牛津版7Bunit7Abilities全套教案.doc

七年级英语备课组 主备人：赵云
Unit7 Abilities
The First Period
Content:Comic strip and Welcome to this unit
Teaching aims:
1.To learn the comic strip about the two dogs to present the use of “can” and “can’t”.
2.To revise vocabulary about helping people in community.
3.To generate ideas about ways to care for and help others.
4.To educate the students to be polite and helpful to others.
Language focus: helping Hands Club/give seats to someone on the bus
plant trees/clean up/a home for the elderly
collect things for Project Hope/give awards to people
recommend sb for an award/ write a recommendation letter
Vocabulary:ability /Superdog /fly /careful/ collect /elderly.
Teaching procedures:
Step 1 Warming up
Play a game called: I can …
Step 2 Presentation
Watch a video about “Superman”.
Talk about the things what Superman can do in groups and report .
Talk about dogs can do and can’t do.
Step 3 Comic strip
First get some information from the pictures and then ask questions:
1. What does Eddie want to do?
2. Can dogs fly?
3. What happened to Eddie?
4. What do you think of Eddie?
Listen to the tape and guess the meaning of “Superdog, hurt, be careful
Ask students to think about the consequences of their daily actions Guide students to understand what they can do and can’t do.
Read and act.
Step 4 Learning “Helping Hands Club”.
Free talk: How to be a helpful person?
Present pictures about Daniel and his friends.
Ask questions about the pictures:
1. What is Daniel doing ?Do you often help the old or the blind cross the road?
2. What is Sandy doing? Why should we plant more trees?
3. Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others?
4. Which place is it? What are the children doing now? Have you ever done something good like this?
5. What are the students doing from the pictures? How much did you donate to the Project Hope this term? Is it better to give than to receive? Why?
6. Where are Daniel and his friends? What are they doing? Do you often leave rubbish everywhere? Is it our duty to protect our environment?
Read and understand the sentences.
Step 5 Make a survey
Fill in the table about what you have done in your daily life at school to see if you are a polite and helpful boy/girl? If not ,What should you do next?
1. Can you Say hello to teachers when you meet them?
2. Can you clean the classroom carefully when you are on duty?
3. Can you pick up the rubbish in the classroom or around the campus?
4. Can you help your classmate with their homework?
To see how many are good enough and how many should improve their behavior.
Group work: What can /can’ you do in public? then ask the group leader to have a report.
反思：

The Second Period
Content: Reading-- A brave young man
Teaching aims:
1.To introduce and expand vocabulary to describe dangerous situations.
2.To guess context from the text type, the title and the picture.
3.To infer general meaning from picture and actions.
4.To identify the name of specific places and actions.
5.To skim the text for overall meaning and scan for detail.
Language points and focus:
Award for Bravery/help sb out of a fire/be alone/hear sb shouting/a 79-year-old man
pour water over/put out the fire/be in hospital/help each other/be careful with
Fire can be dangerous.
It is important to be careful with fire.
Teaching procedures
Step 1.Revision
Revise what the children learned in the last period.
1..be careful 2.Helping Hands Club
3.give seat to someone on the bus 4. collect things for Project Hope
5.Clean up the park/playground 6.visit a home for the elderly
7. plant trees 8.a Superdog
Step2 Reading
1. warming 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 case of danger.
2. Watch a set of pictures about a fire to present the new words:
neighbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, blanket, put out the fire
3. Read the story and try to get some information. Then say T or F according to the text.
1). Wang Fang helped her classmate out of a fire.
2). Wang Fang’s neighbour is 79 years old.
3). Mr Sun couldn’t get out because he hurt his arm.
4). Wang Fang was afraid when she saw a lot of smoke.
5). Wang Fang put out the fire with a blanket and helped Mr Sun out.
6). The fire burned Wang Fang’s neck and leg.
7). Wang Fang was in hospital for two months.
8). Wang Fang said she was glad to help others and fire was not dangerous.
4. Listen and read after the text and ask questions.
1). How old is the brave girl?
2). When did she help her neighbour out of a fire?
3). How old is Mr Sun?
4). Where was Mr Sun when there was a fire?
5). Why couldn’t Mr Sun get out of his house?
6). How did Wang Fang put out the fire?
7). Did Wang Fang hurt herself?
8). How long was Wang Fang in hospital?
5. Discuss any problems about the text.
6. Game :Write the definitions fromPartB1 on the cards. Mix up the cards and let each group guess the word and read out the word. One who gets the most cards is the winner.
7. Have an interview.
First fill in the blanks and read the conversation. Then have an interview in groups. One is Wang Fang, the others are the reporters.
8. Discuss in groups. What does the writer think of Wang Fang? What do you think about her? Why do you think so? What do you do when you meet the accident like this?
Step3Assignment
1. Recite the new words and read the text.
2.Finish the exercises in the workbook.
3.Prepare the interview for the brave girl.
反思：

The Third Period
Content:Reading 2
Teaching aims:
1. Further understanding the text.
2. Learn more about fire safety.
3.To use different suitable adjectives to describe people’s behavior and character.
4.Introduce the use of the prefix un- and suffix –less to form opposites.
Language points:
Learn more about fire.
Be careful with matches.
Don’t leave the stove on.
Don’t put anything hot into the rubbish bin.
Keep long hair away from fire.
Recommend sb for sth., think of sb
Tell sb to do sth, fall into water
Be grateful for sth/to sb,
Teaching procedures:
Step 1.Revision
Revise the vocabulary in the text by giving the definitions.
Ask students to read the text after the tape again.
Let students ask and answer questions about the story.
Revise the key words phrases and sentences .
1. help sb out of a fire help with /(to)do sth.
2. alone/lonely eg:I often stay home alone on Sundays but I don’t feel lonely.
3. hear sb do /doing sth; see do/ doing
I often hear the girl next door play the piano in the morning.
Last night when I was doing my homework, suddenly I heard someone shouting ”help! Help!”.
4 a 79-year-old Mr Sun an 8-day holiday two-hour homework
5.hurt The boy fell off the bicycle and hurt his leg. hurt by fire
6.pour… over
7. put out the fire put on/ up/down/ into/away
8. be in hospital/be in the hospital Grandpa is ill badly today. Now he is hospital. His fater works in the hospital.
9.It is important to be careful with fire. Be care with sth Children must be careful with matches.
10.keep one’s life from danger keep … from I should keep my father from smoking.
11.Thank you for joining us this evening.
Step 2 Visit Wang Fang in hospital
First read the task to understand it.
Read the dialogue to find out and correct the mistakes.
Read the conversation in pairs.
Act it out.
Step3 An interview
Do it in groups. In each group one student can be Wang Fang, the others can be reporters to interview her. Then choose some groups to perform .
Step4.Fire safety
Read the sentences and match the right pictures.
Read out the sentences.
Notes: leave …on , keep away from
Ask students to think of other ways about fire safety. Eg: Don’t run on the stairs. Don’t play on the road. Don’t lean out the window.
Step5.Assignment:
1. Revise what we learned from P74-76 and remember the new words.
2. Do some exercises.
反思：

The Fourth Period
Grammar
Ⅰ.Content: Grammar:
Using “can”/ “could” to talk about ability
Ⅱ.Preparation:
1. Revise the use of Model Verbs and learn about positive, negative and question sentences.
2. Make a list of things that the students can do by themselves now.(At least ten kinds)
Ⅲ.Teaching Aims:
To recognize and understand how to use “can” and “could” to express ability in the present and past.
Ⅳ.Important and Difficult Points:
“Could” is used to express ability in the past.
Ⅴ.Teaching Procedures:
Step 1. Warming up.
1) Make a survey.
“What can you do now?”
Ask:Can you ride a bike / swim / fly a kite / play football / play chess?
Yes , I can. / No, I can’t.
Show the students’ answers on the screen .
SportsStudent AStudent B
Ride a bike
Swim
Fly a kite
Play football
Play chess
Then ask the others:
Can she / he …?
2) Say the whole sentences:
eg: A. can ride a bike.
He can’t / cannot swim.…
(Write them down on the blackboard.)
Get the students to repeat and talk about student B like above:
3) Work in pairs
Ask the partner more questions like above and write down their answers , then report to the class.
Step 2. Presentation.
1) Ask student A and B again:
Could you ride a bike five years ago ?
(Help them answer:
Yes, I could./ No, I couldn’t.)
2) Get the students to ask the teacher about the past of A and B.
Could he / she …? (Yes, he / she could. / No, he / she couldn’t.)
3) Teach the students to say the whole sentences:
A could ride a bike five years ago.
He couldn’t swim five years ago.
……
(The same as B)
4) Use “could” to ask the partner the same questions about the past, then repeat.
5) Work out the rule.
① Positive: can could
② Negative: can’t Couldn’t
③ Question: Can …？ Could …？
Step 3. Practice.
1) Work alone.(Part A1)
2) Get the students to report themselves like above.
3) Talk about the tables freely. in pairs.
eg. Can Sandy row a boat now?
Could he do it last year?
4) Complete the conversation of Part A2.
5) Explain:
We can use “am (is , are) able to “ instead of “can”,and “was (were) able to “ instead of “could“.
eg.①Mike can sing more than 20 English songs.
Mike is able to …
②She could speak English when she was four.
She was able to…
Get the students to give more examples.
Sum up:
1) The differences between “can” and “be able to”
2) Another use of “can” & “could”:
Eg.Can / Could I help you?
Step 4. Consolidation:
Work in groups of six.
Make a survey, then report to the class.
Things to doCould do before
(number of students)Can do now
(number of students)
Tell stories
Write English words
Do housework
Plant trees
Feed animals
Make dinners

Step 5. Extension.
1.Make up a dialogue between Jim and the headmaster according to the following hints.
Jim wants to apply for(应聘)an English teacher .Here are his brief introduction:
Experience: taught Chinese and English in No.3 Middle school.
Played football in the school team.
Abilities: drawing , singing , playing with computers.
Inabilities: dancing, teaching other subjects ,such as maths ,play volleyball(now forgot)
2.Write a letter to your friend and tell him / her about what you have learned since(自从…以来) you came to secondary school.
反思：

The fifth Period
Integrated skills & Speak up
Teaching Objective:
To develop fluency in using ‘can’ to exchange information about what people are able to do
To find out and give information about abilities
To transfer the conversation model to personal situations
Teaching Procedure:
Warm Up:
A.      Listening a. Tapescript
Suzy is good at music. She can play the piano well. She may get a prize in the next music competition.
In Sports, she has done well in volleyball this term. She practices hard every Monday and Tuesday after school. She can jump high now. I think shi can get into the school tem next year.
Suzy is a clever girl. She is cheerful and has many friends. She can also organize class activities well.
b. Listen to the tape for 3 times and finish the Notes.
c. Check the answer
d. Fill the blanks in P83 and check
L.P. 1. organize class activities
2. have a good grade in …
3. get into the school team
B.      Speak out
a.       Listen to the tape
b.       Several pairs of students to act out
        L.P. 1. play the violin.
2. how to play it
3. what nice music..
  反思：

The seventh Period
Content:study skills
Teaching aims
1.Use the library to look for information
2. Can devide books as different kinds.
Teaching procedures :
Step 1. Lead-in
Ask some question.
Which is your favourite subject? Why ? can you tell us something interesting about it ?
What are you interesting in , History , Science. Language . Literature or P.E.?
If you want to learn more about your favovrite subject ,what can u do ?
Guide to answer. Books are like good teachers.
Step 2 show
Learn the main of P89.
What kinds of books do you want ?
Books about different subjects are put in different sections .
Similar books are put in the same place .
Books are organixed according to topics .
Books about simolar topics are put in the same area.
You can find your favourite authors according to their surname .
For example , novels are arranged in alphabetical order according to the authors’ surnames .
Step 3 practice
Complete the practice of P89
Step 5 activity
Gone with the wind
I want to look for a book about american history .
I am interested in american country music .
My english grammar is poor . which book is right for me ?
Work in groups of four , and discuss how to find the books we need in the library .

反思：

The Eighth Period
Content:Main task
1. Learn to write a recommendation letter
Teaching aims : 1. Learn to write a recommendation letter
2.To develop students’ ability of writing .
Language focus: a five-year-old boy, lose one’s way, hear from
Teaching procedures :
Step 1: Warming up
A chain talk .eg: A: Can you tell me what you can do and cannot do ?
B: I can sing but I can’t sing well. Can you tell me what you can do and cannot do ?
C: I can dance well but I can’t swim…….
Step 2 : Free talk
eg :Who can get the Most Helpful Student Award ? Why ?
Step 3 : Pre-task preparation
Present some new words : chairperson,thoughtful,lose,
hear fromStep 4 : Task procedures:
1.Learn how to write a recommendation letter
(1) Listen and answer (Part 1)
Q: What award would h