七年级英语下册 Chapter 6 Reading 教案 牛津版.doc

7B Chapter 6---Reading(1)
教学目的： 1. Get a basic idea about English poem.
2. Know the basic structure of English poem.
3. Understand some simple English poems.
教学重难点：1. the basic structure of English poems
2. the rhyming words and the rhymes in a poem
教学过程：
Ⅰ.Lead-in
1. Lead in the concept of poem with a Chinese poem ‘静夜思’.
静夜思
李白
床前明月光，疑是地上霜。
举头望明月，低头思故乡。
Point out that “光(guang)”, “霜(shuang)”, “乡(xiang)” are the rhyming words, and ask students what the rhyme of this poem is. (ang)
2. Give a short English poem, and ask students to find out the rhyming words and the rhyme of the poem. Tell them rhyming words usually appear at the end of a line.
One, Two, Three, Four, Five
One, two, three, four, five,
Once I caught a fish alive;
Six, seven, eight, nine, ten,
The I let him go again.
Why did you let him go?
Because he bit my finger so.
Which finger did he bite?
This little finger on the right.
3. Show students some poems and ask students how they feel when they read these poems. (The Chinese one is quiet, and the English one is lively.)

Ⅱ. Never a dull moment
ⅰ. Pre-reading
1. Play some sounds and ask students to guess what they are.
baby crying, dog barking, man singing, boy shouting
Ask students where they can hear such sounds. (At home.) Lead to the poem ‘Never a dull moment’.
2. First look at the picture. “How do you think the family is?” (Noisy.)
3. Look at the poem without reading it. Ask students how many parts the poem has. (6.) Tell them each part of the poem is called a stanza or a verse.

ⅱ. Listening
Listen to the recording with the book closed and answer the questions following.
1. How many people are there in the family? Who are they?
(8. My dad, my mum, the baby, our dog, my sister, my brother, my grandpa and I.)
2. How do you feel when you hear the poem?

ⅲ. Detailed-reading
Read the poem carefully and answer the questions.
1. Find out the rhyming words and the rhyme of each verse.
2. Find out who is slamming the door and why?
(My grandpa. Because he is stone deaf.)
3. The speaker in the poem says it is the noisiest house. Read the poem and make a list of all the noisy words.
Example: knock, slamming
(falling down, shouting, breaks things, cries, roars, slams, racket, din)
4. Who is the speaker of this poem in the picture?
(The boy standing quietly and watching what the others are doing.)

ⅳ. Post-reading
1. What does the poet want to express(表达) in this poem?
His house is always very lively and he never gets bored.
2. Read the poem aloud with feeling.

Ⅲ. Some days
ⅰ. Pre-reading
1. Tell the class that not every day is full of excitement, and maybe someday they will find life boring. Ask students what they will do if they fill bored. Lead to the poem ‘Some days’.
2. Look at the picture in the book and answer questions below.
1) The poem “Some days” will probably describe some days in our lives as b .
a. exciting b. uninteresting c. busy d. lazy
2) The speaker in the poem is probably a c .
a. man b. woman c. boy d. girl

ⅱ. Listening
Listen to the recording with the book closed and answer the questions following.
1. How many things did the speaker do? (8)
2. Which sentence repeats again and again? (I didn’t find it interesting.)
3. How do you feel when you hear the poem?

ⅲ. Detailed-reading
Read the poem carefully and answer the questions.
1. Find out the rhyming words and the rhyme of each verse.
2. What were the eight things the boy did?
Example: listening, talking
(Walking, reading, writing, watching TV, sitting and sleeping.)
3. Why did the boy do so many different things?
(Because he was bored.)
4. Did the time pass slowly or quickly for the boy?
5. A line from the poem ‘Some days’ would also be a good title for the poem. Find this line.
(A dull old day.)

ⅳ. Post-reading
1. What does the poet want to express(表达) in this poem?
We may feel unhappy some days in our life. Some days are very boring.
2. Read the poem aloud with feeling.

Ⅳ. Let’s compare (group word)
Choose the words below to describe ‘Never a dull moment’ and ‘Some days’.
Beautiful, unhappy, funny, crowded, lively, boring, angry, quiet, noisy, slow, fast, sad

Ⅴ. Sum-up
The basic structure of English poem: 1. line, verse
2. rhyming word (usually at the end of a line)

Ⅵ. Fun time (group work)
One read the poem, and the other three do the action as the poem says.
My Hands
My hands upon my head I place,
On my shoulders, on my face;
On my hips I place them so,
Then bend down to touch my toes.

Now I raise them up so high,
Make my fingers fairly fly,
Now I clap them, one, two, three.
Then I fold them silently.

Homework: 1. Copy the new words.
2. Retell ‘Never a dull moment’ in story form. Write it down in the exercise book.

Listening
教学目的： Do a proofreading task of a poem about a typhoon.
教学重难点：Find out the mistakes and correct them.
教学过程：
Ⅰ.Lead-in
Ask students what usually happens in summer, about oceans. (Typhoon)

Ⅱ. Pre-listening
1. Review the features of a poem.
2. Look at the new words of the poem. Make sure students know them.
3. Students go through the poem and get a general idea of the poem.
4. Read the poem again and find out the mistakes if they can.
1) Use the rhymes to help: the words at the end of the second and fourth lines in each verse should rhyme.
2) Whether some lines of the poem make sense.

Ⅲ. Listening
1. Listen to the recording once, and find out the mistakes. Do not correct them.
2. Listen again, and correct the mistakes.
3. Listen for the third time, and check the answers. Discuss with group mates.
4. Check the answers.

Ⅳ. Post-listening
1. Write out the final version of the poem.
2. Read the poem aloud chorally.

Homework

Language
教学目的： 1. Use ‘who’ and ‘whose’ to talk about family members.
2. Use ‘one’ and ‘ones’ to replace countable nouns.
教学重难点：when to use and which one to use
教学过程：
A. Using ‘who’ and ‘whose’ (question pronouns)
Ⅰ.Lead-in
Free talk. Ask students about their classmates, using who and whose.
For example: Who has long hair with glasses in your class?
Who is your best friend in the class?
Whose eyes are the most beautiful?

Ⅱ. Usage
Students summarize the usages of who and whose.
1. who: “谁”，对句子中的主语提问。
－Who is the man over there?
－He is my brother.
2. whose: “谁的”，对句子中的名词所有格提问。
－Whose basketball is this?
－It is Nick’s.
Whose在对物主代词提问时，既可以对形容词性物主代词提问，也可以对名词性物主代词提问。
－Whose watch is that?
－That is your watch. （形容词性物主代词）
－Whose are these boxes?
－These boxes are theirs. （名词性物主代词）
3. Practice: Fill in the sentences with proper words
1) --- ______ classroom is on the fifth floor?
---Susan’s.
2) --- ______ is on duty today?
---I am.
3) --- ______ shirt is this?
---It’s his.
4) --- _______ will carry it with me?
---Peter will.
5) ---_______ is that lady over there?
---She’s Sandy’s mother.
4. Do the exercise on page 77.
5. More practice.

B. Using ‘one’ and ‘ones’
Ⅰ.Lead-in

Ⅱ. Usage
Students summarize the usages of who and whose.
1. one用来代替单数可数名词，以避免重复，泛指同类事物中的任何一个。 ones用来代替复数可数名词，泛指同类事物中一些。
2. Exercise about one and ones
3. The difference between ‘it’ and ‘one’
it和one都可以代替前面提到的名词，但it代替前面提到的那件特指的事物；而one所替代的是前面提到的同类事物，但不是同一件。
4. Exercise about it and one
5. Do B2 on page 78.
6. More practice.

Homework

Speaking
教学目的： 1. Know how to make suggestions.
2. Know how to respond to suggestions.
3. Practise the patterns for that.
教学重难点：1. the patterns
2. when and how to use
教学过程：
Ⅰ.Lead-in
Ask students to summarize the patterns.
1. Saying you are concerned:
What’s the matter? 怎么了？
What’s wrong? 怎么了？
What’s the problem? 怎么了，有什么问题吗？
What’s going on? 发生什么事了？
2. Making suggestions:
Why don’t we do sth? 我们为什么不…？
Why not doing sth? 为什么不…？
Let’s do sth! 让我们…！
Shall we do sth? 我们…，好吗？
3. Accepting suggestions:
That’s a good idea! 真是个好主意！
Great! 太好了！
4. Rejecting suggestions:
No, thanks. 不，谢谢。
No, thanks. I don’t feel like it. 不，谢谢。我不想要了。
No, thanks. I’m afraid… 不，谢谢。我恐怕…。
Sorry, I can’t make it. 对不起，我没空。

Ⅱ. Talk time
1. Read the conversation and do A1.
2. Ask students to do A2 in pairs. A model should be given.
3. Explain the situation in A3, and ask students to act it out in pairs. Note that this is an open situation, and there is no single right answer or pattern.

Ⅲ. Speak up
1. Ask students individually to write down the four most important things for each category according to their own priorities. Put the most important things first.
2. Students discuss with their group mates. Ask them to reach a conclusion which everyone in their group accepts.
3. Once all the groups have reached their conclusions, ask a representative from each group to present them to the class.
4. Make a list on the blackboard of the results and find the four most popular qualities the students feel parents and friends should have. Students can compare their own findings with the rest of the class.

Homework

Writing
教学目的： 1. Get a basic idea about English poem.
2. Know the basic structure of English poem.
3. Understand some simple English poems.
教学重难点：1. the basic structure of English poems
2. the rhyming words and the rhymes in a poem
教学过程：
Ⅰ. Pre-writing
Ask students to reread the poem ‘Never a dull moment’. This time, make sure students notice the rhythm as well as the rhyme scheme. The rhythm is steady and the last word of the second line rhymes with the last word of the fourth line.

Ⅱ. Writing
1. Choose the words in the box to complete the second verse.
2. Write, in the third verse, about four people in your class. Say what they do, but do not give their real names. Call them A, B, C and D. Pay attention to the rhythm.
3. Write a line to complete the last verse of your poem.
4. Write a title for the poem.

Ⅲ. Presentation

Homework