译林版英语七年级下册教案Unit 7 Integrated skills

课题
7B Unit 7 Abilities
Integrated skills
课时 1 课型new
教学目标1. To identify and note specific details and guess meaning from general context
2. To identify specific information presented in written and spoken form and make note
3. To understand and resp ond to context by abstracting information relevant to writing a student’s profile
重点To identify and note specific details from general context
难点To respond to information obtained from listening
教学
准备
Multimedia;
教学设计详案
Teaching steps:
Step 1 Presentation
1. Arouse Ss’ awareness of being a good student: Try your best to finish off your study tasks at school. What do you often get at the end of a term?
2. Lead into the new items: a school report for you. Elicit Ss’ answers about their ow n school report at school. Try to compare theirs with Suzy’s on page 82.
3. Ss skim Suzy’s school report and fill in the useful information below, check as a whole class.
Step 2 Practice
1. Notes for parents’ meeting
page 86 Part A1, individuals give their answers and check as a whole.
Name: ________ Class: ________Grade: ________
Good at: ________, ________ , _________ and Maths.
Weak at: ________
Clubs: __________ Club
Plays the piano well
Sports: ________
Practices every ________ and __________
Personality:Clever and cheerful
Can organize ________ activities well
Step 3 Listening
1. Play the tape about Part A2 on page 87 for Ss to abstract special information about Suzy. Check with the whole class.
2. Play the tape for Ss to listen and repeat.
Step 4 Reading/ Practice
1. Ss read the part individually, make sure they can read the part fluently.
2. Practice reading the part in class.
3. Ss practice find out the language points in the part together.
report card
have a good memory
be careful/ careless
use English more often
do/ try one’s best
have/ get good grades in Maths
jump high
long jump
get into the school team
next year
Step 5 Production
True or false questions according to Suzy’s report card.
1. Suzy is a top student in Grade 7.( )
2. She can remember things quickly. ( )
3. Suzy doesn’t need to read and use English more often. ( )
4. She is crazy about Chinese history. ( )
5. Suzy can organize music club activities well. ( )
6. She is good at jumping high now. ( )
7. Suzy’s Grade teacher Mr Wu thinks she is careless sometimes. ( )
8. She is clever at geography. ( )
Step 6 Presentation / Listening
I. Arouse Ss’ interest in talking about their own abilities, e.g. talking with friends, sending e-mails, talking on the ICQ with foreign friends. Remind Ss that there are all kinds of opportunities to use the structure in writing and conversation.
II. Play the tape for Ss to listen and answer thefollowing questions:
1. Why can’t Sandy dance?
2. Can Millie dance well?
3. Can Sandy sing well?
4. Will Sandy learn how to dance?
5. How often will they practice dancing?
Step 7 Practice
1. Give Ss some time to create a situation about abilities in pairs.
2. Get some pairs to act out their conversations in front of the class.
Step 4 Production
1. Create a situation for Ss to make up a conversation.
A: can’t play tennis, difficult
can play ping-pong well
want to learn how to play tennis
B: can play tennis well
can sing well
can teach A how to play tennis
C: practise every afternoon after school
2. Then Ss work out their own conversations and act them out in pairs in front of the class.
3. Finish off the conversation together.
A: I ________ read the article at all. It’s too difficult for me. Can you read it?
B: Yes, of course. But I ________ read well.
A: That’s OK. I ________ do it at all.
B. Oh, well, ________ mind. You can learn Maths very well.
A: Thank you, but ________ you teach me _________ to read English?
B: No ________. Let’s ________ ever y Friday after school.
A: Great! Thank you very much.
Step 5 Homework
1. Go over ‘Study Skills’ after class.
2. Practice their conversations as written work. 教学反思。