上海七年级牛津英语U3U4教案.doc

Module 1 Unit 3一、 单元分析（Unit Analysis）（一）单元地位（Unit Position）1. 本单元中出现了较多的国家名称和国籍名称。大多数的单词已经在小学和以前的学习中出现过。新出现的是 the Philippines Filipino(s), Thailand - Thai 。容易遗忘的是 Canada Canadian, Britain British, India Indian. 2如何用英语来读出较大的数字，以及理解其中逗号的作用。比如 121，000 可以被读成 one hundred and twenty-one thousand 英语数字的读法在听力测试和日常的英语场景交流中都起到了非常重要的作用，所以在这里可以进一步拓展，举例说明在较大的数字中逗号的不同读法和作用。3阅读英文的个人信息表，并准确填写。学习其中的一些关键词：sex 要求填写性别 nationality 要求填写国际address要求填写地址 age要求填写年龄height要求填写身高 interests要求填写兴趣爱好favorite subject 要求填写最喜欢的科目4. 重点学习和操练的是以下两个句型a) What do we call people from America?We call them Americans. 通过对此句型的操练可以达到两个目的。一、操练不同国家的名词和形容词表达法。二、操练介词短语作后置定语的用法。b) - What have you visited? / Which country have you visited?- Ive visited动词一般现在完成时的用法已频繁出现过。本单元出现的visit的用法又是一个拓展。（二）单元目标（Unit Target）1巩固和掌握更多国家和国籍表达法。2能够正确地用英文读出千，万，百万等较大的数字。3能够阅读较为简单的英文个人信息表，并准确填写。4 能够在口头和书面中正确使用以下两个句型：a) - What do we call people from America?- We call them Americans.b) - What have you visited? / Which country have you visited? / Where have you visited?Ive visited（三）单元重点（Unit Points）1关键词汇和表达法：1）词汇和表达：over = more than, luck, lucky, unlucky, luckily, pen-friend = pen palthe Philippines - Filipino(s) Canada Canadian(s) America American(s)Britain British India Indian(s) Australia Australian(s) Japan Japanese(s) Thailand Thaiage, sex, nationality, family, pet, school, favorite subject, interests, address, height, male, female. 2）依照逗号的位置来区分 thousand, million, billion 的用法。二、 教学设计（Teaching Designs）Period 1-2A comprehension test.Period 3 Check and correct the answers.Period 4 I. Pre-task preparationAsk the students about people from other countries who live in Shanghai. With the help of students draw up a list of countries and nationalities on the board.II. While-task procedure1. Give the students time to read the text silently.2. Play the tape. The students follow in their books. 3. Select individual students to read a sentence each.4. Ask questions about the text. How many people live in Garden City? Are they all Chinese? Which countries do other people come from?5. In pairs, students ask and answer about the table. Ask a few individual students the questions.III. Homework1. Copy the mew words and expressions.2. Do workbook. 反思：国家名称和国籍的表达法是英语学习中非常重要的部分，可以利用Brain storm形式复习以前学到的相关词汇，同时也学习并操练新的相关知识点。Period 5I. Pre-task preparationDisplay a large map of the world. Invite volunteers to come out, point to a country and say the name of the country. List the names on the blackboard.II. While-task procedure1. Play the tape. The students listen and repeat with their books closed.2. Select a group of five to read the dialogue.3. Ask individual students : Which country have you visited or read about in magazines and newspapers? Are people nowadays lucky or unlucky?n Why are we very lucky?n Which countries have the students in the conversation visited?n Have you been to these countries?n What place have you visited?n What country or place have you read about? 4. In groups, students take turns to ask the students on their left the questions in A survey. The groups write the name, country and near/far away from China in the table.( One country for each member. )III. Homework1. Do Workbook.2. In pairs, talk about the countries they have visited or read about.反思：将同学们说出的国家名称写在黑板上，进行男女，或者小组之间的比赛。同时鼓励同学们使用电子词典查询一些新的单词。学生热情反应，积极参与。Period 6I. Pre-task preparationReview: penfriend. Display a map of the world. Ask: Would you like a penfriend? From which country?Get the students to come out and point to the country on the map.II. While-task procedure1. Give the students time to look at Listen and say.2. Play the tape. The students listen.3. Select groups of four to read the dialogue.4. Look at Read, write and say. Ask: What would Kitty like to know about her penfriend?5. Show the students a picture of an imaginative penfriend. Ask:How old is he? age Where does he live? - addressHow many people are there in his family? family memberWhat does he like? - interests What does he like to eat/drink? favorite food/drinks6. The students tick the table for themselves. In pairs, students practise the dialogue.III. Homework1. Copy the new words and expressions.2. Suppose you have a penfriend and tell something about yourself.说明：展现一个虚拟的笔友，让同学们提问有关的情况，可以引起好奇心和求知欲。Period 7Correct the exercises and have a dictation quiz about U1.Period 8I. Pre-task preparation Say: Imagine you have a penfriend. Tell your penfriend about yourself. What is your nationality? How old are you? How many people are there in your family? Do you have any pets? Which school do you go to? What are your favorite subjects? What do you like doing after school?II. While-task procedure1. Give the students time to look at Read. Ask questions : Is Connie Marks a boy or a girl? Where does she live?2. Play the tape. The students listen.3. Ask individual students: Who would you like to write a letter to?4. Play the tape for the letter in Read. The students follow in their books.5. Give the students time to read the letter silently. Then ask individual students to read a sentence each.6. Ask questions about the letter. Where is Kitty from? What is her nationality? How old is she? How many people are there in her family? Does she have a pet? Which school does she go to? Which grade is she in? What are her favorite subjects? What does she like doing?7. Imagine a perfect penfriend and design a table.8. In pairs, make up a dialogue. S1: What are the most important things you want to know about your pen-friend? S2: His or her S1: Sorry, I dont agree with you. Why do you think is more important than?III. Homework1. Do Workbook.2. Copy the new words and expressions.反思：鼓励同学们在比较自己和他人的不同答案时，提出疑问，并最终可以根据他人的答案来改变自己原先的想法。这样的拓展活动可以进一步培养同学们的英语表达能力，而且使得整个询问活动更加有意义。Period 9I Pre-task preparationAsk the students to read the letter on page 19 again.II. While-task procedure1. Give the students time to read the list.2. Ask questions about the list: Is Gary a boy or a girl? Where does he come from? How old is he? How many people are there in his family? Does he have a pet? What are his favorite subjects?3. Complete the letter orally.4. The students write their answers. Ask individual students t0o read out a sentence.III. Homework1. Retell the letter.2. Write a letter to your penfriend about yourself.Module 2 Unit 4一、 单元分析（Unit Analysis）（一）单元地位（Unit Position）1 本课中出现了较多的用（一般现在时）第三人称单数来表示、描述不同职业人们日常所从事的工作。如“He is a doctor and he makes sick people better “ Susan is a secretary and she uses her computer to type”等。这些类似句式在六年级中已经出现，作为初中阶段必须熟练掌握的基础语法，教师有必要在课堂教学中加以一定的机械性训练。2表示不同职业名称的单词在本课中大量出现，这在六年级学习基础上有了进一步的拓展。课文也出现了许多不同职业所穿的制服。教师可以设计flash 动画，让学生进行不同职业与制服的搭配训练。3Where do you work ? What do you usually do ?等特殊疑问句式在课文中出现用来引导学生对职业内涵的进一步阐述。5本单元结束时，可先完成本单元P82 的Write的写作材料。（二）单元目标（Unit Target）1运用不同的名词描述人们的职业并通过连词附带进一步信息。如“Henry is a mechanic and he works in a garage.”“David is removal man and he works for a removal company.”2分别运用一般现在时表示当前状况及用一般过去时表述过去所发生的行为动作。建议教师对学生强调该时态第三人称单数的用法， 如：Hes a doctor and he makes sick people better.等3运用介词短语表述一段时间。（三）单元重点（Unit Points）1关键词：1） 职业名称：architect, mechanic, removal man, street sweepers, traffic warden, ambulance man 2）与职业介绍有关的名词：garage, a uniform, furniture, bakery3） 其他: Ben and Kittys block, lift, empty.2功能：1）Using connectives to add information(用连词来补充职业信息)-Henry is a mechanic and he works in a garage.2） Using nouns to identify people and objects -Miss Tang is an architect and she draws plans of buildings -He wears a uniform.3） Using adjectives to describe conditions -Ben had broken arm and the motorcyclist had a broken leg.4) Asking “Wh-“ questions to find out place, various kinds of information about a person -Where do you work? -What do you usually do?3语法点：1)Using the simple present tense to talk about present states -David is removal man and he works for a removal company.2) Using the simple past tense to talk about past activities -I talked to Mr Chen and he told me about his job.二、 教学设计（Teaching Designs）Period 1A grammar test.Period 2 Check the answers of the test.Period 3I. Pre-task preparationReview jobs known by the students. Ask : What jobs do people do?II. While-task procedure1. Give the students time to read the text silently.2. Play the tape. The students follow in their books.3. Ask individual students to read a paragraph each.4. In pairs, students talk about how to fill in the table.5. Ask questions about the people in the text. What is Mrs Wangs job? Where does she work? What does she do?6. The students complete the table. Check orally.7.III. Homework1. Copy the new words and expressions.2. Workbook exercises and retell the text.3. Students make the flash about different uniforms and match them with different jobs. 反思：将课文改编为对话，学生积极参与，提高了时态、人称互换的能力。 Period 4I. Pre-task preparation1. Ask several students to retell the text.2. Ask: Who wears a uniform? Compile a list of people who wear a uniform on the board as the students make suggestions.II. While-task preparation1. Play the tape for the dialogue. The students listen.2. Select groups of three to read the dialogue.3. Play the tape. The students listen and write the job for each uniform. 4. Groups present their flashes about different uniforms and match them with different jobs.5. Select groups to make up a dialogue with the different jobs.6. In pairs, students complete the table. They then practice the dialogues. Select pairs to act out.III. Homework 1. Workbook exercises.2. Recite the sentences to describe different jobs.反思：让学生自己制作不同职业名称与制服的flash，然后让学生自己配对，这种动态的搭配方式可以活跃课堂，让学生学在其中，乐在其中。Period 5I. Pre-task preparationAsk about peoples jobs: e.g. What does a policeman/doctor/dentist do?II. While-task procedure1. Play the tape. The students follow in their books.2. In pairs, students practise the dialogue. Select pairs to read sections of the dialogue.3. Ask: Who is Susan? What is her job? Where does she work? What does she do? Does she wear a uniform at work? Does she like her job? Why?4. Read Discuss and write. In pairs, students discuss the questions without writing. Ask the questions.5. The students write the answers.III. Homework1. Copy the new words and expressions.2. Workbook exercises and recite the dialogue.Period 6I. Pre-task preparation1. Select pairs of students to read sections of the dialogue on page 29.2. Ask individual students to say a sentence about Susan.II. While-task procedure1. The students prepare the paragraph about Susan without writing. Ask individual students to say a sentence each.2. The students write the paragraph. Ask one or two to read the completed paragraph.3. Play the tape. The students listen and circle. Ask the students to read out a completed sentence.III. Post-task activities1. Students choose the job they would like to do. In pairs, they interview each other and complete the questionnaire.2. Ask one or two students to act out their interview.3. The students write the report. Ask individual students to read out their report.IV. HomeworkAsk students to interview an adult at home and write another report about the adults job.Period 7I. Pre-task preparationAsk: Where do sometimes see accidents? Who comes to help? Are people sometimes hurt in accidents? Where do