最新精编 牛津上海版英语七年级上Unit3教案
2023-2024学年牛津上海版七年级英语上册教学设计《Module 3 Now listen 》
2023-2024学年牛津上海版七年级英语上册教学设计《Module 3 Now listen 》一. 教材分析Module 3 “Now listen” 主要讲述了日常生活中的听力和口语交流。
本模块通过不同的场景，让学生学会如何倾听和理解他人，并能够用恰当的词语和句型进行回应。
教材包括听力材料、口语练习、词汇学习以及语法点等内容。
在本模块中，学生将能够提高他们的听力技巧，并能够运用所学知识进行日常交流。
二. 学情分析七年级的学生已经具备了一定的英语基础，他们对英语学习有浓厚的兴趣，并且希望能够运用英语进行日常交流。
然而，部分学生可能对听力技巧的掌握还不够熟练，因此在听力理解方面可能会遇到困难。
此外，学生的口语表达能力也各有不同，需要通过大量的练习来提高。
三. 教学目标1.能够理解并运用日常生活中的听力技巧。
2.能够听懂并能够用恰当的词语和句型进行回应。
3.能够提高听力理解能力，增强对英语听力的兴趣。
四. 教学重难点1.重点：听力技巧的运用和口语交流能力的提高。
2.难点：对听力材料的理解和运用恰当的词语和句型进行回应。
五. 教学方法1.任务驱动法：通过完成各种听力任务，激发学生的学习兴趣，提高他们的听力技巧。
2.交际法：通过角色扮演、小组讨论等形式，让学生在实际语境中运用所学知识进行口语交流。
3.互动式教学法：教师与学生之间的互动，引导学生主动参与课堂，提高他们的口语表达能力。
六. 教学准备1.教学材料：牛津上海版七年级英语上册教材、多媒体教学设备。
2.教学辅助材料：听力材料、单词卡片、教学图片等。
七. 教学过程1.导入（5分钟）–利用多媒体展示一些日常生活中的场景图片，引导学生进行观察和思考。
–提问学生：“你们在日常生活中有没有遇到过需要倾听他人讲话的情况？请问你们是如何应对的？”2.呈现（10分钟）–播放一段听力材料，让学生听懂并理解其中的内容。
–针对听力材料中的关键词汇和句型进行讲解和示范。
牛津上海版七年级上Unit3 Period2英语教案
Post-task
Discuss and write
Write a short passage
The cityI’ve visited
To guide Ss to usewhat they have learned in the text to express.
Think and say
Read the numbers and try to write it down numbers
While-task
Look, point and say
Look at the map of the world, and point out the countriesSsknow.
1)theUSA
2)Japan
T: Where is theUSA/Japan?
S:Japanis nearChina.
TheUSAis far away fromChina.
3) Present students another map of the world and encourage students to say more about the positions of different countries using“near/ far away from”
2.Do workbook.
Teaching aims:1. Ask Wh- questions to find out specific information.
2. Use thepresentperfect tense to relate past events to the present.
牛津上海版七年级英语上册教学设计：Unit3Friendsfromothercountries
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于使学生能够运用一般现在时态描述来自不同国家朋友的特点、习惯和喜好，以及学会使用相关交际用语进行简单交流。
难点：一般现在时态的正确运用，以及在不同情境下灵活运用所学的词汇和句型。
（二）过程与方法
1.通过小组合作、讨论交流，培养学生主动探究、合作学习的能力；
2.通过听力、口语、阅读、写作等多种教学活动，提高学生的英语综合运用能力；
3.引导学生观察、分析、归纳来自不同国家朋友的特点，培养他们的观察能力和逻辑思维能力；
4.鼓励学生积极参与课堂活动，敢于开口说英语，增强他们的自信心和勇气。
2.各小组准备一段简短的介绍，向全班展示他们所了解的国家，并尝试用英语与同学们分享。
3.教师鼓励学生积极参与讨论，提问和建议，增进对其他国家的了解，提高跨文化交际能力。
（四）课堂练习
1.教师设计一些课堂练习，如填空、选择、改错等，让学生巩固本节课所学的词汇和语法知识。
2.设计一个“国际文化交流会”的角色扮演活动，让学生模拟与来自其他国家的朋友交流的场景，练习使用所学交际用语。
（三）情感态度与价值观
1.培养学生尊重、理解和接纳不同文化背景的朋友，增进国际友谊；
2.培养学生的跨文化交际意识，使他们认识到学习英语的实用性和重要性；
3.激发学生对英语学习的兴趣，提高他们的学习积极性和主动性；
4.培养学生热爱祖国、热爱世界、热爱生活的情感，树立正确的人生观和价值观。
在教学过程中，教师要注重学生知识与技能、过程与方法、情感态度与价值观的整合，通过丰富多样的教学活动，使学生在轻松愉快的氛围中学习英语，提高他们的英语素养。同时，教师还要关注学生的个体差异，因材施教，使每个学生都能在原有的基础上得到提高。
牛津上海版英语七年级上册《unit 3 sea water and rain water》优秀教案3篇(重点资料).doc
Module 3 The natural elementsUnit 3 Sea water and rain waterTopic Oxford English For Grade Seven--- “Sea water and rain water ”Period The third periodName ChenranI. Teaching aims1. Knowledge objectivesVocabulary build-up a dripping tap , a running tap , a s hower , fix , mugSentence patterns How can we save water ?We can save water by ____ing…[来网]We can save water by not ____ing …Introduction of different ways of saving water2. Ability objectivesTo develop the students’munication skills by learning useful structures and vocabulary.To improve the students’petence of working in pairs and groups.3. Emotion objectives]To enable the students to understand that water is important for us.To tell students how to save water in daily lim]II. Teaching methodsTask-based teaching methodSituational language teachingMulti-media methodmunicative language teachingIII. Studying methodEncou rage the students to study language through “observation----Imitation---Practice ”.IV. Teaching ProcedurePre-task preparation1. A petition to review the uses of waterDivide Ss into six groups . Ss take turns to say how to use water by using the sentence pattern We use water for ___ing. To see which group say the most.Ss think about the question Do you waste water when you use it?While-task procedure1. Introduce new words.Ss listen to three different sounds and guess where it is from.Then introduce new words by pictures a dripping tap , a running tap , a shower2. Show Ss some pictures of people wasting water.Picture One What is the boy doing ? ( He is brushing his teethHe is brushing his teeth under a running tap.What should we say to him? ( Don’t brush your teeth under a running tap.)Picture Two What is the woman doing ? ( She is washing dishes and vegetables under a running tap.)What should we say to her ? ( Don’t wash dishes or vegetables under a running tap. )Picture Three What is this ? ( a dripping tap )What should we do when we see a dripping tap ? ( We should fix it / We should turn the dripping tap off )Picture Four Taking a shower and having a bath , which is a waste of water ?( Having a bath )What should we do ? ( We should take a shower rather than have a bath) Picture Five What is the child doing ? ( He is playing with water )What should we say to him ? ( Don’t waste water for playing games )Ss think about How can we save water ?Introduce We can save water by ___ing…We can save water by not ___ing …Show Ss different pictures. In pairs , Ss talk about how to save water .eg. S1 How can we save water?S2 We can save water by fixing dripping taps.S1 How can we save water?S2 We can save water by not brushing our teeth under a running tap. Encourage Ss to think about more ways to save watereg. We can save water by not washing our face under a running tap.Post-task activity1. Ss make a conclusion Where do people usually waste water ?At home At school In the factory2. In groups , Ss choose a place and make a dialogue or a short play about saving water.3. In groups , Ss make a poster about saving water.Assignment Oral Read and recite the dialogue on P .44Written Write a report about different ways of saving water]教]resources on the internet2. To develop the students' abilities of listening ,readin g, writing and speaking3. To further understand the importance of saving water and arouse their awareness of savingwater and protecting environment4. To cultivate the students' abilities of cooperation and self-study课程标准的有关内容（英语国家课程标准）1.To stimulate and cultivate the students' interests of learning English through curriculumstudy and practice;2.To make the students' have confidence on how to learn English and cultivate ag ood habit tolearn English;3.To have a good mastery of four skills of listening, speaking, reading and writing;4.To cultivate the students' abilities of observation, memory, thinking, imagination andcreation ;5. To help the students to realize the world and tell the differences between the westernculture and the eastern culture and then cultivate the students' patriotism and dosomething for their future development;学习目标1.To hav e a good mastery of language focus1) Asking "How "questions to find out means2) Using connectives to express conditions3) Further understanding of the importance of saving water[2. To learn how to collect some information and resources of the themes of theforming process of sea water and rain water and arouse their awareness of saving water3. To learn how to discuss a certain topic in English and cultivate their abilities ofcooperation能力训练1. To train the students' abilities of how to collect the relevant information and resources o]the internet2. To train the students' four skills of listening, speaking, reading and writing3. To cultivate the students' abilities of cooperation教学策略Let the students find out their relevant resources on the internet by Google;read some reports onlack of water in some cities in China and saving water in some big cities in China and let thestudents further understand the importance of water and how to use water well and arouse theirawareness of protecting environment. Meanwhile ,let them have a good mastery of language focus.网]课程设计1.First,read index of contents about sea water and rain water2.Secondly, let students read some reports on lack of the resources of water in some cities inChina by Google and have a short discussion in groups of three or four and make some conclusion.3.Thirdly,read some reports on saving water in some cities in China by Google nd have a shortdiscussion in groups of three or four and make some conclusion.4.Then , watch some pictures of sea water without any pollut ion by Google5.Finaly, let the students have a warm discussion about the topic of sea water and rain water.Module 3 The natural elementsUnit 3 Sea water and rain waterTeaching PlanTopic牛津7A Module3 Unit 3 Sea water and rain waterPeriod The first period.School Ye Xie Middle School.Name Zhang Xiaoxia(张晓霞)Teaching aims [1. Knowledgable objectives(1) To learn and use some new words about oceans.(2) To learn how to ask ‘How’and ‘Wh-’questions to find out various kinds of specific information.(3) To have a general idea of the text.2. Ability objectives(1) To improve students’listening and speaking ability.(2) To have the awareness of petition.3. Emotional objectives(1) To know about the wonderful world under the water.(2) To educate students that people should protect oceans and the lives in water. Teaching difficulties one of …, by doing sth1) How many kindsArouse studentsshow t.(Not yet.)animals whales,1. Give some 1. Firsts questionsandpetition. 2. ToRecite the new words of this text.Read the text at least three time s.Students’activitypetition about oceansI. Ask students to get more information from puter before class.II. Divide the whole class into five groups.III.Give them ten questions.QuestionsHow much of the Earth is water?How many oceans are there in the world?What are they?Which is the largest ocean of the four ?Which is the smallest ?What is the largest animal, both on land and in the oceans?Name two intelligent animals on the earth.Name three beautiful things in the oceans.What can we get from the oceans?How can people get drinking water from the oceans?TopicsHow can we protect the earth?How can we protect the oceans？How can we save water?The importance of the oceans.The importance of sea animals and plants.Sea water and rain water 教学设计说明本教案是7A M3The natural elementsU3Sea water and rain water 的第一课时. 在学习本课之前我们已经学习了其他两种自然元素火和风，所以在对两者稍加复习的基础上很自然地引出我们今天要学习的第三种自然元素——水。
牛津上海版七年级英语上册优秀教学案例：Unit3Friendsfromothercountries
2.学生能够用英语简单介绍自己的国家和文化，如traditions, festivals, food等。
3.学生能够听懂、会说、会读关于不同国家的风俗和习惯的句子，如“I come from...”“I have a friend from...”等。
2.鼓励学生提出问题，培养他们的问题意识和解决问题的能力。
3.教师引导学生通过讨论、分析等方式，找到问题的答案，提高学生的思维能力。
（三）小组合作
1.引导学生分组进行合作学习，培养学生的团队协作能力和沟通能力。
2.设计小组讨论、小组竞赛等活动，激发学生的学习兴趣，提高学习效果。
3.教师关注各小组的学习情况，给予及时的指导和鼓励，确保每个学生都能在合作中得到提高。
2.问题导向：教师设计了一系列富有挑战性的问题，引导学生主动思考、探究，激发他们的求知欲。在解决问题的过程中，学生不仅提高了自己的思维能力，还学会了如何与他人合作、交流，培养了团队协作精神和沟通能力。
3.小组合作：教师引导学生分组进行合作学习，让每个学生都能在小组讨论、小组竞赛等活动中发挥自己的优势，提高自己的学习能力。同时，小组合作的学习方式也让学生学会了倾听、理解他人，培养了他们的团队精神和合作能力。
4.学生能够通过阅读文本，了解不同国家的文化特点，提高阅读理解能力。
（二）过程与方法
1.学生通过图片展示、小组讨论、角色扮演等教学活动，提高观察力、合作能力和表演能力。
2.学生通过听、说、读、写等多种方式，提高英语语言运用能力。
3.学生通过自主学习、探究学习，提高发现问题、分析问题、解决问题的能力。
2.提问：“你们知道这些国家的哪些信息？”让学生发表自己的想法。
初中英语牛津上海版七年级上册第三单元 ReadingB 教学设计
教学设计
Reading B Unit 3 (7A)
一、本课时教材分析
Reading B 主要是一篇关于如何处理身边遭遇的文章，进而加深对本单元主题思想的认识。
二、课型：阅读课
三、时间：40分钟
四、教学目标：
1.掌握本节课的核心词汇：sigh, project, complete, cycle, hurt, wonder, rush,
bicycle，培养学生猜词的能力。
2.培养学生基本的阅读技巧：略读（找寻关键信息）、跳读、细读（关注课文
细节）等。
3.学生学会如何用英语拨打基本的应急电话：110，119，120
4.培养学生探究学习、合作学习、自主学习的能力。
5.了解英文日记的一般结构及其基本写作方法，仿写一篇日记。
牛津七年级上Unit3教学设计2ReadingI
Unit 3 Let’s celebrate!Part 1: Teaching Design (第一部分：教学设计)Unit goals●Use prepositions to talk about time.●Use ‘Wh-’ words to ask questions.●Use ‘some’ and ‘any’ to talk about the amount of something.●Make a writing plan for a poster and write about a favourite festival.Period 2 Reading (I)Teaching goals:●To read a letter about Halloween●To guess general meanings from pictures and keywordsTeaching proceduresStep 1. Making a revisionSay: Yesterday we learned six festivals. What are they? (Ask students to answer and choose two students to write on the Bb.)Step 2. Presenting(Show picture 1 on page 35 to students.) What’s this ? (It’s a lantern.) What lantern is it? Is it a paper lantern? (No, it’s a pumpkin lantern.)When do people make pumpkin lanterns? (At Halloween.) Today we’re going to learn something about Halloween. In China, we do not celebrate it. But in the USA, people celebrate it. Do you want to know what they do on that day? Please open your books and turn to page 36. Let’s get to know about Halloweentogether.Step 3. Practicing1. Listen to the tape with one question ‘When is Halloween?’ (On October 31st)2. Ask students to scan the page and try to guess the meaning of each new word. If they fail, help them by explaining the new words. Then do Part B1. Check the answer (1. pumpkin lantern. 2. special costume3. trick or treat4. party)3. Read after the tape. After reading, ask students to do Part B2. Check the answer (1. F 2. T 3. T4. F5. T)4. Read the passage together. Then ask students to answer the following questions:①What’s Wendy’s favourite festival?②How do people play “trick or treat”?③How do they dress up at Halloween?④How do you make your own pumpkin lantern?⑤What do they eat on that day?5. Listen to the tape again. Ask students to pay attention to their pronunciation and intonation.6. Ask several students to retell the passage.Step 4. Making a summary1. Read the new words together.2. Read the passage together.Step 5. Doing Homework1. Read the passage.2. Write a small passage about ‘Halloween.’。
牛津上海版英语七年级上册《unit 3 friends from other countries》教学设计2篇(精品).doc
Module 4 RelationshipsUnit 3 Friends from other countriesPeriod 2I. Language focus1. Asking 'Wh-' questions to find out about a specific object2. Using the present perfect tense to relate p ast events to the present3. Using prepositions to indicate positionII. Language points[America American Australia AustralianBritain British Canada CanadianThe Philippines FilipinoIndia Indian Italy ItalianThailand Thai France FrenchJapan Japanese China ChineseKorea KoreanIII. Teaching procedure1. Daily talk2. Pre-task preparationa. Review Thailand, Britain,…b. Play the recording Read. Students listen and follow in their books.c. Play the recording again. Students listen and repeat.d. Have students close th eir books and ask some questions3. Consolidation[K]Grammar Practice Book 7A page 6 Workbook page 38Period 3I. Language focusing modals to make an invitation2. Using connectives to express alternatives3. Using connectives to link information and add similar ideasII. Teaching procedure1.Daily talk2. Find some letters sent by pen-friends from other countries. Circulate them around the class.3. Show the letters to the class. Ask those students whohave got a pen-friend/pen-friends questions4. Play the recording Read and say. Students listen and follow in their books.5. Ask those students who have got a pen-friend/pen-friends to tell the class something about their pen-friends.6. Have students read the table in Think and write to see what Betty, Mark, Ben and Sally want to know about their pen-friends.Period 4I. Language focus.1. Using prepositions to indicate place .2. Using formulaic expressions to begin and end a letterII. Teaching procedure1.Daily talk2.Pre-task preparationa. Give students some time to read the li st of pen-friends in Picture l of Read and write. Invite some more able students to point out what the first name and last name of each person is.b. Have students read Ben's list in Picture 2 of Read and write. Tell students to use the information they have on th e list to plete the letter for Ben. Invite astudent to read the letter aloud.3. Post-task activityWorkbook page 39[4. Consolidation[Grammar Practice Book 7A page 70Unit 3 Friends from other countries一. 教学内容：Module 4 RelationshipsUnit 3 Friends from other countriesPeriod 1（一）课标单词（二）重点短语（三）语法知识（四）你想了解笔友的什么方面？二. 知识总结与归纳（一）课标单词1. foreigner2. crowded3. example4. Canada5. Canadian6. Australia7. Australian8. India9. Indian 10. Britain 11. British 12. Japanese 13. penfriend（二）重点短语1. most of2. for example3. more than4. c all sb. sth5. far away from6. read about7. write to sb.（三）语法知识1. The words about different countries and people in these countries.不同的国家名称和这些国家的人们的叫法。
牛津上海版七年级英语上册说课稿《Module3Nowlisten》
牛津上海版七年级英语上册说课稿《Module 3 Now listen 》一. 教材分析《Module 3 Now listen》是人教版牛津英语七年级上册的一节课。
本节课的主要内容是关于日常生活中的衣服和穿着的词汇。
通过本节课的学习，学生能够听懂并会说关于衣服和穿着的词汇，以及能够运用这些词汇进行简单的交流。
教材中包含了单词表、听力练习、口语练习、阅读理解和写作练习等多种形式，旨在帮助学生全面提高英语听、说、读、写的能力。
二. 学情分析七年级的学生已经掌握了一定数量的英语词汇和基本的语法知识，对于日常生活中的简单交流已经没有太大的困难。
但是，学生在发音和听力方面还存在一定的问题，需要通过大量的练习来提高。
此外，学生的学习兴趣和学习积极性是影响学习效果的重要因素，因此在教学过程中，需要注重激发学生的学习兴趣和积极性。
三. 说教学目标1.知识目标：学生能够听懂并会说关于衣服和穿着的词汇，如：T-shirt,skirt, pants, shoes等。
2.能力目标：学生能够运用所学的词汇进行简单的交流，提高听力和口语能力。
3.情感目标：通过本节课的学习，学生能够培养对英语学习的兴趣，增强学习的自信心。
四. 说教学重难点1.重点：学生能够听懂并会说关于衣服和穿着的词汇。
2.难点：学生能够正确运用所学的词汇进行简单的交流，提高听力和口语能力。
五. 说教学方法与手段本节课采用任务型教学法，通过听、说、读、写等多种活动，激发学生的学习兴趣，提高学生的学习积极性。
同时，利用多媒体教学手段，如音频、视频等，为学生提供丰富的语言材料，帮助学生提高听力和口语能力。
六. 说教学过程1.热身（5分钟）：通过与学生谈论他们所穿的衣服，引起学生对衣服和穿着的兴趣。
2.presentation（10分钟）：教师展示衣服和穿着的图片，引导学生说出相应的词汇，同时教授新词汇的读音和书写。
3.Practice（10分钟）：学生听录音，完成听力练习，练习中涉及衣服和穿着的词汇。
牛津上海版英语七年级上册《unit 3 the dragon boat festivalg》优秀教案(重点资料).doc
Module 1 Garden City and its neighboursUnit 3: The Dragon Boat Festival (I) Language focus:Using adjectives to describe objects.e.g. a salty rice dumpling / a sweet rice dumplingUsing prepositions to indicate time.e.g. ... in summer. It's on the fifth day of the fifth lunar month ...Asking “Wh-” questions to find out various kinds of specific information about a person.e.g. What do people eat?What do people do to celebrate this festival?Using connectives to link contrasting ideas.e.g. Kitty loves the s weet rice dumplings, but she hates the salty ones.Using the simple present tense to express preferences.e.g. loves / hates / likesUsing prepositional phrases to describe objects.e.g. salty ones with meat and green beans / sweet ones without red beansLanguage skills:Listening:Identify the main ideas of a new topic. Listen for specific informationSpeaking:Maintain an interaction by explaining.Reading:Read written language in meaningful chunks. Understand the connection between ideas by identifying linking words or phrases. Recognize recurrent patterns in language structure.Writing:Develop written texts by using appropriate linking words or phrases.Materials:1. Student's Book 7A page 10.2. Cassette 7A and a cassette player.3. Workbook 7A page 5.Preparation:Cue the cassette.I. Warming-up:II. Pre-task preparation:1. Ask students what they like to do and eat to celebrate theDragon Boat Festival. Encourage students to talk about this festival.2. Review and introduce new vocabulary items in Look and learn.3. Play the recording: Look and learn and Look a nd read. Students listen and follow in their books.4. Play the recording again. Students listen and repeat. III. While-task procedure:1. Students pair up to talk about the rice dumplings they like. Have them complete the survey from in Circle and write by circling and writing down what they have discussed with their partners. They are required to use the target language in their report, like this: I love ..., but I hate ... / My classmate loves ..., / but ... / We both love ..., but ...2. Ask individuals to read their reports to the class.3. Collect all reports and bind them into a book for circulation in class4. Conduct a simple survey to find out the most popular kind of rice dumpling among students by counting how many students like a particular kind of rice dumpling. Ask some students why they like or dislike a particular kind of rice dumpling.IV. Post-task activity:Workbook page 5.V. Consolidation:Grammar Practice Book 7A pages 9 and 10.Unit 3: The Dragon Boat Festival (II) Language focus:Asking “Wh-” questions to find out the reason.e.g. Why do we celebrate the Dragon Boat Festival?[Using the simple past tense to talk about past activities and states.e.g. Qu-yuan was born around two thousand years ago in China. Using the simple present tense to talk about present states.e.g. Nowadays, people eat rice dumplings and have Dragon Boat races to ...Language skills:Listening:Identify the mean ideas of a new topic. Listen for specific information.Speaking:Open an interaction by eliciting a response by asking questions on a topic.Reading:Read written language in meaningful chunks. Recognize thepresentation of ideas through paragraphing. Re-read to establish and confirm meaning.Writing:Gather and share information, ideas and language by using strategies such as question. Develop written texts by presenting main and supporting ideas.Materials:1. Student's Book 7A page 11.2. Cassette 7A and a cassette player.3. Photocopiable page 8.Preparation:Make a copy of Photocopiable page 8 for each student. Cue the cassette.Warming-up:II. Pre-task preparation:Language learning activity:This section aims at providing students with opportunities to practise the language / vocabulary needed or become familiar withthe background for the task that follows.1. Give students some time to read the story silently. Then ask students: Was Qu-yuan sad? Why? Encourage volunteers to answer the questions.2. Play the recording: Look and read. Students listen and follow in their books.3. Play the recording again. Students listen and repeat. Ask students to pay attention to the pronunciation and intonation of the words.4. Remind students of the use of the past tense in the story. Go over the verbs in the past tense with students. Invite the more able students to speak out and spell, if possible, the corresponding verbs in their present tense form.5. Remind students to pay attention to the use of different tenses when talking about the past and the present in the story.6. Distribute a copy of Photocopiable page 8 to each student. Students read the text on page 11 of the Student's Book again individually. Have them complete the list and write down the answers to the questions.7. To check the answers with students, invite some students to write the list on the board. Then invite the more able students to answer the questions orally.Unit 3: The Dragon Boat Festival (III)Language focus:Using modals to make an offer.e.g. Would you like a piece of rice dumpling?Using formulaic expressions to accept offers.e.g. Yes, please. I really like rice dumplingsUsing formulaic expressions to decline offers.e.g. No, thanks. I don't like rice dumplings very much. Using modals to indicate preferences.e.g. I'd rather have a piece of pizza.Language skills:Listening:Recognize differences in the use of intonation in questions, statements, and respond appropria tely. Identify the main ideas of a new topic. Understand the speaker's intention, attitude and feelings through his / her choice and use of language, gestures and facial expression.Speaking:Maintain an interaction by replying, asking questions and using formulaic expressions where appropriate.Reading:Read written language in meaningful chunks. Recogn ize recurrentpatterns in language structure. Understand intention, attitude and feelings stated in a text by recognizing features such as the choice and use of languageMaterials:1.Student's Book 7A page 12.2. Cassette 7A and a cassette player.3. Workbook 7A page 6.Preparation:Cue the cassette.I. Warming-upII. Pre-task preparation:Language 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 the names of the food and drunk items that students have learned previously, e.g. pizza, pancake, cookies, hamburger, lemonade, 7-up, coffee, etc. Introduce new food items, e.g. Chinese pudding, Christmas pudding with the help of picture or photos.2. Play the recording: Look and say. Students listen and followin their books.3. Students work in groups of three and use the modelled conversation in About you to do the role-play. Have some groups come out and act the conversation.III. Consolidation:Workbook page]Grammar Practice Book 7A page 11.*************************************。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
一、单元分析（Unit Analysis）
（一）单元地位（Unit Position）
1. 本单元中出现了较多的国家名称和国籍名称。
大多数的单词已经在小学和以前的学习中出现过。
新出现的是the Philippines –Filipino(s), Thailand - Thai 。
容易遗忘的是Canada –Canadian, Britain – British, India – Indian.
2．如何用英语来读出较大的数字，以及理解其中逗号的作用。
比如121，000 可以被读成one hundred and twenty-one thousand 英语数字的读法在听力测试和日常的英语场景交流中都起到了非常重要的作用，所以在这里可以进一步拓展，举例说明在较大的数字中逗号的不同读法和作用。
3．阅读英文的个人信息表，并准确填写。
学习其中的一些关键词：
sex 要求填写性别
nationality 要求填写国际
address 要求填写地址
age 要求填写年龄
height 要求填写身高
interests 要求填写兴趣爱好
favorite subject 要求填写最喜欢的科目
4. 重点学习和操练的是以下两个句型
a) What do we call people from America?
We call them Americans.
通过对此句型的操练可以达到两个目的。
一、操练不同国家的名词和形容词表达法。
二、操练介词短语作后置定语的用法。
b) -- What have you visited? / Which country have you visited?
-- I’ve visited…
动词一般现在完成时的用法在7A Module 1 Unit 2中已频繁出现过。
本单元出现的visit的用法又是一个拓展。
（二）单元目标（Unit Target）
1 巩固和掌握更多国家和国籍表达法。
2 能够正确地用英文读出千，万，百万等较大的数字。
3 能够阅读较为简单的英文个人信息表，并准确填写。
4．能够在口头和书面中正确使用以下两个句型：
a) -- What do we call people from America?
-- We call them Americans.
b) -- What have you visited? / Which country have you visited? / Where have you visited?
I’ve visited…
（三）单元重点（Unit Points）
1 关键词汇和表达法：
1）词汇和表达：over = more than, luck, lucky, unlucky, luckily, pen-friend = pen pal
the Philippines - Filipino(s)
Canada – Canadian(s)
America – American(s)
Britain – British
India – Indian(s)
Australia – Australian(s)
Japan – Japanese(s)
Thailand – Thai
age, sex, nationality, family, pet, school, favorite subject, interests, address, height, male,
female.
2）依照逗号的位置来区分thousand, million, billion 的用法。
二、教学设计（Teaching Designs）
同学们使用电子词典查询一些新的单词。
2. 指出其它几种询问人口数量的表达方式：
● How many people are there living in Hong Kong?
● What is the population of Hong Kong?
3. 引导同学们学习中国的人口为13亿，用英文的读法是one point and three billion. 同时拓展million 的使用方法。
[链接2]
Are people nowadays lucky or unlucky?
⏹ Why are we very lucky?
⏹ Which countries have the students in the conversation visited?
⏹ Have you been to these countries?
⏹ What place have you visited?
⏹ What country or place have you read about?
2
． 让同学们两个人完成A survey 的内容。
3． 根据A survey 的内容，让同学们完成对话。
然后请同学们用第三人称来说出她或者他的伙伴去过哪里，或者是读到过关于哪里的情况。
T: What country / place has your partner visited?
S: My partner has visited …
T: What country / place has your partner read about?
S: My partner has read about …
[链接3]
[链接4]
How old is he? – age
Where does he live? - address
How many people are there in his family? – family member
What does he like? - interests
What does he like to eat? – favorite food
教师可以引导学生用所学过的问题提问，然后教师用新的词汇来回答。
同时把新词汇和答案都写在黑板上。
供同学们参考。
2．让同学们自制问卷，先写出自己认为要成为笔友最重要的三点，然后找四位同学们提问，并写下他们认为要成为笔友最重要的三点。
鼓励同学们在比较自己和他人的不同答案时，提出疑问，并最终可以根据他人的答案来改变自己原先的想法。
这样的拓展活动可以进一步培养同学们的英语表达能力，而且使得整个询问活动更加有意义。
S1: What are the most important things you want to know about your pen-friend?
S2: His or her…
S1: Sorry, I don’t agree with you. Why do you think … is more important than…?
3. 结合76页More oral practice中Write and talk的内容，想象一位完美的笔友，然后填写表格4．75页的内容是很好的写作学习和练习，学生在完成常规练习之后，回家作业可以安排模仿75页原文的作文。
要求同学们给他们在76页上的完美笔友写一封完整的信。
必须包括信的几个基本部分。
5. 在对More oral practice的处理上，可结合学生实际，选择一些学生熟知或曾经去过的国际、国内城市，进行拓展教学，提高他们的实际语言运用能力。