七年级英语上第3单元说课稿
Unit3 Is this your pencil? (说课稿)各位老师，今天我说课的内容是人教版初一上册第三单元Is this your pencil? 的Section A 部分。
下面我将从教材分析这个方面来谈谈对这一课时的设计。
一、说教材
初一上册第二单元围绕Is this your pencil? 这一主题展开听、说、读、写的多种教学活动。
本单元的教学内容主要：让学生掌握与学习、学校生活贴近的物品名称；让学生学会表述物品所有者的方法；让学生学习指示代词this和that的陈述句，一般疑问句及其简单的回答；让学生学习what，how引导的特殊疑问句；同时让学生进一步学习物主代词your、my、her、his的用法。
本单元计划需要四个课时完成，本课时在本单元中为第一节课，是本单元的重点所在。
学生通过本单元的学习，掌握与学习生活贴近的物品名称；通过课堂上的情景操练，培养并提高学生的发散思维能力；同时培养学生良好的听说读写的能力，在日常生活中能够与别人进行简单的对话。
（1）语言知识目标：
本课要掌握的生词是一些有关学习、学校生活贴近的词汇，共10个。
本课要掌握的语法是指示代词this和that的陈述句、一般疑问句以及其简单回答，及what和how引导的特殊疑问句，和物主代词your、my、her、his的用法。
本课要掌握的功能句型是一些用于询问、辨认的结构句型，有：
Is this/that your pencil?
Yes, it is. It’s my pencil. No/it isn’t.It’s her/his pencil.
（2）语言技能目标：
本课的语言技能目标首先是培养说的能力，通过情景教学、唱歌、游戏等多种活动的方式再现、运用来培养学生发散思维、与人交际的能力。
听和写的目标是能使用所学语言来与人进行交流，能够正确接受对方的语言信息。
（3）学习策略目标：
学习策略是指学生为了有效地学习和发展而采取的各种行动和步骤。
结合本课时，我将通过采用情景教学、“任务型教学方法”，采用游戏、唱歌、合作等各种活动方式再现、运用，突出交际性、趣味性，注重启发式，形成在学习中有效交际、英语思维能力。
（4）情感态度目标：
态度情感是新课标五大综合语言运用能力之一。
情感态度是指兴趣、动机、自信、意志和合作精神等影响学生学习过程和学习效果的相关因素以及在学习过程中逐渐形成的祖国意识和国际视野。
保持积极的学习态度是学习英语学习成功的关键。
因此，在教学中，我将注重帮助学生树立学习英语的自信心。
教学重点：
（1）用Pair work来训练学生的说的能力；
（2）学习10个新词汇和4个新句型，并通过情景表演使学生加深对所学语句的印象；
（3）引导每位学生开口用英语说出自己学习生活中的事物的名称，及辨认其物主关系；
（4）组织学生进行结对活动，并鼓励学生上台表演。
教学难点：
（1）指示代词this和that的陈述句、一般疑问句以及其简单回答，物主代词your、my、her、his的用法；
（2）注意区别it’s和it is 的书写形式；
（3）将所学语言运用于真实交际中。
二、说教法
国家《英语课程标准》明确指出：提倡任务型教学模式，把综合语言运用能力的培养落实在教学过程中，提倡体检、实践、参与、交流与合作的学习方式，实现任务的目标，感受成功，强调学生能用英语做事情。
为此，本课时主要通过任务型教学法的途径来进行教学。
此外，在SectionA阶段，让学生逐步掌握本课的生词、语法和重点句型。
近年来广泛受到语言学家和教师推崇的任务型教学法，它要求教师依据课程的总体目标结合教学内容，创造性地设计贴近学生实际的一系列教学活动，吸引和组织他们积极参与到学习当中。
学生在思考、调查、讨论、交流与合作过程中，充分发挥学习的主动性，通过解决实际问题，学生英语的实际运用能力得到了提高。
本堂课的主要任务就是通过听、说、读、写四个过程，让学生掌握一些学习生活中的事物的名称，能够辨认其物主关系，能够进行简单的语言交流。
设计这样的过程能让学生熟记并掌握本单元的重点语法，能过让学生的语言运用才能真实自如，也更能激发学生的学习兴趣；同时，在本堂课需要学生充分发挥自己的联想能力，通过小组讨论和教师的评价，充分体现了“教师为主导，学生为主体”的教学理念；此外，在小组讨论时，学生需要用全英文以一问一答的形式，这样可以帮助学生练习之前所学的句型和词汇，巩固本课的教学重点，最大限度的突破难点。
在Pairwork环节，我主要关注那些不敢开口说英语的学生，要通过悉心开导，让他们明确英语学习的目的是为了沟通与表达，并多给这些学生表现的机会，使他们逐步克服怕开口的缺点。
而对于主动发言的学生，则要对之赞赏。
另一方面，在小组完成任务时，我要向学生强调合作精神，鼓励程度好的学生帮助程度一般的学生，让程度一般的学生也有发言表现的机会。
总之，我将在有意义的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣
在教学媒体上我主要运用了课件和板书设计。
课件主要由20张左右的幻灯片组成，使学生能准确的获取教学信息。
板书设计意图：
1.在黑板正中写下本课的标题。
2.在黑板的左边写下本课时的新词汇。
3.在黑板的右上方写下人称代词和物主代词的转化。
4.在右下方写下本课时的重点句型。
三、说学法：
新课标的落实要求转变学生的学习方式，倡导以“主动参与，乐于探究，交流合作”为主要特征的学习方式。
本课时是一堂任务型教学课，正好能充分发挥把学语言用于真实的交际当中这一巨大优势，从而在学生轻松愉悦的完成学习任务的同时，切实掌握语言知识。
学生需要积极参与讨论，互相提问。
同时学生在进行Pairwork时，还可以调动学生的积极性，培养学生主动开口说英语的能力。
一个有意义的话题，一个相应的情景和一个宽松的学习氛围，能够让学生更加投入其中，学得愉快，教师也能更加忘我，教得轻松。
四、说教学程序：
本堂课教学时间为45分钟。
根据初一学生学习英语的特点和规律，按照任务型教学模式，本堂课由Warming up，Presentation，Listening，Game四个教学环节构成。
下面我具体讲一下我的教学步骤和设计：
1.Warming up
教师会先放一首歌曲，让学生跟唱，引入话题，让学生对本课时现有一个大致的了解。
本环节用时5分钟。
2.Presentation
这个环节主要是语言教学阶段，为下一阶段学生要完成的任务做好充分的知识储备。
首先对过去已学的单词进行巩固，同时引入本课时的新词汇，同时开始向学生输入本课的重点句型和语法，如物主代词的使用和what与how两个特殊疑问句的问与答，然后让学生对新学的词汇进行巩固练习，在进行小组讨论他们学习生活中的用品来进行问答表演。
学生对词汇和句法的学习不是单纯的接受语言知识，而是仅作铺垫作用，为之后的各项任务进行扫清语言障碍。
这一环节主要在说的过程中，应激励学生借助情景来进行语言交流。
教师在提问时要鼓励学生踊跃发言，使学生努力创造和把握学习英语的机会。
还要鼓励学生在课上利用各种机会积极用英语与同学交流和沟通，提高用英语进行真实交际的能力。
本环节用时15分钟。
3.Listening：
这个环节是为了让学生对之前所学的词汇和句型进行巩固，培养学生听和写的能力。
本环节用时10分钟。
4.Game：
这个环节主要是让学生主动参与到本课程当中，鼓励学生主动参与，同时发挥学生的想象能力和思维能力。
情景设置：
在课前，教师会预先准备一个大的纸盒。
在这个环节，教师会把一些学生的学习用品放进这个纸盒，没有知道放进去的东西是什么，然后请几位同学站到讲台上，然后由一位学生拿着那个纸盒让站在讲台上的几位同学轮流拿出纸盒里的东西，然后由拿出东西的同学用所学来提问，再由下面的同学来猜，猜对的有奖品，猜错的也有鼓励奖。
本环节用时10分钟。
5. 家庭作业
本环节教师会布置与本课时相关的作业让学生课后完成，同时会让学生准备并预习下节课的内容。
本环节同时5分钟。
六、教学效果预测：
本堂课由于是一堂任务型教学课，所以课堂气氛会比较活跃。
学生通过小组讨论和游戏，能过比较自觉的运用所学的句型，扎实的掌握新的词汇和语法，学生的语言知
识得到提高。
而且也提高了学生英语学习的信心，增强英语学习的兴趣，达到教师所设定的情感目标。
另外，小组讨论、听力和游戏环节，使学生的听说写能力得到锻炼。
板书设计：
Unit2 Is this your pencil?
pen
pencil
book
eraser
ruler
pencil box
schoolbag
dictionary
物主代词：
单数：my, your, his, her its
复数：our, your, their
Is this/that your pencil?
Yes, it is. It’s my pencil. No/it isn’t.It’s her/his pencil.。
七年级上册unit3说课稿
七年级英语上册unit3 This is my sister( 第一课时)教学设计方案一．教学设计思想（一）教材的地位及作用本单元所有的环节设置都紧紧围绕了一个主题，那就是家庭成员。
在整个单元中家庭成员的称谓以及对家庭成员的介绍和提问，与一个个小任务紧密地结合在一起。
任务由一开始的口头介绍到之后的书面表达，由最初单一的家人称谓到最后连贯的语句，教材较好地体现了教学的渐进性和层次感，使学生在教师的带领下能反复地掌握和巩固本单元的生词和新句型。
从而达到能流畅介绍家庭成员的目的。
本课时主要让学生学会确认家庭成员并相互口头介绍家人或朋友。
作为单元的第一课，对话课是单元整体教学的重要环节。
对话课的作用首先是为以后的几课时提供话题和语境。
由于整个单元都是围绕一个话题操练特定的功能项目，对话课又具有为以后课时的学习扫清语言和文化障碍的作用。
（二）教学目标的确立及依据结合新课程标准和大纲提出的基础教育阶段英语课程的总体目标以及本单元的教学内容我将本课教学目标设计如下：语言知识目标:1．学习新单词：mother father parents grandmother grandfather grandparents brother sister friend2。
掌握介绍家人及朋友句型：This is my sister.That is his friend.These are his parents.Those are his grandparents.语言技能目标：1．根据图片和情景说出单词和句子。
2．在图文和场景下进行简单的英语交流和表演。
情感态度目标：通过本课学习使学生有兴趣听说英语、做游戏，敢于开口，乐于模仿，在鼓励性评价中树立信心在小组活动中积极参与合作，从而意识到交流对于学习英语的重要意义。
充分利用教材和教师的多媒体教学所提供的学习资源，实现自由参与和创新，能主动与他人交流，并克服交流中的困难，使交际顺利进行。
七年级上册英语 第三单元说课稿
Lesson Plan InterpretationGo for it Students’ BookⅢ08英教2班钟弯弯0828010052 Good afternoon ladies and gentlemen. It's my pleasure to interpret my lesson plan here today. The lesson plan I’m going to talk about is from Go for it Students’ BookⅢUnit 10 I’m g oing to be a basketball player. I'll explain how to teach and why to do so from the following 5 aspects: understanding of the teaching material, analysis of students, teaching methods and studying ways, teaching procedure, blackboard work..Ⅰ、Understanding of the teaching material1. Status and functionStatus and function come first. The theme of Unit 10 is about life goals.Ss are familiar with this topic.This is an interesting topic to Ss. So all the activities in this unit are helpful to raise students’ learning interest. In Students’ BookⅡ Unit6 I want to be a doctor,Ss have learnt some simple words of jobs,such asn doctor, teacher,actor,etc. In Stud ents’ BookⅢUnit3 What are you doing for vacation,Ss have learnt “be doing ”to express fu ture tense.So in this period, I will teach the complex words about jobs, and the new stru ctrue“be going to be a/an…”to express their future goals.Ss also will learnt the expression about the way to achieve their goals. The target language is the basic for Ss to learn the other contents of this unit. So it’s very important to learn this lesson well.2.Teaching aims and demands:Then is teaching aims.Based on the analysis of the teaching material, I make out the following objectives:a) Knowledge objectivesThe first is knowledge objectives. Students should master the key words and phrases properly, such as pilot, computer programmer, professional basketball player…They should know how to use “be going to be a /an …”to express their dream jobs. Students also should know to use the new learnt str ucture“be going to do ”to explain the way to achieve their goals.b) Ability objectivesThe second is ability objectives. Students are the real master of the class. I will give them more chance to speak out by pairwoks and groupworks. In this way, I can improve students’ ability of cooperating with others. Ability of listening is also the point I’d like to emphasize on. Based on 1b,they will listen to a piece of material purposely. The ability of making a small survey is also an importance I want to improve.c) Moral objectivesThe third is moral objectives. This unit is about their future,which students are interested in. The most important thing is that how to achive their goals. They should have a clear understanding of the significance of studying hard and cultivating good learning habits.3.Teaching important pointsNow I talk about the important points. Based on the teaching aims, the important points of this lesson are new words and the usage of “be going to be a/an …”“be going to do ”.4.Teaching difficult pointsAs to the difficult points, most students can use the pattern“be going to do/be a/an …”to express their dream jobs,and the way to their goals.Ⅱ、Analysis of the studentsThe students have learnt English for more than 4 years. They know some English, but some of them didn’t learn it well. Especially, most of them are afraid to speak English. Before this lesson,the students have known the pattern”be doing”as future.Most of them can use the pattern correctly. But they don’t know to use”be going to’ as future. Most students have mastered the simple jobs,such as teacher,doctor…but they don’t know the relative complex words about jobs like computer programmer,pilot,professional basketball player… So this is what I will teach in this period.III、Teaching methods and studying ways1.Teaching methodsNext I will focus on the teaching methods. As we all know, the main instructional aims of learning English in the middle school is to cultivate students’ abilities of listening, speaking, reading, writin g and their good sense of the English language. Generally speaking, I’ll mainly adopt five-step teaching method,the Communicative Approach,and Task-based Language Teaching as the main teaching methods. So I’ll be the guider of the Ss. I’ll give the Ss som e tasks and arrange 4 kinds of activities:making up conversations,listening practise,group work activities,making a small survey and report.2．Studying waysAs for the studying ways, I wil guide Ss to learn through speaking out and communicating and coopetating with their partners. They also should pay attention to the key imformation in listening practise.I’ll use PPt as my teaching aids.IV、Teaching procedureHere comes the most important part, my teaching procedure, it includes 8 steps: Step 1: Greeting and Lead-in, Step 2: New words learning and drill, Step 3: Presentation and practice, Step 4: Making a survey, Step 5:Presentation and practice, Step 6:Listening,Step 7 Pair work, Step 8:HomeworkStep 1 Greeting and Lead-inIt will cost 4 mins. Firstly I’ll ask some students “What do you want to be?”. They will tell me the simple words about jobs. Then I will show these pictures(points to PPT),and ask“What does he/she do?”. According to the pictures, they can answer the question correctly by using “He/She is a/an…”.This task reviews the familiar words about jobs and the expression learnt before, which is the basic of this lesson.Step 2 New words learning and drillIt will cost 5 mins. In this part, I will teach the new words with the learnt sentence.and then teach the new stucture.I will show the first picture of Yaoming and ask: What does he do? Ss can guess according to the picture. He is basketball player. I will tell them more. He makes a living by playing basketball. He makes money by playing basketball. So he is a professional basketball player(专业的篮球运动员). This is my way to explain the meaning of “professional”.Ask them to spell it and write it on Bb. At the same time,I write the pronunciation of some vowel. Read after me by different ways,such as Group A,Group B,Group C,boys,girls… repeat the qestions and answers again. The next 4 pictures of pilot, computer programmaer… I use the same w ay to teach the rest of jobs. Next it is time for Ss to drill,but first of all I will tell them the meaning and usage of “grow up”and drill with some of Ss,then they work in pairs.1 min later they should act them out.The aim to this activity is consolidating the the new words with the target language. I am the guider of Ss,so before their practice I present the conversation first. Working in pairs improves their ability to cooperate with others.Step 3 Presentation and Practice “be going to be a/an…”It will cost10 mins.Task 1 Present the new structure and practiceI will present the new structure in the PPT,and highlight the new expression“be going to be”by red print. Firstly I explain the meaning and usage in details. Secondly I will ask some of the Ss to answer the question. Thirdly I give Ss 1 min to work in pairs to practice the new stuctrue. Lastly they are asked to act out.This task introduces the new language point. With the new expression in mind, students can tell their life goal in another way. This activity provides guided oral practice using the target language.Task 2 Group work: continue to practice and consolidate the new structures in groups of 3, adding “What is he / she going to be when he / she grows up?”I will ask one student“What are you going to be when you grow up?”.TheStudent will tell me his life goal,then I point to him and ask his neighbour:What is he going to be when he grow up? The student will tell:he is going to be a/an…when he grow s up. Exchange to a girl and ask her the same questions to her neighbour. Now they can understand the usage of the new learnt structure. Then they work in three to practice the sentence. Ask the Ss to use the different form of verb“be”correctly This activity introduces the expression in third person. They can ask and answer the question by using the third person. Working in three improves their ability of cooperating with others.Step 4 Making a survey: completing 1aIt will cost 4mins. Firstly I will explain what is the meaning of “the mos t/least interesting”.They can understand the phrases better. Secondly I ask students to turn to page 59 and pay attention to 1a. They areasked to finish the task all by themselves. Then I will ask some of the students to show their ideas. Lastly I also share my own opinion with them.This activity cultivates the ability of finishing the work independently. Because the answer is open. There is not an only answer. They can answer the question in various ways. This activity also allows them to understand others better.Step 5 Presentation and practiceIt will cost 7 mins. In this step, I will show some sentences like this(point to the PPT).I tell them they can answer the question“If you want to bea/ / an ..., how are you going to do that?”with these phrases. Then I will turn to some examples. Read and ask each other.For instance girls ask boys,Group A asks group B…Next it is time for them to practice I will ask Ss to practise the conversation in pairs according to the picture. Later, I will let some pairs to show their dialogue in the class.This activity introduce some new phrases and structure. It is the preparation of next practice. It is aimed to give the Ss some examples to do the group work. They will have better understanding of the way to achieve their goals.Step 6 ListeningIt will cost 4 mins. I ask them to listen to the tape carefully and complete 1b independently. After checking the answer they are asked to turn to page 90 with tapescrips. Read after the tape one sentence by one sentence.This task aims to improve their ability of listening and reading. They should pay attention to the key information in the listening material.They are asked to read with the tape. It is an effective way to emphasize on pronunciation.Step 7 Group work:Survey and reportIt will costs 6 mins. In this step, I ask students to make a small survey by asking their groupmates the question like this(point to the PPT). They should write down the name,what,how in the chart(point to the PPT). they will choose a student as a representative,and the representative should report their result like this(point to PPT).This activity improve the ability of cooperating with others and share their ideas with them. They also clear what their future goals are, and how their dream come true.Step 8 HomeworkThe last step is to assign the homework. It will cost 1 min. There are two. One is finishing workbook page25. It is aimed to consolidate what they have learned today and help Ss to establish the structures of language points. The other one is previewing page60. The purpose of this work is to predict what they will learn next period. After previewing, students may have some problems,so they can have class purposely. Ⅴ.Blackboard workOk, this is my blackboard design. On the top is the title of this lesson. And I will write some key words and phrases on the left and the structures of the expressions on the right..。
七年级英语上册第三单元说课稿
七年级英语上册第三单元说课稿七年级英语上册第三单元说课稿Unit3 Is this your pencil ?( Section A 1a—2d)【说教材】1、教学内容：人民教育出版社新目标英语《Go for it ! 》初一英语上册第三单元SectionA 1a—2d2. 教材分析：本单元Section A的核心语言目标是：其教学核心内容是“确认物主”通过本课的学习，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法。
使学生能在日常交往中有效的使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础,所以本单元在教材中起着承上启下的重要作用。
一．【目标制定依据】：人民教育出版社新目标英语《Go for it ! 》实验教科书的编写根据《新课程标准》具有循序渐进，阶梯性强，贴近生活，贴近学生的特点。
本课围绕Is this your pencil? 这一主题展开听、说、读、写等多种教学活动，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
二．【说目标】：本节课的总体教学目标为：1 知识目标：a.能正确听说读词汇pencil, book, eraser, box, pencil box, schoolbag , dictionary, his , hers, mine , yours,初步掌握这些词汇的词形。
b.掌握物主代词mine/yours/hers/his初步学会用英语确认物主关系问和答2 能力目标：能根据实际情况，运用句型：Ｉs this /that…？Yes, it is It’s mine. No, it isn’t . It’s his/hers/.. Are these /those…? Yes, they are… No, they aren’t…自由交际，确认物品所属关系。
3情感目标：a.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;b.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务. 教学目标三．【说重难点】：本课的重点和难点a. 重点学习并掌握词汇pencil, book, eraser, box, pencil box, schoolbag , dictionary, his , hers等b. 难点熟练的运用指示代词确认物主关系四．【说教法和教学手段】为达成上述教学目标，根据Go for it!教材的特点，我们将运用任务型教学途径，以教师为主导、学生为主体，同时利用录音机磁带多媒体课件单词卡，展示学习新词汇，掌握重点句型，同时能比较好地解决类似问题（失物招领、寻物启事），既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。
全英文人教版英语七年级上册说课稿unit3thisismysister.doc
全英文人教版英语七年级上册说课稿 unit 3 this is mysister全英文人教版英语七年级上册说课稿 Unit3 This is my sisterTeaching Plan for Interpretation(Go For It,Book1A)Unit 3 This is my sister (Period1)ContentsTeaching materialTeaching methodsStudy waysTeaching proceduresPart1 Understanding of the teaching material1. Background analysisThe discussion of this unit is centered on the listening-speaking activities. In this period，we just learn Section A(1a,1b,1c,1d,2a,2b.).And the central topic is “This is my sister”. All the students’activities happensin real-life scenes. The grammar focus on the form of Singular noun and Plural noun, the grammar points will run through the teaching activities. The teaching contents provide the necessary materials for learning focus grammar. This unit also shows the feather, which is the combination of grammar and communicative situation.2 .Contents analysis of the period:The central topic is “Introducing and identifying people”，and the focusgrammar is the form of Singular noun and Plural noun, the verb “be” ,the relationships of these Pronouns(this、that、these、those), the teacherorganizes a series of activities, speaking, listening，practicing, whichrounds the central topic. All the activities is fit for New Curriculum of English. The designed activities are on the basis of “Socio-constructructivisit theory”.3 .Teaching arrangementWarm-up, listening, speaking.4.Teaching key pointsPlay a song as lead-in，which is to arouse students’ interest and attract their attention.Language practice and communicationA. Recognize the words of family membersB. Practice dialogue with classmates with the following sentence structures “This/That is my…,These are…Those are….”(Introducing people to others)C. Act out their dialogues to the whole class.5.Teaching difficult points: Introducing people(This/that is my… ),form of Singular noun and Plural noun.Teaching important point: To identify form of Singular noun andPlural noun, the relationships of these Pronouns(this、that、these、those).6. Teaching aids: tape recorder, tape, photos of family members.7. Teaching aims:By the end of the lesson，students will be able to:1)Knowledge aim :Learn and understand this new words:sister, mother, father, parent, brother, grandfather, grandmother, friend, these, are, those.Understand and use these sentence structures:Is this your sister, No，it isn’t.Is that your brother,Yes，it is.This is my friend. These are my friends.That is my brother. Those are his brothers.2) Ability aim:Introduce people and introduce people with these key sentence structures:“A. This is……， B. That is……，C. These are……，D. Those are…….”3)Emotional aim:Students will learn how to get well with others(suchfriends，classmates…)and how to be polite.Part 2 Teaching methods TBLTPart3 Studying ways1. Students learn some new words about family members，and how tointroduce people.2. Students learn how to use the new words and useful sentencestructure to practice the focus grammar exercise and make dialogues.3. Students are encouraged to communicate with others.Part 4 Teaching proceduresStep1.Warm- up:(3mins)1. Lead-in with a Chinese song .(《爸爸的爸爸叫什么》)2. Students should write down names of family members they’ve heardin the song in Chinese as much as possible. See who can write down the most names.The designed purpose:To motivate students’ interest in learningthislesson ，it is based on Gardner’s theory---“MultipleIntelligences”(especially the Musical-Rhythmic intelligence).Step2 Presentation (10mins)1.Show students a photo and then ask them some questions with the following sentences which they learned before.T:What is this in EnglishSs:It’s a photo.T : Is this your photo,Ss: No, it isn’t.T: It’s my photo.3. Teacher uses the photo to introduce his or her family members with the sentence structure “This is my…(new words: mother, sister, mother, father, parent, brother, grandfather, grandmother…)4.Learn new words.Teaching students new words with some relative photos and pictures. After that，students read the new words repeatedly(in the forms of the whole class，group by group，and in pair).5.Put the names of family members in a family tree.The designed purpose:Leading in by a photo，and learning new words with some photos，is to catch students’ attention，and the study way islively and effective.Step3 Practicing (7mins)1. Task1Students try to find these people in the picture(P13).Match the new words with people in the picture.2. Students try to introduce people with these sentence structures:This/That is my ...,These/Those are my…(Notice mistakes that students made, especially, the form of plural nouns.)The designed purpose:To make opportunity for students to practice the new words and new sentences more. Each student has chances to speak English.Step4 Listening and Practicing.(1b,1c) (9mins)1.Task2: Play the tape (1b) twice. At the first time, studentslisten and look at the picture; and at the second time, students circle the people the boy talks about. Then ask some students to read their answers.2.To choose some pairs to talk about Dave’s family.(with the followingsentence structures: This is his sister. These are hisbrothers…)Teacher should give some examples. And students imitate.3.Task3: Listening to part2 twice. At first，students listen and circle thenew words they hear; and then, students match the names with people in the picture. After that, pick some students to share their answers.4.Check the answers.The designed purpose:To chec k students’ understanding of the new words. See if they have got the meaning of the new words.Step5 Oral Practice (7mins)Task4?Students make a dialogue in pair with their photos with the key sentences structures.Ask two pairs to the platform to act out their dialogues.The designed purpose:The activity is to check students’ ability to usethe new sentence structures to make dialogue. And the students get the sense of success when they use English. It is also to check the teaching effect.Step6 (2mins)Make a conclusion to what have learned in this period: some vocabulary (sister, mother, father, parent, brother, grandfather, grandmother, friend…);some sentence structures: This is……，That is……，These are…… Those are…….The designed purpose: Stude nts can consolidate what’ve they learned in this period.Step7 Homework (2 mins)1. Recite and master the new words.2. After class, try to introduce your family members to your friends, orintroduce your friends family .The designed purpose: Students learn to communicate with others,theirlanguage knowledge will get improved.Layout:Unit 3 This is my sisterVocabulary: Sentence structures:sister, mother, Is this your sister, No，it isn’t.father, parent, Is that your brother,Yes，it is.brother, This is my friend. These are my friends.grandfather, That is my brother. Those are brothers.grandmother,friend, these,are, those.Part 5 CommentsTeacher designed three level questions for students(namely，they are for the excellent students，the general students，and the poor students instudy)so as to help each student get some knowledge from this period，to satisfy students’ needs, and makes they get the sense of success in English learning. In order to enliven the teaching class，teacher organizesrich activities for students to practice their language. In the process of teaching，teacher pays attention to students’ emotion so as to optimizetheir learning results, sometimes，it is necessary to changeteachingtechniques to attract students’ attention and improve the teaching efficiency.The song in my teaching plan is designed for the purpose of recognizing the names of family members，active thinking ways, and enables the students know family tree quickly, the song is also to arouse the students’ interest. Teaching new words of family members and the sentence structures is to make the students understand and learn how to introduce people to others. The moral education aims to teach students to be polite.Listening is to help the students identify family members and consolidate the new words.Practicing is a good way for students to master new words and master the key sentence structures.Dialogue Production is a solution to the problem of lacking chances to practice English outside class. This activity can train the students with this learning method. The teacher’s encouragement and facilitation arenecessary to make the students feel happiness of success.In general, the teaching tasks can be finished within this period, andmost of the students can understand the teaching points in this lesson.全英文人教版英语七年级上册说课稿 unit 3 this is my sister全英文人教版英语七年级上册说课稿 Unit3 This is my sisterTeaching Plan for Interpretation(Go For It,Book1A)Unit 3 This is my sister (Period1)ContentsTeaching materialTeaching methodsStudy waysTeaching proceduresPart1 Understanding of the teaching material1. Background analysisThe discussion of this unit is centered on the listening-speaking activities. In this period，we just learn Section A(1a,1b,1c,1d,2a,2b.).And the central topic is “This is my sister”. All the students’activities happensin real-life scenes. The grammar focus on the form of Singular noun and Plural noun, the grammar points will run through the teaching activities. The teaching contents provide the necessary materials for learning focus grammar. This unit also shows the feather, which is the combination of grammar and communicative situation.2 .Contents analysis of the period:The central topic is “Introducing and identifying people”，and the focusgrammar is the form of Singular noun and Plural noun, the verb“be” ,the relationships of these Pronouns(this、that、these、those), the teacherorganizes a series of activities, speaking, listening，practicing, which rounds the central topic. All the activities is fit for New Curriculumof English. The designed activities are on the basis of “Socio-constructructivisit theory”.3 .Teaching arrangementWarm-up, listening, speaking.4.Teaching key pointsPlay a song as lead-in，which is to arouse students’ interest and attract their attention.Language practice and communicationA. Recognize the words of family membersB. Practice dialogue with classmates with the following sentence structures “This/That is my…,These are…Those are….”(Introducing people to others)C. Act out their dialogues to the whole class.5.Teaching difficult points: Introducing people(This/that is my… ),form of Singular noun and Plural noun.Teaching important point: To identify form of Singular noun and Plural noun, the relationships of these Pronouns(this、that、these、those).6. Teaching aids: tape recorder, tape, photos of family members.7. Teaching aims:By the end of the lesson，students will be able to:1)Knowledge aim :Learn and understand this new words:sister, mother, father, parent, brother, grandfather, grandmother, friend, these, are, those. Understand and use these sentence structures:Is this your sister, No，it isn’t.Is that your brother,Yes，it is.This is my friend. These are my friends.That is my brother. Those are his brothers.2) Ability aim:Introduce people and introduce people with these key sentence structures:“A. This is……， B. That is……，C. These are……，D. Those are…….”3)Emotional aim:Students will learn how to get well with others(such friends，classmates…)and how to be polite.Part 2 Teaching methods TBLTPart3 Studying ways1. Students learn some new words about family members，and how to introduce people.2. Students learn how to use the new words and useful sentencestructure to practice the focus grammar exercise and make dialogues. 3. Students are encouraged to communicate with others.Part 4 Teaching proceduresStep1.Warm- up:(3mins)1. Lead-in with a Chinese song .(《爸爸的爸爸叫什么》)2. Students shou ld write down names of family members they’ve heardin the song in Chinese as much as possible. See who can write down the most names.The designed purpose:To motivate students’ interest in learning this lesson ，it is based on Gardner’s theory---“Multiple Intelligences”(especially the Musical-Rhythmic intelligence).Step2 Presentation (10mins)1.Show students a photo and then ask them some questions with the following sentences which they learned before.T:What is this in EnglishSs:It’s a photo.T : Is this your photo,Ss: No, it isn’t.T: It’s my photo.3. Teacher uses the photo to introduce his or her family members with the sentence structure “This is my…(new words: mother, sister, mother, father, parent, brother, grandfather, grandmother…)4.Learn new words.Teaching students new words with some relative photos and pictures.After that，students read the new words repeatedly(in the forms of the whole class，group by group，and in pair).5.Put the names of family members in a family tree.The designed purpose:Leading in by a photo，and learning new wordswith some photos，is to catch students’ attention，and the study way is lively and effective.Step3 Practicing (7mins)1. Task1Students try to find these people in the picture(P13).Match the newwords with people in the picture.2. Students try to introduce people with these sentence structures:This/That is my ...,These/Those are my…(Notice mistakes that students made, especially, the form of plural nouns.)The designed purpose:To make opportunity for students to practice thenew words and new sentences more. Each student has chances to speak English.Step4 Listening and Practicing.(1b,1c) (9mins)1.Task2: Play the tape (1b) twice. At the first time, students listenand look at the picture; and at the second time, students circle the people the boy talks about. Then ask some students to read their answers.2.To choose some pairs to talk about Dave’s family.(with the following sentence structures: This is his sister. These are hisbrot hers…)Teacher should give some examples. And students imitate.3.Task3: Listening to part2 twice. At first，students listen and circle thenew words they hear; and then, students match the names with people inthe picture. After that, pick some students to share their answers.4.Check the answers.The designed purpose:To check students’ understanding of the newwords. See if they have got the meaning of the new words.Step5 Oral Practice (7mins)Task4?Students make a dialogue in pair with their photos with the key sentences structures.Ask two pairs to the platform to act out their dialogues.The designed purpose:The activity is to check students’ ability to use the new sentence structures to make dialogue. And the students get the sense of success when they use English. It is also to check the teaching effect.Step6 (2mins)Make a conclusion to what have learned in this period: some vocabulary (sister, mother, father, parent, brother, grandfather, grandmother, friend…);some sentence structures: This is……，Thatis……，These are…… Those are…….The designed purpose: Students can consolidate what’ve they learnedin this period.Step7 Homework (2 mins)1. Recite and master the new words.2. After class, try to introduce your family members to your friends, or introduce your friends family .The designed purpose: Students learn to communicate with others, their language knowledge will get improved.Layout:Unit 3 This is my sisterVocabulary: Sentence structures:sister, mother, Is this your sister, No，it isn’t.father, parent, Is that your brother,Yes，it is.brother, This is my friend. These are my friends.grandfather, That is my brother. Those are brothers.grandmother,friend, these,are, those.Part 5 CommentsTeacher designed three level questions for students(namely，they arefor the excellent students，the general students，and the poor studentsinstudy)so as to help each student get some knowledge from this period，to satisfy students’ needs, and makes they get the sense of succ ess in English learning. In order to enliven the teaching class，teacher organizesrich activities for students to practice their language. In the processof teaching，teacher pays attention to students’ emotion so as to optimizetheir learning results, sometimes，it is necessary to change teaching techniques to attract students’ attention and improve the teaching efficiency.The song in my teaching plan is designed for the purpose of recognizing the names of family members，active thinking ways, andenables the students know family tree quickly, the song is also toarouse the students’ interest. Teaching new words of family members and the sentence structures is to make the students understand and learn how to introduce people to others. The moral education aims to teachstudents to be polite.Listening is to help the students identify family members andconsolidate the new words.Practicing is a good way for students to master new words and master the key sentence structures.Dialogue Production is a solution to the problem of lacking chances to practice English outside class. This activity can train the students with this learning method. The teacher’s encouragement and facilitation arenecessary to make the students feel happiness of success.In general, the teaching tasks can be finished within this period, and most of the students can understand the teaching points in this lesson.。
人教版七年级英语上册StarterUnit3单元整体说课稿
为了促进学生的参与和合作，我计划设计多种师生互动和生生互动的环节。例如，在引入新词汇时，我可以邀请学生展示他们知道的动物、颜色等图片，并介绍它们的特点。在小组活动中，学生可以分组进行角色扮演，模拟超市购物的场景，运用所学知识进行交流和互动。在课堂总结环节，学生可以分享他们在课堂上的学习和收获，与其他同学进行交流和讨论。
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.利用多媒体教学资源，如图片、视频等，以生动形象的方式展示颜色、数字、动物和食物等主题，引发学生的兴趣和好奇心。
2.设计有趣的互动游戏和活动，如颜色配对游戏、数字接龙游戏等，让学生在实践中学习和运用所学知识，增强学习的趣味性。
3.组织小组讨论和角色扮演活动，让学生在小组内进行交流和合作，提高他们的口语表达能力和听力理解能力。
选择这些方法的理论依据是基于语言学习的基本原则，即语言是一种交际工具，需要在与他人交流的过程中得到实践和运用。这些教学方法能够激发学生的学习兴趣和动机，培养学生的自主学习能力和合作精神，提高学生的语言表达能力和交际能力。
（二）媒体资源
为了辅助教学，我将使用图片、视频、音频等多媒体资源和技术工具。图片和视频可以直观地展示颜色、数字、动物和食物等主题，帮助学生更好地理解和记忆词汇。音频资源可以提供正确的发音和语调，让学生进行模仿和练习。多媒体资源的使用能够增加课堂的趣味性和互动性，激发学生的学习兴趣和动机，提高学生的学习效果。
4.给予学生积极的反馈和鼓励，让他们感受到自己的进步和成就，增强自信心。
5.创设真实的学习情境，如模拟超市购物场景，让学生在实际情境中运用所学知识进行交流，提高学习的实用性和意义性。
三、教学方法与手段
（一）教学策略
在本节课中，我将采用情境教学法、任务型教学法和交际法等主要教学方法。情境教学法通过模拟真实的生活情境，让学生在实际语境中学习和运用英语，提高学生的语言实践能力。任务型教学法通过设计各种任务和活动，让学生在完成任务的过程中学习和运用英语，提高学生的综合语言运用能力。交际法注重师生之间的互动和交流，通过提问、回答、讨论等方式，激发学生的思维和表达能力。
人教版七年级英语上册Unit3IsthisyourpencilSectionA(1a2c)说课稿
（四）总结反馈
在总结反馈阶段，我将采取以下措施：
1.自我评价：引导学生回顾本节课所学内容，进行自我评价，总结自己的收获和不足。
2.同伴评价：组织学生相互评价，让学生学会欣赏他人的优点，发现同伴的不足，并给出建议。
3.教师反馈：针对学生的表现，给予积极的评价和鼓励，对学握程度。
2.课堂观察，记录学生在互动环节的表现，评估学生的参与度和合作能力。
3.学生反馈，了解学生对教学活动的感受和建议。
反思和改进措施：
1.根据学生的反馈和作业情况，调整教学方法和节奏，确保教学内容符合学生的认知水平。
2.针对学生的共性问题，设计针对性的复习和巩固活动。
（二）学习障碍
在学习本节课之前，学生已经掌握了基本的英语问候语、自我介绍等简单交流技能，具备一定的英语词汇量和语法知识。但可能存在以下学习障碍：
1.一般疑问句的语调掌握不准确，影响交流效果；
2.物主代词的使用容易混淆，导致表达错误；
3.在实际场景中，学生可能不知道如何运用所学知识进行有效交流。
（三）学习动机
本节课教学内容在课程体系中的位置十分重要，它为学生后续学习英语一般疑问句及其回答、物主代词等语法知识奠定了基础。通过本节课的学习，学生能够掌握基本的物品归属表达方式，提高英语口语表达能力。
（二）教学目标
知识与技能目标：学生能够掌握一般疑问句及其回答、物主代词、常用文具类单词以及相关句型；能运用所学知识进行简单的物品归属问答。
为确保板书清晰、简洁且有助于学生把握知识结构，我会在课前精心设计板书内容，确保板书与教学内容紧密结合，避免冗余信息。在课堂上演示过程中，我会边讲解边书写，让学生跟随我的节奏理解和记忆知识点。
人教版七年级英语上册Unit3IsthisyourpencilsectionA1a2d说课稿
这些练习旨在让学生在真实语境中运用所学知识，提高他们的语言实践能力。
（四）总结反馈
在总结反馈阶段，我将采取以下方式引导学生自我评价，并提供有效的反馈和建议：
1.自我评价：鼓励学生反思自己的学习过程，思考哪些部分掌握得好，哪些部分还需要改进。
1.顶部：板书标题，如“Unit3 Is this your pencil?”，以及本节课的学习目标；
2.中部：左侧为关键词和句型，右侧为示例物品和位置描述；
3.底部：总结性语句和作业提示。
板书主要内容包含：
1.目标句型和词汇；
2.物品名词和形容词性物主代词；
3.位置描述词汇；
4.重点语法提示。
板书风格简洁明了，使用清晰的字体和大小，确保学生远距离也能看清。在教学过程中，板书的作用是帮助学生梳理知识结构，强化记忆。我确保板书清晰简洁的方法是提前规划板书内容，边讲边写，适时擦除不必要的部分，保持板书的整洁和条理性。
四、教学程设计
（一）导入新课
新课导入是激发学生兴趣和吸引注意力的关键环节。我将采用以下方式导入新课：
1.创设情境：在课堂上模拟一个失物招领处的场景，放置一些常见的文具物品，如铅笔、橡皮、尺子等，引起学生的好奇心。
2.提出问题：向学生提问，“你们有没有丢失过东西？当你们找到丢失的物品时，你们会如何询问？”
3.角色扮演：邀请几名学生扮演失主和招领处工作人员，进行简短的角色扮演，让学生在情境中自然地产生学习新知识的兴趣。
（二）新知讲授
在新知讲授阶段，我将按照以下步骤逐步呈现知识点，引导学生深入理解：
1.呈现目标句型：“Is this your pencil?”和“Yes, it is./No, it isn't.”，并通过实物展示让学生直观地理解句型的含义。
外研版七年级英语上册《Module3MyschoolUnit3》说课稿
外研版七年级英语上册《Module 3 My school Unit 3》说课稿一. 教材分析外研版七年级英语上册《Module 3 My school Unit 3》的主要内容是介绍学校的一些场所和设施，如教室、图书馆、实验室、食堂等。
通过本节课的学习，学生能够掌握有关学校场所和设施的词汇，能够用英语简单介绍自己学校的设施和特点。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生对学校的场所和设施可能还不太熟悉，因此需要在课堂上引导学生进行观察和思考，帮助他们更好地理解和掌握相关词汇。
三. 说教学目标1.知识目标：学生能够掌握有关学校场所和设施的词汇，如classroom,library, laboratory, canteen等；能够用英语简单介绍自己学校的设施和特点。
2.能力目标：学生能够通过观察和思考，运用所学词汇进行口头和书面表达。
3.情感目标：培养学生对学校的热爱和自豪感，增强他们的集体荣誉感。
四. 说教学重难点1.重点：学生能够掌握有关学校场所和设施的词汇，能够用英语简单介绍自己学校的设施和特点。
2.难点：学生能够运用所学词汇进行口头和书面表达，特别是对学校的不熟悉的部分。
五. 说教学方法与手段1.交际法：通过小组讨论、角色扮演等形式，让学生在实际语境中运用所学词汇，提高他们的口语表达能力。
2.任务型教学法：通过完成各种任务，如观察学校场所和设施，让学生在实践中学习和运用词汇。
3.多媒体教学：利用图片、视频等教学资源，帮助学生更直观地理解和记忆词汇。
六. 说教学过程1.导入：教师通过提问方式引导学生谈论自己学校的设施和特点，激发学生的学习兴趣。
2.新课呈现：教师展示学校场所和设施的图片，引导学生说出相应的词汇，并板书重点词汇。
3.操练环节：学生分组进行角色扮演，模拟在各种学校场所和设施中的情景，如在图书馆借书、在实验室做实验等。
4.任务型活动：学生分组观察学校的场所和设施，用英语记录下自己的观察结果，并互相交流。
七年级英语上第3单元说课稿
七年级英语上第3单元说课稿Unit3 Is this your pencil? (说课稿)各位老师，今天我说课的内容是人教版初一上册第三单元Is this your pencil? 的Section A 部分。
下面我将从教材分析这个方面来谈谈对这一课时的设计。
一、说教材初一上册第二单元围绕Is this your pencil? 这一主题展开听、说、读、写的多种教学活动。
本单元的教学内容主要：让学生掌握与学习、学校生活贴近的物品名称；让学生学会表述物品所有者的方法；让学生学习指示代词this和that的陈述句，一般疑问句及其简单的回答；让学生学习what，how引导的特殊疑问句；同时让学生进一步学习物主代词your、my、her、his的用法。
本单元计划需要四个课时完成，本课时在本单元中为第一节课，是本单元的重点所在。
学生通过本单元的学习，掌握与学习生活贴近的物品名称；通过课堂上的情景操练，培养并提高学生的发散思维能力；同时培养学生良好的听说读写的能力，在日常生活中能够与别人进行简单的对话。
（1）语言知识目标：本课要掌握的生词是一些有关学习、学校生活贴近的词汇，共10个。
本课要掌握的语法是指示代词this和that的陈述句、一般疑问句以及其简单回答，及what和how引导的特殊疑问句，和物主代词your、my、her、his的用法。
本课要掌握的功能句型是一些用于询问、辨认的结构句型，有：Is this/that your pencil?Yes, it is. It’s my pencil. No/it isn’t.It’s her/his pencil.（2）语言技能目标：本课的语言技能目标首先是培养说的能力，通过情景教学、唱歌、游戏等多种活动的方式再现、运用来培养学生发散思维、与人交际的能力。
听和写的目标是能使用所学语言来与人进行交流，能够正确接受对方的语言信息。
（3）学习策略目标：学习策略是指学生为了有效地学习和发展而采取的各种行动和步骤。
人教版七年级英语上册说课稿《UNIT3Period1(SectionA1a-2c)》
人教版七年级英语上册说课稿《UNIT 3 Period 1（Section A 1a-2c）》一. 教材分析人教版七年级英语上册第三单元Period 1（Section A 1a-2c）主要讲述了日常生活中常见的动植物名称以及它们的特征。
通过本节课的学习，学生能够掌握相关词汇和句型，并能够运用所学知识进行简单的交流。
本节课的内容紧密联系学生的生活实际，具有很强的趣味性和实用性。
二. 学情分析七年级的学生已经初步掌握了英语学习的基本方法，具备一定的听说读写能力。
但学生在实际运用英语进行交流时，仍存在一定的困难。
针对这一情况，教师在教学过程中要注重培养学生的语言运用能力，激发学生的学习兴趣，提高学生的学习积极性。
三. 说教学目标1.知识目标：学生能够掌握表示动物和植物的词汇，如cat, dog, bird,fish等；能够理解并运用所学词汇进行简单描述。
2.能力目标：学生能够运用所学知识进行日常交流，提高口语表达能力。
3.情感目标：培养学生热爱大自然、关爱动植物的情感。
四. 说教学重难点1.重点：掌握表示动物和植物的词汇及用法。
2.难点：能够运用所学词汇进行日常交流，提高口语表达能力。
五. 说教学方法与手段1.采用情境教学法，通过设置各种真实的场景，让学生在实践中学习并运用所学知识。
2.运用任务型教学法，引导学生参与各种小组活动，提高学生的合作能力和口语表达能力。
3.利用多媒体教学手段，如图片、视频等，丰富教学内容，激发学生的学习兴趣。
六. 说教学过程1.导入：通过展示各种动物和植物的图片，引导学生谈论自己喜欢的动植物，激发学生的学习兴趣。
2.新课呈现：教师展示Section A 1a-1c的图片，引导学生观察并说出所看到的动物和植物名称。
3.单词学习：教师讲解单词的读音、书写和用法，学生跟读并模仿。
4.句型练习：教师创设各种情境，让学生运用所学词汇和句型进行口语练习。
5.小组活动：学生分组进行角色扮演，运用所学知识进行对话表演。