广州牛津版英语 7上unit6(2)教程文件
牛津版七年级英语上学期Unit 6教案7
七年级英语上学期Unit 6教案第七课时Teaching Plan for Main TaskObjectives:1, To describe different materials and items of clothing.2, To make a brochure about clothes and fashion.3, To present a brochure to the class.Teaching Procedures:1, Greetings.2, Before doing the task, ask students who the audience is. Tell the students to read keywords and expressions in the grid on Page 101 of TB. Get the students to identify any words they do not know. Check and clarify the meanings of those words with the class.3, Explain the instructions of the task carefully. Ask students to read the model article on Page 102 of SB. Ask them to complete the sentences with words from Part A on Page 101 of SB.Encourage students to comment on the model article.4, Tell students to choose one fashion item. Make them aware of what kind of things their readers might like to read about. Tell the students to change the sentence models if they wish to create their own sentences. Get students to write a rough draft using the given model.5, In pairs, students read, check and correct their partner’s drafts.6,Ask students to rewrite their articles on a separate sheet of paper and add illustration particularly pictures of popular fashion items. Ask them to stick their work on large display paper and put it up on display. Encourage them to read each other’s work.7, Ask students to present their brochures to the class. Ask the class to vote for the best brochure. 8, Task: 1, To tell what materials you need to design some clothes.2, To write a passage for a “fashion wall”.9, Homework: To get more information about designing fashionable…。
unit6readingtwo教案牛津版七年级上
7A Unit 6 Reading TwoZhou Linling Teaching objectives:1. To read for specific information and to think about related points.2. To develop and awareness of register and audience.Teaching procedures:Ⅰ. Greetings:a. Free talkb. Present the dialogue with a student wearing a pair of trainers.T: You look very smart today.S: Thank you.T: Are your trainers new?S: Yes, they are.T: Do you like wearing them?S: Yes, of course.T: Why do you like to wear them?S: Because they’re comf ortable.Revise “comfortable” again.Ⅱ. GameAsk the students to read the passage again and try to do some exercises,a. According to the passage. Ask the students to color the students’ clothes.b. According to the students’ pictur es and try to match the right clothes to the students.Simon Daniel Millie Sandy Amya. a yellow silk blouseb. a black skirtc. a pair of white trousersd. blue and yellow sports clothese. a blue silk scarff. long red bootsg. a purple shirt h. a yellow and red tiei. a red blouse j. a pair of colorful trainersk. wear my hair in a 1990s style l. a pair of blue jeansⅢ. Revise the using of the new words and expressions of the passage and then ask them to finish the exercises on Page 90. (B.C)Ⅳ. Ask the students to read the passage again according to the passage.Let students answer whether the sentence is true or false.(Before the students read the passage, give them the following questions first)( ) 1. The students of Class 1 Grade 7 gave a fashion show last Saturday.( ) 2. Simon wore clothes from the 1990s.( ) 3. Young people didn’t wear trainers in the 1990s.( ) 4. Young people like to wear jeans.( ) 5. Sandy wore a purple blouse and a black skirt.( ) 6. Amy wore a pair of blue jeans and a blue silk scarf.If the sentence is wrong, ask the students to correct it.Ⅴ. A playBefore this class, you can ask three students to prepare a play. Of course, the teacher can give them some help.One is a journalist.One is Simon. One is Sandy.Model:J: Hello. I’m a journalist from JHTV Station. You did very well at the fashion show last Friday.S&S: Thank you.J: May I ask you some questions?S&S: Sure.J: Excuse me. Sandy. Are these long red boots yours?Sandy: No, I borrowed them for my mother.J: Do you like to wear black skirts?Sandy: No, I don’t like black skirts.J: Do you like the red blouse?Sandy: Yes, I like it very much. I think the colour is beautiful.J: Thank you, Sandy.Sandy: You’re welcome.J: Excuse me. Simon. Did you wear the clothes from the 1980s?Simon: Yes, I did. Do you like the colour of that tie?J: Yes, I remembered it was red and yellow, right?Simon: Yes, you’re right. And my trousers are white.J: Are they yours?Sim on: No, they’re my father’s and my purple shirt is Daniel’s.J: OK. Thank you, Simon.Simon: Not at all.J: Bye-Bye.S&S: Bye-Bye.Let the students watch the play twice in class. Then ask them to open their books and finish the exercise on page 91.Ⅵ. Give the students some key words. Ask the students to try to retell the passage.Ⅶ. Homework:Ask the students to design some special costumes for Chinese New Year.。
初中英语最新-牛津版七年级英语上学期Unit 6教案3 精
Ⅵ.According to the simple past tense ask the students to try to say something. About what he did yesterday./ last night……?
Ⅶ.Ask the students to finish the exercises on P93, P94 and P95.
Ⅷ.Homework:
Use the Simple Past Tense to write a short passage about “My day”
Teaching procedures:
Ⅰ. Greetings
Ⅱ. Draw the following time table on the blackboard and tell the students the difference among the Simple Present Tense, the Present Continuous Tense and the Simple Past Tense.
do-did, buy-bought
Ⅲ.Teach how to use the Simple Past Tense to make positive and negative sentences.
Ⅳ.Teach how to use the Simple Past Tense to ask and answer questions.
《牛津初中英语》7A教案
七年级英语上学期Unit 6教案of 7A
新版广州牛津英语 七年级上 Unit 6 travelling around asian Period 2课件
______________ If you put on your coat, will not feel so cold. you __________ (put on/not feel)
5
6
The meat______________ will not go bad if you put it in the fridge. ___________ (not go bad/put)
callbeauty, those you will love this garden. If you enjoy history andWe natural
sentences with “if” If you visit People’s Square, you can also see famous buildings conditional sentences. around it, such as Shanghai Grand Theatre and the Shanghai
People’s Square will see the Shanghai Grand Theatre and the Shanghai Museum Lujiazui will find the Oriental Pearl Tower and the Jinmao Tower
Homework
1．跟录音，流利地朗读课文。 2．完成Writing板块 A部分的信息补全。 3. 完成《英语（七年级 上册）B》第95至 97页Grammar A，B，第102页Reading B和第 104页Writing的练习。
S1: Where is …? S2: It is (in the centre of) …
七年级英语上Aunit6教案全套牛津版
Teaching and Learning Plansfor Unit 6 of 7ATeaching and Learning Objectives:1. Introduce names of materials and revise names of clothing, e.g.,leather boots, asilk blouse,etc.2. Use adjectives to describe clothing, e.g.,colourful trainers, a yellow cotton blouse, etc.3. Use adjectives to describe people’s opinions about how things look, e.g.,His tie isyellow and red, He looks very colourful. Daniel looks smart and modern….4. Use the model verbs like “can” and “may” to ask for permission from oth ers.5. Recognize and use adverbs to order events chronologically e.g.,First, I get up.Then I go to school, Next,……Teaching Plans for Unit6 FashionThe first periodTeaching plan for Wele to the unitObjectives:1. To learn some basic vocabulary to talk about clothes and materials.2. To recognize adjectives that describe clothing.3. To use adjectives to express opinions about how things look.4. To introduce the main topic of the unit.Teaching procedures:Ⅰ. Greetings:Ⅱ. Wele to the unitPart ATod ay I’m very happy, because today is my birthday, and I want to have a big birthday party. I’d like to invite some friends to my party. Do you want to know them? First let me introduce two of them to you.(Showing the two students’ pictures of page 91. )Look！This is Simon. He looks very smart in the picture. What’s he wearing? Who can tell me?The students will say:“He’s wearing a shirt ,trousers and shoes.”Then tell the students “He’s wearing a shirt ,a tie, a pair of trousers and a pair of shoes.”Teach “ tie”. Then ask the students to work in pairs, practise according to the model dialogue.Model DialogueA: What color is Simon’s shirt? B. It’s light green.A: What about his trousers? B. It’s light blue.A:…B:…Then talk abo ut the girl’s picture in the same way.Don’t forget to teach the new word: boot -- a pair of boots.After this, ask the students to open their books at Page 91, and plete part A.Part BAfter finishing Part A, say: You are very happy. We want to have a fashion show. Then what are you going to wear for the fashion show?(According to the students’ own clothes ask them to tell the names of the different materials. Of course you can show them some more pictures from the well known fashion magazines ask them to tell the materials.)Pair work: Use Millie and Sandy’s conversation as model to finish imitating the dialogue at Page 91. Practise in pairs for 2 or 3 minutes.Teach the new words: pink, a fashion show.Ⅲ. ic StripI’m very glad that all of you did very well. I’m sure everyone wants to make himself / herself look more beautiful. They want to wear beautiful clothes, what about you? Of course you do and so do I . But what about dogs? Do they want to wear beautiful clothes, too? Let’s listen to the tape and try to answer the following questions:What kind of dog is Eddie?What kind of clothes suit Eddie?Is Eddie a lazy dog? Why? (write on the blackboard the new word: lazy/’leizi/)Ask some students to act out the dialogue if time permits.Teach the meaning o f “I don’t know what to wear”,“ten more minutes” and “ be in bed”.IV. Homework2. Copy and memorise the new words learned today:fashion, lazy, tie, show, pink; blouse, boots, shirt, shoes, skirt, tie, trousers;3. Preparing the new words in “reading” from “popular” to “fortable” on Page 123.4. Finish the work on “Learning English” from Page 101 to 102.The second periodTeaching Plan for ReadingⅠObjectives:1.To locate specific information by scanning the text2.To predict overall meaning from students’ own background and knowledge3.To guess the meaning of specific words from the context4.To read for specific information and to think about related wordsTeaching procedures:Ⅰ. Greetings.a. First greet the students.b.Then ask a student: You look very smart today, and your coat is verybeautiful. What’s it made of ?c.Ask a student to e to the front. Point at his coat, shirt ,sweater ……Ask andanswer in pairs:(What’s this? What’re these? What’s it made of? What’re these made of?)Ⅱ. ReadingAfter the revision. Show the students a picture of some poor students. Say: They’re good students like you ,but they don’t have any beautiful clothes.They have no money. Some of them can’t go to school because they’re toopoor. They like studying very much. What can we do for them?Help them to answer: we can send them some money / some food, books, clothes and so on.Teacher say: “It’s very kind of you. I’m proud of you” Maybe we can do something for Project Hope like the students at BeijingSunshineSecondarySchool. Do you know the meaning of “Project Hope”? Tell the students theChinese meaning of it . Then ask what did the students do for Project Hope? Do you want to know? OK. Please open your books at Page 92. Read the passage carefully and ask the students to try to plete the following table.According to the table ask the students to say something about the students’ clothes.Then ask the students to read the passage again. Then we can have a petition. Divide the students into groups of four, ask the students themselves to try to ask questions according to the passage, like: “What do the students at BeijingSecondary School want to do for Project Hope?” Then let the other students answer it like “They want to raise money for Project Hope” If the two students are both right. We can give their groups a red star.After the petition. Ask the students to read the passage quickly and ask the students to try to answer the following questions.Questions:1. Which class (students) are giving a fashion show? Class 1, Grade 72. Why do they give a fashion show? To raise money for Project Hope.3. Do they wear clothes from different times in the 20th century?Yes, they did.4. Who wears the clothes from the 1980s? Simon does.5. Who wears the clothes from the 1990s? Sandy does.6. How does Simon look at the fashion show? He looks colourful.7. What does Simon wear?He wears a pair of white trousers, a purple shirt and a yellow and red tie.8. Does Daniel look smart and modern? Yes, he does.9. Why do you think so?Because he wears blue and yellow sports clothes and colourful trainers.10. Who gives a talk on trainers? Kitty.11. Why do young people in the 1990s like trainers?Because they’re fortable.12. In what style does Sandy wear her hair? In the style of the 1990s.13. How about Amy? She looks very cool.14. What does she wear?She wears a yellow cotton blouse and a pair of blue jeans.15. Do young people like to wear jeans? Yes, they do.16. Does everyone have fun at the show? Yes.After asking and answering ,explain some new words and expressions.①a fashion show ②raise money for…③from the 1970s to the 1990s ④colorful ⑤look smart and modern ⑥what do think of…⑦that’s all for… ⑧be fortable ⑨be popular ⑩How beautiful Sandy is!If time permits, ask the students to use the words and expressions to make some sentences.Ⅲ.Game: Prepare some pictures of Simon,Daniel Sandy and Millie according to the passage ask the students to color their clothes, of course they shouldn’t look at their books. After coloring them, ask them to say something about his or her clothes.Ⅳ.Homework:1. Design some clothes you like best and color them.2. Try to memorise the phrases taught above;3. Try to recite the text.4. Finish the work on “Learning English” from Page 103 to 104.The third periodTeaching plan for ReadingⅡObjectives:1. To read for specific information and to think about related points.2. To develop and awareness of register and audience.Teaching procedures:Ⅰ. Greetings:a. Free talkb. Present the dialogue with a student wearing a pair of trainers.T: You look very smart today.S: Thank you.T: Are your trainers new?S: Yes, they are.T: Do you like wearing them?S: Yes, of course.T: Why do you like to wear them?S: Because they’re fortable.Revise “fortable” again.Ⅱ. GameAsk the students to read the passage again and try to do some exercises,a. According to the passage. Ask the students to color the students’clothes.b. According to the students’ pictures and try to match the right clothes toa. a yellow cotton blouseb. a black wool skirtc. a pair of white trousersd. blue and yellow sports clothese. a pair of blue jeansf. long red leather bootsg. a purple shirt h. a yellow and red tiei. a red silk blouse j. a pair of colorful trainersk. popular hair style in the 1990sⅢ. Revise the using of the new words and expressions of the passage and then ask them to finish the exercises on Page 94. (B1--3)Ⅳ. Ask the students to read the passage again. According to the passage, let students answer whether the sentence is true or false.( Before the students read the passage, give them the following questions first ) ( ) 1. The students of Class 1 Grade 7 are giving a fashion show to raise money for themselves.( ) 2. Simon wears clothes from the 1990s.( ) 3. Young people don’t wear trainers in the 1990s.( ) 4. Young people all like to wear jeans.( ) 5. Sandy wears a purple blouse and a black skirt.( ) 6. Amy wears a pair of blue jeans and a blue silk blouse.If the sentence is wrong, ask the students to correct it.Ⅴ. A playBefore this class, you can ask three students to prepare a play. Of course, the teacher can give them some help.One is a journalist (记者).One is Simon. One is Sandy.Model:J: Hello. I’m a journalist from JYTV Station. You did very well at thefashion show.S&S: Thank you.J: May I ask you some questions?S&S: Sure.J: Excuse me. Sandy. Are these long red boots yours?Sandy: No, I borrow them from my mother .J: Do you like to wear black skirts?Sandy: No, I don’t like black skirts.J: Do you like the red blouse?Sandy: Yes, I like it very much. I think the colour is beautiful.J: Thank you, Sandy.Sandy: You’re wele.J: Excuse me. Simon. Do you wear the clothes from the 1980s?Simon: Yes, I do. Do you like the colour of that tie?J: Yes, I remember it is red and yellow, right?Simon: Yes, you’re right. And my trousers are white.J: Are they yours?Simon: No, they’re my father’s and my purple shirt is Daniel’s.J: OK. Thank you, Simon.Simon: Not at all.J: Bye-Bye.S&S: Bye-Bye.Let the students watch the play twice in class. Then ask them to open their books and finish the exercise on page 95 --C.Ⅵ. Give the students some key words.Ask the students to try to retell the passage.Ⅶ. Homework:1. Ask the students to design some special costumes for Chinese NewYear.The fourth periodTeaching plan for VocabularyObjectives:1. Help students to collect as many words about colours as possible.2. Try to recognize and use the opposites of some words.Teaching procedures:1.Greetings.2.Revise some key words about colours and clothes in the text.3.Vocabulary:Part AWith the song “ Happy Birthday to You” say. Now we’re having a birthday party. All of my friends are very happy at the party. They’re wearing different clothes. And some of them look very smart and some of them look very modern. Do you know what they’re w earing? Please open your books at page 96. According to the description try to write the correct letters in the boxes. [A]Teach the new words: jumper, shorts, suit.Check it with correct answers. Tell the students to pay attention to the expressions of different colours and clothes. (d—a—b—f—e—c )Part BFirst show the students a picture about “A man is sleeping with a book open.” Tell the students: The man is sleeping , because the book is boring. Teach “boring” Then ask the students to tell the opposite of the world (interesting). Then show some more pictures, like “a heavy box” ask the students to say “a light box” and so on. If they have some difficulties, give them some help.Finish the match work at page 96.Homework:1.Finish the exercises on “Learning English” from Page 107 to 108.The fifth periodTeaching Plan for GrammarObjectives:1. Learn to use the modal verbs: can, may2. To recognize and use adverbs to order events.Teaching procedures:1. Greetings.2. Ask a student to stand up and ask him/her:Can you tell me your name?May I borrow/use your pen?3. Using ‘can’ and ‘may’:We use “can” and “may” to ask for permission from other people.e.g. Can you give us some good ideas?May I ask you to open the window?We use ‘can’ to ask our friends for permission.e.g. 1) -- I don’t have my English book here. Can I use your book?-- Yes, you can. Here it is.2) – Can I go now?-- No, you can’t, I’m afraid.We use ‘may’ to ask teachers, parents an d other adults for permission. It is more polite to use ‘may’ than ‘can’.e.g. 1) –It’s very dark in the classroom. May I turn on the lights?-- Yes, you may.2) – May I watch TV this evening?--Yes, you may.Help students to finish off the sentences at Page 97.4.Sequencing events:Briefly review the adverbs like “first, then, next, afterwards and finally ” using the pictures on Page 98 of SB.Model: First, I go to school. Then, I have lessons. Next, I go swimming.Afterwards, I have dinner with my family. Finally, I do my homework.5. Go through the sentences about what Sandy does in the morning. Ask students towrite the letters in the boxes in B1 individually. Help Sandy put the sentences in the correct order.Answers: d e c a b6. Review key vocabulary and show the five pictures on Page 99 of SB. Ask thefollowing questions:1, What does Simon do first? [choose what to wear]2, What does Simon wear? [dress up in white trousers]3, What does he do next? [do the show/go catwalk]4, Who does he talk to? [Kitty]5, Where does he go afterwards? [go home]7,Ask students to write sentences about Simon’s day. Then check the answers as a class activity.8, Task: To tell what you often do on Sunday.Homework:1. Write a passage about what your best friend does on weekends.The sixth periodTeaching Plan for Integrated SkillsObjectives:1,To listen to a description and identify specific details.2, To listen to a narrative focusing on adverbs for general understanding.3, To make inferences from pictures and keywords.4, To listen for specific meaning and respond by pleting part of the story.5, To ask questions about materials fluently.6, To describe materials.Teaching Procedures:1, Greetings.2, Review the main items of the last lesson.3, Ask students to look at the pictures in Part A1. Play the tape, ask students tolisten carefully to the conversation and find out what they are going to wear.Write S for Sandy and M for Sandy’s Mum in the correct boxes.5, Ask students to finish Part A2 while listening to the tape.6, Ask students to do Part A3 individually as a quick revision activity. Check answers. 7, Ask the students to read and try to imitate the conversation in Part B.8, Some explanation to the phrases:‘be made of’ ---- similar: make…out of…We say, if you can recoganize the raw materials of the things made, you can use the phrase ‘be made of’, otherwise, you have to use ‘be made from’.e.g. The desk is made of wood.The coat is made of leather/cotton/silk/wool.The paper is made from wood.The cake is made __from__ flour(面粉).You can also tell students about ‘be made up of’ if possible and necess ary.Ask more students to add any materials they know to make up the conversations.Show them a sample conversation as the following:A: What is the belt made of?B: It is made of leather.A: What is the dress made of?B: I know. It is made of silk.A: What are these trousers made of?B: They are made of cotton.A: OK. What is the scarf made of?B: Oh, I know that one. It is made of wool.Homework:Finish off the exercises on “Learning English” from Page 113 to 114.The seventh periodTeaching Plan for Main TaskObjectives:1, To describe different materials and items of clothing.2, To make a design about clothes and fashion.3, To present your designs to the class.Teaching Procedures:1, Greetings.2, Before doing the task, ask students who the audience is. Tell the students to read keywords and expressions in the grid on Page 103 of SB. Get the students toidentify any words they do not know. Check and clarify the meanings of those words with the class.3, Explain the instructions of the task carefully. Ask students to read the model poster on Page 104of SB. Ask them to plete the sentences with words from Part A on Page 103 of SB. Encourage students to ment on the model poster.4, Tell students to choose one fashion item. Make them aware of what kind of things their readers might like to read about. Tell the students to change the sentence models if they wish to create their own sentences. Get students to write a rough draft using the given poster.5, In pairs, students read, check and correct their partner’s drafts.6, Ask students to rewrite their posters on a separate sheet of paper and add illustration particularly pictures of popular fashion items. Ask them to stick their work on large display paper and put it up on display. Encourage them to read each other’s work.7, Ask students to present their designing plans to the class. Ask the class to vote for the best one.8, Task: 1, To tell what materials you need to design some clothes.2, To write a passage for a “fashion wall”.Homework:1.To get more information about designing fashionable…2. Finish off the exercises on “Learning English” from Page 117 to 118.The eighth periodTeaching Plan for Pronunciation and CheckoutObjectives:1, To introduce the syllables in words.2, To talk about the designing poster.3. To learn to discuss and choose new clothes in the clothes shop.Teaching Procedures:1, Greetings.2, Ask students to listen to the tape in Part A. Then repeat and pay attention to the word syllables.3, Ask the students to listen to the words in Part B. And write down the numbers of syllables they hear in each word in the blanks.4, Introduce the mixed-up syllable situations in Part C. Help the students to match the syllables to bine the mixed-up pieces to form six two-syllable words. Write them out in the blanks. Practise reading them.5, Explain the context and instruction for Part D on Page 102 of SB to the students.Help them to practise reading the words by themselves first. And then listen tothe tape carefully. Finish the work individually and then check them in pairs.6, Ask students to go over the dialogue of Part A at Page 105. and finish the filling-in work quickly using sequencing adverbs and modal verbs. You can ask onestudent a time to read out one plete sentence. Ask the rest of the class to say“correct” or “wrong”. If it is wrong, ask the class to identify the reason.7, Get the students to correct each other’s work and write the score on the “paw”.8, Go over the key words ahead first. And then ask students to go over the conversation, try to finish off the filling-in work as they did above.9, Get the students to correct each other’s work and write the score on the “paw”. Homework:1. Review Unit 6 to prepare for a test.2. Finish off the exercises on “Learning English” from Page 115 to 116, 119 to 120.。
牛津版七年级英语上学期Unit_6教案6
七年级英语上学期Unit 6教案第六课时Teaching Plan for Integrated SkillsObjectives:1, To listen to a description and identify specific details.2, To listen to a narrative focusing on adverbs for general understanding.3, To make inferences from pictures and keywords.4, To listen for specific meaning and respond by completing part of the story.5, To ask questions about materials fluently.6, To describe materials.Teaching Procedures:1, Greetings.2, Review the main items of the last lesson.3, Talk to the students about their favorite piece of clothing. Ask questions about how that piece of clothing was made and how it might feel. Tell them a story about one of your favorite clothing items.4, Ask students to look at the different parts of the trainer in Part A1. Play the tape, have students label the parts of the trainer. Divide students into pairs and ask them to compare their answers: 1, tongue 2, stripes 3, shoelace 4, sole5, Ask students to read Part A2 individually. Identify any words they do not know. Check the meaning of the word “sew”.Play Part A2 of the recording. Have students compare their answers in pairs and then check for the correct sequence of sentences.Answers: 3 1 4 6 5 26, Ask students to do Part A3 individually as a quick revision activity. Check answers.Answers:chose, came, cost, finished, gave, looked, stayed, took7, Tell students to read the second part of the story (Part4). Then play the recording and have students complete the story by listening for the verbs. The tell students to read the story to each other.8, Ask the students to do the task in Part B.9, Present the conversation line by line focusing on intonation and the linking of words.10, Ask more students to add any materials they know to make up the conversations.Show them a sample conversation as the following:A: What is the belt made of?B: It is made of leather.A: What is the dress made of?B: I know. It is made of silk.A: What are these trousers made of?B: They are made of cotton.A: OK. What is the scarf made of?B: Oh, I know that one. It is made of wool.11, Homework: To write a story with the title of “The life of leather shoes”or “The life of T-shirt”...。
七年级英语上册Unit6Welcometotheunit教学pptx课件新版牛津版
How many apples does Eddie want? Ten.
True or False
1.It’s time for breakfast.
F
2.Eddie wants to have a hamburger.
3.Hamburgers are not good for us.
T
4.Eddie likes apples.
T
5.Apples are not good for us.
F
F
Christmas Thanksgiving Day
meat
sweets/candies
bread
carrots
Coke
milk
Let’s learn different kinds of food!
fish meat
turkey（火鸡）
chicken
pork(猪肉） beef and mutton （牛肉 羊肉）
Millie likes _b_a_n_a_n_a_s__, _c_a_rr_o_t_s __ and f_is_h_____. She dislikes _e_g_g_s__. Daniel likes _h_a_m_b_u_r_g_e_rs_. He likes ___e_g_gs____. He dislikes _c_a_r_ro_t_s_ .
Unit 6 Food and lifestyle
Welcome to the unit
What do we eat on festivals?
牛津版七年级英语上册Unit6教案
3)Speak up
All the students talk about the place where they want to go best by using Wh-questions as follow:
Step 3 Check the answer
The teacher repeats the article and leads the Ss to check the answers.
Step 4 Speaking
1) The teacher lead the Ss practice the phonetics/ʃ/ /v /f/ /ʒ/ /ɵ/ ɚ/
1) What is your favorite subject?
2) How do you go to school everyday?
Practice Book B P100 B
教
学
反
思
总课题
Unit6 Travelling AroundAsia
总课时
6
第5课时
课题
Writing and Project
课型
New
教学目标
1 .Learn how to write a travel guide
2. Let how to use the conditional sentences to write a travel guide.
Step 3 Show the video then ask the Ss read and follow.
Step 4 Correct the reading and let the Ss read together.
牛津英语七年级上册第六单元Integrated skills精品课件
3. How long does she watch TV every day? A. more than 2 hours B. 1-2 hours C. less than 1 hour
4. How often does he eat cakes, chocolates and sweets? A. Every day
Benny’s lifestyle
1. How often does he exercise?
A. less than 3 times a week
B. 3-6 times a week
C. every day
2. How long does he sleep every night?
A. less than 7 hours
＞＜
less than
never seldom often usually always sometimes every day many times a week twice a week two times(次数） three times a week
Listen to an interview with Benny. Read the questionnaire and tick (√) the correct boxes to show his lifestyle.
How long do you watch TV? A. often. B. for two/three … hours.
How often do you watch TV? A. often. B. for two/three … an hour.
牛津深圳版英语七年级上册unit 6(2)教案
课题Unit 6 Visiting Shanghai 课型Reading备课时间1 period教材分析教学目标1. students can have a main idea about the famous sceinicspots in Shanghai2 Develop the reading ability and skills教学重点Introduce the famouse scenic spots in Shanghai,like People’sSq uare , the Bund and Yu Garden教学难点How to introduce a city教学关键Know how to introduce your own city教法与学法指导Reading competition, cooperation, self-study.教学环节主要教学步骤或内容学生主体活动教师活动设计意图时间分配第一环节复习回忆平移的根本性质，引入课题Step one: Free talk :Which places do you like bestin China?1.Answer theteacher’s questionwhich place do youlike best? Look at thepictures in P72, andtalk about the scenicspots in Shanghai?1. Show thequestions :Which place doyou like best inShanghai .And Show thepicutes of thescenic spot inShanghai.1.To arousethe interest andlead them toget into thetopic aboutseasons5第二环节观察操作、探索归纳平移的作法 Step two: Fast reading 2. Read the textquickly and answer thequestions2. Show thequestion: a. Howmany places a rementioned in thetext? b. whereis People’sSquare inShanghai? c.what otherbuilding can yousee around the2.Let thestudents get thegeneral idea ofthe text..25Step three: while-reading. Reading comprehe nsion.Step four: Discussion 3. Read the text indetails and finish theblank fillingexercise in a sheet,then check theanswers ,after that ,try to designquestions accordingto the text and askyour classmates toanswe r it .4. Talk in group : Ifyou go to Shanghai ,which of these treeplaces will you liketo go ? Why?People’sSquare? d.what can you seealong the Bunde. Is Yu Gardenan old garden ora new garden?,3. hand out thesheet and designthe blankaccording tothe importantinformation.Then check theanswers withstudents4. Show morepictures aboutthe three placesintroduced inthe text.and letstudents todiscussionabout them3.To make themget familiarwith the detailsof the text andtrain theirability ofreading4. Let studentsknow more aboutthe threeplaces and havea deepimpressionaboutShanghai ,andknow how tointroduce aplace you like第三环节课堂练习Step five: exercise 5.Finish theexercise in Part Cand D5.Help them tofind the detailsin the text.5. To train thestudents’readingability .5第四环节课时小结step Six: Sum up 6 Sum up Let studentstalk about what theyknow about Shanghai ,and how to introduce aplace to a friend6. Show a PPT tosum up : whenyou talk about aplace ,tell us : thecorrect place , thefam ous building ,the food , thepeople , thescenary6. Prepare forthe writing5第五环节课后作业 Homework 1. Read the textfluently2 write a passage tointroduce a place youlike bestHand out asheet whichcontain therequest ofwriting thepassageStrengthen thecomprehensionof the text.课堂教学流程Free talk --- Preparation ---Reading competition ----- Discussion---Homework .效果评价与反思。
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广州牛津版英语7上
u n i t6(2)
语法：条件状语从句
一．条件状语从句的概念
条件状语从句，表示主句动作发生的条件。
即在某种条件下，一件事情可能发生。
在英语中由连接词if或unless等引导的状语从句叫做条件状语从句。
条件是指某一件事情实现之后（状语从句中），一件事情（主句）才能发生，通常译作“假如，只要，如果”等意思。
条件状语从句中，主从句的时态要遵循“主将从现”的原则。
即，主句是将来时态时，从句用一般现在时代替将来时态。
二. 条件状语从句的引导词
1. If conj . 如果，假如
If you ask him，he will help you．如果你请他帮忙，他会帮你的。
If you fail in the exam，you will let him down．
如果你考试不及格，你会让他失望的。
2. unless conj.除非,若不,除非在……的时候（if ...not...）
You will fail to arrive there in time unless you start earlier.
如果你不早点动身,你就不能及时赶到那儿。
Unless it rains, the game will be played.除非下雨,比赛将照常进行。
3. so/as long as conj.只要
You may borrow my book as long as you keep it clean.
只要你保持书的清洁，你就可以把我的书借去。
三．关于条件句的时态，常见的有以下三种情况：
1、条件状语从句的主句是一般将来时，那么从句常常用一般现在时。
When I grow up, I’ll be a nurse and look after patients.
我长大后要当一名护士，照顾病人。
2、如果主句是祈使句，那么从句通常要用一般现在时。
If you want to have a chat ,call me up.
如果你想聊天，打我电话。
3、如果主句是含有情态动词时，根据需要从句多用一般现在时。
You should be quiet when you are in the reading room.
在阅览室时应保持安静。
四．知识拓展
1. 在以when，before，as soon as等引导的时间状语从句，也适用“主将从现”原
则，即如果主句是一般将来时，从句则用一般现在时。
I'll tell her the good news when she comes back.
当她回来的时候，我将把这个好消息告诉她。
she will give you a call as soon as she returns.
她一回来就会给你电话。
2. If条件句的同义句：祈使句，and /or+将来时态的陈述句。
Work hard, and you will make great progress.=
If you work hard, you will make great progress.
如果你努力学习，你才会取得大的进步。
Hurry up, or you will be late. =If you don’t hurry up，you will be late.
如果你不快点，你就要迟到了。
四、课堂练习
一．单选
( ) 1. There ______ “s” and _______ “i” in the word “suit’.
A: See you.
1.___________
2.________
3._________
4.__________
5._________
三．完型填空。
How are you , Lin? I’m writing____1__you at my school. It’s a big middle____2___. I’m in a big class. There’re fifty students in my class. There are about two hundred teachers in my school. My English teacher__3___Miss Liu. ____4__ is a nice teacher.
We go to school___5____Monday to Friday. There are four classes in the morning and two in the afternoon. We play games___6__four on Friday after class.
I have some friends at school. One is_____7__ America. She speaks English and____8___Chinese. I like to play____9__them. We like ____10__football. That’s my favourite game.
( ) 1 A to B for C with D from
( ) 2 A school B class C classroom D office
( ) 3 A be B are C am D is
( ) 4 A He B She C Her D Him
( ) 5 A from B for C in D on
( ) 6 A in B on C at D about
( ) 7 A come from B from C comes from D out
( ) 8 Amany B a many C many a D /
( ) 9 A for B and C at D with
( ) 10A play the B play C plays D playing
四．阅读理解。
Many children have nicknames(绰号) in our class. I have one , too. It’s from a story. One day after school , my friend Nick and I see many children flying kites in the park. Then a nice girl’s kite hangsin the tall tree and she can’t get it. She looks very worried. I quickly climb up the tree and get the kite down.
After that ,”Money” becomes my nickname and I like it a lot.
( ) 1 Where is the writer’s (作家的)nickname from?
A His classmates
B His parents
C A photo
D A story
( ) 2 What are the children doing in the park?
A Playing basketball
B Flying kites
C Playing chess
D Reading books
( ) 3The underline（下划线）word“hang” means?
A 暂时 B悬挂 C 连接 D 飘扬
( ) 4Why is the writer’s nickname “Monkey”?
A Because he looks like a money
B Because he likes a moneya lot
C Because he likes eating bananas
D Because he can climb up trees quickly
( ) 5Which of the following is TRUE?
A The writer looks like a monkey
B Nick’s kite hangs in the tree
C The writer helps the girl the kite down
D There are many monkey in the park
五、课后作业
一、.根据所给单词的中文，音标或首字母填空（10分）
1. Can you give us any good _____________ (主意)?
2. People plant ________________ (棉花) in many places of China.
3. The young like to wear trainers, because they are very _____________ (舒适，舒服).
4. I like to wear my hair in a 1990s _______________ (风格，款式).
5. That black ____________ [sk t] fits my sister well.。