最新译林牛津初一英语下册7B Unit 7 Abilities单元 教案.docx

最新译林牛津初一英语下册7B Unit 7 Abilities单元 教案.docx

《最新译林牛津初一英语下册7B Unit 7 Abilities单元 教案.docx》由会员分享，可在线阅读，更多相关《最新译林牛津初一英语下册7B Unit 7 Abilities单元 教案.docx（32页珍藏版）》请在冰豆网上搜索。

最新译林牛津初一英语下册7BUnit7Abilities单元教案

《英语》（七年级下册）

Unit7Abilities

ComicstripandWelcometotheunit

I.Teachingaimsandlearningobjectives

Bytheendofthelesson,studentsshouldbeableto:

1.learntheuseof“can”and“can’t”;

2.talkaboutwaystohelpothers;

3.learntobepoliteandhelpfultoothers.

II.Teachingcontents

1.Newwordsandphrase:

ability,believe,raise,planttrees,helpanoldman,cleanupthepark,

giveaseattosomeone,onthebus,collectthingsforProjectHope,visit

anoldpeople’shome,need…most,sendsthtosb,collectsomebooksforthechildren,raisesthforsb,lookout

2.Newsentences:

Howcool!

Believeitornot!

Somefamiliesarenotevenabletopayforpensandnotebooks.

III.Focusofthelessonandpredictedareaofdifficulty

Talkabouthowtohelpothers.

IV.Teachingprocedures

AComicstrip

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?

T:

Differentpeoplehavedifferentabilities.Lookatthepicturesonthescreen,andtellmewhateachpersoncando.

T:

Lookatthefirstpicture.Whatcantheboydo?

S:

Hecansweepthefloor.

T:

Whataboutthesecondpicture?

S:

Hecanplayfootball.

T:

Whatcanthisboydo?

S:

Hecanplaytennis.

T:

Whatcanthemando?

S:

Hecanplaybasketballverywell.

T:

Whatability/əˈbɪləti/doeshehave?

S:

Hehastheabilitytoplaybasketballverywell.

T:

Let’smoveon.Whatabilitydoesthemonkeyhave?

S:

Ithastheabilitytorideabike.

T:

Whatabilitydobirdshave?

S:

Theyhavetheabilitytofly

【设计意图：

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

T:

Doyoubelieve/bɪˈliːv/dogshavetheabilitytofly?

WhataboutEddie?

DoyoubelievehecanflylikeSuperman?

OK,let’slearncomicstrip.

2.Listenandanswer

T:

Listentothetapeandanswerthefollowingthreequestions.Readthequestionstogetherfirst.

（1）WhatdoesEddiewanttobe?

（2）WhatdoesEddiewanttodo?

（3）WhathappenedtoEddie?

T:

Pleasetakeoutapieceofpaper,andwritedowntheanswersonitwhilelistening.Don’tforgettocloseyourEnglishbooks.

（afterlistening）T:

Pleaseanswermyquestions.

S1:

HewantstobeSuperdog.

S2:

Hewantstofly.

S3:

Hefelldown

3.Role-play

T:

Readthedialogueinpairsandtrytoreciteeachsentence.

T:

Workinpairs.OnewillplaytheroleofEddie,theotherHobo.Actthedialogueout.

【设计意图：

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

T:

HaveyoueverwatchedthefilmSpider-man?

Doyoustillremembertheline“Withgreatpowercomesgreatresponsibility.”?

Areyoualwaysreadytohelpothers?

Whatcanyoudoforothers?

Lookatthepicturesandtellmewhatwecandofortheold.

S1:

Wecanvisitanoldpeople’shome.

S2:

Wecanhelptheoldwomancrosstheroad.

S3:

Wecangiveaseattosomeoneonthebus.

T:

WhatcanwedoonTree-plantingDay?

S4:

Wecanplantstrees.

T:

Whatcanwedoifweseesomerubbishinthepark?

S5:

Wecancleanupthepark.

T:

WhatcanwedoforProjectHope?

S6:

WecancollectthingsforProjectHope.

S7:

WecanraisesomemoneyforProjectHope.

【设计意图：

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

T:

DanielandhisclassmatesaremembersoftheHelpingHandsClub.Matchthepicturesbelowwiththedescriptions.Writethecorrectlettersintheboxes.

T:

Pleasechecktheanswerswithyourpartners.

3.Exercises

T:

ReadPartAcarefully,andthencompletethesentences.

【设计意图：

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

T:

Danielandhisclassmatesaretalkingaboutwhattheycandotohelpothers.Listentothetape,andthenanswerthefollowingquestions.

（1）Whowilltheyhelp?

（2）Whataresomefamiliesnotabletodo?

2.Listenandread

T:

ReadafterthetapeandthenI’llaskfiveofyoutoreadinroles.

【设计意图：

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

T:

Nowwe’lldoasurveytoseeifyouareapoliteandhelpfulperson.

T:

Thinkaboutwhatyoushoulddonexttobeapoliteandhelpfulperson.

T:

Alwaysgetreadytogiveahandtoothersbecauseit’sbettertogivethantotakeandGodhelpthosewhohelpothers.

【设计意图：

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.

《英语》（七年级下册）

Unit7Abilities

Reading（I）

I.Teachingaimsandlearningobjectives

Bytheendofthelesson,studentsshouldbeableto:

1.learnaboutabraveyoungmanLinTao;

2.useproperexpressionstodescribedangeroussituations;

3.inferthegeneralideaofthearticlefromitstitleandpicture.

II.Teachingcontents

1.Newwordsandphrases:

brave,burn,fireman,nod,savesbfromafire,hearsbshouting,a79-year-oldman,pourwaterover,putoutthefire,beinhospital,rushinto,becarefulwith,bealone,bebadlyhurt

2.Newsentences:

Whatabraveyoungman!

Fireisdangerous.Weshouldbecarefulwithfire.

Becarefulwithfireworks.

Don’tplaywithmatches.

Don’tputanythinghotintotherubbishbin.

Keepyourhairawayfromfire.

III.Focusofthelessonandpredictedareaofdifficulty

1.Useproperexpressionstodescribedangeroussituations.

2.Skimthetextforoverallmeaningandscanfordetails.

IV.Teachingprocedures

Step1Lead-in

T:

Hello,boysandgirls.TodaywewilllearnReadingofUnit7.（同时板书Whatabraveyoungman!

）DoyouwanttobeahelpfulpersonlikeSpider-man?

T:

Withgreatpowercomesgreatresponsibility.Soweshoulduseourabilitiestohelpothers.TodaywearegoingtolearnaboutahelpfulyoungmancalledLinTao.

【设计意图：

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

T:

Lookatthetitlefirst:

Whatabraveyoungman!

“Brave”means“notafraid”.

T:

HaveyounoticedSunshinedailyabovethetitle?

Itmeansthepassageisapieceofnewsfromanewspaper.（教师领读单词brave、news、newspaper）

T:

Fireisuseful,butsometimesitcanbedangerous.Ifwearenotcarefulwithit,itcanburnthingsorevenhurtus.Evenforestsandtallbuildingscanbeburntinabigfire.Sokeepyourselfawayfromfire.（教师讲解并领读单词careful、burn、hurt）

2.Ifthereisafire...

T:

Whatshouldwedoifthereisafire?

S:

Wecanshoutforhelp.

S:

Wecanalsocall119.

S:

Wecanrunoutofthebuildingasquicklyaswecan.

T:

Whenrushingoutofthebuilding,wecanputawetblanketoverourbody.

【设计意图：

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

T:

Readthesixwordsonthescreen,andmatcheachofthemwiththerightpicture.

T:

Payattentiontothefollowinglanguagepoints.

Theboyispouringwateroverhishead.（板书pour…over）

Thepluralformoffiremanisfiremen.

Thedollisnoddingitshead.（板书nod—nodding—nodded）

T:

Matchthewordsontheleftwiththemeaningsontheright.

【设计意图：

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

T:

Readthepassagecarefullyandchoosetherightanswer:

What’sthemainideaofthepassage?

S:

WeshouldchooseC.（教师板书save…from）

2.Dividethearticleintothreeparts

T:

Let’sdividethearticleintothreepartsaccordingtothethreepictures.Whichparagraph（s）isPart1Para1

Part2Paras2—3

Part3Paras4—6

Task3:

Detailreading

1.Para1

T:

Pleasereadthefirstparagraphandanswerthequestions:

（1）HowoldisLinTao?

（2）Whywashebrave?

2.Para2

T:

ReadPara.2afterthetapeanddotheTrueorFalseexercise.

（1）LinTaowasatschoolaloneon10May.

（2）Heheardsomeoneshouting“Fire!

Fire!

Help!

”

（3）The78-year-oldMrsSuncouldn’tgetoutofthebathroombecauseherleftlegwashurt.

3.Para.3

T:

ReadPara.3afterthetape,andputthefollowingsentencesintherightorder.DescribehowLinTaosavedhisneighbourwiththestructure“First…Then…Later...”

4.Paras4—6

T:

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

【设计意图：

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

T:

AradioreporterinterviewedLinTaobecauseofhisbravebehaviour.PleasemakeupadialoguebetweenthereporterandLinTao.ThenIwillasksomegroupstoactthedialogueout.

【设计意图：

采用编对话的形式，让学生回顾全文。

】

3.Howtobecarefulwithfire

（1）Firearoundus

T:

Ifwearenotcareful,firemayhappenaroundus.Twobigcompaniescaughtfireayewmonthsago.OneisHynixandtheotherisTripod.

（2）FinishPartC

T:

Fireisdangerous.Doyouknowhowtobecarefulwithfire?

PleasefinishPartConPage84.

4.Completethepassage

Tobealittlefireguard

Fireisusefulinoureverydaylife,butitcanbeveryd_________.Sowemustkeepa_______fromallthethingswhichcaneasilycatchf_______.Weshouldbecarefulwithm_________.Don’tputanythingh______intother_________bin.Whenwefindafireinourbuilding,weshouldc_______119atonce.At