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七年级下册英语Unit8教案及说课稿设计第一篇：七年级下册英语Unit 8教案及说课稿设计说课稿设计一、说教材（一）教材概述本课是人教版新目标英语七年级下册Unit 8 I‟d like some noodles.第一课时。
本单元的中心话题是学会如何在饭店订餐以及进行简单的广告或海报的简单写作，本课时要求掌握基本点餐需要的词汇及基本用语，如面条，饮料等的种类及碗的大小的表达。
主要语言点要求掌握would like的用法，列出具体句型。
通过本课的学习进一步培养学生的跨文化意识和语言综合运用能力。
（二）教学目标1、知识与能力目标（1）、语言知识目标：通过学习是学生掌握并能熟练运用四会三会词语、句型，并对可数名词和不可数名词的进一步学习与区分。
Words: noodle beef cabbage potato special size bowl muttonSentences: What kind of noodles would you like? / What size bowl of noodles would you like?I‟d like some ….（2）、语言技能目标：能运用所学词汇、句型点餐，能在真实情景中熟练运用。
2、过程与方法目标：培养学生自主学习的能力、语言综合运用能力、听力、英语会话能力、与他人合作的能力。
3、情感态度与价值观目标：通过创设真实的点餐情景，让学生身临其境感受和体验，使语言学以致用，做到“在用中学，在学中用”，激发学生的学习积极性。
体会在活动中学习英语的乐趣。
培养学生乐于与他人合作的精神及养成科学的饮食习惯。
4、文化意识目标：通过对中、西方在饮食及用餐方面异同的对比，对祖国饮食文化能有更深刻的了解。
乐于了解异国文化，加强对文化差异的理解与认识。
5、学习策略目标：通过学习，使学生在一定程度上形成自主学习、探究学习、合作学习的习惯，有效培养学生的英语思维能力。
（三）、教学重点与难点重点：1、学习日常生活中有关食物的名称。
Unit 8 I’d like some noodles.第一课时（1a-1c）知识要点：词汇：would, noodle, beef, mutton, cabbage, potato, special, drink, large, size, bowle,I’d=I重点句型：I’d like some noodles.What kind of noodles would you/he/she/they like? I’d/He’d/She’d/They’d like beef noodles. What size bowl of noodles would you/he/she/they like?I’d/He’d/She’d/They’d like a small/medium/large bowl of noodles.教学程序：step 1创设情景，导入新课教师出示面条的图片，由what are these? 引入They are noodles.再教学noodles这个单词，引入本节课教学。
Step2. PresentationTeach the new words of food used in noodles 2. Look at the numbered list of ingredients.3. Ask students to match each word with the foods in 1a.Step3. GrammarStep4. Presentation Present the target language as following:A: What kind of noodles would you like? B: I’d like beef and tomato noodles, please. Step5. Practice the drill2、Ask students to work in pairs. Then let them actit outin front of the classroom. Step6. ListeningPlay the recording a second time and correct the answers.Step7. Homework1.Review the knowledge learned in this period.2.Copy the new words.一、根据句子意思写出单词。
第二课时Section A (2a－2d)主备内容Section A (2a－2d)教学目标【知识目标】Important words：across，front，behind，town，aroundImportant phrases：across from，in front of，in town，far from，next to Important sentences：1．It's not far from here.2．The pay phone is across from the library.3．The pay phone is in front of the library.4．The pay phone is behind the library.5．How can I help you?【能力目标】学会有礼貌地问路的表达及根据地图准确指路。
【情感目标】培养乐于助人的习惯。
教学重难点重点：1.本课时关于方位的介词。
2．本课时关于问路及指路的句型。
难点：在真实情境中使用目标语言沟通交流。
教法学法情景交际法，游戏法。
Step 1自主学习【新词自查】根据句意及首字母或汉语提示填写单词。
1．—Is your school on the New Street?—Yes.It's across__ from the pay phone.2．The park is in front__ of the police station.3．I'm new in __town__(镇上)．Can you help me?4．I can't see the cat.It's __behind__(在……的后面) the door.5．Excuse me，is there a bank __around__(在……周围)here?Step 2情景导入【参考案例】(Show a picture of a neighborhood.)Teacher：Is there a post office near here?Student 1：Yes，there is.Teacher：Where is it?Student 1：It's on Green Street.Teacher：Yes，it is on Green Street，and it's across from the pay phone.Is there a hotel near here? Student 2：Yes，there is.Teacher：Where is it?Student 2：It's on Center Street.Teacher：Yes，it is on Center Street，and it's in front of the bank.设计意图：通过师生互动问答复习了上节课的内容，同时又引出了本节课要求掌握的介词短语。
The First Period (Section A, 1a–2c)Teaching aims （教学目标）1．掌握表示地点的词汇；2．掌握where引导的特殊疑问句；3．能够简单地描述地点方位；4．能够画出简单的示意图。
Language points (语言点)1. 词汇：post office, restaurant, library, supermarket, bank, park, pay, street, center, near, bridge, across, between, in front of, behind2. 句型：Is there a bank near here? Yes, it is./No, there isn’t.Where’s the bank? It’s on Center Street.Difficulties （教学难点）1. Where引导的特殊疑问句。
2. 肯定陈述。
3. 表示方向的介词。
Teaching steps （教学步骤）1. Warm-up and revision（课堂热身和复习）（1）Daily greetings to the Ss(2) Revision （复习）【教学设计说明】本单元主要话题是问路，因此从复习地点名词入手，进而自然的过渡到本单元的话题，这样以旧带新能帮助学生扩展思维。
2. Presentation （呈现新知识）(1) Present the new wordsShow pictures of different places and help Ss to understand the new words.Explain prepositions of place to Ss using the pictures of the mouse and the ball.【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。
第二课时Section A (Grammar Focus—3c)
教学目标
1.通过语法填空和观察句型,对语法规律进行梳理和概括,提高理解能力和归纳总结能力。
2.正确使用各种方位介词表达事物的地理位置。
准确使用there be句型、where引导的特殊疑问句询问或描述事物的所在位置。
3.通过简单的问路和指路的交际用语,学会相互合作,培养乐于助人的精神。
语篇研读
What:本课时3a通过图片呈现了街区一角,包含了主要建筑物及街道名称。
Why:学生通过观察图片,能够直观感受位置关系,熟练运用介词短语表达具体位置,实践运用询问和描述位置。
How:语篇采用图片形式呈现,并通过设置简单的问句引导学生描述位置信息。
教学过程
设计理念:以《英语课程标准》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《英语课程标准》“学思用创”的英语学习活动观和“教-学-评”一体化设计理念。
续表
续表
板书设计
作业设计
基础型作业:Read and recite the sentences in Grammar Focus.
实践型作业:Draw a map of places on your street and make at least five sentences to describe these places.
拓展型作业:Walk around your school. Write a passage to describe your school and your school life.
教学反思。
Unit 8 Is there a post office near here?Section A (1a-2d)Teaching and learning goals1.语言知识目标：1)能掌握以下单词: post office, police station, hotel, restaurant, bank, hospital, street, pay, pay phone, near,across from, in front of, behind , town, around.2)能掌握以下句型:Is / Are there ------? Yes, there is / are. It’s / They’re ------. Where is / are ------? It’s /They’re near / in front of / next to / across / from / behind ------.”.2.能力目标：学生能够用英语询问和正确地指示地点方位。
3.情感态度价值观目标：在询问或指示街道方向的活动中，体会英语交流的乐趣，并在日常生活中学会帮助他人；做到“在用中学、在学中用”。
Teaching and learning stepsStep 1Previewing and testing1. Review names of places .2.Review prepositions of places and sing the preposition songhotelpost office police stationstreetroad townhospitalrestaurantbankPreposition song (链接网址)/v_show/id_XNjQ2OTkwNzYw.html?tpa=dW5pb25faWQ9MTAyMjEzXzEwMDAwMl8wM V8wMQ3. Look at the picture and practice in pairs.S1: Is there a ball on the table?S1: Are there any books in the schoolbag?S2: No, there aren’t .（设计意图：通过这样一个活动很好地复习并落实地点名词和方位介词，为下面的学习扫除词汇障碍。
）Test in class一.Put the following into English orally, and then write them down without looking at the book.1. Put the phrases into English.(1)在---前面______________ (2)在---对过_______________ (3)警察局_____________(4)邮局________________ (5)紧挨着________________ (6)在……周围________________2. Put the sentences into English.(1) —这儿附近有医院吗？—有，在大桥街上。
________________________________________(2) 付费电话就在图书馆对面。
________________________________(3) 警察局在餐馆和医院之间。
______________________________________(4) —医院在哪儿？—就在警察局隔壁。
____________________________________________(5) —中心街在什么地方？离这儿不远。
—我可以步行带你过去.____________________________________________________________(6) 付费电话附近有医院吗？___________________________________________二.Check the preview. Let some students read their answers in front of the class. If he/she can’t answer, other students can give him/her some help.（设计意图：通过课前预习可以使学生更有针对性的学，老师更有针对性的教，而且还可以让学生养成一个良好的学习习惯。
检测预习内容还可以高效地促进学生对基础知识的巩固和基本运用能力的提高）Step2. Warming up and leading inT: Boys and girls! Let’s have a competition. When you see the picture s, please tell me what they are. You can stand up without putting up your hand s. Then I’ll give you one mark. Let’s see which group is the best.T: You are all wonderful! Now, let’s come to 1a.Please match the words with the places in the picture.（设计意图：把简单的内容用竞赛的方式呈现，这样可以充分调动学生的积极性和主动性，使全体同学都快速进入学习状态。
在竞赛过程中要更多地倾向关注后进生。
）Step3. Presentation1. Ask students some questions.T: What’s the name of the road in front of our school?Ss: Changjiang Road.T: Is there a hospital near our school?S1: Yes, there is. It’s on Taishan Road.T: Is there a post office near our school?S2: No, there isn’t.T: Are there any restaurants near our school?S3: Yes, there are. They’re on Deren Road.T: Are there any banks near our school?S4: Yes, there is one along Xizhong Square (奚仲广场) . It is next to Quanxinhuating(泉兴华庭).If the student can’t answer, the teacher gives some help. And write the conversation on the blackboard.（设计意图：根据现实生活中的真实情况与学生进行对话，从而引出目标语言Is/Are there------? Yes, there is / are. No, there isn’t / aren’t. 学生易于理解接受。
）2. Show the pictures to Ss. And practice in pairs.S1: Where’s the soccer ball?S2: It’s on the box.S2: Where’s the soccer ball?S1: It’s in the box.S1: Where’s the soccer ball?S2: It’s under the box..S2: Where’s the soccer ball?S1: It’s next to the box..（设计意图：图片形象直观，且容易引起学生的兴趣。
这样就自然学习了方位介词in, on, next to, in front of, behind, between, across from, near 的具体用法。
为下面的听力训练做了很好的铺垫。
） Step4. Listening Practice Practice I Complete 1a.T:Match the words with the places in the picture. Please look at the picture and finish it quickly.1. post office ____2. police station____3. hotel____T: Where ’s the soccer ball? S6: It ’s behind the box. T: Where ’s the soccer ball? S5: It ’s near the box. S2: Where ’s the soccer ball? S1: It ’s in front of the box. S1: Where ’s the soccer ball? S2: It ’s across from the box.. S1: Where ’s the soccer ball? S2: It ’s between the big box and the small one.5.bank______6.hospital_____7.street_______8.pay phone______9.park_________Get one to tell the answers to them and check..(the answer:1.f 2.a 3.e 4.i 5.c 6.b 7.h8.g9.d)While-listening activities1. Listen for the general idea.T: Boys and girls. Please look at the picture in 1a.What are they talking about? Please listen to the recording and get the main idea.The general idea of the conversations is about _______．A. restaurantB. post officeC. asking the way2. Listen for the specific ideas.T: We know the conversations are about asking the way. What place does the boy want to go? Listen and circle the places please. And then fill in the blanks with the places.(1) Listen and circle the places you hear in 1a.Listening strategy: Pay more attention to the names of places.(2) Complete the conversations according to the tape.Conversation 1A: Is there a _______ on Bridge Street? B: Yes, there is.Conversation 2A: Is there a ____ ____ near here? B: Um, yes, there is. There’s ____ on Long Street.ConversationA: Is there a ________ on Center Street? B: No, there isn’t.Listening strategy: First, let the students go through the blanks. Next, ask them to listen to the recording carefully and fill in the blanks.Post-listening activities1. Listen to the tape and repeat.2. Let students ask and answer questions about the other places in 1a in pairs.For example:A: Is there ------near here?Practice IIWhile-listening activities1. Complete 2a.(1) Let students look at the pictures in 2a and match the sentences with the pictures.(2) Check the answers.(3) Let students read the sentences in 2a aloud.(4) Let several students read the sentences in front of the class.（设计意图：让学生大声朗读来巩固next to, in front of, between, behind, across from, on的用法，为下面的听力填空做准备。
