7B Unit 5 Abilities教案.docx

7B Unit 5 Abilities教案.docx

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7BUnit5Abilities教案

7BUnit5Abilities教案

课时设计活页纸总课题Unit5Abilities总课时10第1课时课题Thefirstlessoncomicandwelcometotheunit教学目标1.ability,Superdog,fly,careful,collectelderly2.torevisevocabularyabouthelpingpeopleinthecommunity3.togenerateideasaboutwaystocareforandhelpother教学重点Howtostimulatethestudentshowtocareaboutothersandhelp.教学难点1.Givingaseattosomeoneonthebus.2.Talkingaboutwhatpeoplecando教学过程教学内容备课札记Step1.GreetingsTeachingaimsanddemands:

Newwords：

ability,Superdog,fly,careful,collectelderlyTeachingmethods:

task-basedapproachTeachingtask:

1.torevisevocabularyabouthelpingpeopleinthecommunity2.togenerateideasaboutwaystocareforandhelpothersTeachingaids:

taperecorderTeachingprocedures:

一.Warm-upTalktostudentsaboutSuperman.Guidestudentstounderstandthemeaningsof“can”and“can’t”.二.Maintask1.Askforsuggestionsofsometypicalwaysstudentshelpyou,theschool,thecommonunityandothers.Writethewords‘everydayhero’ontheboardandthenbrainstormsituationsinwhichstudentscanbehelpful.学生活动Sslistenandaskandanswer.

Sscompletethetableontheirown.

GettheSstolistenandunderstand.

课时设计活页纸教学过程教学内容备课札记2.Askstudentstolookatthepicturesonpage73.Explainthecontext.Checkunderstandingofthewords“planting,cleanup,elderly“.Thenaskstudentstoreaddescriptionsandthetask.3.Checkanswerswiththeclass.4.Askstudentstolookatthepicturesandstatementsandconsiderhowoftentheyengageintheactivities.askthemtorespondusingthewords“regularly/sometimes/never“.三Exercises练习一.Welcometotheunit一、词汇1.Thankyoufor（bring）mepresentsandcards2.Heisa（细心的）boy.3.Isawalotofsmoke（come）fromnextdoor.4.Ipouredsomewaterovermyjacket.That’swhatIdidformy（safe）.5.Firecanbevery（danger）.6.Itisimportanttobe（care）withthefire.7.Childrenshouldnotplaywith（match）二、翻译句子1我们可以为希望工程捐款。

Wecanfor2她是一位细心的学生，课堂上她总能认真听讲。

Sheisastudent.Shealwaystotheteachers.3少先队员们为老人们一周两次打扫房间。

TheYoungPioneerstheroomsfortwiceaweek.LettheSscompare“its”and“it’s”.

GettheSstolistenandsay.Completetheconversation.

Sspracticethedialogues.

课时设计活页纸

总课题Unit5Abilities总课时10第2课时课题ThesecondlessonReading

（1）教学目标1.Tointroduceandexpandvocabularytodescriblesituations2.Toguesscontentfromtexttype,titleandpicture3.Toskimthetextforoverallmeaningandscanfordetail教学重点Howtofindinformationfromthetext教学难点1.Torespondtostatementsexpressingsurprise,interestandamazement2.Todescribefactualdetails教学过程教学内容备课札记Step1.GreetingsAskonestudenttogiveadutyreport,theotherstudentstrytoaskseveralquestionsaccordingtothereport.Teachingprocedures:

一.Warm-upTalkaboutdangerandpotentialhazardsathome.askifanystudentshaveeverhadanaccidentathome.talkaboutwhattodoincaseofemergency二Maintask1.Reviewvocabularywhichisrelevantforthiscontexte.g.“smoke,rush,danger“.2.EncouragestudentstodrawontheirownknowledgeaboutsuchincidentsHavetheyheardaboutsimilarincidents?

Ask:

1.Whohadtheaccident?

2.Whohelpedintheemergency?

3.Howdiditend?

学生活动Sslistenandaskandanswer.Sslistenandtrytoanswer.

课时设计活页纸教学过程教学内容备课札记3.Listeningthetextandrepeatafterthetape,thentelltheyouthenameoftheherointhetext.4.Asksixstudentstoreadoneparagrapheach.thenaskatleast“Yes/No”aboutthearticletocheckunderstanding5.Readthetextcarefullyagainthenanswerthefollowingquestions:

1.Whathappenedon10thMay?

2.WhosavedMr.Sun?

3.WhycouldMr.Sunnotgetoutofthekitchen?

4.HowdidWangFangputoutthefire?

5.WhywasWangFanginhospital?

6.Explaintheusefulexpressionsinthetext①helpherneighboroutofafire/dangere.g.YesterdayJimhelpedalittlegirloutdanger.②alone=byoneselfMyparentswereoutjustnow.Iamalone/bymyselfnow.Petercandohishomeworkalone/byhimself③hearsomeoneshoutingsee/watch/find/hearsbdosth（doingsth）e.g.Ioftenseethemplayfootballontheplayground.三Exercise一、词汇1.Thatman（quick）ranaway.2.Don’t（抽烟）here,please.3.Jackfell（跌倒）offtheladderand（hurt）himself.4.Weshould（study）hard.5.It’simportant（learn）Englishwe.6.WewenttovisitUncleWangand（bring）someflowerstohim.

PlaythetapeandaskSstorepeat

Ssdoitbythemselves.

Sspractisethedialogue.

课时设计活页纸

总课题Unit5Abilities总课时10第3课时课题ThethirdLessonReadingBCD

（2）教学目标1.Toidentifynamesofspecificplacesandactions2.Toinfergeneralmeaningfrompictureskeywordsandcontext教学重点Tofilltheblackaccordingtothetext教学难点Toidentifyandrecognizedifferentstresspatternsinwords.教学过程教学内容备课札记预习要求：

学生活动Step1.Warm-up

1Makesurethatstudentsunderstandtheconceptofopposites,Givesomesimilare.g.hot/cold,fast/slow,big/small2ExplaintheconceptofprefixesandsuffixTellstudentsthatwhenweaddtheprefixun-infrontofsomeadjectives,ituuallymeans‘not’.Givesomeexamplesfriendly/unfriendly,healthy/unhealthy,lucky/unlucky,usual/unusual.Whenweaddthesuffix�Cfultotheendofsomeadjectives,3AskstudentstolookatthewordsintheleftcolumnofPartAanddothetaskontheirown.4.Haveonestudentreadoutawordfromtheleftcolumnandanotherstudentgivetheoppositewordfromtherightcolumn.Writethecorrectanswer5ExplainthecontextofPartB.ontheboard.Sslistenandask.

Sstrytotellhowmanysyllablesthereareinthethewords.

LettheSstrytounderstand.

课时设计活页纸教学过程教学内容备课札记

6.Askstudentstoreadtworeportsontheirownfirst.Askthemtotrytomakesenseofwhatisbeingsaidinthereports.7.Thenstudentsreadthefirstreportagainandusethemixed-upletterstohelpthemmakesuitableadjective.8.Followthesameprocedureforthesecondreport.Askstudentstoreadoutthereportonesentenceatatime.Writethemissingwordsontheboard.9.AskstudentstowriteareportaboutoneoftheclassmatesusingoneofthereportsinPartBonpage77asamodel.Encouragethemtouseasmanyadjectivesaspossible.

Homework完成课堂作业纸

Sslistenandrepeat.

课时设计活页纸

总课题Unit5Abilities总课时10第4课时课题ThefourthLessonVocabulary教学目标1.Todevelopanunderstandingoftheuseofadj.infifferentcontests2.Tousesuitableadj.todescriblepeople’sbehaviourandcharacter教学重点Topresentfactualinformationinwriting教学难点Topresentanarticleaboutananimal教学过程教学内容备课札记预习要求：

学生活动Step1.GreetingsTeachingprocedures:

1.MakesurethatstudentsunderstandtheconceptofoppositesGivesomesimilarexamples.e.g.hot/cold,fast/slow,big/small2.Explaintheconceptofprefixesandsuffixes.Tellstudentsthatwhenweaddtheprefixun-infrontofsomeadjectives,itusuallymeans‘not’.Givesomeexampleseg.friendly/unfriendly,healthy/unhealthy,lucky/unlucky,usual/unusual.Whenweaddthesuffix�Cfultotheendofsomeadjectives,itmeans‘fullof……’i.e.thepersonorTeachingprocedures:

3.AskstudentstolookatthewordsintheleftcolumnofPartAanddothetaskontheirown4.Haveonestudentreadoutawordfromtheleftcolum.Sslisten,askandanswer.

Haveadiscussion.

课时设计活页纸教学过程教学内容备课札记

5.ExplainthecontextofPartB.Youmaywanttoremindstudentsaboutprizesthatcanbewonatyourschoolandactivatestudents’knowledgeaboutrecommendationletters.6.Askstudentstoreadtworeportsontheirownfirst.Askthemtotrytomakesenseofwhatisbeingsaidinthereports.7.Thenstudentsreadthefirstreportagainandusethemixed-upletterstohelpthemmakeasuitableadjective.8.Followthesameprocedureforthesecondreport.Askstudentstoreadoutthereportonesentenceatatime.Writethemissingwordsontheboard..9AskstudentstowriteareportaboutoneoftheclassmatesusingoneofthereportsinPartBonpage77asamodel.Encouragethemtouseasmanyadjectivesaspossible.

Homework完成课堂作业纸

Sslistenandanswer.

Haveadiscussion

课时设计活页纸

总课题Unit5Abilities总课时10第5课时课题ThefifthLessonGrammmer教学目标1.Torecognizeandunderstandhowtouse:

canandcouldtoexpressAbilityinthepresentandpast2.Torecognizedegreesofpossiblititiesmayandmight教学重点Howtorecognizeandunderstandtheuseof“canandcould”　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　教学难点Toassessappropritechoiceofvocabularytocompleteaconversationdescribingfeelingsofsurprise,likes,amazementandfear教学过程教学内容备课札记Step1.RevisionRevisethelastlesson.Step2.Warm-upAskthestudentondutytogiveafreetalk.Teachingprocedures:

1．Revisethekeyvocabularyaboutleisure　activitiesandintroduce　“rowaboat/rideabike/flyakite“Talktostudentsaboutsummercampsingeneralandthetypeofactivitiesoffered/.Elicitasmuchrealinformationfromstudents　aspossible.2．Studentshavealreadylearnedtheuseof　“can”and“may”inmakingrequests（Book7Aunit2）therefore,youneedtointroducetheideathathere,　theword“can”isusedto　expressability.3．Askstudentstoidentifyactivitiesthattheycandowell.Writestudents’statementsontheboard.Firstwrite“Ican“ontheboard4．Askstudentstosaythethingstheycando,andsortthemintocategories:

sports/leisure/schoolsubjects学生活动Revision

Freetalk

Fillintheblankswriteintheiranswers

Lookatthepictureandwritethecorrectwords

中学课时设计活页纸教学过程教学内容备课札记5.Gothroughthetablesatthetopofpage7　8andexplaintheuseof“can/could”andtheirnegativeforms.Weuse“c