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Teaching Plan for Unit 8Teaching aim:. Ask for and give directions on the street.Grammar: 1. there be sentence pattern2. use the prepositions of place to describe the locationsStructure:1. Is there a bank near here? Yes, there is. It’s on Center Street.2. Are there any restaurants near here? Yes, there’s one in front of the post office.3. Where is the….? It’s ….4. Go along New Street. Turn right at the first crossing and the restaurant is onyour left, across from the pay phone.Vocabulary: refer to the wordlist on P125-P126Phrases: post office, police station, pay phone, across from, in front of, go along, turn right, turn left, spend time, enjoy reading，between…and…, next to, in the neighborhoodWriting: to write about your neighborhoodSentences for writing:1) I live in a/an …neighborhood.2) There is a/an ... (between…and…/ across from.../ next to....).3) I enjoy/like/ love …there. I often .... When I…, ...!4) To get there, I usually ....Use the following words to write a paragraph (at least 80 words): neighborhood, enjoy, between, along, getPassage to recite: P47 2b LisaTeaching procedures:Period One: Places and Positions Section AI. Lead inIntroduce Ss to the unit goal: ask for and give directions on the street. Match the words with the places in the picture.Read the words aloud.Notice: Bridge Street; Center Street; Long StreetII. Listening1b: Listen and circle the places you hear in 1aIII. Pair WorkA: Is there a hospital near here?B: Yes, there is. It’s on Bridge Street/Center Street/Long Street.IV. ListeningBefore listening:2a: have Ss look at the pictures and match the sentences with the pictures.While listening:Listen to 2b and fill in the blanks.After listening:Describe the places in 1a on page 43.The __________ is next to the ____________.The __________ is across from the ____________.The __________ is between the ____________ and the ____________. V. Role play2d: Listen and repeat the conversation. Use the map on page 43.A: You are new in town. You want to know if there is a ... around here. B: You are a local. Offer help and give directions.Make your own conversation and role play it.Language in use: How can I help you?I’m new in town.Is there a/an ... around here?Thanks so much.No problem.V. Homework: 1. Copy new words2. Recite the sentences in 2d.Period Two Give directions on the street Grammar P 45 +Section B P46I. Revision Grammar P 451. Use the map on P43Q: Where’s the hotel?An: It’s behind the police station.2. 3a: Have Ss answer the questions.3. 3b: Write three sentences.II. Street signsMost cities will have street signs to give drivers information, instruction or warnings. 1a: Match the words in the box with the signs.Practice: Go along Bridge Street/ Long Street/ New Street.Turn right/ left at the first crossing.___________ is on your right/ left.III. ListeningBefore listening:Ensure Ss understand where the speakers are located on the map.While listening:Listen to 1b and write the correct place for each letter in the picture.Before 1c, have Ss review the map and their answers from 1b, and then try to fill in the blanks.Listen to 1c and check the answers.After listening:Draw several routes on the map.Practice: Go along _____________.Turn right/ left at the _____________ crossing.____________ is on your right/ left.It’s next to/ across from/ between ... and....IV. Pair workAsk and answer questions about the places.A: A stranger in town.B: Give directions.Remind Ss that when they are given instructions they should repeat or confirm directions.Eg: A: Excuse me, is there a supermarket around here?B: Yes, there is. Go along ______________.Turn right/left at the _____________ crossing.It’s on your right/ left.A: Got it! Go along _____________.Turn right/left at the _____________ crossing.It’s on the right/ left.B: Yes. It’s next to/ across from/ between ... and ....A: Thank you very much.B: You’re welcome.1, post office 2, supermarket 3, pay phone 4, bank 5, libraryV. Homework: 1. Copy new words.2. Write your own conversation.Period Three/Four Write about your neighborhood Section B P47-48I. Lead inUse the map on P46Q: What can you see in the neighborhood?An: There is a/an ____________ in the neighborhood.There is a/an ____________ next to/ across from/ between ... and ...II. Reading2b: match each passage with a map.2c: read the passages again and answer the questions.III. Language points1)like/love to do 喜欢做某事2)spend v. ~ timeEg: I like to ~ time there on weekends/ in the afternoon.I like to ~ time in the library on weekends.3)watch ... doing sth.4)shop v.5)free adj.6)noisy adj. quiet7)enjoy doing sth.IV. SentencesLearn to use the following words and expressions in your writing.1.To get there,To get there, I usually walk out and turn right on Bridge Road.2.ThenThen I walk along Bridge Road.3.becauseI often exercise at the park because I love the clean air and sunshine.4.When I..., ....When I read books, time goes quickly!V. Writing3a: Look at the map of Cindy’s neighborhood and fill in the blanks. 3b: Draw a map of your neighborhood and write about it. Sentences for writing:1) I live in a/an …neighborhood.2) There is a/an ... (between…and…/ across from.../ next to....).3) I like/ love …there. I enjoy ... I often .... When I…, ...!4) To get there, I usually ....VI. Homework1.Writing2.Review Unit 8。
前言：该教学设计（教案）由多位一线国家特级教师根据最新课程标准的要求和教学对象的特点结合教材实际精心编辑而成。
实用性强。
高质量的教学设计（教案）是高效课堂的前提和保障。
（最新精品教学设计）Unit 8Is there a post office near here教学课题 第一课时Section A(1a-2d)教学目标 【知识目标】Important words:post,office,police,hotel,restaurant,bank,hospital,street,pay,near,across,front, behind,town,aroundImportant phrases:post office,police station,pay phone,across from,in front of,nextto,between...and...Important sentences:1.Is there a post office near here?2.Where’s Center Street?3.Hi,excuse me.4.How can I help you?【能力目标】能正确运用方位介词及there be句型。
【情感目标】培养学生乐于助人的高尚品德。
教学重难点 1.there be句型的使用。
2.方位介词的使用。
教学过程◆Step 1Leading1.Teacher shows a picture of an area.(见课件)2.Students read the words after the teacher.。
七年级英语下册Unit_8作文说课稿一、说教材1．教材简析。
这是一节写作课。
主要针对写作能力训练。
本课通过学生的听说读能力的训练最终升级达到写的能力。
2．教学重点。
（1）指导训练学生写作的能力。
3．教学难点。
如何引导学生将听到的信息，亲口说的信息，以及读到的信息最终以文章的形式记录下来。
4．教学目标。
（1）技能目标。
学生能通过听说读的训练，最终达到提升写的能力。
（2）知识目标。
懂得生词等让学生学会谈论方位，给别人指路。
（3）情感目标。
培养学生对英文的兴趣还有同学之间互助合作的习惯。
（4）学习策略目标。
改变传统的写作教学，通过引导学生积极主动地投入到语言的实践中去，包括听、说、读、的实践来最终提高写作的能力。
（5）文化意识目标。
学生能通过对方位地点描述，给别人指路，培养乐于助人的情感态度。
二．说学生同学们刚刚学习正规写作，听，说，读，写水平还有限，在材料充足，训练充分，引导有序的前提下需要一定时间才能完成一篇作文。
三、说教法对本课我主要采取了如下几种教法：1．多媒体教学法。
通过图像，教师本人声音，问路截取影片等来提高学生的学习兴趣。
2．层层导入法。
通过小记者提问，引入你最喜欢的地方，环环相扣来组织课堂教学。
3．启迪思维法。
利用预设的问题来启迪引导学生思维。
如听力之前先给提示问题4.强迫听音法通过在课堂尽量使用英文教学，使学生不得不听，从而逐渐习惯了课堂英文环境，达到训练听力的目的。
四、说学法我所采用的教法有助于学生掌握如下学法：1．听音法。
通过听录音来获取要写下的信息并先存储在大脑中。
2．开口法。
大胆张口说，错了没关系，在教师的改正下可以得到正确的语句。
3．阅读法。
带着问题去阅读，并能利用工具书来辅助阅读。
从中能得到最实用的例句来写作。
4．实践法。
学生只有亲自实践，动手将信息组织起来形成文章，才能达到最终写的目的。
5.小组合作法。
小组合作，可以充分利用优生资源，互相帮助，互相提高。
五、说教学程序1.导入. 通过图像，教师本人声音，问路截取影片等来提高学生的学习兴趣2．呈现并练习说。
Unit 8 Is there a post office near here? 说课稿各位评委，各位老师：大家下午好！今天我说课的内容是七年级下册Unit8 Is there a post office near here?第一课时1a-2c的部分。
我说课的内容包括：一、说教材，二是说学情，三是说教法、学法，四是说导学过程，五是说板书设计，六是说课后反思。
一．教材分析（说教材）新课标初中英语教材强调学生的兴趣、经验等，能结合实际，贴近生活，强调语言的实践性和交际性。
第八单元的教学内容都是围绕“地名”这一生活化的主题展开的。
本节课为新授课，它是第二单元的第一课时，也是A部分的第一课时，包括地名的方位、conversation和listening。
由于第二单元我所要讲的话题是地名及其方位，所以首先应让学生掌握各个地名的提问方式以及各地名的名称，这是十分重要的，也是必要的。
A部分是基本的语言内容，Let's Learn主要是让学生学习和掌握一个句型Is there a …..? Are there any…？Yes, there are./No, there aren’t..和一些地名词汇：post office library hotel restaurant bank pay phone…Let’s Talk目的在于让学生掌握询问地名位置的特殊疑问句及相应的回答。
二．学情分析（学生情况分析）本课的教学对象是学过四年英语的七年级学生，此阶段学生天真活泼，好奇心强，有较强的模仿能力和求知欲望，而且富有一定的逻辑思维能力。
但在单词的学习过程中，还是较容易出现发音不到位或发音不准确的语音错误以及单词误记的问题。
三．教学目标和《英语课程标准》指出：“基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
”而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。
Unit 8 The Seasons and the Weather Topic 1 How is the weather in winter?Section AUnit 8 The Seasons and the WeatherTopic 1 How is the weather in winter?Section AGood morning, everyone,Today, it‟s a pleasure for me to stand here and I‟m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is .Today, I‟d like to talk about my teaching idea about Section A, Topic 1 of Unit 8 in Grade Seven , Project English. The center of this topic is “How is the weather in winter”.I have decided to say the lesson from six parts: Analysis of the Teaching MaterialThe Teaching MethodsStudying waysTeaching stepsSummarize and HomeworkBlackboard DesigningPart One —— Analysis of the Teaching MaterialOne: Status and Function1. This unit tells us about the weather, season, and talk about holidays and the related stories. Besides learning this, students will also learn some words and expressions of weather, and so on.2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe the weather and favorite activities. So I think if the students can learn this lesson well, it will be help them to exchange ideas with others.4. While teaching them, I will also encourage them to say something about what they think the best seasons and describe them. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.Two: Teaching Aims and DemandsThe teaching aim's basis is established according to Junior School English syllabus' provision.1. Knowledge objects(1) To study the new words “weather”, “spring” , “summer”, “swimming”, “go hiking” and so on.(2) To learn and master the sentence s “What‟s the weather like in summer? It‟s hot. We can go swimming.”, “How is the weather in fall? It‟s cool. It‟s a good time to climb mountains.”2. Ability objects(1) To develop the students‟ abilities of listening, speaking, re ading and writing.(2) To train the students‟ ability of working in pairs.(3) To develop the students‟ abilities of communication by learning the useful structures.3. Moral objects(1) Through different teaching methods to make students be interested in study.(2) Love to know more knowledge about weather and dare to express their opinions in English.(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.Three: Teaching Keys and Difficult PointsThe teaching keys and difficult points‟ basis is established according to Topic 1 in the teaching material's position and function.1. Key points:(1).Be able to express words, phrases and sentences in English.(2).Discuss about favorite season..2. Difficult points:Describe the weather and favorite activities.Part Two —— The Teaching Methods1. Communicative teaching method;2.; Classified teaching method3. Task-based teaching method;As we all know: the main instructional aims of learning English in the Middle School is to cultivate students‟ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I‟ll mainly use “Communicative”teaching method, “Task-based” teaching method and “Classified” teaching method. That is to say, I‟ll let the students get a better understanding of the key structures. I‟ll give the students some tasks and arrange some kinds of activities, like talking, and reading in roles.In a word, I want to make the students the real masters in class while the teacher herself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.Part Three —— Studying ways1. Teach the students how to be successful language learners.2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.Part Four —— Teaching stepsAs this lesson plays an important part in the English teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.The entire steps are:Step1 Warm-up and Lead-in1.(师生互动问好导入复习呈现)T: Good moring, boys and girls.Ss: Good moring, teacher.T: What day is it today?Ss: It‟s Sunday.T: So we will learn a new section today, But first I would like to know the date today.2.(请学生协助导入复习)T: What‟s the date today?Ss: It‟s August 25th.T: When were you born?Ss: October 1stT: What‟s the 11th month of the year?Ss: November.3.(活动继续，将所有月份别板书到黑板上)March June September DecemberApril July October JanuaryMay August November February1 2 3 4T: There are twelve months in a year.But there are four seasons in a year, too.Look at the blackboard. What are the four seasons?Listen to 1a,find the answers and tell me.In this way, they will know today‟s lesson has something to do with their discussion. Step2 Presentation1. T：Now, tell me the answers.Ss: Spring, summer, fall and winter.T: Listen to the tape again, finish 1b,try to find the words describing the weather. 2.(放录音1a第二遍，学生听，完成1b)T: Can you find the words describing the weather?Ss: Yes.T: What are they?Ss: They are warm, hot, cool and cold.3.(学生模仿录音发音，老师板书，纠正)T: Listen to the tape for the third time. Find the sentences of doing activities.Ss: All right.4.(师生商讨核对答案，板书重点句型)T: What are your answers?It is a good season for hiking.Ss: I like swimming in the river.It‟s a good time to climb mountains.We can make a snowman in winter.After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some sentences on the screen, like It‟s a good season for…,It‟s a good time to…,We can…and so on .It makes the relationships between the students better.Step3 Consolidation1.(小组活动，两两互问互答，重点操练句型)What‟s the weather like in spring?It‟s warm.How is the weather in fall?It‟s cool.2.(学生不看课文，借助关键词复述对话内容)Step 4 Practice1.(听对话，完成2a，并同桌互练).T: Listen to 2a,complete the conversation.T: Now, tell me your answers.(请一名学生回答自己的答案)T: Jane likes summer best. Because she likes swimming very much. Kangkang‟s favorite season s winter. Because when it snows, the ground is white with snow and he can make snowmen. He likes doing that very much.(在老师对文章复述的基础上，请学生复述并检查其理解程度)2.(学生两人对话，仿照2a表达自己对季节的喜好和原因编写对话)T: Work in pairs. Follow the example to make a dialog.3.(四人小组活动。
七年级英语下册 Unit 8 Is there a post office near here说课稿（人教新目标版）一. 教材分析《人教新目标版七年级英语下册》Unit 8的主题是“Is there a post office near here?”，主要学习如何询问和描述周边的地点和设施。
本节课通过引入一个对话，让学生学会使用疑问词“is there”来询问是否某个地方或设施存在于某个地点附近，并且能够使用“Yes, there is./ No, there isn’t.”来回答。
此外，学生还需要掌握如何描述一个地方的位置，例如“It’s near the bank.”或者“It’s between the bookstore and the hospital.”。
二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇，但是对于描述地点和设施的词汇和表达方式可能还不够熟悉。
此外，学生可能对于使用疑问词“is there”来询问某个地方或设施是否存在还存在一定的困难。
因此，在教学过程中，教师需要帮助学生复习和巩固已学的词汇和语法知识，并且提供足够的练习来帮助学生熟练地运用本节课所学的知识。
三. 说教学目标本节课的教学目标是让学生能够熟练地使用疑问词“is there”来询问某个地方或设施是否存在，并且能够使用“Yes, there is./ No, there isn’t.”来回答。
此外，学生还需要掌握如何描述一个地方的位置，例如“It’s near the bank.”或者“It’s between the bookstore and the hospital.”。
四. 说教学重难点本节课的重难点是使用疑问词“is there”来询问某个地方或设施是否存在，并且能够使用“Yes, there is./ No, there isn’t.”来回答。
此外，如何描述一个地方的位置也是学生需要掌握的重点。
人教版新目标七年级英语下册 Unit 8 教学设计一. 教材分析人教版新目标七年级英语下册Unit 8主要围绕日常生活话题进行展开，通过学习本单元，学生能够掌握日常生活中的一些常用表达方式，提高他们的听说读写能力。
本单元主要包括以下几个部分：1.课本内容：包括对话和阅读材料，让学生了解日常生活中的交流场景和表达方式。
2.语法知识：一般现在时态的肯定句、否定句和疑问句的构成及运用。
3.词汇学习：本单元引入了一些与日常生活相关的词汇，如：go, come,have, do等。
4.作业及练习：通过各种练习题，巩固所学知识，提高学生的实际运用能力。
二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇知识，具备一定的听说读写能力。
但他们在语言运用方面还存在一定的问题，如：口语表达能力较弱，语法运用不够熟练等。
因此，在教学过程中，需要注重培养学生的口语表达能力和语法运用能力。
三. 教学目标1.能听懂、会说、会读、会写本单元的重点词汇和日常用语。
2.能正确运用一般现在时态进行日常交流。
3.提高学生的口语表达能力和语法运用能力。
4.培养学生的团队合作意识和交际能力。
四. 教学重难点1.一般现在时态的构成和运用。
2.日常生活中常用表达方式的掌握。
3.口语表达能力和语法运用能力的提高。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
2.交际法：创设真实的交际场景，培养学生的口语表达能力和交际能力。
3.情境教学法：通过设定各种生活情境，让学生在实践中掌握日常表达方式。
六. 教学准备1.课本、教案、课件等教学资料。
2.录音机、投影仪等教学设备。
3.与本单元主题相关的实物或图片等教学素材。
七. 教学过程1.导入（5分钟）利用与本单元主题相关的实物或图片进行导入，激发学生的学习兴趣，引出本节课的主题。
2.呈现（10分钟）通过展示课本中的对话和阅读材料，让学生整体感知本节课的内容。
Unit 8 It must belong to Carla（第4课时）说课稿一. 教材分析《Unit 8 It must belong to Carla》是人教版（新目标）初中英语教材的一个单元，主要围绕着“推测”这一主题展开。
通过本单元的学习，学生能够掌握一般过去时的被动语态，学会使用“must have done”和“can’t have done”等结构来表达对过去事情的推测，同时提高在日常生活中用英语进行交流的能力。
本单元包括两个部分，第一部分是课文阅读，讲述了Carla丢失了钥匙，通过观察和推测找到了失主的有趣故事；第二部分是听说练习，通过不同的场景让学生练习使用一般过去时的被动语态进行交流。
二. 学情分析考虑到我所教授的学生是初中生，他们的英语水平已经达到了一定的程度，具备一定的听、说、读、写能力。
在此基础上，他们需要通过大量的实践和练习来进一步提高自己的语言运用能力。
同时，他们对于新鲜事物充满好奇，善于发现和总结规律，因此在教学过程中，我会引导他们通过观察、思考、交流和总结来掌握本节课的知识点。
三. 说教学目标根据课程标准和学生的实际情况，我制定了以下教学目标：1.知识目标：学生能够掌握一般过去时的被动语态，理解并运用“musthave done”和“can’t have done”等结构表达对过去事情的推测。
2.能力目标：学生能够在日常交流中运用所学知识，提高自己的英语表达能力。
3.情感目标：通过本节课的学习，学生能够培养合作、探究和创新的精神，提高自己对英语学习的兴趣。
四. 说教学重难点1.教学重点：学生能够掌握一般过去时的被动语态，学会使用“musthave done”和“can’t have done”等结构表达对过去事情的推测。
2.教学难点：学生能够灵活运用所学知识，在实际交流中准确地表达自己的观点。
五. 说教学方法与手段为了实现本节课的教学目标，我采用了以下教学方法和手段：1.任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中运用所学知识，提高自己的语言能力。
新目标英语七年级下册Unit8的优秀一等奖说课稿《新目标英语七年级下册Unit 8的优秀一等奖说课稿》这是优秀的说课稿文章，希望可以对您的学习工作中带来帮助！1、新目标英语七年级下册Unit 8的优秀一等奖说课稿各位评委、老师大家好，今天我要谈论的是新目标英语七年级下册Unit 8 I’d like some noodles. Section A 我将分七个部分来介绍，即教学素材分析、学情分析、设计理念、教学目标、教学重、难点、教学辅助手段和教学流程。
一、教材分析世界各地的人对于食品的口味与习惯都各不相同,本单元围绕food 介绍了中国食品的特色及相关知识。
围绕What would you like?等问题,学习“想要什么”的表达。
二、学情分析1、知识基础：缺少丰富的语言基础，对某些任务的完成有一定的难度；2、思维能力：有较强的记忆力和模仿能力，有待培养知识的扩展运用能力；3、认知心理：因为食品是生活必需品,他们对食品和中西方文化差异很有兴趣,有较强的求知欲和表现欲，但部分学生存在不自信，羞于表现等思想顾虑。
三、设计理念1、学生是学习活动的主体,教师是学生活动的组织者和引导者。
在英语教学中,把英语课程生活化,把一个个教学目标活动化,在活动中掌握学习方式,充分发挥师生双方在教学中的主动性和创造性。
2、本课采用任务型的教学模式,把语言应用的基本词汇和表达法转为具有实践意义的课程任务,学生在完成任务的过程中,通过感知、体验、实践、参与创作等方式,完成任务目标,感受成功。
3、小组合作学习是学生学习的主要形式,让学生在自主创作的过程中,自主地表达,自主地学习,实现对知识的融合,信息的交流,资源的共享,为学生搭建展示自我的平台。
教师在学生展示过程中适时给予肯定和赞扬,有利于增进师生感情,建立民主平等和谐的师生关系。
四、教学目标:1、知识目标: ⑴学习并掌握would, I’d, noodle, beef, mutton, cabbage, potato, special等词汇。
⑵能听懂会说What would you like? What kind of noodles would you like? 并能在实际情景中运用。
2、能力目标: 培养运用英语交际的能力,让学生把所学到的语言知识和生活实际联系起来,使学习过程生活化。
3、情感目标: ⑴体会英语学习的.乐趣，做到在“用中学，在学中用”。
⑵通过中、西方在饮食及用餐方面的对比，对祖国文化能有更深刻的了解。
⑶乐于了解异国文化，加强文化差异的理解与认识。
4、学习策略目标:改变传统的死记硬背,倡导自主合作学习。
五、教学重难点1、重点: ⑴掌握有关食品的词汇。
⑵掌握句型What kind of noodles would you like? I’d like---noodles.2、难点: 如何引导学生将所学知识应用于实际。
六、教具准备录音机、食物图片:hamburger, French fries, tomato, broccoli, chicken等及多媒体课件一套。
七、教学过程Step1. Warming-up⑴ Let’s do some sports(学生按教师的指令做动作)Stand up! / Turn left./ Turn right/ fly like a bird/play volleyball/ run slowly/ run quickly/ jump five times(教师辅以手势)⑵ 这些动作做完后,教师做干渴状和摸着肚子说:I’m thirsty.I’m hungry.通过游戏形式制造轻松、活跃、自由的课堂气氛,让学生积极主动的投入到英语学习中来,也为下一步单词句型的引出做好了铺垫。
Step2. Presentation⑴T: After doing sports, Are you tired? Are you hungry?Ss: Yes.T: I bring some food for you.教师出示卡片并问:“What would you like to eat?”让学生根据自己的喜好,引导学生用“I’d like…”回答。
教师把该食物卡片送给说出想要某样食物的学生。
⑵运用PPT展示一系列精美的图片,学习食品词汇。
Step3. Practice⑴此时电脑屏幕已展示出精美的食品图片,学生看着画片进行结组操练句型What would you like? I’d like---。
鲜艳的画面似乎正飘着诱人的香味,使学生眼前一亮,勾起的不仅是学生的食欲,学习的学习欲望也一同被激发出来。
⑵Let’s chant学生六人一组学唱chant, 并自编chant。
Chant形式活泼,学生爱学,爱读,学生在轻松愉快的活动中巩固了新知识。
⑶Match the words with the pictures(1a)在这一环节中,学生通过听听,说说,做做等活动,感悟理解新单词句型,不仅使课堂活起来,而且所有学生都参与其中,真正体现了学生的主体地位。
Step4. Presentation⑴以问答形式，图片辅助，引出句型What kind of noodles would you like ? What size bowl of noodles would you like? 及其答语。
创设情景,小组合作表演对话，以此练习这两个句型。
⑵听录音模仿跟读,纠正学生的语音语调。
Step5. Communicative practice⑴学生合作编一个“服务员”与“顾客”之间的对话。
学生在听,读了解本课内容的基础上,让学生自编对话,这样就给学生搭建一个发挥想象的平台,激发学生积极思维,挖掘学生创造性使用语言的能力。
此次活动拓展运用本课所学的语言,并发展了学生的语言技能⑵Show time因这一环节设计很接近学生的生活实际,学生的参与欲望更强了,纷纷要求上讲台展示合作的成果。
学生既锻炼了自己的语言表达能力,也有了自信心和成就感。
Step5. Summary and homework⑴总结的目的是加深印象，突出重点。
⑵Please cook a bowl of noodles for your parents when you get home.Ask your parents about what and where they would like to eat.我认为英语教学的基本目的就是提高运用英语的能力，那么，我会把这一点作为我英语教学的向导，在我的课堂教学中，我将会尽我最大的努力让我的课堂生动、活泼，积极鼓励学生彼此用英语进行交流。
2、新目标英语七年级下册Unit 8的优秀一等奖说课稿一、说教材教学内容：牛津小学英语2B Unit4 My toys A、B版块。
教学目标：(1)能听懂、会说、初步认读doll，puzzle，yo-yo和puppet四个玩具类单词，发音正确。
(2)能听懂会说特殊疑问句What do you have?及其回答I have…(3)会用英语向别人介绍自己的玩具,学会与朋友分享自己的乐趣。
教学重难点：(1)能听懂、会说、初步认读doll，puzzle，yo-yo和puppet，尤其puzzle和puppet，发音正确。
(2)能听懂会说特殊疑问句What do you have?及其回答I have…教学准备：一只装有玩具的包，四个不同颜色的小箱子，多媒体课件二、说教法、学法根据以上对教材的分析，我采用活动化教学法和情景创设法，以及多媒体辅助法来安排本课的`教学。
学生通过思考、讨论、交流、合作等方法，达到学习目标，完成学习任务。
三、说教学过程Step1. warm-upSing a song.Row, row, row your boatSay a rhyme.five little monkeysStep2. Lead-inGuessing game引出课题my toysStep3: Presentation:1 T: What can you see?S: I can see a doll.T拿出实物，教授doll 以及I have a doll.T：Do you like this doll?S: Yes, I do.T: Here you are.S: Thank you.T: What do you have?S: I have a doll.S&S :What do you have?I have a doll.2. Say a chant:What, what,What do you have?Doll, doll,I have a doll.3. The doll has a bag. What’s in the bag?T 拿出实物包，里面装有一些玩具，其中包括yo-yo, puzzle和puppet,请两位学生一位问 What do you have? 一位来摸出玩具，并回答I have…当摸出yo-yo, puzzle或puppet其中一个时，教师教授生词，注意puzzle和puppet读音。
此环节设置为小组竞赛的形式。
4. Go into the textWatch the cartoon, then answer the question: What does Mike have?Read after the tape.Act out the dialogue with you partner.Step4: Consolidation:1. Magic eyes2.Finding friendsLook, there are four boxes here. They are red, yellow, blue and green.T：What do you like?S: I like…(分别请四个学生抽选自己喜欢的盒子)T：Now open our boxes. Look, I have a doll. What do you have?S：I hav e a…T: Who’s my friend? (教师与持有娃娃的学生击掌欢呼)Step5. Practice1:请用英语介绍自己最喜欢的玩具.My toyI have a toy car.It’s yellow.I like this yellow car.And you?Practice2:A: Look, I have a …what do you have?B: I have a …A: What colour?B: It’s…A: Let’s go and play.B : Ok!3、新目标英语七年级下册Unit 8的优秀一等奖说课稿Good afternoon everyone：今天，我说课的内容是PEP教材BookⅡUnit4 B部分的Let’s talk。
