江苏省连云港市新浦中学七年级英语下册《7B Unit 5 Abilities》教学案（无答案） 牛津版

七年级英语下册7B Unit 5 Abilities教学案【自学探究】一、 预习P92P93，在课本上划出下列词组并翻译。1. 老人们 2. 小心 3. 种树 4. 清理 5. 在公共汽车上 6. 为.收集东西 7. 敬老院 8. 希望工程 二、完成P93， Parts A、B练习。三、用括号中所给词的正确形式填空1. Different people have different _(能力).2. Be _(小心)! A car may hit you. So you should cross the road _(小心).3. Its _(help) of you to help me clean the classroom. 4. I think its dangerous _(climb) the big tree.5. Project Hope _(raise) money for the poor students and help them build the school.6. She is a good girl. She often does some _(clean) at home.7. My mother is a _(clean).But she loves her job very much.8. My uncle sometimes _(fly) to Beijing on business.9. Shed like _(share ) the big cake with us.10.One of my hobbies is _(collect) stamps.三、了解你们班上更多的好人好事。1. _ 2. _3. _ 4. _5. _ 6. _【教案】教学内容7B Unit 5 Welcome to the unit课型新授课教学目标1. 通过朗读漫画教会学生谈论能力的基本句型。2. 谈论在日常生活中我们能为他人所做的事情培养学生乐于助人的品质。3. 通过谈论如何关心和帮助他人引出本单元的中心任务。教学重难点1. 学习使用一些做好事的词汇。2. 掌握情态动词can 的用法教学方法情景交际法、任务型教学法教具准备课件教学步骤教师活动学生活动个性化补充STEP 1 GreetingsSTEP 2.Lead- in1. Show some pictures to the students. Get them to say what they can do.2. Encourage the students to be creative and try to make more sentences with “can”. And teach “ability”.3. Get the students to make a similar dialogue. S1:What is the boy doing? S2:Hes riding a bike. S1: Can you ride a bike? S2:Yes, I can./ No, I cant. S1: Is it dangerous to ride a bike on a busy street? S2: Yes,it is. S1:So you must be careful. Teach: fly, a superdog,be careful4. listen to the tape and answer a question Can Eddie fly? 5. Get the students to read the dialogue again and act it out. (Encourage the students to add something to make the dialogue funnier.)STEP 3 Presentation1. Say “People have different abilities. Some people use their abilities to help others. Would you like to help others if you can?What can we do for others?2. Ask students to make sentences with “ We can help.”3. Tell the students the use of “can”4. Teach some phrases: Clean up, give seats to the elderly A home for the elderly, Project Hope Collect things, on the bus. 5. Read the phrases in the book. P776. Do the match. And then check the answersSTEP 7 Consolidation1. Play a game “Can you guess?”. Ask students to guess what the students can do.2. Do some exercises让学生复习有关能力方面的词汇鼓励学生增加适当的内容，扩大语言的输出量要求学生根据所给的句型造出尽可能的句子，然后总结Can 的基本用法引导学生说出这些词组的中文意思与学生核对答案鼓励学生说出更多的能力方面的词汇尽量让更多的孩子开口说出英语句子阅读对话并能模仿出类似的情景对话学生听课文录音，回答有关漫画的问题学生进行小组练习，准备短剧表演（可以竞赛）学生跟读，并熟记对主要的词组作和句子的用法做记录学生根据这一句型进行造句，熟练掌握can 的用法（可以竞赛）学生进行头脑风暴，说出很多本课的新词汇作业设计1. 背诵本课的单词与词组2. 完成同步导学上本课时的作业3. 预习Reading，完成预习作业板书设计 7B Unit 1 Welcome to the unitAbilities fly like a superdog,.Activities be careful, plant trees , clean up, Give seats to sb. , on the bus, Collect things for.,Project Hope, a home for the elderly情态动词 can + 动词原形教学反思【当堂巩固】一.句型转换。1 The girl is helping an old man.(用often改写)The girl often _ _ _ _.2 This girl is very careful.(同义句)This is a _ _.3 I think its important to plant trees.(改成否定句)I _ _ _ _ to plant trees.4 These students are collecting things for the poor.（用yesterday改写）These students _ _ _ the poor5. You should help me, and I should help you,too. （同义句）We should _ _ _.6. Being careful with fire is important. （同义句）_ is important _ _careful _ fire.二.词汇运用1. My _(年长的) sister visited a home for the _(较老的)2. He is in _(危险).He was bitten by a _(危险)snake.3. Shes good at _(组织) the class acitivities.4. I cant _(飞) like a superman.5. Every year , lots of _(参观) come to the places of interest in Beijing.三.完成句子1 我们可以为希望工程捐款。 We can _.2 她是一位细心的学生，课堂上她总能认真听讲。 She is a student . She always _ . 3 少先队员们为老人们一周两次打扫房间。 The Young Pioneers _ twice a week . 4 七年级一班的学生将去河边植树。 The students of Class1Grade 7 _ near the river . 5 李平经常帮助老人。 Li Ping often _ .6 他经常在车上让座。 He often _ . 7 他正在为希望工程筹集东西。 He is _ Project Hope .8 你们这星期五将去老年公寓吗？ Are you _ this Friday ?Reading（1）【阅读准备】一、 阅读方法1 用10秒的时间看一下文章标题，猜测文章的大致内容，想象一下事件发生的情景。这对快速理解和整体把握文章内容以及推测出生词的词义范围有积极的意义。2 在对文章的整体内容有了基本认识的基础上，再用3-5分钟的时间把这篇文章读两遍，抓住这个事件发生前、中、后的所见、所闻和所感等，为把握文章的细节内容做准备。3 用5分钟的时间完成书后的习题，看自己是否真正理解了这个事件的来龙去脉。4 用1分钟的时间思考一下，假如自己遇到这样的问题，应该如何处理，如用英语讲应该如何表述。二、背景知识本课阅读文体是报纸上的一篇新闻报道。文章描述了在一所公寓里发生的，可能会导致严重后果的一次事故。报导了一位年轻人,张华,在毫不考虑可能会给自己带来严重后果的情况下从火灾救出一位老人的事迹,从这位年轻人身上表现出来的勇敢和沉着,及其乐于助人的精神正是本课的情感目标。通过学习新闻这一文体,让学生学会清晰得叙述一件事情。并通过阅读学习新词汇和新句型,而且要引导学生发现文中年轻人善良和勇敢的品质。本课题材非常贴近学生生活，符合现代学生的特点。【自学探究】一、预习P78，在课本上划出下列词组和句子并翻译。1.帮助某人逃离火海 2.独自一人呆在家里3.听见某人做某事/听见某人正在做某事4.看见某人做某事/看见某人正在做某事5.伤着腿 6. 冲进厨房7.zhanghua迅速跑回他的公寓并把水泼在他的夹克衫上。 8.他用毛毯扑灭火，帮助孙太太逃了出来。9.他住了两个月医院 10.多么勇敢的年轻人啊！11.火是很危险的，小心防火很重要。12 be (ill) in hospital_ be in the hospital _13.bring her flowers and presents= bring flowers and presents for her _14.help each other_ learn from each other _二、完成课本P79P80， Parts B、C、D练习。三、预习课文回答下面的问题。1.What did Wang Fang see and hear on 10th May?2.How did she save her neighbour?3.What happened to her?4.What did she said?【教案】教学内容7B Unit 5 Reading课型新授课教学目标知识目标：1、学习与课文相关的词汇 2、根据图片和关键词和扫读 查读 和详细阅读等技巧掌握整个故事情节能力目标： 运用快速阅读和精读技巧掌握课文内容，并通过简单复述提高学生的能力。情感目标：通过火中救人的英勇事迹的报导，学习乐于助人的精神并且了解一些用火安全知识。教学重难点重点：学生通过图片、录音、和阅读等多种感官了解课文大意；运用扫读、查读和精读等技巧（给定不同的任务）培养学生的阅读能力难点：难点一 通过听力的方式了解课文内容。难点二 利用关键词复述整个故事情节。教学方法直观法,任务型教学法教具准备PPT课件、图片和录像、配套光盘和录音机教学步骤教师活动学生活动个性化补充Step1.PreparationT: Fire is very important in our life. What can it do for us?(It can make water hot, make our houses warm, give light and cook food.)Step2. Lead-in1.Fire is useful, but sometimes it isdangerous. If you are not careful with it, it can burn things or even hurt you. 2. If there is a fire, what should we do first?Support answers:(1) You should call 119. The firemen will come to save you quickly.(2) Rush out of the fire as quickly as you can.(3) Pour some water over your clothes. put a wet towel over your mouth and your nose to keep the smoke out.(4) Do not jump out of a windowJumping may be more dangerous than the fire Present lots of new words: fire,burn,save,smoke,pour,over,rush,arm,leg and so on.Step3. Pre-reading1 播放课文录音，预设两个问题，让学生带着问题有目的地去听：Whos the brave young man? Did the fire burn the young man? 2.suppose you are an announcer and broadcast this piece of news shortly. (ZhangHua helped his neighbor, a 79-year-old Mrs Sun out of a fire, on 10th May. The fire burnt him. He was in hospital for two months).Step4. While-reading利用多媒体呈现5个连贯整个故事情节的问题1. When did the fire happen? 2. Why couldnt Mrs Sun run out by herself?3. How did Zhang hua put out the fire?4. How long was the young man in hospital?5. What do you think about the young man?（对于学生的某些回答，教师要正确的引导和说明 )Step5.Post-reading 1.Work in pairsMake a short dialogue according to this passage.2.Play the teaching video. Ask students to find a set of helpful actions (find as more as students can)3. 板书：写出学生在故事中找出的张华救人的一系列动词。（heard, ran outside, went in, sawran back, poured, rushed into, save put out, helped, be glad, said ）4. Retell the story according to these adverbs on the blackboard.Step8.Consolidation1.Fill in the blanks2.Do some exercises Step9.Homework1.Try your best to retell the text.2.Finish 相关课时根据教材内容收集几幅日常生活中火的用途的图片；准备一个火灾的录像。通过PPT课件，呈现一些绘有火的图片和火灾的录像，和学生讨论两个方面。向学生介绍火中自救和求救的办法与常识。肯定学生的听力，再快速浏览一遍课文，引导学生以播音员的口吻几句话播报这条新闻。鼓励学生带着问题进行有目的阅读, 引起思考，激发思维.鼓励学生两人一组根据文章编一段小对话，可加入自己的话语。讨论火在日常生活中的利与弊的问题了解图片中的相关信息，讨论一方面火给人们生活带来的好处，另一方面由于人们的疏忽和使用不当引起的灾难。在老师的提示下对火灾现场进行描述，并了解火中自救和求救常识。边听边做记录，迅速找到答案Zhang huaYes, it did.独立思考，简单地用两三句话播报这条新闻再次浏览课文，进一步了解大意，如遇到生词和不熟悉的单词或短语，尽量猜测，有困难可以相互帮助。学生分成两大组，每组再根据文章提出针对性的问题，让对方一组回答，比一比哪一组正确率高分成4小组，每组互相合作在故事中找出关键词，以一系列的动词来贯穿整个故事情节，每个小组派一名代表描述张华乐于助人的故事，赛一赛哪一组的故事更具情节性。作业设计4. 背诵本课的单词与词组5. 完成同步导学上本课时的作业板书设计 7B Unit 5 ReadingCharacter: ZhangHua/Mrs Sun date: On 10th May Address: a flat Thing; ZhangHua helped his neighbour out of a fire Process:1. ZhangHua heard. Saw2.How did ZhangHua help his neighbour 3.The result.( ZhangHua hurt )教学反思【当堂巩固】一、 选择填空( ) 1.She rushed into Mr.Suns kitchen and put out the fire _ a blanket. A. to B. in C. for D. with ( ) 2. She poured water _ her jacket. A. on B. in C. at D. over ( ) 3. She was in hospital _ two weeks. A. in B. for C. at D. to( ) 4. Yesterday Wang Fang _ Mr Suns kitchen _ him. A. rushed, to save B. rushed into, to save C. rushed into, save D. rushed in, save ( ) 5. You should _ your homework. A. be careful with B. be careful C. careful with D. be careful to 二、 词汇运用 1. How b_ the boy is! She saved an old woman from the fire.2. I p_ some water over my jacket to keep myself s_3. Alice fell off the bike yesterday, but luckily she was not badly _ (受伤)4. That man _(冲进) into the building quickly and saved the child.5. I heard someone _(sing) over here.6. Be _. You should do everything _.(careful)7. Its _(danger)for the child to play with fire.8. Zhang Hua put out the fire _(quick).三、完成句子。1. Amy 生病住院一个月了。 _2. 我听见有人在街上叫我的名字。_3. 她出不来因为她的腿受伤了。_4. 我们用水扑灭了那场火并帮助人们逃了出来。_5. 多么勇敢的年轻人啊！_9. 我们应该互相帮助。_Reading（2）【自学探究】一、在课本上划出下列句子并翻译。1.张华帮助他的邻居逃出了火灾。2.他独自在家。3.他走了进去发现了他的邻居，79岁的孙太太在厨房里。4.在那时任何事都可能在他身上发生5.他快速跑回他的公寓，把水泼在他的夹克衫上。6.火烧伤了他的脖子，胳膊和脸。7.多么勇敢的年轻人啊！8.火很危险，小心防火很重要。【教案】教学内容7B Unit 5 Reading课型新授课教学目标知识目标：1、通过朗读文章，进一步理解并拓展有关描述危险场合的词汇和课文中涉及的关键句型。 能力目标：并通过关键词和关联词使学生学会行文方式并能熟练复述课文。情感目标：通过火中救人的英勇事迹的报导，学习乐于助人的精神并且了解一些用火安全知识。教学重难点重点：课文中的核心词汇和重点句型 利用关键词复述整个故事情节。教学方法直观法,任务型教学法教具准备PPT课件、图片和录像、配套光盘和录音机教学步骤教师活动学生活动个性化补充Step1.BrainstormWhat do we learn from Zhang Hua?分三组:When you find your classmate ill at schoolWhen you see someone hurt in the street When you see a little child lose his way赠送学生名言:To help others is to help ourselves! 帮助别人就是帮助自己!Only the selfless can be fearless. 无私才能无畏。Step2.Presentation and drill1.Teach the language pointsUnderline the important words, phrases and expressions in the text. If students have any questions, they may discuss them with their partner or ask teacher.Important language points：1.help sb.out of a fire (帮助某人逃离火海)2.be at home alone = be at home by oneself (独自一人呆在家里)3.hear sb(sth) do sth / hear sb(sth) doing sth. (听见某人做某事/听见某人正在做某事)4.see sb(sth) do sth / see sb(sth) doing sth (看见某人做某事/看见某人正在做某事)5.hurt ones leg（伤着腿）/ be badly hurt (受重伤)6.pour water over the jacket (把水泼在夹克衫上)19.rush (=run quickly) into the kitchen (冲进厨房)7.put out the fire with a blanket (用毛毯扑灭火)8.be (ill) in hospital（生病住院）/ be in the hospital (在医院)9.bring her flowers and presents= bring flowers and presents for her (给她带来花和礼物)10.help each other（互相帮助）/ learn from each other (互相学习).Step3.Consolidation1.Fill in the blanks2.Do some exercises Step4.HomeworkFinish 相关课时把学生分成若干组，讨论我们在日常生活中应如何学习故事中的主人公。在此将环节中将重要的单词，词组或表达方式给学生标注出来，以便课后巩固。合理运用导学题上的题目进行加强巩固。浏览课文，进一步了解大意，如遇到生词和不熟悉的单词或短语，尽量猜测，有困难可以相互帮助。每组再根据文章提出针对性的问题，让其他组回答，比一比哪一组正确率高分成4小组，每组互相合作在故事中找出关键词，以一系列的动词来贯穿整个故事情节，每个小组派一名代表描述张华乐于助人的故事，赛一赛哪一组的故事更具情节性。学生就主人公乐于助人的精神展开讨论做一些针对性的练习来巩固知识点的掌握。作业设计6. 背诵本课的单词与词组7. 完成同步导学上本课时的作业板书设计 7B Unit 5 Readinghelpout pour over be at home alone rush into hurt put out the fire with run back to 教学反思【当堂巩固】一根据所给词，填出正确形式。1) A lot of _ came out of the house. (smoke ) 2) Fire is very _ If you are in _, you can call me for help. (danger)3) Tom was _ (care) and he _ (hurt) himself yesterday. 4) There are a lot of _ in Nanjing on May 1st every year. (visit) 5) Look! The firemen _ (put) out the fire. 6) The rain is so heavy that it is just like _ (pour) water down on the ground. 二.改错。1) Simon likes to talk with that 90-years-old woman.2) Suddenly, Helen heard someone shout “help” from outside.3) He could not get out because he hurts his leg.4) He ruhed in Mrs Suns kitchen to save him.5) There was a lot of smokes and the fire was very hot.6) Tom was ill in the hospital for two months.7) It is important to careful with fire.三汉译英:1.汤姆是个勇敢的男孩，他帮助他的邻居逃出了火海。_2. 我们应当互相帮助，互相学习。_3. 他妈妈昨天生病住院了。_4. 一位80岁的老人住在我家隔壁。_5. 他冲进屋子，用毯子扑灭了火。_6我弟弟弄伤了自己的腿。 _Vocabulary 【自学探究】一、 预习P81，在课本上划出下列词组和句子并翻译。1. 一名乐于助人的学生 2.他把他的很多时间都用在助人为乐俱乐部中。3.他动作快并且勇敢。4. 你们想推荐谁获得最佳学生奖？5. 我们想推荐张华获得勇敢奖。6. 王梅经常帮助别人，我推荐她获得最助人为乐奖。7. 她总是首先想到别人。二、完成课本P81， Parts A练习。三、填空。形容词usefulbravekindquickHappypoliteusefulcarefui反义词规律_+ _ _更多例子1. _ _ 2. _ _3. _ _ 4. _ _5. _ _ 6. _ _【教案】教学内容7A Unit 5Vocabulary课型新授课教学目标1 复习本单元已学过的词汇并复习整理学过的形容词的反义词。2 通过学习反义词扩大词汇量。教学重难点1 培养学生理解不同语境中形容词的用法。2.运用适当的形容词描述人们的性格和行为。教学方法情景交际法、任务型教学法教具准备课件教学步骤教师活动学生活动个性化补充STEP 1 Revision1. Review what they have learnt in Reading by asking the following questions 1)Was zhang Hua happy as he helped Mrs Sun out of fire?2)Do you think Mrs Sun lucky is lucky or unlucky? STEP 2 Presentation1.Write some words Unhappy, careless on the blackboard.2. what do they mean? 3. some other examples:friendly/unfriendly,healthy/unhealthy,lucky/unlucky.4. Finish the textbook P. 81 Part A.5.game: Let students say the words one by one.STEP 3 Games1. Divide the students into groups of four. Take turns to show the pictures of different kinds of words. Ask other students to say the opposite means. STEP 4 Practice1. Let students to fill the blanks on the textbook P81. Part B. 2. Read the dialogue in roles and check the answers at the same time. Step 5 Activities1. Show some sentences with adjs and their opposites. 1would like to2.recommend for3think of 4.be good at2. Choose several groups to show in front of the whole class. 带领学生一起复述课文，加深学生对课文的理解，并提问两个问题。鼓励学生增加适当的内容，扩大语言的输出量注意形容词反义词形式事先准备好一些形容词。学生回答问题，并且互相讨论复述课文。自己寻找关键词。学生积极说出学生必须要有极快速熟练地反映。展示良好的小组合作和预习工作。让学生用所学的句式操练。小组合作。作业设计1. 背诵本课的单词与词组2. 完成同步导学上本课时的作业板书设计 8A Unit 6 Vocabularyusefulcarefulquickshortgratefulkindhappyhelpfulstronggoodlongwithoutyes教学反思【当堂巩固】补充习题同步导学Grammar 【自学探究】一、 预习P82P84，在课本上划出下列词组并翻译。1.划船 2.在过去3.骑自行车 4.放风筝5.去年 6.练习非常刻苦7.去滑雪 8.忘记做某事二、完成课本P82P85， Parts A、B练习。三、can 与couldcan 和 could 表示三种意思，后者是前者的过去形式，但是却不见得总是表示过去，具体用法如下： 1. 表示“能力”，相当于汉语的“能够、可以、得以”等意思，在这种情况下，can 用于现在时态，could 用于过去时态，如：1）表示现在： I can carry both bags. 2）表示过去： We could see the hill in the past2. 表示“猜测”，相当于汉语的“有可能”，一般不分时态，只不过 can 表示的可能性比 could 大一些，如：3. 在口语中用来取代 may 以缓和“允许”的强硬语气，could 比