说课稿新目标英语七年级下册第十单元

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人教版新目标英语七年级下册《Unit10I’dlikesomenoodles》优质说课稿1

人教版新目标英语七年级下册《Unit 10 I’d like some noodles》优质说课稿1一. 教材分析人教版新目标英语七年级下册《Unit 10 I’d like some noodles》是一篇以日常饮食为主题的对话课。

通过本节课的学习，学生能够掌握日常生活中常见的饮食词汇，如noodles, dumplings, rice, salad等，以及表达自己饮食喜好的句型“I’d like…”。

同时，学生还能够学会如何用英语进行点餐，提高他们的实际应用能力。

二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行日常交流。

但他们在词汇量和语言运用方面还存在一定的局限性，需要通过大量的练习来提高。

此外，学生对于食物的喜好不尽相同，这为课堂活动的开展提供了丰富的素材。

三. 说教学目标1.知识目标：学生能够掌握日常生活中常见的饮食词汇，如noodles,dumplings, rice, salad等，以及表达自己饮食喜好的句型“I’d like…”。

2.能力目标：学生能够用英语进行简单的点餐交流，提高他们的实际应用能力。

3.情感目标：通过本节课的学习，学生能够培养对不同饮食文化的兴趣和尊重。

四. 说教学重难点1.重点：学生能够掌握日常生活中常见的饮食词汇，并用英语进行简单的点餐交流。

2.难点：学生能够正确运用表达自己饮食喜好的句型“I’d like…”，并在实际情景中进行运用。

五. 说教学方法与手段本节课采用任务型教学法，通过各种形式的实践活动，引导学生主动参与，提高他们的实际应用能力。

同时，运用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，丰富课堂内容。

六. 说教学过程1.导入：教师通过展示不同食物的图片，引导学生谈论自己的饮食喜好，为新课的学习做好铺垫。

2.新课呈现：教师通过播放对话录音，让学生听懂并理解对话内容，然后带领学生一起学习新词汇。

3.课堂练习：教师设计各种练习活动，如小组讨论、角色扮演等，让学生在实际情景中运用所学知识。

人教版新目标七年级英语下册 Unit 10教学设计(5课时)

人教版新目标七年级英语下册 Unit 10教学设计（5课时）一. 教材分析人教版新目标七年级英语下册Unit 10主要讲述了关于日常生活中的不同职业和人们的工作内容。

通过本单元的学习，学生能够掌握与职业相关的词汇和表达方式，听懂、会说、会读关于不同职业的对话，并能够运用所学知识进行简单的交流。

教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣，提高学生的英语交际能力。

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知识，具备一定的听、说、读、写能力。

但部分学生对英语学习仍存在恐惧心理，缺乏自信心。

针对这一情况，教师应关注学生的个体差异，鼓励学生积极参与课堂活动，增强学生的自信心。

此外，学生对日常生活中的不同职业有一定的了解，但可能对某些职业的具体工作内容不够清楚，教师应在教学中予以补充和拓展。

三. 教学目标1.知识目标：学生能够掌握与职业相关的词汇和表达方式，了解不同职业的工作内容。

2.能力目标：学生能够听懂、会说、会读关于不同职业的对话，并能够运用所学知识进行简单的交流。

3.情感目标：培养学生对不同职业的尊重和理解，拓宽视野，树立正确的职业观念。

四. 教学重难点1.重点：学生能够掌握与职业相关的词汇和表达方式，听懂、会说、会读关于不同职业的对话。

2.难点：学生能够运用所学知识进行简单的交流，并能够正确运用职业词汇进行表达。

五. 教学方法1.情境教学法：通过设定各种职业情境，让学生在实际语境中学习和运用职业词汇和表达方式。

2.交际教学法：引导学生参与角色扮演、小组讨论等互动活动，提高学生的英语交际能力。

3.任务型教学法：布置相关职业的调查任务，让学生在完成任务的过程中，巩固和拓展所学知识。

六. 教学准备1.教学课件：制作含有不同职业图片、词汇和对话的课件，以便在课堂上进行展示和教学。

2.教学素材：准备与职业相关的图片、视频等素材，丰富教学内容，提高学生的学习兴趣。

3.调查问卷：设计一份关于学生家长职业的调查问卷，以便在课堂上进行调查和交流。

人教版新目标英语七年级下册《Unit 10 I’d like some noodles》教学设计

人教版新目标英语七年级下册《Unit 10 I’d like some noodles》教学设计一. 教材分析人教版新目标英语七年级下册Unit 10 “I’d like some noodles”主要教学目标是让学生掌握关于食物和饮料的词汇，如noodles, dumplings, rice, vegetables, fruit, milk, water等，并能够用“I’d like…”的结构来表达自己的喜好。

同时，学生还需要学会如何用“How much is…?”来询问价格。

二. 学情分析七年级的学生已经掌握了基本的日常英语对话，对于食物和饮料的词汇也有所了解，但可能对于一些表达喜好和询问价格的句型还不够熟悉。

此外，学生的听说能力和团队协作能力有待提高。

三. 教学目标1.能够听懂、会说、会读关于食物和饮料的词汇。

2.能够用“I’d like…”的结构来表达自己的喜好。

3.学会用“How much is…?”来询问价格。

4.提高学生的听说能力和团队协作能力。

四. 教学重难点1.词汇：noodles, dumplings, rice, vegetables, fruit, milk, water等。

2.句型：“I’d like…”和“How much is…?”的用法。

五. 教学方法采用任务型教学法，通过小组合作、角色扮演、听力练习等多种方式，激发学生的学习兴趣，提高学生的听说能力和团队协作能力。

六. 教学准备1.教学PPT，包含食物和饮料的图片及价格。

2.食物和饮料的实物或图片。

3.听力材料。

4.分组合作的任务卡。

七. 教学过程1.导入（5分钟）利用食物和饮料的实物或图片，引导学生谈论他们喜欢吃的食物。

教师可以提问：“What’s your favorite food?”，让学生用“I’d like…”的结构来回答。

2.呈现（10分钟）通过PPT展示本课要学习的食物和饮料词汇，如noodles, dumplings, rice等，并配以图片，让学生听音辨物。

七年级英语下册Unit 10 I’d like some noodles period 3说课稿人

七年级英语下册Unit 10 I’d like some noodles period 3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 10主要讲述了日常饮食的词汇和表达方式。

本节课的主要内容是让学生能够熟练地运用情态动词“would like”来表达自己想要的食物。

教材中涉及到的词汇有noodles, rice, vegetables, meat等，同时也引导学生学会如何进行点餐的场景交际。

通过本节课的学习，学生能够掌握日常饮食的基本表达，提高他们的口语交际能力。

二. 学情分析面对七年级的学生，他们在之前的学习中已经掌握了一定的英语基础知识，对于一些日常的交际用语也有了一定的了解。

但是，他们在口语表达方面还存在一定的问题，如发音不准确，词汇量不足等。

因此，在教学过程中，我们需要注重培养他们的口语表达能力，同时也要适当扩大他们的词汇量。

三. 说教学目标1.知识目标：学生能够掌握情态动词“would like”的用法，以及与日常饮食相关的词汇，如noodles, rice, vegetables, meat等。

2.能力目标：学生能够在实际情境中运用所学知识进行点餐的交际，提高他们的口语表达能力。

3.情感目标：培养学生对英语学习的兴趣，增强他们的自信心。

四. 说教学重难点1.重点：情态动词“would like”的用法，以及与日常饮食相关的词汇。

2.难点：学生在实际情境中运用所学知识进行点餐的交际。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际操作中掌握知识，提高他们的口语表达能力。

2.教学手段：利用多媒体课件，图片，卡片等辅助教学，增加课堂的趣味性。

六. 说教学过程1.导入：通过展示一些日常饮食的图片，引导学生谈论他们喜欢吃的食物，激发他们的学习兴趣。

2.新课呈现：通过多媒体课件，展示本节课的主要内容，让学生初步感知情态动词“would like”的用法。

人教版新目标英语七年级下册《Unit10I’dlikesomenoodles》优质课说课稿

人教版新目标英语七年级下册《Unit 10 I’d like some noodles》优质课说课稿一. 教材分析人教版新目标英语七年级下册《Unit 10 I’d like some noodles》是一篇以日常饮食为主题的教学内容。

本节课的主要目的是让学生掌握如何使用英语描述自己喜欢的食物以及点餐的基本句型。

通过本节课的学习，学生能够听懂、会说、会读关于食物和点餐的英语句子，并能够运用所学知识进行简单的实际操作。

二. 学情分析针对七年级的学生，他们对英语已经有了一定的基础，能够听懂并简单运用一些基本的英语句型。

但是，对于一些关于食物和点餐的专业词汇和句型，他们可能还比较陌生。

因此，在教学过程中，需要注重引导学生掌握新词汇和句型，并能够灵活运用到实际情境中。

三. 说教学目标1.知识目标：学生能够掌握关于食物和点餐的常用英语词汇和句型，如“would like”，“How about”，“I’d like some”等。

2.能力目标：学生能够听懂、会说、会读关于食物和点餐的英语句子，并能够运用所学知识进行简单的实际操作。

3.情感目标：通过本节课的学习，学生能够提高对英语学习的兴趣，培养良好的学习习惯。

四. 说教学重难点1.重点：学生能够听懂、会说、会读关于食物和点餐的英语句子。

2.难点：学生能够熟练运用所学知识进行实际点餐操作，并能够灵活运用词汇和句型。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际操作中掌握知识点。

2.教学手段：利用多媒体课件、图片、实物等辅助教学，提高学生的学习兴趣和参与度。

六. 说教学过程1.导入：通过展示一些食物图片，引导学生谈论自己喜欢的食物，激发学生的学习兴趣。

2.呈现：教师通过课件展示本节课的主要词汇和句型，让学生初步感知和理解。

3.操练：学生分组进行角色扮演，模拟点餐的场景，运用所学知识进行实际操作。

4.巩固：教师设计一些听力、口语练习，让学生进一步巩固所学知识。

人教版新目标七年级英语下册Unit10教案.doc

人教版新目标七年级英语下册Unit10教案Unit 10 I’d like some noodles.Period 1Ⅰ.Teaching Aims and Demands Knowledge Objects Key vocabular y. Target language.2. Ability Object Train students’ listening and speaking skills.3. Moral Object Noodles are popular with people. The y are traditional Chinese food. Ⅱ. Teaching Key PointsKey vocabulary, especially the names of food. Countable and unco untable nouns. Ⅲ. Teaching Difficulties Train students’ liste ning and speaking skills. Ⅳ. Teaching Methods Listening a nd speaking methods. Scene teaching methods Ⅴ. Teachi ng Aids A tape recorder. Ⅵ. Teaching Procedures Step Ⅰ. Warming-up and lead-in Oral speech.→I like…I’d like some noodles. StepⅡ. New words learning Step Ⅲ. Presentation (1a) 1. Write the letter after the name of the food.2. Have students match the words with the foods on their 初一全科目课件教案习题汇总own.3. Go over the answers. Step Ⅳ. Listening (1b) Listen and put a check before the noodles th e man ordered. Step1Ⅴ. Pairwork(1c) Ask students to practice similar conversations in pairs. Students take turns to be the customer and the noodles maker. StepⅥ. Summary and homework Remember the words and practice t he target language.Period 2Ⅰ.Teaching Aims and Demands 1. Knowledge Objects Target lang uage Ability Object Train students’ listening and speaking skills. Tr ain students’ communicative competence. Moral Object Noodles a re popular with people. They are traditional Chinese food. Ⅱ. Tea ching Key Points T h e t a r g e t l a n g u a g e u s e d f o r a s k f o r a n d g i v e p e r s o n a l information. Order fo od. Ⅲ. Teaching Difficulties Train students’ listening and sp eaking skills. Train students’ communicative competence. Ⅳ. Teaching Methods Listening and speaking methods. Scene teaching methods Ⅴ. Teaching Aids A tape recorder Ⅵ. Teaching Procedures Step Ⅰ. Warming-up and revision Oral speech and free talk. Step Ⅱ. Listening (2a 2b) 1. Y o u’r e t o listen and check the nam es of the foods you hear on the tape. 2. Play the recordin g twice. Then check the answers. 3. Play th e sa me2reco rdin g ag ain. Lis ten carefu lly an d fill in the blanks. StepⅢ. Pairwork (2c,2d) 1. Work with a partner. One is a cust omer and the other is a waiter. 2. Invite several pairs of stu dents to act out their conversations in front of the class. 3. Have some students role-play the conversations in pairs,then explain it to the class. StepⅣ. Grammar Focus G u i d e t h e s t u d e n t s t o m a k e s o m e s e n t e n c e s w i t h I’d,H e’d and They’d.StepⅤ. Conversation practice (3a ,3b) 1. You are to match each question with an answer. 2. Get students to do the task in pairs. 3. Put stud ents into pairs. One is working in a noodles h o u s e.T h e o t h e r i s t h e c u s t o m e r.G e t t h e p a i r s t o s t a r t t h e activ ity. StepⅥ. Summary and homework 1. S u m m a r y t h e t a r g e t l a n g u a g e w e’v e l e a r n e d i n t h i s class. 2. Re read the conversation in 3a. try to recite it. 3. Write dow n the conversation in 3c.Period 3Ⅰ. T eaching Aims and Demands Knowledge Objects Key vocabulary . T arget language. 2. Ability Object Train students’ listening and speaki3ng skills. Train students’ communicative competence. 3. Moral Ob ject Everyone should choose foods which are good for h is healt h. Ⅱ. Teaching Key Points Learn how to ask for and give persona l information and write down the information. Ⅲ. Teaching Difficulti es Learn how to ask for and give personal informati on and write down the information. Ⅳ. Teaching Methods Practicing methods. Scene teaching methods Ⅴ. T eaching A idsA tape recorder Ⅵ. Teaching Procedures Step Ⅰ.Warming-up and lead-in Oral speech. Describe one’s preferences. StepⅡ. New words learning. Porridge onion fish pa ncake StepⅢ. Presentation (1a 1b) 1. Match the words with the picture s. Write the letter of the food on the blank line before its name.2. Circle the things you like in the picture. And make a n “×” next to the things you don’t like. StepⅣ. Listening (1c,1d) 1. Listen carefully and circle in activity 1a t he words that you hear on the tape. 2. Play the same recording ag ain. W rite down the customer’s address, telephone number and what h e orders. 3.Check the answers. StepⅤ. Pairwork (2a) 1. Put students into pairs. Ask questions ab out what they do4or eat on their birthdays. 2. Invite more advanced students t o demonstrate how to do the activity. StepⅥ.Summary and homework Remember the key words and target la nguage.Period 4Ⅰ. T eaching Aims and Demands Knowledge Objects Learn to read and write an ad for House of Dumplings. 2. Ability Object T rain students’ reading and writing skills. Train students’ integratin g skills. 3. Moral Object Keep healthy. Ⅱ. Teaching Key Po ints Learn how to order food. Learn to write an ad for House of Dumplings. Ⅲ. T eaching Difficulties Learn how to order food. Learn to write an ad for House of Dumplings. Ⅳ. Teaching Methods reading and writing methods. Practicing methods Ⅴ. T eaching A id s A tape recorder Ⅵ. Teaching Procedures Step I. Warming -up and revision Oral speech and dictation. Step II.Reading and answe ring(2b,2c) Do 2b:Ask students to read the article and complete the c h a r t,t h e n c h e c k t h e a n s w e r s.E x p l a i n t h e k e y p o i n t s t o the class. D o2c:H a v e s t u d e n t s r e a d t h e a r t i c l e a g a i n a n d a n s w e r t h e questions,then check the answers.Step III. Reading (3a) Fill in the blank lines, using words from t he box. Get students to complete the paragraph on their own. St5ep IV. Writing (3b,3c) 1.W r i t e y o u r o w n a d.P l e a s e u s e t h e a d i n a c t i v i t y3a a s a model. 2. Use the sam ple version in activity 1c to demonstrate how to order a meal. 3. Have some students to read their ads to the class. Step V. Pairwork Let students work in pairs to order meal. Students practi ce both roles. Step VI. Summary and homeworkOrder food.Period 5Ⅰ. T eaching Aims and Demands Knowledge Objects R e v i e w t h e n a me s o f f o o d s a n d d r i n k s,t h e t a rg e t l a n g u a g e use d to order food, ask for and give personal information and design an ad. 2. Ability Object Train students’ communicative competen ce. 3. Moral Object Noodles, a kind of fast food, helps save a lot of time. And it’s delicious and rich in nutrient, thank the inventor.Ask your family members or classmates what they’d l ike to eat. In this way, you will understand each other better. Ⅱ. Teac hing Key Points Review all the key words and order food.Review to ask for and give personal information. Ⅲ. Tea ching Difficulties Order food, design an ad for House of Du mplings. Ⅳ. Teaching Methods Practicing methods. Ⅴ. T eaching A ids Ⅵ. Teaching Procedures StepⅠ.W arming-up Step6Ⅱ. Review the key vocabulary Give students several minutes to memorize the key vocabulary. Large, medium, noodles, beef, mutton, chicken, cabbage, potatoes, tomatoes, dumplings, soup, green tea, o range juice. StepⅢ. Self Checks1, 2 ,3 D o S e l f C h e c k1.A s k s t u d e n t s t o c h e c k a l l t h e w o r d s t h e y know. Write five new wor ds in their V ocab-builder. Do Self Check2. Ask students to complet e the task,then h av e s o me s t u d en t s re a d t h e3 c o n v e rs a ti o n s t o th e c la s s i n pairs. D o S e l f C h e c k3. A s k s t u d e n t s t o w r i t e a c o n v e r s a t i o n w i t h the help of the clues in pai rs,then have some pairs read their conversations to the class. Ste pⅣ. Review the target language Make a conversation use the target language. What kind of noodles would you like? →I’d like beef noodles. What size bowl of noodles would you like?→I’d like a small/medium/large bowl of noodles. What’s your address ? →My address is ….Get several pairs of students to act out their con versations. StepⅤ.Summary and homework Summary the language we’ve lear ned in this unit.Finish 3c as your homework.78。

新目标英语七年级下册第十单元英语说课稿

Unit 10 Where did you go onvacation?By Li Yongmei No.20Middle SchoolGood morning, everyone. I am Li Yongmei, fromNo.20 Middle School . Today, I will talk about Unit 10 where did you go on vacation? Go for it Junior English Book .There are 6 periods to finish this unit. I will talk about the first period with the following parts…I. Analysis of the Teaching Materials.The topic of this unit is the continuation of unit 9 as well as about the past events.By using the Simple Past Tense, which is essential in junior English, students will talk about their past. This topic is about their experiences and places they have visited on their vacations. So it helps bring back their memories and learning motivations.II. Students' characteristicAlthough the Junior 1 has been learning English for almost a year and are having some basic knowledge. Because of living in China and surrounding environment, students are learning English impassively and irregularly. But The junior 1 hasshowed themselves very creative, capable and of plasticity as they're doing so well in what they're interested in such as games and CAI.III. Teaching Aims and Demands1.Knowledge objectivesa. To enable the students to read, to spell , to understand the vocabulary correctly.b. To help the students ask and answer the new sentence pattern: Where did you go on vacation?2.Ability objectives.a. To improve the students' skills of listening ,speaking, reading and writing..b. To encourage the students to communicate with others using the new sentence pattern .3.Emotion objectivesa. To train the Ss to cooperate well in groups and in pairs.b. To be interested in communicating in English.IV. Teaching Key Points1.Key vocabularyNew York City camp summer camp museum2.Key structuresWhere did you go on vacation?I went to…V. Teaching DifficultyLearn the key structuresVI. Teaching Methods1.Task-based methodThat's to say I'll let the students finish 1 listening task and make short dialogues along with the actions to help the students get a better understanding of the key structures.munication methodI'll set up a dream and ask students to pretend themselves as reporters. This way, the students can say freely and needn't to worry about making mistakes.VII. Learning Methods1. Listening-speaking method2. Communicative strategyWe all know that the best ways to learn English well are to imitate, to practice, to listen, to speak and to communicate more constantly.VIII. Teaching AidsIn this lesson, the CAI, cassette, a tape recorder will be used.X. Teaching ProcedureI'll mainly talk about this part. It consists of 5 steps.Step 1 Warm - up and review1. Make a free talk between T-S. What did you do yesterday? And what did your best friend do yesterday?2. Write down the past tenses of the verbs that I show in CAI.Purpose: this step is in order to review what the students have learnt in Unit 9.That way, I can lead them into the new lesson smoothly. I think It's usual but practical.Step 2 Presentation1. Learn the new words and expressionsa. lead-in: ask students some questions: Did you dream last night? What did you dream?Where did I go on vacation in my dream?b. CAI shows many pictures of my dream, which are also the activities in 1a .c. Ask students to read and spell the new phrases.d. Do 1a. Match the activities with the pictures (a-g).e. Play a guessing game: I will show some jigsaws of each picture and have the students to guess. I will praise the student who answers more quickly.Purpose: I put the vocabulary learning into a dream in order to prompt them to find it very interesting to learn English… By CAI, students can match the vocabulary with the real things directly and master them easily.Step 3 Listening practicea. Tell the students to listen to the tape and number the people (1-5) in the picture.b. Play the recorder for the first time, and then check the answers.c. Play the recorder again, students imitate the conversations and fill in the blanks. Pay attention to their pronunciation and intonation.Purpose: this is a basic and necessary step, which develops the students' skills of listening, reading and writing.Step 4 Pair worka. T-S: where did Tina go on vacation?She went to the mountains.b. Ask the students to practice in pairs as 1c. Then they will come to the platform and click on the number to choose a picture and act it out randomlyPurpose: "Task-based" teaching method is used here to develop the students' ability of communication and their abilityof co-operation will be well trained. This step provides guided oral practice using the target language to consolidate the key structure and It can develop students' skill of speaking and sense of language.Step5 ProductionHave students pretend to be reporters to interview anyone they want to ask about their vacation.Purpose: After learning 1a-1c, it's time to extend what they learnt just now and give the students a free space to show their abilities. With the real situations, students will feel easy and successful during this part. By way of communication, the students will understand how to use the key structure better and consolidate the knowledge firmly.Part XI HomeworkDo a survey and write a report about the classmates' vocation.Purpose: I think homework is so important that the students can speak English as much as they can in class or after class.I set this step in order to practice students' skills of listening, speaking and writing.Blackboard DesignUnit 10Where did you go on vacation?I went to summer camp. they They went to New York City. he He visited museums.she She went to the mountains.。

新版教材新目标七年级下册英语教案Unit 10

Unit 10 I’d like some noodles. 想要在牛肉面里一碗面条两碗面条一大碗….. 一中碗……一小碗….. 你可以点餐了吗？在羊肉汤里宫保鸡丁麻婆豆腐和饭哪种面条土豆沙拉西红柿蛋饭牛肉胡萝卜面全世界想要吃在某人生日时在不同的国家吃加蜡烛的生日蛋糕蜡烛的数量许多、大量人的年龄许愿吹灭蜡烛一次性地实现有糖的孩子受欢迎切碎长寿的象征生活和好运的象征给…..带来好运一大碗卖四元would like in the beef noodles a bowl of noodles two bowls of noodles a large bowl of a medium bowl of a small bowl of May I take your order?in the mutton soup gongbao chichen mapo tofu with rice what kind of noodles potato salad tomato and egg rice beef and carrot noodles(beef noodles with carrots)around the world( all over the world ) would like to eaton one’s birthday in different countrieshave birthday cakes with candlesthe number of candles a number ofthe person’s age make a wish blow out the candles in one go come true the child with the candy get popular cut up a symbol of long lifea symbol of life and good luck bring good luck toa big bowl for four yuan。

新目标英语七年级下Unit10优质课比赛说课稿

Unit10 Where did you go on vacation?Good morning, the lesson I am going to talk about is section of unit 10 from Go for it. I will explain how to teach and why to do so from these 5 aspects: my understanding of the teaching material, the teaching methods, the teaching arrangements, blackboard design and the homework.My understanding of the material including these：the analysis of the teaching material and students, the learning and teaching focus as well as the anticipated difficulties.Section A mainly talks about the past events, especially the vacation, such as “where did you go on vacation, what did you do on vacation, how was the vacation”. And students are going to ask for other students’ vacation. Vacation is the topic that students like to talk about, so it may easily arouse their interests. Meanwhile, the students have learnt the past tense in unit 9, they knew the past tense of the verbs. But maybe they have some difficulties in pronounce some past tense of some verbs. So in order to fulfill the task of it, I set the following objectsFor knowledge objects, Ss should be able to master these new words and phrases: go to summer camp, New York city, go to the mountains. And they are also able to master these structures: where did you go on vacation? What did you do on vacation? How was your vacation? Students should be able to use these words and phrases to talk about theirvacation and get the needed information freely. While studying, Ss will learn to cooperate with each other and learn to share their experience with other students. By talking about the vacation, they will know more about nature and learn to enjoy the beauty of the nature. Among these objects, the master and the usage of these words and phrase are important and I think students may have difficulties in pronouncing the past tense of some verbs, so I will get the students to pay more attention to the pronunciation of these words and the words presented in activity 1a. Also, I will get them to read more.To achieve these objects, I will encourage my students to read, to say, to listen by pair work and group work. Meanwhile, I will make full use of the modern equipment and encouraging remarks.Now I will focus on my teaching arrangements. It includes 5 steps: step 1, chant, step2 guessing game, step 3 listening, step4 make a survey, step5 writing. I will explain it in details.When the class begins, I will play the chant titled “I had a wonderful vacation”. The chant will go like this: I had a wonderful vacation! W here did I go? Guess, guess! Oh, I went to the mountains I went to the beach….The chant will arouse students’ interests and get them know the topic of class today. Meanwhile, their will review and know some words. Then I will take out of a box with an airplane ticket in it. Ss are goingto guess what is in it using “I s this…?”The guessing game here is to enliven the atmosphere of the study and lead into step 2. Then I will tell them the answer. It is an airplane ticket. So it will be natural for them to ask me “where did you go on vacation”? Then I will present “where did you go on vacation?” on blackboard and tell them I went to New York City. Ss will ask me “What did you do there? How was your vacation?” Then I will show them some pictures of “went to summer camping, visited the museum”. Thus they will know what I did, and also learn the new words.After finishing this, I will get students to see the vacations of 3 people. Ss are required to finish 1a and do the listening exercise. This is to check if they master these words.After that, I will get them to check the answer by making the conversation like: where did you go, sally? I went to the summer camp. To do so, on the one hand, students can check the answers, on the other hand, they will pay more attention to the past tense of the verbs. And it will be easy for me to know if students get the pronunciation of the past tense right. At the same time, their spoken English are practiced.Then goes to step 3 make a survey: what about your vacation? Ss are going to make a survey like this: where did you go on vacation? What did you do on vacation? How was your vacation? Then they are going to do a report like this: xx went to summer camp. His vacation wasinteresting.The survey here gives the students the chance to share their experience of vacation, it requires the students to ask for the needed information from others. It is to check the students if they can use these words and structures freely and correctly. It is also the preparation for the next step writing.Step 5 is writing. Ss are going to write their vacation. As students have practiced the usage of the target language more and I think it will be not difficult for them to write a composition. What’s more, the writing ability will be trained.As for homework, I will ask the students to make their writing better and put it on the wall. Or sent it to the school newspaper. The homework aims to check if they can write out what they have learnt and to improve their ability to revise what they have written. By doing so, students will know each other better and make more people enjoy the beauty of the nature.For blackboard design, on the middle, there areA: Where did you go on vacation?B: I went to New York City\went to summer camp\ went to the mounta ins…A: What did you do there?B: I …A: How was your vacation?B: It was interesting\wonderful….The blackboard presents the target language and gives the students a clear understanding of this lesson.Thank you for your listening!。

新目标英语七年级下册第十单元说课稿

新目标英语七年级下册第十单元说课稿新目标英语七年级下册第十单元说课稿《Where did you go on vacation》说课稿尊敬的各位领导、老师你们好！今天我说课的题目是《where did you go on vacation》选自人民教育出版社出版：义务教育课程标准实验教科书（新目标），第10单元，第63课，供七年级第二学期使用。

下面我就教学理念、教材分析、教学方法的确定、学生的学习方法，教学流程的设计等方面，向各位领导及同行们进行说课。

一、说教学理念通过两年的学习和体验，及我个人对新课程标准的理解，本说课将紧紧围绕新课改理念进行设计。

以学生“能做某事”的描述方式设定各级目标要求，避免单纯传授语法和词汇，强调从学生学习心理实际出发，注重学生综合素质培养和提高。

采用“任务型”教学途径吸引和组织学生积极参与，通过思考、讨论、交流和合作等方式，最终实现学生英语交际能力的提升。

二、说教材1、本节课的地位和作用本单元是继续学习和使用一般过去时时态，并运用过去时来谈论过去的事件，将上一单元内容进一步扩展和延伸，扩充词汇。

本课是本单元的第五课时，通过三则小日记的学习，进一步巩固和正确运用过去时，复习和巩固what did …? Did you…? Where did …? How was…? How were …? 句型，通过问答或对话的形式，谈论或描述自己假期经历，从而达到熟练掌握这些句型。

因此本节课不但是巩固丰富学生的语言知识，还能较好地发展学生语言技能。

同时，学生们在谈论自己所见的过程中，增强了对祖国大好河山的热爱之情。

2、本课的重点和难点本节课的学习任务是：通过学习Bob’s travel diary的学习，掌握日记的形式和内容。

因此我确定本节课重点是正确的使用时态，并掌握几具习惯用法：have fun doing sth. find sb. doing sth. help sb . do sth .decide to do sth. 根据本班学生对英语语言基本知识程度和接受能力的情况，我确定本课的难点是运用所学句型，流利并准确描述自己的旅行见闻或情境设计的内容。

人教版新目标英语七年级下册《Unit 10 I’d like some noodles》优质课教学设

人教版新目标英语七年级下册《Unit 10 I’d like some noodles》优质课教学设计一. 教材分析人教版新目标英语七年级下册《Unit 10 I’d like some noodles》主要介绍了日常生活中的食物和饮料。

本节课以食物和饮料为主题，通过学习让学生能够熟练运用一般现在时表达喜好，并能够进行简单的购物交流。

本节课的主要内容有：食物和饮料的词汇，一般现在时的表达方式，以及如何用英语进行购物。

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，具备一定的听、说、读、写能力。

但是，对于一些食物和饮料的词汇以及一般现在时的运用可能还不够熟练。

因此，在教学过程中，需要注重词汇的教学和语法点的讲解，同时，引导学生进行实际操作，提高他们的实际运用能力。

三. 教学目标1.知识目标：学生能够掌握本节课的食物和饮料词汇，理解一般现在时的表达方式，并能够运用所学知识进行简单的购物交流。

2.能力目标：学生能够听、说、读、写本节课的词汇和句型，提高他们的英语表达能力。

3.情感目标：通过本节课的学习，学生能够培养对英语的兴趣，增强自信心，提高合作意识。

四. 教学重难点1.重点：食物和饮料的词汇，一般现在时的表达方式。

2.难点：一般现在时的运用，购物场景的交流。

五. 教学方法采用任务型教学法，情境教学法，分组合作学习法，以及游戏教学法等多种教学方法，激发学生的学习兴趣，提高他们的参与度和积极性。

六. 教学准备1.教师准备：准备好食物和饮料的图片、实物，以及相关的教学材料。

2.学生准备：预习本节课的词汇和句型，准备好笔记本和文具。

七. 教学过程1.导入（5分钟）教师通过展示一些食物和饮料的图片，引导学生进行观察和思考，激发他们的学习兴趣。

然后，询问学生他们喜欢什么食物和饮料，引出本节课的主题。

2.呈现（10分钟）教师展示本节课的食物和饮料词汇，以及一般现在时的表达方式，引导学生进行观察和理解。

七年级英语下册Unit 10 I’d like some noodles period 4说课稿人

七年级英语下册Unit 10 I’d like some noodles period 4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 10主要讲述了一群学生在餐馆点餐的场景。

通过本节课的学习，学生可以掌握关于食物和饮料的词汇，以及如何用英语表达点餐的需求。

本节课的主要语言点包括情态动词“would like”的用法，以及一些食物和饮料的名称。

此外，本节课还涉及到了一些日常交际用语，如“How about…?”和“I’d like some…”等。

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，具备一定的听说读写能力。

但他们在实际运用英语进行交际时，还存在着一定的困难。

因此，在教学过程中，教师需要关注学生的个体差异，因材施教，鼓励他们大胆开口说英语，提高他们的英语实际运用能力。

三. 说教学目标1.知识目标：学生能够掌握关于食物和饮料的词汇，以及情态动词“would like”的用法。

2.能力目标：学生能够用英语进行简单的点餐交际，提高他们的英语实际运用能力。

3.情感目标：培养学生对英语学习的兴趣，增强他们的自信心。

四. 说教学重难点1.重点：情态动词“would like”的用法，以及食物和饮料的词汇。

2.难点：如何运用所学知识进行实际的点餐交际。

五. 说教学方法与手段1.任务型教学法：通过设置真实的交际情境，让学生在完成任务的过程中，自然地学习和掌握知识。

2.情境教学法：通过创设情境，激发学生的学习兴趣，提高他们的参与度。

3.小组合作学习：鼓励学生相互合作，共同完成学习任务，提高他们的团队协作能力。

六. 说教学过程1.导入：教师通过提问方式引导学生谈论他们喜欢的食物和饮料，激发学生的学习兴趣。

2.新课呈现：教师展示餐馆的图片，引导学生学习关于食物和饮料的词汇。

3.语法讲解：教师讲解情态动词“would like”的用法，并通过例句让学生理解其含义。

4.实践环节：教师设置一个模拟餐馆的情境，让学生分组进行点餐交际。

七年级英语下册(人教新目标Goforit!)Unit10第2课时(SectionAGF3c)说课稿

2.同伴互评：学生相互评价，提出改进意见，促进相互学习和进步。
3.教师评价：教师针对学生的表现，给予积极的反馈和建设性的建议，帮助学生找到进一步提高的方向。
（五）作业布置
课后作业的目的是巩固所学知识，提高学生的实际应用能力。我将布置以下作业：
1.家务作业：让学生用新学的词汇和句型，采访家人或朋友，了解他们的兴趣爱好和特长，并记录下来。
3.通过教师示范、学生模仿的方式，让学生学会如何使用这些词汇和句型进行询问和描述。
4.引导学生通过小组合作，运用新学的词汇和句型进行角色扮演，加深对知识点的理解和记忆。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：
1.小组活动：学生分组，根据所给的话题（如兴趣、能力等），用新学的词汇和句型进行对话练习。
七年级英语下册(人教新目标Goforit!)Unit10第2课时(SectionAGF3c)说课稿
一、教材分析
（一）内容概述
本节课的教学内容来自人教新目标Goforit!七年级英语下册Unit 10，具体为Section A GF3c部分。这部分内容在整个课程体系中扮演着重要的角色，它在前一阶段学习了日常用语和基本句型的基础上，进一步拓展学生的语言运用能力，特别是关于询问和描述喜好、能力等方面的内容。本节课的主要知识点包括：1.词汇：掌握与喜好、能力相关的词汇，如"like", "love", "hate", "can", "can't"等；2.句型：熟练运用一般疑问句和否定回答来询问和描述喜好、能力，如"Can you ...?", "Do you like ...?"等；3.语法：了解并运用情态动词"can"和"like"来表达能力和喜好。

人教新目标七年级下册：说课稿 Unit 10 I’d like some noodles.Secti

人教新目标七年级下册：说课稿Unit 10 T d like some noodles.Section B la^ldGood afternoon, everyone. It/s really nice being here. My name is Zhou Yangsheng. I'm from Banshi Middle School in Gan Zhou Anyuan. Today I'm gonna talk about the topic: " I'd like some noodles. Section B It's a listening and speaking class.Before I design the class, the first thing that came to my mind is how to create a relaxing English learning atmosphere. Actually, the teacher plays an important role in arousing students' interest. The warm smiley face, the passionate tone of voice, the bright colors and vivid pictures of my PP] all these elements help to liven up my class. In this way, students w川be full of passion and energy in searching for knowledge and active thinking.Another teaching idea that I bear in mind is creating a real life situation for students to express themselves freely. They share how they feel, what they know and what they want to say with others. Participating in different communicative activities such as the free talk, the pair work, the discussion and the role-play, students will master the actual use of English and learn the spirit of teamwork.What's more, I always teach outside the textbook to enrich students/ knowledge reserve. The knowledge in the textbook is in some way limited, so, as a teacher; we have to inspire students to broaden their horizon, always searching for new knowledge.Last but not least, I make warm and positive comments to establish students/ confidence. Because of the praises and encouragement, they will speak without fear or tension. And they will have a great sense of accomplishment, have a high level of motivation, and more and more interest in English study.Teaching aimsBased on these teaching philosophies, I set the following teaching aims.(1)Students can master the food words: onion, dumplings, soup, porridge, pancake, etc.(2)Students can get the detailed information about the food order form by listening strategy.(3)Students can order food on the phone.Teaching emphasisTo develop students' ability of listening and speaking.Teaching difficultyTo help students learn how to order food on the phone.Teaching methodsTo attain the teaching aims, 111 use the method of phonics to teach the new words. I'll use the situational teaching method, creating a real life situation for students to speak English. And I'll use the task-based teaching method. I design several tasks to help students learn in the class and ask them to finish the tasks either by themselves or by group work.Teaching procedureRight now, I'll share with you the teaching procedure.Step I Lead-in & Brain StormingFirst,! greet the students with smile.Next, I begin the topic [ food ] by asking students “Do you like eating?"Then, I show some colorful pictures on PPT for students to revise and categorize the names of food, like main food, meat, fruit and vegetables, drinks and snacks. And then I let the students talk about the food they like or dislike. The purpose is to activate students' existing knowledge about food and encourage them to express themselves freely.While brainstorming fruit and vegetables, I teach two new words outside the book: mango and kiwi. And encourage them to surf the internet for more words about food. The purpose is to enlarge students1vocabulary and arouse their desire for new knowledge outside the textbook.Step II PresentationFirst, I show the picture of a restaurant on the screen, creating a situation of ordering food. Students try to learn the new words in la. When teaching the new words, I use the method of phonics, for example when I teach soup, I draw their attention to: the vowel sound [u:] comes from the combination "ou〃. With the help of this effectivelearning strategy, students can easily spell the words according to their pronunciations.PairworkThen the students make their own conversations using the words and structures. And I Let some pairs act out their conversations. The purpose is to create a real life situation for them to order the food.ListeningThen we move on to the listening part, I play the recording for the first time, students just listen for two easy questions. And then students listen to the recording again, and number what the waiter says. The purpose is to provide students with exercises at different levels and in different forms for them to gradually understand the recording.Next, students make a summary of how to take the order for the role play.And then we continue to lc, which is the most difficult task. I introduce the food order form and penetrate the listening strategy. Then, students listen to the recording for the third time and try to fill in the order form. As writing down so many words while listening is kind of difficult for the students, so I let them check the answers with their classmates by discussion first and then check together. The purpose is to help students develop their listening ability.Repeating the scriptsThought to be dull and boring, repeating the scripts is always ignored in public classes. Actually, repeating is crucial in English learning. Through reading, students can acquire the correct pronunciation, the natural intonation, the word stress and the continuous reading. As a result, English teachers should not ignore the basis of language, cuss repeating is definitely a good way to help students form a good habit of speaking.Role-play the conversationFinally, Students work with their partners and role-play the conversation. They create their own dialogues by learned words and structures and act it out with their partners. The purpose is to help students master the actual use of English.Step III HomeworkI ask students to surf the internet for more food words. The purpose is to encourage them to explore new knowledge.Time to wrap it up.Thanks for listening!。

人教新目英语七年级下册 Unit10 I’d like some noodles period 5 说课稿

Unit10 I’d like some noodles period 5说课稿尊敬的各位评委老师：下午好！今天我说课的题目是I’d like some noodles period5。

接下来我将从教材、教学目标、教学重难点、教法学法、教学过程、板书设计、教学反思七个反面进行说课。

一、说教材《I’d like some noodles》是Go for it七年级下册unit10 ，本单元的核心话题是讨论食物，订餐，要求学生能够运用would like … I’d like…来表达自己对食物的需求，表达自己的喜好，从而学会订餐,并且在学习中培养学生的合作能力，倡导学生在日常生活中健康饮食。

本节课是unit10 period5，重点内容是给自己的餐厅设计广告并学会点餐。

二、说教学目标根据教材的特点和主要内容，考虑到学生已有的认知结构和心理特征，依据大纲的要求我制订了如下的教学目标：1.知识与技能：能拼读和掌握本单元新词汇。

学会Would like构成的疑问句并进行回答，并能够使用该语言进行交流，学会点餐。

2.过程与方法通过情景剧表演，学会用英语点餐，将所学的知识得以应用。

3.情感态度与价值观了解不同的食物文化，倡导健康饮食。

三、教学的重点和难点教学重点：学习日常生活中关于食物的名词，学会Would like的疑问句及其回答。

教学难点：学会用英语点餐，将所学的知识得以应用。

四、说教法学法1.教法：情景教学法交际法多媒体辅助法【设计理念】本节课根据学生的年龄特征和心理特点，我创设了一定的教学情景，激发学生的好奇心，促使他们进入教学情景之中，使他们在喜悦的积极情感之中获得知识。

本课中，我把情景教学法贯彻到课堂始终，辅以适时交际、多媒体手段，突破教学重点、难点，提高课堂效率。

2.学法：自主合作探究法【设计理念】在本节课中我采用自主合作探究的学习方法，让学生成为课堂的主人，激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯，形成有效的学习策略，发展自主学习的能力和合作精神，并运用自主、合作、探究法解决难点问题。

七年级英语下册 Unit 10 Where did you go on vacation 说课稿人

Unit 10 Where did you go on vacation?说课稿一、教材分析（一）教材的地位、作用及内容：本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册第10单元本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。

因此“Where did you go on vacation?""Did you go to the beach? Yes，I did．No，I didn’t．”等是教学的重点。

通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。

单元知识结构词汇：New York City; Central Park，exam，were，rainy，delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc 句型：Where did you go on vacation? I went to summer camp．Did she go toCentral Park？Yes，she did．No, she didn’t语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

（二）学习目标的确定根据初中英语新课程标准和本科教材内容，我确定了以下目标：1． Master the vocabulary2．Master and use:Where did you go on vacation? I went to summer camp•Did she go to Central Park？Yes，she did．No, she didn’t（三）重点与难点1．Vocabulary and Expressions2. Grammar Focus：Where did you go onvacation？I went to summer camp. Did she go on Central Park？Yes, she did．No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following sentences：Where did you go on vacation?Did you go to…？Yes. …/No，…（四）单元学情分析学生在第五单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。