牛津译林初中英语七年级下册 Unit 7 Abilities全单元教案
牛津译林初中英语七年级下册 Unit 7 Abilities全单元教案Unit7 Abilities总课题Unit 7 Abilities 总课时7 第 1 课时课题Comic strip+ Welcome to the unit 课型新授课教学目标知识目标1、To use modal verbs to describe one’s abilities能力目标2、To talk about what you can do for others in yourdaily life.3、To describe your abilities properly情感目标Through the study of this lesson, students can cultivate students’ consciousness to care about others.教学重点Words: ability，believe，send，even，able，pay，raisePhrases: look out, be able to, send…to, r aise money for, give a seat to someone, clean up the park, plant treesSentences: (1) We can send some to them.(2) Some famil ies are not even able to pay for pens and noteboo ks.教学难点课前预习1.根据音标拼读并牢记本课单词2.通过预习，你能准确写出下列单词吗？能力_________ 相信 __________ 座位__________ 甚至_________发送 __________ 付费 __________ 笔记本________ 募集 __________3.翻译下列句子(1)信不信由你！(2)我们可以寄一些衣服给贫困地区的孩子们。
(3)请把公园打扫干净。
教学过程Step 1 Showing the learning aimsStep 2 Lead in -- Guiding materialsShowing a short dialogueStep3. Free-talkShow some pictures of Superman and Spiderman to the Ss and ask: 备课札记1. clean up打扫，清理(1) Please clean up the classroom after school.(2) Your room isWho is he? What can he do? / What abilities does Superman/Spiderman have? Do you want to fly like him? Step4. Presentation 1. Present pictures of comic strip and ask Ss: Who is he? What does he think he can do? Do you believe him? 2. Play the tape and make Ss answer questions related to the content. 3. Ask Ss to read the comic strip after the tape and choose some of them to act it out. Step5. Brain-storming 1. Prepare some questions for Ss to answer: Would you like to help others (teachers/friends/family members)? What can you do for others (teachers/friends/family members)? Step6. Presentation Present the pictures of Part A and discuss them with Ss. Ask Ss questions about what they get from these pictures. Step7. Drills 1. Ss read information given in Part A and finish exercise. 2. Do C-E translations according to the content of six pictures. Step8. Presentation 1. Play the tape of Part B and ask somequestions related to it.(1) Who’ll they help?(2) What’ll they do for the children?2. Ss read Part B after the tape together.Step9. Pair-work1. Ss use the conversation in Part B as a modeland talk about what they can do in Helping Hands Club.2. Encourage several volunteers to act out thedialogue in class.dirty. You should clean it up.（代词放中间）2. give a seat to sb./ give seatsto sb.给某人让座3. send sb. sth .= send sth. tosb.把某物发送给某人4. be able to+ 动词原形（相当于can ）be able to 可用于各种时态 通常表示人的能力 I was able to swim when I was 5 years old. can 既可表示能力也可表示可能性 但只用于现在时和过去时中He can speak Chinese and English.5. pay forsth. 为…付款pay+钱+for sth. 付…钱买某物当堂反馈 翻译句子methods group work Teaching aids MultimediaTeaching stepsTeachingStep 1 Showing the learning aimsStep 2 Lead in -- Guiding materialsShow a short question to lead in lessonStep 3. ExplanationUsing “can”/ “could” to talk abo ut ability.We use “can” to talk about present ability.We use “could” to talk about ability in the past.e.g. I can (cannot /can’t /can not ) swim. What about you?He could (couldn’t /could not) dance in the past. What about you?2. Using ‘can’, ‘could’, ‘may’ and to talk about permission.1) can与couldcan常用于口语中, 表示非正式的请求, 请求对象一般是家人或朋友。
e.g.—Can I borrow your bike, Simon? 西蒙, 我可以借一下你的自行车吗？— Of course. 当然可以。
— Can I have some milk, Mum? 妈妈, 我可以喝点牛奶吗？— Yes, you can. 好的。
2) could是can的过去式。
在口语中, could常用来代替can向对方更委婉地提出请求, 用法上比can正式, 可以用于向老师或长辈提出请求, 这时could不表示过去, 回答一般还是用can。
e.g.— Could I use your computer, p lease?请问, 我可以用一下你的电脑吗？— Yes, you can. 可以。
— Could I hand in our homework later, Mr Lin?林老师, 我可以稍后交作业吗？— N o, you can’t. 不, 不行。
2. maymay也可以用来征求对方意见, 意为“可以”, 相当于could, 用法也比can更正式, 更礼貌, 一般用于向陌生人或所尊敬的人请求许可。
e.g.? — May I ask you a question? 我可以问你一个问题吗？— Yes, please. 可以, 请问。
— May I come in, Mr Wu?吴老师, 我可以进来吗？— No, you may not. 不行。
Step 4. ExercisesAsk and answer questions using “can” or “could”. Try to make dialogues in pairs.1. _______ you speak Japanese?2. _______ you play the piano last year?3. _______ you coo k?4. _______ you use a computer when you were 3?steps 5. _______ you ride a bicycle when you were very young?6. _______ you understand English TV programmes in 2000?Step 5. PresentationShow some pictures and present the usage of “what and how to express strong feelings”.Step 6. Explanation1. what引导的感叹句：1 ) what + a/an + 形容词 + 可数名词单数（+ 主语 + 谓语）!2) what + 形容词 + 可数名词复数（+ 主语 + 谓语）!3) what + 形容词 + 不可数名词（+ 主语 + 谓语）!2. How 引导的感叹句：1) How + 形容词 (+ 主语 + 连系动词)!2) How + 副词 (+ 主语 + 行为动词)！Step 7. Exercises1. Do the exercises on page 86.2. Check the answers.3. Do more exercises.Homework1. Remember the new words in this lesson.2. Do the exercises on the workbook.1.show some importantBb design 7B Unit7 Abilities Reading(2)Enough +nAdj+enoughSelfReflectionContent 7B Unit7 Abilities study skillsTeaching aims Knowledge aims 1. Learn how to talk a bout abilities. Ability aims 2. Learn how to use a library. Emotion aims 1.arise students’ interest in readingTeaching focus 2. Learn how to use a library. TeachingdifficultiesTry to talk about one’s abilityTeaching methods student-centered method , group workTeaching aids MultimediaTeaching stepsStep 1 Showing the learning aimsStep 2 Lead in -- Guiding materialsShow some sentences to let students translateStep3 Study skills1. ExplainA library i s a useful place to find information. Remember the following points when you look for information in a library.1) Books about different subjects are put in different sections.2) Books are organized according to topics. Books about similar topics are put in the same area.3) Novels are arranged in alphabetical order according to the authors’ surnames.4) Librarians are there to help you. If you have questions, ask them.2. Complete the exercises on page 89.Step4.Homework1. Remember the new words and the language points in this lesson.2. Preview TaskBb design 7B Unit7 Abilities Study skills Using a librarySelfReflectionContent 7B Unit7 Abilities TaskTeaching aims Knowledge aims1. By reading the article, the students should knowhow to catch the key points of a recommendationletter.Ability aims1.To be able to make a writing plan about personalabilities.2.To be able to have a good writing habit by learningto make a writing plan.Emotion aimsTo arouse the students’ interests in describingtheir personal abilities.Teaching stepsLast week, a 5-year-old boy ___________ (迷路) and cried in the street. He ______ him ____ (带……去……) the police station. He stayed with the boy and played with him ____________(两个小时) before the boy’s parents came.Step 5 Explanationrecommend sb. For …推荐某人获……奖e.g. We want to reco mmend Liu Tao for this year’s Young Star Award.我们想要推荐刘涛获得今年青年之星奖。
牛津译林版初一下册英语第七单元Abilities全套教案设计
牛津译林版初一下册英语第七单元Abilities全套教案设计Welcome to the unitTeaching Aims:1. Talk about your abilities.2. Talk about what we can do for others.Step 1Presentation1. Show some pictures to learn some words .2. Then read aloud the new words.Step2Warming upShow some pictures then ask and answer.A: What can you do?B: I can …. What about you?A: I can ….Step 3Comic strip1. Present the comic strip and answer the questions.1) What does Eddie want to be?He wants to be Superdog.2) What does Eddie want to do?He wants to fly.3) What does Hobo say when Eddie wants to fly?He says, “Look out, Eddie!”4) Can Eddie fly? And is he Super dog?No, he can’t fly. He isn’t Super dog.2. Act out the dialogue,Step 4 Pair work1. Work in pairs. Discuss what you can do for others.2. Finish Part A on page 81.3. Check the answers.4. Talk about the pictures.Step5Listening1.Listen to part B and answer the following question.1) Who’ll they help?2) What will they do for the children?2. Pair work.Suppose you’re members of the Helping Hands Club. Who are you going to help? What can you do to help them?Step 6Language points1. How cool! 多酷呀！这是一个感叹句。
牛津译林版英语七下Unit 7《Abilities》(Welcome to the unit)教学设
牛津译林版英语七下Unit 7《Abilities》（Welcome to the unit）教学设计一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讨论了关于人们的能力和技能的话题。
本单元包括不同的交际场景，如询问能力、表达感谢和道歉等。
本节课主要围绕“Welcome to the unit”部分展开，通过阅读一个关于孩子们帮助老人过马路的短文，培养学生关爱他人、乐于助人的品质。
二. 学情分析七年级的学生已经有了一定的英语基础，能够进行简单的英语交流。
但是，对于一些抽象的交际场景和复杂的语言表达，他们可能还有一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，尽可能地调动学生的积极性，让他们在轻松愉快的氛围中学习英语。
三. 教学目标1.知识目标：学生能够掌握本节课的重点词汇和句型，如“What canyou do?”、“I can’t… yet.”等，并能够运用到实际情境中。
2.能力目标：学生能够在小组活动中用英语讨论自己的能力和兴趣，提高口语表达能力。
3.情感目标：学生能够学会关爱他人，乐于助人，培养良好的品质。
四. 教学重难点1.重点：本节课的重点是让学生掌握并运用关键词汇和句型。
2.难点：学生可能对于如何在实际情境中运用所学知识进行交流有所困惑。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实际操作中运用所学知识。
2.情境教学法：创造各种真实的交际场景，提高学生的语言运用能力。
3.情感教学法：通过讲述感人的故事，引导学生学会关爱他人。
六. 教学准备1.教师准备：准备好相关的教学材料，如PPT、故事文本、练习题等。
2.学生准备：学生预习相关词汇和句型，了解本节课的主题。
七. 教学过程1.导入（5分钟）教师通过向学生提问“What can you do?”，引导学生用英语介绍自己的能力。
然后，教师分享一个关于孩子们帮助老人过马路的感人故事，引出本节课的主题。
牛津译林版七年级下册Unit 7《Abilities》(Period 7)教学设计
牛津译林版七年级下册Unit 7《Abilities》（Period 7）教学设计一. 教材分析牛津译林版七年级下册Unit 7《Abilities》（Period 7）主要讲述了一个关于寻找丢失物品的故事。
本节课的主要内容包括：词汇（如hospital, police等），语法（一般过去时态），以及听力、口语、阅读和写作技能的训练。
通过本节课的学习，学生能够掌握相关词汇和句型，并运用一般过去时态描述过去发生的事情。
二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇，但对一般过去时态的运用还不够熟练。
学生在听力、口语、阅读和写作方面有了一定的基础，但还需要进一步的训练和提高。
此外，学生对寻找丢失物品的情境感兴趣，有利于激发他们的学习积极性。
三. 教学目标1.知识目标：学生能够掌握本节课的生词和短语，理解并运用一般过去时态描述过去发生的事情。
2.能力目标：学生能够在实际情境中运用所学知识进行交流，提高听、说、读、写的能力。
3.情感目标：学生能够培养对英语学习的兴趣，增强团队合作意识。
四. 教学重难点1.重点：学生掌握一般过去时态的运用。
2.难点：学生能够在实际情境中灵活运用一般过去时态进行交流。
五. 教学方法1.情境教学法：通过设置寻找丢失物品的情境，让学生在实际语境中学习和运用英语。
2.任务型教学法：引导学生参与各种小组活动，提高学生的合作能力和实际应用能力。
3.交际法：鼓励学生大胆开口，进行真实的交流。
六. 教学准备1.教材：牛津译林版七年级下册Unit 7《Abilities》（Period 7）2.多媒体设备：电脑、投影仪、音响等3.教学课件：包括图片、音频、视频等4.学生活动材料：小组活动记录表、听力材料等七. 教学过程1.导入（5分钟）利用图片和问题引导学生回顾以前学过的关于寻找丢失物品的情境，激发学生的兴趣。
例如：“你们还记得我们以前学过的小故事吗？今天我们将学习一个新的故事，故事中会发生什么有趣的事情呢？”2.呈现（10分钟）展示课文图片，引导学生观察并回答问题。
牛津译林版七年级下册Unit 7《Abilities》(grammar)教学设计
牛津译林版七年级下册Unit 7《Abilities》（grammar）教学设计一. 教材分析牛津译林版七年级下册Unit 7《Abilities》主要讲述了人们的能力和才能。
本单元的主题贴近学生的生活，易于激发学生的学习兴趣。
教材通过丰富的语境、生动的故事和实用的语言表达，帮助学生掌握一般现在时的被动语态、情态动词can 的用法以及描述人的能力和才能的表达方式。
二. 学情分析七年级的学生已经具备了一定的英语基础，对学习英语有较强的兴趣。
但部分学生在语言表达和听力方面还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，调动学生的积极性，引导他们主动参与课堂活动。
三. 教学目标1.知识目标：–掌握一般现在时的被动语态结构“am/is/are done by sb.”；–学会使用情态动词can描述人的能力和才能；–学会用英语描述人的外貌、性格和兴趣爱好。
2.能力目标：–能够听懂、会说、会读、会写本课的生词和重点句子；–能够运用所学知识进行简单的日常交流。
3.情感目标：–培养学生对英语学习的兴趣；–培养学生关爱他人、了解他人的品质。
四. 教学重难点•一般现在时的被动语态结构；•情态动词can的用法；•描述人的能力和才能的表达方式。
•一般现在时的被动语态的运用；•情态动词can在不同语境中的用法；•准确描述人的外貌、性格和兴趣爱好。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养学生的实践能力；2.情境教学法：创设真实的语境，帮助学生在实际情境中学习和运用英语；3.合作学习法：引导学生分组讨论，培养学生的团队协作能力。
六. 教学准备1.教材：牛津译林版七年级下册Unit 7《Abilities》；2.多媒体课件：图片、视频、音频等教学资源；3.教学卡片：生词卡片、句子卡片等；4.板书：黑板、粉笔等。
七. 教学过程1.导入（5分钟）–利用图片引导学生谈论他们所知道的能力和才能；–询问学生想了解哪位同学的能力和才能，引出本课主题。
牛津译林版英语七下Unit 7《Abilities》(Integrated skills)教学设计
牛津译林版英语七下Unit 7《Abilities》（Integrated skills）教学设计一. 教材分析牛津译林版英语七下Unit 7《Abilities》（Integrated skills）主要讲述了关于能力的话题，包括如何描述一个人的能力和如何根据能力选择合适的工作。
本单元通过一个故事，让学生学会如何运用所学的语言知识去描述一个人的能力和特点，以及如何根据这些能力去选择合适的工作。
二. 学情分析学生在学习本单元之前，已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，对于如何运用英语描述一个人的能力和特点，以及如何根据能力选择工作，可能还存在一定的困难。
因此，在教学过程中，需要注重培养学生的语言运用能力和思维能力。
三. 教学目标1.能够听懂、会说、会读、会写本单元的生词和短语。
2.能够运用所学的语言知识描述一个人的能力和特点。
3.能够根据一个人的能力和特点，选择合适的工作。
4.培养学生的语言运用能力和思维能力。
四. 教学重难点1.能够正确运用英语描述一个人的能力和特点。
2.能够根据一个人的能力和特点，选择合适的工作。
五. 教学方法1.交际法：通过模拟真实情境，让学生在实际交流中运用所学知识。
2.任务型教学法：通过完成各种任务，让学生在实践中学习和应用所学知识。
3.合作学习法：通过小组合作，让学生相互交流、相互学习，提高学习效果。
六. 教学准备1.PPT课件：制作包含本单元重点内容的PPT课件。
2.教材：准备《牛津译林版英语七下》教材。
3.相关图片和视频：准备与本单元主题相关的图片和视频。
4.练习题：准备相关练习题，用于巩固所学知识。
七. 教学过程1.导入（5分钟）利用图片和视频，引导学生谈论关于能力的话题，激发学生的学习兴趣。
2.呈现（10分钟）通过PPT课件，呈现本课的生词和短语，让学生听读并跟读。
3.操练（15分钟）设计一些简单的口语练习，让学生模仿和操练本课的生词和短语。
牛津译林版英语七下Unit 7《Abilities》(Skills+Speak up)教学设计
牛津译林版英语七下Unit 7《Abilities》（Skills＋Speak up）教学设计一. 教材分析牛津译林版英语七下Unit 7《Abilities》（Skills＋Speak up）主要讨论了人们在学习新技能时所面临的挑战以及如何克服这些挑战。
本单元包括三个部分：Skills，Speak up以及附加练习。
Skills部分通过一个关于四位学生在学习舞蹈、绘画、乒乓球和篮球过程中所遇到的困难以及如何克服这些困难的故事，引导学生学习并运用情态动词must，can，may和will表示能力。
Speak up部分则提供了一个关于招聘面试的场景，让学生在实际语境中运用所学知识。
附加练习则是对本单元所学内容的巩固和拓展。
二. 学情分析七年级的学生已经掌握了一定的英语基础，能听懂并基本表达日常生活中的简单事物和情感。
但是，他们在学习过程中对新知识的理解和运用仍有一定难度，需要教师的引导和激励。
针对这一学情，教师在教学过程中应注重激发学生的学习兴趣，鼓励他们积极参与课堂活动，并通过有效的教学手段帮助他们理解和运用所学知识。
三. 教学目标1.知识目标：学生能掌握情态动词must，can，may和will的用法，正确表达自己的能力和需求。
2.能力目标：学生能在实际语境中运用所学知识进行交流，提高自己的英语口语表达能力。
3.情感目标：学生能认识到学习新技能的重要性，培养积极的学习态度，勇于面对挑战。
四. 教学重难点1.重点：情态动词must，can，may和will的用法及其在不同语境中的表达。
2.难点：正确运用情态动词表达自己的能力和需求，以及在实际语境中进行流畅的交流。
五. 教学方法1.任务型教学法：通过设置各种实际任务，让学生在完成任务的过程中运用所学知识，提高口语表达能力。
2.情境教学法：创设各种真实的学习情境，让学生在实际语境中感知和运用语言。
3.激励教学法：注重鼓励和表扬学生，激发他们的学习兴趣和自信心。
牛津译林版七年级英语下册Unit7Abilities全单元教案
Unit7Teaching DesignsThe 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 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 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 o f “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 life at school to see if you area 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 man pour 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 fo r 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).Lin Tao helped her classmate out of a fire.2).Lin Tao’s neighbour is 79 years old.3).Mrs Sun couldn’t get out because he hurt h is arm.4).Lin Tao was afraid when she saw a lot of smoke.5).Lin Tao put out the fire with a blanket and helped Mrs Sun out.6).The fire burned Lin Tao’s neck and leg.7).Lin Tao was in hospital for two months.8). Lin Tao 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 Mrs Sun?4).Where was Mrs Sun when there was a fire?5).Why couldn’t Mrs Sun get out of her house?6) How did Lin Tao put out the fire?7).Did Lin Tao hurt himself?8).How long was Lin Tao 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 Lin Tao, the others are the reporters.8 Discuss in groups. What does the writer think of Lin Tao? 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 Mrs 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 Lin Tao 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 ou t.Step3 An interviewDo it in groups. In each group one student can be Lin Tao, 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 lean out 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 abilityⅡ.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 studen ts’ 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: 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.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 bri ef 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 o r 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 possibilities wh en 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: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 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 dif ferences 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 an d 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 Mrs Sun on Monday.2.Sandy go to see Mrs Sun on Tuesday.3.Simon go to the hospital to help Mrs Sun on Wednesday.4.Kitty go to help Mrs Sun on Thursday.5.Amy help Mrs Sun on Friday.lie go to help Mrs 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. HomeworkDo more exercises.The Sixth 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. Language focus: do one’s be st, be weak at, have\get good grades\results in, no problem. Teaching procedures:Step 1: Warming upPlay a game: Who is he\she ?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 unkno wn 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 Mil lie 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 : Task 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)Rea d 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 recommendat ion 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 7,7B)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)8.We couldn’t have a picnic last Sunday. Because it was rainy(同义句转换)It was rainy last Sunday. It for us a prcnic. Ⅳ.改错：1. He can’t get out beause he hurt his leg.2. If he has time, he will can come.3. His father maybe a doctor.4. She can swim when she was five years old.5. Tomorrow will be sunny. We must go to the park and fly kites.6. Simon must not play football because he forgot to bring his football shoes.7. The headmaster went out to have a meeting.He mustn’t be in the office now.8. Amy is very tall. She maybe jump high.Ⅴ.汉译英：1.很可能我父母亲下周六去上海。
牛津译林版英语七下Unit 7《Abilities》教学设计3
牛津译林版英语七下Unit 7《Abilities》教学设计3一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讲述了关于能力的话题，通过一系列日常生活中的情境，让学生学会如何运用一般现在时描述自己的能力和他人的能力。
本单元的关键语法点是一般现在时，学生需要掌握一般现在时的构成、用法和动词形式的变化。
此外，学生还需要掌握如何用一般现在时表达推测和能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对一般现在时有所了解，但可能在实际运用中还存在一定的困难。
学生在词汇和阅读方面已经有了一定的基础，但在口语表达和听力理解方面还有待提高。
因此，在教学过程中，需要注重激发学生的学习兴趣，提高他们的口语表达能力和听力理解能力。
三. 教学目标1.知识目标：–掌握一般现在时的构成和用法；–学会用一般现在时表达推测和能力；–掌握本单元的重点词汇和短语。
2.能力目标：–提高学生的口语表达能力和听力理解能力；–培养学生的团队合作意识和解决问题的能力。
3.情感目标：–激发学生学习英语的兴趣；–培养学生的自信心和自主学习能力。
四. 教学重难点1.教学重点：–一般现在时的构成和用法；–用一般现在时表达推测和能力；–重点词汇和短语的掌握。
2.教学难点：–一般现在时的运用和实际语境中的运用；–动词形式的变化和运用。
五. 教学方法1.情境教学法：通过设定各种日常生活中的情境，让学生在实际语境中学习和运用英语。
2.交际教学法：通过小组讨论、角色扮演等活动，让学生在实际交流中提高口语表达能力和听力理解能力。
3.任务型教学法：通过完成各种任务，让学生在实践中学习和运用英语。
4.激励评价法：注重鼓励和表扬学生，激发他们的学习兴趣和自信心。
六. 教学准备1.教材：牛津译林版英语七下Unit 7《Abilities》课本和练习册。
2.多媒体设备：电脑、投影仪、音响等。
3.教学素材：相关图片、视频、录音等。
4.教学卡片：重点词汇和短语的卡片。
牛津译林版英语七下Unit 7《Abilities》(Grammar)教学设计1
牛津译林版英语七下Unit 7《Abilities》（Grammar）教学设计1一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讨论了关于能力的话题。
本单元包括一个故事，一个语法练习，以及一系列的词汇和练习。
故事主要讲述了一个叫Mike的学生在学校的经历，以及他在面对困难时如何克服并发挥自己的能力。
语法练习主要涉及到情态动词的用法，如can, may, must等。
词汇部分则涉及了一些与能力相关的词汇，如sing, dance, swim等。
二. 学情分析学生在学习这个单元时，已经掌握了一定量的英语词汇和语法知识，但情态动词的用法可能对他们来说是一个新的挑战。
同时，学生可能对这个话题有一定的了解，但需要通过课堂活动来深化他们的理解和认识。
三. 教学目标1.学生能够理解并运用情态动词can, may, must等。
2.学生能够运用本单元的词汇描述一个人的能力。
3.学生能够听懂并参与讨论关于能力的话题。
四. 教学重难点1.情态动词的用法。
2.如何运用词汇描述一个人的能力。
五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习和运用情态动词和词汇。
2.互动式教学法：通过小组讨论，游戏等活动，让学生在互动中学习并巩固知识。
3.任务型教学法：通过完成具体任务，让学生在实践中运用所学知识和技能。
六. 教学准备1.PPT课件：制作与本单元主题相关的PPT课件，包括故事，语法练习，词汇等。
2.教学材料：准备相关的情态动词和能力词汇的练习材料。
3.教学工具：准备录音机，电脑等教学工具。
七. 教学过程1.导入（5分钟）通过播放一段录音，让学生听一个关于能力的故事，引起学生对能力的兴趣。
然后，引导学生讨论故事中主人公的能力，以及他们在面对困难时如何克服。
2.呈现（10分钟）向学生展示PPT课件，呈现本课的主题和主要内容。
通过讲解和举例，让学生了解并掌握情态动词can, may, must等的用法。
牛津译林版英语七下Unit 7《Abilities》教学设计4
牛津译林版英语七下Unit 7《Abilities》教学设计4一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讨论了学生们在学校和生活中所需的各种能力。
本单元包括听力、口语、阅读和写作等多个方面，内容丰富，实用性强。
通过本单元的学习，学生可以提高自己的语言运用能力，同时培养自己的各种综合素质。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。
但部分学生对英语的学习兴趣不高，学习积极性有待提高。
此外，学生的英语水平参差不齐，需要在教学过程中给予不同程度的学生以关注和指导。
三. 教学目标1.知识目标：学生能够掌握本单元所学的单词、短语和句型，理解文章大意。
2.能力目标：学生能够运用所学知识进行日常交流，提高自己的英语运用能力。
3.情感目标：学生能够认识到各种能力的重要性，激发学习英语的兴趣。
四. 教学重难点1.重点：单词、短语和句型的学习与应用。
2.难点：对文章深层含义的理解，以及各种能力的培养。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
2.情境教学法：创设真实的情境，让学生在实践中学习英语。
3.分组合作学习：鼓励学生互相交流、讨论，提高团队协作能力。
六. 教学准备1.教师准备：备好相关教学材料，如PPT、单词卡片等。
2.学生准备：预习本单元内容，完成相关预习任务。
七. 教学过程教师通过与学生交流，了解学生对各种能力的看法，引导学生思考本节课的主题。
2.呈现（10分钟）教师通过PPT展示本节课的主要单词、短语和句型，让学生初步感知文章内容。
3.操练（15分钟）教师学生进行口语练习，让学生运用所学知识进行日常交流。
期间，教师应及时给予反馈和指导。
4.巩固（10分钟）教师通过PPT或黑板，对所学内容进行总结，帮助学生巩固记忆。
同时，布置相关作业，让学生课后巩固所学。
5.拓展（10分钟）教师引导学生思考文章深层含义，讨论各种能力在现实生活中的应用。