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

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2019-2020年牛津7B Unit5 Abilities教案(表格式) 總 課 題 Unit 5 Abilities 總課時 10 第1 課時 課 題 The first lesson comic and welcome to the unit 教學(xué)目標(biāo) 1. ability , Superdog , fly , careful , collect elderly 2. 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 How to stimulate the students how to care about others and help. 教學(xué)難點 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. Greetings Teaching aims and demands: New words：ability , Superdog , fly , careful , collect elderly Teaching methods: task-based approach Teaching 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 recorder Teaching procedures: 一. Warm-up Talk to students about Superman . Guide students to understand the meanings of “can” and “can’t” . 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 Ss listen and ask and answer. Ss complete the table on their own. Get the Ss to listen and understand. 課時設(shè)計活頁紙 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 .That’s 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 “it’s”. Get the Ss to listen and say. Complete the conversation. Ss practice the dialogues. 課時設(shè)計活頁紙 總 課 題 Unit 5 Abilities 總課時 10 第 2課時 課 題 The second lesson Reading (1) 教學(xué)目標(biāo) 1. To introduce and expand vocabulary to describle situations 2. To guess content from text type, title and picture 3. To skim the text for overall meaning and scan for detail 教學(xué)重點 How to find information from the text 教學(xué)難點 1.To respond to statements expressing surprise ,interest and amazement 2.To describe factual details 教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記 Step 1. Greetings Ask one student to give a duty report, the other students try to ask several questions according to the report. Teaching procedures: 一. Warm-up Talk 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 Ss listen and ask and answer. Ss listen and try to answer. 課時設(shè)計活頁紙 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 ① help her neighbor out of a fire / danger e.g. Yesterday Jim helped a little girl out danger . ② alone = by oneself My parents were out just now. I am alone / by myself now . Peter can do his homework alone /by himself ③ 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. Don’t (抽煙) here , please . 3. Jack fell (跌倒) off the ladder and (hurt) himself . 4. We should (study) hard . 5. It’s important (learn) English we . 6. We went to visit Uncle Wang and (bring) some flowers to him . Play the tape and ask Ss to repeat Ss do it by themselves. Ss practise the dialogue. 課時設(shè)計活頁紙 總 課 題 Unit 5 Abilities 總課時 10 第3 課時 課 題 The third Lesson Reading BCD （2） 教學(xué)目標(biāo) 1. To identify names of specific places and actions 2. To infer general meaning from pictures keywords and context 教學(xué)重點 To fill the black according to the text 教學(xué)難點 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 Step 1. Warm-up 1 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 suffix Tell 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 suffix–ful 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 answer 5 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. 課時設(shè)計活頁紙 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 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 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. 課時設(shè)計活頁紙 總 課 題 Unit 5 Abilities 總課時 10 第 4 課時 課 題 The fourth Lesson Vocabulary 教學(xué)目標(biāo) 1. To develop an understanding of the use of adj.in fifferent contests 2. To use suitable adj. to describle people’s behaviour and character 教學(xué)重點 To present factual information in writing 教學(xué)難點 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 Step 1. Greetings Teaching 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 own 4. Have one student read out a word from the left colum . Ss listen,ask and answer. Have a discussion. 課時設(shè)計活頁紙 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 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 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 課時設(shè)計活頁紙 總 課 題 Unit 5 Abilities 總課時 10 第5課時 課 題 The fifth Lesson Grammmer 教學(xué)目標(biāo) 1. To recognize and understand how to use:can andcould to express Ability in the present and past 2. To recognize degrees of possiblitities may and might 教學(xué)重點 How to recognize and understand the use of “can and could”　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 教學(xué)難點 To assess approprite choice of vocabulary to complete a conversation 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. Revision Revise the last lesson. Step 2.Warm-up Ask the student on duty to give a free talk. 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 Revision Free talk Fill in the blanks write in their answers Look at the picture and write the correct words 中學(xué)課時設(shè)計活頁紙 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 7 　8 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 words Learn and practice 課時設(shè)計活頁紙 總 課 題 Unit 5 Ability 總課時 10 第 6 課時 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 Can and could 教學(xué)難點 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 Introduction 課時設(shè)計活頁紙 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 Introduction Ask and answer questions complete the conversation Discussion 課時設(shè)計活頁紙 總 課 題 Unit 5 Ability 總課時 10 第 7 課時 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 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 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 Revision Play this game Listen 課時設(shè)計活頁紙 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.Exercises Do some exercises Homework. 完成課堂作業(yè)紙 draw the route on the map Play the tape and ask Ss to repeat practise 課時設(shè)計活頁紙 總 課 題 Unit 5 Ability 總課時 10 第 8 課時 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 Aim1. 2 教學(xué)難點 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 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 possible Have a discussion Have a discussion 課時設(shè)計活頁紙 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 ideas Learn 課時設(shè)計活頁紙 總 課 題 Unit 5 Ability 總課時 10 第 9 課時 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 Aim1 .2 教學(xué)難點 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 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 discussion read the questionnaire 課時設(shè)計活頁紙 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” , “ I’m 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 instructions Have a discussion 課時設(shè)計活頁紙 總 課 題 Unit 5 Ability 總課時 10 第 10 課時 課 題 The Tenth Lesson Check