牛津英语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)
（该部分通过让学生朗读我们学过的一首关于水的诗歌和每日的小品表演及学生针对表演的提问和回答来引出水的重要性。）
3. Review the usage of the water
Ask students to name as much ways of using water as they can.
Have a group competition.
（通过一个游戏类的设计来复习我们学过的有关水的不同用途。）
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，提出了一个假设，请同学们设想一下没有水的生活。从另一个层面肯定水的重要性，并引出课文。）
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.
（该部分中，我先让学生通过听两段对话带出新句型，并通过一问一答来进行操练，加深记忆。）
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.
（在熟练句型的基础上，给出不同的用水的画面来让学生运用句型进行讨论，提高了学生的学习兴趣。）
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.
(本节中，采取听和看相结合的方式，鼓励学生大胆的指正生活中的一些常见的浪费水的现象。
避免了简单的机械操练，激发了学生用所学的新句型来表达自己的想法。）
Post-task activities:
1. Divide the class into groups of four. Students make some short plays about saving water.
2.Invite several groups to act at the front and ask students to give conclusions after each performance.
（此部分是一个综合应用的部分。要求同学们通过小剧表演来再现生活中的用水场景，并对
如何节约用水来加以讨论。）
3.Distribute 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 .
（表格的填写把同学的所学落实于笔头。）
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 .
（这里，设计了一个出海报的环节，让同学们通过写写画画，来表达他们对节水的认识和理解，最后，把每小组的小海报集中在一起，贴在黑板上，就构成了一张大的节约用水的海报，让学生们在成功的喜悦中，加深了对节水的认识。）
Assignment:
Ask each student to do a survey among his neighbors.Try to find out how they use water every day and what they can do to save water and write a report .
（回家作业让学生去观察一下家人及邻居的用水情况，为他们提供节约用水的建议，并写一份
报告，让课堂所学再反馈到现实生活中去，培养了同学的多种能力。）

（区教研所 张 红）

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:
I.Pre-task
1.Conduct 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 structures.Students find Mr. Li hasn’t decided whether to go to Beijing.Then 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 themselves.Then 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/great.It’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 .)

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:
I.Warming-up
Let’s sing a song to relax.
II.Greeting
III.Students’ 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: kennel.Read)
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 .

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

3Q....先参考参考。。。

好东西，谢谢分享！！

谢谢了，这个不错～

怎么刚刚找了个没有用的啊

dad大大的需要啊
呵呵和　
谢谢