2019-2020年牛津7B Unit5 Abilities教案(表格式).doc

2019-2020年牛津7B Unit5 Abilities教案(表格式)總 課 題Unit 5 Abilities總課時(shí)10第1 課時(shí)課 題The first lesson comic and welcome to the unit教學(xué)目標(biāo)1. ability , Superdog , fly , careful , collect elderly2. to revise vocabulary about helping people in the community 3. to generate ideas about ways to care for and help other 教學(xué)重點(diǎn)How to stimulate the students how to care about others and help.教學(xué)難點(diǎn)1.Giving a seat to someone on the bus.2. Talking about what people can do教學(xué)過程教 學(xué) 內(nèi) 容備課札記Step 1. GreetingsTeaching aims and demands:New words：ability , Superdog , fly , careful , collect elderlyTeaching methods: task-based approachTeaching task: 1.to revise vocabulary about helping people in the community 2. to generate ideas about ways to care for and help others Teaching aids: tape recorderTeaching procedures: 一. Warm-up Talk to students about Superman . Guide students to understand the meanings of “can” and “cant” .二. Main task 1.Ask for suggestions of some typical ways students help you ,the school, the common unity and others .Write the words everyday hero on the board and then brain storm situations in which students can be helpful . 學(xué)生活動(dòng)Ss listen and ask and answer.Ss complete the table on their own.Get the Ss to listen and understand.課時(shí)設(shè)計(jì)活頁紙教學(xué)過程教 學(xué) 內(nèi) 容備課札記2.Ask students to look at the pictures on page73 . Explain the context .Check understanding of the words “ planting , clean up ,elderly “ .Then ask students to read descriptions and the task . 3. Check answers with the class . 4. Ask students to look at the pictures and statements and consider how often they engagein the activities .ask them to respond using thewords “ regularly / sometimes / never “ . 三 Exercises 練習(xí)一.Welcome to the unit 一、詞匯1. Thank you for （bring） me presents and cards 2. He is a (細(xì)心的)boy . 3. I saw a lot of smoke (come)from next door . 4. I poured some water over my jacket .Thats what I did for my (safe).5. Fire can be very (danger) .6. It is important to be (care)with the fire .7. Children should not play with (match)二、翻譯句子1 我們可以為希望工程捐款。 We can for 2 她是一位細(xì)心的學(xué)生，課堂上她總能認(rèn)真聽講。 She is a student . She always to the teachers . 3 少先隊(duì)員們?yōu)槔先藗円恢軆纱未驋叻块g。 The Young Pioneers the rooms for twice a week . Let the Ss compare “its”and “its”.Get the Ss to listen and say.Complete the conversation.Ss practice the dialogues.課時(shí)設(shè)計(jì)活頁紙總 課 題Unit 5 Abilities總課時(shí)10第 2課時(shí)課 題The second lesson Reading (1)教學(xué)目標(biāo)1. To introduce and expand vocabulary to describle situations2. To guess content from text type, title and picture3. To skim the text for overall meaning and scan for detail教學(xué)重點(diǎn)How to find information from the text教學(xué)難點(diǎn)1.To respond to statements expressing surprise ,interest and amazement2.To describe factual details教學(xué)過程教 學(xué) 內(nèi) 容備課札記Step 1. GreetingsAsk one student to give a duty report, the other students try to ask several questions according to the report. Teaching procedures: 一. Warm-upTalk about danger and potential hazards at home .ask if any students have ever had an accident at home. talk about what to do in caseof emergency二 Main task 1.Review vocabulary which is relevant for this context e.g. “smoke ,rush ,danger “ . 2.Encourage students to draw on their own knowledge about such incidents Have they heard about similar incidents ? Ask:1. Who had the accident ?2. Who helped in the emergency ?3. How did it end ? 學(xué)生活動(dòng)Ss listen and ask and answer.Ss listen and try to answer.課時(shí)設(shè)計(jì)活頁紙教學(xué)過程教 學(xué) 內(nèi) 容備課札記3. Listening the text and repeat after the tape , then tell the you the name of the hero in the text . 4.Ask six students to read one paragraph each . then ask at least “Yes /No” about the article to check understanding 5. Read the text carefully again then answer the following questions : 1. What happened on 10th May ? 2. Who saved Mr. Sun ? 3. Why could Mr. Sun not get out of the kitchen ? 4. How did Wang Fang put out the fire ? 5. Why was Wang Fang in hospital ? 6. Explain the useful expressions in the text help her neighbor out of a fire / danger e.g. Yesterday Jim helped a little girl out danger . alone = by oneself My parents were out just now. I am alone / by myself now .Peter can do his homework alone /by himself hear someone shouting see /watch /find /hear sb do sth (doing sth ) e.g. I often see them play football on the playground .三 Exercise一、詞匯1. That man （quick）ran away .2. Dont (抽煙) here , please . 3. Jack fell (跌倒) off the ladder and (hurt) himself . 4. We should (study) hard . 5. Its important (learn) English we .6. We went to visit Uncle Wang and (bring) some flowers to him . Play the tape and ask Ss to repeatSs do it by themselves.Ss practise the dialogue.課時(shí)設(shè)計(jì)活頁紙總 課 題Unit 5 Abilities總課時(shí)10第3 課時(shí)課 題The third Lesson Reading BCD （2）教學(xué)目標(biāo)1. To identify names of specific places and actions2. To infer general meaning from pictures keywords and context教學(xué)重點(diǎn)To fill the black according to the text教學(xué)難點(diǎn)To identify and recognize different stress patterns in words. 教學(xué)過程教 學(xué) 內(nèi) 容備課札記預(yù)習(xí)要求：學(xué)生活動(dòng)Step 1. Warm-up1 Make sure that students understand the concept of opposites ,Give some similar e.g. hot /cold ,fast / slow , big / small 2 Explain the concept of prefixes and suffixTell students that when we add the prefix un- in front of some adjectives , it uually means not .Give some examples friendly / unfriendly , healthy / unhealthy , lucky / unlucky ,usual /unusual .When we add the suffixful to the end of some adjectives , 3 Ask students to look at the words in the left column of Part A and do the task on their own . 4. Have one student read out a word from the left column and another student give the opposite word from the right column. Write the correct answer5 Explain the context of Part B. on the board .Ss listen and ask.Ss try to tell how many syllables there are in the the words.Let the Ss try to understand.課時(shí)設(shè)計(jì)活頁紙教學(xué)過程教 學(xué) 內(nèi) 容備課札記6.Ask students to read two reports on their own first .Ask them to try to make sense ofwhat is being said in the reports . 7. Then students read the first report again anduse the mixed-up letters to help them make suitable adjective . 8. Follow the same procedure for the second report .Ask students to read out the report one sentence at a time . Write the missing words on the board . 9. Ask students to write a report about one of the classmates using one of the reports in Part B on page 77 as a model. Encourage them to use as many adjectives as possible . Homework完成課堂作業(yè)紙Ss listen and repeat.課時(shí)設(shè)計(jì)活頁紙總 課 題Unit 5 Abilities總課時(shí)10第 4 課時(shí)課 題The fourth Lesson Vocabulary 教學(xué)目標(biāo)1. To develop an understanding of the use of adj.in fifferent contests2. To use suitable adj. to describle peoples behaviour and character教學(xué)重點(diǎn)To present factual information in writing 教學(xué)難點(diǎn)To present an article about an animal教學(xué)過程教 學(xué) 內(nèi) 容備課札記預(yù)習(xí)要求：學(xué)生活動(dòng)Step 1. GreetingsTeaching procedures: 1. Make sure that students understand the concept of opposites Give some similar examples . e.g. hot /cold , fast / slow , big / small 2. Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un-in front of some adjectives , it usually means not. Give some examples eg. friendly / unfriendly , healthy / unhealt hy,lucky /unlucky ,usual /unusual . When w e add the suffix ful to the end of some adjectives , it means full of i.e. the person or Teaching procedures: 3. Ask students to look at the words in the left column of Part A and do the task on their own4. Have one student read out a word from the left colum .Ss listen,ask and answer.Have a discussion.課時(shí)設(shè)計(jì)活頁紙教學(xué)過程教 學(xué) 內(nèi) 容備課札記5. Explain the context of Part B .You may want to remind students about prizes that can be won at your school and activate students knowledge about recommendation letters . 6. Ask students to read two reports on their own first .Ask them to try to make sense of what is being said in the reports . 7. Then students read the first report again and use the mixed-up letters to help them make a suitable adjective . 8. Follow the same procedure for the second report. Ask students to read out the report one sentence at a time . Write the missingwords on the board . .9 Ask students to write a report about one of the classmates using one of the reports in Part B on page77 as a model .Encourage them to use as many adjectives as possible . Homework完成課堂作業(yè)紙Ss listen and answer.Have a discussion課時(shí)設(shè)計(jì)活頁紙總 課 題Unit 5 Abilities總課時(shí)10第5課時(shí)課 題The fifth Lesson Grammmer教學(xué)目標(biāo)1. To recognize and understand how to use:can andcould to expressAbility in the present and past2. To recognize degrees of possiblitities may and might教學(xué)重點(diǎn)How to recognize and understand the use of “can and could”教學(xué)難點(diǎn)To assess approprite choice of vocabulary to complete aconversation describing feelings of surprise ,likes ,amazement and fear教學(xué)過程教 學(xué) 內(nèi) 容備課札記Step 1. RevisionRevise the last lesson.Step 2.Warm-upAsk the student on duty to give a free talk.Teaching procedures: 1Revise the key vocabulary about leisure activities and introduce“row a boat/ride a bike /fly a kite “Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from studentsas possible . 2Students have already learned the use of “can”and“may” in making requests(Book7A unit2) therefore ,you need to introduce the idea that here,the word “can” is used to express ability . 3Ask students to identify activities that they can do well .Write students statements on the board .First write “I can “on the board4Ask students to say the things they can do ,and sort them into categories : sports/ leisure/school subjects 學(xué)生活動(dòng)RevisionFree talkFill in the blankswrite in their answersLook at the picture and write the correct words中學(xué)課時(shí)設(shè)計(jì)活頁紙教學(xué)過程教 學(xué) 內(nèi) 容備課札記5. Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms. We use “can” to say that we are able to do something .We use “could” to say that we were able to do something in the past . 6. Ask students to work out the rule on their own .Then they check with a partner and confirm that their answer is correct with the whole class . 7. Ask students to check the information table in Part1about the Beijing Sunshine Secondary School students abilities .Reinforce the use of “could/ could not” for the past and “can/can not” for the present .Then they complete the sentences on their own . 8. Students do Part A2 first on their own and then check their completed sentences with a partner ,Then ask students to read the conversation in pairs .9. Check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples. 完成課堂作業(yè)紙。Go through the new wordsLearn and practice課時(shí)設(shè)計(jì)活頁紙總 課 題Unit 5 Ability總課時(shí)10第 6 課時(shí)課 題The sixth lesson Grammar B and C 教學(xué)目標(biāo)1.To recognize and understand how to use can and could 2.To recognize and understand how to use can and could to talk about Possibility in the present and past 教學(xué)重點(diǎn)Can and could 教學(xué)難點(diǎn)Aim 2 教學(xué)過程教 學(xué) 內(nèi) 容備課札記Teaching procedures: 1 Make sure that students understand the concept of opposites , Give some similar examples . eg . hot /cold , fast / slow , big / small 2 Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un- in front of some adjectives , it usually means not. Give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . When we add the suffix ful to the end of some adjectives , it means full of i.e. the person or thing has that quality . When we add the suffix less to the end of some adjectives , it means without or lacking . 學(xué)生活動(dòng)Introduction課時(shí)設(shè)計(jì)活頁紙教學(xué)過程教 學(xué) 內(nèi) 容備課札記3 Ask students to look at the words in the left column of Part A and do the task on their own . 4 Have one student read out a word from the left column and another student give the opposite word from the right column. Write the correct answers on the board . 5 Explain the context of Part B . You may want to remind students about prizes that can be won at your school and activate students knowledge about recommendation letters . 6 Ask students to read two reports on their own first . Ask them to try to make sense of what is being said in the reports . 7 Then students read the first report again and use the mixed-up letters to help them make a suitable adjective . 8 Follow the same procedure for the second report . Ask students to read out the report one sentence at a time . Write the missing words on the board . Homework:完成課堂作業(yè)紙IntroductionAsk and answer questionscomplete the conversationDiscussion課時(shí)設(shè)計(jì)活頁紙總 課 題Unit 5 Ability總課時(shí)10第 7 課時(shí)課 題The seventh lesson Integrated skills教學(xué)目標(biāo)4. To identify and note specific details and guess meaning from text 5. To identify specific information presented in written and spoken form and make notes 6. To understand and respond to context .教學(xué)重點(diǎn)Cross the bridge and turn right/Take the second turning on the right.Cross the road at the traffic light./Walk past the police station.教學(xué)難點(diǎn)1.To recognize key expressions about directions.2.To use key information given instruction and identify the specific order of them from listening.教學(xué)過程教 學(xué) 內(nèi) 容備課札記Teaching procedures: 1 Revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from students as possible . 2 Students have already learned the use of “can” and “may” in making requests(Book7A , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability . 3 Ask students to identify activities that they can do well . Write students statements on the board . First write “ I can “ on the board . 4 Ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects學(xué)生活動(dòng)Revision Play this gameListen 課時(shí)設(shè)計(jì)活頁紙教學(xué)過程教 學(xué) 內(nèi) 容備課札記 5 Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . We use “can” to say that we are able to do something . We use “could” to say that we were able to do something in the past . Step 7.ExercisesDo some exercisesHomework.完成課堂作業(yè)紙draw the route on the map Play the tape and ask Ss to repeatpractise課時(shí)設(shè)計(jì)活頁紙總 課 題Unit 5 Ability總課時(shí)10第 8 課時(shí)課 題The Eighth Lesson Study Skills教學(xué)目標(biāo)6. To develop students awareness about what they are learning 7. To develop the ability to work independently of the teacher 8. To develop a systematic recording system of progress 教學(xué)重點(diǎn)Aim1. 2教學(xué)難點(diǎn)Aim 3教學(xué)過程教 學(xué) 內(nèi) 容備課札記預(yù)習(xí)要求：學(xué)生活動(dòng)1 Tell students that they are now able to talk about their present and past abilities using “can/could” . Introduce the idea that we also use “can/could” to express possibilities . 2 Ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms . 3 Explain to students the concept of possibility . We use “can” to say that something is possible . We use “could” to something was possibleHave a discussionHave a discussion課時(shí)設(shè)計(jì)活頁紙教學(xué)過程教 學(xué) 內(nèi) 容備課札記. However, we are not talking about the chances that something will happen . Provide examples using students own experience : School finishes at 4 p.m. The bus leaves at 4:10p.m. we can take the bus home . 1. It will be warm tomorrow so we can wear short sleeves .4 Ask them to do PartB1 in pairs , For less able students , allow them refer to the table on the top of page 80 . 5 Check the answer as a class . Pay special attention to any common mistakes and clarify them . choose five students to read aloud . give their ideasLearn課時(shí)設(shè)計(jì)活頁紙總 課 題Unit 5 Ability總課時(shí)10第 9 課時(shí)課 題The Ninth Lesson Main task 教學(xué)目標(biāo)3. To adapt language to write descriptions for a specific purpose and audience 4. To practice writing formal letters 5. To discuss suitable date and time for a farewell party.教學(xué)重點(diǎn)Aim1 .2教學(xué)難點(diǎn)Aim 3教學(xué)過程教 學(xué) 內(nèi) 容備課札記預(yù)習(xí)要求：學(xué)生活動(dòng)1 Introduce the idea that we also use “may” and “might” to express possibilities . Students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . Tell them that “might” is the past tense form of “may” .However , we also use “might” to talk about possibility2 Explain the context by talking to students about the Class 1 Grade 7 students summer Camp and what the students may / may not or might / might not de there .Talk students through some examples using questions about everyday events at your school .Have a discussionread the questionnaire課時(shí)設(shè)計(jì)活頁紙教學(xué)過程教 學(xué) 內(nèi) 容備課札記3 Ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” . 4 Have more able students provide other sentences to illustrate “may” and “might” .Encourage them to think of their own examples to express degrees of possibilities . 5 Explain the context of Part C . Ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ Im sure” and “highly possible” . These words will determine the use of specific modal verbs . 6 Then ask students to complete sentences 1-4 at the bottom of the page . Check the answer as a class activity . Clarify any possible problems .write instructionsHave a discussion課時(shí)設(shè)計(jì)活頁紙總 課 題Unit 5 Ability總課時(shí)10第 10 課時(shí)課 題The Tenth Lesson Check