牛津7A教案Unit 3 Let’s celebrate!（共19篇）由网友“我还没秃”投稿提供，下面是小编为大家整理后的牛津7A教案Unit 3 Let’s celebrate!，如果喜欢可以分享给身边的朋友喔!
篇1：《牛津初中英语》7A教案
《牛津初中英语》7A教案
《牛津初中英语》7A教案 Unit 3 Let’s celebrate! 一、本单元的教学目标： 1、能听、说、读、写单词festival, as, why,……等，并了解其含义；能听懂，会说，celebrate, ghost, king ……等单词以及dress up, the Mid-Autumn Festival ……等短语，能理解dragon, Halloween……等单词和the Dragon Boat Festival ……等短语。 2、掌握介词at, on, in表达时间的用法及其在不同交际情景中的运用。 3、运用wh-questions互相交流有关的人或事物的信息。 4、理解和掌握some与any的基本用法。 5、了解中外一些重要的节假日及主要庆祝方式、培养学生对中外文化的理解能力，提高学生对中外文化异同的鉴别能力，培养学生的世界文化意识，增强学生对民族文化的自豪感。 二、本单元的教学重点： 1、日常交际用语的运用以及单词的正确读音。 2、能运用介词at, on, in谈论时刻、月份、年份、季节并能相互进行信息交流。 3、理解掌握what, which, who, whose, when, where, why, how等疑问词的不同含义，及其用法。 4、掌握some与any在不同句式中的使用。 三、本单元的教学难点： 1、能运用本单元所学的交际用语。 2、理解并掌握特殊疑问句的语序。 3、理解并掌握some 在疑问句中的特殊含义。 第 一 教 时 Comic strip+ Welcome to the unit+vocabulary 一、教学目标 1. 能听、说、读、写单词holiday, monkey, why, mooncake, May, card, rice 并了解其含义。能听懂、会说单词celebrate, ghost, king, festival, Christmas, Easter, monkey短语dress up, as the Mid-Autumn Festival, National Day能理解单词dragon, Halloween,短语the Dragon Boat Festival, rice, dumplings。 2. 能了解中外一些重要的节假日，节假日的背景及主要庆祝方式，从而激发对本单元的学习兴趣，并初步培养自己的世界文化意识。 3. 能掌握一年中几个主要节日的名称并了解其日期。 4. 能就有关“个人对节日的喜好”情况相互进行简单询问及回答。 5. 能在教师的指导下，参与简单的角色扮演活动。 二、教学重点 1. 日常交际用语和生词的正确读音； 2. 能模仿第35页Part B的对话，简单谈论个人对节假日的喜好情况。 三、教学难点 1. 能根据相关情景，正确地理解，区分相应的节假日名称； 2. 能初步在情景中运用本课所学的互相询问节假日的交际用语。 四、课前准备 1. 教具准备：实物投影仪，幕布、四幅卡通漫画图片(34页)、六幅图片(第35页Part A)、一张人物图片，(《西游记》中孙悟空的形象的'面具)。台历，贺卡，四幅图片（第40页PartB）。 2. 教学准备：请学生准备一张白纸并两人一组讨论写出他们所知道的节日名称(中文)及台历，贺卡等本课所需实物或图片。 3. 板书准备：黑板上预先写好课题Unit 3 Let’s celebrate! 五、教学步骤 Task 1(第34页 Comic strip) 1. 教师用实物投影出示第34页卡通图片，指着图片说Look! We can see Eddie and Hobo again.(图片1)问：What are they doing? Can you guess? 帮助学生回答：I think they’re celebrating their holiday.学习并操练单词：celebrate, holiday。 Holiday―the day you don’t have to go to school. Celebrate―do something for the day. (图片3)问：What is Eddie doing? (He’s dressing up as a ghost)用手势或其它动作、表情教学生短语dress up as……和单词ghost。然后问：Do you like dressing up as a ghost? (No, we don’t). Eddie doesn’t like, either. (图片4)问：What’s Hobo dressing up as now?(He is dressing up as Monkey King).学习单词monkey和king.教师出示孙悟空图片，Do you know him? We often call him Monkey King.(可以让喜欢孙悟空的学生利用面具模仿其造型)Who can dress up as Monkey King? 2. 教师领读，学生跟读。学生两人一组练习对话，并轮流扮作Eddie和Hobo,几分钟后，让一些小组到前面表演，鼓励学生自由发挥，尽量用自己的造型。 Task 2 (第35页Welcome to the unit) 1. 老师让学生展示事先准备好的节日清单并称赞：Very good! 介绍课本内容：In this unit, I will help you to learn more about the Festivals in English.学习单词festival(s),并写在黑板上。用实物投影出示第35页Part A图片(按以下顺序介绍) 图片2―→图片4―→图片6―→图片5―→图片3―→图片1 中国节日：直接用英语教短语Mid-Autumn Festival, Chinese New Year, Dragon Boat Festival,并写在黑板上。 西方节日：允许学生先用中文猜测，然后告诉他们：In English, we call it Christmas/Easter/Halloween,并逐词写在黑板上。 领读数遍单词、短语后，再用实物投影出示第35页Part A图片，询问学生：What’s the name of the festival? 然后学生两人一组活动，互相问答。让他们有充分的感知。 2. 告诉学生：My favourite festival is Mid-Autumn Festival. Do you know why? Because I like to eat mooncakes.学习单词mooncake,可用简笔画来表示，相信学生能猜出其含义。 板书：My favourite festival is…… Because I like to ……要求学生仿照黑板上的例句介绍自己的喜好情况，展开小组交流活动。老师可巡视，进行必要帮助。 3. 打开书，带领学生富有感情地朗读Part B,采用男女生分组分角色方式朗读。学生两人一组练习对话，再进行表演。 4. 让学生用自己的信息替换划线部分，鼓励他们用真实情况来表演对话，可四人一组活动。为方便学生自如地表达，老师可提供以下词汇并板书： eat chocolate/make pumpkin Lanterns. eat rice dumplings/get Christmas presents/（此举也为以后的阅读教学带来方便。） 5. 选出几组同学到前面表演，可让他们看黑板上的选用词汇。鼓励他们增加动作，提高表演欲望。在表演以后，领着其他同学给予掌声鼓励。 Don’t you think they’re very good?(Yes) Let’s give them a big hand. Task 3（第40 页Vocabulary） 1. 教师问：Which special days of the year do you know? 把days of the year写在黑板上，学生两人一组讨论。然后将搜集到的信息如New Year’s Day, May Day,Children’s Day,Teachers’ Day,National Day,Chirsmas Day等写在days of the year下面。然后在节日右边用阿拉伯数字表达法写出一些日期顺序打乱，让学生上黑板用线连接相应的节日名称，并学习短语： National Day, May Day, New Year’s Day. 2．用台历呈现句型：问学生：What day is it? Do we have to go to school? 让学生用Yes or No回答. 并让学生用自备的台历进行问答。然后让学生分组讨论，完成课本第40页Part A。 3．主学生看黑板上的节日名称，问：Whose favourite festival is …?Why do you like it?当呈现到Christmas时，出示贺卡，学习单词card并板书。Look. Here are different kinds of Christmas card, I like Christmas because I can get the cards. 接着用实物或图片教短语rice dumplings,并用the Dragon Boat Festival联系：Why do you like the Dragon Boat Festival?(Because I like to eat rice dumplings.)并操练。打开书本，要求学生完成Part B的笔头填空。全班校对答案并分组朗读四个句子。 六. 家庭作业 1．熟读第34页、35页对话。 2．抄写本课所学节日名称。 3．鼓励有条件、特长的学生课外制作南瓜灯剪纸、手提灯笼及面具等，或画出相应的图片也可。 七、板书设计（略） 第 二 教 时 Reading: A Getting ready for Halloween 一、教学目标 1. 听、说、读、写单词USA，special, shout, if, face, own, cut, sharp(adj), tooth, chocolate, winter, drink,短语cut out并了解其含义。能听懂、会说单词trick, treat, knock, candy, mask, paint, lantern, sharp(n)短语trick or treat，play a trick。能理解单词costume, pumpkin。 2. 能正确理解本课课文，就获取的信息进行相互询问及回答。 3. 能通过本课学习，对英语国家的文化习俗产生兴趣。 二、教学重点 1. 生词和短语的正确读音。 2. 能通过阅读准确获取信息并能基本正确地朗读课文。 三、教学难点 1. 能在教师的指导下，简单地复述故事。 2. 能通过对西方节日及庆祝方式的进一步了解和中外文化对比，加深对中国文化的理解。 四、课前准备 1. 教具准备：磁带、录音机、实物投影仪幕布、图片（自制的关于万圣节的道具）。 2. 教学准备：请学生准备事先制作好的道具或图片。 3. 板书准备：黑板上预先写好课题Unit 3 Let’s celebrate! 五、教学步骤 Task （第36―37页） 1. 教师用实物投影展示第35 页Part A 图2，问：What’s the name of the festival?(It’s Mid-Autumn Festival)指着图中男孩提着的灯笼，教单词Lantern: This is a lantern in English.教师说：Show me your lanterns, please! 让学生出示他们制作的实物或图片。接着，展示图片1：What’s the name of the festival?(It’s Halloween).告诉学生：This is a pumpkin lantern.把lantern写在黑板上。最后展示图片3。让一学生用第35页Part B的对话发问：Which is your favourite festival?(Easter)Why do you like it?(Because I like to eat chocolate eggs .(用手指着图片中的chocolate eggs),再板书chocolate。 2. 介绍课本内容：Today we’re going to learn something about Halloween .In China, we do not celebrate Halloween. But in the USA , people celebrate it. They have a special party on that day. And they play a game called “trick or treat”, They also wear different costumes with masks. They even paint their faces. People do not know each other. They make pumpkin lanterns, eat a lot of chocolates and candies. Don’t you think how interesting it is?(Yes).教师伴着手势、表情，借助于学生手中的实物或图片，给学生简单描述，并将上文的划线部分写在黑板上，然后让学生分组展开讨论：What do people in the USA do for Halloween? 组织学生收集信息，篇2：牛津英语7A unit1 教案
牛津英语7A unit1 教案
7A unit 1 教案 重点 一、 语法 【1】喜欢做某事 like/love/enjoy doing sth 1.Daniel 喜欢打电脑游戏。 Daniel enjoys playing computer games. 2.Simon 和Allan 不酷爱游泳。 Simon and Allan don’t love swimming. 3. Millie喜欢听音乐吗？ Does Millie enjoy listening to music? 【2】二 去做某事 go doing sth 去游泳/唱歌/散步/跑步/购物 go swimming/singing/walking/running/shopping 1.让我们去游泳。 Let’s go swimming. 2. 他妈妈总是在周六去购物。His mother always goes shopping on Saturday. 3. 你爷爷每天早晨去散步吗？ Does your grandfather go walking every morning? 【3】 擅长做某事 be good/clever at doing sth 1.我不擅长画画。 I’m not good at drawing. 2. 她擅长唱歌吗？ Is she clever at singing? 3.他们不擅长跑步，他们擅长游泳。They are good at running. They are clever at swimming. 【简单的一般现在时】客观存在的事实 目前存在的事 实经常做的事 1、Simple present tense of the verb ‘to be’ I am happy 2、Simple present tense of the verb ‘to do’ I like fish n I am /am not happy. n He/She/It is /isn’t happy. n We/You/They are/aren’t happy. 1、Remember that we add an ‘s’ to the verb after ___,___, or __. ( walk-walks)【书14页表格】 实战习题 Liu Xiang enjoys _______ (run). He goes _______ (run) for 3 hours every day. He is also good at ________(sing). 1.Tom ______ (run) every morning. He _____(be) good at _________ (run). 2.We _______(like) _______(read). ____(do) you ____(like) _______(read)? 3.My parents ______(go) _________(shop) every Sunday. They ______(love) _________(shop). 4.Daniel and Sandy ______(come) from Beijing. They enjoy ________(live) there. 5.Mr Wu ___________(not like) ________(sit) in his office. He ______(love) _____(do) sports and he ______(be) clever at _______(play) tennis. 二、 自我介绍 Name: _________________________ Age : _________________________ Class: _________________________ Grade: _________________________ Birthplace:_______________________ Living place:______________________ Appearance:______________________ Hobbies: ________________________ Abilities(begood at):_________________ 三、句子转换 1.他们星期天去购物. They go shopping on Sunday. They don’t go shopping on Sunday. Do they go shopping on Sunday? 2.他在工厂上班. He works in a factory. He doesn’t work in a factory. Does he work in a factory? 4.汤姆和杰克放学后喜欢跳舞. Tom and Jack love dancing after school. Tom and Jack don’t love dancing after school. Do Tom and Jack love dancing after school?篇3：牛津英语7A Unit 1 Grammar 教案
Unit One
Grammar-Simple Present Tense
Teaching content : Unit one, Grammar
Teaching Aims:
1.To be able to understand the tense: Simple Present Tense.
2. To be able to use the tense correctly in daily communication.
Teaching Aids: Multi-media
Teaching Procedure:
Step One:
Teacher’s self-introduction, using simple present tense
Hello, I’m your new teacher, let’s be good friends, OK? Do you know my name? Am I tall or short? What colour is my hair? Do you want to know more about me?
Picture1-Picture8 : I’m Chen Yan. My English name is Shirley. I have a happy family. I have a lovely son. I live in Haimen. I go to school by bike. I like watching TV. I watch TV every evening. I love football.
Ss read Teacher’s self-introduction together.
Step Two:
Teacher present “Do you….?Yes, I do./No, I don’t.” by asking Ss questions.
Ss ask and answer questions with each other, using “ Do you…? Yes, I do./No, I don’t.”
Complete Millie’s profile on Page 8.
Ss read Millie’s profile together.
Step Three:
Try to introduce Millie to others, using “she”. Adding “s” to the verbs after “he”, “she” or “it”.
Millie ____ in a flat in Beijing. She _____ breakfast
at 7 a.m. She ____ to school with her friend. She _____
her cousin Andy very much. She _____ to her classmates
at lunchtime. She her dog for a walk every day.
Present some verbs ,let Ss add “s”
Step Four
Ask Ss to say something about your new English teacher: I have a new English teacher. Her name is Chen Yanzi. She has a happy family. She has a son. She doesn’t have any daughter. …Step Five:
T ask questions about the teacher present “Does she…?Yes ,she does./No, she doesn’t.”
Step Six:
Show a picture of their English teacher’s son, ask Ss to ask questions about him freely, using “Does he…? Yes, he does./No, he doesn’t.
Game: Let’ s play a game-Are you the best?
Two tasks:
Task One: 用“Does he+动词原形?”设计问题向老师提问。
每小组有四次提问机会。
Task Two:搜集信息。根据各小组的问题和老师的回答，
以Our English teacher has a son. He is a lovely boy开头，说一段介绍老师儿子的话。每小组一次机会。Step Seven
Oral work: Say something about their English teacher, using “she”
Step Eight
Written work :Write an e-mail to their friends and tell them about their English teacher.
Step Nine:
Conclusion: Simple Present Tense.
Step Ten:
Homework assignment: Write an e-mail to their teacher, introducing one of their friends to her.
牛津英语译林版新教材7A Unit One Grammar 教后感
学生是课堂教学的主角，是课堂中活力最充分的体现。要使学生学得轻松愉快，教师就要想方设法组织好教学活动的全过程，激发起学生的学习兴趣。变“要我学”为“我要学”，调动学生积极探求、思考的欲望，从而达到教与学的最佳效果。以下是我对牛津英语译林版新教材7A Unit One Grammar 教后感：
一、巧设情景导入、激活兴趣
著名的外语专家章兼中教授曾经说过：任何一种语言都离不开它当时的情景和实践的基础，否则它是无源之水，无本之木。英语作为我国的第二语言，由于它缺乏语言独有的情景和实践的基础，变得枯燥乏味，学习起来困难重重，学生是难于全心全意地投入到英语学习中去。如何巧设一个引人入胜的学习情景，激发学生的求知欲望，达到事半功倍的教学效果，已成为教师教学工作中的一大难题。为了成功地过渡到一般现在时第三人称单数，我使用了教为先进的多媒体教学手段，利用学生对新老师的好奇心，由介绍自己引出学生比较熟悉和已经掌握的一般现在时非第三人称单数的用法，为学生创设了一个轻松愉快的，有利于语言学习的学习氛围，激发起学生的“兴奋点”。使学生学习起来加倍亲切，降低了教学的难度，学生更容易接受。
二、直观教学、寓教于乐。
教授新知识是一堂课的中心环节，是提高教学效果的关键。要用最短的时间获得最好的教学效果，这就要求教师要根据教材和学生实际的情况选择最佳的教学方法。因此，我在教学中用图片、实物、动作表情、录音机、多媒体等直观手段进行教学，做到音画交融、直观形象、生动活泼，有利于激发学生的好奇心，使得学生学习的兴趣浓厚，欲极性高，注意力集中，达到教学的最佳景界。既排除了母语翻译的干扰又遵循视、听、说领先的语言教学原则，注重培养学生模仿、朗读的语言实践的能力，培养了学生的良好的学习习惯。
三、形式多样、游戏激趣。
21世纪的今天，基础教育正在进行一次大革命，由“应试”教育向“素质”教育过渡。“满堂灌”的老教学模式已被时代所淘汰。现在学生真正当家作主成为教学活动的主人，这就要求教师要充分发挥学生的主观能动性，做到精讲多练，同时还要善于调动学生的情绪。学生的情绪一旦低落、产生疲劳时，就会对学习失去兴趣，造成课堂气氛沉闷，是难以达到预期的教学效果。这就要求教师要善于观察学生情绪的变化，及时更新教学形式，以新的教学形式给予学生新的吸引，引发起学生新的学习兴趣。学生是天真、好奇、好胜的，我在本节课安排了抢答竞赛,让全体学生参与到活动中去。掌声、小礼物为整个课堂凑响一首“欢乐之歌”，学生在不知不觉中获得了知识，调动起课堂学习的气氛，同时也将整个教学过程推向高潮。
“教学有法，教无定法”。只要一切从学生的实际出发，紧扣教材的特点；以学生为中心，学生自觉、自主地投入到学习活动中去学得有兴趣的方法，则是教学英语的最好方法。
篇4：牛津初中英语（7A）UNIT 1 This is me
荣文学校牛津初中英语教案
牛津初中英语（7A）UNIT 1 This is me
Unit One ( the first period )
Teaching Contents : Comic strip and Welcome to the unit
Teaching aims:
A: Knowledge
1. Learn the greetings of meeting people
Good morning / afternoon / evening
Hi, I’m ----------. What’s your name ?
My name is ---------- .
2. Learn the new words .
e-dog , master , instruction
B: Language skill
Use everyday expressions for greetings and introductions .
e.g. What’s your name ?
My name is -------.
C: Feeling
1. To develop students to like English .
2. Arouse students’ interest in learning English
3. Train cooperation study
Main points :
Greetings
Difficult points : How to greet when meeting people .
Teaching method : Circumstance teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 This is me !Hi, I’m--------- . e-dog What’s your name ? masterMy name is -------- . instruction
Teaching process: Teaching activities
Step 1 Warming –up activities
1. self –introduction
Good morning / afternoon /evening
I’m Mr /Mrs /Miss --------.I’m -----------years old . I’m your teacher .
2. Lead-in
Use everyday expressions for greetings and introductions .
The teacher asks one student some questions
“ Hi’, I’m -------- ? What’s your name?”
Then ask some students to do it again . (about 4 students )
Give the model sentences on the blackboard.
e.g. (1) “What’s your name ?” ---- My name is --------.”
(2)“Hi, I’m --------? “ ----“What’s your name ?”
-----“My name is --------“
3. Practice
(1) Let some of the students come to the front and ask the class .
In pairs .(about 4 groups )
Let them practising greetings above.
(2) Work in pairs practising
(3) Check (ask the students to the front and practise )
Step 2 Presentation
2. Introducing six new friends
T: Now you have many new friends .Do you want to make more new friends ?
Show pictures on the blackboard .Let the students look at them .
This is Simon. This is -------.
3. Make six masks of the children and go on introducing six children’s names .( Let the students wear the masks and introduce themselves )
Ask six students to come to the front and play six new friends .
The students point to themselves and say ,
“ I’m Simon” “I’m Amy” “I’m ------------“
3. Pair work.
Let students get to know these six new friends and remember them .Practise greetings in pairs .
Step 3. Greetings
1. Show a clock of different time .Let the students identify the time .
14:35 08:20
22:15 18:10
2. Let the students know when to say
Good morning /afternoon /evening / night
3. Let the students practice greetings at different time
Greet their partners and then introduce themselves
(Ask students to draw pictures of the sun ,the moon , the sun set , a sleeping baby , say greetings to each other according to these pictures.)
4. Do written exercises part B on page 3 and then check it .
(write greetings on the book .)
Step 4 Presentation
1. Use a multimedia to let the students watch the cartoon between Eddie and Hobo.
2. Introduce
This is Eddie . This is Hobo . Eddie is Hobo’s master . Hobo is an e-dog .
3. Ask the students
Who is Eddie? (He’s the master .) Who is Hobo ?
( He’s the e-dog) . Do you like Eddie ? Do you like
e-dogs ? You can ask your mother to go and buy it for you .
Does Eddie like the e-dog ? How do you know ？
(show a real e-dog ) This is an e-dog . It’s very lovely .
4 . Learn new words
Step 5 Presentation
1. Let the students watch the cartoon and listen to the talk
between Eddie and Hobo .
2 .Let students read after the talk of them .
3. Show the new words of this text . Let the students read them first ,then read after the teacher. .
Step 6 Practice
Let the students read by themselves .
Check Let students read the talk .
Step 7 Acting
Let the students play Eddie and Hobo and act out Pair work
Step 8 Homework
Let the students write their profiles .
Notes: 我是-------------。我---------------岁。我是一名学生。我在二班。
我喜欢我的学校。
Unit One ( the second period )
Teaching Contents : Reading (A, B)
Teaching aims:
A: Knowledge
1. Learn the new words .
Year , flat . clever , maths , basketball , club ,come from , be born , slim ,ponytail ,music ,profile , hard . wear ,enjoy ,polite ,helpful, funny
2. Learn the introduction of oneself
B: Language skill
Let students use the words and the drills to introduce oneself .
C: Feeling
1. To develop students to speak up actively
2. Let students be full of self-confidence
3. Train cooperation study
Main points :
1. The new words
2. Drills
Hi, I’m ---------------.I’m -----------years old . I’m --------(tall/short).
I live in a flat in Huai’an.
I love -----------(swimming / dancing / playing computer games)
Difficult points : Learn how to make an introduction of oneself
Teaching method : Task-based teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 Reading ( A, B)Millie Simon Sandy Kitty Amy Daniel
Teaching process:
Teaching activities
Step 1 Revision
1. Review the lesson which we learned last time
Greetings (The teacher starts with simple greetings to the students)
2. Let students use everyday expressions to communicate when meeting
people .
Step 2 Presentation
1. Intrduction (show three pictures of Chinese teacher ,Maths teacher and English teacher with a few
self-introduction words below them )
Hi, I’m ---------. I’m ------------years old . I’m ---------tall/short.
I (don’t ) wear glasses. I live in a flat in Huai’an.
2. Ask students to read them and guess who they are .
3. Ask students to say after the teacher .
Step 3 Practise and act out
Ask students to practise themselves in groups and act out .
Step 4 Presentation
1. Show six masks of the new friends and ask students who they are and help students memorize
2. Write the names on the blackboard
3. T: Do you know what they like ? If you want to know ,please read their profiles on page 4.
4. Ask students to answer questions “What do they like ?” Use the sentences “ -----likes doing --------.”
5. Learn the new words
T: Now we know what they like ,but do you know more about them ?
I’ll ask you to read it again . Before that , let’s learn the new words .
(New words on the slide)
Step 4 Listening
Listen to reading A on page 4 and repeat it .
Step 5 Do reading B
Fill in the blanks and ask students to read their answers .
Step 6 work in class
Fill in the blanks with the proper words according to the first given letters
1. We are now studying Chinese ,English and M_______.
2. I like listening to m_________ very much . 3. Daniel wears g________.
4. I have black hair in a p________. 5. Millie is c______at Maths.
Complete the following sentences.
1. 她 的名字是安娜。她住在杭州的一所公寓里。
Her _________ name is Anna . She _________ in a _____In Hangzhou.
2. 杰克又矮又胖。他学习十分努力。
Jack is quite ________ and________. He ______ ______.
3. 他喜欢玩电子游戏。
He likes ________ computer _________.
4. Sandy 又高又苗条。
Sandy is _________ and ________.
5. 她擅长数学。
She is ___________ at __________.
Step 7 Homework .
Fill in the blanks with the proper form of the given verbs .
1. Tom ___________(sing ) well .
2. My brother always __________(play )basketball
On Wednesday afternoon .
3. I ________(like ) playing football .
4. We ________ ( watch ) TV in the evening .
5. He __________(like) swimming.
6. He __________(speak) English well .
Unit One ( the third period )
Teaching Contents : Reading (C, D)
Teaching aims:
A: Knowledge
Learn to say simple introduction about themselves .
B: Language skill
Use language to write simple profiles of their friends .
C: Feeling
1 Arouse students’ interest in speaking English .
2 Develop students’ self-confidence
3 Train cooperation study
Main points :
1. Profiles
2. Main sentences : This is ------------.
He/ She is ----------years old .
He/She is -------(tall /small)
He/She loves------(dancing /swimming/playing computer games)
He /She (doesn’t) wear glasses.
Difficult points : Learn how to write simple profiles of their friends .
Teaching method : Task-based teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 Reading ( C , D ) This is ---------. He/She is ------years old . He/ She is --------tall /short. He/She loves ----- He/She wears glasses.
Teaching process:
Teaching activities
Step 1 Revision
Review the new words .
bunch , long ,enjoy , polite , helpful , funny , ponytail , wear glasses
Step 2 Presentation
1. Choose some typical students in the class and ask them to the front
2. Ask the other students questions
T: Who’s tall in our class ?
Who’s tall and slim in our class ? Is ------ tall or short ?
Who wears glasses in our class? Who likes football in our class ?
Who likes music in our class ? Do you like listening to music ?
Step 3 Reading
T: Do you remember what the six friends are like ? Please open the books and read it .
1 . Ask students to listen to the tape and repeat it . 2 . Read
Step 4 Questions
Show a form and complete it . Students say and the teacher writes with a colourful pen .
Then let students read profiles again .
Names boy girl age hair glasses hobbies
Mille Simon Sandy Kitty Amy Daniel
Step 5 Introduction
Show three pictures of Kitty , Amy and Daniel .
Ask students to close the books and introduce them .
Write the model sentences on the blackboard.
This is ---------. He/She is ------years old . He/ She is --------tall /short.
He/She loves ----- He/She wears glasses.
Work in pairs
Let students practise saying another three students’ profiles
Step 6 Check
Let students say true or false according to the following . (True or false questions on the slide )
1. Millie is 11 years old . 2. Simon was born in Shanghai .
3. Sally doesn’t like listening to music . 4. Kitty loves dancing .
5. Amy has long hair . 6. Daniel wears glasses .
Step 7 Asking and answering
Show pictures of six friends and sports which they like
on the slide .
Qs: 1. What does Mille like ? 2. What does Simon like ?
3. What does Kitty like ? 4. What does Amy like ?
5 .What does Sandy like ? 6 .What does Daniel like ?
Let students answer questions orally . Then let students match the sentences .
I likes playing computer games You like playing basketball
He/She like playing football We likes playing tennis
You likes badminton They like dancing
Step 8 Homework
Make a survey in groups .”What sports does he /she like?”
Work after class.
football tennis badminton swimming
李红 高山 刘清 田园
Unit One ( the fourth period )
Teaching Contents : Vocabulary
Teaching aims:
A: Knowledge
Learn the new words
badminton , swimming , tennis , football boots, swimsuit, tennis racket , football field , tennis court , swimming pool , when
B: Language skill
Use the new words to talk about sports
C: Feeling
1. Have the wishes of learning English and like to take part in activities .
2. Work with others
3. Like to say sth. in English
Main points :
The new words
Difficult points : Use new words to talk about sports .
Teaching method : Task –based teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 Vocabulary badminton footballswimmingtennis football boots swimsuit tennis racket
Teaching process:
Teaching activities
Step 1 Revision
Let students say their profiles
Step 2 Group activities
1. Check the homework
2. Make a survey “How many students like sports in your group ?” “What sports do you like ?’’
3.Fill in the blanks
football tennis badminton swimming Yes/No
李红 高山 刘清 田园
Let students tick the result in the form
Let each group ask a student to talk about the result
Step 3 Presentation
show four pictures to the class on the slide.
The first picture . Two students are playing tennis .
T: What are they doing ? They’re playing tennis .
Write new words on the blackboard play tennis
The second picture . One student is swimming .
T: What is she doing ? She’s swimming .
Write new words on the blackboard swimming
The third picture . Two students are playing badminton .
T: What are they doing ? They’re playing tennis .
Write new words on the blackboard play badminton
The fourth picture . A boy is playing football .
T: What is he doing ? He is playing football.
Write new words on the blackboard play football
Step 4 Practice
Let the students read the new words over and over again .
Then ask students to write the sports on the underline on
part A. page 7.
Step 5 Presentation
Ask students some questions.
T: Do you like P.E. lessons ?--------- S1.----------
Do you like these sports ? S2.---------
Do you know more about sports? S3.----------
Now let’s look at these pictures .
Show pictures on the slide and learn new words .
Step 6 Extension activities
Look at the slideshow . Use “swimming “ as an example . Then ask students to complete the columns .
sport Swimming
where Swimming pool
Special clothes swimsuit
Equipment goggles
Team sport N
Work in groups
sport football sport tennis sport badminton
where where where
Special clothes Special clothes Special clothes
Equipment Equipment Equipment
Team sport Team sport Team sport
If students need help , you may give them some of the words to help them .
Step 7 Practice
Ask students to copy the table into their books
Part B. on page 7.
Read answers .
Step 8 Homework
1. Review new words .
2. Introduce the members’ hobbies of their family
Oxford English 7A, Unit 1 Grammar （the fifth period）
Simple Present Tense A B
Teaching Design
Teaching aims:
1. To make positive and negative statements and ask
questions with the verb .
2. To learn to use the simple present tense to talk about things that are always true, things that are true now and things that we do regularly.
3. Using the simple present tense to talk about one’s profile.
Teaching Aids:
1. Student’s Book 7A 2. A picture. 3. A slide projector
Teaching procedure1. :
Step 1. Revision
1. Greeting.
2. Talk about some students’ hobbies to review the simple present tense.
T: Do you have any hobbies? S: Yes.
T: What do you like to do after school? S: I like to ....
T: Good. Do you often swim? S: Yes.
T (To the students )So we can say John often swim.(板书并重复朗读) John, where do you go swimming? S: In the river.
T: Can you see any fish? S: Yes.
T: Where do fish live? S: In the river.
T: Yes. Fish live in water. (板书并重复朗读) Where do you study now?
S: We study in this school . (板书并重复朗读)
T: Oh. Do you like our school? S: Yes. I like ....
（该部分通过让学生谈论自己的爱好，为学习本课的重点内容做个铺垫。）
Step 2 Grammar
Learning the simple present tense.
T: Who likes fish?
S: I like fish very much.
T: Who else like eating fish? Now please open your books at page 8.
1. Ss look at the pictures and read , then answer the questions.
1）Who else like eating fish?
2）Do you still remember Millie? Does she live in Huaian? Where does she live?
3) What about Simon? What does he often do after school?
2. Studying the usage of the simple present tense.
T: Cats eat fish. This is something that is always true. Right?
Look at the sentences on the blackboard. Which one like this?
S: I think Fish lives in water. Right?
T: Yes, you are right. Look at the second one. Millie lives in Beijing. This is something that is true now.Right? Which is one on the blackboard that is true now?
S: We study in this school now.
T: Ok. You are right. Look at the third one. Simon plays football after school. Is this something that is always true ? S: No.
T: Is this something that is true now? S: No.
T: Yes. This is something Simon does regularly. So this is something that we do regularly. Now which one on the blackboard like this?
S: John often swim, I think.
T: You are right.
(You can give your students more similar sentences in order to help students understand the usage of the simple present tense .)
1. Summing up the simple present tense.
2. Summing up the simple present tense.
3. Workbook on page 5 A .
Step 3 Practice
Workbook on page 6
Do the exercise ,part A2 ,to help students master the usage of the simple present tense.
Step 4 Practice
Grammar A
T: Who will help Millie complete her profile ? And please use the words from the box.
1. Let students complete Part A on their own first.
2. Checking up the answers. Ask some students to read out their answers and check for correct pronunciation.
3. Let students talk about Millie’s profile using the third person singular , pay attention to the forms of the giving verbs.
T: Who is Millie?
S: ….
Step 4 Exercises
Workbook on page 5 A1
1. Ask students to write four things about themselves using the sentences on page 8 as models.
2. Ask some students to read out their sentences.
Step 5 Learning
1. Changing the sentences on the blackboard into negative sentences. Remind students that we do not need to add ‘s’ to the main verb after ‘does not’,e.g. ‘does not live’.
2. Show some pictures. Talk about them.
T: Is it something you often do or something you don’t do, you do not do . Can you tell me ? For example. The first picture, If this something I often do, I can say,“ I often write.”
S: ….
3．Go through the table on page 8 with the students. Learn how to add an ‘s 'to the verb after ‘he’, ‘she’ or ‘it’.
4. Workbook on page 6 A3
Step 6 Practice
Grammar B (on page 9)
1. Students finish the dialogue on their won first.
2. Check up the answers. Let them read out the dialogue.
3. Act out the dialogue in pairs.
Step 7 Production
1. Let the students make their dialogues.Talk about themselves.
2. Act out their dialogues.
3. Work out the rule.Do it.
Homework
Exercises: A4, A5, B2 and B3
板书：
Unit 1 Grammar A B The simple present tense John often swim. Tom doesn’t swim. Eat Fish live in water. We don’t live in water. afterWe study in this school. Millie doesn’t study here. lunchtime walkfly flies finish finishes every daymiss misses fix fixes milk watch watches always
Oxford English 7A, Unit 1 Grammar (the sixth period)
Simple Present Tense C D E F
Teaching Design
Teaching aims:
1. To make positive and negative statements and ask
questions with the verb ‘to be’.
2. To learn to use the simple present tense to talk about things that are always true, things that are true now and things that we do regularly.
3. Using the simple present tense to talk about one’s profile.
Teaching Aids:
1. Student’s Book 7A 2. A picture. 3. A slide projector
Teaching procedure :
Step 1 Revision
1. Greeting.
2. Check the homework.
Step 2 practice
Grammar C
1.Talking about the pictures.
T: If you want to write a letter to your penfriend and If you want to e-mail it , do you write it on a piece of paper? S: No.
T: Where do you write it? S: On compute.
T: Right. You can write it on compute. Have you send an e-mail to your friend on the compute? Now Millie’s penfriend e-mailed her some pictures of his family. Look at the pictures. Now open your books at page 10.
Who is Millie’s penfriend? ( Students read the letter and find out the answer to the question.)
S: Raymond.
T Yes. Raymond is a boy. Who can read this letter?
S: Let me try. (Read the letter. Then you can let them read it in chorus.)
T: Good. Please look at the first picture. Is this Millie’s father? S: No.
T: Whose father? S: He is Raymond’s father.
T: You’re right. He is Millie’s penfriend’s father.
Ok. What is Raymond’s father doing?
S: He is playing tennis.
T: Yes. He likes playing tennis. Does he play tennis every day?
S: Yes. He plays tennis every day. (Repeat it.)
T: The second picture. Who is the woman?
S: She is Raymond’s mother. T: Does she play tennis every day, too?
S: No. She doesn’t play tennis. She likes reading.
T: Oh, I see. Raymond’s mother does not play tennis. We can also say Raymond’s mother doesn’t play tennis. (Repeat these two sentences.) Ok. What about the third picture? Who are they?
S: They are Raymond’s grandparents. They like watching TV.
T: Oh, They are Raymond’s father’s father and mother. They are watching TV now . They like watching TV. (Repeat it) Please look at the last picture. Whose cat is it?
S: It’s Raymond’s cat. T: Yes. Does Raymond love it?
S: Of course. And it loves Raymond. T: You are very good.
2. Let students talk about the pictures using the first person singular
3. Complete the sentences now . What do they often do?
4. Read the sentences.
Sept 3 Exercises
Complete the sentences on the projector.
1) Millie _______ a dog. 2) Kitty _______ dancing.
3) Ann _______ TV every evening. 4) Daniel _______ kite on Saturday.
5) Simon’s parents _______ from Beijing. 6) Sandy _______ tall and thin.
T: Yes. For example.
Helen is tall.
Jane is not ( isn’t) tall. (Point out the contractions.)
( Written on the blackboard .Be ready for the next step.)
Step 4 Learning
Part 2 Simple present tense of the verb‘to be’.
1. Go through the tables on page 10.
2. Read and practise the sentences like this.
T: I’m happy. Are you happy? S: Yes, I am.
T: Are you sad? S: No, I’m not.
Step 5 Practice
1.Grammar D
T: Look at Millie and Simon . Millie and Simon are introducing themselves to each other.Can you complete the conversations ?
1) Students do them.
2) Let Ss read them.
3) Explain the new word “world”.(We may ask students something about their football.)
2.Part 2 Asking questions with the verb ‘to be ’.
T: When we don’t know anything,we can ask questions .For example, Amy is tall. But I don’t know, how do I ask this question ?
S: Is Helen tall?(板书) T: Good. Is Jane tall?
S: No, she isn’t. T: Is Helen tall?
S: Yes, she is.
1) Practise them like this.
2) Go through the tables on page 11.Then read the sentences and practise them like this.(We can use the sentences on the blackboard again or another information from the students.)
Step 6 Practice E
T: Look at the picture on this page . Now Millie is talking to her new classmates . They are talking about their school and their teachers. Can you complete the sentences for them?
S: Yes.
(Remind the students to use the simple present tense of the verb ‘to be’)
1) Students do them.
T: Who are Millie’s new classmates?
S: They are Sandy and Simon.
2) Explain the words “member, fun” and learn the phrase “a member of the Reading Club”
3) Asking three students to act the conversation.
4) Let students make the similar dialogues.
5) Act out their dialogues.
Step 7 Pravtice
Grammar F What does Simon do at the weekend?
T: Simon is writing to his penfriend about what he and his family do at the weekend. At the weekend means at the Staturday and Sunday. Can we help him?
1) Students do this.
2) Check the answer with the students. And explain these:
be good at
restaurant
3) Let students write a letter to a penfriend about what they do at the weekend. Give them some phrases to help them. Such as:
do homework clean the floor
wash the clothes play football
Climb the mountain go swimming
do shopping watch TV
go to the zoo go to see grandparents
play the piano work on the computer
Homework
1.Write a letter to a penfriend about what their families do at the weekend.
2.Finish Exercises on page 10 on the Workbook: C1 C2 C3 C4
板书：
Unit 1 Grammar B C D F The Simple present tense Helen is tall . grandparents weekend Jane is not / isn’t tall . best run Is Helen tall ? world hour Yes, she is . member then Is Jane tall ? a member of be good at No, she isn’t. the Reading Club dinner restaurant sometimes
Oxford English 7A, Unit 1 (the seventh period)
Integrated skills A Teaching Design
Teaching aims:
1. Enable the students to extract information from
an article.
2. Enable the students to obtain information from listening.
3. Enable the students to consolidate information and complete a newsletter article.
Teaching Aids:
1. Student’s Book 7A
2. Some pictures and a football.
3. A computer and a slide projector
Teaching procedure :
Step 1 Revision
1. Greeting.
2. Check the homework.
Step 2 Presentation
1. Present the new words.
Simon’s favourite football player
sports player match the World Cup score goal kick
T: Do you like sports? Ss: Yes, we do.
T: Do you like football? Ss: Yes.
T: OK.(Show a picture of a football player) Who is he? S: He is ….
T What is he? Is he a teacher S: No.
T: Yes. He is a player.(Lead in reading it.) He is a football player. He plays football. What about Yao Ming? Is he a football player?
S: No. He is a basketball player.
T: A football player will play football. Then a lot of
football players ,they play football together. This is called a match. (Lead in reading it .) So when the football players play football together ,it is called a football match. When the basketball players play basketball together ,that is called a basketball match. Which one do you like ,a football match or a basketball match?
S: I like a football match.
T: Good. Do you all like a football match?
Ss: Yes. / No.(Ask two students)
T: So , … likes a football match. …likes a basketball match.
Then the football players will go to a match. And this match is the biggest match of the football. That means all the best football players will go there and play. And this is called the World Cup. (Lead in reading it .) So it is the match for all the best football players. Right for the football players, so it is called the World Cup. Have a look at this picture.(Show the second picture) This is from last World Cup. What is this football player doing? He is kicking.( Read “kick”) He is kicking the football. Now if the football goes into the gate, we say he scores a goal. (Lead in reading them .) Who likes football? Can you kick the football?
S: Yes, I can. T: How to kick?
S: ( Show it) T: ( to the all studrnts) Is he a good football player?
Ss: Yes. T: If it is a gate, can you score a goal?
S: (A student kicked a ball.)
T: Mike kicks the ball. The ball comes into the gate .So he scores a goal. （repeat）Is he your favourite football player?
S: Yes.
T: Who is your favourite football / basketball player? S: ….
Step 2 Learning A1
1.Read the passage.
T: If you want to write about your favourite football player or basketball player , do you know how to write? Can you write an article about your favourite football player or basketball player? I’ll tell you how to write it.
2. A1 Go through the headline of the newspaper article and the picture.
T: （Then ask）Who is Simon’s favourite football player？
S: Li Guanhua is Simon’s favourite football player.
T: Yes. He is Simon’s favourite football player. So Simon is going to write an article about him . But first he has to read this news article to find something about Li Guanhua. Can you read it now?
3. Students read the article first, then find out the answers to these questions:
1) What is Li Guanhua ? / What does he do ?
S: He is a good football player.
2) Which team is he in now ? / Which football team does he play for?
S: He’s in Huanhe
3) Which team was he in before ? / Which football team did he play for?
S:
4) Is he good at football? How do you know that?
S:
5) What did he do? How many football matches did he play in the last six months?
S: 12.
6) Yes. He played 12 matches. How many goals did he score?
S: 15.
T: He scored 15 goals. So is he a good football player?
S: Yes.
T: OK. He is very good football player and he is good at football. What is Simon going to do now? He reads the article . Now Simon is going to complete the note. Can we help Simon complete the notes? First you should know these.
Name Age Appearance
Birthplace New team Next match
2. Complete the notes.
3. Check the answers.
Step 3 Listening
A2
1. Listen to the tape.
T: Let’s listen to the tape and find out more information and then we can help Simon to complete this notes.
T: OK. Do you understand? Can you complete the notes now?
NO. Let’s listen again.
2. Check the answers.
Step 4 Practice
A3
T: Now Simon has this notes. Simon is going to write about Li Guanhua for the Football Clup newsletter. OK. Can you help Simon complete the article.
1. Students do this.
2. Check the answers.（最好使用实物投影。）
Step 5 Consolidation
Complete another article like A1.
T: I have an article about my favourite football player. His name is …. Read this passage then write an article about … for our school newspaper.
1. First students discuss in group of four and write it.
2. The teacher gives them more information about it.
3. Check their answers.
Homework
1. Finish up this article.
2. Finish Exercises on page 12 and 13 on the Workbook.
Procedures of Teaching for Unit 1
(the Eighth Period)
Teaching content: Main task
Teaching aims : 1.To master the new words and expressions.
2. Enable the students to use what they have learned in this Unit to write a profile to introduce themselves.
3.To be able to communicate with each other in order to know each other better .
Teaching Aids: Pictures
A projector .
Teaching procedures :
Step 1.Revision
1.Greetings.
2.Ask students to prepare their dialogues about “Do you have … ? Can I borrow your …?”and get some pairs to act out .
Step 2. Presentation
1.Today we’ll learn “Main Task ” . Do you know “What is the main task of this Unit?”
Let the students discuss and ask one of the students to tell the class .
Teacher writes it on the blackboard
Main task : Writing a profile about yourself.
2.T: But do you know how to write a profile ? First please read Millie’s and Daniel’s profiles to know how to write a profile .
3. Get the students to read the profiles .
4.Teacher gives the students some questions according to the two profiles, and asks them to answer.
1).How old are they ? 2).When were their birthdays?
3).Where were they born ? 4).Where do they live now ?
5).What do they look like ? 6).What are their hobbies?
7) Who is Andy ? 8). Who has a lot of CDs ?
9).Does Millie have a lot of friends ? 10).What does Daniel do on the line ?
5.Then ask the students to ask and answer in pairs .
Read some new words and phrases on the blackboard .
6).Now do you know how to write a profile ?
Sump up : 1). … 2). … 3). …(让学生总结。)
Step 2. Practice
1.T: Millie has a lot of CDs , I have a lot of CDs ,too.
I like listening to music , do you like listening to music ?
S: Yes , I do .
T: Do you like playing computer games ?
S: Yes ,I do .
T: I’m good at singing , are you good at singing ?
S: No , I’m good at playing football
T: I have a cousin ,Do you have a cousin ?
S: No, I don’t . But I have a sister .
2.Can you practise like this .(Let the students ask and answer freely.)
(让学生互相说一说各自的喜好和其它一些情况，为下面写profiles作铺垫。)
Step4. Writing
T: We will have a party in our class . And many our penfriends will come to the party .
Can you write your own profile for your class noticeboard to let our penfriends know us well .
Now please write .Let the students write .
Ask some students to come to the front to read theirs , that is to tell the class yourself .
Homework :
1. Ss write their profiles and stick their own photos on the page .
2. Ask the Ss to design their profiles and stick their profiles on the wall . Choose five best ones .
Procedures of teaching for Unit 1
The Ninth Period
Teaching content : Checkout To revise the grammar and the vocabulary in Unit 1.
Teaching aims: 1. To revise the grammar and to be able to use it correctly .
2.Enable the students to master the vocabulary in this Unit and to be able to find out more words .
3.Enable the Ss to use what they have learned to communicate with others freely .
Teaching Aids : Pictures Of six students .
A projectors .
Teaching procedures :
Step 1. Revision
1.T: Last lesson I ask you to write your own profile for your class noticeboard . Have you finished ?
S: Yes .
T: Now please hand in your profiles with their photos .
Show some profiles to the Ss and talk to the Ss like the following .
T: Do you know this girl ? S: Yes, I do . She is … .
T: Is she lovely / pretty / beautiful ? S: Yes, she is .
T: Look at this girl , is she tall/ slim / fat /thin ? S: Yes, she is .
T: Does she have long hair ? S: Yes , she does .
T: What is she like ? S: She is slim .
2.Then teachers and Ss talk about their profiles together .
3.T: This is Lily’s profile , look ,Lily is pretty .
Lily ,can you read your profile?
4.Ask some other Ss to come to the front to read their profiles .
Step 2. Presentation
1.Today let’s learn the last lesson --- Checkout .
We will revise grammar and vocabulary .
2.T: Do you like listening to music ? S: Yes, I do .
T: Do you like playing football?（板书）
S: No, I don’t like playing football .（板书）
But Simon likes playing football .（板书）
T: Excuse me , Simon . Do you like playing football ?
Simon: Yes, I do .
T: Oh. I see . You like having sports . Me , too.
But how many kinds of sports do you know .
S: Basketball , football , volleyball and so on .
Now open your book at page 17. We have three word families ---- People , Sports , Appearance .Please put the words on the right word families .
3.Ask three Ss to come to the blackboard and write their answer .
4.Check the answers on the blackboard . Let the students read the words on the blackboard together .
5. Can you say more words about people , sports , and appearance ?
Let the Ss discuss in pairs .
6. Ask some Ss to say their answers .
(这一步骤主要帮助学生学习归纳总结所学词汇。)
Step 3.Grammar
T: Now boys and girls ,please look at the blackboard
(在黑板上有几句关于一般现在时态的句子,上面已经给出。)
What kind of tense is used in these sentences .
S: The simple present tense .
T: yes, you are right . Now do you know how to use it ?
Let the Ss discuss in groups to sum up the usage of the simple present tense .
(帮助学生列表归纳总结。)
Step4. Exercises
1.T: Now do you know the grammar ?
Do you understand it ?
S: Yes , we do .
T: Please open your books at page 17. Do part A.
Let the Ss fill in the blanks , and then check the answers .
Ask some pairs to work in pairs .
Get them to write their score on the paw .
3.Ask the Ss to write a profile about their good friends, then get the Ss to read it in class .
Homework :
1.Preview the next lesson .
2.Recite the words and expressions of Unit 1.
3.Write a profile about their teacher .
Oxford English 7A, Unit 1 (the Tenth Period)
Integrated skills B
Study Skills
Teaching Design
Teaching aims:
1. Enable the students to exchange information about oneself.
2. Enable the students to ask questions about personal information.
3. Enable the students to respond questions to oneself.
4.Enable the students to establish and
maintain relationships and routines in school.
5. Enable the students to use everyday expressions to give instructions, make requests, and give responses.
Teaching Aids:
1. Student’s Book 7A
2. Some pictures.
3. A computer and a slide projector
Teaching procedure :
Step 1 Revision
1. Greeting. and try to find something about me .
2. Check the homework.
Step 2 Presentation
B Speak up: making new friends
1. Let students ask the teacher some queations.(to the following table)
Name: (What’s your name?)
Address: (Where do you live?)
Hobby: (What’s your hobby?)
T: Could you please say something about me now?
( Show the paper)
Name: Wang Ling
Address: Renmin Road
Hobby: Reading
A member of the Reading Club
S: Your name is ….
T: Good. Where do I live?
S: You live on Renmin Road.
T: ( to another studrnt) Where do you live?
S: I live …. ( Let students practise them.)
T: What do I like?
S: You like reading and you are a member of the Reading Club.
T: Yes. What do you like?
Ss:I like dancing. I am a member of the Dancing Club.
I like listening to music. I am a member of the Music Club.
I like playing the piano. I am a member of the Piano Club.
I like swimming. I am a member of the Swimming Club.
I like playing football. I am a member of the Football Team.
I love watching films. I am a member of the Film Club
2.Present the dialogue.
T: (OK. Do you want to be my friend?) Hi, my name is Wang Ling. What’s your name?
S: I’m Rose.
T: I live on Renmin Road. Where do you live?
S: I live on ….
T: What do you like?
S: I like listening to music. I am a member of the Music Club.
T: Oh really? I’m reading. I’m a member of the Reading Club
Nice to meet you.
S: Nice to meet you, too.
3. Work in pairs (show the sentences).
4. Act out their dialogue.
Step 3 Listening
( Show the picture of Daniel and Sandy)
T: Look at the picture. Who are they? S: They are Daniel and Sandy.
T: What are they doing? S: They are talking.
T: What are they talking about? Please listen to the tape.
And then answer the questions.
Where do they live?
What do they like? (Written on the blackboard)
1. Play the tape for the students.
2. Check the answers.
3. Listen to the tape and read after the tape.
4. Read the dialogue in parts.
Step 4 Presentation
Working with others A
1. Present this.
T: Boys and girls, I want to copy this dialogue. But I don’t have a pen with me. Do you have a pen?
S: Yes, I do. Here you are.
T: Thank you very much. Oh, do you have a new exercise book with you?
S: No, I don’t.
( Written and read)
Do you have a …? Yes, I do.
No, I don’t.
Step 5 Practice
1.Students make dialogues using them.
2.Act them out.
Step 6 Presentation
1. Present this.
T: Do you have a ruler, Mike?
S: Yes, I do.
T: Can I borrow your ruler?
S: Yes, I can. Here you are.
T: Thank you very much. (to the all) I borrow Mike’s ruler or I borrow the ruler from Mike. And Mike lends me his ruler or Mike lends his ruler to me.
(Explain the words “borrow and lend”.)
篇5：牛津初中英语（7A）Unit5 Going shopping
Unit5 Going shopping
第五单元 购物
【单元要点分析】
1. Use “there be” in questions and statements.
2. Use the Present Continuous Tense to talk about things that are happening now and ask and answer questions about what people are doing.
3. Use personal pronouns (object form)
【单元教学目标】
1． 『基础知识』
a. 「重点词汇」 (Vocabulary):
go shopping, free, minute, just a minute, over there, cost, expensive, prefer, match, pretty, mind, never mind, someone, bookshop, clothes shop, shoe shop, sports shop, e-friend, centre, pay, at present, at the moment, right now, study, visit, wait, turn, tonight, stay, hear, poor, pair, size, try on, fit, cheap, jeans, taxi, easy, outside, inside, next door, cry, police car, into.
b. 「重点句型」（Sentences）:
I want you to go shopping with me today.
I want to buy a lot of things but I don’t have any money.
Here is my purse. Please come with me!
I need you to carry all the bags.
Can I help you? What are you looking for?
Just a minute. Take a look. They’re great.
How much do the cards cost? That’s quite expensive/cheap.
There’s a discount on ……
They cost / are ￥10.
I prefer to buy …… I’m sure you can find……
How much money can you spend?
How much are they?
I don’t have enough money to buy……
Never mind! I’ll buy……
I’d like to buy a pair of football boots.
Could I try them on, please?
What size are your feet?
It is very easy to find.
You can eat different kinds of food from different countries.
I like watching a film before going shopping.
There are always lots of people waiting for me to finish.
2.『基本技能』
「Listening (听)」
Recognize familiar words in a conversation about shopping preferences and other shopping----related issues.
Identify specific information about different shopping habits.
「Speaking(说)」
Interact with others and talk about specifics. Use appropriate register.
Conduct simple negotiations.
Describe the layout of a shopping mall.
「Reading(读)」
Guess general meanings of new words by looking at pictures and keywords.
Identify special information about shopping by reading the conversation.
Respond to the text by doing a survey.
「Writing(写)」
Organize ideas, structure sentences and put them together in paragraphs.
Describe and explain.
【学习策略】
Use vocabulary learning strategies for self-study.
第一课时 The First Period
【教学目标】
1． 『基础知识』
a. 「词汇」 (Vocabulary):
go shopping, free, bookshop, clothes shop, shoe shop, sports shop.
b. 「句型」 (Sentences):
I want you to go shopping with me today.
I want to buy a lot of things but……
I don’t have any money.
Here’s my purse. Please come with me!
I need you to carry all the bags.
2． 『基本技能』
a. To know some vocabularies about common presents.
b. To learn new words related to this unit’s theme.
c. To guess meaning from pictures and to sort vocabulary.
d. To guess the meanings of words by recognizing shopping items and relating them to typical shops.
【学习策略】使用词汇学习方法。
【教学设计】
【教学过程】
Task I
1. Ask Ss to listen to the tape of P70 and answer the question-why does Hobo want Eddie to go shopping with him?
2. Ask Ss to practice the dialogue and act it out!
Task II
1. Ask Ss to look at the pictures in Part A1 on Page 71.Find out which items they can recognize and whether they know the words in English.
2. Ask Ss to do as much of the tasks as they can on their own. Then check all the answers with the whole class. Identify the words which Ss do not know and present them.
3. Ask Ss to look at the pictures again and report which presents are suitable for girls and which ones are suitable for boys.
4. Tell Ss to write down the suitable presents for Simon and Sandy in Part A2. Point out to them that some presents are suitable for both. Ask Ss to check their lists in pairs.
Task III
1. Before looking at the book, ask Ss what shops they know. Ask them to list as many shops as they can. (book shop, electrical shop, shoe shop, toy shop, supermarket, sports shop, clothes shop, CD store, tuck shop, department store, grocery, chemist, butcher, etc.)
2. Ask Ss to look at the pictures on Page75 and write the names of the shops underneath the pictures on their own. Then get some Ss to tell you what things they can buy in those shops, and write some of the items next to the pictures.
3. Tell Ss to check their answers in pairs and ask Ss to read the names of the shops together.
4. Ask Ss to look at the pictures and describe or name the objects. Tell them to write the correct names under the pictures. Then Ss match these items with the shop in PartA by writing the correct number in each of the boxes.
【课堂检测】
一、根据实际情况回答下列问题。
1. What do you want on your birthday?
2. What do you buy for your mother on Mother Day?
3. What do you buy for your father on Father Day?
4. Where do you buy comic books?
5. Where do you buy new clothes at Chinese New Year?
二、字谜（用本课时学过的词汇）。
1. B S
2. C U
3. P
4. S E
5. S R
6. C M
7. G A
8. B R
9. S K
C E
S T
【教后反思】
第二课时 The Second Period
【教学目标】
1． 『基础知识』
a. 「词汇」 (Vocabulary):
minute, just a minute, over there, cost, expensive, prefer, match, pretty, mind, never mind, someone, *bright, *unusual, *cut, *go well with, *fancy, *discount, *shopkeeper.
b. 「句型」 (Sentences):
Can I help you? What are you looking for?
Just a minute. Take a look.
They are great.
How much do the cards cost?
That’s quite expensive / cheap.
There’s a discount on……
They cost / are ￥10.
How much money can you spend?
How much are they?
2． 『基本技能』
a. To increase awareness of different registers.
b. To guess general meanings of new words by looking at pictures and keywords.
c. To identify specific information about shopping from reading to conversations.
【学习策略】粗略了解一些购物用语和物品名称，从整体上把握对话内容。
【教学设计】
【教学过程】
Task Ⅰ
1. Tell Ss to look at the pictures and ask them.
Where is Amy? (In a shop)
2. Ask Ss to skim the conversations on their own and underline any words they do not know. Encourage them to guess the meanings of these words from the context Get Ss to work out the meaning of ‘discount’ by deduction as a class activity.
3. Draw a table on the board and ask Ss to copy it in their books.
Things Amy looked at Cost
This year’s cards ￥10
Last year’s cards ￥6
Stickers ￥5
Hair clips ￥9
Tell Ss to write down all the items Amy looked at and list their cost.
Ask for volunteers to write the answers on the board.
4. Play a “Price Bingo” game to practice speaking and listening to the prices.
Task Ⅱ
1. Ask Ss to do Part B1 individually. Encourage Ss to guess the meanings of words from the context and the given definitions. Then check the answers as a class.
2. Ask Ss to look at the table in Part B2. Explain that Amy did a survey of the most popular presents her friends would like to get hair clips as a present? (Four) What is the most popular present for boys? (A computer game.)
Tell Ss to discuss the results with their partners.
【课堂检测】（补全对话）
A: Can I 1 you?
B: I want to buy a skirt 2 my daughter.
A: What 3 do you want?
B: Green or yellow.
A: Look at the skirts over there. We have different colours. 4 one do you like?
B: I think the green one is nice. But it’s too big.
A: What 5 this one?
B: This one is OK. How 6 is it?
A: 7 ￥28.50.
B: All right. I’ll 8 it.
【教后反思】
第三课时 The Third Period
【教学目标】
1．『基础知识』
「句型」（Sentences）:
I prefer to buy……
I’m sure you can find……
I don’t have enough money to buy……
Never mind! I’ll buy……
2．『基本技能』
a. To revise the dialogues by asking some questions and ask Ss to act them out.
b. To use ‘wh--’ words to do a survey.
c. To tell Ss to help Kitty choose the things that she can buy.
【学习策略】复习巩固所学知识，进行角色表演。
【教学设计】
【教学过程】
Task Ⅰ
1. Ask Ss to answer some questions to revise the dialogues. Then get Ss to act them out.
2. Work in groups of four to conduct a survey by asking “What would you like to get as a present?” Then ask some volunteers to report their results.
3. Ask Ss to display the results on the class notice board. Ask Ss to use their creatively to make the bar chart look interesting by adding colors and illustration.
Task Ⅱ
1. Make sure that Ss understand the purpose of the activity. Relate this exercises to the Ss own experience.
2. Ask Ss to do Part C by the conversations on Page 72 in pairs. Provide help they need.
3. Go through the answers with the whole class.
【课堂检测】
根据句意，选择正确的词汇，并用适当形式填空。
cost, discount, expensive, fancy, look for, match, never mind, prefer, pretty, take a look
1. The match ￥400.
2. They give a 20% on the cakes in the morning.
3. The shoes the dress well.
4. I bought(买) a very hat yesterday.
5. Look at the shoes. I’ll buy them.
6. -----I’m sorry I’m late.
----- .
7. Houses in this area（地区） are very .
8. I can’t find my new clip. I’m it.
9. I didn’t like pop music. I classical(古典的) music.
10. Come and . These flowers are very beautiful.
【教后反思】
第四课时 The Fourth Period
【教学目标】
1. 『基础知识』
“there is/ are” sentence
2. 『基本技能』
To use “there is /are” in questions and statements;
There is/ are (not) + n. + 介词短语.
Is/ Are there + n. +介词短语?
Yes, there is/ are. No, there isn’t/ aren’t
【学习策略】推理分析，归纳总结。
【教学设计】
【教学过程】
Task Ⅰ
1. Go through the table on Page 76 with Ss. Make sure that they use “there is” for uncountable and singular countable nouns and “there are” for plural nouns. Also point out that in question the verb comes first.
2. Check out the prepare exercises.
Task Ⅱ
Show Ss a picture of a shopping mall. Ask Ss questions about the shopping mall,
eg.
---- Is there a bakery in this shopping mall?
---- Yes, there is./ No, there isn’t.
---- Are there many people in this shopping mall?
---- Yes, there are. / No, there aren’t.
Practise the structure until Ss understand it.
Note: the using of “some” and “any” in “There be”.
Task Ⅲ
1. Ask Ss to complete the sentence in the e-mail on their own and then check answers with the whole class. Then read the e-mail each other in pairs.
2. Tell Ss that they can use this model e-mail to talk about other things, eg, a youth club, a cinema, a restaurant and write it out as their home work..
【课堂检测】
将下列五句话翻译成英语。
1． 我有一辆新自行车。________________________.
2． 桌子上有一个茶杯。________________________
3． 教室里有很多学生吗？没有。______________________________.
4． 你有一些贴纸吗？有。____________________________.
5． 我父母亲正在看电视。_______________________.
【教后反思】
第五课时 The Fifth Period
【教学目标】
1. 『基础知识』
a. 「词汇」 (Vocabulary)
Personal pronouns (Object form): me; you; him; her; it; us; you; them.
pay; at present; at the moment; right now; study; visit; wait; turn; *(lie; tonight; stay; stay; video; hear;)
b. Present Continuous Tense
c. Personal Pronouns (object form)
2. 『基本技能』
a. To recognize and use the present continuous tense to talk about things that are happening now.
The Present Continuous Tense.
I am (not)
You/ We/ They are (not) V-ing…
He/ She/ It is (not)
Am I
Are you/ we/ they V-ing …?
Is he/ she/ it
I am. I’m not.
Yes, you/ we/they are. No, you/we/they aren’t.
he /she/it is. he/she/it isn’t.
b. To introduce personal pronouns (object form) to refer to someone/ something. Object form: me, you, him, her, it, us, you, them.
【学习策略】以旧带新，新旧结合，效果好。
【教学设计】
【教学过程】
Task Ⅰ
1. Go through the tables on Page 77&78 with Ss. Make sure that they can understand the structures of present continuous tense: “be + V-ing”.
2. Check out the prepare exercises.
Task Ⅱ
1. Make some crazy suggestions to get their attention. Try to adapt the initial questions to arouse Ss’ interest. Act out your questions using voice and questions.
What are you doing…?
Are you writing a letter to me?
Are you singing…?
Are you playing the computer games right now? etc.
2. Then make some statements about yourself, e.g.
I am enjoying myself.
I am having a great time.
I am talking to you.
Ask Ss what kind of statements and questions you have formulated. Elicit the ideas about things going on now.
at present, at the moment, right now, now.
Task Ⅲ
1. Ask Ss to look at the pictures in Part B, and describe what the people are doing without reading the sentences below the picture. Then Ss complete the sentences. Check their answers with the whole class, paying attention to the use of the present continuous tense.
Ask Ss to work out the rule at the bottom of P77.
2. Ask Ss to look at the picture at the bottom of Page 78, and talk about what they are doing. Then Ss complete Part B2 on their own. After checking the answers. Ss work in pairs to practice the conversation. Ask a few pairs of volunteers to role-play the conversation in front of the class.
Task Ⅳ
1. Go through the sample sentences on Page79 and find out how each pronoun is related to the subject in the first sentence for we use personal pronouns to avoid repeating nouns which have already been mentioned.
2. Ask Ss to read the conversation and complete the sentences with personal pronouns (object form) in pairs. Then underline the personal pronouns in subject form and circle them in object form. Ask six volunteers to read out a speech bubble each to check answers.
【课堂检测】
根据句意，用宾格代词填空。
1. The twins are reading in the classroom. Can’t you see ________?
2. Wow, you have a new bike. Can I borrow __________?
3. Let ______ go to school together, Lily!
4. Today is Liu Mei’s birthday. Jim wants to buy _______a present.
5. He’s too tired. Don’t wake ______ up.
6. I can’t carry the box. Can you help ________?
【教后反思】
第六课时 The Sixth Period
【教学目标】
1． 『基础知识』
a. 「词汇」（Vocabulary）:
poor, pair, size, try on, fit, cheap, jeans, *(collect, notebook, writing paper, donate, advertisement, country, raise)
b. 「句型」（Sentences）:
I’d like to buy a pair of football boots.
Could I try them on, please?
What size are your feet?
2． 『基本技能』
a. To recognize familiar words in a conversation about shopping preferences and other shopping-related issues.
b. To develop vocabulary learning strategies.
c. To use a vocabulary tree to categorize and memorize new words.
【学习策略】学习词汇并分类记忆。
【教学设计】
【教学过程】
Task Ⅰ
1. Ask questions “How much pocket money do you get every week?”
What things do you buy with your pocket money ?
2. Ask Ss to look at the pictures in Part A and guess what each person buys with their pocket money.
3. Play the recording and ask Ss to match the items with the people. Then check the answers.
Task Ⅱ
1. Elicit from Ss some ideas of what children’s lives are like in poor areas.
2. Let the students listen to the recording and write down how often Simon and children in poor areas in China buy these items.
Check answers with the whole class.
3. Ask Ss to look at the advertisement in Part B2 and ask questions “What do many children in poor areas in China not have at school?”
4. Let Ss complete Millie and Simon’s letter to the Principal by referring to the advertisement on page 80. Check answers with their partners. Then ask students to read out the completed letter to the class.
Task Ⅲ
Ask Ss to think of ways in which they could help the children in poor areas in China. Then in groups of four, ask them to complete their own letters to the Principal about ways of helping other people.
Task Ⅳ
1. Read the conversation in PartC1 to the class and let the students practise reading it in groups of three
2. Tell Ss to look at the table in Part C2 and ask Ss to make up a new dialogue and work it out in groups
【课堂检测】
一、补全对话
A: Hello, 1 2 to buy a pair of jeans.
B: 3 4 do you wear?
A: 5 6 size 30. I like this 7 .
Could I 8 them 9 , please?
B: Yes, of course.
A: Well, they 10 very well. 11 12 are they?
B: 13 200 yuan.
A: Oh, that’s too 14 .
Do you have a 15 pair.
二、句型转换.
1. This bike is three hundred yuan .(对划线部分提问.)
______ _______is this bike?
2.My feet are size 36.(对划线部分提问)
_______ _______ are your feet?
3.I’d like to buy a computer.(对划线部分提问)
_______ ______you _______ to buy?
4. The books are very cheap.(同义句)
The books are ______ _______.
【教后反思】
第七课时 The Seventh Period
【教学目标】
1. 『基础知识』
a. 「词汇」（Vocabulary）:
taxi, easy , △taxi rank, *however, *note,
b. 「句型」（Sentences）
It is very easy to find.
You can eat different kinds of food from different countries.
I like watching a film before going shopping.
There are always lots of people waiting for me to finish.
2. 『基本技能』
a. To write a guide to a shopping mall.
b. To develop an understanding of discourse, sentence structure, paragraphing and linking sentences.
c. To describe the layout of a shopping mall.
d. To develop an awareness of audience and appropriate register.
【学习策略】学以致用，培养实践能力。
【教学设计】
【教学过程】
Task Ⅰ
1. Go through the context and instructions. Ensure that Ss understand the purpose of writing a guide. Ask what they would like to see in a shopping guide, and what kind of people would read it. They need to decide upon this before they start the writing task.
2. Ask Ss to read the notes in Part A and check for understanding of vocabulary. Get Ss to find out that when we write notes we do not need to write in complete sentences, we just need to write down the key points.
3. Ask Ss to work in pairs. Talk to Ss about the context. Ask them to focus on sentence constructions, linking ideas in paragraphs and identifying clearly the main idea of each paragraph.
4. Ask Ss to read through the guide first and understanding any words they do not know. Explain these words before doing the exercise. Then in pairs, Ss complete Simon’s writing using words from the note in Part A.
5. Ask for volunteers to read out different paragraphs of the completed guide. Check for correct answers.
Task II
1. Ask Ss to use the picture shown on page 84 to describe the shopping mall. Ask Ss to make some notes about the shopping mall based on the model in Part A and write down a list of things to find out about the shopping malls.
2. Ask Ss to draw shops from the nearest shopping mall. Tell them to write the names of the shops in large letters above the shops. Then ask them to write the ideas sold in each shop under the picture.
3. Show the class the picture of a shopping mall. Give them one picture to look at it carefully. Tell them they have to remember as many things as possible in the picture. After one minute, ask Ss to write down everything they can remember about the shopping mall. Ask Ss to formulate statements about the things they remember using “there is ” and “there are” , Ss get one point for every correct statement. See which pair has the highest points.
【课堂检测】
根据P84的图，填入所缺单词。
There is a _______ _______ near my home. The mall is quite big. There are _____ floors of shops. There is a ______ ______ restaurant on the ground floor. You can eat _______ kinds of food there. There is also a _____ on the first floor. We can buy lots of different things there. I like the cinema. It’s on the ____ floor. I like to _______ a film before I go shopping. My favourite shop is the ______. I love to look at the new books there. The mall is a good _____ to go. I can meet my ____ there.
【教后反思】
第八课时 The Eighth Period
【教学目标】
1.『基础知识』
a. 「词汇」（Vocabulary）
outside, inside, next door, cry, police car, into, *bankcard, *stomach, *ache.
b. 「语法」（Grammar）
“There be” sentence
The Present Continuous Tense
The personal pronouns (object form)
2．【基本技能】
a. To develop vocabulary learning strategies;
b. To check the use of ‘there is/ are……’ and the present continuous tense;
c. To revise vocabulary related to shopping.
【学习策略】复习所学过的知识，自测掌握情况。
【教学设计】
【教学过程】
Task Ⅰ
1. Remind the students that vocabulary is a key part of learning a language and it is important that they think about how they learn best and how they can memorize the greatest number of words.
2. Choose some good students who can remember words quickly. Then let them introduce their own ways of remembering words.
3. Introduce another way of remembering the words on Page 82. Go through the points at the top of Page 82. And ask them to look at the words and topics on the vocabulary tree. Ask more able students to draw pictures and add new words on their own. Tell them to think of two more items for each category.
Task Ⅱ
1. Let the students remember the use of ‘there is/ are…….’and ‘the present continuous. And tell them Part A gives them an opportunity to check how well they use the above points.
2. Ask the students to look at the pictures in Part A. Encourage them to construct a story based on these pictures.
3. Ss fill in the blanks on their own. Ask for volunteers to read out the description for each picture. Check the answers with the whole class.
4. Tell Ss to look at the word search puzzle in Part B. At this time, you can divide the students into some groups and let them have a competition. The group which can find the words first will win the competition.
5. Ask Ss to make their own word search puzzles with other words they have learned in the unit. If time permits, you can have a dictation.
【课堂检测】
一、请找出下列各句中的错误并改正。
( )1.The shopping mall is very easy find. ____________
A B C D
( )2.The members are from different country. ___________.
A B C D
( )3.There is many people in the street. __________
A B C D
( )4.They are haveing dinner at the moment. ___________
A B C D
( )5.She is sitting between you and I . ___________
A B C D
二、请按要求改写句子。
1. They have a little white dog.(用Tom代替they)
______ ______ a little white dog.
2. She is buying fruit in the shop.( 改写成一般现在时)
She often _______ fruit in the shop.
3. I wear size 8.(对划线部分提问)
_______ _______ do you ________?
4. There are some girls in the room.(改成否定句)
There ________ ________ girls in the room.
5. I want to go there with you. (同义句)
I ________ ________ to go there with you.
【教后反思】
Unit 5 Going shopping
单元要点聚焦：
同学们，欢迎进入本单元的学习！本单元是有关购物这一主题内容。你们喜欢购物吗？会使用英语来购物吗？本单元重点介绍了具有实用功能的购物用语，并描述了与购物相关的不同场景，还介绍了一些有关礼物的英文词汇，启发同学们回想已学的单词并学习与本单元主题相关的新单词。
【学习目标】
1． 『基础知识』
a. 会在疑问句和陈述句中使用there be 结构；
b. 会用现在进行时谈论正在发生的事情；
c. 会用现在进行时询问人们正在做什么并做出回答；
d. 会使用宾格代词。
2． 『基本技能』
听：从一段有关购物喜好以及其他相关信息的对话中听出熟悉的单词；听懂有关不同购物习惯的具体信息。
说：与他人交流并谈论具体事物；描述一个大型购物中心的布局。
读：借助于图片和关键词猜测生词大意；读对话，了解购物的具体的信息；检测对课文的理解。
写：构思，造句，组成文章；描绘大型购物中心的不同方面。
【指点迷津】
Different kinds of shops
1. electrical shop 家电商场
We can buy TV sets, refrigerators(冰箱), air conditioners(空调) and washing machines and so on there.
2. bookshop 书店
Do you know Xin Hua Bookshop? We can buy lots of interesting books and magazines there.
3. Clothes shop 时装店
Are you in fashion? If not, why not have a look at the latest clothes in those clothes shops?
4. shoe shop 鞋店
A shop in which you can buy different kinds of shoes.
5. sports shop 体育用品商店
A place in which you can buy football, basketball, badminton and so on.
6. supermarket 超市
Do you go to the supermarket? There we can buy food and drink you like, and we can also buy clothes and other household products(生活用品) you need. Oh, look, there is a Hualian supermarket over there. Let’s go.
7. Shopping mall / shopping center 购物中心
A shopping mall is usually a building that contains（包含） different kinds of shops, even restaurants and has interesting walkways that make it easy for shopper to walk from store to store. Shopping can buy clothes, shoes, jewels（珠宝）, food, drinks, furniture（家俱） and household appliances etc. in different areas or shops in a shopping mall.
How to shop in English?
1． 顾客走进商店，店主招呼顾客最常用的两句话是：
May / Can I help you?或 What can I do for you? 你要买什么？
注意：店主向顾客打招呼一般不直接说：
What do you want? / What do you buy? 因为这样说是不礼貌的。
2． 对于店员的礼貌招呼，顾客若想买什么东西，他会根据自己的实际需要向店主说明：
I want……/ I’d like to buy……/ Do you have……?/ I’m looking for……
当然，顾客若不想买东西，只是想看看，他也可直接回答（I’m just looking, thanks.）
有时，若店主很忙，未能招呼顾客，顾客也可以主动向店主发问或提出自己的购物想法，比如：
Can you help me find……?
Do you have ……?
I’d like to buy……
3． 购物时询问价格的说法很多，常见的有：
How much is /are ……?
How much does /do……cost?
What’s the price of ……?
为了简便起见，有时甚至可以只说两个词 “How much?”
好了，有关用英语购物就给大家介绍到这里，想必大家在了解这些知识之后，一定很想实践一下，那就让我们一起去购物中心走一趟吧！
第一课时
Comic trip, welcome to the unit & vocabulary
【学习目标】
1． 能够根据图片猜测单词并进行归类。
2． 能够将商品和特定商店联系起来。
【课前预习】
一、你知道这些商店的名称吗？
1. __________ A shop which sells shoes.
2. __________ You can read and buy books there.
3. _________ Women like to go there and buy beautiful clothes.
4. _________ You can buy sports things like football.
5. __________ If you want a walkman, you can go there and get it.
6. __________ A shop where you can buy lots of things.
二、你会使用购物交际用语吗？请根据首字母把下列句子补充完整。
1. Can I h_________ you?
2. I’d l______ to buy a pair of trousers.
3. I’m l_______ for a coat for my sister.
4. How m________ is it?
5. Do you h_________ any yellow pencils in your shop?
6. What’s the p_______ of this pen?
【课堂解疑】
1. I want you to go shopping with me.我想要你和我一起去购物。
① want sb to do sth “想要做某事，”或“希望某人做某事”，相当于would like sb to do sth.
Eg: The teachers want us to study. 老师们希望我们努力学习。而want to do sth则表示主语本人“想要做某事”或“希望做某事”，等于would like to do sth.
Eg: He wants to play computer games.
试一试：请翻译下列两个句子，并写出同义句。
a. 我想让你帮助我。
________________________ ________________________
b. 我们想去踢足球。
________________________ ________________________
② “go shopping” 去购物相当于“do some shopping”或“do the shopping”
Eg: Mum often goes shopping on Sunday. 妈妈经常周日去购物。
你还能想出类似的短语吗？____________ _________________
2. I don’t have any money. 我没有钱。
句中not……any=no(没有)，所以这句话的同义句是：I have no money.
如果句中出现not a/an 时也可以用no代替。
考考你：你能写出下列各句的同义句吗？
① The clock has no eyes.
The clock ______have ______ eyes.
② There isn’t a tree here.
There _____ _______ tree here.
3. Here’s my purse.我的钱包在这儿。
这句话是倒装句，其正确语序是：My purse is here. 倒装句用来引起注意或给别人东西。
Eg: Here’s an apple for you. 给你一个苹果。
请翻译：公共汽车来了。 ____________________.
4. I need you to carry all the bags. 我要你拎所有的包。
need 即可作情态动词也可以作行为动词，表示“需要”。
Eg: He needs some help. 他需要一些帮助。这句话中的need 是行为动词；当它作为情态动词时，可以和can一样后面直接加not表示否定含义，或者在疑问句中直接提前。
Eg: You needn’t come if you don’t want to.
试试看：请翻译一下
高老师现在需要回家吃晚饭。
① need作行为动词时：__________________________.
② need作情态动词时：__________________________.
学后记：
第二课时 Reading A. B1& B2
【学习目标】
1.能够根据图片和关键词猜测生词大意。
2.熟悉购物用语，并能进行实际应用。
【课前预习】
一、根据解释及首字母写单词。
1. f_________ not busy 2. m_________ 60 seconds
3. e_________ dear, cost too much money
4. p________ like better 5. p________ very beautiful
二、快速阅读一下两个对话，回答下列问题。
1. What does Amy want to buy?
2. Will Amy buy the cards?
3. Why does Amy buy a present for her friend.
4. What does she buy for her friend?
5. Who is her friend?
6. How much do this year’s football cards cost?
【课堂解疑】
1. What are you looking for? 你要买什么？
这是商店营业员招待客人时经常讲的话。在购物时，营业员还经常使用另外两句话，你知道吗？
____________________ _________________________
2. Just a minute.请稍等。相当于Just a moment.有时还可以表达成：Please wait a minute. 或please wait a moment.
3. Take a look. They are great.看一看，他们很棒的。Take a look的意思是“看一看，瞧一瞧”，相当于have a look.
Eg: I’d like to take a look at this blouse.我想看看这件衬衫。
你知道下面这个句子的同义句吗？
Take a good look at that film. _______________________________
4. How much do the cards cost? 这些卡片多少钱？cost“药费钱”其主语只能是物。
Eg: The hair clips cost five yuan.这些发夹5元钱。
同学们，让我们一起想一想价格的其它表达方法吧！
How much is / are +something?
What’s the price of something?
聪明的你，能写出下面这个句子的同义句吗？
How much do the CDs cost?
_____________________________ _________________________
5. That’s quite expensive. 那太昂贵了。
expensive“昂贵的”同义词dear, 反义词cheap, 便宜的。
Eg: The Walkman is very expensive. I can’t buy it.
这部随身听很贵，我不能买。
你会翻译下面这个句子吗？
这些贴画不贵，我能买些。_____________________________.
6. That’s a discount on last year’s cards. 去年的卡片打折。Discount作名词解释为“折扣”。对某样东西打折用介词on，如：a discount on books.对某物的价格打折也可用介词on，如：allow 10% discount on the prices of goods.(按货价打九折)。但以某种折扣出售商品用介词at，如：sell a radio at a 25% discount.（以七五折出售收音机）。
学后记：
第三课时 Reading B3&C
【学习目标】
1.学会使用Wh疑问词做调查。
2.进一步提高解决具体问题的能力。
【课前预习】
一、试把下面对话补充完整。
A: Hello, 1 I help you? What are you 2 for?
B: 3 you have 4 cards?
A: Yes, 5 a minute. Please have a 6 . They are 7 .
B: 8 9 do the cards cost?
A: They’re ￥10.
B: Oh, really? That’s quite 10 .
A: 11 12 those cards?
B: Great. I’ll 13 five. Here 14 the money.
A: Thank you.
二、根据汉语完成句子。
1． 这件T恤值多少钱？
______ _______ does the T-shirt _________?
2． 这个铅笔盒值十五元钱。
The pencil-box _______ ￥15.
3． --对不起，我迟到了。--I am sorry I’m ________.
--这次没关系。--______ ________ this time.
4． 我每天花四个小时读书。
I _______ four hours _________ ______ every day.
【课堂解疑】
1．I prefer to buy new cards. 我宁愿买些新的卡片。prefer 宁愿要，更喜欢，宁可…而不…，常用短语有prefer to do sth “宁愿做某事”，prefer doing sth to doing sth和prefer sth to sth喜欢…而不喜欢，或比起…更喜欢…；
Eg: ①I prefer to go shopping on Sunday. 我宁愿在星期六去购物。
② I prefer walking to riding a bike. 我宁愿步行，而不愿意骑自行车。
③ My father prefers apples to bananas.
我父亲喜欢吃苹果，不喜欢吃香蕉。
试着翻译下面的句子：
① 我喜欢游泳胜过滑冰。________________________________.
② 杰克更喜欢打篮球。____________________________.
2. How much (money) can you spend? 你能花多少钱？
Spend“花费（钱或时间）”主语只能是“人”，通常以下列两个词组的形式出现：
Sb+spend+时间/金钱+on sth.
Sb+spend+时间/金钱+(in) doing sth.
Eg: ① I often spend much money on books.我经常花很多钱买书。
② His father usually spends 30 minutes (in)walking after supper. 晚饭后，他爸爸经常花30分钟去散步。
考考你：
It takes me half an hour to read English every morning.
I _______ half an hour ______ _______ every morning.
3. I don’t have enough money to buy her. 我没有足够的钱给他买。
①enough在这里用作形容词，意思是“足够的，充足的”，用于修饰名词，既可以放在名词前，也可以放在名词后。
Eg: We have enough time / time enough to do it. 我们有足够的时间去做这件事。
②enough也可用作副词，意思是“足够地，”表示程度，要放在被修饰的形容词、副词之后。
Eg: You are old enough to go to school. 你到上学的年龄了。
请试着翻译下面句子：
① 我个子不够高，够不着篮子。_______________________________.
② 这儿有足够的食物给大家吃。______________________________.
4. Never mind.不要紧，没关系。此处还可以用That’s all right.或It doesn’t matter.
学后记：
第四课时 Grammar A
【学习目标】
1．学会在疑问句和陈述句中使用there be结构
2．学会使用there be 向别人介绍新事物
【课前预习】
一、请用动词Be的适当形式填空。
1. There _____ two English books on the desk.
2. _____ there an American girl in your class?
3. There _____ a football and some toys on the bed.
4. There ______ (not) any water in the river.
5. There ______ 100 dollars in the purse (钱包).
6. _____ there many cakes and an apple in the box?
二、选择填空。
( )1. Are there _______ in your class?
A. any boy B. any boys C. any boies D. some boys
( )2. Wu Dong and his sister _______ a new bike.
A. have B. there are C. has D. there is
( ) 3. There is _______ cat here.
A. not an B. no C. no any D. not any
( ) 4. ---- What’s on the table?
----_______ some books on it.
A. There’s B. There’re C. It’s D. They’re
【课堂解疑】
1、当我们想向别人介绍某地方有……的时候，我们可以用There be句型来介绍新事物，现在让我们来具体地学习这个句型，然后你们就可以运用自如了！
There be句型
There is/ are + 某物/某人 +某地， 表示“某地有某人或某物”，句中is/ are与最靠近他们的名词在数方面必须一致。
There is (There’s) a table in your room.
There is (there’s) a ruler and two books on the desk.
肯定式： There is (there’s) some water in the bowl.
There are (There’re) some people in the shop.
There are (There’re) two books and a ruler on the desk.
There is not (isn’t) a dog here.
否定式： There are not (aren’t) any cats here.
疑问式： Is there a pencil box in your bag?
回答： Yes, there is . No, there isn’t.
Are there any teddy bears in the shop?
Yes, there are. No, there aren’t.
让我们试试看吧！根据汉语完成句子。
①树上有一只小鸟和一只猫。
______ ______ a bird and a cat in the tree.
②墙上有些画吗？
_______ ______ ______ pictures on the wall?
③老师的桌上有一些花吗？
______ ______ any flowers on the _______ desk?
④碗里没水。
_______ _______ any water in the bowl?
⑤这张图里有两张桌子和一个书包（用两种句子表达）。
There _______ two desks and a bag in the picture.
There _______ a bag and two desks in the picture.
2、It is called sunnyside.它被称作阳光地带。
be called被称作，相当于be named
试试看：①这家商店名叫“红火”。
The shop ______ ______ “Honghuo”.
② 我有一个名叫“汤姆”的朋友。
I have a friend ________ “Tom”.
3、Write to me soon尽快给我写信。
write to sb. 或write a letter to sb.或write sb a letter.
请用三种方式翻译下面一句话：
我经常给我好朋友写信。
① I often ______ ______ my good friend.
② I often ______ _________ ________ my good friend.
③ I often ______ my good friend _______ .
学后记：
第五课时 Grammar B&C
【学习目标】
1. 学习并使用现在进行时，谈论现在正在发生的事情。
2．用宾格代词来指代人或物。
【课前预习】
一、根据句意，用人称代词的适当形式填空。
1．Look at your shoes. ______ are very dirty. You should clean_______.
2．That is Sally’s book. ________ is looking for _______ everywhere.
3．This is my old bag. _______ want a new one. Can you help________?
二、用所给的动词的适当形式填空。
1． I _______ (take) photos now.
2． Listen! Li Lei ______ (sing) a song.
3． Look! A cat _______ (run) up a tree.
4． It is 6:00 p.m. The Browns _________ (have)supper now.
5． ---- What are they doing?
---- They ________(clean) the classroom.
【课堂解疑】
1、“Hello!你在干什么？是看书还是看电视？”我们怎样用英语表达正在发生的动作？让我们一来学“现在进行时”吧。
请看一下课本Page 77和Page78的三个表格。
看完了吗？让我们来练习一下吧。
⑴写出下列动词的-的形式。
eat_______ do__________ run__________ sit___________
lie________ study _________ shop_______ have________
⑵用所给词的正确形式填空。
①. Look! The girl _______(play)volleyball.
②. It’s twelve o’clock now. The students________ (have) lunch.
③. Jim, your dad________ (sleep). Please don’t watch TV.
④. Mr and Mrs Black _______(watch) TV every evening.
But they _______ (read) books now.
⑤.---- What ______Kate _______(do)?
---- She ______ (draw) a picture of her house.
2. Millie is paying for her new shoes.
pay for “为……付款”或“支付，赔偿”， 例如：
我正在为这本书付10元钱。
I ______ _______ 10 yuan ________ the book.
spend, cost也有花费钱的意思，你们能辨别它们的用法吗？通过下面的小练习检查一下吧！
① The house _______ me 100,000 dollars.
② I ______ 100,000 dollars (in) buying/ on the house.
③ I _______ 100,000 for the house.
3. Are you studying at the moment?
at the moment = now
4. I’m waiting for my turn.
wait for one’s turn等候轮到某人（顺序）。例：我们应排队上车。
请看一下Page 79的表格。
记住他们了吗？让我们做一些练习吧？
用适当的代词填空。
①This is my coat. Could you look after ______, please.
② Don’t worry. I can help ________, Lin Tao.
③ Emma is my friend. I like ______ very much.
④ Miss Gao is an English teacher. __________ is a good teacher.
⑤ Lily and Lucy aren’t at school. _______ are at home.
学后记：
第六课时 Integrated Skills
【学习目标】
1.能够通过阅读提供的材料，收集相关信息。
2.掌握学习词汇的方法。
【课前预习】
一． 英汉互译：
1. a pair of______________ 2. 贫穷地区___________
3. bank card ____________ 4.书写纸__________
5.That’s too expensive._____________ 6.试穿一下 __________
7.call us on 2563122 ___________ 8.报纸上的一则广告_________
9.raise some money for them___________ 10.零花钱________
二. 根据句意和所给单词的首字母填空：
1． At school, we often r _____ money for the children in poor areas.
2． I like the watch very much .But it’s e_______.
3． --What s_____ do you wear? ---37.
4． Look! Millie is w_____ TV in her room.
5． We’ll buy some s______ for the beginning of the school, such as pens ,erasers and rubbers.
6． We always go to school early , so we are n______ late for school.
7． There are many wonderful a________ on TV now.
8． I like the shoes. Could I try t______ on, please.
9． What size are your f______?
10. I have some p________ of shoes, but now they are old.
【课堂解疑】
1. We should like to help the children in poor areas in our country. 我们想帮助我们国家贫困地区的孩子们。The children in poor areas贫困地区的孩子们，其中in poor areas作后置定语。
试一试：你能准确翻译下面的两个短语吗？
① 骑自行车的男孩_______________________________
② 穿着红色外套的妇女_________________________________
2. We would also like to raise some money for them. 我们也想为他们捐一些钱。
raise用作动词表示“捐献，捐赠”，raise sth for sb.给某人捐赠某物。
请翻译下面这个句子：
同学们想给有困难的孩子捐一些钱。
3. I’d like to buy a pair of football boots. 我想买一双足球靴子。A pair of 一双（对，副，把，条…）
你能说出下列短语吗？
①一副眼镜____________ ②一条牛仔裤______________
若要表达两双（对…），三双（对…），则要用two pairs of, three pairs of…
eg: two pairs of shoes 两双鞋。
请翻译下面这个句子：
我想买两条新裤子。___________________________.
4. What size are your feet? 你穿多大码的鞋？
what size意思是“多大码”。size是一个名词，意思是“尺寸；大小；号码”这句话还可以表达成：
What size shoes do you wear?
试试看：你会提问下面这个句子吗？
His feet are size 40.(对划线部分提问) ___________________________________
5. Could I try them on, please?我试穿一下好吗？
try on “试穿，试戴”
注意：当try on后面是名词时，名词可以放中间，也可以放在后面，但若接代词时，代词只能放在他们中间。
Eg : 请试穿一下这件上衣。
Please try on the coat. Please try the coat on.
考考你：你会翻译下面这个句子吗？
这顶帽子很漂亮，请试一下吧！ _____________________________________
学后记：
第七课时 Main Task
【学习目标】
1.能够描述一个大型购物中心的布局。
2.学会描绘大型购物中心的不同方面。
【课前预习】
一、用所给词的适当形式填空。
1.There _________(be) two boys and a girl in the classroom.
2. We are ________(have) an English lesson now.
3. There _________(be) some water _______(run) down the stream(小溪).
4. Look, there _______(be ) a good place ______(meet) friends.
5. The boys always _______ (play) football before _____(go) home.
二、介绍你家附近的商店或超市的布局，字数在50个左右。
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
【课堂解疑】
1. It’s very easy to find.它很容易找到。
①It is +形容词+to do…… “做某事怎么样……” 例如：It’s nice to meet you.见到你很高兴。
②也可用It’s + 形容词 + for sb + to do sth。“某人做某事很……”例如：It’s important for us to learn English well.对我们而言，学好英语很重要。
③如果涉及到某人的性格或品行，常用It’s + 形容词 + of sb to do sth. “某人做某事很怎么样”例如：It’s nice of you to say so. “你能这样说，你真好。”
考考你：
a. It’s hard _______ _______ these words.(记住这些单词很难)
b. It’s not difficult ______us _______ learn English well.(对我们而言，学好英语并不难。)
c. It’s clever ______ you ______ _______ this.(你这样做真聪明)
2．I like watching a film before going shopping. 我喜欢在购物前看电影。
Watch a film看电影，相当于 “see a film” 或 “go to the cinema” 本句中的before仍作“在…之前”解，但此时做介词用。如：before, after, while, when doing sth. 这些词在作连词时，后面必须跟句子。如：
He left the room after saying good-bye. 即：
He left the room after he said good-bye.
小试身手：
同义句：He had a rest after he read the text.
=He had a rest after _________the text.
3.When I am playing a game, there are always lots of people waiting for me to finish.我玩游戏时，总有许多人我在等我结束。
There be sb. doing sth.有某人在做某事。
There is a girl over there. The girl is talking to Miss Yang.
=There is a girl over there talking to Miss Yang.
那边有个女孩在与杨小姐交谈。
趁热打铁：
①There is a purse on the ground. The purse is lying on the ground.
→There ______ a purse _____ on the ground.
②There are some workers by the river. The workers are planting trees.
→There _____ some workers _____ trees by the river.
4.The mall is a really fun place to go.“这个大卖场是个有趣的去处。”
to go 在这里修饰名词place，作定语。如：
I have many letters to write.
HangZhou is a wonderful place to go.
小试身手：
国家公园是一个去度寒假的好地方。
The National Park is _______ ________ __________ to go on holidays.
学后记：
第八课时 Study Skills & Checkout
【学习目标】
1.学会更快记忆单词；
2.复习巩固there be 句型及现在进行时。
【课前预习】
一、我们都是记忆单词的高手，来试试写出下列单词的反义词，顺便想想，你能从中得到什么感受。
1. old ________ 2. long ________ 3. tall ________ 4.open _________
5. left ________ 6. happy ________ 7. easy _________ 8. small ________
9. lend ________10. like _________ 11. under _________ 12. hot __________
二、以下是本单元要考察的重点，好好加油哦
1. There is some milk on the desk. （改成一般疑问句并作肯定回答）
________ ________ _______ milk on the desk?
________ ________ _________.
2.Tom is watching TV with his parents. （改成否定句）
Tom ______ ______ TV with his parents.
3. Mrs. Zhang is doing her house work. （改成一般疑问句并作否定回答）
______ Mrs. Zhang _______ her housework?
_______, ________ _________.
4. My father is cleaning his car. （对画线部分提问）
________ ______ father _______?
5. There ______ two pretty girls under the tree.
A. is B. are C. be D. have
6. There _______ a pen, two books and three rulers in the bag.
A. is B. are C. be D. have
【课堂解疑】
1．She is crying with her hands on her stomach. 她手捂着胃在哭。
with在此表示伴随，“与……一起”的意思。
with还可表示“用……”，表示某手段。
明白了吗？来试试你的功力吧。
① 戴眼镜的男子是我的爸爸。
_______ ______ ______ _______ is my father.
② 我们能用眼睛看，用耳朵听。
We can ________ _________ _________ and ________ ________ ___________.
2．I am calling 110 for help now. 我正在打110求救。
call在此句中是“打电话”的意思，相当于telephone。因此，“打电话给某人”，我们可以说：________ _________ 或________
聪明的你们还记得我们在第一单元里所学得call是什么意思吗，来猜猜下面一句话怎么解释。
We often call him Mr. Wang. ________________________________
3．She is having a stomachache. 她肚子痛。
have a stomachache 肚子痛，相当于have a pain in the stomach。
类似的词组还有：have a toothache 牙痛，have a headache头痛
来试一试，你有没有掌握：
这位老人经常胃痛。
The old man often _______ _______ ________
4．I am standing outside a toy shop. 我站在玩具店外面。
outside的反义词是inside，既可作地点副词，又可作介词。本句中的outside为介词，常与地点连用；单独使用时则为地点副词。
明白了吗？接受我的挑战吧。
a. 外面很冷，别出去。（作副词）
It’s______ ________. Don’t go out.
b. 把所有的东西放到盒子里。（作介词）
Please _______ everything ________ ______ ________.
学后记：
单元检测试题（Unit 5）
Ⅰ.听力。
A.根据所听短语的先后顺序,给下列图画排序，用1～5数字标出。 (5分) 读一遍。
B. 听句子选出最佳答句。(5分)读一遍。
( )6. A. I don’t thinks so. B. Never mind. C. You’re welcome.
( )7. A. My father does. B. He’s often in the room C. My brother is.
( )8. A. There pairs B. Thank you very much. C. It’s 100 yuan.
( )9. A. Yes, you can. B. Yes, I’d like a T-shirt. C. No, you can’t .
( )10.A. Yes, there are some. B. Yes, there is some C. No, there is some
C. 听对话，选择最佳答案。(5分)读两遍。
( )11. Mrs Smith buys a ________ coat.
A.green B. brown C. blue
( )12. The coat is for Mrs Smith’s _________.
A. son B. daughter C. husband
( )13. Mrs Smith doesn’t buy the _________coat.
A. dark blue B. short blue C. light blue
( )14. The long coat is ________ dollars.
A. eighty B. seventy C. eighty-five
( )15. The light blue coat is ________ dollars.
A. eighty B. eighty-five C. one hundred
Ⅱ.词汇。（10分）
A． 根据句意及汉语提示写出所缺单词。
16．--How many m________ are there in an hour?
--There are 60.
17. The T-shirt is very nice, but it’s too e__________. I can’t buy it.
18. We usually buy TV sets, radios and washing machines in the e_______ shop.
19. Do these beautiful hair clips m_________ her T-shirt?
20. My mother often goes shopping when she is f_________.
21. Amy wants to buy some presents for ____________(他们)。
22．Let’s go to the shopping c___________(中心)together.
23. The jeans don’t ________(合身)me well.
24. She p_________(宁愿) singing to dancing.
25. Come in, please. Don’t stay o_______(在…外面). It’s too cold.
B． 用所给动词的适当形式填空。（10分）
26. Amy _______(watch) TV every day. But she ______ (read) English.
27. Look! The girls ______ play football over there.
28. I want you _____ (come) to my birthday party.
29. There ______(be) a shoe shop and some bookshops on this street.
30. We have a new friend _______(call) Sandy.
31. It’s 11:30 am. The Greens ________(have) lunch.
32. It’s not easy ______(study) English well.
33. I like _______(listen) to music before ________(go) to bed in the evening.
Ⅲ. 选择填空。（10分）
( )34. There _____ some CDs on the shelf.
A. is B. are C. have D. has
( )35. Dad, my trousers are old. I want to buy a new ______.
A. trousers B. one C. it D. pair
( )36. Is the man ________ the apples on the tree?
A. tall enough to reach B. enough tall to reach
C. tall enough reaching D. enough tall reaching
( )37. I want _____ to listen to ______.
A. she, he B. her, his C. her, him D. hers, him
( )38. --Are there any girls in the room?
--Yes, ________.
A. there are B. they are C. there aren’t D. they aren’t
( )39. --_______ your father doing?
--He is working.
A. What does B. What do C. What is D. What are
( )40. Wu Dong and his sister ______ a new bike.
A. have B. there are C. has D. there is
( )41. --How much is the rice, please?
--________ three yuan a kilo.
A. They are B. It is C. It has D. They have
( )42. This pair of shoes _____ ￥80.
A. takes B. spends C. costs D. pays
( )43. He often spends an hour _______ sports every day.
A. to do B. doing C. on doing D. do
Ⅳ.按要求改写下列句子，每空一词。（10分）
44. There are some people in the bookshop. (改为一般疑问句)
_______ ________ _______ people in the bookshop?
45. A lot of restaurants are on the first floor.(同义句)
______ _______ restaurants on the first floor.
46. There is a shoe shop near my home. (改为复数句子)
There _____ ______ ______ _______ near my home.
47. There is a book in my bag. (同义句)
I ______ _______ ________ in the bag.
48. We have an English class every day. (用now 改写句子)
We ______ ________ an English class now.
49. The CD costs ￥20. (对划线部分提问)
_______ ________ _______ the CD cost?
50. I like that new car better. (同义句)
I ________ that new car.
51. We’re cleaning our classroom. (对划线部分提问)
________ are you _______?
Ⅴ. 补全对话。选择适当的句子，完成对话。（5分）
A: 52 .
B: Yes, I want to buy a shirt.
A: 53 .
B: Blue.
A: What about this one?
B: It looks nice! 54 .
A: Eighty-five yuan.
B: Oh, that’s too expensive!
A: 55 ? It’s only sixty-two yuan.
B: OK. 56 .
A: Here you are.
B: Thanks.
A: You’re welcome.
52__________ 53_______ 54__________ 55________ 56_________
a.How about this one?
b.I’ll take it, please.
c.What color do you like?
d.How much is it?
e.May I help you?
Ⅵ.根据汉语意思完成下列句子。（每空一词10分）
57．我没有足够的钱买那台电脑。
I _______ ________ enough money to buy the computer.
58. 那家书店有很多书。
________ _______ lots of books in that bookshop.
59. 我确信约翰此刻正在睡觉。
I’m sure John is sleeping _______ _______ _______.
60. 那张桌子相当便宜，只要55元。
That desk is quite ______ and it only ______ ￥55.
61.我每天早上都要等早班车。
I need to _____ ______ the early bus every morning.
62. 刘梅正在商店里试穿那件漂亮的上衣。
Liu Mei _____ _______ ______ the beautiful coat in the shop.
63. 弟弟正在找他的书包，但是没找到。
My brother ______ _______ _______ his school bag, but he can’t ______ it.
64. 我想为我妹妹买个发夹。
I’d_______ to buy a hair clip _______ my sister.
Ⅶ. 阅读理解（20分）
A．根据短文内容，判断正误，正确的打“T”，错误的打“F”。
Mrs Wilson likes to ask his husband to go shopping with her on Sundays. Her husband(丈夫) pays for the things that she buys. Now they are in a shop.
“Look, Andy. Is it a fancy hair clip?” Mrs Wilson asks her husband.
“All right. And how much is it?” he answers and gives money to the shopkeeper. When Mrs Wilson asks him about something good or bad, he often says ‘All right. And how much is it?’ to her.
At about 8 o’clock p.m, Andy is tired and thirsty（口渴的）, and he wants to have a drink. Suddenly his wife looks up at the moon and says, “Look, Andy. Is the moon so beautiful?”
“All right. And how much is it?” his husband answers quickly.
( )65. Mrs Wilson likes to go shopping on Sundays.
( )66. Andy is Mrs Wilson’s husband.
( )67. Mrs Wilson pays for all the things she buys.
( )68. Andy is hungry and wants to buy some food.
( )69. Mrs Wilson wants Andy to buy the moon.
B. 根据短文内容选择正确答案。
It’s time to go home now. I am on a bus on a rainy day and a woman with a dog gets on the bus. It’s a big dog and its feet are not clean.
I don’t want the dog to sit near me. But the woman says to the conductor(列车员), “Oh, I pay for my dog. Can he sit here like the other people?”
The conductor looks at the dog and says, “Yes, madam, but he must not put his feet on the chair.”
( )70. I am going home________.
A. by bike B. by bus C. by car D. by plane
( )71. What do I see?
A. A bus B. A girl C. A dog D. A woman with a dog.
( )72. I don’t want the dog to sit near me because_______.
A. the dog is big B. the dog isn’t mine
C. the dog has no ticket D. the dog is not clean
( )73.Why do the woman and the dog get on the bus?
A. It’s a rainy day B. No one is on the bus
C. The dog can sit D. The woman is a conductor.
( )74.The meaning（意思） of the conductor’s words is _______.
A. the dog’s feet are like the other people
B. the dog must be like a man
C. the dog must not sit on the chair
D. the dog can sit here.
Ⅷ. 书面表达（10分）
你的学校来了一名外教，他需要买一些生活用品，但他不是很清楚你学校附近的那家超市的情况。请你帮他描绘一下这个超市，字数80～90左右。
内容包括： 1. 具体位置；
2．共有几层，每层卖什么东西；
3．开放时间；
4．物品价格情况。
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
附加题
Alice, 35
I like shopping, but shopping with young children is not an easy thing. I have to look after them while I’m shopping. Shopping with my husband is not fun either. I only go shopping with my husband when I need to buy something form him. If I look at a dress for myself, he says something like, ‘The queue is too long’ or ‘You don’t need to buy that right now.’ I often go shopping with my friends. It’s fun. I like shopping alone, too.
Maria, 26
I like shopping very much, but I never go shopping at weekends. There are too many people in the shops. I don’t like shopping with other people. It usually takes me a lot of time to choose things because I never buy the first things I see. I always look around other shops to find the best price. I’m good at finding the best deals. I don’t like buying food in small shops and street markets. I think food in the supermarket is fresher and cheaper, so I shop there.
1.Both Alice and Maria like shopping________.
A. with friends B. at weekends C. alone
2. When Alice’s husband says things like ‘ You don’t need to buy that right now…’, he means ________.
A. the dress is not good quality B. he loves shopping
C. he does not want to wait for his wife
3. Why does it take Maria so much time to choose things? __________
A. Because she wants to find the best price
B. Because there are too many people
C. Because she likes looking around
4. From what Maria says, we know_________.
A. things are cheaper at weekends
B. many people like shopping at weekends
C. people don’t like shopping at weekends
5. Maria likes to buy food_____________.
A. in small shops B. in streets C. in the supermarket
参考答案(教案)
第一课时：课堂检测
一、略
二、字迷1.BOOKSHOP 2.COMPUTER 3.PENCIL 4.SHOES 5.SPORTS
6.COMIC 7.GAME 8.BEAR 9.STICKERS 10.CLOTHES
11.SHIRT
第二课时：课堂检测
补全对话。
1.help 2.for 3.colour 4.which 5.about 6.much 7.It’s 8.take
第三课时：课堂检测
1.costs 2.discount 3.match 4.pretty/fancy 5.fancy/pretty 6.Never mind. 7.expensive 8.looking for 9.prefer 10.take a look
1. I have a new bike.
2. There is a cup on the table.
3. Are there many students in the classroom? No, there aren’t.
4. Do you have any stickers? Yes, I do.
5. My parents are watching TV now.
第五课时：课堂检测
1. them 2. it 3. us 4. her 5. him 6. me
第六课时：课堂检测
一、补全对话。
1. I’d 2. like 3. What 4. size 5. I’m 6. a 7. pair 8. try 9. on 10. fit
11. How 12. much 13. They’re 14. expensive 15. cheaper
二、句型转换。
1. How much 2. What size 3. What would…like 4. not expensive
第七课时：课堂检测
1. shopping mall 2. four 3.fast food 4.different 5.supermarket 6.fourth 7.see
8.bookshop 9.place 10.friends
第八课时：课堂检测
一、改错
1.D, find→to find 2.D, country→countries 3.B, is→are 4.C, haveing→having 5.D, I→me
二、改句子。
1.Tom has 2.buys 3.What size…wear 4.aren’t any 5.would like
参考答案(学案)
第一课时：
课前预习
一、1.shoe shop 2.bookshop 3.clothes shop 4.sports shop 5.electrical shop 6.supermarket
二、1.help 2.like 3.looking 4.much 5.have 6.price
课堂解疑
1.①a. I want you to help me. I’d like you to help me.
b. We want to play football. We would like to play football.
② going shopping, go fishing
2.①doesn’t, any ②is no
3. Here comes the bus.
4.① Miss Gao needs to go home for supper now.
② Miss Gao need go home for supper now.
第二课时：课前预习
一、1.free 2.minute 3.expensive 4.prefer 5.pretty
二、略
课堂解疑
1. Can I help you? What can I do for you?
3. Have a good look at that film.
4. How much are the CDs? What’s the price of the CDs?
5. The stickers aren’t expensive. I buy some.
第三课时：课前预习
一、1.can 2.looking 3. Do 4.any 5.just 6.look 7.great / good 8.How 9.much 10.expensive 11.How/What 12.about 13.buy 14.is
二、1.How much, cost 2.costs 3.late, Never mind 4.spend, reading books/in reading
课堂解疑
1.① I prefer swimming to skating.
② Jack prefers to play basketball.
2.② spend, reading English
3.① I’m not tall enough to reach the basket.
② There’s enough food for everyone.
第四课时：课前预习
一、1.are 2.Is 3.is 4.isn’t 5.is 6.Are
二、1-4BABB
课堂解疑
1.①There is ②Are there any ③Are there, teachers ④There’s not ⑤are, is
2.①is, called ②called
3.①write to ②write letters to ③write, letters
第五课时：课前预习
一、1.They, them 2.She, it 3.I, me
二、1.am taking 2. is singing 3.is running 4.are having 5.are cleaning
课堂解疑
1.⑴eating, doing, running, sitting, lying, studying, shopping, having
⑵①is playing ②are having ③is sleeping ④watching ⑤is, doing, is drawing
2. am, playing, for
①cost ②spent ③paid
4.①it ②you ③him ④she ⑤They
第六课时：课前预习
一、略
二、1.raise 2.expensive 3.size 4.watching 5.stationeries
6.never 7.advertisement 8.them 9.feet 10.pairs
课堂解疑
1.①the boy one the bike ②the woman in red coat
3.①a pair of glasses ②a pair of jeans , I want to buy two pairs of trousers.
4.What size are his feet?
5.The hat is very beautiful. Please try it on.
第七课时：课前预习
一、1.are 2.having 3.is, running 4.is, to meet 5.play, going
二、略
课堂解疑
1.③ a.to remember b.for, to c. to do
2.reading
3.①is, lying ②are, planting
4.a good place
第八课时：课前预习
一、1.new/young 2.short 3.short 4.close/closed 5.right 6.sad 7.difficult/hard
8.big 9.borrow 10.dislike 11.on 12.cold
二、1.Is there any, Yes, there is
2.isn’t watching 3.Is, doing, No, she isn’t.
4.What’s your, doing 5.B 6.A
课堂解疑
1.①The man with glasses ②see with eyes, hear with ears
2.call sb, telephone sb
3.has a stomachache
a. cold outside b. put, inside the box
单元检测试题(Unit5)
Ⅰ.听力A.1. comic book 2. shoes 3. tennis racket 4. vegetables 5. walkman
(4-1-5-2-3)
B.6.I’m sorry I’m late 7.Who’s staying in the room? 8.How much does this pair of red boots cost?
9.Can I help you? 10.Is there any water in the glass?
C.M: Good morning, Mrs Smith. Can I help you?
W: I would like a coat for my son Jim.
M: Which colour do you like?
W: Blue, Please.
M: Here you are. I think it’s very nice.
W: Yes, it?
篇6：牛津初中英语（7A）Unit 4 Food
Unit 4 Food
教案
本单元要学习和复习各种各样的食物名称。了解不同的饮食习惯以及它与健康之间的关系。
在学习本单元内容的同时，让同学们对照自己，谈论如何拥有一些平衡的饮食结构以保持身体匀称，健康。
通过语言技能的训练达到本单元的各学习目标：
听：1、Guess the meaning of new words by looking at a questionnaire.
（看调查问卷，猜测生词含义。）
2、Develop effective listening skills to extract specific information.
（培养有效的听力技能，获取具体信息。）
说：1、Formulate questions about diets and respond appropriately.
（练习说关于食物的问句并给以适当的回答。）
2、Ask“wh-”questions with the right intonation.
（用恰当的语调练习wh-问句）
3、Read one's own article to a classmate and check for mistakes.
（读一篇文章给一位同班同学听，以检查错误。）
读：1、Guess general meanings of words from the context.
（根据上下文猜词义。）
2、Identify specific meanings.（找出词的特定含义。）
3、Practise intensive reading.（练习精读。）
写：1、Express factual information about diets and lifestyles based on the model article.（以范文为例，表达有关食物和生活方式的实际信息。）
2、Select appropriate vocabulary and sentence constructions to write about personal details.（选择适当的词汇和句式，提供个人的具体信息。）
单元要点：
1、Express likes and dislikes.（表达个人喜恶。） e.g.
I like rice. I dislike hamburgers.
2、Use adverbs of frequency.（使用频率副词。） e.g.
I usually have fish and vegetables.
3、Differentiate between countable and uncountable nouns.（区分可数名词与不可数名词。） e.g.
Some rice, two apples.
4、Understand and use the indefinite articles,“a”and“an”.（理解并使用不定冠词a和an。）
I want to buy a book.
I want to buy an e-dog.
5、词组： a lot of be good/bad for Mid-Autumn Festival after class/school a top student play basketball play computer games a glass of milk chat with sb. walk to fast food try to do not…any more stay healthy twice a day get fat need to do not…at all want to do get tired more/less than go roller skating
6、句型：Let's…
I always eat/have an apple for breakfast.
Once/twice a day.
How often do you do exercise？
Good luck with your new diet.
It takes half an hour to cook.
It's important for sb to do sth.
第一课时 (The first period)
课前准备：1、让同学们查询有关食物的词汇，越多越好。
2、让同学们带食物的图片或实物。
教学目标：1、To revise old vocabulary and learn new vocabulary about food.（复习旧单词并学习有关食物的新词汇。）
2、To talk about likes and dislikes with regard to food.（讨论喜欢的和不喜欢的食物。）
3、To use adjectives to describe different tastes.（用形容词描述不同的味道。）
教学要点：
词汇 rice, hamburgers, chicken, fish, apples, oranges, vegetables, cakes, coke, chocolate, tea, mooncake, lemon, vinegar, hotpot, sugar, sandwich, sweet, sour, salty, spicy
句型：1、What food do you like？
What food does he/she likes？
2、How does it taste？
It tastes sweet/sour/salty/spicy.
语言功能：Talk about different food.
学习策略：1、To develop students to look at the same thing in many ways.（培养学生对同一事物要有不同看法。）
2、To develop students' ability to classify what they have learned.（培养学生对所学知识分类能力。）
智能培养：Make a chart and talk about it.
教学设计：Food
1、Talk about food for three meals and snacks.
2、Talk about food for meals one likes and dislikes.
3、Talk about food by the table.
4、Describe different tastes about food.
教学步骤：Task Ⅰ
1、Talk about food for three meals and snacks. This is a fun activity to learn and revise vocabulary and spelling.
2、Of all the food and snacks, get students to work in groups to make a table by asking：
What do you like/dislike？
Name Love Like Dislike
S1:
S2:
S3:
TaskⅡ
1、Ask Ss to look at different kinds of food in Part A. Go through the words and make sure that they can pronounce them well and understand their meanings.
2、Ask Ss to tick the boxes according to their own likes and dislikes.
3、Ask some students to present their answers and say something about their likes and dislikes.
4、Ask Ss to report their classmates' likes and dislikes according to the table in Part 1.
5、If there is time, ask Ss to talk about their family as well.
Task Ⅲ
1、Try to bring some pictures of different kinds of food with strong tastes. Get Ss to know the meanings of “sweet, sour, spicy and salty”.
2、Ask Ss to think of other foods that are salty, sour, spicy or sweet.
3、Look at P59 in the textbook and finish them.
Task Ⅳ Exercises.
教学反思：优点：
缺点：
第二课时 (The second period)
课前准备：1、预习阅读资料，查出生词或新语言点。
2、查阅相关资料,了解如何饮食和运动，保持身体匀称健康。
教学目标：1、To revise and expand vocabulary about food and lifestyles.（复习并扩展有关食物和生活方式的词汇。）
2、To learn about the relationship between diet and overall health.（学习饮食结构与身体健康之间的关系。）
3、To practise the technique of skimming for overall comprehension and scanning for detail. （练习快速阅读了解总体大意，快速浏览查找细节的阅读技巧。）
教学要点：
词汇 before, diet, energy, exercise, fast food, healthy, important, lifestyle, seldom, tired, top, dancer, change, fruit, sweet, often, bread, meet, juice, person
句型
1、Before, I seldom ate fruit and vegetables.
Now I always eat an apple for breakfast and I often drink some milk.
2、I swim twice a week.
3、I do not eat fast food any more.
学习策略：The technique of skimming.（快速阅读技巧。）
智能培养：Compound healthy food and do some proper activities.（配制健康食物，适时运动。）
教学设计：Food and lifestyles
1、Read the passage for overall comprehension.
2、Know more about Kitty and Daniel's lifestyles.
3、Learn to talk about a healthy lifestyle.
教法步骤：TaskⅠ
1、Talk about healthy eating for three meals.
2、Ask Ss to turn to Page 56. Read the title of the article and ask what it means.
3、Ask Ss to scan the passage for new words and underline them. Give their explanation.
4、Ask Ss to skim the text in Part B1 for understanding specific detail.
Task Ⅱ
1、Get Ss to read the article again and prepare two summaries.
Kitty ate… before / eats… now.
Daniel ate… before / eats… now.
2、Ask Ss to complete the lists in Part B2.
3、To Part B3,work through the task individually, check answers as a class.
4、Ask Ss to think about more activities that require a lot of energy and describe their own diets.
Task Ⅲ Exercises.
教学反思：优点：
缺点：
第三课时 (The third period)
课前准备：1、复习课文，根据Kitty和Daniel的饮食变化，复述课文。
2、找出并尽量理解课文中新语言点。
教学目标：1、To practise intensive reading and retell the text.（练习精读，理解并复述课文。）
2、To understand and master the new points in the text.（理解掌握课文中的新语言点。）
教学要点：掌握句型
1、I want to be a dancer.
2、It's important for a dancer to be healthy.
3、Before, I seldom ate fruit and vegetables.
4、I know that sweet snacks are not good for me.
5、I do not eat sweet snacks between meals any more.
6、After class, I also like playing computer games and chatting with my friends on the Internet.
学习策略：Practise intensive reading.（练习精读。）
智能培养：Compound healthy food and do some proper activities.（配制健康食物，适当运动。）
教学设计：Food and lifestyles
1、Read the text and practise intensive reading.
2、Master the new language points.
教法步骤：TaskⅠ
1、I want to be a dancer. want to be 想成为…… e.g.
Tom wants to be a basketball player when he grows up.
I want to go to the part this Sunday. want to do something 想要干某事
2、It's important for a dancer to be healthy.
It's＋形容词 for sb. to do sth. 做某事对某人来说…… e.g.
It's very easy for me to carry this box.
It's very interesting for me to play with my friends.
3、Before, I seldom ate fruit and vegetables.
seldom 很少，表动作发生的频度，已学过的这类词还有always, usually, often, sometimes, seldom, never等。
4、I know that sweet snacks are not good for me.
be good for… 对……有利/有好处 e.g.
Swimming is good for health.
be bad for… 对……有害/有坏处 e.g.
Smoking is bad for your health.
5、I'm 12 years old and a top student at school.
a top student＝a best student 一名优秀学生 e.g.
Do you want to be a top student in your school?
She is one of the top singers in China.
6、I don't eat sweet snacks between meals any more.
not…any more＝not…any longer ＝no longer e.g. 不再……
Mr Zhang doesn't live here any more.
＝Mr Zhang doesn't live here any longer.
＝Mr Zhang no longer lives here.
Task Ⅱ
1、Translate some drills and explain language points.
Task Ⅲ
Exercises.
教学反思：优点：
缺点：
第四课时 (The fourth period)
课前准备：1、预习本单元的语法项目，查阅相关资料，提出问题。
2、收集以往出现过的本单元的语法项目的具体例子。
教学目标：1、To recognize and use adverbs of frequency.（识别并使用频率副词。）
2、To recognize and use countable and uncountable nouns.（识别并使用可数名词和不可数名词。）
3、To recognize and use the indefinite articles to talk about things that are countable.（识别并使用不定冠词谈论可数名词。）
教学要点：
词汇 ice cream, story, glass, tea, of course, favorite, kilo, salt, tomato, soup, roller skating, noodle, wish, piano, shelf (shelves), knife(knives), carrot, potato, pot, pancake
句型
1、How often do they/you exercise?
How often does he/she go shopping?
2、Simon often/seldom/always/sometimes/usually/never plays football.
3、What do we need to buy？
4、We need some chickens and some potatoes.
5、I want to buy an egg/a book.
语法项目：1、频率副词：never, seldom, sometimes, often, usually, always
2、可数名词：a table/an apple/two tables/two stories/two watches/photos/tomatoes/knives
不可数名词：bread, water, hair, air, money, rain, tea, chicken, rice, fruit, cheese, milk, salt, sugar, soup, vinegar.
3、不定冠词：a, an
学习策略：Observation, discovery and induction of the grammar rules.（观察，发现，归纳语法规则。）
智能培养：The ability of synthetical use.（综合应用能力。）
教学设计：Grammar
1、Adverbs of frequency.
2、Countable and uncountable nouns.
3、The use of “a” and “an”.
教法步骤： TaskⅠ
1、Ask Ss how often they play football, badminton, go swimming, dancing, roller-skating, etc.
2、Talk about how often the teacher does certain things, e.g.
I always ride to school.
I often eat fruit and vegetables at lunchtime.
I sometimes eat lunch in a restaurant.
I seldom go swimming.
I never go roller-skating.
3、Explain the meaning of different adverbs of frequency, use the table on Page 60 to illustrate the difference.
4、Ask Ss to complete Part A individually.
5、Go through the context of Part A2. Get Ss to talk about it, using adverbs of frequency.
6、Ask Ss to complete Part A3.
Task Ⅱ
1、Explain the difference between countable and uncountable nouns, and bring some pictures to provide some examples to help Ss understand this concept. Go through the table on Page 62.
2、Ask Ss to read the conversation in Part B2 in pairs, then exchange to read it.
3、Ask Ss to write the nouns in the correct column of the table and add more items to each list.
4、Ask Ss to go over Part B again. Make sure they know how to form the plural forms of countable nouns.
Task Ⅲ
1、Explain the table in Part C and the difference between “a” and “an”.
a “u” an “e/l”
a “pear” an “hour”
a “useful book” an “ant room”
Our choice depends on the sound, not the letter.
2、Ask Ss to do the exercise in Part C, and read the sentence aloud.
3、Work in pairs to read out the conversation and then get some pairs to act out the conversation or their own.
Task Ⅳ
Consolidation of three grammar rules.
教学反思： 优点：
缺点：
第五课时 (The fifth period)
课前准备：1、复习本单元所学的语法项目。
2、复习上节课所学的词汇和句型。
教学目标：1、To revise the grammar items in this Unit.
2、To revise the new words and drills.
3、To do some exercises to consolidate the grammar items and language points.
学习策略：Observation, discovery and induction of the grammar rules.（观察，发现，归纳语法规则。）
智能培养：The ability of synthetical use.（综合应用能力。）
教学设计：Grammar
1、Three grammar rules.
2、Some language points.
3、Exercises for consolidation.
教法步骤： TaskⅠ
1、Ask Ss to tell adverbs of frequency and the differences among them.
2、Ask Ss to tell the use of countable and uncountable nouns, give some examples.
3、Ask Ss to tell the use of “a” and “an” and give some examples.
4、To revise some language points in this part.
Task Ⅱ
Do exercises to consolidate the grammars and language points.
教学反思： 优点：
缺点：
第六课时 (The sixth period)
课前准备：1、复习学过的食物词汇和各种活动的词组。
2、制作一份调查问卷。
教学目标：1、To listen for specific details.（听懂具体细节。）
2、To obtain special information about a person's lifestyle.（获得关于某人生活方式的具体信息。）
3、To select information from a questionnaire and listen in order to complete a report on another student's lifestyle.（听录音，从一张调查问卷里选择信息，完成一份关于另一个学生的生活方式的报告。）
教学要点：
词汇less than, not…at all, try, feel, lunch, supermarket, carry, biscuit, total, point, questionnaire, congratulation, partner
语言技能：Reading 看懂调查问卷
教学设计：
Integrated skills
reading listening speaking writing
教学步骤： TaskⅠ
1、Arouse Ss' interest in different lifestyles, food and health issues. Talk about the importance of doing exercise, sleeping and eating fruit and vegetables. Elicit information about the Ss' lifestyles, e.g.
How much TV do they watch?
How much time do they spend playing computer games?
How often do they exercise?
How many snacks do they eat every day?
2、Get Ss to do the questionnaire in Part A1 and A2.
Ss study the questionnaire individually, check for general understanding and confirm the meanings of adverbs of frequency.
3、Play the recording. Ask Ss to listen for specific information about Hu Wen's lifestyle and tick the correct boxes.
4、Ask Ss to enter Hu Wen's score and their own score in the table in Part A3.Then analyze the health scores for Hu Wen and themselves.
Task Ⅱ
1、Ask Ss to read and understand the questions in Part A4.
Then interview their partners.
2、Ask Ss to complete the report in Part A5,using the information obtained from the questions in Part A4.
Ask some Ss to read their reports out.
Task Ⅲ
Language points:1、Less than three times a week.
2、You are not fit at all.
3、Do you feel better?
4、I eat lots of fruit and I feel healthier.
5、What's your favourite fruit?
Task Ⅳ
Exercises.
教学反思： 优点：
缺点：
第七课时 (The seventh period)
课前准备：1、复习本单元所学的词汇，句型和相关知识。
2、查询有关健康饮食的资料。
教学目标：1、To express factual information about diets and lifestyles in writing.（将关于饮食和生活方式的实际信息用文章表达出来。）
2、To write an article for a website based on personal information.（根据个人信息为一个网站写篇文章。）
3、To read an article to a classmate and check for mistakes.（读一篇短文给同学听以检查错误。）
教学要点：
词汇 large, take in. mean, fat, stay, healthy, cheese, peanut, slice, beef, pork, vitamin, calorie, amount
句型
1、I am fit and healthy.
2、I think I need（lots of energy）.
3、I always/usually/…have…for breakfast/lunch/supper/dinner.
4、This gives sb.…calories to do sth./for sth.
5、I like…because they're/it's good for….
6、I take in…I need vitamins to stay healthy.
7、It's important to do sth.
学习策略：Synthetical use and self comments.（综合应用，自我评价。）
智能培养：Write an article about health and sports.（健康、卫生、体育的逻辑表述。）
教学设计：Food and lifestyles
1、Know about healthy eating
2、Design a diet and write a report
教法步骤： TaskⅠ
1、Arouse Ss why they eat certain types of food and why they should or should not change their diets. Tell Ss to look at the calories and vitamins chart in Part A on page 67.Explain the instructions carefully. Ask Ss to identify the words they do not know. Clarify the meanings of these words with the class.
2、Ss read Millie's article on Page 68.
3、Ask Ss to use Millie's article and substitute the underlined phrases with their own information. Encourage Ss to include additional information or change the model sentences to make their own.
4、Get some Ss to present their articles.
Task Ⅱ
1、This gives me 340 calories to start the day.
give sb. sth. to do 给某人某物做某事
2、That means I take in about calories every day.
take in 吸收、接受，领会，理解，观看
3、I need vitamins to stay healthy.
need sth. to do sth.
4、So you can drink it without getting fat.
without prep. 意为“无，没有”
Task Ⅲ Exercises.
教学反思： 优点：
缺点：
第八课时 (The eighth period)
课前准备：1、复习已学过的食物词汇和wh-句型。
2、复习本单元的词汇、语言目标和相关知识。
教学目标：1、To talk about food and diet.（谈论食物和饮食结构。）
2、To introduce and consolidate common intonation pattern with“wh-”questions.（介绍和巩固wh-句型的常用语调。）
3、To revise the use of adverbs of frequency and the names of common food items.（复习常用频率副词和常用食物的名称。）
4、To revise the simple present tense.（复习一般现在时。）
教学要点：词汇feel, luck, supermarket, carry, stay, taste
语言技能：Speaking 谈论正确的生活方式，会用wh-句型提问做调查问卷。
Pronunciation 用wh-句型提问时，注意用降调。
学习策略：Revision and consolidation
教学设计：Study skills＋Checkout
1、Speaking up: likes and dislikes.
2、Pronunciation: Asking “wh-”questions.
3、Check the use of adverbs of frequency.
4、Revise the names of common food items.
教法步骤：TaskⅠ
1、By questionnaire, ask several Ss to talk about how he/she keeps healthy.
2、Ask Ss to work in pairs and practise saying Meiling and Ricky's conversation, with fluency, eye, contact and appropriate intonation.
3、Ask Ss to work in pairs and talk about their own diets.
4、Ask some pairs to present their conversation to the class.
Task Ⅱ
1、Ask Ss to listen to the questions on the recording, then repeat after it, and pay attention to falling tone on the last stressed word.
2、Write some sentences on the Bb. Let students practise saying them in pairs.
How many apples do you eat every day?
How often do you go swimming?
When do you chat on ICQ?
What is your favourite food?
Why do you eat hamburgers every day?
Who often eats vegetables.
Task Ⅲ
1、Look at the chart, revise the use of adverbs of frequency.
2、Write a few sentences by the chart, then check them with the whole class.
Task Ⅳ
1、Tell Ss about crossed puzzles. Get Ss to explain the following points: stay healthy, a kind of, they grow, can be, taste sour, need
2、Ask Ss to make up their own crossword puzzle and check with the whole class.
3、Ask Ss to make their own crossword puzzle using different food items.
Task Ⅴ Exercises.
教学反思：优点：
缺点：
学案
单元学习目标：
本单元要学习和复习各种各样的食物名称。了解不同的饮食习惯以及它与健康之间的关系。
同学们在学习本单元内容的同时，对照自己，谈论如何拥有一些平衡的饮食结构以保持身体匀称，健康。
通过语言技能的训练达到本单元的各学习目标：
听：1、Guess the meaning of new words by looking at a questionnaire.
（看调查问卷，猜测生词含义。）
2、Develop effective listening skills to extract specific information.
（培养有效的听力技能，获取具体信息。）
说：1、Formulate questions about diets and respond appropriately.
（练习说关于食物的问句并给以适当的回答。）
2、Ask“wh-”questions with the right intonation.
（用恰当的语调练习wh-问句）
3、Read one's own article to a classmate and check for mistakes.
（读一篇文章给一位同班同学听，以检查错误。）
读：1、Guess general meanings of words from the context.
（根据上下文猜词义。）
2、Identify specific meanings.（找出词的特定含义。）
3、Practise intensive reading.（练习精读。）
写：1、Express factual information about diets and lifestyles based on the model article.（以范文为例，表达有关食物和生活方式的实际信息。）
2、Select appropriate vocabulary and sentence constructions to write about personal details.（选择适当的词汇和句式，提供个人的具体信息。）
单元要点：
1、Express likes and dislikes.（表达个人喜恶。） e.g.
I like rice. I dislike hamburgers.
2、Use adverbs of frequency.（使用频率副词。） e.g.
I usually have fish and vegetables.
3、Differentiate between countable and uncountable nouns.（区分可数名词与不可数名词。） e.g.
Some rice, two apples.
4、Understand and use the indefinite articles,“a”and“an”.（理解并使用不定冠词a和an。）
I want to buy a book.
I want to buy an e-dog.
5、词组： a lot of be good/bad for
Mid-Autumn Festival after class/school
a top student play basketball
play computer games a glass of milk
chat with sb. walk to
fast food try to do
not…any more stay healthy
twice a day get fat
need to do not…at all
want to do get tired
more/less than go roller skating
6、句型：Let's…
I always eat/have an apple for breakfast.
Once/twice a day.
How often do you exercise？
Good luck with your new diet.
It takes half an hour to cook.
It's important for sb to do sth.
第一课时（The first period）
课前准备：1、同学们查询有关食物的词汇，越多越好。
2、带食物的图片或实物。
学习目标：1、To revise old vocabulary and learn new vocabulary about food.（复习旧单词并学习有关食物的新词汇。）
2、To talk about likes and dislikes with regard to food.（讨论喜欢的和不喜欢的食物。）
3、To use adjectives to describe different tastes.（用形容词描述不同的味道。）
学习要点：
词汇rice, hamburgers, chicken, fish, apples, oranges, vegetables, cakes, coke, chocolate, tea, mooncake, lemon, vinegar, hotpot, sugar, sandwich, sweet, sour, salty, spicy
句型：1、What food do you like？
What food does he/she likes？
2、How does it taste？
It tastes sweet/sour/salty/spicy.
语言功能：
Talk about different food.
学习策略：1、To develop students to look at the same thing in many ways.（培养学生对同一事物要有不同看法。）
2、To develop students' ability to classify what they have learned.（培养学生对所学知识分类能力。）
智能培养：
Make a chart and talk about it.
练习：
A、根据句意，填入适当的词。
1、I don't like Sichuan .It is too .
（hotpot, spicy）
2、I often use to make salad. It's .
（vinegar, sour）
3、At the Mid-Autumn Festival, we eat .They are .（mooncakes, sweet）
4、He often uses to cook fish. It is .
（salty, soy sauce）
rice, fish, hamburgers, oranges, chicken, cakes, coke, tea, lemon, chocolate, vinegar, dried fish, sugar, sandwich, bananas, eggs, tomatoes, salad, milk.
5、How does chocolate ？It is .
（sweet, taste）
B、给下列单词归类。
Fruit:
Vegetables:
Fast food:
Drinks:
Other food:
第二课时（The second period）
课前准备：1、预习阅读资料，查出生词或新语言点。
2、查阅相关资料,了解如何饮食和运动，保持身体匀称健康。
学习目标：1、To revise and expand vocabulary about food and lifestyles.（复习并扩展有关食物和生活方式的词汇。）
2、To learn about the relationship between diet and overall health.（学习饮食结构与身体健康之间的关系。）
3、To practise the technique of skimming for overall comprehension and scanning for detail. （练习快速阅读了解总体大意，快速浏览查找细节的阅读技巧。）
学习要点：
词汇 before, diet, energy, exercise, fast food, healthy, important, lifestyle, seldom, tired, top, dancer, change, fruit, sweet, often, bread, meet, juice, person
句型
1、Before, I seldom ate fruit and vegetables.
Now I always eat an apple for breakfast and I often drink some milk.
2、I swim twice a week.
3、I do not eat fast food any more.
学习策略：The technique of skimming.（快速阅读技巧。）
智能培养：Compound healthy food and do some proper activities.（配制健康食物，适时运动。）
练习：用下列各类食物，为自己配制一天的三餐饭。
meat, fish, eggs, beans and nuts, bread, potatoes, rice, milk, cheese, vegetables, fruit, snackssuch as ice cream, biscuits, cakes, chocolate and sweets
Breakfast:
Lunch:
Supper:
第三课时（The third period）
课前准备：1、复习课文，根据Kitty和Daniel的饮食变化，复述课文。
2、找出并尽量理解课文中新语言点。
学习目标：1、To practise intensive reading and retell the text.（练习精读，理解并复述课文。）
2、To understand and master the new points in the text.（理解掌握课文中的新语言点。）
学习要点：掌握句型
1、I want to be a dancer.
2、It's important for a dancer to be healthy.
3、Before, I seldom ate fruit and vegetables.
4、I know that sweet snacks are not good for me.
5、I do not eat sweet snacks between meals any more.
6、After class, I also like playing computer games and chatting with my friends on the Internet.
学习策略：Practise intensive reading.（练习精读。）
智能培养：Compound healthy food and do some proper activities.（配制健康食物，适当运动。）
练习：
A、译出下列短语。
1、不再 2、a top student 3、对……有好处
4、play computer games 5、和……聊天
6、on the Internet 7、一天两次 8、fast food
B、根据汉语完成句子，每空一词。
1、我长大后想当一名歌唱家。
I a singer when I .
2、躺在床上看书对眼睛有害。
in bed is eyes.
3、学好英语对我们来说是非常重要的。
It's very important English well.
4、李丽已不在这所学校学习了。
Li Li study at this school .
5、晚饭后他们常出去散步。
They often go out for a walk .
6、我喜欢和朋友一起在网上聊天。
I like my friends the Internet.
7、我做完作业后总是变得很疲劳。
I always very after I finish my homework.
8、李明早上常吃什么？
What Li Ming often breakfast？
第四课时（The fourth period）
课前准备：1、预习本单元的语法项目，查阅相关资料，提出问题。
2、收集以往出现过的本单元的语法项目的具体例子。
学习目标：1、To recognize and use adverbs of frequency.（识别并使用频率副词。）
2、To recognize and use countable and uncountable nouns.（识别并使用可数名词和不可数名词。）
3、To recognize and use the indefinite articles to talk about things that are countable.
（识别并使用不定冠词谈论可数名词。）
学习要点：
词汇 ice cream, story, glass, tea, of course, favorite, kilo, salt, tomato, soup, roller skating, noodle, wish, piano, shelf (shelves), knife(knives), carrot, potato, pot, pancake
句型
1、How often do they/you exercise?
How often does he/she go shopping?
2、Simon often/seldom/always/sometimes/usually/never plays football.
3、What do we need to buy？
4、We need some chickens and some potatoes.
5、I want to buy an egg/a book.
语法项目：
1、频率副词：never, seldom, sometimes, often, usually, always
2、可数名词：a table/an apple/two tables/two stories/two watches/photos/tomatoes/knives
不可数名词：bread, water, hair, air, money, rain, tea, chicken, rice, fruit, cheese, milk, salt, sugar, soup, vinegar.
3、不定冠词：a, an
学习策略：
Observation, discovery and induction of the grammar rules.（观察，发现，归纳语法规则。）
智能培养：
The ability of synthetical use.（综合应用能力。）
练习：
A、用a, an 填空。
1、There is 'h' and 's' in the word 'fish'.
2、Do you have pen?
3、I want to eat orange?
4、There are 60 minutes in hour.
5、Does your father have useful book？
B、将下列单词归类。
apple, cup, orange, beef, dish, plate, bowl, egg, pot, bread, hamburger, rice, juice, salt, cheese, meat, tomato, coke, milk, vinegar
Countable nouns:__________________________________________________________
Uncountable nouns:________________________________________________________
C、译出下列词语。
1、一公斤鱼 2、一袋大米 3、三篮子花
4、四瓶可乐 5、五杯橙汁 6、六碗面条
第五课时（The fifth period）
课前准备：1、复习本单元所学的语法项目。
2、复习上节课所学的词汇和句型。
学习目标：
1、To revise the grammar items in this Unit.
2、To revise the new words and drills.
3、To do some exercises to consolidate the grammar items and language points.
学习策略：Observation, discovery and induction of the grammar rules.（观察，发现，归纳语法规则。）
智能培养：The ability of synthetical use.（综合应用能力。）
练习：
A、汉译英。
1、我经常放学后去图书馆。
2、他很少去看电影。
3、李蕾总是七点半做作业。
4、我们有时玩电脑游戏。
5、我妈妈通常星期天去购物。
6、我爸爸从来不煮饭。
B、用所给词适当形式填空。
1、I bought three （tomato）for the soup today.
2、Here are four （glass）of （water）.
3、The basket is full of （flower）.
4、The elephant is eating a （banana）.
5、I have an （egg）,a cup of （milk）and some （bread）for breakfast.
6、How much （rice）do you want？I'd like two （kilo）.
7、He has no or （brother, sister）
8、I like to have some （ice cream）and some （chocolate）.
C、根据需要用a，an，the填空。
1、There is cup of milk, old glass of water and English fork on the table.
2、He is unusual person. He scored 33 goals in 30 matches.
3、I have orange orange, but my deskmate has yellow orange.
4、There is girl waiting for you at gate of our school. She is wearing cap and pair of sports shoes.
5、Why were you late this morning? Tell me story.
6、Where do you often play basketball? Where do you often play piano？
7、I have old house. Last week I bought new one. Where are they？ old one is in Nanjing. new one is here.
8、I often have bowl of rice and plate of vegetables for lunch.
第六课时（The sixth period）
课前准备：1、复习学过的食物词汇和各种活动的词组。
2、制作一份调查问卷。
学习目标：1、To listen for specific details.（听懂具体细节。）
2、To obtain special information about a person's lifestyle.（获得关于某人生活方式的具体信息。）
3、To select information from a questionnaire and listen in order to complete a report on another student's lifestyle.（听录音，从一张调查问卷里选择信息，完成一份关于另一个学生的生活方式的报告。）
学习要点：
词汇less than, not…at all, try, feel, lunch, supermarket, carry, biscuit, total, point, questionnaire, congratulation, partner
语言技能：Reading 看懂调查问卷
Writing 写调查报告
Listening 听懂别人的提问和对话
学习策略：
Set up a proper lifestyle according to the interview questionnaire.（通过调查问卷，确立正确的生活方式。）
智能培养：Make a questionnaire and know about healthy issues.（制作调查问卷，了解健康和体育相关知识。）
练习：根据实际选择答案。
1、How long are you away from school?
A、Never away from school. B、Less than a week.
C、About two weeks. D、More than two weeks.
2、How often are you ill?
A、Never. B、Sometimes. C、Often. D、Very often.
3、How often do you get to school early?
A、Never. B、Always. C、Sometimes. D、Usually.
4、What time do you go to bed at night?
A、Before 9:30. B、9:30-10:00.
C、10:00-11:00. D、Later than eleven.
5、How many hours of sport do you do every week?
A、Six hours or more. B、About five hours.
C、Three to six hours. D、Less than 3 hours.
6、Do you eat a lot of fruit and vegetables?
A、Often. B、Usually. C、Sometimes. D、Never.
第七课时（The seventh period）
课前准备：1、复习本单元所学的词汇，句型和相关知识。
2、查询有关健康饮食的资料。
学习目标：1、To express factual information about diets and lifestyles in writing.（将关于饮食和生活方式的实际信息用文章表达出来。）
2、To write an article for a website based on personal information.（根据个人信息为一个网站写篇文章。）
3、To read an article to a classmate and check for mistakes.（读一篇短文给同学听以检查错误。）
学习要点：
词汇 large, take in. mean, fat, stay, healthy, cheese, peanut, slice, beef, pork, vitamin, calory, amount
句型：
1、I am fit and healthy.
2、I think I need（lots of energy）.
3、I always/usually/…have…for breakfast/lunch/supper/dinner?
4、This gives sb.…calories to do sth./for sth.
5、I like…because they're/it's good for….
6、I take in…I need vitamins to stay healthy.
7、It's important to do sth.
学习策略：Synthetical use and self comments.（综合应用，自我评价。）
智能培养：Write an article about health and sports.（健康、卫生、体育的逻辑表述。）
练习：为自己配制喜爱的早餐、午餐、晚餐，并从热量的吸取和口味两方面来说明原因。
Breakfast Lunch Dinner1、1、1、2、2、2、3、3、3、
第八课时（The eighth period）
课前准备：1、复习已学过的食物词汇和wh-句型。
2、复习本单元的词汇、语言目标和相关知识。
学习目标：1、To talk about food and diet.（谈论食物和饮食结构。）
2、To introduce and consolidate common intonation pattern with“wh-”questions.（介绍和巩固wh-句型的常用语调。）
3、To revise the use of adverbs of frequency and the names of common food items.（复习常用频率副词和常用食物的名称。）
4、To revise the simple present tense.（复习一般现在时。）
学习要点：
词汇feel, luck, supermarket, carry, stay, taste
语言技能：Speaking 谈论正确的生活方式，会用wh-句型提问做调查问卷。Pronunciation 用wh-句型提问时，注意用降调。
学习策略：Revision and consolidation
练习：
A、用正确的语调朗读下列句子。
1、Are you often late for school?
2、Tom's father works in a car factory.
3、What are you doing over there？
4、Please don't open the door.
5、Do you go to school on foot or by bike？
6、Whose bag is this? Is it yours?
7、Why are you late again?
8、Which do you like better, English or Chinese?
B、用所学过的食物名称填写下表，看谁填的多。
Meat
Vegetables
Fruit
Others
Unit 4 单元测试题
Ⅰ词汇
A）根据句意，在空白处填一个恰当的词。
1、You should not eat noodles for supper.
You should eat some other food.
2、I often feel at about 12:00 at noon.
It is time for food.
3、After a day's work, my father gets very .
4、People should wash their hands they have meals.
5、It's to keep healthy.
B）根据括号里的解释，把句子补充完整。
1、You are not fit, and you should change your (the way you live).
2、Food can give us a lot of (power（力量） to do things).
3、Eddie is very lazy and he never (do sports activities).
4、(a kind of yellow fruit)taste sour, but mooncakes taste sweet.
5、Do you have a healthy (the food you usually eat)?
Ⅱ、用所给词的正确形式填空
1、How long he （read）English every night?
2、I have some (knife).I can lend one to you.
3、My brother often goes to school without (eat)breakfast.
4、Before, Kitty seldom (have)fruit and vegetables.
5、Would you like (buy)fish？
6、I play computer games (two)a week.
7、My teacher says it is very important (sleep)well before an exam（考试）.
8、Those need a lot of time every day.(dance)
9、The fish is too (salt).I don't want to eat it.
10、Daniel usually (have)meat and vegetables for dinner now.
Ⅲ、选择题。
（ ）1、It takes me half hour to do my homework every day.
A、a B、an C、the D、/
（ ）2、I often get up 8:00 Sundays.
A、in, on B、at, in C、at, on D、in, in
（ ）3、- does your mother go for a walk？
-Every afternoon.
A、How long B、How much C、How often D、How many
（ ）4、is good for our health. It's my favourite sport.
A、Swim B、Swiming C、Swimming D、Swims
（ ）5、My mother never has noodles breakfast.
A、at B、on C、in D、for
（ ）6、It takes Mr Wang 20 minutes lunch every day.
A、cook B、to cook C、cooking D、cooks
（ ）7、I have three sisters. They are all .
A、woman teacher B、woman teachers
C、women teacher D、women teachers
（ ）8、I can't mend the car your help.
A、of B、with C、without D、for
（ ）9、You look than before.
A、health B、healthy C、healthiest D、healthier
（ ）10、Is watching TV too bad your health?
A、much, to B、much, for C、many, to D、many, for
Ⅳ、同义句改写，每空一词。
1、Which is your favourite book? Which book you like ?
2、Thanks for your help. Thank you me.
3、Mr Wang doesn't work in this school any longer.
Mr Wang works in this school.
4、Lucy likes Chinese. Lily likes Chinese, too.
Lucy likes Chinese. Lily Chinese.
5、That girl always goes home on foot after school.
That girl always after school.
Ⅴ、完形填空
I have a good friend. His name is Tom. He is a nice boy, but he eats too 1 and doesn't like sports.
He has a big 2 every morning. He has four eggs, 3 of bread and butter and 4 big glass of milk for it. 5 lunch, he eats two hamburgers, a lot of French fries 6 chicken. He drinks a lot of cola or soda, too. For dinner, he likes beef and salad.
He 7 eats beef, chicken, hamburgers, and eggs. He likes ice cream, cola and soda, 8 .
Too much food is not 9 for health. So Tom is very 10 .
1、A、many B、much C、some D、any
2、A、breakfast B、lunch C、dinner D、supper
3、A、much B、many C、lots D、lot
4、A、a B、an C、some D、any
5、A、For B、On C、For D、Of
6、A、for B、and C、of D、but
7、A、often B、never C、seldom D、not
8、A、and B、but C、too D、also
9、A、bad B、good C、important D、hungry
10、A、healthy B、fit C、thin D、fat
Ⅵ、阅读理解
A man goes to a fast food restaurant for lunch. “Hi,” a worker says, “May I help you?”
“I'd like a hamburger, large fries and a medium Coke.” the man says.
“Anything else?” the worker asks.
“No.” the man answers, “That's it.”
“Is that for here or to go?” the worker asks.
“To go.” the man says.
The man pays for his lunch. The worker puts the man's lunch in a bag. The man takes the bag.
从右栏中找出能够与左栏相配的句子，把序号填在横线上。
1、A man goes . a、in the park
2、He says, . b、a lot of money
3、A worker puts . c、the man's lunch in a bag
4、The man takes the bag d、“I'd like a hamburger, large
and takes a walk . fries and a medium Coke.”
5、He opens the bag and e、to a fast-food restaurant for
finds . lunch
Ⅶ、写作。
Tom通常6:30在家吃早饭。以前他喜欢吃快餐，现在他改变了他的饮食。早饭他常常吃些牛奶，面包和鸡蛋。中午12:00，他在学校吃午饭。他常常吃一碗饭，一些肉和蔬菜。有时，他吃鱼。在晚上，他常常和他家人一起吃晚饭。现在他比以前健康了。
学后记：
Unit4单元自测题
Ⅰ、词汇 A、1、always/only 2、hungry 3、tired 4、before
5、important/good
B、1、lifestyle 2、energy 3、exercises 4、lemons 5、diet
Ⅱ、用所给词的正确形式填空
1、does, read 2、knives 3、eating 4、had 5、to buy 6、twice
7、to sleep 8、dancer, to dance 9、salty 10、has
Ⅲ、选择题
1、B 2、C 3、C 4、C 5、D 6、B 7、D 8、C
9、D 10、B
Ⅳ、同义句改写
1、do, best 2、for helping 3、no longer 4、also likes 5、walks home
Ⅴ、完形填空
1、B 2、A 3、C 4、A 5、A 6、B 7、A 8、C 9、B 10、D
Ⅵ、阅读理解
1、e 2、d 3、c 4、a 5、b
Ⅶ、写作
Tom usually has breakfast at home at 6:30.Before,he liked to have fast food. Now, he changed his diet. He often has some milk, bread and eggs for breakfast.At12:00,he has lunch at school. He often has some rice, meat and vegetables. Sometimes, he has fish. He often has supper with his family together. Now he is healthier than before.
（阜宁县明达中学 孙会玲 阜宁教研室 卢国华）
篇7：《牛津初中英语》7A教案Unit 3 Let’s celebrate!
《牛津初中英语》7A教案Unit 3 Let’s celebrate!
一、本单元的教学目标：
1、能听、说、读、写单词festival, as, why,
……等，并了解其含义；能听懂，会说，celebrate, ghost, king ……等单词以及dress
up, the Mid-Autumn Festival ……等短语，能理解dragon, Halloween
……等单词和the Dragon Boat Festival ……等短语。
2、掌握介词at, on, in表达时间的用法及其在不同交际情景中的运用。
3、运用wh-questions互相交流有关的人或事物的信息。
4、理解和掌握some与any的基本用法。
5、了解中外一些重要的节假日及主要庆祝方式、培养学生对中外文化的理解能力，提高
学生对中外文化异同的鉴别能力，培养学生的世界文化意识，增强学生对民族文化的自豪
感。
二、本单元的教学重点：
1、日常交际用语的运用以及单词的正确读音。
2、能运用介词at, on, in谈论时刻、月份、年份、季节并能相互进行信息交流。
3、理解掌握what, which, who, whose, when, where, why, how等疑问词的不同含义，
及其用法。
4、掌握some与any在不同句式中的使用。
三、本单元的教学难点：
1、能运用本单元所学的交际用语。
2、理解并掌握特殊疑问句的语序。
3、理解并掌握some 在疑问句中的特殊含义。
第 一 教 时
Comic strip+ Welcome to the unit+vocabulary
一、教学目标
1. 能听、说、读、写单词holiday, monkey, why, mooncake, May, card, rice 并了解
其含义。能听懂、会说单词celebrate, ghost, king, festival, Christmas, Easter,
monkey短语dress up, as the Mid-Autumn Festival, National Day能理解单词dragon,
Halloween,短语the Dragon Boat Festival, rice, dumplings。
2. 能了解中外一些重要的节假日，节假日的背景及主要庆祝方式，从而激发对本单元的
学习兴趣，并初步培养自己的世界文化意识。
3. 能掌握一年中几个主要节日的名称并了解其日期。
4. 能就有关“个人对节日的喜好”情况相互进行简单询问及回答。
5. 能在教师的指导下，参与简单的角色扮演活动。
二、教学重点
1. 日常交际用语和生词的正确读音；
2. 能模仿第35页Part B的对话，简单谈论个人对节假日的喜好情况。
三、教学难点
1. 能根据相关情景，正确地理解，区分相应的节假日名称；
2. 能初步在情景中运用本课所学的互相询问节假日的交际用语。
四、课前准备
1. 教具准备：实物投影仪，幕布、四幅卡通漫画图片(34页)、六幅图片(第35页Part A)
、一张人物图片，(《西游记》中孙悟空的形象的面具)。台历，贺卡，四幅图片（第40页
PartB）。
2. 教学准备：请学生准备一张白纸并两人一组讨论写出他们所知道的节日名称(中文)及
台历，贺卡等本课所需实物或图片。
3. 板书准备：黑板上预先写好课题Unit 3 Let’s celebrate!
五、教学步骤
Task 1(第34页 Comic strip)
1. 教师用实物投影出示第34页卡通图片，指着图片说Look! We can see Eddie and
Hobo again.
(图片1)问：What are they doing? Can you guess? 帮助学生回答：I think they’re
celebrating their holiday.学习并操练单词：celebrate, holiday。
Holiday-the day you don’t have to go to school.
Celebrate-do something for the day.
(图片3)问：What is Eddie doing? (He’s dressing up as a ghost)用手势或其它动作
、表情教学生短语dress up as……和单词ghost。然后问：Do you like dressing up as
a ghost?
(No, we don’t). Eddie doesn’t like, either.
(图片4)问：What’s Hobo dressing up as now?(He is dressing up as Monkey King).
学习单词monkey和king.教师出示孙悟空图片，Do you know him? We often call him
Monkey King.(可以让喜欢孙悟空的学生利用面具模仿其造型)Who can dress up as
Monkey King?
2. 教师领读，学生跟读。学生两人一组练习对话，并轮流扮作Eddie和Hobo,几分钟后，
让一些小组到前面表演，鼓励学生自由发挥，尽量用自己的造型。
Task 2 (第35页Welcome to the unit)
1. 老师让学生展示事先准备好的节日清单并称赞：Very good! 介绍课本内容：In this
unit, I will help you to learn more about the Festivals in
English.学习单词festival(s),并写在黑板上。用实物投影出示第35页Part A图片(按以
下顺序介绍)
图片2-→图片4-→图片6-→图片5-→图片3-→图片1
中国节日：直接用英语教短语Mid-Autumn Festival, Chinese New Year, Dragon Boat
Festival,并写在黑板上。
西方节日：允许学生先用中文猜测，然后告诉他们：In English, we call it
Christmas/Easter/Halloween,并逐词写在黑板上。
领读数遍单词、短语后，再用实物投影出示第35页Part A图片，询问学生：What’s the
name of the festival? 然后学生两人一组活动，互相问答。让他们有充分的感知。
2. 告诉学生：My favourite festival is Mid-Autumn Festival. Do you know why?
Because I like to eat mooncakes.学习单词mooncake,可用简笔画来表示，相信学生能
猜出其含义。
板书：My favourite festival is……
Because I like to ……
要求学生仿照黑板上的例句介绍自己的喜好情况，展开小组交流活动。老师可巡视，进行
必要帮助。
3. 打开书，带领学生富有感情地朗读Part B,采用男女生分组分角色方式朗读。
学生两人一组练习对话，再进行表演。
4. 让学生用自己的信息替换划线部分，鼓励他们用真实情况来表演对话，可四人一组活
动。为方便学生自如地表达，老师可提供以下词汇并板书：
eat chocolate/make pumpkin Lanterns.
eat rice dumplings/get Christmas presents/（此举也为以后的阅读教学带来方便。
）
5. 选出几组同学到前面表演，可让他们看黑板上的选用词汇。鼓励他们增加动作，提高
表演欲望。在表演以后，领着其他同学给予掌声鼓励。
Don’t you think they’re very good?(Yes)
Let’s give them a big hand.
Task 3（第40 页Vocabulary）
1. 教师问：Which special days of the year do you know? 把days of the year写在
黑板上，学生两人一组讨论。然后将搜集到的信息如New Year’s Day, May
Day,Children’s Day,Teachers’ Day,National Day,Chirsmas Day等写在days of the
year下面。然后在节日右边用阿拉伯数字表达法写出一些日期顺序打乱，让学生上黑板用
线连接相应的节日名称，并学习短语：
National Day, May Day, New Year’s Day.
2．用台历呈现句型：问学生：What day is it? Do we have to go to school? 让
学生用Yes or No回答. 并让学生用自备的台历进行问答。然后让学生分组讨论，完成课
本第40页Part A。
3．主学生看黑板上的节日名称，问：Whose favourite festival is …?Why do you
like it?当呈现到Christmas时，出示贺卡，学习单词card并板书。Look. Here are
different kinds of Christmas card, I like Christmas because I can get the
cards. 接着用实物或图片教短语rice dumplings,并用the Dragon Boat
Festival联系：Why do you like the Dragon Boat Festival?(Because I like to eat
rice dumplings.)并操练。
打开书本，要求学生完成Part B的笔头填空。全班校对答案并分组朗读四个句子。
六. 家庭作业
1．熟读第34页、35页对话。
2．抄写本课所学节日名称。
3．鼓励有条件、特长的学生课外制作南瓜灯剪纸、手提灯笼及面具等，或画出相应的图
片也可。
七、板书设计（略）
八、教后一得
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第 二 教 时
Reading: A Getting ready for Halloween
一、教学目标
1. 听、说、读、写单词USA，special, shout, if, face, own, cut, sharp(adj),
tooth, chocolate, winter, drink,短语cut
out并了解其含义。能听懂、会说单词trick, treat, knock, candy, mask, paint,
lantern, sharp(n)短语trick or treat，play a trick。能理解单词costume, pumpkin
。
2. 能正确理解本课课文，就获取的信息进行相互询问及回答。
3. 能通过本课学习，对英语国家的文化习俗产生兴趣。
二、教学重点
1. 生词和短语的正确读音。
2. 能通过阅读准确获取信息并能基本正确地朗读课文。
三、教学难点
1. 能在教师的指导下，简单地复述故事。
2. 能通过对西方节日及庆祝方式的进一步了解和中外文化对比，加深对中国文化的理解
。
四、课前准备
1. 教具准备：磁带、录音机、实物投影仪幕布、图片（自制的关于万圣节的道具）。
2. 教学准备：请学生准备事先制作好的道具或图片。
3. 板书准备：黑板上预先写好课题Unit 3 Let’s celebrate!
五、教学步骤
Task （第36-37页）
1. 教师用实物投影展示第35 页Part A 图2，问：What’s the name of the
festival?(It’s Mid-Autumn Festival)指着图中男孩提着的灯笼，教单词Lantern:
This is a lantern in English.教师说：Show me your lanterns, please! 让学生出示
他们制作的实物或图片。接着，展示图片1：What’s the name of the festival?(It’s
Halloween).告诉学生：This is a pumpkin lantern.把lantern写在黑板上。最后展示图
片3。让一学生用第35页Part B的对话发问：Which is your favourite
festival?(Easter)Why do you like it?(Because I like to eat chocolate eggs .(用
手指着图片中的chocolate eggs),再板书chocolate。
2. 介绍课本内容：Today we’re going to learn something about Halloween .In
China, we do not celebrate Halloween. But in the USA , people celebrate it.
They have a special party on that day. And they play a game called “trick or
treat”, They also wear different costumes with masks. They even paint their
faces. People do not know each other. They make pumpkin lanterns, eat a lot of
chocolates and candies. Don’t you think how interesting it is?(Yes).教师伴着
手势、表情，借助于学生手中的实物或图片，给学生简单描述，并将上文的划线部分写在
黑板上，然后让学生分组展开讨论：What do people in the USA do for Halloween? 组
织学生收集信息，并互相交流。
3. 放课文录音，听一遍。Now, please listen to the tape. This is a letter from
Wendy to Millie. Try to answer: When is Halloween?（板书） 并把答案（On
October 31st）写在黑板上。
4. 打开书本，让学生细读一遍课文，然后就课文内容提一些问题
Paragraph1: What’s Wendy’s favourite festival?
Paragraph2: How do you play the game called “trick or treat”?
Paragraph3: How do they dress up at Halloween?
Paragraph4: How do you make your own pumpkin lantern?/What do people do with
pumpkin?
Paragraph5: What do they eat on that day?
学生分组讨论及交流问题答案。教师在班上巡视，参与学生的讨论并给予适当的帮助。
让他们通过手势、表情等动作或上下文猜出shout, own, cut, sharp, tooth, winter等
生词的含义，如有必要，可给予适当的汉语提示。
5. 再放一遍录音，让学生跟着录音，模仿语音、语调进行朗读训练，提醒学生注意黑板
上生词的正确读音。
6. 让部分学生根据图片，课文内容及板书分段复述课文
7. 让学生以解说员的身份，向同学们介绍万圣节的情况。
8. 让一些同学根据万圣节的有关内容，表演出万圣节欢快的情景。
六、家庭作业（内容见学案）
七、板书设计
八、教后一得
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第 三 教 时
Reading: B&C
一、教学目标
1. 能熟练掌握和理解上一课所学的语言知识并进行交际运用。
2. 能进一步熟悉和了解西方节日及主要庆祝方式，逐步增强自己的世界文化意识。
3. 能正确理解与上一课内容相当的课外短文并准确搜集信息。
二、教学重点
1. 复习巩固上一课所学单词、短语。
2. 能流利地运用所学语言表达不同的情景。
三、教学难点
1. 能通过阅读获取简单的信息 。
2. 能在交流中用英语介绍祖国传统文化。
四、课前准备
1. 教具准备：实物投影仪幕布、四幅图片（第38页Part B）
2. 教学准备：请学生准备一些自制实物或图片。
3. 板书准备：黑板上预先写好课题Unit 3 Let’s celebrate!
五、教学步骤
Task 1
教师用实物投影展示上一课的复述提纲，鼓励更多的同学到前面复述 celebrating
Halloween.也可采用小组集体复述形式。即该小组每位同学各复述到一两句。还可让其他
小组进行补充。
Task 2
1. 教师说： I’m glad to see that most of you know how to celebrate Halloween.
And if you are Millie , your friends wants to have a Halloween party with you
..What do you have to do? Please look at the pictures on Page 39.让学生看第39
页C2的图片，分组说出相应的短语：buy some chocolates, want special costumes,
make a pumpkin lantern, dress up as a tiger,然后指导学生按要求完成书中任务。
2. 投影仪展示第39页C1，指着headings告诉同学们：
Middlie wants to tell her classmates about Halloween. She makes a poster and
uses these headings.Can you help her find which paragraphs they are in ?You
can say out the correct numbers for each heading.让学生快速浏览第36-37页课文
，两人一组，寻找答案并互相核对，然后写在书上。
3. 用投影展示第38页Part B图片，并在黑板上给出party, pumpkin lantern, special
costume, trick or treat 等关联词或短语，说，OK！Then let me check if you know
names one by one .学生两人一组讨论答案，然后选出一些小组与全班同学核对，并把答
案写在书上。
4. 游戏
把学生分成若干小组，每组由同学们选出一位代表，扮演Millie ,到前面向全班同学介绍
有关Halloween的信息。该代表若有困难，可以有三次机会向本组同学“求助”，以说出
句子数多者为优胜，相同成绩则以“求助”次数少的为优胜。最后带领全班同学为获胜者
所在小组鼓掌并赠送同学们的自制实物或图片，以示鼓励。
5. 打开书本，学生两人一组完成第38页Part B2，全班核对答案。
Task 3
1.让学生看C1部分的标题同，然后两人一组重新阅读Wendy的信，在根据信中的关键词及B1,
B2的内容，让学生独立完成练习，再全班一起中头对答案，让学生联系文中的“Heading
”编写一段关于Halloween的文章。
2. 通过投影让学生们看C2中的四幅图。
介绍Millie和她的朋友们正在准备一个Halloween party. 不看彩框中的选项，让学生猜
每幅图片里的人在说什么，然后学生独立完成练习，让几名学生读出每幅图的答案。让能
力较强的学生看C2部分的图片并加以描述。
六、家庭作业
1. 复习上一课所学单词。
2. 根据所了解的信息，运用上一课学过的语言，仿照第39页C1中的Headings,制作一张有
关Halloween的poster。
七、板书设计（略）
八、教后一得
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第 四 教 时
Grammar: （A） Prepositions of time
一、教学目标
1. 能听、说、读、写单词date, season, spring, summer, autumn, January,
February, March, April, June, July, August, September, November, December,
Sunday, Saturday并了解其含义。
使学生能听懂、会说单词during 。
2.; 使学生能初步掌握介词at ,on, in表达时间的用法及在不同交际情景中的运用功能。
二、教学重点
能熟练运用介词谈论时刻、月份、年份、季节，相互进行信息交流。
三、教学难点
能正确理解图表所提供的信息。
四、教具准备
投影仪，活页式台历。
五、教学步骤
Task 1
（实物投影展示活页台历）。
What day comes after Thursday? （Friday comes after Thursday）
What day comes after Friday? （Saturday comes after Friday.）
What day comes after Saturday?（Sunday comes after Saturday.）
学习单词Saturday, Sunday,并写在黑板上。同样的方法用October引出其余表月份的单词
。用winter 引出其余三个季节的单词。随后让学生三人一组，用事先准备好的台历，操
练星期，月份以及季节的英文名称。比一比，在规定时间内谁说的多，评出每组冠军。
Task 2
1. 展示一组句子
eg:
When is Christmas? It’s in December.
It’s on 25th, December.
What do we eat at Christmas?
让学生两人一组或三人一组讨论介词at, on, in 在时间表达方式中的基本用法，再搜集
信息进行适当矫正和归纳。
2. 带学生浏览Page 41,Part A中的表格，让学生依照例句，用Example中的表短语 at
six o’clock, on Monday, in the morning等其它相似短语造句，可进行“造句竞赛”
。
3. 打开书本，让学生完成Page 41, A1中的介词填空，完成后两人一组纠正错误，让学生
集体朗读，并作小结。
4. Millie writes a letter to Wendy about her week.
But she is not good at the Prepositions.
Can you help her?
Please turn to Page 42.
Use “at, in, on” to fill in the blanks.
独立完成，选出一些同学逐句读出答案，最后让学生分组朗读课文。
5. 总结.
六、布置作业
用适当的介词填空。
a) I’m going to get up _____ 5 o'clock tomorrow morning.
b) My sister’s birthday is ______ 8th September.
c) ______ Sundays we often play games _____ our friends.
d) ______ New Year’s Day we have a holiday.
e) I don’t do anything ______ Sunday morning.
f) Chinese people eat moon cakes _______ Mid-autumn Festival.
g) We will have a special party ______ October 31th.
h) My friends and I often dress up _______ Halloween.
i) Dragon Boat Festival is _____ May.
j) She left her parents ______ ten.
k) My grandparents was born ______ 1939.
l) _____ winter, children like to make a snow-man.
m) I always take Mimi for a walk _____ the evening.
七、板书设计（略）
八、教后一得
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第 五 课 时
Grammar (B) Asking ‘wh–’questions and some / any
一、教学目标
1. 能听、说、读、写单词cook, fishing, by, 短语by bus 并了解其含义。能听懂、会
说单词 skateboard。
2. 能熟练地运用‘wh–’questions互相交流有关人或事物的信息。
3. 能结合本单元中心话题，用所学语言知识进行交际。
4. some与any在不同句式中的使用。
二、教学重点
1. 能理解what, which, who, whose, when, where, why, how 等疑问词的不同含义，掌
握其 基本用法。
2. 能正确区分some与any在不同句式中的使用。
三、教学难点
1. 能基本理解“some”在疑问句中的特殊含义。
2. 能根据不同的情景，正确地使用‘wh–’questions。
四、课前准备
1. 教具准备：实物投影仪幕布、一幅图片(第44页Part B2 )。
2. 教学准备：请学生准备一些物品。
六、教学步骤
Task 1
1. 师生对话开展Free talk:
What is your name? How old are you? When is your birthday? Where do you live?
Which is your favourite sport? Who is your favourite star? What do you do on
Sunday? Why do you like Mid–Autumn Festival?板书What, How ,When, Where,
Which, Who, Why.然后拿起一些学生的物品，问：Whose bag/pen/ruler is this? 再板
书Whose。
（1）、学生两人一组，仿照以上问题，谈论身边的物品，或询问对方的基本信息，进行
语言交际训练。
（2）、Part B中‘wh–’question图表，帮助学生对语法项目进行归纳小结。
2. Millie is a good girl. She loves to ask questions . Do you like to ask
questions ? I think every one should love to ask questions in English.
让学生完成Page 43，PartB1
检查学生能否通过看图观察、联想，正确地填出who、what 、why等疑问句，借助于图片
教授单词look, fishing.
3. 展示Page44 PartB2图片，复习下列物品名称：
the Dragon Boat Festival ,Christmas.
Mid-Autumn Festival ,Chinese New Year.
用图片教单词skateboard与学生交流下列问题
Why do you like the Dragon Boat Festival?
How do you celebrate Christmas ?
When is Chinese New Year this year?
再鼓励学生用自己设计的“wh-”questions 来交流。
4. 学生完成Page44,Part B2填空练习
两人一组核对并纠正错误，再相互询问，应答。
Task 2
展示Page45图片
Look! What festival are they getting ready for ?(Christmas)
What does the girl want to buy ?(Some Christmas presents)
Does she have any money ?(No ,she doesn’t have any money.)
将some ，any 写在黑板上，朗读图片上方对话，然后学生两人一组，用其他物品替换，
操练对话。
六、布置作业
一、对下面句中划线部分提问。
1.My favourite food is fish.
2.He is making a poster .
3.Many people eat chocolate eggs at Easter.
4.My birthday is on October 5th .
5.They are from the USA.
6.The boy goes to school by bike every day .
7.The bag is Millie’s.
8.I want to be a singer because I like singing.
二、用a ,an , some , any 完成对话。
A: What’s in the fridge ?
B: Let me see . There are _____ cakes in it .
A: Is there ____cup of coffee?
B: No , there isn’t . Is there any fruit ?
A: Yes , I think there is . there are ______ pears .
B: Good , Is there _____ potato?
A: No , there aren’t ______ potatoes . But there are ______ tomatoes.
B: Is there _____ empty glass in it ?
A: Yes there is . Do you want it ?
B: Yes , I want to drink some coffee.
七、板书设计（略）
八、教后一得
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第 六 教 时
Integrated skills
一、教学目标
1. 能听、说、读、写单词 lion, midnight, happen并了解其含义。能听懂,
会说单词packet traditional, excited.能理解单词Chinatown.
2. 能听懂与本单元中心话题有关的语段，利用所给提示，获取简单的信息。
3. 能通过阅读短文或海报，了解海外中国传统节日的庆祝方式，提高对中外文化异同的
鉴别能力，增强自己对民族文化的自豪感。
4. 能相互交流有关“个人对节日的喜爱”信息。
4. 能熟练运用“wh-questions”进行详细询问和应答。
5. 用favourite一词来表达偏好。
二、教学重点
1. 生词和日常交际用语的语音语调。
2. 通过对话题How to celebrate Chinese New Year的听、说、读、写综合训练，培养学
生综合运用语言的能力。
三、教学难点
1. 阅读一份在纽约欢度春节的海报，找出其中的要点，并写出贺卡。
2. 听有关在纽约庆祝春节的广播节目。
3. 用wh-问句和favourite一词来谈论一年中最喜欢的日子。
四、课前准备
1. 教具准备：磁带、录音机、投影仪幕布、图片。
2. 教学准备：请学生自制新年“压岁钱”红包。
3. 板书准备：黑板预先写好课题 Unit 3 Let’s celebrate!
七、教学步骤
Task I
1．Warming up Play a game guess a festival specific questions to find out what
festival I am , but I can only say “Yes ”or “No”,在黑板上写一些疑问句做示
范，先练习这些疑问句，如：Are you in August ? Do people send cards ? Do people
eat mooncakes?等。
在学生明白游戏规则之后，将学生分成5人一组，其中一人想一个节日，其余4人来提问他
（她）。
2．教师用投影仪出示46页A部分的海报，并问：What’s this?(学生答：It’s a
poster)教师找到答案。
3．教师介绍生词：There are lots of Chinese people in New York . They often
live in Chinatown. 教生词Chinatown 。教师说：They always celebrate Chinese New
Year . Do you know why ?(学生答：They’re Chinese ,too )教师提问：What can
peopleeat at Chinese New Year ?(学生答：dumplings , Sichuan hot food
,Cuangdong sea food 等)教师接着说：These are all traditional Chinese food . 教
生词traditional 教师问And what can people see ?(帮学生答：lion dance and
fireworks )教生词：lion fireworks.
教师问：Do you know Huang Feihong?(学生答：Yes )
出示一张黄飞鸿舞狮的图片说：He is very good at lion dance.教生词midnignt
(=12.p.m) 教师问：What can people do from 9.a.m to midnight ?(学生答：Music
and dance)
4.教师让开课本，再读一遍海报，根据A1的要求，完成图表中的部分空格，然后两人一组
，互相检查。
Task II
教师问学生：Do you want to know more about Chinese New Year ?(学生答：Yes )教
师说：Let’s listen to more details on New York Radio ，教生词detail ，让学生
第一遍听录音，了解大意，第二遍听录音，捕捉相关信息和关键词，把答案填入A1的tabl
e内，第三遍听录音用来帮助学生核对，纠正错误。
Task III
教师说：Wendy wants to tey Millie about the celebrations in New York
..教生词celebration ,教师说：She is writing a postcard , Please help her finish
the blanks 学生分成若干小组，根据海报及图表的内容完成空白，最后汇集信息，全班
一起核对，让学生自读一遍，找出生词happen , excited，教师教生词，然后让部分学生
朗读出明信片，注意语音语调。
Task IV
1．用投影片展示35页PartA的图片，问学生Which is your favourite festivoul?Why do
you like it ?然后让学生两人一组，用其他节日名称替换，进行对话练习。
2．教师说：Do you know which is Millie’s favourite day ? Listen and find out
the answer？播放录音学生找出答案并回答。播放第2遍录音，学生逐句朗读，然后学生
打开书，分角色朗读，学生两人一组练习对话，让一些小组到前面表演，教师用幻灯片展
示40页的节日，学生两人一组，尽量多的运用wh-questions
互相询问同伴的真实情况。
六、布置作业
1．四人一组，设计一张节日海报，要求包含the date , the place , the clothes
people wear , the special food they eat , the special thing they do .
2. 鼓励有能力的学生以Millie 的口吻，回复一张明信片给Wendy ，告诉她北京庆祝新年
的情况。
七、板书设计（略）
八、教后一得
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第 七 教 时
Main task
一、教学目标
1. 能听、说、读、写单词west, way, usually, through,短语in the west, in many
ways,并了解其含义。能听懂、会说单词 neighbour, shine。
2. 让学生了解通过列一个写作计划来编排信息。
3. 通过制作写作计划和完成海报样本来培养学生写作的创新技能。
4. 设计并制作一张海报。
5. 要求学生能写出有关节日及庆祝方式的段落。
二、教学重点
1. 要求学生掌握本课时有关生词和短语。
2. 培养学生笔头表达思想的能力。
三、教学难点
1. 能通过阅读Millie节日海报内容的写作提纲，了解海报的写作方式。
2. 能模仿所学短文，运用新单词或短语进行局面书面表达。
四、课前准备
1. 教具准备：实物投影仪幕布。
2. 教学准备：
（1） 查询一些全世界节日庆典活动，收集自已最喜欢的一个节日庆典的详细资料。
（2）要求学生准备好制作海报的相关工具。
3. 板书准备：黑板上预先写好课题 Unit 3 Let’s celebrate!
五、教学步骤
Task 1
1. 教师问学生 Which is your favourite festival? (Halloween…)把学生的答案(节日
名称)写 在黑板上，师生对话开展Free talk。
（1）When is Halloween?(It’s on 31st October) Which people celebrate
it?(People in the west) 学习单词west,可用手势比划方位来表示。Is the USA in the
west of the world? (Yes).
（2）操练短语in the west.
How do people celebrate Halloween ? (People celebrate it by dressing up,
playing ‘trick or treat’, making pumpkin lanterns, having Halloween parties
and eating lots of special chocolates and sweets). Oh, they have many ways to
celebrate Halloween.
（3）学习单词way, 用手扳着指头数一数主要的庆祝方式，让学生领会way 的含义。告诉
学生：We also celebrate our Chinese New Year in many ways.操练短语in many
ways.
How do people play ‘trick or treat’? (They usually knock on their
neighbours’ doors and try to get a ‘treat’, or they play a trick on the
neighbour )
（4）学习单词usually, neighbour .
How do people make pumpkin lanterns? (They cut out eyes, the nose and sharp
teeth, then put candles in them). Do you know why they put candles in them?
(Because the light can shine through them)学习单词shine, through, 可用动作、表
情来表示。
3. 教师介绍说We will make a display about Festival around the world! What do
you have to do for it? (We have to make posters showing our favourite
festivals ). Do you know how to make a poster? First, you can learn to make a
writing plan.
Task 2
1. 示第49页，让学生浏览数遍。详细讲解背景和提示语，解释写作计划的结构。
Here is Millie’s writing plan. She wants to make a poster showing her
favourite festival -Halloween for school display. Read them silently and try
to understand them and find the way of showing your favourite festival.
让学生读49页的提纲，并把自己获取的有关信息写在第50页Part B 的空白格内，两人一
组核对答案，纠正错误，然后朗读数遍。
2. 49页Millie’s writing plan, 教师与学生一道展开讨论，帮助他们组织他们自己的
写作思路。可让学生各自先拟定一个节日名称，再将写作提纲设计在草稿纸上。
3. 让学生根据自己的提纲，模仿第50页Part B范文，尝试写出自己的poster。教师巡视
课堂，及时纠正错误或给予提示。
4. 游戏
学生做完后不写名字在草稿上，组织学生八人一组交流，把八份草稿混在一起发给组内不
同的学生，每位学生在小组宣读。读完后猜一猜它的作者，并把poster还给作者。此活动
可以让学生分享他人的写作思想，体验合作学习的快乐。
5. 两人一组互相交流poster , 在教师的指导下检查所写语句，纠正错误并进行比较
六、布置作业
1. 抄写本课生词。
2. 让学生在一张单独的纸上改写、补充内容，并画上相应的图片，制成poster。
七、板书设计（略）
八、教后一得
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第 八 教 时
Study skills+Project+Check out
一、教学目标
1. 能尝试使用适当的学习方法，克服学习中的困难。
2. 能熟练运用 “wh- ”questions进行详细询问和应答以及时间介词。
3. 复习与节日相关的词汇。
4. 能就本单元的内容进行自我检测，评价，体验进步与成功。
二、教学重点和难点
1. 能正确理解简短的书面指令(Instructions)并根据要求进行学习活动。
2. 复习时间介词at/in/on “wh-”questions的含义及功能。
三、课前准备
1. 自制flash cards 若干，学生带上制作卡片的相关工具，投影仪，幕布。
2. 设计好自我检测的练习。
四、教学步骤
Task 1
教师用投影展示第一35页Part A, 问学生：
Which is your favourite festival? (The Mid-Autumn Festival)
Why do you like it? (Because I like to eat mooncakes) 让学生两人一组用其他节
日名称替换进行对话表演。
（相关资料：Halloween-dress up Easter-like to eat chocolate eggs
Chinese New Year-get a red packet with money in it.
Christmas-get presents Dragon Boat Festival-like to eat rice dumplings)
Task 2
学生两人一组练习对话，练习几分钟后，让一些小组到前面表演。
Task 3
用投影出示第40页Part A的节日名称，两人一组，扩展对话，可先与学生作以下示范：
T: Which is your favourite day in the year? S: Children’s Day is my
favourite day.
T: When is Children’s Day? S: It’s on 1st June.
T: Why do you like so much? S: I can play with my friends.
T: Where do you play? S: In the park…/At home/…
鼓励学生尽量运用更多的 “wh-” questions互相询问。
Task 4
在黑板上写出已学过的节日的名称，让学生用自己真实的情况来表演对话，以使他们能在
真实的情景中合理自如的运用句子。
Task 5
完成第51页A, B两部分练习，解释学生不懂的词和句子。
Task 6
游戏
1） 拿出事先制作好的学习卡片，站在讲台上，让有图画的一面朝上，说：Let’s play
a game to remember things.先作示范：喊一个学生站到讲台边，任意抽出一张，把图对
着教师，教师立刻根据图示说出：I like to eat mooncakes. 再让学生看有英文句子的
一面，问他：Am I right? (Yes, you are right). 然后让学生两人一组，依次选出三，
四组学生到前面，依照示范进行“看图记句游戏”。可事先让猜的学生浏览卡片上的英文
短语，进行强记准备，再看图联想，说出英语。若有困难，可鼓励该学生主动名其他同学
求助: Could you help me, please?
2） 问学生：Do you think the cards can help you remember English words?(
Yes)
告诉学生: This is a good way of learning English. If you have the cards and
study them for 10 minutes and day, you’ll learn English better.
3) 用投影出示第一线8页Part A。Do you want to make the flash cards? Now, look
at the pictures and read the instructions first. Try to understand them.让学生
看图并默读英文数遍，弄懂需哪些物品，该如何制作等。
4）问：If you want to make some flash cards, what do you need? 学生出示准备好
的物品。We need these. 教师说： OK, let’s make flash cards. Are you
ready?(Yes.) 学生先按照所能理解的信息，用一张白纸制作“模拟卡片”。再打开书本
，二人一组互相检查对方的“卡片”是否符合要求。最后，学生动手制作真正的学习卡片
，并事先分组讨论，设计好该写在卡片上的英文词，句，短语，鼓励他们最好采用本单元
的语言。
Task 7
课堂小结.
本单元学过的节日名称及 “Wh-”questions, 另外，学会制作学习卡片，写上需要记
住的单词，词组，问题和句子。帮助我们解决学习中的困难。
五、布置作业 （见学案）
六、板书设计（略）
七、教后一得
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《牛津初中英语》7A学案
Unit 3 Let’s celebrate!
一、本单元的学习目标
通过本单元的学习
1、我们能听、说、读、写festival, as, why, ……等单词，并了解其含义；能听懂，会
说，celebrate, ghost, king ……等单词以及dress up, the Mid-Autumn Festival …
…等短语，能理解dragon, Halloween ……等单词和the Dragon Boat Festival ……等
短语。
2、能学会介词at, on, in表达时间的用法及其在不同交际情景中的运用。
3、能学会运用wh-questions互相交流有关的人或事物的信息。
4、some与any的基本用法。
5、了解东西方国家一些重要的节假日及主要庆祝方式，提高对中外文化异同的鉴别能力
，培养世界文化意识，增强对民族文化的自豪感。
二、本单元的学习重点
1、日常交际用语的运用以及单词的正确读音。
2、运用介词at, on, in谈论时刻、月份、年份、季节并能相互进行信息交流。
3、理解掌握what, which, who, whose, when, where, why, how等疑问词的不同含义，
及其用法。
4、掌握some与any在不同句式中的使用。
第 一 课 时
Comic strip+ Welcome to the unit+vocabulary
一、课前热身
1、同学们一定会对中国的节日很了解吧？但你们对西方的节日了解多少呢？本单元Hobo
和Eddie将带你进入一个绚丽多彩的西方节日世界，相信你一定会对它们感兴趣。当然，
当你沉浸在节日的喜悦中的同时，可别忘记本单元的许多重要有趣的内容正等我们去学习
呢？现在让我们一起通过互联网资料上查询一下吧。
你能把下列节日和日期连结起来吗？细心点哟！
A. Women’s Day(妇女节) a.元月一日
B. Mid= Autumn (中秋节) b.十二月二十五日
C. Chinese New Year(元旦节) c.五月五日
D. Halloween(万圣节前夜) d.八月十五日
E. Christmas Day(圣诞节) e.十月三十一日夜晚
F. Dragon Boat Festival(端午节) f.正月初一
G. Children’s day(儿童节) g.六月一日
H. Spring Festival(春节) h.三月八日
I. National Day(国庆节) i.十月一日
2、同学们了解到西方孩子们在万圣节前夜在做哪些活动了吗？Hobo和Eddie的对话活动你
们应该清楚了。他们打扮起来去做什么？
3、课文（Welcome to the unit）中列出的节日你们了解了吗？
我相信你们能够轻松找到答案的？
二、知识导航
1、学习目标：
a、通过本课学习能了解中外一些重要的节假日、节假日的背影及主要庆祝方式，从而激
发对本单元的学习兴趣，并初步培养世界文化意识。
b、能就有关“个人对节日的喜好”民政部相互进行简单询问及回答。
c、能听、说、读、写单词：holiday, why, mooncake, May, card, rice. 并了解其含义
。能听懂、会说单词：celebrate, ghost, king, festival, Christmas, Easter,
monkey. 短语：dress up as, the Mid-autumn Festival, National Day.
能理解单词：dragon, Halloween. 短语：the Dragon Boat Festival, rice
dumplings.
2、重点概览
a. -What are you doing?
-I’m dressing up as a ghost.
此句在英语中理解为现在进行时，了解句子结构：
主语+be动词+v-ing。
主表示的是现在或说话时正在发生的动作或状态。
例句：
1）现在七点钟了，他们正在吃晚饭。
It’s seven now. They’re having supper.
2）孩子们在干什么？他们在读书。
What are the children doing? They’re reading.
b. Let’s celebrate. 让我们去庆祝！
此句为祈使句形式。Let’s +动词原形+……，表示一种征求意见的祈使句。可译为：“
我们去……吧！或让我们去干……吧！”
例如：
It’s late, Let’s go home. 天晚了，让我们回家吧！
It’s dirty here, Let’s clean the room, OK?
这儿很脏，我们打扫房间，好吗？
c. I’m dressing up as a ghost. 我正在装扮成一个鬼。
up as 的意思是“乔装打扮成” as是介词，
例如：
He can dress up as a monkey.
d. -why do you like the Mid-Autumn Festival?
-Because I like to eat moon cakes.
(1)这是一个以why引导的特殊疑问句，回答时一般用Because ……
如：-Why do you like summer? 你为什么喜欢夏天？
-Because I like swimming? 因为我喜欢游泳。
(2)Like to eat mooncakes 表示某人的兴趣，爱好。
可以说成like eating mooncakes 如（1）喜欢游泳。
三、学海拾贝
随堂检测：
一、根据中文写单词
1、In the west, Halloween is a special (节日).
2、In China, people like to (庆祝)the spring Festival every year.
3、-Which is your (最喜欢)food?
-Rice, I think.
4、Playing basketball is very (有趣). I like it very much.
5、do people like to eat dumplings, do you know?
二、用下列单词的适当形式填空：
1、Today is Hallow cen. Let’s (celebrate) it together.
2、-What are you doing? -I’m (dress) up as a ghost.
3、Thank you for (give)us so many presents.
4、At Holloween he often likes (play) a special game called “trick or
treat”.
5、Please help me (clean) the house, it’s dirty(脏).
三、根据句意，从框中适用适当词填空
Christmas, New Year, Easter, at, presents, red, Mid-autumn, Drag on
Boat, mooncakes, eat, moon, dumplings, chocolate
1、At , we eat eggs.
2、Christmas, We put up trees and get .
3、At Festiual, we rice .(粽子)
4、At the Festival, we watch the and eat in China.
5、At Chinese , we give poekets, and set off fire rackers.
四、在方框内找出有关节日活动。
A. We get cards and preents.B. We eat chocolate eggs.C. We eat mooncakes.D. We
eat rice dumplings.E. We Chinese usually say “Happy New Year” to each
other.F. We give our teachers cards and best wishes.
1、At Mid- Autumn Festival,
2、At Dragon Boat Festival,
3、At Christmas,
4、On, Teachers’ Day
5、On New Year’s Day,
6、At Faster
四、学后记
通过本课学习，我们学到了什么？还有不清楚的吗？写下来，让我们一起讨论好吗？
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第 二 课 时
Reading: A Getting ready for Halloween
一、课前热身
同学们已经了解不少中西方的节日吧，你能列举出一些吧，并谈谈你最喜欢的节日好吗？
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二、知识导航
同学们一定了解许多中国的传统节日吧？但我们知道西方的节日也是绚丽多彩，今天
我们一起走进西方的万圣节，共享万圣节的快乐吧！
1、学习目标：
能运用所学的单词词组讲述万圣节的情况。
2、重点概览
(1) Thank you for telling me about the mid-autumn Festival.
Thank you for 后面可以接名词，这可接动名词。
例如：Thank you for your bike.
Thank you for helping me.
Thanks very much for (invite) me.
(2) We play a game called “trick or treat”.
这里called意为“被叫着……”被称为……
named或with the name of
a. a boy called Simon.
b. Do you know the dog called Hobo. =Do you know the dog named/ with to name
of Hobo.
3. If they do not give us a treat we canplay a trick on their.
这里give a treat 意思为“招待……”
play a trick on sb 对某人做一个恶作剧。
（1）Mr Wang gives us a treat.
（2）The little boy often plays tricks on his classmates.
4.We wear special costumes with masks.
三、学海拾贝
随堂检测：
一、根据课文填空
Halloween is on 1 . People in west 2 it. People celebrate Halloween in many
ways, Children wear special 3 and masks at Halloween. Many children play a
game called 4 . They knock on their neighbours’ doors and shout 5 . Their
neighbours usually give them a treat of sweets. If the children do not get any
sweets. They can play a 6 on the neighbours. Some people also make 7 out
of big orange 8 . They cut out shapes for the eyes, the nose and sharp teeth.
They put 9 in them. So the light shine through the eyes, the nose and the
teeth.
二、阅读理解
Millie: Today is Halloween. Let’s celebrate it.
Simon: That’s great.
Millie: Shall we make a pumpkin lantern for Halloween?
Simon: What? Can you make a pumpkin lantern?
Millie: Yes, We make pumpkin lantern every year. We play a game called “Trick
or treat”.
Simon: Well, Let’s begin. What do we need?
Millie: We need a pumpkin, three candles, a knife and a sticker. They are on
the table. Can
you get them for me?
Simon: Of course. Here you are.
Millie: Thank you. Look! Now I’m going to cut out the shapes of eyes, a nose
and sharp teeth.
Simon: Oh, how lovely it looks! Let’s light the candles.
Millie: OK! Don’t forget to put on your special costumes and mask.
Simon: Now I’m ready. Let’s go.
( )1.There are no for pumpkin lanterns.
A. candles B. knives C. pumpkins D. candies
( )2.How many candles do they need?
A. Four B. Three C. Two D. One
( )3. Does Millie make pumpkin lanterns every year?
A. Yes, she does B. No, she doesn’t
C. Yes, she doesn’t D. No, she does
( )4.Can Simon make pumpkin lanterns?
A. Yes, he can B. No, he can’t
C. Yes, he can’t D. Not, he can
( )5. What are they going to do after they make the lantern?
A. Watch TV B. Listen to music
C. play games D. play football
四、学后记
通过本课学习，我们学到了什么？还有不清楚的吗？写下来，让我们一起讨论好吗？
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第 三 课 时
Reading: B&C
一、课前热身
1、同学们一定还沉浸在万圣节的喜悦中吧！你能否将你的快乐和大家一起分享呢？运用
你所学的知识谈谈你心目中的万圣节吧！
2、How much do you know about Halloween.
When
Children
Parents
Family
二、知识导航
你想知识更多关于万圣节的情况吗？Follow me, please!
1. 学习目标：
用上一课所学单词、短语表达万圣节不同的情景。
2、重点概览：
1、Party意思为“聚会”，“庆贺会”等例：
a birthday party a dinner party
2、you can make a lantern out of a pumpkin
make.在这里是“制作”的意思，例如：
make a car make a cake make out of 用……做成……
3、Do I look like a tiger?
Look like 意思是“看起来像”放于句中：Millie looks like her mother
4、Let’s buy some Halloween chocolates.
(1)some是不完代词意为“一些、若干”既可修饰可数名词，也可修饰不可数名词，例如
：some apples一些苹果，some money一些钱。
(2)some常用于肯定句中和请求疑问中，表示希望对方给予肯定回答。
例如：Give me some cakes, please.请给我一些蛋糕（肯定句）
Would you like some molk?你想要些牛奶吗？（请求疑问句）
三、学海拾贝
随堂检测：
一、根据句意填上适当介词
1、Thank you telling me about the Mid-autumn Festival.
2、We have a special party October 31st.
3、What do you do Halloween?
4、We knock people’s doors.
5、We can play a trick them.
6、My friends and I always dress up Halloween.
7、We weat special costumes masks.
8、We make out own special pumpkin lanterns Halloween.
9、My family always have a party the evening of October 31st.
10、People the USA wear special costumes with masks.
二、根据句意，选用所给的词。
play eat celebrate wear have give
1、We Halloween on October 31st .
2、Children games after school.
3、People masks for the party.
4、We mooncakes on Mid-Autumn Day.
5、In winter we hot drinks and hot food.
三、根据中文写出单词
1、Halloween is a very specid (节日)
2、People in China (庆祝)the Chinese New Year.
3、The teeth are very (锋利的)
4、In China (国庆节)is on (十月)the first.
5、Don’t eat too many (糖果).
四、学后记
通过本课学习，我们学到了什么？还有不清楚的吗？写下来，让我们一起讨论好吗？
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第 四 课 时
Grammar: （A） Prepositions of time
一、课前热身
同学们，你们会下列英语单词吗？
1、一年四季：季节 、春天 、夏天 、秋天 、冬天 。
2、一周七天：星期日 、星期一 、星期二 、星期三 、
星期四 、星期五 、星期六 。
3、一年十个月：一月 、二月 、三月 、四月 、五月 、六
月 、七月 、八月 、九月 、十月 、
十一月 、十二月 。
二、知识导航
1、学习目标：
同学们，让我们进一步探讨介词at, on, in的用法，好吗？
2、重点概览
1、at, on, in
时间状语往往由于介词短语构成，不同的时间所使用的介词也不相同。
（1）at多用于某一点的时间，具体的时刻。
at 8 o’clock at noon at nigh
(2)on多用于表示具体日期的时间前。
on Monday on Sunday morning on January 15th
(3)in与表示一段的时间状语连用。
in the morning 指的是上午的一段时间
in 在2004的一段时间里
in February in Spring
2、at night/ in the night
(1)at night 在夜间，在傍晚。一般可指整个夜间或午夜之前。
(2)in the night在夜间，在夜里（某个时候）当这两个词组用作“在夜间”时，可以换
用。
(3)如果表示“在傍晚”时只能用at night或in the evening,而不能用in the night.
三、学海拾贝
随堂检测：
（一）请你选用on, in和at填空试试，好吗？相信你一定能行！
1、We met the evening of January 5th , 2000.
2、They celebrate Halloween October 31.
3、He usually gets up 6:30.
4、They do their homework the evening.
5、he was born shanghai.
6、Paul and Lucy often swim summer.
7、People have a lot of special chocolates and candies Halloween.
8、My father often reads newspapers breakfast.
(二)根据句意或中文提示写出单词
1、There are 4 in a year.
2、comes before Sunday.
3、Chinese New Year comes in or .
4、We often plant trees in .(三月)
5、is the third day of weep.
(三)单项选择
1、-How does your father go to work?
-He usually goes to work .
A、on bus B、by bus C、by a bus
2、-Merry Christmas!
- !
A、Thank you B、Me too C、The same to you
3、How many minutes are there hour?
A、in a B、in an C、of an
4、They are under the apple tree.
A、chat B、chatting C、chating
(四)将汉语翻译为英语
1、在早饭时，我经常看报纸。
I often read the newspaper breakfast.
2、在圣诞节，人们得到许多礼物。
People get lots of .
3、我每天6点30分上学。
I go to school six thirty .
4、我妈妈每天晚上看电视。
My mother TV the evening.
5、在星期六和星期日，我们不上学。
We to school Saturday and Sunday.
四、学后记
通过本课学习，我们学到了什么？还有不清楚的吗？写下来，让我们一起讨论好吗？
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第 五 课 时
Grammar (B) Asking ‘wh–’questions and some / any
一、课前热身
同学们，你们已初步学习了特殊疑问句
请你们试试从在第Ⅱ栏中找出与第Ⅰ栏相对应的答句，老师相信你们会答好的。
Ⅰ Ⅱ
( )1.How do you do home? A. They are drinking.
( )2.When is Christmas Day? B. It’s in my pencil-case.
( )3.What are they doing? C. We are happy.
( )4.Why are you dancing and singing? D. On 25th December.
( )5.Where is your rubber? E. They are theirs.
( )6.Whose comic books are these? F. He’s our principal.
( )7.Who is the man over there? G. Milk, please.
( )8.Which would you like? H. On foot.
二、知识导航
1、学习目标：
(1).能听、说、读、写单词cook, fishing, by，短语by bus 并了解其含义，能听懂，
会说单skate board.
(2).运用 “Wh-”questions 互相交流有关人或事物的信息。
(3).不定代词some 和 any 与我们似曾相识，本课我们将进一步了解它们的用法和区别
后，它们一定会成为你的好朋友。
(4).我们已学习了好多特殊疑问词，用起来可能张冠李戴，本课我们进一步学习它们的
用法。
2、重点概览
1、some和any
(1)some和any都表示“一些”之意，均可修饰可数名词的复数，也可修饰不可数名词，两
词的区别在于：some用在肯定句中，在问句与否定句中。
(2)但如果问句实际上表示邀请或请求的时候，我们用some，而不用any。此时我们希望从
对方口中得到肯定回答。
2、Wh-家族的成员
我们一块来认识Wh-家族的成员，他们分别是what, who, whose, which, when, where,
why, how, 我们用“Wh-”问句来问一些人或事的信息。我们要与他们几兄弟交朋友的话
，得先了解他们的脾气。
（1）what的汉语句字是“什么”，用于对“事物和活动”进行提问，另外它还用来对“
哪一个或哪一些”提高，相当于which。
(2)who汉语名字是“谁”，对人提问。
(3)whose的意思是“谁的”，用来问东西的所属。
(4)which要求从二者成一群，加以选择意思是“哪一个，哪一些”，用来对人或物提问。
(5)when对时间提问，表示“什么时候”。
(6)where的职责是用来对“地点”进行提问，表示“哪儿，哪里”。
(7)why用来对“原因”进行提问，表示“为什么”。
(8)how①“如何，怎样”，用来询问事情，状况如何。
②“怎样”用来提问方式或方法等。例如：
-How do you go to school? -I go to school by bike.
三、学海拾贝
随堂检测：
一、句型变换，变下列各句为特殊疑问句
1、Jack doesn’t come to school because be is ill.
Jack come to school?
2、My pen is in the pencil case.
Your pen?
3、The jacket is the swimmer’s.
is it?
4、Tom is washing his face.
Tom washing?
5、we leave school at 5 o’clock in the afternoon.
Do you leace school.
6、The oranges are ￥12.50.
are the oranges.
7、His parents are teachers.
His parents do?
8、Judie and her brother go to school by bike on weekday5.
Judie and her brother go to school on weekdays.
二、用some或any填空
1、There are apples on the table.
2、There aren’t oranges on the table.
3、Would you like bananas?
4、It there tea in the teapot?
5、Do you play special games at Chinese New Year?
6、I don’t have paper with me.
7、Are there eggs in the basket?
8、Can I have tickets?
9、I must send letters home every term.
四、学后记
通过本课学习，我们学到了什么？还有不清楚的吗？写下来，让我们一起讨论好吗？
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第 六 课 时
Integrated skills
一、课前热身
1、同学们，春节是我国最重要的传统节日了，你们是怎么度过这个愉快的节日的呢？请
你告诉我们吧！
提示：
（1）What is Chinese New Year?
When is Chinese New Year?
Who celebrate it?
(2) How do people celebrate Chinese New Year?
What to wear？
What to eat？
What to do？
Where to play？
那么，在海外的中国人呢？请同学们上网或查资料写一写海外华人是怎样欢度
春节的？
2、这一课里我们还将要学到一些新的词汇，在你预习之后，你能将这些词汇填入到句子
中吗？
①Chinese new Year and the Mid-autumn Festival are Chinese Festivals.
②When he gets her present, he must be very .
③Jim always works very late. Sometimes he works until .
④Many, Chinese live in in foreign countries. And when Chinese New Year
comes,hey also let off firecrackers and to have a .
⑤A: What’s ?
B: Oh, a car hit a man. And he is dying.
⑥Have you ever seen the film king?
二、知识导航
(一)学习目标
1、本课我们要掌握单词lion, midnight, happen, exuted, 能够使用traditional,
firework, celebration 能够理解china town.
2、能够找出海报和图片中的要点。
3、通过阅读海报能够了解中国传统节日的庆祝方式，了解中西方文化的异同。
4、能够熟练运用wh-questions进行详细询问和应答。
5、用favourite一词来表达偏好。
（二）重点概览
“独在异乡为异客，每逢佳节倍思亲”。同学们，希望你们在新的一年里，心想事成，
事如意。Best wishes for the Happy new Year!
1、traditional Chinese food 传统的中国食物traditional 意思为“传统的”，
例如：
traditional dress 传统女服。
2、I’m going to watch the lion dance.我打算观看狮子舞。
这里watch是动词“观看，注视”的意思，常用于观看比赛，电视等，例如：
We can watch TV on Sunday and Saturday.
3、It will be the first time I see it and I am very excited. 这将是我第一次看
到，我很兴奋，be excited意思是“兴奋”，如：I was very excited when I heard
the news. 当我听到这个消息，我非常兴奋。
三、学海拾贝
随堂检测：
1、根据实际情况回答问题。
（1） How do you usually go to school?
（2）What would you like for Children’s Day?
（3）which is your favo write subject?
（4）Why do you like English so much?
（5）When is your birthday?
（6）Where do you have the birthday party?
2、根据所学完成下面的海报
New Year’s Day
New Year’s Day is January 1st People in the west and
celebrate it Chinese people Celebrate New Year’s Day many ways.
Children are on . They often go to the park the it parents or
they do some shopping to some new clothes. Students don’t have any
homework on that day. They often have a at school. They sing and
. They are very happy.
3、用on, in和at填空
1、I get up six o’clock.
2、My father goes fishing Sunday.
3、My parents watch TV the evening.
4、I often chat with my classmates supper.
5、summer, we always swim in the lake.
6、His birthday is 3rd October.
4、用some, any 填空
1、There is orange juice in the bottle.
2、There are presents under the Christmas tree.
3、There aren’t mooncakes on he plate.
4、Is there money in the packet? No, there isn’t .
5、Do you have chocolate eggs? Yes, I have .
5、句型转换
1、There is a present on the table.(改为复数句)
There on the table.
2、There is some money in the packet.(改为否定句)
There money in the packet.
3、I have some comic books.(改为一般疑问句)
you have comic books?
四、学后记
通过本课学习，我们学到了什么？还有不清楚的吗？写下来，让我们一起讨论好吗？
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第 七 课 时
Main task
一、课前热身
1、同学们通过前面几课的学习，你能用英语说出中美两国传统节日的名称吗？
2、你最喜欢的节日是哪一个呢？你能用英语写出你喜欢的节日内容的海报吗？不要着急
，不要担心，老师相信大家通过今天的学习一定能，加油哟！
二、知识导航
同学们会做学习卡片了吧？今天，我们要学习怎样写海报啦。
(一) 学习目标
首先了解一下，我们今天的内容：
1、会听、说、读、写单词west, way, usually, through, 短语is the west, is many
ways. 会听懂、会说单词neighbour, shine.
2、通过阅读Millie的节日海报内容的写作计划，了解掌握海报的写作方式。
3、能模仿所学短文写出一张自己的节日海报。
（二）重点概览
下面是我们今天要学习的重点句子，要用心记哟！
1、People celcbrate Halloween is many ways.
许多方式来庆祝万圣节，这里的意思是“用”，如Can you say in English?
2、They knock in their neighbours’ door
这里的knock on = knock at
neighbours’意思是“邻居的”以s结尾的复数名词所有格只加一撇，末尾不是s的
则加“s”表示“……的”。
如（1）March 8th is Women’s day. 3月8日是妇女节。
（2）All the boys’ names are on the blackboard.
3、Their neighbours usually give them a treat of sweets.
他们的邻居通常用糖果招待他们。
这里give sb a treat of sth 是“用……招待……”
相当于give sb sth as a treat
(1) Are you going to give your friend some chocolates as a treet?
(2)Are you going to give your friend a treat of chowlate.
4、They put candles is them so the light shines through the eyes, the noes and
the teeth.
他们把蜡烛放进去，这样烛光就能透过眼睛、鼻子和牙齿照进来。
这里的shine through 意思是光线爱过某物照耀。
如. The moonlight is shining is through the windows. 月光透过窗户照进来。
三、学海拾贝
随堂检测：
同学们，通过本课时的学习，想试一下自己的能力吗？
1、根据首写字母和所给汉语看谁能准确地写出单词
①In many w countries, people cdebrate Halloween.
②Peter wears a special (蜡烛) at Halloween.
③I want to make a p lantern.
④The sun shines brightly (通过)the windico.
⑤There are 10 c on the birthday cake.
⑥On the Qragon Boat Festival, We eat rice d .
⑦I u get up at six o’clock.
⑧I look l a ghot?
⑨Teachers’ day is 10th S .
⑩My f festival is spring feitival.
2、想试一下你的句型转换能力吗？
①Millie usually goes to school by bike(同义句)
Millie usually goes to school .
②There are some candles on the cake(改为否定句)
There candles on the cake.
③Are there any balls under the bed?(改为陈述句)
balls under the bed.
④I would like some drink (改为一般疑问句)
drink?
[⑤-⑩对划线部分提问]
⑤Halloween is on 31st October .
Halloween?
⑥ He is Tom’s neighbour.
⑦That’s Millie’s chocalate.
⑧The girl in yellow is Millie.
⑨He can’t come. Because he is ill.
⑩They go to the suhermarkct every Friday.
四、学后记
通过本课学习，我们学到了什么？还有不清楚的吗？写下来，让我们一起讨论好吗？
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____
一、课前热身
第 八 课 时
Study skills+Project+Check out
一、课前热身
1. 同学们， 丰富多彩的节日就要和我们说再见了，你是否感觉到了充实和满足呢？请你
们写出学过的节日名称，好吗？
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________
2. 同学们在学习中经常遇到困惑，可用制作卡片解决这个问题。
1） How to make flash cards?
First
Then
Next
Finally
2)根据上面的方法，自己制作几张卡片。
二. 知识导航。
1． 学习目标：
①通过本节课的学习进一步掌握Wh-questions and answers 以及时间介词in, on, at的
用法。
②透彻的了解中外节日名称和风俗习惯。
③学会解决学习中的困难的方法即如何制作学习卡片。
2． 重点概览。
1） 本单元学过的节日名称：Halloween, Christmas, the Dragon Boat Festival,
Easter, the Mid-autumn, New Year’s Day, May Day, Children’s Day, National
Day
2） cut out pieces of card, about 10cm×5cm
cut out 剪出 a piece of 为一张，一片，一首等意思，后面修饰不可数名词。例如
，a piece of meat, three pieces of bread
3) Write a sentence on each flash card.
Each的意思为“每一个，各个”。例如each of us
The cakes are $ 5each.
4) Draw a picture on the other side of the flash card to give you a hint.在卡
片上另一面画一些图画作为提示。
On the other side of…意思是“在…… 另一边”。
No. 1 Middle School is on the other side of the street.
5) Look at the cards during 10-minute study time and try to remember the
sentences, questions or expressions on the card.
10-minute是形容词性词组，minute不加s
如：I will have a three –week holiday.
6) I want to buy Simon a present.
Buy sb. Sth 为某人买某物，也可以改成buy sth for sb
上面句子可改为：I want to buy a present for Simon.
7)Which one is your umbrella?
One 是指示代词，意为“一个”，复数为ones.
例如：I have two apples. One is big, the other is small.
Those shoes are too small. We must buy some new ones.
三．学海拾贝
随堂检测：
一、根据句首字母完成单词，使句意完整
1. Christmas is in D________.
2. Let’s c________ Easter.
3. I like the Mid-A_______ Festival.
4. Peter wears a special c______ at Halloween.
5. On the Dragon Boat Festival, we eat rice d_______.
二、填空
How to make flash cards?
1. _______, about 10cm×5cm,. These are your flash cards.
2. _______ on each flash cards.
3. _______ on the other side of the flash card to give you a hint.
4. _______ during your 10-minute study time, and ______ on the cards.
三、根据划线部分提问。
篇8：牛津初中英语（7A）Unit 2 My Day
响水县牛津初中英语教学案
牛津初中英语（7A）Unit 2 My Day
第一课时Welcome to the unit 教案设计
响水县实验初中 傅丽红
设计的基本理念：根据新课标培养学生自主、合作、探究精神、突出语言运用能力培养的理念而设计。
课 型：对话、句型操练课
教 学 目 标：
1、技能目标：培养学生灵活运用本课所学词汇、句型来表述日常活动的对话能力。
2、知识目标：
①重点单词：
fun, sleep, a.m, p.m, homework, model, make, newspaper, film, mum, should, right.
②重点短语：
wake up, go to sleep, have assembly,…
③重点句型：
I get up at 6 a.m every morning.
When do you get up?
When do you go to school?
What do you do after school?
3、情感目标：通过学习谈论日常安排和活动之后，学生可以为自己制定一个合理的学习和生活的日常活动安排表。
4、策略目标：通过日常生活时间来描述自己或他人的日常活动，并学习使用词汇。
5、文化意识目标：时间表达，逻辑思维，做事有条理，时间观念强，珍惜光阴。
课 堂教学模式：
一学一练一测和任务型教学
课 前 准 备：
1、准备一个钟。
2、教师或学生画一些日常活动的图片。
3、教师制作日常生活和学习的表格。
4、让学生预习新单词。
教 学 过 程：
Step 1: Revision.
Review the names of meals and the different activities presented on page 19. Divide the class into groups of four. Brainstorm the topic of daily life activities. Ask Ss to draw an activity if they do not know the word in English.
Step 2: Presentation.
Talk to Ss about daily routines and activities.
Say: I get up at 6 a.m in the morning.
When do you get up? etc
Step 3: Ask Ss to sort their activities into different sections:
Leisure - Sports - Eating - school.
Teacher tells Ss to write down the day and time when they typically do these activities. As you go around the class, provide help with vocabulary.
Step 4: Each group writes the four lists on the board. Ss can copy the activities they want to include in their diary.
Step 5: Work in pairs to talk about their partner’s diary. You can use the following sentence patterns:
a. When do you go to school /…/ ?
b. Do you go to school by bus /…/ ?
c. What do you do after school /…/ ?
Step 6: Learn Vocabulary.
a. P23 Go through Part A and read the words and phrases correctly. Attention to their pronunciation.
b. Ss complete the task and check answers. Encourage Ss to memorize the collocations Part B.
c. Let Ss go through Part B and explain the context. Ask Ss to do the task on their own, then check answers. Ss correct any mistakes and the teacher explains something if necessary.
d. Divide the class into pairs. Let Ss read the conversation and get some pairs to act it out.
Step 7: Practice - task. 课堂教学任务。
目的：学会运用本课时所学的词汇、短语和句型。
材料：自制图片。
语言技能：Speaking
活动形式：Group work/pair work.
操作过程：①以小组形式进行讨论。
②两人一组到前面表演。
Step 8: Homework
a. Learn new words and phrases by heart.
b. Describe your daily activities in your own words.
c. preview Reading.
板 书：（略）
教 学 反 思：
牛津初中英语（7A）Unit 2 My Day
第一课时Welcome to the unit 学案设计
响水县实验初中 傅丽红
设计的基本理念：根据突出学生自主学习的主体地位原则，培养学生自主学习、综合运用语言能力的理念而设计。
学习目 标：
1、知识目标：
①词汇：
a.能听、说、读、写综合运用下列单词：
fun, sleep, homework, model…
b.能听懂、会读下列单词：
activity, assembly…
②识记并会运用下列短语：
go to sleep, have assembly, have lessons, eat lunch…
2、技能目标：
能运用本课所学的词汇和句型谈论自己的日常生活。
3、情感目标：
通过本课时学习，学会合理安排时间。
4、策略目标：
通过日常生活时间来描述自己或他人的日常生活，并学习使用词汇。
5、文化意识目标：
学会合理安排时间，做事有条理，时间观念强。
学习过 程：
Step 1: 课前预习检查
A、汉译英
1、开晨会 2、做课外活动
3、上床睡觉 4、打羽毛球
5、听收音机 6、制作飞机模型
7、看报纸 8、发电子邮件
B、根据句意选择词组并用其正确形式填空
1、I ____at 6:30 p.m in the evening.
2、Peter _____at school at 11:45 p.m.
3、They _____at 7:00 a.m.
4、Sally _____at 3:30 p.m.
5、Andy and I _____at 8:00 a.m.
Have lessons have lunch watch TVdo after - school activitiesgo to school by bus
C.匹配题
（ ）1、When do you go to school? A. At school
（ ）2、Do you watch TV every day? B. Yes, she does
（ ）3、What does he do after school? C. At 7:30 a.m
（ ）4、Does Lily listen to music? D. No, I don’t
（ ）5、Where do they play badminton. E. He plays football
Step 2: 要点聚焦
1、Is it time for breakfast? 是吃早饭的时间了吗？
It’s time for + 名词，“是做某事的时间了，该做某事了。”
如：是上课的时间了。
It’s time_____ class.
该吃午饭了。
It’s time_____lunch.
注：It’s time for 后只接名词或代词，如果跟动词，则用to do.
如：该回家了。
It’s time_____ _______home.
2、how to have fun. 意为“不知道怎样娱乐”
是疑问词与动词不定式连用的一种用法。
如：我不知道该干什么。
I don’t know what______ _____.
我不知道该去哪里。
I don’t know where______ ______.
3、eat breakfast/lunch/supper. 吃早饭/午饭/晚饭
eat 也可以说成have
如：I eat breakfast at 7:30 a.m.= I _____ _____at 7:30 a.m.
4、have assembly. 开晨会。
如：We_____ ______（开晨会）every morning.
注意下列 have 的用法
have a party 举行聚会 have a look 看一看
have breakfast 吃早饭 have lessons 上课
5、after-school activities 课外活动
do after-school activities做课外活动
have after-school activities上课外活动课
如：Sally_____ ______ ______（做课外活动）at 4:00 p.m.
We _____ ______ ______（上课外活动课）every day.
6、go to bed与go to sleep区别
go to bed 指“去睡觉，上床睡觉”强调进入了睡觉的形式。
go to sleep 指“入睡、睡着”强调由醒到睡的瞬间动作。
如：他每天晚上10点钟睡觉。
He ____ ____ ____at 10 o’clock every evening.
汤姆很快入睡了。
Tom ____ ____ ____very quickly.
Step 3：同学们，学了米莉的日记后，你也想记一篇日记吧，请用你自己的日常活动，完成下面的日记条目。
牛津初中英语7A Unit 2 My Day
第二课时Reading I 教案设计
响水县实验初中 薛桂兰
本教案根据自主、合作、探究原则，增强实践，培养综合语言运用能力的理念而设计。
课型：新授
一、本课时教学目标
1、基础知识
(1)熟记词汇和短语
(2)语言目标
2、基本技能
a.使学生在阅读中理解本课所出现的新单词，理解课文大意并能进行综合性的回答。
b.通过阅读，能够用英语描述学校活动。
c.能根据自己学校的生活写日记或电子邮件。
3、情感态度：通过Reading的学习，能在交流中用英语介绍自己和周围环境，热爱生活。
4、学习策略：根据上下文推理判断，培养逻辑思维和比较分析能力。
5、文化意识：通过Millie的学校和自己的学校的比较，热爱自己的学校并能为美化校园做出贡献。
二、本课时的重难点
重点：整体理解课文。
难点：学生描述自己的学校，难句理解：见语言目标f、g、h。
三、教学方法：
1、利用教学挂图和自制图片让学生整体感知课文；
2、学生分组讨论课文中出现的重点和难点；
3、课前准备：(1)让学生画一些本校学校活动的图片；(2)让学生了解本校校长、老师，同学的情况，以及自己对所学科目的喜好程度；(3)预习课文（计15分钟）。
四、教学步骤
Step1. 预习情况交流
a.以小组形式交流，利用准备的本校学校活动的图片，来简单描述自己的学校，同时说明自己目前的状况。
b.讨论解决预习中的问题（主要是新词汇，由老师释疑）。老师领读生词。
Step2. 阅读策略培养
a.整体感知，分段阅读课文并回答
b.判断推理，根据课文内容判断正误，正“T”错“F”
c.根据课文填空
Step3. 学法交流
分组谈谈你完成上述阅读任务的经过。
1.你是怎样根据上下文猜测生词的含义的。
2.你在判断正误中，哪几道题错了？和同伴讨论你在思考过程中出现了哪些问题？
3.在完成短文填空中，哪些你填错了？
4.语言知识归纳（你认为本课中那些单词，短语重要）
a.单词_____________
b.词组_____________
c.句子______________
Step4. 练习巩固提高
1)Millie is doing some translation work. Please help her complete the sentenets with the right words.
2)学习成果展示
能用学过的词汇来描述Millie的学校生活。
3)情感体验交流
向全班学生介绍自己的学校生活。
Step5. (1)课后延伸：根据Reading的学习，写一篇介绍你学校的短文（地理位置，人文景观）。
(2)教后反思栏：回顾本节课所学内容，学到了哪些？还有什么疑问？
牛津初中英语 7A Unit 2 My Day
第二课时 Reading I 学案设计
响水县实验初中 薛桂兰
本学案根据自主、合作、探究原则，增强实践，培养综合语言运用能力的理念而设计。
课型：新授
一、本课时教学目标
1、基础知识
(1)熟记词汇和短语
a.词汇：because buy whole day other spend Tuesday Friday also volleyball practise swimmer e-mail
b.短语：more than lots of have fun spend …doing
(2)语言目标
a. I love my new school.
b. we always have fun.
c. we sit under the tree at lunchtime.
d. we always talk to each other at lunchtime.
e. I like going to assembly.
f. I spend about an hour a day doing my homework.
g. I go to the reading club after school every Tuesday.
h. There are lots of things to do at my school.
2、基本技能
a.使学生在阅读中理解本课所出现的新单词，理解课文大意并能进行综合性的回答。
b.通过阅读，能够用英语描述学校活动。
c.能根据自己学校的生活写日记或电子邮件。
3、情感态度：通过Reading的学习，能在交流中用英语介绍自己和周围环境，热爱生活。
4、学习策略：根据上下文推理判断，培养逻辑思维和比较分析能力。
5、文化意识：通过Millie的学校和自己的学校的比较，热爱自己的学校并能为美化校园做出贡献。
二、本课时的重难点
重点：整体理解课文。
难点：学生描述自己的学校，难句理解：见语言目标f、g、h。
三、教学方法：
1、利用教学挂图和自制图片让学生整体感知课文；
2、学生分组讨论课文中出现的重点和难点；
3、课前准备：(1)让学生画一些本校学校活动的图片；(2)让学生了解本校校长、老师，同学的情况，以及自己对所学科目的喜好程度；(3)预习课文（计15分钟）。
四、教学步骤
Step1. 预习情况交流
a.以小组形式交流，利用准备的本校学校活动的图片，来简单描述自己的学校，同时说明自己目前的状况。
b.讨论解决预习中的问题（主要是新词汇，由老师释疑）。老师领读生词。
Step2. 阅读策略培养
a.整体感知，分段阅读课文并回答
一节：1.What’s the name of the new school?
2.Does Millie love her new school?
3.Why does Millie love her classroom?
二节：4.Who is Millie’s best friend?
5.What do Millie and Amy often do?
三节：6.Who is Mrs Tang?
7.What does Millie like doing?
四节：8.Where does Millie go after school every Tuesday?
9.Who is a very good swimmer, Millie or Amy?
b.判断推理，根据课文内容判断正误，正“T”错“F”
( )1.Millie e-mails Amy
( )2.There are more than 1800 teachers at Millie’s school.
( )3.Millie sometimes plays games at lunchtime.
( )4.The principal’s name is Mr Tang.
( )5.Millie’s favourite lessons are English and Maths.
( )6.Millie spends three hours a day doing her homework.
( )7.Millie goes to the reading club twice a week.
( )8.Millie is a member of the swimming club.
( )9.Millie doesn’t want Tommy to send her an e-mail.
c.根据课文填空
Millie’s new school is____ Beijing sunshine secondary school. She likes_____ classroom_____ she can see the ____. Amy is her best ______. They always ______ fun. They sit ____ the tree at lunchtime. They always ____ each other or _____ games together. Sometimes they buy _____ from the tuck shop. All her friends are ____ great!
Step3. 学法交流
分组谈谈你完成上述阅读任务的经过。
1.你是怎样根据上下文猜测生词的含义的。
2.你在判断正误中，哪几道题错了？和同伴讨论你在思考过程中出现了哪些问题？
3.在完成短文填空中，哪些你填错了？
4.语言知识归纳（你认为本课中那些单词，短语重要）
a.单词_____________
b.词组_____________
c.句子______________
Step4. 练习巩固提高
1)Millie is doing some translation work. Please help her complete the sentenets with the right words.
①我们星期一早上八点钟开晨会。
We ______ _____at _____ _____on Monday.
②你经常看电视吗？不，我喜欢看书。
_____ you often _____ ______ ? No, I like _____ books.
③我最好的朋友埃米总是和我一起在树下交谈或者做游戏。
My ______ _______ Amy always ____ or ____ ____ with me under the tree.
4.我每天花大约一个小时做作业。
I _____ about an hour ______my homework every day.
5.我和我的同学们在一起总是很开心。
I always _____ ______ with my classmates.
2)学习成果展示
能用学过的词汇来描述Millie的学校生活。
3)情感体验交流
向全班学生介绍自己的学校生活。
Step5. (1)课后延伸：根据Reading的学习，写一篇介绍你学校的短文（地理位置，人文景观）。
(2)教后反思栏：回顾本节课所学内容，学到了哪些？还有什么疑问？
牛津初中英语 7A Unit 2 My Day
第三课时 Reading Ⅱ 教案设计
响水县实验初中 王小林
本教案根据自主、合作、探究的原则，增强实践、培养综合语言运用能力的理念而设计。
课型：新授
[教学目标]
1、基础知识目标：
①词汇：
“四会”单词：something、other、kind、head…
“三会”单词：meal、improve、skill、use、twice、week
②短语：
between…and…、spend…doing sth…、more than、have fun
be called…、the head of、twice a week、three hours a day
③学习如何在生活中使用一般现在时。
2、语言目标：
Millie spends three hours a day doing her homework.
Millie goes to the Reading Club twice a week.
3、技能目标：
①能透彻理解并会运用本课时的语言点。
②会综合运用本课时所学内容，描述自己或他人的学校生活。
4、情感目标：
通过本课时学习，学会合理安排时间，激发学习兴趣，从而意识到如何用学到的语言为自己服务。
5、策略目标：
鼓励学生创作，根据自己学校的生活写日记或电子邮件。
6、文化意识目标：
通过本课时学习，了解中、西方国家学校生活的差异，会用英语简单的描述学校生活的情况。
[课堂教学模式]
一学一练一测、任务型教学
[课前准备]
1、教师的准备工作
①搜集一些有关学校内部的地点的图片
②录音机
③幻灯片
2、学生的准备工作
①准备一些图片或实物
②预习新生词
[教学过程]
TaskⅠ Language points.
1、Get the Ss to find out the language points:_____
be called. more than. have fun…
2、Explain some language points on P20.
① be called “被称为……”、“被命名为……”
eg: The girl is called Lily.（那个女孩被叫作莉莉）
② more than. “多于，比……多”
eg: She has more than five comic books.（他有超过五本漫画书）
③ have fun. “玩得很高兴，过得开心。”
eg: We always have fun at weekends.(我们周末总是玩得很开心)
④ talk to. “对某人说，给某人做报告。”
eg: They often talk to each other.（他们经常互相交谈）
⑤ spend + 时间 + doing sth “花……（时间）做某事”
eg: I spend half an hour doing my homework.
（我花半小时做我的家庭作业）
⑥ between…and… “在……和……之间”
TaskⅡ.
1、For Part B1. Get the Ss to look at the pictures and read the words correctly first.
2、Ask Ss to identify the correct name for each picture in Part B1.
3、For Part B2, ask Ss to match the words with the meanings.
4、Ask Ss to make sentences with the words in Part B2.
eg: Mr Pan is our Principal.
Task Ⅲ.
1、Remind Ss of the context (Part c). T reads the instructions and clarify.
2、Let the Ss do the task and then check Ss’ answers orally.
Ask Ss to write correct statements for the “false” ones.
TaskⅣ Part D.
1、For Part D. remind Ss of the context. Ss select the correct period of time and write them on the given lines.
2、Check students’ answers.
3、Ask Ss to write complele sentences about when the activies take place.
eg: Millie gets up at 6:30 a.m.
4、Work in pairs to ask and answer about the pictures.
TaskⅤ. Talking .
Let the Ss talk about Millie’s day according to Part D.
TaskⅥ. Practice - Task. 课堂教学任务。
目的：学会运用本课时所学词汇、短语和句型。
材料：图片或实物。
语言技能：Reading and speaking.
活动形式：Group work./ Pair work./ In dividual.
操作过程：①以小组形式进行讨论。
②两人一组到前面表演。
TaskⅦ. Homework.
1、Describe your own day in your own words.
2、Preview.
板书：（略）
教学反思：
牛津初中英语 7A Unit 2 My Day
第三课时 Reading Ⅱ 学案
响水县实验初中 王小林
本学案根据突出学生自主学习的主体地位原则，培养学生自主学习、综合运用语言能力的理念而设计。
[学习目标]
1、知识目标：
①词汇：
a. 能听、说、读、写综合运用下列单词：
something、other、kind、head
b. 能听懂、会读下列单词：
meal、improve、skill、use、twice
②识记并会运用下列短语：
between…and…、spend…doing sth、more than、have fun、be called、the head of、twice a week、three hours a day
③在生活中要会用一般现在时。
2、语言目标：
读懂会用下列句子。
Millie spends three hours a day doing her homework.
Millie goes to the Reading Club twice a week.
3、技能目标：
①能透彻理解并会运用本课时的语言点。
②会综合运用本课时所学内容，描述自己或他人一天的生活。
4、情感目标：
通过本课时学习，学会合理安排时间，激发学习兴趣，从而意识到如何用学到的语言为自己服务。
5、策略目标：
进行创作，根据自己学校的生活写日记或电子邮件。
[学习过程]
同学们为了更好的学好本课，老师布置你们课前进行了预习。老师相信同学们都已经预习了，下面我们来看一看同学们的预习情况。
Step 1. 课前预习检查。
1、复述课文（P20）
2、检查学生单词预习情况。（听写、造句）
Step2. 下面我们来见识一下本课时的重点短语。
1、be called. “被称为…… 被命名为……”
练一练 那个男孩被称为Bob.
The boy ______ ______ Bob.
2、more than. “多于，比……多”
练一练 桌上有十多本书。
There are ______ ______ ten books on the desk.
3、have fun. “玩得很高兴，过得开心。”
have fun + V- ing. 很高兴做某事。
练一练 a.每个人晚会上都玩得很开心。
Everyone ______ ______ at the party.
b.我很高兴打篮球。
I have fun ______ basketball.
4、between 意为“两者之间”经常用于词组 “between…and…”
eg: Who is the boy between your father and mother?
你父母中间的男孩是谁？
between和 among 的区别：
between 表示“在两者之间”，among表示“在……中间”时指在三者或三者以上中间。
eg: He stands among his students. 他站在他的学生中间。
5、twice 表示“两次、两倍”，once表示“一次”，三次以上用time表示次数。
eg: I have seen the film three times. 我已经看过这部电影三次了。
Step3. Part B1. 米莉还想寄给汤米一些校园内各处的照片。帮她
练一练 玛丽不知道米莉信中一些单词的意思，帮助她把单词和词义连结起来。
1、lunchtime a. the time to have lunch.
2、tuck b. a kind of sport.
3、great c. people who swim.
4、assembly d. a big room to hold meetings.
5、hall e. food eaten by children at school.
6、volleyball f. very good.
7、swimmer. g. a meeting of the teachers and students
in a school.
Step4. Part C. Friends online.
练一练 汤米正在给米莉回电子邮件。读一读看写了些什么并选择最好的答案来完成。
I am so 1 to hear from you. In your letter you say that your school is very 2 and you like your classroom. That’s great! I 3 my classroom too, 4 mine is very quiet and I can finish my work quickly. My best friend is Jack. He is a fun boy and we always have a good time. I like to play tennis, and he 5 to play basketball, but we 6 like to play baseball, so we always play baseball together 7 class. In your letter you say that Chinese is your favorite lesson, 8 I don’t know any words. Next time you write, can you tell me some Chinese words? I go to the Computer Club every Friday evening. I think it helps me 9 my studies. I hope I can 10 you soon.
Best wishes
Tommy
1、A. sad B. hungry C. happy D. helpful
2、A. small B. big C. middle D. dirty
3、A. hate B. hates C. like D. likes
4、A. so B. however C. because of D. because
5、A. like B. likes C. always D. often
6、A. both B. either C. too D. all
7、A. before B. between C. after D. during
8、A. because B. so C. and D. but
9、A. for B. to C. at D. with
10、A. watch B. look after C. look D. see
Step5. Part D. Millie’s day.
我们学习了“米莉的一天”下面我们来练一练。
练一练 在每幅图画下写上正确的时间和活动。
牛津初中英语7A Unit2 My Day
第四课时 GrammarA 教案
响水县实验初中 刘恒鸿
本教案根据自主、合作、探究的原则，培养综合语言运用能力的理论而设计。
[教学目标]
1、知识目标
①词汇
“四会”单词：walk、interesting、yesterday、better、both、busy、chat、Thursday、Monday、Wednesday
“三会”单词：cartoon、win、prize、pleased、comic
②短语：win the first prize、be pleased、in Class1 ，Grade 7、all the time、tell sb. about sth.、meet up with、be busy、be good with sth./sb.
③人称代词主格的使用
I I live in Yancheng.
单数 you Do you know his name?
he/she/ it he is a member of the football team.
we We are in Class 14,Grade 7.
复数 you You work together.
they They live near each other.
2、技能目标
通过本节课的学习，能让学生基础掌握人称代词主格的用法。
3、情感目标
通过课时的学习，学会正确使用人称代词主格的用法，增强人与人之间的情感交流。
4、策略目标：
观察、比较分析、归纳总结知识规律。
5、文化意识目标
通过本课时的学习，让学生基本掌握人称代词主格的用法，使语言更简洁。
[课堂教学模式]
一学一练一测和任务型教学
[课前准备]
1、准备一些图片；
2、让学生预习新单词；
[教学过程]
TaskⅠ.Review key words and check for understanding of nouns and verbs.
TaskⅡ.Get Ss to read out the sentences in Part A and understand the meaning of each one.
Then ask Ss to draw a line from the pronoun to the noun it refers to .
1、Ask Ss to do Part A1 and tell them to use the correct personal pronouns. Tell them that they need to refer to both the speakers names and the picture prompts for the answer.
2、Ask students to give you the answers and ask them why they choose a particular personal pronoun. Make sure that the whole class know the correct answers.
3、Ask Ss to practise the conversation in Part A1 and then select a few pairs to do a class presentation.
TaskⅢ. Ask Ss to look at the sentences in Part A2 and to complete the sentences on their own. Then check answers with the whole class.
TaskⅣ. Ss read the article in Part A3 for general understand only. Give a quick explaination of any words they do not know. Ask Ss to complete the task on their own. Then read the article to the class. Try to deal with all the problems after reading the article in order to maintain the students’ interest.
TaskⅤ. Extension activity
Ask students to underline all the personal pronouns（subject form）in the reading passase on page20.
TaskⅥ. Practice-Task. 课堂教学任务
目的：比较熟练掌握人称代词主格的用法
材料：挂图
语言技能：Peading and speaking
活动形式：Groupwork/Pairwork
操作过程：①两人一组到前面表演
②分小组形式进行讨论
TaskⅦ. Homework
1、做《课课练》语法对应练习（P15~P16）
2、Preview
板书：（略）
教学反思：
牛津初中英语7A Unit2 My Day
第四课时 Grammer A 学案
响水县实验初中 刘恒鸿
本学案根据突出学生自主学习的主体地位原则，培养学生自主学习、综合运用语言能力的理论而设计的。
[学习目标]
1、知识目标
①词汇
a.能听、说、读、写综合运用下列单词：
walk、interesting、yesterday、beter、both、Thursday、Monday、Wednesday、busy、chat
b.能听懂、会读下列单词：
cartoon、win、prize、pleased、comic
②识记并会运用下列短语：
win the first prize、in Class1, Grade7、all the time、be pleased、tell sb. about sth.、meet up with、be busy
③正确使用人称代词主格的用法
2、技能目标
能让学习基本理解掌握人称代词主格的用法
3、情感目标：
通过本课时的学习、学会正确使用人称代词主格的用法，有利于同学之间的语言交流。
4、策略目标：
通过本节课的学习、学会、观察、比较分析、归纳总结有关知识规律。
[学习过程]
同学们，为了更好的学好本课，老师布置你们课前进行了预习。老师相信你们都已经预习了，下面我们来看一看同学们的预习情况。
Step1.课前预习检查
检查学生单词、短语预习情况（听写）
Step2. 要点聚焦
1、win the first prize 获得一等奖
win 的过去式 won，意为“获得、取得、赢得”
练一练 （球赛）谁昨天打赢了
Who ______ the game yesterday?
2、all the time 意为“一直、始终、经常”
练一练 宝宝好像总是在哭。
The baby seems（看起来）to cry（哭）_____ ______ _____（一直、总是）
3、be pleased 高兴、愉快的 be pleased = be glad
be pleased to do sth. 高兴去做某事
练一练 Im pleased____ （meet）you.
4、meet up with 意为“得到，偶遇”
练一练 Then she ____ ____ ____ Simon（得到，偶遇）
5、be good with sth./sb. 意为“善于使用某物，处事、待人或用人” be good at sth./doing sth.（善长某方面；善长做某事）
练一练
1）He ____ _____ _____ his hands.（她手很巧）
2）She____ _____ _____ computers.（她善于使用电脑）
3）I am good at______（draw）.
6、be busy 繁忙的
练一练 I am_____（繁忙的）this week.
7、Fill in the blanks with the correct pronouns.
1）I have a friend._____likes playing basketball.
2）Tom and Jim are classmates._____are good friends.
3）“Thank____very much.”Amy ofren says.
4）My name is Susam._____come from Cananda.
5）Sandy watches the football match on TV. ___is very exeiting.
8、Millie is asking Andy some questions about David. Complete their dialogue with the correct pronouns.
Millie：Andy, do（1）___know anything about David?
Andy：Yes,（2）____do.（3）___is my favourite basketball player.
Millie：Where does（4）____play basketball with his friends?
Andy：（5）____play at a basketball court.
Millie：Is （6）____a large basketball court?
Andy：Yes,（7）____is very large and nice.
Millie：When do（8）___practise basketball?
Andy：（9）___think（10）____practise on Mondays、Wednesdays and Fridays. By the way,will（11）____watch his game on TV with me tomorrow?
Millie：Sorry, I cant. I will go to the Reading Club with Kitty（12）____will go there together.
牛津初中英语（7A）Unit 2 My Day
第五课时 Grammar（B）教案设计
响水县第二中学 王胜雨
课型：语法课
教学目标
1、技能目标：培养学生灵活运用含有行为动词的一般疑问句及其肯、否定回答。
2、知识目标： ①学会运用do和does
②学习部分生词及短语
3、策略目标：通过对话进行操练。
课堂教学模式：
一学一练一测
课前准备：
学生预习单词
教学过程：
Step1: Revision
Revise the words
(use some sentences to revise them)
Step2: Asking questions with the verb ‘to do’
1) Use some sentences to show “Do……?” “Does……?”
2) Using P26 Part 1, the students discuss it.
3) The students make some sentences.
4) Show Aims.
Step3: Teach the students. What they to do?
1) The teacher explains it to the students.
2) Let the students discuss it and the make some sentences.
3) The teacher checks out.
Step4: Teach what Millie likes to do?
1) The teacher explain it in Chinese for the students.
2) Let the students discuss it then write.
3) The teacher checks out.
Step5: Sum up
1) Words / from pronunciation meaning
2) Grammar./ use “Do……?”make some sentences
“Does……?”
Step6: Workbook
1) Write and spell the words.
2) Test
Step7: Homework
Copy the sentences of P26. P27
Step8: Pre-view
The words of “Integrated skills”.
牛津初中英语（7A） Unit 2 My Day
第五课时 Grammar B 学案设计
响水县第二中学 王胜雨
学习目标：
1、知识目标：
词汇:
a. 能听、说、读、写综合运用下列词汇。
would like ask question send
b. 记忆并运用下列短语。
like doing sth.
2、技能目标：
掌握含行为动词的一般现在时的肯、否定回答。
3、策略目标：
a. 辨识第一、二、三人称并注意其区别。
b. do、does的应用。
当主语是第二人称单数时，含行为动词的一般疑问句的助动词用does。
Step1: 学习过程
1、读一读、写一写。（单词大检测）
1）I （喜欢）swimming very much.
2）I （想要）to have a drink.
3）How many （问题）do you have?
4）May I （问）you some （问题）？
5）Please （寄）this card for me.
2、看一看、填一填。（用do、does、don’t、doesn’t）
1） you like swimming? Yes, I .
2） they like running? No, they .
3） he like reading? Yes, he .
4） she like walking? No, she .
5） it like dancing? Yes, it .
Step2: 要点聚焦
Do Like swimming?
Yes, do. No, don’t.
当主语是第一人称、第二人称、第三人称复数时含行为动词的一般疑问句的助动词用do。
Does like swimming?
Yes, does. No, doesn’t.
1、用所给词的适当形式填空。
1） (do) Lily like walking?
No, she .(do)
2） (do) Sandy and kitty like reading?
No, they .(do)
3） (do) you and Amy like swimming?
Yes, .
2、将下列句子译成英语
1）她喜欢读书吗？
she like ? No, she .
2）他们喜欢散步吗？是他们喜欢。
They like ? Yes, they .
3）Lily和Lucy玩电脑游戏吗？
Lily and Lucy computer games?
4）我想问你几个问题。
I to you some .
5）请尽快给我回信。
Please your answers soon!
6）你读报纸吗？
You newspapers?
三、将例句子变成问句并作肯/否回答。
1、I play basketball every Monday.
2、She likes swimming.
3、Kitty and Daniel read newspapers every day.
4、John likes listening to music and dancing.
5、Amy likes playing computer games.
牛津初中英语（7A） Unit 2 My Day
第六课时 Integrated Skills 教案设计
响水县第二中学 王金华
课型：综合技能课
教学目标：
1、技能目标：
a. 培养学生正确阅读短文、正确提取信息、运用信息的能力。
b. 学生运用情态动词can、may的能力。
c. 一般疑问句用正确的语调。
2、知识目标：
①重点单词
information, space, museum, trip, closed, cannot, out,
forget, bring, tomorrow, not.
②重点短语
have our trip, next Monday, from 1 p.m to 5 p.m
3、策略目标：
通过听、说、读、写来培养学生的综合能力。
4、价值、文化意识目标：
提高学生的社会认知能力。
课堂教学模式：
一学一练一测和任务型教学
课前准备：
预习生词
教学过程：
Step1: Revision;
Revise the words of the last lesson.
With “Do……?” Yes, …do.
No, …don’t.
“Does…? Yes, …does.
No, …doesn’t. ”
Step2: A school trip
A1: 1) Read the Note (with questions)
2) Read the poster.
To complete A2.
A2: 1) Complete A2
2) Check the answers (with the information of A1)
A3:1) Listen
2) Complete
3) Check the answers
A4:1) Read posters of A1&A2 again
2) Complete
3) Check the answers
Step3: Speak up using “Can” and “May”
B1:1) Listen
2) Read
3) Drills (pairs work)
A: Can ……
B: Yes, ……can
A: May ……
B: Yes, ……may
B2:1) Complete
2) Check
3) Read (pairs work)
4)Practise (Can……? May……?)
Step4: Pronunciation
1、Listen
2、Read
Step5: Sum up
1) Words
2) Sentences
Step6: Task
目的：通过海报提取所需信息。
材料：自备海报。
语言技能：Reading
活动材料：以小组形式进行讨论。
操作过程：
1、以小组形式讨论。
2、每组一人总结。
Step7: Homework
1) Learn new words and phrases by heart.
2) Preview Main Task.
牛津初中英语（7A）Unit 2 My Day
第六课时Integrated skills 学案设计
响水县第二中学 王金华
学习目标：
1、技能目标：
通过本课学习，提高学生的综合应用能力。
2、知识目标：
词汇:
a. 能听、说、读、写。
information, space, museum, trip, closed, cannot, out, forget, bring,
bring, tomorrow, hot.
b. 能听懂，会读下列单词。
science, technology, location, district, price, adult, place, except,
organize, look forward to
3、策略目标：
通过听、说、读、写的训练，提高综合技能能力。
4、价值和文化意识目标：
提高社会认知能力。
学习过程：
Step1: 课前预习检查。
A、读一读，写一写。
①Please get some （信息）about our hometown.
②Let’s go to visit （博物院）。
③We’ll have our （旅程）next Moday.
④We would like to go Beijing zoon in xicheng （社区）。
⑤The （价格）for each student is ￥5。
⑥The China Science Museum is （关闭）on Mondays。
⑦Don’t （忘记）to come to my party。
⑧Tomorrow （带来）your dog here, OK?
⑨The weather is （热）。You should take off your coat。
⑩We’re all here （除了）Jim。
B、预习提示。
1）了解文章大意。回答下列T / F questions.
①Will the class I Grade 7 students go on a school trip?
②Will they have their trip every day?
③Will the trip cost each student ￥10?
④In China Space Museum it the price of adults ￥30?
⑤Is Beijing Zoo in 137 xizhimenwai Dajie xicheng district?
Step2: Test
A、根据课文内容、首字母填空。
Millie:
Please get some I about the china s M ,the china spience and T .Museum and Beijing Zoo. We’ll have our t next Monday form 1 p.m to 5 p.m. Each student spend ￥10.
B、选词填空。（can, may）
1) I bring it tomorrow? No, you may not.
2) I use yours? Yes, you can.
3) I open the door? Yes, you may.
4) I turn on the lights? Yes, you may.
5) I use your pen? No, you can’t.
牛津英语（7A） Unit 2 My Day
第七课时 Main Task 教案设计
响水县第二中学 杨慧
课型：中心任务
教学目标：
1、技能目标：
培养学生正确运用图表描述他人喜好。
2、知识目标：
①重点单词：
dislike, reason, food, enough, reach, basket, fun,
difficult, part, answer, library
②重点短语
the Assembly Hall, chat with, tall enough to do sth, different colours
3、策略目标：通过阅读图表，谈论喜好。
4、价值文化意识目标：让学生正确表达喜好，并能识得用图表进行统计。
Step1: Revision
1) Revise those words.
2) Revise some sentences.
Step2: Your favourite activities,
A: 1) Look at the chart.
2) Make sentences according to the chart such as: Millie likes…
loves…
dislikes…
3) Find out the reasons
B: Complete ‘My happiness chart’ on P31.
C:
a. Complete the chart.
b. Discuss the reasons pair works.
C. Complete the e-mail according to the chart.
Step3: Practice
1)Write an e-mail.
2) Check pay attention to ‘like doing’.
Step4: Practice-tack.
课堂教学任务：
目的：学会表达喜好的句型。
材料：电脑
语言技能：Writing
活动形式：Pair work
操作过程：
①以每人一组将写好的电子邮件，互相交换。
②两人一组讨论喜好。
Step5: Homework
a. Learn new words and phrases by heart.
b. Describe your favourite activities.
c. Preview Checkout.
板书（略）
教学反思：
牛津初中英语（7A）Unit 2 My Day
第七课时 Main Task 学案设计
响水县第二中学 杨慧
学习目的：
1、技能目标：
能正确运用图表，指述他人喜好。
2、知识目标：
a. 能听、说、读、写综合适用下列单词
food, enough, fun
b. 能听懂、会读下列单词
dislike, reason, reach, basket, difficult
c. 识记并会运用下列短语
the Assembly Hall, chat with, different colours
3、策略目标：
通过阅读图表，正确谈论喜好。
4、价值、文化意识目标：
能够阅读，认知图表。
学习过程：
Step1: 课前预习检查。
一、首字母填空
1）There’re lots of students in the A Hall.
2) I can c with friends and eat nice food.
3) I’m not tall e to r the basket.
4) I love reading because I want to learn more about the w .l
5) I like all the d colours.
6) It’s fun to look at the pictures when I f drawing them.
7) It’s too d and we have too much.
8) This is my favourite a .
Step2:
预习目的：了解喜好，陈述理由。
预习方法：仿例句，说句子。
例句：I love meeting friends because I love chat with my friends.
预习习题。
一、介词填空。
1、I love to see all my friends the morning.
2、I like to have a bread lessons especially if I’m hungry.
3、I love to chat my friends.
4、I love walking the park and watch the birds.
5、It’s fun to look the pictures.
二、翻译下列单词。
1) I love to see （我的所有朋友）in the morning.
2) I like to （休息一下）from lessons especially if I am hungry.
3) I love to （交谈）my friends.
4) I love （散步）in the park and （观看）the birds.
5) It’s （厌烦、烦躁）sometimes.
Test
（一）介词填空。
1) There’re lots students the Assembly Hall.
2) I can chat my friend.
3) I’m not tall enough reach the basket.
4) I want to learn more the world.
5) It’s fun look at the pictures.
（二）用所给词的正确形式填空。
1) I want learn (much) about the world.
2) I like all the different (colour).
3) It’s fun (look)at the pictures. When I finish (draw) them.
4) I love in the park and .(watch) the birds (walk).
5) It takes too long. I would rather (watch) TV.
牛津初中英语（7A）Unit 2 My Day
第八课时 Check out 教案设计
响水县第二中学 杨慧
课型：复习课
1、技能目标：
培养学生听、说、读、写能力。
2、知识目标：
①重点单词：
answer, library
②重点短语
do your English homework
a difficult question
on Tuesdays
go to the Computer Club.
③语法
A：人称代词的用法。
B：行为动词的用法
3、策略目标：
通过复习人称代词，从而巩固行为动词的用法。
4、价值文化意识目标：
让学生在实践中不同的人世间称使用正确的行为动词。
教学过程：
Step1: Revision
1、复习人称代词主格形式。
2、听写短语。
Step2: A: What are they saying?
1、Look-Read-Complete
2、Discuss and check
3、Read them
4、Act out
Step3: B: What do people do?
1、Look at the pictures and then write out the prases.
2、Complete the sentences.
3、Check the answers.
4、Read the sentences and pay attention to No.3 and 8.
5、Do Exx.
Step4: Sum up
1、Words
2、Sentences
3、Make the same dialogues.
Step5: Preview
The words of the next lesson.
Step6: Homework
1) Recite the words
2) Copy the sentences (P33)
牛津初中英语（7A）Unit 2 My Day
第八课时 Main task 学案设计
响水县第二中学 周洪兵
学习目标：
1、技能目标：
通过本单元的学习，掌握行为动词的用法。
A、能听、说、读、写综合运用下列单词。
B、正确运用人称代词。
2、知识目标：
①词汇：answer, library
②句型：A: Do you……?No, I don’t.
A: Does he ……? B: No, he doesn’t.
3、策略目标：
通过写、读、能力培养，掌握人称代词和行为动词的用法。
Step1: 预习检测题。
1) May I ask you some q ?
2) Please get some i about china.
3) Let’s have a t in Beijing.
4) Please b your raincoat here. It’s raining.
5) I’m not tall e to reach the box.
Step2: “A” what are they saying?
预习目的：了解文意，理解he、she、it使用场景
预习方法：读一读、想一想、试着做一做。
预习检测题：
1、用人称代词填空。
1) Are (you) Han Mei? Yes, (me) am.
2) Tom is (her) your mother?
3) My father, (his) is a doctor.
4)Let’s ask Daniel, (his) is my good friend.
5) You he and (my) are good students.
Step3: B“What do people do?”
预习目的：正确运用短语
预习方法：说一说，写一写。
预习检测题：
一、翻译：
1）看电视 6）打网球
2）读报 7）做模型飞机
3）写信 8）读杂志
4）听音乐 9）做作业
5）听录音机 10）玩电脑游戏
二、用所给词的适当形式填空
1) I (watch) TV every evening.
2) She (read) newspapers on Mondays.
3) They like (play) tennis together at school.
4) Tom (make) model planes every Tuesday.
5) We (listen) to the radio every day.
牛津初中英语（7A）Unit 2 My Day
单元教学目标检测
Ⅰ.老师给Amy布置了几道题，她在每一句话中留着一个空并给出一个字母，你能和Amy一起完成吗?(1′×10)
1. The w__________ class are having an Art lesson now.
2. My f__________ lessons are Chinese and English.
3. All my friends are r________ great !
4. We buy s__________ from the tuck shop after school.
5. They go to school from M_________ to F_________.
6. You should .P_________ speaking English every morning.
7. I like all the d________ colours. it is fun to look at the colourful pictures.
8. She is in the Swimming Club. She is a very good s________.
9. My dad often reads n_________ in the morning.
Ⅱ. Daniel 想测一测词形掌握得怎么样，让我们一起去看一看。（1′×10）
1. There’re lots of things _________ (do) at school.
2. The students usually spend six hours _________ (have) classes every day.
3. English is very_________ (interest).
4. This is the (twin)bedroom.
5. Does Sandy like _________(swim)?
6. I have _________(many) apples than you.
7. She doesn’t want__________(have) lunch now.
8. Lucy has a __________(dance) lesson every week.
9. My parents go _________(shop) on Sundays.
10. My mother _________(not like) watching TV.
Ⅲ.Simon遇到了难题，有许多相似的答案，你能识别它们吗？请你帮她选出正确的选项。（1′×15）
( )1. -Can you English?
-Only a little.
A. say B. talk C. speak D. tell
( )2. Look at the books. _____ are new. My aunt gave_____ to me as a present.
A. They, them B. They, their C. Their, them D. Their, they
( )3. -What do you often do at lunchtime?
-I often ______ my good friend Allen.
A. chat B. chat with C. chats D. to chat
( )4.I like seeing all ______ students in the Assembly Hall.
A. the other B. the others C. other D. another
( )5. Many people just don’t know how to ________.
A. have a fun B. have funny C. have fun D. have a funny
( )6. -What time is it now?
-___________.
A. It’s about 6 B. About at 6 C. In about 6 D. About 6
( )7.It’s time _______school.
A. for B. to C. go D. go to
( )8. -Does she usually clean his room?
- .
A. No, she doesn’t B. No, she don’t
C. Yes, he does D. Yes, she do
( )9. -Millie and Sandy, are reading English books?
-Yes, are.
A. they, they B. we, we C. you, we D. you, they
( )10.The students like_______ computer games.
A. playing B. to playing C. play D. plays
( )11. - _______he______ computer games?
-Yes, very much.
A. Do…like B. Does…like C. Do…likes D. Does…likes
( ) 12. -May I ______ the door? It’s too ______ today.
-OK.
A. open, cold B. close, hot C. to close, cold D. close, cold
( )13. Kitty often chats her friends at lunchtime.
A. to B. with C. and D. for
( )14. I am not _______ to reach the basket.
A. enough tall B. tall enough C. short enough D. enough short
( )15. Thank you for ______ me to your birthday party.
A. invitation B. invite C. inviting D. to invite
Ⅳ. Sandy在句形变化时，遇到了难题请仔细和她一起看一看？（1′×10）
1. She sees films every Saturday.(改为一般疑问句)
______ she _______ films every Saturday?
2. They clean their bedrooms every Sunday . ( 对划线部分提问)
What ______ they ________ every Sunday?
3. He often flies to the USA. (改为否定句)
He ________ often ________ to the USA.
4. She usually plays tennis on Monday afternoon.(对划线部分提问)
_______ she ________ tennis?
5. His cousin has the rubber in the hand. (对划线部分提问)
_________ __________ the rubber in the hand?
Ⅴ. 考考你的速度，请在最短的时间内搭配好左右两栏。（1′×10）
( )11. Where are you from? A. I am.
( )2. Can you help me? B. They’re playing games.
( )3. Is there any water in the glass? C. I can see only one.
( )4. It’s time to go to school. D. Fine, thank you.
( )5. Who’s on duty today? E. No, I can’t.
( )6. Where is my shirt? F. It’s on the bed.
( )7. Can you swim in the river? G. China.
( )8. How are you? H. OK. Let’s go..
( )9. What are the children doing? I. Certainly.
( )10. How many birds can you see? J. No, there isn’t.
Ⅵ. 补全对话（1′×5）
A. What time B. No, I can’t C. Yes, that’s OK
D. Can I have a look at your bike E. Can you ride (骑) a bike
David：I have a new bike.
Emma：Good. 1 ?
David：Yes, I can.
Emma： 2 ?
David：Yes, can you come on Sunday afternoon?
Emma： 3 .What about Monday afternoon?
David： 4 ?
Emma：Four o’clock.
David： 5 .Four o’clock on Monday.
Ⅶ. 阅读理解（2′×10）
A
Dear Jack,
I’m in Hangzhou now. I study in No. 3 Middle School. It’s a good school. The students here are very friendly(友好的). My best(最好的) friend is Pingping. We go to school five days a week. What about you?
Now I’m writing to you in my bedroom. We have a new home here in China. It’s different from(与……不同)my old home in America. My new house is big. The walls are blue. My parents and I am happy to be in China.
Well, it’s time to do my homework. Please write back soon.
根据短文内容判断句子正（T）误（F）
( )1. Tom is from England.
( )2. Pingping is Jack’s best friend.
( )3.Tom’s new house in Hangzhou is big.
( )4.Tom goes to school six days a week.
( )5.Tom and his parents are very happy now.
B
Bob is six years old. He is old enough to go to school. On the first day, his teacher teaches him three words, “I, you, he ”. Then the teacher says, “I am your teacher. You are my student. He is your classmate. ”When school is over, Bob goes home. His mother asks him, “What does your teacher teach you today ?’Bob says with a smile, “Listen, Mum and Dad, I am your teacher. You are my student. He is your classmate. ”His mother says, “No, dear. You’re wrong. ”Then she says , “I am your mother. You’re my son. He’s your father. ”The next day, Bob’s teacher asks Bob to make sentences with(用……造句)“I, you and he”.
Bob stands up and says, “I’m your mother. You’re my son. He is your father. ”All the students in Bob’s class laugh(笑).
( )1. Who teaches Bob new words?
A. Bob’s friends. B. Bob’s teacher.
C. Bob’s father. D. Bob’s mother.
( )2. How many words does he teach?
A. Two. B. Tree. C. Four. D. Five.
( )3. Does Bob understand what his teacher teaches?
A. Yes, he does.
B. No, he doesn’t.
C. No, but he understands what his mother says.
D. I don’t know.
( )4. What do you think of the boy?
A. He is kind. B. He is helpful.
C. He is quick. D. He is foolish(笨).
( )5. Who laughs?
A. His mother. B. His teacher.
C. His classmates. D. His father.
Ⅷ. Kitty有几句中文不会翻译成英文，你 能帮帮她吗？（1′×10）
1．我妹妹每天晚上总是花一个小时听音乐。
My sister always _______ one hour _______ _______ _______ every evening.
2．汤姆是我们班游泳最好的人。
Tom is the best ________ in our class.
3．我们盼望春节来临。
We _________ _________ ________ the Spring Festival.
4．我们可以在操场上做游戏吗？
________ ________ play games _________ _________ _________?
5．他不知道该如何放松娱乐。
He ________ ________ _________ to _________ _________.
Ⅸ. 书面表达（10′）
根据这些内容写一篇My day 为题的作文
（1）和父母一起吃完早饭后，在7.30坐公交车去学校。
（2）8.00的时候开始上午的课程，一直到11.50。
（3）12.00吃午饭，那个时候我跟朋友聊天。
（4）下午1.30到3.30是上课时间。
（5）4.00开始课外活动。
（6）5.00回家，5.30做家庭作业。
（7）7.00看CCTV新闻，9.30睡觉。
篇9：牛津英语7A unit1 welcome to the unit教学反思
牛津英语7A unit1 welcome to the unit教学反思 芮义琴
牛津英语7A unit1 welcome to the unit教学反思 这节课是我对牛津教材初一教学的一次尝试。Unit1 Welcome to the unit部分的新授内容很少，涉及的生词、交际用语、句型不多，我觉得很难教好这节课。我觉得我做到了以下几点： 1.学生在课堂中是主体，教师是参与者、合作者、引导者。 本节课的目的主要是通过老师、同桌、同学之间进行打招呼，从而熟练运用问候语，在此基础上学会介绍自我，通过本节课的学习，培养学生的表演能力、组织能力、和表达能力。教学中通过师生之间的对话交流，很自然地引入到本节课中在不同时间使用不同问候语，并结合问候语进一步呈现询问对方姓名，随着对话的深入，新同学之间就有了想更多地了解对方情况的欲望，于是老师此时就带领学生问答有关姓名、年龄、班级、出身地等具体情况，通过一问一答拉近了师生之间的距离，随即让学生双方来询问情况，教师给予适当的帮助，这种操练方式，既活跃了课堂气氛，也让学生自然地运用了问候语来交流，让他们大胆使用英语表达自我，为他们提供了一个自主学习直接交流的机会。学生此时充分地表现自我，发展自我，敢于说，敢于犯错。真正目的达到了――每一位学生都参与课堂开口说话了。 2.重组教材。 根据学生的心理特点、生理特点以及他们的兴趣，爱好来处理教材。让学生感觉好奇，不是按部就班照本宣科。学生毫无兴趣可言，没有了兴趣就谈不上参与其中。 3.创设说语言的情景，让学生为交际而运用语言。 具体不同的时间碰面，这是实际生活中解决实际问题。学生既要知道时间，表达好它，又要准确运用该时段的问候语去交际，这显然提高了能力的要求。我事先准备了一些简单的问题，引导他们提问老师，老师回答他们的提问，他们就可以体验成功，有成就感，并进一步问更多自己关心的问题，这样使课堂气氛达到了一定的高潮。这时老师再适当地归纳一下学生提问的问题，正好是一篇完整的自我介绍，突现了主题This is me!同时，也为学生提供了一个模仿的范例。然后给学生时间并提供一些不完整的句子，让他们有参照，最后让学生到教室前自由介绍自我。 不足之处： 1.对于本节课的重点What is your name? My name is … I am …认为简单，没有真正放手让学生去自由操练。 2.学生的自主性还没能充分地调动起来，课堂气氛不够活跃。 通过这节课的教学，我深入地体会到这套教材的深层用意，我们教师要深入挖掘教材编纂者的意图，勇于创新，灵活运用教材，大胆以教材我基础，充分发挥学生的自主能动性。基于教材而不受教材束缚。 牛津英语7A unit1 welcome to the unit教学反思 这节课是我对牛津教材初一教学的一次尝试。Unit1 Welcome to the unit部分的新授内容很少，涉及的生词、交际用语、句型不多，我觉得很难教好这节课。我觉得我做到了以下几点： 1.学生在课堂中是主体，教师是参与者、合作者、引导者。 本节课的目的主要是通过老师、同桌、同学之间进行打招呼，从而熟练运用问候语，在此基础上学会介绍自我，通过本节课的学习，培养学生的表演能力、组织能力、和表达能力。教学中通过师生之间的对话交流，很自然地引入到本节课中在不同时间使用不同问候语，并结合问候语进一步呈现询问对方姓名，随着对话的深入，新同学之间就有了想更多地了解对方情况的欲望，于是老师此时就带领学生问答有关姓名、年龄、班级、出身地等具体情况，通过一问一答拉近了师生之间的距离，随即让学生双方来询问情况，教师给予适当的帮助，这种操练方式，既活跃了课堂气氛，也让学生自然地运用了问候语来交流，让他们大胆使用英语表达自我，为他们提供了一个自主学习直接交流的机会。学生此时充分地表现自我，发展自我，敢于说，敢于犯错。真正目的达到了――每一位学生都参与课堂开口说话了。 2.重组教材。 根据学生的心理特点、生理特点以及他们的兴趣，爱好来处理教材。让学生感觉好奇，不是按部就班照本宣科。学生毫无兴趣可言，没有了兴趣就谈不上参与其中。 3.创设说语言的情景，让学生为交际而运用语言。 具体不同的时间碰面，这是实际生活中解决实际问题。学生既要知道时间，表达好它，又要准确运用该时段的问候语去交际，这显然提高了能力的要求。我事先准备了一些简单的问题，引导他们提问老师，老师回答他们的提问，他们就可以体验成功，有成就感，并进一步问更多自己关心的问题，这样使课堂气氛达到了一定的高潮。这时老师再适当地归纳一下学生提问的问题，正好是一篇完整的自我介绍，突现了主题This is me!同时，也为学生提供了一个模仿的范例。然后给学生时间并提供一些不完整的句子，让他们有参照，最后让学生到教室前自由介绍自我。 不足之处： 1.对于本节课的重点What is your name? My name is … I am …认为简单，没有真正放手让学生去自由操练。 2.学生的自主性还没能充分地调动起来，课堂气氛不够活跃。 通过这节课的教学，我深入地体会到这套教材的深层用意，我们教师要深入挖掘教材编纂者的意图，勇于创新，灵活运用教材，大胆以教材我基础，充分发挥学生的自主能动性。基于教材而不受教材束缚。 牛津英语7A unit1 welcome to the unit教学反思 这节课是我对牛津教材初一教学的一次尝试。Unit1 Welcome to the unit部分的新授内容很少，涉及的生词、交际用语、句型不多，我觉得很难教好这节课。我觉得我做到了以下几点： 1.学生在课堂中是主体，教师是参与者、合作者、引导者。 本节课的目的主要是通过老师、同桌、同学之间进行打招呼，从而熟练运用问候语，在此基础上学会介绍自我，通过本节课的学习，培养学生的表演能力、组织能力、和表达能力。教学中通过师生之间的对话交流，很自然地引入到本节课中在不同时间使用不同问候语，并结合问候语进一步呈现询问对方姓名，随着对话的深入，新同学之间就有了想更多地了解对方情况的欲望，于是老师此时就带领学生问答有关姓名、年龄、班级、出身地等具体情况，通过一问一答拉近了师生之间的距离，随即让学生双方来询问情况，教师给予适当的帮助，这种操练方式，既活跃了课堂气氛，也让学生自然地运用了问候语来交流，让他们大胆使用英语表达自我，为他们提供了一个自主学习直接交流的机会。学生此时充分地表现自我，发展自我，敢于说，敢于犯错。真正目的达到了――每一位学生都参与课堂开口说话了。 2.重组教材。 根据学生的心理特点、生理特点以及他们的兴趣，爱好来处理教材。让学生感觉好奇，不是按部就班照本宣科。学生毫无兴趣可言，没有了兴趣就谈不上参与其中。 3.创设说语言的情景，让学生为交际而运用语言。 具体不同的时间碰面，这是实际生活中解决实际问题。学生既要知道时间，表达好它，又要准确运用该时段的问候语去交际，这显然提高了能力的要求。我事先准备了一些简单的问题，引导他们提问老师，老师回答他们的提问，他们就可以体验成功，有成就感，并进一步问更多自己关心的问题，这样使课堂气氛达到了一定的高潮。这时老师再适当地归纳一下学生提问的问题，正好是一篇完整的自我介绍，突现了主题This is me!同时，也为学生提供了一个模仿的范例。然后给学生时间并提供一些不完整的句子，让他们有参照，最后让学生到教室前自由介绍自我。 不足之处： 1.对于本节课的重点What is your name? My name is … I am …认为简单，没有真正放手让学生去自由操练。 2.学生的自主性还没能充分地调动起来，课堂气氛不够活跃。 通过这节课的教学，我深入地体会到这套教材的深层用意，我们教师要深入挖掘教材编纂者的意图，勇于创新，灵活运用教材，大胆以教材我基础，充分发挥学生的自主能动性。基于教材而不受教材束缚。 牛津英语7A unit1 welcome to the unit教学反思 这节课是我对牛津教材初一教学的一次尝试。Unit1 Welcome to the unit部分的新授内容很少，涉及的生词、交际用语、句型不多，我觉得很难教好这节课。我觉得我做到了以下几点： 1.学生在课堂中是主体，教师是参与者、合作者、引导者。 本节课的目的主要是通过老师、同桌、同学之间进行打招呼，从而熟练运用问候语，在此基础上学会介绍自我，通过本节课的学习，培养学生的表演能力、组织能力、和表达能力。教学中通过师生之间的对话交流，很自然地引入到本节课中在不同时间使用不同问候语，并结合问候语进一步呈现询问对方姓名，随着对话的深入，新同学之间就有了想更多地了解对方情况的欲望，于是老师此时就带领学生问答有关姓名、年龄、班级、出身地等具体情况，通过一问一答拉近了师生之间的距离，随即让学生双方来询问情况，教师给予适当的帮助，这种操练方式，既活跃了课堂气氛，也让学生自然地运用了问候语来交流，让他们大胆使用英语表达自我，为他们提供了一个自主学习直接交流的机会。学生此时充分地表现自我，发展自我，敢于说，敢于犯错。真正目的达到了――每一位学生都参与课堂开口说话了。 2.重组教材。 根据学生的心理特点、生理特点以及他们的兴趣，爱好来处理教材。让学生感觉好奇，不是按部就班照本宣科。学生毫无兴趣可言，没有了兴趣就谈不上参与其中。 3.创设说语言的情景，让学生为交际而运用语言。 具体不同的时间碰面，这是实际生活中解决实际问题。学生既要知道时间，表达好它，又要准确运用该时段的问候语去交际，这显然提高了能力的要求。我事先准备了一些简单的问题，引导他们提问老师，老师回答他们的提问，他们就可以体验成功，有成就感，并进一步问更多自己关心的问题，这样使课堂气氛达到了一定的高潮。这时老师再适当地归纳一下学生提问的问题，正好是一篇完整的自我介绍，突现了主题This is me!同时，也为学生提供了一个模仿的范例。然后给学生时间并提供一些不完整的句子，让他们有参照，最后让学生到教室前自由介绍自我。 不足之处： 1.对于本节课的重点What is your name? My name is … I am …认为简单，没有真正放手让学生去自由操练。 2.学生的自主性还没能充分地调动起来，课堂气氛不够活跃。 通过这节课的教学，我深入地体会到这套教材的深层用意，我们教师要深入挖掘教材编纂者的意图，勇于创新，灵活运用教材，大胆以教材我基础，充分发挥学生的自主能动性。基于教材而不受教材束缚。 牛津英语7A unit1 welcome to the unit教学反思 这节课是我对牛津教材初一教学的一次尝试。Unit1 Welcome to the unit部分的新授内容很少，涉及的生词、交际用语、句型不多，我觉得很难教好这节课。我觉得我做到了以下几点： 1.学生在课堂中是主体，教师是参与者、合作者、引导者。 本节课的目的主要是通过老师、同桌、同学之间进行打招呼，从而熟练运用问候语，在此基础上学会介绍自我，通过本节课的学习，培养学生的表演能力、组织能力、和表达能力。教学中通过师生之间的对话交流，很自然地引入到本节课中在不同时间使用不同问候语，并结合问候语进一步呈现询问对方姓名，随着对话的深入，新同学之间就有了想更多地了解对方情况的欲望，于是老师此时就带领学生问答有关姓名、年龄、班级、出身地等具体情况，通过一问一答拉近了师生之间的距离，随即让学生双方来询问情况，教师给予适当的`帮助，这种操练方式，既活跃了课堂气氛，也让学生自然地运用了问候语来交流，让他们大胆使用英语表达自我，为他们提供了一个自主学习直接交流的机会。学生此时充分地表现自我，发展自我，敢于说，敢于犯错。真正目的达到了――每一位学生都参与课堂开口说话了。 2.重组教材。 根据学生的心理特点、生理特点以及他们的兴趣，爱好来处理教材。让学生感觉好奇，不是按部就班照本宣科。学生毫无兴趣可言，没有了兴趣就谈不上参与其中。 3.创设说语言的情景，让学生为交际而运用语言。 具体不同的时间碰面，这是实际生活中解决实际问题。学生既要知道时间，表达好它，又要准确运用该时段的问候语去交际，这显然提高了能力的要求。我事先准备了一些简单的问题，引导他们提问老师，老师回答他们的提问，他们就可以体验成功，有成就感，并进一步问更多自己关心的问题，这样使课堂气氛达到了一定的高潮。这时老师再适当地归纳一下学生提问的问题，正好是一篇完整的自我介绍，突现了主题This is me!同时，也为学生提供了一个模仿的范例。然后给学生时间并提供一些不完整的句子，让他们有参照，最后让学生到教室前自由介绍自我。 不足之处： 1.对于本节课的重点What is your name? My name is … I am …认为简单，没有真正放手让学生去自由操练。 2.学生的自主性还没能充分地调动起来，课堂气氛不够活跃。 通过这节课的教学，我深入地体会到这套教材的深层用意，我们教师要深入挖掘教材编纂者的意图，勇于创新，灵活运用教材，大胆以教材我基础，充分发挥学生的自主能动性。基于教材而不受教材束缚。 这节课是我对牛津教材初一教学的一次尝试。Unit1 Welcome to the unit部分的新授内容很少，涉及的生词、交际用语、句型不多，我觉得很难教好这节课。我觉得我做到了以下几点： 1.学生在课堂中是主体，教师是参与者、合作者、引导者。 本节课的目的主要是通过老师、同桌、同学之间进行打招呼，从而熟练运用问候语，在此基础上学会介绍自我，通过本节课的学习，培养学生的表演能力、组织能力、和表达能力。教学中通过师生之间的对话交流，很自然地引入到本节课中在不同时间使用不同问候语，并结合问候语进一步呈现询问对方姓名，随着对话的深入，新同学之间就有了想更多地了解对方情况的欲望，于是老师此时就带领学生问答有关姓名、年龄、班级、出身地等具体情况，通过一问一答拉近了师生之间的距离，随即让学生双方来询问情况，教师给予适当的帮助，这种操练方式，既活跃了课堂气氛，也让学生自然地运用了问候语来交流，让他们大胆使用英语表达自我，为他们提供了一个自主学习直接交流的机会。学生此时充分地表现自我，发展自我，敢于说，敢于犯错。真正目的达到了――每一位学生都参与课堂开口说话了。 2.重组教材。 根据学生的心理特点、生理特点以及他们的兴趣，爱好来处理教材。让学生感觉好奇，不是按部就班照本宣科。学生毫无兴趣可言，没有了兴趣就谈不上参与其中。 3.创设说语言的情景，让学生为交际而运用语言。 具体不同的时间碰面，这是实际生活中解决实际问题。学生既要知道时间，表达好它，又要准确运用该时段的问候语去交际，这显然提高了能力的要求。我事先准备了一些简单的问题，引导他们提问老师，老师回答他们的提问，他们就可以体验成功，有成就感，并进一步问更多自己关心的问题，这样使课堂气氛达到了一定的高潮。这时老师再适当地归纳一下学生提问的问题，正好是一篇完整的自我介绍，突现了主题This is me!同时，也为学生提供了一个模仿的范例。然后给学生时间并提供一些不完整的句子，让他们有参照，最后让学生到教室前自由介绍自我。 不足之处： 1.对于本节课的重点What is your name? My name is … I am …认为简单，没有真正放手让学生去自由操练。 2.学生的自主性还没能充分地调动起来，课堂气氛不够活跃。 通过这节课的教学，我深入地体会到这套教材的深层用意，我们教师要深入挖掘教材编纂者的意图，勇于创新，灵活运用教材，大胆以教材我基础，充分发挥学生的自主能动性。基于教材而不受教材束缚。
篇10：译林牛津 7A Unit 2 重点难点讲解
1.Wake up, Eddie! 埃迪，醒醒。（P18）wake up意为“醒，醒来”。例如：I usually wake up at six in the morning.我通常早上6点醒来。wake up的另一意思为“唤醒”，其结构为wake up sb. 或wake sb. up（唤醒某人）。例如：Please wake me up at 5:30 tomorrow morning.请明天早上5点半叫醒我。
2.Is it time for breakfast? 该吃早饭了吗？（P18）
It's time ....是一个常用的句型，意为“该做某事了；做某事的时间到了；是做某事的时候了。”后接名词或动词。
（1）It's time for+名词. 例如：
It’s time for class.该上课了。
It's time for lunch. 是吃中饭的时候了。
（2）It's time to+动词原形. 例如：
It's time to go to school.= It's time for school. 该去上学了。
It's time to have supper.= It's time for supper. 是吃晚饭的时候了。
（3）It's time for +名词/代词+to+动词原形.这一句型意为“某人该做某事”。例如：
It's time for the students to play games. 学生们该做游戏了。
It’s time for us to go to school. 我们该上学了。
3.Well, after breakfast I want to go to sleep. 嗨，早饭后我想睡觉。（P18）
sleep通常用作不及物动词和名词，表示“人和动物的一种眼睛闭合、思想和身体处于非有意识活动的休息状态”。
go to sleep表示“starting sleeping”，即“睡觉”、“入睡”。是指从醒着到睡着的过程，而sleep是指上述过程结束后的状态。
go to bed“就寝”，侧重“中止日间一切活动，出于生理上恢复精力、体力需要的就寝。”从次序上先是go to bed, 后是go to sleep。
例如：妈妈对孩子说：It's time for you to go to bed. (你该上床睡觉了。)稍后妈妈走进孩子卧室再说：Go to sleep, dear.(宝贝儿，睡吧。)
4.Some dogs just don't know how to have fun.有些狗就是不懂得如何玩得开心。（P18）
how to do have fun是带疑问词的不定式短语，作know的宾语，意为“怎样玩得开心”。例如：
I want to learn how to drive a car.我想学开车。
I don’t know what to do next.我不知道下一步做什么。
Do you know how to use it? 你知道这样使用它吗？
5.There are more than 1800 students at my school. 我们学校有1800多名学生。(P20)
more than意为“多，超过，以上”，相当于over，其反义词组为less than。例如：
He has more than ten pen friend in China.他在中国有10多位笔友。
6.I am in Class 1.Grade 7. 我在七年级一班。(P20)
英语中，表示地点的顺序为由小到大，与中文的习惯相反。例如：
Unit Two, Book One第一册第二单元
I’m in Class 3, Grade 8，No.1 Nantong Middle School.我在江苏南通第一中学八年级三班。
注意：Class 1，Grade 7等为专有名词，前不加the。
7.I like my classroom because I can see the playground. 我喜欢我的教室以为我能看见操场。(P20)
because是连词，后跟句子，引导原因状语从句。注意because不能与so连用。例如：
I always go to the tuck shop because I like snacks.我总是去零食商店因为我喜欢吃零食。
I won’t go to the cinema because it is raining hard.因为下大雨，我不去电影院了。
8.There are lots of nice people in my class. 我班上有许多好人。(P20)
lots of = a lot of 意为“许多、大量的”，相当于many或much。例如：
He has lots of friends here. = He has many friends here.
Her parents have lots of money. = Her parents have much money.
9.We always have fun. 我们总是玩得很开心。(P20)
fun是不可数名词，意为“乐趣”。have fun=have a good time, enjoy oneself，意为“玩得开心，玩得痛快”。例如：
We will have a lot of fun there. 我们将在那儿玩得很痛快。
I think you’ll have some fun here. 我认为你们会在这儿愉快的。
fun的形容词是funny。例如：
He is a funny man .他是一个有趣的人。
It’s very funny to skate on real ice. 在真的冰上滑冰很有趣。
10.I like going to assembly and seeing all the other students.我喜欢参加晨会，见其他所有的学生。
（1）go to assembly意为“参加晨会”。
（2）all the other students意为“其他所有的学生”。
other 意为“其他，另外”，用作形容词时可以修饰单数或复数名词。例如：
I study Chinese, English and other subjects.我学习汉语，英语和其他课程。
Have you any other friend here?你在这儿还有其他朋友吗？
the other单独使用或后接单数名词时，意为两者中的“另一个”，常和one 连用。例如：
I have two sisters. One is a teacher, the other is a nurse.我有两个姐姐，一个是教师，另一个是护士。
the others指“另外一些……，别的”，后面不能再接名词。the others= the other+可数名词复数形式。例如：
Some pens are in the box. The others (=The other pens) are on the desk.一些钢笔在盒子里，其余的在书桌上。
Some students are talking, the others (=the other students) are reading. 一些人在谈话，其余的在读书。
11.I spend about an hour a day doing my homework. 我一天花大约一个小时做家庭作业。(P20)
当spend后跟名词时用介词on，其句型为“spend +时间/金钱on sth.”，意为“在某事方面花(时间、钱)做”；当spend后跟动词时用介词in，in也可省略，其句型为“spend + 时间/金钱 ( in ) doing sth.”，意为“花(时间、钱)做某事”。例如：
I spend half an hour on my homework every evening.=I spend half an hour (in) doing my homework every evening.我每天晚上化半个小时做家庭作业。
He often spends lots of money on books.他经常在书上化很多钱。
12.I also like playing volleyball.我也喜欢大排球。(P20)
also是副词，意为“也”，与too同义，但also一般置于行为动词之前、be动词或助动词之后；too一般置于句尾。例如：
He is also from England.= He is from America, too.他也是来自英国。
She also likes dancing.=She likes singing, too. 她也喜欢跳舞。
13.Amy is a member of the Swimming Club. 艾米是游泳俱乐部的成员。(P20)
a member of …意为“……的一员”。Amy is a member of the Swimming Club.= Amy is in the Swimming Club.
14.She is a very good swimmer! 她是非常优秀的游泳者。(P20)
She is a very good swimmer! =She swims well.= She is good at swimming!
swimmer是有动词swim+er构成的名词。动词+er / or 构成执行这个动作的人。例如：
teach – teacher, work – worker, sing – singer, play – player, dance-dancer, write-writer, run – runner, win – winner
15.Millie goes to the Reading Club twice a week. (P22)
twice意为“两次，两倍”。对twice a week.提问时用How often。例如：
How often does Millie go to the Reading Club？
---How often do you go to see your parents? ---Twice a month.
---How often does your cousin play computer games? ---Three times a week.
16.Peter won the first prize in the football match yesterday!彼得在昨天的足球比赛中赢得第一! (P24)
win the first prize意为“赢得第一”。win意为“赢、获胜”，一般不以人为宾语。
17.Peter and I both love football. (P24)
both意为“（两个）都”。例如：
My parents are both teachers. 我父母亲都是老师。
Both of them are from Shanghai.他们俩都是上海人。
all也表示“都”的意思，但all用于三者以上。例如：
The students all like the story. 学生们都喜欢这个故事。
18.She is busy and does not have much time to chat with her parents.她很忙，没时间与她朋友聊天。(P25)
have time to do sth.意为“有时间做某事”。例如：
She has no time to cook meals at home.她没时间在家做饭。
You have two hours to do the job.你有两小时做这工作。
I’m sorry I have no time to play with you.对不起，我没时间和你玩。
19.I'd like to ask you some questions. 我想问你一些问题。(P27)
（1）would like to do sth.意为“想要干某事”相当于want to do sth.，语气较委婉。I'd = I would。例如：
She would like to go shopping with us.她想与我去购物。
What would you like to have? 你想要吃些什么？
（2）would like sb. to do sth.意为“想要某人干某事”。例如：
My parents would like me to work hard at my lessons.
Would you like her to go with you?
（3）would like sth.意为“想要某物”。例如：
I’d like a cup of tea.我想要喝杯茶。
20.Thank you for organizing the class trip. 谢谢你组织班级旅行。(P29)
Thanks for your e-mail. 谢谢你寄来的电子邮件。(P27)
（1）thank是动词，Thanks为名词。
（2）Thank sb. for sth. / doing sth. =Thanks for sth. / doing sth. 意为“因…而感谢某人”。因此，Thank you for organizing the class trip. =Thanks for organizing the class trip. Thanks for your e-mail.= Thank you for your e-mail. 例如：
Thank you for coming.= Thanks for coming. Mr Li.李先生，谢谢您的光临。
Thanks for calling.= Thank you for calling.谢谢你打电话来。
21.The zoo is open from 7:30 a.m. to 5：00 P.M..动物园开放时间为上午7点半到下午5点。(P29)
We cannot go to the China Science and Technology Museum because it is closed on Mondays.我们不能去中国科技馆，因为中国科技馆星期一关门（不开放）。 (P29)
（1）句中的open、closed是形容词，作表语，open意为“开着的”、“开放的”、“营业的”，其反义词为closed，意为“关闭的，关着的”。例如：
It will be open to traffic in March, .它将于3月通车。
The flowers are all open. 花都开了。
The shop is open from 10:00 am to 6:00 pm. 这商店上午10：00 至下午6：00 营业。
The swimming pool is open to public. 游泳池对公众开放的。
The door is closed. 门关着。
（2）open、close都可作动词，open意为“开，打开”，它的反义词是close意为“关、关闭”。例如：
Don’t open the window. 别开窗。
Can you close the door for me?你能帮我关门吗？
22.We are all looking forward to a great day out!我们都盼望着出去好好玩一天! (P29)
look forward to 意为“期待、盼望”，to为介词，因此look forward to后接名词、代词的宾格或动名词作宾语。例如：
We are looking forward to visiting the Great Wall. !我们盼望着去参观长城。
23.May I turn on the lights? Yes, you may. (P30)
turn on意为“打开（电器、煤气、自来水等）”，其反义词为turn off，意为“关闭（电器、煤气、自来水等）”。例如：
turn on the radio打开收音机 turn off the light. 关灯
注意：turn on, turn off中的on, off是副词。当宾语是代词时，应把代词置于on或off之前。例如：
Turn it on, please.请把它打开。
Turn them off.把它们关掉吧。
24.I am not tall enough to reach the basket. 我不够高，够不着篮球筐。(P31)
enough作副词，修饰形容词或副词时应放在所修饰词的后面。例如：
He is tall enough to touch the top of the blackboard.他很高，能够得着黑板的顶部。
The boy is not old enough to go to school.这男孩还不够上学的年龄。
The water is not clean enough to drink.这水不够干净，不能喝。
25.It is fun to look at the pictures when I finish drawing them.当我画完画看看它们是是件开心的事。 (P31)
（1）It is fun to do sth.意为“做某事是件有趣的事”，it为形式主语，真正的主语为动词不定式to do sth.。例如：
It is great fun to play with snow. 玩雪是极有趣的事。
It’s great fun to play computer games.玩电脑游戏是件开心的事。
（2）finish doing sth.意为“做完某事”。例如：
When can you finish writing the book? 你什么时候能写完这部书？
篇11：译林牛津 7A Unit 3 重点难点讲解
1. I'll dress up as Monkey King. 我将装扮成猴王。(P36)
（1）I'll =I will或I shall，意为“我将”，后接动词原形。
（2）dress up意为“装扮”，dress up as…意为“装扮成……”。例如：
My friends and I always dress up at Halloween.在万圣节，我和我的朋友总是装扮装扮。(P36)
Children like to dress up as ghosts.孩子们喜欢装扮成鬼。
2. Thank you for telling me about the Mid-Autumn Festival.谢谢你告诉我关于中秋节的情况。(P36)
（1）Thank sb. for doing sth. 意为“因…而感谢某人”，相当于Thanks for doing sth. 原句=Thanks for telling me about the Mid-Autumn Festival.此句型中的for为介词，表示原因，后接名词、代词的宾格或动名词作宾语。例如：
Thank you for helping me.谢谢你的帮助。
Thank you for your help. 谢谢你帮助了我。
（2）tell sb. about sth. 意为“告诉某人关于某事的情况”，about为介词，意为“关于”。例如：
Can you tell us about your school?你能告诉我们关于你们学校的情况吗？
3.We have a special party on October 31st. 在10月31日我们进行一个特殊的聚会。(P36)
on October 31st意为“在10月31日”。英语中，在“某月某日”用介词on。例如：
He was born on September 1st.他出生于在九月1日。
在星期几或具体某一天之前也用介词on，如：on Sunday, on the first day of school。
4.We play a game called 'trick or treat.' 我们玩一个叫“不招待就使坏”的游戏。(P36)
play a game意为“做游戏”，called 'trick or treat.为过去分词短语作game的定语。例如：
The boy called Pingping is from China.那个叫平平的男孩来自中国。
I have a dog called Eddie. 我有一只叫埃迪的狗。
5.We knock on people's doors and shout 'trick or treat'.我们敲击他人的家门并喊道“不招待就使坏”。 (P36)
knock意为“敲打，敲击”，后接名词时，常跟介词on或at，构成短语knock on或knock at，意为“敲打……，敲击……”。例如：
Don’t knock on / at the desk.别敲课桌。
6.If they do not give us a treat, we can play a trick on them. 如果他们不招待我们，我们就玩恶作剧捉弄他们。(P36)
（1）if意为“如果”，引导条件状语从句。注意：当主句是将来时，从句通常用一般现在时。例如：
If we can go for a visit, that’ll be interesting.如果我们能去参观一下，那真是太有趣了。
We’ll go to the zoo if it is fine tomorrow. 如果明天好天，我们将去动物园。
If he works hard, he will soon catch up. 如果他努力学习，他很快就会赶上来。
（2）give us a treat意为“招待我们”，表示“给某人某物”时，可用句型give sb sth，也可用give sth to sb。例如：
Please give her the hair clips. = Please give the hair clips to her.请把发夹给她。
（3）play a trick on…意为“捉弄某人，跟某人开玩笑”。例如：
He likes playing tricks on others.他喜欢跟别人开玩笑。
7.We wear special costumes with masks. 我们穿着带有面具的特别服装。(P36)
（1）wear意为“穿着，戴着”，强调“穿、戴”的状态。例如：
Look! She is wearing a new dress today.她今天穿着一件新连衣裙。
What size shoes do you wear? 你穿多大号码的鞋？
My teacher wears glasses all the year.我的老师一年到头戴着眼镜。
Young people like wearing jeans.年轻人喜欢穿牛仔裤。
wear 还可以表示佩带饰物。例如：
She wore a necklace at the party.她在聚会上戴了一条项链。
put on，in也可表示“穿，戴”的意思，put on意为“穿上，戴上”，强调“穿、戴”的动作，in意为“穿着，戴着”，强调“穿、戴”的状态，后面接服饰或颜色一类的词。例如：
He put on his coat and went out.他穿上外套出去了。
It’s cold outside. You’d better put on more clothes.外面很冷，你最好多穿的衣服。
The young man in a black shirt is from London.穿黑色衬衫的小伙子来自伦敦。
You look so beautiful in green.你穿绿色真漂亮。
（2）with是介词，意为“带有、具有”，其反义词为without，意为“没有”。例如：
I like the postcard with a big apple on it.我喜欢上面有大苹果的那张明信片。
China is a country with a long history.中国是一个历史悠久的国家。
8.We make our own special pumpkin lanterns for Halloween. (P37)
（1）make sth. for…意为“为……制作某物”。例如：
My mother often makes cakes for us on Sundays.我妈妈经常在星期日给我们做蛋糕。
（2）句中的own为形容词，意为“自己的”，前面必须有形容词性的物主代词或名词所有格修饰。例如：
My father has his own car.我父亲有他自己的车子。
That is Tom’s own bedroom.那是汤姆自己的卧室。
9.My family always have a party on the evening of October 31st. (P37)
泛指“在早晨、中午、晚上”时用介词in。例如：
I usually get up early in the morning我早晨通常起得很早。
如果指具体的“某一天的早晨、中午、晚上”，则用介词on。例如：
They meet each other on Sunday evening.他们星期日晚上相互见面。
On the morning of September 10th, we celebrate Teachers’ Day.在9月10日上午我们庆祝教师节。
10.It is winter in the USA and it is very cold. (P37)
在英语中表示天气时，用it作主语。例如：
It’s very cold here in the winter.这儿的冬天很冷。
Is it raining now? 现在在下雨吗？
11.Do I look like a tiger? 我看上去像只老虎吗？(P39)
look like意为“看上去像……”，like是介词，意为“像……”。例如：
She looks like her mother. 她看上去像她母亲。
12.Let’s buy some Halloween chocolates.让我们买些万圣节巧克力吧。(P39)
let’s =let us后接动词原形，表示“让我们干某事”。例如：
Let’s go to the playground.让我们到操场上去吧。
Let’s go to school.让我们上学去吧。
Let me see.让我想一想。
Let Tom go to the playground.让汤姆去操场上吧。
13.We start school on Monday.我们星期一开学。(P41)
start意为“开始，着手”，例如：
Our club meeting starts at four o’clock ands finishes at five. 我们俱乐部会议4点开始5点结束。(P42)
begin也有“开始”的意思。两者在许多场合没有多大差别。begin常指开始某一行动或进程，与end相对。start动作性较强，带有突然开始的意思，与stop相对。例如：
Shall we begin / start dinner? 我们可以吃饭了吗？
New term begins on September 1.新学期9月1日开学。
The birthday party will begin at 6:30.生日晚会6：30 开始。
Let’s start to clean the room.我们开始打扫房间吧。
除此以外，start还可以表示“（机器）的开动”。例如：
I can’t start that car.我不能发动那辆车。
14.Here is what I will do during the first week of November.这是我在11月份的第一个星期要做的事情。(P42)
Here be…意为“这儿有……，这里是……”。Be动词的形式取决于后面的主语是单数还是复数。例如：
Here are some pictures of my family.这儿有一些我家人的照片。（P10）
Here is a ruler.这儿有一把尺。
Here are two apples.这儿有两只苹果。
15.I’ll take him for a long walk. 我将带他去散步。(P42)
take sb. for a walk意为“带某人去散步”，walk为名词，类似的表达有：go for a walk（去散步），与take a walk，have a walk的意思基本相同。go out for a walk出去散步。例如：
Miss Green often takes her mother for a walk after supper. 格林小姐常常带她妈妈在晚饭后散步。
16.Where are you going on holiday? 你去哪儿度假啊？(P44)
on holiday意为“度假”，on是介词，意为“从事……，在……中”。例如：
I am on holiday in New York. 我在中国度假。(P47)
17.Would you like some tea? 想喝些茶好吗？(P45)
句中some是表示“建议”。英语中，当期待对方作出肯定的回答，或在表示“请求，建议”的疑问句中，用some而不用any。例如：
Can I have some stamps? 我可以买些邮票吗？(P45)
Will you have some juice?你要点果汁吗？
篇12：初中英语译林牛津版7A课文01
初中英语译林牛津版7A课文01
初中英语译林牛津版 7A 课文 01[00:00.00]人人听力网 Unit 1 This is me! [00:52.40]Oh,I love this e-dog. [00:59.66]I'm Eddie.What's your name?My name's Hobo. [01:05.62]Are you my master?Yes,I am. [01:11.37]Good,This is my instruction book.Read it now. [01:18.21]Reading A Welcome to Beijing Sunshine Secondary School [01:27.28]It is the first day at Beijing Sunshine Secondary School. [01:32.92]Meet six of the new students. [01:37.59]They are Millie,Simon,Sandy,Kitty,Amy and Daniel. [01:44.67]Hi,I'm Wang Mei,My English name is Millie. [01:50.60]I'm 12 years old.I live in a flat in Beijing. [01:57.05]I have one cousin,Andy,He's 13 years old.He's in Grade 8. [02:05.00]He's very clever at Maths.He's in the school basketball team. [02:11.76]I'm in the Reading Club.I love reading.I have a dog. [02:18.21]His name's Eddie.I love him very much. [02:23.86]Hello,everyone!My name is Luo Sang.You can call me Simon. [02:30.52]My parents come from Shanghai. [02:34.57]I was born there but we live in Beijing now.I like Beijing very much. [02:42.01]I play football at school.I have one cousin.Her name's Annie. [02:49.27]Hi,I'm Sandy,My Chinese name is Li Shanshan.I'm quite tall and slim. [02:57.63]I have black hair in a ponytail.I like listening to music. [03:03.69]Loot at the three profiles of my classmates! [03:08.45]This is Kitty.Her Chinese name is Zhang Ke.She is 11 years old. [03:16.60]She is small.She loves dancing.She works hard. [03:23.26]This is Amy,Her Chinese name is Zhao Aijia.She is not very tall. [03:31.51]She has short hair.She loves swimming.She is funny. [03:38.28]This is Daniel.His Chinese name is Chen Dan.He wears glasses. [03:45.65]He enjoys playing computer games.He is polite and helpful. [03:51.89]Integrated skills [03:55.44]Simon's favourite football player [04:52.00]Speak up:making new friends [04:58.87]Work in pairs.You want to find out more about your partner. [05:05.32]Use Dan第一文库网iel and Sandy's conversation as a model. [05:10.88]Replace underlined words with your own information. [05:16.63]Hi,my name's Daniel.What's your name? [05:21.99]I'm Sandy.I live n Spring Road.Where do you live? [05:27.86]I live on Summer Road,I'm a member of the Computer Club, [05:33.82]I love playing computer games.Oh really? [05:38.86]I'm a member of the Music Club.I like listening to music. [05:44.74]Main task Writing about yourself [05:49.99]At the beginning of every school year. [05:57.83]each new students at Beijing Sunshine Secondary School
[06:03.76]has to write a profile of himself/herself for the class noticeboard. [06:10.60]Below are Millie's and Daniel's profiles. [06:15.95]My name is Millie.I am 12 years old. [06:21.41]My birthday is on 3rd October and I was born in Beijing. [06:28.47]I live on Garden Road.I have a cousin. [06:33.51]His name is Andy and he is in Grade 8. [06:38.97]I am 1.35 metres tall.My eyes are dark brown and my hair is black. [06:47.33]I love listening o music.I have lots of CDs. [06:53.78]I listen to them at the weekend.I like reading and writing. [07:00.83]I am a member of the Reading Club. [07:04.99]At home,I enjoy talking on the phone with my friends. [07:10.86]I have lots of friends here at Beijing Sunshine Secondary School! [07:16.61]Hello!I am Daniel.I am 11 years old.My birthday is on 7th October. [07:25.75]I was born in Nanjing.I live with my family in Beijing. [07:31.81]I am not very tall.I have black hair and I wear glasses. [07:38.48]I rellay enjoy school.I like all my lessons.I am not very good at sports. [07:46.42]I love playing computer games and looking for things on the Internet. [07:52.66]I want to be a computer programmer when I grow up.
篇13：Unit 2 Let's play sports 教案教学设计(牛津英语7A)
牛津英语7A Unit 2教案
雅安中学 周德西
总 课 题 7A Unit 2 Let’s play Sports 总课时 10 第 1 课时
Subject Comic strip and Welcome to this unit Type New
Teaching aims and demands 1.Make the students master the following new words and phrases: walk, really, bowl, time tennis volleyball, play tennis, play volleyball, go swimming, after school.
2. Make the students grasp the following new expressions: Do you often play football? I often play football after school. What about you?
3. Make the students understand the names of some sports.
4. Make the students use the simple present tense to describe their favourite sports.
5. Make the students love sports and take active part in sports..
Teaching keys 1. Make the students master the new words, phrases and expression.
2. Make the students understand some sports.
Difficult points Make the students use the simple present tense to describe their favourite sports..
Preview 1. Preview the new words.
2. Revise some useful phrases.
Teaching Equipments Tape recorder, PPT, Powerpoint, objects of a volleyball, a bowl and so
on
Teaching Procedures
steps Teacher’s activities Ss’ activities purpose
Step One Revision and lead-in
Review Unit 1 and lead-in the topic of sports.
T: What’s the weather like today?
Ss: It’s fine.
T: It’s good for sports. I like sports. Do you like sports? What are sports?
Show a video about sports to Ss to know what sports are.
T: Do you remember Mille, Sandy, Simon and Daniel?
S1: Yes, I do.
T: Who likes sports?
S2: Simon likes sports.
T: Do you like playing football after school?
S3: Yes, I do.
T: What sport do you like ?
S3:I like swimming.
Step Two Presentation
1、Learn the new word volleyball , tennis and some expressions by showing real objects or by PPT.
T: Do you like sports? Do you know what sport it is? ( show the pictures on the PPT and teach volley and tennis)
2、Learn some more words about sports on the PPT.
Learn these words: football, basketball, volleyball, tennis, table tennis, swimming, running, walking.
Learn these expressions: play football/tennis/volleyball/basketball, go swimming, go running, go walking
T: What sports do you know?
Which sport is it?
S1 : It’s football.
S2: It’s swimming.
S3: It’s tennis.
Step Three Practice
Practise the new patterns according to the pictures on PPT and A in P19.
T: Sports are very interesting. What sports do you like/love/enjoy?
S1: I like/love/enjoy playing football.
S2: I like swimming.
T: What sport are you good at?
S3: I’m good at playing tennis.
Step Four Presentation
Learn the new word and the dialogue.
T: It’s hot in summer. My favourite sport is swimming. I like swimming, What’s your favourite sport in summer?
S1: My favourite sport is swimming. I like swimming, too.
(After listening to the tape)
T: Does Amy like swimming?
Ss: Yes, she does.
T: Does Simon often play football?
Ss: Yes .he does.
Step Five Practice and act
Read the dialogue and act out the dialogue.
Step Six Presentation
T: We know sports are good for us. But sometimes we are very busy and have no time. So I think walking is also good. Do you like walking?.
Teach new words walking and bowl.
Play the comic strip to the students twice and ask them to answer the questions:
1、Does Eddie like sports?
2、What does Eddie like doing, walking or swimming?
Step Seven Practice and activities
T: Listen to the tape again. pay attention to the pronunciation and intonation. Girls read Eddie and boys read Hobo.
T: Practice in pairs and read the dialogue between Eddie and Hobo. You can add your own ideas.
Step Eight Exercises
Ask the Ss to do exercises on the PPT :
1.I like ______(walk).
2.I _______(walk) to school every day.
3.--Do you like _______(swim)?
--Yes. I am good at ________ (swim).
4.She ______(enjoy) sports.
5. We love ________(play) tennis very much.
6.I ______(go) ________(swim) every week.
Step Nine Homework
1. Try to find more sport vocabularies.
2. Interview your best friend about sport.
Ss Listen to the teacher, watch the video and answer the teacher’s questions.
Ss ask and answer in pairs with their own facts.
Ss look at the pictures on PPT, follow the teacher to learn the new words.
Ss talk about some sports and expressions with the teacher and tell more in pairs.
Ss practise in pairs by using the pictures and finish A in the P19
Ss listen to the dialogues and answer the questions.
Ss ask and answer in pairs with their own facts. Then ask some of them to act out in class.
Get the Ss to watch the comic strip and answer the questions.
Get the Ss to read the dialogues. Then make their own dialogues and act out
Ss discuss the answers in groups.
用一段关于各种体育的视频和前一个单元的内容引入，既可以复习旧的知识吸引学生的注意力，并且能很容易地过渡到新授内容。
用PPT课件演示能让学生直观的学习生词且对学习感兴趣
用PPT图片来进行操练，既增加了训练量，又能吸引住学生。
培养学生小组合作学习的习惯和能力
让学生进行探究性学习。恰当评价，以激励学生学习英语。
这一环节重在复习和总结本节课的知识内容。
拓展知识，开拓视野，培养自主学习的能力。
教学反思
1、尽可能用直观和先进的教学方式和方法来激发和培养学生学习兴趣。
2、加强小组合作学习，掌握合理的操练量，增加每个学生说英语的机会
3、本堂学生学习完成的情况与原设定的任务还有一点的差距，下一节课还需对部分知识进行加强性操练。
篇14：牛津英语教学教案
牛津小学英语4A教学反思
资料整理自网络。10月22日
4a Unit1教学反思
1、在教学中采用表演、游戏等形式进行，充分激发学生的参与兴趣，反馈情况较好。
2、本课时单词教学与句型操练融为一体，让学生在说中学习新词，在说中巩固新词，从而使学生达到学以致用的目的。
3、对于要求四会单词，学生当堂掌握有难度，还需在以后的教学中进行巩固复习，帮助学生掌握。
4、在教学“Work in pairs ” 要求学生充分利用练说，并让学生根据问句不同采用不同答语。
4a Unit2 教学反思
在教授partA 部分的一课中，我主要采用了视听法，它是一种重要的外语教学法，强调听说先于读写，在课堂教学中只使用第二外语。考虑到学生有了一定的语言基础，所以采用了视听法。在教师领读学生跟读之后，采用了交际法，即在真实的语言环境中，通过学生的相互交流，学习新知识。针对学生乐于进行同伴交流的特点，采用了此方法。由于课文中有些内容是重难点，所以在教授过程中格外强调，为了化解这些重难点，我采用了全身反映法，心理研究表明，再多种感官被刺激的情况下，获得知识更牢固，记忆更深刻。通过游戏歌曲，让学生自然而然的进入英语学习中。设计不同的教学任务，进行分层次教学，使不同层次的学生通过亲身体验、实践参与合作的方式，得
到不同层次的语言训练和提高。
英语教学中，我觉得教师尊重学生的情感营造一种愉悦、宽松、平等、合作的课堂氛围，让学生有积极的情感体验，注重了情感交流在课堂上李老师始终处于乐观向上高昂的精神状态中，对教学一往情深对学生满腔热情用这种热情引起学生积极情感，不是高高在上，二是用自己德智体语言调动位学生的情感，课堂气氛和谐愉快！本课的情感目标是培养学生拾金不昧的品质。
本课设计开放性的课后作业，有利于培养学生的语言学习兴趣，使教学满足不同层次学生的需要。在本节课中老师鼓励学生但是用英语对他们学习过程中的事物和错误宽容的态度并且创造条件让学生能探究自己感兴趣的问题并自主解决问题。
但在本课教学中美中不足的是我在上课时由于时间没有把握好，提前化解教学重难点的时间花的太多，留给学习课文的时间很少，今后要调整好进度。
4A Unit 3教后感
4AUnit 3围绕purse展开话题，本课对话句型较多，既复习了Where’s?？又复习了What’s this/that ?和Is this/that your ? ?在本课中，还有几个新单词，如Perhaps , over there , Not at all .等。所以在教学这一课时要顾及全面，我精心设计课堂。
上课之前，我向同学们发出倡议，老师上课需要一些道具，能否借给我一些呢？同学们非常积极，都把自己的物品送到我面前。
上课时，首先，我用以前学的I can’t find ?Where’s?？句型来复
习where及其问答。我说道I can’t find my purse . Do you know , where is it ?同学们很快在课桌上一堆物品中发现了我的钱包，纷纷告诉我，It’s on the desk . 紧接着我又指着远处一物品问：What’s that over there ?并用手势表现出来，学生们很快就明白了意思，正确回答了我的问题，在此我提出over there这一词组时，同学们都理解了含义。接下来，轮到本课的重点单词perhaps隆重登场了，我在同学的一堆物品中，随便拿了一个物品，问同学：Is this your ??同学们都能正确回答Yes 或No，因为以前在学物主代词his , her , my , your 时，我教过他们，如果要说某人的只要在人名后加’s就行了。所以学生能回答It’s ?’s，这时我提出perhaps这个单词时，学生能就感觉简单多了。当我把物品归还给那个同学时，学生们都很的礼貌，知道说Thank you .这时我自然带出Not at all .这样，本节课所有的知识点都顺理成章地出现了
最后，我出示挂图，让学生看图，带着问题听录音，再领同学朗读几遍课文后，我让他们看图，师生问答，同学们都非常流利，当我提出让他们背诵这一要求时，他们都跃跃欲试，听完他们的背诵，我大大地表扬了他们，他们可开心了。
这节课，我顺利地完成了教学内容，学生们学得也很积极，感觉真是太棒了！！
4A Unit3教学反思
小学英语教学的主要途径是课堂教学,而课堂教学又是在教学活动中得以体现的。因此,设计有效的课堂教学活动是顺利达到教学目标的
可靠保障。因此我在教授的内容是牛津小学英语4A Unit3 A purse时，明确重难点，做好课前准备工作。本单元的教学重难点是“确认所属”，与该项相结合的内容是形容词性物主代词的教学。本单元的另一个教学重难点是“空间关系”，即人或物所处的位置。为了突出这两个教学重点，克服教学难点，我是这样安排课程的。
首先我利用一节课时间，结合B部分单词教授D部分句型:Where’s myyourhisher...?I It’s inon the?.利用多种方法教授单词，操练句型。使学生能很好的掌握所学单词句型，辩请各个物主代词所代，为下节课做好准备。第二堂课，我利用所学的句型进行Free talk，复习了所学内容，同时通过老师帮助学生寻找他的文具询问其他同学自然引出所教句型：Is this hat hisher?? Yes, it is. No, it isn’t.再通过同桌操练的形式巩固此句型。最后通过表演的形式，某个同学丢了东西，同学帮助寻找将第1，2课时的内容整合在一起操练，使学生达到融会贯通。整个教学过程都是围绕这几个重点句型展开。而且，在教学过程中，我摈弃了传统英语教学所采取的“你教我学”的教学方法，千方百计为学生营造出一个宽松愉悦、民主和谐的英语氛围。
当重点句型在这种科学合理的安排下完成之后，我又带领学生回到书本，学习part A，完成part C、D，让学生在听，说，读，写的过程中，自觉的组织、运用所学的句型，让新知识在运用中巩固。这样，既加深了对词汇、句型的深刻理解和运用，又提高了记忆效果 4A Unit4 教学反思
本单元的第二课时，我主要是除了复习第一课时所教的句型：What’
s this that in English? It’s a?.更重要的教授：Do you like?? Yes, I do. No, I don’t.的句式了解对方是否喜欢。我是这么安排教学过程的： 课间，我安排播放学生熟悉的歌曲《Perhaps》，把学生带入英语的世界。在课前热身阶段，我有意识地安排了有趣的rhyme这首歌谣的朗读，以此减轻学生们对上公开课的紧张感。然后安排的What’s this in English?的连锁游戏操练,既是对旧单词、句型的复习，又为教学本节课的相关单词做了延伸铺垫，让学生自然而然的由旧知学习转向新知学习，一举两得。
在呈现部分，我根据学生现有的知识水平，先通过创设教师“请教”这一情景活动逐一呈现新句型、新单词。之后，再组织学生通过观察比较单复数形式的区别，利用tip的形式将like后何时用单数，何时用复数解释清楚。然后给学生一定的情景，通过同桌对问答的方式进行操练，学生兴趣高涨，促进了单词的内化、吸收并能将之融入对话练习。
在巩固关节，我运用请同学做调查填写表格的形式操练句型：Do you like?? Yes, I do. No, I don’t.让学生自己上台询问同学，然后记录结果，充分调动了学生参与的积极性。
当重难点单词、句型在这种科学合理的安排下完成之后，我又结合学生的年龄、适当的.设计了课堂练习，让学生在练习的过程中，自觉的组织、运用本节课所学的词汇与句型，让新知在运用中巩固。这样，既加深了对词汇、句型的深刻理解和运用，又提高了记忆效果。 教学时，我十分注意培养学生的学习兴趣，协调师生之间的关系
篇15：牛津英语教学教案
一. pre-reading环节
1.首先要唤起旧知，所以我考虑到学生在三年级上册Unit5 Look at my skirt以及四年级上册Unit7 How much?中学习了衣服类的词。所以我在pre-reading环Unit6 Whose dress is this?节中先唱已学歌曲：At a clothes shop,在通过头脑风暴的回忆已知的有关服装类的单词。通过教研员的评课我知道在头脑风暴前，可以让学生四人小组先讨论，这样可以扩大操练面。小组讨论是解决大班人多，无法让每个同学站起来发言的问题。
2.其次要创设情境，并在情境中教授一些课文中的难点或重点，可以是难读的单词或句子。我创设了本节课老师要带领大家在班级举办fancy dress party,并出示实物：skirt,cap,T- shirt, socks,通过出示这些已学物品让学生能正确评价：It’s /They’re nice/so big/too long.通过以旧带新的方法，我接着再出示了story time中的出现的衣服实物：dress, trousers，此时除了引导学生评价，还要引导孩子问Whose...is this/are these?以及回答：It’s /They’re ...’s.。
教授重点词句时不能单一，需要通过多种方法帮助学生记忆，所以可以采用游戏，chant的方法。因为我们班学生乐感很强，所以我在这里通过chant的形式带着大家巩固单词和句子。我先出示T-shirt和Mike,并示范了chant:
Whose,whose,whose T-shirt is this?
It’s, it’s, it’s Mike’s T-shirt.
紧接着我出示了海伦和裤子，让学生仿照刚才的chant，编一首新chant.
Whose,whose,whose _____are these?
They’re, they’re, they’re ______’s ____.
可是我在这儿没有给学生四人小组讨论的时间，而是直接带着大家齐声说。这也反映我在教学上包办过多，不敢放手的问题。
二. While-reading环节
1.首先要通过提出概括性的问题来帮助孩子整体感知文章。所以我通过让学生听录音回答整体性问题：What clothes can you hear?让学生仔细听录音找到dress, trousers,gloves这几个单词。
2.处理文章细节。听录音后我让学生观看视频将人物和其穿的衣服相连。可是看了视频学生不需要听人物对话就可以回答人物各穿了什么衣服。所以教研员提出，可以让学生通过描述图片的方式直接说说她们各自穿了什么衣服。
为了符合学生主体，教师主导的思想，我让学生先自主阅读前三幅图（苏海，苏阳参加聚会前准备时的场景），并评价苏海的裙子和苏阳的裤子怎么样。再让学生自读后三幅图（苏海，苏阳参加聚会时的情景）找出苏阳的手套和海伦的裙子分别是谁的。
3.对学生的朗读进行指导。这节课中我选择指导学生重音的朗读，我本来希望学生先听录音找到重读的词并圈出来，可是还是担心学生找不准而帮助学生找重读的词。
三、After-reading环节
1.巩固并运用所学内容
我组织学生四人一小组举行一个Fancy dress party.
有的同学带来了爸爸的衬衫，有的同学带来了妈妈的手套。可是请一组学生展示的时候我发现他们都会评价他人的服装，可是仍需要老师引导，才记得问Whose ... is this/ are these?
在我的课上，最大的问题是不敢放手让学生自主学习。今后我应该多在班上组织小组内讨论，让每个学生都有参与的机会。但是小组活动不是放任学生，要想组织好小组学习还要注意纪律和评价。所以我得积极动脑想办法如何将小组活动的效益最大化：比如可以通过在
每组中选举一个领导者，监督成员的表现等等。
篇16：牛津英语教学教案
教学反思：
1、本单元的重点句型Whose..is this? It’s ...’s. Whose ... are they? They’re ...’s. 要求学生理解单复数的
用法，以及名词所有格。要求学生能充分利用图片的单复数进行练说，通过本课的学习能区别is和are的用法。
2、本课还有几个重点的单词其中gloves的读音比较难一些，课后需要巩固才能把读音学会。新的知识一
定要多读、多说，多给自己锻炼的机会，以提高自己的口语能力。
3、可以通过丰富多彩的活动来操练单词和句型，活动的多样化，以及学生之间的自我评价和师评、他评，
使枯燥的单词和短语变得有趣起来，学生也有积极性，课堂氛围极高。
4、英语学习不仅要说、要读、还要会写，单词短语还应该通过写的训练来操练，要注意首字母大写，句
末的标点，单词间还要留有一些空隙。
篇17：牛津英语教学教案
1．目标意识欠缺，或者说心中有目标但是在目标的落实上有所欠缺。
Story time的教学主要是文本的教学，主要目标应该是对于语篇的理解而不是对于句法和单词的掌握，这部分句法和单词只是理解文本的辅助工具，所以在教学设计中，应该重文本轻词句的操练。但是我在这方面做得有所欠缺，例如：1） 板书的设计还是以本单元重点句型为主，而忽视了本节课文本的重点内容是“衣物的所属”，张老师给我提出了改进意见，可以将板书设计为每件衣服分别是哪位人物的，这样就很好的辅助了学生理解文本；2） 拓展部分是让学生参加一场化装舞会，并且操练句型whose??这样的设计就脱离了文本而重视了句法，本节课既然是故事教学，拓展部分应该是对故事的一个延伸，我这样的设计没有让学生对文本有一个再消化的过程，同样张老师建议我可以将此部分设计为很多学生没有去参加过这场化装舞会而是看到了照片，然后请同学们扮演去参加了舞会的同学，然后向同学们介绍这些照片，这样就能真正的检测学生是否理解了文本，也起到了真正的拓展的目的。
2. 活动方式单一
四年级的学生还处于比较活泼好动，对于新鲜事物充满兴趣的阶段，但是我的教学设计活动尤其是小组活动设计的过少，而且单词和句型的导入部分设计的过于单调，一直是用猜一猜的方式进行操练，
这里张老师建议我可以加入各种学生熟悉的动画卡通人物以及他们的物品，这样更能激发学生的兴趣。
篇18：牛津英语教学教案
牛津小学英语4A教学反思
资料整理自网络。10月22日
4a Unit1教学反思
1、在教学中采用表演、游戏等形式进行，充分激发学生的参与兴趣，反馈情况较好。
2、本课时单词教学与句型操练融为一体，让学生在说中学习新词，在说中巩固新词，从而使学生达到学以致用的目的。
3、对于要求四会单词，学生当堂掌握有难度，还需在以后的教学中进行巩固复习，帮助学生掌握。
4、在教学“Work in pairs ” 要求学生充分利用This is ?for ?进行练说，并让学生根据问句不同采用不同答语。
4a Unit2 教学反思
在教授partA 部分的一课中，我主要采用了视听法，它是一种重要的外语教学法，强调听说先于读写，在课堂教学中只使用第二外语。考虑到学生有了一定的语言基础，所以采用了视听法。在教师领读学生跟读之后，采用了交际法，即在真实的语言环境中，通过学生的相互交流，学习新知识。针对学生乐于进行同伴交流的特点，采用了此方法。由于课文中有些内容是重难点，所以在教授过程中格外强调，为了化解这些重难点，我采用了全身反映法，心理研究表明，再多种感官被刺激的情况下，获得知识更牢固，记忆更深刻。通过游戏歌曲，让学生自然而然的进入英语学习中。设计不同的教学任务，进行分层次教学，使不同层次的学生通过亲身体验、实践参与合作的方式，得
到不同层次的语言训练和提高。
英语教学中，我觉得教师尊重学生的情感营造一种愉悦、宽松、平等、合作的课堂氛围，让学生有积极的情感体验，注重了情感交流在课堂上李老师始终处于乐观向上高昂的精神状态中，对教学一往情深对学生满腔热情用这种热情引起学生积极情感，不是高高在上，二是用自己德智体语言调动位学生的情感，课堂气氛和谐愉快！本课的情感目标是培养学生拾金不昧的品质。
本课设计开放性的课后作业，有利于培养学生的语言学习兴趣，使教学满足不同层次学生的需要。在本节课中老师鼓励学生但是用英语对他们学习过程中的事物和错误宽容的态度并且创造条件让学生能探究自己感兴趣的问题并自主解决问题。
但在本课教学中美中不足的是我在上课时由于时间没有把握好，提前化解教学重难点的时间花的太多，留给学习课文的时间很少，今后要调整好进度。
4A Unit 3教后感
4AUnit 3围绕purse展开话题，本课对话句型较多，既复习了Where’s?？又复习了What’s this/that ?和Is this/that your ? ?在本课中，还有几个新单词，如Perhaps , over there , Not at all .等。所以在教学这一课时要顾及全面，我精心设计课堂。
上课之前，我向同学们发出倡议，老师上课需要一些道具，能否借给我一些呢？同学们非常积极，都把自己的物品送到我面前。
上课时，首先，我用以前学的I can’t find ?Where’s?？句型来复
习where及其问答。我说道I can’t find my purse . Do you know , where is it ?同学们很快在课桌上一堆物品中发现了我的钱包，纷纷告诉我，It’s on the desk . 紧接着我又指着远处一物品问：What’s that over there ?并用手势表现出来，学生们很快就明白了意思，正确回答了我的问题，在此我提出over there这一词组时，同学们都理解了含义。接下来，轮到本课的重点单词perhaps隆重登场了，我在同学的一堆物品中，随便拿了一个物品，问同学：Is this your ??同学们都能正确回答Yes 或No，因为以前在学物主代词his , her , my , your 时，我教过他们，如果要说某人的只要在人名后加’s就行了。所以学生能回答It’s ?’s，这时我提出perhaps这个单词时，学生能就感觉简单多了。当我把物品归还给那个同学时，学生们都很的礼貌，知道说Thank you .这时我自然带出Not at all .这样，本节课所有的知识点都顺理成章地出现了
最后，我出示挂图，让学生看图，带着问题听录音，再领同学朗读几遍课文后，我让他们看图，师生问答，同学们都非常流利，当我提出让他们背诵这一要求时，他们都跃跃欲试，听完他们的背诵，我大大地表扬了他们，他们可开心了。
这节课，我顺利地完成了教学内容，学生们学得也很积极，感觉真是太棒了！！
4A Unit3教学反思
小学英语教学的主要途径是课堂教学,而课堂教学又是在教学活动中得以体现的。因此,设计有效的课堂教学活动是顺利达到教学目标的
可靠保障。因此我在教授的内容是牛津小学英语4A Unit3 A purse时，明确重难点，做好课前准备工作。本单元的教学重难点是“确认所属”，与该项相结合的内容是形容词性物主代词的教学。本单元的另一个教学重难点是“空间关系”，即人或物所处的位置。为了突出这两个教学重点，克服教学难点，我是这样安排课程的。
首先我利用一节课时间，结合B部分单词教授D部分句型:Where’s myyourhisher...?I It’s inon the?.利用多种方法教授单词，操练句型。使学生能很好的掌握所学单词句型，辩请各个物主代词所代，为下节课做好准备。第二堂课，我利用所学的句型进行Free talk，复习了所学内容，同时通过老师帮助学生寻找他的文具询问其他同学自然引出所教句型：Is this hat hisher?? Yes, it is. No, it isn’t.再通过同桌操练的形式巩固此句型。最后通过表演的形式，某个同学丢了东西，同学帮助寻找将第1，2课时的内容整合在一起操练，使学生达到融会贯通。整个教学过程都是围绕这几个重点句型展开。而且，在教学过程中，我摈弃了传统英语教学所采取的“你教我学”的教学方法，千方百计为学生营造出一个宽松愉悦、民主和谐的英语氛围。
当重点句型在这种科学合理的安排下完成之后，我又带领学生回到书本，学习part A，完成part C、D，让学生在听，说，读，写的过程中，自觉的组织、运用所学的句型，让新知识在运用中巩固。这样，既加深了对词汇、句型的深刻理解和运用，又提高了记忆效果 4A Unit4 教学反思
本单元的第二课时，我主要是除了复习第一课时所教的句型：What’
s this that in English? It’s a?.更重要的教授：Do you like?? Yes, I do. No, I don’t.的句式了解对方是否喜欢。我是这么安排教学过程的： 课间，我安排播放学生熟悉的歌曲《Perhaps》，把学生带入英语的世界。在课前热身阶段，我有意识地安排了有趣的rhyme这首歌谣的朗读，以此减轻学生们对上公开课的紧张感。然后安排的What’s this in English?的连锁游戏操练,既是对旧单词、句型的复习，又为教学本节课的相关单词做了延伸铺垫，让学生自然而然的由旧知学习转向新知学习，一举两得。
在呈现部分，我根据学生现有的知识水平，先通过创设教师“请教”这一情景活动逐一呈现新句型、新单词。之后，再组织学生通过观察比较单复数形式的区别，利用tip的形式将like后何时用单数，何时用复数解释清楚。然后给学生一定的情景，通过同桌对问答的方式进行操练，学生兴趣高涨，促进了单词的内化、吸收并能将之融入对话练习。
在巩固关节，我运用请同学做调查填写表格的形式操练句型：Do you like?? Yes, I do. No, I don’t.让学生自己上台询问同学，然后记录结果，充分调动了学生参与的积极性。
当重难点单词、句型在这种科学合理的安排下完成之后，我又结合学生的年龄、适当的设计了课堂练习，让学生在练习的过程中，自觉的组织、运用本节课所学的词汇与句型，让新知在运用中巩固。这样，既加深了对词汇、句型的深刻理解和运用，又提高了记忆效果。 教学时，我十分注意培养学生的学习兴趣，协调师生之间的关系，师
篇五：(赛课说课稿)四年级上英语说课稿-Unit6 Whose gloves-牛津译林(一起)
Unit6 Whose gloves？
各位老师：大家好！
让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。我为实现自己的梦想和追求不懈地努力着。今天，借此平台，愿与大家一起分享我的说课，让我们一起探讨，共同成长。我说课的内容是牛津小学英语4A Unit6 Whose gloves？第二课时。
一。 说教材
教学内容
本单元的话题是寻找物主，要求学生围绕服饰类的英语单词，在一定的情景下，能正确使用Whoes is this/are they?进行交谈。在学习完第一课时的基础上，我确定了本课时的教学内容为：A（4-6），B （a pair of shorts,a scarf,a aweater,ajacket），C（Whose?is it/are they?It's/They're xxx's）。
教材地位
本课时中出现的xxx's，在前面的第三单元中已有所接触，可以说是Unit3的知识延续，具有承上启下的作用。服饰类单词的单复数使用更是对今后的单复数学习有着重要作用。
根据《英语课程标准》的教学理念，教材特点以及四年级学生的实际情况，本课的教学目标确立为：
知识目标
1.能够听、说、读a pair of shorts,a scarf,四会a sweater,a jacket
2.能够听懂、会说、会读、会写本课时的主要句型：Whose?is this/are they?It's/They're?并能在适合的情景中自由运用。
3.能够跟录音朗读对话，并能分角色进行表演。
能力目标
1.要求学生能围绕服饰类单词，在一定情景下，正确使用Whose?is it/are they?及回答It's /They're xxx's.进行交谈。
情感目标
1. 培养学生良好的学习习惯和形成有效的学习策略。
2. 培养学生对美的鉴赏和认识。
在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课重点是掌握有关寻找失主的句型：Whose?is this/are they? It's /They are xxx's.等有关服饰的表达法。难点是A pair of ?of? 中of的读音；能正确运用Whose?is this/are they? It's /They are xxx's单复数的提问。
二。 说教法
我将采用情景法、全身反应法、直观法等教学方法，以学生为主体，以Whose?is this/are they?这个话题为核心，以语言功能为主线，以任务型活动为
媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的知识与技能目标。
三。 说学法
我采用歌曲和chant 贯穿整堂课中，利用简笔画、实物投影、课件等多种手段，创设在化妆舞会中伙伴们对各人的打扮进行评论的情境，采用多种形式的操练方式，让学生在交流中理解，在交流中掌握，在交流中记忆，让学生在不同的活动中感知语言和习得语言，从而来突出重点和突破难点。
四。 说教学过程
本课我通过导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个步骤进行设计。教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是推动学生学习的强大动力，是学生参与教学活动的基础，激发学生的兴趣是新课导入的关键。”“Well begun, half done”良好的开端是成功的一半。导入设计分三块：
①唱一唱第四单元的歌曲“We are happy bees”（Which is for you,which is for me.This one or that one. ）这一首优美的英文歌，全班同学在教师的带领下，边拍手边唱，营造良好的英语氛围，使学生能自然地进入到一个良好的学习状态中。 ②通过实物投影和简笔画，复习一下上节课的单词：What's this in English?It's
a?What are they?They are?答对的学生们可让他们穿上自带的衣物进行一次走秀，让全班学生能够说起来，动起来。在复习旧知的基础上为新课的学习起到一个呈上起下的作用。
③Free talking：Look at xxx's? 评论一下学生们的打扮，为后面创设校园coseplay，伙伴们都穿着漂亮的衣服参加服装秀的情境埋下伏笔。同时也营造一种民主、和谐、宽松的英语氛围，为学生架设一座由中文思维向英文思维过渡的桥梁。
新课呈现分两部分：
①利用课件，出示一个学生熟悉的人物Liu Tao,他也来参加coseplay.点击他身上的衣服，询问学生并引出a pair of shorts。操练chant: shorts, shorts, a pair of shorts , a pair of shorts for my friend.同法操练其余的三个：a scarf,a sweater,a jacket。通过师生、生生之间的大量语言交流，鼓励学生大胆开口，勇敢表达，逐渐让学生体会到学习英语的快乐
②创设校园coseplay的情境，教师扮演一位评委，引出句型Look at xxx.She's funny.Look at her gloves.They're so big.等等。师生练说此类句型。然后通过采访，引出句子Whose ?is it?It's xxx's.Whose?are they?They're xxx's.师生围绕coseplay，操练Whose ?is it?It's xxx's.Whose?are they?They're xxx's。这两个句型，并且区分be动词单复数的使用。苏霍姆林斯基说过：没有也不可能有抽象的学生。因
此，我们要鼓励孩子们大胆地用英语表达，让他们知道“English, I can”。
巩固操练分五部分：
①说一说，利用教学卡片，在黑板上制作衣物小转盘，操练单词等。
②玩一玩，鲁迅说过：“游戏是儿童的天使。”本节课我设计“我猜，我猜，我猜猜”的游戏来操练句型 Whose?is it/ are they?It's xx's，I think./ They are xxx's,I think.
③听一听，听课文录音，完成填空：Whose ____ are they?They're my ________.Whose_____is it?It's _____.让学生带着问题去听，养成良好的倾听习惯。
来源学&科&网
④读一读，我们都知道，磁带是最好的老师，让学生跟着磁带朗读课文，正确的语音语调的形成是学生学习英语的基础，因此教师要有意识地培养学生的模仿能力。
⑤演一演，利用头饰，分角色两人小组合作演一演本课4－6对话，教师要鼓励学生进行大胆的表演。教师要充分发挥学生的学习积极性，在教学过程中注重培养学生听、说、认读的能力，积极引导学生参与、体验、交流和合作，通过让学生观察、比较、模仿、猜测等方式，让学生懂得仔细倾听和认真思考在英语学习中的必要性，并且通过师生、生生之间的大量语言交流，鼓励学生大胆开口，勇敢表达，逐渐让学生体会到学习英语的快乐，从而获得成功感。
篇19：7A unit1 This is me! 教案(译林牛津版七年级英语上册教案教学设计)
Teaching Contents : Comic strip and Welcome to the unit
Teaching aims:
A: Knowledge
1. Learn the greetings of meeting people
Good morning / afternoon / evening
Hi, I’m ----------. What’s your name ?
My name is ---------- .
2. Learn the new words .
e-dog , master , instruction
B: Language skill
Use everyday expressions for greetings and introductions .
e.g. What’s your name ?
My name is -------.
C: Feeling
1. To develop students to like English .
2. Arouse students’ interest in learning English
3. Train cooperation study
Main points :
Greetings
Difficult points : How to greet when meeting people .
Teaching method : Circumstance teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 This is me !Hi, I’m--------- . e-dog What’s your name ? masterMy name is -------- . instruction
Teaching process: Teaching activities
Step 1 Warming –up activities
1. self –introduction
Good morning / afternoon /evening
I’m Mr /Mrs /Miss --------.I’m -----------years old . I’m your teacher .
2. Lead-in
Use everyday expressions for greetings and introductions .
The teacher asks one student some questions
“ Hi’, I’m -------- ? What’s your name?”
Then ask some students to do it again . (about 4 students )
Give the model sentences on the blackboard.
e.g. (1) “What’s your name ?” ---- My name is --------.”
(2)“Hi, I’m --------? “ ----“What’s your name ?”
-----“My name is --------“
3. Practice
(1) Let some of the students come to the front and ask the class .
In pairs .(about 4 groups )
Let them practising greetings above.
(2) Work in pairs practising
(3) Check (ask the students to the front and practise )
Step 2 Presentation
2. Introducing six new friends
T: Now you have many new friends .Do you want to make more new friends ?
Show pictures on the blackboard .Let the students look at them .
This is Simon. This is -------.
3. Make six masks of the children and go on introducing six children’s names .( Let the students wear the masks and introduce themselves )
Ask six students to come to the front and play six new friends .
The students point to themselves and say ,
“ I’m Simon” “I’m Amy” “I’m ------------“
3. Pair work.
Let students get to know these six new friends and remember them .Practise greetings in pairs .
Step 3. Greetings
1. Show a clock of different time .Let the students identify the time .
14:35 08:20
22:15 18:10
2. Let the students know when to say
Good morning /afternoon /evening / night
3. Let the students practice greetings at different time
Greet their partners and then introduce themselves
(Ask students to draw pictures of the sun ,the moon , the sun set , a sleeping baby , say greetings to each other according to these pictures.)
4. Do written exercises part B on page 3 and then check it .
(write greetings on the book .)
Step 4 Presentation
1. Use a multimedia to let the students watch the cartoon between Eddie and Hobo.
2. Introduce
This is Eddie . This is Hobo . Eddie is Hobo’s master . Hobo is an e-dog .
3. Ask the students
Who is Eddie? (He’s the master .) Who is Hobo ?
( He’s the e-dog) . Do you like Eddie ? Do you like
e-dogs ? You can ask your mother to go and buy it for you .
Does Eddie like the e-dog ? How do you know ？
(show a real e-dog ) This is an e-dog . It’s very lovely .
4 . Learn new words
Step 5 Presentation
1. Let the students watch the cartoon and listen to the talk
between Eddie and Hobo .
2 .Let students read after the talk of them .
3. Show the new words of this text . Let the students read them first ,then read after the teacher. .
Step 6 Practice
Let the students read by themselves .
Check Let students read the talk .
Step 7 Acting
Let the students play Eddie and Hobo and act out Pair work
Step 8 Homework
Let the students write their profiles .
Notes: 我是-------------。我---------------岁。我是一名学生。我在二班。
我喜欢我的学校。
Unit One ( the second period )
Teaching Contents : Reading (A, B)
Teaching aims:
A: Knowledge
1. Learn the new words .
Year , flat . clever , maths , basketball , club ,come from , be born , slim ,ponytail ,music ,profile , hard . wear ,enjoy ,polite ,helpful, funny
2. Learn the introduction of oneself
B: Language skill
Let students use the words and the drills to introduce oneself .
C: Feeling
1. To develop students to speak up actively
2. Let students be full of self-confidence
3. Train cooperation study
Main points :
1. The new words
2. Drills
Hi, I’m _______.I’m_________years old . I’m________(tall/short).
I live in a flat in Huai’an.
I love ________(swimming / dancing / playing computer games)
Difficult points : Learn how to make an introduction of oneself
Teaching method : Task-based teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 Reading ( A, B)Millie Simon Sandy Kitty Amy Daniel
Teaching process:
Teaching activities
Step 1 Revision
1. Review the lesson which we learned last time
Greetings (The teacher starts with simple greetings to the students)
2. Let students use everyday expressions to communicate when meeting
people .
Step 2 Presentation
1. Intrduction (show three pictures of Chinese teacher ,Maths teacher and English teacher with a few
self-introduction words below them )
Hi, I’m ---------. I’m ------------years old . I’m ---------tall/short.
I (don’t ) wear glasses. I live in a flat in Huai’an.
2. Ask students to read them and guess who they are .
3. Ask students to say after the teacher .
Step 3 Practise and act out
Ask students to practise themselves in groups and act out .
Step 4 Presentation
1. Show six masks of the new friends and ask students who they are and help students memorize
2. Write the names on the blackboard
3. T: Do you know what they like ? If you want to know ,please read their profiles on page 4.
4. Ask students to answer questions “What do they like ?” Use the sentences “ -----likes doing --------.”
5. Learn the new words
T: Now we know what they like ,but do you know more about them ?
I’ll ask you to read it again . Before that , let’s learn the new wordain task of this Unit?”
Let the students discuss and ask one of the students to tell the class .
Teacher writes it on the blackboard
Main task : Writing a profile about yourself.
2.T: But do you know how to write a profile ? First please read Millie’s and Daniel’s profiles to know how to write a profile .
3. Get the students to read the profiles .
4.Teacher gives the students some questions according to the two profiles, and asks them to answer.
1).How old are they ? 2).When were their birthdays?
3).Where were they born ? 4).Where do they live now ?
5).What do they look like ? 6).What are their hobbies?
7) Who is Andy ? 8). Who has a lot of CDs ?
9).Does Millie have a lot of friends ? 10).What does Daniel do on the line ?
5.Then ask the students to ask and answer in pairs .
Read some new words and phrases on the blackboard .
6).Now do you know how to write a profile ?
Sump up : 1). … 2). … 3). …(让学生总结。)
Step 2. Practice
1.T: Millie has a lot of CDs , I have a lot of CDs ,too.
I like listening to music , do you like listening to music ?
S: Yes , I do .
T: Do you like playing computer games ?
S: Yes ,I do .
T: I’m good at singing , are you good at singing ?
S: No , I’m good at playing football
T: I have a cousin ,Do you have a cousin ?
S: No, I don’t . But I have a sister .
2.Can you practise like this .(Let the students ask and answer freely.)
(让学生互相说一说各自的喜好和其它一些情况，为下面写profiles作铺垫。)
Step4. Writing
T: We will have a party in our class . And many our penfriends will come to the party .
Can you write your own profile for your class noticeboard to let our penfriends know us well .
Now please write .Let the students write .
Ask some students to come to the front to read theirs , that is to tell the class yourself .
Homework :
1. Ss write their profiles and stick their own photos on the page .
2. Ask the Ss to design their profiles and stick their profiles on the wall . Choose five best ones .
Procedures of teaching for Unit 1
(The Ninth Period)
Teaching content : Checkout To revise the grammar and the vocabulary in Unit 1.
Teaching aims: 1. To revise the grammar and to be able to use it correctly .
2.Enable the students to master the vocabulary in this Unit and to be able to find out more words .
3.Enable the Ss to use what they have learned to communicate with others freely .
Teaching Aids : Pictures Of six students .
A projectors .
Teaching procedures :
Step 1. Revision
1.T: Last lesson I ask you to write your own profile for your class noticeboard . Have you finished ?
S: Yes .
T: Now please hand in your profiles with their photos .
Show some profiles to the Ss and talk to the Ss like the following .
T: Do you know this girl ? S: Yes, I do . She is … .
T: Is she lovely / pretty / beautiful ? S: Yes, she is .
T: Look at this girl , is she tall/ slim / fat /thin ? S: Yes, she is .
T: Does she have long hair ? S: Yes , she does .
T: What is she like ? S: She is slim .
2.Then teachers and Ss talk about their profiles together .
3.T: This is Lily’s profile , look ,Lily is pretty .
Lily ,can you read your profile?
4.Ask some other Ss to come to the front to read their profiles .
Step 2. Presentation
1.Today let’s learn the last lesson --- Checkout .
We will revise grammar and vocabulary .
2.T: Do you like listening to music ? S: Yes, I do .
T: Do you like playing football?（板书）
S: No, I don’t like playing football .（板书）
But Simon likes playing football .（板书）
T: Excuse me , Simon . Do you like playing football ?
Simon: Yes, I do .
T: Oh. I see . You like having sports . Me , too.
But how many kinds of sports do you know .
S: Basketball , football , volleyball and so on .
Now open your book at page 17. We have three word families ---- People , Sports , Appearance .Please put the words on the right word families .
3.Ask three Ss to come to the blackboard and write their answer .
4.Check the answers on the blackboard . Let the students read the words on the blackboard together .
5. Can you say more words about people , sports , and appearance ?
Let the Ss discuss in pairs .
6. Ask some Ss to say their answers .
(这一步骤主要帮助学生学习归纳总结所学词汇。)
Step 3.Grammar
T: Now boys and girls ,please look at the blackboard
(在黑板上有几句关于一般现在时态的句子,上面已经给出。)
What kind of tense is used in these sentences .
S: The simple present tense .
T: yes, you are right . Now do you know how to use it ?
Let the Ss discuss in groups to sum up the usage of the simple present tense .
(帮助学生列表归纳总结。)
Step4. Exercises
1.T: Now do you know the grammar ?
Do you understand it ?
S: Yes , we do .
T: Please open your books at page 17. Do part A.
Let the Ss fill in the blanks , and then check the answers .
Ask some pairs to work in pairs .
Get them to write their score on the paw .
3.Ask the Ss to write a profile about their good friends, then get the Ss to read it in class .
Homework :
1.Preview the next lesson .
2.Recite the words and expressions of Unit 1.
3.Write a profile about their teacher .
Unit 1 (the Tenth Period)
Integrated skills B
Study Skills
Teaching Design
Teaching aims:
1. Enable the students to exchange information about oneself.
2. Enable the students to ask questions about personal information.
3. Enable the students to respond questions to oneself.
4.Enable the students to establish and
maintain relationships and routines in school.
5. Enable the students to use everyday expressions to give instructions, make requests, and give responses.
Teaching Aids:
1. Student’s Book 7A
2. Some pictures.
3. A computer and a slide projector
Teaching procedure :
Step 1 Revision
1. Greeting. and try to find something about me .
2. Check the homework.
Step 2 Presentation
B Speak up: making new friends
1. Let students ask the teacher some queations.(to the following table)
Name: (What’s your name?)
Address: (Where do you live?)
Hobby: (What’s your hobby?)
T: Could you please say something about me now?
( Show the paper)
Name: Wang Ling
Address: Renmin Road
Hobby: Reading
A member of the Reading Club
S: Your name is ….
T: Good. Where do I live?
S: You live on Renmin Road.
T: ( to another studrnt) Where do you live?
S: I live …. ( Let students practise them.)
T: What do I like?
S: You like reading and you are a member of the Reading Club.
T: Yes. What do you like?
Ss:I like dancing. I am a member of the Dancing Club.
I like listening to music. I am a member of the Music Club.
I like playing the piano. I am a member of the Piano Club.
I like swimming. I am a member of the Swimming Club.
I like playing football. I am a member of the Football Team.
I love watching films. I am a member of the Film Club
2.Present the dialogue.
T: (OK. Do you want to be my friend?) Hi, my name is Wang Ling. What’s your name?
S: I’m Rose.
T: I live on Renmin Road. Where do you live?
S: I live on ….
T: What do you like?
S: I like listening to music. I am a member of the Music Club.
T: Oh really? I’m reading. I’m a member of the Reading Club
Nice to meet you.
S: Nice to meet you, too.
3. Work in pairs (show the sentences).
4. Act out their dialogue.
Step 3 Listening
( Show the picture of Daniel and Sandy)
T: Look at the picture. Who are they? S: They are Daniel and Sandy.
T: What are they doing? S: They are talking.
T: What are they talking about? Please listen to the tape.
And then answer the questions.
Where do they live?
What do they like? (Written on the blackboard)
1. Play the tape for the students.
2. Check the answers.
3. Listen to the tape and read after the tape.
4. Read the dialogue in parts.
Step 4 Presentation
Working with others A
1. Present this.
T: Boys and girls, I want to copy this dialogue. But I don’t have a pen with me. Do you have a pen?
S: Yes, I do. Here you are.
T: Thank you very much. Oh, do you have a new exercise book with you?
S: No, I don’t.
( Written and read)
Do you have a …? Yes, I do.
No, I don’t.
Step 5 Practice
1.Students make dialogues using them.
2.Act them out.
Step 6 Presentation
1. Present this.
T: Do you have a ruler, Mike?
S: Yes, I do.
T: Can I borrow your ruler?
S: Yes, I can. Here you are.
T: Thank you very much. (to the all) I borrow Mike’s ruler or I borrow the ruler from Mike. And Mike lends me his ruler or Mike lends his ruler to me.
(Explain the words “borrow and lend”.)
★ 牛津英语教案
★ 牛津小学二年级英语教案：Unit8 Dinner time
★ 《牛津初中英语》7A教案Unit 3 Let’s celebrate!
★ 初一牛津作文
★ 牛津翻译
★ 7A Unit 1全部(译林牛津版七年级英语上册教案教学设计)
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