七年级英语上册Unit3Topic1SectionC教案仁爱版
七年级英语上册Unit3Topic1SectionC教案仁爱版1.Learn some new words and expressions:many, lot, a lot, all, not… at all, so, study, each other, little, a little, pet, home, at home, dog, any, them.2.Go on learning questions and answers with do/does.(1)Do you like English?(2)Does Zhang Yu/Kangkang like English?3.Talk about likes and dislikes.Ⅱ. Teaching aids 教具词卡/幻灯片/图画/录音机Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)1. (师生同唱英文歌曲The More We Get Together活跃课堂气氛。
)2. (让一些学生朗读上节课布置的家庭作业：根据1a内容改编的短文。
)3. (教师利用词卡呈现any，告诉学生读音及汉语意思后，然后在前面加一个字母m,则由“一些”变成了“许多”，让学生感到好奇。
)many说一句话。
)Example: I have many good friends.4. (教师板书not让学生读，然后将字母n擦去换为l，让学生读出其音，同样由small将sm擦去直接读all。
板书呈现lot和all。
)T: We all like English a lot.(学生跟读，然后做小游戏“传话”。
老师把这句话传给一个学生，然后要求这个学生传给下一个，再下一个，……直到最后一个同学，老师让他站起来说，看看是否传得正确。
)5. (教师利用词卡教so, often和study, little。
并板书。
)(在教often时，为了方便同学们记忆，可以写成of+ten——often。
)T: Li Hong’s English is poor, so Jane often helps her study English. Li Hong often helps Janestudy Chinese, too. They help each other.(教师板书)(让学生仿照老师的话，自己在小组内说一遍。
)6. (教师利用词卡呈现not … at all并板书。
)T: Li Ping likes English, but Wang Feng doesn’t like it at all.(教师鼓励学生用like和not … at all各说一句话，说的准确，流利的同学，大家给予掌声鼓励。
)Step 2 Presentation 第二步呈现(时间:10分钟)1. (教师播放1a录音，要求学生听录音并回答Who often helps me study English?)2. (让学生们再读1a，然后完成1b Work alone。
核对答案。
)3. (教师要求学生划出文中的关键词，然后教师再放录音，学生跟读。
)4. (教师利用幻灯片将文中的关键词展示出来，并简明扼要讲解一下语言点。
)5. (要求学生利用幻灯片上的关键词，试着复述课文。
先在小组内进行，然后各小组推选一名学生向全班同学复述。
)6. (教师处理4a Read and understand中的生词，为学习4a扫清障碍。
)(1)(利用幻灯片展示dog的图片。
)T:What’s this? Oh, it’s a dog. Whose dog is it?Ss: We don’t know.T: S1, is this dog yours?S1: No, it isn’t.T:Do you like it?S1: Yes, I do.(用同样的方法教cat。
)(2)(教pet, home和at home。
)T: I have a pet at home. It’s a cat. I like it a lot. (学生跟读，然后仿照老师的话谈谈自己的宠物。
)(3)(复习前面的I—me, we—us, she—her, he—him来引出they —them。
两人一组，一个人说人称代词主格，一个人说宾格，反复进行。
)7. (学生不看书，教师播放4a的录音，让学生根据4a的内容做选择练习。
教师利用幻灯片呈现习题。
)Choose the correct answers according to what you hear.(1) What pet do I have at home?A. A dog.B. A cat.C. You don’t have any pets.(2) My pet’s name is .A. MemeB. KittyC. Huanhuan(3) Zhou Lan’s pet is .A. a dogB. a catC. an eraser(4) Does Zhou Lan like Tommy?A. No, she doesn’t.B. Yes, she does.C. We don’tknow.8. (教师再放4a录音，学生跟读，然后独立完成4b。
老师核对答案。
)Step 3 Consolidation 第三步巩固(时间:8分钟)1. (让学生再读4a，然后回答问题，教师将问题用幻灯片呈现出来。
)2. (教师根据4a内容，设计问句Do …?/Does …? 让学生回答，教师将所设制的问题利用幻灯片展示出来。
)(学生两人一组操练Do you …/Does she/he …句型，然后书面完3. (播放3录音，让学生听，然后操练like和dislike问句及其答语。
)(教师用幻灯片将下列内容呈现出来。
)(教师让两位学生S1和S2到台前。
)T:S1, do you like English?S1: Yes, I like it very much./ No, I don’t like it at all. T:S2, does S1 like English?S2: Yes, he/she likes it a lot./ No, he/she doesn’t like it at all.(学生三人一组，仿照上面对话进行操练。
)Step 4 Practice 第四步练习(时间:7分钟)(做句型练习活动，操练very much/a lot, a little和not … at all。
)具体操作：(1)教师利用幻灯片展示苹果的图片，并且在图片一旁画有 , , 或图标(2)一个学生看见两个图标说very much/a lot，看见一个图标说a little 看见图标说not … at all。
让其他学生说出相应的句子。
(两人一组)S1: a little.S2: I like apples a little.(三人一组)S1: very much/ a lot.S2: I like apples very much.S3: I like apples a lot.(四人一组)S1: not … at all.S2: I don’t like apples at all.S3: He/She doesn’t like apples at all.S4: Doesn’t he/she like apples at all?(教师用同样的方法展示鸡蛋、橙子、蛋糕等图片供同学们练习。
) Step 5 Project 第五步综合探究活动(时间:10分钟)1. (运用下列句型做调查，汇报全班有多少人喜欢宠物，多少人不喜欢宠物，然后两人一组谈论宠物并口头表述对方的情况，完成4c。
)(1)Do you like pets?(2)Do you have a pet at home?(3)What is it?(4)What’s its name?(5)What does your pet look like?2. (做游戏，巩固I like … /I don’t like … at all句型。
)活动过程：①教师事先绘制一定数量的图画或制作相应的卡片。
(图片内容包括有关食物的名称等。
)②示范。
教师随意抽取一张图画(画面不能让学生看见)，并根据图画的内容进行描述自己的爱好，同时向学生示意，让他们猜测教师的爱好是什么。
例如：T: I like fruit. It’s not an apple.S: Is it a pear?T: No, I don’t like it at all.S: Do you like oranges?T: Yes, I like them very much.③将全班同学分成3至4个小组。
第一组学生派一名代表上台抽取图片，并根据其内容进行描述。
教师在一旁记录未猜中的次数。
若五次仍未猜中，则要轮到下一组。
④最后统计各组所猜的次数和猜中的次数，选出优胜组。
4. Homework：写一篇短文介绍自己所喜欢的宠物，题目是My pet，字数在40个单词左右。
Unit1 Topic3 Section C教案 仁爱版七年级上册英语
Teaching designUnit 1, Topic 3(Book 7A)How Old Are You?Section C(1a-2)I.Teaching contents1a-2in Section C, Topic 3, Unit 1, Book 7A.II.Lesson typeReading.III.Analysis of the teaching materialsIt’s the fifth class of Topic 3, Unit 1. The purpose is to help the students master the first two changing rules of the plural forms of countable nouns and practice using the key sentence structures based on the language knowledge learned in Sections A and B.IV.Analysis of the studentsAs learners in the first stage, the students are very curious so they are interested in talking about something in English. And they have had the ability of asking and answering about the real objects after the learning of Sections A and B.V.Teaching aims1.Knowledge aims:Be able to use the new words and new sentence structures and know about the first two changing rules of the plural forms of countable nouns.2.Skill aims:Be able to talk about the real objects us ing the key structures.3.Emotional aims:Be able to be confident and active. Learn to work with others and help each other.VI.Key pointsMaster the key sentence structures:--What are these/those/they?--They’re....Difficult pointsConclude and master the first two changing rules of the plural forms of countable nouns.VII.Teaching and learning methodsCommunicative teaching method, real-object teaching method, audio-visual teaching method, task-based teaching method, autonomous learning method, inquiry learning method and cooperative learning method.VIII.Teaching strategies1.Warming up before the class can help students get ready for the class quickly and easily and presenting the objectives of this class can help the students learn with purpose.2.Learn new words using the old sentence patterns and learn new structures using the old words so that the students can master the new knowledge more quickly and easily.3.When learning new words, present the correct phonetic symbols in order to help the students pronounce correctly.4.Chanting while remembering words can not only help students memorize quickly but also make the class atmosphere lively.5.Different levels of reading can help students understand the use of the key structures better and improve their oral English level.6.Discussing, t alking and explaining in groups can not only help students practice their oral English but also inspire their potential in learning.7.The emotional teaching throughout the whole class which tells students to help each other can help the students know that they can not only master the English knowledge but also have the ability of being a useful man when learning English.8.Encouraging students in time by oral praise or a small object in time in class can be useful to the English beginner.9.End the class by a summary so that students can realize what they have mastered and consolidate the memory of numerals.10.Deal with the teaching material s suitably so as to make the teaching and learning clear.IX.Teaching procedures1.Warming up1)Greeting s.2)Sing The Apple Song together with the video in order to get the students to get ready for the class and make the atmosphere more lively.2.Lead-in1)Tell the students there are many apples in the video in order to lead to review the sentence pattern--What’s this/that? --It’s a/an...2)Show the objectives of this class to help the students know what they will do in this class so that they can learn with purpose. Then divide them into groups and announce the class rules--(A red paper apple will be given as a prize after finishing a task. The group which gets the most apples will be the winner.) in order to inspire them to compete or cooperate with their partners so that the class can be more efficient.At the same time, guide the students to help others when necessary and learn the new sentence--Let me help you.3.Pre-reading1)Review the sentence pattern“ --What’s this/that? --It’s a/an...”by showing some pictures in the ppt.2)Learn the new words while reviewing the sentence structures, presenting the phonetic symbols; Learn the new sentence structures“--What are these/those/they?--They are...”with the help of some more pictures or some real objects after mastering more words.The purpose is to help the students get the skill of English language step by step. At the same time, write down the key sentence structures and key words on the blackboard.3)Discuss in groups and c onclude the changing rules of the plural forms of countable nouns after observing the words written on the blackboard.Then share their opinions with other students in groups.4)Chant and remember in groups.4.While-reading1)Autonomous learningAsk the students to r ead 1a quickly to find out the plural forms of countable nouns.Then r ead 1a carefully to put the dialogues into a correct order.2)Cooperative learningDiscuss in groups to check the answers.Then r ead 1a in roles for acting it out.5.Post-reading1)Autonomous learningFinish 1b alone.2)Inquiry learningDiscuss in groups to check the answers. Ask the group leader of each group to explain in detail when someone meets problems.3)Cooperative learningMake up new conversations according to 1a, 1b and 2 by choosing two of the pictures in groups.Then share their conversations in the front.4)Summary and self-check.Sum up the key points learnt in this lesson and help the students to make a self-check in order to know their mastering situation.Then count the red paper apples in each group by practicing the sentence pattern “--What are these/those/they? --They are...”to find out the winner and encourage the students to help each other in their daily. At the same time,present “HELP EACH OTHER, DO BETTER”on the screen to achieve the e motional aims.X.Blackboard design:Unit 1, Topic 3(Book 7A)How Old Are You?Section C(1a-2)XI.Self reflectionTeaching activities are colorful, effective and useful. The students must be active and interested during the whole class and I think the effect must be good.。
仁爱版英语 Unit 1 Topic 3 Section C 教案
Topic 3 How old are you?Section CⅠ. Teaching aims1.Words&phrases: those, these, book, let, help, ruler等；2.Sentences：What are these? What are those? They are … Are these/those…? Yes, they are. No, they aren’t.Ⅱ. The key points and difficult points1.Key points正确使用表示辨认物体的表达方法；正确应用单数名词变复数的规律。
2. Difficult points单数名词变复数的规律：一般在名词后加s; 以s/x结尾加es；Teaching proceduresStep Ⅰ Greetings and Lead-in1.The teacher greets with students, “Hello! Good morning. Nice to meet you.”2.Help students revise the expressions in Section B.Step Ⅱ Presentation1.Show a book and ask, “What’s this?” Help students answer, “It’s a book.” Read the word for several times. Do 1a.2.Show two books to students and ask, “What are these?” Help students say, “They are books.”3.Point to the objects on students’desks and ask, “What are those?”Let students answer, “They are…”4.Show some objects and ask, “Are they … ?” Help students answer, “Yes, they are./No, they aren’t.”5.Show the pictures of 1a on the screen and let students look at the pictures, then read the conversations by themselves first.6.Check the answers on the screen and play the tape, and let students read after the tape first.Step Ⅲ Consolidation1.Show the pictures of 1b on the screen and give students two minutes to complete the conversations，then choose four pairs to check the answers; Do 1b.2.Let students use their objects to practice the sentences in pairs and choose some pairs to show their conversations.Step Ⅳ Practice1.Show the first group pictures of 2 on screen, then let students make short conversations with the sentences in pairs. Do2.2.Choose two pairs to show the conversations, Then show the next two group pictures of 2, and then give students some time to make up new conversations with the pictures.3.Write down the key sentences on the blackboard and ask students to pay attention to the words.4.Show the word cards and let students try to read the words together; Then choose some students to read the words and ask students to write the words in their books.5.Let students read 3b aloud by themselves and pay attention to the rising tone and the falling tone; Then play the tape and let students read after the tape.Step Ⅴ Summary and Homework1.Put some objects on the desk. Then choose some students to come to the blackboard and make up conversations with them in two minutes, the student who makes more conversations is the winner; Then make a summary about the game.2.Assign homework:Review the key sentences; Make a short dialogue orally;Copy the new words in workbook; Preview Section D—Grammar and Functions. Teaching reflection:本节课由单数句型向复数句型的转换，学生会出现问题，因此，教师在教授过程中，要注意句型转换时词形的变化。
仁爱版英语七年级上册7A_Unit3_Topic1_SectionA_教学设计
Unit3 Topic1 SectionA 教学设计Ⅰ. Material analysis本节课是第三单元的第一课时，主要活动是1a 和3a。
通过Li Xiang 和Jane 的对话，学习“谈论喜好”、“询问、请求”、“结交朋友”等语言功能，同时也抛出实义动词“like”、“want”、“speak”的一般现在时第一人称、第二人称的用法以及人称代词主格和宾格的用法。
语音板块初步掌握元音音素/з:/和/ə/，辅音音素/H/，/E/ ，/C/ 和/_/的发音及发音规律，初步学习连读并了解其规律，并能在歌谣中进行连读和重音的训练。
Ⅱ.Teaching aims1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中：could, tell, sure, pen pal, some, with, problem, well, often；能够在教师的帮助和指导下，在单词中朗读和辨别字母和字母组合ir, er, sh, s, ch, ge 的发音：/з:/，/ə/，/H/，/E/ ，/C/ 和/_/并总结其发音规律；能在教师的指引下，了解句子连读及重音，并能够准确地朗读；能结合谈论喜好、提出请求、结交朋友的表达方式，正确使用实义动词like/speak/want 一般现在时第一、第二人称单数的陈述句、一般疑问句及其肯定和否定回答；能正确使用人称代词的主格和宾格形式，如：I like it very much.Could you help me with it?能在真实的语言环境中，运用表达询问、请求和谈论喜好等交际功能的用法，与他人进行真实交流，如：Could you tell me your name?Could you help me with it?Do you like Chinese?I want to find a pen pal.2. Skill aims能听懂有关表达询问、请求、谈论喜好的简单对话或叙述；1能就表达询问、请求、谈论喜好等的话题进行交流；能正确地朗读对话，注意重音和连读；能写出表达询问、请求和谈论喜好的简单句子或者小短文。
Unit3Topic1SectionC课件2022-2023学年仁爱版英语七年级上册
（3）so表示因果，承接关系，意为“因此，所以”。 He comes from America, so his English is very good.
2a Listen, read and learn. A: Jan简e,，d你o y喜ou欢li中ke文C吗hin？ese? B: Ye是s,的I l，ik我e i非t v常er喜y m欢u它ch。. A: What那ab你ou呢t ?y山ou姆, S？am? B: 不No，, I我d一on点't l也ik不e i喜t a欢t a它ll.。
□Jane and Sally are very nice.
□√ We often help each other.
□Jane can speak Chinese very well.
1b Read 1a and circle True or False.
1. Jane, Sally and I are in the same class.
so还可当副词，意为“如此，这么” Its hands is so small.它的手如此小。 She is so beautif
（1）and意为“和；又；并”，表示并列关系，用来连接语法作用相同的 词、短语或句子。如： I'm from Beijing and she is from Shanghai.我来自北京，她来自上海。
他来自美国，所以他英语很好。
Language points
用and,but,so填空 1.I like English __a_n_d___ Chinese. 2.I want to buy a pair of new shoes _b__u_t_ I don’t have enough money. （足够的钱）. 3.I often help my classmates ___so__ they think I’m a good student. 4.I’m a Chinese __a_n_d_ she is an American. 5.He likes English very much __b_u_t_ his English is not very good. 6.She likes English a lot __s_o___ she studies hard(努力学习） every day.
仁爱初中英语七年级上册《Unit 3Topic 1 Does he speak ChineseC》精品教案 (3)
Topic 1 Does he speak ChineseSection CI. Material analysis本节课是本话题的第三课时，主要活动是1a和2a。
通过介绍“我”的两个同学Jane和Sally，进一步学习和巩固表示喜好的表达法、实义动词第三人称单数的一般现在时的陈述句、一般疑问句及肯定、否定回答以及人称代词的主格和宾格的用法。
同时，通过匹配图片和音标，帮助理解单词意义，并根据音标拼写单词，再现和巩固了Section A中的音标教学，巩固了字母和字母组合ar,er,ir,o,ee,ch,sh等在单词中的发音规律，帮助学生尝试结合发音规律拼读新单词。
II. Teaching aims1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中： many, little, a little, so, them, each, each other, all, not ... at all；能在Section A的语法基础上正确运用come, speak, like, help等实义动词第三人称单数的一般现在时的陈述句、特殊疑问句、一般疑问句及其肯定否定回答，同时巩固人称代词的主格和宾格的用法；能在Section A已学的语音基础上结合图片和音标拼写单词，并能尝试结合语音发音规律拼读新单词；ar /3/ : march, farmer er /ə/: farmer, sisterir /8/ : first, bird, shirt o /4/ /əK/: go, orangeee /1/ : see ch /C/ : China, Chineses h /H/ : fish, shirt, ship能结合话题，运用“谈论喜好、朋友”等交际功能的基本表达形式，进行口头和笔头的信息输出，如：Where does he come from?Does he like Chinese?2. Skill aims能听懂有关表达谈论喜好的叙述与对话；能根据图文就谈论喜好等话题进行交流，能结合字母及字母组合的音标规律拼读新单词；能在阅读训练中进行读前猜测、读中验证的活动；能理解并执行有关“谈论笔友”的书面指令并形成短文。
Unit 3 Topic1 SectionC 教案 仁爱版九年级英语上册
九年级上册Unit 3 Topic 1 English is widely spoken throughout the world.Section C【教学构思】一、教材分析：本课属于课标话题人与社会——“语言学习（Language learning）”中语言与文化（Language and culture）项目，主要谈论英语这门语言的普及程度和重要地位。
主要教学活动为1a，2，3a和3a，通过阅读1a语篇了解英语这门语言的普及程度和重要地位，通过多种形式的阅读活动培养基本的阅读技能，如略读、寻找主旨句、寻读等，提高学生“读”的语言能力。
阅读2语篇，用所给单词补全短文，进一步培养学生快速获取信息的能力。
3a学生通过小组讨论以及查询信息的方式，探讨解决3a中提出的问题，并在3a 讨论的基础上，写出一篇短文，提高学生“写”的语言能力。
二、设计说明：根据学情和本课的语法及话题，本节课的教学设计将读与写相结合，以1a阅读篇章为载体，立足话题，聚焦语法，培养学生“读”和“说”的语言能力；在语言生成阶段，循序渐进，从小组讨论到短文写作，进一步培养学生“说”和“写”的语言能力，鼓励学生讨论思考，培养他们的思维品质。
本课在重、难点突破的方法上有所创新，教师通过组织学生小组讨论问题，引导学生学会搜索信息，分析、讨论、概括、总结，在读和说的基础上进行写作，既提高学生的语言能力，又培养学生思维品质。
【教学目标】1. 能够根据不同的阅读目的运用阅读策略获取信息，培养“读”的语言能力；2. 通过阅读语篇，巩固一般现在时被动语态的用法，理解语篇能从上下文找到数字指代的事物；3. 通过小组讨论，搜集准备写作素材，培养“说”和“写”的语言能力；4. 在语篇中了解英语的普及程度和重要性，认识到学习英语的重要性，提高学习英语的意识。
【教学重难点】1. 正确使用被动语态；2. 独立起草作文。
【教学方法】任务型教学法【教具】多媒体设备，教学课件【教学过程】Step 1. GreetingStep 2. Review1. Review the passive voice by doing some exercises.2. Review the dialogue in Section B by answering the teacher’s questions.（设计意图：在练习中巩固被动语态，通过师生对话中复习Section B所学，巩固学生所学知识，导入本课话题，激发学生学习兴趣。
仁爱英语七年级上册Unit3,Topic1,SectionC教学设计
仁爱英语七年级上册Unit3,Topic1,SectionC教学设计仁爱英语七年级上册Unit 3,Topic 1,Section C教学设计A Teaching PlanTeacher: Lu Qinglin Time: November 19th, 2022年. Place: Class 1,Grade 7.I.Teaching content: Unit 3,Topic 1,Section C II.Teaching Aims and Demands: 1.New words and expressions.2.学习一般现在时的一般疑问句及其回答. III:Teaching difficult points:1.The present tense and the general question2. very much;a little ;a lot等表示程度。
IV. Teaching important points: Do; does ;very much; a little ;a lot ;etc. V.Teaching methods: 1.Dicussion method; 2.Teach and practice; VI. Teaching Aids:1.The multimedia;2.Other normal teaching tools.1仁爱英语七年级上册Unit 3,Topic 1,Section C教学设计2仁爱英语七年级上册Unit 3,Topic 1,Section C教学设计课后反思：3仁爱英语七年级上册Unit 3,Topic 1,Section C教学设计课堂练习I. 根据句子意思，填写所缺单词。
（部分词首字母已给出。
）1．Jack and I are in the same class, we are c_____________. 2. We s___________ English,Chinese and math in school. 3. ---Can you help me?? ---No p__________4. ---He doesn’t like speak English, his English is very p________.5. By the w______, where are you from?6. ---Let’s go to the English c_______ ---OK.7. He likes his pet a l________.8. This is a letter from my pen p______.9. English is very h___________ to us. 10. Maria, please s________ English in class. II. .根据句子意思，用单词的适当形式填空。
【公开课教案】仁爱英语七上Unit 3 Topic 1 Section C
Unit 3 Getting TogetherTopic 1 Does he speak Chinese?教学内容分析及课时分配建议：该话题主要围绕有关认识朋友、谈论喜好等话题展开。
此话题贴近学生实际生活，可以让学生感受到英语在生活中的实践意义，从而提高他们学习英语的积极性。
本话题主要包括三个部分：Li Xiang 和Jane 交朋友并谈论喜好，Jane 和Kangkang谈论笔友，介绍Jane, Sally 和“我” 在学习上互相帮助。
在此过程中学习如何表达询问、请求以及谈论个人喜好等；主要句型和语法是“Could you…?,” “ Does he/she like…?”, “He /She likes …a little/ very much/a lot.”，以及实义动词want/like/speak 的第三人称单数一般现在时的陈述句、一般疑问句及其肯定句和否定句的回答；最后通过project的活动，综合本单元所学，使语言知识学以致用。
本话题建议用5个课时来完成：第一课时：Section A 1a, 1b, 1c, 1d, 2, 3a第二课时：Section B 1a, 1b, 1c, 1d Section A 3b, 4第三课时：Section B 2a, 2b, 3 Section C 4a, 4b第四课时：Section C1a, 1b, 2a, 2b, 3第五课时：Section D Grammar& Functions, 1, 2, Project第四课时（Section C1a, 1b, 2a, 2b, 3）教学设计思路：本课的短文通过介绍“我”的两个同学，进一步学习表示喜好的表达法。
首先通过头脑风暴的方式复习了第三人称单数的一般现在时，为本课学习做铺垫。
通过引入学生喜欢的明星导入本课的重难点，即like…a little, like…a lot/very much, doesn’t like at all.然后让学生结合实际生活，谈论对英语和语文学科的喜好，及时进行复习巩固，同时也训练学生将图表信息转化为口头表达的能力。
仁爱版英语七年级上册 Unit 3 Topic 1 Section C 堂堂清 (无答案)
福建仁爱英语七年级上Unit 3 Topic 1 Section C 堂堂清I.短文填词Jane and Sally 1._______ (be) my new classmates. 2._____ are very nice. Jane 3._____ (come) from Canada 4._______Sally is from America. They speak English. Many students 5._____our class like English a lot, but I like it a 6.______. So my English is not very good. Jane and Sally often help 7._____ (I) with it. They like 8.______ (China) very much. But 9.________ Chinese is not good, so I help them. We are good 10.________( friend)and we help each other.II. 中英文翻译1.我们班很多同学都非常喜欢英语。
_____________________________.2.我不太喜欢中文。
_____________________________.3.我们非常喜欢我们的英语老师。
_____________________________.4.我一点也不喜欢日本。
_____________________________.5.简帮助我学英语。
_____________________________.6.你呢？_____________________________？7.我们经常互相帮助。
_____________________________.8.Li Ming的英语不是很好。
仁爱版七年级英语上册Unit3Topic3SectionC优秀教学案例
仁爱版七年级英语上册Unit3Topic3SectionC优秀教学案例
一、例背景
本案例背景以仁爱版七年级英语上册Unit3Topic3SectionC为例，本节课的主题是关于描述动物的外貌特征和习性。通过学习本节课，学生能够掌握动物的常见词汇，如giraffe, elephant, tiger等，并能够运用所学的词汇和句型来描述动物的外貌特征和习性。此外，学生还能够通过小组合作完成动物介绍的任务，提高他们的口语表达能力和团队合作能力。
2.问题导向：在教学过程中，教师提出了一系列问题，引导学生思考和讨论动物的外貌特征和习性。这有助于培养学生的批判性思维能力和解决问题的能力，使他们能够更好地理解和掌握所学知识。
3.小组合作：通过组织学生进行小组讨论和合作完成动物介绍的任务，本案例有效地培养了学生的团队合作能力和口语表达能力。学生在小组内部进行交流和合作，共同完成任务，提高了他们的沟通和协作能力。
（四）反思与评价
反思与评价是教学过程中不可或缺的一环。在教学结束时，我可以让学生进行自我反思和评价，思考他们在课堂上的学习情况和进步。此外，我还可以组织学生进行小组评价，让他们相互交流和分享彼此的学习心得和经验。通过反思与评价，学生可以更好地了解自己的学习情况，发现自己的不足之处，从而激发他们继续学习和进步的动力。
3.培养学生的自信心和自主学习能力，鼓励他们在课堂上积极发言和参与活动，相信他们能够通过自己的努力掌握所学的知识。