牛津上海版英语七年级下Unit1教案演示教学
牛津上海版七年级英语下册教学设计：Unit1Writingatravelguide
-选择一部与旅游相关的英文纪录片，了解不同国家的风土人情；
-观看过程中，关注并学习纪录片的语言表达和篇章结构；
-撰写一篇观后感，内容要包括对纪录片内容的概括、自己的感受以及学到的知识；
-注意文章的结构和语言表达，提高写作质量。
4.进行一次实地考察，撰写一篇旅行日记。要求如下：
2.分析旅游指南的篇章结构，讲解如何撰写一篇引人入胜的旅游指南，包括引言、正文和结尾部分。
3.举例说明如何运用所学词汇和句型，描述旅游景点的特色和亮点，为学生独立写作提供参考。
（三）学生小组讨论
1.教师将学生分成若干小组，每组选择一个旅游目的地作为讨论主题。
2.各小组运用所学词汇、短语和句型，进行头脑风暴，共同描述该旅游目的地的特色、景点和活动。
5.情感态度：学生普遍对英语学习抱有积极态度，愿意参与课堂活动，但部分学生存在自信心不足、害怕犯错等问题。教师应在教学中关注学生的情感需求，创造一个轻松、愉快的学习氛围，帮助学生树立信心，克服恐惧。
三、教学重难点和教学设想
（一）教学重难点
1.教学重点：
-掌握本单元的旅游主题词汇、短语和句型，如sightseeing, attractive, famous for, must-visit等；
-理解并运用旅游指南的篇章结构，学会描述旅游景点；
-培养学生独立撰写英文旅游指南的能力。
2.教学难点：
-词汇、短语和句型的灵活运用，提高语言表达的准确性；
-篇章结构的把握，使文章内容逻辑清晰、组织合理；
-在写作过程中，注意语言规范性和文化差异。
（二）教学设想
1.课前准备：
-教师提前准备与本单元相关的旅游素材，如图片、视频等，激发学生的学习兴趣；
牛津英语七年级下册Unit1教案
牛津英语七年级下册Unit1教案教学目标•学习并掌握关于自我介绍的基本句型和表达方式。
•学习并运用单词和短语来描述自己的兴趣爱好、能力和特征。
•能够听懂并运用一些日常生活用语进行交流。
教学重点•学习并掌握自我介绍的基本句型和表达方式。
•运用所学知识进行口语交流。
教学难点•学会运用所学知识进行实际口语交流。
•发展学生的听力和口语能力。
教学准备•牛津英语七年级下册教材•音频材料•打印好的教案副本教学过程Step 1: 导入新课1.老师通过呈现教材的封面、标题和Unit 1的图片引起学生的兴趣。
2.老师简单介绍本节课要学习的内容：自我介绍和日常交流表达。
Step 2: 自我介绍1.老师通过幻灯片展示一些自我介绍的例子，并解释每个句子的含义。
2.学生跟读和模仿这些例子，帮助他们掌握自我介绍的句型和表达方式。
Step 3: 单词和短语学习1.老师通过幻灯片展示本单元的重点单词和短语，并分别解释其含义。
2.学生阅读单词和短语，跟读并模仿老师的发音。
Step 4: 听力训练1.学生听录音，根据所听内容选出正确的选项。
2.老师播放录音并解释正确答案的原因和依据。
Step 5: 口语练习1.学生按照所学的自我介绍句型，两人一组进行自我介绍的练习。
2.学生可以在自我介绍的基础上互相提问和回答。
Step 6: 总结和归纳1.老师和学生一起回顾本节课学到的内容，总结自我介绍的基本句型和表达方式。
2.学生记录下重点知识和表达方式。
课后作业•完成课后任务部分的练习题目。
•用所学知识撰写一篇自我介绍。
教学反思本节课主要通过学习自我介绍的基本句型和表达方式，提升学生的口语表达能力。
通过口语练习，学生能够更自如地进行自我介绍并与他人进行日常交流。
结合听力训练，也提高了学生的听力理解能力。
整体而言，学生对本节课的学习内容有了初步掌握，但在写作方面还有待进一步提高。
在教学中，我会更多地引导学生进行交流和讨论，同时给予他们更多的写作练习机会，以提高他们的写作水平。
上海牛津版七年级下册U1教案
静学教育个性化辅导教案学生年级七年级学生姓名授课教师汪老师辅导学科英语教材版本沪教版授课时间1月22日课题名称M1U1 writing a travel guide 课时数2课时教学目标U1重点难点解析重点难点反身代词、方位介词的用法1.One day, John Dancer and Charlie arrived at a hotel.一天约翰.丹瑟和查利来到了一家宾馆。
链接：常见的表示“到达”的词有arrive, reach, 和get, 他们的区别如下：(1)arrive at + 小地点；arrive in+大地点（如国家，城市，地区等）；arrive +地点副词如：Do you know what time the plane arrives in London?你知道飞机什么时候抵达伦敦吗？They arrived at the station at eight o’clock this morning.他们今天早上八点到达车站。
She arrived home late yesterday.她昨天很晚到家。
(2)reach+地点如：They reached Beijing on 17 February.他们2月17到达北京。
(3)get to+地点；get + 地点副词如：I get to school at 7:30 every day, and get home at 5:00 in the afternoon.Mr Green arrived in/got to/reached Wuhan last night.格林先生昨晚抵达武汉。
1.You’re welcome to stay, but I’m sorry that we don’t allow pets here.我们欢迎您入住，但我很抱歉我们这里不允许宠物进入。
I’m sorry that...后可跟陈述句来表达“本人对...感到抱歉”之意。
七年级英语下册 Module 1 Unit 1 A surprise birthday party Period 1教案 上海牛津版
Module 1 Food and drinksUnit 1 A surprise birthday party课题M1 U1 A surprise birthday partyFirst period上课时间 2月 18 日教学需要分析课程资源分析 1. Student’s Book 7B page 2 – for listening and readingmaterials2. Cassette 7B and a cassette player3. The cause ware made by myself学生情况分析This is the first day of the new term, so it’s important to welcome students back to school and let them know therequire ments of the English study in the new term. I’ll alsoencourage them t o take an active part in classroom activities. 教学目标定位知识与技能目标 1.To learn how to make a phone call.2.To develop the students' speaking skills and creativeabilities by making phone calls.3.To revise the past tense by making reports about their winterholidays.4.The following language items must be taught:①May I s peak to..., please?This is....(speaking)/Speaking, please.②I am planning...=I am going to do...③dress up④a surprise birthday party⑤watch some cartoons⑥wonderful⑦look forward to sth./doing sth.⑧I can't make it.⑨get sth. to do⑩What a pity!过程与方法目标 1.To us e power point to make the class understand easily and vividly.2.Ask the students to work in pairs and practise how to make aphone call in English.3.To let the students to listen to the tape reco rding of thedialogue and get the main idea of the passage.情感态度与价值观目标1.To arouse the students interests in learning English.2.To develop their abilities of communicating with other people.3.Make the students learn to care about others.教学关键把握教学重点To learn how to make a phone call. 教学难点How to accept invitations and refuse invitations 教学方法Task-based teaching approach 教学实施过程教学环节教师活动 学生活动 设计意图 I. Warming upAsk students to talk about their holidays and Spring Festival. To talk about their holidays and Spring Festival individually Establish the atmosphere of talking in English II.Pre-taskpreparation. 1.How did you say “Happy New Year” to your relatives and friends who were not with you? 1.To answer the teacher’s questions individually. To lead in the newlesson.2.Teach the students how to make a phone call in English 2.learn the expression of making a phone call in English. To learn thekey points ofthe newlesson.3.Ask the students to learn the dialogue about how to make a phone call in English. 3.Listen to the tape and know the contents of the telephone cal l. To train thestudents’listeningskills.III. Whil e-taskactivities 1. Let the students do pair work, ask and answer the questions about the text. 1.Do pair work , ask and answer the questions about the text. Let the students befamiliar withthe text.2. Ask the students to learn to make a phone call with the help of the modeled dialogue. 2.Work in pairs to make a phone call to invite a friend to a surprise birthday party.Practise howto make aphone call inEnglish.布置作业 C opy the new words and phrases Read the text after the tape at least five timesWorkbook page 1Grammar Practi ce Book page 1教学反思。
沪教牛津版七年级下册英语 Unit 1 3- Grammar 教案
课题:Unit 1 People around us（语法及运用课）课时:第3时，共 4 课时课型:Grammar教学目标:1.to grasp the usage of the definite word the and the preposition with2. to raise the students’ ability to sum up some language rules教学重点: Know when should use the in front of a noun and when we should not use it and the usage of the with phrases to describe a person教学难点: When we should not use the in front of a noun.教学准备:PPT, Blackboard教学步骤:Step1:Free talkTalk about the noun with an, a and the .Step2: WritingBefore writing: Give Ss the title of the article to talk about.1.Who are you going to write about?2.Think about the following ideas.1)a family member2)a good friend3)a teacher or a great personWhile writing:1.Write a short article about this person.Show some PPT to help them to write the article.2.介绍一些描述人常用的词汇.3. Ask Ss to read “My dad”as an example.Step3:More practiceAsk Ss to re ad the article about Mother’s Day quickly.Then answer the questions.1.When is Mother’s Day?2.What do people like to do this day?3.What do the author advise people to do on this day?Step4 Study skills1.Learn line graphs and bar charts to show the change in numbers.2.Fill in the blanks.3.Check their answers.Step 4:Culture corner1.Introduce middle names for Ss.2.Write some famous people’s middle names.Step5：Sum up1.Go over the rules of theStep6: HomeworkStep7 The blackboard design1.冠词“a\an”的用法。
Unit 1 教案2021-2022学年牛津上海版英语七年级下册
Lesson PlanUnit 1 Period 1Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Learn new words and phrases, like pigeon, local, take part in, competition, etc.2. Give suggestions by using I suggest ... .3. Know how to tell interesting places in Shanghai to others.4. Be the host or hostess, and feel proud of our city.Materials: computer, ppt, Oxford English book.1.Warm up(1) (ppt 2) Lead in: Kitty and her classmates have already been to Shanghai during this winterholiday. They visited many famous places and ate a lot of special food in Shanghai. They know a lot about Shanghai during this trip, so they decided to take part in a competition in Garden City.2.While-teaching(1)(ppt 3) Listen to the dialogue, then fill in the table about different things people could see indifferent famous places in Shanghai.(2)(ppt 4-6) Listen and read the dialogue together, as well as learn new words. At the same time,encourage students to add more about their own suggestions because most of them are familiar with these places.(3)(ppt 7) Read the map of Shanghai together, mark the landmarks and tell their names together.(4)(ppt 8-19) Learn the names of these places together and then discuss what can they see there?3.Post-teaching(1) (ppt 20-21) What suggestions would you like to make for the tourists? Tourists can go to_____ (a place). They can buy/see/eat/visit... It's/ They are (adj.) . I suggest . Because . We suggest that they can go t o .Because . Add more new places: Shanghai Disneyland, etc.As a large city, Shanghai boasts with so many excellent landmarks over the world. As a teenager in Shanghai, we should be proud of our city, though it’s not large, it still develops so well and quick. We should try our best to help those foreigners in need to display the brilliant sides of our city and ourselves.(2) Homework:a.Recite all the new words and text. Copy new words.b. Make a tour guide for one place in Shanghai: picture+introduction. To form a tour guideof class B2.Lesson PlanUnit 1 Period 2Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Learn new words and phrases, like aquarium, north-east .2. Review the ways of telling directions for different places in Shanghai.3. Learn many expressions about doing different in various kinds of tourists resorts. Materials: computer, ppt, Oxford English book.1.Warm up(1)Do dictation (new words and sentences learned in the previous lesson).(2)(ppt 2) You will listen to four short descriptions on the following pages. Each description tellsabout a famous place in Shanghai. Try this quiz and test yourself if you know Shanghai very well.(3)(ppt 3-6) Fill in the missing words in these 4 places, and learn new words.2.While-teaching(1) (ppt 7-11) Read the map of Shanghai, practise telling directions for the places.(2)(ppt 11) Listen again and then answer questions.(3) (ppt 12) Pair work: test your memory and sense of directions. Ask and answer the location ofdifferent places in Shanghai.(4) (ppt 13) Read and match, tell in different places, what kind of things can people do.(5) (ppt 14-16) Give more additional input for different activities in other tourist resorts.3.Post-teaching(1) (ppt 17) Group work: Four or five students make a group and make a dialogue according to thegiven situation:A group of Americans are going to have a three-day trip in Shanghai next week. Theywant to visit some tourist attractions and know more about Shanghai. You and your friends are their tourist guides. Try to give them some tour suggestions.Suggested sentences: We recommend you to go to the ... because it is ...I'd like to lead you to .... Because you can see/ enjoy/ do/ ... there.We suggest that you can go to ...; the reason why we love going there is that ...Why not go to ...? We could ...... in that wonderful place....(2) Homework:a. Recite all the new words and key sentences (including the ones in Notes).b. Copy new words.Lesson PlanUnit 1 Period 3Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Learn the correct usage of new words, like: get on with, therefore, be famous for, be well-known as, etc.2. Know some information about the genre of expository essay.3. Learn details about 4 places in Shanghai.Materials: computer, ppt, Oxford English book.1. Warm up(1) Do dictation.(2)(ppt 2) Talk about the tour guide students making.(3)(ppt 3) Discuss and show the meaning of expository essay, lead them to read an expositoryessay about Shanghai as the article in students tour guide.2. While-teaching(1) (ppt 4) Read the article about Shanghai, and learn new words.(2) (ppt 5-10) Practice be famous for and be well-known as in different situations. Learn newwords.(3) (ppt 11) Answer questions according to the article about Shanghai.3. Post-teaching(1) (ppt 12-21) Read articles about 4 different places in Shanghai in detail. Then try to answer thequestions by self-thinking.(2) Homework:a. Recite all the new words and text. Copy new words.b. Make a PPT (3~4 pages) to introduce two interesting places in Shanghai. Then make areport next class.Lesson PlanUnit 1 Period 4Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Learn the correct usage of new words, like: go on a river cruise, plaza floating, etc.2. Learn Conditional sentences (if).Materials: computer, ppt, Oxford English book.1. Warm up(1) Do dictation.(2) (ppt 2-6) Kitty’s friend, Jill, is asking Kitty questions about traveling in Shanghai. Read Jill’squestions and complete Kitty’s answers.2. While-teaching(1) (ppt 7-8) Know the formation and rules of if clause/ Conditional sentences (if)..(2) (ppt 9-14) Read the pictures of different famous laces in China and practice using conditionalsentences (if).(3) (ppt 15-17) Learn new words with the help of pictures.(4) (ppt 18-21) Think of some more interesting places in Shanghai and then help Kitty add someinformation to her travel guide.3. Post-teaching(1) (ppt 13-15) In groups, make your own travel guide. Introduce tourists to some interestingplaces in Shanghai. In 3 aspects: shopping, eating and sightseeing, with suggested information given.(2) Homework:a. Recite all the new words and text. Copy new words.b. (ppt 27-30) Write an essay about your favourite city under the guidance of requirements.。
牛津沪教版英语七年级下Unit1 新课教案
We’ll go on an outing if it doesn’t rain tomorrow.
If you go there, you can find a famous church.
24.世纪公园Century Park
25.上海科技馆Shanghai Science and Technology Museum
26.卢浦大桥Lupu Bridge
27.外滩the Bund
28.在崇明岛上on Chongming Island
29.以……闻名be famous for
30.被誉为be known as
5.看喷泉和鸽子see fountains and pigeons
6.吃不同的地方小吃eat different local snacks
7.去南京路go to Nanjing Road
8.在大型百货公司购物buy things in large department stores
9.去过某地（已返回）have been to …
It is + adj. + to do sth.表示“做……太……了”
It is convenient to travel between Pudong and Puxi.
=To travel between Pudong and Puxi is convenient.
It is terrible to have dinner in this restaurant. The food tastes awful.
41.做某事是很方便的It is convenient to do….
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。
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Unit 1 Writing a tourist guide一、单元分析（Unit Analysis）（一）单元地位（Unit Position）1 本课中出现了“If you go…, you will…”的条件状语从句。
这个句式在7A Module 3The natural elements Unit 3 Sea water and rain water中已经出现过。
如：If there is no rain, there will be no water to drink.等。
作为功能语言，教师有必要在课堂教学中加以一定的机械性训练。
2 I’d suggest they go …的用法也有较多出现，并且为首次出现，课文中主要结合上海的各个景点。
教师可以根据所在区域设计多个场景，让学生进行操练。
（二）单元目标（Unit Target）1 运用情态动词would来表达“建议”。
如: I’d suggest they go to NanjingRoad.2 运用if 句式表达条件。
如: If you go to Pudong New District in the east of Shanghai,you will see the Nanpu Bridge.3用专有名词来表示地点。
如：Yu Garden4运用there is/ are…，It is…句式来表示事实。
（三）单元重点（Unit Points）1 关键词：1）地方名称：Sheshan State Resort, Nanjing Road, Yu Garden, Shanghai Museum, People’s Square, Nanpu Bridge, Oriental Pearl TV Tower, Pudong New District,Water World, Shanghai Grand Theatre, the Municipal Hall。
2）固定短语：be famous for, be known as, in the world, in the east of, do some shopping。
3）其他：tourist, association, paradise, pigeon, suspension, observatory。
2 功能：1）Expressing conditions (表达条件)●If you go there, you will see a huge open area of green grass.2）Making suggestions（提出建议）●-What would you suggest the tourists do ?-I’d suggest they go to Nanjing Road.3 语法点：本课出现了不少if引导的条件状语从句的句式，应作为本课的知识点重点教学。
本课还多次出现了one of +the +形（最高级）+名词（复数），也是知识的重点。
二、教学设计（Teaching Designs）[链接1]以下内容中，主要是提供了一份小测试的表格。
本课时是在学生认识了“上海”各个名胜的基础上，进行句式的操练。
测试的目的在于帮学生一起领略上海的名胜，让学生在实施句型操练时有话说。
How Much Do You Know About Shanghai?List as many beautiful places as you can:●_________________________________●_________________________________●_________________________________●_________________________________●_________________________________●_________________________________●_________________________________●_________________________________●_________________________________…[链接2]说明：以下内容中，主要是提供了一份课本30页的一份教案。
本课时是在学生认识了“上海”整体情况的基础上，进行关于“if”句式的操练。
教学内容不难。
但我们有必要创设情景，让学生在情景中进行更深层次的操练。
如下，提供了一份本课时的完整教案。
Shanghai -an interesting cityI.Warming up1.Read the poem2.Sing the songII.GreetingT: Class begins. Good morning, boys and girls.S:T: Nice to see you here.S:T: Sit down, please.III. Pre-task PreparationT: Now we are here- in the center of Shanghai. Today we will learn some more information about Shanghai. First I’ll show you some photos of the interesting places in Shanghai. Please tell us what they are together.T: Are you ready?S:T: Let’s go.T: V ery good. I’m glad to see that you are so familiar with these interesting places in Shanghai. But Suppose I’m from Nanjing. I’m new here. What would you suggest I do?S: I’d suggest you go to…You can see…IV. While-task ProcedureT: Thank you for your suggestions! I’d suggest you go to People’s Square. You can see Shanghai Museum.T: That means: If you go to People’s Square, you will see Shanghai Museum.出示句型If you go to People’s Square, you will see Shanghai Museum.T: Read the sentence together.T: O.K. Please use the structure to introduce the interesting places in Shanghai again.S:T: Now who can tell us the difference between the two verbs in the sentence? You may say it in Chinese.S:T: Well done. In if-clause, we use the simple present tense while in the main clause, we use the simple future tense.T: Let’s come back to People’s Square. If you go there, you will see the Municipal Hall.(领读) You will see Shanghai Grand Theatre.( 领读) You will also see a huge open area of green grass and some pigeons. ( 领读)T: Please read them twice.T: Great How can we introduce People’s Square better? Let’s listen to the tape carefully. Then I will ask you some questions.Q1: What is People’s Square known as?Q2: What will you see if you go there?Q3: What are there around it?Q4: What else can you find?T: Please open your books and turn to Page 30. Let’s read the text after the tape sentence by sentence. （跟读一遍）Now shall we read it together?T: Now, we have known more about how to introduce a place better. Look, here are some pictures.Please work in pairs to introduce them with the given structures.V. Post-task activityT: In Shanghai, there are many interesting places. In Jinshan, there are also a lot of beautifulplaces such as Big Jinshan Island, Fengjing Town, the Beach, Beach V olleyball Match Stadium. T: Can you tell us more interesting places there?S:T: Excellent. Here I have got a piece of good news. In May, the World Beach Volleyball Matches will be held in JinShan again. Our school was asked to choose four students to show the foreigners around Jinshan. We will choose them in our class. Let’s have a competition. I will give each group a piece of paper and a pen. Please choose one picture to design a tourist guide in groups and make a poster as well. You should use what you have learnt today. Later, in each group, two of you will come to the front to report your guide and show your poster. Who will get the chance ? Just wait and see.T:T: Thank you very much. Who do you think will be the winners?S:T: It’s hard to say. You all did it well.T: The game will be held soon. The government are busy rebuilding our town.If you have the chance to design the future of Jinshan, what will you do to make it better? Why? Now discuss in groups.（出示幻灯）VI. SummaryWell, today. We mainly learned how to use if-clause to introduce a place. Of course, we let more people know more about Shang hai and JinShan. I’m sure you must have the same feeling as I. We are so lucky to live in the beautiful city, nice town. We love our city, our town, don’t we? VII. AssignmentWrite a tourist guide about Jinshan[链接3][链接4]S1: If I work hard, I will get good marks.S2: If I get good marks, I will go to a good university. S3: If I go to a good university, I will have a good job. S4: If I have a good job, I will make a lot of money. …。