Unit 11《what do you think of game shows》教案、教学设计汇编 （人教新目标七年级下）-unit 11 教案-2doc-初中英语

1、 永久免费在线组卷 课件教案下载 无需注册和点数 永久免费在线组卷 课件教案下载 无需注册和点数Unit 11: What do you think of game shows?Language goalsIn this unit students learn to state their opinions and talk about likes and dislikes.New languageWhat do you think of soap operas? I dont like soap operas.What does he think of sports shows? He lo

2、ves sports shows.What does she think of Maria? She likes Maria.What do they think of Tommy? They cant stand Tommy.Period oneStep1 Warming upSection Alist 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 thi

3、nk 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 noodles to I dont like noodles. Point to the other foods one by one. Ask a student the question and help him or her answer J like.or I dont likeT

4、hen 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)? Repeat the activity several times, giving several students chances to ask and answer the question.Step2 Activity 1a This activity introduc

5、es the key vocabulary.Say, Each TV shows different kind of TV show. In TV picture a, there is a 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

6、 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 ea

7、ch one again and ask students to repeat it.Then ask students to match each TV picture with one of the words. Step3 Activity 1b This activity gives students practice in understanding the target language in spoken conversation.Point to the smiley faces and the frowning faces and the words next to them

8、. 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

9、is something you love.Play the recording the first time. Students only listen.Play the recording a second time. Point to the lettered pictures. Correct the answers.Step4 Pair work 1c This activity provides guided oral practice using the target language.Point to the pictures of TV shows in activity l

10、a 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 you a question. Then answer it truthfully. Point to the a

11、ppropriate picture as you answer.Say, Now work with a partner. Ask and answer the questions.Period TwoStep1 Listening 2a This activity provides listening practice using the target language.Ask a student to read the list to the class.Say, The people on the recording are talking about TV shows. They u

12、se 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 lo

13、ve 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.Step2 Listening 2b This activity provides more listening practice using the target language.Say, Li

14、sten 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.Step3 pair work This activity provides guided oral practice using the target language.Call attention to the dialogue students co

15、mpleted 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 dont like about the show and the people in it. As students work together, move aro

16、und the room answering questions and offering language sup- sport as needed.Ask some pairs of students to present their dialogue! to the class.Period ThreeStep 1 Activity 3a This activity provides oral and writing practice using the target language.Call attention to the list of TV shows and ask a st

17、udent 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 th

18、e 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 wo

19、rd 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

20、 their own. Move around the room monitoring the progress of the pairs.Go over the answers.Step 2 Pair work 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 stud

21、ents completed in activity 3a. Say, Use the words in this chart to fill in the blanks in the dialogue in activity 3b. 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

22、. 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 do

23、es, 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 th

24、eir charts to the class. Ask students to make statements such as I dont like The Crime Files. Carlos doesnt like The Crime Files, too.Period FourSection BNew languagehair clip, sunglasses, scarf, watch, wallet, belt, key ring Additional materials to bring to class:mail order catalogs containing watc

25、hes, jewelry, etc.Step 1 Activity 1a 1. This activity introduces more key vocabulary. Point out the seven words. Say each word and ask students to repeat it.2.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

26、 other six pictures.3.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.4.Point out the sample answer. As students work, move around the room answering questions

27、as needed.5.Check the answers.Step 2 Activity 1bRead 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

28、 watch. What do you have?Ask students to hold up items and tell the class what they have.Step 3 2a This activity provides guided listening and writing practice using the target language.Play the recording the first time. Students only listen.Point out the example.Play the recording a second time. St

29、udents write the names of the things that are being talked about.Check the answers.Step4.homework:finish the workbook exercises.Period FiveStep 1 Activity 2b This activity provides more guided listening and writing practice using the target language.Say, Now I will play the recording again. This tim

30、e, 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 doesnt mind the watch.Play the recording again. This time, have students fill in wha

31、t Carol and Evan think.Check the answers.Step 2 Activity 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 a

32、bout 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 walletStep 3 3a 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 dont understand. Explain the words and sentences in your own words. For ex