每个老师为了上好课需要写教案课件，又到了写教案课件的时候了。只有规划好教案课件工作计划，才能更好地安排接下来的工作！你们会写多少教案课件范文呢？小编特地为大家精心收集和整理了“Unit3教学安排”，希望对您的工作和生活有所帮助。

单元教材分析

本单元围绕“允许做什么，不允许做什么”这一话题，设计了三个任务型活动：任务一：谈论自己想做的事情；任务二：我可以做什么，不可以做什么。任务三：讨论自己想做什么，自己需要什么样的生活。

单元总体目标

通过本单元的学习让学生学会用不同的句型来谈论应该允许做什么，不允许做什么，谈论同意和不同意。

单元重难点一览

重难点词汇：

1.atthatage

2.insteadof

3.theotherday

4.beagoodwaytodo

5.keepsb.happy

6.atpresent

7.thesameas

8.beproudof

9.givedirections

10.waycool=verycool

11.learnfromsb.

12.agreewith

13.disagreewith

14.infact

15.taketimetodosth.

16.chatwith

重难点句式：

1．Ithinksixteen-year-oldsshouldbeallowedtodrive.

2.Doyouthinkthirteen-year-oldsshouldbeallowedtohavepart-timejob?

3.Youngpeopleshouldbeproudoftheirculture.

单元教学建议

采用Concluding，Accumulating，Role-playing和Comparing的学习策略，利用多媒体课件，以Pairwork的形式展开课堂口语交际活动和讨论活动，谈论允许做什么和不允许做什么。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：寻找关键语句、对文中任务和事物发表见解；语法教学：总结规律、比较异同、模仿操练。

单元课时分配

本单元用4课时教学，其中SectionA部分用2课时，SectionB，SelfCheck部分用2课时完成。

相关推荐

Unit3:Whydoyoulikekoalas?

Unit3:Whydoyoulikekoalas?
Languagegoals
Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,
Newlanguage
Whydoyoulikekoalabears?.Becausetheyrecute,Theyreprettyinteresting,Theyrekindofshy,Theyreverybig.
namesofanimalssuchastiger,elephant,koalabear,dolphin
descriptionwordssuchassmart,cute,intelligent
namesofcountries:Australia,SouthAfrica,
Recycledlanguage
between,acrossfrom
Hes/Shesfrom...Hes/Shesfiveyearsold.
nameofcountries;China,Japan,Brazil
SectionA
Additionalmaterialstobringtoclass:
coinsorothermarkersfortheBingogamein4.
AskstudentstonameasmanyanimalsastheycaninEnglish.Writethelistontheboard,
Askstudentstodescribeeachanimalinsomeway.Theymaytellitscolorortellifitisbigorsmall.
Say,Todaywearegoingtolearnthenamesofsomemoreanimals.Wellalsoleamhowtosaywhichoneswelikeandtellwhywelikethem.
laThisactivityintroducesthekeyvocabulary.
Focusattentiononthemapofthezooshowingpicturesofanimals.Askstudentstopointtoandnameanyanimalstheycan.
Pointtotheanimalsonebyoneandsaythenameofeach.Askstudentstorepeal.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachanimalintheblankbythatanimalsname.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtotheanimalsin1a-Askstudentstopointtoandnametheanimals.
Say,Imgoingtoplayrecordingsofthreeconversations.Listencarefullyasyoulookatthewordsinla.Putacheckmarkinfrontofthenameofeachanimalyouhear.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentscheckeachanimalnametheyhear.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleconversationinthepicture.Asktwostudentstoreadittotheclass.Answeranyquestionstheymayhave.
Pointoutthefourdescriptionwords.Askastudenttoreadthemaloud.Reviewthemeaningofeachword.
Say,Nowyoucanmakeconversationsaboutanimals.Yourconversationscanbeliketheexample.Usethesedescriptionwords.
Askstudentstoworkinpairs.Havethemtaketurnssayingbothparts.
Ifstudentsneedhelpgettingstarted,demonstrateanotherconversationwithastudent.Forexample:
Teacher:letsseetheelephant.
Student:Whydoyouwanttoseetheelephant?
Teacher:Becauseitsverysmart.
Asksomestudentstopresenttheirconversationstotheclass.
2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentiontothetwoblanklinesontheleft.Say,Youwillheararecordingofaconversation.Listencarefully.Thenwritethenamesofthetwoanimalsyouhearontheselines.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentswriteinthenamesoftheanimals.
Checktheanswers.
Pointouttheadjectiveslistedontheright.Askastudenttosaythewords.
Say,NowIwillplaytherecordingagain.Thistimedrawalinebetweeneachanimalandtheadjectiveyouhear.
Playtherecordingandhavestudentsmatcheachanimalwithanadjective.
Correcttheanswers.
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
CallattentiontotheconversationandtheblanklinesinitSay,Youwillheartherecordingagain.Thistimepleasewriteawordfromtheboxoneachblankline.Somewordscanbeusedmorethanonetime.
Askastudenttoreadthewordsinthebox.
Playtherecording.Checktoseethatstudentsarewritingawordfromtheboxoneachlineoftheconversation.
Goovertheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheconversationinthepicture.Asktwostudentstoreadittotheclass.
Say,Nowyoucanhaveconversationslikethisone.UsethewordsinBox1,Box2,andBox3inyourconversations.
Demonstrateaconversationwithastudent.Forexample:
Student:Doyoulikepenguins?Teacher:Yes,Ido.Student:Why?
Teacher:Becausetheyreverycute.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointtoandsaythenamesofthethreecountriesonthemapsandaskstudentstorepeat
Pointtothethreeanimalsandaskastudenttonamethem.
Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom.
Correcttheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheconversationinthepicture.Askapairofstudentstoreadittotheclass.
Askstudentstoworkinpairs.Say,Nowyoucantalkaboutwhereanimalscomefrom.Pointtothemapandanimalsstudentsmatchedupin3a-
Say,Workwithapartner.Taketurnsaskingandansweringquestionsaboutthecountriesandanimalsin3a.
Afterafewminutes,askseveralpairstosaytheconversationfortheclass.
SectionB
Additionalmaterialstobringtoclass:
PicturesofhouseholdpetsandzooanimalscutoutofmagazinesforFollow-upactivity1.
1Thisactivityintroducesmorekeyvocabulary,
Callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone.
Pointoutthelistofeightnumberedadjectivesatthetop.
Say,Nowpleasematchtheadjectivesatthetopwiththeanimalsinthepicture.Writetheletteroftheanimalonthelineaftertheadjective.Pointoutthesampleanswer.
Asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded.
Correcttheanswers-
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Callattentiontothethreeheadings.Animal,MariasWordsandTonysWords,andthewrite-onlinesundereach.
Say,NowIwillplaytherecordingagain.Thistimepleasewritethenameoftheanimalseachpersontalksaboutandthewordstheysay.
Playthefirstfourlinesofrecordingandstopthetape.Ask,Whatanimalaretheytalkingabout?(theelephant)WhatwordsdoesMariausetodescribetheelephant?(interesting,intelligent)
Pointoutthewrite-onlineswherestudentscanwritethesewords.
Playthewholerecordingandhavestudentswritethewordstheyhearonthechart.
Checktheanswers.
3Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothedialoguenexttothepicture.Asktwostudentstoreadittotheclass.
Say,Workinpairs.Usesentenceslikethesetosaywhatyouthinkaboutdifferentanimals.
Demonstratetheactivitywithoneortwostudents.Forexample,say,Ilikedolphins.Theyreintelligent.
Askstudentstoworkinpairs.Astheywork,movearoundtheroomcheckingonprogress.
Asksomepairstopresenttheirconversationstotheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointoutthethreedescriptionsofanimals.Askstudentstotaketurnsreadingonealoud.
Thendrawattentiontothepicturesofanimalsbelow.Say,Writetheletteroftheanimalintheblanklinesaboveitsdescription.Thereisoneanimalthatisnotdescribed.
Checktheanswers.
3bThisactivityintroducessomenewvocabularywordsandprovidesreadingandwritingpracticeusingthetargetvocabulary.
Callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves,andmeat.Askastudenttoexplaineachwordoruseitinasentencetoshowheorsheunderstandswhatitmeans.Teachtheexpressionsleeps.
Pointoutthedescriptionin3bwithblanklineswheresomewordsaremissing.Readittotheclasssayingblankeachtimeyoucometoablankline.
Pointoutthesixwordsinthebox.Say,Youcanwritethesewordsintheblanks.Useeachwordonlyonce.
Asstudentswork,movearoundtheroomcheckingprogressandofferinglanguagesupportasneeded.
Checktheanswers.
3cThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage,
Say,Nowyoucanwriteadescriptionliketheonein3b.Youcanusesomeofthesamewords.Writeaboutanyanimalyoulike.
Youmaywishtodoasampledescriptionwiththeclass.Chooseananimalsnameandwriteitontheboard.Thenaskstudentstomakestatementsabouttheanimal.Repeateachstatementandthenwriteontheboard.Youcanaskleadingquestionssuchas.Isitbig?Isitlazy?Doesiteatgrass?
Askstudentstowritetheirowndescriptions.Youmaywishtohavelessfluentstudentsworkwithamorefluentpartner,
Askstudentstosharetheirwritingwithothersintheclass.
Afteryouhavereviewedthestudentswork,youmaywishtohavesomestudentsrecopytheirworksothatyoucanpostitontheclassroombulletinhoard.

Unit3　SectionBandselfcheck

Unit3　SectionBandselfcheck

教学课题：Unit3Teenagersshouldbeallowedtochoosetheirownclothes.（SectionBandselfcheck）

教学目标

1.知识目标：掌握agreeanddisagree的用法。学会使用Ithink...，Iagree...和Idontthink...，Idontagree...来表达自己的意见。

2.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。

3.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。

教学分析

1.教材分析：SectionB主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践的。

2.学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。

3.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。

4.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。

教学准备

1.多媒体：多媒体，幻灯片，英语影音资料。

2.其他参考资料。

教学过程

Unit3:Teenagersshouldbeallowedtochoosetheirownclothes.(SectionBandselfcheck)

StepOne:Freetalkanddiscussion.

StepTwo:

1.learnfromsb2.agreewith

3.disagreewith4.infact

5.taketimetodosth6.chatwith

StepThree:

Finish1a.

StepFour:

Practicetheconversationinactivity1b.

StepFive:

Makeanewconversationingroupsaccordingtotheonein2c.Thenactitout.?

StepSix:

Discusswhatyouareallowedtodoandwhatyouarentallowedtododuringyourstayatschool/home/libraryandsoon.

StepSeven:

Readthetextthensuggestthequestionsaccordingtothetext.

StepEight:

Discusswhatiscoolinyourmind.

StepNine:

Homework:

Writesomesentencesabout“cool”.?

教学反思

1.如何在英语课堂教学中有效的进行中外文化的渗透？

2.如何培养学生的跨文化意识？

3.教师如何布置个性化的作业？

4.如何面对本套教材大词汇量教学及反馈的问

Unit3 This is my sister教案

每个老师不可缺少的课件是教案课件，大家在认真写教案课件了。只有写好教案课件计划，未来工作才会更有干劲！你们知道适合教案课件的范文有哪些呢？以下是小编为大家精心整理的“Unit3 This is my sister教案”，希望能为您提供更多的参考。

Unit3Thisismysister教案
SectionAPeriod1
班级：____________小组：__________姓名：___________
教师寄语：立足昨天，把握今天，迎接明天。
学习目标:：
1、记住有关单词及短语
2、会运用“Thisis……Thatis……Isthis……?Isthat……?”句型
认定目标：师生共同认定
预习导航：Ashe’s(完全形式)_________those(单数)__________his(主格)__________father(对应词)__________this(复数)__________我的朋友_____________你的姐姐__________
thatis(缩写形式)_______
自主探究:
1、听录音，学习有关单词及短语；
2、学生看书P13，1a，将单词与图片匹配；学生独立完成，然后小组交流，并展示答案。师评析。
3、听录音，在活动1a中圈出你听到的学科；听后独立完成，然后小组交流，展示答案。师评析。
4、结对活动：练习P131c中的对话。然后编写新对话；学生独立完成，然后小组交流，并展示答案。师生评价，选出活动较好的小组。
5、听录音，将P142a中的句子排序连成对话；听后独立完成，然后小组交流，展示答案。师评析。
6、学生看书P142b，听录音，将听到的学科与形容词匹配；听后独立完成，然后小组交流，展示答案。师评析。
7、结对活动：学生用活动2c中的信息编写对话。学生独立完成，然后小组交流，并展示答案。师生评价，选出活动较好的小组。
归纳总结：师生共同小结。
达标测评A一、根据句意及首字母提示补全单词。
1.Thisismys________kate.
2.Thatishisgoodf________Silly.
3.Mymother’ssisterismya_______?
4.T______arehisbooks.
5.Mymother’sparentsaremyg___________.
B二、单项选择
1.–IsheLinTao?--Yes,__________.A.itisB.he’sC.heis
2.Myfatherandmymotheraremy________.A.parentB.parentsC.brothers
3.Myfatherismygrandfather’s_________.A.sonB.daughterC.uncle
4.–Isthat________backpack?--No,mybackpackishere.
A.sheB.hersC.your
5.–Isthis_______pencilsharpener?--No,it’sherpencilsharpener.
A.sheB.heC.his
创新提高：C句型转换：
1.ThatismyEnglishbook.(改为否定句)____________________myEnglishbook.
2.Thesearehisbrothers.(改为一般疑问句)____________________hisbrothers?
3.Isthishisson?(作肯定回答)__________,__________is.
4Thatismysister.(改为复数句)________________________________________
教学反思：
Unit3Thisismysister.
SectionAPeriod2
班级：____________小组：__________姓名：___________
教师寄语：用勤奋的汗水迎接灿烂的明天。
学习目标:
1、记住有关单词及短语；
2、进一步学习运用Thisis……Theseare……Thatis……Thoseare……”句型
认定目标：师生共同认定
预习导航：
A英汉互译。
1.你的妹妹_______________2.我的父母亲__________________3.那个女孩_________________
4.这些男孩______________5.吉姆的祖父母_________________6.hisbrother__________________
7.herfriend__________________8.thosewatches__________________
自主探究
1、听录音，学习有关单词及短语；
2、学生看书P153a，用方框中的单词完成对话；学生独立完成，然后小组交流，并展示答案。师评析。
3、结对活动。学生询问自己的同伴最喜欢的科目和教师，完成表格；学生独立完成，然后小组交流，并展示答案。师生评价，选出活动较好的小组。
归纳总结：师生共同小结。
达标测评：
A:选用方框内所给词填空。
unclesistergrandfatherbrotheraunt
1.Myfather’ssisterismy________.
2.Mymother’ssonismy________.
3.Mymother’sdaughterismy________.
4.Myfather’sfatherismy________.
5.Mycousin’sfatherismy________.
B：用所给词的适当形式填空。
1.________（this）aremycousins.
2.________（look）!Thisismyfather.
3.________（thank）foryourhelp.
4.His________（parent）areteachers.
5.Ishe________（you）brother?
创新提高：
C按要求改写句子。
1.Hisfatherandmotherareworkers.（改为同义句）His__________________areworkers.
2.Thisismycousin.（改为复数形式）__________________mycousins.
3.Tomismyfriend.（改为一般疑问句）_________________yourfriend?
4.ThisisakeyinEnglish.（对划线部分提问）__________________inEnglish?
5.Thatismyuncle.（改为否定句）__________________myuncle.
教学反思：

Unit3Thisismysister.
SectionB
班级：____________小组：__________姓名：___________
教师寄语：没有口水和汗水，就没有成功的泪水。
学习目标:
1.记住有关单词及短语
2.巩固使用如下句型：Thisis……Theseare……Thatis……Those
are……Isthis……?Isthat……?并会使用这些句型来写一段话。
认定目标：师生共同认定
预习导航：Ason(对应词)__________photo(复数)__________为…而感谢_____________
你妈妈的名字__________inthephoto_________thefamilytree_____________
myfamilyphoto_________他的堂弟_____________
那些是我的姐姐们。
这是我的全家福。
自主探究：
1、听录音，学习有关单词及短语；
2、学生看书P16,1a；学生独立完成，然后小组交流，并展示答案。师评析。
3、学生看书P16,1b勾出你在学校学习的科目；学生独立完成，然后小组交流，并展示答案。师评析。
4、结对活动：就自己在学校所学科目进行回答；小组展示，师生评价，选出表现优秀小组。
5、学生听录音并记下听到的学科；学生独立完成，然后小组交流，并展示答案。师评析。
6、学生再听一遍录音，完成P16，2b中的表格；学生独立完成，然后小组交流，并展示答案。师评析。
7、结对活动：用表格中的信息做对话；小组展示，师生评价，选出表现优秀小组。
8、学生看书P173a，阅读书信，在林梅喜欢的事物下面划线；圈出她不喜欢的东西；
9、学生看书3b；学生独立完成，然后小组交流，并展示答案。师评析。
归纳总结：师生共同小结。
达标测评：A单项选择：
1.Thanks_________yourfamilyphoto.
A.ofB.forC.from
2.Her________areTinaandJim.
A.friendB.brotherC.friends
3.Thisisaphoto_________myclassmate.
A.inB.ofC.at
4.Youraunt’ssonisyour_________.
A.brotherB.cousinC.sister
5.Yourfather’sbrotherisyour__________.
A.cousinB.uncleC.nephew
创新提高：B用括号里单词的适当形式填空。
1、Thatis___bike.(she)
2.Theyaremy______.(grandparent)
3.______amGine.(my)
4.______isapicture.(these)
5.______ismyaunt.(her)
教学反思：
Unit3Thisismysister.
Selfcheck
班级：____________小组：__________姓名：___________
教师寄语：人必须相信自己，这是成功的秘诀。
学习目标:1、掌握Unit3中的单词及短语；
2、巩固使用如下句型：Thisis……Theseare……Thatis……Those
are……Isthis……?Isthat……?并会使用这些句型来写一段话
认定目标：师生共同认定
预习导航：根据句意及首字母提示补全单词。
1.Iamaboy.Iammyp________son.
2.Myfather’sd________ismysister.
3.Mom,t________aremyclassmates.
4.IsGaoPengyourf________?
5.LilyandLucyaremyc________,theyaremyaunt’sdaughters
自主探究：1、小组内两人结对听写本单元的单词及短语，评出优秀者
2、老师让每组学生写一封信在课堂上读，看哪组写得好，写得快，评出优秀小组。
归纳总结：师生共同小结。
达标测评A：单项选择。根据括号内中文提示完成句子，一空一词：
1.____________(什么)isthis?
2.Isthisa____________(绿色)pencil?
3.Tom’s____________(夹克衫)isold.
4.What’syour____________(名字)?
5.His________(英语)isverygood.
6.Alice’scatis___________(白色的).
7.There’sa_________(被子)inthebed.
8.Please________(拼写)“Please”.
9.TheyareHelen__________(和)Grace.
10.Good__________(黄昏).

1.Mr.White,________myfather.A.itisB.thisisC.thisD.that
2.They______brothers.A.aretheirB.istheirC.aretheyD.isthey
3.-IsNancyyoursister?-__________.
A.Yes,heisB.Yes,sheisC.No,heisD.No,sheis
4.-Whatisthat?-Itis_______case.
A.hisaB.ahisC.hisanD.a
5.Thosearemy_______.
A.pencilB.boxsC.watchsD.pens
B：改错。
1.Aresheyoursister?()_________
ABCD
2.Thoseismysisters.()_________
ABCD
3.Isthisyourfriends?()_________
ABCD
创新提高：C书面表达.
假如你是Kate,请根据下面提供的信息,介绍你自己和你的家人.要求40-50词.
NameAgeJob(职业)
Kate7student
Tom(brother)2
Anna(sister)10student
Paul(father)teacher
Diana(mother)Worker(工人)
教学反思：

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