七年級英語《Unit 5 Abilities》教案 牛津版

1、江蘇省昆山市兵希中學(xué)七年級英語Unit 5 Abilities教案 牛津版Welcome to the unit and Comic stripTeaching goals:1. To arouse Ss interest about personal abilities2. To revise vocabulary about helping people in the community3. To generate ideas about ways to care for and help othersFocuses:To gain Ss awareness of how they can

2、 help others in their community.Difficulties: To generate ideas about helping others in the communityProceduresStep 1 Warm-up activities1. Free talk about Supermans feats in a film or TV program: How much do you know about Superman? What do you think he can do in his daily life?2. Elicit Ss answers

3、on the Bb.13. Lead into the Modal verb: can/ could 4. Ss practice the patterns about can/ could in pairs.Step 2 Presentation/ Practice1. Present Hobo and Eddies outing. Ss talk about the Comic strips in groups.(p38)2. Play the tape for Ss to listen and give their answers according to the tape and th

4、e pictures. The following questions for them: What does Eddie think of himself? What do you think of Eddie? What message can you get from Eddie?3. Get some pairs to act out the part according to the pictures on the slide show.Step 3 Activating1. Talk about what they can do if somebody needs help in

5、the community: A. help disabled , ill/ sick, old/ weak , poor people; B. do some meaningful things: Planting trees Giving a seat to someone on the bus Collecting things for Project Hope Cleaning up the park Visiting a home for the elderly2. Encourage Ss to give more answers about helping others in t

6、he community.Step 4 Practice1. Talk about the typical ways of helping others, then brainstorm situations in which Ss can be helpful: What can you do in your everyday life and around your community.Step 5 Production 1. Practice patterns about can/ could, using the phrases learned above. Shirley and A

7、mys conversation.S: A bird _ fly, we _ fly but we _ do sth meaningful to help others. Do you think so?A:Yes, of course. For example, we _plant trees on Tree Planting Day.S: Yes. We _ also clean up the park on Sundays.A: Mmm. We _ collect things for Project Hope.S: We_ also give a seat to someone on

8、the busA: If we see an old man in the street, we_ help him to cross the road.S: You are right. We _ do many things to help others. If everyone can help each other, the world will become more and more beautiful.2. Give the English for these:A. 1.當(dāng)心/小心 2. 植樹/種草 3. 給某人讓座 4. 為希望工程收集東西 5. 清理公園 6. 老人之家B.1

9、. 去年我就會(huì)騎自行車了。 2. 上個(gè)星期我能自己洗衣服了。 3. 你昨天會(huì)讀這篇課文嗎？會(huì)。 4. 上個(gè)月他們不會(huì)游泳，但是現(xiàn)在會(huì)了。Step 6 Homework1. Go over Reading part after class.2. Practice the use of can after class. Unit 5 AbilitiesReading (I)Teaching goals:1. To introduce and expand vocabulary to describe dangerous situations2. To guess context from text

10、 type, title and picture3. To infer general meaning from picture, key words and context4. To identify names and specific places and actionsFocuses:To infer general meaning from picture, key words and context Difficulties: To guess meaning from picture, keywords and context ProceduresStep 1 Presentat

11、ion1. Free talk with Ss about how to help people in need in society.2. Lead into the new items in the period: danger and potential hazards at home. Talk about what to do in the case of emergency? Can you give us an example? Elicit Ss answers on the Bb. call the police call 110 for help call 119 for

12、help call 120 for help shout loudly for help help others by oneself save themselves use ones own wisdom3. Talk about the picture: What can you infer from the picture? Step 2 Listening and practicing1. Play the tape three times for Ss to listen and find out the answers to the following questions: How

13、 old is Zhang Hua? What did she do on 10th May? . Where did the fire happen? Why didnt Mr Sun get out by himself? How did Zhang Hua put out the fire? How long did Zhang Hang stay in hospital? Do you agree with what Zhang Hua said at the end of the story? If you were Zhang Hua, would you like to do l

14、ike her? Why? 2. Ss read through the play and try to find out the topic sentences in the story. Zhang Hua helped her neighbour out of a fire. Mrs Sun, Zhang Huas neighbour was in danger. Zhang Hua put out the fire with a blanket and helped Mrs Sun out of the fire. Zhang Hua was burnt and stayed in h

15、ospital for two months. Zhang Hua told people its important to be careful with fire. Step 3 Reading1. Ss skim the text quickly, focusing on the new words and main points only. neighbour alone hear heard fire smoke kitchenhurt pour rush put out blanket burn neck hospital brought dangerous2. Play the

16、tape for Ss to follow together.3. Talk about how to praise Zhang Hua for his bravery : Give him an award for bravery.Step 4 Practice True or false questions about the reading part. Zhang Hua helped his neighbour out of the water. () Zhang Hua was staying at home on May 10th .() Mrs Sun hurt her leg

17、in the fire.() Zhang Hua poured some water on his jacket before she rushed into the fire.() Zhang Hua wasnt afraid at all.() Zhang Hua didnt hurt in the fire.() Zhang Hua thought people should help each other. () All of us should learn from Zhang Hua. ()Step4 Homework1. Go over Reading part after cl

18、ass.2. Practice the Exx on page 45 after class.Unit 5 AbilitiesReading (II)Teaching goals:1. To learn more details about a story of a brave man2. To identify specific meaning by scanning the storyFocuses:To learn more details about the storyDifficulties: To find out the useful language points in the

19、 playProceduresStep 1 Reading1. Play the tape twice for Ss to listen and repeat with books closed.2. Play the tape for individuals to repeat once. Step 2 PracticeI. Learn the new words together, then get individuals to match the words with their meanings, check as a whole class. ( page79 Part B1)II.

20、 Page 80 Part D: Learn more about fire safety and try to add other safe ways about using fire. Step 3 ProductionI. Finish off the conversation. ( page79 Part B2)II. Talking about Zhang Hua ( page 80 Part C)Ss find out Daniels mistakes and give their correct answers.Simon= S Daniel= DS: Do you know w

21、hat happened to Zhang Hua?D: Yes. I read about it in the Sunshine Post. ( )S: What did he do?D: First, he heard his neighbour, Mr Sun, calling for help. ( ) Then he poured water over his trousers. ( )S: How clever!D: But the fire burnt his neck, legs and face. ( ) He was in hospital for two weeks. (

22、 )S: How terrible! Is he getting better now?D: Yes. Many visitors brought him flowers and cards.S: Thats nice.D: Im very happy that he is well now.S: Me too.Step 4 Homework 1. Go over Reading part after class.2. Try to find all the language points in the part.Unit 5 AbilitiesReading (III)Teaching go

23、als1. To master the details of the story2. To do some relevant exercises Focuses1. To practice the language points wellDifficulties:To use the information to express their own opinionsProceduresStep 1 Reading / Acting1. Play the tape for Ss to repeat one by one in class with books closed.2. Practice

24、 acting the part in pairs.Step 2 SummaryI. Give the proper forms of the given words1. alone Synonym by oneself/ on ones own2. hear Ved heard3. go Ved went4. run Ved ran5. put Ved put6. burn Ved burnt/ burned7. bring Ved brought8. say Ved said9. hurt Ved hurt 9. danger adj dangerousII. Give the Engli

25、sh for the phrases.1. 幫助某人脫離火災(zāi)2. 聽到某人正在喊叫3. 79歲的孫夫人4. 傷了某人的腿5. 跑回到.6. 把水傾倒到.上7. 沖進(jìn).8. （用.）撲滅火9. 住院（治療）10. 相互幫助11. 小心用火/防火12. 給他帶來禮物13. 某人發(fā)生.14. 在那時(shí)/那一刻15. 傷了某人(自己)III. Finish off the following sentences.1.Zhang Hua helped his neighbour_ (脫離火災(zāi)).2. Suddenly he _(聽到有人在喊) Fire! Fire!.3. She could not _(

26、出來) because she _(腿傷了).4. Zhang Hua _(倒水在夾克衫上) and _(沖進(jìn)) Mrs Suns kitchen.5. The fire _ (燒了) his arms, neck and facebut he was not afraid. 6. He _ (住院) for two months.7. Fire can be very_ (危險(xiǎn)) , its important _(防火).Step 3 Production Finish off the passage according to the story of Zhang Hua.Zhang Hu

27、a is a _ young man. On May 10th, he _ his neighbour out of a fire with a _. The fire was very _ but he wasnt _ at all. The fire _ his neck, arms and face and he had to stay in _ for two months. Zhang Hua thought it was duty to help _ when they are in danger. He also told people to be _ with fire.Ste

28、p 4Homework1. Go over Vocabulary after class.2. Do Step 3 as written workUnit 5 AbilitiesVocabularyTeaching goals1. To develop an understanding of the use of adjs in different contexts2. To use suitable adjs to describe peoples behaviour and characterFocuses1. To grasp the use of adjs in different c

29、ontextsDifficulties:To use correct adjs to describe peoples behaviour and characterProceduresStep 1 Brainstorming activities1. Brainstorm about the adjs Ss learned before and in the unit. Get Ss to find out how many of them are about qualitieshard-working brave careful safe helpfulpolite grateful qu

30、ick slow kind happy cheerful thoughtful likely 2. Get Ss to describe their partner with the adjs above. Make sure they can give the proper descriptions in class. Praise those who do well in the step.3. Lead into the concept of opposites. Make sure they can understand the new concept.4. Try to give t

31、he correct opposites of the adjs above. hard-working - lazybrave -afraid careful- carelesssafe- dangeroushelpful- unhelpfulpoliteimpolite/ rudegrateful- ungratefulquick- slowkind -unkindhappy unhappy/ sad5. Encourage more able Ss to give more adjs in class. Step 2 Presentation1. Get Ss to describe C

32、hen Dan/ Zhao Aijia with the given words/ phrases.A. kind brave, think of others first, helpful, do a lot of computer work for the club, politeB. be good at running/ climbing and playing tennis, tell the young people to be careful, quick and brave, save Mrs Lu last week. 1l. Get Ss to talk about wha

33、t good qualities do the two Ss have.III. Present the new items to them:recommend sb to be the host recommend sb as sb recommend sb for an awardMost Helpful Student AwardHelping Hand ClubBest Sports(wo)man AwardHave/ get/ win the awardStep 3 PracticeI. Page 77 Part B, Get individuals to read out the

34、passage and give their answers in class. Make all the Ss read the part in chorus until they can read the two passages well enough.A helpful student A. I would like to _ Chen Dan for the Grade 7 Most Helpful Student Award. He spends a lot of time at the Helping Hands Club. He is _ and _. He always th

35、inks of _ first. He often helps other members. He is very _ and he does a lot of computer work for the club. The other members of the club like him very much because he is _ too.A super swimmerB. I am writing _ Zhao Aijia for the Grade 7 Best Sportswoman Award, Zhao Aijia is a member of the Swimming

36、 Club. She is also good at running, climbing and playing tennis. She often tells younger students to be _ when they play water sports. She is also very _ and _. Last week, Mrs Lu fell into the water and Zhao Aijia saved her. Mrs Lu was very _ for Zhao Aijias help. We shall all be very _ if Zhao Aiji

37、a can have the award.II. Pair Ss practice retelling the two passages above. Encourage more able Ss to retell them in front of the class. Step 4 Consolidation1.Describe Sb according to the given Chinese.1. Do you know the useful adjs?energetic/ lazy quiet/ noisy calm/ nervousskilled/ unskilled optimi

38、stic/ pessimisticbrave/ cowardly practical/ impracticalmature/ children dependent/ independentstrong/ weak fast/ slow sensible/ foolishshy/ outgoing beautiful/ ugly easy-going/ stubborninteresting/ boring2. 你想推薦你的好朋友作為最樂于助人學(xué)生獎(jiǎng)。他善良而又助人為樂?？偸窍热撕蠹?。他反應(yīng)敏捷，上個(gè)月救了一個(gè)落水兒童。那個(gè)孩子的家長很感激他的幫助。我們都希望他能獲獎(jiǎng)。I want to rec

39、ommend my good friend for the Most Helpful Student Award. He is very kind and helpful. He always thinks of others and then himself,. He is very quick. Last month, he saved a child. The boy fell into the water. The childs parents are very grateful for his help. We all hope he can have the award.Step

40、5 Homework1. Go over Grammar after class.2. Try to revise the opposites about adjs. 3. Practice Step 4 as written work.Unit 5 AbilitiesGrammar (I)Teaching goals1.To recognize and understand how to use can/ could to express ability/ possibility in the present and past2.To recognize degrees of possibi

41、lities when using may/ mightFocuses1. To master the use of can/ could and may/ might correctlyDifficulties:To identify and use the four modal verbs well enoughProceduresStep 1 RevisionI. Revise the use of can/ could, get Ss to say sth about the two modal verbs.II. Get Ss to talk about their own abil

42、ities at present and in the past.III. Can you use the two modal verbs correctly?A. can: we are able to do sth now/ at present could: we were able to do sth in the past B. can/ could: sth is possible now/ at present could: sth was possible in the pastC. can/ could: we cant use them to talk about the

43、chances that sth will certainly happen in the future. Step 2 Practice1.Practice Part A1 with the Ss together.II. Try to talk about the pictures individually. ( page83) III. Help Ss to find out they are great because they can do so many things in their daily life. They have healthy bodies and minds.

44、They can do so many things. So we should be grateful to our parents for giving us so many things in the world. IV. Ss practice page 84 Part B individually.Step 3 Production .Ss finish off the sentences using the modal verbs.1. School finishes at 4 p.m. The bus leaves at 4.10 p.m. We _ take the bus.2

45、. It will be warm tomorrow so we_ wear short sleeves.3. I _ play games on my old computer, but the new one is much faster.4. I forgot my key. I _ open the door.Step 4 HomeworkI. Go over Grammar (II) after class.II. Practice their patterns about can/ could as written work: Unit Finding your wayGramma

46、r (II)Teaching goals1. To use Imperative Sentences with what/ how to express strong feelings2. To use the two kinds of sentences correctlyTo use the two kinds of sentences well enoughDifficulties:To use the two kinds of ways to talk about future fluentlyProceduresStep 1 Presentation1. Arouse Ss inte

47、rest in how to praise Zhang Hua with strong feelings in Chinese or English.2. Lead into the new item: to use the Imperative Sentences to express strong feelings. Sum up Ss answers on the Bb. A.What + a/ an + adj + sb/ sth(單數(shù)) +(S + V)! What + + adj + sb/ sth(復(fù)數(shù)) +(S + V)! What + + adj + sb/ sth(不可數(shù)名

48、詞) +(S + V)! B. How + adj/ adv (+ S+ V)!Step 2 PracticeI. Give Ss some words, get Ss to join them together. 1. flowers, beautiful. What, are, they! 2. interesting, what, an, book, is, it! 3. nice, a, day, what, today, is! 4. news, surprising, what, they, watching, are 5. strong, the, man, a, what, h

49、e, is! 6. weather, fine, what, it, is! 1.What beautiful flowers they are! 2. What an interesting book it is! 3. What a nice day it is! 4. What surprising news they are watching! 5. What a strong man he is! 6. What fine weather it is! II. Do the same things as the same way above. 1. flowers, beautifu

50、l. how, are, the! 2. interesting, how, this, book, is! 3. nice, today, how, is! 4. news, surprising, how, the, is! 5. strong, the, man, how, is! 6. today, fine, how it, is! 1.How beautiful the flowers are! 2.How interesting this book is! 3.How nice today is! 4. How surprising the news is! 5. How str

51、ong the man is! 6. How fine it is today!Step 3 Practice1. Talk about the pictures on page 85 Part C. Individuals give their answers. 1. What beautiful flowers! How wonderful the flowers are! 2. How wonderful! What a wonderful program! 3. What a big fire! How big the fire is! 4. What a brave young ma

52、n! How brave the young man is! 5. How dangerous the fire is! 2. Make more able Ss to give their own sentences in class.Step 4 Production Finish off the conversation in pairs. A. Do you know about Zhang Hua? B: Yes, Of course. He helped his neighbour out of a fire. A: _ brave he was! We should _ from

53、 him. B: I _ with you. If you come across this kind of things._ you be so brave like him?A: I think I _ also do the same thing. B: _ a brave boy you will be! We should try our best _ others.Step 5 Homework1. Go over Integrated skills after class.2. Make up some sentences using the simple future tense as written work.Unit 5 AbilitiesIntegrated skills (I) 1. To identify and note specific details and guess meaning from general context2. To identify specific information presented in written and spoken form and make note3. To understand an