7B Unit 6 Reading 2公开课

合集下载

牛津英语7B Unit 6 reading课件课件

5. And I’ll look after him
E. He is friendly.
until the end.
My dog
My dog is the cleverest animal of all. He doesn’t just chase and catch a ball.
With eyes open wide, He hunts when I hide. He does wonderful tricks, Builds me camps out of sticks. He’d never bark or bite, And he doesn’t like to fight. My dog is my very best friend, And I’ll look after him until the end.
B. He can run after a
things.
and do other
3. He does wonderful tricks. C. He looks around
for me.
4. He’d never bark or bite. D. And I always take
care of him
A report
The dog is lovely, the goldfish is … He / She can … He likes to / doesn’t like to … She doesn’t need …
…
Ｈomework ;
词语翻译
１．最聪名的动物３．喜欢打架５．照顾他７．在边缘９．硬纸箱
My goldfish is a wonderful

牛津七年级下册英语 Unit6 Reading(2)教案

电子备课格式（最新）3.pass by4.take …out of5.How amazing!感叹句：How + adj / adv +主语+谓语！What +adj+n. +主语+谓语！6.stand up7.run across the field 从田地穿过8.jump down9.get away find oneself alone… 发觉自己一个人10.alone 独自的，相当于by oneself, on one’s11.hit the ground12.all around13.Put…… into14.on the other side15.go through …穿过…Task 4 ExercisesTask 5 Language points1.Alice sat by a river with her sister.by prep. “在……旁边，靠近”过来坐在我边上。

Come and sit by me__________在河边有一所房子。

There is a house by the river.2.How amazing!感叹句：How + adj / adv +主语+谓语！What +adj+n. +主语+谓语！这只小白鼠多么可爱啊！__________lovely the white rabbit is! __________lovely white rabbit it is!【堂清知识】1.Alice sat by a river with her sister.by prep. “在……旁边，靠近”在河边有一所房子。

There is a house by the river.2.How amazing!感叹句：How + adj / adv +主语+谓语！理解感叹句并会做句子。

多做练习以巩固句型。

江苏省江阴市璜土中学七年级英语下册《7B Unit 6 reading》教学设计牛津版

7B Unit 6 Reading(1)【教学目标】1. To learn about rhyme schemes, stress and inattention of poetry2.To learn new vocabulary used for talking about pets【重点难点】until的用法；need的用法【教学过程】Step 1.预复习检查Revise what the children learned in the last period(ask and answer)Step2Presenting1.Let students guess what the teacher’s pet is.2. Do you know why I would like a dog to be my pet? First, dogsare really lovely. Second, they are so clever that they can do lots of wonderful tricks. Third, they can help hunters hunt in the wild. If I have a dog, I’ll tell him not to bite, not to fight and to hide himself when in danger. He will be my very best friend and I will look afterhim until the end.Step 3 PractisingListen to the tape and fill in the blanks:My dog is the cleverest animal of all.He doesn’t just (chase) and catch a ball.With eyes open wide.He (hunts) when I hide.He does wonderful (tricks).Builds me camps out of sticks.He’d never bark or (bite).And he doesn’t like (fight).My dog is my very best friend.And I’ll look after him until the (end ).Step 4 PractisingAsk students to finish P 96 Part C1, and then check the answers.Play the tape and underline some words.Step 5当堂反馈（见学生版）【家庭作业】1. Do more exercises.2. Read after the tape of the text【教学反思】7B Unit 6 Reading(2)【教学目标】1 To read about animal behaviour2 To scan the text for specific information【重点难点】1 have to 与 must 的区别：2 be afraid of doing sth. 与 be afraid to do sth.【教学过程】Step 1.预复习检查Revise what the children learned in the last period(ask and answer)Step 2 Presenting1.Talk to students about gold fish.Does a gold fish chase another fish?Does a gold fish hide?Does a g oldfish bark? (Of course not.)Does a goldfish m eow? (No, she doesn’t.)2. At last, say: What a quiet goldfish! She doesn’t bark. She justbubbles and bubbles. She is not any trouble.Step 3 Practising1. As k students to repeat after the tape of ‘My Goldfish.2. Read ‘My Goldfish’ again and finish Page 98 Part C2.3. Read ‘My Gol dfish’ again and finish Page95 Part B1.Step 4 Presenting1. Say: We always think cats are lazy, because they likeany time anywhere. Where can you find cats sleeping?2. Show the students some pictures of table, chair, top of window-ledge, in the middle, on the edge, open drawer, empty some body’s lap, a cardboard box, our board.Step 5Activities1. Ask students to repeat “cats”.2. Read again and finish Page 95 B13. Finish exercises on workbook.Step 6当堂反馈(见学生版)【家庭作业】1. 助学案.2. 三训1课时【教学反思】牛津8A Unit 1 Reading（1）【教学目标】1.To learn new words to talk about people2. To develop the students’ abilities of li stening, speaking, readingand writing.3. To use adjectives to describe friends’appearance and characteristics.4. To encourage Ss to practice, participate, and co-operate in theclassroom activities.【重点难点】sense humour generous 的用法【教学过程】Step1. Warming-up & lead-inStep 2. Pre-readingActivity : competition (class work) I know you have learned the new words, Yes ? Let’s have a competition.Step 3. Reading So much for the new words . Good! Today we’ll learn two passages. Open your books and listen to the tape.let’s learn Passage1.Step 4. Reading ( Learn passage 2 about Max like learning passage 1.)Step 5. Post-readingActivity1: Discussion (Group work)Activity2: Let the Ss know how to describe their best friend. Activity3: Talk about the Ss’ best friends (group work)and play agame ( ask other Ss to guess)Step 6. Sum-upbecause they can help you and sh are both happiness and sadness with you, and we know how to describe our best friends. Now Let’s be friends!Step 7当堂反馈(见学生版)【家庭作业】1. Writing: ‘My best friend’.2. Learn the last passage by yourself.【教学反思】《牛津初中英语》8A Unit1 Reading（2）【教学目标】1. To grasp some useful expressions about describing a person个性化备课2. To learn how to describe friends.3. To help students to learn what kind of person shoul d be his/herbest friend and how to go on with friends well.【重点难点】1To learn some useful expressions and use them in differentcontext2.To learn how to describe friends.【教学过程】Step1 PresentationYeste rday we met three friends in ‘Teenagers’ Magazine.They’re Betty, Max and May. How much do you rememberthem?Step2: Language pointsT: Wonderful! You have a very good memory. Now let’s moveon to look at some useful phrases and sentences in the threearticles and learn to use them:Step 3: VotingT: We’ve learnt a lot about Betty, Max and May. If you canchoose only one of them as your best friend. who will youvote for? Why?Step 4: GameDivide the class into three or four competing teams.Each team can work out a description for the other teamsto guess. Give a score only for the first correct guess.Step 5当堂反馈(见学生版)【家庭作业】1. 完成本课时配套练习2. 预习Vocabulary【教学反思】。

牛津7Bunit6 reading课件(共14张PPT)

1.What’s the name of the film ?
Alice in Wonderland 爱丽丝梦游仙境
2.What are the main characters(主要人物） in the video ?
Alice & a rabbit
Listen and answer:
1.Where did Alice sit with her sister ? Alice sat by a river with her sister.
htseoallaopootrkaoodbskkaysaeeweaddsdaorauitbuvctpynehrd the time
Task2 (In the field)
Read Para3 and answer: 1.Where did the rabbit go?
It jumped down a big hole.
Alice is clever, brave and careful, so
csahreefcualn
find
her
wonderland
friendly
in the
story. I think if y…ou…a.re clever, brave
and careful like Alice , you can also
2.What did Alice do then, and why?
She jumped down the big hole too, because she didn’t want to let the rabbit get away.
Task3 (In the hall)
Read Para4-5 and finish the table:

牛津译林版7B Unit6 Reading 2课件(共15张PPT)

.
6. She found herself alone in a long, low hall.
find oneself … “发觉自己”
他醒来发现自己在医院里。
He woke up and found himself in the hospital .
alone “独自的”，相当于“by oneself, on one’s
4. How amazing!
感叹句：How + adj / adv +主语+谓语！
What +adj+n. +主语+谓语！
这只小白鼠多么可爱啊！ How lovely the white rabbit is! What a lovely white rabbit it is!
1. 这个花园多么美丽啊！
own ” 他自己完成了这项工作。 He finished the work alone.
7. Alichrough … “穿过……”
阳光从窗户射进来。 The sun shines through the window . 他一个人穿过了森林。 He went through the forest by himself.
Unit 6 Outdoor fun
Reading Ⅱ
Studying aims
1.To grasp the important words and phrases.
2.To understand the important Language points. 3.To try to recite the text.
by me
.
在河边有一所房子。
There is a house by the river.

牛津英语7B Unit6 Reading(2) PPT

Sandy: The rabbit ran across a _f_i_el_d_. Alice ran after it. Then the rabbit and Alice both jumped into a _h_o_le_.
Simon: What happened after that? Sandy: Alice hit the _g_ro_u__n_d. Then she found
Checking
1. take a watch _b_ a down a hole
2. run
_d_ b out of its pocket
3. jump
_a_ c through a door
4. find oneself alone _e_ d across a field
5. go
_c_ e in a long, low hall
e. _s_a_t _ by a river with her sister.
What did Alice do outside the hole?
Put them into right order.
a. Alice saw a white rabbit passing by. b. Alice jumped down the hole. c. Alice heard a strange sound. d. Alice ran across the field after the rabbit. e. Alice sat by a river with her sister.
e
c
ቤተ መጻሕፍቲ ባይዱ
a
d
b
What did the rabbit do outside the hole?

译林版九年级英语上册Unit 6 Reading (II) 示范公开课教学课件

the situation will continue if humans don’t stop hunting them for their fur and bones.
Read and think
conj. 除非
What can we do to protect tigers?
Presentation
Millie is thinking about the information about the TV guide. Help her fill in the blanks.
Sports World has a 1. round-up of what is happening in sport. There are also a number of 2. with famous football players. This year’s Beijing Music Awards will be covered 3. on Saturday. Many 4. pop stars will attend. Murder in a Country House is a 5. film about a 6. doctor. I want to watch it because I love solving 7. . Tiger Watch is about the life of tigers in 8. . In the programme, I can see 9. from the country as well.
Think, complete and choose
horror
mysteries
scared
Presentation
Warming-up

人教版七年级英语下册Unit6SectionB2bReading优秀教学案例

3.学生分享自己对动物保护的认识和看法，教师总结并引出本节课的主题：“Protecting Endangered Animals”。
（二）讲授新知
1.教师带领学生快速阅读课文，让学生了解文章的大意，同时指导学生运用阅读策略，如预测、扫描等。
2.教师对文章中的重点词汇和句型进行讲解，让学生掌握词汇和句型的用法，并引导学生运用这些词汇和句型描述动物保护的重要性。
在教学过程中，教师应关注学生的个体差异，因材施教，充分调动学生的积极性、主动性和创造性。同时，注重培养学生的综合素质，使他们在英语学习的过程中，不断提高自己的语言能力、思维品质、文化意识和学习能力，为他们的终身发展奠定坚实基础。
三、教学策略
（一）情景创设
为了让学生更好地投入到本节课的学习中，教师将采用情境教学法，创设与学生生活密切相关的真实语境。通过展示濒危动物的视频、图片等资料，让学生感受到动物保护的紧迫性，激发他们的学习兴趣。同时，教师还将模拟动物保护志愿者招募活动现场，让学生在具体的情境中运用所学知识，提高他们的语言表达能力。
（三）情感态度与价值观
1.培养学生对动物保护的兴趣，激发他们关爱动物、保护自然的情感，增强他们的环保意识。
2.培养学生尊重生命、关爱他人的价值观，让他们认识到保护动物就是保护人类自己，提高他们的社会责任感。
3.通过学习本节课，让学生认识到英语学习的现实意义，激发他们学习英语的内在动力，培养他们积极向上的学习态度。
（二）过程与方法
1.运用情境教学法，创设真实的语境，让学生在交流互动中学习英语，提高他们的语言实际运用能力。
2.采用任务型教学法，设计小组讨论、角色扮演等任务，引导学生积极参与课堂，培养他们的合作精神和解决问题的能力。
3.鼓励学生运用多种学习策略，如预测、推理、归纳等，提高他们的自主学习能力和思维品质。

牛津英语 7B Unit6 Reading2课件ppt

1. Where was Alice when the story began?
sat by … with …
2. What did Alice see?
saw …passing by.
3. What did the rabbit say?
Oh dear! I’ll be late.
4. After that, what did the rabbit do?
across through
Catch me if
3 4
walk across the field go across the field
1
cross the2field
5
3 4
swim across the river
1
2
5
3 5
walk across the bridge
find +_s_b_./_s_t_h_. +_a_d_j._
I find the story …… Alice …… Mr. Rabbit ……
1. The key didn’t fit any of the doors.
A. 适合(v.) B. 健康的(adj.) C. 适合的(adj.)
The black coat _f_it_s_h_e_r__ (适合她) very well.
1.What will help Alice go through the small door?
2.Who will she meet and what will she do after she goes through the door?
3. How will she feel?

牛津英语7B Unit6 Outdoor fun Reading II公开课比赛课件

let sb. do sth. 让某人做某事 get away 逃脱，离开
e. g. 不要让小偷逃走
Don’t __l_e_t __ the thief _g_e_t__ __a_w_a_y_.
2021/6/20
10
11. fall vi.落下，掉落，倒
fall off … 跌落，从……落下
fall down 滑倒，倒下
for + 一段时间 e.g. for two days
很长时间
提问用 2021/6/20 How long...?
11
13. hit the ground hit 击中，到达，撞 (hit, hitting)
e.g. 公共汽车撞到了桥了。
The bus __h_i_t_ the bridge.
14. find herself alone 发现她自己独自一人
find sb./sth. + adj. 发觉 …处于某种状态
2) He read a story and _f_o_u_n_d_ __it_ _i_n_te_r_e_st_i_n_g_ .
2021/6/20
(发现它有趣)
12
15. herself 她自己
当主语和宾语是同一个人时，需要用反身代词
1) The little girl found _h_e_r_se_l_f (she) in a dark room.
8. How amazing！
• How+ __a_d_j_/a_d_v_.___+_S_(_主_语_)_+_V_（_谓__语_）_!
• What + _a_/a_n_+_a_d_j._ +_单_数__n_. +s主语 + v谓语! • What +_a_d_j_. +_复__数_n_._/不__可_数__n_.+s主语 + v谓语!

牛津译林版7B英语Unit6 Outdoor fun reading(2) 公开课课件

20.努力穿过那扇门 try to go through the door
21.用钥匙来打开小门
open the small door with the key
Translate the following phrases. Revision
1.晴朗的一天 2.经过 3.hear a sound
4.look up 5.从…..中拿出某物 6.逃脱 7. find oneself alone 8. 很长时间
5. Look!The train is going__t_h_r_o_u_g_h__ the tunnel(隧道).
6. It is difficult for the old man to walk __a_c_ross the road.
She looked up and saw a white rabbit in a coat passing by.
fit动词，意为“适合”，主要指尺寸或大小方面的适合。过去式fitted
My coat doesn’t fit me well. 我的外套不是很合身。
The pair of shoes doesn’t fit my mother. 这双鞋不适合我妈妈。
10. Then Alice noticed a small door and put the key into it.
Translate the phrases into English
坐在……的旁边向上看，查找经过把……从……拿出来起立跑过…… 离开，逃脱在另一边尝试做某事
sit by look up pass by take…out of… stand up run across get away on the other side

牛津英语 7B Unit6 Reading 2课件p

12. fall for a long time fall off 跌落，从……落下女孩从自行车上摔下来了。
The girl _f_e_ll_o_f_f_ the bike. fall down 滑倒，倒下老奶奶摔倒了。
The old woman _fe_l_l_d_o_w_n_. for + 一段时间 e.g. for two days 提问用 How long...?
Reading2 down the rabbit hole
WelcWomherteoiWs hoenrdee?rland!
Alice in Wonderland!
rabbit hole by
pass dear
兔，家兔洞在……旁边，靠近（介词）经过（副词）经过，通过哎呀，天哪，啊
watch stand up get away fall
The rabbit took a watch out of its pocket.
爱丽丝站起身来追着兔子穿过了田野。 Alice stood up and ran across the field after the rabbit. 她不想让兔子跑掉。 She didn’t want to let the rabbit get away.
手表站起身，起立逃脱，离开落下，掉落，倒
hit herself alone low locked notice into
到达，击中，撞她自己独自，单独低的，矮的锁上的注意，察觉到……里面
side
侧，边
through 穿过，通过
go through 通过
surprise 使惊奇，使措手不及
9. stand up 站起身，起立 10. run across the field after the rabbit

教案新部编本7B Unit6

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校牛津初中英语7B Unit 6 Reading2教案张琪一、Teaching aims1. To be able to catch some further information by reading.2. To understand and be able to use some expressions such as “go through”.3. To be brave enough to imagine and tell what will happen to Alice in the later story.二、Key and difficult pointsTo understand and use the useful expressions in the text.To imagine what will happen to Alice in the later story.三、Teaching aidsMulti-media四、Teaching proceduresStep 1 Warming up and revisionRevise the text by asking two questions:Where was Alice when she saw the white rabbit?Was anyone else in the hall after she hit the ground?Step 2 Language points1.Let students help the teacher solve some problems that are about the uses of some important language points such as find sb.\ sth. + adj.2.Encourage students to say something like this:I find our school beautiful/big…We find English…Do you find Eddie…Step 3 Further reading1. Guide students to find something amazing and the supporting sentences.2. Ask students to imagine bravely about the situation of that time.3．Tell the story of what happened in the hole.Step 5 Discussion1.Have a discussion about what will happen to Alice in the later story.2.Ask some students to talk about their story.Step 6 Homework1.Try to tell your parents the story of Alice in our book.2. Write what will happen to Alice with your imagination and creativity.3.Watch the film “Alice in Wonderland” if possible.。

7BUnit6Reading--AliceinWonderland说课稿

7BUnit6Reading--AliceinWonderland说课稿Teaching report7B Unit6 Reading--Alice in WonderlandGood evening, honored judges and fellow teachers.T oday, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills.My report will include 3 sections.They are analysis of the teaching material, identifying the teaching methods and studying methods, and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is about a part of a famous fairy story-Alice in Wonderland.Such a topic is a famous fairy story, so it is helpful to raise learning interests of students.It can help students to attain “four skills” request of listening, speaking, reading and writing.Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:1.understand the whole passage2.retell the story according some pictures3.pay attention to the time order of the action during the reading procedure4.encourage students to be brave and optimistic,imaginative and creative.Let’s come to the important points and the dif ficult points:1.understand the whole passage2.retell the story according some picturesSection 2 Identifying the teaching methods and studying methodsAs is known to us all, modern teaching demands the teacher should improve the students’ ability.A good teaching method requires that the teacher should have the leading effects.According to the analysis of the teaching material and the students’ learning background, I decide to choose guided reading and Task-Based reaching as the main teaching approaches.With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks.Grade 7 students are curious, full of energy, interested in English and willing to show themselves.So I’ll have students study in a relaxed atmosphere students understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc.Let students get the knowledge actively by probe study and cooperative study.In a word, I’ll teach the students how to be successful language learners.Section 3 Teaching proceduresThe teaching procedures include five parts.They’re lead-in, pre-reading, while-reading, post-reading and emotional education.Part 1 Lead-inFirst I will have a free talk with students.(Do you like any fairy stories? Which fairy story do you like best ?)Then I will present pictures about some familiar fairy stories to arouse their interest about Alice and her story.Part 2 Pre-readingIn this part, I will play a video first and then ask students to guess:1.What’s the name of the film ?2.What are the main characters in the video ?After watching the video, I will let students to guess the meaning of new words by using some pictures of the stories.(withthis task, students can improve their ability of guessing word meaning, a practical skill of reading.)Part 3 While-readingDuring the part, I will ask the students read through the passage.The part includes six tasks:Task : Listen and answer: I will play a tape and ask students to listen and answer to improve their listening skills :1.Where did Alice sit with her sister ?2.What was on the other side of the door ?Task 2:Fast read and finish T/F: Ask the students read the story fast and choose ‘true’or’fasle’.(After doing the exercise,students can understand the preliminary.)Task 3: Further reading :In this part, I will let students read silently and ask them to divide the story into 3 parts according to the place of Alice.As for section one there are 3 questions:1.Where did Alice see a white rabbit?2.Why did the rabbit surprise Alice?3.What was the rabbit going to do? Can you guess?As for section 2,fill in the blank.As for section 3,finish the table.(with this task, students can know about the detailed information.Dividing the passage into parts is easier for them than to read the whole passage as a whole.)Task 4: Put the statement into the correct order.:Sandy wrote some sentences about the story, but they are not in the correct order.Help her put them in the correct order.Students will have to the read through the passage and try to sequence these statements.(with this task, students will be checked about their understanding of this article.)Part 4:Post-readingIn the section, Ss will train their ability of usinglanguage.There are 2 activities.Activity 1: Retell the story: Students will have to retell the story by using some key words and phrases.T o make it easier for some students, I also give four pictures.(with this activity, students will get more familiar with the key elements of writing a narrative, and improve their spoken English.)Activity 2: Sublimate emotion:From some pictures, we can lead students to think.and talk: If you were Alice, what would you do?(with this task, students can understand some value.) At last, homework for this period:1.Try to remember new words and phrases.2.Read the story at least 3 times.3.Do exercises of this period.Thank you for your attention.。