七年级英语上册Unit_3教案5

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。

Unit 3 Is this your pencil?教学目的和要求(Teaching aims and demands)Excuse me but these they good those boat hill tree their much very much all right all right mum friend brother nice to meet child children welcome our come come in oh日常交际用语Is this your/my/his/her pencil-box? Yes,it is./No, it isn’t.Here you are.Where’s my…?What are these/those? They’re …,etc.It’s very good.Are these/those/they English books? Yes,they are./No,they aren’t.They’re their books. That’s all right. Thank you ve ry much.These are my friends,Kate and her brother Jim…Welcome to our home.Who am I? Do you know?What number is Jim’s bus? Come in, please.语法:运用my, your,his,her,its数词以及名词的复数形式.运用these,those和theyperiod 1Step 1 Revision1.ReviseIs everyone here today?Find out :who is present/absent.e flashcards to revise the new words in Unit 5. (girl, boy, man, woman,sister,father,mother,Mr,Mrs,etc.)3.Check homework.Step 2 PrsentationPick up a girl’s pen and ask Excuse me.Is this your pen?Help her to answer Yes,it is. Say to the class This is her pen.Give the pen to her and say Here you are.Help the student to answer Thank you. Repeat with a boy, saying This is his pen.Repeat several times with different objects,including a bag,a pencil-box,a pencil,an eraser,a cup,etc.Get all the students to raise their pens.Point to a boy’s pen and help the class say his pen. Then point to a girl’s pen and say her pen. Repeat this several times at a quicker speed.Step 3 PracticeGet this chain drill going. In each case a student should pick up an object belonging to the person behind or beside him or her,and askA:Is this your book?B:Yes, it is.A:Here you are .B:Thank you. (Pick up an item from another student and ask C)Is that your eraser?C:Yes,it is.B:Here you are!(Give the eraser to the owner.)C.Thank you.(To D) Is this her…? Etc.Explain that it is polite to say Excuse me!to get someone’s attention. Get them to repeat several times. Then repeat the chain drill adding Excuse me!Step 4 PresentationPick up a bag belonging to a girl, point to a boy and say Is that his bag?(No, it isn’t. I think it’s her bag.). Give extra emphasis to the word her.Pick up a pen that belongs to a boy,point to a girl, and ask Is this her pen?(No,it isn’t.I think it’s his pen).Put special emphasis on his. Repeat this several times with different students and different objects.Step 5 Look, listen and say.SB Page 26, Pictures 1, 2and 3, Speech Cassette Lesson 21. Say Open your books to page 26. Look and listen. Play the tape through once. Rewind and divide the class in two – A and B. Say Listen and repeat. Replay the tape, using the pause button. Students listen and repeat. Repeat changing roles. Notice the special emphasis on the word my in the last line. But where’s my cup?Step 6 Pair practiceDivide the class into groups of three. Get them to practise the dialogues with Pictures 2 and 3. After they have practised once or twice, get them to repeat the dialogue using other items and their own names.Step 7 ActingCall out four students, each with four different objects. Collect the objects from them, and have a similar dialogue. The teacher begins to say Excuse me. Is this your eraser? (Yes/No.)etc.Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.Step 8 Workbook.Sb Page 111, Wb Lesson 21. Exx. 2-3 should be done in class. Use the words in the box to substitute for the italicized words in the dialogue in Ex. 3.HomeworkFinish off the Workbook exercises. Write Exx. 1 and 2 in the exercise book.Note:When teaching new words, e.g. me,these,tree, meet,please,very, welcome,etc.remind the students of the spelling rules taught in the previous unit. From now on, the students have to learn more words. Help them deal with the English spelling.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 2Step 1 Revision1.Ask a group to act out the dialogues from Page 26 with books. If desired, ask another group to act without books.2.Check hoework. Get some students to read and act Ex. 3 in Wb Lesson 21.Step 2 PresentationHold up a bag and ask What’s this? It’ s a bag.Hold up two bags and say What are these ? They’re bags.Repeat with a pen/ pens, a book/ books,a box/boxes,etc.Now get the class to ask and answer both questions ---What’s this ? What’re these?Make sure that they pronounce the plural forms correctly. Add /z/for banana, bag and pen,/s/for book and /iz/for box and bus. Also they should pronounce the ds in birds as one sound/dz/ not /d+z/.Step 3 PracticeChain drill . Call out several students to demonstrate.A:What are these ?(Holding up two pens. )B:They’re pens. What are these?(Holding up two books.)C:They’re books. What’re thes e? (Holding up two boxes. )etc.Organise a chain drill around the class in the same way.Step 4 PresentationDraw a banana on the Bb. Ask What’s this? It’s a banana.Draw two bananas and ask What are these? They’re bananas. Write one under the single banana and two under the two bananas.Repeat up to ten.Step 5. Read and say.SB Page 27, Part 1, Speech Cassette Lesson 22. Say Turn to Page 27, Part 1. Look at Picture 1. What’s this? Help them to answer It’s a banana.Ask How many can you see? One, two or three? (One.)Look at Picture 2. What are these? (They/They’re bananas.)Notice that the short form for They are is They’re.Ask How many can you see, two, three or four?(Two.)Repeat with the other pictures.Then ask What can you see in Picture 2?Ss:Two bananas.Do the same for the other pictures in random order.Step 6 PresentationSB Page 27, Part 2. Books closed. Use flashcards or draw a quick sketch of a car on the Bb. Step away from it and using a pointer askWhat’s that? (It’s a car.)Repeat with a bird, a cat, an egg and a cake. Teach a tree and a boat.Now draw a second car, and, pointing to it ask What are those? (They’re cars.)Repeat with birds, eggs, cakes, boats and trees.Be sure to stand back and point when you ask,so students aren’t confused by these and those. Teach hills, boats and pictures in the same way. Get the students to read the dialogue in Part 2 in pairs.Step 7 Ask and answerSB Page 27, Part 2. Call out a student and ask What can you see in the picture? What are those? Point to the birds in the picture. They’re birds. Get him or her to ask you a similar question.Ask the students to work in pairs to ask and answer similar questions using the picture.Step 8 WorkbookSB Page 112, WB Lesson 22. Do Exx. 1-3Ex.1 contains the numbers from one to thirteen.Help the students to spell fourteen and fifteen.Tell them the numbers from thirteen to nineteen all end in teen. They are all formed by the number plus teen,except for thirteen and fifteen which are slightly different.HomeworkFinish off the Workbook exercises. Choose Exx. 2 or 3 for written homework.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 3Step 1 Revision1 Revise What’s this? /What are these?(They’re…) like this:Ho ld up a bag and ask What’s this? (It’s a bag.) Hold up two bags and ask What are these?(They’re bags.) Repeat. Help the class to answer.Repeat with pens, books,etc.Get the class to ask questions and give answers. Check for the use of plural forms.3.Revise What’s that?/What are those?in a similar way.This time use pictures from magazines, pictures on the wall or Bb drawing to emphasize that that and those refer to items that are not near.Chain drill. Call out several students to demonstrate.A:What are these? (Holding up three pens.)B:They’re pens. What are those?(Pointing to trees outside.)C:They’re trees. What are these?etc. Then get the class to continue this chain drill.Step 2 Pronunciation praticeWrite these lists on the Bb one at a time and get the students to practise reading and pronouncing them correctly. Write the phonetic symbols if you think they will help the students.1./s/2./z/3./iz/desks birds/dz/ busesbooks trees boxescats/ts/ girls orangesbikes boysAfter writing each list,underline the endings and explain These words have the …sound. Do Ex. 2 in Wb Lesson 23.Step 3 PresentationTake out a bag with some oranges or pears in it. Hold it up and let several students feel the bag, Ask Are these apples? Some students will say Yes, they are.Others may say No,they’re not.Still others may say I think they’re… Smile and say You don’t know! Open the bag and say Look!These are (pears).Teach Are those…? For example , put a small picture with two cars in the corner of the room,and ask Are those Chinese/Japanese cars? The students try to guess. They may answer Yes,they are./ No, They’re not. Then bring the picture closer so that they can confirm that they are/are not Chinese/ Japanese cars.Step 4 Read and saySB Page 28, Part 1, Speech Cassette Lesson 23. Play the tape. Students listen, and then listen and repeat. Get two or three pairs to read aloud the dialogue. Then get the students to read in ter, get some students to read and act.Step 5 Look, listen and saySB Page 2, part 2,Speech Cassette Lesson 23. Let the students listen to the tape and then get them to practise the same way as in Step 4. Put the students in groups of three (A,Band C). Later ,call out several groups to read the dialogue and act in front of the class.Step 6 WorkbookSB Page 113, Wb Lesson 23. Do Exx.1-3 in pairs orally. Then check the answers with the whole class. Wx. 4 is optional. Do this exercise if you think your students are ready. Point to the picture and draw the students’ attention to the difference between written English and Chinese, including the word order and the use of the verb to be.HomeworkFinish off the Workbook exercises. Revise the new language items in Lessons 21, 22 and 23. Do Ex.2 in the exercise book.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 4Step 1 Revision1.Call the register. Get the students to talk about who is not at school today,etc.2.Revise the nubmers 1-28 and teach 29 and 30.ing flashcards, revise the plural words taught in this unit: hills,boats,birds,etc. Do Ex.2 in the Wb Lesson 23.e the same cards to practise What are these? Are these…? And further away,What are those? Are those…?Step 2 Read, listen and saySB Page 29, Part 1,Speech Cassette Lesson 24(Phonic Reading Work). Follow the same steps as in Lesson 20. Step 2. (Please see Pages 148-167 of the TB.) As in Lesson 20, use flashcards rather than going straight to the book.1.Books closed. Say Listen and play the tape.2.Play the tape again. Say Listen and repeat.Write the letter O on the Bb, and next to it write no,hello, those,home,zero and go.3.Students read aloud each word in turn as you point to it.4.Explain that in Chinese these words all have the letter O and the /eu/ sound.5.Repeat the above procedure with the words:6.Get the students to read and say the above words from the Bb in random order. Then ask them to read aloud the words in SB Lesson 24, Part 1.7. Do Ex. 1 in Wb Lesson 24.Step 3. PresentationDraw a picture on the Bb. There should be six children- three boys and three girls. Point to the first boy and say This is Jim Green.Write Jim Green under the picture. Point to the first girl and say This is Kate Green. Write Kate Green under the picture. Say Kat e is Jim’s sister. Write Jim’s sister under Kate. Point to Jim and say Jim is kate’s brother. Repeat. Have students repeat brother several times. Now point to the next picture of a boy and say Who is this? He’s Tom Read. Then, pointing to the girl Who is t his? She is Ann Read. Write the names below the pictures. Point to Ann again and ask Who is she? Help a student to answer She’s Tom’s sister. Point to Tom and say This is Tom Read. Who is he? Help a student to answer He is Ann’s brother.Write Ann’s brother under Tom’s picture.Repeat with Joy and David Smith.\When you are finished, say Jim is 12, Kate is 8, Ann is 12,Tom is 13, Joy is 7 and David is 12. They are all children. Write the word children on the Bb. Ask thestudents to guess what the word means. Explain if necessary and have the students repeat the word several times. Then draw a circle around all the pictures and say They are all children . They are all friends, too. Write the word friends on the Bb. Have the students guess the meaning and if necessary, explain.Step 4 PresentationCall out four students –two boys and two girls. Point to each one and give him or her a name. Say Kate, Jim, Ann and Tom. Ask them to leave the room and to come in two at a time, brother and sister together. When the first two come in say Hello, Jim .Hello,Kate. Welcome to our class! When the next two students come in say Look! There are your friends, Ann and Tom. Hello, Ann. Hello,Tom. Welcome to our class! Get the students to repeat Welcome to our class.Step 5 DrillStart a chain drill like this. Tell students to remember the name as you go around the rows pointing to each student in turn. Say 1-Jim, 2-Kate, 3-Ann,4-Tom,5-Joy,6-David, 7-Jim, etc.(Number the pictures on the Bb in the same way to help).Help S1 to say Hello, I’m Jim.S2:Hello Jim.I’m Kate.(Kate turns to Se and says. )Hello, I’,m Kate. This is my friend Jim.S3:Hello Kate. I’m Ann. (Ann turns to S4.) hello, I’m Ann. These are my friends Kate and Jim.S4:Hello, Ann. I’m Tom. (Tom turns to S5.)Hello, I’m T om.These are my friends Jim,Kate and Ann.Continue in the way until you reach S6. Student 7 starts again. Hello, I’m Jim. And so on.Step 6 Look, listen and saySB Page 29, Part 2, Speech Cassette Lesson 24,. Say Turn to Page 29. Play the dialogue for Picture 1. Students listen, and then listen and repeat. Explain that when people address a mother directly, they usually say Mum or Mom. Fathers are referred to as Dad. Get two or three pairs to read aloud the dialogue on Page 29. Then get the students to read in groups of three. Say Look at picture 2. Who is there? Do you know? Listen. Play the dialogue for Picture 2. Have students listen and repeat paying special attention to the pronunciation of the word room. Explain the meaning in Chinese. Get two or three pairs to read aloud the dialogue. Then get the students to read aloud the dialogue. Then get the students to read in groups of ter, get some groups to read the act.Step 7 Listen and answerSB Page 30, Part 3, Listening Cassette Lesson 24. Say Look at the picture on Page 30. What can you see? (Jim and Li Lei)Where are they? They are at the bus stop. Write at the bus stop on the Bb. Explain that Jim and Li Lei are at the bus stop. Jim wants to gohome. Say Listen. What number is Jim’s bus? Play the cassette twice, if necessary. The text of the tape is printed below. If you do not have the tape,read the following text aloud.Listening textJim:Is that my bus?Li Lei: What’s number?Jim:I think it’s 25.Li Lei:No, that isn’t your bus. Y our bus is numbe r 29.Jim:Look! Is that my bus?Li Lei: I think it is. Yes, It’s a 29 bus.Jim:Good. Oh, where are my bags?Jim: Thanks.Goodbye!Li Lei:Goodbye!Then repeat the question What number is Jim’s bus? (Answer:29)If time permits,play the tape again,and get the students to repeat. Half of them can be Jim, and the other half Li Lei.Step 8 Say and writeSB Page 30, Part 4. Books closed. Draw a boat on the Bb. Say This is a boat. Write the sentence on the Bb and then read it aloud. This is a boat.Have the students repeat.\Draw three boats. Say These are boats. Write the sentence on the Bb. Say These are boats.Hve the students repeat.Say Turn to Page 30. Point to Part 4. Explain the model to the students. Say Look at number 1. A box. This is… Help a student to say a box. Say These are … Help a student to say boxes.T: Picture No.2. A computer. Row 2Row 2: This is a computer.These are computers.T:Picture No.3.An apple. Row 4.Row 4: This is an apple. These are apples, etc.After you have gone over all of the words , get students to write the answers in their books. When they have finished, ask the students to exchange books and to “mark” each other’s work. Remind them to pay special attention to boxes and buses, where an “es”must be added in the plural form.Step 9 Check point 6Revise the plural from of the noun. Refer to the notes on Page 182 of the SB. Do Wb Lesson 24, Ex. 3. Give a short dictation as in Lesson 20. Use some of the words, expressions and sentence patterns in this unit. Give the Ss a few nouns. Get them to make the nouns plural.Step 10 Workbook\Sb Page 114, Wb Lesson 24. Most of the exercises help revise the plural form of nouns. E.g Exx. 3 and 7.Ex.6 shows a way of learning new words by classifying them according to their meanings. Exx.9 and 10 are optional. Ex.9 providesstudents with reading practice. Ex.10 is a chant that helps the students to practise rhythm.HomeworkFinish off the Workbook exercises.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.。

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.。

初中英语教案Unit 3 Is this your pencil?The First PeriodSection A (1a-2d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key words:pencil，book，eraser，box，schoolbag，dictionary，his，mine，hers，excuse，me，thank，teacher，about，yours，for，help，welcome(2)Key phrases:excuse me，thank you for...，pencil box(3)Important sentences:①—Is that your schoolbag?—No，it isn’t.It’s his.②—Are these your book?—No，they aren’t.They’re hers.2.Ability aims:Learn to identify ownership of the things in the classroom.3.Emotion aims:Make students guess the owners of the things in the classroom.II.Important points:Train students’ listening skills.III.Difficult points:Grasp some new words about their school things.IV.Teaching processStep 1 Warming up1.Show some pictures or objects about school things like pen，ruler，cup，schoolbag，pencil... —What’s this in English?—It’s...2.Work on 1a.①Read the words in 1a.②Let students look at the picture in 1a.③Ask students to find out the things in the picture，then match the things with words.Teacher checks the answers with students.④Let the students read the new words aloud after the teacher.Then remember the new words. Step 2 ListeningWork on 1b，2a and 2b.1.Listen and number the conversations [1-3].2.Listen and check(✔) the things you hear.3.Listen plete the conversation with the words in the box.4.Check the answers in 1b，2a and 2b.Step 3 PairworkWork on 1c and 2c.1.Practice the conversations above with your partner. Then greet your classmates.2.Practice the conversation in 2b.Then make your own conversations using the things in your classroom.e.g.—Is this your schoolbag?—No，it isn’t.Step 4 Role-playWork on 2d.Let students read the conversation.Then let students role-play the conversation and give them 5 minutes to recite it.Language points1.pencil box文具盒pencil box=pencil case注意：box的复数形式是boxes。

Unit 3Is this your pencil?第一课时Section A(1a-1c)1．重点单词：pencil，book，eraser，box，schoolbag，dictionary，his，mine，hers 2．重点短语：your pencil，your schoolbag，your books，pencil box3．重点句式：—Is that your schoolbag?—No，it isn't.It's his.—Are these your books?—No，they aren't.They're hers.1．含有be动词的一般疑问句2．名词性物主代词的用法1．含有be动词的一般疑问句2．名词性物主代词的用法一、预习课本P13新单词并背诵，完成下面的汉译英。

1．铅笔____________ 2.书____________3．橡皮____________ 4.盒子____________5．书包____________ 6.字典____________7．他的____________ 8.我的____________9．她的____________二、认真预习1a，1b，1c，找出下列短语和句型。

1．你的铅笔________________2．你的书包________________3．你的尺子________________4．你的书________________5．铅笔盒________________6．—那是你的书包吗？—不，不是。

它是他的。

________________________________________________________________________ 7．—这些是你的书吗？—不，不是。

它们是她的。

________________________________________________________________________Step 1情景导入Teacher：We have some school things at school.The things are very important to our study.Do you know how to say them in English？If you can't，please don't worry about it，you can know them after this class.Then show some pictures of the school things to let the students learn.环节说明：通过与学生日常学习生活紧密相关的话题——学习用品，导入新课，能引起学生的学习兴趣。

人教版（2024）七年级上册英语Starter Unit 3 Welcome! 教案一、课题名称Starter Unit 3 Welcome二、课程课时2 课时三、教材内容分析本单元主要围绕“欢迎”这一主题展开，通过简单的对话、问候语和活动，引导学生学习日常交际用语，培养学生的英语听说能力和交际意识。

教材内容生动活泼，贴近学生生活实际，有助于激发学生的学习兴趣。

四、核心素养目标1. 语言能力：掌握基本的问候语和欢迎用语，能够进行简单的英语对话。

2. 文化意识：了解不同文化中的问候和欢迎方式，增强跨文化交际意识。

3. 思维品质：培养学生的观察能力、逻辑思维和创新思维。

4. 学习能力：引导学生掌握有效的学习方法，提高自主学习和合作学习的能力。

五、教学重点、难点1. 教学重点问候语和欢迎用语：Hello! Hi! Nice to meet you! Welcome!简单的对话练习。

2. 教学难点准确发音和自然流畅地运用问候语和欢迎用语。

在实际情境中灵活运用所学语言进行交际。

六、课的类型及主要教学方法1. 课的类型：听说课。

2. 主要教学方法：情景教学法、游戏教学法、小组合作法、直观教学法。

七、教学过程第一课时1. 导入环节（5 分钟）教学环节：播放一段欢迎的视频，如学校迎新活动的片段。

教师活动：“Hello, everyone! Let's watch a video first. What can you see in the video? Yes,it's about welcoming new students. Today we are going to learn how to welcome people. Are you excited?”学生活动：学生观看视频后回答问题。

“I see many students and teachers. They are welcoming new students.”设计意图：通过视频激发学生的学习兴趣，引出“欢迎”的主题。