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人教版七年级英语上册说课稿《UNIT 1 Period 4（Section B 3a-Self Check）》一. 教材分析人教版七年级英语上册第四课时，主要围绕“人与自然”的主题展开。
本节课通过介绍不同季节的特点，让学生学会运用一般现在时描述季节，并能够运用所学知识进行简单的交流。
本节课的重点是让学生掌握一般现在时的用法，难点是正确运用一般现在时进行交流。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对英语有一定的兴趣，但部分学生在口语表达方面还存在一定的困难。
因此，在教学过程中，我们需要关注学生的个体差异，鼓励他们积极参与课堂活动，提高他们的口语表达能力。
三. 说教学目标1.知识目标：让学生掌握一般现在时的用法，能够用英语描述季节。
2.能力目标：培养学生运用英语进行简单交流的能力。
3.情感目标：激发学生对英语的兴趣，培养他们保护环境的意识。
四. 说教学重难点1.重点：让学生掌握一般现在时的用法。
2.难点：正确运用一般现在时进行交流。
五. 说教学方法与手段本节课采用任务型教学法，通过小组合作、角色扮演等方式，让学生在实践中学习英语。
同时，利用多媒体课件、图片等教学手段，激发学生的学习兴趣，提高他们的学习积极性。
六. 说教学过程1.导入：以季节变化为话题，引导学生谈论自己喜欢的季节，激发学生的学习兴趣。
2.呈现：通过展示季节变化的图片，引导学生用英语描述季节特点，引入一般现在时的学习。
3.操练：设计不同季节的卡片游戏，让学生分组进行练习，巩固一般现在时的用法。
4.实践：让学生分组扮演不同季节的角色，进行对话表演，提高他们的口语表达能力。
5.总结：对本节课所学内容进行总结，强调一般现在时的用法。
6.作业：布置相关作业，让学生巩固所学知识。
七. 说板书设计板书设计如下：春天鲜花盛开，阳光明媚夏天高温，阳光灿烂秋天落叶飘飘，果实丰收冬天雪花飘飘，寒冷八. 说教学评价通过课堂表现、作业完成情况和小组合作情况进行评价，关注学生的个体差异，鼓励他们积极参与课堂活动。
Unit1 SectionB〔3a-Self Check〕精品教案【学习目标】一、通过学习，熟练掌握以下词汇：repeat, note, pals, physics, chemistry, try to, take notes, pen pals, pattern, bit by bit, over and over again.二、口、笔头掌握以下句型：1.—How do you learn new words?—By listening to a tape and repeating out loud.2.—How do you practice listening?—By taking notes, doing exercises and reading a lot.3.—How do you learn grammar?—By writing e-mails to my pen pals.4. It is also a good idea to ... because ...5. You could try to improve your English by ... This will help you to ...三、1.通过对本单元语法的复习与稳固，学会归纳和总结。
2.通过对写作内容和写作方法的分析，完成写作任务。
四、学习和总结有效的学习方法，培养良好的学习习惯。
【教学重难点】本单元的重点单词和句型。
【课前准备】以动画片? 哆啦A梦?为话题，导入新课。
并以学习不好的大雄向哆啦A 梦讨教学习方法为本节课的主线，贯穿整节课。
T: Do you like watching ? 哆啦A梦?？Do you know who is smart?Is Da Xiong good at studying?教学设计说明：利用学生感兴趣的动漫形象及内容为话题，能充分调动学生的积极性和兴趣，激发学生的学习欲望，起到事半功倍的作用。
Preparing time：Oct. 27 (Wed.) Class time：Oct. 28 (Thur.) Topic: Unit 4 Where is my schoolbag? Section B 3a-self check (Period 5)【Teaching Objectives】1.Knowledge aim:（1）Students can summarize the vocabulary about furniture, stationery and other categories.（2）Students can properly use the conjunction “and”.e.g. My dictionary and my radio are on the desk.My pencil box is in my schoolbag and my school bag.2. Ability aims:(1) Students can use prepositions “in, on and under” while describing the places of things.(2) Students are able to use different forms of “be” verbs when using “ and ” in writing.3. Emotion aims:Students can learn to form good living habits and put their own things in right places, that is, to keep their room clean and tidy.【Key and Difficult Points】Key point: Use the target language to write a short passage of describing the right places of things in the rooms.Difficult point: Use different forms of be verbs when using “and” in writing.【Teaching&Learning Methods】Teaching Method: Task based language method.Learning Method: Brainstorming, mapping, cooperative method.【Teaching Procedures】Step 1 ReviewWhat’s this in English? What are these in English?It’s a/an... They’re...(a schoolbag, dictionary, pencil box, tape player, tapes, CDs.)Intention: Through some paintings, review the words of school things Ss learned in this unit, and prepare for the school things in the writing task of this section.Step 2 Pre-writing:Task 1: Brainstorming.Work on 3a.Write down the things in your room from the following three aspects. Where are they?What Wherea dictionary on my deska schoolbag in the bookcasea pencil box...a radio...books...pens...tapes...CDs...Task 2: Oral practice.I have ... It is on/in/under...Intention: In this step, refine writing elements and try to build a writing thinking map. By summarizing the things in their room and where the things are, Ss can have a brief understanding of the writing elements and try to make them passage.Step 3 While-writingTask 3: OutliningTry to make clear the outline and structure by 3a.Beginning: I have a room at home and I am very tidy.Body: My …is/are in/on/…Ending: I love my room.Task 4: Free writingWork on 3b: Write about where things are in your room, and use the conjunction word and if you can.e.g. 1. My dictionary and my radio are on the desk.2. My pencil box is in my schoolbag and my schoolbag is under the desk.In the process of students’ free writing, the teacher inspects and guides them. Invite one student to finish on the blackboard.Task 5: Editing and RevisingEdit and revise the student’s work who write on the blackboard together.Self editing: Students edit their own work by themselves according to teachers demand.Intention: From brainstorming to editing, Ss can make clear how to write the passage step by step. Process writing is a good way for Ss to write.Step 4 After-writing1.Display two model writing works by slide.2.Proofreading: check their writing with their desk mates.Intention: Show the two works at different levels through seewo, and the students will comment against them and try to edit and polish theirs. Gradually comment and correct students’ mistakes. At the same time, commenting and appreciating others’ works can make students feel different ideas and styles from different articles.)Step 5 SummaryHow do you use the target language to write a short passage of describing the right places of things in the rooms?【Homework】Finish P37 and write a short passage on the exercise book.Estimated Completion Time: 20 minIntention: By writing a passage named Helen’s Room,students can freely express what they have learned. On the other hand, Ss can improve and consolidate writing levels. All in all, that is a good practice for Ss to use what they learned in this period.【Blackboard Design】【Teaching Reflection】。
Unit1 SectionB〔3a-self check〕教案【教材版本与册数】新目的人教版八年级上册【单元名称】Unit 1 Where did you go on vacation?【课时】Section B 3a-self check 〔第5课时〕【课型】Writing〔写作课〕第 1 页第 2 页第 3 页第 4 页第 5 页2获取新知识Step2beforewriting(7mins)1. T:Complete the diary entry about a vacation atone of these places in 1a. Use the words and phrasesin the box to help you.First group check anddiscuss,then check with T.Ss: Ss finish the task and check.答案：2.T:Answer the questions to make notes about avacation you took in 3b.Ss: Ss. Talk about it in groups ,then volunteers showit.老师引导学生复现度假做的事情和对相关事件的描绘性表达，为后续写作活动做铺垫。
设置跟学生生活经历相关的活动能激发学生的参与度，同时再次复现度假做的事情和对相关事件的描绘性表达，为后续写作活动做铺垫。
学生能否运用利用已给信息，完成任务。
大局部学生能完成任务。
4评价学生学习Step 5Practiceand dosomeexercises1.T: Finish the exercise in self check 1 and 2 toreview what we learn in this unit. First groupcheck and discuss, then check with T.Ss: Ss fill in the blanks in Self Check1 and 2.答案引导学生继续稳固本单元目的语言。
课题：Unit 1 Section B 3a-Self Check 备课日期：2014.2.21 编号：06学习目标重点To write a conversation usingtarget language难点Develop the students’ writingability.教材分析与教法设想本节课是读写课，写作板块3a和3b两个活动前后相连，构成过程性写作的指导。
3a的目的在于帮助学生创设情境，列出相关的要点和语言内容，为3b活动做好准备。
3b则是通过语言提示鼓励、训练学生编写对话。
Self-check部分是对本单元所学要点内容及能力的总结及反馈性检查。
活动1侧重词汇的掌握情况，活动2为所学内容的交际能力自查，活动3通过写建议检查学生是否能够恰当使用情态动词should. 通过小组合作学习来总结复习本单元所学内容，并做练习加以拓展巩固。
板书设计导学过程学习过程教学过程Step 1.sing some songsStep2.RevisionT prepares some pieces of paper, and writedown the problems on the paper. Then T getssome students to come to the blackboard andact out. The others try to guess them out andgive the advice.Step 3 Writ ing1.3a. Brainstorm.Ask Ss to brainstorm health problems that Ssmight encounter. Elicit and write or projectanswers on the board. Ask students to imaginea health problem, how the problem might havehappened, and what advice should be given.2.3b. Extend the conversation.Step4. Self Check1.Have Ss look at the Self Check activities.2.Read aloud the prompts in the textbookand the words in the boxes.3.Model the activities if necessary.4.Give Ss time to do the activities andcompare their work with a partner.Step4. ExercisesI. 根据句意及首字母，填入适当的单词。
