七年级英语下册 unit5 Main task导学案牛津版

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初中英语七年级下册(牛津译林版)Unit5Task教学设计

3.学生学习习惯：部分学生依赖心理较强，自主学习能力较弱，需要教师在教学中引导和培养。此外，学生在合作学习过程中，需要教师指导他们如何分工合作、互相交流，以提高学习效果。
4.学生心理特点：七年级学生自尊心较强，渴望得到老师和同伴的认可。在教学过程中，教师应多给予鼓励和表扬，增强学生的自信心，培养他们的自主学习能力。
2.学会使用一般现在时和一般过去时描述节日的庆祝方式和传统习俗。
3.能够理解并运用目标语言进行信息交流和问题讨论，如：What do you do on...? How do you celebrate...?
4.提高学生的听说能力，通过听力练习和口语交流，了解不同文化背景下的节日庆典。
5.培养学生的阅读理解能力，通过阅读有关节日的文章，提取关键信息，理解文章大意。
（3）课堂活动：设计多样化的课堂活动，如小组合作、角色扮演、讨论等，让学生在实践中运用所学知识，提高语言技能。
（4）巩固练习：针对本节课的重点内容，设计相应的练习题，帮助学生巩固所学知识，提高实际运用能力。
3.课后拓展：
（1）布置与节日相关的作业，如写作、手抄报等，让学生进一步巩固所学知识。
（2）鼓励学生通过网络、书籍等渠道，了解更多的节日文化，提高他们的跨文化交际能力。
4.个性化教学：关注学生的个体差异，给予每个学生充分的表达机会，激发他们的学习潜能。
5.反馈与评价：及时对学生的学习情况进行反馈，指导学生进行自我评价和同伴评价，提高他们的自我监控能力。
（三）情感态度与价值观
1.培养学生的跨文化意识，使他们了解并尊重不同文化背景下的节日习俗。
2.培养学生的爱国情怀，了解我国的传统节日，传承中华民族优秀传统文化。
4.课堂小结：总结本章所学内容，强调重点知识。

牛津译林版英语7AUnit5Task教学设计

2.技能方面：培养学生通过观察、听力和口语交流等途径获取信息的能力。提高学生的英语阅读理解能力，使他们在阅读相关文章时，能够快速捕捉关键信息，掌握文章大意。此外，通过写作练习，提高学生的英语写作能力，使之能够运用所学知识进行书面表达。
（二）过程与方法
1.过程方面：以任务型教学法为基础，将学生分为小组，通过小组合作完成任务，培养学生的团队合作意识。在教学过程中，教师应注重启发式教学，引导学生主动探究、发现和总结语言规律。
1.现在进行时态的教学：
-利用动画、图片等资源，展示正在进行的动作，引导学生观察并描述，加深对现在进行时态的理解。
-设计各种练习，如填空、句型转换等，让学生在不同的语境中运用现在进行时态。
-在课堂交流中，教师有意识地使用现在进行时态，为学生提供语言输入。
2.频率副词的搭配：
-通过例句、图表等形式，展示频率副词的用法，帮助学生理解并记忆。
3.各小组依次展示成果，其他同学认真倾听，教师对每组的表现进行点评和指导。
（四）课堂练习（500字）
1.教师发放练习题，包括填空、句型转换、阅读理解等，让学生在规定时间内完成。
2.学生完成后，教师选取部分题目进行讲解，对学生的答案进行点评，指出错误原因，并进行纠正。
3.针对课堂练习中出现的共性问题，教师进行针对性的讲解，帮助学生巩固所学知识。
2.学生观看视频后，教师邀请他们用英语分享所观察到的动作，鼓励学生尝试使用现在进行时态进行描述。
3.教师板书并强调现在进行时态的构成：“主语+ be动词(am/is/are) +动词ing形式”，同时解释其在描述正在进行的动作或状态时的用法。
4.导入本节课的学习目标，让学生明确学习内容，激发他们的学习兴趣。
4.讲解过程中，教师关注学生的反应，及时解答他们的疑问，确保学生掌握所学知识。

牛津译林版七年级下册(新)英语 Unit 5 Task 学案

Unit 5 Task班级: _____________姓名：_____________学习目标：1、学习与掌握与amazing things的词汇和词组。

2、了解文体特点。

3、用本单元所学的语言知识完成一篇Amazing things的写作。

预习指导：阅读课文找出下面短语或句子并翻译：1.一个有着惊奇事物的神奇世界_______________2.这种食物_________________3.get its name from..._________________4.一个叫John的男子_______________5.喜欢玩纸牌___________________6.停下来去吃饭______________7.把肉夹在两片面包中____________________8.要一份三明治_________________9.变得流行_____________________10.遍及全世界__________________11.到1935年(为止)______________12.投入使用___________________13.每100个家庭________________14.至少一台电视________________15.和…一样大__________________学习探究：1. Sandwich got its name from a man called John.译:_______________________________get one’s name from…--- 从…中得名a man called…--- 一个叫…的人(called---被叫做)你认识那个叫Amy的女孩吗？_______ you know the girl ________ _______?2. The first TV showed in the UK in 1926.译:_________________________________3. Soon others wanted to eat the same food, so they asked for a “sandwich”. others --- 其他人(代词)，相当于other peoplethe same… --- 同样的…(same前面必须加the)4. Now TVs can be as large as 103 inches.译:_____________________________________as large as --- 和…一样大as + 形容词或副词+ as --- 和…一样…a. Our neighbourhood is as beautiful as a park.译:_________________________b.这个小女孩舞跳得和姐姐一样好。

牛津译林版七年级英语下册Unit5AmazingthingsTask精品教案

Unit 5 Amazing things Task课题Unit 5 Task 主备人使用人教学目标To present factual information in writing and to produce a piece ofwriting using informa tion obtained tom researchTo combi ne vocabulary and model sentence constructions to produce own writing教学重难点To produce a piece of writing using information obtained tom research教学方案（程序设计）集体备课部分个人修改部分Step1 Lead-inGet Ss to talk about how to write an articleCollect some information --------- Make some notes------------ write anarticleStep2: PresentationAsk Ss to go through the articles in Part A and understand each sentence byasking and answering general the special questions.Get Ss to go thr ough Simon’s unfinished article (in part B) first then completeit with the notes in p art A individually. Then get some Ss to read out thefinished article and correct the answers with the whole class.Do you know the tallest man in the world?Step3 Practice:The tallest man in history was from _____. He _____ on 22nd February 1918 and____ on 15th July 1940. He ___ tall. Even his hands ___ long. At the age of21, he _____ kg. When he died, he ____ kg.Most people like eating sandwiches but few of them know the history of them.I read in a book that once there was a _____ called sandwich. He ______ withhis friends all day and he _____. Then he ____ and ate it as dinner so he couldkeep on playing. Soon many people learnt to make this kind of food and lovedit. They named the food after ____.Do you know anything about the first TV star? It was ____. It appeared in _____.At the same year, there was ______show. It s howed ____. Very few people hadTV before. In 1936, there were _____ around the world. By 1967, more peopleused ___. Today, most o f us have one.Step4 PresentationGet Ss to take out the information they found and prepare notes first. If someSs cannot find information about an amazing thing, they can use the notes inPart C.Step 5 WritingGet Ss to write an article with their notes. And get some to read their articlesto their classmates.Step6 Homework1.Write an invitation letter.2.Remember the useful vocabulary and phrases.3.Finish the workbook.教学方案（程序设计）集体备课部分个人修改部分教学反思：。

七年级英语下册Unit5AmazingthingsTask教案(新版)牛津版 (3)

2.Remember the useful vocabulary and phrases.
3.Finish the workbook.
教学方案（程序设计）
集体备课部分
个人修改部分
教学反思：
Do you know anything about the first TV star? It was ____. It appeared in _____. At the same year, there was ______show. It showed ____. Very few people 1936, there were _____ around the world. By 1967, more people used ___. Today, most of us
教学方案（程序设计）
集体备课部分
个人修改部分
Step1 Lead-in
Get Ss to talk about article
article
Step2:Presentation
Ask Ss to go through the articles in Part A and understand each sentence by asking and answering general the special questions.
Get Ss to go through Simon’s unfinished article (in part B) first then complete it with the notes in part A individually. the finished article and correct the answers with the whole class.

牛津译林版七年级下册(新)英语 Unit 5 Task 教案

难点
教学过程设计
集体备课
二次备课
Step 1 Revision
1. Show the pictures of the giraffe, snake, camel and ant, asking students to recall the animas that appeared in this unit.
Ask and answer.e new words.
Read the passage in Part B.
Write an article.
课后
作业
1. Finish the guide-learning paper.
2. Recite the passages or dialogues inTask.
教学
反思
这篇文章写起来难度不大，因为书上有个框架结构。
(1) Does your family have a TV?
(2) How many TVs do you have?
(3) When and where was the first TV show?
(4) How many TVs were in use per 100 Chinese families in 1987?
Step 4 While-writing
1. Tell Ss: Now we’ll write about amazing things. You’ve already collected some facts. Would anyone like to share your amazing things with us? Then ask some of the Ss to tell the class something amazing.

【5A文】七年级英语课件牛津版7A Unit5 Main task

The first floor Fast Food
The second floor Music/ Supermarket.
The third floor
Clothes/ Fashion
sports /bookshop
The fourth floor A big cinema.
Free talk
Do you like go shopping? What do you usually buy? Design a shopping mall and talk about it with your classmates.
Shopping mall
Use the notes in Part A to complete the guide.
There is a new shopping mall near my school. It is very easy to find. It is near the bus _st_o_p_ and the t_a_x_i rank. The mall is very big. There are _fi_v_e floors of shops and each floor is very big. There are lots of _cl_o_t_h_e_s_s_h_o_p_s_. This is great for girls. However, there are not many shops for boys. There is only one _sp__o_rt_s_s_h_o_p_. I think the mall needs some more.
Writing:
Write about your favourite shopping mall. And tell your class about the shopping mall.

新目标英语七年级下册第五单元导学案

新目标英七语年级下册导学案Unit 5 Why do you like pandas?第一课时Section A 1a—1c(P25)备课人:谭丽珍*谚语：Love me, love my dog. 爱屋及乌。

【学习目标】：1、初步掌握第25页的生词和句型；2、描述动物，谈论喜好。

【学习重难点】:1、根据音标拼读单词并牢记；2、自学课文，勾画出重点和疑惑【课堂导学】：Step I、设问导学Do you like animals? How many animals do you know?Step II、小组合作Task1：中英互译1. welcome to the zoo ___________2. my favorite animals ______________3. want to see them______________4.大象_________________________5. 树袋熊，考拉 ______________6.长颈鹿________________________Task2：Brainstorming(头脑风暴)Try to speak out the names of animals you know. And finish 1a.Step III、课堂检测(1) Learn the new words about animals using some pictures.(2) Present key sentences with these pictures.—Let’s see the pandas first. —Why do you want to see them?—Because they’re very cute.(3) Finish 1a, and then check the answers.（4）ListeningListen and finish 1b. Check the answers.（5）Pair workTalk about the animals in 1a.Step IV、重点讲评（）1. Which kind of animals have long legs and neck?A. PandasB. PenguinsC. Giraffes（）2. ______ is the biggest animal on the earth.A. An elephantB. A koalaC. A giraffe（）3. —Why do you like koalas? —_____ they are cute and smart.A. SoB. ButC. Because（）4. There is _______ elephant in the zoo. _______ elephant is from Africa.A. a; theB. an; theC. an; AnUnit 5 Why do you like pandas?第二课时Section A 2a—3c (P26-27)备课人：谭丽珍*谚语：Love me, love my dog. 爱屋及乌。

Unit5Task课件牛津译林版英语七年级下册

Writing
1.the biggest living animals on land 2.eat 100 to 1,000 pounds of grass in a day 3.live 60-70 years 4. no bones in the back of elephants’ feet—only fat 5. walk on tiptoe 6.move quietly 7. grow large teeth --- tusks
1. When did the first TV show in the UK? 2. How many TV sets were there in 1935? 3. How many TVs do most of the families
have? 4. How large are TVs now?
◆Isn’t it amazing?
中考作文评分标准
先根据文章整体内容和语言表达确定档次，然后在该档次内评出分数。
第五档（15~13分）完全符合题目要求，表达思想清楚，内容丰富。使用多种语
法结构和丰富的词汇，语言通顺，语意连贯，具有逻辑性。允许个别语言错误。
第四档（12~10分）符合题目要求，表达思想基本清楚，内容完整。语法结构和
A
BC
correctly.
Result: A
B
C
Wonderful Good Not bad
I need to spend more time on ________.
Homework
Write another amazing thing. .
Simon’s notes about ‘Amazing things’.

初中英语牛津译林版七年级下册]第五单元知识点详析及训练

7B Unit 5 Amazing thingsHow many secrets do you know about elephants?大象知多少？1. 河南省的简称是“豫”，“豫”在古汉语中是“大象的意思”。

在新石器时代至商代后期，河南地区象群不断壮大，得名“豫州”。

春秋战国时期，气候变冷，征战四起，大象等野生动物的生存环境逐渐恶化。

到了战国末年的韩非子时期，豫州，已然“名不副实”了。

2. I t’s a common saying that elephants never forget.一头驯化的大象，可以记得至少四十个来自象夫的指令；它同时能辨认许多人、动物，以及生活的点点滴滴，即使平均寿命达五、六十年，一辈子也不会忘记它曾经遭受过的恩惠与伤害。

3. 大象是唯一一种会哀悼死者，举办葬礼，并回来扫墓的非人类动物。

他们也会关心其他的物种。

思考：介绍令人惊奇的事物的形容词有哪些？一、知识框架ic strip& Welcome to the unit:重点单词：same, birth, earth, back, fat, fact(in fact事实上)重点短语：the same size, from birth, stop doing sth., in the back of重点句型：Fish sleep with their eyes open.2.Reading:重点单词：suddenly, anybody, nobody, reply, strange, leave, quickly, happen, everything, wonder, carefully, search, himself, weak(be weak in/at), pick, surprised, later, somebody重点短语：as usual, sit down, turn around, on one’s /the way, say to oneself, pick up, take… to, the animal centre, run away (run out of)重点句型：On their way home, they met Andy.When it miaowed, it sounded like a whisper.Later that day, they took the little cat to the animal centre.3.Grammar:重点单词：ago重点短语：a month ago, take photos, have a great time, the day before yesterday重点句型：... there were a lot of people there.We spent three hours in the museum.What else?4.Integrated skills& Study skills:重点单词：snake, ant, little, dry, without, chalk重点短语：live without water, know more about, be afraid of, not…any more, hear of, the other day, write with on hand, at the same time重点句型：I know more about animals now.He can write with on hand and draw with the other at the same time.5.Task & Self-assessment:重点单词：sandwich, by重点短语：play cards, a piece of, all over the world, at least, as…as, ask for重点句型：Sandwich got its name from a man called John Montagu, the Fourth Earl of Sandwich.二、考点精析1. The world is full of amazing things.用法分析：amazing是形容词，意为“令人吃惊的，惊人的”，强调某事令人惊奇，富有意外性。

牛津译林版七年级下册Unit 5《Amazing things》(Task)教学设计

牛津译林版七年级下册Unit 5《Amazing things》（task）教学设计一. 教材分析牛津译林版七年级下册Unit 5《Amazing things》主要介绍了生活中的一些奇妙现象。

通过本节课的学习，学生可以了解到世界的奇妙之处，提高他们对英语学习的兴趣。

本节课的主要内容包括两个部分：一是奇妙现象的介绍，二是对这些现象的讨论和思考。

教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。

二. 学情分析七年级的学生对新奇事物充满好奇，具有较强的求知欲。

他们已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。

但部分学生对英语学习仍存在恐惧心理，缺乏自信。

因此，在教学过程中，教师需要关注学生的心理状况，创设轻松愉快的学习氛围，让他们敢于开口、乐于参与。

三. 教学目标1.知识目标：–学生能够掌握本节课的生词和短语。

–学生能够正确运用一般现在时描述生活中的奇妙现象。

–学生能够听懂、会说、会读、会写与奇妙现象相关的句子。

2.能力目标：–学生能够通过图片和文字资料，运用英语进行交流和讨论。

–学生能够运用所学知识，进行创新性的思维和表达。

3.情感目标：–学生能够激发对英语学习的兴趣，培养积极的学习态度。

–学生能够学会欣赏生活中的美好事物，培养乐观的生活态度。

四. 教学重难点•学生能够正确运用一般现在时描述生活中的奇妙现象。

•学生能够听懂、会说、会读、会写与奇妙现象相关的句子。

•学生能够运用所学知识，进行创新性的思维和表达。

•学生能够运用英语进行交流和讨论。

五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中学习英语，提高他们的语言运用能力。

2.情境教学法：创设生动、有趣的情境，让学生在真实的环境中感受、体验英语。

3.合作学习法：引导学生进行小组合作，培养他们的团队精神和沟通能力。

4.激励性评价：注重对学生的过程性评价，鼓励他们积极参与课堂活动，提高自信心。

六. 教学准备1.教学材料：教材、PPT、图片、视频等。

七年级英语下册unit5 Amazing things maintask课件(新版)牛津版

• later become popular all over the world
TV
• the first TV show in the UK in 1926 •in 1935, only 2000 TV sets in use • in China, in 1987, about 29 TVs per 100 families, but now most families, but now most families have at least one TV. • now TVs can be as large as 152 inches
Unit 5 Amazing things
Maino pieces of bread
meat
some pieces of sandwiches Where did “sandwich” get its name from? What did the man love doing? And how did he make a sandwich?
Sandwiches
• got its name from a man
• loved playing cards
• did not want to stop for dinner
• put meat between two pieces of bread • others wanted to eat the same food
（feeling）
1. play cards 打牌 play的宾语如果是体育类活动, 不能用冠词 the; 如果是乐器类宾语, 则必须加上冠词the。打篮球 play basketball弹钢琴 play the piano 打排球 play volleyball 拉小提琴 play the violin play football 弹吉他踢足球 play the guitar 打网球 play tennis play baseball 打棒球打羽毛球 play badminton

牛津译林版英语七下Unit5Abilities(Maintask)word学案

初中英语导学案（7B Unit5 Abilities）Main task【学习目标】1．知识目标：a.学习辞汇：chairperson, madam, thoughtful, loseb. 学习词组：recommend sb. For, get information from, in a team, lose one’s way, on one’s way to, stay with, playwith, look forward to doing sth, hear from sb. get an award, yours faithfully.c.学习句型：①I would like to recommend Daniel for this year’s Youth Award.②We looking forward to hearing from you soon.2. 技术目标：了解推荐信的写作方式,学会如何写推荐信信。

3．情感目标：了解推荐信的大体魄式。

学习进程【预习指导与检测】一、预习导航（一）背景知识介绍假设你的一名同窗超级的优秀，你想为他写一封推荐信推荐他得一个最佳学生奖。

你会写一封推荐信吗? 请带着以上问题进入本课的学习吧！（二）阅读P89推荐信，在文中划出知识目标中的单词、短语和句子。

二、预习功效（一）认真阅读讲义，把下列短语译成英语。

1. 一个考虑周到年轻人__________ _2. 推荐某人为___________ _____3. 团队协作好___________ ____4. 一个5岁的小男孩____________5. 迷路_____ _______________6. 在去某地的路上______________7. 与某人呆在一路___ _________ 8. 从因特网上获取信息_____________9. 得奖__________________ ___ 10. 期望去做某事_________________11. 收到某人的来信_____ _______ 12. 带某人去警察局（二）依照句意及首字母或汉语提示填写单词。

七年级英语下册Unit5AmazingthingsTask学案（新版）牛津版

七年级英语下册Unit5AmazingthingsTask学案（新版）⽜津版Unit 5 Amazing things Task【学习⽬标】：1．学习与掌握与amazing things的词汇和词组。

2．了解⽂体特点。

3.⽤本单元所学的语⾔知识完成⼀篇Amazing things的写作。

【学习重难点】:正确使⽤⼀般过去时来描述过去发⽣的事情。

【⾃主学习】⼀．根据⾳标或汉语写单词1['s?nw?t?] ___________ 2[ba?] ___________ 3[ju:s] ___________4[p?(r)] ___________ 5[?nt?] ___________⼆．通过预习完成下列短语1. ⼀个叫做John的男⼈ ___________2. 打牌______________________________3.学会⼲某事 ____________________4. 请求________________5. 吃同样的⾷物 ___________________6. ⾄少____________________7. 停下来去⼲某事 ______________ 8. 在两块⾯包之间______________________9遍及全世界 _____________ 10像…⼀样 _____________11有着许多奇怪事情的精彩世界 _____________________【课堂达标检测】⼀．根据句意、⾸字母或汉语提⽰写出单词。

1. He put some meat between two (⽚) bread.2. The old man likes eating (三明治) very much.3. On Halloween children love playing a game c “trick or treat”.4. There are about 39.37 i in a metre.5. We live in a wonder world with a lot of a things.6. Lucy was in the room five minutes (以前). But where is she now?7. A c can walk a long way in dry places without eating or drinking for days.8. You can study in this room because it’s (明亮的).9. I didn’t h what you said just now. Can you say it again?10. I was very s to see my old friends in the street.⼆．根据句意，⽤括号内所给动词的适当形式填空。

七年级英语下册 Unit 5 Abilities Main task精品学案牛津译林版

课堂交流展示
（一）合作探究：
1．预习情况交流。将课前准备中的情况与你的同学进行交流。
2.小组探讨（课前自学中2）
（二）展示交流：
(1)组内对“课前自学中（1、3）”展示
（2）集体展示“课前自学中（1、3）”
（3）探讨书信的格式。
(4)四人小组活动，小组成员讨论要推荐的人物及推荐得的奖项，合作完成推荐信的提纲部分。以小组为单位向全班汇报推荐信来自提纲。听取汇报后全班开展讨论。
课堂达标检测
一、用括号中所给词的适当形式填空
1. The members remend Daniel for this year’s（young）Award.
2. Daniel is very clever and he can learn things（quick）.
3. You’re too careless. You should be（think）.
4. He thinks（careful）and makes few mistakes in exams.
5. She is（real）kind to others.
二、用所给动词的适当形式填空
1.We（look）forward to your ing.
2. They are all good players.It（not be）possible that they lost yesterday’s game.
Unit 5 Abilities Main task
课题
Unit 5 Main task
学习目标
知识目标
能力目标
培养学生会应用说服性的语言
情感目标
利用学生感兴趣的话题，让学生在使用英语的过程中增强自信，激发学生学习英语的兴趣。

牛津译林版七年级英语下册Unit5 Main task精品课件

10、阅读一切好书如同和过去最杰出的人谈话。2021/7/242021/7/242021/7/247/24/2021 1:07:28 AM
11、一个好的教师，是一个懂得心理学和教育学的人。2021/7/242021/7/242021/7/24Jul-2124-Jul-21
12、要记住，你不仅是教课的教师，也是学生的教育者，生活的导师和道德的引路人。2021/7/242021/7/242021/7/24Saturday, July 24, 2021
3.Where are the restaurants? 4.Is there a good cinema? 5.What does he think of Computer
9、要学生做的事，教职员躬亲共做；要学生学的知识，教职员躬亲共学；要学生守的规则，教职员躬亲共守。2021/7/242021/ 7/24Sat urday, July 24, 2021
Simon
1.Where is the shopping mall? Is it in a good location?
2.How many floors of shops are there What shops are good for girls? What does he think of only one sports shop?
like Chongqing Restaurant best. It has great food from Sichuan. I like the big _ci_n_e_m_a_. I like watching a film before I go shopping. I do not like the computer games centre. It is s_m__al_l_ and there are _to_o__m_a_n_y_ people.

七年级英语下unit5教案全套牛津版

7B unit5 教案全套Teaching Designs(Unit 5,7B)The First PeriodContent:ic strip and Wele to this unitTeaching aims:1.To learn the ic strip about the two dogs to present the use of “can” and “can’t”.2.To revise vocabulary about helping people in munity.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 peopleremend sb for an award/ write a remendation letterVocabulary: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 ic 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 d o.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 area 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?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 you 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 remember 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 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 man pour 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 proceduresRevise 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.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.Remend sb for sth., think of sbTell sb to do sth, fall into waterBe grateful for sth/to sb,Teaching procedures:Revise 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 he ard 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 fat her 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.The Fourth PeriodⅠ.Content:Grammar A: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 and 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?Yes , 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 can’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:Y es, 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: cancould②Negative: can’tCouldn’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) plete 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 puters.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.Step 6. Homework:Ex A on page 49 of the workbook.The Fifth PeriodⅠ.Content:1.GrammerB:Using “can”/ “could” to talk about possibility.2.GrammerC:Using “may” and “might” to talk about chances..Ⅱ.Preparation:Get the students to prepare something that will or won’t happen if we do so or don’t do so.No.Do so / Don’t soPossible / impossible to happen1Work hardPass the exam23…Ⅲ.Teaching Aims:1. To learn how to use “can” and “could” to talk about possibility.2. To recognize degrees of possibi lities when using “may” and “might”..Ⅳ.Important and Difficult Points:The differences between “may” and “might”.Ⅴ.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 sentences with “can” and “could”.1)read English story books.(last year)2)mend puters.(two years ago)3)help Mother do housework.(at the age of seven)Step 3. Presentation.1.Say:①Zhang Hua works hard. It is possible for him to pass the exam.(He can pass the exam)②Nick didn’t bring a football to school.It is not possible for us to play football after class.(We can’t play fo otball after class.)③It was sunny last Sunday. It was possible for the children to go to the park.(The children could go to the park)④Millie had no money yesterday. It was not possible for her to buy that coat.(She couldn’t buy that coat.)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”.①Fire can be dangerous if we are not careful.②Mr. Sun can’t be at home because I saw him at school just now.③I didn’t lose my key so I could get in.④Mr. 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 / can’t / couldn’t happen.3. Report to the class.4. Explain:If we think something is sure to happen, We’d better use “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 today, 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.1. Fill in the blanks alone, and try to underline the keywords that the answers e from, then check the answer.2. Explain: maybe / may be3. Read the table and plete the sentences.The members of the Helping Hands club want to look after Mr. Sun in hospital Please infer the possibilities according to the tables and fill in the blanks with “may (not)” or “might (not)”.NameDays and TimeNear PlansDanielMonday(16:00—18:00)Go to the Reading Club(15:30—18:00) SandyTuesday(16:30—18:00)Go to the Music Club(14:00—15:30) SimonWednesday(15:45—18:00)Have a football match(13:00—15:40)KittyThursday(16:15—18:00)Go to the Dancing Club(18:00—20:00)AmyFriday(15:30—17:40)Have Swimming Lessons(17:30—21:00)MillieSunday(8:00—11:00)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 Thursday.5.Amy help Mr Sun on Friday.lie 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. You’d better make sentences with “may” or “might”.Step 8. HomeworkEx B on page 50 of the workbook.The Sixth PeriodContent: 1.Check out2.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 : Warming upCrossword puzzle petition (Part B)Step 2 : Free talkPractise 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-task1. Review the use of the model verbs .2. Present some new words : drama,likely,be able toStep 4 : While-task1.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-task1. Ask four students to read out one sentence each .Step 6 : Practice (Group work )1. Ask students to make dialogues with 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 ments from students about the sample record .4. Ask students to use the chart to make their own learning record .5. Encourage students to make ments about how they feel or felt about the different tasks .Step 8 : Assignment1. Make a dialogue with the model verbs .2. Make a learning record .The Seventh PeriodContent:Integrated skillsTeaching aims: 1. Learn to write a profile.2. Learn to talk about what you can and cannot do.3.To develop the students’ abilities of listening ,speaking,reading and writing. Language focus: do one’s best, be weak at, have\get good grades\results in, no problem.Teaching procedures:Step 1: Warming upPlay a game: Who is he\she ?Eg: She has a round face and two big eyes. She has long hair in a ponytail. Who is she ?Step 2:Daily report : A profile of myself .Ask and answer about it .Step 3: Pre- task preparation1. Ask some very general questions about reports and school .2. Present some new words : term,memory,history,geography,personality,cheerful,organize,result.Step 4: Task proceduresPart A:1. Reading(1) Ask students to skim the text to identify any words they don’t know .(2) Ask students to guess the meaning of the unknown words from the context .(3) Explain the meaning by giving examples .(4) Ask students to list as many adjectives as they can find . Then ask them to add other adjectives that teachers may use to describe students .(5) Ask students to study the notes for the parents’ meeting . Then ask them to find information from the report card to fill in as many gaps as possible .2 . Listening(1) Play the recorder and ask students to plete Mr Wu’s notes .(2) Play the recorder again to enable students to check their answers .(3) Ask some students to read out their answers .3 . WritingA: plete the profile of Suzy :(1) Ask students to use information from the report card and notes to plete Suzy’s profile .(2) Ask them to guess the meaning of the new words : grade,result,high .(3) Read it and work out the way of writing a profile .(Group work )B: Write a profile :(1) Divide the class into groups . Ask them to write a profile .(2) Invite some groups to show their results .3. Speaking ( Part B )(1) Listen and answerCan Millie dance ? What about Sandy ?What can Sandy do ?(2) Listen and read(3) Read in pairs(4) Make similar dialogues and act out their own dialogues .Step 5 : Assignment1.Oral work : Make a dialogue about talking about what you can and cannot do .2.Written work : Write a profile of your friend .The Eighth PeriodContent:Main task1. Learn to write a remendation letterTeaching aims : 1. Learn to write a remendation letter2.To develop students’ ability of writing .Language focus: a five-year-old boy, lose one’s way, hear fromTeaching procedures :Step 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 what 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 remendation letter(1) Listen and answer (Part 1)Q: What award would he like to remend 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 remendation letter.2. Write a remendation letter (Group work )(1) Ask students to plan the things they want to say about their chosen person as outlined in Part B1.(2) plete the letter . ( Each writes one paragraph. )(3) Invite some groups to read out their letters .Step 5 : AssignmentWrite a remendation letter.Exercises(Grammar of Unit 5,7B)Ⅰ.选择填空：( )1.Can you write a letter in English? No, I .A. may notB.mustn’tC.can’tD.needn’t( )2.He said that he swim when he was six.( )3.You go and ask Meimei. She know the answer.A.must,canB.must, mayC.need, canD.can,may( )4.May I e in ?A.Yes, pleaseB.No,you couldn’tC.Yes,you mustD.No,you needn’t( )5. I have some bottles of orange?( )6. I vist Jack on Sunday?Yes, you .A.Must,canB.May,mayC.Need,needD.May,need( )7.He doesn’t play football very often, I’m sure he lose the game.A.canB.can’tC.mayD.may not( )8.That man be her son.He left for Shanghai this morning.A.can’tB.mustn’tC.needn’tD.shan’tⅡ.用can / may的正确形式填空（包括其否定形式）：1.It is hot summer in Australia. We go awimming there.2.The library is closed now. We borrow many books today.3.Debbie is very clever. He solve the problem.4.Helen learn from books because she was blind(瞎的) when she was young.5.The door is open. He be at home.6.The door is closed. He be at home.7.Don’t run about in the street. A car hit you.8.---- I smoke here, sir?----No,you .9.Meimei ride a bicycle when she was five. Look at the picture. She was falling off her bike.Ⅲ.句型转换：1. Our team can win the game if we play well.否定句一般疑问句2. Lucy and Lily may go to Beijing for their holiday.否定句一般疑问句3. The boy might catch the last bus.否定句一般疑问句4. She can dance.(when she was five 改写)5. They can speak Japanese well.(画线提问)6. Last year, Mike could row a roat. (画线提问)7. Could you row a boat last month?(肯定回答)，。