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牛津译林版七年级上册Unit 3《Welcome to our school》（第1课时）教学设计一. 教材分析牛津译林版七年级上册Unit 3《Welcome to our school》主要介绍了学校的一些场所和设施，如classroom, library, laboratory, office, playground等。
本单元通过描述不同场所的功能和特点，帮助学生熟悉和了解学校环境，为今后的学习生活打下基础。
本课时为第一课时，主要教学内容为Text A。
二. 学情分析七年级的学生刚刚进入初中，对于新的学校环境还比较陌生，需要通过学习本单元来逐步熟悉和适应。
学生已具备一定的英语基础，但词汇量和语法知识有限，需要通过教师的引导和启发来进行学习。
此外，学生对于学校的各个场所和功能可能还存在很多疑问，需要通过本课时的学习来解答。
三. 教学目标1.知识目标：–能够正确拼读和书写本课时出现的词汇，如classroom, library, laboratory等。
–能够理解并运用本课时出现的重点句型，如“This is…”, “It’s…”, “Welcome to…”等。
2.能力目标：–能够用英语简单介绍学校的各个场所和功能。
–能够用英语进行简单的日常交流，如询问和回答学校的相关信息。
3.情感目标：–培养学生对学校的热爱和归属感，使他们更快地适应新的学校环境。
四. 教学重难点•本课时出现的词汇和句型。
•如何用英语介绍学校的各个场所和功能。
•正确拼读和书写本课时出现的词汇。
•运用本课时出现的重点句型进行交流。
五. 教学方法1.任务型教学法：通过完成各种任务，如小组讨论、角色扮演等，激发学生的学习兴趣，提高学生的参与度。
2.情境教学法：创设真实的学校环境，让学生在情境中学习英语，提高学生的实际应用能力。
3.交际式教学法：通过师生互动、生生互动，培养学生的口语交际能力，提高学生的语言运用水平。
六. 教学准备1.教师准备：–制作课件和教学素材，如图片、视频等。
Unit3 Welcome to our school!音标认读：一、元音前元音：音标特征:前元音舌位高不圆唇长元音发音要诀:舌前部抬得最高，牙齿近乎全合。
舌尖抵下齿。
舌前部向硬颚尽量抬起,但比汉语普通话“i”音稍低, 没有摩擦。
嘴唇向两旁伸开,成扁平行. 做微笑状,发长音。
注意:“:”是长音符号,长元音往往比它相应的短元音长两倍以上。
发音组合: e ee ea ie ei代表单词:me he we evenbee feel breeze deep freeseat beat lead tea eat reasongrief believe achievereceive conceive音标特征: 前元音半高音扁平唇短元音发音要诀: 舌前部比稍低,比高，舌尖抵下齿,嘴唇扁平分开。
牙床也开得稍大一些比稍宽,比窄。
上下齿之间的距离大约可以容纳一个小指尖。
使下颚稍稍下垂,舌前部也随之稍稍下降,即可发出短促音。
发音组合: i代表单词: sit bit kick pick wish音标对比:seat sitbeat bitsheep ship音标特征:前元音半高音不圆唇短元音发音要诀:舌尖抵下齿, 舌前部稍抬起, 舌后接近硬颚, 比低。
牙床也开得半开半合,比宽,整体做微笑状。
上下齿之间的距离大约相当于一个食指尖。
发音组合: e ea a代表单词：pen ten best beg egg netbread heavenmarry any many音标对比：sit setlift leftdid dead音标特征: 前元音低舌音不圆唇短元音发音要诀: 舌前部最低，双唇向两旁平伸,成扁平行牙床开的最大。
软颚升起, 唇自然开放上下齿之间的距离大约相当于一个食指加中指。
发音组合: a代表单词: cap map bad mad bank thank lamp音标对比:beg bagmet matbed bad前元音小结：英语中有四个前元音，即：发前元音时必须注意：1) 舌尖要抵住下齿。
Unit 3 Welcome to our school1.gym n.(=gymnasium)体育馆2.building n.大楼，建筑物build v.建造built-builtschool buildings学校大楼There are many tall buildings in the city. 3.field n.运动场sports field n.体育场football field足球场in the field在田野里4.dining n.吃饭dining room餐厅5.hall n.大厅，礼堂dining hall n.食堂，餐厅in the dining hall 在餐厅b n.(=laboratory)实验室7.part n.部分take part in参加play a part in在…中起作用The boy plays an important part in the film.8.modern adj.现代化的，先进的，现代的modern art现代艺术9.as well也also adv.也（句中，实前be 助情后）They also agree with me. 他们也同意我too adv.也(肯定句句末)I know the answer,too．我也知道答案。
either adv.也(否定句句末)I can't swim, either．我也不会游泳。
10.bright adj.明亮的bright→brightly（副词）The reading room is very big and bright．阅览室宽敞明亮。
She is hard-working and very brigt. 她既勤奋又聪明11.everyone pron.(=everybody)每个人everything 每件事物everywhere每个地方everyone 做主语，动词用单数Everyone likes English in my class.12.perfect adj.完美的Practice makes perfect.孰能生巧。
牛津译林版英语七上Unit 3《Welcome to our school》（Task）说课稿一. 教材分析《牛津译林版英语七上Unit 3 Welcome to our school》是一篇介绍学校场景的文章，主要围绕学校的主要场所如教室、图书馆、实验室等展开。
文章通过介绍不同的场所，让学生掌握相应的词汇和句型，提高他们的阅读理解和口语表达能力。
此篇文章旨在培养学生的学校生活适应能力，为他们将来的学习生活打下基础。
二. 学情分析针对七年级的学生，他们已经掌握了一定的英语基础，对于日常的口语交流和简单文章的阅读理解已有一定的能力。
但他们在词汇量和语法结构方面还存在一定的局限性，因此需要在教学过程中加以引导和拓展。
此外，学生对于学校场所的认识还不够全面，需要通过文章的学习来增加他们的见识。
三. 说教学目标1.知识目标：让学生掌握与学校场景相关的词汇如classroom, library,laboratory等，以及常用的句型如Where is the library? It’s on the second floor.等。
2.能力目标：提高学生的阅读理解和口语表达能力，使他们能够熟练地运用所学知识进行交流。
3.情感目标：培养学生对学校生活的热爱和适应能力，增强他们的集体荣誉感。
四. 说教学重难点1.重点：让学生掌握与学校场景相关的词汇和句型，提高阅读理解和口语表达能力。
2.难点：对于部分较为复杂的学生，需要帮助他们拓展词汇量和语法结构，提高他们的语言运用能力。
五. 说教学方法与手段1.任务型教学法：通过设计各种任务，让学生在实践中运用所学知识，提高他们的实际操作能力。
2.情境教学法：创设各种学校场景，让学生在真实的情境中学习词汇和句型，提高他们的学习兴趣。
3.合作学习法：鼓励学生进行小组合作，培养他们的团队协作能力和沟通能力。
六. 说教学过程1.导入：以学校为主题，引导学生谈论自己喜欢的学校场所，激发他们的学习兴趣。
七年级上册英语Unit3高频易错题姓名：_________ 班级：_________ 学号：_________易错题方向：1．重要句型：How开头的特殊疑问句引导词的区别、there be 的就远原则、It is +adj+to do sth 2．重要语法：few/little/a few/ a little的区别、一日三餐前面不需要加the、by+交通工具、with与have的区别、第一/第二/第三人称代词的排序、国家对应人的复数形式3．重要单词：fish的两种含义、spend doing sth、need to do sth4．重要短语：far away from的省略问题、have no time to do sth与have a great time doing sth的区别易错题型：1．单项选择-30题2．单词拼写-11题3．动词填空-6题4．翻译句子-11题一）、单项选择1．My home is _______my school．A．far B．far away C．far away from D．near from2．--What time do you usually _______school in the morning?--At about 6:45 a．m．A.get B．come C．get to D．have to3．He has ____books．He often borrows some from the library．A．little B．a little C．few D．a few4．I have ____books．I can read them after class．A．little B．a little C．few D．a few5．Can we finish the work with _______________(少)people and ______(少)money．A fewer, lessB less; fewC little; fewD less; less6．My brother likes to play ______ volleyball before ______ supper．A．the; the B．/; the C．the; / D．/; /7．Millie usually goes to school _______．A．by bike B．by a bike C．on bike D．ride a bike8．-- does the girl going swimming every week? --Twice．A．How often B．How long C．How many D．How many times 9．I hope you to see me soon．A．to come B．will come C．comes D．are come 10．--Do you know the teacher a pair of glasses? --Oh, she is Miss Yang．A．has B．have C．with D．in 11．________ will go to visit history museum on next Sunday．A． She, you and I B． You, she and I C． I, you and she D． Her, me and you 12．--_______woman is David's mother?-- The one in the red coat．A．What B．Which C．Who D．Where13．________ will go camping on Sunday．A． They, you and we B． You, they and weC． We, you and they D． They, we and you14．--- There is _______milk in the fridge．Please buy some on your way home．---- All right．A．much B．many C．little D．few15．The vegetables are good _______us．So please eat _______．A．for; less B．at; less C．for; more D．at; more16.--- I get the first place at the sports meeting．---__________________．A．Good, thank you B．Really? Congratulations C．Not at all D．It's OK17．I like to eat some _______and _______in the morning．A．potatoes; mangoes B．potatos; mangos C．potatos; mangoes D．potatoes; mangos 18．How many _______do you want?A．glass of apple juice B．glass of apple juicesC．glasses of apple juice D．glasses of apples juice19．--- _______TV does he watch every day? --- For two or three hours a day．A．How long B．How many C．How often D．How much20．--- What do you have _______supper? --- There _______some milk and bread in the fridge．A．in; is B．to; are C．of; is D．for; is21．Tom is fat．The doctor asks him to _______and _______．A．eat more; exercise more B．eat less; exercise lessC．eat less; exercise more D．eat more; exercise less22．I always have rice with _______and an apple ________lunch．A．fishes; for B．fishes; on C．fish; for D．fish; on23．There _______a kilo of apples in the bag．A．have B．are C．has D．is24．In our school there are_______．A．two Englishmans and a Japanese B．two Americans and two EnglishmenC．two Englishmen and three Japaneses D．three American and two Japanese25．There is_______ "U" and_______ "s" in the word “use"．A．a;a B．a; an C．an; an D．an; a26．We usually have rice_______ fish and vegetables_______ dinner．A．with; for B．for; with C．with; at D．at; for27．Come on, children．Help yourselves（随便吃点）to some_______ if you like．A．fish and chicken B．fishes and chickensC．fishes and chicken D．fish and chickens28．I usually chat on the Internet_______ two hours_______ three times a week．A．for; for B．／;／C．／;for D．for;／29．-Are_______ at home? - Yes, they_______ at home．A．all your family members; are all B．all your family members; all areC．your all family members; are all D．your all family members; all are30．---___________does your school have the parents' meeting?---Twice a year．A．How oftenB How longC．How manyD．How much1．Please (not close) the door before (leave) the classroom．．2．“U” (be) a letter, but “You” (be) a word．3．What about (buy) some presents for your sister?4．One of my classmates (borrow) some books from the library．5．Thank you for (chat) with me on the Internet．It makes me (feel) better．6．Miss Li teaches _______(we) English．7．Simon never eats _____________（零食）between meals．8．Show me the _____________（菜单），please．9．Eating a lot of vegetables is good for our h_____________．10．A dancer should do some exercise every day to k_____________ fit．11．A rabbit likes eating c_____________．三）、动词填空1．(read) is fun, so we should spend more time (read)．2．He has no time (talk) to his cousin。
牛津译林版英语七上Unit 3《Welcome to our school》（Welcom to the unit）教学设计一. 教材分析《牛津译林版英语七上Unit 3 Welcome to our school》主要介绍学校的基本情况和学校生活。
本单元以学生参观新学校为背景，通过各种情景和任务，让学生学习并运用相关词汇和句型介绍自己的学校、班级、老师和同学。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣和积极性。
二. 学情分析七年级的学生具备一定的英语基础，但口语表达能力和交际能力仍需提高。
他们在学习过程中需要充分调动积极性，发挥主观能动性。
针对这一学情，教师在教学过程中要注重激发学生的学习兴趣，鼓励他们大胆开口，积极参与课堂活动。
三. 教学目标1.知识目标：学生能够掌握本课的生词和短语，正确使用所学的句型介绍自己的学校、班级、老师和同学。
2.能力目标：学生能够在真实情境中运用所学知识进行口头交际，提高口语表达能力。
3.情感目标：学生能够增强对学校生活的热爱，培养团结协作的精神。
四. 教学重难点1.重点：学生能够掌握本课的生词、短语和句型，并能运用到实际情景中。
2.难点：学生能够正确使用一般现在时进行自我介绍和介绍他人。
五. 教学方法1.情境教学法：通过设定真实的情景，让学生在实践中学习并运用英语。
2.任务型教学法：通过完成各种任务，提高学生的口语表达能力和交际能力。
3.小组合作学习：鼓励学生分组讨论，培养团队协作精神。
六. 教学准备1.教师准备：提前熟悉教材内容，备好相关教学资料和课件。
2.学生准备：预习教材内容，熟记生词和短语。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论学校生活，激发学生的学习兴趣。
例如：“What do you like about our school?”“Can you introduce your classmates?”2.呈现（10分钟）教师展示教材图片，引导学生说出相关生词和短语。
Unit 3 Welcome to our schoolGrammar1. which的用法属于特殊疑问词中的疑问代词，意为“哪一个”，用在选择疑问句中。
Which is your car, the black one or the red one?哪辆是你的车，黑色的还是红色的？2. best的用法1)作形容词，“最好的”Tom is my best friend.汤姆是我最好的朋友。
2)作副词，“最，最好地”I work best in the morning.我早上的工作效率最高。
3)like…best 最喜欢I like English best. = My favorite subject is English.我最喜欢英语。
4)like better 更喜欢I like football better than volleyball.比起排球我更喜欢足球。
3. so的用法so的意思为是“因此，所以”，不和because 连用，so和because在句子中只能出现一个。
It's very cold, so I wore a heavy coat. = Because it's very cold, I wore a heavy coat.因为很冷，所以我穿了厚外套。
so作副词，意思是“如此地，这么，那么”，常放在形容词前，表示程度。
Our classroom is so beautiful!4. What's the date today? = What date is it today?What's the date today? 今天几号？---- It's 5th November. 11 月5 日。
【注意】英语中年月日的表达方式与汉语不同，一般采用日月年或月日年的顺序。
5. What day is it today?What day is it today? 今天星期几？--- It’s Monday. 星期一。
Unit 3 Welcome to our school!TaskI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use the new words to talk about their school;2. use the useful expressions to write about their school;3. love their school and have the awareness of helping the students in poor areas. II. Teaching contents1. Vocabulary: a few, on foot, far away from2. Expressions: I study at …I live far away from/near the school.I take a bus/walk to school.I go to school by …/on f oot.It take s me … to get to school.III. Focus of the lesson and predicted area of difficultyHow to write about a school.IV. Teaching proceduresStep 1 Lead-inMillie’s schoolT: Hello, boys and girls. Do you still remember Millie shows her mum around her school on the school open day? Now Millie wants to tell us about her school too. Let’s have a lookPicture 1: Our school looks beautiful.Picture 2: The playground is very big.Picture 3: The classrooms are big and bright.Picture 4: Our new library looks modern.Picture 5: The school hal l is for meetings.Picture 6: We also have an art room, a music room and two computer rooms.Picture 7: Our teachers are good. We all like them.Picture 8: I live far away from the school and I take a bus to school every day. It takes me about half an hour to get to school every day.【设计意图：本节课通过Millie对其学校的介绍勾起学生对本单元重点内容的回忆，在图片和语句的呈现中复习本单元与学校话题相关的单词和短语，为本节课的写作内容做好了铺垫。
通过Millie’s letter自然地导入到Liu Yi’s letter about his school的文本内容。
】Step 2 Presentation1. Read Liu Yi’s letter.T: Liu Yi also writes a letter about his school to Millie. Now please read his letter and answer the following questions.(1) What’s the name of Liu Yi’s school? (Hope Middle School.)(2) What places can you find at his school? (We can find a few classrooms, a reading room and a playground.)(3) How are the teachers? (The teachers are all very kind.)(4) How does Liu Yi go to school every day? (He goes to school on foot every day.)T: Boys and girls, can you tell me how many paragraphs are there in this letter? Can you tell me where you find the answer? (Question 1: Paragraph 1, Question 2: Paragraphs 2/3, Question 3: Paragraph 4, Question 4: Paragraph 5)T: So we can divide the letter into four parts.Part 1 (Paragraph 1): the school namePart 2 (Paragraphs 2/3): different places at schoolPart 3 (Paragraph 4): the teachersPart 4 (Paragraph 5): how to go t o school2. How to write about a school?T: Boys and girls, from Liu Yi’s letter, we can see, if we write about a school, we can write in four parts with 5 paragraphs: in Part 1 (Paragraph 1), we can write what school we study at; in Part 2 (Paragraphs 2/3), we can write what we have at school; in Part 3 (Paragraph 4), we can write something about the teachers; in Part 4 (Paragraph 5), we can write how we go to school.【设计意图：通过阅读Liu Yi’s letter, 让学生在阅读中获取信息，回答问题。
学生通过4个问题感知整个文本的框架，从而了解到从哪些方面去写一篇关于学校的文章以及文章该如何布局，为后面的写作做好铺垫。
】Step 3 Writing1. T alk about your school.T: So today we are going to write about our school. Before writing, let’s talk about our school first. Please ask and answer the four questions with your partner and try to make up a conversation. Here is a model for you to look at.A: What school do you study at?B: I study at …A: What do you have at school?B: I have a music room/an art room/a school hall …A: How are the teachers?B: They are …A: Do you live far away from/near the school?B: Yes/No, I live …A: How do you go to school?B: I …A: How long does it take you to get to school?B: It takes me …2. Write about your school.T: Boys and girls, it’s time for you to write about your school. I have some useful expressions here for you to look at.Part 1: the school nameI study at …Part 2: different places at schoolThere are … classrooms in …We ha ve/do not have a playground/a library/a hall …Part 3: the teachersThe tea chers are kind/helpful …Part 4: how to go to schoolI live far away from/near the school.I take a bus/ride a bike/walk to school. (I go to school by bus/by bike/on foot.) It takes me … to get to school.T: Pay attention to this table, boys and girls. We will evaluate your writing according to this table. Make sure you write all the main points and write in 5 paragraphs. Try to use correct expressions and not to make mistakes. Remember to have a good handwriting. If you have excellent expressions and good ideas, you’llget extra points. Now let’s begin our writing.【设计意图：正式写作之前，先让学生围绕四个问题开始展开对话，让学生在互相说的过程中巩固和汲取有关的词汇和句式，为稍后的写作做好准备工作。
