1.To recognize a range of adjectives describing feelings of likes. 2.To differentiate meanings between a range of semantically related words 3.To use appropriate adjectives to describe feelings 教學重難點
The differences among ‘be crazy about ,love, be fond of, and like’ 教學方法
情景教學法、歸納法 教具準備
課件 教學步驟
教師活動
學生活動
個性化補充
Step1 Lead-in
Show some pictures of Zhouxingchi and ask the students questions.
Do you like him?
Why do you like him?
What is he crazy about?
What is he fond of?
Step2 Presentation
Show some pictures to ask “How does he feel?” (angry, happy)
Introduced the preparation phrases:
be crazy about
be interested in
be surprised at
be fond of
Ask the questions and let the students answer them according to their real situations.
Are you crazy about football? Why?
Do you love dogs?
Are you fond of music?
Which animal do you like best?
Do you like fish? Why?
Do you love dancing?
Look at Part A in the book. The teacher explain them carefully.
like “喜歡”（反義詞 dislike）指不反感，但不引起強烈的感情的迫切的愿望。
Eg) He likes having a walk after supper.
love “熱愛” （反義詞 hate）指引起深厚的強烈的感情，并有依附感
Eg) We love our motherland.
be fond of “喜歡，愛好（對什么感興趣） 介于like和love之間
Eg) She is fond of small animals.
be crazy about “喜歡到瘋狂，狂熱的愛好”
Eg) He is crazy about boxing.
dislike “不喜歡，厭惡”
Eg) I dislike to go there.
Step3. Practice
1.Get Ss to do exercises in Part B and check it together.
2. Translate some phrases
對…狂熱 和他玩 帶他散步 聽音樂
喜愛音樂 醒的早 她最喜愛的食物不喜歡籃球 對……吠 弄醒他
Step 4. Check out
Ask Ss to do the class exercising paper, and check the answers with Ss together
There are lots of foods that Millie _______ (like).
Daniel likes_______ (study) very much.
Eddie hates _______ (wake) up early.
Andy practises football even when it _______ (rain)
My dog ________ (bark) at any stranger who _______ (come) into my house.
Millie has a lovely dog. She ________ (play) with _______ (he) every day.
Amy wants ________ (find) out how her friends feel about different things.
My mother likes fish, but my father ________ (like) it.
Step 5. Homework
通過展示周星馳的一組照片，讓學生回答問題，引出本節課的重要短語。
介紹一些與感覺有關的短語，為學習課文第一部分作鋪墊
設置相關問題讓學生根據實際情況來回答。讓學生學以致用。
通過書上的練習和補充的翻譯短語來檢查學生的學習情況。
通過補充練習來檢測學生掌握情況。教師在行間走動，了解學生實際情況
根據圖片提示回答問題。
根據圖片回答happy, angry等表示心情的形容詞。
根據以上提示積極思考，盡可能多的說出相關短語。
用上面所學的相關短語和形容詞搭配來回答問題。
做練習，檢測自己學習情況。
獨立完成相關習題。
板書設計 7B unit 4 Vocabulary be crazy about love
be interested in like
be surprised at dislike
be fond of hate 教學反思 【當堂鞏固】
（經過學習，你一定更好地掌握了本課內容吧？來試試你的身手吧！）
一、用所給詞的適當形式填空。
1. “What shall I do?” He said to ________ (he).
2. Can’t you listen to your teacher ________ (careful) in class?
3. They could not find ________(something) ________(usual).
4. We are ________ in the _________ books now. (interest)
二、選擇題。
( ) 1. Look, there’s ______ elephant in the park, ______ elephant is coming to us.
A. the ,the B. an ,an C. a ,the D. an , the
( ) 2. He is fond of ______ music.
A. hear B. hearing C. listening to D. listen to
( ) 3. Mother told me ______ in bed.
A. don’t read B. not read C. don’t to read D. not to read
( ) 4. Please ______ more English in class.
A. say B. speak C. talk D. tell
( ) 5. They ______ to the Funny World Museum next Saturday.
A. go B. went C. are going D. goes
( ) 6. It will ______ six months to build a new library.
A. cost B. spend C. take D. pay
三、改錯。
1. He, likes his father, is fond of reading newspapers. ________
2. Listen! I have important something to tell you. ________
3. Our classroom is much bigger than your. ________
4. Are you afraid of swim in the sea ? _________
5. Mother told me don’t watch TV in the evening. _________
walk__________ write __________ put __________ make ________
live __________ see __________ tell __________ like__________
be _________ stay __________ carry __________ use__________
【教案】
教學內容
7B Unit 4 Grammar A
課型
新授課 語法課
教學目標
掌握一般過去時的用法并能熟練使用 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
課件 教學步驟
教師活動
學生活動
個性化補充
1. Introduce the concept of the simple past tense.
We use the simple past tense to talk about things in the past.
Last Sunday morning, Millie and Amy went to Sunshine Park.
Yesterday morning, they went there again.
2. Recognize the structure of the simple past tense.
We form the simple past tense by adding ‘-ed’ to regular verbs.
Most verbs + ed walk?walked
Verbs ending in e + d live?lived
Verbs ending in a consonant + y -y + ied cry?cried
Short verbs ending in a vowel + a consonant double the consonant + ed stop?stopped
We form the simple past tense of irregular verbs differently. We do not add ‘-ed’.
No change cost?cost put?put
Change the vowel write?wrote
know?knew
Change the consonant make--- made
spend---spent
Change the vowel(s) and the consonant(s) leave---left catch ---caught
3. Continue to explain the use of Simple past tense.
a.主要用于過去某個時間發生的動作或狀態。
My father worked in Shanghai last year.
b.表示過去經常或反復發生的動作，常與often，always等表示頻度的時間狀語連用。
I often went to school on foot.
c.與when等連詞引導的狀語從句連用。
When he got home，he had a short rest.
4. Do some exercises.
① We often___________(play) in the playground.
②He _________(get) up at six o’clock.
③ __________you _________(brush) your teeth every morning.
④What (do) he usually (do) after school?
⑤Danny (study) English, Chinese, Maths, Science and Art an school.
⑥ Mike sometimes __________(go) to the park with his sister.
⑦At eight at night, she __________(watch) TV with his parents.
⑧ ________ Mike________ (read) English every day?
⑨How many lessons _________ your classmate________(have) on Monday?
⑩What time _________ his mother_________(do) the housework?
5. Introduce the simple past tense to make the positive and negative sentences and the simple past tense to ask and answer questions.
I/You/We/They/He/She/It heard a whisper.
I/You/We/They/He/She/It Did not/didn’t hear a whisper.
Did I/You/We/They/He/She/It hear a whisper.
Yes, I/You/We/They/He/She/It did.
No, did not/didn’t.
6. Homework
教師介紹一般過去式的基本情況并舉例（前面課文中的句子）說明。
介紹一般過去式的動詞變化并加以練習鞏固。
幾種不同類型分別介紹后，輔以書上相關練習加以檢測鞏固。
介紹一般過去時的用法
練習鞏固，實際運用。檢驗答案時注意傾聽學生的講解。
介紹一般過去時的一般疑問句形式及其回答
集合教師的講解積極思考。邊學習邊記憶，并以做練習來檢查鞏固。
獨立完成相關習題，找出自己的問題所在。
配合教師積極思考發言。
作業設計 1復習一般過去時的的相關聯系 2.完成《同步導學》上該課時的相關練習。 板書設計
7BUnit Grammar A Most verbs + edwalk walked
Verbs ending in e + dlive livedVerbs ending in a consonant +y -y + iedstudy studiedShort verbs ending in a vowel + a consonant
double the consonant + edstop stopped
教學反思 【當堂鞏固】
一、單句改錯
1. Where did you yesterday afternoon? ________
2. The old lady sits here ten minutes ago. ________
3. Go to back your seat please. ________
4. I see my old friend Li Lin yesterday. ________
5. He goes to the beach last week. ________
二、按要求進行句型轉換
1.The baby cried hard at home.(改為一般疑問句,并作否定回答)
________________________________
2.Jim was at home with his parents last Sunday(改為否定句)
________________________________
3.We went to the Funny World Museum yesterday.( 對劃線部分提問)
________________________________
4.He read a book about dinosaurs( 對劃線部分提問)
________________________________
5.The last dinosaurs died more than 60 million years ago. ( 對劃線部分提問)
________________________________
三、根據短文內容判斷正(T)誤(F).
It’s Sunday morning. My mother and I are going to HongKou Park. There are many people in the park. Some children are running. They are flying kites. Four women are sitting on the grass. They are talking. Two girls are playing games near them. Three old men are standing under a big tree. They are watching the children. There’s a river over there. Many young people are singing and dancing near it.
( )1. There aren’t many people in the park.
( )2. Some children are running and flying kites.
( )3. Three old men are watching the children.
( )4. Many young people are singing and dancing.
Grammar B
【自學探究】
1. 寫出be動詞的過去式形式: am/is___________ are___________
2. was 與__________________________連用， were 與______________________連用。
1. To identify specific characteristics indescriptions of animals.
2. To listen for gist and detail to obtain generalinformation
3.To use information presented in text and pictures to infer general meaning and context.
4.To extract speck information from listening to a conversation to-complete a letter 教學重難點
1.To extract speck information from listening to a conversation to-complete a letter.
2.To use information presented in text and pictures to infer general meaning and context 教學方法
任務型教學法 練習法 教具準備
課件 教學步驟
教師活動
學生活動
個性化補充
1.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’.
2. 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.
3. Check answers as a class activity-
4. 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 tortoises7Have you seen one Where do they lively Where do camels lively (elicit the ideas of sand, wind, desert, etc.) What do you know about ants, (elicit insects)do you know of any other insects how do you full about insects
5.Play the recording. Ask students to listen to specific words to complete the notes. Make it clear that they are listening for realinformation to the questions you asked them earlier
6.Ask students to compare there note with a partner and identify any differences. If m students were not able to identify the correct words play the recording again.
7.Ask students tread Suzy’s letter in Part A3. Ask them tottery to complete the letter from the information they have already identified in the previous listening and the notes they have made.
8. Play the recording again and ask students to check their answers.
9.Divide the class into pairs and ten students to read the letter teach other taking turns to read one sentence at a time. Students compare and check each other’s choice of nouns. Encourage students to work out whether their choice of nouns makes sense.
10.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 make their own comments.
11. 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.
12. 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.
13. 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 with nuncio eye contact and appropriate 1ntonation-
14.Ask some pairs to present their conversation to the class.
