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篇1：译牛7A Unit 1 重点难点讲解(译林牛津版七年级英语上册教案教学设计)
1. He is very clever at Maths. 他擅长数学。（P4）
（1）clever是形容词，意为“聪明的，伶俐的”，同义词为bright，反义词为stupid。
（2）be clever at…意为“擅长于……”，相当于be good at。例如：
Jack is clever at English.=Jack is good at English. 杰克英语学得好。
be clever at与be good at后面跟动词时，必须用其-ing形式。例如：
Beibei is clever at / is good at dancing.贝贝擅长于跳舞。
Tom is clever at / is good at playing basketball. 汤姆篮球打得好。
2. He's in the school basketball team.他是学校篮球队的队员。（P4）
I'm in the Reading Club.我在阅读兴趣小组。（P4）
句中的“be in + 团队组织”意为“be a member of …”。因此
He's in the school basketball team.= He's a member of the school basketball team.
I'm in the Reading Club. = He's a member of the Reading Club.
例如：
Mike is in the Country Football Team.迈克是国家足球队的队员。
Many students in our class are in the Swimming Club.我们班许多学生参加了游泳兴趣小组。
3. You can call me Simon. （P4）
call意为“叫、称呼”，call sb. /sth. + 名称，意为“叫某人（某物）为……”。例如：
You can call him Tom. 你可以叫他汤姆。
What do you call it in English? 你们用英语怎么称呼它？
call还有“打电话”、“叫、喊”之意。例如：
Who is calling? This is Helen speaking. 谁在打电话？是我，海伦。
Listen, someone is calling you. 听，有人在叫你。
call也可作为名词，意为“电话”。如：a telephone call 一通电话。
4. My parents come from Shanghai.我父母是上海人。（P4）
come from意为“来自……（地方），是……（地方）人”。
come from=be from
My parents come from Shanghai.=My parents are from Shanghai.
例如：
Jim comes from America.= Jim is from America.吉姆来自美国。
5. I was born there but we live in Beijing now.我出生在那儿但我们现住在北京。（P4）
be born意为“出生”。例如：
Simon was born in Shanghai. 西蒙出生在上海。（P5）
He was born on July 27th.他出生于七月二十七日。
My sister and I were born in Beijing.我和我妹妹出生在北京。
6. I play football at school. 我在学校踢足球。（P4）
at school可以表示“在学校”，也可以表示“上学”的概念。school表示抽象概念，而不是指具体场所时，school前不加冠词，也不用复数形式。例如：
Daniel, do you play tennis after school? 丹尼尔，你放学后打网球吗？（P9）
7.I love reading. 我喜欢看书。（P4）
I like listening to music. 我喜欢听音乐。（P4）
He enjoys playing computer games. 他喜欢玩电脑游戏。（P4）
like, love, enjoy后面接动词的-ing形式，构成句型“like / love / enjoy doing sth.”意为“喜欢干某事”。例如：
She loves dancing.她喜欢跳舞。 （P4）
She loves swimming. 她喜欢游泳。 （P4）
I am really enjoying teaching you.我真的一直很喜欢给你们上课。
Mary likes playing the violin.玛丽非常喜欢拉小提琴。
8.I love him very much. 我非常喜欢他。（P4）
very much意为“很，非常，十分地”，通常用来修饰like, love, enjoy, miss, thank等动词，表示程度。例如：
All the students in our class like English very much.我们班所有学生都很喜欢英语。
The little girl loves singing and dancing very much. 这小女孩十分喜欢唱歌跳舞。
He enjoys playing football very much. 他非常喜欢踢足球。
9.She works hard. （P4）
works hard意为“努力学习，努力工作”。Hard在此为副词，修饰动词 work。
work hard at…意为“在……方面努力学习，在……方面努力工作”。例如：
She works hard at Maths.她努力学习数学。
10.I wear football boots when I play football.我踢足球时穿足球鞋。（P7）
I play tennis with a tennis racket.我用网球拍打网球。（P7）
表示球类运动时，球类名词前通常不用任何冠词。例如：
I play football at school. 我在学校踢足球。（P4）
Daniel, do you play tennis after school? 丹尼尔，你放学后打网球吗？（P9）
Look! They are playing football over there.看！他们在那儿踢足球。
11.Here are some pictures of my family.这儿有一些我家人的照片。（P10）
（1）Here be…意为“这儿有……，这里是……”。什么时候用is还是are，主要看后面的主语是单数还是复数。例如：
Here is a ruler.这儿有一把尺。
Here’s a piece of paper.这儿有一张纸。
Here are two ball pens. 这儿是两支圆珠笔。
Here are two apples. 这儿有两只苹果。
（2）英语中以here, there开头的句子常用倒装结构，把here, there 放在句首。在这种结构中，如果主语是名词，该名词须放在动词之后。如果主语是代词，则放在动词之前。例如：
---Helen, where’s the eraser? ---Here it is.海伦，橡皮呢？在这儿呢。
Here we are. 我们到了。
Here is a little present for you. 这儿有一份给你的小礼物。
There comes a bus.公共汽车来了。
There goes the bell.铃响了。
12.I hope you and your family are well.我希望你和你的家人身体都好。（P10）
（1）句中的family意为“家人，家庭成员”。family指家庭成员时，为集体名词，后接复数动词形式；如果把family看成一个整体，则后接单数动词形式。family也有“家，家庭”的意义，其复数形式为families。例如：
The whole family are watching TV.全家人都在看电视。
My family are all very well.我的家人身体都很好。
His family is large.他家是个大家庭。
（2）句中的well为形容词，意为“身体好，健康的”，相当于fine。例如：
---How is your father? ---He is very well. Thank you.你父亲身体好吗？很好，谢谢。
13.At the weekend, I usually go running for half an hour.周末，我通常跑步半小时。（P11）
go running意为“去跑步”。在表示去进行带有娱乐性的体育活动时，可以用go+V-ing结构。例如：
go swimming 去游泳
go shopping 去买东西
go fishing去钓鱼
go skating去溜冰
14.I am good at football. 我擅长于足球。（P11）
be good at 意为“在……学（干）得好”，相当于do well in。at 是介词，所以它后面接sth或doing sth。例如：
I’m good at music, but he does well in sports. 我擅长音乐，而他体育很好。
Is she good at singing?=Does she do well in singing? 她唱歌唱得好吗？
Tom is good at playing basketball.= Tom does well in playing basketball. 汤姆篮球打得好。
15.Can I borrow your rubber?我可以借你的橡皮吗？（P14）
borrow意为“借某物”，指从别人那里借来东西（借入）。例如：
Can I borrow your pen ?我可以借用一下你的钢笔吗？
“向某人或某处借来某物”用“ borrow something from somebody/somewhere.例如：
Do you often borrow books from the library?你经常从图书馆借书吗？
lend也有“借”的意思，但lend指把东西借给别人（借出）。例如：
Can you lend me your pen ? 你可以把钢笔借给我吗？
“把某物借给某人”用“lend sb sth”或 “lend something to somebody”.例如：
Will you please lend your bike to me? 你能把自行车借给我吗？
16.If you do not know the answer to something, you say….如果你不知道某件事情的答案，你说……。（P14）
the answer to意为“……的答案”，to为介词，表示所属关系。例如：
the key to the room 房间的钥匙
the answer to the questions 问题的答案
the key to the exercises练习的答案
17.I am 1.35metres tall.我身高1.35米。（P15）
1.35metres tall意为“高1.35米”，英语中用“数字+单位+形容词”可以表示长，宽，高，年龄，身高等。例如：
That street is about 9 kilometers long and 6 meters wide.那道街长9公里，宽6米。
The office building is more than 30 meters high. 办公楼30多米高。
His brother is 1.80 meters tall. 他的哥哥身高一米八。
My sister is 12 years old. 我妹妹12岁。
就多长，多宽等提问用how +形容词。例如：
How long is the bridge? It’s over 200 meters long. 这条桥有多长？ 200多米长。
How old is your father? He is over forty years old.你爸爸年龄是多少？他40多岁。
篇2：上海牛津版7A Unit 6 听力教案(译林牛津版七年级英语上册教案教学设计)
Teaching Design
Teaching type Listening and Speaking
Methodology 1. Use the task-based approach to give opportunities to students to involve themselves in the activities and try to learn by using English.
2. Use the discovery method, to encourage students to notice the sub-skills of listening by themselves. Also, develop students’ ability of learning.
3. Use the cooperative method, to cultivate the ability of cooperating and communicating with peers.
Analysis of the textbook 1. The topic of this unit is Beyond Time and Space, which is of difficulty for junior students to talk about. Reading A in this unit is a story about Captain King’s adventure meeting Monster Gork. Reading B is a story about Kelly’s meeting alien dogs. These two reading materials give students input about the topic.
2. This lesson focuses on two listening materials; one is about an alien’s trip to Shanghai and the other is a dialogue talking about the life in the future. In this lesson, more input will be given to students, besides, the target grammar of this unit-- Simple Future Tense will appear in Listening B.
Analysis of the students Students have learnt about the basic knowledge of Simple Future Tense in primary school. However, they think the topic is too big, and they do not know where to start their talk.
Teaching aims 1. Knowledge: Have more input of the topic “Beyond time and space”.
2. Listening skills:
1) Predict with the help of pictures or titles, etc.
2) Tell the sequence of events
3) Use grammar knowledge to help understanding
4) Understand people’s attitude
3. Sub-skills of speaking:
1) Being able to talk about planning and future
2) Using the simple future tense
4. Attitude:
1) To be active at study and be confident.
2) Be willing to take part in the activities.
3) Cooperate in a group and learn from peers.
The most important & difficult points in teaching 1. The most important teaching points:
1) Predict with the help of pictures or titles, etc.
2) Tell the sequence of events
3) Use grammar knowledge to help understanding
2. The most difficult teaching points:
Use grammar knowledge to help understanding
Teaching Aids Computer, projector, blackboard
步骤 目的 教师活动/方法 学生活动/方法 条件/手段
Lead-in
1. To teach some new words that will help the listening task
2. To introduce the topic---An alien’s trip. 1. Talk about students’ trip to Guangdong Science Center, and raise the question, is it possible that one day aliens will come to our earth?
2. Teach some new words by showing the pictures
3. Ask students to use the new words to talk about what they will do if aliens come. 1. Begin to think about the topic of aliens and get ready for further study of it.
2. Look at the pictures; and use the new words to talk about what they will do if aliens come. Computer and projector
Pre-
listening
1. To guide students to predict before listening with the help of pictures.
2. To give more time to students to be familiar with the pictures and get ready. 1. Ask students to look at the picture and guess what places Gorkella visited or what she did.
2. Ask students to choose one picture that they like most to talk about.
3. Ask students to guess which picture is the last one according to the story. 1. Look at the pictures; guess what places Gorkella visited or what she did.
2. Choose one picture that they like most to talk about.
3. Guess which picture is the last one according to the story. Student’ work sheet, textbook, blackboard, computer and projector
While- listening (listening A) 1. To practice listening comprehension
2. To use listening strategies
3. To tell the sequence of events 1. Ask students to listen to Listening A for twice and finish the exercises in A1 and A2.
2. Check the students’ answers. 1. Listen and number the pictures.
2. Listen again and complete the sentences. Recorder, textbook , computer and projector
Post- listening
1. To emphasize two useful listening strategies- predict with the help of pictures or titles and use grammar knowledge to help understanding
2. To notice people’s attitude
3. To use Simple Future Tense to talk about plan. 1. Check students’ prediction and ask students to think about what listening strategies they have used.
2. Ask student whether people like Gorkella according to the listening.
3. Ask students to talk about what they will do if they can have one day in space. 1. Think and talk about what listening strategies they have used.
2. Review the listening, and pay attention to people’s attitude.
3. In groups and talk about their plan in space Students’ work sheet, textbook, computer and projector
Listening B 1. To practice listening comprehension
2. To use listening strategies 1.Ask students to listen and fill in the blanks according to listening B
2. Check students’ answer and help them review the listening strategies. Listen and fill in the blanks Textbook , computer and projector
Speaking & language production 1. To have more input information
2. To talk use Simple Future Tense to talk about the future.
3. Get ready for the writing lesson tomorrow. 1. Show some opinions about the life in the future.
2. Ask students to talk about “Will the future become better or worse” 1. Read aloud the forecasts for the future.
2. In groups, discuss “Will the future become better or worse”, list as many reasons as possible. Student’ work sheet, blackboard, color paper, computer and projector
Home work 1. Complete Listening on P85-86 of Book B
2. Write a passage to describe the life in the future.
Title: Life in the Future
Requirement： a. Use Simple Future Tense
b. More than 60 words.
篇3：7A 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”.)
篇4：牛津7A Module 1 Unit 2 My day(译林牛津版七年级英语上册教案教学设计)
Period(1)
一 教学内容：Comic strip+ Welcome to the unit
二 教学目标
1 能听、说、读、写单词fun,sleep,a.m,p.m,homework。能听懂、会读单词wake,just,activety并理解单词assembly,after-school；
2 能用所学英语谈论一天的活动安排；
3 培养学生在日常生活中运用语言进行实践的能力，从而激发学生学习英语的积极性。
三 教学重点
1 生词和日常交际用语；
1 描述一天活动安排的动词词组。
四 教学难点
1 一般现在时的助动词do/does的用法；
2 能比较各自的活动时间表或日程纪录并互相问答。
五 教学用具
1 投影仪2、图片(第18页)四张3、白纸若干(依照第19页事先划好表格)
六 教学步骤
1 简单回顾第一单元所学。让一两名学生到前面进行该单元重点内容“介绍”的表演：Introduce oneself,表演完后，教师问：Do you think they do them very well?(Yes),然后说:I think all of you do very well in learning Unit 1. Congratulations!(带领全班同学一场鼓掌)。接着，问学生：Do you remember Eddie and Hobo? (Yes) Please look at the time-table of Edie.在黑板上画出一张简单的表格，分别写出时间和活动名称。Say : This table can tell us Eddie’s daily activities.(教生词activities)Let’s have a short talk about it. What time does Eddie get up? What time does Eddie have breakfast ?
2 出示第18页图片，为学生朗读对话，并借助于图片、动作教单词wake,just,sleep,fun及短语wake up,然后问学生：
What is Eddie going to do after breakfast/lunch?
打开书本，带领学生朗读数遍后，需求学生分组对话，最后选出几组到前面，他们用动作、表情来进行表演。然后问学生： Do you want to be like Eddie?(No)Then, What’s your daily activities?点出本单元所学重点：Today we’re going to learn Unit 2.In this unit, we’ll learn how to talk about our daily activities .
3 让学生分成3人一组，就日常生活和活动进行集体自由讨论并已划好表格的白纸上记下各自的时间及活动名称，要求学生进行这样的提问：When do you get up/have breakfast?etc.
4 书本第19页，与学生们一道先浏览Millie’s day,让学生猜出a.m. , p.m.的中文意思，教单词assembly.
5 让学生装把自己讨论的日程活动安排草表，对照A部分Millie’s day的内容，加上a.m., p.m.,填入“My day”的表格中。然后让几位学生到前面向全班同学描述自己的一天，最后分组进行组内发言。
6 游戏：将A部分表示活动名称的动词词组写在黑板上，领读数遍后分成休闲--运动--用餐--上学四种类别，分四个大组，让学生分类别写在白纸上，并可适当增加一些。然后合上书本，进行组与组之间的词组竞赛，看哪一组的词汇再现量居多，评出优胜组。
7 家庭作业：《全程训练与测评》第二单元第一课时练习。
Period(2)
一 教学内容：Reading(A) School life
二 教学目标：
1 能听、说、读、写单词beause, buy, whole, day, other, spend, Tuesday , Friday, also, volleyball,swimmer,e-mail及短语more,than;能听懂、会读单词snack,hall,practice;能理解单词tuck,principal;
2 能通过图片与关键词来推测单词的大意，并通过阅读对语篇内容的正确理解；准确地获取对北京阳光中学的具体信息。
三 教学重点
1 对语篇内容的正确理解； 2 生词和习惯用语。
四 教学难点
1 阅读技巧的培养；
2 通过比较能模仿范文，用英语简单描述出学校的大致情况。
五 教学用具：1 、投影仪 2、录音机3、图片若干
六 教学步骤
1 复习上一课时中的日常生活问题：When do you get up every morning? When do you have breakfast? etc.
让一两个学生到讲台前根据自己的日程纪录，用英语简单描述一天的活动时间安排，可作为一个free talk. 教师这样说：
Now, please take out your diary and try to talk about your daily activities briefly.
2 问学生：Do you get up early every morning? ( Yes) Do you like your school? Why?
Is your school big or small? Are there any trees in your school? What class are you in?
What do you often do at school?
(有些问题可以让学生自由讨论片刻，再回答)
然后说：Here is an e-mail from Millie to her new e-friend Tommy. Listen first, and try to answer the question: What are her favourite lessons? 让学生猜出e-friend的意思：再放一遍录音或为学生朗读一遍课文，帮助学生找出问题答案。
3 打开书本，让学生快速浏览第20页上的文章，并帮助他们划出生词。将学生分为三人一组利用图片及上下文意思猜出生词含义，必要时可用学生装所学过的英语给予适当的解释。最后翻到“单词表”，核对全心全意的猜测，对猜对率高的一组进行表扬，鼓励并告诉学生：这是一种良好的有效的快速阅读技巧，希望他们以后多加重视、尝试。
4 放录音或读米莉的电子邮件，学生跟读。教师提醒学生注意生词的正确语音及语句的正确语调。
5 设计一些理解性问题并出示在投影仪上，帮助学生检查对课文信息的正确识别和捕捉。
1) Is Beijing Sunshine Secondary School a big school?
2) How many students are there in it ?
3) What class is Millie in?
4) Why does she like her classroom?
5) What’s in the playground?
6) Who is Millie’s best friend? etc
然后鼓励学生针对课文其余部分，互相提出问题，并分小组进行问答活动。
6 让学生把自己的学校与北京阳光中学作比较，依照课文，写一段话，简单地描述。教师可在班上巡视，给予必要指导。最后选出一两篇完成较快的作为范文，在全班朗读让其他同学进行创造性补充或点评。
7 家庭作业
①以My school为题，写一篇描述自己学校的e-mail.
②《全程训练与测评》第二课时练习。
Period(3)
一 教学内容：Reading (B)(C)(D)
二 教学目标
1 能听、说、读、写单词something,other,kind,head,并听懂会说单词meal,improve,skill,use及短语twice a week；
2 能识别有关学校生活和各种活动的具体信息；
3 能选择一些想法并用完整的句子表达出来。
三 教学重点
1 在不同的情景和语境下运用英语；
2 能获取有关学校的准确信息并进行问答。
四 教学难点
1 运用动词和名词谈论课外活动；
2 培养学生用英语思维的能力。
五 教学步骤
1 复习第19页My day 内容，让学生到讲台前做free talk.根据自己的日程安排表简单描述自己一天的主要活动。复习第20页课文内容，用上一课时中设计的理解性问题问学生，以帮助学生巩固对e-mail信息的识别。然后做书本第22页上的判断正误练习。可先告诉学生该项的语境：汤米阅读了e-mail后，向他的朋友介绍米莉。教生词twice,week并解释,再要求学生把错误的表达改正过来。
2 复习第20页课文中的词汇，可借助《全程训练》中相关内容，也可自行设计相关练习，出示在投影上，然后做书本第21页B2的练习，(事先应通过上面的英文提示提醒学生本练习的语言背景)要求学生学会用所的词解释生词，从而鼓励学生积极用英语思维（可借助于学过的词教右边短语中的生词）。
3 出示第21页的四张图片，利用图片帮助学生回忆第20页所学单词。
问：Where are the students? 待同学们正确识别并回答出以后，告诉他们：这此词汇可以帮助学生了解学校里的不同场所。然后做书上第21页B1，在不同的图景下填上相应的词（组）。
4 看书本第22页D: Millie’s Day.根据第19页上米莉的日程纪录，用方框中所提供的时间先让学生回答出以下问题：
What does Millie do at 6:30 am? What does Millie do at 7:00 am? etc.
然后在白纸上按图片顺序写出答案：
Picture 1:Millie does after-school activities at 3:30p.mm-4:30p.m.。等选出部分学生朗读他们的句子予以适当的点评后，让所有学生在图片下面的横线上写出相应的时间。最后利用时间和图片分组问答：What does Millie do at …？
5 归纳整个Reading部分材料中的useful expressions.写在黑板上，领读数遍后。圈出其中的动词或名词短语，让学生分组进行相关的信息交流：
When do you do after-school activities?
What kind of after-school activities do you like?
Do you like playing tennis?
Where is the Assembly Hall is your school?
教师可在班上巡视，并给予适当指导。
6 家庭作业
①用第一人称及第22页D中的时间造一些有关生活或活动安排的句子；
②《全程训练》第3课时练习。
Period(4)
一 教学内容：Vacabluary
二 教学目标
1 能听、说、读、写单词newspaper,film,mum,school,right及短语make model planes
2 能用所学英语谈论日常生活或活动的喜恶。
3 能学会用合适的语调朗读一般疑问句。
4 培养学生练习改正对方错误的良好的学习方法。
三 教学重点
1 生词和日常交际用语；
2 使用动词和名词谈论课外活动。
四 教学难点
1 一般现在时：使用动词to do 提问；
2 选择并使用合适的动词描述特定的活动。
五 教学用具：1、投影仪2、图片3、白纸
六 教学步骤
1 复习学过的活动名称，让学生将其分成不同的类别：休闲--运动--用餐--上学
分成不同的类别的词汇，进行单词竞赛。统计各组结果，评出优胜，给予鼓励。然后问学生：What activities do you like?(does he/she like?)
Do you like to listen to the radio?
When do you watch TV?
Can you write an e-mail? Etc
出示第23页A中图片，利用与学生交流的机会，用上面类似的问题，教生词make,model,mewspaper 及动词短语：make model planes,read mewspapers.
2 打开书本，翻到第23页，看A部分，告诉学生此项的背景：Here are what activities Tommy likes to do.先让学生在图下横线上填上适当动词，然后进行分组对话：
A：What does Tommy like to do ?
B: He likes to play badminton/…etc.
再让学生互相交流各自的信息：What do you like to do? I like to …
选出几组在全班同学面前表演后，再问：What does he/she like to do? 然后让学生根据听到的信息，分组询问，以加深其他同学的进一步了解，也可收到听力训练的效果。
3 教师说：I’m sure most of you can talk about your daily activities at school or after school. But I want to tell you that you should put your study first. Am I right? 然后教学生：
Shirley is Amy’s cousin. She wants to know what Amy and her friends do after school.
Now ,please read their conversation.与学生一道看23页B部分，先让学生独立完成此练习，检查答案并让学生自己改正错误，必要时做些讲解。
4 领读数遍后将学生分成两人一组，朗读这段对话，让学生注意一般疑问句的语调以及对话中友好、委婉的语气，互换角色再表演一次对话。最后进行学生互评的游戏，一组听另一组对话，让同学们自己评出表达最流利、语调最正确的学生。
5 让学生在白纸上画出表格，根据B部分对话获取的信息，填出Mmy,Millie,Sandy,Simon,Daniel等喜欢和不喜欢的课外活动，然后再依照此表，进行一次小范围的调查，设计出可以反映自己同学或朋友的喜恶的活动内容的表格，教师在班上巡视，给予适当的指导与交流。
6 家庭作业：《全程训练》第四课时练习。
Period(5)
一 教学内容：Grammar A: Personal pronouns (Subject form)
二 教学目标
1 能听、说、读、写单词walk,interesting,yesterdat,better,both,Thursday,Monday,Wednesday,
busy,chat和短语all the time,meet up;能听懂、会读单词cartoonwinprizepleased,理解comic.
2 能使用人称代词的主格来避免名词重复并学会抓住信息的要点。
三 教学重点
1 生词和日常交际用语；
2 主格人称代词单复数变化的基本用法；
四 教学难点
1 如何在语言交际中避免名词的重复；
2 综合运用语法项目解决语言实践问题。
五 教学用具：1、投影仪式2、图片3、练习纸
六 教学步骤
1 复习上一课时“谈论课处活动”喜恶的内容，让学生根据自己所了解的同班同学的信息进行以下问答：
Does A like to play badminton? Yes, he/she does./No, he/she doesn’t.
Do you like to listen to music?Yes,I do./No,I don’t.
看学生是否能准确地使用主格人称代名词来避免名词的重复，若有错误，要及时纠正，并说：When we use the same people or things again, we can use personal pronouns to replace nouns, such as it, he ,she and so on.然后板书主格人称代词，点出本课时中心学习内容：This lesson we’d practice using the personal pronouns.
2 书本第24页，领读A部分表格中的词和句子，教单词walk/interesting,再让学生自己朗读，然后让他们画箭头将代词与其指代的让学生画箭头将代词与其指代的名词连接起来，待学生基本弄清主格人称代词的含义后，出示第24页A1图片，分别问：who’s this ?和what’s this?检查学生是否能准确使用he’s/she’s及it’s来回答。再让学生独立完成书上A1部分的填空，提醒学生需要同时参考说话人和图片提示来完成练习，特别是作为说话人之一的Simon,应用I来表示。核对答案，让学生自我纠错，用英语解释或借助于手势、动作教单词yesterday,better等，最后分组朗读或表演该对话。
3 与学生开展一个short free talk.
What’s your name? How old are you? How are you? What class are you in?
Who is your English teacher? Are you reading books? etc。
让学生看A2部分的图及句子，指出每句话中都缺少代词。学生独立完成填空练习，全班集体核对答案，找出普遍存在问题，再让学生反复练习纠正用错了的代词，然后领读数遍，再让学生分组朗读。
4 Say: We all know that there seven days in a week.通过手势复习Tuesday和Friday，并问：What day comes after Tuesday?(Wednesday) What day comes after Wednesday?教单词 busy.然后让学生阅读第25页A3的文章。告诉学生其背景（文章上面的句子）。对部分生词及短语稍作处理后，帮助学生了解大意，让学生独立完成此项练习，选六、七个同学分别朗读文章中的句子，以核对答案。领读一两遍后，针对学生出现的问题加以解释、纠正。
5 游戏：分成若干小组，让每位学生说几个含有主格代词的句子，其他同学猜出其名字或名称。
如：He is a boy. He is very tall. He’s my friend.… Who is he ? Can you guess?
It is an animal. It can fly. What’s it?…
6 家庭作业
① 在第20页阅读材料上划出所有的主格代词。② 依照25页A3埃米的文章，写一封有关自己学校的电子邮件发给网友。 ③ 《全程训练》第二单元第五课时练习
Period(6)
一 教学内容：Grammar(B) Asking questions with “to do”
二 教学目标
1 能听、说、读、定单词ask,question,send和短语would like；
2 能熟练运用动词to do 提问和造句。
三 教学重点
1 生词和日常交际用语； 2 一般现在时的疑问句式及回答。
四 教学难点
1 助动词do 和does的准确使用； 2 在语言交际实践中使用to do 进行交流。
五 教学用具：1、投影仪2、图片3、练习
六 教学步骤
1 复习第23页B部分的对话，让学生互相询问对方或其他同学的喜恶。
Do you like to listen to music? Does he like to read newspapers? etc.
诊断出学生对一般现在时“to do “在疑问句式中使用的情况。然后在黑板上归纳出Do/Does…?以及回答方式Yes/No等。告诉学生：
When the main verb of the sentence is not the verb“to be”, we should use “do /does” to form questions. Eg: She is a student →Is she a student? She likes to play. →Does she like to play?
2 让学生自己看书本26页B中的表格，自由讨论，并提出问题。若学生理解较快、较好，则分组操练表格中的对话，然后设计一些补充练习，帮助学生对语法现象的认识加以巩固。
3 出示第26页B1中的图片。先与学生一道浏览图下面的英文名称及人名，然后与一两个学生示范对话：
T：Does Amy like swimming?
S: Yes, she does.
T: Do Daniel and Kitty like walking ?
S: No, they don’t.
如遇到主格人称代词或动词错误，应及时指出并纠正，以巩固上一课时所学语法项目。待学生理解对话方式后，组织学生分组互相看图问答，操练“to do”的疑问及回答句式。
4 把学生分成两人一组，逐项完成B1答案。然后对照该页A部分中的表格检查自己所做的问句中动词to do 的用法是否正确。让学生自己打分，并找出存在问题，帮助学生再理解一次表格中的语法规则，以确信所有学生能基本掌握Do和Does的用法区别，最后让学生分角色表演提问和回答，提醒他们表达要流利，并对说得流畅，语调正确的学生给予表扬。
5 教师说：OK，now we know what the students like to do. But Tommy wants to know more about Millie’s life, so Tommy writes back to Millie and asks her some questions. Please look at Part B2 on Page 27.
Can you help Million to answer Tommy?
要求学生先不看26页B1的内容，两人一组凭记忆讨论完成B2中的4个问题，然后再参照B1核对答案，并自我纠错。相信学生不难理解短语would like ( another way of saying “want”)
6 与学生一道浏览B3的背景提示，让他们看图片，并依照第一幅图中的例句，独立完成其他三幅图的“问句”。先与同伴互对答案，然后全班集体对答案。
7 依据26页B1图表中的信息，让学生分成若干小组，设计出更多的问题，进行交流，最后互相提问对方的喜恶情况：Do you like walking? Do you play tennis ? Does she play tennis?等。以引发学生对身边同学们的兴趣，从而意识到如何用学到语言为自己服务。（这样就在一种热烈的气氛中，完成了教学任务，也把上一课时“主格人称代词”及本课时“ to do ”疑问句式揉合在一起，得到了综合运用的锻炼）。
8 家庭作业：《全程训练与测评》第二单元第六课时
Period(7)
一 教学内容：Integrated skills(A): A school trip
二 教学目标
1 能听、说、读、写单词information,space,museum,trip,closed,cannot,out并了解其含义；能听懂、会说单词science,technology,location,district,price,adult,plae,except,organize及短语look forward(to)；
2 能听出有关景点开放时间的具体信息，并介绍其价格、天数和地点；
3 能用英语表达举办活动的愿望和请求。
三 教学重点
1 生词和日常交际用语；
2 通过听一段关于景点介绍的广播节日，把握大意。
四 教学难点
1 听力技巧的培养；
2 根据相关信息来做决定和安排。
五 教学用具：1、投影仪2、图片3、录音机4、海报若干张
六 教学步骤
1 师生对话开展Free talk
What can we get from listening and reading? We can get some information.(学习单词information-something about…)What place do we call around us ? (It’s space) 学习单词space. Where can we see old things? (In the museum).学习单词museum. If we go to some places, we can say: We have a trip. 学习并操练单词trip. The shop isn’t open now. That means the shop is closed .学习并操练单词 closed.
2 问学生：Where do you often go at the weekends? Have you ever been to Shanghai/Guilin…?
与学生讨论一些旅游地点或用事先准备好的海报，帮助学生了解一些著名的景点，然后组织学生看书本第28页A1中的三张海报，鼓励学生猜测海报上涉及到的生词，
如：science, technology等。
3 和学生一道浏览A1短信上方的背景提示，告诉学生：Mr Wu will take the Class 1 students to have a school trip. Do you know where they are going? 让学生边阅读短信边看海报，找出短语中的三个景点并写在正确的海报下。领读短信数遍后，让学生根据自己从海报上获取的信息，分组讨论并完成A2部分表格中的前4栏。教师与学生一起核对答案，并参照A1中的三张海报，帮助他们解决信息理解和捕捉中的一些困难、错误或障碍。
4 告诉学生： Millie gets the information about place、location、price and opening days, but she
doesn’t know the information about opening hours and try to fill the last column of the table.
放录音后，让学生听出景点开放时间，把表格填完整。如学生有困难，可先后放两遍录音，以便学生理解更清楚一些。最后放第三遍，学生两人一组讨论、检查答案，再全班集体核对。
5 Say: Mow, Millie and her classmates know all the information and where they want to go . She writes a note back to Mr Wu . And the Class 1 students wants to tell Mr Wu what they hope to go. 让学生先阅读note,帮助他们理解、猜测其中的生词或短语，然后根据现实生活情境或A2中的信息，完成空白处，允许学生有自己的见解和想法，鼓励学生大胆创新，积极运用英语表达自己的意愿。核对答案后，教师领读一两遍，最后让学生朗读。
6 若时间允许，可出示一些其他景点的海报，让学生模仿28页A2的表格形式，直出相应的信息，以使学生在真实生活情境中运用英语，从而体现学习英语的最终目的。
7 家庭作业：
①模仿A4的Note,写一封表达自己组办一次旅行的信给老师。
②完成《全程训练与测评》中第二单元第七课时的练习。
Period(8)
一 教学内容：Speak up: using “can” and “many”/Pronunciation
二 教学目标
1 能听、说、读、写单词forget,bring,tomorrow,hot并了解其含义；
2 能正确运用请求许可和帮助的交际用语；
3 能运用提问做请求并正确应答
4 掌握一般疑问句的正确语调。
三 教学重点
1 运用 may和can作请求许可和和帮助。
2 使学生意识到语调使交流更加有效并有助于听者更好地理解我们要表达的信息。
四 教学难点
1 may 和can的区别；
2 一般疑问的升调如何处理。
五 教学用具：1、投影仪2、录音机3、白纸4图片
六 教学步骤
1 设计一些简单的语境，让学生初步体会can和may的基本含义。
I can’t find my pen. If I want to borrow one from a student. I will say: Can I borrow yours, please ? But if I want to borrow one from another teacher, I can say: May I borrow yours, please? 然后让学生分别扮演不同的角色（朋友、学生、老师呀父母等）。练习can和may.
Dialogue 1(student and father)
S: Dad, may I go out now?
F: No, you may not. You must do your homework first.
Dialogue 2(student and friend)
S: My bike is broken, can I use yours ?
F: Yes, you can. Here it is.
2 教师说：When we meet some problems in doing something, such as learning, using things, we should ask others for help. But we often use “can” and “may” in different ways.让学生看第29页底端的提示框，帮助学生弄清“can”和”may”的区别。然后表演1中的三个小对话，学生两人一组练习对话并交换角色练习。鼓励学生尽可能多地脱离课本进行实践操练，力求情景的真实性。
3 要求学生仿照书本范例，设计不同的语境，编写自己的对话，然后分组进行表演。教师在班级里巡视，提醒学生特别注意一般疑问句的语音、语调。可让学习能力一般的学生先写下对话，再读出来，而对能力较强的学生则鼓励他们扩展更多的话题来练习may和can的运用，教师可给予适当帮助。
4 出示第30页的三张图片，询问学生在这些场景里何处用may,何处用can .然后让他们根据图示，编出对话。鼓励学生通过观察、想象，去大胆表达自己的观点。再翻开书，让学生完成B2空白部分。最后分组进行表演。当学生能熟练地操练对话后，可告诉他们：三种场合从语法意义上说，都可用may和can.但can 在前信息幅图中更适合，may则更适合第三幅图。
5 先让学生把B2中的问句再朗读一遍，告诉学生： When a question can be answered “Yes” or “No”, we should make our voice rise at the end of the question. 然后让学生边看书本30页 A部分的句子，边听录音，注意每一句的升调符号及出现的位置，再让学生分组朗读，互相检查，设计更多的一般疑问句，或让学生自己造一些疑问句，写在黑板上。练习用can, may,动词to do和动词to be 正确提问，也可让学生到黑板上用前头标出升调所在的位置。
6 家庭作业：完成《全程训练与测评》第二单元第八课时练习。
Period(9)
一 教学内容：Main task
二 教学目标
1 能听、说、读、写单词food,enough,fun,part并了解其含义；能听懂、会说单词dislike,reason,reach,basket,difficult.
2 能在写作前组织思想，编写计划；
3 能在写作前表达自己的喜恶及原因；
4 能理解表达感觉和喜恶的单词。
三 教学重点：
1 生词和日常交际用语；
2 培养学生笔头表达思想的能力。
四 教学难点
1 能通过阅读了解有关喜恶的信息并讨论原因；
2 能模仿所学短文写表达自己喜恶性循环的情况。
五 教学用具：1、投影仪 2、白纸
六 教学步骤
1 复习第19页Millie’s day表格中表示活动的动词词组，问学生：
Do you like watching TV? Do you like listening to music? 等。让学生分组问答、交流并在全班面前汇总各人了解到的信息：What are his/her favourite activities?
2 向学生解释a happiness chart,并介绍第31页A部分中的背景，说：the students in the club want to know what others like and dislike.让学生看米莉的调查表，在他们能准确理解love, like和dislike三种不同的喜恶程度后，再阅读下面的表格，帮助学生理解喜恶的原因，同时处理一些生词，领读几遍Reason栏中的句子后，用以下句型让学生分组讨论：
Why does she like Assembly? Why does she love lunchtime?等，提醒学生注意主格人称代词的变化，教师在班上巡视，可参与学生的交流，也可给予适当的指导、帮助和纠正。
3 要黑板上列一个各种活动的清单，包括卡拉OK、购物、聊天、游泳、打球、阅读、看电视等，让学生分成休闲、运动、用餐、上学四种类别，并鼓励学生想出尽可能多的活动。可进行一个“词汇”竞赛（在前面的课时中提到过）。然后分组讨论、调查，并帮助学生完成B部分中自己的兴趣调查表，仿照A部分中Millie’s happiness chart 的图示，画出不同的脸部表情来表示喜恶的程度，以加深自己的理解。
4 让学生根据B部分的信息来完成第32页部分的图表，并多加4项在一般的学校上课日里进行的活动，鼓励学生仿照米莉的句子，写出自己喜恶的原因。教师可提供词汇、拼写及构句方面的帮助。然后两人一组讨论他们为什么喜欢和不喜欢某些活动，要求学生尽可能有简练的句子，以便自己的表达更明确。
5 与学生一道阅读C部分中的电子邮件，利用表格里的信息将它补充完整，事学生朗读数遍，再让部分学生在全班面前朗读邮件，向别人介绍自己的喜恶及原因，可先在白纸上写一个草稿，再两人一组，阅读并检查、批发同伴的草稿。教师在班上巡视，指导学生如何提高选词、造句和单词拼写能力。注意避免过细地纠正学生作文里每一个错误以免他们对写作失信心。
6 游戏：如果时间允许，让学生不要把他们的名字写在初稿上，将学生的初稿收上来，打乱后再发给生班同学，每个学生阅读一份电子邮件，并试图猜出作者，然后将电子邮件还给作者。
7 家庭作业：
将草稿上修改后的作文抄写到作业本上；
完成《全程训练与测评》第二单元第九课时练习。
Period(10)
一 教学内容：Checkout
二 教学目标
1 能听、说、读、写单词answer,library,并了解其含义；
2 能熟练掌握和理解本单元所学的单词、短语以及语法项目；
3 能熟练地在不同的情景中运用本单元所学单词、短语以及语法项目；
4 能就本单元的内容进行自我检测，体验进步和成功。
三 教学重点
1 能复习巩固所学的语言知识并用于谈论日常安排和活动；
2 能综合运用主格人称代词及相应的动词to do 提问、应答、谈论喜恶习及原因；
3 能正确使用may和can请求许可和帮助及做请求。
四 教学难点
1 能准确运用动词+名词的搭配形式谈论活动；
2 掌握一定的听力、阅读和写作技能。
五 教学步骤
1 教师介绍本课内容：Today we will do some exercises to check if you can use the words and grammar to make sentences or ask questions.
2 设计一些问题帮助学生复习本单元所学单词、句型和语法。
①When do you watch TV/read newspapers/have breakfast /have assembly/do after-school activities?
②What do you do at 8:00 a.m./5:30 p.m./?
③Does your brother make model planes?
④Do your parents and you play badminton?
⑤Can I ask you a question? Can you answer it?(学习单词difficult,answer)
⑥May I borrow a book from the library?(学习单词library)
⑦Do you like listening to music?
⑧Why don’t you like to do your homework?
3 出示第33页A部分图片，开展free talk
Who are these two girls? What are they doing? Are they studying hard?
Is it a difficult question? Is Daniel clever? Where is Daniel? Etc.
告诉学生：Amy and Sandy have some trouble with their English homework. Can you help them? Now , please look at Page 33 Part A. What are they saying? Choose the right answer to fill in the blanks so that you can make the sentences. 然后让学生做A部分练习，给出时间限制。完成后，可让学生互相批改，也可全班核对答案，最后将得分写在右下方的“爪子”上（以9分为满分，对一题得1分）。
4 告诉学生：When we talk about our daily activities, we should use different verbs to make them right.画出第33页图片，让学生说出每一幅图的动作名称。要求用动词+名词的搭配形式，也可用一些自制的图片来帮助学生巩固此类词汇。然后设定一个时间限制，让学生独立完成B部分练习。两人一组核对 答案后，选出几组在全班面前朗读他们的句子，学生互相评分（以8分为满分，对一题得1分），得分写在“爪子”上，并祝贺得高分的同学。最后让学生把这些句子改成一般疑问句，并分别作出肯定和否定回答。
5 设计一些其它练习，如兴趣调查表，含“can 与may”的对话及one’s day 日程纪录表，让学生根据所获取信息分组讨论、交流，若时间允许，可模仿第20页，第32页的范文进行简单的写作，也可留在课处完成，要求学生在写作之前要有自己的写作计划，安排及组织先写草稿，再抄到作业本上。
6 家庭作业：完成《全程训练》第二单元的自测练习。
篇5：牛津英语7A Unit 1 Reading 新型教学案(译林牛津版七年级英语上册教案教学设计)
教学内容 Unit 1 Reading 1 共几课时 10 课
型 新
第几课时 2
教
学
目
标 1、准确听读Reading中的生词
2、掌握文中6个学生的基本信息
3、了解如何用英语做自我介绍或介绍别人
教
学
重
难
点 重点：1、19个单词的学习
2、6个学生的概况
难点：自我介绍或介绍别人
教
学
资
源 1、学生在小学已具备一些自我介绍的能力
2、通过表格、提问等多种形式对比6个学生的信息，使学生对介绍更清晰
3、利用PPT，图文并茂，激发学生兴趣
预
习
设
计 1、听录音，结合音标，准确拼读本课生词
2、大声朗读课文，圈出生词，结合上下文知其义，同时理解课文大意，找出疑问
3、Question:
Who has the same hobby as you among the six students?
施教日期 9月2日
学程预设 导学策略 调整与反思
Step 1 Warming up
回忆上节课所认识的6个新朋友，回答下列问题
1.Do you remember their names?
2.Where do they come from?
3.Do you want to know more about them?
Step 2 Presenting
1.根据实际情况回答问题
1)How old are you?
2)Are you tall or short/strong or slim?
3)Where do you come from?
4)Which class /grade are you in?
5)What do you love/enjoy?
6)When do you usually listen to music?
7)Do you work hard?
8)Do you like wearing sunglasses?
2.大声拼读单词
3.根据例句简单地介绍自己
My name is……
I am …… years old
I come from……
I (外貌描写)
I love……
4.Read the text and finish Part B1
5.Listen to the first paragraph with books closed. Then answer questions.
1)How old is Millie?
2)What class is she in?
3)Where does she live?
4)What does she love?
5)Is she in the Reading Club or the Swimming Club？
6.Listen to the second paragraph with books closed. Then do some ‘T/F’exercises.
1）Simon was born in Beijing but he lives in Shanghai.
2）He loves playing football very much.
3）Simon often plays football after supper.
4）Simon’s cousin’s name is Annie.
5）Simon’s cousin is his uncle’s or aunt’s daughter.
7.Listen to the third paragraph , then fill in the blanks.
I am Sandy. I ____ ____ Beijing. I am very _____ and slim. I have _____ black _____. I like _______ to _______.
8.Listen to the last three paragraphs. Then fill in the blanks.
Kitty is 11 years old. She is _______. She loves _______. She works _______.
Amy is not very _____. She has ______ hair. She is good at ______. She is ______.
Daniel wears _____. He enjoys
_______ computer games. He is ______ and ______.
借Welcome to the unit 中的图片引出本课的6个主人公，激发学生对他们的兴趣
通过提问，引出本课生词：year, grade, reading, club, everyone, be born, after, slim, long, music, hard, short, swimming, wear, glasses, enjoy, polite, helpful, hobby. 在情景中帮助学生理解单词
以学生读为主，采取不同形式纠正发音，强化单词的音形义的结合
给出例句让学生模仿，巩固所学的单词
由Who has the same hobby as you among the six students?这个预习作业的检查，导入课文信息。
完成Part B1,帮助学生学会在语篇中寻找有效信息
步骤5，6，7，8主要是加强听力训练，让学生能及时地捕抓住信息
听力过程中，如遇到困难，则再听一遍，如课文较难，则加以指导，多带读
学程预设
导学策略
调整与反思
9.Read the text out, paying attention to the pronunciation and intonation.
Step 3 Having a summary
Discuss “Who do you like best among the six students?” 采用跟读、齐读、互读、范读等多种方式，让学生熟悉课文，加深对这6个学生的了解，力争能复述
展开学生小组讨论，然后发言，充分展示他们的喜好和英语的口头表达能力，增强自信
作
业
设
计 1. Read and try to retell the whole passage.
2. Recite the new words.
3. Finish Part C
篇6：7A Unit 1 全单元教学案(译林牛津版七年级英语上册教案教学设计)
Unit 1 This is me!
Part 1: Teaching design (第一部分：教学设计)
Unit goals
Use everyday expressions to communicate when meeting people.
Introduce yourself to others.
Use the simple present tense.
Use model sentences to write a profile of yourself.
Vocabulary year, grade, reading, club, after, long, music, hard, short, swimming, wear, glasses, enjoy, volleyball, swim, eat, fish, Maths, walk, fly, every, day, drawing, always, weekend, usually, run, hour, then, sometimes, often, dinner, grandparent, player, team, next, World Cup, age, well, again, really, strong, rubber, borrow, say, start, begin, CD, lesson, sport, classmate, great
Expressions 1. I’m in Class1, Grade7. I like reading. I’m in the Reading Club.
2. I was born in Shanghai but I live in Beijing now.
3. I come from Beijing. I like Beijing very much.
4. She loves dancing. She works hard.
5. He enjoys playing computer games.
6. You look happy today.
7. Frank plays very well in the match.
8. I’m good at English. She is good at swimming.
9. I have lots of friends at Beijing Sunshine Secondary School.
10. My friends say I’m polite and helpful. My teachers and classmates all like me.
Structures 1. Are you happy? Yes, I am./ No, I’m not.
2. Is he happy? Yes, he is./ No, he isn’t.
3. I like fish. He likes fish.
4. Do you like fish? Yes, I do./ No, I don’t.
5. Does he like fish? Yes, he does./ No, he doesn’t.
Period 2 Reading (Ⅰ)
Teaching goals
● To recognize the uses of English in giving personal information
● To get to know the basic information of the six students
Teaching procedures
Step 1 Making a revision
Last time, we met six new friends. Do you remember their names? Where do they come from? (They come from Beijing Sunshine Secondary School.) Do you want to know more about them?
Step 2 Presenting
Before we get to know about them, let me ask you some questions. How old are you? Are you tall or short? Where do you come from? Where do you live? What class are you in? What do you love?
Write model sentences on the Bb: I’m …(years old). I’m…(tall/short). I come from… I live in…
I’m in Class…Grade… I love…(reading/dancing…)
Step 3 Doing activities
Ask Ss to say something about themselves according to the model.
Step 4 Listening for comprehension
1. Now let’s get to know our new friends. After listening, try to find out what they love doing. (Do Part B1 after listening to the whole text with books open.)
Check the answers: 1b, 2a ,3e ,4c, 5d ,6f
2. Listen to the first paragraph with books closed. After listening, answer the following questions:
1) How old is Millie? (She is 12 years old.)
2) What class is she in? ( She is in Class 1, Grade 7.)
3) Where does she live? ( She lives in Beijing.)
4) What does she love? (She loves reading.)
5) Is she in the Reading Club or the Swimming Club? ( She is in the Reading Club.)
6) What’s her dog’s name? ( Eddie.)
7) How does she love Eddie? ( She loves him very much.)
3. Listen to the second paragraph with books closed. After listening, do some ‘T/F’ exercises:
1) Simon was born in Beijing but he lives in Shanghai. ( F )
2) He loves playing football very much. (T)
3) Simon often plays football after supper. (F)
4) Simon’s cousin’s name is Annie. (T)
5) Simon’s cousin is his uncle’s or aunt’s daughter. (T)
1. Listen to the third paragraph with books closed. After listening, fill in the blanks:
I’m Sandy. I come from Beijing. I’m very tall and slim. I have long black hair . I like listening to music .
2. Listen to the last three paragraphs with books closed. After listening, try to fill in the blanks: (if it’s difficult for some students, listen again)
Kitty is 11 years old. She is small. She loves dancing. She works hard.
Amy is not very tall. She has short hair. She is good at swimming. She is funny.
Daniel wears glasses. He enjoys playing computer games. He is polite and helpful.
Open the books and check the answers, and explain the new words ‘ hard, wear, glasses, enjoy, polite, helpful’.
Step 5 Doing activities
1. Read the text. Ask Ss to repeat after you or the tape, pay attention to students’ pronunciation and intonation. Then choose six students to read it out.
2. Ask Ss to choose one of the six students to say something about them.
Step 6 Having a summary
Today we met and got to know six new students. Each of them is lovely, do you think so? But who do you like best? Why? (Have a discussion.)
Step 7 Doing homework
1. Read the text aloud and try to recite it if possible.
2. Write a easy profile according to the text (5 sentences are enough).
Period 2 Reading (Ⅰ)
Teaching goals
● To recognize the uses of English in giving personal information
● To get to know the basic information of the six students
Teaching procedures
Step 1 Making a revision
Last time, we met six new friends. Do you remember their names? Where do they come from? (They come from Beijing Sunshine Secondary School.) Do you want to know more about them?
Step 2 Presenting
Before we get to know about them, let me ask you some questions. How old are you? Are you tall or short? Where do you come from? Where do you live? What class are you in? What do you love?
Write model sentences on the Bb: I’m …(years old). I’m…(tall/short). I come from… I live in…
I’m in Class…Grade… I love…(reading/dancing…)
Step 3 Doing activities
Ask Ss to say something about themselves according to the model.
Step 4 Listening for comprehension
1. Now let’s get to know our new friends. After listening, try to find out what they love doing. (Do Part B1 after listening to the whole text with books open.)
Check the answers: 1b, 2a ,3e ,4c, 5d ,6f
2. Listen to the first paragraph with books closed. After listening, answer the following questions:
8) How old is Millie? (She is 12 years old.)
9) What class is she in? ( She is in Class 1, Grade 7.)
10) Where does she live? ( She lives in Beijing.)
11) What does she love? (She loves reading.)
12) Is she in the Reading Club or the Swimming Club? ( She is in the Reading Club.)
13) What’s her dog’s name? ( Eddie.)
14) How does she love Eddie? ( She loves him very much.)
3. Listen to the second paragraph with books closed. After listening, do some ‘T/F’ exercises:
1) Simon was born in Beijing but he lives in Shanghai. ( F )
2) He loves playing football very much. (T)
3) Simon often plays football after supper. (F)
4) Simon’s cousin’s name is Annie. (T)
5) Simon’s cousin is his uncle’s or aunt’s daughter. (T)
3. Listen to the third paragraph with books closed. After listening, fill in the blanks:
I’m Sandy. I come from Beijing. I’m very tall and slim. I have long black hair . I like listening to music .
4. Listen to the last three paragraphs with books closed. After listening, try to fill in the blanks: (if it’s difficult for some students, listen again)
Kitty is 11 years old. She is small. She loves dancing. She works hard.
Amy is not very tall. She has short hair. She is good at swimming. She is funny.
Daniel wears glasses. He enjoys playing computer games. He is polite and helpful.
Open the books and check the answers, and explain the new words ‘ hard, wear, glasses, enjoy, polite, helpful’.
Step 5 Doing activities
1. Read the text. Ask Ss to repeat after you or the tape, pay attention to students’ pronunciation and intonation. Then choose six students to read it out.
2. Ask Ss to choose one of the six students to say something about them.
Step 6 Having a summary
Today we met and got to know six new students. Each of them is lovely, do you think so? But who do you like best? Why? (Have a discussion.)
Step 7 Doing homework
3. Read the text aloud and try to recite it if possible.
4. Write a easy profile according to the text (5 sentences are enough).
Period 3 Reading (Ⅱ)
Teaching goals
● To understand and use the expressions in the text
● To write a profile according to the text
Teaching procedures
Step 1 Making a revision
( Show the pictures of the six students) Ask: Do you know them? Who are they? Can you say something about them? ( Ask Ss to say as much as they can.)
Step 2 Practicing
1.First, read the text together. Then do Part B2. (Check the answer: 1F, 2T, 3F, 4T, 5F, 6T).
2. Read the first paragraph and revise the following expressions: ( Write down the important expressions on the Bb.)
1) How old is Millie? (She is 12 years old) How old are you? How old are your parents? Are you 12 years old or 13 years old?
2) What class is she in? ( She is in Class 1, Grade 7.) Can we say She is in Grade7, Class1? Why? (Tell Ss the difference between English version and Chinese version.) What class are you in? Are you in Class 3, Grade 8?
3) Where does Millie live? ( She lives in Beijing.) Where do you live ? Where does your uncle live? Where do the fish live? Where do you want to live?
4) What does she love? ( She loves reading.) What club is she in? (She is in the Reading Club.)
What do you love doing? What club are you in? Ask Ss to make up sentences based on the model:
I love swimming. I’m in the Swimming Club. He loves playing football. He is in the Football Club.
5) Does Millie love her dog, Eddie? (Yes, she does) How does she love him? (She loves him very much.) What do you like very much? Who do you like very much? What food do you like very much? Do you like English? How do you like it?
3. Read the second paragraph and revise the following expressions:
1）Where was Simon born? ( He was born in Shanghai.) Where were you born? I was born in…(Ask each of the students to make up the sentence one by one.)
2） When does Simon play football? (After school.) When do you clean your classroom?
3） Who is Annie? (She is Simon’s cousin.) Can you explain ‘cousin’ in English? ( Uncle’s or aunt’s son or daughter.) Do you have a cousin? What’s your cousin’s name? What does your cousin love doing?
4. Read the third paragraph and revise the following expressions:
1) Where does Sandy come from? ( She comes from Beijing.)We can also say: She is from Beijing. Where do you come from? /Where are you from? Do you come from/ Are you from Hong Kong? Ask Ss to make up sentences like: I come from…/ I’m from…
2) How is Sandy? ( She is very tall and slim She has long black hair.) Explain that ‘hair’ is an uncountable noun here.
3) What does she like doing? (She likes listening to music.) Explain that ‘love’ means ‘like…very much’.
5. Read the last three paragraphs and revise the following expressions:
1) How does Kitty work? (She works hard.) Do you work hard? Who works hard in our class? Does your mother work hard? How does your father work?
2) What is Amy good at? (She is good at swimming.) What are you good at? Are you good at dancing? What’s your cousin good at? What aren’t you good at?
3) What’s Daniel like? ( He wears glasses.) Who else wears glasses? ( Sandy.) Do you wear glasses? Who wears glasses in our class?
4)What does Daniel enjoy doing? (He enjoys playing computer games.) Explain that ‘enjoy’ means ‘like’. Ask Ss to make up sentences like: I like…/ I enjoy…/I love…(doing sth.)
5)How is Daniel? (He is polite and helpful.)
6.Read the text together again. After reading, ask Ss to finish Part C1. (Check the answer: 1. football 2. Shanghai 3.slim, 4.long black hair, 5.music, 6.dancing, 7.glasses, 8.swimming, 9.computer games, 10.polite)
Step 3 Writing
Help Ss to finish Part C2. Encourage Ss to write more sentences.
Step 4 Doing consolidation exercise
Translation:
1.我今年十二岁，在七年级二班。
I’m 12 years old. I’m in Class 2, Grade 7.
2.我喜爱听音乐。我在校音乐俱乐部。
I love listening to music. I’m in the School Music Club.
3.我有个表哥。他叫西蒙。
I have a cousin. His name is Simon.
4.我出生在北京但住在南京。
I was born in Beijing but I live in Nanjing.
5.他来自上海。（2种）
He is/ comes from Shanghai.
6.他喜欢放学后踢足球。（3种）
He likes/ loves/ enjoys playing football after school.
7.她高而苗条，还有一头乌黑的长发。
He is tall and slim, and she has long black hair.
8.他个子不高，戴着眼镜。
He is not tall and wears glasses.
9.他的表弟学习努力，擅长玩电脑游戏。
His cousin works hard and he is good at playing computer games.
10.这个小男孩很有礼貌而且乐于助人。
This little boy is very polite and helpful.
Step 5 Giving a summary
Read the important expressions on the Bb aloud. Ask Ss to write them down in their notebooks.
Step 6 Doing homework
1. Read and recite the text.
2. Revise the important expressions and try to use them.
3. Do some consolidation exercises.
4. Write a profile (at least 10 sentences).
Period 4 Vocabulary
Teaching goals
● To use verbs and nouns to talk about sports
● To describe different kinds of sports
Teaching procedures
Step 1 Making a revision
Fill in the blanks: ( Write on flash cards before class)
Millie:
Mille is _____ years old. She lives in _________. She loves __________. She is in the ______ Club. She has a _____, Eddie.
Simon:
Simon comes from _________. He was _____ in Shanghai. He lives in ________ now. He plays _______ after school.
Sandy:
Sandy is very _____ and ______. She has hair. She likes __________________.
Kitty:
Kitty is _____ years old. She is _______. She loves _______. She works _______.
Amy:
Amy is not very________. She has ____ hair. She is good at _______. She is ________.
Daniel:
Daniel wears _________. He enjoys ________________. He is _____ and ______.
Step 2 Presenting
1.What sport is it?
In this way, the vocabularies about sports are introduced to the Ss. Ask Ss to finish Part A. Check the answer with the class. (1. volleyball 2. swimming 3. badminton 4. football) Encourage Ss to think of other sports they know.
5. Ask the Ss to work in groups and try to finish the following table.
This will enlarge Ss’ vocabulary about sports. ( For weaker classes, just talking about ‘where’ is OK.)
Sport Swimming Football Badminton
Where Swimming pool Football field Badminton court
Special clothes Swimming suit; swimming trunks Football boots T-shirt
Equipment Goggles football Badminton racket
Team sport N Y Y/N
Step 3 Doing activities
1. Finish the sentences with the new words learned.
1) I play football in the football field with my new football boots.
2) When I swim, I wear a swimming suit and my husband wears swimming trunks. We loves wimming in a large swimming pool.
3) Do you love playing tennis? Take your tennis ball and tennis racket. Let’s go to the tennis court.
2. Make a conversation.
(For weaker classes, the conversation can be a little easier.)
A: Hi! , which sport do you love?
B: I love football, it’s so cool.
A: Where do you play football?
B: I play football in a football field .
A: What do you need when you play football?
B: I need my football clothes and football boots.
3. Ask Ss to finish Part B. Check the answer with the class.( 1. football field 2. badminton court 3. swimming pool)
Step 4 Doing consolidation exercise
Translation:
1.你喜欢打排球还是打羽毛球？
Do you like playing volleyball or badminton?
2.我喜欢放学后踢足球。
I like playing football after school.
3.我经常和我父母去游泳池游泳。
I often go to the swimming pool to swim with my parents
4.他们常去那个篮球场打球。
They often play basketball at the basketball court.
5.我们学校有个大足球场。
There is a big football field in our school.
Step 6 Doing homework
1. Try to find more vocabularies about sports.
2. Make a conversation about sports with your classmate.
Period 5 Grammar (Ⅰ)
Teaching goals
● To make positive and negative statements and ask questions with the verb ‘to be’
● To learn to use the simple present tense
Teaching procedures
Step 1 Presenting
Write three sentences on the Bb:
1. Cats eat fish.
2. My hair is long.
3. Simon plays football after school.
Ask Ss in what tense they are spoken. Tell Ss that we use the simple present tense to talk about things that
● are always true
● are true now
● we do regularly (habits, jobs, school work…)
Step 2 Doing activities
1.Choose the best answer:
1) The sun rises in the east(东方).
a. Things are always true. b. Things are true now. c. Things we do regularly.
2) Daniel wears glasses.
a. Things are always true. b. Things are true now. c. Things we do regularly.
3) Birds fly in the sky.
a. Things are always true. b. Things are true now. c. Things we do regularly.
4) Kitty dances every day.
a. Things are always true. b. Things are true now. c. Things we do regularly.
5) Sandy has long hair.
a. Things are always true. b. Things are true now. c. Things we do regularly.
6) I do my homework in the evening.
a. Things are always true. b. Things are true now. c. Things we do regularly.
( 1.a 2.b 3.a 4.c 5.b. 6.c )
2.Ask Ss to analyze some more sentences :
1) Tigers eat meat. (Things are always true.)
2) She has an e-dog. (Things are true now.)
3) She lives in Beijing. (Things are true now.)
4) I listen to English every day. (Things we do regularly.)
5) Fish lives in water. (Things are always true.)
6) He plays football after school. (Things we do regularly.)
Step 3 Presenting
Go through the table of simple present tense of the verb ‘to be’. Point out the contractions. Ask Ss to find out how to use ‘am, is, are’ and how to make negative statements.
Go through the table of asking questions with the verb ‘to be’. Ask Ss to find out the rule. Pay attention to the intonation.
Step 4 Doing activities
1. Fill in the blanks with the right form of ‘to be’:
1) My name is Millie. I am an American girl. My parents are kind to me.
2) My cousin is 12 years old. He is in Class 1, Grade 7.
3) Our teachers are very helpful. They are the best teachers.
4) Is your mother a doctor? No, she is a teacher.
5) Jack and Peter aren’t happy today, because their team lost the game.
6) Our school is very big. We are happy to study here.
7) Five and five is ten.
8) You are wrong. It isn’t a dog. It’s a cat.
2. Playing a game:
Prepare five small pieces of paper and write ‘teacher, student, doctor, policeman, worker’ on the paper.
1) Choose and invite one of the students to the Bb. Ask him/ her to close the eyes. He/ or she can choose a job and show it to the class. He/ she can ask the whole class: Am I a teacher? The whole class answer together: Yes, you are./ No, you aren’t.
2) The student can choose a job but the other students don’t know. The whole class can ask: Are you a teacher? The student can answer: Yes, I am./ No, I’m not.
3) One student chooses a job. The other two students ask and answer (One student knows the job, the other doesn’t.) A: Is he/she a teacher? B: Yes, he/she is./ No, he/she isn’t.
4) Use the same way to practice the plural form: Are we/ they teachers? Yes, you/ they are./ No, you/ they aren’t.
3. Ask Ss to finish Part A and check the answer. (1.is, 2.are, 3.are, 4.is, 5.Is he, 6.he isn’t, 7.He’s, 8.Are you, 9.I am, 10.I’m)
Step 5 Having a summary
Let Ss sum up when and how to use ‘am, is are’.
Step 6 Doing consolidation exercise
句型转换
His cousin is good at swimming.(改为否定句)
His cousin isn’t good at swimming.
1. Those boys are from England.（改为一般疑问句，并做否定回答）
Are those boys from England? No, they aren’t.
2. He is in Class 1, Grade 8.（对划线部分提问）
What class is he in?
3. mother’s, is, my, long, hair（连词成句）
My mother’s hair is long.
4. teachers, they, doctors, are, or （连词成句）
Are they teachers or doctors?
Step 7 Doing homework
1. Revise the simple present tense of the verb ‘to be’.
2. Do some consolidation exercises.
Period 6 Grammar (Ⅱ)
Teaching goals
● To make positive and negative statements and ask questions with the verb ‘to do’
● To learn to use the simple present tense
Teaching procedures
Step 1 Presenting
T: What do you do every day? S: I go to school every day. / I play football every day./… T: What does Millie do every day, do you know? Please open your books, and turn to page 10. Try to finish Part B. After that, please tell me what Millie does every day.
Check the answer orally with the whole class. (1.live 2. have 3. go 4. love 5. talk 6. take)
Read the sentences together.
T: Now , can you tell me what Millie does every day. S: She takes her dog for a walk every day.
Write two sentences on the Bb: I take my dog for a walk every day.
She takes her dog for a walk every day.
Ask: What’s the difference between the two sentences? ( We must use verb form for the simple present tense in the third person singular.) But how to change the verb form. Let’s go through the table on page 10.
Step 2 Practicing
Complete the sentences. Use the simple present tense of the verbs in brackets
1. My father_______(listen) to the radio every day.
2. He often _______(wash) clothes with his hands.
3. We______(take) Eddie for a walk after supper.
4. Mike_______ (study) in a middle school.
5. Simon ______ (pass) the ball to Daniel.
6. Miss Li_______ (teach) us Chinese.
7. Look at the animal, it ____ (have) four legs.
8. Uncle Wang (fix 修理) bikes for people every day.
9. He (stay) at home every Sunday.
10.The boy with his parents (go) to the park after supper.
(1. listens 2. washes 3. take 4. studies 5. passes 6. teaches 7. has 8. fixes 9. stays 10. goes)
Step 3 Presenting
T: Do you watch TV every day? S: Yes, I do./ No, I don’t. (Ask students to say a complete sentence: Yes, I watch TV every day./ No, I don’t watch TV every day.) (To another student) Does he watch TV every day? S: Yes, he does. He watches TV every day./ No, he doesn’t. He doesn’t watch TV every day.
Step 4 Doing activities
1. Go through the tables on page 9. Read them together.
2. Ask Ss to finish Part C and Part D. Check the answer with the whole class.
(Part C: 1. Do, Yes, they do. 2. Does, No, he doesn’t. 3. Does, No, she doesn’t 4. Do, No, they don’t. 5. Does, Yes, he does. 6. Do, Yes, they do.)
(Part D: 1.do not /don’t play 2. plays 3. does not/ doesn’t walk 4. takes 5. do not/don’t like)
3. Make a conversation:
First, ask Ss to think of some verb phrase: play football/ basketball/ computer games…/listen to music/ watch TV/ take my dog for a walk…
Conversation 1: A: Do you listen to music every day?
B: No, I don’t. I don’t listen to music every day.
A: Do you watch TV every day?
B: Yes, I do. I watch TV every day.
B: Do you play football every day?
A: No, I don’t. I don’t play football every day.
B: Do you read English every day?
B: Yes, I do. I read English every day?
(Ask Ss to answer with a complete sentence.)
Conversation 2: A: I watch TV every day. I don’t listen to music every day.
B: Does XXX listen to music every day?
C: No, he/she doesn’t. He/She doesn’t listen to music every day.
C: Does XXX watch TV every day?
B: Yes, he/she does. He/She watches TV every day.
4.Ask Ss to finish Part E. Then check the answer with the whole class: ( 1. go 2. play 3. does not/ doesn’t watch 4. watches 5. am 6. Are 7. flies 8. have 9. eat)
Step 5 Taking a summary
Work out the rule of the simple present tense. ( the usage of ‘do/ does’)
Step 6 Doing consolidation exercises
Complete the sentences. Use the simple present tense of the verbs in brackets.
1. Jordan _______(play) basketball.
He ___________(not play) football.
2. I _______(go) swimming on Sunday.
But I___________ (not go) shopping.
3. My cousins _______(enjoy) computer games.
But they __________(not enjoy) ball games.
4. you _______(like) fish?
Yes, I . But he ___________(not like) fish.
5. Kate (walk) home?
No, she . She (take) a bus.
6. your mother (teach) English?
Yes, she . She (teach) English in N0.10 Middle School.
( 1. plays, doesn’t play 2. go, don’t go 3. enjoy, don’t enjoy 4. Do, like, do, doesn’t like 5. Does, walk, doesn’t, takes 6. Does, teach, does, teaches)
Step 7 Doing homework
1. Revise the simple present tense.
2. Do some more consolidation exercises.
Period 7 Integrated skills
Teaching goals
● To extract information from a passage
● To get information from listening
● To consolidate information and complete a newsletter article
Teaching procedures
Step 1 Presenting
(Show a picture of the famous football player Beckham to students.) Do you know him? Yes, he is David Beckham, a good football player. Where was he born? He was born in London. What is he good at? He is good at playing football. He scores goals in most matches. He plays for Real Madrid (皇家马德里队). He wants to play football in the next World Cup.
(Write ‘player, play for, score, goal, the next World Cup’ on the Bb, and ask Ss to explain their meanings.)
Step 2 Doing activities
1. Ask Ss to look at the headline of the newspaper article and the picture. Ask the following questions: 1) Who is he? (He’s Li Hua.) 2) What is he? (He is a football player.) 3) What team does he play for? (He plays for Huanghe Football Team.) 4) What is he good at? (He is good at scoring goals.) 5) What does he want? (He wants to play football in the next World Cup.)
2. Read the article together.
3. Say: Do you know how old Li Hua is? Do you know where he was born? Do you know how he looks? Do you know what his hobbies are? If your answers are ‘No’, please listen to the tape. After listening, you will know the answers.
4. Listen to Part A2 and complete the notes in Part A1. Then check the answer with the whole class.( Li Hua, 22, Guangdong, Huanghe Football Team, strong, reading books, Shanghai)
5. Ask Ss to use the article and the notes to finish Part A3. Check the answer with the whole class: ( 1. 22 2. strong 3. Guangdong 4. reading books 5 Huanghe Football Team 6. World Cup 7. like)
6. After checking the answer, ask Ss to read Part A3 together.
Step 3 Presenting
Ask: Who is your favourite football player? Why? How does he look? Is he strong? Does he play football very well? Does he often score for his team? Now you will hear a conversation about Daniel’s favourite football player. Please listen carefully. After listening please answer my question: Who is Frank?
Step 4 Doing activities
1. Listen to the tape with the question in mind .(Books closed) After listening, ask one student to answer the question ‘Who is Frank?’ (He is Daniel’s favourite football player.)
2. Listen to the tape again.(Books open) Ask and answer the following questions:
1) How does Daniel look today? ( He looks happy?)
2) Why does he look happy? ( Because their football team wins again.)
3) Does Frank play very well in the match? ( Yes, he does.)
4) How is Frank?/ What’s Frank like? ( He is tall and strong.)
5) Does Frank often score for his football team? ( Yes, he does.)
3. Read after the tape. Then read together.
4. Ask Ss to practice the conversation in pairs. Then make up their own conversations.
5. Role-play. (Ask some students to act the dialogue out.)
Step 5 Doing consolidation exercises
Translation:
1.姚明是一位优秀的篮球运动员。
Yao Ming is a very good basketball player.
2.我喜欢读关于运动的书籍。
I like reading books about sports.
3.我们效力于校排球队。
We play for our school volleyball team.
4.你擅长游泳吗？不。
Are you good at swimming? No, I’m not.
5.你想看下一届世界杯吗？是的。
Do you want to watch the next World Cup? Yes, I do.
6.他看上去魁梧吗？是的。
Does he look strong? Yes, he does.
7.弗兰克出生于美国，但他住在英国。
Frank was born in America, but he lives in England.
8.你们的足球队赢了吗？没有。
Does your football team win? No, it doesn’t.
9.他在比赛中踢的很好。
He plays very well in the match.
10.我最喜爱的足球运动员常在比赛中进球。
My favourite football player often scores goals in matches.
Step 6 Doing homework
1. Read and recite ‘Speak up’.
2. Do some more consolidation exercises.
Period 8 Study skills
Teaching goals
● To encourage students to use English as much as possible
● To use everyday expressions to make requests, give instructions, and give responses
Teaching procedures
Step 1 Presenting
1. ( Before class, ask one student come into the classroom late. After the bell rings, the student knocks on the door.) The teacher say: Look, he is late. At this time, what should he say? He should say : “May I come in?” This is a class expression. It’s important to learn some common expressions of class. Today we will learn some sentences that will help you in your English lessons.
2. Go through Part B with class.
3. Add some other class expressions: 1) If you can’t hear your teacher clearly, you say: Excuse me, I beg your pardon./ Pardon?
2) If you need help with your lesson, you say: Can you help me?
3) If you see others are in trouble, and you want to help them. You say: Can I help you?/ What can I do for you?/ Can I give you a hand?
4) If you finish a role-play, you say: That’s all. Thank you. …
3. ( Pretend to be looking for your book.) Say: I can’t find my pen? Can you help me? Do you know where my pen is? S: Sorry, I don’t know. T: What can I do? I must borrow a book from you.(Write the word ‘borrow’ on the Bb, and ask Ss to guess its meaning.)
Step 2 Doing activities
1.Make conversations:
Conversation 1: A: Do you have a pen?
B: Yes, I do.
A: Can I borrow your pen?
B: Yes, you can. Here you are.
A: Thank you very much.
B: You are welcome.
Conversation 2: A: Do you have a pen?
B: No, I don’t. Ask Sandy. She may have one.
A: Thanks a lot.
A: Excuse me, Sandy. Can I borrow your pen?
Sandy: I’m sorry, I don’t have one. Ask Amy, she may have one.
A: Thank you.
A: Excuse me, Amy. Can I borrow your pen?
Amy: Of course you can. Here you are.
A: Thank you very much.
Amy: That’s OK./That’s all right.
2. Go through Part A with the whole class.
Step 3 Doing consolidation exercises
What do you say when you meet the following circumstances:
1.当你不知道某个事物用英语怎么表达时， 你应该说：
Excuse me. How do you say that in English?
2.当你不知道某个问题的答案时， 你应该说：
I’m sorry. I don’t know.
3.当你不理解别人说的话时，你应该说：
Sorry, I don’t understand.
4.当你开始表演时，你应该说：
I will begin/ start now.
5.当你结束表演时，你应该说：
That’s all. Thank you.
6.当你上课迟到时，你应该说：
May I come in?
7.当你听不清别人说的话时，你应该说：
Pardon?
8.当别人称赞你时，你应该说：
Thank you.
9.当别人向你道谢时，你应该说：
That’s OK/all right. / You are welcome. /It’s my pleasure./ Don’t mention it….
10.当别人向你道歉时，你应该说：
That’s OK/all right. / Not at all. / Never mind./ It doesn’t matter….
Step 4 Doing homework
1. Revise the class expressions.
2. Make conversations with your classmates.
3. Do some consolidation exercises.
Period 9 Main task
Teaching goals
● To organize ideas before writing
● To write a profile
● To introduce yourself to others
Teaching procedures
Step 1 Presenting
Teacher says: Today we will learn to write a profile. Do you know how to write a profile? What should we write?[Ask Ss to answer, and write the answer on the Bb: name, age, birthday, birthplace, living place, school, class, grade, appearance(外貌), hobbies(爱好), good at…/ not good at…, personality(性格), … ]
Ask Ss to read the passages on page 15. Try to find out some information to finish the table.
Name Millie Daniel
Age 12 11
Birthplace Beijing Nanjing
Living place Beijing Beijing
School Beijing Sunshine Secondary School Beijing Sunshine Secondary School
Appearance not tall, dark brown eyes, short black hair short, black hair, wear glasses
Hobbies listening to music, reading, English, Chinese playing computer games
Good at English ------
Not good at ------- sports
Personality -------- polite and helpful
Check the answer and read the passages.
Step 2 Practicing
Ask Ss to finish the table of Part B1.
Step 3 Writing
1.Ask each of the students to write a rough draft using the table of Part B1. In pairs, students read, check and correct their partner’s draft. As you go around the class, suggest improvements in the choice of words, spellings and structures.
2. Ask students to rewrite their personal profiles on Part B2.
3. Ask for volunteers to read out their personal profiles to the class.
Step 4 Game
Tell students not to include their names on the first drafts. Collect the students’ first drafts, mix them up and hand them out to different students. Each student reads a personal profile, tries to guess who the writer is and returns the personal profile to the writer.
Step 5 Doing homework
1. Read the passages on page 15 three times.
2. Write a profile with more information.
Period 10 Check out
Teaching goals
● To revise the vocabulary of this unit
● To revise the grammar of this unit
Teaching procedures
Step 1 Make a revision
Revision 1
(Show the pictures of the six students and put them up on the Bb.)Say: In this unit, we meet six new students from Beijing Sunshine Secondary School. Can you tell me what they are like? ( Ask Ss to look at the picture and describe their appearance. After that, ask them to fill in the blanks.)
Millie: She is not very tall. She has dark brown eyes and her hair is short and black.
Sandy: She is very tall and slim . She has long black hair.
Daniel: He is short, his hair is black. He wears glasses.
(Ask Ss to describe their own appearance or their parents’ or friends’ appearance.)
Revision 2
(Point at each picture and ask.) What do they like? (Ask Ss to fill in the blankets.)
Millie likes English and Chinese at school. She is good at English. She loves reading, she is in the School Reading Club. She loves listening to music. She listens to CDs at the weekend.
Simon likes playing football after school. He plays football on the school football field. There is a big swimming pool and a badminton court in his school, too.
Sandy likes listening to music, too. Kitty loves dancing. She works hard. Amy loves swimming. She is good at swimming. Daniel loves all his lessons at school, but he is not good at sports. He enjoys playing computer games.
(Make a conversation based on the model. )
A: What do you like?
B: I like playing volleyball?
A: Are you good at playing volleyball?
B: Yes, I am.
A: Do you like swimming?
B: No, I don’t. I don’t like swimming.
A: Does your mother like swimming?
B: Yes, she does. She likes swimming very much.
Revision 3
(Show the picture of Li Hua.) Ask: Do you remember him? Who is he? What is he? Where was he born? How old is he? How does he look? What does he like? Which team does he play for? What is he good at? What does he want? ( After answering the questions, students should fill in the following blanks without opening their books.)
Li Hua is my favourite football player. He is 22 years old. He looks strong. He was born in Guangdong, but he lives in Beijing. He likes reading books about football. He plays for Huanghe Football Team. He is the newest member in it. He is good at scoring goals. He wants to play football in the next World Cup.
Revision 4
1. Go through Part B on page 17. Then Check the answer: 1. basketball 2. glasses 3. swimming 4. fish 5. badminton
2. Choose the right phrase to fill in the blanks:
come from, like…very much, walk home, look happy, the answer to the question, play with, go running, half an hour, polite and helpful, take the bus, take…for a walk
1. Do you know ? Sorry, I don’t know.
2. We our teachers .
3. I watch TV for every day.
4. Daniel is . We all like him.
5. You today. I think your team wins again today.
6. Where does he , Beijing or Shanghai?
7. I my dog every day. I him after supper.
8. My home is near my school. So I after school.
9. We usually at the weekend. It’s good for us.
10. He is at the bus atop. He is going to school.
(1. the answer to the question 2. like ,very much 3. half an hour 4. polite and helpful 5. look happy 6.come from 7. play with, take, for a walk 8. walk home 9. go running 10. take the bus)
Revision 5
Ask Ss to finish Part A. Then check the answer with the whole class.(1. Do 2. are 3. Do 4. comes
5. Is 6. am 7. loves 8. is 9. Do 10. goes 11. love)
Read the dialogue together and act it out.
Go through the table on page 9. Ask Ss to sum up the rules of the simple present tense.
Step 2 Doing homework
1. Revise vocabulary and grammar of this unit.
2. Prepare for the coming test.
篇7：7A Unit 2 Checkout 学案设计(译林牛津版英语七年级)
新沂市第六中学备课设计 课时总编号54
备课组别 English 上课
日期 第 10 课时 课型 New 主备人 Lu Guomei
课 题： 7A Unit 2 Checkout
教学
目标 1、To rvise the new words and useful expressions about this unit .
2、To practice using the personal pronouns of subject form and object form .
3、To talk about your school life and love your colourful school life .
重点 Grasp the new words and useful expressions .
难点 Practise using the grammar points .
教法Teaching and practice .
教具 Pictures and small test papers
教学基本环节 教学过程内容及组织过程 用案人自我创新
指导自学 Step Ⅰ Guidance to self-study
Activity 1 Lead--in
Have a free talk with the students .
Do you love your school life ?
Do you have lots of friends ?
Do you have hobbies ?
What’s your favourite activity/hobby ?
How many hours do you spend on it every day ?
… …
To encourage more students to talk about their school
life freely .
Show the teaching aims to the students .
指导自学 Activity 2 Checking homework.
Get group leaders to check the homework carefully and
give suitable marks to each group .
Praise the best group and the most careful students .
交流展示 Step ⅡDiscussion&presentation
Activity 3 Presentation
Get the students to practice reading the new words
and useful expressions .Then prepare for dictating
the important language points .
Activity 4 Dictation
Get No.1students to dictate the language points
on the blackboard .Others dictate in exercises books .
sleep just fun funny after-school
homework supper because best
chat first spend library
practiceswimmer kind mail
send usetwice week
newspaper letter together busy
information trip price ready
… …
Help the students to revise the important phrases .
wake up
be going to do something
how to have fun
spend (some time ) doing something
交流展示 be busy
a trip to the zoo
thank sb for sth
look forward doing … …
What do you think of … …?
拓展提高
Step Ⅲ Extension
Activity5 Practise
1) Help the students revise the personal pronouns .
Subject forms :I you he/she/it you you we they
Object forms : me you him/her/it you you us them
2) Practise doing the exercises on Page 37 of Part A .
Check the answers together :
(1) I (2) you (3) me (4) it (5) It
(6) He (7) we (8) him (9)He
3) To show some pictures about sports ,lead the students to say:
watch TV write letters read newspapers play football
make model planes … ….
Then get the students to talk about their shool life and
their favourite activities .Make them love their colourful
school life .
Step IV Checkout
Activity 6 Choose the best answer .
1、-How long do you spend _______your homework
every day ?
A do B to do C doing D are doing
2、Look at those books ._______ are new .My aunt gave
______ to me as a birthday gift .
A They ; them B They ; their C Their ;them D Their ;they
3、Mr Wang is my neighbour ._______ often talk with
________on Sundays .
A I ; him B me ;him C He ; I D He ; me
4、Mr Ye is a good teacher .He teaches ______ music .We
all like him .
A we B us C me D him
5、Come on ,Sally .It’s time _______class now .
A to B to C for D with
Unit 2 Checkout
Subject forms : I he /she/it you they we you
Object forms : me him/her/it you them us you
篇8：牛津英语7A Unit3 全部教案（共10课时）(译林牛津版七年级英语上册教学案例)
Unit 3 Let’s celebrate!
Period（1）
Comic strip+ Welcome to the unit
一 教学目标
1 能听、说、读、写单词holiday, as, monkey, why, mooncake, 并了解其含义。能听懂、会说单词celebrate, ghost, king, festival, Christmas, Easter,短语dress up, the Mid-Autumn Festival,能理解单词dragon, Halloween,短语the Dragon Boat Festival。
2 能了解中外一些重要的节假日及主要庆祝方式，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 能就有关“个人对节日的喜好”情况相互进行简单询问及回答。
4 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(第3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)。
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)。
3 板书准备：黑板上预先写好课题Unit 3 Let’s celebrate!
五 教学步骤(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模仿其造型)Who can dress up as Monkey King? (5分钟)
2 让学生分角色朗读。
(2分钟)
3 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。 (5分钟)
六 教学步骤(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。 (5分钟)
2 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。 (5分钟)
3 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。 (5分钟)
4 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。 (2分钟)
5 学生两人一组练习对话，再进行表演。 (4分钟)
6 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分钟)
7 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. (3分钟)
七 家庭作业
熟读第34页、35页对话。
抄写本课所学节日名称。
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。 (2分钟)
Period（2）
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、三幅图片（第35页Part A中的图1、2、3）。
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（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。 (5分钟)
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。 （7分钟）
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? 并把答案（On October 31st）写在黑板上。 （3分钟）
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?
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, if, 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。 （8分钟）
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。 （5分钟）
6 学生两人一组，就第5步中所提问题进行相互问答。 （5分钟）
7 教师用实物投影展示课文复述提纲
Celebrating Halloween
play a game→dress up →make own pumpkin lanterns→have a special party
先给学生示范一次，再要求学生看书复述，最后选一部分同学到前面复述。 （8分钟）
六 家庭作业
抄写本课生词。
完成第38-39页练习。
鼓励有能力的学生模仿本课文，以Middlie口气，写一封信，告诉Wendy 有关Mid-Autumn Festival的庆祝方式。
(1分钟)
后记：
Period（3）
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
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。 （10分钟）
2 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。 （4分钟）
3 实物投影展示第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。 （4分钟）
4 用实物投影展示第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。 （6分钟）
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。 （10分钟）
6 打开书本，学生两人一组完成第38页Part B2，全班核对答案。 （2分钟）
7 选用一位同学写好的有关Mid-Autumn Festival的信，用实物投影展示。(如没有同学完成，则采用自己事先准备好的范文)。学生两人一组互相询问以下问题并回答。When is the Mid-Autumn Festival? What do we eat on that day? Why do we call it mooncake? Where do we celebrate it ? 收集信息，全班共同核对，让大家分享合作学习的快乐。 (5分钟)
六 家庭作业
复习上一课所学单词。
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。 (1分钟)
Period（4）
Vocabulary
一 教学目标
1 能听、说、读、写单词May, national, card, rice, 短语May Day, National Day并了解其含义。能听懂、会说单词dumpling,短语rice dumplings。
2 能掌握一年中几个重要节日的名称并了解其日期。
3 能就所了解的节日信息进行相互交流。
二 教学重点
1 生词和短语的正确读音。
2 能较熟练地运用所学交际用语询问及回答。
三 教学难点
1 能就所了解的节日信息进行相互交流。
2 能针对不同的交际情景作出正确判断和应答。
四 课前准备
1 教具准备：实物投影仪幕布、活页式台历或日历、贺卡若干张、四幅图片(第40页Part B)。
2 教学准备：请学生准备台历(日历)、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
1 教师问：Which special days of the year do you know?把 days of the year 写在黑板上，学生两人一组进行讨论，然后将搜集到的信息，如：Mid-Autumn Festival, Chinese New Year ,Christmas，Dragon Boat Festival, Easter, Halloween 等写在days of the year下面(如学生答出Children’s Day, Teacher’s Day, Women’s Day, Fool’s Day等给予鼓励)，然后在节日名称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出相应的节日名称。接着，添上10.1、5.1、1.1三个日期，学习短语National Day, May Day ,New Year’s Day, 并板书在其它节日一边，让学生猜出其含义。 (6分钟)
2 用实物投影展示活页式台历，指着某一周，与学生开展free talk,说，Let’s look at the days of the week. What day is it?(It’s Monday) Do we have to go to school on Monday/Tuesday?
(Yes) Do we have to go to school at the weekend ? (No)
让学生用自备的台历(日历)就上述问题进行两人或三人小组问答。 (5分钟)
3 介绍课本内容：
Millie and Simon want to know which days they do not have to go to school. Now ,please help them. If they have to ,write “Yes”. If they do not have to ,write “No”.学生打开书本，完成第40页Part A。 (3分钟)
4 让学生看黑板上的节日名称，问：Whose favourite festival is Mid-Autumn Festival?
Why do you like it ? (Because I like to eat chocolate eggs.) 然后出示贺卡，学习单词card并板书。 Look! Here are different kinds of cards. These are Christmas cards .I like Christmas because I can get the cards .Now , please show me your cards. (学生出示自己的贺卡并用英文说出Christmas card和New Year’s Card)。接着用实物或图片教短语rice dumplings。并让两个学生用the Dragon Boat Festival大家互相表演对话：Why do you like the Dragon Boat Festival?(Because I like to eat rice dumplings) （12分钟）
5 学生两人一组，仿照上面的对话进行表演。教师为提高兴趣，可增加一些内容，如：Why do you like Chinese New Year? Because I can wear new clothes and get money. (5分钟)
6 打开书本，要求学生完成Part B的笔头填空，全班核对答案并分组朗读四个句子，提醒学生注意介词at的用法。 (5分钟)
7 游戏
合上书，教师说：At Christmas,让学生分组或全班集体答出We get cards and presents。然后选出若干同学，到前面代替教师,依次说出At Easter ,At the Dragon Boat Festival, At Mid-Autumn Festival.其它同学分组或集体答出书上的下一句。可多给一些学生机会，反复操练数遍或打乱顺序随意说出一个介词短语。 (6分钟)
六 家庭作业
抄写第40页Part A中的节日短语。
仿照Part B用At…编写若干句子。 (1分钟)
后记：
Period（5）
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。能听懂、会说单词during 。
2 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。
3 能体会出中英语言交际中存在的文化差异。
二 教学重点
1 生词的正确读音。
2 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
1 单词学习的记忆效果或掌握程度。
2 能正确理解图表所提供的信息。
四 课前准备
1 教具准备：实物投影仪幕布、生词卡片、活页式台历。
2 教学准备：请学生事先准备台历或日历。
3 板书准备：黑板上预先写好课题Unit 3 Let’s celebrate!
五 教学步骤
1 教师用实物投影展示活页台历。先指着某一周，复习已学过的名词
What day comes after
Thursday? （It’s Friday.） What day comes after Friday? （It’s Saturday.） What day comes after Saturday?（It’s Sunday.）学习单词Saturday, Sunday,并写在黑板上。Do we have to go to school on Friday?(Yes).Do we have to go to school on Saturday?(No)What about on Sunday?(No) 带领学生操练单词：Saturday comes after Friday. Sunday comes after Saturday.再指着十月，复习October.。问：What month comes after October? (It’s December.) What month comes after December.( It’s November.)依次学习其他十一个月的单词名称，并一一写在黑板上。带领学生操练单词：Which is the first/second /tenth/eleven… month of the year ?It’s January/February/October/December…
问学生：When is Christmas ?It’s in December. Which season is it in?It’s in winter.
复习已学过的winter,学习单词season 并写在黑板上。告诉学生：There are four seasons in a year. Winter is one of them. We have the other three seasons. They’re spring, summer and autumn.带领学生操练单词：New Year’s Day is in spring. Children’s Day is in summer.
Mid-Autumn Festival is in autumn. (12分钟)
2 帮助学生回忆刚使用过的介词，并将on、in分别写在黑板上相应的单词前。复习第40页 Part B中的句型：What do we eat at Christmas? What do we eat at Mid–Autumn Festival?板书at Christmas, at Mid-Autumn Festival。让学生两人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。 (5分钟)
3 实物投影展示第41页Part A中的表格，带领学生浏览，并正确理解其中的“What for”和“Example”。让学生仿照例句，用Example中的短语at six o’clock, on Monday, in the evening等造句，再迁移拓展为at eight o’clock, on Saturday in the morning等其它相似短语造句，可进行“造句竞赛”，将学生分成若干小组，先分组限时(1-2分钟)做Pair work,再集中统计，评出优胜。 (5分钟)
4 打开书本，学生完成第41页A1中的介词填空，做完后两人一组纠正错误，让学生集体朗读句子，并作小结。 (3分钟)
5 实物投影展示三类生词卡片，分别用以下类型两人一组进行信息交流，以加强理解、加深记忆。Seasons: What season comes after spring/summer/…？
Months: What month comes after January/February/…/?
Days of the week：What day comes after Monday/Tuesday/…/?
教师在班上巡视，在读音、拼读规则等方面适当给予学生帮助、点拨。 (8分钟)
6 游戏：让学生三人一组，用事先准备好的台历或日历，一人指着某一周或某一月，一人尝试说出英文名称，另一人进行统计。轮流操练，比一比规定时间内谁说出的多，评出每组冠军。(4分钟)
7 告诉学生，Millie writes a letter to Wendy about her week. But she is not good at the Prepositions. Can you help her?(Yes!)OK, turn to Page 42.Use “at, in, on” to fill in the blanks.要求学生单独完成，选出一些同学逐句读出答案，最后让学生分组朗读全文。 (5分钟)
六 家庭作业
抄写单词。复习第41页A中表格。读第42 页课文。 ( 1分钟)
后记：
Period（6）
Grammar (B) Asking ‘wh–’questions
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 skate board。
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 能培养自己乐于用英语主动提问的学习态度。
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 能灵活应用本课所学语法项目谈论 Festivals。
三 教学难点
1 能理解第43页Part B中的图表，获取准确的信息。
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，如书包、钢笔、尺子等。
3 板书准备：黑板上预先写好课题Unit 3 Let’s celebrate!
五 教学步骤
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。 (5分钟)
2 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。 (5分钟)
3 用实物投影展示第43页Part B中‘wh–’question图表，帮助学生对语法项目进行归纳小结。用简笔画表达短语by bus并教单词by。把它写在黑板上，问：Who goes to school by bus today? Hands up! Who doesn’t go to school by bus ? Hands up.操练短语by bus，然后让学生用表中的Questions, Answer,分组回答。 (7分钟)
4 教师告诉学生：Millie is a good girl. She loves to ask questions. Do you love to ask questions? (Yes)Good! I think every one should love to ask questions in English, then you’ll be better at your English! 打开书本，完成第43页Part B1。 检查学生能否通过看图观察、联想，正确地填出who, what, why等疑问词。借助于图片学习单词look, fishing。接着鼓励学生作出应答。允许有不同的答案，以开拓学生的思维及培养他们积极用英语来进行交际表达的学习态度。 (7分钟)
5 用实物投影展示出第44页Part B2图片。先帮助学生回忆图中物品所代表的节日名称：the Dragon Boat Festival, Christmas, Mid–Autumn Festival, Chinese New Year.通过图片教单词skateboard。并问：Do you want a skateboard? (Yes) Maybe I can give you one as a present for Christmas.然后设计以下‘wh–’questions,让学生看图分组问答：
Why do you like the Dragon Boat Festival? How do you celebrate Christmas? By giving presents。（把该短语写在黑板上以给学生提示。）When is Chinese New Year this year?
再鼓励学生用自己设计的‘wh–’questions来交流。 (10分钟)
6 打开书本，学生完成第44页B2填空练习。两人一组核对并纠正错误，再相互询问、应答。(5分钟)
六 家庭作业
复习第43页图表。
熟读第44页交际句型。
以第36-37页Wendy’s letter为范文，设计出若干‘ wh–’questions,写在作业本上。(1分钟)
Period（7）
Grammar ( C ) ‘some’/‘any’+ Integrated skills(A)
一 教学目标
1 能听、说、读、写单词food, 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 能理解和掌握some与any 的基本用法。
二 教学重点
1 生词的正确读音。
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。
3 能正确区分some与any 在不同句式中的使用。
三 教学难点
1 掌握一定的听力技能。
2 能使用简单的海报传达信息。
3 能基本理解“some”在疑问句中的特殊含义。
四 课前准备
1 教具准备：磁带、录音机、实物投影仪幕布、三幅图片(第45页)。
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!
五 教学步骤(第45页 Using ‘some’/‘any’)
1 用实物投影出示第45页图片、指着图片说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)把some和any写在黑板上，朗读图片上方的对话，然后学生两人一组，用其他物品替换，进行表演。
A: I want to borrow some Japanese books/Christmas cards/… Do you have any?
B: No, I don’t have any. (4分钟)
2 打开书本，和学生一道浏览图片下方的表格，帮助学生小结some 和any的基本用法，使学生能正确理解它们在三种不同句式中的运用。Do you understand the three different kinds of sentences? I’m sure they’re not too hard for you. But don’t forget to read the words in the right box. Sometimes, when we want to get the answer “yes”, we can use “some” in question forms.领着学生边读边理解。例句：Would you like some tea? (I hope you want
some tea ) Can I have some stamps ?(I hope I can get some stamps) (4分钟)
3 教师与学生这样交谈Do you like Chinese New Year?(Yes) Why do you like it? (Because I can get some money from my parents) Where do they always put it? 学习单词packet及短语a red packet.帮助学生回答： They always put some money in the red packets. 教师说Show me your red packets, please! OK! Do you have any money in it? (3分钟)
4 问学生: Do you know ICQ? Do you like to chat on ICQ? Wendy likes to chat with Millie on ICQ. Look, they’re chatting again.让学生用some和any完成第45页对话填空。两人一组，
先讨论并写下答案，相邻两组一齐核对、矫正，再交叉更换伙伴表演对话，鼓励学生尽量伴以动作、表情，加强对话的逼真度。 (5分钟)
六 教学步骤(第46页 Chinese New Year celebrations)
1 合上书本，问学生：Do you know why Wendy and Millie talked about Chinese New Year? Please look at the poster. Maybe you can find the answer. 用实物投影出示第46页A海报。让学生快读一遍找到答案：Because people will celebrate Chinese New Year in New York. Wendy wants to learn something about Chinese New Year celebrations in Beijing . (5分钟)
2 教师说：There are lots of Chinese people in New York. They often live in a place called Chinatown.(相信学生可以猜出其含义)They must celebrate Chinese New Year. Do you know why? (Because they’re Chinese, too)学习单词traditional, food(something to eat) 短语traditional food -such as dumplings, Sichuan hot food, Guang dong sea food.. Chinese New Year, Mid–Autumn Festival., the Dragon Boat Festival are all traditional festivals in China.用简笔画或动作教单词Lion及短语lion dance。Do you know a man called Huang Feihong? He is very good at lion dance.学习单词Midnight-in the middle of night or 12 p.m. (4分钟)
3 打开书本，让学生再读一遍海报，并根据A1的要求，两人一组讨论，完成下面图表中的部分空格。 (2分钟)
4 用英文解释海报左下方。If you want to know more information and complete the left part, please listen to the radio program. 让学生听一遍录音，只听不写，看他们是否能整体理解大意。然后再放一遍录音，要求他们努力捕捉关键词及相关信息,单独把答案写在A1的table内。第三遍则用来帮助学生核对、纠正错误。 (7分钟)
5 告诉学生：Wendy wants to tell Millie about the celebrations in New York. She is writing a postcard. Please help her finish the blanks.学生分成若干小组，分别讨论答案，最后汇集信 息，全班一起核对，共同提高，让同学们体验到合作学习的快乐。 (5分钟)
6 学生大声朗读短文数遍，再把答案写在书上。 (4分钟)
七 家庭作业
抄写生词。
熟读度45页第2部分对话。
鼓励有能力的学生以Millie的口气，仿照书上的范文，回复一张明信片给Wendy,告诉她北京庆祝新年的情况。 (1分钟)
后记：
Period （8）
Speak up: Which is your favourite day? + Study skills
一 教学目标
1 能相互交流有关“个人对节日的喜好”信息。
2 能熟练运用‘wh–’questions 进行详细询问和应答。
3 能尝试使用适当的学习方法，克服学习中的困难。
二 教学重点
1 日常交际用语的正确读音。
2 能模仿第47页Part B 的对话，谈论个人所喜爱的节日。
三 教学难点
1 能熟练地在情景中运用本课所学的交际用语，互相询问对方所喜爱的节日情况。
2 能正确理解简短的书面指令(instructions)并根据要求进行学习活动。
四 课前准备
1 教具准备：磁带、录音机、实物投影仪幕布，事先制作好的学习卡片若干张。
2 教学准备：请学生准备一张较大的卡片, 一张白纸，一把剪刀及钢笔、彩笔等物品。
3 板书准备：黑板上预先写好课题 Unit 3 Let’s celebrate!
五 教学步骤(第47页 Speak up)
1 教师用实物投影展示第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。
（相关材料：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）(5分钟)
2 教师说：Do you know which is Millie’s favourite day? Listen, and try to find the answer.
播放一次录音，让学生静听，找出答案后，举手回答：Her birthday。然后播放第二次录音，学生逐句跟读、模仿，并注意带着感情色彩来读。 (5分钟)
3 打开书，分角色朗读。 (3分钟)
4 学生两人一组练习对话，轮流替换角色，练习几分钟后，让一些小组到前面表演。(5分钟)
5 用实物投影出示第40页Part A 的节日名称。两人一组，扩展对话，可先与一学生作以下示范：
T: Which is your favourite day in the year? S: Children’s Day is my favourite day.
T: When’s Children’s Day? S: It’s on 1st June.
T: Why do you like it so much? S: I do not have to go to school and 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。 (5分钟)
6 在黑板上写出学生已学过的节日名称，让学生用自己真实的情况来表演对话，以便他们能在真实的情景中合理、自如地运用句子。 ( 5分钟)
六 教学步骤(第48页 Study skills)
1 游戏
拿出事先制作好的学习卡片，放在讲台上，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. 再让该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，仿照示范进行“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，可鼓励该学生主动向其他同学求助：Could you help me , please? (5分钟)
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 every day, you’ll learn English better. (1分钟)
3 用实物投影出示第48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。 (3分钟)
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。 (5分钟)
七 家庭作业
听磁带，跟录音读第47页Part B 对话。使用本课所制卡片学习10分钟，开始尝试帮助记忆英语词汇或句子。
按照课堂上所学，在课外尝试制作更多的学习卡片。
模仿第47页Part B的对话，根据实际情景自编对话，鼓励有能力的学生运用更多的交际用语扩展对话。 (1分钟)
后记：
Period（9）
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 能在写作前组织思想。
3 能写有关节日及庆祝方式的段落。
4.能使用海报形式介绍或传达某一节日的信息。
二 教学重点
1 生词和短语的正确读音。 2. 培养学生笔头表达思想的能力。
三 教学难点
1 能通过阅读某人关于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：请学生准备几张A4的白纸。
3 板书准备：黑板上预先写好课题 Unit 3 Let’s celebrate!
五 教学步骤
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。
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). 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.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 )
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。 (7分钟)
2 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. (2分钟)
3 实物投影展示第49页，让学生浏览数遍。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. (3分钟)
4 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。 (4 分钟)
5 根据第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。 （5分钟）
6 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。 (6分钟)
7 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。 (6分钟)
8 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。(5分钟)
9 找四、五个学生把他们的短文大声读给全班听。 (4分钟)
六 家庭作业
抄写本课生词。
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，制成真正的poster。 (1分钟)
后记：
Period（10）
Checkout
一 教学目标
1 能听、说、读、写、单词warm 并了解其含义。
2 能熟练掌握和理解本单元所学的单词、短语以及语法项目。
3 能熟练地在不同的交际情景中运用本单元所学的单词、短语以及语法项目。
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
1 能复习巩固所学的语言知识。
2 能综合运用本单元所学的单词、短语以及语法项目。
三 教学难点
1 复习时间介词at/on/in、‘wh–’questions, ’some’/ ’any’ 的含义及功能。
2 掌握一定的书写技能。
四 课前准备
1 教具准备：实物投影仪幕布、自制flash cards 若干、活页台历一个。
2 教学准备：请学生准备一本测验本和几张白纸。
3 板书准备：黑板上预先写好课题 Unit 3 Let’s celebrate!
五 教学步骤
1 教师介绍本课内容Today we will do some exercises to check if you can use the words and grammar which you have learned earlier in the unit to make sentences. (1分钟)
2 教师提出问题帮助学生复习本单元所学单词、句型和语法。
i) How much can you remember about Halloween celebrations? 用自制的含有与Halloween 相关的词或短语的flash cards，与学生一道做“看图记句”游戏，以巩固学生对语言项目的理解和记忆。
ii) What season is it in the USA when Halloween comes? ( winter) What do we usually wear in winter? (warm coat) 学习单词warm. Why do we have to wear warm coat? (It’s cold) 把warm与cold写在黑板上以加深学生的印象。 (7分钟)
3 教师组织学生以“小记者采访”的类型，复习节日类等单词和语法规则。
i) Which is your favourite festival /day/month/season? Why do you like it ?
ii) What do you usually do on Sunday/in the evening/at 8 o’clock? What do you like to eat at Mid–Autumn Festival/Easter/the Dragon Boat Festival?
iii) Do you have any flash cards? Do you wear any warm coat in summer ?(No, I don’t wear any.) 鼓励学生尽可能多地给出信息，教师应及时纠正学生的语法和语音错误。 (6分钟)
4 在以上两个游戏活动中，学生已经复习了Part B的所有词汇：Halloween, Chinese New Year, Mid–Autumn Festival, the Dragon Boat Festival, Christmas, Easter,让学生先把答案写在书上，然后做以下“Dreaming about”的游戏
叫一个学生假装趴在座位上睡着了。教师说：He/She is dreaming about the different days of the week. What is he/she dreaming about? 其它学生举手猜答，依次说出I think he/she is dreaming about Monday, Tuesday… 然后用months、seasons替换，方法同上。 (6分钟)
5 用实物投影分别出示第41页、第43页和第45页的表格，复习三种不同语法项目的含义和用法，帮助学生加强理解，加深记忆。 (3分钟)
6 让学生完成Part A语法填空练习，做完后两个一组纠正错误，把得分写在电子Hobo的手掌上。让学生集体朗读句子，并作小结。 (6分钟)
7 附加练习
a) 用第41页的词汇栏给学生进行听写小测验，学生写在测验本上。 (6分钟)
b) 写作训练
拟定标题My birthday ,让学生先安排自己的写作思路，立出提纲，然后仿照第16页范例制作一张poster来介绍自己生日晚会的信息。先写在稿纸上，教师当堂帮助学生检查、纠正或点评。 (5分钟)
六 家庭作业
复习本单元所学内容。制作生日晚会“海报”。对有能力的学生，鼓励他们仿照第36-37页书信，写一封信介绍某一节日的庆祝情况，尽可能多地用本单元的语句表达思想。 (2分钟)
后记：
篇9：牛津7AUnit6(译林牛津版七年级英语上册教案教学设计)
Teaching content：Comic strip and welcome to the unit
Teaching aims：1.复习掌握已学过的衣服的名称。
2.复习掌握已学过的颜色单词。
3.掌握并会使用服装的制作材料。
4.掌握并灵活运用课文中的对话。
5.教育学生养成乐于助人的品质。
Teaching focus ：1.衣服的名称及其制作材料。
2.会描述人物的穿着打扮。
Teaching aids：教学挂图，多媒体。
Teaching procedure：
Warming up:
Let the students see some pictures of the fashion show on the screen.
Pre - task:
1. Use the pictures to review the names of the clothes.
2. Review the colours. Ask the Ss to say the colours of the clothes.
3. Describe yourself what you are wearing today. Then ask some students to describe what they are wearing.
While- task:
1. Eddie is going to a fashion show. Will you please help him to dress up?
2. See some pictures of different kinds of dogs in clothes on the screen.
3. Use the pictures on the screen to present some new words: the material of the clothes. (silk, cotton, leather, wool,)
eg. Look at this lovely dog. Its scarf is white, and its made of silk.
4.Practise
Now Eddie is on the fashion show. He looks smart. He is doing a good job. He raises a lot of money for Project Hope. Use the following words to describe what Eddie is wearing.
names shoes hat scarf coat
colours black red white Yellow
materials leather wool silk cotton
5．Learn “comic strip”.
A. Present the comic strip. Help the Ss understand the meaning.
eg. Eddie is going to a fashion show. But he doesn't know what to wear. So he asks Hobo. Hobo tells him not to wear any clothes because dogs don't wear clothes.
B. Repeat the dialogue
C. Read the dialogue after the teacher.
D. Ask some students to act it out.
Post- task:
1.Welcome to the unit
A. Looking good and raising money.
The students are giving a fashion show to raise money for Project Hope. Look at the two students below and put the following words in the correct boxes.
B. Clothes and materials
Millie wants to join the fashion show. She wants to know the names of the names of the different materials. Help her write the correct words under the pictures.
2. Give a fashion show
Ask several students to give a fashion show.
The Second Teaching Plan Of Unit 6
Teaching Aims: (1) 认知目标：学习本课阅读内容。To learn the main diea of the reading.
(2) 技能目标：通过学生的活动，口头表达某人的衣着。初步完成本单元任务活动。
（3）情感目标：师生双边活动，增强亲合力，共同感受时装魅力。
Teaching contents: To learn the reading part of this unit, to grasp the main idea of this unit
Teaching Language Points: raise money; Project Hope, in /from 1980s;look colorful, / smart/modern /cool; a pair of blue jeans, fashion show.
Teaching procedures:
1. Lead-in (1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and ues some suitable adjective words. Such as : smart, modern, cool, …
eg: 1. What colour is his coat?
2. What size is it ?
3. Does he look cool? …
(2) Ask the some Ss to describe my clothes. (to express one’s fashion with the words appeared in the reading. )
2. Warming up exercises: Present the new materials by picture.
(1) To distinguish the fashions in different times.(through pictures prepared.)
(2) Sum up. To describe a person in a short passage. (according to the pictures.)
Just like: “Deniel looked smart and modern. He wore blue and yellow sports clothes. He also wore a pair of colourful trainers. ”
3. Present the new materials; (1) Listening to the tape recorder and try to finish the form below.
Simon Clothes(1980s) Looked colourful Trousers were _____.His shirt was __ ____His tie was _______
Daniel ------ Looked ____ & ____. He wore ________.He also ______ trainers
Millie Give a talk on “_______” Young people ______ in 1990s. The trainers are _______.
Amy Young people like to wear ___________ Looked cool . She wore a yellow ‘silk blouse with ______ and a pair of blue jeans _____.
Sandy (I) Clothes(1990s) I wore ___, ____ and ______. I also wore my hair _____.
(2)Ask the Ss to sum up the impression on each student.(axxording to the form above)
(3) Try to retell the main ideas of the story.
4.Ask Ss to draw some pictures about Simon, Daniel, Millie, Amy and I.
This course is for the purpose of main task
5.Ss’ activities. Say something about the pictures drawn on the Bb.
6. Listen and read after the tape. (Pay attention to the intonation and pronunciation.) and try to translate some important sentences into Chinese.
7. Homework for today. Draw a picture of oneself in fashion for the Fashion Wall.
The Third Period of Unit 6
Teaching Contents: Reading A B
Teaching Topic: The Fashion Show
Teaching Aims: 1、进一步理解课文的主题
2、学习有关服装的名称、面料、色彩的运用
3、能够描述某个人的着装特色，增强个人的审美意识
Teaching LanguagePoints: 用新闻报道的形式写关于时装秀的一篇短文
Ⅰ.Greeting
Ⅱ.Warming up
1. Read the names of clothes with the picture on P87 (A)
T : He / She looks beautiful ( smart modern cool)
What is it?
S: Jacket tie shirt / blouse skirt
T : What are they?
S: Shoes trousers / boots
2. Ask the students about his (her) real life.
T: What are you wearing ?
S: A shirt.
T: What’s it made of?
S: It’s made of silk (wool leather cotton).
T: What colour is it?
S: It’s red .(yellow black white blue green purple)
Ⅲ. Reading (1)
1. Read the new words.
T: Last Friday ,Sandy’s class gave a fashion show.
Can you read the new words.
a fashion show Project Hope style scarf
time times trainer trainers century
smart modern colorful comfortable cool
2. Read the text
3. Qs and As
T: (1) Who wore white shoes?
(2) What did Simon wear?
(3) Who wore a blouse?
(4) What did Amy wear?
(5) Who wore sport clothes?
(6) Who wore a black skirt?
(7) Was Amy’s blouse silk? Was Amy’s scarf wool?
4. Fill in the blanks.
Name Clothes
Simon
Daniel
Sandy
Amy
Ⅳ.Reading (2)
T: Now let’s look at P90 (B) “Style and fashion”
Finish Kitty’s notes.
1. Simon wore a pair of white_____________
2. Millie talked about sports shoes called _____________
3.Young people like to wear trainers because they are ____________
4.Sandy wore a red____________
5. Simon’s _________ was yellow and red.
6.Amy wore a yellow __________ blouse and a pair of blue jeans.
Ⅴ.Post-task activity
(1) T: Now , I’ll ask you to say something about your friend’s fashionable clothes. And let’s guess who he is / she is .
S: He /She is wearing ….
(2) T: OK. Please come to the front and say something about yourself.
S: I’m wearing…
Ⅵ. Reading (3)
The students read the text again.
Ⅶ. Homework.
T: Please write an article about your friend’s fashionable clothes.
( about the fashion show)
The Fourth Period Of Unit 6 Fashion
Topic: Reading C, D
Aims:
1. Identify clothes and learn the names appeared in the reading part.
2. Arouse students’ enthusiasm for contacting others by interviewing.
3. Developing the ability of useing
I. Greetings
T: Hello, everyboy. Nice to see you again .Oh, Student A, your shirt is very beautiful, who bought it for you?
A: My father did.
T: Oh, I see. Student B, you look colourful. I think you can give a fashion show.
B: Thank you.
T: Do you still remember the fashion show?
Ss: Yes, we do.
II. Fashionable Clothes (C1)
1.T: Ok, let’s look at the pictures. Please tell us what these are.
(Teacher show them the pictures on the blackboard, ask students to tell the names.)
Picture One
C: scarf
T: Yes, scarf, a blue silk scarf. Read after me, please.
(Students read after teacher. Repeat the steps to go over the left pictures. Shirt, a black shirt;
boot, a pair of long red boots; tie, a yelllow and red tie; trousers, a pair of white trousers; trainers, a pair of colourful trainers.)
T: Good. Who wore these colthes at the fashion show? Who can answer this question? Please read the passage ‘ The fashion show’’, then answer the question.
(Students read it quickly.)
T: Who wore the scarf? Student E , please.
E: Amy wore the blue silk scarf at the fashion show.
(Ask students do the rest questions, write the names on the lines.)
2. Ask students to do the exercises in pairs like this:
A: What is this?
B: It’s a …..
A: Who wore it/them at the fashion show?
B: ….. did.
III. Fashionable Clothes (C2 )
T: Let’s come to the next part. Kitty wants to check her notes before she writes the article. Help her read her notes below. Write a T if the sentence is true. Write an F if it is false. Go ahead.
(Students read and check. Ask them to give the answers. If the sentence is false, ask them why, then correct it. Students read the true sentences.)
IV. A television interview
1.T: Kitty interviewed Simon and Sandy after the fashion show. Here are six sentences said by them. Read the sentences, then listern to the tape, try to find out who said what then write the correct numbers in the blanks.
(After the students finish reading the sentences, play the tape for them to listen to then ask them to write the numbers.)
2.T: Kitty interviewed Simon and Sandy after the fashion show. Do you know how Kitty interviewed them? Next please work in pairs or groups to act out the interview. Please use the sentences given in our textbook.
(Student prepair and act out the interview.)
V. Homework.Suggest some of our classmates just came from a fashion show. Do you want to know something about the fashion show? Do you want to know something about him?
The Fifth Period of Unit 6
TeachingContents: Vocabulary
TeachingTopics: Fashion Clothes
Teaching Aims :①To recognize adjectives that describe clothing
②To use adjectives to express opininons about how things look
Ⅰ:Warming up
T:Good morning
S:Good morning
T:What are you wearing ?
S:A silk shirt
T:Very beautiful
S:Thank you
Ⅱ: Part (A)
1,Show the six pictures and let the students guess who they are
S: Picture 1:Sandy
2:Amy
3;sandy
4:simon
5:Daniel
6:Daniel
2,Ask stronger classes to describe what their classmates are wearing. They can also describe their favourite clothes they wear at weekends.
e.g..Amy is wearing a yellow silk blouse
Sandy is wearing a pair of long red boots
3,Read the new words
boots blouse skirt tie trainers T-shirt
Ⅲ:Part (B)
1: help students describe the appearance of clothes with a wider range of adjectives. Introduce the idea of opposites. Brainstorm some common words:
big-small
old-new
short-long
slim-fat
young-old
2 :Ask students to do Part B on their own . For weaker classes, you may need to pre-teach or check the meaning of some words.
3:Have students compare answers with a partner’s. You could ask S1 to say the numbered words, one at a time ,and S2to say the word with the opposite meaning.
Ⅳ:Do a game
students work in pairs to describe a boy’s(girl’s) appearance and clothes,guess who he (she) is.
Game: He is wearing a yellow blouse and his clothes is heavy.
Q: Who is he ?
Extension activity
Do a survey. Write the table below on the board. Divide the class into groups of four.Have students interview each other using these questions.
What is your favourite clothing item? What materal is it made from? What colour is it?
Name of classmate Favourite clothes Material Colour
1
2
3
4
Ask students to present their fingings. Write some model sentences on the board to help students talk about their findings.
`they all like…’
‘One student like …and two students like…’
Ⅴ.Homework
1:Read the text after class
2:Preview grammar
The 6th and 7th Period Grammar
A Simple past tense
Task-based Teaching Aims:
1. Cognitive Development
Make sure students can recognize the tense freely.
2. Proficiency Level
To develop their integrated skills through listening, reading, speaking and writing. They can use the tense to make up sentences and dialogues freely after learning. They can also recognize and use adverbs to order events.
3. Affective Learning
To develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.
4. Cultural Understanding
Make them feel the cultural differences between Eastern and Western Countries.
Step 1 Revise the purpose and use of the simple past tense by using a timeline. Draw a timeline on the board to show how the simple past tense is expressed in English. Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past.
e.g. 1. Eddie met Millie 3 years ago.
2. Eddie was ill yesterday.
Step 2 Teach them how to form the simple past tense before practicing them.
We form the simple past tense by adding ‘-ed’ to regular verbs.
Most verbs + ed walk →consonant walked
Verbs ending in e + d live → lived
Verbs ending in a consonant + y - y + ied try → tried
Short verbs ending in double the
a vowel + a consonant consonant + ed stop → stopped
We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’.
No change cost → cost
Change the vowel come → came
Change the consonant make → made
Change the vowel (s) and the consonant (s) buy → bought
Writing about the past
A1. Write about the simple past tense forms of the verbs below.
1. start → started 2. dress → dressed 3. play → played
4. help → helped 5. use → used 6. like → liked
7. look → looked 8. study → studied 9. plan → planned
Step 3 Talk to students about what you did last weekend and ask some questions as you go along, e.g. I had a really good weekend.
Did you have a good weekend?
I played tennis for two hours.
What did you do?
I watched a film on Saturday evening. It finished at 11 p.m.
What did you do last Saturday?
On Sunday, I took a bus from Wangfujing.
There were a lot of people.
What did you do on Sunday?
Step 4 Teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. Have them complete the conversation. Check answers and clarify any misunderstandings.
Mrs Wang: Did Millie ask Grandma about the dress on Monday?
Andy: No, she didn’t. She went to the Reading Club. Did she help you with the shopping on Tuesday?
Mrs Wang: Yes, she did. Did she play volleyball on Wednesday?
Andy: Yes, she did. But she cleaned her bedroom.
Mrs Wang: I know! Did she do her Maths project?
Andy: No, she didn’t. But she did some work for the fashion show.
Step 5 Teach them how to use the simple past tense to form positive and negative sentences, ask and answer questions with the verb ‘ to be’. Have them complete the conversation. Check answers and clarify any misunderstandings.
Millie: Were you at home on Saturday morning?
Sandy: Yes, I was.
Millie: Was your cousin at the football match?
Sandy: No, he wasn’t. He was at the shopping mall with Mum.
Millie: Were you and your parents at the cinema on Saturday evening?
Sandy: Yes, we were.
Millie: Were your grandparents at the fashion show on Friday?
Sandy: No, they weren’t.
Millie: Were we at school last Monday?
Sandy: No, we weren’t. Last Monday was a holiday.
B Sequencing events
Step 1 To recognize and use adverbs to order events. Tell them to pay attention to the simple past tense. We use these adverbs to show the order in which things happen. We put the adverbs at the beginning of a sentence as they connect the sentences. We often use them to clarify a process or a particular sequence of events.
( first, then, next, afterward, finally)
Step 2 Ask students to do a presentation about their own day using the adverbs they have learned. Encourage them to include more information. Help them choose a title. Remind them to use the simple past tense.
B1 Briefly review the adverbs, using the picturesfor support.
Ask students to write the letters in the boxes in Ppart B1 individually. Students check each other’s sequence of sentences. Monitor the class as you walk around.
B2 Set the context by reminding students about the fashion show described earlier in the unit before asking students to do B2. Link Simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.
Step 3 Review key vocabualry and explain unfamiliar words: ‘ catwalk.’
Ask questions about each picture.
1) What did Simon do first?
2) What did Simon wear?
3) What did he do next?
4) Who did Simon talk to?
5) Where did he go afterwards?
Ask students to write sentences about Simon’s day using the simple past tense. Check the answers as a class activity.
The Eighth Period of Unit 6 Fashion (Part 7)
Integrated Skills
Task-based Teaching Aims:
(1) Cognitive Development:
Through reading and listening to “The life of a trainer” , the Ss can learn and use relevant expressions freely.
(2) Proficiency Level:
To develop the Ss’ integrated skills through listening ,speaking, reading and writing .
(3) Affective Learning:
To develop the Ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .
(4) Cultural Understanding :
Make the Ss feel the cultural differences between Eastern and Western Countries.
Procedures:
Step One : Present a trainer and teach the different parts of it . Then listen and do part A1.
T: Is it a trainer ?
S: …
T: Do you like wearing trainers?
S: …
T: Do you know what the names of these parts are ?
S: …
T: OK. We call it “shoelace / sole / stripe / tongue”.
Step Two : Present the procedures of making a trainer .Then guide the Ss through the new words and let them speak out in English .
T: Now , boys and girls , I know that most of you like wearing trainers. Do you know how to make one ?
S: …
T: OK. First let’s have a look on the screen . Then please tell me about it .
S: …
T: OK. I know it’s very difficult for you to say . But it doesn’t matter . Now please discuss in your groups and later we’ll share your ideas together .
S: …(Discuss in groups )
T: (After listening to the Ss’ description , the teacher describes the general contents in Part A2 . Then let the Ss say after me twice . Finally listen and put the sentences in the correct order .)
Step Three : Present Part Two of the story . Then let the Ss get the general idea of it and pay much attention to the verbs past tense forms .
T: Now , we know how to make a trainer . Do you want to know how the trainer is getting along ? OK . Let’s listen carefully and complete the sentences in Part A4.
S: …
T: (After listening for three times , ask a student to present her answer , then check it . Teach the students to read the verbs and complete Part A3.)
T: Then guide the Ss to sum up the pronunciation principles of verbs past tense forms by reading themselves , such as:
清后[t], 元浊[d], [t][d]之后读[id].
eg: /t/ /d/ /id/
danced played acted
helped lived needed
talked answered visited
shopped carried shouted
Step Four :Present a fashion show and practise the sentences “What is / are … made of ? It’s/ They’re made of …”.
T: (First make a conversation with a student as a model in Part B. Then let the Ss work in groups of three to talk about the materials of their own clothes . Five or six minutes later , let them act out in the front and give the best a warm applause .)
Step Five :Written work
T: Now , we’ve learned the different parts of a trainer and how to make one . And we also see a fashion show and have learned different materials for making clothes . And would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? You can do it like this :
My Fashion ShowIntroduction Clothes A person wearing the clothes Introduction
T:OK. That’s all for today’s class . Thank you .
The Ninth Period of Unit 6 Fashion
Main task
Objectives
1 To describe different materials and items of clothing.
2 To make a brochure about clothes and fashion.
3 To present a brochure to the class.
Background information
Students will have opportunities to describe clothes and accessories. This section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.
Bring in authentic brochures to show students the style of this kind of writing. Talk to students about the purpose of writing a brochure. Elicit from students as much information as possible about
1 Who are the readers?
2 What do the readers want to know?
3 How do you make your brochure look interesting to the reader?
Teaching procedures
1 Before doing the task, ask students who the audience is and emphasize the context in the Student’s Book of creating a ‘Fashion Wall’.
2 Tell students to read keywords below . Students identify any words they don’t know. Check and clarify the meaning of those words with the class.
Adjectives Clothing items MaterialsChecked hat silkSleeveless skirt cottonPatterned shirt denimLoose blouse leatherSpotted sweatshirt polyester Striped jacket viscoseFlowered sweater furTight socks linenComfortable tie Long shoesUncomfortable beltShort bootsBright suitFashionable dressModern CasualPolo-neckFormal
3 Enable students to describe themselves or their classmates by using the keywords above.
4 Ask students to read the model article on page 102. And tell them to use the model article and complete the sentences with word from Part A on page 101.
5 Check the answers and encourage students to express their opinions about the model article.
6 Tell students to choose one fashion item and make them aware of what kind of things . Their readers might like to read about . And tell students to create their own words to write a rough draft using the given model.
7 Let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .
8 Make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. Ask them to stick their work on the noticeboard and encourage them to read each other’s poster.
Sample writing
Teenagers like clothes that are fashionable and look good. My brochure is about casual, comfortable style.
First, I designed a cotton T-shirt. It is bright red and has a V-neck. It goes well with a pair of jeans. The jeans have wide legs. There are lots of big pockets at the front and back. I also designed a cotton shirt with long sleeves and buttons in the front.
Then I designed a pair of trainers to go with the jeans and T-shirt. They are very comfortable and made of white leather. They do not have laces, so they are easy to put on. The jacket I designed is blue with white sleeves.
All the clothes are comfortable to wear at weekends.
篇10：牛津英语7A Unit 4 Reading 预习作业案(译林牛津版七年级英语上册教案教学设计)
Follow me Let’s think
1. I want to be a dancer. 我想要当舞蹈家。
（1）want例如：
I want some black tea.我想要些红茶。
My sister wants to be a teacher when she grows up. 我妹妹长大后想要当教师。
I want to go shopping this afternoon. 今天下午我想要去购物。
（2）dancer是由动词dance加后缀-er变化而来的。
2. A healthy diet is very important for a dancer.健康的日常饮食对一个舞蹈演员来说是很重要的。
important, 形容词，意为“重要的”。be important for sb. 意为“对某人来说重要”。
[拓展] importance, 名词，意为“重要性”。例如：
Do you know the importance of doing eye exercises? 你知道做眼保健操的重要性吗？
3. It’s easy for me to get tired when I dance. 我跳舞时很容易疲劳。
（1）句中it为形式主语，真正的主语为动词不定式to do sth.。因此，原句可改写为：To get tired when I dance is easy for me。例如：
It is important for us to read English every day.= To read English every day is important for us.
It’s not easy to learn English well.= To learn English well is not easy.
It’s great fun to play computer games.= To play computer games is great fun.
（2）句中的get为连系动词，与tired构成系表结构。例如：
It’s getting dark. 天黑了。
The dish is getting cold. 菜凉了。
[拓展] get 作实义动词，表示下列意思：
①“得到，收到”。例如：
He gets many presents from his friends on his birthday. 他生日那天收到了朋友的许多礼物。
② “拿，取”，后可接双宾语。例如：
Get me a ticket, please. 请给我弄张票来。
4. I need to keep fit. 我需要保持健康。
（1）keep fit, 意为“保持健康”
[拓展] keep+名词或代词+形容词，构成动宾补结构（即：动词+宾语+宾语补足语），表示“保持……某种状态”。例如：
We should keep our classroom clean. 我们应该保持教室的干净。
Father is sleeping. Please keep the children quiet.父亲在睡觉，请让孩子们保持安静。
（2）fit, 形容词，意为“健康的，结实的”。例如：
You look very fit. 你看起来很健康。
He doesn’t feel fit. 他感到身体不好。
5. I seldom eat sweet snacks like cakes, sweets or drink Coke between meals. 我很少在两餐之间吃如蛋糕、糖果或可乐之类的甜零食。
（1）seldom, 表示频率的副词，意为“很少，不常”，反义词是often.例如：
She is seldom late for school. 她很少上学迟到。
I seldom watch TV from Monday to Friday. 周一到周五我很少看电视。
（2）like意为“例如，诸如”。
[拓展] like 作介词还可表示“像”。例如：
He drinks like a fish. 他像鱼一样喝水。
She looks like her mother. 她看起来像她的妈妈。
（3）between, 意为“在……之间”常指两者之间。between… and… 意为“在……和……之间”。
6. There is too much sugar in them. 他们含有太多的糖。
(1) too much例如：
You should not watch too much TV. 你不应该看太多的电视。
Too much homework makes me unhappy. 太多的作业使我很不高兴。
（2）too many例如：
We shouldn’t play too many computer games. 我们不应该玩太多的电脑游戏。
（3）much too例如：
This coat is much too big for me. 这件衣服对我来说太大了。
7. After class, I also like playing computer games and chatting with my friends on the Internet.课后我也喜欢玩电脑游戏和在网上与朋友聊天。
例如：
She is also from America.= She is from America, too.
I also like singing.= I like singing, too.
[拓展] either也可表示“也”，但通常用于否定句, 一般置于句末。例如：
We don’t go to school on Sundays. They don’t go to school on Sundays, either.我们星期天不上学，他们星期天也不上学。
8. I am a top student at school.我市学校的尖子生。
top , 形容词，意味“拔尖的，头等的”。
[拓展]
（1）top 作形容词，常表示“最高的，最顶层的”。例如：
My classroom is on the top floor of the building. 我的教室在这幢楼的顶层。
（2）top 作名词，意为“顶部，上层，盖子”。例如：
There is a house at the top of the hill. 山顶有一间房子
9. I cannot run fast. 我跑不快。
10. It's time for me to change now. 我现在该改变了。
（1）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。
这一句型也可用下列句型：
①It's time for+名词。例如：
②It's time to+动词原形。例如：
（2）change,动词，意为“改变，变化”。例如：
He wants to change the date of the meeting. 他想改变这个会议的日期。
Shall we change seats? 我们换换座位好吗？
[拓展] change 也可用作名词，意为“变化；零钱”。例如：
Great changes have happened over the past 30 years. 过去的30年里发生了巨大的变化。
Here＇s your change. 这是你的找零。
11. I plan to go swimming twice a week. 我计划一周游泳两次。
（1）go swimming意为“去游泳”。go+V-ing结构表示去进行带有娱乐性的体育活动。
（2）plan,动词，意为“打算，计划”。例如：
We plan to have a school trip to Beijing Zoo. 我们计划进行一次去北京动物园的学校旅行。
He plans to go to Shanghai tomorrow. 他计划明天去上海。
[拓展] plan 可用作名词。例如：
What’s your plan for tomorrow? 你明天的计划是什么？
I want to make a study plan. 我想制定一份学习计划。
12. a person who dances 一个跳舞的人
许多人:many people /many persons
一个人:a person
13. having good health 健康
health 是名词，healthy 是它的形容词形式。例如：
He is in good health. 他身体健康。
You must look after yourself and keep healthy. 你必须照顾好自己，保持健康。
14. Kitty is careful with her diet because she wants to be healthy.基蒂很注意饮食，因为她想保持健康。
（1）例如：
Be careful when you cross the road. 过马路时要小心。
I know how to take care of myself. 我知道如何照看我自己。
He always makes many careless mistakes in the exams. 他在考试中总是犯许多粗心的错误。
You should listen carefully in class. 上课你应该认真听讲。
（2）be careful with sth. 意思为“小心某物， 在……方面小心谨慎”。相当于be careful of sth.
15. How often does Kitty dance?基蒂每隔多久跳一次舞？
例如：
(1)
-How often do you go and see your grandfather?你每隔多久去看你爷爷一次？
-Once a week.每周一次。
-How often does he write to you?他每隔多久给你写一封信？
-Every two weeks.每两周一次。
(2)
-How long is the playground? 操场有多长？
-It’s about 300 meters long. 大概300米长。
-How long do you spend on your homework every day? 你每天花多长时间做家庭作业？
-About an hour. 大概一个小时。
1. [总结]
想某物___________________
想要当/成为……
____________________________
想要干某事
____________________________
类似dancer的变化我们学过：____________________________
2.[试译]
会议很重要。在会议上我有些重要的事说。
____________________________
____________________________
英语对我来说很重要
____________________________
3.说说该句的句型结构为：
_____________________________
_____________________________
[联想]常用的连系动词还有：
_____________________________
_____________________________
[试译]
这位小伙子看上去很酷。
______________________________
跟你在一起我很开心。
______________________________
这蛋糕尝起来很好吃。
______________________________
那听起来很出色。
______________________________
秋天，树叶变黄了。
______________________________
4.[思考] keep quiet/ keep clean/ keep happy
keep的词性？用法？
_____________________________
_____________________________
fit 的同义词__________________
5. [分析]
例句告诉我们seldom在句中的位置是________________________
____________________________
这些孩子常进行球类运动，如踢足球、打篮球。(like)
_____________________________
_____________________________
西蒙坐在我和汤姆之间。(between)
______________________________
他在星期三早上八点到九点之间能来。(between)
______________________________
6. [辨析] too much, too many与 much too的用法
7.说说too, also, either 三者的区别
8. [试译]
易建联是中国最佳篮球运动员之一。
9.说说fast的用法
不要开得那么快。
______________________________
我的表弟非常喜欢快餐。
______________________________
10. 此句型的结构为____________
____________________________，意为“某人该做某事了；某人做某事的时间到了；是某人做某事的时候了。”
［回忆］
下列句子的结构是______________
______________________________
It's time for class.该上课了。
It's time for lunch. 是吃中饭的时候了。
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。
11.类似go swimming的结构我们还学过_________________________
______________________________
plan 的用法为_________________
______________________________
______________________________
12. [辨析] person 与people
people ________________________
person ________________________
13.[总结]
health[n.]-healthy[adj.]
luck -___________
fun -___________
sun -___________
14. [总结]
careful, 形容词，意思为“细心的，仔细的”。
名词为 ______________,
反义词为______________,
副词为 ______________.
[试译] 小心火柴。
______________________________
15. [辨析] how often与 how long
how often指_________________
____________________________，回答一般是__________________
____________________________
____________________________
等副词或短语。
how long 意为________________， 它可以用来询问_______________
____________________________。
篇11：7A Unit1 This is me! 教学案例(译林牛津版英语七年级)
学生姓名 小班 学科 英语 授课时间 .
老师姓名 邱明超 年级 七年级 授课时段 10：00-11:30
课题名称 Unit1 This is me!
教学目标 Introduce yourself to your classmates and know how to greet each other.
Simple present tense of the verb to be
Vowels about a,e,i,o,u.
课前检查 作业完成情况：优□ 良□ 中□ 差□ 老师建议：
一：教学重点
1．Greetings:学生知道问候语以及同学之间怎样问候
2．Reading:Welcome to Class 1,Grade 7!课文内容翻译讲解分析以及相关语法固定搭配
3.Grammar:Simple present tense of the verb to be Be动词的一般现在时，疑问句以及肯定回答否定回答
4.Vowels:a,e,i,o,u.
5.Task:Introducing yourself知道如何写关于介绍自己的英语作文
二．教学内容
1.Lead in 导入部分，学习短对话，了解整个单元的学习主要导向以及相应的语法
以及new words
a.老师领读课文内容，并翻译讲解
b.Oh,I love e-dogs.哦，我爱电子狗。Love 喜欢，爱。Love sth = like sth 喜欢某物
c.What’s your name ?My name is Hobo.你叫什么名字？我叫霍波。当询问对方叫什么名字时，一般会用What’s your name ?而回答则是My name is....
d.Are you my master ?你是我的主人吗？这是一般疑问句的形式，把Be 动词提句首，首字母大写。Master主人，可数名词。
e.How to look after your e-dog.如何去照顾你的电子狗。How to do sth如何怎样做某事
f.Look after sb =take care of sb照顾 某人
G.introduce yourself to your classmates.把你介绍给同学 introduce sb to sb 把某人介绍给某人
2.Greetings问候语
a.greet each other 相互问候 greet 动词，问候，动名词greeting(s)可数，复数直接加s
b.常见问候语
Good morning早上好 Good afternoon下午好Good evening 晚上好
Nice to meet you.见到你很高兴。=Glad to meet you.
3.Reading:Welcome to Class1,Grade 7!
a.I’m 12 years old.我十二岁了。=I’m a 12-year -old girl/boy.
I love reading.我爱阅读。Love doing sth喜欢做某事=like doing sth=like to do sth
Play football踢足球。Play +球类运动 中间零冠词
Play the piano 弹钢琴 play +the +乐器 中间定冠词the
afer school 放学 after class 下课 介词词组
after-school 放学后的 after-class 课后的 形容词，两个单词之间加了连字符变成一个整体词
He is from Nanjing.他来自南京。 be from =come from 来自。。。
He is good at Maths.他擅长数学。Be good at= do well in= be clever at 擅长......
b.写关于人的外貌特征以及兴趣爱好的英语单词及词组
a new student 一个新学生short hair 短发 meet my new classmates约见新同学
tall 高的，short 矮的 slim 苗条的 like sports 喜欢运动play football 踢足球 long hair长头发 like music 喜欢音乐
4.Grammar Simple present tense of the verb to be be动词的一般现在时
a.我们用一般现在时来谈论事实和陈述事物的特征。
I am a student.我是一名学生。
Sandy is my classmate,桑迪是我的同班同学。
We are in Class 1.我们在一班。
2.我们利用be 动词的一般现在时来造肯定句和否定句
肯定句：
I am happy.我高兴。
You /we/they are happy,你们/我们/他们高兴。
He /she/it is happy.他/她/它高兴。
否定句：在be 动词后直接加not.
I am not happy.我不高兴。
You /we/they are not happy,你们/我们/他们不高兴。
He /she/it is not happy.他/她/它不高兴。
Be动词的一般疑问句形式以及肯定回答否定回答
Am I happy?我高兴? 肯定回答：Yes,I am.否定回答：No,I am not
Are you /we/they happy?你们/我们/他们高兴?
肯定回答：Yes, you/ we/they are.否定回答：No, you/we/they are not.
Is he /she/it happy?他/她/它高兴?
肯定回答：Yes,he/she/it is.否定回答：No,he/she/it is not.
5.Vowels:a,e,i,o,u
cake face game lake name/ei/短元音
be he me we these/i:/ 长元音
bike fine kite rice time /ai/短元音
go home no nose so /au/短元音
Computer cute music pupil use /ju:/长元音
Listen to the music. It’s nice.
These students often fly kites.
Those pupils like playing games.
④He likes the cute baby
⑤Sometimes we go home late.
6.Task:Introducing yourself
Useful expressions
My name is .../I am...
I am...(years old).
I live with...in...
I am tall/short/ pretty/small....
My hair is long/short.
I have long/short hair.
I wear glasses.
I like/love...
I am good at dancing/swimming...
7.Conclusion
Students know how to introduce themselves to othes.
Students master the grammar simple present tense of the verb to be
Students can write a competition about themselves
作业 English book page7,page9,page10,page12,page13, page14,英语大课堂相关练习
备注：背诵Unit1已学的单词词组，并下节课默写。
篇12：牛津英语9A unit 1 词组(译林牛津版九年级英语上册教案教学设计)
UNIT1:
词组，短语
1， it is nice of you to do sth
2， bring me the newspaper
3， have lots to eat
4， worry about (not)dong sth
5， be familiar with
6， the 12 animals signs of the Chinese horoscope
7， people in the west
8， learn more about western culture
9， be divided into
10, people born under the same star
11,at times
12,like to be the leader
13,give up easily
14,take care of others
15save money
16,buy sb sth/ buy sth for sb
17,worry too much
18,pay attention to details
19,argue with others
20,love peace
21,keep secrets
22,forgive sb for one’s faults
23,have a good sence of humour
24,travel to different places
25,make and plan things
26,wait without getting angry
27,agree with each other
28,care only about oneself
29,treat everyone equally
30,feel sure about one’s ability
31,spend time /money doing sth
32,explain things to sb
33,show off
34,make such a mess
35,give each of us two gifts
36,the whole birthday cake
37,organize this party for us
38,be patient enough to do sth
39,be on the phone
40,have success at school or work
41,around the middle of the month
42,call Mr zhang on 84166488
43,have a mixture of good luck and bad luck
44,spend money wisely
45,have problems with my bike
46,get lots of rest
47,get sick
48,the same as
49,be suitable for
50,come up with=think of
51,be able to=can
52,have fun in doing sth
53,recommend sb as the new chairperson
54,try to be funny
55,finish all the summer homework
56,get full/good marks
57,forget to do sth
58,be afaid of doing sth
59,make a speech in assembly
60,show sb how to use the libriary
61,try one’s best
62,do extra work
63,get more organized
64,use sth to do
篇13：牛津7A Unit 5 Going Shopping 全套教学案(译林牛津版七年级英语上册教案教学设计)
The fourth period
Title: Grammar(1)
[学习目标]
1、能够说出相关介词。 2、认识到英语里有许多介词具有动态
自主学习
一．选择填空
( )1.The students are going _______the road.
A. across B. on C. through
( ) 2. A bus is going _______a tunnel.
A. cross B. through C. across
( ) 3. This summer I ________another route.
A .take B .will take C .is taking
( ) 4. Are you going to see the doctor tomorrow?
A. Yes, you are. B. Yes. I am. C. Yes, I will.
( ) 5. What are you going to do next Sunday?
A. I visit my uncle B.I am going to the park C. I visited the school.
课堂解疑
1.英语里有许多介词具有动态的意义.如：
1） cross表示“横过，穿过（从一边到另一边）”。
They are swimming across the river. 他们正从河一边游到另一边
名词为crossing(十字路口，交点)
2） through意为“通过，贯穿”。
A car is going through a tunnel.。娇车从隧道穿过
3) over表示“越过”“从……上边过去”
He climbed over the hill. 他爬过了小山
4) to表示“向”“往”“到”。
I am walking to the door.我在朝门走去。
5 ) from表示“自”“从”“来自……（起点，来源）”
They are walking from the sofa to the window.
6) along 意为“沿着”
I often walk along the road to our school. 我经常沿着这条路去我们学校。
7) round 表示“围绕，绕”。
The earth goes round the sun.地球围绕同样太阳转。
8) up表示“向上” down表示“向下”
The lift takes us up and down.电梯带我们上下
试一试：请翻译下列句子。
a. 上周他从盐城飞往北京。
b. 过这座桥你就会见到图书馆。
c. 这条路穿越那座森林。
d. 狗越过了那张桌子。
e. 我们在去上学。
f. 那个男孩在围绕桌子跑。
g. 早晨老人门喜欢沿着那条路走。
Exercises for this period
一． 翻译下列词组
1. 在房间里 ____________ 2. 在家_______________ 3. 在桌子上 ______________ 4. 在窗户和门之间 ____________ 5. 在游泳池边 __________ 6. 在那边 _____________
7. 从一数到一百 ____________ 8. 坐下 ____________ 9. 起立 ____________ 10. 在我家附近____________ 11. 在门后 _______ 12. 在房子的前面___________
二． 选用正确的介词填空
1. We must climb ________ to the top of the hill before ten.
2. In P. E. classes we always go running ________ the playground.
3. They went _______ the forest finally.
4. Every day I walk _________ school with my friend, Millie.
5. There is a bridge ________ the river.
6. When the green light is on, you may walk _______ the road.
7. My grandpa takes Eddie for a walk ______ the street every morning.
8. Put ______ the vase or you’ll break it, it’s very expensive.
9. Could you tell me the way _______ the school ________ the railway station.
10. OK, I’ll give you my money, but please don’t push me _______ the van.
三、周老师给Simon 出了十道单选题，你来和他比一比。看谁做得又对又快！
( ) 1.Go ______the street and then you’ll see the library at the end of the street.
A .under .B. along C .above D .across
( )2.After the train goes ______the tunnel, it will go ______a plain.(平原)。
A .through, across B. across, down. C .into, on D, up, down
( ) 3.When you _________the road, ,you must be careful.(小心的)
A. past, B. cross C .through D. over
( ) 4.There ______a film in our school.
A. is going to B. will have C, .is going to have D. will be
( )5.A train is going ________a tunnel .
A. over B. across C. on D. through
( ) 6.Can you come to my house ________Saturday morning ?
A. in B at C. on D. out
( ) 7.Look! He is _______the river.
A. swim across B. swimming across C. swimming across D. swimming through
( ) 8.The robber went __________the window last night.
A .across B .into C .through D, over
( ) 9.We go to school ________Monday _______Friday every week.
A. from through B. to ,from C ,from, to D .to , round.
( ) 10Mr Mu with Simon ________going to start a campfire.
A . is B. are C . will D. am
The fifth period
Title: the Simple Future Tense
学习目标
1.掌握一般将来时的概念，
2.了解它的构成是：will/shall +动词原形 或be going to +动词原形
课前预习
一、动词填空。
1． We __________(see)them tomorrow.
2. They _________( meet)at 8 p.m. this evening.
3. She ________(visit ) her grandfather next Monday.
4. I hope it _______(not rain )tomorrow.
课堂解疑
. 一般将来时是本单元的语法重点。也是我们要重点掌握的时态之一。下面就让我们一起走近“一般将来时”吧。
一般将来时表示将来某个时间要发生的动作或存在的状态，也表示将来经常或反复发生的动作。常与tomorrow, next month, after school, in a week等时间状语连用，例如：
He will come to see you tomorrow.
Mr Wu will be back in an hour.
I’m going to learn Japanese next term.
一般将来时通常有以下几种构成方法：
1.will+动词原形
这是一般将来时态的最常见形式，它可用于各种人称及数的主语。will是助动词，否定句在will后加not，常缩写为won't，疑问句只需将will提到主语之前。例如：
I will tell you all about it.
They won’t be late next time.
Will you be free this evening?
2.shall+动词原形
这一结构常用于主语为第一人称（I和We）时，其疑问句形式往往用于表示提建议和征询意见，例如：
Shall I open the window?
When shall we meet?
3.be going to+动词原形
这种结构中，be动词要随主语的人称和数的变化而变化。否定句在be动词后加not，疑问句需将be动词提到主语之前。例如：
I’m going to teach in Shanghai next year.
It’s not going to rain this afternoon.
What are you going to have for supper today?
试一试：请翻译下列句子
1) 明天我们上体育课。
____________________________________
2)下周他们将进行一场篮球比赛。
____________________________________
在以下两种情形下用这一结构比用“will+动词原形”结构更好。
⑴表示计划或打算做某事时，例如：
We’re going to hold a sports meeting next week.
What are you going to do when you grow up?
⑵表示根据目前情况推测某事可能发生时，例如：
Look at the clouds! It’s going to rain.
在下面两种情况下，一般不用be + going to + 动词原形结构，而用will+动词原形：
①表示客观上将要发生，与主观愿望和判断无关。例如：
The sun will rise 6:30 tomorrow morning.
It will be Sunday tomorrow.
②表示“带有意愿色彩的将来”。例如：
I will help you if you need.
I will lend you some money.
Exercises for this period
一． 用括号中的动词的适当形式填空。
1. Most of us think No. 2 Middle School football team ____________ (win) in this match.
2. Mary’s birthday is next Monday, her mother __________ （buy）her a present.
3. What ________ you __________(do) after you ________(leave) school?
4. There ____________ (be) an interesting film in the cinema the day after tomorrow.
5. _________ you ________(help) us clean the window this afternoon?
6. ________ we ________(go) to the Great Wall next Sunday?
7. If he ______ (be) busy tomorrow, he _______________(not hold) the party.
8. Mike’s father ____________ (arrive) in Nanjing in two weeks.
9. He doesn’t like his job. He ____________ (change) his job.
10. We ______________(go) to Summer Palace tomorrow.
二． 改写句子
1. We will work hard at English. (改为否定句)
2. They are going to listen to a talk this Friday. (改为一般疑问句，作肯定回答)
3. Tom is going to go fishing tomorrow. (对划线部分提问)
4. He will finish his homework in 2 hours. (对划线部分提问)
5. Simon will call you this evening. (改为一般疑问句，并作否定回答)
6. I am going to travel around the world after I finish my studies.
三、变换句型，可以帮助我们跟更好地掌握所学知识。来试一试吧。
1.The parents will take their daughter to the hospital tomorrow.（否定句 ）
The parents _____ _______ their daughter to the hospital tomorrow..
2.Bill is going to watch TV this afternoon..( 一般疑问句)
________Bill _______to watch TV this afternoon ?
3.We shall meet at the school gate. (对划线提问)
______ _______we meet ?
4.My cousin will fly to Shanghai next week. (对划线提问)
________ _______your cousin _______ next week ?
5.Can you tell me how to get to the park, please ?
Can you tell me _______ ________ ________the park ,please ?
The sixth period
Title: Integrated skills
教学目标
1.识别有关方向的表达方式。
2.听指令并画出路线图，培养精听技能。
一．课堂解疑
同学们，带上你的智慧一起去寻吧宝 。相信聪明的你一定能找到知识的宝藏。
1． Take the second turning on the right. 在第二个路口向右拐
本句也可说Turn right at the seconding crossing.
2． Walk past the police station.路过公安局
past .为介词。意思是“路过，经过”。同音词为 passed.如
Then he slowly walked past the window.
He passed the exam at last.
Past 还可以表示“（时间）过去，过后”
It’s a quarter past three.
It’s past one o’clock when he came in.
We ran past her but we didn’t say anything,我们从她旁跑过什么也没说。
英语里给别人指明路线的方式有：
Go along the road.
Walk down/up this street.
Walk across the road.
Walk straight on.
Turn left/right at the first crossing.
3.and walk along a small path next to the river. 沿着河边的一条小路走。
Next to “紧挨着，靠着”，它可以
（1） 引起短语作定语
In one room next to his , I found a lot of clothes.
在Bill旁边的男人是我的朋友。_________________________
(2)引起短语做表语
My desk is next to the wall.
我的书在你的旁边。____________________________
(3)引起短语做状语
We are stranding next to him.
他正坐在一个女孩的旁边。_____________________________
介词by 和beside 引导短语，表示“在 旁边”，该结构作定语，状语，表语等都可以。
Close to 表示“靠近的”， 具有形容词性，用作表语或定语，不作状语。
He is sitting by /beside the river.
This is a city beside the sea.
The school is close to the shop.
4. When you are at the big tree, turn left and walk towards the bridge.
Towards 为移动性介词，“向，朝，往”，还可以写成toward.
He climbed towards the top of hill, but failed.
She is driving towards home.
Towards 和to 的区别
二者均为介词，都有“向，朝”之意。Towards 用于指移动的方向；to 不仅指方向，而且有“到达”之意。
Look out! A car is coming towards you.
Jim walked to the door and opened it.
5. It’s easy to walk from your building to mine.
步行从你家到我家容易。
It’s +形容词+for sb +to do 意为“（ 对某人来说）做某事是…”。如：
It’s important for us to study English well.
对我们来说学好英语是重要的。
It’s easy to do the Maths project.
做出这条数学题是容易的。
5.You are inviting a classmate to your home.
Invite sb. to sp. 邀请某人到某地。
I’d like to invite you to my home.
Invite sb. to do sth. 邀请某人做某事
我们的老师下星期邀请我们去长城。
__________________________________
Exercises for this period
一．翻译下列词组
1. at the bus stop ____________ 2. half past six ____________
3. come from London _____________ 4. on the left ___________
5. on the right ___________ 6. have a party ______________
二．将下列句子改为同义句
1. Turn right at the first crossing.
______ ______ ______ ______ on the _______.
2. He goes home on foot every day.
He _______ ______ every day.
3. Don’t stop walking until you see the place.
_______ ________ until you see the place.
4. To walk from your home to mine is very easy.
_______ ______ ______ walk from your home to mine.
三、变换句型，可以帮助我们跟更好地掌握所学知识。来试一试吧
1. Pass the wooden house and you will see the river.
______ ______the wooden house and you will see the river.
2. Cross the bridge and you will the school on your left.
______ _____the bridge and will see the school on you r left.
3. Take the second turning on the right.
____ _____at the second crossing.
4. Where shall we meet?
Where _______we ______ ______meet ?
5. What about going fishing tomorrow?
_____ _____go fishing tomorrow ?
四、翻译小考场，人生大舞台。你愿意在此大显伸手吗？
1． 过了桥，向右拐。公园就在你右边。
Walk ______the bridge, ______left. You’ll find the park _____ your right.
2． 当交通灯是红色时不能过马路。
Don’t _____ _____the road when the ______ _____is red.
3． 学英语不是很难。
It ______ _____ ______ _____ _____English.
4． 当我路过他家时。把信给了他。
I _______ ______ _______ ______when I_____ ______his house.
The seventh period
Title: Study skills
1. How to search the Internet:
1. Double Left click on the Internet Icon(图标).
2.At the top of the page, type in the Website and press the enter Button.
3. Type in Stars and press the enter button.
4. Left click on any information about Stars
2. 你能理解下列词组吗？请用它们造句；
all over the world get….. from ….search engine 搜索引擎find….. quickly and easily a list of suitable websites
课堂解疑
1.Finding information on the Internet.
On the Internet “ 在互联网上”，介词on 此处表示“通过，以 方式”
Today we can buy many different kinds on things on the Internet.
I always learn English on the radio.
2.It connects computer networks all over the world
句中connect 做动词，意为“连接，有联系”，常与to 或with 连用。
Would you please connect this wire to the computer?
请你把这根电线和电脑连接起来，好吗？
Are you connected with the traffic accident?
你和这场事故有联系吗？
all over the world 全世界 相当于around the world
e.g. We have friends all over the world. 我们的朋友遍天下。
in the world 在世界上
e.g. There are all kinds of animals in the world. 世界上有各种各样的动物。
3. Millie wants to find information about films in the 1960s.
In the 1990s “在20世纪60年代”， 该结构的the 不能换成其他的词。
数词的复数形式除用于说明年代外，也可用于说明某人的大致岁数。此时数词的复数形式前应使用物主代词。
He is in his forties.
他的妹妹20多岁。
_____________________
Exercises for this period
一．根据所给汉语用单词的适当形式填空
1. Class3 students will organize a _______ 告别) party.
2. Thanks for ______ (邀请) me to your birthday party.
3. Let’s take _______ (不同) routes.
4. Their _______ (班长) helped the police catch the robber.
5. They walked _______ (通过) the hotel and didn’t find it.
6. Can he jump _______ (从……过) the pool?
7. Take the first ________ (拐弯) on the left, you will find it.
8. We felt _______ (惊讶). They won the game at last.
9. The _______ (入口) is on the left.
10. The post office is on the _______ (五) Street.
二．完成句子
1. We are going to _______ ______ ______ _______ (开个告别派对) for the exchange students.
2. Do you want _______ _______ _______ _______ (邀请老师) and our parents?
3. Most students think the party _______ ______ ______ ______ _______ (应该在星期六下午).
4. 我们应该邀请谁呢？ _______ _______ we _______?
5. 知道你们要去旅游我们非常高兴。
We _____ _____ ______ _____ ______ you will ______ _____ ______ ______.
6. 你盼望去看望你外婆吗？
_______ ______ ______ ______ ______ _______ your grandma?
三、单项选择：
( ) 1. I don’t like this coat. Would you please show me ________.
A. other B. the other C. the others D. another
( ) 2. The earth goes ________ the sun.
A. over B. across C. from D. around
( ) 3. My clock doesn’t ________. Can you mend it for me?
A. more B. walk C. use D. work
( ) 4. Jack, with his friends, _________ see Mr Li tomorrow.
A. is going to B. are going to C. go to D. will goes
( ) 5. After he heard the _________ news, he was very __________.
A. surprised, surprising B. surprised, surprised
C. surprising, surprising D. surprising, surprised
第八课时
(Main task)
[学习目标]
1. 重点词汇: farewell, barbecue, picnic, invite, exit, everybody, complete, note, page, yours faithfully, monitor, signature, invite sb. to…， look forward to…
2. 语言目标: 与聚会相关的各项语言知识
3. 语言功能及学习策略: 进一步领会本单元的主要内容并学会写邀请函
[课前自主预习]
一、根据所给汉语用单词的适当形式填空：
1．Class 3 students will organize a __________ (告别) party.
2．Thanks for _____________(邀请) me to your birthday party.
3．Their ___________(班长) helped the police catch the robber.
4．They walked __________(通过) the hotel and didn’t find it.
5．Can he jump ________(从……过) the pool?
6．Take the first _________(拐弯) on the left, you will find it.
7．We felt ____________(惊讶). They won the game at last.
8．The ___________(入口) is on the left.
[体验与实践]
1．写出下列单词或词组：
1) have a trip_________________ 2) 很高兴见到你________________
3) have a holiday______________ 4) 走过一家超市_______________
5) have a picnic_______________ 6) 去参加聚会__________________
7) have a barbecue_____________ 8) 在角落______________________
2.．改写句子：
1） Where shall we have a big farewell party ?
Where _________ we ___________ _________ have a big farewell party?
2) Excuse me, which is the way to the Military Museum?
Excuse me, _______can I _______ the Military Museum?
3) We will invite our teachers to the party for our friends from Australia.（划线提问）
二、感悟重点热点：
1 信件的格式：
2．在回复邀请函时，应该采用写信的正式方式，还应将邀请函中的回执一同寄回，这样做才合乎礼节。
3. most student/ most of the students
half of the students
write an invitation letter for…….
be happy to sth.
would like sb. to do sth.
get to /arrive in/at /reach
指点方向
(1) Go/Walk along the road/street. Go/Walk past…..
(2)Take the first (second…turning on the right/left
(3)It’s next to (in front of, behind…)
(4)It’s about one hundred metres along on the left.
(5)Turn right/left.=Turn to the right/left.
课堂解疑
1.A farewell party. 一次欢送会
Farewell party “欢送会告别会”. Farewell 作不可数名词，“再会，别了”，常用于长期分别时，是一个较正式的用法。
Now , we must say “farewell”.
现在我们必须说再见了。
It’s time to say “farewell”.
We shall have a farewell party before we leave .
我们离开之前要举行一次告别会。
除farewell 外，还有很多结构表示“再见”
Good bye! See you again. See you later. See you !
1. Look at the questionnaire and the result below.
Below 是副词作后置定语，意为“下面的，下方的”，反义词为 above . 使用时，below ,above 要放在被修饰的名词的后面。
I looked down at the hill below.
Write your name in the place below.
你能看到下面的图片吗？
_________________________
2. We look forward to seeing you at our party.
Look forward to “期望，期待”， to 是介词，因此 to 后面应接名词，动名词或代词，不接动词原形。
All the students look forward to getting high marks in the final exam.
我们所有的人期待看这场足球比赛。
___________________________________
所有的孩子都期盼着春节吗？
____________________________________
4. Half of the students want to have a barbecue ,half want a picnic.
half (n.) 半，一半，复数为halves half of + 名词
e.g. Half of the students are girls . 一半的学生是女生。
Half of the books are novels. 这些书有一般是小说。
[目标达成检测]
一、用所给词的适当形式填空：
1．I received an ____________(invite) letter from Daniel yesterday.
2．Everybody __________(be) here now. Let’s begin our meeting.
3．We look forward to ___________(see) the great man.
4．I’d like you ____________(read) the letter for me.
5．We are happy _________(be) here with you.
6．Walk down the street, the __________(enter) of the cinema will be on your right.
7．They failed _______________(win) the game. It’s a pity.
8．_________ it ________(rain) tomorrow? I hope not.
二、翻译下列句子：
1． 我想请你参加我们的比赛。
2． 明天将是个晴天吗？但愿如此。
3． 孩子们期盼着能去海边野餐。
4． 我们很高兴能邀请你们参加我们的告别会。
5． 你认识去警察局的路吗？
三根据所给单词或汉语完成下列各题
1. The robbers try __________(run) away but fail.
2. He is surprised ____________(hear) the sad news.
3. The old man tells us __________(turn) right.
4. He stops ___________(talk)to me when he sees me in the street.
5. The two ____________(rob) get into the car and drive away.
6. It takes me two hours __________(finish) my homework every day.
7. Look at them . How ___________(happy) they are playing.
8. ___________(sudden), the telephone rings.
9. You can ______________(寄) some ____________(明信片) to your parents.
10. My bike is broken .So it doesn’t _____________(起作用)。
11. The sun is shining ______________(穿过) the window.
12. He is ____________( 惊讶) to hear the news.
13. The students in school wear school _____________(制服)on Mondays.
14. Justin tries to open the door _______________(用) a knife.
15. Look . The ____________(强盗) are running away _____________(飞快地)
16. When the ______________(交通) lights are green, you can cross the road.
17. The zoo is _____________(西南)of the railway station.
18. The tall girl wears ________________(笔直的)hair.
19. I try many times ,but I still ___________(失败)。
20. Get out a ____________(出口)A，you’ll find the museum.
牛津初中英语7B UNIT 3 词组
1 follow sb 跟随某人 follow me 跟着我 2 Let’s go down / up here 让我们从这儿下/上
3 Don’t be afraid 别害怕 4 come with me 跟我来
5 go on an outing 出去玩 6 north-west of the zoo 在动物园的西北 south-east of 在……的东南
7 get a call 接到一个电话 8 live nearby 主在附近
9 drive to the zoo quickly 快速驾车到动物园 10 get out of / ( into) the car 下 / 上小汽车
11 at once / right now 立刻 ；马上 12 three men in police uniform 三个穿警服的人
13 run out of the building 跑出大楼 14 ask sb about sth 问某人关于某方面的事
15 push…into… 把……推进…… 16 drive away 开车逃走 run away 逃跑
17 try to do sth 尽力做某事 18 fail to do sth 做某事失败
19 take different routes 走不同的路线 take a route 走……的路线 take another route 走另一条路线
20 go along 6th street 沿着第六大街走 21 turn left into Park Road 左转进入公园路
22 run to the police station 跑向警察局 23 stop at the traffic lights 在交通灯处停下
24 stop doing sth 停止做某事 stop to do sth 停下来做某事
25 jump out of the van 跳出货车 jump into the river 跳进河
26 be surprised to do sth 做某事感到吃惊 be surprised at sth 对某事吃惊
27 close the back /front door 关后/前门 28 in the end / at last 最后
29 at the end of the road 在路的尽头 30 be far (away) from 远离
31 at a crossroads 在十字路口 32 tell sb about a story of 告诉某人关于……的故事
33 call sb for help 打电话给某人请求帮助 34 road signs 路标 35 zebra crossing 斑马线
36 teach sb how to read a map 教某人怎样识图 37 at the entrance of the zoo 在动物园的入口处
38 at the corner of the road 在马路的拐角处 39 cross the road 过马路
40 swim across the swimming pool 游过游泳池 41 go through a tunnel 穿过隧道
42 walk along the road 沿着马路走 43 climb up the hill 爬上山
44 walk around the table 围着桌子走 45 jump over the chair 跳过椅子
46 walk down the stairs 走下楼梯
47 tell me the way to the railway station 告诉我去火车站的路
48 walk up / down the steps 走上/下台阶 49 at the other side of the park 在公园的另一边
50 come out of the park 出公园 51 walk over the bridge 走过桥
53 take them to the Summer Palace 带他们去颐和园 54 join sb 加入某人 join us 加入我们
55 meet at the school gate 在校门口集合 56 take an umbrella 带一把雨伞
57 all day 整日 all night 整夜 58 start a campfire 升篝火
59 walk /go on 继续走 60 walk straight on 一直走
61 walk along /down the street 沿着街走 62 turn right / left (into …) 向右/左转进入….
63 take the second turning /(crossing / crossroads) on the right / left 在第二个拐弯处/十字路口向右/左转 64 turn right / left at the second turning / (crossing / crossroads)
65 walk across / (cross) the road at the traffic lights 在交通灯处过马路 66 walk past the supermarket 走过超市
67 walk towards the bridge 朝桥走过去 68 have a farewell party 举行告别会
69 have a picnic 举行野餐 70 have a barbecue 举行烧烤
71 half of the students 一半学生 72 look forward to doing sth 盼望着做某事
73 take the underground 乘地铁 74 join the farewell party 参加告别会
75 walk past the Bank of China Building 走过中国银行大楼
76 send some postcards to his friends 给他的朋友们寄些明信片
77 all over the world 全世界
篇14：unit 1 this is meTeaching Plan(译林牛津版七年级英语教案教学设计)
Main Task Writing about yourself
ⅠTeaching content
a. Let the Ss know something more about Millie and Daniel
b. Introduce oneself to others
Ⅱ Aims and Demands
The Ss are required to :
1. Learn the following key words and expressions
Lots of (=a lot of) at the weekend
Look for on the Internet
Talk on the phone want to be
Grow up dark phone
2. organize ideas before writing
3. write about oneself for an audience
Ⅲ.Teaching Aids:
A computer, projector and a recorder
Ⅳ. Procedure
1. Pre-reading
Before the class, ask the Ss to prepare a short speech about the Ss at Beijing Sunshine secondary school. Such as: Kitty, Millie, Simon, Amy, David
Main ideas: appearance hobbies
2. T: At the end of the lesson yesterday, I asked you to prepare a short speech about the Ss at Beijing Sunshine secondary school. Remember that? If not, never mind. Let’s first look at the screen and review sth. about them….
3. Divide the class into six groups.
Let the Ss have group discussions
Ss report
4. T: Do you want to know more about Millie and Daniel?
Ss: Yeah.
Ask the Ss to look at the picture and the table , then ask and answer some questions.
Name Millie
Age 12
Birthday 3rd October
appearance 1.35 metres tall
dark brown eyes
black hair
hobbies Listen to music
Reading and writing
Talking on the phone
1) How old is Millie?
2) When is her birthday?
3) Where was she born?
4) Where does she live now?
5) Where is Andy?
6) What’s her appearance?
7) What’s her hobbies?
5. books open and read Millie’s profile.
Let the Ss read the whole profile and retell Millie’s profile in groups.
Group work. Then ask two or three students from different groups to say sth. about Millie.
6. We have known Millie a lot now! what about Daniel?
Let the Ss read Daniel’s profile and try to ask questions in groups.
Group work.
7. A competition
See which group can ask the most questions? If the Ss want to ask questions, put up their hands as quickly as possible.
8. Consolidation
After the competition , ask the Ss fill in the blanks with the right words.
I’m Daniel. I’m ______ years old. My ___________ is on 7th ________. I was born in Nanjing. I live with my family in _________ .I am not very ________ . I have _______ hair and I wear ________ . I really ________ school.. I like all my lessons. I am nit very good at __________ . I love playing _________ _________ and looking ___________ things on the Internet. I want to _________ a computer _____________ when I ________ up.
9. Lear some key words and expressions
Look for :hope for sth. or expect sth.
Grow up : become adult
Lots of (=a lot of): a large number of
Etc.
10. T: What do we learn from Millie and Daniel’s profiles ? Do you know how to write a profile of oneself? Ss discuss first.
Answers: 1. introductoion
2. appearance
3. hobbies
4. future
11. Tell the class about yourself.
Write your own profile on P15.
Show two or three profiles on the projector. Correct them with the class .
12. Homework
1. To recite the profile s on P15
2. Finish off all the exercises in the Wb.
篇15：7A Unit 2 My day - Welcome to the unit 学案设计(译林牛津版英语七年级)
日期 第 课时 课型 New 备课教师
课 题：7A Unit 2 My day - Welcome to the unit
教学
目标 1.To learn to talk about the daily activities .
2.To answer some questions about the daily life .
3. To practise describing your day .
重点 New words : wake up /go to sleep /have fun /after-school activities and so on .
难点 How to use ' It is time for sth .'
教法 Pair work. Task- based teaching method .
教具 Tape. Overhead projector.
教学
基本
环节 教学过程内容及组织过程 自主创新
指
导
自
学 StepI.Guide to self-study
Activity1. Lead-in
Ask the students to answer the following questions
freely :
What time do you usually get up in the morning ?
What time do you have breakfast?
What time do you do your homework every day ?
What time do you have lunch ?
What time do you go home every day ?
Today we are going to continue to learn
Unit 2 My day
Activity2 Check the previous honework
指
导
自
学 Ask the group leaders to check the previous
homework in groups and give suitable
marks on the blackboard.
Praise the best groups.
交
流
展
示 StepII. Show in groups
Activity3.Checking
Ask the students to read the new words in groups
first .Get the students to take turns to dictate the
following words :
wake up sleep
just fun
exercise after-school
activity homework
Translate the following phrases:
wake up go to school
want to do sth have fun
go to sleep do morning exercises
eat breakfasthave lessons
Activity4 Practice
1.Do you remember our friend Eddie ?
What do you think of his day ?
What does he do every day ?
Now let's listen to the conversation between Eddie and
Hobo and check if you are right .
2.Read the dialogue and answer the questions.
1)Does Eddie get up late ?
2)What are Eddie's favourite activities ?
交
流
展
示 3) What does Hobo think of some dogs ?
4) What do you think of Eddie ,a hard-working
dog or a lazy dog ?
3.Listen to the tape and repeat .Ask some pairs to
practise in class .
拓
展
提
高
StepIII Extension
Activity 5 Practice
1.Say : We do many things every day .Now let's talk
about the activities we do in a day .
What time do you usually have your breakfast ?
What time do you .......?
Ask each student to answer the questions .
2.Open your books on Page 23 .Here is Millie's dialy
entry .Now let's read it and find out what Millie
does every day .
T:When does she go to school ?
S:She goes to school at 7.30 a.m.
T:When does she eat breakfast ?
S: She eat breakfast at 7.00 a.m.
...... ....... .........
3.Ask and answer in groups .
Activity 6 Practise
Read about Millie's day.
Complete “ My day ”.
Ask two students to say something about
something about their day .
For example :
I get up at 6:00 a.m.
I go home at 5:00 p.m.
StepIV Checkout
Activity 7 Practice
1.Discuss in groups how to introduce their daily
life.
Then give them enough time to write down their
passage .Then read it for the whole class .
2.Fill in the blanks .
1.My father goes to _____ very late every day .
2.______() is good for us ,so we need to do it
every day .
3. .....................................................................
4. ..................................................................
Unit 2 My day
Words Phrases
What time do you ...?
What time does ...?
本节课教学经验或问题描述
存在的问题的原因分析
学科组长签字 年级主任签字
篇16：牛津7AUnit 5(译林牛津版七年级英语上册教案教学设计)
Period :One
Content: Comic strip& Welcome to the unit .
Analysis of learning:This section introduces the idea of shopping for a particular.
purpose :buying a birthday present .Ss are encouraged to use vocabulary to talk about popular presents .
Objectives:1.Congnition objecttive.
a:To introduce vocabulary about common presents for teenagers
b:To activate existing vocabulary and learn new words related to the unit’s theme .
2.Skill objective.
a:To guess meaning from pictures
b:To sort vocabulary
3.Situation objective
To arouse Ss ‘interest and train Ss’ communicative ability
Emphasis and difficulty: Some new words and phrases .
Method :Task Teaching Method
Procedures :
Teaching Activities Learning Activites
Stage1.Warm up
Ⅰ.Greetings Ⅱ.Every day English1. Today is Monday .What day is tomorrow?2. How old are you ?3. When is your birthday ?4. (Objectives:to practise oral English and to arouse Ss interest). Ⅲ.Revision Ⅰ.Greeting Ⅱ.Everyday EnglishⅢ.Revision
Stage2:Learn the part on page 70 .
Task1:To talk about the pictures on page 70.
1. Show the pictures2. Ask some questions to check the understanding 1. Read the pictures quickly.2. Answer questions a:What does Spotty want to do ?3.Read again and answer questions.a:Who want to buy things ?b:Does he have any money?c:Who gives him the money? d:Who will carry all the bags ?4.Act out the conversation
Activity2:Help Spotty decide which to buy
1. Make sure Ss understand the purpose of the activity.eg :We know Spotty wants to buy a lot of things .Let’s guess what it will buy?2.Go through the answers with the class ,identify the words which students do not know and present them. 1. Volunteers say out some words related to the theme .2. Read the new words 3. Look at the pictures4. Guess general meanings of new words by looking at pictures and keywords 5. Practice the new words 6. Sort the vocabulary eg:food :book:toy:decoration:
Task 2.To talk about the presents
Activity 1.To discuss what presents Simon and Sandy like
1. Make sure that Ss understand the purpose of the activity.2. Divide Ss into pairs 3. Walk around and give Ss help if necessary4. Encourage Ss to do as much of the task as they can on their own. 1. Look at the pictures in part 1 on page 71.Find which items they can recognize and whether they know the words in English2. Exchage their answers 3. Parctice the words with the help of the teacher .4. Look at the pictures again and report which presents are suitable for boys and which presents are suitable for girls.5. Write down the suitable presents for Simon and Sandy in Part 2 and give reasons for their answers 6. Point out the presents that are suitbable for both.7. Check their lists in pairs 8. Present the result
Activity2:To discuss the presents Ss like
1. Make sure that Ss understand the purpose of the activity.2. Present some new words on the blackboard.(They are about the name of the shops ) 1. Read the new words on the blackboard 2. Think about the presents they like 3. Talk about the presents they like and exchange their opinions 4. Give out reasons for the choices. 5. Dicuss where they can buy the present 6. Practice the new words
Stage 3:Homework :An oral reportRequsts:1 To do a survery .You should go into some different shops yourself .and look carefully to find some goods in the shop .The price is also very important2.Do the repont as the model :You can buy …in … And the price is …
Unit 5 Going Shopping
Period :Two
Content: Part A of Reading
Analysis of Learning: Ss have known somethng about shopping. So during this course.I just let the Ss understand how to go shopping in English.
Objectve: 1.Cognition objective:
a.To get Ss to consolidate the patterns：“there is /are…”
b.To ger Ss to learn some expressions of shopping
2.Shiu objective:
To get Ss to grasp the languages of shopping skillfully duning the creative situation
3.Situation objective:
To arouse Ss interest and train Ss ability of reading
Emphasis and difficulty: some usages of the expressions such as:Can I help you?
“How much is lare…?”
does Ido…cost?
Aids:Pictures recorder ,slides
Method:Situation Teaching Method
Procedures:
Teaching Actiuities Learning Actiuities
Stage 1:warm-up
Ⅰ.Gereetings Ⅱ.Everyday English1. Do you like playing football?2. Is there a football in the classroom?3. Do you have any money?4. Let’s go shopping shall we?(objectives:to practise oral English and to review previous Lesson)Ⅲ.Revision 1. Play a game (Finding the objects)a pen too apples a ruler there oranges2.Give an example and ask the Ss to make a dialoguepresent a basketball.A:I like basketball .Do you like it?B:Yes.This basketball is new .Where do you buy it ?A:In the shop .B:I want to buy it,I want you to go shopping with me.A:All right .Let’s go shopping together (objectives:to review the patterns. “There is / are…”to animate the class atmosphere and arouse the Ss’ interest ) Ⅰ.Greetings Ⅱ.Evenday EnglishⅢ.Revision1. Play the games 2. SA:There is a pen in the box SB:There are two apples in the bag .If someone finds the objects ,I will give it to him or her .3. Act out the dialogiue .Practise according to the example and key words given by T (shown on slides )A dress like Want to…go shopping Let’s…
Step 2.Lead into reading
Ⅰ. Present some languages about shopping a. show a table on slides b. According to the table get the Ss to answer some questions?e.g :How much is it ?How much does it cost?What size the dress?Could you try it on ?What colour is it ?Ⅱ.Present two watches. Let the student have a free talk.Ⅲ. Present the two conversations. 1. Practise :Ask Ss to say something about the table (see appendix 1)e.g :Understand the sentences and try fo give correct answers to the questions ,given by T.2. Practise in pairs using the hings given by T.a:Ask the Ss to act the dialogue out .b:According to the talk,let Ss draw a table.3. Reading.Group discussion:a: Talk about the picture with the following questions and then ask one S of each group to report their result.Questions: Where is Amy? What is she doing? Why does she go shopping? Who will be 15 years old?b: Fill in the blanks.,listen to the tape, do some comprehension exercises and find the answers Ss write down all the items Amy looked at and list their cost.
Stage 3: Practice 4. Practice
a: Listen to the tape again.b:Pick out the shopkeer’s and buyer’s languages and write them on the blackboard.c:Have a dialogue in pairs according to the words on the blackboard.
Stage 4: Production 5. Production
Ⅰ. Present some objects and ask Ss to talk about them including the structures learned this class.Ⅱ. Play a game.Ⅲ. Exercitation a: Goup discussions about some objects.b: Whisper the price.Divide the class intor rows. Give clear instruction about the sequence of how the message should be passed on from the first to the last.c: Arrage the right order of the dialogue csee appendix 37
Siage 5: Extension activity.Gives the situation.When Sandy receives the clips, she wants to exchange it. What will she says to the shopkeeper .What will the shopkeep say to her make a dialogve in pairs.
Homework1. Practise the two conversation in Pairs .2. Do the survey
Appendix 1:a dress size colour price discouat
6 red ￥50 10%
Appendix3:a:Lt’s forty douars b:Lt’s too pretty c:How about the blue one?d:Can I help you?e:I’d like a skirt ror my daughter f:She wears size 8g:OK,i’l take it h:Wat couour does she like best?I:How much does it cost?J: What size does she wear?K:She likes blue best. Appendix 2:Things Amy looked at cost
a
b
c
d
( By Chen Yuhong from Jinhu ShiYan Middle School)
Unit 5 : Going Shopping
Period:Three
Content: Reading:Part B(2)and Part C
Analysics of lesrning :Ss have kmown the two conversaions about shopping and some awareness of different registers .So during this period ,Ss will pay more attention to learn how to solve problem on shopping .
Objectives :1、Congnition objective:
a:To get Ss to grasp some words and phrases
b:To get Ss to consolidate “There be ”structure
2Skilll object
a:To get Ss to learn how to locate spacific informarion by reading
b:To get Ss to learn to solve some problems about shopping .
3、Situafion objecfive .
To arouse Ss interest and train Ss reading ability .
Emphasis and difficulty:
Some phra?? Shopping .
Aids:Pictures ,sliders.
Method:Task Teaching Method .
Procedures:
Teaching Activities Learning Activities
Stagel:Warm up
Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision
Stage2:Learn Part B and Part C of Reading
Task1: To do a wh-survey
Activify1:To discuss the table on page 72
1、Make sure that Ss understand the purposeof the activity 2、Show Ss the table and the explain it 3、Ask Ss some questions to check for understandingeg a:How many glrls would like the hair clips as a present?b:What is the most popular presents for boys? 1、Read the table on page722、Answer the kuestions3、Discuss the results in pairs.egS1.Do boys like hair clips?S2.No,they don’t.S1.Who like hair clips?S2.Some girls.S1.How many girls like hair clips?S2.There’re four .
Activity2:To discuss what your classmate like
1. Write some names of goods on the blackbard.2. Make sure that Ss understand the purpose of the activity.eg:Now Let me know what your classmate like?3. Write the model on the blackboard.4. Encourge Ss to be voluntres. 1. Read the names in the blackboard.2. Voluteers ask questions about all the tems on the board and mark down the number of the students who put their hands for each item.3. Display the results on the blackboatd.eg:There’re twenty girls who like CDs.There’re31boys who like football.4.Present the survey in a bar chart. Use their creativity to make the bar chart look intresting by adding colours and illustrations.
Activity 3 : To discuss the price
1. Make sure that Ss understand the purpose of activity.eg: Now let’s suppose one price to each item.2. Divide Ss into pairs.3. give some examples to Ss.eg: If I have ￥20,I can buy 20 cards or 5 cakds and a CD.Please work out the things you can buy with 30 yuan? 1. Dicuss the prices in pairs and give out a rational one.Write it down on the board.eg: A CD costs ￥15, and a card costs ￥1, and so on .2. Work out the price of all the things their classmates like.eg: A hair clip costs ￥2.There’re four girls who like hair clips. They cost ￥8 all together.3. Work out the things they can buy with some certain money.4. Exchange the answers in class.
Task2 To learn to solve problems about shopping
Activity 1: To help kitty decide which to buy
1. Make sute that Ss understand the purpose of the activity.eg: Kitty also wants to buy Simon and Sandy some presents. She has 25 yuan .She does not want to buy the same things as Amy did. Can you help her?2. Walk around the class and provide help in terms of vocabulary.3. Go through the answer with the whole class. If ther are different interpretations ask Ss to check the conversations again. 1. Read the two conversations carefully and try to find out what presents Amy has bought for Simion and Sandy.Finish the table below.Presents Amy has bought for Siman for Sandy
presents
2. Read the conversations again to find out the price of the goods.Finish the table below.Good footballcards last year’s footballcard Hair clips CD
Price
3. Answer True or False questions to understand the conversations.4. Finish the exercises on page72.5. Dicuss the answers.
Activity 2 : To make up a conversation in a shop.
1. Make sure that Ss understand the purpose of the activity .eg: Suppose you are Kitty .Now you are in a shop and you want to buy a football card and a CD for your friend Siman and Sandy .Please make up a conversation between the shop assistant and you.2.Walk around and give them help if necessary. 1. Choose roles2. Prepare the conversation on seat.3. Practice the conversation.4. Act out the conversation.eg:S1:Good morning, sir. Can I help you?S2:Yes,I’d like something for my friend Siman.S1:We have some beautiful football cards today.S2:Very good. Simon likes football very much . How much is it?S1:It’s ￥10.S2:It’s not expensive. I’ll take it.
Activity 3 : Written work. To finish a conversation about shopping.
1. Show Ss the exercise and make sure. Ss understand the purpose of the activity.2. Check the answers and correct mistakes if necessary. 1. Read the exercise 2. Dicuss the answers in pairs.3. Read the conversation together.4. Act out the conversation.
Stage 3: Homework.
Write a conversation in a shop.
Signpost: Tomarrow is your friend Simon’s birthday. You want to buy him something he likes as a birthday present and you only have ￥20.
Unit 5 Going Shopping
Period:Three
Content: Reading:Part B(2)and Part C
Analysis of learning :Ss have known the two conversations about shopping and some awareness of different registers .So during this period ,Ss will pay more attention to learn how to solve problem on shopping .
Objectives :1、Congnition objective:
a:To get Ss to grasp some words and phrases
b:To get Ss to consolidate “There be ”structure
2Skilll object
a:To get Ss to learn how to locate specific information by reading
b:To get Ss to learn to solve some problems about shopping .
3、Situation objective .
To arouse Ss interest and train Ss reading ability .
Emphasis and difficulty: Some words and phrases
Aids: Pictures ,sliders.
Method: Task Teaching Method .
Procedures:
Teaching Activities Learning Activities
Stagel:Warm up
Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision
Stage2:Learn Part B and Part C of Reading
Task1: To do a wh-survey
Activify1:To discuss the table on page 72
1、Make sure that Ss understand the purposeof the activity 2、Show Ss the table and then explain it 3、Ask Ss some questions to check for understandingeg a:How many girls would like the hair clips as a present?b:What is the most popular presents for boys? 1、Read the table on page722、Answer the questions3、Discuss the results in pairs.egS1.Do boys like hair clips?S2.No,they don’t.S1.Who like hair clips?S2.Some girls.S1.How many girls like hair clips?S2.There’re four .
Activity2:To discuss what your classmate like
1. Write some names of goods on the blackboard.2. Make sure that Ss understand the purpose of the activity.eg:Now Let me know what your classmates like?3. Write the model on the blackboard.4. Encourage Ss to be volunteers. 1. Read the names on the blackboard.2.Voluteers ask questions about all the terms on the board and mark down the number of the students who put their hands for each item.2. Display the results on the blackboard.eg: There’re twenty girls who like CDs.There’re 31 boys who like football.4.Present the survey in a bar chart. Use their creativity to make the bar chart look interesting by adding colors and illustrations.
Activity 3 : To discuss the price
1. Make sure that Ss understand the purpose of activity.eg: Now let’s suppose one price to each item.2. Divide Ss into pairs.3. give some examples to Ss.eg: If I have ￥20,I can buy 20 cards or 5 cards and a CD. Please work out the things you can buy with 30 yuan. 1. Discuss the prices in pairs and give out a rational one. Write it down on the board.eg: A CD costs ￥15, and a card costs ￥1, and so on .2. Work out the price of all the things their classmates like.eg: A hair clip costs ￥2.There’re four girls who like hair clips. They cost ￥8 all together.3. Work out the things they can buy with some certain money.4. Exchange the answers in class.
Task2 To learn to solve problems about shopping
Activity 1: To help Kitty decide which to buy
1. Make sure that Ss understand the purpose of the activity.eg: Kitty also wants to buy Simon and Sandy some presents. She has 25 yuan .She does not want to buy the same things as Amy did. Can you help her?2. Walk around the class and provide help in terms of vocabulary.3. Go through the answer with the whole class. If there are different interpretations, ask Ss to check the conversations again. 1.Listen to the two conversations carefully and try to find out what presents Amy has bought for Simon and Sandy. Finish the table below.Presents Amy has bought for Simon for Sandy
presents
2.Listen to the conversations again to find out the price of the goods. Finish the table below.Good footballcards last year’s football card Hair clips CDS
Price
3Answer True or False questions to check understanding .4.Finish the exercises on page72.5.Dicuss the answers.
Activity 2 : To make up a conversation in a shop.
1. Make sure that Ss understand the purpose of the activity .eg: Suppose you are Kitty .Now you are in a shop and you want to buy a football card and a CD for your friend Simon and Sandy .Please make up a conversation between the shop assistant and you.2.Walk around and give them help if necessary. 1. Choose roles2. Prepare the conversation on seat.3. Practice the conversation.4. Act out the conversation.eg:S1:Good morning, sir. Can I help you?S2:Yes,I’d like something for my friend Simon.S1:We have some beautiful football cards today.S2:Very good. Simon likes football very much . How much is it?S1:It’s ￥10.S2:It’s not expensive. I’ll take it.
Activity 3 : Written work. To finish a conversation about shopping.
1. Show Ss the exercise and make sure. Ss understand the purpose of the activity.2. Check the answers and correct mistakes if necessary. 1. Read the exercise 2. Discuss the answers in pairs.3. Read the conversation together.4. Act out the conversation.
Stage 3: Homework.
Write a conversation in a shop.
Signpost: Tomorrow is your friend Simon’s birthday. You want to buy him something he likes as a birthday present and you only have ￥20.
Unit5 Going Shopping
Period Four
Content: Vocabulary
Analysis of learning: Let Ss learn more words and phrases about shopping
Objectives:1、Target language
vegetables, comic book, Walkman, shoes, tennis racket, T-shirt, bookshop, clothes shop, shoe shop, electrical shop, sports shop, supermarket.
2、Language skills
To guess the meaning of words by recognizing shopping items and relating them to typical shops.
3、Self –learning ability
How to use these words in real situations.
Emphasis and difficulty: Some new words and phrases
Teaching method: Task-based Learning Method
Procedures:
Teaching Activities Learning Activities
Stage 1:Warm up
Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision1、Retell Reading 2、Make up a dialogue in a shop
Stage 2: Learn Vocabulary
Task 1:To talk about the pictures on Page 75.
1、Ask Ss what shops they know.2、Show the pictures on P75.3、Tell Ss to check their answers in pairs.4、Ask Ss to read the names of the shops together. 1、List as many shops as they can. e.g. book shop, shoe shop, toy shop, sports shop, clothes shop, flower shop, supermarket2、Write the names of the shops.Underneath the pictures on their own.3、Check in pairs.4、Read together.
Task 2:
1、Make sure Ss understand the purpose of the activity.e.g. Kitty bought a lot of thing.Write their names under the pictures.Where did kitty buy these things?Write the numbers of the shops in Part A in the boxes. 1、Look at the pictures on page75.Volunteers to describe the objects.2、Ss match these items with the shops in Part A by writing the correct number in each of boxes.3、Practice saying .e.g. Kitty bought vegetables in the supermarket.4、Say together.
Extension activities
1、Write the names of some shops on the board. 1、Ss identify a range of different items they can buy in these shops.e.g. Chemist: shampoo, toothpaste, medicine, Butcher: chicken, pork, beef, eggs.
Activity 2:
1、To ask students to draw shops from the nearest shopping mall.2、Ask them to write the items sold in each shop under the picture. 1、Write the names of the shops in large letters above the shops.2、Write and check.3、To describe.
Stage 3:Homework
1、To copy these words phrases2、To write more names and phrases of the shops and the names of the goods in them.
Unit5 Going Shopping
Period Five
Contents: Grammar: Part A、Part B1
Analysis of learning: This section helps the Ss summarize
①The usage of the structure “there be ”
②The present continuous tense
a. What are they doing?
b. Asking questions about what people are doing.
Objectives:1、Language skills
a: To use “there is” and “there are” to introduce new things.
b: To use “there is” before a singular noun.
c: To use “there are” before a plural noun.
d: Use the present continuous tense to talk about things that are happening now.
2、Self-learning ability
Try to get the rules by themselves.
3、Emphasis and difficulty:
Help the Ss use them probably and correctly.
Procedures:
Teaching Activities Learning Activities
Stage 1:Warm up
Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision
Stage 2:Learn Part A and Part B of Grammar
Task 1: Using “there is”/ “there are”
Activity 1:To Present “there be”
1、We use “there is” before a singular noun.We use “there are” before a plural noun. a man some bread six people lots of bogs Is there ……？Are there ……？2、Show some more pictures. 1、Ss should use this structure to describe other places .e.g. a modern building. a nice bedroom . a school library a big farm2、Answer Questionse.g.a .Are there many sheep in the farm?(Yes, there are./No, there aren’t.)b. Is there a lovely toy in the bedroom?(Yes, there is./No, there isn’t.)
Activity 2: Send an e-mail
1、Make sure Ss understand the purpose .2、Tell Ss to use this model e-mail to talk about other things. e g. a youth club, a cinema, a restaurant. 1、Look at P76.2、Complete the sentences with “there is” and “there are”3、Check and read it to each other in pairs.4、Write an e-mail describing their school based on the model .5、Do extension activity.
Task 2: Using the present continuous tense to talk about things that are happening now.
Activity 1: What are they doing?
1、Make sure Ss understand the purpose.2、Ask some questions with mime and gestures for emphasis.3、T makes statements about yourself e.g. I am enjoying myself. I am having a great time.I am talking to all of you. 4、Ask Ss what kind of statements and questions T has formulated.5、Ask Ss to study the table on P77.6、Explain to Ss how we form the ‘- ing’ form of a verb with the reference to the table on Page 78.7、Remind Ss that the verb ‘to be ’ goes at the beginning of the question. Questions:1、What are you doing? Are you writing a letter to me? Are you singing……？ Are you playing the piano right now? Are you swimming now? etc……2、Elicit the ideas about things going on now, at present, at the moment, right now. 3、Go through the table. Point out that we can make negative sentences by adding ‘not’ after the verb ‘to be’.4、Describe what the sentences below the pictures. Ss complete the sentences individually.5、Check in pairs.6、Work out the rules.7、Answer questions according to the pictures.a: What is Simon doing?b: Are Kitty and Sandy eating ice cream?c: This is Millie. What is she doing?d: Is Daniel doing his homework?(No, he is playing computer games.)Are you playing computer games too?(No, we’re having an English class.)
Stage 3: HomeworkWorkbook P69A & P70 B1 B2 B3
Unit5 Going Shopping
Period Six
Contents: Grammar: PartB2 Part C
Analysis of learning: ①Part B2 ask Ss to talk and use things that are happening now freely and correctly .
②Part C let Ss use personal pronouns to replace nouns for people/things when it is clear who or what we are referring to.
Objectives:
1、Target language
a. The usage of the present continuous tense.
b. Personal pronouns (object form)
2、Language skills
a. To use the present continuous tense
b. To introduce personal to refer to someone/something.
3、Self-learning ability
To get to the rules by practising.
Procedures:
Teaching Activities Learning Activities
Stage 1:Warm up
Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Show some of the Ss e-mails to their friends.
Stage 2: Learn P78B2
Task 1: To talk about and complete the conversation.
Activity 1: Talking on the picture.
1、Ask Ss to look at the picture . Tell them that Sandy and Amy are talking on the phone.2、Ask questions. 1、Check their answers with a partner by role-playing the conversation.2、Answer some questions according to the conversation.a. Is Amy studying at the moment?b. Who is visiting her?c. What is her cousin doing now?d. What is Amy doing now ?3、Act out the conversation.4、Talking on the phone.e.g.S1: Hello, where are you?S2: I am walking in the street.S1: What are you doing now?S2: I’m buying something to eat.S1: Are you buying for me? S2: Yes. I’m having it now.
Stage 3:Learn P79C
Task1: Use personal pronouns to replace nouns for people /things
Activity 1: Discuss the table on P79
1、Work through the sample sentences on P79. 2、Write some more sample sentences on the blackboard to practice.3、Explain the difference between the subject form and object form. 1、Make sure to understand how each pronouns is related to the subject in the first sentence.2、Work on more sample sentences.a. My shoes are too big for . b. Do your shoes fit ? Yes, do. c. My mum likes these apples.I can get for .
Activity 2:Tallking to sb.
1、Explain to Ss that Daniel is talking to his father on the phone.2、Complete the sentences with personal pronouns (object form). 1、Read the conversation in pairs.2、Complete the sentences3、Fill in the blanks with the correct personal pronouns.■Look at your shoes. They are very dirty. You should clean .■That is Sally’s book. I will give it back to tomorrow.■I need a school bag. My mother is going to buy one.■The principal asked my class to meet him at ten O’clock. He is taking to the Science Museum. ■I left my football at Tom’s house. I will get later.■My brother likes eating apple pies. I am going to buy one.
Stage 4: HomeworkDo workbook: P75
Unit 5 Going Shopping
Period Nine
Context: Check out (P85)
Analysis of learning: This section divides into two parts. Part A checks the usage of “there be” and the present continuous tense. Part B checks the vocabulary.
objectives: 1.to check the usage of “there is/there are”, the present continuous tense and personal pronouns.
2.to revise vocabulary related to shopping.
3.to encourage students to help others.
Emphasis and difficulty: “there be”& present continuous tense.
Teaching aids: computer and over-head projector.
Method: Task Teaching Method
Background: This section encourages students to find out how much they have learned and how well their learning strategies are working. Part A of the Checkout sections is set in the context of helping people.
Step I: Revise the grammar: “there be” & present continuous tense.
A. Fill in the blanks with the correct form of “there be”.
1._________ a book on the teachers' desk.
2._________ some bread in the fridge.
3._________ five hair clips in the box.
4._________ some toys in the shopping mall.
B. Ask the students to change the upper forms into negative forms and interrogative forms, pay attention to “some” and “any”.
1.There is a book on the teachers' desk.
There is not a book on the teachers' desk.
Is there a book on the teachers' desk?
4.There are some toys in the shopping mall.
There are not any toys in the shopping mall.
Are there any toys in the shopping mall?
C. Fill in the blanks with the correct forms of the given verbs.
1.The boy (run) on the playground now.
2.Don't (close) the window, please.
3.Where is mum? She (cook) in the kitchen.
4.Look, the children (laugh) happily.
II. Part A of check out.
A. Tell students that part A gives them an opportunity to check how well they can use “there is/there are” constructions, the present continuous tense and the object forms of personal to complete the text.
B. Students fill in the blanks on their own. For less able students they may do this exercise in pairs. Ask students to check their answers with their partners. Ask for volunteers to read out the description for each picture. If students have made an error, ask them to refer back to the relevant section to find out where they have gone wrong.
III. Part B of check out.
A. Tell students to look at the word search puzzle in part B. Hidden inside are eight words from this unit. One has been found already.Ask students to look for the other seven wordson their own.
B. Students check their answers with a partner. Tell them to write any problem words on their flash cards which they have learned how to make in unit 3.
IV. Production.
A. Ask students to tell a story based on the four pictures, using
“there be” and present continuous tense.
eg. Helping people in a shopping mall
I'm going shopping on Saturday. There are many people. They are carrying big shopping bags. I'm standing outside a toy hop. There is a woman inside the shop….
C. Ask students to make their own word search puzzles with ther words they have learned in the unit.
Unit 5 Going Shopping
Period Ten
Content: Revision
Analysis of learning: Unit five introduces the idea of shopping for a particular purpose: buying a birthday present. students are encouraged to use vocabulary to talk about popular presents.
objectives:1.to grasp the construction of “there be” and the present
continuous tense.
2.to review the words and phrases.
Emphasis and difficulty: grammar and phrases.
Teaching aids: computer and over-head projector.
Revision of Language points:
I. Important expressions
a new shopping mall called Sunnyside Shopping Mall
the same things as
show sb. around sp.
on the top ( ground, first, second, third… ) floor
a computer games centre
write to me write an e-mail to his friend
over / on the phone
wait for one's turn
I'm waiting for my turn to ask the question.
help the children from poor areas
donate some money / raise some money for sb.
call us on 5551 3871
a pair of football boots
try it / them on try the coat on = try on the coat
five more new words
outside a toy shop
call 110 for help
have a stomach ache
play with sb. / sth.
Don't play with the fire. It's dangerous.
Do you like playing with your sister?
buy him a MP3 player = buy a MP3 player for him
get online = visit the Internet = surf the Internet
write a thank-you letter to sb.
II. Useful sentence structures
1. I want you to go shopping with me today.
I need you to carry all the bags.
want / need sb. to do sth.
2. All right, here's my purse.
Here comes the bus.
Here's an apple for you.
3. Amy wants to buy some presents for Simon and Sandy.
4. Can I help you? What are you looking for?
5. How much do the cards cost?
= How much are the cards?
= What's the price of these cards?
= How much do you pay for these cards?
= How much do you spend on these cards?
= How much do you spend ( in ) buying these cards?
6. There's a discount on last year's cards.
Is there a discount if I buy the whole set?
7. I prefer to buy new cards. ( prefer to do sth. )
prefer A to B
I prefer apples to pears.
I prefer watching TV to playing football.
8. These hair clips are beautiful, and they match her favorite T-shirt. ( = go with )
We must find a tie to match your suit.
Her clothes don't match her age.
9. I don't have enough money to buy her a CD.
I am not tall enough to reach the basket.
10. There is a big new shopping mall near my school. It is called Sunnyside.
11. The mall opens from 9a.m. to 10p.m..
12. Millie is paying for her new shoes.
How much should I pay for the computer?
13. I can't hear you well. Can you say it again?
14. What size are your feet?
What size do you wear?
15. It is very easy to find.
16. I like watching a film before going shopping.
17. When I am playing a game, there are always lots of people waiting for me to finish.
18. he mall is a really fun place to go. It is a good place to meet friends.
19. She is crying with her hand on her stomach.
20. We help each other. I help her with Chinese. She helps me with English.
III. Improve yourself
1．我想你为我买一条红蓝相间的丝绸领带。
2．这儿有你的两封来自美国的信件。
3．你想买点什么？我想为我女儿买一条黑白相间的裙子。
4．你的MP3播放机多少钱？
5．去年的运动鞋打折吗？
6．比起玩具熊，我更喜欢连环画。
7．你应该找到磁带（tape）与你的英语书相配。
8．Daniel没有足够的钱为他的新裤子和新帽子付钱。
9．我们的学校叫做金湖县外国语中学。
10．我们学校的图书馆每天7:00到5:00开放。
11．你穿多大的衬衫？
12．睡觉前我喜欢喝一杯温牛奶。这有助于睡眠。
13．电影院门口有许多人在等着买票。
14．学校是个交朋友的好地方。
15．周末你经常帮助你妈做家务活吗？
篇17：7b unit 1 Dream homes(译林牛津版七年级英语下册教案教学设计)
Welcome to the unit
教学目标:
New words: dream, palace, capital
教学方法: task-based approach
教学任务: 1. To talk about cities and countries.
2. Have a discussion in groups, and talk about their dream homes.
3. Write articles about students’ dream homes.
教学过程:
Step 1. Warm-up (presentation)
1. Ask if any students have lived in another country. Elicit from students ideas about an ideal place to live.
2.Do a mini-survey. Ask students which is their favourite place to live.
Step 2. Listening
Listen to the tape, answer my question, Which is Eddie’s favourite place to live? Help the Ss to answer.
Listen again, Ss read after the tape recorder, then act it out.
Language points:
1.I’d like to live next to a restaurant.
① would like sth.= want sth
would like to do sth = want to do sth
e.g. Would you like some water?= Do you want some water?
Would you like to go with us? Yes, I’d love/ like to.=Do you want to go with us? Yes, I do.
② next to =beside
e.g. Tom’s house is next to mine.
Jack wants to sit next to me.
2. Learn about homes in different countries.
① learn about
I want to learn more about the world.
② learn from
We should help each other and learn from each other.
③ different → same
in different classes in the same class
Step 3. Countries and capitals
1.Ask students to study the pictures on page 3.
2.Say: The capital of China is Beijing . The Capital is the most
important city in a country. Ask students to do Part B. Ask them to check with others.
Step 4. Discussion (task)
Have a discussion in groups of four to talk about their dream homes.
Each group will choose a student to tell us about his / her dream home.
Why?
Language points:
The capital of the USA is Washington D.C.
the capital of ……
e.g. Nanjing is the capital of Jiangsu Province.
The capital of China is Beijing.
Step 5.Sum-up
Go through the new words and the language points learnt during this lesson.
Step 6. Homework
1.Review the contents of this lesson.
2. Write articles about students’ dream homes.
Reading
教学目标:
New words: balcony, cushion, beach, sea, bunk beds, town, wooden, over,
climb, ladder , quiet, rain, while, sitting room, street, share, friendly,
above, dining room, grow, most, lie
教学方法: task-based approach
教学任务: 1. To read and learn about different types of homes and lifestyles..
2. To obtain details about homes in different countries.
3. To respond to the text by making statements about the foreign students’ activities.
4.Write an article to introduce their own homes, using the four home pages as a model.
教学步骤:
Step 1. Warm-up
Ask some students to report their homework about dream homes.
Step 2. Presentation
1.Use the pictures to teach the new words.
balcony cushions ladder kitchen bunk beds sitting room
2. Complete the following sentences using the new words.
⑴ Two beds , one above the other, are .
⑵ In most homes, people cook meals in the .
⑶ We usually put the sofa in the .
⑷ is a good place to chat with friends.
⑸ Sitting on the big is very comfortable.
⑹ We can climb the tall tree with a .
Step 3.Listening
Now, let’s listen to the home pages of four foreign students, after you
listen to them, please do some “T” or “F” exercises. Check the answers
with the whole class.
1.Stephen lives near the sea.
2.There are more than ten rooms in Stephen’s house.
3.Maddee lives in a wooden house in the hills.
4.Maddee has a small family.
5.Neil has a TV in the kitchen.
6.Neil’s dog sleeps in the sitting room.
7.Anna’s flat is on a busy street.
8.Anna shares a bedroom with her brother.
9.Stephen’s favourite place is the balcony.
10.Anna lives in a large flat.
Step 4. Reading
Ss read the articles by yourselves. Then check their reading.
Language points:
1.We sit on the big floor cushions and look out at the beach and the sea.
look out (of) …
e.g. Don’t look out of the window in class.
look at / look around / look for / look like / look forward to / look after / look up
2. I live with my family in a wooden house.= I live with my family in a house made of wood.
wooden(adj.) → wood (n.)
e.g. We need some wooden chairs.
This house is made of wood.
3. I climb a ladder to get into my house. =I get into my house with a ladder.
①e.g. I often go to her house to see Uncle Li.
Daniel often goes to the shopping mall to play computer games.
② get into → get out of
get into the car get out of the car
4. I do not have my own bedroom.
own(adj./v.) → owner (n.)
e.g. I see with my own eyes.
Who’s the owner of this pen?= Who owns this pen?
5. My family and I often sit in the kitchen while my mother makes dinner.
e.g. I am reading books while my brother is watching TV.
She called while you were out.
6. I share a bedroom with my sister.
share sth with sb
e.g. The boy shared his toy with other children
share in sth
e.g. We should share in our sorrows as well as joys.
7. Our neighbours are friendly and we are happy here.
e.g. I’m friendly with her.
be friendly to sb
e.g. People are usually friendly to foreign friends.
8.Simon wrote down the meaning of some of the words.
①write + n. +down=write down +n. write it /them down
e.g. Can you write down the words on your book ?
= Can you write the words on your book?
OK, I’ll write them down.
②meaning (n.) → mean(v.)
e.g. What’s the meaning of “quick?= What does “quick” mean?
9.A garden is the best place to grow flowers.
e.g. It’s really a good place to go.
I’m hungry. Do you have anything to eat?
10.Stephen is lying on his bunk beds.
lie → lying tie → tying die → dying tell a lie
e.g. Don’t tell a lie any more . It’s not good for you.
Step 5.Discussion (task)
Divide the class into groups of six. Ask students to draw picture of their homes.
Students look at their pictures and talk about their homes.
Step 6.Sum-up
Go through the new words and the language points learnt during this lesson.
Step 7. Homework
1. Review the contents of this lesson.
2. Write an article to introduce their own homes, using the four home pages as a model.
Vocabulary ﹠ Grammar
教学目标:
New words: cupboard, bookshelf, shower, lamp, wardrobe, sink, bath, basin,
in front of , opposite, chalk, air conditioner, below, printer, shelf,
top, tidy, sixteen, nineteen, seventy, ninety, thousand, million, arrive,
seventh, sixth, come, exam, second, third, fourth, fifth, ninth, eleventh,
twelfth, twentieth, sound
教学难点: prepositions of place
cardinal numbers & ordinal numbers
教学方法: task-based approach
教学任务:
1.To use prepositions of place to identify specific locations of things.
2.To revise and use cardinal numbers in everyday situations , including phone numbers and amounts of money.
3.To understand the purpose of ordinal numbers in terms of ordering things and events.
4.To use ordinal and cardinal numbers to talk about schedules, dates, scores and results.
教学过程:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Step 2. Vocabulary
Ask the students how many words they already know about furniture.
Then teach furniture. Use pictures to teach other words. e.g. chair,
cupboard, lamp, sofa, table, wardrobe…Ask the students to write the names under the pictures(Page 75).
Step 3.Grammar
1.Prepostitions of place
We use prepositions of place to say where things are. Prepositions of place: above, at, behind, below, beside, between, in, in front of , inside, next to, on , opposite, over, under.
e.g. Millie sits in front of me.
Amy sits between Millie and Simon.
Kitty sits next to Sandy.
Sandy sits between Kitty and me.
Simon sits in front of Kitty.
The window is opposite the door.
The chalk is on the teacher’s desk.
Language points:
⑴above, over, on
above →(反) below表示位置高于某物在其上方，并不表示正上方。over
→(反)under表示正方，指垂直上方上。on指两个事物表面接触，一个在另一个上面。
e.g. There’s a bridge over the river.
The plane flew above us.
There’s a book on the teacher’s desk.
⑵between, among
between一般指两者之间，among指三个或三个以上之间。
e.g. I am sitting between my parents.
I saw him among the students.
⑶in front of , in the front of
in front of →(反)behind 表示“在……前面”in the front of →(反) at the back
of表示“在……前部”，指某一结构本体的前部。
e.g. There is a garden in front of the house.
The desk for the teacher is in the front of the classroom.
⑷beside = next to
e.g. David sits next to/beside me.
Finish off the exercise on page 9.
2. Cardinal numbers
We use cardinal numbers almost every day. We use them for lots of
different things.
1.基数词的读法：
⑴“几十几”十位和个位之间用“-”。e.g. 32 thirty-two
⑵101-999 百位和十位间加“and”.e.g. 928 nine hundred and twenty-eight
⑶1000以上的数，从后往前每三位一段，倒数第一个数读thousand，倒数第二个数读million，依次类推。e.g. 8,542,601
eight million, five hundred and forty-three thousand, six hundred and one
2 .基数词的运用：
hundred, thousand, million, billion等一般用单数，但以下情况用复数：
⑴表示不定数目：e.g. hundreds of millions of
⑵表示“几十”的数词，其复数形式可以表示年龄或年代。
e.g. in his twenties in the thirties
0 zero 10 ten 20 twenty 100
1 one 11 eleven 30 thirty one hundred
2 two 12 twelve 40 forty 1,000
3 three 13 thirteen 50 fifty one thousand
4 four 14 fourteen 60 sixty 10,000
5 five 15 fifteen 70 seventy ten thousand
6 six 16 sixteen 80 eighty 100,000
7 seven 17 seventeen 90 ninety one hundred thousand
8 eight 18 eighteen 1,000,000
9 nine 19 nineteen one million
3. Ordinal numbers
We can use ordinal numbers to to order things and events. We use them to talk about dates, floors, results, etc.
e.g. Uncle Jim will arrive on the seventh of June.
The restaurant is on the sixth floor.
Millie came first in the English exam.
Cardinal numbers Cardinal numbers Ordinal numbers Ordinal numbers
1=one 10=ten 1st=first 10th=tenth
2=two 11=eleven 2nd=second 11th=eleventh
3=three 12=twelve 3rd=third 12th=twelfth
4=four 13=thirteen 4th=fourth 13th=thirteen
5=five 20=twenty 5th=fifth 20th=twentieth
6=six 21=twenty-first 6th=sixth 21st=twenty-first
7=seven 22=twenty-second 7th=seventh 22nd=twenty-second
8=eight 23=twenty-three 8th=eighth 23rd=twenty-third
9=nine 30=thirty 9th=ninth 30th=thirtieth
Language points:
1. 序数词的运用：
⑴表示日期：e.g. 6月1日 on the first of June/ on June (the) first
⑵表示编号：e.g. lesson 5 the fifth lesson
⑶起副词作用，前无“the” e.g. Simon came first in the English exam.
⑷序数词前有限定词修饰时，不加“the”. e.g. This is my first lesson.
2 .I’ll arrive in Beijing on Sunday.
arrive (vi.) arrive in(大地点)/at (小地点）= get to = reach
e.g. The train arrived an hour ago.
He arrives at school on time every day.=He gets to school on time every
day.= He reaches school on time every day.
arrive there/ here/home =get there/ here/ home= reach there/ here/ home
3.I can’t wait to see you.
can’t wait to do sth
e.g. The boy can’t wait to turn on T V when he gets home..
4.That sounds great.
sound (taste/ smell/ look/ feel/get/ turn/ become)+ adj.
5.Where else are we going?=What other places are we going?
where/what/who…+else something/anything/nothing/someone…+else
e.g. Do you want anything else?
We must find somebody else to do this job.
Step 4. Discussion (task)
Have a discussion and find out the differences between cardinal
numbers and ordinal numbers.
Step 5.Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
Integrated skills and Study skills
教学目标:
New words: bathroom, mirror , afraid , still, message
Key points: be different from May I speak to…, please?
Who’s calling? Can I take a message?
教学方法: task-based approach
教学任务:
1.To recognize words about homes, to identify items related to homes, to
under
-stand the location of rooms and furniture, to identify specific
information about furniture items and to show understanding of relevant
information by completing an e-mail
2.To develop grammar learning strategies and to use a recording system to
help memorize grammatical structures.
教学步骤:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Integrated skills
Step 2.At home in Britain
Ask the Ss to study the pictures in Part 1carefully. Encourage them to ask questions about the pictures. e.g. Where do Neil and his family watch TV? Where do you think the house is? Listen to the tape, and ask the Ss to order the pictures. Check the answers with the whole class.
Listen to the recording again. Do the “T” or “F” exercises.
1. Neil and his family don’t sit in the kitchen.
2. There is a garden behind the kitchen.
3. There is a large table in the dining room.
4. Neil’s family watches TV in the dinging room.
5. The bathroom is new.
6. There is a lamp and some posters in Neil’s bedroom.
Ask students to read the words in the box in Part A2 and use them to label the things in the pictures in Part A1.
In pair, students check their answers. Ask them to label as many of the other things as they can in the pictures.
Ask students to read Amy’s e-mail in PartA3 to obtain general understanding. Check their choice of words. Students take turns to read the completed e-mail to the class.
Step 3. Speak up
Listen to the tape recording and read after it.
Ask the Ss to work in pairs to make up new conversation for leaving a message with Neil’s mother using the conversation in Part B as a model.
Ask a few pairs to present their conversations to the class.
Step 7. Study skills ( Making a grammar pattern book)
Take students through the two patterns at the top of the page.
Ask students toe Part A using the two grammar patterns. Encourage them to
use a different colour for each part of speech .
Ask students to write the two patterns on separate pages in a notebook.
Language points:
1.It’s really different from the flats in Beijing.
be different from
e.g. Your pen is different from mine.
City life is very different from Country life.
different(adj.) → difference(n.)
the difference between…and…
e.g. There are many differences between English and Chinese Names.
2. Who’s calling/speaking/that? （打电话用语）请问你是谁？
我是用This is… e.g. This is Jack speaking.
3. Can I take a message?
take a message (for sb)
4. I’ll ask him to call you back.
Step 8. Sum-up
Go through the new words and the language points learnt during this
lesson.
Step 9. Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
Main task ＆ Checkout
教学目标:
New words: at least, ground floor, swimming pool, football pitch
教学方法: task-based approach
教学任务:
1.Get the Ss to write an article about their dream home using Simon’s article as model.
2.To use prepositions of place to describe where things are
3. To use cardinal and ordinal numbers to talk about where people live.
教学步骤:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Step 2. Main task
Ask the Ss to read the questionnaires , then complete it with students’ own information.
Listen to Simon’s dream home. Then students read it after the recording.
Ask them some specific questions to check comprehension.
⑴ Would you like a large room?
⑵ How many rooms are there in your dream home?
⑶ Are 25 rooms too many?
⑷ What other things does Simon want to have in his dream home?
⑸ Simon doesn’t want a garden . What about you?
⑹ Simon’s wishes are quite unusual. What does he want instead of a garden?
Give students 5-10minutes to discuss Simon’s dream home in pairs.
Encourage students to say what they like and what they do not like in his
home.
Step 3. Writing (task)
Ask students to write about their own dream home . Ask them to write down everything that they can think of associated with their dream home. Ask some able students to read their drafts in front of the class.
Step 4. Checkout
Get the Ss to do Part A & B on their own. Divide the class into pairs.
Students correct each other’s work and write the score in the “paw.”
Checkout: Helping people in a shopping mall
Language points:
1. There are at least 25 rooms.
at least → at most
e.g. It will cost at least five dollars.
The little girl is two at least.
2.This means that lots of people can stay with me.
e.g. The red lights mean “stop.”
His work means everything to him.
3.There is a swimming pool which is 50 metres long.
4.I have a room with twelve showers and four baths.
with(prep.) → without(prep.)
I have a foreign friend with brown hair.
His father often goes to work without (having ) breakfast.
Step 5. Sum-up
Go through the new words and the language points learnt during this lesson.
Step 6. Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
篇18：江苏省淮北中学英语学科教案7A Unit 5 Going shopping(译林牛津版七年级英语上册教案教学设计)
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7A Unit 5 Going shopping 总课时 9 第 1 课时
课 题 Welcome to the unit 课型 New
教学目标 1. To introduce vocabulary about common presents for teenagers.
2. To expand the vocabulary related to the theme of shopping.
3. To guess the meaning by looking at picture.
教学重点 To use the vocabulary related to the theme of shopping..
教学难点 To use the vocabulary related to the theme of shopping.
课前预习1. Preview the new words and phrases.
2. To talk about the favourite things.
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step 1 Create plots and scenes to guide the new lesson
Step2 :
Learning and practice
Step3 :
Survey
Step4: Welcome to the unit B
Step 5 Comic strip
Step 6:
Homework Say when is your birthday? On your friends’ birthday, what will you give them as birthday presents.
1. Show the pictures of Part A.
Say Simon and Sandy will both have their birthdays next week. Amy wants to buy some presents for them. Do you like these presents? How do you say these presents in English?
2. Say: Look at the pictures and write the correct words under them.
3. Check the answers.
1. Ask who will have birthday.
2. After finish writing, ask the student tell the class what his or her favourite presents is, see who can know him or her best.
Say: Daniel also wants to buy a birthday present for Simon. But he doesn’t know what to buy. So he is asking Millie for help.
3. Say: You also want to buy a birthday present, now make up a conversation with your partner .Replace the underlined parts with your own information.
Say Hobo wants to go shopping. Does Eddie want to go with him?
2. Show the following phrases:
go shopping carry all the bags a lot of is free come with need … to
Ask the ss to do the following Exercise choosing the phrases above:
Hobo _____ on Sunday. He wants to _______ in a new shopping mall. He wants to buy ___things, but he can’t _____. He is asking Eddie for help. “ Eddie, please________ me. I _____ you ____ help me.”
3. Students practice this dialogue and act it out.
1. Revise the vocabulary in this lesson.
2. Recite the dialogues in this lesson. Discuss in small groups in class.
Learn the new words. Repeat after the teacher.
Work out all the answers.
Discuss what they will give him or her as present, write down the names of the presents.
1. Read and answer:
1) Whose birthday is coming up?
2) What does Millie tell Daniel to buy for Simon?
3) Does Simon have a yo-yo?
4) What can Daniel buy for Simon?
2. Ask the students to work in pairs to practice the conversation.
4. Present their conversations in front of the class.
1. Listen for the answers:
1) Does Eddie want to go shopping with Hobo?
2) Why does Hobo ask Eddie to go with him?
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7A Unit 5 Going shopping 总课时 9 第 2 课时
课 题 Reading (1) 课型 New
教学目标 1. To catch the main idea about shopping by reading the whole passage.
2. To train the students’ reading ability.
3. To learn some useful words and phrases related to the passage.
教学重点 1. To know the information exactly from the reading conversation.
2. To use the conversation in the specific context.
教学难点 1. To know the information exactly from the reading conversation.
2. To use the conversation in the specific context.
课前预习Preview the new words and phrases.
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1: Presentation
Step2 :
Picture talking
Step3 :
Listening and reading
Step4: Listen and answer
Step5 :
Homework 1. Say: Many girls in this class have hair clips. Their hair clips are very pretty. They match their clothes well. Are they beautiful? How much do they cost? Oh, they are very expensive.
2. Show the phrases:
just a minute, never mind, over there take a look, look for
4. Choose the right phrases to fill in the blanks.
1. -I’ m sorry. I don’t have any new comic books. -________.
2. -Sandy, come here, please. -_______. I’ m coming.
3. Let’s _____at these CDs.
4. -What are you doing? -I _____ some football stickers for Daniel.
5. The tiger costume is ________.
Show the pictures of the reading
conversations on the screen. Ask:
Where is Amy?
What is she doing?
What present is she looking for?
Play the recording. Have students listen and repeat.
1.play he recording of the first conversation. Have students listen.
2.play he recording of the second conversation. Have students listen.
1. Write the new words and phrases.
2. Recite the conversations.
3. Prepare for the next class.
Listen to the teacher carefully and learn the new words by heart.
3. Do Part B1. Match each word with one of the explanations. Check the answers as a class.
Look at the pictures and answer the questions.
Underline the new words. Try to understand the conversations.
Answer:
1) How much do the new cards cost?
2) How much do the last year’s cost?
3) How much do the stickers cost?
Answer:
1) How much money does Amy have?
2) How much are the hair clips?
3) Can she buy a CD for Sandy?
1 Students work in pairs to practice the conversation.
2 Ask some pairs to act out the conversation.
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7A Unit 5 Going shopping 总课时 9 第 3 课时
课 题 Reading (2) 课型 New
教学目标 1. To analyze the words in the reading conversation.
2. To identify the specific information from the reading conversations.
3. To do a survey.
教学重点 1. To analyze the usage of the words in the reading conversation.
2. To deal with the topic of shopping.
教学难点 1. To analyze the usage of the words in the reading conversation.
2. To deal with the topic of shopping.
课前预习Preview the new words..
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1: Revision
Step 2 Judge True or False (B2)
Step 3 Part C
Step 4 :
Explanation
Step5:
Homework Have the students using the following sentences to fill in the conversations.
Shopkeeper: Good morning. ____?
Tom: ________.
Shopkeeper: What size do you want?
Tom: A size 4. Do you have any black ones?
Shopkeeper: Yes. _______. There are some black shoes over there
Tom: They’re nice. ________?
Shopkeeper: They’re 280 yuan.
Tom: Oh, really? _________.
Shopkeeper: There’s a discount on last year’s shoes. They also match you well.
Tom: OK.___________.
Say: Look at the picture. Millie is telling her mother about the presents Amy wants to buy for Simon and Sandy. Are the sentences true or false?
2. Say: Now write T or F in the blank next to each sentence. You can read the conversations in activity A if necessary.
(1) Say, Look! This is Kitty. She wants to buy some presents for Simon and Sandy, too. But she has only 25 yuan and she does not want to buy the same presents as Amy did.
(3) Check the answers with the whole class.
1. a discount on 2. buy sb sth = buy sth for sb 3. look for sth 4. match sth 5. very pretty 6. Can I help you? 7. How much does it cost? 8. I don’t have enough money to buy… 9. take a look 10. never mind.
1. Revise words and phrases in this lesson.
2. Make up a conversation between you and a shopkeeper.
1. Read the sentences by themselves.
3. Work in pairs. Then check the answers as a class.
(2) Do the activity individually. If necessary, have students read the conversations in activity A for help.
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7A Unit 5 Going shopping 总课时 9 第 4 课时
课 题 Vocabulary 课型 New
教学目标 1. To guess the meaning of words by recognizing shopping items and relating them to typical shops.
2. To expand the vocabulary related to the shops.
教学重点 1. To use the vocabulary freely.
2. To expand the vocabulary in their study.
教学难点 1. To use the vocabulary freely.
2. To expand the vocabulary in their study.
课前预习Preview the new words..
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1: Revision
Step 2:
Activity
Step 3:
Vocabulary A
Step4: Vocabulary B
Step5: Explanation
Step 6 Exercises
Step 7: 1. Say when your friends’ birthday is coming, what presents will you buy them.
2. Where can you buy these presents?
3. Show the pictures of the different kinds of shops with the names.
1. Show the pictures of shops without names.
Say Now can you remember the names of these places? Let’s play a game.
3. Show some real thing. Ask I want to buy a book. Where can I go?
1. Say: Now look at the pictures.
Write the correct names of the shops under the pictures.
Check the answers.
Say: We can buy different things in different shops. Kitty is telling Millie what things people can buy in different shops.
2. Say: Now use these words to help Kitty complete her sentences. Have students do this activity on their own.
1. We can get ____(各种各样的) food during Chinese New Year.
2. Are there _______(各式各样的) in the bookshop?
3._______(如果我们想打球), we can go to the playground.
4.You can see many children in a _______(玩具点).
5.________ (大多数)young men like wearing sports clothes
Memorize the vocabulary words. Make a list on the Bb.
Have a discussion and try to say the names of different shops in English.
Repeat after the teacher to learn the new words.
4. Match the presents with the shops where they can buy them.
Work in pairs, ask and answer questions:
A: Excuse me, how do you say that shop in pictures?
B: It’s a/ an…
2. Read the new words again.
Play this game in small groups.
Write the correct names of the shops under the pictures.
2. Look at the pictures again, ask and answer in pairs like this.
A: What can you buy in a bookshop?
B: Picture books, …
1. Read the words or phrases in activity at first.
3. Read their completed sentences and the other students check the answers.
4. Practice reading the sentences.
5. Make up sentences using Part B as a model.
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7A Unit 5 Going shopping 总课时 9 第 5 课时
课 题 Grammar I 课型 New
教学目标 1.To recognize use the present continuous tense to talk about things that is happening now.
2. To ask and answer questions using the present continuous tense.
教学重点 1. To remember the “-ing ” forms of the verbs.
2. To use he present continuous tense in the specific context.
教学难点 1. To remember the “-ing ” forms of the verbs.
2. To use he present continuous tense in the specific context.
课前预习Preview the new words.
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 :
Presentation
Step2: Analyzing
Step3 :
Learning
Step 4:
Part A
Step5: Practice
Step 6 :
summing up
Step 7 :
Homework 1. Hold an apple, a football and say I eat an apple every day. I am eating an apple now. I often play football. I am playing football now.
Write ‘be + ing’ on the Bb. Explain that we use the present continuous tense to talk about things that are happening now.
2. Ask some ss do some actions and ask What are you doing?
Write some sentences on the Bb.
Ask ss to analyze the sentence structures and remind ss to pay attention to the ‘-ing’ forms and pay attention to the ‘be + ing’ structure.
Help the ss learn the ‘ing’ forms. Show some words on the screen: walk-walking, watch-watching, take-taking, have-having, put-putting
put-putting
2. Have students read the sentences loudly.
Fill in the blanks with the right forms of the verbs.
1. It’s six o’clock in the morning. Simon ______(get) up.
2. Look! Some boys ________ (make) model planes.
3. The dog _____ (lie) on the ground new.
4. At the moment, we ______(listen) to our teacher.
5. Listen! Daniel ______(sing) an English song.
Tell the ss the phrases such as ‘at present, at the moment, right now, now, look’ are often used in the present continuous tense.
Make sentences with the present continuous tense.
Prepare for the next class.
Compare the difference between the sentences. Pay attention to the “am eating” “am playing”
1) Answer the question using ‘be + ing’ form.
2) Work in pairs to practise.
3) Some ss do some actions in the front of the classroom. Others work in pairs, one ask and one answer.
Draw the conclusion to the “ ing ” forms of the verbs.
Discuss in pairs, then write down the discussion on the sheet.
Check the answers with the whole class.
1. Students finish the sentences individually and check the answers.
3. Work out the rule on P81.
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7A Unit 5 Going shopping 总课时 9 第 6 课时
课 题 Grammar II 课型 New
教学目标 1. To go on learning the present continuous tense.
2. To recognize the question sentences of the present continuous tense.
3. To give the right answers to the right questions.
教学重点 To ask and answer questions in the context of the present continuous tense.
教学难点 To ask and answer questions in the context of the present continuous tense.
课前预习1. Preview the new words.
2. Do the Exercises before class.
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1: Picture talking
Step2: Studying
Step3 :
Grammar B
Step4 :
Grammar
C
Step5 :
Grammar D
Step 6 Practise
Step 6 Homework
Show some pictures of actions on the screen.
Study the table in Part A and go though with the class.
Say: Look at the picture. What are Amy and Sandy doing? They are talking on the phone. What are they saying? Do you know?
(1) Fill the first blank with the students as an example.
(2) Say, Now work in pairs. Read the conversation between Sandy and Amy. Then fill in the blanks using the present continuous tense.
(1) Read the instruction to the class.
(2) Ask the students to read Sandy’s speech by themselves.
(5) Check the answers.
句型转换
1. The boy is looking for his book.(改为一般疑问句并作否定回答)
2. Daniel and his friends are having some cold drinks. (改为否定句)
3. Her mother is carrying lots of shopping bags. (对划线部分提问)
4. I am asking Mr Wu some questions. (改为一般疑问句并作否定回答与肯定回答)
5. He is waiting for his turn. (改为否定句)
6. Her grandparents are listening to the radio. (对划线部分提问)
1. Review the present continuous tense.
2. Read the conversation of Grammar B,C.
Say a sentence to each to each picture.
Find the rules of the structures.
(3) Have one pair read the conversation in front of the class and the other students check their answers.
(4) Work in pairs and practice the conversation again and again.
1. Finish the dialogue in pairs.
2. Check the answers in class.
3. Practise it and then act it out.
(3) Give the students enough time to underline the mistakes in Sandy’s speech and correct them.
(4) Have two students write their answers on the board
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 Unit 5 Going shopping 总课时 9 第 7 课时
课 题 Integrated Skills 课型 New
教学目标 1. Train the Ss’ skills in speaking and listening.
2. To train the Ss’ carefulness about people in the poor area and how to spend pocket money
教学重点 How to train the Ss’ speaking and listening skills
教学难点 Teach the Ss how to spend your pocket money and buy shoes and clothes
课前预习1. Learn the new words.
2. Preview
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 Greetings
Step2 Revision
Step3 Presentation
Step4 Practice
Step5 Make a survey
Step6 Assignment
Step7:
Homework Good morning, class!
How are you today ?
Ask students: How much pocket money do you get every week? What things do you buy with your pocket money? If some students are reluctant to disclose this information, do not force them as the issue of money might be a sensitive topic for some students.
Ask students to look at the pictures in Part A. Based on what they already know about these characters, tell them to try and guess what each person buys with his / her pocket money.
Playing the recording and ask students to match the itemed with the people. Check whether students have identified the correct items for each person. For less able students, you may need to play the recording a second time. More able students should be able to understand the specific items on the first try as the vocabulary has been recycled previously.
Read the conversation in Part C1 to the class. Ask less able students to practise reading it in groups of three.
Ask students to make up a new conversation about buying trainers by replacing the underlined words with their own information. For stronger classes, let them do this task orally. For weaker classes , ask them to write down their new conversations before doing the role-play.
In their groups, students practice the new conversations. Encourage students to adopt the appropriate facial expressions and tone of voice. For less able students, ask them to prepare their new conversation by writing them out first.
Make conversations after the models given in the text. Greet with the
teacher freely!
Talk with the
teacher freely.
Look, listen and
answer
…”
Listen and answer
Practice the talk
Finish the homework
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 Unit 5 Going shopping 总课时 9 第 8 课时
课 题 Study skills &Main task 课型 New
教学目标 1. Vocabulary：note, taxi, centre, however, before, fun, outside, cry, little
2. Pattern：It is easy to find sth. The mall is a really fun place to go.
3. Grammar：the uses of the present continues tense
4. Through the study of the study skills, let them learn how to remember words
教学重点 New Words: the uses of the present continuous tense
教学难点 Write about their favourite shopping mall
课前预习1. Preview the new words.
2. Ready to talk about the shopping
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 Revision
Step2
Presentation
Step3 Discussion
Step4 Listening and answer
Step5 Practice
Step8
Assignment
Step9. Homework 1. Check the homework.
2.Play a game (Look, act and say)
Remind students that vocabulary is a key part of learning a language. Encourage them to make their own grouping. Tell them there are many ways of creating groupings that are meaningful to them. Point them to the example of a vocabulary tree on Page 86.
Tell students: Learning vocabulary is a very personal task and there is no one way which suits everybody. It is important that students think about how they learn best and how they can memorize the greatest number of words.
Main task:
Go through the context and instructions carefully. Ensure that students understand the purpose of writing a guide. Ask Ss 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 take.
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.
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 use the picture shown on Page84 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.
Finish off the class work
Look, listen and learn.
Listen and do as the teacher tells them.
Understand that it’s very important to memorize the greatest number of words.
Listen and answer
Listen the recording and answer the two questions.
Work in pairs.
Link ideas in paragraphs and identify the main idea of each paragraph.
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 Unit 5 Going shopping 总课时 9 第 9 课时
课 题 Check 课型 New
教学目标 1. Make the Ss understand the usage of the present continuous tense
2. To educate the Ss to help people in a shopping mall
3. The correct uses of present continuous tense
教学重点 How to use the present tense continuous correctly
教学难点 The same as the aims.
课前预习Pre-listening to the tape.
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 Revision
Step2
Presentation
Step3
Practice
Step4
Practise
Step5:
Homework
1. Greetings:
2.A report on duty
Tell Ss that Part A gives them an opportunity to check how well they can use there is’ / are’ constructions, the present continuous tense and the object forms of personal pronouns to complete the text.
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.
3.Tell Ss to look at the word search puzzle in Part B and look for the other seven words on their own. Check the answers with the whole class.
Ask Ss to make their own word search puzzles with other words they have learned in the unit. If time remits, have a dictation.
1. Revise the whole unit.
2. Ask the students to try to write an article about shopping
Look, listen and learn.
Listen and do as the teacher tells them.
Do exercises and
Check them
Practice the exercises
教学反思
（小周）
篇19：Unit 3 Let's celebrate!(译林牛津版七年级英语上册教案教学设计)
【名师寄语】
在中世纪，人们穿上动物造型的服饰、戴上可怕的面具是想在万圣节前夜驱赶黑夜中的鬼怪. 现在，孩子们带着开玩笑的心理穿戴上各种服饰和面具参加万圣节舞会，这些舞会四周的墙上往往悬挂着用纸糊的巫婆、黑猫、鬼怪和尸骨，窗前和门口则吊着龇牙裂嘴或是面目可憎的南瓜灯笼。更为有趣的是孩子们在这天穿戴上古怪的服饰去按邻居家的门铃，并按传统发出“是款待我还是要我耍花招”的威胁。邻居们不管是否被吓着，总是准备了一些糖果、苹果等点心，孩子们则一一收入自己的袋内。同学们，听了我的介绍，是否也有兴趣去感受一番呢？
【整体感知】
单元
话题 1 Use questions and answers to talk about Halloween.
2 Introduce some special days.
3 Use vocabulary to talk about the Chinese New Year in New York.
重点
词汇 1. 有关描写万圣节的词汇
Halloween, dress up, ghost, special, trick or treat, shout, usually, candy, treat, if, play a trick, costume, mask, paint, face, own, pumpkin, lantern, cut out, shape, sharp, tooth, chocolate, winter, cold, drink, west, in the West, candle, sweet, through, warm
2. 有关其他节日的词汇。
Christmas, the Dragon Boat Festival, Easter, the Mid-Autumn Festival, New Year’s Day, May Day, Children’s Day, Teachers’ Day, National Day
3 有关季节，月份以及星期名称的词汇
date, season, spring, summer, autumn, winter, January, February, March, April, May, June, July, August, September, October, November, December, Sunday, Saturday
语法
聚焦 Prepositions of time
Asking ‘Wh-‘ questions
Using ‘some’ / ‘any’
功能
在线 表达最喜欢……的句式，如：
Which is your favourite festival?
Which festival do you like best?
表达为什么喜欢…….的句式，如：
Why do you like the Mid-Autumn Festival?
其他关于询问谁，谁的，何时，何地以及如何的句式：
Who is Mr Wu? He is our teacher.
Whose bag is this? It’s mine.
When is your birthday? It is on 2nd May.
Where is my pen? It is in the pencil case.
How do you go to school? I go to school by bus.
能力
培养 1. 听 根据图画，了解中西方不同节日的情况。
2 说 运用所学词汇，学会介绍春节或中秋节等。
3 读 通过阅读了解万圣节的具体情况。
4 写 构思写作：我们中国人如何过春节或中秋节。
Reading
【走进多彩课堂】
Before reading, think about the following questions.
1. Which is your favourite festival? Why?
2. What do you know about Halloween?
3. When is Halloween?
4. What do they do for Halloween?
5. What does ‘trick or treat’ mean?
6. What do they eat?
【名师说教材】
1. Let’s celebrate！ 让我们庆祝吧！
【要点详解】
①Let’s…让我们做某事。是表示建议的祈使句。
如：(1) Let’s go home.让我们一起回家吧！
(2) Let’s play games together! 让我们一起玩游戏吧！
(3) Let’s buy some Halloween chocolates. 让我们买些万圣节巧克力吧.
②celebrate 庆祝，庆贺
Let’s celebrate Halloween! 让我们一起庆祝万圣节吧！
【问题探究】 celebrate with somebody 和某人一起庆祝。
如：We celebrate the Chinese New Year with our family. 我们和家人一起庆祝春节。
2. I am dressing up as a ghost. 我正装扮成一个鬼。
【要点详解】 dress up 穿上盛装 dress up as 装扮成
He dressed up as Father Christmas. 他装扮成圣诞老人的样子。
David dressed up as Monkey King. 戴维装扮成美猴王的样子。
【问题探究】 dress somebody 给某人穿衣
She is dressing her little son. 她正在给她的小孩穿衣服。
dress oneself 给自己穿衣服
The girl is 3 years old, and she can not dress herself. 这个女孩3岁，她不会自己穿衣服。
【知识拓展】 试比较下面三个句子：
（1） She put on her red skirt. 她穿上了一条红裙子。
（2） She wears a red skirt. 她穿着一条红裙子。
（3） She can dress herself. 她会自己穿衣服。
Put on强调的是“穿上”这个动作；wear 强调的是“穿着”的状态；而“dress oneself”则表示 “为自己穿衣”。
3．That’s not very interesting. 那不太好玩。
【要点详解】 interesting 意思是“有趣的”。如：
（1） It’s an interesting story. 这是一个有趣的故事。
（2） How interesting! 多么有趣啊！
4．Which is your favourite festival? 你最喜欢的节日是哪个？
【要点详解】 favourite 是形容词，意思是“最喜欢的”，在句中作定语，修饰festival. Favourite就相当于like something best 最喜欢某物。可用Which festival do you like best? 你最喜欢的节日是哪个？表示上面的句子。
如：Halloween is my favourite festival. 万圣节是我最喜欢的节日。
相当于 I like Halloween best. 我最喜欢万圣节。
【问题探究】 favourite 可以作名词，表示“最喜欢的人或物”。
如：（1）This is my favourite. 这是我最喜欢的。
（2）Singing is my favourite. 唱歌是我最喜欢的（事）。
5．Why do you like the Mid-Autumn Festival? 你为什么喜欢中秋节？
【要点详解】why 意思是“为什么”。以why 开头的特殊疑问句，回答时一般用because.
如： ---Why are you late for school today? 今天你为什么上学迟到？
---Because I miss the bus. 因为我没赶上公共汽车。
6．Getting ready for Halloween. 准备过万圣节。
【要点详解】 get ready for 意思是“为……做准备”，后面接名词或代词。
如：（1）My grandmother is getting ready for dinner. 我奶奶在准备晚餐。
（2）The students are getting ready for the English test. 学生们正在为英语考试做准备。
【知识拓展】
(3) Millie and her friends are getting ready for a Halloween party. 米莉和她的朋友们正在为万圣节派对做准备.
①get ready to 意思是“准备做某事”，后面接动词原形。
如：Get ready to run. 准备跑。
②be ready to 意思是“乐于做某事”，后面接动词原形。
如：He is always ready to help others. 他总是乐于帮助别人。
7.Thank you for telling me about the Mid-Autumn Festival. 谢谢你告诉关于中秋节的情况。
【要点详解】
①Thank somebody for something / doing something. 谢谢某人因为某事/做某事。
如：（1）Thank you for your help. 谢谢你的帮助。
（2）Thanks for helping me. 谢谢你帮助了我。
(3 ) Thanks for having the special party for us. 谢谢你给我们举办了这个特殊的派对。
注意：因为for是介词，后面接动词时该用它的动名词形式，即-ing形式。
②tell somebody about something 告诉某人关于某事的情况
如:
(1) Can you tell us about your family? 你能告诉我们你的家庭情况吗?
(2) Our English teacher is telling us an interesting story. 我们的英语老师正在给我们讲一个有趣的故事.
8．We have a special party on October 31st. 在10月31日，我们举行一个特别的派对。
【要点详解】
① 动词have 在不同的句子中有不同的含义。
如：（1）We have a sports meeting every year. 我们每年举行一次运动会。
（2）We have hot drinks and eat lots of nice , hot food. 我们喝热饮料，吃许多可口的热的食物。
（3）We have three meals a day. 我们一天吃三餐。
(4) Let’s have a rest. 让我们休息一下吧.
(5) Let me have a look at your photo. 让我看看你的照片吧.
② on October 31st 在10月31日。在具体的某一天前，用介词on.
如：on Sunday 在星期天， on my birthday 在我生日的那天，on Teachers’ Day 在教师节，
on October 5th 在10月5日，on Saturday morning 在星期六的上午，on the evening of October 31st 在12月31日的晚上。（语法部分有详细解释）
9. We play a game called “ trick or treat”. 我们玩一种名叫“不招待就使坏”的游戏。
【要点详解】called 名叫，相当于named 或 with the name of.
如：（1）Do you know a young man called Li Jun? 你认识一个名叫李军的年轻人吗？
（2）I live in a city named ‘Suzhou’. 我住在名叫 “苏州”的城里
(3) I know the boy with the name of Lilei. 我认识这个名叫Lilei的男孩.
10. We knock on people’s doors and shout ‘trick or treat’. 我们敲着别人家的门，而且喊着“不招待就使坏”。
【要点详解】 knock敲，击打， 作为不及物动词，后面通常跟介词on/ at. 也可作名词，表示“敲击声”。
如：（1）She is knocking on/ at the door. （动词）她正在敲门。
（2）There is a loud knock on / at the door. (名词) 门外有很大的敲门声。
11．Usually they give us candies as a treat. 通常他们用糖果招待我们。
【要点详解】 give somebody something as a treat 意思是“用某物招待某人”。同时也可以说成：give somebody a treat of something.
如：
(1) We give the boy candies as a treat.=We give the boy a treat of candies.我们用糖果招待这个男孩。
(2) Do you usually give her nice food as a treat? = Do you usually give her a treat of nice food? 你通常用美味款待她吗?
12．If they do not give us a treat, we can play a trick on them.如果他们不招待我们，我们就给他们使坏。
【要点详解】
① if 是“如果，假如”的意思。
如：(1) If it is fine tomorrow, we will go to the zoo. 如果明天天气晴朗，我们要去动物园。
(2) If you finish your homework, you can go out to play football. 如果你完成了作业，你可以出去踢足球。
②give somebody a treat 意思是 “招待某人”
如: The friendly people must give you a treat. 友好的人们肯定会招待你的.
③play a trick on somebody 捉弄某人
如：（1）Amy likes playing a trick on me. 艾米喜欢捉弄我。
（2）Don’t play a trick on the poor boy. 别捉弄那个可怜的男孩。
13. We wear special costumes with masks. 我们穿着特别的服装，带着面具。
【要点详解】
① wear 意思是 “穿着,戴着”,表示 “穿,戴”的状态.
如: (1) He is wearing blue trousers and a red coat. 他穿着蓝裤子,红外套.
(2) The girl is wearing a red hat. 这个女孩正戴着一顶红帽子.
②with 介词，相当于“有”，带着，具有……的特征。
如：（1）My brother is a very tall young man with glasses. 我们哥哥个子很高，带着眼镜。
（2）That woman with blue eyes is our English teacher. 那个有着蓝眼睛的妇女是我们的英语老师。
（3）I have a black dog with white legs. 我有一条带有白腿的黑色的狗。
【知识拓展】 with 有许多含义。如：
（1） 跟，同 I live with my parents in the city of Shanghai. 我和父母一起住在上海市。
（2） 带有 The girl with a red hat is Sandy’s sister. 带着红帽子的女孩是桑迪的妹妹。
（3） 用 We write with pens. 我们用钢笔写字。
（4） 对于 Be careful with that glass. 小心那个玻璃杯。
With 的反义词是without. 如：
We can’t buy anything without money. 我们没钱不能买东西。
14． We cut out some shapes to make the eyes, the nose and the sharp teeth. 我们把一些形状切去做成眼睛，鼻子和锋利的牙齿。
【要点详解】
① cut out 意思是 “挖出, 剪去”
如:
(1) She likes cutting some beautiful photos out of the posters. 她喜欢从海报上剪下一些漂亮的照片.
(2) My mother can cut out a dress. 我妈妈会裁连衣裙的.
②to make the eyes, the nose and the sharp teeth 表示目的“来做成眼睛，鼻子和锋利的牙齿”。
如：（1）We knock on people’s doors to ask for candies. 我们敲别人家的门是为了要得到糖果。
（2）They come here to help us. 他们来这里是为了帮助我们的。
15．You can make a lantern out of a pumpkin. 你可以用南瓜做成灯笼.
【要点详解】 make…out of …意思是 “用……做成……”
如:
(!) We can make bottles out of glass. 我们可以用玻璃做成瓶子.
(2)My father can make a kite out of paper. 我父亲会用纸做成风筝.
16. Do I look like a tiger? 我看起来象老虎吗?
【要点详解】 look like 意思是 “看起来象”
如: (1)The boy looks like his father. 这个男孩看起来象他的父亲.
(2) The small stone looks like an egg. 这个小石头看起来象个鸡蛋.
【合作梳理知识】
Reading part：something about Halloween
When is it What do they do What do they wear What do they make What do they eat
【课后习题对话】
［P35 ］A
1. Halloween 2.Mid-Autumn Festival 3. Easter
4. Chinese New Year 5. Christmas 6. Dragon Boat Festival
［P38］B1
1. pumpkin lantern 2. special costume 3.trick or treat 4. party
B2
1. Halloween is a very special festival.
2. People in the USA celebrate Halloween every year.
3. Wendy wears a special costume at Halloween.
4. You can make a lantern out of a pumpkin.
［P39］C1
4, 5, 1, 2, 3
C2
d, b, a, c
【让您体验成功】
基础巩固
I．耐心拼一拼
1. C______________ Day is on June 1st.
2. We cut out some shapes to make the eyes, the nose and the sharp t_______________.
3. We’re going to have a s_______________ party at Halloween.
4. People in the USA c__________ Christmas every year.
5. Sandy u___________ goes to school on foot. But today she goes to school by bus.
6. Which is your f__________ food?
7. H_____________ is on October 31st.
8. In summer, it is very hot here. So we often have cold d_________ to keep cool.
II. 细心填一填
knock on play tricks on dress up trick or treat
go swimming make… for cut out make …out of
1. We like to play a game called “_____________________”.
2. Look! The boy __________________ as a little monkey. How lovely he is!
3. If they don’t give us a treat, we ___________________ on them.
4. Don’t __________________ the door. The baby is sleeping.
5. My mother often _____________ new clothes ___________ me.
6. ---Would you like __________________ with me?
---I’d like to. But I have a lot of homework to do.
7. Please ______________ the bad part of the apple. It’s bad for your health.
8. You can _______ a kite（风筝）__________ paper.
III. 耐心填一填
1． 我们应该感谢这个警察的帮助。
We should __________ the policeman ___________ his help.
2. 我的朋友用巧克力招待我们。
My friend __________ us some chocolates ________ _________ ___________.
3. 让我们一起去踢球吧。
__________ go to ________ ___________!
4. 我的家庭总是在10月31日的晚上举办特别派对。
My family always _________ a __________ party ______ _______ _______ of October 31st.
5．在中国我们不庆祝圣诞节，我们庆祝中秋节。
We do not celebrate ___________ but we celebrate _______ _______________ __________.
综合应用
I. 精心选一选
( )1. Can you see the monkey ______ one eye?
A. to B. at C. for D. with
( )2. I like the supermarket _________ the Star Shopping Mall.
A. called B. is calling C. calls D. to call
( )3. Who is knocking _________ the door, Amy?
A. at B. in C. from D. of
( )4. Where is our dog? It _____________ our cat in the garden.
A. plays with B. is playing with C. is playing D. plays
( )5. What do you want __________ Halloween?
A. in B. on C. to D. for
( )6. Lucy with Lily _________ good at Chinese. We often help them _______ their Chinese.
A. is, with B. aren’t, for C. isn’t with D. aren’t with
( )7. ---Can I borrow some money?
---Sorry, you ___________. I don’t have any.
A. may not B. must not C. can not D. will not
( )8. Dear teacher, thanks for _________ us so well!
A. teach B. teaches C. to teach D. teaching
( )9. What would you buy ________ your children?
A. for B. to C. of D. about
( )10. I like _________ with my father on Sundays.
A. go fishing B. going to fish C. going fish D. going fishing
II.认真做一做
John likes chocolates very much, but his mother never gives him 1 , because they are 2 for his teeth. But John 3 a very nice grandpa. The old man loves John very much, and 4 he brings John chocolates when he comes to see him. Then his mother lets him eat them, because she wants 5 the old man happy.
One evening, a few days 6 John’s 8th birthday, he was saying his prayers(祈祷) in his bedroom before he went to bed. “Please, God（上帝）. Make them five me a big 7 of chocolates for my birthday next week.” He shouted. His mother heard the boy’s shouting and went into his bedroom quickly. “ 8 are you shouting, John?” She asked. “God can hear you when you talk quietly（安静地）.” “I know, 9 grandpa is in the next room, and he can’t.” 10 answered with a smile(微笑)
( )1. A. some B. a C. a lot D. any
( )2. A. good B. bad C. nice D. healthy
( )3. A. has B. have C. had D. having
( )4. A. never B. seldom C. sometimes D. not
( )5. A. make B. makes C. making D. to make
( )6. A. before B. after C. when D. and
( )7. A. box B. boxs C. boxes D. a box
( )8. A. What B. Why C. Where D. When
( )9. A. but B. and C. because D. so
( )10. A. The mother B. She C. The John D. The boy
II.认真读一读
Mothers’ Day is a holiday for mothers. People celebrate it in the United States, England, Sweden, India, Mexico and some other countries. Little by little(渐渐地), it becomes widely(广泛地) celebrated. Mothers’ Day is on the second Sunday in May. On that day, many people send presents of love to their mothers. Those whose mothers are still(仍然) alive(活着的) often wear a pink or red rose or carnation(康乃馨), while those whose mothers are dead(去世的) wear a whit one.
Miss Anna Jervis of Philadelphia first had the idea(主意，想法) of a day for mothers. People held the first Mothers’ Day in Philadelphia, America on May 10, 1908. Soon the holiday became popular(受欢迎的) around the country and the world.
( )1. Mothers’ Day is on___________.
A. the second Saturday in May B. the second Sunday in May
C. May 2nd D. May 12th
( )2. When one’s mother is still alive, she often wears a _________ rose or carnation.
A. white B. pink C. yellow D. blue
( )3. Miss Anna Jervis first had the idea of ________ for mothers.
A. a present B. a week C. a day D. a flower
( )4. The first American Mothers’ Day was __________.
A. on May 10, 1908 B. on May 2, 1908
C. on May 10, 1809 D. on May 2, 1980
( )5. The celebration of the first Mothers’ Day was held ___________.
A. in New York B. in Philadelphia
C. in Washington D. in Australia
参考答案
基础巩固
I. 耐心拼一拼
1．Children 2. teeth 3. special, 4. celebrate 5. usually 6. favourite
7. Halloween 8. drinks
II. 细心填一填
1． trick or treat 2. is dressing up 3. play tricks on 4. knock on 5. makes… for
6. to go swimming 7. cut out 8. make … out of
III. 耐心填一填
1. thank …for 2. gives…as a treat 3.Let’s, play football 4. have, special, on the evening
2． Christmas, the Mid-Autumn Day
综合应用
I. 精心选一选
1．D 2. A 3. A 4. B 5. D 6. C 7. C 8. D 9. A 10. D
II. 认真做一做
1．D 2. B 3. A 4. C 5. D 6. A 7. A 8. B 9. A 10. D
III. 认真读一读
1．B 2. B 3. C 4. A 5. B
Vocabulary and grammar
【走进多彩课堂】
Please think about following questions
1. Do you like Children’s Day?
2. When is Children’s Day?
3. When is Teacher’s Day and National Day?
4. Do you know Christmas Day?
5. What do we eat at the Dragon Boat Festival?
6. What do we eat at the Mid-Autumn Day?
【名师说教材】
1．At Christmas we get cards and presents. 在圣诞节我们收到卡片和礼物。
【要点详解】
①get 意思是 “得到”
如:（1）I get a letter today. 今天我收到一封来信。
(2) How much can you get from this old house? 这个老房子你能卖到多少钱？
② at Christmas 在圣诞节。用at 表示在某个节日上。
如： （1）At Teachers’ Day, we make some cards for our teachers. 在教师节，我们为我们的老师做一些卡片。
（2）At Mid-Autumn Day we eat mooncakes. 在中秋节我们吃月饼。
（3）At Easter we eat chocolate eggs. 在复活节我们吃巧克力彩蛋。
（4）At the Dragon Boat Festival we eat rice dumplings. 在端午节我们吃粽子。
2．She started learning French at 14. 她在14岁时就开始学法语了。
【要点详解】
①started 是动词start的过去式，表示一般过去时态。该动词后面可直接跟名词，如果接动词时可用to 加动词原形或者是动词的-ing形式。
如：（1）The old man started to tell us his story. 这位老人开始给我们讲他的故事。
(2) All the students started to run. 所有的学生开始跑了。
（3）The girl started learning English when she was 3 years old. 这个女孩在她3岁时就开始学英语了。
②at 14 意思是 “在14岁时”，另一种表示 at the age of 14.
3.I’m going to see the doctor at three o’clock this afternoon. 我打算今天下午3点去看医生.
【要点详解】
①be going to 意思是 “打算, 将要, 计划好做某事”, 表示一般将来时态。而will也是表示一般将来时，但只是表示将要发生的动作，没有计划性。
如：（1）Tomorrow will be Sunday. What are you going to do, Jack? 明天你打算干什么？
（2）What are you going to buy for your daughter? 你打算给你的女儿买什么？
③ this afternoon 意思是 “今天下午”。另外还有 “今天早上”this morning, “今天晚上”this evening。 注意：这个时间状语前面不加介词。
如：There is going to be a film this evening. 今天晚上将有一场电影。
4．I always take Eddie for a walk in the evening. 我总是在晚上带上埃迪去散步。
【要点详解】
① take somebody for a walk 意思是 “带某人出去散步”
如：My parents take me for a walk near the river after dinner every day. 我爸爸妈妈每天晚饭后带我去小河边散步。
② for 是 “为了”的意思，表示目的。
如：（1）Let’s go out for dinner! 我们出去吃晚饭吧！
（2）The greens are going to Hainan Island for a holiday. 格林一家要去海南岛度假。
5． Here is what I will do during the first week of November. 这是我11月份的第一周将要做的事情。
【要点详解】 during意思是“在……期间”。
如：during the holiday 在假期期间 during the night 在夜间
during the week 在这个星期期间 during the last month 在上个月期间
6.How do you celebrate Halloween? We celebrate by giving presents. 你们是如何庆祝万圣节的？我们是通过赠送礼物庆祝的。
【要点详解】 by介词，表示“通过，靠，用”等方式，后面接动词的时候应用它的动名词形式即-ing.
如：（1）We celebrate Christmas by singing and dancing. 我们通过唱歌和跳舞来庆祝圣诞节的。
（2）The children get candies by playing a game called ‘trick or treat’. 孩子们是通过玩一个名叫“不招待就使坏”的游戏来得到糖果的。
(3)Chinese people celebrate the Mid-Autumn Festival by eating mooncakes and watching the moon. 中国人通过吃月饼和赏月来庆祝中秋节。
语 法
1．表示时间的介词in, on, at
(1) 介词in 用来表示在一段时间里，如上下午，月份，季节，年份等。如：
in the morning 在上午， in May 在五月， in winter 在冬天，
in 2005在2005年， in a month 在一个月里，in December 1986在1986年12月，
in the first week of this term这学 期的第一周。
（2）介词on用来表示在某个特指的日子里，如星期，生日，某些节日，几月几号，某天的早午晚前等。如：
on Sunday 在星期天， on my birthday在我的生日那天， on Teachers’ Day在教师节，
on October 3rd在十月三号， on the first of October 1949在1949年10月1日，
On 也可以用来表示某个特指日子里的一段时间，如：
On Sunday afternoon 在星期天下午， on a summer evening在一个夏天的晚上，
on the morning of December 2nd 在十二月二号的早上，。
（3）介词at用于表示某个具体的时间点，年龄，周末，就餐时间以及某些节日和某些固定时间搭配。如：
at 10:00 在十点钟， at Christmas在圣诞节， at night 在夜里，
at noon在中午， at dawn/at daybreak在黎明时候， at midnight在午夜，
at breakfast在吃早饭时间，at (the age of) 16在十六岁， at the weekend在周末。
注意：on 和at都可以表示在某个节日，其中on表示的是具体的某一天，如：on Teachers’ Day在教师节（即九月十号那天），而at表示的是在某个节日期间，如at Christmas在圣诞期间（即从十二月二十四号圣诞前夕起算的一周时间）。
2．Some和any的用法
some, any表示一些，即可以修饰可数名词，也可以修饰不可数名词。
（1）some一些，一般用于肯定句中。如：
I have some pens.我有一些钢笔。
There is some water in the glass.杯子里有一些水。
（2）any一些，一般用于疑问句，否定句中。如：
There aren’t any books on the desk. 课桌上没有书。
Do you get any presents for Halloween? 有没有收到万圣节的礼物？
（3）some 有时也可以用在表示建议，规劝，反诘，征求意见，或希望得到对方肯定回答的疑问句中。如：
Would you like some coffee? 你要咖啡吗？（请对方吃东西，态度诚恳）
Can I have some apples, mum? 妈妈，我可以吃些苹果吗？（向对方要求，希望对方做肯定回答）
Shall I bring some food here tomorrow? 明天要我带些食物来这里吗？（表示建议，希望得到肯定回答）
（4）any有时也可以用于肯定句中，和单数名词或不可数名词连用，表示“任何的”。如：
Where shall we meet tomorrow? Any place will do. 明天我们在哪里见面？任何地方都行。
3．特殊疑问句
①基本形式：疑问词＋be/助动词/情态动词＋主语＋谓语动词
②疑问词有：where/ how/what/which/ whose/ who/ why/ how many etc.
(1)what 什么，询问物品或活动。如：
What is it ? It’s a bag.那是什么？是一只包。
What are you doing ? I’m reading. 你在干什么？我在看书。
（2）which 哪一个，较具体的询问物品或人。如：
Which would you like? I’d like the white one. 你喜欢哪个？我喜欢白色的那个。
（3）who 谁，询问人，如：
Who do you travel with? My father. 你和谁一起旅行呀？和我爸爸。
（4）whose谁的，询问所有者，如：
Whose bag is this? It’s mine. 这是谁的包？是我的。
（5）when何时，询问时间，如：
When do you usually go to school? 7:00 a.m. 你通常几点上学？早上7点。
（6）where何地，询问地点，如：
Where were you born? In Suzhou. 你出生在哪儿？苏州。
（7）why为社么，询问原因。如：
Why do you like dancing? It’s fun. 你为什么喜欢跳舞呀？因为它很有趣。
（8）how如何，询问方式，程度。如：
How does she go to school? She takes a bus. 她怎样上学？她乘车上学。
How is the story? It’s very interesting. 这个故事怎么样？它很有趣。
（9）how many多少，询问可数名词的数量。如：
How many books are the in the bag? There are 10. 包里有多少本书？10本。
（10）how much多少，多少钱，询问不可数名词的数量或询问价格。如：
How much water is there in the bottle? There is a little. 瓶子里有多少水？一点点。
How much are these books? They are fifty yuan. 这些书多少钱？五十元。
How much is the meat? Ten yuan a kilo. 这肉多少钱？十元一公斤。
（11）how often多久一次，询问频率。如：
How often do you play football? Once a week. 你们多久踢一次足球？一周一次。
（12）how long多长，询问时间长短或东西的长短。如：
How long will you stay here? For about two weeks. 你在这里要呆多久？大约两星期。
How long is the river? About 1,000 metres long. 这条河有多长？大约1000米。
（13）how old 多大，询问年龄。如：
How old are you? I’m fourteen. 你多大了？我十四岁。
（14）how soon离……还有多久，询问时间，一般用在问将来的句子里。如：
How soon will he come back? In two weeks. 他还有多久回来？两周后。
【合作梳理知识】
seasons summer
months April October
days Sunday Friday
【课后习题对话】
［P40］A
1. No 2. No 3. No 4. Yes 5. No 6. Yes
B
1. At Christmas we get cards and presents.
2. At Easter we eat chocolate eggs.
3. At the Dragon Boat Festival we eat rice dumplings.
4. At the Mid-Autumn Day we eat mooncakes.
［P41］A1
1. on 2. on 3.at 4. in 5. in
［P42］A2
on, at, in, at, on, in, on, on
［P43］B1
1. Where 2. Who 3. What 4. Why
［P44］B2
1. Where 2. When, 3. Who 4. What 5. Where
6. How 7. When 8. Why 9. What
［P45］C
any, any, any, any, some, some, any , some
【让您体验成功】
基础巩固
I．仔细拼一拼
1．In s_________, we often go swimming, and in w___________, we often go skating.
2. September 10th is T___________ Day.
3. Can you speak F__________? Sorry, I can’t .
4. I want a s_______________ for Christmas. I like skating.
5. What will you do d__________ the holiday?
6. Are you very happy a________ Chinese New Year?
7. We get some red p___________ and there ‘s always some money in them.
8. Next week will be Christmas. I m__________ buy some presents for my family and my friends.
9. What’s the weather like in China? It is often cold in D___________, J___________ and F_______________.
II. 句型转换
1．He often watches films at the weekends.(对划线部分提问)
________________________________________________________________________
2. Today is April 1st. (对划线部分提问)
________________________________________________________________________
3.We are having an English class now. (对划线部分提问)
________________________________________________________________________
4. They will go to Beijing by train. (对划线部分提问)
_________________________________________________________________________
5. Daniel is in the kitchen. (对划线部分提问)
_________________________________________________________________________
6. My birthday is on November 24th. (对划线部分提问)
_________________________________________________________________________
7. I am buying mooncakes because the Mid-Autumn Festival is coming. (对划线部分提问)
__________________________________________________________________________
8. We eat rice dumplings at the Dragon Boat Festival. (对划线部分提问)
__________________________________________________________________________
9. My sister has some comic books. （改为一般疑问句）
___________________________________________________________________________
10. There are some lanterns in this shop. （改为否定句）
_________________________________________________________________________
III. 细心填一填
1．The match begins _______ seven_______ the evening.
2. Children are very happy _________ Halloween.
3. I was born __________ the afternoon of May 1st, 1992.
4. Do you often play tricks _________ your classmates?
5. Amy and Daniel like to chat _________ lunchtime ________ the tree.
6. Mother is making a skirt for me _________ a piece of beautiful cloth.
7. Kitty could swim _________ 7.
8. The holiday starts ________ 15th July.
9. _________ Canada, it is very cold ___________ winter.
10. We wear special costumes _________ masks.
综合应用
I. 精心选一选
( )1. ---________ does your father go to work every day?
---He goes to work by bike.
A. When B. How C. What D. Where
( )2. _________ is the fifth month of the year.
A. June B. September C. April D. May
( )3. There ___________ a wonderful film this afternoon.
A. is B. is going to C. will have D. is going to be
( )4. May I have _________ water? Sorry, we don’t have ___________.
A. some, any B. any, any C. some, some D. any, some
( )5. Who ________ you __________?
A. are, look like B. do, look like C. do, like D. are , like
( )6. ---________ is your mother?
---She is a nurse.
A. What B. Which C. Who D. Where
( )7. Daddy and I go walking _________ Saturdays, but we’ll go boating in the lake ______ this Saturday.
A. on, on B. at, on C. on, / D. /, on
( )8. July comes before ___________.
A. June B. September C. August D. October
( )9. __________ do you like the Spring Festival? Very much.
A. What B. How C. When D. Which
( )10. I’m going to school ________ Monday morning.
A. at B. in C. on D. of
II. 认真读一读
Today is my father’s birthday. My mother makes a cake. Then she goes to the shop to buy candles.
My father gets home at half past four. He sees the cake. Then he takes it to the backyard(后院). He sits down and waits for my mother.
Two hours later, my mother gets back. She doesn’t look happy.
“Hi, I make a cake for you, but I don’t have any candles. I go to many shops, but can’t find any.”
“No candles?”
“No candles?”
My father points to (指着) the cake plate(盘子). It is empty. There isn’t any cake in it.
“Don’t worry……. No cake!”
( )1. Today is _________ birthday.
A. my mum’s B. my dad’s C. my D. my sister’s
( )2. Why does mother go shopping? ___________.
A. She goes to buy a birthday cake. B. She goes to look for father.
C. She goes to buy candles. D. She goes to buy something to drink
( )3. Father takes the cake to ___________.
A. have a look at it. B. eat it
B. throw it away(扔掉) D. study it
( )4. When does mother come back? _____________.
A. 4:30 B. 5:30 C. 6:30 D. 7:30
( )5.Why does father say “ Don’t worry.” to mother? Because_____________.
A. A thief(贼) takes the cake. B. There is no cake.
C. Father has candles. D. Father eats the cake up.
参考答案
基础巩固
I. 仔细拼一拼
1. summer, winter 2.Teachers’ 3. French 4. skateboard 5. during 6. at
7. packets 8. must 9. December, January, February
II. 句型转换
1. When does he often watch films?
2. What’s the date today?
3. What are you doing now?
4. How will they go to Beijing ?
5. Where is Daniel?
6. When is your birthday?
7. Why are you buying mooncakes?
8. What do you eat at the Dragon Boat Festival?
9. Does your sister have any comic books?
10. There aren’t any lanterns in this shop.
III. 细心填一填
1. at, in 2. at 3. on 4. on 5. at, under 6. out of 7. at 8. on 9. in, in 10. with
综合应用
I. 精心选一选
1.B 2. D 3.D 4. A 5. B 6. A 7. C 8. C 9. B 10. C
II. 认真读一读
1. B 2. C 3. B 4. C 5. D
Integrated skills and Study skills
【走进多彩课堂】
Please think about the following questions
1. Which is your favourite day in the year?
2. When is your birthday?
3. Why do you like your birthday so much?
4. Do you like the Chinese New Year? Why?
5. What can you see at the Chinese New Year celebrations?
6. How do you study?
【名师说教材】
1. Traditional Chinese food 传统的中国食品
2. Lion dance 舞狮子
3. Music and dance from 9 p.m. to midnight 从9点到午夜是音乐和舞蹈晚会
【要点详解】midnight 是个合成词，由mid和night合成，mid表示“中间”，请看下面的几个合成词，猜猜它们是什么意思？
We go for a midnight swim during the midsummer.
The kite flies to the midair.
4. Fireworks (starts at 8 p.m.) 烟花（晚上八点开始）
5. More details on New York Radio.详情请听纽约广播。
6．I am on holiday in New York. 我现在在纽约度假。
【要点详解】 be on holiday 度假
如：(1)Sandy is on holiday in China with her parents now. 桑迪现在和她的父母一起在中国度假。
(2)I don’t know where Jim is. He is on holiday. 我不知道Jim在哪里，他在度假。
【知识拓展】 winter holiday 寒假 summer holiday 暑假
7．I want to see the Chinese New Year celebrations here. 我想要在这里看新年庆祝会。
【要点详解】 want to do something 想要做某事，相当于would like to do something
如：（1）I want to have an apple. =I would like to have an apple. 我想要吃个苹果。
（2）Daniel wants to play football after school today. = Daniel would like to play football after school today. 丹尼尔想要在今天放学后去踢足球。
8．Lots of things are happening here. 许多事情正在这里进行着。
【要点详解】
①lots of是“许多”的意思，相当于a lot of，既可以修饰可数名词，此时与many意思相同，也可以修饰不可数名词，这时它就相当于much.
如：（1）There are lots of/ many people in the park on Sunday.星期天在公园里有许多人。
（2）There is lots of/ much rain in summer here. 这里夏季雨水很多。
②happen 发生，相当于take place ,come about
如：（1）Something is happening over there, I guess. There are so many people there. 我猜那里正在发生什么事情，那里有这么多的人。
（2）What happened to your uncle? 你叔叔发生什么事情了？
9．It will be the first time I see it and I am very excited.这将是我第一次看到舞狮子，我很兴奋。
【要点详解】
①the first time 第一次， the second time第二次， the third time第三次，这里的time 表示次数，不是时间。是可数名词。
如：（1）How many times have you been to Shanghai? 你去过上海几次？
（2）What’s the time? 几点了？（是不可数名词）
②excited 意思是“兴奋的，激动的”。（是指人）
如：When the girl gets the present, she is very excited. 当这个女孩收到礼物的时候，她非常兴奋。
【知识拓展】 exciting 意思是“令人激动的”。（是指事或物）
如：This is an exciting book. 这是一本令人激动的书。
请你用excite的正确形式填空
（1）Don’t be _____. The programme isn’t _______at all. 别激动，这个节目根本不令人激动
（2）All the Chinese people are ______ about holding the _____ 2008 Beijing Olympic games.全国人民都对于举办令人激动的2008北京奥运会感到非常的激动。
答案：（1）excited, exciting (2) excited, exciting
类似的词还有interesting 和interested, 它们都是形容词，前者用来描写事物，“有趣的”，后者用来描述人，“对……感兴趣”。通常用在be (become) interested in something 这个词组中。
如：The book is very interesting. We are all interested in it. 这本书非常有趣，我们所有人都对它感兴趣。
10．At night, there will be fireworks in Chinatown. 晚上，在中国城有焰火表演。
【要点详解】 there be 在某地有某物，will 表示将来，后面跟be动词的原形。
如：（1）There will be a football match tonight. 今晚将有一场足球比赛。
（2）There will be a sports meeting at school next Wednesday. 下周三我们学校将有一场运动会。这里的will 我们也可以用be going to 来代替。
There is going to be a football match tonight.
There is going to be a sports meeting at school next Wednesday.
11. What are you doing for Chinese New Year in Beijing? 为了庆祝春节，你正在北京做什么？
【要点详解】 for 在这里是“为了”的意思。
如：（1）What do you borrow this book for? 你为什么借这本书？（what...for=why）
(2) I give my little sister a beautiful toy for her birthday. 为了我妹妹的生日，我送给她一个漂亮的玩具。
12．Why do you like your birthday so much?你为什么如此喜欢你的生日？
【要点详解】 so much 意思是“如此”表示程度。
如：（1）I love playing football so much that I play football for 2 hours every day.我如此喜欢踢足球，所以我每天踢2小时。
（2）Why do the girls like S.H.E.’s songs so much? 这些女孩为什么如此喜欢S.H.E.的歌曲？
13. How to make flash cards？ 如何制作动画卡片？
【要点详解】 how to do something 如何做某事。第二单元也有一个类似的句子：
Some dogs just don’t know how to have fun. 一些狗就是不知道如何去娱乐。
【知识拓展】 类似的用法除了how外，还有：what to do/ when to do/ where to do/ which to do等等。如：
（1） Simon knows what to buy for Christmas, but he doesn’t know where to get them. 西蒙知道为圣诞节买些什么，但是不知道在哪儿买到他们。
（2） I know how to go to Shanghai, but I don’t know which bus to take. 我知道如何去上海，但是我不知道该乘哪辆公共汽车。
(3) I don’t know when to start. 我不知道什么时候出发。
14．Cut out pieces of card, about 10cm×5cm. 剪下几张大约10厘米乘以5厘米大小的卡片。
15．Write a sentence, a question or an expression on each flash card.在每张卡片上写下一句话，一个问题或者是一个表达方式
16．Draw a picture on the other side of the flash card to give you a hint. 在学习卡片的另一面画一些图画作为提示。
【要点详解】
①on the other side of 意思是“在……另一边”
如：（1）There is a park on the other side of the river. 在河对面有一个公园。
（2）My house is on the other side of the street.我家就在街道的对面。
② to give you a hint 意思是“给你一个提示”，表示在卡片上画图的目的。
如：（1）I come here to see you. 我来这里看你。
（2）This weekend I will go to Shanghai to buy a present for my mother .这个周末我要去上海给我妈妈买礼物。
【问题探究】 give somebody something =give somebody something 给某人某物或者把某物给某人。
如：Please give me the book! = Please give the book to me! 请把书给我！
如果用it来代某物（the book）,那我们只能说give it to me! 不能说成give me it!
17. Look at the cards during your 10-minute study time and try to remember the sentences, questions or expressions on the cards. 用十分钟的学习时间看那些卡片，努力记住卡片上的句子，问题或表达方式。
【要点详解】 during your 10-minute study time 意思是“在十分钟的学习时间里”。10-minute是形容词性的词组，minute不加-s。
如：（1）My parents will have a ten-day holiday. 我父母将有一个十天的假期。
（2）You can have a thirty-minute rest. 你可以有30分钟的休息时间。
(3) She is a sixteen-year-old girl. 她是个十六岁的女孩。
18．Each student has to make a poster showing his or her favourite festival. 每个学生得制作一张海报以展示他或她最喜欢的节日.
【要点详解】have / has to do something 意思是“必须做某事，不得不做某事”。
如：（1）People have to give the children some candies as a treat. 人们不得不用一些糖果招待孩子们。
（2）He has to visit his uncle at Spring Festival. 春节期间，他必须去给他的叔叔拜年。
【合作梳理知识】
Christmas The Dragon
Boat Festival
Pumpkin
lantern Chocolate eggs mooncakes Jiaozi
【课后习题对话】
［P46］A1
Activity Time Place
Traditional Chinese food 2 p.m.-5 p.m. Wang’s Restaurant
Lion dance 1 p.m. Peel Street
Music and dance 9 p.m.- midnight Chinese Community Centre
Fireworks 8 p.m. Mott Street
［P47］A3
New York, Chinese New Year, lion dance, traditional Chinese food, fireworks
【让您体验成功】
基础巩固
I. 耐心填一填
A
1． We will have the National Day _____________(庆祝活动) in that park tomorrow.
2． John sometimes works until(直到) ___________ (半夜)。
3． It is the second time I watch the ________ dance(舞狮子) and _________（焰火）
4． What is __________(发生) there? Sorry, I don’t know.
5． I am very __________(激动) when I get your present.
B
1．---When did you learn __________(play) the piano?
---When I was 7 years old.
2. We celebrate Halloween by _______ (play) a game __________(call) “trick or treat”.
3. The boy is trying ________( remember ) the sentence on the flash card.
4. Thank you for __________( help) me.
5. We use the knife _________( cut) the apple.
6. There _________________( be ) a football match tomorrow.
7. _______ he ___________(want) ____________ (go) to Chinatown?
8. I spend half an hour _________(read ) English every day.
II. 认真改一改
1．Does your brother do his homework at the night? ( )_____________
A B C D
2. Sometimes she comes here sees her grandparents. ( )_____________
A B C D
3. My mother is getting ready to the dinner. ( )_____________
A B C D
4. Mille wants to know where are they. ( )______________
A B C D
5. We have lot of fun in the park. ( )______________
A B C D
综合应用
I. 精心选一选
( )1. __________ will the New Year party start? At 8:30.
A. How B. When C. Which D. Who
( )2. --- What are you going to do __________ your summer holiday?
--- I’ve no idea. Maybe I’ll have to stay at home.
A. on B. at C. of D. during
( )3. You can see the _______ midnight.
A. firework at B. fireworks in C. fireworks at D. firework in
( )4. Americans don’t eat ______ rice dumplings at Dragon Boat Festival, but we eat ____ in China.
A. some, some B. any, any C. some, any D. any, some
( )5. Our teacher gives us ________ to do today.
A. some homework B. many homework
C. much homeworks D. any homeworks
( )6. Give ______ some books, please.
A. I B. me C. mine D. my
( )7. I’m American, ______ I live in China.
A. / B. so C. and D. but
( )8. He doesn’t know where _________.
A. going B. to go C. to go to D. goes
( )9. Do you know the ________ girl?
A. five year old B. five- years-old C. five-year-old D. five-year old
( )10. Are you in Beijing_______ holiday?
A. on B. of C. in D. at
II. 耐心写一写
1． 明天他必须把书带到学校里来。(have to/ must)
______________________________________________________________________
2．那些书是我的，请把它们给我吧。(give…to…)
_______________________________________________________________________
3． 我不知道在哪里可以买到贺卡。(where to buy)
______________________________________________________________________
4． 在小河对面有许多树。(on the other side of)
______________________________________________________________________
5． 你为何如此喜欢听音乐。（so much）
______________________________________________________________________
III.认真读一读
Every year there is a Spring Festival in China. Usually it is in January or February. In 2005, it is on February 9th. It is the most important(最重要的) festival in China. So before it comes, everyone has to prepare(准备) things. They buy pork, beef, chicken, fruit and many other things, And they often make a special kind of food called “dumplings”. It means(意思) “come together”. On that day before the festival, parents buy new clothes for their children. On the Festival Eve, all the family members come back to their hometown. This is a happy moment(时刻). They sing , dance and play all kinds of games. Others get the dinner ready. When they enjoy the meal, they give each other the best wishes(祝福) for the coming year. Children usually get some Lucky Money(压岁钱). At 12:00, people let off fireworks(放焰火) to welcome the coming（降临） of the New Year. All the people, rich or poor, old or young, are the happiest at this time.
1. When is Spring Festival this year?
2. Is Spring Festival the most important festival in China?
3．What’s the traditional food for Spring Festival? Why?
4. Why are children very happy at Spring Festival?
5. Why do many people let off fireworks at 12:00?
参考答案
基础巩固
I. 耐心填一填
A
1．Celebrations 2. midnight 3.lion, fireworks 4. happening 5. excited
B
1. to play 2. playing, called 3. to remember 4. helping 5. to cut
6. will/is going to be 7. Does, want, to go 8. reading
III. 认真改一改
1. D / night 2. C / see 3. C / for 4. D / they are 5. B / a lot
综合应用
I. 精心选一选
1. B 2. D 3. C 4. D 5. A 6. B 7. D 8. B 9. C 10. A
II. 耐心写一写
1. He has to/ must bring the book to school tomorrow.
2. Those books are mine. Please give them to me.
3. I don’t know where to buy.
4. There are a lot of trees on the other side of the river.
5. Why do you like listening to music so much?
III. 认真读一读
1 It is on February 9th.
2. Yes , it is.
3. The traditional food for Spring Festival is dumplings. Because it means “come together”.
4. Because children usually get some Lucky Money.
5. Many people let off fireworks to welcome the coming of the New Year.
Main task and Checkout
【走进多彩课堂】
Please think about the following questions
1. What do you do on Sunday?
2. How do you come to school?
3. Which is your favourite day?
4. What is Halloween?
5. How do people celebrate Halloween?
【名师说教材】
1. People in the West celebrate it.在西方，人们庆祝万圣节。
【要点详解】 in the West 在西方，在西方国家。
如: People in the West don’t celebrate the Mid-Autumn Festival. 西方国家的人们不庆祝中秋节.
【知识拓展】 west西,西部, 也可做形容词西方的,西部的.
如: (1) Sinkiang is in the west of China. 新疆在中国的西部.
(2)the west coast 西海岸
West(首字母w大写)特指西方,欧美.
如: West Point (美国)西点军校
2．People celebrate Halloween in many ways. 人们用许多方式庆祝万圣节.
【要点详解】 in many ways 意思是 “用许多方式”, way表示方式, 方法, 手段
如: (1) You can work out this problem in many ways . 你可以用许多方法解出这道题目.
(2) What’s the right way to say “good-bye” when you leave a party? 当你离开派对的时候, 什么是跟别人说 “再见” 的正确方法?
【知识拓展】
① way 可以作 “路, 道路”
如: Can you tell me the way to the post office? 你能告诉我去邮局的路吗?
② Way 还可以作 “路线, 路途, 路程”
如: He is on his way home. 他在回家途中.
③ 请记住一些固定短语, 它们非常有用哦.
如: (1) any way 不管怎么样, 无论如何, (2) by the way 顺便说, 顺便问一下,
(3) go one’s own way 一意孤行, (4) no way 一点也不, 决不
(5) in the way 挡道的, 妨碍人的 , (6) lose one’s way 迷路
3. They knock on their neighbours’ doors and shout ‘ trick or treat’.他们敲了他们邻居家的门, 然后喊着 “不招待就使坏”.
【要点详解】
① neighbours’ 邻居的, 是名词所有格.
如: my mother’s bike 我妈妈的自行车 Tom’s watch Tom的手表
如果名词是复数形式, 后面的s 要去掉.
如: teachers’ office 老师的办公室 my parents’ room 我父母亲的房间
②shout 意思是 “ 喊, 叫”, cry 也有 “ 喊” 的含义, 但是两者有一些区别
如: (1) The boy cut his finger, so he cried out . 那个男孩割破了他的手指, 所以痛得大叫起来.
(2) A man fell into a river. He cried, “ help, help!” 一个人掉河里了, 他大喊 “救命呀, 救命呀!”
(3) The man was very angry. He shouted, “Why do you come so late!” 这个人非常生气, 他大喊着: “你为什么这么晚才来?”
4. Their neighbours usually give them a treat of sweets. 他们的邻居通常用糖果招待他们.
【要点详解】 give somebody a treat of something 用某物招待某人, 相当于 give somebody something as a treat.
如: My aunt often gives me some chocolates as a treat.
My aunt often gives me a treat of some chocolates. 我姑姑经常用一些巧克力招待我.
6. If the children do not get any sweets, they can play a trick on the neighbour. 如果孩子们没有得到糖果, 他们就会对这个邻居搞恶作剧.
【要点详解】 if 意思是 “ 如果” , 引导一个表示条件的状语从句.
如: (1) If it is fine tomorrow, we will go to the park. 如果明天天气好, 我们就去公园.
(2) If so, we will be very happy. 如果是这样的话, 我们会很高兴的.
7. They put candles in them so the light shines through the eyes , the nose and the teeth.他们把蜡烛放进他们（南瓜灯笼）里面，这样烛光就从灯笼的眼睛，鼻子和牙齿里照耀出来。
【要点详解】 through 介词，穿过，通过
如：(1)Beautiful moonlight shines in through the window. 皎洁的月光透过窗户照射进来。
(2)To get to the plane, you must go through a special door. 要到飞机上, 你必须走过一道特殊的门.
(3) They are walking through the forest. 他们正步行穿过森林.
【问题探究】 注意区别以下两个单词的用法: over 越过, across 横过, 穿过
如: (1) They are climbing over a mountain. 他们正爬过一座高山.
(2) The old man is walking across the bridge. 这位老人正在过桥.
8. Millie is dreaming about the different festivals. 米莉正梦到不同的节日.
【要点详解】dream about somebody or something 梦到某人或某物.
如: (1) She misses her family and often dreams about her father and mother. 她想念她的家人, 她经常梦见她的爸爸和妈妈.
(2) I sometimes dream of visiting the Great Wall. 我有时候梦见在参观长城.
【合作梳理知识】
March
May June September
Fool’s
Day Christmas
【课后习题对话】
［P50］B
31st October, celebrate, costumes, trick or treat, trick or treat, trick, lanterns, pumpkins, candles
［P51］A
1. What, on 2. Where, in 3. Who, at 4. When, in 5. Why 6. Whose 7. How 8. Which
【让您体验成功】
基础巩固, 请同学们耐心填一填
I. 选用所给单词或词组的适当形式填空, 每个只能用一次.
shine look like see the doctor sharp play volleyball
1. This knife is __________ enough for you to cut the apple.
2. She __________ her mother.
3. Look! The sun __________ in the sky(天空).
4. I am not fine. I _______________ this afternoon.
5. Do you want ___________ with me?
II. 根据所给中文或单词填写正确的形式
1. There are four ______________(季节) in a year.
2. I _____________(通常) have lunch at school.
3. We don’t go to school on _____________(星期六).
4. The sun shines _____________( 穿过) the window.
5. We have a long ______________(假期) in August.
6. Tigers have sharp ____________( tooth).
7. Thank you for _____________( tell) me about it.
8. How do you like___________( swim)?
9. The party starts at 7:00 and _____________ (finish) at 11:00.
10. My father is a good ___________( teach).
III. 句型转换
1. That old man is Kate’s grandfather.(就划线部分提问)
______________________________________________________________________
2. There is some money in the red packet.(改为否定句)
______________________________________________________________________
3. He comes from Japan. (就划线部分提问)
______________________________________________________________________
4. Simon is polite and helpful. (就划线部分提问)
______________________________________________________________________
5. There are 46 students in our class. (就划线部分提问)
______________________________________________________________________
6. We would like to go to America.(改为一般疑问句)
_____________________________________________________________________
7. It takes about an hour to do my homework every day.(改为同义句)
I ____________________________________________________________________
8. I like my teacher because she is very helpful. (就划线部分提问)
______________________________________________________________________
9. They sometimes give us a treat of some candies. (改为同义句)
They sometimes _________________________________________________________
IV. 认真写一写
1.中国人民用许多方法庆祝新年.
______________________________________________________________________
2. 他爸爸常在晚饭后带他去散步吗?
______________________________________________________________________
3. 昨天下午3点你看见谁了?
______________________________________________________________________
4. 你如何来上学的? 骑自行车.
_______________________________________________________________________
5. 如果你不给他们糖果, 他们就会对你搞恶作剧.
________________________________________________________________________
6. 哪把是你的伞? 蓝色的这把.
________________________________________________________________________
综合应用
I. 精心选一选
( )1. Halloween is on _________ 31st.
A. November B. December C. October D. September
( )2. He was born _________ the evening ________ April 8th.
A. in; in B. on; on C. on; of D. in; of
( )3. Where _______ you _________ this summer?
A. do, going B. are, go C. will, going D. are, going
( )4. There are some __________ on the table.
A. mooncake B. candies C. food D. money
( )5. It’s best to plant tree(植树) in ___________.
A. autumn B. winter C. summer D. spring
( )6. ---________ do you like this film so much? --- Because it’s fun.
A. How B. What C. Which D. Why
( )7. What ____________ your brother like? He is tall and thin.
A. are B. is C. does D. do
( )8. This new bike is __________. She wants __________.
A. Andy’s, to show me it B. Simon’s, to show it to me
C. Millie’s, to show it to me D. Amy’s, show it to me
( )9. They come here ________ a rainy day.
A. at B. in C. on D. for
( )10. Can you ______ it in English?
A. speak B. say C. talk D. tell
II. 细心想一想
The Spring Festival is the Chinese 1 . It usually comes in January or February. Everyone in China 2 the Spring Festival very much, When the Spring Festival 3 , Simon usually helps his parents 4 their house and do some shopping and other 5 . 6 that day, everyone in China eats Jiaozi, New Year’s cakes and some 7 delicious food. Simon likes New Year’s cakes, but Sandy says Jiaozi is 8 than（比） New Year’s cakes. The Chinese people eat New Year’s cakes and Jiaozi 9 their houses. 10 happy they are!
( )1. A. New Year’s Day B. Teachers’ Day C. Children’s Day D. Mid-Autumn Day
( )2. A. thanks B. calls C. looks D. likes
( )3. A. goes B. comes C. takes D. celebrates
( )4. A. want B. get C. come D. clean
( )5. A. housework B. families C. homework D. shopping
( )6. A. In B. At C. on D. For
( )7. A. another B. other C. others D. the other
( )8. A. tired(疲劳的) B. much better (好得多) C. nice D. the nicest(最好)
( )9. A. in B. at C. with D. outside
( )10. A. What B. What a C. How a D. How
III. 根据短文内容以及提供的首字母填空
Thanksgiving Day is a traditional festival in the USA and C 1 . It comes o 2 the fourth Thursday in November. When the day comes, f 3 get together to celebrate the harvest(收获).
No matter(无论) how far away they are from home, people go home to celebrate the festival with their families. They often have Thanksgiving d 4 in the evening. It’s a big m 5 . The main(主要的) f 6 is turkey(火鸡) and pumpkin pies. The Americans like inviting(邀请) their f 7 to their home. Children like Thanksgiving Day very much b 8 they needn’t go to school on that day and they have lots of delicious(美味的) food to eat. L 9 the Mid-Autumn Day in China, Thanksgiving Day is an a 10 festival, too.
1._________ 2.___________ 3._____________4._______________5._____________
6._________7. ____________8._____________9.______________10._____________
IV.细心写一写
以 “ The Spring Festival” 为题, 根据下列提示写一篇50-60字的短文.
1. 春节是中国的传统节日.
2. 人们聚在一起庆祝新年.
3. 吃饺子, 看电视节目（包括烟火, 音乐舞蹈晚会等).
4. 孩子们可以得到压岁钱.
5. 互相祝贺新年快乐.
参考答案
基础巩固
II. 选用所给单词或词组的适当形式填空, 每个只能用一次.
1. sharp 2. looks like 3 is shining 4. am going to/ will see the doctor 5. to play volleyball
II. 根据所给中文或单词填写正确的形式
1. seasons 2. usually 3. Saturday 4. through 5. holiday
6. teeth 7. telling 8. swimming 9. finishes 10 . teacher
III. 句型转换
1. Who is that old man?
2. There isn’t any money in the red packet.
3. Where does he come from?
4. How is Simon?
5. How many students are there in your class?
6. Would you like to go to America?
7. I spend about an hour doing my homework every day.
8. Why do you like your teacher?
9. They sometimes give some candies as a treat.
IV. 认真写一写
1. people in China celebrate the Chinese New Year in many ways.
2. Does his father take him for a walk after dinner?
3. Who did you see at 3 p.m. yesterday afternoon?
4. How do you come to school? By bike.
5. If you don’t give them some candies, they will play a trick on you.
6. Which is your umbrella? This blue one.
综合应用
I. 精心选一选
1~5 C C D B D 6~10 D B C C B
II. 细心想一想
1~5 A D B D A 6~10 C B B A D
III. 根据短文内容以及提供的首字母填空
1. Canada 2. on 3. families 4. dinner 5. meal
6. food 7. friends 8. because 9. like 10. autumn
IV. 细心写一写（仅供参考)
The Spring Festival
Spring Festival in China is a traditional festival . Usually it is in January or February. It is the most important(最重要的) festival in China. On the Festival Eve, all the family members come back to their hometown. This is a happy moment(时刻). They sing , dance and play all kinds of games. they give each other the best wishes(祝福) for the coming year. Children usually get some Lucky Money(压岁钱). After that, they watch music, dance and fireworks on TV. All the people, rich or poor, old or young, are the happiest at this time.
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