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译林版八上unit7 Reading

译林版八上unit7 Reading

1. Winter days are full of snow. 冬天是雪的世界。 be full of = be filled with充满 e.g. 图书馆里学生满满的。 (翻译) The library is full of students. = The library is filled with students.
To understand the poem To master the new words in this poem To review and enrich your vocabulary (丰富你的词汇) on the four seasons
spring autumn
summer winter
Shirley: How does the weather change when autumn comes?
Amy: The leaves turn green and the brown temperature rises quickly. drops
Millie is writing about seasons of the year. Help her complete her article with the words in the poem on page 82.
I forgot reading the book.
3. The days of spring are windy and bright. 春天风和日丽。
the days of spring / summer / autumn / winter 春天/夏天/秋天/冬天的日子 e.g. The days of summer are sunny.（翻译）
Let’s drop in at Tom’s house. 我们去汤姆家看看吧。

初中英语七年级上册(牛津译林版)Unit7Reading教学设计

初中英语七年级上册(牛津译林版)Unit7Reading教学设计
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。

Unit7 Reading【课件】七年级英语下册(牛津深圳版)

Unit7 Reading【课件】七年级英语下册(牛津深圳版)

Agree √
Disagree √ √
4. Poems can tell stories.
√
5. All poems use complete sentences.
√
6. We can write poems about our feelings and ideas. √
A2 Some words at the ends of the lines in a poem have similar sounds. Read the poem below and underline these words.
1. What is water like? It has taste and no smell.
2. Where can you find water? Water is everywhere around us.
3. What are the rhymes in this poem? all, smell, waterfall; well; rain, again.
2 rhyme n. 押韵词 ➢ Can you think of a word to rhyme with "beauty"?
你能想出和“beauty”押韵的词吗？ “Dogs” with “frogs”押韵，“dogs”和“frogs”押韵。
3 complete adj. 完整的；整个的 ➢ He is a complete scholar.他是个无懈可击的学者。 v. 完成 ➢ I will complete this task soon.我很快就要完成这项任务了。
3. Is he afraid of the height? No, he isn’t.

Unit7Reading课件牛津译林版九年级英语上册

Unit7Reading课件牛津译林版九年级英语上册

合作探究
小组讨论 1.阅读Reading部分，回答下列问题。 (1)Why is Audrey Hepburn one of Hollywood’s all－time best？ Because she is a great beauty， a great actress and a great humanitarian. (2)Which of her film was a big success？ Roman Holiday.
合作探究
( F )4.Hepburn worked closely with WWF during her last few years. ( T )5.Hepburn died of cancer.
合作探究
·导学建议· 阅读文章前，引导学生圈出文章中的数字，如年份、年龄
等。 ◎学法指导:先仔细阅读练习中的选项，适当的猜测有助于提高 准确率。
合作探究
Name Date of birth Date of death
Audrey Hepburn 4th May， 1929 20th January， 1993
Career Films
Actress， humanitarian Gigi， Roman Holiday， Always， etc.
Prizes
An Oscar for Best Actress
◎学法指导:快速阅读课文，找出重要信息。
合作探究
仔细阅读 阅读Reading部分内容，判断下面句子的正(T)误(F)。 ( F )1.Hepburn dreamt to be an actress when she was a child. ( T )2.Gigi marked the beginning of her successful career. ( F )3.Hepburn won the Oscar because of her role in the film Always.

Unit7Reading课件牛津译林版九年级英语上册

Unit7Reading课件牛津译林版九年级英语上册

Listen and read along the tape
Paragraph 1
Parallelism
To the whole world, what Audrey Hepburn is? She is a great beauty, a great actress and a great humanitarian.
Paragraph 6:
1. When did she begin to work for the charity? In the 1950s. 2. Why did Hepburn devote her last few years to working closely with UNICEF?
B3
Audrey Hepburn was one of Hollywood’s greatest actresses. She worked as a model before she became an a_c_t_r_e_ss__. Her successful _c_a_r_e_e_r lasted for about 40 years. In 1951, while acting in France, she met Colette, a famous French writer. Hepburn’s beauty and charm caught the writer’s _a_tt_e_n_t_io_n_. She _in_s_i_s_te_d_ that Hepburn was the right person for the lead _ro_l_e_ in the play Gigi. Two years later, Hepburn was chosen to play the lead role in Roman Holiday, and won the O__s_c_a_r for Best Actress that year. During her _li_fe_t_i_m_e_, Hepburn had four more Oscar nominations. She made her final appearance in the film Always in 1989 and played the role of an _a_n_g_e_l .

译林版英语七年级上册第七单元Unit7 Reading

译林版英语七年级上册第七单元Unit7 Reading

要点：1.奥黛丽·赫本（AudreyHepburn)不仅仅在美国，而且在世界上的其他地方都很著名；2.赫本生于1929年；1953年被选在电影《罗马假日》中担任女主角，扮演年轻的公主；影片大获成功，赫本因在该片中的这个角色而赢得了奥斯卡最佳女主角奖；她把许多时间贡献给了慈善事业；赫本于1993年逝世。

Audrey Hepburn is famous not only in the USA, but also in other parts of the world. Hepburn was born in 1929. In 1953, she was chosen to play the lead role of a young princess in the film Roman Holiday.The film was a big success. Hepburn won an Oscar for Best Actress for her role in the film. She devoted much of her time to charity.Hepburn died in1993.Reading Q1.When and where was Audrey Hepburn born?She was born in Belgium on 4 May 1929.2.What did Hepburn dream of when she was a child?She dreamt of becoming a successful ballet dancer.3.What event marked the beginning of Hepburn’s successful career?Playing the lead role in Gigi.4.What film won her the Oscar for Best Actress?Roman Holiday.5.What charity did Hepburn work closely with in the last few years of her life? UNICEF.6.When did Audrey Hepburn pass away?On 20 January 1993.1Greatest actress 2 passed away peacefully 3 the loss of 4dreamt of5 acting6 caught the writer’s attention7 the lead role8 marked the beginning of9 was chosen to play the lead role 9 a big success 10 made her final appearance 11 went beyond 12 working closely 13 so that ( we often use can, will, could, would or may after so that to show the purposeFor example 他提前离开以便于避开交通高峰期He left earlyso that he could avoid the rush hour.In order that he could avoid the rush hourIn order to avoid the rush hourAbout Audrey HepburnSo +adj/adv+that clauseSuch+ a noun phrase (单/复/不可数）+ that clauseSo + many/ much/ little/ few(多/少）+noun +that clause。

初中英语_人教版八年级下Unit7 Reading教学设计学情分析教材分析课后反思

Unit7 Would you mind keepingyour voice down?……………………………………………………………………………………一．教师寄语：If everyone helps a bit, we’ll live in a better life!二．目标呈现:（一）.知识目标：1.词汇：term, etiquette, behavior, voice, public, litter，cigarette,normal, Asian, impolite, careful, allow, cough, sneeze,break, smoke, criticize, drop, pick,behave,politely,comfortable.2.短语：at first, keep…down, take care, break the rule，put out,pick…up3.句型：Would you mind doing this or would you mind not doingthat?...（二）．能力目标：培养学生的交际能力，树立社会公德意识。

（三）．情感目标：使学生体验交际中的委婉语气的使用，从而把自己培养成为一个有礼貌、有道德的中学生。

三．学习过程【Step1】. Warming upWhat have you seen in the video?【Step2】. Leading in1.What are they doing in the pictures?Picture1 Picture2Picture3 Picture42. What are they doing in the picture?1. 2.3. 4.5.【Step3】Fast readingWhat is the passage about?【Step4】Intensive reading1. Para.1 What does “etiquette” mean?2. Para.2 Is the etiquette the same in every culture or in every situation?Give some examples.3.Paras.3&4 If we see someone breaking the rules of etiquette,we may politelygive them some suggestions.4. Read the whole passage.Match the paragraphs with the best summaries.Para1: Para2: Para3: Para4:A.The way people behave is different in different culturesand situations.B. Sometimes, rules of etiquette are the same almost everywhere.C. Etiquette is very important idea to understand.D. We might want to ask someone to behave more politely ifwe see them breaking a rule of etiquette.5. Reading strategy: topic sentences.【Step5】Conclusion What we have learnt today?【Step6】能力提升1.At school ,we have seen some impolite behavior . Make a list.2.Solutions. You can make proposals (倡议书) or some signs.【Step7】Homework Surf the internet andfind out the rulers of etiquette that aredifferent in foreign countries and sharewith your partner.教学反思本节课是一节阅读课，标题是“Would you mind keeping your voice down？”我从三个方面进行了课后反思。

牛津译林版八年级上册英语Unit7Reading说课稿

2.口语练习：设置情景，让学生进行角色扮演，模拟节日庆祝活动，提高口语表达能力。
3.写作任务：编写一篇关于节日的短文，要求运用所学词汇和语法知识。
4.阅读理解：设计相关练习，让学生进一步理解课文内容，提高阅读能力。
（四）总结反馈
在总结反馈阶段，我将采取以下措施：
1.让学生自我评价：回顾本节课所学内容，让学生自我评估在词汇、语法、阅读等方面的掌握情况。
-使用不同颜色粉笔，突出重点和层次；
-在课后及时总结，确保板书内容的完整性和系统性。
（二）教学反思
在教学过程中，我预见到以下可能的问题或挑战：
1.部分学生对一般现在时的掌握可能不够熟练；
2.学生在阅读理解方面可能存在困难；
3.课堂互动中可能出现部分学生参与度不高的情况。
应对措施：
1.对于语法掌握不足的学生，我将提供更多例句和练习，加强个别辅导；
2.同伴互评：组织学生相互评价，提出建议和意见，促进相互学习。
3.教师评价：针对学生的表现，给予积极的反馈和鼓励，指出不足之处，并提出改进建议。
（五）作业布置
课后作业布置如下：
1.复习本节课所学词汇和语法，完成课后练习。
2.撰写一篇关于自己最喜欢的节日的短文，要求运用一般现在时。
3.预习下一节课的内容，提前了解相关知识点。
过程与方法目标：1.通过小组合作，培养学生的合作意识；2.提高学生的阅读理解能力，培养学生运用阅读策略的能力；3.培养学生独立思考、总结归纳的能力。
情感态度与价值观目标：1.培养学生对英语学习的兴趣，提高学习积极性；2.增进学生对世界各国文化的了解，培养跨文化交际意识；3.培养学生的爱国情怀，弘扬中华优秀传统文化。
二、学情分析导
（一）学生特点

牛津译林版英语八年级下册Unit7Reading优秀教学案例

3.理解课文内容，掌握文章结构，学会寻找主题句，概括段落大意，提高阅读理解能力。
4.能够通过小组讨论、复述课文等方式，运用所学知识进行口语表达，提高英语口语交流能力。
（二）过程与方法
1.采用任务型教学法，引导学生通过小组合作、讨论等形式，主动参与课堂活动，提高学生的课堂参与度和合作意识。
2.运用多媒体教学资源，如图片、视频等，丰富教学手段，激发学生的学习兴趣，增强他们对英语学习的热情。
3.激发学生探索世界的热情，让他们了解不同国家的文化差异，拓展国际视野。
4.培养学生合作、互助的精神，使他们学会倾听他人意见，尊重他人，形成良好的人际关系。
在本节课的教学过程中，我们将关注学生在知识与技能、过程与方法、情感态度与价值观三个方面的全面发展，以实现英语教育的真正价值。通过精心设计的教学活动，让学生在轻松愉快的氛围中学习英语，不断提高他们的语言运用能力和综合素质。
2.教师提出问题：“How do you usually go to school? What transportation do you like best? Why?”，让学生自由发言，讨论各自喜欢的交通方式及原因。
3.教师简要介绍本节课的主题——“变化的交通”，并告诉学生将通过本节课的学习，了解交通工具的演变及其对生活的影响。
3.教师收集学生的作业，进行批改和评价，针对学生的错误和不足给予指导和建议。
五、案例亮点
1.创设真实语境，提升语言实践能力
本教学案例的最大亮点在于充分创设了真实语境，让学生在实际场景中运用所学知识。通过展示丰富的图片、视频等多媒体资源，引导学生关注交通工具的特点和变化，激发他们的学习兴趣。同时，设计生活化的场景和角色扮演活动，使学生将所学词汇和句型内化为自己的语言能力，提高他们的语言实践能力。

Unit7 reading 教学反思

Unit7 reading I’d love to sail across the Pacific教学反思上周，市教研室来我校听课，我讲授了初三第七单元的阅读课，得到了教研员和各位老师的指导和帮助，使我深受启发。

当然也给我留下了深刻的反思：一 .本节课的亮点和值得肯定的地方:本节课的整体设计符合新课程理念下阅读课教学的要求，以梳理篇章结构为主线，按照总—分—总的模式，把整个教学过程分为阅读前(Pre-reading)、阅读中(While-reading)以及阅读后(Post-reading)三个部分。

培养了学生的阅读技巧，提高了学生语言的综合运用与交际能力。

读前：我播放了关于梦想的音乐，通过创设情境分享教师的希望和梦想，既扫清了生词障碍又让学生在情境中明确了希望和梦想的区别。

从而激发学生表达的“梦想和希望”的渴望，这样很自然地把学生带入了阅读的情景；读中：按照总——分——总的模式，设计skimming的问题让学生整体感知文章脉络结构，在scanning环节通过设计不同的阅读任务让学生更清晰的了解学生调查报告的内容。

并且在进行每个阅读任务前都让学生回顾skimming的问题，做到分不离总。

最后帮助学生形成思维导图，概括文章大意。

在释疑解难环节，让学生总结如何表达希望和梦想，总结出本课的目标语言，为下面的写作做铺垫。

同时教师引导学生利用标题和图画猜测大意、划出关键词等阅读技巧，从而实现阅读技巧的渗透。

读后：我设计了两个任务：a.让学生讨论how to make a survey report ? 让学生梳理出调查报告的写作结构，为下面的写作做铺垫。

b.让学生小组活动，写出自己的调查报告。

实现由读到说，由读到写的转换。

最后让学生看了一段关于外国青少年梦想的视频，让学生了解中外学生梦想的不同，激发学生对中外文化背景的思考。

而且作业的布置符合阅读课词汇首先为语篇理解服务而后为口语和书面表达积累素材的要求。

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presents • I want to buy Christmas _______ for Simon and Andy too. football cards • Amy buys the new ___________ for Simon. beautiful • Amy buys Sandy ________ hair clips. match They _______Sandy's pink coat. cost • The presents _______ Amy 19 yuan. • The presents I want to buy for Simon and Sandy are 23 yuan. I have enough money ______ for them.
this year’s cards last year’s cards
￥2 ￥1
Yes. No.
What's Amy buying? Some hair clips.
Listen and answer
1. How much money does Amy have ?
Fifteen yuan.
2.How much are the hair clips?
Nine yuan.
True or false
1. Amy wants to buy some basketball cards football for Simon. F 2. This year's cards cost two yuan each. T 3. Amy buys this year's cards. F last 4. Amy wants to buy hair clips for Sandy.T pink 5. The hair clips match Sandy's skirt. coat. F 6. Amy has enough money for the hair clips.T
buy sth. for sb. 9. different kinds of hair clips
10. match her pink coat
11. enough
enough + n. enough food/tomatoes
adj. + enough big enough 足够大
12. Here's your change. 你的找头在这 儿。
这张椅子花了我100元。
The chair costs me 100 yuan. (2) sth. cost + money 某物值多少钱
这条裤子值100元。
This pair of trousers costs 100 yuan.
5. each
(1) 作为adj. 后加单n , 用动词的单数
Each girl carries a bag.
Language points
1.Can I help you?
= What can I do for you? 2. just a minute
3. take a look = have a look
4. How much do they cost? cost 主语是某物，不可以用人 (1) sth. cost sb. + money 某物花某人多少钱
(have a bag.
=Each of us has a bag.
=We have a bag each.
6. They are two yuan each.
= Each of them is two yuan.
= They each are two yuan. 7. last year’s cards 8. buy a gift for my friend
Act out
A: Good morning. Can I help you? B: I'd like to buy...... A: There are many kinds of ... B: They are nice. How much are they? A: They are... B: ...... A: ...... ......
Unit 7 Shopping Reading
1. Where is Amy ? In a shop. 2. What is Amy buying ? Some cards.
Listen and complete the table
Things Price Does Millie take them?