7bunit5abilities教案.doc

7b unit 5 Abilities 教案主备：吴燕 审核：吴俊芳 2011-8-28The First Period Comic strip and Welcome to this unitTeaching aims:1.To learn the comic strip about the two dogs to present the use of “can” and “cant”.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.Important points and difficult points talking about what people cam doLanguage focus: helping Hands Club/give seats to someone on the busplant trees/clean up/a home for the elderlycollect things for Project Hope/give awards to peoplerecommend sb for an award/ write a recommendation letterVocabulary: ability /Superdog /fly /careful/ collect /elderly.Teaching procedures:Step 1 Warming upPlay a game called: I can Step 2 PresentationWatch a video about “Superman”.Talk about the things what Superman can do in groups and report .Talk about dogs can do and cant do.Step 3 Comic stripFirst 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 carefulAsk students to think about the consequences of their daily actions Guide students to understand what they can do and cant 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 surveyFill 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?5.Can you help stand in line at dinner time?6.Can you give the thing back to the person who lost it?7.Can you do something good to your teachers?8.Can you look after the things in our classroom?9.Can you take care of your classmate who is ill?10.Can you keep our classroom clean and tidy?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.Step6 homework1.Recite the dialogue and remember the sentences on Page 73.2.Writing: “How to be a helpful person ?”教学反思板书设计The Second Period ReadingTeaching 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 manpour water over/put out the fire/be in hospital/help each other/be careful withFire can be dangerous.It is important to be careful with fire.Teaching proceduresStep 1.RevisionRevise what the children learned in the last period.1.be careful 2.Helping Hands Club3.give seat to someone on the bus 4. collect things for Project Hope5.Clean up the park/playground 6.visit a home for the elderly7. plant trees 8.a SuperdogStep2 Reading1.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 fire3. 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 Fangs neighbour is 79 years old.3). Mr Sun couldnt 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 Fangs 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 couldnt 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?Step3 homework1. Recite the new words and read the text.2.Finish the exercises in the workbook.3.Prepare the interview for the brave man教学反思板书设计The Third Period Reading 2Teaching aims:1. Further understanding the text.2. Learn more about fire safety.3.To use different suitable adjectives to describe peoples 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. Dont leave the stove on.Dont 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 waterBe grateful for sth/to sb, Teaching procedures:Step 1.RevisionRevise 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 dont feel lonely.3. hear sb do /doing sth; see do/ doingI 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 homework5.hurt The boy fell off the bicycle and hurt his leg. hurt by fire6.pour over 7. put out the fire put on/ up/down/ into/away8. 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 ones life from danger keep from I should keep my father from smoking.11.Thank you for joining us this evening.Step 2 presentationFirst read the task to understand it.Read the dialogue to find out and correct the mistakes.Read the conversation in pairs.Act it out.Step 3 practiceDo 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 safetyRead the sentences and match the right pictures.Read out the sentences.Notes: leave on , keep away fromAsk students to think of other ways about fire safety. Eg: Dont run on the stairs. Dont play on the road. Dont lean out the window.Step5.homework1.Revise what we learned from P74-76 and remember the new words.2.Do some exercises.教学反思板书设计The Fourth Period Grammar A: Using “can”/ “could” to talk about abilityTeaching Aims:To recognize and understand how to use “can” and “could” to express ability in the present and past.Important and Difficult Points:“Could” is used to express ability in the past.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 cant.Show the students answers on the screen .SportsStudent AStudent BRide 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 cant / cannot swim.(Write them down on the blackboard.)Get the students to repeat and talk about student B like above:3)Work in pairsAsk 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 couldnt.)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 couldnt.)3) Teach the students to say the whole sentences:A could ride a bike five years ago.He couldnt swim five years ago.4) Use “could” to ask the partner the same questions about the past, then repeat.5) Work out the rule.Positive: can couldNegative: cant CouldntQuestion: 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.Mike can sing more than 20 English songs. She could speak English when she was four.Get the students to give more examples.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.Step 6 prepetationT: We have learned two ways about using “can” and “could” , can you tell me something about them? You can discuss in groups of four. Help them review the rule together. Step 7 Reviewing and testing A. Fill in the blanks: 1._ you speak Japanese? No, I_. 2._you play the piano when you were eight? Yes, I_. 3._ you cook? Yes I _. 4._you use computer last year? Yes, I_. 5._you play basketball? No,I_becauseI_run fast. 6._you ride a horse? I want but I_. Can表示我们_能做某事; could表示_能做某事。 B. Design a scene about Reading “A brave young man” , ask them the following questions about the text. Pay attention to the second way of using “can” and “could”. 1. Why couldnt Mrs Sun get out of the kitchen? 2. What could happen if Zhang Hua didnt help her ? Can与could还可表示_ could 表示的可能性比can_ 当我们谈论过去的可能性时，只能用could 。但我们不能用can或could谈论 。 Show them more pictures ,have them make sentences with “can” and “could” correctly. C. Exercises: 用“can”&“could”的正确形式填空 1. I _ go to school on foot, because my home is not far away from school. 2. Without air, we _ live. 3. It will be hot tomorrow so we _wear short sleeves. (袖子) 4. I forgot my key. I _ open the door. 5. He was at home alone. He _ be in hospital. Step8 preprtationShow them pictures, help them express with “what” and “how”. Fill in the blanks.eg. What a big fire! How dangerous! What a brave girl she is! How brave the girl is! What a beautiful flower! What beautiful flowers! What beautiful snow! Step 9 Discussion and conclusion T: hats the main idea about the expressions with “what” and “how”. 感叹句表示说话的惊讶,喜悦,气愤等情绪. 很多感叹句是用what和how引起的. What用来修饰一个名词. how用来修饰一个形容词,副词和动词. T: Please discuss in groups of four: Whats the structure of expressions with “what”? 1.What +a(an)+形容词+单数名词+主语+谓语 What a fine day (it is)! 2. What +形容词+不可数名词+主语+谓语 What good news (it is)! 3. What +形容词+可数名词复数+主语+谓语 What beautiful flowers (they are)! Whats the structure of expressions with “how”? How+形容词/副词+主语+谓语 How clever the boy is! How fast he is running! Step 10 Exercises 用How, What, What a, What an填空 1._ nice pencil! 2._ beautiful! 3._intersting book! 4._ big house! 5._ delicious food! 二、将下列句子改为感叹句. 1.Mrs Sun is very old! 4.Zhang Hua was a brave young man.2.The fire was very hot. 5.It is hard work.3.Zhang Hua was very brave. 6.They are polite students. 教学反思板书设计The fifth period integrated skills & study skillsTeaching aims:1. get some information for the reading and listening2. understand the information about the text, finish the exercises3. use their personal information to make dialogues. Teaching Procedures:Step 1 Revision Ask Ss to translate sentences. Step 2 Pre- task preparation 1. Present some new phrases： ead more often , use English more often ,get better results,do ones best,Chinese History,jump high,play the piano 2.Read the phrases Step 3 Task procedures 1.Pre-reading T :There will be a parents meeting soon, before the meeting, teachers often make a profile for each student. Can you help me make profiles in English? Today we will learn how to make a profile like that. First, Lets have a look at Suzys report card. Read it and try to find some useful information. If you find any new words, you can discuss them with your partner or with me. 2. Reading (1) Ask students to skim the text to identify any words they dont know. (2) Ask students to guess the meaning of the unknown words from the context. (3) Explain the meaning by giving examples. (4) Ask students to list as many adjectives as they can find. Then ask them to add other adjectives that teachers may use to describe students. (5) Ask students to study the notes for the parents meeting. Then ask them to find information from the report card to fill in as many gaps as possible. (6）Check out the answers. Step4 Listening (1)Play the recorder and ask students to complete Mr Wus notes. (2) Play the recorder again to enable students to check their answers. (3)Ask some students to read out their answers. Step5 Writing A: Complete the profile of Suzy: (1) Ask students to use information from the report card and notes to complete Suzys profile.（A3） (2) Ask them to guess the meaning of the new words : grade, result, high. (3) Read it and work out the way of writing a profile .(Group work ) B: Write a profile : (1) Divide the class into groups. (2) Ss discuss and complete the table. (3) Prepare to write a profile. (4) Change the table, according to the notes on Page 86.write a profile for each other. (5)Read the profile in Class, Ask others to comment it. Step 6 homework Finish the exercises on the workbook教学反思 板书设计The sixth period main task & check outTeaching aims:1. choose the right style for the writing aims 2. practice writing the formal letters3. using right words to write an article