7BUnit8ReadingI教案

1、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 poetry2. To learn new vocabulary to talk about pets3. To read about animal behavior4. 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S

2、tep1. Revision Match the following animals. eg.1. panda B. Its black and white, it likes eating bamboo.Step2. Leading-inGuess the teachers pet. Describe them.Stept3.PresentationAsk students to study the poems and pictures on page 90. Write the title My Dog on the board and also the verb that are use

3、d 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 adjec

4、tives 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 dogs actions (chase, catch, hunts, builds, bark, bite and fight).Step5. Ask students some general questions to elicit detai

5、ls about the dogs 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 follow in their books. Explain the meaning of miaow and bubbles. For stronger classes, ask two students to each read a stanza.Step7. Read t

6、he 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 par

7、tner. 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. PracticeHave 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 studen

8、ts to read one line only, e.g., S1: CatsAll: 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 m

9、ore able students to say why they like it, e.g., I like the poem about cats because they are my favourite animals.Extension activityFor stronger classes, ask students to copy the poem Cats into their books, leaving 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.Exercises1. Read the words listed in the box in part B1 to the class. Ask stu