牛津7AUnit6(譯林牛津版七年級英語上冊教案教學設計)

Teaching content：Comic strip and welcome to the unit

Teaching aims：1.複習掌握已學過的衣服的名稱。

2.複習掌握已學過的顏色單詞。

3.掌握並會使用服裝的製作材料。

4.掌握並靈活運用課文中的對話。

5.教育學生養成樂於助人的品質。

Teaching focus ：1.衣服的名稱及其製作材料。

2.會描述人物的穿着打扮。

Teaching aids：教學掛圖，多媒體。

Teaching procedure：

Warming up:

Let the students see some pictures of the fashion show on the screen.

Pre - task:

1. Use the pictures to review the names of the clothes.

2. Review the colours. Ask the Ss to say the colours of the clothes.

3. Describe yourself what you are wearing today. Then ask some students to describe what they are wearing.

While- task:

1. Eddie is going to a fashion show. Will you please help him to dress up?

2. See some pictures of different kinds of dogs in clothes on the screen.

3. Use the pictures on the screen to present some new words: the material of the clothes. (silk, cotton, leather, wool,)

eg. Look at this lovely dog. Its scarf is white, and its made of silk.

tise

Now Eddie is on the fashion show. He looks smart. He is doing a good job. He raises a lot of money for Project Hope. Use the following words to describe what Eddie is wearing.

names shoes hat scarf coat

colours black red white Yellow

materials leather wool silk cotton

5．Learn "comic strip".

A. Present the comic strip. Help the Ss understand the meaning.

eg. Eddie is going to a fashion show. But he doesn't know what to wear. So he asks Hobo. Hobo tells him not to wear any clothes because dogs don't wear clothes.

B. Repeat the dialogue

C. Read the dialogue after the teacher.

D. Ask some students to act it out.

Post- task:

ome to the unit

A. Looking good and raising money.

The students are giving a fashion show to raise money for Project Hope. Look at the two students below and put the following words in the correct boxes.

B. Clothes and materials

Millie wants to join the fashion show. She wants to know the names of the names of the different materials. Help her write the correct words under the pictures.

2. Give a fashion show

Ask several students to give a fashion show.

The Second Teaching Plan Of Unit 6

Teaching Aims: (1) 認知目標：學習本課閱讀內容。To learn the main diea of the reading.

(2) 技能目標：透過學生的活動，口頭表達某人的衣着。初步完成本單元任務活動。

（3）情感目標：師生雙邊活動，增強親合力，共同感受時裝魅力。

Teaching contents: To learn the reading part of this unit, to grasp the main idea of this unit

Teaching Language Points: raise money; Project Hope, in /from 1980s;look colorful, / smart/modern /cool; a pair of blue jeans, fashion show.

Teaching procedures:

1. Lead-in (1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and ues some suitable adjective words. Such as : smart, modern, cool, …

eg: 1. What colour is his coat?

2. What size is it ?

3. Does he look cool? …

(2) Ask the some Ss to describe my clothes. (to express one’s fashion with the words appeared in the reading. )

2. Warming up exercises: Present the new materials by picture.

(1) To distinguish the fashions in different times.(through pictures prepared.)

(2) Sum up. To describe a person in a short passage. (according to the pictures.)

Just like: “Deniel looked smart and modern. He wore blue and yellow sports clothes. He also wore a pair of colourful trainers. ”

3. Present the new materials; (1) Listening to the tape recorder and try to finish the form below.

Simon Clothes(1980s) Looked colourful Trousers were _____ shirt was __ ____His tie was _______

Daniel ------ Looked ____ & ____. He wore ________ also ______ trainers

Millie Give a talk on “_______” Young people ______ in 1990s. The trainers are _______.

Amy Young people like to wear ___________ Looked cool . She wore a yellow ‘silk blouse with ______ and a pair of blue jeans _____.

Sandy (I) Clothes(1990s) I wore ___, ____ and ______. I also wore my hair _____.

(2)Ask the Ss to sum up the impression on each student.(axxording to the form above)

(3) Try to retell the main ideas of the story.

Ss to draw some pictures about Simon, Daniel, Millie, Amy and I.

This course is for the purpose of main task

’ activities. Say something about the pictures drawn on the Bb.

6. Listen and read after the tape. (Pay attention to the intonation and pronunciation.) and try to translate some important sentences into Chinese.

7. Homework for today. Draw a picture of oneself in fashion for the Fashion Wall.

The Third Period of Unit 6

Teaching Contents: Reading A B

Teaching Topic: The Fashion Show

Teaching Aims: 1、進一步理解課文的主題

2、學習有關服裝的名稱、面料、色彩的運用

3、能夠描述某個人的着裝特色，增強個人的審美意識

Teaching LanguagePoints: 用新聞報道的形式寫關於時裝秀的一篇短文

Ⅰting

Ⅱing up

1. Read the names of clothes with the picture on P87 (A)

T : He / She looks beautiful ( smart modern cool)

What is it?

S: Jacket tie shirt / blouse skirt

T : What are they?

S: Shoes trousers / boots

2. Ask the students about his (her) real life.

T: What are you wearing ?

S: A shirt.

T: What’s it made of?

S: It’s made of silk (wool leather cotton).

T: What colour is it?

S: It’s red .(yellow black white blue green purple)

Ⅲ. Reading (1)

1. Read the new words.

T: Last Friday ,Sandy’s class gave a fashion show.

Can you read the new words.

a fashion show Project Hope style scarf

time times trainer trainers century

smart modern colorful comfortable cool

2. Read the text

3. Qs and As

T: (1) Who wore white shoes?

(2) What did Simon wear?

(3) Who wore a blouse?

(4) What did Amy wear?

(5) Who wore sport clothes?

(6) Who wore a black skirt?

(7) Was Amy’s blouse silk? Was Amy’s scarf wool?

4. Fill in the blanks.

Name Clothes

Simon

Daniel

Sandy

Amy

Ⅳing (2)

T: Now let’s look at P90 (B) “Style and fashion”

Finish Kitty’s notes.

1. Simon wore a pair of white_____________

2. Millie talked about sports shoes called _____________

g people like to wear trainers because they are ____________

y wore a red____________

5. Simon’s _________ was yellow and red.

wore a yellow __________ blouse and a pair of blue jeans.

Ⅴ-task activity

(1) T: Now , I’ll ask you to say something about your friend’s fashionable clothes. And let’s guess who he is / she is .

S: He /She is wearing ….

(2) T: OK. Please come to the front and say something about yourself.

S: I’m wearing…

Ⅵ. Reading (3)

The students read the text again.

Ⅶ. Homework.

T: Please write an article about your friend’s fashionable clothes.

( about the fashion show)

The Fourth Period Of Unit 6 Fashion

Topic: Reading C, D

Aims:

1. Identify clothes and learn the names appeared in the reading part.

2. Arouse students’ enthusiasm for contacting others by interviewing.

3. Developing the ability of useing

I. Greetings

T: Hello, everyboy. Nice to see you again , Student A, your shirt is very beautiful, who bought it for you?

A: My father did.

T: Oh, I see. Student B, you look colourful. I think you can give a fashion show.

B: Thank you.

T: Do you still remember the fashion show?

Ss: Yes, we do.

II. Fashionable Clothes (C1)

1.T: Ok, let’s look at the pictures. Please tell us what these are.

(Teacher show them the pictures on the blackboard, ask students to tell the names.)

Picture One

C: scarf

T: Yes, scarf, a blue silk scarf. Read after me, please.

(Students read after teacher. Repeat the steps to go over the left pictures. Shirt, a black shirt;

boot, a pair of long red boots; tie, a yelllow and red tie; trousers, a pair of white trousers; trainers, a pair of colourful trainers.)

T: Good. Who wore these colthes at the fashion show? Who can answer this question? Please read the passage ‘ The fashion show’’, then answer the question.

(Students read it quickly.)

T: Who wore the scarf? Student E , please.

E: Amy wore the blue silk scarf at the fashion show.

(Ask students do the rest questions, write the names on the lines.)

2. Ask students to do the exercises in pairs like this:

A: What is this?

B: It’s a …..

A: Who wore it/them at the fashion show?

B: ….. did.

III. Fashionable Clothes (C2 )

T: Let’s come to the next part. Kitty wants to check her notes before she writes the article. Help her read her notes below. Write a T if the sentence is true. Write an F if it is false. Go ahead.

(Students read and check. Ask them to give the answers. If the sentence is false, ask them why, then correct it. Students read the true sentences.)

IV. A television interview

1.T: Kitty interviewed Simon and Sandy after the fashion show. Here are six sentences said by them. Read the sentences, then listern to the tape, try to find out who said what then write the correct numbers in the blanks.

(After the students finish reading the sentences, play the tape for them to listen to then ask them to write the numbers.)

2.T: Kitty interviewed Simon and Sandy after the fashion show. Do you know how Kitty interviewed them? Next please work in pairs or groups to act out the interview. Please use the sentences given in our textbook.

(Student prepair and act out the interview.)

V. est some of our classmates just came from a fashion show. Do you want to know something about the fashion show? Do you want to know something about him?

The Fifth Period of Unit 6

TeachingContents: Vocabulary

TeachingTopics: Fashion Clothes

Teaching Aims :①To recognize adjectives that describe clothing

②To use adjectives to express opininons about how things look

Ⅰ:Warming up

T:Good morning

S:Good morning

T:What are you wearing ?

S:A silk shirt

T:Very beautiful

S:Thank you

Ⅱ: Part (A)

1,Show the six pictures and let the students guess who they are

S: Picture 1:Sandy

2:Amy

3;sandy

4:simon

5:Daniel

6:Daniel

2,Ask stronger classes to describe what their classmates are wearing. They can also describe their favourite clothes they wear at weekends.

is wearing a yellow silk blouse

Sandy is wearing a pair of long red boots

3,Read the new words

boots blouse skirt tie trainers T-shirt

Ⅲ:Part (B)

1: help students describe the appearance of clothes with a wider range of adjectives. Introduce the idea of opposites. Brainstorm some common words:

big-small

old-new

short-long

slim-fat

young-old

2 :Ask students to do Part B on their own . For weaker classes, you may need to pre-teach or check the meaning of some words.

3:Have students compare answers with a partner’s. You could ask S1 to say the numbered words, one at a time ,and S2to say the word with the opposite meaning.

Ⅳ:Do a game

students work in pairs to describe a boy’s(girl’s) appearance and clothes,guess who he (she) is.

Game: He is wearing a yellow blouse and his clothes is heavy.

Q: Who is he ?

Extension activity

Do a survey. Write the table below on the board. Divide the class into groups of students interview each other using these questions.

What is your favourite clothing item? What materal is it made from? What colour is it?

Name of classmate Favourite clothes Material Colour

1

2

3

4

Ask students to present their fingings. Write some model sentences on the board to help students talk about their findings.

`they all like…’

‘One student like …and two students like…’

Ⅴwork

1:Read the text after class

2:Preview grammar

The 6th and 7th Period Grammar

A Simple past tense

Task-based Teaching Aims:

1. Cognitive Development

Make sure students can recognize the tense freely.

2. Proficiency Level

To develop their integrated skills through listening, reading, speaking and writing. They can use the tense to make up sentences and dialogues freely after learning. They can also recognize and use adverbs to order events.

3. Affective Learning

To develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.

4. Cultural Understanding

Make them feel the cultural differences between Eastern and Western Countries.

Step 1 Revise the purpose and use of the simple past tense by using a timeline. Draw a timeline on the board to show how the simple past tense is expressed in English. Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past.

e.g. 1. Eddie met Millie 3 years ago.

2. Eddie was ill yesterday.

Step 2 Teach them how to form the simple past tense before practicing them.

We form the simple past tense by adding ‘-ed’ to regular verbs.

Most verbs + ed walk →consonant walked

Verbs ending in e + d live → lived

Verbs ending in a consonant + y - y + ied try → tried

Short verbs ending in double the

a vowel + a consonant consonant + ed stop → stopped

We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’.

No change cost → cost

Change the vowel come → came

Change the consonant make → made

Change the vowel (s) and the consonant (s) buy → bought

Writing about the past

A1. Write about the simple past tense forms of the verbs below.

1. start → started 2. dress → dressed 3. play → played

4. help → helped 5. use → used 6. like → liked

7. look → looked 8. study → studied 9. plan → planned

Step 3 Talk to students about what you did last weekend and ask some questions as you go along, e.g. I had a really good weekend.

Did you have a good weekend?

I played tennis for two hours.

What did you do?

I watched a film on Saturday evening. It finished at 11 p.m.

What did you do last Saturday?

On Sunday, I took a bus from Wangfujing.

There were a lot of people.

What did you do on Sunday?

Step 4 Teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. Have them complete the conversation. Check answers and clarify any misunderstandings.

Mrs Wang: Did Millie ask Grandma about the dress on Monday?

Andy: No, she didn’t. She went to the Reading Club. Did she help you with the shopping on Tuesday?

Mrs Wang: Yes, she did. Did she play volleyball on Wednesday?

Andy: Yes, she did. But she cleaned her bedroom.

Mrs Wang: I know! Did she do her Maths project?

Andy: No, she didn’t. But she did some work for the fashion show.

Step 5 Teach them how to use the simple past tense to form positive and negative sentences, ask and answer questions with the verb ‘ to be’. Have them complete the conversation. Check answers and clarify any misunderstandings.

Millie: Were you at home on Saturday morning?

Sandy: Yes, I was.

Millie: Was your cousin at the football match?

Sandy: No, he wasn’t. He was at the shopping mall with Mum.

Millie: Were you and your parents at the cinema on Saturday evening?

Sandy: Yes, we were.

Millie: Were your grandparents at the fashion show on Friday?

Sandy: No, they weren’t.

Millie: Were we at school last Monday?

Sandy: No, we weren’t. Last Monday was a holiday.

B Sequencing events

Step 1 To recognize and use adverbs to order events. Tell them to pay attention to the simple past tense. We use these adverbs to show the order in which things happen. We put the adverbs at the beginning of a sentence as they connect the sentences. We often use them to clarify a process or a particular sequence of events.

( first, then, next, afterward, finally)

Step 2 Ask students to do a presentation about their own day using the adverbs they have learned. Encourage them to include more information. Help them choose a title. Remind them to use the simple past tense.

B1 Briefly review the adverbs, using the picturesfor support.

Ask students to write the letters in the boxes in Ppart B1 individually. Students check each other’s sequence of sentences. Monitor the class as you walk around.

B2 Set the context by reminding students about the fashion show described earlier in the unit before asking students to do B2. Link Simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.

Step 3 Review key vocabualry and explain unfamiliar words: ‘ catwalk.’

Ask questions about each picture.

1) What did Simon do first?

2) What did Simon wear?

3) What did he do next?

4) Who did Simon talk to?

5) Where did he go afterwards?

Ask students to write sentences about Simon’s day using the simple past tense. Check the answers as a class activity.

The Eighth Period of Unit 6 Fashion (Part 7)

Integrated Skills

Task-based Teaching Aims:

(1) Cognitive Development:

Through reading and listening to “The life of a trainer” , the Ss can learn and use relevant expressions freely.

(2) Proficiency Level:

To develop the Ss’ integrated skills through listening ,speaking, reading and writing .

(3) Affective Learning:

To develop the Ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .

(4) Cultural Understanding :

Make the Ss feel the cultural differences between Eastern and Western Countries.

Procedures:

Step One : Present a trainer and teach the different parts of it . Then listen and do part A1.

T: Is it a trainer ?

S: …

T: Do you like wearing trainers?

S: …

T: Do you know what the names of these parts are ?

S: …

T: OK. We call it “shoelace / sole / stripe / tongue”.

Step Two : Present the procedures of making a trainer guide the Ss through the new words and let them speak out in English .

T: Now , boys and girls , I know that most of you like wearing trainers. Do you know how to make one ?

S: …

T: OK. First let’s have a look on the screen . Then please tell me about it .

S: …

T: OK. I know it’s very difficult for you to say . But it doesn’t matter . Now please discuss in your groups and later we’ll share your ideas together .

S: …(Discuss in groups )

T: (After listening to the Ss’ description , the teacher describes the general contents in Part A2 . Then let the Ss say after me twice . Finally listen and put the sentences in the correct order .)

Step Three : Present Part Two of the story . Then let the Ss get the general idea of it and pay much attention to the verbs past tense forms .

T: Now , we know how to make a trainer . Do you want to know how the trainer is getting along ? OK . Let’s listen carefully and complete the sentences in Part A4.

S: …

T: (After listening for three times , ask a student to present her answer , then check it . Teach the students to read the verbs and complete Part A3.)

T: Then guide the Ss to sum up the pronunciation principles of verbs past tense forms by reading themselves , such as:

清後[t], 元濁[d], [t][d]之後讀[id].

eg: /t/ /d/ /id/

danced played acted

helped lived needed

talked answered visited

shopped carried shouted

Step Four :Present a fashion show and practise the sentences “What is / are … made of ? It’s/ They’re made of …”.

T: (First make a conversation with a student as a model in Part B. Then let the Ss work in groups of three to talk about the materials of their own clothes . Five or six minutes later , let them act out in the front and give the best a warm applause .)

Step Five :Written work

T: Now , we’ve learned the different parts of a trainer and how to make one . And we also see a fashion show and have learned different materials for making clothes . And would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? You can do it like this :

My Fashion ShowIntroduction Clothes A person wearing the clothes Introduction

T:OK. That’s all for today’s class . Thank you .

The Ninth Period of Unit 6 Fashion

Main task

Objectives

1 To describe different materials and items of clothing.

2 To make a brochure about clothes and fashion.

3 To present a brochure to the class.

Background information

Students will have opportunities to describe clothes and accessories. This section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.

Bring in authentic brochures to show students the style of this kind of writing. Talk to students about the purpose of writing a brochure. Elicit from students as much information as possible about

1 Who are the readers?

2 What do the readers want to know?

3 How do you make your brochure look interesting to the reader?

Teaching procedures

1 Before doing the task, ask students who the audience is and emphasize the context in the Student’s Book of creating a ‘Fashion Wall’.

2 Tell students to read keywords below . Students identify any words they don’t know. Check and clarify the meaning of those words with the class.

Adjectives Clothing items MaterialsChecked hat silkSleeveless skirt cottonPatterned shirt denimLoose blouse leatherSpotted sweatshirt polyester Striped jacket viscoseFlowered sweater furTight socks linenComfortable tie Long shoesUncomfortable beltShort bootsBright suitFashionable dressModern CasualPolo-neckFormal

3 Enable students to describe themselves or their classmates by using the keywords above.

4 Ask students to read the model article on page 102. And tell them to use the model article and complete the sentences with word from Part A on page 101.

5 Check the answers and encourage students to express their opinions about the model article.

6 Tell students to choose one fashion item and make them aware of what kind of things . Their readers might like to read about . And tell students to create their own words to write a rough draft using the given model.

7 Let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .

8 Make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. Ask them to stick their work on the noticeboard and encourage them to read each other’s poster.

Sample writing

Teenagers like clothes that are fashionable and look good. My brochure is about casual, comfortable style.

First, I designed a cotton T-shirt. It is bright red and has a V-neck. It goes well with a pair of jeans. The jeans have wide legs. There are lots of big pockets at the front and back. I also designed a cotton shirt with long sleeves and buttons in the front.

Then I designed a pair of trainers to go with the jeans and T-shirt. They are very comfortable and made of white leather. They do not have laces, so they are easy to put on. The jacket I designed is blue with white sleeves.

All the clothes are comfortable to wear at weekends.