英語(yǔ)教案7AUnit

1、英語(yǔ)教案 7A Unit6單元整體課時(shí)規(guī)劃：Contents of the unitFashionAims of the unit1. To learn some basic vocabulary to talk about clothes and materials.2. To recognize adjectives that describe clothing.3. To use adjectives to express opinions about how things look.Focuses and difficulties of the unit1. to learn the

2、names of materials and revise names of clothing, e.g.,leather shoes, a silk scarf2. the usages of “can” and “may”3. adverbs to order events chronologically e.g., first, then , next, afterwards finallyPeriodsContents of each periodPagesPeriod 1Comic strips+ Welcome to the unitP90-91Period 2Reading(1)

3、P92-93Period 3Reading(2)P92-95Period 4vocabularyP96Period 5grammarP97-99Period 6Integrated Skills (A+B)P100-101Period 7Speak up+ PronunciationP101-102Period8Main taskP103-104Period 9CheckoutP105具體每課時(shí)教學(xué)設(shè)計(jì)：Period 1 ( Comic strips+ Welcome to the unit) DateTeaching aims1. To introduce the main topic of

4、 the unit.2. To learn some basic vocabulary to talk about clothes and materials.Focuses andDifficulties1. Some new words about clothes and materials2. Sentences: I dont know what to wear.I can spend ten more minutes in bed.What are you going to wear for the show?Teaching approachesListening and spea

5、king approachTeaching proceduresRemarkStep 1 Warm upIntroduce the topic with the help of a well-known fashion magazine, picture and fashion/designer labels. Put pictures of different fashion items on the blackboard, such as boots, jeans and so on.Step 2 PresentationAsk students: What are you wearing

6、 today? Help students revise some names of clothing, and then present the new word tie by showing a tie to students.Step 3 PracticeShow the pictures on page 87 to students, and ask them to ask and answer questions like this: A: What is the girl/boy wearing? B: He/She is wearing A: What colour is it/

7、are they? B: It is/They are pink/Step 4 Reading Ask students to read the conversation between Millie and Sandy and answer the following questions: What are they going to do? What is Sandy wearing? What do you think of her clothes?Step 5 Pair workAsk students to make a conversation using Sandy and Mi

8、llies conversation as a model.Step 6Listening and readingT: We all have lots of clothes. Do you need to choose what to wear every morning? What about Eddie? Listen to the tape and answer: Does Eddie need to wear clothes? What can he do then? (sleep ten more minutes) What do you think of him? (lazy)A

9、sk students to listen to the tape again and repeat the comic strip sentence by sentence.Step 7Acting outAsk students to act out the conversation in pairs.Homework1. Listen, repeat and recite Comic strip2. Preview readingReflection具體每課時(shí)教學(xué)設(shè)計(jì)：Period 2 (Reading1) DateTeaching aims1. To locate specific i

10、nformation by scanning the text.2. To predict overall meaning from Ss own background and knowledge.3. To read for specific information and to think about related points.4. To guess the meaning of specific words from the contest.Focuses andDifficulties1. to make the students master the new words, phr

11、ases and expression. 2. to learn to describe a fashion show Teaching approachesTask-based approachTeaching proceduresRemarkStep 1 Greetings. Ask a student: You look very smart today, and your coat is very beautiful. Whats it made of ?Ask and answer in pairs:(Whats this? Whatre these? Whats it made o

12、f? Whatre these made of?)Step 2 PresentationShow pictures on page 92 and page 93 to students, asking them:1. Who are they?2. What are they doing? (They are giving/having a fashion show.)3. Why? (raise money for Project Hope)4. How does Simon look? (colourful)5. What about Amy? (cool)6. What is Sandy

13、 wearing? (a black skirt, long red boots, a red blouse)7. Can you describe her hair? (wear her hair in a 1990s style) How does Daniel look? (smart and modern) What kind of shoes does he wear? (trainers) How are they? (comfortable) Do you think the students in Kittys class enjoy the show?Step 3 Pract

14、iceAsk students to read the above new words and expressions together first. Then give them some examples to practice the words and expressions. Next, ask them to finish off Part B3.Step 4 ListeningSs listen to the tape and answer the questions.a.    What did the Class 1, Grade 7

15、students do last Friday/b.    What did they do that for?Step 5 ReadingShow more questions on PPT. Ask Ss to read and answer themAsk students to read the text after the tapand then finish off Part B1,2. Check theanswers.Step 6 Consolidation1.Our teaching building looks very m_.2.

16、I like my silk blouse. Its very c_ in summer.3. Mr Browns new tie is y_.4. Millie wears a pair of t_ today. They are smart.HomeworkRetell the text with the help of the main idea.Reflection具體每課時(shí)教學(xué)設(shè)計(jì)：Period 3 ( Reading2) DateTeaching aims1. To understand the text more deeply2. To do some extension act

17、ivities to train students abilities of thinkingFocuses andDifficultiesPhrases: raise money for, look cool, in the 1990s, talk about doing-Sentences: He looks very colourful. We hope you enjoy the show. Here comes Simon Thats all for todays fashion show. May I ask you to help us raise the money?Teach

18、ing approachesTask-based approachTeaching proceduresRemarkStep 1 RevisionRead the text and answer the following.a.   What did the Class 1, Grade 7 students do last Friday?b.    Why did they give a fashion show?c. What did the Ss wear?Step 2 Making an interviewT: Th

19、e fashion show is over. Now Kitty is interviewing Simon and Sandy. Lets look at what they are talking about.Ask students to fill in the blanks in Part C, and then check the answers with them.Ask students to read the conversation together and act it out in groups of three.Ask students to interview Am

20、y and Daniel using Part C as a model, and then act out their conversations.Step 3 discussionT: What do you think of the show? Ask students to say something about the show and think of some advice or suggestions. Students can do the discussion in an interview in groups of four. One is Kitty, and the

21、other three are the students in Class 1, Grade 7. Ask some groups to act out their conversations.Step 4 Extension activityAsk students to prepare a fashion show on their own according to their suggestions.Step 5 Giving a talkT: Why do the students give a fashion show? (Because they want to raise mon

22、ey for the poor children.) Millie is going to talk about raising money for poor students. What do you think she will talk about? Ask students to give a talk about raising money for poor students as Millie, including why they raise money for poor students, what to do with the money, etc.Step 6 Consol

23、idationTranslation1. 我們正在舉辦一個(gè)時(shí)裝展示會(huì)。2. 你喜歡二十世紀(jì)九十年代的服裝嗎？3. 她穿著一件黃白相間的絲質(zhì)襯衫，配一條白色的絲巾。HomeworkRecite the passage.Write down the talkReflection具體每課時(shí)教學(xué)設(shè)計(jì)：Period 4 ( Vocabulary) DateTeaching aimsTo recognize adjectives that describe clothing.To use adjectives to express opinions about how things look.Focuse

24、s andDifficulties1. to master the words about clothes, colors and materials.2. to learn some adjectives to express opinions about how things lookTeaching approachesTask-based approachTeaching proceduresRemarkStep 1 Revision Use a vocabulary tree to review the vocabulary.a. clothing: clothes, cap, ha

25、t, tie, scarf, blouse, shirt, T-shirt, sweater, coat, jacket, skirt, dress,suit, uniform, swimsuit, trousers, jeans, shorts, socks, gloves, boots, shoes, trainers, hair clips, glasses, costumeb.      colours: red, white, black, yellow, blue, orange, purple, grey, green, brow

26、n, pinkc.       materials: cotton, silk, wool, leather, fur, plastic, nylonStep 2 PresentationAsk Ss: 1. What are you wearing today? ( Im wearing a sweater.)2. What color is it? ( Its green. ) 3. Whats it made of? ( Its made of wool.)-Im wearing a green wool sweater tod

27、ay.Step 3 Group WorkGet the Ss to work in groups of 4 and ask each other: What are you wearing today? Get some Ss to report their information to the class.Step 4 PresentationT: What do you think of Simons tie? list the following words by looking at some pictures: long, black, heavy, old, large/big,

28、interesting, expensive, tight, etc.Ask students to think of their opposites: short, white, light, new, small, boring, cheap, loose, etc.Step 5Practice Ask students to finish off Part B and check the answers with them.Ask students to use these adjectives to express opinions about how things look, as

29、in: my schoolbag is new, but my sisters is old.Step 6 Extension activityAsk students to think of more adjectives and their opposites. Teachers can help them to divide the adjectives into different categories, e. g., appearance, clothing, character.HomeworkMake some sentences to describe what the Ss

30、are wearing today.Reflection具體每課時(shí)教學(xué)設(shè)計(jì)：Period 5 ( Grammar) DateTeaching aimsTo use can and may to ask for permissions from other people.To use adverbs to order eventsFocuses andDifficulties1. the usages of “can” and “may”2. to learn to use these adverbs to show the order of events: first, then, next,

31、 afterwards, finally.Teaching approachesTask-based approachTeaching proceduresRemarkStep 1 PresentationT: When you go shopping in a shop, what does the shopkeeper say to you? (Can I help you? / What can I do for you?) When you forget your book, and you want to borrow one from your classmate, what wi

32、ll you say? (Can I use your book?)Present can, we use can to ask our friends for permission. How do we answer the questions? Yes, you can. / Sorry, you cant.Step 2 PresentationT: If you ask your teachers, parents and other adults for permission, youd better use may. It is more polite. When you have

33、a question in class, what will you do? (pry up your right hand and say Miss Li, may I ask you a question?) Then the teacher says Yes, you may. If the answer is negative, you can say Sorry, you may not.)Step 3 PracticeFinishing off Part AAsk students to complete the sentences in Part A, and check the

34、 answers with them.Step 4 SummaryT: In this period, we learned to use can and may to ask for permission, paying attention to their difference.Step 5 PresentationAsk some students to describe their everyday activities. Then present adverbs to show the order of events: first, then, next, afterwards, f

35、inally.Step 6 PracticeAsk students to talk about Sandys everyday activities using the pictures in Part B1.Ask students to talk about Simons day using the photos in Part B2.HomeworkWrite their partners everyday activities using the adverbs they have learned.Reflection具體每課時(shí)教學(xué)設(shè)計(jì)：Period 6 Integrated Ski

36、lls(A) DateTeaching aims1. To listen for specific information2. To talk about what to wear in different situationsFocuses andDifficultiesbe suitable for, make do sth, feel hot, sb. looks+ adj. in (clothes), go on a trip, go for a dinner partyTeaching approachesListening and speaking approachTeaching

37、 proceduresRemarkStep 1 PresentationAsk students to talk about what to wear in the following situations: going on a trip, going for a dinner, going for a meeting, going for a party, etc. Ask students to tell you the reasons. (be suitable for)Step 2 ListeningPlay the tape of Part A, asking students t

38、o listen and find out what Sandy and her mum are going to wear. What are Sandy and her mum going to do? What is Sandy going to wear? Why/ What about her mum? Why?Step 3 PracticeAsk students to listen to the tape again, and complete Part A2. Then ask them to make a statement about what Sandy and her

39、mum are going to wear using the key words.Ask students to complete Sandys diary using the information in Part A2. Check the answers with them. Then explain some language points to them: be suitable for, make do sth, feel hot, sb. looks + adj. in (clothes), etc. And give them more examples. Finally,

40、ask them to read the diary together.Step 4 Extension activityAsk students to design what to wear at school, at home, at a party, at a sports meeting.Ask them to draw pictures first, and then describe their designs.Step 5 ConsolidationTranslation1我認(rèn)為牛仔褲不適合開(kāi)會(huì)穿。2這雙運(yùn)動(dòng)鞋使我的腳感覺(jué)不舒服。3西蒙穿上這套運(yùn)動(dòng)裝顯得很神氣。HomeworkM

41、ake sentences using the phrases in this lesson.Reflection具體每課時(shí)教學(xué)設(shè)計(jì)：Period 7 ( Speak up+ Pronunciation) DateTeaching aims1. To ask questions about materials and describe materials2. To introduce and identify syllables in wordsFocuses andDifficulties1.be made of2.to recognize the syllables in wordsTea

42、ching approachesListening and speaking approachTeaching proceduresRemarkStep 1 PresentationT: Can you tell me the materials of the clothes? (Show some clothing items to students) Present the sentence pattern What is/are made of?Step 2PracticingAsk students to talk about the materials of their clothe

43、s or something else using the sentence pattern What is/are . made of? A: What is/are made of? B: Its/Theyre made of Step 3 Listening Ask students to listen to Part B, asking:What is the bag/scarf/shirt/jumper made of?Step 4 Reading Ask students to read the conversation together and act it outStep 5

44、Pair workAsk students to make a similar conversation.Sample conversation: A: What is this belt made of? B: Its made of leather. A: What is this dress made of? B: I know! Its made of silk.Step 6 PresentationT: We have learned a lot of English words so far. The basic parts of a word are called syllabl

45、es. We use syllables to divide a word into separate sounds. Use the words in Part A as examples. Ask students to listen to the tape and try to hear each syllable.Step 7PracticeAsk students to listen to the recording and write the number of syllables they hear for the words in Part B, and then check

46、the answers with them.Ask students to do the puzzle in Part C. After they have written the words, ask them to read them in chorus, clapping twice with each word. Play the tape for Part D as a consolidation task.Homework1. Practice syllables in words.2. Recite the dialogue on P101Reflection具體每課時(shí)教學(xué)設(shè)計(jì)：

47、Period 8 ( Main task) DateTeaching aims1. To describe different materials and items of clothing2. To make a poster about fashion designFocuses andDifficulties1. Im sure they will look cool on anyone.2. The color makes the T-shirt look clean.3. The jumper is not too long or too big.4. They must be li

48、ght and comfortable.Teaching approachesTask-based approachTeaching proceduresRemarkStep 1 PresentationT: Do you like reading fashion magazines? (Show some fashion magazines to students.) Can you describe the fashions in the magazines? What do you think of the fashions? Step 2 ReadingAsk students to

49、look at the sketches in Part A, asking: What is Simon going to design? What styles are they?(tight) What colours are they? What are they made of? What do you think of the clothes?Step 3 PracticeAsk students to use the information in Part A to fill in the blanks in Part B, and check the answers with

50、them.Step 4 ExplanationExplain some language points to students: be sure, sth. looks+adjs. on sb., any other+n. (singular), etc. Ask students to make sentences using these structures.Ask students to read the poster together.Step 5 Pair WorkAsk students to think about their own fashion designs, and write their plans first. Then draw some pictures of their