Unit3 SectionBandselfcheck。
每个老师不可缺少的课件是教案课件,大家在仔细规划教案课件。认真做好教案课件的工作计划,才能规范的完成工作!你们了解多少教案课件范文呢?以下是小编为大家收集的“Unit3 SectionBandselfcheck”仅供您在工作和学习中参考。
Unit3 SectionBandselfcheck
教学课题:Unit3Teenagersshouldbeallowedtochoosetheirownclothes.(SectionBandselfcheck)
教学目标
1.知识目标:掌握agreeanddisagree的用法。学会使用Ithink...,Iagree...和Idontthink...,Idontagree...来表达自己的意见。
2.能力目标:对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。
3.情感目标:培养学生良好的合作意识,鼓励学生大胆表达自己的想法和意愿。
教学分析
1.教材分析:SectionB主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践的。
2.学生分析:初三的学生有较丰厚的语言积累和知识储备,他们有较强的求知欲和好奇心,在课堂上他们善于表现自我,乐于积极思考,敢于发表自己的观点,这些个性心理特点都有利于师生在课堂上进行交流。
3.重点及其突出方法:被动语态的讲解:总结规律、比较异同、模仿操练。
4.难点及其突破方法:培养良好的语言表达习惯。发挥教师良好的示范作用,注重教师在课堂教学中对学生无意识的影响。Jab88.coM
教学准备
1.多媒体:多媒体,幻灯片,英语影音资料。
2.其他参考资料。
教学过程
Unit3:Teenagersshouldbeallowedtochoosetheirownclothes.(SectionBandselfcheck)
StepOne:Freetalkanddiscussion.
StepTwo:
1.learnfromsb2.agreewith
3.disagreewith4.infact
5.taketimetodosth6.chatwith
StepThree:
Finish1a.
StepFour:
Practicetheconversationinactivity1b.
StepFive:
Makeanewconversationingroupsaccordingtotheonein2c.Thenactitout.?
StepSix:
Discusswhatyouareallowedtodoandwhatyouarentallowedtododuringyourstayatschool/home/libraryandsoon.
StepSeven:
Readthetextthensuggestthequestionsaccordingtothetext.
StepEight:
Discusswhatiscoolinyourmind.
StepNine:
Homework:
Writesomesentencesabout“cool”.?
教学反思
1.如何在英语课堂教学中有效的进行中外文化的渗透?
2.如何培养学生的跨文化意识?
3.教师如何布置个性化的作业?
4.如何面对本套教材大词汇量教学及反馈的问
扩展阅读
Unit3:Whydoyoulikekoalas?
Unit3:Whydoyoulikekoalas?
Languagegoals
Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,
Newlanguage
Whydoyoulikekoalabears?.Becausetheyrecute,Theyreprettyinteresting,Theyrekindofshy,Theyreverybig.
namesofanimalssuchastiger,elephant,koalabear,dolphin
descriptionwordssuchassmart,cute,intelligent
namesofcountries:Australia,SouthAfrica,
Recycledlanguage
between,acrossfrom
Hes/Shesfrom...Hes/Shesfiveyearsold.
nameofcountries;China,Japan,Brazil
SectionA
Additionalmaterialstobringtoclass:
coinsorothermarkersfortheBingogamein4.
AskstudentstonameasmanyanimalsastheycaninEnglish.Writethelistontheboard,
Askstudentstodescribeeachanimalinsomeway.Theymaytellitscolorortellifitisbigorsmall.
Say,Todaywearegoingtolearnthenamesofsomemoreanimals.Wellalsoleamhowtosaywhichoneswelikeandtellwhywelikethem.
laThisactivityintroducesthekeyvocabulary.
Focusattentiononthemapofthezooshowingpicturesofanimals.Askstudentstopointtoandnameanyanimalstheycan.
Pointtotheanimalsonebyoneandsaythenameofeach.Askstudentstorepeal.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachanimalintheblankbythatanimalsname.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtotheanimalsin1a-Askstudentstopointtoandnametheanimals.
Say,Imgoingtoplayrecordingsofthreeconversations.Listencarefullyasyoulookatthewordsinla.Putacheckmarkinfrontofthenameofeachanimalyouhear.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentscheckeachanimalnametheyhear.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleconversationinthepicture.Asktwostudentstoreadittotheclass.Answeranyquestionstheymayhave.
Pointoutthefourdescriptionwords.Askastudenttoreadthemaloud.Reviewthemeaningofeachword.
Say,Nowyoucanmakeconversationsaboutanimals.Yourconversationscanbeliketheexample.Usethesedescriptionwords.
Askstudentstoworkinpairs.Havethemtaketurnssayingbothparts.
Ifstudentsneedhelpgettingstarted,demonstrateanotherconversationwithastudent.Forexample:
Teacher:letsseetheelephant.
Student:Whydoyouwanttoseetheelephant?
Teacher:Becauseitsverysmart.
Asksomestudentstopresenttheirconversationstotheclass.
2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentiontothetwoblanklinesontheleft.Say,Youwillheararecordingofaconversation.Listencarefully.Thenwritethenamesofthetwoanimalsyouhearontheselines.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentswriteinthenamesoftheanimals.
Checktheanswers.
Pointouttheadjectiveslistedontheright.Askastudenttosaythewords.
Say,NowIwillplaytherecordingagain.Thistimedrawalinebetweeneachanimalandtheadjectiveyouhear.
Playtherecordingandhavestudentsmatcheachanimalwithanadjective.
Correcttheanswers.
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
CallattentiontotheconversationandtheblanklinesinitSay,Youwillheartherecordingagain.Thistimepleasewriteawordfromtheboxoneachblankline.Somewordscanbeusedmorethanonetime.
Askastudenttoreadthewordsinthebox.
Playtherecording.Checktoseethatstudentsarewritingawordfromtheboxoneachlineoftheconversation.
Goovertheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheconversationinthepicture.Asktwostudentstoreadittotheclass.
Say,Nowyoucanhaveconversationslikethisone.UsethewordsinBox1,Box2,andBox3inyourconversations.
Demonstrateaconversationwithastudent.Forexample:
Student:Doyoulikepenguins?Teacher:Yes,Ido.Student:Why?
Teacher:Becausetheyreverycute.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointtoandsaythenamesofthethreecountriesonthemapsandaskstudentstorepeat
Pointtothethreeanimalsandaskastudenttonamethem.
Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom.
Correcttheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheconversationinthepicture.Askapairofstudentstoreadittotheclass.
Askstudentstoworkinpairs.Say,Nowyoucantalkaboutwhereanimalscomefrom.Pointtothemapandanimalsstudentsmatchedupin3a-
Say,Workwithapartner.Taketurnsaskingandansweringquestionsaboutthecountriesandanimalsin3a.
Afterafewminutes,askseveralpairstosaytheconversationfortheclass.
SectionB
Additionalmaterialstobringtoclass:
PicturesofhouseholdpetsandzooanimalscutoutofmagazinesforFollow-upactivity1.
1Thisactivityintroducesmorekeyvocabulary,
Callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone.
Pointoutthelistofeightnumberedadjectivesatthetop.
Say,Nowpleasematchtheadjectivesatthetopwiththeanimalsinthepicture.Writetheletteroftheanimalonthelineaftertheadjective.Pointoutthesampleanswer.
Asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded.
Correcttheanswers-
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Callattentiontothethreeheadings.Animal,MariasWordsandTonysWords,andthewrite-onlinesundereach.
Say,NowIwillplaytherecordingagain.Thistimepleasewritethenameoftheanimalseachpersontalksaboutandthewordstheysay.
Playthefirstfourlinesofrecordingandstopthetape.Ask,Whatanimalaretheytalkingabout?(theelephant)WhatwordsdoesMariausetodescribetheelephant?(interesting,intelligent)
Pointoutthewrite-onlineswherestudentscanwritethesewords.
Playthewholerecordingandhavestudentswritethewordstheyhearonthechart.
Checktheanswers.
3Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothedialoguenexttothepicture.Asktwostudentstoreadittotheclass.
Say,Workinpairs.Usesentenceslikethesetosaywhatyouthinkaboutdifferentanimals.
Demonstratetheactivitywithoneortwostudents.Forexample,say,Ilikedolphins.Theyreintelligent.
Askstudentstoworkinpairs.Astheywork,movearoundtheroomcheckingonprogress.
Asksomepairstopresenttheirconversationstotheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointoutthethreedescriptionsofanimals.Askstudentstotaketurnsreadingonealoud.
Thendrawattentiontothepicturesofanimalsbelow.Say,Writetheletteroftheanimalintheblanklinesaboveitsdescription.Thereisoneanimalthatisnotdescribed.
Checktheanswers.
3bThisactivityintroducessomenewvocabularywordsandprovidesreadingandwritingpracticeusingthetargetvocabulary.
Callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves,andmeat.Askastudenttoexplaineachwordoruseitinasentencetoshowheorsheunderstandswhatitmeans.Teachtheexpressionsleeps.
Pointoutthedescriptionin3bwithblanklineswheresomewordsaremissing.Readittotheclasssayingblankeachtimeyoucometoablankline.
Pointoutthesixwordsinthebox.Say,Youcanwritethesewordsintheblanks.Useeachwordonlyonce.
Asstudentswork,movearoundtheroomcheckingprogressandofferinglanguagesupportasneeded.
Checktheanswers.
3cThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage,
Say,Nowyoucanwriteadescriptionliketheonein3b.Youcanusesomeofthesamewords.Writeaboutanyanimalyoulike.
Youmaywishtodoasampledescriptionwiththeclass.Chooseananimalsnameandwriteitontheboard.Thenaskstudentstomakestatementsabouttheanimal.Repeateachstatementandthenwriteontheboard.Youcanaskleadingquestionssuchas.Isitbig?Isitlazy?Doesiteatgrass?
Askstudentstowritetheirowndescriptions.Youmaywishtohavelessfluentstudentsworkwithamorefluentpartner,
Askstudentstosharetheirwritingwithothersintheclass.
Afteryouhavereviewedthestudentswork,youmaywishtohavesomestudentsrecopytheirworksothatyoucanpostitontheclassroombulletinhoard.
Unit3教学设计
第一课时
1.秋游。
2.国庆节计划。
3.旅游咨询。
本课的学习任务是谈论未来计划,为了使学生能够顺利地完成这个任务,需要教师引导学生总结回顾上学期所学的有关假期活动的词汇,之后教师再利用这些材料以旧引新,达到熟练之后再进行交流。
1.语言目标:掌握单词:babysitting,plan,athome;句型:Whatareyoudoingforvacation?Whenareyougoing?
2.语言技能目标:能运用英语自如地谈论未来计划或行动。
3.情感态度目标:通过合作学习,培养学生的集体意识;通过假期旅游,培养学生对本土文化的热爱。
1.导入的设计。
教师可以将事先准备好的挂历向学生展示,用手指向下周六,用bedoingsth.句型向学生介绍学校要组织的秋游活动,将问题WhatareyoudoingonSaturday?呈现给学生,并且引导和帮助学生做出回答。
2.讨论未来计划的设计。
学生在教师的带领下已初步掌握谈论未来的句型,此时可以利用多媒体,引导学生认知和熟悉有关外出或旅行的词语,之后再让学生做自己的节日计划,说出自己要去的地方和要做的事情。
利用多媒体在真实的语言环境中,让学生了解词汇、短语和句型。挂历的应用使学生能够更直观地了解过去、现在与将来的区别。
TeachingProcedures
Task1:Schooltrip
Purpose:Letthestudentspracticethetargetlanguageinspokenconversation.
Steps
TeachersActivity
StudentsActivity
Step1
Showthestudentsacalendarandasksomequestions.Lookandanswertheteachersquestions.Step2
Askseveralpairstoaskandanswerinpairs.Workinpairsandtalkabouttheschooltrip.Step3
Tellthestudentstogivetheiradviceandsuggestions.Sharetheiropinionswiththeirclassmates.Task2:PlansofNationalDay
Purpose:Letthestudentslearntotalkabouttheirfutureplans.
Steps
TeachersActivity
StudentsActivity
Step1
Playavideo.Introducethekeywords.Makealistandaddsomemore.
Workinpairs.
Step2
AskthestudentstomaketheirownplansofNationalDay.Talkabouttheirownplans.Step3
Asksomegroupstogivereports.Theleadersshowthesurveys.Task3:Travelservices
Purpose:Letthestudentspracticethetargetlanguage.
Steps
TeachersActivity
StudentsActivity
Step1
Haveonestudentpresenttheproblems.Otherstudentsgivesomeadvice.Step2
Letthestudentshavearoleplay.Workingroups,andtalkabouttravelservices.Step3
TeachthemanEnglishsong.SingtheEnglishsongtogether.Assignment:Makeaschedulefortheweekend.
Unit3教学安排
单元教材分析
本单元围绕“允许做什么,不允许做什么”这一话题,设计了三个任务型活动:任务一:谈论自己想做的事情;任务二:我可以做什么,不可以做什么。任务三:讨论自己想做什么,自己需要什么样的生活。
单元总体目标
通过本单元的学习让学生学会用不同的句型来谈论应该允许做什么,不允许做什么,谈论同意和不同意。
单元重难点一览
重难点词汇:
1.atthatage
2.insteadof
3.theotherday
4.beagoodwaytodo
5.keepsb.happy
6.atpresent
7.thesameas
8.beproudof
9.givedirections
10.waycool=verycool
11.learnfromsb.
12.agreewith
13.disagreewith
14.infact
15.taketimetodosth.
16.chatwith
重难点句式:
1.Ithinksixteen-year-oldsshouldbeallowedtodrive.
2.Doyouthinkthirteen-year-oldsshouldbeallowedtohavepart-timejob?
3.Youngpeopleshouldbeproudoftheirculture.
单元教学建议
采用Concluding,Accumulating,Role-playing和Comparing的学习策略,利用多媒体课件,以Pairwork的形式展开课堂口语交际活动和讨论活动,谈论允许做什么和不允许做什么。本单元的教学法建议:词汇教学:情景操练、反复使用;口语教学:师生互动,生生互动、对话练习、交际活动;阅读教学:寻找关键语句、对文中任务和事物发表见解;语法教学:总结规律、比较异同、模仿操练。
单元课时分配
本单元用4课时教学,其中SectionA部分用2课时,SectionB,SelfCheck部分用2课时完成。