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Oxford English 7A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 .)
（区教研所 张 红）
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 .
（区教研所 张 红）
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)
教学设计

我今天所选的课题是牛津教材 7A Module 5 Unit 2 ( Choosing a new flat
)的第二课时。在当今社会，选房、购房是生活中的热门话题，也是大多数家庭已经或着将要经历的事情。所以我在设计这一课时时，抓住牛津教材的特点，将课堂与现实生活紧密地结合在一起，并不仅仅以教学知识点为主，而是通过“学中用、用中学”，教会学生生活的能力，从而达到学习英语的最终目的，即在生活中用英语进行交际。
整个课时分三个部分：pre-task preparation,while-task procedure和post-task activity
。在第一部分中，我让学生通过表演小品展现上节课的内容，并让学生针对小品的内容自己进行问答和复述，以复习巩固已学的知识，充分调动学生的积极性，培养学生的主体意识。在此基础上，我引导学生从李家的住房困难结合自己的生活实际，谈谈各自的住房情况，从而引出新课文的内容一一选房。
在第二部分中，我先请学生听一段对话，让他们了解选房应先与房产经纪人交谈，同时也学习在选房时应考虑到哪几个方面。在提出新句型“What kind of
flat would you like?Where would you like to
live?”后，进行认知巩固。操练句型的同时，也是向学生展现李家每个人的愿望和需求的过程，并由此引发学生用新学的语言来表达自己的思想和愿望。接着是学习课文对话。等到学生掌握了课文，我又创设情景，让学生为自己选房，设想一个一家人与房产经纪人的对话，让学生对所学知识进行再创造。
在第三部分中是综和运用部分。我让学生想象自己是房产经纪人，向老师推销一套房子。这个环节的设计又上了一个台阶，对学生提出了更高的要求，学生不仅要懂得经纪人的心理。也要了解顾客的心理和需求，并且将以前所学的知识如交通、环境、购物等等都运用进去，从而达到学以致用的目的。
整个设计分纵、横两个方面。纵向有一条主线，即： 提出住房困难---想象理想中的新房---
选购新房。横向围绕这条主线，分别从课文和实际两个方面同步进行，通过几个来回将课文与现实生活紧密相联。首先，从李家的住房困难转到自己的实际困难；其次，从李家成员各自的愿望引出自己的愿望；接着仿效李先生选房的样子，尝试为自己选房；最后，作为经纪人向老师推销房子。教学环节一环一环，紧紧相扣，由浅入深，层层递进。
整节课的课堂组织形式将学生的个别活动、对子活动、小组活动和全班活动有机地结合起来，既有机械操练，更有综合运用。教师就如一个导演，循循善诱，将学生充分调动起来，体现了以学生为主体的教学原则。
整节课不局限于传授两个句型，更培养了学生实际生活的能力。通过选房、购房，教会学生在现实生活中使用英语这一门工具。最后一个环节的设置，给学生提供机会，学会如何推销自己，对学生将来踏上社会，在商品经济社会的海洋里游弋，将产生深远的影响。这节课的意义不仅仅在于教会学生使用英语，更教会他们学会学习、学会生活、认识社会、学会生存，为终生学习打下基础，我以为这正是素质教育的体现。

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