特色教案1 新课标 初一 上期 Unit 3
初中英语新教材初一(必修上)第三单元教学设计
初中英语新教材初一(必修上)第三单元教学设计初中英语材初一（必修上）第三单元教学设计目标本教学设计的目标是帮助初一学生掌握第三单元的英语知识和技能。
通过本单元的研究，学生应能够：- 理解和运用与衣物和颜色相关的英语词汇；- 初步了解英语句子的基本结构和语法规则；- 能够进行日常对话并描述衣物和颜色。
教学内容本单元的教学内容包括以下几个方面：1. 衣物：学生将研究并掌握常见的衣物名称，如衬衫、裤子、鞋子等；2. 颜色：学生将研究并掌握常见的颜色词汇，如红色、蓝色、绿色等；3. 句型：学生将研究并运用简单的英语句型，如"What color is it?"和"It is red."。
教学步骤本节课的教学步骤分为以下几个环节：1. 导入：通过展示图片或实物引起学生的兴趣，激发学生对衣物和颜色的兴趣；2. 词汇研究：通过图片、视频和实物等多种形式向学生介绍并教授衣物和颜色的英语词汇；3. 句型研究：通过示范和操练，帮助学生理解和运用"What color is it?"和"It is red."这两个句型；4. 练活动：设计多种练活动，如口语对话、词汇记忆游戏等，巩固学生的研究成果；5. 小结：总结本节课的研究内容，鼓励学生进行自我评价和反思。
教学资源为了有效地进行教学，需要准备以下教学资源：- 单词卡片：包括衣物和颜色的英语单词，每个单词附带图片；- PPT或课件：用于展示图片、视频和句型等教学内容；- 实物展示：携带一些真实的衣物和彩色物品，以便学生更好地理解和记忆。
教学评估与反馈教学评估和反馈对于学生的研究非常重要。
可以通过以下方式进行评估：- 口语对话评估：通过与学生进行对话，了解他们对衣物和颜色的理解和表达能力；- 练活动评估：通过练活动，观察学生的参与程度和表现，评估他们对研究内容的掌握情况；- 小组合作评估：观察学生在小组合作中的表现，评价他们的团队合作和沟通能力。
七年级英语上册Starter Unit 3教案1人教新目标版
精品基础教育教学资料，请参考使用，祝你取得好成绩！Starter Unit3 What color is it目标1、知识目标：掌握表示颜色的单词，如：black/ white/ red/blue等以及句子—What color is it? —It’s black. —No, it’s white.2、能力目标：培养学生对英语的兴趣，能在日常生活中使用英语谈论简单的颜色,在生活中的相关情境中进行自主的表达。
3、情感目标：激发学习英语的兴趣，乐于参与各种实践活动；培养良好的自信心，敢于用英语表达自己的看法。
4、学习策略目标：培养学生积极主动参与学习和大胆开口说英语的习惯。
5、德育目标：让学生通过本课学习能够热爱生活和学习，过一个多姿多彩的童年。
重点难点掌握表示颜色的单词，如：black/ white/ r ed/blue等以及句子—What color is it? —It’s black. —No, it’s white.,能在生活中的相关情境中进行自主的表达。
教学环节与内容师生活动白板应用用时Part 1 Warm-upT: Good morning, boys and girls!S: Good morning, Miss Li!T: Let’s study Pandeng English! Are youready?First, let’s sing a song together, OK?S: OK!T: Please stand up and perform!让我们来表演一下之前学习过的内容吧！我们分小组来进行。
First，dog group, who wants to have a try?S: Let me try!S1: Hello! How are you?Pre-class : 老师带学生一起看黑板评价栏设计，让学生明白今天的黑板评价栏是为了小组之间比赛，看谁的花园开的花朵最colorful。
七年级英语上册Unit3公开课教案
七年级英语上册Unit3公开课教案第一篇：七年级英语上册Unit 3公开课教案七年级英语上册Unit 3公开课教案一、Teaching Aims1.words: kid, glad, seat, mother, father, doctor, parent, office worker, driver, farmer, cook, nurse , work, on, farm, hospital, drive.`2.phrases: in an office, in a hospital, on a farm, in a school3.sentences: what does he/ she do? He/she is a/an…Where does he/she work? He/she works…二、Teaching Important and Difficult points:1.Get the students to make dialog ues using “what does he/she do?Where does he/ she work?2.How to make dialogues, using them三、Teaching ProceduresStep 1.Revision1.sing a song →The More we Get together2.Review words and phrases of section A and B using cards.e the picture in section A, 3a to review the following sentences:what do you do? I am a/an….What does he/ she do? He/She is a/ an….Step 2.Presentation1.Ask and answer between the teacher and the students Leading the dialogue:①A: What do you do?B: I am a student.A: Where do you study?B: I study in a school.②A: What does he/ she do?B: He/she is a/an…A: Where does he/ she work?B: He/ she works…e the pictures on the blackboard to ask the Ss to practice the dialogue.Step3.Practise.1.Pair-work: Ask Ss to Make similar dia logues(Ask father, mother, sister, brother…)2.Work in groups to practice the dialogue.Step 4 consolidation1.Make a survey2.Summary the expression about jobs and work places.Step 5.Exercise1.Discuss in pairs and finish2.Then check the answer.2.Listen to3.Let Ss finish it alone, and check the answer.Step 6.Project:1.play a game.Step 7.Home work.1.Go over section B2.Do same-step exercise.3.Pre-view section C第二篇：英语七年级上册Unit3 SectionA说课稿新目标英语七年级上册Unit3 SectionA说课稿谢燕娥尊敬的各位评委老师：你们好！今天我说课的题目是新目标英语七年级上册第三单元Unit3 This is my sister.中的SectionA部分，整个说课我将分成六个大部分进行讲述：即教材分析、学情分析、教法、学法、教学过程及板书设计。
七年级英语上册Unit 3 单元课时教案
七年级英语上册 Unit 3 单元课时教案课时一：词汇学习教学目标•掌握与生活相关的动词短语•学会正确运用所学动词短语进行交流•培养学生的听说能力和合作意识教学准备•教材：七年级英语上册 Unit 3 单元课文•多媒体设备教学过程1.导入（5分钟）–利用多媒体设备播放一段与课文相关的视频，引发学生对话题的兴趣。
–引导学生讨论视频中出现的动词短语。
2.学习与记忆（25分钟）–教师出示并讲解与生活相关的动词短语，例如：•do homework 完成作业•watch TV 看电视•listen to music 听音乐•play sports 进行体育运动–通过示范性对话和操练，帮助学生掌握这些动词短语的用法和表达。
–通过多种方式进行记忆，例如呈现卡片让学生猜猜动作、让学生进行角色扮演等。
3.练习与巩固（15分钟）–给学生发放练习册，让他们完成相关练习题，巩固所学内容。
–教师对学生答题情况进行检查和指导。
4.小结与拓展（5分钟）–教师总结本课所学的动词短语，并与学生一同复习。
–鼓励学生在课余时间运用所学的动词短语进行实践，例如与家人、朋友进行交流。
课时二：听说训练教学目标•提高学生的听力理解能力•培养学生的口语表达能力•培养学生的合作意识和团队精神教学准备•教材：七年级英语上册 Unit 3 单元课文•多媒体设备•PPT或课件教学过程1.导入（5分钟）–教师通过多媒体设备播放一段与课文有关的对话。
–随后教师与学生进行互动，询问学生对对话内容的理解。
2.听力训练（15分钟）–教师播放课文中的录音，让学生在听力过程中尽可能多地捕捉关键词和信息。
–学生根据听力内容回答问题，或进行一些听力练习，如听音选词填空等。
3.口语训练（20分钟）–将学生分成小组，每个小组从课文中选择一个对话进行模仿和表演。
–学生可以根据自己的理解进行适当的改编和创新。
–教师在每组表演结束后给予评价和指导，并鼓励其他同学给出自己的看法。
人教版新课标七年级英语上册课教案：Unit 3 Period 3
英语（学科）教学设计年级：七年级 (上册) 审阅人：上传时间:内容Unit 3 Is this your pencil ?Period 3 Section B (1a-1e) 优化人学习目标1. 复习前一课时的物主代词。
2.学习几个新词：baseball, watch, computer, game, Computer game, key, notebook, ring, call3.听力训练，完成1c和1d教学重点1.词汇：ask, computer game , find , lost , ring, watch , notebook , ID card , some , call , baseball, at, must , in , bag, library , e-mail .2. 目标语言What’s this /that ? It’s a ... What’re these / those ? They’re ...教学难点培养运用英语进行口语交际的能力，加强听，说，读，写能力的培养。
教学过程教师行为P1 呈现课题P2 呈现教学目标,引导学生读P3引导学生Task1.复习上一课小对话P4-7引导学生完成Task2. 利用图片复习一般疑问句的问与答P8 引导学生完成Task3(1a ) 根据图片学习新单词P9-10引导学生完成Task4 (1b) 句型操练P11-13引导学生完成Task5. （1c-1d-1c）听力训练P14 课堂小结P15引导学生完成Task6. 当堂检测P16评比出本节课最佳小组板书设计Unit 3 Is this your pencil ?Section B (1a-1e)Baseball, computer game , key , notebook , ring , ID card , bag , in --What’s this in English ?--It’s an ID card .--How do you spell it ?--I-D , C-A-R-D.教学反思。
七年级英语教案 新课标Unit 3 第1课时9篇
七年级英语教案新课标Unit 3 第1课时9篇新课标Unit 3 第1课时 1课题(period 3：self check4, section b 1a, 1b, section a 5 ) 教学目标task 1：（能力、知识点） 1、继续学习有关颜色的对话。
2、学会发现和绘画颜色，用各种可以调动学生积极性的活动来提高学生的活跃性，激发他们参与讨论的热情。
同时可以对学生进行美育教育，从小培养他们对美的正确认识。
task 2:（重点/考点） 1、要求掌握下列句型： spell it ，please.2、巩固下列单词：color， spell， key， pen, ruler, quilt, jacket 补充下列单词：book, bag, desk, chair task 3:（难点）：复习26个字母的熟练和快速的大小写书写和升降调以及元音字母的表达.自学提纲stepⅰ revision and warming-up self check4: ss work in pairs. use colored pens to write down the letters your partner says.2. check homework in period 2.3. play a game“what color is it ?” stepⅱ listening practice section b 1a: ﹡draw attention to the picture. ask students if they can recognize the items in the picture.﹡play the recording twice. students color in the items in the picture according to the conversation.﹡check the answers.section b 1b:﹡focus attention on thesentences. explain that the students need to fill in the correct words for the color of each item.﹡play the recording again. the students write the correct color words.﹡check the answers. step ⅲ practice section a 5:﹡use the items in section b 1a to role play one round with two students as a model for the class like this : ---what’s this in english ? ---it’s a key. ---spell it, please . ---k-e-y. ---what color is it ? ---it’s yellow.﹡get students into pairs. have them practice the conversation here.﹡students then ask each other about other items around them. use the conversation here as a model. move around the classroom to check progress and help with pronunciation as needed.﹡encourage students to recycle the vocabulary they know from the first two units. step ⅳ homework(1) go on making up your dialogues with your group members and polish it. (2) copy the conversations in section a 5 and write down the chinese meaning.(3) colors can make colors. 补充内容自学提纲完成下列对话:a：__________, mary .b: hello, jones.a: what'sthis_____________ ?b: ______ ________ kite.a: canyou ________ it?b: ok, k- i- t- e, kite达标测试 1.写作：设计一个对话，问答自己的学习用品的颜色。
七年级英语上册Unit3WelcometoourschoolReading教案(新版)牛津版
Unit 3 Welcome to our schoolReadingⅠ教学目标1.用英语介绍校园内的各类设施。
2.用适当的语言向他人介绍校园环境。
重点难点如何通过阅读提取自己需要的信息。
教学过程一、热身1.复习：复习上节课学习的科目的英语单词。
T: Which of the subjects do you like best? Why?2.口语交流：教师呈现学校不同建筑物的图片，并问学生问题T: Look at our school．Is it beautiful? Do you like it?S: …T:Today we will learn Millie’s school.二、呈现新课（一）教学新单词和词组1.教师教授本节课的新短语。
2.学生大声朗读这些新单词和词组。
3.学生尝试用这些新单词和词组造句。
（二）教学文章内容1.学生听录音回答问题What does Millie’s school have?What’s in Millie’s school?2.快速阅读1）教师让学生打开课本，快速阅读课文，完成下列填空题。
There are __________ classrooms in the classroom building.The classrooms are ________ and ________.The new building is our __________. It’s ____________.We have meetings in the school _____________.The man in a white shirt is ________________________.2）学生快速阅读课文完成课本B1题，教师讲解答案。
3.学生仔细阅读课文。
1）学生仔细阅读课文，回答下列问题Where do Millie and her mother meet today?How does Millie's school look?What about the playground /library?How many classrooms are there in the classroom building?Where is Millie's classroom?What do you think of her classroom?What else is in her school?2）学生仔细阅读课文，完成课本B2题，教师讲解答案。
七年级英语上册第三单元教案
七年级英语上册第三单元教案教案标题：七年级英语上册第三单元教案教学目标：1. 通过本单元的学习，学生能够掌握并正确使用有关家庭成员的英语词汇。
2. 学生能够运用所学知识，描述自己的家庭成员。
3. 学生能够运用所学知识，与他人交流关于家庭成员的信息。
教学重点：1. 家庭成员的英语词汇。
2. 描述家庭成员的外貌特征和性格特点。
教学准备：1. 教材：七年级英语上册教材第三单元。
2. 多媒体设备：投影仪、电脑等。
3. 教具：图片、卡片等。
教学过程：Step 1：导入（5分钟）1. 利用图片或卡片展示不同的家庭成员，如爸爸、妈妈、哥哥、姐姐等。
2. 引导学生用英语说出每个家庭成员的名称。
Step 2：词汇学习（15分钟）1. 教师出示家庭成员的图片或卡片，逐一教授家庭成员的英语词汇，并帮助学生正确发音。
2. 学生跟读并模仿教师的发音，巩固词汇记忆。
Step 3：描述家庭成员（20分钟）1. 教师出示一张家庭成员的图片，并描述该家庭成员的外貌特征和性格特点。
2. 引导学生根据教师的描述，用英语描述其他家庭成员的外貌特征和性格特点。
3. 学生两两合作，互相描述自己的家庭成员，并尝试用英语进行交流。
Step 4：练习与拓展（15分钟）1. 学生分组进行角色扮演，模拟真实情境，用英语描述自己的家庭成员。
2. 教师提供一些问题，让学生用英语回答，如“你有几个兄弟姐妹？他们是什么样的人？”等。
3. 鼓励学生展示自己家庭成员的照片，并用英语介绍他们。
Step 5：总结与评价（5分钟）1. 教师总结本节课的重点内容，并检查学生对家庭成员的英语词汇掌握情况。
2. 对学生在本节课中的表现进行评价和鼓励。
拓展活动：1. 学生可根据所学知识，撰写一篇关于自己家庭成员的英文短文。
2. 学生可利用多媒体设备，制作一个家庭成员的介绍视频，展示给全班同学。
教学反思：本节课通过图片、卡片等教具的运用，帮助学生掌握了家庭成员的英语词汇，并通过描述家庭成员的外貌特征和性格特点，提高了学生的口语表达能力。
七年级上册unit3教案
七年级上册unit3教案教案标题：七年级上册Unit 3 教案教学目标：1. 通过本单元的学习，学生将能够掌握描述人物外貌特征和性格特点的词汇和句型。
2. 学生将能够运用所学知识，描述他人的外貌特征和性格特点。
3. 学生将能够通过听说读写的综合训练，提高他们的语言技能。
教学重点：1. 掌握描述人物外貌特征和性格特点的词汇和句型。
2. 运用所学知识，描述他人的外貌特征和性格特点。
教学难点：1. 运用所学知识，描述他人的外貌特征和性格特点。
2. 综合运用听说读写的技能，提高语言表达能力。
教学准备：1. 教材：七年级英语上册教材 Unit 3 部分2. 多媒体设备3. 学生练习册4. 单词卡片和图片教学过程：Step 1: 导入新课 (5分钟)1. 利用多媒体设备展示一些人物图片，引起学生的兴趣。
2. 引导学生讨论这些人物的外貌特征和性格特点。
Step 2: 学习新知 (15分钟)1. 教师出示单词卡片，教授新的人物外貌特征和性格特点的词汇。
2. 学生跟读并模仿教师的发音和语调。
3. 教师通过图片和实物示范，帮助学生理解每个词汇的意义。
Step 3: 练习与巩固 (20分钟)1. 学生分组进行角色扮演，描述组内成员的外貌特征和性格特点。
2. 学生在小组内互相提问和回答，巩固所学词汇和句型。
3. 教师组织学生进行听力练习，听描述并选择正确的人物。
4. 学生完成练习册上的相关练习，巩固所学知识。
Step 4: 拓展与应用 (15分钟)1. 学生小组合作，设计一份调查问卷，询问他人的外貌特征和性格特点。
2. 学生互相交换问卷并填写答案，然后向全班汇报调查结果。
3. 学生撰写一篇短文，描述一个他们喜欢的人物的外貌特征和性格特点。
Step 5: 总结与反思 (5分钟)1. 教师总结本节课的重点和难点。
2. 学生反思本节课所学内容，提出问题和困惑。
教学延伸：1. 学生可以利用互联网资源，进一步了解不同文化背景下的人物外貌特征和性格特点。
新目标七年级上学期Unit3（新目标版七年级英语上册教案教学设计）
新目标七年级上学期Unit3（新目标版七年级英语上册教案教学设计）Language goals:1. Introduce people2. Identify peopleLanguage knowledge to be needed:1. Words, expressions & language structrues that students have learned:this, that, pencil, pen book, eraser, pencil case, backpack, pencilsharperner, dictionary,notebook,key, watch2. Words, expressions & that students have to be learned:(1).words: mother, father, sister, brother, grand mother, grandfather, friend, grand parent, uncle,aunt, cousin, parent, daughter, son, these, those, dear, great, photo, here, they, he, she(2). Expressions: This is my brother. These are my parents.Is she your sister? Yes, she is . / No, she isn't.Is this/ that your/ his / her friend? Yes, it is./ No, it isn't.(3). language structures：让学生正确使用"be"动词"is"," are",以及指示代词"this","that","these","those"的用法。
七年级上册英语unit3教案
七年级上册英语unit3教案教案标题：七年级上册英语Unit 3教案教学目标：1. 学生能够掌握并正确使用有关家庭成员的英语词汇。
2. 学生能够用英语描述家庭成员的外貌特征和性格特点。
3. 学生能够运用所学知识进行口头和书面表达。
教学重点：1. 家庭成员的英语词汇。
2. 描述家庭成员的外貌特征和性格特点的句型。
3. 口头和书面表达。
教学难点：1. 描述家庭成员的外貌特征和性格特点的句型的运用。
2. 运用所学知识进行口头和书面表达。
教学准备：1. 多媒体设备。
2. 单词卡片和图片。
3. 板书工具。
教学过程：Step 1: 导入新课 (5分钟)1. 通过展示一些家庭成员的图片，引导学生讨论家庭成员的英语词汇。
2. 帮助学生学习和记忆家庭成员的英语词汇，使用单词卡片和图片进行互动。
Step 2: 学习新知 (15分钟)1. 播放一段关于家庭成员的短视频或录音，让学生通过听力理解来学习家庭成员的外貌特征和性格特点的表达方式。
2. 教授家庭成员的外貌特征和性格特点的句型，并帮助学生理解和掌握这些句型的用法。
3. 进行一些语言操练活动，如师生问答、小组讨论等，以巩固学生对句型的理解和运用能力。
Step 3: 拓展应用 (20分钟)1. 给学生一些家庭成员的图片，要求他们用英语描述这些家庭成员的外貌特征和性格特点。
2. 学生之间进行小组交流，分享他们所描述的家庭成员，并相互提出问题。
3. 引导学生用所学句型写一篇关于自己家庭成员的短文，并鼓励他们在短文中使用不同的句型和词汇。
Step 4: 巩固练习 (10分钟)1. 给学生一些练习题，让他们运用所学知识完成，如填空题、选择题等。
2. 教师检查学生的答案，并给予相应的指导和反馈。
Step 5: 总结和评价 (5分钟)1. 教师总结本节课的重点内容，并与学生一起复习所学知识。
2. 对学生的表现进行评价，鼓励他们在口头和书面表达中更加自信和流利。
Step 6: 作业布置 (5分钟)1. 布置家庭成员的英语词汇和句型的书面练习作业。
七年级上册英语unit3教案
七年级上册英语unit3教案教案标题：七年级上册英语 Unit 3 教案教案目标：1. 学习并掌握新单词和短语，如：hobby, play chess, play the piano, play the guitar, play basketball, play volleyball, play soccer, play table tennis, play badminton, play the drums, play the violin 等。
2. 学习并能正确运用句型：What's your hobby? My hobby is playing chess / playing the piano / playing the guitar / playing basketball / playing volleyball / playing soccer / playing table tennis / playing badminton / playing the drums / playing the violin.3. 通过听力训练，提高学生的听力理解能力，能听懂并理解有关爱好的对话。
4. 通过口语练习，培养学生的口语表达能力，能够用英语谈论自己的爱好。
教学重点：1. 学习新单词和短语，掌握其正确发音和拼写。
2. 学习并能正确运用句型：What's your hobby? My hobby is playing chess / playing the piano / playing the guitar / playing basketball / playing volleyball / playing soccer / playing table tennis / playing badminton / playing the drums / playing the violin.3. 通过听力训练，提高学生的听力理解能力。
七年级英语上学期Unit3教案1
Unit1 Where is your pen pal from?Topic:Countries, nationalities, and languagesFunctions:Talk about countries, nationalities and languagesAsk and tell about where people liveStructure:Where's/Where're ...from?Where does/do ...from?What questions----What language does/do ...speak?Target language:Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....Vocabulary:words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 ( 1a----Grammar Focus )Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speakT can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Step 1 Leading-inThe information of the teacher's own pen pal's information."I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are: pen pal; Canada; France; Japan; the United States(the US/theUSA/America); Australia; Singapore; the United Kingdom(theU.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at theEnglish meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your pen pal's from? ----He/She is from ....(Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.Step 6Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;Step 7 Learning2a Learn the city names together with the whole class just like Step 22b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8PairworkT has a conversation with one student like the following:---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.Step 9ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)Unit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,BetweenRecycled languageWhat are you doing?Do you want to ...?Section AAsk two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.Example 1Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.la This activity introduces the key vocabulary.Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time. Students only listen.Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office near here?B: Yes, there is. There's one on Bridge Street.Conversation 3A: Is there a supermarket on Center Street?B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street. As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。
初一新课标unit3 period1(新课标版七年级英语上册教案教学设计)
(the 1st period Section A 1a-1c, 2b-2d)Teaching aims: (教学目标)1. 学会表述家人的称谓, 区分家人的称谓..2. 学会介绍家人.3. 学会用疑问句来询问家人的称谓.Language points: (语言点)1. 要求掌握以下句式: (1) ------This is my …------ These are my …------ This is his / her …------ These are his / her …------Is this your…?------ Are these your…?------ Is this his / her …?------ Are those his / her…?2. 要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent(2) 代词: these those3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.Difficulties (难点) :本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。
学生学习用一般疑问句来询问并回答家庭成员的关系也有一定的难度。
Teaching steps (教学步骤)1. Warming-up and revision (课堂热身和复习)(1) Daily greetings to the students (日常问候)T: Hello, what is you name?S: My name is ….T: Nice to meet you!S: Nice to meet you, too!(2) Revision (复习)T: What’s this in English?2S: This is / It is a pencil.T: How do you spell “pencil”?S: P-E-N-C-I-L, pencil.T: Thank you.T: What’s this /that in English?S: This/That is a pen / book / eraser / ruler / dictionary / backpack / Baseball / watch / key / computer game / notebook / ringT: How do you spell ---?S: ---2. Presentation (呈现新知识):T: What’s this in English?S: It’s a picture /photo.3T: Yes, this is a picture of my family.T: Can you see the woman?This is my mother4. Read after me, mother.S: Mother.T: Do you know which one is my father?This is my father4. Do you think he is handsome? Pleaseread after me, father.S: Father.T: If we want to call our father and mother together, we can call them parents.T: Father is my parent,5 Mother is my parent, too. They are my parents.T: Now look at these two old people. They are my Grandparents6. One is my grandfather, the other one ismy grandmother. They are old but they are healthy.T: I’m the only child in my family, so I don’t have any brother or sister. But I have an uncle and an aunt. Theyare my father’s brother and sister. Look, they are here.3. Work on 1a: (完成P13-1a)T: Now, please open you books, and turn to page 13. lookat part 1a. You can see a picture of Dave’s familyand some words we have learned just now. Please matchthe words with the people in the picture.7…Check the answer.4. Drill (练习)：T: Now, you are Dave8. Please cover the answer of 1a byusing a piece of paper then listen to me carefully. I willgive you a letter, and you must tell me this letter meanswhich member in your family. For example, I say “c”.You should say “This is my mother”.Understand?T: OK, let’s begin. The first one is XX, your letter is “d”.S: These are my grandparents.T: Good job. Next one ---S: ---5. Work on 1b (完成 P13-1b)T: The next task is very easy for you. I will play the tape.Please listen carefully, and circle the people the boy talksabout in the picture9.T: Do you get the answer? Who does the boy talk about?S: His brothers and sister.T: You are so amazing.6. Work on 1c (完成P13-1c)T: I think everyone has known Dave’s family.Two students a group, please introduce Dave’s family10to each other. Please use “ This is his---.” “These are his---.”S1: This is his father.S2: These are his parents.S: ---7. Work on 2b (完成P14-2b)T: Today, I would like to introduce an American festivalto you, it is called “Family Day”11. On this day, the whole family get together, have meals and play games. Nowlook at the picture in 2b. These are Dave’s family members. They are having their “Family Day”. Look, they are so happy.But I don’t know who are they exactly. Can you tell me?I will play the recording once more. And please matchthe name with the people in the picture.T: Can you give me your answer?S: ---…Presentation (呈现新知识)T: OK, now we have known Dave, Lin Hai, Mary and JimBut there are still some strangers12.T: Look at this woman. Is this Dave’s mother?S: Yes, she is / No, she isn’t.T: What about these two old people?Are those Dave’s grandparents?S: Yes, they are. / No, they aren’t.---8. Work on 2c (完成P14-2c)T: Two students a group. Ask and answer by usingyour own pictures13 Please use these sentences:“Is this your uncle?”“Are those your parents?”S1: Hi, XXX. Is this your grandfather?S2: Yes, he is.S1: Are those your parents?S2: No, they are my uncle and aunt.---9. Work on 2d (完成P14-2d)Guessing Game.T: Look. What’s in my hands. This is a picture. But youonly can see a part of the picture14. I can tell you this is a membe r in Dave’s family. Can you guess “Who is it?”Please use the questions we have learned today.S: Is that Dave’s aunt?Is this his grandmotherAre these his brother?Are those his friends?10. Follow up (进一步扩展)T: We are students now, but one day we will grow up. Wewill have our own family. Can you imagine what is yourfamily like 30 years later?15 Please draw the future family on a piece of paper about your family on a “FamilyDay”. Then show the drawing to your group mate.Ask each other about the family members.I will choose the best pairs to make a presentationfor us.11. HomeworkWrite down your introduction about your own family andyour friend’s family as detailed as possible.。
新课标初一 unit3 period4(新课标版七年级英语上册教案教学设计)
(The 4th period Section B 3a-4b)Teaching aims(教学目标)：学会介绍家庭成员Language points (语言点)：1. 要求熟练运用以下句式: This/That is……Is/this/that…?These are …Yes, she/he is. No, he/she isn’t.(以上句式在前几课中已有出现,在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)2. 要求掌握以下句式: Thanks for…3. 要求掌握以下词汇: thanks for, dear, great, photo, here4. 要求掌握简单的书信格式Difficulties (难点):本课难点是学会简单地写信Teaching steps (教学步骤)：1. Warming up and revision (课堂热身和复习)(1) Daily greetings to the students ( 日常问候)T: Good morning/afternoon.. Glad to meet you.S: Glad to meet you, too.T: How are you today?1S: I’m fine/OK/very good, thank you .And you?T: I am great. How is your mother/father/grandmother/ (1)S: She/He is fine/OK/very good/great.2T: Thanks for your answer.2.(2) Revision (复习)T: Please show me the photo of your family.3(Let me look at the photo of your family. May I have a look at your family photo?)Is this/that your father /mother/…?4S: Yes, she/he is. No, she/he isn’t.T: Great! Thanks for your answer.52. Presentation (呈现新知识)T: I have seen your family photos. Do you want to see my family photo?Here is my family photo.6This is my husband, Mr. Zhang. This is my daughter, Weiwei. These are my parents.3. Work on 3aT: This is a letter from Emma to Mary. Let’s read the letter together. 7Draw a picture of Emma’s family .Let’s see who is winner?4． Work on 3bT: Just now, we drew a picture of Emma’s family.Now, here is a photo of Mary’s family. Who is Mary? 8S: Emma’s friend.T: Yes, Mary is Emma’s friend. Please Look at the photo and w rite about the people in the picture.9T: Please read your article to your partners.105． Work on 4aT: Now please write a letter to Emma to introduce your family photo. 116．Work on 4bDivide all the students into 4 groups. Each group put their photos and letters on the board. (They must put the letters and photos in different places) Ask other groups to match the letters and the photos.127． Follow upT: Now it’s your turn to give a report. Introduce your favoriteteacher/friend/sports player/ film star/… to us.Hello, everyone. Now it’s my turn to report. This is my (13)8． Homework1）Oral work:a) Read and recite 3a.b) Read and recite the new words in Unit 3.2）Written work:Write a letter to your English teacher to introduce your favorite person.(You mu st put the person’s photo on the letter.)教学设计说明：1. 这两个问题是为了复习本单元的词汇mother, father, sister, brother, grandmother,Uncle, aunt, cousin, parent.2．建议让多个学生作答,鼓励他们用不同的形容词.若回答雷同,T可在S反问And you?时,可以给出不同回答,在合适的情景下带出将要学习的词汇great,并引出Thanks for…这个句式.板书新单词和句式.3. 课前要求学生准备好自己家庭成员的照片.此句是为了引出本课的重要词汇photo, 板书该词.4. 通过对照片的谈论复习本课的句式Is this/that…?5. 此句再次巩固刚学的单词thanks for… great6. 引出新词here,并板书.7. 此处教师可用中文简单介绍书信的格式.8. 此问是为了检查学生是否理解前面的信的内容.同时使前后两个任务有了联系.9. 因为照片中没有注名,所以这个任务是开放式的,学生可以自由发挥.10.通过这种形式的合作学习,可以让学生互相交流信息,拓展思维.同时,学生之间可以相互改错,自主学习.11.这个任务可以让学生模仿3a部分完成. 当学生完成后, 选择程度较差的学生的信进行讲评,由学生自己找错,订正.然后再选择优秀作品进行展示,帮助学生学会评价,欣赏.12.此任务可以设计成小组竞赛形式,激发学生的学习兴趣和参与热情.13.根据课堂时间安排的情况机动运用.可以给出报告的开头部分,以降低难度.该任务要求学生能熟练运用本单元的句式,同时为完成回家作业打下基础.。
新课标初一unit3period3（新课标版七年级英语上册教案教学设计）
新课标初一unit3period3（新课标版七年级英语上册教案教学设计）Unit 3 THIS IS MY SISITER(The 3rd period Section B 1---2c )Teaching aims(教学目标)：1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）2. 学会谈论家庭成员Language points（语言点）：1．要求熟练运用以下句式：(1) These are…(2) This/ That is… …(3) He/She is…2．要求掌握以下词汇：son, cousin, daughter, uncle, aunt(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。
)Difficulties（难点）：在介绍或谈论家庭成员时，注意学生口语中的单复数运用。
Teaching steps（教学步骤）：1. Warming-up and revision（课堂热身和复习）a) Daily greetings to the students（日常问候）T: Good morning/afternoon. Who is on duty today?S1: I am.T: Is everyone here today?S1: Yes, Everyone is here./No, … is not here.T: Thank you/Well done.. 1b) Revision（复习）T: Here is a picture from Lily. Guess who he is?2S1: Is he …’s father?S2: Is he …’s brother?S3: Is he …’s friend?S4: Is he …’s uncle? 3T: Yes, you are so clever.2. PresentationT: Here is a photo. Do you know who he is? 4S: He is 布什（Bush）.T: Yes, he is the president of America. Who is his father?S: …(学生可能会有不同的回答，对能正确回答或接近正确答案的学生进行表扬和鼓励。
七上英语3教案
七上英语3教案教案标题：七上英语 Unit 3 教案教学目标：1. 学习并掌握本单元的词汇和短语。
2. 能够听懂、理解并运用本单元的对话和文章。
3. 能够运用所学知识进行口语交际，描述自己的家庭成员。
4. 培养学生的合作意识和团队合作能力。
教学重点：1. 掌握本单元的词汇和短语。
2. 能够听懂、理解并运用本单元的对话和文章。
教学难点：1. 运用所学知识进行口语交际，描述自己的家庭成员。
教学准备：1. 多媒体设备2. 单词卡片3. 学生练习册教学过程：Step 1: 导入新课 (5分钟)1. 通过展示一些家庭成员的图片，引入本单元的话题，并与学生进行简单的讨论。
2. 引导学生回顾并复习上一单元的相关内容，为本单元的学习做铺垫。
Step 2: 学习新词汇和短语 (15分钟)1. 呈现本单元的新词汇和短语，并帮助学生正确拼读和理解其意义。
2. 运用图片和实物等教具进行词汇教学，帮助学生更好地记忆和理解。
3. 制作单词卡片，进行词汇游戏，巩固学生对新词汇的掌握。
Step 3: 听力训练 (20分钟)1. 播放录音，让学生听一段关于家庭成员的对话，并回答相关问题。
2. 再次播放录音，让学生跟读对话，注意语音语调和语速。
3. 分组进行听力练习，让学生在小组内互相提问和回答关于家庭成员的问题。
Step 4: 阅读理解 (15分钟)1. 分发阅读材料，让学生阅读一篇关于家庭成员的短文，并回答相关问题。
2. 学生自主阅读，然后进行小组讨论，分享他们的答案和理解。
3. 鼓励学生提出问题和观点，进行全班讨论，加深对文章内容的理解。
Step 5: 口语交际 (15分钟)1. 引导学生运用所学知识，描述自己的家庭成员，并与同伴进行交流。
2. 学生分组进行角色扮演，模拟家庭成员之间的对话，加强口语表达能力。
3. 鼓励学生使用新词汇和短语，进行自由对话，提高口语流利度和语言交际能力。
Step 6: 小结和作业布置 (5分钟)1. 回顾本节课的重点内容，并与学生进行小结。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
【特色教案】课题：Unit 3 Why dou you like koalas ?安徽黄山市休宁县海叶新荣(Class 1, Grade 1)Period 1 . Section A (1a-1c)1. Preparationa.Tape-recorderb.Some pictures (with features ) : Animals in the zoo .2.Aimsa. Study the kinds of animals and learn to describe them with adverbs.b. Express out favorite animals .Words learning :Koalas tiger elephant dophin panda Lionpenguin giraffa zoo cute map smart clear and beautifulDrills :------------- Why do you like kolas ?------------- Because they are (they’re ) cute .3.Teaching methods :Reading Listening and Acting out !4.Teaching Procedures:Step 1. Warming up !Act out ! Guess what kind of animals it is ? ( What animals can you see ?)Teacher : There are many kinds of animals in the world . Do you like animals ?How many animals do you know ? Now , let’s play a game ------ namethem . Please tell me what kind of animals they are .Student A : (Making sounds of one kind of animals )(Like tigers , hen , birds … )Student B: ( Guess it out !)Teacher ( Write the results on the blackboard .)(Such as cocks , tigers , pigs and so so . ) ( Teacher congratulate winners .)Teacher : Now let’s chant !What animals dou you like ?What kind of animals do you like ?I like tigers , pandas .I like pandas lions and dogs .Do you like tigers ?No I don’t No I don’t .Step 2 . Present the new words .a.Listen and guess !( adj .)1.Black an white , also friendly . ( Pandas )2.It likes to eat fish . It lives in South Pole . ( Penguins )3.…b.Practice the new words , and match the words with pictures.Step 3. Task ( Write out some kinds of animals and tell where they live seperately )Kinds: Animals which live in the sea , river and lakes , and which lives on the land. Step 4 . Listeninga.Listen and tick .b.Listen and repeat .Step 5 . Present the new drills :----- Why do you like / want to see ?------ Because they’re . . .( Get students to ask and answer in pairs . Teacher gives examples first . )Step 6 . Practice the drills :Questions : What’s this ? It’s a koala .Do you like it ? Yes , I do.Why do you lile it ? Because it’s . . .( Get students to practice in groups . )Step 7 . Task ( Get students to read the problems first . )a.Fill in the chart , then give a report . ( Hints : Names , animals he/she likes andreasons .)b.Guessing games !1 . Horse and horse , strong as a horse . When two ride on one horse ,one must sitbehind .2. Love me , love my dog .3. When the cat is away , the mice will play .Step 8 . Homework1.Write a research report about one classmate ( One’ s opinions about his orher favorit animals. )2.Revise the verb-phrases from the lesson .5. Blackboard Writing :Unit 3 . Why do you like koalas ?New Words Sentences StructureKoalas tigers Why do you like koalas ?Elephants dolphins Because they’re cute .【课后反思】“说讲逗唱”学英语本节英语课我没有单纯地讲解单词、语法和课文，而是让学生围绕“ANIMALS “ (动物)这个他们所感兴趣的话题。
以自然界各类动物的发声游戏为埋伏点，引导学生参与度英语动物名的学习；并以GUESSING GAMES 导入对动物属性、特征形容词的学习，从而让全体学生有滋有味的展开WHY DO YOU LIKE . . . ？的话题训练。
新目标英语课上，每单元都是由学生围绕一个具有时代性、知识性、趣味性、可思性的主题展开听、说、读、写、译等活动，我们老师则主要负责就是对学生活动的组织和协调，设法激发学生进入积极的语言活动状态，使他们对同一个主题的有关文化知识、背景资料、语汇和表达法等方面进行广泛接触，做到融会贯通，达到综合运用的目的。
【案例分析】“做学教合一”英语活动课堂个案分析《英语新课标》强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型教学途径，发展学生的综合运用语言能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
传统的教学目标以双基的实现为主，课改后的教学目标则全面关注学生的需要、关注学生态度、情感、价值观的发展。
这和陶行知先生的“做学教合一”的课堂学习有相近之处。
“做学教合一”的课堂学习强调学习的生活性、发展性、生命性，更强调将知识技能的训练向培养学生“求真、务实、创新、诚信”的科学人格心理品质转化。
因此学生只有从书本世界走向生活世界，在生活中学、在做事中学、在发展中学才能自主的开发潜能，完善语言的学习机制，完成语言的学习任务，并在养成积极主动的思维方式和生活学习态度中自然真实大胆的运用语言参与交际活动。
在新课标教学要求与陶行知教育理论的指导下，我将模拟动物生态的游戏引入课程之中，与动物有关的声音直接触发学生的感官，激起学习兴趣，鼓动参加热情。
目的是通过模拟真实的活动，使孩子们通过感知，体验，实践，参与，合作和交流的学习方式，提高听说读写的能力，并通过在真实的情景中的交流增强自己的信心和获得更多愉快学习的体验。
这节课的知识与技能目标是学会一些对动物的认识的有关短语和用因果关系句谈论个人的喜好，并陈述原因。
情感态度目标要求学生学会条理有序地表白个人对生活中事物的感想和态度。
而方法策略是通过设计有关日常自然界动物的发声的情景激发学生的兴趣，而达到语言学习的目的。
为了一开始就吸引孩子的注意力，我给孩子们放了几种动物的声音，随着自然界多种声音的出县，马上引起了学生的关注。
然后让个别活跃的孩子上来模拟他们平时最喜欢动物的的声音，小组间展开活动，互相猜测。
对学的象的学生及时鼓励，对他们的爱心和细致予以肯定。
随后，问一位英语基础较好的学生：Why dou you like . . .? 同时帮助他们使用本单元新的表达方式。
这时其他的学生也跃跃欲试，对动物的描述和看法的语言学习迅速展开了。
有时个别学生不象，竟然比画起动作，惟妙惟肖，把活动带入新的高潮。
当问他Do you like animals ? 时，他们都大声地回答：Of coures, we do . ：我接着问“Why do you like them ?”许多学生都抢着说个人的看法。
这时本单元的语言目标：Why do you lile it ? Because it’s . . .就积极地展开了。
展开积极的讨论，虽然有部分句子不会说，但并不打击他们的信心，因为我紧接着用鼓励的言语肯定了能勇敢站起来说的孩子们，孩子们被鼓舞的气氛渲染着注意力就更集中了，由此我带出了整堂课的目标：“Where do the animals live ? What kind of foof do they like to eat ?”教学无意中拓展了原教案中没有的相关内容，让我和孩子们一起对自然界的各种动物有了更深、更新的认识，而语言目标得以更新以至提高。
评析：语言训练进行到这里，孩子们热情高涨兴趣盎然，我也非常高兴，同时更深感到只有在理论力量的指导下我才较全面关注学生的需要、关注学生态度、情感、价值观的发展。