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
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
（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.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
七年级英语第11单元说课稿
宁阳二十一中英语教研组张欣
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。
３．学习策略目标：
学生能在一定程度上形成自主学习、有效交际、用英语思维和发表意见的能力，以及搜索、筛选信息的能力。
4．情感态度目标
1）让学生了解各类电视节目，对各类电视节目有筛选性的进行收看。
2）引导学生用得体的语言表达不同程度的喜好,培养发表不同见解的能力。
3）通过小组合作、调查等活动来培养学生合作与共享的学习习惯。
二、说学情学生对于看过的各类电视节目，对各类电视节目有筛选性的进行收看。
然后根据要求发表信息，达到语言表达流利，说法得当之目的。
三说教学重点和难点
教学重点和难点
教学重点：
1）词汇：soap, soap opera, situation, sitcom, nothing, ha, stand, mind, king, How about…?, in fact, culture, host, agree, sunglasses, key ring, belt, wallet, fashion, said, article, put, idea, colorful 2）句型结构：What do you think of soap operas? I can’t stand them. I don’t mind .I don，t, either. I do ,too.
教学难点：
掌握运用love, like, don’t like, can’t stand, don’t mind 恰当表达对有关事物的观点和态度。
四说教学方法和学习策略
1.教法：
（1）情景交际教学法：本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实情境，引导学生在运用中学习语言，然后在学习新的语言知识后创造性地运用语言。
（2）任务型教学法：设计多种任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，进行探究学习。
2.学习策略：
（1）通过表演、猜词、记忆等一系列比赛，让学生巩固所学语言知识。
（2）在与同学合作完成任务的活动中主动探究和学习语言。
五、教学安排
1、课时部分环节设计思路
PERIOD 1：SECTION A
☆创设情景，以旧引新:Play a popular TV show and let them enjoy it.
T: Do you like watching TV?
S: Y es. I like them very much..
T: What kinds of TV shows do you know?
S: (T helps) talk shows, sports shows, game shows, sitcoms, soap operas, news, ads.
在这一过程中，边教新词，边放相应的电视节目，让学生更直观、形象的理解各类电视节目。
1a Match the TV shows with the pictures.
MA TCH的活动往往让学生觉得过于平淡，缺乏兴趣。
所以在完成这一任务时，我利用多媒体，选取了学生生活中最感兴趣的电视节目呈献给他们。
然后以GUESSING GAME的形式，用描述，猜出节目类型的方式进行巩固，（课前分好A 与B）比只是看图搭配更有乐趣，同时锻炼了学生根据直观形象进行准确恰当描述的能力，以及学生对于抽象描述的判断能力。
Guessing game（可用各种不同的计时方式）陈述TV shows的情景，如：1．A man is playing basketball.(sports show)
2．A funny show. The people on TV do or say things that make TV watchers laugh.(sitcom)
1c PAIRWORK
☆创设真实的语言情景，拉近与学生的距离
教师讲关于自己对各类电视节目不同程度的喜好，老师先做example通过体态、夸张的语言来突出love, like, don’t like, don't mind, can’t stand 这几个词所表达的不同喜好程度，让学生再次直观的体验其情感态度，再引导学生相互问答组成小对话。
这一环节是对本堂课所学词汇和句型的巩固。
在课本的教学要求中，只要表达喜好就可以了，但是，考虑到实际的交际需求以及对之前学习的巩固，在对话练习中，我要求学生必须要给出自己的理由。
而且，如果只机械地pair work, 学生会感到单调乏味,没有激情,所以可采取比赛机制，让学生在pair work 中一定要用语言体现出喜好的程度，根据学生不同的表演能力给予不同的加分。
这样可以激发学生的学习热情，学生运用、巩固知识的活动也在表演中达到了高潮。
2a & 2b LISTEN
在听录音跟读时，请学生在书本上标出重读与升降调，以便更好地模仿朗读。
2c Practice in pairs内容主要是对2b的练习，这一环节目的是培养学生用英语对电视节目中的人物进行评价，为了调动学生的积极性，下一环节就要让学生脱离课本，enjoy a short play:灰姑娘。
进而让学生对灰姑娘、继母及继母的两个女儿进行评价，进行真实的情感交流。
HOMEWORK:在作业的设计上，我考虑到下节课要学习部分中央台电视节目的名称，因此，
要求学生在课后就利用电脑，报纸等媒介工具完成课前参与。
除此之外，象SOAP OPERA等名称的来历都有着其特殊的社会历史背景和一定的文化内涵，因此还鼓励学生带着好奇心，主动和积极地去寻求和学习这些重要又有趣的文化知识，这既是新知识的学习，更是兴趣的激发。
Homework：在作业设计中，采用了备战辩论赛的形式，给出了有一定争议性的话题Playing computer games is good for us! 请学生自己选择正方或是反方，并且收集和整理支持自己观点的素材。
在这一过程中，学生巨大的学习潜能被激发了，因为人人都想要张扬自我，并期待认可。
所以，有部分学生会在课堂外获取新的知识，达到了课外有效学习的体验。
而这一次作业的成果展示更是一次学生心理的洞悉和德育教育的渗透，可以帮助学生树立正确的人生观和价值观，比起单纯的说教更具说服力。
现代的英语课堂应是一个能向学生提供这样一个学习环境，即：它能使学生获得更多的直接使用语言的场合和机会，努力为学会创设活动情境，诱发学生的好奇心，鼓励学生大胆参与，使学生"沉浸"于使用语言的环境之中，进行有意义的交际。
在教学过程中，学生是主体，我们是呈现者；组织指挥者。
通过合作探究学习来激发学生求真、探索的潜能，使学生用心去体验集体的力量，去感悟合作的无穷魅力，在任务活动中体验合作成功的快乐，体验实现自我价值的幸福。
以上是自己的说课材料，不妥之处难免，望。