仁愛英語七年上冊unit3topic1sectionb說課稿

Unit 3 Topic 1 Do you like English? Section BGood morning, everyone! My name is Liu Lu. Today, Id like to talk about my teaching idea about Section B, Topic 1 of Unit 3 in Grade Seven, Project English. The main content of this topic is “Does he/she ?” I have decided to say the topic from four parts.Part 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. 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?- He/She wants to B. Ability objects1) 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) Make 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 tense.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;2) Audio-visual teaching methods;3) Task-based teaching methods.Purpose of my designing: I want to make the students the real masters in class while the teacher acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning 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 blackboard, and ask students to make 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 sentence patterns in Section A, at the same time, it will raise learning interests of students.2. Take out a letter to lead to the new lesson. Learn and master the new word “l(fā)ive”.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 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 of the text and also cultivate their ability to study independently.2. Show the picture of the Great Wall and quotes the sentence from the letter 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, 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 the pronunciation and intonation. And then ask some students to act it out in pairs. Finish 1a.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.Purpose of my designing: To cultivate students abilities of communicating with others.3. Summarize the sentence patterns by PPT and ask students to master the usage 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 live 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: 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 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(zhǔn)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(xué)中，注意聽說結(jié)合，訓(xùn)練幼兒聽的能力，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(yáng)有致，富有吸引力，這樣能引起幼兒的注意。當(dāng)我發(fā)現(xiàn)有的幼兒不專心聽別人發(fā)言時，就隨時表揚(yáng)那些靜聽的幼兒，或是讓他重復(fù)別人說過的內(nèi)容，抓住教育時機(jī)，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(xué)得生動活潑，輕松愉快，既訓(xùn)練了聽的能力，強(qiáng)化了記憶，又發(fā)展了思維，為說打下了基礎(chǔ)。speaks speakknows knowhelps helpwants wantlives liveAnd then I divide all the students into some groups, and ask every group to 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” Purpose of my designing: To develop students abilities of communicating with others. And also let students master the usage and pronunciation 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 information. About My FriendQuestionAnswerWhats his/her name?How old is he/she?“教書先生”恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學(xué)堂，“教書先生”那一行當(dāng)怎么說也算是讓國人景仰甚或敬畏的一種社會職業(yè)。只是更早的“先生”概念并非源于教書，最初出現(xiàn)的“先生”一詞也并非有傳授知識那般的含義。孟子中的“先生何為出此言也？”；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(xué)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。可見“先生”之原意非真正的“教師”之意，倒是與當(dāng)今“先生”的稱呼更接近?？磥?，“先生”之本源含義在于禮貌和尊稱，并非具學(xué)問者的專稱。稱“老師”為“先生”的記載，首見于禮記?曲禮，有“從于先生，不越禮而與人言”，其中之“先生”意為“年長、資深之傳授知識者”，與教師、老師之意基本一致。Wh