仁爱英语七年上册unit3topic1sectionb说课稿

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 “live”.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. 要练说，得练听。听是说的前提，听得准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。我在教学中，注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的能力，强化了记忆，又发展了思维，为说打下了基础。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” “like” “want” “know” “speak” “visit” “help” and “live” 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?“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。Wh