2019-2020年七年级英语上册 Unit 3 Lesson 1 Planning for a holiday(第二课时)教学设计 上海新世纪版
2019-2020学年七年级英语上册 Unit 3 Welcome to our school Task教案 牛津版.doc
2019-2020学年七年级英语上册 Unit 3 Welcome to our school Task教案牛津版I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:e the new words to talk about their school;e 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 from,2.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 foot.It takes me … to get to school.III. Focus of the lesson and predicted area of difficultyHow to write about a schoolIV. 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 lookOur school looks beautiful. (Picture 1)The playground is very big. (Picture 2)The classrooms are big and bright. (Picture 3)Our new library looks modern. (Picture 4)The school hall is for meetings. (Picture 5)We also have an art room, a music room and two computer rooms. (Picture 6) Our teachers are good. We all like them. (Picture 7)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. (Picture 8)【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，在不断的图片和语句的呈现中复习这单元关于学校话题的有关词汇和表达，同时也为本节课的写作内容做铺垫。
七年级英语上册 Module 3 Lesson 1 Planning for the
Module 3 Lesson 1 Planning for the holidays一、学习目标1.帮助学生从小就学会为将来做打算，学会有计划的去做事情。
2.帮助学生学会询问别人的计划和谈论自己的的计划。
（一）基础目标1 正确运用相关词汇来描述假期计划安排。
例如go on a package tour, go on a study trip, leave for London, attend English classes, go sightseeing等。
2 正确运用物主代词来表达所有关系。
如a frien d of mine, What’s yours?等。
3 操练有关计划去某地旅游的具体情况的各种提问及其应答。
（二）发展目标1.结合课文拓展一些新的景点名称。
2.能用学过语言内容整合，拓展学生的语言量，让学生进行表演。
（三）能力目标能根据创设的情景用英语进行对话.谈论自己的的计划和打算培养学生用英语自编自演英语对话。
情感、策略和文化等有关目标：1. 情感态度：学会为将来做计划，有计划地做事情。
2. 学习策略：在开展小组活动，编排小对话的时候要善于学习别的同学好的方法。
3. 文化目标: 了解伦敦的一些风土人情三、教学资源新世纪英语七年级上册Module 3 Unit 1，多媒体课件录音机等四、教学设计Tuning In1教师先通过安排表的文字信息让学生自主提问，然后教师把问题进行归纳。
Questions:1.What’s Li Hui’s plan for his summer holidays?2.How long will the trip last in London?3.When is he leaving for London?4.When will he come back to Shanghai?5.What will he do on weekdays and at weekends?6.Who is his travel agent?7.How can you contact the Shanghai International Travel Service?2教师让学生根据提出的问题，先从安排表中找到答案，再让学生两个一组进行pair work。
2019七年级英语第一学期 Unit 3 Is this your pencil Section A教案 (新版)人教新目标版
Unit 3 Is this your pencil第一课时Step 1Warming up1. Prepare a box of school things before class and collect some items (pen, ruler, cup, book, pencil…) from the students and ask：What's this in English?What's that in English?(Help them answer like this: It's a/an…)Have them work in pairs to practice the questions.Ss: It is a pen.The teacher goes on to take all the school things out of the box and teach the students how to say the various school things in English. Let one or two students, or if time permits, three or four to come to the front to put the school things into the box or pick them out of the box and say the names of the things. If the students get them right, they can get some small gifts.2. Provide more words by showing the students the picture in 1a.T: What can you see in the picture? (Collect their answers. Also ask them to finish 1a by themselves. Check their answers.)3. Let the students read the new words aloud after the teacher. Then try to remember the new words.Step 2Presentation1. Pretend that you don't know whose these things are and ask A:“Is this your book？” And lead him/her to answer: “Yes, it is. It's mine.”Then take another one and ask its owner: “Is this your…？” Help him/her to answer: “No, it isn't. It's his.”Have the students ask and answer in pairs. (Maybe when they do this, they'll make mistakes, so the teacher comes to them and gives them help if necessary.) Then ask them to act their dialogues out. e．g.—Is this your book?—Yes, it is. It's mine.—Is this your schoolbag?—No, it isn't. It's his/hers.2. Tell the students: my book＝mine; his book＝his; her book＝hersStep 3Research Cooperation1．Listening: Section A, 1b.(1)Listen and number.a. T: Listen to the recording for the first time.b. T: Number the conversations from 1—3 while you are listening to them for the second time.(2)Check the answers.T: Let's check the answers.[答案] 3 2 12．Reading.a. T: I would like you to read the conversations together.b. T: Would you please read them in pairs?c. T: Who would like to read to the class?3．Translate and explain.a. T: Let's translate the conversations into Chinese. Would you please work in pairs?b. T: Let's translate the conversations together now.c. S: Can you tell me when we ask questions “Is this your…？” or “Is that your…？”4．Pair work: Section A 1c.Practicea. T: Would you please practice the conversation with the things you and your partner have?b. T: I will give you an example first.e.g.T: Mary, is this your pen?S: No, it isn't. It's his pen.c. Please present your conversation to the class. Who would like to have a try?Step 4Language points名词性物主代词mine, hers, yours 等是名词性物主代词，相当于一个名词，即相当于“形容词性物主代词＋名词”，在句中可单独使用，而形容词性物主代词只能和名词一起使用。
2019七年级英语上册 Unit 3 Is this your pencil Section A教案 (新版)人教新目标版
Unit 3 Is this your pencil第一课时Step 1Warming up1. Prepare a box of school things before class and collect some items (pen, ruler, cup, book, pencil…) from the students and ask：What's this in English?What's that in English?(Help them answer like this: It's a/an…)Have them work in pairs to practice the questions.Ss: It is a pen.The teacher goes on to take all the school things out of the box and teach the students how to say the various school things in English. Let one or two students, or if time permits, three or four to come to the front to put the school things into the box or pick them out of the box and say the names of the things. If the students get them right, they can get some small gifts.2. Provide more words by showing the students the picture in 1a.T: What can you see in the picture? (Collect their answers. Also ask them to finish 1a by themselves. Check their answers.)3. Let the students read the new words aloud after the teacher. Then try to remember the new words.Step 2Presentation1. Pretend that you don't know whose these things are and ask A:“Is this your book？” And lead him/her to answer: “Yes, it is. It's mine.”Then take another one and ask its owner: “Is this your…？” Help him/her to answer: “No, it isn't. It's his.”Have the students ask and answer in pairs. (Maybe when they do this, they'll make mistakes, so the teacher comes to them and gives them help if necessary.) Then ask them to act their dialogues out. e．g.—Is this your book?—Yes, it is. It's mine.—Is this your schoolbag?—No, it isn't. It's his/hers.2. Tell the students: my book＝mine; his book＝his; her book＝hersStep 3Research Cooperation1．Listening: Section A, 1b.(1)Listen and number.a. T: Listen to the recording for the first time.b. T: Number the conversations from 1—3 while you are listening to them for the second time.(2)Check the answers.T: Let's check the answers.[答案] 3 2 12．Reading.a. T: I would like you to read the conversations together.b. T: Would you please read them in pairs?c. T: Who would like to read to the class?3．Translate and explain.a. T: Let's translate the conversations into Chinese. Would you please work in pairs?b. T: Let's translate the conversations together now.c. S: Can you tell me when we ask questions “Is this your…？” or “Is that your…？”4．Pair work: Section A 1c.Practicea. T: Would you please practice the conversation with the things you and your partner have?b. T: I will give you an example first.e.g.T: Mary, is this your pen?S: No, it isn't. It's his pen.c. Please present your conversation to the class. Who would like to have a try?Step 4Language points名词性物主代词mine, hers, yours 等是名词性物主代词，相当于一个名词，即相当于“形容词性物主代词＋名词”，在句中可单独使用，而形容词性物主代词只能和名词一起使用。
人教版七年级上册unit3-1
What’s this in English? It’s…
a book /- -/
c
What’s this in English? It’s…
a dictionary
/I/
/e/
/e /
What’s this in English? It’s…
a schoolbag
/u: //ae /
第三人称 she(她)、her(她的)、hers(她的…) 1. She ____ is Mary. Her name is Mary. 2. ____ her sister. She is Grace. This is ____ 3. ____ herbrother. She has a brother. This is ____ 4. ____ her book hers her book. The book is ______. 5. This is ____ her pen. The pen is ______. her pen hers 6. This is ____ her ruler he. This is ____
第二人称 you(你)、your(你的)、yours(你的…） Youare Bob. 1. ____ Yourname is Bob. 2. ____ yoursister. You are Eric. This is ____ 3. ____ yourbrother. You have a brother. This is ____ 4. ____ yours yourbook. The book is ______. you book 5. This is ____ yours your pen yourpen. The pen is ______. 6. This is ____ yours ruler 7. This is your ____ ruler. The ruler is your _______.
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2019-2020年七年级英语上册 Unit 3 Lesson 1 Planning for a holiday（第二课时）教学设计上海新世纪版（一）Lesson Target：1 正确运用相关词汇来描述假期计划安排。
例如go on a package tour, go on a studytrip, leave for London, attend English classes, go sightseeing等。
2 正确运用物主代词来表达所有关系。
如a fried of mine, What’s yours?等。
3 操练有关计划去某地旅游的具体情况的各种提问及其应答。
（二）Lesson Points1 关键词：1） Holiday：summer holidays, winter holiday, Labor Day Holiday, National Day holiday, Christmas holiday , Spring Festival2）物主代词类型\词义我的你的他(她、它)的我们的你们的他们的形容词性物主代词my your his, her, its our your theirours yours theirs 名词性物主代词mine yours his, hers,its3）景点词汇： the Bund, the Oriental Pearl Tower, Yu Garden, City God Temple, Nanpu Bridge, Yangpu Bridge, Tower of London, Tower bridge, Hyde Park, British Museum, National Gallery。
4）其他：on weekdays, at weekends, leave for, package tour, study trip, camping trip。
2 功能：1） Talking about holiday plans（谈论假期计划）●--What’s your plan for the summer holidays?-- I’m going on a package tour to Beijing.-- What’s yours?--I’m going on a study trip to L ondon.●-- When are you leaving for London?-- On July 16.●-- What will you do in London?-- We’ll attend English classes on weekdays and go sightseeing at weekends.2） Expressing good wishes（表达祝愿）●-- Have a nice holiday!--Thank you. You too. /The same to you.3 语法点：本课出现了形容性物主名词和名词性物主名词的用法以及与多处出现了用现表示即将发生的动作的用法，可以将有相同用法的词加以归纳。
讲解attend时，将与之意思相同用法不同的join, take part in, take加以区别。
（三）Teaching Designs 1 Discovering Language 本课中出现了形容词性物主代词和名词性物主代词的用法。
在这个教学环节中，可以利用chant的形式对人称代词的记忆进行训练。
[链接3]中提供了一些相关教学活动.2 Listening & Speaking 中Ex 1本部分内容比较容易操练。
本练习的要求是两人一组按范例谈论一些假期计划。
在Tuning In 和课文的教学活动后，学生根据Model 进行对话的操练就比较容易了。
[链接4]中提供了一些简单操作步骤，3 Reading本页的内容是关于英国的一些著名景点。
对于学生来说可能相对比较陌生。
可以让学生事先从网络上搜索一下相关景点信息资料。
Reading 的内容是封e-mail ，学生对于e-mail 的书写方式可能不太熟悉，因此在教学中，我们可以在讲授内容的同时要提醒学生注意e-mail 文章的格式。
先让学生在规定时间内进行fast reading ，并完成一些True or False.为了对阅读材料加深理解程度,教师可以让学生从之前网上查找到的英国著名景点信息进行交流. [链接5]中提供了一些操作参考.4 Writing 的由于本部分与Listening & Speaking 中Ex 1内容直接相关，因此建议在Listening & Speaking 中Ex 1的教学过程中同步进行。
先请学生根据所给的问题完成回答。
然后参照的内容写Listening & Speaking 中Ex 1的内容写文章。
[链接3] 说明：在此链接中设计了chant 形式的教学活动。
此活动不仅可以在这节课上使用，还可在以后课上用做课前复习。
另一个教学活动对形容词性和名词性物主代词的练习针对性较强。
Activity 1Chant Personal PronouncePurpose 1.to get familiar with the different forms of personal pronounce2.to get all the students to participateSteps I me my mine myselfYou you your yours yourself and yourselvesShe her her hers herselfHe him his his himselfIt it its its itselfWe us our ours ourselvesThey them their theirs themselvesTips 背诵的同时可让学生拍手配以节奏，快慢根据学生的熟练程度Comments 该活动是一个口诀，能帮助学生很快记住人称代词的主格、宾格、所有格和反身代词。
在训练时可对学生进行速度上的要求。
每节课前可花一两分钟时间操练，也可采取竞赛形式。
建议：不要急于将五种形式统统教给学生，反身代词可放到后面在教，否则学生不一定能接受。
Example I me my mine I myselfYou you your yours you yourself and yourselvesShe her her hers she herselfHe him his his he himselfIt it its its it itselfWe us our ours we ourselvesThey them their theirs they themselve……Activity 2 Piling games教师让学生根据model来进行piling games。
这个活动的目的是让学生在进行重复上一个的学生的句子的同时用形容词性物主代词替换使用，并用名词性物主代词接着造句。
然后依此类推，达到操练目的。
游戏以学生复述错误、复述不全或造句错误结束暨开始下一轮。
（其中B中too不能省略，划线部分的词汇可以替换操练，斜体部分为操练代词）Model:A: My dog is lovely.B: His dog is lovely. Mine is lovely, too.C: Their dogs are lovely. But mine is pretty.D: Theirs are lovely. Hers is pretty. But mine is clever.……[链接4]说明：本环节内容在处理的时候，要注意与课文的教学内容相结合，同时也是教材内容在此阅读材料中的一个延伸和扩展，注重材料使用的实效性。
1．先让学生通过磁带听懂model内容，同时对对话中出现的具体信息进行make notes，以便等会进行的pair work2．出现model的内容，并把内容中可替换的词组标识。
（划线部分为可替换部分）Model:A: What’s your plan for the summer holidays?B: I’m going on a study trip to New York. What’s yours?A: I’m going on a package tour to Hong Kong with a Net-pal of mine. When are you leaving for New York? B: On July 8.A: How long will your trip last? B: About three weeks. A: Have a nice holiday! B: Thank you. you too.3． 让学生用所给词汇内容进行替换操练。
4. 程度比较好的班级，还可以让学生用自己的度假计划内容进行替换。
[链接5] 说明：本部分内容在处理的时候，要注意与课文的教学内容相结合，同时也是教材内容在此阅读材料中的一个延伸和扩展，教师要提高阅读材料的使用率.同时，也要在强调综合运用的基础上，在课堂教学中及时有效地培养学生的听说读写的能力,提升学生综合运用语言功能的能力，并学会知识的迁移与运用。
1. 让学生在规定时间内进行快速阅读, 也就是在阅读内容不变的情况下，增加阅读的强度。
并在阅读结束后完成由教师设计的True or False 。
True or false:a. We raveled in London by car and underground. (F)b. We set out early in the morning because w e didn’t have enough time.(F)c. We are going to visit the British Museum in the morning the next day.(T)d. Big Ben is the most famous clock in the world.(F)e. We listened a boring speech in Speakers’ Corner.(F)Spring holidayCamping trip to hangzhou sightseeing tour to Japana friend of mineApril 30 About three daysChristmas holiday package tour to Paris sightseeing tour to Londonmy family December 23 about ten dayswinter holiday study trip to Sydney package tour to Suzhou some relatives of mine January 24 About three weeks National Day holiday sightseeing tour to Hong Kong Camping trip to Beijing some classmates of mine October 1about a weekf. We spent two days visiting London.(T)2. 在完成快速阅读之后，把这篇阅读材料当成一篇听力材料，把e-mail 中出现的图片颠倒顺序，让学生通过文章内容，依序编号。