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牛津译林版英语七年级上Unit7ReadingII教学设计

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牛津译林版英语七年级上Unit7ReadingII教学设计

Unit 7 Shopping

Period 3 Reading II

教学过程

Step 1 Lead-in

T: Sandy wants to buy something for her famil y, but she

doesn’t have enough money. Let’s help her finish some tasks

to earn money.

Step 2 Revision

1. Translate the expressions and sentences.

稍等。______________ 每个两元________________ 不同种类__________________

看一看_____________ 去年的卡片______________ 我要买它们。________________

它们和她的粉色外套很相配。___________________________________________________

2. Fill in the blank.

In the first shop, Amy wants to buy some __________ for Simon.

They are __________ yuan each. Amy thinks they’re not __________.

The shopkeeper says the __________ cards are only one yuan each.

But Amy wants to buy the new cards.

In the second shop, Amy wants to buy __________ for Sandy. She knows Sandy likes hair clips and they are very __________. She thinks they __________ her __________ coat. The hair clips are

__________ yuan. She has fifteen yuan. So she has __________ money

to buy them.

3. Role-play.

T: Quite good. Do you remember how Amy bought these

things? Let’s act out the two conversations.

【教学目的：第一步直接进行词句翻译能够让学生快速进入课堂环节；第二步将对话形式的课文转化为小短文，能够帮助学生迅速回忆起对话中的重要信息，并锻炼学生总结文章大意的能力；第三步通过对话角色扮演，学生能够复习购买时所需要用到的基本句型，为下面语言点的学习打下基础。内容由易到难，层层深入。】

Step 3 Language points

1. Can I help you? (=What can do for you?)

T: Well done! Now, we have helped Sandy earn 100 yuan. She

can buy something for her family now. She’s now in the shop.

Look at the two persons. Who are they?

S: They are shopkeepers.

T: What do shopkeepers say when we enter the shop?

S: They say “Can I help you?” or “What can I do for you?”

T: Yes.

【教学目的：操练售货员见到顾客时的两种不同表达，简单易答，让学生快速而又自然地进入语言点的学习中。】

2. buy sth. for sb. (= buy sb. sth.)

T: In the shop, she saw a blue wallet and a pair of shoes.

Sandy wants to buy a wallet for her mother. We can also say

“Sandy wants to buy her mother a wallet”. What does she want

to buy for her father?

S: Sandy wants to buy a pair of shoes for her father.

T: Quite good. We can also say …

S: Sandy wants to buy her father a pair of shoes. T: How kind Sandy is! However, they are not cheap. Sandy

doesn’t have enough money. She has to look for something

cheap.

【教学目的：通过演绎法让学生自然归纳出知识点：buy sth. for

sb. = buy sb. sth.】

3. there be ...

T: Wow, there is a box on the shelf. What’s in the box? Is

there anything suitable for her family in it? Let’s play

a guessing game. Please make sentences like this to guess:

‘Is there a/an ... in the box?’ or ‘Are there any ...

in the box?’

S: Is there an apple in the box?

T: No, there isn’t.

S: Are there any books in the box?

T: No, there aren’t.…

【教学目的：通过设置让学生猜测一个未打开的盒子中的物品环节来展示“there be”句型的陈述句形式、一般疑问句形式及其回答。猜谜游戏可以激发学生的好奇心，增加学习的乐趣。】

4. match sth. /fit sb. (when talking about clothing)

T: Actually, there are some clothes in the box. Let’s look at

the clothes. Do they match each other?

S: No. The pink T-shirt _________ the pink trousers. The green

T-shirt _________ the green trousers.

T: The clothes in the box are so lovely. She can buy them for

her sister Grace and her brother Joe. Do the green ones fit Joe

well?

S: Yes, they fit him very well.

T: What about the pink ones?

S: They fit Grace very well.

【教学目的：揭示答案，让学生自己总结出“match”和“fit”的区别，并归纳其用法。】

5. How much do es ... cost? (=How much is ...?)

T: Sandy want s to buy all of them, but she doesn’t know

how much they are. Please ask and answer in pairs about the

prices of them.

S1: How much does ... cost?

S2: It costs ...

S1: How much do ... cost?

S2: They cost ...

S1: How much is ...?

S2: It is ...

S1: How much are ...?

S2: They are ...

【教学目的：在语境中归纳出“How much does/do ... cost? =

How much is/are ...?”的用法。】

6. enough + n. + for sth. /to do sth.

T: So totally, how much do these clothes cost?

S: They cost 95 yuan.

T: Does Sandy have enough money for them?

S: Yes, she has enough money for them.

T: We can also say “She has enough money to buy them”

or “She is rich enough to buy them”.

【教学目的：由价格多少自然引出是否有足够的钱来支付。“enough”的用法为中考要求，虽然这里引入“adj. + enough”有些超出范围，但并不突兀，而且这部分内容学生理解起来并不会很难。】

7. change & just a minute

T: After paying money for the clothes, how much change can

Sandy get?

S: Just a minute. The change is 5 yuan. Step 4 Make up a new conversation

T: After getting the change, Sandy also wants to buy herself

some stationery, so she went to a stationery shop. There is

something she wants on the shelf. Make a conversation between

Sandy and the shopkeeper to help Sandy buy some useful things.

Remember, she only has 5 yuan left!

【教学目的：运用本课所学的知识点和内容，做一个开放性的对话。虽然要求较高，但是由于贴近实际生活，而且选择范围也不局限，学生会非常愿意用所学的句型来表达自己的意图。】

Step 5Exercises

1. Change the sentences according to the requirements.

(1) Can I help you? (同义句转化) ______ ______ _____ _____ _____

合集下载

初中英语七年级上册(牛津译林版)Unit5Reading教学设计

初中英语七年级上册(牛津译林版)Unit5Reading教学设计

初中英语七年级上册（牛津译林版）Unit5Reading教学设计

一、教学目标

（一）知识与技能

1. 学生能够理解并掌握Unit5 Reading部分的核心词汇和重点句型，如：cousin, instrument,

piano, guitar, practice, perform等，并能在实际情景中正确运用。

2. 学生能够运用一般现在时描述家庭成员的兴趣爱好和日常生活。

3. 学生通过阅读，提高获取文章主旨大意、细节信息的能力，培养良好的阅读策略和技巧。

4. 学生能够在小组活动中，运用所学知识进行有效沟通和交流，提高英语口语表达能力。

（二）过程与方法

1. 通过图片、视频等多元化教学资源，激发学生的学习兴趣，引导学生积极参与课堂活动。

2. 采用任务型教学法，设计丰富多样的课堂活动，如小组讨论、角色扮演、阅读圈等，让学生在实践中掌握英语知识。

3. 注重培养学生的阅读策略，如预测、扫读、精读等，帮助学生提高阅读效率。

4. 鼓励学生主动参与课堂，积极思考，提高解决问题的能力。

（三）情感态度与价值观

1. 培养学生对英语学习的兴趣和自信心，激发他们主动学习的积极性。

2. 引导学生关注家庭成员的兴趣爱好，增进彼此的了解和沟通，促进家庭和谐。

3. 通过学习本单元，培养学生尊重他人、包容差异的价值观，提高他们的跨文化交际能力。

4. 鼓励学生勇于尝试新事物，培养他们的创新精神和团队协作意识。

教学设计具体内容：

1. 导入：通过展示与Unit5话题相关的图片和视频，引导学生谈论自己的家庭成员及兴趣爱好，为新课的学习做好铺垫。

2. 阅读理解：让学生阅读Reading部分的文章，提取文章主旨大意和细节信息，培养学生的阅读策略。

3. 语言点讲解：针对文章中的重点词汇和句型进行讲解，让学生在实际情景中运用。

4. 小组活动：设计小组讨论、角色扮演等活动，让学生运用所学知识进行实际交流。

5. 课后作业：布置与新课内容相关的作业，巩固所学知识。

牛津译林版英语七年级上册Unit2 教案

牛津译林版英语七年级上册Unit2 教案

Title

7A Unit 2 Reading

2

Teaching objectives:

1. Knowledge objectives:

(1) To master the important words, phrases and sentences in the text.

(2) To have a better understanding of Simon’s favourite football player.

2. Ability objectives:

(1) To retell the passage.

(2) To learn to use the useful words and phrases to describe someone’s favourite sport.

3. Value objectives：

(1) To develop students’ right attitude to life：Exercise more.

(2) To enjoy sports.

Teaching key points and difficult points:

1. Phrases: player,member,club,free,hope,dream，come true

2. Structures: I hope his dream comes true.

Teaching methods: Task-Based Language Teaching

Teaching Procedures Designing aims

Step 1: Revision

T: Yesterday we knew a new friend.

Show a piture.

What do we know about him?

(name and age, club, looks, comes from. lives in, hobby, dream)

牛津译林版英语七下第七单元阅读第二课时教学设计

牛津译林版英语七下第七单元阅读第二课时教学设计

1

7B Unit 7 Abilities ( Reading 2)

教学内容 Reading 2 is on the base of Reading 1, it is intensive reading and is deepened, master

the new words, phrases and key sentences. Students can probably use their own

language to express the main idea of the text, try to retell the text.

教学对象 Grade seven students just contact long text reading, their reading abilities are not good,

so before I let the students retell the text, I let the students finish filling in the blanks

about the texts, and then give a small amount of the key words to help the students to

repeat, so that we can improve the efficiency of retelling, and can help students whose

English is not good, reducing the repetition difficulty.

教学目标 1. To understand and use the key words and phrases in the text.

2. To retell the text in their own words.

牛津译林版英语七年级下册Unit7 Reading精品教案

牛津译林版英语七年级下册Unit7 Reading精品教案

.

下载后可自行编辑修改，页脚下载后可删除。 Unit7 Reading精品教案

Teaching 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 Presentation

1. 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 Reading

1. 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.