公开课 说课稿U3 Is this your pencil课时1
Unit3 Is this your pencil 全英语教案讲课讲稿
U n i t3I s t h i s y o u r p e n c i l全英语教案Ⅰ.Title：Unit3 Is this your pencil? Section A 1a-1cⅡ. Lesson type：vocabulary and speakingⅢ.Teaching aids：colored chalk, computer, projector, microphoneⅣ.Teaching objectives：By the end of the lesson, Ss should be able to:1. memorize the following new words: pencil, book, eraser, box, schoolbag, dictionary, his, hers, mine.2. master the following sentence patterns:----Is this your pencil? ----Yes, it is. It’s mine.----Are these your books? ----No, they aren’t. They are his/hers.Ⅴ.Important/difficult points：1. Vocabulary: pencil, book, eraser, box, schoolbag, dictionary, his, hers, mine.2. correct use of the following sentence patterns:----Is this your pencil? ----Yes, it is. It’s mine.----Are these your books? ----No, they aren’t. They are his/hers.Ⅵ.Teaching procedure：Step 1: Greetings and talkingStep 2: ReviewSs say: “This is my father.”, “These are my parents.”and so on, according to the pictures the teacher presents.Step 3: Lead-inSs say :“He is Kimi/Grace…….” according to the pictures presented.a)The teacher tells Ss to notice all the children have “a schoolbag” .and then tell Ss: “They went to a bookstore and bought some school things .”and ask them: “Can you guess what they have bought ?”b)Ss speak out the following words: pencil, book, eraser, box,schoolbag, dictionary.Step 4: Present the new wordsc)T: Now, let’s see what they have bought.(show a picture of aschoolbag) What’s this?Ss: Schoolbag.T: Right. A schoolbag. Read after me, a schoolbag.(show a picture of rulers) What are they?Ss: Rulers.Ss learn other words in the same way.Step 5: Practice the new wordsa)Ss read the new words presented on the blackboard after theteacher.b)Ss read the words together.c)A group of Ss read the words one by one.d)Ss speak out the words as soon as possible when they see thepictures presented on PPT.e)Ss do 1a in their textbooks. The teacher check their answers. Pencil __e__, pen __g__, books __b__, eraser __h__, ruler __c__, Pencil box __f__, schoolbag __a__, dictionary __d__.f)Ss read the words in 1a together.Step 6: Present the new sentencesa)Ss look at a picture of Angela. The teacher pretends to be Angelaand shows Ss how to find owners of the school things by usingsentences written down on the right side of the blackboard .----Is this your pencil? ----Yes, it is. It’s mine.----Is that your schoolbag? -----No, it isn’t. It’s his.----Are these your books? ----No, they aren’t. They are his/hers. Step 7: Present the new sentencesa)Ss read the sentences after the teacher and then read altogether bythemselves .b) Ss do practices---- “Identify the ownership” presented on PPTusing sentences they’ve learned.Step 8: Taska)Ss listen and number the conversations.b)Ss listen again and repeat the conversations.c)Ss read the conversations together.d) Ss role-play the conversations.Step 9: Summarya)Ss summarize the words and sentences presented on theblackboard .b)The teacher explains the words---- mine, hers, his to Ss.Step 10: Homeworka)Ss read the words and sentences presented in this class after class.b)Ss finish exercises on Xue Fa on page 21.。
人教版Unit 3 Is this your pencil 说课稿
Unit 3 Is this your pencil?Section A (1a-1c) 说课稿Good morning, my dear judges. Today, my topic is “Is this your pencil?” Now, I will show you my lesson from the following parts: Overall design idea, analysis of the learners, teaching objectives, teaching key and difficult points, teaching model, teaching aids and teaching procedures. I will present them one by one.The analysis of the teaching material:[What] This lesson is a new lesson on listening and hearing, taken from the content of Unit 3 Is this your pencil? The topic context is "People and Society", and the focus is on the topic of "identifying the ownership of objects".[How] This lesson introduces common objects in the classroom and presents conversations between people to put students in a real-life communication situation. The content of the lesson is lifelike and close to students' lives, respecting their subject position, inspiring them to find problems and solve them, focusing on the development of students' learning abilities and the training of their thinking skills, cultivating their core literacy, and improving their ability to use language in an integrated way.[Why] This lesson presents a realistic language environment for students to learn how to take care of their belongings and to develop the habit of looking after their belongings, and to learn how to ask and answer in a civilized and polite way in English.Analysis of the learners:Some students have a good foundation in English and are good at expressing themselves; however, there are also some students who are weak in English and are obviously stratified. The students have some basic language skills in the topic of "confirming the ownership of an object", but they are unfamiliar with how to describe an object in detail and find its owner.Teaching objectives:After learning this lesson, students should be able to1)read and write the key words and expressions, like pencil, pencil box,schoolbag, dictionary, eraser, book, mine, his, hers, excuse me, and thank you;2)perceive and use the sentence patterns like “Is this/that...?” “Yes, it, is. No,it isn’t” to identify th e ownership of the things and answer the questions;3)improve their listening micro-strategies like prediction the dialogue andshorthand the key information;4)identify the differences between the nominal possessive pronounces and theadjective possessive pronounces by using then in group works;5)realize the importance of taking good care of their own things and foster thegood habit;Teaching key and difficult points；Teaching Key Points:After learning this lesson, students should be able to 1)use Yes/No questions to identify the ownership of the things and answer the questions; 2)improve their listening micro-strategies like prediction the dialogue and shorthand the key information; 3)use Yes/No questions to identify the ownership of the things and answer the questions;Teaching Difficult Points:After learning this lesson, students should be able to identify the differences between the nominal possessive pronounces and the adjective possessive pronounces by using then in group works.Teaching model：Activity-based language teachingTeaching aids：PPT, blackboard, textbookTeaching procedures:Step 1: Warm-upLet students enjoy a video about the things in the classroom. The aim of this task is to get students ready for the class and arose their interest.Step 2: Lead-inIn this step, firstly, I will show students Tom’s desk and ask them what they can see in Tom’s desk. (T: What’s this/that? What are these/those?) and then I will let them play a game: stand up and say the words. The aim of these tasks is to help students read and grasp the pronunciations and meaning of the new words in an easy circumstance and remove the obstacles for the following learning.Step 3: ListeningPre-listening: Firstly, I will let the students predict what people talk about in the picture and then ask them do the exercises on 1a: match the words with the things in the picture. And then, I will lead them to the listening part. (T: Can you tell me the owner the things in the picture. Now, let’s listen.) The aims of these tasks are to make sure that students have grasped the new words and let students get interested in the listening part.While-listening: Let students work on 1b: listen and number theconversations. And then check the answers. This task aims to impro ve students’ listening ability and enable them to perceive the target language.Post-listening: Firstly, I will let students listen and repeat. Pay attention to the intonation. And then I will let the students read the conversations with the partner. After that, students will be asked to underline the sentences asking about the ownership form the conversations in 1b. And then Find out the differences between the adjective possessive pronouns and nominal possessive pronouns.The aims are to help students perceive the intonation and practice their listening and speaking ability. And to break through the key points and difficult points, inspire students to find out the target language and underline the difference between adjective possessive nouns and nominal possessive pronouns.Step 4: Deep-thinking and discussionFirstly, I will show students a picture of Doraemon and tell students Doraemon has a magical pocket. Secondly, inspire students to take good care of their own things and foster the good habit.The aim is to help students consolidate the adjective possessive nouns and nominal possessive pronouns and how to ask the ownership of things. And to let the students apply the target language in real situations, develop students’ speaking and cooperative ability and carry put emotional education.Step 5: SummaryLet students review what they have learnt today. To use a mind map to make a summary of the knowledge in this class and make students understand the key points of this lesson.Step 6: HomeworkRecite the new words and important sentences.Make conversations in other situations, for example, library, canteen and so on. These tasks aim to let students review and consolidate what they have learnt in this lesson.Thank you for your listening.。
Unit 3 Is this your pencil 说课稿(Sound time, Rhyme t
Unit 3 Is this your pencil 说课稿（Sound time, Rhyme time & Ticking time)-三年级英语下册同步备课译林版（三起）一、教材分析本节课主要涉及到课本中Unit 3 Is this your pencil所展开的内容，其中包括以下主要内容：1.学习几个生词：pen, pencil, book, ruler, eraser, crayon。
2.学习几个日常用语：What’s this? Is this your…? Yes, it is./No, it isn’t.。
3.能够听懂、说出这几个单词。
4.能够圈出考察的单词。
5.情景对话的对话技能。
二、教学目标1.能够听懂、说出几个生词及日常用语。
2.能够辨认课本中所学的单词。
3.能够在学习生词时遵从Sound time、Rhyme time、Ticking time等原则。
4.能够运用What’s this? Is this your…? Yes, it is./No, it isn’t.等日常用语进行情景对话。
三、教学过程1. 听力引入在开课前，可以播放一段来自Unit 3 Is this your pencil的视频或音频给学生听。
通过这种方式能够帮助学生进入到学习英语的状态，并且增强学生对于新知识的兴趣。
2. 学习新生词在这个环节中，可以采用Sound time、Rhyme time、Ticking time等方法来给学生学习生词。
首先，老师可以通过Sound time的方式帮助学生发音，让他们正确地听到每一个单词的发音；其次，通过Rhyme time的方式帮助学生记忆单词，比如可以将book与look进行押韵，让学生更加容易记忆；最后，通过Ticking time的方式让学生弄清楚这些单词的具体用法，比如pen和pencil的区别。
3. 学生互动学生互动环节主要是通过日常用语What’s this? Is this your…? Yes, it is./No, it isn’t.进行对话。
三年级下册英语说课稿-Unit3 Is this your pencil 第一课时-译林版三起
三年级下册英语说课稿-Unit 3 Is this your pencil 第一课时-译林版三起一、教学目标1.能够听懂并掌握本课的单词：pencil, pen, crayon, eraser, ruler, schoolbag2.能够初步掌握句型：Is this your pencil? Yes, it is. / No, it isn’t.3.能够口头回答简单的对话问题。
4.能够运用所学语言表述自己的文具盒中的物品。
5.培养学生的观察力、理解力和表达能力。
二、教学重点1.能够听懂、理解并运用询问对方文具的句型2.能够通过问题回答对话问题三、教学难点1.学生运用语言回答问题的能力2.学生之间进行对话的流利度四、教学准备1.教学课件2.学生小组名单3.学生文具盒、文具等道具五、教学过程设计1. 开场（5分钟）1.与学生互动，介绍自己的名字，并询问学生们的名字。
2.引入新单词，板书：pencil, pen, crayon, eraser, ruler, schoolbag，并发放学生文具盒，让他们可以更好地记忆和识别。
2. 学习新词语（10分钟）1.指向词卡片并声音思维反应，学生跟读。
2.正式学习新单词，教师快速展示单词卡片：pencil, pen, crayon, eraser, ruler, schoolbag，学生跟读单词。
3.引导学生搭配使用单词。
如：This is a pencil. This is a pen.3. 演示对话（10分钟）1.提供标准的对话范本，例如教师问学生：Is this your pencil? Yes, it is. / No, it isn’t.2.教师为学生演示对话,同时引导学生正确回答提问者的问题。
3.引导小组之间分别进行对话，随机抽取学生回答，以便加深对话理解。
4. 练习口语（15分钟）1.引导学生进行对话练习，让学生发挥想象，互相问答。
例如：What’s in your pencil case? Is that a pencil?2.一些学生需要在板书上进行批改，进一步提高学生的对话技巧5. 课后作业（5分钟）1.学生通过分享自己的文具盒中的物品，发挥所学语言进行简单的自我介绍，同时加深学生对本节课所学单词的记忆。
初中英语教案 Unit 3 Is this your pencil？Section A第一课时教案
Unit 3 Is this your pencil?第一课时 1a-1c教学目标1．Get the students to learn the names of t he objects.2．Get the students to learn to talk about ownership.教学内容New words: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, mine, hers, excuse, me, excuse me, thankNew sentences:-- Is this your ruler?--No, it isn’t. it’s her ruler.--Is that your schoolbag?--No, it isn’t. it’s his schoolbag.教学步骤Ⅰ Warming- up and revision1. T: Good morning. My name is …. What’s your name?S: Good morni ng. My name is ….T: Nice to meet you.S: Nice to meet you, too.T: Excuse me, what’s your telephone number?S: It’s 628-9904.2. T: What’s your first name?S: My first name i s Lin. Then ask the class: What’s her first name?T: What’s your last name?S: My last name is Kan. Then ask the class: What’s her last name?3. Divide the class into Group A and B. Draw two baby birds on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more clouds below their bird, at the end of the class, the group which gets more clouds will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competitionII. PresentationT shows a pen and asks “What’s this in English?” Ss: It’s a pen. T writes a pen on the blackboard. Then show a pencil and ask the same questions. Write the word on the blackboard. After all the words are on the blackboard, ask them to read after the teacher. Then practice like this. If the teacher reads the word correctly, students read after the teache r. If the teacher does not read that word, the students should stop. If one student reads at this time, then he or she will lose a point. First the teacher reads slowly, then fast, then faster.III. SummaryWrite a sentence: This is your ruler. This is a statement. Is this your ruler? Thisis an interrogative sentence. In writing, an interrogative sentence ends with a question mark. In spoken English, your voice goes down when you speak a statement, and y our voice goes up when you speak an interrogative sentence.IV．Work on 1a and 1bAsk the students to match the words and objects in the picture by writing the letter of the object on the blank line after the word. Focus attention on each of the three conversations. Ask students to identify the objects the person in each conversation is holding or pointing to.(A boy is holding a pencil, a girl is holding a ruler, and the teacher is pointing to a schoolbag.)Then Play the recording the first time. Students only listen. Point out the boxes where students will write a number in the box to each conversation.V．Work on 1c1. Get the students to listen again repeat each conversation. Pay attention to the falling and rising tones in each conversation.2. point t o the book in the main illustration and substitute book into one of the conversations. Ask students to practice the conversation in pairs. Remind them to use various objects from the main illustration. The teacher checks the progre ss and pronunciation.VI．Work on 2a and 2bPoint to the objects in the illustration and ask students to name each one. Play the recording the first time. Students only listen. Play the recording a second time. This time students put a checkmark in the blank after each item whose name is mentioned in the conversation. Then ask students to point to the blank lines in the conversation. Say, You will write one of the words from the box on each blank line.Now let’s listen to the tape and repeat. Please try to recite the conversation like the tape. Practice. First imitate then fill in the blanks.VII. HomeworkListen and read after the tape for thirty minutes.Recite the converstaion of Section A, 2b.Write down the Chinese meaning of the new words and key sentences, then translate them into English.。
Unit 3 Is this your pencil？教案1
Unit 3 Is this your pencil? 教案一、教学目标1.能初步听懂、会说、会读日常用语和句型：This is my… That is my…That’s my….2. 能初步听懂、会说、会读写词汇: pen, pencil, rubber, pencil case, pencil box3. 能初步听懂、会说、会用物主代词my, your。
4. 树立团结友爱、帮助同学的助人为乐的精神，培养正确的价值观。
二、教学重难点1. 能听懂、会读、会运用单词pen, pencil, rubber, pencil case, pencil box2. 能区分近指和远指，熟练运用句型：This is my… That is my…That’s my…三、教学过程Step 1 Warm up1. GreetingT: Hello, boys and girls!Ss: Hello, Miss yang.T: You are good boys and girls. So don’t talk in class, OK?Ss: OK, Miss Li.Sing a song “Don’t talk, Tom！”T: Great! Let’s sing a song, girls sing Tim’s part, boys sing Tom’s part. Let’s PK!Step 2 Presentation运用句型This is my… That is my…That’s my….学习新单词pen, pencil, ruler, rubber, pencil case, pencil boxa. Free talkT: Look! What’s this? (拿一本学生的英语书）Ss: It’s a book.T: Is this an English book? Ss: Yes,it is.T: What’s that?(拿一块橡皮）Ss: It’s a rubber.T: Is that a rubber? Ss: Yes,it is.b. 教授新单词pen, ball pen, pencil直接出示实物T: What’s this?S1:钢笔。
人教版七年级英语上册Unit3IsthisyourpencilSectionB1a1e说课稿
3.课堂活动设计：结合教学内容，设计丰富多样的课堂活动，如小组竞赛、情景剧表演等。这些活动可以激发学生的参与热情，提高他们的学习积极性。
4.评价机制：建立积极的评价机制，鼓励学生主动参与、展示自我。通过同伴评价、自我评价等方式，让学生在互动中反思、提升自己的语言能力。
此外，我还将结合情境教学法，通过创设贴近学生生活的情境，让学生在情境中感知、体验和运用语言，从而提高他们的学习兴趣和动机。
（二）媒体资源
我将使用以下教具、多媒体资源和技术工具来辅助教学：
1.教具：实物（如铅笔、书本等），图片，单词卡片等。这些教具可以帮助学生直观地理解教学内容，提高他们的学习兴趣。
2.多媒体资源：PPT、教学视频、动画、歌曲等。这些资源可以丰富教学形式，激发学生的学习兴趣，同时提供丰富的视觉和听觉刺激，增强学生的学习体验。
主要知识点包括：
1.一般疑问句的构成和用法，如："Is this your pencil?"。
2.词汇：pencil, book, schoolbag, dictionary等学习用品的名称。
3.物品归属的表达方式，如："Yes, it is."和"No, it isn't."。
4.通过图片和情境进行物品辨认和归属确认的交际能力。
2.学生在实际交际活动中可能存在羞涩、不敢开口的情况。
3.课堂时间分配可能不够合理，导致某些环节匆忙。
为应对这些问题，我将采取以下措施：
1.针对疑问句的掌握问题，设计更多相关的练习和互动活动，强化学生的记忆和理解。
《ISthisyourpencil》说课稿
《IS this your pencil ？》说课稿各位老师你们好!今天我要为大家讲的课题是《IS this your pencil ？》？》首先,我对本节教材进行一些分析: 一、教材分析（说教材）：1. 教材所处的地位和作用：教材所处的地位和作用：本节课课题出自七年级英语上册第二单元。
在此之前学生已经学习了生活之中最为常见的日常用语，这为过渡到本节的学习起着铺垫作用。
这为过渡到本节的学习起着铺垫作用。
本节内容是这一单元的第一课时，本节内容是这一单元的第一课时，本节内容是这一单元的第一课时，占据占据着首要的地位，通过本节课的学习，今后的学习打下基础。
着首要的地位，通过本节课的学习，今后的学习打下基础。
2. 教育教学目标：教育教学目标：根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标：根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标： （1）知识目标：）知识目标：通过对本课内容的教学，使学生能够运用Is this …?句型来辨认物品的所有者。
句型来辨认物品的所有者。
（2）能力目标：）能力目标：①利用教材中插图和教室内已有的实物，操练英语中对应的表达法。
①利用教材中插图和教室内已有的实物，操练英语中对应的表达法。
②通过上下文内在的逻辑关系，完成对话等练习。
②通过上下文内在的逻辑关系，完成对话等练习。
通过教学初步培养学生分析问题，解决实际问题，读图分析，收集处理信息，团结协作，语言表达能力以及通过师生双边活动，初步培养学生运用知识的能力，培养学生加强理论联系实际的能力。
系实际的能力。
（3）情感目标：）情感目标：通过对本课内容的学习，来培养学生从现实的生活经历与体验出发。
通过对本课内容的学习，来培养学生从现实的生活经历与体验出发。
3. 重点，难点以及确定依据：重点，难点以及确定依据：本着课程标准，在吃透教材基础上，我确立了如下的教学重点、难点：本着课程标准，在吃透教材基础上，我确立了如下的教学重点、难点：重点：Is this your …?句型。
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Unit3. Is this your pencil? 说课稿一、说教材1、教学内容：义务教育课程标准实验教书《英语》七年级上册第三单元Is this your pencil？第一课时。
2、在教材中的地位：本课在教材中不可无视，起到承上启下的作用。
预备单元已学过What’s this in English?及其答复，现在进一步用What’s that in English?及其答复，接着用这个句型介绍出本课中的大量词汇。
通过词汇进而学习Is this /that your pencil?及其肯定、否认答复。
在这个过程中充分复习并运用my, your, his, her, 等形容词性物主代词,并学习名词性物主代词mine,yours,his,hers。
指示代词this, that及这一句型为第三单元及以后学习一般疑问句打下根底。
并且这一课时的教材在原来的根底上使学生更明白英语的学习是在相互交流中有趣地进行，听、说、读、写、用就是学习的过程。
为学生学习以后的内容打下坚实的心理、方法和知识的根底。
3、教学目标〔1〕通过演示及情景教学法，使用句型What’s this /that in English? It’s a book. 使学生掌握重点词汇：pen, pencil, pencilbox, book, eraser,ruler, schoolbag, dictionary等，并且学会对物品的所属进行提问、答复，在问答中会熟练运用mine,yours,his,hers名词性物主代词。
〔2〕a: 通过情景对话、游戏及题目的训练，使学生学会根据场景就学习用品询问物主，并正确运用对应的英语表达方式。
b: 通过听力及上下文来培养学生根本的逻辑思维能力及听音辨词的根本功。
〔3〕a: 教学的过程是老师与学生及学生与学生的交往、互动、共同开展的过程，在参与、表演、运用的过程中，培养学生学习英语的兴趣。
b: 结合物体学习单词和句型的同时，培养学生的视觉美感。
c: 通过询问、识别物主，倡导学生要保管好自己的学习用品。
4、教学重点、难点重点词汇和句型：a: 重点词汇：pen, pencil, pencilbox, book, eraser, ruler, schoolbag, dictionary等。
b: 重点句型：Is this/that my/your/his/her pen?Yes, it is. / No, it isn’t.难点：进一步运用mine,yours,his,hers名词性物主代词，明确this/that 这两个指示代词的用法。
二、说教法与学法在教学中，倡导学生主动参与、勇于开口、大胆表演，培养学生获得新知识及口语、听力，分析和解决问题，以及交流与合作的能力。
为此，主要采用情景演示、师生互动、生生互动、分组合作、多媒体辅助教学等方法，充分表达出学生是学习的主体，教师是教学的组织者、引导者与合作者。
指导学生转变学习方式，既要主动地富有个性地学习，锻炼口语、听力，又提倡合作与交流来共同运用新知识进行语言表达，即自主探究式，促进学生创新意识的形成与听、说、读、写、用能力的培养。
三、说教学过程课前准备：这节课为了方便、实用起见，课前准备好钢笔、铅笔、铅笔盒、书、橡皮擦、尺子、词典、背包〔挂在墙上〕等物体，使学生觉得自然有趣。
step 1 warming-up复习老师提问上节课学过的介绍人物句型：This is my…学生答复Step 2 presentation1、学习新词：举起课前准备好的物品，向同学们提问或自问自答：What’s this / that in English? It’s a book.This is my book.注意用“this〞时，把物体举在胸前，用“that〞时，物体举在远处或放在远处，背包挂在墙上，那么用手指着背包使用“What’s that in English?〞时，学生们是再明白不过的了。
用这样的方法一直教授完重点词汇，并注意和不定冠词连用，边教边读(a) pen, (a) pencil, (a) pencil case, (a) pencil sharpener, (a) book, (a) ruler, (an) eraser, (a) backpack, (a) dictionary。
然后把这些单词写出来，重点教读、练习。
设计意图：把词汇融于句型进行情景教学，意在培养学生在生活中接触英语时，乐于探究其含义并尝试模仿的能力。
2、学习新句型:手指学生的书说：This is a book.然后问同学：Is this your book?引导学生答复：Yes, it is.手拿书问：Is this your book?引导学生答复：No, it isn’t.然后指一个同学的铅笔问：Is this your pencil？叫另一个同学答复：No, it isn’t. It’s his/hers.如此练习几组，让同学们明白重点句型。
再要求学生两人合作或者小组与小组合作手拿物品相互进行问答，练习过后进行表演。
两人合作到教室前面进行表演，小组与小组合作只需两组的同学分别站起来，通过这些练习表演，学生们对新词汇、新句型不只是了解，而且会说，会运用了。
并且使他们深深体会到：我也能使用英语进行表演交流了。
设计意图：依据教学内容创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。
学生通过思考、讨论、交流与合作等方式，学习和使用英语，完成学习任务，感受成功的愉快。
step 3 practice经过词汇和句型的学习，学生已经掌握了本课的重点、难点知识。
现在通过课本1b和2a的听力训练，对新知识进行运用、稳固，并跟着磁带反复读，培养语感。
设计意图：利用教材进一步锻炼学生的听、说、读、写的能力。
step 4 use游戏能促使学生根据场景运用所学语言进行交流，并能增加趣味性，活泼课堂气氛，具体方法：叫几个同学起来，其余的人把眼睛闭上，这几个同学把自己的几个物品放进一个盒子里，然后宣布：睁开眼睛，这个盒子里有这几个同学的东西，当你从中拿出一个时，就要通过问他们问题寻找物体的主人。
问题：Is this / that your / his / her pen?答复：Yes, it is. / No, it isn’t.每个人最多只能问三个问题，问得好，寻找到了主人要给予奖励。
设计意图：以学生的生活经验和兴趣为出发点，设置尽量真实的语言情景，使学生能够在活动中使用英语，通过实践活动来促进学生语言运用能力的开展。
step 5 exercise练习是紧扣本课的内容进行选择或判断，培养他们运用知识的能力，并且以两组竞赛的方式进行，促使他们有竞争意识，积极动脑、主动参与、敢于表现。
设计意图：引导学生运用观察、发现、归纳和实践等方法，学习语言知识，感悟语言功能。
step 5 summery and homework第二课时Section B(1a-2b)今天，我说课的内容是人教版英语九年级第十二单元Life is full of theunexpected Section B (1a-2b)的内容。
下面我将从教材、教法、学法、教学过程等几个方面对我的教学设计做以下说明。
一、说教材：本堂课属于对话教学，它紧紧围绕愚人节这一话题展开，我主要采用词不离句，句不离篇这一方来法帮助学生理解掌握本课的重点句型，再通过语言活动和情境的创设引导学生发现我们所学内容与生活的密切联系。
从而激发学生学习的兴趣。
二、说教学目标：根据有效教学目标设计要求和教学内容，我对本课时制定了以下几个教学目标：1、能掌握以下单词：fool, costume, embarrassed, costume party, announce, spaghetti, hoax, sell out, discovery, lady, cancel, officer, believable, disappear, embarrassing ；2、能掌握以下重难点句子；3、提高学生的听力技能。
培养学生从所听到的对话中获取信息的能力；4、培养学生的听力能力，理解关键词和短语的能力；5、了解局部西方节日的文化常识。
三、说教学重难点：结合教学目标及学生的学情，我拟定了本节课的教学重难点：1、本课时的教学重点是能够正确的运用重点句型进行问答。
2、本课时的教学难点是能够在正确的语境中熟练运用重点句型并根据所学词组写一篇短文。
四、说教法和学法：说教法：根据教材内容和学生因素的特点，我主要以导入、学习、练习、反响为主线来展开我的教学。
说学法：为了使学生更好的掌握本课的重点内容，我主要采用小组合作，练习等学习方式来引导，鼓励学生大胆的参与到课堂活动中。
同时在活动中实践与交流，从而帮助学生在情境中运用英语。
五、说教学流程：〔一〕：热身复习：1、日常会话练习让学生快速进入语言学习的状态。
2、幻灯片出示练习题，用于复习稳固上节课所学内容。
〔二〕：导入：1、完成1a。
通过完成练习帮助学生理解并区分名词、动词以及形容词的区别以及用法。
2、利用所给出的单词造句，并试着完成填空练习题，帮助学生稳固词的用法，同时检测学生的掌握情况。
〔三〕：新课呈现：1、出示典型的愚人节的图片。
直接进入主题的同时吸引学生的注意力。
2、让学生说一说自己对愚人节的理解以及自己在愚人节所遇到的有趣的事情来激发学生对了解愚人节的渴望和兴趣。
3、播放视频介绍愚人节以及一些典型的发生在愚人节的事件，让学生深入了解愚人节并产生兴趣。
〔四〕：听力练习。
1、让学生自己理解给出的题目。
找学生读题。
2、播放录音，让学生试着完成练习。
3、找学生读题并检查答案。
4、听录音跟读听力材料。
〔五〕：小组活动：1、给学生一分钟的时间想一想自己最难忘的一次愚人节，试着用英语来描述一下。
可以利用1c 和1d.当中所给出的句子。
2、四个人一小组，给大家讲一讲你的故事。
3、每个组挑选出一个最有意义或者最有意思的故事分享给全班同学。
培养学生将所学知识运用到现实生活中。
（六）：家庭作业：1、背诵积累所学习的新单词。
2、试着用英语将你的故事写下来。
我的说课到此结束，谢谢大家。