牛津版七年级英语阅读课教学设计UNIT 7 reading A

Unit7 ReadingTeaching Aims:1. According the pictures, keywords and context, speculate the main ideas.2. Describe fire.3. Practise reading skills by learning “A brave young man”.Step 1 Presentation1. Talk about the usage of fire.2. Present the new words with pictures and read them aloud.3. Finish Part B1. Match the words on the left with the meanings on the right. Step 2 Reading1. Listen to the text and answer the questions:1) Who’s the brave young man?2) What did the young man do?2. Scan the story, try to tell T/ F.1). Lin Tao helped his grandma out of a fire.2). Mrs Sun could not get out because her left leg was badly hurt.3). Mrs Sun was in her bedroom at that time.4). The fire only burnt Lin Tao’s arms.5). Lin Tao was in hospital for two months.6). Lin Tao thought everyone should be careful with fire.3. Read the text and answer the question.1) Did Lin Tao go out on 10 May?2) Was there a lot of smoke?3) How did Lin Tao protect himself?4) Did the fire burn Lin Tao?5) Was Lin Tao afraid at that moment?Step 3 Practice1. Finish Part B2.2. Finish Part B3.Step 4 SummarySum up the text.Step 5 Discussion1. Finish Part C: How to be careful with fire.2. Present the pictures and rules about fire safety.Step6 Homework1. Read aloud the article and underline the difficult parts.2. Remember the new words and phrases in this lesson.。

初中英语七年级上册（牛津译林版）Unit7Reading教学设计
一、教学目标
（一）知识与技能
1.学生能够掌握并熟练运用本节课的重点词汇和短语，如“family”, “mother”, “father”, “brother”, “sister”, “grandmother”, “grandfather”等，以及描述人物特征的形容词，如“tall”, “short”, “fat”, “thin”, “funny”等。
在此基础上，大部分学生对英语学习抱有热情，但学习兴趣和动机仍有待提高。部分学生可能在口语表达和合作交流方面存在胆怯、紧张等心理障碍。因此，在教学过程中，教师应关注学生的个体差异，充分调动他们的学习积极性，鼓励他们大胆开口说英语，增强自信心。
此外，考虑到本年龄段学生的认知特点，教师应运用生动、形象的教学手段，结合实际生活情境，激发学生的学习兴趣，帮助他们更好地理解和掌握所学知识。同时，注重培养学生的团队合作精神，提高他们在实际语境中运用英语的能力。通过本节课的学习，帮助学生丰富英语词汇，提高阅读水平，增强口语表达能力，为今后的英语学习打下坚实基础。
3.重点：激发学生的学习兴趣，培养他们自主学习和合作交流的能力。
难点：针对学生的个体差异，设计不同难度的教学活动，使全体学生都能在课堂上获得成就感。
（二）教学设想
1.创设情境，导入新课：通过展示一幅家庭照片，引导学生用英语描述家庭成员及其特征，自然引入本节课的话题。
2.任务型教学：设计各种任务，如填空、选择题、配对等，让学生在完成任务的的过程中，巩固所学词汇和语法。
本教学设计旨在帮助学生在掌握英语知识的基础上，提高阅读能力、口语表达能力和合作能力，同时培养他们正确的情感态度和价值观，为今后的学习生活打下坚实基础。

7A Unit 7 Signs around usPeriod 1 Reading 1: Signs and rulesTeaching Objectives:By the end of the lesson, the students are expected to1. learn new words and expressions about signs and rules: direction, information, warning, instruction, go hiking, etc.2. learn and use the sentence patterns: What does this sign mean？It means:…3. improve their integrated skills, especially reading skills.4. recognize different kinds of signs and rulesTeaching focus:●Recognize different kinds of signs and rules.●Develop Ss’ reading skills.Learning difficulties:●Improve Ss’ reading skills.Teaching aids:•Courseware•WorksheetTeaching procedures:教后记：本节课中对于四个标志的归纳是一个难点，学生们对于两种标志存在理解上的混淆：an information sign和an instruction sign. 指导的时候可以从他们的英文解释作为突破口。

7A Unit 7 Signs around usPeriod 2 Reading 2: Signs and rulesTeaching Objectives:By the end of the lesson, the students are expected to1. learn new words and expressions about signs and rules: useful, shelter, turn left, keep quiet, etc.2. learn and use modal verbs to express obligation and prohibition: We must…We mustn’t…3. develop the ability of reading.4. know more signs in life and obey the rules.Teaching focus:●learn and use modal verbs to express obligation and prohibition.●Learning difficulties:Improve the ability of reading.Teaching aids:•Courseware•WorksheetTeaching procedures:教后记：本节课中，重点除了四种标志的归纳外，情态动词的用法也是难点之一。

四、教学内容与过程
（一）导入新课
1.教师展示一组世界各地旅游景点的图片，引导学生观察并询问：“Where have you been? Have you ever been to these places?”。
2.学生分享自己的旅行经历，激发学生对旅行话题的兴趣。
3.教师提出问题：“Do you know what happened to these people when they were travelling?”，引导学生预测文章内容。
4.学生收集关于世界各地的旅行资料，可以是图片、文字或视频，然后在课堂上与同学分享，介绍自己所了解的旅游景点。此举有助于拓展学生的知识面，提高跨文化交际能力。
5.家长协助孩子进行课后复习，通过提问、讨论等方式，帮助孩子巩固本节课所学内容。家长可以与孩子共同完成作业2和作业3，增进亲子关系，同时关注孩子的学习进度。
e.语法讲解：结合文章中的实例，讲解一般过去时态的构成和用法。
f.课堂练习：设计不同类型的练习题，让学生在课堂上及时巩固所学知识。
3.课后作业和评价：
a.布置分层作业，满足不同水平学生的需求。
b.设计开放性的作业，如制作旅行手账、编写旅行故事等，培养学生的创新意识和实践能力。
c.采取过程性评价和终结性评价相结合的方式，全面评估学生的学习效果。
难点：学生对于这些词汇和短语的正确运用及在不同情境下的灵活替换。
3.重点语法：一般过去时态。
难点：学生对于一般过去时态的构成和运用，特别是在复杂句子中的运用。
（二）教学设想
1.针对教学重点和难点，采用以下教学策略：
a.利用多媒体和实物展示，创设生动有趣的情境，帮助学生理解和记忆词汇、短语。
b.采用任务型教学法，设计不同层次的任务，引导学生运用阅读策略和技巧，提高阅读效率。

二、学情分析
牛津译林版英语七年级上册Unit7 Reading1的内容主要围绕家庭成员及日常活动展开。考虑到学生的年龄特点和英语水平，以下是本次课程的学情分析：
1.学生年龄：七年级学生正处于青春期，好奇心强，求知欲旺盛，善于模仿，但注意力容易分散。因此，在教学中，应运用生动有趣的教学手段，激发学生的学习兴趣，增强课堂吸引力。
4.引导学生观察课文标题“Reading: My family”，预测文章内容，激发阅读兴趣。
（二）讲授新知
1.教师带领学生一起阅读课文，让学生在阅读过程中关注文章主题和关键信息。
2.对课文中的重点词汇和短语进行讲解，如“mother”, “father”, “sister”, “brother”, “grandmother”, “grandfather”等，并通过例句展示它们在句子中的用法。
2.每个小组派代表进行汇报，其他小组成员认真倾听，互相学习，提高听说能力。
3.教师对每个小组的表现进行点评，给予鼓励和指导，促进学生在讨论中运用所学知识。
（四）课堂练习
1.设计填空、选择、句型转换等练习题，让学生巩固所学词汇和语法知识。
2.学生完成练习题后，教师及时批改并反馈，针对共性问题进行讲解。
2.通过学习本节课，让学生感受到家庭的温暖和重要性，学会关爱家人，珍惜亲情。
3.培养学生的国际视野，了解不同国家的文化背景，增强跨文化交际能力。
4Байду номын сангаас教育学生尊重他人，学会倾听，培养良好的沟通能力。
在教学过程中，教师应以学生为中心，关注个体差异，充分调动学生的积极性，使他们在轻松愉快的氛围中学习英语。同时，注重培养学生的实际运用能力，将所学知识内化为自己的语言技能，为今后的学习打下坚实基础。

电子白板在牛津初中英语阅读课中的有效运用——7A Unit7Reading教学案例1案例背景随着我国教育事业的迅速发展，过去陈旧的课堂教学方式已经越来越不能满足教师的教学需求。

电子白板是一种功能强大且具有很高科技含量的教学工具，它是现代多媒体教学和传统的黑板教学两者优势的整合。

初中英语是学生学习英语的重要基础阶段，而电子白板在英语教学中的有效运用，极大的提高了英语教学的效率，促进了英语课堂的交互性和启发性学习，激发了学生的学习兴趣。

2教材分析本单元是7A第7单元Reading的第一课时。

本课时话题是关于购物的一些知识。

阅读是本单元的核心内容，它的任务不仅仅是训练和提高阅读技能，也涵盖了交际、语法、词汇及知识点等内容，同时它还承担着培养正确情感态度、价值观等更为抽象的深层意义。

所以，根据七年级学生的知识结构和理解水平，本篇阅读课我安排两个课时，初读和深度为第一课时，理解运用为第二课时，我上的是第一课时。

本课时内容是通过购物的实际场景，描述了Amy两次为朋友买生日礼物与售货员对话的过程。

选材贴近学生实际生活，符合当代初中生的心理特点。

3教学目标3.1知识目标：①通过阅读文章，理解并熟读其中的生词及词组。

②初步理解购物时与售货员之间的实际交际用语。

3.2能力目标：①运用听力训练，学会寻找关键词，迅速并准确找到所需信息。

②运用快速阅读和精读技巧，掌握课文内容。

3.3情感目标：①根据实际情况，培养实际语言交际能力。

②并能体现孩子之间纯真的友谊。

4教学设计4.1导入部分首先，我通过电子白板播放一段学生自拍的购物视频，以此激起学生的学习兴趣。

接着，我引出四个问题，让学生以四人小组合作的方式进行话题讨论。

四个问题为：①Do you often buy presents for your parents or your friends when they have their birthdays? ②What do you usually buy for them? ③Where can you buy these presents? ④Do you have enough money to buy things? 学生通过热烈的讨论，一方面为新课的引入进行热身，另一方面也激发其渴望在实际生活中用英语交际购物的欲望。

7). Wang Fang was in hospital for two months.
8). Wang Fang said she was glad to help others and fire was not dangerous.
4. Listen and read after the text and ask questions.
Don’t play on the road.
Don’t lean out the window.
自备部分：
7. Visit Wang Fang in hospital
First read the task to understand it.
Read the dialogue to find out and orrect the mistakes.
Read the conversation in pairs.
Unit 7
集备部分
课题
7B Unit 7Reading
中心发言人
时间
Teaching aims:
1.To introduce and expand vocabulary to describe dangerous situations.
2.To guess context from the text type, the title and the picture.
1). How old is the brave girl?
2). When did she help her neighbour out of a fire?
3). How old is Mrs. Sun?
4). Where was Mrs. Sun when there was a fire?

七年级上册Unit7 ShoppingReading(1)教学设计一、教学目标：1. To use some sentences to make a dialogue between shopkeeper and shopper.2. To practise different reading skills: fastreading and carefulreading.3. To pare advantages and disadvantages of online shopping and real二、教学内容：七上Unit7 Reading(1)内容与练习三、教学重难点：1. Help students grasp the basic words and expressions of shopping2. How to make students use the language to talk about shopping四、教学程序：（一）、检查并订正上次布置的作业；（二）、解答学生在英语学习中的有关问题；（三）、预习导航A.根据首字母或汉语提示完成句子1. Her shoes were really ______(便宜).They only cost seven dollars.2. Second, the dogs are too big and there is not ______(足够的)room for them.3. Look! That’s a p______ garden.4. They had a meeting l_____ week.B.翻译下列短语或句子1.想要一些足球卡片___________________2. 稍等片刻_________________5.与···不同__________________7.和她粉色的外套很相配__________________________.（四）合作探究Lead inStep 1: A dialogue with students.Make a easy dialogue about going shopping.Step 2: Free talkAsk the students what presents they would like to buy at Christmas.Step 3: Leading inIntroduce Amy’s Christmas presents .Step 4: Fastreading1. Where is Amy?2. What is Amy buying?Step 5: Carefulreading1. Dialogue 1: Read and fill in the blanks.2. Dialogue 2: Read and answer questions.3. Finish part B2 on P83T or F .4. Read and fill in the blanks.5. Finish part B3 on P84.（五）巩固拓展Step 6: Consolidation1. Act outScene 1&2Role play2. Read a new material about online shopping and answer questions.Step 7: PostreadingTalk about advantages and disadvantages of online shopping and real shopping. Step 8: Testing in classFinish a test in class and hand in.五、课堂练习：（一）、单选题（每空5分，共50分）( )1.How much _______ the apples _______?A. does, takeB. do; takeC. do; costD. does; cost( ) 2. —Hello, ________?—I am looking for a sweater for my daughter.A. how are youB. who are youC. can I help youD. what are you looking for? ( ) 3. Those flowers ______ Kate ＄56.A. payB. takeC. costD. spend( )4. Each girl in the class _____ singing. Listen！They’re singing now.A. likeB. likesC. likingD. to like( )5. My shoes _______my trousers.A. matchB. is withC. matchesD. are match( )6.Here _________ different kinds of things in this shop.A. haveB. isC. areD. has( )7. I like the camera. _________ is it? 100 dollars.A.How oftenB. How manyC. How longD. How much( )8. I don’t like this pair of shoes, can I have a look at another _________ ?A.oneB. onesC. pairD. pairs( )9. She likes drinking some water after __________.A.swimsB. swimmingC. swimD. to swim( ) 10. Do you think it is easy _________ the bird in the tree ?A.to lookB. seeC. to seeD. look二、阅读理解（每题5分，共50分）Mason’s Clothing Store( ) 1.—Which is the cheapest（最便宜的）of all? —________A. Shoes.B. Tshirt.C. Pants.D. Skirt( ) 2.—How much are two skirts and a cap? —_______A. $20.B. $21.C. $22.D. $14.( ) 3. You can buy _______.A. blue pantsB. a blue skirtC. a green capD.a black Tshirt( ) 4. You like red and you only have $6. You can buy_______.A. a skirtB. a capC. a TshirtD. a Tshirt( ) 5. You only have sixteen dollars. You can buy_______.A. a skirt and a pair of pantsB. two Tshirts and a pair of shoesC. a skirt and two pairs of shoesD. a cap and a pair of pants六、课后作业Finish some exercise and remember new words in this lesson.。

1. Ss read the background information on page 106. 2. Ss discuss
Time 8 mins.
20 mins. 10 mins.
Supplementary Activities
Homework
Ss practise their oral English.
each group their results on
to present the
their results blackboard.
on
the 4. Find out
blackboard. what eight
4.
things are
Summarize most
what eight important
教学设计（教案）模板
基本信息
学科
英语
年级
初二 教学形式 阅读课
教 师 甘舜羿 单 位
广州市第一中学
课题名称
Unit 7 Reading A Nobody wins (Part II)
学情分析
分析要点：1.教师主观分析、师生访谈、学生作业或试题分析反馈、问卷调查等；2.学生认知发展分析： 主要分析学生现在的认知基础（包括知识基础和能力基础），要形成本节内容应该要走的认知发展线；3. 学生认知障碍点：学生形成本节课知识时最主要的障碍点。
教学过程
Teahcing Procedure Pre-reading
While-reading Post-reading
Purposes By filling the blanks, Ss revise what they’ve learned before
Lead in the story

2024年春七年级英语下册 Unit 7 Abilities Reading教学设计（牛津版）一. 教材分析牛津版七年级英语下册Unit 7 Abilities Reading部分主要讲述了一个关于孩子们帮助老人过马路的故事，通过这个故事，学生可以学习到如何询问和描述他人的能力。

本课主要语言点是情态动词can的用法，以及如何用一般现在时描述能力和喜好。

二. 学情分析七年级的学生已经掌握了情态动词can的基本用法，对于一般现在时也有了一定的了解。

但部分学生在实际运用中仍存在困难，需要通过大量的练习来巩固。

此外，学生们的阅读理解能力和口语表达能力还有待提高。

三. 教学目标1.能够听懂、读懂课文内容，掌握情态动词can的用法和一般现在时的描述方式。

2.能够运用所学知识，正确询问和描述他人的能力。

3.提高阅读理解能力和口语表达能力。

四. 教学重难点1.情态动词can的用法。

2.一般现在时描述能力和喜好。

3.学生能够在实际情景中正确运用所学知识。

五. 教学方法采用情境教学法、任务型教学法和分组合作学习法。

通过设置真实的情景，让学生在实践中掌握知识；通过完成各种任务，激发学生的学习兴趣；通过分组合作，培养学生的团队精神和沟通能力。

六. 教学准备1.准备课文相关图片和视频资料。

2.准备情态动词can的练习题。

3.准备一般现在时的描述能力的练习题。

4.准备分组合作的学习任务。

七. 教学过程1.导入（5分钟）利用图片和视频资料，引导学生谈论关于孩子们帮助老人过马路的故事。

提问：你们见过类似的事情吗？你们觉得这些孩子做得对吗？2.呈现（10分钟）呈现课文标题和第一段，让学生猜测课文内容。

然后逐段呈现课文，引导学生跟读并模仿语音语调。

3.操练（15分钟）用PPT展示情态动词can的用法，通过例句和练习题，让学生巩固所学知识。

然后让学生分组，用一般现在时描述彼此的能力和喜好。

4.巩固（5分钟）让学生听课文录音，并回答相关问题。

1. Model on the example question to discuss the other questions;
2. Report their ideas to the class;
3. Listen to other groups’ ideas.
通过细节阅读,帮助学生理解文章大意
Step 5
2)How many clubs can you find in the article?
2.AskSs to finish some vocabulary exercises.
1.Fill in the blanks
2. Oral pr测将要学的内容
让学生分组讨论；
2. 竞争回答问题。
Step 3
Pre-reding
(12 mins)
1.Look at the picture and the title of the article on page 87.Then answer the questions below：
1)What is the article about: family life or school life?
2. To let the students love their school deeper.
教学方法
1. Task- Based Teaching Approach
2. municative Approach
学法
渗透
本课我将结合活动教学法和任务型教学法，在教学中将学生分成6~8人一组的学习小组。让他们通过合作和探究来完成学习任务。同时通过组间竞赛以提高学生的课堂活动参与度。
3. 训练学生快速阅读和书面表达的能力。
教学

《牛津初中英语》7A Unit7 Going ShoppingReading 说课稿Good afternoon, ladies and gentlemen. My name is I come from Liubao secondary School. Today I’m going to talk abou t how to teach an article about ”Going shopping?”I will divide the instruction into seven parts：they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.Part 1 Teaching material analysisThis period is from Unit 7 of 7A Oxford English. First of all, I’d l ike to talk about my understanding about this lesson. We have learned Festivals in Unit 5 and all kinds of food inUnti6. They are about colourful life in module 2. Today we are going to learn two dialogues about how to go shopping. So this unit links with a special meaning of Unit 5 and Unit 6.This period is the first lesson of Reading. We are going to learn the ways to go shopping. So this period is very important in this unit.Grade 7 students are active in class and willing to take part in activities. Their motivation [ˌməʊtəˈveɪʃən]动机；动力for reading can be easily aroused through the contact[ˈkɔntækt]接触with various activities, let alone an article which is closely related to their life experiences. However, they are lack of necessary reading strategies策略, which may affect their reading speed or interest in the long run从长远来看. So it is important to help them master some reading strategies, thus因此developing a good habit of reading.Part 2 Teaching aims1．Aims of the knowledge:Students can recite the important words, phrases and sentences.1.key words:cost, match, enough, change.2.key phrases:just a minute, take a look ,different kinds of .different from3. Target sentences:Can I help you?How much do they cost ?What can I do for you?They match her pink coat.Here’s your change.I’ll take them.2．Aims of the abilities:(1)When students go shopping, they can describe their own need.(2)They can catch the information of shopping from the dialogue.(3)To guess the meaning of the new words by looking at the pictures.(4)Students can assess [əˈses]评定themselves and others properly.(5)Students’cooperative [kəuˈɔpərətiv]ability can be cultivated改善[ˈkʌltiveit]by completing tasks in groups.3．Aims of the emotion:(1)Students’ interest in reading can be promoted.提升(2)Students’ self-confidence in speaking English can be built up.(3)Students can form a based life skills towards going shoppingPart 3 Teaching emphasis1.Key vocabulary2.To train students’ reading comprehension.[ˌkɔmpriˈhenʃən]理解3.To use the conversation [ˌkɔnvəˈseiʃən]交谈会话in the specific [spiˈsifik]context.[ˈkɔntekst]具体上下文Part 4 Teaching difficulties1.To learn how to find out useful information according to scan the context.2.Make conversations about shopping.Part 5 Teaching methodsIn this topic, I will use Task-based teaching approach [əˈproʊtʃ] 任务型教学法,Communicative[kəˈmju:nɪˌkeɪtɪv, -kətɪv]teaching approach 交际教学法and Cooperative teaching method 合作教学法. I design some tasks to help the students learn. I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work, group work to let the students take an active part in all kinds of activities. That is “Learning by doing, learning by using” .Let the students be the masters of the class teaching, thus, student-centered teaching method is well shown.Part 6 Teaching aidsmultimedia，[ˌmʌlti:ˈmi:di:ə, -taɪ-] tape recorder[riˈkɔ:də] and blackboardPart 7 Teaching procedure [prəˈsi:dʒə]StepⅠ. Warm up and lead inLet students watch a video about jingle bells and have a free talkT: Christmas day is coming? Are you happy? How can we celebrate it ? what present do you want to get? How can we buy some presents for our friends?(The purpose is to arouse the students’ interest of study.)Step Ⅱ．Pre-reading1.Present new phrases about this part , such as hair clip, shopper keeper , cost ,pretty, pink , matchT: Today , in our class Yuanyuan is on duty. Now let’s look at her. She is very pretty because she is in pink. And she also has a hair clip on his head. They match well with each other. Do you like her hair clip? Do you want to know how much this hairclip cost? Now you can ask the shopkeeper in the supermarket.2.Lead students to read new phrases3. Practice these new phrases by matching the words and phrase in part B1(The purpose is to help the students solve some problems before reading. New words have already appeared, so the teacher informs [inˈfɔ:m] 通知the students of more collocations [ˌkɔləˈkeiʃənz]排列of the new words, which are helpful for students' reading and speaking later. Reading the new words after the teacher can help improve students' pronunciation [prəˌnʌnsiˈeiʃən] and intonation.)Step Ⅲ．While-readingTask1：skimming1.Where is Amy now?2.What presents does Amy buy for Simon and Sandy ?( The purpose is to develop the skills of skimming and how to gain the main idea of the articles. Reading quickly is one kind of reading strategies, which needs students to find out the information within a short time. )Task 2:Listen to the first part and fill in a tableTask 3:Listen to the second part and decide the following sentences are true or false (do part B2)Task 4:Intensive Reading: Read and choose (do part B3 1-4))Task 5: Solve the problem (do part B3 5-6)(The purpose of these parts is to develop the skills of scanning and how to gain the details from the articles. And these tasks are the most important parts of this lesson. Whether it is understood thoroughly decides students' performance later.)Step Ⅳ．Post-readingTask6:Task-based reading(每空一词）(The purpose is to help Students be more familiar with the text by completing this task and help them do better in any exam in the future.)Task7: Practise reading the two dialogues and cooperate [kəuˈɔpəreit]with their partners. Have a discussion :how to be a Shopkeeper/customer?Let them to write down some useful sentences.1.Can I help you ?2.What can I do for you?3.Just a minute .There are some…over here.Take a look.1.I am looking for …2.I want to buy…3.How much do they cost?(The purpose is to Practice what students have already learned. It also improves students' ability in making sentences. And it can also train the students’cooperative ability)Task7: Have a group competitionDivide the students into six parts and have a competition .Let ss make new dialogues according to different shopping experiences and go on practice shopping .(In this part, a competition is effective enough to stimulate [ˈstimjuleit]激励students' interest. Limited time will make this game more competitive. [kəmˈpetitiv] )Step Ⅴ．Extension[iksˈtenʃən]延伸and homeworkTask8 Let the students discuss:(!) If I have much pocket money, I want to …(2) How to use pocket money correctly?(The purpose is to give the students a clear idea of how to do shopping and how to use their pocket money and let them know the importance of saving money)Task9 home work1.Recite the new words and phrases.2.Make a new dialogue about shopping.3.Make a reasonable[ˈri:zənəbl] plan about how to use packet money.(Homework is an extension of the previous lesson. Reciting the text can help students develop the sense of language. Designing a plan calls for students' creativity,[ˌkri:eɪˈtɪvətɪ] imagination and show their personality.)During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teachi ng.Thank youBlackboard design。

2.语法练习：根据一般过去时和动词过去式的变化规则，完成相应的语法练习题，提高语法运用能力。
3.阅读理解：阅读一篇与本节课主题相关的文章，运用阅读策略，回答相关问题，锻炼阅读分析能力。
4.口语表达：结合文章内容，与家长或同学进行英语对话，分享自己的探险经历或梦想，提高口语表达能力。
5.写作任务：运用本节课所学的一般过去时和动词过去式，编写一个小故事，描述一个有趣的探险经历，不少于80词。
此外，学生在合作学习中表现出较强的团队意识，但个别学生仍需提高自主学习能力。教师应针对这一情况，合理安排教学活动，引导学生学会独立思考，培养他们自主探究的能力。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和语法：本章节的核心词汇和短语较多，学生需要掌握并熟练运用这些词汇进行表达。同时，一般过去时的运用和动词过去式的变化也是教学的重点和难点。
二、学情分析
针对牛津译林版七年级英语下册Unit7 Reading1的教学，我们需要充分了解学生的学习状况。七年级学生经过一个学期的英语学习，已具备一定的词汇量和语法知识，但对于复杂句型和篇章结构的理解仍有待提高。此外，学生在阅读过程中，对于文章细节的捕捉和主旨大意的把握能力存在差异。
在本章节的学习中，大部分学生能够积极参与课堂活动，表现出对英语学习的热情。然而，部分学生对阅读理解存在恐惧心理，缺乏自信。因此，教师应关注这部分学生的心理需求，通过设计不同难度的任务，逐步提高他们的阅读能力。
-指导学生运用略读、寻读、精读等策略，提高阅读效率。
-分析文章结构，引导学过语境教学，帮助学生掌握词汇和短语。
-创设情境，让学生在实际语境中运用一般过去时和动词过去式。
4.小组合作：
-学生分组讨论，分享阅读心得。

StepⅡ．Pre-reading
1.Present new words about this part , such as hair clip, shopkeeper , cost , pretty, pink , match
Unit 7 Reading教案
教学课题
7Aunit7 Going shopping
教ห้องสมุดไป่ตู้内容
7AUnit 7Reading1
教材分析
This period is from Unit7of7AOxford English. First of all,I’d like to talk about my understanding about this lesson.We have learnedFestivals in Unit 5andallkinds of food inUnti6. Theyare about colourful life in module 2.Today we are going to learn twodialoguesabout how to go shopping.So this unit links with a special meaning of Unit5and Unit6.This period is the first lesson ofReading.Weare going to learn the ways togo shopping.So this period is very important in this unit.
Theymatch her pink coat.
Here’s your change.
I’ll take them.
2．Aims of the abilities:

Now, you say your kangaroo friends came to your door. Why? They heard me roar . Why didn’t they help you? I said to them, “ Nobody attacked me.” Did you think the alien’s name was “ Nobody ”?
climbed into
the kangaroos’ pockets
the kangaroos carried them out.
V. Homework
1. Read the passage after the tape. 2. Make sentences with the useful
expressions in the passage. 3. In groups, rewrite the whole story and act
12 Reporter：
Now, Mr Gork, how did the alien hurt your eye?
He used a laser torc.h Now, what did the alien say to you when he woke you up? He said, “ Gork, this is Nobody.”
11
躺下 入睡 从……中逃离出来 否则 太……以致于不…… 过了一会儿 脱离 瞄准
Post-reading
Read the passage and fill in the blanks.
Reporter：
Gork： Reporter：
Gork： Reporter：
Gork： Reporter： Gork：

2020年牛津译林版七年级英语下册Unit7Reading教案Unit 7 Reading 教案Step 1:Words:1.Learn some new words after the pictures.2.Read the new words together.3.T: Daniel is reading a newspaper article about fire, but there are some difficult words. Let’s learn the words with him. Match the words on the left with the meaning on the right.Step 2 Lead-in:1.T: Fire is very important for us in our fire. What can we use it for?S: We can use it to make water hot, keep us warm, give us light and cook food.2.T: Fire is useful, but it can also be very dangerous if you’re not careful with it. It can burn things or hurt people. A big fire can even burn forests and tall buildings, so keep yourself away from fire.If there is a fire, what should we do？S：1.You should call 119.2.Rush out of the fire as quickly as you can.3.Shout for help.4.Pour water over the door.5.Put a wet blanket over the body.Step 3 Pre-reading:T: What happened to the little boy?S: He is ill./ He hurt himself.T: Can you imagine who, what ,where, why about the story?S: who The 79-year-old Mrs Sunwhat save his neighbour from a firewhere at home alonewhy hear someone shouting “fire,fire,help”T: Never mind. Let’s read a newspaper articl e about a fire to get the detailed information./T: Do you want to know more about him?S: Yes.Step 4 While-reading:1.T: Today we’ll read a newspaper article about a fire and a brave young man. Now let’s watch a flash and answer the questionWhat did the young man do?He saved his neighbour from a fire.2. Fast readingNow please read the story on your own, and decide whether the following statements are true or false. ( F )Lin Tao helped his grandma out of a fire. neighbour( T ) Mrs Sun couldn’t get out because she hurt her left leg.( F ) Mrs Sun was in her bedroom when the fire took place. kitchen( F )Lin Tao came and put out the fire. Some firemen( F )The fire burnt Lin Tao’s neck, arms and legs. Faces( T )Many people visited him and brought him flowers and presents.3. Detailed reading:Here are some questions about the story. Read through the story to find the answers.1.When did the fire happened? On 10th May.2.Was there a lot of smoke? Yes, there was3. Why couldn’t his neighbour Mrs Sun get ou t?She couldn’t get out because she hurt her leg.4. How long was he in hospital? He was in hospital for two weeks.5. What did many people say to Lintao? How brave you are!Step 5 Consolidation:Read the text together and fill in the blankets.Lin Tao is a b______young man.He s_____his neigbour Mrs.Sun from a f_____.On 10th May,he was at home a_______. Suddenly he heard someone s______‘Fire!Fire!’he saw a lot of s______ from n____ ____.He p_____ water over his clothes to protect himself.Then he r_____ into his neighbour’s kitchen and put a wet b_____over her. He helped her out.But the fire b____ him. He was __ _____ for two weeks.Many visitors g_____ him some flowers and Lin Tao said that fire can be very d________. It is i_____ to be ______ with fire.Step 6 Play a game: Choose the letter and then tell true or false statements:T: There are three groups in our class. In each group I will ask three students to choose and answer then let’s look at which group will win.1.Wrong can’t play with matches.be caref ul with matches.2.Right When there is a fire , we should call 119 at once.3.Wrong We can’t put anything hot into the rubbish bin.4. Wrong We can’t leave the stove on when we are not at home.5. Right When there is a fire, we should use the stairs instead of a lift.6. Wrong keep long hair away from fire.7.Wrong We can’t smoke in bed.8.Right When there is a fire, we should cover our bodies with wet blankets and rush out of the flat quickly.9.Wrong We can’t jump down from the building. Jumping may be more dangerous than the fire.Step 7 Disscusion:What can we learn from Lin Tao?When you find your classmate ill at school…When you see someone hurt in the street …Fire is useful , but it is also dangerous.It is important to be careful with fire. And we should help each other.Proverb(谚语): To help others is to help ourselves!帮助别人就是帮助自己!Step 8. Homework:1.Retell the text of reading2.Do Part B1 and Part B3 on Page 83-84.7B Unit 7 Reading 教案Step 1:New Words:1.Learn some new words after the pictures.2.Read the new words together.3. Match the words on the left with the meaning on the right.Step 2 Lead-in:1.What can we use it for?2. If there is a fire, what should we do？Step 3 Pre-reading:What happened to the little boy?Step 4 While-reading:1.No w let’s watch a flash and the question：What did the young man do?2.Fast reading: Now please read the story on your own, and decide whether the following statements are true or false.3.Detailed reading:Read the story to find the answers.Step 5 Consolidation:Read the text together and fill in the blankets.Lin Tao is a b______young man.He s_____his neigbour Mrs.Sun from a f_____.On 10th May,he was at home a_______. Suddenly he heard someone s______‘Fire!Fire!’he saw a lot of s______ from n____ ____.He p_____ water over his clothes to protect himself.Then he r_____ into his neighbour’s kitchen and put a wet b_____over her. He helped her out.But the fire b____ him. He was __ _____ for two weeks. Many visitors g_____ him some flowers and Lin Tao said that fire can be very d________. It is i_____ to be ______ with fire.Step 6 Play a game:Choose the letter and then tell true or false statements:Step 7 Disscusion:What can we learn from Lin Tao?Proverb(谚语)To help others is to help ourselves!帮助别人就是帮助自己!Step 8. Homework:1.Retell the text of reading2.Do Part B1 and Part B3 on Page 83-84.。