七年级英语下册 Unit 5 Amazing things integrated skills教案 (新版)牛津版
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1 Unit5
Language
aims 1. To identify specific characteristics in descriptions of
animals.
2. To listen for gist and detail to obtain general information
Importances
Difficulties To extract speck information from listening to a conversation
to-complete a letter.
To use information presented in text and pictures to infer general
meaning and context
Teaching procedures:
Step 1 Revise
Create an interest in the situation. Tell students that lots of people are afraid
of animals. Revise the different adjectives to describe fear using a visual
representation: ‘afraid and frightened’.
Step2 Presentation:
1. Tell students that they are going to listen to conversation about fears of
animals between a teacher and a student. First, ask students to study the pictures
of the different animals in Part A1. Students match the names to the pictures.
2. Check answers as a class activity-
3. Ask students to read the notes in Part A2. Ask some general questions to check
understandingly
e.g. Do you know how many bones there are in a giraffe’s neck? Only focus on
the word ‘bones’ Do not give them the answer at this stage. Pretend that you
do not know either. Create a situation where you are all learning together.
Ask what do you know about tortoises ?
Have you seen one?
Where do they live?
Where do camels live? (elicit the ideas of sand, wind, desert, etc.)
What do you know about ants, (elicit insects)
Do you know of any other insects? 2 How do you feel about insects?
4. Play the recording. Ask students to listen to specific words to complete the
notes. Make it clear that they are listening for real information to the questions
you asked them earlier
1). Ask students to compare their note with a partner and identify any differences.
If most students were not able to identify the correct words , play the recording
again.
2) Ask students read Suzy’s letter in Part A3. Ask them to complete the letter
from the information they have already identified in the previous listening and
the notes they have made.
3)Play the recording again and ask students to check their answers.
4). Then check student’s understanding. Ask several students to each read one
sentence aloud to the class, paying attention to nuance and pronunciation. Then
check answers as a class. Encourage all students to
Step3 Practice
1. For stronger classes, tell students to close their books and listen to you.
For weaker classes, allow students to follow the conversation in the book.
2. Present the conversation line by line focusing on intonation and linking of
words. Ask students to repeat complete phrases as they hear them. Make sure that
they donor sound monotonous OE mechanical. If they have problems pronouncing
particular words, practice the word separately and then integrate it into the
complete phrase again.
3. Ask students to practice the conversation in pairs and then change roles. Then
ask students to construct their own conversations based on the model. For less
able students, allow them to write down their conversations before the role-play.
Vehicle students are practicing the conversations, move around the classroom
providing help with pronunciation intonation and fluency. Students should be able
to produce this conversation model
Step 4 Homework 3 1.写下所编对话。
2.完成相关练习。
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