上海牛津版七年级第二学期M1U3
牛津上海七年级下英语Units1-3综合练习
七年级下英语U1-3综合练习学案Part 2 Grammar and vocabulary（第二部分语法和词汇）I. Fill in the blanks according to the phonetic symbols. （根据音标写单词）23. Can you tell me the ________ /ri:zn/ for your being late again?24. The ________ /prins/ fell in love with a young beautiful girl.25. He looks ________ /stju:pid/. But in fact, he is very clever.26. The ancient Chinese people built the Great Wall without modern ________ /mə’ʃi:nz/ two thousand years ago.27. We were lucky to have Jim as our ________ /gaid/.II. Choose the best answer. （选择最恰当的答案）28. My father is ________ engineer, he works in ________ company.A. A, aB. an, anC. an, aD. a, an29. As we all know, the Dongtan Wetland on Chongming Island is ______ “the Paradise of Birds”.A. known asB. famous forC. known toD. famous by30. Tom always read the contents page before he decided ________ a book.A. buyB. buyingC. buysD. to buy31. People’s Square is ________ Shanghai.A. in the center ofB. to the east ofC. in the east ofD. east of32. ________ fun it is to have a picnic on such a fine day!A. What aB. How anC. WhatD. How a33. – He never has lunch at school.-- ________.A. So do I.B. So have I.C. Neither do I.D. Neither have I.34. Shanghai is one of ________ in the world.A. the beautifulB. most beautiful citiesC. the most beautiful citiesD. the most beautiful city35. How are you ________ with your project?A. getting onB. getting downC. getting awayD. getting to36. ________ left ________ People Road, the post office is on your left.A. Turning, intoB. Turning, inC. Turn, intoD. Turn, in37. The book is ________ surprising stories.A. full ofB. filled ofC. full withD. fill with38. Jane has lived here ________ 1991. She has lived in Shanghai ________ 19 years.A. in, forB. since, forC. since, atD. for, sinceIII. Complete the following passage with the words in the box. Each can only be used once. （将下列单词前的字母填入空格。
沪教牛津版七年级下册英语 Unit 1 3- Grammar 教案
课题:Unit 1 People around us（语法及运用课）课时:第3时，共 4 课时课型:Grammar教学目标:1.to grasp the usage of the definite word the and the preposition with2. to raise the students’ ability to sum up some language rules教学重点: Know when should use the in front of a noun and when we should not use it and the usage of the with phrases to describe a person教学难点: When we should not use the in front of a noun.教学准备:PPT, Blackboard教学步骤:Step1:Free talkTalk about the noun with an, a and the .Step2: WritingBefore writing: Give Ss the title of the article to talk about.1.Who are you going to write about?2.Think about the following ideas.1)a family member2)a good friend3)a teacher or a great personWhile writing:1.Write a short article about this person.Show some PPT to help them to write the article.2.介绍一些描述人常用的词汇.3. Ask Ss to read “My dad”as an example.Step3:More practiceAsk Ss to re ad the article about Mother’s Day quickly.Then answer the questions.1.When is Mother’s Day?2.What do people like to do this day?3.What do the author advise people to do on this day?Step4 Study skills1.Learn line graphs and bar charts to show the change in numbers.2.Fill in the blanks.3.Check their answers.Step 4:Culture corner1.Introduce middle names for Ss.2.Write some famous people’s middle names.Step5：Sum up1.Go over the rules of theStep6: HomeworkStep7 The blackboard design1.冠词“a\an”的用法。
Module1 Unit 3 A visit to Garden City-牛津上海版七年级下册英语教案
What’s Uncle Weiming’s job?
How long has he been an engineer?
5 Selectpairsto read out thedialogueagain.
Workbook 7B page 19
年级
Grade 7
章节
Unit 3 A visit to Garden City
总课时/分课时
3/3
教学目标
知识与技能
Asking Wh-questions to find out specific information
核心知识点
be used for /be used to
过程与方法
Using the simple past tense to refer to past events
The students follow in their books.
Read out the dialogue
过程
教师教学活动
学生学习活动与学法指导
Post-task activities
Consolidation
How long has he been a policeman?
What’s Aunt Betty’s job?
read out the dialogue
In pairs, students completeFind outandwrite.
Play the game
过程
教师教学活动
学生学习活动与学法指导
Consolidation
6 Give the students time to readA report.
新牛津上海版英语七年级下册module 3《unit 3 in the future》优秀教案(重点资料).doc
Module 3 ChangeUnit 3 In the future1Language focus:Using the simple present tense to express thoughse.g. I think that people will, but the cars won’t use petrol.Using the future tense to talk about future eventse.g. Perhaps there will be no air pollution.Using formulaic expressions to show disagreement.e.g. I don’t think so.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including app roval and disapproval)Identify details that support a main idea.Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.SpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelingsUse gestures and facial expression to convey meaning and intentionMaintain an interaction by agreeing or disagreeingReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.Recognize recurrent patterns in language structureMaterials:Student’s Book 7B page 56Cassette 7B and a cassette playerWorkbook 7B page 29Preparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Write the f ollowing expressions on the board: I think so. / I don’t think so. /I hope not. Tell students that these are formulaic expressions for talking about one’s opinions. Make sure students can distinguish their meanings and usage.2. Play the recording: Look and read. Students listen and follow in their books.3. Play the recording again. Students listen and repeat.4. Students work in groups of five and read the conversation aloud5. Invite a few groups to come out and role-play the conversation in class.ConsolidationGrammar Practice Book 7B page 48Workbook page 292Language focus:Using the future tense to talk about future eventse.g. Pehaps people will able to …Using formulaic expressions to show agreement/disagreemente.g. I think so. / I don’t think so.Language skills:ListeningRecognize differences in the use of intonation in questions, s tatements (including approval and disapproval), commands, and respond appropriatelySpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.Use gestures and facial expression to convey meaning and int ention.Open an interaction by eliciting a response.Maintain an interaction by agreeing or disagreeingReadingRe-read to establish and confirm meaningWritingGather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewingDevelop written texts by expressing ideas and feelingRevise and edit drafts by sharing work with teachers and classmates and responding positively to their suggestions on ideas and use of languageMaterials:Student’s Book 7B page 57Workbook 7B page 30Photocopiable pages 50 and 51Preparation:Cue the cassette. Make a copy of Photocopiable pages 50 and 51 for each student.Pre-task preparation[Review: perhaps and the different ways of expressing opinions which have been taught on the previous page.Ask: Do you think it will rain tomorrow? To elicit: I think so. / I don’t think so. / I hope not. Post-task activityWorkbook page 30ConsolidationGrammar Practice Book 7B pages 49 and 503Language focus:Using prepositional phrases to indicate future time referencee.g. What do you think may happen in twenty years’time?Using the simple present tense to express thoughtse.g. I think that my mum will become a grandmother.Language skills:ListeningListen for specific informationPredict the likely development of a topic by recognizing key words, and making use of context and knowledge of the worldSpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to conveyintended meanings and feelingsUse gestures and facial expression to convey meaning and intention.ReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionWritingDevelop written texts by expressing ideas and feelingsMaterials:Student’s Book 7B page 58Cassette 7B and a cassette playerWorkbook 7B pages 52 and 53A cardboard boxPreparation:Cue the cassette. Bring a cardboard box to class. Make a copy of Photocopiable page 52 for each student. Make a copy of Photocopiable page 53 for each group.Pre-task preparation1. Review the prepositional phrase: ‘in____ years’time’with students. Remind them that this phrase is used to indicate future time reference. Give them an example to refresh their memory: The bell will ring in ten minutes’time, i.e. The bell will ring after ten minutes.2. Write: think, hope on the board. Tell students that we can use these two verbs to express personal opinionse.g. I think/hope …3. Play the recording: Read, write and make. Students listen and follow in their books.ConsolidationGrammar Practice Book 7B page 51。
牛津上海版七年级下册英语Module 1 Unit 3同步验收练习(附答案)
精品基础教育教学资料，仅供参考，需要可下载使用！牛津上海版七年级下册英语Module 1 Unit 3同步验收练习（附答案）Module 1 Unit 3 同步验收练习Vocabulary and Grammar （共35分）I. Choose the best answer. (20分)（）1. ____ is your father’s job?A. WhatB. HowC. WhenD. Where（）2. Mr Li came to Shanghai ____________.A. since 2007B. for 3 yearsC. the year before lastD. next year（）3. Mrs Gao is ____________ charge of this rest- aurant.A. onB. inC. withD. about（）4. A(n) ____________ draws plans of buildings.A. coachB. architectC. engineerD. secretary（）5. Your brother delivers letters, ____________ he?A. doesB. doesn’tC. isD. isn’t（）6. Lucy and Simon have come to Garden City. This sentence means _____.A. Lucy and Simon have been to Garden CityB. Lucy and Simon came to Garden CityC. Lucy and Simon are coming to Garden CityD. Lucy and Simon are in Garden City now（）7. —____________ has Tom been a cook?—For five years.A. How longB. How oftenC. How muchD. How many（）8. We don’t have to go shopping. There is ____________ meat in the fridge.A. quite a fewB. quite a littleC. littleD. few（）9. He never plays computer games, ____________?A. does heB. isn’t heC. doesn’t heD. is he（）10. Scissors are used ____________ things.A. for cutB. for cutingC. for cuttingD. to cutting（）11. The clock is broken. It doesn’t ____________ the time.A. sayB. speakC. talkD. tell（）12. Last week we helped the farmers ____________ vegetables.A. to grewB. grewC. growD. growing（）13. —He isn’t a bus driver, is he?—____________. He works in a shop.A. Yes, he isn’tB. Yes, he isC. No, he isD. No, he isn’t（）14. —What ____________ do you like to do?—I’d like to be a doctor.A. workB. jobC. worksD. jobs（）15. —____________ do you want to be a doctor?—Because I’d like to make sick people better.A. HowB. WhyC. WhatD. When（）16. We ____________ this car since 2006.A. have boughtB. boughtC. will buyD. have had（）17. There are quite ____________ cooks in Park Hotel. We are lucky enough to have quite ____________delicious food.A. a little; a fewB. little; fewC. a few; a littleD. few; little（）18. A policeman’s job is ____________ our city a safe place.A. to makingB. to makeC. madeD. makes（）19. A headmaster manages a school. We all respect him. The underlined part means ____.A. is in the charge ofB. is in charge ofC. runD. in charge of（）20. —________________ —He drives a bus.A. What do a bus driver do?B. What is a bus driver doing?C. What is your father doing?D. What does a bus driver do?II. Complete the sentences with the given words in their proper forms. (5分)1. Bob ____________ (be) a postman for several years.2. What are your ____________ (cousin) jobs?3. Would you like to be a ____________ (wait), Bob?4. Is this machine ____________ (use) for typing letters?5. —____________ Kitty ____________ (come) to Shanghai?—Not yet.III. Rewrite the following sentences as required. (10分)1. My mother is a teacher. （对划线部分提问）____________ your mother’s ____________?2. Lucy is a secretary. （用since 1997改写句子）Lucy ____________ ____________ a secretary since 1997.3. Simon has been a doctor since 2003. （对划线部分提问）____________ ____________ has Simon been a doctor?4. Weiming works in this company. （用for ten years改写句子）Weiming ____________ ____________ in this company for ten years.5. We enjoyed ourselves yesterday. （改为同义句）We had ____________ ____________ ____________ yesterday.Reading and Writing （共40分）I. Reading comprehension. (30分)AHave you been to a library lately (最近一段时间)? A library has almost all the books you need. The books tell you your favourite stories. It does not cost money to borrow a book. You need a library card. You can get a card at the front desk. The card will have your name on it．Libraries today not only have books. Some have movies. Some have music. You can borrow movies or CDs with your card, too.Most libraries have a place just for teenagers. This is the best part of the library. You can ask a librarian for help. A librarian knows where everything is. Librarians can help you find your favourite books, music and movies.True or false. (5分)（）1. The story is mainly (主要地) about books．（）2. It only costs a little money to borrow a book in a library．（）3. We need a library card to get a book from the library．（）4. At the library, we can ask the policeman for help．（）5. Librarians are in charge of the libraries.BSuzy looked out of the window. She said, “It is sunny and warm. There is a breeze. It is a perfect day to fly a kite!”Suzy called to her brother Mark, “Put on your shoes. Today you will learn to fly a kite!”Suzy went to the garage and got her kite. It was red and white.“We need a place to run. We will go to the park,”Suzy said to Mark．“Yippee! I love to run!”shouted Mark．Suzy told Mark, “I will tell you what to do. First, hold the kite up. Next, hold the bottom of the kite in one hand. Hold the str ing with the other hand. Last, run!”They both had it a try. “Run, run, run!” yelled Mark. “It goes up!”“Now it is in the sky,” Suzy said, “we hold the string and let it fly high! When it is time to go home, we will pull the kite down.”“I love flying a kite,”said Mark．“I love flying a kite, too,”said Suzy．“This is the way we fly a kite!”they both cheered (欢呼)．Choose the best answer. (5分)（）1．What was the weather like?A. Rainy.B. Snowy.C. Sunny.D. Cloudy.（）2．Where did Suzy get the kite?A. From the garage.B. From the closet.C. From the park.D. From the store.（）3．What did the kite look like?A. It was big and blue．B. It was like an airplane．C. It had a hole in it．D. It was red and white．（）4．What helps a kite to fly?A. A motor.B. Electricity.C. The wind.D. The sun.（）5．What happened at the end of the story?A．Suzy got in trouble．B．Mark got lost．C．Suzy and Mark were very happy．D．Suzy and Mark felt sad．CSwimming is very popular in summer. People like swimming in summer because water makes them feel cool. If you swim in a wrong place, it may not be safe. These years, more than ten people died in this city while they were swimming in the water and most of them were students. But some people are still not careful in swimming. They often think they swim so well that nothing bad can happen to them in the water.Summer is here again. If you go swimming, don’t forget that better swimmers have died in the water. They died because they were not careful. So don’t get into the water when you are alone. If there is a “No Swimming”sign, don’t get into the water, either. If you remember all these, swimming will be safer.Answer the questions. （5分）1. Why do people like swimming in summer?____ ________2. How many people died when they swam in this city these years?____ ________3. Are all the swimmers careful when they are swimming?____ ________4. Have some better swimmers died in the water?____ ________5. People can swim when there is a “No Swimming”sign, can’t they?____ ________DChoose the words or expressions and complete the passage. (5分)People enjoy ____1____ with kites. There are kite festivals and competitions (比赛) in China, Japan and many other countries. But kites are not just for playing. They are used in many other ways, too. Flying kites has been popular in China for more than ____2____. Scientists are also ____3____ in kites. They have ____4____ them for studying weather, and testing (测试) new machines. People like flying kites, ____5____ flying kites is both an art and a science. It is fun, too．( )1. A. play B. makeC. playingD. working( )2. A. two thousand yearsB. two thousands yearsC. two-thousand-yearsD. two-thousands-years( )3. A. interest B. interestsC. interestingD. interested( )4. A. use B. usingC. usesD. used( )5. A. so B. becauseC. thenD. andERead the passage and fill in the blanks with proper words. (10分)Everyone knows that trees are very important to us. F____1____ of all, trees do good to our health. They give out oxygen(氧气). We can’t live without trees．Secondly, trees can m____2____ the world more beautiful. Trees are so important to us that we must p____3____ more trees. And we must d____4____ our best to look a____5____ them and we can’t destroy (破坏) them.1. ____________ 2．____________ 3．____________ 4．____________5．____________II. Writing. (10分)Write at least 60 words about the topic “My Father’s Job”.Suggestions:1. What’s your father?2. How long has he been a(n)...?3. Where does he work?4. When does his work start?5. Does he like his job? Why?My Father’s Job________________________________________________________________________________________________________________________________ 12________________________________________________________________________________________________________________________________ 24________________________________________________________________________________________________________________________________ 36________________________________________________________________________________________________________________________________ 48________________________________________________________________________________________________________________________________ 60【答案】：Vocabulary and Grammar ：I. 1—5 ACBBB 6—10 DABAC11—15 DCDBB 16—20 DCBBDII. 1. has been 2. cousins’ 3. waiter 4. used 5. Has, comeIII. 1. What’s, job 2. has been 3. How long4. has worked5. a good timeReading and Writing：A. 1—5 FFTFTB. 1—5 CADCCC. 1. Because water makes them feel cool.2. More than ten people.3. No, they aren’t.4. Yes, they have.5. No, they can’t.D. 1—5 CADDBE. 1. First 2. make 3. plant 4. do 5. afterII. One possible version:My Father’s JobMy father is a policeman. He has been a policeman for fifteen years. Every morning, he goesto work by bike at half past seven. His work starts at eight o’clock. He and other policemen walk along streets. He likes his job very much, and he works very hard. Sometimes he goes home very late. He says he would like to catch thieves and help keep the city safe.。
沪教牛津英语七年级下册u3课文
沪教牛津英语七年级下册u3课文全文共10篇示例，供读者参考篇1I'm going to tell you all about Unit 3 in our Shanghai Oxford English textbook for 7th grade. This unit is all about hobbies and activities we enjoy doing in our free time.In the first lesson, we learned about different hobbies like playing sports, painting, and dancing. We also talked about why it's important to have hobbies and how they can help us relax and have fun.The second lesson was all about describing our hobbies using adjectives. For example, we can say "I love playing basketball because it's exciting and challenging." We also practiced using comparatives to talk about how we feel about different hobbies.In the next lesson, we focused on asking and answering questions about hobbies. We learned how to ask questions like "What do you like doing in your free time?" and how to answer using the verb "like" or "love."The fourth lesson was about talking about routines and habits. We practiced using phrases like "I usually go swimming on weekends" and "I always read before bed."Finally, in the last lesson, we talked about future plans and things we want to do in the future. We used phrases like "I hope to travel around the world one day" and "I want to learn how to play the guitar."I had so much fun learning about hobbies in Unit 3. I can't wait to start the next unit and learn even more English with my classmates!篇2Hi everyone! Today I’m going to tell you all about the text of Unit 3 in the Oxford English textbook for Grade 7.This unit is all about healthy eating and living a healthy lifestyle. We learned about different kinds of food, like fruits, vegetables, whole grains, and proteins. We also talked about the importance of exercise and staying active to keep our bodies strong and healthy.In the text, we read about a girl named Lucy who loves eating junk food like burgers and fries. Her friend, Lily, tries toconvince her to eat healthier foods like fruits and vegetables. Lucy do esn’t want to change her diet at first, but after learning about the benefits of eating healthy, she decides to give it a try.The text also teaches us about the food pyramid and the different food groups that make up a balanced diet. We learned that we should eat a variety of foods from each group to stay healthy and strong.I really enjoyed reading this text because it taught me a lot about how important it is to take care of our bodies by eating well and exercising regularly. I hope you all learned something new too! Let’s all try to make healthier choices and live a happy, healthy life!That’s all for today, see you next time! Bye!篇3Title: My Day at the ZooHey everyone! Today I want to tell you all about my super cool day at the zoo! It was so much fun and I saw so many cool animals.First, when we got to the zoo, we went straight to see the lions. They were big and fluffy, and they roared really loud! It was so cool to see them up close.After that, we saw the elephants. They were huge and had long trunks. We watched them eat some yummy leaves. One of the elephants even sprayed water at us with its trunk!Next, we went to see the monkeys. They were swinging from the trees and playing around. I laughed so much watching them jump and climb. They were so funny!Then, we saw the giraffes. They had really long necks and were munching on some leaves. I couldn't believe how tall they were! It was amazing to see them up close.We also saw some cool birds, like colorful parrots and funny-looking flamingos. They were so pretty and made lots of noise. I loved watching them fly around.Finally, we visited the penguins. They waddled around and swam in the water. They were so cute and funny! I wished I could take one home with me.Overall, my day at the zoo was so much fun! I can't wait to go back and see even more animals. I love learning about all the different creatures in the world. Zoo days are the best!Hello everyone! Today I'm going to tell you about a lesson from our textbook "New Oxford English" called Unit 3.In Unit 3, we learn about different sports and activities that people enjoy doing. We talk about hobbies like swimming, running, playing basketball, and even dancing. We also learn about the rules and equipment for these sports.One of the cool things we learn about in this unit is how to talk about our favorite sports and activities. We practice using words like "love", "enjoy", "prefer", and "hate" to describe how we feel about different hobbies. It's really fun to learn new words and practice using them in sentences.We also learn how to ask and answer questions about sports and hobbies. We practice saying things like "What's your favorite sport?" or "Do you like playing video games?" It's important to be able to have conversations with others and talk about things we enjoy doing.Overall, Unit 3 is a really fun and interesting lesson in our textbook. We get to learn new words, practice speaking English, and talk about things we love to do. I hope you enjoy learning about sports and activities as much as I did! See you next time!Hello everyone, today I want to tell you about the text from Oxford English for Shanghai Junior High School Grade 7 Unit 3.The text is about a girl named Jane who lives in a village in England. She loves animals and has a dog, a cat, a horse, and some sheep. One day, Jane hears a noise outside her house and finds a small lamb stuck in a fence. She helps the lamb and takes care of it until it is strong enough to go back to its mother.Jane's neighbors are impressed with her kindness and offer her a job helping on their farm. Jane is happy to help out and enjoys spending time with the animals. She learns a lot about farm life and makes new friends in the process.In the end, Jane realizes that helping others can bring joy and satisfaction. She is grateful for the opportunity to make a difference in her community and looks forward to more adventures in the future.I think this story is really cool because it shows us that even small acts of kindness can make a big impact. It also teaches us the importance of caring for animals and working together to help each other.I hope you enjoyed my summary of the text from Oxford English for Shanghai Junior High School Grade 7 Unit 3. Let's all be like Jane and spread kindness wherever we go!篇6Hi everybody! Today I'm going to tell you all about the text from Unit 3 in the Shanghai Oxford English textbook for Grade 7. This text is all about a girl named Amy who visits her friend Helen in the countryside.So Amy goes to Helen's house and she's really excited because she loves the countryside. Helen shows Amy around her village and they see cows, chickens, and even a pond with ducks swimming in it. Amy is amazed by all the nature around her. They also see a beautiful old house with a big garden full of flowers.After that, Amy and Helen go to the market to buy some vegetables. They see all kinds of fruits and vegetables and even try some fresh strawberries. Amy loves all the fresh food in the countryside. They also see some traditional Chinese crafts like paper cutting and calligraphy.At the end of the day, Amy and Helen go for a walk in the hills. They climb to the top and see a beautiful view of the wholevillage. Amy is so happy to be in the countryside and she feels refreshed and relaxed.I really enjoyed reading this text because it made me want to visit the countryside too. I hope you all liked my summary of the text from Unit 3. Thanks for listening!篇7Hi guys! Today I want to talk to you about the text we learned in our Shanghai Oxford English textbook for the 7th grade, Unit 3.The text is all about a girl named Alice who goes on an adventure through a magic mirror. She meets all sorts of interesting characters on her journey, like the Red Queen and the White Queen. The Red Queen is always in a hurry and the White Queen is a bit forgetful, but they both help Alice in their own way.Alice also encounters the Cheshire Cat, who can vanish into thin air and leave only his smile behind. And let's not forget about the Tweedle Dee and Tweedle Dum, who love to tell stories and jokes.Throughout her adventure, Alice learns a lot about herself and the world around her. She discovers that things are not always what they seem and that it's important to stay curious and open-minded.I really enjoyed reading this text because it was so imaginative and magical. It made me realize that anything is possible if we just believe in ourselves and keep an open heart.So let's all be like Alice and go on our own adventures, ready to explore the unknown and embrace the unexpected. Who knows what wonders we might discover along the way!That's all for today, guys. Stay curious and keep dreaming big!篇8Hello everyone! Today I want to share with you the text from Unit 3 in the Shanghai Oxford English textbook for seventh grade. This unit is all about hobbies, which are things we like to do in our free time.In this unit, we learn about different hobbies like reading, painting, playing sports, and cooking. We also learn how to talkabout our hobbies and ask others about theirs. It's really fun to learn about what other people like to do in their free time!One of my hobbies is reading. I love to read books about adventures and mysteries. I also like to read comic books because they have cool pictures. My friend Emma likes to paint. She is really good at drawing and she likes to use lots of bright colors. Another friend, Tom, loves to play basketball. He practices every day after school and he's really good at it.In this unit, we also learn about adverbs of frequency like always, often, sometimes, and never. These words help us talk about how often we do our hobbies. For example, I always read before bed, Emma often paints on weekends, and Tom sometimes plays basketball with his friends.I really enjoy this unit because it's all about things we love to do in our free time. It's important to have hobbies that make us happy and help us relax. I hope you all have fun learning about hobbies too!篇9Hello everyone! Today I want to share with you the text from Unit 3 in our Oxford English textbook for 7th graders. Let me tell you all about it in a fun and easy way!The text is called "Travel Plans" and it's all about planning a trip with your friends. The main characters are Amy, Lisa, and Sarah, who are deciding where to go for their vacation.Amy suggests going to Beijing because she loves the Great Wall and Chinese food. Lisa thinks Paris would be a great place to visit because she wants to see the Eiffel Tower and eat French pastries. Sarah, on the other hand, wants to go to New York City because she wants to shop and see a Broadway show.In the end, they decide to go to Paris because it's a city full of culture, art, and delicious food. They make a list of things to do and places to visit, like the Louvre Museum, the Notre Dame Cathedral, and the Champs-Elysées.I think it's a great text because it teaches us about different cities around the world and how to plan a trip with friends. It's important to be open-minded and consider everyone's interests when making travel plans.I hope you enjoyed learning about the text from Unit 3 with me! Let's all dream about our future travels and have fun exploring new places together. See you next time!篇10Hello everyone! Today I want to share with you the text we learned in our Shanghai Oxford English Grade 7 Unit 3 lesson. It's all about animals and their habitats, so let's dive in!First, we talked about different habitats where animals live. Some animals live in the forest, like bears and deer. Others live in the ocean, like dolphins and sharks. And some animals live in the desert, like camels and snakes.We also learned about endangered animals, which means there are only a few left in the world. It's important to protect these animals so they don't become extinct. We can help by not buying products made from endangered animals and by supporting conservation efforts.Next, we learned about animal adaptations, which means how animals change to survive in their habitats. For example, polar bears have thick fur to keep them warm in the cold Arctic. And giraffes have long necks to reach leaves high up in the trees.We also talked about food chains, which show how animals rely on each other for food. For example, a grasshopper eats grass, a bird eats the grasshopper, and a fox eats the bird. It's all connected!Finally, we learned about animal behavior, like migration and hibernation. Migration is when animals move to a different place at different times of the year, like birds flying south for the winter. Hibernation is when animals sleep through the winter to conserve energy, like bears in their dens.I hope you enjoyed learning about animals and their habitats with me! Let's continue to explore the amazing world of nature together. Goodbye for now!。
牛津上海版英语七下Module1Unit3Theinternationalfoodfestivalword教案一
Module 1 Food and drinksUnit 3 The international food festival1Language focus:Asking ‘wh-’ and ‘How’ questions to find out various kinds of specific information. What/Why/Where/When/Who/How?Using modals to expression an obligation. Let’s have it at our school …Using modals to express an obligation. What should have an international food festival.Using formulaic expressions to show agreement. This is a good idea.Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main ideas of a new topicSpeakin gUse appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelingsReadingRead written language in meaningful chunksScan a text to lacate specific informationMaterials:Student’s Book 7B page 14Cassette 7B and a cassette playerPreparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Explain to students the idea of raising money and its purpose. Ask students some ways if they know of raising money. Ask students if they have ever participated in any fund-raise activities. Invite some students to talk about their experiences by asking them when, where and how the activity was carried out.2. Tell students to plan an international food festival to raise money for the SPCA. Ask students to explain the term SPCA, which was introduced in Student’s Book 7A. Bring in photos or pictures of different kinds of ethnic food, such as sushi, hamburgers, sandwiches and so forth, together with pictures of national flags of the relevant countries. Show students the photos or pictures. Ask students to match the flags to the food. Ask them what kind of food they can make.3. Give students some time to read the passage on page 14.4. Play the recording: Read. Students listen and follow in the books.5. Ask several of the more able students to role-play the characters and parctise the dialogue.6. Review the use of interrogatives in questions with students. Students read the passage again, and then in pairs ask and answer questions about what Kitty and her friends are going to do.ConsolidationGrammar Practice Book 7B page 11.2Language focus:Asking ‘Wh-’ and ‘How’ questions to find out various kinds of specific information.. What/Why/Where/When/Who/How?Using ‘going to’ describe event s that will occur quite soon.. Who is going to help us?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Listen for specific information.SpeakingUse appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feeling.ReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization pf text-typ es.Recognize the presentation of ideas through headings, paragraphing, spacing, italic, italics, bold print and punctuationWritingDevelop written texts by using appropriate format, conventions and language features when writing non-narrative texts.Revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacherMaterials:Student’s Book 7B page 15Workbook 7B page 9Photocopiable page 9 and 10Preparation:Make a copy of Photocopiable page 9 and 10 for each student.ConsolidationWorkbook page 93Language focus:Using the future tense to talk about future events. The food will be different kinds of sushi.Using prepositions to indicate addition.. scones wi th butter/tea with milkUsing connectives to add information.. The food will be scones and the drink will be tea.Using adjectives to describe different kinds of ethnic food.. Japanese food/English food and drink/ American food/ Indian food.Language skills:ListeningListen for specific informationReadingRead written language in meaningful chunks.Scan a text to locate specific informationRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionMaterials:Student’s Book 7B page 16Cassette 7B and a cassette playerWorkbook 7B page 10Photocopiable page 11A world mapSticker of national flagsPictures or photos of different ethnic foodAn English dictionaryPreparation:Cue the cassette. Make a copy of Photocopiable page 11 for each student.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the backg round for the task that follows.1. Use photos or pictures of different kinds of ethnic food, such as sushi, hamburgers, sandwiches and so forth, together with pictures of national flags of the relevant countries. Show students a world map. Ask students to point out country from where the food being referred to originates. Help students to distinguish the name of a country and adjective used to describe things about that country and the adjective used to describe things about that country, as in England and English; Japan and Japanese. List several countries and have students find out their corresponding adjectives with the help of an English dictionary.2. Ask students what kind of ethnic food they can make. Introduce new vocabulary, . tuna, cucumber, scones, samosas, naan bread. Ask them if they know nay other ethnic food and the country and the country from which it originates.3. Play the recording: Look and read. Students listen and follow in their books.4. Play a matching game: Distribute a copy of Photocopiable page 11 to each student.Students may draw ethnic food of other countries, such as Thai food, Vietnamese food and Italian food. With the picture cards, students get into groups of four. Each student chooses a country and put them face down on the desk. Students in turns draw a card. If the food on the card matches the chosen country, the student shows the card and says: I’ll sell food. The food will be ______. The student keeps the card until he/she has obtained the whole collection. If a wrong card is picked, the student puts the card back on the desk and the next student takes a turn. The student who has the most cards wins the game.ConsolidationGrammar Practice Book 7B page 12Workbook page 104Language focus:Using ‘going to’ to describe events that will occur quite soon.. We’re going to have an international food festival at our school.Using the future tense to make a request.. Will you teach me how to make scones, please?Using imperatives to give instructions.. sift, mix, add, pour, sprinkle, cookUsing adverbs to indicate time sequence and procedures.. First,…/ Then …/Next,…/Fina lly,…Language skills:ListeningListen for specific informationUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionSpeakingUse appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meaning and feelingsReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the worldUnderstand the connection between ideas by identifying link ing words or phrases. Scan a text to locate specific informationWritingPlan and organize information and ideas by deciding on the sequence of content. Revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacherMaterials:Student’s Book 7B page 17Cassette 7B and a cassette playerWorkbook 7B page 11Photocopiable page 12Preparation:Cue the cassette. Make a copy of Photocopiable page 12 for each student.Pre-task preparation1. Ask students if they have ever made biscuits, cookies or bread and if they know the major ingredients for making such things. Ask: What will I need to make biscuits? To elicit suggestions from students. Write students’ suggestions on the board. Introduce vocabulary, . raising flour, butter, salt, sugar, milk. Explain tostudents the use of each ingredient.2. Give students some time to read the procedures for making sc ones in Look and read. Students pair up to discuss and decide on the correct order of the procedures. Play the recording for the part of making scones.Consolidati onGrammar Practice Book 7B page 135Language focus:Using modals to make an offer. Would you like to buy some food?Asking ‘Wh-’ questions to find out specific information about someone.. What kind of food are you selling?Asking ‘How’ questions to find out prices. How much do they coat?Using modals to make a polite request.. May I have a hot dog, please?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respont appropriately. Understand the speaker’s intention, atti tude and feelings through his/her choice and use of language, gesture and facial expression. Listen for specific information.SpeakingUse appropriate registers when speaking to familiar interlocutors such as teachers and peers.Maintain an interaction b y asking and responding to others’ opinions.ReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.Scan a text to locate specific informationMaterials:Student’s Book 7B page 18Cassette 7B and a cassette playerWorkbook 7B page 12Photocopiable page 13 and 14Preparation:Cue the cassette. Make a copy of Photocopiable page 13 and 14 for each group.Pre-task preparation1. Review names of ethnic food particular to the countries introduced on page 16 of the Student’s Book. Write a country on the board, for example, Japan. Ask students to give name of food and to categorize them using an adjective, like this: sushi, Japanese food.2. Give students some time to read the dialogue in Look and read. Play the recording. Students listen and follow in their books.3. Invite pairs to say the conversations in Look and read.ConsolidationGrammar Practice Book 7B page 14Workbook page 126Language focus:Using formulaic expression s to begin and end a letter. Dear Lucy,/Love, Kitty.Using simple past te nse to describe past actions. Our school had an international food festival last week.Language skills:ListeningRecognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation. Read written language in meaningful chunks. WritingPlan and organize information and ideas by identifying purpose and audience for a writing task.Develop written texts by presenting main and supporting ideas and by using paragraphs and conventional punctuation to frame ideas.Revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher.Materials:Student’s Book 7B page 19Informal English lettersPre-task preparation1. Ask students if they have ever written informal English letters to friends and relatives. If they have, invite them to explain to the class the format of an informal letter. Ask students to bring in English letters received from their friends or relatives or letters written to them. Ask students to show them to t he class.2. Review the format of an informal letter with students. Tell students that a letter should i nclude the date, receiver’s name and address, greeting, boby, complimentary closing and writer’s signature. Remind students that there are different letter formats and that it is acceptable to indent the paragraphs.百度文库- 让每个人平等地提升自我ConsolidationGrammar Practice Book 7B page 20.11。
牛津上海版英语七下Module 3《Unit 3 In the future》课件
I hope so.
I hope not.
Kitty Kally
Perhaps there will be more __p_e_o_p_le___. There may not be enough food. Perhaps there won’t be enough__ro_o_m____ on earth.
(space)
If there is more room, we cwailnl blieveabinle to blivigegienrbfliagtgse. r flats.
• be able to (do something)
I am able to write poems now. I will be able to play the piano in the future.
Which group will win more apples?
3
4
5
2
1
6
8
7
takthe future? Do you think people will take pills only?
S2: I think so. Perhaps people will take pills only. / I don’t think so. I think people will eat other food, too. / I hope so. It’ll be convenient. / I hope not. I don’t like pills.
Alice Perhaps people will ___b_e__ __a_b_le__ __t_o___
新牛津上海版英语七年级下册module 3《unit 1 changing our lives》优秀教案(重点资料).doc
Module 3 ChangeUnit 1 Changing our lives1Language focus:Using connectives to link contrasting idease.g. I’m good at a lot of subjects, but I’m poor at Maths.Using the simple past tense to talk about past activites.e.g. Long ago, there was a poor farmer called Fred.Using connectives to express transition of meaninge.g. ‘Although we’re old, we still work in the fields every day,’said Doris.Language skills:ListeningUnderstand the connection between ideas by recognizing linking words and phrasesPredict the likely development of a topic by recognizing key words, and making use of context and knowledge of the worldSpeakingMaintain an interaction by replyingReadingUnderstand the connection between ideas by identifying linking words or phrases Recognize recurrent patterns in language structurePredict the likely development of a topic by recognizing key words and making use of context and knowledge of the worldSkim a text to obtain a general impression and the main ideasMaterials:Student’s Book 7B page 49Cassette 7B and a cassette playerPreparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Introduce: Although. Write a few sample sentences on the board to help explaining the meaning, e.g. Although Mary is thin, she is healthy./Although John is poor, he is happy./Although Uncle Tom is rich, he is unhappy.2. Invite a few more able students to make up some sentences beginning with ‘Although’. Ask them to write the sentences on the board. Offer help if necessary. Then go over the sentences with the whole class.3. Play the recording: Look and read. Stop the recording after Picture 2. Students liste n and follow in their books.4. Ask the students some questions to check their understanding of the story, e.g. What’s the name of the farmer and his wife? /Where d id they live? /Who visited them one winter night? /Did they still work in the fields? Etc.5. Remind students that the story is not finished yet and will be continued on page 50 of the Student’s Book. However, you may encourage students to guess what is going to happen pr or the ending of the story before you go on..ConsolidationGrammar Practice Book 7B page 382Language focus:Using connectives to express transition of meaninge.g. Although they are poor, they do not want any _____ from me.Language skills:ListeningUnderstand the connection between ideas by recognizing linking words and phrases. SpeakingConnect ideas by using linking words or phrasesReadingUnderstand the connection between ideas by identifying linking words or phrases Recognize recurrent patterns in language structureRecognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuationRe-read to establish and confirm meaningWritingDevelop written texts by presenting main and supporting ideasDevelop written texts by presenting main and supporting ideas.Develop written texts by using appropriate linking words or phrasesMaterials:Student’s Book 7B page 50Cassette 7B and a cassette playerPreparation:Cue the cassette.ConsolidationGrammar Practice Book 7B page 793Language focus:Using connectives to express transition of meaninge.g. Although Kally has a little pocked money, she is still very happy.Using the future tense to talk about future actionse.g. He will practise Maths more.Language skills:ListeningUnderstand the connection between ideas by recognizing linking words and phrases. SpeakingConnect ideas by using linking words or phrasesReadingRead written language in meaningful chunksUnderstand the connection between ideas by identify linking words or phrasesRecognize recurrent patterns in language structureWritingGather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewingDevelop written texts by using appropriate linking words or phrases.Develop written texts by expressing own ideas and feelings.Materials:Student’s Book 7B page 51Cassette 7B and a cassette playerWorkbook 7B page 25Photocopiable page 44Preparation:Cue the cassette. Make a copy of Photocopiable page 44 for each student.Pre-task preparation1. Ask student: Which su bject are you good at? Which subject are you poor at? What will you do about this? To elicit: I’m good at (a subject), but I’m poor at (another subject). I’ll …After listening to the student’s answers, you can put them in another way and say: Although ( the student’s name) is good at (a subject), he/she is poor at (another subject). He/She’ll …Have students work in pairs and talk in the same way about the subjects they are good at and poor at and what they will do about it. Walk around, offering help and guidance to the less able students.2. Invite a few pairs to report th eir findings in class, e.gS1: Although S2 is good at _____, he/she is poor at ____. He/She will …S2: Although 51 is good at ______, he/she is poor at. He /She will …3. Play the recording: Think and say. Students listen and follow in their books.4. Play the recording again. Students listen an d repeat.Post-task activityWorkbook page 2ConsolidationGrammar Practice Book 7B page 404Language focus:Using connectives to express transition of mean inge.g. Although we’re old, …Language skills:SpeakingConnect ideas by using linking words or phrasesUse gestures and facial expression to convey meaning and intentionMaintain an interaction by controlling participation in an interaction or group activity such as taking one’s turn at the right moment and recognizing others’desire to speakReadingScan a text to locate specific information by using strategies such as looking at headings and repeated words.WritingPlan and organize information and idea by deciding on the sequence of content.Develop written texts by using appropriate linking words or phrases.Develop written texts by using basic narrative structure that comprises setting, characters, events and dialogue when writing about real and imaginary experienceRevise and edit drafts by sharing work with teachers and classmates and responding p ositively to their suggestions on ideas and use of languageMaterials:Student’s Book 7B page 52Workbook 7B page 26Photocopiable pages 45 and 46Preparation:Cue the cassette. Make a copy of Photocopiable pages 45 and 46 for each student.Post-task activityWorkbook page 26ConsolidationGrammar Practice Book 7B page 45.。
上海牛津七年级下M1U3-现在完成时练习
Exercise（have done）班级姓名I. Fill in the blanks with the proper form.1. I____ already ____ (see) the film. I ________ (see) it last week.2. _____ he ____ (finish) his work today? Not yet.3. My father ____ just ____ (come) back from work. He is tired now.4. Where’s Li Ming ? He __________ (go) to the teacher’s office.5. I __________ (work) here since I ______ (move) here in 1999.6. So far I _______________(make) quite a few friends here.7. How long ________ the Wangs ______________(stay) here ? For two weeks.8. I ________ just ___________ (finish) my homework.9. He ________ (go) to school on foot every day.10.____ you ______ (find) your science book yet?11. If it ____ (be) fine tomorrow, I'll go with you.12. The students ____________ (read) English when the teacher came in.13. Look! The monkey __________ (climb) the tree.14. My mother __________ (come) to see me next Sunday.15. I've lost my pen. _________ you ________ (see) it anywhere?II. Choose the best answer.1. How long have you _______ here?A. comeB. gotC. arrivedD. been2. My grandpa died _________.A. at the age of my 2B. for 2 yearsC. when I was 2.D. my age was 6.3. Jane has _____ to BeiJing. She will come back tomorrow.A. beenB. goneC. wentD. never been4. It is ten years _____ I last saw her.A. afterB. sinceC. forD. that5.--Who will go to the station to meet Lorry?--I will. I _____ her several times.A. metB. have metC. had metD. will meet6. --What a nice dress! How long _____ you _____ it?--Just 2 weeks.A. will, buyB. did, buyC. are, havingD. have, had7.--Do you know Lydia very well?--Yes, She and I _____ friends since we were very young.A. have madeB. have becomeC. have beenD. have turned8. The Smiths _______ in China for 8 years.A. has livedB. livedC. have beenD. live9. --Hello, this is Mr. Green speaking. Can I speak to Mr. Black?-- Sorry. He ______ the Bainiao Park.A. has been toB. has gone toC. went toD. will go to10. --____ you ever ____ to the US?-- Yes, twice.A. Have, goneB. Have, been C, Do, go D. were, goingIII. Rewrite the sentences.1. I have been to Macau before. (改为否定句)I _________ _________ been to Macau before.2. He hasn’t come to school because he was ill. (就划线部分提问)______ _______ he come to school?3. I bough a new bike just now. (用just改写)I ____ just ____ a new bike.4. We began to learn English three years ago.(改为同义句)We ____ ____English ____three years5. He has never surfed, _______ _______? （改成反意疑问句）6. They have been here since 2000. (对划线部分提问)_______ _______have they been here?7. The old man _________ last year. He has _______ _______for a year. (die) （动词填空）8. Miss Gao left an hour ago. (同义句转换)Miss Gao has _______ ________ ________ an hour ago.IV. Use “never, ever, already, just, yet, for, since” to fill in the blanks.1. I have _______ seen him before, so I have no idea about him.2. Jack has _________ finished his homework.3. Mr. Wang has taught in this school ________ ten years.4. “Have you ________ seen the film?” “No, I have ________ seen it.”5. “Has the bus left _______?” “Yes, it has _________ left.V汉译英。
牛津上海版七年级下英语Units1-3综合练习
牛津上海版七年级下英语Units1-3综合练习学校:___________姓名：___________班级：___________考号：___________一、单选题1．---Can you finish your work before 11 o’clock?---__________.A．No problem B．That's OK C．Never mind D．With pleasure 2．My sister wants a new dress. She_______ it to the party.A．wears B．is going to wear C．is wearing D．wear3．The young boy often helps his father _______ machines.A．fix B．fixes C．to fixing D．fixing4．Paris is big city and it’s capital of France.A．the, the B．a, a C．the, a D．a, the 5．—Why are you so happy, Jim?—Because there a show at the Palace Museum next Sunday.A．is going to have B．are going to beC．is going to be D．are going to have6．—Would you like to enjoy Beijing Opera with me tomorrow?—, but I have much homework to do.A．Sorry, I wouldn’t B．Yes, I’d likeC．No, I wouldn’t D．Yes, I’d love to7．—David, you left your English book on the desk?—It isn’t . I think it is .A．mine; hers B．mine; her’s C．my; hers D．my; her’s8．Our school has a big library. There are about ten books in it.A．thousand B．thousands C．thousand of D．thousands of 9．We are looking forward to that famous artist us a talk this Saturday. A．invite; to give B．invite; gives C．inviting; gives D．inviting; to give 10．My printer is ______ his bookshelf. It is between the computer ______ the bookshelf. A．next; and B．next to ; beside C．next to; and D．beside ;to 11．There is ________with my computer. It doesn't work.A．nothing wrong B．wrong nothing C．something wrong D．wrongsomething12．— How far is it from your home to your school?—________ usually takes twenty minutes ________ to school from my home.A．It; walk B．It; to walk C．This; walk D．This; to walk 13．---Hello! May I speak to Mary, please? ---Yes, ______________.A．Mary is me B．Mary, please C．my name is Mary D．this is Mary speaking二、阅读单选14．What time does the show “Chinese Mother” begin?A．10:00 B．9:20 C．13:30 D．22:00 15．What type(类型)is the show “Tokyo Love Story”?A．Sitcom B．Sports Show C．Soap Opera D．Music 16．Which two shows begin at the same time?A．Face to Face and Romantic Dream. B．Happy Family and China Music.C．Chinese Mother and Football Magazine D．Chinese Mother and Happy Family. 17．Which program is Fashion Show?A．Romantic Dream. B．News. C．Face to Face. D．China Sports. 18．Which channel(频道) has the show “Good Friend Contest”?A．ATV B．BTV C．CTV D．CCTVThis Sunday the Greens go to climb the hills. When they get home, it is very late . Mr. Green opens the front door and they both go into the house .Because it is too late, Mrs.Green turns on the light. Just when they want to come into the bedroom, Mrs Green suddenl y says,‘listen, there is someone in our bedroom.’They stand quietly outside the door. They can hear some voices in the room.‘There are two men in it. They are talking. ’So M r Green begins to shout,‘Who is there?’’But no one answers. M r Green opens the door quickly and turns on the light. There is no one there. M r Green finds something and laughs .The radio is still on!19．The Greens go home_______.A．in the morning B．in the afternoonC．in the evening D．in the middle night20．They go into the house from_______.A．the door B．the front doorC．the back door D．the side door21．Mrs Green hears someone talking_______.A．when she goes into the bedroomB．when she is on the way to the bedroom.C．when she gets into the living room.D．when she gets into the home22．They think there are_ ______talking in the bedroom.A．two women B．a man and a womanC．two men D．three men.23．The people talking in the bedroom are________.A．thieves B．the writer’s relativesC．the writer’s good friends D．speakers on the radio三、根据首字母填空根据中文提示，英语释义或上下文句意填写适当的单词，使句子通顺。
最新上海牛津沪教版七年级(下)同步讲义unit3
第三讲Unit3 A visit to Garden City教学过程一、课堂导入教师讲述一个与本节课题目有关的英文小故事，引出今日所要讲解的知识点，然后让学生简单梳理一下所涉及的问题，带着问题学习本节课的内容。
二、复习预习教师引导学生复习上节课学的重点内容，检测单词的用法，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过英文小故事导入本节课所要学习的新知识。
三、知识讲解1. 知识点一：重点单词1）safe [seɪf]【词性】adj.【词义】安全的【易混淆点】save v. 救，节约safety n. 安全，安全地带safely adv. 安全地【经典例句】He save a homeless puppy on his way to work yesterday.昨天他在上班路上救了一只无家可归的小狗。
2）engine ['endʒɪn]【词性】n.【词义】发动机，引擎【易混淆点】engineer n. 工程师【经典例句】My ambition is to be an engineer in the future.我的理想是将来成为一名工程师。
3）report[rɪ'pɔːt]【词性】v.【词义】报告，通告，告发【经典例句】He reported the student for misconduct.他告发那个学生行为不端。
4）cook [kʊk]【词性】v.【词义】烹饪【易混淆点】cooker n. 厨具cookery n.烹饪，烹调术【经典例句】When I came back, Mum was cooking in the kitchen.当我回家的时候，妈妈正在厨房做饭。
5）type [taip]【词性】v.【词义】打印【易混淆点】typist n.打字员typewriter n.打字机【经典例句】If I want to write fast, I must learn to type.如果我想写得快，我就得学会打字。
【精品】牛津版上海版七年级下册Unit3AvisittoGardenCity
【关键字】精品
Unit 3 A visit to Garden City
1教学目标
1.To learn the words about different jobs
2.To scan for the specific information in a text
3.To be able to interview and write a report about different jobs.
2学情分析
作为中学英语学习的第一阶段，学生虽然有小学1－5年级的英语根底，但英语学习仍处于入门阶段。
在小学阶段，学生主要以听说为主，学习了一些简单的日常用语，也学习了一些简单的单词和语法。
但还需要在以后的学习中从各方面落实，注意小学词汇和句型的复现。
强调模仿，力求纯正地道的语音语调。
因此，在教学中要继续注意听说领先，注意学生语音、语调和单词、课文的教学。
3重点难点
get familiar with the usage of”since “and “for” in present perfect tense
4教学过程
第一学时
教学活动
活动1【讲授】relatives and their jobs
Teaching procedure:
活动3【活动】post－task procedure
此文档是由网络收集并进行重新排版整理.word可编辑版本！。
上海版牛津英语 7B M1U3
11:30 a.m. wa_lk_i_nt_o_a_s_u_p_e_rm_a_r_ke_t_t_o_b_uy__so. mIteisfoaodpopular
1:30 p.m.
4:00 p.m.
goptolasceee.aTofilumriwsittsh cBaenn …
go swimming with Lucy
…
精选完整ppt课件
3
Brain storming
shop assistant pilot
singer
fireman
postman cook
farmer
taxi driver
Jobs I know
policeman policewoman
architect
reporter
rem精o选v完al整mppta课n件
S2：A/an _________.
精选完整pptቤተ መጻሕፍቲ ባይዱ件
11
Look and say
12
精选完整ppt课件
12
Look and say
Aunt Betty architect 10 years
12
S1: What’s Aunt Betty’s job? S2: She is an architect. S1: What does an architect do? S2: An architect draws plans of
5:30 p.m. wait for my father to have dinner around his company together
Where did Kitty go last Saturday? Who did Kitty meet?
上海牛津版七年级下册Unit3AvisittoGardenCity同步讲义解析版
上海牛津版七年级下册Unit3 A visit to Garden City 单词回顾短语速记:词汇积累与练习I . Words.1.since prep.从....... 以来；自从I haven ' t seen him since August th l 2007.自从2007 年8 月19 日我就没有再见过他。
(1)since用来指时间点，意指从那时起到所指的时刻”。
它常常和现在完成时连用。
He has been here since Monday.从星期一开始，他一直在这里。
(从星期一到现在)since也可以是时间连词，后接一个表示时间点的时间状语从句。
He has worked for us ever since he left school.他离开学校以后就一直为我们工作。
It has been two years since I last saw Tom.从我最后一次见汤姆到现在，已经有两年了。
=:I last saw Tom two years ago. 我最后一次见汤姆是在两年前。
=:I haven't seen Tom for two years. 我已经有两年没见过汤姆了。
(2)for用来表示一段时间。
如：for six years六年之久，fortwo months有两个月。
for十一段时间也可以与现在完成时连用，表示动作延续到说话的那一时刻。
此时的“fo卡一段时间”也可以用“since+动开始的那一刻”来代替。
He has worked here for a year.他在这里工作已经有一年了。
(一年前他就开始在这里工作并仍在这里工作。
)二:He has worked here since this time last year. 他从去年的这个时候起就在这里工作了。
2.quite adv.相当；十分Ann is quite pretty.安长得很漂亮。
牛津上海版 七年级下册 Module 3 The natural element
Module 3 The natural elementsNow listen设计说明教学反思先让学生谈论想要购买的电器，熟悉话题并导入新课。
听听力之前，先让学生浏览一下答题纸，让学生对要听的内容有个大致的了解，这样可以让他们有目的地去听。
接下来播放录音，必要的时候暂停，以便他们写下答案。
最后让他们核对答案。
针对本课节出现的短语设置练习，让学生能够熟记并运用。
教学目标通过本课节的教学，让学生达成以下目标：1.知识目标复习本课节词汇及句型。
2.能力目标能听懂有关购买电器的对话；强化听力技能，提升听力水平。
3.情感目标多沟通，多交流，增进人际关系。
重点难点重点：复习本课节词汇及句型。
难点：能听懂有关购买电器的对话；强化听力技能，提升听力水平。
教学准备PPT课件；活动录音授课时数1课时教学过程Step 1 Warm up1. Let the students talk in groups like this:S1: What do you want to buy at the electrical appliance?S2: I want to buy a/an…What about you?S1: I want to buy a/an…2. Walk around the class. Provide help if the students have difficulty inexpressing themselves.Step 2 Listen1. Tell the students that they’re going to listen to something about a shopping experience.T: The Yang family is shopping at the electrical appliance store. What does eachfamily member want to buy? Tick the correct item, then write down the reason.3. Play the recording. Let the students listen.4. Play the recording again. Pause for the students to write the answers.5. Play the recording again to allow the students to check their answers.6. Check the answers.Possible answers: ①a computer It can help Thomas work more efficiently.②a microwave It can cook food quickly.③an e-book Lily enjoys reading books.④an air conditioner It can make the Yang family more comfortable in summer.Step 3 HomeworkReview “At the electrical appliance store”and then discuss with your parents about what you will buy for your family.当堂达标写出下列短语1. 一家电器店2. 一个熨斗3. 一台洗衣机4. 一台空调答案：1. an electrical appliance store2. an iron3. a washing machine4. an air conditioner。