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七年级英语下册教案及说课稿

英语教案和说课稿的设计作为七年级教师备课工作中最为全面系统而又深入具体的一环又显得尤为重要。整理了关于七年级英语下册教案及说课稿，希望对大家有帮助!

七年级英语下册教案及说课稿范文一、说教材

(一)教材概述

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学会如何在饭店订餐以及进行简单的广告或海报的简单写作，本课时要求掌握基本点餐需要的词汇及基本用语，如面条，饮料等的种类及碗的大小的表达。主要语言点要求掌握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语言综合运用能力。

(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：通过创设真实的点餐情景，让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，使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，有效培养学生的英语思维能力。

(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，并在该情景中运用当堂所学词汇和句子进行操练。

二、说学生

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、说教法

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，感受到了成功。

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、说学法

《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。用生动可见的教具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也需要的英语技能，让学生从乐学、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、说流程

1、总体设计及依据在任务型活动中热身(8分钟)

通过询问学生平时爱吃的食物来引导学生之前学过的一些关于食物的单词，然后创设在餐厅的情景把学生带入到一个模拟真实场景的课堂教学模式中来，让学生切实体验英语真正学以致用的真实成就感。

2、教具准备：

教学卡片、PPT幻灯片、录音机、粉笔、黑板磁铁

3、分步设计及依据(多媒体课件制作)

Step1：在任务活动中热身

活动一：chant

活动二：Guessing games

活动三：利用挂图引导学生观察在英语国家人们的点餐习惯及基本流程

活动四：学生俩俩合作，试着模仿课本上主人公点餐，找出不认识的单词及主要句型并加以勾画，并小组汇报员说出自己的问题，然后再带领全班同学共同解决

Step2 教师带领学生一起操练新学词汇及句型

Step3 通过三个活动进行任务型教学，让学生在完成任务的过程中再次熟练对新学语言点的练习，之后让小组汇报员汇报任务完成情况，教师以此来检测学生的掌握情况

Step4 Summary

以PPT幻灯片来展示本节课所学内容，把词汇和句型分别归纳、总结以便学生在脑子里形成一个完整的知识体系

4、板书设计

六、教学效果预测

七、教学反思

1、教学内容要形式多样，避免课堂的死板、生硬

2、尽量合理组织教材，整合教材内容以便适合本班学生的实际学习情况

3、课件制作要充满色彩，并且简洁明了，注意不要把学生的注意力吸引在观看幻灯片上而忽略了其真实的学习作用

4、拓展学生文化视野，把中西饮食文化习惯放在一起对比，让学生了解英语国家饮食文化习惯并要求学生养成健康的饮食文化习惯

5、充分发挥学生主动作用，让主动会话，增加学生语言运用能力的灵活性

教案设计

Unit 8 I d like some noodles.

I. Analysis of the Teaching Material

1. Status and function

The 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 objects

a. To master how to order food or take-away;

b. To master the modal verb would and what questions.

c. To master the usage of countable nouns and uncountable nouns.

2). Ability objects

d. To use would like to talk about the need for food.

e. To improve students ability of communication and social practice.

3). Sensibility objects:

Let the students experience the happiness of learning English, cultivate their ability

to do things and foster the spirit of cooperation in group activities.

3. Teaching difficult points and focus:

1)To learn the names of food and the countable and uncountable nouns.

2)To learn how to order food.

3)To use would like to express their need for food and

learn how to order food.

II. Target Language

1) what would you/he/they like to eat?

I d /He d /They d like some...

2) What kind of noodles would you/he/they like?

I d/He d /They d like beef and tomato noodles

IV. Vocabulary

noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like

V. Teaching Time

45 minutes

VI. Teaching Procedures

Step 1. Warm up.

1) Show some pictures about sports and let the students answer the questions below:

After doing these sports, what s your feeling?

Are you tired ?

Are you hungry?

2) Let the students thinking the question: If you are hungry, what would you like to eat?

3) Show some pictures of food that they have learned.

Step 2. Lead into.

1)T: No food left! But don t worry, let s go to the restaurant to have a big meal.

Look! What can you see in the restaurant?

Yes, There are many kinds of food there. You can choose whatever you like .

2)Show the new words.

3)Questions:

A: What kind of vegetables/meat/food/drink would you like?

B: I d like some

Let the students to learn the names of food and the countable and uncountable nouns. Let the students make some dialogue.

Step 3. Let s chant.

Step 4. Noodle House.

1) Show some pictures about noodle specials.

meat+vegetables special1/special2 .

(let the students to guess the meaning of the word special )

2) Make dialogue

A: What kind of noodles would you like?

B: I d like and noodles.

Step 5. Pairwork and guessing game

1) Pairwork . (Make dialogues.)

2) Game: Who is the winner?

Ask a boy and a girl come before the blackboard, and then ask two students to make a

dialogues. The boy or the girl who find the right special will win one score .after

some pairwork, see who is the winner? The boy or the girl.

3) Guessing game.

Step 6. Role Play (In the Nodle House)

A customer and a waiter. (Make a dialogue)

Let the students express their need for food and learn how to order food.

Step 7. Summary

Step 8. Apothegm

Step 9 A Flash I m hungry

Learn the song.

Step 10. Homework

英语篇章教学研讨一、关于英语篇章教学的理解

Rosenblatt将阅读理解分为了四个层次：字面理解层次、推理

层次、评价理解层次、欣赏层次。但是很多初中英语阅读教学还是停留在第一个层次上，造成了他们只重视阅读篇章中的词汇、句型，阅读浅尝辄止。不少学生的阅读理解能力比较低下，很难对文章进行有效的推理、判断，他们误认为阅读只要能够背诵单词就可以了。这样的思想让学生在英语考试的阅读理解中看到生词就束手无策了。因此，英语教师必须要重视篇章教学，多给学生分析和指导篇章教学，让学生能够多了解一些语篇，多学习一些写作方法。具体来说，就是要对篇章进行整体理解，自上而下的引导学生把握段落主题和相互间的语义联系。先熟悉文章的整体结构，然后通读文章，根据文章信息来找出中心思想和总要信息。

二、把握好英语阅读技巧

教师应该积极参与学生的阅读过程，详细了解学生的阅读心态、思维习惯、阅读方法，指导学生学会阅读技巧。通过不断的阅读活动来提高学生对阅读的理解能力以及阅读速度。从教学现状来看，教师在教学英语篇章的时候，仅仅是简单的让学生在课文中找答案。这样的阅读教学不能让学生的阅读能力得到提高，也不能让学生正确了解自己的阅读水平。教师需要对此进行深刻的反思，积极参与到学生的阅读活动中，既要关注学生的阅读变化和发展，又要关注阅读的结果评价。只有这样，教师才能发现学生在阅读中存在的问题，方便教师调整阅读教学任务，方便指导学生认真阅读。与此同时，培养学生的阅读技巧是初中英语篇章教学的一个重点。然而，阅读技巧有很多种，教师必须先从理论上给学生讲解阅读技巧，然后结合教学设计让学生

掌握阅读技巧。

三、利用语篇教学培养学生的英语文化意识

文化靠语言传播。初中英语教学不但要让学生形成良好的阅读能力，还要让他们掌握正确的阅读方法，让他们在阅读中形成英语文化意识。通过英语阅读学习，学生可以接触和了解更多的英语文化，通过对英语文化的学习提高文化交际能力。教师在英语篇章教学中既要教授知识，又要教授文化知识。一般来说，英语文化学习和英语语言学习是不可分割的，文化知识可以让学生更加了解篇章学习，而篇章教学又加深语言文化知识学习的内涵。词汇教学是篇章教学的一个方面，影响着学生的阅读理解能力。而词汇教学中的难点就是一些词汇所表达的文化内涵。因此，教师应该让学生认真研读篇章，引导他们从篇章语境中去理解词汇的意思。这样有助于帮助他们掌握词汇，体会中西文化差异。另外，培养学生的英语文化意识还可以从语言本身着手。教师要让学生理解到英语这种理性的语言，让他们在阅读中理解篇章的句式以及结构。并且，在英语篇章教学中，学生会遇到很多习语。要理解他们的含义，就应该从文化的角度去指导学生理解。从篇章结构去培养学生的英语文化意识，要准确把握英语篇章的结构，即演绎式结构，重视开门见山。教师要提醒学生不能用汉语思维去学习篇章，这样可以帮助学生有效的理解英语篇章的结构大意，还可以提高他们的写作水平。

四、重视学生的英语学习兴趣

光靠掌握阅读技巧是不能够完全提高学生的阅读能力。因此，

英语教师需要从学生的兴趣爱好、知识能力水平来考虑，为学生提供贴近生活实际，具有时代气息，内容丰富广泛的阅读篇章，从而提高学生的阅读能力，学习阅读技巧。在英语篇章教学过程中，教师通常指导学生在任务型教学中完成阅读任务。提倡学习自觉进行大量的课外阅读，并完成一些阅读任务。这可以巩固篇章教学的课堂效果，让学生在阅读中发现问题，解决问题。

五、结语

总而言之，当前初中英语篇章教学已经不仅是简单的知识的教与学。传统的英语教学模式已经日渐不适应当前素质教育的发展要求。因此，初中英语篇章教学必须要更好的服务阅读教学。篇章教学理论可以帮助学生从整体上形成良好的阅读策略，让学生更加重视英语阅读语言信息的获取，形成符合新课标的阅读教学模式，这也是初中英语阅读的本质要求。在阅读教学中融入篇章理论知识，可以帮助学生掌握英语语言动态功能，从而提高初中生的英语阅读综合能力。

人教版新目标英语七年级上册说课稿

Unit 4 Where’s my backpack 一、说教材（一）、教材分析本课是人教版新目标英语七年级上册第四单元的第一节课时。本单元的话题是谈论物品的位置。通过单元学习，要求学生在掌握物品名称的基础上用方位介词熟练地表达物品的位置，并能对where问句进行提问并回答。本课SectionA分为两部分，第一部分主要围绕物品名称及位置进行思维(1a)、听力(1b)、会话(1c)三方面对Where’s/ Whereare…?句型进行训练。第二部分是通过谈论位置展开听力（2a—2b）、会话（2c）训练。我根据教材特点，将一些内容进行整合，把1b、2a和2b合起来训练学生的听力，1c和2c合起来训练学生的口头表达能力，让学生系统地学好本课的目标语言。（二）、教学目标根据英语新课标，教材大纲的要求和学情(学生对感兴趣的话题较愿意表达)确立教学目标如下： 1、知识目标（1）、掌握本课的重点词汇。 chair, sofa, table,bed,dresser,drawer,plant,bookcase, where under,on, they. （2）、掌握并灵活运用重点句型。 Where’s the backpack? It’s under the table. Where are the books? They are on the sofa. （3）、掌握方位介词in , on , under的用法。 2、能力目标（1）、学会描述物品的位置，并能就物品位置进行提问和回答。（2）、能对方位介词in,on,under加以灵活运用。

（3）、培养学生的语言运用能力和绘画能力。 3、情感目标培养学生学习英语的兴趣，乐于参与课堂活动的积极情感。（三）、教学重点和难点根据本课在教材中所处的地位和作用，我确立本课的重难点如下： 1、重点：学习掌握用Where’s/Where are…?句型询问物品的位置和运用方位介词in、on、under描述物品所在的位置。 2、难点：能够确凿运用方位介词in/on/under描述物品所在的位置。（四）、学情分析初中学生的抽象思维能力较低，形象思维能力强，但注意力简易分散。因此，在教学过程中我精心设计各种游戏活动；给学生展示丰富多彩的画面，从而增强学生的兴趣和唤起他们的学习注意力，进而充分调动学生的学习积极性和主动性。二、说教法为了达到本课的教学目标，更好地突出重点、突破难点，根据英语新课标的要求并结合教学内容。我主要采用的教学法是： 1、情景交际法：课堂教学以情景交际法为主，尽量给学生以足够的听说读的机会。本课我利用课件展示一些图片为学生创设真实的语境，让学生在真实或模拟真实的情境中感知语言，体会语言，掌握语言的应用，同时，在学生运用语言过程中学会和他人进行交际。 2、游戏法：本课我为学生设计了快速说单词和接龙游戏，启发学生的思维，激发学生学习英语的兴趣，让学生大胆地参与游戏活动，巩固已学知识。 3、听说法：通过听录音，pairwork巩固句型，加强听说训练。

新目标英语全英说课稿七年级Unit6 It’s raining!

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