米脂县十中七年级英语上册 Unit 4 My day Integrated Skills教案 牛津版

Unit 4 My day
Integrated skills
Teaching aims
1. To get useful information about a volleyball match from the listening material;
2. To complete a notice about the match with the useful information they’ve got;
3. To talk about their weekend activities.
Teaching contents
1. Phrases：once a week, twice a month, visit the museum, go on picnics,
2. Structures：That’s great!
Wish our team good luck!
Important points
1. Grasp the usage of the useful phrases and sentence structures (esp. once\ twice\wish).
2. Get useful information from the listening material.
3. Use proper phrases and sentence structures to describe their weekend activities (esp. adverbials of frequency).
Teaching procedures
A A volleyball match
Step 1 Presentation
1. Useful phrases and sentence structures
(1) Focus on two of the pictures above and teach the new phrases and
sentence structures.
T: Well done! Now look at this picture. Try to answer these questions.
When does Millie’s mother go to Sunshine Middle School? (In September and March.)
Why does she go there? (To take part in the parents’ meeting.)
How many times do they have a parents’ meeting every year? (Twice)
How many times do they have a parents’ meeting every term? (Once)
How often do they have a parents’ meeting? (Twice a year. / Once a term.) How often does Millie practice playing volleyball? (Once a week.)
What does Millie dream about? (She wants to win the cup in a volleyball match.)
Will her dream come true? Let’s wish her good luck.
(2) Exercise.
T: How do you say “Sandy两次赢了比赛，真是太幸运了!” in English? Sandy won the match .
What it is!
What girl she is!
How she is!
(Students are expected to grasp the new words, “once”, “twice”, “wish” and “luck”.)
2. Listen to the conversation and do some exercises
(1) Finish Part A1 on P49.
T: Millie wants to win the cup in a volleyball match. Do you want to know more about the match? Now, Millie is talking about it with Simon.
Let’s find out which two teams will play in the match, when and where
the match is, and what time the match will start.
Open your books to page 49. Listen carefully and tick the correct answer in A1.
(Teacher plays the tape. Play one more time if necessary.) Have you found out the
answers? Can you answer these questions in complete sentences? Please ask and answer
with your partner. (Teacher invites pairs of students to share the answer.)
(2) Finish Part A2 on P49.
T: You’ve got some useful information about the volleyball match. Simon wants to make notes about the match. Would you please help him
complete it?
Please complete A2. Attention! We only need to write down the key words.
(Teacher shows one student’s notes on the screen and check with the others’.)
(3) Finish Part A4 on P50.
T: Well, we help Simon complete his notes. You are really helpful. Now, Simon wants to invite more classmates to watch the match. He wants to
write a notice to tell them about it. Please read through A3 on
Page50 very quickly and check if whether you’ve got enough
information from the notes. (Students do fast reading for about 20
seconds.)
T: What else would you like to find out? (How can they go to the sports center?)Good!
Please listen to the conversation again and help him complete the
notice in A3. (Teacher plays the tape once again. If necessary,
more times.)
T: Let’s check the answers sentence by sentence.(Teacher asks students to read the notice individually.)
(4) Read the notice on P50 in chorus.
【设计意图】先提出问题再播放音频，让学生带着问题在听的过程中去寻找答案，提高听
的有效性。

要求学生以问答的形式校对答案，以此来训练学生完整句子的表达能力。

指导
学生抓住有效信息，用关键词作笔记。

用任务型教学模式，要求学生在完成通知内容之前
先浏览并找出缺失的信息，带着问题去听，提高听的有效性。

以整句形式反馈信息，为短
文朗读打下基础。

Step 2 Development
A notice to my classmates
1. Finish a notice
T: Boys and girls, what would you like to do this weekend? Would you like to invite your friends to go with you? Why not write a notice as Simon does? (Teacher walks around in class to help the students in need and encourage the students to write as much as they can with the proper phrases and structures they’ve learnt in class.)
two students to read their notices.)
【设计意图】建议学生为邀请更多伙伴参加自己的周末活动写一则通知，这一活动整合了本课时所学内容，是对学生英语综合运用能力的检验。

学生仿写一则通知并上台播报通知，让学生将书本知识应用到实际生活当中来，让他们感受英语的语用价值和交际功能，在应用中培养学生英语学习的成就感。

B Speak up: What do you like to do at the weekend?
Step 1 Free talk
T: Hi boys and girls! Look at the graph! What does the picture mean?
(Daniel never plays basketball. He doesn’t like it.)
T: What about this one?
(Millie’s mother seldom goes to her school. She takes part in the parents’ meeting in September and March.)
T: Good! Can you describe the other pictures with proper adverbs of frequency and proper prepositions? Well, let’s share your ideas!
(Students are expected to make the following sentences.
Picture 3: Millie sometimes plays volleyball. She practices it on Wednesday afternoon.
Picture 4: Millie often chats with her classmates in the afternoon.
Picture 5: Those students usually do morning exercises at 8:00am.
Picture 6: Eddie always needs a good rest. He doesn’t know how to have fun.)
【设计意图】引导学生根据图表看图说话，意在带领他们回顾本单元话题，复习、检验Grammar中所学介词及频度副词的掌握情况。

Step 2 Presentation
1. Ask and answer the questions in pairs according to the form.
(1) New words and expressions.
Explain “visit a museum” and “go on a picnic”.
(2) Fill in the form according to the conversation.
T: What does Millie like to do at weekends? How often does she do that?
What about Tommy? Please listen to their conversation and fill in the
form.
Teacher plays the tape twice. If necessary, more times.
What does Millie like to do at weekends?
How often does she do that?
What does Tommy like to do at weekends?
How often does he do that?
(Teacher asks four pairs to share the answers.)
(3) Read the conversation together aloud.
T: Good! You’ve got useful information from Millie and Tommy’s
conversat ion. Now, let’s read it in parts. Boys play the role of
Tommy and girls play the role of Millie. Ready? Go!
2. Speak up: What do you like to do at weekends?
T: Boys and girls, Millie and Tommy are talking about the things they like to do at weekends.
Why not talk about our own weekend? Let’s try to know more about our friends, shall we?
Please go and ask anybody you like about the things they like to do and the frequency.
(Teacher walks around the class. Encourage and help students if necessary. )
T: OK, time is up! Let’s share our conversations and know more about each other! Group one，please perform it one by one in a chain. (Teacher asks two groups of students to perform their conversations, in a chain and at random.)
【设计意图】让学生结合自身周末活动的体验，相互交换信息。

并以对话接龙和随机问答的形式进行反馈，加大学生的操练范围，促进学生间的沟通合作。

通过反复的听与说，提高语言表达的正确率和沟通能力。

Homework
1. Practice talking about your weekend activities with your classmates.
2. Remember the useful phrases and sentence structures.
3. Finish the exercises of this period in the workbook.
Unit 3 How do you get to school?
Period 4 Section B 2a-2c
【课型】阅读课
学习目标
1.能理解并使用词汇:cross the river,bridge,ropeway,afraid,between...and,come true。

2.能通过预测、略读、扫读、跳读等阅读策略快速获取信息,完成相关的阅读任务。

3.理解篇章结构,能根据结构线索运用所学目标词汇来复述故事。

4.关注偏远地区学生的生活,珍惜自己的生活学习条件,努力学习。

学习过程
【自主学习】
运用所学目标词汇和句型描述自己的出行方式。

take the train/bus/car/subway ride a bike walk
by bus/train/car/subway on foot
注意恰当使用“take” 和“by”。

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 【新课导入】
Step 1:Lead-in
1.Talk about students’ different ways to school.
T:How do you get to school every day?
S:...
2.Talk about Tom’s trip to school and learn some new words.
【新知学习】
Step 2:Dealing with 2a
Before reading
1.Look at the picture and the title of the reading.
2.Predict the topic of the article.
While reading
1.Skimming:Whom is the story about?
2.Scanning:Read the passage and answer the questions.
(1)How does students,like Liangliang,get to school every school day?
(2)What is Liangliang’s feeling about his trip to school?
(3)What is the students’ and villagers’ dream?
3.Intensive reading
(1)Why does he go on a ropeway to school?
(2)Why does Liangliang like to go to school?
(3)Can their dream come true?How?(小组讨论How?)
4.Scan the passage again and fill in the blank of 2c with the target language.
观察与思考1
填入句子中的单词,,是形容词;,是副词。

是来形容名词的,有时候也作表语,也就是放在be动词的后面。

可以修饰动词、形容词和副词。

5.Read the passage carefully and discuss the difficulties with your group members.
观察与思考2
1.It is easy to get to school.
It is their dream to have a bridge.
句子中作形式主语,真正的主语是和。

翻译时应该将动词不定式翻译到前面来。

2.He’s like a father to me.
句中的be like 应翻译成。

其中like的词性为。

6.Retelling:Retell the story from the following chart.
Group work
六人一组,讨论:
1.讨论我们怎样帮助亮亮村实现他们的梦想?
2.亮亮村的学生将来会怎样去上学。

语言提示:
Can their dream come true?How can we help them?
How do students go to school?
What do they think of their trip to school?
Report:
Student A tells how we can help them.
Student B tells the way to go to school.
Student C tells opinions of the trip to school.
【课堂练习】
一、单词拼写。

1.My d is to be a teacher.
2.There is no boat,so we can’t cross the r .
3.There is a road(公路) b the two villages.
4.We need to build(建造) a b over the river.
二、用所给单词的适当形式填空。

1.The (village)never leave their village.
2.There are many (boat)on the river.
3.It’s difficult (do)the job.
4.Jim runs (quick)to school.
5.It takes him five minutes (cross)the river.
三、阅读理解。

People travel to work in different ways.Some people go to work on foot because they live near their workplaces.Some people go to work by bike because they live farther away,or they like riding bikes.And they think it’s good for their health.Today more people have private(私人的) cars.So they can go to work in their cars.In the south of China,many people even go to work by boat because water is around their houses.Will people go to work by plane?I think so,if necessary(如果需要的话).
根据短文内容,判断正误(T/F)。

( )1.All people like to go to work by bike.
( )2.Some people think it’s good to go to work by bike.
( )3.Today more people drive to work.
( )4.In the north of China,many people go to work by boat.
( )5.The writer thinks some people will go to work by plane if necessary.
自我反思
我的收获:Words and expressions:
Sentences:
我是否读懂描述出行方式的短文呢?我能简单描述一下自己的出行路况和方式吗?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 参考答案
【自主学习】
根据实际情况作答。

【课堂练习】
一、1.dream 2.river 3.between 4.bridge
二、1.villagers 2.boats 3.to do 4.quickly 5.to cross
三、1.F 2.T 3.T 4.F 5.T
学习资料
Section B第5课时(3a～3b）
类别学习重点
重点短语
bus stop, get there, bus rid
重点句式 The school bus usually comes at about 8：15.
课前预习译一译
1。

公交车站bus stop 2.到达那里get there
3.乘公共汽车bus ride
背一背
学校巴士通常在8：15左右到。

The school bus usually comes at about 8：15.
新课导入
Teacher：Your pen pal Tom writes an e—mail to you. He tells you about how did he go to school。

Read the e—mail and finish the passage with the words in the box。

新课展示
新课展示【完成教材3a～3b的教学任务】
1.请同学们读3a的短文，然后从方框中选词将短文补充完整，集体核对答案。

2。

教师领读3a短文.
3。

学生根据提示问题，给Tom发一份电子邮件，告诉他你是怎么去上学的，写完后小组内交流，教师抽查点评。

完成3b。

典例参考：
Hi Tom，
Thanks for your last e-mail. Now let me tell you how I get to school. I usually leave home at seven thirty, I go to school by bus with my classmates。

It’s about ten kilometers from my home to school。

We’re very happy on the bus， because I can talk about something interesting with my classmates。

活学活练（C ）How does she Shanghai？
A。

reaches B。

arrive at C. get to D。

gets
布置作业:教师引导学生课后完成本课时对应练习,并预习下一课时内容。

教学反思
本课时主要通过听、说、读、写相结合的教学方式巩固重点知识，既加深了学生对课文内容的理解，又提升了学生的综合能力。

教学过程中老师的疑问：
教师点评和总结：
11。