內容（Teaching Content）:
牛津初中英語7B第一單元詞匯部分第四課時
目的和要求(Teaching Aim and Requirement):
復習閱讀部分內容及其知識點和句型表達;要求學生對詞匯部分有全面的掌握
本課類型(the Type of the Class) :
教授+操練
教學方法(Teaching Method):
啟發(fā)式
教具準備(Teaching Aid Preparation):
圖片
教學重點、難點和關鍵( Teaching Key Points, Difficult Points and Important Points)：
用英文識別家具名稱并能靈活使用為重點
家具在一個家中的角色.
通過學習這部分, 如何使學生更深地理解家的概念是關鍵.
教學過程(Teaching Process)：
復習(Revision): Asking the students to tell whose home he or she likes best and why. By answering this question, we can get the students to review the Reading part while thinking about what his or her ideal home is.It is possible to get an answer like this:
I like Madee’s home best because it is fun to live in a house over a river and climb a ladder into the house every day.
Asking five or six students to tell about their ideas.
引入(Leading-in): Q:Home is important to everyone in the world. What do you think home is ?
I might get an answer like this: I can’t feel afraid or hungry at home.
Letting the students talk about the question and have a short discussion.
Q:What makes up of a home?
Letting the students discuss and then picking some students to tell about their ideas. Next, by showing them a picture of family members, a picture of a house and a picture of different rooms and furniture, I can make the students understand that people, houses and furniture make up of a home. And they are all important.
PEOPLE + HOUSE + FURNITURE= HOME
授課內容(Teaching Content)及練習(Practise):
Of course, without family members,there’s no home. Besides family members, houses are the second most important. In a house, we usually have different rooms. Basically, what rooms do need in a house for a home?
sitting room dining room bathroom bedroom
kitchen study balcony
We also need different furniture in different rooms. Showing the students some pictures of furniture.( bedside table, lamp, coffee table, sofa, cupboard, armchair) Which room do they belong to? …
Asking the students to name out the furnitures according to the room pictures shown.
Sitting room: sofa coffee table armchair lamp TV
Dining room: dining table. chair. napkin paper. dinner set.
Bathroom: toilet. basin. shower. mirror. towel.
Bedroom: bed bedside table lamp dressing table
Kitchen: cupboard cooker microwave oven fridge
Study: bookshelf (case) lamp computer
Next, looking at Part B. Simon is making a table showing the objects in different rooms in Neil’s house,but there are some mistakes. Help him find the mistakes and circle them.
Asking the students to take out their family pictures and talk about your home with their deskmate…
Asking some students to come to the front and talk about his or her home…
Discussion:
Suppose you have an empty house. But you have only ten thousand yuan, what furniture would you like to buy first? And why?
小結(A Brief Sum-up):
Asking the students to write as many names of furniture as they can while one student writes on the blackboard. At least five for each room. Then checking the writing on the blackboard with the students.
作業(yè)布置(Assignment):
Please write something about the furniture you need or change in your house right now and why. At least 80 words
板書設計(Blackboardwriting)：
PEOPLE + HOUSE + FURNITURE= HOME
bedside table, lamp, coffee table, sofa, cupboard, armchair
↑ ↑ ↑ ↑ ↑ ↑
bedroom sitting room sitting room kitchen sitting room
bedroom bedroom
教學后記(Teaching Postscript)：
本課容量大, 并有很大擴展,聽、說、讀、寫都兼顧到； 師生互動性強; 在授課期間, 要節(jié)奏快, 引導和啟發(fā)到位, 確保學生的知識和能力都有收獲.
7B Unit1 第2課時教案 Reading 1
常州市第二十四中學英語組 岳茵
教學內容: 7BUnit1 第2課時Reading 1
教學目的及要求：1 了解不同國家居住環(huán)境的情況。
2 獲取有關不同生活方式的信息。
3 學習描述家，描述他人的生活方式。
本課的類型：多媒體課
教學方法：任務型教學
教具準備：多媒體、錄音機（或直接作為聲音文件導入），一幅繪有兩層樓的木制別墅圖片。
教學重點及難點：1 有關住宅各部分的名稱，并且能了解各國不同的住宅情況。
2 學完課文能簡單描述：Stephen，Madee，Neil，Anna 的家
及他們的生活方式。
3．詞匯share 的用法不需詳盡的在這一課時講解，只需一帶而過，但要讓學生會說：share…with sb .
4. 此外, on the balcony/on the beach/in a flat/over a river等包含介詞的短語, a wooden house, get into/ get out of, be friendly to sb&句型:…while…
教學過程及時間分配：（所用時間注在每個環(huán)節(jié)的后面）
1．復習：國家名稱和它的形容詞以及首都。(1min)
2．引入：觀看世界上各國不同的家園并請學生發(fā)表自己的見解最喜歡哪種，不喜歡哪種，為什么？哪一種是你的夢想家園？（討論）(3mins)
3．呈現授課內容：（1）教師展示一幅圖片，圖上繪有一棟兩層樓的木制別墅。教師通過介紹自己的夢想家園，呈現部分與課文相關內容。將這些內容寫在黑板上，并帶領學生朗讀。(3mins)
（2）教師提問：What rooms do I need in my dream home？啟發(fā)學生開動腦筋并聯(lián)想已學過的知識。教授bedroom、sitting room、dining room、kitchen、balcony等。以及More things about homes.(拓展) (2mins)
4. 練習: (1) 向學生展示臥室、客廳、餐廳、陽臺、廚房的圖片。教師向學生提問：(5mins)
Do you live in a flat or in a house？
What rooms do you have？
What do you do in each of these rooms？…
教師與學生進行示范交流后組織學生兩人一組按照示范問答進行交流
5.閱讀: 第一遍是快速閱讀, 整體感知四個不同國家的小朋友的家園描述(fasting reading) 在之后對有些notes略做提醒. (學生自學+嘗試著找到答案) (3mins)
第二遍是精讀: 分段聽, 然后討論問題.(Stephen與Madee的問題在幻燈片上出現, Neil 與 Anna 的問題就不用幻燈呈現, 而用教師的口頭提問形式.(詳細討論每個問題) (8mins)
6.小結(或者也可說是反饋): Fill in the blanks并領著學生大聲朗讀這兩段, 其余兩段如有時間也可安排他們去填, 然后老師帶領著再讀, 甚至還可讓能力強的學生復述四段, 老師還可在黑板上出示一些關鍵詞或詞組來引導,這都看當時的時間由教師靈活安排.(5mins)
7.拓展: (1) Describe your own home to your penfriend (5mins)
(2) 能力強的學生還可以自由描述自己心中的理想家園.(9mins)
8家作: 幾句日常小練習.(1mins)
板書設計：on the beach be friendly to sb
on the balcony share…with sb
in a flat get into…/get out of…
over a river look out at the beach
on a busy street chat with…
on the seventh floor
句型: …while…eg. I often sit in the kitchen while my mother makes dinner.
教學后記：
本課活動有明確的目的并具有可操作性,以學生的生活經驗和興趣為出發(fā)點, 學生通過思考、討論、交流和合作等方式，學習和使用英語，完成學習任務。此外，本課注重學生整體感知課文的能力培養(yǎng)，同時也加強對學生閱讀策略的指導，為他們終身進行英語閱讀學習奠定基礎。
牛津7B Unit1 第三課時教案
教學內容（Teaching Content）:
牛津初中英語7B第一單元閱讀部分的第二課時
教學目的和要求(Teaching Aim and Requirement):
梳理閱讀內容中的知識點和句型表達;要求學生對閱讀部分有更深的掌握
本課類型(the Type of the Class) :
教授+操練
教學方法(Teaching Method):
啟發(fā)式
教具準備(Teaching Aid Preparation):
圖片
教學重點、難點和關鍵( Teaching Key Points, Difficult Points and Important Points)：
六個短語及句型表達是重點
While的使用是難點
介詞的使用是重點
教學過程(Teaching Process)：
復習(Revision): Asking the students to judge whose house it is according the key words giving
BEACH RIVER KITCHEN FLAT
And then talking about the house according the key words like this:
Stephen lives in a large house in Long Beach,California,the USA. He and his friends love to sit on the balcony and look out at the beach and the sea. He can also see the sea and the beach from the bedroom windows.
……
引入(Leading-in):Asking the students to pay attention to these sentences:
1.I live in a large house in Long Beach, California, the USA.
2.The house is over a river. I climb a ladder into my house.
3.My family and I often sit in the kitchen while my mother makes dinner in the evenings.
4.I share a bedroom with my sister.
授課內容(Teaching Content)及練習(Practise):
1.如何準確表達地點.
I live in large house in Long Beach, California, the USA.
Asking the students to try to tell the place where Anna lives in one sentence.
(I live in the centre of Moscow. I live with my family in a flat on a busy street. The flat is on the seventh floor.)
I, with my family, live in a flat on the seventh floor on a busy street in the centre of Moscow.
Suppose the students have to write a letter to their penfriends abroad, they have to tell the exact places where they are living.Getting the students to speak out their addresses correctly.
中國江蘇常州花園路花園小區(qū)別15幢丙單元102室.
Room102, Unit3, Building15, Hua Yuan Residence on Hua Yuan Road, Changzhou, Jiangsu, China.
Asking the students to pratise in a form of chainwork. Speaking as fast as possible.
2.如何使用介詞into
I climb a ladder to get into my house.
In 表靜態(tài),意為 “在……之內”; into表動態(tài),意為 “進入……”
E.g. I am in the hall. Now I want to get into the lift.
Asking the stuents to give as many examples as possible.
It started to rain and they went into the house.
She jumped into the water.
He changed into his uniform.
They worked far into the night.
You will get into trouble if you do that.
“Into” can’t be replaced by “ in” in the above sentences.
3.如何使用 “while”.
Anna and her family often sit in the kitchen while her mother makes dinner.
“while” 有時用來對主從句中動作進行對照或表示兩個動作同時進行.
Encouraging the students to use “while” to describe some situations in their daily life and study like this:
I do my homework in the study after dinner while my mother cleans up in the kitchen.
He sits quietly in class while others are excited about the teacher’s questions.
4.如何使用share
I share a bedroom with my sister.
share something with …
Asking the student to think about the question:
What would you like to share with your best friends(teacher, parents)?
It is wonderful if you can get such an answer:
I’d like to share joy as well as sorrow with my best friend.
小結(A Brief Sum-up):
In term of a brief sum-up, the following exercises can be a good choice:
Fill in the missing words according to the meaning of the sentences:
1.Would you like____ the buiscuits with your younger brother?
2.____he is away from his homwtown, his wife takes care of the home.
3.Jack must be ___ the park. Let’s buy tickets and get __it to meet him.
4.My aunt lives ___a wooden house ___a river ___ a town ___Thailand.
作業(yè)布置(Assignment):
As a Chinese student, you want to let foreigners know more about a Chinese home. Take your home as an example and write something in at least 80 words..
板書設計(Blackboardwriting)：
BEACH RIVER KITCHEN SHARE
1. I live in a large house in Long Beach, California, the USA.
2. The house is over a river. I climb a ladder into my house.
3.My family and I often sit in the kitchen while my mother makes dinner in the evenings.
4.I share a bedroom with my sister.
教學后記(Teaching Postscript)：
本課屬教授課，為避免枯燥，要充分使用好設疑、反饋和討論的環(huán)節(jié)，做到松弛有節(jié)，提高知識點的掌握程度。
Unit1 Dream homes
Welcome to the unit
Teaching aims and demands:
New words: dream, palace, capital
Teaching methods: task-based approach
Teaching task: 1. To talk about cities and countries.
2. Have a discussion in groups, and talk about their dream homes.
3. Write articles about students’ dream homes.
Teaching aids: tape recorder
Teaching procedures:
Ⅰ. Warm-up (presentation)
1. Ask if any students have lived in another country. Elicit from students ideas about an ideal place to live.
2. Do a mini-survey. Ask students which is their favorite place to live.
Ⅱ. Listening
Listen to the tape, answer my question, Which is Eddie’s favorite place to live? Help the Ss to answer.
Listen again, Ss read after the tape recorder, then act it out.
Language points:
1.I’d like to live next to a restaurant.
① would like sth.= want sth.
would like to do sth. = want to do sth.
e.g. Would you like some water?= Do you want some water?
Would you like to go with us? Yes, I’d love/ like to.=Do you want to go with us? Yes, I do.
② next to =beside
e.g. Tom’s house is next to mine.
Jack wants to sit next to me.
2. Learn about homes in different countries.
① learn about
I want to learn more about the world.
② learn from
We should help each other and learn from each other.
③ different → same
in different classes in the same class
Ⅲ. Countries and capitals
1.Ask students to study the pictures on page 3.
2.Say: The capital of China is Beijing. The Capital is the most important city in a country. Ask students to do Part B. Ask them to check with others.
Ⅳ. Discussion (task)
Have a discussion in groups of four to talk about their dream homes. Each group will choose a student to tell us about his / her dream home. Why?
Language points:
The capital of the USA is Washington D.C.
the capital of ……
e.g. Nanjing is the capital of Jiangsu Province.
The capital of China is Beijing.
Ⅴ.Sum-up
Go through the new words and the language points learnt during this lesson.
Ⅵ. Homework
1.Review the contents of this lesson.
2. Write articles about students’ dream homes.
Unit1 Dream homes
Integrated skills and Study skills
Teaching aims and demands:
New words: bathroom, mirror , afraid , still, message
Key points: be different from May I speak to…, please?
Who’s calling? Can I take a message?
Teaching methods: task-based approach
Teaching task:
1.To recognize words about homes, to identify items related to homes, to under
-stand the location of rooms and furniture, to identify specific information about furniture items and to show understanding of relevant information by completing an e-mail
2.To develop grammar learning strategies and to use a recording system to help memorize grammatical structures.
Teaching aids: tape recorder, tapes, slide projector, slides
Teaching procedures:
Ⅰ. Warm-up
Ask the student on duty to give a free talk.
Integrated skills
Ⅱ.At home in Britain
Ask the Ss to study the pictures in Part 1carefully. Encourage them to ask questions about the pictures. e.g. Where do Neil and his family watch TV? Where do you think the house is? Listen to the tape, and ask the Ss to order the pictures. Check the answers with the whole class.
Listen to the recording again. Do the “T” or “F” exercises.
1. Neil and his family don’t sit in the kitchen.
2. There is a garden behind the kitchen.
3. There is a large table in the dining room.
4. Neil’s family watches TV in the dinging room.
5. The bathroom is new.
6. There is a lamp and some posters in Neil’s bedroom.
Ask students to read the words in the box in Part A2 and use them to label the things in the pictures in Part A1.
In pair, students check their answers. Ask them to label as many of the other things as they can in the pictures.
Ask students to read Amy’s e-mail in PartA3 to obtain general understanding. Check their choice of words. Students take turns to read the completed e-mail to the class.
Ⅲ. Speak up
Listen to the tape recording and read after it.
Ask the Ss to work in pairs to make up new conversation for leaving a message with Neil’s mother using the conversation in Part B as a model. Ask a few pairs to present their conversations to the class.
Ⅶ. Study skills ( Making a grammar pattern book)
Take students through the two patterns at the top of the page.
Ask students toe Part A using the two grammar patterns. Encourage them to use a different color for each part of speech.
Ask students to write the two patterns on separate pages in a notebook.
Language points:
1.It’s really different from the flats in Beijing.
be different from
e.g. Your pen is different from mine.
City life is very different from Country life.
different(adj.) → difference(n.)
the difference between…and…
e.g. There are many differences between English and Chinese Names.
2. Who’s calling/speaking/that? （打電話用語）請問你是誰？
我是用This is… e.g. This is Jack speaking.
3. Can I take a message?
take a message (for sb.)
4. I’ll ask him to call you back.
Ⅷ. Sum-up
Go through the new words and the language points learnt during this lesson.
Ⅸ. Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
Unit1 Dream homes
Reading
Teaching aims and demands:
New words: balcony, cushion, beach, sea, bunk beds, town, wooden, over, climb, ladder, quiet, rain, while, sitting room, street, share, friendly, above, dining room, grow, most, lie
Teaching methods: task-based approach
Teaching task: 1. To read and learn about different types of homes and lifestyles..
2. To obtain details about homes in different countries.
3. To respond to the text by making statements about the foreign students’ activities.
4.Write an article to introduce their own homes, using the four home pages as a model.
Teaching aids: tape recorder, tapes, slide projector, slides
Teaching procedures:
Ⅰ. Warm-up
Ask some students to report their homework about dream homes.
Ⅱ. Presentation
1.Use the pictures to teach the new words.
balcony cushions ladder kitchen bunk beds sitting room
2. Complete the following sentences using the new words.
⑴ Two beds , one above the other, are .
⑵ In most homes, people cook meals in the .
⑶ We usually put the sofa in the .
⑷ is a good place to chat with friends.
⑸ Sitting on the big is very comfortable.
⑹ We can climb the tall tree with a .
Ⅲ.Listening
Now, let’s listen to the home pages of four foreign students, after you listen to them, please do some “T” or “F” exercises. Check the answers with the whole class.
1.Stephen lives near the sea.
2.There are more than ten rooms in Stephen’s house.
3.Maddee lives in a wooden house in the hills.
4.Maddee has a small family.
5.Neil has a TV in the kitchen.
6.Neil’s dog sleeps in the sitting room.
7.Anna’s flat is on a busy street.
8.Anna shares a bedroom with her brother.
9.Stephen’s favorite place is the balcony.
10.Anna lives in a large flat.
Ⅳ. Reading
Ss read the articles by yourselves. Then check their reading.
Language points:
1.We sit on the big floor cushions and look out at the beach and the sea.
look out (of) …
e.g. Don’t look out of the window in class.
look at / look around / look for / look like / look forward to / look after / look up
2. I live with my family in a wooden house.= I live with my family in a house made of wood.
wooden(adj.) → wood (n.)
e.g. We need some wooden chairs.
This house is made of wood.
3. I climb a ladder to get into my house. =I get into my house with a ladder.
①e.g. I often go to her house to see Uncle Li.
Daniel often goes to the shopping mall to play computer games.
② get into → get out of
get into the car get out of the car
4. I do not have my own bedroom.
own(adj./v.) → owner (n.)
e.g. I see with my own eyes.
Who’s the owner of this pen?= Who owns this pen?
5. My family and I often sit in the kitchen while my mother makes dinner.
e.g. I am reading books while my brother is watching TV.
She called while you were out.
6. I share a bedroom with my sister.
share sth. with sb.
e.g. The boy shared his toy with other children
share in sth.
e.g. We should share in our sorrows as well as joys.
7. Our neighbors are friendly and we are happy here.
e.g. I’m friendly with her.
be friendly to sb.
e.g. People are usually friendly to foreign friends.
8.Simon wrote down the meaning of some of the words.
①write + n. +down=write down +n. write it /them down
e.g. Can you write down the words on your book ?
= Can you write the words on your book?
OK, I’ll write them down.
②meaning (n.) → mean(v.)
e.g. What’s the meaning of “quick?= What does “quick” mean?
9.A garden is the best place to grow flowers.
e.g. It’s really a good place to go.
I’m hungry. Do you have anything to eat?
10.Stephen is lying on his bunk beds.
lie → lying tie → tying die → dying
tell a lie
e.g. Don’t tell a lie any more . It’s not good for you.
Ⅴ.Discussion (task)
Divide the class into groups of six. Ask students to draw picture of their homes.
Students look at their pictures and talk about their homes.
Ⅵ.Sum-up
Go through the new words and the language points learnt during this lesson.
Ⅶ. Homework
1. Review the contents of this lesson.
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