牛津译林版英语7B Unit 5 Amazing things 教案设计
牛津译林英语七年级下册7BUnit5Amazingthings全套教案
牛津译林英语七年级下册7BUnit5Amazingthings全套教案牛津译林英语七年级下册7B Unit 5 Amazing things全套教案Lesson 1教学目标1．Introduce names of interesting facts and strange things.2．Recognize and use adjectives to describe degree of feelings of likes and dislikes.3．To introduce students to unusual phenomena and events.重点难点1．To understand the concept of things that are unusual.2．识记有关Amazing things的词汇和用形容词表达自己感觉。
教学过程Welcome to the unitStep1 Presentation1.Show a picture. Look at this picture. How do you feel when you see such a picture?2.T: The world is full of amazing things. Teach: amazing3.Ask: Can you tell me some amazing things?4.Show the first picture of Part A to learn new words.What can you see in the picture? The Sun and the EarthWhich one is larger, the Sun or the Earth? Yes, of course the Sun.5.Show the other three pictures.There are three more senesces about amazing things. Please read them in pairs and find the new words.Teach: same birth stop growingStep2 Practice1.Finish Part A T oday we’ll learn a lot of amazing thin gs. InPart A, you can see four pictures. Please match the pictures with the sentences. Practice reading the sentences by yourselves.2.Let’s read the sentences again. And t ry to remember them.3.Close your books and let me see if you can remember the four amazing things.（1）sleep with their eyes open. (Fish)（2）Our nose and ears never ,but our are the same size from birth. (stop growing eyes)（3）The Sun is about 1,300,000 larger than the . (times Earth) （4）There are no in the back of elephants’ feet----only fat. (bones)Step3 Presentation1.Now you have learnt some amazing things. How do you feel?Adj. words: amazing cool funny wonderful interesting2.Kitty and Amy are talking about the fun facts in Part A. Listen to their conversation and tell me which pictures they’re talking about and what they think of the facts.3.Answer: They’re talking about Picture 1 and4. They think they’re interesting and amazing.4.Read after the tape.5.Read in roles. Read together. Try not to look at the book if you can.Step4 Show1.Show the four pictures of Part A. Make a model conversation.2.The world is full of amazing things .Please talk about them with your partners. You can use kitty and A my’s conversation a s a model.3.Can you tell us some amazing things?Comic stripStep1 Presentation1.Hobo and Eddie are talking about something strange in the sky. Do you know what they are talking about? Let’s have a look.2.Picture1: What’s in the sky? Look at Eddie and Hobo, can you guess what they’re saying?3.Picture2: What does Hobo think it is? Does he think it’s a UFO?4.Picture3; Picture45.Open books, read after the tape and check your answers at the same time.Step2 Practice1.Let’s dub this co mic, can you demonst rate with me to the whole class?2.Work in pairs. You can add your own ideas to your short play.Step3 Homework1.Try to remember the words, phrases and sentences2.Try to repeat comic strip and Part B3.Preview ReadingLesson 2教学目标1．To introduce the style of the ghost story.2．To identify specific meaning by scanning the text.3．To predict meanings of specific words from the context.4．To summarize key points of a story by Sequencing statements.5．To know the strange thing happened to Millie and Amy.重点难点1．Learn how to write the article.2．To know the main idea, and to learn the reading skill.3．To identify key events and infer general meaning.教学过程Srep1 Lead-in1.Listen to the tape. Isn’t it strange? Are you afraid? What do you think it is?Teacher say: Someone might think it’s a ghost. Actually, there’s no such things as ghost.2.Tell: There are many ghost stories in Chinese history. You must have read some, right? Do you want to read a modern ghost story?3.Today we’ll read a ghost s tory. Pay attention to the caption and the picture. Can you tell me where the store happens and who might see a ghost?Step2 Presentation1.Now there’s a story. Listen carefully and tell me what the ghost was.2.Read the article together.(1)Where did the whisper come from?（It came from bushes behind the tree）(2)Who found the ghost? (Andy)Step3 PracticeFinish PartB3 Check in pairs, then check together.Finish PartB2 in pairs.Fill in the blanks:One Sunday morning, Millie and Amy s under a big tree in Sunshine Park as u .S , they heard a w .They turned around but found nothing. They asked but nobody r .They left q .On their way home, they met Andy. He came to the park and s the bushes carefully. He found the ghost was a w cat. Later that day, theytook the cat to the animal centre.(sat, usual, Suddenly, whisper, replied, quickly, searched, weak)Step4 Show1.Andy is a brave and helpful boy.It’s the role-play time. Work in pairs. One will be Andy, and the other will be a reporter from your school newsletter.2.Questions:(1)When did Millie and Amy go to Sunshine Park? (On a Sunday morning)(2)What did they hear? (They heard a whisper)(3)Were they afraid? (Yes, they were very afraid)(4)What did they tell you? (They told me there was a ghost in the park)(5)What did you find? (I found a little cat)(6)Who made the sound? (The little cat did)(7)Why did the little cat sound like a ghost? (Because it was very weak. When it miaowed, it sounded like a whisper)(8)Where’s the little cat now? (We took it to the animal centre)(9)Were they afraid after that? (No, they weren’t)3.Ask and answer in pairs.Step5 HomeworkRead and try to repeat the whole article.Lesson 3教学目标1．To summarize key points of a story by sequencing statements.2．To identify key events and infer general meaning.3．To do the exercises correctly and read the text fluently.4．To understand the concept of things that are unusual.重点难点1．一般过去式的变化2．重点词语的用法教学过程Step1 Revision1．Read the article para by para.2．Please answer the questions as quickly as possible. Try to use the sentences from the text. (1)How many people are there in the story? Who are they? (Three. They are Millie, Amy and Andy)(2)Where did the two girls usually play in the park? (Under a big tree)(3)What did they do after they heard a strange whisper? (They turned around and asked” Is anybody there?”)(4)How did they feel? (They were very afraid)(5)Who did they meet on their way home? (They met Any)(6)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)(7)How did Millie and Amy feel when they learnt the ghost was a weak cat? (They were very surprised)(8)Where did they take the cat? (They took it to the animal centre)3．Try to reread the whole article.Step2 Presentation1．Solve the problems about new words in groups.2．Finish PartB1 by themselves.3．Explain the language points.Step3 Practice1.Finish PartB4 and read the dialogue in roles.2.Fill in the blanks.（1）There are some (bush) around our school playground．(bushes)（2）Our English teacher told us to listen to the radio (careful)(carefully) （3）We came to school yesterday as (usually).(usual)（4）Be quick! I said to (my).（myself）（5）The child are very happy because they are on (them) way home.(their)Step4 ShowWork in groups of four. Each group has a student as the narrator.Millie Amy Andy 旁白Step5 Homework1.Remember the phrases and sentences of this lesson.2.Finish the exercises.3.Preview Gramma.Lesson 4教学目标1．To know the form and the use of the simple past tense2．Use the simple past tense3．规则动词+ed后的读音4．不规则动词过去式的变化重点难点1．规则动词+ed后的读音2．不规则动词过去式的变化教学过程Step1 Lead-in1.Ask: How many days are there in a week? What are they?Revise there are seven days in a week2.Ask: What day is it today? What day was it yesterday?Today is… Yesterday was…3.Revise ReadingIt (be) Sunday morning. Millie and Amy (sit) under a big tree. They (hear) a whisper but (find) nothing. They (run)away quickly and(meet)Andy. He (go) to the park and found the ghost (be) a cat. They (take) the cat to the animal centre.(was, sat. heard, found, ran, met, went, was, took)Step2 Presentation1.T: Where’s the schoolbag?S: It’s in the desk.T: Where’s the schoolbag now?S: It’s on the desk.2.Write: The schoolbag is on the desk nowAsk: But where was the schoolbag a moment ago?Write: The schoolbag was in the desk a moment ago.3.Ask: What do you do every day？Write the key words: every day: get up----wash face----go to school---have lunch---do sports Yesterday: got up--- washed face---went to school—had lunch---did sports4.Talk in groups. Teacher summary:We use the Simple Past Tense to talk about things in the past.Step3 Presentation1.呈现动词和他们的过去式形式。
牛津译林版七年级下册Unit 5《Amazing things》(Reading II)教学设计
牛津译林版七年级下册Unit 5《Amazing things》（Reading II）教学设计一. 教材分析牛津译林版七年级下册Unit 5《Amazing things》（Reading II）讲述了关于一个勇敢的小女孩救助被困在井中的小猫的故事。
通过这个故事，学生可以学习到一般过去时的被动语态、形容词比较级和最高级等语法知识，以及一些关于动物的词汇。
本课内容丰富，贴近学生生活，有利于激发学生的学习兴趣和参与积极性。
二. 学情分析七年级的学生已经掌握了一些基本的英语语法知识和词汇，具备一定的听说读写能力。
但部分学生在语言表达和听力方面还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，合理调整教学难度，确保每个学生都能参与到课堂活动中来。
三. 教学目标1.知识目标：–学会一般过去时的被动语态；–掌握形容词比较级和最高级的用法；–学习与动物相关的词汇。
2.能力目标：–提高学生的阅读理解能力；–培养学生的听说读写综合运用能力。
3.情感目标：–培养学生关爱动物、勇于助人的品质；–增强学生的团队协作意识。
四. 教学重难点•一般过去时的被动语态；•形容词比较级和最高级的用法；•与动物相关的词汇。
•理解Reading II中的故事情节；•运用一般过去时的被动语态和形容词比较级、最高级进行实际操作。
五. 教学方法1.任务型教学法：通过设定各种任务，激发学生的学习兴趣，培养学生积极参与课堂活动的习惯。
2.情境教学法：创设真实情境，让学生在实践中学习和运用英语。
3.合作学习法：分组讨论、互动交流，提高学生的团队协作能力和口语表达能力。
六. 教学准备1.教师准备：–熟悉教材内容，明确教学目标；–设计教学活动，准备教学素材；–了解学生情况，调整教学策略。
2.学生准备：–预习教材，了解基本内容；–复习相关语法知识和词汇；–准备好笔和笔记本，记录重点知识。
七. 教学过程1.导入（5分钟）教师通过展示一张关于动物的图片，引导学生谈论他们最喜欢的动物，从而引出本课的主题。
牛津译林版英语七下Unit 5《Amazing things》(Task)word教案
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.
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
课题
7B Unit 5Task
课时分配
本课（章节）需7课时
本节课为第7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
作业
a. Write an ar ticle 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
最新牛津译林版七年级下册《unit5 amazing things》教案.doc
Unit 5 Amazing thingsPart 1（P56-57） Welcome to this unit课前自主学习I.重点单词1.令人吃惊的，惊人的______________2.同一的，相同的_________3.出生，诞生___________4.倍数(复)________5.地球___________6.后部，背部____________7.脂肪____________8.事实____________II. 重点短语和句型1.看那个_______________2.一个不明飞行物____________3.得了吧_____________4.它的明亮的光_________________5.世界充满了…________________________6.令人惊讶的事物_______________________7.停止生长________________8.关于世界有趣的事实_________________________________________9.比地球大________________________________课堂知识点拨1. Come on, Eddie. It’s just a plane. 译：_____________________________________得了吧(表示知道某人说的话不正确时说的一种语气词)来吧, 赶快(用来催促对方)Come on --- 加油(用于体育比赛等)a. Come on! Let’s finish(完成) the work before dinner.译：____________________________________________b. 快点儿，否则我们上课就迟到了。
_________ ______, ______ we ________ be late _______ _________.2. The world is full of amazing things.译:_____________________________________… --- 充满着… (形容词短语)他的生活整天都充满着欢乐。
牛津译林版七年级英语下册Unit5AmazingthingsTask教案
2.To combine vocabulary and model sentence constr ucti ons to produce own writing
3.To produce a piece of writing using information obtained tom research
教学
准备
Multimedia;
教 学设计详案
二次备课内容
Step 1 Lead-in
To present the word sandwich by some pictures as well as its plural form and
some other related words.
Step 2 Presentation
Step 3 Imitate writing
1. Tell them a similar story about the development of TV.
2. Encourage them to summarize the writing poi nts by themselves.
3. Ask them to write a sie sample passage.
Unit 5 Amazing things Task
年级七年级科目英 语
课题
7B Unit 5 Amaz ing things
Task
课时
1
课型
new
授课时间
主备人
交流
时间
整合
时间
组长签字
教
学
目
牛津译林版七年级下册Unit5《Amazingthings》(integratedskills)教案
Unit 5 Amazing things integrated skills教课目的 :1.能认识更多有关动物的知识。
2.能从听了资猜中获得有关信息。
3.能用已掌握的信息使有关文章意思表达完好。
教课要点 :能从听了资猜中获得有关信息。
教课方案 :Step 1 Lead in1.体现学生熟习的动物图片，发问：(1)Do you love animals?(2)What animals are you fond of?(3) What animals are you af raid of?(4) How much do you know about them?2． T： Do you know any amazing things about animals?Step 2 Presentation1. 体现A1 部分的图片，T： Look, there are some animals. Do you know their names? 呈现 snake, camel, ant2.教师出示更多的动物图片，发问：(1)What animals is this?(2)Can you tell us something about this animal?(3)Are you afraid of this animal?Step 3 Listening1.教师播放录音，学生听而后回答。
T：Listen to their conversation and tell me which animals th ey’ re talking about.学生回答：giraffe, snake, camel, ant2.让学生看课本 A1 部分，再次播放录音，按次序给四种动物排序。
3.体现以下问题，让学生早先阅读，学会此中的生词：4. 播放 A2 录音，回答以上问题。
5.学生翻开书籍，达成A2 部分练习。
Step 4 Lan guage points1. Camels can live without food for a long ti me.witho ut (介词)，意为“无，没有” ，反义词with例：没有你的帮助，我们不可以达成这个工作。
牛津译林版英语七下Unit5《Amazingthings》(第3课时)说课稿
牛津译林版英语七下Unit 5《Amazing things》（第3课时）说课稿一. 教材分析《牛津译林版英语七下Unit 5 Amazing things》是初中英语教材中的一篇重要课文。
本单元的主题是介绍一些神奇的事物，通过学习本单元，学生可以扩大词汇量，提高阅读理解能力，并学会用英语描述神奇的事物。
本课时的说课稿旨在帮助教师更好地理解和教授本节课的内容。
二. 学情分析在七年级下学期，学生们已经掌握了一些基本的英语语法和词汇知识，具备一定的阅读理解能力。
但是，他们可能在描述事物和表达个人观点方面还存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，因材施教，帮助他们更好地理解和运用本节课的知识。
三. 说教学目标1.知识目标：学生能够掌握本节课的重点词汇和句型，理解课文内容，并能够用英语描述神奇的事物。
2.能力目标：学生能够提高阅读理解能力，通过课文学习，学会用英语进行描述和表达。
3.情感目标：学生能够对英语学习保持浓厚的兴趣，培养积极的学习态度。
四. 说教学重难点1.重点：本节课的重点是让学生掌握课文中的重点词汇和句型，并能够运用到实际情景中。
2.难点：课文的描述性和表达性较强，学生可能在这方面存在一定的困难，需要教师进行针对性的指导。
五. 说教学方法与手段1.交际法：通过情景模拟、角色扮演等方式，让学生在实际语境中运用英语，提高他们的口语表达能力。
2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养他们的合作意识和解决问题的能力。
3.信息技术手段：利用多媒体课件、网络资源等，为学生提供丰富的学习资源，提高他们的学习效果。
六. 说教学过程1.导入：通过展示一些神奇的事物，激发学生的兴趣，引导他们进入本节课的主题。
2.读前预测：让学生根据课文标题和图片，预测课文内容，激发他们的阅读兴趣。
3.快速阅读：让学生快速阅读课文，回答相关问题，帮助他们整体理解课文内容。
4.精读：引导学生深入理解课文，分析课文中的重点词汇和句型，并进行实际运用。
牛津译林版七年级下册Unit 5《Amazing things》(Study skills)教学设计
牛津译林版七年级下册Unit 5《Amazing things》（Study skills）教学设计一. 教材分析《Amazing things》是人教版牛津译林英语七年级下册Unit 5的一篇阅读文章，介绍了关于伟人的传奇故事。
文章内容丰富，富有教育意义，旨在让学生通过阅读了解伟人的生平事迹，培养他们的阅读兴趣和阅读能力。
本节课主要通过学习这篇课文，提高学生英语阅读理解能力，同时拓展学生对伟人的认识，激发学生学习英语的兴趣。
二. 学情分析七年级学生已经掌握了基本的英语语法知识和一定的词汇量，对英语阅读有一定的理解能力。
但学生在阅读过程中，可能会遇到一些生词和长难句，需要教师引导学生正确处理。
此外，学生对伟人的了解有限，需要教师在课堂上进行补充和拓展。
三. 教学目标1.知识目标：–学生能够掌握文章中的关键词汇和短语。
–学生能够理解文章的主旨大意，掌握文章的结构。
2.能力目标：–学生能够运用所学词汇和短语进行口语表达和写作。
–学生能够提高阅读理解能力，快速获取文章信息。
3.情感目标：–学生通过对伟人故事的了解，激发学习英语的兴趣。
–学生能够树立正确的价值观，培养爱国情怀。
四. 教学重难点•学生能够掌握文章中的关键词汇和短语。
•学生能够理解文章的主旨大意，掌握文章的结构。
•学生能够运用所学词汇和短语进行口语表达和写作。
•学生能够提高阅读理解能力，快速获取文章信息。
五. 教学方法1.任务型教学法：通过设定各种任务，引导学生积极参与课堂活动，提高学生的英语实际运用能力。
2.情境教学法：创设各种情境，让学生在真实的环境中学习英语，提高学生的学习兴趣。
3.小组合作学习：通过小组讨论、分享，培养学生的团队合作精神和沟通能力。
六. 教学准备1.教师准备：–提前准备好课文相关的多媒体教学资源。
–设计好各种教学活动和任务。
2.学生准备：–预习课文，了解课文大意。
–准备好课本和相关学习用品。
七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生回顾上一节课的内容，为新课的学习做好铺垫。
牛津译林版英语七年级下册《Unit 5 Amazing things Welcome to the
牛津译林版英语七年级下册《Unit 5 Amazing things Welcome to the unit》教学设计8一. 教材分析本课选自牛津译林版英语七年级下册《Unit 5 Amazing things Welcome to the unit》部分，该单元以“奇妙的事物”为主题，引导学生探讨和描述一些神奇、奇特的物体或现象。
教材通过丰富的图片、生动的语言和有趣的活动，激发学生的学习兴趣，提高他们的英语素养。
本课的主要内容是学习一些形容词来描述奇妙的事物，并通过对话和阅读材料来扩展学生的词汇量和语言运用能力。
二. 学情分析七年级的学生已具有一定的英语基础，能听懂简单的英语对话，并能运用一些基本的词汇和句型进行交流。
他们对新鲜事物充满好奇，喜欢探索和发现。
但部分学生可能在词汇量和语言运用方面存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，创设有趣、实用的教学活动，激发学生的学习兴趣，帮助他们提高英语水平。
三. 教学目标1.知识目标：学生能掌握本课的生词和短语，理解并能正确运用形容词来描述奇妙的事物。
2.能力目标：学生能听懂、说清、会读、会写本课的主要词汇和句型，提高他们的语言运用能力。
3.情感目标：培养学生对奇妙事物的兴趣，激发他们探索和发现的热情。
四. 教学重难点1.重点：学生能掌握本课的生词和短语，正确运用形容词来描述奇妙的事物。
2.难点：学生能熟练运用本课的主要词汇和句型进行交流，提高语言运用能力。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实践中学习、运用英语。
2.情境教学法：创设生动、有趣的情境，让学生在真实的环境中学习英语。
3.游戏教学法：运用游戏，激发学生的学习兴趣，提高他们的参与度。
六. 教学准备1.教学课件：制作课件，包括图片、动画、视频等，辅助教学。
2.教学材料：准备相关的阅读材料，丰富学生的语言输入。
3.教学道具：准备一些奇特的物品，用于展示和描述。
牛津译林版英语七下Unit 5《Amazing things》(Grammar)教学设计
牛津译林版英语七下Unit 5《Amazing things》（Grammar）教学设计一. 教材分析牛津译林版英语七下Unit 5《Amazing things》主要介绍了日常生活中的奇妙事物。
本单元以一般现在时为主题，通过描述日常生活中的一些奇妙现象，让学生掌握一般现在时的用法，以及如何用英语表达对这些现象的看法。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，具有一般现在时的初步认识。
但部分学生对一般现在时的运用还不够熟练，需要通过大量的练习来巩固。
此外，学生们的学习兴趣和学习动机是影响教学效果的重要因素。
因此，在教学过程中，需要关注学生的个体差异，调动他们的学习积极性。
三. 教学目标1.知识目标：让学生掌握一般现在时的用法，能够用英语描述日常生活中的一些奇妙现象。
2.能力目标：提高学生的一般现在时态的运用能力，培养学生的英语表达能力。
3.情感目标：激发学生对英语学习的兴趣，培养他们积极学习英语的态度。
四. 教学重难点1.重点：一般现在时的用法。
2.难点：一般现在时态在实际语境中的运用。
五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中学习、运用语言。
2.情境教学法：创设生活情境，让学生在真实的环境中感受、理解语言。
3.交际法：引导学生进行互动交流，提高他们的英语表达能力。
六. 教学准备1.教学课件：制作课件，展示教材内容，方便学生学习。
2.教学素材：收集一些与日常生活相关的奇妙现象的图片、视频等，用于教学展示。
3.练习题：准备一些练习题，用于巩固所学知识。
七. 教学过程1.导入（5分钟）利用课件展示一些奇妙的日常现象，如彩虹、日出等，引导学生关注本节课的主题。
然后用提问的方式引入一般现在时，让学生思考如何用英语描述这些现象。
2.呈现（10分钟）讲解一般现在时的概念，并通过示例让学生理解一般现在时的用法。
示例：描述日常生活中的习惯动作，如“I get up at 7 o’clock every morning.”。
牛津译林英语七年级下册7B Unit 5 Amazing things全套教案
牛津译林英语七年级下册7B Unit 5 Amazing things全套教案Lesson 1教学目标1．Introduce names of interesting facts and strange things.2．Recognize and use adjectives to describe degree of feelings of likes and dislikes.3．To introduce students to unusual phenomena and events.重点难点1．To understand the concept of things that are unusual.2．识记有关Amazing things的词汇和用形容词表达自己感觉。
教学过程Welcome to the unitStep1 Presentation1.Show a picture. Look at this picture. How do you feel when you see such a picture?2.T: The world is full of amazing things. Teach: amazing3.Ask: Can you tell me some amazing things?4.Show the first picture of Part A to learn new words.What can you see in the picture? The Sun and the EarthWhich one is larger, the Sun or the Earth? Yes, of course the Sun.5.Show the other three pictures.There are three more senesces about amazing things. Please read them in pairs and find the new words.Teach: same birth stop growingStep2 Practice1.Finish Part A Today we’ll learn a lot of amazing thin gs. In Part A, you can see four pictures. Please match the pictures with the sentences. Practice reading the sentences by yourselves.2.Let’s read the sentences again. And try to remember them.3.Close your books and let me see if you can remember the four amazing things.（1）sleep with their eyes open. (Fish)（2）Our nose and ears never ,but our are the same size from birth. (stop growing eyes)（3）The Sun is about 1,300,000 larger than the . (times Earth) （4）There are no in the back of elephants’ feet----only fat. (bones)Step3 Presentation1.Now you have learnt some amazing things. How do you feel?Adj. words: amazing cool funny wonderful interesting2.Kitty and Amy are talking about the fun facts in Part A. Listen to their conversation and tell me which pictures they’re talking about and what they think of the facts.3.Answer: They’re talking about Picture 1 and4. They think they’re interesting and amazing.4.Read after the tape.5.Read in roles. Read together. Try not to look at the book if you can.Step4 Show1.Show the four pictures of Part A. Make a model conversation.2.The world is full of amazing things .Please talk about them with your partners. You can use kitty and Amy’s conversation a s a model.3.Can you tell us some amazing things?Comic stripStep1 Presentation1.Hobo and Eddie are talking about something strange in the sky. Do you know what they are talking about? Let’s have a look.2.Picture1: What’s in the sky? Look at Eddie and Hobo, can you guess what they’re saying?3.Picture2: What does Hobo think it is? Does he think it’s a UFO?4.Picture3; Picture45.Open books, read after the tape and check your answers at the same time.Step2 Practice1.Let’s dub this comic, can you demonst rate with me to the whole class?2.Work in pairs. You can add your own ideas to your short play.Step3 Homework1.Try to remember the words, phrases and sentences2.Try to repeat comic strip and Part B3.Preview ReadingLesson 2教学目标1．To introduce the style of the ghost story.2．To identify specific meaning by scanning the text.3．To predict meanings of specific words from the context.4．To summarize key points of a story by Sequencing statements.5．To know the strange thing happened to Millie and Amy.重点难点1．Learn how to write the article.2．To know the main idea, and to learn the reading skill.3．To identify key events and infer general meaning.教学过程Srep1 Lead-in1.Listen to the tape. Isn’t it strange? Are you afraid? What do you think it is?Teacher say: Someone might think it’s a ghost. Actually, there’s no such things as ghost.2.Tell: There are many ghost stories in Chinese history. You must have read some, right? Do you want to read a modern ghost story?3.Today we’ll read a ghost s tory. Pay attention to the caption and the picture. Can you tell me where the store happens and who might see a ghost?Step2 Presentation1.Now there’s a story. Listen carefully and tell me what the ghost was.2.Read the article together.(1)Where did the whisper come from?（It came from bushes behind the tree）(2)Who found the ghost? (Andy)Step3 PracticeFinish PartB3 Check in pairs, then check together.Finish PartB2 in pairs.Fill in the blanks:One Sunday morning, Millie and Amy s under a big tree in Sunshine Park as u .S , they heard a w .They turned around but found nothing. They asked but nobody r .They left q .On their way home, they met Andy. He came to the park and s the bushes carefully. He found the ghost was a w cat. Later that day, they took the cat to the animal centre.(sat, usual, Suddenly, whisper, replied, quickly, searched, weak)Step4 Show1.Andy is a brave and helpful boy.It’s the role-play time. Work in pairs. One will be Andy, and the other will be a reporter from your school newsletter.2.Questions:(1)When did Millie and Amy go to Sunshine Park? (On a Sunday morning)(2)What did they hear? (They heard a whisper)(3)Were they afraid? (Yes, they were very afraid)(4)What did they tell you? (They told me there was a ghost in the park)(5)What did you find? (I found a little cat)(6)Who made the sound? (The little cat did)(7)Why did the little cat sound like a ghost? (Because it was very weak. When it miaowed, it sounded like a whisper)(8)Where’s the little cat now? (We took it to the animal centre)(9)Were they afraid after that? (No, they weren’t)3.Ask and answer in pairs.Step5 HomeworkRead and try to repeat the whole article.Lesson 3教学目标1．To summarize key points of a story by sequencing statements.2．To identify key events and infer general meaning.3．To do the exercises correctly and read the text fluently.4．To understand the concept of things that are unusual.重点难点1．一般过去式的变化2．重点词语的用法教学过程Step1 Revision1．Read the article para by para.2．Please answer the questions as quickly as possible. Try to use the sentences from the text. (1)How many people are there in the story? Who are they? (Three. They are Millie, Amy and Andy)(2)Where did the two girls usually play in the park? (Under a big tree)(3)What did they do after they heard a strange whisper? (They turned around and asked” Is anybody there?”)(4)How did they feel? (They were very afraid)(5)Who did they meet on their way home? (They met Any)(6)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)(7)How did Millie and Amy feel when they learnt the ghost was a weak cat? (They were very surprised)(8)Where did they take the cat? (They took it to the animal centre)3．Try to reread the whole article.Step2 Presentation1．Solve the problems about new words in groups.2．Finish PartB1 by themselves.3．Explain the language points.Step3 Practice1.Finish PartB4 and read the dialogue in roles.2.Fill in the blanks.（1）There are some (bush) around our school playground．(bushes)（2）Our English teacher told us to listen to the radio (careful)(carefully) （3）We came to school yesterday as (usually).(usual)（4）Be quick! I said to (my).（myself）（5）The child are very happy because they are on (them) way home.(their)Step4 ShowWork in groups of four. Each group has a student as the narrator.Millie Amy Andy 旁白Step5 Homework1.Remember the phrases and sentences of this lesson.2.Finish the exercises.3.Preview Gramma.Lesson 4教学目标1．To know the form and the use of the simple past tense2．Use the simple past tense3．规则动词+ed后的读音4．不规则动词过去式的变化重点难点1．规则动词+ed后的读音2．不规则动词过去式的变化教学过程Step1 Lead-in1.Ask: How many days are there in a week? What are they?Revise there are seven days in a week2.Ask: What day is it today? What day was it yesterday?Today is… Yesterday was…3.Revise ReadingIt (be) Sunday morning. Millie and Amy (sit) under a big tree. They (hear) a whisper but (find) nothing. They (run)away quickly and(meet)Andy. He (go) to the park and found the ghost (be) a cat. They (take) the cat to the animal centre.(was, sat. heard, found, ran, met, went, was, took)Step2 Presentation1.T: Where’s the schoolbag?S: It’s in the desk.T: Where’s the schoolbag now?S: It’s on the desk.2.Write: The schoolbag is on the desk nowAsk: But where was the schoolbag a moment ago?Write: The schoolbag was in the desk a moment ago.3.Ask: What do you do every day？Write the key words: every day: get up----wash face----go to school---have lunch---do sports Yesterday: got up--- washed face---went to school—had lunch---did sports4.Talk in groups. Teacher summary:We use the Simple Past Tense to talk about things in the past.Step3 Presentation1.呈现动词和他们的过去式形式。
牛津译林版英语七下Unit 5《Amazing things》(Reading 2)教学设计
牛津译林版英语七下Unit 5《Amazing things》（Reading 2）教学设计一. 教材分析牛津译林版英语七下Unit 5《Amazing things》（Reading 2）主要讲述了一个关于一名男孩在沙漠中遇到一只奇怪的生物的故事。
通过这个故事，学生可以学习到关于生物和自然环境的知识，同时提高他们的阅读理解能力和词汇运用能力。
本节课的主要内容包括故事情节的理解、词汇的学习、阅读策略的运用以及语言知识的巩固。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的英语交流和阅读。
但是，他们在阅读理解、词汇量和语言运用方面还存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，因材施教，通过不同的教学活动帮助学生理解和掌握知识。
三. 教学目标1.知识目标：学生能够理解故事情节，掌握故事中的关键词汇和句型。
2.能力目标：学生能够运用所学的词汇和句型进行阅读理解和口语表达。
3.情感目标：学生能够培养对生物和自然环境的兴趣，提高他们的阅读兴趣。
四. 教学重难点1.重点：故事情节的理解，关键词汇和句型的掌握。
2.难点：阅读策略的运用，语言知识的运用。
五. 教学方法1.任务型教学法：通过不同的任务，让学生在实践中学习和运用语言知识。
2.情境教学法：创设真实的情境，让学生在实际情境中学习和运用语言知识。
3.小组合作学习：鼓励学生进行小组讨论和合作，提高他们的团队协作能力和沟通能力。
六. 教学准备1.教学PPT：制作教学PPT，展示故事情节、词汇和句型。
2.教学素材：准备相关的阅读材料，帮助学生拓展知识。
3.教学奖品：准备一些小奖品，激励学生的学习积极性。
七. 教学过程1.导入（5分钟）教师通过展示一些奇怪的生物的图片，引导学生谈论他们对这些生物的看法，激发他们的学习兴趣。
2.呈现（10分钟）教师通过PPT展示故事情节，引导学生跟随故事的发展，同时呈现故事中的关键词汇和句型。
牛津译林版英语七下Unit 5《Amazing things》(第1课时)说课稿
牛津译林版英语七下Unit 5《Amazing things》（第1课时）说课稿一. 教材分析《牛津译林版英语七下Unit 5》是一篇关于奇妙事物的文章。
本节课的主要内容是学习文章中的生词、短语和句型，以及通过文章引导学生感受世界的奇妙，培养他们的想象力和好奇心。
本节课的设计旨在让学生在掌握语言知识的同时，提高他们的语言运用能力和思维能力。
二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的听说读写能力。
他们在学习本节课的内容时，能够较好地理解文章的意思，但可能在词汇量和语言运用方面存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，针对不同层次的学生进行有针对性的教学。
三. 说教学目标1.知识目标：学生能够掌握文章中的生词、短语和句型，理解文章的意思。
2.能力目标：学生能够运用所学知识进行口语交流，提高他们的语言运用能力。
3.情感目标：学生能够感受世界的奇妙，培养他们的想象力和好奇心。
四. 说教学重难点1.重点：学生能够掌握文章中的生词、短语和句型。
2.难点：学生能够运用所学知识进行口语交流，以及感受世界的奇妙。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，掌握知识，提高能力。
2.教学手段：利用多媒体课件、图片、实物等辅助教学，激发学生的学习兴趣。
六. 说教学过程1.导入：通过展示奇妙事物的图片，引导学生谈论他们所知道的世界奇妙事物，激发学生的学习兴趣。
2.新课展示：教师带领学生学习文章，讲解生词、短语和句型，让学生理解文章的意思。
3.课堂活动：学生分角色朗读文章，进行角色扮演，运用所学知识进行口语交流。
4.巩固练习：学生完成相关的练习题，检测他们对知识的掌握程度。
5.拓展环节：学生分组讨论，分享他们所知道的世界奇妙事物，培养他们的想象力和好奇心。
6.总结：教师对本节课的内容进行总结，强调重点知识。
七. 说板书设计板书设计如下：1.奇妙事物2.生词、短语八. 说教学评价教学评价分为两个方面：过程性评价和终结性评价。
牛津译林版英语七年级下册 Unit 5 Amazing things 教案
(8)Where’s the little cat now?(We took itto the animal centre)
Unit 5 Ama目标
1．To introduce the style of the ghost story.
2．To identify specific meaning by scanning the text.
3．To predict meanings of specific words from the context.
4．To summarize key points of a story bySequencing statements.
5．To know the strange thing happened to Millie and Amy.
重点难点
1．Learn how to write the article.
1.Now there’s a story. Listen carefully and tell me what the ghost was.
2.Read the article together.
(1)Where did the whisper come from?
（It came from bushes behind the tree）
(2)Who found the ghost?(Andy)
Step3Practice
Finish PartB3Check in pairs,then check together.
牛津译林版七年级下册Unit 5《Amazing things》(Task)教学设计
牛津译林版七年级下册Unit 5《Amazing things》（task）教学设计一. 教材分析牛津译林版七年级下册Unit 5《Amazing things》主要介绍了生活中的一些奇妙现象。
通过本节课的学习，学生可以了解到世界的奇妙之处，提高他们对英语学习的兴趣。
本节课的主要内容包括两个部分：一是奇妙现象的介绍，二是对这些现象的讨论和思考。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生对新奇事物充满好奇，具有较强的求知欲。
他们已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。
但部分学生对英语学习仍存在恐惧心理，缺乏自信。
因此，在教学过程中，教师需要关注学生的心理状况，创设轻松愉快的学习氛围，让他们敢于开口、乐于参与。
三. 教学目标1.知识目标：–学生能够掌握本节课的生词和短语。
–学生能够正确运用一般现在时描述生活中的奇妙现象。
–学生能够听懂、会说、会读、会写与奇妙现象相关的句子。
2.能力目标：–学生能够通过图片和文字资料，运用英语进行交流和讨论。
–学生能够运用所学知识，进行创新性的思维和表达。
3.情感目标：–学生能够激发对英语学习的兴趣，培养积极的学习态度。
–学生能够学会欣赏生活中的美好事物，培养乐观的生活态度。
四. 教学重难点•学生能够正确运用一般现在时描述生活中的奇妙现象。
•学生能够听懂、会说、会读、会写与奇妙现象相关的句子。
•学生能够运用所学知识，进行创新性的思维和表达。
•学生能够运用英语进行交流和讨论。
五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中学习英语，提高他们的语言运用能力。
2.情境教学法：创设生动、有趣的情境，让学生在真实的环境中感受、体验英语。
3.合作学习法：引导学生进行小组合作，培养他们的团队精神和沟通能力。
4.激励性评价：注重对学生的过程性评价，鼓励他们积极参与课堂活动，提高自信心。
六. 教学准备1.教学材料：教材、PPT、图片、视频等。
牛津译林版英语七下Unit 5《Amazing things》(第5课时)教学设计
牛津译林版英语七下Unit 5《Amazing things》（第5课时）教学设计一. 教材分析牛津译林版英语七下Unit 5《Amazing things》主要介绍了一些神奇的事物，如海市蜃楼、四叶草、黑洞等，以及与之相关的英语表达方式。
本节课为该单元的第5课时，内容涉及到阅读理解、词汇学习、语法讲解及实践以及语言运用等方面。
通过本节课的学习，学生能够掌握相关词汇和表达方式，提高阅读理解能力，并能够运用所学知识进行口语交流。
二. 学情分析七年级的学生已经有了一定的英语基础，能够进行简单的阅读和口语交流。
他们对神奇的事物充满好奇，对于本节课的内容兴趣浓厚。
但同时，部分学生可能在阅读理解和语法方面存在一定的困难，需要教师耐心引导和辅导。
三. 教学目标1.知识目标：学生能够掌握本节课的重点词汇和表达方式，理解文章内容，提高阅读理解能力。
2.能力目标：学生能够运用所学知识进行口语交流，提高英语表达能力。
3.情感目标：培养学生对神奇事物的兴趣，激发他们学习英语的积极性。
四. 教学重难点1.重点：本节课的重点是让学生掌握相关词汇和表达方式，提高阅读理解能力。
2.难点：学生可能对文章中的一些长难句和语法结构理解困难，需要教师耐心讲解和辅导。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实践中学习英语，提高他们的语言运用能力。
2.情境教学法：创设各种情境，让学生在真实的环境中学习英语，提高他们的学习兴趣。
3.合作学习法：引导学生进行小组合作，培养他们的团队精神和合作能力。
六. 教学准备1.教师准备：提前准备好课文材料，熟悉教学内容，设计好教学活动。
2.学生准备：学生提前预习课文，了解文章大意。
七. 教学过程1.导入（5分钟）教师通过展示一些神奇事物的图片，如海市蜃楼、四叶草等，引导学生谈论他们所了解的神奇事物，激发学生的兴趣。
2.呈现（10分钟）教师展示课文标题《Amazing things》，并向学生介绍本文的主要内容。
牛津译林版英语七下Unit 5《Amazing things》(第3课时)教学设计
牛津译林版英语七下Unit 5《Amazing things》（第3课时）教学设计一. 教材分析牛津译林版英语七下Unit 5《Amazing things》第3课时主要讲述了描述生活中神奇的事情。
通过本节课的学习，学生将能够掌握相关词汇和表达方式，运用现在进行时描述正在进行的动作。
教材内容丰富，插图生动有趣，激发学生学习兴趣。
二. 学情分析七年级的学生已经有了一定的英语基础，对日常生活中的事物有一定的认识。
但部分学生对现在进行时的运用还不够熟练，需要老师在课堂上进行针对性的辅导。
此外，学生对神奇事物的兴趣浓厚，有利于课堂活动的开展。
三. 教学目标1.知识目标：学生能够掌握相关词汇和表达方式，运用现在进行时描述正在进行的动作。
2.能力目标：学生能够在真实情境中运用所学知识进行交流。
3.情感目标：培养学生对神奇事物的兴趣，激发学生学习英语的积极性。
四. 教学重难点1.重点：掌握现在进行时的用法，运用相关词汇和表达方式描述生活中的神奇事情。
2.难点：正确运用现在进行时描述正在进行的动作，并在实际情境中进行运用。
五. 教学方法1.情境教学法：通过创设生动有趣的情境，引导学生运用所学知识进行交流。
2.任务型教学法：通过完成小组任务，培养学生合作学习的能力。
3.激励评价法：注重鼓励学生，激发学生学习英语的自信和兴趣。
六. 教学准备1.教材：牛津译林版英语七下Unit 5《Amazing things》第3课时。
2.多媒体设备：电脑、投影仪等。
3.教学道具：相关神奇事物的图片、视频等。
4.作业布置：提前准备相关练习题。
七. 教学过程1.导入（5分钟）利用图片或视频展示一些神奇的事物，如飞鸟、正在跳舞的人等，引导学生关注正在进行的动作。
提问学生：“What are they doing?”，让学生用中文回答。
2.呈现（10分钟）展示本节课的主要词汇和表达方式，如“amazing”、“wonderful”、“magic”等，并用例句展示这些词汇的用法。
牛津译林版英语七下Unit 5《Amazing things》(Reading 1)教学设计
牛津译林版英语七下Unit 5《Amazing things》（Reading 1）教学设计一. 教材分析《Amazing things》是人教版牛津译林英语七年级下的阅读材料，文章讲述了一个关于稀有动物非洲黑犀牛的故事。
通过这个故事，学生可以了解非洲黑犀牛的生活习性和保护现状，同时提高阅读理解能力和跨文化交际能力。
本节课的教学内容包括阅读理解、词汇学习、语法讲解和口语表达等。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的阅读和口语交流。
但是，他们在阅读理解、词汇量和语法知识方面还需要进一步提高。
此外，学生对非洲黑犀牛等稀有动物的了解可能有限，需要通过本节课的学习来拓宽视野。
三. 教学目标1.知识目标：学生能够掌握文章中的关键词汇和语法知识，理解文章的主旨和细节信息。
2.能力目标：学生能够提高阅读理解能力，学会从文章中获取和处理信息。
3.情感目标：学生能够培养对非洲黑犀牛等稀有动物的保护意识，提高环保意识。
四. 教学重难点1.重点：学生能够理解文章的主旨和细节信息，掌握关键词汇和语法知识。
2.难点：学生能够运用所学知识进行口语表达和写作，提高阅读理解能力。
五. 教学方法本节课采用任务型教学法、情境教学法和合作学习法。
通过设定任务，让学生在实践中学习和运用英语；创设情境，让学生在真实的环境中提高语言运用能力；鼓励合作，培养学生的团队精神和沟通能力。
六. 教学准备1.教师准备：准备好PPT、课文文本、相关词汇卡片、练习题等教学材料。
2.学生准备：预习课文，了解文章大意，准备进行课堂讨论。
七. 教学过程1.导入（5分钟）教师通过展示非洲黑犀牛的图片，引导学生谈论关于动物的话题，激发学生的学习兴趣。
同时，询问学生对非洲黑犀牛的了解，为学生进入课堂学习做好铺垫。
2.呈现（10分钟）教师呈现课文文本，让学生快速阅读，获取文章大意。
然后，教师通过提问的方式，引导学生关注文章的细节信息，帮助学生理解文章内容。
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Welcome to the unit
At the end of the lesson, the students should learn vocabulary about UFOs, elephants, fish and
Try to make the students familiar with some
model in the textbook and encourage students to talk
They met Andy.
3. Where did Andy find the “ghost”?
In the bushes.
How did he find it?
He searched the bushes and found it.
4. Why did the cat sound like a ghost?
Because it was very weak.
5. Where did they take the cat?
They took it to the animal centre.
6. Do you think there are ghosts in the real life?
Step Five –put them in a correct order
Millie wrote some sentences about what happened, but they were not in the correct order. Help her put the sentences into the correct order.
Write the numbers 1-7 in the boxes.
Step Six—True or false
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 F if it is false.
Step Seven—act out
Finish the dialogue between Henry and Andy
Step Eight --explain some important language points
1）They turned around but saw nothing.
turn around意为“回头，转回身”。
e.g. We turned around and saw a big birthday cake.
我们回头看见一个大的生日蛋糕。
2）on their way home 在他们回家的路上
on one’s way to sp. 译为“在某人去……的路上”。
home是副词，
前面不需要加介词，如果后面跟的是名词需要加介词to。
3）search the bushes 搜寻, 搜查
search是及物动词，后面可以直接跟宾语。
如，search the room search my schoolbag
如果表示目的，强调为了……而搜寻，则可以在名词前加上介词for。
如，search for more information(为了更多的信息而搜寻)，search
for the lost boy(为了丢失的男孩儿搜寻)。
, 心里想
:“我是多么幸运啊!”
意为“把某人/某物带到某处”。
, 好吗？
Grammar
2. Pay attention to the “regular words” & “irregular words”. Teaching procedures
Step one
.Lead in: the simple past tense
Step two
Use the table to explain the form and rules of the simple past tense.
Step three
1. Ask students to finish the exercises on Part A, B, C.
2. Check the answers and learn the important phrases and sentences.
3. To make them understand it fully by making the dialogue by
themselves.
Step four
1.Do more exercises by filling in the blanks and making sentences to
practise the simple past tense
2.Check out then make a conclusion
Homework
教学反思：
Integrated skills & Speak up
Teaching aims
Learn about some amazing animals like giraffe, snake,
camels and ants, then describe them.
the end of this period, students can talk about some
The usages of the sentence structure and some phrases.
It is + adj. +that-clause.
be afraid of; learn about; know about; the other day; at the same time, etc. Teaching procedures
Step one- Lead in
phrases and sentence structure, and then some about some amazing things they are interested in,
Study skills
read past participles correctly.
the end of the lesson, the students may talk about
.
Task
related vocabulary about sandwiches and TV, including their development.
end of the lesson, the students should learn how to
.
.
3. Ask them to write a similar story about TV according to the sample passage.
Step four- Language point
1. The usage of play
2. The usage of as …as
3. Some useful and important phrases.
Step five- Teachers’ advice
Try to give them some valuable advice to make them more active.
Step six- Homework
1. Write a passage about an amazing thing.
2. Review the whole unit and prepare for the quiz.
教学反思：。