牛津译林版七年级下Unit5 Amazing things Reading 教案
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| 名称 | 牛津译林版七年级下Unit5 Amazing things Reading 教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2022-06-07 10:17:24 | ||
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Unit5 Amazing things
Reading The ghost in the park
一、教学设计
课 题：译林版七年级英语 Unit 5 Reading
教学内容：Reading The ghost in the park
课 型：阅读课
教学时间：45分钟
教材分析：
本单元的主题是谈论“令人吃惊的东西”，是学生比较感兴趣的话题。本课是本单元的第二课时，阅读材料是有关公园里的“鬼”的故事。本课出现的词汇共21个、词组10个、句型9个；其他词汇2个、词组2个、句型2个。（详见认知目标）
学情分析：
学生对“令人吃惊的东西”这个主题会比较感兴趣，而公园里的“鬼”的故事更能吸引他们的注意力，容易唤起他们学习的兴趣，他们对此有好奇心，有利于引导他们进行深入的思考与探讨。
通过初中近一年的学习，学生已具备一定的阅读理解能力，掌握一些阅读理解的策略与技巧，借助本课的阅读理解活动进一步巩固、运用已学的策略与技巧，以提高学生的阅读理解能力。但学生对语篇的结构意识不是很强， 可以渗透一些这方面的指导。
教学目标：
认知目标：
四会 词汇 as , usual, suddenly, bush, anything, nobody, reply, strange, leave, quickly, happen , everything, wonder, carefully, search, himself, weak, pick, surprise, later, somebody
词组 as usual, sit down, hear…from, turn around, on one’s /the way, say to oneself, pick up , take .... to ..... the animal center, run away
句型 One Sunday morningThey sat down under a big treeThey heard….Is anybody there On their way home.What happen There’s a ghost in the park.This is the ghost in the park.They took the little cat to the animal centre.
其他 词汇 whisper miaow
词组 go-went to a little
句型 Then he heard the whisper!He found a little cat in the bushes.
2. 能力发展目标：
1）通过多种形式的阅读活动与任务，指导学生进一步巩固、运用已学的阅读理解策略与技巧，培养一些阅读微技能，如：猜测生词大意、搜寻细节信息、搜寻核心信息等，从而提高学生的阅读理解能力。
2）学会阅读本故事，能根据语境推测故事内容的发展。读懂故事中的一系列事件。
3）情感目标：学会礼貌待人、与人友善，爱护动物，尊重生命。
教学流程设计：
步骤 目的 教师活动 学生活动
1. Warming up 由视、听觉感官冲击引入本单元主题。 Show some pictures about the ghost. Play some strange sounds about the text. Make a prediction.
2.Free talk 由学生的自由交谈引起学生的兴趣。 Ask the students: "Are you afraid /What do you think it is " Have a free talk.
3.listening 激发学生学习的兴趣,训练学生的听力。 Get the students to do a listening comprehension. Listen and answer.
4.While- reading 培养学生从标题和图片中寻核心信息的能力。 Get students to read through the text in 3 minutes, and let them try to find the answers to the following questions.What did Millie and Amy hear in the park when they sat under the tree What made the noise At last, who found the ghost And in fact, what was it (1) Students to read through the text in 3 minutes, and let them try to find the answers.
培养学生从标题和图片中寻核心信息的能力。 (2) the teacher lets the students read again and find out the answers to the questions below.Why were Millie and Amy afraid When they heard the whisper, what did they do Where did Andy find the “ ghost” How did he find it Why were Millie and Amy surprised at last Where did they take the cat Do you think there are ghost in the real life (2) students read again and find out the answers
激发学生的竞争意识，引导学生进一步理解文章。 (3) Ask the students to have a memory challenge according to the text. (3) Have a memory challenge according to the text.
培养学生的合作意识，培养学生运用英语口语表达能力。 (4) Ask the students to work in pairs of three and try to retell the whole story.. (4) Work in pairs of three and try to retell the whole story..
5. Free talk 培养学生做一个勇敢又乐于助人的学生。 (1) Ask the students to answer the question: "What do you think of the Millie and Amy " . (1)Answer the question: " What do you think of the Millie and Amy " ..
拓展延伸，让学生爱护动物，尊重生命。 (2) Get the students to have a discussion. (2) Discuss :"When you know the ghost is a little cat，what will you do ".
6. Homework 巩固课堂所学，并延伸到课外。 1. Write a short passage according to the text.2. Review Vocabulary.
板书设计
The ghost in the park
1.as usual 2.sound n. & v.3.afraidbe afraid to do sth.be afraid of sth/doing sth.be afraid that +cluse 4.on one’s way + to + n. ; on one’s way + adv. (home/there /here)5.say to oneself6.sound like ; look like7.pick up 8.take sth/sb to some place
students sheet
Unit 5 Amazing things
Reading The ghost in the park
Class: ______________ Names:____________________
Task I : Listen to the tape and try to answer:
How many people are there in the story and who are they
(Three. They are Millie, Amy and Andy.)
Where did the two girls usually play in the park
(Under a big tree.)
Where did they do after they heard a strange whisper
(They turned around and asked “Is anybody there ”)
How did they feel (They were very afraid.)
Who did they meet on their way home (They met Andy.)
How did Andy find the cat (He went to the park, stood beside the tree and listened carefully. When he heard the whisper, he searched the bushes.)
How did Millie and Amy feel when they learnt the ghost was a weak cat
(They were very surprised.)
Where did they take the cat (They took it to the animal centre.)
Task II : Read quickly and learn more
Millie wrote some sentences about what happened, but they are not in the correct order. Help her put the sentences in the correct order. Write the numbers 1-7.
a. We ran away quickly.
b. Andy found a little cat in the bushes.
c. We sat under a big tree in the park.
d. Suddenly, we heard a whisper.
e. We turned around but saw nothing.
f. Andy went to the park.
g. I told Andy about the strange sound.
Task III Careful Reading
Millie is telling her friend Wendy on the phone about what happened in the park, but Wendy can’t hear her clearly. Write a T if a sentence is true or an F if it is false.
1. I was afraid when I heard the whisper.
2 . The whisper came from a big tree.
3 . We went back to the park with Andy.
4 . Somebody helped Andy find the “ghost”.
5 . Andy found a little cat in the bushes.
6 . Andy gave the little cat to Amy.
Task IV: Memory challenge.
Henry, Andy’s friend, is asking Andy about the “ghost”. Help Andy answer his questions.
Henry: What did Millie and Amy hear
Andy: They heard a (1) ________. They were very (2) __________
and left the park quickly.
Henry: What did you find
Andy: I found a little cat in the (3) _______.
Henry: Why did the little cat sound like a ghost
Andy: It was very (4) _____, so when it (5) ________, it sounded like a whisper.
Henry: Where’s the little cat now
Andy: We took it to the (6) _______ centre.
二、教学反思
1、 教学内容与设计思路
本课是七年级下册第五单元Amazing things当中Reading部分，教学内容为Reading部分The ghost in the park，课型为阅读课。本节课最大的特点是将词汇、阅读和语法教学融于一体，且环节紧凑。尤其是对词汇的处理可谓是一大亮点：本节课词汇复现率高，巧妙地贯穿于整个阅读教学中，先是在介绍故事背景时，利用图片自然地学习词汇；其次，在做理解故事情节的练习时，复现词汇，加深印象；最后在检测学生是否很好的理解故事的第一部分时，以图片和在语境中填词或词组的形式巩固词汇。本节课充分发挥了多媒体的优势，利用图片和音效将故事情节生动化、形象化，课件设计吸引人。当然，在课堂的实施过程中，还是存在着一些不足之处，如：
① 教师还是未能充分发挥学生的主体性，有些学生能说能做的事情还是老师包办了。
② 指令语不够清晰，在活动开始之后再又补充讲要求，这就影响了学生开展活动，尤其是进行阅读理解活动更是要求学生要静心阅读的。
Reading The ghost in the park
一、教学设计
课 题：译林版七年级英语 Unit 5 Reading
教学内容：Reading The ghost in the park
课 型：阅读课
教学时间：45分钟
教材分析：
本单元的主题是谈论“令人吃惊的东西”，是学生比较感兴趣的话题。本课是本单元的第二课时，阅读材料是有关公园里的“鬼”的故事。本课出现的词汇共21个、词组10个、句型9个；其他词汇2个、词组2个、句型2个。（详见认知目标）
学情分析：
学生对“令人吃惊的东西”这个主题会比较感兴趣，而公园里的“鬼”的故事更能吸引他们的注意力，容易唤起他们学习的兴趣，他们对此有好奇心，有利于引导他们进行深入的思考与探讨。
通过初中近一年的学习，学生已具备一定的阅读理解能力，掌握一些阅读理解的策略与技巧，借助本课的阅读理解活动进一步巩固、运用已学的策略与技巧，以提高学生的阅读理解能力。但学生对语篇的结构意识不是很强， 可以渗透一些这方面的指导。
教学目标：
认知目标：
四会 词汇 as , usual, suddenly, bush, anything, nobody, reply, strange, leave, quickly, happen , everything, wonder, carefully, search, himself, weak, pick, surprise, later, somebody
词组 as usual, sit down, hear…from, turn around, on one’s /the way, say to oneself, pick up , take .... to ..... the animal center, run away
句型 One Sunday morningThey sat down under a big treeThey heard….Is anybody there On their way home.What happen There’s a ghost in the park.This is the ghost in the park.They took the little cat to the animal centre.
其他 词汇 whisper miaow
词组 go-went to a little
句型 Then he heard the whisper!He found a little cat in the bushes.
2. 能力发展目标：
1）通过多种形式的阅读活动与任务，指导学生进一步巩固、运用已学的阅读理解策略与技巧，培养一些阅读微技能，如：猜测生词大意、搜寻细节信息、搜寻核心信息等，从而提高学生的阅读理解能力。
2）学会阅读本故事，能根据语境推测故事内容的发展。读懂故事中的一系列事件。
3）情感目标：学会礼貌待人、与人友善，爱护动物，尊重生命。
教学流程设计：
步骤 目的 教师活动 学生活动
1. Warming up 由视、听觉感官冲击引入本单元主题。 Show some pictures about the ghost. Play some strange sounds about the text. Make a prediction.
2.Free talk 由学生的自由交谈引起学生的兴趣。 Ask the students: "Are you afraid /What do you think it is " Have a free talk.
3.listening 激发学生学习的兴趣,训练学生的听力。 Get the students to do a listening comprehension. Listen and answer.
4.While- reading 培养学生从标题和图片中寻核心信息的能力。 Get students to read through the text in 3 minutes, and let them try to find the answers to the following questions.What did Millie and Amy hear in the park when they sat under the tree What made the noise At last, who found the ghost And in fact, what was it (1) Students to read through the text in 3 minutes, and let them try to find the answers.
培养学生从标题和图片中寻核心信息的能力。 (2) the teacher lets the students read again and find out the answers to the questions below.Why were Millie and Amy afraid When they heard the whisper, what did they do Where did Andy find the “ ghost” How did he find it Why were Millie and Amy surprised at last Where did they take the cat Do you think there are ghost in the real life (2) students read again and find out the answers
激发学生的竞争意识，引导学生进一步理解文章。 (3) Ask the students to have a memory challenge according to the text. (3) Have a memory challenge according to the text.
培养学生的合作意识，培养学生运用英语口语表达能力。 (4) Ask the students to work in pairs of three and try to retell the whole story.. (4) Work in pairs of three and try to retell the whole story..
5. Free talk 培养学生做一个勇敢又乐于助人的学生。 (1) Ask the students to answer the question: "What do you think of the Millie and Amy " . (1)Answer the question: " What do you think of the Millie and Amy " ..
拓展延伸，让学生爱护动物，尊重生命。 (2) Get the students to have a discussion. (2) Discuss :"When you know the ghost is a little cat，what will you do ".
6. Homework 巩固课堂所学，并延伸到课外。 1. Write a short passage according to the text.2. Review Vocabulary.
板书设计
The ghost in the park
1.as usual 2.sound n. & v.3.afraidbe afraid to do sth.be afraid of sth/doing sth.be afraid that +cluse 4.on one’s way + to + n. ; on one’s way + adv. (home/there /here)5.say to oneself6.sound like ; look like7.pick up 8.take sth/sb to some place
students sheet
Unit 5 Amazing things
Reading The ghost in the park
Class: ______________ Names:____________________
Task I : Listen to the tape and try to answer:
How many people are there in the story and who are they
(Three. They are Millie, Amy and Andy.)
Where did the two girls usually play in the park
(Under a big tree.)
Where did they do after they heard a strange whisper
(They turned around and asked “Is anybody there ”)
How did they feel (They were very afraid.)
Who did they meet on their way home (They met Andy.)
How did Andy find the cat (He went to the park, stood beside the tree and listened carefully. When he heard the whisper, he searched the bushes.)
How did Millie and Amy feel when they learnt the ghost was a weak cat
(They were very surprised.)
Where did they take the cat (They took it to the animal centre.)
Task II : Read quickly and learn more
Millie wrote some sentences about what happened, but they are not in the correct order. Help her put the sentences in the correct order. Write the numbers 1-7.
a. We ran away quickly.
b. Andy found a little cat in the bushes.
c. We sat under a big tree in the park.
d. Suddenly, we heard a whisper.
e. We turned around but saw nothing.
f. Andy went to the park.
g. I told Andy about the strange sound.
Task III Careful Reading
Millie is telling her friend Wendy on the phone about what happened in the park, but Wendy can’t hear her clearly. Write a T if a sentence is true or an F if it is false.
1. I was afraid when I heard the whisper.
2 . The whisper came from a big tree.
3 . We went back to the park with Andy.
4 . Somebody helped Andy find the “ghost”.
5 . Andy found a little cat in the bushes.
6 . Andy gave the little cat to Amy.
Task IV: Memory challenge.
Henry, Andy’s friend, is asking Andy about the “ghost”. Help Andy answer his questions.
Henry: What did Millie and Amy hear
Andy: They heard a (1) ________. They were very (2) __________
and left the park quickly.
Henry: What did you find
Andy: I found a little cat in the (3) _______.
Henry: Why did the little cat sound like a ghost
Andy: It was very (4) _____, so when it (5) ________, it sounded like a whisper.
Henry: Where’s the little cat now
Andy: We took it to the (6) _______ centre.
二、教学反思
1、 教学内容与设计思路
本课是七年级下册第五单元Amazing things当中Reading部分，教学内容为Reading部分The ghost in the park，课型为阅读课。本节课最大的特点是将词汇、阅读和语法教学融于一体，且环节紧凑。尤其是对词汇的处理可谓是一大亮点：本节课词汇复现率高，巧妙地贯穿于整个阅读教学中，先是在介绍故事背景时，利用图片自然地学习词汇；其次，在做理解故事情节的练习时，复现词汇，加深印象；最后在检测学生是否很好的理解故事的第一部分时，以图片和在语境中填词或词组的形式巩固词汇。本节课充分发挥了多媒体的优势，利用图片和音效将故事情节生动化、形象化，课件设计吸引人。当然，在课堂的实施过程中，还是存在着一些不足之处，如：
① 教师还是未能充分发挥学生的主体性，有些学生能说能做的事情还是老师包办了。
② 指令语不够清晰，在活动开始之后再又补充讲要求，这就影响了学生开展活动，尤其是进行阅读理解活动更是要求学生要静心阅读的。