Unit 1 School and Numbers(何时不能用缩略形式)同步素材(文本资料)(冀教版七年级上)

三年级上册英语说课稿 Unit 1 School and Numbers - Lesson 1Hello!教学背景本节课是《三年级上册英语》课本中的第一课，属于 Unit 1 School and Numbers，课时为 Lesson 1 Hello!。

通过本课的学习，学生将会学习如何用英语表达简单的问候语和自我介绍。

教学目标•学生能够正确地用英语问候和介绍自己。

•学生能够听懂、模仿和表演课文中的内容。

•学生能够与同伴进行简单的英语交流。

教学重点•让学生能够正确地用英语问候和介绍自己。

教学难点•让学生能够读懂和理解课文中的问候语和自我介绍内容。

教学准备•PPT•教具：iPads、学生名牌、教学卡片教学过程导入教师进入教室，用英语问候学生，例如：Good morning, class! How are you today?学生也用英语回应老师的问候。

学习新词汇1.通过PPT呈现新词汇及其图像，老师发音并让学生跟读。

–hello–Hi老师可以进行教师生对话，同时让学生模仿教师的语调，练习正确的发音。

2.老师提问“What’s your name?” ，学生依次回答自己的名字。

老师教授句型“What’s your name?”的用法。

听录音1.老师播放录音，让学生反复听。

2.学生并按照录音跟读。

3.老师逐句讲解，并提醒学生注意语音、语调及语速等细节。

情景演练1.老师现场表演，进行问候与自我介绍，并向学生简单介绍自己。

2.学生把所持名牌挂在衣服上，并用英语互相问候，并介绍自己的名字、年龄、来自哪里以及喜欢的颜色等信息。

巩固练习1.使用教学卡片让学生进行角色扮演。

2.两组学生成对进行问候和自我介绍。

小结1.老师要求学生回顾本课的知识点。

2.学生通过名牌和手势等形式，模仿教师进行问候和自我介绍。

作业1.学生需要在家练习本课中的问候和自我介绍。

2.学生使用iPads练习录音，以便在下节课中进行表演和交流。

教学方法本课主要采用互动式教学方法，注重听、说、读、写的综合训练。

2019年三年级英语上册 Unit 1 School and NumbersLessonlesson 1 hello!同步练习冀教版一、请你帮助小花，找到它们的叶子。

(连线)二、帮朋友找到家，并把自己的名字写好。

(连线)三、圈出不同类单词的序号。

1. A. B. C.2. A. B. C.3. A. B. C.4. A. B. C.5. A. B. C.四、火眼金睛孙悟空。

( ) 1. ________ your name?A. WhatB. whatC. What’s ( ) 2. My name is ________.A. wang leiB. Wang leiC. Wang Lei ( ) 3. Your name is ________.A. Li fangfangB. Li FangfangC. Li FangFang ( ) 4. Hello! What’s ________ name?A. yourB. isC. you五、单词宝宝排排队。

(序号写在圆圈里)1.2.六、情景交际。

(序号写在苹果内)1. 见到朋友，朋友对你说Hello，你应回答：________A. Hello!B. Bye!2. 你想问问对方叫什么，你应该说：________A. What’s your name?B. My name is Li Ming.3. 别人问你叫什么，你应回答：________A. Hi!B. My name is Danny.七、补全对话。

(序号写在横线上)答案：一、1. hello 2. your 3. my 4. name 5. hi二、 (答案不唯一)三、1. C 2. B 3. A 4. B 5. B四、1. C 2. C 3. B 4. A五、1. ②—③—① 2. ③—②—①—④六、1. A 2. A 3. B七、1. C 2. D 3. A 4. B小学教育资料好好学习，天天向上！第6 页共6 页。

unit1《schoolandnumbers》lesson12教案（冀教版初一上）Lesson 1 Hello一、Teaching content:1. Greetings: hello, hi2. Self-introduction: My name is…3.Asking for others’ names: What’s your/his/her name?二、Teaching goals1. Understand the text2.Remember the words: hello, name, my, your, his, her, I, is, what3. Make sure the Ss can introduce each other in English三、Key points:What’s your/his/her name?My /his/her name is …四、Difficult point: What’s his/her name?五、Preparation: A map of China and a map of Canada; some pictures of characters such as Sun Wukong, LanMao and so on.六、Teaching aids: Recorder, pictures or cards七、Type of the lesson: Listening and speaking八、Teaching procedureStep 1.Warming up. Discuss the following questions with the Ss in Chinese1. Why do we learn English?2. Where is English spoken?3. Do you know any English words?4. Is English interesting?5. Do you often come across English words? Step 2. Lead in. Discuss these questions:1. What do you say when you meet someone?2.Do you know what Canadians say when they meet?3. How do you introduce yourself or someone else in Chinese?4.Do you know how to introduce someone in English? Today we’re going to learn something about them. Do you want to know?Step 3. New lesson:No. 1 Hello/Hi, my name is1. PresentationPretend to meet someone. Say 〝Hello〞or 〝Hi〞, my name is….Make sure the Ss can understand it. Encourage them to repeat.2. PracticeWork in pairs. Encourage the Ss to greet each other and introduce themselves. Then ask some pairs to act it out.No. 2. What’ your/his/her name1. PresentationSay 〝My name is___. What’s your name?〞Translate if necessary. Then repeat a few times.Encourage the Ss to follow until they can say it correctly.2. PracticeWork in chain like this:A: (to B) My name is ___. What’s your name?B: My name is ___. (to C) What’s your name?C: …Then ask some Ss to act it out.3. Presentation and practice: What’s his/ her name?Show a picture of LAN Mao and say, 〝What’s his name? His name is Lan Mao〞. Ask the question and help the Ss to answer. Then repeat. Work in pairs to practice the dialogue and ask some pairs to act it out.4. Introduce the characters on the textbook: Li Ming, Jenny, and Danny. Teach the words China and Canada, using maps of them. Then explain thesentence 〝I live in___.〞5.Listen and follow6. Play the tape for the Ss to follow.7.Summary.Sum up the lesson briefly by practicing all the dialogues in the text.8. HomeworkRead the text and practice the dialogue.Lesson 2 How are you?一、Teaching content1. Greeting: Nice to meet you2. Teach the song 〝How are you?〞二、Teaching goals1. Understand the text2. Remember the mastery vocabulary3. Understand and sing the song 〝How are you?〞三、 Key points: Greet someone with the phrase 〝How areyou?〞四、 Difficult point: greeting and response in the text五、 Preparation1. Prepare some pictures and put them on the Bb2. Write the new words on the Bb六、Teaching aids: audiotape and some pictures七、 Type of the lesson: listening, speaking and singing八、 Teaching procedureStep 1. Warming up. Greeting and review. After greeting (Hi, Hello), review the dialogue in the last lesson briefly. Step 2. Lead in. Ask the Ss the questions in Chinese:1. What do Chinese say when they meet each other?2. Canadians don’t ask the questions such as 〝Have you had your meal?〞or 〝Where are you going?〞. Do you know what they say expect 〝Hi〞or 〝Hello〞Step 3. New lesson1. Presentation. Explain that Canadians greet each other by saying 〝How are you?〞and 〝Nice to meet you〞. Explainthe meaning of the expressions. Encourage the Ss to repeata few times.2. Listen and say. Play the tape for the Ss to follow.3. Practice. Work in pairs. Encourage the Ss to practice the dialogue in pairs. Demonstrate the dialogue with one or two Ss, and then ask some pairs to act it out for the rest of the class.Step 4. Demonstrate and practice the dialogue:Hello! My name is ___. What’s your name?My name is ____ .Nice to meet you.Nice to meet you, too.Step 5. Teach the song 〝How are you?〞1. Go over the words of the song and practice them.2. Explain the last line3. Play the song for the Ss to follow.Step 6. Summary.Sum up the greeting and response, combining with the useful expressions in this lesson.Step 7. Homework.1. Read and practice the dialogue. Sing the song 〝How are you〞。

Unit 1重难点解析1. 【点击原文】My name is Li Ming. 我的名字叫李明。

【解析】本句与I’m Li Ming.表示同样的含义，都可以用作问句What’s your name?的答语，也是向别人介绍自己时的常用开头语。

小小提示：当回答What’s your name? / What’s his name? / What’s your sister’s name?等句子时，也可以省略My / His / Her name is ...等，直接用名字作答。

例如：—What’s your sister’s name? 你妹妹叫什么名字？—Barbara. 芭芭拉。

2. 【点击原文】How are you? 你好吗？【解析】在英美等西方国家，How are you?是熟人或朋友见面时常用的客套语，用于询问对方的身体状况，其答语通常用I’m fine, thank you. / I’m OK. / Very well, thank you. / I’m all right.等。

有时为了表示礼貌可以反问对方How are you?或And you?(你呢？)友情链接：还有一些句式用于问候对方：①Good morning. 早上/ 上午好。

这是上午见面时的常用问候语，是比较正式的用法。

答语仍为Good morning.或Morning.②Hi! / Hello! 你好！这是常用的打招呼用语，比较随便，熟人、朋友及陌生人之间都可以使用，其答语仍然用Hi! / Hello!③Nice to meet you! 很高兴认识你！它一般用于双方初次见面时，其答语仍用原句。

而How do you do?(你好!)也常用于双方初次见面时，是比较正式的用法，答语仍为How do you do?3. 【点击原文】May I have your book, Jenny? 詹妮，我可以用你的书吗？【解析】may是情态动词，意为“可以”，其后接动词原形。

Unit 1 School and NumbersLesson 1学案一、重点词汇may, go, to, trip, city, of, too, and, please, far, kilometers, so二、重点句型1）May I ……?2）It’s…from …to…三、重点句子解析1. Mom, may I go on a trip to Beijing? 妈妈，我可以去北京旅行吗？（1）may是情态动词，意思是“可以”，没有人称和数的变化。

后接不带to的不定式。

用在肯定句中表示许可，在疑问句中表示请求许可。

在回答may的一般疑问句时，肯定回答用：Yes,you may . /Yes, you can . /Yes, pleas e . /Certainly . 否定回答用：No, you may not . /No, you can’t . /No, you mustn’t . /Please,don’t . 例如：May I take the book out of the reading room ? Yes,you may ./ No, you may not . / No, you mustn’t . 我可以把书带出阅览室吗？是的，你可以带出去。

/不，你不可以带出去。

（2）on a trip to …（have a trip to …）表示“去……旅行”，这里的trip为名词，常指短距离的旅行或远足。

例如：I will go on a trip to Shanghai . 我将要去上海旅行。

My mother is on a trip t o Hong Kong.我妈妈到香港旅行去了。

2. But it’s the capital city o f our country ! 但是北京市我们国家的首都（1）but意为“但是”，表示转折意义的并列连词。

例如：You like English but I like math . 你喜欢英语但我喜欢数学。

Unit 1 School and NumbersLesson 1一、知识目标：1.掌握词汇及短语：My name is …What’s your/her/his name?2.认知词汇及短语：hello, hi,meet,and,China,Canada3.句型：What’s your/her/his name? My /His/Her name is . I live in .二、重点知识详解：1.my,your,his,her,its这些都是形容词性物主代词，用在名词前，作定语。

例如：his name,her mother,my teacher2.What’s your name ?是询问对方姓名的特殊疑问句，后面可以加上please,以表示客气、礼貌。

该句多见于入学报名时老师问学生；求职时老板问求职人员；登记住宿时，服务员问顾客等场合。

也可以直接说：your name ,please?询问对方姓名时还多用May I have your name,please?3.Meet Li Ming and Jenny.认识一下李明和詹妮。

此句相当于”Please come an d meet Li Ming and Jenny./Let’s meet Li Ming and Jenny.”。

句中的meet用作及物动词，是“结识，引见”的意思。

Lesson 2一、知识目标1.掌握词汇及短语：you, I,am.2.认知词汇及短语：thank, too3.表达法：How are you? I’m fine. Nice to meet you..二、重点知识详解：Have a lovely day.（愿你，祝你）玩的愉快！(度过快乐的一天！)此句是表示祝福的用语，相当于“May you have a lovely day!” (may用于祈使句的句首，表示“祝愿”。

）Lovely是形容词，意思是“愉快的”。

May I_____________? 句型分析1.—May I have one book。

please?请问我可以要一本书吗?—_sure!Here you are．当然可以,给你.(1)句子中的may是情态动词，“可以”的意思，表示允许。

情态动词后应该用动词原形。

如：You may do it．你可以做这件事。

May I use your pen?我可以用一下你的钢笔吗?(2)“May I+动词原形+其他?”是一般疑问句，在一般疑问句中情态动词应放在主语的前面。

这种句型通常表示一种委婉的请求。

请求被允许时，口语中常用sure(可以)来回答，也可以用“Yes，you may…”，但在否定回答中多用can来回答。

can也是情态动词，“可以，能够”的意思。

如：一Mav I know your name?我可以知道你的名字吗?一Sure．My name is Loma．当然。

我的名字叫诺娜。

一May I have a chair?我可以要一把椅子吗?一No，you can’t．不，不行。

(3)当别人跟你要东西，你把某物递给对方时常说“Here y ou are．”表示这是“你”所要的东西；当所给的东西是单数时，还可以用“Here it is．”。

所给的东西是复数时必须用“Here you are．”。

注意：在不同的情景或上下文中这类表达法有不同的理解。

①当你购物时或向别人借东西时，对方常说“Here you are．”意为“给你。

”②寻找东西时，当自己找到时，常说“Here it is．或Here they are．”意为“终于找到了。

”帮助别人寻物，发现时常说"Here you are．”意为“给你。

”③当你乘车到站时，司机或售货员会说“Here you are．”意为“你到站了。

”④几个人乘车到站了，自己常说“Here we are．”意为“我们到了。

”前面已提到过了，如果主语是名词，主谓要倒置。

Unit 1 School and NumbersLesson 3 Boy, Girl and Teacher一、Teaching con tent1. The statement “This is a teacher/boy/girl2. Number one—five二、Teaching goals1. Understand the text2. Remember the mastery vocabulary: boy, girl, teacher, chair, book, desk, one—five三、Key point: This is ____; Number one to five四、Difficult point: plural forms of the nou ns五、Preparation1. Prepare some pictures a nd put them on the Bb2. Write the new words on the Bb3. Bring ten books on the teacher’s desk六、Type of the lesson: listening, speaking, reading七、Teaching resources: audio tape, pictures, books, chairs and desks in the classroom八、Teaching procedure九、Teaching procedure Design for activitiesStep 1. Warming up.Say “Hello, how are you?” make the Ss respond correctly. Then sin g the song “ How are you”Step 2. Teach the new words boy, girl, and teacher by pointing a girl/boy/yourself or pictures. Explain the sentence “This is a _____”.Step 3. Let the Ss to practice“This is a ____” by pointing at someone.Step 4. Use the pictures to teach the new words: chair, book. Demonstrate “ What’s this? It’s a ___”. Then pract ice them with the Ss.Step 5. Teach the numbers one –five, using your fingers to show the meaning. Then use the books on the desk to demonstrate. Pay attention to the plural of the word “book”.Step 6.Encourage the S to practice the number by pointing boys, girls, desks, chairs, and books. Then ask some Ss o do this in front of the class.Step 7. Sum up the items brieflyStep 8. HomeworkRead the text. Try to use the items in the classroomLesson 4 Where一、Teaching content1. Where is___2. New words: classroom, library3. Sing the song二、Teaching aims1. Understand the text2. Remember the words: where, school, classroom, library3. Sing the song三、Key point: Where is____?四、Difficult point: the words of the song五、Preparation before class1. Some pictures of school, classroom and library2. Write the new words on the Bb3. Bring 5 pictures about the song六、Type of the lesson: listening, speaking, response and singing七、Teaching a ids: audiotape, pictures八、Teaching procedureStep 1. Warming up1. Greeting. Greet the Ss with the expressions in L1 and L22. Sing the song “How are you”3. Review the item “This is a _____.” and “What’s this?” by pointing something4. Count the numbersStep 2. Presentatione pictures to teach the words “classroom, school, and library”.2.Pretend to look for your book everywhere, saying, “Where is my book?” Then point to the book and say “There it is”. Write the sentence on the Bb.Step 3. Practice. Encourage the Ss to practice in pairs, using books, chairs, desks, etc. Play the tape for the Ss to follow. Then ask someone to demonstrate for the rest of the class.Step 4. Presentation: go over the words of the song1. Do actions to demonstrate jump, look, point, reach, sit and stand, adding up and down. e.g. look up/down.2. TPR activities. Demonstrate “order and response” with one student. Say “stand up, look up” and so on, and encourage the student to respond. Then do the same with the rest of the class.3. Practice. W ork in pairs. One gives the orders and the other do the actions.4. Go over the words of the song. Make sure the Ss understand them.5. Chant and sing.①Play the tape for the Ss to follow.②Practice in pairs③Do it togetherStep 5. Sum up the text briefly to consolidate the items. Play “Hide –and –search” game to review “Where is___”Step 6. Homework1. Read the t extSing the song。

Unit1 School and NumbersUnit 1 Review 句型分析1．Read the number and write it down．Do you know the meaning?读数字并将它写下来。

你知道(了解)它们的意思吗?此句为一般疑问句，do是助动词用来帮助构成疑问句或否定句的。

一般疑问句结构为：Do+丰语+动词原形(实义动词)+其他?，其肯定回答为Yes，I do．，否定回答勾 No．I don’t．。

don't是do not的缩略形式。

特殊疑问句结构为：疑问词+d0+主语+动词原形(实义动词)+其他?，否定句结构为：主语+d0+not+动词原形(实义动词)+其他。

第三人称单数应将do改为does。

如：一Do you know him?你认识他吗?—Yes，I do．是的，我认识他。

—Do you know it?你知道那件事吗?一No，I don't．不，我不知道。

I don't know English．我不懂英语。

He doesn’t know English．他不懂英语。

What do you read?你常读什么书?一Does he know her?他认识她吗?一yes。

he does．／No．he doesn't．是的。

他认识她.／不，他不认识她2。

Make a grOup of’three．Meet your classmates.Talk about your English names.三个人一组。

和你的同学们一起，说说你们的英文名3．Fill in the blanks．In pairs，take turns asking and answering these questions.填空.两人一组轮流提问和回答这些问题。

4．Draw a picture of a word you have learned．Ask your partner to guess，in English，whatthe picture is．画一幅画描述一个你学过的单词。

Unit 1 School and NumbersLesson 1 Hello一、Teaching content:1. Greetings: hello, hi2. Self-introduction: My name is…3.Asking for others’ names: What’s your/his/her name?二、Teaching goals1. Understand the text2.Remember the words: hello, name, my, your, his, her, I, is, what3. Make sure the Ss can introduce each other in English三、Key points:What’s your/his/her name?My /his/her name is …四、Difficult point: What’s his/her name?五、Preparat ion: A map of China and a map of Canada; some pictures of characters such as Sun Wukong, LanMao and so on.六、Teaching aids: Recorder, pictures or cards七、Type of the lesson: Listening and speaking八、Teaching procedureStep 1.Warming up. Discuss the following questio ns with the Ss in Chinese1. Why do we learn English?2. Where is English spoken?3. Do you know any English words?4. Is English interesting?5. Do you often come across English words?Step 2. Lead in. Discuss these questions:1. What do you say when you meet someon e?2.Do you know what Canadians say when they meet?3. How do you introduce your self or someone else in Chinese?4.Do you know how to introduce someone in English?Today we’re going to learn something about them. Do you want to know?Step 3. New lesson:No. 1 Hello/Hi, my name is1. PresentationPretend to meet someone. Say “Hello” or “Hi”, my name is….Make sure the Ss can understand it. Encourage them to repeat.2. PracticeWork in pairs. Encourage the Ss to greet each other and introduce themselves. Then ask some pairs to act it out.No. 2. What’ your/his/her name1. PresentationSay “My name is___. What’s your name?” Translate if necessary. Then repeat a few times. Encourage the Ss to follow until they can say it correctly.2. PracticeWork in chain like this:A: (to B) My name is ___. What’s your name?B: My name is ___. (to C) What’s your name?C: …Then ask some Ss to act it out.3. Presentation and practice: What’s his/ her name?Show a picture of LAN Mao and say, “What’s his name? His name is Lan Mao”. Ask the question and help the Ss to answer. Then repea t. Work in pairs to practice the dialogue an d ask some pairs to act it out.4. Introduce the characters on the textbook: Li Ming, Jenny, and Danny. Teach the words China and Canada, using maps of them. Then explain the sentence “I live in___.”5.Listen and follow6. Play the tape for the Ss to follow.7.Summary.Sum up the lesson briefly by practicing all the dialogues in the text.8. HomeworkRead the text and practice the dialogue.Lesson 2 How are you?一、Teaching content1. Greeting: Nice to meet you2. Teach the song “How are you?”二、Teaching goals1. Understand the text2. Remember the mastery vocabulary3. Understand and sing the song “How are you?”三、Key points:Greet someone with the phrase “How are you?”四、Difficult point: greeting and response in the text五、Preparation1. Prepare some pictures and put them on the Bb2. Write the new words on the Bb六、Teaching aids: audiotape and some pictures七、Type of the lesson: listening, speaking and singing八、Teaching procedureStep 1. Warming up. Greeting and review. After greeting (Hi, Hello), review the dialogue in the last lesson briefly.Step 2. Lead in. Ask the Ss the questions in Chinese:1. What do Chinese say when they meet each other?2. Canadians don’t ask the questions such as “Have you had your meal?” or “Where are you going?”.Do you know what they say expect “Hi” or “Hello”Step 3. New lesson1. Presentation. Explain that Canadians greet each other by saying “How are you?” and “Nice to meet you”. Explain the meanin g of the expressions. Encourage the Ss to repeat a few times.2. Listen and say. Play the tape for the Ss to follow.3. Practice. Work in pairs. Encourage the Ss to practice the dialogue in pairs. Demonstrate the dialogue with one or two Ss, and then ask some pairs to act it out for the rest of the class.Step 4. Demonstrate and practice the dialogue:H ello! My name is ___. What’s your name?My name is ____ .Nice to meet you.Nice to meet you, too.Step 5. Teach the song “How are you?”1. Go over the words of the song and practice them.2. Explain the last line3. Play the song for the Ss to follow.Step 6. Summary. Sum up the greeting and response, combining with the useful expressions in this lesson.Step 7. Homework.1. Read and practice the dialogue.Sing the song “How are you”。

1.6Unit1SchoolandNumbers教案（冀教版七年级上册中学教师业务培训之四——聆听他人的智慧——教师如何听课更有效听课，正是教师吸纳别人长处的聪明举措，也是提升自我素养、促进专业发展的有效途径。

听课不是简单地拿着听课笔记，带着耳朵进教室，为“例行公事”而听，听课要以谦虚的精神、欣赏的眼光、研究的心态和分享的态度，去听、去品、去悟。

一、我们到底如何听课(一)带着欣赏的心态听课以何种心态去听课，往往决定听课的质量。

带着欣赏的态度去听别人的课，往往能收到事半功倍的效果。

在听课时，教师要做到“三欣赏”。

第一，欣赏授课者的处理教材艺术。

看授课者是如何解读教材的，是如何挖掘教材资源的，是如何对教材进行增删剪辑的，是如何确立教材的重点、难点的，是如何实现教材价值的有效利用的，等等。

第二，欣赏授课者的课堂驾驭艺术。

教无定法，但教学有法，通过听课看授课者是如何组织教学的，是如何展开教学活动的，是如何进行拓展延伸的，是如何唤醒和激励学生的，是如何启发学生思维的，是怎样提出问题的，是怎样和学生一起解决问题的，等等。

第三，欣赏授课者的语言表达艺术。

教学言语是师生的心灵之约，是传情的主要手段。

通过听课，我们看教师是如何运用开课语、提问语、过渡语、评价语、结课语、讲析语、描述语、解说语、高潮语、点拨语、辅导语的，看教师的语言是否变无形为有形，化抽象为具体，张隐蔽为显著，发挥其有效的教学功能。

(二)带着思考的脑袋去听课听课教师课前要熟悉所听课的教学内容，准备自己在日常课堂教学实践中一直存在的困惑和急需解决的问题，让自己带着一颗思考的脑袋去听课。

在听课中，要看授课教师是如何处理类似问题，如何处理好教与学的行为，再通过比较，找出差异，积极寻求改进的措施，生成新的课堂教学设计，以实现课堂教学的超越。

同时，带着思考的脑袋听课，能促进听课教师改变原来那种“旁观者”的身份，以积极“参与者”的角色深入课堂，关注教师的教与学生的学，关注问题的解决方法与程度，并自觉反思自己的教学观念、教学行为以及教学效果，从而在问题求解中主动听课，在自我反思中提升自己的教学水平，促进自己的专业化发展。