牛津7B unit4 Amazing things 教案 教学设计Word文档下载推荐.docx

牛津7B unit4 Amazing things 教案 教学设计Word文档下载推荐.docx

《牛津7B unit4 Amazing things 教案 教学设计Word文档下载推荐.docx》由会员分享，可在线阅读，更多相关《牛津7B unit4 Amazing things 教案 教学设计Word文档下载推荐.docx（42页珍藏版）》请在冰点文库上搜索。

Listening

Identifyspecificcharacteristicsin

descriptionsofanimals

-Listenforgeneralmeaninganddetailto

obtaininformation

-Useknowledgepresentedinwrittentextandpicturestoinfergeneralmeaningandcontext

.Extractspecificinformationfromlisteningtoaconversationtocompletealetter

Speaking

-Respondtostatementsexpressingsurprise,interestandamazement

.Describefactualdetails

-Askforspecificinformationusing“tobe”

questions

-Recognizeandreproducesyllablestress

Identifydifferentstresspatternsinwords

Reading

-Guessgeneralcontextfrompictures,conversations,yourownbackgroundandknowledge

Identifyspecificmeaningbyscanningthe

text

.-Predictmeaningsofspecificwordsfrom

context

Evicting

-Describefactualinformationinwriting-Produceapieceofwritingusinginformationobtainedfromresearch

.Combinevocabularyandmodelsentenceconstructionstoproduceapieceofwriting

Overviewoftheunit

Thisunitintroducesstudentstothemoreunusuallyamazingandsurprisingaspectsoflifearoundthem.Thefirstsectionintroducesstudentstoadjectivestodescribethingsthatarestrange,funnyandunusual,aswellaswordstodescribefeelingsinresponsetosurprisingeventsandsituations.

TheReadingsectiontellsthestoryoftwogirlswhobelievedthattheysawaghostinaparkwhentheyheardastrangesound.TheGrammarsectionexploressurprisinginformationintheworldofnaturepresentedwithinthecontextofaschooltriptotheFunnyWorldMuseum.TheIntegratedskinssectiondealswiththeideaoffearsandphobias-FinallytheLaintaskprovidesstudentswithopportunitiestowriteaboutthingsthattheyfindstrangeorinteresting.

Warm-upactivities

Capturestudents,interestbyfocusingonUFOsorBringinapictureofaUFOoraskstudentstomakelargedrawingsoffsfoilhomeworkbeforethislesson.Putthepicturesupfordisplayorpassthemaroundtheclassatthebeginningofthe-elesson.AsksomegeneralquestionsabouttheCoinstrip-Ifsomestudentsareconfidentenough,askthemtoexplainthestory-AskwhatdoesHobosee?

WhatdoesEddiesee?

Whatcanyousee?

Openuptalksabouthowtwopeoplemayperceivethingsindifferentways-Howitlookstonepersonmaylookquitedifferenttoanotherperson-

Doaquickdosssurvey-AskDoyouthinkthatthereareUFO.Askstudentstoraisetheirhandsanddoecountoftheanswers.AskthemiftheyhaveeverseenaUFOoriftheyknowsomeonewhohasseenone.Doanotherquickclasscount.

Welcometotheunit

Objectives

-Tointroducestudentstounusual

Phenomenaandevents

Tounderstandtheconceptofthingsthatare

Unusual

-Touseadjectivestodescribefeelingsand 

opinions

SuggestedteachingprocedureseaststudentstodoPartA.EncouragestrongerdacestodothetaskwithoutanyPie-teachingofkeywords.Forweakerclassesyoumayneedtoreviseorintroducewordsappropriatetothegenerallevelofyourclass:

‘sneeze’,‘lightning’and‘tiptoe’.Usedrawingstoillustratethewords.Writeallthewordsontheboard.Thenaskstudentstodothetask.

Dividetheclassintopairs-Askstudentstocomparetheiranswersanddiscussanydisagreements.

Readoutsentencesa-foneatatime.Alternativelyyoucouldaskmoreablestudentstotaketurnstreadoutthesentences.Ifgroupworkiswellestablished,askstudentstodothecheckingingroups.AskstudentstreadtheconversationinPartBinpairstheyprepareasimilarconversationaboutthestrangethingsinPartA.Asklessablestudentstowritedownthekeypointsandselectasuitableresponsebeforetheystarttalking.Remindthemtoproducetheconversationneatlymemorizingawholephrasebeforetheyspeak.

Extensionactivity

Askstudentsaboutanyotherstrangethingstheyknowof.Thiscouldbestrangefactsorimaginarythings.Askstudentstoworkinpairsandwritedownkeywordsanddrawpicturesoftheirstories.HelpthemiftheydonorknowtheEnglishwordforsomething.Writethewordsontheboard.Thenaskstudentstomakecompletesentencesusingthesentencesa-fasmodels.Thiscouldbesetasahomeworktaskandstudents;

sentencescouldbeusedtointroducethenextlesson.Afterastudenthastoldhis/herstoryrespondbyusingtheadjectivesgiveninPartBeforestrongerclasses,askindividualstudentstorespondtithestory-Encourageotherstudentstouseothersuitableadjectivesifpossible-

Objectives

-Tointroducethestyleoftheghoststory-Toidentifyspecificmeaningbyscanningthetext

Topredictmeaningsofspecificwordsfrom 

context

Tosummarizekeypointsofastoryby

Sequencingstatements

Toidentifykeyeventsandinfergeneral

Meaning

Backgroundinformation

Thepassagetellsthestoryabouttwogirlsjumpingtothewrongconclusion.Itiswritteninthethirdpersonnarrative.Conversationisusedtoproviderealismtothedescriptionofaferalexperience.Thestory-tellingstyleemphasizesthesenseofrealityoftheexperiencepresentedintheformofanarticle.Itdevelopstheideaofhowsomethingthatisquitenormalcanbeperceivedassomethingabnormal.Inthiscasealostcatismistakenforaghost.

PartA

-Suggestedteachingprocedures

1Studentsoftenlikeghoststories.Someevenlikemakingupghoststories.Itisnotuncommonthatplacesarerumoredtobehauntedasaresult.Askstudentswhether,theyhaveheardaboutghoststoriesintheirhometown.

2Encouragestudentstoconsidersomekeypointsbeforetheystartreading.Makethemcuriousabouthowtheghostcomesintothestory-

3Explainthecontext.DanieliswritingaboutMillieandAmylsexperienceinthepark-Askstudentstoreadthestoryontheirown.

4Checkunderstanding.

AskWH-questions?

e.g.,

WhywereMillieandAmyfrightened?

Theythoughttheyheardaghost.）

WhatdidAndyfindinthepark?

（Acat.）Wheredidtheytakethecatty（7btheanimalcenter.）?

Dividetheclassintopairsorgroupsoffour.Askstudentstomakeastoryboard.Encouragestudentstodrawpicturestorepresentthedifferentpartsofthestory

e.g.,

PictureI:

SunshinePark-bigtree一bushesbehindthetree-twogirlschattingandlaughing

Picture2:

whisperfrombehindthetree-girlsfrightened-nochangetoscenePicture3:

girlsrunningawaylookingterrified

Picture4:

Help!

-There’saghost.（picturewithspeechbubble）

Encouragestudentstoidentifyanywordstheydonotknow.Thenaskthemtoworkoutthemeaningsofthewords'

bushyand'

noisyandtoguessthemeaningsofthewordswhisper'

unusual,and'

frightened-Mimethemeaningsofwordsifnecessary-Checkwhethertheyknowtheword4usualF-Tellthemtheoppositeofusualisformedbyaddingtheprefixun--

Helpstudentswiththeirinterpretationofthestoryasyougoaroundtheclass.

6Sharethepictureswithotherstudentsintheclass.Forweakerclasses,youmayneedtopre-teachthewordslistedabovebeforeJstudentsstartworkingonthestoryboards.AskstrongerclassestomakealistofAndy’ssequenceofstepstofindthe“ghost”e.g.

-hewenttothebigtree

-Heheardawhisperfromthebushes

-Hesearched

-Hefoundalittlecat

itmadeawhisper

-Heputthelittlecatintoabox-heshowedthelittlecattoMillieand

Amy

theysawtheghost

theytookthelittlecattitheanimalcenter

7-MillieandAmywenttotheparkagainforlessablestudents,writethekeypointsontheboardatrandom.Askthemtoworkinpairs.Andorderthekeypointscorrectlyastheyappearinthestory-

Asksmeltstoidentifyanyremainingwordstheydonotknoworcannotremember.Gothroughthelistofnewwordspronouncingeachwordcarefully-Getstudentstorepeatinchorus.

PartB

1SuggestedteachingproceduresEaststudentstodoPartB1ontheirown.Iftheydonorknowthemeaningofaword,tellthemtofindthewordinthereadingpassageonpage58andguessthemeaningfromthecontext.

2Asksixstudentstoreadonesentenceeach.Checktheanswerswiththeclass.

3Forstrongerclasses,givestudentscluesandaskthemtoguesswhichwordyouaremodelling,

e.g

.Shewasveryafraidwhenshesawa

Snake-,（frightened）

'

Icoelenterawhathesaidbecausehe

Spokeveryquietly-’（whisper）

-Icouldn’tfindmypenthismorning.

Cananybodyhelpmap（searched）

There’sanunusualnoisecomingfrom

Nextdoor-P（strange）

4Forweakerclassesusethesentencestoexplainthemeaningsofthewords.ExplaininstructionstoPartB2carefully.Revisethekeywordsfirstifnecessary-

5AskstudentstoreadtheconversationinPartB2individuallyandwritethecorrectwordstallthegaps.Inpairs,studentscomparetheirchoiceofwords,discussanydifferencesandmakecorrections.

6Forweakerclassesreadtheconversationtotheclass.Studentscheckandconfirm.Forstrongerclasses,askstudentstodaythewordstheyhavechosen.Invitestudentstogiveyouthereasonfortheirchoice.Thenexplainandagreeonthecorrectword

7

Askstudentstoreadtheconversationinpa1rs.

Forstrongerclasses,askstudentstomakeuponesentencewitheachof