(完整word版)Unit3教学设计

本文将分享一份关于七年级英语下册Unit 3的课堂教学设计。

这一单元的主题是“Excuse me, where’s the post office?”，旨在帮助学生学会寻问和指示方向。

一、教学目标1.学生能够利用“Excuse me, where’s…?”和“Go straight / Turn left /Turn right / Do a U-turn…”等相关表达方式寻问和指示方向。

2.学生能够掌握交通工具和要素的相关单词和短语，如bus stop, subway, trainstation, etc.3.学生能够在交流中理解和使用地图和城市布局相关的词汇。

二、教学准备1.PowerPoint演示文稿2.学习用的绘画和游戏材料3.相关练习题和课堂活动材料三、教学步骤1.导入引入问题：幻灯片上展示一张城市地图，要求学生根据已知的地标(如学校、体育场、购物中心等)找出周围的其他地方。

2.学习交通工具和要素教师通过幻灯片展示不同的交通工具和点。

继续讨论如何利用不同的交通工具到达一个点，例如，利用地铁从学校到达电影院：Excuse me, how do I get to the movie theater?Take the subway.Where's the subway?Turn right and go straight. The station is on your left.3.教学寻问和指示方向教师在幻灯片上展示不同地理位置的照片和地图，提示学生开始学习如何问路和指路。

教师向学生展示如何使用“Excuse me, where’s…?”句型，以及“Go straight / Turn left / Turn right / Do a U-turn…”等表达方式来指示方向。

教师可以与学生分组进行角色扮演，以加强他们的语言进程和提高他们的口语表达能力。

4.练习方向、地图和城市布局相关的词汇通过游戏、图片和绘画等多种形式收集和展示不同的地图和城市布局相关的单词和短语，例如：Bus stop / Subway / Train stationNorth / South / East / WestOn the left / On the right / Across the street / Next to5.面向现实场景的实践通过现实场景的练习加强学生的学习效果。

【关键字】五年级Unit 3 Happy birthday单元备课【单元教材分析】功能:谈论生日所在月份及生日聚会上所做事情，用一般过去时描述活动。

【单元教学目标】知识目标：1.能听懂、会说、认读、正确书写单词:party, when, open, song, children;能听懂、会说、认读单词和短语:March, May, April, October, present, wish, say cheese, had,did, sang, took, ate 并能在情境中灵活运用。

2.能听懂、会说、认读句型:" When is your birthday?" " It' s in March. " " Happybirthday.”“Make a wish，please.”“What did you do at the party?"“We sang anddanced.”能力目标：能运用所学语言询问他人生日所在月份，描述生日相关活动，并能用一般过去时进行复述。

情感目标：通过本单元学习，懂得感恩父母。

【学情分析】本单元的教学对象是已经接触过两年英语的五年级的学生，他们的英语水平在听说读写上已经有了一定的基础，因此，在课堂教学中应充分发挥学生的自主性，给学生创造出更多的锻炼机会，培养他们自主的发现并解决问题的能力，使学生能在真是的环境中用英语进行对话，使他们所学知识真正达到活学活用。

同时针对本学期课时少的特点，应着力解决后进生的转化工作，做好后进生的思想工作。

【教学重点】能听懂、会说并认读句子“When is your birthday?"“It’s in March.”“Happy birthday.”“Make a wish，please.”“What did you do at the party?"“We sang and danced.”能与他人谈论生日这一话题，并用一般过去时复述生日的相关活动。

牛津上海版四上Unit3《Areyouhappy》word教案4a Module 1 Getting to know youUnit 3 Are you happy?●单元教学目标：一、知识目标：1. 能在对话和故事文本中明白得并运用本单元的核心词汇：happy, sad, hungry, full, thirsty, tired， bird, see, drink2. 能运用句型 How are you? Are you …? Yes/ No. I’m…交流表达心情感受。

能用Have some …It’s too bad.等句型，表达自己的关心或安慰。

3. 能在发音及拼写单词的过程中，把握元音字母e/i:/的发音规律。

二、能力目标：1. 能用所学词句，与同伴交流自己或他人的心情感受，并给予关心或安慰。

2. 通过快速阅读，把握文本的要紧内容。

3. 通过完成“阅读能笔记”，能把握文本的具体信息，复述故事。

4. 能依照人物的心情变化，用正确的语音语调朗读文本。

三、情感目标：1. 能关怀别人的心情感受，并给予关心或安慰。

2. 能明白得故事的寓意，并在困难面前，为自己加油，调整心情。

●单元整体设计：通过本单元的学习，学生能用I can/ cannot…等句型讲述发生的情况，并用happy，sad，hungry，full，thirsty，tired等等表达自己的心理感受，并说说行动变化，如Then, I have some…等，完成“心情留言板”，明白得生活中家人与同伴的关爱给我们带来温顺；负面情绪时，学会自我鼓舞也能让自己积极向上为了达成单元语用任务，在第一课时，引导学生在有关Ben和Kitty一天的经历的语境中，感知、明白得情况的发生和人物的心情，并用Have some…表达自己的关怀与关心。

引导学生体会与他人分享欢乐，获得关心的幸福感第二课时，要求学生在第一课时感知、初步运用词汇、句型的基础上，能在特定的故事语境中进行深入运用，形成更丰富的表达。

Module 1 Lost and found一、学习目标:A. 单词和短语：crayon, eraser, glove, wallet, watch, whose, first of all, lose, lost, find, found, lost and found box, mine, yours, tape, purple, hers, careful, be careful with, on, from now on, here is / are, camera, phone, mobile phone, lost and found office, in a hurry, leave, plane, taxi, why, airport, hundred, hundreds of, look for, thousand, strange, boat, duck, pig, sausageB. 交际用语：1. Is the football Tony’s?2. Are these crayons yours?3. Whose gloves are these?4. Welcome back!5. Please be careful with…from now on.6. —Are the crayons Betty’s?—No, they’re not hers. They’re Llingling’s.7. — Is this your pen?— Yes, it’s mine.— Whose pencil is it?— It’s …8. —Whose bag is this?—It’s mine.9. —Whose bag is this? Is it yours?—No, it’s not mine. It’s his.C. 教学目标1. Function: Finding out what belongs to whom2. Structure: Possessive pronouns3. Skills: 1) Listening and understanding familiar topics (school life)2) Talking about familiar topics (school life)3) Reading and understanding simple passages, grasping the general ideas.4) Using notes to convey messages4. Around the world: The Internet lost and found5. Task: Acting out a sketch in the lost and found office二、重点及难点:1、名词所有格；2、名词性物主代词的用法三、教学设计:Unit 3 Language in useⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practiceⅢTeaching aims1. Function: Finding out what belongs to whom2. Structure: Possessive pronouns3. Around the world: The Internet lost and found4. Task: Acting out a sketch in the lost and found officeⅣTeaching ObjectivesKey structures: Are these crayons yours?Whose bag is this?It’s mine.ⅤTeaching aidsTape recorder, OHP, handoutsⅥTeaching StepsStep 1 RevisionShow some pictures to review the text of Unit 1 and Unit 2.Step 2 Language practice1. Read through the example sentences in the box with the whole class.2. Ask the students to repeat the sentences in the box. Step 3 Work in pairs1. Ask the students to look at the pictures in Activity 1.2. Ask the students to the words in the box in Activity 1.3. Read through the sentences. — Whose bag is this? Is it yours? — No, it ’s not mine. It ’s his.4. Ask and answer questions in pairs. Step 4 Grammar. 代词表格用法1）人称代词的主格在句子中作主语，2）人称代词的宾格在句子中作宾语或在介词后、be动词后宾语，3）名词性物主代词=形容词性物主代词+名词，例：My bag is yellow, her bag is red, his bag is blue and your bag is pink. 可写成My bag is yellow, hers is red, his is blue and yours is pink.Step 5 Match.1. Ask the students to read the words in the box in Activity2.AB.2. Match the words from Box A with the words from Box B in Activity 2.3. Ask the students to check with a partner.4. Call back the answers from the whole class, check the answers . Keys:her → hers his → his your → yoursour → ours my → mine its →itsStep 6 Complete the sentences.1. Ask the students to read the words in the box in Activity 3.2. Read through the sentences.1) —Is this ______ sweater, Daming?—Yes, it is.2) —Are these gloves ______, Betty?—Yes, they are.3) —______ watch is this?—It’s Tony’s.4) —This wallet isn’t ______. Is it yours?—Yes, it is. Thank you.5) —Tony is looking for his crayons.—Are these ________?6) —Is this bag Betty’s?—No, it’s not _________. It’s Lingling’s.7) —Is this the girl’s football?—No, it’s not ________ football.8) I can’t find ______ camera. Where is it?9) —What’s the name of the dog?—________ name is Blackie.3. Complete the sentences with the correct form of the words from the box.4. Ask the students to check with a partner.5. Check the answers:Keys: 1. your 2. yours 3. Whose 4. mine 5. his 6. hers 7. her 8. my 9. Its Step 7 Do exercises( )1. —The pet cat in your hand is very nice . Is it _____?—Yes, but I’ll give it to my friend Lucy as ______ birthday present.A. you; herB. your; herC. yours; herD. you; hers( )2. —Is this _____ notebook?—No, it isn’t _____.A. theirs; theirB. hers; hisC. your; mineD. your; my( )3. —Excuse me , are these _____ new shoes ?—No, they aren’t. _____ are black over there.A. your, MineB. my; YourC. her; HerD. mine; Yours ( )4. —Hi, Jim. Is this your bike or Mary’s?—It’s mine, not _____.A. herB. himC. hisD. hers( )5. —Is this your key, Jenny?—No, ______ is in my handbag.A. HisB. HersC. MineD. Yours( )6. We are sure that our football players will do________ best.A. theirB. theyC. themD. themselves( )7. Please send ________ best wishes to Mary.A. IB. meC. myD. mineKeys:1-5: CCADC 6-7: ACStep 8 Around the world: Chinese food.1. Ask the students to look at the picture and discuss what they can see.2. Read through the information with the whole class.3. 阅读课本Module 3的Around the world部分，判断下列说法正(T)误(F)。

八年级上册Unit 3单元整体教学设计1.单元主题确定本单元的话题是人的个性特征 (Personal traits)属于新课标中“人与自我”范畴内“做人与做事”主题群中的“自我认识、自我管理、自我提升”子主题内容。

2.单元内容分析第一课时（Section A 1a-2d）：初步认识人与人的差异，谈论人物的外貌不同；第二课时（Grammar focus-3c）：梳理形容词与副词的比较级结构以及原级比较，强化句型结构的操练，通过家庭成员比较的练习加强学生语言的自然输出；第三课时（Section B 1a-1e）：围绕my best friend展开讨论，谈论好朋友具备的特质，结合听力材料抓住关键信息，完成听力任务；第四课时（Section B 2a-2e）：三个语篇围绕三对好朋友之间的异同展开，通过阅读活动帮助学生掌握如何描写朋友，并思考友谊的意义；第五课时（3a-self-check）：写作练习以描述好友为主题，运用比较级、原级结构的句子去描写好友特征。

3.单元课时内容Part1:Section A 1a-2d听说课Part2:Grammar focus-3c语法课Part3:Section B 1a-1e听说课Part4:Section B 2a-2e阅读课Part5:3a-self check写作课4.单元教学目标本单元学习结束时，学生能够（1）语音：在朗读中正确把握句子的节奏和重音。

（2）词汇短语句型：正确使用新词汇和短语表达。

（3）语法：正确使用比较级结构谈论人物品质和特性。

（4）能力：提高听说能力；掌握基本的阅读技巧：预测、精读、泛读；结合本单元的语言表达完成基本的写作训练。

第1课时教学设计一、教学内容：Section A 1a-2d二、课型：听说课三、语篇研读What: 谈论人物的个性特征对比，1a主题图是校园乐队演唱会，台下学生对舞台上表演者的外貌特征进行比较和讨论，1a-1c的听力部分呈现出主要话题和外貌的比较，2a-2b的听力内容是一位记者对主题图中双胞胎姐妹Tina和Tara的采访对话，就各自性格等方面的特点进行了对比，回答记者问题。