译林牛津版七年级英语上unit 5 Let's celebrate welcome to the unit 教学设计

1、.7B Unit5 Amazing things教学设计 主备人： 时间：2019.11.12总 课 题7B Unit5 Amazing things总课时7第 2 课时课 题Reading The ghost in the park课型New教学目的Knowledge Aim:1. To learn an amazing story.2. To learn the past forms about the verbs.Ability Aim:1. To learn some reading skills.2. To learn to retell an amazing story.3. To

2、 learn to tell our own amazing stories. Moral Aim:1. To be kind to the animals and people.2. To make our world a better place to live.教学重点1.To learn to read heard/ replied/ left/ bushes.2.To learn the structure of a story.教学难点To learn the past forms of the verbs.课前预习1. Preview the new words and phra

3、ses教学过程教学环节教 师 活 动学 生 活 动备课札记Step1 Lead-inStep2 Pre-readingStep3 SkimmingStep4 ScanningStep5 Close-readingStep6 Listen and readStep7 RetellStep8 DiscussStep7 HomeworkT: Nice to meet you boys and girls. I want to share an interesting video with you.Please watch carefully and answer me some questions.

4、T: What did he search?What did he meet? S: Football. A ghost.T: Did you meet a ghost?S: Yes / NoT: Yes? When and where did you meet?. Some students meet a ghost. Lets learn something about the story. OK?1. What do you wonder about the story?2. Pay attention to the caption and the picture.3. Show the

5、 pictures about new words.1. Go skimming the story.2.Answer their own questions.3. Get the main ideas of the story.1. Listen to the tape for the first time.2. Try to finish part B1 on Page 59 and ask one student toanswer the questions. 1.Go scanning the story to answer some T or F questions.1. Read

6、the whole story and underline all the verbs.2. Divide the story into 3 parts.3. Boys read part 1. Then answer some questions, and have a short discussion.一般说来，“老师概念之形成经历了非常漫长的历史。杨士勋唐初学者，四门博士?春秋谷梁传疏?曰：“师者教人以不及，故谓师为师资也。这儿的“师资，其实就是先秦而后历代对老师的别称之一。?韩非子?也有云：“今有不才之子师长教之弗为变其“师长当然也指老师。这儿的“师资和“师长可称为“老师概念的雏形，但

7、仍说不上是名副其实的“老师，因为“老师必需要有明确的传授知识的对象和本身明确的职责。4. Girls read part 2. Then answer some questions and have a short discussion .5. Read part 3 together. Then answer some questions and have a short discussion.1.Listen to the tape and read after the tape.1. Read all the verbs.2. Retell the story with the help

8、 of the verbs.3. Act out the story if we have enough time.1. Why was the cat so weak?2. What can we do for her?3. Watch the songHeal the world.1.Read the story fluently and try to tell the story to your family.2.Think about how to help the animals and people in need.3.Try to tell your own amazing st

9、ories.Watch and answer some questions.Answer the questions. If need, give them some time to talk about the ghost.Think about the questions they want to know about the story.“师之概念，大体是从先秦时期的“师长、师傅、先生而来。其中“师傅更早那么意指春秋时国君的老师。?说文解字?中有注曰：“师教人以道者之称也。“师之含义，如今泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师的原意并非由“老而形容“师。“老

10、在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老“师连用最初见于?史记?，有“荀卿最为老师之说法。渐渐“老师之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师当然不是今日意义上的“老师，其只是“老和“师的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道，但其不一定是知识的传播者。今天看来，“老师的必要条件不光是拥有知识，更重于传播知识。Go skimming the story.单靠“死记还不行,还得“活用,姑且称之为“先死后活吧。让学生把一周看到或听到的新颖事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定

11、期检查点评,选择优秀篇目在班里朗读或展出。这样,即稳固了所学的材料,又锻炼了学生的写作才能,同时还培养了学生的观察才能、思维才能等等,到达“一石多鸟的效果。Listen to the tape.Go scanning the story.唐宋或更早之前，针对“经学“律学“算学和“书学各科目，其相应传授者称为“博士，这与当今“博士含义已经相去甚远。而对那些特别讲授“武事或讲解“经籍者，又称“讲师。“教授和“助教均原为学官称谓。前者始于宋，乃“宗学“律学“医学“武学等科目的讲授者；而后者那么于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教在古代不仅要作入流的学问，其教书育人的职责也十清楚晰。唐代国子学、太学等所设之“助教一席，也是当朝打眼的学官。至明清两代，只设国子监国子学一科的“助教，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士“讲师，还是“教授“助教，其今日老师应具有的根本概念都具有了。Read the story. Answer some questions.Image if you, what will you do.Read the story.Retell and act.Group work and make a play.Discuss.用简短