译牛7A Unit 1 重点难点讲解(译林牛津版七年级英语上册教案教学设计)
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篇1：译牛7A Unit 1 重点难点讲解(译林牛津版七年级英语上册教案教学设计)
1. He is very clever at Maths. 他擅长数学。（P4）
（1）clever是形容词，意为“聪明的，伶俐的”，同义词为bright，反义词为stupid。
（2）be clever at…意为“擅长于……”，相当于be good at。例如：
Jack is clever at English.=Jack is good at English. 杰克英语学得好。
be clever at与be good at后面跟动词时，必须用其-ing形式。例如：
Beibei is clever at / is good at dancing.贝贝擅长于跳舞。
Tom is clever at / is good at playing basketball. 汤姆篮球打得好。
2. He's in the school basketball team.他是学校篮球队的队员。（P4）
I'm in the Reading Club.我在阅读兴趣小组。（P4）
句中的“be in + 团队组织”意为“be a member of …”。因此
He's in the school basketball team.= He's a member of the school basketball team.
I'm in the Reading Club. = He's a member of the Reading Club.
例如：
Mike is in the Country Football Team.迈克是国家足球队的队员。
Many students in our class are in the Swimming Club.我们班许多学生参加了游泳兴趣小组。
3. You can call me Simon. （P4）
call意为“叫、称呼”，call sb. /sth. + 名称，意为“叫某人（某物）为……”。例如：
You can call him Tom. 你可以叫他汤姆。
What do you call it in English? 你们用英语怎么称呼它？
call还有“打电话”、“叫、喊”之意。例如：
Who is calling? This is Helen speaking. 谁在打电话？是我，海伦。
Listen, someone is calling you. 听，有人在叫你。
call也可作为名词，意为“电话”。如：a telephone call 一通电话。
4. My parents come from Shanghai.我父母是上海人。（P4）
come from意为“来自……（地方），是……（地方）人”。
come from=be from
My parents come from Shanghai.=My parents are from Shanghai.
例如：
Jim comes from America.= Jim is from America.吉姆来自美国。
5. I was born there but we live in Beijing now.我出生在那儿但我们现住在北京。（P4）
be born意为“出生”。例如：
Simon was born in Shanghai. 西蒙出生在上海。（P5）
He was born on July 27th.他出生于七月二十七日。
My sister and I were born in Beijing.我和我妹妹出生在北京。
6. I play football at school. 我在学校踢足球。（P4）
at school可以表示“在学校”，也可以表示“上学”的概念。school表示抽象概念，而不是指具体场所时，school前不加冠词，也不用复数形式。例如：
Daniel, do you play tennis after school? 丹尼尔，你放学后打网球吗？（P9）
7.I love reading. 我喜欢看书。（P4）
I like listening to music. 我喜欢听音乐。（P4）
He enjoys playing computer games. 他喜欢玩电脑游戏。（P4）
like, love, enjoy后面接动词的-ing形式，构成句型“like / love / enjoy doing sth.”意为“喜欢干某事”。例如：
She loves dancing.她喜欢跳舞。 （P4）
She loves swimming. 她喜欢游泳。 （P4）
I am really enjoying teaching you.我真的一直很喜欢给你们上课。
Mary likes playing the violin.玛丽非常喜欢拉小提琴。
8.I love him very much. 我非常喜欢他。（P4）
very much意为“很，非常，十分地”，通常用来修饰like, love, enjoy, miss, thank等动词，表示程度。例如：
All the students in our class like English very much.我们班所有学生都很喜欢英语。
The little girl loves singing and dancing very much. 这小女孩十分喜欢唱歌跳舞。
He enjoys playing football very much. 他非常喜欢踢足球。
9.She works hard. （P4）
works hard意为“努力学习，努力工作”。Hard在此为副词，修饰动词 work。
work hard at…意为“在……方面努力学习，在……方面努力工作”。例如：
She works hard at Maths.她努力学习数学。
10.I wear football boots when I play football.我踢足球时穿足球鞋。（P7）
I play tennis with a tennis racket.我用网球拍打网球。（P7）
表示球类运动时，球类名词前通常不用任何冠词。例如：
I play football at school. 我在学校踢足球。（P4）
Daniel, do you play tennis after school? 丹尼尔，你放学后打网球吗？（P9）
Look! They are playing football over there.看！他们在那儿踢足球。
11.Here are some pictures of my family.这儿有一些我家人的照片。（P10）
（1）Here be…意为“这儿有……，这里是……”。什么时候用is还是are，主要看后面的主语是单数还是复数。例如：
Here is a ruler.这儿有一把尺。
Here’s a piece of paper.这儿有一张纸。
Here are two ball pens. 这儿是两支圆珠笔。
Here are two apples. 这儿有两只苹果。
（2）英语中以here, there开头的句子常用倒装结构，把here, there 放在句首。在这种结构中，如果主语是名词，该名词须放在动词之后。如果主语是代词，则放在动词之前。例如：
---Helen, where’s the eraser? ---Here it is.海伦，橡皮呢？在这儿呢。
Here we are. 我们到了。
Here is a little present for you. 这儿有一份给你的小礼物。
There comes a bus.公共汽车来了。
There goes the bell.铃响了。
12.I hope you and your family are well.我希望你和你的家人身体都好。（P10）
（1）句中的family意为“家人，家庭成员”。family指家庭成员时，为集体名词，后接复数动词形式；如果把family看成一个整体，则后接单数动词形式。family也有“家，家庭”的意义，其复数形式为families。例如：
The whole family are watching TV.全家人都在看电视。
My family are all very well.我的家人身体都很好。
His family is large.他家是个大家庭。
（2）句中的well为形容词，意为“身体好，健康的”，相当于fine。例如：
---How is your father? ---He is very well. Thank you.你父亲身体好吗？很好，谢谢。
13.At the weekend, I usually go running for half an hour.周末，我通常跑步半小时。（P11）
go running意为“去跑步”。在表示去进行带有娱乐性的体育活动时，可以用go+V-ing结构。例如：
go swimming 去游泳
go shopping 去买东西
go fishing去钓鱼
go skating去溜冰
14.I am good at football. 我擅长于足球。（P11）
be good at 意为“在……学（干）得好”，相当于do well in。at 是介词，所以它后面接sth或doing sth。例如：
I’m good at music, but he does well in sports. 我擅长音乐，而他体育很好。
Is she good at singing?=Does she do well in singing? 她唱歌唱得好吗？
Tom is good at playing basketball.= Tom does well in playing basketball. 汤姆篮球打得好。
15.Can I borrow your rubber?我可以借你的橡皮吗？（P14）
borrow意为“借某物”，指从别人那里借来东西（借入）。例如：
Can I borrow your pen ?我可以借用一下你的钢笔吗？
“向某人或某处借来某物”用“ borrow something from somebody/somewhere.例如：
Do you often borrow books from the library?你经常从图书馆借书吗？
lend也有“借”的意思，但lend指把东西借给别人（借出）。例如：
Can you lend me your pen ? 你可以把钢笔借给我吗？
“把某物借给某人”用“lend sb sth”或 “lend something to somebody”.例如：
Will you please lend your bike to me? 你能把自行车借给我吗？
16.If you do not know the answer to something, you say….如果你不知道某件事情的答案，你说……。（P14）
the answer to意为“……的答案”，to为介词，表示所属关系。例如：
the key to the room 房间的钥匙
the answer to the questions 问题的答案
the key to the exercises练习的答案
17.I am 1.35metres tall.我身高1.35米。（P15）
1.35metres tall意为“高1.35米”，英语中用“数字+单位+形容词”可以表示长，宽，高，年龄，身高等。例如：
That street is about 9 kilometers long and 6 meters wide.那道街长9公里，宽6米。
The office building is more than 30 meters high. 办公楼30多米高。
His brother is 1.80 meters tall. 他的哥哥身高一米八。
My sister is 12 years old. 我妹妹12岁。
就多长，多宽等提问用how +形容词。例如：
How long is the bridge? It’s over 200 meters long. 这条桥有多长？ 200多米长。
How old is your father? He is over forty years old.你爸爸年龄是多少？他40多岁。
篇2：译林牛津 7A Unit 2 重点难点讲解
1.Wake up, Eddie! 埃迪，醒醒。（P18）wake up意为“醒，醒来”。例如：I usually wake up at six in the morning.我通常早上6点醒来。wake up的另一意思为“唤醒”，其结构为wake up sb. 或wake sb. up（唤醒某人）。例如：Please wake me up at 5:30 tomorrow morning.请明天早上5点半叫醒我。
2.Is it time for breakfast? 该吃早饭了吗？（P18）
It's time ....是一个常用的句型，意为“该做某事了；做某事的时间到了；是做某事的时候了。”后接名词或动词。
（1）It's time for+名词. 例如：
It’s time for class.该上课了。
It's time for lunch. 是吃中饭的时候了。
（2）It's time to+动词原形. 例如：
It's time to go to school.= It's time for school. 该去上学了。
It's time to have supper.= It's time for supper. 是吃晚饭的时候了。
（3）It's time for +名词/代词+to+动词原形.这一句型意为“某人该做某事”。例如：
It's time for the students to play games. 学生们该做游戏了。
It’s time for us to go to school. 我们该上学了。
3.Well, after breakfast I want to go to sleep. 嗨，早饭后我想睡觉。（P18）
sleep通常用作不及物动词和名词，表示“人和动物的一种眼睛闭合、思想和身体处于非有意识活动的休息状态”。
go to sleep表示“starting sleeping”，即“睡觉”、“入睡”。是指从醒着到睡着的过程，而sleep是指上述过程结束后的状态。
go to bed“就寝”，侧重“中止日间一切活动，出于生理上恢复精力、体力需要的就寝。”从次序上先是go to bed, 后是go to sleep。
例如：妈妈对孩子说：It's time for you to go to bed. (你该上床睡觉了。)稍后妈妈走进孩子卧室再说：Go to sleep, dear.(宝贝儿，睡吧。)
4.Some dogs just don't know how to have fun.有些狗就是不懂得如何玩得开心。（P18）
how to do have fun是带疑问词的不定式短语，作know的宾语，意为“怎样玩得开心”。例如：
I want to learn how to drive a car.我想学开车。
I don’t know what to do next.我不知道下一步做什么。
Do you know how to use it? 你知道这样使用它吗？
5.There are more than 1800 students at my school. 我们学校有1800多名学生。(P20)
more than意为“多，超过，以上”，相当于over，其反义词组为less than。例如：
He has more than ten pen friend in China.他在中国有10多位笔友。
6.I am in Class 1.Grade 7. 我在七年级一班。(P20)
英语中，表示地点的顺序为由小到大，与中文的习惯相反。例如：
Unit Two, Book One第一册第二单元
I’m in Class 3, Grade 8，No.1 Nantong Middle School.我在江苏南通第一中学八年级三班。
注意：Class 1，Grade 7等为专有名词，前不加the。
7.I like my classroom because I can see the playground. 我喜欢我的教室以为我能看见操场。(P20)
because是连词，后跟句子，引导原因状语从句。注意because不能与so连用。例如：
I always go to the tuck shop because I like snacks.我总是去零食商店因为我喜欢吃零食。
I won’t go to the cinema because it is raining hard.因为下大雨，我不去电影院了。
8.There are lots of nice people in my class. 我班上有许多好人。(P20)
lots of = a lot of 意为“许多、大量的”，相当于many或much。例如：
He has lots of friends here. = He has many friends here.
Her parents have lots of money. = Her parents have much money.
9.We always have fun. 我们总是玩得很开心。(P20)
fun是不可数名词，意为“乐趣”。have fun=have a good time, enjoy oneself，意为“玩得开心，玩得痛快”。例如：
We will have a lot of fun there. 我们将在那儿玩得很痛快。
I think you’ll have some fun here. 我认为你们会在这儿愉快的。
fun的形容词是funny。例如：
He is a funny man .他是一个有趣的人。
It’s very funny to skate on real ice. 在真的冰上滑冰很有趣。
10.I like going to assembly and seeing all the other students.我喜欢参加晨会，见其他所有的学生。
（1）go to assembly意为“参加晨会”。
（2）all the other students意为“其他所有的学生”。
other 意为“其他，另外”，用作形容词时可以修饰单数或复数名词。例如：
I study Chinese, English and other subjects.我学习汉语，英语和其他课程。
Have you any other friend here?你在这儿还有其他朋友吗？
the other单独使用或后接单数名词时，意为两者中的“另一个”，常和one 连用。例如：
I have two sisters. One is a teacher, the other is a nurse.我有两个姐姐，一个是教师，另一个是护士。
the others指“另外一些……，别的”，后面不能再接名词。the others= the other+可数名词复数形式。例如：
Some pens are in the box. The others (=The other pens) are on the desk.一些钢笔在盒子里，其余的在书桌上。
Some students are talking, the others (=the other students) are reading. 一些人在谈话，其余的在读书。
11.I spend about an hour a day doing my homework. 我一天花大约一个小时做家庭作业。(P20)
当spend后跟名词时用介词on，其句型为“spend +时间/金钱on sth.”，意为“在某事方面花(时间、钱)做”；当spend后跟动词时用介词in，in也可省略，其句型为“spend + 时间/金钱 ( in ) doing sth.”，意为“花(时间、钱)做某事”。例如：
I spend half an hour on my homework every evening.=I spend half an hour (in) doing my homework every evening.我每天晚上化半个小时做家庭作业。
He often spends lots of money on books.他经常在书上化很多钱。
12.I also like playing volleyball.我也喜欢大排球。(P20)
also是副词，意为“也”，与too同义，但also一般置于行为动词之前、be动词或助动词之后；too一般置于句尾。例如：
He is also from England.= He is from America, too.他也是来自英国。
She also likes dancing.=She likes singing, too. 她也喜欢跳舞。
13.Amy is a member of the Swimming Club. 艾米是游泳俱乐部的成员。(P20)
a member of …意为“……的一员”。Amy is a member of the Swimming Club.= Amy is in the Swimming Club.
14.She is a very good swimmer! 她是非常优秀的游泳者。(P20)
She is a very good swimmer! =She swims well.= She is good at swimming!
swimmer是有动词swim+er构成的名词。动词+er / or 构成执行这个动作的人。例如：
teach – teacher, work – worker, sing – singer, play – player, dance-dancer, write-writer, run – runner, win – winner
15.Millie goes to the Reading Club twice a week. (P22)
twice意为“两次，两倍”。对twice a week.提问时用How often。例如：
How often does Millie go to the Reading Club？
---How often do you go to see your parents? ---Twice a month.
---How often does your cousin play computer games? ---Three times a week.
16.Peter won the first prize in the football match yesterday!彼得在昨天的足球比赛中赢得第一! (P24)
win the first prize意为“赢得第一”。win意为“赢、获胜”，一般不以人为宾语。
17.Peter and I both love football. (P24)
both意为“（两个）都”。例如：
My parents are both teachers. 我父母亲都是老师。
Both of them are from Shanghai.他们俩都是上海人。
all也表示“都”的意思，但all用于三者以上。例如：
The students all like the story. 学生们都喜欢这个故事。
18.She is busy and does not have much time to chat with her parents.她很忙，没时间与她朋友聊天。(P25)
have time to do sth.意为“有时间做某事”。例如：
She has no time to cook meals at home.她没时间在家做饭。
You have two hours to do the job.你有两小时做这工作。
I’m sorry I have no time to play with you.对不起，我没时间和你玩。
19.I'd like to ask you some questions. 我想问你一些问题。(P27)
（1）would like to do sth.意为“想要干某事”相当于want to do sth.，语气较委婉。I'd = I would。例如：
She would like to go shopping with us.她想与我去购物。
What would you like to have? 你想要吃些什么？
（2）would like sb. to do sth.意为“想要某人干某事”。例如：
My parents would like me to work hard at my lessons.
Would you like her to go with you?
（3）would like sth.意为“想要某物”。例如：
I’d like a cup of tea.我想要喝杯茶。
20.Thank you for organizing the class trip. 谢谢你组织班级旅行。(P29)
Thanks for your e-mail. 谢谢你寄来的电子邮件。(P27)
（1）thank是动词，Thanks为名词。
（2）Thank sb. for sth. / doing sth. =Thanks for sth. / doing sth. 意为“因…而感谢某人”。因此，Thank you for organizing the class trip. =Thanks for organizing the class trip. Thanks for your e-mail.= Thank you for your e-mail. 例如：
Thank you for coming.= Thanks for coming. Mr Li.李先生，谢谢您的光临。
Thanks for calling.= Thank you for calling.谢谢你打电话来。
21.The zoo is open from 7:30 a.m. to 5：00 P.M..动物园开放时间为上午7点半到下午5点。(P29)
We cannot go to the China Science and Technology Museum because it is closed on Mondays.我们不能去中国科技馆，因为中国科技馆星期一关门（不开放）。 (P29)
（1）句中的open、closed是形容词，作表语，open意为“开着的”、“开放的”、“营业的”，其反义词为closed，意为“关闭的，关着的”。例如：
It will be open to traffic in March, .它将于3月通车。
The flowers are all open. 花都开了。
The shop is open from 10:00 am to 6:00 pm. 这商店上午10：00 至下午6：00 营业。
The swimming pool is open to public. 游泳池对公众开放的。
The door is closed. 门关着。
（2）open、close都可作动词，open意为“开，打开”，它的反义词是close意为“关、关闭”。例如：
Don’t open the window. 别开窗。
Can you close the door for me?你能帮我关门吗？
22.We are all looking forward to a great day out!我们都盼望着出去好好玩一天! (P29)
look forward to 意为“期待、盼望”，to为介词，因此look forward to后接名词、代词的宾格或动名词作宾语。例如：
We are looking forward to visiting the Great Wall. !我们盼望着去参观长城。
23.May I turn on the lights? Yes, you may. (P30)
turn on意为“打开（电器、煤气、自来水等）”，其反义词为turn off，意为“关闭（电器、煤气、自来水等）”。例如：
turn on the radio打开收音机 turn off the light. 关灯
注意：turn on, turn off中的on, off是副词。当宾语是代词时，应把代词置于on或off之前。例如：
Turn it on, please.请把它打开。
Turn them off.把它们关掉吧。
24.I am not tall enough to reach the basket. 我不够高，够不着篮球筐。(P31)
enough作副词，修饰形容词或副词时应放在所修饰词的后面。例如：
He is tall enough to touch the top of the blackboard.他很高，能够得着黑板的顶部。
The boy is not old enough to go to school.这男孩还不够上学的年龄。
The water is not clean enough to drink.这水不够干净，不能喝。
25.It is fun to look at the pictures when I finish drawing them.当我画完画看看它们是是件开心的事。 (P31)
（1）It is fun to do sth.意为“做某事是件有趣的事”，it为形式主语，真正的主语为动词不定式to do sth.。例如：
It is great fun to play with snow. 玩雪是极有趣的事。
It’s great fun to play computer games.玩电脑游戏是件开心的事。
（2）finish doing sth.意为“做完某事”。例如：
When can you finish writing the book? 你什么时候能写完这部书？
篇3：译林牛津 7A Unit 3 重点难点讲解
1. I'll dress up as Monkey King. 我将装扮成猴王。(P36)
（1）I'll =I will或I shall，意为“我将”，后接动词原形。
（2）dress up意为“装扮”，dress up as…意为“装扮成……”。例如：
My friends and I always dress up at Halloween.在万圣节，我和我的朋友总是装扮装扮。(P36)
Children like to dress up as ghosts.孩子们喜欢装扮成鬼。
2. Thank you for telling me about the Mid-Autumn Festival.谢谢你告诉我关于中秋节的情况。(P36)
（1）Thank sb. for doing sth. 意为“因…而感谢某人”，相当于Thanks for doing sth. 原句=Thanks for telling me about the Mid-Autumn Festival.此句型中的for为介词，表示原因，后接名词、代词的宾格或动名词作宾语。例如：
Thank you for helping me.谢谢你的帮助。
Thank you for your help. 谢谢你帮助了我。
（2）tell sb. about sth. 意为“告诉某人关于某事的情况”，about为介词，意为“关于”。例如：
Can you tell us about your school?你能告诉我们关于你们学校的情况吗？
3.We have a special party on October 31st. 在10月31日我们进行一个特殊的聚会。(P36)
on October 31st意为“在10月31日”。英语中，在“某月某日”用介词on。例如：
He was born on September 1st.他出生于在九月1日。
在星期几或具体某一天之前也用介词on，如：on Sunday, on the first day of school。
4.We play a game called 'trick or treat.' 我们玩一个叫“不招待就使坏”的游戏。(P36)
play a game意为“做游戏”，called 'trick or treat.为过去分词短语作game的定语。例如：
The boy called Pingping is from China.那个叫平平的男孩来自中国。
I have a dog called Eddie. 我有一只叫埃迪的狗。
5.We knock on people's doors and shout 'trick or treat'.我们敲击他人的家门并喊道“不招待就使坏”。 (P36)
knock意为“敲打，敲击”，后接名词时，常跟介词on或at，构成短语knock on或knock at，意为“敲打……，敲击……”。例如：
Don’t knock on / at the desk.别敲课桌。
6.If they do not give us a treat, we can play a trick on them. 如果他们不招待我们，我们就玩恶作剧捉弄他们。(P36)
（1）if意为“如果”，引导条件状语从句。注意：当主句是将来时，从句通常用一般现在时。例如：
If we can go for a visit, that’ll be interesting.如果我们能去参观一下，那真是太有趣了。
We’ll go to the zoo if it is fine tomorrow. 如果明天好天，我们将去动物园。
If he works hard, he will soon catch up. 如果他努力学习，他很快就会赶上来。
（2）give us a treat意为“招待我们”，表示“给某人某物”时，可用句型give sb sth，也可用give sth to sb。例如：
Please give her the hair clips. = Please give the hair clips to her.请把发夹给她。
（3）play a trick on…意为“捉弄某人，跟某人开玩笑”。例如：
He likes playing tricks on others.他喜欢跟别人开玩笑。
7.We wear special costumes with masks. 我们穿着带有面具的特别服装。(P36)
（1）wear意为“穿着，戴着”，强调“穿、戴”的状态。例如：
Look! She is wearing a new dress today.她今天穿着一件新连衣裙。
What size shoes do you wear? 你穿多大号码的鞋？
My teacher wears glasses all the year.我的老师一年到头戴着眼镜。
Young people like wearing jeans.年轻人喜欢穿牛仔裤。
wear 还可以表示佩带饰物。例如：
She wore a necklace at the party.她在聚会上戴了一条项链。
put on，in也可表示“穿，戴”的意思，put on意为“穿上，戴上”，强调“穿、戴”的动作，in意为“穿着，戴着”，强调“穿、戴”的状态，后面接服饰或颜色一类的词。例如：
He put on his coat and went out.他穿上外套出去了。
It’s cold outside. You’d better put on more clothes.外面很冷，你最好多穿的衣服。
The young man in a black shirt is from London.穿黑色衬衫的小伙子来自伦敦。
You look so beautiful in green.你穿绿色真漂亮。
（2）with是介词，意为“带有、具有”，其反义词为without，意为“没有”。例如：
I like the postcard with a big apple on it.我喜欢上面有大苹果的那张明信片。
China is a country with a long history.中国是一个历史悠久的国家。
8.We make our own special pumpkin lanterns for Halloween. (P37)
（1）make sth. for…意为“为……制作某物”。例如：
My mother often makes cakes for us on Sundays.我妈妈经常在星期日给我们做蛋糕。
（2）句中的own为形容词，意为“自己的”，前面必须有形容词性的物主代词或名词所有格修饰。例如：
My father has his own car.我父亲有他自己的车子。
That is Tom’s own bedroom.那是汤姆自己的卧室。
9.My family always have a party on the evening of October 31st. (P37)
泛指“在早晨、中午、晚上”时用介词in。例如：
I usually get up early in the morning我早晨通常起得很早。
如果指具体的“某一天的早晨、中午、晚上”，则用介词on。例如：
They meet each other on Sunday evening.他们星期日晚上相互见面。
On the morning of September 10th, we celebrate Teachers’ Day.在9月10日上午我们庆祝教师节。
10.It is winter in the USA and it is very cold. (P37)
在英语中表示天气时，用it作主语。例如：
It’s very cold here in the winter.这儿的冬天很冷。
Is it raining now? 现在在下雨吗？
11.Do I look like a tiger? 我看上去像只老虎吗？(P39)
look like意为“看上去像……”，like是介词，意为“像……”。例如：
She looks like her mother. 她看上去像她母亲。
12.Let’s buy some Halloween chocolates.让我们买些万圣节巧克力吧。(P39)
let’s =let us后接动词原形，表示“让我们干某事”。例如：
Let’s go to the playground.让我们到操场上去吧。
Let’s go to school.让我们上学去吧。
Let me see.让我想一想。
Let Tom go to the playground.让汤姆去操场上吧。
13.We start school on Monday.我们星期一开学。(P41)
start意为“开始，着手”，例如：
Our club meeting starts at four o’clock ands finishes at five. 我们俱乐部会议4点开始5点结束。(P42)
begin也有“开始”的意思。两者在许多场合没有多大差别。begin常指开始某一行动或进程，与end相对。start动作性较强，带有突然开始的意思，与stop相对。例如：
Shall we begin / start dinner? 我们可以吃饭了吗？
New term begins on September 1.新学期9月1日开学。
The birthday party will begin at 6:30.生日晚会6：30 开始。
Let’s start to clean the room.我们开始打扫房间吧。
除此以外，start还可以表示“（机器）的开动”。例如：
I can’t start that car.我不能发动那辆车。
14.Here is what I will do during the first week of November.这是我在11月份的第一个星期要做的事情。(P42)
Here be…意为“这儿有……，这里是……”。Be动词的形式取决于后面的主语是单数还是复数。例如：
Here are some pictures of my family.这儿有一些我家人的照片。（P10）
Here is a ruler.这儿有一把尺。
Here are two apples.这儿有两只苹果。
15.I’ll take him for a long walk. 我将带他去散步。(P42)
take sb. for a walk意为“带某人去散步”，walk为名词，类似的表达有：go for a walk（去散步），与take a walk，have a walk的意思基本相同。go out for a walk出去散步。例如：
Miss Green often takes her mother for a walk after supper. 格林小姐常常带她妈妈在晚饭后散步。
16.Where are you going on holiday? 你去哪儿度假啊？(P44)
on holiday意为“度假”，on是介词，意为“从事……，在……中”。例如：
I am on holiday in New York. 我在中国度假。(P47)
17.Would you like some tea? 想喝些茶好吗？(P45)
句中some是表示“建议”。英语中，当期待对方作出肯定的回答，或在表示“请求，建议”的疑问句中，用some而不用any。例如：
Can I have some stamps? 我可以买些邮票吗？(P45)
Will you have some juice?你要点果汁吗？
篇4：7A unit1 This is me! 教案(译林牛津版七年级英语上册教案教学设计)
Teaching Contents : Comic strip and Welcome to the unit
Teaching aims:
A: Knowledge
1. Learn the greetings of meeting people
Good morning / afternoon / evening
Hi, I’m ----------. What’s your name ?
My name is ---------- .
2. Learn the new words .
e-dog , master , instruction
B: Language skill
Use everyday expressions for greetings and introductions .
e.g. What’s your name ?
My name is -------.
C: Feeling
1. To develop students to like English .
2. Arouse students’ interest in learning English
3. Train cooperation study
Main points :
Greetings
Difficult points : How to greet when meeting people .
Teaching method : Circumstance teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 This is me !Hi, I’m--------- . e-dog What’s your name ? masterMy name is -------- . instruction
Teaching process: Teaching activities
Step 1 Warming –up activities
1. self –introduction
Good morning / afternoon /evening
I’m Mr /Mrs /Miss --------.I’m -----------years old . I’m your teacher .
2. Lead-in
Use everyday expressions for greetings and introductions .
The teacher asks one student some questions
“ Hi’, I’m -------- ? What’s your name?”
Then ask some students to do it again . (about 4 students )
Give the model sentences on the blackboard.
e.g. (1) “What’s your name ?” ---- My name is --------.”
(2)“Hi, I’m --------? “ ----“What’s your name ?”
-----“My name is --------“
3. Practice
(1) Let some of the students come to the front and ask the class .
In pairs .(about 4 groups )
Let them practising greetings above.
(2) Work in pairs practising
(3) Check (ask the students to the front and practise )
Step 2 Presentation
2. Introducing six new friends
T: Now you have many new friends .Do you want to make more new friends ?
Show pictures on the blackboard .Let the students look at them .
This is Simon. This is -------.
3. Make six masks of the children and go on introducing six children’s names .( Let the students wear the masks and introduce themselves )
Ask six students to come to the front and play six new friends .
The students point to themselves and say ,
“ I’m Simon” “I’m Amy” “I’m ------------“
3. Pair work.
Let students get to know these six new friends and remember them .Practise greetings in pairs .
Step 3. Greetings
1. Show a clock of different time .Let the students identify the time .
14:35 08:20
22:15 18:10
2. Let the students know when to say
Good morning /afternoon /evening / night
3. Let the students practice greetings at different time
Greet their partners and then introduce themselves
(Ask students to draw pictures of the sun ,the moon , the sun set , a sleeping baby , say greetings to each other according to these pictures.)
4. Do written exercises part B on page 3 and then check it .
(write greetings on the book .)
Step 4 Presentation
1. Use a multimedia to let the students watch the cartoon between Eddie and Hobo.
2. Introduce
This is Eddie . This is Hobo . Eddie is Hobo’s master . Hobo is an e-dog .
3. Ask the students
Who is Eddie? (He’s the master .) Who is Hobo ?
( He’s the e-dog) . Do you like Eddie ? Do you like
e-dogs ? You can ask your mother to go and buy it for you .
Does Eddie like the e-dog ? How do you know ？
(show a real e-dog ) This is an e-dog . It’s very lovely .
4 . Learn new words
Step 5 Presentation
1. Let the students watch the cartoon and listen to the talk
between Eddie and Hobo .
2 .Let students read after the talk of them .
3. Show the new words of this text . Let the students read them first ,then read after the teacher. .
Step 6 Practice
Let the students read by themselves .
Check Let students read the talk .
Step 7 Acting
Let the students play Eddie and Hobo and act out Pair work
Step 8 Homework
Let the students write their profiles .
Notes: 我是-------------。我---------------岁。我是一名学生。我在二班。
我喜欢我的学校。
Unit One ( the second period )
Teaching Contents : Reading (A, B)
Teaching aims:
A: Knowledge
1. Learn the new words .
Year , flat . clever , maths , basketball , club ,come from , be born , slim ,ponytail ,music ,profile , hard . wear ,enjoy ,polite ,helpful, funny
2. Learn the introduction of oneself
B: Language skill
Let students use the words and the drills to introduce oneself .
C: Feeling
1. To develop students to speak up actively
2. Let students be full of self-confidence
3. Train cooperation study
Main points :
1. The new words
2. Drills
Hi, I’m _______.I’m_________years old . I’m________(tall/short).
I live in a flat in Huai’an.
I love ________(swimming / dancing / playing computer games)
Difficult points : Learn how to make an introduction of oneself
Teaching method : Task-based teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 Reading ( A, B)Millie Simon Sandy Kitty Amy Daniel
Teaching process:
Teaching activities
Step 1 Revision
1. Review the lesson which we learned last time
Greetings (The teacher starts with simple greetings to the students)
2. Let students use everyday expressions to communicate when meeting
people .
Step 2 Presentation
1. Intrduction (show three pictures of Chinese teacher ,Maths teacher and English teacher with a few
self-introduction words below them )
Hi, I’m ---------. I’m ------------years old . I’m ---------tall/short.
I (don’t ) wear glasses. I live in a flat in Huai’an.
2. Ask students to read them and guess who they are .
3. Ask students to say after the teacher .
Step 3 Practise and act out
Ask students to practise themselves in groups and act out .
Step 4 Presentation
1. Show six masks of the new friends and ask students who they are and help students memorize
2. Write the names on the blackboard
3. T: Do you know what they like ? If you want to know ,please read their profiles on page 4.
4. Ask students to answer questions “What do they like ?” Use the sentences “ -----likes doing --------.”
5. Learn the new words
T: Now we know what they like ,but do you know more about them ?
I’ll ask you to read it again . Before that , let’s learn the new wordain task of this Unit?”
Let the students discuss and ask one of the students to tell the class .
Teacher writes it on the blackboard
Main task : Writing a profile about yourself.
2.T: But do you know how to write a profile ? First please read Millie’s and Daniel’s profiles to know how to write a profile .
3. Get the students to read the profiles .
4.Teacher gives the students some questions according to the two profiles, and asks them to answer.
1).How old are they ? 2).When were their birthdays?
3).Where were they born ? 4).Where do they live now ?
5).What do they look like ? 6).What are their hobbies?
7) Who is Andy ? 8). Who has a lot of CDs ?
9).Does Millie have a lot of friends ? 10).What does Daniel do on the line ?
5.Then ask the students to ask and answer in pairs .
Read some new words and phrases on the blackboard .
6).Now do you know how to write a profile ?
Sump up : 1). … 2). … 3). …(让学生总结。)
Step 2. Practice
1.T: Millie has a lot of CDs , I have a lot of CDs ,too.
I like listening to music , do you like listening to music ?
S: Yes , I do .
T: Do you like playing computer games ?
S: Yes ,I do .
T: I’m good at singing , are you good at singing ?
S: No , I’m good at playing football
T: I have a cousin ,Do you have a cousin ?
S: No, I don’t . But I have a sister .
2.Can you practise like this .(Let the students ask and answer freely.)
(让学生互相说一说各自的喜好和其它一些情况，为下面写profiles作铺垫。)
Step4. Writing
T: We will have a party in our class . And many our penfriends will come to the party .
Can you write your own profile for your class noticeboard to let our penfriends know us well .
Now please write .Let the students write .
Ask some students to come to the front to read theirs , that is to tell the class yourself .
Homework :
1. Ss write their profiles and stick their own photos on the page .
2. Ask the Ss to design their profiles and stick their profiles on the wall . Choose five best ones .
Procedures of teaching for Unit 1
(The Ninth Period)
Teaching content : Checkout To revise the grammar and the vocabulary in Unit 1.
Teaching aims: 1. To revise the grammar and to be able to use it correctly .
2.Enable the students to master the vocabulary in this Unit and to be able to find out more words .
3.Enable the Ss to use what they have learned to communicate with others freely .
Teaching Aids : Pictures Of six students .
A projectors .
Teaching procedures :
Step 1. Revision
1.T: Last lesson I ask you to write your own profile for your class noticeboard . Have you finished ?
S: Yes .
T: Now please hand in your profiles with their photos .
Show some profiles to the Ss and talk to the Ss like the following .
T: Do you know this girl ? S: Yes, I do . She is … .
T: Is she lovely / pretty / beautiful ? S: Yes, she is .
T: Look at this girl , is she tall/ slim / fat /thin ? S: Yes, she is .
T: Does she have long hair ? S: Yes , she does .
T: What is she like ? S: She is slim .
2.Then teachers and Ss talk about their profiles together .
3.T: This is Lily’s profile , look ,Lily is pretty .
Lily ,can you read your profile?
4.Ask some other Ss to come to the front to read their profiles .
Step 2. Presentation
1.Today let’s learn the last lesson --- Checkout .
We will revise grammar and vocabulary .
2.T: Do you like listening to music ? S: Yes, I do .
T: Do you like playing football?（板书）
S: No, I don’t like playing football .（板书）
But Simon likes playing football .（板书）
T: Excuse me , Simon . Do you like playing football ?
Simon: Yes, I do .
T: Oh. I see . You like having sports . Me , too.
But how many kinds of sports do you know .
S: Basketball , football , volleyball and so on .
Now open your book at page 17. We have three word families ---- People , Sports , Appearance .Please put the words on the right word families .
3.Ask three Ss to come to the blackboard and write their answer .
4.Check the answers on the blackboard . Let the students read the words on the blackboard together .
5. Can you say more words about people , sports , and appearance ?
Let the Ss discuss in pairs .
6. Ask some Ss to say their answers .
(这一步骤主要帮助学生学习归纳总结所学词汇。)
Step 3.Grammar
T: Now boys and girls ,please look at the blackboard
(在黑板上有几句关于一般现在时态的句子,上面已经给出。)
What kind of tense is used in these sentences .
S: The simple present tense .
T: yes, you are right . Now do you know how to use it ?
Let the Ss discuss in groups to sum up the usage of the simple present tense .
(帮助学生列表归纳总结。)
Step4. Exercises
1.T: Now do you know the grammar ?
Do you understand it ?
S: Yes , we do .
T: Please open your books at page 17. Do part A.
Let the Ss fill in the blanks , and then check the answers .
Ask some pairs to work in pairs .
Get them to write their score on the paw .
3.Ask the Ss to write a profile about their good friends, then get the Ss to read it in class .
Homework :
1.Preview the next lesson .
2.Recite the words and expressions of Unit 1.
3.Write a profile about their teacher .
Unit 1 (the Tenth Period)
Integrated skills B
Study Skills
Teaching Design
Teaching aims:
1. Enable the students to exchange information about oneself.
2. Enable the students to ask questions about personal information.
3. Enable the students to respond questions to oneself.
4.Enable the students to establish and
maintain relationships and routines in school.
5. Enable the students to use everyday expressions to give instructions, make requests, and give responses.
Teaching Aids:
1. Student’s Book 7A
2. Some pictures.
3. A computer and a slide projector
Teaching procedure :
Step 1 Revision
1. Greeting. and try to find something about me .
2. Check the homework.
Step 2 Presentation
B Speak up: making new friends
1. Let students ask the teacher some queations.(to the following table)
Name: (What’s your name?)
Address: (Where do you live?)
Hobby: (What’s your hobby?)
T: Could you please say something about me now?
( Show the paper)
Name: Wang Ling
Address: Renmin Road
Hobby: Reading
A member of the Reading Club
S: Your name is ….
T: Good. Where do I live?
S: You live on Renmin Road.
T: ( to another studrnt) Where do you live?
S: I live …. ( Let students practise them.)
T: What do I like?
S: You like reading and you are a member of the Reading Club.
T: Yes. What do you like?
Ss:I like dancing. I am a member of the Dancing Club.
I like listening to music. I am a member of the Music Club.
I like playing the piano. I am a member of the Piano Club.
I like swimming. I am a member of the Swimming Club.
I like playing football. I am a member of the Football Team.
I love watching films. I am a member of the Film Club
2.Present the dialogue.
T: (OK. Do you want to be my friend?) Hi, my name is Wang Ling. What’s your name?
S: I’m Rose.
T: I live on Renmin Road. Where do you live?
S: I live on ….
T: What do you like?
S: I like listening to music. I am a member of the Music Club.
T: Oh really? I’m reading. I’m a member of the Reading Club
Nice to meet you.
S: Nice to meet you, too.
3. Work in pairs (show the sentences).
4. Act out their dialogue.
Step 3 Listening
( Show the picture of Daniel and Sandy)
T: Look at the picture. Who are they? S: They are Daniel and Sandy.
T: What are they doing? S: They are talking.
T: What are they talking about? Please listen to the tape.
And then answer the questions.
Where do they live?
What do they like? (Written on the blackboard)
1. Play the tape for the students.
2. Check the answers.
3. Listen to the tape and read after the tape.
4. Read the dialogue in parts.
Step 4 Presentation
Working with others A
1. Present this.
T: Boys and girls, I want to copy this dialogue. But I don’t have a pen with me. Do you have a pen?
S: Yes, I do. Here you are.
T: Thank you very much. Oh, do you have a new exercise book with you?
S: No, I don’t.
( Written and read)
Do you have a …? Yes, I do.
No, I don’t.
Step 5 Practice
1.Students make dialogues using them.
2.Act them out.
Step 6 Presentation
1. Present this.
T: Do you have a ruler, Mike?
S: Yes, I do.
T: Can I borrow your ruler?
S: Yes, I can. Here you are.
T: Thank you very much. (to the all) I borrow Mike’s ruler or I borrow the ruler from Mike. And Mike lends me his ruler or Mike lends his ruler to me.
(Explain the words “borrow and lend”.)
篇5：上海牛津版7A Unit 6 听力教案(译林牛津版七年级英语上册教案教学设计)
Teaching Design
Teaching type Listening and Speaking
Methodology 1. Use the task-based approach to give opportunities to students to involve themselves in the activities and try to learn by using English.
2. Use the discovery method, to encourage students to notice the sub-skills of listening by themselves. Also, develop students’ ability of learning.
3. Use the cooperative method, to cultivate the ability of cooperating and communicating with peers.
Analysis of the textbook 1. The topic of this unit is Beyond Time and Space, which is of difficulty for junior students to talk about. Reading A in this unit is a story about Captain King’s adventure meeting Monster Gork. Reading B is a story about Kelly’s meeting alien dogs. These two reading materials give students input about the topic.
2. This lesson focuses on two listening materials; one is about an alien’s trip to Shanghai and the other is a dialogue talking about the life in the future. In this lesson, more input will be given to students, besides, the target grammar of this unit-- Simple Future Tense will appear in Listening B.
Analysis of the students Students have learnt about the basic knowledge of Simple Future Tense in primary school. However, they think the topic is too big, and they do not know where to start their talk.
Teaching aims 1. Knowledge: Have more input of the topic “Beyond time and space”.
2. Listening skills:
1) Predict with the help of pictures or titles, etc.
2) Tell the sequence of events
3) Use grammar knowledge to help understanding
4) Understand people’s attitude
3. Sub-skills of speaking:
1) Being able to talk about planning and future
2) Using the simple future tense
4. Attitude:
1) To be active at study and be confident.
2) Be willing to take part in the activities.
3) Cooperate in a group and learn from peers.
The most important & difficult points in teaching 1. The most important teaching points:
1) Predict with the help of pictures or titles, etc.
2) Tell the sequence of events
3) Use grammar knowledge to help understanding
2. The most difficult teaching points:
Use grammar knowledge to help understanding
Teaching Aids Computer, projector, blackboard
步骤 目的 教师活动/方法 学生活动/方法 条件/手段
Lead-in
1. To teach some new words that will help the listening task
2. To introduce the topic---An alien’s trip. 1. Talk about students’ trip to Guangdong Science Center, and raise the question, is it possible that one day aliens will come to our earth?
2. Teach some new words by showing the pictures
3. Ask students to use the new words to talk about what they will do if aliens come. 1. Begin to think about the topic of aliens and get ready for further study of it.
2. Look at the pictures; and use the new words to talk about what they will do if aliens come. Computer and projector
Pre-
listening
1. To guide students to predict before listening with the help of pictures.
2. To give more time to students to be familiar with the pictures and get ready. 1. Ask students to look at the picture and guess what places Gorkella visited or what she did.
2. Ask students to choose one picture that they like most to talk about.
3. Ask students to guess which picture is the last one according to the story. 1. Look at the pictures; guess what places Gorkella visited or what she did.
2. Choose one picture that they like most to talk about.
3. Guess which picture is the last one according to the story. Student’ work sheet, textbook, blackboard, computer and projector
While- listening (listening A) 1. To practice listening comprehension
2. To use listening strategies
3. To tell the sequence of events 1. Ask students to listen to Listening A for twice and finish the exercises in A1 and A2.
2. Check the students’ answers. 1. Listen and number the pictures.
2. Listen again and complete the sentences. Recorder, textbook , computer and projector
Post- listening
1. To emphasize two useful listening strategies- predict with the help of pictures or titles and use grammar knowledge to help understanding
2. To notice people’s attitude
3. To use Simple Future Tense to talk about plan. 1. Check students’ prediction and ask students to think about what listening strategies they have used.
2. Ask student whether people like Gorkella according to the listening.
3. Ask students to talk about what they will do if they can have one day in space. 1. Think and talk about what listening strategies they have used.
2. Review the listening, and pay attention to people’s attitude.
3. In groups and talk about their plan in space Students’ work sheet, textbook, computer and projector
Listening B 1. To practice listening comprehension
2. To use listening strategies 1.Ask students to listen and fill in the blanks according to listening B
2. Check students’ answer and help them review the listening strategies. Listen and fill in the blanks Textbook , computer and projector
Speaking & language production 1. To have more input information
2. To talk use Simple Future Tense to talk about the future.
3. Get ready for the writing lesson tomorrow. 1. Show some opinions about the life in the future.
2. Ask students to talk about “Will the future become better or worse” 1. Read aloud the forecasts for the future.
2. In groups, discuss “Will the future become better or worse”, list as many reasons as possible. Student’ work sheet, blackboard, color paper, computer and projector
Home work 1. Complete Listening on P85-86 of Book B
2. Write a passage to describe the life in the future.
Title: Life in the Future
Requirement： a. Use Simple Future Tense
b. More than 60 words.
篇6：7A Unit 2 Checkout 学案设计(译林牛津版英语七年级)
新沂市第六中学备课设计 课时总编号54
备课组别 English 上课
日期 第 10 课时 课型 New 主备人 Lu Guomei
课 题： 7A Unit 2 Checkout
教学
目标 1、To rvise the new words and useful expressions about this unit .
2、To practice using the personal pronouns of subject form and object form .
3、To talk about your school life and love your colourful school life .
重点 Grasp the new words and useful expressions .
难点 Practise using the grammar points .
教法Teaching and practice .
教具 Pictures and small test papers
教学基本环节 教学过程内容及组织过程 用案人自我创新
指导自学 Step Ⅰ Guidance to self-study
Activity 1 Lead--in
Have a free talk with the students .
Do you love your school life ?
Do you have lots of friends ?
Do you have hobbies ?
What’s your favourite activity/hobby ?
How many hours do you spend on it every day ?
… …
To encourage more students to talk about their school
life freely .
Show the teaching aims to the students .
指导自学 Activity 2 Checking homework.
Get group leaders to check the homework carefully and
give suitable marks to each group .
Praise the best group and the most careful students .
交流展示 Step ⅡDiscussion&presentation
Activity 3 Presentation
Get the students to practice reading the new words
and useful expressions .Then prepare for dictating
the important language points .
Activity 4 Dictation
Get No.1students to dictate the language points
on the blackboard .Others dictate in exercises books .
sleep just fun funny after-school
homework supper because best
chat first spend library
practiceswimmer kind mail
send usetwice week
newspaper letter together busy
information trip price ready
… …
Help the students to revise the important phrases .
wake up
be going to do something
how to have fun
spend (some time ) doing something
交流展示 be busy
a trip to the zoo
thank sb for sth
look forward doing … …
What do you think of … …?
拓展提高
Step Ⅲ Extension
Activity5 Practise
1) Help the students revise the personal pronouns .
Subject forms :I you he/she/it you you we they
Object forms : me you him/her/it you you us them
2) Practise doing the exercises on Page 37 of Part A .
Check the answers together :
(1) I (2) you (3) me (4) it (5) It
(6) He (7) we (8) him (9)He
3) To show some pictures about sports ,lead the students to say:
watch TV write letters read newspapers play football
make model planes … ….
Then get the students to talk about their shool life and
their favourite activities .Make them love their colourful
school life .
Step IV Checkout
Activity 6 Choose the best answer .
1、-How long do you spend _______your homework
every day ?
A do B to do C doing D are doing
2、Look at those books ._______ are new .My aunt gave
______ to me as a birthday gift .
A They ; them B They ; their C Their ;them D Their ;they
3、Mr Wang is my neighbour ._______ often talk with
________on Sundays .
A I ; him B me ;him C He ; I D He ; me
4、Mr Ye is a good teacher .He teaches ______ music .We
all like him .
A we B us C me D him
5、Come on ,Sally .It’s time _______class now .
A to B to C for D with
Unit 2 Checkout
Subject forms : I he /she/it you they we you
Object forms : me him/her/it you them us you
篇7：牛津7A Module 1 Unit 2 My day(译林牛津版七年级英语上册教案教学设计)
Period(1)
一 教学内容：Comic strip+ Welcome to the unit
二 教学目标
1 能听、说、读、写单词fun,sleep,a.m,p.m,homework。能听懂、会读单词wake,just,activety并理解单词assembly,after-school；
2 能用所学英语谈论一天的活动安排；
3 培养学生在日常生活中运用语言进行实践的能力，从而激发学生学习英语的积极性。
三 教学重点
1 生词和日常交际用语；
1 描述一天活动安排的动词词组。
四 教学难点
1 一般现在时的助动词do/does的用法；
2 能比较各自的活动时间表或日程纪录并互相问答。
五 教学用具
1 投影仪2、图片(第18页)四张3、白纸若干(依照第19页事先划好表格)
六 教学步骤
1 简单回顾第一单元所学。让一两名学生到前面进行该单元重点内容“介绍”的表演：Introduce oneself,表演完后，教师问：Do you think they do them very well?(Yes),然后说:I think all of you do very well in learning Unit 1. Congratulations!(带领全班同学一场鼓掌)。接着，问学生：Do you remember Eddie and Hobo? (Yes) Please look at the time-table of Edie.在黑板上画出一张简单的表格，分别写出时间和活动名称。Say : This table can tell us Eddie’s daily activities.(教生词activities)Let’s have a short talk about it. What time does Eddie get up? What time does Eddie have breakfast ?
2 出示第18页图片，为学生朗读对话，并借助于图片、动作教单词wake,just,sleep,fun及短语wake up,然后问学生：
What is Eddie going to do after breakfast/lunch?
打开书本，带领学生朗读数遍后，需求学生分组对话，最后选出几组到前面，他们用动作、表情来进行表演。然后问学生： Do you want to be like Eddie?(No)Then, What’s your daily activities?点出本单元所学重点：Today we’re going to learn Unit 2.In this unit, we’ll learn how to talk about our daily activities .
3 让学生分成3人一组，就日常生活和活动进行集体自由讨论并已划好表格的白纸上记下各自的时间及活动名称，要求学生进行这样的提问：When do you get up/have breakfast?etc.
4 书本第19页，与学生们一道先浏览Millie’s day,让学生猜出a.m. , p.m.的中文意思，教单词assembly.
5 让学生装把自己讨论的日程活动安排草表，对照A部分Millie’s day的内容，加上a.m., p.m.,填入“My day”的表格中。然后让几位学生到前面向全班同学描述自己的一天，最后分组进行组内发言。
6 游戏：将A部分表示活动名称的动词词组写在黑板上，领读数遍后分成休闲--运动--用餐--上学四种类别，分四个大组，让学生分类别写在白纸上，并可适当增加一些。然后合上书本，进行组与组之间的词组竞赛，看哪一组的词汇再现量居多，评出优胜组。
7 家庭作业：《全程训练与测评》第二单元第一课时练习。
Period(2)
一 教学内容：Reading(A) School life
二 教学目标：
1 能听、说、读、写单词beause, buy, whole, day, other, spend, Tuesday , Friday, also, volleyball,swimmer,e-mail及短语more,than;能听懂、会读单词snack,hall,practice;能理解单词tuck,principal;
2 能通过图片与关键词来推测单词的大意，并通过阅读对语篇内容的正确理解；准确地获取对北京阳光中学的具体信息。
三 教学重点
1 对语篇内容的正确理解； 2 生词和习惯用语。
四 教学难点
1 阅读技巧的培养；
2 通过比较能模仿范文，用英语简单描述出学校的大致情况。
五 教学用具：1 、投影仪 2、 录音机3、图片若干
六 教学步骤
1 复习上一课时中的日常生活问题：When do you get up every morning? When do you have breakfast? etc.
让一两个学生到讲台前根据自己的日程纪录，用英语简单描述一天的活动时间安排，可作为一个free talk. 教师这样说：
Now, please take out your diary and try to talk about your daily activities briefly.
2 问学生：Do you get up early every morning? ( Yes) Do you like your school? Why?
Is your school big or small? Are there any trees in your school? What class are you in?
What do you often do at school?
(有些问题可以让学生自由讨论片刻，再回答)
然后说：Here is an e-mail from Millie to her new e-friend Tommy. Listen first, and try to answer the question: What are her favourite lessons? 让学生猜出e-friend的意思：再放一遍录音或为学生朗读一遍课文，帮助学生找出问题答案。
3 打开书本，让学生快速浏览第20页上的文章，并帮助他们划出生词。将学生分为三人一组利用图片及上下文意思猜出生词含义，必要时可用学生装所学过的英语给予适当的解释。最后翻到“单词表”，核对全心全意的猜测，对猜对率高的一组进行表扬，鼓励并告诉学生：这是一种良好的有效的快速阅读技巧，希望他们以后多加重视、尝试。
4 放录音或读米莉的电子邮件，学生跟读。教师提醒学生注意生词的正确语音及语句的正确语调。
5 设计一些理解性问题并出示在投影仪上，帮助学生检查对课文信息的正确识别和捕捉。
1) Is Beijing Sunshine Secondary School a big school?
2) How many students are there in it ?
3) What class is Millie in?
4) Why does she like her classroom?
5) What’s in the playground?
6) Who is Millie’s best friend? etc
然后鼓励学生针对课文其余部分，互相提出问题，并分小组进行问答活动。
6 让学生把自己的学校与北京阳光中学作比较，依照课文，写一段话，简单地描述。教师可在班上巡视，给予必要指导。最后选出一两篇完成较快的作为范文，在全班朗读让其他同学进行创造性补充或点评。
7 家庭作业
①以My school为题，写一篇描述自己学校的e-mail.
②《全程训练与测评》第二课时练习。
Period(3)
一 教学内容：Reading (B)(C)(D)
二 教学目标
1 能听、说、读、写单词something,other,kind,head,并听懂会说单词meal,improve,skill,use及短语twice a week；
2 能识别有关学校生活和各种活动的具体信息；
3 能选择一些想法并用完整的句子表达出来。
三 教学重点
1 在不同的情景和语境下运用英语；
2 能获取有关学校的准确信息并进行问答。
四 教学难点
1 运用动词和名词谈论课外活动；
2 培养学生用英语思维的能力。
五 教学步骤
1 复习第19页My day 内容，让学生到讲台前做free talk.根据自己的日程安排表简单描述自己一天的主要活动。复习第20页课文内容，用上一课时中设计的理解性问题问学生，以帮助学生巩固对e-mail信息的识别。然后做书本第22页上的判断正误练习。可先告诉学生该项的语境：汤米阅读了e-mail后，向他的朋友介绍米莉。教生词twice,week并解释,再要求学生把错误的表达改正过来。
2 复习第20页课文中的词汇，可借助《全程训练》中相关内容，也可自行设计相关练习，出示在投影上，然后做书本第21页B2的练习，(事先应通过上面的英文提示提醒学生本练习的语言背景)要求学生学会用所的词解释生词，从而鼓励学生积极用英语思维（可借助于学过的词教右边短语中的生词）。
3 出示第21页的四张图片，利用图片帮助学生回忆第20页所学单词。
问：Where are the students? 待同学们正确识别并回答出以后，告诉他们：这此词汇可以帮助学生了解学校里的不同场所。然后做书上第21页B1，在不同的图景下填上相应的词（组）。
4 看书本第22页D: Millie’s Day.根据第19页上米莉的日程纪录，用方框中所提供的时间先让学生回答出以下问题：
What does Millie do at 6:30 am? What does Millie do at 7:00 am? etc.
然后在白纸上按图片顺序写出答案：
Picture 1:Millie does after-school activities at 3:30p.mm-4:30p.m.。等选出部分学生朗读他们的句子予以适当的点评后，让所有学生在图片下面的横线上写出相应的时间。最后利用时间和图片分组问答：What does Millie do at …？
5 归纳整个Reading部分材料中的useful expressions.写在黑板上，领读数遍后。圈出其中的动词或名词短语，让学生分组进行相关的信息交流：
When do you do after-school activities?
What kind of after-school activities do you like?
Do you like playing tennis?
Where is the Assembly Hall is your school?
教师可在班上巡视，并给予适当指导。
6 家庭作业
①用第一人称及第22页D中的时间造一些有关生活或活动安排的句子；
②《全程训练》第3课时练习。
Period(4)
一 教学内容：Vacabluary
二 教学目标
1 能听、说、读、写单词newspaper,film,mum,school,right及短语make model planes
2 能用所学英语谈论日常生活或活动的喜恶。
3 能学会用合适的语调朗读一般疑问句。
4 培养学生练习改正对方错误的良好的学习方法。
三 教学重点
1 生词和日常交际用语；
2 使用动词和名词谈论课外活动。
四 教学难点
1 一般现在时：使用动词to do 提问；
2 选择并使用合适的动词描述特定的活动。
五 教学用具：1、投影仪2、图片3、白纸
六 教学步骤
1 复习学过的活动名称，让学生将其分成不同的类别：休闲--运动--用餐--上学
分成不同的类别的词汇，进行单词竞赛。统计各组结果，评出优胜，给予鼓励。然后问学生：What activities do you like?(does he/she like?)
Do you like to listen to the radio?
When do you watch TV?
Can you write an e-mail? Etc
出示第23页A中图片，利用与学生交流的机会，用上面类似的问题，教生词make,model,mewspaper 及动词短语：make model planes,read mewspapers.
2 打开书本，翻到第23页，看A部分，告诉学生此项的背景：Here are what activities Tommy likes to do.先让学生在图下横线上填上适当动词，然后进行分组对话：
A：What does Tommy like to do ?
B: He likes to play badminton/…etc.
再让学生互相交流各自的信息：What do you like to do? I like to …
选出几组在全班同学面前表演后，再问：What does he/she like to do? 然后让学生根据听到的信息，分组询问，以加深其他同学的进一步了解，也可收到听力训练的效果。
3 教师说：I’m sure most of you can talk about your daily activities at school or after school. But I want to tell you that you should put your study first. Am I right? 然后教学生：
Shirley is Amy’s cousin. She wants to know what Amy and her friends do after school.
Now ,please read their conversation.与学生一道看23页B部分，先让学生独立完成此练习，检查答案并让学生自己改正错误，必要时做些讲解。
4 领读数遍后将学生分成两人一组，朗读这段对话，让学生注意一般疑问句的语调以及对话中友好、委婉的语气，互换角色再表演一次对话。最后进行学生互评的游戏，一组听另一组对话，让同学们自己评出表达最流利、语调最正确的学生。
5 让学生在白纸上画出表格，根据B部分对话获取的信息，填出Mmy,Millie,Sandy,Simon,Daniel等喜欢和不喜欢的课外活动，然后再依照此表，进行一次小范围的调查，设计出可以反映自己同学或朋友的喜恶的活动内容的表格，教师在班上巡视，给予适当的指导与交流。
6 家庭作业：《全程训练》第四课时练习。
Period(5)
一 教学内容：Grammar A: Personal pronouns (Subject form)
二 教学目标
1 能听、说、读、写单词walk,interesting,yesterdat,better,both,Thursday,Monday,Wednesday,
busy,chat和短语all the time,meet up;能听懂、会读单词cartoonwinprizepleased,理解comic.
2 能使用人称代词的主格来避免名词重复并学会抓住信息的要点。
三 教学重点
1 生词和日常交际用语；
2 主格人称代词单复数变化的基本用法；
四 教学难点
1 如何在语言交际中避免名词的重复；
2 综合运用语法项目解决语言实践问题。
五 教学用具：1、投影仪式2、图片3、练习纸
六 教学步骤
1 复习上一课时“谈论课处活动”喜恶的内容，让学生根据自己所了解的同班同学的信息进行以下问答：
Does A like to play badminton? Yes, he/she does./No, he/she doesn’t.
Do you like to listen to music?Yes,I do./No,I don’t.
看学生是否能准确地使用主格人称代名词来避免名词的重复，若有错误，要及时纠正，并说：When we use the same people or things again, we can use personal pronouns to replace nouns, such as it, he ,she and so on.然后板书主格人称代词，点出本课时中心学习内容：This lesson we’d practice using the personal pronouns.
2 书本第24页，领读A部分表格中的词和句子，教单词walk/interesting,再让学生自己朗读，然后让他们画箭头将代词与其指代的让学生画箭头将代词与其指代的名词连接起来，待学生基本弄清主格人称代词的含义后，出示第24页A1图片，分别问：who’s this ?和what’s this?检查学生是否能准确使用he’s/she’s及it’s来回答。再让学生独立完成书上A1部分的填空，提醒学生需要同时参考说话人和图片提示来完成练习，特别是作为说话人之一的Simon,应用I来表示。核对答案，让学生自我纠错，用英语解释或借助于手势、动作教单词yesterday,better等，最后分组朗读或表演该对话。
3 与学生开展一个short free talk.
What’s your name? How old are you? How are you? What class are you in?
Who is your English teacher? Are you reading books? etc。
让学生看A2部分的图及句子，指出每句话中都缺少代词。学生独立完成填空练习，全班集体核对答案，找出普遍存在问题，再让学生反复练习纠正用错了的代词，然后领读数遍，再让学生分组朗读。
4 Say: We all know that there seven days in a week.通过手势复习Tuesday和Friday，并问：What day comes after Tuesday?(Wednesday) What day comes after Wednesday?教单词 busy.然后让学生阅读第25页A3的文章。告诉学生其背景（文章上面的句子）。对部分生词及短语稍作处理后，帮助学生了解大意，让学生独立完成此项练习，选六、七个同学分别朗读文章中的句子，以核对答案。领读一两遍后，针对学生出现的问题加以解释、纠正。
5 游戏：分成若干小组，让每位学生说几个含有主格代词的句子，其他同学猜出其名字或名称。
如：He is a boy. He is very tall. He’s my friend.… Who is he ? Can you guess?
It is an animal. It can fly. What’s it?…
6 家庭作业
① 在第20页阅读材料上划出所有的主格代词。② 依照25页A3埃米的文章，写一封有关自己学校的电子邮件发给网友。 ③ 《全程训练》第二单元第五课时练习
Period(6)
一 教学内容：Grammar(B) Asking questions with “to do”
二 教学目标
1 能听、说、读、定单词ask,question,send和短语would like；
2 能熟练运用动词to do 提问和造句。
三 教学重点
1 生词和日常交际用语； 2 一般现在时的疑问句式及回答。
四 教学难点
1 助动词do 和does的准确使用； 2 在语言交际实践中使用to do 进行交流。
五 教学用具：1、投影仪2、图片3、练习
六 教学步骤
1 复习第23页B部分的对话，让学生互相询问对方或其他同学的喜恶。
Do you like to listen to music? Does he like to read newspapers? etc.
诊断出学生对一般现在时“to do “在疑问句式中使用的情况。然后在黑板上归纳出Do/Does…?以及回答方式Yes/No等。告诉学生：
When the main verb of the sentence is not the verb“to be”, we should use “do /does” to form questions. Eg: She is a student →Is she a student? She likes to play. →Does she like to play?
2 让学生自己看书本26页B中的表格，自由讨论，并提出问题。若学生理解较快、较好，则分组操练表格中的对话，然后设计一些补充练习，帮助学生对语法现象的认识加以巩固。
3 出示第26页B1中的图片。先与学生一道浏览图下面的英文名称及人名，然后与一两个学生示范对话：
T：Does Amy like swimming?
S: Yes, she does.
T: Do Daniel and Kitty like walking ?
S: No, they don’t.
如遇到主格人称代词或动词错误，应及时指出并纠正，以巩固上一课时所学语法项目。待学生理解对话方式后，组织学生分组互相看图问答，操练“to do”的疑问及回答句式。
4 把学生分成两人一组，逐项完成B1答案。然后对照该页A部分中的表格检查自己所做的问句中动词to do 的用法是否正确。让学生自己打分，并找出存在问题，帮助学生再理解一次表格中的语法规则，以确信所有学生能基本掌握Do和Does的用法区别，最后让学生分角色表演提问和回答，提醒他们表达要流利，并对说得流畅，语调正确的学生给予表扬。
5 教师说：OK，now we know what the students like to do. But Tommy wants to know more about Millie’s life, so Tommy writes back to Millie and asks her some questions. Please look at Part B2 on Page 27.
Can you help Million to answer Tommy?
要求学生先不看26页B1的内容，两人一组凭记忆讨论完成B2中的4个问题，然后再参照B1核对答案，并自我纠错。相信学生不难理解短语would like ( another way of saying “want”)
6 与学生一道浏览B3的背景提示，让他们看图片，并依照第一幅图中的例句，独立完成其他三幅图的“问句”。先与同伴互对答案，然后全班集体对答案。
7 依据26页B1图表中的信息，让学生分成若干小组，设计出更多的问题，进行交流，最后互相提问对方的喜恶情况：Do you like walking? Do you play tennis ? Does she play tennis?等。以引发学生对身边同学们的兴趣，从而意识到如何用学到语言为自己服务。（这样就在一种热烈的气氛中，完成了教学任务，也把上一课时“主格人称代词”及本课时“ to do ”疑问句式揉合在一起，得到了综合运用的锻炼）。
8 家庭作业：《全程训练与测评》第二单元第六课时
Period(7)
一 教学内容：Integrated skills(A): A school trip
二 教学目标
1 能听、说、读、写单词information,space,museum,trip,closed,cannot,out并了解其含义；能听懂、会说单词science,technology,location,district,price,adult,plae,except,organize及短语look forward(to)；
2 能听出有关景点开放时间的具体信息，并介绍其价格、天数和地点；
3 能用英语表达举办活动的愿望和请求。
三 教学重点
1 生词和日常交际用语；
2 通过听一段关于景点介绍的广播节日，把握大意。
四 教学难点
1 听力技巧的培养；
2 根据相关信息来做决定和安排。
五 教学用具：1、投影仪2、图片3、录音机4、海报若干张
六 教学步骤
1 师生对话开展Free talk
What can we get from listening and reading? We can get some information.(学习单词information-something about…)What place do we call around us ? (It’s space) 学习单词space. Where can we see old things? (In the museum).学习单词museum. If we go to some places, we can say: We have a trip. 学习并操练单词trip. The shop isn’t open now. That means the shop is closed .学习并操练单词 closed.
2 问学生：Where do you often go at the weekends? Have you ever been to Shanghai/Guilin…?
与学生讨论一些旅游地点或用事先准备好的海报，帮助学生了解一些著名的景点，然后组织学生看书本第28页A1中的三张海报，鼓励学生猜测海报上涉及到的生词，
如：science, technology等。
3 和学生一道浏览A1短信上方的背景提示，告诉学生：Mr Wu will take the Class 1 students to have a school trip. Do you know where they are going? 让学生边阅读短信边看海报，找出短语中的三个景点并写在正确的海报下。领读短信数遍后，让学生根据自己从海报上获取的信息，分组讨论并完成A2部分表格中的前4栏。教师与学生一起核对答案，并参照A1中的三张海报，帮助他们解决信息理解和捕捉中的一些困难、错误或障碍。
4 告诉学生： Millie gets the information about place、location、price and opening days, but she
doesn’t know the information about opening hours and try to fill the last column of the table.
放录音后，让学生听出景点开放时间，把表格填完整。如学生有困难，可先后放两遍录音，以便学生理解更清楚一些。最后放第三遍，学生两人一组讨论、检查答案，再全班集体核对。
5 Say: Mow, Millie and her classmates know all the information and where they want to go . She writes a note back to Mr Wu . And the Class 1 students wants to tell Mr Wu what they hope to go. 让学生先阅读note,帮助他们理解、猜测其中的生词或短语，然后根据现实生活情境或A2中的信息，完成空白处，允许学生有自己的见解和想法，鼓励学生大胆创新，积极运用英语表达自己的意愿。核对答案后，教师领读一两遍，最后让学生朗读。
6 若时间允许，可出示一些其他景点的海报，让学生模仿28页A2的表格形式，直出相应的信息，以使学生在真实生活情境中运用英语，从而体现学习英语的最终目的。
7 家庭作业：
①模仿A4的Note,写一封表达自己组办一次旅行的信给老师。
②完成《全程训练与测评》中第二单元第七课时的练习。
Period(8)
一 教学内容：Speak up: using “can” and “many”/Pronunciation
二 教学目标
1 能听、说、读、写单词forget,bring,tomorrow,hot并了解其含义；
2 能正确运用请求许可和帮助的交际用语；
3 能运用提问做请求并正确应答
4 掌握一般疑问句的正确语调。
三 教学重点
1 运用 may和can作请求许可和和帮助。
2 使学生意识到语调使交流更加有效并有助于听者更好地理解我们要表达的信息。
四 教学难点
1 may 和can的区别；
2 一般疑问的升调如何处理。
五 教学用具：1、投影仪2、录音机3、白纸4图片
六 教学步骤
1 设计一些简单的语境，让学生初步体会can和may的基本含义。
I can’t find my pen. If I want to borrow one from a student. I will say: Can I borrow yours, please ? But if I want to borrow one from another teacher, I can say: May I borrow yours, please? 然后让学生分别扮演不同的角色（朋友、学生、老师呀父母等）。练习can和may.
Dialogue 1(student and father)
S: Dad, may I go out now?
F: No, you may not. You must do your homework first.
Dialogue 2(student and friend)
S: My bike is broken, can I use yours ?
F: Yes, you can. Here it is.
2 教师说：When we meet some problems in doing something, such as learning, using things, we should ask others for help. But we often use “can” and “may” in different ways.让学生看第29页底端的提示框，帮助学生弄清“can”和”may”的区别。然后表演1中的三个小对话，学生两人一组练习对话并交换角色练习。鼓励学生尽可能多地脱离课本进行实践操练，力求情景的真实性。
3 要求学生仿照书本范例，设计不同的语境，编写自己的对话，然后分组进行表演。教师在班级里巡视，提醒学生特别注意一般疑问句的语音、语调。可让学习能力一般的学生先写下对话，再读出来，而对能力较强的学生则鼓励他们扩展更多的话题来练习may和can的运用，教师可给予适当帮助。
4 出示第30页的三张图片，询问学生在这些场景里何处用may,何处用can .然后让他们根据图示，编出对话。鼓励学生通过观察、想象，去大胆表达自己的观点。再翻开书，让学生完成B2空白部分。最后分组进行表演。当学生能熟练地操练对话后，可告诉他们：三种场合从语法意义上说，都可用may和can.但can 在前信息幅图中更适合，may则更适合第三幅图。
5 先让学生把B2中的问句再朗读一遍，告诉学生： When a question can be answered “Yes” or “No”, we should make our voice rise at the end of the question. 然后让学生边看书本30页 A部分的句子，边听录音，注意每一句的升调符号及出现的位置，再让学生分组朗读，互相检查，设计更多的一般疑问句，或让学生自己造一些疑问句，写在黑板上。练习用can, may,动词to do和动词to be 正确提问，也可让学生到黑板上用前头标出升调所在的位置。
6 家庭作业：完成《全程训练与测评》第二单元第八课时练习。
Period(9)
一 教学内容：Main task
二 教学目标
1 能听、说、读、写单词food,enough,fun,part并了解其含义；能听懂、会说单词dislike,reason,reach,basket,difficult.
2 能在写作前组织思想，编写计划；
3 能在写作前表达自己的喜恶及原因；
4 能理解表达感觉和喜恶的单词。
三 教学重点：
1 生词和日常交际用语；
2 培养学生笔头表达思想的能力。
四 教学难点
1 能通过阅读了解有关喜恶的信息并讨论原因；
2 能模仿所学短文写表达自己喜恶性循环的情况。
五 教学用具：1、投影仪 2、白纸
六 教学步骤
1 复习第19页Millie’s day表格中表示活动的动词词组，问学生：
Do you like watching TV? Do you like listening to music? 等。让学生分组问答、交流并在全班面前汇总各人了解到的信息：What are his/her favourite activities?
2 向学生解释a happiness chart,并介绍第31页A部分中的背景，说：the students in the club want to know what others like and dislike.让学生看米莉的调查表，在他们能准确理解love, like和dislike三种不同的喜恶程度后，再阅读下面的表格，帮助学生理解喜恶的原因，同时处理一些生词，领读几遍Reason栏中的句子后，用以下句型让学生分组讨论：
Why does she like Assembly? Why does she love lunchtime?等，提醒学生注意主格人称代词的变化，教师在班上巡视，可参与学生的交流，也可给予适当的指导、帮助和纠正。
3 要黑板上列一个各种活动的清单，包括卡拉OK、购物、聊天、游泳、打球、阅读、看电视等，让学生分成休闲、运动、用餐、上学四种类别，并鼓励学生想出尽可能多的活动。可进行一个“词汇”竞赛（在前面的课时中提到过）。然后分组讨论、调查，并帮助学生完成B部分中自己的兴趣调查表，仿照A部分中Millie’s happiness chart 的图示，画出不同的脸部表情来表示喜恶的程度，以加深自己的理解。
4 让学生根据B部分的信息来完成第32页部分的图表，并多加4项在一般的学校上课日里进行的活动，鼓励学生仿照米莉的句子，写出自己喜恶的原因。教师可提供词汇、拼写及构句方面的帮助。然后两人一组讨论他们为什么喜欢和不喜欢某些活动，要求学生尽可能有简练的句子，以便自己的表达更明确。
5 与学生一道阅读C部分中的电子邮件，利用表格里的信息将它补充完整，事学生朗读数遍，再让部分学生在全班面前朗读邮件，向别人介绍自己的喜恶及原因，可先在白纸上写一个草稿，再两人一组，阅读并检查、批发同伴的草稿。教师在班上巡视，指导学生如何提高选词、造句和单词拼写能力。注意避免过细地纠正学生作文里每一个错误以免他们对写作失信心。
6 游戏：如果时间允许，让学生不要把他们的名字写在初稿上，将学生的初稿收上来，打乱后再发给生班同学，每个学生阅读一份电子邮件，并试图猜出作者，然后将电子邮件还给作者。
7 家庭作业：
将草稿上修改后的作文抄写到作业本上；
完成《全程训练与测评》第二单元第九课时练习。
Period(10)
一 教学内容：Checkout
二 教学目标
1 能听、说、读、写单词answer,library,并了解其含义；
2 能熟练掌握和理解本单元所学的单词、短语以及语法项目；
3 能熟练地在不同的情景中运用本单元所学单词、短语以及语法项目；
4 能就本单元的内容进行自我检测，体验进步和成功。
三 教学重点
1 能复习巩固所学的语言知识并用于谈论日常安排和活动；
2 能综合运用主格人称代词及相应的动词to do 提问、应答、谈论喜恶习及原因；
3 能正确使用may和can请求许可和帮助及做请求。
四 教学难点
1 能准确运用动词+名词的搭配形式谈论活动；
2 掌握一定的听力、阅读和写作技能。
五 教学步骤
1 教师介绍本课内容：Today we will do some exercises to check if you can use the words and grammar to make sentences or ask questions.
2 设计一些问题帮助学生复习本单元所学单词、句型和语法。
①When do you watch TV/read newspapers/have breakfast /have assembly/do after-school activities?
②What do you do at 8:00 a.m./5:30 p.m./?
③Does your brother make model planes?
④Do your parents and you play badminton?
⑤Can I ask you a question? Can you answer it?(学习单词difficult,answer)
⑥May I borrow a book from the library?(学习单词library)
⑦Do you like listening to music?
⑧Why don’t you like to do your homework?
3 出示第33页A部分图片，开展free talk
Who are these two girls? What are they doing? Are they studying hard?
Is it a difficult question? Is Daniel clever? Where is Daniel? Etc.
告诉学生：Amy and Sandy have some trouble with their English homework. Can you help them? Now , please look at Page 33 Part A. What are they saying? Choose the right answer to fill in the blanks so that you can make the sentences. 然后让学生做A部分练习，给出时间限制。完成后，可让学生互相批改，也可全班核对答案，最后将得分写在右下方的“爪子”上（以9分为满分，对一题得1分）。
4 告诉学生：When we talk about our daily activities, we should use different verbs to make them right.画出第33页图片，让学生说出每一幅图的动作名称。要求用动词+名词的搭配形式，也可用一些自制的图片来帮助学生巩固此类词汇。然后设定一个时间限制，让学生独立完成B部分练习。两人一组核对 答案后，选出几组在全班面前朗读他们的句子，学生互相评分（以8分为满分，对一题得1分），得分写在“爪子”上，并祝贺得高分的同学。最后让学生把这些句子改成一般疑问句，并分别作出肯定和否定回答。
5 设计一些其它练习，如兴趣调查表，含“can 与may”的对话及one’s day 日程纪录表，让学生根据所获取信息分组讨论、交流，若时间允许，可模仿第20页，第32页的范文进行简单的写作，也可留在课处完成，要求学生在写作之前要有自己的写作计划，安排及组织先写草稿，再抄到作业本上。
6 家庭作业：完成《全程训练》第二单元的自测练习。
篇8：牛津英语7A Unit 1 Reading 新型教学案(译林牛津版七年级英语上册教案教学设计)
教学内容 Unit 1 Reading 1 共几课时 10 课
型 新
第几课时 2
教
学
目
标 1、准确听读Reading中的生词
2、掌握文中6个学生的基本信息
3、了解如何用英语做自我介绍或介绍别人
教
学
重
难
点 重点：1、19个单词的学习
2、6个学生的概况
难点：自我介绍或介绍别人
教
学
资
源 1、学生在小学已具备一些自我介绍的能力
2、通过表格、提问等多种形式对比6个学生的信息，使学生对介绍更清晰
3、利用PPT，图文并茂，激发学生兴趣
预
习
设
计 1、听录音，结合音标，准确拼读本课生词
2、大声朗读课文，圈出生词，结合上下文知其义，同时理解课文大意，找出疑问
3、Question:
Who has the same hobby as you among the six students?
施教日期 9月2日
学程预设 导学策略 调整与反思
Step 1 Warming up
回忆上节课所认识的6个新朋友，回答下列问题
1.Do you remember their names?
2.Where do they come from?
3.Do you want to know more about them?
Step 2 Presenting
1.根据实际情况回答问题
1)How old are you?
2)Are you tall or short/strong or slim?
3)Where do you come from?
4)Which class /grade are you in?
5)What do you love/enjoy?
6)When do you usually listen to music?
7)Do you work hard?
8)Do you like wearing sunglasses?
2.大声拼读单词
3.根据例句简单地介绍自己
My name is……
I am …… years old
I come from……
I (外貌描写)
I love……
4.Read the text and finish Part B1
5.Listen to the first paragraph with books closed. Then answer questions.
1)How old is Millie?
2)What class is she in?
3)Where does she live?
4)What does she love?
5)Is she in the Reading Club or the Swimming Club？
6.Listen to the second paragraph with books closed. Then do some ‘T/F’exercises.
1）Simon was born in Beijing but he lives in Shanghai.
2）He loves playing football very much.
3）Simon often plays football after supper.
4）Simon’s cousin’s name is Annie.
5）Simon’s cousin is his uncle’s or aunt’s daughter.
7.Listen to the third paragraph , then fill in the blanks.
I am Sandy. I ____ ____ Beijing. I am very _____ and slim. I have _____ black _____. I like _______ to _______.
8.Listen to the last three paragraphs. Then fill in the blanks.
Kitty is 11 years old. She is _______. She loves _______. She works _______.
Amy is not very _____. She has ______ hair. She is good at ______. She is ______.
Daniel wears _____. He enjoys
_______ computer games. He is ______ and ______.
借Welcome to the unit 中的图片引出本课的6个主人公，激发学生对他们的兴趣
通过提问，引出本课生词：year, grade, reading, club, everyone, be born, after, slim, long, music, hard, short, swimming, wear, glasses, enjoy, polite, helpful, hobby. 在情景中帮助学生理解单词
以学生读为主，采取不同形式纠正发音，强化单词的音形义的结合
给出例句让学生模仿，巩固所学的单词
由Who has the same hobby as you among the six students?这个预习作业的检查，导入课文信息。
完成Part B1,帮助学生学会在语篇中寻找有效信息
步骤5，6，7，8主要是加强听力训练，让学生能及时地捕抓住信息
听力过程中，如遇到困难，则再听一遍，如课文较难，则加以指导，多带读
学程预设
导学策略
调整与反思
9.Read the text out, paying attention to the pronunciation and intonation.
Step 3 Having a summary
Discuss “Who do you like best among the six students?” 采用跟读、齐读、互读、范读等多种方式，让学生熟悉课文，加深对这6个学生的了解，力争能复述
展开学生小组讨论，然后发言，充分展示他们的喜好和英语的口头表达能力，增强自信
作
业
设
计 1. Read and try to retell the whole passage.
2. Recite the new words.
3. Finish Part C
篇9：7A Unit 1 全单元教学案(译林牛津版七年级英语上册教案教学设计)
Unit 1 This is me!
Part 1: Teaching design (第一部分：教学设计)
Unit goals
Use everyday expressions to communicate when meeting people.
Introduce yourself to others.
Use the simple present tense.
Use model sentences to write a profile of yourself.
Vocabulary year, grade, reading, club, after, long, music, hard, short, swimming, wear, glasses, enjoy, volleyball, swim, eat, fish, Maths, walk, fly, every, day, drawing, always, weekend, usually, run, hour, then, sometimes, often, dinner, grandparent, player, team, next, World Cup, age, well, again, really, strong, rubber, borrow, say, start, begin, CD, lesson, sport, classmate, great
Expressions 1. I’m in Class1, Grade7. I like reading. I’m in the Reading Club.
2. I was born in Shanghai but I live in Beijing now.
3. I come from Beijing. I like Beijing very much.
4. She loves dancing. She works hard.
5. He enjoys playing computer games.
6. You look happy today.
7. Frank plays very well in the match.
8. I’m good at English. She is good at swimming.
9. I have lots of friends at Beijing Sunshine Secondary School.
10. My friends say I’m polite and helpful. My teachers and classmates all like me.
Structures 1. Are you happy? Yes, I am./ No, I’m not.
2. Is he happy? Yes, he is./ No, he isn’t.
3. I like fish. He likes fish.
4. Do you like fish? Yes, I do./ No, I don’t.
5. Does he like fish? Yes, he does./ No, he doesn’t.
Period 2 Reading (Ⅰ)
Teaching goals
● To recognize the uses of English in giving personal information
● To get to know the basic information of the six students
Teaching procedures
Step 1 Making a revision
Last time, we met six new friends. Do you remember their names? Where do they come from? (They come from Beijing Sunshine Secondary School.) Do you want to know more about them?
Step 2 Presenting
Before we get to know about them, let me ask you some questions. How old are you? Are you tall or short? Where do you come from? Where do you live? What class are you in? What do you love?
Write model sentences on the Bb: I’m …(years old). I’m…(tall/short). I come from… I live in…
I’m in Class…Grade… I love…(reading/dancing…)
Step 3 Doing activities
Ask Ss to say something about themselves according to the model.
Step 4 Listening for comprehension
1. Now let’s get to know our new friends. After listening, try to find out what they love doing. (Do Part B1 after listening to the whole text with books open.)
Check the answers: 1b, 2a ,3e ,4c, 5d ,6f
2. Listen to the first paragraph with books closed. After listening, answer the following questions:
1) How old is Millie? (She is 12 years old.)
2) What class is she in? ( She is in Class 1, Grade 7.)
3) Where does she live? ( She lives in Beijing.)
4) What does she love? (She loves reading.)
5) Is she in the Reading Club or the Swimming Club? ( She is in the Reading Club.)
6) What’s her dog’s name? ( Eddie.)
7) How does she love Eddie? ( She loves him very much.)
3. Listen to the second paragraph with books closed. After listening, do some ‘T/F’ exercises:
1) Simon was born in Beijing but he lives in Shanghai. ( F )
2) He loves playing football very much. (T)
3) Simon often plays football after supper. (F)
4) Simon’s cousin’s name is Annie. (T)
5) Simon’s cousin is his uncle’s or aunt’s daughter. (T)
1. Listen to the third paragraph with books closed. After listening, fill in the blanks:
I’m Sandy. I come from Beijing. I’m very tall and slim. I have long black hair . I like listening to music .
2. Listen to the last three paragraphs with books closed. After listening, try to fill in the blanks: (if it’s difficult for some students, listen again)
Kitty is 11 years old. She is small. She loves dancing. She works hard.
Amy is not very tall. She has short hair. She is good at swimming. She is funny.
Daniel wears glasses. He enjoys playing computer games. He is polite and helpful.
Open the books and check the answers, and explain the new words ‘ hard, wear, glasses, enjoy, polite, helpful’.
Step 5 Doing activities
1. Read the text. Ask Ss to repeat after you or the tape, pay attention to students’ pronunciation and intonation. Then choose six students to read it out.
2. Ask Ss to choose one of the six students to say something about them.
Step 6 Having a summary
Today we met and got to know six new students. Each of them is lovely, do you think so? But who do you like best? Why? (Have a discussion.)
Step 7 Doing homework
1. Read the text aloud and try to recite it if possible.
2. Write a easy profile according to the text (5 sentences are enough).
Period 2 Reading (Ⅰ)
Teaching goals
● To recognize the uses of English in giving personal information
● To get to know the basic information of the six students
Teaching procedures
Step 1 Making a revision
Last time, we met six new friends. Do you remember their names? Where do they come from? (They come from Beijing Sunshine Secondary School.) Do you want to know more about them?
Step 2 Presenting
Before we get to know about them, let me ask you some questions. How old are you? Are you tall or short? Where do you come from? Where do you live? What class are you in? What do you love?
Write model sentences on the Bb: I’m …(years old). I’m…(tall/short). I come from… I live in…
I’m in Class…Grade… I love…(reading/dancing…)
Step 3 Doing activities
Ask Ss to say something about themselves according to the model.
Step 4 Listening for comprehension
1. Now let’s get to know our new friends. After listening, try to find out what they love doing. (Do Part B1 after listening to the whole text with books open.)
Check the answers: 1b, 2a ,3e ,4c, 5d ,6f
2. Listen to the first paragraph with books closed. After listening, answer the following questions:
8) How old is Millie? (She is 12 years old.)
9) What class is she in? ( She is in Class 1, Grade 7.)
10) Where does she live? ( She lives in Beijing.)
11) What does she love? (She loves reading.)
12) Is she in the Reading Club or the Swimming Club? ( She is in the Reading Club.)
13) What’s her dog’s name? ( Eddie.)
14) How does she love Eddie? ( She loves him very much.)
3. Listen to the second paragraph with books closed. After listening, do some ‘T/F’ exercises:
1) Simon was born in Beijing but he lives in Shanghai. ( F )
2) He loves playing football very much. (T)
3) Simon often plays football after supper. (F)
4) Simon’s cousin’s name is Annie. (T)
5) Simon’s cousin is his uncle’s or aunt’s daughter. (T)
3. Listen to the third paragraph with books closed. After listening, fill in the blanks:
I’m Sandy. I come from Beijing. I’m very tall and slim. I have long black hair . I like listening to music .
4. Listen to the last three paragraphs with books closed. After listening, try to fill in the blanks: (if it’s difficult for some students, listen again)
Kitty is 11 years old. She is small. She loves dancing. She works hard.
Amy is not very tall. She has short hair. She is good at swimming. She is funny.
Daniel wears glasses. He enjoys playing computer games. He is polite and helpful.
Open the books and check the answers, and explain the new words ‘ hard, wear, glasses, enjoy, polite, helpful’.
Step 5 Doing activities
1. Read the text. Ask Ss to repeat after you or the tape, pay attention to students’ pronunciation and intonation. Then choose six students to read it out.
2. Ask Ss to choose one of the six students to say something about them.
Step 6 Having a summary
Today we met and got to know six new students. Each of them is lovely, do you think so? But who do you like best? Why? (Have a discussion.)
Step 7 Doing homework
3. Read the text aloud and try to recite it if possible.
4. Write a easy profile according to the text (5 sentences are enough).
Period 3 Reading (Ⅱ)
Teaching goals
● To understand and use the expressions in the text
● To write a profile according to the text
Teaching procedures
Step 1 Making a revision
( Show the pictures of the six students) Ask: Do you know them? Who are they? Can you say something about them? ( Ask Ss to say as much as they can.)
Step 2 Practicing
1.First, read the text together. Then do Part B2. (Check the answer: 1F, 2T, 3F, 4T, 5F, 6T).
2. Read the first paragraph and revise the following expressions: ( Write down the important expressions on the Bb.)
1) How old is Millie? (She is 12 years old) How old are you? How old are your parents? Are you 12 years old or 13 years old?
2) What class is she in? ( She is in Class 1, Grade 7.) Can we say She is in Grade7, Class1? Why? (Tell Ss the difference between English version and Chinese version.) What class are you in? Are you in Class 3, Grade 8?
3) Where does Millie live? ( She lives in Beijing.) Where do you live ? Where does your uncle live? Where do the fish live? Where do you want to live?
4) What does she love? ( She loves reading.) What club is she in? (She is in the Reading Club.)
What do you love doing? What club are you in? Ask Ss to make up sentences based on the model:
I love swimming. I’m in the Swimming Club. He loves playing football. He is in the Football Club.
5) Does Millie love her dog, Eddie? (Yes, she does) How does she love him? (She loves him very much.) What do you like very much? Who do you like very much? What food do you like very much? Do you like English? How do you like it?
3. Read the second paragraph and revise the following expressions:
1）Where was Simon born? ( He was born in Shanghai.) Where were you born? I was born in…(Ask each of the students to make up the sentence one by one.)
2） When does Simon play football? (After school.) When do you clean your classroom?
3） Who is Annie? (She is Simon’s cousin.) Can you explain ‘cousin’ in English? ( Uncle’s or aunt’s son or daughter.) Do you have a cousin? What’s your cousin’s name? What does your cousin love doing?
4. Read the third paragraph and revise the following expressions:
1) Where does Sandy come from? ( She comes from Beijing.)We can also say: She is from Beijing. Where do you come from? /Where are you from? Do you come from/ Are you from Hong Kong? Ask Ss to make up sentences like: I come from…/ I’m from…
2) How is Sandy? ( She is very tall and slim She has long black hair.) Explain that ‘hair’ is an uncountable noun here.
3) What does she like doing? (She likes listening to music.) Explain that ‘love’ means ‘like…very much’.
5. Read the last three paragraphs and revise the following expressions:
1) How does Kitty work? (She works hard.) Do you work hard? Who works hard in our class? Does your mother work hard? How does your father work?
2) What is Amy good at? (She is good at swimming.) What are you good at? Are you good at dancing? What’s your cousin good at? What aren’t you good at?
3) What’s Daniel like? ( He wears glasses.) Who else wears glasses? ( Sandy.) Do you wear glasses? Who wears glasses in our class?
4)What does Daniel enjoy doing? (He enjoys playing computer games.) Explain that ‘enjoy’ means ‘like’. Ask Ss to make up sentences like: I like…/ I enjoy…/I love…(doing sth.)
5)How is Daniel? (He is polite and helpful.)
6.Read the text together again. After reading, ask Ss to finish Part C1. (Check the answer: 1. football 2. Shanghai 3.slim, 4.long black hair, 5.music, 6.dancing, 7.glasses, 8.swimming, 9.computer games, 10.polite)
Step 3 Writing
Help Ss to finish Part C2. Encourage Ss to write more sentences.
Step 4 Doing consolidation exercise
Translation:
1.我今年十二岁，在七年级二班。
I’m 12 years old. I’m in Class 2, Grade 7.
2.我喜爱听音乐。我在校音乐俱乐部。
I love listening to music. I’m in the School Music Club.
3.我有个表哥。他叫西蒙。
I have a cousin. His name is Simon.
4.我出生在北京但住在南京。
I was born in Beijing but I live in Nanjing.
5.他来自上海。（2种）
He is/ comes from Shanghai.
6.他喜欢放学后踢足球。（3种）
He likes/ loves/ enjoys playing football after school.
7.她高而苗条，还有一头乌黑的长发。
He is tall and slim, and she has long black hair.
8.他个子不高，戴着眼镜。
He is not tall and wears glasses.
9.他的表弟学习努力，擅长玩电脑游戏。
His cousin works hard and he is good at playing computer games.
10.这个小男孩很有礼貌而且乐于助人。
This little boy is very polite and helpful.
Step 5 Giving a summary
Read the important expressions on the Bb aloud. Ask Ss to write them down in their notebooks.
Step 6 Doing homework
1. Read and recite the text.
2. Revise the important expressions and try to use them.
3. Do some consolidation exercises.
4. Write a profile (at least 10 sentences).
Period 4 Vocabulary
Teaching goals
● To use verbs and nouns to talk about sports
● To describe different kinds of sports
Teaching procedures
Step 1 Making a revision
Fill in the blanks: ( Write on flash cards before class)
Millie:
Mille is _____ years old. She lives in _________. She loves __________. She is in the ______ Club. She has a _____, Eddie.
Simon:
Simon comes from _________. He was _____ in Shanghai. He lives in ________ now. He plays _______ after school.
Sandy:
Sandy is very _____ and ______. She has hair. She likes __________________.
Kitty:
Kitty is _____ years old. She is _______. She loves _______. She works _______.
Amy:
Amy is not very________. She has ____ hair. She is good at _______. She is ________.
Daniel:
Daniel wears _________. He enjoys ________________. He is _____ and ______.
Step 2 Presenting
1.What sport is it?
In this way, the vocabularies about sports are introduced to the Ss. Ask Ss to finish Part A. Check the answer with the class. (1. volleyball 2. swimming 3. badminton 4. football) Encourage Ss to think of other sports they know.
5. Ask the Ss to work in groups and try to finish the following table.
This will enlarge Ss’ vocabulary about sports. ( For weaker classes, just talking about ‘where’ is OK.)
Sport Swimming Football Badminton
Where Swimming pool Football field Badminton court
Special clothes Swimming suit; swimming trunks Football boots T-shirt
Equipment Goggles football Badminton racket
Team sport N Y Y/N
Step 3 Doing activities
1. Finish the sentences with the new words learned.
1) I play football in the football field with my new football boots.
2) When I swim, I wear a swimming suit and my husband wears swimming trunks. We loves wimming in a large swimming pool.
3) Do you love playing tennis? Take your tennis ball and tennis racket. Let’s go to the tennis court.
2. Make a conversation.
(For weaker classes, the conversation can be a little easier.)
A: Hi! , which sport do you love?
B: I love football, it’s so cool.
A: Where do you play football?
B: I play football in a football field .
A: What do you need when you play football?
B: I need my football clothes and football boots.
3. Ask Ss to finish Part B. Check the answer with the class.( 1. football field 2. badminton court 3. swimming pool)
Step 4 Doing consolidation exercise
Translation:
1.你喜欢打排球还是打羽毛球？
Do you like playing volleyball or badminton?
2.我喜欢放学后踢足球。
I like playing football after school.
3.我经常和我父母去游泳池游泳。
I often go to the swimming pool to swim with my parents
4.他们常去那个篮球场打球。
They often play basketball at the basketball court.
5.我们学校有个大足球场。
There is a big football field in our school.
Step 6 Doing homework
1. Try to find more vocabularies about sports.
2. Make a conversation about sports with your classmate.
Period 5 Grammar (Ⅰ)
Teaching goals
● To make positive and negative statements and ask questions with the verb ‘to be’
● To learn to use the simple present tense
Teaching procedures
Step 1 Presenting
Write three sentences on the Bb:
1. Cats eat fish.
2. My hair is long.
3. Simon plays football after school.
Ask Ss in what tense they are spoken. Tell Ss that we use the simple present tense to talk about things that
● are always true
● are true now
● we do regularly (habits, jobs, school work…)
Step 2 Doing activities
1.Choose the best answer:
1) The sun rises in the east(东方).
a. Things are always true. b. Things are true now. c. Things we do regularly.
2) Daniel wears glasses.
a. Things are always true. b. Things are true now. c. Things we do regularly.
3) Birds fly in the sky.
a. Things are always true. b. Things are true now. c. Things we do regularly.
4) Kitty dances every day.
a. Things are always true. b. Things are true now. c. Things we do regularly.
5) Sandy has long hair.
a. Things are always true. b. Things are true now. c. Things we do regularly.
6) I do my homework in the evening.
a. Things are always true. b. Things are true now. c. Things we do regularly.
( 1.a 2.b 3.a 4.c 5.b. 6.c )
2.Ask Ss to analyze some more sentences :
1) Tigers eat meat. (Things are always true.)
2) She has an e-dog. (Things are true now.)
3) She lives in Beijing. (Things are true now.)
4) I listen to English every day. (Things we do regularly.)
5) Fish lives in water. (Things are always true.)
6) He plays football after school. (Things we do regularly.)
Step 3 Presenting
Go through the table of simple present tense of the verb ‘to be’. Point out the contractions. Ask Ss to find out how to use ‘am, is, are’ and how to make negative statements.
Go through the table of asking questions with the verb ‘to be’. Ask Ss to find out the rule. Pay attention to the intonation.
Step 4 Doing activities
1. Fill in the blanks with the right form of ‘to be’:
1) My name is Millie. I am an American girl. My parents are kind to me.
2) My cousin is 12 years old. He is in Class 1, Grade 7.
3) Our teachers are very helpful. They are the best teachers.
4) Is your mother a doctor? No, she is a teacher.
5) Jack and Peter aren’t happy today, because their team lost the game.
6) Our school is very big. We are happy to study here.
7) Five and five is ten.
8) You are wrong. It isn’t a dog. It’s a cat.
2. Playing a game:
Prepare five small pieces of paper and write ‘teacher, student, doctor, policeman, worker’ on the paper.
1) Choose and invite one of the students to the Bb. Ask him/ her to close the eyes. He/ or she can choose a job and show it to the class. He/ she can ask the whole class: Am I a teacher? The whole class answer together: Yes, you are./ No, you aren’t.
2) The student can choose a job but the other students don’t know. The whole class can ask: Are you a teacher? The student can answer: Yes, I am./ No, I’m not.
3) One student chooses a job. The other two students ask and answer (One student knows the job, the other doesn’t.) A: Is he/she a teacher? B: Yes, he/she is./ No, he/she isn’t.
4) Use the same way to practice the plural form: Are we/ they teachers? Yes, you/ they are./ No, you/ they aren’t.
3. Ask Ss to finish Part A and check the answer. (1.is, 2.are, 3.are, 4.is, 5.Is he, 6.he isn’t, 7.He’s, 8.Are you, 9.I am, 10.I’m)
Step 5 Having a summary
Let Ss sum up when and how to use ‘am, is are’.
Step 6 Doing consolidation exercise
句型转换
His cousin is good at swimming.(改为否定句)
His cousin isn’t good at swimming.
1. Those boys are from England.（改为一般疑问句，并做否定回答）
Are those boys from England? No, they aren’t.
2. He is in Class 1, Grade 8.（对划线部分提问）
What class is he in?
3. mother’s, is, my, long, hair（连词成句）
My mother’s hair is long.
4. teachers, they, doctors, are, or （连词成句）
Are they teachers or doctors?
Step 7 Doing homework
1. Revise the simple present tense of the verb ‘to be’.
2. Do some consolidation exercises.
Period 6 Grammar (Ⅱ)
Teaching goals
● To make positive and negative statements and ask questions with the verb ‘to do’
● To learn to use the simple present tense
Teaching procedures
Step 1 Presenting
T: What do you do every day? S: I go to school every day. / I play football every day./… T: What does Millie do every day, do you know? Please open your books, and turn to page 10. Try to finish Part B. After that, please tell me what Millie does every day.
Check the answer orally with the whole class. (1.live 2. have 3. go 4. love 5. talk 6. take)
Read the sentences together.
T: Now , can you tell me what Millie does every day. S: She takes her dog for a walk every day.
Write two sentences on the Bb: I take my dog for a walk every day.
She takes her dog for a walk every day.
Ask: What’s the difference between the two sentences? ( We must use verb form for the simple present tense in the third person singular.) But how to change the verb form. Let’s go through the table on page 10.
Step 2 Practicing
Complete the sentences. Use the simple present tense of the verbs in brackets
1. My father_______(listen) to the radio every day.
2. He often _______(wash) clothes with his hands.
3. We______(take) Eddie for a walk after supper.
4. Mike_______ (study) in a middle school.
5. Simon ______ (pass) the ball to Daniel.
6. Miss Li_______ (teach) us Chinese.
7. Look at the animal, it ____ (have) four legs.
8. Uncle Wang (fix 修理) bikes for people every day.
9. He (stay) at home every Sunday.
10.The boy with his parents (go) to the park after supper.
(1. listens 2. washes 3. take 4. studies 5. passes 6. teaches 7. has 8. fixes 9. stays 10. goes)
Step 3 Presenting
T: Do you watch TV every day? S: Yes, I do./ No, I don’t. (Ask students to say a complete sentence: Yes, I watch TV every day./ No, I don’t watch TV every day.) (To another student) Does he watch TV every day? S: Yes, he does. He watches TV every day./ No, he doesn’t. He doesn’t watch TV every day.
Step 4 Doing activities
1. Go through the tables on page 9. Read them together.
2. Ask Ss to finish Part C and Part D. Check the answer with the whole class.
(Part C: 1. Do, Yes, they do. 2. Does, No, he doesn’t. 3. Does, No, she doesn’t 4. Do, No, they don’t. 5. Does, Yes, he does. 6. Do, Yes, they do.)
(Part D: 1.do not /don’t play 2. plays 3. does not/ doesn’t walk 4. takes 5. do not/don’t like)
3. Make a conversation:
First, ask Ss to think of some verb phrase: play football/ basketball/ computer games…/listen to music/ watch TV/ take my dog for a walk…
Conversation 1: A: Do you listen to music every day?
B: No, I don’t. I don’t listen to music every day.
A: Do you watch TV every day?
B: Yes, I do. I watch TV every day.
B: Do you play football every day?
A: No, I don’t. I don’t play football every day.
B: Do you read English every day?
B: Yes, I do. I read English every day?
(Ask Ss to answer with a complete sentence.)
Conversation 2: A: I watch TV every day. I don’t listen to music every day.
B: Does XXX listen to music every day?
C: No, he/she doesn’t. He/She doesn’t listen to music every day.
C: Does XXX watch TV every day?
B: Yes, he/she does. He/She watches TV every day.
4.Ask Ss to finish Part E. Then check the answer with the whole class: ( 1. go 2. play 3. does not/ doesn’t watch 4. watches 5. am 6. Are 7. flies 8. have 9. eat)
Step 5 Taking a summary
Work out the rule of the simple present tense. ( the usage of ‘do/ does’)
Step 6 Doing consolidation exercises
Complete the sentences. Use the simple present tense of the verbs in brackets.
1. Jordan _______(play) basketball.
He ___________(not play) football.
2. I _______(go) swimming on Sunday.
But I___________ (not go) shopping.
3. My cousins _______(enjoy) computer games.
But they __________(not enjoy) ball games.
4. you _______(like) fish?
Yes, I . But he ___________(not like) fish.
5. Kate (walk) home?
No, she . She (take) a bus.
6. your mother (teach) English?
Yes, she . She (teach) English in N0.10 Middle School.
( 1. plays, doesn’t play 2. go, don’t go 3. enjoy, don’t enjoy 4. Do, like, do, doesn’t like 5. Does, walk, doesn’t, takes 6. Does, teach, does, teaches)
Step 7 Doing homework
1. Revise the simple present tense.
2. Do some more consolidation exercises.
Period 7 Integrated skills
Teaching goals
● To extract information from a passage
● To get information from listening
● To consolidate information and complete a newsletter article
Teaching procedures
Step 1 Presenting
(Show a picture of the famous football player Beckham to students.) Do you know him? Yes, he is David Beckham, a good football player. Where was he born? He was born in London. What is he good at? He is good at playing football. He scores goals in most matches. He plays for Real Madrid (皇家马德里队). He wants to play football in the next World Cup.
(Write ‘player, play for, score, goal, the next World Cup’ on the Bb, and ask Ss to explain their meanings.)
Step 2 Doing activities
1. Ask Ss to look at the headline of the newspaper article and the picture. Ask the following questions: 1) Who is he? (He’s Li Hua.) 2) What is he? (He is a football player.) 3) What team does he play for? (He plays for Huanghe Football Team.) 4) What is he good at? (He is good at scoring goals.) 5) What does he want? (He wants to play football in the next World Cup.)
2. Read the article together.
3. Say: Do you know how old Li Hua is? Do you know where he was born? Do you know how he looks? Do you know what his hobbies are? If your answers are ‘No’, please listen to the tape. After listening, you will know the answers.
4. Listen to Part A2 and complete the notes in Part A1. Then check the answer with the whole class.( Li Hua, 22, Guangdong, Huanghe Football Team, strong, reading books, Shanghai)
5. Ask Ss to use the article and the notes to finish Part A3. Check the answer with the whole class: ( 1. 22 2. strong 3. Guangdong 4. reading books 5 Huanghe Football Team 6. World Cup 7. like)
6. After checking the answer, ask Ss to read Part A3 together.
Step 3 Presenting
Ask: Who is your favourite football player? Why? How does he look? Is he strong? Does he play football very well? Does he often score for his team? Now you will hear a conversation about Daniel’s favourite football player. Please listen carefully. After listening please answer my question: Who is Frank?
Step 4 Doing activities
1. Listen to the tape with the question in mind .(Books closed) After listening, ask one student to answer the question ‘Who is Frank?’ (He is Daniel’s favourite football player.)
2. Listen to the tape again.(Books open) Ask and answer the following questions:
1) How does Daniel look today? ( He looks happy?)
2) Why does he look happy? ( Because their football team wins again.)
3) Does Frank play very well in the match? ( Yes, he does.)
4) How is Frank?/ What’s Frank like? ( He is tall and strong.)
5) Does Frank often score for his football team? ( Yes, he does.)
3. Read after the tape. Then read together.
4. Ask Ss to practice the conversation in pairs. Then make up their own conversations.
5. Role-play. (Ask some students to act the dialogue out.)
Step 5 Doing consolidation exercises
Translation:
1.姚明是一位优秀的篮球运动员。
Yao Ming is a very good basketball player.
2.我喜欢读关于运动的书籍。
I like reading books about sports.
3.我们效力于校排球队。
We play for our school volleyball team.
4.你擅长游泳吗？不。
Are you good at swimming? No, I’m not.
5.你想看下一届世界杯吗？是的。
Do you want to watch the next World Cup? Yes, I do.
6.他看上去魁梧吗？是的。
Does he look strong? Yes, he does.
7.弗兰克出生于美国，但他住在英国。
Frank was born in America, but he lives in England.
8.你们的足球队赢了吗？没有。
Does your football team win? No, it doesn’t.
9.他在比赛中踢的很好。
He plays very well in the match.
10.我最喜爱的足球运动员常在比赛中进球。
My favourite football player often scores goals in matches.
Step 6 Doing homework
1. Read and recite ‘Speak up’.
2. Do some more consolidation exercises.
Period 8 Study skills
Teaching goals
● To encourage students to use English as much as possible
● To use everyday expressions to make requests, give instructions, and give responses
Teaching procedures
Step 1 Presenting
1. ( Before class, ask one student come into the classroom late. After the bell rings, the student knocks on the door.) The teacher say: Look, he is late. At this time, what should he say? He should say : “May I come in?” This is a class expression. It’s important to learn some common expressions of class. Today we will learn some sentences that will help you in your English lessons.
2. Go through Part B with class.
3. Add some other class expressions: 1) If you can’t hear your teacher clearly, you say: Excuse me, I beg your pardon./ Pardon?
2) If you need help with your lesson, you say: Can you help me?
3) If you see others are in trouble, and you want to help them. You say: Can I help you?/ What can I do for you?/ Can I give you a hand?
4) If you finish a role-play, you say: That’s all. Thank you. …
3. ( Pretend to be looking for your book.) Say: I can’t find my pen? Can you help me? Do you know where my pen is? S: Sorry, I don’t know. T: What can I do? I must borrow a book from you.(Write the word ‘borrow’ on the Bb, and ask Ss to guess its meaning.)
Step 2 Doing activities
1.Make conversations:
Conversation 1: A: Do you have a pen?
B: Yes, I do.
A: Can I borrow your pen?
B: Yes, you can. Here you are.
A: Thank you very much.
B: You are welcome.
Conversation 2: A: Do you have a pen?
B: No, I don’t. Ask Sandy. She may have one.
A: Thanks a lot.
A: Excuse me, Sandy. Can I borrow your pen?
Sandy: I’m sorry, I don’t have one. Ask Amy, she may have one.
A: Thank you.
A: Excuse me, Amy. Can I borrow your pen?
Amy: Of course you can. Here you are.
A: Thank you very much.
Amy: That’s OK./That’s all right.
2. Go through Part A with the whole class.
Step 3 Doing consolidation exercises
What do you say when you meet the following circumstances:
1.当你不知道某个事物用英语怎么表达时， 你应该说：
Excuse me. How do you say that in English?
2.当你不知道某个问题的答案时， 你应该说：
I’m sorry. I don’t know.
3.当你不理解别人说的话时，你应该说：
Sorry, I don’t understand.
4.当你开始表演时，你应该说：
I will begin/ start now.
5.当你结束表演时，你应该说：
That’s all. Thank you.
6.当你上课迟到时，你应该说：
May I come in?
7.当你听不清别人说的话时，你应该说：
Pardon?
8.当别人称赞你时，你应该说：
Thank you.
9.当别人向你道谢时，你应该说：
That’s OK/all right. / You are welcome. /It’s my pleasure./ Don’t mention it….
10.当别人向你道歉时，你应该说：
That’s OK/all right. / Not at all. / Never mind./ It doesn’t matter….
Step 4 Doing homework
1. Revise the class expressions.
2. Make conversations with your classmates.
3. Do some consolidation exercises.
Period 9 Main task
Teaching goals
● To organize ideas before writing
● To write a profile
● To introduce yourself to others
Teaching procedures
Step 1 Presenting
Teacher says: Today we will learn to write a profile. Do you know how to write a profile? What should we write?[Ask Ss to answer, and write the answer on the Bb: name, age, birthday, birthplace, living place, school, class, grade, appearance(外貌), hobbies(爱好), good at…/ not good at…, personality(性格), … ]
Ask Ss to read the passages on page 15. Try to find out some information to finish the table.
Name Millie Daniel
Age 12 11
Birthplace Beijing Nanjing
Living place Beijing Beijing
School Beijing Sunshine Secondary School Beijing Sunshine Secondary School
Appearance not tall, dark brown eyes, short black hair short, black hair, wear glasses
Hobbies listening to music, reading, English, Chinese playing computer games
Good at English ------
Not good at ------- sports
Personality -------- polite and helpful
Check the answer and read the passages.
Step 2 Practicing
Ask Ss to finish the table of Part B1.
Step 3 Writing
1.Ask each of the students to write a rough draft using the table of Part B1. In pairs, students read, check and correct their partner’s draft. As you go around the class, suggest improvements in the choice of words, spellings and structures.
2. Ask students to rewrite their personal profiles on Part B2.
3. Ask for volunteers to read out their personal profiles to the class.
Step 4 Game
Tell students not to include their names on the first drafts. Collect the students’ first drafts, mix them up and hand them out to different students. Each student reads a personal profile, tries to guess who the writer is and returns the personal profile to the writer.
Step 5 Doing homework
1. Read the passages on page 15 three times.
2. Write a profile with more information.
Period 10 Check out
Teaching goals
● To revise the vocabulary of this unit
● To revise the grammar of this unit
Teaching procedures
Step 1 Make a revision
Revision 1
(Show the pictures of the six students and put them up on the Bb.)Say: In this unit, we meet six new students from Beijing Sunshine Secondary School. Can you tell me what they are like? ( Ask Ss to look at the picture and describe their appearance. After that, ask them to fill in the blanks.)
Millie: She is not very tall. She has dark brown eyes and her hair is short and black.
Sandy: She is very tall and slim . She has long black hair.
Daniel: He is short, his hair is black. He wears glasses.
(Ask Ss to describe their own appearance or their parents’ or friends’ appearance.)
Revision 2
(Point at each picture and ask.) What do they like? (Ask Ss to fill in the blankets.)
Millie likes English and Chinese at school. She is good at English. She loves reading, she is in the School Reading Club. She loves listening to music. She listens to CDs at the weekend.
Simon likes playing football after school. He plays football on the school football field. There is a big swimming pool and a badminton court in his school, too.
Sandy likes listening to music, too. Kitty loves dancing. She works hard. Amy loves swimming. She is good at swimming. Daniel loves all his lessons at school, but he is not good at sports. He enjoys playing computer games.
(Make a conversation based on the model. )
A: What do you like?
B: I like playing volleyball?
A: Are you good at playing volleyball?
B: Yes, I am.
A: Do you like swimming?
B: No, I don’t. I don’t like swimming.
A: Does your mother like swimming?
B: Yes, she does. She likes swimming very much.
Revision 3
(Show the picture of Li Hua.) Ask: Do you remember him? Who is he? What is he? Where was he born? How old is he? How does he look? What does he like? Which team does he play for? What is he good at? What does he want? ( After answering the questions, students should fill in the following blanks without opening their books.)
Li Hua is my favourite football player. He is 22 years old. He looks strong. He was born in Guangdong, but he lives in Beijing. He likes reading books about football. He plays for Huanghe Football Team. He is the newest member in it. He is good at scoring goals. He wants to play football in the next World Cup.
Revision 4
1. Go through Part B on page 17. Then Check the answer: 1. basketball 2. glasses 3. swimming 4. fish 5. badminton
2. Choose the right phrase to fill in the blanks:
come from, like…very much, walk home, look happy, the answer to the question, play with, go running, half an hour, polite and helpful, take the bus, take…for a walk
1. Do you know ? Sorry, I don’t know.
2. We our teachers .
3. I watch TV for every day.
4. Daniel is . We all like him.
5. You today. I think your team wins again today.
6. Where does he , Beijing or Shanghai?
7. I my dog every day. I him after supper.
8. My home is near my school. So I after school.
9. We usually at the weekend. It’s good for us.
10. He is at the bus atop. He is going to school.
(1. the answer to the question 2. like ,very much 3. half an hour 4. polite and helpful 5. look happy 6.come from 7. play with, take, for a walk 8. walk home 9. go running 10. take the bus)
Revision 5
Ask Ss to finish Part A. Then check the answer with the whole class.(1. Do 2. are 3. Do 4. comes
5. Is 6. am 7. loves 8. is 9. Do 10. goes 11. love)
Read the dialogue together and act it out.
Go through the table on page 9. Ask Ss to sum up the rules of the simple present tense.
Step 2 Doing homework
1. Revise vocabulary and grammar of this unit.
2. Prepare for the coming test.
篇10：牛津7AUnit6(译林牛津版七年级英语上册教案教学设计)
Teaching content：Comic strip and welcome to the unit
Teaching aims：1.复习掌握已学过的衣服的名称。
2.复习掌握已学过的颜色单词。
3.掌握并会使用服装的制作材料。
4.掌握并灵活运用课文中的对话。
5.教育学生养成乐于助人的品质。
Teaching focus ：1.衣服的名称及其制作材料。
2.会描述人物的穿着打扮。
Teaching aids：教学挂图，多媒体。
Teaching procedure：
Warming up:
Let the students see some pictures of the fashion show on the screen.
Pre - task:
1. Use the pictures to review the names of the clothes.
2. Review the colours. Ask the Ss to say the colours of the clothes.
3. Describe yourself what you are wearing today. Then ask some students to describe what they are wearing.
While- task:
1. Eddie is going to a fashion show. Will you please help him to dress up?
2. See some pictures of different kinds of dogs in clothes on the screen.
3. Use the pictures on the screen to present some new words: the material of the clothes. (silk, cotton, leather, wool,)
eg. Look at this lovely dog. Its scarf is white, and its made of silk.
4.Practise
Now Eddie is on the fashion show. He looks smart. He is doing a good job. He raises a lot of money for Project Hope. Use the following words to describe what Eddie is wearing.
names shoes hat scarf coat
colours black red white Yellow
materials leather wool silk cotton
5．Learn “comic strip”.
A. Present the comic strip. Help the Ss understand the meaning.
eg. Eddie is going to a fashion show. But he doesn't know what to wear. So he asks Hobo. Hobo tells him not to wear any clothes because dogs don't wear clothes.
B. Repeat the dialogue
C. Read the dialogue after the teacher.
D. Ask some students to act it out.
Post- task:
1.Welcome to the unit
A. Looking good and raising money.
The students are giving a fashion show to raise money for Project Hope. Look at the two students below and put the following words in the correct boxes.
B. Clothes and materials
Millie wants to join the fashion show. She wants to know the names of the names of the different materials. Help her write the correct words under the pictures.
2. Give a fashion show
Ask several students to give a fashion show.
The Second Teaching Plan Of Unit 6
Teaching Aims: (1) 认知目标：学习本课阅读内容。To learn the main diea of the reading.
(2) 技能目标：通过学生的活动，口头表达某人的衣着。初步完成本单元任务活动。
（3）情感目标：师生双边活动，增强亲合力，共同感受时装魅力。
Teaching contents: To learn the reading part of this unit, to grasp the main idea of this unit
Teaching Language Points: raise money; Project Hope, in /from 1980s;look colorful, / smart/modern /cool; a pair of blue jeans, fashion show.
Teaching procedures:
1. Lead-in (1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and ues some suitable adjective words. Such as : smart, modern, cool, …
eg: 1. What colour is his coat?
2. What size is it ?
3. Does he look cool? …
(2) Ask the some Ss to describe my clothes. (to express one’s fashion with the words appeared in the reading. )
2. Warming up exercises: Present the new materials by picture.
(1) To distinguish the fashions in different times.(through pictures prepared.)
(2) Sum up. To describe a person in a short passage. (according to the pictures.)
Just like: “Deniel looked smart and modern. He wore blue and yellow sports clothes. He also wore a pair of colourful trainers. ”
3. Present the new materials; (1) Listening to the tape recorder and try to finish the form below.
Simon Clothes(1980s) Looked colourful Trousers were _____.His shirt was __ ____His tie was _______
Daniel ------ Looked ____ & ____. He wore ________.He also ______ trainers
Millie Give a talk on “_______” Young people ______ in 1990s. The trainers are _______.
Amy Young people like to wear ___________ Looked cool . She wore a yellow ‘silk blouse with ______ and a pair of blue jeans _____.
Sandy (I) Clothes(1990s) I wore ___, ____ and ______. I also wore my hair _____.
(2)Ask the Ss to sum up the impression on each student.(axxording to the form above)
(3) Try to retell the main ideas of the story.
4.Ask Ss to draw some pictures about Simon, Daniel, Millie, Amy and I.
This course is for the purpose of main task
5.Ss’ activities. Say something about the pictures drawn on the Bb.
6. Listen and read after the tape. (Pay attention to the intonation and pronunciation.) and try to translate some important sentences into Chinese.
7. Homework for today. Draw a picture of oneself in fashion for the Fashion Wall.
The Third Period of Unit 6
Teaching Contents: Reading A B
Teaching Topic: The Fashion Show
Teaching Aims: 1、进一步理解课文的主题
2、学习有关服装的名称、面料、色彩的运用
3、能够描述某个人的着装特色，增强个人的审美意识
Teaching LanguagePoints: 用新闻报道的形式写关于时装秀的一篇短文
Ⅰ.Greeting
Ⅱ.Warming up
1. Read the names of clothes with the picture on P87 (A)
T : He / She looks beautiful ( smart modern cool)
What is it?
S: Jacket tie shirt / blouse skirt
T : What are they?
S: Shoes trousers / boots
2. Ask the students about his (her) real life.
T: What are you wearing ?
S: A shirt.
T: What’s it made of?
S: It’s made of silk (wool leather cotton).
T: What colour is it?
S: It’s red .(yellow black white blue green purple)
Ⅲ. Reading (1)
1. Read the new words.
T: Last Friday ,Sandy’s class gave a fashion show.
Can you read the new words.
a fashion show Project Hope style scarf
time times trainer trainers century
smart modern colorful comfortable cool
2. Read the text
3. Qs and As
T: (1) Who wore white shoes?
(2) What did Simon wear?
(3) Who wore a blouse?
(4) What did Amy wear?
(5) Who wore sport clothes?
(6) Who wore a black skirt?
(7) Was Amy’s blouse silk? Was Amy’s scarf wool?
4. Fill in the blanks.
Name Clothes
Simon
Daniel
Sandy
Amy
Ⅳ.Reading (2)
T: Now let’s look at P90 (B) “Style and fashion”
Finish Kitty’s notes.
1. Simon wore a pair of white_____________
2. Millie talked about sports shoes called _____________
3.Young people like to wear trainers because they are ____________
4.Sandy wore a red____________
5. Simon’s _________ was yellow and red.
6.Amy wore a yellow __________ blouse and a pair of blue jeans.
Ⅴ.Post-task activity
(1) T: Now , I’ll ask you to say something about your friend’s fashionable clothes. And let’s guess who he is / she is .
S: He /She is wearing ….
(2) T: OK. Please come to the front and say something about yourself.
S: I’m wearing…
Ⅵ. Reading (3)
The students read the text again.
Ⅶ. Homework.
T: Please write an article about your friend’s fashionable clothes.
( about the fashion show)
The Fourth Period Of Unit 6 Fashion
Topic: Reading C, D
Aims:
1. Identify clothes and learn the names appeared in the reading part.
2. Arouse students’ enthusiasm for contacting others by interviewing.
3. Developing the ability of useing
I. Greetings
T: Hello, everyboy. Nice to see you again .Oh, Student A, your shirt is very beautiful, who bought it for you?
A: My father did.
T: Oh, I see. Student B, you look colourful. I think you can give a fashion show.
B: Thank you.
T: Do you still remember the fashion show?
Ss: Yes, we do.
II. Fashionable Clothes (C1)
1.T: Ok, let’s look at the pictures. Please tell us what these are.
(Teacher show them the pictures on the blackboard, ask students to tell the names.)
Picture One
C: scarf
T: Yes, scarf, a blue silk scarf. Read after me, please.
(Students read after teacher. Repeat the steps to go over the left pictures. Shirt, a black shirt;
boot, a pair of long red boots; tie, a yelllow and red tie; trousers, a pair of white trousers; trainers, a pair of colourful trainers.)
T: Good. Who wore these colthes at the fashion show? Who can answer this question? Please read the passage ‘ The fashion show’’, then answer the question.
(Students read it quickly.)
T: Who wore the scarf? Student E , please.
E: Amy wore the blue silk scarf at the fashion show.
(Ask students do the rest questions, write the names on the lines.)
2. Ask students to do the exercises in pairs like this:
A: What is this?
B: It’s a …..
A: Who wore it/them at the fashion show?
B: ….. did.
III. Fashionable Clothes (C2 )
T: Let’s come to the next part. Kitty wants to check her notes before she writes the article. Help her read her notes below. Write a T if the sentence is true. Write an F if it is false. Go ahead.
(Students read and check. Ask them to give the answers. If the sentence is false, ask them why, then correct it. Students read the true sentences.)
IV. A television interview
1.T: Kitty interviewed Simon and Sandy after the fashion show. Here are six sentences said by them. Read the sentences, then listern to the tape, try to find out who said what then write the correct numbers in the blanks.
(After the students finish reading the sentences, play the tape for them to listen to then ask them to write the numbers.)
2.T: Kitty interviewed Simon and Sandy after the fashion show. Do you know how Kitty interviewed them? Next please work in pairs or groups to act out the interview. Please use the sentences given in our textbook.
(Student prepair and act out the interview.)
V. Homework.Suggest some of our classmates just came from a fashion show. Do you want to know something about the fashion show? Do you want to know something about him?
The Fifth Period of Unit 6
TeachingContents: Vocabulary
TeachingTopics: Fashion Clothes
Teaching Aims :①To recognize adjectives that describe clothing
②To use adjectives to express opininons about how things look
Ⅰ:Warming up
T:Good morning
S:Good morning
T:What are you wearing ?
S:A silk shirt
T:Very beautiful
S:Thank you
Ⅱ: Part (A)
1,Show the six pictures and let the students guess who they are
S: Picture 1:Sandy
2:Amy
3;sandy
4:simon
5:Daniel
6:Daniel
2,Ask stronger classes to describe what their classmates are wearing. They can also describe their favourite clothes they wear at weekends.
e.g..Amy is wearing a yellow silk blouse
Sandy is wearing a pair of long red boots
3,Read the new words
boots blouse skirt tie trainers T-shirt
Ⅲ:Part (B)
1: help students describe the appearance of clothes with a wider range of adjectives. Introduce the idea of opposites. Brainstorm some common words:
big-small
old-new
short-long
slim-fat
young-old
2 :Ask students to do Part B on their own . For weaker classes, you may need to pre-teach or check the meaning of some words.
3:Have students compare answers with a partner’s. You could ask S1 to say the numbered words, one at a time ,and S2to say the word with the opposite meaning.
Ⅳ:Do a game
students work in pairs to describe a boy’s(girl’s) appearance and clothes,guess who he (she) is.
Game: He is wearing a yellow blouse and his clothes is heavy.
Q: Who is he ?
Extension activity
Do a survey. Write the table below on the board. Divide the class into groups of four.Have students interview each other using these questions.
What is your favourite clothing item? What materal is it made from? What colour is it?
Name of classmate Favourite clothes Material Colour
1
2
3
4
Ask students to present their fingings. Write some model sentences on the board to help students talk about their findings.
`they all like…’
‘One student like …and two students like…’
Ⅴ.Homework
1:Read the text after class
2:Preview grammar
The 6th and 7th Period Grammar
A Simple past tense
Task-based Teaching Aims:
1. Cognitive Development
Make sure students can recognize the tense freely.
2. Proficiency Level
To develop their integrated skills through listening, reading, speaking and writing. They can use the tense to make up sentences and dialogues freely after learning. They can also recognize and use adverbs to order events.
3. Affective Learning
To develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.
4. Cultural Understanding
Make them feel the cultural differences between Eastern and Western Countries.
Step 1 Revise the purpose and use of the simple past tense by using a timeline. Draw a timeline on the board to show how the simple past tense is expressed in English. Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past.
e.g. 1. Eddie met Millie 3 years ago.
2. Eddie was ill yesterday.
Step 2 Teach them how to form the simple past tense before practicing them.
We form the simple past tense by adding ‘-ed’ to regular verbs.
Most verbs + ed walk →consonant walked
Verbs ending in e + d live → lived
Verbs ending in a consonant + y - y + ied try → tried
Short verbs ending in double the
a vowel + a consonant consonant + ed stop → stopped
We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’.
No change cost → cost
Change the vowel come → came
Change the consonant make → made
Change the vowel (s) and the consonant (s) buy → bought
Writing about the past
A1. Write about the simple past tense forms of the verbs below.
1. start → started 2. dress → dressed 3. play → played
4. help → helped 5. use → used 6. like → liked
7. look → looked 8. study → studied 9. plan → planned
Step 3 Talk to students about what you did last weekend and ask some questions as you go along, e.g. I had a really good weekend.
Did you have a good weekend?
I played tennis for two hours.
What did you do?
I watched a film on Saturday evening. It finished at 11 p.m.
What did you do last Saturday?
On Sunday, I took a bus from Wangfujing.
There were a lot of people.
What did you do on Sunday?
Step 4 Teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. Have them complete the conversation. Check answers and clarify any misunderstandings.
Mrs Wang: Did Millie ask Grandma about the dress on Monday?
Andy: No, she didn’t. She went to the Reading Club. Did she help you with the shopping on Tuesday?
Mrs Wang: Yes, she did. Did she play volleyball on Wednesday?
Andy: Yes, she did. But she cleaned her bedroom.
Mrs Wang: I know! Did she do her Maths project?
Andy: No, she didn’t. But she did some work for the fashion show.
Step 5 Teach them how to use the simple past tense to form positive and negative sentences, ask and answer questions with the verb ‘ to be’. Have them complete the conversation. Check answers and clarify any misunderstandings.
Millie: Were you at home on Saturday morning?
Sandy: Yes, I was.
Millie: Was your cousin at the football match?
Sandy: No, he wasn’t. He was at the shopping mall with Mum.
Millie: Were you and your parents at the cinema on Saturday evening?
Sandy: Yes, we were.
Millie: Were your grandparents at the fashion show on Friday?
Sandy: No, they weren’t.
Millie: Were we at school last Monday?
Sandy: No, we weren’t. Last Monday was a holiday.
B Sequencing events
Step 1 To recognize and use adverbs to order events. Tell them to pay attention to the simple past tense. We use these adverbs to show the order in which things happen. We put the adverbs at the beginning of a sentence as they connect the sentences. We often use them to clarify a process or a particular sequence of events.
( first, then, next, afterward, finally)
Step 2 Ask students to do a presentation about their own day using the adverbs they have learned. Encourage them to include more information. Help them choose a title. Remind them to use the simple past tense.
B1 Briefly review the adverbs, using the picturesfor support.
Ask students to write the letters in the boxes in Ppart B1 individually. Students check each other’s sequence of sentences. Monitor the class as you walk around.
B2 Set the context by reminding students about the fashion show described earlier in the unit before asking students to do B2. Link Simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.
Step 3 Review key vocabualry and explain unfamiliar words: ‘ catwalk.’
Ask questions about each picture.
1) What did Simon do first?
2) What did Simon wear?
3) What did he do next?
4) Who did Simon talk to?
5) Where did he go afterwards?
Ask students to write sentences about Simon’s day using the simple past tense. Check the answers as a class activity.
The Eighth Period of Unit 6 Fashion (Part 7)
Integrated Skills
Task-based Teaching Aims:
(1) Cognitive Development:
Through reading and listening to “The life of a trainer” , the Ss can learn and use relevant expressions freely.
(2) Proficiency Level:
To develop the Ss’ integrated skills through listening ,speaking, reading and writing .
(3) Affective Learning:
To develop the Ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .
(4) Cultural Understanding :
Make the Ss feel the cultural differences between Eastern and Western Countries.
Procedures:
Step One : Present a trainer and teach the different parts of it . Then listen and do part A1.
T: Is it a trainer ?
S: …
T: Do you like wearing trainers?
S: …
T: Do you know what the names of these parts are ?
S: …
T: OK. We call it “shoelace / sole / stripe / tongue”.
Step Two : Present the procedures of making a trainer .Then guide the Ss through the new words and let them speak out in English .
T: Now , boys and girls , I know that most of you like wearing trainers. Do you know how to make one ?
S: …
T: OK. First let’s have a look on the screen . Then please tell me about it .
S: …
T: OK. I know it’s very difficult for you to say . But it doesn’t matter . Now please discuss in your groups and later we’ll share your ideas together .
S: …(Discuss in groups )
T: (After listening to the Ss’ description , the teacher describes the general contents in Part A2 . Then let the Ss say after me twice . Finally listen and put the sentences in the correct order .)
Step Three : Present Part Two of the story . Then let the Ss get the general idea of it and pay much attention to the verbs past tense forms .
T: Now , we know how to make a trainer . Do you want to know how the trainer is getting along ? OK . Let’s listen carefully and complete the sentences in Part A4.
S: …
T: (After listening for three times , ask a student to present her answer , then check it . Teach the students to read the verbs and complete Part A3.)
T: Then guide the Ss to sum up the pronunciation principles of verbs past tense forms by reading themselves , such as:
清后[t], 元浊[d], [t][d]之后读[id].
eg: /t/ /d/ /id/
danced played acted
helped lived needed
talked answered visited
shopped carried shouted
Step Four :Present a fashion show and practise the sentences “What is / are … made of ? It’s/ They’re made of …”.
T: (First make a conversation with a student as a model in Part B. Then let the Ss work in groups of three to talk about the materials of their own clothes . Five or six minutes later , let them act out in the front and give the best a warm applause .)
Step Five :Written work
T: Now , we’ve learned the different parts of a trainer and how to make one . And we also see a fashion show and have learned different materials for making clothes . And would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? You can do it like this :
My Fashion ShowIntroduction Clothes A person wearing the clothes Introduction
T:OK. That’s all for today’s class . Thank you .
The Ninth Period of Unit 6 Fashion
Main task
Objectives
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.
Background information
Students will have opportunities to describe clothes and accessories. This section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.
Bring in authentic brochures to show students the style of this kind of writing. Talk to students about the purpose of writing a brochure. Elicit from students as much information as possible about
1 Who are the readers?
2 What do the readers want to know?
3 How do you make your brochure look interesting to the reader?
Teaching procedures
1 Before doing the task, ask students who the audience is and emphasize the context in the Student’s Book of creating a ‘Fashion Wall’.
2 Tell students to read keywords below . Students identify any words they don’t know. Check and clarify the meaning of those words with the class.
Adjectives Clothing items MaterialsChecked hat silkSleeveless skirt cottonPatterned shirt denimLoose blouse leatherSpotted sweatshirt polyester Striped jacket viscoseFlowered sweater furTight socks linenComfortable tie Long shoesUncomfortable beltShort bootsBright suitFashionable dressModern CasualPolo-neckFormal
3 Enable students to describe themselves or their classmates by using the keywords above.
4 Ask students to read the model article on page 102. And tell them to use the model article and complete the sentences with word from Part A on page 101.
5 Check the answers and encourage students to express their opinions about the model article.
6 Tell students to choose one fashion item and make them aware of what kind of things . Their readers might like to read about . And tell students to create their own words to write a rough draft using the given model.
7 Let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .
8 Make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. Ask them to stick their work on the noticeboard and encourage them to read each other’s poster.
Sample writing
Teenagers like clothes that are fashionable and look good. My brochure is about casual, comfortable style.
First, I designed a cotton T-shirt. It is bright red and has a V-neck. It goes well with a pair of jeans. The jeans have wide legs. There are lots of big pockets at the front and back. I also designed a cotton shirt with long sleeves and buttons in the front.
Then I designed a pair of trainers to go with the jeans and T-shirt. They are very comfortable and made of white leather. They do not have laces, so they are easy to put on. The jacket I designed is blue with white sleeves.
All the clothes are comfortable to wear at weekends.
篇11：7A Unit1 This is me! 教学案例(译林牛津版英语七年级)
学生姓名 小班 学科 英语 授课时间 .
老师姓名 邱明超 年级 七年级 授课时段 10：00-11:30
课题名称 Unit1 This is me!
教学目标 Introduce yourself to your classmates and know how to greet each other.
Simple present tense of the verb to be
Vowels about a,e,i,o,u.
课前检查 作业完成情况：优□ 良□ 中□ 差□ 老师建议：
一：教学重点
1．Greetings:学生知道问候语以及同学之间怎样问候
2．Reading:Welcome to Class 1,Grade 7!课文内容翻译讲解分析以及相关语法固定搭配
3.Grammar:Simple present tense of the verb to be Be动词的一般现在时，疑问句以及肯定回答否定回答
4.Vowels:a,e,i,o,u.
5.Task:Introducing yourself知道如何写关于介绍自己的英语作文
二．教学内容
1.Lead in 导入部分，学习短对话，了解整个单元的学习主要导向以及相应的语法
以及new words
a.老师领读课文内容，并翻译讲解
b.Oh,I love e-dogs.哦，我爱电子狗。Love 喜欢，爱。Love sth = like sth 喜欢某物
c.What’s your name ?My name is Hobo.你叫什么名字？我叫霍波。当询问对方叫什么名字时，一般会用What’s your name ?而回答则是My name is....
d.Are you my master ?你是我的主人吗？这是一般疑问句的形式，把Be 动词提句首，首字母大写。Master主人，可数名词。
e.How to look after your e-dog.如何去照顾你的电子狗。How to do sth如何怎样做某事
f.Look after sb =take care of sb照顾 某人
G.introduce yourself to your classmates.把你介绍给同学 introduce sb to sb 把某人介绍给某人
2.Greetings问候语
a.greet each other 相互问候 greet 动词，问候，动名词greeting(s)可数，复数直接加s
b.常见问候语
Good morning早上好 Good afternoon下午好Good evening 晚上好
Nice to meet you.见到你很高兴。=Glad to meet you.
3.Reading:Welcome to Class1,Grade 7!
a.I’m 12 years old.我十二岁了。=I’m a 12-year -old girl/boy.
I love reading.我爱阅读。Love doing sth喜欢做某事=like doing sth=like to do sth
Play football踢足球。Play +球类运动 中间零冠词
Play the piano 弹钢琴 play +the +乐器 中间定冠词the
afer school 放学 after class 下课 介词词组
after-school 放学后的 after-class 课后的 形容词，两个单词之间加了连字符变成一个整体词
He is from Nanjing.他来自南京。 be from =come from 来自。。。
He is good at Maths.他擅长数学。Be good at= do well in= be clever at 擅长......
b.写关于人的外貌特征以及兴趣爱好的英语单词及词组
a new student 一个新学生short hair 短发 meet my new classmates约见新同学
tall 高的，short 矮的 slim 苗条的 like sports 喜欢运动play football 踢足球 long hair长头发 like music 喜欢音乐
4.Grammar Simple present tense of the verb to be be动词的一般现在时
a.我们用一般现在时来谈论事实和陈述事物的特征。
I am a student.我是一名学生。
Sandy is my classmate,桑迪是我的同班同学。
We are in Class 1.我们在一班。
2.我们利用be 动词的一般现在时来造肯定句和否定句
肯定句：
I am happy.我高兴。
You /we/they are happy,你们/我们/他们高兴。
He /she/it is happy.他/她/它高兴。
否定句：在be 动词后直接加not.
I am not happy.我不高兴。
You /we/they are not happy,你们/我们/他们不高兴。
He /she/it is not happy.他/她/它不高兴。
Be动词的一般疑问句形式以及肯定回答否定回答
Am I happy?我高兴? 肯定回答：Yes,I am.否定回答：No,I am not
Are you /we/they happy?你们/我们/他们高兴?
肯定回答：Yes, you/ we/they are.否定回答：No, you/we/they are not.
Is he /she/it happy?他/她/它高兴?
肯定回答：Yes,he/she/it is.否定回答：No,he/she/it is not.
5.Vowels:a,e,i,o,u
cake face game lake name/ei/短元音
be he me we these/i:/ 长元音
bike fine kite rice time /ai/短元音
go home no nose so /au/短元音
Computer cute music pupil use /ju:/长元音
Listen to the music. It’s nice.
These students often fly kites.
Those pupils like playing games.
④He likes the cute baby
⑤Sometimes we go home late.
6.Task:Introducing yourself
Useful expressions
My name is .../I am...
I am...(years old).
I live with...in...
I am tall/short/ pretty/small....
My hair is long/short.
I have long/short hair.
I wear glasses.
I like/love...
I am good at dancing/swimming...
7.Conclusion
Students know how to introduce themselves to othes.
Students master the grammar simple present tense of the verb to be
Students can write a competition about themselves
作业 English book page7,page9,page10,page12,page13, page14,英语大课堂相关练习
备注：背诵Unit1已学的单词词组，并下节课默写。
篇12：牛津英语7A Unit 4 Reading 预习作业案(译林牛津版七年级英语上册教案教学设计)
Follow me Let’s think
1. I want to be a dancer. 我想要当舞蹈家。
（1）want例如：
I want some black tea.我想要些红茶。
My sister wants to be a teacher when she grows up. 我妹妹长大后想要当教师。
I want to go shopping this afternoon. 今天下午我想要去购物。
（2）dancer是由动词dance加后缀-er变化而来的。
2. A healthy diet is very important for a dancer.健康的日常饮食对一个舞蹈演员来说是很重要的。
important, 形容词，意为“重要的”。be important for sb. 意为“对某人来说重要”。
[拓展] importance, 名词，意为“重要性”。例如：
Do you know the importance of doing eye exercises? 你知道做眼保健操的重要性吗？
3. It’s easy for me to get tired when I dance. 我跳舞时很容易疲劳。
（1）句中it为形式主语，真正的主语为动词不定式to do sth.。因此，原句可改写为：To get tired when I dance is easy for me。例如：
It is important for us to read English every day.= To read English every day is important for us.
It’s not easy to learn English well.= To learn English well is not easy.
It’s great fun to play computer games.= To play computer games is great fun.
（2）句中的get为连系动词，与tired构成系表结构。例如：
It’s getting dark. 天黑了。
The dish is getting cold. 菜凉了。
[拓展] get 作实义动词，表示下列意思：
①“得到，收到”。例如：
He gets many presents from his friends on his birthday. 他生日那天收到了朋友的许多礼物。
② “拿，取”，后可接双宾语。例如：
Get me a ticket, please. 请给我弄张票来。
4. I need to keep fit. 我需要保持健康。
（1）keep fit, 意为“保持健康”
[拓展] keep+名词或代词+形容词，构成动宾补结构（即：动词+宾语+宾语补足语），表示“保持……某种状态”。例如：
We should keep our classroom clean. 我们应该保持教室的干净。
Father is sleeping. Please keep the children quiet.父亲在睡觉，请让孩子们保持安静。
（2）fit, 形容词，意为“健康的，结实的”。例如：
You look very fit. 你看起来很健康。
He doesn’t feel fit. 他感到身体不好。
5. I seldom eat sweet snacks like cakes, sweets or drink Coke between meals. 我很少在两餐之间吃如蛋糕、糖果或可乐之类的甜零食。
（1）seldom, 表示频率的副词，意为“很少，不常”，反义词是often.例如：
She is seldom late for school. 她很少上学迟到。
I seldom watch TV from Monday to Friday. 周一到周五我很少看电视。
（2）like意为“例如，诸如”。
[拓展] like 作介词还可表示“像”。例如：
He drinks like a fish. 他像鱼一样喝水。
She looks like her mother. 她看起来像她的妈妈。
（3）between, 意为“在……之间”常指两者之间。between… and… 意为“在……和……之间”。
6. There is too much sugar in them. 他们含有太多的糖。
(1) too much例如：
You should not watch too much TV. 你不应该看太多的电视。
Too much homework makes me unhappy. 太多的作业使我很不高兴。
（2）too many例如：
We shouldn’t play too many computer games. 我们不应该玩太多的电脑游戏。
（3）much too例如：
This coat is much too big for me. 这件衣服对我来说太大了。
7. After class, I also like playing computer games and chatting with my friends on the Internet.课后我也喜欢玩电脑游戏和在网上与朋友聊天。
例如：
She is also from America.= She is from America, too.
I also like singing.= I like singing, too.
[拓展] either也可表示“也”，但通常用于否定句, 一般置于句末。例如：
We don’t go to school on Sundays. They don’t go to school on Sundays, either.我们星期天不上学，他们星期天也不上学。
8. I am a top student at school.我市学校的尖子生。
top , 形容词，意味“拔尖的，头等的”。
[拓展]
（1）top 作形容词，常表示“最高的，最顶层的”。例如：
My classroom is on the top floor of the building. 我的教室在这幢楼的顶层。
（2）top 作名词，意为“顶部，上层，盖子”。例如：
There is a house at the top of the hill. 山顶有一间房子
9. I cannot run fast. 我跑不快。
10. It's time for me to change now. 我现在该改变了。
（1）例如：
It's time for the students to play games. 学生们该做游戏了。
It＇s time for us to go to school. 我们该上学了。
这一句型也可用下列句型：
①It's time for+名词。例如：
②It's time to+动词原形。例如：
（2）change,动词，意为“改变，变化”。例如：
He wants to change the date of the meeting. 他想改变这个会议的日期。
Shall we change seats? 我们换换座位好吗？
[拓展] change 也可用作名词，意为“变化；零钱”。例如：
Great changes have happened over the past 30 years. 过去的30年里发生了巨大的变化。
Here＇s your change. 这是你的找零。
11. I plan to go swimming twice a week. 我计划一周游泳两次。
（1）go swimming意为“去游泳”。go+V-ing结构表示去进行带有娱乐性的体育活动。
（2）plan,动词，意为“打算，计划”。例如：
We plan to have a school trip to Beijing Zoo. 我们计划进行一次去北京动物园的学校旅行。
He plans to go to Shanghai tomorrow. 他计划明天去上海。
[拓展] plan 可用作名词。例如：
What’s your plan for tomorrow? 你明天的计划是什么？
I want to make a study plan. 我想制定一份学习计划。
12. a person who dances 一个跳舞的人
许多人:many people /many persons
一个人:a person
13. having good health 健康
health 是名词，healthy 是它的形容词形式。例如：
He is in good health. 他身体健康。
You must look after yourself and keep healthy. 你必须照顾好自己，保持健康。
14. Kitty is careful with her diet because she wants to be healthy.基蒂很注意饮食，因为她想保持健康。
（1）例如：
Be careful when you cross the road. 过马路时要小心。
I know how to take care of myself. 我知道如何照看我自己。
He always makes many careless mistakes in the exams. 他在考试中总是犯许多粗心的错误。
You should listen carefully in class. 上课你应该认真听讲。
（2）be careful with sth. 意思为“小心某物， 在……方面小心谨慎”。相当于be careful of sth.
15. How often does Kitty dance?基蒂每隔多久跳一次舞？
例如：
(1)
-How often do you go and see your grandfather?你每隔多久去看你爷爷一次？
-Once a week.每周一次。
-How often does he write to you?他每隔多久给你写一封信？
-Every two weeks.每两周一次。
(2)
-How long is the playground? 操场有多长？
-It’s about 300 meters long. 大概300米长。
-How long do you spend on your homework every day? 你每天花多长时间做家庭作业？
-About an hour. 大概一个小时。
1. [总结]
想某物___________________
想要当/成为……
____________________________
想要干某事
____________________________
类似dancer的变化我们学过：____________________________
2.[试译]
会议很重要。在会议上我有些重要的事说。
____________________________
____________________________
英语对我来说很重要
____________________________
3.说说该句的句型结构为：
_____________________________
_____________________________
[联想]常用的连系动词还有：
_____________________________
_____________________________
[试译]
这位小伙子看上去很酷。
______________________________
跟你在一起我很开心。
______________________________
这蛋糕尝起来很好吃。
______________________________
那听起来很出色。
______________________________
秋天，树叶变黄了。
______________________________
4.[思考] keep quiet/ keep clean/ keep happy
keep的词性？用法？
_____________________________
_____________________________
fit 的同义词__________________
5. [分析]
例句告诉我们seldom在句中的位置是________________________
____________________________
这些孩子常进行球类运动，如踢足球、打篮球。(like)
_____________________________
_____________________________
西蒙坐在我和汤姆之间。(between)
______________________________
他在星期三早上八点到九点之间能来。(between)
______________________________
6. [辨析] too much, too many与 much too的用法
7.说说too, also, either 三者的区别
8. [试译]
易建联是中国最佳篮球运动员之一。
9.说说fast的用法
不要开得那么快。
______________________________
我的表弟非常喜欢快餐。
______________________________
10. 此句型的结构为____________
____________________________，意为“某人该做某事了；某人做某事的时间到了；是某人做某事的时候了。”
［回忆］
下列句子的结构是______________
______________________________
It's time for class.该上课了。
It's time for lunch. 是吃中饭的时候了。
It's time to go to school.= It's time for school. 该去上学了。
It's time to have supper.= It's time for supper. 是吃晚饭的时候了。
11.类似go swimming的结构我们还学过_________________________
______________________________
plan 的用法为_________________
______________________________
______________________________
12. [辨析] person 与people
people ________________________
person ________________________
13.[总结]
health[n.]-healthy[adj.]
luck -___________
fun -___________
sun -___________
14. [总结]
careful, 形容词，意思为“细心的，仔细的”。
名词为 ______________,
反义词为______________,
副词为 ______________.
[试译] 小心火柴。
______________________________
15. [辨析] how often与 how long
how often指_________________
____________________________，回答一般是__________________
____________________________
____________________________
等副词或短语。
how long 意为________________， 它可以用来询问_______________
____________________________。
篇13：牛津英语9A unit 1 词组(译林牛津版九年级英语上册教案教学设计)
UNIT1:
词组，短语
1， it is nice of you to do sth
2， bring me the newspaper
3， have lots to eat
4， worry about (not)dong sth
5， be familiar with
6， the 12 animals signs of the Chinese horoscope
7， people in the west
8， learn more about western culture
9， be divided into
10, people born under the same star
11,at times
12,like to be the leader
13,give up easily
14,take care of others
15save money
16,buy sb sth/ buy sth for sb
17,worry too much
18,pay attention to details
19,argue with others
20,love peace
21,keep secrets
22,forgive sb for one’s faults
23,have a good sence of humour
24,travel to different places
25,make and plan things
26,wait without getting angry
27,agree with each other
28,care only about oneself
29,treat everyone equally
30,feel sure about one’s ability
31,spend time /money doing sth
32,explain things to sb
33,show off
34,make such a mess
35,give each of us two gifts
36,the whole birthday cake
37,organize this party for us
38,be patient enough to do sth
39,be on the phone
40,have success at school or work
41,around the middle of the month
42,call Mr zhang on 84166488
43,have a mixture of good luck and bad luck
44,spend money wisely
45,have problems with my bike
46,get lots of rest
47,get sick
48,the same as
49,be suitable for
50,come up with=think of
51,be able to=can
52,have fun in doing sth
53,recommend sb as the new chairperson
54,try to be funny
55,finish all the summer homework
56,get full/good marks
57,forget to do sth
58,be afaid of doing sth
59,make a speech in assembly
60,show sb how to use the libriary
61,try one’s best
62,do extra work
63,get more organized
64,use sth to do
篇14：unit 1 this is meTeaching Plan(译林牛津版七年级英语教案教学设计)
Main Task Writing about yourself
ⅠTeaching content
a. Let the Ss know something more about Millie and Daniel
b. Introduce oneself to others
Ⅱ Aims and Demands
The Ss are required to :
1. Learn the following key words and expressions
Lots of (=a lot of) at the weekend
Look for on the Internet
Talk on the phone want to be
Grow up dark phone
2. organize ideas before writing
3. write about oneself for an audience
Ⅲ.Teaching Aids:
A computer, projector and a recorder
Ⅳ. Procedure
1. Pre-reading
Before the class, ask the Ss to prepare a short speech about the Ss at Beijing Sunshine secondary school. Such as: Kitty, Millie, Simon, Amy, David
Main ideas: appearance hobbies
2. T: At the end of the lesson yesterday, I asked you to prepare a short speech about the Ss at Beijing Sunshine secondary school. Remember that? If not, never mind. Let’s first look at the screen and review sth. about them….
3. Divide the class into six groups.
Let the Ss have group discussions
Ss report
4. T: Do you want to know more about Millie and Daniel?
Ss: Yeah.
Ask the Ss to look at the picture and the table , then ask and answer some questions.
Name Millie
Age 12
Birthday 3rd October
appearance 1.35 metres tall
dark brown eyes
black hair
hobbies Listen to music
Reading and writing
Talking on the phone
1) How old is Millie?
2) When is her birthday?
3) Where was she born?
4) Where does she live now?
5) Where is Andy?
6) What’s her appearance?
7) What’s her hobbies?
5. books open and read Millie’s profile.
Let the Ss read the whole profile and retell Millie’s profile in groups.
Group work. Then ask two or three students from different groups to say sth. about Millie.
6. We have known Millie a lot now! what about Daniel?
Let the Ss read Daniel’s profile and try to ask questions in groups.
Group work.
7. A competition
See which group can ask the most questions? If the Ss want to ask questions, put up their hands as quickly as possible.
8. Consolidation
After the competition , ask the Ss fill in the blanks with the right words.
I’m Daniel. I’m ______ years old. My ___________ is on 7th ________. I was born in Nanjing. I live with my family in _________ .I am not very ________ . I have _______ hair and I wear ________ . I really ________ school.. I like all my lessons. I am nit very good at __________ . I love playing _________ _________ and looking ___________ things on the Internet. I want to _________ a computer _____________ when I ________ up.
9. Lear some key words and expressions
Look for :hope for sth. or expect sth.
Grow up : become adult
Lots of (=a lot of): a large number of
Etc.
10. T: What do we learn from Millie and Daniel’s profiles ? Do you know how to write a profile of oneself? Ss discuss first.
Answers: 1. introductoion
2. appearance
3. hobbies
4. future
11. Tell the class about yourself.
Write your own profile on P15.
Show two or three profiles on the projector. Correct them with the class .
12. Homework
1. To recite the profile s on P15
2. Finish off all the exercises in the Wb.
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