仁愛英語七年上冊Unit 3 Topic 1Section B說課稿

1、GUnit 3 Topic 1 Do you like English?Section Bood morning, everyone! My name is Liu Lu. Today, Id like to talkabout my teaching idea about Section B, Topic 1 of Unit 3 in GradeSeven, Project English. The main content of this topic is “Does he/she ?” I have decided to say the topic from four parts.Par

2、t One: Analysis of the Teaching Material1. Status and Function1) To attain “four skills” request of listening, speaking, reading and writing.2) To help the student learn how to get a pen pals.3) To raise learning interests of students and to improve their spoken English.2. Teaching Aims and DemandsA

3、. Knowledge objects1) Learn some new words and phrases:live, say, visit, great, wall, the Great Wall2) To learn and master the sentence patterns about the simple present tense.- Does he/she ?- Yes, he/she does. / No. he/she doesnt.- What does he/she say?第1頁/共9頁- He/She wants to B. Ability objects1)

4、To improve the students abilities of listening, speaking, reading and writing.2) To train the students ability of working in pairs.3) To develop the students abilities of communication by learning the useful structures.C. Moral objects1) Make the students have successful feeling and achievement.2) M

5、ake the students be interested in English study.3) Encourage the students to be more creative.3. Teaching Keys and Difficult Points1) Be able to express words, phrases and sentences in English.2) Let students learn the usage and pronunciation rules of the (e)s form of verbs in the simple present ten

6、se.3) Let students learn to use simple sentence patterns to talk about pen pals and the relevant information.4. Teaching AidsTape recorder, Power point, one letter, BlackboardPart Two: Teaching Methods and Studying Ways1. Teaching Methods1) Communicative teaching methods;第2頁/共9頁2) Audio-visual teach

7、ing methods;3) Task-based teaching methods.Purpose of my designing: I want to make the students the real masters inclass while the teacher acts as director. I also hope to combine thelanguage structures with the language functions and let the studentsreceive some moral education while they are learn

8、ing the English language.2. Studying Ways1) Teach the students how to be successful language learners.2) Make situation and provide meaningful duty, encourage the students to study the text by themselves.Part Three: Teaching ProcedureTask1 Warm-up and Lead-in1. Write down some key words on the black

9、board, and ask students tomake a dialog out according to these words. If the student can do it well, I will offer him/her a little gift.Key words: could, come from, pen pal. helpPurpose of my designing: In order to review the words and sentencepatterns in Section A, at the same time, it will raise l

10、earning interests of students.2. Take out a letter to lead to the new lesson. Learn and master the new word “l(fā)ive”.第3頁/共9頁T: This is a letter. Its from my friend, Sam. He is my pen pal. Now he lives in England.Purpose of my designing: In order to make the real situation, it is good for the students

11、absorb the new knowledge easily.Task2 Presentation1. Listen to 1a by tape recorder and answer the following questions:1) Does Sam speak Chinese?2) Does Sam live in China now?3) Where does Sam want to visit? (Help students to answer.)Purpose of my designing: To make the students get the general idea

12、of the text and also cultivate their ability to study independently.2. Show the picture of the Great Wall and quotes the sentence from theletter by PPT. Learn and master the new words and phrase “say”, “visit ”, “great ”, “wall” and “the Great Wall”. For example:T: Please look at PPT. In the letter,

13、 he says he wants to visit the Great Wall.Purpose of my designing: After seeing the photos about the new words, the students can learn them quickly and easily.Task3 Consolidation and Practice1. Listen to 1a again by tape recorder and follow the tape by imitating thepronunciation and intonation. And

14、then ask some students to act it out in pairs. Finish 1a.第4頁/共9頁Purpose of my designing: To help students to get the general idea of the text and practice their abilities of reading.2. Let students discuss with their partner, and complete the conversation in 1b and check the answers. Finish 1b.Purpo

15、se of my designing: To cultivate students abilities of communicating with others.3. Summarize the sentence patterns by PPT and ask students to master theusage of the (e)s form of verbs in interrogatives sentences of the simple present tense.1) - Does he speak Chinese?- No, he doesnt.2) - Does he liv

16、e in England?- Yes, he does.3) - What does he say in the letter?- He wants to visit the Great Wall.Purpose of my designing: To help students get the main content of this lesson.4. Listen to 2 and ask some students to read the questions and answers aloud. Then check the answer.Purpose of my designing

17、: Let the students have the chance to practice the reading and speaking ability.5. Let students listen to 3 and follow the tape. I will write down the第5頁/共9頁following verbs on the blackboard and compare them with their original forms.要練說，得練聽。聽是說的前提，聽得準確，才有條件正確模仿，才能不斷地掌握高一級水平的語言。我在教學中，注意聽說結(jié)合，訓練幼兒聽的能力

18、，課堂上，我特別重視教師的語言，我對幼兒說話，注意聲音清楚，高低起伏，抑揚有致，富有吸引力，這樣能引起幼兒的注意。當我發(fā)現(xiàn)有的幼兒不專心聽別人發(fā)言時，就隨時表揚那些靜聽的幼兒，或是讓他重復別人說過的內(nèi)容，抓住教育時機，要求他們專心聽，用心記。平時我還通過各種趣味活動，培養(yǎng)幼兒邊聽邊記，邊聽邊想，邊聽邊說的能力，如聽詞對詞，聽詞句說意思，聽句子辯正誤，聽故事講述故事，聽謎語猜謎底，聽智力故事，動腦筋，出主意，聽兒歌上句，接兒歌下句等，這樣幼兒學得生動活潑，輕松愉快，既訓練了聽的能力，強化了記憶，又發(fā)展了思維，為說打下了基礎(chǔ)。 speaks speakknows knowhelps helpwan

19、ts wantlives liveAnd then I divide all the students into some groups, and ask every groupto make a dialog by using the verbs as follows in the simple present sentence like 4. Finish 3 and 4.“have” “l(fā)ike ” “want” “know” “speak” “visit ” “help ” and “l(fā)ive ”第6頁/共9頁Purpose of my designing: To develop st

20、udents abilities ofcommunicating with others. And also let students master the usage andpronunciation rules of the (e)s form of verb in the simple present tense. Task4 Project and Homework1. Make a survey. Ask students to complete a table on the screen about their good friends according their basic

21、information.About My FriendQuestionWhats his/her name?How old is he/she?Answer“教書先生”恐怕是市井百死記硬背是一種傳統(tǒng)的教姓最為熟悉的一種稱呼，從 學方式,在我國有悠久的歷最初的門館、私塾到晚清的學堂，“教書先生”那一行當怎么說也算是讓國人景仰甚或敬畏的一種社會職史。但隨著素質(zhì)教育的開展,死記硬背被作為一種僵化的、阻礙學生能力發(fā)展的教學方式,漸漸為人們所摒業(yè)。只是更早的“先生”概 棄;而另一方面,老師們又為念并非源于教書，最初出現(xiàn)提高學生的語文素養(yǎng)煞費的“先生”一詞也并非有傳 苦心。其實,只要應(yīng)用得當,授知識那般的含義。孟子 “死記硬背”與提高學生素中的“先生何為出此言質(zhì)并不矛盾。相反,它恰是第7頁/共9頁也？”；論語中的“有酒食，先生饌”；國策中的“先生坐，何至于此？”等等，均指“先生”為父兄或有學問、有德行的長輩。其實國策中本身就有“先生長者，有德之稱”的說法?？梢姟跋壬敝夥钦嬲摹敖處?/p>