英语说课稿初中英语七年级上册第九单元

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Unit9 SectionB1a-1d课件- 人教版七年级英语上册

subjects
lunch
activities
1c
Listen and circle the classes David talks about on this schedule.
提示：听时抓关键词：days of the week and subjects
Eric: Hi, David. How are you? Are you _O__K___?
What is your favorite ____? My favorite____ is ____. Why do you like ______? Because it's________
ቤተ መጻሕፍቲ ባይዱ
int_e_r_e_s_t_ing bo_r_i_n_g_ f_u_n__
re_l_a__x__i_ng g r__e_a__t__
--Why do you like… best? --Because I think it’s… --Who teaches you ....? --________ teaches us .....
-What do you think of your... teacher? -She is nice/ kind/friendly. --When do you have ....? --We have .... on Monday and Friday. = --When is your .... class? --It’s on Monday and Friday.
--What class do you have today? --I have …
-- When/ What time do you have English today? --I have …from … to … -- When is your computer class? -- It’s from … to … -- What’s your favorite subject? And why? -- I like … because …

Unit9 SectionA(1a-2d)课件2022-2023学年人教版英语七年级上册

I have an _E_n_g_l_is_h_ class/lesson. /ˈɪŋɡlɪʃ/
Let’s learn What subjects do you have at school?
I have a __m_a_t_h__ class/lesson. /mæθ/
Let’s learn What subjects do you have at school?
Linda:Hi, Anna! How's your __f_i_rs_t_ day of school? Anna:Hey, Linda! It's good. I'm happy to see all my friends.
What _a_b_o_u_t _ you? Linda:Me, too. And my classes are great. Anna:What's your __fa_v_o_r_it_e__ subject? Linda:My favorite subject is __s_c_ie_n_c_e___. What's __y_o_u_rs___? Anna:Hmm. Well, I like ___a_rt___ and __m__at_h__. But my
favorite subject is _m_u_s_ic__.
1c Practice the conversation with your partner. Then make your own conversations.
What’s your favorite subject?
My favorite subject is…?
➢ Key sentences: 1.— How's your first day of school? —It's good. 2. —What's your favorite subject? —My favorite subject is science. 3.—Why do you like P.E.? —Because it's fun. 4. I like Monday because I have P.E. and history.

人教版初中初一七年级英语上册名师教学课件 Unit9 Section A

Listen and put the conversation in order.
2a 4
Because it’s fun.
1 What’s your
favorite
subject?
2
3
My favorite Why do you
subject is P.E. like P.E.?
Listen and match the subjects you hear with the description words.
My favorite subject is……
My favorite subject is English , What’s your favorite subject?
My favorite subject is……
1a Match the words
with the pictures. 1.P.E. ___c_____ 2.Art __d______ 3.science _b___ 4.music __e____ 5.math __a____ 6.Chinese __f__
Unit 9 My favorite subject is science
Section A -1 Section A
My favorite subject is science
导入
My favorite subject is science
Subject
科目、学科
Why ???
because…
(boring\ difficult \fun \relaxing)
why引导的特殊疑问句的结构如何组成？ Why 用于询问原因、理由，其后接一般疑问.

初中英语七年级上册Module 9 What shall we do first英文教案设计

Module 9 What shall we do first?Unit 1 What present shall we give?Every student should take into class a small present (made by themselves and wrapped in colour paper ) .Every student should do the descriptions of the present as follows and stick the written words on the outside of the present.Descriptions of the present:Dear friend, I’m your present. My first letter is the same as in the word “but”. My last letter is the same as in the word “rock”. My middle two letters are in the word “football.” What am I? (Book) Teacher numbers the present and the descriptions of the present( the written words ).Each student gets a piece of written words.Step 1 It’s time to open your present.Ss take turns to open their present. Try to guess what present is being described first.If the Ss fail to guess what present is being described, he can get help from other Ss or Teacher.Step 2 Presentation and practice.Teacher tells the Ss Mr. Li is ill in hospital. What present shall we give him? Present the structures as follows:Shall we…?Let’s…Why not…?What about…?We’re going to…We could…Divide the Ss into groups of 4-6. Ss discuss what to take (to do) for Mr. Li. Each group should think of four suggestions.Groups report their suggestions to the class. They should use the structures above.Teacher writes their suggestions on the blackboard. Choose four suggestions which most groups think of .See which group’s suggestions are the best?The whole class decide which suggestion they are going to do first, second, third and last.First, we’re going to…Second, we’re going to…Third, we’re going to…And last, we’re going to…Step 3 Look and listen. (Dialogue 1)Listen to the tape and answer two questions on the board:1）What is wrong with Mr. Li?2）What are the children doing for him?Then play the tape again, pausing after each sentence for them to report.Step 4 Look and listen. (Dialogue 2)Ss look at the picture and answer the questions:1) What does Tan Mei want to do for Mr. Li?She wants to take him some flowers.2) What does Gu Ming want to do for him?He wants to take him some sweets.Ask them to listen to the tape and follow the dialogue to check their answers.Play the tape again, pausing after each sentence for the students to repeat.Step 5 Look and listen.(Dialogue 3)Ss look at the relevant picture and answer the question:What else does Tan Mei want to do?Play the tape and ask the Ss to follow the dialogue in their books.Ask “What are they going to do first? ”Play the tape again, pausing after each line for the Ss to repeat.Step 6 Look and listen. (Dialogue 4)Ask the Ss to read through the text and find out what the children are doing first and second. When they have answered, play the tape and ask them to follow the text in their books.Play the tape, pausing after each line for them to repeat.Step7 Pronunciation.A. Listen and say.Ask the Ss to read through the sentence silently to themselves.Play the tape and ask them to follow the sentence in their books.Then play the tape again, pausing after each sentence for them to repeat chorally and individually.B. Listen and say.This exercise works on the /s/ and /z/ minimal pair of alveolar fricatives.Ask the Ss to read through the words silently to themselves.Play the tape and ask them to follow the words in their books.Play the tape again, pausing for the Ss to say each word and pair.Step 8 A task : Think of a best gift for her or him.Procedure:1) Divide the Ss into five groups to think of a best present for him or her.Group 1 : a best gift for your mother’s birthdayGroup 2: a best gift for a sick friend in hospitalGroup 3: a best gift for your uncle’s new born babyGroup 4: a best gift for your friend passing an important examGroup 5: a best gift for a teacher on Teachers’ Day2) Each group makes a survey in his own, using the structures:Group leader: What present shall we take to her or him ?S1: Shall we…?S2: Let’s…S3: Why not…?S4: What about…?S5: We’re going to…S6: We could…The whole group decides the best gift for him or her.The group leader reports his group’s best suggestion to the whole class.Unit 2 How do we make it?Take into class the following things: a puppet, pen, pencil, eraser, ruler, pencil sharpener, coloured pencils, scissors, card, glue and anything else which is frequently used when making a puppet.Step 1 Brainstorming.Teacher: Tomorrow we will make a puppet in our English class, What shall webring to our class?Students introduce the following things : pen , pencil, eraser, ruler, pencil sharpener, coloured pencils, scissors, card, glue. At the same time, teacher holds up the real object.When the Ss introduce the things above, they had better use the structures :Shall we bring…?Let’s bring…Why not bring…?What about…?We’re going to bring…We could bring…Step 2 Present some useful verbs.Teacher introduces the following verbs by doing the actions and making a sentence .E.g.Verbs Sentences Actionsdraw a picture We use the pencil to draw a picture.draw a straight line We use a ruler to draw a straight line.cut out a picture I use my scissors to cut out a picture.rub out …colour ……Step 3 Look and listen.Ss look at the picture and answer the question:What are they doing?They’re making a puppet .(Hold up the object.)Play the tape and ask the Ss to follow the picture sequence in their books.Play the tape again and ask the Ss to follow the dialogue.Next, play the tape and pause at the end of each utterance for the Ss to repeat.Finally put the Ss in pairs, and ask them to practise the dialogue, taking it in turns with the roles.Step 4 Pronunciation.Listen and say.Ask the Ss to read through the sentences silently to themselves, trying to get stresses in the correct places.Play the tape while they follow in their books.Play the tape again, and pause after each sentence for the Ss to repeat individually and chorally. Listen and say.This exercise works on the// and // minimal pair of post-alveolar fricatives.Get the Ss practicing the // and // sounds in isolation.Then ask them to read the six words silently to themselves.Next play the tape while they follow the words in their books.Then play the tape again, getting the Ss to repeat after each word and each pair of words.Step 5 Let’s make it.Teacher should tell the students to bring all the materials to the class in advance.Divide the class into several groups of four.Group 1: Make a cup of tea.Group 2: Make a paper plane.Group 3: Make a painted egg.Group 4 : Make a kite.Four Ss work in groups. One student writes down the instructions of making it (First…Second…Next… And then…), other two get all the materials ready and make them , the fourth introduces their product to the whole class.The whole class vote and decide which groups are the best makers.Unit 3 What do we do first ?Step 1 Introduce the ordinal numbers.(first-tenth)A guessing game:Teacher introduces the ordinal numbers (first-tenth) by guessing who has got the puppet. Teacher takes into class ten masks (face-covering) and each is marked with one ordinal number( from first- tenth) .Ask ten Ss to put on the masks and stand in line in front of the class with their hands at their backs. Ten Ss pass on the puppet secretly.When teacher says “Stop passing”, ten Ss stop passing.Then teacher asks the Ss seated a question: Who has got the puppet ?The Ss seated should answer with the cardinal number on the studen t’s mask.E.g. the second ( student ).The student who guesses right can get a prize from the teacher.Step 2 Complete the dialogue.Put the students into pairs. Ask them to look at the list of words.Tell them they have to put the words into the gaps in the dialogue.When they have finished, get them to check their answers in pairs.Call back the answers by getting Ss to read out sections of the dialogue with the correct answers in them.Finally, when all have the correct answers, put them into groups of four to practise the dialogue, taking in turns with the various roles.Step 3 Pronunciation.Listen and say.This exercise works on the /f/ and /v/ minimal pair of labia-dental fricatives.Ask the Ss to look through the list of words.Play the tape while they follow in their books.Play the tape again, pausing to allow them to repeat individual words and pairs.Step 4 Listen and write down.Ask the Ss to have their pens/pencils and a piece of paper/page ready to write down 5 ordinal numbers. They should write 1,2,3,4,5 down on the page.First, play the tape while they just listen. (They’re not allowed to write.)Then, play the tape twice through, allowing them to write down their answers.Ask them to check spelling in pairs.Then call back the answers (with spelling) and write the answers on the board.Step 5 Complete the table.Ask the Ss to complete the table in their books individually.When they have finished, they can check.Call back the answers and write them on the board.Unit 4 I hope you get better soon.Step 1 Watch a part of the cookery programme on TV.Teacher finds some recipes from “我爱我家”on CCTV-2.Circulate them in class. Select one recipe, e.g. making fried rice .Brainstorming:1）In groups of four, students write down the English names of as many different kinds of ingredients needed above within three minutes. Teacher will give help if they need.2）See which group can make the biggest list of ingredients.Review food vocabulary. Introduce new vocabulary: cooked shrimps, cooked chicken, pepper, onions, oil, etc., by bringing some real objects to class. Students are interested in tasting these objects. (learning the new words by watching, tasting)Review the time adverbs with Ss, e.g. first…, then…, next…, when… , finally… Draw a simple picture step by step on the board, using the time sequence and the procedures of completing a job. Introduce some action verbs for making fried rice: stir, add, chop, cook. Demonstrate the actions in class with simulated objects, such as a toy cookery set.Step 2 Match the pictures to the instructions.Ask the Ss to look at the written instructions for making fried rice. Get them to read them out and clarify any language problems they have.Ask them to look at the pictures of someone making fried rice. Get them to tell you what is happening in each picture.Finally call back the answers from the whole class.Step 3 Complete the dialogue.Ask the Ss to look at the list. Check that they know the meanings of all the words. Say them, and have the Ss repeat them after you.Then ask the Ss to put the words into the spaces in the letter individually.When they have finished, ask them to check with a partner.Then call back the answers, by getting Ss to read out the sentences one by one.Step 4 Tasks: Making a dish for a picnic.Ss work in pairs to ask each other questions: What food do you like to have on your dish for a picnic? And tick the ingredients.The pair then writes a sentence about the ingredients they have chosen.What food do you like to have on your dish for a picnic ? Tick, then write.noodles rice potatoes oil bread√fish eggs chicken√shrimp green onion√bananas apples√I like to have ______, _____ …and ____ on my dish for a picnic.Write the recipe : How are you going to make a dish for a picnic?My Sandwiches1 First, ____________________________________.2 Second, __________________________________3 ________________________________________.4_________________________________________.5_________________________________________.6__________________________________________.Select Ss’ good work and make a board display entitled “My dish for a picnic”.Step 5 Hospital Visits.Ask the Ss if they have ever visited anyone in hospital. Ask those who say “yes” to tell the class what they took. Make a list on the board.Ask then what they would take if a classmate was in hospital.Then ask the Ss to look at the four pictures and tell you what they can see.。

人教版七年级英语上Unit 9 Section B (1a-2c) 教学课件 (25张)

Pair work
A: What’s Ken’s favorite subject? B: Science. A: Why does he like science? B: Because it’s interesting.
Pair work
A: What’s Selina’s favorite subject? B: Art. A: Why does she like art? B: Because it’s relaxing. A: When does she have art? B: She has art on Monday and Wednesday.
Ms. …
Complete the conversation with the words in the box. You can use some of the words two times.
teacher my interesting your
because subject when Friday
2) Description words: interesting _fu_n__ b_o_r_i_n_g_ d_if_f_ic_u_l_t e_x_c_i_ti_n_g e_a_s_y___re_l_a_x_in_g_
3) Days of the week: Sunday M_o_n__d_a_y T_u_e_s_d_a_y W_e_d_n_e_s_day _T_h_u_r_s_d_ay _F_r_id_a_y_ Sa_t_u_r_d_a_y
星期三
Wednesday
星期四
Thursday
星期五 Friday
ects: English _C_h_i_n_e_se__m_a_t_h_ _h_i_st_o_r_y __sc_i_e_n_ce b_io_l_o_g_y_ m__u_s_ic__ _P_.E__. __ a_r_t_ c_o_m_p_u_t_e_r

初中英语人教七年级上 Unit9 SectionA 1a-1c 课件

14
1. To remember the new words and sentences.
2. To finish the exercises on page79. (练习册）
15

12
1c Practie the conversations with your partner.
his
her
Alan's
What's ... favorite subject?
... favorite subject is ...
your your
Linda's your
thei1r3
Exercises 1. _C_h_i_n_es_e__(China) is my favorite subject. 2.__M_y___ (I) favorite subject is English. What's _y_o_u_r___(you) favorite subject? 3.Blue and white __a_re___(be) my favorite colors. 4.What's _J_a_c_k_'s____(Jack) favorite sport? 5. What's _h_i_s___(he) favorite fruit?
4. music __e_
5. math _h__
6. Chinese __d_
7. geography _a_
8. history _g__
6
Look and say
A: What’s your favorite subject? B: My favorite subject is…

Unit9SectionB(1a-1d)课件人教版七年级英语上册

What’s David’s favorite subject?
Why does he like _C_h_i_n_e_s_e?
When is the class?
_C_h_i_n_e_s_e_.
Because it’s _i_n_te_r_e_s_ti_n_g_.
It’s on _M_o_n_d_a_y_, W__e_d_n_e_sd_a_y_, _ _T_h_u_rs_d_a_y_a_n_d_F__ri_d_a_y.
10:00 Chinese 10:00 art
11:00 history 11:00 .M. 12:00 lunch P.M. 12:00 lunch 01:00 geography 01:00 math 02:00 English 02:00 history
Bill’s birthday party
interesting cool adj. 妙极的; 很酷的
Tuesday
Wednesday
Thursday
Sunday
1a Match the words on the left with
their opposites on the right.
boring difficult busy
easy interesting fun free cool
A: Oh, I think it’s very interesting.
B: _W__h_o__i_s_y_o_u__r_m__u_s_i_c__te_a__c_h_e_r__?
A: Miss Zhang. She is a nice teacher.
Ask and answer.
What’s your favorite subject? Music.

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Unit 9 What do you think of game shows? 我说课的题目是 What do you think of game shows? 下面我将按照教材分析、教学目标、重点难点、教学方法和教学过程的步骤进行。

• 一、教材分析本单元选自山东教育出版社义务教育课程标准实验教科书初中英语七年级上册第九单元。本单元围绕谈论个人喜好这一活动展开。主要让学生学会陈述自己的看法和意见，了解一些日常生活用品，描述对其喜好的程度。在实际教学过程中，通过模拟情境对话，分角色表演等活动，让学生把所学知识灵活运用到实践当中，让学生感受学习的愉悦，体会成长的快乐，真正做到学以致用。

• 二、教学目标 1．知识目标 1）熟练掌握本单元单词 2）掌握询问意见、表达喜好的句型 3）能够运用句型表达自己的喜好 2．能力目标 • 1）通过任务明确的听说读写等大量的实践活动，让学生能够用英语陈述自己的看法、意见和喜好。

•2）培养学生在听力中抓住关键词的技巧 3．情感目标通过互相谈论彼此的喜好，让学生在交际中增加了解，增进友谊。让学生之间进行多向交流，互相合作，取长补短，使每个学生都能得到充分发展，培养他们的合作探究精神和竞争意识。

• 三、教学重难点 1．love, don't mind, can't stand, don't like 的用法 2．句型What do you think of...? What's your favourite...? What kind of... do you like? What /how about...? 3．Too, either 的用法 • 四、教学方法本课主要运用"任务型教学法"，并辅助于情景交际教学法等手段。 1.任务型教学法任务型的教学活动，是让学习者通过运用语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言活动形式来学习和掌握语言。

在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。

2.情景交际法课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系课文实际，创设情景，引入讨论主题，在交际中学英语。

3．使用多媒体课件进行辅助教学。用Powerpoint 将本单元所需要的动画、录音、图片、文字、图表和音乐制成CAI软件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

4．使用非测试性评价等教学手段。本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

• 五、教学过程第一课时步骤一情景导入教师在屏幕上显示出几种食物图片，让学生说出英文名称 pizza, broccoli, icecream, mushrooms. 并且在旁边也显示出句型 what do you think of...?教师问一学生 what do you think of pizza? 帮助学生回答I like pizza or I don't like pizza.依次运用各食物图片练习句型what do you think of...?及回答用语。

本环节是通过复习学过的有关食物的单词，引出该课新句型，进而为下步新单词的练习做铺垫。

步骤二看图学单词我把本单元有关的单词制成图片显示在屏幕上。目的在于通过直观的画面效果和有意义的情景，便于学生更快地把单词的声、形和意联系起来。使学生轻松地掌握这些单词的音、形、义，且充分调动了学生的学习热情，让学生在思考中理解所学的生词。如 sitcom( situation comedy)

1.猜。点击屏幕上一副有关情景喜剧的图片。说This is s kind of funny show. We call it sitcom. The people in sitcoms do or say things that make Tv watchers laugh.让学生根据图片和教师的提示猜出单词的意思。这时再告诉学生们sitcom=situation comedy.一定会有很多同学争先恐后地抢答，我们可以挑三个不同层次的学生起来回答，这样做既发挥了优等生的带头作用，同时为待优生树立起学好英语的信心，又增强了其他同学的竞争意识（他会我也会），也融入了教师的情感价值观之中。

2．读。让学生跟随录音机听读单词。反复练习读音。这样有利于学生形成正确的语音语调。

3．写。读熟单词后，让学生根据拼读规则，结合单词读音把单词拼写出来。如situation si-tu-a -tion.

步骤三巩固提高在初次掌握了单词的基础上，采用多种形式加以巩固提高。 • 1．听录音找单词。我把课本中一些单词事先录制好，然后根据录音在所给的单词中查找。这样既练习了听力，又再次纠正了读音，同时还强化了单词的记忆效果。 • 2．赛一赛

为了激发学生的学习自觉性，我通常采用赛一赛活动。以小组为单位，以出示图片或直译的形式让学生拼写单词。宣布每小组得A的同学免当天的作业，得B的同学把当天记的不熟的单词回家背下来等等。这种竞赛形式充分调动了学生的积极性，从而提高了课堂效率。

• 3．利用本节课的新句型结合本单元单词加以练习。如 what do you think of soap operas? I like it or I don't like it.这样使本单元句型和单词同时得到了练习。

步骤四信息反馈对本节课的句型和单词进行小测，了解学生掌握情况。步骤五课后作业 •1．继续巩固本单元单词 •2．采访3位同学对talk show, soap opera,sitcom的看法，并以下列形式写出来 what do you think of talk show?

I like it.\ I don't like it. 本节课的主要内容是集中识词，并初步引入询问看法的句型，为后几节课的顺利进行奠定基础。

第二课时步骤一检查作业让学生把调查情况以小组为单位汇报，并完成1a的搭配。步骤二知识延伸通过上节课的学习，学生对本单元单词及what do you think of...? 以有所掌握。这时转换角色让学生问教师 what do you think of...? 教师趁此机会引入表达其他意见和看法的方式，并做解释If you "don't mind something", you don't either like it or dislike it. "can't stand something" means you dislike it very strongly. Your least favourite food is something you can't stand.If you love something, you like it very much. Your favourite food is something you love.

步骤三强化训练 • 1．看1a的图片，依次说出每一部TV SHOW的名称。 • 2．教师问一名学生what do you think of soap operas? 让他根据实际选择用语做出回答。I love them./ I like them. /I don't mind them. /I don't like them. /I can't stand them. • 3．让学生同桌俩根据实际情况进行对话练习。此步骤把1b听力部分出现的有关难点渗透在了对话中，减轻了1b的难度。步骤四处理听力 1）先处理1b。先让学生弄清题目要求，而后播放两遍。第一遍指导学生只听不做题，等到第二遍时再做。并且这时几乎所有的学生都已能熟练运用本课的重点句型，所以这部分较为容易，采取一句一停顿的辐射法，让学生跟读，同时在这一环节中要教给学生在听力中抓住关键词的听力技巧。

用录音机的暂停键，每放一句，让那些先听懂的学生起来重复，这样会有更多地同学听懂此句，他们会接着重复，直到全部学生听懂为止，然后录音机再放一遍，让全体学生集体重复。这种做法不仅消除了学生对听力的畏惧心理，还激发了学生起来表现自己的欲望，同时他们还因听有所获，增加了成就感，对听力越来越有兴趣，越来越有信心。

2）处理2a,2b 。完成2a之前先可以让学生把1-5读一遍，指导学生学会根据所给内容揣摩听力内容。2a之后接着再播放一遍完成2b。由于学生对2b中出现的重点句型在步骤三中已练习过，所以完成2b 会很容易。

• 3）在听力做完后，让学生根据手中的听力原文，跟读录音，进行朗读训练，然后再三人或四人小组通过合作讨论，模仿听力材料自编对话，然后到台前表演，这样，既锻炼学生的口语表达能力，又展示学生的个人风采，从而树立起自信心。

步骤五 2 c Pairwork 首先同桌问答，然后让一对同桌上前进行角色表演。表演完后，教师问第三名学生what does he think of Hilltop High?引导学生用第三人称回答He doesn't like it or....师生一起训练What does he/do they think of..?及答语几遍后，以小组为单位进行下步操练。语言结构如下：

A：What do you think of...? B: I don't mind it.