Reading 1: The ghost in the parkPPT及专用教学设计内容

7B Unit 5 Reading(1) 教学设计

Analysis on teaching materials:

This period focuses on how to read a story. Pay attention to driving students to learn the ways to read a story. By listening, saying and reading, let the students know the content of the story. It’s easy for students to accept and have an interest in it. Teachers are also relatively easy to activate the related knowledge of the story. Students will be

curious about the ghost in the park so they are eager to read the story.

Analysis on learners:

Students are interested in something that they are unkown to them so students must be curious about the the story of this unit. They wanto to know what the real ghost is. Now Grade 7 students have some reading skills, so it is easier for them to understand the story on this basis. Teachers can use multimedia courseware in this class teaching process, in combination with the tape and the blackboard at the same time. Let the students listen to the tape or narrative, learn to get the main information to help them understand the story. In the learning process, students should learn to the specific way to read a story and consolidate the vocabulary and expressions so as to improve their English foundation.

Teaching aims: 1. To learn about the unusual thing that happened to Millie and Amy. 2. To use reading skills to get the general idea and details. 3. To develop students’ abilities of listening, speaking and reading.

Important and difficult points: 1.

To know how to read a story. 2.

To guess the meanings of specific words. 3.

To know the simple past tense of some verbs. Teaching aids: Multi-media and pads Teaching strategies:

communicative approach, task based language teaching, thinking activities (prediction, summarizing, comparison and contrast) Teaching procedures: Step 1

Daily Report

A dialy reporter tells us a story. After listening, students will answer the following questions. Q1:When did the story happen?

( One Saturday evening)

Q2:Who was afraid when we heard special sounds, my mother or I? (You) Q3:What did we find behind the tree?

( A little bird) [purpose] Daily report helps students to train their oral English and the ability of speech in front of others. Besides, it helps to raise others’

listening. Step 2

Pre-reading

Task1: Enjoy a video and answer the question.

How does the boy feel? Task2: Lead in

T：Are you afraid of ghosts? Do you think there is a real ghost in the world?

S: No. T: You’re so brave. Great! Ok, today we’ll read a ghost story. When we read a story, we will pay attention to four parts: who, what, when and where. [Purpose]

Through the communication between teachers and students before class and the use of video, stimulate students learning enthusiasm, create a relaxed and harmonious classroom learning atmosphere

Task3: Listening

Let’s listen to the information above the story and you may find the four story elements. Before listening, look through the four questions: Q1: Who was in the story? Q2: When did the story happen? Q3: Where did the story happen？

Q4：What happened in the story? T: Are you ready, boys&girls? Listen carefully and try to catch the anwers. Then check the answers. [Purpose] Listen to the stoy above the story to let students grasp the four elements of the story quickly and directly. Step 3. While-reading

Task1: Fast reading

(play some light music.)

Please look through the story and then answer the question: What was the ghost?

Ask one student to answer the question (用平板的抢答功能，提高学生的学习积极性) and then ask: where did you find the answer in the story ? (教师运用平板的聚焦功能呈现答案，让学生齐读答案，加深印象)

T: You often find the main idea from the beginning or the ending of the

story. (给学生阅读技巧指导) [Purpose] Make full use of the function of the pads to catch students’ attention to the class. Meanwhile, give students some reading tips at the right time.

Task2: Careful reading

1.

Read part 1 from Line 1 to Line 7 carefully and try to find the answers to the following questions. Q1: What did they hear from the bushes? Q2: What did they see after they turned around? Q3: Did anyone answer them? Q4: How did they feel when nobody answered them? Q5: What did they do when they were afraid?

After reading this part, ask students to answer these questions in a whole sentences. Then lead students to the verbs and their past forms. Give students another reading tips: that is, while reading a story, pay attention to the actions of the main characters. 2.

Thinking: If you are Millie, what will you do?

Let several students say out their own opinions freely.

3.

Read part 2 from Line 8 to Line 11 after the tape together and then fill in the blanks. Ask students to read part3 from Line 12 to Line 16 together and answer two questions. Q1: Why did the cat sound like aghost? Q2: How did Millie and Amy feel when they learned the ghost was a little cat?

[Purpose]

Ask students to read the story part by part to catch the detailed information by giving them different tasks to check their understanding of the story. At the same time, I give them some reading tips. Step 4

Post-reading

Task1:

Put the following pictures in the right order.

Give students four pictures to put them in the correct order to check their understanding of the story. Then ask students to fill in the blanks with some important verbs. ①

_______a ghost in the park

②talk about and______for a ghos③______the ghost

④_____the ghost to the animal center [Purpose] It aims to help students to consolidate the story plots and give students another reading tip: the thread of the story is often hidden in the title. Task2: Play a game- hot chair

First tell students the rules of the game and then give them one minute to prepare the T& F questions.

(the rules of the game:) If the sentence is right, sit there and say Yes.

If the sentence is not right, stand up and say No. Task3: Group work

Act the story out!

Task4: Discussion Which student in the story should we learn from? Why?

[purpose] Play a game called hot chair, act out the story and discuss in groups to stimulate students' interest in learning and strengthen their ability to comprehensively use the target language. Step 5

Micro-video

Ask students to watch the micro-video and take some notes in their notebooks.

[purpose]

Let the students learn the key knowledge points of this lesson by watching the micro-video. Step 6

Classwork

Task1: Finish the first exercise on the pads and read the reports together. If there are lots of mistakes, I’ll give them some explanations.

Task2:

Fill in the blanks on the paper, then take photos of their answers and send them to me. If they are Ok, please look through others’

answer to find if there are any mistakes. If there are some mistakes, please tell me, let’s help him/ her together. [Purpose]Finish multiple choice questions on the pads , take photos of the fill-in-the-blank questions and send the photos to me. It aims to stimulate the interest of students. Besides, Classworkwill become vivid and interesting, and the classroom atmosphere will be active. Step7: Summary

Whoever we are, whatever we do, wherever we go, we had better face our fear bravely. [Purpose]

By sublimating the theme of this lesson, students can better understand the essence of this lesson. Step 8

Homework 1. Read the story loudly and fluently. 2. Try to remember all the new words and phrases.

3. Retell the story completely to your friends. [Purpose]Through the homework, let the students to better consolidate the knowledge of this lesson.

Blackboard design:

7B Unit5

Reading(1) The ghost

in the park Part1: Line1-7

Millie and Amy met a ghost.

Part2: Line 8-11

Andy looked for a ghost.

Part3:Line 12-16

Andy found the ghost and sent it. Teaching reflection: This class has well mobilized the students’ enthusiasm, stimulated the students' enthusiasm for learning, and enabled the students to

actively cooperate with the teachers to complete the teaching tasks. It reflects the teaching thought of "student-oriented" advocated by the new curriculum. The design of the performance helps the students to be familiar with the text and improve at the same time. It improves their ability to organize language and express themselves orally. By setting problems nicely step by step, understanding the text part by part, let the students in the process of autonomous learning inspiration speak freely. Students' ability of various aspects have been developed. However, in the teaching process of the whole class, there are inevitably some deficiencies, which are worth reflecting on: For example, the level of students’

language training activities is not high, only the form of language practice. It can not reach the level of language communication, communication is sometimes too narrow, it is difficult to train all the students. Students with poor foundation can’t answer the questions but just watch others.Besides, how to correctly deal with the relationship between students' ability cultivation and exam results is also a difficult problem.