牛津上海七下Module3ChangeUnit1Changingourlives教案。

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Module3Change
Unit1Changingourlives
1
Languagefocus:
Usingconnectivestolinkcontrastingideas
e.g.I’mgoodatalotofsubjects,butI’mpooratMaths.
Usingthesimplepasttensetotalkaboutpastactivites.
e.g.Longago,therewasapoorfarmercalledFred.
Usingconnectivestoexpresstransitionofmeaning
e.g.‘Althoughwe’reold,westillworkinthefieldseveryday,’saidDoris.

Languageskills:
Listening
Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases
Predictthelikelydevelopmentofatopicbyrecognizingkeywords,andmakinguseofcontextandknowledgeoftheworld
Speaking
Maintainaninteractionbyreplying
Reading
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases
Recognizerecurrentpatternsinlanguagestructure
Predictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
Skimatexttoobtainageneralimpressionandthemainideas

Materials:
Student’sBook7Bpage49
Cassette7Bandacassetteplayer

Preparation:
Cuethecassette.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Introduce:Although.Writeafewsamplesentencesontheboardtohelpexplainingthemeaning,e.g.AlthoughMaryisthin,sheishealthy./AlthoughJohnispoor,heishappy./AlthoughUncleTomisrich,heisunhappy.
2.Inviteafewmoreablestudentstomakeupsomesentencesbeginningwith‘Although’.Askthemtowritethesentencesontheboard.Offerhelpifnecessary.Thengooverthesentenceswiththewholeclass.
3.Playtherecording:Lookandread.StoptherecordingafterPicture2.Studentslistenandfollowintheirbooks.

4.Askthestudentssomequestionstochecktheirunderstandingofthestory,e.g.What’sthenameofthefarmerandhiswife?/Wheredidtheylive?/Whovisitedthemonewinternight?/Didtheystillworkinthefields?Etc.
5.Remindstudentsthatthestoryisnotfinishedyetandwillbecontinuedonpage50oftheStudent’sBook.However,youmayencouragestudentstoguesswhatisgoingtohappenprortheendingofthestorybeforeyougoon..

Consolidation
GrammarPracticeBook7Bpage38

2
Languagefocus:
Usingconnectivestoexpresstransitionofmeaning
e.g.Althoughtheyarepoor,theydonotwantany_____fromme.

Languageskills:
Listening
Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases.
Speaking
Connectideasbyusinglinkingwordsorphrases
Reading
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases
Recognizerecurrentpatternsinlanguagestructure
Recognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation
Re-readtoestablishandconfirmmeaning
Writing
Developwrittentextsbypresentingmainandsupportingideas
Developwrittentextsbypresentingmainandsupportingideas.
Developwrittentextsbyusingappropriatelinkingwordsorphrases

Materials:
Student’sBook7Bpage50
Cassette7Bandacassetteplayer

Preparation:
Cuethecassette.

Consolidation
GrammarPracticeBook7Bpage79

3
Languagefocus:
Usingconnectivestoexpresstransitionofmeaning
e.g.AlthoughKallyhasalittlepockedmoney,sheisstillveryhappy.
Usingthefuturetensetotalkaboutfutureactions
e.g.HewillpractiseMathsmore.

Languageskills:
Listening
Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases.
Speaking
Connectideasbyusinglinkingwordsorphrases
Reading
Readwrittenlanguageinmeaningfulchunks
Understandtheconnectionbetweenideasbyidentifylinkingwordsorphrases
Recognizerecurrentpatternsinlanguagestructure
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
Developwrittentextsbyusingappropriatelinkingwordsorphrases.
Developwrittentextsbyexpressingownideasandfeelings.

Materials:
Student’sBook7Bpage51
Cassette7Bandacassetteplayer
Workbook7Bpage25
Photocopiablepage44

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage44foreachstudent.

Pre-taskpreparation
1.Askstudent:Whichsubjectareyougoodat?Whichsubjectareyoupoorat?Whatwillyoudoaboutthis?Toelicit:I’mgoodat(asubject),butI’mpoorat(anothersubject).I’ll…Afterlisteningtothestudent’sanswers,youcanputtheminanotherwayandsay:Although(thestudent’sname)isgoodat(asubject),he/sheispoorat(anothersubject).He/She’ll…Havestudentsworkinpairsandtalkinthesamewayaboutthesubjectstheyaregoodatandpooratandwhattheywilldoaboutit.Walkaround,offeringhelpandguidancetothelessablestudents.
2.Inviteafewpairstoreporttheirfindingsinclass,e.g
S1:AlthoughS2isgoodat_____,he/sheispoorat____.He/Shewill…
S2:Although51isgoodat______,he/sheispoorat.He/Shewill…
3.Playtherecording:Thinkandsay.Studentslistenandfollowintheirbooks.
4.Playtherecordingagain.Studentslistenandrepeat.
Post-taskactivity
Workbookpage25
Consolidation
GrammarPracticeBook7Bpage40
4
Languagefocus:
Usingconnectivestoexpresstransitionofmeaning
e.g.Althoughwe’reold,…

Languageskills:
Speaking
Connectideasbyusinglinkingwordsorphrases
Usegesturesandfacialexpressiontoconveymeaningandintention
Maintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitysuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
Reading
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.
Writing
Planandorganizeinformationandideabydecidingonthesequenceofcontent.
Developwrittentextsbyusingappropriatelinkingwordsorphrases.
Developwrittentextsbyusingbasicnarrativestructurethatcomprisessetting,characters,eventsanddialoguewhenwritingaboutrealandimaginaryexperience
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage

Materials:
Student’sBook7Bpage52
Workbook7Bpage26
Photocopiablepages45and46jAb88.cOm

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepages45and46foreachstudent.

Post-taskactivity
Workbookpage26

Consolidation
GrammarPracticeBook7Bpage45.

延伸阅读

Module1Peopleandplaces（外研七下）

一．教材内容分析

本模块以旅游为话题，运用现在进行时态介绍世界各地的时差,并且让学生了解在不同的时间,不同的国家人们做些什么事情.是学生感兴趣的话题.教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。适当进行拓展，以丰富学生知识，拓展学生视野.

二．学情分析

本单元是7下的第一单元.在经过一个学期的学习之后,学生也积累了一定的词汇量.教师在教学时尽量用游戏,图片或flash动画的多种媒体来引起学生的学习兴趣,引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。

三．教学目标

1．语言知识目标

语音

掌握3个元音/m//n///

词汇

buycalldriveenjoydrivelieshoptaketellwaitforpostcardreallyanywaycarthingleaveworkpubrestaurantoperaballetsleepwashdressstartmiddayhotdogcoffeeseegreetingsoonlovenightstreet

词组

句型

takephotoswaitforputonlookat

Whatareyoudoing?I’mwaitingforabus.

Areyouwaitingforabus?Yes,Iam./No,I’mnot.

Whatishe/shedoing?He/Sheiswaitingforabus.

Ishe/shewaitingforabus?Yes,he/sheis.No,he/sheisn’t.

语法

1．现在进行时态的用法.

2．动词-ing形式的变化规则.

功能

运用现在进行时态正确地写一张明信片.

话题

介绍不同国家的时差,在不同的时间里不同国家的人们做些什么事情.

2．语言技能目标

听

听懂有关现在进行时态的句子，提高学生实际应用能力。

说

能利用现在进行时态句型表达正在发生的事情；流利地说出本模块的生词、短语。

读

能阅读包含现在进行时态句型的有关简单文章。进行简单的阅读技能训练。

写

1．能写包含现在进行时态的句子；

2．能正确写一张明信片.

演示与表达

能向全班表达正在发生的事情和描述一张图片.

3．学习策略目标

不断提升自主学习能力，有效交际、信息处理、英语思维能力。

认知

联系，归纳，推测等技能。

调控

从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。

交际

学习运用恰当词语和句子介绍正在发生的事情.

资源

通过其他资源获取更多其他国家的信息,如时差等信息.

自学策略

能借助其他的手段了解别的国家的情况.

4．文化意识目标：

在中外对比中，了解不同国家生活情况.

5．情感态度目标

培养学生热爱自己家园的意识。参加各种英语活动，克服困难，在新环境中进一步树立正确的语言学习观。

四．重点难点

1.教学重点

[1]重点句型:现在进行时态句子的肯定，疑问与否定形式

[2]重点话题:用现在进行时态叙述正在发生的事情.

2.教学难点

[1]动词-ing形式的构成规则.

[2]掌握现在进行时态的句型和结构.

3.突破途径

以话题为核心，通过游戏、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。

五.教学设计：

Unit1we’rehavingagreattime!

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:buycalldriveenjoylieshoptakephotostellwaitforpostcardtheGreatWallreallyagoodtimealotanyway

Keystructure:Whatareyoudoing?I’mtakingphotos.

2.Listeningskill:TounderstandconversationsinvolvingthepresentContinuousTenseinlistening.Improvethestudents’listeningability.

TeachingAids:Multi-Media(orTaperecorder,OHP)

TeachingProcedures:

Step1Playaguessinggame

Showstudentssomephotosoffamouspersonsandgetthemtoguesswhotheyare.

设计意图:从学生熟悉并且感兴趣的名人着手,玩猜猜看的游戏,由美国总统布什的滑稽造型引出本单元的重点句子:Heisrunning.

Step2Leadin

ShowstudentsapictureofYaoMingandaskthem“whatishedoing?”andgetthemtoanswer“Heisplayingbasketball.”ThendothesamewithpicturesofBillGates,LiYuchunandYangLiping.

设计意图:从学生所熟悉的名人出发,用现在进行时态的句子进行问答,不必要求学生说得非常正确,只是让学生对现在进行时态的句子有一个初步的认识.

Step3Practice

Showmorepicturesandgetstudentstopracticethepattern:whatishe/shedoing?He/Sheis….Andatthesametimeteachsomenewwords.

设计意图:在这一步骤中,要尽量引导学生说正确的现在进行时态的句子,在不断的操练中熟悉句型.

Step4Listenandread

ListentothedialogueinActivity3,andbeforetheylistenaskthemtothinkabout2questions.1)WhereisBettycalling?2)Whyisshethere?Afteransweringthe2questions,getthemtoreadthedialogueinpairs.

Step5Match

Matchthepeopleandtheactions.Thengetthemtowritefullsentencesusingnames.Forexample:Bettyistalkingtohermother.

设计意图:在这一步骤中,让学生从说转移到写上,这对以后的两个单元的学习会起到很好的帮助.

Step6Playagame

把全班学生分成3大组分别写一些短语,第一组写主语,第二组写正在做什么,第三组写地点.然后每组分别叫一个同学上来,把他们的短语组合成一句句子.这样组合起来的句子肯定非常滑稽,让同学们在轻松愉快的氛围下把当天所学的知识加以巩固.在游戏中结束了第一单元的学习.

Step7Homework

1.Readthewordsandthedialoguefrequently.Trytorecitethedialogue.

2.Bringyourfavouritephotoandtalkaboutitnexttime.

Unit2They’regoingtotheopera.

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:carputonthingleaveworkathomepubrestaurantoperaballetsleepwashdressstartmiddayhotdogcoffeesee

Keystructure:Peoplearesleeping.Peoplearen’tworking.

3.Speakingskill:TosaysentenceswiththePresentContinuoustense.

TeachingAids:Multi-Media(orTaperecorder,OHP)

TeachingProcedures:

Step1Playagame

模仿中央电视台的幸运52节目,让同学两个一组上台,一个人做动作,另一个同学问,例如:Areyouswimming?

设计意图:由游戏开始上课,同学们会比较感兴趣,并且这个游戏正好可以复习上节课的内容.

Step2Revise

Use9picturestorevisethepattern.Getstudentstoaskandanswerinpairs.Forexample:Whatisshedoing?Sheisgettingup.

Step3Sumup

用中文总结一下现在进行时态的用法和现在分词的构成规则.并带领全班同学朗读单词原形和现在分词形式.

Step4Presentation

首先用一张世界地图来教时差。然后出示世界著名城市的图片，如北京、伦敦、莫斯科、纽约和洛杉矶，老师引导学生用现在进行时态来说句子。例如，It’s1:00a.m.inBeijing.Peoplearesleeping.Peoplearen’thavingdinner.在同学们自由发言的时候，老师有目的的来引出本活动中的几个重点短语：runningfortrains;havingafternoontea;goingtotheopera;watchingaballet;gettingdressed,etc.

设计意图：在这一步骤中，要让同学们积极主动的发言，并且答案可以是不统一的。老师鼓励学生大胆表达，并且给予适当的表扬，让学生感受成功，增加自信心和求知欲。

Step5Listenandcheck

ListentothepassageinActivity1onlyonceandcheckthetruesentencesinActivity3.

设计意图：只让学生听一遍磁带，然后马上判断句子正误。目的是培养学生的听力，在听力练习中抓住主要内容。

Step6Magictrip

Showstudentspicturesoffamouscities,andtellthemyoucangotooneofthemwithyourfriendsatonce.Discussingroupsoffour,andchooseoneandsaysomethingaboutthetrip.Forexample:Hello!NowI’minHangzhou.Iamshopping.MyfriendChengLongisdrinkingmilkinapub.YaoMingis

myfriend,too.Heissleepinginthehotel.

设计意图：学以致用，小组进行合作，培养学生主动学习，大胆合作的精神。

Step7Readthepostcard.

Givestudents3minutestoreadthepostcardandanswerthe6questions.Checktheanswerstogether.Thenplaythetape.Studentsreadafterthetape.

设计意图：让学生模仿课文录音，语调，感受语言的节奏

Step8Homework

1.Readthepassagefrequently.

2.Writeapassageaboutthemagictrip.

Unit3Languageinuse

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:Seeyoulater.goodnightstreet

Keystructure:Issheenjoyinghervisit?Yes,sheis./No,sheisn’t.

Aretheybuyingpostcards?Yes,theyare./No,theyaren’t.

Speakingskill:TosaysentenceswiththePresentContinuoustense.

Writingskill:TowriteapostcardusingthePresentContinuousTense.

TeachingAids:Multi-Media(orTaperecorder,OHP)

TeachingProcedures:

Step1Playagame

Showtheflashofsomepigs,butstudentscan’tseewhattheyaredoing.Getstudentstoguess.Theteachercanasklikethis:Whatishedoing?Isherunning?Ishesinging?

设计意图:本单元是一个复习单元,以游戏引出话题，活跃课堂气氛，鼓励学生大胆表达。

Step2Enjoytalking

Showstudents9pictures.Getthemtoaskandanswerquestions.Forexample:Whatishedoing?Heissinging.

Step3Findouttherules

Letstudentsseeninesentencesandaskthemtotrytofindouttherulesofv.ingforms.(句子见幻灯片)

Step4Dosomeexercises

Giveeachstudentapieceofpaperandtrytofillintheblanks.Payattentiontotheform:be+v.ing(题目见幻灯片)

Step5Aroundtheworld

Showstudentspicturesofdifferentcities.Andtellthemthereisdifferenttimeindifferentplaces.

Step6Tryimagination

Showstudentsapictureofaboy.Tellthemlikethis:ThisismyfriendTony.Completethedialogueandguesswhereheis.

T:Hi,Dad!

D:Hi,Tony.What________________(you/do)?

T:We___________(visit)theForbiddenCity.LinglingandBetty______________(write)postcards.

D:What______________(Daming/do)/

T:He_____________(take)photos.Therearelotsofpeoplehere.They____________(enjoy)thesun.Som__________(look)atthebuildingandsome_______________(listen)totheguide.

D:________________(you/have)agoodtime?

T:Yes,we_____________(have)agreattime,Dad!Seeyoulater.

D:Bye.

Step7Writeapostcard

TellthestudentstheanswerofthequestioninStep6.TonyisvisitingtheForbiddenCitywithhisfriends.Hehasmanyfriends.Tellthestudents:Supposeyouareoneofhisfriends.Nowyouwriteapostcardtohim.GetthemtopayattentiontowritingpostcardsinEnglishcorrectly.

Step8Match

MatchthewordsinBox1withthewordsinBox2tomakephrases.

Step9Homework

1.Finishtheexercisesinworkbook.

2.Finishthepostcard.

Module3ChangeUnit3Inthefuture

Module3Change
Unit3Inthefuture
Period1课型：新授
教学目标
Usingthesimplepresenttensetoexpressthoughts
Usingthefuturetensetotalkaboutfutureevents

教学重点
1.Learntouseformulaicexpressionstoshowdisagreement
2.Doyouthink…..?
Ithinkso./Idon’tthinkso.
Ihopeso./Ihopenot.
3.beableto和can的区别。
beabletodosth.能够做某事，意思与candosth.接近，但beableto有时态的变化，而can作为情态动词，两者用法不一样。

教学难点
1．Thefuturetense
肯定形式：will+do否定形式：willnot(won’t)+do
疑问形式Will………do?
2．inthefuture
takepills
underthesea
airpollution
onthemoon
won’tgotoschoolanylonger
learnfromcomputersathome
intwentyyears’time
intwentyyears
sealthebox

课前预习
Previewthenewwords

听力训练
Recognizedifferencesintheuseofintonationinquestionsandstatements(includingapprovalanddisapproval)

课后巩固
I.Choice:
1.LastSundayhesaw______bull._____bullwasrunningafteraman.
A.the,TheB.a,AC.a,TheD.the,A
2.A:Iwishyouhappinessforever.
B:__________.
A.NotatallB.IagreewithyouC.Yes,Ido.D.Thankyou.
3.Hurryup!Youhave_______timeleft.
A.littleB.alittleC.fewD.afew
4.Hersisterusuallypractises________thepianointheevening.
A.playB.toplayC.playsD.playing
5.People_________morefreetime_____funinthefuture.
A.willbe,forB.willbe,toC.willhave,toD.willhave,for
6.Aliceisagirlwhoisalwaysreadytolearn_______others.
A.toB.withC.fromD.in
7.Ithinkpeoplewillnothaveenoughwork_________.
A.todoB.doingC.doD.fordoing
8.Itisinterestingtoseeleaves______fallinginautumn.
A.tostartB.startedC.startingD.start

II.Rewritethesentencesasrequired:
1.Ihavegotsomeapplesandoranges.（改为否定句）
I_____________anyapples________oranges.
2.Morelandwillbeusedforbuildingnewtownsinthefuture.
（保持原句意思）
Morelandwillbeused_____________newtownsinthefuture.
3.IhopethatI’llbeateacher.（保持原句意思）
Ihope______________ateacher.
4.Itiswonderfultoseealotofflowersinspring.(改为感叹句)
________________itistoseealotofflowersinspring!

Module1ChangeUnit1WhatwillIbe教案

Module1Change
Unit1WhatwillIbe

一.教学内容：
Module1ChangeUnit1WhatwillIbe
1、课标词汇
2、重点词组
3、重点句型
4、时态：一般将来时
5、形容词比较级的构成
二.本周知识总结与归纳
1、课标词汇
changecenterstartintonoteonheavywillwantputseeshoppingknowphotographnewbackcentimeterkilogrammehairexcitedglassesreportermodeltimestrongneedsportpossiblyneedpolicemanagreethinkloveEnglishChineseslimdriversingerfarmerpoormorehoweverpracticelearn
2、重点词组
takeaphotographin13year’stimewearglasses
begoodatbepooratdressup
afootballplayerwouldlikehavetostuffyhard
3、重点句型
Hewillbe10centimeterstaller.
Shewillbe5kilogrammeheavier.
Kellywillbetallandslim.
Shewillpossiblybeamodel.
Hewillbegoodatsport.
I’mpooratEnglish.Ihavetostudyhard.
Yes,Iagree./No,Idon’tagree.
Iwouldliketobeadoctor.
4、时态：一般将来时
一般将来时的基本用法：表示将要发生的动作或存在的状态
一般将来时的形式：
●主语＋助动词(will/shall)＋动词原形(shall只用于第一人称)
肯定句：Ishallwork.Youwillplayfootball.
否定句：Ishallnotwork.Youwillnotwork.
疑问句：Willyouwork?Willtheywork?
●主语＋begoingto＋动词原形。表示计划、打算要发生的事，或即将发生的事。
肯定句：Iamgoingtowork.
Youaregoingtowork.
否定句：Iamnotgoingtowork.
Youarenotgoingtowork.
疑问句：Areyougoingtowork?
●瞬间动词(come,go,arrive,leave…)的现在进行时也可以表示将来。如：
Springiscoming.
●表示将来的时间状语：tomorrow,nextweek,nextmonth,in13years’time…
●in后接一段时间与将来时连用，表示将来动作发生在此段时间之后。如：
Hewillbuyanewhouseintwoyears.
5、形容词比较级的构成
规则变化：
（1）单音节词和少数双音节词一般在词尾加er：bright--brighter
（2）以不发音的e字母结尾的加r：large--larger
（3）以辅音字母加y结尾的变y为i加er:happy—happier
（4）以一个辅音字母结尾的重读闭音节词双写最后一个辅音字母再加er:big--bigger
（5）以er，ow结尾的双音节词加er：
clever—clevererslow—slower
不规则变化：
good,well—betterbad—worsemuch,many—more
little—lessfar—farther/further