基础英语综合 3 单元说课

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【人教版】新目标八年级英语上册：Unit 3 单元说课稿(2)

【人教版】新目标八年级英语上册：Unit 3 单元说课稿（2）一. 教材分析人教版新目标八年级英语上册Unit 3的主题是“Let’s play sports!”，通过学习本单元，学生能够掌握关于体育运动的词汇和表达方式，学会如何用英语描述自己的兴趣爱好和体育活动。

教材以生活中的体育运动为线索，引导学生运用英语进行交流和表达，培养他们的语言运用能力。

本单元包括两个部分，第一部分是关于体育运动的词汇和短语的学习，第二部分是听力、口语、阅读和写作的训练。

通过本单元的学习，学生能够掌握一定数量的体育运动词汇，提高听说读写的能力，同时培养他们的团队合作精神和体育意识。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句子进行交流。

但是，他们在语言表达的准确性和流畅性方面仍有待提高。

此外，部分学生对体育运动感兴趣，有较强的体育意识，但也有部分学生对体育运动了解不多，可能影响他们对本单元的学习兴趣。

三. 说教学目标1.知识目标：学生能够掌握关于体育运动的基本词汇和短语，如swimming, running, playing basketball等。

2.能力目标：学生能够用英语描述自己的兴趣爱好和体育活动，提高听说读写的能力。

3.情感目标：通过学习本单元，学生能够培养团队合作精神和体育意识，激发他们对英语学习的兴趣。

四. 说教学重难点1.重点：体育运动词汇的掌握和运用，如swimming, running, playingbasketball等。

2.难点：如何用英语准确地描述自己的兴趣爱好和体育活动。

五. 说教学方法与手段本节课采用任务型教学法，通过小组合作、互动交流的方式，让学生在实践中学习英语。

同时，运用多媒体教学手段，如课件、视频等，为学生提供丰富的学习资源，提高他们的学习兴趣。

六. 说教学过程1.热身（5分钟）：引导学生进行简单的体育活动，如跑步、跳绳等，激发学生的体育兴趣。

【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。

人教版英语八上第三单元说课稿范文

人教版英语八上第三单元说课稿范文全文共3篇示例，供读者参考篇1Unit 3: A Better Future for the EarthLesson PlanIntroduction (200 words)What's up, everyone? It's time to talk about Unit 3 - A Better Future for the Earth. This unit is all about environmental protection and sustainable development. As students in the 8th grade, we've been learning about the environment and climate change for years now. But this unit really dives deep into the issues and explores ways we can create a better, greener future for our planet.Personally, I find this topic super interesting and important. Climate change is one of the biggest challenges facing humanity, and we need to take action now to protect the Earth for future generations. This unit will teach us about the causes of environmental problems like pollution, deforestation, and waste. But it also shows us ways to reduce our carbon footprint and live more sustainably.I'm really excited to learn some new English vocabulary and expressions related to the environment. It will be great to discuss these critical issues in English and get an international perspective. I'm curious to see what solutions are proposed and how people in different countries are working towards sustainability. With the knowledge from this unit, I hope we can all become more environmentally conscious and do our part to create positive change.Section 1: Causes of Environmental Problems (500 words)The first part of Unit 3 focuses on understanding the root causes behind major environmental issues like air pollution, water contamination, habitat destruction, and resource depletion. We'll learn lots of relevant vocabulary like "emissions," "deforestation," "fossil fuels," and "greenhouse gases."One of the key readings is about the growth of cities and urban sprawl. With more and more people moving to cities, there is increasing demand for housing, transportation, energy, and resources. If this urban development is not well-planned and eco-friendly, it can seriously damage the environment through air pollution from vehicles, destruction of green spaces, overuse of water resources, and production of excess waste.We'll also look at the environmental impact of farming, manufacturing, mining, and other human activities. Certain agricultural practices like overuse of pesticides and fertilizers can contaminate soil and water systems. Factories that improperly handle chemicals and waste products are a major source of pollution. And extractive industries like mining, drilling, and logging are responsible for widespread habitat loss.Another major focus will be on overconsumption,non-sustainable use of resources, and our throwaway culture. We'll learn about the massive amounts of waste produced by excessive packaging, food waste, fast fashion, single-use plastics, and electronic waste. It's pretty shocking to see the statistics on how much reusable material ends up in landfills and oceans each year.The readings also cover rapid population growth as a driving factor behind many environmental problems. With more people on the planet consuming resources and producing waste, the strains on the environment increase exponentially unless we embrace sustainable policies and technologies.Throughout this section, we'll discuss and debate the roles that governments, corporations, and individuals play in causing or preventing environmental destruction. There's plenty of roomfor critical thinking about shared responsibilities and accountability.Section 2: Solutions and Sustainable Living (700 words)Okay, so we learned about all the environmental problems humans have caused through our unsustainable modern lifestyles and overexploitation of natural resources. That was pretty heavy stuff - I know I felt kind of overwhelmed by all the gloom and doom statistics on extinction rates, ice cap melting, and pollution levels.But don't lose hope yet! The second half of Unit 3 is all about solutions for protecting the environment and working towards sustainability. We'll learn about the latest clean energy technologies like solar, wind, geothermal, and nuclear power. We'll explore sustainable architecture and urban design that minimizes environmental impact. And we'll discuss economic and political policies aimed at conservation and combating climate change.One of the coolest parts is when we get to learn about real individuals, companies, and countries that are pioneers in environmental protection and sustainability. From teenage activists and non-profit organizations, to green tech startups andnation-leading sustainable initiatives, it's inspiring to see how many people are working hard to create a better future.We'll learn tons of useful vocabulary for talking about environmental solutions like "renewable energy," "carbon neutral," "reforestation," "eco-friendly," "sustainable agriculture," "conservation efforts," and "recycling initiatives." Understanding this green terminology will allow us to communicate more effectively about important environmental issues.A big focus will be on how we can apply these sustainable practices to our own lives and reduce our personal carbon footprints. We'll calculate our environmental impact and learn simple ways to live greener through actions like:Reducing consumption and wasteReusing and recycling materialsEating more plant-based foodsUsing renewable energy sourcesWalking, biking or taking public transitConserving water and electricityWe'll get plenty of practical advice for making our homes, schools, and communities more eco-friendly through sustainablelifestyle changes. Even small individual actions can collectively make a big positive impact when multiplied across the whole society.The readings also emphasize the importance of civic engagement and activism in pushing for pro-environment policies, corporate responsibility, investment in green technology, and international cooperation on climate issues. We'll learn how to effectively raise awareness, voice our concerns, and demand action from leaders and decision-makers.As young people, we have a huge stake in environmental protection since we'll be dealing with the consequences for decades to come. This unit will empower us with the knowledge and communication skills to be part of the solution in creating a sustainable future for our planet.Conclusion (200 words)By the end of Unit 3, we'll have a comprehensive understanding of major environmental threats like climate change, pollution, habitat loss, and resource depletion. More importantly, we'll know the key causes and be able to identify unsustainable human behaviors that need to change.But we'll also learn about so many positive solutions, from renewable energy to sustainable agriculture to recycling initiatives to green business and technology. We'll gain insight into amazing individuals, organizations, and innovators who are working hard for a better environmental future.On a personal level, we'll have the tools to reduce our own carbon footprints through sustainable lifestyle adjustments. And we'll know how to use our voices, activism, and civic engagement to demand bolder environmental policies and corporate responsibility.This is such a crucial topic that impacts the entire planet and every species, including humans. By learning about sustainability in English, we can join the global conversation and movement. I'm excited to apply my new eco-conscious knowledge and do my part to create positive change for the environment!篇2Unit 3: A Hole in OneIntroductionThis unit is all about sports, competition, and achieving goals through hard work and determination. The main text is about a young girl named Lucy who dreams of becoming a professionalgolfer one day. Through her story, we'll learn lots of great vocabulary related to golf and sports, as well as see examples of the grammar points we need to master.Section AVocabulary: The unit starts off with some key vocabulary for talking about sports and competition. Words like "opponent", "individual", "spectator", and "self-disciplined" will be really useful. The reading has lots of examples of these words in context.Language Notes: Pay close attention to the language notes about using "play", "go", and "do" with different sports. For example, you play tennis but do gymnastics. Getting this right will help us sound more natural when discussing sports.Passage 1 - Lucy's HopeThe first reading passage introduces us to Lucy and her passion for golf. A few key points:Lucy started playing golf at age 8 after watching it on TVHer parents supported her interest and got her lessonsShe practices intensively after school, determined to go proLucy's coach says she has incredible natural talent and mental focusWe can see Lucy's strong desire and self-discipline. The passage sets up her storyline nicely that we'll follow through the unit.Section BGrammar: The first grammar point explains how to use the present perfect tense to talk about experiences up to the present. For example:"Lucy has played golf for 6 years.""She has won many junior tournaments."Understanding present perfect is crucial for describing someone's activities and achievements over a period of time leading up to now.Passage 2 - Lucy's determinationThis passage continues Lucy's story, showing her steadfast determination despite setbacks:She tried out for the provincial team but didn't make it at firstInstead of getting discouraged, she increased her training even moreA year later, she made the team through sheer hard workEveryone admires how she never gave up on her dreamWe can learn a lot from Lucy's resilient and hard-working attitude. The passage showcases more examples of present perfect tense too.Section CGrammar: The second grammar lesson covers making comparisons using degrees of adjectives:Forming comparatives with "-er" and superlatives with "-est"Using "more" and "most" with longer adjectivesIrregular comparative and superlative forms like"better/best"Being able to compare skills, abilities, and achievements is essential when discussing sports and competition.Passage 3 - The big tournamentThe third reading is about Lucy competing in a篇3Unit 3 - A Brighter FutureIntroductionThis unit is all about looking ahead to the future and the different paths we can take in life. As students, we're at an age where we start thinking more seriously about our goals and aspirations. The readings and activities in this unit will help guide us in exploring different career options and envisioning the lives we want to create for ourselves.Section A: On the Way to SuccessThe first part focuses on understanding what factors contribute to a successful life and career. We'll read some inspiring stories about people who overcame challenges to achieve their dreams. There are also some motivational quotes that remind us to stay determined and have faith in ourselves.One reading that really resonated with me was the biography of J.K. Rowling. Despite facing poverty, depression, and rejection from publishers, she persevered with her passion for writing and ended up creating the beloved Harry Potter series. Her story shows that even if the road is difficult, our dreams are attainable as long as we refuse to give up.The activities get us thinking critically about our own strengths, values, and what "success" truly means beyond just wealth or fame. We'll have discussions about balancing different priorities like family, personal growth, and contributing to society. It's an important reminder that we each need to define success for ourselves.Section B: The World of WorkThis section dives into exploring different career paths and the skills needed for various professions. One of the most interesting readings describes the careers of the future – jobs that may become popular or emerge entirely due to technological and social changes. Things like drone pilots, virtual reality designers, and personal memory curators! It's exciting to imagine all the possibilities ahead.There are also practical tips on researching careers, writing resumes and cover letters, and presenting ourselves in interviews.I found the sample dialogues very useful for practicing how to promote my abilities confidently yet humbly. The unit even touches on entrepreneurship and what it takes to start your own business venture.One activity has us interview adults in our communities about their career journeys – the highs, the lows, the challengesthey faced. It's an eye-opening way to gain real-life perspectives beyond just reading about different jobs. Getting this firsthand advice will undoubtedly help me make more informed decisions later on.Section C: In the Pursuit of DreamsThe final texts look at nurturing our inner selves and passions beyond just academics or careers. One story is about an artist who found peace and meaning by appreciating the simple beauty around him. Another highlights the benefits of giving back through volunteering. These readings remind us that there is more to life than just making money or achieving status.I really enjoyed the creative writing tasks where we get to envision our ideal futures – not just the career aspects, but the whole lifestyle we aspire to. Where will we live? What hobbies or causes will we pursue in our free time? What kind of person do we hope to become? Imagining these vivid details somehow makes these future dreams feel more tangible.Overall, this unit has been extremely thought-provoking so far. While the future can seem daunting, I feel more prepared to start mapping out potential paths thanks to the diverse resources and activities covering every angle of building a fulfilling life. The key insights I've gained are:Define your own success based on your values and passions Explore many different careers to find the right fitNurture all parts of yourself – mind, body, spiritPersevere through difficulties with determinationLive with purpose beyond just workWith this guidance, I'm feeling motivated to continue pursuing my dreams with open-minded curiosity and resilience. The future is filled with exciting possibilities if we have the courage to create the life we envision for ourselves.。

人教新目标英语九年级Unit3全单元说课稿(共6课时)

3.合作学习：通过小组合作完成任务，学生将学会协作、分工和互助，同时在实际操作中巩固和应用所学知识。
这样的互动设计旨在促进学生的积极参与，提高他们的学习动力和合作能力，以及培养他们的批判性思维和问题解决能力。
四、教学过程设计
（一）导入新课
新课导入是激发学生学习兴趣和吸引注意力的关键环节。我的导入方式如下：
（二）媒体资源
我将使用以下教具、多媒体资源或技术工具来辅助教学：
1.图片和卡片：用于展示人物特征，帮助学生形象地理解和记忆词汇。
2.电子白板：用于展示教学重点和难点，以及进行实时反馈和评价。
3.录音机或音响：播放英语录音，提供标准的语音示范，帮助学生模仿和纠正发音。
4.电脑和投影仪：展示多媒体课件，增加教学的互动性和信息量。
（二）学习障碍
在学习本节课之前，学生可能已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。然而，他们在学习本节课时可能存在的学习障碍包括：
1.对形容词比较级和最高级的理解和使用可能不够熟练，容易混淆。
2.在实际交流中，可能难以灵活运用所学词汇和句型进行准确的人物特征描述。
3.对不同文化背景下的人物特征描述习惯可能缺乏了解，导致交流不畅。
（二）教学反思
在教学过程中，可能遇到的问题包括学生参与度不高、知识点掌握不牢固和课堂时间分配不合理等。为应对这些问题，我将采取以下措施：鼓励学生提问和分享，增加互动环节；通过重复练习和小组讨论强化知识点；合理规划教学流程，确保每个环节都有足够的时间。课后，我将通过学生的作业、测验和反馈来评估教学效果。具体的反思和改进措施包括：分析学生的作业和测验结果，找出存在的问题和不足；与个别学生交流，了解他们的学习感受和建议；根据评估结果调整教学方法和策略，以提高教学效果。

人教版新目标七年级英语下册Unit3说课稿

人教版新目标七年级英语下册 Unit 3 说课稿一. 教材分析人教版新目标七年级英语下册Unit 3的主要内容围绕着“日常生活”这一主题展开，通过学习本单元，学生能够掌握一定的日常交流用语，提高他们的口头表达能力。

本单元的话题贴近学生的生活，易于激发学生的学习兴趣。

教材结构清晰，内容由浅入深，有利于学生的学习。

二. 学情分析七年级的学生已经掌握了一定的英语基础知识，对于日常交流的基本用语有所了解。

但他们在口语表达方面还存在一定的困难，需要通过大量的练习来提高。

此外，学生的学习兴趣和积极性对他们的学习成果有很大的影响，因此，在教学过程中，需要注重激发学生的学习兴趣。

三. 说教学目标1.知识目标：学生能够掌握本单元的重点词汇和日常交流用语，理解课文内容。

2.能力目标：学生能够运用所学知识进行日常交流，提高他们的口头表达能力。

3.情感目标：通过学习本单元，学生能够更加自信地用英语进行交流，培养他们的学习兴趣。

四. 说教学重难点1.重点：本单元的重点是让学生掌握日常交流的基本用语，提高他们的口头表达能力。

2.难点：学生在实际运用中所遇到的语法和词汇问题，以及如何将所学知识运用到实际生活中。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际操作中掌握知识，提高他们的口头表达能力。

2.教学手段：利用多媒体教学设备，如PPT、视频等，辅助教学，提高学生的学习兴趣。

六. 说教学过程1.导入：通过展示与日常生活相关的图片，引导学生谈论日常话题，激发学生的学习兴趣。

2.新课呈现：讲解本节课的重点词汇和日常交流用语，让学生进行实际操作，如角色扮演等。

3.课堂练习：设计一些日常交流的场景，让学生进行实际运用，巩固所学知识。

4.课堂小结：对本节课的内容进行总结，让学生明确学习目标。

5.课后作业：布置一些与日常生活相关的任务，让学生课后进行练习，提高他们的口头表达能力。

七. 说板书设计板书设计要清晰、简洁，能够突出本节课的重点内容。

人教版四年级英语上册第三单元说课稿

四年级上册Unit 3《My friends》一.说教材各位老师，大家好！今天我说课的内容是人教版小学英语PEP教材四年级上册Unit 3 Myfriends中的第一课时，本课时的主要内容是Let's learn 部分。

本课的主要内容是学习新单词：long hair,short hair,thin,strong,quiet 和friends,会运用句型My friend has short hair/long hair; Myfriend is quiet/strong/thin. 本单元围绕“朋友”这一题材展开，使学生能用英语简单的介绍自己的朋友。

二.说教学目标和教学重难点1.说教学目标新英语课程标准指出，基础教育阶段英语课程的总目标是培养学生的综合语言的应用能力。

包括了学生的语言技能，情感态度，学习策略和文化意识几个方面。

根据以上要求，我将教学目标确定为：（1）知识目标：学生能够听，说及认读本课的新单词和long hair,short hair,thin,strong,quiet 和friends,会运用句型My friend has short hair/long hair; My friend is quiet/strong/thin.（2）情感目标：通过本课的学习培养学生与朋友的关系，能更好的与朋友与同学相处，培养他们的合作能力和精神。

（3）技能目标：能让学生听，说认读本课的新单词及会运用新句型。

2.教学重难点（1）教学重点：学生能够听，说及认读本课的新单词和long hair,short hair,thin,strong,quiet 和friends。

（2）教学难点：学生会运用句型My friend has short hair/long hair; My friend is quiet/strong/thin.三.说教情和学情1.说学情：四年级的学生对英语在三年级的基础上已经有了进一步的了解，这时对英语也产生了极大的兴趣，在已能听，说，读方面具有了一顶的基础。

牛津深圳版英语八上Unit3《Computers》单元说课稿

牛津深圳版英语八上Unit 3《Computers》单元说课稿一. 教材分析《牛津深圳版英语八上Unit 3 Computers》这一单元的主题是计算机，内容涉及计算机的历史、计算机的硬件和软件、计算机的用途等。

教材通过丰富的语言材料，引导学生了解计算机的发展历程，掌握计算机的基本知识，提高运用英语进行交流的能力。

二. 学情分析根据我对学生的了解，他们在学习这一单元时，可能对计算机的历史有一定的陌生感，但对计算机的硬件和软件、计算机的用途等方面的知识有一定的了解。

因此，在教学过程中，我需要帮助学生复习和巩固已有的知识，同时引导学生运用英语进行交流。

三. 说教学目标1.知识目标：学生能够掌握计算机的基本知识，包括计算机的历史、硬件和软件、用途等。

2.能力目标：学生能够运用英语进行有关计算机的对话交流，提高听、说、读、写的综合能力。

3.情感目标：学生能够培养对计算机的兴趣，提高学习英语的积极性。

四. 说教学重难点1.重点：学生能够掌握有关计算机的词汇和句型，能够用英语进行简单的对话交流。

2.难点：学生能够运用所学知识，就计算机的话题进行较深入的讨论和交流。

五. 说教学方法与手段在教学过程中，我将采用任务型教学法，通过各种任务活动，引导学生参与学习，提高他们的学习兴趣和积极性。

同时，我还将运用多媒体教学手段，如课件、视频等，帮助学生更好地理解和掌握知识。

六. 说教学过程1.导入：通过提问方式，引导学生谈论他们所了解的计算机，激发学生的学习兴趣。

2.呈现：通过课件或视频，展示有关计算机的历史、硬件和软件、用途等方面的知识，帮助学生复习和巩固已有的知识。

3.实践：学生分组进行讨论，用英语讨论计算机的用途和他们的计算机使用经历，引导学生运用英语进行交流。

4.输出：学生进行角色扮演，模拟计算机店的情景，运用所学知识进行对话交流。

5.复习：通过各种练习活动，帮助学生巩固所学知识。

七. 说板书设计板书设计将包括课题《Computers》、本节课的主要词汇和句型，以及课堂活动的步骤和任务。

人教版小学四年级英语上册第三单元说课稿

PEP小学英语四年级上册教学设计Unit3 My friends第一课时一．教材分析本教案的内容是人教版四年级上册第三单元My friends第一课时，这一单元主要围绕描述人物的外貌特征展开，主要内容是向别人简单介绍自己的朋友及其特征，有着紧密贴近学生生活实际的作用。

所以本节教学设计的重点是把词汇放在能听、能读、认知的情景中去，使学习内容“鲜活”起来，力争将教学内容内化到学生的认知结构中并通过表演等综合语言活动将其转化为一定的语言表达能力，从而体现把话题——功能——结构——任务结合起来的总思路。

鉴于以上的分析，结合教学内容和学生实际，确定本课时的教学目标。

二．教学目标知识目标：能听、说、认读friends、long/short hair、strong、quiet、thin 等词汇和词组。

能力目标：能够应用“My friend is strong. He has short hair…”等句子向别人简单介绍自己的朋友及其特征。

情感目标：培养学生学习英语的兴趣和在实际生活中运用所学知识的能力，注重培养学生严谨的学习态度和与人交往的能力。

三. .教学重难点重点：词汇：hair, thin, strong, quiet，friends.句型：My friend is strong. He has short hair.难点：初步了解名词复数和has的用法，初步掌握如何简单介绍朋友及其特征。

四．教学方法为了顺利完成以上教学目标，更好地突出重点，突破难点，按照学生的认识规律，我采用了讲读、直观演示、愉快教学相结合的方法，激发学生的学习兴趣，充分调动他们学习的积极性。

五教学准备图片。

六、教学流程1．激趣导入（1）Sing a song：播放Books and Pencils歌曲，让学生回忆：big、small、short、long四个单词。

（2）猜谜语通过播放big/small、short/long两组竞猜图片，让学生愉快的进一步熟悉这四个单词。

新人教版六年级上册英语第三单元说课稿

新人教版六年级上册英语第三单元说课稿新人教版六年级上册英语第三单元说课稿新人教版六年级上册英语第三单元说课稿【一】：人教版小学英语六年级第三单元说课稿人教版小学英语六年级第三单元说课稿学科英语学段六年级课题Unit 3 What are You Going to Do一、单元分析二、课时分析三、学情分析四、教学目标五、教学重难点六、教法与学法七、教学步骤与活动设计八、作业布置九、板书设计本单元分为六个课时主要学习一些动词短语和地点名词以及时间短语。

如take a tripgo to the cinema …和 pet shop theme park …及next eek this morning …以及带有特殊疑问词Where hathen的特殊疑问句的问与答。

以及在哪个门用介词atat thenorth/east/south/est gate. 此外还有现在进行时与一般将来时的区别。

注意拓展be going to be 意思是“打算成为什么干什么职业。

” I ant to be…我想成为…表示理想。

相当于I’m going to be ….本课时选自人教版PEP小学英语六年级上册第三单元Part B的let’s talk Pair ork教材内容是三个地点单词pet shop bookstore supermarket 以及特殊疑问词Where hathen 引导的特殊疑问句的问与答及各种信息的替换和交流。

本课时意在让学生掌握特殊疑问句的问与答及各种信息的替换和交流。

本节课所涉及的对象是六年级学生。

他们对英语已有初步的了解和掌握同时也有了一些简单的语法知识和一些基本词汇的积累。

六年级学生对学习英语充满兴趣对活动积极参与、好表现、爱说、爱唱。

A、语言知识方面 1Where hat hen 引导的特殊疑问句并能做出相应的问答。

能掌握句子Where are you going I’m going to … What are you going tobuydo I’m going to … When are you going I’m going …并能在实际情景中运用。

八下说课稿英语u3

八下说课稿英语u3在准备八年级下学期的英语说课稿时，我们通常会关注教学目标、教学内容、教学方法和教学过程等方面。

以下是针对英语第三单元的说课稿示例：教学目标：1. 知识目标：学生能够掌握本单元的核心词汇和短语，理解并运用相关的语法结构。

2. 技能目标：通过听力、口语、阅读和写作练习，提高学生的英语综合运用能力。

3. 情感态度与价值观目标：激发学生学习英语的兴趣，培养跨文化交流的意识。

教学内容：1. 词汇：重点词汇的发音、拼写和基本用法。

2. 语法：本单元的语法点，例如现在完成时的使用等。

3. 听力：理解对话或短文的主旨大意，捕捉关键信息。

4. 口语：通过角色扮演、情景对话等活动，提高口语表达能力。

5. 阅读：通过阅读文章，提高阅读理解能力，理解文章的深层含义。

6. 写作：练习写作，如写日记、书信等，培养学生的写作技巧。

教学方法：1. 任务型教学法：通过设计任务，让学生在完成任务的过程中学习语言。

2. 合作学习：鼓励学生小组合作，共同探讨问题，提高学习效率。

3. 情景教学：创设真实或模拟的情景，让学生在情境中学习和使用语言。

4. 多媒体教学：利用多媒体资源，如视频、音频等，丰富教学内容，提高学生的学习兴趣。

教学过程：1. 导入（Lead-in）：通过提问、图片、视频等方式激发学生兴趣，引入新课主题。

2. 新课呈现（Presentation）：教授新词汇、语法点，通过例句和练习帮助学生理解。

3. 练习（Practice）：设计形式多样的练习，如填空、转换句型、角色扮演等，巩固新知。

4. 应用（Application）：通过小组讨论、情景模拟等活动，让学生将所学知识应用到实际中。

5. 总结（Summary）：回顾本课要点，总结学生表现，布置作业。

6. 作业（Homework）：布置相关的听说读写练习，巩固课堂学习成果。

教学评价：1. 形成性评价：通过课堂观察、小组讨论、口头报告等方式，了解学生的学习情况。

人教版八年级英语上册说课稿《UNIT3Period3(SectionB1a-1e)》

人教版八年级英语上册说课稿《UNIT 3 Period 3 （Section B 1a-1e）》一. 教材分析《人教版八年级英语上册》第三单元第三课时，主要内容为Section B 1a-1e。

本节课的主要话题是关于不同国家的节日，通过对比中西方节日的不同，让学生了解和尊重不同的文化背景。

教材内容丰富，既有读写任务，又有听力练习，还有口语交流，能够全面提高学生的英语综合运用能力。

二. 学情分析八年级的学生已经具备一定的英语基础，对于日常生活中的话题能够进行简单的交流。

但是，对于一些特定的文化背景知识，可能还不够了解。

因此，在教学过程中，教师需要帮助学生建立起文化背景知识与语言技能之间的联系。

三. 说教学目标1.知识目标：学生能够掌握关于节日的词汇和表达方式，了解中西方节日的不同。

2.能力目标：学生能够听懂、说清、读准关于节日的对话，能够运用所学知识进行简单的交流。

3.情感目标：培养学生尊重和了解不同文化的态度。

四. 说教学重难点1.重点：学生能够掌握关于节日的词汇和表达方式，能够进行简单的交流。

2.难点：学生能够理解并运用语法结构“how special/ important/interesting”进行表达。

五. 说教学方法与手段本节课采用任务型教学法，通过设置各种任务，引导学生主动参与学习过程。

同时，运用多媒体教学手段，如图片、视频等，帮助学生更好地理解和掌握知识。

六. 说教学过程1.导入：教师通过展示中西方节日的图片，引导学生谈论各自喜欢的节日，激发学生的学习兴趣。

2.新课呈现：教师通过播放视频，介绍中国的春节和西方的圣诞节，让学生了解两者的不同。

3.课堂活动：学生分组进行角色扮演，模拟中外朋友谈论节日的场景。

4.听力练习：学生听录音，完成相关的练习题。

5.口语练习：学生运用所学知识，进行小组讨论。

6.总结：教师引导学生总结本节课所学内容，强调尊重和了解不同文化的态度。

七. 说板书设计板书设计简洁明了，主要包括课题、教学内容和关键词。

八年级英语上册-人教版-Unit 3 说课稿(1)

八年级英语上册-人教版-Unit 3 说课稿（1）一. 教材分析人教版八年级英语上册Unit 3的主题是“My hero”，通过介绍英雄人物，让学生学会表达人物的特征、外貌、喜好等。

本单元的词汇和句子结构较为复杂，学生需要掌握一些形容词和副词来描述人物。

此外，本单元还涉及到了过去进行时态的用法。

二. 学情分析八年级的学生已经掌握了英语学习的基本语法和词汇，但部分学生在口语表达和写作方面还存在困难。

针对这一情况，教师在教学过程中要注重培养学生的口语表达能力和写作能力，同时激发学生的学习兴趣。

三. 说教学目标1.知识目标：学生能够掌握本课的生词、短语和句型，学会用英语描述人物的外貌、特征和喜好。

2.能力目标：学生能够运用所学知识进行口语交流和写作，提高英语实际运用能力。

3.情感目标：通过学习本单元，学生能够激发对英雄人物的敬仰之情，培养正确的价值观。

四. 说教学重难点1.重点：本课的生词、短语和句型。

2.难点：过去进行时态的用法以及如何用英语描述人物的外貌、特征和喜好。

五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中运用所学知识。

2.运用多媒体教学手段，如图片、视频等，直观地展示人物形象，激发学生的学习兴趣。

3.小组讨论，鼓励学生积极参与，提高口语表达能力。

4.注重个体差异，给予学生个性化的指导和反馈。

六. 说教学过程1.导入：展示一些英雄人物的照片，让学生猜测并介绍这些人物。

2.新课呈现：通过图片和视频，展示本课的生词、短语和句型。

3.学生讨论：分组讨论，用英语描述自己喜欢的英雄人物。

4.口语练习：学生模拟介绍英雄人物，其他学生进行评价。

5.写作练习：让学生写一篇关于自己喜欢的英雄人物的短文。

6.课堂小结：总结本课所学内容，强调重点。

7.作业布置：让学生完成课后练习，巩固所学知识。

七. 说板书设计板书设计要简洁明了，突出本课的重点。

可以设计如下板书：Unit 3 My hero1.生词：hero, brave, kind, smart, doctor, nurse, artist, musician, athlete,champion2.短语：be famous for, have a good sense of humor, be strict with, workhard3.句型：How would you describe a hero?What does he/she look like?What does he/she like to do?八. 说教学评价1.口语评价：评价学生在课堂上的口语表达能力和参与程度。

【人教版】小学三年级上英语《Unit3》优质课说课稿

【人教版】小学三年级上英语《Unit 3 》优质课说课稿一. 教材分析《Unit 3》是人教版小学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，学生将能够掌握有关颜色的词汇，如red, yellow, blue, green等，并能用英语简单描述物体的颜色。

教材通过图片和对话的形式，让学生在实际情境中学习颜色词汇，提高他们的语言运用能力。

二. 学情分析三年级的学生已经有了一定的英语基础，能够听懂并模仿简单的英语口语，但他们在英语表达上还存在一定的困难，尤其是对于颜色词汇的掌握。

此外，学生的学习兴趣和学习动机对于英语学习的效果具有重要影响，因此在教学过程中，需要注重激发学生的学习兴趣，提高他们的学习积极性。

三. 说教学目标1.知识目标：学生能够听懂、说对颜色词汇red, yellow, blue, green等，并能够用英语简单描述物体的颜色。

2.能力目标：学生能够通过听、说、读、写的训练，提高他们的英语语言运用能力。

3.情感目标：学生能够积极参与课堂活动，表现出对英语学习的兴趣和热情。

四. 说教学重难点1.重点：颜色词汇red, yellow, blue, green的掌握和运用。

2.难点：能够用英语描述物体的颜色。

五. 说教学方法与手段1.教学方法：采用情景教学法、交际教学法和任务型教学法，让学生在实际情境中学习颜色词汇，提高他们的语言运用能力。

2.教学手段：利用多媒体课件、图片、卡片等教学辅助工具，激发学生的学习兴趣，提高他们的学习积极性。

六. 说教学过程1.导入：通过展示颜色词汇的图片，引导学生说出已知的颜色词汇，为新课的学习做好铺垫。

2.新课呈现：通过对话的形式，展示本节课的颜色词汇，让学生在实际情境中学习颜色词汇。

3.操练：采用不同的活动形式，如小组讨论、角色扮演等，让学生充分练习颜色词汇的运用。

4.巩固：通过完成任务的形式，让学生用英语描述物体的颜色，提高他们的语言运用能力。

初一年级上册英语三单元说课稿人教版

初一年级上册英语三单元说课稿人教版Teaching materialTeaching methodsStudy waysTeaching proceduresPart1 Understanding of the teaching material1. Background analysisThe discussion of this unit is centered on the listening-speaking activities. In this period，we just learn Section A (1a,1b,1c,1d,2a,2b.).And the central topic is “This is my sister”. All the students’activities happens in real-life scenes. The grammar focus on the form of Singular noun and Plural noun, the grammar points will run through the teaching activities. The teaching contents provide the necessary materials for learning focus grammar. This unit also shows the feather, which is the combination of grammar and communicative situation.2 .Contents analysis of the period：The central topic is “Introducing and identifying people”，and the focus grammar is the form of Singular noun and Plural noun, the verb “be” ,the relationships of thesePronouns(this、that、these、those), the teacher organizes a series of activities, speaking, listening，practicing, which rounds the central topic. All the activities is fit for New Curriculum of English. The designed activities are on the basis of “Socio-constructructivisit theory”.3 .Teaching arrangementWarm-up, listening, speaking.4.Teaching key points①Play a song as le ad-in，which is to arouse students’interest and attract their attention.②Language practice and communicationA. Recognize the words of family membersB. Practice dialogue with classmates with the following sentence structures “This/That is my…,These are…T hose are….”(Introducing people to others)C. Act out their dialogues to the whole class.5.Teaching difficult points： Introducing people(This/that is my… ), form of Singular noun and Plural noun.Teaching important point： To identify form of Singular noun and Plural noun, the relationships of these Pronouns(this、that、these、those).6. Teaching aids： tape recorder, tape, photos of family members.7. Teaching aims：By the end of the lesson，students will be able to：1)Knowledge aim ：①Learn and understand this new words：sister, mother, father, parent, brother, grandfather, grandmother, friend, these, are, those.②Understand and use these sentence structures：Is this your sister? No，it isn’t.Is that your brother?Yes，it is.This is my friend. These are my friends.That is my brother. Those are his brothers.2) Ability aim：Introduce people and introduce people with these key sentence structures：“A. This is……，B. That is……，C. These are……，D. Those are…….”3)Emotional aim：Students will learn how to get well with others(such friends，classmates…)and how to be polite.Part 2 Teaching methods TBLTPart3 Studying ways1. Students learn some new words about family members，and how to introduce people.2. Students learn how to use the new words and useful sentence structure to practice the focus grammar exercise and make dialogues.3. Students are encouraged to communicate with others.Part 4 Teaching procedurStep1.Warm- up：(3mins)1. Lead-in with a Chinese song .(《爸爸的爸爸叫什么》)2. Students should write down names of family membersthey’ve heard in the song in Chinese as much as possible.See who can write down the most names.The designed purpose：To motivate students’ interest in learning this lesson ，it is based on Gardner’s theory---“Multiple Intelligences”(especially the Musical-Rhythmic intelligence).Step2 Presentation (10mins)1.Show students a photo and then ask them some questions with the following sentences which they learned before.T：What is this in EnglishSs：It’s a photo.T ： Is this your photo?Ss： No, it isn’t.T：It’s my photo.3. Teacher uses the photo to introduce his or her family members with the sentence structure “This is my…(new words：mother, sister, mother, father, parent, brother, grandfather, grandmother…)4.Learn new words.Teaching students new words with some relative photos and pictures. After that，students read the new wordsrepeatedly(in the forms of the whole class，group by group，and in pair).5.Put the names of family members in a family tree.The designed purpose：Leading in by a photo，and learning new words with some photos，is to catch students’ attention，and the study way is lively and effective.Step3 Practicing (7mins)1. Task1Students try to find these people in the picture(P13).Match the new words with people in the picture.2. Students try to introduce people with these sentence structures：This/That is my ...,These/Those are my…(Notice mistakes that students made, especially, the form of plural nouns.)The designed purpose：To make opportunity for students to practice the new words and new sentences more. Each student has chances to speak English.Step4 Listening and Practicing.(1b,1c) (9mins)1.Task2： Play the tape (1b) twice. At the first time, students listen and look at the picture; and at the second time, students circle the people the boy talks about. Then ask some students to read their answers.2.To choose some pairs to talk about Dave’s family.(with the following sentence structures： This is his sister. These are his brothers…)Teacher should give some examples. And students imitate.3.Task3： Listening to part2 twice. At first，students listen and circle the new words they hear; and then, students matchthe names with people in the picture. After that, pick some students to share their answers.4.Check the answers.The designed purpose：To check students’ understanding ofthe new words. See if they have got the meaning of the new words.Step5 Oral Practice (7mins)Task4①Students make a dialogue in pair with their photoswith the key sentences structures.②Ask two pairs to the platform to act out their dialogues.The designed purpose：The activity is to check students’ ability to use the new sentence structures to make dialogue. And the students get the sense of success when they use English. It is also to check the teaching effect.Step6 (2mins)Make a conclusion to what have learned in this period： some vocabulary (sister, mother, father, parent, brother, grandfather, grandmother, friend…);some sentence structures：This is……，That is……，These are…… Those are…&helli。

冀教版八年级英语(2019,上册)Unit3说课稿：Lesson13IloveAutumn

冀教版八年级英语（2019，上册）Unit3说课稿：Lesson13IloveAutumn
一、教材分析
（一）内容概述
本节课是冀教版八年级英语（2019，上册）Unit 3的Lesson 13，主题为“I love Autumn”。本单元主要围绕四季的特点和活动展开，让学生在了解季节变化的同时，学习相关的英语表达。在本节课中，我们将深入学习秋天的特点和人们在秋天所喜爱的活动。
4.榜样激励：表扬学习进步明显、积极参与课堂活动的学生，激发其他学生的学习积极性；
5.文化拓展：介绍秋天的文化背景，如传统节日、习俗等，增强学生的民族自豪感，提高他们的学习兴趣。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情境教学法和合作学习法作为主要教学方法。
1.任务型教学法：通过设计各种真实、有意义的任务，引导学生运用所学知识解决问题。这种方法的理论依据是建构主义，认为学习者在完成具体任务的过程中，能够更好地内化知识、发展能力。
（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：图片、卡片、词汇挂图等，用于展示、复习和巩固知识点；
2.多媒体资源：秋天的图片、视频、歌曲等，用于创设情境，激发学生兴趣；
3.技术工具：PPT、互动白板等，方便呈现教学内容，实现人机互动；
4.在线平台：利用校园网络、英语学习平台等，提供丰富的学习资源，拓展学生视野。
（3）反馈：教师针对学生的回答、表现给予及时、具体的反馈，指导学生改进。
2.生生互动：
（1）小组讨论：学生分组讨论问题，共同完成任务；
（2）角色扮演：学生扮演不同角色，进行情境对话；
（3）互帮互助：学生相互纠正发音、语法错误，共同提高。
四、教学过程设计

九年级英语上册第三单元说课稿：Unit 3

九年级英语上册第三单元说课稿：Unit 3
由于每位教师的知识、经验、特长、个性是千差万别的。

而教学工作又是一项创造性的工作。

因此写教案也就不能千篇一律，特别准备了这篇九年级英语上册第三单元说课稿以供参考!
教学目标
教学目标与要点
1.能够运用过去时态来谈论过去的经历和运用现在完成时来谈论由过去开始，与现在相联系或有影响的经历。

2.学习和归纳有关环境和污染方面词汇，且能够正确运用它们来描述所见所闻。

3.进一步学习现在完成时态，特别是它的时间状语的表达法：for 或since
4.归纳总结哪些动词是延续性动词，哪些是非延续性动词，以及它们之间的转换。

特别是与一段时间连用时只能使用延续性动词。

5.培养自己的环境意识，养成良好的行为举止，能运用所学知识来报道周边的环境问题。

牛津译林版九年级上册英语Unit3单元说课稿

牛津译林版九年级上册英语Unit 3单元说课稿一. 教材分析《牛津译林版九年级上册英语Unit 3》的主题是关于环境问题。

通过本单元的学习，学生将了解环境问题的严重性，并学会如何从自身做起，保护环境。

教材以丰富的语言材料、真实的语境和任务型教学活动为特色，旨在提高学生的语言运用能力、思维品质和学习兴趣。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语语法和词汇。

但同时，他们对环境问题的认识可能还不够深入，需要通过本节课的学习，提高他们的环保意识。

在教学过程中，教师需要关注学生的个体差异，确保每个学生都能参与到课堂活动中来。

三. 说教学目标1.知识目标：学生能够掌握本单元的重点词汇和语法，如“environmental protection”、“pollution”等。

2.能力目标：学生能够用英语描述环境问题，并提出解决办法。

3.情感目标：学生能够提高环保意识，从自身做起，保护环境。

四. 说教学重难点1.重点：本单元的重点词汇和语法。

2.难点：如何运用所学知识描述环境问题，并提出解决办法。

五. 说教学方法与手段1.交际法：通过小组讨论、角色扮演等形式，让学生在实际语境中运用英语。

2.任务型教学法：通过完成具体任务，提高学生的语言运用能力。

3.多媒体教学：利用多媒体课件，为学生提供丰富的视觉和听觉材料。

六. 说教学过程1.导入：教师通过展示一些环境问题的图片，引导学生思考环境问题的严重性，激发学生的学习兴趣。

2.呈现：教师通过课件，展示本节课的重点词汇和语法。

3.实践：学生通过小组讨论，用英语描述环境问题，并提出解决办法。

4.输出：学生进行角色扮演，将所学知识运用到实际情境中。

5.总结：教师对本节课的内容进行总结，强调环保的重要性。

七. 说板书设计板书设计应突出本节课的主题和重点内容，如环境问题的描述和解决办法。

板书应简洁明了，方便学生理解和记忆。

八. 说教学评价教学评价应注重过程性评价和终结性评价相结合。