七年级英语下册Unit7Abilities全单元学案新牛津版
七年级英语下册 Unit 7 Abilities教案 (新版)牛津版-(新版)牛津版初中七年级下册英
Introduction
The first paragraph tells the receiver what the letter is about.
Main body
The main body of the letter talks about different points in this order.
Unit 7 Abilities
教学目标
知识目标
To adapt language to write descriptions for a specific purpose and audience
能力目标
To practice writing formal letters
情感目标
To use persuasive language
Paragraph 2: ability of your classmate
Paragraph 3: personality of your classmate
Paragraph 4: what your classmate did
Conclusion
The last paragraph states(陈述)what you want from the receiver
Ⅱ.Daniel ist .
①He thinks __________ (careful) when he works.
②He plans everything __________ and works __________ in a team (good).
Ⅲ.Daniel iskandh .
Last week, a 5-year-old boy ____________________（迷路）and cried in the street. Daniel ______________（在去……的路上）theclub. He stayed with the boy and played with him __________（两个小时）before the boy’s parents came.
七年级英语下册 Unit 7 Abilities教案 (新版)牛津版
Unit 7 Abilitiesic strip and Wele to the unitTeaching Aims:1. Through the ic derivation to talk about the topic of ability.2. Talk about in daily life we can do for another thing.3. Through the talk about how to care and help others to ideological and moral education. Step 1 Presentation1. Show some pictures to learn some words .2. Then read aloud the new words.ability n. 能力seat n. 座位send v. 发送；邮寄even adv. 甚至able adj. 能，能够raise v. 募集notebook n. 笔记本pay vi. & vt.付款pay for 为……付款believe v. 相信believe it or not 信不信由你look out 留神，当心Step 2 Warming up1. Show some pictures then ask and answerA: What can you do?B: I can …. What about you?A: I can ….Step 3 Do some exercises.1.Do Part A on page 81.2.Check the answers.3.Talk about the pictures.Step 4 PresentationShow some pictures present ic strip.Step 5 Listen and answer1. Can Eddie fly?2. Read the dialogue in pairs.3. Act it out.Step 6 Listening1. Listen to part B and answer the following question.1) What can they do for the children in poor areas?2) Can they raise some money for them?2. Read after the recorder.3. Pratice in pairs.4. Act it out.5. Make their own dialogue.Step 7 Explanation1. How cool! 多酷呀！这是一个感叹句。
七年级下册英语Unit 7 Abilities教案(牛津版)
七年级下册英语Unit 7 Abilities教案（牛津版）七年级下册英语Unit 7 Abilities教案（牛津版）Unit 7 Abilitiesi strip and ele t the unitTeahing Ais:1 Tal abut ur abilities2 Tal abut hat e an d fr thersStep 1 Presentatin1 Sh se pitures t learn se rds2 Then read alud the ne rdsStep 2 aring upSh se pitures then as and anserA: hat an u d?B: I an … hat abut u?A: I an …Step 3 i strip1 Present the i strip and anser the questins1) hat des Eddie ant t be?He ants t be Superdg2) hat des Eddie ant t d?He ants t fl3) hat des Hb sa hen Eddie ants t fl?He sas, “L ut, Eddie!”4) an Eddie fl? And is he Superdg?N, he an’t fl He isn’t Superdg2 At ut the dialgue,Step 4 Pair r1 r in pairs Disuss hat u an d fr thers2 Finish Part A n page 813 he the ansers4 Tal abut the pituresStep Listening1 Listen t part B and anser the flling questin1) h’ll the help?2) hat’ll the d fr the hildren?2 Pair rSuppse u’re ebers f the Helping Hands lub h are u ging t help? hat an u d t help the?Step 6 Language pints1 H l! 多酷呀！这是一个感叹句。
七年级英语下册 Unit 7 Abilities 全单元学案 (新版)牛津版
7B Unit 7 Abilities一．单元总述同学们，欢迎进入本单元！本单元以有关“技能，责任和个性”的话题为重点，谈论了在社区里年轻人该如何帮助他人。
本单元介绍了具有实用功能的“技能，责任，个性”方面的用语。
还介绍了情态动词can和could, may和might的用法。
我相信聪明的你一定会将本单元所有的知识点掌握牢的。
加油！（一）. 教学目标1.基础知识单词：outdoor, hurry, plain, that, camping, cyclingriding, skating, ride, rabbit, hole, pass, by, dear, fall, hit, herself, alone, low, locked, notice, into, side, through, tent, wood, period, dynasty, century,Italian, province, picnic, excited, mobile phone, bee, while, decide, enter,toward（s）, forgetreach, climb, fail语法：can could may might的用法“情态动词+动词原形”的用法感叹句的用法2．基本技能通过听，说，读，写掌握本单元的对话，短文和相关词汇，并运用新词汇来谈论“技能，责任和个性”。
3．情感态度激发学生对本单元话题的兴趣；让学生在合作中体会集体智慧的力量，取长补短，共同进步。
4．学习策略综合应用和自主学习；利用上下文语境及阅读技巧复习巩固所学知识。
第一课时 ic strip and wele to the unit[学习目标]1.谈超人，说超人能干些什么，运用 can和can’t。
2.复习有关在社区帮助他人的词汇，考虑如何关心和帮助他人。
[课前自主学习]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”。
七年级英语下册 Unit 7 Abilities 全单元教案 (新版)牛津版
Unit7Teaching DesignsThe First PeriodContent:ic strip and Wele to this unitTeaching aims:1.To learn the ic strip about the two dogs to present the use of “can” and “can’t”.2.To revise vocabulary about helping people in munity.3.To generate ideas about ways to care for and help others.4.To educate the students to be polite and helpful to others.Language focus: helping Hands Club/give seats to someone on the busplant trees/clean up/a home for the elderlycollect things for Project Hope/give awards to peopleremend sb for an award/ write a remendation letterVocabulary:ability /Superdog /fly /careful/ collect /elderly.Teaching procedures:Step 1 Warming upPlay a game called: I can …Step 2 PresentationWatch a video about “Superman”.Talk about the things what Superman can do in groups and report .Talk about dogs can do and can’t do.Step 3 ic stripFirst get some information from the pictures and then ask questions:1.What does Eddie want to do?2.Can dogs fly?3.What happened to Eddie?4.What do you think of Eddie?Listen to the tape and guess the meaning o f “Superdog, hurt, be carefulAsk students to think about the consequences of their daily actions Guide students to understand what they can do and can’t do.Read and act.Step 4 Learning “Helping Hands Club”.Free talk: How to be a helpful person?Present pictures about Daniel and his friends.Ask questions about the pictures:1.What is Daniel doing ?Do you often help the old or the blind cross the road?2.What is Sandy doing? Why should we plant more trees?3.Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others?4.Which place is it? What are the children doing now? Have you ever done something good like this?5.What are the students doing from the pictures? How much did you donate to the Project Hope this term? Is it better to give than to receive? Why?6.Where are Daniel and his friends? What are they doing? Do you often leave rubbish everywhere? Is it our duty to protect our environment?Read and understand the sentences.Step 5 Make a surveyFill in the table about what you have done in your daily life at school to see if you area polite and helpful boy/girl? If not ,What should you do next?1.Can you Say hello to teachers when you meet them?2.Can you clean the classroom carefully when you are on duty?3.Can you pick up the rubbish in the classroom or around the campus?4.Can you help your classmate with their homework?5.Can you help stand in line at dinner time?6.Can you give the thing back to the person who lost it?7.Can you do something good to your teachers?8.Can you look after the things in our classroom?9. Can you take care of your classmate who is ill?10.Can you keep our classroom clean and tidy?To see how many are good enough and how many should improve their behavior.Group work: What can /can’ you do in public? then ask the group leader to have a report. Step6 Assignment:1.Recite the dialogue and remember the sentences on Page 73.2.Writing: “How to be a helpful person ?”The Second PeriodContent: Reading-- A brave girlTeaching aims:1.To introduce and expand vocabulary to describe dangerous situations.2.To guess context from the text type, the title and the picture.3.To infer general meaning from picture and actions.4.To identify the name of specific places and actions.5.To skim the text for overall meaning and scan for detail.Language points and focus:Award for Bravery/help sb out of a fire/be alone/hear sb shouting/a 79-year-old man pour water over/put out the fire/be in hospital/help each other/be careful withFire can be dangerous.It is important to be careful with fire.Teaching 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 fo r 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 outthe fire3. Read the story and try to get some information. Then say T or F according to the text.1).Lin Tao helped her classmate out of a fire.2).Lin Tao’s neighbour is 79 years old.3).Mrs Sun couldn’t get out because he hurt his arm.4).Lin Tao was afraid when she saw a lot of smoke.5).Lin Tao put out the fire with a blanket and helped Mrs Sun out.6).The fire burned Lin Tao’s neck and leg.7).Lin Tao was in hospital for two months.8). Lin Tao 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 Mrs Sun?4).Where was Mrs Sun when there was a fire?5).Why couldn’t Mrs Sun get out of her house?6) How did Lin Tao put out the fire?7).Did Lin Tao hurt himself?8).How long was Lin Tao 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 Lin Tao, the others are the reporters.8 Discuss in groups. What does the writer think of Lin Tao? What do you think about her? Why do you think so? What do you do when you meet the accident like this?Step3Assignment1. Recite the new words and read the text.2.Finish the exercises in the workbook.3.Prepare the interview for the brave girl.The Third PeriodContent:Reading 2Teaching aims:1. Further understanding the text.2. Learn more about fire safety.3.To use different suitable adjectives to describe people’s behavior and character.4.Introduce the use of the prefix un- and suffix –less to form opposites. Language points:Learn more about fire.Be careful with matches.Don’t leave the stove on.Don’t put anything hot into the rubbish bin.Keep long hair away from fire.Remend sb for sth., think of sbTell sb to do sth, fall into waterBe grateful for sth/to sb,Teaching procedures: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 Mrs 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 Lin Tao 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 ou t.Step3 An interviewDo it in groups. In each group one student can be Lin Tao, 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 us ed 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 s creen .SportsStudent AStudent BRide a bikeSwimFly a kitePlay footballPlay chessThen ask the others:Can she / he …?2.Say the whole sentences:eg: A. can ride a bike.He can’t / cannot swim.…(Write them down on the blackboard.)Get the students to repeat and talk about student B like above:3) Work in pairsAsk the partner more questions like above and write down their answers , then report to the class.Step 2. Presentation.1) Ask student A and B again:Could you ride a bike five years ago ?(Help them answer:Yes, I could./ No, I couldn’t.)2) Get the students to ask the teacher about the past of A and B.Could he / she …? (Yes, he / she could. / No, he / she couldn’t.)3) Teach the students to say the whole sentences:A could ride a bike five years ago.He couldn’t swim five years ago.……(The same as B)4) Use “could” to ask the partner the same questions about the past, then repeat.5) Work out the rule.① Positive: can could② Negative: can’t Couldn’t③Question: Can …？Could …？Step 3. Practice.1)Work alone.(Part A1)2) Get the students to report themselves like above.3) Talk about the tables freely. in pairs.eg. Can Sandy row a boat now?Could he do it last year?4) plete the conversation of Part A2.5) Explain:We can use “am (is , are) able to “ instead of “can”,and “was (were) able to “ instead of “could“.eg.①Mike can sing more than 20 English songs.Mike is able to …②She could speak English when she was four.She was able to…Get the students to give more examples.Sum up:1)The differences between “can” and “be able to”2) Another use of “can” & “could”:Eg.Can / Could I help you?Step 4. Consolidation:Work in groups of six.Make a survey, then report to the class.Things to doCould do before(number of students)Can do now(number of students)Tell storiesWrite English wordsDo houseworkPlant treesFeed animalsMake dinnersStep 5. Extension.1.Make up a dialogue between Jim and the headmaster according to the following hints. Jim wants to apply for(应聘)an English teacher .Here are his bri ef introduction: Experience: taught Chinese and English in No.3 Middle school.Played football in the school team.Abilities: drawing , singing , playing with puters.Inabilities: dancing, Teaching other subjects ,such as maths ,play volleyball(now forgot) 2.Write a letter to your friend and tell him / her about what you have learned since(自从…以来) you came to secondary school.Step 6. Homework:Ex A on page 49 of the workbook.The Fifth PeriodⅠ.Content:1.GrammerB:Using “can”/ “could” to talk about possibility.2.GrammerC:Using “may” and “might” to talk about chances..Ⅱ.Preparation:Get the students to prepare something that will or won’t happen if we do so or don’t do so.No.Do so / Don’t soPossible / imposs ible 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 puters.(two years ago)3)help Mother do housework.(at the age of seven)Step 3. Presentation.1.Say:①Zhang Hua works hard. It is possible for him to pass the exam.(He can pass the exam)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 us ed to express degrees of possibilities.2)The dif ferences between “my/might” and “can/could”.Step 6.Practice.1.Fill in the blanks alone, and try to underline the keywords that the answers e from, then check the answer.2.Explain: maybe / may be3 Read the table and plete the sentences.The members of the Helping Hands club want to look after Mr. Sun in hospital Please infer the possibilities according to the tables and fill in the blanks with “may (not)” or “might (not)”.NameDays an d 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 Mrs Sun on Monday.2.Sandy go to see Mrs Sun on Tuesday.3.Simon go to the hospital to help Mrs Sun on Wednesday.4.Kitty go to help Mrs Sun on Thursday.5.Amy help Mrs Sun on Friday.lie go to help Mrs 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 escap e ? Please think of more ways. You’d better make sentences with “may” or “might”.Step 8. HomeworkDo more exercises.The Sixth 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 unkno wn 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 stu dents to study the notes for the parents’ meeting . Then ask them to find information from the report card to fill in as many gaps as possible .2 . Listening(1) Play the recorder and ask students to plete Mr Wu’s notes .(2) Play the recorder again to enable students to check their answers .(3) Ask some students to read out their answers .3 . WritingA: plete the profile of Suzy :(1) Ask students to use information from the report card and notes to plete Suzy’s profile .(2) Ask them to guess the meaning of the new words : grade,result,high .(3) Read it and work out the way of writing a profile .(Group work )B: Write a profile :(1) Divide the class into groups . Ask them to write a profile .(2) Invite some groups to show their results .3.Speaking ( Part B )(1) Listen and answerCan Mil lie dance ? What about Sandy ?What can Sandy do ?(2) Listen and read(3) Read in pairs(4) Make similar dialogues and act out their own dialogues .Step 5 : Assignment1.Oral work : Make a dialogue about talking about what you can and cannot do .2.Written work : Write a profile of your friend .The Eighth PeriodContent:Main task1. Learn to write a remendation letterTeaching aims : 1. Learn to write a remendation letter2.To develop students’ ability o f writing .Language focus: a five-year-old boy, lose one’s way, hear fromTeaching procedures :Step 1: Warming upA chain talk .eg: A: Can you tell me what you can do and cannot do ?B: I can sing but I can’t sing well. Can you tell me what you can do and cannot do ?C: I can dance well but I can’t swim…….Step 2 : Free talkeg :Who can get the Most Helpful Student Award ? Why ?Step 3 : Pre-task preparationPresent some new words : chairperson,thoughtful,lose,hear fromStep 4 : Task procedures:1.Learn how to write a remendation letter(1) Listen and answer (Part 1)Q: What award would he like to remend Chen Dan ?What is Chen Dan good at ?What’s his personality ?What did he do ?(2 )Explain the words above.(3)Rea d 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 remendat ion letter.2. Write a remendation letter (Group work )(1) Ask students to plan the things they want to say about their chosen person as outlined in Part B1.(2) plete the letter . ( Each writes one paragraph. )(3 Invite some groups to read out their letters .Step 5 : AssignmentWrite a remendation letter.Exercises(Grammar of Unit 7,7B)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 e 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)8.We couldn’t have a picnic last Sunday. Because it was rainy(同义句转换)It was rainy last Sunday. It for us a prcnic. Ⅳ.改错：1. He can’t get out beause he hurt his leg.2. If he has time, he will can e.3. His father maybe a doctor.4. She can swim when she was five years old.5. Tomorrow will be sunny. We must go to the park and fly kites.6. Simon must not play football because he forgot to bring his football shoes.7. The headmaster went out to have a meeting.He mustn’t be in the off ice now.8. Amy is very tall. She maybe jump high.Ⅴ.汉译英：1.很可能我父母亲下周六去上海。
牛津译林版英语七下Unit 7《Abilities》(Skills+Speak up)教学设计
牛津译林版英语七下Unit 7《Abilities》（Skills＋Speak up）教学设计一. 教材分析牛津译林版英语七下Unit 7《Abilities》（Skills＋Speak up）主要讨论了人们在学习新技能时所面临的挑战以及如何克服这些挑战。
本单元包括三个部分：Skills，Speak up以及附加练习。
Skills部分通过一个关于四位学生在学习舞蹈、绘画、乒乓球和篮球过程中所遇到的困难以及如何克服这些困难的故事，引导学生学习并运用情态动词must，can，may和will表示能力。
Speak up部分则提供了一个关于招聘面试的场景，让学生在实际语境中运用所学知识。
附加练习则是对本单元所学内容的巩固和拓展。
二. 学情分析七年级的学生已经掌握了一定的英语基础，能听懂并基本表达日常生活中的简单事物和情感。
但是，他们在学习过程中对新知识的理解和运用仍有一定难度，需要教师的引导和激励。
针对这一学情，教师在教学过程中应注重激发学生的学习兴趣，鼓励他们积极参与课堂活动，并通过有效的教学手段帮助他们理解和运用所学知识。
三. 教学目标1.知识目标：学生能掌握情态动词must，can，may和will的用法，正确表达自己的能力和需求。
2.能力目标：学生能在实际语境中运用所学知识进行交流，提高自己的英语口语表达能力。
3.情感目标：学生能认识到学习新技能的重要性，培养积极的学习态度，勇于面对挑战。
四. 教学重难点1.重点：情态动词must，can，may和will的用法及其在不同语境中的表达。
2.难点：正确运用情态动词表达自己的能力和需求，以及在实际语境中进行流畅的交流。
五. 教学方法1.任务型教学法：通过设置各种实际任务，让学生在完成任务的过程中运用所学知识，提高口语表达能力。
2.情境教学法：创设各种真实的学习情境，让学生在实际语境中感知和运用语言。
3.激励教学法：注重鼓励和表扬学生，激发他们的学习兴趣和自信心。
牛津译林版七年级英语下册Unit7Abilities全单元教案
Unit7Teaching DesignsThe First PeriodContent:Comic strip and Welcome to this unitTeaching aims:1.To learn the comic strip about the two dogs to present the use of “can” and “can’t”.2.To revise vocabulary about helping people in community.3.To generate ideas about ways to care for and help others.4.To educate the students to be polite and helpful to others.Language focus: helping Hands Club/give seats to someone on the busplant trees/clean up/a home for the elderlycollect things for Project Hope/give awards to peoplerecommend sb for an award/ write a recommendation letterVocabulary:ability /Superdog /fly /careful/ collect /elderly.Teaching procedures:Step 1 Warming upPlay a game called: I can …Step 2 PresentationWatch a video about “Superman”.Talk about the things what Superman can do in groups and report .Talk about dogs can do and can’t do.Step 3 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 o f “Superdog, hurt, be carefulAsk students to think about the consequences of their daily actions Guide students to understand what they can do and can’t do.Read and act.Step 4 Learning “Helping Hands Club”.Free talk: How to be a helpful person?Present pictures about Daniel and his friends.Ask questions about the pictures:1.What is Daniel doing ?Do you often help the old or the blind cross the road?2.What is Sandy doing? Why should we plant more trees?3.Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others?4.Which place is it? What are the children doing now? Have you ever done something good like this?5.What are the students doing from the pictures? How much did you donate to the Project Hope this term? Is it better to give than to receive? Why?6.Where are Daniel and his friends? What are they doing? Do you often leave rubbish everywhere? Is it our duty to protect our environment?Read and understand the sentences.Step 5 Make a surveyFill in the table about what you have done in your daily life at school to see if you area polite and helpful boy/girl? If not ,What should you do next?1.Can you Say hello to teachers when you meet them?2.Can you clean the classroom carefully when you are on duty?3.Can you pick up the rubbish in the classroom or around the campus?4.Can you help your classmate with their homework?5.Can you help stand in line at dinner time?6.Can you give the thing back to the person who lost it?7.Can you do something good to your teachers?8.Can you look after the things in our classroom?9. Can you take care of your classmate who is ill?10.Can you keep our classroom clean and tidy?To see how many are good enough and how many should improve their behavior.Group work: What can /can’ you do in public? then ask the group leader to have a report. Step6 Assignment:1.Recite the dialogue and remember the sentences on Page 73.2.Writing: “How to be a helpful person ?”The Second PeriodContent: Reading-- A brave girlTeaching aims:1.To introduce and expand vocabulary to describe dangerous situations.2.To guess context from the text type, the title and the picture.3.To infer general meaning from picture and actions.4.To identify the name of specific places and actions.5.To skim the text for overall meaning and scan for detail.Language points and focus:Award for Bravery/help sb out of a fire/be alone/hear sb shouting/a 79-year-old man pour water over/put out the fire/be in hospital/help each other/be careful withFire can be dangerous.It is important to be careful with fire.Teaching 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 fo r Project Hope5.Clean up the park/playground6.visit a home for the elderly7. plant trees 8.a SuperdogStep2 Reading1. warming up: Talk about danger and potential hazards at home. Ask if any students have ever had an accident at home. Talk about what to do in case of danger.2.Watch a set of pictures about a fire to present the new words:neighbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, blanket, put out the fire3. Read the story and try to get some information. Then say T or F according to the text.1).Lin Tao helped her classmate out of a fire.2).Lin Tao’s neighbour is 79 years old.3).Mrs Sun couldn’t get out because he hurt h is arm.4).Lin Tao was afraid when she saw a lot of smoke.5).Lin Tao put out the fire with a blanket and helped Mrs Sun out.6).The fire burned Lin Tao’s neck and leg.7).Lin Tao was in hospital for two months.8). Lin Tao 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 Mrs Sun?4).Where was Mrs Sun when there was a fire?5).Why couldn’t Mrs Sun get out of her house?6) How did Lin Tao put out the fire?7).Did Lin Tao hurt himself?8).How long was Lin Tao 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 Lin Tao, the others are the reporters.8 Discuss in groups. What does the writer think of Lin Tao? 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 Mrs 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 Lin Tao 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 ou t.Step3 An interviewDo it in groups. In each group one student can be Lin Tao, 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 studen ts’ answers on the screen .SportsStudent AStudent BRide a bikeSwimFly a kitePlay footballPlay chessThen ask the others:Can she / he …?2.Say the whole sentences:eg: A. can ride a bike.He can’t / cannot swim.…(Write them down on the blackboard.)Get the students to repeat and talk about student B like above:3) Work in pairsAsk the partner more questions like above and write down their answers , then report to the class.Step 2. Presentation.1) Ask student A and B again:Could you ride a bike five years ago ?(Help them answer:Yes, I could./ No, I couldn’t.)2) Get the students to ask the teacher about the past of A and B.Could he / she …? (Yes, he / she could. / No, he / she couldn’t.)3) Teach the students to say the whole sentences:A could ride a bike five years ago.He couldn’t swim five years ago.……(The same as B)4) Use “could” to ask the partner the same questions about the past, then repeat.5) Work out the rule.① Positive: can could② Negative: can’t Couldn’t③Question: Can …？Could …？Step 3. Practice.1)Work alone.(Part A1)2) Get the students to report themselves like above.3) Talk about the tables freely. in pairs.eg. Can Sandy row a boat now?Could he do it last year?4) Complete the conversation of Part A2.5) Explain:We can use “am (is , are) able to “ instead of “can”,and “was (were) able to “ instead of “could“.eg.①Mike can sing more than 20 English songs.Mike is able to …②She could speak English when she was four.She was able to…Get the students to give more examples.Sum up:1)The differences between “can” and “be able to”2) Another use of “can” & “could”:Eg.Can / Could I help you?Step 4. Consolidation:Work in groups of six.Make a survey, then report to the class.Things to doCould do before(number of students)Can do now(number of students)Tell storiesWrite English wordsDo houseworkPlant treesFeed animalsMake dinnersStep 5. Extension.1.Make up a dialogue between Jim and the headmaster according to the following hints. Jim wants to apply for(应聘)an English teacher .Here are his bri ef 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 o r 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 wh en 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:①Zhang 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 dif ferences 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 an d 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 Mrs Sun on Monday.2.Sandy go to see Mrs Sun on Tuesday.3.Simon go to the hospital to help Mrs Sun on Wednesday.4.Kitty go to help Mrs Sun on Thursday.5.Amy help Mrs Sun on Friday.lie go to help Mrs 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. HomeworkDo more exercises.The Sixth 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 be st, 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 unkno wn 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 Mil lie 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 fromTeaching procedures :Step 1: Warming upA chain talk .eg: A: Can you tell me what you can do and cannot do ?B: I can sing but I can’t sing well. Can you tell me what you can do and cannot do ?C: I can dance well but I can’t swim…….Step 2 : Free talkeg :Who can get the Most Helpful Student Award ? Why ?Step 3 : Pre-task preparationPresent some new words : chairperson,thoughtful,lose,hear fromStep 4 : Task procedures:1.Learn how to write a 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)Rea d 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 recommendat ion 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 7,7B)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)8.We couldn’t have a picnic last Sunday. Because it was rainy(同义句转换)It was rainy last Sunday. It for us a prcnic. Ⅳ.改错：1. He can’t get out beause he hurt his leg.2. If he has time, he will can come.3. His father maybe a doctor.4. She can swim when she was five years old.5. Tomorrow will be sunny. We must go to the park and fly kites.6. Simon must not play football because he forgot to bring his football shoes.7. The headmaster went out to have a meeting.He mustn’t be in the office now.8. Amy is very tall. She maybe jump high.Ⅴ.汉译英：1.很可能我父母亲下周六去上海。
七年级英语下册 Unit 7 Abilities 全单元教案 (新版)牛津版
Unit7Teaching DesignsThe First PeriodContent:ic strip and Wele to this unitTeaching aims:1.To learn the ic strip about the two dogs to present the use of “can” and “can’t”.2.To revise vocabulary about helping people in munity.3.To generate ideas about ways to care for and help others.4.To educate the students to be polite and helpful to others.Language focus: helping Hands Club/give seats to someone on the busplant trees/clean up/a home for the elderlycollect things for Project Hope/give awards to peopleremend sb for an award/ write a remendation letterVocabulary:ability /Superdog /fly /careful/ collect /elderly.Teaching procedures:Step 1 Warming upPlay a game called: I can …Step 2 PresentationWatch a video about “Superman”.Talk about the things what Superman can do in groups and report .Talk about dogs can do and can’t do.Step 3 ic stripFirst get some information from the pictures and then ask questions:1.What does Eddie want to do?2.Can dogs fly?3.What happened to Eddie?4.What do you think of Eddie?Listen to the tape and guess the meaning o f “Superdog, hurt, be carefulAsk students to think about the consequences of their daily actions Guide students to understand what they can do and can’t do.Read and act.Step 4 Learning “Helping Hands Club”.Free talk: How to be a helpful person?Present pictures about Daniel and his friends.Ask questions about the pictures:1.What is Daniel doing ?Do you often help the old or the blind cross the road?2.What is Sandy doing? Why should we plant more trees?3.Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others?4.Which place is it? What are the children doing now? Have you ever done something good like this?5.What are the students doing from the pictures? How much did you donate to the Project Hope this term? Is it better to give than to receive? Why?6.Where are Daniel and his friends? What are they doing? Do you often leave rubbish everywhere? Is it our duty to protect our environment?Read and understand the sentences.Step 5 Make a surveyFill in the table about what you have done in your daily life at school to see if you area polite and helpful boy/girl? If not ,What should you do next?1.Can you Say hello to teachers when you meet them?2.Can you clean the classroom carefully when you are on duty?3.Can you pick up the rubbish in the classroom or around the campus?4.Can you help your classmate with their homework?5.Can you help stand in line at dinner time?6.Can you give the thing back to the person who lost it?7.Can you do something good to your teachers?8.Can you look after the things in our classroom?9. Can you take care of your classmate who is ill?10.Can you keep our classroom clean and tidy?To see how many are good enough and how many should improve their behavior.Group work: What can /can’ you do in public? then ask the group leader to have a report. Step6 Assignment:1.Recite the dialogue and remember the sentences on Page 73.2.Writing: “How to be a helpful person ?”The Second PeriodContent: Reading-- A brave girlTeaching aims:1.To introduce and expand vocabulary to describe dangerous situations.2.To guess context from the text type, the title and the picture.3.To infer general meaning from picture and actions.4.To identify the name of specific places and actions.5.To skim the text for overall meaning and scan for detail.Language points and focus:Award for Bravery/help sb out of a fire/be alone/hear sb shouting/a 79-year-old man pour water over/put out the fire/be in hospital/help each other/be careful withFire can be dangerous.It is important to be careful with fire.Teaching 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 fo r 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 outthe fire3. Read the story and try to get some information. Then say T or F according to the text.1).Lin Tao helped her classmate out of a fire.2).Lin Tao’s neighbour is 79 years old.3).Mrs Sun couldn’t get out because he hurt his arm.4).Lin Tao was afraid when she saw a lot of smoke.5).Lin Tao put out the fire with a blanket and helped Mrs Sun out.6).The fire burned Lin Tao’s neck and leg.7).Lin Tao was in hospital for two months.8). Lin Tao 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 Mrs Sun?4).Where was Mrs Sun when there was a fire?5).Why couldn’t Mrs Sun get out of her house?6) How did Lin Tao put out the fire?7).Did Lin Tao hurt himself?8).How long was Lin Tao 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 Lin Tao, the others are the reporters.8 Discuss in groups. What does the writer think of Lin Tao? What do you think about her? Why do you think so? What do you do when you meet the accident like this?Step3Assignment1. Recite the new words and read the text.2.Finish the exercises in the workbook.3.Prepare the interview for the brave girl.The Third PeriodContent:Reading 2Teaching aims:1. Further understanding the text.2. Learn more about fire safety.3.To use different suitable adjectives to describe people’s behavior and character.4.Introduce the use of the prefix un- and suffix –less to form opposites. Language points:Learn more about fire.Be careful with matches.Don’t leave the stove on.Don’t put anything hot into the rubbish bin.Keep long hair away from fire.Remend sb for sth., think of sbTell sb to do sth, fall into waterBe grateful for sth/to sb,Teaching procedures: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 Mrs 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 Lin Tao 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 ou t.Step3 An interviewDo it in groups. In each group one student can be Lin Tao, 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 us ed 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 s creen .SportsStudent AStudent BRide a bikeSwimFly a kitePlay footballPlay chessThen ask the others:Can she / he …?2.Say the whole sentences:eg: A. can ride a bike.He can’t / cannot swim.…(Write them down on the blackboard.)Get the students to repeat and talk about student B like above:3) Work in pairsAsk the partner more questions like above and write down their answers , then report to the class.Step 2. Presentation.1) Ask student A and B again:Could you ride a bike five years ago ?(Help them answer:Yes, I could./ No, I couldn’t.)2) Get the students to ask the teacher about the past of A and B.Could he / she …? (Yes, he / she could. / No, he / she couldn’t.)3) Teach the students to say the whole sentences:A could ride a bike five years ago.He couldn’t swim five years ago.……(The same as B)4) Use “could” to ask the partner the same questions about the past, then repeat.5) Work out the rule.① Positive: can could② Negative: can’t Couldn’t③Question: Can …？Could …？Step 3. Practice.1)Work alone.(Part A1)2) Get the students to report themselves like above.3) Talk about the tables freely. in pairs.eg. Can Sandy row a boat now?Could he do it last year?4) plete the conversation of Part A2.5) Explain:We can use “am (is , are) able to “ instead of “can”,and “was (were) able to “ instead of “could“.eg.①Mike can sing more than 20 English songs.Mike is able to …②She could speak English when she was four.She was able to…Get the students to give more examples.Sum up:1)The differences between “can” and “be able to”2) Another use of “can” & “could”:Eg.Can / Could I help you?Step 4. Consolidation:Work in groups of six.Make a survey, then report to the class.Things to doCould do before(number of students)Can do now(number of students)Tell storiesWrite English wordsDo houseworkPlant treesFeed animalsMake dinnersStep 5. Extension.1.Make up a dialogue between Jim and the headmaster according to the following hints. Jim wants to apply for(应聘)an English teacher .Here are his bri ef introduction: Experience: taught Chinese and English in No.3 Middle school.Played football in the school team.Abilities: drawing , singing , playing with puters.Inabilities: dancing, Teaching other subjects ,such as maths ,play volleyball(now forgot) 2.Write a letter to your friend and tell him / her about what you have learned since(自从…以来) you came to secondary school.Step 6. Homework:Ex A on page 49 of the workbook.The Fifth PeriodⅠ.Content:1.GrammerB:Using “can”/ “could” to talk about possibility.2.GrammerC:Using “may” and “might” to talk about chances..Ⅱ.Preparation:Get the students to prepare something that will or wo n’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 puters.(two years ago)3)help Mother do housework.(at the age of seven)Step 3. Presentation.1.Say:①Zhang Hua works hard. It is possible for him to pass the exam.(He can pass the exam)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 dif ferences between “my/might” and “can/could”.Step 6.Practice.1.Fill in the blanks alone, and try to underline the keywords that the answers e from, then check the answer.2.Explain: maybe / may be3 Read the table and plete the sentences.The members of the Helping Hands club want to look after Mr. Sun in hospital Please infer the possibilities according to the tables and fill in the blanks with “may (not)” or “might (not)”.NameDays an d 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 Mrs Sun on Monday.2.Sandy go to see Mrs Sun on Tuesday.3.Simon go to the hospital to help Mrs Sun on Wednesday.4.Kitty go to help Mrs Sun on Thursday.5.Amy help Mrs Sun on Friday.lie go to help Mrs 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. HomeworkDo more exercises.The Sixth 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 b est, 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 unkno wn words from the context .(3) Explain the meaning by giving examples .(4) Ask students to list as many adjectives as they can find . Then ask them to add other adjectives that teachers may use to describe students .(5) Ask students to study the notes for the parents’ meeting . Then ask them to find information from the report card to fill in as many gaps as possible .2 . Listening(1) Play the recorder and ask students to plete Mr Wu’s notes .(2) Play the recorder again to enable students to check their answers .(3) Ask some students to read out their answers .3 . WritingA: plete the profile of Suzy :(1) Ask students to use information from the report card and notes to plete Suzy’s profile .(2) Ask them to guess the meaning of the new words : grade,result,high .(3) Read it and work out the way of writing a profile .(Group work )B: Write a profile :(1) Divide the class into groups . Ask them to write a profile .(2) Invite some groups to show their results .3.Speaking ( Part B )(1) Listen and answerCan Mil lie dance ? What about Sandy ?What can Sandy do ?(2) Listen and read(3) Read in pairs(4) Make similar dialogues and act out their own dialogues .Step 5 : Assignment1.Oral work : Make a dialogue about talking about what you can and cannot do .2.Written work : Write a profile of your friend .The Eighth PeriodContent:Main task1. Learn to write a remendation letterTeaching aims : 1. Learn to write a remendation letter2.To develop students’ ability of writing .Language focus: a five-year-old boy, lose one’s way, hear fromTeaching procedures :Step 1: Warming upA chain talk .eg: A: Can you tell me what you can do and cannot do ?B: I can sing but I can’t sing well. Can you tell me what you can do and cannot do ?C: I can dance well but I can’t swim…….Step 2 : Free talkeg :Who can get the Most Helpful Student Award ? Why ?Step 3 : Pre-task preparationPresent some new words : chairperson,thoughtful,lose,hear fromStep 4 : Task procedures:1.Learn how to write a remendation letter(1) Listen and answer (Part 1)Q: What award would he like to remend Chen Dan ?What is Chen Dan good at ?What’s his personality ?What did he do ?(2 )Explain the words above.(3)Rea d 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 remendat ion letter.2. Write a remendation letter (Group work )(1) Ask students to plan the things they want to say about their chosen person as outlined in Part B1.(2) plete the letter . ( Each writes one paragraph. )(3 Invite some groups to read out their letters .Step 5 : AssignmentWrite a remendation letter.Exercises(Grammar of Unit 7,7B)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 e 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)8.We couldn’t have a picnic last Sunday. Because it was rainy(同义句转换)It was rainy last Sunday. It for us a prcnic. Ⅳ.改错：1. He can’t get out beause he hurt his leg.2. If he has time, he will can e.3. His father maybe a doctor.4. She can swim when she was five years old.5. Tomorrow will be sunny. We must go to the park and fly kites.6. Simon must not play football because he forgot to bring his football shoes.7. The headmaster went out to have a meeting.He mustn’t be in the office now.8. Amy is very tall. She maybe jump high.Ⅴ.汉译英：1.很可能我父母亲下周六去上海。
最新牛津译林版初中英语七下Unit 7 Abilities 全单元教案
Unit7Teaching DesignsThe First PeriodContent:Comic strip and Welcome to this unitTeaching aims:1.To learn the comic strip about the two dogs to present the use of “can” and “can’t”.2.To revise vocabulary about helping people in community.3.To generate ideas about ways to care for and help others.4.To educate the students to be polite and helpful to others.Language focus: helping Hands Club/give seats to someone on the busplant trees/clean up/a home for the elderlycollect things for Project Hope/give awards to peoplerecommend sb for an award/ write a recommendation letterVocabulary:ability /Superdog /fly /careful/ collect /elderly.Teaching procedures:Step 1 Warming upPlay a game called: I can …Step 2 PresentationWatch a video about “Superman”.Talk about the things what Superman can do in groups and report .Talk about dogs can do and can’t do.Step 3 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 o f “Superdog, hurt, be carefulAsk students to think about the consequences of their daily actions Guide students to understand what they can do and can’t do.Read and act.Step 4 Learning “Helping Hands Club”.Free talk: How to be a helpful person?Present pictures about Daniel and his friends.Ask questions about the pictures:1.What is Daniel doing ?Do you often help the old or the blind cross the road?2.What is Sandy doing? Why should we plant more trees?3.Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others?4.Which place is it? What are the children doing now? Have you ever done something good like this?5.What are the students doing from the pictures? How much did you donate to theProject 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 man pour water over/put out the fire/be in hospital/help each other/be careful with Fire 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 fo r Project Hope5.Clean up the park/playground6.visit a home for the elderly7. plant trees 8.a SuperdogStep2 Reading1. warming up: Talk about danger and potential hazards at home. Ask if any students have ever had an accident at home. Talk about what to do in case of danger.2.Watch a set of pictures about a fire to present the new words:neighbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, blanket, put out the fire3. Read the story and try to get some information. Then say T or F according to the text.1).Lin Tao helped her classmate out of a fire.2).Lin Tao’s neighbour is 79 years old.3).Mrs Sun couldn’t get out because he hurt his arm.4).Lin Tao was afraid when she saw a lot of smoke.5).Lin Tao put out the fire with a blanket and helped Mrs Sun out.6).The fire burned Lin Tao’s neck and leg.7).Lin Tao was in hospital for two months.8). Lin Tao 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 Mrs Sun?4).Where was Mrs Sun when there was a fire?5).Why couldn’t Mrs Sun get out of her house?6) How did Lin Tao put out the fire?7).Did Lin Tao hurt himself?8).How long was Lin Tao 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 Lin Tao, the others are the reporters.8 Discuss in groups. What does the writer think of Lin Tao? 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 Mrs 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 Lin Tao 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 ou t.Step3 An interviewDo it in groups. In each group one student can be Lin Tao, 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 st udents’ answers on the screen .SportsStudent AStudent BRide a bikeSwimFly a kitePlay footballPlay chessThen ask the others:Can she / he …?2.Say the whole sentences:eg: A. can ride a bike.He can’t / cannot swim.…(Write them down on the blackboard.)Get the students to repeat and talk about student B like above:3) Work in pairsAsk the partner more questions like above and write down their answers , then report to the class.Step 2. Presentation.1) Ask student A and B again:Could you ride a bike five years ago ?(Help them answer:Yes, I could./ No, I couldn’t.)2) Get the students to ask the teacher about the past of A and B.Could he / she …? (Yes, he / she could. / No, he / she couldn’t.)3) Teach the students to say the whole sentences:A could ride a bike five years ago.He couldn’t swim five years ago.……(The same as B)4) Use “could” to ask the partner the same questions about the past, then repeat.5) Work out the rule.① Positive: can could② Negative: can’t Couldn’t③Question: Can …？Could …？Step 3. Practice.1)Work alone.(Part A1)2) Get the students to report themselves like above.3) Talk about the tables freely. in pairs.eg. Can Sandy row a boat now?Could he do it last year?4) Complete the conversation of Part A2.5) Explain:We can use “am (is , are) able to “ instead of “can”,and “was (were) able to “ instead of “could“.eg.①Mike can sing more than 20 English songs.Mike is able to …②She could speak English when she was four.She was able to…Get the students to give more examples.Sum up:1)The differences between “can” and “be able to”2) Another use of “can” & “could”:Eg.Can / Could I help you?Step 4. Consolidation:Work in groups of six.Make a survey, then report to the class.Things to doCould do before(number of students)Can do now(number of students)Tell storiesWrite English wordsDo houseworkPlant treesFeed animalsMake dinnersStep 5. Extension.1.Make up a dialogue between Jim and the headmaster according to the following hints. Jim wants to apply for(应聘)an English teacher .Here are his bri ef 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 glassbowl. 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:①Zhang 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 us e “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 su re 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 dif ferences 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 an d 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 Mrs Sun on Monday.2.Sandy go to see Mrs Sun on Tuesday.3.Simon go to the hospital to help Mrs Sun on Wednesday.4.Kitty go to help Mrs Sun on Thursday.5.Amy help Mrs Sun on Friday.lie go to help Mrs 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. HomeworkDo more exercises.The Sixth 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 the y don’t know .(2)Ask students to guess the meaning of the unkno wn 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 compl ete 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 Mil lie 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 fromTeaching procedures :Step 1: Warming upA chain talk .eg: A: Can you tell me what you can do and cannot do ?B: I can sing but I can’t sing well. Can you tell me what you can do and cannot do ?C: I can dance well but I can’t swim…….Step 2 : Free talkeg :Who can get the Most Helpful Student Award ? Why ?Step 3 : Pre-task preparationPresent some new words : chairperson,thoughtful,lose,hear fromStep 4 : Task procedures:1.Learn how to write a 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 person ality ?What did he do ?(2 )Explain the words above.(3)Rea d 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 recommendat ion 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 7,7B)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 cou ldn’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)8.We couldn’t have a picnic last Sunday. Because it was rainy(同义句转换)It was rainy last Sunday. It for us a prcnic. Ⅳ.改错：1. He can’t get out beause he hurt his leg.2. If he has time, he will can come.3. His father maybe a doctor.4. She can swim when she was five years old.5. Tomorrow will be sunny. We must go to the park and fly kites.6. Simon must not play football because he forgot to bring his football shoes.7. The headmaster went out to have a meeting.He mustn’t be in the office now.8. Amy is very tall. She maybe jump high.Ⅴ.汉译英：1.很可能我父母亲下周六去上海。
牛津译林初中英语七年级下册Unit 7 Abilities 全单元学案
7B Unit 7 Abilities一．单元总述同学们，欢迎进入本单元！本单元以有关“技能，责任和个性”的话题为重点，谈论了在社区里年轻人该如何帮助他人。
本单元介绍了具有实用功能的“技能，责任，个性”方面的用语。
还介绍了情态动词can和could,may和might的用法。
我相信聪明的你一定会将本单元所有的知识点掌握牢的。
加油！（一）. 教学目标1.基础知识单词：riding, skating, ride, rabbit, hole, pass, by, dear, fall, hit, herself,alone, low, locked, notice, into, side, through, tent, wood, period,dynasty, century, Italian, province, picnic, excited, mobile phone reach, climb, fail语法：can could may might的用法“情态动词+动词原形”的用法感叹句的用法2．基本技能通过听，说，读，写掌握本单元的对话，短文和相关词汇，并运用新词汇来谈论“技能，责任和个性”。
3．情感态度激发学生对本单元话题的兴趣；让学生在合作中体会集体智慧的力量，取长补短，共同进步。
4．学习策略综合应用和自主学习；利用上下文语境及阅读技巧复习巩固所学知识。
第一课时[学习目标]1.谈超人，说超人能干些什么，运用 can和can’t。
2.复习有关在社区帮助他人的词汇，考虑如何关心和帮助他人。
[课前自主学习]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..[体验与实践]一 预习情况交流 快来试试吧，将下列短语英汉互译。
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7B Un it 7 Abilities一. 单元总述同学们，欢迎进入本单元！本单元以有关“技能，责任和个性”的话题为重点，谈论了在社区里年轻人该如何帮助他人。
本单元介绍了具有实用功能的“技能，责任，个性”方面的用语。
还介绍了情态动词can和could, may和might的用法。
我相信聪明的你一定会将本单元所有的知识点掌握牢的。
加油！（一）.教学目标1. 基础知识单词：outdoor, hurry, complain, that, camping, cyclingriding, skating, ride, rabbit, hole, pass, by, dear, fall, hit, herself, alone,low, locked, no tice, in to, side, through, tent, wood, period, dyn asty, century, Italian,province, picnic, excited, mobile phone, become, while, decide, enter, toward （s）, forgetreach, climb, fail语法：can could may might 的用法“情态动词+动词原形”的用法感叹句的用法2. 基本技能通过听，说，读，写掌握本单元的对话，短文和相关词汇，并运用新词汇来谈论“技能，责任和个性”。
3. 情感态度激发学生对本单元话题的兴趣；让学生在合作中体会集体智慧的力量，取长补短，共同进步。
4•学习策略综合应用和自主学习；利用上下文语境及阅读技巧复习巩固所学知识。
第一课时Comic strip and welcome to the unit［学习目标］1. 谈超人，说超人能干些什么，运用can和can' t。
2. 复习有关在社区帮助他人的词汇，考虑如何关心和帮助他人。
［课前自主学习］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. Superma n can fly in the sky. _______2. Mr. Superma n can help every one who is in trouble.. _________3. Mr. Superma n can cha nge into differe nt appeara nces.. ___________［体验与实践］一预习情况交流快来试试吧，将下列短语英汉互译。
1.be careful2. 放风筝3.pla nt tree4. 帮助一位老人5.give a seat to some one6. 打扫公园7.P roject Hope 8. 拜访老人之家9.collect stamps 10. 照顾二重点热点点击让我们一起来看看这些词有什么本领。
1. fly 动词，飞，放飞eg. The bird can fly , but the cat can ' t fly.鸟儿会飞，但是猫不会。
Many children like flying kites in spring.许多孩子喜欢在春天放风筝。
2. careful 形容词，仔细的，认真的，小心的eg. Be careful. = Look out. = Take care. 当心，小心。
Be careful with fire. 当心火。
careful 反义词careless 粗心的3. collect 动词，收集eg. He likes collect ing stamps. 他喜欢集邮。
We should collect ing things for Project Hope.我们应该为希望工程募捐一些东西。
4. elderly 形容词表示"上了年纪的”定冠词the用于某些形容词前表示一类人the old 老人the young 年轻人the poor 穷人the rich 富人We must be polite to the old. 对待老人我们必须要有礼貌。
He is very kind. He ofte n helps the poor. 他的心肠很好，经常帮助穷人。
三目标达成检测我相信你一定是最棒的，祝你成功！（一）用所给首字母完成下列句子。
1. Be c _________ ! There are a lot of cars and people in the street.2. On March 12 th, her mother often takes her p ______ trees near the river.3. We should h _______ each other.4. ---Do you like c ______ stamps? --- Yes, I do.5. Look! The girl is g ________ a seat to an old man.（二）用合适的介词或副词填空。
1. Here is a home ______ the elderly.2. Were you _______ a visit to Pek ing last year?3. It ' s important to be careful ________ fire.4. Pla nti ng Trees Day is _______ March 12 th.5. ---Can you help me ________ my En glish? ---Yes, with pleasure.（三）句型转换。
1. She can dance very well.（改为否定句）2. We can collect things for Project Hope. （对划线部分提问）3. lean fly a model pla ne. （改为一般疑问句）（四）阅读理解。
Our LibraryThere is a library in my school. It is bigger than our classroom. There are alot of books in it. Some are for us stude nts and some are for the teachers. You may borrow books from the library.Someof the books help us to study the subjects well. Someare on scienee, history and some are story books, picture books and magaz in es. There are many kinds of newspapers, too. You may read in the library. There are some desks and chairs in it.Whenyou come into library, the assistant may say, “ can I help you?” or “whatcan I do for you? ” You must tell him the name of the book, you may say, “ Do you have…？” or “ I want to read …” You must write the name of the book on your card and give it to him. Now you may have it.When the assista nt gives you a book or you give him the card, you may hear or say “ Here you are ” and some other sentences. If you can ' t finish it in time, you must come and renew it next time. But you mustn ' t lend it to others.1. Our classroom is ____ t ha n our library.A. biggerB. biggestC. smallerD. smallest2. The books in the library are for ______ .A. the stude ntsB. the teachersC. the workersD. Both A and B3. If you want borrow a book, you should say “________A. Here you areB. Give me a bookC. Do you have a bookD. That ' s all right4. When you go into the library, the assista nt may say “_______A. Can I help youB. Give me a bookC. Thank youD. That ' s all right5. Which is right?A. You needn' t renew the book if you can ' t finish it in time.B. You can lend the book to others .C. You may borrow books without a card.D. You may read many kinds of newspapers in the library.［相关知识链接］“能”说“会”道的canHi,大家好！我是情态动词can ,我与动词原形形影不离，一起在句中作谓语，而且没有人称和数的变化。
人人夸我“能”说“会”道，本领大。
eg. The box is very big and heavy. I can ' t carry it.He can si ng in En glish.Can you fly? No, I can ' t.［课外拓展探究］小试一下你的本领，根据短文内容判断正(T)误(F)。
Mary has a cat. Its name is Miao Miao. Now Mary can ' t find it. Oh, it ' s in thetree. It can ' t climb up the tree. A boy comes here. He climbs up the tree and puts the cat dow n. Mary tha nks the boy and gives him 10 yua n. In the evening, the boy climbs up the tree again and nails (钉) a fish in the tree.1. Mary is in the tree andean ' t get down.2. Mary has a brother.3. The boy can climb up the tree.4. The girl gives the boy some money for his help.5. The boy wants to get more mon ey.第二课时 Reading[ 学习目标 ]1. 能够初步掌握部分词的用法，完成第 75 页。