7b unit8说课稿

江苏译林版7BUnit8教案一、教学目标1、知识目标学生能够掌握本单元的重点词汇，如：pet, goldfish, mouse, rabbit 等。

学生能够理解并运用本单元的重点句型，如：I love my pet It's very friendly 等。

2、技能目标能够听懂关于宠物的简单对话，并获取关键信息。

能够用英语简单描述自己喜欢的宠物。

3、情感目标培养学生对动物的关爱之情，增强保护动物的意识。

二、教学重难点1、教学重点重点词汇的记忆和运用。

重点句型的理解和表达。

2、教学难点如何引导学生用英语准确、流畅地描述宠物的特点。

三、教学方法1、情景教学法通过创设与宠物相关的情景，让学生在真实的语境中学习和运用语言。

2、任务驱动法布置各种任务，如小组讨论、角色扮演等，让学生在完成任务的过程中提高语言能力。

3、游戏教学法通过有趣的游戏，激发学生的学习兴趣，巩固所学知识。

四、教学过程1、导入（Leadin）展示一些可爱的宠物图片，如小狗、小猫、小兔子等，问学生：Do you like pets? 引导学生回答 Yes 或 No，并简单说一说原因。

2、词汇学习（Vocabulary learning）利用图片、实物或动作，依次教授本单元的重点词汇，如 pet, goldfish, mouse, rabbit 等。

让学生跟读单词，然后进行小组或个人的词汇朗读练习，教师及时纠正发音。

3、句型学习（Sentence pattern learning）呈现一些关于宠物的句子，如：I have a dog It's very cute 引导学生理解句子结构和意思。

让学生模仿这些句子，用所学词汇进行造句练习，如：I have a cat It's very friendly4、听力训练（Listening practice）播放课本中的听力材料，让学生认真听，并完成相关的听力练习。

听完后，核对答案，并让学生重复听到的关键句子，以加强听力理解和口语表达。

初一年级下学期英语教案（编号：）主备人：审核人：【课题】7B Unit8《Pets》Comic strip & Welcome to the Unit 【教学目标】1.让学生掌握基本的四会单词、短语和句型。

1.让学生认识几种宠物的名称及其典型特征【教学重、难点】1.学会用本课时的短语或句型介绍宠物。

2.培养学生的爱心,激发学习的兴趣。

【教学方法】Multi-Media【教学过程】Step 1 情景导入Teacher: Do you like animals? What animals do you know more? Do you or your friend have a pet at home? What are they?Step 2 完成教材Comic strip的任务1.让学生认真听录音,回答下列问题。

(1)What does Eddie ask Hobo to do?He asks Hobo to bring him something to eat.(2)Is Hobo happy? Why?No. Because Eddie didn’t say “please”.2.让学生阅读Page 92中的对话,回答下面的问题。

What does Eddie want at first and at last?He wants something to eat at first. At last he wants a new pet.3.再次播放录音,让学生跟读对话,注意语音和语调。

4.组织学生两人一组结对练习。

老师请几组学生上台展示并点评。

Step 3 完成教材Welcome to the unit的任务1.呈现几幅动物的图片,提问学生。

What’s this?Do you like it?Why or why not?2.展示Part A的图片,让学生猜动物的名称,完成Part A的练习,全班核对答案。

Unit8 Topic3 SectionD 参考教案Ⅰ. Material analysis本节课是本话题的最后一课，主要活动是Grammar，Functions和2。

通过Grammar引导学生总结一般现在时的时间状语和用法；通过Functions复习有关祝愿与祝贺、庆祝节日等交际功能的基本表达方式；另外还将通过阅读完成表格来培养学生通过scanning查询具体信息的习惯，并在此基础上了解International Labor Day，the Dragon Boat Festival，National Day这三个节日的相关内容。

最后，通过Project活动巩固本话题所学的有关节日的庆祝方式。

Ⅱ. Teaching aims1.Knowledge aims根据已学的语音、音标以及发音规则，正确朗读和拼写下列词汇：race, national, flag等；复习巩固一般现在时的常用时间状语和用法，如：They often eat turkey and Christmas cakes and give each other presents.In China, the Spring Festival is a big event.It is a very important holiday.复习运用有关祝愿与祝贺、庆祝节日等交际功能的基本表达方法进行交流: On this day, people have dragon boat races in many places and eat zongzi to remember Qu Yuan.All the people in the country celebrate the birthday of China on this day.2. Skill aims能够听懂涉及庆祝节日的短文；能根据图文说出本话题的词汇、短语和句型；能根据图文就某些重要节日和庆祝节日的话题进行交流；能够读懂一些简单的与节日相关的课外材料；能根据表格写出有关节日的信息；能够写出描述自己喜欢的节日的短文。

Unit8 Topic1 SectionD 参考教案Ⅰ. Material analysis本节课是一节复习课，主要活动是Grammar, Functions 和2a。

Grammar 部分主要引导学生总结一般现在时和一般过去时在谓语动词形态上的差异，归纳形容词和副词的构词法。

Functions 部分引导学生复习Sections A~C 所学的谈论季节、天气、气温、不同季节适合做的活动的表达法以及表达问候和建议的句型。

最后，Project 通过和同学分享描述四季的不同方式，培养学生的归纳总结能力。

Ⅱ. Teaching aims1. Knowledge aims根据已学的语音、音标以及发音规则，正确朗读和拼写下列词汇：hat, ourselves, trip, noon.引导学生巩固复习询问和描述不同季节、天气、气温、不同季节适合做的活动的表达方式，如：(1) —What’s the weather like in spring?= How is the weather in spring?—It’s warm. It’s a good time to.../ It’s a good season for.../We can...(2) —Which season do you like best, spring, summer, fall or winter?—I like … best.(3) —Why/Why do you like it?—Because...(4) —What’s the temperature?—The lowest temperature is .../ The highest temperature is …复习规则动词和不规则动词的过去式以及形容词和副词的构词法；引导学生总结一般现在时和一般过去时的区别。

2. Skill aims能够听懂谈论季节和天气状况的对话和短文；能够熟练使用英语询问和描述季节及天气情况；能够在图画的帮助下进行阅读，理解大意，并从阅读材料中获取所需要的信息；能够编写有关季节和天气的短文。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校教学内容：牛津7B Unit 8第6课时（Grammar 第2课时）教学目的：1. to tell the differences among “should”, “ought to”, and “must”2. to choose the right way to look after the pets教课类型：New Teaching Lesson教学方法：discussion teaching, demonstration teaching, interactive teachiong, exploring teaching教具准备：a multi-media computer教学重点：the right way to use “should”, “ought to”, and “must”教学过程：Step 1: Revision (3 mins)Revise how to give instructions.Step 2: Presentation (5 mins)①Present “You should play with your pet for some time every day.”② Explain the usage of “should”.Step 3: Practise (2 mins)More exercises to practise “should”.Step 4: Presentation/ Practise (20 mins)The same way to present “should not”, “ought (not) to”, “must (not)”.Step 5: Exercises (5 mins)Look at the notes and complete the sentences using “must (not), should (not)and ought (not) to”.Step 6: Discussion (5 mins)Divide the students into 4 groups and find out as many ways as possible tolook after the pets.Step 7: Exercises (5 mins)Put the words in the right order, then choose the correct numbers.Step 8: HomeworkChoose your favourite pet and write a passage to tell your friends how to lookafter it.板书设计：shoud (not) / ought (not) to You should/ ought to play with your pet for some time every day.You should not/ ought not to feed your dog at the table.must (not) You must feed your pet.You must not/ mustn’t feed your pet too much food.教学后记：本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。

Teaching PlanTeaching Material: FWE 7 B Unit 8 Grammar（1）Teaching aims:●To use positive and negative imperatives when giving orders and instructions.To organize and understand how to use imperatives appropriately.To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.Teaching Emphases:●To use positive and negative imperatives when giving orders and instructions.To organize and understand how to use imperatives appropriately.To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.Teaching Difficulties:●To organize and understand how to use imperatives appropriately.To use the modals ‘must’, ‘ought to’ and ‘should’ to t alk about duties and responsibilities.Teaching methods and aidsThe eclectic teaching method and the multiple mediaTeaching Steps:Part A1. Talk to students about the purpose of instructions. Give them a few examples using classroomsituations. Write some instructions on the board. Then ask them about the situations when we use them. Ask stronger classes to create a list of different instructions and then write thedifferent situations as titles above it, e.g.,ClassroomSit down.Open the door.Be quiet.Stop talking.Work with a partner.Please close the window.Fire drillWalk quietly.Don’t run.Don’t take the lift.Take the stairs.Line up.Go to the playground.Leave your bags.On the busDon’t push.For weaker classes, jumble the sentences up and ask students to group them under the correct situations.2.Let students talk about how to look after a rabbit?3.Imperative sentences do not normally include a subject, because the subject ‘you’ is implied. However, a noun or pronoun can sometimes be used to identify the person receiving an order or instruction, e.g., the speaker wants to attrac t Mary’s attention and so he/she says, ‘Mary, don’t push.’ / ‘Don’t push, Mary.’. Make sure students understand the imperative form and avoid the common mistake of placing a pronoun in front of the imperative.3 .Go through the explanations and grammar table on page 94 to clarify the rules for using imperatives when giving positive and negative instructions.4. Ask students to study the pictures in Part A1. Check their understanding of the situations presented in the pictures. For weaker classes, review the verbs in the box before students start working on matching the sentences.5. Ask less able students to work in pairs to select the correct word to fill in each gap, then match the pictures with the instructions. When they have finished, ask them to read each instruction to their partner.6. Explain the rubric in Part A2, making sure students understand the exercise. Students rearrange the words to make positive and negative instructions.7. Ask students to read out the instructions they formed.8.Do some exercises to practice giving instructions.Part B1 Talk about situations involving duty and obligation. Try to link them to the context of the Beijing Sunshine Secondary School students who are talking about looking after pets. It is useful to point out to students that we can use these modals to give instructions.2 Go through the examples on page 95& 96, referring to the degrees of necessity. Explain the use of ‘ought to’ and ‘should’, which have more or less the same meaning. ‘Ought to’ is a bit stronger and tends to be used more widely when talking about laws or regulations imported from the outside, while ‘should’ implies personal opinions and, therefore, is less strong.Ask students for sample sentences and write them on the board.3 Ask through the examples of negative sentences. Write some sample sentences on the board.4. Explain to students that ‘must’ is the strongest word , expressing the sense that something is a absolutely necessary .5. In part B1,the Beijing Sunshine Secondary School students give instructions about looking after pets. Each point of the notes on the left describes the degree of necessity for the instruction next to it on the right.Read the notes to the class . Then divide the class into pairs and ask students to complete the instruction on the right. Encourage students to check the example sentence on pages 95 and 96 to identify the correct modal word to fit each instruction .6. Use class feedback to identify any misunderstanding ,as they involve the use of negative forms.7. Ask students to read the four letters in part B2 carefully. Make sure that they understand the messages well. Ask them remember and to check the words in their dictionaries.8. In Part B3, students can read some of the answers which give advice to the writer of each letter. students check answer s with a partner.9. Divide the class into groups of four .one group comes to the front of the class and each member reads one letter at a time .10. Ask more able students to come up with their own advice to the pet owners .Tell them to choose two things you should (not)ought (not) to do when you own a pet. They then write sentences giving instructions. Ask students to read out their advice to the class.教学后记：这是Grammar的教学，对于语法的学习，学生会感到枯燥但本课学生接受的程度比预想的要好。