Oxford English 7A牛津英語7A教案交流
Oxford English 7A, Module 3 Unit 3 ( Page 53 of Sea water and rain water)
Teaching Design
Teaching aims:
1. To develop the students’ abilities of listening, reading, writing and
speaking
2. To further understand the importance of saving water and arouse their
awareness of saving water
Language focus:
1. Asking “How” questions to find out means
2. Using connectives to express conditions
3. Further understanding of the importance of saving water
Materials:
1. Student’s book 7A
2. A computer
3. Forms copied for each student
4. Several pieces of paper for making posters
Teaching procedure:
Pre-task preparation:
1. Review an English poem: Water
2. A dialogue about the knowledge of water given by the students on duty.
Raise questions and answer these questions about it . ( students vs.
students activity)
（該部分通過讓學生朗讀我們學過的一首關於水的詩歌和每日的小品表演及學生針對表演的提問和回答來引出水的重要性。）
3. Review the usage of the water
Ask students to name as much ways of using water as they can.
Have a group competition.
（通過一個遊戲類的設計來複習我們學過的有關水的不同用途。）
4. Ask the students to think about the following question, “What will
happen if there is no water?” Show a set of pictures of water shortage and
ask them to identify them. Encourage them to say more .
（ 在此，提出了一個假設，請同學們設想一下沒有水的生活。從另一個層面肯定水的重要性，並引出課文。）
While-task procedure:
Introduce the new dialogue:
1. Students watch the slides and listen to the recording, “Think and Say”
(P53)
2. Ask them to answer the questions they have heard from the tape.
3. Students listen again and repeat.
4. Students read the dialogue with their partners.
（該部分中，我先讓學生通過聽兩段對話帶出新句型，並通過一問一答來進行操練，加深記憶。）
5. Show more pictures of saving water and ask the students to use the
sentences they’ve learned to talk about them.
----How can we save water?
----We can save water by (not)…
Students do pair work.
（在熟練句型的基礎上，給出不同的用水的畫面來讓學生運用句型進行討論，提高了學生的學習興趣。）
6. Students look at the picture of a house in which people are using water
in different ways and listen to the tape . Then ask them to identify which
actions are wrong and give their reasons.
(本節中，採取聽和看相結合的方式，鼓勵學生大膽的指正生活中的一些常見的浪費水的現象。
避免了簡單的機械操練，激發了學生用所學的新句型來表達自己的想法。）
Post-task activities:
1. Divide the class into groups of four. Students make some short plays
about saving water.
te several groups to act at the front and ask students to give
conclusions after each performance.
（此部分是一個綜合應用的部分。要求同學們通過小劇表演來再現生活中的用水場景，並對
如何節約用水來加以討論。）
ribute a form to each student , “How can we save water?” Ask
students to finish them. Invite a
more able student to come to the front to complete it .
（表格的填寫把同學的所學落實於筆頭。）
4. Distribute a piece of paper to each group of four and ask them to
design posters.
5. Invite the students to introduce their posters at the front and put
their posters on the blackboard .
（這裏，設計了一個出海報的環節，讓同學們通過寫寫畫畫，來表達他們對節水的認識和理解，最後，把每小組的小海報集中在一起，貼在黑板上，就構成了一張大的節約用水的海報，讓學生們在成功的喜悦中，加深了對節水的認識。）
Assignment:
Ask each student to do a survey among his to find out how
they use water every day and what they can do to save water and write a
report .
（回家作業讓學生去觀察一下家人及鄰居的用水情況，為他們提供節約用水的建議，並寫一份
報告，讓課堂所學再反饋到現實生活中去，培養了同學的多種能力。）
（區教研所 張 紅）
Oxford English 7A, Module 3 Unit 4 ( Forests and Land )Teaching Design
Teaching aims:
1. To develop the students’ abilities of listening, reading, writing and
speaking
2. To further understand the importance of protecting the forests and
arouse their awareness of protecting the forests
Language focus:
1. Using adjectives to describe objects
2. Using “Wh-” questions to find out specific information about an object
Teaching procedure:
Pre-task preparation:
1. Review the words and “Look and read” on page 56.
2. Introduce new words.
While-task procedure:
1. Organize a game .
2. Let the students watch a video.
3. Play the recording : Play a game . Students listen and follow in their
books.
4. Tell them to compare things which are made of different materials to
elicit: prefer .
Post-task activities:
1. Students make short dialogues.
2. Conduct an activity: the best salesman.
3. Ask students to discuss how to protect the environment .
Assignment:
Complete the report .
Oxford English 7A,Module 4 Unit 1 ( Visiting Relatives )
Teaching Design
Teaching aims:
In this lesson,train students’ capability of Research-orientated
learning,Cooperative learning and Independent learning.
Teaching focus:
1. Asking “How” questions to find out the length of a period of time
2. Asking “How” questions to find out price
3. Learning how to describe places
4. Learning how to get information and compare it
Teaching Materials:
1. Student’s Book 7A
2. A computer
Teaching Procedure:
-task
uct a short play between Mr. Li and Kitty. Then ask the questions.
T: “Why hasn’t Mr. Li decided?”
S: “Maybe he wants to know the price and the length of time.”
(Aim: Present the ents find Mr. Li hasn’t decided whether
to go to according to their experience of traveling , they
can use the structures “How long does it take…”and“How much does it cost?”
to ask for the length of a period of time and price.)
2. Have a competition
They ask and answer the questions . The one gets the nearest answer, his
or her group will win.
(Aim: To consolidate the structures by guessing the price and time . )
3. Learn the text
(1)Talk about how to get information.
S : “From books,magazines,newspapers,other people,computers etc.”
(2) Let students read the first part of the text after the tape.
(3) Let students make dialogues to complete the second part of the text .
( Aim: To practise the capability of cooperation. )
II. While-task
1. Have students talk about the scenes in Beijing by using the key words.
( Aim: To learn how to describe places and to pave for further exercise .
)
2. Have students introduce some new travel routes .
They should search for information before class by one
acts as an agent, others
ask for information about traveling .
( Aim: First it can practise the capability of Independent learning and
Research Oriented learning. Second by asking and answering,students
consolidate their knowledge and spread the limits of knowledge. It also
trains their capability of Cooperation learning. )
III. Post-task
1. Have a discussion.
And tell “ Where would you like to visit and why ?”
(Aim: To compare information and make conclusions.)
2. Let students design holiday plans.
(Aim: To practise the capability of writing.)
A Holiday Plan I will go to ______by ________ . It costs me _______ yuan .
I will set off on _______ and come back on________ .(date) I will visit
______,_______,…. and ________ .
3. Express their feeling after traveling.
T: “ There’re many beautiful places in our country. After traveling,what
do you think of our motherland?”
S: “It’s beautiful/wonderful/’s becoming more and more
modern/stronger .”
(Aim: To arouse students’ feeling of loving motherland.)
4. Make a conclusion of this lesson.
Functions: how to get information,how to compare it,how to describe
something.
IV. Homework
Design a tourist guide for foreigners.
(Aim: to use knowledge comprehensively. To practise the capability of
Independent learning and Research-oriental learning .)
（區教研所 張 紅）
Oxford English 7A, Module 4 Unit 2 (Our animal friends)
Teaching Plan
Language focus:
1. Learn new word & expressions
2. Text-learning
3. Using the simple present tense to express preferences
Materials:
Students’ Book 7A page 67
A cassette player, a slide projector
Different kinds of things
Teaching procedure:
ing-up
Let’s sing a song to relax.
ting
ents’ report
Today our topic is “Our animal friends”.
First, let’s watch a short play by students .
IV. Presentation
Thank you.
In their short play , we know animals are very lovely. They are our good
friends. So I think most of people like animals, especially you, children
. Do you have good animal friends? You bring them here . Would you please
show us your animal friends? Please take out and try to introduce your
pets. Like this:
1. Do you have a pet at home?
2. What’s it?
3. What’s his/her name?
4. What colour is he/she?
5. How/Where did you get him/her?
Now discuss with your deskmates, I’ll ask some of you to try O.K.?
(Then ask 6 students to introduce.)
All of your pets are nice. But I prefer puppies.
To S1: Which animal do you like ?
S1: I like…
Oh, he/ she prefers… And how about you ? ( To S2 )
S2: I like/ prefer…
Oh, he prefers… Now look at this expression:
----Which one do you like ?
---- I prefer…
Read after me. ( practise )
---- Which food do you like?
---- Which fruit do you like ?
---- Which city do you like ?
Practise this expression in pairs.
Now,do you know which pet Kitty and Ben prefer. Let’s learn Sam’s story.
Look at some new words first. ( Show a brochure.)
This is a travel brochure/ a computer brochure. We can also say a travel
booklet. ( Show slide )
Read after me .( Show a picture.)
Who is he ? He’s an inspector. A person whose job is to exam or check
something.
(Show word: inspector. Read) / ( Show another picture. )
What can you see in the picture? It’s a home for dogs. It’ s a kennel. (
Show word: )
I’ll tell you Sam is at the SPCA kennels. What is SPCA.
( Show slide: SPCA: Society for the prevention of cruelty to animals.)
Read after me. It means an organization which protects animals from danger
.
Let’s read all new words.
V. Text-learning
Then let’s come to our text. First, listen to the text, don’t look at your
books. Then try to answer some questions about the text . So listen
carefully.
(1) Is dog’s name Simon?
(2) Did Ben and Kitty first meet Sam in the pet shop?
(3) Does Kitty prefer the black and white one best ?
(4) Do they want the light brown one ?
(5) What’s the dog’s name ?
(6) Where did they first meet Sam ?
(7) Which pet does Ben prefer?
(8) Which one do they choose finally?
(9) What must Ben and Kitty do if Sam is sick?
All right. Open your books to page 67. Read after the tape sentence by
sentence. Pay attention to pronunciation and intonation.
Then you practise the text by groups in roles. Try to imitate as possible
as you can.
VI. Consolidation
From the text , we know Kitty and Ben love Sam very much. They take good
care of him. They are so kind to animals. But nowadays, a lot of people
are cruel to animals. A large number of animals are killed by people. Even
some rare animals have disappeared from the earth. It is a sad story. So
we must protect animals and protect environment .
Do you agree ? ( Yes. )
According to this situation. I ask you to discuss in groups and give us
your stories about this topic.
Please prepare for a while. I’ll play the music. The music stops, you
stop.
VII. Summary and assignment
In this class, we learn Sam’s story and we know animals are our good
friends. We should be kind to them. We also learn some new words and
expression.
Today’s homework:
1. Copy the new words. 2. Recite the text. 3. Complete the report on page
67 .
Comments after class
English is a useful language. It’s a useful tool. We would like our
students to use this language flexibly rather than only remembering some
phrases.
According to this aim,in this lesson, my design is firstly moving from old
knowledge to new knowledge,from previous lesson to the next one.
My topic is “Our animal friends”, and children like animals. So at the
beginning of the lesson, I invite students to introduce their favourite
animals. They could take their pets to the class and they showed great
interest. Next I transferred to the sentence pattern:
“ Which one do you like?”
“ I prefer….”
By asking “ Which animals do you like?”
I let students use all kinds of things they have learned to practise this
sentence pattern.
Then I came to the text-learning. I taught them new words by showing them
pictures. After that, I asked students to listen and understand the
general meaning of the text, read and imitate the pronunciation and
intonation of the tape of the text .
At last, I have the students imagine different kinds of stories, concerned
the situation nowadays that a lot of rare animals have been destroyed by
some unkind people. Let the students know we should protect animals and
natural environment .
All above is my outline of the whole class. I think students can learn
something not only inside class but also outside class. Maybe I should
continue to improve the situational teaching method .
（區教研所 張 紅）
Oxford English 7A, Module 5 Unit 2 (Choosing a new flat)
(The Second Period)
Teaching Design
Language focus:
1. Asking “Wh-”questions to find out various kinds of specific information
about a person
2. Using prepositions to indicate positon and place
3. Asking “Wh-”questions to find out place
Materials:
1. Student’s Book 7A page 84
2. Brochures of different estate agencies
3. A computer and a projector
4. Multimedia programmes
Teaching procedure:
Pre-task preparation
1. Sing an English song
2. Role-play the dialogue on page 83
3. Ask and answer based on the play
4. Retell the play
5. Introduce their own living condition
While-task procedure
1. Listen to Look and read once
2. Practise the patterns: What kind of flat would you like ? Where would
you like to live?
3. Listen and repeat the dialogue
4. Read the dialogue
5. Have a discussion
6. Make a dialogue
Post-task activity
Sell new flats as estate agents
Consolidation
Display the floor plans on the display board . Have a discussion to find
the best one, which matches the teacher’s requirements.
Assignment
Oxford English 7A, Module 5 Unit 2 (Choosing a new flat)
我今天所選的課題是牛津教材 7A Module 5 Unit 2 ( Choosing a new flat
)的第二課時。在當今社會，選房、購房是生活中的熱門話題，也是大多數家庭已經或着將要經歷的事情。所以我在設計這一課時時，抓住牛津教材的特點，將課堂與現實生活緊密地結合在一起，並不僅僅以教學知識點為主，而是通過“學中用、用中學”，教會學生生活的能力，從而達到學習英語的最終目的，即在生活中用英語進行交際。
整個課時分三個部分：pre-task preparation,while-task procedure和post-task activity
。在第一部分中，我讓學生通過表演小品展現上節課的內容，並讓學生針對小品的內容自己進行問答和複述，以複習鞏固已學的知識，充分調動學生的積極性，培養學生的主體意識。在此基礎上，我引導學生從李家的住房困難結合自己的生活實際，談談各自的住房情況，從而引出新課文的內容一一選房。
在第二部分中，我先請學生聽一段對話，讓他們瞭解選房應先與房產經紀人交談，同時也學習在選房時應考慮到哪幾個方面。在提出新句型“What kind of
flat would you like?Where would you like to
live?”後，進行認知鞏固。操練句型的同時，也是向學生展現李家每個人的願望和需求的過程，並由此引發學生用新學的語言來表達自己的思想和願望。接着是學習課文對話。等到學生掌握了課文，我又創設情景，讓學生為自己選房，設想一個一家人與房產經紀人的對話，讓學生對所學知識進行再創造。
在第三部分中是綜和運用部分。我讓學生想象自己是房產經紀人，向老師推銷一套房子。這個環節的設計又上了一個台階，對學生提出了更高的要求，學生不僅要懂得經紀人的心理。也要了解顧客的心理和需求，並且將以前所學的知識如交通、環境、購物等等都運用進去，從而達到學以致用的目的。
整個設計分縱、橫兩個方面。縱向有一條主線，即： 提出住房困難---想象理想中的新房---
選購新房。橫向圍繞這條主線，分別從課文和實際兩個方面同步進行，通過幾個來回將課文與現實生活緊密相聯。首先，從李家的住房困難轉到自己的實際困難；其次，從李家成員各自的願望引出自己的願望；接着仿效李先生選房的樣子，嘗試為自己選房；最後，作為經紀人向老師推銷房子。教學環節一環一環，緊緊相扣，由淺入深，層層遞進。
整節課的課堂組織形式將學生的個別活動、對子活動、小組活動和全班活動有機地結合起來，既有機械操練，更有綜合運用。教師就如一個導演，循循善誘，將學生充分調動起來，體現了以學生為主體的教學原則。
整節課不侷限於傳授兩個句型，更培養了學生實際生活的能力。通過選房、購房，教會學生在現實生活中使用英語這一門工具。最後一個環節的設置，給學生提供機會，學會如何推銷自己，對學生將來踏上社會，在商品經濟社會的海洋裏遊弋，將產生深遠的影響。這節課的意義不僅僅在於教會學生使用英語，更教會他們學會學習、學會生活、認識社會、學會生存，為終生學習打下基礎，我以為這正是素質教育的體現。
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