七年级英语下册《Unit5AbilitiesIntegratedskills2》课件牛津版.pptx
Unit5Integratedskills教案牛津译林版英语七年级下册(1)
Unit 5 Integrated SkillsI Teaching objectives:1.Aim of language skill: Through listening, students can practice some skills of listening anduse them in the daily life.2.Aim of language knowledge: Students are able to understand and use the words and phrasesconcerned.3.Aim of emotion and attitude: (1) Students should realize that the world is full of amazingthings.(2) Students should observe the daily life carefully and learn to ask why.4.Aim of learning strategy: Students can learn to use different methods to search forinformation.II Key and difficult points:1.Students are able to realize that the world is full of amazing things and should observe theworld around them in the daily life.2.Students are able to use the words and sentences concerned in this class to introduce theirfindings to their friends.III Teaching process:Step 1 WarmupThe world is full of amazing animals.Teacher leads students to guess what animals they are.Step 2 PrelisteningMr.Wu and Suzy are talking about animals. Listen and put the picture in the correct order. Step 3 Whilereading1.Listen and pleteTip 1: Focus attention, skim the listening material and get the general idea.Tip 2: Before listening, infer the content from the context and information we have.2.Amazing things about animalsIt’s interesting about the dog can drive a car.It’s amazing that the dog can skateboard.Now, Suzy is not afraid of animals any more.(1)Finish a thankyou letter.(2)Listen and answer the questions: How many amazing people are they talking about?Why are they amazing?A young man travelled around over 80 …Can a man write with one hand and draw with the other at the same time?An artist can draw 3D pictures with ...3.Amazing things about people(1)Wang Yuheng can find the one he had looked at in 520 identical glasses of water in 15minutes.(2)The 2022 Winter Olympic torch is a giant “snowflake” which is made up of “littlesnowflake” from the participating countries.Step 4 Postlistening(1)Pair workA: Do you know about any amazing things?B: Yes. I heard of …A: That’s …B: What amazing things do you know?A: I read about/ learnt about …B: That’s really …(2)Discuss in groups of sixThe world is full of amazing things, and there’re many unknow things for us to explore in the world. What should we do to make our world more interesting?Observe the daily life carefully and learn to ask why.Open your eyes! Read more and know more!Step 5 Homework1.Try to remember what we learned today.2.Search more amazing or interesting things on the Internet, and talk about them in groupsafter class.。
初中英语七年级下册(牛津译林版)Unit5Integratedskills教学设计
采用任务型教学法，将学生分组进行合作学习，培养学生的团队精神和合作意识。在任务完成过程中，引导学生互相交流、互相帮助，共同提高英语水平。
4.听说读写综合训练，提高综合运用能力：
在教学过程中，教师应注重听说读写四项技能的综合训练，使学生在各个层面得到均衡发展。通过听力训练，提高学生的信息获取和处理能力；通过口语表达，培养学生的语言表达能力；通过阅读训练，提高学生的阅读速度和理解能力；通过写作训练，锻炼学生的书面表达能力。
二、学情分析
针对初中英语七年级下册（牛津译林版）Unit 5 Integrated skills的教学，学情分析如下：
经过前阶段的学习，学生已具备一定的英语基础知识，包括词汇、语法和句型等方面的掌握。在此基础上，学生对英语学习产生了一定的兴趣，但仍需在以下方面加强：
1.听力方面：学生的听力水平参差不齐，部分学生对长句子和复杂句子理解能力较弱，需要通过针对性的训练提高听力水平。
1.听力作业：
-完成教材中Unit 5的听力练习，并记录关键信息。
-观看英语动画片或新闻，尝试总结并复述听到的内容。
2.口语作业：
-与家长或同学进行英语对话，主题为本单元所学内容，如：描述人物、物品或场景。
-录制一段自己的英语口语表达视频，上传至学习平台，与同学分享和交流。
3.阅读作业：
-阅读教材中的阅读材料，完成相应的理解题和填空题。
（二）教学设想
1.创设情境，激发兴趣：
在教学过程中，教师可以通过设置真实、有趣的情境，引导学生积极参与课堂活动，激发学生的学习兴趣。例如，通过角色扮演、小组讨论等形式，让学生在实际语境中运用所学知识。
2.分层次教学，关注个体差异：
针对学生的不同水平，教师应设计不同难度的教学活动，使每个学生都能在原有基础上得到提高。对基础薄弱的学生，进行个别辅导，提高他们的自信心；对优秀生，适当提高要求，培养他们的挑战精神。
牛津译林版七年级英语下册unit5 integrated-skills教案
课题牛津译林版七年级英语下册Unit 5 Integrated skills课时分配一课时教学目标To listen for and identify specific informationTo respond to a written text and information got from listening To talk about amazing things重点To listen for and identify specific informationTo respond to a written text and information got from listening难点To talk about amazing things教学方法1．Task-based method；2．Discussion method.课型Listeningspeaking教具1.the multimedia2.the blackboard教师活动学生活动Teaching proceduresStep 1 Lead-in1.The teacher shows students pictures about animals and asks students some questions.Do you love animals? What animals are you fond of? What animals areyou afraid of? How much do you know about this animal?2.Let’s learn more animals.Step 2 Presentation1.The teacher teaches new words by showing students pictures.2.Students read these new words after the teacher.Step 3 Listening1.Listen to the tape and finish part A2 on page 63.e the notes in part A2 on page 63 to help Suzy write a thank-you letter to Mr. Wu on page 64.3.Ask some questions about the letter and pick out some language points..Step 4 Speak up1The students are talking about amazing things. Listen to the tape and read after it.2.Work in pairs and practice the dialogue.3. Ask two questions: answer the questionsListen to Part A1 and put the sentences in the correct orderFinish off the exercisesfind and copy all the useful expressions.1) How did the young man travel around over 80 countries?(By bike)2) What can the man do with two hands at the same time? (He can writewith one hand and draw with the other at the same time.)4. Divide all the students into four groups. Read in roles.Step 5 Homework1.Revise what we learnt today.2.Recite Kitty and Amy’s conversation.make up new dialogue s作业a. Listen, repeat and recite the dialogue in Part B.b. Finish off the exercises in the Evaluation Handbook.教学后记。
牛津译林版英语七年级下册《unit 5 abilities》全套优秀教案(重点资料).doc
Unit5(牛津英语7B--初一下学期）Teaching Designs(Unit 5,7B)The First PeriodContent:Comic strip and Welcome to this unitTeaching aims:1.To learn the comic strip about the two dogs to present the use of “can” and “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 bus plant trees/clean up/a home for the elderlycollect things for Project Hope/give awards to people recommend sb for an award/ write a recommendation letter Vocabulary: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 blindcross 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?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 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 orF 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.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.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 sentenceseg: 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:Yes, I could./ No, I couldn’t.)2) Get the students to ask the teacher about the past of A andB.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.① Positive: cancould② Negative: can’tCouldn’t③ Question: Can …？Could …？Step 3. Practice.1) Work alone.(Part A1)2) Get the students to report themselves like above.3) Talk about the tables freely. in pairs.eg. Can Sandy 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. 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 possibilities 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 computers.(two years ago)3)help Mother do housework.(at the age of seven)Step 3. Presentation.1.Say:① Zhang Hua works hard. It is possible for him to pass the exam. (He can pass the exam)② Nick didn’t bring a football to school.It is not possible for us to play football after class.(We can’t play football 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 come from, then check the answer.2. Explain: maybe / may be3. Read the table and complete the sentences.The members of the Helping Hands club want to look after Mr. Sun in hospital Please infer the possibilities 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 competition (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 comments from students about the sample record .4. Ask students to use the chart to make their own learning record .5. Encourage students to make comments about how they feel or felt about the 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 complete 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: Complete the profile of Suzy :(1) Ask students to use information from the report card and notes to complete 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 recommendation letterTeaching aims : 1. Learn to write a recommendation letter2.To develop students’ ability of writing .Language focus: a five-year-old boy, lose one’s way, hear from Teaching 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 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 .Step 5 : AssignmentWrite a recommendation 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.A.mightB.couldC.canD.would( )3.You go and ask Meimei. She know the answer.A.must,canB.must, mayC.need, canD.can,may( )4.May I come in ?A.Yes, pleaseB.No,you couldn’tC.Yes,you mustD.No,you needn’t( )5. I have some bottles of orange?A.DoB.CouldC.Don’tD.Would( )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)，。
牛津译林版七年级英语下册Unit 5 Integrated skills
Task Two
• a giraffe---- has a very long neck seven bones in its long neck only ________ • a snake--- lives on the ground, in trees or water months eat little or nothing for________ in cold winter • camels--- live in very dry places can live without _________ water for a long time • ants-- -can _________ smell things well
7下 Unit 5 Integrated skills
Learning aims:
By the end of this lesson, you will be able to... grasp some new words and useful expressions.
（掌握生词及有用的表达）
get relative information from the listening materials.
7下 Unit 5 Integrated skills
Things about animals
Camels live in very dry places.
They can live without water for a long time.
dry adj.（with 的反义词）
遍及全世界
至少 请求
7下 Unit 5 Integrated skills
Animals
7下 Unit 5 Integrated skills
牛津译林版英语七年级下册Unit5Integratedskills教学设计
（一）教学重难点
1.重点：本单元的教学重点是使学生能够熟练运用一般过去时描述过去的事件，掌握相关疑问词（如when，where，what，how）引导的问句，并能够进行回答。
2.难点：学生在实际对话中灵活运用一般过去时，尤其是在口语表达和写作中正确使用该时态，以及如何在听力练习中快速捕捉并理解过去时态的信息。
2.培养学生积极向上的价值观，使其认识到英语学习的重要性，激发学习英语的内在动力。
3.培养学生的跨文化意识，了解并尊重不同文化背景下的行为习惯和表达方式。
4.培养学生的团队协作意识，使其在合作学习中学会相互支持、相互鼓励，共同提高。
二、学情分析
牛津译林版英语七年级下册Unit5 Integrated skills的教学对象为七年级学生。经过前一阶段的学习，学生已具备一定的英语基础知识，能够使用简单的词汇和句型进行日常交流。然而，在表达过去事件时，学生对时态的运用尚不够熟练，需要进一步巩固和提升。
四、教学内容与过程
（一）导入新课
1.教学活动：教师以一首英文歌曲《Yesterday》作为课堂导入，引导学生进入英语学习氛围，同时激发学生对过去事件的思考。
2.教学内容：通过歌曲中的关键词汇（如yesterday, happened, memories等），让学生初步感知一般过去时态。
3.教学方法：教师播放歌曲，让学生跟唱并关注歌词，随后提出问题：“Can you tell me what happened yesterday?”，引导学生用英语分享自己的过去经历。
1.教学活动：教师引导学生总结本节课所学内容，并进行归纳。
2.教学内容：回顾一般过去时的结构、用法及重点词汇；强调在实际语境中正确运用一般过去时的重要性。
牛津译林版英语七年级下册Unit5 Integrated skills精品教案
1.Tell students that they are going to listen to conversation about fears of animals between a teacher and a student. First, ask students to study the pictures of the different animals in Part A1.Students match the names to the pictures.
6.Ask students tread Suzy’s letter in Part A3. Ask them to complete the letter from the information they have already identified in the previous listening and the notes they have made.
教学过程
（教学环节、教师活动、学生活动）
集体讨
论记录
个人修改记录
7. Play the recording again and ask students to check their answers.
8.Divide the class into pairs and ten students to read the letter. Students compare and check each other’s choice of nouns. Encourage students to work out whether their choice of nouns makes sense.
2. Check answers as a class activity.
牛津译林版英语七年级下册U5 Integrated skills 教案
《英语》（七年级下册）Unit 5 Amazing thingsIntegrated skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know more about animals;2. get related information from the listening materials;3. complete a passage using the information from the listening materials;4. learn to talk about the amazing things.II. Teaching contentsNew words and phrases: snake, camel, ant, little, dry, without, 3-D, chalk, be afraid of, not … anymore, hear of, the other day, at the same timeIII. Focus of the lesson and predicted area of difficulty1. Extract information from listening to complete a thank-you letter.2. Learn some phrases and sentence structures.IV. Teaching proceduresA Talking about animalsStep 1 Lead-in1. Play a guessing gameT: Boys and girls, let’s play a guessing game. Please listen to me carefully, and guess what animal it is.P1: It is very clever. It can speak Chinese or English like a person. What is it?P2: It has a long neck. The long neck helps eat leaves in the tree. What is it?P3: It lives in the water. It sleeps with its eyes open. Is it amazing? What is it?Ps4-6: Listen to their sounds.2. RevisionT: We know some fun facts about elephants and goldfish. Do you still remember them? There are no bones in the back of elephants’ feet—only fat. Fish sleep with their eyes open.【设计意图：通过听文字描述和动物的叫声，猜测老师描述的是哪种动物。
牛津译林版英语七年级下册Unit5 Integrated skills名师课件
Millie
I read about a man _th__e__ _o_t_h_e_r_d__a_y_. He can w__r_i_t_e _w_i_t_h_ _o_n_e__ h__a_n_d_ and draw with the
other _a_t___ _t_h_e__s_a_m__e_ _t_im__e_.
(A2) Listen and complete the sentences
A giraffe has a long neck, but there are only _s_e_v_e_n__ bones in its long neck.
A snake eats little or nothing for _m_o_n_t_h_s_ in cold winter.
Unit 5 Amazing things Integrated skills
Listen and guess what animal it is?
Revision: Talking about fun facts
There are no bones in the back of elephants’ feet— only fat.
Camels live in very dry places. They can live without _w_a_t_e_r_ for a long time.
Ants can __s_m_e_l_l_ things well.
More fun facts about animals Some frogs can change colour.
Make up a dialogue
A: Which animal do you like best?/ Are you afraid of …?
牛津译林版英语七年级下册Unit5Integratedskills教学设计
4.学生能够通过阅读游乐园指南，提高阅读理解能力，获取所需信息。
5.学生能够运用本节课学到的知识，小组合作设计一个理想的游乐园，提高口语表达和协作能力。
（二）过程与方法
1.通过小组讨论，学生能够运用所学的词汇和短语，描述自己喜欢的游乐园设施，提高口语交流能力。
（二）教学设想
1.针对重点和难点，采用任务型教学法，设计丰富的课堂活动，激发学生的学习兴趣。
设想：导入环节，通过播放游乐园的短视频，让学生初步了解游乐园设施，激发学习动机。随后，展示游乐园指南，引导学生关注文本中的关键词汇和短语。
2.运用情景教学法，创设真实的语境，帮助学生更好地理解和运用一般现在时态。
3.教师巡回指导，关注学生的讨论过程，适时给予建议和帮助。
4.各小组展示自己的设计成果，并用英语进行介绍，其他小组进行评价。
（四）课堂练习
1.教师设计填空、选择、匹配等类型的练习题，让学生巩固所学词汇和短语，以及一般现在时态的用法。
2.学生独立完成练习题，教师进行个别辅导，解答学生的疑问。
3.教师挑选部分练习题进行讲解，帮助学生掌握解题技巧。
牛津译林版英语七年级下册Unit5Integratedskills教学设计
一、教学目标
（一）知识与技能
1.学生能够理解并掌握本章节所学的词汇和短语，如：“amusement park”，“roller coaster”，“carousel”等，并能正确运用到日常会话中。
2.学生能够运用一般现在时态描述在游乐园的活动，如：“I like to ride the Ferris wheel because it is not scary.”。
牛津译林版七年级英语下册Unit 5 Integrated skills公开课课件
Words and expressions
蛇
snake
骆驼
camel
蚂蚁
ant
不多的，少数的 little
干燥的
dry
没有
without
害怕
afraid
Words and expressions
蛇
snake
骆驼
camel
蚂蚁
ant
不多的，少数的 little
干燥的
dry
没有
without
害怕
afraid
3. camels—live in very dry places
can live without _w__a_t_e_r_ for a long time 4. ants—can ___s_m_e__ll__ things well
A3 Suzy is not afraid of animals now. She is writing a thank-you letter to Mr Wu. Help her finish the letter. Use the notes in Part A2 on page 63 to help you.
13、He who seize the right moment, is the right man.谁把握机遇，谁就心想事成。2021/7/232021/7/232021/7/232021/7/237/23/2021
ቤተ መጻሕፍቲ ባይዱ
14、谁要是自己还没有发展培养和教育好，他就不能发展培养和教育别人。2021年7月23日星期五2021/7/232021/7/232021/7/23
5. 住在干燥的地方 live in dry places
江苏省大丰市万盈二中七年级英语下册《Unit 5 Abilities Integrated skil
Practice the phrases together.
1. report card 2. have a good memory 3. be careful/ careless 4. use English more often 5. do/ try one’s best
6. have/ get good grades in Maths
She likes music and she plays the p_i_a_n_o_ well. She practises _v_o_ll_e_y_b_a_ll_ at school. She can jump high now. I think she can _g_et__in_t_o_ the school team next year.
Why?
The parents’ meeting is coming. Mr. Wu has to make some notes. Here is Suzy’s report cards. Can you help Mr. Wu make notes about Suzy?
Skim Suzy's report card and say something about her school work.
Listen and fill.
Name: Suzy Class: 1 Grade: 7 Grade teacher: Mr Wu Suzy has good grades in C__h_in_e_s_e_, _E_n_g_l_is_h_ and _H_i_s_to_r_y_. She is quite good at Maths too. She can get better results in G__e_o_g_r_a_p_h_y if she does her best. She is clever and cheerful. She can organize _cl_a_s_s activities well.
牛津译林版七年级英语下册《Unit 5 Unit5 Integrated skills》学案
《Unit 5 Unit5 Integrated skills》学案课题：7B Unit 5 Unit5 Integrated skills一、学习目标1．能从听力材料中获取相关信息。
2．能用已掌握的信息使相关文章意思表达完整。
3. 学会对奇异的事物作出恰当反应。
二、重点难点1．能从听力材料中获取相关信息。
2．能用已掌握的信息使相关文章意思表达完整。
3. 学会对奇异的事物作出恰当反应。
三、自学交流A．根据句意，用所给动词的适当形式填空。
1. He (live) in WuXi two years ago.2. The cat (eat) a bird last night.3. Lucy (come) to China last year.4. We (pick) apples on the farm last week.5. you (make) a model p lane yesterday?B.句型转换。
1. The girl was ill yesterday.否定句__________________________________________________一般疑问句______________________________________________肯定及否定回答__________________________________________对划线部分提问__________________________________________2.The children have a good time in the park.（用last Sunday 改写）The children a good time in the park .3.He didn′t find anything in t he bushes.（改为同义句）He in the bushes.4.He said he would come to see you. （对划线部分提问）He say?5.They took the cat to the animal centre.（改为否定句）They the cat to th e animal centre.6.They told me an interestin g story.（改为一般疑问句）They you an interesting story/四、展示点评五、达标检测一．根据句意，用所给动词的适当形式填空。
七年级英语下册 Unit 5 Abilities Integrated Skills
10.no problem______________________________________
三、 根据首字母及句意写单词。
1. We will learn Book Eight next t________.
5.good grades in Chinese______________________________________
6.class activities________________
7.get into the school team_______________
8.be difficult for sb.___________________________________
四、 完成书上86页A2部分的练习及87页A3部分的练习。
课堂交流展示
一、小组讨论，老师点拨。
二、听录音，完成86页A2部分的练习，然后组内展示。
四、展示“课前自学中（1、2、3）”
五、听录音，完成87页A3部分的练习。回答下面的问题。
（组内探讨、集体展示、核对答案）
a.What is Suzy good at ?
3. When will they practice dancing ?
（2）跟录音朗读，然后在分角色朗读对话
（3）两人一组，用自己的语言替换对话中的部分，进行对话练习。
课堂达标检测
一、根据句意或用括号中所给词的适当形式填空。
1．She tries her ________（good）to learn English well.
A. on B. in C. for D. as
七年级英语下册 Unit 5 Abilities Integrated skills教案 牛津版 教
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 and respond to context by abstracting information relevant to writing a student’s profileFocusesTo abstract information from listeningDifficulties:To respond to information obtained from listeningStep 1 Presentation1. Arouse Ss’ awareness of being a good student: Try your best t o 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 own school report at school. Try to pare theirs to 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 Practice1. Notes for parents’ meetingpage 86 Part A1, individuals give their answers and check as a whole. Name: ________ Class: ________Grade: ________Good at: ________, ________ , _________ and Maths.Weak at: ________Clubs: __________ ClubPlays the piano wellSports: ________Practices every ________ and __________Personality: Clever and cheerfulCan organize ________ activities wellStep 3 Listening1. 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 4Reading/ Practice1. 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 langue points in the part together.report cardhave a good memorybe careful/ carelessuse English more oftendo/ try one’s besthave/ get good grades in Mathsjump highlong jumpget into the school teamnext yearStep 5 ProductionTrue 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 an d 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 Homework1. Go over ‘Speak up’ after class.2. Practice the saying the route about the treasure for next period.Integrated skills (II)1. To develop fluency in using ‘can’ to exchange information about what people are able to do2. To find out and give information about abilities3. To transfer the conversation model to personal situationsFocusesTo identify and note specific details from general contextDifficulties:To respond to information with peopleStep 1 Presentation / ListeningI. Arouse Ss’ interest in talking about their own abilities, e.g. talking with friends, sending s, talking on the ICQ with foreign friends. Remind Ss that thereare all kinds of opportunities to use the structure in writing and conversation.II. Play the tape for Ss to listen and answer the following 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 2 Reading and acting1. Ss practice reading the part in chorus and in pairs. Encourage them to pay more attention to intonation linking of words.2. Get some pairs to act out the conversation in front of the class.Step 3 Practice1. 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 Production1. Create a situation for Ss to make up a conversation.A: can’t play tennis, difficultcan play pingpong wellwant to learn how to play tennisB: can play tennis wellcan sing wellcan teach A how to play tennisC: practise every afternoon after school2. Then Ss work out their own conversations and act them out in pairs in front ofthe 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 ________ every Friday after school.A: Great! Thank you very much.Step 5 Homework1. Go over ‘Study Skills’ after class.2. Practice their conversations as written work.。
七年级英语下册Unit5AbilityIntegratedskills学案无答案牛津版
牛津英语7B Unit 5 Ability第七课时 Integrated skills【学习目标】1.To identify and note specific details and guess meaning from general context2.To identify specific information p resented in written and spoken form and makenotes3.To understand and respond to context by abstracting information relevant towriting a student’s profile【预习指导】1. 根据上下文及插图猜测出Page86-87生词的含义，你不会的有：___________________________________________________________________________试着朗读，对不会读的做标记，查字典注上音标，再试着读几遍，仍然不会的有：___________________________________________________________________________2. 找出文中下列句型，读熟它们：You must teach me how to dance .She can get better results in Georaphy if she does her best.She can organize class activities well.Suzy has good grades in Chinese.She must reads English often and use English more often.3. 通过预习，你还有哪些方面存在疑问？（让我们感觉一下预习的成果。
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七年级(7B) Unit 5
Integrated skills 2
How do you show your abilities to others?
1. Talking with friends 2. Sending e-mails 3. Talking on the ICQ 4. Writing to friends 5. Doing something for others
...
Tell your friends what you can and can not do. 1. I can ... because ... 2. I cannot ... Because... 1. My friend ... can...because... 2. My friend... cannot... because...
Useful expressions
Could you teach me to …? How do you …? I wish I could … Jane is very good at …
Can you …? I’m not good at … I’d like to take lessons. I want to learn how to do that.
Listen to the tape and answer the questions.
1. Can Sandy dance? No, she can’t at all.
2. Can Millie dance well? No, she can’t, either.
3. Does Sandy sing well? Yes, she does.
FiI _c_a_n_’t_ read the article at all. It’s too difficult for me. Can you read it?
B: Yes, of course. But I _c_a_n_’t_ read well.
B: No _p_r_o_b_le_m__. Let’s _p_r_a_c_ti_c_e_ every Friday.
A: Great! Thank you very much.
Homework
Read and recite the pro Suzy and speak up.
can play pingpong 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
A: That’s OK. I _c_a_n_’_t do it at all. B: Oh, well, _n_e_v_e_r_ mind. You can
learn Maths very well.
A: Thank you, but _c_a_n_ you teach me _h_o_w_ to read English?
4. Will Sandy learn how to dYaens,cseh?e will.
5. How often will they practice dEavnercyinFgr?iday after school.
Role-play Make up your conversation. A: can’t play tennis, difficult