牛津英語(yǔ)7A Unit3單元全套教案

牛津英語(yǔ)7A Unit 3單元全套教案Unit 3 Lets celebrate！Period 1 Comic Strip and Welcome to the UnitTeaching Aims:1. To know something about the important festivals both in China and in western countries2. To talk about the favourite festivalsTeaching Contents:1.Words: A. festival ,as, dress, celebrate , favourite ,interestingB. Halloween , ghost, mooncake2.Phrases: A. Chinese New Year, Mid-Autumn Festival B. dress up as, Dragon Boat Festival Thanksgiving Day, Monkey King3.Setence structures: A. Which is your favourite festival? B. Why do you like? BecauseTeaching procedures:Step Lead-in1. Present pictures to show the new word “celebrate”2. Talk freely about the favourite festivals.Step Presentation.1. Show pictures of the important festivals to teach the new words.2. Lead them to read.3. Discuss with the Ss how we celebrate them.Step Pair workPresent the important sentences structures on the screen and ask Ss to talk about their own favourite festivals in China.Step PresentationShow pictures of important festivals on the screen in western countries.Step Listening 1. Present some questions on the screen. 2. Play the tape of comic strip and deal with the questions.Step Reading Boys are Eddie, and girls are Hobo. Read together.Step Act out1. Give Ss several minutes to prepare the role-play.2. Choose several pairs to the front to act it out.Step Homework 1. Finish the first period in Unit 3 on the Handbook of Evaluation (評(píng)價(jià)手冊(cè)).2. Prepare the Reading.Period 2 Reading ATeaching Aims:1. To learn the knowledge about Halloween.2. To cultivate the Ss ability of reading comprehension.Teaching Contents 1.Words: A. October, call, candy, wonderful, tooth, sharp, trick, treat. B. knock, special, costume, mask, paint. Pumpkin , lantern.2.Phrases: A. a game called., cut out, at Halloween, play a trick on giveas trick or treat B. wear costumes with mask paint faces knock on, the evening of October 31st3.Sentence structures: A. what do we do for? B. If they do not give us a treat, we can play a trick on themTeaching ProceduresStep Warming up1. Review the important festivals2. Introduce the background knowledge of Halloween.Step Skimming Skim the text and find out the answers to this question “what do we do at Halloween?”A. Play a game called “trick or treat”B. Dress upC. Make pumpkin lanternD. Have a special party1. Give Ss several minutes to skim the text and check their answers.2. Present pictures on the screen to show the four activities.Designing purpose: To cultivate Ss ability in getting the main ideas of the text.Step Listening1. Present several questions on the screen2. Listen carefully and find answers to the questions3. Check their answers.Step Reading1. Read the paragraphs one by one.2. Deal with the details about what they do at Halloween.Step V Practice1.Present the topics on the screen and ask them to choose one to say something with their partners2.Choose several students to talk about it.Step Homework1. Finish period 2 in Unit 3 on the Handbook of evaluation2. Recite Reading.Period 3 Reading B&CTeaching Aims:1. Better understand the new words and phrases.2. Use these new words and phrases to retell the story of Halloween to others.Teaching Procedures:Step I Warming-up Review some new words learned in the last period.Step II Retelling of the text Four students as a group, try to retell the text one part after another inside the small group, and then ask some Ss to retell in front of the class.StepIII Presentation Present the text with the blanks on the screen, and ask Ss to fill in the blanks.Step IV Exercises1. Books open, ask Ss to look at the pictures and guess the words without seeing the pictures above, and then check their answers.2. Lockstep. Read the sentences in part B2 and ask students to answer me quickly.3. Finish part B3 and then check their answers.Step V Practice (pair work) Topic: Getting ready for a Halloween party1. Finish part 32. Write something about how to hold a Halloween party according to the four pictures in this part.Step VI Game1. Divide Ss into four groups and choose one in each group to come to the front and face the class.2. Present the words on the screen and ask his group members to give him some tips to help him speak out this word. They should only speak English here.3. Record their scores and choose the best group.Step VII Homework1. Finish period 3 of Unit 3 on the Handbook of Evaluation.2. Review the contents of this lesson.Period 4 VocabularyTeaching Aims:1. To know the different festivals in China.2. To describe the different activities done during the different festivals.Teaching Contents:1. Words: turkey, May, card2. Phrases: A. New Years Day, May Day, Teachers DayB. rice dumpling, get cards and presentsTeaching Procedures:Step I Revision Choose two students to retell the whole text in reading.Step II Presentation1. Present pictures of different festival and ask Ss to guess what the festival is called in English.2. Present the correct answers and ask them to match the correct dates.3. Check their answers.StepIII Reading Lead Ss to read these festivals and pay attention to the pronunciation.StepIV Practice (work in pairs)1. Ask Ss to practice the following dialogues.S1: When is?S2: Do you go to school at?S1: Yes, we do. /No, we dont.S2: What do you do on that day?2.Choose several pairs to talk about it.StepV Presentation.1. Present the pictures in part B.2. Ask Ss what they can think of when seeing these pictures, then check answers.3. Choose some Ss to describe the picturesStepVI Homework.1. Finish the period 4 on the Handbook of Evaluation.2. Review the contents of this lesson.Period 5 Grammar ATeaching Aims: 1. Help Ss to get a clear understanding about the different usages of prepositions of time(at/ on/ in).2. Do related exercises and check whether Ss can handle with the prepositions of time.Teaching procedures:Step ReviewReview the words about the seven days in a week, four seasons in a year and the twelve months in a year.Step Practice 1. Complete an e-mail about Halloween using the prepositions of time (at/ on/ in).2. Ask Ss to make up sentences using the three prepositions of time and write down the typical sentences on the blackboard.3. Ask Ss to discuss with each other and generate the usages of the three prepositions of time according to the sentences on the blackboard. 4. Ask Ss to sum up the usages of the three prepositions. If Ss still cannot tell out all the usages, just give a help to do some supplements.5. Do related exercises and check the answers with multimedia. If Ss makes mistakes just help him/her to get the correct answer.6. Give Ss several minutes to complete the exercise on page 45&46 in the textbook and check. Step Speak upAsk Ss to work in groups and talk about their school days using the prepositions of time. Ask them to do a report or to act out the dialogue in front of the whole class. Let other Ss to find out the prepositions of time the speakers used.Step IV Homework 1. Complete Period Five in the handbook 2. Finish the exercises in the workbook from page36 to page 37.Period 6 Grammar BTeaching Aims 1. Students are ensured to differentiate the meanings between the different Wh- words and they are expected to master these different types of Wh- questions in accordance with various information asked for. Pay more attention to the usage of how.2. To master the usage of some/ any in different types of sentences. 3. Do related exercises and check how well Ss can handle with the grammar points.Teaching procedures Step I PracticeGive Ss half a minute to complete a dialogue between Millie and her mother, then ask two of them to read out the conversation. Ask another two students to do the translation.Step II Presentation1. Present the usage of Wh- questions. And offer some examples with words underlined to explain the functions of Wh- words.2. Focus on the family of how. Explain the usage of how by doing typical exercises.Step IV Practice1. Do exercises about Wh- questions and help Ss get a better understanding of Wh- questions.2. Complete the exercises on P47-48 in the textbook and check. with the class.Step V PresentationAsk Ss to fill in the blanks using some/ any, then present the usage of some/ any in different situations.Step VI Practice1. Ask Ss to make up sentences using some/ any in different types of sentences in order to consolidate their understanding of the two words.2. Do related exercises and finish the exercises on P49 and check.Step VII SpeakingAsk Ss to work in pairs and make up a dialogue about his/her birthday using the grammar points learnt in the class. Walk around class and offer help where necessary. Ask Ss to perform their dialogue in front of the whole class and point out the mistakes in their performance afterward.Step VIII Homework1 Complete Period Six in the handbook 2 Finish the exercises in the workbook from page38 to page 41Period 7 Integrated SkillsTeaching Aims1. To identify main points from posters and pictures2. To extract specific information about schedules, places and activities from a radio programme on Chinese New Year celebrations in New York.3. To talk about favorite days with the word favourite & Wh- questions and the statements in response to Wh-questions.Teaching ProceduresStep I Lead-in Introduce some background information and show some related pictures.Step II PresentationExplain the context of section A. Teach the new words: Lion dance, firework(s), Chinatown with pictures. Arouse Ss curiosity to learn about celebrations of Chinese festivals so far away from China.Step III Reading Ask Ss to read about the poster, and then complete the table on their own with the information they can find from the poster. Step IV Listening1. Play the tape for Ss and ask them to listen for the left missing details. After that, check in class.2. Ask Ss to look at Wendys postcard and fill in as many of the blanks as possible from memory, then they can accord to the information in P463. Check the answer and ask some Ss to read out the postcard, checking for the correct pronunciation.Step V Speak up 1. Ask Ss to discuss what do you do at Chinese New Year?2. Listen to the tape and set a question beforehand: why does Millie like her birthday so much? then fill the blanks with the first letters of each missing word without looking at the books. 3. Ask Ss to read the dialogue first in pairs and then altogether. Step VI PracticeAsk Ss to change the model conversation to talk about their own favorite days. Role-play the conversations in front of class.Step VII HomeworkAsk Ss to make a postcard for celebrating Chinese New Year. Period 8 Study skills & CheckoutTeaching Aims:1. To develop general language learning strategies.2. To check for understanding of Wh- questions and prepositions of times.3. To revise vocabulary related to festivals.Teaching Procedures:Step I Lead-inStep II Presentation1. Point out to Ss the importance of writing down useful phrases and grammar structures so that they can refer to them at a glance for revision.2. Explain the context of this section. Show the important phrases and their examples on the screen.Step III Practice1. Ask Ss to read the text together.2. Ask Ss to retell the correct order of making flash cards.3. Show Ss some more examples of flash cards and ask them to make some others by themselves, using 5 words from the this unit & 5 Wh- questions asked by themselves. (Group work).4. Check in groups if the Wh- questions are correct before Ss write them on the flash cards.5. Tell Ss they can also use this method to better memorize the saying of different festivals. Finish section B on P55Step IV Drilling1. Ask Ss what prepositions should be used putting before the festivals. Do some related exercise on the screen. 2. Have a revision on Wh-questionsSet a limited time and ask Ss to finish the exercises in section A.3. Check the answers in class and ask Ss to refer back to the Grammar section if they still cannot understand how to correct their mistakes.Step V Homework.1. Finish the period 8&10 on the Handbook of Evaluation.2. Make 2 sentences with each of the words: what, where, who, when2. , why, whose, which and how.1.Period 9 Main taskTeaching Aims:4. To organize information using a writing plan.5. To use a writing plan and a model poster to develop creative writing skills.6. To design and make a poster.Teaching Procedures:Step I Warming-upStep II Presentation1. Explain the context and instructionsAsk Ss to read the writing plan. Tell Ss that the writing plans are very useful in helping ss focus on the contents of their writing assignment.2. Explain to Ss the structure of the writing plan. The green boxes contain the key guiding questions. The purple boxes contain the answers to the questions. The orange boxes provide relevant details or related ideas.Step III Practice1. Ask several Ss to read section A, make sure Ss can pronounce correctly.2. Ask Ss to work in pairs to fill the blanks. Tell Ss to look at the pictures and ask them whether the pictures provide any useful information. Point out to Ss that decorations are nice but they should focus on including pictures, which actually tell part of the story or illustrate some key points. Explain that the use of colors can be very effective in giving the poster a particular feel.3. Ask some Ss to read out the different paragraphs. Check for the correct answers and pronunciation.4. Ask Ss to work in groups to make another writing plan of their favourite festivals, using Millies plan as a model5. Show Ss an example of the writing plan for Chinese New Year.6. Ask Ss to finish the plan and they should make sure the contents in the poster are exactly focus on the plan.Step IV Homework1. Finish the period 9 on the Handbook of Evaluation 2. Write a writing plan first and then finish the poster according the plan.Period 10 RevisionTeaching Aims:1. Review the important words and phrases in this unit.2. On the basis of these new words, learn how to use them freely.Teaching procedures:Step I PresentationPresent the phrases in this unit on the screenPhrases for Unit 3dress up as 喬裝打扮成Monkey King 美猴王a list of 一張的清單Mid-Autumn Festival 中秋節(jié)Dragon Boat Festival 端午節(jié)、龍舟節(jié)Thanksgiving Day 感恩節(jié)Trick or treat 不招待就使壞give sb. as a treat 給某人作為招待give sb a treat 招待某人play a trick on sb 和某人開(kāi)玩笑/給某人鬧惡作劇at Halloween 在萬(wàn)圣節(jié)paint our faces 給我們的臉涂色pumpkin lanterns 南瓜燈籠cut out 剪下、割掉on the evening of 在的晚上hot food 辣的食品New Years Day 元旦May Day 五一節(jié)Childrens Day 兒童節(jié)Teachers Day 教師節(jié)National Day 國(guó)慶節(jié)at breakfast 早餐時(shí)at Christmas 在圣誕節(jié)see a/ the doctor 看醫(yī)生have a long holiday 度/有一個(gè)長(zhǎng)假go on holiday 去度假in a special costume 穿著特殊的服裝at the Dragon Boat Festival 在端午節(jié)rice dumpling 粽子have a party 舉行晚會(huì)on the other side of 在的另一邊around the world 在世界范圍內(nèi)knock on/ at the door 敲門put up 張貼、掛上make a plan 制定計(jì)劃in the pencil case 在鉛筆盒里be excited 興奮的 Step II Exercises1. Divide the Ss in to four groups.2. Ask Ss to translate the phrases quickly.3. Have a competition between these four groups.4. Record their scores and phrase the best group.Step III DictationDictate the important sentences in this unit and ask Ss to translate them into English.Step IV Homework Write an article “ My Favourite Festival”. Try to use the new words and sentence structures in this unit.