译林牛津初中英语七年级下册7B Unit 7 Abilities单元 教案Word文件下载.docx
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译林牛津初中英语七年级下册7B Unit 7 Abilities单元 教案Word文件下载.docx
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Step1Lead-in
1.Freetalk(openquestions)
T:
Todaywe’lllearnUnit7—Abilities.Areyouahelpfulperson?
OK,Iwillaskyousomequestions:
(1)Canyouhelpyourclassmateswiththeirhomework?
(2)Canyoulookafterthethingsinourclassroom?
(3)Canyoukeepourclassroomcleanandtidy?
【设计意图:
对学生日常学习生活中力所能及的事情进行询问,迅速进入本节课的话题。
】
2.Whatcanhedo?
Differentpeoplehavedifferentabilities.Lookatthepicturesonthescreen,andtellmewhateachpersoncando.
Lookatthefirstpicture.Whatcantheboydo?
S:
Hecansweepthefloor.
Whataboutthesecondpicture?
Hecanplayfootball.
Whatcanthisboydo?
Hecanplaytennis.
Whatcanthemando?
Hecanplaybasketballverywell.
Whatability/əˈbɪləti/doeshehave?
Hehastheabilitytoplaybasketballverywell.
Let’smoveon.Whatabilitydoesthemonkeyhave?
Ithastheabilitytorideabike.
Whatabilitydobirdshave?
Theyhavetheabilitytofly
通过图片教学,引出单词ability,鼓励学生反复操练havetheabilitytodosth,也为引出Comicstrip的内容做好了铺垫。
Step2Presentation
1.Freetalk
Doyoubelieve/bɪˈliːv/dogshavetheabilitytofly?
WhataboutEddie?
DoyoubelievehecanflylikeSuperman?
OK,let’slearncomicstrip.
2.Listenandanswer
T:
Listentothetapeandanswerthefollowingthreequestions.Readthequestionstogetherfirst.
(1)WhatdoesEddiewanttobe?
(2)WhatdoesEddiewanttodo?
(3)WhathappenedtoEddie?
Pleasetakeoutapieceofpaper,andwritedowntheanswersonitwhilelistening.Don’tforgettocloseyourEnglishbooks.
(afterlistening)T:
Pleaseanswermyquestions.
S1:
HewantstobeSuperdog.
S2:
Hewantstofly.
S3:
Hefelldown
3.Role-play
Readthedialogueinpairsandtrytoreciteeachsentence.
Workinpairs.OnewillplaytheroleofEddie,theotherHobo.Actthedialogueout.
利用图片导入对话,让学生准备一张纸,边听边写下答案,这样做可以确保学生集中注意力,而不是盲目地听信息。
让学生参与角色扮演,帮助他们体会卡通人物的个性。
BWelcometotheunit
Step1PartA
1.lead-in
HaveyoueverwatchedthefilmSpider-man?
Doyoustillremembertheline“Withgreatpowercomesgreatresponsibility.”?
Areyoualwaysreadytohelpothers?
Whatcanyoudoforothers?
Lookatthepicturesandtellmewhatwecandofortheold.
Wecanvisitanoldpeople’shome.
Wecanhelptheoldwomancrosstheroad.
Wecangiveaseattosomeoneonthebus.
WhatcanwedoonTree-plantingDay?
S4:
Wecanplantstrees.
Whatcanwedoifweseesomerubbishinthepark?
S5:
Wecancleanupthepark.
WhatcanwedoforProjectHope?
S6:
WecancollectthingsforProjectHope.
S7:
WecanraisesomemoneyforProjectHope.
让学生根据所给图片谈谈自己能为他人做什么,引导学生养成助人为乐的好习惯,也可以引出本节课的重点词组,让学生反复朗读。
2.HelpingHandsClub
DanielandhisclassmatesaremembersoftheHelpingHandsClub.Matchthepicturesbelowwiththedescriptions.Writethecorrectlettersintheboxes.
Pleasechecktheanswerswithyourpartners.
3.Exercises
ReadPartAcarefully,andthencompletethesentences.
让学生独立完成图片匹配,然后让他们熟读重要词组,并进行当堂反馈。
Step2PartB
1.Listenandanswer
Danielandhisclassmatesaretalkingaboutwhattheycandotohelpothers.Listentothetape,andthenanswerthefollowingquestions.
(1)Whowilltheyhelp?
(2)Whataresomefamiliesnotabletodo?
2.Listenandread
ReadafterthetapeandthenI’llaskfiveofyoutoreadinroles.
在练习听力的基础上培养学生正确朗读英语的良好习惯,教师应尽量利用课堂45分钟来为学生创造大声朗读英语的机会。
3.Makeasurvey
Nowwe’lldoasurveytoseeifyouareapoliteandhelpfulperson.
Thinkaboutwhatyoushoulddonexttobeapoliteandhelpfulperson.
Alwaysgetreadytogiveahandtoothersbecauseit’sbettertogivethantotakeandGodhelpthosewhohelpothers.
为学生创设日常生活中经常发生的情境,让他们对照自身的言行举止并考虑如何改正不足,鼓励学生成为乐于助人的中学生。
V.Homework
1.Remembernewwordsandusefulexpressions.
2.ReciteComicstripandPartB.
3.PreviewReading.
Unit7Abilities
Reading(I)
1.learnaboutabraveyoungmanLinTao;
2.useproperexpressionstodescribedangeroussituations;
3.inferthegeneralideaofthearticlefromitstitleandpicture.
1.Newwordsandphrases:
brave,burn,fireman,nod,savesbfromafire,hearsbshouting,a79-year-oldman,pourwaterover,putoutthefire,beinhospital,rushinto,becarefulwith,bealone,bebadlyhurt
Whatabraveyoungman!
Fireisdangerous.Weshouldbecarefulwithfire.
Becarefulwithfireworks.
Don’tplaywithmatches.
Don’tputanythinghotintotherubbishbin.
Keepyourhairawayfromfire.
1.Useproperexpressionstodescribedangeroussituations.
2.Skimthetextforoverallmeaningandscanfordetails.
Step1Lead-in
Hello,boysandgirls.TodaywewilllearnReadingofUnit7.(同时板书Whatabraveyoungman!
)DoyouwanttobeahelpfulpersonlikeSpider-man?
Withgreatpowercomesgreatresponsibility.Soweshoulduseourabilitiestohelpothers.TodaywearegoingtolearnaboutahelpfulyoungmancalledLinTao.
以电影《蜘蛛侠》中的台词导入本节课,激发学生对本节课的好奇心,同时鼓励他们乐于助人。
Step2Presentation
Task1:
Newwords
1.Learnnewwords
Lookatthetitlefirst:
“Brave”means“notafraid”.
HaveyounoticedSunshinedailyabovethetitle?
Itmeansthepassageisapieceofnewsfromanewspaper.(教师领读单词brave、news、newspaper)
Fireisuseful,butsometimesitcanbedangerous.Ifwearenotcarefulwithit,itcanburnthingsorevenhurtus.Evenforestsandtallbuildingscanbeburntinabigfire.Sokeepyourselfawayfromfire.(教师讲解并领读单词careful、burn、hurt)
2.Ifthereisafire...
Whatshouldwedoifthereisafire?
Wecanshoutforhelp.
S:
Wecanalsocall119.
Wecanrunoutofthebuildingasquicklyaswecan.
Whenrushingoutofthebuilding,wecanputawetblanketoverourbody.
鼓励学生根据图片说出火灾发生时应该采取的安全措施,在进行词汇教学的同时,培养学生的安全意识。
在学生表达有困难时,教师可适时给予帮助和指导。
3.Matchingexercises
Readthesixwordsonthescreen,andmatcheachofthemwiththerightpicture.
Payattentiontothefollowinglanguagepoints.
Theboyispouringwateroverhishead.(板书pour…over)
Thepluralformoffiremanisfiremen.
Thedollisnoddingitshead.(板书nod—nodding—nodded)
Matchthewordsontheleftwiththemeaningsontheright.
老师精讲精练部分重要的单词,并配以板书设计。
如此巩固后,学生的阅读障碍完全扫清了,也为接下来的阅读做了铺垫。
Task2:
Fastreading
1.Readandanswer
Readthepassagecarefullyandchoosetherightanswer:
What’sthemainideaofthepassage?
WeshouldchooseC.(教师板书save…from)
2.Dividethearticleintothreeparts
Let’sdividethearticleintothreepartsaccordingtothethreepictures.Whichparagraph(s)isPart1Para1
Part2Paras2—3
Part3Paras4—6
Task3:
Detailreading
1.Para1
Pleasereadthefirstparagraphandanswerthequestions:
(1)HowoldisLinTao?
(2)Whywashebrave?
2.Para2
ReadPara.2afterthetapeanddotheTrueorFalseexercise.
(1)LinTaowasatschoolaloneon10May.
(2)Heheardsomeoneshouting“Fire!
Fire!
Help!
”
(3)The78-year-oldMrsSuncouldn’tgetoutofthebathroombecauseherleftlegwashurt.
3.Para.3
ReadPara.3afterthetape,andputthefollowingsentencesintherightorder.DescribehowLinTaosavedhisneighbourwiththestructure“First…Then…Later...”
4.Paras4—6
Choosethecorrectanswerswhilereading.
(1)Whichpartofhisbodydidfireburn?
A.neckB.armsC.face
(2)HowlongdidLinTaostayinhospital?
A.twodaysB.twomonthsC.twoweeks
(3)Whatdidmanypeoplegivehim?
A.moneyB.flowersC.presents
(4)WhatdidLinTaothinkoffire?
A.helpfulB.dangerousC.Careful
通过分段,让学生对课文有了更清晰的层次感。
分段处理文本,帮助学生更为扎实、到位地理解课文。
练习设计多样化,避免了形式过于单一。
Step3Practice
Task4:
Thinking&
practice
1.WhatdoyouthinkofLinTao?
helpful,brave,careful,clever
2.Actthedialogueout
AradioreporterinterviewedLinTaobecauseofhisbravebehaviour.PleasemakeupadialoguebetweenthereporterandLinTao.ThenIwillasksomegroupstoactthedialogueout.
采用编对话的形式,让学生回顾全文。
3.Howtobecarefulwithfire
(1)Firearoundus
Ifwearenotcareful,firemayhappenaroundus.Twobigcompaniescaughtfireayewmonthsago.OneisHynixandtheotherisTripod.
(2)FinishPartC
Fireisdangerous.Doyouknowhowtobecarefulwithfire?
PleasefinishPartConPage84.
4.Completethepassage
Tobealittlefireguard
Fireisusefulinoureverydaylife,butitcanbeveryd_________.Sowemustkeepa_______fromallthethingswhichcaneasilycatchf_______.Weshouldbecarefulwithm_________.Don’tputanythingh______intother_________bin.Whenwefindafireinourbuilding,weshouldc_______119atonce.At
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