牛津译林初中英语七下Unit 7 Abilities教案 .doc
牛津译林7下Unit 7 Abilities Grammar教案
Unit 7 AbilitiesGrammar教学目标1.Recognize and understand how to use “ can ”, “ could ” and “ may ”.e “ what ” and “ how ” to express strong feelings.教学内容e “ can ” , “ could ” and “ may ” to express ability and ask for permission.e “ what ” and “ how ” to express strong feelings.重点难点1.How to use “ can ” , “ could ” and “ may ”.2.How to express strong feelings.教学准备Multimedia, blackboard.教学过程Grammar AStep 1. Warm-up1.Make a survey.What can you do now?--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.2.Say the whole sentences:Eg: ride a bike.He / She can ride a bike.He / She can’t ride a bike.( Write them down on the blackboard .)3.Work in pairs.Ask your partner more questions and write down their answers, then report to the class. Step 2. Presentation1.Ask the following question:Could you ride a bike five years ago?( Help them answer: Yes, I could./ No, I couldn’t.)2.Get the students to do ask-answer activity.Eg: -- Could he /she....?-- Yes, he /she could. / No, he/ she couldn’t.3.teacher the students to say the whole sentences:He could ride a bike five years ago.He couldn’t swim five years ago....e “ could ” to ask your partner the same questions about the past, then repeat,5.Work out the rule.①Positive: can / could②Negative: can’t / couldn’t③Question: Can ....?Could ....?Step 3. Presentation1.Ask :May I speak to ...?Can I take this picture away?Could I smoke here?2.Introduce the idea that we also use “ may ”, “ can ”, “ could ” to ask for permission.Step 4. PracticeAsk the students to complete the conversation with “ can ,could,may ” or “ can ”Step 5. ExtensionYou are trapped in a lonely island. How can you escape? Please think of more ways. You’d better make sentences with “may” or “ can ”.Step 6. HomeworkFinish the exercises in the workbook.Grammar BStep 1. Presentation1.Show something in our daily life and ask:Do you think the window is old?What an old window!Is it a nice flower!Is the paper clean?/What clean paper!Are they interesting books?What interesting books!2.explain to students: we can use “What .....!”to express strong feelings about something or someone.3.Ask them to work out the rules and ask several students to repeat the rules:What + a/an + adj. + countable noun!What + adj. + countable noun ( plural)!What + adj. + uncountable noun!Step 2. PracticeUse the screen to show some words and ask them to make sentences.1.Lovely, these pandas2.Pretty, the little girl3.Beautiful, the dogs4.Delicious, the cakesStep 3. Presentation1.We also use “ How ...!” to express strong feelings.Step 4. PracticeStep 5. Consolidation板书设计。
牛津译林版英语七年级下册Unit7 Abilities Integrated skills教案
Unit7 AbilitiesIntegrated Skills教学目标：1.学会用新的词汇谈论语文数学和英语学科的学习，并分享学习经验。
2.听懂吴老师关于Suzy的成绩报告，并能根据报告填写报告单。
3.学会根据报告单，谈论Suzy的个人情况。
4.学会根据框架填写自己的报告单，谈论个人综合学习情况。
5.听懂谈论能力的对话，并以对话为模板按照实际情况编写新的对话。
6.学习根据Notes写作个人学习综合情况。
板书设计:articleMid-termtermhard-workingwork hard on sth.good-better-bestdo one’s bestviolinpianoat the age ofMaths Chinese EnglishStep 1 Warm –upTalk about the new classroom with students, help them relax.T: This is the first time for me to give lessons in this kind of room. I feel very interesting. Do you love to have lessons here? Why ?Step 2 PresentationTalk about the Mid-term Exam and study skills with the students. Try to help them share others’ skills to learn better. Present the new words: article, Mid-term, term, hard-working, work hard on sth. good-better-best, do one’s best1 T: I know you’re very busy these days. I am busy too. I am busy writing an article. I spend many hours on it. The Mid-term Exam is coming. You’re busy preparing for it. You have to spend plenty of time on it. Question: What subject are you going to test in your Mid-term Exam?幻灯片12. T：I know you’re hard-working boys and girls. You work hard on yoursubjects.As a teacher, I wish all of you can get good points. Not only one student is always the best. I believe all of you can be better and better. So we’re going to share your experience on how to learn your subjects well. Students tell others’ their experience on how to learn their subjects well one by one. Two students will be asked to write down the students’ experience on the blackboard.3. After listening to all the good study skills that the students share with others. Teacher gives several suggestions.T: I want to show you three rules: (1) Don’t be careless. (2) Do your best (3) Find out your own way to learn.幻灯片2Step 3 Listening Task 11.T: After the Mid-term Exam, your parents will come to school to havethe parents meeting. Teachers will talk about your subjects or otherthings with them.Question: Do you love the parents’ meeting?2.T: This is Suzy. She is in Class1, Grade7. Sunshine Middle School. MrWu her teacher. Mr Wu is going to meet the parents of the Class1, Grade7 students this Friday afternoon. Listen to the report on Suzy and match the subjects with the information on the report card.Write the correct letters in the boxes.3.SB page87:A1 Students listen and write the correct letters in theboxes.幻灯片3Sunshine Middle SchoolSuzy Class 1, Grade 7A1Mr Wu is going to meet the parents of the Class 1,Grade 7 students this Friday afternoon. Listen tothe report on Suzy and match the subjects withthe information on the report card. Write thecorrect letters in the boxes.4 . Check the answer5 Read Suzy’s report card and answer some questions.(见幻灯片4和5)Step4 Listening Task 2SB page 87 :A2plete part of Mr Wu’s notes about Suzy with the information inPart A1.Listen to the description and complete the rest of them.幻灯片6和7 Study:good at ________, Maths, ______ and_______ / not so good at __________Music:_______ of the Music Club plays the piano at school ______Sports:practises _________ every Monday and _________Others:nice and ________Chinese English History Geography Mr Wu is preparing notes about his students.Complete part of his notes about Suzy with theinformation in Part A1.A2SuzyListen to the description and complete therest of them.SuzyStudy:Music:_________ of the Music Club plays the piano at school ______Sports:practises _________ every Monday and __________Others:nice and ________Chinese English History Geographymember shows volleyball Wednesday friendly2. Ask students to talk about Suzy with the information from A1and A2. First they need to finish the notes. Then stand up one by one and try to introduce Suzy together.幻灯片8和9At last ,show the completed notes to them. Students read the notes together. When they read, they make the phrases into sentences.幻灯片10和11Step5 Activitiesplete students’ own notes( Teacher prepares the uncompletednotes on pieces of paper and hand out the pieces of paper before the class.)T: Your parents’ meeting is coming. Mrs Zhou wants to know more about you. You need to help her prepare notes for the meeting. Try to finish thenotes.幻灯片122 Ask several students come to the front. Choose one of their classmates to talk about according to the notes.T: Now . You’re Mrs Zhou. You are going to talk about your students in front of their parents.Step 5 Presentation1.Talk about the abilities with the students. Present the new words andexpressions: violin, piano, at the age ofT: For example:(1)The following questions may be asked.Can you sing?What ball games can you play?Who can play the piano/violin?(2)A picture can be shown.T: The girl could play the violin at the age of five. That means the girl could play the violin when she was five. What could you do when you were five years old?幻灯片13The girl could play the violinat the age of five.When she was five .Step 6 PracticeSB page 88 speak up1.Students listen to the dialogue and answer two questions.When did Daniel start to play the violin?What did Sandy start to do when she was five?幻灯片14SB page 88 Speak upSandy and Daniel are talking about whatthey can and cannot do.Questions:When did Daniel start to play the violin?At the age of six.What did Sandy start to do when she was five?She started to play the piano.2.Read the dialogue out.3.Students make up new dialogues , use the conversation on page 88 asa model.4 Invite several pairs to show their own dialogues.Step7 Homework幻灯片15Step8 教学后记这是一堂综合技能课，综合技能课的教学目的是让学生在这一堂课中充分的到听说读写能力的训练。
牛津译林版七年级下册Unit7Abilities(区一等奖)
Unit7 AbilitiesReading教学设计Ⅰ．Teaching aims1. Learn the language points in this article.2. Learn to talk about the brave young man around us.Ⅱ．Teaching Steps1. RevisionHow much do you know about ‘A brave young man’?Fill in the table.2. Explanation（1）adj. + enoughenough修饰形容词通常放在其后面，修饰名词通常放在名词的前面。
. He is old enough to go to school.他年龄足够大，可以去上学。
I have lots of work to do every day.我每天有大量的工作要做。
（2）save… from 从……中救出. He saved a boy from the river.他从河里救出了一个男孩。
（3）alone = by oneself = on one’s own 单独，独自. He is at home alone/by himself/on his own.他独自一个人在家。
（4）hear/see sb. doing sth.听到/看到某人正在做某事. He heard someone singing next door.他听到有人在隔壁唱歌。
hear/see sb. do sth.听到/看到某人正在经常做某事. He often sees a boy playing basketball on the playground. 他经常看到一个男孩在操场上打篮球。
（5）A 79-year-old man 一位79岁的老人. He is a 79-year-old man.= The man is 79 years old.他是一位79岁的老人。
牛津译林版七年级下册Unit 7《Abilities》(Grammar1)教学设计
牛津译林版七年级下册Unit 7《Abilities》（Grammar1）教学设计一. 教材分析《Abilities》是牛津译林版七年级下册Unit 7的一篇课文，主要讲述了一个关于孩子们在森林中迷路，最后在一位老人的帮助下找到回家的路的故事。
文章通过孩子们在解决问题过程中所表现出的不同能力和品质，引导学生学会欣赏他人的优点，培养合作意识。
本课的主要语言知识点是情态动词can的用法，以及一般现在时的被动语态。
二. 学情分析七年级的学生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。
但学生在情态动词和被动语态方面还存在一定的困难，因此需要在教学中给予学生充分的指导和练习。
此外，学生对于合作学习和小组讨论的活动形式较为熟悉，有助于课堂活动的开展。
三. 教学目标1.能够理解课文内容，把握情节发展。
2.学会使用情态动词can描述人的能力。
3.掌握一般现在时的被动语态结构。
4.培养合作意识和团队精神。
四. 教学重难点1.情态动词can的用法。
2.一般现在时的被动语态结构。
3.课文理解和文化背景知识的渗透。
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.合作学习：分组讨论，培养学生的团队协作能力。
3.情境教学法：创设生活情境，让学生在实际语境中运用所学知识。
4.交际法：注重师生互动，生生互动，提高学生的口语表达能力。
六. 教学准备1.课文多媒体课件。
2.相关词汇和语法练习题。
3.小组讨论活动指南。
4.教学录音机和磁带。
七. 教学过程1.导入（5分钟）利用多媒体展示一幅森林图片，引导学生谈论森林中的事物，自然导入本课主题。
2.呈现（10分钟）播放课文动画视频，让学生初步感知课文内容。
随后展示课文图片，引导学生看图说话，概括故事情节。
3.操练（10分钟）分组进行角色扮演，让学生模拟故事情节，运用情态动词can和一般现在时的被动语态进行交流。
教师巡回指导，纠正发音和表达错误。
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。
苏教牛津译林版初中英语七年级下册Unit 7 Abilities integrated教案
苏教牛津译林初中英语重点知识精选掌握英语语法知识，巩固词汇量和各种语态，学好英语基础一定要扎实，大家一起练习吧！牛津译林初中英语和你一起共同进步学业有成！Unit 7 Abilities integrated skills教学目标:1能从听力材料中获取信息2能用所得信息完成个人学业成绩报告教学重点：能从听力材料中获取信息教学设计:Step1 Presentation1直接导入Every year, we have a meeting in out school. Parents come to school and teachers communicate with them abort your school life .What do you want teachers to tell your parents ?What are you good at ?What are you weak in ?板书生词termarticlecareless2播放A1部分录音，让学生为Suzy de 科目找到相应的描述There’ll go a parents’ meeting in Class 1,Grade 7 soon. Mr. Wu is making a report card for each student .Listen to the ta pe and help Mr. Wu match the subjects with the information .核对答案，齐读表格中的句子听力内容：Suzy does well in Chinese .She’s at writing .Her Maths is good, but sometimes she’s careless. I hope she can be more careful next term .Her English is good this term, but she needs to read more and speak English more if she wants to be better at it .Suzy l oves History .She works ha rd on the subject .She knows a lot about Chinese and Western history .However ,Suzy doesn’t do her best in Ge ography this term .4完成A2，播放A2录音Mr Wu is preparing some notes about his students for the meeting .Can you he lp him complete the notes about Suzy in Part A2学生先根据已经有的信息填空。
2020春牛津译林版英语七下Unit7AbilitiesGrammarword教案2
Unit7 Grammar 参考教案Teaching aims:1.Introduce the usage of can, could and may.ing What and How to express strong feelings.Step 1. PresentationEnjoy the picture and present the new words.Step 2. Warming upEnjoy more pictures and talk about the usage of can and could.Step 3. ExplanationUsing “can”/ “could” to talk about ability.We use “can” to talk about present ability.We use “could” to talk about ability in the past.. I can (cannot /can’t /can not ) swim. What about you?He co uld (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。
.➢— 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。
牛津译林版七年级下册Unit 7《Abilities》(Period 6)教学设计
牛津译林版七年级下册Unit 7《Abilities》（Period 6）教学设计一. 教材分析《Abilities》是牛津译林版七年级下册Unit 7的一篇课文，主题是关于能力的。
课文通过描述不同人物的能力，引导学生学会表达自己的能力，并能够进行简单的比较。
本课主要围绕abilities这个词汇展开，通过听力、口语、阅读和写作等多个方面来提高学生的英语水平。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。
但是，他们在词汇量和语法知识方面还存在一定的局限性，需要通过大量的练习来提高。
此外，学生的学习兴趣和动机对于英语学习来说至关重要，因此，在教学过程中，需要注重激发学生的学习兴趣，提高他们的学习积极性。
三. 教学目标1.知识目标：学生能够掌握abilities这个词汇，并能够运用它来进行简单的英语交流。
2.能力目标：学生能够通过听力、口语、阅读和写作等多个方面来提高自己的英语水平。
3.情感目标：学生能够培养对英语学习的兴趣，提高自己的学习积极性。
四. 教学重难点1.重点：学生能够掌握abilities这个词汇，并能够运用它来进行简单的英语交流。
2.难点：学生能够在实际语境中正确运用abilities这个词，并能够进行简单的比较。
五. 教学方法1.任务型教学法：通过设计各种任务，让学生在完成任务的过程中，提高自己的英语水平。
2.情境教学法：通过创设各种情境，让学生在实际语境中学习英语，提高他们的语言运用能力。
3.激励评价法：通过激励和评价，激发学生的学习兴趣，提高他们的学习积极性。
六. 教学准备1.教材：牛津译林版七年级下册Unit 7《Abilities》2.课件：制作与课文内容相关的课件，帮助学生更好地理解课文。
3.练习题：准备一些与课文内容相关的练习题，用于巩固所学知识。
七. 教学过程1.导入（5分钟）利用图片或视频引导学生进入英语学习情境，激发他们的学习兴趣。
例如，可以展示一些不同人物的能力图片，如运动员、画家等，让学生猜测他们的能力是什么。
牛津译林版英语7B Unit7 Abilities 教案(表格式)
难点
教学过程设计
集 体 备 课
二 次 备 课
Step 1Revision
Revise what the children learned in the last period.
1.look out
2.Helping Hands Club
3.give seat to someone on the bus
3)Mrs.Sun couldn’t get out because he hurt his arm.
4)Lin Taowas afraid whenhesaw a lot of smoke.
5)Lin Taoput out the fire with a blanket and helped Mrs.Sun out.
Step 2 Presentation
Watch a video about “Superman”.
Talk about the things what Superman can do in groups and report.
Talk about dogs can do and can’t do.
Play a game.
Watch a video about “Superman”.
Listen to the tape and answer the questions.
Make up some new dialogues. Then actthem out.
Ask questions about the6pictures.
Read and understand the sentences.
Make a survey.
牛津译林版七年级下册Unit7《Abilities》(Period7)说课稿
牛津译林版七年级下册Unit 7《Abilities》（Period 7）说课稿一. 教材分析《Abilities》是牛津译林版七年级下册Unit 7的一篇课文，主题是关于能力的。
通过描述不同人物的不同能力，让学生学会如何用英语表达能力和描述人物。
本节课的主要内容是让学生掌握abilities的用法，以及如何用if引导的条件状语从句。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，但对于abilities的用法和if引导的条件状语从句还比较陌生。
因此，在教学过程中，需要逐步引导学生理解和掌握这些知识点。
同时，学生对于描述人物的能力较强，可以借此机会让他们更好地运用英语表达自己。
三. 说教学目标1.知识目标：让学生掌握abilities的用法，学会用英语表达能力和描述人物；让学生理解并学会if引导的条件状语从句。
2.能力目标：通过小组合作和角色扮演等活动，提高学生的口语表达能力和团队协作能力。
3.情感目标：培养学生对英语学习的兴趣，增强自信心，使他们更加积极地投入到英语学习中。
四. 说教学重难点1.重点：abilities的用法，if引导的条件状语从句。
2.难点：如何正确运用abilities描述人物，以及如何灵活运用if引导的条件状语从句。
五. 说教学方法与手段1.情境教学法：通过设置各种情境，让学生在实际语境中学习和运用abilities和if引导的条件状语从句。
2.任务型教学法：通过小组合作和角色扮演等活动，让学生在完成任务的过程中学习和运用所学知识。
3.直观教学法：利用图片、视频等直观教具，帮助学生更好地理解和记忆知识点。
六. 说教学过程1.导入：以一个关于能力的短片引入新课，让学生对abilities和if引导的条件状语从句有一个初步的了解。
2.新课呈现：通过展示图片和视频，引导学生学习abilities的用法，以及if引导的条件状语从句。
3.语法讲解：讲解abilities的用法，让学生学会如何用英语表达能力和描述人物。
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精品【初中试题课件】 精品【初中试题课件】 Unit 7 Abilities Comic strip and Welcome to the unit Teaching Aims: 1. Through the comic derivation to talk about the topic of ability. 2. Talk about in daily life we can do for another thing. 3. Through the talk about how to care and help others to ideological and moral education. Step 1 Presentation 1. Show some pictures to learn some words . 2. Then read aloud the new words. ability n. 能力 seat n. 座位 send v. 发送；邮寄 even adv. 甚至 able adj. 能，能够 raise v. 募集 notebook n. 笔记本 pay vi. & vt. 付款 pay for 为……付款 believe v. 相信 believe it or not 信不信由你 look out 留神，当心 Step 2 Warming up 1. Show some pictures then ask and answer A: What can you do? B: I can …. What about you? A: I can …. Step 3 Do some exercises. 1. Do Part A on page 81. 精品【初中试题课件】 精品【初中试题课件】 2. Check the answers. 3. Talk about the pictures. Step 4 Presentation Show some pictures present comic strip. Step 5 Listen and answer 1. Can Eddie fly? 2. Read the dialogue in pairs. 3. Act it out. Step 6 Listening 1. Listen to part B and answer the following question. 1) What can they do for the children in poor areas? 2) Can they raise some money for them? 2. Read after the recorder. 3. Pratice in pairs. 4. Act it out. 5. Make their own dialogue. Step 7 Explanation 1. How cool! 多酷呀！ 这是一个感叹句。它的结构是 how + adj./adv. + 主语 + 谓语! e.g. How beautiful she is! How fast she runs! 2. I can fly. 我会飞。 can 是一个情态动词，表示“能，会”。它的否定形式是can’t, 后面加动词的原型。 e.g. He can sing. But he can’t dance. 3. Believe it or not! 信不信由你！ 4. look out = be careful = take care 留神，当心 e.g. Look out. The fire is dangerous. 5. plant trees 植树 6. clean up the park 清理公园 精品【初中试题课件】 精品【初中试题课件】 7. give a seat to someone on the bus 在公共汽车上给某人让座 8. collect … for … 为 …… 收集 …… 9. visit an old people’s home 参观老年公寓 10. send sb. sth. = send sth. to sb. 发送给某人某物 e.g. I send him a card .= I send a card to him. 11. raise money for … 为…… 募集资金 e.g. we can raise some money for the poor. Step 8 Exercises 1. Translate some phrases. 1) 多么酷 2) 小心 3) 种树 4) 让座给某人 5) 在公共汽车上 6) 希望工程 7）打扫公园 8）帮助一个老人 2. 翻译下列句子。 1）你会种树吗？不会。 2）我们将为希望工程募集东西。 3）李明正在给别人让座。 4）三班的学生昨天探访了老年公寓。 5）我们可以为贫困儿童募集一些资金。 Homework 1. Read the text book and learn the new words and phrases by heart. 2. Do the exercises in the workbook.
Reading I 精品【初中试题课件】 精品【初中试题课件】 Teaching Aims: 1. Introduce and develop relevant description dangerous situation vocabulary. 2. According to the pictures, keywords and context speculate the main ideas. 3. Practise reading skills by learning “A brave young man”. Step 1. Presentation Present the new words with pictures and read them aloud. save save…from smoke next door badly hurt could pour protect rush wet blanket fireman put out burn in hospital moment nod careful reporter news newspaper match rubbish bin Step 2. Match the words on the left with the meanings on the right. 1. Do part B1 on page 83. 2. Check the answer. Step 3. Listening 1. Listen to text and answer the questions: 1) Who’s the brave young man? 2) Did the fire burn the young man? 2. Listen again and answer more question. 1) What did Liu Tao do on 10th May? He saved his neighbour from the fire. 2) Why couldn’t Mrs Sun get out her house when it was on fire? Because she hurt her leg. 3) How long was Liu Tao in hospital? He was in hospital for two weeks . 4) Fire can be dangerous .What should we do? We should be careful with fire. Step 4. Reading 1. Read the article by themselves and finish part B2. 2. Scan the story, try to tell T/ F. 3. Put them into the right order. 精品【初中试题课件】 精品【初中试题课件】 Step 5. Exercises 1. Complete part C on page 84. 2. Check the answers. Step 6. Discussion What can we learn from the story? Step 7. Have an interview Homework 1. Read aloud the article and underline the difficult parts. 2. Remember the new words in this lesson.
Reading II Teaching Aims: 1. Learn the language points in this article. 2. Learn to talk about the brave young man around us. Step 1. Revision 1. How much do you know about ‘A brave young man’. 2. Fill in the table. Step 2. Explanation 1. adj. + enough enough修饰形容词通常放在其后面，修饰名词通常放在名词的前面。 e.g. He is old enough to go to school. 他年龄足够大，可以去上学。 I have lots of work to do every day. 我每天有大量的工作要做。 2. save… from 从……中救出 e.g. He saved a boy from the river. 他从河里救出了一个男孩。 3. alone = by oneself = on one’s own 单独，独自 e.g. He is at home alone/by himself/on his own.