陕西省兴平市秦岭中学七年级英语《Unit 3 Having Fun in Beijing》学案(无答案) 人教新目标板

Is there a garden between the school hall and the science building?
Yes, there is. / No, there isn’t.
There are some trees in front of the sports field. Are there any trees in front of the sports field? Yes, there are. / No, there aren’t.
5. A: Where __i_s__ the school hall? B: __I_t_is___ between the classroom building and the science building.
6. There __a_r_e__ some pictures of famous people on the wall.
Read the sentences. Underline the verbs in there be structure and circle the prepositions of positions.
W classroom building.
Look at the picture. Ask and answer more questions using the following strcutures:
— Where is / are ...? — It is / They are ... — Is there / Are there ...? — Yes, there is. /
There be各种句型的转换
➢ 一般疑问句 There be句型的一般疑问句是把be动词调整到句首，再在 句尾加上问号。 注意：变为一般疑问句时，肯定句中的some要变为any。

Unit 3: Is this your pencil?The Fourth PeriodSection B (1a---1e)Teaching Aims:Aims of knowledge:1. Key words: computer, baseball, ring, notebook2. Key structure: --Is this your watch? –Yes, it is. /No, it isn’t. It’s hers.Aims of ability:To improve students’ listening and speaking ability.Aims of emotion:To learn to identify ownershipTeaching important points:Key wordsTeaching difficult points:Key structure: --Is this your watch? –Yes, it is. /No, it isn’t. It’s hers.Teaching methods:Listening and speaking approachTeaching tools:A projector, a tapeTeaching procedures:Step Ⅰ Revision and Warming upT: Good, morning, class. How are you today? Nice to meet you. Before our new lesson, let’s look and say some pictures.Show pictures and make dialogues.StepⅡ Leading inFirst, let’s play a game.(考考你的眼力)The teacher show some pictures and students say the things that they see.StepⅢ Presentation (1a—1d)1.1a. Looking and matchingNow please open your books and turn to page 16 Look at the picture in 1a. First let’s learn these new words. Read them after me.Now match the words with the things in the picture.2.1c. Listening and circlingThis time listen to the tape and circle the things you hear.3.1d. Writing and fillingAttention! Now please listen to the recording again and write the things in the chart under the right person.Now turn to page 84. Read the conversation and underline all the useful expressions.StepⅣ Practice (1b)Groupwork1.T: OK! Let’s go on to ask questions about the things youhave in small groups.A: Excuse me . What’s this?B:It’s a watch.A:How do you spell it?B:W-A-T-C-H.A:Is this your watch?B: Yes, it is. It’s mine./No, it isn’t. It’s hers/his.2.T he teacher collect study things, then choose some students to make dialogues.3.C hoose some groups to show their dialogues.StepⅤ Consolidation：A quizStepⅥ SummaryStepⅦ HomeworkSelf—reflection:人教版七年级英语《Unit3 Is this your pencil? (period4)》教案授课教师：王亚婷授课班级：七年级3班授课时间：2013年10月10日。

七年级上册英语unit3知识点仁爱版In Unit 3 of the Renai version of Grade 7 English textbooks, students will learn about several key topics related to English language learning. These topics cover a range of skills and language abilities, including reading comprehension, vocabulary acquisition, and grammar. In this article, we'll take a closer look at each of these topics in turn, discussing what students can expect to learn and how they can effectively study and practice each skill.Reading ComprehensionOne of the primary skills that students will develop in Unit 3 is reading comprehension. This involves being able to read and understand written English texts, including both fiction and non-fiction works. To improve their reading comprehension abilities, students will need to focus on several key areas.First, they should work on improving their vocabulary skills. This includes learning new words and phrases through reading and studying word lists or flashcards. Students should also practice applying their vocabulary knowledge to reading comprehension exercises, gradually building their ability to understand complex texts.Secondly, students should work on their overall reading speed and fluency. This means practicing reading quickly and accurately, without sacrificing comprehension. This can be achieved through consistent reading practice, as well as specific exercises designed to improve reading speed and fluency.Finally, students should focus on developing their critical thinking skills. This involves reading actively, asking questions about the text, and making connections between different ideas and concepts. By doing so, students can deepen their understanding of a text and improve their overall reading comprehension abilities.Vocabulary AcquisitionIn addition to reading comprehension, students in Unit 3 will also focus heavily on vocabulary acquisition. This involves learning new words and phrases in order to improve overall English language proficiency. There are several strategies that students can use to improve their vocabulary skills.First, they should work on building their core vocabulary through reading and studying word lists. This includes learning basic grammarstructures, verb tenses, and common phrases that are used in everyday communication.Secondly, students should aim to learn new words and phrases in context, rather than just memorizing lists of words. This means reading and listening to authentic English language materials and using context clues to understand the meaning of unfamiliar words.Finally, students should practice applying their vocabulary knowledge to reading, writing, and speaking exercises. This means actively using new words and phrases in their own speech and writing, as well as seeking feedback from teachers and peers to identify areas for improvement.GrammarThe final key topic that students will study in Unit 3 is grammar. This involves learning the rules of English grammar, including proper sentence structure, verb tenses, and subject-verb agreement. To improve their grammar skills, students should focus on several key areas.First, they should work on understanding basic grammar rules and structures. This includes learning proper subject-verb agreement, using correct verb tenses, and understanding sentence structure.Secondly, students should practice applying these rules to their own writing and speaking. This means actively using proper grammar in their own communication, as well as seeking feedback from teachers and peers to identify areas for improvement.Finally, students should focus on understanding more complex grammar structures, such as phrasal verbs, idioms, and conditional sentences. This involves studying these structures in detail, as well as practicing their use in real-world communication.ConclusionOverall, Unit 3 of the Renai version of Grade 7 English textbooks covers a range of key topics related to English language learning. By focusing on reading comprehension, vocabulary acquisition, and grammar, students can improve their overall English language abilities and prepare themselves for success in future studies and communication. By using effective study strategies and practicingconsistently, students can make significant progress in each of these key areas.。

陕西省教育厅关于公布陕西省中小学薄弱学科有效教
学优秀课评选结果的通知
文章属性
•【制定机关】陕西省教育厅
•【公布日期】2014.11.17
•【字号】陕教基一〔2014〕35号
•【施行日期】2014.11.17
•【效力等级】地方规范性文件
•【时效性】现行有效
•【主题分类】基础教育
正文
陕西省教育厅关于公布陕西省中小学薄弱学科有效教学优秀
课评选结果的通知
陕教基一〔2014〕35号各市（区）教育局，韩城市、神木县、府谷县教育局，石油普教中心：
为深入推进基础教育课程改革，提升中小学薄弱学科教学水平，省教育厅举办了全省中小学薄弱学科有效教学优秀课评选活动。

经过各市县（区）教育局及教研部门精心组织，层层评选，共推荐薄弱学科录像课390节。

省教育厅组织专家进行了认真评选，评出一等奖43名，二等奖86名，三等奖 117名（具体名单见附
件），现将评选结果予以公布。

希望各级教育行政部门高度重视薄弱学科建设，对评选出的优秀教学成果在更大范围进行宣传和推广。

希望获奖教师再接再厉，真正把优秀教学成果应用于教育教学实践，不断提高教育教学质量和水平。

陕西省教育厅
2014年11月17日
附件
陕西省2014年中小学薄弱学科有效教学优秀课评选结果。