7B Unit 8 Reading I教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]
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牛津英语7B Unit8 Reading（1）教案
一．教学目的及要求
1. To learn about rhyme schemes, stress and intonation of poetry
2. To learn new vocabulary to talk about pets
3. To read about animal behavior
4. Try to write simple poems
二．教学重点、难点和关键
1.词汇量大、词组多
2.关键在于了解诗歌的押韵规律
三．本课的类型：阅读课
四．教学方法：举例、模仿
五．教具准备：
1.录音机
2.多煤体课件及狗、金鱼、猫的图片
六．教学过程
Step1. Revision
Match the following animals.
eg.1.panda B. It’s black and white, it likes eating bamboo.
Step2. Leading-in
Guess the teacher’s pet. Describe them.
Stept3.Presentation
Ask students to study the poems and pictures on page 90. Write the title ‘My Dog’ on the board and also the verb that are used in the poem: ‘chase’, ’catch’, ’hunts’, ’hide’, ’builds’, ‘bark’, ‘bite’, ‘fight’ and ‘look after’. Talk about their meanings.
For weaker classes, read ‘My Dog’ one like at a time and have students repeat after you. For stronger classes, choose five students to read two lines each.
Step4. Ask students to find the adjectives in the poem which tell us about its characteristics, e.g., ‘cleverest’. Work through the meaning of ‘wonderful tricks’. Then ask them to identify the verbs which describe the dog’s actions (‘chase’, ‘catch’, ‘hunts’, ‘builds’,‘bark’, ‘bite’ and ‘fight’).
Step5. Ask students some general questions to elicit details about the dog’s actions to
generate some of the key verbs, e.g., what does the dog do?
Step6. For weaker classes, read the poem ‘My Goldfish’ and ask students to fol low in their books. Explain the meaning of ‘miaow’ and ‘bubbles’. For stronger classes, ask two students to each read a stanza.
Step7. Read the poem ‘Cats’. As you read the poem, try to use gestures and mines to illustrate the different impressions presented in the poem. Learn about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’.
Step8. Ask more able students to read the ‘Cats’ poem, first on their own and then with a partner. S1 reads lines 26-35 and S2 reads lines 36-46. Ask if any students have cats that like to sleep in unusual places.
Step9. Practice
Have the class prepare this poem for choral reciting. Allocate different lines to individual students or pairs to create a dramatic impression. Ask one or two students to read one line only, e.g.,
S1: Cats
All: Cats sleep anywhere,
S2: Any table,
S3: Any chair,
S4: Top of piano,
This activity helps students to work as a team as they have to listen to their cues, which encourages them to work collaboratively.
Step10. Ask students which poem they like best. Encourage more able students to say why they like it, e.g., I like the poem about cats because they are my favourite animals.
Extension activity
For stronger classes, ask students to copy the poem ‘Cats’ into their books, le aving enough space to draw the different objects to illustrate where cats live and sleep. Encourage students to interpret the use of prepositions to prepare a correct visual presentation of the poem.
Step11.Exercises
1. Read the words listed in the box in part B1 to the class. Ask students to repeat each one and to pay particular attention to the sounds of the final syllables.
2
Step12. Homework
Read again and again.
Step13. Conclusion:。