牛津译林初中英语七下Unit 7 Abilities 全单元教案Word文件下载.docx

牛津译林初中英语七下Unit 7 Abilities 全单元教案Word文件下载.docx

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TalkaboutthethingswhatSupermancandoingroupsandreport.

Talkaboutdogscandoandcan’tdo.

Step3Comicstrip

Firstgetsomeinformationfromthepicturesandthenaskquestions:

1.WhatdoesEddiewanttodo?

2.Candogsfly?

3.WhathappenedtoEddie?

4.WhatdoyouthinkofEddie?

Listentothetapeandguessthemeaningo

f“Superdog,hurt,becareful

AskstudentstothinkabouttheconsequencesoftheirdailyactionsGuidestudentstounderstandwhattheycandoandcan’tdo.

Readandact.

Step4Learning“HelpingHandsClub”.

Freetalk:

Howtobeahelpfulperson?

PresentpicturesaboutDanielandhisfriends.

Askquestionsaboutthepictures:

1.WhatisDanieldoing?

Doyouoftenhelptheoldortheblindcrosstheroad?

2.WhatisSandydoing?

Whyshouldweplantmoretrees?

3.WhereareDanielandthewomanwithababy?

Whatishappening?

Haveyouevergivenseatstoothers?

4.Whichplaceisit?

Whatarethechildrendoingnow?

Haveyoueverdonesomethinggoodlikethis?

5.Whatarethestudentsdoingfromthepictures?

HowmuchdidyoudonatetotheProjectHopethisterm?

Isitbettertogivethantoreceive?

Why?

6.WhereareDanielandhisfriends?

Whataretheydoing?

Doyouoftenleaverubbisheverywhere?

Isitourdutytoprotectourenvironment?

Readandunderstandthesentences.

Step5Makeasurvey

Fillinthetableaboutwhatyouhavedoneinyourdaily

lifeatschooltoseeifyouareapoliteandhelpfulboy/girl?

Ifnot,Whatshouldyoudonext?

1.CanyouSayhellototeacherswhenyoumeetthem?

2.Canyoucleantheclassroomcarefullywhenyouareonduty?

3.Canyoupickuptherubbishintheclassroomoraroundthecampus?

4.Canyouhelpyourclassmatewiththeirhomework?

5.Canyouhelpstandinlineatdinnertime?

6.Canyougivethethingbacktothepersonwholostit?

7.Canyoudosomethinggoodtoyourteachers?

8.Canyoulookafterthethingsinourclassroom?

9.Canyoutakecareofyourclassmatewhoisill?

10.Canyoukeepourclassroomcleanandtidy?

Toseehowmanyaregoodenoughandhowmanyshouldimprovetheirbehavior.

Groupwork:

Whatcan/can’youdoinpublic?

thenaskthegroupleadertohaveareport.

Step6Assignment:

1.RecitethedialogueandrememberthesentencesonPage73.

2.Writing:

“Howtobeahelpfulperson?

”

TheSecondPeriod

Reading--Abravegirl

1.Tointroduceandexpandvocabularytodescribedangeroussituations.

2.Toguesscontextfromthetexttype,thetitleandthepicture.

3.Toinfergeneralmeaningfrompictureandactions.

4.Toidentifythenameofspecificplacesandactions.

5.Toskimthetextforoverallmeaningandscanfordetail.

Languagepointsandfocus:

AwardforBravery/helpsboutofafire/bealone/hearsbshouting/a79-year-oldman

pourwaterover/putoutthefire/beinhospital/helpeachother/becarefulwith

Firecanbedangerous.

Itisimportanttobecarefulwithfire.

Teachingprocedures

Step1.Revision

Revisewhatthechildrenlearnedinthelastperiod.

1..becareful2.HelpingHandsClub

3.giveseattosomeoneonthebus4.collectthingsfo

rProjectHope

5.Cleanupthepark/playground6.visitahomefortheelderly

7.planttrees8.aSuperdog

Step2Reading

1.warmingup:

Talkaboutdangerandpotentialhazardsathome.Askifanystudentshaveeverhadanaccidentathome.Talkaboutwhattodoincaseofdanger.

2.Watchasetofpicturesaboutafiretopresentthenewwords:

neighbor,smoke,fire,rush,dangerous,burn,hurt,pour,rush,save,blanket,putoutthefire

3.Readthestoryandtrytogetsomeinformation.ThensayTorFaccordingtothetext.

1）.LinTaohelpedherclassmateoutofafire.

2）.LinTao’sneighbouris79yearsold.

3）.MrsSuncouldn’tgetoutbecausehehurthisarm.

4）.LinTaowasafraidwhenshesawalotofsmoke.

5）.Lin

TaoputoutthefirewithablanketandhelpedMrsSunout.

6）.ThefireburnedLinTao’sneckandleg

.

7）.LinTaowasinhospitalfortwomonths.

8）.LinTaosaidshewasgladtohelpothersandfirewasnotdangerous.

4.Listenandreadafterthetextandaskquestions.

1）.Howoldisthebravegirl?

2）.Whendidshehelpherneighbouroutofafire?

3）.HowoldisMrsSun?

4）.WherewasMrsSunwhentherewasafire?

5）.Whycouldn’tMrsSungetoutofherhouse?

6）HowdidLinTaoputoutthefire?

7）.DidLinTaohurthimself?

8）.HowlongwasLinTaoinhospital?

5.Discussanyproblemsaboutthetext.

6.Game:

WritethedefinitionsfromPartB1onthecards.Mixupthecardsandleteachgroupguessthewordandreadouttheword.Onewhogetsthemostcardsisthewinner.

7.Haveaninterview.

Firstfillintheblanksandreadtheconversation.Thenhaveaninterviewingroups.OneisLinTao,theothersarethereporters.

8Discussingroups.WhatdoesthewriterthinkofLinTao?

Whatdoyouthinkabouther?

Whydoyouthinkso?

Whatdoyoudowhenyoumeettheaccidentlikethis?

Step3Assignment

1.Recitethenewwordsandreadthetext.

2.Finishtheexercisesintheworkbook.

3.Preparetheinterviewforthebravegirl.

TheThirdPeriod

Reading2

1.Furtherunderstandingthetext.

2.Learnmoreaboutfiresafety.

3.Tousedifferentsuitableadjectivestodescribepeople’sbehaviorandcharacter.

4.Introducetheuseoftheprefixun-andsuffix–lesstoformopposites.

Languagepoints:

Learnmoreaboutfire.

Becarefulwithmatches.

Don’tleavethestoveon.

Don’tputanythinghotintotherubbishbin.

Keeplonghairawayfromfire.

Recommendsbforsth.,thinkofsb

Tellsbtodosth,fallintowater

Begratefulforsth/tosb,

Revisethevocabularyinthetextbygivingthedefinitions.

Askstudentstoreadthetextafterthetapeagain.

Letstudentsaskandanswerquestionsaboutthestory.

Revisethekeywordsphrasesandsentences.

1.helpsboutofafirehelpwith/（to）dosth.

2.alone/lonelyeg:

IoftenstayhomealoneonSundaysbutIdon’tfeellonely.

3.hearsbdo/doingsth;

seedo/doing

Ioftenhearthegirlnextdoorplaythepianointhemorning.

LastnightwhenIwasdoingmyhomework,suddenlyIheardsomeoneshouting”help!

Help!

”.

4a79-year-oldMrsSunan8-dayholidaytwo-hourhomework

5.hurtTheboyfelloffthebicycleandhurthisleg.hurtbyfire

6.pour…over

7.putoutthefireputon/up/down/into/away

8.beinhospital/beinthehospitalGrandpaisillbadlytoday.Nowheishospital.Hisfaterworksinthehospital.

9.Itisimportanttobecarefulwithfire.BecarewithsthChildrenmustbecarefulwithmatches.

10.keepone’slifefromdangerkeep…fromIshouldkeepmyfatherfromsmoking.

11.Thankyouforjoiningusthisevening.

Step2VisitLinTaoinhospital

Firstreadthetasktounderstandit.

Readthedialoguetofindoutandcorrectthemistakes.

Readtheconversationinpairs.

Actitou

t.

Step3Aninterview

Doitingroups.IneachgrouponestudentcanbeLinTao,theotherscanbereporterstointerviewher.Thenchoosesomegroupstoperform.

Step4.Firesafety

Readthesentencesandmatchtherightpictures.

Readoutthesentences.

Notes:

leave…on,keepawayfrom

Askstudentstothinkofotherwaysaboutfiresafety.Eg:

Don’trunonthestairs.Don’tplayontheroad.Don’tleanoutthewindow.

Step5.Assignment:

1.RevisewhatwelearnedfromP74-76andrememberthenewwords.

2Dosomeexercises.

TheFourthPeriod

Ⅰ.Content:

GrammarA:

Using“can”/“could”totalkaboutability

Ⅱ.Preparation:

1RevisetheuseofModelVerbsandlearnaboutpositive,negativeandquestionsentences.

2.Makealistofthingsthatthestudentscandobythemselvesnow.（Atleasttenkinds）

Ⅲ.TeachingAims:

Torecognizeandunderstandhowtouse“can”and“could”toexpressabilityinthepresentandpast.

Ⅳ.ImportantandDifficultPoints:

“Could”isusedtoexpressabilityinthepast.

Ⅴ.TeachingProcedures:

Step1.Warmingup.

1）Makeasurvey.

“Whatcanyoudonow?

Ask:

Canyourideabike/swim/flyakite/playfootball/playchess?

Yes,Ican./No,Ican’t.

Showthestudents’answersonthescreen.

SportsStudentAStudentB

Rideabike

Swim

Flyakite

Playfootball

Playchess

Thenasktheothers:

Canshe/he…?

2.Saythewholesentences:

eg:

A.canrideabike.

Hecan’t/cannotswim.…

（Writethemdownontheblackboard.）

GetthestudentstorepeatandtalkaboutstudentBlikeabove:

3）Workinpairs

Askthepartnermorequestionslikeaboveandwritedowntheiranswers,thenreporttotheclass.

Step2.Presentation.

1）AskstudentAandBagain:

Couldyourideabikefiveyearsago?

（Helpthemanswer:

Yes,Icould./No,Icouldn’t.）

2）GetthestudentstoasktheteacheraboutthepastofAandB.

Couldhe/she…?

（Yes,he/shecould./No,he/shecouldn’t.）

3）Teachthestudentstosaythewholesentences:

Acouldrideabikefiveyearsago.

Hecouldn’tswimfiveyearsago.

……

（ThesameasB）

4）Use“could