9七年级英语下册 Unit5 Abilities教案牛津版

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树立自信体验成功牛津7B Unit 5 Abilities Grammar(can could)教学案例

【学目标】教
设计思路：教学生词，为后面的语言交际扫清障碍。
Ｓｅ２Ｐｒｓｎｔｔｏｔｐｅｅａｉｎ
１ＡｓｔｄｎｓＣａｏ …．．ｋｓｕｅｔ：ｎｙｕ．？（Ｉｓｕｅｔａｆｔｄｎｓｃｎ’ｔＩｃｎｓｙ，ａａ
设计思路：与学生对话，自然地引出本课时的重要词组以
及句型，并告诉学生们：做任何事情都要努力， “ 有志者事竞１识别并理解如何使用ｃｎｃｕｄ来表达现在和过去的成 ” ，并引出本课时的另一个重要语法：ｃｕｄ．ａ和ｏｌｏｌ表示过去有能力能力。做某事。
【识目标］知
２识别并理解如何使用ｃｎｏｌ．ａ和ｃｕｄ来表达现在和过去的可
能性。
２．ｓｔＡｋｓｕｄｅｓｔａｃｉｅｉａｉｓｕｓｎｇｔｅｄｉｌ “Ｃｏｄｎｔｏｐｒｉｔｓｎｐｒｉｈｒｌｓｕｌ
ｙｕ．ｏ… ？ “Ｃａｏｕ？ｎｙ …
兰！塾塑堡塞：堂蛊
树立自信体验成功
牛津７ｎｔ５Ａｉｉｅｒｍａ（ａＯＩ）教学案例ＢＵｉｂｔｉｓＧａｍｒｃｎＣＵｄＩ王秀琳
（南京市第十七中学，江苏南京
【教材分析】
１Ｉｏｒｅ．ｙｕａｅａｍｍｂｅｆｈｌｎｇＨａｓＣｌｂ，ｗｈｔｃｎｙｕｆｒｏｅＨｅｐｉｎｄｕｔａａｏ
ｄｏ？

牛津英语7B Unit 5 Abilities-Welcometo the unit的教学设计及反思

课时。本课时是第五单元的一个开篇，重点在于引导学生慢慢培养学习本单元的兴趣，任务以听说为主。因此，笔者将知识目标定
为掌握本课时的单词，以及能够用Ｃａｌｌ和ｃａｎ ’ ｔ谈论自己能为他人所做的事情。情感目标定为尽力帮助别人解决困难和困惑，培
的教学设计及教学反思，并提出了一种新的教学模式 — — “ 四导四学” 模式在英语课堂中的应用。
定了解单词的中文意思。２．Ｃｈｅｃｋｔｈｅｐｒｅｖｉｅｗｉｎｇｅｘｅｒｃｉｓｅｓｏｎｔｈｅｐａｐｅｒ．核对学生四导四学稿上的预学作业，展示他们作业中的一些问题和错误。让学生及时订正并反思自己的错误。
ｗｅｌ１．解决学生预学的问题之后，向学生展示一些学生很熟悉和喜欢的人物图片，让学生说说这些人会做什么，然后说说自己会做些什么，引出书上的漫画部分，进入 “ 四导四学 ” 教学模式的导问研学阶段。
２．ＳｈｏｗＥｄｄｉｅａｎｄＨｏｂｏ，ａｓｋｈｅｔｍｓｏｍｅｑｕｅｓｔｉｏｎｓａｂｏｕｔｔｈｅｍ．
一
助学生解决他们在预学过程中遇到的问题， “ 四导四学” 教学模式的一个最大的特点就在于让学生在课前充分地预习，然后将自己
的疑问和不懂点记录下来，教师在批改预习作业时就可以了解学
、
教学背景分析

Unit5《Abilities》课件(牛津译林七年级下)

• Name: _S_u_zy_ Class:_O_n_e_ Grade:_S_e_v_en • Good at:_C_h_i_ne_s_e,_E__ng_l_is_h,_h_i_st_o_ry_ and Maths • Weak at:_G_e_o_g_r_ap_h_y_ • Clubs: _____club
Very confident Chinese
Quite confident
Confident. Careless. Should listen to the teacher carefully in class
学习情况调查表
Maths
English
History
Slightly confident. Should do more exercises.
have a bad grade
in English
do one’s best
get better results
jump high
Get into the school team
Notes for parents’ meeting Fill in as much information as you can
• Good at:C_h_i_n_es_e_,_E_n_g_lis_h_,h_i_st_o_r_y_ and Maths
• Weak at:_G_e_o_g_r_a_phy
• Clubs: M__u_si_c_club
•
Play the piano well
• Sports: _V_o_ll_e_yball
Not confident. Should try harder.
Geography
Produce a new note for your partner

中考英语复习学案(7BUnit5Abilities5)教学设计

中考英语复习学案（7BUnit5Abilities5）教学设计The teaching design of 7 bunit5abilities 5中考英语复习学案（7BUnit5Abilities5）教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

一、重点短语及句型：1.不同能力 different abilities2.当心be careful / look out / take care3.帮助别人help others4.给某人颁奖give sb. an award5.推荐某人获奖recommend sb for an award6.找出，查明find out7.给……让座give a seat to sb.8.希望工程project hope9.把公园打扫干净clean up a park10.敬老院a home for the elderly11.勇敢奖an award for bravery12.帮助某人逃出火海help sb out of a fire13.独自在家at home alone14.跑到外面run outside15.浓烟a lot of smoke16.隔壁next door17.79岁的邻居a 79-year-old neighbour18.出去get out19.伤了腿hurt legs20.把……..倒在pour ……over21.冲到……..里rush into22.救人save sb.23.扑灭火put out a fire24.用毯子with a blanket25.帮助某人出去help sb out2 6.烧伤某人的脖子burn one’s neck27.在左边/右边on the left / right28.使生命无虞keep life from danger29.独自做某事do sth by oneself/alone30.加入我们join us31.你自身的安全your own safety32.住院（be） in hospital33.发生在某人身上happen to sb34.呼救call for help35.好转get better36.防火安全fire safety37.一条忠告a piece of advice38.使火炉烧着leave the stove on39.远离……keep away from40.垃圾箱rubbish bin42.先想着别人think of others first43.擅长跑步be good at running44.掉进水里fall into the water45.获奖have an award46.听见某人在做某事 hear sb. doing sth.47.划船 row a boat48.钢琴弹得好 play the piano well49.跳得高jump high50.迷路get l ost / lose one’s way51.收到某人的来信get / receive a letter from sb.52.家长会parents’ meeting 53 . 尽力try / do one’s best54.因某事感激某人 be grateful t o sb. for sth,二、语法点：1.---could you swim when you were a child ?--yes , i could . / no , i couldn’t2.could也可以表示请求，语气委婉，主要用于疑问句，不可用于肯定句，答语应用can .eg. ---- could i go now ? ---- yes , you can . / no , you can’t /mustn’t3.can 也可表示能力，可用be able to替换感叹句what + a / an 可数名词（主语+谓语） what a clean room （ it is ） !what + 不可数名词（主语+谓语） what good news （ it is ） !how + adj. / adv. （主语+谓语）how cool （ you are ） ! how well （yousing ） !语法专练1.----could i borrow your bike?---- yes, of course you __________ （could, can）.st year i ______ （can’t, couldn’t） swim, buti _______ （can, could） swim now.3.he _______ （can’t, may not） be a good student because he is often late for school.4.---- _______ （may, might） i go out now?---- no, you mustn’t. you must stay at home.5．it’s a fine day today . （感叹句）_______________________________ today !6.he runs very fast . （感叹句）________________________________ !7.i have good news to tell you . （感叹句）____________________________________________________ ___ !8.i could swim when i was ten years old . （同意句）i ___________________________ when i was ten years old .9 . how beautiful the girl is ! （同意句）______________________________________________ !牛刀小试中考连接1.i t’s very cold outside. i’ll watch tv at home.i won’t go out.（合并为一句）it’s very cold outside. i’ll watch tv__________ _______ ________ out.2.my sister could draw when shewas young. （同意句）my sister was ______ _______ draw when she was young.3.they are working hard on the farm . （感叹句）_______________________________ on the farm !（） 4.--- must i give the book back to the library now ?--- no , you ____. you can ____ it for another two weeks .a. mustn’t ; borrowb. needn ’t ; keepc. needn’t ; borrowd. mustn’t ; keep初三英语组复习资料（7b unit5配套练习）一用所给词的适当形式填空1.they got what they wanted and went back __________ （happy）.2.___________ stamps is ja ck’s hobby. （ collect）3.every year, they have a lot of __________ （visit）from other countries.puters are v ery ________ （use） to us.5.i hope it will be ________ （sun） tomorrow.6.---are these ____________ （they） bags ？---no, they aren’t ________ （their）. they are ________ （we）.7.the doctor saved the old men’s _________ .（life）8.kitty , you are so _________ （care） to make sucha mistake .9.they have different __________ （ability） .10.i often hear lily _____ （sing） in the room . listen ! we can hear her ______（sing） now .11.a policeman’s duty is to protect people’ss__________ .12.a young man ________（name） john had just left the school .13.--- who teaches ________ english ? --- they teach _________ （they） .三单项选择（） 1.______ will spend the summer holiday in hawaii.a. she , you and ib. you , she and ic. i , you and shed. her, me and you（） 2.did you hear the ________ report?a. policemenb. policemen’sc.policemens’ d. policemans’（） 3.yesterday i wrote ________ letter to my teacher.a. a eight-hundred wordsb. a eight-hundred-wordsc. an eight-hundred-wordd. an eight-hundred words（） 4.the window was broken. try to _____ who has broken it.a. findb. lookc. find outd. look for（） 5.____ fine weather it is today ! a. what b. what a c. how a d. how（） 6.the house was ______ fire last night. people put ____ the fire.a. at, downb. in, outc. on, outd. on, down（） 7.can you keep a fire from ______ ? yes, i can.a. burn b burned c. to burn d. burning（） 8.the old man has ____ friends. so he often feels lonely.a. fewb. a fewc. littled. a little（）9.he doesn’t speak english ______ his brother.a. as well asb. as good asc. so well thand. as better as（） 10.can you teach me how ________?a: dance b: dancing c: todance d: dances（） 11.do you know what happened ________ tom la st night?a: with b: of c:at d: to（）12.please don’t put ________ into the rubbish bin because it’s very dangerous.a: something hot b: hot something c: anything hot d: hot anything（）13.i’m not feeling _________ this morning and my mother asks me to stay at home.a: well b: good c:nice d: badly（） 14.my friend bob is ill ________ now. i must go to the hospital to see him.a: in the hospital b: at the hospital c:in hospital d: at hospital（） 15.thank you ________ us this evening and we’ll have a good time together.a: join b: for joining c: tojoin d: for join（） 16.the fire is very dangerous. it is very important _____ with fire.a: to careful b: for careful c: to be careful d: be careful（） 17.___ useful book it is ! a. what an b. how an c. what a d. how a（）18.i’m not at home ________ may, buti’ll be back ________ 8th june.a: in, in b: on, on c: in, on d: on, in（） 19.--- are you afraid of ______ at a _____ house , linda ? --- no , i’ve grown up .a. alone ; aloneb. being lonely ; alonec. being alone ; lonelyd. lonely ; lonely阅读理解one day an old man is selling a big elephant. a young man comes to the elephant and begins to look at it slowly. the old man goes up to him an d says in his ear, “ don’t say anything about the elephant before i sell it. then i will give you twenty dollars.” “all right,” says the young man. after the old man sells the elephant, he gives the young man twenty dollars and says, “ now, can you tell me how you found the elephant’s bad ears?” “i didn’t find the bad ears,” says the第 11 页共 13 页young man. “ then , why are you looking at the elephant slowly?” asks the old man. the young man answers, “because i have never seen an elephant before, and i want to know what it looks like.”（） 1.______ the elephant.a. the young man sellsb. the old man sellsc. the two men selld. the ol d man buys（） 2.the young man is looking at the elephant slowly. he wants to find out ____.a. which foot of the elephant is badb. how heavy it isc. which ear of the elephant is badd. what it looks like（） 3.the young man _______.a. knows the elephant has bad earsb. wants to buy the elephantc. looks after the eleph antd. gets some money from the old man（） 4.the young man _______.a. is not interested in elephantsb. knows what第 12 页共 13 页an elephant looks likec. has seen some elephants befored. has never seen an elephant before（） 5.hearing what the young man said, the old man will probably（可能） be ___a. angryb. happyc.dangerous d. hungry-------- Designed By JinTai College ---------第 13 页共 13 页。

七年级英语下册Unit5AbilitiesIntegratedskills教案牛津版

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 to finish off your study tasks at school. What do you often get at the end of a term?2. Lead into the new items: a school report for you. Elicit Ss’ answers about their own school report at school. Try to compare 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 4 Reading/ 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 and use English more often .4. She is crazy about Chinese history. ( )5. Suzy can organize music club activities well. ( )6.She is good at jumping high now. ( )7. Suzy’s Grade t eacher 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 e-mails, talking on the ICQ with foreign friends. Remind Ss that there are all kinds of opportunities to use the structure in writing and conversation.II. Play the tape for Ss to listen and answer 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 of the class.3. Finish off the conversation together.A: I ________ read the article at all. It’s too difficult for me. Can you read it?B: Yes, of course. But I ________ read well.A: That’s OK. I ________ do it at all.B. Oh, well, ________ mind. You can learn Maths very well.A: Thank you, but ________ you teach me _________ to read English?B: No ________. Let’s ________ 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Unit 5 Abilities教案

七年级英语下册Unit 5 Abilities教案Unit 5 Abilities
1.通过漫画引出谈论能力的话题。

2.谈论在日常生活中我们能为他人所做的事。

3.通过谈论如何关心和帮助他人进展思想品德教育。

4.掌握以下四会内容：
词汇：ability ; seat ; collect ; elderly
词组：be careful; plant trees; clean up; give a seat to sb; on the bus;collect things for;project hope; a home for the elderly
一、词组
1 清洁花园
2 为希望工程收集东西
3 给老年人让座
4 种树
5 留神
6 谈论关于
7 的成员 8上了年纪的人
一、首字母填空
1. My teacher says I have great a in English.
2. My hobby is c old stamps.
3. Eddie wants to be a s when he grows up.
4. We should give our s to the old on the bus.
5. My father always p many plants in the spring.
6. I was reading a book at home. S the telephone rang.。

牛津译林版英语七下《Unit5Abilities》word公开课教案

牛津译林版英语七下《Unit5Abilities》word公开课教案教案Objectives:1.To infer meaning from keywords, context and existing knowledge.2.To understand a series of events and simultaneous actions.3.To recognize and understand information presented in a newspaper article. Teaching ways:Working in pairs /groupsTeaching aids: MultimediaTeaching importances and difficulties:1.To understand the whole context.2.To check understanding by making an interviewed between a radio host andZhang Hua.Teaching procedures:StepI Lead-in1. Teacher asks, do you like reading stories? In unit4, we read a story about aghost ,in fact, the ghost was a weak cat. Ask some students to retell the ghoststory.Show ppt.1-62. Learn the new words and expressions.3. Ask Ss to read the new words and expressions together.4. Understanding the new words.策略：从网上下载一些图片来导入生词，既形象鲜亮生动贴近学生生活，符合学生的认知规律，又降低了学习生词的难度，有利于学生把握，提高了效率。

牛津英语七年级下册unit5教案范文

牛津英语七年级下册unit5教案范文本课选自《牛津英语》bunit5weletotheunit。

这一单元的主要内容是学习怎样帮助别人的一些说法。

教材以图片的形式呈现出课文的内容，如planttrees，cleanupthepark，visitthehomefortheelderly等等。

其中elderlycollectability 为新词。

考虑到本校学生的才能和所授知识的完好性，我对教材内容做了适当的补充;在学习课本知识外另外再参加一篇有关帮助别人的文章，从而来扩大学生的阅读量。

1、知识目的：（1）理解、掌握本课中的新词：elderlycollectability。

要求能听懂，会说，会认读。

（2）掌握本课中的词组：visitthehomefortheelderly，helptheoldmancrosstheroad，giveaseattotheoldman，cleanupthepark，planttrees，collectthingsforthehopeproject，membersofthehelpinghandsclub。

2、技能目的：能听懂并运用句型wha tcanyoudointhepark/intheschool/onthebus/ontheroad…3、情感目的：让学生在有趣的活动中体会课堂教学的乐趣，使学生愿学、爱学、乐学、积极地学。

1、单词elderlycollectability的识记。

2、句型whatcanyoudointhepark/intheschool/onthebus/ontheroad…？的灵敏运用及答复。

初中八年级的英语教学在根本单词、短语掌握的根底上，更应注重的学生阅读才能。

所以我除了将教学环节设计成为活动以外，还找了一篇与课文有关的阅读文章来训练。

这样，既让学生们在快乐的活动中理解语言、运用语言、习得语言，同时可以增加学生的阅读量，从而进步学生的阅读程度。

七年级英语下册 Unit 5 Abilities教案牛津版

Unit 5 Abilities (Welcome to the unit)Objects:1 To review vocabulary about helping people in the community.2 To generate ideas about way s to care for and help others.3 Use the comic strip to talk about the topic“ability”Main points and difficulties: Obj ects 1.2Teaching ways: Projector. tapesTeaching steps:Step 1 GreetingsStep 2 Presentation1 Different people are good at different things. For example: He sings very well and won the first place. We say he has musical ability. B has spo rts ability.2 Some people use abilities to help others. Would you like to help others if you can?Discuss: What can we do for others? To teach : clean up. Help the elderly .collect exercise books for teachers.Step 3 practise1.If you want to help more people or do more for others. I t hink you can jointhe Helpi ng Hands Club. Would you like to know about the club? Here are some picutres.Look at the pictures and talk about them.To teach new words2.To read these sentences3.To do exercise on page 77 then chekstep 4 presentation1.(picture) T:What is the b oy d oing?S:He is climbing the treeT:Can you climb a tree?S:Yes I can.. /No, I can’tT:Is it dangerous to climb a tree?S:Yes ,it is.T:So you must be careful.2. Who is he? What can he do?Can he fly ?(picture:superman)3. Ask: Do you think there is any super dog in the world?What do you think about Eddie?Can he fly?Step 5 Listening and reading1.Listen and answer:Is Eddie a super dog? Can he fly?2.Listen and repeat3.practise in groups4.Act the dialogue outStep 6 ExerciseDiscuss: What have you done for others?What are you going to do in the future? Step 7 Exercise1.Phrases2.Translate sentencesStep 8 HomeworkTo finish Exercise Book。

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)，。

七年级英语下册 Unit 5 Abilities Checkout教案牛津版

Unit 5 AbilitiesCheckoutTeaching goals1.To check the use of Modal verb “can/ could”, the use of Imperative Sente nces2. To revise key vocabularyFocuses1. To practice the grammar items wellDifficulties:To use the language points fluentlyProceduresStep 1 Revision1. Dictate the vocabulary learnt in the unit, check with the whole class.2. Revise the useful patterns in the unit by asking Ss to give the English one by one.Step 2 Part BSs practice page91 Part B individually and check as a whole class.1.Tell Ss a bout crossword puzzles if they are unfamiliar with them.2.Ask Ss to complete the puzzle.3.Ss who finish early can make a crossword puzzle of their own, using the task asa model.4.Ask Ss to check their own work.Step 3 Part A1.Explain the context and instructions carefully.This is a challenging exercise because either answer is grammatica lly correct. However, one of the choices is more suitable than the o ther semantically.2.Tell Ss to look at the table on the left first and read all the Class 1,Grade 7 Ss’ plans.Ensure they understand that the heading ‘can’ refers to ability rather than possibility here.3. Ask Ss to read what Daniel is thinking and then select the best modal verb from the two choices.Tell them to refer to the ta ble on Page 80 for guidance.Remind them that ‘can’ refers to p ossibility, not ability here.4. Ask Ss to read out one sent ence each.Review the answers and give reasons for the choices.Step 4 Consolidation workDo the exercises together in class.Step 5 HomeworkReview Unit 5 after class for a test.。

七年级英语下册 Unit 5 Abilities Grammar教案牛津版

Unit 5 AbilitiesGrammar (I)Teaching goals1.To recognize and understand how to use ‘can/ could’ to express ability/ possibility in the present and past2.To recognize degrees of possibilities when using ‘may/ might’Focuses1. To master the use of ‘can/could’ and ‘may/ might’ correctlyDifficulties:To identify and use the four modal verbs well enoughProceduresStep 1 RevisionI. Revise the use of ‘can/ could’, get Ss to say sth about the two modal verbs. II. Get Ss to talk about their own abilities at present and in the past.III. Can you use the two modal verbs correctly?A. can: we are able to do sth now/ at presentcould: we were able to do sth in the pastB. can/ could: sth is possible now/ at presentcould: sth was possible in the pastC. c an/ could: we can’t use them to talk about the chances that sth will certainly happen in the future.Step 2 PracticeI.Practice Part A1 with the Ss together.II. Try to talk about the pictures individually. ( page83)III. Help Ss to find out they are great because they can do so many things in their daily life. They have healthy bodies and minds. They can do so many things. So we should be grateful to our parents for giving us so many things in the world. IV. Ss practice page 84 Part B individually.Step 3 ProductionSs finish off the sentences using the modal verbs.1. School finishes at 4 p.m. The bus leaves at 4.10 p.m. We _______ take the bus.2. It will be warm tomorrow so we________ wear short sleeves.3. I _______ play games on my old puter, but the new one is much faster.4. I forgot my key. I ________ open the door.Grammar (II)Difficulties:To use the two kinds of ways to talk about future fluentlyProceduresStep 1 Presentation1. Arouse Ss’ interest in how to praise Zhang Hua with strong feelings in Chinese or English.2. Lead into the new item: to use the Imperative Sentences to express strong feelings. Sum up Ss’ answers on the Bb.A.What + a/ an + adj + sb/ sth(单数) +(S + V)!What + + adj + sb/ sth(复数) +(S + V)!What + + adj + sb/ sth(不可数名词) +(S + V)!B. How + adj/ adv (+ S+ V)!Step 2 PracticeI. Give Ss some words, get Ss to join them together.1. flowers, beautiful. What, are, they!2. interesting, what, an, book, is, it!3. nice, a, day, what, today, is!4. news, surprising, what, they, watching, are5. strong, the, man, a, what, he, is!6. weather, fine, what, it, is!7.What beautiful flowers they are!8. What an interesting book it is!9. What a nice day it is!10. What surprising news they are watching!11. What a strong man he is!12. What fine weather it is!II. Do the same things as the same way above.1. flowers, beautiful. how, are, the!2. interesting, how, this, book, is!3. nice, today, how, is!4. news, surprising, how, the, is!5. strong, the, man, how, is!6. today, fine, how it, is!7.How beautiful the flowers are!8.How interesting this book is!9.How nice today is!10. How surprising the news is!11. How strong the man is!12. How fine it is today!Step 3 Practice1. Talk about the pictures on page 85 Part C. Individuals give their answers. 1. What beautiful flowers!How wonderful the flowers are!2. How wonderful!What a wonderful program!3. What a big fire!How big the fire is!4. What a brave young man!How brave the young man is!5. How dangerous the fire is!2. Make more able Ss to give their own sentences in class.Step 4 ProductionFinish off the conversation in pairs.A. Do you know about Zhang Hua?B: Yes, Of course. He helped his neighbour out of a fire.A: _______ brave he was! We should _________ from him.B: I ______ with you. If you e across this kind of things.________ you be so brave like him?A: I think I _________ also do the same thing.B: _______ a brave boy you will be! We should try our best ______ others.Step 5 Homework1. Go over Integrated skills after class.2. Make up some sentences using the simple future tense as written work.。

七年级英语下册Unit5AbilitiesVocabulary教案牛津版

Unit 5 AbilitiesVocabularyTeaching goals1. To develop an understanding of the use of adjs in different contexts2. To use suitable adjs to describe people’s behaviour and characterFocuses1. To grasp the use of adjs in different contextsDifficulties:To use correct adjs to describe people’s behaviour and characterProceduresStep 1 Brainstorming activities1. Brainstorm about the adjs Ss learned before and in the unit. Get Ss to find out how many of them are about qualitieshard-working brave careful safe helpfulpolite grateful quick slow kind happycheerful thoughtful likely2. Get Ss to describe their partner with the adjs above. Make sure they can give the proper desc riptions in class. Praise those who do well in the step.3. Lead into the concept of opposites. Make sure they can understand the new concept.4. Try to give the correct opposites of the adjs above.hard-working -- lazybrave --afra idcareful-- carelesssafe-- dangeroushelpful-- unhelpfulpolite—impolite/ rudegrateful-- ungratefulquick-- slowkind --unkindhappy –unhappy/ sad5. Encou rage more able Ss to give more adjs in class.Step 2 Presentation1. Get Ss to describe Chen Dan/ Zhao Aijia with the given words/ phrases.A. kind brave, think of others first, helpful, do a lot of computer work for the club, politeB. be good a t running/ climbing and playing tennis, tell the young people to be careful, quick and brave, save Mrs Lu last week.2. Get Ss to talk about what good qualities do the two Ss have.3. Present the new items to them:recommend sb to be the hostrecommend sb as sbrecommend sb for an awardMost Helpful Student AwardHelping Hand ClubBest Sports(wo)man AwardHave/ get/ win the awardStep 3 PracticeI. Page 77 Part B, Get individuals to read out the passage and gi ve their answers in class. Make all the Ss read the part in chorus until they can read the two passages well enough.A helpful studentA. I would like to _________ Chen Dan for the Grade 7 Most Helpful Student Award. He spends a lot of time at the Helping Hands Club. He is _______ and _________. He always thinks of ________ first. He often helps other members. He is ve ry ________ and he does a lot of computer work for the club. The other members of the club likehim very much because he is _________ too.A super swimmerB. I am writing _________ Zhao Aijia for the Grade 7 Best Sportswoman Award, Zhao Aijia is a member of the Swimming Club. She is also good at running, clim bing and playing tennis. She often tells younger students to be __________ when they play water sports. She is also very _______ and ________. Last week, Mrs Lu fell into the water and Zhao Aijia saved her. Mrs Lu was very __________ for Zhao Aijia’s help. We shall all be very _______ if Zhao Aijia can have the award.II. Pair Ss practice retelling the two passages above. Encourage more able Ss to retell them in front of the class.Step 4 ConsolidationSb according to the given Chinese.1. Do you know the useful adjs?energetic/ lazy quiet/ noisy calm/ nervousskilled/ unskilled optimistic/ pessimisticbrave/ cowardly practical/ impracticalmature/ children dependent/ independentstrong/ weak fast/ slow sensible/ foolishshy/ outgoing beautiful/ ugly easy-going/ stubborninteresting/ boring2.你想推荐你的好朋友作为最乐于助人学生奖。

牛津译林版英语七下《Unit5Abilities》word教学设计

2、在听读的基础上，回答上面的问题，了解这段对话的大意并引出知识点的讲解
Be careful! = Look out! = Watch out!
be carefulwith\to do
eg. Be careful with the snakes.
Be careful to ride on the busy road
2.你看过美国电影《超人》吗？你认为他能做的事的后面写“Yes”,不能做的后面写“No”。
1.Mr. Superman can fly in the sky.
2.Mr. Superman can help everyone who is in trouble..
3.Mr. Superman can change into different appearances..
来表达自己，并在小组中轮番发言。
四、小结，布置仿写作业，拓展学习成果
1、完成以下练习
用适当介词或副词填空。
1.Daniel is.
2.They often visit a home ____ the elderly.
3.We will clean ____ the classroom after school.
以多媒体出现带有动画的对话观赏并跟读，进而引导学生开口表达，并以二人表演的方式推进本段对话的学习使课堂气氛达到一个小高潮，此后出现一个问题Why can’t Eddie be a Superdog?引导学生进行进一步的摸索，并强化刚才新知的学习。
（二）学习Welcome to the unit
1、依照前面的学习，让学生看图推测，自主表达有关在社区关心他人的词汇，来学习如何表达关怀和关心他人，进一步进行能力表达的学习。

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初一年级教案活页纸主备人：李波涛审核人：初一英语组全体老师
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江苏省金山中学英语学科教案
初一年级教案活页纸主备人:李波涛审核人：初一英语组全体老师
江苏省金山中学英语学科教案
初一年级教案活页纸主备人：李波涛审核人：初一英语组全体老师
初一年级教案活页纸主备人：李波涛审核人：初一英语组全体老师
江苏省金山中学英语学科教案
初一年级教案活页纸主备人：李波涛审核人：初一英语组全体老师
江苏省金山中学英语学科教案
初一年级教案活页纸主备人：李波涛审核人：初一英语组全体老师
江苏省金山中学英语学科教案
初一年级教案活页纸主备人:李波涛审核人：初一英语组全体老师
初一年级教案活页纸主备人：李波涛审核人：初一英语组全体老师。