最新译林牛津初一英语下册7B单元教案 Unit 6Outdoor fun.docx
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最新译林牛津初一英语下册7B单元教案Unit6Outdoorfun
《英语》（七年级下册）
Unit6Outdoorfun
ComicstripandWelcometotheunit
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.learnaboutthenamesofoutdooractivities;
2.talkabouttheirfavoriteoutdooractivities;
3.sharehappinesswithothersandlearntointeractwithothers.
II.Teachingcontents
1.Newwordsandphrases:
outdoor,hurry,complain,that,camping,cycling,riding,skating,ride,outside,hurryup,thatheavy,complaintoomuch,goriding/camping
2.NewSentences:
Whatoutdooractivitywouldyouliketotry?
Whatdoyoulikeaboutcamping?
Ilikebeingoutside.
III.Focusofthelessonandpredictedareaofdifficulty
Learnhowtotalkaboutthefavouriteoutdooractivityandthereason.
IV.Teachingprocedures
AComicstrip
Step1Lead-in
T:
Hello,boysandgirls.TodaywewilllearnComicstripandWelcometotheunitofUnit6.First,pleaseseesomepictures.
T:
Theyareallaboutoutdooractivities.Doyoulikeoutdooractivities?
Whichofthemdoyoulikebest?
T:
Today,wewilltalkaboutdifferentoutdooractivities.
【设计意图：
借助震撼的户外运动视频引出话题“户外活动”，活跃气氛，导入新课。
】
Step2Presentation
1.Lookandsay
T:
Lookatthepicturesofourfriends,EddieandHobo.Whatoutdooractivityaretheydoing?
S:
（Theyarehiking.）
2.Listenandanswer
T:
Yes,theyarehiking.Nowlet’slistentotheirdialogueandfindwhatishappening.Beforelistening,pleasereadthequestionsandgetready.
（1）HowdoesEddiefeel?
（2）Whycan’tEddiehurryup?
T:
Canyouguessthemeaningof“hurryup”?
Itissimilarto“comeon”.Let’spractice.Pleasefillintheblanks.
3.Readandanswer
T:
Now,pleaseopenyourbooksandreadthedialoguewiththetape.Whilereading,payattentiontothesoundsandintonation.Afterreading,youshouldanswertwoquestions.
（1）WhatdoesHobothinkofEddie?
（2）WhatdoesHobothinkofthebag?
4.Answerandlearn
T:
Let’sanswerthequestionsonebyone.“WhatdoesHobothinkofEddie?
”
S:
（HethinksEddiecomplainstoomuch.）
（此处学生可能对complain不了解，教师可以帮助他们正音。
）
T:
Let’spracticetheword“complain”.Pleasefillintheblanks.
S:
（Shenevercomplainstoomuchaboutanything.）
T:
Boysandgirls,readthesentenceandtrytofindtheuseofcomplain.（稍作停顿）Weoftensay“complainaboutsomethingorsomebody.”（圈出about）
T:
Nowtrytoanswerthesecondquestion“WhatdoesHobothinkofthebag?
”
S:
（Hethinksthatthebagisn’tthatheavy.）
T:
Canyousay“thatheavy”inanotherway?
（此处教师应鼓励学生通过上下文猜测thatheavy的意思。
）
S:
（Reallyheavy/soheavy.）
T:
Yes,youareright.Let’spracticetheword“that”.Pleasefillintheblanks.
S:
（Thebabycan’twalkthatfar.）
5.Actitout
T:
Bynow,we’veknownthedialoguebetter.Pleaseworkwithyourpartnerandreadthedialogueagain.Later,wewillactasdubbing（配音）actors.
6.Tipsforhiking
T:
Great!
Afteractingthedialogueout,canyougiveEddiesomeadviceonhiking?
S:
（Don’tbringtoomanythingswhilehiking.）
T:
Yes.Iagreewithyou.It’ssaidthattheweightofyourbackpackshouldbelessthanonefourthofyourweight.
【设计意图：
借助问题，鼓励学生听对话、读对话；借助回答，给予学生支架，帮助他们扫除语言障碍，让他们在语境中感知生词的意义和用途，达到细化处理文本内容的目的。
在此基础上，设计配音活动，鼓励学生进一步熟悉和理解对话内容，教师也可以通过该活动了解学生的掌握情况。
最后借助问题，提醒学生远足的注意点，拓展文本。
】
BWelcometotheunit
Step1Presentation
1.Learntosay
T:
We’veknownEddieandHoboarehiking.Hikingisakindofoutdooractivity.Whatotheroutdooractivitiesdoyouknow?
Lookatthepicturesandsaywhatoutdooractivitiestheyare.
T:
Inpictureone,what’sthemandoing?
S1:
（Jogging.）
T:
Good.Pleasemoveon.
S2:
（Inpicturetwo,themanisswimming.）
S3:
（Inpicturethree,theladyisskating.）
S4:
（Inpicturefour,thegirlisridingabike.）
T:
Yes.Andwecancallit“cycling”.
S5:
（Inpicturefive,theboyisridingahorse.）
T:
Yes.Andwecancallit“horseriding”or“riding”forshort.WhatcanyouseeinPictureSix?
Ss:
（Atentandafire.）
T:
Yes.Wecallit“camping”.
2.Learnandmatch
T:
Iamsureit’seasyforyoutofinishtheexercisesinA1onpage69.
T:
Now,let’schecktheanswers.I’dlikeyoutotalkaboutthepicturesonebyonelikethis:
A:
Whatoutdooractivitywouldyouliketotry?
B:
Iwanttogo....
T:
Let’sreviewthephrasesagain.Theyare“gojogging/camping/skating/swimming/cycling/horseridingorriding.”
4.Brainstorm
T:
Doyouknowotheroutdooractivities?
Iwillshowyousomepicturesforhelp.Trytosayasmanyoutdooractivitiesasyoucan,suchasgohiking.
Ss:
（Gofishing/boating/rollerskating/skiing/walking/running/sailing/surfing....）
T:
Great!
Therearesomanyoutdooractivities.Whichisyourfavourite?
5.Listenandanswer
T:
DanielandAmyarealsotalkingaboutoutdooractivities.Let’scloseourbooksandlistentotheirconversation.Trytofindtheanswertothequestions:
（1）WhatoutdooractivitywouldAmyliketotry?
（2）WhataboutDaniel?
6.Readandlearn
T:
Now,pleaseopenyourbooksandredtheirconversationwiththetape.Afterreading,trytofillinthetableonthescreen.
T:
I’dlikeyoutoanswerlikethis:
Amy/Danielwantstogo________because____________.
S1:
AmywantstogoridingbecauseSheloveshorsesandshereallywantstorideone.
S2:
Danielwantstogocampingbecausehelikesbeingoutside,nearbeautifullakesandhills.
7.Usefulexpressions
T:
Trytofindsomeusefulexpressionsintheconversation.
T:
CanyouputtheChinesesentenceintoChinese?
S:
Whatdoyoulikeaboutyourschool?
【设计意图：
从Eddie和Hobo进行的hiking导入其他的户外活动。
借此环节呈现部分生词，完成书本练习，复习拓展户外活动词汇，操练go...结构。
设问学生最爱的户外活动，导入Amy和Daniel的对话。
先听后读，设置问题，细化文本内容，为下面的对话活动打好基础。
】
Step2Production
1.Pairwork
T:
NowI’dlikeyoutoshareyourideaswithyourfriends.Pleasemakeaconversationtotalkaboutoutdooractivities,usingAmyandDaniel’sconversationasamodel.
2.Learnmoreaboutoutdooractivities
T:
Doyouwanttoknowmoreaboutoutdooractivities?
Let’slistentoSusanformoreinformation.
T:
FillintheblanksaccordingtoSusan’swords.Youcandiscusswithyourpartnersfirst.
T:
Welldone.Nowlet’sfindoutthemainideaofeachparagraph.
ParagraphOne:
Aboutseasons.
ParagraphTwo:
Aboutgroupactivities.
ParagraphThree:
Oldpeopleandyoungpeopledodifferentoutdooractivities.
ParagraphFour:
Becarefulbecausesomeoutdooractivitiesaredangerous.
T:
Perfect.Weshouldbecarefulwhiledoingoutdooractivities.Ifwedoso,wecangetfunfromthem.That’sthetopicofthisunit.Let’sreadtogether.
【设计意图：
铺垫和积累至此，学生已经具备开展活动的知识储备。
本部分旨在鼓励学生灵活应用所学，实现语用价值。
同时，本部分以合作形式开展活动，学生在小组合作中互相学习。
借助外教视频，拓展户外活动知识，概括文本，讨论总结户外活动注意点，回应课外活动主题outdoorfun，体现了“乐”的升华。
】
V.Homework
1.Reviewthecontentsofthislesson.
2.Talkaboutyourfavouriteoutdooractivitywithfriends.
《英语》（七年级下册）
Unit6Outdoorfun
ReadingI
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.developtheabilitytoinferthegeneralmeaningfromthetitleandthecontext;
2.payattentiontothetimeorderoftheactionduringthereadingprocedure;
3.encouragethestudentstobebrave,optimistic,imaginativeandcreative;
4.reviseandexpandvocabularyinthestoryandconversation.
II.Teachingcontents
1.Newwordsandphrases:
rabbit,hole,by,pass,by,dear,watch,fall,hit,herself,alone,low,locked,notice,into,side,through,surprise,lookup,passby,take...outof,standup,runacross,jumpdown,getdown,hittheground,findoneselfalone,gothrough
2.Newsentences:
Shelookedupandsawawhiterabbitinacoatpassingby.
Howamazing!
Shefoundherselfaloneinalong,lowhall.
ThestrangerabbitsurprisedAlice.
III.Focusofthelessonandpredictedareaofdifficulty
1.Developtheabilitytoinferthegeneralmeaningfromthetitleandcontext.
2.Reinforcestudents’abilitytoskimthetextforoverallmeaningandscanfordetails.
IV.Teachingprocedures
Step1Lead-in
Freetalk
T:
Lookatthepictures.Whatarethey?
S:
（Storybooks.）
T:
Yes.Andwecancallthemfairytales.Amongthem,whatisyourfavourite?
T:
Well.Differentpeoplehavedifferentideas.TodaywewilltalkaboutoneofthemcalledAliceinwonderland.It’sabookwrittenbyLewisCarroll.Thebookisveryfamousandhasbeenmadeintoacartoonfilm.
【设计意图：
用学生熟知的童话故事图片导入新课。
】
Step2Presentation
1.Pre-reading
T:
Whoarethetwomaincharactersinthestory?
S:
ArabbitandAlice.
T:
Yes.Look,therabbitisabitstrange.Why?
S:
Itwearsclothes.
T:
Yes.Itisawhiterabbitinacoat.
【设计意图：
观看相关视频，找出主人公，为阅读作好铺垫。
】
2.Fastreading
T:
Thevideojustshowsusthebeginningofthestory.Nowlet’sreadthepassageandknowmoreaboutthem.Openyourbooksandreadthepassagebyyourselves.Pleasereadsilently.Don’tworryaboutnewwords.Youcanusethewordlistforhelp.Afterreading,trytogetthemainideaofit.
S:
ThepassageisaboutAlicedowntherabbithole.
【设计意图：
快速阅读，掌握大意。
】
3.Watchandlearn
T:
Youhavegotthemainideaofthepassage.Ithinkyoucanunderstandthesephrasesbetter.Readthemandmatchthemwiththerightpictures
T:
Let’sfinishtheexercisesinB1onpage71.
T:
Bynow,we’velearnedmanyphraseswithverbs.Let’sreviewthemandtrytogetthepastformsoftheverbs.
T:
Welldone.Pleasereadthemtogether.
【设计意图：
借助视频和图片，讲解生词以及短语，扫除精读障碍。
】
4.Skimmingandscanning
T:
Pleasegooverthewholepassageagainandtrytofindrightplacesforthethreepicturesandputthemintherightorder.
S:
Thefirstpictureisbytheriver.Thesecondisinthefieldandthethirdisinthehall.
T:
Right.Andtherearefiveparagraphsinthepassageandwecandividethemintothreepartsaccordingtothethreeplaces.
Paras1&2areabout“bytheriver”.Par
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