7B Unit 4 Reading Ⅰ教案（精選2篇）
7B Unit 4 Reading Ⅰ教案 篇1
教學內容
7b unit 4 reading ⅰ
課型
新授課 閱讀課
教學目標
1 to introduce the style of the ghost story -to identify specific meaning by scanning the text. 2 to predict meanings of specific words from the context
3 to summarize key points of a story by sequencing statements 4. to identify key events and infer general meaning
教學重難點
1.規則動詞+ed 后的讀音 2. 不規則動詞過去式的變化
教學方法
情景教學法、歸納法
教具準備
教學步驟
教師活動
學生活動
個性化補充
step 1 lead in ask a question: which kind of story do you like best? love story funny story exciting story ghost story step 2 presentation give the students three minutes to go through the text, and let them try to find the next questions. 1.what did millie and amy hear in the park when they sat under the tree? 2.what made the noise? 3.at last, who found the ghost? and in fact, what was it? after checking the answers to the three questions, the teacher lets the students read again and find out the answers to the following questions. 1.why were millie and amy frightened? 2.when they heard the whisper, what did they do? 3.where did andy find the “ghost”? how did he find it? 4.why were millie and amy surprised at last? 5.where did they take the cat? 6.do you think there are ghosts in the real life? reorder the following sentences millie said. 1.we left the park quickly. 2.andy found a little cat in the bushes. 3.we talked under a big tree in the park. 4.suddenly, we heard a whisper. 5.then we heard another whisper. 6.andy went to the park. 7.i told andy about the noise. step3 practice millie and amy ran to andy for help. andy is asking some questions about the “ghost”. would you please practice in groups of three and make up a dialogue among the three. ask students to fill in the blanks in part b2, then read the conversation together. let some students speak out their answers and check it. the important points are as following : a. run away eg) when they heard the strange noise, they ran away quickly. b. sound like a ghost c. the animal center step 4 homework 通過問題引導學生思考故事的種類，為進入下一環節打下伏筆。 先讓學生帶著這三個問題快速瀏覽文章，盡快的找到問題的答案。三個問題分屬文章的三大段，有一定的代表性。 引導學生在第一次閱讀的基礎上，再次細致的閱讀課文，了解課文的細節內容。 對學生適時進行德育教育 把文中millie的話進行摘抄，讓學生按照事情發展的順序來進行排序，進一步了解學生對課文的掌握情況。 根據課文內容進行拓展，訓練學生運用語言的能力。 根據課文，讓學生完成書上練習，檢查學生前面學習的效果。然后簡單講解一下里面的知識點。 通過思考教師提出的問題了解故事的種類。 瀏覽全文，找到問題的答案。 細節閱讀，了解事情發生的時間、地點、事由等。 按照事情發生的前后順序進行排序。 三人一組根據教師提示來編對話。獨立完成練習，運用和鞏固本節課所學知識。
作業設計
1. 通讀全文，找出文中重點短語。 2. 完成《同步導學》上相關聯系。
板書設計
unit 4 reading 1 love story 1.what did millie and amy hear in the park when they sat under the tree? funny story 2.what made the noise? exciting story 3.at last, who found the ghost? and in fact, what was it? ghost story 【當堂鞏固】一、用所給單詞的正確形式填空。1. is there_______ (something ) in the bushes?2. september 10th is an _______ (usual ) day . it’s _______ (teacher) day.3. i don’t like the _______ (noise) street.4. the students are going to learn something about _______ (amaze) things.5. i was_______ (frighten) when i heard the whisper.6. they are listening to the teacher _______ (careful). 二、寫出下列句子的同義句1. this bike is tom’s. this is ______ ______. this bike ______ ______ ______.2. the following day we went to the park. ______ ______ ______ we went to the park.3. girls are afraid of snakes. girls ______ ______ ______ snakes.4. how dangerous the snake is! ______ ______ ______ ______ it is!5. thank you for your help. thank you ______ ______ ______.6.we should take care of the baby. we should ______ ______ the baby.三、翻譯句子1.樹上沒有什么異常之物。（nothing unusual）___________________________2.我每天早上花半個小時讀英語。（it takes...）___________________________3.現在我不再害怕動物了。我想了解它們的更多知識。（not...any nore, learn more about）___________________________4.他睡覺時，總是讓窗戶開著。（keep...open ）___________________________
7B Unit 4 Reading Ⅰ教案 篇2
教學內容
7b unit 5 reading
課型
新授課
教學目標知識目標：1、學習與課文相關的詞匯 2、根據圖片和關鍵詞和掃讀 查讀 和詳細閱讀等技巧掌握整個故事情節能力目標： 運用快速閱讀和精讀技巧掌握課文內容，并通過簡單復述提高學生的能力。情感目標：通過火中救人的英勇事跡的報導，學習樂于助人的精神并且了解一些用火安全知識。
教學重難點
重點：學生通過圖片、錄音、和閱讀等多種感官了解課文大意；運用掃讀、查讀和精讀等技巧（給定不同的任務）培養學生的閱讀能力
難點：難點一 通過聽力的方式了解課文內容。難點二 利用關鍵詞復述整個故事情節。
教學方法
直觀法,任務型教學法
教具準備
ppt課件、圖片和錄像、配套光盤和錄音機
教學步驟
教師活動
學生活動
個性化補充
step1.preparationt: fire is very important in our life. what can it do for us?(it can make water hot, make our houses warm, give light and cook food.)step2. lead-in1. fire is useful, but sometimes it isdangerous. if you are not careful with it, it can burn things or even hurt you.
2. if there is a fire, what should we do first?
support answers:
(1) you should call 119.
the firemen will come to save you quickly.
(2) rush out of the fire as quickly as you can.
(3) pour some water over your
clothes. put a wet towel over your mouth and your nose to keep the smoke out.
(4) do not jump out of a window
jumping may be more dangerous
than the fire
present lots of new words: fire,burn,save,smoke,pour,over,rush,arm,leg and so on.step3. pre-reading
1 播放課文錄音，，預設兩個問題，讓學生帶著問題有目的地去聽：
①who’s the brave young man?
②did the fire burn the young
man?
2.suppose you are an announcer
and broadcast this piece of news shortly. (zhanghua helped his neighbor, a 79-year-old mrs sun out of a fire, on 10th may. the fire burnt him. he was in hospital for two months).step4. while-reading
利用多媒體呈現5個連貫整個故事情節的問題
1. when did the fire happen?
2. why couldn’t mrs sun run out by herself?
3. how did zhang hua put out the fire?
4. how long was the young man in hospital?
5. what do you think about the young man?（對于學生的某些回答，教師要正確的引導和說明 )step5.post-reading
1. work in pairs
make a short dialogue according
to this passage.
2.play the teaching video. ask
students to find a set of helpful
actions
(find as more as students can)
3. 板書：寫出學生在故事中找出的張華救人的一系列動詞。
（heard, ran outside, went in, saw
ran back, poured, rushed into, save
put out, helped, be glad, said ）
4. retell the story according to
these adverbs on the blackboard.step8.consolidation1.fill in the blanks2.do some exercises step9.homework1.try your best to retell the text.2.finish <同步導學>相關課時
根據教材內容收集幾幅日常生活中火的用途的圖片；準備一個火災的錄像。
通過ppt課件，呈現一些繪有火的圖片和火災的錄像，和學生討論兩個方面。
向學生介紹火中自救和求救的辦法與常識。
肯定學生的聽力，再快速瀏覽一遍課文，引導學生以播音員的口吻幾句話播報這條新聞。
鼓勵學生帶著問題進行有目的閱讀, 引起思考，激發思維.鼓勵學生兩人一組根據文章編一段小對話，可加入自己的話語。
討論火在日常生活中的利與弊的問題
了解圖片中的相關信息，討論一方面火給人們生活帶來的好處，另一方面由于人們的疏忽和使用不當引起的災難。在老師的提示下對火災現場進行描述，并了解火中自救和求救常識。
邊聽邊做記錄，迅速找到答案
①zhang hua②yes, it did.獨立思考，簡單地用兩三句話播報這條新聞
再次瀏覽課文，進一步了解大意，如遇到生詞和不熟悉的單詞或短語，盡量猜測，有困難可以相互幫助。學生分成兩大組，每組再根據文章提出針對性的問題，讓對方一組回答，比一比哪一組正確率高分成4小組，每組互相合作在故事中找出關鍵詞，以一系列的動詞來貫穿整個故事情節，每個小組派一名代表描述張華樂于助人的故事，賽一賽哪一組的故事更具情節性。
作業設計1. 背誦本課的單詞與詞組2. 完成《同步導學》上本課時的作業
板書設計 7b unit 5 readingcharacter: zhanghua/mrs sun date: on 10th may address: a flat thing; zhanghua helped his neighbour out of a fire process:1. zhanghua heard…. saw…2.how did zhanghua help his neighbour 3.the result.( zhanghua hurt )