七年级英语第11单元说课稿

合集下载

英语人教版七年级下册unit11说课稿

Unit11 How was your school trip?说课稿
Section A period 1 (1a-2c)
我今天和大家一起学习的的是新目标人教版七年级下册Unit11 How was your school trip? Section A period 1 (1a-2c) 的内容。

本着新课程的新的教学理念，一切以学生为中心，为了每个学生的发展。

我所采用的教学方法是任务教学法，活动教学法，合作教学法等互相融合交叉使用。

过程如下
1导入展示：以短片形式导入并展示语法：这样设计是吸引学生的注意力，引起学生的学习兴趣和激起他们的求知欲。

情节形象逼真，对语法的印象也会大大加深。

2语言操练：本节课进行了大量的语言操作，这样设计是因为本教材的设计结构特点。

SectionA为语言的输入，所以此环节是加强学生对本单元的目标语言的掌握程度的。

3听力训练：播放两遍或三遍，这样设计是因为七年级教师要侧重对学生听了策略的渗透，这样为以后突破更难的听力测试打下良好的基础，所以指导学生每一遍的听力目的和侧重是本环节的重点4达标测评：设计目的：检查学生对语言点的掌握，错误可以及时纠正。

语法融入语言，不片面，不孤立，水到渠成。

5 作业：写出自己的校游经历。

设计目的听说读写四种技能缺一
不可。

人教版七年级英语下册Unit11 How was your school trip说课稿(模版一)

Unit11 How was your school trip?說課稿（模版一）一．教材分析本单元以How was your school trip ? 为中心话题，让学生学会谈论和分享过去发生的事件。

本课以听说的方式围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go…? Were there any…?二．教学目标1. 语言知识目标词汇：gift shark aquarium seal prize hangout souvenir win autograph 句型：——Did you go to the zoo? ——Yes, I did. /No, I didn’t. I went to the aquarium. ——Were there any sharks? ——Yes, there were. /No, there weren’t any sharks.2. 语言技能目标１）．能在本课的任务型活动中进行简单的交流。

２）．能运用简单的句子写出过去的活动及感受。

3. 情感目标1）、使学生在人际交往中学会尊重和理解别人。

2）、使学生抒发热爱祖国、热爱大自然的情感三．教学策略开放式教学策略。

兴趣激发策略。

任务型活动策略。

循序渐进和尊重差异策略。

四．学情分析根据所教学生的特点：1、心理特点兴趣：好奇心强记忆：需要多方面刺激思维：偏重于形象思维评价：很在乎他人的评价2、知识基础五．教学重点和难点词汇：hang out souvenir autograph prize 词组：went to the aquarium hung out with …went to the zoo saw some seals had a hamburger bought a souvenir ate some ice cream saw some sharks 句型: 过去时态的两种一般疑问句及简单回答。

七年级上册英语unit11 说课稿

Lesson Plan InterpretationGo for it Students’ Boo kⅠGood afternoon ladies and gentlemen. It's my pleasure to interpret my lesson plan here today. The lesson plan I’m going to talk about is from Go for it Students’ BookⅠperiod 1 of Unit 11 What time do you go to school. I'll explain how to teach and why to do so from the following 5 aspects: understanding of the teaching material, analysis of students, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ.Understanding of the teaching material1. Status and functionStatus and function come first. The theme of Unit 11 is about people’s daily schedule. Ss are familiar with this topic. All the activities in this unit help to raise students’ learning interest. In unit 6 Do you like bananas, Ss have learned some phrases, such as eat dinner, eat breakfast…So in this period, I plan to teach new words about people’ daily schedule, such as run, take a shower… In unit 8 When is your birthday? Ss also have learned numbers. So in this unit, Ss will learn how to express time and other daily schedule. It is basic for Ss to learn other contents, so it is very important to learn this lesson well.2. Teaching aims and demands:Next one is teaching aims. Based on the analysis of the teaching material, I make out the following objectives:a) Knowledge objectivesThe first is knowledge objectives. Students should master the key words and phrases properly, such as usually, take a shower, get up…They should know how to express time, and the corresponding activities.b) Ability objectivesThe second is ability objectives. Students are the real master of the class. I will give them more chance to speak out by pair work and report. In this way, I can improve students’ spoken English and ability of cooperating wi th others. Ability of listening is also the point I’d like to emphasize. Based on 1b, 2a and 2b, they will listen to a piece of material purposely and finish the exercise by themselves.c) Moral objectivesThe third is moral objectives. This unit is about people’s daily routines, which is known to all. The most important thing is that they should have a clear understanding of the significance of time arrangement.3. Teaching important pointsNow I talk about the important points. Based on the teaching aims, the important points of this lesson are new words and the usage of “This is …” and “These are…”, and the way to answer Yes /No question. 4. Teaching difficult pointsAs to the difficult points, most Ss should master the structure “what time do you …” and the answer “I …at…”, and the structure when the subject is third person.Ⅱ. Analysis of the studentsNext is the analysis of the students. The students have learnt English for more than 4 years. They know some English, but some of them didn’t learn it well. Especially, most of them are afraid to speak English. Before this lesson, the students have known the number from 1- 30, but they don’t know how to use “it is …” to express time, and “I…at …” to express the corresponding activities. So this is what I will teach in this period.III. Teaching methods and studying ways1.Teaching methodsNext I will focus on the teaching methods. As we all know, the main instructional aims of learning English in the middle school is to cultivate students’ abilities of lis tening, speaking, reading, writing and their good sense of the English language. Generally speaking, I’ll mainly adopt five-step teaching method, the Communicative Approach, and Task-based Language Teaching as the main teaching methods. So I’ll be the guider of the Ss. I’ll give the Ss som e tasks and arrange 4 kinds of activities: making up dialogues, listening practice, pair work and report.2．Studying waysAs for the studying ways, I will guide Ss to learn through speaking out, communicating and cooperating with their partners. They also should pay attention to the key information in listening practice.I’ll use PP T as my teaching aids.IV. Teaching procedureHere comes the most important part, my teaching procedure, it includes 6 steps: Step 1: Greeting and Lead-in, Step 2: New words learning, Step 3: practice, Step 4: listening, Step 5:report and pair work, Step 6:HomeworkStep 1 Greeting and Lead-in (4 mins)It will cost 6 mins. After the greeting, I’ll show the picture of a clock, and ask the Ss “What this in English?” and “What time is it?” I will show the time with my body. Then I ask some of them to come to front to do what I did.This step aims to review the number, and prepare for the following steps. The activity aims to raise their learning interest in English.Step 2 New words learning (6 mins)It will cost 6 mins. In this part, I will teach the new words with a picture. At the end of new words learning, I design an exercise.This step aims to present the new words and help Ss to consolidate the words in time.Step 3 Listening (8 mins)It will cost 8 mins. In this step, I will show time and action on the screen, and ask them to listen to the tape carefully. They will do the listening practice themselves. After they do them correctly, I give them the praise.This step aims to improve their listening skills.Step 4 Pair work (5 mins)It will cost 5 mins. In this step, I will offer Ss a model, and ask them do a pair work. The contents are based on the listening material. At the end of the pair work, I will choose the best ones.Step 5 Listening (8 mins)It will cost 8 mins. In this step, Ss will listen to tape carefully, and finish 2a and 2b in English book. After they do them correctly, I give them the praise.This step aims to improve Ss’ listening skill.Step 6 Practise: pair work (5 mins)In this step, I will ask Ss to make up a dialogue with their partner. The dialogue is similar with step 3. The only different is the subject. The subject is the third person. At the end of the pair work, I will choose the best group.This step aims to provide Ss the chance to speak English out.Step 7 Consolidate: summary (1 min)It will cost 1 min. In this step, I will summarize what they learnt this period with them. It includes the new words and structures.This step aims to help Ss to consolidate the learned knowledge in time and establish the structure of language points.Step 8 Homework (1 min)It will cost 1 min. The last step is to assign the homework. All the work aims to consolidate the new learned knowledge in time and prepare the following period.Ⅴ.Blackboard workOk, this is my blackboard design. On the top is the title of this lesson. And I will write some key words and phrases on the left and the structures of the expressions on the right..。

人教版七年级英语下册Unit11SectionB2a2cReading说课稿

4.最后，通过短文2c，让学生练习一般过去时的疑问句和回答，加强他们对一般过去时的理解和运用。
（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或实践活动：
1.小组活动：让学生分组，根据短文2a的内容，编写一个关于过去经历的对话，并表演出来。
2.个人练习：让学生选择一个过去的经历，用一般过去时写一篇小短文。
2.部分学生在实际语境中可能难以灵活运用一般过去时。
为应对这些问题，我将采取以下措施：
1.在课堂上增加互动练习，让学生多开口、多动笔，加强动词变化的记忆。
2.设计更多真实语境的任务，帮助学生将一般过去时运用到实际对话和写作中。
课后，我将通过以下方式评估教学效果：
1.收集和分析学生的练习和作业，检查知识掌握情况。
（二）学习障碍
学生在学习本节课之前，已经掌握了现在时态和一般将来时态，具备了一定的时态知识。但在学习一般过去时态时，可能存在以下障碍：
1.对一般过去时的理解不够深入，容易与现在时态混淆。
2.动词过去式的变化规则掌握不牢固，尤其是不规则动词的变化。
3.描述过去事件时，句子结构使用不够熟练，容易出错。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.创设情境：通过呈现与学生生活相关的情境，引起学生对一般过去时的关注，激发他们的学习兴趣。
2.互动交流：组织学生进行小组讨论，分享彼此的过去经历，让他们在实际语境中运用一般过去时，提高学习动机。
3.游戏竞赛：设计一些与一般过去时相关的游戏和竞赛活动，让学生在轻松愉快的氛围中巩固所学知识。
3.角色扮演：学生模拟短文中的角色，进行情景再现，使学生在角色扮演中自然地运用一般过去时。

七年级英语第11单元说课稿

•••••••••••••••••七年级英语第11单元说课稿七年级英语第11单元说课稿作为一名为他人授业解惑的教育工作者，编写说课稿是必不可少的，认真拟定说课稿，说课稿应该怎么写呢？下面是小编为大家收集的七年级英语第11单元说课稿，希望对大家有所帮助。

一、说教材本单元的中心话题是“发表意见”，具体涉及用英语谈论电视节目，时尚流行，以及学生围绕电视节目和时尚饰品谈论不同程度的喜好，并发表见解。

语言技能和语言知识几乎都围绕“发表见解”这一中心话题设计的。

1.语言知识目标词汇：能理解、内化、运用以下生词（soap, situation, sitcom, nothing, mind, host, agree, belt, wallet, fashion, idea, colorful.短语：（think of, soap opera, talk show, sports show, don’t mind, can’t stand, game show, agree with..2.语言技能目标听：能捕捉特定信息，抓住关键词（如can’t stand , don’t mind 等.。

说：能熟练掌握与话题相关的常用词汇与表达。

如：如何用英语来表达自己对事物的不同意见，如何表达自己对事物不同程度的喜好，使学生能就话题较好的完成一些开放性话题，以提高在真实语境中的英语交际能力。

读：获取关于电视节目和时尚饰品的相关信息，且进行一些阅读技能的训练,如训练学生通过阅读搜索信息和获取main idea的能力，同时也培养学生能够学会欣赏文章中的优美句子，并为我所用。

写：教材要求学生根据西方老太太对生活的态度，对时尚的追求写一篇自己看法的作文。

考虑到部分学生写这类作文有一定的难度，所以在写这一环节上，我尊重学生的个体差异，遵循分层教学的原则，让能力不够的学生，通过欣赏美文，模仿写一篇What do you think of your school uniform?的文章。

七年级英语下册Unit11Howwasyourschooltrip说课稿(人教新目标版)

七年级英语下册 Unit 11 How was your school trip说课稿（人教新目标版）一. 教材分析本次说课的教材为人教新目标版七年级英语下册Unit 11 How was your school trip。

本单元主要围绕学校旅行的话题展开，通过描述旅行的经历和感受，让学生学会使用一般过去时进行问答。

教材内容丰富，包括听力、口语、阅读和写作等方面，有助于学生全面提高英语水平。

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，具有一定的听说读写能力。

但部分学生对一般过去时的运用还不够熟练，需要在课堂上进行针对性的训练。

此外，学生对学校旅行的经历和感受有较高的兴趣，可以激发他们学习英语的积极性。

三. 说教学目标1.知识目标：学生能够掌握一般过去时的问法和答法，正确运用动词过去式描述过去发生的事情。

2.能力目标：学生能够听懂、会说、会读、会写关于学校旅行的描述，提高英语综合运用能力。

3.情感目标：通过本节课的学习，学生能够表达对学校旅行的喜爱和回忆，培养对英语的兴趣。

四. 说教学重难点1.重点：学生能够熟练运用一般过去时进行问答，描述学校旅行的经历。

2.难点：学生能够正确运用动词过去式，表达过去发生的事情。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际语境中练习英语，提高运用能力。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学，增加课堂趣味性。

六. 说教学过程1.热身（5分钟）：播放一首关于旅行的英文歌曲，让学生谈论自己的旅行经历，激发学习兴趣。

2.导入（10分钟）：通过展示一组学校旅行的照片，引导学生谈论旅行中的趣事，为新课的学习做好铺垫。

3.新课呈现（15分钟）：讲解一般过去时的问法和答法，示例说明如何用动词过去式描述过去发生的事情。

让学生跟读、模仿，确保正确掌握。

4.实践环节（15分钟）：学生分角色扮演，模拟学校旅行的场景，运用一般过去时进行问答。

七年级英语下册Unit11Howwasyourschooltrip说课稿2新版人教新目标版

Unit11 How was your school trip一、说教材分析：本单元主要围绕学校郊游这一话题，让学生大量练习过去式的用法。

section a 主要谈论郊游中有趣的事情， section b 谈论倒霉的或无聊的事情。

让学生体会不同的情况下如何表达自己的感受。

在教学设计中要注意由易到难，循序渐进的进入，避免操之过急给学生造成学习障碍。

二、说学情分析：学生在进行活动中很可能会出现没话说，或说不出来的的情况。

如在进行自主对话或讨论的时候，不能找到合适的话题。

三、说解决方法：在讲课的过程中，注意培养学生的发散思维与创新意识，鼓励他们好的想法，注重一些活动的累积。

三、说教学过程：section aschool: no.4 middle schoolclass: class 1, grade 8title: unit 8 how was your school trip?teaching aims:knowledge target:a. inspire the students to enlarge their visual field about all kinds of activities.b. encourage students to talk about events in the past freely and happily.ability target:a. help the students to improve the abilities of listening, speaking, reading and writing, especially listening and speaking.b. make the student s have a further impression of simple past form.moral target:a. inspire the english--learning beginners to learn the language step by step.b. help students to share their sweet and unforgettable memories with others. important points:sentence pat tern: what/ where/ when did you do...?i did...difficult points:a. the past form of the verbs.b. let students ask and answer the events in the past.teaching strategies:a. task-based approachb. situational methodc. audio-lingual methodteaching instrument:recordermulti-media computerteaching p rocedure si. warm-up activit y:(present tense──past tense)a. ask students if they will have a school trip, what they want to do. help students think out as many activities as they can and write the activities on the blackboard. (brain storm)b. question: did you do these activities last school trip? so we can say i did ... last school trip. (help students to change the verbs into the past form. and practice the simple past form sentences. )ii. presentation:a. listening 1b and do the pairwork of 1ca: did tina do ...?b: no, she didn't. her friend did ...b. listening 2a, 2buse the form on the multi-media computer.name what else did tina do on the school trip? tina toby laurac. dialogueit is time for dialogues. give students three topics to make their dialogues.(1) last school trip(2) last vacation(3) last weekend students should use the sentence patterns: where did you go? what did you do? who did you go with?d. reading 3afirst, ask students to read the article. then work in groups to talk about the things they cannot understand. if they still have questions after discussing, the teacher will help them.second, correct the statements under the reading. then check the answers.third, retell the story. give some pictures on the multi-media computer. ask students to look at the pictures to retell the story.e. game: circle storyput eight questions on the multi-media computer. ask students to make up their own story according to the questions.f. conclusioniii. homework: write a composition about your last school trip.blackboard design。

七年级Unit11SectionB(2a-3c)说课稿

Unit 11 How was your school trip?Section B (2a3c)说课稿First of all, I would like to share my understanding of the teaching material with you. The topic of this unit is about “school trips”, which is related to SS’ daily life. It aims to let the students talk about what happened in the past as well as their feelings. And it’s the first time for the students to learn the past tense, so we should cultivate the SS’consciousness of the past tense from this unit. The content in today’s class is the extension of the whole unit. It can be divided into 2 parts.The first part (2a3a) is the reading part or in another word the input part. SS will have to decide which words describe something good and which words describe something bad in 2a. And then they will read two diaries and finish several tasks. The second part (3a3c) is the writing part or the input part. The tasks in this part are arranged from easy to difficult, which are suitable for SS to master the writing skills.Next, I will talk about the SS. After their study in the first half semester, most of the SS in Grade 7 are be able to listen, speak, read and write with the target language. They are taking great interest in English study and they are willing to take part in all kinds of class activities. But at least 1/4 SS are losing their interest and confidence in English gradually, especially in reading and writing.According to the characteristics SS have in this period, I will try my best to make the class interesting. Also, I will let the top SS help the backward SS in cooperative study. To take all things into consideration, I will mainly take up the Task –based teaching method to cultivate SS’ reading and writing skills. At the same time, I may also use the municative teaching method and Audiovisual teaching method to bine the based four skills together. During the class, the SS are demanded to find out the key information, guess the meaning of new words from the context, and study both by themselves and by groups.Teaching goalsCognitive goals:1)The new words and expressions: lovely, expensive, cheap, slow, fast, robot,guide, gift, everything, interested, dark, hear, all in all, be interested in, buy…for,2)The usage of the past tense3)How to describe feelingsAbility goals:1)Improve SS’ reading such as skimming and scanning.2)Improve SS’ writing skills.3)Develop SS’ prehensive skills.Moral goals:1)Encourage SS to keep diaries.2)Encourage SS to spend their free time properly.3)Encourage SS to express their feeling in a right way.The key points:1)The usage of the new words and expressions.2)The application of past tense in reading and writing.The difficult points:1)Understand the text,and get the key information.2)Use what they learnt to write a diaryTeaching procedureStep1 Warmup1) Let’s make a list of description wordsBefore the class, I always ask the SS to prepare for class as a usual practice. This time I will ask them to collect some description words in groups. Then when the class begins, we’ll have a petition to write their words on the blackboard. At last, I’ll give some of them small presents.The purpose of this petition is to encourage the Ss to preview the class actively. It also help to arouse SS interest and activate their prior knowledge.2) Make a plement and finish 2a.I will make a proper plement on the situation. And then give them a short time to finish 2a. After that, I will let some SS to read, translate and give their answers. Finally, read the words three times together.Through this part, I want to check how much the SS understand these words. And after being familiar with these words, SS will be able to finish other tasks more quickly and easily.Step 2 Prereading (Leadin & Presentation)I will create a situation that we are going to have a school trip to a science museum. I play the role as a “guide”. As the trip goes on, some pictures will be showed on screen and some new words (guide, robot, gift…) will be taught.Creating the trip situation can not only help the students learn the new words in a halfreal situation so that they can master the new words quickly and deeply, but also increase the fun of teaching. This part plays a connecting role.Step 3 While–readingPart1 Faster reading1) I’ll ask the students to read the two diaries for the first time and answer the following questions.Q1: Did Helen and Jim go on the same trip? How can you decide?Q2: Did they have the same feelings about the trip?Q3: How do they feel about the trip?2) Read the two diaries for the second time and underline the descriptions words which describe good things and circle the ones that describe the bad things.3) Read for the third time and plete the chart in 2c.4) Check the answers by a group work. Three students in a group，one is the interviewer，another is Helen，the other is Jim. They will ask like this “How was/were…?”In this part，Ss can develop their abilities of catching the key information as well as some reading skills such as skimming and scanning. Ss may have a general understanding of the two diaries by finishing small tasks. While doing the tasks, they can get a sense of success.Part 2 Diary by diary reading (Careful reading)1）Read Helen’s diaryLet the SS read Helen’s diary carefully and find out the difficult sentences or phrases they don’t understand. And then I will explain the language points. Next, let them read aloud with the right emotion. At last, I will give them several minutes to retell the diary with partners, after that I will pick up someone to retell it in front of the class according to the outline on the screen.2）Read Jim’s diaryFor this part, I don’t want them to read directly. I want to make the verbs missing andlet them fill in the blanks with the words in the box. And then check the answers by listening to the tape. Next, let them read loudly and try to retell the diary. If time is enough, I will let some of them to retell just according to some verbs.Careful reading is necessary for the SS to read better. The students are in the period when they need to accumulate language materials. With some useful explanation, they can write easily.Step 4 Postreading1）Let’s help Bob and Linda plete their diaries in 3a and 3b. First, I will analyze the three pictures and the key sentences in each diary with my class, and let them think out some phrases or description words to fill in the blanks.2）Do a quick survey by asking “who has the habit of keeping a diary”, and encourage Ss to keep diaries.3）Tell the SS some keys points about writing diaries and ask them to write a diary for their own school trips by themselves. After writing, I will ask several SS to show their diaries in front of the class and give them some ments.Step 5 ConclusionCheck what we have learnt today by reading the words or phrases on the blackboard. That is my teaching procedure. After the class, I will put up the good diaries of my SS on the wall to encourage them to write. And I will make a reflection and try my best to perfect my class.。

新目标七年级unit11说课稿(新)

新目标七年级（下册）unit11说课稿各位评委：上午好！今天我说课的内容是人教版七年级（下）Unit 11 What do you think of the game shows? Section A (1a-1c).整个说课我将分成五个大部分进行讲述：即教材分析、教学方法、学习方法、教学程序、板书设计。

一、教材分析（一）教材的地位和作用本课是新目标英语七年级下册第11单元，教材以揭晓意见为中心话题，具体关于电视机节目，时尚风行，以及学生围绕电视机节目和时尚饰品谈论不同的爱好，并揭晓见解，听说读写依次展开，以一种循序渐进的学习步伐，引导学生在学习中有目的的学习语言。

本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。

本节课为Section A的第一课时，主要学习内容是：“What do you think of…?”以及它的回答。

（二）教学目标1、知识目标：学习、掌握新学单词、短语和句型stand 忍受；mind 介意；agree with 同意、赞成；What do you think of…?等等。

2、能力目标：通过听、说、读、写的综合训练，促进学生将新学知识转化为言语的技能，尽可能地运用语言表达实际的意义。

3、德育目标：培养学生表达自我的能力，发挥想象力、创造力，张扬个性，展示自我。

（三）教学重点及难点教学重点：掌握重点词汇、短语和句子，如stand、mind、agree with、What do you think of…?等等，并学以致用。

教学难点：掌握…语言现象的用法。

（1、形容词比较级的构成及形容词比较级的用法；2、掌握形容词比较级的句子，如which is bigger，the apple or the orange？）二、教学方法：新教材重视以人为本，强调素质教育。

在教学中，要注意发挥学生的主体作用，把空间留给学生。

抓住初中生活泼好动，表现欲强的心理特点，课堂上我设计了大量的听、说、读、写的训练，启发学生动脑思考，鼓励学生大胆开口，畅所欲言，尽可能运用英语表达实际意义，从而最大限度地调动学生的积极性和主动性。

英语七年级人教版 Unit 11 How was your school tripSection A(1a1c) 说课稿

Uni11 How was your school trip? 说课稿Section A(1a-1c)（一）说教材1．本课是Unit11 How was your school trip?的Section A部分，主要让学生熟悉一般过去式的用法及结构。

2．本课通过复习一般现在时态，借助学校郊游这个话题来引出不规则动词的一般过去式和一般过去时态的的形式，通过presentation 以及pair work 等活动来反复练习一般过去式，目的是让学生能熟练掌握它的规则和用法。

3．本课也出现了较多生词，通过让学生阅读课外读物来加强单词以及学过的知识的记忆。

（二）说学情1．学生已掌握的学习策略尽管在许多方面还存在着一些问题，但学生们具有很高的学习热情，所以经过presentation pair work 等活动的练习，他们会熟练掌握及运用一般过去式。

（三）教学目标1．通过小组讨论让学生初步了解这个知识的基本用法。

2．通过老师讲解及提强化此知识点的记忆。

3．通过进一步练习来让学生能在特定的环境中熟练并正确的用此知识点。

（四）教学策略教学方法：使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。

（五）教学过程第一步导入1.向学生展示一些农场的照片，然后让学生谈论会在农场做的事。

2.限定时间为上周末，然后让学生讨论时态如何变化。

3.介绍一般过去式。

第二步介绍一些与农场相关的事情。

介绍对话时，展示对话中的生词，让学生猜测词意，带读并加以巩固。

第三步听力让学生反复的听对话并完成习题。

第四步对话练习(1)Presentation老师提问，由单个学生回答，通过小组讨论来更正。

(2)pair work学生通过小组交流来练习一般过去式的用法。

1. Did you go to the farm? Yes , I did .2. Did you see any animals? Yes ,I saw some horses.第四步语言运用为提高学生对生活中的热点问题发表自己观点的能力，让学生运用自己学过的语言知识，把学生分成若干组谈论他们各自过去发生的事，来练习学生对此知识点的熟练运用。

初中七年级英语Unit11 教案+说课稿人教新目标版

第11单元How was your school trip?类别课程标准要求掌握的内容话题School trips 学校旅游Section A 单词milk v.挤奶 cow n.奶牛 horsen.马feed v.喂养；饲养 farmer n.农民；农场主quite adv.相当；完全 anything pron.任何东西；任何事物grow v.种植；生长；发育 farm n.农场v.务农；种田pick v.采；摘 excellent adj.极好的; 优秀的countryside n.乡村；农村 yesterday adv.昨天flower n.花 worry v.& n.担心；担忧luckily adv.幸运地；好运地 sun n.太阳短语milk a cow给奶牛挤奶 ride a horse 骑马feed chickens 喂鸡 quite a lot (of…)许多in the countryside 在乡下；在农村show sb. around…带领某人参观……last week上个星期 go fishing 去钓鱼句型1.—How was your school trip?你的学校郊游怎么样？—It was great! 好极了！2.—Did you go to the zoo?你去动物园了吗？—No, I didn’t. I went to a farm.不,我没有。

我去农场了。

3.Luckily，it didn’t rain, and the sun came out again.幸运的是，没有下雨，太阳又出来了。

Section B 单词museum n.博物馆 fire n.火；火灾painting n.油画；绘画 exciting adj.使人兴奋的;令人激动的lovely adj.可爱的 expensive adj.昂贵的cheap adj.廉价的;便宜的 slow adj.缓慢的；迟缓的fast adv.& adj.快地（的） robot n.机器人guide n.导游；向导 gift n.礼物；赠品dark adj.黑暗的；昏暗的 everything pron.所有事物；一切interested adj.感兴趣的 hear 听到；听见短语fire station 消防站 all in all总的说来be interested in 对……感兴趣go on a school trip 举行一次学校旅行along the way 沿途 learn about 了解buy sb. sth. 给某人买某东西 not… at all根本不；完全不句型1. All in all，it was an exciting day. 总的说来，这是令人兴奋的一天。

人教版七年级英语下册说课稿：Unit11SectionA(1a2c)

（3）通过完成课后练习，巩固所学知识。
3.情感态度与价值观：
（1）激发学生对英语学习的兴趣，培养积极的学习态度。
（2）培养学生尊重和理解家庭成员，关爱家人。
（3）帮助学生树立正确的职业观念，为未来人生规划奠定基础。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
1.教学重点：
人教版七年级英语下册说课稿：Unit11SectionA(1a2c)
一、教材分析
（一）内容概述
本节课为人教版七年级英语下册的Unit 11 Section A(1a-2c)。在整个课程体系中，本单元主要围绕“家庭成员和职业”这一主题展开，旨在帮助学生掌握相关词汇和句型，并能运用所学知识进行简单的介绍和交流。本节课的内容是本单元的第一部分，主要包括以下知识点：
（2）一般现在时的正确运用，特别是在描述家庭成员职业和年龄时的注意事项。
（3）听力练习中，对关键信息的捕捉和理解。
二、学情分析导
（一）学生特点
本节课面向的是七年级学生，这一年龄段的学生具有以下特点：好奇心强，求知欲旺盛；认知水平逐渐从具体形象思维向抽象逻辑思维过渡；学习兴趣方面，对新鲜事物有较高的热情，喜欢互动、游戏等多样化的教学方式；在学习习惯上，已具备一定的自主学习能力，但仍有依赖教师指导的习惯，团队协作意识正在逐步形成。
五、板书设计与教学反思
（一）板书设计
我的板书设计将遵循清晰、简洁、有助于知识结构把握的原则。板书布局分为三个部分：左侧列出本节课的核心词汇，中间展示主要句型和语法点，右侧列出课堂活动流程。板书风格采用图文结合，用不同颜色粉笔突出重点，同时辅以简洁的箭头和框线，展示知识点之间的逻辑关系。
板书在教学过程中的作用是：帮助学生梳理和记忆所学知识；作为视觉辅助工具，增强学生对教学内容的理解和记忆；提供课堂结构的直观展示，便于学生跟随教学进度。

lesson11说课稿

七年级英语上册Lesson11 Clothes around the World说课稿一、说教材说教材的地位和作用今天我说课的内容是河北教育出版社出版的新版七年级英语上册lesson11 Clothes around the World本课主要教学内容是围绕服装的词汇。

通过对本课的学习，使学生对有关服装的话题能够进行更广泛、更深入的讨论。

本节课其新知识的呈现，是以大量的旧知识为基础，我认为这样的安排符合学生的认知规律。

在难度不高的旧知识中融入新知，使学生在简单、自然的交际活动中扩充词汇，做到在用中学，边学边巩固，为继续学习打下良好的基础。

二．说教学目标新课程强调知识与技能、过程与方法、情感态度与价值观三者的有机结合、相互渗透。

七年级的学生已经学了四年的英语，有一定的听说基础，本着这样的认识，我依据教材自身的体系、本课内容及学生语言学习与语言发展的一般规律。

我认为本节课在知识目标方面：（1）学生能正确认读书写新单词：：world, report, traditional, Wow, sari, India, uniform, pretty.（2）能熟练掌握句型：look so pretty, in black and white, around the world能力目标：学会运用所学句型:look so pretty, in black and white, around the world情感目标：通过活动、游戏使学生产生学习英语的兴趣；让学生敢于、乐于开口，积极参与交流。

3、教学重难点：根据七年级学生的认知水平、认知能力以及教材的特点要达到以上目标我确定以下重难点：（1）本课的教学重点是让学生掌握四会单词和新句型。

（2）难点是培养学生运用所学语言讨论如何搭配衣服。

二、说教法为了更好地实现教学目标，有效地突出重点、突破难点，依据现代认知理论及教学模式，在教学过程中，我采用了层次教学法。

以复习结合新授的形式，通过单词学习、句型巩固、看图说话等方式，充分调动学生学习英语的积极性、主动性和创造性，极大地激发学生学习的兴趣和乐于用英语进行交流的习惯，让学生们在实际的操作过程中，主动获取知识、运用知识，发展能力，从而提高学生的运用能力和学习意识。

人教版新目标英语七年级上册Unit 11 What time do you go to school说课稿

初中教师教学基本功展示活动英语学科说课稿英语（新目标）Go for it!七年级上册人民教育出版社课题：Unit 11 What time do you go to school?【单元分析】✧第11单元是七年级上册学习内容中非常重要的单元。

因为在其之前的单元，教学内容基本上是以词汇和单句层面为主，体现了小学到中学的衔接。

✧本单元从语言知识上看，量和难度都有所增加，例如Daily routines的话题涉及的词汇有表示时间的数词，名词、频度副词，教学中最大的难点是英语动词时态意识的建立（中国学生学习英语最容易犯的错误）。

✧Section A 部分是基本的语言内容，如：1、解决Daily routines话题中遇到的时间表达法；一天的作息习惯（动词短语）的表达；What time 引导的特殊疑问句；2、能够谈论自己和询问他人的作息习惯。

A部分主要的作用是语境的呈现和新知识的导入。

✧Section B 部分主要内容为：1、巩固第三人称单数动词的用法；2、运用所学的语言进行真实的交流（给国外的笔友写信介绍自己或朋友早晨的时间安排、周末的生活）。

B部分是知识的扩展和综合的语言应用。

【课时分析】✧第11单元Section A .分为两个课时处理，第一课时主要完成教材第65-66页的内容, 主要引出Daily routines 的话题，学习该话题所需要的词汇，例如：get up, eat breakfast, go to school, eat dinner, do homework, go to bed等及时间表达法；学习和初步运用下列句型谈论作息时间和询问及表达时间：---What time do you get up? ---I get up at six o’clock.--- What time is it? ---It’s eleven o’clock.---When does Alicia take a shower? ---She takes a shower at five o’clock.✧本课时的教学内容为第二课时，主要处理教材中第67页的内容。

七年级unit11说课稿

七年级下Unit 11 How was your school trip? 说课稿教学目标知识与技能：Key vocabulary: milk, cow, horse, feed/ fed, farmer, quite, anything,Target language: How was your school trip? It was great. Did you go to the zoo? No, I didn’t. I went to a farm.过程与方法：Listening and speaking methods, group work.情感态度与价值观：Students can learn about the nature and love the nature.重点：The rules of past forms of verbs.难点：Simple past tense.Ⅲ.Teaching methods:based teaching method任务教学法, situational teaching情景教学法game teaching method, motivation and evaluation method of teaching 激励教学法ⅣTeaching toolspictures, PPTⅤTeaching proceduresStep 1 Revision (4)1.Revise the words and the sentences we learnt last class.Remember these phrasesplay football.do his homework did his homeworkride a horse. rode a horsewatch TV. washed TVmilk a cow milked a cowtake some photos took some photospick strawberries picked strawberriestalk with a farmer talked with a farmerfeed chickens fed chickensgo for a walk went for a walk设计意图：巩固所学知识，由此引出新内容。

人教版七年级英语下册说课稿：UNIT11Period3(SectionB1a-1d)

人教版七年级英语下册说课稿：UNIT 11 Period 3 （Section B 1a-1d）一. 教材分析人教版七年级英语下册Unit 11 Period 3（Section B 1a-1d）主要讲述了在课堂上如何进行有效的提问和回答。

本节课的主要内容包括：一般疑问句的构成及其疑问词的运用，特殊疑问句的构成及其疑问词的运用，以及一般疑问句和特殊疑问句的回答方式。

通过本节课的学习，学生能够掌握一般疑问句和特殊疑问句的构成及用法，并能够运用所学知识进行有效的提问和回答。

二. 学情分析根据我对七年级学生的了解，他们在经过一段时间的英语学习后，已经掌握了一定的英语基础知识，能够进行简单的英语交流。

但是，他们在提问和回答问题时，往往缺乏准确性和完整性。

因此，在本节课的教学过程中，我需要帮助学生进一步巩固疑问句的构成及其用法，提高他们的提问和回答问题的能力。

三. 说教学目标1.知识目标：学生能够掌握一般疑问句和特殊疑问句的构成及其用法，理解疑问词的意义和用法。

2.能力目标：学生能够运用所学知识进行有效的提问和回答，提高课堂参与度。

3.情感目标：学生能够积极参与课堂活动，增强学习英语的兴趣和自信心。

四. 说教学重难点1.重点：一般疑问句和特殊疑问句的构成及其用法。

2.难点：疑问词的准确运用和一般疑问句及特殊疑问句的回答方式。

五. 说教学方法与手段在本节课的教学过程中，我将采用任务型教学法，通过提问、回答、讨论等方式，引导学生主动参与课堂活动。

同时，我会利用多媒体教学手段，如PPT、视频等，为学生提供丰富的教学资源，帮助他们更好地理解和掌握所学知识。

六. 说教学过程1.导入：通过复习上一节课的内容，引导学生进入本节课的学习主题。

2.课堂讲解：讲解一般疑问句和特殊疑问句的构成及其用法，疑问词的意义和用法。

3.课堂实践：学生分组进行角色扮演，模拟课堂提问和回答情景，教师给予指导和反馈。

4.巩固练习：学生完成课本上的练习题，教师及时批改和讲解。

人教版新目标英语七年级上册Unit 11 What time do you go to school Section A说课稿1

教学内容：（新目标英语）七年级上册Unit 11 What time do you go to school? Section A一、教材分析本单元的话题为Daily routines, 功能是Talk about daily routines 和Ask about and say times. 句型结构为一般现在时陈述句、what time 和when引导的一般现在时的特殊疑问句及频度副词的用法。

New language:✧What time do you get up?I get up at six o’clock.What time is it?It’s eleven o’clock.When does Alicia take a shower?She takes a shower at five o’clock.✧Names of activities such as get up, run, eat breakfast, go to school✧Parts of the day such as morning, afternoon, evening✧Adverbs of frequency : sometimes, never, usually, oftenRecycled language:Numbers 1-30本单元计划四课时完成，本教案设计为第二课时。

✧在第一课时里，已完成1a---2c的内容，具体涉及到日常活动的英文表达方式，时间的表达法（数词表达法、文字表达法），What time do you get up? I get up at six o’clock.What time is it? It’s eleven o’clock.What time does Alicia take a shower? She takes a shower at five o’clock.✧第二课时的教学内容为3a---4, 以阅读形式输入，介绍一个人的作息时间，引出一般现在时的第三人称单数的用法。

人教版七年级下初一英语第11单元说课稿

Unit 11 How was your school trip?SectionA 2d SectionB (1a-1d)说课稿一、Analysis of teaching material本节课是阅读课和听说课，通过围绕一般过去时以及学校旅游这一话题展开。

通过本节课的学习，学生能够运用一般过去时来进行问答，同时学习一些新词汇和动词短语，能运用形容词对自己上一次旅行进行评价。

1.Knowledge aim学生能够掌握新单词，短语和句子，如下：1.学习并熟练掌握下列词汇museum, fire, painting, go to the zoo / the countryside/an art museum, climb a mountain, visit a museum / a fire station, ride a horse, go fishing。

2. 学习并熟练掌握下列句型，谈论过去的事件。

How was your school trip ...?It was terrible …Where did you go ...?We went to the countryside and climbed a mountain.There were so many interesting things to see.Sounds like you had a great school trip.2.Ability aim学生将能够用一般过去时描述过去，发生的事围绕旅游这一话题，组成简单的问答。

3.Emotional aim通过本节课的学习，学生将更加热爱英语。

并且灵活运用形容词表达自己的看法，抒发自己的情感。

4.Important point学生将会掌握新的单词，短语，句子以及时态。

5.Difficult point学生将运用一般过去时描述上一次旅行，以及对旅行作出评价。

二、Analysis of students本节课授课对象为七年级学生。

七年级英语第11单元说课稿

英语人教版七年级下册unit11说课稿

人教版七年级英语下册Unit11 How was your school trip说课稿(模版一)

七年级上册英语unit11 说课稿

人教版七年级英语下册Unit11SectionB2a2cReading说课稿

七年级英语第11单元说课稿

七年级英语下册Unit11Howwasyourschooltrip说课稿(人教新目标版)

七年级英语下册Unit11Howwasyourschooltrip说课稿2新版人教新目标版

七年级Unit11SectionB(2a-3c)说课稿

新目标七年级unit11说课稿(新)

英语七年级人教版 Unit 11 How was your school tripSection A(1a1c) 说课稿

初中七年级英语Unit11 教案+说课稿 人教新目标版

人教版七年级英语下册说课稿：Unit11SectionA(1a2c)

lesson11说课稿

人教版新目标英语七年级上册Unit 11 What time do you go to school说课稿

七年级unit11说课稿

人教版七年级英语下册说课稿：UNIT11Period3(SectionB1a-1d)

人教版新目标英语七年级上册Unit 11 What time do you go to school Section A说课稿1

人教版七年级下初一英语第11单元说课稿

初中七年级英语Unit11 教案+说课稿人教新目标版