牛津譯林版英語(yǔ)七下《Unit 5 Abilities》全套教案

1、Unit5(牛津英語(yǔ)7B-初一下學(xué)期）Teaching Designs(Unit 5,7B)The First PeriodContent:Comic strip and Welcome to this unitTeaching aims:1.To learn the comic strip about the two dogs to present the use of “can” and “cant”.2.To revise vocabulary about helping people in community.3.To generate ideas about ways to care

2、 for and help others.4.To educate the students to be polite and helpful to others. Language focus: helping Hands Club/give seats to someone on the busplant trees/clean up/a home for the elderlycollect things for Project Hope/give awards to peoplerecommend sb for an award/ write a recommendation lett

3、erVocabulary:ability /Superdog /fly /careful/ collect /elderly. Teaching procedures:Step 1 Warming upPlay a game called: I can Step 2 PresentationWatch a video about “Superman”.Talk about the things what Superman can do in groups and report .Talk about dogs can do and cant do.Step 3 Comic stripFirst

4、 get some information from the pictures and then ask questions:1. What does Eddie want to do?2. Can dogs fly?3. What happened to Eddie?4. What do you think of Eddie?Listen to the tape and guess the meaning of “Superdog, hurt, be carefulAsk students to think about the consequences of their daily acti

5、ons Guide students to understand what they can do and cant do.Read and act. Step 4 Learning “Helping Hands Club”.Free talk: How to be a helpful person?Present pictures about Daniel and his friends.Ask questions about the pictures:1. What is Daniel doing ?Do you often help the old or the blind cross

6、the road?2. What is Sandy doing? Why should we plant more trees?3. Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others? 4. Which place is it? What are the children doing now? Have you ever done something good like this?5. What are the students doing fro

7、m the pictures? How much did you donate to the Project Hope this term? Is it better to give than to receive? Why?6. Where are Daniel and his friends? What are they doing? Do you often leave rubbish everywhere? Is it our duty to protect our environment?Read and understand the sentences. Step 5 Make a

8、 surveyFill in the table about what you have done in your daily life at school to see if you are a polite and helpful boy/girl? If not ,What should you do next?1. Can you Say hello to teachers when you meet them?2. Can you clean the classroom carefully when you are on duty?3. Can you pick up the rub

9、bish in the classroom or around the campus?4. Can you help your classmate with their homework?5. Can you help stand in line at dinner time?6. Can you give the thing back to the person who lost it?7. Can you do something good to your teachers?8. Can you look after the things in our classroom?9. Can y

10、ou take care of your classmate who is ill?10. Can you keep our classroom clean and tidy?To see how many are good enough and how many should improve their behavior.Group work: What can /can you do in public? then ask the group leader to have a report.Step6 Assignment:1.Recite the dialogue and remembe

11、r the sentences on Page 73.2.Writing: “How to be a helpful person ?” The Second PeriodContent: Reading- A brave girlTeaching aims:1.To introduce and expand vocabulary to describe dangerous situations.2.To guess context from the text type, the title and the picture.3.To infer general meaning from pic

12、ture and actions.4.To identify the name of specific places and actions.5.To skim the text for overall meaning and scan for detail.Language points and focus:Award for Bravery/help sb out of a fire/be alone/hear sb shouting/a 79-year-old manpour water over/put out the fire/be in hospital/help each oth

13、er/be careful withFire can be dangerous.It is important to be careful with fire.Teaching proceduresStep 1.RevisionRevise what the children learned in the last period.1.be careful 2.Helping Hands Club 3.give seat to someone on the bus 4. collect things for Project Hope 5.Clean up the park/playground

14、6.visit a home for the elderly 7. plant trees 8.a Superdog Step2 Reading1. warming up: Talk about danger and potential hazards at home. Ask if any students have ever had an accident at home. Talk about what to do in case of danger.2. Watch a set of pictures about a fire to present the new words:neig

15、hbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, blanket, put out the fire3. Read the story and try to get some information. Then say T or F according to the text.1). Wang Fang helped her classmate out of a fire.2). Wang Fangs neighbour is 79 years old.3). Mr Sun couldnt get out bec

16、ause he hurt his arm.4). Wang Fang was afraid when she saw a lot of smoke.5). Wang Fang put out the fire with a blanket and helped Mr Sun out.6). The fire burned Wang Fangs neck and leg.7). Wang Fang was in hospital for two months.8). Wang Fang said she was glad to help others and fire was not dange

17、rous.4. Listen and read after the text and ask questions.1). How old is the brave girl?2). When did she help her neighbour out of a fire?3). How old is Mr Sun?4). Where was Mr Sun when there was a fire?5). Why couldnt Mr Sun get out of his house?6). How did Wang Fang put out the fire? 7). Did Wang F

18、ang hurt herself? 8). How long was Wang Fang in hospital?5. Discuss any problems about the text.6. Game :Write the definitions fromPartB1 on the cards. Mix up the cards and let each group guess the word and read out the word. One who gets the most cards is the winner.7. Have an interview.First fill

19、in the blanks and read the conversation. Then have an interview in groups. One is Wang Fang, the others are the reporters.8. Discuss in groups. What does the writer think of Wang Fang? What do you think about her? Why do you think so? What do you do when you meet the accident like this?Step3Assignme

20、nt1. Recite the new words and read the text. 2.Finish the exercises in the workbook. 3.Prepare the interview for the brave girl. The Third PeriodContent:Reading 2Teaching aims:1. Further understanding the text. 2. Learn more about fire safety. 3.To use different suitable adjectives to describe peopl

21、es behavior and character. 4.Introduce the use of the prefix un- and suffix less to form opposites.Language points: Learn more about fire. Be careful with matches.Dont leave the stove on.Dont put anything hot into the rubbish bin.Keep long hair away from fire.Recommend sb for sth., think of sbTell s

22、b to do sth, fall into waterBe grateful for sth/to sb, Teaching procedures:Step 1.RevisionRevise the vocabulary in the text by giving the definitions.Ask students to read the text after the tape again.Let students ask and answer questions about the story.Revise the key words phrases and sentences .1

23、. help sb out of a fire help with /(to)do sth.2. alone/lonely eg:I often stay home alone on Sundays but I dont feel lonely.3. hear sb do /doing sth; see do/ doingI often hear the girl next door play the piano in the morning.Last night when I was doing my homework, suddenly I heard someone shouting ”

24、help! Help!”.4 a 79-year-old Mr Sun an 8-day holiday two-hour homework5.hurt The boy fell off the bicycle and hurt his leg. hurt by fire6.pour over 7. put out the fire put on/ up/down/ into/away8. be in hospital/be in the hospital Grandpa is ill badly today. Now he is hospital. His fater works in th

25、e hospital.9.It is important to be careful with fire. Be care with sth Children must be careful with matches.10.keep ones life from danger keep from I should keep my father from smoking.11.Thank you for joining us this evening.Step 2 Visit Wang Fang in hospitalFirst read the task to understand it.Re

26、ad the dialogue to find out and correct the mistakes.Read the conversation in pairs.Act it out.Step3 An interviewDo it in groups. In each group one student can be Wang Fang, the others can be reporters to interview her. Then choose some groups to perform .Step4.Fire safetyRead the sentences and matc

27、h the right pictures.Read out the sentences.Notes: leave on , keep away fromAsk students to think of other ways about fire safety. Eg: Dont run on the stairs. Dont play on the road. Dont lean out the window.Step5.Assignment: 1. Revise what we learned from P74-76 and remember the new words.2. Do some

28、 exercises.The Fourth Period .Content: Grammar A:Using “can”/ “could” to talk about ability.Preparation:1. Revise the use of Model Verbs and learn about positive, negative and question sentences.2. Make a list of things that the students can do by themselves now.(At least ten kinds).Teaching Aims:To

29、 recognize and understand how to use “can” and “could” to express ability in the present and past.Important and Difficult Points:“Could” is used to express ability in the past.Teaching Procedures:Step 1. Warming up.1) Make a survey.“What can you do now?”Ask:Can you ride a bike / swim / fly a kite /

30、play football / play chess?Yes , I can. / No, I cant.Show the students answers on the screen .SportsStudent AStudent BRide a bike Swim Fly a kite Play football Play chess Then ask the others:Can she / he ?2) Say the whole sentenceseg: A. can ride a bike.He cant / cannot swim.(Write them down on the

31、blackboard.)Get the students to repeat and talk about student B like above:3) Work in pairsAsk the partner more questions like above and write down their answers , then report to the class.Step 2. Presentation.1) Ask student A and B again:Could you ride a bike five years ago ?(Help them answer:Yes,

32、I could./ No, I couldnt.)2) Get the students to ask the teacher about the past of A and B.Could he / she ? (Yes, he / she could. / No, he / she couldnt.)3) Teach the students to say the whole sentences:A could ride a bike five years ago.He couldnt swim five years ago.(The same as B)4) Use “could” to

33、 ask the partner the same questions about the past, then repeat.5) Work out the rule. Positive: can could Negative: cant Couldnt Question: Can ？ Could ？Step 3. Practice.1) Work alone.(Part A1)2) Get the students to report themselves like above.3) Talk about the tables freely. in pairs.eg. Can Sandy

34、row a boat now? Could he do it last year?4) Complete the conversation of Part A2.5) Explain:We can use “am (is , are) able to “ instead of “can”,and “was (were) able to “ instead of “could“.eg.Mike can sing more than 20 English songs. Mike is able to She could speak English when she was four.She was

35、 able toGet the students to give more examples.Sum up:1) The differences between “can” and “be able to”2) Another use of “can” & “could”:Eg.Can / Could I help you?Step 4. Consolidation:Work in groups of six.Make a survey, then report to the class.Things to doCould do before(number of students)Ca

36、n do now(number of students)Tell stories Write English words Do housework Plant trees Feed animals Make dinners Step 5. Extension.1.Make up a dialogue between Jim and the headmaster according to the following hints.Jim wants to apply for(應(yīng)聘)an English teacher .Here are his brief introduction:Experie

37、nce: taught Chinese and English in No.3 Middle school.Played football in the school team.Abilities: drawing , singing , playing with computers.Inabilities: dancing, teaching other subjects ,such as maths ,play volleyball(now forgot)2.Write a letter to your friend and tell him / her about what you ha

38、ve learned since(自從以來(lái)) you came to secondary school.Step 6. Homework: Ex A on page 49 of the workbook. The Fifth Period .Content:1.GrammerB:Using “can”/ “could” to talk about possibility.2.GrammerC:Using “may” and “might” to talk about chances.Preparation:Get the students to prepare something that w

39、ill or wont happen if we do so or dont do so.No.Do so / Dont soPossible / impossible to happen1Work hardPass the exam2 3 .Teaching Aims:1. To learn how to use “can” and “could” to talk about possibility.2. To recognize degrees of possibilities when using “may” and “might”.Important and Difficult Poi

40、nts:The differences between “may” and “might”.Teaching Procedures:Step 1. Guessing a riddle.It can live in water. It can breathe under water. It can swim. It can live in a glass bowl. People can feed and watch them every day. What is it? (A goldfish)Step 2. Revision. Make different kinds of sentence

41、s with “can” and “could”.1)read English story books.(last year)2)mend computers.(two years ago)3)help Mother do housework.(at the age of seven)Step 3. Presentation. 1.Say: Zhang Hua works hard. It is possible for him to pass the exam.(He can pass the exam) Nick didnt bring a football to school.It is

42、 not possible for us to play football after class.(We cant play football after class.)It was sunny last Sunday. It was possible for the children to go to the park.(The children could go to the park)Millie had no money yesterday. It was not possible for her to buy that coat. (She couldnt buy that coa

43、t.)2.Show the sentences above on the screen and explain them to the students: We use “can” / “could” to say that something is / was possible to happen.3. Get the students to explain with “possible”. Fire can be dangerous if we are not careful.Mr. Sun cant be at home because I saw him at school just

44、now.I didnt lose my key so I could get in.Mr. Sun could not get out because he hurt his leg.Step 4. Practice:1. Fill in the blanks.2. Work in pairs to talk about something that can / could / cant / couldnt happen.3. Report to the class.4. Explain:If we think something is sure to happen, Wed better u

45、se “must”. eg.I saw Mr Yang in the library a moment ago. He must(一定) be in the school now.(Get the students to give more examples)Step 5. Presentation.1. Ask:May I speak to ?May I take this picture away?2. Introduce the idea that we also use “may” and “might” to express possibilities.eg.I am free to

46、day, I may go on an outing. He feels very tired, He might have a good rest at home.3. Explain the tables at the top of the page.Note: 1)“Might” is the past from of “may”, but here it is also used to express degrees of possibilities.2)The differences between “my/might” and “can/could”.Step 6.Practice

47、.1. Fill in the blanks alone, and try to underline the keywords that the answers come from, then check the answer.2. Explain: maybe / may be3. Read the table and complete the sentences.The members of the Helping Hands club want to look after Mr. Sun in hospital Please infer the possibilities accordi

48、ng to the tables and fill in the blanks with “may (not)” or “might (not)”.NameDays and TimeNear PlansDanielMonday(16:0018:00)Go to the Reading Club(15:3018:00)SandyTuesday(16:3018:00)Go to the Music Club(14:0015:30)SimonWednesday(15:4518:00)Have a football match(13:0015:40)KittyThursday(16:1518:00)G

49、o to the Dancing Club(18:0020:00)AmyFriday(15:3017:40)Have Swimming Lessons(17:3021:00)MillieSunday(8:0011:00)Have nothing to do this day.1.Daniel go and see Mr Sun on Monday.2.Sandy go to see Mr Sun on Tuesday.3.Simon go to the hospital to help Mr Sun on Wednesday.4.Kitty go to help Mr Sun on Thurs

50、day.5.Amy help Mr Sun on Friday.6.Millie go to help Mr Sun on Sunday.(Key：1.may not 2.may 3.might 4.might 5.might not 6.may)Step 7.Extension.You are trapped into a lonely island. How can you escape ? Please think of more ways. Youd better make sentences with “may” or “might”.Step 8. Homework Ex B on

51、 page 50 of the workbook.The Sixth Period Content: 1.Check out 2.Study skillsTeaching aims : 1. To assess students recognition of model verbs and adjectives .2. To develop students ability to work independently of the teacher .Language focus: be likely to, be able toTeaching procedures :Step 1 : War

52、ming upCrossword puzzle competition (Part B)Step 2 : Free talk Practise with the adjectives in Part B .eg : How is your best friend ? He is very helpful . He often helps me with my English .Step 3 : Pre-task 1. Review the use of the model verbs .2. Present some new words : drama,likely,be able toSte

53、p 4 : While-task 1.Tell students to look at the table and read all the plans .2.Ask students to read what Daniel is thinking about and select the best model verb .Step 5 : Post-task 1. Ask four students to read out one sentence each .Step 6 : Practice (Group work )1. Ask students to make dialogues w

54、ith the model verbs .2. Ask some groups to act out their dialogues .Step 7 : Learn how to make a learning record .1. Have a discussion about what students learned in this unit.Eg: What did you study ? How to improve it ? Can you do it now ?etc.2. Explain the context of this section and the need to keep learning records .3. Ask students to look at the headings in the sample record in Part A . Elicit comments from students about the sample record .4. Ask students to use the chart to make their own learning record .5. Encourage students to make comments about how they feel or felt about the di