上海七年級(jí)牛津英語U3U4教案

1、【精品文檔】如有侵權(quán)，請聯(lián)系網(wǎng)站刪除，僅供學(xué)習(xí)與交流上海七年級(jí)牛津英語U3U4教案.精品文檔.Module 1 Unit 3一、 單元分析（Unit Analysis）（一）單元地位（Unit Position）1. 本單元中出現(xiàn)了較多的國家名稱和國籍名稱。大多數(shù)的單詞已經(jīng)在小學(xué)和以前的學(xué)習(xí)中出現(xiàn)過。新出現(xiàn)的是 the Philippines Filipino(s), Thailand - Thai 。容易遺忘的是 Canada Canadian, Britain British, India Indian. 2如何用英語來讀出較大的數(shù)字，以及理解其中逗號(hào)的作用。比如 121，000 可以被讀

2、成 one hundred and twenty-one thousand 英語數(shù)字的讀法在聽力測試和日常的英語場景交流中都起到了非常重要的作用，所以在這里可以進(jìn)一步拓展，舉例說明在較大的數(shù)字中逗號(hào)的不同讀法和作用。3閱讀英文的個(gè)人信息表，并準(zhǔn)確填寫。學(xué)習(xí)其中的一些關(guān)鍵詞：sex 要求填寫性別 nationality 要求填寫國際address要求填寫地址 age要求填寫年齡height要求填寫身高 interests要求填寫興趣愛好favorite subject 要求填寫最喜歡的科目4. 重點(diǎn)學(xué)習(xí)和操練的是以下兩個(gè)句型a) What do we call people from Ameri

3、ca?We call them Americans. 通過對此句型的操練可以達(dá)到兩個(gè)目的。一、操練不同國家的名詞和形容詞表達(dá)法。二、操練介詞短語作后置定語的用法。b) - What have you visited? / Which country have you visited?- Ive visited動(dòng)詞一般現(xiàn)在完成時(shí)的用法已頻繁出現(xiàn)過。本單元出現(xiàn)的visit的用法又是一個(gè)拓展。（二）單元目標(biāo)（Unit Target）1鞏固和掌握更多國家和國籍表達(dá)法。2能夠正確地用英文讀出千，萬，百萬等較大的數(shù)字。3能夠閱讀較為簡單的英文個(gè)人信息表，并準(zhǔn)確填寫。4 能夠在口頭和書面中正確使用以下兩個(gè)句

4、型：a) - What do we call people from America?- We call them Americans.b) - What have you visited? / Which country have you visited? / Where have you visited?Ive visited（三）單元重點(diǎn)（Unit Points）1關(guān)鍵詞匯和表達(dá)法：1）詞匯和表達(dá)：over = more than, luck, lucky, unlucky, luckily, pen-friend = pen palthe Philippines - Filipino(

5、s) Canada Canadian(s) America American(s)Britain British India Indian(s) Australia Australian(s) Japan Japanese(s) Thailand Thaiage, sex, nationality, family, pet, school, favorite subject, interests, address, height, male, female. 2）依照逗號(hào)的位置來區(qū)分 thousand, million, billion 的用法。二、 教學(xué)設(shè)計(jì)（Teaching Designs

6、）Period 1-2A comprehension test.Period 3 Check and correct the answers.Period 4 I. Pre-task preparationAsk the students about people from other countries who live in Shanghai. With the help of students draw up a list of countries and nationalities on the board.II. While-task procedure1. Give the stu

7、dents time to read the text silently.2. Play the tape. The students follow in their books. 3. Select individual students to read a sentence each.4. Ask questions about the text. How many people live in Garden City? Are they all Chinese? Which countries do other people come from?5. In pairs, students

8、 ask and answer about the table. Ask a few individual students the questions.III. Homework1. Copy the mew words and expressions.2. Do workbook. 反思：國家名稱和國籍的表達(dá)法是英語學(xué)習(xí)中非常重要的部分，可以利用Brain storm形式復(fù)習(xí)以前學(xué)到的相關(guān)詞匯，同時(shí)也學(xué)習(xí)并操練新的相關(guān)知識(shí)點(diǎn)。Period 5I. Pre-task preparationDisplay a large map of the world. Invite volunteers

9、to come out, point to a country and say the name of the country. List the names on the blackboard.II. While-task procedure1. Play the tape. The students listen and repeat with their books closed.2. Select a group of five to read the dialogue.3. Ask individual students : Which country have you visite

10、d or read about in magazines and newspapers? Are people nowadays lucky or unlucky?n Why are we very lucky?n Which countries have the students in the conversation visited?n Have you been to these countries?n What place have you visited?n What country or place have you read about? 4. In groups, studen

11、ts take turns to ask the students on their left the questions in A survey. The groups write the name, country and near/far away from China in the table.( One country for each member. )III. Homework1. Do Workbook.2. In pairs, talk about the countries they have visited or read about.反思：將同學(xué)們說出的國家名稱寫在黑板

12、上，進(jìn)行男女，或者小組之間的比賽。同時(shí)鼓勵(lì)同學(xué)們使用電子詞典查詢一些新的單詞。學(xué)生熱情反應(yīng)，積極參與。Period 6I. Pre-task preparationReview: penfriend. Display a map of the world. Ask: Would you like a penfriend? From which country?Get the students to come out and point to the country on the map.II. While-task procedure1. Give the students time to l

13、ook at Listen and say.2. Play the tape. The students listen.3. Select groups of four to read the dialogue.4. Look at Read, write and say. Ask: What would Kitty like to know about her penfriend?5. Show the students a picture of an imaginative penfriend. Ask:How old is he? age Where does he live? - ad

14、dressHow many people are there in his family? family memberWhat does he like? - interests What does he like to eat/drink? favorite food/drinks6. The students tick the table for themselves. In pairs, students practise the dialogue.III. Homework1. Copy the new words and expressions.2. Suppose you have

15、 a penfriend and tell something about yourself.說明：展現(xiàn)一個(gè)虛擬的筆友，讓同學(xué)們提問有關(guān)的情況，可以引起好奇心和求知欲。Period 7Correct the exercises and have a dictation quiz about U1.Period 8I. Pre-task preparation Say: Imagine you have a penfriend. Tell your penfriend about yourself. What is your nationality? How old are you? How m

16、any people are there in your family? Do you have any pets? Which school do you go to? What are your favorite subjects? What do you like doing after school?II. While-task procedure1. Give the students time to look at Read. Ask questions : Is Connie Marks a boy or a girl? Where does she live?2. Play t

17、he tape. The students listen.3. Ask individual students: Who would you like to write a letter to?4. Play the tape for the letter in Read. The students follow in their books.5. Give the students time to read the letter silently. Then ask individual students to read a sentence each.6. Ask questions ab

18、out the letter. Where is Kitty from? What is her nationality? How old is she? How many people are there in her family? Does she have a pet? Which school does she go to? Which grade is she in? What are her favorite subjects? What does she like doing?7. Imagine a perfect penfriend and design a table.8

19、. In pairs, make up a dialogue. S1: What are the most important things you want to know about your pen-friend? S2: His or her S1: Sorry, I dont agree with you. Why do you think is more important than?III. Homework1. Do Workbook.2. Copy the new words and expressions.反思：鼓勵(lì)同學(xué)們在比較自己和他人的不同答案時(shí)，提出疑問，并最終可以根

20、據(jù)他人的答案來改變自己原先的想法。這樣的拓展活動(dòng)可以進(jìn)一步培養(yǎng)同學(xué)們的英語表達(dá)能力，而且使得整個(gè)詢問活動(dòng)更加有意義。Period 9I Pre-task preparationAsk the students to read the letter on page 19 again.II. While-task procedure1. Give the students time to read the list.2. Ask questions about the list: Is Gary a boy or a girl? Where does he come from? How old i

21、s he? How many people are there in his family? Does he have a pet? What are his favorite subjects?3. Complete the letter orally.4. The students write their answers. Ask individual students t0o read out a sentence.III. Homework1. Retell the letter.2. Write a letter to your penfriend about yourself.Mo

22、dule 2 Unit 4一、 單元分析（Unit Analysis）（一）單元地位（Unit Position）1 本課中出現(xiàn)了較多的用（一般現(xiàn)在時(shí)）第三人稱單數(shù)來表示、描述不同職業(yè)人們?nèi)粘Ｋ鶑氖碌墓ぷ鳌Ｈ纭癏e is a doctor and he makes sick people better “ Susan is a secretary and she uses her computer to type”等。這些類似句式在六年級(jí)中已經(jīng)出現(xiàn)，作為初中階段必須熟練掌握的基礎(chǔ)語法，教師有必要在課堂教學(xué)中加以一定的機(jī)械性訓(xùn)練。2表示不同職業(yè)名稱的單詞在本課中大量出現(xiàn)，這在六年級(jí)學(xué)習(xí)基礎(chǔ)上有了

23、進(jìn)一步的拓展。課文也出現(xiàn)了許多不同職業(yè)所穿的制服。教師可以設(shè)計(jì)flash 動(dòng)畫，讓學(xué)生進(jìn)行不同職業(yè)與制服的搭配訓(xùn)練。3Where do you work ? What do you usually do ?等特殊疑問句式在課文中出現(xiàn)用來引導(dǎo)學(xué)生對職業(yè)內(nèi)涵的進(jìn)一步闡述。5本單元結(jié)束時(shí)，可先完成本單元P82 的Write的寫作材料。（二）單元目標(biāo)（Unit Target）1運(yùn)用不同的名詞描述人們的職業(yè)并通過連詞附帶進(jìn)一步信息。如“Henry is a mechanic and he works in a garage.”“David is removal man and he works for

24、a removal company.”2分別運(yùn)用一般現(xiàn)在時(shí)表示當(dāng)前狀況及用一般過去時(shí)表述過去所發(fā)生的行為動(dòng)作。建議教師對學(xué)生強(qiáng)調(diào)該時(shí)態(tài)第三人稱單數(shù)的用法， 如：Hes a doctor and he makes sick people better.等3運(yùn)用介詞短語表述一段時(shí)間。（三）單元重點(diǎn)（Unit Points）1關(guān)鍵詞：1） 職業(yè)名稱：architect, mechanic, removal man, street sweepers, traffic warden, ambulance man 2）與職業(yè)介紹有關(guān)的名詞：garage, a uniform, furniture, bak

25、ery3） 其他: Ben and Kittys block, lift, empty.2功能：1）Using connectives to add information(用連詞來補(bǔ)充職業(yè)信息)-Henry is a mechanic and he works in a garage.2） Using nouns to identify people and objects -Miss Tang is an architect and she draws plans of buildings -He wears a uniform.3） Using adjectives to describ

26、e conditions -Ben had broken arm and the motorcyclist had a broken leg.4) Asking “Wh-“ questions to find out place, various kinds of information about a person -Where do you work? -What do you usually do?3語法點(diǎn)：1)Using the simple present tense to talk about present states -David is removal man and he

27、works for a removal company.2) Using the simple past tense to talk about past activities -I talked to Mr Chen and he told me about his job.二、 教學(xué)設(shè)計(jì)（Teaching Designs）Period 1A grammar test.Period 2 Check the answers of the test.Period 3I. Pre-task preparationReview jobs known by the students. Ask : Wh

28、at jobs do people do?II. While-task procedure1. Give the students time to read the text silently.2. Play the tape. The students follow in their books.3. Ask individual students to read a paragraph each.4. In pairs, students talk about how to fill in the table.5. Ask questions about the people in the

29、 text. What is Mrs Wang's job? Where does she work? What does she do?6. The students complete the table. Check orally.III. Homework1. Copy the new words and expressions.2. Workbook exercises and retell the text.3. Students make the flash about different uniforms and match them with different job

30、s. 反思：將課文改編為對話，學(xué)生積極參與，提高了時(shí)態(tài)、人稱互換的能力。 Period 4I. Pre-task preparation1. Ask several students to retell the text.2. Ask: Who wears a uniform? Compile a list of people who wear a uniform on the board as the students make suggestions.II. While-task preparation1. Play the tape for the dialogue. The stude

31、nts listen.2. Select groups of three to read the dialogue.3. Play the tape. The students listen and write the job for each uniform. 4. Groups present their flashes about different uniforms and match them with different jobs.5. Select groups to make up a dialogue with the different jobs.6. In pairs,

32、students complete the table. They then practice the dialogues. Select pairs to act out.III. Homework 1. Workbook exercises.2. Recite the sentences to describe different jobs.反思：讓學(xué)生自己制作不同職業(yè)名稱與制服的flash，然后讓學(xué)生自己配對，這種動(dòng)態(tài)的搭配方式可以活躍課堂，讓學(xué)生學(xué)在其中，樂在其中。Period 5I. Pre-task preparationAsk about people's jobs: e

33、.g. What does a policeman/doctor/dentist do?II. While-task procedure1. Play the tape. The students follow in their books.2. In pairs, students practise the dialogue. Select pairs to read sections of the dialogue.3. Ask: Who is Susan? What is her job? Where does she work? What does she do? Does she w

34、ear a uniform at work? Does she like her job? Why?4. Read Discuss and write. In pairs, students discuss the questions without writing. Ask the questions.5. The students write the answers.III. Homework1. Copy the new words and expressions.2. Workbook exercises and recite the dialogue.Period 6I. Pre-t

35、ask preparation1. Select pairs of students to read sections of the dialogue on page 29.2. Ask individual students to say a sentence about Susan.II. While-task procedure1. The students prepare the paragraph about Susan without writing. Ask individual students to say a sentence each.2. The students wr

36、ite the paragraph. Ask one or two to read the completed paragraph.3. Play the tape. The students listen and circle. Ask the students to read out a completed sentence.III. Post-task activities1. Students choose the job they would like to do. In pairs, they interview each other and complete the questi

37、onnaire.2. Ask one or two students to act out their interview.3. The students write the report. Ask individual students to read out their report.IV. HomeworkAsk students to interview an adult at home and write another report about the adult's job.Period 7I. Pre-task preparationAsk: Where do sometimes see accidents? Who comes to help? Are people sometimes hurt in accidents? Wh