七年级英语下册 Unit 5 Our School Life Topic 2 A few students are running around the playground Section A教案 （新版）仁爱版-（新版）仁爱版初中七年级下册英语教案.doc

Unit5 Topic2 SectionA
I. Teaching aims
1.Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
make, card, boring, soon, classroom, playground, lab, laboratory, computer,
room, hall, dining hall, gym, gymnasium, building, swimming, pool, clean,
do some cleaning, run, dance
学生在小组合作活动中，能掌握字母g和字母组合er/ew/ey/eigh/ge/gu/gue的发音规则，学习音标///,/9/,/(/,/V/,/G/和/_/的发音；
在情景对话中，能正确运用be+v.-ing来表达现在进行时，包括各种人称的肯定句、特殊疑问句、一般疑问句及其肯定和否定回答，如：
(1) —Are you doing your homework?
—No, I’m not.
(2) —Are you watching TV?
—Yes, I am.
(3) I am making cards.
(4) —What are they doing now?
—They are ...
(5) —Are Wang Wei and Lin Tao dancing, too？
—No, they aren’t. They are ...
能就谈论校园生活的话题进行交流与对话操练。
2.Skill aims
能听懂谈论正在进行的动作的简单对话或叙述；
能说出学校各种设施和场所的名称；
能在口头表达中做到发音清晰、语音语调准确；
能根据字母组合和音标初步地进行单词拼读；
能根据图片信息书面描述正在进行的活动。
3.Emotional aims
通过谈论校园中正在进行的丰富多彩的活动，使学生发现校园生活的乐趣，从而培养学生热爱校园生活、乐于参加学校各种活动的意识；
通过和他人共同完成任务，培养学生的合作精神。
II. The key points and difficult points
1.在小组合作活动中，能掌握字母g和字母组合er/ew/ey/eigh/ge/gu/gue 的发音规则，学习///,/9/,/(/,/V/,/G/和/_/的发音；
2.在情景对话中，能正确运用be+v.-ing来表达现在进行时，包括各种人称的特殊疑问句、一般疑问句及其肯定和否定回答。
III. Learning strategies
1.能够清楚、大声地进行朗读，认真听录音反复模仿；
2.能够利用现实生活中的学习资源，如图书馆等。
IV. Teaching aids
多媒体、教学机、教学挂图和黑板
V. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
(5 minutes)
1. The whole
class work.
2. Individual work.

3. The whole class work and individual work.

4. Group work.

1. Focus their attention on the teacher.
2.Brainstorming. Try to express the means of transportation and the adverbs of frequency you know as many as you can.
e.g.
By bus, by train, on foot, by bike, by subway, by car, by plane, by ship, by boat
…

3. Look at the pictures about the means of transportation the teacher shows. Try to answer the teacher’s questions as quickly as possible.
e.g.
T: How does he/she usually go to school?
S1: He/She usually goes to school by bus/by bike/by subway/on foot/by car.
T: Does he/she often go to school on foot...?
S2:Yes, he/she does.
No, he/she doesn’t.
...
4. Sit in groups of four. Prepare some phrases on cards. Take turns to ask questions.
e.g.
How often do you come to school?
How often do you visit your grandparents?
How often do you play basketball?
Do you go to the library three times a week?
Do you listen to music every day?
...
1.Get students ready for learning.
2. Help the students to learn and revise the means of transportation and adverbs of frequency.

3. Show some pictures to help the students revise the means of transportation and adverbs of frequency.

4. Help the students to revise how to express frequency.

Presentation
(10 minutes)
1. Individual work and pair work.

2. The whole
class work.

3.Individual work and pair work.

3. Individual work and
group work.

1. Do 2. Look at the pictures in 2. Learn the words of school facilities. Then match the places with the correct words or phrases. Check the answers with your partner.
2. Play a word game: “What’s missing?” Some words and pictures may disappear. Try to guess what is missing as quickly as you can.
3. Look at the pictures in 1a. Read the sentences in 1b. Try to predict the listening material in 1a. Then listen and circle the correct answers in 1b individually. Check the answers with your partner.
4. Listen to 1a again and fill in the blanks. After that, open your books and check your answers.
Michael: Hello, Jane! This is Michael. What ______ you ______ now?
Jane: Guess!
Michael: Are you ____ your _____?
Jane: No, I am not.
Michael: Are you _____ ______?
Jane: Yes, I am. What about you?
Michael: I’m ______ cards, but it’s ______.
Would you like to play ___
Jane: Good idea! See you soon!
Michael: See you!
Then discuss in groups. Try to find the rules of the “Present Continuous”
—be+v.-ing.
e.g.
…are doing
…are watching TV
…is making cards
1. Present new words of school facilities with the help of the pictures. Check the answers.

2. To be a game controller.

3. Help the students learn to predict before listening. Play the tape recorder and check the answers.

4. Play the tape recorder. Help the students learn to listen to specific information and to summarize the grammar rules by themselves.

Consolidation
(10 minutes)
1. Pair work.

2. The whole
class work and individual work.

1. Practice the
conversation in 1a in pairs.
2. Look at the pictures shown by the teacher and answer the teacher’s questions:
(1)What is he/she doing?
(2)Is he/she playing basketball?
(3)Are you/they doing your/their homework?
1. To be a good listener.

2.Help the students consolidate the Present Continuous in different sentence patterns.
Practice
(10 minutes)
1. Individual work and the whole class work.

2. Pair work.

3. Individual work and group work.

4.Individual work and pair work.

1. Do 3a. Listen to the tape and match. Pay attention to the structure of the Present Continuous. The whole class read the sentences together and check the answers at the same time.
2. Do 3b. Work in pairs. Make up conversations with the information in 3a. Practice in pairs. Then some pairs act out your conversations to the whole class.
3. Do 4a. Divide the class into six groups. Every group reads one group of words. Discuss in groups and find the rules of sounds about er,ew,ey/eigh,g,ge,gu/ gue by yourselves. Then one student in each group reads out the sound and teaches the sound to the whole class. Then the whole class listen to the tape recorder and check the sounds. Read the sounds and words aloud after the tape.
4. Do 4b. Try to read the words in 4b. Read aloud individually. Compare the sounds with colored letters. Discuss with your partner.
1. Play the tape recorder and check the answers.

2. Help the students to express correctly.

3. Make the students learn to help each other and learn from each other.

4. Correct their sounds while they are reading. Consolidate the sounds, /1-e/; /9-//; /G-_/.

Production
(10 minutes)
Group work.

Separate the class into three groups. One group writes down the names, one writes places and the third one writes down the actions. Then some students try to organize the sentences with the places, the actions and the names, using the “Present Continuous”.
1.Make sure the students know how to express the “Present Continuous”.

2.Assign the homework:
Review the words and practice the conversations in Section A with your partner;
Make up a new conversation similar to 1a with your partner. Then report it to the class the next day;
Preview Section B-1a.
Teaching reflection：

VI. Blackboard design
Section A
1.—Are you doing your homework? make
—No, I’m not. card
2.—Are you watching TV? boring
—Yes, I am. soon
3. I am making cards. classroom
4.—What are they doing now? playground
—They are... lab=laboratory
5.—Are Wang Wei and Lin Tao dancing, too? computer
—No they aren’t. They are ... room
hall
dining hall
gym
building
swimming
pool
clean
do some cleaning
run
dance