[八年级英语] 安徽省马鞍山市金瑞初级中学七年级英语《7BUnit5Maintask》教案

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安徽省马鞍山市金瑞初级中学七年级英语《7BUnit5Studyskills》教案牛津版

1.Ask Ss to think about different learning strategies they use while studying. Remind them that there are not set rules for how to learn efficiently, but that they need to identify their own strengths and weakness so that they can help themselves or ask teachers for help.
教学方法
Learning andpracticing, group work
教学辅助
PPT, Preview exercises, pictures, Basic exercise in this period
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Step 1 Checking thePreview exercises
Check thePreview exercisesineach group.
3. Encourage Ss to make ments about how they feel or felt about the different tasks.Show Ss Daniel’s feelings about his learningmentsas sample.
Step 6 Class practice
1) Have you learned your study very well?
2) In Unit5, which parts have you learnt well? which parts haven’t you learnt well? And how can you keep learning records by yourself?

初一英语牛津英语7B UNIT 5

初一英语牛津英语7B UNIT 5Listening Part (20%)ⅠListen to the sentences and choose the sentences that have the same meaning.A. The pen cost Jim $12.50.B. The pen cost Jim $20.C. The pen cost Jim $15.50D. The pen cost Jim $50.A. Peter was thirsty when he came home.B. Peter was tired but not thirsty when he came home.C. Peter was not tired when he came home.D. Peter was not thirsty or tired when he came home.A. Uncle Henry is going to pay us a short visit this evening.B. Uncle Henry will ask us to visit him this eveningC. Uncle Henry will ring us this eveningD. Uncle Henry is going to leave us this evening.A. My sister is certainly in her bedroom.B. My sister is not in her bedroom.C. My sister is maybe in her bedroom.D. My sister is alone.A. Mary bought six silk ties.B. The silk cost ten dollars.C. Mary paid ten dollars.D. Mary paid six dollars fifty cents for a ten-dollar silk tie.ⅡChoose the correct answer according to each dialogue you hear.What will the woman probably do?Take a walk with the man. B. Visit her friend.C. Catch up with her studies.D. Rest and take care of herself.When does this conversation happen?A. At 5:30.B. At 5:00C. At 5:15D. At 6:00.What is the population of the city?A. 800,000B. 813,000C. 813, 400D. 831, 400What does Mr. White probably do at the high school?A. Mr. White is the headmaster.B. Mr. White teaches English.C. Mr. White is an art teacher.D. Mr. White is a student.Where did this conversation most probably happen?A. At a restaurant.B. In a cinema.C. At a hotel.D. In a shopping center.ⅢListen to the passage and decide if the sentences are True or False:11. Sam wants to find a seat for the old man.12.The boy doesn’t want to give up his seat at first, so he doesn’t stand up.13.Then Sam is angry with the boy and gives him a hard push.14.The boy’s face turns red because he is afraid of Sam.15.We should learn from Sam and help the elderly and weak in public places.B) 16. Mike is looking for a roommate.17.Mike is interested in the ad for a roommate.18.There are already five people in the house.19.The house is rather big.20.Mike is to answer some straightforward questions.Written partⅠMultiple choice: (15%)It’s ______ useful book. A. a B. an C. the D. /22. Did you hear the ________ report?A. policemenB. policemen’sC. policemens’D. policemans’Yesterday I wrote ________ letter to my teacher.a eight-hundred words B. a eight-hundred-wordsC. an eight-hundred-wordD. an eight-hundred wordsThe window was broken. Try to _____ who has broken it.A. findB. lookC. find outD. look forThe river is very long and it is about _______.A. 20 meters wideB. 15 meters longC. 30 meters highD. 50 meter tall_____________ fine weather it is today!A. WhatB. What aC. How aD. HowHe received _____ award last month. A. a B. an C. some D. / The house was ______ fire last night. People put ____ the fire.A. at, downB. in, outC. on, outD. on, downCan you keep a fire from ______ ? Yes, I can.A. burn B burned C. to burn D. burningThe doctor saved the old man’s _____. A. life B live C. lives D. lifes The old man has ____ friends. So he often feels lonely.A. fewB. a fewC. littleD. a littleHe doesn’t speak English ______ his brother.A. as well asB. as good asC. so well thanD. as better asThere’s ______ in today’s newspaper.important something B. important nothingC. something importantD. anything important_______ he come yesterday? A. Do B. Does C. Don’t D. Didn’tHe is careless. He ____ the ink ____ the desk.A. takes, out ofB. puts, intoC. pours, intoD. pours, out ofⅡCloze (10%)Fire can help people in many ways. But it can also be very harmful. Fire can keep your house __36____, give light and cook food. But fire can burn things, _37___. Big fire can burn trees, houses, animals or people.Nobody knows how people began to use fire. But there are __38__ interesting old stories about how a man or woman started a fire. One is __39__ a man. The man __40__ a very long time ago. He went up to the sun and __41___ fire down.Today people know how to make a fire with matches. Children sometimes ___42__ to play with them. But matches can be very dangerous. One match can burn a piece of paper, and __43__ it could burn a house. A small fire can turn a big fire very quickly. So you _44___ be careful with matches.Be careful with fire, and it will __45___ you. But if you aren’t careful with fire, and it may hurt you.A. warmB. warmerC. coolD. coolerA. alsoB. tooC. eitherD. neitherA. manyB. muchC. littleD. noA. overB. aboutC. a littleD. noA. workedB. studiedC. learnedD. livedA. bringB. takeC. brought D tookA. enjoyB. likeC. don’t likeD. becomeA. afterB. lateC. yetD. thenA. canB. mayC. willD. mustA. helpB. doC. tellD. hopeⅢReading comprehension: (5%)Many teenagers feel that the most important people in their lives are their friends. They believe that their family members, and even their parents, don’t know them as well as their friends do. In large families, it is quite often for brothers and sisters to fight with each other and then they can only go to their friends for advice.It is very important for teenagers to have one good friend or a group of friends. Even when they are not with their friends, they usually spend a lot of time talking among themselves on the phone. This communication is very important i n children’s growing up, because friends can discuss something difficult to say to their family members.However, parents often try to choose their children’s friends for them. Someparents may even stop their children from meeting their good friends. Have you ever thought of the following questions?Who choose your friends?Do you choose your friends or your friends choose you?Have you got a good friend your parents don’t like?Your answers are welcome.Many teenagers think their ______ know them better than their parents do.A. friendsB. parentsC. brothers and sistersD. family membersWhen teenagers stay alone, the usual way of communication is _____.A. to go to their friendsB. to talk with their parentsC. .to have a discussion with their family by phoneD. to talk with their friends on the phone.Which of the following is different in meaning from the sentence “ Some parents may even stop their children from meeting their good friends?”Some parents may even not allow their children to meet their good friends.Some parents may even ask their children to stay away from their good friends.Some parents may even not let their children meet their good friends.Some parents may want their children to stop to meet their good friends.Which of the following sentences is right according to the passage?A. Parents should like everything their children enjoy.B. In a family children can choose everything they like.C. Parents should try their best to understand their children better.D. Teenagers can only go to their friends for help.The sentence” your answers are welcome” means _________.A. You are welcome to have a discussion with us.B. We’ve got no idea, so your answers are welcomeC. Your answers are always correct.D. You can give us all the right answersFunny questions:Joan’s husband is the grandpa of my son. I am _________.A. Joan’s grandsonB. Joan’s sonC. Joan’s fatherD. Joan’s grandpaBill, George, Sally and Ann are brothers and sisters. One of them is 15, one is 12. One of the boys if 13, and one of the girls is 14. Bill is older than Sally but Ann isn’t. How old are they? Bill is ____. George is _____. Sally is ______. Ann is ______. A. 12,13,14,15B. 15,14,13,12C. 15,13, 14, 12D. 14,15, 12, 13Judy is 10 and her brother is 12. In how many years will their ages total 38?A. 4B. 6C. 8D. 10This is the name of a day. There are six letters in it. The third letter is N, but there is no S in it. What day is it? It’s ________. A. Sunday B. Monday C. Wednesday D. Friday.My name is Tom. My father and mother have six children. Half are boys and half are girls. How many sisters and brothers do I have? I have ____ brothers and _____ sisters.A. 3 , 3 B 3, 2 C. 2. 3 D. 2, 4请将所有选择题的答案填入下表中：Miss Gao’s job is to look after ______ ( child) here.Her office is on the _______(nine) floor.They got what they wanted and went back _____ (happy).That is your book. _______(I) is here._________ stamps is Jack’s hobby. ( collect)______ Kate ______ (have) a meeting last Saturday?Every year, they have a lot of _______ ( visit) from other countries.Computers are very _________( use) to us.I hope it will be _________( sun) tomorrow.My mother is enjoying _________ ( listen) to music.ⅤCorrect:_______ ( )Mr. Smith is a careless man, he can do everything well.A B C D_______ ( )I saw many smokes coming out of the house.A B C D_______ ( )This coat belongs to my grandfather’s.A B C D_______ ( )She is work hard to catch up with the other students.A B C D_______ ( )Is there some orange juice in the bottle?A B C DⅥSentence transformation:Elephants can eat between 100 and 1,000 pounds of grass a day._______ ______ _______ of grass can elephants eat a day?Peter lived here for 42 years. _____ ______ _______ Peter _______ here?I was 4kg when I was born. I was 4kg _______ _________It’s very cold outside. I’ll watch TV at home. I won’t go out.It’s very cold outside. I’ll watch TV ________ _______ ________ out.That is not my book. That book _______ _______ _______ me.They left their keys in the library. ______ ______they _______their keys?My sister could draw when she was young.My sister was ______ _______ draw when she was young.ⅦTranslation:你上次考试太粗心了。

七年级英语：7b Unit 5 Grammar教案

初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 初中英语 / 七年级英语教案编订：XX文讯教育机构7b Unit 5 Grammar教案教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中七年级英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。

课题7b unit 5 grammar课型新授课教学目标1、学习can 与could在表示能力的使用2、学习can 与could 在表示可能性时的应用重难点分析教会学生如何理解运用区别can \could学情分析学生已经掌握一些关于情态动词的用法，但如何正确区别一些情态动词，学生还是不太明确教学方法情景教学法,归纳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. 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.2)show the students the following phrases on the screen.ride a bike swim fly a kite play football play chess 3)ask the other students in the class.can she / he …?4)show the students the sample on the screeneg: a. can he ride a bike?no,he can’t / yes, canstep 2. presentation.1) ask student 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:she could ridea bike five years ago.he couldn’t swim five years ago.……5) work out the rule.① positive: can could② negative: can’t couldn’t③question: can …？ could …？step 3. practice.1) work alone.(part a1)2)get the students to report themselves like above.eg. can sandy row a boat now? could he do it last year?3)complete the conversation of part a2.5) explain:we can use am (is , are) able to replace can and was (were) able to replace 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…step 4.ask 1) ask studentcan i borrow your pen ?can i open the window ?can i close the door?……could i borrow your pen ?could i open the window ?could i close the door?……2)比较can,may,could 表示可能性的用法step 5. guessing a riddle.it can live in water. it can breathe under water. it can swim. it can live in a glass bowl. people can feed and watch them every day. what is it? (a goldfish)step 6. presentation.1.say:①zhang hua works hard. it is possible for him to pass the exam.(he can pass the exam)② nick didn’t bring a football to school.it is not possible for us to play football after class.(we can’t play football after class.)③it was sunny last sunday. it was possible for the children to go to the park.(the children could go to the park)④millie hadno money yesterday. it was not possible for her to buy that coat. (she couldn’t buy that coat.)2.show the sentences above on the screen and explain them to the students:we use “can” / “could” to say that something is / was possible to happen.3. get the students to explain with “possible”. ①fire can be dangerous if we are not careful.②mr. sun can’t be at home because i saw him at school just now.③i didn’t lose my key so i could get in.④mr. sun could not get out because he hurt his leg.利用一些学生熟悉的短语，以can为提问方式与学生进行问答用第三人称换第二人称进行对话练习write them down on the blackboard.write the sentences down on the blackboardask the students to compare the sentences with can and could.ask them to draw the conclusion.巡视，帮助可能有困难的学生check the answercan和could分别表示现在和过去的能力我们在上册书中还学过表示征求意见的can, maywrite them down on the blackboardwrite them down on the blackboard也可以用学生的课堂状况作为语境show the sentences above on the screen use “can” to ask小组内分组练习ask the partner more questions like above and write down their answers , then report to the class.answer 让学生在组内写出更多的类似的句子总结can 与could的区别report themselves talk about the tables freely. in pairs.理解举例说明answer these sentences and make more完成单选练习guess 总结作业设计补充习题同步导学板书设计he can’t / cannot swim.…she could ride a bike five years ago.he couldn’t swim five years ago.can i borrow your pen ?can i open the window ?can i close the door?……could i borrow your pen ?could i open the window ?could i close the door?he can pass the examwe can’t play football after class.the children could go to the parkshe couldn’t buy that coat.XX文讯教育机构WenXun Educational Institution。

安徽省马鞍山市金瑞初级中学七年级英语《7BUnit5Abili

安徽省马鞍山市金瑞初级中学七年级英语《7BUnit5Abilities》教案（1）牛津版教学内容7B Unit5 Welcome to the unit& comic strip教学目标知识目标1Talk about the things about friends.2Learn about some new words: ability, seat, collect,elderly; be careful ,plant trees, clean up, give s seatto sb., on the bus, collect things for, Project Hope, ahome for the elderly3Get to know something about qualities of a good friend 能力目标1Learn the usages of can and can’t by lea rning the comicstrip.2Talk about how to help others in our daily life.情感目标1To educate the students to be polite and helpful toothers.2To arouse the ideas of helping others and caring for eachin our daily life.教学重难点1 Learn about some new words and phrases2 Learn how to use can and can’t.3 Be careful. Can fly./ Can’t fly.教学方法1preparations, presentations and revision 2Task-based teaching method3Situational approach teaching教学辅助PPT, Preview exercises, pictures, tape Class job（课时作业）教学过程Step 1 Checking the Preview exercisesCheck the Preview exercises in each group.Step 2 Showing the teaching aim sShow Ss the teaching aims , giving the introduction simply.Step 3 Lead-inShow Ss the guiding materials .1. Play a game called: can or can’tShow some pictures on the PPT and ask the students:Can you … in the classroom/the school/at home?Ask the students to answer the questions.2. Ask the students to make the dialogue by themselve s.Can you …?Yes, I can. / No, I can’t.Write the dialogue example ,ask some groups to show the dialogues.Step 4 Comic strip1 Discussion:Talk about the things what Superman can do in groups and present.Then talk about what dogs can do and can’t do.2 Comic strip:First present some questions on the blackboard.1) What does Eddie want to do?2) Can dogs fly?3) What happened to Eddie?4) What do you think of Eddie?Then listen to the tape and answer the questions in groups.3 Ask the students to give the meanings of these new words in groups.4 Read and learn these words: Superdog, , be careful , see,Be careful! 小心！= Look out！be careful with 对…小心的/对…认真的I see. 我明白了。

Unit5（牛津英语7B--初一下学期）

Unit5（牛津英语7B--初一下学期）作者：太仓市示范教案Teaching Designs(Unit 5,7B)The First PeriodContent: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 “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 busplant trees/clean up/a home for the elderlycollect things for Project Hope/give awards to peoplerecommend sb for an award/ write a recommendation letter Vocabulary: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 can’t 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 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 surveyFill in the table about what you have done in your daily lifeat 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 Assignment:1.Recite the dialogue and remember the sentences on Page 73.2.Writing: “How to be a helpful person ?”The Second PeriodContent: Reading-- A brave girlTeaching 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 careful2.Helping Hands Club3.give seat to someone on the bus4. collect things for Project Hope5.Clean up the park/playground6.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 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?Step3Assignment1. Recite the new words and read the text.2.Finish the exercises in the workbook.3.Prepare the interview for the brave girl.The Third PeriodContent:Reading 2Teaching 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 sbTell 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 don’t 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… over7. 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 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 hospitalFirst 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 interviewDo 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: Don’t run on the stairs. Don’t play on the road. Don’t leanout the window.Step5.Assignment:1. Revise what we learned from P74-76 and remember the new words.2. Do some exercises.The Fourth PeriodⅠ.Content:Grammar A:Using “can”/ “could” to talk about abili tyⅡ.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 BRide a bikeSwimFly a kitePlay footballPlay chessThen 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 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 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: cancould② Negative: can’tCouldn’t③ 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 storiesWrite English wordsDo houseworkPlant treesFeed animalsMake dinnersStep 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. Homework:Ex A on page 49 of the workbook.The Fifth PeriodⅠ.Content:1.GrammerB:Using “can”/ “could” to talk about possibility.2.GrammerC:Using “may” and “might” to talk about chances..Ⅱ.Preparation:Get the students to prepare something that will or won’t happen if we do so or don’t do so.No.Do so / Don’t soPossible / impossible to happen1Work hardPass the exam23…Ⅲ.Teaching Aims:1. To learn how to use “can” and “could” to talk about possibility.2. To recognize degrees of possibili ties when using “may” and “might”..Ⅳ.Important and Difficult Points:The differences between “may” and “might”.Ⅴ.Teaching Procedures:Step 1. Guessing a riddle.It can live in water. It can breathe under water. It can swim. It can live in a glass bowl. People can feed and watch them every day. What is it?(A goldfish)Step 2. Revision.Make different kinds of sentences with “can” and “could”.1)read English story books.(last year)2)mend computers.(two years ago)3)help Mother do housework.(at the age of seven)Step 3. Presentation.1.Say:① Zhang Hua works hard. It is possible for him to pass the exam.(He can pass the exam)② Nick didn’t bring a football to school.It is not possible for us to play football after class.(We can’t play football after class.)③It was sunny last Sunday. It was possible for the children to go to the park.(The children could go to the park)④Millie had no money yesterday. It was not possible for her to buy that coat.(She couldn’t buy that coat.)2.Show the sentences above on the screen and explain them to the students:We use “can” / “could” to say that something is / was possible to happen.3. Get the students to explain with “possible”.①Fire can be dangerous if we are not careful.②Mr. Sun can’t be at home because I saw him at school just now.③I didn’t lose my key so I could get in.④Mr. Sun could not get out because he hurt his leg.Step 4. Practice:1. Fill in the blanks.2. Work in pairs to talk about something that can / could / can’t / couldn’t happen.3. Report to the class.4. Explain:If we think something is sure to happen, We’d better use “must”.eg.I saw Mr Yang in the library a moment ago. He must(一定) be in the school now.(Get the students to give more examples) Step 5. Presentation.1. Ask:May I speak to …?May I take this picture away?2. Introduce the idea that we also use “may” and “might” to express possibilities.eg.I am free today, I may go on an outing.He feels very tired, He might have a good rest at home.3. Explain the tables at the top of the page.Note:1)“Might” is the past from of “may”, but here it is also used to express degrees of possibilities.2)The differences between “my/might” and “can/could”.Step 6.Practice.1. Fill in the blanks alone, and try to underline the keywords that the answers come from, then check the answer.2. Explain: maybe / may be3. Read the table and complete the sentences.The members of the Helping Hands club want to look after Mr. Sun in hospital Please infer the possibilities according to the tables and fill in the blanks with “may (not)” or “might (not)”.NameDays and TimeNear PlansDanielMonday(16:00-18:00)Go to the Reading Club(15:30-18:00)SandyTuesday(16:30-18:00)Go to the Music Club(14:00-15:30)SimonWednesday(15:45-18:00)Have a football match(13:00-15:40)KittyThursday(16:15-18:00)Go to the Dancing Club(18:00-20:00)AmyFriday(15:30-17:40)Have Swimming Lessons(17:30-21:00)MillieSunday(8:00-11:00)Have nothing to do this day.1.Daniel go and see Mr Sun on Monday.2.Sandy go to see Mr Sun on Tuesday.3.Simon go to the hospital to help Mr Sun on Wednesday.4.Kitty go to help Mr Sun on Thursday.5.Amy help Mr Sun on Friday.lie go to help Mr Sun on Sunday.(Key：1.may not 2.may 3.might 4.might 5.might not 6.may) Step 7.Extension.You are trapped into a lonely island. How can you escape ? Please think of more ways. You’d better make sentences with “may” or “might”.Step 8. HomeworkEx B on page 50 of the workbook.The Sixth PeriodContent: 1.Check out2.Study skillsTeaching aims :1. To assess students’ recognition of model verbs and adjectives .2. To develop students’ ability to work independently of the teacher .Language focus: be likely to, be able toTeaching procedures :Step 1 : Warming upCrossword puzzle competition (Part B)Step 2 : Free talkPractise with the adjectives in Part B .eg : How is your best friend ?He is very helpful . He often helps me with my English .Step 3 : Pre-task1. Review the use of the model verbs .2. Present some new words : drama,likely,be able toStep 4 : While-task1.Tell students to look at the table and read all the plans .2.Ask students to read what Daniel is thinking about and select the best model verb .Step 5 : Post-task1. Ask four students to read out one sentence each .Step 6 : Practice (Group work )1. Ask students to make dialogues with the model verbs .2. Ask some groups to act out their dialogues .Step 7 : Learn how to make a learning record .1. Have a discussion about what students learned in this unit.Eg: What did you study ? How to improve it ? Can you do it now ?etc.2. Explain the context of this section and the need to keep learning records .3. Ask students to look at the headings in the sample record in Part A . Elicit comments from students about the sample record .4. Ask students to use the chart to make their own learning record .5. Encourage students to make comments about how they feel or felt about the different tasks .Step 8 : Assignment1. Make a dialogue with the model verbs .2. Make a learning record .The Seventh PeriodContent:Integrated skillsTeaching aims: 1. Learn to write a profile.2. Learn to talk about what you can and cannot do.3.To develop the students’ abilities of listening ,speaking,reading and writing.La nguage focus: do one’s best, be weak at, haveget good gradesesults in, no problem.Teaching procedures:Step 1: Warming upPlay a game: Who is heshe ?Eg: She has a round face and two big eyes. She has long hair in a ponytail. Who is she ?Step 2:Daily report : A profile of myself .Ask and answer about it .Step 3: Pre- task preparation1. Ask some very general questions about reports and school .2. Present some new words : term,memory,history,geography,personality,cheerful,organize,result.Step 4: Task proceduresPart A:1. Reading(1) Ask students to skim the text to identify any words they don’t 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 .2 . Listening(1) Play the recorder and ask students to complete Mr Wu’s notes .(2) Play the recorder again to enable students to check their answers .(3) Ask some students to read out their answers .3 . WritingA: Complete the profile of Suzy :(1) Ask students to use information from the report card and notes to complete Suzy’s profile .(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 . Ask them to write a profile .(2) Invite some groups to show their results .3. Speaking ( Part B )(1) Listen and answerCan Millie dance ? What about Sandy ?What can Sandy do ?(2) Listen and read(3) Read in pairs(4) Make similar dialogues and act out their own dialogues .Step 5 : Assignment1.Oral work : Make a dialogue about talking about what you can and cannot do .2.Written work : Write a profile of your friend .The Eighth PeriodContent:Main task1. Learn to write a recommendation letterTeaching aims : 1. Learn to write a recommendation letter2.To develop students’ ability of writing .Language focus: a five-year-old boy, lose one’s way, hear fromTeaching procedures :Step 1: Warming upA 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 talkeg :Who can get the Most Helpful Student Award ? Why ?Step 3 : Pre-task preparationPresent some new words : chairperson,thoughtful,lose,hear fromStep 4 : T ask procedures:1.Learn how to write a recommendation letter(1) Listen and answer (Part 1)Q: What award would he like to recommend Chen Dan ?What is Chen Dan good at ?What’s his personality ?What did he do ?(2 )Explain the words above.(3)Read it carefully and put the numbers in the correct boxes .(4)Read it again and find out the key aspects of the content of the letter .(Group work )(5)Conclusion about how to write a recommendation letter.2. Write a recommendation letter (Group work )(1) Ask students to plan the things they want to say about their chosen person as outlined in Part B1.(2) Complete the letter . ( Each writes one paragraph. )(3) Invite some groups to read out their letters .Step 5 : AssignmentWrite a recommendation letter.Exercises(Grammar of Unit 5,7B)Ⅰ.选择填空：( )1.Can you write a letter in English? No, I .A. may notB.mustn’tC.can’tD.needn’t( )2.He said that he swim when he was six.A.mightB.couldC.canD.would( )3.You go and ask Meimei. She know the answer.A.must,canB.must, mayC.need, canD.can,may( )4.May I come in ?A.Yes, pleaseB.No,you couldn’tC.Yes,you mustD.No,you needn’t( )5. I have some bottles of orange?A.DoB.CouldC.Don’tD.Would( )6. I vist Jack on Sunday?Yes, you .A.Must,canB.May,mayC.Need,needD.May,need( )7.He doesn’t play football very often, I’m sure he lose the game.A.canB.can’tC.mayD.may not( )8.That man be her son.He left for Shanghai this morning.A.can’tB.mustn’tC.needn’tD.shan’tⅡ.用 can / may的正确形式填空（包括其否定形式）：1.It is hot summer in Australia. We go awimming there.2.The library is closed now. We borrow many books today.3.Debbie is very clever. He solve the problem.4.Helen learn from books because she was blind(瞎的) when she was young.5.The door is open. He be at home.6.The door is closed. He be at home.7.Don’t run about in the street. A car hit you.8.---- I smoke here, sir?----No,you .9.Meimei ride a bicycle when she was five. Look at the picture. She was falling off her bike.Ⅲ.句型转换：1. Our team can win the game if we play well.否定句一般疑问句2. Lucy and Lily may go to Beijing for their holiday.否定句一般疑问句3. The boy might catch the last bus.否定句一般疑问句4. She can dance.(when she was five 改写)5. They can speak Japanese well.(画线提问)6. Last year, Mike could row a roat. (画线提问)7. Could you row a boat last month?(肯定回答)，。

7BUnit5Abilities初一年级(七年级英语教案

江苏省淮北中学英语学科教课设计初一年级教课设计活页纸主备人：陈小军审查人：初一英语组全体老师总课题7B Unit 5Abilities总课时10第1课时课题comic and welcome to the unit课型New知识目标教课目的能力目标情感目标1.To learn some new words such as: ability , Super dog , fly , careful , collect elderly2.To revise vocabulary about helping people in the community.3.To generate ideas about ways to care for and help othersTo generate ideas about ways to care for and help others.To educate the students to be polite and helpful to others.教课要点How to stimulate the students how to care about others and help.教课难点Talking about what people can do.课前预习the new words.to the tape and read the dialogue.教课方法情形社交法、任务型教课法教课过程教课环节教师活动学生活动备课札记Step1. Greetings a game called: I can Ss listen＆Warming up Talk to students about Superman. Guide and ask and. students to understand the meanings of answer.“ can” and “.can’ t ”Step 2 Presentation Watch a video about “ Superman ”.Talk about the things what Superman can doin groups and report .Talk about dogs can do and can ’ t do.Step 3 Comic strip First get some information from the picturesand then ask questions:does Eddie want to do?dogs fly?happened to Eddie?4. What do you think of Eddie? Ss listen and try to answer.Listen to the tape and guess the meaning of“ Superdog, hurt, be carefulAsk students to think about the consequencesof their daily actions Guide students tounderstand what they can do and can Readand act.Step 4 Learning Free talk: How to be a helpful person?“ Helping Hands Present pictures about Daniel and his friends. Club ”.Ask questions about the pictures:is Daniel doing ?Do you often help the old orthe blind cross the road?is Sandy doing? Why should we plant moretrees?are Daniel and the woman with a baby? Whatis happening? Have you ever given seats toothers?place is it? What are the children doing now?Have you ever done something good like this?are the students doing from the pictures?How much did you donate to the Project Hopethis term? Is it better to give than to receive?Why?6.Where are Daniel and his friends? What arethey doing? Do you often leave rubbisheverywhere? Is it our duty to protect ourenvironment?Read and understand the sentences.Step 5 Make a Fill in the table about what you have done in survey your daily life at school to see if you are apolite and helpful boy/girl? If not ,Whatshould you do next?you Say hello to teachers when you meetthem?you clean the classroom carefully when youare on duty?Play the tape and ask Ss to repeat ’ t do.Ss have a discussionSs do it by themselves.Ss practisethedialogue.Step Five: Consolidation---an investigationStep6:Assignment:you pick up the rubbish in the classroomor around the campus?you help your classmate with their homework?you help stand in line at dinner time?you give the thing back to the person wholost it?you do something good to your teachers?you look after the things in our classroom?you take care of your classmate who is ill?you keep our classroom clean and tidy?To see how many are good enough and howmany should improve their behavior.Group work: What can /can ’you do in public?then ask the group leader to have a report.the dialogue and remember the sentences onPage 73.:“ How to be a helpful person ?7A Unit5 Comic strip& welcome板书设计ability , Superdog , fly , careful , collect elderly教课反省江苏省淮北中学英语学科教课设计初一年级教课设计活页纸主备人：陈小军审查人：初一英语组全体老师总课题7B Unit5 Abilities总课时10第2课时课题Reading I课型New知识目标教课目的能力目标情感目标introduce and expand vocabulary to describe dangerous situations. guess context from the text type, the title and the picture.identify the name of specific places and actions.To know what to do in danger.教课要点Award for Bravery教课难点Use “can”or “can’t”to talk about abilities1Preview the new words.课前预习2Listen to the tape and read the text教课方法情形教课法、概括法教课过程教课环节教师活动Step Revise what the children learned in the lastperiod.carefulHands Clubseat to someone on the bus4.collect things for Project Hopeup the park/playgrounda home for the elderly7.plant treessuperdog学生活动备课札记Ss answer通过问题引the 导学生思虑故事的种类，questions为进入下一环节打下伏笔Step2 Reading 1. warming up:Talk about danger and potential danger athome. Ask if any students have ever had an accident at home. Talk about what to do in case of danger.a set of pictures about a fire to present the new words:neighbor, smoke, fire, rush, dangerous, burn, Ss listen and try to answerhurt, pour, rush, save, blanket, put out the fire the story and try to get some information. Then say T or F according to the text.1). Zhang Hua helped his classmate out ofa fire.2). Wei Hua’ s neighbour is 79 years old.3). Mrs Sun couldn ’get out because hehurt his arm.4). Zhang Hua was afraid when he saw alot of smoke.5). Zhang Hua put out the fire with ablanket and helped Mrs Sun out.6). The fire burned Zhang Hua ’ s neck andleg.7). Zhang Hua was in hospital for twomonths.8). Zhang Hua said he was glad to helpothers and fire was not dangerous.Listen and read after the text and ask Step3 Practice questions.1). How old is the brave boy?2). When did he help his neighbour out ofa fire?3). How old is Mrs Sun?4). Where was Mrs Sun when there was afire?5). Why couldn ’Mrt s Sun get out of hishouse?6). How did Zhang Hua put out the fire?7). Did Zhang Hua hurt himself?8). How long was Zhang Hua in hospital?5. Discuss any problems about the text.6. Game :Write the definitions fromPartB1 on thecards. Mix up the cards and let each groupguess the word and read out the word. Onewho gets the most cards is the winner.7.Have an interview.First fill in the blanks and read the Ss do it by themselves.conversation. Then have an interview ingroups. One is Zhang Hua, the others are thereporters.8.Discuss in groups. What does the writerthink of Zhang Hua? What do you think abouthim? Why do you think so? What do you dowhen you meet the accident like this?Step3Assignment1. Recite the new words and read the text.Step 4 Homework 2. Finish the exercises in the work3. Prepare the interview for the brave b.Unit 4 Reading 1love story did Millie and Amy hear in the park when they satunder the tree?板书设计made the noise?funny storyexciting story last, who found the ghost? And in fact, what was it?ghost story教课反省江苏省淮北中学英语学科教课设计初一年级教课设计活页纸总课题主备人：陈小军7B Unit5Abilities审查人：初一英语组全体老师总课时 10 第 3 课时课题知识目标教课目的能力目标感情目标Reading Ⅱ课型New1.Further understanding the text.2.Introduce the use of the prefix un- and suffix –less to form opposites.2.Learn more about fire safety.To use different suitable adjectives to describe people ’behaviors and character.教课要点the use of the prefix un- and suffix –less to form opposites 教课难点prefix un- and suffix –less课前预习to the tape and read the textsummarize key points of a story by sequencing statements 教课方法讲解法练习法教课过程教课环节Step 1 RevisionStep Two: Presentation:教师活动学生活动备课札记Review the text through the questions:Revise the vocabulary in the text by giving the Answer the definitions.questionsAsk students to read the text after the tapeagain.Let students ask and answer questions aboutthe story.Revise the key words phrases and sentences .sb out of a fire help with /(to)do sth.lonely eg:I often stay home alone on Sundaysbut I don’ t feel lonely.3. hear sb do /doing sth; see do/ doingI often hear the girl next door play the piano inthe morning.Last night when I was doing my homework,suddenly I heard someone shouting” help!Help! ”.4 a 79-year-old Mrs Sun ,an 8-day holiday two-hour homeworkThe boy fell off the bicycle and hurt his leg.hurt by fireoverout the fire put on/ up/down/ into/awayStep3 An interview Visit Zhang Hua in hospitalsafety：板书设计8. be in hospital/be in the hospital Grandpa isill badly today. Now he is hospital. His faterworks in the hospital.is important to be careful with fire. Be care withsth Children must be careful with matches.one ’ lifes from danger keep from I shouldkeep my father from smoking.you for joining us this evening.First read the task to understand it.Read the dialogue to find out and correct themistakes.Read the conversation in pairs.Act it out.Do it in groups. In each group one student canbe Zhang Hua, the others can be reporters tointerview her. Then choose some groups toperform .Read the sentences and match the rightpictures.Read out the sentences.Notes: leave on , keepaway fromAsk students to think of other ways about firesafety. Eg: Don’ontrunthe stairs. Don’ t playon the road. Don’ t lean out the window.what we learned from P78 and remember thenew words.2. Do some exercises.Unit5 Reading 21. 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 ’feelt lonely.3.hear sb do /doing sth; see do/ doing4 a 79-year-old Mrs Sun an 8-day holiday two-hour homeworkThe boy fell off the bicycle and hurt his leg. hurt by fireover7.put out the fire put on/ up/down/ into/away教课反省江苏省淮北中学英语学科教课设计初一年级教课设计活页纸主备人 : 陈小军审查人：初一英语组全体老师总课题7B Unit5 Abilities 总课时10 第 4课时课题Vocabulary 课型New知识目标To develop an understanding of the use of adj. in different contests 教课目的能力目标To use suitable adj. to describe people’s behavior and character 感情目标To describe a good friend.教课要点To present factual information in writing教课难点To present an article about an animalthe new words.课前预习to the tape and read after the tape教课方法情形教课法、概括法教课过程教课环节教师活动学生活动备课札记step 1 greetings. Make sure that students understand theconcept of oppositeGive some similar examples. . hot /cold , fast Ss listen/ slow , and takebig / smallthe concept of prefixes and suffixes.Tellstudents that when we add the prefix un-in frontof some adjectives, it usually means‘ not ’ . Give someexampleseg. friendly / unfriendly , healthy /unhealthy, lucky /unlucky ,usual /unusual .When w e add the suffix –ful to the end ofsome adjectives , it means ‘ full ofthe person or Teaching procedures:students to look at the words in the leftcolumn of Part A and do the task on theirown4.Have one student read out a word from theleft.the context of Part B .You may want to remindstudents about prizes that can be won at yourschool and activate students knowledge aboutrecommendation letters .Ask students to read two reports on their ownfirst.Ask them to try to make sense of what isbeing said in the reports.Step3. Practice Then students read the first report againand use the mixed-up letters to help themmake a suitable adjective .Follow the same procedure for the secondreport. Ask students to read out the report onesentence at a time. Write the missing words onthe board.Ask students to write a report aboutone of the classmates using one ofthe reports in part B on page 77as amodel. Encourage them to use asmany adjectives as possible.. notes.’.’.Ss read and answerdo the exercisesStep达成同步导学第 4 课时7B unit 5Vocabularyhelpful slowbrave ungratefulkind rude板书设计careful afraidpolite unhelpfulgrateful unkindquick carelesshappy unhappy教课反省江苏省淮北中学英语学科教课设计初一年级教课设计活页纸主备人：陈小军审查人：初一英语组全体老师总课题7B Unit 5Abilities总课时10第5课时课题Grammar A课型NewTo recognize and understand how to use: can and could toexpress知识目标教课目的能力目标Ability in the present and pastAbility in the present and pastTo recognize and understand how to use “ can ”and “ could to”感情目标express ability in the present and past.教课要点How to recognize and understand the use of “ can and could”教课难点the use of “can and could”Preview the new words.课前预习Look up the words in the dictionary to find out the differences 教课方法情形教课法、概括法教课过程教课环节教师活动学生活动备课札记Step 1. Revision Revise the last lesson. RevisionStepAsk the student on duty to give a free talk. Free talkStep3:.Presentation: 1．Revise the key vocabulary about leisure activitiesand introduce “ rowa boat/ride a bike /fly a kite“ Talk to students about summer camps in generaland the type of activities offered /. Elicit as muchreal information from students as possible .2． Students have already learned the useof“ canand” “ may” in makingrequests(Book7A unit2) therefore ,you need to introduce theidea that here,the word“ can” is used to expressabilityStep4.:Practise students to identify activities thatthey can do well .Write students ’Talk aboutstatements on the board .First write “ I what theycan “ on the board can dostudents to say the things theycan do ,and sort them into categories :sports/leisure/school subjects3. Go through the tables at the top of page 78 andexplain the use of “ can/could and” their negative Goforms. We use “ can say”tothat we are able to do throughthe newsomething .We use “ could ” to say that we were ableto do something in the past . words4. Ask students to work out the rule ontheir own .Then they check with aStep5. ConsolidationStep 6: Homework partner and confirm that their answer iscorrect with the whole class .5. Ask students to check the informationtable in Part1 about the Beijing Sunshine SecondarySchool students’ abilities.the use of “ could/could not ”for the past and“ can/can not” for thepresent .Then they complete the sentenceson their own .2. Students do Part A2 first on their own and hen Learn and check their completed sentences with a practice partner ,Then ask students to read the conversationin pairs.3. Check answers as a class, remind them to writethe pattern into their grammar pattern bookstogether with theirown examples.达成 <<1+1>> 有关内容。

7b unit 5练习题及答案.doc

主备：颜乐课题：7BUnit 5 Abilities 审核人：七年级英语备课组班级___________ 姓名___________ 评价:_______________一.根据首字母、中文提示、句意或英语解释写单词。

1. How many m__________ are there in a year? Twelve.2. How ___________ he is! He always makes so many mistakes（错误）.3. He always stays at home __________. (by oneself)4. I’m glad to hear that his brother is now out of ___________(危险) .5. --Do goldfish have good m___________!--No, They can’t remember words for three seconds6. The ________ (游客) from the world are happy to see the Great Wall. .7. The old man was very __________ (感激的) for our help.8. The earthquake is so __________ (可怕的，糟糕的).9. He has good grades in ___________ （地理）.10. If you can’t work out the ____________（问题）, please call me for help.11. The _________ (主席) of our club is __________ （考虑周到的）.12. The girl is fond of ____________ （收集）stamps.13. The doctors rushed into the room and __________ (拯救) the old man at last.14. When the mouse saw the cat, it _________ (ran quickly) into the hole.15. Mary is a girl with lots of ____________（能力）.16. Mr Li will teach us Maths next ____________ (学期).二．用所给词的适当形式填空。

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备课人：日期：2012. 9课题7B Unit5 Main task教学目标知识目标1To adapt language to write descriptions for a specificpurpose and audience2To practice writing formal letters3To master the new words and phrases: chairperson,,madam, lose, thoughtful, recommend sb. for, getinformation from, lose one’s way, in a team, stay with,Youth Award, get an award, etc.能力目标1To practice writing formal letters2To use persuasive language3To select descriptive and relevant information to suit anaudience情感目标1To use persuasive language2To learn to write a recommendation letter教学重难点1To adapt language to write descriptions for a specific purpose and audience2To select descriptive and relevant information to suit an audience 3How to write a recommendation letter教学方法Task- teaching , practicing, pair work 教学辅助PPT, Preview exercises, pictures, Class job教学过程Step 1 Checking the Preview exercisesCheck the Preview exercises in each group.Step 2 Showing the teaching aimsShow the learning aims of this lesson, giving the introduction simply. Step 3 Show students the Guiding material1. Show Ss several sentenc es to revise adjs. and their opposites.2.T: Do you remember why Simon recommended Daniel for the Most Helpful Student award? Elicit Ss to give their answers.T: Daniel is a good student, so Mr. Wu wrote a letter to recommend him for this year’s Youth Award. Now listen to the recommendation letter and think why Mr. Wu recommended him.Then read the letter ---An award for Daniel for them.Step 4 PresentationRemind students to read the recommendation letter and put the numbers in the boxes.Step 4 Read and talk about the DanielWhat kind of boy is Daniel?1.Daniel is c .①He can learn things __________ (quick).②He can use the computer __________ (good).2. Daniel is t___________. .①He thinks __________ (careful) when he works.②He plans everything ______ and works _______ in a team (good).3.Daniel is k and h .Last week, a 5-year-old boy ___________（迷路）and cried in the street. Daniel ___________（在去……的路上）the club. He stayed with the boy and played with him _________（两个小时）before the boy’s parents came.Then complete the table:A He can 1 . He can 2 . He helps 3 . P He is clever, 4 , and 5 .What he did He helped a 6 boy who 7 his way.4. Then check the answers.Step 5Language points:Give Ss some language points:chairperson, madam, lose, thoughtful,recommend sb. for, get information from, lose one’s way, in a team,stay with, Youth Award, get an award, hear from, look forward to, be kind Step 6 Practice1. Daniel sometimes gets ________ from the Internet for the Cl ub.A. some informationB. any informationC. some informationsD. any informations2. He looks after our ________ group on Sundays and all the children like him.A. children’sB. childrens’C. Children’sD. Ch ildrens’3. Last year, ________ 8-year-old boy lost his way and cried in the street.A. aB. anC. theD. /4. Daniel ________ the boy to the police station.A. tookB. broughtC. boughtD. was5. Wu Bing is looking forward to ________ from you soon.A. hearB. hearsC. hearingD. heardStep 5Presentation1.Ask them to explain why they chose the person. This planning stage is very important.2. Ask them to plan the things they want to say about their chosen person as outlined in PartB1.3. When you are satisfied that students have collected plenty of useful ideas, ask students to look at Part A on Page85 again and to do the task as set out.4. Review the layout of the letter. Explain the different parts of a formal letter as listed in the box. Check answers.5. Read the letter to the class.Step 6 writing a recommendation letter1. Sample writing2. It is important that they check spelling, sentence construction and layout. Encourage them to help each other.Emphasize the process of writing: drafting, editing and final written presentation.3.Get Ss to write a recommendation letter.4.Choose some letters written by students to Ss. Then check their letters. Step6 Homework1.Write a recommendation letter according to the given information:假如你是KITTY，你想推荐你班同学SIMON 为本学期最佳学生奖得主，请根据下列要点写一封推荐信：1).各门功课学得很好。

数学、语文、英语很突出。

历史也不错，对中国历史了解很多。

2).喜爱体育。

篮球打得很好，是校篮球队的成员。

3).非常乐于助人。

经常在车上给老人让座，为希望工程捐款(donate money to…)。

4).有一天在回家的路上救了一个落水儿童。

Dear Sir/MadamI’d like to____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________________________________________________________ _________________Yours faithfullyKitty2. 完成基础训练相关练习。