七年级英语下集体备课教案unit10-3

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人教版英语七下Unit 10 Writing Section B(3a-3c)教案

Unit10 I’d like some noodlesWriting Section B 3a-3c一、教学目标：1. 语言知识目标：1) 复习巩固所学的有关事物的单词和词组并能在不同情景下正确运用。

2）为自己的餐馆设计广告。

2. 情感态度价值观目标：让学生拥有想象力，激发学生的主动参与意识，让学生发挥其独特创造能力。

二、教学重难点1. 教学重点：1）能用不同的句型来描述某种食物。

2）归纳与总结广告写作的方法并根据思维导图来完成餐馆广告的写作。

2. 教学难点：运用多样化的句子来写餐馆广告并注重文章的结构。

三、教学过程Ⅰ. Warming - up and revision1. Greet the Ss：Hello, boys and girls! I’m glad to have an English class again2. Review the words about food.1) Play a game: Test the students’ memories, then show the words: pancakes, carrots, strawberries, tomatoes, beef, pork, mutton, cabbage, chicken, ice-cream2) let Ss put the words into the different groups:A: countable nouns/uncountable nouns/countable nouns and uncountable nounsB:II. Presentation the sentences.1)Present the sentence : I would like to have.... And let Ss make the sentences by themselves.2)Ask and answer:A: Would you like to ...? B: Yes please. I 'd like to eat.../ No thanks. But I'd like to eat...III Presentation the pancake house1)I like pancakes best so I open a new pancake house near my house. The name is Mr.pancake House.2)Kinds: tomato and beef pancakes=pancakes with tomatoes and beef....the let Ss make thesentences: I would like...pancakes. He/She’d like pancakes with....3)Sizes and prices: the...one is.../we have a ...one for ...4)Talk about Mr.pancake House with the mind-map:Pancakekinds sizes pricesIV PracticeFinish 3a: fill in the blanks in the ad with the words in the box.Then check the answers.V Conclusion.Look at two ads and let Ss say something about the ways of restaurant ads. Title the name of the restaurantBeginningWould you like to .../...? Bodykindssizses Food prices taste ...Ending ...Tips:1 Make your sentences different.（使用多样化的句子。

Unit 10 第3课时教学设计【人教版七年级英语下册】

Unit 10 I’d like some noodles.Section B (1a-1d)一、教学目标1. 掌握以下词汇：dumpling, porridge, onion, fish, pancake2. 掌握以下句型：(1) I like dumplings, fish and orange juice.(2) I don’t like onions, green tea or porridge.3. 在Section A的基础上，进一步深化关于点餐的主题内容和语言表达。

4. 通过生活中常见的打电话点餐的情境，让学生感悟本单元的功能目标，丰富语言输入的内容5. 通过听内容完成表格的任务训练学生掌握如何通过话题来善用个人经验或知识进行听前预测的听力技巧。

二、教学重点及难点重点：1. 能听懂接近自然语速、熟悉话题的简单语段,识别主题,获取主要信息。

2. 能通过真实的语言交际让学生感悟本单元的功能项目。

难点：通过听力训练提高学生们获取信息的能力。

三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Step 1. Warming-upSs take out the menu designed by themselves, and then make up new dialogues with their partners. T: Hello, everyone! Now take out the menu designed by yourself, make up a new dialogue with your partner.S1 (Waiter): May I take your order?S2 (Customer): I’d like ……【设计意图】通过呈现学生自制的餐馆菜单并进行对话，活跃课堂气氛，并顺利引入今天新词汇的学习。

Step 2. Pre-listeningL et’s learn.1.Look at the picture and say out what food they see.T: Look at the picture, what food do you see?2.Read the missing words quickly.T: This time let’s read the missing words quickly.【设计意图】通过旧单词的巩固和观察图片进行新词汇的学习，为今天的新课做准备。

七年级英语(下)unit10第三课时教案

dollars．
Step 3
1b writing
This activity introducesmorekey vocabularies．
Point out the six wordsdelicious，awful，expensive，inexpensive, crowded
1．Say each word and ask students torepeat them，
分析教材语言知识和
语言技能训练所呈现的方式。3分
教法选择：导入、启发、介绍、总结、演示。
学法引导：预习，讨论、模仿。
重点、难点准确而全面；
（知识重点和技能训练重点）4分
词汇：
New York City; Central Park，exam，were，rainy，delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc
学习层次差异性
（具备的知识和起点）
10分
我们教学的对象是初一学生（以中等生为主），
他们学习英语既感到好奇又担忧，
希望能得到他人的肯定。
因此我在教学活动中尽量让他们参与到活动中来，
有更多的机会来说英语，减少他们的恐惧感，
通过学生间的合作学习，降低他们的学习难度，
使他们体验到成功的喜悦。
同时在阅读和书面表达中加以落实，
初中英语教案
学校：年级： 7 教师：课题：Unit10第三课时日期： 2011.5
备课项目
首备区域
复备区域
备课标与教材
10分
分析课标目标要求与
课节语言知识、技能之间的关系。3分

七年级英语下册 Unit 10 I’d like some noodles(第3课时)教案人教新目标版

第10单元课题Unit 10 I’d like some noodles.SectionB (1a-1c)课时安排共（5）课时课程标准P16（1）能听懂接近自然语速，熟悉话题的简单语段，识别主题，获取主要信息。

（2）能听懂学习活动中连续的指令和问题，并做出适当的反应。

（3）能利用所给提示简单描述一件事情。

学习目标1.通过图片展示及情境创设，4/5的学生能准确辨识与方向有关的单词及词组。

2.通过听听力1-3遍，2/3的学生能听懂听力材料大意并准确完成1c及1d的练习。

3.通过小组讨论，2/3的学生能正确表达问路与指路，而且能做出正确的反应。

教学重点1) Words and expressions.2) Important sentences in 2b.教学难点表示点餐的表达方式。

教学方法启发引导、合作交流教学准备PPT,彩色粉笔课前作业1. 个人自读，记忆本节课单词，小组互相检查读写情况教学过程教学环节课堂合作交流二次备课（修改人：）环节一Ⅰ. Warming- upLet’s watch a video and learn. Ⅱ. Presentation1. (show some pictures of food on the big screen)Present some new words and expressions to the Ss.2. Ss learn the new words and expressions by themselves and try to remember them.3. Work on 1a:Read the words in the chart and look at the pictures below. Write the letters of the foods or drinks on the li ne.Then check the answers.4. Let Ss try to remember the new words and expressions. Ⅲ. PracticeLook at 1a. The teacher asks the Ss who could put the three phrases into English, then let the Ss match the words in the box with the signs, and see who does the best and most quickly. 课中作业：Finish 1a环节二Ⅳ. L isten ing1. Work on 1c1) Ask Ss to read the ORDER FORM carefully.2) Play the tape for the Ss to listen and complete the food order form.Play the recording for the first time, students only listencarefully. Then, listenTo the recording again, an d write down the names ofthe foods.2. Work on 1dListen again. Use the pause button to check the answers with the Ss.Ⅴ. Presentation1. (show some pictures of the new words in the passage on the big screen)Present some new words and expressions to the Ss.2. Ss learn the new words and expressions by themselves and try to remember them.Ⅵ. Talking1. Work in groups. Discuss what do you do or eat on your birthday?2. Ss take turns to talk about it.S1: I usually get many nice gifts from my parents. I usually have a nice dinner in a restaurant.S2: My parents usually buy me some nice books and school things on my birthday.S3: ….3. Write down what your group members do on theirbirthday. And give a report to the class.课中作业：完成1b，1c环节三Ⅵ. Group work1. Divide the Ss into groups. Each group has two students. Then finish 1c.2. T: Now please imagine you and your partner are the two people in the picture in 1b. Ask and answer questions about the places.课中作业:Finish 1d课后作业设计：句型转换66. There is some water in the cup. (改为一般疑问句)________ there ________ water in the cup?67. There are some pears on the table. (改为否定句)There ________ ________ pears on the table.68. My brother wants an orange. (改为同义句)My brother ________ ________ an orange.69. They usually eat eggs on their birthday. (对划线部分提问)________ ________ they usua lly eat on their birthday?（修改人：）70. Lucy would like a medium bowl of beef noodles. (对划线部分提问)________ ________ bowl of beef noodles would Lucy like?Step 7.Homework1.Remember the new words and phrase after class.2.Practice the conversation.板书设计：Section B 1a-1cDumplings, porridges, green tea, orange juice, onions, fish, pancakes. Would you like some noodles? Yes, please. No, thanks.教学反思：。

人教版英语七年级下册Unit10教学设计

（五）总结归纳
1.教师引导学生回顾本节课所学的知识点，如一般过去时的构成、用法、动词过去式变化规则等。
2.学生分享在本节课中的收获和感悟，教师给予肯定和鼓励。
3.教师强调本章节的重要性和实际应用价值，激发学生学习英语的兴趣和自信心。
4.教师布置课后作业，要求学生继续巩固一般过去时的运用，并为下一节课的学习做好准备。
难点：学生在口语表达时，如何能够自然、流畅地使用一般过去时，以及如何组织语言表达自己的旅游经历。
（二）教学设想
1.针对重难点的教学策略：
-利用多媒体教学资源，如视频、图片等，创设真实的旅游场景，让学生在情境中感知和运用一般过去时态。
-设计不同层次的教学活动，如小组讨论、个人陈述等，帮助学生从易到难地掌握一般过去时的用法。
2.采用任务型教学法，设计丰富多样的课堂活动，如小组讨论、角色扮演、听力练习等，让学生在实践中掌握知识。
3.鼓励学生进行自主学习，通过查阅资料、预习课文等方式，培养学生的自主学习能力。
4.注重师生互动，鼓励学生提问、发表观点，提高学生的思维能力和表达能力。
5.教师在课堂中及时反馈学生的学习情况，针对学生的薄弱环节进行有针对性的指导。
-完成课后练习，如填空、选择、回答问题等。
4.词汇积累：学生自主收集5个与旅游相关的词汇和短语，要求用英文解释其含义，并给出一个例句。此作业有助于扩大学生的词汇量，提高语言运用能力。
5.预习作业：预习下一节课的内容，提前了解新课中的词汇、语法点，为课堂学习做好准备。
-通过课堂互动，教师及时发现并纠正学生在时态运用上的错误，给予针对性的指导。
2.教学过程设计：
-导入新课：通过展示不同旅游目的地的图片，激发学生的兴趣，引导学生谈论自己的旅游经历，自然引入一般过去时的学习。

新外研版七年级下册英语 Module 10 Unit 3 教案(教学设计)

5.On my last holiday I joined summer schools.
6.On my last holiday I helped Uncle Wang pick apples.
1.Write six things they did on their last holiday.
2.Work in pairs to check each other’s sentences.
3.—When did you go?
—I went there last summer.
4.—How did you get there?
—I got there by air.
5.—Who did you meet?
—I met Liu Xiang.
6.—What did you do?
—I went swimming in the sea.
4.—Who did you meet?
—I met my father’s classmate at the airport.
5.—What did you do?
—I did some shopping.
6.—How long did you stay?
—I stayed for a week.
On my last holiday I bought some presents for my friends.
_____________________________________________________
【参考答案】
1.On my last holiday I visited my grandparents in the countryside.

人教版七年级英语下册Unit10单元教学设计

-设计互动活动，如单词接龙、句子替换等，巩固新学的词汇和句子。
（三）学生小组讨论
在这一环节，我将组织学生进行小组讨论，以达到以下目的：
1.让学生相互交流，分享彼此的假期经历，提高口语表达能力。
-学生分组讨论，每人用英语介绍自己的假期经历，其他成员倾听并提问。
-各小组选代表进行汇报，展示讨论成果。
2.通过小组讨论，巩固一般过去时的用法，提高学生的语法应用能力。
4.词汇复习：复习本章节所学词汇，用思维导图或单词卡片的形式进行记忆。要求学生掌握单词的拼写、词义和用法。
-此作业有助于学生巩固词汇，提高词汇记忆效果。
-教师可组织词汇竞赛，激发学生的学习兴趣和竞争意识。
5.课后总结：请学生在本章节结束后，总结一般过去时态的用法、重点词汇和句型。要求用简洁明了的语言，形成笔记。
2.利用听力材料，进行听力训练，提高听力理解能力。
3.阅读相关文章，进行阅读理解训练，提高阅读能力。
4.课后进行写作练习，巩固一般过去时态的用法，提高写作能力。
5.通过自主学习、合作学习和探究学习，培养良好的学习习惯和自主学习能力。
（三）情感态度与价值观
在本章节的学习过程中，学生将培养以下情感态度与价值观：
2.了解一般过去时态的构成和用法，能够在实际语境中运用一般过去时描述过去发生的事情。
3.能够理解并运用一般过去时态来描述过去的假期经历，如：“I visited my grandparents last summer.”、“We stayed at a hotel near the beach.”等。
2.邀请学生分享自己的假期经历，鼓励他们用英语表达，为新课的学习做好铺垫。
-学生分享时，引导他们使用一般过去时描述过去的事情，如：“I went to the countryside last summer.”、“We had a picnic in the park.”等。

七年级下册英语Unit10教案及说课稿设计

Unit10 I’d like some noodles说课稿设计一、说教材〔一〕教材概述本课是人教版新目标英语七年级下册Unit 10 I’d like some noodles.第一课时。

本单元的中心话题是学会如何在饭店订餐以及进行简单的广告或海报的简单写作，本课时要求掌握基本点餐需要的词汇及基本用语，如面条，饮料等的种类及碗的大小的表达。

主要语言点要求掌握would like的用法，列出具体句型。

通过本课的学习进一步培养学生的跨文化意识和语言综合运用能力。

〔二〕教学目标1、知识与能力目标〔1〕、语言知识目标：通过学习是学生掌握并能熟练运用四会三会词语、句型，并对可数名词和不可数名词的进一步学习与区分。

Words: noodle beef cabbage potato special size bowl muttonSentences: What kind of noodles would you like? / What size bowl of noodles would you like?I’d like some ….〔2〕、语言技能目标：能运用所学词汇、句型点餐，能在真实情景中熟练运用。

2、过程与方法目标：培养学生自主学习的能力、语言综合运用能力、听力、英语会话能力、与他人合作的能力。

3、情感态度与价值观目标：通过创设真实的点餐情景，让学生身临其境感受和体验，使语言学以致用，做到“在用中学，在学中用”，激发学生的学习积极性。

体会在活动中学习英语的乐趣。

培养学生乐于与他人合作的精神及养成科学的饮食习惯。

4、文化意识目标：通过对中、西方在饮食及用餐方面异同的比照，对祖国饮食文化能有更深刻的了解。

乐于了解异国文化，加强对文化差异的理解与认识。

5、学习策略目标：通过学习，使学生在一定程度上形成自主学习、探究学习、合作学习的习惯，有效培养学生的英语思维能力。

〔三〕、教学重点与难点重点：1、学习日常生活中有关食物的名称。

Unit10第3课时(SectionB1a-1d)(教学设计)七年级英语下册同步备课系列(人教版)

-参与课堂活动：积极参与小组讨论、角色扮演等活动，体验一般现在时态疑问句和否定句的运用。
-提问与讨论：针对不懂的问题或新的想法，勇敢提问并参与讨论。
教学方法/手段/资源：
-讲授法：通过详细讲解，帮助学生理解一般现在时态疑问句和否定句的构成和用法。
-实践活动法：设计实践活动，让学生在实践中掌握一般现在时态疑问句和否定句的运用。
学生活动：
-自主阅读预习资料：按照预习要求，自主阅读预习资料，理解一般现在时态疑问句和否定句的构成和用法。
-思考预习问题：针对预习问题，进行独立思考，记录自己的理解和疑问。
-提交预习成果：将预习成果（如笔记、思维导图、问题等）提交至平台或老师处。
教学方法/手段/资源：
-自主学习法：引导学生自主思考，培养自主学习能力。
3.作业难度适中，既能够挑战学生的能力，又不会让他们感到过于困难。
4.作业布置要明确，包括作业的要求、完成时间和提交方式。
作业反馈：
1.及时对学生的作业进行批改和反馈，指出存在的问题并给出改进建议。
2.反馈要具体、明确，让学生知道自己的不足之处，以及如何改进。
3.对学生的作业进行评分，并给出分数和排名，以激励学生的学习积极性。
-讲解知识点：详细讲解一般现在时态疑问句和否定句的构成和用法，结合实例帮助学生理解。
-组织课堂活动：设计小组讨论、角色扮演等活动，让学生在实践中掌握一般现在时态疑问句和否定句的运用。
-解答疑问：针对学生在学习中产生的疑问，进行及时解答和指导。
学生活动：
-听讲并思考：认真听讲，积极思考老师提出的问题。
教学方法/手段/资源：
-自主学习法：引导学生自主完成作业和拓展学习。
-反思总结法：引导学生对自己的学习过程和成果进行反思和总结。

七年级英语下册unit 10教案3

Unit 10 By the time I got outside, the bus had already left．The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyoversleep（2）Target LanguageWhat happened?I overslept．And by the time I got up, my brother had already gotten in the shower．2．Ability Objects（1）Teach the students to use the new words．（2）Train the students to narrate past events with the Past Perfect Tense．（3）Train the students’ listening and speaking skills with the target language．3．Moral ObjectIt’s a good habit to go to bed early in the evening and get up early in the morning．So you’ll never be in a hurry in the morning．Ⅱ．Teaching Key Points1．Key Vocabularyoversleep2．Target LanguageNarrate past events with the Past Perfect TenseⅢ．Teaching Difficult Points1．Train the students to narrate past events with the Past Perfect Tense．2．Train the students to understand the target language in spoken conversation．Ⅳ．Teaching Methods1．Thinking of examples from the students’ real lives．2．Making sentences by looking at the pictures．Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise the language points in Unit 8．Ask some questions like this: What volunteer work would you like to do?Help the students to answer, I’d like to…/I love to…/I hope to…2．Practice the dialogue in Activity 3c on page 62 again．Get students to role play the similardialogues with the following．S A: I’d like to join the school volunteer project, but I’m not sure what I should do．S B: What do you like doing?S A: I love playing football．S B: Well, you could help coach a football team for little kids．Let the children practice in pairs．3．Check the students’homework by asking some students to read their sentences with the phrasal verbs．Then ask the students to hand in their homework．4．Dictate the following words：clean up, cheer up, give out, put off, set up, run out of, take after, fix up, giveaway, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategyStep Ⅱ1aThis activity introduces new vocabulary which can be used to narrate past events．First write by the time on the blackboard．and tell the class the meaning of it．"by the time" means not later than, before, as soon as, or when the indicated comes．When we use the words．"By the time…, "we are talking about two different things that happened in the past．Say this sentence to the class: By the time the teacher came in, the students had begun reading English．Tell them to note the struture "had begun" in this sentence．Begun is the past participle of begin．When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle．The words following By the time…, talk about the thing that happened later．And tell the students when they use had plus a past participle, they are using the Past Perfect Tense．Also explain what is the past participle form of a verb for the students．Tell them it is as the same as the past form for a regular verb．And they have to remember the irregular verbs’ participles one by one．Play a game to help the students understand the sentences with the words By the time…Do it like this:Pretend that the teacher will leave the classroom and the students will do some things．When the teacher returns．the class will make statements starting with By the time…Write By the time I came back…on the blackboard．Say to the class, By the time I came in．what had happened?Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．Then get more students to answer differently, such as,By the lime the teacher came in, we had discussed an English problem．By the time the teacher came in, I had drawn a picture．Write these sentences on the blackboard, and teach the students to read several times．Read the instructions to the students and read these questions to the class as well．What do you usually do in, the morning before school? Do you like morning?Why or why not?Choose one good student to answer them by saying something he or she usually does in the morning．He or she may answer like this,I usually get up early, wash my face and have breakfast．I like mornings because the air is fresh, or I usually get up as late as possible．Then I have to wash my face and have breakfast in a hurry．I often rush to school without breakfast．Sometimes I forget something at home．I don’t like mornings because I am always too busy．Then have the whole class practice in pairs．Ask each other the questions．After they finish talking, ask one or two pairs to say their conversations to the class．Correct the mistakes they may make with the other students．Call the students’ attention to the pictures in Activity la．Ask students to tell what they see．Say, Any sentences which make sense are accepted to describe the pictures．The girl in the pictures is Tina．Present the new words by providing sentences showing the meanings of them like this:T: What can you see in Picture 1?S1: She slept a long time．T: That’s correct．She slept too late．She overslept．Class repeat．She overslept．S s: She overslept．T: What do you see in Picture 2?S2: Her brother or sister is in the bathroom．T: That’s correct．She wants to go into the bathroom．She can’t because someone is taking a shower．Class repeat．Someone is taking a shower．S s: Someone is taking a shower．Write these words on the blackboard:overslept, taking a shower, had left, left her backpack at home．Then tell students to talk about the pictures in groups of four．Move around the classroom, listening to students and offering help．Make sure that they talk in English．After they all finish talking, ask different groups to tell the class about the pictures．They may say like this:Tina overslept in the morning．She wanted to go to the bathroom, but her brother had already gotten in the shower．When she got to the bus stop, the bus had already left．She had to run to school．After she got to school, she realized she had left her backpack at home．The sentences can vary, but should be correct．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask the students to read the instructions together．Have them look at the two columns, A and B ,in the chart．Point out the sample answer．Read the two parts of the sentence．Then go over the other unconnected parts of sentences, too．You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column．Please guess the other two sentences before I play the tape．I guess most of the children can get the correct sentences by guessing．So just let them guess．Don’t tell them whether their answers are right or wrong．OK, just keep your answers by guessing．Let’s decide if they are right by listening to the tape now．Play the recording for the first time．Students only listen．Then play it a second time．Let students match two parts of each sentence．Check the answers by asking some students to tell their answers．Make sure that all of them have got the correct answers by listening．Say congratulations to the students who get the answers correctly by guessing．Answers1．b 2．a 3．cTapescriptBoy: Hi, Tina．You look stressed out．Girl: I am．I had a bad morning．Boy: Really? What happened?Girl: Well, first of all I overslept．By the time I got up, my brother had already gotten in the shower．Boy: Oh, what a pain!Girl: So, after he got out of shower, I took a quick shower and got dressed．But by the time I went outside, the bus had already left．Boy: Oh, no!Girl: Oh, yes! So I ran all the way to school．But when I got to school, I realized I had left my backpack at home．Boy: No wonder you look stressed out．Step Ⅳ1cThis practice provides guided oral practice using the target language．First play the recording in Activity 1bagain and let the students read after it．Do it at least twice．Then read the instructions together with the whole class．You will make conversations in pairs．Each of you will have to take turns being Tina．Look at the pictures in Activity la to help you．Tell your partner what happened to you this morning．Ask a pair to read the example to the class before they begirtS A: What happened?S B: I overslept．And by the time I got up, my brother had already gotten in the shower．Write the conversation on the blackboard．Have the students work in pairs．Move around the room offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step ⅤSummarySay, In this class, we’ve learned how to narrate past events, using the Past Perfect Tense．We’ve also done some listening practice in understanding the target language in spoken conversation．Also, we’ve done much oral practice using the target language．Step ⅥHomework1．Write out the story of Tina, Note to use the target language．2．Revise when to use the Past Perfect Tense and the verb structure of it．Step ⅦBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Target LanguageBy the time she got to class, the teacher had already started teaching．When she got to school, she realized she had left her backpack at home．When I got home, I realized I had left my keys in the backpack．（2）The Three Forms of the verbs．2．Ability Objects（1）Train the students’ listening skill．（2）Train the students’ writing skill with the target language．（3）Train the students’ speaking skill．（4）Train the students to use the three forms of the verbs．3．Moral ObjectTry to be a careful person and do everything carefully．Remember not to be as careless as Tina．Ⅱ．Teaching Key Points1．Listening practice with the target language．2．Use the correct verb forms to fill in the blanks by listening．3．Make sentences using the Past Perfect Tense．4．The three forms of the verbs．Ⅲ．Teaching Difficult Points1．Write an ending for the story in Activity 2c．2．The three verb forms in Grammar Focus．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching AidsA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．They may say like this:Tina had a bad morning．First of all she overslept．By the time she got up, her brother had already gotten in the shower．And by the time she went outside, the bus had already left．She had to run all the way to school．When she got to school, she realized she had left her backpack at home．All these made her look stressed out．After that, ask the whole class to work in pairs, telling the stroy and helping each other in turns．Remind them to use the correct verb forms．2．Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．3．Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．Step Ⅱ2aThis activity provides guided listening practice using the target language．We have known Tina had a bad morning．But something worse happened to Tina later．Let’s go to Activity 2a on page 69 and see what happened to Tina later in the morning．Read the instructions to the class．Be sure that all of them know what to do．Call the students’ attention to the four pictures．Get them to guess the correct order of the pictures first．The first one is given as a sample．Ask one or two children to tell their stories by describing the pictures according to their own order．Then, we will hear Tina talking about what happened to her after she got to school．We can see there is a small box in each picture．Please write a number from 1 to 4 in each box to show each picture’s correct order．The first one has been given as a sample．Get the children to get ready to listen to Tina continue her story．Play the recording the first time, students only listen．Play the recording again and ask the children to number each picture．Check the answers with the class and see who have ever got the correct answers without listening．AnswersThe pictures should be numbered in this order:3 1 2 4TapescriptBoy: So then what did you do, Tina?Girl: Well, I ran home to get my backpack．But when I got home, I realized I had left my keys in the backpack．Boy: You’re kidding!Girl: So I ran back to school without my keys or my backpack．And by the time I got back to school, the bell had rung．Boy: Oh, no!Girl: And by the time I walked into class, the teacher had started teaching already．She asked for our homework, but of course I didn’t have it．Step Ⅲ2bThis activity gives students practice in understanding and writing the target language．Ask the students to read the instructions together．Point out the blanks in the sentences and the verbs in the brackets．This activity has two parts．First let’s fill in the blanks with the correct verb forms．We can see some verbs in the brackets．They are the base forms of the given verbs．For example, get and got, Get is the base form of the verb．Your job is to write the correct forms of these verbs in the blanks．Look at number one．A sample answer is given．Let the students fill in the blanks with the correct forms individually．Move around the classroom collecting the common mistakes they may make．After they all finish writing, tell them to get ready to listen to the conversation and check their answers．I will play the recording again．Please check your answers and correct any mistakes you might have made while listening．Play the recording．Students listen and check their answers．Correct the answers by asking seven different students to say theirs to the class．Answers1．got home 2．realized 3．had left4．got 5．had rung 6．walked 7．had startedStep Ⅳ2cThis activity gives students oral practice with the target language．Ask the whole class to read the instructions together．We have a new task now．We know Tina was late for class．What do you think happened after Tina was late for class?Work with a partner．Make up an ending for the story by continuing it．The beginning has been given．Get students to discuss in pairs．Complete the ending．Make sure they are talking in English．Move around the classroom, offering language support if needed．After ten minutes, ask students to stop discussing．Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best．Tell each pair to write downtheir ending, or do it after class if time is not enough．Sample ending of the storyThe teacher looked at Tina and said, " Why are you late and where is your homework, Tina?" "I had a bad morning today．" Tina said sadly．"I’m sorry to hear that, but may I know what happened? said the teacher．Then Tina told the teacher and the whole class her story．All her classmates laughed loudly after it．Some of them said, "Poor Tina!"Bob, one of Tina’s classmates, stood up and said, "Well, Tina, I’d love to help you．Why not let me keep the keys for you? I would put your keys in my backpack．"Step ⅤGrammar FocusThis activity introduces the target language of this unit．Call students’ attention to the sentences on the left．Ask four different students to read the four sentences and point out where had plus a past participle is used．Write the sentences on the blackboard．Draw a simple time line for each sentence to help students to understand the grammar focus．For example:Then get the students to look at the box．Teach students to read the three forms of each verbs first．Then ask several students to read the verbs to the class to see if they can read．Write the verbs on the blackboard．Ask the students to make sentences correctly using each form of the verbs in the box．For example:I usually get up at 6:30．I got up at 5:30 yesterday．By the time I got up, my sister had already gotten in the shower．Tell the students when we talk about the first thing that happened．We use had plus a past participle （had gotten）and when we talk about the second thing that happened, we use the simple past tense （got up）．Ask some to read their sentences to the class．Ask the students to make their own lists of other verbs used in this unit．Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section．The lists have to include these verbs; leave, walk, start, oversleep, ring, be．Check the answers．Some sample sentences with the three verb forms1．I got up at 6:30 every day．I got up at 6:00 yesterday．By the time I got up, my sister had already gotten in the shower．2．We usually go to school at 7:30．We went to school at 8:30 yesterday．By the time we got to the classroom,the students had gone to the chemistry lab．3．My father leaves home at 8:30．He left home at 9:30 this morning．When my father went outside, the bus had left．4．The teacher often starts teaching at 9:00．The teacher started teaching at 8:30 the day before yesterday．When Tina got to class, the teacher had already started teaching．The three forms of the verbs used in this unit:Leave left leftWalk walked walkedstart started startedoversleep overslept oversleptring rang rungbe was/were beenStep ⅥSummarySay, In this class, we’ve done much listening and writing practice with target language．We’ve also done some oral practice in pairs．And we’ve discussed the Grammar Focus of this unit．Step ⅦHomework1．Write down the ending of Tina’s story．2．Make sentences using each form of the verbs below:leave, walk, start, oversleep, ring, be3．Review the Grammar Focus．Step ⅧBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularybell, ring, go off, rush, run off, on time, give sb．a ride, lock, break down（2）Target LanguageBy the time I got there, the bus had already left．By the time I woke up, my father had already gone into the bathroom．2．Ability ObjectsTrain the students’ reading skill with target language．Train the students’ speaking skill with target language．3．Moral ObjectHave you ever done anything carelessly?Share your story with your friends．Ⅱ．Teaching Key Points1．Guide the students to read the article in activity 3a．2．Help the students do the oral practice with the target language．Ⅲ．Teaching Difficult Points1．Help improve the students’ reading skill by Activity 3a．2．Help the students describe what has happened to them with the target language．Ⅳ．Teaching Methods1．Get the main idea by reading．2．Pairwork．Ⅴ．Teaching AidA projectorⅥ．Teaching ProceduresStep ⅠRevision1．Revise what happened to Tina by asking several students to tell the story．2．Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard．3．Check homework by asking one or two to read their own endings of the stroy．4．Check homework by asking some students to read the sentences which they made．5．Ask the students to hand in their homework．Some sample sentences with the verbs used in this unit:1．I leave home at 7:30 every morning．I left home at 8:00 this morning．By the time I got to the airport, the plane had left．2．I walk to school sometimes．I walked to school yesterday afternoon．When I got there, the sick girl had walk away．3．The meeting start at 3:00 every Wednesday afternoon．The meeting started at 3: 30 last Wednesday afternoon．As soon as Mr．Jones got to the meeting room, the meeting had already started．4．Tina seldom oversleeps．Tina overslept this morning．Tina said she had never overslept before．5．The hell rings at 8:10 every morning．The bell rang at 7:10 this morning．When I got to school, the first bell had rung．6．I am here now．I was at home last night．I had been here for 20 years by the end of 2003．Step Ⅱ3aThis activity provides reading and writing practice using the target language．Show the vocabulary on the screen by a project:Point to the words one by one and teach the students to read them．Do it several times．Then ask several students to read the words to see if they can pronounce each word correctly．Ask the whole class to read the instructions together．There is an article in Activity 3a．Your task is to read the story and write the events in the correct order．Have a look at the sample answer on the right of the article before you start．Then let the children complete the work on their own．After a while, ask some students to report their answers to the class．Write the events on the blackboard as they report, putting the events in the correct order．After checking the answers, tell students to read the article again more carefully．Tell them to find out the words or sentences which they can’t understand this time．A few minutes later, let the students ask questions on the words and sentences which they can’t understand．Do some explanation and make sure that the students make everything clear about the article．Then ask the students to read the article aloud．Move around the classroom while they are reading, offering help as needed．Next ask students to pick out the sentences with the Past Perfect Tense．Tell them to underline them and come up with the reason to use the tence．Ask two students to read their answers and explain the sentences．Answers1．alarm clock didn’t go off2．father went to bathroom3．woke up late4．took shower5．had some breakfast6．bus left7．ran to bus stop8．started walking9．got a ride with a friend10．bell ringing11．got to school12．got to classSentences with the Past Perfect Tense in the article:1．…by the time I woke up, my father had already gone into the bathroom and…2．Unfortunately, by the time I got there, the bus had already left．Step Ⅲ3bThis activity provides reading and writing practice using the target language．Call the students’ attention to the photo of the woman sleeping．The girl is sleeping．She may oversleep．How about you?Have you ever overslept?Get a students to answer the question simply, such as Yes, I have．/No, I haven’t．Then ask one student to read the instructions to the class．We can see six questions in the box．You’ll have to read the questions in the box and you have to describe the circumstances in which these things happened．Explain that describe the circumstances means to tell when, where and how the things happened．Ask one student who has ever overslept to answer the first question and describe the circumstance．Help him or her use the Past Perfect Tense to describe the circumstance．Then ask students to read the questions and write their answers in their exercise books．Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description．Move around the classroom providing sentences to the ones who need．Ask several students to share their stories with the class．Correct any mistakes they may make．Let them check the answers in pairs．Step Ⅳ3cThis activity provides listening and speaking practice using the target language．Ask the whole class to read the instructions together．Then call the students’attention to the sample conversation on the right．Ask a pair of the students to read the conversation to the class．Please ask your partner the questions in Activity 3b．Ask more questions if he or she says "Yes"．Ask the students to work in pairs．Encourage them to ask as many questions as they can．As they work, move around the room offering help and answering questions as needed．Ask some pairs to say their conversations to the class．Step ⅥSummarySay, In this class, we’ve learned an article．And we’ve done much practice in reading, listening, speaking and writing．We’ve done much practice with the target language．StepⅦHomework1．Write the answers to the questions in Activity 3b．2．Write a conversation in Activity 3c．Step ⅧBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Fourth PeriodI．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularycostume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up （2）Target LanguageWhen I got there, I found that he had fooled me．After an hour, the other kids showld up, and I realized that my brother had fooled me．By the time I got to match class, I was exhausted because I had stayed up all night studying．I found out that my friend had fooled me．2．Ability Objects（1）Train the students’ writing, listening and speaking skills with the target language．（2）Train the students to use the new vocabulary．3．Moral ObjectHave you ever been fooled on April Fool’sDay? Share your story with your friends．Ⅱ．Teaching Key Points1．Train the students’ listening and speaking skills with target language．2．Teach the students the new vocabulary．Ⅲ．Teaching Difficult Points1．Guide listening and oral practice using the target language．2．Help learn to use the new vocabulary correctly．Ⅳ．Teaching Methods1．Listening2．Pairwork and groupworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise the article in Activity 3a on page 70 by asking several students to read it．2．Dictate the following words and phrases:bell, ring, go off, rush, run off, on time, give sb．a ride lock, break down．3．Check the homework．Step Ⅱ1aThis activity reviews vocabulary, introduces some new vocabulary, and provides writing practice．Read the instructions to the students．Remember to read the sentence in the brackets．Point to the chart with the three headings Nouns, Verbs and Adjectives．Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．Teach the students to read the new vocabulary below:costume, show up, exhausted, embarrassed, empty, fool,April Fool’s DayWrite them on the blackboard or show them on a screen by a projector while teaching．Tell the children the meaning of each word and do a little explanation．Then call the students’ attention to the list of the words on the left．Ask a student to read them and tell the meanings at the same time．Find out the words which the students don’t understand and give some explanation．Please put these words in the correct columns in the chart．Some words can be put in more than one column．Get a student to read the sample answers to the class before they start say, Fool call also be a verb．For example, He fooled me．So it is put in both Column Nouns and Column Verbs．Ask the students to complete the chart on their own．Correct the answers by asking three students to read their answers to the class．AnswersNouns: fool, costume, change, clockVerbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up Adjectives: embarrassed, empty, exhaustedStep Ⅲ1bThis activity provides guided oral practice using the target language．Ask a student to read the instructions to the class．Ask another student to read the example on the right．Work in pairs now．Tell your partner about something that has happened to you recently．Note to use two or more phrases from the list in Activity la．Get tile students to talk in pairs．Move around the classroom checking their work and offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step Ⅳ2aThis activity provides guided listening practice using the target language．Say something about April Fool’s Day to the students like this:Every year on the first of April, Americans do silly things to surprise each other．For example, someone might tell you to go to the teacher’s office to get your new book．But there is no book at all!Call the students’attention to the four pictures．Ask the students what is happening in each picture．Ask four different students to describe the pictures．For example, ‘they can describe Picture 1 like this:A boy was told to take part in a costume party．So he dressed himself up like a monster．But when he got there he found that his friend had fooled him．It wasn’t a costume party．He frightened the others．Read the instructions to the class．You’ll listen to three boys, Dave, Nick and Joe, talking about April Fool’s Day．There is a box under each picture where you can write each boy’s name．Now listen to the tape and write the name of each boy under his picture．I have to tell you there will be one picture without a name under it．Tell them to see the example for Picture c．。

2020-2021学年人教版英语七年级下册Unit10教案

（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解一般现在时态的基本概念。一般现在时态是描述习惯性动作或普遍真理的时态。它是英语学习中的基础时态，非常重要。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了如何用一般现在时态描述日常活动，以及它如何帮助我们表达习惯性的行为。
3.重点难点解析：在讲授过程中，我会特别强调一般现在时态的构成和频率副词的使用这两个重点。对于难点部分，我会通过举例和比较来帮助大家理解。
五、教学反思
在Unit 10《Daily Life》的教学过程中，我注意到了几个值得反思的方面。首先，学生在掌握一般现在时态的疑问句构成上存在一定难度，这说明我在这一部分的教学可能需要更加细致和具体。我考虑在下一节课通过更多实际例句和互动提问，帮助学生更好地理解和运用疑问句。
其次，实践活动中的角色扮演活动，学生们表现得相当积极，这让我感到欣慰。但同时我也注意到，有些学生在口语表达上仍显得不够自信和流畅。为了提高他们的口语能力，我计划在接下来的课程中增加更多类似的活动，鼓励他们多开口说英语，增强信心。
-语法结构在真实语境中的应用：学生需要理解何时使用一般现在时态，并能在真实的交际情境中正确运用。
-阅读理解中的细节抓取：在阅读过程中，学生可能会在理解文章细节和推断作者意图时遇到困难。
-词汇的拼写和用法区分：某些词汇可能拼写相似，但用法不同，如get up与get on，学生需要区分记忆。
在教学过程中，教师应针对以上难点和重点进行有针对性的讲解和练习，通过实例、图表、游戏等多种教学活动，帮助学生透彻理解并掌握这些知识。
2. Section B:继续深化日常活动话题，引入一般现在时态的疑问句和否定句。
-学习疑问词：What time, How often。

七年级英语下册第十单元教案 (3)

七年级英语下册第十单元教案
语法课
请上牛肉西红柿面。

What size bowl of noodles would he like? 他要多大碗
的面条呢？
size是名词，可以表示物品
的大小、尺寸、号码等。

What size ...? 常用来询问大小，
意思是“多大的……”、“多
大尺寸的”、“什么号码的”
等。

Step 3 SectionA -3a,3b 1. 教师在黑板上画一个钟，时
间指向6：30，教师说：
Wow! It’s6: 30. It’s
time for dinner. I’m
hungry! I’d like potato
and beef noodles. What
kind noodles would you
like for dinner?
2. 一个学生回答完之后，让其
他学生像这样做连锁问答：
What kind noodles would
you like? I’d like…nood
les.
1.学生回答
问题
2.看课文，阅
读问题和回
答，将问题和
回答匹配。

3. 两人一组
做课文对话
表演。

4. 分小组表
演在餐馆点
面的小剧本
不同方式交互
使用，充分调动
学生积极性，自
编对话并表演，
为学生创造练
习口语的机会。

七年级英语下册Unit 10教案人教新目标版3

精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit 10 I’d like some noodles一、教学目标1.学习would like的用法2.学会使用询问和表达面条的种类以及各种尺寸的大小。

二．教学重点1)would like的用法。

2)句型的操练。

3) 名词的可数与不可数。

三．教学难点1) would like的用法。

2) 如何灵活的运用本单元的重点句型以及名词。

四、教学时间及安排：第1课时：Section A 1a-2b 第2课时：Section A 3-Section A 4 第3课时：Section B la-Section B 2C 第4课时：Section B 3a--Self checkPeriod 1 (Section A 1a—2b)Language goalTo order food. To ask for and give personal information.To write the ir own ad for foods.Teaching proceduresStep 1 Presentation1、Look at the picture . Please answer the questions below1）Can you see three bowls? 2）What are in them?3）Do you like noodles? 4）Can you find the differences among the three bowls of noodles?5） What size bowl of noodles would you like -----small, medium, or large? 6）Look at the sign ____Special 1,Special2,Special3.And understand their meanings.2、Look at the numbered list of ingredients .Read and repeat.3、Ask students to match each word with the foods.4、Ch eck the answers.Step 2 Listening1、Look at the three bowls of noodles. Ask: What ingredients are in these noodles?2、Play the recording the first time .Students only listen.3、Play the recording a second time.4、Correct the answers.Step3 Practice1、Read the conversation in the picture in 1a.2、Ask students to work in pairs. One person is the waiter, the other one is the customer.3、Perform the conversation in front of the classroom.Step4 Listening1、Look at the food in the picture in 2a and name each one.2、Read the numbered list of words.3、Say, you will hear a conversation. The people will talk about some of the foods, but they will not talk about others. Please check the names of the food you hear below.4、Play the recording a second time.5、Correct the answers.Step5 Listening1、Read the conversation in 2b. Point to the blank lines .Say ,listen again and fill in the blanks now.2、Check the answers.Step6 Practice1、Read the conversation in 2c yourselves.2、Work in pairs. Each student can be both the waiter and the customer. Say what you really like with your noodles.Step7 HomeworkCopy the new words. Do Exercises 1 and 2.教学后记：Period 2 (Section A 3-Section A 4)aimsTo order food. To ask for and give personal information.To write their own ad for foods.Language goalI’d like some noodles.What kind of noodles would you/he/she/they like?I’d/He’d/She’d/They’d like beef noodles.What size bowl of noodles would you/he/she/they like?Teaching proceduresStep One: Revision1 Revise the food words.2 Revise: What kind of noodles would you like? I’d like …Wha t size bowl of noodles would you like? I’d like…Step Two: Practice1 L ook at the picture .What’re they doing in 3a?2 Read all the questions yourselves and all the answers yourselves.3 Now please match each question with an answer. The first one is done as a sample.4 Check the answers.Step Three: Practice1 Read the conversation again in 3a.2 Now make your own conversation. Student A asks the questions from activity 3a. Student B gives true answers.3 Perform their dialogue for the class.Step Four: Game1 Look at the four different bowl of noodles on the table. Ask: What ingredients are in it ?2 Divide the students into groups of four. Ask and answer.3 Find out the most popular noodles in each group and report.Step5 HomeworkReview the phrases.教学后记：Period 3 (Section B: la-Section B: 2C)Step 1 Revision1. Revise the food words.2. Revise: What kind of noodles would you like? I’d like…Step 2 Presentation1. Look at the food on the table. Can you name them?2. Read the numbered list of words in 1a and repeat.3. Ask students to match each word with a picture. Write the letter of each food picture in the blank in front of the correct word.4 Check the answers.Step 3 Circling1 Read again the food on the table in 1a.2 Please circle the things you like and put an X in front of the things you don’t like.3 Read the dialogue on the right in 1b.4 Work in pairs . Tell each other what you like and don’t like.Step 4 Listening1 Read the eight words again in 1a.2 Say, you will hear a conversation. A boy is ordering food from a restaurant. As you listen, please circle each of the words in 1a that you hear.3 Play the recording the first time, students only listen.4 Play the recording a second time.5 Correct the answers.Step 5 Listening1 Look at the order from on Page 82. What information does it ask for ?2 Listen again . Please write down the information on the order form.3 Correct the answers.Step 6 Practice1 Look at the order form on Page 83.2 Work in pairs. Student A, you work in the House of Dumplings. Ask student B questions and fill out the order form.Step 7 Completing1 Read the list of words in 3a.2 Read the newspaper ad, and fill in the blank lines.3 Check the answers.Step 8 Practice1 Read the ad. Say, write a word in each blank.2 Check the answers.Step 9 Writing1 Look back at the ad .2 Now please write your own ad. You can use some of the sentences from activity 3a. But please use your own types of dumplings and choose different drinks. You can also change the prices.3 Read your ad for the class.Step 10 Practice1 Read your partner’s ad. Notice the kinds of food and prices. Then order food from your partner.2 Work in pairs and take turns ordering food and drink from their partner’s ad. Step 11 HomeworkCopy the words and phrases. Do exercises 3 in the Exercise Book.教学反思；______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____Period 4 (Section B: 3a--Self check)Te aching aims:Ss can use the present progressive tense to describe the pictures.Ss can ask and answer questions about the picture fluently.Language pointsTo use the following sentences: Here is a photo / pictu re of my family. I’m with my sister Gina.Thank you for your letter and the photos. To learn the following phrases.Thank you for sth. / doing sth. be withTeaching difficultiesHow to write the sentences about the present progressive tense correctly. Teaching steps1.warming-up and revision(1)The teacher asks Ss some questions.T: Hello, how are you? S1: I’m great. Than k you.T: How is your father? S1: He is very well.T: Where is your father? S1: He is at the mall.T: What is he doing? S1: He is shopping.T: Is your father shopping now? S2: No, he isn’t. He is watching TV.T: Where is he watching TV? S2: He is watching TV at home.(2) Show some pi ctures, let Ss ask and answer the questions in pairs.S1: Look! What is she doing? S2: She is reading a book.S1: Where is she reading a book? S2: She is reading a book under a tree.2. Work on 3a.Show the pictures of 3a and let Ss say it one by one.S1: He is playing basketball.S2: The girl is doing homework.Let Ss work in pairs, ask and answer about the photos like this.A: What is Mike doing in Photo 1? B: He is playing basketball.A: Is he playing basketball at school? B: Yes, he is.3.WritingShow the pictures to the Ss and let Ss finish the sentences, then check the answers.4.Group workT: Now take out your photos or pictures, please work in fours and tell your partners about your pictures or photos. I’ll give you two minutes to practice it.T: At this ti me I’ll ask several students to say something about your photos. 5. PracticeSs write the sentences in their exercise books, the teacher walks around the class and see if the Ss can write the sentences correctly. Give Ss some help if necessary. The teacher collects some pictures and sentences, shows them to the Ss and checks the answers.6. Fill in the blanks.Show the picture of 3b, let Ss say the picture like this:7. Homework.Review the words and phrases.教学后记：。

七年级英语下册Unit10第三课时同步说课稿(人教版)

（1）一般过去时标志性词语的运用。
（2）在实际语境中灵活运用一般过去时。
（3）培养学生运用英语进行实际交际的能力。
二、学情分析导
（一）学生特点
面对七年级的学生，他们正处于青春期初期，好奇心强，求知欲旺盛。他们开始形成自己的兴趣和价值观，对于新鲜事物充满探索欲。在认知水平上，他们已经具备了一定的逻辑思维能力和语言表达能力，但对于英语这一第二语言的掌握程度参差不齐。在学习习惯上，部分学生可能还保持着良好的学习习惯，但也有部分学生可能存在拖延、注意力不集中等问题。此外，他们对英语学习的兴趣因个人背景、学习经历等因素而异，因此在教学过程中需要关注学生的个体差异，激发他们的学习兴趣。
（二）新知讲授
在新知讲授阶段，我会采取循序渐进的方式，逐步呈现一般过去时的知识点。首先，我会复习一般现在时的构成和用法，让学生回顾过去时和现在时的区别。然后，我会介绍一般过去时的构成，如“主语+动词过去式”，并通过例句展示如何正确运用一般过去时描述过去发生的动作或状态。接下来，我会引入一般过去时的标志性词语，如“yesterday, last week, in 2010”等，并解释它们在句子中的作用。最后，我会通过实际语境举例，让学生在实践中理解和运用一般过去时。
（二）一定的基础英语知识，如掌握一定数量的词汇和基本的语法规则。此外，他们需要能够正确运用一般现在时，因为一般过去时与一般现在时在用法上有相似之处。可能存在的学习障碍包括：1.对一般过去时的理解和运用；2.对标志性词语的识别和运用；3.在实际语境中灵活运用一般过去时进行交际。针对这些障碍，需要采取有针对性的教学策略。
（三）教学重难点
1.教学重点：
（1）一般过去时的构成：主语+动词过去式。
（2）一般过去时的基本用法：描述过去发生的动作或状态。

七年级英语下册(人教版)Unit10第3课时(SectionB1a1d)教学设计

1.针对学生英语听力水平参差不齐的现状，教师应适当调整听力材料的难度，设计不同层次的听力任务，使学生在完成任务的过程中逐步提高听力水平。
2.在口语表达方面，部分学生存在胆怯、紧张的情绪，教师应鼓励学生积极参与课堂活动，创造轻松愉快的课堂氛围，帮助学生树立自信。
3.学生在词汇运用方面，对动词过去式的掌握不够熟练。教师应通过丰富的教学活动，引导学生反复练习，巩固所学词汇。
3.互动教学，提高口语表达能力：采用角色扮演、小组讨论等形式，让学生在实际语境中运用一般过去时进行口语表达。教师应及时纠正学生的语法错误，并给予积极的评价，提高他们的自信心。
4.巩固拓展，掌握语法知识：通过课后作业、语法练习等形式，帮助学生巩固所学知识。同时，设计一些拓展活动，如编写小故事、讲述过去经历等，让学生在实际运用中掌握一般过去时和动词过去式。
4.针对学生的个体差异，教师应关注每一个学生的成长，充分调动他们的学习积极性，使他们在原有基础上得到提高。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于学生对一般过去时的掌握，以及相关动词过去式的运用。此外，对听力材料中关键信息的提取和理解也是教学的重点。
2.难点：学生在实际语境中运用一般过去时进行口语表达，以及正确使用动词过去式。
5.关注个体差异，实施差异化教学：针对不同学生的学习需求，制定个性化的教学计划。对于学习困难的学生，给予更多的关注和指导，帮助他们克服困难；对于优秀生，适当提高要求，培养他们的自主学习能力。
6.评价与反馈：采用多元化的评价方式，如小组评价、自我评价、教师评价等，全面了解学生的学习情况。及时给予学生反馈，指导他们改进学习方法，提高学习效果。
3.提问学生：“Do you like traveling? Have you ever had an interesting or amazing experience when you were traveling?”，让学生分享自己的旅游经历，为新课的学习营造轻松愉快的氛围。

新人教版七年级下册英语 Unit 10 第3课时教案(教学设计)

Unit 10 I’d like some noodles.
Section B (1a —2c)
1. 通过进行听、说的训练, 来提高学生们综合运用所学知识的能力。

2. 通过读、写的训练, 来让学生们能真正在实际活动中运用所学的知识。

听力训练与阅读训练。

1. Remember the new words and expressions in this period.
2. 用下列词汇造句:
①around the world② in different countries③ the number of④ blow out⑤in one go⑥ come true⑦ get popular⑧ cut up
长期以来受应试教育的影响, 学生的听力水平始终难以提高, 虽然听力测试分数高, 但仍是“聋子”; 写作水平高, 却仍是“哑子”。

因此, 新课标要求教师在课堂上应努力做到让每个学生达到每堂课的听力目标、说的目标。

教师应充分做好课前准备, 熟悉每堂课的听力目标、说的目标; 充分估计学生在听的过程中可能遇到的障碍, 并考虑以何种方式解决; 充分考虑评价方式, 并做好评价记录(教师评价、学生自评)。

人教英语七年级下册第10单元教案优秀教学案例

四、教学内容与过程
（一）导入新课
1.课堂开始时，我通过展示一些食物和饮料的图片，引发学生的兴趣和好奇心，激发他们对本节课主题的兴趣。
2.我向学生提问：“你们最喜欢的食物和饮料是什么？”让学生自由发言，分享他们的喜好，并简要介绍他们喜欢的食物和饮料的特点。
3.接着，我引导学生思考食物和饮料对健康的影响，让学生意识到健康饮食的重要性，为后续学习打下基础。
（四）反思与评价
1.教师引导学生进行自我反思，评估自己的学习效果，帮助学生发现自己的优点和不足，调整学习策略。
2.设计多元化的评价方式，如小组互评、自我评价等，让学生在评价中反思自己的学习过程，提高自我认知和自我调整能力。
3.教师根据学生的表现和反馈，及时调整教学策略和教学内容，以满足学生的学习需求。
4.鼓励学生参与评价过程，培养他们的评价能力和批判性思维。
作为一名特级教师，我深知教学策略的重要性，因此在本节课的教学中，我注重运用情景创设、问题导向、小组合作和反思与评价等教学策略。通过情景创设，我能够激发学生的学习兴趣和动机，提供丰富的语言输入，增强学生的语言感知和理解能力。通过问题导向，我能够引导学生思考和探索食物、饮料和饮食健康之间的关系，培养他们的问题解决能力和批判性思维。通过小组合作，我能够培养学生的团队合作精神和社会交往能力，提高他们的语言运用能力和思维能力。通过反思与评价，我能够帮助学生发现自己的优点和不足，调整学习策略，同时根据学生的表现和反馈，及时调整教学策略和教学内容，以满足学生的学习需求。通过这些教学策略的运用，我期望能够提高学生的综合语言运用能力，培养他们的自主学习能力和问题解决能力，并为他们的未来学习和生活打下坚实的基础。
（二）讲授新知
1.在导入新课之后，我进入本节课的主要内容，讲授食物、饮料和饮食健康相关的词汇和表达方式。

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3Listen again. Please write down the information on the order form.4Correct the answers.
（五）巩固新知
Teacher drawsa cake on the blackboard. Ask: When do we eat it?What else do you eat or do on your birthday?Let them discuss them.Then look at 2b.
三、教学方法：“五步、双重教学法”
四、教具准备：课文录音多媒体使用：无
五、教学过程：
（一）复习旧知
Step 1:Free Talk
1 Revise the food words.
2 Revise: What kind of noodles would you like?I’d like…
二）新课导学
（六）课堂小结
能正确表达自己喜欢和不喜欢旳食品
能够读懂有关生日话题的文章
（七）布置作业
Recite words and phrases.Read the article.
大练习册第三课时
（八）板书设计
Ilike dumplings and fish, butIdon’t like onions.
The number of and a number of的区别。Cut up
1 Look at the food on the table. Can you name them?
2Ask students to match each word with a picture.
3Check the answers.
（三）自学新知
1 Read again the food on the table in 1aand finish1a.
2、能力目标：
1能正确表达自己喜欢和不喜欢旳食品
2能在听力中准确捕捉有用信息并处理信息。
3能够读懂有关生日话题的文章并完成相关的阅读任务
3、情感目标：让学生了解世界各地的人们庆祝生日时不同的饮食文化，开阔了学生的视野。
二、教学重、难点：
1能在听力中准确捕捉有用信息并处理信息。
2能够读懂有关生日话题的文章并完成相关的阅读任务
课题【Unit 10 I’d like some noodles.】
科目【英语】年级【七年级】
课时【Period3】授课教师【】
主备人【蒋丽萍】参备人【何晔、马婧、马月萍、马亮
樊迎春】
一、教学目标：
1、初步掌握语言结构
“I like…and…和Idon’t like…and…”
2能够读懂有关生日话题的文章并完成相关的阅读任务
（九）教学反思
[如何突破重难点]
[你以什么方式激发学】
备注：
2 Work in pairs.Tellthemwhat you like and don’t like.
（四）检测新学
1 Read the eight words again in1a.
2 Play the recording the first time, students only listen.
1 read the article and complete the chart
2 read the article and answer the questions(2c)
3explain some information language points
Ask them to read the article.