七年级英语说课稿
2007 年 08 月 11 日 19:08:24 来源:甘肃省靖远县糜滩中学
I’ UNITE EIGHT: I ’ d like some noodles.
(Section A)
Good afternoon, everyone. I’m Zhang Zhenzhen. I’m from No.25 Middle School. Now I’ll say the second period of Unite Eight in Book One . I prepare to say the lesson from three parts.
Part One: Analysis of the Teaching Material
(一 ) STATUS AND FUNCTION 一
  1. This is an important lesson. To attain “three skills” request of listening , speaking and reading. Start with listing part and tell the Ss to remember the new words. Ask the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
  2. This is the second period of Unit
  8. So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
  3. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (二 )AN ALYSIS OF THE STUDENTS 二 The Ss have learned English for about one year so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now. (三 )TE ACHING AI MS AND DEMANDS 三
  1.Knowledge objects (
  1) To study the new words “large, medium, small, size, he’d=he
would , they’d=they would " by learning the dialogue of this lesson. (
  2) To make the Ss know how to use the sentences W hat kind of noodles do you like? I’d like beef noodles , please. W hat size bowl of noodles would you like? ” He’d like small/medium/large bowl of noodles.
  2. Ability objects (
  1) To develop the Ss’ abilities of listening, speaking and reading. (
  2) To train the Ss’ ability of working in pairs. (
  3) To develop the Ss’ abilities of communication by learning the useful structures.
  3. Moral objects To enable the Ss to be polite . (四 )TE ACHING KEY AND DIFFICULT POINTS 四
  1.Key points: (
  1). To enable the Ss to study in groups and co-operate skill fully. (
  2). Order food . (
  3) The structure : I’d like / He’d like ….
(
  4) Countable nouns and uncountable nouns.
  2. Difficult points: (
  1) W hat questions . (
  2) The structure : I’d like / He’d like….
(
  3) Countable nouns and uncountable nouns. (五 ) TE ACHING AIDS 五 Tape recorder, Software: Power point
Part Two: The Teaching Methods

  1. Communicative teaching method
  2. Audio-visual teaching method
  3. Task-based” teaching method As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange four kinds of activities: talking, watching CAI, acting out 2b and having a competition.
Part three: Teaching Procedure
I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.
Step1
Revision

  1. Ask Ss look at the pictures and spell the words. ( beef ,mutton, tomato ,potato, chicken, cabbage,noodle ) Purpose of m y designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge.
Step
  2. Presentation
I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand . First scene: It’s time for lunch. A and B are going to have lunch
together , Now A is talking with B. A: Hi, W hat kind of noodles do you like ? B: I like beef and tomato noodles. And you ? A: I like mutton and potato noodles. I’ll ask them to read the sentences . Make sure they can read them well. Then let Ss work in pairs and make a dialogue by themselves. Purpose of m y designing: To present the scene by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its picture and it makes the relationships between the Ss better.
Step
  3.Practice
This course is very important. I’ll mainly talk about this step. 2a (
  1) First ,point to the pictures on the right .Set a time limit of one minute for students to name each food .Then play the tape recorder. (
  2) Let the Ss listen and check the names of the food they hear. (
  3) Check the answers together, 2b(
  1) Have students look at the pictures in 2a again . Point out the three bowls of noodles. Ask students to describe their dif ferences. In this way, let students say the words small , medium, large and repeat sever times. Purpose : To help Ss remember small , medium and large (
  2)Call students ‘ minute in a short time. attention to the conversation , give them one
to guess what will be filled in the blanks .
Purpose: Help the students form a good habit in listening.
(
  3) Play the recording for students to complete the conversation . Use the pause button if necessary. Correct the answers by asking a student to read the sentences to the class , filling in the blanks . (
  4)Play the recording again , ask students imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practice the conversation in pairs by reading the dialogue aloud. Purpose : This step is employed to make the Ss grasp the conversation . (
  5)At last I’ll ask the Ss to think hard and act it out with a partner according to 2b . Then find out which group will act it out well. They’ll get one point. Purpose of m y designing : This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practice their listening and spoken ability.
Step
  4.Production
In this step I’ll give the Ss a free space to show their abilities.
  1.Second scene In a restaurant , A likes to eat something . W ork with your partner .One is customer and the other is a waiter. The customer tells the waiter what kind of noodles he/she likes. They can start by reading the sample conversation and then make up their own conversations.
Purpose of m y designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite when we order food and we should eat different food every day . I think proper competition can arise the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.
  2. consolidate I’ll give the Ss some tasks to make more similar dialogues without repetition and find out which group will make a better dialogue. Then they’ll get one point.Look at the pictures and make different dialogues.
  3.Grammer Focus (
  1)All students have two minutes to prepare this part , two minutes later they should read this part as quickly as they can . Purpose: Practice students’ reading skill. (
  2) Compare the countable nouns and the uncountable nouns. Countable nouns Uncountable nouns bowls ,dumplings, apples, strawberries, oranges beef ,mutton , broccoli Countable and uncountable nouns chicken, salad , ice cream , cabbage, onion Ask students write some other nouns in the chart, such as child, piano , leaf, fish ,shirt… Purpose of m y designing: To check the knowledge Ss have learned about the countable nouns and uncountable nouns.
step
  5.Homework:
(
  1) Recite the words as many as possible after class. (
  2)Make a dialogue according to 2b , 2c and write it in the exercise book. Purpose of m y designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
If we have enough time ,we’ll sing a song together.
Rain
Rain,rain,go away, Please come another day. Little Jenny wants to play. Rain,rain,go away. Blackboard Design Unit 8 I’d like some noodles.
? What kind of noodles would you like? ? I’d like … ? What size bowl of noodles would he like ? ? He’d like a small/medium/large bowl of noodles. I’d = I would He’d = He would They’d = They would
Go for it! Students’ Students ’
Book
I’ UNITE EIGHT: I ’ like some noodles. d Section A
No.25 Middle School Zhang Zhenzhen
 

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