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1、 7B Unit 4 Amazing things单元分析、课时教案及练习一、教材分析7BUnit4谈论的是amazingthings，整个单元的话题围绕我们身边各种各样令人惊讶的现象或事件展开，很容易引起学生的兴趣并激发学生去了解更多令人惊讶的事情，并且在了解的前提下提高交际和运用英语的的能力。Reading 中以the Ghost in the Park 的小故事非常吸引同学的眼球和注意力，在不知不觉中渗透了对一般过去时态的初步感知，从而为后面的本单元的重中之重的语法教学做了很好的铺垫。学习技能和中心任务部分继续跟进了学生身边的amazingthings，从而顺利的完成整个单元的所学知识和
2、信息的输出（output）.二、单元目标1.知识目标： 在整个单元通过各个板块的学习应该掌握一些常用单词的用法、描述喜好的词汇的用法、掌握动词过去式的构成，了解一般过去时的构成与用法，根据情境正确使用一般过去时谈论过去的事件。2.能力目标: 学会用正确的词语表达对事物的喜好，能运用阅读技能掌握文章内容，并能进行复述故事；知道运用列出写作提纲为写作服务；通过语言技能的训练以达到本单元的一般过去时态的学习目标。3.情感目标: 本单元通过对令人惊讶的事物的学习和讨论，不仅使学生掌握乐科学知识，而且教育了学生热爱自然、相信科学，并让学生在使用他们在使用他们感兴趣的的英语过程中提高他们的自信能力。三、教
3、学的重点和难点1、重点：1）相关大的词汇、短语和句子。 2）谈论喜好的形容词和动词的运用。 3）动词过去式的构成和发音。 4）谈论和写作身边的令人惊讶的人和事物。2、难点：1）一般过去时态的熟练掌握，并能够熟练运用到过去事件的谈论和写作中。四、学情的分析和教学建议1. 学情分析：七年级学生性格活泼，对新鲜事物特别敏感，容易接受新鲜事物，对英语充满好奇心。因此在教学过程中，本单元的话题-Amazing things是学生非常感兴趣的话题，reading 中的故事很吸引学生，学生应该乐学。The Simple Past Tense 虽然学生在小学有过一点的接触，但那只是蜻蜓点水，老师应注意创设情境
4、，情境应生动活泼且贴近学生的生活，从而激发学生的兴趣，引起学生的注意，调动学生的主动性和积极性，进行系统的强化训练，让学生完全掌握。2. 教学建议：教师应该改变过于强调接受学习、死记硬背、机械练习过多的现象，倡导学生主动参与，乐于探究，勤于动手，培养学生搜集和处理信息的能力、获取新知识的能力及交流、合作的能力。一般过去时是学习现在完成时，过去进行时和过去完成时的基础，因此一般过去时，在初中阶段就显得尤为重要，是学生必须掌握的，在常见的几种时态和语态中起着桥梁和纽带的作用，新课程强调教学过程是师生交往，共同发展的互动过程，在教学一般过去时中要处理好传授知识与培养能力的关系，注意培养学生的独立性和
5、自主性，引导学生质疑、调查、探究，使学习成为在教师指导下主动的、富有个性的过程。教师可以采取联系日常实际、分组练习和小游戏和充分利用多媒体的优势等方式，让学生主体参与，主动探究，合作互动，充分发展，针对英语最主要的语言特点进行听、说、读和写的训练。各个板块的侧重点不同，所以各个板块的安排也不相同。Welcome主要任务是总领单元知识，在于引发学生的学习兴趣。为本单元以后的学习服务。本课内容是通过六幅图片描述六件奇闻，让学生对这些奇闻用简单的一个或两个词做出简单评价，谈谈自己的感受。而HOBO，EDDIE的对话也围绕UFO展开，进一步激发学生对奇闻的兴趣和求知欲。本课的内容本身就具有很大的趣味性
6、，学生非常乐于学。Reading部分给大家讲了个故事，学完故事后要求学生掌握文中的语言点并能清楚的复述，并在情感上教育学生热爱自然，热爱科学，不要迷信。Vocabulary部分让学生运用谈论喜好的形容词和动词展开对身边事物的热烈的讨论。Grammar一般过去时的教学是整个单元的核心部分，建议在讲授新的知识的时候让学生参与到其中，并适当地引导他们自己探索、总结，这样可以培养学生的自主学习能力，也能加快他们掌握的速度，加深他们的印象。同时建议把教材中的be 动词的过去式的教学和行为动词的过去式的教学顺序互换一下，这样可能更利于学生的掌握。Integrated skills是整个单元的综合运用部分。
7、本部分的内容是让学生对身边一些动物做一些了解和描述。这些东西是学生很感兴趣的内容，很容易使学生参与到其中，做到共同提高。Pronuciation主要是掌握以-ed 结尾的动词过去式的发音；了解英语中的一些读音规则；并培养学生养成良好的学习习惯。Main task、Checkout是训练学生的写作能力和自我检测能力。先通过创设情景让学生学会仔细观察、收集资料，为写作做好铺垫。然后提醒学生写作前列出一定的提纲对于写作是有很大的帮助的。最后可以让少部分学生板书或互相交换批阅，彼此了解学生的掌握情况，好为下一步的学习做好准备。五、课时的安排新课程提出教师要善于结合实际教学需要,灵活地和有创造性地使用教
8、材,对教材的内容、编排顺序等方面进行适当地调整和整合。本单元建议用11课时进行教学，具体安排如下： 第一课时 Comic strip and Welcome to the unit第二课时 Reading （1）第三课时 Reading (2 )第四课时 Vocabulary 第五课时 Grammar（1）第六课时 Grammar（2）第七课时 Grammar (3)第八课时 Integrated Skills (Part A)第九课时 Speak up and Pronunciation第十课时 Main task 第十一课时 CheckoutUnit 4 Amazing things Th
9、e First Period Comic strip and Welcome to the unitTeaching aims：1. 知识目标：（1） 词汇：yesterday ,bright,travel, earth,moon,elephant,plant,strange（2） 理解并识记下列短语：come on ,the light on the plane ,unusual thingskeep open , walk on tiptoe, （3） 重点句型：Fish sleep with their eyes open. There is no plant life without
10、lightning 2. 技能目标：利用所学形容词谈论吃惊 、喜欢、恐惧等方面的事情。 3. 情感目标：了解世界上一些令人吃惊的事情，激发学生的求知欲 Teaching aids： Record , picturesTeaching procedure：Step 1 Warm-up activity1 Capture students interest by focusing on UFOs. Bring in a picture of a UFO or ask students to make large drawings of UFOs for homework before this l
11、esson. 2 Ask some general questions about the comic strip. 3 Do a quick class survey. Ask Do you think/believe that there are UFOs? Ask students to raise their hands and do a count of the answers. Ask them if they have ever seen a UFO or if they know someone who has seen one. Do another quick class
12、count.Step 2 Practice1 Play the tape for students to listen and repeat2 Ask students to role-play the play. Then ask several pairs to act out the play.Step 3 Presentation 1 Present the first picture in Part A, Page 61. Learn the words lightning plant by asking students What can you see in the pictur
13、e? Help them answer the question.2 Use the same way to teach other words travel, sneeze, Earth, elephant, without, rocketStep 4 Doing Task1Ask students to do Part A.2Divide the class into pairs. Ask students to compare their answers and discuss any disagreements.3Read out sentences a-f one at a time
14、. 4Ask students to read the conversation in Part B. In pairs, they prepare a similar conversation about the strange things in Part A.Step 5 GameAsk students about any other strange things they know of. This could be strange facts or imaginary things. Ask students to work in pairs and write down keyw
15、ords and draw pictures of their stories. Step 6 Homework1 Memorize the new words2 Master the phrases and sentences patternsUnit 4 Amazing things The second period -Reading (Part 1)Teaching aims：1.知识目标：1) To introduce the style of the ghost story2) To identify specific meaning by scanning the text3)
16、To predict meanings of specific words from context4) To summarize key points of a story by sequencing statements5) To identify key events and infer general meaning2.技能目标：培养学生的阅读理解能力 3.情感目标：教育学生要相信科学不要迷信。Teaching focus ：1 To summarize key points of a story by sequencing statements2 To identify key ev
17、ents and infer general meaningTeaching aids：PictureTeaching procedure：Step 1 Revision1 Ask students about any other strange things they know of.Step 2 Presentation 1 Teach the new words on the list of new words, pronouncing each word carefully. Get students to repeat in chorus.2 Give students 2 minu
18、tes to memorize the new words. Check their pronunciationStep 3 Reading 1 Students often like ghost stories. Some even like making up ghost stories. Ask students whether they have heard about ghost stories in their home town.2 Encourage students to consider some key points before they start reading.
19、3 Explain the context. 4 Check understanding. Ask Wh- questions, e.g.,5 Ask students to do Part B1 on their own. 6 Ask six students to read one sentence each. Check the answers with the class.7 Divide the class into pairs or groups of four. Ask students to make a story board. Encourage students to d
20、raw pictures to represent the different parts of the story, e.g.,Picture 1: Sunshine Park - big tree -bushes behind the tree - two girls chatting and laughingPicture 2: whisper from behind the tree - girls frightened - no change to scenePicture 3: girls running away looking terrifiedPicture 4: Help!
21、 - Theres a ghost. (picture with speech bubble)Help students with their interpretation of the story as you go around the class.8 Share the pictures with other students in the class. Ask students to make a list of Andys sequence of steps to find the ghost.9 Ask students to identify any remaining word
22、s they do not know or cannot remember. Go through the list of new words, pronouncing each word carefully. Get students to repeat in chorus.Step 4 Homework Unit 4 Amazing things The Third Period- Reading (Part 2)Teaching aims：1. 知识目标：1) To know the use of some words and phrases 2）To complete the exer
23、cises2. 技能目标：能正确使用所学知识描述事情发生的经过。3. 情感目标：培养学生热爱自然,热爱科学.。Teaching focus ： 1 phrases: as usual take care of turn around something unusual listen carefully run away quickly on ones way to . say to oneself the animal centre have a great time sound like put . into . the next Sunday in the bushes later tha
24、t day the following Sunday2 patterns:They turned around but could not see anything unusual What happened?He was not sure the sound came from the bushes. When it miaowed, it made a sound like a whisper.Teaching procedure：Step 1 Revision 1 Check the words by asking students to read the words 2 Revise
25、the passage by asking students questionsStep 2 Reading1 Ask several students to read the story paragraph by paragraph.2 Divide students into groups of four. Ask them to read the story and underline the words or phrases they cant understand or use3 Share their understanding. First in groups, then in
26、the whole class4 Ask students to practise reading the story and try to retell the story according to the keywords. Ask volunteers to share.Step 3 Task1 Explain instructions to Part B2 carefully. Revise the keywords first if necessary.2 Ask students to read the conversation in Part B2 individually an
27、d write the correct words to fill the gaps. In pairs, students compare their choice of words.3 Ask students to say the words they have chosen. Invite students to give you the reason for their choice. Then explain and agree on the correct word.4 Ask students to read the conversation in pairs.Step 4 T
28、ask1 Explain the context. Millie is telling her friend about what happened in the park.2 Ask students to do Part C1. Tell them to refer to the reading passage on page 62.3 Students check answers with a partner. Then check answers as a class. Identify reasons for errors and ask students to check the
29、text. Ask more able students to write correct statements for those they marked as F.4 Ask students to do Part C2 on their own. Then check the sequence of events as a class. Ask students to read out the sentences in the correct order. Identify reasons for errors and ask students to check the text.Ste
30、p 5 HomeworkUnit 4 Amazing things The Fourth Period-VocabularyTeaching aims：1.知识目标：1） To recognize a range of adjectives describing feelings of likes2） To differentiate meanings between a range of semantically related words2. 技能目标： To use appropriate adjectives to describe feelings3. 情感目标： 教育学生要有正当的
31、爱好。Teaching focus ：1 To describe feelings of likes using suitable adjectives2 Phrases: be fond of be crazy about wake uppractise doing bark at.3 Sentence: He barks at anyone who wakes him up before 11 oclock.Teaching aids：PictureTeaching procedure：Step 1 Leading-in1 Present this table，Ice creamDogsC
32、artoonsFilmsroller skatingcomputer games2 Ask students to talk about their likes and dislikes. Then ask several students to fill the table.Step 2 Presentation1 Present students my own table, tell studentsIll tell you about my favourite things Im crazy aboutI loveI am fond ofI likeI dislikeI hate 2 T
33、each students the new words and phrases.Step 3 Presentation 1 Use the table on the blackboard to ask students What are you/ is he/ she crazy about? What do you love? What do you fond of? What do you like? What do you dislike? What do you hate?Help students to answer.2 Then use other students table t
34、o ask questions3 Ask students to write down the things that people like. Tell them to choose one of the adjectives which best describe their feelings about each situation or thing.4 Do a class survey. Choose between 5 and 10 things that students think are wonderful. Remind students of the interview
35、questionT:How do you like . ?S:I am crazy about/love/am fond of/like . 5 Ask students to work in groups to prepare a graph.Step 4 Task1 Tell students to look at the table in Part A to find out what Simon and his friends like and dislike and how strongly they feel about these things. Then ask each st
36、udent to tell his/her partner how strongly he/she feels about football, dogs, music, fish, food. basketball. Remind them to use the expressions like, fond of, love, crazy about, dislike and hate. Then ask individual students about their partners feelings, e.g., How strongly does Peter feel about foo
37、tball? to elicit Peter loves playing football.2 Explain the instructions to Part B and ask students to fill in the blanks. Tell them that neither choice is grammatically incorrect in some sentences, but one expression is grammatically better than the other in each case.3 Ask volunteers to share thei
38、r answers.Step 5 Homework (1) Suzy _ red. She has very few red clothes. (dislikes)(2) Mrs Brown _ watching football match on TV, but her son loves watching very much. (dislikes)(3) He _ so much homework. He wants to spend more time on his hobbies. (hates)(4) Amy is _ music. When she sleeps, she drea
39、ms about singing. (crazy about)(5) Daniel is _ playing football. He plays football every day. (fond of)(6) We all _ Sandy because she is polite and helpful. (like)Unit 4 Amazing things The Fifth PeriodTeaching content：Grammar (Part 2) Simple past tense of the verb to beTeaching aims：1. 知识目标：1） Make
40、sure students can recognize the tense freely.词汇：excited,ago,appear,however,scientist,weigh,grass,baby,lay,kilogram,重点句型：I was very excited to see so many amazing things. I was a little afraid. 2. 技能目标：1) To use the Simple Past Tense.2) To recognize typical contexts which use the Simple Past Tense.3.
41、 情感目标：能根据情境正确使用be动词的一般过去时，激发学生学习英语的兴趣。Teaching focus ： The simple past tense of “to be”Teaching procedure：Step 1 RevisionStep 2 Presentation 1 Revise the seven days in a week by asking students: How many days are there in a week? What are they? 2 continue to ask students: What day is it today? What
42、day was it yesterday? Help students answer and write down the sentences What day is it today? It is today. What day was it yesterday? It was yesterday. 3 Let students look at the sentences and find the differences of the sentences. is wasStep 3 Presentation 1 Put a bag in the desk ,talk with student
43、s T: Where is the bag? S: It is in the desk. Put the bag on the desk ,continue to talk T: Where is the bag now? S: It is on the desk. Write: The bag is on the desk now. Ask students : But where was the bag a moment ago? Help students answer and write :The bag was in the desk a moment ago.The bag is
44、on the desk now.The bag was in the desk a moment ago. Let students find the changes 2 Ask students to make up similar dialogues. Remember to use is and was e.g., A: Where is my book now?B: Its on your desk.A: But where was it just now?B: It was in your left hand. 3 Use the same way to elicit were 4 Repeat step2. Practise using were.Step 4 Presentation1 Teach them how to use the simple past tense of to be to make positive and negative sentences, ask and answer questions. a, Positive and negative
