作为老师的任务写教案课件是少不了的，大家正在计划自己的教案课件了。各行各业都在开始准备新的教案课件工作计划了，才能更好的在接下来的工作轻装上阵！你们清楚教案课件的范文有哪些呢？以下是小编为大家收集的“牛津英语StarterU7U8教材分析”仅供参考，希望能为您提供参考！

Unit7Colors教材分析

一．本单元在全书中的地位、作用分析

这两个单元学的语法难点“物主代词”，7单元学形容词性物主代词，8单元学名词性物主代词。

二．本单元的教学重点

1．表示颜色的基本词汇和表示服装的一些常用单词。

2．形容词性物主代词的含义，用法，以及与人称代词的区别。

3．几个重要句型，如：What’sinthebox?

Whatcolorisit？

Whosebikeisit?

4.用所学的有关颜色的词和有关服装的词，仿造课文，描写和介绍本班的同学。

三．本单元的教学难点

1．什么时候用形容词性物主代词，什么时候用人称代词，这是学生在做练习时最难弄清的语法。

2．几个重要句型也是考试重点，虽然学生学起来有难度，但是非常能锻炼学生的语言掌握能力。

3.在Listening部分，许多学生听不出grey和green的区别。

四．建议解决重点难点的方法

1．有关颜色和服装的词，都用头脑风暴法，叫几个学生上黑板自己归纳，再全班努力，帮助找全。

2．对于什么时候用形容词性物主代词，什么时候用人称代词，根本就不必告诉学生这两个语法名词。因为，这两种代词的中文解释就完全不同，人称代词的中文意思是“你，我，他…”，而形容词性物主代词，解释成“我的，你的，他的…”，对于能力中等的学生来说，从中文意思去区分它们，更加容易理解。做练习时，也从题目的含义去判断和选择用形容词性物主代词还是用人称代词。

建议让能力中等的学生上黑板填写下列表格：

我

你

他

她

它

我们

你们

他们，她们，它们

主格

I

you

he

she

it

we

you

they

宾格

me

you

him

her

it

us

you

them

我的

你的

他的

她的

它的

我们的

你们的

他们的，她们的，它们的

my

your

his

her

its

our

your

their

3．几个重要句型

1）What’sinthebox?一定要讲明，此句中疑问词what作主语，而当疑问词what作主语时，看成是单数，所以后面跟is，然后教师多问此类问句，要学生回答，接着，叫学生之间互问互答，以致熟能生巧。

2）Whatcolorisit？Whatcolorarethey？Whosebikeisit?这三句的处理，要多做同义句替换。

Whatcolorisit？的同义句是Whatisthecolorofit?(前一句主语是it，后一句主语是color，都是单数，所以用is)

Whatcolorarethey？的同义句是Whatisthecolorofthem?(Whatcolorarethey？的主语是they，所以谓语用are。Whatisthecolorofthem?的主语是thecolor，所以谓语用is)

Whosebikeisit?的同义句是Whoseisthisbike?在Speaking部分的课文里，有好多这样的句子，叫学生全部进行同义句替换。

3）Hereitis.Heretheyare.Hereareyoursocks.这三句牵涉到一个非常难的语法：here提前到句首，句子要主谓倒装。能力强的班级，稍微提一下，能力差的班级，根本就不要讲，因为不是Starter教材的教学重点。

4.在做Listening之前，强调grey和green的区别，green有明显的鼻音，grey没有。

Unit8Ourthing教材分析

这两个单元学的语法难点“物主代词”，7单元学形容词性物主代词，本单元学名词性物主代词。

一．本单元的教学重点

1．名词性物主代词的含义，用法，以及与形容词性物主代词、人称代词的区别。

2．表示“某人拥有某物”的一般现在时的句子，肯定句，否定句，疑问句之间的句型转换。并用此语法知识，写出一篇介绍自己学校储物柜的文章和一篇班级同学的宠物调查报告。

二．本单元的教学难点

1．什么时候用形容词性物主代词，什么时候用名词性物主代词，对学生来说，非常难。

2．一般现在时的句子终于露面了，只是动词仅限于have，于是句型转换也成为教学难点。

3．Listening的PartB难度很大。

三．建议解决重点难点的方法

1．对于什么时候用形容词性物主代词，什么时候用名词性物主代词，根本就不必告诉学生这两个语法名词。因为，这两种代词的中文解释就完全不同，形容词性物主代词，都解释成“我的，你的，他的…”，而名词性物主代词的中文意思，教师要向学生强调是“你的东西，我的东西，他的东西…”对于中等学生来说，从中文意思去区分它们，更加容易理解。做练习时，告诉学生，由于形容词性物主代词的含义是“…的”，所以后面可以加“东西”，而名词性物主代词的含义里已经包括“东西”了，所以不要随便再加“东西”，否则，就重复了。

建议让能力中等的学生上黑板填写下列表格：

我

你

他

她

它

我们

你们

他们，她们，它们

主格

I

you

he

she

it

we

you

they

宾格

me

you

him

her

it

us

you

them

我的

你的

他的

她的

它的

我们的

你们的

他们的，她们的，它们的

my

your

his

her

its

our

your

their

我的东西

你的东西

他的东西

她的东西

它的东西

我们的东西

你们的东西

他们的，她们的，它们的东西

mine

yours

his

hers

its

ours

yours

theirs

在Speaking里有个练习，出现许多名词性物主代词，要求学生全部换成形容词性物主代词后加名词的形式，以巩固认识形容词性物主代词和名词性物主代词的关系。

2．表示“某人拥有某物”的一般现在时的句子，何时用has，何时用have，教学生口诀：

“主语单数，谓语用has，主语复数，谓语用have。Ihave,youhave”。句型转换成“某人拥有某物吗？”也有口诀：“谓语用has的，does提前，谓语用have的，do提前。”肯定和否定回答，强调用什么助动词问，就用什么回答。建议多让学生造句，比如利用Listening的图片，教师安排不同的主语，如：I，you，he，she，we，they等，让学生用has，have造成有趣的句子，这样的造句，中等学生可以做到。另外，多做笔头练习。

3．Listening的PartB配对题，由于语速较快，容量较大，练习难度很大，好班的学生听两遍也无济于事。教师有必要教学生做速记，连线之前，先根据装束辨认人物姓名，再将姓名和所拥有的物品全用第一个字母代替，听音后，迅速做出如下表格，最后连线：

：

MandL：CDs

N：r

A：w

S：b

J：c，hc

P：n

以上速记符号代表的是：

MillieandLily:CDs

Nick:aradio

Andy:awatch

Spotty:aball

Jill:acamera,hairclips

Peter:notebook

精选阅读

牛津英语StarterU3全英文教案

老师在新授课程时，一般会准备教案课件，大家在用心的考虑自己的教案课件。写好教案课件工作计划，才能使接下来的工作更加有序！你们清楚有哪些教案课件范文呢？下面是小编为大家整理的“牛津英语StarterU3全英文教案”，希望能为您提供更多的参考。

牛津英语七年级预备课程Unit3教案

TheFirstLesson

[Teachingcontent]

Unit3WelcomeandListening

[Teachingaimsanddemands]

Knowledgeaims:

1.learnthenewwords,especially,somepersonalpronounsandsomeusefuladj,likebigandstrong,smallandthin,tallandthin,tallandslim,shortandpretty.

2.Ssgettoknowthegrammar:Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”?

Abilityaims:

1.Communicativeability,teachstudentshowtogreetsuitablyandhowtoaskone’sages.

[Teachingdifficultiesandimportance]

1.Thespellingofsomewords,suchas,classmate,twelve,polite,helpful,England,English,America,Americanandknow.

2.Learnpersonalpronouns“we,they,me”

3.Thisisthemostdifficult:Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”?

[Teachingtools]ProjectorandStudents’book

[Teachingprocedure]

Pre-teaching

1.Teachthenewwords

Askthestudentstoreadallofthenewwordsbeforeteaching.Onestudentreadsfivewords,sothattheteachercancorrecttheirmistakesinphonetics.

2.Askstudentstoreadallofthenewwords,sothattheyarefamiliarwiththembeforecomingintothetext.

3.Theteacherneedn’tleadthembyhimself/herself,becausestudentshavealreadylearnedthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.

4.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,classmate,twelve,polite,helpful,England,English,America,Americanandknow.

Step1Presentation

Haveacasualchatwithstudents,askingthesequestions:

Doyouhavefriends?

Whoarethey?

Whoisyourbestfriend?

What’shis/hername?

Sothattheteachercanleadtothesubjectofthisunit.

Step2Welcometotheunit

1.Askthestudentstoreadthedialoguesofthispartfirst,andseeiftheycanreaditcorrectly.

2.Askthemtoreadthedialoguesagaintograspthemeaningofit,andanswerthesequestions:

What’sthenameofthegirlinapinkdress?

Whoisthegirlinayellowdress?

WhoisAndy?

HowoldisMillie?

HowoldisJill?

AreJillandMillieclassmates?

HowisAndy?

3.Guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.

Forexample,I’mtwelve=I’m12yearsold,I’m12years.

I’mtwelvetoo=I’malso12.

Heispoliteandhelpful=Heishelpfulandheispolite

4.LetSsdoPairworkandgivestudentschancestoshowtheirdialogues.

Step3Listening

1.Pre-listening.

1）AskstudentstoreadthepairsofwordsinPartA,andtheninstructthemtofindtheoppositewordofeachword.

2）Afterwards,askstudentstomakesentenceswitheachwordandeachpair,usingthestructure:“sb.is…”“sb.is…and…”

3)Atlast,theteacherasksquestionslike:

Whoisbigandstronginourclass?

Whoissmallandthininourclass?

Whoistallandsliminourclass?

Whoisshortandprettyinourclass?

SothattheycanunderstandthewordswellandatthesametimelearntouseEnglish.

2.DotheexercisesofPartB.

3.Post-listening.Takethechancetoteachstudentsgrammarofasimplepresenttensesentence,whichincludes“be”.

主语控制谓语，谓语动词什么时候用am,is,are,要看主语，口诀：

单数is，复数are，I配am，you配are。

（说明：在教一般现在时态的be动词形式时，我要求学生把you和I单列出来特别记忆，而其它形式的主语只要数清个数就行了。我刻意回避“第三人称单数”这个名称，因为我认为，对于基础不好的普通学校学生而言，“第三人称单数”这个概念太复杂了，为了理解这个概念，学生必须弄懂三层含义：“人称”、“第三人称”、“单数”，而口诀简单易学。）

Step4Summary,furtherlearninganddoworkbook.

TellSsthedifferencebetweenslimandthin,thedifferencebetweentallandhigh,andthedifferencebetweenshortandlow.

Step5Homework

TheSecondLesson

[Teachingcontent]

Unit3SpeakingandReading

[Teachingaimsanddemands]

Knowledgeaims:1.Learnthenewwords.

2.Knowthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.

Abilityaims:

1.Communicativeability,teachstudentstogreetsuitablyandtodescribeone’sfriends’appearanceorpersonality..

2.Sswriteanarticleofintroducingone’sfriends.

[Teachingdifficultiesandimportance]

1.Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”?

2.Knowthedifferencebetween“England”and“English”,thedifferencebetween“America”and“American”.

3.Hereisthegreatestdifficulty:thetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.

[Teachingtools]ProjectorandStudents’book

[Teachingprocedure]

Step1.RevisionandPre-speaking

1.Reviewgrammar.

主语控制谓语，谓语动词什么时候用am,is,are,要看主语，口诀：

单数is，复数are，I配am，you配are。

2.Teachthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.

含有be的句子的一般疑问句，肯定回答，否定回答，

Areyouhappy?Yes,Iam.No,I’mnot.

AmIhappy?Yes,youare.No,youaren’t.

Ishehappy?Yes,heis.No,heisn’t.

Isshehappy?Yes,sheis.No,sheisn’t.

Arewehappy?Yes,youare.No,youaren’t.

Areyouhappy?Yes,weare.No,wearen’t.

Aretheyhappy?Yes,theyare.No,theyaren’t.

3.Askstudentstoreadthemandcopythemagainandagain.

Step2Speaking

1.Askthestudentsreadthedialoguemodelsinthispart,andcorrecttheirmistakesinphonetics.

2.Directthemtoplaytheroleinordertobefamiliarwiththestructureofthedialogue.

3.Guidestudentstoreplacethebluewordsandphrasestomaketheirowndialoguesaccordingthepicturesinthispart,followingthedialoguemodels.

4.Pairworkandgivestudentschancestoshowtheirdialogues.

Step3Reading

2.Askstudentstoreadthedialogueinthispartbythemselvestwice,andgetreadytoanswerthesequestions:

What’sthenameofthegirl?

Whoisthewoman?

HowmanynewfriendsdoesJillhave?

Whoarethey?

IsSammiagirloraboy?

Howoldisshe?

Issheshortandslim?

Whereisshefrom?

IssheanEnglishgirloranAmericangirl?

IsPatagirloraboy?Howoldishe?

Isheshortandslim?

Whereishefrom?

IsheanEnglishboyoranAmericanboy?

3.Guidestudentstodotheexerciseunderthedialogue.

4.Directstudentstousesomesimilarwords,similarsentencesandothernamestoreplacethedialogue,makinganotherdialogueoftheirown.

Forexample,thankyou=thanks,she’sshortandslim=she’sshortandshe’sslim,

SheisfromEngland=ShecomesfromEngland,SheisEnglish=SheisanEnglishgirl,

He’stwelvetoo=Heisalsotwelve,He’sfromAmerica=hecomesfromAmerica,

HeisAmerican=HeisanAmericanboy.

5.Askstudentstorewritethedialoguedownintheexercisebook,sothattheycanfinishanarticleoftheirown.

Step4Grammar

1.Reviewgrammar.

谓语动词什么时候用am,is,are,要看主语，主语控制谓语，口诀：

单数is，复数are，I配am，you配are。

Reviewthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.

含有be的句子的一般疑问句，肯定回答，否定回答，Areyouhappy?Yes,Iam.No,I’mnot.

AmIhappy?Yes,youare.No,youaren’t.

Ishehappy?Yes,heis.No,heisn’t.

Isshehappy?Yes,sheis.No,sheisn’t.

Arewehappy?Yes,youare.No,youaren’t.

Areyouhappy?Yes,weare.No,wearen’t.

Aretheyhappy?Yes,theyare.No,theyaren’t.

Bytheway,tellSsthat“Yes,Iam.Yes,heis.当Iam,heis在句末时，不能合并。”

2.DotheexerciseofPartA.Afterthat,spendsometimeteachingthephrase“Letsb.dosth.”

3.TeachSspersonalpronouns,andguidethemtofillintheformwithpersonalpronounsofPartB,includingbothsubjectformsandobjectsubjectforms.

3.Askstudentstoreadtheexerciseagainandagain.

Step5Task

1.Explainwhattheformofthispartisabout,andfirstly,askstudentssomequestionsorallyaccordingtotheform.

2.Guidestudentstofinishtheblank-fillingexercise.

3.Afterthat,leadstudentstoreadthearticleagainandagain.

Step6Summary,andfurtherknowledgeandability

1.WeareallChinese.=WeareallChinesestudents

2.Englandhasothernames,suchasBritain,UK

3.Englishmeans“英国的，英国人的，英语”,butitdoesn’tmean“英国人”.SoSscansay“sheisEnglish.”or“SheisanEnglishgirl.”,butcan’tsay“SheisanEnglish”

4.TeachSsthecorrectwordorderofthephrase“fournewclassmates”.

5.并列成分的最后一个之前加and，如:Sheissmall,thinandpolite.

Step7Homework

1.Copythetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.

2.AskstudentstorewritethedialogueofReadingpart,soastofinishanarticleoftheirown.

牛津英语StarterU5全英文教案

教案课件是老师需要精心准备的，大家应该开始写教案课件了。只有写好教案课件计划，可以更好完成工作任务！你们会写教案课件的范文吗？下面是小编帮大家编辑的《牛津英语StarterU5全英文教案》，欢迎阅读，希望您能阅读并收藏。

牛津英语七年级预备课程Unit5教案

TheFirstLesson

[Teachingcontent]

Unit5welcomeandlistening

[Teachingaimsanddemands]

Knowledgeaims:1.Learnthenewwords.

2.Thestructureof“Therebe”,whentouse“is”,whentouse“are”.

3.Therulethreeofpluralsofcountablenouns.

Abilityaims:

Thestudentscanusethestructureof“Therebe”freelyandcorrectly.

[Teachingdifficultiesandimportance]

Thetransformationofthestructureof“Therebe”,includingtheinterrogativeform,affirmativeandnegativereply,andthenegativeform.

[Teachingtools]ProjectorandStudents’book，workbook

[Teachingprocedure]

Step1Pre-teaching

1.Teachthenewwords

Askthestudentstoreadoutthenewwordsbeforetaught.Onestudentreadsfivewords,sothattheteachercanfindoutandthencorrecttheirmistakesinphonetics.

2.Askallstudentstoreadallofthenewwordsinchorus,sothattheyarefamiliarwiththembeforecomingintothetext.

3.Theteacherneedn’tleadthembyherself,becausestudentshavealreadylearnedthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.

4.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,blackboard,again,fifteen,thirteen,behind,numberandtwenty.

Step2Presentation

Haveacasualchatwithstudents,askingabouttheclassroom:

Whereareyoustudying?

Isourschoolabigoneorasmallone?

Whatcanyouseeinourschool?

Whatelsecanyoufindinourschool?

Sothattheteachercanleadtothesubjectofthisunit.

Step2Welcometotheunit

1.Askthestudentstoreadthedialoguesofthispartfirst,andseeiftheycanreaditcorrectly.

2.TeachSs“therebe,andtheinterrogativeform,affirmativeandnegativereply,”bydoingthefollowingexercise:

1).Isthisabook?Yes,itis./No,itisn’t.

2).Isthereabookonthedesk?Yes,thereis./No,thereisn’t.

3).Aretheyyourbooks?Yes,theyare./No,theyaren’t.

4).Aretherefourbooksonthedesk?Yes,thereare./No,therearen’t.

5).What’sonthedesk?Thereisabook./Therearefourbooks.

6).Howmanybooksarethereonthedesk?Thereisonlyone./Therearefourbooks.

Step3Listening

1.Pre-listening.

Teachtherulethreeofpluralsofcountablenouns:“以辅音字母加y结尾，去y变ies，如：library－libraries”.

2.DotheexercisesofPartB.

Step4Exercisesandsummary,doworkbook.

Step5Homework

Makesentenceswith‘Isthere…..’and‘Arethere…….’

TheSecondLesson

[Teachingcontent]

Unit5speakingandreading

[Teachingaimsanddemands]

Knowledgeaims:1.Learnthenewwords

2.Thestructureof“Therebe”,whentouse“is”,whentouse“are”

3.Thedifferencebetween“any”and“some”

Abilityaims:

Thestudentscanusethestructureof“Therebe”freelyandcorrectly.

[Teachingdifficultiesandimportance]

1.Thestructureof“Therebe”,includingtheinterrogativeform,affirmativeandnegativereply,andthenegativeform.

2.Thedifferencebetween“any”and“some”

[Teachingtools]ProjectorandStudents’book，workbook

[Teachingprocedure]

Step1.Speaking

1.Eveniftherearealreadysomewordsinthepicture,askSstomarkasmanyEnglishnamesaspossibleonthebigpicture,usingthosewordswhichtheyhavejustlearned,includingbasketballcourt,Pingpongtable,meetinghall,schoolgate,etc.

2.Readthemodeldialoguetwice,andSsmaketheirowndialoguesaccordingtowhatisintheirownschool,imitatingthemodel.

Step2Reading

1.Askstudentstoreadthearticleinthispartbythemselvestwice,andgetreadytoanswersomequestionsaboutthearticle.

1.Howmanyclassroomsarethereinyourschool?

2.Howmanyhallsarethereinyourschool?

3.Isthereanartroom/areadingroom/agardeninyourschool?

4.Aretherefivehundredstudentsinyourschool/(hundred不加s)

2.Guidestudentstodotheexerciseunderthearticle.

3.Directstudentstousetheirownname,andthesomeinformationofthemselvesandoftheirclasstoreplacethearticle,makinganewarticleoftheirown.

4.Afterwards,teachstudentssomethingaboutthestructureof“Therebe”,whentouse“is”,whentouse“are”,whichisaboutthegrammar“theagreementbetweenthesubjectandpredicateinpersonandnumber.”

5.TeachSsthedifferencebetween“any”and“some”,forexample

Therearesomebuildingsinthepicture.

(“some”isonlyusedinaffirmativeform.)

Arethereany……?Yes,therearesome./No,therearen’tany.

(“any”isusedininterrogativeformandnegativeform.)

Step5Exercisesandsummary,doworkbook.

Step6Homework

1.Makesentenceswiththefollowingstructures:

Thereisa/an………

Therearesome……

Istherea/an……….

Arethereany……..

1.WorkbookPart2(reading)

2.Reviewthethreerulesofpluralsofcountablenouns.

TheThirdLesson

[Teachingcontent]

Unit5grammarandtask

[Teachingaimsanddemands]

Knowledgeaims:1.Learnthenewwords.

2.Thestructureof“Therebe”,whentouse“is”,whentouse“are”.

3.Therule4,5,and6ofpluralsofcountablenouns.

Abilityaims:

1.Thestudentscanusethestructureof“Therebe”freelyandcorrectly.

2.Sscanmasterthesixrulesofpluralsofcountablenouns.

[Teachingdifficultiesandimportance]

1.Thestructureof“Therebe”,includingtheinterrogativeform,affirmativeandnegativereply,andthenegativeform.

2.Therule4,5,and6ofpluralsofcountablenouns.

[Teachingtools]ProjectorandStudents’book，workbook

[Teachingprocedure]

Step1Grammar

1.Askstudentstoreadthephraseswhichinclude数词ofthispart,andguidethemrearrangethosephrasesintheorderofnumbers

2.Doingtheexerciseandfillinginthethreeballoons,theteacherteachesstudentstherule4,5,and6ofpluralsofcountablenouns—

“Rule4:以f，fe结尾的词，去f或fe变成ives.

Rule5:以o结尾的词，只有potato，tomato，mango等加es.

Rule6:不规则的名词复数形式：man-men，woman-women，child-children，mouse-mice，sheep-sheep，fish-fish，people-people，有oo的词，变成ee，如：foot-feet，tooth-teeth，goose-geese”

3.Writesomewordsontheblackboardandasksomestudentstodotherelativeexercise,inordertoseeiftheymasterthethreerules.

4.DotheexerciseofPartB.Tellonlyalittleaboutthestructureof“TherebeAandB”,basedon“Therebe”structure.

Step4Task

Instructstudentstofinishwritingworkofthispart,anarticleof“Myschool”,accordingtotheinformationoftheirownschool.

Step5Exercisesandsummary,doworkbook.

Step6Homework

Writeanarticleof“Myschool”tointroducetheirownschoolwithinformationofthemselvesandoftheirschool.

7AUnit8reading（译林牛津英语）

7aUnit8reading教案
Teachingaims:
1.Tograspthevocabularyofclothes.
2.Toreadandunderstandthecontext.
3.Toexpressone’swearinginEnglish.
Teachingdifficulties:
Howtojudgeone’swearinginEnglishandmakestudentsknowthemeterialoftheclothes
Teachingsteps
Step1leadin
T:manyteacherscometoourclasstoday.Let’swelcomethem.
Youknowclothesmakeusdifferentfromothers.Theymakeuslookbeautifulandmodern.Indifferentplace,peopleliketoweardifferentstylesofclothes.Firstofall,Iamgoingtoshowyoudifferentstylesofclothes.
Step2pre-reading
1.Q1：WhenyouhavePElessons,whatdoyouwear?
Q2:Whatelsedoyouwear?
(topresentsportsclothesandtrainers)
Q3:Doyoulikewearingtrainers?
Ithinktrainersarecomfortable.Wecanrunfastinthem.SoIthinktheyarelighttoo.
Comfortable
Trainersarelightandcomfortable.Theyarepopularamongyoungpeople.
2.Iwanttohaveameeting.SoIpreparethem.Doyouknowthem?
Topresent:apurpleshirt,apairofgreytrousers,andaredandgreytie
Topractisethesentencepattern:
Ithink…matches….
3.Youknowmenlikewearingties.Dowomenoftenwearties?
Mostofthetime,theywearscarves.
Topresentascarf.(twoscarves)
Q:Howmanyscarvesarethere?
4.Q:Doesthebluescarfmatchtheblouse?
(It’sayellowcottonblouse.)
Q:Doyouknowwhatitismadeof?
Theyellowblouseismadeofcotton..
5.Q:Canyoutellmewhattrouserscanmatchtheyellowblouse?
apairofjeans
(toasktwostudents:doyoulikewearingjeans.)
Bothofthemlikewearingjeans.
Doyoualllikewearingjeans?(Jeansarepopularamongyou.Ithinkyoungpeoplereallylikejeans)
Ithinkjeanscanmatchclotheswell.
6.next,Iamgoingtopresentyousomeothergirls’clothes.Let’slookatthem.
Aredsilkblouse,ablackwoolskirtandapairofredboots.
Theredblouseismadeofsilk.
Theymakegirlslookmodernandbeautiful.
Step3while-reading
1.skimming:
Ithinkalltheseclothesarebeautiful.Class1,Grade7studentsarehavingafashionshow.Openyourbooks,turntopage94.Readthepassagequickly.
Q:Howmanystudentsaretalkedaboutinthepassage?
Whoarethey?
2.Let’sseesomedetailinformationaboutthefashionshow.
Task1askandanswer
Askstudentstoreadparagraph1and2.Thenanswerthefollowingtwoquestions.
Q:1.WhatisMilliewearingnow?
2.WhatdoesMilliethinkofthetrainers?
RetelltheMillie’spara.Withthehints.
Task2blankfilling
HerecomesSimon.
Readparagraph3carefully,thenfillintheblanks.
PreparetosaysomethingaboutSimon.
Task3listentothetapeofparagraph4,thendotheblankfilling.
Pairwork.
Task4askstudentstoreadparagraph5,thendotheTORFexercise.
Step4post-reading
1.givestudentsseveralminutestoreadthewholearticleagain,thenfillinthetable.
2.groupwork
Dividethewholeclassintogroupsoffive.Requirethemtopreparetoretellthearticleparagraphsonebyone.(withthehelpofthepicturesandkeywordsontheblackboard)

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