Unit1《Asurprisebirthdayparty》文字素材1(牛津上海七年级下)
牛津上海版英语七下Module1Unit1Asurprisebirthdaypartyword学案
Module 1 Food and drinksUnit 1 A surprise birthday party主备：张旻1st period 课型：新授教学目标Learn to make a phone call in English.教学重点1. Say “This is …” instead of “I’m…” when making a phone call.2. Expressions and phrases:1) plan a surprise birthday party for sb.2) on Saturday afternoon3) at the party4) dressed up as5) look forward to教学难点在词组look forward to中，to是一个介词，因尔后面跟名词或动名词。
.：I’m looking forward to the party! He’s looking forward to seeing the film.课前预习Preview the new words听力训练Recognize differences in the use of intonation in questions and statements, and respond appropriately.课后巩固I.Choice:1. A man ________ as Aladdin will give us a performance.A. dress upB. dressing upC. dressed upD. dress2. We’re looking forward to ______ our old friends soon.A. seeB. seeingC. sawD. seen3. Hello. ______ Mary Smith. Can I speak to Mark, please?A. I amB. I mayC. That isD. This is4. What are we going to do ______ the party?A. onB. atC. inD. forII. Rewrite the sentences as required:1. I’m fine. （划线提问）________ ________ you?2. She may need to buy some balloons. （划线提问）________ ________ she need to buy?3. Let’s decorate the room for the New Year’s party. （一样疑问句）________ ________ decorate the room for the New Year’s party?4. Those girls are very lovely. （改成感叹句）________ lovely girls ________ are!5. They will have a good time tomorrow. （维持句意）They will ________ ________ tomorrow.2nd period教学目标Usin g modals to ask for suggestions.Using formulaic expressions to show agreement and preferences.教学重点1. Wh at shall we have at the party? 情态动词shall可用与征求他人意见。
读后续写：Asurprisebirthdayparty课件高考英语复习备考
Read for basic information
Basic elements of a story
Who (characters) my parents, friends and I
When (time) Where (place)
on my birthday this year; last Monday, eight o’clock in the evening
r_e_c_e_iv_e_/_o_p_e_n_/_c_o_u_n_t_/ _ta_k_e_s_t_o_c_k_o_fthe presents
_ad_m__ir_e_/_a_p_p_r_e_ci_a_te_/_s_t_a_re_…___ the decorations (colorful balloons, tables and chairs, sheets)
friends presents birthday fun received cheering at
parents surprise
special cake
The underlined words
Character Time
friends, parents birthday
Item
presents, cake
Writing tip 2: Words and expressions of inner feelings in diverse forms
can show the scene vividly.
9
Writing practice
c_u_t_/ _e_at_/_s_h_a_re__ the birthday cake What else is usually done in a birthday party?
Unit;1;A;surprise;birthday;party1
Unit;1;A;surprise;birthday;party unit 1 a surprise birthday party1language focus:using ‘going to’ to describe events that will occur quite soon.e.g. we’re going to have a lot of delicious fond.using formulaic expressions to exchange greetings e.g. how are you? i’m fine, thanks.using formulaic expressions to express exclamations e.g. what a wonderful party!using modals to make a polite request.e.g. may i speak to ____, please?language skills: listeningrecognize differences in the use of intonation in questions and statements, and respond appropriately identify main ideas of a new topiclisten for specific informationunderstand the speaker’s intention, attitude and feelings through his/her choice and use of language, gesture and facial expressionspeakingopen an interaction by greeting someone in an appropriate mannermaintain an interaction by asking and responding to others’ opinionsclose an interaction by using appropriate formulaic expressionsreadingread written language in meaningful chunksscan a text to locate specific informationrecognize recurrent patterns, in language structure, such as word structure, word order, sentence structure, organization of text-typesmaterials:student’s book 7b page 2cassette 7b and a cassette playerworkbook 7b page 1preparation:cue the cassettepre-task preparationlanguage learning activity(this section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. explain to students what a surprise party means and compare it with an ordinary party, telling them that there are unexpected events or arrangements as surprises. ask students whether they have ever experienced a surprise party. invite some students to talk about the events or activities in the party that were a surprise. list the events or activities on the board.2. review and introduce new vocabulary item, e.g. cartoons, videos, karaoke.3. play the recording: read. students listen and follow in their books.4. play the recoding again. students listen and repeat.5. invite some pairs of students to role-play kitty and mark and act out their conversation.6. have students work in pairs. tell them to imagine that they are going to hold a surprise party for a special friend and are planning to invite some other friends to the party. they have to decide the date, the day of the week, the time, the place and the things they will do at the party.7. students practise in pairs the target language in lookand speak by asking and answering each other’s questions. one student acts as the caller and the other as the recipient. first, role-play the conversation of accepting the invitation to the party, and the party, and then swap the roles and act the scene of declining the invitation.8. invite pairs of students to come the front of the classroom and act out the two scenarios.consolidation workbook page 1grammar practice book 7b page 12language focus:using modals to ask for suggestionse.g. what shall we have at the party?using formulaic expressions to make suggestionse.g. let’s have some coke.using formulaic expressions to show agreemente.g, yes, that’s a good idea.using formulaic expressions to show preferences.e.g. i’d rather have some/more ______ .language skills: listeningrecognize differences in the use of intonation in questions and statements, and respond appropriatelylisten for specific informationspeakingopen an interaction by eliciting a responsemaintain an interaction by asking and responding to others’ opinionsmaintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, and using formulaic expressions. readingrecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-typesunderstand intention, attitudes and feelings stated in a text by recognizing features such as the choice and use of languagewritingdevelop written texts by expressing ideas and feelings develop written texts by using appropriate format, conventions and language features when writingnon-narrative textsmaterials:student’s book 7b page 3cassette 7b and a cassette playerworkbook 7b page 2photocopiable page 1preparation:cue the cassette. make a copy of photocopiable page 1 for each student.pre-task preparation1. introduce or review food vocabulary with students in look and read, e.g. spring rolls, fish fingers, fruit salad. show students photos of food and drinks. ask students to suggest some food and drinks that they would like to have a party, like this: let’s have some (name of food). list the food items on the board and do a simple survey in class to find out which food items are popular among the students.2. play the recording: look and read. students listen and follow in their books.3. invite several of the more able students to role-play the characters in look and read.post-task activity workbook page 2consolidationgrammar practice book 7b page 23language focus:asking ‘wh-’ questions to find out specific information about a thinge.g. what does kitty need to buy?using quantifiers to indicate countable and uncountable nounse.g. we need some eggs/some sugar/some butter, etc. using ‘need to’ to describle a person’s needse.g. she needs to buy some …language skills:listeningrecognize differences in the use of intonation in questions and statements, and respond appropriately listen for specific informationspeakingopen an interaction by eliciting a response by asking questions or providing information on a topicapply syntactic rules such as subject-verb agreements correctlymaintain an interaction by asking and responding to other’s opinionsreadingunderstand the connection between ideas by indentifying linking words or phrasesrecognize recurrent patterns in language structure, e.g.. word structure, word order, sentence structure and organization of text-types.recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuationwritingplan and organize information and ideas by deciding on the sequence of contentdevelop written texts by using appropriate format, conventions and language featuresmaterials: student’s b ook 7b page 4cassette 7b and a cassette playerworkbook 7b page 3photocopiable page 2preparation:cue the cassette. make a copy of photocopiable page 2 for each student.pre-task preparation1. ask students if they have ever made food or drinks for a party. invite some students who have had the experience to talk about the food and drinks they made and the ingredients they used. write the food or drink items on the board, together with the ingredients.2. play the recording: look and read on page 4. students follow in the their books.post-task activity1. workbook page 32. collect students’ work and bind them into a recipe book.3. distribute a copy of photocopiable page 2 to each student. tell them to draw a food item they would like to make for their friend at a party and write about the ingredients they may need.4language focus:using modals to express preferencese.g. i’d like to take some photos at ben’s birthday party. using modals indicate possibilitye.g. she may need to buy some …asking ‘wh-’ que stions to find out specific information about somethinge.g. what else may kitty need to buy?language skills: listeningrecognize differences in the use of intonation in questions and statements, and respond appropriately listen for specific informationspeakingmaintain an interaction by asking and responding to other’s opinionsmaintain an interaction by taking one’s turn at theright moment and recognizing others’ desire to speak readingrecognize recurrent patterns in language structure, such as word structure, word order, sentence, organization of text-typesuse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionwritinguse appropriate format, conventions and language features when writing non-narrative texts such as a shopping listmaterials:student’s book 7b page 5cassette 7b and a cassette playerphotocopiable page 3preparation:cue the cassette. make a copy of photocopiable page 3 for each student.pre-task preparationlanguage learning activity(this section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. review with students the things kitty needs to buy or prepare for ben’s birthday party on pages 3 and 4 of the student’s book. show students some photos in which people are having birthday parties. ask students what decorations can usually be found at birthday parties. list all possibilities on the board. prompt students by asking questions, like this: what do we blow out on a birthday cake? to elicit: candles.2. students work in pairs. distribute a copy of photocopiable page 3 to each student. students read the passage and complete the shopping list individually. each pair of students checks each other’s answers by asking: what else may kitty need to buy? to elict: she may need to buy some …3. the pair then discusses and makes suggestions as to where kitty can buy the things.consolidation grammar practice book 7b page 35language focus:using adverbs to indicate time sequence and procedurese.g. first,/secondly,/thirdly,/fourthlyusing imperatives to give instructionseke.g. bake, add, mix, put, beat, wait, siftlanguage skills: listeninguse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionunderstand the connection between ideas by recognizing linking words or phrasespredict the likely development of a topic by recognizing key words, and making use of context and knowledge of the worldreadinguse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionunderstand the connection between ideas by identifying linking words or phrasespredict the likely development of a topic by recognizing key words, and by making use of context and knowledge of the worldwritingplan and organize information and ideas by deciding on the sequence of contentmaterials:student’s book 7b page 6cassette 7b and a cassette playercook books with photos and recipesphotos or realia of cooking utensils.preparation:cue the cassette.pre-task preparationlanguage learning activity(this section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. bring in some recipes in cookery books and circulate them among students. ask students who have cooking experience to talk about the food they can make and provide a recipe. write the name of the food on the board. draw a spidergram to help the students organize the different steps in making the food item. once all the steps have been listed, write the adverbs of sequence, e.g. first, second, thirday … on the board and ask the class to arrange the steps in logical sequence using the adverbs.2. review with students the ingredients needed formaking the chocolate cake on page 4 of the student’s book. explain the meanings of some vocabulary items, e.g. baking tin, sift with the help of real objects if possible. ask students to look at the picture in look and read and match them with the sentences.3. students work in pairs to discuss the answers with each other. offer assistance and guidance to less able pairs if they have doubts.4. play the recording: look and read. students listen and follow in their books to check their answers.5. invite pairs of students to come to the front to demonstrate the procedure for making a chocolate cake, with one student reading out the recipe step by step and the other demonstrating theprocedure.consolidationgrammar practice book 7b page 46language focus:using the past tense to talk about events and activities to the paste.g. last saturday afternoon, we had a surprise birthday nguage skills:listeningidentify main ideas of a new topiclisten for specific informationreadingread written language in meaningful chunks recognize format and language features in narrative and non-narrative textsskim a text to obtain a general impression and the main ideaswritingplan and organize information and ideas by identifying purpose and audience for a writing taskdevelop written texts by writing paragraphs which present ideas logicallyrevise and edit short written texts by making changes to incorrent spelling, punctation and grammar, and adding details if necessary in response to suggestions from the teachermaterials:student’s book 7b page 7cassette 7b and a cassette playerenglish newspapers and magazine with photos photocopiable page 4preparation:cue the cassette. make a copy of photocopiable page 4for each student.pre-task preparation1. review with students the format of a letter. give students some time to read the letter in look and read on page 7. explain the meaning of the word caption to students. show students an english newspaper or magazine in which the photos go with captions. tell students that some people write a short description on the backs of photos to help them remember. have students look at the pictures in look and read. tell them to match the sentences in point and match with the pictures.2. ask students to choose some photos from their photo albums and write captions on the back. encourage them to bring in the photos to show to their classmates and say what is happening in the photos.post-task activityworkbook page 4。
牛津上海版英语七年级下册module 1《unit 1 a surprise birthday party》教学设计一(精品).doc
Module 1 Food and drinksUnit 1 A surprise birthday party1Language focusUsing ‘going to’ to describe events that will occur quite soon.e.g. We’re going to have a lot of delicious fond.Using formulaic expressions to exchange greetingse.g. How are you? I’m fine, thanks.Using formulaic expressions to express exclamationse.g. What a wonderful party!Using modals to make a polite request.e.g. May I speak to ____, please?Language skillsListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyIdentify main ideas of a new topicListen for specific informationUnderstand the speaker’s intention, attitude and feelings through his/her choice and use of language, gesture and facial expressionSpeakingOpen an interaction by greeting someone in an appropriate mannerMaintain an interaction by asking and responding to others’ opinionsClose an interaction by using appropriate formulaic expressionsReadingRead written language in meaningful chunksScan a text to locate specific informationRecognize recurrent patterns, in language structure, such as word structure, word order, sentence structure, organization of text-typesMaterialsStudent’s Book 7B page 2Cassette 7B and a cassette playerWorkbook 7B page 1PreparationCue the cassettePre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or bee familiar with the background for the task that follows.1. Explain to students what a surprise party means and pare it with an ordinary party, telling them that there are unexpected events or arrangements as surprises. Ask students whether they have ever experienced a surprise party. Invite some students to talk about the events or activities in the party that werea surprise. List the events or activities on the board.2. Review and introduce new vocabulary item, e.g. cartoons, videos, karaoke.3. Play the recording Read. Students listen and follow in their books.4. Play the recoding again. Students listen and repeat.5. Invite some pairs of students to role-play Kitty and Mark and act out their conversation.6. Have students work in pairs. Tell them to imagine that they are going to holda surprise party for a special friend and are planning to invite some otherfriends to the party. They have to decide the date, the day of the week, the time, the place and the things they will do at the party.7. Students practise in pairs the target language in Look and speak by asking and answering each other’s questions. One student acts as the caller and the other as the recipient. First, role-play the conversation of accepting the invitation to the party, and the party, and then swap the roles and act the scene of declining the invitation.8. Invite pairs of students to e the front of the classroom and act out the two scenarios.ConsolidationWorkbook page 1Grammar Practice Book 7B page 12Language focusUsing modals to ask for suggestionse.g. What shall we have at the party?Using formulaic expressions to make suggestionse.g. Let’s have some coke.Using formulaic expressions to show agreemente.g, Yes, that’s a good idea.Using formulaic expressions to show preferences.e.g. I’d rather have some/more ______ .Language skillsListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyListen for specific informationSpeakingOpen an interaction by eliciting a responseMaintain an interaction by asking and responding t o others’ opinions Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, and usi ng formulaic expression s.ReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-typesUnderstand intention, attitudes and feelings stated in a text by recognizing features such as the choice and use of languageWritingDevelop written texts by expressing ideas and feelings develop written texts by using appropriate format, conventions and language features when writing non-narrative textsMaterialsStudent’s Book 7B page 3Cassette 7B and a cassette playerWorkbook 7B page 2Photocopiable page 1PreparationCue the cassette. Make a copy of Photocopiable page 1 for each student.Pre-task preparation1. Introduce or review food vocabulary with students in Look and read, e.g. spring rolls, fish fingers, fruit salad. Show students photos of food and drinks.Ask students to suggest some food and drinks that they would like to have a party, like this Let’s have some (name of food). List the food items on the board and do a simple survey in class to find out which food items are popular among the students.2. Play the recording Look and read. Students listen and follow in their books.3. Invite several of the more able students to role-play the characters in Look and read.Post-task activityWorkbook page 2ConsolidationGrammar Practice Book 7B page 23Language focusAsking ‘Wh-’ questions to find out specific information about a thinge.g. What does Kitty need to buy?Using quantifiers to indicate countable and uncountable nounse.g. We need some eggs/some sugar/some butter, etc.Using ‘need to’ to describle a person’s needse.g. She needs to buy some …Language skillsListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyListen for specific informationSpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topicApply syntactic rules such as subject-verb agreements correctlyMaintain an interaction by asking and responding to other’s opinionsReadingUnderstand the connection between ideas by indentifying linking words or phrasesRecognize recurrent patterns in language structure, e.g.. word structure, word order, sentence structure and organization of text-types.Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuationWritingm]Plan and organize information and ideas by deciding on the sequence of contentDevelop written texts by using appropriate format, conventions and language featuresMaterialsStudent’s Book 7B page 4Cassette 7B and a cassette playerWorkbook 7B page 3Photocopiable page 2PreparationCue the cassette. Make a copy of Photocopiable page 2 for each student.Pre-task preparation1. Ask students if they have ever made food or drinks for a party. Invite some students who have had the experience to talk about the food and drinks theymade and the ingredients they used. Write the food or drink items on the board, together with the ingredients.2. Play the recording Look and read on page 4. students follow in the their books.Post-task activity1. Workbook page 32. Collect students’ work and bind them into a recipe book.3. Distribute a copy of Photocopiable page 2 to each student. Tell them to drawa food item they would like to make for their friend at a party and write about the ingredients they may need.4Language focusUsing modals to express preferencese.g. I’d like to take some photos at Ben’s birthday party.Using modals indicate possibilitye.g. She may need to buy some …Asking ‘Wh-’ questions to find out specific information about somet hinge.g. What else may Kitty need to buy?Language skillsListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyListen for specific informationSpeakingMaintain an interaction by asking and re sponding to other’s opinionsMaintain an interaction by taking one’s turn at the right moment andrecognizing others’ desire to speakReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence, organization of text-typesUse visual clues, context and knowledge of the worl d to work out the meaning of an unknown word and a plete expressionWritingUse appropriate format, conventions and language features when writing non-narrative texts such as a shopping listMaterialsStudent’s Book 7B page 5[Cassette 7B and a cassette playerPhotocopiable page 3PreparationCue the cassette. Make a copy of Photocopiable page 3 for each student.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or bee familiar with the background for the task that follows.1. Review with students the things Kitty needs to buy or prepare for Ben’s birthday party on pages 3 and 4 of the Studen t’s Book. Show students some photos in which people are having birthday parties. Ask students what decorations can usually be found at birthday parties. List all possibilities on the board. Prompt students by asking questions, like this What do we blow out on a birthday cake? To elicit Candles.2. Students work in pairs. Distribute a copy of Photocopiable page 3 to each student. Students read the passage and plete the shopping list individually. Each pair of students checks each other’s answers by asking Wh at else may Kitty need to buy? To elict She may need to buy some …3. The pair then discusses and makes suggestions as to where Kitty can buy the things.ConsolidationGrammar Practice Book 7B page 35Language focusUsing adverbs to indicate time sequence and procedurese.g. First,/Secondly,/Thirdly,/FourthlyUsing imperatives to give instructionseke.g. Bake, Add, Mix, Put, Beat, Wait, SiftLanguage skillsListeningUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a plete expressionUnderstand the connection between ideas by recognizing linking words or phrasesPredict the likely development of a topic by recognizing key words, and making use of context and knowledge of the worldReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a plete expressionUnderstand the connection between ideas by identifying linking words orphrasesPredict the likely development of a topic by recognizing key words, and by making use of context and knowledge of the worldWritingPlan and organize information and ideas by deciding on the seq uence of contentMaterialsStudent’s Book 7B page 6Cassette 7B and a cassette playerCook books with photos and recipesPhotos or realia of cooking utensils.PreparationCue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or bee familiar with the background for the task that follows.1. Bring in some recipes in cookery books and circulate them among students. Ask students who have cooking experience to talk about the food they can make and provide a recipe. Write the name of the food on the board. Draw a spidergram to help the students organize the different steps in making the food item. Once all the steps have been listed, write the adverbs of sequence, e.g. First, Second, Thirday … on the board and ask the class to arrange the steps in logical sequence using the adverbs.2. Review with students the ingredients needed for making the chocolate cake on page 4 of the Student’s Book. Explain the meanings of some vocabularyitems, e.g. baking tin, sift with the help of real objects if possible. Ask students to look at the picture in Look and read and match them with the sentences.3. Students work in pairs to discuss the answers with each other. Offer assistance and guidance to less able pairs if they have doubts.4. Play the recording Look and read. Students listen and follow in their books to check their answers.5. Invite pairs of students to e to the front to demonstrate the procedure for making a chocolate cake, with one student reading out the recipe step by step and the other demonstrating the procedure.ConsolidationGrammar Practice Book 7B page 46Language focusUsing the past tense to talk about events and activities to the paste.g. Last Saturday afternoon, we had a surprise birthday party.Language skillsListeningIdentify main ideas of a new topicListen for specific informationReadingRead written language in meaningful chunksRecognize format and language features in narrative and non-narrative texts Skim a text to obtain a general impression and the main ideasWritingPlan and organize information and ideas by identifying purpose and audiencefor a writing taskDevelop written texts by writi ng paragraphs which present ideas logically Revise and edit short written texts by making changes to incorren t spelling, punctation and grammar, and adding details if necessary in response to suggestions from the teacherMaterialsStudent’s Book 7B page 7Cassette 7B and a cassette playerEnglish newspapers and magazine with photosPhotocopiable page 4PreparationCue the cassette. Make a copy of Photocopiable page 4 for each student. [Pre-task preparation1. Review with students the format of a letter. Give students some time to read the letter in Look and read on page 7. explain the meaning of the word caption to students. Show students an English newspaper or magazine in which the photos go with captions. Tell students that some people write a short description on the backs of photos to help them remember. Have students look at the pictures in Look and read. Tell them to match the sentences in Point and match with the pictures.2. Ask students to choose so me photos from their photo albums and write captions on the back. Encourage them to bring in the photos to show to their classmates and say what is happening in the photos.Post-task activityWorkbook page 4。
七年级英语下册 Module 1 Unit 1 A surprise birthday party教案 上海牛津版
Module 1 Food and drinksUnit 1 A surprise birthday party1Language focus:Using ‘going to’ to describe events that will occur quite soon.e.g. We’re going to have a lot of delicious fond.Using formulaic expressions to exchange greetingse.g. How are you? I’m fine, thanks.Using formulaic expressions to express exclamationse.g. What a wonderful party!Using modals to make a polite request.e.g. May I speak to ____, please?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyIdentify main ideas of a new topicListen for specific informationUnderstand the speaker’s intention, attitude and feelings through his/her choice and use of language, gesture and facial expressionSpeakingOpen an interaction by greeting someone in an appropriate mannerMaintain an interaction by asking and responding to others’ opinionsClose an interaction by using appropriate formulaic expressionsReadingRead written language in meaningful chunksScan a text to locate specific informationRecognize recurrent patterns, in language structure, such as word structure, wordorder, sentence structure, organization of text-typesMaterials:Student’s Book 7B page 2Cassette 7B and a cassette playerWorkbook 7B page 1Preparation:Cue the cassettePre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Explain to students what a surprise party means and compare it with an ordinary party, telling them that there are unexpected events or arrangements as surprises. Ask students whether they have ever experienced a surprise party. Invite some students to talk about the events or activities in the party that were a surprise. List the events or activities on the board.2. Review and introduce new vocabulary item, e.g. cartoons, videos, karaoke.3. Play the recording: Read. Students listen and follow in their books.4. Play the recoding again. Students listen and repeat.5. Invite some pairs of students to role-play Kitty and Mark and act out their conversation.6. Have students work in pairs. Tell them to imagine that they are going to holda surprise party for a special friend and are planning to invite some other friends to the party. They have to decide the date, the day of the week, the time, the place and the things they will do at the party.7. Students practise in pairs the target language in Look and speak by asking andanswering each other’s questions. One student acts as the caller and the other as the recipient. First, role-play the conversation of accepting the invitation to the party, and the party, and then swap the roles and act the scene of declining the invitation.8. Invite pairs of students to come the front of the classroom and act out the two scenarios.ConsolidationWorkbook page 1Grammar Practice Book 7B page 12Language focus:Using modals to ask for suggestionse.g. What shall we have at the party?Using formulaic expressions to make suggestionse.g. Let’s have some coke.Using formulaic expressions to show agreemente.g, Yes, that’s a good idea.Using formulaic expressions to show preferences.e.g. I’d rather have some/more ______ .Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyListen for specific informationSpeakingOpen an interaction by eliciting a responseMaintain an interaction by asking an d responding to others’ opinionsMaintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, and using formulaic expressions.ReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-typesUnderstand intention, attitudes and feelings stated in a text by recognizing features such as the choice and use of languageWritingDevelop written texts by expressing ideas and feelings develop written texts by using appropriate format, conventions and language features when writing non-narrative textsMaterials:Student’s Book 7B page 3Cassette 7B and a cassette playerWorkbook 7B page 2Photocopiable page 1Preparation:Cue the cassette. Make a copy of Photocopiable page 1 for each student.Pre-task preparation1. Introduce or review food vocabulary with students in Look and read, e.g. spring rolls, fish fingers, fruit salad. Show students photos of food and drinks. Ask students to suggest some food and drinks that they would like to have a party, like this: Let’s have some (name of food). List the food items on the board and do a simple survey in class to find out which food items are popular among the students.2. Play the recording: Look and read. Students listen and follow in their books.3. Invite several of the more able students to role-play the characters in Look and read.Post-task activityWorkbook page 2ConsolidationGrammar Practice Book 7B page 23Language focus:Asking ‘Wh-’ questions to find out specific information about a thinge.g. What does Kitty need to buy?Using quantifiers to indicate countable and uncountable nounse.g. We need some eggs/some sugar/some butter, etc.Using ‘need to’ to describle a person’s needse.g. She needs to buy some …Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyListen for specific informationSpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topicApply syntactic rules such as subject-verb agreements correctlyMaintain an interaction by asking and responding to other’s opinionsReadingUnderstand the connection between ideas by indentifying linking words or phrases Recognize recurrent patterns in language structure, e.g.. word structure, word order, sentence structure and organization of text-types.Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuationWritingPlan and organize information and ideas by deciding on the sequence of content Develop written texts by using appropriate format, conventions and language featuresMaterials:Student’s Book 7B page 4Cassette 7B and a cassette playerWorkbook 7B page 3Photocopiable page 2Preparation:Cue the cassette. Make a copy of Photocopiable page 2 for each student.Pre-task preparation1. Ask students if they have ever made food or drinks for a party. Invite some students who have had the experience to talk about the food and drinks they made and the ingredients they used. Write the food or drink items on the board, together with the ingredients.2. Play the recording: Look and read on page 4. students follow in the their books.Post-task activity1. Workbook page 32. Collect students’ work and bind them into a recipe book.3. Distribute a copy of Photocopiable page 2 to each student. Tell them to draw a food item they would like to make for their friend at a party and write about the ingredients they may need.4Language focus:Using modals to express preferencese.g. I’d like to take some photos at Ben’s birthday party.Using modals indicate possibilitye.g. She may need to buy some …Asking ‘Wh-’ questions to find out specific inf ormation about somethinge.g. What else may Kitty need to buy?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyListen for specific informationSpeakingMaintain an intera ction by asking and responding to other’s opinionsMaintain an interaction by taking one’s turn at the right moment and recognizing others’ desire to speakReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence, organization of text-typesUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionWritingUse appropriate format, conventions and language features when writing non-narrative texts such as a shopping listMaterials:Student’s Book 7B page 5Cassette 7B and a cassette playerPhotocopiable page 3Preparation:Cue the cassette. Make a copy of Photocopiable page 3 for each student.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Review with students the things Kitty needs to buy or prepare for Ben’s birthday party on pages 3 and 4 of the Student’s Book. Show students some photos in which people are having birthday parties. Ask students what decorations can usually be found at birthday parties. List all possibilities on the board. Prompt students by asking questions, like this: What do we blow out on a birthday cake? To elicit: Candles.2. Students work in pairs. Distribute a copy of Photocopiable page 3 to each student. Students read the passage and complete the shopping list individually. Each pair of students checks each other’s answers by asking: What else may Kitty need to buy? To elict: She may need to buy some …3. The pair then discusses and makes suggestions as to where Kitty can buy the things.ConsolidationGrammar Practice Book 7B page 35Language focus:Using adverbs to indicate time sequence and procedurese.g. First,/Secondly,/Thirdly,/FourthlyUsing imperatives to give instructionseke.g. Bake, Add, Mix, Put, Beat, Wait, SiftLanguage skills:ListeningUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionUnderstand the connection between ideas by recognizing linking words or phrases Predict the likely development of a topic by recognizing key words, and making use of context and knowledge of the worldReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionUnderstand the connection between ideas by identifying linking words or phrases Predict the likely development of a topic by recognizing key words, and by making use of context and knowledge of the worldWritingPlan and organize information and ideas by deciding on the sequence of content Materials:Student’s Book 7B page 6Cassette 7B and a cassette playerCook books with photos and recipesPhotos or realia of cooking utensils.Preparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Bring in some recipes in cookery books and circulate them among students. Ask students who have cooking experience to talk about the food they can make and provide a recipe. Write the name of the food on the board. Draw a spidergram to help the students organize the different steps in making the food item. Once all the steps have been listed, write the adverbs of sequence, e.g. First, Second, Thirday … on the board and ask the class to arrange the steps in logical sequence using the adverbs.2. Review with students the ingredients needed for making the chocolate cake on page 4 of the Student’s Book. Explain the meanings of some vocabulary items, e.g. baking tin, sift with the help of real objects if possible. Ask students to look at the picture in Look and read and match them with the sentences.3. Students work in pairs to discuss the answers with each other. Offer assistance and guidance to less able pairs if they have doubts.4. Play the recording: Look and read. Students listen and follow in their books to check their answers.5. Invite pairs of students to come to the front to demonstrate the procedure for making a chocolate cake, with one student reading out the recipe step by step and the other demonstrating the procedure.ConsolidationGrammar Practice Book 7B page 46Language focus:Using the past tense to talk about events and activities to the paste.g. Last Saturday afternoon, we had a surprise birthday party.Language skills:ListeningIdentify main ideas of a new topicListen for specific informationReadingRead written language in meaningful chunksRecognize format and language features in narrative and non-narrative texts Skim a text to obtain a general impression and the main ideasWritingPlan and organize information and ideas by identifying purpose and audience for a writing taskDevelop written texts by writing paragraphs which present ideas logically Revise and edit short written texts by making changes to incorrent spelling, punctation and grammar, and adding details if necessary in response to suggestions from the teacherMaterials:Student’s Book 7B page 7Cassette 7B and a cassette playerEnglish newspapers and magazine with photosPhotocopiable page 4Preparation:Cue the cassette. Make a copy of Photocopiable page 4 for each student.Pre-task preparation1. Review with students the format of a letter. Give students some time to read the letter in Look and read on page 7. explain the meaning of the word caption to students. Show students an English newspaper or magazine in which the photos go with captions. Tell students that some people write a short description on the backs of photos to help them remember. Have students look at the pictures in Look and read. Tell them to match the sentences in Point and match with the pictures.2. Ask students to choose some photos from their photo albums and write captions on the back. Encourage them to bring in the photos to show to their classmates and say what is happening in the photos.Post-task activityWorkbook page 4。
生日惊喜派对英文作文
生日惊喜派对英文作文下载温馨提示:该文档是我店铺精心编制而成，希望大家下载以后，能够帮助大家解决实际的问题。
文档下载后可定制随意修改，请根据实际需要进行相应的调整和使用，谢谢!并且，本店铺为大家提供各种各样类型的实用资料，如教育随笔、日记赏析、句子摘抄、古诗大全、经典美文、话题作文、工作总结、词语解析、文案摘录、其他资料等等，如想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by theeditor. I hope that after you download them,they can help yousolve practical problems. The document can be customized andmodified after downloading,please adjust and use it according toactual needs, thank you!In addition, our shop provides you with various types ofpractical materials,such as educational essays, diaryappreciation,sentence excerpts,ancient poems,classic articles,topic composition,work summary,word parsing,copyexcerpts,other materials and so on,want to know different data formats andwriting methods,please pay attention!I had the most amazing birthday surprise party ever! My friends decorated the whole room with balloons and streamers. There was a big cake with my name on it.All my friends were there, yelling "Surprise!" when I walked in. They had prepared all my favorite foods and drinks. It was so much fun.I got so many great gifts. I was really touched bytheir thoughtfulness. We danced and sang and had a blast. It was a night to remember.。
七年级英语下册 Module1 Unit1 A surprise birthday party重难点讲解 上海牛津版
Module 1 Food and drinks一. 本周教学内容：1. 相关语法2. Unit 1 A surprise birthday party（一）重点词汇add 加入beat 打蛋candle 蜡烛 caption 说明cartoon 卡通；漫画 cool 使……变凉 each 每一；每个 free 有空的gramme 克icing 糖霜karaoke 卡拉OK person 人pity不幸的；可惜的 powder粉末 sift 筛；筛分 spoonful一匙的量surprise 惊喜 looking forward to 期待着of course 当然了 spring roll 春卷（二）语法聚焦1. 用be going to 描写不久将发生的事情。
例：We’re going to have a lot of delicious food. 我们将吃许多美味食品。
2. 用情态动词提出礼貌的请求。
例：May I speak to ____, please? 我可以和……讲话吗？3. 用need to 表示需要。
例：She needs to buy some…她需要买一些……4. 用固定表达表示喜好。
例：I’d rather have more snacks. 我宁愿再吃一些小吃。
5. 用副词表示时间顺序和过程。
例：First,… /Secondly,…/Thirdly,… 第一，……/第二，……/第三，……（三）重点短语1. speak to 和谁说话2. a surprise birthday party 一个令人惊奇的生日聚会3. plan…for sb为……计划……4. be free 有空5. on Saturday afternoon 在周六下午6. at the party 在聚会上7. delicious food 好吃的食品8. dressed up 打扮9. Happy Birthday！生日快乐！10. look forward to 期望着11. something else 其它的一些12. on that day 在那天13. have a great party 愉快的聚会14. Chicken wings 鸡翅15. good idea 好主意16. fish finger 鱼条17. orange juice 桔汁18. spring rolls 春卷19. make a fruit salad 做水果沙拉20. birthday cake 生日蛋糕21. what kind of 哪种22. write a shopping list 写个购物清单23. take some photos 拍照24. decorate our flat装饰我们的公寓25. put candles on one’s birthday cake把蜡烛插到……的生日蛋糕上26. bake for 20 minutes 烤20分钟27. add…to… 加……入……28. mix … and… toge ther 把……和……混合29. put… into 放入30. wait… for 等待31. on top of 在顶上32. on the back of 在背面33. help sb to do 帮助某人去做34. visit sb 拜访……35. need to buy 需要去买（四）重点句子1. This is Kitty Li speaking. 我是Kitty Li。
牛津上海版英语七下Module1Unit1Asurprisebirthdaypartyword教案一
Module 1 Food and drinksUnit 1 A surprise birthday party1Language focus:Using ‘going to’ to describe events that will occur quite soon.e.g. We’re going to have a lot of delicious fond.Using formulaic expressions to exchange greetingse.g. How are you? I’m fine, thanks.Using formulaic expressions to express exclamationse.g. What a wonderful party!Using modals to make a polite request.e.g. May I speak to ____, please?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyIdentify main ideas of a new topicListen for specific informationUnderstand the speaker’s intention, attitude and feelings through his/her choice and use of language, gesture and facial expressionSpeakingOpen an interaction by greeting someone in an appropriate mannerMaintain an interaction by asking and responding to others’ opinionsClose an interaction by using appropriate formulaic expressionsReadingRead written language in meaningful chunksScan a text to locate specific informationRecognize recurrent patterns, in language structure, such as word structure, word order, sentence structure, organization of text-typesMaterials:Student’s Book 7B page 2Cassette 7B and a cassette playerWorkbook 7B page 1Preparation:Cue the cassettePre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Explain to students what a surprise party means and compare it with an ordinary party, telling them that there are unexpected events or arrangements as surprises. Ask students whether they have ever experienced a surprise party. Invite some students to talk about the events or activities in the party that were a surprise. List the events or activities on the board.2. Review and introduce new vocabulary item, e.g. cartoons, videos, karaoke.3. Play the recording: Read. Students listen and follow in their books.4. Play the recoding again. Students listen and repeat.5. Invite some pairs of students to role-play Kitty and Mark and act out their conversation.6. Have students work in pairs. Tell them to imagine that they are going to holda surprise party for a special friend and are planning to invite some other friends to the party. They have to decide the date, the day of the week, the time, the place and the things they will do at the party.7. Students practise in pairs the target language in Look and speak by asking and answering each other’s questions. One student acts as the caller and the other as the recipient. First, role-play the conversation of accepting the invitation to the party, and the party, and then swap the roles and act the scene of declining the invitation.8. Invite pairs of students to come the front of the classroom and act out the two scenarios.ConsolidationWorkbook page 1Grammar Practice Book 7B page 12Language focus:Using modals to ask for suggestionse.g. What shall we have at the party?Using formulaic expressions to make suggestionse.g. Let’s have some coke.Using formulaic expressions to show agreemente.g, Yes, that’s a good idea.Using formulaic expressions to show preferences.e.g. I’d rather have some/more ______ .Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyListen for specific informationSpeakingOpen an interaction by eliciting a responseMaintain an interaction by asking and res ponding to others’ opinionsMaintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, and usi ng formulaic expression s. ReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-typesUnderstand intention, attitudes and feelings stated in a text by recognizing features such as the choice and use of languageWritingDevelop written texts by expressing ideas and feelings develop written texts by using appropriate format, conventions and language features when writing non-narrative textsMaterials:Student’s Book 7B page 3Cassette 7B and a cassette playerWorkbook 7B page 2Photocopiable page 1Preparation:Cue the cassette. Make a copy of Photocopiable page 1 for each student.Pre-task preparation1. Introduce or review food vocabulary with students in Look and read, e.g. spring rolls, fish fingers, fruit salad. Show students photos of food and drinks. Ask students to suggest some food and drinks that they would like to have a party, like this: Let’s have some (name of food). List the food items on the board and do a simple survey in class to find out which food items are popular among the students.2. Play the recording: Look and read. Students listen and follow in their books.3. Invite several of the more able students to role-play the characters in Look and read.Post-task activityWorkbook page 2Conso lidationGrammar Practice Book 7B page 23Language focus:Ask ing ‘Wh-’ questions to find out specific information about a thinge.g. What does Kitty need to buy?Using quantifiers to indicate countable and uncountable nounse.g. We need some eggs/some sugar/some butter, etc.Using ‘need to’ to describle a person’s n eedse.g. She needs to buy some …Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyListen for specific informationSpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topicApply syntactic rules such as subject-verb agreements correctlyMaintain an interaction by asking and responding to other’s opinionsReadingUnderstand the connection between ideas by indentifying linking words or phrases Recognize recurrent patterns in language structure, e.g.. word structure, word order, sentence structure and organization of text-types.Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuationWritingPlan and organize information and ideas by deciding on the sequence of content Develop written texts by using appropriate format, conventions and language features Materials:Student’s Book 7B page 4Cassette 7B and a cassette playerWorkbook 7B page 3Photocopiable page 2Preparation:Cue the cassette. Make a copy of Photocopiable page 2 for each student.Pre-task preparation1. Ask students if they have ever made food or drinks for a party. Invite some studentswho have had the experience to talk about the food and drinks they made and the ingredients they used. Write the food or drink items on the board, together with the ingredients.2. Play the recording: Look and read on page 4. students follow in the their books. Post-task activity1. Workbook page 32. Collect students’ work and bind them into a recipe book.3. Distribute a copy of Photocopiable page 2 to each student. Tell them to draw a food item they would like to make for their friend at a party and write about the ingredients they may need.4Language focus:Using modals to express preferencese.g. I’d like to take some photos at Ben’s birthday party.Using modals indicate possibilitye.g. She may need to buy some …Asking ‘Wh-’ questions to find out specific information about somethinge.g. What else may Kitty need to buy?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriatelyListen for specific informationSpeakingMaintain an interaction by asking a nd responding to other’s opinionsMaintain an interaction by taking one’s turn at the right moment and recognizing others’ desire to speakReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence, organization of text-typesUse visual clues, context and knowledge of the worl d to work out the meaning of an unknown word and a complete expressionWritingUse appropriate format, conventions and language features when writing non-narrative texts such as a shopping listMaterials:Student’s Book 7B page 5Cassette 7B and a cassette playerPhotocopiable page 3Preparation:Cue the cassette. Make a copy of Photocopiable page 3 for each student.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Review with students the things Kitty needs to buy or prepare for Ben’s birthday party on pages 3 and 4 of t he Student’s Book. Show students some photos in which people are having birthday parties. Ask students what decorations can usually be found at birthday parties. List all possibilities on the board. Prompt students by asking questions, like this: What do we blow out on a birthday cake? To elicit: Candles.2. Students work in pairs. Distribute a copy of Photocopiable page 3 to each student. Students read the passage and complete the shopping list individually. Each pair of students checks each other’s answer s by asking: What else may Kitty need to buy? To elict: She may need to buy some …3. The pair then discusses and makes suggestions as to where Kitty can buy the things. ConsolidationGrammar Practice Book 7B page 35Language focus:Using adverbs to indicate time sequence and procedurese.g. First,/Secondly,/Thirdly,/FourthlyUsing imperatives to give instructionseke.g. Bake, Add, Mix, Put, Beat, Wait, SiftLanguage skills:ListeningUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionUnderstand the connection between ideas by recognizing linking words or phrases Predict the likely development of a topic by recognizing key words, and making use of context and knowledge of the worldReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionUnderstand the connection between ideas by identifying linking words or phrases Predict the likely development of a topic by recognizing key words, and by making use of context and knowledge of the worldWritingPlan and organize information and ideas by deciding on the seq uence of content Materials:Student’s Book 7B page 6Cassette 7B and a cassette playerCook books with photos and recipesPhotos or realia of cooking utensils.Preparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise thelanguage/vocabulary needed or become familiar with the background for the task that follows.1. Bring in some recipes in cookery books and circulate them among students. Ask students who have cooking experience to talk about the food they can make and provide a recipe. Write the name of the food on the board. Draw a spidergram to help the students organize the different steps in making the food item. Once all the steps have been listed, write the adverbs of sequence, e.g. First, Second, Thirday … on the board and ask the class to arrange the steps in logical sequence using the adverbs.2. Review with students the ingredients needed for making the chocolate cake on page 4 of the Student’s Book. Explain the meanings of some vocabulary items, e.g. baking tin, sift with the help of real objects if possible. Ask students to look at the picture in Look and read and match them with the sentences.3. Students work in pairs to discuss the answers with each other. Offer assistance and guidance to less able pairs if they have doubts.4. Play the recording: Look and read. Students listen and follow in their books to check their answers.5. Invite pai rs of students to come to the front to demonstrate the procedure for making a chocolate cake, with one student reading out the recipe step by step and the other demonstrating the procedure.ConsolidationGrammar Practice Book 7B page 46Language focus:Using the past tense to talk about events and activities to the paste.g. Last Saturday afternoon, we had a surprise birthday party.Language skills:ListeningIdentify main ideas of a new topicListen for specific informationReadingRead written language in meaningful chunksRecognize format and language features in narrative and non-narrative texts Skim a text to obtain a general impression and the main ideasWritingPlan and organize information and ideas by identifying purpose and audience for a writing taskDevelop written texts by writi ng paragraphs which present ideas logically Revise and edit short written texts by making changes to incorren t spelling, punctation and grammar, and adding details if necessary in response to suggestions from the teacherMaterials:Student’s Book 7B page 7Cassette 7B and a cassette playerEnglish newspapers and magazine with photosPhotocopiable page 4Preparation:Cue the cassette. Make a copy of Photocopiable page 4 for each student.Pre-task preparation1. Review with students the format of a letter. Give students some time to read the letter in Look and read on page 7. explain the meaning of the word caption to students. Show students an English newspaper or magazine in which the photos go with captions. Tell students that some people write a short description on the backs of photos to help them remember. Have students look at the pictures in Look and read. Tell them to match the sentences in Point and match with the pictures.2. Ask students to choose so me photos from their photo albums and write captions on the back. Encourage them to bring in the photos to show to their classmates and say what is happening in the photos.Post-task activityWorkb ook page 4。
沈阳牛津英语短语总结7BM3U1 A surprise birthday party
21. 给国王提建议 22. 接受；采纳建议 接受； 23. 征求建议 24. 建议某人做 建议某人做sth 25. 一条建议 26. 最后（三种） 最后（三种） 27. 失业 28. 打败仗 29. 擅长（两种） 擅长（两种） 30. 不擅长
give advice to the emperor take/follow one’s advice ask for advice advise sb to do a piece of advice finally/at last/in the end lose one’s job lose a battle be good at/do well in be poor at
41. 宁愿做 也不愿意做 宁愿做…也不愿意做 也不愿意做… 42. 真的喜欢 43.一块皮萨 一块皮萨 44. 不太喜欢 45. 给sb写信 sb写信 46. 给sb照相 照相 47. 给你寄照片 48. 给某人某物（两种） 给某人某物（两种） 49. 听从
would rather do than do really like a piece of pizza don’t like …very much write a letter to sb take a photograph of sb take photographs of sb give sb sth give sth to sb、 、 listen to
1. 庆祝龙舟节
11. 不太多 12. 太多（可数） 太多（可数） 13. 太多（不可数） 太多（不可数） 14. 太热；非常热 太热； 15. 屈原的故事 16. 我不确定 17. 一定会… 一定会 18. …怎样 怎样 19. 出生 20. 大约两千年前
not too much too many too much much too hot the story of Qu Yuan I’m not sure be sure to do What/How about … be born around two thousand years ago
Unit1《A surprise birthday party》课件1(40页)(牛津上海七年级下)
7B Module1
7B:M1 Unit 3 The international food festival
教 类型：Conversition(P14,16,18) ,Posters(P15),
材
instructions(P17),letters(P19)
分语法任务：听说为主，感受语言，运用基础语言,通过听、看图、
7
7B Module1
7B:M1 U4 How is food made?
教类型：Conversitions, letters, instructions. 材
语法任务：听说为主，感受语言，运用基础语言,通过听、
分 看图、会话练习继续巩固What/why/where/when/who? 析 How much特殊疑问句；
Book7B M1
Food and drinks
Jianping West Middle School By Caiyanan
1
7B Module1
Book7B M1
Food and drinks
一、教材分析 二、教学目标 三、教学重难点 四、教学方法 五、教学过程设计
2
7B Module1
7B 一共有4个module.每个module里有4 个unit. Module 1的
5
7B Module1
U2 Growing smart, growing strong
教 单元类型guides(P8), conversations(P8~9), calendars(P10) 材 特点:强调知识拓展，注重语用，重视读写（P9~11)，设置了 分 要求运用所学语言完成的各种任务，使学生能够对上述已学 析 的目标句型运用自如，培养学生综合运用语言知识的能力。
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Birthday party invitationA: Melissa? I’d like to invite you to my wife’s birthday party.B: Thanks, Frank. I’d love to come. When is it?A: Her birthday is on the 9th. We’re going to have dinner at a Mexican restaurant, and then maybe go out dancing.B: Sounds like fun. You can count me in! Just give me directions to the restaurant.生日聚会A：梅丽莎？我想请你参加我妻子的生日聚会。
B：谢谢，弗兰克。
我非常愿意参加。
什么时候？A：她的生日是在9号。
我们准备在一家墨西哥餐馆吃晚餐，之后也许去跳舞。
B.听起来很开心。
你可以算上我一个！告诉我那家餐馆在哪An angry customerA: I am very sorry to hear that you’ve been having so many problems, sir.B: Well, sorry isn’t good enough! What can you do to help me?A: Well, to begin with, I’d like to ask you a few questions if I may?B: Fine, whatever it takes to get this straightened out!气愤的顾客A：很抱歉听到您有这么多的麻烦，先生。
B：是吗？光抱歉是不够的！你怎么帮我解决呢？A：好吧，首先请允许我问您几个问题。
B：行，什么都行，只要能解决问题。
A job well doneA: Good morning. Phyllis Seymour speaking.B: Hi, Ms. Seymour? It’s Allan Parker. I’ve been waiting to call you and thank you for all your help last week.A: Thank you very much, Mr. Parker. But, that is my job.B: Well, I want to let your boss know that she’d better hold on to you! You’re a hard worker!出色的工作A：早上好，我是菲莉丝·希莫。
B：嗨，希莫女士？我是阿兰·帕克。
我一直想打电话给你感谢你上星期的帮助。
A：非常感谢，帕克先生。
可那是我的工作呀。
B：好哇。
我想告诉你的老板她最好别失掉你。
你是一个勤奋的人。
Checking an accountA: Hi, this is Ralph Simmons. With whom am I speaking?B: This is Paula Blake, Mr. Simmons. How can I help you?A: I’m hoping you can sort a few things out for me. Could you pull up my account?B: Certainly, sir. Just tell me your account number please.核查账户A：你好，我是拉尔夫·西蒙斯。
请问您是哪一位？B：我是波拉·布莱克，西蒙斯先生。
请问您有什么事？A：我希望你能帮我清理些问题。
你能查阅一下我的账户吗？B：当然可以，先生。
请告诉我您的账号。
Tracking down an orderA: Excuse me, I’m sorry to trouble you. My name is Susan Ransom, and I have placed several orders with you company.B: Yes, Mr. Ransom? This is Karl Miller. How may I help you?A: Well, I wonder if you could track an order I placed with you last month. It hasn’t arrived yet. B: Certainly, Ms. Ransom. Do you have an order number?追查一笔订单A：对不起，麻烦你了。
我叫苏珊·兰森，我在你们公司订过几笔货。
B：什么事，兰森女士？我叫卡尔·米勒。
我能为您做什么？A：是这样，不知道你们能否帮我查一笔我上个月和你们订的货。
这批货到现在还没有到。
B：当然可以，兰森女士。
您有订单号吗？A newly received awardA: Philip, I was really glad to hear about your award. Congratulations!B: Thanks, Denise. Actually, I was really surprised. I mean, there were a lot of qualified people out there.A: Sure. But the work you did was really exceptional! You definitely deserved it!B: Thanks a lot. I expect to see your name nominated pretty soon, too. You’ve been doing some great work!受到表彰A：菲利普，听说你获奖我真是高兴。
祝贺你！B：谢谢。
荻妮丝。
事实上这很使我意外。
我是说，够条件的人很多。
A：那倒是。
但你的工作的确非常出色，当然受之无愧。
B：非常感谢。
我期待着很快能见到你也被提名。
你也一直干得很出色Talking about a new petA: Jack! Do you want to see a picture of my new puppy?B: Sure. I thought people only showed off pictures of their new babies, not new pets!A: Well, this is my new b aby. He’s just as much trouble. That’s for sure! But, he’s a lot of fun!B: I see what you mean. He’s really cute. How old is he?谈论新宠物A：杰克！你想看看我新的小狗的照片吗？B：当然。
我以为人们就爱向人炫耀自己新生孩子的照片，不是新宠物的。
A：嗯。
这就是我的新孩子。
他同样麻烦，这点毫无疑问。
但是，他太好玩了。
B：我明白你的意思。
他的确可爱。
他多大了？Talking about appearanceA: Hi, Ellen. That outfit looks terrific!B: Thanks, Jim. I didn’t think guys paid attention to stuff like that.A: No, we just don’t usually admit it!B: Well, thanks for the compliment anyway!谈论人的外表A：嗨，爱伦。
这身外套真棒。
B：谢谢，吉姆。
我不知道男孩子也会注意这类事情。
A：不是不注意，只不过通常不承认罢了。
B：不管怎么样，谢谢你的夸奖。
Offering a cup of teaA: How are you, Kim? I haven’t seen you around for a few days.B: Oh, I was out sick most of last week. I’m still not completely over it. You’d better not get too close!A: I’m sorry to hear about that. Why don’t you join me for a hot cup of tea? It’ll be good for you! B: Sure, why not? I could use a rest.喝杯热茶A：你好吗？金姆？好几天没见到你了。
B：噢，上星期我大部分时间在休病假。
到现在还没全好呢。
你最好别靠我太近。
A：非常遗憾。
来跟我一起喝杯热茶吧。
对你有好处。
B：好啊，何乐而不为呢？我可以借机休息一下。
Inviting for cup of coffeeA: J ohn! Wait a second! I was just heading downstairs for a cup of coffee. You want to come? I’ve got some good news!B: Sure. Let me just grab my wallet. You certainly do look happy this morning.A: I am. Don’t worry about getting your wallet. It’s my treat.B: This is a first! You must have won the lottery.请喝杯咖啡A：约翰，等一下。
我正要下楼喝杯咖啡。
你想一起来吗？我有好消息。
B：好啊。
等我拿钱包。
今天早上你看上去真高兴。
A：我是高兴。
别去拿钱包了。
我请客。
B：这可是头一回。
你一定是中彩票了吧Chatting about a new restaurantA: Hi, Alex. How are you doing?B: Just fine, Karen. I’m just taking a breather from all this paper work!A: I know the feeling. I’m calling to let you know about this new Italian place I found. It’s right around the corner.B: I’ll have to try it. You know how I am about Italian food! What’s the name?谈论新餐厅A：嗨，爱利克斯，你好吗？B：很好，凯伦。