7B Unit 7 Abilities 第(1)课时
2020年最新牛津译林版英语7BUnit7 Abilities Reading1课件
Where__ What happened
Lin Tao’s neck, arms and face was badly_h_u_r_t__. In hospital Many people visited him and gave flowers and presents. “How_b_r_a_v_e_ you are!” they said, “Are you _a__fr_a_i_d_?” Liu Tao said “A little but had no time to think about it .And fire is d__a_n_g_e_ro_u__s _.” It is important to be __ca_r_e_f_u_l__with fire.
para1 Read and answer the question.
How old is LinTao? Why do we say LinTao was brave?
LinTao is 20 years old.—— young He was brave enough to save his neighbour from a fire.——brave
into kitchen.
( 7 ) He was in hospital for two months. ( 2 ) He heard someone shouting “Fire! Fire! Help!”. ( 5 ) He helped Mrs. Sun out of the fire.
Reporter: You’re a brave young man, Lin Tao. How old are you? Lin Tao: I’m twenty. Reporter: Can you tell us about the fire?
牛津译林版英语 七年级下册 第七单元 导学案 (含答案)
Period 1 Comic strip & Welcome to the unitClass____________ Name__________【Learning aims】To grasp the new words and phrases; To know different things in Helping Hands Club; Can say the ways to help the poor.【Learning important point】Know some abilities to help others.【Learning activities】Notes Activity 1在书中找出并背诵以下短语或者句子:1. 信不信由你2. 当心3. 给某人让位4. 为希望工程募集东西5. 清扫公园6. 拜访敬老院7. 最需要衣物与鞋子8. 为他们募集一些钱9. 一些家庭甚至不能负担起钢笔、簿本的费用。
Activity 2 Talk about different abilitiesStep 1: Show some pictures and say what they can do.Step 2: Make a dialogue.A: What is/are …doing? B: … is/are …A: What can …do? B: … can …Activity 3 Come to Eddie and Hobo’s worldStep 1: Show some pictures about a bird and a superman and to say their abilities.Step2. Listen and answer.(1) What does Eddie think of himself?(2) Can he fly ?Step3. Act out the dialogueActivity4 Go to Helping Hands ClubStep1 Know about Lei Feng and tell us what you think of him.Step2 Show some pictures and say what they can do in the Club.help an old man plant trees give a seat to someone clean up the parkStep3 Talk about your own and your classmates’ abilities(1)What abilities do you have?(2)What abilities do your classmates have?Step4 Talk about what they can do for the children in poor areas.(1)Listen and answer. What can they do to help the poor children?(2) Look at pictures and talk about how to help the people.She can’t finish her homework. He is ill in hospital.Period 2 Reading (I )Class____________ Name__________【Learning aims】To grasp the new words and phrases; To understand the passage ; Can say something about Li Tao in your own words.【Learning important point】Can understand the passage very well.【Learning activities】Activity 1在书中找出并背诵以下短语或者句子:1. 足够勇敢2. 从火中救了他的邻居3. 单独在家4. 听到某人正在大叫5. 她的左腿严重受伤6. 冲进厨房7. 把水泼在他的衣服上保护他自己8. 扑灭火9. 住院两周10. 没有时间考虑--- 11. 当心----Activity 2 Learn about fireStep 1 Look at the pictures and talk about fire.Fire is useful, but sometimes it is dangerous. If you are not careful with it, it can burn things oreven hurt you. A big fire can even burn forests and tall buildings. So keep yourself away fromfire.Step2 Talk about what we should do when there is a fire.call 119 for help run out of fire pour water around the house put a wet blanket over the bodyActivity 3 Know about a brave young manStep1. Listen and answerWhat did the young man do?Step2. Read and finish the following tableWhere What happenedIn abuildingHe was athomeLinTaohear heard someonesee saw a lot ofdo his neighbor a firefeel was notMrsSuncould not because she her legStep3 R ead and choose “T&F”(1) Lin Tao helped his neighbour out of a fire. ( )(2) Mrs Sun couldn’t get out because she hurt her left leg. ( )(3) Mrs Sun was in her kitchen when the fire took place. ( )NotesPeriod 3 Reading (II )Class____________ Name__________Period 4 GrammarClass____________ Name__________【Learning aims】To grasp the new words and phrases; To know and use “can\ could\ may”; Can Use “What & How” to express strong feelings.【Learning important point】To know and use “can\ could\ may”; Can use “What----!& How---!”【Learning activities】Notes Activity 1在书中找出并背诵以下短语或者句子:1. Millie能够说好英语。
牛津译林版英语7B Unit7 Abilities 教案(表格式)
难点
教学过程设计
集 体 备 课
二 次 备 课
Step 1Revision
Revise what the children learned in the last period.
1.look out
2.Helping Hands Club
3.give seat to someone on the bus
3)Mrs.Sun couldn’t get out because he hurt his arm.
4)Lin Taowas afraid whenhesaw a lot of smoke.
5)Lin Taoput out the fire with a blanket and helped Mrs.Sun out.
Step 2 Presentation
Watch a video about “Superman”.
Talk about the things what Superman can do in groups and report.
Talk about dogs can do and can’t do.
Play a game.
Watch a video about “Superman”.
Listen to the tape and answer the questions.
Make up some new dialogues. Then actthem out.
Ask questions about the6pictures.
Read and understand the sentences.
Make a survey.
牛津译林版七年级下册Unit7《Abilities》(Period7)说课稿
牛津译林版七年级下册Unit 7《Abilities》（Period 7）说课稿一. 教材分析《Abilities》是牛津译林版七年级下册Unit 7的一篇课文，主题是关于能力的。
通过描述不同人物的不同能力，让学生学会如何用英语表达能力和描述人物。
本节课的主要内容是让学生掌握abilities的用法，以及如何用if引导的条件状语从句。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，但对于abilities的用法和if引导的条件状语从句还比较陌生。
因此，在教学过程中，需要逐步引导学生理解和掌握这些知识点。
同时，学生对于描述人物的能力较强，可以借此机会让他们更好地运用英语表达自己。
三. 说教学目标1.知识目标：让学生掌握abilities的用法，学会用英语表达能力和描述人物；让学生理解并学会if引导的条件状语从句。
2.能力目标：通过小组合作和角色扮演等活动，提高学生的口语表达能力和团队协作能力。
3.情感目标：培养学生对英语学习的兴趣，增强自信心，使他们更加积极地投入到英语学习中。
四. 说教学重难点1.重点：abilities的用法，if引导的条件状语从句。
2.难点：如何正确运用abilities描述人物，以及如何灵活运用if引导的条件状语从句。
五. 说教学方法与手段1.情境教学法：通过设置各种情境，让学生在实际语境中学习和运用abilities和if引导的条件状语从句。
2.任务型教学法：通过小组合作和角色扮演等活动，让学生在完成任务的过程中学习和运用所学知识。
3.直观教学法：利用图片、视频等直观教具，帮助学生更好地理解和记忆知识点。
六. 说教学过程1.导入：以一个关于能力的短片引入新课，让学生对abilities和if引导的条件状语从句有一个初步的了解。
2.新课呈现：通过展示图片和视频，引导学生学习abilities的用法，以及if引导的条件状语从句。
3.语法讲解：讲解abilities的用法，让学生学会如何用英语表达能力和描述人物。
7B Unit 7 Abilities 教案
education.Step 1 Presentation1. Show some pictures to learn some words .2. Then read aloud the new words.ability n. 能力seat n. 座位send v. 发送；邮寄even adv. 甚至able adj. 能，能够raise v. 募集notebook n. 笔记本pay vi. & vt.付款pay for 为……付款believe v. 相信believe it or not 信不信由你look out 留神，当心Step 2 Warming up1. Show some pictures then ask and answerA: What can you do?B: I can …. What about you?A: I can ….Step 3 Do some exercises.1.Do Part A on page 81.2.Check the answers.3.Talk about the pictures.Step 4 PresentationShow some pictures present comic strip.Step 5 Listen and answer1. Can Eddie fly?2. Read the dialogue in pairs.3. Act it out.Step 6 Listening1. Listen to part B and answer the following question.1) What can they do for the children in poor areas?2) Can they raise some money for them?2. Read after the recorder.3. Pratice in pairs.4. Act it out.5. Make their own dialogue.Step 7 Explanation1. How cool! 多酷呀！这是一个感叹句。
牛津译林版七年级下册Unit 7《Abilities》(reading1)说课稿
牛津译林版七年级下册Unit 7《Abilities》（reading1）说课稿一. 教材分析《Abilities》是牛津译林版七年级下册Unit 7的一篇阅读文章，主要讲述了三个学生为了完成老师布置的作业，分别尝试了不同的方法来解决问题。
通过这篇文章，学生可以学习到如何运用自己的能力去解决问题，同时提高自己的阅读理解能力。
二. 学情分析七年级的学生已经具备了一定的英语基础，对于阅读理解也有一定的掌握。
但是，学生在理解复杂句子结构和词汇方面还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，因材施教，引导他们通过阅读获取信息，提高他们的阅读理解能力。
三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和固定搭配，理解文章的主旨大意。
2.能力目标：学生能够通过阅读获取信息，提高自己的阅读理解能力。
3.情感目标：学生能够培养合作意识，学会倾听和尊重他人的意见。
四. 说教学重难点1.词汇和短语：如“ability”,“problem”,“method”等。
2.句子结构：如定语从句、状语从句等。
3.情态动词：如“can”,“may”等。
五. 说教学方法与手段1.任务型教学法：通过设置不同的任务，激发学生的学习兴趣，提高他们的参与度。
2.合作学习：鼓励学生分组讨论，培养他们的团队协作能力。
3.情境教学法：创设真实的情境，帮助学生更好地理解文章内容。
4.多媒体辅助教学：利用多媒体课件和视频，丰富教学手段，提高学生的学习兴趣。
六. 说教学过程1.导入：通过提问方式引导学生思考，激活学生的背景知识。
2.阅读理解：学生自主阅读文章，完成相关练习，检测学生的阅读理解能力。
3.词汇学习：引导学生学习文章中的关键词汇，并通过例句帮助学生掌握。
4.句子分析：分析文章中的复杂句子结构，帮助学生理解。
5.小组讨论：学生分组讨论，分享自己的观点和解决问题的方法。
6.总结提升：教师引导学生总结文章主旨，并进行情感教育。
牛津译林版7B Unit7 Abilities Reading课件(共25张PPT)
hurt her left leg
need help
Imagine
If you were Mrs Sun,
How will you feel? What will you do?
In Mrs Sun 's home
He went in and found his neighbour , the 79-year-old Mrs Sun, in the kitchen.
rush into
put a wet blanket over
help her out
After saving Mrs Sun What happened to Lin Tao? What kind of man was he ?
Out of Mrs Sun's home
The fire burnt Lin Tao‘s arms,neck and face.
1. brave 2. alone 3. rush 4. put out 5. burn 6. at that moment
a. run quickly b. just then c. hurt someone with
fire d. not afraid e. without any other
people
Fire! Help! Fire! Help!
Call 119 for help.
Run out of the fire. shout for help
Pour water over the door.
Put a wet blanket over the body.
What do you want know?
2020年最新牛津译林版英语7BUnit7 Abilities reading1公开课课件
b
a
d
c
a Be careful with fireworks. b Do not play with matches. c Do not put anything hot into the rubbish bin. d Keep your hair away from fire.
Read the text again and fill in the blankets.
Run out of the fire. shout for help
Pour water over the door.
Put a wet blanket over the body.
Pre-reading:
What happened to him?
Prediction(预测) based on the title
1 brave (line 1) __d___a run quickly 2 alone (line3) __e___b just then 3 rush (line8) __a___c hurt someone with fire 4 put out (line 10) __f__ d not afraid 5 burn (line 11) __c__ e without any other people 6 at that moment __b__ f stop something from burning (line 13)
“Yes, a little,” Lin Tao nodded, “but I didn't have time to think about it. Mrs Sun needed my help.”
“Fire is very dangerous. We should be careful with it，” he also said.
牛津译林版英语七下Unit 7《Abilities》(Grammar)教学设计1
牛津译林版英语七下Unit 7《Abilities》（Grammar）教学设计1一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讨论了关于能力的话题。
本单元包括一个故事，一个语法练习，以及一系列的词汇和练习。
故事主要讲述了一个叫Mike的学生在学校的经历，以及他在面对困难时如何克服并发挥自己的能力。
语法练习主要涉及到情态动词的用法，如can, may, must等。
词汇部分则涉及了一些与能力相关的词汇，如sing, dance, swim等。
二. 学情分析学生在学习这个单元时，已经掌握了一定量的英语词汇和语法知识，但情态动词的用法可能对他们来说是一个新的挑战。
同时，学生可能对这个话题有一定的了解，但需要通过课堂活动来深化他们的理解和认识。
三. 教学目标1.学生能够理解并运用情态动词can, may, must等。
2.学生能够运用本单元的词汇描述一个人的能力。
3.学生能够听懂并参与讨论关于能力的话题。
四. 教学重难点1.情态动词的用法。
2.如何运用词汇描述一个人的能力。
五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习和运用情态动词和词汇。
2.互动式教学法：通过小组讨论，游戏等活动，让学生在互动中学习并巩固知识。
3.任务型教学法：通过完成具体任务，让学生在实践中运用所学知识和技能。
六. 教学准备1.PPT课件：制作与本单元主题相关的PPT课件，包括故事，语法练习，词汇等。
2.教学材料：准备相关的情态动词和能力词汇的练习材料。
3.教学工具：准备录音机，电脑等教学工具。
七. 教学过程1.导入（5分钟）通过播放一段录音，让学生听一个关于能力的故事，引起学生对能力的兴趣。
然后，引导学生讨论故事中主人公的能力，以及他们在面对困难时如何克服。
2.呈现（10分钟）向学生展示PPT课件，呈现本课的主题和主要内容。
通过讲解和举例，让学生了解并掌握情态动词can, may, must等的用法。
牛津译林版英语七下Unit7《Abilities》(Reading1)说课稿1
牛津译林版英语七下Unit 7《Abilities》（Reading1）说课稿1一. 教材分析《牛津译林版英语七下Unit 7(Reading 1)》是一篇关于两个小朋友计划去动物园的故事。
故事中，两个小朋友在准备过程中遇到了一系列问题，但他们通过协商、沟通，最终解决了问题，实现了他们的目标。
这篇文章旨在让学生掌握有关计划和解决问题的词汇和表达方式，并培养学生的阅读能力和合作能力。
二. 学情分析根据我对学生的了解，他们在学习这个单元前已经掌握了基本的英语语法和词汇，具备一定的阅读理解能力。
然而，他们在词汇运用、口语表达和阅读策略方面还存在一定的困难。
因此，在教学过程中，我需要关注学生的个体差异，针对不同水平的学生制定相应的教学策略。
三. 说教学目标1.知识目标：让学生掌握文章中的关键词汇和表达方式，如“plan”,“problem”, “solve”等。
2.能力目标：培养学生具备一定的阅读理解能力，能够运用所学知识解决问题。
3.情感目标：培养学生学会合作、沟通，培养他们的团队意识。
四. 说教学重难点1.重点：让学生掌握文章中的关键词汇和表达方式。
2.难点：培养学生运用所学知识解决实际问题的能力，以及培养他们的阅读策略。
五. 说教学方法与手段1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中运用所学知识。
2.合作学习：鼓励学生分组讨论，培养他们的团队协作能力。
3.情境教学法：创设情境，让学生在真实的环境中运用所学知识。
4.信息技术辅助教学：利用多媒体课件、网络资源等手段，提高教学效果。
六. 说教学过程1.导入：通过提问，引导学生谈论他们喜欢的动物，引出本课的主题。
2.阅读理解：让学生独立阅读文章，回答相关问题，培养学生获取信息的能力。
3.词汇学习：通过对文章中的关键词汇进行讲解和练习，让学生掌握并运用这些词汇。
4.小组讨论：让学生分组讨论文章中的问题，并提出解决方案，培养学生的合作和沟通能力。
(完整word版)牛津版7Bunit7Abilities全套教案,推荐文档
Unit7 AbilitiesThe 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 “can’t”.2.To revise vocabulary about helping people in community.3.To generate ideas about ways to care 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 letterV ocabulary: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 can’t do.Step 3 Comic stripFirst 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 actions Guide students to understand what they can do and can’t 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 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 from 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 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 rubbish in the classroom or around the campus?4. Can you help your classmate with their homework?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.反思：The Second PeriodContent: Reading-- A brave young manTeaching 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 picture 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 other/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 careful2.Helping Hands Club3.give seat to someone on the bus4. collect things for Project Hope5.Clean up the park/playground6.visit a home for the elderly7. plant trees 8.a SuperdogStep2 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:neighbor, 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 Fang’s neighbour is 79 years old.3). Mr Sun couldn’t get out because 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 Fang’s 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 dangerous.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 couldn’t Mr Sun get out of his house?6). How did Wang Fang put out the fire?7). Did Wang Fang 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 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?Step3Assignment1. Recite the new words and read the text.2.Finish the exercises in the workbook.3.Prepare the interview for the brave girl.反思：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 people’s 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.Don’t leave the stove on.Don’t put anything hot into the rubbish bin.Keep long hair away from fire.Recommend sb for sth., think of sbTell sb 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. help sb out of a fire help with /(to)do sth.2. alone/lonely eg:I often stay home alone on Sundays but I don’t 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 ”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… over7. 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 the hospital.9.It is important to be careful with fire. Be care with sth Children must be careful with matches.10.keep one’s 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.Read 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 match the right pictures.Read out the sentences.Notes: leave …on , keep away fromAsk students to think of other ways about fire safety. Eg: Don’t run on the stairs. Don’t play on the road. Don’t lean out the window.Step5.Assignment:1. Revise what we learned from P74-76 and remember the new words.2. Do some exercises.反思：The Fourth PeriodGrammarⅠ.Content: Grammar:Using “can”/ “could” to talk about abilityⅡ.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)Ⅲ.Teaching Aims:To recognize and understand how to use “can” and “could” to express ability in the present a nd past.Ⅳ.Important and Difficult Points:“Could” is used to express ability in the past.Ⅴ.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 / play football / play chess?Ye s , I can. / No, I can’t.Show the students’ answers on the screen .SportsStudent AStudent BRide a bikeSwimFly a kitePlay footballPlay chessThen ask the others:Can she / he …?2) Say the whole sentences:eg: A. can ride a bike.He ca n’t / cannot swim.…(Write them down on the 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, I could./ No, I couldn’t.)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 couldn’t.)3) Teach the students to say the whole sentences:A could ride a bike five years ago.He couldn’t swim five years ago.……(The same as B)4) Use “could” to ask the partner the same questions about the past, then repeat.5) Work out the rule.①Positive: can could②Negative: can’t Couldn’t③Question: 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 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.①Mike can sing more than 20 English songs.Mike is able to …②She could speak English when she was four.She was able to…Get 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)Can do now(number of students)Tell storiesWrite English wordsDo houseworkPlant treesFeed animalsMake dinnersStep 5. Extension.1.Make up a dialogue between Jim and the headmaster according to the following hints.Jim wants to apply for(应聘)an English teacher .Here are his brief introduction:Experience: 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 have learned since(自从…以来) you came to secondary school.反思：The fifth PeriodIntegrated skills & Speak upTeaching Objective:To develop fluency in using ‘can’ to exchange information about what people are able to doTo find out and give information about abilitiesTo transfer the conversation model to personal situationsTeaching Procedure:Warm Up:A. Listening a. TapescriptSuzy is good at music. She can play the piano well. She may get a prize in the next music competition.In Sports, she has done well in volleyball this term. She practices hard every Monday and Tuesday after school. She can jump high now. I think shi can get into the school tem next year.Suzy is a clever girl. She is cheerful and has many friends. She can also organize class activities well.b. Listen to the tape for 3 times and finish the Notes.c. Check the answerd. Fill the blanks in P83 and checkL.P. 1. organize class activities 2. have a good grade in …3. get into the school teamB. Speak outa. Listen to the tapeb. Several pairs of students to act outL.P. 1. play the violin.2. how to play it3. what nice music..反思：The seventh PeriodContent:study skillsTeaching aimse the library to look for information2. Can devide books as different kinds.Step 1. Lead-inAsk some question.Which is your favourite subject? Why ? can you tell us something interesting about it ? What are you interesting in , History , Science. Language . Literature or P.E.?If you want to learn more about your favovrite subject ,what can u do ?Guide to answer. Books are like good teachers.Step 2 showLearn the main of P89.What kinds of books do you want ?Books about different subjects are put in different sections .Similar books are put in the same place .Books are organixed according to topics .Books about simolar topics are put in the same area.You can find your favourite authors according to their surname .For example , novels are arranged in alphabetical order according to the authors’ surnames . Step 3 practiceComplete the practice of P89Step 5 activityGone with the windI want to look for a book about american history .I am interested in american country music .My english grammar is poor . which book is right for me ?Work in groups of four , and discuss how to find the books we need in the library .反思：The Eighth PeriodContent:Main task1. Learn to write a recommendation letterTeaching aims : 1. Learn to write a recommendation letter2.To develop students’ abilit y of writing .Language focus: a five-year-old boy, lose one’s way, hear fromStep 1: Warming upA chain talk .eg: A: Can you tell me what you can do and cannot do ?B: I can sing but I can’t sing well. Can you tell me w hat you can do and cannot do ?C: I can dance well but I can’t swim…….Step 2 : Free talkeg :Who can get the Most Helpful Student Award ? Why ?Step 3 : Pre-task preparationPresent some new words : chairperson,thoughtful,lose,hear fromStep 4 : Task procedures:1.Learn how to write a recommendation letter(1) Listen and answer (Part 1)Q: What award would he like to recommend Chen Dan ?What is Chen Dan good at ?What’s his personality ?What did he do ?(2 )Explain the words above.(3)Read it carefully and put the numbers in the correct boxes .(4)Read it again and find out the key aspects of the content of the letter .(Group work )(5)Conclusion about how to write a recommendation letter.2. Write a recommendation letter (Group work )(1) Ask students to plan the things they want to say about their chosen person as outlined in Part B1.(2) Complete the letter . ( Each writes one paragraph. )(3) Invite some groups to read out their letters .反思：。
牛津英语7B Unit7 Abilities Reading教学设计
牛津英语7B Unit7 Abilities Reading教学设计Teaching contents:7B Unit 7 Abilities Reading(I)Teaching objectives:Knowledge objectives: (1)Students can learn some new words and phrases from the text(2)Students know what happened in the story.Ability objectives:(1)Students’ skills of skimming and scanning will be improved.(2)Students’ ability to analyze and solve problems will be cultivated.Emotional objectives: Students can be careful with fire and have basic skills to protect themselves when there is a fire.Teaching key and difficult points:(1)Help the students get an overall understanding of the reading material.(2)Develop the students’ reading skills and communicative ability.Teaching procedures:Review and lead-in:(1)Review the “Helping hands club”,helpful(2)Lead in the conception brave.Show pictures of superman,spiderman and Batman.They can save people from danger.So they are not only helpful but also brave. This class we are going to have a new friend.（设计意图：以耳熟能详的电影英雄人物导入本节课主题——勇敢的年轻人，并把这个主人公当成是我们即将认识的新朋友，激起学生的好奇心，激发学生对本文学习的欲望，对课堂更加专注。
牛津译林版7B英语Unit7 Abilities Reading1课件
1. Finish the step-exercise. 2. Prepare to give a report
about fire safety.
para1 Read and answer the question.
How old is LinTao? Why do we say LinTao was brave?
LinTao is 20 years old.—— young He was brave enough to save his neighbour from a fire.——brave
para4-6 After the fire
The fire burnt his arms, neck and face. He was in hospital for two weeks.
Many people visited him and gave him flowers and presents.
Lin Tao: I rushed into Mrs Sun’s kitchen, put a _w_e_t_ blanket over her and helped her out.
Reporter: That sounds dangerous. Did you do anything to _p_r_o_te_c_t__ yourself?
run to, pour…over…to…, rush into,
put…over…, help…out.
Result: …put out… ,burn… be in hospital
What we learnt: dangerous, be careful with.
What can we learn from this story? Liu Tao is very brave , clever and helpful. We should help each other. We should be careful with fire.
七年级英语下册7B Unit 7 Abilities Reading教案 新版牛津版
7B Unit 7 Abilities Reading教案Step 1:Words:1.Learn some new words after the pictures.2.Read the new words together.3.T: Daniel is reading a newspaper article about fire, but there are some difficult words. Let’s learn the words with him. Match the words on the left with the meaning on the right.Step 2 Lead-in:1.T: Fire is very important for us in our fire. What can we use it for?S: We can use it to make water hot, keep us warm, give us light and cook food.2.T: Fire is useful, but it can also be very dangerous if you’re not careful with it. It can burn things or hurt people. A big fire can even burn forests and tall buildings, so keep yourself away from fire.If there is a fire, what should we do？S：1.You should call 119.2.Rush out of the fire as quickly as you can.3.Shout for help.4.Pour water over the door.5.Put a wet blanket over the body.Step 3 Pre-reading:T: Wha t happened to the little boy?S: He is ill./ He hurt himself.T: Can you imagine who, what ,where, why about the story?S: who The 79-year-old Mrs Sunwhat save his neighbour from a firewhere at home alonewhy hear someone shouting “fire,fire,help”T: Never mind. Let’s read a newspaper ar ticle about a fire to get the detailed information./T: Do you want to know more about him?S: Yes.Step 4 While-reading:1.T: Today we’ll read a newspaper article about a fire and a brave young man. Now let’s watch a flash and answer the questionWhat did the young man do?He saved his neighbour from a fire.2. Fast readingNow please read the story on your own, and decide whether the following statements are true or false. ( F )Lin Tao helped his grandma out of a fire. neighbour( T ) Mrs Sun coul dn’t get out because she hurt her left leg.( F ) Mrs Sun was in her bedroom when the fire took place. kitchen( F )Lin Tao came and put out the fire. Some firemen( F )The fire burnt Lin Tao’s neck, arms and legs. Faces( T )Many people visited him and brought him flowers and presents.3. Detailed reading:Here are some questions about the story. Read through the story to find the answers.1.When did t he fire happened? On 10th May.2.Was there a lot of smoke? Yes, there was3. Why couldn’t his neighbour Mrs Sun get out?She couldn’t get out because she hurt her leg.4. How long was he in hospital? He was in hospital for two weeks.5. What did many people say to Lintao? How brave you are!Step 5 Consolidation:Read the text together and fill in the blankets.Lin Tao is a b______young man.He s_____his neigbour Mrs.Sun from a f_____.On 10th May,he was at home a_______. Suddenly he heard someone s______‘Fire!Fire!’ he saw a lot of s______ from n____ ____.He p_____ water over his clothes to protect himself.Then he r_____ into his neighbour’s kitchen and put a wet b_____over her. He helped her out.But the fire b____ him. He was __ _____ for two weeks.Many visitors g_____ him some flowers and Lin Tao said that fire can be very d________. It is i_____ to be ______ with fire.Step 6 Play a game: Choose the letter and then tell true or false statements:T: There are three groups in our class. In each group I will ask three students to choose and answer then let’s look at which group will win.1.Wrong can’t play with matches. be careful with matches.2.Right When there is a fire , we should call 119 at once.3.Wrong We can’t put anything hot into the rubbish bin.4. Wrong We can’t leave the stove on when we are not at home.5. Right When there is a fire, we should use the stairs instead of a lift.6. Wrong keep long hair away from fire.7.Wrong We can’t smoke in be d.8.Right When there is a fire, we should cover our bodies with wet blankets and rush out of the flat quickly.9.Wrong We can’t jump down from the building. Jumping may be more dangerous than the fire.Step 7 Disscusion:Wh at can we learn from Lin Tao?When you find your classmate ill at school…When you see someone hurt in the street …Fire is usefu l , but it is also dangerous.It is important to be careful with fire. And we should help each other.Proverb(谚语): To help others is to help ourselves!帮助别人就是帮助自己!Step 8. Homework:1.Retell the text of reading2.Do Part B1 and Part B3 on Page 83-84.7B Unit 7 Reading 教案Step 1:New Words:1.Learn some new words after the pictures.2.Read the new words together.3. Match the words on the left with the meaning on the right.Step 2 Lead-in:1.What can we use it for?2. If there is a fire, what should we do？Step 3 Pre-reading:What happened to the little boy?Step 4 While-reading:1.Now let’s watch a flash and the question：What did the young man do?2.Fast reading: Now please read the story on your own, and decide whether the following statements are true or false.3.Detailed reading: Read the story to find the answers.Step 5 Consolidation:Read the text together and fill in the blankets.Lin Tao is a b______young man.He s_____his neigbour Mrs.Sun from a f_____.On 10th May,he was at home a_______. Suddenly he heard someone s______‘Fire!Fire!’ he saw a lot of s______ from n____ ____.He p_____ water over his cloth es to protect himself.Then he r_____ into his neighbour’s kitchen and put a wet b_____over her. He helped her out.But the fire b____ him. He was __ _____ for two weeks. Many visitors g_____ him some flowers and Lin Tao said that fire can be very d________. It is i_____ to be ______ with fire.Step 6 Play a game:Choose the letter and then tell true or false statements:Step 7 Disscusion:What can we learn from Lin Tao?Proverb(谚语)To help others is to help ourselves!帮助别人就是帮助自己!Step 8. Homework:1.Retell the text of reading2.Do Part B1 and Part B3 on Page 83-84.。
7BUnit7Abilities
7B Unit7 Abilities 教学设计一、教学内容译林出版社出版的牛津初中英语7B Unit7 Abilities Comic strips and Welcome to the unit （第一课时）二、教材解析本课时是第七单元的一个开篇，重点在于激发学生学习本单元的兴趣爱好，任务以听说为主。
因此，本节课应该将知识目标定为掌握本课时的单词、短语、句子，以及能够用can 和can’t 谈论自己能为他人所做的事情，培养学生助人为乐的品质。
三、教学目标（一）认知目标1、能正确理解掌握Eddie 和Hobo 的对话内容2、能正确地理解和记忆本课时的单词、短语3、能正确地运用日常交际英语：Believe it or not! Look out.4、能正确地理解并运用巨型：What can we do for the children in poor areas?（二）能力目标1、能在日常的交流中运用所学的句型和帮助他人的信息2、能熟练的背诵出第一课时的两个对话（三）情感目标1、培养学生乐于助人的良好品质2、培养学生跨文化交际的能力四、教学重点、难点重点：能正确理解对话内容并能表演出两个对话难点：能在情景中运用本课所学交际英语五、设计理念六、设计思路1、创设情境本课时落脚点在“乐于助人”这一功能，我从学生的生活经验入手，创设我们在日常生活中怎样帮助他人的情境，引导他们讨论、表演。
2、整体感知七、教学过程Step1: Lead-inShow students pictures of some famous people ( What is ability?)（设计意图：从一些名人所擅长的项目，让学生理解ability的含义，并想想自己有什么能力）Step2: Group workWhat abilities can a superman have?（设计意图：学生对超人并不陌生，在此之前，大家都看过关于超人的电视，发挥其想象力和创造力小组讨论：超人具备哪些超能力）Step3: Learn the conversation between Eddie and Hobo（设计意图：通过对话了解Eddie是否具有飞的能力并学习相关的单词、短语和句子）Step4: show pictures of some social organizations to students（设计意图：通过图片让学生了解一些社会上的援助组织，增加一些常识，以便以后加入某个组织，为社会做一点儿贡献）Step5: Group workAn interviewer interviews other students if they ever helped others.（设计意图：通过记者采访的形式，让学生回忆自己过去是否帮助过别人以及怎样帮助别人的，尤其是自己曾做过哪些印象深刻的事情，小组合作的形式不仅可以锻炼学生的口语，而且可以增进小组成员的情感）Step6: Learn Part A on P81（设计意图：看图猜短语的意思，不仅帮助学生理解陌生短语的中文意思，而且更形象更具体，这样学生易记住，不容易忘记。
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四、拓展
提高应用
根据句意和提示完成句子
1.It’s good for you to __________ (让座) to someone on the bus.
教学反思：
6.她是一位细心的学生，课堂上她总能认真听讲。
She isa ___________ student.She always________________________ to the teachers
七、作业布置及下节课预习目标
1.完成《导学与评价》相关练习
2.预习Unit 5第二课时Reading
在中nds of plants in the mountain.
山上有成千上万种植物。
3. clean up意为“把……打扫干净”,是一个“动词+副词”短语。所以如果接名词作宾语，名词宾语可以放在up的后面，clean up the park = clean the park up。
3.打扫公园____________4.帮一位老人_______________
5.小心______________ 6.拜访敬老院_______________
7.为希望工程募集东西______________
二、合作
成果展示
完成课本Welcome to the unit部分的练习
三、知识重难点点拨
1. Is Eddie a super dog ?
2. Can he fly?
3. What does Hobo say when Eddie wants to fly?
4. Why does he say that?
翻译词组
1.植树_______________2.在汽车上让座______________
教学内容
7BUnit 7Abilities
第一课时Comic strip
学习目标
1.学习关于描述关心和帮助他人的词汇
2.学会通过漫画引出谈论能力的话题
重点
难点
1.学会谈论在日常生活中我们能为他人所做的事情
2.用新学词汇谈论如何关心和帮助他人
教学步骤
教学内容
备注
一、目标
达成讨论
预习课本comic strip，回答下列问题：
但是如果宾语是代词，代词则必须放在clean up的中间，
clean it up
4. a home for the elderly意为“老年公寓”。
the elderly意为“老人”，elderly是一个形容词，意为“年老的，年长的”，它是由elder + ly构成的，比起old，它具有“尊重的，尊敬的”含义在里面。
1．Be careful, Eddie!
(1) careful是形容词，意为“小心的，仔细的”。
Be careful! = Look out! = Watch out!是祈使句，用动词原形开头，目的是唤起某人对某事的注意.
例如：Be careful！Don’t cross the street now.
(2) be careful后接名词或代词做宾语是，要加介词with。
例如：You must be careful with your health.
2.Planting trees (Tree-planting Day植树节)
plant做动词，意为“种植”。Plant还可做名词，意为“植物”。
InChina, many farmers plant trees in spring.
Miss Zhang ____________ the office every day.
4.人们通常在春天种树.
People always___________ in spring.
5.同学们想为希望工程筹集东西.
The students want to_______________________________.
4.Every year people __________(植树) on Tree Planting Day.
5.Please ___________(打扫) the classroom before you leave.
五、归纳
总结评价
这节课我们学到了什么？
单词:
词组:
句型:
六、学习
成果检测
补全下列句子
1.他经常在公共汽车上给老人让座.
He often ____________to the ______on the bus.
2.我们每年都去访问老年公寓.
We go to _____ the __________ the elderly every year.
3.张老师每天都将办公室打扫得干干净净.
2.The children ____________（正在筹款）for Project Hope.
3.Every Friday afternoon,the students from No.1 Secondary School go tovisit____________________(老年之家). They are helping the old people there.