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牛津译林版英语七下Unit 7《Abilities》说课稿2一. 教材分析牛津译林版英语七下Unit 7《Abilities》是本单元的最后一个单元，主要讲述了关于能力的话题。
本课的主题是讨论不同人的不同能力，以及如何正确评估和使用自己的能力。
教材通过丰富的语言环境，引导学生运用目标语言进行交流，提高他们的语言运用能力。
二. 学情分析学生在学习本课之前，已经掌握了基本的英语语法和词汇，具备了一定的听说读写能力。
但学生在语言运用方面还存在一定的问题，如：表达能力不足，语法运用不准确等。
因此，在教学过程中，需要关注学生的个体差异，因材施教，提高他们的语言运用能力。
三. 说教学目标1.知识目标：学生能够掌握本课的主要词汇和句型，理解课文内容。
2.能力目标：学生能够在真实语境中运用目标语言进行交流，提高他们的语言运用能力。
3.情感目标：学生能够培养对不同能力的尊重和欣赏，树立正确的价值观。
四. 说教学重难点1.教学重点：学生能够掌握本课的主要词汇和句型，理解课文内容。
2.教学难点：学生能够在真实语境中运用目标语言进行交流，特别是语法和表达能力的运用。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，运用目标语言进行交流，提高他们的语言运用能力。
2.教学手段：利用多媒体教学资源，如：图片、视频等，丰富教学内容，激发学生的学习兴趣。
六. 说教学过程1.导入：通过展示一张图片，引导学生谈论图片中的人物和他们的能力，激发学生的学习兴趣。
2.新课呈现：教师展示课文图片，引导学生观察并回答相关问题，引入本课的主题。
3.单词学习：学生通过听、说、读、写的环节，掌握本课的主要词汇。
4.句子练习：学生通过模仿、角色扮演等环节，掌握本课的主要句型。
5.小组讨论：学生分小组讨论，运用目标语言谈论自己的能力和梦想，培养他们的合作意识和语言运用能力。
6.课堂展示：学生代表上台展示小组讨论的结果，其他学生进行评价和补充。
牛津译林版英语七上Unit 7《Shopping》（Reading）说课稿一. 教材分析《Shopping》是人教版牛津译林英语七年级上册Unit 7的一篇阅读文章。
文章主要讲述了一次在购物中心购物的经历，通过对话的形式，介绍了购买物品的过程以及购物时可能遇到的问题。
文章内容贴近学生的生活，激发学生学习兴趣。
本节课的主要目的是让学生掌握对话内容，提高阅读理解能力，同时培养学生在实际生活中运用英语进行购物的能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的阅读理解能力。
但部分学生对购物场景的词汇和表达可能较为陌生，因此需要在教学中加以引导和拓展。
此外，学生可能在实际生活中较少有机会使用英语进行购物交流，因此需要通过情景模拟等教学手段，提高学生的实际应用能力。
三. 说教学目标1.知识目标：学生能掌握对话中出现的关键词汇和表达方式，理解文章大意。
2.能力目标：学生能熟练朗读对话，提高阅读理解能力，能在实际生活中运用所学进行购物交流。
3.情感目标：培养学生热爱生活，积极面对生活压力的态度。
四. 说教学重难点1.重点：掌握对话内容，提高阅读理解能力。
2.难点：运用所学词汇和表达方式，在实际生活中进行购物交流。
五. 说教学方法与手段1.交际法：通过情景模拟、角色扮演等方式，让学生在实际语境中运用英语进行购物交流。
2.任务型教学法：引导学生参与各种购物活动，提高学生的实践能力。
3.视听法：利用多媒体教学资源，丰富教学手段，提高学生的学习兴趣。
六. 说教学过程1.导入：以购物场景的视频导入，激发学生学习兴趣。
2.自主学习：学生自主阅读文章，回答相关问题，检测阅读理解能力。
3.课堂讲解：讲解文章内容，重点讲解购物场景的词汇和表达方式。
4.实践环节：分组进行情景模拟，让学生在实际语境中运用英语进行购物交流。
5.巩固环节：进行购物主题的听力练习，提高学生的听力水平。
6.总结环节：教师引导学生总结本节课的主要内容和收获。
牛津译林版英语七下Unit 7《Abilities》（Reading II）说课稿一. 教材分析《Abilities》是牛津译林版英语七年级下册Unit 7的一篇阅读文章。
本文主要讲述了一个关于约翰和他的朋友们帮助一位老人找回丢失的钱包的故事。
通过这个故事，学生可以学习到如何通过观察和推理来解决问题，以及如何用英语描述事件、人物和情感。
二. 学情分析学生在学习本课之前，已经掌握了如何用英语进行简单的阅读、写作和口语表达。
但他们在观察、推理和描述事件、人物和情感方面还存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，引导他们通过观察、推理和描述来理解文章内容，提高他们的英语素养。
三. 说教学目标1.知识目标：（1）能够理解文章的主旨大意。
（2）能够掌握文章中的关键词汇和短语。
（3）能够运用所学知识描述事件、人物和情感。
2.能力目标：（1）培养学生的观察能力和推理能力。
（2）提高学生的英语阅读能力和写作能力。
3.情感目标：培养学生乐于助人的品质，使他们学会关心他人。
四. 说教学重难点（1）掌握文章的主旨大意。
（2）理解并运用文章中的关键词汇和短语。
（1）如何通过观察和推理来理解文章内容。
（2）如何用英语描述事件、人物和情感。
五. 说教学方法与手段1.教学方法：（1）情境教学法：通过设置情境，让学生在实际语境中学习英语。
（2）任务型教学法：引导学生参与各种任务，提高他们的实践能力。
（3）合作学习法：鼓励学生小组合作，共同完成学习任务。
2.教学手段：（1）多媒体教学：利用PPT、视频等资源，丰富教学内容。
（2）实物教学：使用实物道具，帮助学生更好地理解文章内容。
六. 说教学过程（1）教师通过提问，引导学生回顾上一节课的内容。
（2）引入本节课的主题，激发学生的学习兴趣。
2.阅读理解：（1）教师引导学生阅读文章，回答相关问题。
（2）学生通过观察和推理，理解文章内容。
（3）教师针对学生回答的问题进行讲解和引导。
电子白板在牛津初中英语阅读课中的有效运用——7A Unit7Reading教学案例1案例背景随着我国教育事业的迅速发展，过去陈旧的课堂教学方式已经越来越不能满足教师的教学需求。
电子白板是一种功能强大且具有很高科技含量的教学工具，它是现代多媒体教学和传统的黑板教学两者优势的整合。
初中英语是学生学习英语的重要基础阶段，而电子白板在英语教学中的有效运用，极大的提高了英语教学的效率，促进了英语课堂的交互性和启发性学习，激发了学生的学习兴趣。
2教材分析本单元是7A第7单元Reading的第一课时。
本课时话题是关于购物的一些知识。
阅读是本单元的核心内容，它的任务不仅仅是训练和提高阅读技能，也涵盖了交际、语法、词汇及知识点等内容，同时它还承担着培养正确情感态度、价值观等更为抽象的深层意义。
所以，根据七年级学生的知识结构和理解水平，本篇阅读课我安排两个课时，初读和深度为第一课时，理解运用为第二课时，我上的是第一课时。
本课时内容是通过购物的实际场景，描述了Amy两次为朋友买生日礼物与售货员对话的过程。
选材贴近学生实际生活，符合当代初中生的心理特点。
3教学目标3.1知识目标：①通过阅读文章，理解并熟读其中的生词及词组。
②初步理解购物时与售货员之间的实际交际用语。
3.2能力目标：①运用听力训练，学会寻找关键词，迅速并准确找到所需信息。
②运用快速阅读和精读技巧，掌握课文内容。
3.3情感目标：①根据实际情况，培养实际语言交际能力。
②并能体现孩子之间纯真的友谊。
4教学设计4.1导入部分首先，我通过电子白板播放一段学生自拍的购物视频，以此激起学生的学习兴趣。
接着，我引出四个问题，让学生以四人小组合作的方式进行话题讨论。
四个问题为：①Do you often buy presents for your parents or your friends when they have their birthdays? ②What do you usually buy for them? ③Where can you buy these presents? ④Do you have enough money to buy things? 学生通过热烈的讨论，一方面为新课的引入进行热身，另一方面也激发其渴望在实际生活中用英语交际购物的欲望。
牛津译林版七年级下册Unit 7《Abilities》（reading1）说课稿一. 教材分析《Abilities》是牛津译林版七年级下册Unit 7的一篇阅读文章，主要讲述了三个学生为了完成老师布置的作业，分别尝试了不同的方法来解决问题。
通过这篇文章，学生可以学习到如何运用自己的能力去解决问题，同时提高自己的阅读理解能力。
二. 学情分析七年级的学生已经具备了一定的英语基础，对于阅读理解也有一定的掌握。
但是，学生在理解复杂句子结构和词汇方面还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，因材施教，引导他们通过阅读获取信息，提高他们的阅读理解能力。
三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和固定搭配，理解文章的主旨大意。
2.能力目标：学生能够通过阅读获取信息，提高自己的阅读理解能力。
3.情感目标：学生能够培养合作意识，学会倾听和尊重他人的意见。
四. 说教学重难点1.词汇和短语：如“ability”,“problem”,“method”等。
2.句子结构：如定语从句、状语从句等。
3.情态动词：如“can”,“may”等。
五. 说教学方法与手段1.任务型教学法：通过设置不同的任务，激发学生的学习兴趣，提高他们的参与度。
2.合作学习：鼓励学生分组讨论，培养他们的团队协作能力。
3.情境教学法：创设真实的情境，帮助学生更好地理解文章内容。
4.多媒体辅助教学：利用多媒体课件和视频，丰富教学手段，提高学生的学习兴趣。
六. 说教学过程1.导入：通过提问方式引导学生思考，激活学生的背景知识。
2.阅读理解：学生自主阅读文章，完成相关练习，检测学生的阅读理解能力。
3.词汇学习：引导学生学习文章中的关键词汇，并通过例句帮助学生掌握。
4.句子分析：分析文章中的复杂句子结构，帮助学生理解。
5.小组讨论：学生分组讨论，分享自己的观点和解决问题的方法。
6.总结提升：教师引导学生总结文章主旨，并进行情感教育。
Unit 7 FilmsReading设计说明教学反思首先复习电影类型，用my favourite kind of film导入新课，呈现一部分生词，然后根据不同的任务引导学生逐步理解课文，通过初读、细读等逐步通晓阅读的技巧，最后解决课文中的重要知识点，为更好地掌握课文扫清障碍。
教学目标通过本课时的教学，让学生达成以下目标：1.知识目标掌握单词和短语：all-time, actress, loss, humanitarian, ballet, dancer,charm, insist, lead, role, base, major, mark, princess, lifetime, nomination, final, appearance, angel, beyond, effort, peacefully, attractive, catch one’s attention,play the role of, pass away。
2.能力目标：(1)了解好莱坞明星奥黛丽·赫本的演艺生涯；(2)学习如何根据时间顺序来介绍人的一生；(3)能理解和运用文中的语言点；(4)培养阅读技巧。
3.情感目标：培养学生热心帮助他人，并为自己的理想奋斗的优良品质。
重点难点重点：学习并掌握本课时的单词和短语，理解文章大意，掌握重要句型。
难点：灵活使用介绍电影和电影工作者的单词和短语。
教学准备PPT 课件；相关图片。
授课时数2课时教学过程Step 1 Lead-inFree talk. What kind of film do you like best? Why?Step 2 Presentation1. Present some new words by introducing my favourite kind of film.This is a romantic film. It is acted by Audrey Hepburn. She played the leadrole of a young princess. She won the Oscar for Best Actress.2. Read the new words.3. Do B1. Match the words with their meanings.Answers: 1 c 2 b 3 c 4 b 5 a 6 bStep 3 ReadingTask 1 First reading—ScanningB4. Sandy wants to know something about Audrey Hepburn. She is asking Kitty some questions. Help Kitty answer Sandy’s questions.1. Sandy: Why is Audrey Hepburn one of Hollywood’s all-time best?Kitty: Because she is not only a great beauty and a great actress, but also a great humanitarian.2. Sandy: What was Hepburn’s dream when she was a child?Kitty: Her dream was to become a successful ballet dancer when she was a child.3. Sandy: How did Hepburn become world-famous?Kitty: She became world-famous by playing the lead role of a young princess in the Hollywood film Roman Holiday.4. Sandy: What did Hepburn do beyond the film industry?Kitty:She worked with UNICEF to help poor children in different parts of the world.Task 3 Third reading—Read the passage in detail.1. Read the passage and talk about the structure of the passage.Part 1: (Paragraphs 1-2)Before Hepburn entered the film industry.Part 2: (Paragraphs 3-5)Hepburn’s acting career.Part 3: (Paragraphs 6-7)Hepburn’s achievements beyond the film industry and her death.2. Read Paragraph 2. Ask and answer the following questions. Describe the Hepburn’s early life.(1) Where was she born?(2) What was her dream?(3) Where did she move after World War II?(4) What did she do there?Answers: (1) She was born in Belgium.(2) She loved dancing and dreamt of becoming a successful ballet dancer.(3) She moved to London after World War II.(4) She worked as a model before becoming an actress.3. Read Paras 3-5. Help Kitty put the sentences in the correct order. Write the numbers 1-6 in the boxes.□a. Hepburn met Colette in France□b. Hepburn had four more Oscar nominations□c. Roman Holiday was a big success□d. Hepburn won the Oscar for Best Actress□e. Always—Audrey Hepburn’s last appearance in a film□f. Hepburn played the lead role in the play GigiAnswers: 1 5 3 4 6 24. Talk about her acting life.(1) In 1951, while acting in France, Hepburn met the French writer Colette. Her beauty and charm caught the writer’s attention.(2) About Gigi. Colette wrote a novel called Gigi, a play based upon her novel. Colette insisted that Hepburn was the perfect girl for the lead role in Gigi. It marked the beginning of her successful career.(3) About Roman Holiday. Roman Holiday is a Hollywood film. Hepburn played the lead role of a young princess in it. The film was a big success and she became world-famous. She won the Oscar for Best Actress for her role in this film.(4) About her last film. In 1989, Hepburn made her final appearance in her last film Always. In Always, she played the role of an angel.5. Read Paras 6-7. Talk about her later life.What did she do in her later life?Why do you say she was a great humanitarian?Answers: She began to work for UNICEF. She spent her last few years working closely with UNICEF to help poor children in different parts of the world.In 1991, Hepburn discovered that she had cancer. At the age of 64, Hepburn passed away peacefully in her sleep.When Hepburn died, the world felt very sad about the loss of a great beauty, a great actress and a great humanitarian.Task 4 Last readingRead it as a whole and do B3.B3. Fill in the missing words.Audrey Hepburn was one of Hollywood’s greatest actresses. She worked as a model before she became an actress. Her successful career lasted for about 40 years. In 1951, while acting in France, she met Colette, a famous French writer. Hepburn’s beauty and charm caught the writer’s attention. She insisted thatHepburn was the right person for the lead role in the play Gigi. Two years later, Hepburn was chosen to play the lead role in Roman Holiday, and won the Oscar for Best Actress that year. During her lifetime, Hepburn had four more Oscar nominations. She made her final appearance in the film Always in 1989 and played the role of an angel.Step 4 Discussion1. Have a discussionWhat made Audrey Hepburn successful?effort+chance+kindness=success2. ThinkingWhat can we learn from her?（Students’ own answers.）Step 5 Language points1. As a child, she loved dancing and dreamt of becoming a successful ballet dancer. 她还是孩子的时候就喜欢跳舞，梦想着成为一名成功的芭蕾舞者。
课题：Unit7 AbilitiesReadingⅠ班级姓名学号【教学目标】1. 掌握以下单词，词组与句型并能熟练朗读和运用。
词汇: brave, save, smoke, badly, hurt, could, protect, rush, wet, burn, nod, hurt, newspaper, rubbish词组: save…from, at home alone, hear someone shouting, the 79-year-old Mrs Sun, rush into, put out the fire, in hospital, be careful with句型：What a brave young man! He was brave enough to save his neighbor from a fire.He was in hospital for two weeks.2. 能根据问题、标题和图片猜测语境。
3. 能用英语描述火灾。
【教学重难点】培养学生能根据问题、标题和图片猜测语境的阅读技巧，并能用英语描述火灾。
【教学手段】PPT【教学过程】Step1. Lead-in1. Show a picture about fire and let students discuss about fire.2. Show more pictures about fire. Learn some new words: burn, smoke, pour, save, rush.3. Let students answer the question and have a discussion.Step2. Pre-readingRead fast and answer two questions.1. Who is a brave young man?2. Was the young man afraid at that moment?Step3. While-reading1.Read and answer some questions.2. Ask students to read the story carefully, then answer more questions. (PPT)3. Underline some important phrases .(PPT)Step4. Post-reading1. Let Ss finish PartB1.2. Fill in the blanks of PartB2 and then check the answers.3.Finish Part B3 and Part C, then check the answers.4. Let students make a group work to fill in the blanks of a table.5. Do some practice (PPT).Step5. Homework1. Finish off the exercises.2.Read the article.【课堂巩固】一、词汇运用。
1. Mr Li put out the fire with _________________.(毯子)2. At school, we should also learn to _________(保护) ourselves when we are in danger.3. When the teacher said to the boy, he kept ______________. (点头)4. He _________________ his back and feet yesterday afternoon. (弄伤)5. He saw a lot of _______________ in his kitchen and called 119 quickly.(烟)6. He was ____________enough to speak in front of all those people. (勇敢的)7. She was ______________ affected by the events in her childhood. (严重地)8. He jumped into the river ___________ the girl. (save)9. We put out the fire by ____________ water. (pour)10. Please remember ______________off the lights when you go out.(turn)二、单项选择。
( ) 1. Who helped the child ___________ the water?A. outB. out ofC. outsideD. away( ) 2. ---People can not only use salt for meals.---Yes. They also use it to _______ fire.A.put onB. put awayC. put outD. put up( ) 3. The wooden house was fire for an hour and burnt down.A. inB. atC. forD. on( ) 4. He is seven years old. He is _______ to go to school.A. enough oldB. too oldC. old enoughD. old too( ) 5. ---Lin Tao, you are a brave young man! ---________A. No, I’m not.B. Thank you.C. You, too.D. I’m afraid not.【课后巩固】一、词组翻译。
1.一个勇敢的年轻人____________________2.救邻居出火海______________________3.独自在家 _______________________4.听见某人在大叫____________________5.看到许多浓烟从隔壁来_________________6.严重受伤___________________7.把水泼在衣服上____________________ 8.冲进厨房9.在…上放了一条湿毯子________________ 10.扑灭火______________________11.住院两周12.在那时_____________________________ 13有时间思考____________________ 14.当心火_____________________________15.保护自己______________________二、词汇运用。
1. Mr Sun’s house was on fire. There were many _______________ coming to help. (fireman)2. It’s important _________________ careful with fire. (be)3. Thank you very much for _________________ my child. (save)4. At ten o’clock, we heard a girl _________________ “Help! Help!” (shout)5. Did he do anything _________________ himself safe? (keep)6. He rushed into the kitchen and _________________ out the fire. (put)7. Mum, I am _________________ ill. I think I am going to die. (bad)8. He ____________ with a smile after he heard my answer. (nod)9. She could jump into the river to save the child ______________ .(brave)★10. _________________ himself, he poured water over his clothes. (protect)三、句子翻译。
1. 玩火是危险的。
It’s__________ ___________ __________ __________ fire.2. 她有一个11岁的女儿。
She has ______ ___________________ daughter.3. 那个警察从火里救出了一个小女孩。
That policeman ____________ a girl ____________ / ____________ ____________the fire.4. 昨天我们收听了许多关于加拿大火灾的新闻。
We heard ________ __________ about Canada’s fire yesterday.四、任务型阅读。
Nikini is a little girl. She lives with her father and mother near the woods (树林). She is very friendly to the animals in the woods. She loves them very much. Her mother’s birthday will come, and she wants to give her a wonderful present.In the evening she can’t go to sleep, “My mum loves me very much. She always makes me very happy on my birthdays. She cooks and cleans and works hard with no rest(休息) for me. She feeds me and holds me close until I am asleep. When I am sick, she cries and takes care of me and doesn’t sleep until I get well. I should give her the greatest present of all.” she thinks.She thinks hard and hard, but she can ’t think of anything. She feels very worried.A firefly (荧火虫) sees Nikini by the window. It flies to her andsays, “Don ’t worry. We will help you.” It askes its friends mynahbird (八哥), rabbit and spider (蜘蛛) to come to help her together.The firefly thinks she should give her mother the biggest presentlike the sky. The mynah bird thinks the present should be the most beautiful like flowers. The rabbit thinks the moon is the best. The spider thinks she should send her mother a present and it will make her the happiest. Finally they think they ’ll make a piece of the most beautiful cloth in the world. Then they begin to make the cloth together at once.1._____________2.____________3.____________4.____________5._______________6._____________7.____________8.____________9.____________ 10._______________【课后反思】__________________________________________________________________________________________________________________________________________________________。
