牛津译林版英语七年级上Unit7 Reading II教学设计(英语教案)
Unit 7 ShoppingPeriod 3 Reading II语言知识Master the new words and expressions;语言技能Improve their communication abilities in role-playing;教学目标语言运用Be able to make up a conversation about shopping.情感态度Learn to spend money wisely.学习策略Talk about one’s own shopping experiences.教学重点Grasp words and expressions in a conversation about shopping;教学难点Act out the conversations.运用任务Act out the conversation.Make up a conversation about shopping教学过程Step 1 Lead-inT: Sandy wants to buy something for her famil y, but she doesn’t have enough money. Let’s help her finish some tasks to earn money.Step 2 Revision1. Translate the expressions and sentences.稍等。
______________ 每个两元________________ 不同种类__________________看一看_____________ 去年的卡片______________ 我要买它们。
________________它们和她的粉色外套很相配。
___________________________________________________2. Fill in the blank.In the first shop, Amy wants to buy some __________ for Simon. They are __________ yuan each. Amy thinks they’re not __________. The shopkeeper says the __________ cards are only one yuan each. But Amy wants to buy the new cards.In the second shop, Amy wants to buy __________ for Sandy. She knows Sandy likes hair clips and they are very __________. She thinks they __________ her __________ coat. The hair clips are __________ yuan. She has fifteen yuan. So she has __________ money to buy them.3. Role-play.T: Quite good. Do you remember how Amy bought these things? Let’s act out the two conversations.【教学目的：第一步直接进行词句翻译能够让学生快速进入课堂环节；第二步将对话形式的课文转化为小短文，能够帮助学生迅速回忆起对话中的重要信息，并锻炼学生总结文章大意的能力；第三步通过对话角色扮演，学生能够复习购买时所需要用到的基本句型，为下面语言点的学习打下基础。
内容由易到难，层层深入。
】Step 3 Language points1. Can I help you? (=What can do for you?)T: Well done! Now, we have helped Sandy earn 100 yuan. She can buy something for her family now. She’s now in the shop. Look at the two persons. Who are they?S: They are shopkeepers.T: What do shopkeepers say when we enter the shop?S: They say “Can I help you?” or “What can I do for you?”T: Yes.【教学目的：操练售货员见到顾客时的两种不同表达，简单易答，让学生快速而又自然地进入语言点的学习中。
】2. buy sth. for sb. (= buy sb. sth.)T: In the shop, she saw a blue wallet and a pair of shoes. Sandy wants to buy a wallet for her mother. We can also say “Sandy wants to buy her mother a wallet”. What does she want to buy for her father?S: Sandy wants to buy a pair of shoes for her father.T: Quite good. We can also say …S: Sandy wants to buy her father a pair of shoes.T: How kind Sandy is! However, they are not cheap. Sandy doesn’t have enough money. She has to look for something cheap.【教学目的：通过演绎法让学生自然归纳出知识点：buy sth. for sb. = buy sb. sth.】3. there be ...T: Wow, there is a box on the shelf. What’s in the box? Is there anything suitable for her family in it? Let’s playa guessing game. Please make sentences like this to guess: ‘Is there a/an ... in the box?’ or ‘Are there any ...in the box?’S: Is there an apple in the box?T: No, there isn’t.S: Are there any books in the box?T: No, there aren’t.…【教学目的：通过设置让学生猜测一个未打开的盒子中的物品环节来展示“there be”句型的陈述句形式、一般疑问句形式及其回答。
猜谜游戏可以激发学生的好奇心，增加学习的乐趣。
】4. match sth. /fit sb. (when talking about clothing)T: Actually, there are some clothes in the box. Let’s look at the clothes. Do they match each other?S: No. The pink T-shirt _________ the pink trousers. The green T-shirt _________ the green trousers.T: The clothes in the box are so lovely. She can buy them for her sister Grace and her brother Joe. Do the green ones fit Joe well?S: Yes, they fit him very well.T: What about the pink ones?S: They fit Grace very well.【教学目的：揭示答案，让学生自己总结出“match”和“fit”的区别，并归纳其用法。
】5. How much do es ... cost? (=How much is ...?)T: Sandy want s to buy all of them, but she doesn’t know how much they are. Please ask and answer in pairs about the prices of them.S1: How much does ... cost?S2: It costs ...S1: How much do ... cost?S2: They cost ...S1: How much is ...?S2: It is ...S1: How much are ...?S2: They are ...【教学目的：在语境中归纳出“How much does/do ... cost? = How much is/are ...?”的用法。
】6. enough + n. + for sth. /to do sth.T: So totally, how much do these clothes cost?S: They cost 95 yuan.T: Does Sandy have enough money for them?S: Yes, she has enough money for them.T: We can also say “She has enough money to buy them” or “She is rich enough to buy them”.【教学目的：由价格多少自然引出是否有足够的钱来支付。
“enough”的用法为中考要求，虽然这里引入“adj. + enough”有些超出范围，但并不突兀，而且这部分内容学生理解起来并不会很难。
】7. change & just a minuteT: After paying money for the clothes, how much change can Sandy get?S: Just a minute. The change is 5 yuan.Step 4 Make up a new conversationT: After getting the change, Sandy also wants to buy herself some stationery, so she went to a stationery shop. There is something she wants on the shelf. Make a conversation between Sandy and the shopkeeper to help Sandy buy some useful things. Remember, she only has 5 yuan left!【教学目的：运用本课所学的知识点和内容，做一个开放性的对话。
牛津译林版英语七年级上册Unit7Reading2说课稿
1.新词汇：price, sizes, try on, fit, too small/large等；
2.重点句型：Can I help you? I'd like... How much is it? Do you have...?等；
3.购物场景的交际用语；
4.了解和运用一般现在时描述购物过程。
课后，我将通过以下方式评估教学效果：
1.收集学生的作业和课堂表现，分析知识掌握情况；
2.与学生进行交流，了解他们的学习感受和建议；
3.反思自己的教学设计，找出不足之处。
具体的反思和改进措施包括：
1.针对学生的反馈，调整教学方法和活动设计；
2.加强对学习困难学生的个别辅导；
3.不断更新教学资源，提高教学内容的趣味性和实用性。
3.引导学生进行自我评价，反思学习过程中的优点和不足。
4.教师提供有效的反馈和建议，帮助学生找到改进的方法。
（五）作业布置
课后作业布置如下：
1.复习本节课所学词汇和句型，进行口头练习。
2.完成一篇关于购物经历的英语短文，要求运用所学知识。
3.预习下一节课内容，提前了解相关知识点。
作业的目的是巩固所学知识，提高学生的英语应用能力，并培养他们的自主学习习惯。
2.视频结束后，邀请学生分享他们对购物场景的感受和已知的相关英语表达。
3.结合学生的回答，教师提出本节课的学习目标，即掌握购物场景的交际用语，并引导学生进入新课。
（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.通过PPT展示故事的主要人物和场景，让学生预测故事情节。
2.分段呈现故事内容，引导学生关注重点词汇和句型，并在关键点暂停，让学生进行模仿和练习。
牛津译林版英语七年级上Unit7ReadingII教学设计
牛津译林版英语七年级上Unit7ReadingII教学设计Unit 7 ShoppingPeriod 3 Reading II教学过程Step 1 Lead-inT: Sandy wants to buy something for her famil y, but she doesn’t have enough money. Let’s help her finish some tasks to earn money.Step 2 Revision1. Translate the expressions and sentences.稍等。
______________ 每个两元________________ 不同种类__________________看一看_____________ 去年的卡片______________ 我要买它们。
________________它们和她的粉色外套很相配。
___________________________________________________2. Fill in the blank.In the first shop, Amy wants to buy some __________ for Simon. They are __________ yuan each. Amy thinks they’re not __________. The shopkeeper says the __________ cards are only one yuan each. But Amy wants to buy the new cards.In the second shop, Amy wants to buy __________ for Sandy. She knows Sandy likes hair clips and they are very __________. Shethinks they __________ her __________ coat. The hair clips are __________ yuan. She has fifteen yuan. So she has __________ money to buy them.3. Role-play.T: Quite good. Do you remember how Amy bought these things? Let’s act out the two conversations.【教学目的：第一步直接进行词句翻译能够让学生快速进入课堂环节；第二步将对话形式的课文转化为小短文，能够帮助学生迅速回忆起对话中的重要信息，并锻炼学生总结文章大意的能力；第三步通过对话角色扮演，学生能够复习购买时所需要用到的基本句型，为下面语言点的学习打下基础。
牛津译林版英语七年级上册《Unit 7 Shopping》教学设计2
牛津译林版英语七年级上册《Unit 7 Shopping》教学设计2一. 教材分析《Unit 7 Shopping》是牛津译林版英语七年级上册的一单元，本单元的主题是购物，主要围绕购物场景展开。
教材通过丰富的对话和情境，让学生学习并掌握与购物相关的词汇、语法和日常用语。
单元主要包括以下内容：1.词汇：购物、衣服、价格、颜色、尺码等。
2.语法：一般现在时态的疑问句和否定句。
3.日常用语：如何询问价格、颜色、尺码等，如何表达喜好和推荐。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，对于购物场景的词汇和表达方式可能比较陌生，需要通过课堂学习和实践来掌握。
同时，学生可能对英语的实际应用场景还不够熟悉，需要通过模拟情境来提高交际能力。
三. 教学目标1.学生能够掌握与购物相关的词汇和表达方式。
2.学生能够运用一般现在时态的疑问句和否定句进行购物场景的交际。
3.学生能够通过模拟购物情境，提高实际英语应用能力。
四. 教学重难点1.重难点词汇和短语的掌握，如“购物”、“衣服”、“价格”、“颜色”、“尺码”等。
2.一般现在时态的疑问句和否定句的运用。
3.购物场景的实际交际能力培养。
五. 教学方法1.情境教学法：通过模拟购物情境，让学生在实际语境中学习并应用词汇和语法。
2.交际法：鼓励学生进行角色扮演，提高实际交际能力。
3.任务型教学法：通过完成购物任务，让学生学会运用所学知识解决实际问题。
六. 教学准备1.准备相关购物场景的图片、视频或实物，以便进行情境教学。
2.准备购物对话的剧本，供学生进行角色扮演和操练。
3.准备购物任务，让学生在实际操作中应用所学知识。
七. 教学过程1.导入（5分钟）通过展示购物场景的图片或视频，引导学生谈论购物话题，激发学生的兴趣。
教师提问：“你们最喜欢的购物场所是什么？为什么？”让学生自由发表意见。
2.呈现（10分钟）教师展示购物对话的剧本，让学生跟读并模仿。
初中英语七年级上册(牛津译林版)Unit7Reading教学设计
一、教学目标
（一）知识与技能
1.学生能够掌握并熟练运用本节课的重点词汇和短语，如“family”, “mother”, “father”, “brother”, “sister”, “grandmother”, “grandfather”等，以及描述人物特征的形容词，如“tall”, “short”, “fat”, “thin”, “funny”等。
在此基础上，大部分学生对英语学习抱有热情，但学习兴趣和动机仍有待提高。部分学生可能在口语表达和合作交流方面存在胆怯、紧张等心理障碍。因此，在教学过程中，教师应关注学生的个体差异，充分调动他们的学习积极性，鼓励他们大胆开口说英语，增强自信心。
此外，考虑到本年龄段学生的认知特点，教师应运用生动、形象的教学手段，结合实际生活情境，激发学生的学习兴趣，帮助他们更好地理解和掌握所学知识。同时，注重培养学生的团队合作精神，提高他们在实际语境中运用英语的能力。通过本节课的学习，帮助学生丰富英语词汇，提高阅读水平，增强口语表达能力，为今后的英语学习打下坚实基础。
3.重点：激发学生的学习兴趣，培养他们自主学习和合作交流的能力。
难点：针对学生的个体差异，设计不同难度的教学活动，使全体学生都能在课堂上获得成就感。
（二）教学设想
1.创设情境，导入新课：通过展示一幅家庭照片，引导学生用英语描述家庭成员及其特征，自然引入本节课的话题。
2.任务型教学：设计各种任务，如填空、选择题、配对等，让学生在完成任务的的过程中，巩固所学词汇和语法。
本教学设计旨在帮助学生在掌握英语知识的基础上，提高阅读能力、口语表达能力和合作能力，同时培养他们正确的情感态度和价值观，为今后的学习生活打下坚实基础。
牛津译林版七年级上册英语教案：Unit 7 Reading2
电子备课格式（最新）课题Unit 7 ShoppingReading 2主备王雨强主核孙亚莉使用者张军红课型New 使用日期2014.12 【学习目标】1.Learn to describe their own shopping, using their learnedknowledge.2. Master the language points.第一次集体备课（通案）第二次备课（个案）【导入新课】T:Look at the pictures. They are all about shopping. Can you introduce the activities?【板书课题】Unit 7 shopping Reading 2【学习目标】1.Learn to describe their own shopping,using their learned knowledge.2. Master the language points.【自学指导】Task 1.Revision and lead-inMake up a dialogue--- Can I help you?--- I’d like to buy a comic bookfor my cousin.--- Here’re some comic books.Take a look. They’re great.--- How much do they cost?--- 5 yuan each.--- OK. I’ll buy two.Task 2. PresentationTalk about some pictures and present the language points Shopping expressions1.What does the shopkeeper say when the buyer comes in?What can I do for you?Can I help you?To be able to use English to talk about shoppingTo grasp the usage of some important expressions.Review the contents last period.Talk about your shopping in frontTranslate the following words and expressions .May I help you?What are you looking for?2. If you want to buy something, you can say:I want… .I would like …I am looking for...Can I have…3.How to ask about the priceHow much is/are …?How much do/does … cost?What’s the price of…?4.The shopkeeper wants to ask the kind or thenumber of the things the buyer wantsWhat kind would you like?How many / much do you want?Task 3.Important phrases:1. 一些足球卡片some football cards2. 稍等just a minute3. 看一看…… take a look at…4. 给……买…… buy … for…5. 许多种类的发夹many kinds of hair clips6. 有足够的钱做某事have enough money to do7. 这是找你的零钱Here’s your change8. 和她粉红的外套相配match her pink coat Get some Ss to retellcomplete Part B1.Master the language points and make sentences with them.To provide students with scene, instructing them to imitate the text to introduce my shopping.Task 4. Summary1.Learn some useful expressions aboutshopping2.Learn how to describe our needs whengoing shopping3.Learn how to make dialogues about shoppingTask 5.Have a discussionWhat have you learned in this class? Do you have any questions to ask?【堂清知识】根据句子意思和中文提示写出单词。
牛津译林版七年级英语上册教案设计：Unit7第二课时 Reading (1)
第二课时Reading (1)◇目标导航◇2.学会简单的购物对话。
教学难学会简单的购物对话。
点◇教学过程◇一、方法指导预习Page 82的文章及课后的新单词,并自主背默。
二、预习检测Ⅰ.汉译英1.寻找圣诞礼物look for Christmas presents2.看一看have a look/take a look3.稍等一下just a minute4.去年的卡片last year’s card5.每个两元two yuan each6.各种发卡all kinds of hair clips7.和她的粉色外套相配match her pink coat Ⅱ.根据句意及汉语提示完成句子1.The wallet costs(花费) her 50 yuan.2.Your hair clip matches(与……相配) your coat very well.3.We can’t order that because it’s not very cheap(便宜的).4.Do you know the shopkeeper’s(店主的) telephone number.5.Here is your change(零头).Step1情景导入Teacher:Have you ever bought something in a shop?What will you say to the shopkeeper if you wanna buy a pen?Can anyone give me some examples?Step2阅读前1.预习本课新单词,了解释义。
2.听Part A部分的录音,回答下列问题。
(1)What does Amy buy for Simon?Some new football cards.(2)What gift does Amy buy for Sandy?Some hair clips.Step3阅读中1.再听一遍Part A部分的录音,完成下面的表格。
牛津译林版英语七年级上册Unit7Studyskills教学设计
3.强化学生的合作意识，提高小组活动效果。
4.激发学生的英语学习兴趣，培养极的学习态度，树立自信心。
在教学过程中，教师应关注学生的个体差异，充分调动学生的积极性，引导他们主动参与课堂活动，从而提高英语素养。
三、教学重难点和教学设想
（一）教学重难点
3.教师巡回指导，解答学生在讨论过程中遇到的问题，引导学生深入思考。
（四）课堂练习
1.设计多样化的练习题，包括填空、选择、改错等，让学生巩固所学知识。
2.学生进行英语研究报告的写作练习，教师给予个别指导，及时反馈。
3.组织学生进行听力、口语练习，提高他们的听说能力，培养跨文化意识。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结学习策略和方法。
5.课后延伸，巩固提高：布置具有实践性的课后作业，让学生将所学知识运用到实际生活中，巩固所学，提高英语能力。
6.情感教育，全面发展：关注学生的情感态度，培养他们热爱英语学习，养成良好的学习习惯，促进全面发展。
在教学过程中，教师应关注以下方面：
1.创设轻松、愉悦的课堂氛围，让学生在愉悦的情感中学习英语。
2.自主学习能力不强：学生在学习过程中过于依赖教师，缺乏独立思考和解决问题的能力。
3.合作意识有待提高：学生在小组活动中，有时不能充分展示自己的观点，合作效果不佳。
4.情感态度方面：部分学生对英语学习缺乏兴趣，学习积极性不高。
针对以上学情，本章节教学应着重关注以下几点：
1.引导学生掌握并运用有效的学习策略，提高学习效率。
4.观看一部英语学习相关的视频，如TED演讲、学习方法介绍等，并完成观后感，要求不少于100词，内容需涉及视频主题、学习感悟以及对自己学习方法的启示。
最新精编 牛津译林版 七年级英语上册 Unit 7《Shopping》(Reading 2)教案 (新版)牛津版
4.According to the context.
Write a“T”if the sentence is true . write an”F”if it is false. Then check the answers together.
Step 5
Exercises
Translate these sentences.
1,)请看黑板。
2）你能看见树上那只鸟吗？
3）那个妇女在找她的儿子。
4）我喜欢听音Байду номын сангаас。
5）我什么也听不见。
Step 6.Homework
Do the exercises in SB.
Make a dialog of shopping
教学重点
To master new words and phrases in the reading passage
教学难点
To increase awareness of different registers
教学方法
Reading,writing and practicing
教学过程
Step1,Revision
3.Divide the class into pairs. This is especially useful for less able students.
4.Walk around the class and provide help in terms of vocabulary but not the actual problem itself.
5. I hear nothing.
牛津译林版七年级英语上册Unit 7Reading 2课件
Post Reading
The presents _c_o_s_t__ Amy 19 yuan. The presents I want to buy for Simon and Sandy are 23 yuan. I have _e_n_o_u_g_h_ money for them.
Post Reading
match = go well with 与… …相配
Pre-reading 2011
last year’s cards pretty
Pre-reading
not cheap
I don’t have enough money.
Pre-reading
Just a minute.
shopkeeper
Homework
1.Recite two dialogues. 2. Make a dialogue about shopping
感谢聆听
hair clip change match pretty enough different from
While Reading Simon
Sandy
What can I buy for them?
Amy
While Reading
Questions: Does Amy buy football cards for Simon? What present does Amy want to buy for Sandy?
How much is it /are they? How much does it cost? How much do they cost?
Pre-reading
Change 零头，找头
Pre-reading
U2 Reading (II) 教案2021-2022学年牛津译林版七上
Unit 2 Let’s play sports!Reading (II)I. Teaching aims and learning objectivesBy the end of the lesson, students are expected to be able to:1.复述文章；2. 正确使用新词、词组和句型；3. 说说他们最喜欢的球员。
II. Teaching contents1..生词新词: player, member, club, free, hope, dream, true, free time, come true2. 新结构: He is a new member of Huanghe Football Club.He looks strong and plays football very well.I hope his dream comes true.III. Focus of the lesson and predicted area of difficulty了解生词和短语的用法。
报告他们小组最喜欢的球员。
IV. Teaching proceduresStep 1 Lead-in1. Read the text and finish the tableT：男孩女孩，上节课我们学习了一篇关于西蒙的英雄——李华的文章。
你还记得文章说了什么吗？T：好。
请打开你的书，翻到第20 页。
让我们一起大声朗读这篇文章。
在阅读时，请注意细节，因为我们需要稍后完成此表格。
你准备好了吗？太棒了！你读得很好。
现在，我们要不要尝试完成表格？这里有一些关于李华的信息。
如果需要，您可以先与您的合作伙伴讨论。
2.根据表格复述课文T：对。
你做得好！现在你可以试着根据表格来讲述文章吗？我会给你一分钟的时间来准备它。
【设计意图】通过提问昨天上课的内容，使学生迅速进入状态。
通过集体朗读课文，并且完成一张表格，激活对课文细节的记忆。