英语七年级上册Unit3教案人教版3
语法点滴
谈谈why引导的特殊疑问句
本单元中涉及到了单词why，why是一个疑问副词，意为“为什么”，经常由“Why + 一般疑问句？”构成特殊疑问句。
一般说来，why引导的特殊疑问句有下列两种形式：
一、用来询问发生某一动作或存在某一情况的原因、理由，一般由because引导的状语从句来作答。
如：
1. —Why do you like the lions? 你为什么喜欢这些狮子？—Because they’re very cute. 因为它们很可爱。
2. —Why do they want to go to China? 他们为什么想要来中国？
—Because they want to learn Chinese. 因为他们想学习汉语。
注意：有时why引导的特殊疑问句可以和What ... for ...? 句式进行替换。
如：
Why does he come here? = What does he come here for? 他为什么来这儿？
二、用来表示向对方提出一种建议，常见的句型为：Why don’t you + 动词原形...? （常可以简化为：Why not + 动词原形...?），其答语多用That’s a good idea!或Good idea!等。
如：
1. —Why don’t you go to the park tomorrow?（=Why not go to the park tomorrow?）你明天为什么不去公园呢？
—Good idea! 好主意！
2. —Why don’t you buy a cake for your mother?(=Why not buy a cake for your mother?) 你为什么不给你妈妈买块儿蛋糕呢？
—That’s a good idea! 好主意！。
初一英语上册第三单元Unit 3 Is this your pencil教案3
Please look at the picture in activity 1a. What can you find?
2．Match and discuss
a. Would you please match the words with the things in the picture?
Unit 3: Is this your pencil?
The first period
Teaching aims:
1.To learn to use the demonstratives “this, that”
2.To learn to use Yes/ No question and short answers
3.Game: which is missing? (try torememberthe words)
4.Practice :What’s this/that? It’s a/an…
What are these/those? They’re….
(review the singular forms and plural forms.)
B: Yes, it is. It’s mine.
Model 3：
1.Tell Ss that there are many things in the box. Ask them whose they are.
c) What questions;
Difficult points:the usage of the possessive pronouns
教学设计
备注
Step 1 Warming up
1.Revise and greetings .
人教版(2024)七年级上册 starter unit3 Welcome pronun教案(表格式)
2.In pairs, students discuss exercises from the textbook and fill out a table, categorizing words and writing them below the corresponding phonetic symbols and letters.
Practice
1. Guide students choose right answer.
2. Guide studentsjudge the pronunciation of a word by observing whether thesyllableis open or closed.Then teacher play the audio to check answers
5. Finish situational quiz on the power point.
Enhance students’cognition of short vowels. Exercise students’thinking ability to make connectionsbetweenclosed syllables and short vowels.
教学过程
教学环节
教师活动
学生活动
教学目的
Lead in
ห้องสมุดไป่ตู้1、Greet
Hello, everyone! How are you today?
2、Play a video of short vowels. The video should be simple, visually engaging, and connect directly to students’lives. After watching it, students need to answer question: What is this video about?
2024年秋人教七年级英语上册Unit 3 My School(教案)
Unit 3My School1.Talk about places in school.Period 4Section B(1a－2b)本单元教材以“我的学校”为中心话题,围绕着“你的学校是什么样的？”以及“你在学校做过哪些有趣的事情？”进行学习和运用相关知识。
Section A主要学习用there be句型以及方位介词介绍学校。
掌握介词(短语)in front of,behind,next to,between,across from等。
Section B的重点是要求学生读懂Peter回复Flora关于介绍自己学校的邮件,并完成所安排的读写任务,教师在教学中应合理利用课本上的知识进行教学。
第一课时Section A(1a－1d)—Pronunciation(1－2)Teaching Objects【教学目标】1.Talk about places in school.2.Describe locations using there be structure and prepositions of position.3.Pronounce /ɔː/,/ɒ/,/uː/ and /ʊ/ correctly,and remember the letters and letter combinations that represent them.4.Know the location of word stress.Teaching Aids【教学工具】an English book,a tape recorder and CAITeaching Steps【教学步骤】Listening and speaking★Step 1Leading in【情景导入】1.Ask the Ss to look at the photo of a school on Page 35,and then share：(1)What is this place in the photo?(2)What are the people doing on the sports field?(3)What do you like to do at school?2.Let some students share their answers with the class.★Step 2Pretask【准备任务】Page 36,1a1.Ask the Ss to look at the words in the box and translate them into Chinese.And then summarise the prepositions of position.2.Ask the Ss to look at the picture.Then talk about the positions of the places with the words in the box.3.Show them a sample.4.Ask them to work in groups and talk about the places.5.Choose a group to make a short conversation.★Step 3Whiletask【过程任务】Page 36,1b1.Ask the Ss to listen to the conversations and number the places in the order they hear them.2.Check the answers with the class.Page 36,1c1.Listen again and complete the sentences.2.Ask some Ss to share their answers.The T could show the right answers.★Step 4Posttask【后续任务】Page 36,1d1.Ask the Ss to talk about the places in the picture in 1a.2.Give the Ss some prompts.Ask them to roleplay the conversations using the following structures.—Is there...in this school?—Yes,there is.—Where is it?—It's...Pronunciation★Step 5Pretask【准备任务】Page 37,11.Ask the Ss to read the words.Then ask them to answer the question：Which pronunciationdoes each group of words contain?2.Lead the Ss to learn the phonetic symbols of words.★Step 6Whiletask【过程任务】Page 37,11.Play the recording,and then ask the Ss to repeat it.2.Explain the key points of pronunciation about /ɔː/,/ɒ/,/uː/ and /ʊ/,show the pronunciation of them to the Ss,and then ask them to repeat again.3.Let the Ss read the words together.Page 37,21.Ask the Ss to read the words in Pronunciation 2 freely.2.Play the recording,and then ask the Ss to notice the stressed syllables.3.Ask the Ss to repeat them.4.Then ask them to tell the difference of the words in stressed syllables in two groups.5.Ask the Ss to read the words again.★Step 7Posttask【后续任务】If possible,the T can provide more target language materials for students to practise.★Step 8Summary【课堂小结】Ask the Ss to use the students' selfassessment form to check what they have learned in this★Step 9Homework【家庭作业】1.Review the words,phrases and sentences.2.Do the exercises in students' book.Board Design【板书设计】Unit 3My SchoolPeriod 1Section A(1a－1d)—Pronunciation(1－2)1.V ocabulary：hall,dining,building,across,field,gym,office2.Target words：in front of,behind,next to,between...and...,across fromTeaching reflection【教学反思】In the learning process,we should use listening practice to improve the students' listening ability.At the same time,we must ask the students to practise the conversations they make to improve their speaking skills.From the simple to the complex,the content of this lesson is gradually introduced,which is easy for students to understand.And the teaching effect is good.第二课时Section A(2a－2f)Teaching Objects【教学目标】1.Get detailed information about Peter's new classroom through the conversation.pare your classroom with Peter's.Teaching Aids【教学工具】an English book,a tape recorder and CAITeaching Steps【教学步骤】★Step 1Leading in【情景导入】1.Ask the Ss to answer the question freely：What's your classroom like?2.Let the Ss share the answers,and let other students add some information.★Step 2Pretask【准备任务】Page 37,2aShow the photo on Page 37 to the Ss,and ask them to answer the following questions：(1)Where's it in the picture?(2)What can you see in the classroom?★Step 3Whiletask【过程任务】Page 37,2a1.Let the Ss listen to the conversation and fill in the blanks.2.Ask some students to share their answers,and then show the right answers to them.3.Translate the right answers into Chinese to the Ss.Page 38,2b1.Ask the Ss to look through the questions in 2b first,and then let them read the conversation and match the questions with the answers.2.Check the answers with the class.Page 38,2c1.Let the Ss look through the sentences in 2c and read them.Then let them circle T for true orF for false.2.Ask the Ss to share the answers,and explain the reason why it is true or false.★Step 4Posttask【后续任务】Page 38,2d1.Ask the Ss to listen to the conversation again and roleplay it.2.Choose a pair to roleplay the conversation in the front of the classroom.Page 38,2e1.Show the words in the box to the Ss,and ask them whether the things are in their classroom.2.Let the Ss list the things in Peter's classroom and the students' classroom.Page 38,2f1.Ask the Ss to work in pairs to compare Peter's classroom with theirs.2.Show a sample to the Ss.Then ask them to talk about their classroom as the sample.★Step 5Language points【语言要点】1.special的用法作形容词,意为“特别的；特殊的”,如：a special gift 一份特别的礼物。
七年级英语上册(人教版)Unit3单元整体教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.词汇：学生能够熟练掌握并运用Unit 3中的重点词汇，如family, parent, brother, sister, doctor, teacher等，以及与家庭职业相关的词汇。
4.任务型教学：学生通过完成各种任务，如听力、阅读、写作等，巩固所学知识，提高综合语言运用能力。
5.激励性评价：教师给予学生积极的评价，激发学生的学习兴趣和自信心，培养良好的学习习惯。
（三）情感态度与价值观
在本章节的学习中，学生将培养以下情感态度与价值观：
1.积极参与：学生积极参与课堂活动，主动与同学交流，展示自己的学习成果。
3.学习习惯：七年级学生正处于学习习惯养成的关键时期，需要教师在教学中注重培养学生的学习策略、自主学习能力和合作精神。
4.情感态度：学生在学习英语过程中，可能存在一定的焦虑和恐惧心理。教师应以鼓励、关爱为主，营造轻松、愉快的课堂氛围，帮助学生树立自信心，激发学习兴趣。
5.家庭背景：学生来自不同的家庭背景，对家庭、职业等方面的认知存在差异。教学中应充分挖掘学生的生活经验，将所学知识与学生实际相结合，提高教学效果。
-例如，展示一个家庭的日常生活场景，引导学生用一般现在时描述家庭成员的活动。
2.互动教学：采用问答、角色扮演、小组讨论等形式，增加课堂互动，提高学生的参与度。
-教师提问：“What does your mother do?”，引导学生用一般现在时回答。
3.分层教学：针对学生的不同水平，设计不同难度的教学活动，确保每个学生都能在课堂上得到有效提升。
二、学情分析
针对七年级学生的年龄特点和英语学习水平，进行以下学情分析：
人教版英语七年级上册Staterunit3教学设计
教学目的：通过图片展示和教师引导，为学生提供语言输入，为新课的学习做好铺垫。
（二）讲授新知
1.教学内容：教师针对本节课的颜色和衣物类词汇、一般疑问句和肯定回答进行讲解。
教学语言：教师用简单易懂的语言，结合图片和实物，展示新词汇和语法结构。
4.互动游戏：学生通过参与互动游戏，巩固所学知识，提高英语运用能力。
5.写作实践：学生进行写作练习，培养写作技巧，提高写作能力。
6.阅读拓展：学生阅读相与价值观
在本章节的教学中，学生将培养以下情感态度与价值观：
1.积极的学习态度：学生积极参与课堂活动，主动学习英语，养成良好的学习习惯。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法提升英语学习能力和实际运用能力：
1.观察与发现：学生通过观察图片和实物，发现颜色和衣物的特点，激发学习兴趣。
2.听力训练：学生通过听力练习，提高对英语语音、语调的敏感度，提升听力理解能力。
3.口语交流：学生参与课堂讨论，进行角色扮演，锻炼口语表达能力。
2.对话创编：学生两人一组，创编一个关于在服装店购物的对话。要求对话中包含询问颜色、大小和价格等内容，使用所学词汇和语法结构。
-教师提示：可以参考以下句型进行对话创编：
- A: Can I help you?
- B: Yes, I'm looking for a yellow shirt. Do you have this size?
2.语法：学生能够理解并运用一般疑问句和肯定回答的结构，如：“Is this your shirt? Yes, it is./No, it isn't.”
人教版七年级英语上册Unit3教案
学习目标 1、学会认知家庭成员，了解家庭关系。
2、学会介绍人，识别人。
3、通过认知家庭成员及关系学会使用指示代词复数these , those 的用法。
包括一般疑问句和否定句式。
4、能写一封书信。
5、能比较熟练的使用目标语言写一份介绍家庭成员或他人的短文。
二、学习内容目标分类学习内容词汇sister , parent , brother , grandmother , grandfather , grandparent , these , those , she , he’s =he is , son , cousin , daughter , uncle , aunt , thank for , here , love , much , very much , soon , see you soon , pen friend , they , aren’t =are not语法句型 1、复习“用指示代词介绍人或物”的句子结构的单数形式、一般疑问句形式及其问答。
Is this your pencil ? Yes , it is .Is this my pen ? No , it isn’t .Is that his book ? Yes , it is .Is that her eraser ? No , it isn’t .2、学习“用指示代词介绍人或物”的句子结构的复数形式、一般疑问句形式及其问答。
Is this your sister ? No , it isn’t .This is my friend . These are my friends .I s that your brother ? Yes , it is .That is my brother .Those are my brothers .功能 Introduce people , identify people三、朗读单词1.sister n. 姐；妹2.parent n. 父或母3.brother n. 兄；弟4.grandmother n. 祖母；外祖母5.grandfather n. 祖父；外祖父6.grandparent n. 祖父/ 母；外祖父/母7.these pron . & adj.这些8.those pron . & adj.那些9.she pron .她10.he’s =he is11.son n.儿子12.cousin n.堂（表）兄弟；堂（表）姐妹13.daughter n. 女儿14.uncle n.叔；伯；舅；姨父；姑夫15.aunt n. 姨母；姑母；伯母；婶母16.thank for为……而感谢17.here adv.在这里；向这里18.love v.爱；热爱19.much adv. 很；非常20.very much 很；非常21. soon adv.不久22.see you soon ,再见。
人教版七年级英语上册 Unit 3 Section B (3a-Self Check) 教案
完成 Self Check 的练
教学过程
学生活动
去写。这样既可以检查学生的单词掌握情况，也可以调动学生学习英语的积极 习。
性。
2．写新单词：让学生在练习本上写出本单元所学的其他单词。
Step 8：Self Check
让学生完成 Self Check 的第二部分，用代词填表。
I
me
my
mine
you
的写作做好
“Lost” below and find out the important information about it.
铺垫。
Lost：
Lost：
写一篇寻物
I lost my baseball. I lost my ID card.
启事。
练习运用词
Yellow and red.
My name is Mike.
课件呈现信
...
小组内进行 息，练习单
2.让学生根据家庭作业所做的卡片信息，进行物品主人的确认。
对话练习， 词和句型。
这样既可以检查学生的家庭作业情况，又可以训练学生的语言表达能力。 确认物主。
Step 3：Present “Lost and Found”
1.教师利用多媒体课件展示寻物启事和失物招领启事，让学生判断 Lost 和
写一篇寻物 启事。
提高写作能 力。
For example：
T：OK，let's try to write your own lost or found notice with your
name and phone number.
(The students write their bulletin board messages and the teacher
人教版初中英语七年级上册unit 3 (1a--2d) 教案
1.找出下列新单词和词组
铅笔书橡皮盒子书包字典
帮助受欢迎的铅笔盒
……怎么样？…..?为…..而感谢
2.找出下列新句子
1.这是你的铅笔吗？是的，它是。它是我的。
？，。。
2.那是你的书包吗？不，它不是的。它是他的。
？，。。
3.这些是你的铅笔吗？不，他们是Bob的。
3、我能在与同伴的合作中收获成功，提升自我。
Step 1 Review（复习）
1.按要求写出学过的单词及词组。
姐，妹妈妈爸爸父母兄，弟那些
祖母祖父祖父母家庭这些谁
他们嗯，好吧经受一天，白天再见
过得愉快！！儿子_____女儿_______
爷爷_______奶奶______叔叔_____阿姨____堂兄_______
1.背记本导学案左边的新单词和词组，然后和对子互相拼单词，最后由组长报听写。
2.补全单词。
1.----E me . Is this your pen? Yes , it’s m .
2.-----Thank you f your h .
------Your’re w .
3.------Are these her books ?------ Yes , t a .
？，。
4.那些是她的钥匙吗？是的，他们是她的。
？，。
3.根据所学的内将表格补全
第一人称
第二人称
第三人称
形容词性
物主代词
my
her
its
名词性
物主代词
yours
含义
我的
你的
（你们的）
他的
她的
Unit 3 英语教案2022-2023学年人教版七年级英语上册
Unit 3 Is this your pencil教学目标：学生能够掌握单词pencil, book, ruler, eraser, sharpener的发音、拼写及意义。
学生能够掌握句型“Is this your…”“Yes, it is./No, it isn’t.”进行简单的交际。
提高学生的听说读写能力，培养学生的语感和交际能力。
教学重点：学生能够掌握单词pencil, book, ruler, eraser, sharpener的发音、拼写及意义。
学生能够掌握句型“Is this your…”“Yes, it is./No, it isn’t.”进行简单的交际。
教学难点：学生能否正确运用句型“Is this your…”“Yes, it is./No, it isn’t.”进行简单的交际。
学生能否熟练掌握单词pencil, book, ruler, eraser, sharpener的发音、拼写及意义。
教学准备：单词卡片，图片等教具。
录音机，磁带等教学用品。
教学过程：Step 1: Warming-upReview the vocabulary learned in the previous lesson.Show some objects, such as a pencil, a book, a ruler, an eraser, and a sharpener, and ask the students to say the names of the objects.Step 2: PresentationIntroduce the new words by showing pictures or real objects, and ask the students to repeat after the teacher. Write the words on the board and explain the meaning.Use flashcards to practice the vocabulary. The teacher can show the flashcards to the students and ask them to say the word or make a sentence with it.Step 3: Listening and SpeakingPlay the recording of Section A, and ask the students to listen and repeat after the recording. Play the recording again, and ask the students to answer the questions in the textbook.Ask the students to practice using the new sentence structures, such as “Is this your pencil?”“Yes, it is.”“No, it isn’t.”Pair up the students and have them practice the dialogue using the new vocabulary and sentence structures.Step 4: Reading and WritingAsk the students to read the dialogue in Section A and try to understand the meaning.Ask the students to write a short paragraph about the objects they have in their school bags using the new vocabulary and sentence structures they have learned.Step 5: Review and AssessmentReview the new vocabulary and sentence structures with the students by asking them to say the words and make sentences with them.Assess the students’understanding of the new vocabulary and sentence structures by asking them to complete some exercises in their textbook or workbook.Step 6: HomeworkAssign some homework exercises that reinforce the new vocabulary and sentence structures, such as writing a short paragraph about the objects they have in their school bags or doing some fill-in-the-blank exercises.。
七年级英语上unit 3教案人教版
Unit 3 This is my sister.一、能力目标：1、能介绍自己的家庭成员。
2、能听懂有关介绍家庭成员的对话。
3、能用本单元学过的词汇进行简短对话。
二、知识目标：1、掌握本单元出现的常见词汇，短语。
2、掌握名词的单数、复数形式的变化。
3、掌握日常交际用语如：Is that your sister? Yes, it is. / No,it isn’t. Here is my family photo.三、情感、策略与文化目标：1、情感态度：学会与家人、同学、朋友友好相处，并学会礼貌地待人接物。
2、学习策略：小组间积极配合，共同完成学习任务。
能积极动手、动脑，培养自己的想象力和创造力。
3、文化意识：了解中西方称呼上的差异。
四、话题概述：本话题谈论如何介绍自己的家庭成员。
五、重点难点：1、重点：名词的单、复数形式的变化；指示代词(this、that、these、those)的用法等2、难点：能介绍家人、亲属。
单元练习I. 听句子，选择恰当的答案。
每个句子读一遍。
( )1. A. Yes, she is B. Yes, he is.C. Yes, they are.( )2. A. It’s a pencil case. B. It’s blue pencil case.C. It’s red.( )3. A. Yes, P-H-O-T-O. B. Sorry, I don’t know.C．P-H-O-T-O.( )4. A. Yes, they are. B. Yes, we are.C. Yes, she is.( )5. A. Yes, I am. B. Yes, I do.C．Yes, I have.II. 听录音回答问题，根据听到的内容选择正确的答案将其标号填入题前括号内。
每个对话读两遍。
( )1．A．It is a book. B．It is a photo of Jim’s family.C．It is a family. D．It is a map.( )2．A．He is a teacher. B．He is a worker.C．He is a driver. D．He is my father.( )3．A．They are in No. 3 Middle School.B．They are sisters.C．They are Mary’s cousins.D．They are brothers.( )4．A．Lucy. B．Lucy’s.C．Lucy’s friend. D．Lucy’s brother.( )5．A．Fine. B．He is a good man.C．By bike. D. The man is my brother.III. 听短文，在横线上填写相应的称呼或名字。