人教版七年级英语上册Unit_7_A_说课稿

人教版七年级英语上册Unit_7_A_说课稿（精选6篇）

篇1：人教版七年级英语上册Unit_7_A_说课稿

Unit7 How much are these pants?

Section A说课稿

各位老师，大家好，今天我说课的内容是人教版七年级上册Unit 7 How much are these pants ? Section A第一课时。现在我从教材内容分析、教学重、难点及教法、学法和教学过程进行如下具体阐述:

一、说教材（地位和作用）

本节课教材内容围绕着询问价格展开，内容比较贴近学生的日常生活，易于激发学生的学习兴趣。Section A在本单元中起着总领下文的关键作用。在本节课中通过谈论衣物，让学生在学会谈论物品及其颜色的同时，掌握用how much…句型来询问价格，学会感谢他人。同时让学生能够利用简单的英语进行购物，为下节课谈论对服装的喜好做铺垫。通过本节课的教学，进一步培养学生运用英语的能力，使学生体会到学习英语的快乐。

二、说教学目标：

[知识与技能］

(1)掌握表示服装的词汇。

(2)掌握如何询问物品价格。

[过程与方法]

(1)给学生创设一个生活化的情景，培养学生的语言交流的能力。

(2)利用已学语言技能呈现信息，发表观点交流思想，开展合作。

[情感态度与价值观]

(1)树立正确的消费观念。

(2)知道人民币与美元的差别，了解中西方的文化差异。

三、说教学重、难点

教学重点：

让学生学会谈论衣物，并在活动中运用单词：socks, sweater, trouses, ject, skirt, dollar；句型:(1)、How much is this T-shirt?(2)、How much are these socks?

教学难点：

我把名词单复数的应用和如何在现实生活中询问东西的价格确定为本节课的难点。为了突破难点，教学中利用了大量的图片、资料，给学生提供非常直观的感性认识.突破：通过真实的情景激发学生的兴趣，反复练习加深印象，再循环记忆达到最终目标。

四、说学情分析

七年级学生精力旺盛，求知欲强，乐于表现自己，以前学过一些服装的名称和颜色，也学过1至10的数字，这些都为开展这节课创造了较好的条件。

五、说教法和学法

我采用了任务型教学法、情景交际教学法、循序渐进法及听说法，努力做到教法与学法的最优组合。

学生对生活中购物等比较熟悉又特感兴趣。根据学习目标要求，学生学习主要采用的方法是归纳总结法。在教师的指引下，让学生在动中学，有目标地去实践。对学生进行综合语言技能的训练，提高学生的语言运用能力。

六、说教学环节

1.导入（Lead-in）

通过英语歌曲“English Number Song”进行新课导入。询问1-10数字引出本课话题How much are these pants?吸引了学生的兴趣与注意力，为下面教授有关服装的新单词及价钱的问答作教学铺垫。

2.呈现(Presentation)（1）通过出示bag ,hat ,T-shirt, shoes这些实物的图片，采用以下这些句型①What is∕are this ∕these ? ②、What is the color? ③、Which one do you like?来复习这些已学过的单词。

（2）通过PPT展示 socks、shorts、sweater、trousers、jacket、skirt的图片，教授新单词。

（2）选用新单词中的一个单数名词sweater和一个复数名词socks学习新句型How much is this sweater? 和How much are these socks? 强调“is”，“are”的用法。

（3）游戏:通过PPT继续学习新单词shorts、trousers、jacket、skirt，并且让学生猜图片上衣服的价格，让学生进行购物联系。

（4）小组活动：练习所学的新单词及新句型。

3、听力（Listening）：1b

（1）让学生单纯的听听力。（2）听并且作答。

（3）学生自行检查答案。

（4）检查答案。训练了学生听的能力，巩固目标语言，加强了词汇和句型的理解和记忆。

4.总结（Summery）

（1）小结本课

（2）情感教育：节约钱财，合理消费。5．板书设计（Blackboard Design）

我的板书设计是:

Unit7 How much are these pants?-----How much is this sweater?-----It is eight dollars.-----How much are these socks?-----They are five dollars.6.布置作业（Homework）

总之，通过本节课的学习，不仅使学生掌握购物的知识，更要达到英语是用来交际的最终目的。同时使学生养成节约用钱的生活习惯，理解尊重父母，感谢母恩及提高他们的审美能力，最终达到教育学生的教育目的。

谢谢！

篇2：人教版七年级英语上册Unit_7_A_说课稿

一、说教材

（一）、教材分析

本课是人教版新目标英语七年级上册第四单元的第一节课时。本单元的话题是谈论物品的位置。通过单元学习，要求学生在掌握物品名称的基础上用方位介词熟练地表达物品的位置，并能对where问句进行提问并回答。本课SectionA分为两部分，第一部分主要围绕物品名称及位置进行思维(1a)、听力(1b)、会话(1c)三方面对Where’s / Where are„?句型进行训练。第二部分是通过谈论位置展开听力（2a—2b）、会话（2c）训练。我根据教材特点，将一些内容进行整合，把1b、2a和2b合起来训练学生的听力，1c和2c合起来训练学生的口头表达能力，让学生系统地学好本课的目标语言。

（二）、教学目标

根据英语新课标，教材大纲的要求和学情(学生对感兴趣的话题较愿意表达)确立教学目标如下：

1、知识目标

（1）、掌握本课的重点词汇。

chair, sofa, table,bed,dresser,drawer,plant,bookcase, where under, on, they.（2）、掌握并灵活运用重点句型。

Where’s the backpack? It’s under the table.Where are the books? They are on the sofa.（3）、掌握方位介词in , on , under的用法。

2、能力目标

（1）、学会描述物品的位置，并能就物品位置进行提问和回答。

（2）、能对方位介词in,on,under加以灵活运用。

（3）、培养学生的语言运用能力和绘画能力。

3、情感目标

培养学生学习英语的兴趣，乐于参与课堂活动的积极情感。

（三）、教学重点和难点

根据本课在教材中所处的地位和作用，我确立本课的重难点如下：

1、重点：学习掌握用Where’s /Where are„?句型询问物品的位置和运用方位介词in、on、under描述物品所在的位置。

2、难点：能够准确运用方位介词in/on/under描述物品所在的位置。

（四）、学情分析

初中学生的抽象思维能力较低，形象思维能力强，但注意力容易分散。因此，在教学过程中我精心设计各种游戏活动；给学生展示丰富多彩的画面，从而增强学生的兴趣和唤起他们的学习注意力，进而充分调动学生的学习积极性和主动性。

二、说教法

为了达到本课的教学目标，更好地突出重点、突破难点，根据英语新课标的要求并结合教学内容。我主要采用的教学法是：

1、情景交际法：课堂教学以情景交际法为主，尽量给学生以足够的听说读的机会。本课我利用课件展示一些图片为学生创设真实的语境，让学生在真实或模拟真实的情境中感知语言，体会语言，掌握语言的应用，同时，在学生运用语言过程中学会和他人进行交际。

2、游戏法：本课我为学生设计了快速说单词和接龙游戏，启发学生的思维，激发学生学习英语的兴趣，让学生大胆地参与游戏活动，巩固已学知识。

3、听说法：通过听录音，pairwork巩固句型，加强听说训练。

4、任务型教学法：在本课教学中，我设计了表演，评价等贴近学生实际的任务活动，吸引和组织学生积极参与，使学生通过观察、思考、讨论交流和合作等方式完成任务，体验成功带来的乐趣。

5、多媒体辅助教学法：我将本课所需的图片，录音和文字用多媒体展示，使抽象的语言变得直观，激发学生学习兴趣。为学生运用英语进行交流创设情境，实现师生互动，生生互动和人机互动的多向交流。

三、说学法

本课我主要遵循“教为主导，学为主体，练为主线”的教学思想对学生进行学法指导。我让学生观察课件画面问答问题，引导学生交际，主动练习和实践。在课堂活动中把学生分成两人至四人一组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨，相互合作，从而获得知识技能和情感体验，发展他们的能力，还设计了表演评价等活动，让学生在合作中完成任务，掌握本课所学的重点语言结构，培养了团队精神。

四、说教学过程

Step1.Warming-up（热身）

师生一同复习近平时学过的英语歌曲。

（通过师生共唱英语歌曲使学生逐步热身并能以轻松、自然的状态投入到英语课堂学习中。）

Step2.Lead-in(导入)

1、用课件展示图片教授单词。

chair,sofa ,table,bed,dresser,plant,bookcase,drawer.如：T:What’s this ?（展示图片chair）

Ss:It’s a chair ?

T:What’s this ?（展示图片sofa）

Ss:It’s a sofa.运用同样的方式教授其他的单词，然后在屏幕上呈现这些单词，教师带读单词，最后学生齐读。

chairsofaplantbedtabledresserbookcase2、快速说单词游戏。

在屏幕上用闪现的方式展示图片，学生边看边说，看哪位学生说得又快又准确。表现得最好的那位同学可以得到一份小礼品。（利用游戏的形式，吸引学生的学习兴趣，同时可以强化学生说和读单词的能力。）

3、利用课件展示不同位置的图片引出方位介词in/on/under和

Where’s /where are ? 句型。如：展示一个书包在桌子下面、一个棒球在梳妆台上和抽屉里。

T:Where’s the backpack?Ss:It’s under the table?(引导学生回答)

T: Where’s the baseball ?Ss: It’s on the dresser.T: Where’s the baseball?Ss: It’s in the drawer.然后展示几本书在沙发上和几个铅笔盒在椅子下，引出复数句型。

Where are …? They’re …?

T:Where are the books ?Ss:They’re on the sofa ?(引导学生回答)

T: Where are the pencil cases?Ss:They’ re under the chair.接着在屏幕上呈现句型，让学生对比这两个单复数句型的用法。Where’s the backpack?It’s under the table.Where are the books?They’re on the sofa.4、学生看屏幕上的图片用句型Where’s / Where are„?相互问答。（通过师生相互问答引出本课的句型，使学生初步了解本课的语言目标，师生的问答及学生的练习，体现了师生互动和生生互动的教学理念。）

5、接龙游戏。

让每位学生拿出一张纸画出一件物品及物品的位置，然后学生以小组为单位用Where’s /are„?句型依次进行提问，看哪组同学完成得最快，完成得最快的小组获胜。（通过接龙游戏这项活动来巩固本课的语言目标，采取竞赛的形式寓教于乐，不仅让学生全神贯注，又能调动学生的学习热情。）

Step3 presentation（呈现）

用课件展示1a中的画面，让学生观察，然后将单词与图中物品进行匹配，接着全班一起核对答案。（通过课件展示丰富多彩的画面，不仅给学生创设了语言情境，让学生在观察、思考中了解本课的目标语言，避免了枯燥乏味的说教，激发了学生的学习兴趣，让学生在轻松好奇的氛围中学习。）

Step 4 Listening(1b、2a和2b)

说明听力要求，学生听录音完成听力练习（学生看图听音、冲击视觉和听觉系统，加强了学生对本课语言目标的印象，加快接受速度，培养学生从图中或文中搜索信息、处理信息的能力和听力能力。）

Step 5 Practice(1c ,2c)

学生两人一组看图；仿照1c、2c里的对话进行问答练习，然后编写自己的对话，叫几组同学在班上表演他们的对话。（这项活动，让学生再次熟悉本课的语言结构，加深对文中内容的理解，培养学生的口头表达能力，开发学生的创造性思维，体现了本课的重点。）

Step 6任务扩展

在屏幕上展示一间房间的画面，学生四人一小组观察房间2分钟，记住房间里有什么东西，这些东西在哪里，然后各组选派代表做汇报，看哪组记的东西多。如：学生可以运用这种形式描述物品的位置。The book is on the chair.（以上的讨论表演活动，让学生运用所学内容，既巩固了本课的语言目标，又开拓了学生的思维，达到培养学生综合运用语言的能力，符合新课标倡导的“在用中学，学以致用”的教学理念。同时，引进竞争机制，培养自主学习的能力和合作能力。）

Step 7 总结

在屏幕上呈现本课所学的重点词汇和句型、让学生自己归纳，然后教师再做总结归纳。

Step

8、作业布置

设计自己理想中的房间，把它画出来，并向同伴描绘自己的房间。

五、说板书设计

Unit 4Where’s my backpack ?

Section A(1a---2c)

chair

sofa

plantWhere’s my backpack?

bed

tableIt’s under the table.dresser

bookcaseWhere are the books?

where

onThey’re on the sofa.under

they

篇3：人教版七年级英语上册Unit_7_A_说课稿

关键词：教学设计；小学英语；新课程标准思想

G434；G623.31

在PEP四年级上册Unit_3_MY_Friends教学设计中，为了提高教学设计的指导性，既要保证教学设计贴合学生的年龄特点，同时也要满足课堂教学的实际需要，使教学设计能够成为做好课堂教学的重要指导。与此同时，通过对PEP四年级上册Unit_3_MY_Friends教学设计的分析，可以看出小学英语新课程标准思想对教学设计产生的影响，并在教学设计中积极融入小学英语新课程标准思想，提高教学设计的完整性和有效性，更好的为小学英语课堂教学服务，提高小学英语课堂教学质量。

一、PEP四年级上册Unit_3_MY_Friends教学设计的主要内容

1、教学目标

a. 能听、说、认读 friends， long/short hair， strong， thin 等单词和词组。

b. 能听懂、会说 I have a friend. He / She is ... He / She has ... 并能在实际情景中运用。

c. 学会用适当的形容词描述身边的同学、朋友等。

2、教学重难点

a.学习、掌握词汇、词组，并能熟练运用。

b. 借助图片、体态语等帮助学生理解词句。

3、教学过程

课前 Sing a song.

T： Do you want to be my friend？

（在歌声中进入英语课堂学习，轻松愉快。）

Step 1. Revision/Warm-up

a.Greetings！

通过教师的自我介绍和 Greeting 与学生交朋友，拉近师生间的距离。带领全部挥挥手，拍拍手，活跃气氛，调动学生学习的积极性。同时教学了 friends，明确了主题。

b. 板书

在板书中，将课堂教学的主要内容和知识点全面的展示出来，按照知识点逐条教学。

从PEP四年级上册Unit_3_MY_Friends教学设计的主要内容来看，条理相对清晰，教学目标也比较明确。在教学设计中涵盖了教学目标、教学重难点、教学过程等内容。基本满足了英语课堂教学的实际需要，对提高英语课堂教学质量和落实英语教学目标有着重要作用。同时，也使小学英语课堂教学能够突出重点，贴合学生的特点，做到根据学生的思维特点采取有针对性的教学。使得教学设计的作用得以充分的发挥。结合小学英语教学实际，教学设计对课堂教学具有一定的指导性，教学设计的完善性关系到课堂教学的质量，做好教学设计的编制并在教学设计中融入更多的新思想和新标准，对于提高教学设计的编制质量和做好课堂教学意义重大。

二、PEP四年级上册Unit_3_MY_Friends教学设计中小学英语新课程标准的体现

在PEP四年级上册Unit_3_MY_Friends教学设计中，明确了教学目标和教学重难点，并且对具体的教学过程进行了概括，其中小学英语新课程标准也得到了体现，具体表现在以下几个方面：

1.教学目标体现了对学生英语语言运用能力的培养

在教学设计中教学目标的制定，每一项教学目标都与学生英语语言运用能力有关，重点在于考察学生的英语语言运用能力，将学生英语语言运用能力作为培养的主要目标，从三个方面进行了考量。主要为：听说读能力、单词运用能力、细节描述能力。这几项教学目标，与小学英语新课程标准中的要求是一致的。

2.教学重难点突出了对学生综合能力的培养

在教学设计中对于教学重难点的划分也突出了对学生综合能力的培养，其中教学重难点确定为学生学习单词和运用单词的能力，以及学生根据图画组织英语语言的能力。这两项能力是小学英语课堂教学中需要重点教学的内容。在教学设计中得以涵盖，既体现了教学设计的严肃性，同时也与小学英语新课程标准要求相对应。

3.教学过程体现了教师与学生的互动

在教学设计中对于教学过程的规定，体现了教师与学生互动的重要性，并在具体的教学环节突出教师对学生的尊重，使教师与学生能够在课堂教学过程中互相尊重，营造良好的教学氛围，能够做到在课堂教学中以学生为教学中心和教学出发点，满足小学英语课堂教学的实际需要。所以，教学设计与小学英语新课程标准联系较为紧密。

三、PEP四年级上册Unit_3_MY_Friends教学设计中小学英语新课程标准思想的融入

基于小学英语PEP四年级上册Unit_3_MY_Friends教學实际，教学设计中涵盖了多方面的内容，不但教学目标明确，教学重难点的划分也科学合理，对于教学过程的规定也符合实际要求。从现有教学设计的编制来看，成功的教学设计与小学英语新课程标准思想的融入有着很大的关系。

1.小学英语新课程标准思想的融入，使教学目标针对性更强

在小学英语新课程标准中，对于教学目标的规定比较详细。融入了新课程标准思想之后，在教学设计的编制过程中注重了教学目标的科学性，使教学设计中的教学目标能够与课堂教学实际相适应，提高教学目标的针对性和有效性，满足课堂教学需要。

2.小学英语新课程标准思想的融入，解决了教学重难点的划分问题

在小学英语课堂教学中，教学重难点的划分是重点内容。如何提高教学重难点的划分质量，对于小学英语课堂教学具有重要作用。小学英语新课程标准思想的融入，使得教学重难点划分更加准确，对课堂教学的开展具有重要作用，能够提高教学重难点划分的准确性。

3.小学英语新课程标准思想的融入，改变了传统的师生关系

在小学英语教学设计中，强调了师生互动的重要性，对降低课堂教学难度和提高课堂教学质量十分重要。从目前教学设计中师生关系的规定来看，小学英语新课程标准思想的融入起到了重要的推动作用。对课堂教学的开展和教学质量的提高具有重要作用。

四、结论

通过本文的分析可知，在PEP四年级上册Unit_3_MY_Friends教学设计中，小学英语新课程标准思想的融入满足了教学设计的需求，提高了教学设计的编制质量，同时也使得教学设计中的教学目标针对性更强，解决了教学重难点的划分问题，同时也改变了传统的师生关系。所以，在教学设计中有效融入新课程标准思想对教学设计的编制具有重要作用。

参考文献：

[1]张敬华；；练习很给力 英语更有趣——冀教版小学英语第四册期末综合训练[J]；河北教育（教学版）；2011年05期

[2]杨国花；；创新无处不在——小学英语中的词汇教学[J]；小学科学（教师论坛）；2011年05期

[3]朱兰萍；；“实”是小学英语课堂活动设计的价值取向[J]；新课程（中）；2011年04期

[4]赵继国；；英语故事教学的实践与思考——以译林版《牛津小学英语》为例[J]；英语新世纪；2011年02期

[5]孙洁；；简笔画在小学英语教学中的妙用[J]；教育实践与研究（A）；2011年07期

篇4：人教版七年级英语上册Unit_7_A_说课稿

一、说教材

1、教学内容

《7的乘法口诀》是小学数学教材人教版二年级上册第六单元乘法口诀部分内容。在前面，学生已经学习了2～6乘法口诀，并知道了乘法口诀是怎样来的，掌握了编制乘法口诀的策略和方法。

2、教学目标

①通过观察、探索，使学生知道7的乘法口诀的形成过程和意义，并初步熟记7的乘法口诀。

②通过教学活动，培养学生观察能力、判断能力、合作交流和语言表达能力。

③让学生体验生活中处处有数学，会用数学知识解决生活中的问题。

3、教学重点和难点

重点：让学生理解7的乘法口诀的形成过程。难点：熟记并利用乘法口诀来解决生活中的实际问题。

二、说学生

二年级学生的思维仍处于形象思维为主的阶段，但已经具备了一定的观察、比较、综合的意识。在兴趣浓厚的状态下，学生有了较强的自信心和强烈的表现欲望。

三、说教学方法、过程 根据教材及学生的特点，主要采用学生自主探究教学方法，通过四个大环节来完成教学：

1、导入

学生按小组摆七巧板，合作交流，尝试编写七的乘法口诀。

2、交流

学生分小组进行汇报，让学生说说发现了什么。

可能发现：

（1）我发现每多摆一个图案就多用1套七巧板；

（2）我发现1个7是7,2个7是14，„„.，7个7是49。根据发现完成乘法口诀，1个7就是1×7=7，也就是一七得七，2个7就是2×7=14，也就是二七十四„„。从而编好口诀。并板书在黑板上。（3）熟记口诀

①老师指着一个图案问：

A、摆两个图案要几块七巧板？是几个7？对应的乘法算式和 口诀是什么？

B、说一说哪个算式可以表示拼4个图案所用的七巧板的块数？所用的乘法口诀是哪一句？

C、“五七三十五”这句口诀表示什么意思？它表示摆几个图案所需七巧板的块数？应该对应哪个算式？对应哪句乘法口诀？

D、哪句口诀能很快算出摆7个图案所需七巧板的块数？应该对应哪一个算式？

E、7的乘法口诀有什么特点？为什么7的乘法口诀每相邻两句的积都相差7? ②开火车游戏熟记口诀

充分抓住学生汇报的契机，让学生说出所思、所想。让学生在彼此的交流中进行知识的互补与沉积。教师可适当进行点拨与引导。通过同桌的讨论与全班的汇报，让学生从不同的角度观察、体会7的乘法口诀的特点，为使用科学的方法记忆口诀作好准备。该部分充分调动学生的主体意识，教师仅起到点拨启发的作用。让学生体会成功的喜悦。并用类似“你发现了什么？” “你想提醒同学们什么？”等语言，让学生感到自己才是学习的主人。在学生运用自己发现的特点去记忆口诀时，就不会在感到枯燥疲惫，而会主 动积极的去记忆，从而达到事半功倍的效果。

3、运用

乘法口诀是我国小学生提高基本计算能力的有趣工具，通过在小说“西游记”、古代诗歌、七巧板、七星瓢虫、一星期几天等环节中的练习，让学生充分运用口诀解决问题，提高学生运用口诀进行计算的熟练度。最后结合生活中的7，让学生感觉到数学的趣味性。

4、总结

今天这节课的学习，大家学会了什么？有什么收获？ 通过总结本节课所学内容，让学生对于所学知识有一个系统的概括，并谈谈收获，让学生提出其他问题，更好地解决了本节课的疑难问题。

四、说板书设计

7的的乘法口诀

1个7 1×7=7 一七得七 2个7相加 2×7=14 二七十四 3个7相加 3×7=21 三七二十一 4个7相加 4×7=28 四七二十八 5个7相加 5×7=35 五七三十五 6个7相加 6×7=42 六七四十二 7个7相加 7×7=49 七七四十九

这样的板书，能够使学生一目了然，而且便于学生记忆。

篇5：人教版七年级英语上册Unit_7_A_说课稿

1.Status and function This lesson is taken from the New Senior English for China Students Book1, published by the People’s Education Press.The topic of this unit is the Earthquake, and we’ve talked about the basic knowledge of it.This lesson is a reading passage.It plays a very important role in English teaching of this unit because we should lay particular emphasis on the students’ reading ability in senior English teaching.2.Aims

1)Aims of knowledge: By the end of the lesson, students will get some basic knowledge about Tangshan earthquake, and will comprehend the passage better.2)Aims of ability:

Use what we have learned to describe what would happen before – during – after the earthquake Improve the reading skill and use English to express one’s ideas

3)Aims of emotion: Learn the bravery of facing the natural calamity from people in Tangshan and we should always hold an optimistic attitude 3.The important and difficult points in this lesson Important points: a)some knowledge about earthquakes b)to improve the students reading ability

Difficult points: using the learned phrases and sentence patterns to express one’s ideas

II.Analysis of the teaching methods and aids: That’s all for my teaching aims.Now let’s focus on the second part, Analysis of the teaching methods and aids.When I deal with this lesson.I’ll do my best to carry out some teaching theories of the new curriculum: taking the students as the host and the teacher subordinate.Carry out task-based learning and cooperative learning.Let the students receive some moral education while they are learning the English language.Teaching aids: A tape recorder, the blackboard and PPT Since it is a reading passage, it is very important to develop the students’ reading ability.I’ll use some reading methods such as preparation for reading,(lead-in)scanning, skimming and intensive reading(in-depth reading or study reading).In class, I’ll try to use encouraging and polite remarks such as “Do you want a go?” “volunteers” “Well done!” “You did a good job!” “Thanks!” and so on.I’ll get the students to have a competition to develop their quick response.I’ll make full use of modern equipment such as the multi-media and tape recorder to make the class more lively and interesting.III.Analysis of the students: The students are in Grade 1.They are still at an age that would like to have competition with others.They have known something about the earthquakes.Some long sentences are difficult for them to understand.So I will help the students in different levels to learn English.Various teaching methods together with the positive anticipating learning methods is the key point, which can arouse students’ interests and cultivate students’ ability effectively.With the clear learning aims, I will make the students learn this lesson with their great interest and powerful motives.IV.Analysis of the teaching process:

Which is the most important parts, Step1.warming up

1）ask the students if they know some natural disaster, and show some pictures of them My purpose is to attract students’ interest Step 2.Lead-in: 1.)show some pictures of Tangshan(before the earthquake)2.)let the students to imagine what would happen after the earthquake(ask some students to speak out their ideas)My purpose here is to let the Ss know what we are going to look at Step3.While reading: in this step I will let the students read the text twice 1.fast reading: scanning & skimming 1.)first tell the students this passage can be divided into three parts and tell them the clue of the story : time order(tell them to pay attention to the first sentences of each para.)2.)read silently to get the structure(after several mins I will discuss the structure with the students)Part 1(para 1)Strange things were happening before the earthquake, but no one took any notice of them Part 2(para 2-3)The earthquake destroyed the city of Tangshan and shocked the people very much Part 3(para 4)The army came to help the survivors, bringing hope for a new life 2.careful reading: intensive reading do the exercise in students’ book in P27 1,2(a competition: divide the Ss into four group, and then the one who stand up fast and give the right answer can get ten marks for his group, the group which gets the highest mark will get a present)

Step3.Consolidation: 1.listen to the tape and read the passage aloud(Play the tape of the passage for the students to listen and then ask them to read it aloud.Tell them to pay attention to the pronunciation, stress and intonation while listening.At the same time they can enjoy the beauty of the English language.And it can prepare the students for the retelling in next step.)2.fill in the blank with proper words 3.retell the story in your words Since the students in the class are in different levels, so first I will let them to fill in the blank to get an expression of the general idea of the text Step4.Post reading － discussion 1.a short video about the 5·12 Wenchuan earthquake 2.pictures of Tangshan and Wenchuan(on the screen)3.discuss: What can we do for the rebuilding of Wenchuan and how can we protect ourselves if an earthquake happens? 4.volunteers optional: show them some pictures of Wenchuan people and tell the Ss: Where there is a life, there is hope Step5.Homework 1.read the text again after class and figure out the meaning of the following complex sentences(so these in class if time allow)

2.write a short paragraph to describe what had happened before – during – after the earthquake using your own words 3.surf the Internet to learn more about how to protect yourself and people if an earthquake happen

V.Blackboard design

Unit 4 Earthquake

A Night the Earth didn’t Sleep

Structure of the whole passage:

Clue of the story: Time order

Before – during – after the earthquake

Part 1(para 1)Strange things were happening before the earthquake, but no one took any notice of them Part 2(para 2-3)The earthquake destroyed the city of Tangshan and shocked the people very much Part 3(para 4)The army came to help the survivors, bringing hope for a new life

Homework for today:

篇6：人教版七年级英语上册Unit_7_A_说课稿

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the

class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task individually or in pairs．

As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．

Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．

Check the answers:

Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．

Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．