七年级英语 Unit 11 《What do you think of game shows》Selfcheck 教案 人教新目标版

1、河南省南乐县张果屯乡七年级英语 Unit 11 What do you think of game showsSelfcheck 教案 人教新目标版Step 1 Lead in 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 example, if a student asks, What does Its f

2、or moms! mean? Say, Its for moms! means that the scarf is something that a mother wears, not something, thata young person wears.Read the article to the class. After you finish, ask for any more questions.Call attention to the chart on page 88. Point to and read the heading of each column. Say: The

3、first column is a list of things in the article; the second column is loves; the third column is likes; the fourth column is doesnt mind; the fifth column is doesnt like; the sixth column is cant stand.Say: Now read the article again. Write the name of each person in the article in the blank after e

4、ach item. As students work, move around the room clarifying the instructions and offering other help.Step 2 Practice This activity provides oral 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 activi

5、ty 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 a

6、re 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

7、 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 86Ask the pairs to continue on their own. Move around the room monitoring the progress

8、of the pairs.Go over the answers.Step 3 Reading 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 char

9、t to fill in the blanks in the dialogue in activity 3b.Step 4 Listening and speaking 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. Tr

10、y 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

11、 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 stu

12、dents to make statements such as I dont like The Crime Files. Carlos doesnt like The Crime Files, too.Alternative: If you do not want students to get up and move around the class, you can ask them to do this activity in groups of four.Check the answers.Step 5 Consolidation This activity provides rea

13、ding, speaking, and listening practice using the target languageRead the directions to the class. Point out the speech bubbles. Have two students read the dialogue to the class.Say, Think of six things to ask each other about. What are some things you can think of? Write the words on the board, providing translation help with new words if necessary.Then say, Now go around the classroom. Ask students what they think about six different things. You can use the words on the board or you can use different ones.As students talk, move around the room, monitori