苏教版(凤凰)牛津英语教案7A U6-READING-教案

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牛津译林版英语7AUnit6ReadingI教学设计

（三）学生小组讨论
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。

初中英语7Aunit6Reading(2)教学案牛津版

牛津初中英语7Aunit6学案Reading(2)一、翻译下列短语.3.一件红色的丝绸村衫____________________________.4.看上去很时髦__________________________________.5.一双色彩艳丽的运动鞋___________________________.6.20世纪90年代的式样____________________________.二、根据课文内容回答问题.1.Who wear clothes from the 1990s?____________________________________________.2.What is Sandy wearing?________________________________________________3.Does Daniel look smart and modern?______________________________________________.4.Is Amy’s blouse cotton or sick ?______________________________________________.5.Is Sandy wearing her hair in a modern style ?______________________________________________.三、选择.( )1.This pair of trousers ______ too long ______ me.A. is ,forB. are ,toC. is, withD. are for ( )2.Look! The trainers_________ fortable.A.looksB. is lookingC.lookD.is looking( )3.It is good for him to ________ short hair.( )4.How much ________ the boots ?A.isB.areC.doD. does( )5.We would like to raise money ________ Project Hope.( )6 Mrs Li gave a talk ______ puters last Wednesday.A.onB. inC. ofD. at四、句型转换.1.Amy is wearing a yellow silk blouse.(提问)_______ _______ Amy _______?2.Daniel is wearing a blue and yellow T–shirt.(提问)_______ is wearing a _______ and _______ T–shirt.3.I don’t know what I should wear today.(改为同义句)I don’t know _______ _______ _______ today.4.Sandy’s red boots are long.(提问)______ _______ Sandy’s ________ _______?5.Simon is wearing a red and yellow tie.(同义句转换)．_______ tie is _______ and _______.6.The girl in red boots is Sandy.(提问)_______ _______ is Sandy?7.Sandy has a 1960s hair style.(同义句)Sandy ______ her hair _______ a 1960s style.五、用所给动词的适当形式填空．１.We want _______ (visit) the museum2..She _______ (not do )her maths homework at night.3.Look! Some boys _______ (swim) in the river.4.Mary usually _______ (go ) to school early.5.Would you like________ (pass) me the pen ?6.Tom _______ (carry) water for Granny Wang now.7.Some animals enjoy the ________ (colour )things.8.Do you like the colour of the _________ (boot)?9.My mother wants to be ________ (health) than before.10.We should listen to the teacher __________ (careful) in class.六、翻译下列句子.1、我们正在进行时装表演,因为我们想为希望工程募捐.____________________________________________________.2、他正穿着一件黄色的棉村衣,一条蓝色的牛仔裤 ._____________________________________________________.3、他的领带是灰色和蓝色的._____________________________________________________.4在时装秀上,我们都穿着20世纪70年代至80年代的衣服.________________________________________________.七、阅读理解.Tom lived a long way from the town.One day he went into the town to buy something in the shop,and after he bought them, he went into a restaurant and sat down at a table.When he looked around, he saw some old people put eye–glasses on before reading their books, so after lunch he went to a shop to buy some glasses too. He walked along the road and soon found a shop.The man in the shop made him try on a lot of glasses,but Tom said, “No, I can’t read with these.” The man became more and more puzzled.At last he side .“Excuse me, but can you read at all?”“No, I can’t.”Tom said ,“If I can read, do you think I e here to buy glasses?”( )1.Tom met some old people _________.A .far away from town B. in the shopC. in the restaurantD. in the village( )2.When did Tom go to a shop to buy glasses ?A. Before lunch.B. After lunchC .In the morning D. In the evening( )3.Tom went into a restaurant to __________.A. buy eye—glassesB. have lunchC. buy some booksD. sell eye—glasses( )4.Before reading their books, the old people in the restaurant.A. put their glasses onB. drink teaC .take their glasses off D. buy glasses( )5.In fact ,Tom___________.A. liked eye—glassesB. went to the wrong shopC. knew the man in the shopD. can’t read at all。

苏教版(凤凰)牛津英语教案6AU7-PartA

苏教版（凤凰）牛津英语教案20116B Unit 7（Part A）教学方案年级—六年级单元-- Unit 7 课型—新授课教学目标1．能理解会读词汇writing paper, envelope, e-mail address2．能初步理解会读会用日常交际用语Can I have a …?What for? I want to…3. 能读懂课本文字，完成相应阅读练习。

重点难点1．能读懂课本文字，完成相应阅读练习。

2. 正确发音writing paper, envelope, e-mail address媒体：电脑，PPT课件投影摄像注明：（老师）镜头对教师，（学生）镜头对学生（课件___）镜头对课件__（光碟）镜头对光碟（暂停。

）屏幕上显示暂停（卡片）教师手持卡片教学过程（30分钟）Step 1 词汇学习(约3分钟)T--Hi! Boys and girls. Glad to see you again.同学们好，很高兴再次见到大家。

Today, let’slearn a new Unit-Unit 7 A letter to a penfriend. Here’re two new words. Look. PPT2–Look. Letter means书信let’s learn(播放录音两遍),penfriend means笔友a letter tpa penfriend means一份给笔友的信。

T—By the way, do you have a penfriend? I have a penfriend, he lives in Canada. Now, I want to write a letter to him. What do I need 我需要什么呢？PPT3–Look, I need these things. a pen, some stamps,some writing paper and an envelope.PPT4–Now, look, writing paper means 信纸let’s learn(播放录音两遍)( 播放录音）, pay attaton, we don’t say a writing paper, we say some writing paper. PPT5–an envelope means信封，let’s learn(播放录音两遍) pay attaton to “an”Step 2 Presentation (约3分钟)T—Please look at my mouth and say after me.(卡片) Now, Liu Tao wants to write a letter.Who does he want to write to?他想写信给谁。

7A Unit 6 Reading(1) 学案 (牛津译林版七年级上册)

7A Unit 6 Reading(1) 学案 (牛津译林版七年级上册) 7A Unit 6 Reading(1) 学案 (牛津译林版七年级上册)课题7A Unit 6 Reading(1)知识目标学习目标能力目标情感目标学习重点学习难点掌握生词，理解文章大意练习快速阅读了解总体大意，快速浏览查找细节的阅读技巧在活动过程中培养同学们的竞争意识和团队意识通过阅读理解文章大意良好的饮食习惯和生活方式课前自学一、读课文，完成下列任务： 1.参照单词表音标，认读 Reading 部分的单词，并完成 B1 2.读 Kitty 文章，填空： Kitty is 12_____old, She ____to be a ________. Every day she dances ____ two hours. A ______ ________is very ______ for a ________ and it’s also important to keep ________. She needs a lot of ______ to dance. But she _________eats sweet snacks because there is too much ________ in them. 3.阅读 Daniel 的文章，判断正误并在原句上改正 T /F (a.) Daniel plans to eat hamburgers for lunch every day.( ) (b.) Daniel likes chatting with friends on the internet.( ) (c.) Daniel often does e_ercise after school.( ) (d.) Daniel can run very fast .( ) (e.) Daniel wants to change his lifestyle.( ) 二、再读课文，在文中找出这些短语，并把它们和下面的汉语对应起来。

7A Unit6 Reading课例研究

7A Unit6 Reading课例研究课堂导入是课堂教学的重要环节，课堂导入的成功与否直接影响整堂课的效果。

笔者通过《牛津初中英语》7A Unit 6 Fashion的Reading部分的课堂导入入手，对三次真实的课堂进行分析，并对课堂导入的设计效果进行对比，提出了英语课堂导入的标准和导入方法。

本文旨在通过对导入方法的举例和分析，给初中英语教师的课堂导入设计提供更多的思路和建议。

课堂导入是指在课堂教学中教师开端设计的能引发学生思考、激发兴趣、沟通情感、明确目的、起承上启下作用的教学程序。

导入往往在新课开始之前，有时也可以在某一教学阶段之前。

教师创设语言情景，引起学生注意，激发他们的学习兴趣，使其感知新语言现象，形成学习动机，建立知识间的联系。

课堂上，让学生集中注意力的关键在于导入，只要导入得法，就能使学生集中自己的注意力，全身心投入到课堂学习中。

精彩的导入还会使学生产生浓厚的学习兴趣，并怀着一种期待、迫切的心情等待新课的到来。

另外，新课的导入总是建立在联系旧知的基础之上。

因此，导入起着联结知识的作用。

导入既是传授知识的开始，又是师生沟通情感的过程，师生的情感会在导入过程中得到交流和升华。

课堂导入的好坏直接影响到一堂课的质量。

实践证明，好的课堂导入能在几分钟之内就把学生的注意力集中起来，激发其学习兴趣，使其产生强烈的求知欲，调动其学习的主动性。

笔者以《牛津初中英语》7A Unit 6 Fashion的Reading部分为例，谈谈如何让课堂导入更丰富多彩，更积极有效。

【课例实录一】T: What is he wearing?S1: He is wearing blue trousers and a red sweater.T: What is she wearing?S2: She is wearing black trousers and a brown coat.T: What about her shoes?S3: She is wearing black trainers.T: What about her hair?S4: She has long black hair....T: Did you see a fashion show?S5: No, I didn’t.T: Did you see a fashion show?S6: Yes, I did. On TV.T: Did you see a fashion show?S7: Yes, I did.T: What do you think of the fashion show?S7: Cool / Smart / Beautiful.Kitty is introducing the students’ fashion show. Read Kitty’s script and find out the answers quickly.这种形式的过渡比较自然。

苏教版(凤凰)牛津英语教案7A project Teaching plan for project 1,7A

苏教版（凤凰）牛津英语教案2011Teaching plan for Project 1,7AModule 1: Getting along with othersMy friend第一部分简要提示一、年级：七年级二、教学内容：7A Project My friend三、课型：实践课四、教学目标1、知识目标：运用第一到第三单元所学知识，辅助完成海报的制作。

2、能力目标1）学会海报制作的基本方法和程序。

2）学会如何围绕主题（my friend）收集相关信息，并进行有条理地综合。

3）掌握海报的简单装饰方法。

3、情感目标1）在小组活动的过程中体验合作学习，培养责任感。

2）培养学生收集、整合资料的逻辑思维能力和实践中的动手能力。

五、教学重难点1、重点：1）围绕主题收集相关信息，并对信息进行分类整合。

2）海报的制作方法和基本程序。

2、难点：相关信息的收集和整理。

六、教具：多媒体教学设备、海报纸、双面胶、水彩笔、装饰用彩纸、彩带等。

第二部分教学流程Step 1: Leading in 用时2分钟T：Boys and girls, today I will show you some beautiful pictures. Do you know what they are? (PPT2,3,4,5,6)S: They are posters.T: All of the posters are very nice here. Maybe you will think it is very difficult to make a poster like this. No, you are wrong. It’s not as hard as you think. Would you like to make a poster after me? Then you will see that you, yourself can make a poster.T: OK. The first thing we should decide is that what our poster is about. Why not make a poster about one of your friend?(PPT7)Step 2: pre-work 用时5分钟T: Have you decided it? Write down his / her name on a sheet of paper.S: Yes, I have decided whom to write about.T: What do you want to know about a new friend?S1: What is his / her name? how old is he/she?T: Yes, very good question. It is about his / her appearance. (PPT8)S2: What does he / she look like?T: Good. It is about his / her appearance.S3: Which is his / her favourite subject?S4: Which is his / her favourite sport?S5: What’s his / her hobby?T: Yes, your questions are very good. I want to know that too. They are about his /her favorites.Any other questions?S6: What does he /she often do after school?S7: What does he / she often do at weekend?T: I want to know these, too. You know, they are all about his / her activities. (PPT8) Look, this is my suggestion. When you introduce a friend, you’d better talk about PERSONAL INFORMA TION APPEARANCE FA VORITES ACTIVITIES（大家看，这就是我的建议：介绍一位新朋友时，可以从他的个人信息、外貌、爱好和活动几个方面来进行。

苏教版（凤凰）牛津英语教案7aU3vocaBUlary录教案[五篇材料]

苏教版（凤凰）牛津英语教案7aU3vocaBUlary录教案[五篇材料]第一篇：苏教版(凤凰)牛津英语教案7a U3 vocaB Ulary 录教案苏教版（凤凰）牛津英语教案20117A Unit 3 Let’s celebrate!Vocabulary 教学目标:1.知识目标1)掌握一年中不同节日的说法。

2)学习不同节日做什么和吃什么。

2.能力目标能从不同角度描述人们是如何庆祝不同节日的。

教学重难点：学会谈论在不同的节日里人们做什么和吃什么。

Step 1.Revision T: Hi, everyone!Nice to see you st class, we learned something about Halloween.First, let’s have a revision.When is Halloween?Who celebrates Halloween?How do they celebrate it?What do they eat? Step 2.Free talk about some more festivals with some pictures.Picture 1: Christmas T: Which festival is it? S: It’s Christmas.T: When is it? S: It’s on December 25th.T: What do people do at Christmas? Help students answer like this: People get cards and presents.Picture 2: turkey T: What’s this? Do you know? It’s turkey.Then ask students to read after the teacher.T: When do people eat turkey?S: Thanksgiving Day.Picture 3: Dragon Boat Festival T: What about this picture? Do people eat turkey at this festival? S: No.T: What do people eat? Look at the pictures.They eat rice dumplings.Ask the students to read after the teacher.T: Which festival is it? S: It’s Dragon Boat Festival.T: What do people do at this festival? Picture 4: Mid-Autumn Festival T: Which festivalis it? S: Mid-Autumn Festival.T: What do people eat and what do people do at Mid-Autumn Festival? Do you know?Look at the pictures and discuss with your partner.T: Good.People eat mooncakes.And they see the moon in the open air.They tell stories about Chang’e.Step 3.Practise T: Now you know what people do and eat at different festivals.Let’s finish Part B on page 44.Then check the answers.Step 4.Talk about the festivals in Part A on page 44 Show the students some pictures.T: You have done a good job.But do you know these festivals.I think all of you know them.But do you know their English names? Read after me, please.Read all the festivals: New Year’s Day Teachers’ Day May Day National Day Children’s Day Then ask students to match the dates with the festivals.Step 5.Practise How do people celebrate the festivals? On _____________, children can get presents.They are very happy.On _____________, teachers get cards and flowers from their students.On _____________, people usually have a party.On _____________ and ____________, we have a 7-day holiday.We don’t go to school.Step 6.Finish Part A on page 44.Step 7.Consolidation 1.看图片找不同.2.Choose one of the festivals and make up a dialogue like the model in pairs.νWhen is …? ν What do you do on that day?/ What do you eat on that day? Step 8.Summary 这节课我们学习了很多节日的英语表达法;还学习了如何简单描述人们是如何庆祝这些节日的,例如人们做什么吃什么.特别要提醒同学们儿童节和教师节的拼写.Step 9.Homework 1.Review the new words and the festivas.2.Choose one of the festivals and make up a new dialogue.第二篇：苏教版(凤凰)牛津英语教案6A U8教案苏教版（凤凰）牛津英语教案20116A Unit 8 教学方案第一部分简要提示一，年级：6年级二，Unit 8 三，课题：Review and check四，课型：单元复习课五，教学目标：通过复习，要求学生掌握四会单词，词组和句子。

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.。

苏教版（凤凰）牛津英语教案7AU1ReadingI

苏教版（凤凰）牛津英语教案7AU1ReadingI苏教版（凤凰）牛津英语教案2011第一部分简要提示一、年级：七年级二、教学内容：7A Unit 1 This is me!三、课型：阅读课四、教学目标1. 知识目标1) 词汇：能够理解本课的四会单词。

2) 词组：…years old; the Reading Club; be born in; long black hair; come from;listen to music; short hair; wear glasses; play computer games; after school 3) 句型：I love playing football after school.He enjoys playing computer games.She is good at swimming.2. 能力目标通过阅读了解文中所出现的北京阳光中学六个学生的基本情况。

3. 情感目标利用所学内容，激发学生在课堂活动中更多地了解新同学新老师，增进师生、生生之间的感情。

五、教学重难点1. 重点：理解文章的大意。

2. 难点：Simon was born in Shanghai but he lives in Beijing now.He enjoys playing computer games.第二部分教学流程Part One Pre-readingT：Hi, everyone. Nice to meet you. I am Miss Zhang, yournew English teacher. I come from Nanjing Meiyuan Middle School. I would like to show you around my school. Also，you can make friends with some of my students. Do you want to know them?S：Y es.T：Please look at the two pictures of my school on the screen. [请看屏幕上我的学校的照片] There is a playground and some teaching buildings. Here are my students.The first boy is so excited. Is he funny?S：Y es, he is funny.T：Do you know how old he is?S：He is 12 years old.T：Is his hair long or short?S：Short.T：Y eah. He has short hair. And he was born in Japan. 这里的‘was born’也就是出生的意思。

译林牛津英语七年级上册(初一上学期,7A) Unit6 Reading1教学设计

7A Unit 6 Reading1 教学设计Teaching Aims: 1. To revise and expand vocabulary about food and lifestyle.2. To learn about the relationship between diet and health.3. To practise the technique of skimming for overall comprehension4. To educate the Ss to eat healthy food and keep good lifestyles.Step1 lead-in1.Show the students many pictures of different kinds of food, then ask them to tellthe names.2.Free talkTeacher talk to students about their diet and lifestyle freely and ask somequestions.a.What can you eat if you feel hungry?b.What do you often eat for breakfast/lunch/supper everyday?c.Do you know how to eat healthily?d.Do you like sugar? Eating too much sugar is bad for our teeth, do youknow?e.If you are not strong or healthy enough, what do you plan to do ?Through asking these question, teach some new words:feel hungry be good/bad for tooth teethAsk several pairs to make up a dialogue about their diet..3.Ask students to complete part B1 about new words. Match new words with theirmeanings.4.Teacher summarize the result of the discussion and lead in the text.Step 2 Presentation1.Listen to the tape and ask:What does Kitty have for breakfast?Does Daniel want to change his lifestyle?2.Read the text quickly and answer “T”or “F”questions.Kitty loves swimming. ( )Kitty often eats healthy food. ( )There is too much sugar in sweets and cakes. ( )Daniel seldom plays computer games. ( )Daniel does not like to play sports. ( )3.Read Kitty’s article and answer simple questions:How often does Kitty dance?How long dance kitty dance every time?Why is healthy food so important for Kitty?Does Kitty often eat sweet snacks between meals?4. Students read Kitty’s article silently and complete Kitty’s table on part B2.Then say something about Kitty’s diet and lifestyle.5. Deal with Daniel’s article. Read Daniel’s article and answer:What does Daniel like doing?Does he have a healthy lifestyle?What does he plan too eat?What does he plan to do?6.Students read Daniel’s article and complete Daniel’s table on part B2, thenrepeat the passage.Step3 An interviewTeacher say: You are now the reporters of the ‘Get Fit Club’. This week’s topic is to interview your friends about their lifestylesStudents work in pairs and make an interview. Ask more pairs to come to theblackboard if time permits.Step4: Discussion: How to live a healthy life?1.Discuss in groups: How do we eat and live healthily? After discussin ,eachgroup say sth about the question in front of Bb.For example: We should seldom eat sweet snacks.We should often eat fruit and vegetables.We shouldn’t play computer games or watch TV for long.We should exercise for at least 30 minutes every day.We should sleep for more than 8 hours every day.We should smile often and be happy every day!Step 5: WritingWrite a letter to Zhang Huimei to talk about how to keep healthy.Step 6: Further educationEncourage the students to cherish food and refuse to waste.Step 7: Homework1. Read the text carefully and try to retell the text.2. Memorize the new words and expressions in the reading.。

牛津英语七年级第六单元 Reading 1 教学设计

培养学生解决细节问题的能力，也培养了学生自主学习和合作学习的能力
Task 3 Ask one student to read para. 3 and then ask the others to answer the following questions.
What didAlicethink of the rabbit?
Discussion: CouldAlicego through the door?
If you wereAlice, how can you get throuage&ct=201326592&cl=2&fm=index&lm=-1&st=-1&sf=2&fmq=&pv=&ic=0&nc=1&z=&fb=0&istype=2&ie=utf-8&word=%E7%88%B1%E4%B8%BD%E4%B8%9D
鼓励学生发挥想象，设想结局，并培养学生解决问题的能力。
Step 4 Post-reading
Task 1 Talk about the language in the story.
Which sentence do you like best? Why?
For example: How amazing!
Step 5 Summary
Step 6 Homework
Read and retell the story after class
Search for more information about this story on the Internet.
Read any fairy stories you like in your free time

牛津英语7AUnit6教案

牛津英语7AUnit6教案牛津英语7A Unit6教学案Period One Welcome to the unit徐州市铜山区魏集中学岳彩永教学目标:1.知识目标:①重点单词: fashion, lazy, tie, dress, blouse, shirt, trousers,shoes②重点短语: in bed 10 more minutes③重点句子: I don’t know what to wear today.That’s right . You’re so lazy.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、课堂活动：1、听写所需背诵单词，并大声朗读。

2、听Comic strip录音，回答问题：1）Does Eddie need to wear clothes ?2）What will Eddie do then ?3）What does Hobo think of Eddie ? Do you think so ?3、反复跟读，分角色朗读，表演对话4、完成Welcome 的A部分5、熟读B部分对话，并仿照对话，就服装话题进行简单的交流三、做巩固练习（一）、根据首字母提示补全单词．1.I am b_______ .I have lots of work to do.2.Peter is cleaning the room at the m________.3.The students want to r_______ some money for the poor children.4.China is a great c________ with a long history.5.His family was very p________ when he was young.6.I think that pair of jeans is too expensive. I’d like a c______ one.7.Mary can’t find w________ .She h as on money to buy anything.8.He often b________ books from the library.（二）、用所给词的适当形式填空.1.______ (he) is sleeping. Don’t wake ______ (he) up.2.Ask Jack _______ (open) the door.3.Mike and John _________(not play) basketball now.4.Look! Some boys _______ (sit) under the tree.5.What size are your ______ (foot)?6.Mr and Mrs Zhang have two __________ (child).(三)、根据括号中所给中文、完成单词。

苏教版(凤凰)牛津英语教案6AU7-PartEFGH

苏教版（凤凰）牛津英语教案20116B Unit 7（Part EFGH）教学方案年级—六年级单元-- Unit 7 课型—新授课教学目标1．能读懂PartE中刘涛给Peter的书信内容，并初步了解英文书信的格式要求。

2．能根据Peter的个人信息表，完成Part F中电子邮件内容的填写, 并初步了解英文电子邮件的格式。

3．能学习并总结字母组合ur在单词中的发音。

4．能读懂并朗读童谣I want to write a letter.重点难点1．能阅读课本的文字信息，理解并完成相应的习题。

2．能了解英文书信和电子邮件的格式要求以及字母组合ur在单词中的发音(老师)Step 1 RevisionHi! Boys and girls. Glad to see you，again. 同学们好！很高兴再次见面。

Today,let’s go on learning Unit 7A letter to a penfriend. 今天让我们继续学习第七单元T—上节课，我们学习了七件通信物品的英文单词和词组，now let’s review.PPT2---好，先请同学们自己读一读。

Now, follow me。

现在跟我读一遍。

PPT3---再回想一下，当你需要向别人要某物品时，how can we say---yes, we you maysay—Can I …当别人想问你的目的时，yes, he may say—What for? 当你表达自己的意图时，yes, you may say—I want to …,最后得到对方的支持，sure…PPT4---look, here’s a situation.刘涛想爸爸请求使用照相机。

他会和爸爸发生怎样的对话呢？请同学们模拟这个情景进行同桌问答。

OK. 现在和老师一起说出来。

读。

Now, follow me。

现在跟我读一遍。

Step 2 Read, thingk and writePpT4---Now, look, here’s a photo.原来刘涛拿相机去拍了张他们学校的照片，他打算把照片寄给他的笔友Peter，同时还告诉he will finish primaryschool and go to middle school.here finish primaryschool means小学毕业, go to middle school means升入中学，follow me。

牛津初中英语7a_unit6_reading说课PPT

Last Friday.
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?

苏教版（凤凰）牛津英语教案7AU1Studyskills[小编推荐]

苏教版（凤凰）牛津英语教案7AU1Studyskills[小编推荐]第一篇：苏教版(凤凰)牛津英语教案7A U1 Study skills[小编推荐] 苏教版（凤凰）牛津英语教案2011教案课题：7A Unit 1 Study skills教学目标培养学生与他人合作学英语的技能教学重难点掌握在英语学习中与人合作的技巧教学步骤：Part One: Part AT: Boys and girls, last time we learnt about football players.Can you talk about your favorite sportsmen in pairs? Please make dialogues in pairs.(PPT 4)Ss:…T: So much for the revision.Let’s begin the new lesson.Frank is Daniel’s favorite football player.However, Sandy doesn’t know Frank.She wants to borrow Frank’s photo from Daniel and look at it.Let’s read Sandy and Daniel’s dialogue together.(PPT 5)Boys read Daniel and girls read Sandy.男生读Daniel，女生读Sandy。

Sandy: Do you have a photo of your favourite football player?Daniel: Yes, I do.Do you have a photo of your favourite football player? Sandy: No, I don’t.Can I borrow the photo of Frank?Daniel: Yes, you can.Can I borrow the photo of your favourite football player?? Sandy: I’m sorry.I don’t have one.T: What can we say to borrow something? Ss: …T: Right.We can ask “Do you have …?” or “Can I borrow …?”How can we answer?We can say “Yes, I do.” / “No, I don’t.” or “Yes, you can.” / “I’m sorry.I don’t have one.”Can you borrow things from others? Please make up dialogues to borrow something from your deskmate.(PPT 6)Which pair would like to act out your dialogue? I need three pairs to come to the blackboard and act out the dialogues.邀请三至四组表演对话。