牛津上海版英語七下Module 4《Unit 2 The wind is blowing》word教案

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1、Module 4 The natural elements Unit 2 The wind is blowing 1 Language focus: Using adjectives to make comparisons. e.g. They’d like to know who’s stronger.. Asking ‘Wh-’ questions to find out various kinds of specific information about a person, object or an event e.g. What kind of person was M

2、r Wind? Asking simple questions to obtain ‘yes/no’ responses e.g. Think about the questions on the blackboard. Language skills: Listening Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately. Lis

3、ten for specific information. Speaking Open an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic exp

4、ressions where appropriate. Maintain an interaction by controlling participation in an interaction or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak. Maintain an interaction by asking and responding to others’ opinions. Close an interaction

5、by giving reasongs. Reading Read written language in meaningful chunks. Writing Gather and share information, idea and language by using strategies such as brainstorming, listing, questioning, and interviewing. Materials: Student’s Book 7B page 70 Cassette 7B and a cassette player Preparati

6、on: Cue the cassette. Pre-task preparation Language learning activity (This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows. 1. Write the questions about the fable. The wind and the

7、 sun’ in Think, discuss and match on the blackboard. 2. Play the recoding: Think ,discuss and match. 3. Ask students if they remember the fable: The wind and the sun’. If it is necessary, refresh students’ memories by telling them the fablde again. Invite students to mime the actions of the char

8、acters as you telling the class the fable. 4. Students work in groups of four to discuss the questions on the blackboard. When each group has answered the questions on the blackboard, get them to report their answers to the class. 2 Language focus: Using the simple past tense to talk about act

9、ivities and states. e.g. Mr Wind blew and blew. Using adjectives to describe people, animals, objects and conditions. e.g. Mr Wind became very angry. Using adverbs/adverbials to describe manner. e.g. The man held his coat more tightly in the wind because he was cold. Language skills: Listen

10、ing Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately. Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expreeion Speaking Op

11、en an interaction by eliciting a response. Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate. Maintain an interaction by controlling participation in an interaction

12、or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak. Maintain an interaction by asking and responding to others’ opinions. Close an interaction by giving reasons. Reading Read written language in meaningful chunks Predict likely development

13、of a topic by recognizing key words and making use of context and knowledge of the world. Writing Gather and share information, ideas and language by using strategies such as brainstorming, listing questioning, and interviewing. Materials: Student’s Book 7B page 71 Workbook 7B page 37 Photoco

14、piable pages 63 to 67 Preparation: Make a copy of Photocopiable pages 63 to 67 for each group. Consolidation Workbook page 37 3 Language focus: Using adjectives to make comparison e.g. Mine is bigger than yours. Using connectives to link contrasting ideas. e.g. However, I quite like wi

15、ndy weather. Using adverbs/adverbials to express time e.g. First … Next, … Then … Finally …. Using pronouns to identify people, animals and objects. e.g. Ours are not as beautiful as hers. Language skills: Listening Identify the main ideas of a new topic Listen for specific information

16、. Maintain an interaction by acknowledge, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate. Maintain an interaction by controlling participation in an interaction or group activities such as taking one’s tu

17、rn at the right moment and recognizing others’ desire to speak. Maintain an interaction by asking and responding to others’ opinions. Read written language in meaningful chunks. Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressi

18、on. Materials: Student’s Book 7B page 72 Cassette 7B and a cassette player Workbook 7B page 38 Preparation: Cue the cassette. Pre-task preparation Language learning activity (This section aims at providing students with opportunities to practise the language/vocabulary needed or become

19、 familiar with the background for the task that follows. 1. Ask students if they like wind, what type of wind they like and why they like it. Conduct a survey of the most popular type of wind and why it is the most popular. 2. Play the recording: Look, read and make. Students listen and follow in

20、their books. 3. Have an art craft lesson. Get students to make their own kite. Put up all the kites on a display board and have the whole class vote for the most beautiful kite. Consolidation Grammar Practice Book 7B pages 61 to 62 Workbook page 38 4 Language focus: Using adjectives to ma

21、ke comparisons e.g. Mine is not as big as yours. Using pronouns to identify people, animals and objects. e.g. Ours are not as beautiful as theirs. Using modals to express obligation and prohibition. e.g. We should not … It may cause … Language skills: Listening Recognize differences in th

22、e use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately Speaking Apply syntactic rules such as subject-verb agreement correctly. Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or

23、 giving examples, explaining and using formulaic expressions where appropriate. Maintain an interaction by controlling participation in an interaction or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak. Maintain an interaction by asking and re

24、sponding to others’ opinions. Reading Read written language in meaningful chunks. Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Materials: Student’s Book 7B page 73 Workbook 7B page 39 Photocopiable pages 68 to 70 Pr

25、eparation: Make a copy of Photocopiable page 68 for each student and make copies of Photocopiable page 69 and 70 for each group. Post-task activity Workbook page 39 Consolidation Grammar Practice Book 7B pages 63 to 64 5 Language focus: Usi e.g. Leave fly from the trees across the

26、sky. Using connectives to show the time relationship between two actions. e.g. When the wind blows, leaves fly from the trees across the sky. Language skills: Listening Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, an

27、d respond appropriately. Identify the man ideas of a new topic. Listen for specific information. Speaking Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate. Main

28、tain an interaction by controlling participation in an interaction or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak Maintain an interaction by asking and responding to others’ opinions Reading Read written language in meaningful chunks Rec

29、ognize format and language features in narrative and non-narrative-texts. Writing Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing. Plan and organize information and ideas by deciding on the sequence of content. D

30、evelop written texts by using basic narrative structure that comprises setting, characters, events and dialogue when writing about real and imaginary experience. Materials: Student’s Book 7B page 74 Cassette 7B and a cassette player Preparation: Cue the cassette. Pre-task preparation La

31、nguage learning activity (This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows. 1. Ask students: What do you see when the wind blows? To elicit different ideas from students. Write stu

32、dents’ answers on the board. 2. Play the recording: Read a poem. Students listen and follow in their books. 3. Play the recording again. Students listen and repeat. 4. Invite three students to act out the poem in class. Encourage them to use facial expressions or gestures while acting out the poe

33、m. 5. Invite the whole class to participate in writing a poem about the wind. Use the ideas on the board. You may encourage students to think of more ideas by asking: What else can you see when the wind blows? Ask students to work in groups. Each group has to write a verse using the ideas on the bo

34、ard. 6. When students have finished, compile all the verses together to form the poem. You may get the whole class to read and act out the poem. 6 Language focus: Using prepositions/prepositional phrases to indicate position/place/direction e.g. Flowers how among the grass. Using connectives

35、 to show the time relationship between two actions e.g. When the wind blows, flowers … Language skills: Listening Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately Speaking Open an interaction b

36、y eliciting a response Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate Maintain an interaction by asking and responding to others’ opinions Reading Read written

37、language in meaningful chunks. Use visual clues, context and knowledge of the world to work out the meanings of an unknown work and a complete expression Recognize recurrent patterns in language structure. Understand intention, attitude and feeling stated in a text by recognizing features such as

38、 the choice and use of language. Writing Gather and share information, ideas and languages by using strategies such as brainstorming, listing, questioning and interviewing. Plan and organize information and idea by deciding on the sequence of content. Revise and edit drafts by using a range of

39、revision techniques to improve the content of a piece of writing such as combining ideas, rearranging the order of ideas, adding/deleting details, substituting words or phrases with more appropriate ones. Revise and edit drafts by re-reading the draft and correcting spelling punctuation and grammar

40、. Write out a place of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary. Materials: Student’s Book 7B page 75 Workbook 7B page 40 Photocopiable page 71 Preparation: Make a copy of Photocopiable page 71 for each s

41、tudent. Post-task activity Workbook page 40 Consolidation Grammar Practice Book 7B page 66 小貼士：夏季養(yǎng)生常識(shí) 立夏已過，炎熱的夏季來了。夏季是充滿生氣的季節(jié)，但同時(shí)也要特別注意養(yǎng)生保健。我們?cè)撊绾伪３衷谘谉岬南募颈３稚眢w健康，從而享受這個(gè)夏季呢？讓我來告訴大家?guī)讉€(gè)夏季養(yǎng)生保健小常識(shí)吧。 1.夏季養(yǎng)生保健之多喝溫水 ??????? 每天要喝七八杯白開水，身體要隨時(shí)保持水分和補(bǔ)充水分，水在人體內(nèi)起著至關(guān)重要的作明，維持著人體正常的生理功能。水是人體不可缺少的重要組成部分，器

42、官、肌肉、血液、頭發(fā)、骨骼、牙齒都含有水分，夏季失水會(huì)比較多，若不及時(shí)補(bǔ)水就會(huì)嚴(yán)重影響健康，易使皮膚干燥，皺紋增多，加速人體衰老。另外礦泉水、冷茶，牛奶，蘋果汁是理想的解渴飲料。 2.夏季養(yǎng)生保健之補(bǔ)鉀 ??????? 暑天出汗多，隨汗液流失的鉀離子也比較多，由此造成的低血鉀現(xiàn)象，會(huì)引起人體倦怠無力、頭昏頭痛、食欲不振等癥候。熱天防止缺鉀最有效的方法是多吃含鉀食物，新鮮蔬菜和水果中含有較多的鉀，可多吃些草莓、杏子、荔枝、桃子、李子等；蔬菜中有大蔥、芹菜、毛豆等也富含鉀。茶葉中亦含有較多的鉀，熱天多飲茶，既可消暑，又能補(bǔ)鉀，可謂一舉兩得。 3.夏季養(yǎng)生保健之盡量穿淺色衣服 ?????

43、?? 深色衣服會(huì)吸收陽光，使人體溫升高燥熱；同時(shí)蚊子有趨暗的習(xí)性，深色容易吸引蚊子，特別是黑色。 “苦”中來 ??????? 苦味食品中所含有的生物堿具有消暑清熱、促進(jìn)血液循環(huán)、舒張血管等藥理作用。熱天適當(dāng)吃些苦味食品，不僅能清心除煩、醒腦提神，且可增進(jìn)食欲、健脾利胃?？喙希喝∑湮词炷酃魇卟?，成熟果瓤可生食，既可涼拌又能肉炒、燒魚，清嫩爽口，別具風(fēng)味。苦瓜具有增食欲、助消化、除熱邪、解疲乏、清心明目等作用。此外，苦菜、茶葉、咖啡等苦味食品亦可酌情選用。應(yīng)注意的是，食用苦味食品不宜過量，否則可能引起惡心、嘔吐等癥狀。 5.夏季養(yǎng)生保健之皮膚瘙癢注意事項(xiàng) ??????? 夏季出游，因日曬而導(dǎo)致皮膚瘙癢、干疼時(shí)，可涂少量膚輕松等軟膏，不要用熱水燙洗，也不宜用堿性大的肥皂清洗，以免刺激皮膚，加重癥狀。