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Amazing thing教案

教学目标1. To know more about amazing things 。 2. To express the feelings of surprise。

重 点To know more about amazing things 。

难 点To express the feelings of surprise。

教学方法1.Task-based method; 2.Discussion method.课型dialogue 教具1.the multimedia 2.the blackboard

教 师 活 动学 生 活 动

Teaching procedures Step 1: talking about what happened to Eddie and Hobo Do you still remember the two lovely dogs? What are their names? Would you like to know what happened to them today? Today, Eddie and Hobo met an amazing thing. They met a UFO. How will they feel? Let’s try to find out it. First, let’s listen to the tape recorder of the text. And then try to answer my questions. Listen to the recorder twice. Questions: 1). What are Eddie and Hobo doing? 2). What did Eddie think it is? 3). What did Hobo think it is? 4). Did Eddie think it is a plane? Why not? 5). Do you think Eddie is a clever dog? Read the text as the role of Eddie and Hobo. Act a short play with your partner. (ask two or three groups of students to do it.) Would you like to see a UFO? Why? Maybe the UFO would take you to travel in space and visit other planet. If it happened one day, it is an amazing thing. Step 2: welcome to the Unit (show some pictures to teach the new words) Actually there are lots of amazing things in the world. Here are lots of surprising things. For example: 1). Do you know if plants can grow without the lightning? 2). Do you know how long it takes to travel from the Earth to the moon? 3). Do you know if you can sneeze and open your eyes at the same time? 4). Do you know who is the tallest man in the world? 5). Do you know how the elephants walk? 6). Do you know if the fish close eyes, when it is sleeping? Do the exercises on P57. Check the answers

Step 3: Explain some important language points. Do some exercises.

Step 4: talking about amazing animals I know everyone of you like animals. Some of you have pets in your family. There are also something amazing about animals. Listen to my questions and can you find out which animal it is? 1). Do you know which is the most dangerous snake in the world? 2). Do you know which bird can stay in the air without moving? 3). Do you know which dog is the smallest? 4). Do you know which animal is as old as dinosaur? 5). Do you know which animal is as clever as people? 6). Do you know which animal can live for a month without having water? 7). Do you know which animal is the biggest in the world? 8). Do you know which animal is the most dangerous in the sea? 9). Do you know which animal has the longest neck? Now let’s talk about amazing things with the following pattern Do you know that..? ---Isn’t that interesting? (amazing, funny, great, interesting, strange, wonderful, surprising, cool…) ---Yes, it is. Do you know…? ask the students to prepare the dialogue and act it out.

Step 5: Practice

Answer the questions.

match the logos with the charities

Discuss

Listen to the tape, and try to answer the questions.

Read after the tape sentence by sentence.

Find out and write down all the useful expressions in this part.

Make up a new dialogue with these words

作业a. Read the comic strips and try to remember it. Try your best to act it out.

b. Finish off the exercises in the Evaluation Handbook.

板 书 设 计

1). Do you know which is the most dangerous snake in the world? 2). Do you know which bird can stay in the air without moving? 3). Do you know which dog is the smallest? 4). Do you know which animal is as old as dinosaur? 5). Do you know which animal is as clever as people?

教 学 后 记

课 题7B Unit 4 Reading (1)课时分配本课(章节)需 10 课时

本 节 课 为 第 2 课时

为 本 学期总第 课时

教学目标To learn to guess meanings of new words from the context To learn to skim text for overall meanings and scan for details To understand the structure of difficult sentences

重 点To learn to guess meanings of new words from the context To learn to skim text for overall meanings and scan for details

难 点To understand the structure of difficult sentences

教学方法1.Task-based method; 2.Discussion method.课型Reading教具1.the multimedia 2.the blackboard

教 师 活 动学 生 活 动

Teaching procedures Step 1

Do you like stories? Which kind of story do you like best? love story, funny story, exciting story, ghost story? (talk about ghost story)

It is 11p.m. You are walking in the street. Suddenly, you find there isn’t anybody else around you. Just at this time, you hear a whisper(soft noise) , what will you do?

Millie and Amy also heard some strange noise one day, let’s see what happened.

Listen to the tape and answer my questions:

When did it happen?

Where did it happen?

What happened?

Step 2

Ask the students to read the text and answer the following questions. 1. Why did they run away? (Because they heard a strange noise and they were very frightened.)

2. Did they hear the strange noise again? (Yes, they did.)

3. Who did they meet on their way? (They met Andy.)

4. What did Andy do after he knew everything? (He went to the park.)

5. How many times did he hear the whisper?(Twice.)

6. Do you think the sound came from the bushes? What is it?

7. What did Andy find in the bushes?(He found a cat.)

8. How did it make a sound?(It miaowed like a whisper.)

9. What will you do if you find a weak cat?

10. Why did they take the cat to the animal centre?

(Because people there would take care of (look after) it.)

Step 3

Millie is telling her friend about what happened in the park. However, she is so excited that she cannot remember everything correctly. Do the true or false questions on Page 64

Step 4

Read the passage again and try to tell the sequence (顺序)of the story.

1.Millie and Amy talked …

2. Suddenly,…

3. They left…

4. Millie told Andy…

5. Andy went to…

6. Andy found…

7. Later that day…

Step 5

If you were Millie or Amy, now you are calling your friend to tell her/him what happened to you this morning. What will you say?

(give them a model)

You can begin like this:

Millie: What an exciting day !

Friend: What happened?

Millie: This morning…

Friend: Really? Were you frightened?

Millie: …

Friend: Tell me more…

Step 6 Homework a. Read after the tape five times. Your parent’s signature is needed. b. Finish the exercises in the Evaluation Handbook.

Answer the questions.

read the interview and underline all the useful expressions.

Listen to the tape, and try to answer the questions.

Read the text silently Try to fill in the blanks and check answers. Put the sentences together

Doing additional exercise

作业a. Read after the tape five times. Your parent’s signature is needed. b. Finish the exercises in the Evaluation Handbook.

板 书 设 计

Read the passage again and try to tell the sequence of the story.

1.Millie and Amy talked …

2. Suddenly,…

3. They left…

4. Millie told Andy…

5. Andy went to…

6. Andy found…

7. Later that day…

教 学 后 记

课 题7B Unit 4 Reading (2)课时分配本课(章节)需 10 课时

本 节 课 为 第 3 课时

为 本 学期总第 课时

教学目标To work out the structure of each sentence To retell the story in their own words, following the organization of the passage To explain all the language points

重 点To work out the structure of each sentence

难 点To understand all the language points

教学方法1.Task-based method; 2.Discussion method.课型Reading教具1.the multimedia 2.the blackboard

教 师 活 动学 生 活 动

Teaching procedures Step 1: review

Ask Ss to read the text after the tape, then give them some time to read it by themselves. Give the students some key words and ask them to retell the story. Picture 1: Sunshine Park –big tree-bushes behind the tree- two girls chatting and laughing

Picture 2: whisper from the bushes behind the tree- girls frightened

Picture 3: girls running away looking afraid

Picture 4: Help! – there’s a ghost.

Answer the questions:

Are you afraid of the ghost? Who heard the whisper?

What do Millie and Amy love to do in the park?

Why were they frightened?

Whom did they run into on their way?

Fill in the brackets on ppt Step 2

1. Get Ss to do part B1(p59) individually and check the answers. Pay attention to the following points: A. a whisper= a soft noise B. weak=not strong C. take care of = look after eg) I should take care of my mother today. = I should look after my mother today. D. the following Sunday = the next Sunday 2. Ask students to fill in the blanks in part B2, then read the conversation together . Let some students speak out their answers and check it. The important points are as following : A. run away eg) When they heard the strange noise, they ran away quickly. B. sound like a ghost C. the animal center Step 3: language points

1. On one’s way (to s.p.) 在去…的路上

(1)在去学校的路上她发现了一些不同寻常的东西。

On her way to school, she found something unusual.

(2)在回家的路上她停下来买了些食物。

On the way to her home

(on her way home)，

she stopped to buy some food.

2. run into 碰到，遇到，表示一种意外 (1) 他昨天遇到了一个老朋友。

He ran into an old friend of his yesterday.

(2) 我在书店遇到了她。

I ran into her in the bookshop.

(3) 我不想在假期里在街上碰上我的老师。

I don’t want to run into my teacher on the street during the holiday. 3. Happen (vi)指偶然发生 (1) 去年那件有趣的事情发生在南京。

The interesting thing happened in Nanjing last year.

(2) happen to sb.某人发生某事

昨天他发生什么事了?

What happened to him yesterday?

4. Tell sb. more

Tell sb. more about sth.

Tell sb. about sth.

关于这个，你不应该告诉他更多。

You shouldn’t tell him more about it.

5. Be sure 确信

Be sure + (that)宾语从句

(1) 我确信他很害怕。

I’m sure (that) he is very frightened.

(2) 你确信他听到奇怪的声音了吗?

Are you sure (that) he heard the strang noise?

Be sure to do sth.肯定会做某事

他肯定会赢那场比赛。

He is sure to win the match.

6. Sound n. & v.

我听到一个象是低语的声音。

I heard a sound like a whisper.

那声音听上去象是一声低语。

The sound sounds like a whisper.

sound/noise

7. Search搜寻

search sth. search for sth.

搜查某物

The police are searching for the boy.

The police are searching the boy.

Search sth. 对某物进行搜索

Search for sth.=look for sth.

我仔细的搜寻了我的口袋。

I searched my pocket carefully.

8. Here it is. (原来)它在这儿。

(原来)你在这儿。

Here you are!

(原来)它在那儿。

There it is!

9. Take care of = look after

care ---careful---carefully

n.(uc.) adj. adv.

(1)这份工作需要极为小心。

The work needs great care.

Take(good) care of…=look after…(well)

(2)你应该好好照顾你的儿子。

You should take good care of your son.

=You should look after your son well.

10. Say to oneself 自言自语

不要总是在课堂上自言自语。

Don’t always say to yourself in class.

他以前从来不自言自语。

He never said to himself before.

11. Following=next

(1) 下周你准备做什么?

What will you do /are you going to do the following week?

(2) 明天早上我有一场考试。

I’ll have/am going to have an exam the following morning.

v.+-ing

Coming/missing/exciting/living…

12. Have a great time 玩得开心

Have a good time

Have a wonderful time =enjoy oneself

过得不好/玩得不开心

Have a bad time

Have a hard time

Have a difficult time

13. not…any more 再也不，不再

(1) 她不再哭了。

She didn’t cry any more.

(2) 我不能再等他了。

I can’t wait for him any more.

not…at all 一点也不…

我一点也不想等他。

I don’t want to wait for him at all.

Step 4 Exercise

Do the exercises on ppt

Read the passage together loudly

Retell the story

make sentences

Do additional exercises

作业a. Act out the interview. b. Tell your parents about ORBIS.

板 书 设 计

Answer the questions:

1.Are you afraid of the ghost? Who heard the whisper?

2.What do Millie and Amy love to do in the park?

3.Why were they frightened?

4.Whom did they run into on their way?

教 学 后 记

课 题7B Unit 4 Vocabulary课时分配本课(章节)需 10 课时

本 节 课 为 第 4 课时

为 本 学期总第 课时

教学目标To develop an understanding of like and dislike To use proper adjectives in context

重 点To develop an understanding of like and dislike

难 点To use proper adjectives in context

教学方法1.Task-based method; 2.Discussion method.课型vocabulary教具1.the multimedia 2.the blackboard

教 师 活 动学 生 活 动

Teaching procedures Step 1.Revision Ask Ss if they remember the four words describing feelings of likes , which have been learned last term. Write the four words on the blackboard, and ask them to give some examples: Step2 Lead in (1) Teach: be crazy about love be fond of like dislike hate Step 3 Vocabulary 1.Give pictures and practice “be crazy about love be fond of like dislike hate”. 2. Pair work: Make up dialogues ---How do you feel about …?

---I …

--- Why?

---Because…

3. Individual work: make sentences with I am crazy about … Because …

I love …

I am fond of…

I like …

I dislike …

I hate …

4. Fill in the blanks. 5. Group work 6. Make a survey. 7. A small game. 8. Consolidation ： The words and phrases are used to describe our feelings about different things. Step 4 Homework Write a report about your family members’ feelings about different things using be crazy about, love, be fond of, like, dislike and hate.

answer the questions about reading

change verbs and adjectives into nouns

Do additional exercises

作业a. Read and learn these suffixes heart. b. Finish off the exercises in the Evaluation Handbook.

板 书 设 计

Pair work: Make up dialogues ---How do you feel about …?

---I …

--- Why?

---Because…

Individual work: make sentences with

I am crazy about … Because …

I love …

I am fond of…

I like …

I dislike …

I hate …

教 学 后 记

课 题7B Unit 4 Grammar 1课时分配本课(章节)需 10 课时

本 节 课 为 第 5 课时

为 本 学期总第 课时

教学目标To talk about a past habit or state To learn past tense

重 点To talk about a past habit or state To learn past tense

难 点To talk about a past habit or state To learn past tense

教学方法1.Task-based method; 2.Discussion method.课型Grammar教具1.the multimedia 2.the blackboard

教 师 活 动学 生 活 动

Teaching procedures Step 1 Draw the following timeline on the blackboard and tell the students the difference among the Simple Present Tense, the Present Continuous Tense and the Simple Past Tense.

2002 2006 2008 Past Present Future

Step 2 Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past. e.g.

Igot upyesterday morning.

had breakfast

went to schoolyesterday afternoon.

had lunch

did my homework

had supperyesterday evening.

went to bed

Step 3 Teach them how to form the simple past tense a, regular verbs:构成规则原 形过 去 式

一般在动词原形末尾 加-ed work play worked played

结尾是e的动词加-d hope live hoped lived

末尾只有一个辅音字 母的重读闭音节词，先 双写这个辅音字母，再 加-ed stop trip stopped tripped

结尾是“辅音字母+y”的动词，先变“y”为“ i”再加-ed study worry studied worried

Write about the past. Present the following words and let students change them into the simple past tense forms. 1. start → started 2. dress → dressed 3. play → played 4. help → helped 5. use → used 6. like → liked 7. look → looked 8. study → studied 9. plan → planned 10. cry → cried Then ask students to fill in the blanks with the past tense forms of these words. Ask several students to share their answers. b, irregular verbs: We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’

No change Change the vowel Change the consonant Change the vowels and the consonantscost-cost, put-put come-came, ring- rang make-made, send-sent do-did, buy-bought

Then give students some words and change them into the past forms. If they don’t know , they can check the wordlist on Page 112. 1. look looked 2. live lived 3. stop stopped 4.carry carried 5. hope hoped 6. trip tripped 7. call called 8. finish finished 9. want wanted 10.are were 11.go went 12.have had 13.do did 14.get got 15.come came 16.say said 17.see saw 18.put put 19.eat ate 20.take took 21.read read Ask several students to write down the answers. Then check the answers in a whole. 4 Explain the instructions to Part A2 on Page 67 and ask students to fill in the blanks. Tell them they must use the simple past tense form of the verbs. If they don’t know the past tense forms of these words, they can check the wordlist on Page 112.

talk about a past habit or state

tell each other what your lives were like in the past.

Finish off the exercises

Do an extension activity

作业a. Review what we have learnt. b. Finish off the exercises in the Evaluation Handbook

板 书 设 计

2002 2006 2008 Past Present Future

教 学 后 记

课 题7B Unit 4 Grammar 2课时分配本课(章节)需 10 课时

本 节 课 为 第 6 课时

为 本 学期总第 课时

教学目标To talk about a past habit or state To learn the structure of the past tense past simple tense of the verb “to be”

重 点To learn the structure of the past tense past simple tense of the verb “to be”

难 点To learn the structure of the past tense past simple tense of the verb “to be”

教学方法1.Task-based method; 2.Discussion method.课型Grammar教具1.the multimedia 2.the blackboard

教 师 活 动学 生 活 动

Teaching procedures

Step 1 Revision

Revise the past tense forms of regular verbs

1 Most verbs: + ed

2 Verbs ending in e: + d

3 Verbs ending in a consonant + y: - y + ied

4 Short verbs ending in a vowel + a consonant: double the consonant + ed

Step 2 Presentation

1 Revise the seven days in a week by asking students: How many days are there in a week? What are they?

2 continue to ask students:

What day is it today?

What day was it yesterday?

Help students answer and write down the sentences

What day is it today? It is … today.

What day was it yesterday? It was … yesterday.

3 Let students look at the sentences and find the differences of the sentences.

is → was

Step 3 Presentation

1 Put a bag in the desk ,talk with students

T: Where is the bag?

S: It is in the desk.

Put the bag on the desk ,continue to talk

T: Where is the bag now?

S: It is on the desk.

Write: The bag is on the desk now. Ask students : But where was the bag a moment ago? Help students answer and write :The bag was in the desk a moment ago.The bag is on the desk now.

The bag was in the desk a moment ago.

Let students find the changes

2 Ask students to make up similar dialogues. Remember to use ‘is’ and ‘ was’

e.g., A: Where is my book now?B: It’s on your desk.

A: But where was it just now?B: It was in your left hand.

3 Use the same way to elicit were

4 Repeat step2. Practise using were.

Step 4 Presentation

1 Teach them how to use the simple past tense of ‘to be ’ to make positive and negative sentences, ask and answer questions.

a, Positive and negative sentencesI

He/She/Itwas

wasn’t/was not

at home yesterday.

You

We

TheyWere

weren’t/were not

b, Question sentences and answers

Yes,I/he/she/itwas

No,I/he/she/itwasn’t/was not

you/we/theywereyou/we/theyweren’t/were not

Let students conclude:

(1) We use 'was' when the subject is __ (I). __ (he), __ (she) or __ (it).

We use 'were' when the subject is ___(you), __ (we) or __ (they).

(2) Negative structures of the verb 'to be in simple past tense are:

I/He/She/It __ / ___... (was not wasn't)

We/You/They __ / ___ ... (were not weren't)

2 Ask students some questions and students give answers.

When were you born?

Were you born …?

Was he/she born…?

Were they born…?

3 Explain the instructions to Part B1 on Page 68. Remind them to use the past tense form of “to be”. Ask them to complete the exercise. Then share their answers in a whole.

Step 5 practice

talk about a past habit or state

tell each other what your lives were like in the past.

Finish off the exercises

Do an extension activity

作业a. Go over what we have learnt. b. Finish off the exercises in the Evaluation Handbook.

板 书 设 计

Revise the past tense forms of regular verbs

1 Most verbs: + ed

2 Verbs ending in e: + d

3 Verbs ending in a consonant + y: - y + ied

4 Short verbs ending in a vowel + a consonant: double the consonant + ed

教 学 后 记

课 题7B Unit 4 Integrated skills课时分配本课(章节)需 10 课时

本 节 课 为 第 7 课时

为 本 学期总第 课时

教学目标To listen for and identify specific information To respond to a written text and information got from listening To talk about amazing things

重 点To listen for and identify specific information To respond to a written text and information got from listening

难 点To talk about amazing things

教学方法1.Task-based method; 2.Discussion method.课型Listening speaking教具1.the multimedia 2.the blackboard

教 师 活 动学 生 活 动

Teaching procedures Step 1 Lead-in

1. The teacher shows students pictures about animals and asks students some questions. Do you love animals? What animals are you fond of? What animals are you afraid of? How much do you know about this animal? 2. Let’s go to Shanghai Zoo to learn more animals. Step 2 Presentation

1. The teacher teaches new words by showing students pictures. 2. Students read these new words after the teacher. Step 3 Listening 1.Listen to the tape and finish part A2 on page 70. 2.Use the notes in part A2 on page 70 to help Suzy write a thank-you letter to Mr. Wu. 3. Ask some questions about the letter and pick out some language points.. Step 4 Speak up

1.Kitty and Amy are reading a book about amazing things. Listen to the tape and find out what the two amazing things in the book are about.

2.Work in pairs and practice the dialogue.

3.Play a game.

4.Pick a picture and make a dialogue like Kitty and Amy’s conversation.

Step 5 Homework

1.Revise what we learnt today.

2.Recite Kitty and Amy’s conversation.

answer the questions

Listen to Part A1 and put the sentences in the correct order

Finish off the exercises

find and copy all the useful expressions.

make up new dialogues

作业a. Listen, repeat and recite the dialogue in Part B. b. Finish off the exercises in the Evaluation Handbook.

板 书 设 计

1.Kitty and Amy are reading a book about amazing things. Listen to the tape and find out what the two amazing things in the book are about.

2.Work in pairs and practice the dialogue.

3.Play a game.

4.Pick a picture and make a dialogue like Kitty and Amy’s conversation.

教 学 后 记

课 题7B Unit 4 Pronunciation课时分配本课(章节)需 10 课时

本 节 课 为 第 8 课时

为 本 学期总第 课时

教学目标To learn to pronounce “ed”

重 点To learn to pronounce “ed”

难 点To learn to pronounce “ed”

教学方法1.Task-based method; 2.Discussion method.课型Study skills教具1.the multimedia 2.the blackboard

教 师 活 动学 生 活 动

Teaching procedures Step 1 Revision and Lead in 1. Review some interesting things about these animals. 2. Translate some phrases. 3. Review some amazing things about goldfish, and some language points. Step 2 The pronunciation of ‘-ed’ 1.在浊辅音后加ed 读 /d/ 2.在元音后加ed 读 /d/ 3.在清辅音后加ed 读 /t/ 4.在/t/ /d/后加ed 读 /Id/ Step 3 Listen and Practice 1. Listen and finish part B on page 72. 2. Give some words with the ending ‘-ed and write /t/ /d/ /Id/ in the blanks. 3. Millie and Kitty met up with Sandy outside a museum. Listen to their conversation. Pay attention to the pronunciation of the‘-ed’endings. 4. Pick out some language points in their conversation. 5. Students do it, teacher check their answers. 6. Students read these words together. Step 4 Homework: Revise what we learnt today.

To learn to pronounce “ed”

作业a. Go over what we have learnt. b. Finish off the exercises in the Evaluation Handbook.

板 书 设 计

1.在浊辅音后加ed 读 /d/ 2.在元音后加ed 读 /d/ 3.在清辅音后加ed 读 /t/ 4.在/t/ /d/后加ed 读 /Id/

教 学 后 记

课 题7B Unit 4 Main task课时分配本课(章节)需 10 课时

本 节 课 为 第 9 课时

为 本 学期总第 课时

教学目标To learn to put ideas in a logical sequence To learn to describe animals

重 点To learn to put ideas in a logical sequence

难 点To learn to describe animals

教学方法1.Task-based method; 2.Discussion method.课型Writing教具1.the multimedia 2.the blackboard

教 师 活 动学 生 活 动

Teaching procedures Step 1 Lead-in

Talk about some interesting and amazing things. Step 2 Presentation

1.The teacher teaches new words by showing students pictures. 2.Students read these new words after the teacher. Step 3 Amazing things

The tallest man

Read the information about the tallest man in the world and answer some questions about him. Then fill in the blanks

1. Where was the man from? 2. When was he born? 3. When did he die? 4. How tall was he? 5. How much did he weigh ? 6. How long was his hand? Sandwiches

Read the information about Sandwich and answer some questions about him. Then fill in the blanks. 1. What was the man’s name?

2. What did he love doing?

3. Did he want to stop to have dinner?

4. What did he do then?

5. Did people love sandwiches very much?

Amazing TV

Read the information about amazing TV and answer some questions about TV. Then fill in the blanks.

1. Who invented TV?

2. When did the first colour TV appear?

3. Who was the first TV star?

4. How many TV sets were there in 1936?

5. Did more people use colour TV sets than black-and –white TV sets? You want to write about amazing things for a writing competition. Prepare notes on them and discuss the amazing things with your classmates. Then write your article. Step4 Writing

You want to write about amazing things for a writing competition. Prepare notes on them and discuss the amazing things with your classmates. Then write your article. Do some exercises

Pick out some language points

Step5 Homework

Finish the writing.

Answer the questions.

Look at the pictures on page 89, and say something about Mary’s work.’.

Retell the work of an ORBIS nurse called Mary according to the pictures in Part A1.

Talk about the pictures about Mandeep

Finishing off Part B2 Do an extension activity

作业a. Write an article about somebody’s life which has something to do with a charity. b. Finish off the exercises in the Evaluation Handbook.

板 书 设 计

Read the information about the tallest man in the world and answer some questions about him. Then fill in the blanks

1. Where was the man from? 2. When was he born? 3. When did he die? 4. How tall was he? 5. How much did he weigh ? 6. How long was his hand?

教 学 后 记

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