is that/this your…?“
教學準備
教師準備
制作1、3部分的課件、補充一些內容（針對能力強的學生）。
學生準備
收集本單元中盡可能多的單詞進行自測。利用Lost and Found操練“Is that/this your…?”。
教學步驟
(1課時）
一、第一教學環節：自我測評
教師活動 學生活動
引導學生進行自我檢測，完成自我評
估，并欣賞Just for Fun！ 進行自我檢測，完成自我評估，并欣賞
Just for Fun！
二、第二教學環節：語音規則
教師活動 學生活動
引導學生看3中的圖，編寫對話操練“Is that/this your…?”。 看3中的圖，編寫對話操練“Is that/this your …?”。
本課總結
引導學生進行自我檢測，完成自我評估；利用詞匯表將生詞進行歸納整理記憶利用3中的圖，編寫對話操練“Is that/this your …?”
板書設計
Unit 2 Is this your pencil?
Self Check
Words: backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book
Drills: Is this/that your backpack? No, it isn’t. Yes, it is.
問題探究與拓展活動
多種多樣的教學法：
語音教學：模仿操練；詞匯教學：演示講解、情景操練、反復使用；
口語教學：互相操練、對話練習、交際活動；閱讀教學：回答問題和填空練習；
聽力教學：圖文配對和對話選擇；
寫作教學：聽寫詞句、填空造句、模仿寫作；
語法教學：總結規律、模仿操練。
練習設計
隨堂練習設計
寫作。
1. John在學校大門口丟了手表，請幫助他寫一個尋物啟事。他的電話號碼是：495-3537.
2. Mary撿到兩枚戒指并把它們放到失物招領箱中。請幫助她寫一個失物招領啟事，找到失主。
個性練習設計
找物品的主人：將你所熟悉的同學或教師使用的物品展示在你面前，請你找出物品的主人。
活動流程
(1) 教師將課前收集的物品展示給學生，先詢問：What’s this in English? 讓學生回答：It"s a…，直到學生弄清楚是什么物品；
(2)在學生弄清楚是什么物品之后，再問他們這些東西是誰的：Whose is this/are these…？
(3)從每組中選出一個學生，詢問他們某些物品是誰的。
(4)A后讓每組中的學生互相詢問物品的主人：Is this/that your…？No, it isn"t.／Yes，it is.
(5）當所有的學生都傲完后，和他們一起確認這些物品的主人，并歸還給他們。
(6)最后給每組的學生代表的回答評分，看誰猜中的數量多。
教學探討與反思
典型例題選講
根據下表中的人物姓名，選用正確的物主代詞填空。
Ask Answer
1. What’s your name？ My name is Sonia．
2. What’s ________ name? ______ name is Tim.
3. What’s _______ name? ______ name is Kate．
4. What’s your teacher’s name？ ______ name is Liu Yun.
5. What’s the bird’s name？ _______name is Polly.
本題主要考察第三人稱物主代詞的用法。His他的，指男性；her她的，指女性；its它的，指事物。所以答案為：2. his 3. her 3. her 4. its
第七篇: 新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思
人教版新目標七年級下冊英語第九單元教案
Unit 9 How was your weekend? No. 110 Middle School of Chongqing? By Cao Yi Teaching Goal: 1. General aims: Talk about recent past events 2. Particular aims: ? A. Language Focus. ? Talk about recent past events and think of the past events. B. Language goals How was….? It was … What did …do over the weekend? C. Language structures: (1). How was your weekend? I was great. Pay attention to no form. (2). What did you do over the weekend? I played soccer. We went to the beach. D. Useful words and phrases: ? Words: was, did, went, beach, over, project, test, wasn’t, false, number, geography, spend, week, most, mixture, their, had, little, cook, read, saw, change, everyone, sit, sat, no, anything ? Phrases: did one’s homework, played soccer, cleaned my room, went to the beach, played tennis, went to the movies, on Saturday morning, over the weekend, cook … for, what about, do some reading, have a party, talk show, go shopping E. Grammar language: ? Present simple past tense Regular and irregular verbs F. Learning strategies: ?Tour and holidays G. Interdiscipinary: ? H. Emotion and manner: ? Teaching time: 5 periods Teaching procedures: ? Period One (pp31-32) ? 教學步驟、時間 教師活動 ? 學生活動 媒體應用 Step 1 Free talk 3’ Ask some questions like: Who’s on duty today? What’s the weather like? Answer and talk about something. ? ? 讓同學們回答下列問題 1. Do you like weekend? (Let some students answer) It takes them three minutes to talk about the question. 2. Why do you like weekend? (let the students answer) Most of the students like the weekend 此時教師用漢語問： “在周末期間問你干了什么？ 這句話用英語這么回答？ Let the students guess. At last the teacher give them right answer 3. What did you do over the weekend？（板書、學習） 4. What did you do over the weekend? (Let sb. answer the question) I-played basketball. 5. 出示三張照片（有各種活動） 6. Match the words with the picture ? 7. Let the students listen and write carefully. First listen, then listen and write the words like “morning afternoon” or “night”等 Find some students to answer. The students talk about it in pairs. ? Students think of the sentences. ? ? ? ? ? ? ? Students study and read the sentences First the students read after the teacher, the practice in pairs. 學生看圖，互相問答：What did you do? The students look at the picture on page 29 and do it. Listen and write carefully. ? ? ? 媒體展示問題 ? ? ? ? ? ? ? ? ? 多媒體放映圖一、圖二、圖三（關于周末的.活動） Step 3 Practice(5’) Pairwork Role play students A ask and student B answer Then let them do it in pairs A: What did you do over the weekend, Lucy? B: I played tennis. Students do it in pairs. ? Step listen to 2a and 2b (5’) Listen and underline the words you hear, then listen again and write. Listen and underline Listen and write A \\ B \\ S carefully ? Step 5 Summary (2’) 1. Words and phrases of the class. 2. What did you do over the weekend? I played ―. Look and listen carefully ? Step 6 Test (5’) Selfcheck 1 and 2c Students do it 放映多媒體 Step 7 Consolidation Make a dialogue use “What did ―？”at least five questions. Divide the students into 7 groups. ? ? Step 8 拓展練習(3’) 1. What did you do over the Weekend? 2. What did you do over the weekday? Students answer did things in different times. 多媒體展示、總結 Step 9 Homework (1’). 1. Practise the dialogue. 2. Grasp the grammar Focus. ? 多媒體放映 ? Period Two (p33) ? 教學步驟、時間 教師活動 學生活動 媒體應用 Step 1 Free talk (2’) Ask a student “Do you like weekend”? Do you like weekday? The students answer and talk. ? ? ? ? ? Step2 Presention (10’) (用班里學生為例作下列練習) 1. What did you do over the weekend? 2. First let the students draw a picture of weekend然后讓他們利用實物投影向我們說明 3. 用 “What did you do over the weekend?” 詢問幾個學生后，這著一個學生問“你的周末怎么樣？” 4. Let the students change it into English. 板書 “How was your weekend?” Then let the students practice in pairs. 5. Write number (1-3) in the blanks. 1. Draw a picture of weekend 2. Tell the class about your weekend like” I played basketball in the morning. 3. The student answers. (have a try) Guess: How was your weekend? Read and study Then do it in pairs. Ex: How was your weekend? It’s great. I played basketball. Look at the picture in 3a. and write unmbers. 實物投影 ? ? ? ? ? ? ? ? ? 媒體展示 ? ? ? ? 媒體展示答案 Step 3 Game 6’ Let Ss write 3 things they did over the weekend. One is false, the others are true. 然后把學生的描述利用實物投影機投到大屏幕上。 Write 3 sentences ion their paper. Look at the screen. Let the other Ss guess which one is true/false. 實物投影 Step 4 Summary 3’ 1. words 2. Grammar: How was your weekend? I was great. / I did … Read and remember 媒體顯示 Step 5 Consolidation 10’ Divide the Ss into several groups. Every group must make up a dialogue. Use “What did you do on the weekend?”/How was your weekend? And so on. Make up a dialogue in groups and act it. ? Step 6 拓展練習5’ 1. 讓學生回憶一般過去時態。 2. 對照一般現在時和一般過去時，找出差異。 3. 總結 “be”動詞的變化。 1. 回憶 2. 討論 3. 總結 媒體顯示 Step 7 Homework Practise the dialogue And answer some questions about the lesson. ? ? ? Period Three (pp34-35) ? 教學步驟、時間 ? 教師活動 ? 學生活動 ?媒體應用 Step 1 Free talk (2’) 1. Ask the Ss some question. 2. check some questions. Put up hands and answer. ? Step 2 Presention (10’) (問班里的學生) 1. what did you do over the weekend? 2. 昨天你做了什么？↓引出 ? What did you do yesterday? ---A played….(板書/學習) 3. Let the Ss look at the screen. ? There are four pictures on the screen. These things that Sally and Jim did yesterday, then match. 4. Give the right answers. 1b, 2b, 3a, 4c ? 5. look at the 1b, let the Ss draw happy faces or unhappy faces. 6. listen to the taps twice, first listen carefully, then let the Ss to listen carefully and write the right answers. Answer one by one ? ? Translate it into English ? ? ? ? ? ? Look at the screen carefully and match the words with the pictures. ? Listen to the tape carefully. Write the right answers. ? 媒體顯示4幅畫 ? ? ? ? ? ? ? ? ? ? ? ? 媒體顯示 Step 3 Practice(5’) 1. Have a conversation to tell what Sally and Jim do? 2. What did Jim do? ? Jim went to the movies. 3. Let the Ss ask freely 4. Ask: What did the Ss do over the weekend? ex: practice The students practice in pairs ? ? ? Act out in pairs or groups. Answer the teacher’s questions Ask some pairs to the front to act out. ? Step 4 Summary 3’ Phrases: played the guitar. Did my homework. Studied geography. Went to the library. What did Jim do yesterday? Read and remember. ? Step 5 Test 1 見題后組1 D o some exercises. 多媒體展示 Step 6 consolidation Divide the students into several groups And let them make dialogues using these sentences: What did you do yesterday? How was your weekend? What did you do over the weekend? Write the dialogues and practice in groups. ? Step 7 拓展顯示 根據下列句子： 1. What did you do over the weekend? 2. How was your weekend? 考慮“昨天或周末你去了哪里？”用英語怎樣表達？ 1. look at some sentences and think it over. 2. 討論/交流 3．總結 媒體展示 Step 8 Homework Grasp the new words and expression sentences. ?第八篇: 新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思
重慶市110中學 曹毅
單元整體說明
單元教材分析
本單元的核心話題是用英語詢問人的長相、性格，因此 ‘talk about what people are like’是教學重點。通過對本單元的學習，學生能掌握本單元出現的表示性格的一些形容詞。
單元知識結構
詞匯：serious，unfriendly，outgoing, generous, moody，be like, look like，come from，a little, such as，ect．
句型: --What’s Billy like? He’s shy，-What’s that？-That’s Mike．
---Who’s that? ---That’s Mike.
單元總體目標
1．Master the vocabulary.
2．Master and use: -What’s Billy like? –He’s shy．
--Who"s that? That’s Mike
單元教學重難點一覽
重點 難點
1．The vocabulary．
2．What’s... like?
3．Who’s that? talk about what people are like
單元學情分析
學生前面已經學過關于“”引導的特殊疑問句，具有了學習本單元知識的認知前提，能自然地與本單元話題進行銜接。
單元教學建議
聽說讀寫等技能相輔相成的，而聽讀是說和寫的基礎，因此要充分借助聽力材料和補充閱讀材料，訓練提高學生的聽力閱讀水平。在聽讀的基礎上創設語言情景，加強說寫能力的訓練。
單元課時分配
本單元共4課時：
Section A（一）1課時
Section A（二）1課時
Section B（一）1課時
Section B（二）1課時
Section A（一）
教學內容
Section A中la. 1b．lc．2a．2b．2c Grammar focus
教學目標
知識與能力
1、Match the vocabulary: serious，unfriendly, relationship, personality.
2、Master and use：--What’s Billy like? --He"s shy．
--Who"s that? --That’s Mike．
過程與方法
學生在前面已經學過了詢問外貌特征的特殊疑問句，已具備了學習本課的初步知識。通過例子What is the weather like？引入創設情景，讓學生身臨其境，學習描述人性格特征的句子。
情感態度價值觀
懂得人有不同性格特點，學會取長補短，與人友好相處。
教學重、難點及教學突破
重點
1. The vocabulary
2. language：What"s Billy like? He"s shy.
難點
talk about what people are like
教學突破
對于本課的單詞短語通過卡片或圖畫來引出學習
Language：What，s Billy like?，通過復習What is the weather like？What"s your favorite subject?句式，自然引人新課。
教學準備
教師準備
錄音機、磁帶、課件
學生準備
預習生詞和課文
教學步驟
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Organization
1’ Organize Ss by greeting each other
Step 2 Free talk 2" The Ss talk about
something
Step 3
Presentation
10" Ask the Ss to answer the following
questions:
1．What’s your favorite subject?
My favorite subject is English．
2．What’s the weather like today？
It’s sunny.
3．What"s your name？
My name is Zhang Hong，
Now today we’re going to talk about what people are like．First let’s learn some new words． 學生模仿練習
（in pails)
4.用課件出示圖片
Look at this picture．Say, He is Peter．What’s he like?
（板書What’s he like?)
Help the Ss to answer: He’s very serious.
（板書He is serious）
5．Match the words with the people in the picture．
6. 出示與課本相同的圖片
Ask: What’s Billy like?
He’s tall and serious.
What’s Jane like?
she"s friendly.
Some more asks and answers．
7．Listen and circle the words you hear in 2a.
Listen carefully and draw lines to match the words in 2a．We’ll listen twice．The fast time，the Ss on1y listen.
The second time，listen and write. 學生跟讀和拼讀單詞
學生模仿練習看圖互問
學生看圖互相問答look at their books．
Listen and draw lines
carefully． 卡片展
示生詞
多媒體
放映
錄音機
本課小結
本節課學習了4個生詞和What"s he like? He is …句式的運用。通過本節課的學習，學生學會了用英語描述一個人的性格特征。
練習設計
隨堂練習設計
1、完成下列單詞：
s____r_____ous unfr_____ndly rel____tionsh__p pers___al___ty
個性練習設計
2、翻譯下列句子：
(1). 你認識瓊嗎？
她是個長著長頭發的高個字女孩，她很麻利。
(2）比利很嚴肅。
板書設計
Unit8 What"s John like?
1 serious 1 What"s Sally like?
2 unfriendly He is serious
3 relationship 2 The tall kid with short hair
4 personality
Section A（二）
教學內容 Section A中3a 3b 4
教學目標
知識與能力
1．Match the vocabulary：sunglasses hobby
2．Master and use：who，s the tall thin boy with curly hair？
What are you like？I"m friendly．
過程與方法
上節課學習了關于人的特征、個性的問答，What"s he like？He is serious.通過問答這個句式，很自然地導人新課。
情感態度價值觀
熟練掌握關于人的外貌和個性的描述詞匯和句型。
教學重、難點及教學突破
重點
1 The vocabulary．
2 Language：Who’s the tall thin boy with curly hair?
What are you like？I’m friendly．
難點
Use the language to ask what people are like.
教學突破
本課單詞通過圖片或實物來展示學習
Language的學習，通過復習上節的What"s he like？，自然引出本課的語言點。
教學準備
教師準備
圖片、實物、課件
學生準備
預習生詞和課文
教學步驟
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Organization
1 Organize Ss by greeting each other
Step 2
Free talk 2 Ask Ss what’s he like The students talk
about something
Step 3
Presention
5 1．What"s b Ping like?
He is funny.
2. What’s Li Hong like?
She’s friendly．
3，Do you know Wang Dong? Oh，he’s over there．He’s a tall thin boy．
Now this class we are going to continue to talk about what people are like.
學生互相問答練習
4.出示課件
Look，who’s the tall thin boy?
Help the Ss to answer：That’s Jack. He’s cool．Who’s the tall thin boy with curly hair?
（板書）
That，s Billy．He’s cool. He likes to wear black shirts and sunglasses。
（板書He likes to wear black shirts and sunglasses．）
5. Look at the book 3a:
Ask Ss to number the four sentences．Then check the answers．
Now Practise the conversation in pairs 學生模仿練習多媒體
放映
Step 4
Practise 6’ Now let’s see some thing about your friends…
Give the students the example：
Ann is smart and interesting．
She likes moveis and Kung Fu． 學生寫出表格中三
欄內容，模仿例子把
自己的朋友介紹給
全班同學
Step 5
Summary
(2） 1. Words and phrases of this class．
2. Language points：
Who"s the tall thin boy with...…？
That，s Jack，He’s cool！He likes
What are you like?
本課小結
本節課我們學習了兩個生詞。學習了What are you like?
Who"s the tall thin boy with curly hair? He’s cool! He likes ….句式的運用，學生初步學會了怎樣描述衣著打扮。
練習設計
完成對話：
A: Who’s_________________（長著長發的高個子的女孩）
B：That’s Lucy．She"s Smart．She likes ___________（戴太陽鏡和穿游泳衣）
A: Why _________you like her?
B：________________________________.
板書設計
Unit 8 What"s John like
words＆phrases： Sentences：
1. Sunglasses 1. Who"s the tall thin boy with…
2. Hobby 2. He’s cool. He likes to wear…
3. The tall thin boy with curly hair
4．Look so serious
5．Wear black shirts and glasses
Section B（一）
教學內容
Section B中的1a 1b lc 1d. 2a 2b教學目標
知識與能力
1. Match the vocabulary：
easygoing outgoing generous moody appearance
2. Master and use：
1. What does he look like?
2. Who’s that? He’s Emil．
3. What’s he like? He’s funny and outgoing.
過程與方法
上節課學習了What are you like? Who"s the tall thin boy?句式，本節知識是上節知識的擴展和鞏固，通過對話，自然引入。
情感態度價值觀
懂得如何客觀地描述并欣賞別人。
教學重、難點及教學突破
重點
The vocabulary
Language:
What’s he like? He’s funny and outgoing.
Who’s that?
難點
Use the language to introduce person．
教學突破
本課單詞以卡片和圖片呈現學習，在language問答中加以鞏固。Language的學習通過復習What’s he like?的句式進行。
教學準備
教師準備
圖片，錄音機，磁帶
學生準備
預習生詞和課文
教學步驟
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Organization
1’ Organize Ss by greeting each other.
Step 2
Free talk 2" Ask the students what are you like The students talk about something
Step 3
Presentation
8’ 1．What’s your brother like?
He is friendly．He likes to wear shirts and sunglasses.
2. Who’s that tall thin boy?
That"s Li Ping.
What’s he like?
He"s smart．He likes to draw pictures and see movies．
3. Look. This is Emil．What’s she like?
Help Ss to answer: She is outgoing.
Ask Ss to guess the meaning of` “outgoing” according to the picture．
4．卡片展現生詞
5. Act the words with the people in the four pictures．
6．Ask and answer questions about the four pictures．
What’s Emil like? He’s funny and outgoing.
7．Listen and fill in the words．
Now Mary is talking with her friend in Australia．Listen carefully and fill in the chart．
Play the recording the first time，only listen．
Play the recording the second time fill in the words． 學生模仿練習
模仿練習
Read and learn
Practice in pairs 多媒體
放映
圖片
錄音機
本課小結
本節課學習了5個描述人個性的生詞，繼續學習What’s he like？Who is that？句式的運用。通過本節課的學習，學生能熟練地詢問一個人的品性和外貌。
練習設計
根據句意和首字母完成單詞：
1 What’s Lucy like？She’s ______．
2 What are you like？I’m ________．
3 What’s the tall boy like？He isn’t________．
4 What’s your mother like？She is e__________．
5 What’s your brother like？He is funny and s_______.
翻譯下列句子：
你的姐姐是個啥樣的人？她好交際并很慷慨。
板書設計
Unit 8 What’s John like
1 easy 1 What"s he like?
2 outgoing He’s funny and outgoing.
3 generous 2 What does she look like?
4 moody
5 appearance
Section B（二）
教學內容
Section s中3a 3b 3c 4以及SelfCheck 3
教學目標
知識與能力
1 Match the vocabulary：
exchange student the U.S. application form Canadian America over fifty cartoon blackboard such as
2 Master and use: Write a letter to introduce a person．
過程與方法
通過提問上節學習的句式自然引人課文的學習。
情感態度價值觀
熟練掌握描述人的個性的句式。
教學重、難點及教學突破
重點
1 The vocabulary
2 Language
難點
Use the language to describe people’s personalities．
教學突破
本單元前三課已對描述人的句式進行了反復的練習，學生已能熟練的運用所學句式，通過提問What"s your friend like？What are you like?句式，自然引人課文的學習。
教學準備
教師準備
卡片
學生準備
預習生詞和課文
教學步驟
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Organization 1’ Greeting. Greeting．
Step 2
Free talk 2’ Ask the student what are you like， The students talk about something.
Step 3
Presentation
5’ 以本班學生為例
1．What are you like?
I"m friendly
2．What does he like?
He likes to wear shirts and sunglasses.
3．What’s your mother like?
Help the students to answer：
she is generous
4.呈現卡片：
Learn more words．
5．Read the letter and fill in the application form.
First read the text then answer the following questions:
(1) What’s the girl’s name？
(2) Where does she want to go?
3）What’s she?
(4) How old is she?
(5)What does she like?
Ask Ss to learn the text by heart． 學生模仿練習。
Read and learn．
回答問題。 多媒體
放映
6．Self Check 3a
Ask the students to read the information and the fill in the table．
7．First read the information form．Ask Ss to write a letter about Kim. Ask some Ss to read
the letter to the class
本課小結
本節課學習了11個單詞，4個短語，對怎樣描述一個人的特征和個性進行了鞏固。
練習設計
隨堂練習設計
背誦描述個人特點的句型
個性練習設計
A翻譯下列句子：
1我想成為一名交換生。
2李萍十六歲了。
3 Amy喜歡讀書和聽音樂。
4他的姐姐溫和而大方。
B寫一篇關于你最好朋友的短文。
教學探討與反思
在教學中要引導學生注意描述個人外貌和性格特點的區別。
板書設計
Unit 8 What’s John like
1 an exchange student 1 name
2the U.S. 2 age
3 like reading and listening to music
4 a short man with long hair 3 hobby
5 over fifty years 4. personality
第九篇: 新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思
新目標英語七年級下冊unit8教學反思
本單元主要讓學生練習如何來描述各種地區設施的地理位置，并學會使用相應的介詞，同時練習了Therebe句型的問答；在此基礎上進一步拓展話題，讓學生通過各種相關活動，了解如何用英語問路和指路，最后學會描述自己的街坊鄰里，通過一系列的訓練學生的聽說讀寫各種能力得以提高。掌握本單元重點詞匯：postoffice,policestation,bank,hospital,street,town,…
能正確使用therebe句型詢問和描述事物所在的位置
能正確使用where引導的特殊疑問句詢問事物的.具體位置
能正確使用各種方位介詞表達事物的地理位置
采用Usingcontestguessing和Roleplaying的學習策略，利用教學圖片或制作多媒體課件來展開課堂Pairwork,Groupwork的口語交際活動，學會描述事物的地理位置并能熟練地為人指路。
通過課堂活動鍛煉學生的聽說讀寫的能力。
采用直觀教學法，遵循以學生為主體的原則。
采用Usingcontestguessing和Roleplaying的學習策略。
第十篇: 新目標英語七年級下5單元教案新目標版七年級英語下冊教學反思
新目標七年級英語下冊第三單元教學反思
第三單元的主題是Transportation(交通)，這個話題在小學英語中已經有過鋪墊，我本以為這個單元的內容對于學生來說比較輕松的，但是從學生的作業情況來看，情況并不是想象的那樣。
這個單元我布置的作業題是課本P18Shelfcheck中第二題，用句型How…?Howfar…?Howlong…?做一個小對話并寫下來。學生在本次作業中錯誤較多，句型Howfar…?Howlong…?答語混淆，尤其是Howlong…?的答語，有好幾個學生寫成Itisabout…(正確的應是Ittakes…)
另一次是《配套》的P11第二題的1---6小題，學生出錯也很多，比較集中的時第2小題第二個空，第四小題的ridetheirbikes的名詞復數以及第五小題的.need用法。從學生的做題情況來看，我感覺這一單元句型訓練過少，學生沒能充分理解把握。其實本單元重點句型并不多，我上課的時候重點放在了討論Transportation(交通)以及對于文章的理解，而沒有專門對于句型作系統的訓練，因此會出現學生作業上的錯題。在講作業時，千萬要對此進行補償訓練。
從學生的作業上我們不光能發現學生對于知識的掌握程度，從學生的寫字上也能覺察他們他們學習態度的變化。因此，作業，是教師不能忽視的教學環節。