七年级英语下册 Unit 5 Amazing things integrated skills教案 (新版)牛津版
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2. Check answers as a class activity-
3. Ask students to read the notes in Part A2. Ask some general questions to check understandingly
e.g. Do you know how many bones there are in a giraffe’s neck? Only focus on the word ‘bones’ Do not give them the answer at this stage. Pretend that you do not know either. Create a situation where you are all learning together.
Step2 Presentation:
1. Tell students that they are going to listen to conversation about fears of animals between a teacher and a student. First, ask students to study the pictures of the different animals in Part A1. Students match the names to the pictures.
Difficulties
To extract speck information from listening to a conversation to-complete a letter.
To use information presented in text and pictures to infer general meaning and context
Unit5
Language aims
1. To identify specific characteristics in descriptions of animals.
2. To listen for gist and detail to obtain general information
Importances
Step3 Practice
1. For stronger classes, tell students to close their books and listen to you. For weaker classes, allow students to follow the conversation in the book.
3)Play the recording again and ask students to check their answers.
4).Then check student’s understanding. Ask several students to each read one sentence aloud to the class, paying attention to nuance and pronunciation. Then check answers as a class. Encourage all students to
Teaching procedures:
Step 1 Revise
Create an interest in the situation. Tell students that lots of people are afraid of animals. Revise the different adjectives to describe fear using a visual representation: ‘afraid and frightened’.
Do you know of any other insects?
How do you feel about insects?
4. Play the recording. Ask students to listen to specific words to complete the notes. Make it clear that they are listening for real information to the questions you asked them earlier
1).Ask students to compare their note with a partner and identify any differences. If most students were not able to identify the correct words , play the recording again.
2) Ask students read Suzy’s letter in Part A3. Ask them to complete the letter from the information they have already identified in the previous listening and the notes they have made.
Ask what do you know about tortoises ?
Have you seen one?Байду номын сангаас
Where do they live?
Where do camels live? (elicit the ideas of sand, wind, desert, etc.)
What do you know about ants, (elicit insects)
2. Present the conversation line by line focusing on intonation and linking of words. Ask students to repeat complete phrases as they hear them. Make sure that they donor sound monotonous OE mechanical. If they have problems pronouncing particular words, practice the word separately and then integrate it into the complete phrase again.
3. Ask students to read the notes in Part A2. Ask some general questions to check understandingly
e.g. Do you know how many bones there are in a giraffe’s neck? Only focus on the word ‘bones’ Do not give them the answer at this stage. Pretend that you do not know either. Create a situation where you are all learning together.
Step2 Presentation:
1. Tell students that they are going to listen to conversation about fears of animals between a teacher and a student. First, ask students to study the pictures of the different animals in Part A1. Students match the names to the pictures.
Difficulties
To extract speck information from listening to a conversation to-complete a letter.
To use information presented in text and pictures to infer general meaning and context
Unit5
Language aims
1. To identify specific characteristics in descriptions of animals.
2. To listen for gist and detail to obtain general information
Importances
Step3 Practice
1. For stronger classes, tell students to close their books and listen to you. For weaker classes, allow students to follow the conversation in the book.
3)Play the recording again and ask students to check their answers.
4).Then check student’s understanding. Ask several students to each read one sentence aloud to the class, paying attention to nuance and pronunciation. Then check answers as a class. Encourage all students to
Teaching procedures:
Step 1 Revise
Create an interest in the situation. Tell students that lots of people are afraid of animals. Revise the different adjectives to describe fear using a visual representation: ‘afraid and frightened’.
Do you know of any other insects?
How do you feel about insects?
4. Play the recording. Ask students to listen to specific words to complete the notes. Make it clear that they are listening for real information to the questions you asked them earlier
1).Ask students to compare their note with a partner and identify any differences. If most students were not able to identify the correct words , play the recording again.
2) Ask students read Suzy’s letter in Part A3. Ask them to complete the letter from the information they have already identified in the previous listening and the notes they have made.
Ask what do you know about tortoises ?
Have you seen one?Байду номын сангаас
Where do they live?
Where do camels live? (elicit the ideas of sand, wind, desert, etc.)
What do you know about ants, (elicit insects)
2. Present the conversation line by line focusing on intonation and linking of words. Ask students to repeat complete phrases as they hear them. Make sure that they donor sound monotonous OE mechanical. If they have problems pronouncing particular words, practice the word separately and then integrate it into the complete phrase again.