unit7英语课堂实录
Unit7It'slate课堂实录
Unit7It'slate课堂实录good afternoon,boys and girls.how are you?well,who is on duty today?(i am)ok,xx is on duty. what is your topic?xx wants to say something about our class.let's listen to him,ok? listen carefully.listen.my classgood afternoon, ladies and gentlemans,my name is xxx,my english name is xx...our class is like a warm family. this time,dick is on duty ,and next class, xxx, you will be on duty. please get ready for it.now, boys and girls.let's have a free talk, please try to say something to fanny.you can ask me some questions,now, who wants to try?hello, fanny, what time do you go to school?good afternoon, how are you? your blouse is very nice.my coat is very nice, thank you , your sweater is nice too.what's the date today?what day is it today?what's the time?oh,let me have a look.i think it's xxx.what's your name?please tell him.what's my name?do you know that?do you like hamburgers?反问学生。
七年级下册英语Unit7It’sraining!《setionA1a-2d》听课记录
2024七年级下册英语Unit 7 It’s raining!《section A 1a-2d》听课记录一、教师行为1.1 导入（Lead-in）•教师展示一系列描绘不同天气的图片，引导学生用简单的英语描述天气状况，如“It’s sunny/rainy/cloudy...”等。
•提问学生：“What’s your favorite weather? Why?” 激发学生的兴趣和参与感。
•简短介绍本单元的主题：“We are going to talk about the weather in this unit. Let’s see what’s happening around the world.”1.2 教学过程（Teaching Procedure）•1a 词汇学习•教师展示1a部分的天气词汇图片，引导学生说出对应的单词，并板书这些单词。
•通过跟读、小组竞赛等方式帮助学生熟悉并记忆这些词汇。
•1b 听力与匹配•教师介绍1b部分的听力任务，即听录音并匹配天气图片与对应的描述。
•播放录音，学生边听边将描述与图片匹配。
•核对答案，并让学生复述录音中的句子，加深对词汇的理解。
•2a-2b 口语练习•教师示范如何使用“What’s the weather like in ...?” 和“It’s ...”的句型询问和描述天气。
•学生两人一组，使用地图或图片，模拟询问不同城市的天气并进行对话练习。
•教师巡视指导，确保学生正确使用目标语言，并鼓励学生自由表达。
•2c 角色扮演•教师给出几个不同城市的名字和相应的天气情况，学生根据提示进行角色扮演，描述自己所在城市的天气和活动。
•学生在全班面前展示他们的对话，其他同学给予反馈和建议。
•2d 听力理解•教师介绍2d部分的听力任务，即听录音并理解对话内容，然后回答相关问题。
•播放录音，学生边听边记录关键信息。
•核对答案，并引导学生总结对话中提到的天气和活动情况。
Unit7(SectionA3a)教学实录2024-2025学年人教版八年级英语上册
Unit 7 （Section A 3a）教学实录 2024-2025学年人教版八年级英语上册一、教学背景授课内容：Unit 7 （Section A 3a）授课年级：八年级教材版本：2024-2025学年人教版八年级英语上册。
本节课通过阅读理解练习，让学生掌握如何描述过去的事件及使用过去时态。
通过学习课文中的对话，培养学生运用过去时态描述过去发生的事情，并在实际交流中运用所学知识。
二、教学目标1. 让学生掌握使用过去时态描述过去事件的基本结构和常用句型。
2. 培养学生通过阅读理解获取信息、分析和归纳能力。
3. 引导学生在小组讨论中运用所学知识，提高英语口语表达和交流能力。
4. 激发学生对英语学习的兴趣，增强自信心，培养自主学习的能力。
三、学习者分析1. 学生已经掌握了基本的英语语法结构和时态，包括一般现在时、一般将来时等，对过去时态有初步的了解。
2. 学生对英语学习表现出一定的兴趣，具备基本的阅读理解能力和简单的口语交流能力。
他们在学习风格上偏好互动和实践，对于情境模拟和小组合作的学习方式较为感兴趣。
3. 学生可能遇到的困难和挑战包括：- 对过去时态的运用不够熟练，容易混淆过去时与其他时态。
- 阅读理解时，可能对长句和复杂句子结构感到困惑。
- 在口语表达时，可能由于词汇量有限，难以准确描述过去的事件。
- 在小组讨论中，可能会因为缺乏自信和表达技巧而影响交流效果。
四、教学资源- 人教版八年级英语上册教材- 多媒体教学设备（投影仪、电脑）- 英语听力材料（音频）- 互动式白板- 小组讨论工作表- 口语练习卡片- 教学PPT- 学生作业本和文具- 英语学习APP（如口语练习软件）五、教学过程设计1. 情境导入（5分钟）内容：通过播放一段与课文话题相关的短视频或动画，如一个关于学生昨天的冒险故事，引发学生的好奇心和兴趣。
视频结束后，教师提出问题：“Can you guess what happened to the students yesterday?”，引导学生预测故事内容，自然引入本节课的主题——使用过去时态描述过去的事件。
三年级英语：Unit 7 It’s nice.第一课时(教学实录)
小学英语标准教材三年级英语：Unit 7 It’s nice.第一课时(教学实录)Learning English is conducive to understanding the customs and culture of othercountries, reading foreign books, etc.学校：______________________班级：______________________科目：______________________教师：______________________--- 专业教学设计系列下载即可用 ---三年级英语：Unit 7 It’s nice.第一课时(教学实录)教学目标：1)能听懂、会说单词a shirt, a blouse, a jacket, a sweater, new, his 和her.2)能听懂、会说look at …及其应答it’s nice/pretty/smart.能用how nice!表达赞美、感叹之意；能用this is …和that’s …介绍物品。
教学重、难点：1）单词a shirt, a blouse, a jacket, a sweater, new和nice.2）日常交际用语：look at his/her … it’ssmart/pretty/nice./how nice! look, this is /that’s his/her …课前准备：图片，录音机等教学过程：step 1 free talk and motivationt： hi, i’m miss han, what’s your name?s1：i’m s1.t：nice to meet you, s1.s1：nice to meet you miss han.t： hello, s2，this is s1.s2：hi，s1.s1：hi，s2.t：good morning，s3.s3：good morning，miss wu.t： how are you？s3：fine thank you， and you？t：i’m fine too.2) practice between ss.step 2 presentation(show the picture of a shirt)t：this is a shirt.ss：learn to say: a shirtteach “a blouse, a jacket, a sweater” in the same way. t：look, this is my jacket.learn to say: ss：look, this is my …t：look, this is his …ss：learn to say: look, this is his …t：look, this is her …ss：learn to say: look, this is her …look at my …do group work.t：look at her sweater，it’s nice!ss：it’s smart/pretty/nice./how nice!do group work.t：look, this is /that’s my t-shirt ss：learn to say: look, that’s …step 3 learn to say1)listen and imitate.2)role-playingstep 4 consolidationaction: look at his /her …ss: it’s smart/pretty/nice./how nice! step 3 assign homework1)listen and read the text.2)prepared another four words.板书设计：unit 7 it’s nice图1图2(a shirt) (a blouse)图3图4(a jacket) (a sweater)课后反思：本节课的话题是围绕“赞美别人的服装”展开的，这个内容牵涉到男女的区别(his/her, smart/pretty），所以教起来难度很大，但经过大量的练习，课上的还是相对顺手的。
四年级下册陕旅版英语课堂实录unit7
研课记录：Unit 7 Be Careful!第一课时教学目标：1. 能听、说、读、写词汇： stop, wait, turn left, trafficlights,cross the street.2. 引导学生完成Part C Look, tick and say 部分的练习教学重点：能听懂、会写、会读、会说stop, wait, turn left, traffic lights,cross the street.教学难点：引导学生完成Part C Look, tick and say 部分的练习教学环节：学习目标（一）出示学习目标：学习“四会”单词：stop, wait, turn left,traffic lights, cross the street.（二）引导学生完成Part C Look, tick and say 部分的练习学生齐读学习目标内容，明确本节课任务。
自主学习（一）温故知新师进教师和学生打招呼，并复习单词 lightT：Hello, boys and girls. Nice to see you！S：Nice to see you too.T：(师指着日光灯)Look, what is that?S：It is a light.（二）新课导入：Part A Warming-up: color the traffic lights（三）互助释疑同桌间一边指着图片，一边读出单词，交流不会读的单词。
（四）探究出招同桌间练习书写，可以互相检查拼写。
展示交流（一）小组展示小组内相互默写单词，加深单词的记忆。
点拨升华（一）教师放录音，学生跟读，纠正读音。
（二）学生开火车读单词。
课堂作业（一）作业当堂清Part C Look，tick and say（二）挑战自我默写本课单词第二课时教学目标：1. 能听懂、会说 Be Careful! Look at the traffic lights. The light is … now. Don’t … 并能在实际生活中灵活运用。
仁爱八Unit 7Topic 1Section A课堂实录
Unit 7 Food Festival Topic1 We’re preparing for a food festival. Section A-1a, 1b, 1c, 1d, 3 T: Good morning, boys and girls! Ss: Good morning, Miss…T: I have something to tell you. When I went shopping yesterday afternoon, I met a poor granny at the gate of the supermarket. She is begging. In fact, there are many people who need help in the world.(Show some pictures of people in need. )T: What can we do to help them?Who would like to show us your opinion? When you show your opinions, try to use “I think that…”S1: I think that we can give them some books and clothes. S2: I think that I can give her some money. S3:…T: You are kind-hearted children. Thank you for your kindness. Just like you, there are a large number of kind-hearted people in the world. They have done a lot of things to help others. Now let’s know about a very kind man. Look at this poster. Who is he? Do you know him? Can you say something about him? S1: He is Craig Kielburger. S2: He is from Canada. S3: He started Free the Children.…T: You did quite well. I think you have previewed Section A. Just as you know, Craig is a very kind man. Now he is trying his best to build a new school for the children in Kenya. But he doesn’t have enough money. His first task is to raise enough money. Can you understand what I said just now? S1: Sorry, Miss… What does“try his best” mean?T: Try one’s best or do one’s best means try to do sth. For example, you should try your best to keep your classroom clean. Can you give another example? (Write the new phrase on the blackboard.)S2: We should try our best to learn English well.T: Quite well! Do you know the Chinese meaning of the new word “task”? Ss: It means “任务”。
六年级英语：Unit7 At Christmas(教学实录)
新修订小学英语教学教案英语教案( English Lesson Plans )学校：_______________________年级：_______________________教师：_______________________本文档文字可以自由修改六年级英语：Unit7 At Christmas(教学实录)teaching aims:1. enable the ss to read the words：a watch, a wallet, a teapot, a calculator, a skateboard, a comb, a mirror, a hairdryer2. enable the ss to read and spell the words：yours, ours, mine, his, hers3. enable the ss to read and write the everyday expressions：whose …is it/are they?it’s / they’re mine/yours/his/hers/ours.teaching aids:1. a tape recorder.2. pictures.teaching steps:step1.warm upstep2.presentation1.show ss a box .t: what''''s this?s: it''''s a box.t: and what''''s in the box? guess!s: a...t: look, it''''s a t-shirt. whose t-shirt is it?(write the sentence on the blackboard.)s: it''''s...''''s.t: is it? is it yours,xx?s: no, it isn''''t.t: oh, it''''s not xx''''s, it''''s not his/her t-shirt. it''''s nothis/hers.(write ''''his''''and, ''''hers'''' on the blackboard.)t: whose is it? is it my t-shirt? is it mine?t@s: no, it isn''''t. it''''s not my t-shirt. it''''s not mine.(write ''''mine'''' on the blackboard.)t: it''''s not mine, it''''s not yours, so the t-shirt is not ours.(write ''''ours'''' on the blackboard.)t: whose is it? is it theirs? is it the teachers''''?let''''s ask them?s: is it yours?t: no, it''''s not mine/ours.t: oh, it''''s not theirs.(write ''''theirs'''' on the blackboard.)t: now, do you want to know whose t-shirt it is? you may ask me.s: whose t-shirt is it?t: oh, it''''s the dog''''s. it''''s its t-shirt. it''''s its.2.read the words.t: these words called "名词性物主代词"。
人教版七年级英语新目标下册Unit7 What does heshe look like教案课堂实录
课堂实录：Unit 7 What does he look like?SectionA( the first period)organization of class1.T:Good afternoon,boys and girls!Ss: Good afternoon,Miss Yang!T: What day is it today?S1: Today is Wednesday.T: What’s the date today? S2: Today is April 4th.T: How are you?S3: I’m fine. And you?T: Fine. And How is the weather? S4: It’s fine.( sunny, windy, rainy, cool, cold, warm, ..)2.Teacher show out a photo about Yaoming and ask the questions:T:Who is he? S1:He is Yaoming.T: He’s very tall,do you like him?S2: I like him .T: What does he do? S3: He is a basketball player.T:Well, today we will learn：How to describle the people’s appearance Describle the people’s appearance1.Teacher ask one studentT:What do you look like?(Teacher helps the student answer the question)I’m…, I’m…,I have …hair.I wear school uniform.Student repeat.2.T(Show out some photos one by one and ask and answer )Picture 1:(Yaoming)T: What does he look like?S1:He has short and straight hair. He is tall.He is of medium build.T:Great!(Teacher ask students read together.Students read.)Picture 2:(Liuhuan)T: What does he look like?S2:He has long curly black hair. He is of medium height.He is heavy.T:Good job!You are the best!(Teacher ask students read together.Students read.)Picture 3:(Panchangjiang)T: What does he look like?S3:He has very short black hair. He is short.He is a little heavy.T:Very good!(Teacher ask students read together.Students read.)Picture 4:(Zhangbaizhi)T: What does she look like?S4:She has long straight black hair. She is of medium height.She is a little thin.She is good-looking. She is a little bit quiet.(文静) (Teacher ask students read together.Students read.) Picture 5(Feixiang)T: What does he look like?S5:He has short black hair. He is tall.He is of medium build.He is handsome. (英俊的)T:Good!(Teacher ask students read together.Students read.)Picture 6:T: What does he look like?S6:She has long black hair.She is of medium height and medium build.She has two big black eyes. She always wears glasses .(Teacher ask students read together.Students read.)PresentationTeacher show out some photos of stars and ask students say one word to describe these stars,pay attention to “is” and “has”.(Students describe these stars .)S1: What does he look like?S2: He is tall.What does he look like?S3: He has short hair.What does she look like?S4:She has long hair. What does she look like?S5:She is thin. What does he look like?S6: He is of medium height.S7:……(Teacher write on the blackboard)板书如下：has short hair.has long hair.He/She has straight hair.has curly hair.is tall.is short.He/She is of medium height.is fat/heavy.is thin.is of medium build.ListeningT：OK,please listen to the tape and circle “is” and “has” , finish Section A 2a.( Teacher turn on the tape,students listen to the tape finishSection A 2a)Teacher show out answers and students check the answer.T:Listen to tape again and fill in the chart.(Students finish Section A 2b. )Teacher show out answers and students check the answer.Enjoy a movieT:Now, we are enjoying a movie about intesting face,and think“What can we learn from the movie?”Students tell us what learn from the movie .T:OK!Let’s rememberEveryone is special!Everyone is important!人人都很特别！人人都很重要！Don’t judge the others by their appearance 不要以貌取人(Students repeat)HomeworkT:Look at today’s homework1) What she like ?She has .2) does she look like?She has hair .3) do they ?They are tall .T:That’s all for today,thank you!课后分析及感想：反思中教学，教学中成长本课是七年级新目标第7单元的第一部分，教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点。
辽宁省大连市四十四中七年级英语 《Unit7 What does he look like》课堂实录1 外研版
七年级英语教学课堂实录Language point: In this unit students learn to describe people’looks.Step 1 : Pre-task : Free-talkTopic : What does he look like?T : In this unit , we learn to describe people’looks . Last lesson we learned to describe people’s height 、build and hair . Let’s use them to describe your favorite person . I have some pictures. Do you know them ? Do you like them ?S1 : Francisco is my favorite athlete . He is really tall and has a medium build . He has short brown hair .T : Who can add some information ?S2 : He is good at playing football .T : OK . Please look at the second picture .S3 : Jay chouJay . He’s a singer . He is of medium height and he has short black hair . I like him very much .T : Next one .S4 : Zhao benshan . He is short and a little bit heavy . He is a comedy actor and has short black hair .T : He’s very interesting .OK. Next one . This person is an emcee.S5 : Li Yong . He has a big nose. He is tall and thin . He has short curly hair . He is very interesting .T : Next one . She is a singer . She is the winner of the Super Girl in 2005 . What does she look like ?S6 : She is tall and thin . She has short straight black hair . She sings very well.I like her very much . Her name is Li Yu chun .T : Next one设计意图：利用学生所喜欢的、所崇拜的偶像明星的图片。
Unit 7 It‘s raining课堂实录
Unit 7 It’s raining.Section A (1a-1c)StepⅠ. Warming-up and Lead in1. Greet the Ss and check the homework.2. Watch a video program about the weather. Let students talk about the weather. Ⅱ. Presentation1. (Show some pictures of the weather)Let Ss look at the pictures and ask them how the weather is.T: How’s the weather in Beijing?S1：It’s sunny.T: What’s the weather like in Shanghai?S2：It’s rainy.You can also answer: It’s raining..Ss learn the other new words and expressions with the help of the pictures like this.2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss tomatch the words with pictures.3. Check the answers.Ⅲ. Game (How's the weather?)1.(Showing some pictures on the big screen.) Ask Ss "How's the weather?"T: How’s the weather in Beijing?S1：Is it sunny?T: No.S1：It’s cloudy.T: Yes , you’re right.2. Ss guess and answer the questions in pairs..Ⅳ. Listening1. Now let's look at the city names in the box in 1b. Please read after me.Ss read the cities after the teacher.2. Now, We’ll hear four conversations. Listen carefully, point out each city in thepicture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.3. Check the answers.Ⅴ. Pair work1.Tell the Ss: If you are in one of the places in the picture above. Talk about theweather with your friends in another city on the phone.2. Make a model with a student like this:T: Hi! How's the weather in Beijing?S1: It's sunny.3.Ss work in pairs. Ask and answer about the weather in the cities.Step VI. Exercise根据汉语意思完成句子，没空一词。
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Unit 7 How do you make a banana milk shake? （课堂实录）听说课殷都外国语中学李文锋Teaching aims1 Learn to describe a process and follow the instructions.2 Improve the abilities of listening, reading and writing .3 Have the students learn to help each other, love cooking and love life.The key and difficulties.1 Describe a process.2 Countable and uncountable nouns.Time table: 1 (Period3 1a –2c)Teaching StepsStep 1 Warming upT: What do you have for breakfast?S: I ate dumplings… …S: I ate bread… … It’s very delic ious.S: I had noodles…T: Oh, really? Here are different kinds of food . I really hope you will like it. Show the pictures, the students chat.)【点评】就学生的早饭与学生进行交流，话题贴近学生实际生活，学生有话可说。
轻松简单的话题拉近了教师与学生的距离，也为本课的开始营造英语的氛围。
只有通过师生、生生间大量的语言交流，才能培养学生用英语交际的能力。
课堂上的Free Talk是培养学生听说能力的有效方式。
通过谈话自然地引入本课的主题.Step 2 Talk freely about the cartoon in pairs.S1: What is it about?S2: It’s about cooking , cooking is fun.(引用卡通原句)S1: What food are they making?S2: Sandwiches, chicken, cakes, soup……S1: Do you like them?S2: Yes, they are delicious.S1: So let’s be cooks together. Remember , we are cooks ,but not cookers.（The students talk and enjoy the process.）运用媒体播放卡通。
卡通形象滑稽幽默，并涉及多种食物。
学生在得到愉悦的同时也对cooking 产生了浓浓的兴趣，将学生迅速的带入了本课的正题。
此处用到了学生的已有知识要加快课堂节奏，学生的对话要适可而止。
Step 3 ListeningT: Do you know what it is? Yes , banana milk shake. It’s said that it’s very delicious. (学生做一饮而进状)Do you want to know how to make it?S: Ye s , we can’t wait…T: Ok, let’s listen to the tape about the process.听录音学习奶昔制作过程。
Step 4 Work in group（Show the ingredients）L: What do we need to make it?S: Bananas, blender, milk …Show bananas by flashcards.L: What do we do with the bananas?(学生做剥皮状，刀切状)Practice the words: peel the bananas , cut up the bananasThe same ways to the others.从视觉，味觉上调动学生学习的热情。
Step 5 Prepare for the show(Tell the process).S1: We have known the ingredients we need, can you tell us how to make it? ( encourage the students to have a try)S2: First peel the bananas and cut them up. Then pour the milk into the blender,….S3：Do you believe you are right？S4：I’m not sure。
给出材料后，由学生合作讨论完成教学内容，凸显学生在课堂教学中的主体地位。
Step 6 Show timeMake the delicious milk shake in groups.Show what you have learned in the any way you like.Group1: Discuss the count with “how many / how much”.S1: How many watermelons do you need?S2: Two.S1: How much milk do you need?S2: We need 2 bags of milk.Give the students enough time to write the instructions.结合已有的生活经验及学生的乐于表现的心理特点，学生在制作奶昔的过程中进行交流，合作，一起完成任务。
学生参与热情高涨，跃跃欲试。
此环节的处理是在充分的相信学生的能力的基础上，给学生充分的时间，学生来表现其合作能力以及写作能力。
Group2Task2T: Who has finish the instruction?G1: We are OK.T: Would you like to share it with us in class?G1: Yes, We’d like to.We ma ke a watermelon milk shake. We need a watermelon, 2 bags of milk, and…..First, peel the watermelon and cut it up. Then Pour the milk into the blender…..T: What do you think of it?SS: Very delicious.各组展示其合作成果，注意应给以及时的鼓励，给学生以成功的快乐。
Group3Task3 Make it in right ordersT: The recipe is cut into pieces and mixed up, please try your best to make them in correct order. A surprise is waiting for you.The students are busy doing that. And then they finish it.T: Candies are for the winner, but you must find the English word on it before you eating it.S: B-U-T-T-E-R.T: Boys and girls, learning English is just like eating candies, if you want to get it, you must work hard first. In fact, it’s easy to get it. You can learn it on TV or on the radio, you can also listen to music, read the newspaper or the instructions of productions. Remember English is here and there. T: That’s all for today. Tha nk you so much for enjoying it.游戏环节为课堂添加了趣味也增加了课堂紧张刺激的气氛。
在小组合作中，调动了学生参与意识与竞争意识。
利用获胜者的奖品对学生适时的学习方法是指导。
所以得到收获的不单单是一个学生而是全体。
Step 7 SummaryStep8 ConsolidationA、基础词互译sandwich turkey 面包黄油调味品B、选择填空（）1.How does he ______ fruit salad? A. make B. made C. makes D. do （）2.-- ___yogurt do you need?A. How manyB. How muchC. How oftenD. How long（）3.There are two _______ in the basket. A. bread B. breads C. slices of bread D. slices of breads（）4. How many _______ do you need? A. bread B. egg C. cupsD. milk（）5.Cut _______ these bananas. A. into B. up C. down D. offC、用所给词的适当形式填空1. I’d like some cheese and _______ (tomato), please.2. Bring us two _______（teaspoon）of butter, please.3. Do you like lettuce in ______?（sandwich）【设计意图】通过分层次的当堂检测设置，培养不同层次学生写的基本技能。
【点评】分层设置满足了不同层次学生的要求，这样可以使好学生不感到枯燥无味，差一点的学生又不会感压力过大。
Step9 ArrangementHomework：Try to make your favorite salad.为学生布置开发性的作业，将课堂活动延伸到课外对本课进行了及时的巩固，同时为下节课的展开做了铺垫。