牛津译林版七年级下册(新)英语教案7BUnit5Grammar
Every day: get up—wash face—go to school—have lunch—do sports
4. Ask Ss to use yesterday instead of every day to talk about the things they did yesterday and then write down the key words:
(3) In 1986, I studied in Jinlin Middle School.
3. Ask Ss to draw their own time line in groups of four to take turns to introduce their own experiences.
重点
To learn to talk about the things in the past with the proper forms of verbs.
难点
教学过程设计
集 体 备 课
二 次 备 课
Step 1Lead-in
1. Ask Ss: How many days are there in a week? What are they?
Step2 Presentation
1. Put a student’s bag into the desk and make a dialogue with the student:
T: Where’s the school bag?
S: It’s in the desk.
Then put the bag on the desk and ask:
2. According to the time line, the teacher can introduce his / her own experience to Ss, like:
(1) I was born in 1974 in Hefei.
(2) I was moved to Taiyuan in 1984.
plan ___________ invite __________ drop ___________
Step 4 Practice
1. Ss learn the rules of the verbs and have a discussion about them.
2. Ask Ss to complete the exercises in Part A on page 62 and
Step 3 Presentation
1. Present the verbs and their forms of the past participles:
turn—turned live---lived cry---cried stop---stopped
2. Then help Ss to summarize the rules changing verbs into the past participles.
Writedownsome important sentences ontheBb.
Summarize
Help Ss to summarize the rules.
Recite them after class.
Do some exercises.
Have a discussion.
Complete the exercise in Part Candanswersome questions.
备课
日期
2014年
教学
课题
Unit5 Amazing things
课时
安排
4
月
日GrΒιβλιοθήκη mmar7教学
目
标
1. To learn the structure and the usage of the simple past tense.
2. Be able to talk about the things in the past according to the situations.
4. Choose some of them to tell the class their own experiences using the proper tense.
Do some revision and complete the passage.
Make a dialogue like this.
规则变化：
（1）直接加ed
（2）以e结尾的单词加d
（3）辅音字母加y结尾的单词去y为i加ed
（4）重读闭音节，双写最后的辅音加ed
不规则变化：
（1）不变
（2）只变元音字母
（3）只变辅音字母
（4）元音字母和辅音字母都发生变化
（5）其他不规则变化
4. Present the following verbs and ask Ss in groups of two to complete the exercises:
It ___________ (be) Sunday morning. Millie and Amy ___________ (sit) under a big tree. They __________ (hear) a whisper but ___________ (find) nothing. They ___________ (run) away and __________ (meet) Andy. He __________ (go) to the park and found the ghost ___________ (be) a cat. They ____________ (take) the cat to the animal center.
stay ___________ share ___________ chat ___________
prepare ________ study ___________ carry __________
check__________ like ____________ pick ___________
Yesterday: got up—washed face—went to school—had lunch—did sports
5. Divide Ss into different groups and discuss the changes because of time and thentheteacher help Ss to summarize the concept of the simple past tense: We use the simple past tense to talk about things in the past.
(1)Whichmuseum did they go the day before yesterday、
(2) What amazingthingsdid they see?
(3) What else did they learn?
Step 5 Show
1. Draw a time line to introduce oneself or someone students are familiar with, and mark the time that certain thinghappenedat.
T: Where is the school bad now?
S: It’s on the desk.
2. The teacher write the sentence on the Bb: The school bag is on the desk now. Then ask the student some questions and write down the answers on the Bb again, like:
In groups of four:
Introduce oneself.
课后
作业
1. Finishtheguide-learning paper.
2. Recite the passages or dialogue in Grammar.
教学
反思
一般过去时在初中阶段也是个难点，学生不易掌握。课后要多做练习，体会并掌握这种时态。更主要的是下功夫背诵标志词。
2. Then present the simple past tense by asking Ss again: What day is it today? What day was it yesterday?
3. Revise some content of Reading and complete the passage with the correct forms of the verbs in brackets.
encourage them to ask questions.
3. Ask Ss to complete the exercises in Part B on page 62 and check if they have grasped the rules.
4. Ask Ss to complete the exercises in Part C on page 62 and check the answers together. We can ask Ss toanswerthese questions:
T: But where was the school bag a moment ago?
牛津译林版英语七下Unit5Abilitiesword全套教案
Unit5(牛津英语7B--初一下学期）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 letterV ocabulary: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 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 re port.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 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 stud ents’ answers on the screen .SportsStudent AStudent BRide a bikeSwimFly a kitePlay footballPlay chessThen ask the others:Can she / he …?2) Say the whole sentenceseg: 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.①Positive: cancould②Negative: can’tCouldn’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 chance s..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 possibilities 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:①Zhang Hua works hard. It is possible for him to pass the exam.(He can pass the exam)②Nick 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 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 adje ctives .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 w riting.Language focus: do one’s best, 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 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’ meet ing . 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 t ell 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)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.H e 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)，。
2020—2021学年牛津译林英语七年级下册 unit 5 Welcome to the 教案
Teaching PlanTeaching material: 7B Unit 5 Welcome to the unitTeaching aims:Knowledge aims:1. Grasp some new words, useful phrases and sentences.2. Learn about four fun facts.Ability aims:1.The ability of using some adjectives to express feelings.2.The ability of cooperating with partners and talking about fun facts.3.The ability of acting the dialogue out with body language.Emotion aims:1.Develop students’ interest in finding and sharing amazing things with others..2.Guide students to summarize the ways to find out more amazing things. Teaching emphasis and difficulties:Teaching emphasis: Learn four fun facts and then talk about them.Teaching difficulties: Cooperate with partners and talk about fun facts.Act the dialogue out with body language.Teaching aids: MultimediaTeaching Procedures:Step 1 Lead inWatch a short video about the amazing things that Doraemon can do to lead in this lesson.(Purpose: Doraemon should be very familiar to students. Asking several questions about him can make students recall their knowledge. The amazing things that Doraemon does can greatly arouse students’ interest. Therefore, students will be more involved in this lesson. )Step 2 PresentationPresentation of four fun facts in Part A on P57.1. Fill in the blanks according to pictures.2. Learn new words and phrases.(Purpose: Some funny pictures can make students more interested in this lesson. Asking them to fill in the blanks about fun facts make make students more concentrated and think carefully. Besides, students can grasp the fun facts and new words better.)Step 3 Practice1. Exercise: Match and fill in blanks.2. Retell the four sentences.(Purpose: Timely consolidation is necessary. Enough time should be given to students to understand and memorize the fun facts. Moreover, strict checking is also important.)Step 4 Presentation1.Listen and answer the question:--Which pictures are they talking about?--They are talking about Picture 1 and Picture 4.2.Read in groups to find out the words about feelings and important sentences.words about feelings:interesting, amazingimportant sentences: Do you know any fun facts about the world, Amy?Isn’t that amazing?(Purpose: Questions can make students think carefully.)Step 5 PracticePair work: make a dialogue to talk about fun facts.A : Do you know any fun facts about the world?B : Yes, … .A : That’s … ! Anything else?B : … .A : Oh, really?B : Yes. Isn’t that...?(Purpose: Making a dialogue can help students understand the four fun facts better. )Step 6 PresentationEddie found an amazing thing, too. What’s it? Let’s go and see.1.Enjoy the video of the comic strips and answer questions.---What did Eddie see? ---A UFO---What did Hobo see? ---A plane---Did you see a plane before? Was the plane big?e pictures to explain “UFO”UFO is short for Unidentified Flying Object.(Purpose: The pictures about the UFO can arouse students’ interest.)Step 7 Practice1.Fill in the blanks about the dialogue.2.Work in pairs: Act it out with the body language.(Purpose: Filling the blanks can help students further understand the dialogue. And students’ ability of acting can also be developed.)Step 8 Activity1.Present two videos about amazing things and ask them questions:T: What can the elephant do in the video?Ss: It can draw pictures and play football.T: Can you do this like the man?Ss: No.2.Ask students to share their amazing things with others.(Purpose: Develop students’ interest in finding and sharing amazing things with others)Step 9 DiscussionAsk students to discuss how to find amazing things.Work in groups of 4 and talk about the ways to find more amazing things.(Purpose: Develop the ability of cooperating with partners and guide students tosummarize the ways to find out more amazing things)Step 10 ExercisesFinish the exercises on the exercise book.(Purpose: do some exercises to strengthen the knowledge.)Step 11 Homework1. Look for more amazing things and share them with friends.2. Review and finish the exercise3. Preview the next lesson。
牛津译林版七年级英语下册Unit5AmazingthingsTask教案
2.To combine vocabulary and model sentence constr ucti ons to produce own writing
3.To produce a piece of writing using information obtained tom research
教学
准备
Multimedia;
教 学设计详案
二次备课内容
Step 1 Lead-in
To present the word sandwich by some pictures as well as its plural form and
some other related words.
Step 2 Presentation
Step 3 Imitate writing
1. Tell them a similar story about the development of TV.
2. Encourage them to summarize the writing poi nts by themselves.
3. Ask them to write a sie sample passage.
Unit 5 Amazing things Task
年级七年级科目英 语
课题
7B Unit 5 Amaz ing things
Task
课时
1
课型
new
授课时间
主备人
交流
时间
整合
时间
组长签字
教
学
目
【最新】牛津译林版七年级英语下册Unit5 Grammar1精品课件.ppt
Every sha-la-la-la 每一句sha-la-la-la Every wo-wo still shines， 每一句wo-wo仍闪烁， Every shing a-ling a-ling， 每一句shinga-linga-ling，
That they’re starting to sing so fine。
Looking back on how it was 回头看 In years gone by， 岁月如何消逝
And the good time that I had
12.我们中的一些 some of us
13.买那儿的动物卡片
14.在下午一点回到学校来
come back to school at 1 p.m.
15.玩得高兴
have a great time
16.如此有趣
be so interesting
17.告诉我有关它的一切
tell me all about it
live on the earth a long time ago
Simple past tense(一般过去时)
1. To learn to use the simple past tense to talk about :
❖Things in the past.
2. To make positive and negative statement : I/You/We/They/He/She /It heard a whisper.
《昨日重现》中英文歌词对照 When I was young，当我年轻时， I’d listen to the radio， 常听收音机， Waiting for my favorite songs。 等待心爱的歌曲。 When they played I’d sing along， 听到播放时便随声歌唱。 It made me smile。 这使我欢畅。
牛津译林英语7B Unit5课本知识整理
Unit 5 Amazing thingsWarm up一、重点单词1.amazing adj. 令人吃惊的，惊人的2.just adv. 只是，仅仅3.light n. 灯；光线4.bright adj. 明亮的二、重点词组1.look at 看2.a UFO 一个不明飞行物e on 得了吧4.be full of = be filled with 充满三、重点句型e on, Eddie. It’s just a plane. 得了吧，艾迪，不过是架飞机罢了。
2.I saw one yesterday. 我昨天还见过一架。
3.They are only the lights on the plane. 它们仅仅是飞机上的灯。
4.The world is full of amazing things. 世界充满着令人吃惊的事情。
Welcome to the unit一、重点单词1.same adj. 同一的，相同的2.birth n. 出生，诞生3.times n. 倍4.earth n. 地球；大地5.bone n. 骨头6.back n. 后部，背部7.fat n. 脂肪8.fact n. 事实二、重点词组1.sleep with their eyes open 睁着眼睛睡觉(with a book in her hand 手里拿着书)2.the same size 相同的尺寸(be the same as... 和...一样)3.from birth 从出生时4.stop doing sth. 停止做某事(stop to do 停下来做另一件事)5.1,300,000 times larger than 比…大130 万倍(倍数表达法：倍数+比较级+ than; 倍数+1+ as +原级+as; 倍数+the + n. + of...)6.in the back of elephants’ feet 在大象的脚的后部7.know fun facts about the world 知道关于这个世界的有趣的事实(in fact = actually)三、重点句型1.Fish sleep with their eyes open. 鱼睁着眼睛睡觉。
牛津译林版七年级英语下册unit5第9课时教案(无答案)
牛津译林版七年级英语下册7B Unit5 Amazing things Period 9一、课前预习导学一）教学目标1.To accelebrate students’ understanding and correct use of the Simple Present Tense.2 Make sure the students can grasp the vocabulary in this unit.3.Make sure the students know how to write a composition about amazing things.二）Self-taught contentsGrasp the following words and sentencesWords: over翻译下列句子1. Would you like to join us?2. See you soon.3. It also talks about people’s strange dreams二、课堂合作交流一）Free talk Ask students the questions.1. When and where were you born?2. What did you do last Sunday?3. What time did you get up yesterday morning?4. What did you have for breakfast yesterday?5. How did you go to school yesterday?Then ask the Ss to ask similar questions in pairs.二）Practice1. The students complete the e-mail of part A. (The group leader checks the answers.)2. The students complete the conversation of Part B. (The group leader checks the answers.)三）Dictation1. Revise the important words, phrases and sentences in this unit. (Give them a few minutes toprepare.)2. Have a dictation.三、课内练习巩固英汉互译(1)as usual(2)照顾(3)a hard-working person(4)属于(5) walk on tiptoe(6)喜欢(7) be crazy about(8)在某人的一生中(9)在21岁时(10)最高的男子四、课后拓展延伸用所给单词正确形式填空(1) The students are doing their homework (quiet) in the class room.(2) Yao Ming is one of the (tall) basketball players in NBA.(3) You need (read) information about basketball.(4) I am (real) surprised to learn all these.(5) We like to wear the clothes (make) of cotton.(6) The boy is (call) James, but his father (call) (he) Jim.(7) Kate is standing between Jim and (she).(8) This is (we) bedroom, (your) is there.(9) This desk belongs to (he).(10) People (name) this food after the man.五、教学效果验收1、错题警报2、错因分析3、矫正补救4、教与学反思（教师与学生分别从不同角度、。
牛津译林版英语七年级下册7BUnit 5 Integrated Skills课件
I am no more afraid of snakes . 他不再上学迟到了。
He isn’t late for school any more.
He is no more late for school. 孩子们不再爱吃蔬菜了。 Children don’t like eating vegetables any more.
2. C_a_m_e_l_s_ can live in the desert(沙漠) w__it_h_o_u_t_(with)
water for a long time.
3. Do you know a_n_t_s_ can smell things well? 4. The man _h_e_a_rd__o_f_(听说) the story before.
1) 肯定句：主语+谓语动词过去式…… 2) 否定句：主语 + didn’t +谓语动原形 ……
3)一般疑问句： Did +主语+谓语动原形……? Yes, 代词+did. / No, 代词+ didn’t.
定义： 用来描述过去某一时间发生的动作或 存在的状态。
改写句子：
1、Lucy did her homework at home.
Unit5
Integrated Skills
含有be 动词的一般过去时：
肯定句 主语 + was/were+ 其它 .
否定句 主语 + was not (wasn’t)/were not (weren’t) + 其它 . 疑问句 Was/ Were +主语 + 其它 ?
安徽省马鞍山市金瑞初级中学七年级英语《7BUnit5Vocabulary》教案 牛津版
用心 爱心 专心 1 安徽省马鞍山市金瑞初级中学七年级英语《7BUnit5Vocabulary》教案 牛津版
课题 7B Unit5 Vocabulary
教学目标 知识目标 1Talk about qualities about friends. 2Learn about some new words and phrases. 3Get to know something about qualities of a good friend 能力目标 Learn some adjs. about characters & their opposites.
情感目标 1To educate the students to be polite and helpful to others. 2To arouse the ideas of helping others and caring for each in our daily life.
教学重难点 1Talk about qualities about friends.
2 Learn some adjs. about characters & their opposites. 教学方法 Asking and answering, practicing, pair work , group work
教学辅助 PPT, Preview exercises, pictures, Class job
教学过程 Step 1 Checking the Preview exercises Check the Preview exercises in each group. Step 2 Showing the teaching aims Show the learning aims of this lesson, giving the introduction simply. Step 3 Show students the Guiding material 1Revise the text of reading (describe the story) 2 Try to use the suitable adjs. to describe Zhang Hua’s qualities by asking questions. 1) When was the fire? 2) How did Zhang Hua save his neighbour? 3) Did he do anything to keep himself safe? What did he do? 4) Was he afraid at that moment? 5) What do you think of Zhang Hua? Step 4 Presentations 1. lead in Try to use the following adjectives to describe the people around you. 乐于助人的 helpful 勇敢的 brave 友善的 kind 细心的 careful 有礼貌的 polite 感激的 grateful 快的 quick 开心的 happy （Have a discussion if necessary.） 2. Find the opposites of the words above. Then check the answers together. Keys: 1—e 2—d 3— f 4—g 5—c 6—b 7—a 8—h 3. Ask the students to read the passage quickly and fill in the blanks with the opposites of the given words. Keys: kind, helpful, polite, careful, quick, brave, grateful, happy 用心 爱心 专心 2
译林版牛津英语7B全册单元知识点总结及练习(附答案)
译林版牛津英语7B全册单元知识点总结+练习（附答案）Unit 1 Dream homes (2)Unit 2 Neighbours (15)Unit 3 Welcome to Sunshine Town (33)Unit 4 Finding your way (49)Unit 5 Amazing things (62)Unit 6 Outdoor fun (79)Unit 7 Shopping (90)Unit 8 Pets (106)Unit 1 Dream homesPart One Comic strip重点全解1、Would you like to live in a palace，Eddie. (P 6)①Would you like/love to do sth.?用来征求对方意见，意为“你想要做某事吗？”，肯定回答用Yes, I’dlike/love to.否定回答用“Sorry, I am afraid........ ”。
例如： ---Would you like to go swimming with me this afternoon?—Yes, I’d like to.②Would you like sth.表示“你想要 .... 吗？”，肯定回答用Yes, please。
否定回答用No thanks.例如：…Would you like some apples?—No thanks2、No. I’d like to next to a restaurant. (P 6)Next to表示“紧邻，在......... 近旁”。
例如：Tom lives next to Daniel.3、The biggest one in Fifth street! (P 6)句中的one是不i代词，用来指代前面所提及的那一类人或物，用以指代单数可数名词。
It用来指代前面提及过的那个人或物，用以指代单数可数名词或不可数名词。