牛津译林版英语 七年级下册 Unit 7 Abilities Reading 1 A brave young man 教案
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| 名称 | 牛津译林版英语 七年级下册 Unit 7 Abilities Reading 1 A brave young man 教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2022-06-07 14:57:41 | ||
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Teaching Plan
7B Unit 7 Abilities
Reading (1)
Content: Reading: A Brave Young Man
I. Teaching goals:
Knowledge:After this class students will be able
1. To use the new vocabulary to describe dangerous situations
2. To guess context from text type, title and picture
3. To infer and understand the general meanings from pictures, words and context
4. To develop the ability to skim for general ideas and scan for details.
Ability: Students will be able to
1. Get the useful information from the text to answer the questions.
2. Say something about their heroes and what they can do and can’t do when there is a fire.
Emotion: Students can be encouraged to learn from Zhang Hua and also teach them some basic knowledge about fire.
II. Key points of teaching.
Meaning and using of the new words and key phrases; understanding of the whole passage.
III. Teaching difficulties.
Students can use the reading strategies to get the useful information to finish the given tasks.
IV. Teaching material analyzing:
This period mainly tells us a short story about Lin Tao who saved his neighbour Mrs. Sun.. Mrs. Sun’s kitchen was on fire at that moment. Lin Taorushed into her kitchen and saved her without thinking his own safety. The fire bunt his arms, neck and face. People visited him for his bravery in the hospital. After learning this short passage let students learn not only language points of this text but also Lin Tao’s brave personality.
But on the other hand let them know that the fire is very dangerous. So it is also important to teach them some basic knowledge to deal with fire and how to keep their own safety during a fire.
V. Teaching and learning methods
Watching, listening, reading, discussing
Task—based teaching and learning
VI. Teaching aids:
multimedia, blackboard, task-sheets
VII. Teaching steps:
Step1. Greetings and daily report
这个步骤是我每天上课开始阶段必做的，日常报告部分我让我的学生轮流做，他们可以自己写搞也可以从报刊或杂志上挑选他们感兴趣的话题来做。主要首先是建立师生之间的一种亲切感，营造一种英语的气氛和训练学生开口说英语的习惯。我认为学生很喜欢这个环节，我认为也能使学生很快的进入学习状态。
Step2. Revision
Briefly go over the Helping Hands Club
孔圣人说过：温故而知新，可以为师矣。所以复习是很重要的。根据艾宾浩斯遗忘曲线先快后慢的规律，起初的复习是非常必要的。可以起到事半功倍的效果。而且这一部分的复习还可以复习一下学生们在助手俱乐部里面的活动和他们的优秀品质。为引出下文中的“勇敢”做铺垫。
Step3. Pre-reading
1. I will show a picture of a fire to the students and say: Fire is very important in our daily life. What can it do for us ( We can do this part by Brainstorming.)
我设计这个步骤的目的是引起学生的思考，我们日常生活中最常见的东西“火”到底有什么作用。看看他们能想到多少关于火的用途。并且可能会出现他们不会表达的单词，然后来扩大他们的词汇量，并且可以引出这一课的生词。训练他们的发散思维。引起他们的积极参与和思考，变被动为主动。
2. Fire is useful, but sometimes it is dangerous if you are not careful with it. It can burn things or even hurt you. A big fire can even destroy forests and tall buildings. So keep your self away from fire.
Question: If there is a fire, what should we do first ( Divide the students into groups and discuss. Then ask some students to share the answers.)
这一部分的目的和第一部分基本是一样的，既然火对我们有着非常巨大的作用，但就像任何事物都其两面性一样，火也是一样的。那么出现火灾的时候我们该怎么办呢？如何自救呢？也教给他们一些最简单的防火和救火的常识。通过他们自己的参与来解决问题，会提高他们的成功感和幸福感。
3. Students have already learned the story about the People’s Liberation Army soldier Qiu Shaoyun(邱邵云). First I will ask a student to briefly say something about this hero. Then ask them: What do you think of Mr. Qiu Say something about him.
Present: brave Let them think of other brave people.
通过英雄的事迹的讲述，让他们感到什么是“勇敢”。从而引出课题“brave young man”。 然后让他们自己想想我们身边还有那些英雄人物。为上林涛英勇救孙老太太这篇小短文做铺垫。
Step 4 Reading ( 4 tasks)
Task1 : New words
Let students learn the new words of this lesson. For there are a lot of new words, they must be very hard for the students.
扫除他们的听力和阅读障碍，有助于他们对文章的更好理解。
Task 2: fast reading
let them read the passage quickly to find the main idea of the text.
divide the text into 3 parts, and tell what they are mainly about.
整体感知文章，让学生对林涛的英雄事迹有一个大概的了解，也就是记叙文的六要素。
Task 3: detail reading
Read the text paragraph by paragraph and finish the given tasks
对文章的细节进行理解
Task 4: Thinking and practice
Group discussion: what do you think of Lin Tao
让学生在讨论中学习英雄们的精神，对学生进行情感教育
Step 5 Language points
1.20 years old & 20-year-old
Mr. Li is 20 years old. He is a 20-year-old young man .
2.alone & lonely adj
Though I am alone, I don’t feel lonely. I am an optimistic person.
3.hear sb shouting
Just now, I heard Lucy singing in the classroom.
4.hurt vt & vi
He fell off his bike and hurt his left feet yesterday.
Oh, my head hurts badly. I have to see a doctor.
5.rush into vi run quickly
Tom rushed into the classroom without saying “May I come in ”
6.pour vt make a liquid stream or flow
He poured some water in his office.
7. put out …with … stop a fire with sth
He put out the fire with sand.
8.burn vt destroy, damage or injure by fire
The fire burned the whole forest.
9. be careful with sth
Please tell the students to be careful with the sharp knives.
这一步对课文的讲解是帮助他们对课文的更好的理解服务的。因为有些单词如：burn, hurt, alone 等等是生词，有些词组是第一次接触到，所以对这一部分新知识的精讲，会提高他们的语言运用能力。同时也有助于他们词汇量的扩大和语言运用的准确率。
Step 6 post- reading
1. After explaining the language points, let them complete the exercises on page 83 and 84 individually.
2. Then check the correct answers with them in class.
课后练习的完成是对课文内容和知识点的巩固。因为课文后面的联系练习都比较简单，所以不必要花很多时间在上面。先让他们完成，再请一部分同学对一下正确答案就可以了。
3. Do some extra work to consolidate the language points .
(1 I can hear the students __________(唱歌) in the classroom.
(2) My sister doesn’t like to stay at home _________.(独自)
(3) My cousin is only a _________________.（三岁的男孩）
(4) Firemen _________（往…倒水） the house to ____________ （扑灭）the fire .
(5) It is very important to _____________ （小心）the matches.
(6) The fire __________ （烧伤）Zhang Hua’s neck and arms.
这部分练习的设计主要是巩固language points的内容，做到及时的复习。Kachroo(1962) 发现，在教材中出现7次或7次以上的单词，大部分学习者认识，半数以上在教材中出现一次或两次的词，大部分学习者不认识。荷兰心理语言学家Carpay在多年的测试之后，提出可4+1+1+1公式（1975）。4指在初次教生词时，至少要让它出现在4个不同的词境中，三个1表示在随后三次的每一次课中，目标词至少要出现一次。这样的话学生才能掌握这个词。所以在日常的作业设置中我也会按照这些科学的规律去做。
Step 7 Moral and Safe Education
1. Use multimedia to show them some dangerous pictures about fire, such as the four pictures on Page 80. Besides these I will collect some more from the Internet. Ask them to judge whether they are correct or not.
这部分是课后的补充练习，主要是一些防火小常识。虽然放在后面，但很重要。因为火其实离我们真的很近。在课堂上花个几分钟时间推广一下防火知识是有益的。这也体现了现在的素质教育精神。
2. Divide them into groups to discuss how to be careful with fire in our daily life. And if there is a fire what they can do and what they can not do. For example, call 119. Ask for help and so on.
集思广益，通过讨论看看在我们能做的范围内，什么是最有效的灭火方式。
Let them discuss what they can learn from Lin Tao’s brave behavior. Encourage them to behave braver than before. Besides bravery what other good moralities ,such as , kindness, honesty, politeness etc, they can get from this short story. Then ask some students to share their answers.
最后给他们上上道德方面的教育课，判断一个学生好，不光是成绩好，而且还要品德和情操好，才算好。所以通过学习张华的英勇事迹以后，讨论以下他们能从张华身上学到什么东西？
Step 8 Homework
1. Go over the language points after class. And according to the given examples let them make more sentences.
(建构主义的观点认为知识不是老师传授的，而是通过学习者自己的建构得到的。所以通过自己课下的造句活动，他们应该能更好的运用他们学的新知识。)
2. Recite the text.
（俗话说：书读百遍，其意自现。所以学语言如果没有大量的输入就不可能有大量的输出。而且背诵也能增加学生学习语言的语感。我非常喜欢这一传统的教学方法。也许传统的往往就是经典的。
Step 9 Blackboard Planning
Unit 7 What a brave young man! See PPT
Step 10 Reflexive thinking after class
1． 因为这是一篇小的短文，很有教育意义，我想做整体教学。但时间方面比较紧。我在上课的时候好像就在完成任务，根本谈不上什么自然的过度和给他们多少自己思考的空间。我感觉特别强烈的就是第四步阅读那一般块。我原本的目的很强，通过skimming的阅读来获取主旨大意，通过 scanning来获取具体信息，通过精读来获取字里行间隐含意思的理解。然后再听录音和自己的大声朗读，达到我所谓的阅读效果。但很多同学其实是一下完成的。没有skimming and scanning 的时间。觉得这方面和我的理想还是有所不足。
2． 我觉得我这节课的第一部分开展的比较充分，就是pre—reading 这部分。通过头脑风暴的方式引出火的作用，火的危害以及放火措施和英雄人物的列举。他们很活跃也很积极主动，参与意识很强大部分同学都能积极发言。但是也带来一点小的问题，就是放好放，收还是有点难。后面学生好象还沉浸在那种热烈的气氛中。有意注意和无意注意的转换没有做好。
3． 语言点的讲解和其相对映的复习，我认为还是有用的。因为通过练习我发现虽然是刚上过，但有些同学还是做出来。及时的复习真得起到了还好的作用。
4． 最后一部分道德和安全教育的安排我认为在素质教育的今天是必要的，但时间比较仓促，草草收场，好象也和前一部分的pre—reading 有重复的迹象，但上完新课以后再做这部分，比之前做的更深入，更好。我想按照我的备课量如果是一节半课可能内容开展的更充分。
5． 通过这课的学习，我发现越是和我们越紧密的东西，其实也是我们越容易忽视的东西，他们缺乏安全意识。同时也缺乏有关火方面的词汇。
6． 所以下次再上这样的阅读课的时候，第一要分开课时。先整体阅读，后在做知识点的讲解和练习。第二，注意上课的节奏和步骤之间的自然衔接。第三，要把情感教育放入教学中。第四，注意学生的收和放。
7． 这就是我节课的一点思考。
Cook food
7B Unit 7 Abilities
Reading (1)
Content: Reading: A Brave Young Man
I. Teaching goals:
Knowledge:After this class students will be able
1. To use the new vocabulary to describe dangerous situations
2. To guess context from text type, title and picture
3. To infer and understand the general meanings from pictures, words and context
4. To develop the ability to skim for general ideas and scan for details.
Ability: Students will be able to
1. Get the useful information from the text to answer the questions.
2. Say something about their heroes and what they can do and can’t do when there is a fire.
Emotion: Students can be encouraged to learn from Zhang Hua and also teach them some basic knowledge about fire.
II. Key points of teaching.
Meaning and using of the new words and key phrases; understanding of the whole passage.
III. Teaching difficulties.
Students can use the reading strategies to get the useful information to finish the given tasks.
IV. Teaching material analyzing:
This period mainly tells us a short story about Lin Tao who saved his neighbour Mrs. Sun.. Mrs. Sun’s kitchen was on fire at that moment. Lin Taorushed into her kitchen and saved her without thinking his own safety. The fire bunt his arms, neck and face. People visited him for his bravery in the hospital. After learning this short passage let students learn not only language points of this text but also Lin Tao’s brave personality.
But on the other hand let them know that the fire is very dangerous. So it is also important to teach them some basic knowledge to deal with fire and how to keep their own safety during a fire.
V. Teaching and learning methods
Watching, listening, reading, discussing
Task—based teaching and learning
VI. Teaching aids:
multimedia, blackboard, task-sheets
VII. Teaching steps:
Step1. Greetings and daily report
这个步骤是我每天上课开始阶段必做的，日常报告部分我让我的学生轮流做，他们可以自己写搞也可以从报刊或杂志上挑选他们感兴趣的话题来做。主要首先是建立师生之间的一种亲切感，营造一种英语的气氛和训练学生开口说英语的习惯。我认为学生很喜欢这个环节，我认为也能使学生很快的进入学习状态。
Step2. Revision
Briefly go over the Helping Hands Club
孔圣人说过：温故而知新，可以为师矣。所以复习是很重要的。根据艾宾浩斯遗忘曲线先快后慢的规律，起初的复习是非常必要的。可以起到事半功倍的效果。而且这一部分的复习还可以复习一下学生们在助手俱乐部里面的活动和他们的优秀品质。为引出下文中的“勇敢”做铺垫。
Step3. Pre-reading
1. I will show a picture of a fire to the students and say: Fire is very important in our daily life. What can it do for us ( We can do this part by Brainstorming.)
我设计这个步骤的目的是引起学生的思考，我们日常生活中最常见的东西“火”到底有什么作用。看看他们能想到多少关于火的用途。并且可能会出现他们不会表达的单词，然后来扩大他们的词汇量，并且可以引出这一课的生词。训练他们的发散思维。引起他们的积极参与和思考，变被动为主动。
2. Fire is useful, but sometimes it is dangerous if you are not careful with it. It can burn things or even hurt you. A big fire can even destroy forests and tall buildings. So keep your self away from fire.
Question: If there is a fire, what should we do first ( Divide the students into groups and discuss. Then ask some students to share the answers.)
这一部分的目的和第一部分基本是一样的，既然火对我们有着非常巨大的作用，但就像任何事物都其两面性一样，火也是一样的。那么出现火灾的时候我们该怎么办呢？如何自救呢？也教给他们一些最简单的防火和救火的常识。通过他们自己的参与来解决问题，会提高他们的成功感和幸福感。
3. Students have already learned the story about the People’s Liberation Army soldier Qiu Shaoyun(邱邵云). First I will ask a student to briefly say something about this hero. Then ask them: What do you think of Mr. Qiu Say something about him.
Present: brave Let them think of other brave people.
通过英雄的事迹的讲述，让他们感到什么是“勇敢”。从而引出课题“brave young man”。 然后让他们自己想想我们身边还有那些英雄人物。为上林涛英勇救孙老太太这篇小短文做铺垫。
Step 4 Reading ( 4 tasks)
Task1 : New words
Let students learn the new words of this lesson. For there are a lot of new words, they must be very hard for the students.
扫除他们的听力和阅读障碍，有助于他们对文章的更好理解。
Task 2: fast reading
let them read the passage quickly to find the main idea of the text.
divide the text into 3 parts, and tell what they are mainly about.
整体感知文章，让学生对林涛的英雄事迹有一个大概的了解，也就是记叙文的六要素。
Task 3: detail reading
Read the text paragraph by paragraph and finish the given tasks
对文章的细节进行理解
Task 4: Thinking and practice
Group discussion: what do you think of Lin Tao
让学生在讨论中学习英雄们的精神，对学生进行情感教育
Step 5 Language points
1.20 years old & 20-year-old
Mr. Li is 20 years old. He is a 20-year-old young man .
2.alone & lonely adj
Though I am alone, I don’t feel lonely. I am an optimistic person.
3.hear sb shouting
Just now, I heard Lucy singing in the classroom.
4.hurt vt & vi
He fell off his bike and hurt his left feet yesterday.
Oh, my head hurts badly. I have to see a doctor.
5.rush into vi run quickly
Tom rushed into the classroom without saying “May I come in ”
6.pour vt make a liquid stream or flow
He poured some water in his office.
7. put out …with … stop a fire with sth
He put out the fire with sand.
8.burn vt destroy, damage or injure by fire
The fire burned the whole forest.
9. be careful with sth
Please tell the students to be careful with the sharp knives.
这一步对课文的讲解是帮助他们对课文的更好的理解服务的。因为有些单词如：burn, hurt, alone 等等是生词，有些词组是第一次接触到，所以对这一部分新知识的精讲，会提高他们的语言运用能力。同时也有助于他们词汇量的扩大和语言运用的准确率。
Step 6 post- reading
1. After explaining the language points, let them complete the exercises on page 83 and 84 individually.
2. Then check the correct answers with them in class.
课后练习的完成是对课文内容和知识点的巩固。因为课文后面的联系练习都比较简单，所以不必要花很多时间在上面。先让他们完成，再请一部分同学对一下正确答案就可以了。
3. Do some extra work to consolidate the language points .
(1 I can hear the students __________(唱歌) in the classroom.
(2) My sister doesn’t like to stay at home _________.(独自)
(3) My cousin is only a _________________.（三岁的男孩）
(4) Firemen _________（往…倒水） the house to ____________ （扑灭）the fire .
(5) It is very important to _____________ （小心）the matches.
(6) The fire __________ （烧伤）Zhang Hua’s neck and arms.
这部分练习的设计主要是巩固language points的内容，做到及时的复习。Kachroo(1962) 发现，在教材中出现7次或7次以上的单词，大部分学习者认识，半数以上在教材中出现一次或两次的词，大部分学习者不认识。荷兰心理语言学家Carpay在多年的测试之后，提出可4+1+1+1公式（1975）。4指在初次教生词时，至少要让它出现在4个不同的词境中，三个1表示在随后三次的每一次课中，目标词至少要出现一次。这样的话学生才能掌握这个词。所以在日常的作业设置中我也会按照这些科学的规律去做。
Step 7 Moral and Safe Education
1. Use multimedia to show them some dangerous pictures about fire, such as the four pictures on Page 80. Besides these I will collect some more from the Internet. Ask them to judge whether they are correct or not.
这部分是课后的补充练习，主要是一些防火小常识。虽然放在后面，但很重要。因为火其实离我们真的很近。在课堂上花个几分钟时间推广一下防火知识是有益的。这也体现了现在的素质教育精神。
2. Divide them into groups to discuss how to be careful with fire in our daily life. And if there is a fire what they can do and what they can not do. For example, call 119. Ask for help and so on.
集思广益，通过讨论看看在我们能做的范围内，什么是最有效的灭火方式。
Let them discuss what they can learn from Lin Tao’s brave behavior. Encourage them to behave braver than before. Besides bravery what other good moralities ,such as , kindness, honesty, politeness etc, they can get from this short story. Then ask some students to share their answers.
最后给他们上上道德方面的教育课，判断一个学生好，不光是成绩好，而且还要品德和情操好，才算好。所以通过学习张华的英勇事迹以后，讨论以下他们能从张华身上学到什么东西？
Step 8 Homework
1. Go over the language points after class. And according to the given examples let them make more sentences.
(建构主义的观点认为知识不是老师传授的，而是通过学习者自己的建构得到的。所以通过自己课下的造句活动，他们应该能更好的运用他们学的新知识。)
2. Recite the text.
（俗话说：书读百遍，其意自现。所以学语言如果没有大量的输入就不可能有大量的输出。而且背诵也能增加学生学习语言的语感。我非常喜欢这一传统的教学方法。也许传统的往往就是经典的。
Step 9 Blackboard Planning
Unit 7 What a brave young man! See PPT
Step 10 Reflexive thinking after class
1． 因为这是一篇小的短文，很有教育意义，我想做整体教学。但时间方面比较紧。我在上课的时候好像就在完成任务，根本谈不上什么自然的过度和给他们多少自己思考的空间。我感觉特别强烈的就是第四步阅读那一般块。我原本的目的很强，通过skimming的阅读来获取主旨大意，通过 scanning来获取具体信息，通过精读来获取字里行间隐含意思的理解。然后再听录音和自己的大声朗读，达到我所谓的阅读效果。但很多同学其实是一下完成的。没有skimming and scanning 的时间。觉得这方面和我的理想还是有所不足。
2． 我觉得我这节课的第一部分开展的比较充分，就是pre—reading 这部分。通过头脑风暴的方式引出火的作用，火的危害以及放火措施和英雄人物的列举。他们很活跃也很积极主动，参与意识很强大部分同学都能积极发言。但是也带来一点小的问题，就是放好放，收还是有点难。后面学生好象还沉浸在那种热烈的气氛中。有意注意和无意注意的转换没有做好。
3． 语言点的讲解和其相对映的复习，我认为还是有用的。因为通过练习我发现虽然是刚上过，但有些同学还是做出来。及时的复习真得起到了还好的作用。
4． 最后一部分道德和安全教育的安排我认为在素质教育的今天是必要的，但时间比较仓促，草草收场，好象也和前一部分的pre—reading 有重复的迹象，但上完新课以后再做这部分，比之前做的更深入，更好。我想按照我的备课量如果是一节半课可能内容开展的更充分。
5． 通过这课的学习，我发现越是和我们越紧密的东西，其实也是我们越容易忽视的东西，他们缺乏安全意识。同时也缺乏有关火方面的词汇。
6． 所以下次再上这样的阅读课的时候，第一要分开课时。先整体阅读，后在做知识点的讲解和练习。第二，注意上课的节奏和步骤之间的自然衔接。第三，要把情感教育放入教学中。第四，注意学生的收和放。
7． 这就是我节课的一点思考。
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