江苏省昆山市兵希中学七年级英语《Unit 5 Abilities》教案 牛津版.doc

江苏省昆山市兵希中学七年级英语《Unit 5 Abilities》教案 牛津版

Welcome to the unit and Comic strip
Teaching goals:
1. To arouse Ss’ interest about personal abilities
2. To revise vocabulary about helping people in the community
3. To generate ideas about ways to care for and help others
Focuses:
To gain Ss’ awareness of how they can help others in their community.
Difficulties:
To generate ideas about helping others in the community
Procedures
Step 1 Warm-up activities
1. Free talk about Superman’s feats in a film or TV program:
How much do you know about Superman?
What do you think he can do in his daily life?
2. Elicit Ss’ answers on the Bb.1
3. Lead into the Modal verb: can/ could
4. Ss practice the patterns about ‘can/ could’ in pairs.
Step 2 Presentation/ Practice
1. Present Hobo and Eddie’s outing. Ss talk about the Comic strips in groups.(p38)
2. Play the tape for Ss to listen and give their answers according to the tape and the pictures. The following questions for them:
What does Eddie think of himself?
What do you think of Eddie?
What message can you get from Eddie?
3. Get some pairs to act out the part according to the pictures on the slide show.
Step 3 Activating
1. Talk about what they can do if somebody needs help in the community:
A. help disabled , ill/ sick, old/ weak , poor people;
B. do some meaningful things:
Planting trees
Giving a seat to someone on the bus
Collecting things for Project Hope
Cleaning up the park
Visiting a home for the elderly
2. Encourage Ss to give more answers about helping others in the community.
Step 4 Practice
1. Talk about the typical ways of helping others, then brainstorm situations in which Ss can be helpful: What can you do in your everyday life and around your community.
Step 5 Production
1. Practice patterns about ‘can/ could’, using the phrases learned above.
Shirley and Amy’s conversation.
S: A bird ________ fly, we _______ fly but we ________ do sth meaningful to help others. Do you think so?
A:Yes, of course. For example, we __________plant trees on Tree Planting Day.
S: Yes. We ________ also clean up the park on Sundays.
A: Mmm. We __________ collect things for Project Hope.
S: We_______ also give a seat to someone on the bus
A: If we see an old man in the street, we_______ help him to cross the road.
S: You are right. We ______ do many things to help others. If everyone can
help each other, the world will become more and more beautiful.
2. Give the English for these:
A. 1.当心/小心
2. 植树/种草
3. 给某人让座
4. 为希望工程收集东西
5. 清理公园
6. 老人之家
B.1. 去年我就会骑自行车了。
2. 上个星期我能自己洗衣服了。
3. 你昨天会读这篇课文吗？会。
4. 上个月他们不会游泳，但是现在会了。
Step 6 Homework
1. Go over Reading part after class.
2. Practice the use of ‘can’ after class.
Unit 5 Abilities
Reading (I)
Teaching goals:
1. To introduce and expand vocabulary to describe dangerous situations
2. To guess context from text type, title and picture
3. To infer general meaning from picture, key words and context
4. To identify names and specific places and actions
Focuses:
To infer general meaning from picture, key words and context
Difficulties:
To guess meaning from picture, keywords and context
Procedures
Step 1 Presentation
1. Free talk with Ss about how to help people in need in society.
2. Lead into the new items in the period: danger and potential hazards at home. Talk about what to do in the case of emergency? Can you give us an example? Elicit Ss’ answers on the Bb.
call the police
call 110 for help
call 119 for help
call 120 for help
shout loudly for help
help others by oneself
save themselves
use one’s own wisdom
3. Talk about the picture: What can you infer from the picture?
Step 2 Listening and practicing
1. Play the tape three times for Ss to listen and find out the answers to the following questions:
① How old is Zhang Hua?
② What did she do on 10th May? .
③ Where did the fire happen?
④ Why didn’t Mr Sun get out by himself?
⑤ How did Zhang Hua put out the fire?
⑥ How long did Zhang Hang stay in hospital?
⑦ Do you agree with what Zhang Hua said at the end of the story?
⑧ If you were Zhang Hua, would you like to do like her? Why?
2. Ss read through the play and try to find out the topic sentences in the story.
① Zhang Hua helped her neighbour out of a fire.
② Mrs Sun, Zhang Hua’s neighbour was in danger.
③ Zhang Hua put out the fire with a blanket and helped Mrs Sun out of the fire.
④ Zhang Hua was burnt and stayed in hospital for two months.
⑤ Zhang Hua told people it’s important to be careful with fire.
Step 3 Reading
1. Ss skim the text quickly, focusing on the new words and main points only.
neighbour alone hear heard fire smoke kitchen
hurt pour rush put out blanket burn
neck hospital brought dangerous
2. Play the tape for Ss to follow together.
3. Talk about how to praise Zhang Hua for his bravery : Give him an award for bravery.
Step 4 Practice
True or false questions about the reading part.
① Zhang Hua helped his neighbour out of the water. ( )
② Zhang Hua was staying at home on May 10th . ( )
③ Mrs Sun hurt her leg in the fire. ( )
④ Zhang Hua poured some water on his jacket
before she rushed into the fire. ( )
⑤ Zhang Hua wasn’t afraid at all. ( )
⑥ Zhang Hua didn’t hurt in the fire. ( )
⑦ Zhang Hua thought people should
help each other. ( )
⑧ All of us should learn from Zhang Hua. ( )
Step4 Homework
1. Go over Reading part after class.
2. Practice the Exx on page 45 after class.

Unit 5 Abilities
Reading (II)
Teaching goals:
1. To learn more details about a story of a brave man
2. To identify specific meaning by scanning the story
Focuses:
To learn more details about the story
Difficulties:
To find out the useful language points in the play
Procedures
Step 1 Reading
1. Play the tape twice for Ss to listen and repeat with books closed.
2. Play the tape for individuals to repeat once.
Step 2 Practice
I. Learn the new words together, then get individuals to match the words with their meanings, check as a whole class. ( page79 Part B1)
II. Page 80 Part D: Learn more about fire safety and try to add other safe ways about using fire.
Step 3 Production
I. Finish off the conversation. ( page79 Part B2)
II. Talking about Zhang Hua ( page 80 Part C)
Ss find out Daniel’s mistakes and give their correct answers.
Simon= S Daniel= D
S: Do you know what happened to Zhang Hua?
D: Yes. I read about it in the Sunshine Post. ( )
S: What did he do?
D: First, he heard his neighbour, Mr Sun, calling for help. ( )
Then he poured water over his trousers. ( )
S: How clever!
D: But the fire burnt his neck, legs and face. ( )
He was in hospital for two weeks. ( )
S: How terrible! Is he getting better now?
D: Yes. Many visitors brought him flowers and cards.
S: That’s nice.
D: I’m very happy that he is well now.
S: Me too.
Step 4 Homework
1. Go over Reading part after class.
2. Try to find all the language points in the part.
Unit 5 Abilities
Reading (III)
Teaching goals
1. To master the details of the story
2. To do some relevant exercises
Focuses
1. To practice the language points well
Difficulties:
To use the information to express their own opinions
Procedures
Step 1 Reading / Acting
1. Play the tape for Ss to repeat one by one in class with books closed.
2. Practice acting the part in pairs.
Step 2 Summary
I. Give the proper forms of the given words
1. alone Synonym by oneself/ on one’s own
2. hear Ved heard
3. go Ved went
4. run Ved ran
5. put Ved put
6. burn Ved burnt/ burned
7. bring Ved brought
8. say Ved said
9. hurt Ved hurt
9. danger adj dangerous
II. Give the English for the phrases.
1. 帮助某人脱离火灾
2. 听到某人正在喊叫
3. 79岁的孙夫人
4. 伤了某人的腿
5. 跑回到......
6. 把水倾倒到......上
7. 冲进......
8. （用......）扑灭火
9. 住院（治疗）
10. 相互帮助
11. 小心用火/防火
12. 给他带来礼物
13. 某人发生......
14. 在那时/那一刻
15. 伤了某人(自己)
III. Finish off the following sentences.
1.Zhang Hua helped his neighbour______________ (脱离火灾).
2. Suddenly he __________________(听到有人在喊) ‘Fire! Fire!’.
3. She could not _____________(出来) because she ___________(腿伤了).
4. Zhang Hua _____________(倒水在夹克衫上)
and _______________(冲进) Mrs Sun’s kitchen.
5. The fire ___________ (烧了) his arms, neck and face
but he was not afraid.
6. He ___________________ (住院) for two months.
7. Fire can be very_______________ (危险) , it’s important ________________(防火).
Step 3 Production
Finish off the passage according to the story of Zhang Hua.
Zhang Hua is a _________ young man. On May 10th, he _______ his neighbour out of a fire with a __________. The fire was very _______ but he wasn’t _________ at all. The fire _________ his neck, arms and face and he had to stay in _________ for two months. Zhang Hua thought it was duty to help ______________ when they are in danger. He also told people to be ________ with fire.
Step 4Homework
1. Go over Vocabulary after class.
2. Do Step 3 as written work

Unit 5 Abilities
Vocabulary
Teaching goals
1. To develop an understanding of the use of adjs in different contexts
2. To use suitable adjs to describe people’s behaviour and character
Focuses
1. To grasp the use of adjs in different contexts
Difficulties:
To use correct adjs to describe people’s behaviour and character
Procedures
Step 1 Brainstorming activities
1. Brainstorm about the adjs Ss learned before and in the unit. Get Ss to find out how many of them are about qualities
hard-working brave careful safe helpful
polite grateful quick slow kind happy
cheerful thoughtful likely
2. Get Ss to describe their partner with the adjs above. Make sure they can give the proper descriptions in class. Praise those who do well in the step.
3. Lead into the concept of opposites. Make sure they can understand the new concept.
4. Try to give the correct opposites of the adjs above.
hard-working -- lazy
brave --afraid
careful-- careless
safe-- dangerous
helpful-- unhelpful
polite—impolite/ rude
grateful-- ungrateful
quick-- slow
kind --unkind
happy –unhappy/ sad
5. Encourage more able Ss to give more adjs in class.
Step 2 Presentation
1. Get Ss to describe Chen Dan/ Zhao Aijia with the given words/ phrases.
A. kind brave, think of others first, helpful, do a lot of computer work for the club, polite
B. be good at running/ climbing and playing tennis, tell the young people to be careful, quick and brave, save Mrs Lu last week.
1l. Get Ss to talk about what good qualities do the two Ss have.
III. Present the new items to them:
recommend sb to be the host
recommend sb as sb
recommend sb for an award
Most Helpful Student Award
Helping Hand Club
Best Sports(wo)man Award
Have/ get/ win the award
Step 3 Practice
I. Page 77 Part B, Get individuals to read out the passage and give their answers in class. Make all the Ss read the part in chorus until they can read the two passages well enough.
A helpful student
A. I would like to _________ Chen Dan for the Grade 7 Most Helpful Student Award. He spends a lot of time at the Helping Hands Club. He is _______ and _________. He always thinks of ________ first. He often helps other members. He is very ________ and he does a lot of computer work for the club. The other members of the club like him very much because he is _________ too.
A super swimmer
B. I am writing _________ Zhao Aijia for the Grade 7 Best Sportswoman Award, Zhao Aijia is a member of the Swimming Club. She is also good at running, climbing and playing tennis. She often tells younger students to be __________ when they play water sports. She is also very _______ and ________. Last week, Mrs Lu fell into the water and Zhao Aijia saved her. Mrs Lu was very __________ for Zhao Aijia’s help. We shall all be very _______ if Zhao Aijia can have the award.
II. Pair Ss practice retelling the two passages above. Encourage more able Ss to retell them in front of the class.

Step 4 Consolidation
1.Describe Sb according to the given Chinese.
1. Do you know the useful adjs?
energetic/ lazy quiet/ noisy calm/ nervous
skilled/ unskilled optimistic/ pessimistic
brave/ cowardly practical/ impractical
mature/ children dependent/ independent
strong/ weak fast/ slow sensible/ foolish
shy/ outgoing beautiful/ ugly easy-going/ stubborn
interesting/ boring
2. 你想推荐你的好朋友作为最乐于助人学生奖。他善良而又助人为乐。总是先人后己。他反应敏捷，上个月救了一个落水儿童。那个孩子的家长很感激他的帮助。我们都希望他能获奖。
I want to recommend my good friend for the Most Helpful Student Award. He is very kind and helpful. He always thinks of others and then himself,. He is very quick. Last month, he saved a child. The boy fell into the water. The child’s parents are very grateful for his help. We all hope he can have the award.
Step 5 Homework
1. Go over Grammar after class.
2. Try to revise the opposites about adjs.
3. Practice Step 4 as written work.

Unit 5 Abilities
Grammar (I)
Teaching goals
1.To recognize and understand how to use ‘can/ could’ to express ability/ possibility in the present and past
2.To recognize degrees of possibilities when using ‘may/ might’
Focuses
1. To master the use of ‘can/ could’ and ‘may/ might’ correctly
Difficulties:
To identify and use the four modal verbs well enough
Procedures
Step 1 Revision
I. Revise the use of ‘can/ could’, get Ss to say sth about the two modal verbs.
II. Get Ss to talk about their own abilities at present and in the past.
III. Can you use the two modal verbs correctly?
A. can: we are able to do sth now/ at present
could: we were able to do sth in the past
B. can/ could: sth is possible now/ at present
could: sth was possible in the past
C. can/ could: we can’t use them to talk about the chances that sth will certainly happen in the future.
Step 2 Practice
1.Practice Part A1 with the Ss together.
II. Try to talk about the pictures individually. ( page83)
III. Help Ss to find out they are great because they can do so many things in their daily life. They have healthy bodies and minds. They can do so many things. So we should be grateful to our parents for giving us so many things in the world.
IV. Ss practice page 84 Part B individually.
Step 3 Production
.Ss finish off the sentences using the modal verbs.
1. School finishes at 4 p.m. The bus leaves at 4.10 p.m. We _______ take the bus.
2. It will be warm tomorrow so we________ wear short sleeves.
3. I _______ play games on my old computer, but the new one is much faster.
4. I forgot my key. I ________ open the door.
Step 4 Homew