2021-2022学年牛津上海版七年级英语下册Module 3Unit8 A more enjoyable school life教案（4课时）

2022学年牛津上海版英语七年级第二学期教案unit8
Unit 8 A more enjoyable school life
Text analysis:
Enable the students to express their own ideas about school life with the sentence patterns we learn today. Enable the student to understand the passages about what may happen about school life in the future by listening and reading. Enable the students to write down their feelings about what do they think about future school life.
Students analysis:
Students in Class Four are mostly more able students. Students in Class Three are mostly less able students. For students in Class Four should learn to make sentences to describe futures. For students in Class Three should learn to discuss with classmates and read and understand the meaning of the text.
Language focus:
Asking ‘Wh-’questions to find out various kinds of specific information about an event
Using modals to make suggestions
First Period
Language skills:
Listening
Listen for specific information
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Use gestures and facial expression to convey meaning and intention
Reading
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
Materials:
· Student’s Book 7B page 59
· Cassette 7B and a cassette player
Pre-task preparation
Language learning activity
(This section aims at providing students with opportunities to practice the language/vocabulary needed or become familiar with the background for the task that follows.)
Introduce: enjoyable. Say: I like swimming in summer. It’s enjoyable. Encourage students to guess the meaning of this new adjective.
Review the language structure: I’d like to … Ask: What would you like to have for dinner tonight to elicit: I’d like to have … Provide some prompt words for students if necessary.
Play the recording: Look and read. Students listen and follow in their books.
Play the recording again. Students listen and repeat.
Invite eight students to come out and role-play the conversation in class. Other students act as the nudges and select the best performer.
Consolidation
Grammar Practice Book 7B
Second Period
Language focus:
Using modals to make suggestions
Using adjectives to describe events
Asking ‘Wh-’questions to find out various kinds of specific information about an event
Language skills:
Listening
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Open an interaction by eliciting a response
Maintain an interaction by controlling participation in an interaction or group activities such as talking one’s turn at the right moment and recognizing others’ desire to speak
Maintain an interaction by asking and responding to others’ opinions
Reading
Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation
Writing
Gather and share information, ideas and language by using strategies such as brainstorming, listing
Materials:
· Student’s Book 7B page 60
· Cassette 7B and a cassette player
· Photocopiable page 54
· Workbook 7B page 31
Pre-task preparation
Introduce/Review the following adjectives to/with students: fun, nice, possible, impossible, interesting, necessary, unnecessary, important, comfortable and difficult.
Play the recording: Think and discuss. Students listen and follow in their books.
Students work in groups of five and talk about the list of suggestions. Tell them to use the adjectives they have just learnt. Alternatively, you can encourage students to use any other adjectives they have learnt before.
Invite a representative from each group to report to the class what their group thinks of each suggestion, e.g. It would be (an adjective) to…
While-task procedure
Distribute a copy of Photocopiable page 54 to each group. Students stay in groups of five and conduct a survey to find out what changes their classmates would like to see in their school. After collecting the information, they write a list of suggested changes on the tasksheet.
When the groups have completed their list of suggested changes, ask students to talk about them using the modeled dialogue provided at the bottom of Think and discuss. Walk around, offering help and guidance to the less able students.
Invite a representative from each group to come forward and report to the class their suggested changes. Encourage the rest of the students to talk about what they think of each suggestion.
Collect the lists of suggested changes from the class. You may want to discuss the suggestions with other teachers to see what changes can be made. Hopefully, students can have a more enjoyable school life.
Post-task activity
Workbook
Consolidation
Exercise Book
Third Period
Language focus:
Using modal to talk about ability
Using pronouns to identify people
Using formulaic expressions to respond to suggestions
Language skills:
Listening
Identify details that support a main idea
Listen for specific information
Speaking
Open an interaction by eliciting a response
Maintain an interaction by replying
Maintain an interaction by asking and responding to others’ opinions
Reading
Read written language in meaningful chunks
Writing
Gather and share information, ideas and language by using strategies such as brainstorming, questioning
Develop written texts by expressing ideas and feelings
Materials:
· Student’s Book 7B
· Cassette 7B and a cassette player
· Workbook 7B
Pre-task preparation
Introduce the reflexive pronouns: yourself, yourselves, ourselves, themselves, myself and herself. Say: I don’t have a maid at home. I do all the housework myself. Do you do the housework yourself or does your mother do all the housework herself
Play the recording: Look and read. Students listen and follow in their books.
Play the recording again. Students listen and repeat.
Divide students into groups of five. Tell them to imagine themselves to be Kitty and her friends and discuss the changes they can make for a more enjoyable school life. Remind them to refer to the modeled conversation in Discuss for reference.
Invite a few groups to come forward and carry out their discussions. Encourage other groups to point out any other changes they can make themselves.
While-task procedure
Distribute a copy of Photocopiable page 55 to each group. Students stay in groups of five. Tell them to read their list of suggested changes on Photocopiable page 54 again and discuss what changes they can make themselves. Then they write a report.
Invite a representative from each group to read their report aloud. Tell other students to listen carefully ad ask if they can do any other things to make the changes themselves.
Collect the reports from students and put them up on the board. Give students one month’s time and see if they can make any changes which they had suggested within that period. Review the report after a month.
Post-task activity Consolidation
Workbook
Fourth Period
Language focus:
Asking ‘Wh-’questions to find out various kinds of specific information about a person
Using modals to make suggestions
Language skills:
Listening
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Use gestures and facial expression to convey meaning and intention
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Writing
Gather and share information, ideas and language by using strategies such as brainstorming
Revise and edit drafts by sharing work with teachers and classmates ad responding positively to their suggestions on ideas and use of language
Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary
Materials:
· Student’s Book 7B
· Cassette 7B and a cassette player
· Photocopiable
Post-task activity
Students look at the pictures on the display board in Look and say. Then they work in pairs and talk about what each picture means. Remind them to use the modeled dialogue provided in the Student’s Book.
Distribute a copy of Photocopiable to each group. Students work in groups of five and make a similar board display. Invite a representative from each group to come forward and talk about their pictures. You may also encourage other students to give some suggestions or ideas for improvement.
Consolidation
Grammar Practice Book 7B
Photocopiable pages
Assessment:
1.recite the new words
2.finish “YLE”