2019-2020年七年級(jí)英語(yǔ)上冊(cè) Module 1 Unit 2 At the airport (I)教案 牛津上海版.doc

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2019-2020年七年級(jí)英語(yǔ)上冊(cè) Module 1 Unit 2 At the airport (I)教案 牛津上海版 Unit 2: At the airport (I) Language focus: Using nouns / noun phrases to identify objects. Using prepositions to indicate a period of time. Using the present perfect tense to relate past events to the present. Using adjectives to express quantities. Using adverbs to express degree. I. Warming-up: II. Pre-task preparation: 1. Put the map of USA on the board. Ask students: Where is Los Angeles? 2. Bring some photos or pictures of interesting places in Los Angeles to class. Circulate around the class to let students have a rough idea what Los Angeles looks like. 3. Introduce the new vocabulary items in Look and learn. 4. Review quantifiers: Use real objects to review a lot of, many, plenty of, several, some, a small amount of, a few 5. Remind students of the use of the present perfect tense in the passage. Go over the verbs in the present perfect tense with students. Invite the more able students to speak out and spell, if possible, the corresponding verbs in their present tense form. 6. Tell students that the use if the prepositional phrase: for (___)_days / weeks / months / years is used to indicate a period of time. Invite some students to answer questions, like this: How long have you studied in this school? How long have you learnt English? to elicit: I have studied in this school for ... / I have learnt English for ... 7. Play the recording: Look and learn and Look and read. Students listen and follow in their books. 8. Play the recording again. Students listen and repeat. 9. Students read the text individually and write down the answers to the questions in Answer true / false. Check the answers with the whole class. Invite the more able students to review the false statements into true ones on the board. III. Consolidation: Grammar Practice Book 7A page 4. Unit 2: At the airport (II) Language focus: Using “going to” to describe events that will occur quite soon. Asking “Wh-” questions to find out time. Using prepositions to indicate time. Asking “How” questions to find out the length of a period of time. Using prepositions to indicate a period of time. I. Warming-up. II. Pre-task preparation: 1. Introduce new vocabulary items: departure and arrival. Make sure students can differentiate between the two. Also make sure students can differentiate between a.m. and p.m. 2. Look, read and think. 3. Play the recording again. Students listen and repeat. 4. Invite three students to e to the front and role-play the conversation. Ask a more able student to act as Mr. Li in order to work out the time for leaving home. Encourage other students to supply any different answers. 5. Ask students to read page 7 of the Students Book again. They are required to write and draw the time. Students then help each other check answers in pairs. 6. Have students work in pairs to read the dialogue in Ask and answer. Walk around and offer help and guidance to the less able students if necessary. III. While-task procedure: Draw the air tickets on the board and invite some volunteers to write the answers on the air tickets. IV. Post-task activity: Distribute a piece of drawing paper to each student. Tell them to think about where they would like to spend a holiday and to draw their own air tickets with the relevant information. Collect the students work and bind it into a booklet to be circulated in class. V. Consolidation: Grammar Practice Book 7A page 5. Unit 2: At the airport (III) Language focus: Using imperatives to give instructions and directions. Using nouns to identify objects. I. Warming-up: II. Pre-task preparation: 1. Introduce new vocabulary items: trolleys and escalators. Put an enlarged photocopy of pictures of trolleys on the board. Point to the pictures and say: trolleys. Then put an enlarged photocopy of pictures of escalators on the board. Point to the pictures and say: escalators. Make sure students know the correct pronunciation of the vocabulary items. 2. Review / Introduce: exit and entrance. Make sure students can differentiate between the two. 3. Have students look at the eight signs and read the eight descriptions in Read and match carefully. Then ask them to match each sign with the suitable description. Finally, the whole class checks answers together. Ask students to point to the signs and read the descriptions aloud. III. While-task procedure: 1. Draw the eight signs on the board and invite volunteers to e forward and write the descriptions under the signs. 2. Tell students to imagine that they are at the airport. Ask them to think of three more signs that they can see at the airport. Tell them to draw the signs and write the IV. Post-task activity: Ask students to draw the signs that can be seen at restaurants, shopping centres, supermarkets, cinemas, swimming pools and on underground, buses, ferries, planes, etc. Unit 2: At the airport (IV) Language focus: Using nouns / noun phrases to identify objects. Using the present perfect tense to relate past events to the present. Using adverbs to express time. I. Warming-up: II. Pre-task preparation: 1. Review and introduce new vocabulary items in Look and learn. You may explain the meanings of these vocabulary items with real objects or pictures. Read the words aloud. Have students repeat after you. 2. Look and learn and Say and act. 3. Play the recording again. Students listen and repeat. 4. Students practise in groups the target language in Say and act by role-playing Mr. Li, Mrs Li and Grandma. Invite a few groups to e out and role-play the conversation in class. 5. Have students work in pairs to talk about the checklist in Think and write. Have them plete the checklist by writing down what they have discussed with their partners. III. While-task procedure: 1. Students discuss and agree on five items for a checklist before leaving for Los Angeles. Have them plete the checklist by writing down what they have discussed with their partners. 2. Still in pairs, students read the dialogues on page 9 of the Students Book again. Students have to write some dialogues and role-play with their partners. They are required to use the target language learned in Say and act. 3. Ask for volunteers to act out the conversations. IV. Post-task activity: Workbook pages 3 and 4. V. Consolidation: Grammar Practice Book 7A pages 6 and 8.