3A Unit 7 It教案
三年级英语it’s nice教案
3A Unit 7 It’s nice！盐城市实验小学唐蕾第一课时一、教学目标：1 能听懂、会说单词:a shirt, a blouse, a jacket, a sweater, new, his和her。
2 能听懂、会说Look at…及其应答It’s nice / pretty / smart. 能用How nice！表达赞美、感叹之意；能用This is …和That’s…介绍物品。
二、教学重点：1单词： a shirt, a blouse, a jacket, a sweater, new和nice。
2 日常交际用语：Look at his / her…It’s smart / pretty / nice. /How nice! Look, this is / that’s his / her…三、教学难点：1 shirt, blouse, jacket, sweater, new 的读音。
2 能在情景中正确应用his和her。
3 能比较自如地应用Look at…及其应答；能用This is…/That’s…介绍物品。
四、课前准备：1 教具准备：课前准备好一个布偶、实物（a shirt, a blouse, a jacket,a sweater）及其相关图片。
2 教学准备：课前请每一位学生带四件衣服：a shirt, a blouse, ajacket, a sweater。
五、教学过程：A：Free talk and motivation1 以Good morning / Good afternoon, boys and girls. How are you?和学生打招呼，学生依照情形回答，例如Good morning, Mr /Miss …I’m fine，thank you. / Not bad. / Not so good.2 拿出布偶，把布偶介绍给学生认识，说This is…（puppet’sname）.3 假装布偶向学生打招呼，说Nice to meet you.学生回答Nice tomeet you，too。
七年级英语下册Unit7It'sraining教案人教新目标版(2021-2022学年)
Ｕnｉt 7 It'ｓraｉnｉnｇ.Seｃtｉon Ａ１（1a—２d)一、教学目标：1。
语言知识目标:1) 能掌握以下单词: raiｎ, wｉndｙ,cｌoudy, sｕnny，snoｗ, weaｔheｒ， coｏｋ, baｄ, parｋ, mesｓage, ｔａke a meｓｓaｇe, couｌd，ｂack,proｂleｍ能掌握以下句型：①—Ｈｏw’ｓｔhe weaｔher ｉｎＢeｉjiｎg？—It's sunny.② —Can Ｉ take a mesｓaｇe fｏr him？—Yes。
Cｏuｌd you ｊuｓｔ telｌｈｉｍ to callｍeｂack?—Sure，no pｒoｂlem.２) 能用所学的知识描述天气情况。
３)描述正在发生的动作。
２．情感态度价值观目标:教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况，增加世界观念。
知道大自然的力量是神奇而伟大的，我们应当好好学习,立志学好科学知识,为长大后探索神奇的大自然,打好基础．二、教学重难点1. 教学重点:1) The ｖｏcaｂｕlarｙ aｎd uｓefｕl exｐｒessioｎｓ.２) —How's ｔhe weａｔhｅr？－It's rａiｎing/wｉndy。
3) —Wｈat are ｙou dｏｉnｇ?-I’m plaｙiｎｇ baskｅtbaｌl．2．教学难点：运用目标语言来对天气进行问答,并且会问答其他人正在进行的活动。
三、教学过程Ⅰ。
Pｒｅsenｔａｔionﻬ1. (Shｏw some pictuｒｅs ｏf the weatheｒ）Let Ss loｏk atｔhe piｃturｅs and asｋｔheｍ hoｗthe weatｈer iｓ。
Ss leａｒn ｔhe new woｒdｓ and eｘpｒｅssioｎs wｉｔh tｈｅ help oｆ thｅｐｉctu ｒe ｓ。
2024年2019小学英语3AUnit7教案新译林版
2024年2019小学英语3A Unit7教案新译林版一、教学内容本节课的教学内容来自新译林版小学英语3A Unit 7《At thefruit shop》。
具体章节内容为：Lesson A，包括词汇、句型、日常对话和阅读理解。
详细内容涉及水果类词汇如apple、banana、orange等；句型包括Can I help you?、I'd like、How many等；通过阅读小故事，理解在水果店购物的场景。
二、教学目标1. 能够听懂并运用本课所学的水果类词汇进行交流。
2. 掌握本课句型，能够在实际情境中进行灵活运用。
3. 提高学生的阅读理解能力，理解小故事的情节。
三、教学难点与重点教学难点：词汇的发音、句型的运用。
教学重点：水果类词汇的学习、在实际情境中运用所学句型进行交流。
四、教具与学具准备教师准备：PPT、实物水果、教学卡片、录音机。
学生准备：课本、练习本、彩色笔。
五、教学过程1. 导入：通过展示各种水果实物，引导学生用英语说出水果名称，激发学生的学习兴趣。
2. 呈现：呈现PPT，展示本节课要学习的水果类词汇，带领学生朗读并讲解发音。
3. 实践：设置水果店购物场景，让学生分组进行角色扮演，运用所学句型进行交流。
4. 例题讲解：讲解课本上的例题，引导学生理解句型的用法。
5. 随堂练习：设计练习题，让学生在课堂上进行练习，巩固所学知识。
6. 阅读理解：阅读小故事，引导学生理解故事情节，提高阅读能力。
六、板书设计1. Unit 7 At the fruit shop2. 内容：列出本节课学习的水果类词汇、句型，以及购物场景的简单对话。
七、作业设计1. 作业题目：根据课堂所学，编写一段关于在水果店购物的对话。
2. 答案示例：A: Can I help you?B: Yes, I'd like some apples and oranges.A: How many apples do you want?B: Three apples and two oranges, please.八、课后反思及拓展延伸2. 拓展延伸：鼓励学生在课后去超市、水果店等地方，用所学英语进行交流，提高实际运用能力。
2021年人教版七年级英语下册Unit 7 It’s raining! 教学案
Unit 7 It’s raining! 教学案课题：Unit 7 It’s raining! ( 第1课时)【学习目标】1. 学会谈论不同城市的天气状况。
2. 继续运用现在进行时来描述人们正在做的事。
3. 培养学生善于观察天气，善于描述周围事物的能力。
【学习重点】1. 描述天气的形容词raining, windy, cloudy, sunny, snowing。
2. How引导的询问天气的特殊疑问句及回答：How’s the weather in Shanghai? It’s cloudy.【学习难点】现在进行时中助动词be和动词-ing的正确使用。
【课前预习】根据图片写出下列天气【课前预习】根据图片写出下列交通工具的英语单词。
_________________ _________________ __________________________________ _________________ _________________【课堂探究】一、完成书本P37 1a匹配任务二、听力训练1. 听1b 的录音，完成下表：City Beijing Moscow Toronto Boston ShanghaiWeather2.根据听音内容,将地名填入书本1a相应的图片中教师二次备课备课教师：三、快速阅读2d,思考以下问题：1.Are they talking face to face(面对面)or talking on the phone?2. Who does Steve want to talk to?四、再读一遍2d，回答以下问题：1.How is the weather?__________________________________________________________________2.What is Steve doing?__________________________________________________________________3.What is Rick’s brother doing?___________________________________________________________4.What does Steve want Rick to do?_______________________________________________________五、小组活动：谈论下列图画，并写下对话例：A: How’s the weather in Shanghai? B: It’s sunny.Beijing TorontoMoscow Boston二、用括号内动词的正确形式填空1. Tom and his father _________________(swim)now.2. Look! Mary _________________(run) with her father.3. We _________________(practice)the piano every evening .4. I ______________ (get) up at six and ________________ (have) my breakfast at about six thirty then I_______________ (go) to school at seven every day.5. We often __________________ (play) basketball on weekends.6. Keep quiet. Father _________________ (sleep) now.7. --What is Ann ____________ (do) ?-- She ________________ (do) her homework.8. -- _________________Nancy _________________(talk) on the phone?-- No, she isn't. She _________________(eat) lunch now.【家庭作业】____________________________【学后反思】________________________________________课题：Unit 7 It’s raining! ( 第2课时)【学习目标】1.继续练习谈论天气状况raining /windy/cloudy/sunny/snowing。
人教版七下Unit7It’sraining!SectionB阅读课教案和教学反思
本文格式为Word版，下载可任意编辑人教版七下Unit7It's raining!Section B阅读课教案和教学反思魏人教版七下Unit 7 It's raining! Section B 阅读课教案重庆市松树桥中学校程志勇一、教学内容分析教学内容新人教版七年级下Unit7Section B Section B 2a--3a,3c 阅读课教材分析本部分内容是Unit7 SectionB 的阅读，以"假期旅行"为主题，明信片制作为载体，通过对如今进行时态的继续学习，来培育学生提取详情信息及关键词，并利用关键词进行简洁复述文段和简洁传达信息的能力。
学生学情分析通过近一年的英语学习，学生已积累了少部分词汇，也接触到了少数常见的功能语句和话题项目，对于句子的仿照和生成能力不强。
所以，为学生搭建学习平台就显得尤为重要。
鉴于此，本节课将从已学过的学问入手，从单词学习逐步向具体信息的抓取过渡。
以复述的形式为学生建立句子模型，最终，在文体结构基础上，通过制作明信片来到达对学问的输出。
教学目标语言学问1. Ss can read andspell the new words and phrases ,such asvisit, Canada, summer, sit, juice, soon, vacation, hard, Europe,m ountain, country ,ona vacation , sit by and so on.2.Ss can learnPresent Progressive Tense.语言技能1. Ss canretell the main information in thepostcards in English.2.Ss can make postcards with theirpartners and describe them to others.文化意识Ss can know different culturesbetween different countries.情感看法Ss know that a postcard is a bridge between you and others. And it canmake us get closer.学习策略Ss can understand the topic bysome non-verbal information.教学重难点教学重点1.Ss can read and spellthe new words and phrases ,such asvisit, Canada, summer, sit, juice, soon, vacation, hard, Europe,m ountain, country ,ona vacation , sit by and so on.2.Ss can learn the PresentProgressive Tense.教学难点1.Ss canretell the main information in thepostcards in English.2.Ss can make postcards with theirpartners and describe them to others二、教学过程时间(分钟)活动环节教学步骤设计意图教师活动学生活动1GreetingsT greets with Ss.Ss and T greet each other.激活学生学习状态。
七年级英语下册《Unit 7 Its raining》教学设计 (新版)人教新目标版
Unit 7 It’s raining!Learning Objectives一、Topics（话题）:The weather二、Functions (功能)Describe the weatherDescribe what you are doing三、Structures (结构)1. Present progressive tense2. How questions3. What questions四、Target Language (目标语言)How’s the weather?It’s raining./It’s sunny.How’s it going?It’s great.What are they doing?They’re playing basketball in the park.五、Vocabulary （词汇）weather, rain, snow, winter, summer, vacation, message, sunny, cloudy, windy, snowing, hot, dry, cold, cool, warm, visit, skatehave a good time, take a message, tell him to call me back六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）What’s John doing right now?He’s playing soccer.He plays soccer every day.八、教材分析本单元语言训练的重点是（1）谈论天气；（2）描述正在发生的动作。
重点语言结构是（1）How 引导的特殊疑问句；（2）Yes/No问句及答语；（3）现在进行时的用法。
Section A主要是听读说和基础语言运用，为目标句型提供分步示例和指导性练习；Section B知识扩展、新旧知识的运用，循序渐进的写作练习；运用所学的语言完成各种任务使学生能够对已经学过的目标句型运用自如：Self Check自我评价，词汇知识的评价，语言应用能力的评价。
新版牛津英语教案3AUnit 7 It
Unit 7 It’s nice教学目标：1、能听懂、会说look at …及其应答It is smart/pretty./nice.并会用 How nice!表达赞美、感叹之意；能用 This is…和That’s …介绍物品。
2、能听懂、会说服装类单词a shirt, ,a blouse, a jacket, a sweater, a T-shirt，a dress, a skirt, a coat 和物主代词his,her 以及形容词 new 。
3、会正确书写字母: Aa, Bb, Cc ,Dd。
4、会唱歌曲Colour song。
教学重点：1、能听懂,会说Look at …及其应答It is smart/pretty/nice/. How nice.能用This is …和That is …介绍物品.2、a dress ,a skirt ,a T-shirt ,a jacket.a sweater,a coat ,a shirt.a blouse,和物主代词 his,her 以及形容词new.教学难点：能听懂,会说Look at …及其应答It is smart/pretty/nice/. How nice.能用This is …和That is …介绍物品.教学时间：四课时教学设计：第一课时教学目标掌握单词 look, look at , her,his, a shirt, new ,a blouse, a jacket, a sweater, a T-shirt..a dress, a skirt, a coat教学重、难点：掌握单词a dress ,a skirt ,a T-shirt ,a jacket.a sweater,a coat ,a shirt.a blouse,和物主代词 his,her 以及形容词new.教具准备：图片、磁带、录音机教学过程：Step 1 : GreetingsT: Good morning ,class. S: Good morning, Miss Wang.T: How are you? S :Fine,thank you .T: I am fine, too. Thank you.Step 2. RevisionReview these sentences.Hi / Hello/ Good morning/afternoon/ night.How are you ? Fine. Thank you. And you ?/ Not bad/ Not so good.What is your name? Nice to meet you. Nice to meet you ,too. Step 3 Look and learn1.教师出示图片T：look,it’s a shirt. A shirt, a shirt, it’s a shirt.2.生开火车读单词。
Unit7SectionA(3a3b)教学设计人教版九年级英语全册
设计说明：
1.理念：基于课程标准，追求目标—教学—评价的一致性，以评价驱动教学，有效落实国家课程、实现有效教学。
2.内涵：1）既定教学目标、课中学习目标及评估目标三者内容上的同一性2）教学目标、学习方法、评估工具三者本质上的同一性
3.基本程序与原则：以“教学效益”为纬线，“教师的教学哲学、智慧与能力”为经线，遵循教学评的一致性，处理好三个程序：
制定学习目标（回答：什么最值得学习）——设计课堂评价（回答：如何证明实现了目标）——选择教学策略（回答：怎样安排教学活动帮助达标）
4.构成：包括四部分：（一）学习目标的设置（二）评价任务的设计（三）教学设计（四）作业/拓展设计。
5.操作方法：
首先，确立清晰的学科目标体系。
依据制定目标的三个依据:课标在哪里？——回答：学生需要学什么？文本在哪里？——回答：学什么最有价值？学生在哪里？——回答：学生学习的起点是什么？通过一系列的目标具体化技术,制定出准确、清晰、可测量的学习目标。
其次，设计基于目标的评价任务。
明确目标之后，教师就应该设想“我用什么样的检测工具可以检测学生目标达成的程度”，了解学生已经学习到了什么，离预设的目标还有多远，以便于自己。
牛津译林苏教版三年级上册3A Unit7 Would you like a pie教案
教学课题3上Unit7 Would you like a pie?（story time）教学课时第一课时主备集备教学目标1. The students can listen, say and read :Nice to meet you. Would you like…? No, thank you. What about…? Yes, please.2. The students can listen, say and read :pie, ice cream, sweet, hot dog.3.The students can chant: For you and me.教学重点 1. 句型：Would you like…? Yes, please. No, thank you. What about…?2. 词汇：ice cream, sweet, cake, pie, hot dog.教学难点课前准备1. 多媒体、挂图，本单元学习的食品类单词卡片2. 本课学习的食物或食物图片课堂活动个性修改Step1 Presentation and practice.a. Show the food pictures.T: Look at the picture. Can you guess?Teach and practice “a cake”T: Look, this is a cake. Cake.Ss: Cake.T: Would you like a cake?Ss: Yes, please.Guide students to say :No, thank you.Ss: No, thank you.The same way with an ice cream, an egg, a sweet, a pie, a hot dog Step2 A chant.1. Listen and repeat:A cake ,a pieI can see.A cake ,a pieFor you and me.2.Make a chant.你能用今天学的词句，编新儿歌吗和同桌合作，试试看吧！3.Listen and repeatA cake ,a pieI can see.A cake ,a pieFor you and me.An egg ,an ice creamI can see.An egg , an ice creamFor you and meStep3 Story time1. Show the picture of StoryT: (出示Mike头像)Look, who’s this?Ss: This is Mike.T: Look, who’s this?Ss: This is Su Hai.: Look, who’s this?Ss: This is Yang Ling.T: Who’s she ?（出示Helen头像）Ss: She’s Helen. She’s Mike’s sister.T :Helen is my new friend. 和Helen打个招呼吧Ss:Hello, Helen./Hi, Helen./ Nice to meet you, Helen.Learning tip:Nice to meet you.用于第一次见面时说的话，一般的场合都可以，比较正式回答是：Nice to meet you, too.T: Nice to meet you.Ss: Nice to meet you, too.2.Watch and tick.观看卡通片，想想Helen想要哪种食物（）（）（）3.Watch and say.认真观看卡通片，同桌讨论：苏海和杨林是如何与Helen分享食物的?理解Would you like a pie? No, thank you. What about a cake? Yes, please.4.Read and choose.(1).你想邀请Helen吃馅饼，你会说( )A.Would you like a pie,Helen?B.Nice to meet you,Helen.(2).Helen说她不想吃馅饼，接下来你会怎么说：( )A .Would you like an ice cream?B. What about a cake?5.Read loudly in pair. 播放动画,学生跟读,要求模仿语音、语调6.Show time.Sam饿了演一演Sam和帮助者吧！A:Hello./Hi/Good morning.B:Hello,I’m Sam.A:Nice to meet you.Would you like a/an…?B:No, thank you.A:What about a/an…?B:Yes, please.Step 4 Summary.T:当我们询问别人是否需要某种食物时，可以说什么呢Ss: Would you like…/ What about…?T:表示“你想要一个馅饼吗”的句子是什么Ss: Would you like a pie?T：“来块蛋糕怎么样”应该怎么说Ss: What about a cake ?T:“不用，谢谢”怎么说Ss: No, thank you.Homework.听读Story timeBlackboard designUnit7 Would you like a pie?（story time）a cake 一块蛋糕 a hot dog 一块热狗an egg 一个鸡蛋an ice cream 一块冰淇淋,a pie 一个派 a sweet 一块糖A: Nice to meet you. 很高兴见到你B: Nice to meet you, too. 我也很高兴见到你A: Would you like a pie? 你想要一个派吗B: Yes, please,/ No. thank you. 好的，太感谢了/不用，谢谢What about a cake ? 来块蛋糕怎么样教学后记及典型错题：教学课题3上Unit7 Would you like a pie? （Fun time, Rhyme time）教学课时第二课时主备戴集备教学目标1. Revise:ice cream, egg, cake, sweet, pie, hot dog.2.Revise:Would you like…? Yes, please. No, thank you. What about…?3. Revise the rhyme: For you and me教学重点Woul d you like…? Yes, please. No, thank you. What about…?教学难点课前准备1. 多媒体、挂图、生词卡片，食物图片，句子条卡2. 学生绘画或收集本单元学习的食物图片课堂活动个性修改Step1 Revision1. Show the food pictures,students say out the words.2. Show the food words , students read them out.3. Show the sentences of story time, students read them out.4. Show the pictures of story time, students imitate Mike, Su Hai, Yang ling and Helen.Step2 Rhyme1. 多媒体播放歌谣For you and me,2.让学生替换单词改编歌谣Step3 Fun time1.学生拿出各种食物图片，运用Would you like…? Ye s, please./ No, thank you. What about…?分组游戏，3人一组仿照课本Fun time的内容游戏2. 师生游戏T:(教师做饥饿状) I’m hungry. I want this.(拿出一张食品图片藏于身后)S1:(猜测老师手中的图片)Would you like a cake?T: No, thank you.S2: What about…?T: No, thank you.… …让猜中的学生接着游戏Step 5 Consolidation教师进行场景提示：1）你和同学们在公园野餐，这时遇到了你朋友2）Su Yang邀请朋友们去家做客3）你生病了，卧床休息，妈妈问你想吃什么学生分组自选一项，用食物图片编排对话表演，教师巡视指导Step 5 Summary.T: 我们这节课复习巩固了哪些招呼吃东西用语Ss: Would you like…/ What about…?T: 大家都掌握了这些句型的用法了吗Ss: 掌握了T: 我们这节课复习了哪首歌谣Ss: For you and meT: 大家都会唱了吗Ss:会了Step 6 Class work.《练习与测试》P37 A B，P38 C, P38 DHomework.1.读Fun time 的句子2.练读歌谣，并创编新歌谣Blackboard designUnit7 Would you like a pie?（Fun time）Would you like…?What about…?教学后记及典型错题：教学课题3上Unit7 Would you like a pie?（cartoon time）教学课时第三课时主备戴集备教学目标1.Revise:ice cream, egg, cake, sweet, pie, hot dog.2.Revise:Would you like…? Yes, please. No, thank you. What about…?3. The students can understand and ask and answer “What’s this It’s…”教学重点1.Revise:ice cream, egg, cake, sweet, pie, hot dog.2.Revise:Would you like…? Yes, please. No, thank you. What about…?教学难点3.The students can understand and ask and answer “What’s this It’s…”课前准备1. 多媒体、挂图，生词卡片，食物图片，字母卡片2. 在黑板上画好四线三格课堂活动个性修改Step1 Revision1. T:你能跟新朋友Helen打招呼吗Revise “Nice to meet you. Nice to meet you, too.”2. Play the tape of Story for students to listen and repeat.3. Retell the story in groups of four.4. Let’s learn:T: What’s thi s?(guide students to understand “Wh at’s this?”) Ss: It’s an egg.Revise:a pie, an ice cream, a sweet, a hot dog.5. Let’s chant: For you and me.6.Let’s help：Sam饿了演一演Sam和帮助者吧！A: Sam, Sam, Would you like a/an…?B: No, thank you.A: What about a/an…?B: Yes, please.Step2 Cartoon timeT: Who’s this?S1: This is Sam.T: Who’s this?S2: This is Bobby.T: Look, this is Mr. Dog.(领读，帮助学生理解dog的意思)2学生自己阅读故事，理解语篇意思3. 检测学生的理解情况1）Bobby would like an egg? (Yes)2）Dog Would like a hot dog? (No)4. Play the cartoon, Ss listen and repeat.让学生仔细观察最后一幅图，想一想，Dog听说A hot dog 是什么表情它心里是怎么想的帮助学生体会故事的幽默Learing tip:热狗的由来德国人将香肠改良成用手就可以吃的方式，就是把香肠夹入面包中，这样既卫生又方便，所以很受欢迎当时有一位漫画家，觉得面包中露出的香肠很像小狗的舌头于是HOT DOG由此得名5.Read in roles.6.Act it out.Step 3 Summary.T:这节课学习了询问某种东西是什么的句型是…Ss: What’s this?T:“它是一块蛋糕”应该怎么说Ss: It’s a cake.T：很好“你想吃一个馅饼吗，Bobby.”怎么用英语表达Ss: Would you like a pie, Bobby?T:“不,我不想吃”怎么说Ss: No, thank you.Step4 Class work.《补充习题》P31--33Homework.听读Cartoon timeBlackboard designWhat’s this? 这是什么It’s …这是……教学后记及典型错题：3上Unit7 Would you like a pie?（Letter time, Checkout time and 教学课题ticking time）教学课时第四课时主备戴集备教学目标1.Revise:ice cream, egg, cake, sweet, pie, hot dog.2.Revise:Would you like…? Yes, please. No, thank you. What about…?3.Listen,say.read and write: Uu, Vv, Ww教学重点Listen,say.read and write: Uu, Vv, Ww教学难点课前准备多媒体、挂图、生词卡片、字母卡片，食物图片，小狗像的头饰课堂活动个性修改Step1 Revision教师头戴小狗的头饰, 出示食物图片和生词卡片，与学生对话T: Hello, I’m your new friend, Dog. Nice to meet you.Ss: Nice to meet you, too.T: (出示食物图片)What’s this?Ss: It’s a sweet.T: Yes.T: Good. Would you like a sweet?S1: No, thank you.T: Would you like a sweet?S2: Yes, please.… …Step2 Letter time.1. 认读字母出示字母卡片Uu, Vv, Ww. 让学生在教材插图中找出这三个字母教师示范读音，学生注意观察老师的口型2. 学习书写1）教师在黑板上示范书写字母Uu,Vv, Ww. 学生观察字母在四线三格中的位置2）师生“书空”练习字母的书写笔顺3）学生在书上描写字母4) 复习字母Aa-Ww.Step3 look and say1. 教师把食品类图片贴在黑板上，请两名学生上台一名学生根据老师指的图片用Would you like…?提问，另一名根据老师做摇头或点头作出回答2. 学生分组，小组内根据图片编对话，教师巡视请几组上台表演，看哪一组的对话长而好Step4 Ticking time1. Ask one of the students to talk about food, using“Would youlike…? Yes, please. No, thank you. What about…?”and say andwrite the letters U,V and W.2. T gives him assessments.3. Ask other students to talk about food, using “Would you like…? Yes, please. No, thank you. What about…?and say and write the letters U,V and W on the copy books. Then their partners give them assessments.Step 5 Summary.Step 6 Class work.《练习与测试》P39A B，P40 C D, P41 A B, P42C D《补充习题》P34Homework.抄写字母Uu,Vv, Ww 每个四遍Blackboard designUu, Vv, Ww教学后记及典型错题：。
3AUnit 7 It's nice
Fun with English 3A Unit 7 It’s nice (Period 4)对本节课我制定了如下三维教学目标：Knowledge aims：1.Students are able to read and say sentence pattern “look at my/your/her/his….”2.Students are able to read and say sentence pattern “It’s smart/nice/pretty/new/beautiful”，and sentence pattern “How nice/pretty/smart/new.”3. Students are able to understand、read and say the nouns of the Possessive Case4. Students are able to understand、read and say the phrase structure “the boy/girl in a color + clothes ”.Ability aims： 1. Students are able to use the structure :look at his/her/my/your….and the response sentence “It’s….to talk with friends about daily topic.2. Students are able to use the phrase structure “the boy/girl in + clothes” to describe friends nearby.3. Students are able to grasp the phonetic rules of the vowel group “ir”Emotion aims：Students are able to describe and appreciate the things nearby and to learn to find the beauty in daily life.Teaching main point：1. Students are able to understand、read and say the structure : name’s.2. Students are able to understand and use the structure :the boy/girl in + color +clothes to describe people .Teaching difficulty point：Students are able to grasp and read the different pronunciations of letter “ s” /s//z/in different wordsStep 1 Free talkT-S (in a row)T: Hello/Hi/Good morning/May I have your name?/Who's he?/Who is your deskmate? /Nice to meet you.S:Hello. How are you?T: I am great. What about you?T: Hello, how do you feel today?S: I feel cold.T: I feel cold, too. What season is it now?S: It's winter.T: Do you like winter? What season do you like?Ss: Yes I do. / No, I don’t. I likeT: What month is it now? October? September?S: No. November.T: Do you like November?Xi: Yes, my birthday.T: When is your birthday?Ss: November the ...T: So November the .. is Xi Yue's birthday. November the ... is Xi Yue's birthday. It's his birthday.T: Do you like November?Dong Jing: Yes, my birthday.T: When is your birthday?Ss: November the ...T: Dong Jing's birthday is on ... It's her birthday. We should say Happy Birthday. Xi Yue, the gift is for you. Dong Jing, the gift is for you.Dialogue timeT-S1.T : Look at the gift, it’s..Ss: It’s nice/big/pretty/beautiful.2. T: Look at my sweater, it's ....T: Look, this is his pencil box.Ss: It's ...T: What color is it? Do you like the pencil box?S: It’s …. Yes, I do./ No, I don’t.3.T: Look, that is her...T: What colour? Is it big? Do you like it?S-S4. S1：Look at his/her/my/ your..S2: It’s … I like it.T:Now you can talk with your partner. Let's go.Pair work timeStep 2 Presentation1.T: Look, this is a ...Ss: This is a box. It's ....T: Let's have a look, what's in the box?T: Look, this is a ...S1: This is a shirt.Look at this shirt, It's...T: Is this your shirt?Ss: no.Feng Yun: This is my T-shirt.T:This is Feng Yun's shirt.(PPT注意读音，听清楚）This isSs: This is his T-shirt.(板书his,单词卡shirt)T: Look, this is a ...S2: This is a skirt.T: Look at the skirt, it's ....Ss: It's ...T: Is this your skirt?Ss: NoAili: This is my skirt.So: Wow, this is Aili's skirt(PPT),this is his skirt?(拿出skirt单词卡)Ss: NoSs: Her skirt.Read the PPT together "This is her skirt"Teacher takes out a T-shirt.T: Look at the T-shirt, it's ...Ss: It's...T:Is this your T-shirt?Ss: No.Zhang Fanzhou: This is my T-shirt.T:So this is Zhang Fanzhou's T-shirt.(PPT) This is his T-shirt.(板书his，单词卡片) T:Do you have a T-shirt?Guo Chengyu: Yes.T:What colour?Guo Chengyu: Pink.T: Her T-shirt is blue.(板书her)Teacher 拿出单词卡blouse, "his blouse"Ss: No, her blouse(贴到her下面)Teacher 拿出单词卡coat, "my coat"(板书my) yes or no? Her coat? His coat? Your coat?贴上coatT:her jacket, his jacket (可以故意把his 与her 弄反）T:拿出单词卡，学生一起读，"dress"放在his 下面，"his dress"Ss: no, her dress.Teacher takes out a shirt, skirt T-shirt.（将单词呈现完整）T lead ss to say the sentence like：A shirt, a shirt, this is Zhang Fanzhou’s shirt, it’s his shirt.A skirt, a skirt, this is Aili’s skirt, it’s her skirt.T point to S1’s book and says: A book, a book ,this is S1's a book, this is his book. Invite ss to make sentences like that above。
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3A Unit 7 It’s nice!教案
aims:
1.Enable the Ss to understand and say “Look at my/his/her…It’s nice! How nice!”
2.Enable the Ss to understand and say three words: a coat, a jacket, a sweater.
3.Raise the Ss interest to learn English.
Key point:
1.Enable the S s to understand and say “Look at my/his/her…It’s nice! How nice!”
2.Enable the Ss to understand and say three words: a coat, a jacket, a sweater. Difficult points: To know the difference of “his” and “her”.
Teaching aids: recorder, the word cards, clothes (coat, jacket, sweater) Teaching procedures:
Step 1: Warm up
1.Sing a song: <Hello! How are you?>
A.Listen to the tape and sing.
B.将歌曲中的hello换为名字，与学生对唱。
2.Free talk
A.T: Hi/ Hello! I’m Miss Huangfu. What’s your name?
S1: Hi/ Hello! Miss Huangfu. I’m …
T: Nice to meet you.
S1: Nice to meet you, too.
B.T: Hello. How are you?
S2: Fine, thank you. And you?
T: Not so good. (加动作)
S2: I’m so rry.
Step 2: Presentation
1.Learn the word: coat.
A.T: Not so good. (接Free talk部分) I need a coat. Here’s a coat. (拿起一件外套穿上)
B.贴卡片，板书，领读。
C.S reads.
D.S开火车读。
E.教师拿着一件外套：一件外套？
S: A coat. Ss: A coat.
T: 这是一件外套。
S: This is a coat. Ss: This is a coat.
2.Lea rn the sentence “Look at my coat. It’s nice!”
A.教师出示一件外套：Look at my coat.
B.T板书：Look at my…
T: Please show me your coats and read after me.
Look, look, look at my coat.
At, at, look at my coat.
Look at my coat.
C.两个两个开火车读。
D.教师拿件外套：Look at my coat.
S1: Look at my coat. ( 拿着自己的外套)
T: It’s nice!
S2: Look at my coat.
T: It’s nice!如此重复几遍
E.板书It’s nice! 领读。
Nice, nice, it’s nice!
F.T: Look at my coat.
S: It’s nice! 如此重复几遍
G.男问，女答；女问，男答。
教师问第一排学生，然后一个接一个问答。
3.Learn the word: jacket and sentence: How nice!
A.T: Look at my jacket. (拿一件夹克)
S: It’s nice!
B.贴卡片，板书，领读。
C.S reads.
D.S开火车读。
E.T: Look at my jacket.
S: It’s nice!如此重复几遍
T: Look at my jacket.
Ss: It’s nice!
Ss: Look at my jacket.（拿出自己的夹克）T: It’s nice!
Ss: Look at my jacket.
T: How nice! 如此重复几遍
F. 板书How nice! 领读。
How, how, how nice!
G.. 指名询问几个学生
T: Look at my jacket.Ss(小组): How nice!
Ss(小组): Look at my jacket. T: How nice!
4.Learn the word: sweater
A.T shows a sweater: Look at my sweater.
Ss: How nice!
B.贴卡片，板书，领读。
C.S reads.
D.S开火车读。
5.Lea rn the sentence: Look at his….
A.T: Look at my sweater.
Ss: How nice!
B.T: Who can come to the blackboard and show your clothes like me.
S(男): Look at my sweater.
Ss: How nice!
T: Look at his sweater.
Ss: How nice!
C.板书Look at his….稍加中文解释：The meaning of “his” is “他的”. He is a boy, boy.
领读。
His, his, look at his sweater.
D.T: Look at his sweater.
S1: It’s nice!S2:….S3:……
T: Let’s change.
S1: Look at his sweater. S2:….S3:……
T: It’s nice!如此重复几遍
E.Work in pairs.
F.Check. 要求同学说的同时指有实物的同学，我拿掉他们的衣服。
6.Lear n the sentence: Look at her…. in the same way.
Step 3: practice
Play a game: Find the owner.
T: I have many clothes. But I don’t know whose are they? Oh, I only know the owner of this one. Look at his sweater. （将衣服还给那个同学）并引导学生回答：How nice!
T: Who can help me?
Eg: S1: Look at her sweater.
Ss: It’s nice!
Step 4: Consolidation
1. T换上一件新外套，在教室里走一圈，边走边说：Look at my coat.
Ss: It’s nice!
学生一一按教师要求的示范：Look at my coat.
Ss: It’s nice!
2. T请部分同学穿上各类服装，组成表演队，一个个出场练习Look at his/her…It’s nice! How nice! T: I need some models. Who can try?
T: Look at his/her…
Ss: It’s nice!
Ss: Look at his…
T: How nice!
S1: Look at her…
Ss: How nice!
Step 4: Assign homework.
Listen to the tape and repeat 3 times. Step 5: Say “Goodbye”. Blackboard:
Unit 7 It’s nice!
a coat a jacket a sweater
Look at my/his/her…
It’s nice!
How nice!。