Unit3 说课稿资料讲解
【人教版】三年级上英语《Unit3》优质课说课稿
【人教版】三年级上英语《Unit 3 》优质课说课稿一. 教材分析《Unit 3》是人教版三年级上册英语教材的一个单元，本单元的主题是“Colors”。
通过本单元的学习，学生将能够掌握基本的颜色词汇，如red, yellow, blue, green 等，并能够运用这些词汇进行简单的交流。
教材中包含了颜色词汇的介绍、颜色单词的书写、颜色单词的运用等多种形式，旨在让学生在语言实践中掌握和运用颜色词汇。
二. 学情分析三年级的学生在日常生活中已经对颜色有了基本的认识，他们能够分辨出不同的颜色，并能用中文表达。
但是，他们在英语中的颜色词汇掌握情况参差不齐，部分学生可能还未能完全掌握颜色词汇的英文表达。
因此，在教学过程中，需要关注学生的个体差异，因材施教。
三. 说教学目标1.知识目标：学生能够掌握基本的颜色词汇，如red, yellow, blue,green等。
2.能力目标：学生能够用英语进行简单的颜色交流，如询问颜色、回答颜色等。
3.情感目标：通过本单元的学习，学生能够培养对英语的兴趣，增强学习的积极性。
四. 说教学重难点1.重点：学生能够掌握基本的颜色词汇。
2.难点：学生能够运用颜色词汇进行简单的交流。
五. 说教学方法与手段1.教学方法：采用情境教学法、交际教学法、任务型教学法等。
2.教学手段：利用多媒体课件、实物、颜色卡片等辅助教学。
六. 说教学过程1.导入：通过展示颜色图片，引导学生说出颜色的中文名称，为新课的学习做好铺垫。
2.新课呈现：教师展示颜色词汇的英文卡片，引导学生学习颜色词汇的英文表达。
3.实践环节：学生分组进行颜色单词的练习，如互相问答颜色、用颜色词汇描述物品等。
4.巩固环节：通过游戏、唱歌、绘画等形式，让学生在实践中运用颜色词汇。
5.课堂小结：教师引导学生总结本节课所学的内容，巩固颜色词汇。
七. 说板书设计板书设计如下：Colors•Yellow•Green八. 说教学评价教学评价主要通过以下几个方面进行：1.课堂参与度：观察学生在课堂上的参与情况，如发言、互动等。
牛津英语8B Unit3 Fishing with birds说课稿
牛津英语8B Unit3 Fishing with birds说课稿我叫薛茹，来自城郊九年一贯制学校，我说课的题目是牛津英语8B Unit3 Fishing with birds我将从如下八个方面来对本课进行说明。
一、教材分析本课是8B Unit3 Traditional skills的阅读部分，主要内容是阅读一篇有关中国传承千年的古老技艺——鸬鹚捕鱼的短文，了解鸬鹚捕鱼的过程及其现状与未来，是本单元的核心内容。
它的任务不仅是训练和提高阅读技能，也涵盖了语法和词汇等内容。
同时它还承担着培养学生正确的情感态度、价值观等抽象的深层责任，使学生对祖国优秀的传统文化能有更深刻的了解，树立保护祖国传统技艺的意识。
二、学情分析经过一年半的初中英语的学习和训练，我认为八年级的学生已经具备了一定的英语语言基础知识和能力，比较明确学习英语的目标和需要，有较强的求知欲和表现欲，他们能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
三、教学目标分析知识与技能—1、认读和理解单词describe,fisherman,net,although,fit.dive,ready,reach,attract,hang,post,require,practice和短语up to, set off,up and down, after dark, no more等；2、通过上下文语境猜测词义和运用构词法，掌握核心单词和短语的含义。
3、通过进一步阅读，掌握主阅读篇章中有关鸬鹚捕鱼的过程这一内容。
深入理解主阅读篇章的内容，了解作者的写作意图。
过程与方法——1、运用略读策略，了解主阅读篇章的结构。
2、运用找读策略，有效地找到所需信息。
3、运用多媒体手段促进阅读和理解，迅速而准确找到所需信息。
4、采用自主学习、小组讨论和合作探究的方式，相信学生，激发他们的学习欲望和动力，发现问题并解决问题。
情感态度与价值观——树立保护祖国传统技艺的意识。
说课稿：Unit 3 Travel journal
Unit 3 Reading Journey Down the MekongPart 1 The Dream and the Plan一.Analysis of the teaching material1.Status and main idea of the passageThe passage is the highlight of this unit. It is a piece of travel journal written by Wang Kun. It mainly talks about Wan Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparations for the trip and some more details of the Mekong River.2.Teaching aims1)Knowledge aims: To get students to know how to prepare for a trip and some geographical knowledge about the Mekong River; Guide students to grasp the usage of some important words and phrases such as persuade, insist, be fond of, determine, give in, etc. .2) Ability aims: To develop students’ reading skills like s kimming, scanning and concluding; Guide them to use these reading skills to collect and deal with information. Meanwhile encourage them to express their own travel plans using the language they have learned in the class and cultivate their ability to cooperate with others.3)Emotional aims: To learn to enjoy the fun of traveling and appreciate thebeautiful sceneries in China and the whole world, thus making them love our country, love the world and love nature. Meanwhile raise their awareness of protecting our environment.2.Key points and difficult points1)The key points are how to get students to understand the text better and master the reading skills such as skimming, scanning and so on.2)The difficult points are how to get students to master the important words and expressions in the unit and how to help students to express themselves using what they have learned in this passage.二．Analysis of the studentsMost people are interested in traveling, and our students are no exception. So the topic can generally arouse their interest. Generally speaking, it is not difficult for the high school students to understand the text, but there are still some new phrases and sentences that may be a little bit difficult.三．Teaching methods and aids1.Teaching methods: brainstorming, task-based teaching and learning, situational approach, multimedia assistance, cooperative learning, discussion2.Teaching aids: a projector, a multimedia computer system and other normal teaching tools四．Learning methodsAs is described in modern educational theory, “T he process of obtaining knowledge is more important than obtaining knowledge itself”, so I will try to arouse students’ potential and make them obtain knowledge by self-learning and cooperation, and at the same time form good learning methods to improve their listening, reading, speaking and writing abilities.五．Teaching proceduresStep 1 Lead-in and pre-readingTask 1 Show students some pictures of great rivers and ask them what their names are.Task 2 Require students to discuss the questions below and report their answers to the whole class.Q1: Many people live beside a river. How do they make use of it in their daily life?Q2: The world has many great rivers. If you could follow the route of only one of them, which one would you choose? And how are you traveling?Q3: Look at the map below and list the countries that the Mekong River flows through.Purpose: (1) lead up to the topic naturally and arouse their interest in learning the passage.(2)Check students’ preparations before class and their a bility to searchinformation.Step 2 While-readingTask 1 SkimmingAsk students to read the passage quickly and answer the following questions.Q1: What were Wang Kun and Wang Wei going to do? And who come up with the idea?Q2: Who planned the trip to the trip to the Mekong?Q3: What did they do before the tip?Purpose: Enable students to find out the clue of the text quickly and get them to understand the general idea of the passage as quickly as possible.Task 2 ScanningEncourage students to read the passage carefully and finish the two tasks.Task1 Know better about the tripQ1: What preparations did Wang Kun and Wang Wei do?Q2: What difficulties did Wang Kun and Wang Wei find about their journey?Task 2 Know better about the riverQ1: Where is the source of the river and which sea does it enter?Q2:What can you see when you travel along the Mekong?Purpose: Enable students to find out the exact information about the text and have a better understanding of the trip and the Mekong River.Task 3 Study readingGet students to listen to the tape and find out some important words and phrases.Then encourage them to analyze and memorize them.1.Words and phrases that indicate people’s attitud e and personality:dream about , be fond of, care about, determined, stubborn, insist, shortcoming,make up her mind, change her mind, give in, reliable2.Words and phrases that relate to a trip planever since, persuade, graduate, cycle, organize, schedule, journeys of certain placesglacier, rapids, valley, waterfall, deltaPurpose: to guide students to grasp the usage of some important words and phrases. Encourage them to express their own travel plans using the language they learned in the class.Task 4 consolidationAsk students to use their own words to rewrite the passage of the reading.Purpose: Cultivate students’ ability to summarize and consolidate what they have learnt in the class.Step 3 Post-readingAsk students to brainstorm some adjectives to describe the characteristics of Wang Kun and Wang Wei.Wang Kun’s characteristic ___________________Wang Wei’s characteristic ____________________Purpose: Develop students’ ability to analyze and summarize using what they have learnt.Step 4 SpeakingWith your partner discuss the following question and make a dialogue. Then Act it out before the whole class.Q: Assume that you are going to travel abroad with your friends, what will you do before your trip?Trip: ( schedule, route, budget, transport, …)Step5 HomeworkFinish off the reading task on workbook and preview the tasks in learning about language.六．Blackboard design and time division1.Blackboard designUnit 3 Reading Journey Down the MekongPart1 The Dream and the PlanI. Lead-in; pre-readingII. SkimmingIII. ScanningIV. Study readingV. ConsolidationVI. Post-readingVII. SpeakingVIII. Homework2.Time divisionLead-in and pre-reading (8’)While-reading (23’)Post-reading (3’)Speaking (5’)Homewo rk (1’)。
Unit-3-may-i-help-you说课讲解
What is she? What’s she doing?
She is a receptionist. She is asking the customer to write something down on the paper politely.
What are they? What are they doing?
被翻白眼 ➢Big sign 长叹 ➢Coupon 礼券，优惠券 ➢Save a lot 节省很多
Discussion:
What should be done to improve the bad service?
➢Training should be arranged for the staff to tell them how to behave properly when dealing with customers.
Speaking
Suppose you are the clerk of the Green Tree Inn, your customer wants to reserve a single, nonsmoking room and pay by credit card, the customer would be staying for a week, the price for one night comes to ￥185, now make a dialogue with your partner and roleplay it.
Have they provide a good or bad service?
Please turn to page 34 to finish activity 1.
Language points: ➢ ask sb. for sth. 向某人要某物
Unit3TheworldofscienceUnderstandingideas说课稿课件--高中英
New engine vehicles
6. Analysis of teaching procedures
Step 3 While-reading
Activity1: Fast reading-skimming To get general idea of the whole passage and underline key
Part2 Western inventions The steam engine &telephone
Part3 3D print GPS
6. Analysis of teaching procedures
Step 3 While-reading(pair work)
Activity 2: Intensive reading---fill the blanks
6. Analysis of teaching procedures
Step 4 Post-reading (Group work)
Activity 1: Discussion(Let’s talk)
Question 1:What do you think is the fundamental spirit to invent stuff? Why? Question 2: Would it be possible to invent a time machine in the future? Why or why not? Share with us your opinion.
6. Analysis of teaching procedures
Step 2 Pre-reading
Activity 2 : Clearing up language barriers Positive :have/has been done Negative: have/has not been done It is/was… that… What/how+ is/was…that…
六年级unit3说课稿张佳
六年级unit3说课稿张佳一、教学内容本课教材为人教版PEP六年级上册第三单元，主要内容包括：学习有关动物的词汇，如tiger, panda, cat, dog等，并运用这些词汇进行简单交流。
通过学习，学生能够听懂、会说、会读本单元的生词和重点句子，并能够运用所学知识进行简单的日常交流。
二、教学目标1. 学生能够听懂、会说、会读本单元的生词和重点句子，掌握基本的日常交流用语。
3. 学生能够了解不同动物的特点，增进对动物的关爱和保护意识。
三、教学难点与重点重点：掌握本单元的生词和重点句子，能够进行简单的日常交流。
难点：正确发音和运用词汇描述动物的特点。
四、教具与学具准备教具：多媒体课件、动物图片、生词卡片等。
学具：课本、练习本、文具等。
五、教学过程1. 热身（5分钟）教师与学生进行简单的英语对话，营造轻松愉快的学习氛围。
然后引导学生谈论自己喜欢的动物，引出本课主题。
2. 呈现（10分钟）教师展示多媒体课件，呈现本课的生词和动物图片，引导学生说出动物的名称。
然后教师带领学生一起朗读生词，注意发音和语音语调。
3. 操练（10分钟）教师组织学生进行小组活动，让学生相互练习说动物的名称。
然后教师邀请几名学生上台，用生词描述自己喜欢的动物，其他学生听后猜猜是哪种动物。
4. 练习（5分钟）教师出示练习题，让学生听录音，选择正确的动物图片。
然后教师邀请学生回答问题，如：“你喜欢哪种动物？为什么？”5. 巩固（5分钟）教师出示生词卡片，让学生分组进行竞赛，看谁认得的动物最多。
然后教师奖励获胜组，并给予鼓励。
六、板书设计板书内容：1. 生词：tiger, panda, cat, dog等。
2. 重点句子：What animals do you like? I like七、作业设计1. 抄写生词，每个词写5遍。
2. 用所学生词描述自己喜欢的动物，写一段话。
八、课后反思及拓展延伸课后反思：本节课学生对动物的词汇掌握较好，但在运用句子进行交流时，部分学生还存在困难。
必修二unit3英语说课稿
必修二unit3英语说课稿在准备必修二Unit 3的英语说课稿时，我们需要确保课程内容既符合教学大纲的要求，又能激发学生的兴趣和参与度。
以下是一份可能的说课稿内容：课程名称：必修二Unit 3教学目标：1. 使学生能够理解并运用本单元的核心词汇和短语。
2. 帮助学生掌握本单元的重点语法结构。
3. 提高学生的听说读写能力，尤其是口语交流能力。
4. 培养学生的跨文化交际意识和批判性思维能力。
教学重点：- 核心词汇和短语的准确使用。
- 语法结构的正确运用。
- 口语表达的流畅性。
教学难点：- 语法结构的深入理解和应用。
- 口语表达中的自然流畅和准确性。
教学方法：- 任务型教学法：通过完成具体任务来学习语言点。
- 合作学习：鼓励学生小组合作，共同解决问题。
- 情景模拟：创设真实或接近真实的语言使用环境。
教学过程：1. 导入（Warming-up）- 开场白：简短介绍本单元的主题和学习目标。
- 激活背景知识：提问学生关于单元主题的先验知识。
2. 呈现（Presentation）- 展示核心词汇和短语，通过图片、视频或实物进行直观教学。
- 通过例句展示语法结构，确保学生理解其用法。
3. 操练（Practice）- 分组练习：学生在小组内练习使用新词汇和语法结构。
- 角色扮演：模拟真实情景，让学生运用所学知识进行对话。
4. 应用（Application）- 完成特定任务：如写一篇短文、进行一次演讲或完成一项调查。
- 跨文化交流：讨论不同文化背景下的相关话题，促进文化理解。
5. 产出（Production）- 学生展示：每组或每位学生展示他们的任务成果。
- 教师点评：对学生的表现进行评价，并提供改进建议。
6. 总结（Summary）- 回顾本节课的重点内容，强调易错点。
- 布置作业：确保学生能够巩固和深化课堂所学。
7. 作业布置（Homework Assignment）- 完成相关的练习题，复习本单元的词汇和语法。
高一英语教案（说课稿）：人教版必修一Unit3JourneydowntheMekong（共5篇）
高一英语教案（说课稿）：人教版必修一Unit3JourneydowntheMekong（共5篇）第一篇：高一英语教案(说课稿)：人教版必修一Unit3 Journey down the MekongModule1 Unit3Journey down the Mekong英语组：XXX一、教材的分析与处理1、课型：阅读课2、教材分析：地位：本文是该单元“旅行日志”的重点文章，属精读材料。
内容：讲述了主人公与姐姐想骑山地车沿湄公河沿线旅行，并为此查阅资料做准备。
体裁：旅行日记3、学生分析：学生已经学了warming-up与部分单词，并且预习了这篇课文，上课会比较轻松，理解也比较容易。
4、教学目的要求：①语言知识：理解与旅游有关的知识并掌握文中的一些词汇短语。
②语言技能：培养阅读策略（跳读、寻读、略读等）；了解旅游前的准备。
③情感态度：学习王薇敢于冒险的精神；感受主人公认真谨慎的态度，养成做事充分准备坚持到底的好习惯。
④学习策略：学会出行之前讨论、制定计划、查阅旅游资料等能力。
⑤文化意识：增强对祖国大好河山的热爱，以及在旅游中接受异国文化的能力。
5、教学重点：提升学生篇章的整体理解能力，让学生理解本课旅游日记的内容。
6、教学难点：（1）利用跳读、寻读等策略来找出关键词或主题句。
（2）以阅读课为依托，训练学生听、说、读、写及小组合作的能力。
二、教学方法与手段1、教学方法与手段：任务型教学法，情景教学法，讲授法。
（1）通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的信息，激发学生的兴趣,为学习课文做铺垫。
（2）运用任务型教学法，通过读前、读中、读后的任务设计，引导学生理解文章的内容。
2、教学辅助：多媒体三、教学过程Step1: Lead in Ask some students to present their dialogue.(The homework of last class)【设计说明】采用对话形式导入，营造出宽松的学习气氛，为学生全面的课堂参与作了铺垫。
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What do you use Internet for?
There are so many advantages on the Internet, but is it extremely safe and honest on the
Internet?
Reading: a debate
The effects of the internet on our lives
Fast reading
There are two parts in the passage.
Please scan the first paragraphs
of each part and then answer the following questions.
First reading tasks
1. The text presents the _______ two students gave at a _______ about the
_________________________ of Internet use.
2. Who are the two debaters?
Zhu Fei, in favour of the Internet;
Li Lei, against the Internet.
Reading strategy: reading an argument
1. When you read an argument, you must remember that ________________________.
2. How does an argument develop?
—The first thing : _________________________ ___________
—After that: _______________
—In the rest of the argument: _______________
—At the end of the argument: ______________.
Application of reading strategy
I. Analyze the structure of the 1st part
A specific view: ___________
Para ___: Present the two main points
Para ___: Supporting facts for Point 1
Para ___ : Supporting facts for Point 2
Para ___: Draw a conclusion
II. Listening and filling in the blanks.
View: The Internet has ________ effects on our life
Point1: Its ____ for people to look for information
Supporting facts: A survey shows ___ of users use it to search for answers to questions.
___ of the respondents use it to advance knowledge about ________.
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Point2: Our _____to relate to others through the Internet.
Supporting facts: Internet friendships are based on common_________.
People who are disabled can ____________ with the outside world.
Conclusion: the Internet remains a positive ____ that makes our lives better
Application of reading strategy
I. Analyze the structure of the 2nd part
A specific view: _________
Para 1 : Present the two ___________
Para 2 : ________________for Point 1
Para 3-4 : Supporting facts for Point 2
Para 5: Draw a ___________
II. Answer the following questions
1. What was the worst problem of eBay in 2003?
False shopping information (The sellers cheated the consumers through the internet)
2. What was the purpose of opening the clinic?
To help people who are addicted to computer games
3. After reading this part, what conclusion can we draw?
We should learn either to limit our use of the internet or to handle the problems the internet
has caused
Cloze
Zhu Fei and Li Lei had a _____about the pros and _____of internet use. Zhu Fei first analyzed
the value for people who are looking for information. He also mentioned that people can use it
to build . Internet friendships can be built based on common________.
With the help of the Internet, the disabled can correspond and ___________with the outside
world.
But Li lei lists the ______ effects. He thinks the main ________of the Internet are too much
___________ information. He thinks that the huge ______ of false information becomes more
of a problem. Another disadvantage of the Internet he refers to is that it is ___________ the
way people spend their time.
DEBATE
Pair work
Topic Online study ,necessary or unnecessary?
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Key words
• pros
1. Supplement (补充)
2. Extension(扩展)
3. Broaden one’s view
4. Consolidate(巩固)
5. Various sources of information
6. Chances of being educated by other professors online
7. …
• cons
1. Repetition (重复)
2. False information
3 A waste of time
4. Harmful to eyes
5. A waste of money
6. Mastering what a teacher taught costs lots of time.
7. …
HOMEWORK
1. Read the text again
2. Do the related exercises on pages 36-37