牛津初中英语7a unit6 reading说课
7上Unit6readingA教学设计
Book 7 A Unit 6 Reading A教学设计一、本课时教材分析本节课是一阅读课, 内容是关于在外星球里Captain King以及他的伙伴和一个monster斗智斗勇的故事。
在讲述这个故事中来展开读、说的训练。
通过对人物性格的剖析和角色的扮演，培养学生的学习兴趣。
二、学情分析学生对本节课的话题比较感兴趣。
通过对故事的了解，安排学生以小组形式去归纳出故事人物的性格，并能在角色扮演中表现出来。
这有利于激发他们对本节课的学习兴趣，有利于开展读和说的任务。
三、教学目标：1.知识目标：掌握本节课的重点词汇及短语：adventure, towards, land, planet, pilot, cave, huge, shout, steel, bar, name, peace, shake, trust, in peace, in pieces, part of2. 能力目标（1）指导学生运用一定的阅读理解学习策略，培养一些阅读微技能，如：扫读，获取文章大意；通过文中的细节描写，归纳出故事人物的性格，并能在角色扮演中表现出来。
（2）拓展日常生活中的词汇，开阔学生的视野。
通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。
四、教学重点1. 了解故事内容2. 归纳出故事人物的性格，并能在角色扮演中表现出来。
五、教学难点1. Get the right information from the text and retell the text with the key words.2. Describe the characters.六、难点突破方法：．1. 在教学中，教师应积极创设情景引入，配合媒体、表情、动作、进行视听说演示，激发学生兴趣.2. 在给学生较难任务的时候，先作铺垫，给予适当的指导。
七、教具PPT八、教学过程一. Leading-inShow a picture and ask Ss about the monster二. Pre-readingPrediction: answer the questions in A1.三. While - reading1. First reading：Ss read the passage fast and try to find out the true or false .2. Second reading for details:四. Post-reading(1).Finish the exercise A3 and check the answers.(2).According to the text and the dialogue, tell the following people’scharacters.1.Captain King :________________________________________2.Gork : _________________________________________3.Peter : __________________________________________(3) Act out the different characters.五．Homework.(1).Recite the new words in Reading A.(2).Finish off the exercises about Reading A in Book B.。
牛津译林版英语七上Unit6《Foodandlifestyle》(Reading1)说课稿
牛津译林版英语七上Unit 6《Food and lifestyle》（Reading 1）说课稿一. 教材分析《Food and lifestyle》（Reading 1）是牛津译林版英语七上Unit 6的一篇阅读课文。
本文主要介绍了一位英国人和一位美国人的饮食习惯以及他们对于健康饮食的看法。
通过对比两人的饮食和生活方式，文章揭示了健康饮食的重要性。
课文内容丰富，语言简单易懂，贴近学生的生活实际，有利于激发学生的学习兴趣，提高他们的阅读理解能力。
二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的阅读理解能力。
但他们在词汇、语法以及阅读策略等方面还存在不足，需要老师在教学过程中给予指导和帮助。
此外，学生对于食物和健康饮食有一定的兴趣，这有利于激发他们的学习积极性。
三. 说教学目标1.知识目标：学生能掌握课文中的关键词汇和语法知识，理解课文内容。
2.能力目标：学生能运用所学的词汇和语法知识，进行简单的阅读理解和口语表达。
3.情感目标：学生能认识到健康饮食的重要性，养成良好的饮食习惯。
四. 说教学重难点1.重点：课文的理解和词汇、语法知识的掌握。
2.难点：阅读策略的应用和对于健康饮食观念的理解。
五. 说教学方法与手段1.教学方法：采用任务型教学法，引导学生通过完成各种任务，提高阅读理解能力和口语表达能力。
2.教学手段：利用多媒体课件、图片等辅助教学，增加课堂趣味性，提高学生的学习兴趣。
六. 说教学过程1.导入：通过展示食物图片，引导学生谈论自己的饮食习惯，激发学生的学习兴趣。
2.阅读理解：学生自主阅读课文，回答相关问题，教师引导学生讨论并解释课文中的关键词汇和语法知识。
3.小组讨论：学生分组讨论课文内容，比较英国人和美国人的饮食习惯，探讨健康饮食的重要性。
4.口语表达：学生运用所学的词汇和语法知识，进行角色扮演，模拟英国人和美国人的对话。
5.总结：教师引导学生总结课文内容，强调健康饮食的重要性，并鼓励学生养成良好的饮食习惯。
牛津译林版英语7AUnit6ReadingI教学设计
1.学生分成小组，讨论以下问题：“What can we do to protect animals? How to raise public awareness of animal protection?”
2.每个小组选取一名代表汇报讨论成果，其他小组成员进行补充。
3.教师引导学生总结出保护动物的有效方法和措施，培养学生的批判性思维。
3.对文章中的重点句子进行分析，引导学生理解并运用一般过去时描述过去的事件。
4.教师设置问题链，帮助学生深入理解课文内容，如：“Why was the author frightened? What did the author do when he saw the snake? How did the author feel after the incident?”等。
3.引入本节课的主题：“Animals in danger”，告知学生本节课将学习一篇关于动物保护的阅读文章。
（二）讲授新知
1.学生快速阅读课文，了解文章大意。
2.教师带领学生分析文章结构，讲解重点词汇和短语，如：frightened, disgusting, comfortable, disagree, bravery, at the edge of等。
-撰写一篇阅读心得，分享自己的感悟和收获。
4.课后实践：
学生调查身边的动物保护情况，例如：了解家人、朋友对动物保护的态度，观察周围环境中的动物保护措施等。要求如下：
-撰写调查报告，介绍调查过程、结果及自己的看法。
-尝试提出改善动物保护现状的建议，提高实践能力。
3.采用小组合作学习方式，让学生在互动交流中提高英语听说能力。
4.引导学生通过阅读课文，分析文章结构，提高阅读理解能力。
初中英语7Aunit6Reading(1)教学案牛津版
Reading一.教学目标:1.知识目标:重点单词: colourful, smart, leather, fortable, boot, cool, purple, jeans, skirt, cotton, modern重点短语:fashion show, be from, silk blouse, leather boots, a pair of , talk about 重点句子: He looks very colourful.We hope you enjoy the show.2.技能目标:①掌握与服装、穿着有关的词汇．②能够谈论服装的简单用语3.情感目标：通过学习锻炼自己的动手能力，用自己的智慧和劳动使自己的生活更加丰富多彩．二、课堂学习活动1．检查课前预习作业，并大声朗读短语和句子。
2．听课文录音，回答问题：Why are they having the fashion show ?3．通读课文，整体感知课文。
4．听课文录音，完成94页Part B5．师生共同讨论学习文中的语言点6．朗读课文，完成94~95页Part B、C6．写作：简短描述一个人的穿着7．讨论：什么是“时尚”，如何“时尚”三、家庭作业1、《123随堂练》第六单元第二、三课时练习。
2、学案巩固练习Reading(1)社渚初级中学殷建平（一）、温故知新.一、根据句意及汉语提示填空．1.Jim is ____ (穿着) a new shirt today.st Friday, we gave a _______ (时装) show to raise money .3.He is too _______ (懒惰) to wash the breakfast dishes.4.My blouse is made of _______ (丝绸)5.His _______ (裤子) are new.6.His_________ (领带) is made of leather.7.This pair of _______ (靴子)are Jenny’s.二、改错.1.Where are your clothes? It is over there.2.What color is Dick’s blouse ?3.I don’t know what wear today.4.Everyone do a good job in my class.5.You must stay on bed for two more days.（二）课前导学：一、背记下列单词：popular , hope , colourful , cool , cotton , young , wool , leather , silk , style , smart , modern , trainer , fortable，raise money , have a fashion show , show you clothes , hair style , give us your ideas , ask you to help us二、从课文中找出下列句子的译文：1、欢迎来参加我们的时装秀。
牛津七年级下册英语 Unit6 Reading(2)教案
电子备课格式（最新）3.pass by4.take …out of5.How amazing!感叹句：How + adj / adv +主语+谓语！What +adj+n. +主语+谓语！6.stand up7.run across the field 从田地穿过8.jump down9.get away find oneself alone… 发觉自己一个人10.alone 独自的，相当于by oneself, on one’s11.hit the ground12.all around13.Put…… into14.on the other side15.go through …穿过…Task 4 ExercisesTask 5 Language points1.Alice sat by a river with her sister.by prep. “在……旁边，靠近”过来坐在我边上。
Come and sit by me__________在河边有一所房子。
There is a house by the river.2.How amazing!感叹句：How + adj / adv +主语+谓语！What +adj+n. +主语+谓语！这只小白鼠多么可爱啊！__________lovely the white rabbit is! __________lovely white rabbit it is!【堂清知识】1.Alice sat by a river with her sister.by prep. “在……旁边，靠近”在河边有一所房子。
There is a house by the river.2.How amazing!感叹句：How + adj / adv +主语+谓语！理解感叹句并会做句子。
多做练习以巩固句型。
U6ReadingA教案
阅读课教学设计
课题：牛津英语上海版，七年级下册Unit Six
教学内容：Reading A Water talk
教学时间：40分钟
教学日期：2012年5月10日星期四第二节课
上课班级：初一（12）班
一．教材学情分析
文章是Reading A Water talk的一篇对话，介绍水循环的文章。
寻读，掌握文章细节了解并简单读懂流程图的结构。
对于初一学生，，此篇篇幅较长，有一定的阅读难度。
希望通过小组合作，角色扮演等活动，使不同水准的学生都能参与到课堂当中来。
二教学目标
I.知识目标
了解水循环的知识。
II水平目标
能使用寻读等阅读技巧实行阅读，掌握文章细节了解并简单读懂流程图的结构，填写流程图。
III.情感目标
引导学生认真分析，思考，使学生读懂相关水循环的文章，小组合作角色扮演增强表达水平。
三教学重点和难点：
I教学重点：
训练学生掌握巩固阅读技能，寻读填写流程图等阅读微技能
2.教学难点
让学生学会使用阅读微技能完成阅读任务，提升学生语言使用综合水平。
牛津译林版英语七上Unit6《Foodandlifestyle》(Reading1)说课稿3
牛津译林版英语七上Unit 6《Food and lifestyle》（Reading 1）说课稿3一. 教材分析《Food and lifestyle》（Reading 1）是牛津译林版英语七年级上册Unit 6的一篇阅读文章。
本文主要介绍了一位英国人和一位美国人的饮食习惯和生活方式，通过对比两国人的饮食和生活方式，让学生了解并认识到不同国家和文化背景下人们的生活方式和饮食习惯的差异。
文章内容贴近学生的生活实际，有利于激发学生的学习兴趣和积极性。
二. 学情分析针对七年级的学生，他们对英语有了一定的基础，但阅读理解能力仍有待提高。
因此，在教学过程中，我们需要关注学生的阅读理解能力，帮助他们掌握阅读技巧，提高阅读效率。
此外，学生对不同国家的文化差异有一定的好奇心，可以利用这一点激发他们的学习兴趣。
三. 说教学目标1.知识目标：让学生掌握文章中的关键词汇和表达方式，能够正确运用一般现在时进行描述。
2.能力目标：提高学生的阅读理解能力，使他们能够快速捕捉文章大意，理解细节信息。
3.情感目标：培养学生对不同文化背景下的饮食习惯和生活方式的尊重和理解，提高他们的跨文化交际意识。
四. 说教学重难点1.重点：文章中关键词汇和表达方式的掌握，一般现在时的运用。
2.难点：对文章细节信息的理解，以及跨文化交际意识的培养。
五. 说教学方法与手段1.交际法：通过情景模拟、角色扮演等方式，让学生在实际语境中运用所学知识。
2.任务型教学法：引导学生参与各种小组活动，提高他们的合作能力和解决问题的能力。
3.多媒体教学手段：利用多媒体课件、图片等资源，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.导入：通过展示中西方饮食文化的图片，引导学生谈论各自喜欢的食物，激发学生的学习兴趣。
2.读前预测：让学生根据文章标题和图片，预测文章内容，培养他们的预测能力。
3.快速阅读：要求学生在规定时间内快速阅读文章，捕捉文章大意，提高他们的阅读效率。
牛津英语7AUNIT6教案全集
《牛津初中英语》7A 教案Teaching and Learning Plan for Unit 6 of 7ALearning Objectives:1. Introduce names of materials and revise names of clothing, e.g.,leather shoes, a silkscarf2. Use adjectives to describe clothing, e.g.,colourful trainers, a black skirt3. Use adjectives to describe people ' s opinions about how things look,e.g.,The blue coat is long and it looks smart.4. Use the simple past tense to talk about things in the past.e.g., Eddie was ill yesterday.5. Use the simple past tense of the verb “ to be ” .e.g.,He was at home yesterday.6. Recognize and use adverbs to order events chronologically e.g.,First,I get up. Then I go to school, Next,---第一课时Teaching plan for Welcome to the unitObjectives:1. To learn some basic vocabulary to talk about clothes and materials.2. To recognize adjectives that describe clothing.3. To use adjectives to express opinions about how things look.4. To introduce the main topic of the unit.Teaching procedures:I . Greetings:n . Welcome to the unitPart AToday I 'm very happy, because today is my birthday, and I wanot htave a big birthdayparty. I 'd like to invite some friends to my party. Do youwant to know them? First let me introduce two of them to you.(Showing the two students ' pictures of page 87. )Look！This is Simon. He looks very smart in the picture. What 's he wearing? Who cantell me?Then The students will say: “He's wearing a shirt ,trousers and shoes.tell the students “He's wearing a jacket ,a tie and a belt.Teach “ jacket, tie , belt ” Thednenat s ktothweosrtku in pairs,practise according to the model dialogue.Model DialogueA: What color is Simon A: What about his jacket? A:…Then talk about the girl s shirtB?. It 's light green. B. It 's light blue.B:…s picture in the same way.Don't forget to teach the new word: boot- a pair of boots.After this, ask the students to open their books at Page 87, and complete part A.Part BAfter finishing Part A, say: My friends are very happy. They want to buysome beautiful presents for me. Please look at them. What 're they? Do you know?Show the four pictures of part B on Page 87.Help the students to answer: They 're shoes. / It 's a hat.It 's a scarf. / They 're shorts.Ask: Are they beautiful? Help the students to answer: Yes, they are. Say:I like them very much, but I don 't know what they 're made of? Could youhelp me?Maybe the students will answer the questions in Chinese. Never mind now help them to answer in English.Teach: cotton, leather, silk,wool.According to the students ' own clothes ask them to tell the names of thedifferent materials. Of course you can show them some more pictures from the well known fashion magazines ask them to tell the materials.川.VocabularyPart1IV . Comic StripI 'm very glad that all of you did very well. I 'm sure everyone wants tomake himself / herself look more beautiful. They want to wear beautiful clothes, what about you? Of course you do and so do I . But what about dogs? Do they want to wear beautiful clothes, too? Let 's listen to thetape and try to answer the following questions:Do dogs wear clothes?Is Eddie a lazy dog? Why?Ask some students to act out the dialogue if time permits.Teach the meaning of “ten more minutes ” and “ be in bed ”.V.Gamea. Show the students some more pictures from some well-known fashion magazines. Divide the students into two groups.Guess the name and the material of the picture.b. First show the students a picture about “A man is sleeping with a book open. ” Tell the studentTsh: e man is sleeping , because the book isboring. Teach “boring ” Then ask the students to tell the opposite of the world (interesting). Then show some more pictures, like “a heavy box ” ask the students to say “a light box f”theayndhasvoeosno.mIedifficulties give them some help.W . HomeworkAsk the students to make a survey, try to complete the following table.Name of classmates Favourite clothesMaterial Color123《牛津初中英语》7A 学案Teaching and Learning Plan for Unit 6 of 7AUnit6 Fashion 第 2 课时学案(Reading I)学习目标：1、重点词汇和短语： a fashion show, time, century(centuries), colourful, smart, modern, trainer(s), give a talk, all sb 's life, comfortable, boot(s), style, cool., scarf2、初步了解一般过去时: 一般过去时表示过去经常进行或反复发生的动作Our class gave a fashion show. We wanted to raise money.3、连系动词+ 形look/ taste/ feel+adj.Daniel looked smart and modern.He feels happy at his birthday party.课前预习一、词组：1、举行时装展金3、在20 世纪5、作有趣的报告鞋7、非常舒服种新式样_二、根据括号中所给中文提示完成单词：1. The girl and the mother wear thesame2. Does Simon like the3. These long red boots aren' t hers.She yesterday.4. Usually we call sports shoes5. Sandy usually goes to2、想要收集资4、看上去时髦6、一双色彩艳丽的运动8、把我的头发梳成一（尺码） clothes.（颜色）of these ties?（借）them from her classmate（运动鞋）.（衣服） shops with her mother.6. Everyone had a lot of (乐趣) at the fashion show.课堂检测：一、根据课文回答问题：1. Why did the students give a fashion show?2. Did anyone give a talk? What did he/she talk on?3. What did Sandy wear?4. Did everyone have a good time? 二、用括号中所给单词的正确形式填空：Last Friday, our class (give) a fashion show. We wanted(raise) money for Project Hope. We all (wear) clothes fromdifferent (time) in the 20th (century) some students wore clothes from clothes fromthe 1960s. Simon wore clothes from the 1980s. I wore clothes from the 1990s.Simon looked (colour). (he) trousers were white. Hewore a purple shirt. His tie was yellow and red.Daniel looked smart and modern. He wore blue and yellow sports clothes. He alsowore a pair of colourful (trainer).. Young Millie gave an (interest) talk on “ The Life of a Trainer(people) in the 1990s liked (wear) trainers.Trainers are usually very comfortable.三、假如你是七年级一班的学生，你会在这次时装展览上穿什么衣服？为什么？《牛津初中英语》7A 教案Teaching and Learning Planfor Unit 6 of 7A 第三课时Teaching plan for Reading nObjectives:1. To read for specific information and to think about related points.2. To develop and awareness of register and audience.Teaching procedures:I . Greetings:a. Free talkb. Present the dialogue with a student wearing a pair of trainers.T: You look very smart today.S: Thank you.T: Are your trainers new?S: Yes, they are.T: Do you like wearing them?S: Yes, of course.T: Why do you like to wear them?S: Because they ' re comfortable.Revise “ comfortable ” again.n .GameAsk the students to read the passage again and try to do some exercises,a. According to the passage. Ask the students to color the students clothes.b. According to the students' pictures and try to match the right clothesto the students.SimonDanielMillieSandyAmy a. a yellow silk blousec. a pair of white trouserse. a blue silk scarfg. a purple shirth. a yellow and red tiei. a red blouse j. a pair of colorful trainersk. wear my hair in a 1990s style l. a pair of blue jeans川.Revise the using of the new words and expressions of the passage and then ask them to finish the exercises on Page 90.(B.C) IV . Ask the students to read the passage again according to the passage. Let students answer whether the sentence is true or false.( Before the students read the passage, give them the following questions first )) 1. The students of Class 1 Grade 7 gave a fashion show last Saturday.) 2. Simon wore clothes from the 1990s.) 3. Young people didn 'tratinw e rasrin the 1990s.) 4. Young people like to wear jeans.) 5. Sandy wore a purple blouse and a black skirt.) 6. Amy wore a pair of blue jeans and a blue silk scarf. If the sentence is wrong, ask the students to correct it.V . A playBefore this class, you can ask three students to prepare a play. Of course, the teacher can give them some help.One is a journalist (记者).One is Simon. One is Sandy.Model:J: Hello. I 'm a jiosut rfnroaml JHTV Station. You did very well at the fashion show last Friday. S&S: Thank you.J: May I ask you some questions?S&S: Sure.J: Excuse me. Sandy. Are these long red boots yours? Sandy: No, I borrowed them for my mother .J: Do you like to wear black skirts?Sandy: No, I don 't like black skirts.J: Do you like the red blouse?Sandy: Yes, I like it very much. I think the colour is beautiful.b. a black skirt d. blue and yellow sports clothes f. long red boots ( ( ( ( ( (J: Thank you, Sandy.Sandy: You ' relcwoeme.J: Excuse me. Simon. Did you wear the clothes from the 1980s?Simon: Yes, I did. Do you like the colour of that tie?J: Yes, I remembered it was red and yellow, right?Simon: Yes, you ' re right. And my trousers are white.J: Are they yours?Simon: No, they ' re my father ' s and my purple shirt is Daniel ' s.J: OK. Thank you, Simon.Simon: Not at all.J: Bye-Bye.S&S: Bye-Bye.Let the students watch the play twice in class. Then ask them to open their books and finish the exercise on page 91.W . Give the students some key words.Ask the students to try to retell the passage.Vfl . Homework:Ask the students to design some special costumes for Chinese New Year.《牛津初中英语》7A 教案Teaching and Learning Planfor Unit 6 of 7A第四课时Teaching plan for Grammar IObjectives:1. To recognize and use the Simple Past Tense.2. To recognize typical contexts which use the Simple Past Tense.Teaching procedures:I . Greetingsn . Draw the following time table on the blackboard and tell the students the difference among the Simple Present Tense, the Present Continuous Tense and the Simple Past Tense.2002 2005 2008Past Present FutureTeach the usage of the Simple Past Tense.①Subject + was + …Subject +were+ …②Subject +v (p.) + …Teach how to form the simple past tense to regular verbs and irregular verbs.Most verbs+edwalk-walkedVerbs ending in e+dlive-livedVerbs ending in a consonant +y －y+iedtry- triedShort verbs ending in a vowel + a consonantdouble the consonant +edstop-stoppedNo changeChange the vowelChange the consonantChange the vowels and the consonantscost-cost, put-put come-came, ring- rangmake-made, send-sent do-did, buy-bought川.Teach how to use the Simple Past Tense to make positive and negativesentences.IV.Teach how to use the Simple Past Tense to ask and answer questions.e some com mon time expressi ons to make some differe nt senten ces.W .According to the simple past tense ask the students to try to saysometh ing. About what he did yesterday./ last ni ght ..... ?Vfl .Ask the students to finish the exercises on P93, P94 and P95.忸.Homework:Use the Simple Past Tense to write a short passage about “ My day《牛津初中英语》7A 教案Teaching and Learning Planfor Unit 6 of 7A第五课时Teaching Plan for Grammar n Objectives:1, To recognize and use the simple past tense.2, To recognize typical contexts which use the simple past tense.3, To recognize and use adverbs to order events.Teaching procedures:1, Greetings.2, Briefly review t he adverbs like “ first, then, next, afterwards and finally ” using the pictures on Page 96 of SB.Model: First, I went to school. Then I had lessons. Next, I went swimming. Afterwards, I had dinner with my family. Finally, I did my homework.3, Go through the sentences about what Sandy does in the morning. Ask students to write the letters in the boxes in B1 individually. Help Sandy put the sentences in the correct order.Answers: e b c a d4, Ask students to do a presentation about their own day using the adverbs they havelearned. Encourage them to give more information. Give some titles for them to choose.A good day A bad day A funny day An unforgettable day etc.Show them a sample story:First I got up at 5 a.m. My alarm clock went off early. I went back to bed and then work up late. Then I went to the bus stop and the bus did not come. Next, I5, Set the context by reminding students about the fashion showdescribed in the unit. Link Simon 's experience to any other events thestudents may have involved in. Introduce the idea of writing a picture story as a narrative using adverbs and the simple past tense to order events.. Show 6, Review key vocabulary and explain unfamiliar words “ catwalk ”the five pictures on Page 97 of SB. Ask the following questions:1, What did Simon do first?2, What did Simon wear?3, What did he do next?4, Who did he talk to?5, Where did he go afterwards?7, Ask students to write sentences about Simon 's day using the simplepast tense. Then check the answers as a class activity.8, Task: To tell what you often do on Sunday.To tell what you did last Sunday.9, Homework: To write a passage about what your best friend did last Monday.《牛津初中英语》7A 教案Teaching and Learning Planfor Unit 6 of 7A 第六课时Teaching Plan for Integrated Skills Objectives:2, To listen to a narrative focusing on adverbs for general understanding.3, To make inferences from pictures and keywords.4, To listen for specific meaning and respond by completing part of the story.5, To ask questions about materials fluently.6, To describe materials. Teaching Procedures:1, Greetings.2, Review the main items of the last lesson.3, Talk to the students about their favorite piece of clothing. Ask questions about how thatpiece of clothing was made and how it might feel. Tell them a story about one of your favorite clothing items.4, Ask students to look at the different parts of the trainer in Part A1.Play the tape, have students label the parts of the trainer. Dividestudents into pairs and ask them to compare their answers:1, tongue 2, stripes 3, shoelace 4, sole5, Ask students to read Part A2 individually. Identify any words they do not know. Checkthe meaning of the word “ sew”.Play Part A2 of the recording. Have students compare their answers in pairs and thencheck for the correct sequence of sentences.Answers: 3 1 4 6 5 26, Ask students to do Part A3 individually as a quick revision activity. Check answers. Answers:chose, came, cost, finished, gave, looked, stayed, took7, Tell students to read the second part of the story (Part4). Then play the recording and have students complete the story by listening for the verbs. The tell students to read the story to each other.8, Ask the students to do the task in Part B.9, Present the conversation line by line focusing on intonation and the linking of words.10, Ask more students to add any materials they know to make up the conversations. Show them a sample conversation as the following:A: What is the belt made of?B: It is made of leather.A: What is the dress made of?B: I know. It is made of silk.A: What are these trousers made of?B: They are made of cotton.A: OK. What is the scarf made of?B: Oh, I know that one. It is made of wool.11, Homework: To write a story with the title of “ The life of leather shoes ” or “ The life-sohfirTt ” ...《牛津初中英语》7A 教案Teaching and Learning Planfor Unit 6 of 7A 第七课时Teaching Plan for 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.Teaching Procedures:1, Greetings.2, Before doing the task, ask students who the audience is. Tell the students to read keywords and expressions in the grid on Page 101 of TB.Get the students to identify any words they do not know. Check and clarify the meanings of those words with the class.3, Explain the instructions of the task carefully. Ask students to read the model article on Page 102 of SB. Ask them to complete the sentences with words from Part A on Page 101 of SB. Encourage students to comment on the model article.4, Tell students to choose one fashion item. Make them aware of what kind of things their readers might like to read about. Tell the students to change the sentence models if they wish to create their own sentences. Get students to write a rough draft using the given model.5, In pairs, students read, check and correct their partners drafts.6, Ask students to rewrite their articles on a separate sheet of paper and add illustration particularly pictures of popular fashion items. Ask them to stick their work on large display paper and put it up on display. Encourage them to read each other ' s work.7, Ask students to present their brochures to the class. Ask the class to vote for the best brochure.8, Task: 1, To tell what materials you need to design some clothes.2, To write a passage for a “ fashion wall ” .9, Homework: To get more information about designing fashionable《牛津初中英语》7A 教案Teaching and Learning Planfor Unit 6 of 7A 第八课时Teaching Plan for Pronunciation CheckoutObjectives:1, To introduce the pronunciation of the endings of the past tense forms of regular verbs.2, To identify the different sounds of the -ed ” endings. “3, To assess students ' use of the simple past tense forms in context.4, To assess appropriate choice of vocabulary to complete a conversation describing clothing items.Teaching Procedures:1, Greetings.2, Ask students to listen to the different sounds at the end of the verbs in Part A. Then repeat and pay attention to the different endings.3, Ask the students to listen to the words and write down the sounds they hear.4, Introduce the context of the conversation in Part C. Play the recording. Tell the students to pay attention to the different sounds of “-ed ” ending.5, Explain the context and instruction for Part A & B on Page 103 of SBto the students. Give them a time limit.6, Ask students to pass their books to the row behind them. The last rowgives books to the first row of students.7, Ask one student at a time to read one complete sentence. Ask the restof the class to say “ correct ” or “ wrong ” . If it is wrong, ask the class to identify the reason.8, Get the students to correct each other ' s work and write the score onXI “”the “ paw”.9, Dictation:Last night, I went to the cinema with my friends. It was cold, soI wore my bright green coat and my white silk scarf. I also wore my new leather boots, but they were very uncomfortable.First, we took the bus to Xidan. Then we ate dinner at arestaurant. Next it started to rain, but I didn ' t have an umbrella. On the way to the cinema, I stopped in a shop and bought one. Finally, we arrived at the cinema but we were late. We missed the beginning of the film.10, Homework: Review Unit 6 to prepare for a test.。
牛津译林版英语七年级上Unit6 Reading I教学设计
Unit 6 Food and lifestylePeriod 2 Reading I教学过程课堂检测How to live to 100If you want to live to 100 years old, you need healthy food and lots of exercise.Breakfast is important. Milk and bread are good for breakfast. They give you energy. For lunch and dinner, you can have rich and vegetables. Healthy people seldom eat lots of snacks. Sweet snacks give you energy, but they are not healthy. You can have an orange or an apple after each meal.You need lots of exercise too. You should exercise for about 30 minutes every day. You will feel healthier in a month. You can swim. You can run. You can play basketball. However, do not play computer games or chat with friends on the Internet for many hours every day.Get up from your chairs, everyone! Change your lifestyle today! You can live to 100 years old. You can always feel young with the right food and the right exercise.Write a T if the sentence is true or an F if it is false.( ) 1. If you want to live to 100, you don’tneed exercise.( ) 2. Milk and bread give you energy.( ) 3. Healthy people always eat lots of snacks.( ) 4. You can have an apple after each meal.( ) 5. You need to exercise for 30 minutes every week.( ) 6. Do not play computer games for many hours every day.（F T F T F T）。
牛津初中英语7a_unit6_reading说课PPT
Why did they give it?
To raise money for Project Hope.
Did the students wear clothes in the 21st century? No. They wore clothes from different times in the 20th century. 这是我的板书设计 板书内容为学生通读全文后教师提出的问 题 这些问题主要用于检验学生对课文的初步了解。
学情分析
学习特点：好奇心强， 可塑性强。
本课时面向的授课对象是初一学生，这个年龄 段的学生普遍具有好动、好胜好新、好奇、 思维活跃的特点。因此在教学中灵活运用多 种教学方式，唤起学生的好奇心，学生就能 更好的投入到学习中去，取得较好的学习效 果。
整体特征：学生学习程度参差不奇
这一特征要求教师针对不同水平的学习者开展 课堂互动，是尽可能多的同学参与到活动中 来。
学法指导
交际功能法 合作学习法 任务型语言学习法 根据本课时的学习内容和学习目标，我将引导 学生用交际功能法合作学习法以及任务型语 言学习法，这三种方法的运用能学生的学习 兴趣、生活经验和认知水平出发，倡导体验、 实践、参与、协作与交流的学习方法和任务 型教学途径，发展学生的综合语言运用能力， 使语言学习的过程成为学生主动思维、大胆 实践、自主学习的过程。
课程总结
• 点出本课学习中的重点和难点，加深学生 的印象 • 带领学生简要回忆本课前一课时的学习内 容，简述下一课时的学习内容，学生所学 知识形成连贯的整体。 • 布置下一课时的预习任务。
板书设计
When did the Class 1 students give a fashion show?
七年级英语下册 Unit 6 Outdoor fun Reading说课稿(牛津版)
七年级英语下册 Unit 6 Outdoor fun Reading说课稿（牛津版）一. 教材分析《牛津版七年级英语下册Unit 6 Outdoor fun Reading》是一篇关于户外活动的阅读材料。
本节课的主要内容是通过阅读一篇关于孩子们在户外活动中寻找宝藏的故事，让学生掌握和运用本单元的关键单词和句型，提高学生的阅读理解能力和口语表达能力。
教材内容丰富，插图生动，贴近学生生活，能够激发学生的学习兴趣。
二. 学情分析面对七年级的学生，他们在学习英语的过程中已经掌握了一些基本的语言知识和技能。
但是，对于一些复杂的句子结构和词汇，他们可能还不能完全理解和运用。
因此，在教学过程中，需要关注学生的个体差异，因材施教，尽量让每个学生都能参与到课堂活动中来。
三. 说教学目标1.知识目标：学生能够掌握和运用本单元的关键单词和句型，如outdoor, fun, activity, exciting等。
2.能力目标：学生能够通过阅读理解故事内容，提高阅读理解能力；能够用英语简单描述户外活动。
3.情感目标：学生能够激发对户外活动的兴趣，增强团队协作精神。
四. 说教学重难点1.重点：学生能够掌握和运用本单元的关键单词和句型。
2.难点：学生能够正确理解并运用一般过去时描述过去发生的事情。
五. 说教学方法与手段在教学过程中，我将采用任务型教学法和情境教学法。
通过设置各种有趣的任务，让学生在完成任务的过程中自然的运用所学知识。
同时，通过创设情境，让学生在真实的语境中练习英语，提高学生的语言运用能力。
六. 说教学过程1.导入：通过提问学生喜欢的户外活动，引入本节课的主题。
2.阅读理解：学生自主阅读文章，回答相关问题，教师引导学生讨论并解释生词和难句。
3.句型练习：学生根据文章内容，运用本单元的关键句型进行口语练习。
4.小组活动：学生分组进行户外活动主题的角色扮演，练习本节课所学的单词和句型。
5.总结：教师引导学生总结本节课所学内容，检查学生的学习效果。
牛津译林版英语七年级上册Unit6Reading2教学设计
4.利用多媒体教学资源，如图片、视频等，丰富课堂教学内容，提高学生的学习兴趣。
（三）情感态度与价值观
1.培养学生热爱生活、关爱他人的情感，通过本章节的学习，让学生懂得礼貌、尊重他人。
2.培养学生积极向上的心态，学会面对困难时保持乐观，勇于克服挑战。
（二）教学设想
1.导入环节：通过播放一段与日常活动相关的视频，激发学生的兴趣，引出本节课的主题。
2.阅读环节：采用分步骤阅读法，先让学生快速浏览全文，把握大意；然后细读每一段落，提取关键信息；最后，通过问题讨论，深入理解文章细节。
3.词汇环节：结合阅读材料，设计填空、搭配等练习，让学生在实际语境中学习和运用词汇。
4.语法环节：通过对比分析，让学生了解一般现在时和一般过去时的用法，并通过例句展示、口头练习等形式，巩固语法知识。
5.口语练习：设计角色扮演活动，让学生模拟文章中的场景，运用所学词汇和语法知识进行对话。
6.写作环节：布置一篇关于描述自己或家人日常活动的作文，让学生运用本节课所学的词汇和语法知识。
7.总结环节：通过小组互评、教师点评等方式，让学生反思本节课的学习成果，巩固知识点。
2.各小组针对问题进行讨论，成员间相互交流观点，共同完成讨论任务。
3.讨论结束后，教师邀请各小组代表进行汇报，分享他们的讨论成果。
4.教师对每个小组的讨论情况进行点评，给予鼓励和指导。
（四）课堂练习
1.教师设计一系列与文章内容相关的练习题，如填空、选择题、匹配题等，让学生独立完成，巩固所学知识。
2.教师针对练习题进行讲解，帮助学生理解和掌握练习中的知识点。
3.通过小组合作学习，培养学生团结协作、互帮互助的精神，使其认识到团队合作的重要性。
牛津译林版英语七年级下册Unit6ReadingI教学设计
4.利用多媒体教学资源，创设情境，让学生在实际语境中运用所学知识，提高语言实践能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，激发学生的学习积极性，树立自信心。
2.通过文章的学习，了解不同文化背景下的生活习俗，培养学生的跨文化意识。
3.能够通过阅读理解文章的主旨大意，抓住文章的关键信息，提高阅读速度和理解能力。
4.能够在阅读过程中，运用预测、猜词义、归纳总结等阅读策略，提高自主学习能力。
（二）过程与方法
1.通过小组合作、讨论的方式，让学生在互动中学习，培养团队合作精神和沟通能力。
2.通过阅读文章，引导学生关注文章的篇章结构，提高学生的篇章意识。
1.完成课后练习册中与本节课相关的练习题，重点加强对一般过去时态的运用和词汇的掌握。通过练习，让学生在实践中进一步理解文章内容，提高阅读理解能力。
-请注意，完成练习时，要关注动词过去式的变化规则，尤其是常见动词的过去式形式。
2.结合自己的生活经历，写一篇关于假期活动的英语短文，要求运用一般过去时态描述过去的事情。在写作过程中，尽量使用本节课所学的词汇和短语，提高语言表达能力。
（二）教学设想
1.导入环节：通过提问学生关于假期活动的经历，激发学生的学习兴趣，为新课的学习做好铺垫。
2.词汇和短语教学：采用图片、实物、动作等多种教学手段，帮助学生理解和记忆词汇和短语。同时，设计丰富的课堂活动，让学生在实际语境中运用所学词汇，提高他们的语言实践能力。
3.阅读策略训练：引导学生关注文章的标题、图片、首尾段等，预测文章内容。在阅读过程中，指导学生运用扫读、略读等阅读策略，抓住文章关键信息，提高阅读效率。
2.学生自主阅读文章，运用扫读、略读等阅读策略，获取文章关键信息。
牛津上海版英语七年级下册Unit6Thegrasshopperandtheantreading说课稿
（一）教学策略
在本节课中，我将采用情境教学法、互动式教学法和任务型教学法。首先，情境教学法可以帮助学生更好地理解故事内容，通过多媒体展示蚱蜢和蚂蚁的故事图片，引导学生进行观察和思考，激发他们的学习兴趣。其次，互动式教学法可以提高学生的参与度和积极性，通过分角色朗读故事、设计阅读理解问题等方式，让学生参与到课堂活动中。最后，任务型教学法可以培养学生的实际应用能力，联系生活实际，让学生举例说明勤劳的重要性，帮助他们更好地理解故事中的道理。
二、学情分析导
（一）学生特点
我所面对的七年级学生正处于青少年时期，他们充满活力，好奇心强，对新鲜事物有较高的探索欲望。在认知水平方面，他们已经具备了一定的英语基础知识，能够理解和运用一般现在时和一般过去时。在学习兴趣方面，大部分学生对英语阅读感兴趣，尤其是故事类阅读材料。然而，部分学生在阅读理解方面存在一定的困难，容易受到生词和复杂句型的影响。此外，学生的学习习惯存在差异，有的学生习惯被动接受，有的学生喜欢主动探究。
本节课的主要知识Biblioteka 包括：1.词汇：如grasshopper、ant、work等。
2.语法：一般现在时、一般过去时等。
3.阅读理解：通过分析故事内容，提高学生的阅读理解能力。
（二）教学目标
1.知识与技能：学生能够掌握本节课的主要词汇和语法知识，能够正确运用一般现在时和一般过去时进行叙述。
2.过程与方法：通过阅读故事，学生能够提高自己的阅读理解能力，学会从文中获取信息并进行分析。
3.情感态度与价值观：学生能够理解故事中的道理，认识到勤劳的重要性，培养良好的学习习惯。
（三）教学重难点
1.教学重点：本节课的教学重点是学生能够掌握故事的主要词汇和语法知识，能够正确运用一般现在时和一般过去时进行叙述。
牛津译林版七年级 Unit6 Reading(2)英语教案
电子备课格式（最新）3.p ass by4.t ake …out of5.H ow amazing!感叹句：How + adj / adv +主语+谓语！What +adj+n. +主语+谓语！6.s tand up7.r un across the field 从田地穿过8.j ump down9.g et away find oneself alone… 发觉自己一个人10.alone 独自的，相当于by oneself, on one’s11.hit the ground12.all around13.Put…… into14.on the other side15.go through …穿过…Task 4 ExercisesTask 5 Language points1.Alice sat by a river with her sister.by prep. “在……旁边，靠近”过来坐在我边上。
Come and sit by me__________在河边有一所房子。
There is a house by the river.2.How amazing!感叹句：How + adj / adv +主语+谓语！What +adj+n. +主语+谓语！这只小白鼠多么可爱啊！__________lovely the white rabbit is! __________lovely white rabbit it is!【堂清知识】1.Alice sat by a river with her sister.by prep. “在……旁边，靠近”在河边有一所房子。
There is a house by the river.2.How amazing!感叹句：How + adj / adv +主语+谓语！理解感叹句并会做句子。
多做练习以巩固句型。
牛津译林版英语七年级上Unit6 Reading II教学设计
Enforce the memory of the article and the usage of important phrases.
8minutes
Playing a game
Ask students questions below, the student who getsthe most points has the healthiest lifestyle, and the students who has the fewest ones have to change his or her lifestyle.
（1—5 B A C A A 6—10 B A C B D）
Make a plan and write a short passage.
Help students make plans and practice writing.
Homework
Go on finishing the health cardsafter class if they haven’t been finished.
()6.A.for B．and C．of D．but
()7.A.often B．never C．seldom D．not
()8.A.and B．but C．too D．also
()9.A.bad B．good C．important D．hungry
()10.A.healthy B．fit C．thin D．fat
13.Do you eat any snacks?
14.Do you eat meat every day?
15.Do you dislike lemons?