人教版新目标英语七年级下册Unit8说课稿
说 课 稿 一、教材分析 （一）、教材的地位和作用 本课是人教版新目标英语七年级下册Unit 8 I’d like some noodles.第一课时。本单元的中心话题是如何在饭店订餐以及进行简单的广告或海报的简单写作方式，本课时是要掌握点餐（面条，饮料等的种类及碗的大小）。主要语言结构为：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综合语言运用能力。 （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 mutton Sentences: 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：通过创设人文情景，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对比，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，是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，有效交际、用英语思维的能力。 （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。 2、进一步学习与区分可数名词与不可数名词。 3、含有 would like 的特殊疑问句及其回答。 难点: 1、would like 的用法及其与like在用法上的区别。 2、模拟生活场景点菜、用餐等对话。 二、学情分析 七年级学生的特点：在知识基础方面缺少丰富的语言基础，对某些任务的完成有一定的难度；思维能力方面虽有较强的记忆力和模仿能力，但知识扩展运用的能力尚有待培养。有较强的求知欲和表现欲，但部分学生存在不自信、羞于表现等思想顾虑；鼓励他们勇于张嘴。此外，学生对有关食物的单词掌握不多，所以，本课预习作业为查找有关食物的单词。 三、教法渗透 1、《英语课程标准》强调课程从学生的学习兴趣，生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，是语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。加德纳的多元智能理论强调教育的目的是真正理解并学以致用。 基于上述理论和英语课程标准对4级学生的要求及学生的心理特点和认知发展规律，设置情景让学生帮教师解决问题入手，并激发学生的兴趣采用游戏（开火车、上黑板贴图）、竞争上岗（谁是最快的收银员）多种活动方式；在教学策略方面采用“任务型”教学法、情景教学法及TPR（全身反应教学法），让学生为完成任务获得必须的知识、能力、信息和文化理解，最后小组合作表演在饭店点餐，实现了任务目标、感受到成功。 2、教学手段：运用多媒体辅助教学，将本课所需要的录音、图片、文字制成PPT课件，使抽象的语言变得直观，为学生运用英语进行交际创设情境，实现师生互动，生生互动和人机互动的多向交流。 四、学法指导 《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。通过这次学习得到的精神，我从以下几个方面对学生进行学法指导： 1、 学习方法的指导 培养学生观察力，想像力，记忆力以及思维能力。用生动的可见调动学生的感官进行听说读写的训练。 2、 学习积极性的调动 设置真实情景——订餐，把课堂变成有声有色的舞台，为避免在小组表演过程中其他同学不参与到课堂中来，同时也让学生体验到其他行业（“厨师”、收银员）所需的英语技能，让学生乐学、会学到创学。 3、 学习能力的培养 通过连贯的听说读写，游戏，竞争等，培养学生的交际能力，发展他们的思维能力。 4、 学习策略的指导 在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。 五、教学过程 课前准备：一些食物、饮料、甜品的可粘帖小图片。 时间 教学步骤 活动内容 设计思路 前1 分钟 5分钟 5分1. Leading-in 2. Presentation 3. Practice T: Oh, it’s so bad! What should I do? S1: Hello, Miss Xu! What’s wrong? T: I want to invite my foreign friend to have dinner tonight, and I’d like a cheongsam.（旗袍Chinese traditional clothes） Can you give me some advice on size? Ss: Large! Medium! …(give another word: small)
(Pre-task) T: Before the dinner I should know what kind of food would the foreigner like? Can you help me to ask the foreigner? (Help Ss ask and answer in pairs.) A: What kind of food would you like? B: I’d like some … (write down on the Bb) (While-task) T: Thank you. I’ll invite him to have noodles (Chinese traditional food). T: Do you like noodles? To have noodles, we need some vegetables and meat. T: What kind of vegetables would you like? What kind of meat would you like? Ss: I’d like some …(注意可数不可数名词) (mutton, beef, cabbage, potatoes, tomatoes, broccoli, eggs, chicken…) T: We go to have noodles, there are three special noodles, and can you match the vegetables and
采用兴趣性教学策略：让学生参与到老师的烦恼中，激发学生探索的动机和愿望。并由此引发让学生对老师穿衣的尺寸size提出建议，从而复习了上一单元的部分单词，以旧引新为新课内容铺垫。 继续帮老师解决问题，顺理成章进入到下一环节，没有突兀感，在复习旧知（食品名称）的同时初步感知新知。
承上以游戏（开火车）的形式练习新句型，注意老师领问第一个学生，第一个学生回答再问第二个学生并由此向后……， 启下引出本课的新单词，并在黑板上按可数名词、不可数名词、可数和不可数名词分类。 “尽量让学生用完整钟 6分钟 7分钟 6分钟 10分钟 4. Presentation 5. Practice 6. Pairwork 7. Groupwork meat with the special noodles? (1a) Help Ss answer like this: Special 1 has c (noodles) a (?) b (?). …… T: Can you guess what kind of noodles would my friend like? Help Ss answer like this: He would like special 1: beef and tomato noodles. T: Let’s listen and check the noodles that my friend orders.(1b) T: Now I know what kind of noodles would my friend like. But I don’t know what size bowl of noodles would he like. I also need your help to ask him. (Help Ss ask and answer in pairs.) A: What size bowl of noodles would you like? B: I’d like a …size bowl. (write down on the Bb) T: Now listen to the tape and check the foods we have in the picture.(2a) Help Ss answer like this: You have … T: Then please listen again and finish the order list.(2b) Read and check the answer, pay more attention to the pronunciation. T: When you invite different foreigners to have noodles, it has different table manners. If you invite Americans, you can make any sound during the meal, it shows be polite. But if you invite Japanese, you must make sound, it shows the noodles are very delicious. T: From the picture, you can know we also have some drinks. Please make a short dialogue between my friend and me about drinks in pairs. A: What kind of drinks would you like? B: I’d like some … A: What size bottle / cup / glass of … would you like? B: I’d like a … T: Now your friends and you go to a restaurant to have dinner. Please make a dialogue about ordering food in groups of four. It can include foods, drinks and desert. After you get ready, I’ll ask a student to come in front of you to be a cook. When the group order the food, the cook must pick up the right picture and then put it up on the Bb. The other Ss count the price. Let’s see who can work out the price correctly and quickly.
新人教版七年级英语下册Unit8教案
新人教版七年级英语下册Unit8教案Unit8 Is there a post office near there?I.Warm-up1.现在进行时2.描述天气II.Presentation1. there be 句型的用法：there be 句型表示“某地有某物”其结构为：“There be + 某物/ 人+ 某地”,否定句是把not放在be 之后, 疑问句是把be提到句首。
其中be 动词的单复数形式依照距离there 最近的名词的单复数形式而定。
也就是我们通常所说的就进原则。
疑问句的回答为: Yes, there is/are. 或N o, there isn’t/aren’t.There are some dictionaries on the desk.桌子上有些字典。
There is a computer game and two schoolbags on the bed. 床上有一台游戏机和两个书包。
--Is there a bank near here ?--Yes, there is a bank on Center Street.--Are there two pears on the desk ?--No, there aren’t.注意: there be 和have都可译为汉语里的“有”，但有区别：1) 含义不同。
there be 结构表示的是“某地有某物/人”, 强调“存在关系”; have表示“某人/ 物所有”,强调“所属关系”。
There is a bus in our factory. (公共汽车不一定是属于我们工厂所有的)Our factory has a bus. (公共汽车是属于我们工厂所有的)2) 句型不同。
there be 结构的句型为“There be + 某物/ 人+ 某地”, 否定句是把not放在be之后, 疑问句是把be提到句首；have句型为“某人/ 物+ have/ has +某物/人”, 否定句通常是在have前加don’t (或doesn’t have)，疑问句是在句首加do(第三人称单数加does)。
人教版新目标英语七年级下册《Unit 8 I′d like some noodles. 》课件35页PPT
tomatoes
What kind of noodles would you like? I’d like beef noodles.
Special 1 Special 2 Special 3
beef and tomato noodles. mutton and potato noodles. chicken and cabbage noodles.
RMB 5
7
10
Mutton and potato RMB 4
6
8
Chicken and cabbage RMB 5 Tomato and egg RMB 3
6
8
5
7
Discussion
Would you like to eat at home or eat in a restaurant? Which is better?Why?Where else?
7.tomatoes_b___
Noodle house
specials
many kinds of noodles
chicken
chicken and cabbage noodles
cabbage
mutton
mutton and potato noodles
potatoes
beef
beef and tomato noodles
KFC
Dumpling House McDonald’s
Summary
1 New words: noodles, beef, mutton, chicken, cabbage, potato, tomato, special, would.
2 would like 的用法 would like +n would like to do sth
英语(新目标)七年级下册第八单元教案下载
英语（新目标）七年级下册Unit 8教案Unit 8: What is John like?Language goalIn this unit students learn to talk about what people are like.New languageWho's that? That's Mike.What's he like? He's shy.What's she like? She's unfriendly.Section AAdditional materials to bring to class:pictures from newspapers and magazines for Follow-up activity 1 .Ask a student to stand in front of the class. Ask students questions about this student using language they already know. For example, What's his/her name? Where is be/she from? What's his/her address? What's his/her favorite kind of music?Then say, In this unit we're going to learn to say more about people. Write the six new words from page 47 on the board and use one or two of the words to describe the student standing in front of the class. For example,He's/She's friendly. He's/She's smart. Use gestures, facial expressions and/or translation to clarify the meaning of each statement. Point to each word on the board as youuse it to describe the student.1 a This activity introduces the key vocabulary.Focus attention on the picture.Ask students to tell what the people look like. They may mention that some one is tall, has blond hair, etc. Then point to a person in the picture, name the kind of personality he or she represents (smart, funny, serious, friendly, shy, or unfriendly) and ask students to repeat each word. Say a sentence or two about each kind of personality. She's smart. She studies a lot. She getsA's in all her classes.Point out the numbered list of words. Say each one and ask students to repeat these words. , -Then ask students to match each word with one of the people.Say, Write the letter of each person next to one of the words. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the picture. Ask students to identify the person ality type of each person. For example: She's smart.He's funny.Play the recording the first time. Students only listen.Play the recording a second time. This time, point to the six people.Ask students to write the number 1 next to Billy, the number 3 next to Jane and the number 2 next to Angela. You may wish to write these names and numbers on the board for students to look at as they work. Correct the answers.1 c This activity provides guided oral practice using the target language.Point to the example in the speech bubbles in activity la. Ask two students to read it.Say, Now work with a partner. Make your own conversations about Billy and Jane. Student A talks about Billy. Student B talks about Jane. Have students work in pairs making conversations about Billy and Jane. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.Ask some pairs to present their conversations to the class.2a This activity provides guided listening practice using the target language.Point out the chart. Read the column headings to the class. Then have one student read the list of names to the class, another student read the list of relationships to the class, and a third student read the list of personality words to the class.Say, You will hear a recording of four conversations.In the chart, circle all of the words that you hear.Play the tape the first time. Students only listen.Play the tape a second time. Say, Circle all the words you hear in these three columns.You may want to play the tape several times so students can finish and check their answers.Correct the answers.2b This activity provides listening practice using the target language. Call attention again to the chart. Point out the lines that are drawn between "Mike", "Peter's brother", and "shy"!Say, I will play the tape again. This time, draw lines to match the words that are about each person in the chart. Mike is Peter's brother and he is shy, so lines are drawn to connect all those words. Please do this for the other three people.Play the tape. Students draw lines connecting the related words. Check the answers.2c This activity provides guided oral practice using the target language.Point to the example in the speech bubbles. Ask two students to read the dialogue. Show students how this dialogue connects with the chart in activity 2a.Say, Now work with a partner. Make your own conversations about the chart. You can use sentences like the ones in activity 2c.As students work in pairs, move around the room monitoring their work. Offer language or pronunciatiol support as needed.3a This activity provides guided oral practice using the target language. Point out the four sentences next to the picture.Ask different studentsto say one of the sentences each.Say, Now number the sentences so that they make a conversation. The first one is done for you. The first line of the conversation is "Who's the tall, thin boy with curly hair?" Please work in pairs.As students work, move around the room monitoring progress.After students have finished numbering the sentences, check the answer. Then say. Now please practice the conversation. Take turns asking about Jack.Ask several pairs of students to read the dialogue to the class.3b This activity provides oral practice using the target language.Call attention to the example in the chart. Ask one student to introduce "Anne" to the class (Anne's smart and interesting. She likes monies and Kung Fu).Explain that students have to write words that describe their riends' personalities and hobbies. Ask,Are they friendly or nfriendly? eriousor funny? Smart or shy? What sports do they like? What do they like to do in their leisure time? What clothes do they like to wear?What else can you say about them?Have students complete the chart individually. As they work, move around the classroom monitoring progress.When they have completed the chart, ask students to introduce their friends to their partners.Ask several students to introduce one of their friends to the rest of the class.4This game provides guided listening, speaking, and writing practice using the target language.Point out the questions and answers in the speech bubbles. Ask two students to perform the dialogue.Reintroduce the question, What are you like? by asking one or two students the question and prompting a reasonable answer, such as, I'm serious or I'm friendly.Read the instructions to the class or have a student do this.Point out the list of six personality types and the sample answer, Dave. Say, Now talk to your class mates. Ask the question, "What are you like?" Get as many answers as you can in ten minutes.Answer any questions students have about how to play the game. Remind students that you will stop the game in ten minutes.When the game is over, ask. Who has ten names on your chart? Who has twelve names? Continue until you find the student with the most names. That student is the winner of the game.Ask the winner to read his/her list of personality types and names to the class.Alternative: If you do not want students to get up and walk round theclass, then you can ask them to do ?the activity sitting down. They an ask students sitting near them, "What are you like?" The student who finds the largest number of different personal ity types is the winner. Section BNew languagemore words to describe people's personalities: generous,outgoing, easygoing, moody1 This activity introduces more key vocabulary.Focus attention on the four pictures. Ask students to tell what they see in each picture. Guide students to understand the meaning of each word through facial gestures and/or translation.Then review the four words again, adding a sentence or two describing each personality type. For example you might say, She's generous. She gives people things.She doesn't keep everything/or herself She's a generous person.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.2a This activity provides listening practice using the target language. Say, You are going to hear a conversation. Mary is talking with a friend. Listen to the conversation and flu in the blanks in the chart under "Personality".These words tell what the people are like.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to fill in the words under "Personality" that describe the people's personalities. Check the answers.2b This activity provides more guided listening practice using the target language.Say, Now you are going to hear the conversation again. This time listen to the conversation and/ill in the blanks under "Appearance." These words tell what the people look like.Play the recording the first time. Students only listen.Play the recording a second time. This time ask student to fill in the words under "Appearance" that describe what people look like. Check the answers.2c This activity provides guided listening and speaking practice using the target language.Point to the example in the speech bubbles. Ask two students to read it to the class.Ask students to work in pairs. Say, Use the chart in activity 2 a to ask and answer questions about the people in the picture.As students work, move around the room monitorin progress.Ask some pairs to present their conversations to the class.3a This activity provides reading and writing practice using the target language.Call attention to the letter and ask students to read one sentence each to the class. Ask some comprehension questions to be sure students understand the main ideas in the letter. For example, What is the girl's name?Where does she want to go? How old is she?Point out the application form. Point to and read the five headings to the class. Say, Now use the information in the letter to fill in the application form. Ask students to work individually.Correct the answers.3b This activity provides more reading and writing practice using the target language.Call attention to the application form. Point out that it looks just like the one they just filled in.Say, Now read the information on this form and write a letter like the letter in activity 3a. You can look back at that letter/or ideas.Ask students to work independently. As they work,move around the room monitoring progress and offering assistance where eeded.Ask a student to read his or her letter to the class.3c This activity provides writing practice using the target language.On the board, make a five-part chart similar to the ones in activities 3a and 3b. Include 1. Name, 2. Age,3. Nationality,4. Likes, 5. Personality. Say, Copy this chart on separate paper and fill in the information about yourself before you start writing the letter. Offer spelling and pronunciation help with any new likes or personality types students wish to use in their letters. Write each new word on the board and have the class repeat it.Ask students to work Independently. As they work,move around the room monitoring progress and offering assistance whereneeded. .Ask several students to read their letters to the class.4 This activity provides listening and speaking practice using the target language.Read the directions to the class.Say, What do we ask to find out someone's name?Guide students to answer. What's your name? Write this on the board. Elicit more topics to ask about.Afterward, point to each of the questions on the board. Ask students to repeat each one after you. Compare the What do you like? and What are you like? questions and point out different answers to each.Ask students to work with their partners to ask and answer questions. Suggest that they each take the student and the teacher role once.Ask several pairs to present their conversations to the class.Review unit 81.QuestionWhat’s he/she/Fan Jianqiang like?He/She is----2.PersonalityHe is seriousShe funnyGong Yadong smartThey are friendlyMy sister shyunfriendlyquietgentle and quietintrovertedoutgoinggenerousstingystupidmoody。
七年级英语下册 Unit 8教案 人教新目标版
英语：Unit 8教案（人教新目标七年级下）Language goal:●In this unit students learn to order food. Learn to ask for and give personalinformation.New languages:1. Master the new words about food.2. New target language:What kind of noodles would you like?I’d lik e beef and potato noodles, please.What size bowl of noodles would he like?He’d like a large/medium/small bowl of noodles.What’s your address? My address is…3. Be able to make the countable and uncountable nouns clear, and use them.4. Learn to order the food.Difficult points:1. Make the countable and uncountable nouns clear, and use them.2. Use the new language to order your food.Teaching aids:●recorder●some pictures of the foodTeaching periods:Period 1: Section A1a—Grammar focusPeriod 2: Section A3a—4Period 3: Section B 1a—2cPeriod 4: Section B 3a—Self-checkPeriod 1Teaching aims:1. Learn the new vocabulary words:2. Target language:What kind of noodles would you like?I’d like beef and potato noodles, please.What size bowl of noodles would he like?He’d like a large/medium/small bowl of noodles.3. Be able to make the countable and uncountable nouns clear.4. Learn to order your favorite noodles.Teaching procedures:Step 1.Warm-upTalk about the food.“Do you like apples?” “Yes, I do.”2 “Do you like tomatoes?” “No, I don’t.”I like… I don’t like…Step 2. Learn the new vocabulary words1. Prepare some pictures of“ noodles, beef, cabbage, potatoes, mutton”.Show them to the students. Ask and answer.Learn the new words “noodles, beef, mutton, cabbage, potatoes, would like, bowl, size, special”.2. Practice reading the new words: (A) Get a student to read the newwords. (B) Ask the class to repeat the new words after the teacher. (C) Then read them together/in parts/one by one.3. Remember the new words.4. Explain some opposite words:Countable nouns: cabbage; potato; special; tomato; apple; eggUncountable nouns: beef; mutton; broccoliStep 3. Presentation1. Showa picture of noodles. Ask “Wh at kind of noodles would youlike? Would you like beef noodles?” Students may answer “I’d like…; Yes, I’d like. / NO, I wouldn’t like.”2. Ask some students to answer the questions. The teacher writes theanswers on the blackboard.“What kind of noodle s would you like?“I’d like mutton noodles.”Practice asking and answering the conversation.3. Make a new conversation with your classmates.Step 4. 1a Look and match1. The teacher reads the instructions to the students. Look at the picturesfirst. Then get the students to complete it by themselves.2. Check up the answers.Step 5. 1b Listening practice1. The teacher reads the instructions to the students.2. Get the students to look at three specials in the picture in 1a.3. Play the recording for the first time, students only listen.4. Play the recording again, try to check by themselves. And check up theanswers.5. Play the recording, let the students repeat after the recording. Thenpractice reading the conversation.Step 6. 1cPair work1. The teacher explains the instructions to the students.2. The students practice reading the conversation below in 1c.3. Make their own conversations. Ask “What kind of noodles would youlike? ”Then work it in class.Step 7. 2a Listening practice1.The teacher explains the instructions to the students.2. Get students to read the words and look at the pictures in 2a.3. Play the recording for the first time, students only listen.4. Play the recording again, students listen and try to check the words youhear.5. Check up the answers.Step 8. 2b Listening practice1. Students read the sentences in 2b.2. Play the recording. Listen and try to fill in the blanks.3. Check up the answers.4. Play the recording again. Get the students to repeat after the recording.Step 9. 2cPair work1. The teacher explains the instructions to the students. Then students lookat the pictures in 2a. Read the example to the students.2. Try to make the conversation by on their own.3. Check up the conversations in class.A: What kind of noodles would you like?B: I’d like beef and tomato noodles.Step 10.Grammar focusThe students read the sentences. And find if there are some questions. If have, explain them. Countable nouns; Uncountable nouns; Countable anduncountable nounsStep 11. Summary1. The new vocabulary words.2. The new target language.Step 12.Homework1. Revise the vocabulary words.2. Write a passage about the favorite noodles in your family.Period 2Teaching aims:1. Learn the useful expressions.2. Learn to order the food in a restaurant.Teaching procedures:Step 1. Warm-up1. Check up the homework.2. Get some students to read their passages about the favorite noodles.3.Talk about your favorite noodles.Step 2. Presentation1. Show the picture of a restaurant. Ask the students: “How can you orderyour favorite noodles in a restaurant?”2. Make a conversation between the teacher and the students.For example: T: Can I help you?S: Yes, I’d like some noodl es.T: What kind of noodles would you like?What size bowl of noodles would you like?S: I’d like …3. Then practice the conversation.Step 3. 3aReading practice1. The teacher reads the instructions to the students. Get the students to readthe conversation first. Try to match them.2. Check up the answers.3. Play the recording, students repeat after the recording. Then practicereading the conversation.4. Explain:Can I help you?What kind of noodles do you have?What sizes do you have?Step 4. 3b Pair work1. The teacher reads the instructions to the students.2. Get the students to work it. Make a conversation to order your favoritenoodles. Get some help from3a above.3. Get the students to work in class.Step 5.Group work1. Teacher reads the instructions to the students. Work in groups to find outwho would like the noodles below.2. Look at the noodles in the picture.Then make conversations in groups of three or four.Ask your group member what kind of noodles they would like.Write their names above the noodles.3. After asking the questions in groups. Find out the most popular noodlesin each group. And tell it to the class.Step 6.Summary●How to order the food in a restaurantStep 7.Homework●Write a conversation to order the food in a restaurantPeriod 3Teaching aims:1. Learn the new vocabulary words and useful expressions.2. Learn to order the food.Teaching procedures:Step 1. Warm-up1. Check up the homework.2. Get some students to role play their conversations.Step 2. Learn the new vocabulary words1. Teacher asks one student to read the new words. And see if he or she canread the new words correctly.2. Practice reading the new words: repeat after the teacher; read together/inparts/one by one. Then read and remember the words.3. Explain the new words:Countable nouns: dumplings; onionUncountable nouns: porridge; juice; tea; soup; riceCountable and uncountable nouns: fish喝汤：eat soupStep 3. 1a1bMatch and circle1. Get the students to look at the pictures and try to match.2. Look at the pictures and check up the answers.3. 1b. Teacher explains the instructions to the students. Be sure the studentscan know what to do. Circle the things you like and make an “X” next tothe things y ou don’t like.4. Let the students read the example in the box. Then tell it to the class.I like __________________. I don’t like ____________.Step 4. 2a2b Listening and writing practice2a1. The teacher reads the instructions to the students. Get the students toread the words in activity 1a first.2. Play the recording for the first time, students only listen.3. Play the recording again, students try to circle the words when you hear.4. Check up the answers.2bThe teacher explains the instructions to the students. Look at the order form on Page 81 first. Try to fill in the address, the telephone number and the things ordered. It’s important to get them.5. Play the recording and try to fill in the order form.6. Play the recording again and check up the answers.7. Play the recording and repeat after the recording.Step 5. 2cPair work1.The teacher reads the instructions to the students.2. Get the students to look at the order form on page 82 first. Have the studentswork in pairs, A & B. Look at the food and drink in activity 1a. Make aconversation to order the things you like and fill in the order form.3. Get the students to make the conversation one way, then exchange the rolesand do it again.4. Ask some pairs of students to role play the conversations in class.Step 6.SummarySummarize the new words and the useful expressions.Step 7.Homework1. Remember the words and expressions.2. Write down the conversation of ordering the food on the exercise book. Period 4Teaching aims:1. Learn the new vocabulary words and useful expressions.2. Learn to order the food.3.Train the reading and writing abilities.Teaching procedures:Step 1. Warm-up1. Check up the homework.2. Roles play the conversation with your partner.“How do you order the food?”Step 2. Learn the new vocabulary words1. Get all the students to look at the vocabulary words. Try to read the newwords by themselves. Then the teacher gets one student to read the new words.2. Practice reading the new words. (A) Read the words after the teacher.(B) Read them together/in parts/one by one.3. Read the new words and remember them.4. Explain:Here is the menu. Tel=telephone; Mon.=Monday; Tues.=TuesdayStep 3. 3a Reading practice1. The teacher reads the instructions to the students. Get them to read thewords in the box first.2. Ask the students to read the newspaper ad. Try to fill in the blanksindividually.3.The teacher reads the ad to the students and checks up the answers.4. Students read the ad again and find their questions.Explain to them if they have.Special 2 is only RMB 8 for 15. Come and get your dumplings today.Step 4. 3b Writing practice1. Get the students to read the passage first. And try to fill in the blanksaccording to the pictures.2. Get one student to read the passage and check up the answers.3. Students read the article again and find their questions.Explain to them if they have.Step 5. 3cWriting practice1.The teacher explains the instructions to the students.2. Get the students to write their own ads. Get some help from activity 3a.You can change the prices and the kinds of the food.3. Then correct your ads with your partner. The teacher can help them if theyhave some questions. Get a few students to read their passage to the class.Step 6. Pair work Part 41.The teacher explains the instructions to the students.2. Ask one student to read the ad in activity 3a. The others notice the foodand the prices he or she mentioned in the ad.3. Practice a conversation with your partner by using the information above.Follow the example in the speech bubbles.4. Have students to work in pairs and take turns to order food and drink fromtheir partner’s ad. The teacher can give them help if they n eed.5. Have some pairs of students present their conversations in class.Step 7. Review the words Self-check 1&21. Students read the words in the box and check all the words they know. Theycan circle the words they don’t know. Then ask them.2. Make their Chinese meanings clear. Then ask and answer the Chinese meaningsin pairs or in groups.3. Ask each student to write five new words on their notebooks. Then sharethem with the others in groups.Step 8.Self-check 3-Write a menu for the week1. Teacher asks different students to say what he or she would like to havefor breakfast, lunch and dinner for the week.2. Students write their answers in the chart.3.After finishing the chart, exchange the chart with their partners.Step 9.SummarySummarize the new words and the useful expressions.Step 10.Homework1. Remember the words and expressions.2. Make a menu for a day then write a passage to tell your partner.。
人教版新目标英语七年级下册《Unit 8 I′d like some noodles. 》课件名师教学资料
• porridge
• orange juice
green tea
Spite 7 --up
• Ice cream Coca cola
• apples oranges
• bananas
strawberries
Water Mellon
Peach
Grapes
Pine Apples
1a
1.noodles__c__ 2.beef __a__ 3.mutton__g_ 4.chicken _d___ 5.cabbage__e__ 6.potatoes _f___
7.tomatoes_b___
Noodle house
specials
many kinds of noodles
chicken
chicken and cabbage noodles
cabbage
mutton
mutton and potato noodles
potatoes
beef
beef and tomato noodles
• Task: A performance(表演)
Now we are in a noodle house. Order some noodles or something else from your partner.
Noodles Menu
Beef and carrot
small medium large
3 what kind of + n. would you like?
以 “My Favorite Food ”为题谈 谈你对食物的爱好情况。
Unit 8 Unit 8I’d like some
新人教版七年级英语下册Unit8 教案
七年级英语（下） OSN 教研 教师寄语：Victory won’t come to you unless you go to it. 胜利不会走向你，除非你走向它。 1 Unit8 Is there a post office near there?
I. Warm-up 1. 现在进行时 2. 描述天气
II. Presentation
1. there be 句型的用法：there be 句型表示“某地有某物” 其结构为：“There be + 某物/ 人 + 某地”, 否定句是把not放在be 之后, 疑问句是把be提到句首。其中be动词的单复数形式依照距离there 最近的名词的单复数形式而定。也就是我们通常所说的就进原则。 疑问句的回答为: Yes, there is/are. 或No, there isn’t/aren’t. There are some dictionaries on the desk.桌子上有些字典。 There is a computer game and two schoolbags on the bed. 床上有一台游戏机和两个书包。 --Is there a bank near here ? --Yes, there is a bank on Center Street. --Are there two pears on the desk ? --No, there aren’t. 注意: there be 和have都可译为汉语里的“有”， 但有区别： 1) 含义不同。there be 结构表示的是“某地有某物/人”, 强调“存在关系”; have表示“某人/ 物所有”, 强调“所属关系”。 There is a bus in our factory. (公共汽车不一定是属于我们工厂所有的) Our factory has a bus. (公共汽车是属于我们工厂所有的) 2) 句型不同。there be 结构的句型为“There be + 某物/ 人 + 某地”, 否定句是把not放在be 之后, 疑问句是把be提到句首； have句型为“某人/ 物 + have/ has +某物/人”, 否定句通常是在have前加don’t (或doesn’t have)， 疑问句是在句首加do(第三人称单数加does)。 There isn’t a cat under the chair. 椅子下面没有一只猫。 She doesn’t have two brothers. 她没有两个弟弟。 3) 当表示某物的构成和组成部分时, 用there be 和have均可。 Our school has twenty classes. = There are twenty classes in our school.) 七年级英语（下） OSN 教研 教师寄语：Victory won’t come to you unless you go to it. 胜利不会走向你，除非你走向它。 2 练一练： (1)There are some CDs on the desk. (改否定句) (2) There is a teacher in the classroom. (改一般疑问句，并否定回答) 2. where 引导的特殊疑问句 where是特殊疑问词, 含有“哪里, 某地”的意思。一般用来询问地点。where 引导疑问句时, 主谓 要求倒装, 且助动词必须与后面的主语保持一致。 Where’s the park ? It’s on Center Street. Where are the books ? They are on the desk. Where do you live ? I live in Changsha. Where does he live ? He lives in Mexico City. 根据划线部分提问。 (1) John is from America. (2) Lucy is in the office. 3. It is very quiet and I enjoy reading there. enjoy 表示“从中得到乐趣；欣赏；喜欢”，后接动词时候，动词用-ing形式，即enjoy doing…, 表示喜欢做某事，享受做某事带来的乐趣。 e.g. I enjoying listening to soft music.我喜欢听轻柔的音乐。 enjoy oneself 表示 “玩的高兴，愉快” e.g.: Our classmates enjoy ourselves. 4. To get to the park, you just have to cross Center Street. to get to the park 是目的状语前置，此句子中的just起增强语气的作用，和此处的have to 表示“只要，仅需”。
七年级英语下册Module8StorytimeUnit1Onceuponatime…说课稿
七年级英语下册Module 8 Story time Unit 1 Once upon a time…说课稿一. 教材分析《英语》七年级下册Module 8 Story time Unit 1的主题是“Once upon a time…”，讲述了三个小红帽的故事。
这是一个充满趣味性的故事，旨在让学生在轻松愉快的氛围中学习英语。
通过对这个故事的学习，学生可以提高他们的阅读理解能力，增强他们的词汇量和语法知识，同时也能提高他们的听说能力和团队协作能力。
二. 学情分析在七年级的学生中，大部分学生已经掌握了基本的英语语法和词汇，对英语学习有了一定的兴趣和热情。
然而，由于语言环境的限制，学生的听说能力还有待提高，部分学生在阅读和写作方面还存在困难。
因此，在教学过程中，我们需要关注学生的个体差异，因材施教，尽量让每个学生都能在课堂上得到锻炼和提高。
三. 说教学目标根据新课程标准，本节课的教学目标如下：1.学生能够理解并朗读故事，掌握故事中的主要词汇和语法知识。
2.学生能够通过故事学习，提高他们的阅读理解和听说能力。
3.学生能够运用所学知识，进行简单的口语交流和写作练习。
4.学生能够激发对英语学习的兴趣，培养良好的学习习惯。
四. 说教学重难点本节课的重难点如下：1.故事中涉及的一些新词汇和短语的理解和运用。
2.一般过去时的语法知识，如was/were的运用。
3.学生能够正确朗读和模仿故事中的角色，提高他们的听说能力。
五. 说教学方法与手段在教学过程中，我会采用任务型教学法，让学生在完成任务的过程中学习英语。
同时，我会运用多媒体教学手段，如PPT、视频等，为学生提供直观、生动的学习材料，激发学生的学习兴趣。
六. 说教学过程1.导入：通过展示一幅图片，引导学生谈论图片中的内容，引出本节课的主题。
2.自主学习：让学生自主阅读故事，理解故事内容，掌握新词汇和短语。
3.合作学习：学生分组讨论，分析故事中的语法知识，如一般过去时。
新目标英语七年级下Unit 8 I’d like some noodles教案
Unit 8 I’d like some noodles.Mainly prepared by: Shen Lei Date: April 20-24I. Teaching Contents: Unit 8 I’d like some noodles.II: Analysis of the Teaching Material1.Status and functionThe topic of this unit is about food. The students will learn how to order food or take-away. In this unit, the students will be able to use “would like” to express their need for food and learn how to ask others’ information and provide their personal information during the process.2.Teaching aims and demands（1）Knowledge objectsa.T o master how to order food or take-away;b.T o master the modal verb “would” and “what” questions.c.T o master the usage of countable nouns and uncountable nouns.（2）Ability objectsa.To use “would like” to talk about the need for food.b.To im prove students’ ability of communication and social practice.(3) Sensibility objects:Let the students experience the happiness of learning English, cultivate their abilityto do things and foster the spirit of cooperation in group activities.3.Teaching difficult points and focus:（1）Key words and target language and structures;（2）To master the usage of countable nouns and uncountable nouns;（3）To use “would like” to express their need for food and learn how to order food.III. Target Language(1) What kind of noodles would you like?I’d like beef and tomato noodles, please.(2) What size bowl of noodles would you like?I’d like a large / medium / small bowl of noodles.(3) What is your address?My address is…IV. Vocabularylarge, noodles, beef, chicken, mutton, potatoes, cabbage, dumplings, porridge, soup, green tea, orange juice, would like, address, kind, size, bowl.V. Teaching TimeFive periods。
初中英语人教版七年级下册UNIT8 教案
七年级英语下册教案 Unit 8 Is there a post office near here? Section A (1a-1c） 一、教学目标： 1. 语言知识目标： 1)能掌握以下单词：post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, pay phone, near. 2)能掌握以下句型： ①There is a book on the desk. There are two books on the desk. ②—Is there a hospital near here? —Yes,there is. It’s on Bridge Street. —Are there any books on the desk? —Yes,there are. (No, there aren’t.) ③There isn’t / (aren’t) a book /any books)on the desk. 3) 能了解以下语法： 学会There is / are….Is/are there..的句型及用法。 2. 情感态度价值观目标： ① 通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精神。 ② 通过运用问路和引路的交际用语，帮助各个层次的同学树立自信心，敢于用英语进行交际. 二、教学重难点 1. 教学重点： ①there be 句型的肯定式、一般疑问句及其回答方式。 ②方位介词的用法。 2. 教学难点： there be 句型及方位介词的用法。 三、教学过程 Ⅰ. Lead-in: T: Hello, everyone, please think about prepositions for position S: in, on…… T: Good, today we are going to learn other prepositions for position and several nouns. Please look at the following new words. post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, pay phone, near. At first, ask a few students to try to read them, then the teacher corrects their pronunciations. Ⅱ. Presentation: 探究学习there be句型 1. There be ...句型表示的是“某处有(存在) 某人或某物”，其句式结构： ⑴ There be (is，are) +名词+地点状语 否定句：There isn’t / aren’t… 一般疑问句：Is/ Are + 主语 +…? 肯定回答：Yes, there is/are. 否定回答：No, there isn’t/aren’t. ⑵ There be 句型中的主谓一致原则 There be句型中be动词的形式要和其后面的主语在人称和数上保持一致。 如果句子的主语是单数的可数名词，或是不可数名词，be动词用“is”。 如果句子的主语是复数名词，be动词就用“are”。 如果有两个或两个以上的名词作主语，be动词要和最靠近它的那个主语 在数上保持一致，也就是我们常说的“就近原则”。 2.T: Good. Now please finish the following exercises: 1) There ______ (be) a lot of books on the desk. 2) There ______ (be) a bank and two ________ (library) on the street. 3) ______ ________ (有) a post office near here? Ⅲ. Listening: T: Now let’s listen to the tape, and circle the places you hear in 1a. (听力指导：做好听力题的两个关键：一是听前看图片或者文字材料；二是听时抓住关键词。) Listen again: finish the following dialogues: Conversation 1: A: Is there a restaurant on Bridge Street? B: Yes, _________ ________. Conversation 2: A: _______ there a post office ________ here? B: Um, Yes, there ______. ___________ one on Long Street. Conversation 3: A: Is there a ______________ on Center Street? B: No, __________ _______. IV. Pair work Ask the Ss to ask and answer questions about the places in 1a on page 43. Ⅶ. Homework （课后作业） Oral(口头): 1. 朗读并熟记单词和句子。 2. Draw a map and then make a conversation. Written（书面）: 抄写单词和句子。
人教版新目标七年级英语下册 Unit 8 教学设计
人教版新目标七年级英语下册 Unit 8 教学设计一. 教材分析人教版新目标七年级英语下册Unit 8主要围绕日常生活话题进行展开，通过学习本单元，学生能够掌握日常生活中的一些常用表达方式，提高他们的听说读写能力。
本单元主要包括以下几个部分：1.课本内容：包括对话和阅读材料，让学生了解日常生活中的交流场景和表达方式。
2.语法知识：一般现在时态的肯定句、否定句和疑问句的构成及运用。
3.词汇学习：本单元引入了一些与日常生活相关的词汇，如：go, come,have, do等。
4.作业及练习：通过各种练习题，巩固所学知识，提高学生的实际运用能力。
二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇知识，具备一定的听说读写能力。
但他们在语言运用方面还存在一定的问题，如：口语表达能力较弱，语法运用不够熟练等。
因此，在教学过程中，需要注重培养学生的口语表达能力和语法运用能力。
三. 教学目标1.能听懂、会说、会读、会写本单元的重点词汇和日常用语。
2.能正确运用一般现在时态进行日常交流。
3.提高学生的口语表达能力和语法运用能力。
4.培养学生的团队合作意识和交际能力。
四. 教学重难点1.一般现在时态的构成和运用。
2.日常生活中常用表达方式的掌握。
3.口语表达能力和语法运用能力的提高。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
2.交际法：创设真实的交际场景，培养学生的口语表达能力和交际能力。
3.情境教学法：通过设定各种生活情境，让学生在实践中掌握日常表达方式。
六. 教学准备1.课本、教案、课件等教学资料。
2.录音机、投影仪等教学设备。
3.与本单元主题相关的实物或图片等教学素材。
七. 教学过程1.导入（5分钟）利用与本单元主题相关的实物或图片进行导入，激发学生的学习兴趣，引出本节课的主题。
2.呈现（10分钟）通过展示课本中的对话和阅读材料，让学生整体感知本节课的内容。